Detailed Lesson Plan

(Linear Inequalities)
I. Objectives

At the end of the lesson the students should be able to:

a. Differentiate linear inequalities in two variables and linear equation in two variables

b. Solve linear inequalities in two variables

c. Graph linear inequalities in two variables

II. Subject Matter

Topic: Linear Inequalities

References: Intermediate Algebra pg. 29-33, Mathematics Learners Module pg. 209-249,
MathisFun, Wolfrom, MathPlanet

Materials: Laptop, Android Phone, Geogebra, Entrance Ticket, Graphing Board, and Plicker
Cards.

III. PROCEDURE

Teacher’s Activity Student’s Activity

Good morning class! Good morning, Sir!

Everybody, please stand, pick every pieces of (Everyone, pick up the trash and arrange
trash you see, and arrange your chairs. their chairs.)

Thank you! Please remain standing for our Our Father in Heaven, thank you for this day
opening prayer. Axel, please lead the prayer. …
Amen
Amen

You may take your sit. Look at your left and None, Sir.
right side, who is absent?

Review:

Yesterday we discussed about the linear Sir, a linear inequality is

inequalities in one variable. What again is linear an inequality which involves
inequalities in one variable, class? Yes, Althea. a linear function.

Very Good!
Please bring out ½ whole paper we will be V 1. 5x+7y=10; 3x-14y=6
having a review about linear equation in two
variables.

Find the value of x and y to the following system

of linear equation. Match your answer with the
choices in the box. To reveal a new word. You
can use the Linear Equation application.

CLUE: It is a quantity that may change within A 2. 3x-2y=0; 6x+5y=0

the context of a mathematical problem or
experiment.

1. 5x+7y=10
A = (0,0)
3x-14y=6
B =(1,-1)
2. 3x-2y=0
R= (5,-2) R 3. 2x-3y=16; 3x+4y=7
6x+5y=0
E=(-29/5,-9/2)
3. 2x-3y=16
V= x=2 y=0
3x+4y=7

4. 5x+3y=7 L=(97/28,-19/28)

2x+5y=1 A= (3,4)
I 4. 5x+3y=7; 2x+5y=1
5. y=7/2x-13/2 I=(32/19,-9/19)

y=-5/3x=9

6. y=8/3x-11/3

Y=-6/5x-11/5
A 5. y=7/2x-13/2; y=-5/3x=9
7. y=-3/5x+7/5

y=1/3x-11/6

8. y=2/3x-0.633333

y=x+1.3

B 6. y=8/3x-11/3; y=-6/5x-11/5
 L 7. y=-3/5x+7/5; y=1/3x-11/6

E 8. y=2/3x-0.633333; y=x+1.3

What is the new word unlock? Variable

“What do you mean by variable?” Variable is a quantity that may change within
the context of a mathematical problem or
experiment.

Other than the clue, according to your Use a single letter to represent a variable.
understanding what is variable?

Very good class!

Motivation:

“I have prepared a video clip for you to watch “Yes, Sir!”

and understand then after that we will be having
our first game for today.”

The teacher presented the video clip entitled The students are busy in watching the video.
“Number Gator” for the students to get
familiarize with the inequalities (>, <, ≤, ≥)
 Number Gator lyrics

(46 SECONDS)

There was an alligator living in the swamp and

sneak up on number and start to champ.

Whenever two numbers set on the ground

She faced the bigger one and gobble it down.

When there are two numbers set are the same,

the gator changes form and she swaps her
names

Because she isn’t sure exactly how to dine

She stands at the middle as an equal sign.

Number gator likes to eat what is greater and

turned their back on what is less

Their mouth open wide for the bigger side then

smashed down the whole greater mess.

“Ok class what does the alligator like to eat?” Sir, the alligator wants to eat the larger value
of a number.

“Very good. What will the alligator do if there Sir, the alligator stands at the middle as
are the same number? equal sign if the two numbers are the same.”

