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Title: Malinao National High School –Team Mathinik Grade 8 Lesson Radio
Broadcast
Topic: Differentiating Linear Inequalities in Two Variables from Linear
Equations in Two Variables.
Format: School-on-the-Air
Length: 30 minutes
Scriptwriter: Adonis B. Boncodin
Objective: At the end of this radio broadcast, Grade 8 learners will be able to
Illustrate and Graph Linear Inequalities in Two Variables.

1 BIZ: INSERT SOA PROGRAM ID

2 INTRO BIZ MSC UP FOR 3 SECS AND FADE UNDER

3 Teacher Bert: Aiming to reach all learners anytime, anywhere in whatever

4 way we can, the Department of Education, Region V, Schools Division Office

5 of Albay, and Malinao National High School, School of Character, offers a

6 Radio-Based Instruction in response to the DepEd’s Basic Education -

7 Learning Continuity Plan, for our Grade 8 mathematics learners entitled

8 Both: Illustrating and Graphing Linear Inequalities in Two Variables.

9 Good day learners! I am Teacher Bert and; I am teacher Ram,

10 Both: your teacher duo on the radio.

11 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

12 Teacher Ram: For today’s episode, we will be learning the concepts on how

13 to graph linear inequalities in two variables. That includes the following:

14 concepts of linear inequalities, half plane, boundary, solutions to inequality

15 test point and some tricks on graphing linear inequality in two variables. So

16 stay tuned and fasten up as we bring you to fun filled mathematics class on

17 air beyond your imagination. Isn’t that right sir?

18 Teacher Bert: Yes! As we aim to make every Albayano learner a Math lover!

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1 Remember, dear learners, you are Mathinik, Mathindi, and Mathibay. Today is

2 March 16, 2022 and time Check it’s ten twenty in the morning.

3 Both: It’s Mathematics time!

4 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

5 Teacher Ram: But before we start teacher Bert, I would like to emphasize the

6 following that we need to do in listening to our mathematics class. First,

7 Prepare your notebook and ballpen,and of course your worksheets. Secondly,

8 Look for place in your home where you can feel comfortable and safe, then

9 most importantly, prepare yourself in listening. ALWAYS remember to take

10 down important notes. And if you have questions about our lesson for today,

11 you can directly text me at 09637277093 (2x), again, our text line is

12 09637277093.

13 You can also drop a message in the comment box if you are watching via FB

14 Live, just search our school’s FB Page, DepEd Tayo, Malinao National High

15 School or send a private message in my messenger. Remember to keep

16 comments friendly and about the lesson.

17 So, learners are you ready! You better be, because we are ready and excited

18 too for our lesson.

19 So sit back, relax, and enjoy cause here in 101.5, I CARE Radio.

20 Both: We care! …

21 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

22 Teacher Bert: Ok learners, let’s have a recap first, the concept of graphing

23 equation in two variables is already been introduced to us during the second

24 quarter. That in order to graph equations we need to have Cartesian

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1 coordinate plane or simply Cartesian plane and plot the points then connect

2 them through a line as simple as that.

3 Teacher Ram: now let’s tackle more on Cartesian plane. It is two-dimensional

4 plane is called the Cartesian plane is formed by the intersection of a vertical

5 line (pataas, patayo na linya) called y-axis and a horizontal line (pahalang na

6 linya) called x-axis. These are perpendicular lines that intersect each other at

7 zero, called the origin. The axes cut the coordinate plane into four equal

8 sections, and each section is known as quadrant. Namely, quadrant I,

9 quadrant II until Quadrant IV

10 The horizontal line towards the right of the origin (denoted by O) is positive x-

11 axis. The horizontal line towards the left of the origin is negative x-axis.

12 The vertical line above the origin is positive y-axis. The vertical line below the

13 origin is negative y-axis. In stating the coordinates of a point in the coordinate

14 plane, the x-coordinate comes first, and then comes the y-coordinate. We

15 place the coordinates in brackets/parenthesis as (x, y).

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17 Teacher Bert: wow that a lot to take in, I hope that everyone remembers their

18 lessons and got to take down notes so they can keep up with the discussion.

19 Now, let’s talk about graphing linear inequalities. Basically the concept of

20 graphing linear inequalities is almost the same as graphing linear equation.

