GRADE 8 School GREENHILL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher MICHAEL L. DELA PEÑA Learning Area MATHEMATICS
SEPTEMBER 30-OCTOBER 4, 2024
Teaching Dates and Time Quarter SECOND
(9:50-10:35)

MONDAY TUESDAY WEDNESDAY THURSDAY

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

A. References
1. Teacher’s Guide pages 200-203 pages 200-203 pages 204- 206 pages 204- 206
2. Learner’s Materials pages 220-222 pages 220-222 pages 222 – 225 pages 222 – 225
3. Textbook Next Century Mathematics: Next Century Mathematics: Next Century Mathematics: Next Century Mathematics:
Intermediate Algebra, pages 83 Intermediate Algebra, pages Intermediate Algebra, pages 83 - Intermediate Algebra, pages
- 84 83 - 84 84 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 Materials [Link] [Link] [Link] [Link]
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 Cavite Grade 8 LCTG by Dep Ed
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Mathematics 2016 Cavite Mathematics 2016
Laptop, LCD Laptop, LCD Laptop, LCD, Graph Board, Laptop, LCD ,Graph Board,
Graphing paper, Ruler and Pencil Graphing paper, Ruler and
Pencil
IV. PROCEDURES
A. Reviewing previous LESS WORDS, MORE POINTS Which of the following points is In an Entrepreneurship class, Checking of assignment:
lesson or presenting the Fill in the appropriate words that will a solution to the following Joanna will receive 3 points for
new lesson make each statement true. Each group linear inequalities? Explain every graham balls that she can Explain the difference between
should defend their answer to become your answer. sell and 2 points for every yema the graph of
acceptable. The group, who can get 1. 2x – y > - 3 candy that she can sell. Identify 4x – 3y = 12, 4x – 3y > 12 and
the most number of points, will win (3, 6) (4, 11) (2, 7) five combinations of graham balls 4x – 3y < 12.
the game. 2. y ≥ -6x + 1 and yema candies that she can
(2, -11) (-3, -8) (-5, 6) sell to earn exactly 30 points. Answer:
3. 5x + y > 10 Write your answer in the table a. 4x -3y = 12
(0, -3) (3, -5) (4, 8) then graph it. Did you form a line? 0 = 12 False
4. y ≤ x - 9 The line of the graph is a solid
(2, -5) (9, -3) (12, 3) line. All the points on the line
5. y < 5x -3 are the solutions of the
 (3, 5) (2, 7) (3, 0 ) equation
4x – 3y >12
0 > 12
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 purpose Can we use “less’ and “more” in The solution of a linear What differences are there How can we identify the line of
for the lesson mathematics? How can you equation is the set points between the graph of a linear the graph and the solution sets
translate these words in which lie on the line. equation and the graph of a linear of the graph?
mathematical sentence? inequality?
C. Presenting examples/ The words used in the activity The points (2, 7), (0, 3) and (- Let us now try to replace “=” to ≥, Graph the linear inequality
instances of the lesson are some of the “Inequalities” 1, 1) are the points on the line so it becomes y ≥ 2x + 3. We can x – 2y < 4
that we use in a real life y = 2x + 3 and the solutions to notice that the points on the line to find the boundary line. Now
situation. Let us study more the given equation. To are still part of the solution to decide on the appropriate
examples and see its translation determine if it is true, therefore we will still use a solid half plane, we need a test point
in mathematical sentence. substitute the coordinates in line. Points (-6, -2), (-3, 3), (-2, 0), not on the line. As long as the
the equation. (1, 7), and (-5, -4) are also mine does not pass through
solutions to the inequality y ≥ 2x + the origin, we can always use
y = 2x + 3: 3. Observe the example below: (0,0) as a test point. It provides
(2, 7) the easiest computation.
x = 2 and y = 7 Here letting x=0 and y=0, we
have
7 = 2(2) + 3
7=4+3 x – 2y < 4
 7=7 True 0-2-0 < 4
0 < 4 True
y=2x+3;(-1,1)
We proceed to shade the half
x=-1 and y=1 plane including the origin(the
1=2(-1)+3 test point), as shown
1=(-2)+3
1=1 True
x – 2y < 4
y =2x + 3: (0,3)
x=0 and y=3

