GRADES SCHOOL: CONCEPCION INETGRATED GRADE EIGHT (8)

SCHOOL LEVEL:
7 TO 10 TEACHER: MR. DANIEL M. PENEIRA LEARNING MATHEMATICS
DAILY AREA:
TEACHING September 19, 2019 QUARTER: SECOND
LESSON PLAN DATES & TIME: 1: 40 - 2 : 40 QUARTER

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of linear
Standards: inequalities in two variables, and linear functions.
B. Performance The learner is able to formulate real-life problems involving linear
Standards: inequalities in two variables, and linear functions.
C. Learning
Competencies/ Graph linear inequalities in two variables ( M8AL-IIa-3 )
Objectives:

II. CONTENT Patterns and Algebra : Graphing Linear Inequalities in Two Variables

III. LEARNING
RESOURCES
A. References
1. Teacher’s pp : 249-253
Guide Pages
2. Learner’s pp : 220-231
Materials
Pages
3. Text book Interactive Math by Oronce, et al, pp: 220-222
Pages
4. Additional
Materials from
Learning
resources(LR)P
ortal
B. Other Learning https://www.mensxp.com/special-features/today/26322-23-most-interesting-
Resources international-borders-across-the-world.html
https://en.wikipedia.org/wiki/Joint_Security_Area
https://en.wikipedia.org/wiki/Berlin_Wall

IV PROCEDURES

ISLA : Is ( 5, 1 ) a solution to the inequality y < 2x + 2 ? yes or no?

Show your solution.

Checking of attendance
Routine Activity Checking of the cleanliness of the room

* Slope’s sign exercise

* Flashcards identifying the slope and the y - intercept.

DRILL: Use game as an activity

to engage, connect and assess
learner’s prior knowledge to
determine their readiness to the
present lesson. Give analysis right
after performing the said activity.

REVIEW: The teacher will ask 3 to
5 relevant questions leading to
the topics to be discussed.
MOTIVATION: Is the teacher’s
priming that will hook and
engage students interest to focus
by giving essential and relevant
situations to activate the prior
knowledge leading to the
presentation of new lesson.
LESSON PROPER: Teacher’s input
or abstraction to deliver and
present the concepts of the
lesson in a systematic manner.
Provoke thinking of
pupils/students by asking relevant
questions to gauge students
understanding of the lesson/s.
PRACTICE EXERCISES:
The teacher will provide practice
exercises that will be answered by
the learners in pairs or in groups.
GENERALIZATON: The teacher will
give question/s to draw out or
elicit from the learners what is
expected to generalize about
concepts and or demonstrate
steps in solving problems.
APPLICATION: The teacher will give
questions an application to
ensure that the lesson/s were
understood and skills were being
acquired. Ask real life situations if
possible to develop appreciation
of students.
GRAPH IT! A RECALL…
Ask a student to draw the graph of the equation y = 2x + 1.
How did you graph the linear equation ?
Where can you find ( 0 , 1 ) ? ( 1 , 3 ) ?
Where can you find ( 2, 1 ) ? ( -2 , 1) ?
In linear equation, how will you know if the point is a solution to
The given equation ?
Berlin Wall Korean Demilitarized Zone Poland-Ukraine Border
Let the student do the activity.
Graph the linear inequality y > 3x + 4
If we replace the inequality symbol by an equal sign, can we graph the
Equation? How? What do we need to graph the equation?
If the inequality symbol used is < or > , use a broken line and a solid line
If the symbol used is ≥ or ≤ . How do you call the line that divides the
Coordinate plane into two half-plane?
Choose any point on the plane, substitute the ordered pair in the original
Inequality, if it satisfy the inequality shade the plane where the point is
Located.these points are the solution set of the inequality.
Graph the inequality 2y ≥ 6x + 4. Justify your answer.
EXPRESS YOURSELF!
Graph the inequality. Justify your answer.
1. 2x + y > 3
2. Y - x > -5
3. Y ≤ x - 4
4. x + y ≥ 1
5. 2x + y < 2
6. Y < x + 3
How will you determine if the ordered pair I sa solution to the inequality?
How will you determine the part of the plane to be shaded ?
Steps in graphing inequality in two variables:
1. Replace the inequality symbol by an equal sign.
2. Graph the resulting equation using any method ( the teacher advised to
use Slope-intercept method)
3. Shade half of the plane in which the coordinates of the points satisfy the
original inequality.
TRY THESE!
Graph the linear inequality. Justify your answer.
1. Y > x + 4
2. 3y ≥ 2x - 6

QUIZ: The teacher will give a pen
paper test to verify and ensure
students’ mastery of the lesson.
ASSIGNMENT: The teacher will give
1 or 2 easy, 1 or 2 average, and 1
difficult activities to be done at
home to strengthen the students
assessment.
REFLECTION: The teacher need to
reflect what went well and what
went wrong to improve teacher’s
and students’ performance.
What went well?
What do I need to improve my teaching performance and students’ performance?
Prepared by: MR. DANIEL M. PENEIRA
MATH TEACHER
Checked by: LORNA M. ELEMENTO
HEAD TEACHER III
Criteria:, Accuracy and Precision – 3,,,,Completeness and Neatness – 2
Graph the inequality. Justify your answer.
1. Y < -3x + 4
2. 2x + y ≤ 5
3. 2y > 4x + 6
LET’S ROLE - PLAY !
Directions: Cite and role-play at least two situations in real-life where linear
inequalities in two variables are illustrated. Formulate problems out of these
situations then solve them. Show the graphs of the linear inequalities drawn
From these situations.
See attached rubric :
Real-life Situations on Linear Inequalities in Two Variables
1. How many students didn’t find difficulties in answering their lesson?
2. How many students find the lesson interesting, engaging, and enjoyable?
3. What is lacking in the lesson (Prior knowledge, skills needed, or interest to listen
and pay attention)?
4. How many students were trying to cope up, despite of some difficulties
encountered in the delivery of the lesson?
5. How many students were mastered the lesson despite of limited resources
facilitated the teaching and learning process?
6. How many students finished their work on time, and how many of them did not
finish their work on time? Why?
7. No. of learners who earned 80% in the evaluation.
8. No. of Learners who earned 80% above.
No. of learners who need additional activities and require for remediation.