GRADE 8 BOLBOK INTEGRATED NATIONAL HIGH 8

School Grade Level

DAILY LESSON LOG SCHOOL
Teacher DAHLIA L. CONTAOI Learning Area MATHEMATICS
November 6 – 11, 2023
7:05 – 8:05 Hyacinth (TWThF)
8:05-9:05 Rose (MTWTh)
Teaching Dates and Time Quarter SECOND
10:25 – 11:25 Stargazer (MWThF)
12:25 – 1:25 Orchid (MTWF)
1:25 – 2:25 Everlasting (MTWF)

Session 1 Session 2 Session 3 Session 4

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)

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 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 83 - Intermediate Algebra, pages 83 Intermediate Algebra, pages 83 - Intermediate Algebra, pages 83
84 - 84 84 - 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 from
Learning
Resource (LR)
portal

B. Other Learning Grade 8 LCTG by Dep Ed Cavite Grade 8 LCTG by Dep Ed Cavite Grade 8 LCTG by Dep Ed Cavite Grade 8 LCTG by Dep Ed Cavite
Resources Mathematics 2016 Mathematics 2016 Mathematics 2016 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 a solution to the following linear Joanna will receive 3 points for
new lesson will make each statement true. inequalities? Explain your every graham balls that she can Explain the difference between
Each group should defend their answer. sell and 2 points for every yema the graph of
answer to become acceptable. 1. 2x – y > - 3 candy that she can sell. Identify
4x – 3y = 12, 4x – 3y > 12 and
The group, who can get the most (3, 6) (4, 11) (2, 7) five combinations of graham balls
4x – 3y < 12.
number of points, will win the 2. y ≥ -6x + 1 and yema candies that she can sell
game. (2, -11) (-3, -8) (-5, 6) to earn exactly 30 points. Write
3. 5x + y > 10 your answer in the table then graph
(0, -3) (3, -5) (4, 8) it. Did you form a line?
4. y ≤ x - 9
(2, -5) (9, -3) (12, 3)
5. y < 5x -3
(3, 5) (2, 7) (3, 0 )

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

D. Discussing new See ppt. See ppt See ppt See ppt
concepts and practicing
new skills #1

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 linear whether each given ordered inequalities in two variables. The inequalities in two variables. The
new skills #2 inequality or not. If it is, encircle pair is a solution of the points on the line are already points on the line are already
the inequality symbol used. inequality. given. In (a) check the line that you given. In (a) check the line that
1. 2x – 3y > 5 1. x + 2y ≤ 8; (6,1) are going to use; in (b) using the you are going to use; in (b)
2. x + 4y = 6 x = ___ and y = ___ origin (0, 0) tell whether it is a using the origin (0, 0) tell
3. a +8 < 6b solution or not; and in (c) shade the whether it is a solution or not;
4. 100 ≥ s + 2r ___ + 2 (___) ≤ 8 half plane of the solution. and in (c) shade the half plane
5. 5( x + 5) ≠ 14p 6 + ___ ≤ 8 of the solution.
___ ≤ 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
solution. Show your solution. 2. x – 2y ≥ 4 2. x ≤ -3
1. (8,2) • 3. x + 4y < 4 3. x + 2y < 6
 2. (-1, 2) • • 2x – y > 5 4. y > 2x – 6 4. x< 2y -3
3. (0, 5) • 5. y ≤ ½ x – 3 5. 2x +4 ≥ y
4. (0,0) • • x + 2y ≤ 1
5. (2, 5) •

G. Finding practical Classify whether the situation Determine 2 solution for each of What values of x will make the
applications of concepts illustrates an inequality or not. If the following linear inequalities. following inequalities true?
and skills in daily living. yes, then write the inequality Show your solution. Sketch the graph of each
model. 1. 5x + 2y < 17 ;x=3 inequlaity.
2. 3x - 8y ≤ 12 ;x=0 1. 2x – 5< 1
3. - 10x - 2y > 7 ; x = -2 2. 3x – 1 ≤ x + 9
4. x + 5y ≥ 20 ; y = -1 3. 4x – 8 ≥ 0
5. 3x +2y < 21 ;y=4 4. (3x-1)/2 ≥ (2-x)/3

H. Making generalizations See ppt. See ppt. See ppt. See ppt.
and abstractions about
the lesson

I. Evaluating learning Rewrite the following situations in Which of the following points is From the graphs below, identify the Graph each of the inequalities
to a linear inequality model. a solution to the following graph that will satisfy each on separate coordinate planes.
equations/ inequalities? Encircle inequality. Write the letter of the
your answer/s. correct answer.

J. Additional activities for See ppt. See ppt. See ppt.

application or See ppt.
remediation.

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?

Prepared by: Noted by:

DAHLIA L. CONTAOI GLORIA T. BATHAN

Mathematics Teacher Head Teacher III