GRADE 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Day 1- 4 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of factors of linear inequalities in two variables, systems of
Standards linear inequalities in two variables and linear functions.
2. Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables,
Standards and linear functions.
3. Learning Illustrates linear inequalities Differentiate linear Graph linear Inequalities in Graph linear Inequalities in
Competencies / in two variables inequalities in two variables two variables two variables
Objectives (MBAL-IIa-1) from linear equations in two (MBAL-IIa-3) (MBAL-IIa-3)
variables.
a. Identify linear inequality (MBAL-IIa-2) a. Determine the solution a. Determine the solution
from linear equation. set of a linear inequality set of a linear inequality
b. Translate verbal phrases a. Identify the solution of a in two variables. in two variables.
to mathematical linear equation or b. Draw the graph of the b. Draw the graph of the
inequality. inequality in two solution set of linear solution set of linear
c. Appreciate the concept of variables. inequalities in two inequalities in two
linear inequality in b. Determine whether a variables. variables.
two variables. point is a solution of a c. Appreciate the concept of c. Appreciate the concept of
linear inequality or not. graphing of linear graphing of linear
c. Appreciate the concept inequalities in two inequalities in two
of linear inequality in variables and apply in a variables and apply in a
two variables. real life situation. real life situation.

II. CONTENT Linear Inequalities In Two Linear Inequalities In Linear Inequalities In Two Linear Inequalities In Two
Variables Two Variables Variables Variables
III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 200-203 pages 200-203 pages 204- 206 pages 204- 206
Guide

2. Learner’s pages 220-222 pages 220-222 pages 222 – 225 pages 222 – 225
Materials
3. Textbook Next Century Mathematics: Next Century Mathematics: Next Century Mathematics: Next Century Mathematics:
Intermediate Algebra, pages Intermediate Algebra, Intermediate Algebra, pages Intermediate Algebra,
83 - 84 pages 83 - 84 83 - 84 pages 83 - 84
Bernabe, Julieta G, et al.,
Intermediate Algebra, pages
38-39
Herrera Lucia D, et al
Elementary Algebra Il,
pages 411 – 413
4. Additional http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/.
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
Laptop, LCD Laptop, LCD Laptop, LCD, Graph Board, Laptop, LCD ,Graph Board,
Graphing paper, Ruler and Graphing paper, Ruler and
Pencil Pencil

IV. PROCEDURES
A. Reviewing previous LESS WORDS, MORE POINTS Which of the following In an Entrepreneurship class, Checking of assignment:
lesson or presenting Fill in the appropriate words that points is a solution to the Joanna will receive 3 points
Explain the difference
 the new lesson will make each statement true. following linear for every graham balls that between the graph of
Each group should defend their inequalities? Explain your she can sell and 2 points for
answer to become acceptable. answer. every yema candy that she 4x – 3y = 12, 4x – 3y > 12
The group, who can get the most 1. 2x – y > - 3 can sell. Identify five and 4x – 3y < 12.
number of points, will win the (3, 6) (4, 11) (2, 7) combinations of graham balls Answer:
game. 2. y ≥ -6x + 1 and yema candies that she
(2, -11) (-3, -8) (-5, can sell to earn exactly 30 a. 4x -3y = 12
6) points. Write your answer in 0 = 12 False
3. 5x + y > 10 the table then graph it. Did The line of the graph is a
(0, -3) (3, -5) (4, 8) you form a line? solid line. All the points on
4. y ≤ x - 9 the line are the solutions of
(2, -5) (9, -3) (12, the equation
3) 4x – 3y >12
5. y < 5x -3 0 > 12
(3, 5) (2, 7) (3, 0 ) The line of the graph is a
broken line. All the solution
set are on the half left side
of the line.
4x -3y < 12
0 < 12
The line of the graph is a
broken line. The points are
on the right side of the line.

