School:  RIZAL NATIONAL HIGH SCHOOL  Grade Level:  8

  GRADES 1 to 12  Teacher:  MARISSEL A. LIM  Learning Area:  MATHEMATICS 
  DAILY LESSON LOG  Teaching Dates and Time:  DECEMBER 5-9, 2022  Quarter:  2ND 
 
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards: The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions.
B. Performance Standards: The learner is able to communicate mathematical thinking with coherence and clarity in formulating and analyzing arguments.
C. Learning The learner differentiates linear inequalities in two variables from linear equations in two variables. M8AL-IIa-2
Competencies/Objectives: The learner illustrates and graphs linear inequalities in two variables.
II. CONTENT Linear Inequalities In Two Variables Linear Inequalities In Two Variables Linear Inequalities In Two Variables Linear Inequalities In Two Variables ICL
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pages 200-203 pages 200-203 pages 200-203 pages 200-203
2. Learner’s Materials pages 220-222 pages 220-222 pages 220-222 pages 220-222
Pages
3. Textbook Pages Next Century Mathematics: Next Century Mathematics: Next Century Mathematics: Next Century Mathematics:
Intermediate Algebra, pages 83 - 84 Intermediate Algebra, pages 83 - 84 Intermediate Algebra, pages 83 - 84 Intermediate Algebra, pages 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 from http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/.
Learning Resource (LR)
portal
B. Other Learning Resources LED TV, chalk and board LED TV, chalk and board LED TV, chalk and board LED TV, chalk and board

IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Which of the following points is a LESS WORDS, MORE POINTS In an Entrepreneurship class, Joanna Checking of assignment: Let the
solution to the following linear Fill in the appropriate words that will will receive 3 points for every graham Explain the difference between the students
inequalities? Explain your answer. make each statement true. Each group balls that she can sell and 2 points for graph of give
1. 2x – y > - 3 should defend their answer to become every yema candy that she can sell. 4x – 3y = 12, 4x – 3y > 12 and 4x – 3y examples
(3, 6) (4, 11) (2, 7) acceptable. The group, who can get Identify five combinations of graham < 12. based on
A. Reviewing Previous Lesson 2. y ≥ -6x + 1 the most number of points, will win the balls and yema candies that she can Answer: their
or Presenting the New (2, -11) (-3, -8) (-5, 6) game. sell to earn exactly 30 points. Write a. 4x -3y = 12 lesson for
Lesson 3. 5x + y > 10 your answer in the table then graph it. 0 = 12 False the week
(0, -3) (3, -5) (4, 8) Did you form a line? The line of the graph is a solid line. All and solve
4. y ≤ x - 9 the points on the line are the solutions them
(2, -5) (9, -3) (12, 3) of the equation individually
5. y < 5x -3 4x – 3y >12 .
(3, 5) (2, 7) (3, 0 ) 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.

The solution of a linear equation is the Can we use “less’ and “more” in How can we identify the line of the
What differences are there between
set points which lie on the line. mathematics? How can you translate graph and the solution sets of the
1. Establishing a Purpose for the Lesson the graph of a linear equation and the
these words in mathematical graph?
graph of a linear inequality?
sentence?
2. Presenting Examples/Instances of the The points (2, 7), (0, 3) and (-1, 1) are The words used in the activity are Let us now try to replace “=” to ≥, so it Graph the linear inequality
Lesson
the points on the line y = 2x + 3 and some of the “Inequalities” that we use becomes y ≥ 2x + 3. We can notice x – 2y < 4
the solutions to the given equation. To in a real life situation. Let us study that the points on the line are still part to find the boundary line. Now to decide
determine if it is true, substitute the more examples and see its translation of the solution therefore we will still on the appropriate half plane, we need
coordinates in the equation. in mathematical sentence. use a solid line. Points (-6, -2), (-3, 3), a test point not on the line. As long as
(-2, 0), (1, 7), and (-5, -4) are also the mine does not pass through the
y = 2x + 3: solutions to the inequality y ≥ 2x + 3. origin, we can always use (0,0) as a
(2, 7) Observe the example below: test point. It provides the easiest
x = 2 and y = 7 computation.
Here letting x=0 and y=0, we
7 = 2(2) + 3 have
7=4+3
7=7 True x – 2y < 4
0-2-0 < 4
y=2x+3;(-1,1) 0 < 4 True

x=-1 and y=1 We proceed to shade the half plane

1=2(-1)+3 The underlined words in the example including the origin(the test point), as
1=(-2)+3 shown
above are just few of the examples of
1=1 True inequalities that are evident in a real
life situation. These words can be
y =2x + 3: (0,3) expressed using mathematical symbol. x – 2y < 4
x=0 and y=3

