NORTHWESTERN AGUSAN COLLEGES

Bayview Hill, Nasipit, Agusan del Norte

ESC Participating School
PEAC Accredited School
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EFDT LEARNING PLAN
SUBJECT TITLE : MATHEMATICS GRADE :8
DATE : QUARTER : II
TEACHER : IAN GAY G. TORREON

Patterns and Algebra

UNIT TOPIC
Content Standards:
The learner demonstrates key concepts of linear inequalities in two variables,
system of linear inequalities in two variables and linear functions.
UNIT STANDARDS
Performance Standards:
The learner is able to formulate real-life problems involving linear inequalities,
system of linear inequalities in two variables and linear functions.
LESSON NO. WEEK/S NO.

The learner will be able to:

1. Illustrates linear in two variables.
2. Differentiates linear inequalities in two variables from
linear equations in two variables.
Acquisition
3. Graphs linear inequalities in two variables.
4. Solves problems involving linear inequalities in two
variables.
LEARNING Acquisition 2.
COMPETENCIES Acquisition 3.
The students will understand that:
Make meaning
1.
The students in the long run will be able to independently use their
learning to:
Transfer 1. Graphs linear inequalities in two variables.
2. Solves problems involving linear inequalities in two
variables.
1. I can
LEARNING TARGETS 2. I can
3. I can
TRANSFER GOAL

STAGES ACTIVITIES
EXPLORE Activity 1: WHEN DOES LESS BECOME MORE
Directions: Supply each phrase with what you think the most appropriate word.
1. Less money, more ________________
2. More savings , less ________________
3. More harvest, less ________________
4. Less work, more ________________
5. Less talk, more _________________

Guided questions:
a. How did you come up with your answer?
b. How did you know that the words are appropriate for the given phrases?
c. When do we use the word “less”? How about “more” ?
d. When does “less” really become “more”?

Activity 2: HOW DO YOU KNOW ME?

Direction : Shown below are the two sets of mathematical statements. Use these to answer the questions
that follow.
 Questions:
1. What do you call the left member and the right member of each mathematical statement?
2. How do you differentiate 2x + 1 from y = 2x + 1? How about 9y -8 and 9y – 8 = 4x?
3. How would you differentiate mathematical expressions from mathematical equation?
4. Compare the two sets of mathematical statements. What statements can you make?
5. Which of the given sets is the set of mathematical equations? How about the set of inequalities?
6. How do you differentiate mathematical equations from inequalities?
7. Give at least three examples of mathematical equations and inequalities.

FIRM UP Activity 3: That’s Me!

Directions: Tell which of the following is a linear inequality in two variables. Explain your answer.
1. 3x – y ≥ 12 6. -6x = 4 + 2y
2. 19 < y 7. x + 3y ≤ 7
3. y = 2 5 x 8. x > -8
4. x ≤ 2y + 5 9. 9(x – 2) < 15
5. 7(x - 3) < 4y 10. 13x + 6 < 10 – 7y

Questions:
a. How did you identify linear inequalities in two variables? How about those which are not linear
inequalities in two variables?
b. What makes a mathematical statement a linear inequality in two variables?
c. Give at least 3 examples of linear inequalities in two variables. Describe each.

Activity 4: Come and Test Me!

Directions: Tell which of the given coordinates of points on the graph satisfy the inequality. Justify your
answer.

Activity 6: Graph and Tell!

Directions: Show the graph and describe the solutions of each of the following inequalities. Use the
Cartesian coordinate plane below.

Questions:
a. How did you graph each of
the linear inequalities?
b. How do you describe the
graphs of linear
inequalities in two
variables?
c. Give at least 3 solutions
for each linear inequality.
d. How did you determine
the solutions of the linear
inequalities?
Activity 7: Translate Me!
Directions: Write each statement as
linear inequality in two variables
1. The sum of 20-peso bills (t) and fifty peso bills (f) is greater than Php 420.
2. The difference between the weight of Diana (d) and Princess (p) is at least 26.
3. Five times the length of a ruler (r) increased by 2 inches is less than the height of Daniel (h).
4. In a month, the total amount the family spends for food (f) and educational expenses (e) is at most
Php 8,000.
5. The price of a motorcycle (m) less Php 36,000 is less than or equal to the price of a bicycle (b).

Questions:
 a. How did you translate the given situations into linear inequalities?
b. When do we use the term “at most”? How about “at least”?
c. What other terms are similar to “at most”? How about “at least”?
d. Give at least two statements that make use of these terms.
e. In what real-life situations are the terms such as “at most” and “at least” used?
Activity 8: Think Deeper!
Directions: Answer the following questions. Give your complete solutions or explanations.
1. How do you differentiate linear inequalities in two variables from linear equations in two
variables?
2. How many values of the variables would satisfy a given linear inequality in two variables? Give
an example to support your answer.
DEEPEN
3. Airen says any values of x and y satisfying the linear equation y = x + 5 also satisfy the inequality
y < x + 5. Do you agree with Airen? Justify your answer.
4. Katherine bought some cans of sardines and corned beef. She gave the store owner Php 200 as
payment. However, the owner told her that the amount is not enough. What could be the reasons?
What mathematical statement would represent the given situation?

Performance Task: Plan First!

Directions: Read the situation below then come up with the appropriate budget proposal. The budget
proposal should be clear, realistic, and make use of linear inequalities in two variables and other
mathematical statements.

Due to the rising prices of food commodities, you decided to raise broiler chickens for your family’s
consumption. You sought permission from your parents and asked them to give you some amount to start
with. Your parents agreed to give you some money; however, they still need to see how you will use it.
They asked you to prepare a budget proposal for the chicken house that you will be constructing, the
number of chickens to be raised, the amount of chicken feeds, and other expenses.

TRANSFER

Values Integration:

Prepared by: Checked and approved by:

Name of Teacher MARIA LUZ J. GOLOSINO, Ph.D (CAR)

Position High School Principal