What about the lower value in the given The alligator turn their back on the lower
number? value in the given number.

“Very Good observation class. Now everybody

stand up we will be having an elimination game
called ‘LABEL ME and STAY or else I WILL LEAVE
YOU’. In this game everyone please stand up,
you will identify the larger value between two
numbers while dancing the corresponding
steps.”
Mechanics of the game:
Everyone is dancing while the two numbers are
shuffling and when the song stops the students
should pause eating the bigger value between
two numbers and turning their back on the less
number or facing at the middle with the equal
sign. Wrong moves will be eliminated until last
man standing. The winner will receive an
additional point for the performance task.

You may all sit down class. Congratulations to

the winner.

Through the video clip and in the game we

played. List the inequalities and their symbols
then give another example of inequalities.
Greater Than >

Less Than <

Greater than or equal to ≥

Less than or equal to ≤

Now that you are familiar with the inequalities

and variables. Let’s have another activity.

Activities

ENTRANCE TICKET
Look at the grocery list below. Use variables to
write three equations and three inequalities that
represent various selections from the grocery list
and their totals.

Grocery List

Item Price

Milk Php 275

Bread Php 130

Coke Php 79

Oatmeal Php 145

 Juice Php 105

Peanut Butter Php 120 Let c be the coke, and o be the oatmeal
Equation: 2o + 4c= 400
…
Examples: Let m be the milk, and b be the bread …
Equation: 2m + 4b = 400 Inequality: 2o + 4c > 400
Inequalitie: 2m + 4b > 400 …

…
Three Equations:

Three Inequalities:

Lesson Proper

How would we find out what one oatmeal costs if By using a variable that represents the
we know that two oatmeal cost Php 290? object then from word problem to algebraic
expression.

Let’s use o to stand for the cost of one

What variable should we use? oatmeal.

2o = 290
What is our new equation? o = 145

One oatmeal costs 145.

“What is the cost of one carton of milk if we
know that four cartons of milk minus the cost of
one bread is equal to 350?
Let m stand for the cost of one carton of
milk and b for the cost of a bread.
4m – b = 350 m represents 1 carton of
milk; b represents bread

4m – 130=350 Substitute the value

for b given in the menu.

4m = 130 + 350 Add 130 to both sides.

4m = 480 Perform the operation.

 m = 120 Divide both sides by 4.

One carton of milk costs Php 120.

“We can also examine solutions to an inequality

using the menu.”

“Suppose we know the cost of four cartons of

milk is less than 350. What is the cost of 1 carton
of milk?

“We can write the inequality as?” 4m<350

Solve 4m<350 4m<350 Divide both side by 4

m<177

One carton of milk cost php 117.

“We have looked at several equations with

different letter variables. Let’s look at some
equations in two specific variables, x and y, and
explore the slope-intercept form of an equation.”

What do you mean by slope-intercept form? The slope-intercept form of an equation is

defined as a linear equation in the form of y
= mx + b, where the value m represents the
slope, or constant rate of change, and the
value b represents the y-intercept, or
starting point.”

“Consider the equation 4x + y = 15. Is this No, Sir.

equation written in slope-intercept form?”

Why?
This equation is not written in slope-
intercept form. The slope-intercept form of
an equation is solved for y. In other words, y
is isolated.

Why might we want to transform this equation Equations written in slope-intercept form
so that it is written in slope-intercept form? easily show us valuable information, namely
the slope and y-intercept of the graph or
problem.

