School GAWAD KAKINGA HIGH SCHOOL Grade Level 8

Teacher MONICA A. VILLAFLORES Learning Area MATHEMATICS

JANUARY 17, 2023
DAILY LESSON PLAN Teaching Dates TUESDAY
Quarter SECOND
and Time HONESTY – 7:30 – 8:30
KINDNESS – 8:30 – 9:30

I. OBJECTIVES
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 The learner is able to formulate and solve accurately real-life problems involving linear
Standards inequalities in two variables, systems of linear inequalities in two variables, and linear functions.
C. Learning Graph linear Inequalities in two variables. (MBAL-IIa-3)
Competencies / a. Determine the solution set of a linear inequality in two variables.
Objectives b. Draw the graph of the solution set of linear inequalities in two variables.
c. Appreciate the concept of graphing of linear inequalities in two variables and apply in a real-
life situation.
II. CONTENT Graphing Linear Inequalities in Two Variables
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 204-206
2. Learner’s Materials pages 222-225
3. Textbook Next Century Mathematics: Intermediate Algebra, pages 83 - 84
4. Additional Materials
from Learning http://lrmds.deped.gov.ph/.
Resource (LR) portal
B. Other Learning Laptop, TV, Graph Board, Graphing paper, Ruler and Pencil
Resources
IV. PROCEDURES
ACTIVITIES TEACHERS’ ACTIVITIES STUDENTS ACTIVITIES
A. Pre-Activities (5 minutes) *Establishing the positive environment and setting the mood of the learners towards the
subject to hook the learners and keeping their focus for the entire lesson.
Entering the classroom Let us have our “before class prayer.” The learners will pray.
Good morning class! Good morning, ma’am
Take your seat.
How are you today? We are fine Madam!
Is there someone who feel sick today? None.
Are you ready for our math class? Yes! We are ready.
Checking of Attendance Call a student to report the attendance of the class. Good morning, Madam, good
morning classmates, I am happy to
tell you that all of us are present
Thank you! today.
B. Reviewing previous The teacher will conduct an activity.
lesson or presenting the Strategy: Individual Seatwork
new lesson IM: PowerPoint Presentation. The teacher will set a
(5 Minutes) countdown timer to impose discipline in time.

In your T.L.E class, you will receive 3 points for every

fingernail that you can clean (manicure) and 2 points
for every toenail (pedicure) that you can clean. Identify
Four (4) combinations of fingernail and toenail that you
can clean to earn exactly 30 points. Write your answer
in the table then graph it. Did you form a line?
Fingernail (x) Toenail (y) (x, y)
 The learners will fill out the table
with the corresponding data.

Fingernail Toenail
(x, y)
(x) (y)
8 3 (8, 3)
2 12 (2, 12)
4 9 (4, 9)
6 6 (6, 6)

How was the activity? Who among you got the correct
answer? Its great ma’am. The students will
Okay, let us go through with our topic for better raise their hand.
understanding.
C. Establishing a purpose for Let me present to you the objectives of our lesson:
the lesson The teacher will use the symbols of inequality,
(5 minutes) (applies knowledge within the content) and the
primary colors (Integration to MAPEH) to present the
(Giving the objectives of objectives
the lesson to establish a) Determine the solution set of a linear
the goals to accomplish) inequality in two variables.
b) Draw the graph of the solution set of linear
IM: PowerPoint inequalities in two variables.
Presentation c) Appreciate the concept of graphing of linear
inequalities in two variables and apply in a The learners will read the
real-life situation. objectives following the instruction
Let me read the first one, we must determine the of the teacher
solution set of a linear inequality in two variables. (Reading increases the literacy
Boys, please read the second objective. skills of the learners)
Excellent! Thank you.
Girls, please read the third objective.
Very good! Thank you.
The teacher will reread the word/phrase which the
learners mispronounced to provide reading
assistance, if needed. Okay, Madam!

Let us be cooperative enough to hit/accomplished

these objectives within our period. We will go back
later to checked whether we accomplished all these
objectives, okay?
D. Presenting examples/ Before we go on to the next activity, let us define some
instances of the lesson vocabulary word that you will encounter as we go on to
(10 minutes) our lesson.

IMs: PowerPoint Can you tell me, which type of book presents us the We find the definition of the word
Presentation definition of words? (Integration to English) through consulting in the dictionary.

Unlocking difficulties Yes! Correct. Let us define this term:

- Inequalities are defined as a mathematical The learners read the definition of
expression in which two expressions are the terms.
compared using the inequality symbol.

Illustrating Examples for Let us dig in further, suppose we have the equation The learners listen and take notes
the Lesson y=2 x +3, let us now try to replace “=” to ≥, so it of important details as the teacher
becomes y ≥ 2x + 3. discusses the examples of the
We can notice that the points on the line are still part of lesson.
the solution therefore we will still use a solid line.
 Points (-6, -2), (-3, 3), (-2, 0), (1, 7), and (-5, -4) are
also solutions to the inequality y ≥ 2x + 3. Observe the
example below:

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
line is part of the solution and as well as the points on
the line.

