Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VI – Western Visayas
DIVISION OF KABANKALAN CITY
CAROL-AN NATIONAL HIGH SCHOOL
Kabankalan City, Negros Occidental
LESSON PLAN – GRADE 8 MATHEMATICS
QUARTER/TOPIC: LINEAR INEQUALITIES
LEARNING OBJECTIVE/S:
differentiate between mathematical inequalities and mathematical equations;
differentiate between mathematical equations and inequalities;
illustrate linear inequalities in two variables;
graph linear inequalities in two variables on the coordinate plane; and
solve real – lie problems involving linear inequalities in two variables.
DAY 1: Mathematical Equations and Inequalities DATE:
OBJECTIVE/S:
1. define mathematical expression, mathematical equations and mathematical
inequalities;
2. differentiate mathematical equations and inequalities;
3. translate verbal phrase/sentences into mathematical expression/sentences; and
4. show logical thinking in identifying mathematical expression, mathematical
equations and mathematical inequalities.
INSTRUCTIONAL MATERIALS:
module
chalk and chalk board
bond paper
VALUE FOCUS: Make an equation not an inequality in order to show fairness in our
society.
ROUTINE ACTIVITIES: TEACHER’S NOTES
REVIEW:
A. Match verbal phrase in Column A to the mathematical
phrase in Column B. Write the letter that corresponds to
your answer on the space provided before each item.
COLUMN A COLUMN B
1. The sum of the numbers A. 7𝑥𝑦
𝑥 and 𝑦
2. the square of the sum 𝑥 B. 𝑥 + 𝑦
and 𝑦
3. The sum of the squares C. 2(𝑥 + 𝑦)
of 𝑥 and 𝑦
4. Nine less than the sum D. 9 − 𝑥 + 𝑦
of 𝑥 and 𝑦
5. Nine less the sum 𝑥 and E. 9 − (𝑥 + 𝑦)
𝑦
6. Twice the sum of 𝑥 and 𝑦 F. (𝑥 + 𝑦) − 9
G8 MATHEMATICS NICK C. GADOR
7. Thrice the product of 𝑥 G. 𝑥 2 + 𝑦 2
and 𝑦
8. Thrice the quotient of 𝑥 H. (𝑥 + 𝑦)2
and 𝑦
9. The difference between 𝑥 I. 4𝑥 3 +𝑦 3
and 𝑦 divided by four
10. Eight more than the J. 4(𝑥 3 +𝑦 3 )
product of 𝑥 and 𝑦
11. The product of 7, 𝑥 𝑎𝑛𝑑 𝑦 K. 4(𝑥 + 𝑦)
12. The product of four and L. 𝑥 + 𝑦 2 − 10
the sum of 𝑥 and 𝑦
13. The sum of 𝑥 and the M. 8 + 𝑥𝑦
square of 𝑦 diminished
by ten
14. Four times the sum of N. 2/𝑥 − 𝑦/
the cubes of 𝑥 and 𝑦
𝑥−𝑦
15. Two multiplied by the O. 4
absolute value of the
difference of 𝑥 and 𝑦
P. 3𝑥𝑦
𝑥
Q. 3(𝑦)
B.Represent the sentences below algebraically.
1.Four times a number increased by 5 is 21.
2.The difference of two numbers is 8
3.The perimeter of the triangle whose sides are 𝑥, 𝑥 + 4 and
2𝑥 + 5 is 57.
MOTIVATION:
WHEN DOES LESS BECOME MORE?
Directions: Supply each phrase with the most appropriate
word.
1. Less money, more _________
2. More profit, less _________
3. More smile, less _________
4. Less make – up, more _______
5. More peaceful, less _______
6. Less talk, more _______
7. More harvest, less ________
8. Less work, more ________
9. Less trees, more ________
10. More savings, less _________
PRESENTATION:
Today, let us learn how to differentiate mathematical
phrase to mathematical equation and mathematical
equation to mathematical inequalities.
ACTIVITY:
EXPRESS YOURSELF
Directions: Shown below are two sets of mathematical
statements. Place each statement in each column with
common characteristics.
