SCHOOL YEAR 2023 - 2024

Saint Catherine’s School

PRE – SCHOOL, ELEMENTARY, JUNIOR AND SENIOR HIGH SCHOOL
PAASCU ACCREDITED
Real St., Buag, Bambang, Nueva Vizcaya

DAILY LESSON LOG

Department Mathematics Department Grade Level Grade 8
Teacher Alvin L. Batara Learning Area Mathematics 8
Teaching Dates and Time January 08 – 12, 2024 Quarter 2nd Quarter
SESSION #1 SESSION #2 SESSION #3 SESSION #4

I. STANDARDS, MELC/s, &

OBJECTIVE/S
A. Content Standards The learner demonstrates understanding of key concepts of factors of linear inequalities in two variables, systems of linear inequalities
in two variables and linear functions.
B. Performance Standards The learners are able to formulate and solve accurately real-life problems involving linear inequalities in two variables, and linear
functions.
C. Learning Competencies/ At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives: students illustrate linear students differentiate linear students graph linear inequalities students graph linear
inequalities in two variables. inequalities in two variables in two variables. inequalities in two variables.
(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 in two variables. in two variables.
to mathematical a 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 variables. inequalities in two inequalities in two
of linear inequality in b. Determine whether a variables. variables.
two variables. point is a solution to a c. Appreciate the concept c. Appreciate the concept
linear inequality or of graphing of linear of graphing of linear
not. inequalities in two inequalities in two
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d. CONTENT
A. Lesson/Topic
e. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook/Module pages
B. Other Learning Resources
f. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the Can we use “less’ and “more” in
lesson
Linear Inequalities in Two
Variables
Next Century Mathematics:
Intermediate Algebra, pages 83 - Intermediate Algebra, pages
84
Bernabe, Julieta G, et al.,
Intermediate Algebra, pages 38-
39
Herrera Lucia D, et al
Elementary Algebra Il, pages
411 – 413
LESS WORDS, MORE POINTS
Fill in the appropriate words that
will make each statement true.
Each group should defend their
answer to become acceptable.
The group, who can get the most
number of points, will win the
game.
mathematics? How can you
c. Appreciate the concept
of linear inequality in
two variables.
Linear Inequalities in Two
Variables
Next Century Mathematics:
83 - 84
Which of the following points
is a solution to the following
linear inequalities? Explain
your answer.
1. 2x – y > - 3
(3, 6) (4, 11) (2, 7)
The solution of a linear
equation is the set points
variables and apply in a
real-life situation.
Linear Inequalities in Two
Variables
Next Century Mathematics:
Intermediate Algebra, pages 83 -
84
In Entrepreneurship class,
Joanna will receive 3 points for
every graham ball that she can
sell and 2 points for every yema
candy that she can sell. Identify
five combinations of graham
balls and yema candies that she
can sell to earn exactly 30
points. Write your answer in the
table then graph it. Did you form
a line?
What differences are there
between the graph of a linear
SCHOOL YEAR 2023 - 2024
variables and apply in a
real-life situation.
Linear Inequalities in Two
Variables
Next Century Mathematics:
Intermediate Algebra, pages 83
- 84
Checking of assignment:
Explain the difference between
the graph of
4x – 3y = 12, 4x – 3y > 12 and
4x – 3y < 12.
How can we identify the line of
the graph and the solution sets
FIDES LUCEAT! 2