B. Establishing a Can we use “less’ and The solution of a linear How can we identify the line
What differences are there
purpose for the “more” in mathematics? How equation is the set points of the graph and the
between the graph of a linear
lesson can you translate these which lie on the line. solution sets of the graph?
equation and the graph of a
words in mathematical
linear inequality?
sentence?
C. Presenting The words used in the The points (2, 7), (0, 3) and Let us now try to replace “=” to Graph the linear inequality
examples/ instances activity are some of the
of the lesson “Inequalities” that we use in
a real life situation. Let us
study more examples and
see its translation in
mathematical sentence.
The underlined words in the
example above are just few
of the examples of
inequalities that are evident
in a real life situation. These
words can be expressed
using mathematical symbol.
A linear inequality in two
variables is simply a linear
equation but instead of
(-1, 1) are the points on the ≥, so it becomes y ≥ 2x + 3. x – 2y < 4
line y = 2x + 3 and the We can notice that the points to find the boundary line.
solutions to the given on the line are still part of the Now to decide on the
equation. To determine if it solution therefore we will still appropriate half plane, we
is true, substitute the use a solid line. Points (-6, -2), need a test point not on the
coordinates in the (-3, 3), (-2, 0), (1, 7), and (-5, line. As long as the mine
equation. -4) are also solutions to the does not pass through the
inequality y ≥ 2x + 3. Observe origin, we can always use
y = 2x + 3: the example below: (0,0) as a test point. It
(2, 7) provides the easiest
x = 2 and y = 7 computation.
Here letting x=0 and y=0,
7 = 2(2) + 3 we
7=4+3 have
7=7 True
x – 2y < 4
y=2x+3;(-1,1) 0-2-0 < 4
0 < 4 True
x=-1 and y=1
1=2(-1)+3 We proceed to shade the
1=(-2)+3 half plane including the
1=1 True origin(the test point), as
The graph of the inequality y ≥ shown
y =2x + 3: (0,3) 2x + 3 is half of the plane. It
x=0 and y=3 means that all the points on
the left side of the line is part x – 2y < 4
3=2(0)+3 of the solution and as well as
3=0+3 the points on the line.
3=3 True
Likewise, in determining if
a point is a solution to the
linear inequality in two
variables, substitute the
coordinates to the
having an equal sign (=) it
will be replaced by an
inequality sign.
inequality and apply the
Law of Trichotomy.
Example: Determine if the
points (5, 8), (0, 0), and
(10, 10) are solutions to the
linear inequality
2x + 5y > 10.
2x + 5y ≥ 10;(5,0) Note: the boundary line is
x = 5 and y = 0 dashed to indicate that any point
Let us now try to replace “=” to on the line itself is not a solution.
≥, so it becomes y ≥ 2x + 3.
2(5) + 5(0) ≥ 10
We can notice that the points
10 + 0 ≥ 10
on the line are still part of the
10 ≥ 10 False
solution therefore we will still
use a solid line. Points (-6, -2),
Thus, (0, 0) is a solution to
(-3, 3), (-2, 0), (1, 7), and (-5,
2x + 5y > 10
-4) are also solutions to the
-----------------------------
inequality y ≥ 2x + 3. Observe
the example below
2x + 5y ≥ 10;(0,0)
x = 0 and y = 0
2(0) + 5(0) ≥ 10
0 + 0 ≥ 10
0 ≥ 10 False
Thus, (0, 0) is not a
solution to 2x + 5y > 10
--------------------------------
2x + 5y ≥ 10;(-2,3)
x = -2 and y = 3
 2(-2) + 5(3) ≥ 10
(-4) + 15 ≥ 10
11 ≥ 10 True