𝑦 = 2𝑥 + 1 𝑦 > 2𝑥 + 1 3𝑥 + 4𝑦 = 15
G8 MATHEMATICS NICK C. GADOR
10 − 5𝑦 = 7𝑥 3𝑥 + 4𝑦 < 15 10 − 15𝑦 ≥ 7𝑥
9𝑦 − 8 < 4𝑥 𝑦 ≤ 6𝑥 + 12 𝑦 = 6𝑥 + 12
9𝑦 − 8 = 4𝑥
Column A Column B
ANALYSIS:
(Discuss the motivation.)
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?
e. How do you differentiate the meaning of “less” and
“less than”?
How are these terms used in Mathematics?
f. How do you differentiate the meaning of “more”
and “more than”?
g. Give at least two statements using “less”, “less
than”, “more” and “more than”.
h. What other terms are similar to the terms “less”
less than”, “more” or “more than”? Give statements
that make use of these terms.
g. In what real –life situations are terms such as
“less than” and “more than” used?
(Discuss the Activity)
a. How do you describe the mathematical statement
in each set?
b. What do you call the left member and the right
member of each mathematical statement?
c. How do you differentiate 2𝑥 + 1 from 𝑦 = 2𝑥 + 1?
How about 9𝑦 − 8 and 9𝑦 − 8 = 4𝑥?
d. How would you differentiate mathematical
expressions from mathematical equations?
e. Give at least three examples of mathematical
expressions and mathematical equations.
f. Compare two sets of mathematical statements.
What statements can you make?
g. Which of the given sets is the set of mathematical
equations? How about the set of inequalities?
h. How do you differentiate mathematical equations
from inequalities?
i. Give at least three examples of mathematical
equations and inequalities.
ABSTRACTION:
What is mathematical expression?
What is mathematical equation?
G8 MATHEMATICS NICK C. GADOR
What is mathematical inequalities?
Mathematical phrase/expression – a number phrase
which does not express a complete thought.
Mathematical equation – a number sentence which
states that two expressions are equal.
Mathematical inequalities – a number sentence that
uses <, >, ≤, ≥ and ≠.
APPLICATION:
Directions: Identify the situations which illustrate
inequalities and write the inequality model in the
appropriate column.
Real –Life Situations Classificatio Equation/
n Inequality Model
(Equation/I
nequalities)
1. The value of one
Philippine peso
(𝑝) is less than
the value of one
US dollar (𝑑).
2. According to the
NSO there are
more female (𝑓)
Filipinos than the
male (𝑚)
Filipinos.
3. The number of
girls (𝑔) in the
band is one more
than twice the
number of boys
(𝑏).
4. The school bus
has a maximum
seating capacity of
(𝑐) of 80 persons.
5. According to
research, an
average adult
generates about 4
kg of waste daily
(𝑤).
ASSESSMENT:
Directions: Identify the situations which illustrate
inequalities and write the inequality model in the
appropriate column.
Real –Life Classification Equation/
Situations Inequality
(Equation/Inequalities) Model
G8 MATHEMATICS NICK C. GADOR
1. To get a
passing mark
in school, a
student have
a (𝑔) of at
least 75.
2. The daily
school
allowance of
Jillean (𝑗) is
less than the
daily school
allowance of
Gwyneth (𝑔).
3. Seven times
the number
of male
teachers (𝑚)
is the number
of female
teachers (𝑓).
4. The expenses
for food (𝑓) is
greater than
the expenses
for clothing
(𝑐).
5. The
population
(𝑝) of the
Philippines
about 103
000 000.
ASSIGNMENT:
A. Write the inequality symbol to represent the following
situations:
1. A number added to 3 times that number is less than 36.
2. The sum of two consecutive even integers is greater than
56.
3. Five times a number is at least 30.
4. Three times an integer is at most 7.
5. A man travelled a number of kilometres by car and 10
times as far by the plane. He covered more than 3000
km.
6. Rona is 8 years older than Larry, and the sum of their
ages is less than 24.
7. Ruby bought 2 blouses of the same kind and at the
same price. She gave Php 200 and got a change of less
than Php 5.
Five times the lesser of two consecutive even integers
is at most four times the greater.
INSTRUCTIONAL DECISION:
G8 MATHEMATICS NICK C. GADOR
