GRADE 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Day 1- 4 Quarter SECOND
November 13-16, 2023
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of factors of linear inequalities in two variables, systems of
Standards 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,
Standards and linear functions.
3. Learning Illustrates linear Differentiate linear Graph linear Inequalities in Graph linear Inequalities in Intrams
Competencies / inequalities in two inequalities in two two variables two variables
Objectives variables variables from linear (MBAL-IIa-3) (MBAL-IIa-3)
(MBAL-IIa-1) equations in two
variables. a. Determine the solution a. Determine the solution
a. Identify linear inequality (MBAL-IIa-2) set of a linear inequality set of a linear inequality
from linear equation. in two variables. in two variables.
b. Translate verbal a. Identify the solution of b. Draw the graph of the b. Draw the graph of the
phrases a solution set of linear solution set of linear
to mathematical linear equation or inequalities in two inequalities in two
inequality. inequality in two variables. variables.
c. Appreciate the concept variables. c. Appreciate the concept of c. Appreciate the concept of
of b. Determine whether a graphing of linear graphing of linear
linear inequality in point is a solution of a inequalities in two inequalities in two
two variables. linear inequality or not. variables and apply in a variables and apply in a
c. Appreciate the concept real life situation. real life situation.
of linear inequality in
two variables.

II. CONTENT Linear Inequalities In Linear Inequalities In Linear Inequalities In Two Linear Inequalities In Two
 Two Variables Two Variables Variables Variables
III. LEARNING
RESOURCES
A. References

1. Additional http://lrmds.deped.gov.ph/. http:// http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/.

Materials lrmds.deped.gov.ph/.
from
Learning
Resource
(LR) portal
IV. PROCEDURES
A. Reviewing LESS WORDS, MORE Which of the following In an Entrepreneurship Checking of assignment:
previous lesson or POINTS points is a solution to the class, Joanna will receive 3
presenting the Fill in the appropriate words following linear points for every graham Explain the difference between the graph of
new lesson that will make each statement inequalities? Explain your balls that she can sell and 2 4x – 3y = 12, 4x – 3y > 12 and 4x – 3y < 12.
true. Each group should defend answer. points for every yema candy
their answer to become 1. 2x – y > - 3 that she can sell. Identify Answer:
acceptable. The group, who can (3, 6) (4, 11) (2, five combinations of graham a. 4x -3y = 12
get the most number of points, 7) balls and yema candies that 0 = 12 False
will win the game. 2. y -6x + 1 she can sell to earn exactly The line of the graph is a solid line. All the
(2, -11) (-3, -8) (-5, 30 points. Write your answer points on the line are the solutions of the
6) in the table then graph it. equation
3. 5x + y > 10 Did you form a line?
(0, -3) (3, -5) (4, 4x – 3y >12
8) 0 > 12
4. y x - 9 The line of the graph is a broken line. All the
(2, -5) (9, -3) (12, solution set are on the half left side of the line.
3) 4x -3y < 12
5. y < 5x -3 0 < 12
(3, 5) (2, 7) (3, The line of the graph is a broken line. The
0) points are on the right side of the line.
B. Establishing a Can we use “less’ and The solution of a linear How can we identify the line of the graph and
What differences are there
purpose for the “more” in mathematics? equation is the set the solution sets of the graph?
between the graph of a
lesson How can you translate points which lie on the
linear equation and the
these words in line.
graph of a linear inequality?
mathematical sentence?
C. Presenting The words used in the The points (2, 7), (0, 3) Graph the linear inequality
examples/ activity are some of the and (-1, 1) are the points x – 2y < 4
instances of the “Inequalities” that we use on the line y = 2x + 3 and to find the boundary line. Now to decide on
lesson in a real life situation. Let the solutions to the given the appropriate half plane, we need a test
us study more examples equation. To determine if point not on the line. As long as the mine does
Let us now try to replace “=” to , so it becomes y 2x + 3. We can notice that the points on the line are still
and see its translation in it is true, substitute the not pass through the origin, we can always
mathematical sentence. coordinates in the use (0,0) as a test point. It provides the
equation. easiest computation.
Here letting x=0 and y=0, we
y = 2x + 3: have
(2, 7)
x = 2 and y = 7 x – 2y < 4
0-2-0 < 4
 7 = 2(2) + 3 0 < 4 True
7=4+3
7=7 True We proceed to shade the half plane including
the origin(the test point), as shown
y=2x+3;(-1,1)