3=2(0)+3
3=0+3
3=3 True

Likewise, in determining if a point is a

solution to the linear inequality in two A linear inequality in two variables is
variables, substitute the coordinates to simply a linear equation but instead of
the inequality and apply the Law of having an equal sign (=) it will be
Trichotomy. replaced by an inequality sign. The graph of the inequality y ≥ 2x + 3
is half of the plane. It means that all
Example: Determine if the points (5, the points on the left side of the line is
8), (0, 0), and part of the solution and as well as the
(10, 10) are solutions to the linear points on the line. Note: the boundary line is dashed to
inequality indicate that any point on the line itself
2x + 5y > 10. is not a solution.

2x + 5y ≥ 10;(5,0)
x = 5 and y = 0

2(5) + 5(0) ≥ 10
10 + 0 ≥ 10
10 ≥ 10 False

Thus, (0, 0) is a solution to 2x + 5y >

10 Let us now try to replace “=” to ≥, so it
----------------------------- becomes y ≥ 2x + 3. We can notice
that the points on the line are still part
2x + 5y ≥ 10;(0,0) of the solution therefore we will still
x = 0 and y = 0 use a solid line. Points (-6, -2), (-3, 3),
(-2, 0), (1, 7), and (-5, -4) are also
2(0) + 5(0) ≥ 10 solutions to the inequality y ≥ 2x + 3.
0 + 0 ≥ 10 Observe the example below
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

1. What can you say about the 1. Why do you think the following For the given example y ≥ 2x + 3 For the given example
solution of a linear equation? inequality symbols are appropriate 1. What can you observe about the x -2y < 4
2. When can you say that a point is a to use in each example? points 1. What can you observe
solution to a linear inequality in two 2. What are the different inequality 2. Identify the 5 points from the left about the points
variables? symbols? side of the 2. Identify the 5 points from
B. Discussing New Concepts 3. How can you solve if a point is a 3. How does a linear inequality differ line, are they also solutions to the the left side of the
and Practicing New Skills solution to a linear equation or from linear equation? inequality? line, are they also
#1 inequality in two variables? 4. What are the other translations for 3. Take a point on the right side of the solutions to the inequality?
each inequality symbols aside from the line, is it 3. Take a point on the right
listed in above example? part of the solution? side of the line, is it
4. What can you conclude? part of the solution?
4. What can you conclude?

3. Discussing New Concepts Fill in the blanks then state whether Tell whether a given mathematical Graph the following linear inequalities Graph the following linear inequalities
and Practicing New Skills #2 each given ordered pair is a solution sentence is a linear inequality or not. If in two variables. The points on the in two variables. The points on the line
of the inequality. it is, encircle the inequality symbol line are already given. In (a) check are already given. In (a) check the line
1. x + 2y ≤ 8; (6,1) used. the line that you are going to use; in that you are going to use; in (b) using
x = ___ and y = ___ 1. 2x – 3y > 5 (b) using the origin (0, 0) tell whether the origin (0, 0) tell whether it is a
2. x + 4y = 6 it is a solution or not; and in (c) shade solution or not; and in (c) shade the half
___ + 2 (___) ≤ 8 3. a +8 < 6b the half plane of the solution. plane of the solution.
6 + ___ ≤ 8 4. 100 ≥ s + 2r
___ ≤ 8 5. 5( x + 5) ≠ 14p
________
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, _____
__________
 Connect the following coordinates to Translate the following verbal Graph the following linear inequalities Graph the following linear inequalities
the linear inequality that makes them sentences to mathematical inequalities. in two variables. in two variables.
a solution. Show your solution. 1. Five is less than thrice a number b 1. 4x – 3y < 12 1. x – y > 0
1. (8,2) • added to c 2. x – 2y ≥ 4 2. x ≤ -3
2. (-1, 2) • • 2x – y > 5 2. Twenty-four added by a certain 3. x + 4y < 4 3. x + 2y < 6
C. Developing Mastery 3. (0, 5) • number y is not less than a number z. 4. y > 2x – 6 4. x< 2y -3
(Leads to Formative 4. (0,0) • • x + 2y ≤ 1 3. Twice a number w is greater than or 5. y ≤ ½ x – 3 5. 2x +4 ≥ y
Assessment 3) 5. (2, 5) • 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.
D. Finding Practical Determine 2 solution for each of the Classify whether the situation illustrates What values of x will make the following
Applications of Concepts following linear inequalities. Show an inequality or not. If yes, then write inequalities true? Sketch the graph of
and Skills in Daily Living your solution. the inequality model. each inequlaity.
1. 5x + 2y < 17 ; x = 3 1. 2x – 5< 1
2. 3x - 8y ≤ 12 ;x=0 1 A kilo of grapes (g) in more 2. 3x – 1 ≤ x + 9
3. - 10x - 2y > 7 ; x = -2 expensive than a kilo of oranges (o) 3. 4x – 8 ≥ 0
4. x + 5y ≥ 20 ; y = -1 2. The number of males (m) less the 4. (3x-1)/2 ≥ (2-x)/3
5. 3x +2y < 21 ;y=4 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 Php 315 per
 day.