Thus, (5, 0) is a solution to

2x + 5y > 10

D. Discussing new 1. Why do you think the 1. What can you say about For the given example y ≥ 2x For the given example
concepts and following inequality the solution of a +3 x -2y < 4
practicing new skills symbols are appropriate linear equation? 1. What can you observe 1. What can you observe
#1 to use in each example? 2. When can you say that a about the points about the points
2. What are the different point is a solution to 2. Identify the 5 points from 2. Identify the 5 points from
inequality symbols? a linear inequality in two the left side of the the left side of the
3. How does a linear variables? line, are they also solutions line, are they also
inequality differ from 3. How can you solve if a to the inequality? solutions to the
linear equation? point is a solution to a 3. Take a point on the right inequality?
4. What are the other linear equation or side of the line, is it 3. Take a point on the right
translations for each inequality in two part of the solution? side of the line, is it
inequality symbols aside variables? 4. What can you conclude? part of the solution?
from the listed in 4. What can you conclude?
above example?
E. Discussing new Tell whether a given Fill in the blanks then state Graph the following linear Graph the following linear
concepts and mathematical sentence is a whether each given inequalities in two variables. inequalities in two
practicing new skills linear inequality or not. If it ordered pair is a solution of The points on the line are variables. The points on the
#2 is, encircle the inequality the inequality. already given. In (a) check the line are already given. In (a)
symbol used. 1. x + 2y ≤ 8; (6,1) line that you are going to use; check the line that you are
1. 2x – 3y > 5 x = ___ and y = ___ in (b) using the origin (0, 0) going to use; in (b) using
2. x + 4y = 6 tell whether it is a solution or the origin (0, 0) tell whether
3. a +8 < 6b ___ + 2 (___) ≤ 8 not; and in (c) shade the half it is a solution or not; and in
4. 100 ≥ s + 2r 6 + ___ ≤ 8 plane of the solution. (c) shade the half plane of
5. 5( x + 5) ≠ 14p ___ ≤ 8 the solution.
________
Thus, __________
_______________
  identify x and y
 substitute the values
of x and y
 simplify
 True or False
 Write your
conclusion

2. x - ≥ -2: (-6, -8)

x + ___ and y = ___

___ - ( ___)≥-2
-6 + ___≥-2
___≥-2
___________
Thus, _______
____________

3. 2x – y 7: (3, -1)
x = ___ and y = ____
2(___)- ___< 7
___ + ___< 7
___< 7
____________
Thus, _______
____________

4. 3x – y > 6;(0,0)
x = ___ and y = ____

3(___) + ___>6
____ + ___>6
___
__________
 Thus, ______
___________

5. x + y ≤ 8; (5,4)
x = ___ and y = ___
___ +___ ≤ 8
___ ≤ 8
__________
Thus, _____
__________

F. Developing mastery Translate the following Connect the following Graph the following linear Graph the following linear
(Leads to Formative verbal sentences to coordinates to the linear inequalities in two variables. inequalities in two
Assessment 3) mathematical inequalities. inequality that makes them 1. 4x – 3y < 12 variables.
1. Five is less than thrice a a solution. Show your 2. x – 2y ≥ 4 1. x – y > 0
number b added to c 2. solution. 3. x + 4y < 4 2. x ≤ -3
Twenty-four added by a 1. (8,2) • 4. y > 2x – 6 3. x + 2y < 6
certain number y is 2. (-1, 2) • • 2x – y > 5 5. y ≤ ½ x – 3 4. x< 2y -3
not less than a number z. 3. (0, 5) • 5. 2x +4 ≥ y
3. Twice a number w is 4. (0,0) • • x + 2y ≤ 1
greater than or equal to 5. (2, 5) •
a number z.
 4. A certain number g
subtracted from 12 is less
than or equal to four
times a number h.
5. A certain number r is not
equal to twice a
number u added by 8.

G. Finding practical Classify whether the Determine 2 solution for What values of x will make
applications of situation illustrates an each of the following linear the following inequalities
concepts and skills inequality or not. If yes, theninequalities. Show your true? Sketch the graph of
in daily living. write the inequality model. solution. each inequlaity.
1. 5x + 2y < 17 ; x = 3 1. 2x – 5< 1
1 A kilo of grapes (g) in 2. 3x - 8y ≤ 12 ;x=0 2. 3x – 1 ≤ x + 9
more expensive than a 3. - 10x - 2y > 7 ; x = -2 3. 4x – 8 ≥ 0
kilo of oranges (o) 4. x + 5y ≥ 20 ; y = -1 4. (3x-1)/2 ≥ (2-x)/3
2.The number of males (m) 5. 3x +2y < 21 ;y=4
less the number of
females (f) in the
classroom is 8.
3. The municipality of Tanza
(t) has less
population than the
municipality of Silang (s).
4. Trece Martires City
Gynasium (m) can
accommodate at most
5000 people.