x=-1 and y=1 x – 2y < 4

1=2(-1)+3
1=(-2)+3
1=1 True

y =2x + 3: (0,3)
The underlined words in x=0 and y=3
the example above are just
few of the examples of 3=2(0)+3
inequalities that are 3=0+3 The graph of the inequality y 2x + 3 is half of the plane. It means that all the points on the left side of the
evident in a real life 3=3 True
situation. These words can
be expressed using Likewise, in determining
mathematical symbol. if a point is a solution to
the linear inequality in Note: the boundary line is dashed to indicate that any
two variables, substitute point on the line itself is not a solution.
the coordinates to the
inequality and apply the
Law of Trichotomy.

A linear inequality in two Example: Determine if

variables is simply a linear the points (5, 8), (0, 0),
equation but instead of and
having an equal sign (=) it (10, 10) are solutions to
will be replaced by an the linear inequality
inequality sign. 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
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
-----------------------------

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 For the given example
For the given example y 2x + 3
concepts and following inequality about x -2y < 4
practicing new symbols are appropriate the solution of a 1. What can you observe 1. What can you observe
skills #1 to use in each example? linear equation? about the points about the points
2. What are the different 2. When can you say that 2. Identify the 5 points from 2. Identify the 5 points from
 inequality symbols? a the left side of the the left side of the
3. How does a linear point is a solution to line, are they also line, are they also
inequality differ from a linear inequality in solutions to the inequality? solutions to the inequality?
linear equation? two 3. Take a point on the right 3. Take a point on the right
4. What are the other variables? side of the line, is it side of the line, is it
translations for each 3. How can you solve if a part of the solution? part of the solution?
inequality symbols aside point is a solution to a 4. What can you conclude? 4. What can you conclude?
from the listed in linear equation or
above example? inequality in two
variables?
E. Discussing new Tell whether a given Fill in the blanks then Graph the following linear Graph the following linear inequalities in two
concepts and mathematical sentence is state whether each given inequalities in two variables. variables. The points on the line are already
practicing new a linear inequality or not. If ordered pair is a solution The points on the line are given. In (a) check the line that you are going
skills #2 it is, encircle the inequality of the inequality. already given. In (a) check to use; in (b) using the origin (0, 0) tell
symbol used. 1. x + 2y 8; (6,1) the line that you are going to whether it is a solution or not; and in (c) shade
1. 2x – 3y > 5 x = ___ and y = ___ use; in (b) using the origin the half plane of the solution.
2. x + 4y = 6 (0, 0) tell whether it is a
3. a +8 < 6b ___ + 2 (___) 8 solution or not; and in (c)
4. 100 s + 2r 6 + ___ 8 shade the half plane of the
5. 5( x + 5) 14p ___ 8 solution.
________
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 Translate the following Connect the following Graph the following linear Graph the following linear inequalities in two
mastery verbal sentences to coordinates to the linear inequalities in two variables. variables.
(Leads to mathematical inequalities. inequality that makes 1. 4x – 3y < 12 1. x – y > 0
Formative 1. Five is less than thrice a them a solution. Show 2. x – 2y 4 2. x -3
Assessment 3) number b added to c 2. your solution. 3. x + 4y < 4 3. x + 2y < 6
Twenty-four added by a 1. (8,2) • 4. y > 2x – 6 4. x< 2y -3
certain number y is 2. (-1, 2) • • 2x – y > 5. y ½ x – 3 5. 2x +4 y