21 Wherein you got to calculate for the values of x and y intercepts then plot and

22 connect the points. The differences are that we have to identify what type of

23 line we are going to use in connecting the point of the graph of inequality, we

24 use a broken line/dashed line for strict inequalities that uses less than or

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1 greater that sign. And solid line if the linear inequality in two variables is non-

2 strict or it uses less than or equal to, and greater than or equal to.

3 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

4 Next, we need to find out where the shaded region for the inequalities lays. It

5 also known as the solutions for inequality it can be done by calculating using

6 test point OR simply by using this trick, if you encounter an inequality in two

7 variables that uses greater than sign and greater than or equal to sign, shade

8 the region above the lines of the graph. And if the inequality in two variables

9 uses less than sign and less than or equal to, we shade the region below the

10 line of the graph,

11 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

12 Teacher Ram: now let’s graph this linear inequality y > 4 x – 3

13 Here are the steps on graphing linear inequality in two variables.

14 STEP 1 Replace the inequality sign with an equal sign, and graph the

15 resulting equation

16 Our inequality y > 4 x – 3will be 𝑦 = 4𝑥− 3, since it is already in the form

17 y=mx+b we simply plot the value of y intercept on the negative y axis

18 because the value of y intercept is negative three. And remember that “m”

19 stands for the slope (rise over run) and the value of the slope is 4. We simply

20 count 4 points up and 1 point to the right, arriving at the ordered pair (1, 1).

21 Steps 2 identify the type of line we have to use. Since the original inequality

22 y > 4 x – 3 uses greater than sign we use broken line/dashed line in connecting

23 the points of the graph. It means that the point on that line is not part of the

24 solution of the inequality.

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1 Step 3: shade the region that contains the solutions of the inequality.

2 You can do it either using test point or simply looking at the inequality

3 symbol used.

4 Let us use the Test point; usually we use the origin as our test point for it will

5 easily convert the variables in to zeros. Now let’s compute. By substituting the

6 values of “x” and “y” (0, 0) to our inequality y > 4 x – 3 we get zero is greater

7 than negative 3. Since it is true and it satisfies the inequality we shade the

8 region where the origin lays. And there you have it; we have just graphed

9 linear inequalities in two variables.

10 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

11 .Teacher Bert: let’s have another example. x + y ≤ 2

12 Step 1: Replace the inequality sign with an equal sign, and graph the

13 resulting equation. Our inequality x + y ≤ 2 will be x + y=2. The next thing we

14 should do is to solve to the values of x and y intercepts. Let y be zero to get the value

15 of x, through substitution we got. X= 2, so the first point is (2, 0) which lies on the

16 positive x axis. Same goes in finding the value for y intercept. Let x be zero. And we

17 got y= 2 and the second point is (0, 2) which is in positive y axis. And now we

18 proceed to

19 Step 2: identify the type of line we have to use. Since the original inequality

20 x + y ≤ 2 and it uses less than or equal to sign we use solid line in connecting

21 the points of the graph. It means that the point on that line is also part of the

22 solution of the inequality.

23 Step 3: shade the region that contains the solutions of the inequality

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1 As Teacher Ram said a while ago, you can do it by using either test point or

2 simply looking at the inequality symbol used. Now let us use the alternative

3 one which is by looking at the used inequality symbol.

4 x + y ≤ 2 Uses the inequality symbol less than or equal to, therefor we are going

5 shade the region below the line of the graph, and that is it we successfully

6 graphed the inequality x + y ≤ 2, very well for making it this far in this episode.

7 Congratulations!! If the lesson is vague or you find it difficult, you have to do

8 more practice, after all practice makes perfect.

9 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

10 Teacher Ram: Now you try it. Graph the inequality y > x +4 (read twice); don’t

11 forget to follow the steps in graphing linear inequalities in two variables. Quick tip,

12 take a look on how the inequality is written for you to be able to come up with the

13 idea on how to graph it efficiently. Since it is in slope intercept form, you can directly

14 plot the points to the Cartesian plane.

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16 Question number 1: what type line is used in graphing y > x +4 ? Did you use broken

17 line or solid line? Very good broken line is used because it is a strict inequality that

18 uses greater than symbol.