The underlined words in the 3=2(0)+3 The graph of the inequality y ≥ 2x

example above are just few of 3=0+3 + 3 is half of the plane. It means
the examples of inequalities that 3=3 True that all the points on the left side
are evident in a real life of the line is part of the solution
situation. These words can be Likewise, in determining if a and as well as the points on the
expressed using mathematical point is a solution to the linear line.
symbol. inequality in two variables,
substitute the coordinates to
the inequality and apply the
Law of Trichotomy.
Note: the boundary line is dashed to
Example: Determine if the indicate that any point on the line
points (5, 8), (0, 0), and itself is not a solution.
A linear inequality in two (10, 10) are solutions to the
variables is simply a linear linear inequality
equation but instead of having 2x + 5y > 10.
an equal sign (=) it will be
replaced by an inequality sign. 2x + 5y ≥ 10;(5,0) Let us now try to replace “=” to ≥,
x = 5 and y = 0 so it becomes y ≥ 2x + 3. We can
notice that the points on the line
2(5) + 5(0) ≥ 10 are still part of the solution
10 + 0 ≥ 10 therefore we will still use a solid
10 ≥ 10 False line. Points (-6, -2), (-3, 3), (-2, 0),
(1, 7), and (-5, -4) are also
 Thus, (0, 0) is a solution to 2x solutions to the inequality y ≥ 2x +
+ 5y > 10 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 + 3 For the given example
concepts and practicing following inequality symbols the solution of a 1. What can you observe about x -2y < 4
new skills #1 are appropriate to use in linear equation? the points 1. What can you observe
each example? 2. When can you say that a 2. Identify the 5 points from the about the points
2. What are the different point is a solution to left side of the 2. Identify the 5 points from
inequality symbols? a linear inequality in two line, are they also solutions to the left side of the
3. How does a linear variables? the inequality? line, are they also
inequality differ from 3. How can you solve if a 3. Take a point on the right side of solutions to the inequality?
linear equation? point is a solution to a the line, is it 3. Take a point on the right
4. What are the other linear equation or part of the solution? side of the line, is it
translations for each inequality in two 4. What can you conclude? part of the solution?
 inequality symbols aside variables? 4. What can you conclude?
from the listed in
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 practicing mathematical sentence is a whether each given ordered inequalities in two variables. The inequalities in two variables.
new skills #2 linear inequality or not. If it is, pair is a solution of the points on the line are already The points on the line are
encircle the inequality symbol inequality. given. In (a) check the line that already given. In (a) check the
used. 1. x + 2y ≤ 8; (6,1) you are going to use; in (b) using line that you are going to use;
1. 2x – 3y > 5 x = ___ and y = ___ the origin (0, 0) tell whether it is a in (b) using the origin (0, 0) tell
2. x + 4y = 6 solution or not; and in (c) shade whether it is a solution or not;
3. a +8 < 6b ___ + 2 (___) ≤ 8 the half plane of the solution. and in (c) shade the half plane
4. 100 ≥ s + 2r 6 + ___ ≤ 8 of the solution.
5. 5( x + 5) ≠ 14p ___ ≤ 8
________
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 verbal Connect the following Graph the following linear Graph the following linear
(Leads to Formative sentences to mathematical coordinates to the linear inequalities in two variables. inequalities in two variables.
Assessment 3) inequalities. inequality that makes them a 1. 4x – 3y < 12 1. x – y > 0
1. Five is less than thrice a solution. Show your solution. 2. x – 2y ≥ 4 2. x ≤ -3
number b added to c 2. 1. (8,2) • 3. x + 4y < 4 3. x + 2y < 6
Twenty-four added by a 2. (-1, 2) • • 2x – y > 5 4. y > 2x – 6 4. x< 2y -3
