LALA NATIONAL HIGH SCHOOL

Maranding, Lala, Lanao del Norte

School: LALA NATIONAL HIGH SCHOOL Grade Level: 8

Teacher: RODEL M. CALINIAHAN Learning Area: Mathematics
Teaching Date: March 30, 2021 Quarter: Second

A Detailed Learning Plan in Mathematics (Grade 8)

I. OBJECTIVES:
A. Content Standards: Demonstrates key concepts of linear inequalities in two
variables, systems of linear inequalities in two variables and linear functions, and
absolute value functions.

B. Performance Standards: The learner is able to formulate and solve accurately real-
life problems involving linear inequalities in two variables, systems of linear
inequalities in two variables, and linear functions.

C. Learning Competency: M8A- IIa – 4

II. CONTENT: Algebra

A. Subject Matter: Problems Involving Linear Inequalities in Two Variables
B. Integration: Values Education (Patience and understanding)
C. Teaching Strategies: Discovery Approach, Inquiry Approach, and Lecture Method

III. LEARNING RESOURCES:

A. Materials: Laptop, LED TV, cartolina, pentel pen.
B. References:
1. Teacher’s Guide: pages 316 – 325
2. Learner’s Materials: pages 267 – 279
3. Textbooks: Grade 8 Mathematics (P&P) Patterns & Practicalities by Gladys C.
Nivera, PhD. pages 243 – 246.
4. Additional Materials from Learning Resources (LR Portal)

IV. PROCEDURES: Teacher’s Activity Students’ Activity

A. Reviewing previous Let the students complete the Students will answer
lesson or presenting warm up activity. the warm up activity.
the new lesson
( 10 min.)
Warm Up Activity
Solve each system of

 The warm up serves as a

means of activating prior
knowledge of:
o graphing linear
inequalities in two
variables
 While students are
working, monitor students
and help where necessary.
 Use the results of
observations to determine
the readiness of the class.

B. Establishing a After the warm up activity, the

purpose for the teacher will guide students in
lesson. ( 5 min.) discovering the applications of  Learners listen
attentively and
systems of linear inequalities
answer the
in two variables by asking the questions.
following questions:

1. Where can we apply

systems of linear
inequalities in two
variables in real life?
2. How important is
learning systems of
linear inequalities?

C. Presenting examples/  The teacher will present an

instances of the new application example of
 lesson. ( 10 min.) systems of linear  Learners listen
inequalities relating to the and takes note
subjects Science and on the
MAPEH. (Science and discussion.
Mapeh integration)

During one heartbeat, blood

pressure reaches a maximum
pressure and a minimum
pressure, which are measured
in millimeters of mercury
(mm-Hg). It is expressed as
the maximum over the
minimum—for example,
120/80. Normal blood
pressure for people under 40
ranges from 100 to 140 mm
Hg for the maximum and from
60 to 90 mm Hg for the
minimum. How can we
represent this instance by a

D. Discussing new
concept and  The teacher will explain the
practicing new skills process in solving systems
#1 of linear inequalities in two
( 5 min.) variables with the use of
powerpoint presentation.
(ICT Integration)

 Graph Systems of
Inequalities. To solve a
system of inequalities,
we need to find the
ordered pairs that satisfy
all of the inequalities in the
system. The solution set
is represented by the
intersection of the
graphs of the inequalities.
 Let the students solve the
systems of linear
inequalities in two
variables.

 The graphs do not

 overlap, so the
solution sets have no
Solve each system of points in common.
inequalities. The solution set is .

E. Discussing new  Give additional Word

concept and Problems. Let the students
practicing new skills do the activity and guide  Learners listen to
#2 them in solving the the instruction,
( 10 min.) problem. then group
themselves into
6, solve and
 Discuss the steps in discuss the
solving. activity given.

 Define the variables.

 Write the system of

inequalities.

 Graph the system of

inequalities.

 Interpret the result.

 Ask a representative
to report and explain
their work. (Oral
Communication
/English)

F. Developing mastery  Sketch the solution to

(Leads to Formative each system of
Assessment) inequalities.
( 5 min.)

1.
 2.

G. Finding practical Class, can you site some Students will voluntarily
applications of examples of inequality in our share their own opinion
daily living especially on this and experiences.
concepts and skills in
pandemic (COVID 19)
daily living
Any volunteer?

H. Making  Ask the following

generalizations and questions:
abstractions about the 1. How do you graph  Learners make a
lesson. ( 5 min.) systems of linear generalization out
inequalities in two of the guided
variables? question given.
2. What are the steps in  Expected
graphing systems of answers:
linear inequalities in  Define the
two variables? variables.
3. What are some
applications of systems  Write the system
of linear inequalities? of inequalities.

 Graph the system

of inequalities.

 Interpret the
result.

I. Evaluating learning Solve the problem. Show Solution:

( 10 min.) your solution by following
the steps in solving linear Step 1
inequalities. Send your
output through email. (ICT Let represent the
Integration) number of mowing jobs

represent the
number of raking jobs

1. In one week, Ed can

mow at most 9 times and
rake at most 7 times. He
charges 20 pesos for
mowing and 10 pesos for
 Step 2

Step 3 Graph the system

Earning per Job (Pesos)

Mowing20

Raking10
Step 4

All possible combinations

Note: See attached Rubrics in
represented by ordered
Rating Students’ Answer.
pairs of whole numbers
in the solution region will
meet Ed’s requirement of
2. How important is learning mowing, raking, and
systems of linear inequalities? earning more than 125
Cite some instance of its pesos in one week.
application to real life. Answers must be whole
numbers because he
cannot work a portion of
a job.

Two possible
combinations are:

7 mowing and 4
raking jobs

8 mowing and 1
raking jobs

J. Additional activities Step 1

for application or At her party, Alice is
remediation Let represent the
( 10 min.) serving pepper jack cheese
that costs 4 pesos a pound pounds of pepper jack
and cheddar cheese. She
wants to have at least 2
pounds of each that costs 2
pesos a pound.
 represent the
pounds of cheddar

Step 2

Alice wants to spend at

most 20 pesos on cheese.
Show and describe all
possible
Combinations of the two
cheeses Alice could buy.
List two possible
Step 3
combinations.

Price per pound (Pesos)

Pepper Jack4

Cheddar2

Step 4

All possible combinations

within the gray region will
meet Alice’s requirement
of at most $20 for cheese
and no less than 2
pounds of either type of
cheese. Answers need
not be whole numbers as
she can buy fractions of
a pound of cheese.
  Two possible
combinations are (3,
2) and (2.5, 4). 3
pepper jack, 2
cheddar or 2.5 pepper
jack, 4 cheddar.

5. REMARKS Objectives are ⌂ Attained

⌂ Not Attained Reason:

__________________________

6. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties sis I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

RODEL M. CALINIAHAN ELIZABETH B. LAMBOJON GIDEON J. MIYAS

Teacher 1 DEPARTMENT HEAD HEAD TEACHER