19 Question number 2: using test point is the origin, or point (0, 0) is a solution to the

20 inequality? No because by substitution 0 is not greater than 4. And therefor it does

21 not satisfy the inequality which means it is not a solution to the inequality y > x +4 .

22 If you did not get the correct answer don’t you worry because it ok. Please do more

23 practice.

24 Question number 3: where is the shaded region located? Is it on the lower region or

25 in the upper region of the graph? If you shade the upper region of the graph then you

26 got it correctly. That’s great!

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1 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

2 Teacher Bert: now let’s try 𝑥 + 𝑦 ≤ 6 (read twice). Again remember to follow the

3 steps on graphing linear inequalities.

4 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

5 Question number 1: Did you use solid line? Very good solid line it is, because it is a

6 non-strict inequality that uses less than or equal to symbol.

7 Question number 2: is the origin or point (0, 0) is a solution to the inequality? Yes

8 because by substitution 0 is less than 6, it satisfy the inequality which means the

9 origin is part of the solution of inequality x + y ≤ 6 .

10 If you get the correct answer that’s great, otherwise if you did not please do more

11 practice

12 Question number 3: where is the shaded region located? Is it on the lower region or

13 in the upper region of the graph? If you shade the lower region of the graph,

14 excellent! Because you got it correctly

15 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

16 Teacher Ram: base on what we have just discussed, there are steps in graphing

17 linear inequalities in two variables, Step 1: Replace the inequality sign with an

18 equal sign, and graph the resulting equation . Step 2: identify the type of line

19 we have to use

20 If the inequality is strict inequality or it uses less than or greater than we use

21 broken line or dashed line. If it is a non-strict inequality, an inequality that

22 uses less than or equal to and greater than or equal to we use solid line.

23 Teacher Bert: Step 3: shade the region that contains the solutions of the

24 inequality. You can do it either using test point or simply looking at the

25 inequality symbol used.

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1 In using test point, we advise that you use the origin (0, 0) and if it satisfies

2 inequality it means that you have to shade the region where the origin lies.

3 If you use the alternative method, you have to be mindful of the inequality symbol

4 used. If the inequality uses less than and less than or equal to shade the lower

5 region of the graph and if it uses the greater than and greater than or equal to

6 shade the upper region of the graph

7 BIZ STINGER MSC UP FOR 3 SECS AND UNDER

8 Teacher Ram: For our final activity for today, I am going to ask you to graph

9 the following linear inequality in two variables. Write your answers in your

10 answer sheets. Don’t forget to bring it in the next schedule of retrieval of

11 modules and worksheets. Or you may take a picture of it and send it to your

12 respective math teachers through messenger.

13 (Read twice each inequality)

14 1. 𝑦 < 𝑥 + 3 2. 𝑦 − 𝑥 > −5 3. 𝑥 ≤ 𝑦 − 4

15 Teacher Bert: that’s it; I would to congratulate everyone for listening to our

16 mathematics class on air. Let’s give ourselves a round of applause. For it is a

17 step on becoming a mathematics lover and eventually fulfilling your dreams.

18 Teacher Ram: yes of course teacher Bert we hope that you learned a lot in

19 this episode.

20 EXTRO BIZ STINGER MSC 3 SECS UP THEN FADE UNDER

21 Teacher Bert: And this is the end of our lesson for today. I hope you had fun

22 learning while listening to 101.5 I Care FM, the official learning station of

23 Malinao National High School, School of Character! This has been your

24 teacher on board, Teacher Bert and teacher Ram,

25 Both: your teachers on the radio.

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1 Teacher Bert: Saying good morning and reminding everyone to be safe,

2 Always follow the health protocols and study well, leaving you with a QOTD or

3 quote of the day, “There's no use talking about the problem unless you talk about

4 the solution”

5 Both: because here in101.5 I care FM we care!

6 Teacher Ram: With great hopes we would be together on air on our next

7 episode, same time, and same station. God bless and goodbye!

END

Prepared by:

ADONIS BONCODIN
Student Teacher

Noted by:

ROBERTO K. DEL CARMEN JR.

Cooperating Teacher

Approved:

ROMEO C. BOÑON, Ed. D.

Principal III

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