certain number y is 3. (0, 5) • 5. y ≤ ½ x – 3 5. 2x +4 ≥ y
not less than a number z. 4. (0,0) • • x + 2y ≤ 1
3. Twice a number w is 5. (2, 5) •
 greater than or equal to
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 situation Determine 2 solution for each What values of x will make the
applications of concepts illustrates an inequality or not. If of the following linear following inequalities true?
and skills in daily living. yes, then write the inequality inequalities. Show your Sketch the graph of each
model. solution. 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
[Link] 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 generalizations A linear inequality in two  The solution of a linear The steps in graphing a linear The steps in graphing a linear
and abstractions about variables is a mathematical equation is the set of inequality in two variables are as inequality in two variables are
 the lesson expression similar to linear points which lies on the follows: as follows:
equation that makes use of line. 1. Get the corresponding 1. Get the corresponding
inequality symbols such as >, <,  A solution of a linear equation by replacing equation by replacing
≥, ≤, and ≠ instead of =. inequality in two the inequality sign with an the inequality sign with an
variables is an ordered equality sign. equality sign.
pair (x, y) which makes 2. Graph the equation using 2. Graph the equation using
the equation or broken line if the broken line if the
inequality true. inequality is > or <. inequality is > or <.
However, if it is ≥ or ≤, However, if it is ≥ or ≤,
then use a solid line. 3. then use a solid line. 3. Use
Use the origin as a the origin as a
test point to determine the test point to determine the
shaded region. If the shaded region. If
origin is a solution to the the origin is a solution to the
equation then shade the equation then
half plane where the
origin lies; shade the half plane where
the origin lies;
I. Evaluating learning Rewrite the following situations Which of the following points is From the graphs below, identify Graph each of the inequalities
in to a linear inequality model. a solution to the following the graph that will satisfy each on separate coordinate planes.
1. The sum of a fifty peso equations/ inequalities? inequality. Write the letter of the 1. 5x + y ≤ -1
bill (f) and a hundred Encircle your answer/s. correct answer. 2. x + 4y ≥ 6
peso bill (h) is not more 1. 3x + y > - 6 1. y > x + 2 3. x ≥ 4
than five hundred pesos. (3, 6) (4, 11) (2, 7) 2. x + 3y < 6 4. y <-2
2. Martha bought 3 boxes of 2. y > 5x + 2 3. 4x – 2y ≥ 8
buko pie (p) and 2 (2, -11) (-3, -8) (-5, 6) 4. x – y ≥ 3
boxes of buko tart (t) in a 3. -3x + 6y ≥ 10 5. y < -2/3x + 2
store in Tagaytay. (0, -3) (3, -5) (4, 8)
She paid greater than 4. y ≤ 2x - 5
500 pesos. (2, -5) (9, -3) (12, 3)
3. Michael’s average grade 5. 2y < 5x + 3
in Math (m) and (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.
 𝑦≤1
J. Additional activities for 1. Look around the school 1. a. Which ordered pair Explain the difference between Graph the inequality 3/2𝑥 −1/4
application or and write at least 3 satisfies the inequality the graph of
remediation. situations where in linear 3/2 x - 1/4y ≤ 1 ? 4x – 3y = 12, 4x – 3y > 12 and 4x
inequality is being used. a. . (0, -5) b. (3, -5) – 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. [Link] learners who earned
80% on the formative
assessment
2. [Link] learners who require
additional activities for
remediation.
3. Did the remedial lessons
work? [Link] learners who have
caught up with the lesson.
4. [Link] 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?

Prepared By: Checked By: Monitored By: Monitored By:

MICHAEL L. DELA PEÑA CARMELA A. ALFONSA EMELIA B. SANTANDER _____________________

Teacher I Head Teacher I PSDS