E. Discussing new concepts HOTS QUESTIONS

and practicing new skills For the given example y ≥ 2x + 3
#1 1. What can you observe about the points All the points are solution to the
(5 minutes) Very good! All the points are solution to the equation y equation y ≥ 2x + 3
≥ 2x + 3
2. Identify the 5 points from the left side of the line, are (-3,3), (-2,0), (1,7), (-5, 4), (-6, -2),
they also solutions to the inequality? yes, they are also solutions to the
Excellent! inequality.
3. Take a point on the right side of the line, is it part of (1,1), no, it is not part of the
the solution? solution.
Very well said!
4. What can you conclude?
Very Good! All the points on the line and on the
left side of the line (shaded region)
Remember: is a solution to the inequality.
When the inequality symbols are ≥ and ≤ we are going
to use solid lines to indicate that all the points on the
line are solutions to the equation.
When the inequality symbols are < and > we are going
to use dashed or broken line to indicate that all the
points on the line is not part of the solution.
Are we clear?
Okay lets move on to the next activity.
F. Discussing new concepts The teacher will ask the students to graph the problem
and practicing new skills on the board. (With the guidance of the teacher
#2 (Scaffolding))
(5 minutes)
Graph the following linear inequalities in two variables.
Strategy: Interactive The points on the line are already given.
Discussion In (a) check the line that you are going to use;
IMs: PowerPoint
Presentation in (b) using the origin (0, 0) tell whether it is a solution The learners will analyze the given
or not; and in problem and answer it on the
(c) shade the half plane of the solution. board.

That is correct. Let’s give him/her arround of applause.

Let’s try to solve and graph the next problem.
Who wants to try? Yes, go here in front.

Excellent!
How did they arrive to that answer?
That is correct!
 Now do you have any questions/clarification / other Learners’ answer may vary
insights?
(The teacher always encourage the students to raised None, Madam.
questions or clarifications for better understanding.)
G. Developing mastery Congratulations for the new learning we acquired
(Leads to Formative today. It is time to evaluate how far you understood the
Assessment 3) concepts presented.
(15 minutes)
Activity: Graph me!
Strategy: Groupwork
(Promote collaboration/camaraderie among
classmates)
IMs: PowerPoint Presentation / Template / Rubrics for Each group will present their work.
Grading

Activity sheets are given to 4 groups containing

different inequality problems.

Go to your respective groups/partners.

Graph the following linear inequalities in two variables.

1. 4x – 3y < 12
2. x – 2y ≥ 4
3. y > 2x – 6
4. y ≤ ½ x – 3

Okay, it is time to present your work, you will be

graded through this rubric/criterion.
Excellent! The teacher will evaluate the output and
give their scores after stating her feedback.
H. Finding practical (Integration to AP subject) Mambulawan Festival
applications of concepts Held every September 24-October 7 in Jose
and skills in daily living Panganiban, Camarines Norte to coincide with the
(5 minutes) Feast of Our Lady of the Most Holy Rosary, the festival
(Formative assessment) aims to forge unity and cooperation among the local The students will answer it
community, promote culture and arts, revitalization of individually to find out whether they
mining industry, exposition of the town’s best, learned the topic or not.
homecoming, and involvement of Balikbayans, all
geared towards advancement and economic growth.
You and your friends join the celebration and won a
gift certificate for 2 kinds of fish worth 1000 Php. A kilo
of Mackarel Scad (Galunggong) is worth 200 Php and
a kilo of Ponyfish/Slipmouth (Sapsap) is worth 150
Php.
1) Give three possible combinations of Mackarel
Scad (Galunggong) and Ponyfish/Slipmouth
(Sapsap) that you can buy using your
certificate.
2) Write and graph an inequality that represents
each combination. Use “m” for Mackarel Scad
and varibale “s” for Ponyfish/Slipmouth.
 Very good! I see that you are learning the topic very
well.
I. Making generalizations Now let us summarize our lesson for today. The steps in graphing a linear
and abstractions about inequality in two variables are as
the lesson In your own words, who can give me the steps in follows:
(5 minutes) graphing linear inequality in two variables base on the 1. Get the corresponding equation
examples presented? by replacing the inequality sign with
an
equality sign.
2. Graph the equation using broken
line if the inequality is > or <.
However, if it is ≥ or ≤, then use a
solid line. 3.
Use the origin as a test point to
The teacher will restate the generalization of the determine the shaded region. If the
lesson. origin is a solution to the equation,
Excellent! Now did we met / achieved our objectives then shade the half plane were the
for today? origin lies.
Yes Ma’am
J. Evaluating learning The grade they got in the activity they presented will
be used in evaluation.

Did you enjoy our lesson? Yes, Madam!

Congratulations for this fun learning! Thank you for
your active participation.
Goodbye Class! Goodbye and thank you Madam!
K. Additional activities for Please review our lesson as it will be needed for our
application or remediation next lesson.
V. REMARKS

VI. REFLECTION
A. No.of learner who
earned 80% on the
formative assessment
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 worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Legends (Highlighted):

-Enhances learner achievement in literacy -Applies Knowledge of content and across

and numeracy skills
-Strategies to develop critical & creative
thinking (HOTS)
-Classroom Management Strategy
-Management of Learning Behavior
-use differentiated, developmentally
appropriate learning experience to address
learner’s gender, needs, strengths, interest,
and experiences.
teaching areas.
-strategy to respond to learners suffering to difficult
circumstances.
-Strategies that respond to learners’ linguistic,
cultural, socioeconomic, or religious backgrounds.
-Application of ICT resources
-Use of Formative Assessment strategy consistent
with Curriculum requirements

Prepared & executed by: Checked & Reviewed by:

MONICA A. VILLAFLORES EDESA T. BALMEO, EdD

Mathematics Teacher/T1 School Head