Miss Marilyn how we can transform the standard To determine the slope and y-intercept of
form to slope intercept form? Will you please
transform 4x+y=15 into slope form?
the previous equation, we will transform it so
that it is written in slope-intercept form. To
do so, we must solve the equation for y. We
can do this by subtracting 4x from each side.
This process gives us:

y = -4x + 15

“Now that the equation is in slope-intercept y = mx + b

form, we can easily determine the slope and y-
intercept. y = -4x + 15

What is the slope?” slope is the number "m" that is multiplied

on the x which is (−4)
“What is the y-intercept?”
”b" is the y-intercept (that is, the point
where the line crosses the vertical y-axis.
Which is (15)

“Sometimes, we have linear inequalities in two

variables, x and y. In the same way that it is
beneficial for us to transform such equations into
slope-intercept form, we may also want to solve
these types of inequalities for y. Consider the
inequality -2x + y < 12.”

“What could we do to rearrange this inequality Add 2x to both sides.

so that y is isolated?”
“By adding 2x to both sides, we obtain y <
2x + 12.”

“Let’s look at another one: -3x + 18y ≥ 6

-3x + 18y ≥ 6 18y ≥ 3x + 6 Add 3x to both sides.

y ≥ 3/18x + 6/18 Divide both sides by 18.

y ≥ 1/6x + 1/3 Reduce all fractions.”

Activity : Memory Game

Instructions:

Students play “Memory” by taking turns flipping

over two cards at a time. If the two cards flipped
are example of slope-intercept form of
inequalities, then student gain a point. Play
continues until all cards are gone. The winner
has the most pairs of cards.

Memory Game

y<5x-4 5x+7y < 10

y<-5/3x+9 3x-14y > 6
y>8x-3 3x-2y <3
STANDARD
SLOPE- y≤-6x-12
6x+5y ≤ 5 FORM
INTERCEPT
FORM y≥-15x+10
2x-3y > 16
y>13x-6
3x+4y ≥ 7
y≤-16x-12
16x+5y ≤ 0
y≥-5x+10
12x-3y > 16
y>-3x-6

y ≥13x+4y

“Do you understand now the slope intercept Yes, Sir.

form?

“We will now graph some linear equations and

inequalities in two variables.
We graphed linear equations and
“what do you use when graphing one variable inequalities in one variable using a number
line.
In two variables, since x and y coordinates are
present what do we used in graphing? We graph equations and inequalities on a
coordinate plane.”
“Consider the equation y – 5x = −10. Earlier, we
discussed the benefit of rewriting equations in
slope-intercept form. Doing this also makes these
equations much easier to graph.”

“Let’s first change standard form to for slope-

intercept form: – 5x + y = −10 – 5x + y = -10

y = 5x – 10 Add 5x to each side.”

Now using the desmos app plot y=5x-10

“Remember that the graph of a line shows all the

sets of ordered pairs (x, y) that satisfy the
equation.”

“Now let’s look at what happens to the similar Sol 1

inequality, y – 5x < −10. Use the same
operations as tools in the same way to solve the y – 5x < -10
inequality. y < 5x – 10 Add 5x to each side.”

Sol 2

y – 5x ≤ -10

y ≤ 5x - 10 Add 5x to each side.”

Sol 3

y – 5x > -10

y > 5x – 10 Add 5x to each side.”

Sol 4

y – 5x ≥ -10

y ≥ 5x – 10 Add 5x to each side.

“Like the graph of a linear equation, the graph of

a linear inequality needs to show all the sets of
ordered pairs (x, y) that satisfy the inequality.”

Write down three ordered pairs that satisfy the

inequality, using the Desmos App plot the
corresponding points.

What do you notice about the graph of this No. An inequality has many more solutions
inequality? Do all the ordered pairs line up like in than an equation.
the graph of an equation?
“As you can see, the graph of a linear inequality
consists of more than just a line. Instead, when
we graph a linear inequality, we are actually
graphing a boundary line and a half plane of
ordered pairs. The boundary line is the line we
would graph if the inequality were actually an
equation (or what happens when we replace the
inequality symbol with an equal sign). The half
plane refers to the half of the coordinate plane
that holds the solutions to the inequality. This
half will either be above or below the boundary
line. We shade the half plane that holds the
solutions to our inequality. Let’s use our
inequality y≥5x-10 as an example.”