5. The minimum wage (w) of

the employees in
EPZA is 315 Php per day
H. Making A linear inequality in two
generalizations and variables is a mathematical
abstractions about expression similar to linear
the lesson equation that makes use of
inequality symbols such as
>, <, ≥, ≤, and ≠ instead of =.
I. Evaluating learning Rewrite the following
situations in to a linear
inequality model.
1. The sum of a fifty peso
bill (f) and a hundred
peso bill (h) is not more
than five hundred pesos.
2. Martha bought 3 boxes of
buko pie (p) and 2
boxes of buko tart (t) in a
store in Tagaytay.
She paid greater than
500 pesos.
3. Michael’s average grade
in Math (m) and
 The solution of a The steps in graphing a linear The steps in graphing a
linear equation is inequality in two variables are linear inequality in two
the set of points as follows: variables are as follows:
which lies on the 1. Get the corresponding 1. Get the corresponding
line. equation by replacing equation by replacing
 A solution of a linear the inequality sign with an the inequality sign with
inequality in two equality sign. an equality sign.
variables is an 2. Graph the equation using 2. Graph the equation using
ordered pair (x, y) broken line if the broken line if the
which makes the inequality is > or <. inequality is > or <.
equation or However, if it is ≥ or ≤, However, if it is ≥ or ≤,
inequality true. then use a solid line. 3. then use a solid line. 3.
Use the origin as a Use the origin as a
test point to determine the test point to determine
shaded region. If the the shaded region. If
origin is a solution to the the origin is a solution to
equation then shade the the equation then
half plane where the
origin lies; shade the half plane
where the origin lies;
Which of the following From the graphs below, Graph each of the
points is a solution to the identify the graph that will inequalities on separate
following equations/ satisfy each inequality. Write coordinate planes.
inequalities? Encircle your the letter of the correct 1. 5x + y ≤ -1
answer/s. answer. 2. x + 4y ≥ 6
1. 3x + y > - 6 1. y > x + 2 3. x ≥ 4
(3, 6) (4, 11) (2, 7) 2. x + 3y < 6 4. y <-2
2. y > 5x + 2 3. 4x – 2y ≥ 8
(2, -11) (-3, -8) (-5, 6) 4. x – y ≥ 3
3. -3x + 6y ≥ 10 5. y < -2/3x + 2
(0, -3) (3, -5) (4, 8)
4. y ≤ 2x - 5
(2, -5) (9, -3) (12, 3)
5. 2y < 5x + 3
(3, 5) (2, 7) (3, 0)
 English (e) should be at
least 78 for him to
pass.

4. The cost of two blouses

(b) and three pants
(p) is less than 1000 Php.
5. In a river resort in Indang,
Cavite the entrance
fee for 1 adult (a) and 1
kid (k) is less than
250 Php.
J. Additional activities 1. Look around the school 1. a. Which ordered pair Explain the difference Graph the inequality 3/2𝑥
for application or and write at least 3 satisfies the inequality between the graph of −1/4 𝑦 ≤ 1
remediation. situations where in linear 3/2 x - 1/4y ≤ 1 ? 4x – 3y = 12, 4x – 3y > 12 and
inequality is being used. a. . (0, -5) b. (3, -5) 4x – 3y < 12.
Take a picture of it and c. (0, 1) d. (6, 0)
write the situation below.
2. Solve the following b. Graph x + y = 6 in a
inequality if x = 2 and Cartesian plane
y = 3: Identify 5 points which
a. 2x + 3y = 7 are solution of the
b. 5x – 3y > 8 inequality x + y > 6,
then plot them on the
same plane. Make a
conjecture about it.
2. Study how to graph
linear
inequality in two
variables. Write the step
by step process on your
 notebook.

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?