not less than a number 5
z. 3. (0, 5) •
3. Twice a number w is 4. (0,0) • • x + 2y 1
greater than or equal to 5. (2, 5) •
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 Determine 2 solution for What values of x will make the following
applications of situation illustrates an each of the following inequalities true? Sketch the graph of each
 concepts and skills inequality or not. If yes, linear inequalities. Show inequlaity.
in daily living. then write the inequality your solution. 1. 2x – 5< 1
model. 1. 5x + 2y < 17 ; x = 3 2. 3x – 1 x + 9
2. 3x - 8y 12 ;x=0 3. 4x – 8 0
1 A kilo of grapes (g) in 3. - 10x - 2y > 7 ; x = - 4. (3x-1)/2 (2-x)/3
more expensive than a 2
kilo of oranges (o) 4. x + 5y 20 ; y = -1
2.The number of males 5. 3x +2y < 21 ;y=4
(m)
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 The steps in graphing a The steps in graphing a linear inequality in two
● The solution of a
generalizations linear inequality in two variables are as follows:
and abstractions linear equation is variables are as follows: 1. Get the corresponding equation by
A linear inequality in two variables is athe
mathematical expression similar to linear equation that makes use of inequality symbols such as >, <, , , and instead of =.
set of points
about the lesson 1. Get the corresponding replacing
which lies on the equation by replacing the inequality sign with an equality sign.
line. the inequality sign with an 2. Graph the equation using broken line if the
● A solution of a equality sign. inequality is > or <. However, if it is or ,
2. Graph the equation using then use a solid line. 3. Use the origin as a
 linear inequality in broken line if the test point to determine the shaded region. If
two variables is an inequality is > or <. the origin is a solution to the equation then
ordered pair (x, y) However, if it is or ,
which makes the then use a solid line. 3. shade the half plane where the origin lies;
equation or Use the origin as a
inequality true. test point to determine the
shaded region. If the
origin is a solution to the
equation then shade the
half plane where the
origin lies;
I. Evaluating Rewrite the following Which of the following From the graphs below, Graph each of the inequalities on separate
learning situations in to a linear points is a solution to the identify the graph that will coordinate planes.
inequality model. following equations/ satisfy each inequality. Write 1. 5x + y -1
1. The sum of a fifty peso inequalities? Encircle the letter of the correct 2. x + 4y 6
bill (f) and a hundred your answer/s. answer. 3. x 4
peso bill (h) is not more 1. 3x + y > - 6 1. y > x + 2 4. y <-2
than five hundred (3, 6) (4, 11) (2, 7) 2. x + 3y < 6
pesos. 2. y > 5x + 2 3. 4x – 2y 8
2. Martha bought 3 boxes (2, -11) (-3, -8) (-5, 4. x – y 3
of 6) 5. y < -2/3x + 2
buko pie (p) and 2 3. -3x + 6y 10
boxes of buko tart (t) in (0, -3) (3, -5) (4, 8)
a 4. y 2x - 5
store in Tagaytay. (2, -5) (9, -3) (12,
She paid greater than 3)
500 pesos. 5. 2y < 5x + 3
3. Michael’s average grade (3, 5) (2, 7) (3, 0)
in Math (m) and
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.
J. Additional 1. Look around the school 1. a. Which ordered pair Explain the difference Graph the inequality 3/2𝑥 1/4 𝑦 1
activities for and write at least 3 satisfies the between the graph of
application or situations where in inequality 4x – 3y = 12, 4x – 3y > 12
remediation. linear 3/2 x - 1/4y 1 ? and 4x – 3y < 12.
inequality is being used. a. . (0, -5) b. (3, -
Take a picture of it and 5)
write the situation c. (0, 1) d. (6, 0)
below.
2. Solve the following b. Graph x + y = 6 in a
inequality if x = 2 and Cartesian plane
y = 3: Identify 5 points
a. 2x + 3y = 7 which
b. 5x – 3y > 8 are 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

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?