“First, we graph the boundary line.”

Graph the line y = 5x – 10

“Sometimes the boundary line will be solid, and
sometimes it will be dotted or dashed. This
depends on whether or not the ordered pairs of
the boundary line are included in the solution set
to the inequality. What are some ways we might
be able to determine if the ordered pairs on the
boundary line are included in the solution set to
the inequality?”
(Students may suggest testing an ordered
pair from the boundary line by substituting
these x and y values into the inequality that
in this case, the boundary line IS included in
the graph.
Because our inequality uses a greater than
or equal to symbol, the boundary line is
included in the graph and should remain
solid. Now, we need to determine the
appropriate half plane to shade. This will
either be ‘above’ or ‘below’ the line.

How might we determine which half plane to an ordered pair from either half plane and
shade? seeing which one has x and y values which
satisfy the inequality that if a test point
correctly satisfies the inequality, the half
plane containing this test point is included in
 the graph of the inequality and should be
shaded.

“So, to recap, to graph a linear inequality in two

variables, we follow these three steps:

1. Graph it as an equation, and choose a

dotted line for < or > and a solid line for ≤ or ≥.

2. Pick a test point (ordered pair) and

substitute into the original inequality.

3. Shade the half plane that contains the

point if the point is indeed a solution. If the point
is not a solution, shade the other half plane.”

additional examples

graph this

1. y-5x>-10
2. y-5x<-10

3. y=5x≤-10

“Let’s look at a couple more examples: 2y + 6x ≤ -6

2y ≤ -6x – 6 Isolate the y term by

subtracting 6x from each side.
2y + 6x ≤ -6

y ≤ -3x – 3 Divide each term on both sides

of the equation by 2.”

“To graph the inequality, we will need to first

replace the inequality with an equal sign and
graph it as an equation. We notice the inequality
is ≤, so our line will be solid. We will use the test
point (0, 0) to determine which half-plane to
shade. Note that any test point would work. The
point (0, 0) results in a false statement, so we
will shade the half-plane that does not contain
the point (0, 0).”
“Our next example is unique because it has a −7x + 14y > 28
fraction for the slope:

solve
14y > 7x + 28 Isolate the y term by
−7x + 14y > 28 adding 7x to each side.

Divide each term on both sides of the

equation by 14.”

“To graph the inequality, we will need to first

replace the inequality with an equal sign and
graph it as an equation. We notice the inequality
is >, so our line will be dotted. We will use the
same test point of (0, 0) to determine which half
plane to shade. The point (0, 0) results in a false
statement, so we will shade the half plane that
does not contain the point (0, 0).”

Activity: Graphing Linear Inequalities

To graph a linear inequality in two

variables, follow these steps:

I. Use inverse operations to isolate the

variable ___.
II. Temporarily replace the inequality symbol
with an ____________________ and
graph the resulting line on a coordinate
plane.
i. If the original inequality symbol is
< or >, the line should be
________________.
ii. If the original inequality symbol is
≤ or ≥, the line should be
________________.
III. Choose a test point and substitute its x
 and y values into the original inequality.
(It is often easiest to choose (___, ___)
for your test point!)
i. If the resulting inequality is true,
_______________________
If the resulting inequality is false,
________________________

1. A movie theater sells adult tickets for

$10.00 and child tickets for $6.25. Each
night, the theater has a goal of selling at
least $2,500 in movie tickets.
a. Let x represent the number of
adult tickets sold and y represent
the number of child tickets sold.
Write an inequality showing how
many of each type of ticket must
be sold per night in order for the
theater to reach its goal.
b. Graph the inequality.
c. If the theater sells 125 adult
tickets and 200 child tickets, will it
meet its nightly sales goal?
i. Explain how you can use
your graph from part b to
answer this question.

ii. Explain how you can use

your inequality from part a
to answer this question.