 The solution of a linear A linear inequality in two variables is a The steps in graphing a linear The steps in graphing a linear
equation is the set of points mathematical expression similar to inequality in two variables are as inequality in two variables are as
which lies on the line. linear equation that makes use of follows: follows:
 A solution of a linear inequality symbols such as >, <, ≥, ≤, 1. Get the corresponding 1. Get the corresponding equation by
inequality in two variables is and ≠ instead of =. equation by replacing replacing
an ordered pair (x, y) which the inequality sign with an the inequality sign with an equality
makes the equation or equality sign. sign.
inequality true. 2. Graph the equation using 2. Graph the equation using broken line
broken line if the if the
E. Making Generalizations
inequality is > or <. inequality is > or <. However, if it is ≥
and Abstractions about
However, if it is ≥ or ≤, or ≤,
the Lesson
then use a solid line. 3. then use a solid line. 3. Use the
Use the origin as a origin as a
test point to determine the test point to determine the shaded
shaded region. If the 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
1. shade the half plane where the origin
lies;
F. Evaluating Learning Which of the following points is a Rewrite the following situations in to a From the graphs below, identify the Graph each of the inequalities on
solution to the following equations/ linear inequality model. graph that will satisfy each inequality. separate coordinate planes.
inequalities? Encircle your answer/s. 1. The sum of a fifty peso bill (f) and a Write the letter of the correct answer. 1. 5x + y ≤ -1
1. 3x + y > - 6 hundred peso bill (h) is not more than 1. y > x + 2 2. x + 4y ≥ 6
(3, 6) (4, 11) (2, 7) five hundred pesos. 2. x + 3y < 6 3. x ≥ 4
2. y > 5x + 2 2. Martha bought 3 boxes of buko pie 3. 4x – 2y ≥ 8 4. y <-2
(2, -11) (-3, -8) (-5, 6) (p) and 2 boxes of buko tart (t) in a 4. x – y ≥ 3
3. -3x + 6y ≥ 10 store in Tagaytay. She paid greater 5. y < -2/3x + 2
(0, -3) (3, -5) (4, 8) than 500 pesos.
4. y ≤ 2x - 5 3. Michael’s average grade in Math (m)
(2, -5) (9, -3) (12, 3) and English (e) should be at 78 for him
5. 2y < 5x + 3 to pass.
(3, 5) (2, 7) (3, 0) 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 Php 250.
 1. a. Which ordered pair satisfies the 1. Look around the school and write at Explain the difference between the Graph the inequality 3/2𝑥 −1/4 𝑦 ≤ 1
3 1 least 3 situations where in linear graph of
inequality x− y ≤1? inequality is being used. Take a picture 4x – 3y = 12, 4x – 3y > 12 and
2 4
a. (0, -5) b. (3, -5) of it and write the situation below. 4x – 3y < 12.
c. (0, 1) d. (6, 0) 2. Solve the following inequality if x = 2
and y = 3:
G. Additional Activities for a. 2x + 3y = 7
Application or b. Graph x + y = 6 in a Cartesian
plane. Identify 5 points which are b. 5x – 3y > 8
Remediation
solution of the 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 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. 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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
 used/discover which I
wish to share with other
teachers?
Prepared by:
MARISSEL A. LIM
Teacher III
Checked by:
JOCELYN G. DIMAFILIS
Head Teacher III