translate these words in
mathematical sentence?
C. Presenting examples/instances The words used in the activity
of the new lesson are some of the “Inequalities”
that we use in a real-life
situation. Let us study more
examples and see its translation
in mathematical sentences.
D. Discussing new concepts and 1. Why do you think the
practicing new skills #1 following inequality symbols
are appropriate to use in each
example?
2. What are the different
inequality symbols?
3. How does linear
inequality differ from
linear equation?
4. What are the other
translations for each
inequality symbols aside
from the listed in
above example?
E. Discussing new concepts and Tell whether a given
practicing new skills #2 mathematical sentence is a
linear inequality or not. If it is,
encircle the inequality symbol
used.
which lie on the line.
The points (2, 7), (0, 3) and (- Let us now try to replace “=” to
1, 1) are the points on the line ≥, so it becomes y ≥ 2x + 3. We
y = 2x + 3 and the solutions to can notice that the points on the
the given equation. To
determine if it is true,
substitute the coordinates in
the equation.
1. What can you say about
the solution of a
linear equation?
2. When can you say that a
point is a solution to
a linear inequality in two
variables?
3. How can you solve if a
point is a solution to a
linear equation or
inequality in two
variables?
Fill in the blanks then state
whether each given ordered
pair is a solution to the
inequality.
equation and the graph of a
linear inequality?
line are still part of the solution
therefore we will still use a solid
line. Points (-6, -2), (-3, 3), (-2,
0), (1, 7), and (-5, -4) are also
solutions to the inequality y ≥ 2x
+ 3.
For the given example y ≥ 2x +
3 x -2y < 4
1. What can you observe about
the points
2. Identify the 5 points from the
left side of the
line, are they also solutions to
the inequality?
3. Take a point on the right side
of the line, is it
part of the solution?
4. What can you conclude?
Graph the following linear
inequalities in two variables.
The points on the line are
already given. In (a) check the
line that you are going to use; in
(b) using the origin (0, 0) tell
whether it is a solution or not;
and in (c) shade the half plane of
SCHOOL YEAR 2023 - 2024
of the graph?
Graph the linear inequality x –
2y < 4 to find the boundary
line.
For the given example
1. What can you observe
about the points
2. Identify the 5 points from
the left side of the
line, are they also solutions
to the inequality?
3. Take a point on the right
side of the line, is it part of
the solution?
4. What can you conclude?
Graph the following linear
inequalities in two variables.
The points on the line are
already given. In (a) check the
line that you are going to use;
in (b) using the origin (0, 0)
tell whether it is a solution or
not; and in (c) shade the half
FIDES LUCEAT! 3

F. Developing mastery
(Leads to Formative
Assessment)
Discuss real-life
examples where
solving systems of
G. Valuing linear equations
can be useful.
Excellence
Critical Thinking
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
The students translated the
following verbal sentences to
mathematical inequalities.
The students classify whether
the situation illustrates an
inequality or not. If yes, then
write the inequality model.
1. A kilo of grapes (g) in
more expensive than a
kilo of oranges (o)
Excellence
 Critical Thinking
The teacher let the students
summarizes the topic discussed.
Rewrite the following situations
into 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
Connect the following
coordinates to the linear
inequality that makes them a
solution. Show your solution
Determine 2 solution for each
of the following linear
inequalities. Show your
solution.
Excellence
 Critical Thinking
The teacher let the students
summarizes the topic
discussed.
Which of the following points
is a solution to the following
equations/ inequalities?
Encircle your answer/s.
1. 3x + y > - 6
(3, 6) (4, 11) (2, 7)
2. y > 5x + 2
(2, -11) (-3, -8) (-5, 6)
SCHOOL YEAR 2023 - 2024
the solution. plane of the solution
Graph the following linear
Graph the following linear
inequalities in two variables.
inequalities in two variables.
1. x – y > 0
1. 4x – 3y < 12
2. x + 2y < 6
2. x – 2y ≥ 4
What values of x will make the
following inequalities true?
Sketch the graph of each
inequality.
1. 2x – 5< 1
2. 3x – 1 ≤ x + 9
Excellence Excellence
 Critical Thinking  Critical Thinking
The teacher let the students The teacher let the students
summarizes the topic discussed. summarizes the topic
discussed.
From the graphs below, identify
the graph that will satisfy each
inequality. Write the letter of the Graph each of the inequalities
correct answer. on separate coordinate planes.
1. y > x + 2 1. 5x + y ≤ -1
2. x + 3y < 6 2. x + 4y ≥ 6
FIDES LUCEAT! 4

J. Assignment 1. Look around the school
Additional activities for and write at least 3 situations
application or remediation where in linear inequality is
being used. Take a picture of it
and write the situation below.
Study how to graph linear
inequality in two vvariables.
Write the step-by-step process
in your notebook.
Explain the difference between
the graph of
4x – 3y = 12, 4x – 3y > 12 and
4x – 3y < 12.
SCHOOL YEAR 2023 - 2024
Graph the inequality 3/2𝑥 −1/4
𝑦≤1

g. REMARKS
Students’ Mastery Level  Beginning  Beginning  Beginning  Beginning
 Developing  Developing  Developing  Developing
 Approaching Proficiency  Approaching Proficiency  Approaching Proficiency  Approaching Proficiency
 Proficient  Proficient  Proficient  Proficient
 Advanced  Advanced  Advanced  Advanced
Intervention/s Made

Prepared by: Checked:

ALVIN L. BATARA OLIVER V. RAZA

Subject Teacher Department Chair
Noted:

CLARISSA S. SILVA, MED – SL

School Principal

FIDES LUCEAT! 5