DETAILED LESSON PLAN IN MATHEMATICS 8

GRADE LEVEL QUARTER DATE PAGE NO. 1

8 2nd QUARTER January 31, 2025

I. OBJECTIVES

A. Content Standards The learner demonstrates

understanding of key concepts of
linear inequalities in Two Variables.
B. Performance Standard The learner is able to illustrate and
graph linear inequalities in two variables.
C. Learning Competencies Illustrate and Graph Linear
Inequalities in Two Variables
D. Specific Objectives At the end of the lesson, the students
are expected to:
1. illustrate linear inequalities in two
variables;
2. graph linear inequalities in two
variables; and
3. represent real-life situations using
linear inequalities in two variables.

II. CONTENT LINEAR INEQUALITIES IN TWO

VARIABLES
III. LEARNING RESOURCES
A. References K to 12 Grade 2 Curriculum Guide

1. Teachers Guide Mathematics 8 Learners Module,

First Edition,2013.
2. Learners Material

3. Textbook Pages

4. Additional materials from

learning resources

B. Other Learning Resources PowerPoint Presentation, activity

sheets, laptop, smartphone

IV. PROCEDURE
PRELIMENARY ACTIVITIES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Drill
a. Prayer
Before we begin, let us first ask for
the guidance of the Lord. I am
requesting (name of the student) to take  (The students will pray)
the lead.

b. Greetings  Good morning, ma’am!

Good morning, class!

Allow us to introduce ourselves, I am

Teacher Jellie, Teacher Xamer and
Teacher Elaisha. Today is great day to
learn new things, explore a new world of
mathematics. Now class, are you excited  Yes, Ma’am!
to come with me to an adventure in the
world of numbers?

c. Checking of Attendance
Before we start our journey, let us  None, Teacher
check your attendance first. May I ask
the secretary who is/are the absent
today?

Okay, thank you!

d. Setting of Standards
To have a smooth sailing adventure,
you the adventurers must know the rules
to follow:  Yes, Ma’am!
1. Raise your hand if you want to answer
or you have a question.
2. Listen carefully in the class.
3. Respect each other.

Is everything clear to you, everyone?  Our topic yesterday ma’am is

about Differentiating Linear
Inequalities in Two Variables
Review from Linear Equations in Two
Who can recall our topic yesterday? Variables.
Anyone who can share in the class?

 Linear equations show that the

Thank you. two quantities have equal
values and it use the equals
sign (=) and have a single line
Now, what is the difference between while Linear Inequalities shows
linear equations in two variables and that two quantities have
linear inequalities in two variables? different or unequal value and
use inequality symbols (<,>,>
or <) and have a region of
solutions.

Thank you.
Now that we have recalled the difference
of Linear Inequalities in Two Variables
from Linear Equations in Two Variables,
we’ll now move on to our new lesson.

LESSON PROPER
A. ACTIVITY
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Before we start our lesson proper, let us
have an activity first. Our first activity is
called “Match Me!”. In this activity you
will match mathematical sentences in
column A to the mathematical
inequalities in column B. Are you now  Yes Ma’am
ready?

COLUMN A
1. A number decreased by 5 is greater than
−9.
2. A number increased by 4 is less than 10.
3. Six more than a number is at least 11.
4. Five less than a number is at most −3.
5. Four times a number decreased by 5 is
greater than or is equal to 11.

A. 𝑥 + 4 < 10
COLUMN B

B. 𝑥 + 6 ≥ 11
C. 𝑎 – 5 > −9
D. 𝑥 – 5 ≤ −3
E. 2𝑥 + 7 < 15
F. 4𝑥 – 5 ≥ 11

Now, let us check your answer. Tell me a

number and the person in that number  5 Ma’am.
will answer.

(Counting 1-5)

Okay, what is your answer in number 1?

 C. a−5>−9 Ma’am
Correct it is letter C. Tell me a number.
 10 Ma’am
(Counting 1-10)

Okay, what is your answer in number 2?

Correct it is letter A. Tell me a number.

 A. x+4<10 Ma’am
(Counting 1-20)
 20 Ma’am
Okay, what is your answer in number 3?

Correct it is letter B. Tell me a number.

(Counting 1-15)
 B. x+6≥11 Ma’am
Okay, what is your answer in number 4?
 15 Ma’am
Correct it is letter D. Tell me a number.

(Counting 1-9)
 D. x−5≤−3 Ma’am
Okay, what is your answer in number 5?
 9 Ma’am
Correct it is letter F. Very Good! Now
that we know the answer, let us answer
the following guide questions.
 F. 4x−5≥11 Ma’am

Guide Questions:
a. How did you come up with your
answers?
 I came up with my answers by
carefully reading each
statement and identifying key
words that correspond to
specific mathematical
operations. For example,
"decreased by" means
subtraction, "increased by"
means addition, and words like
"at least" or "greater than"
b. Do you have some patterns when to helped me choose the correct
use the different inequality symbols? inequality symbol.

 Yes, I noticed that when the

statement says "less than" or
"fewer than," I use the symbol
<, and when it says "greater
than," I use >. If it says "at
least," I use ≥ because the
number can be equal to or
greater, and for "at most," I use
Absolutely! It seems like you're already ≤ because it can be equal to or
well-versed in the topic but let’s take it a less than the given value.
step further. For our next activity, let us
meet Gru who is facing a dilemma in
choosing how many snacks to buy.

 Yes Ma’am
B. ANALYSIS
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Gru is in charge of buying snacks for the
class party. He has a budget of 100
pesos and wants to buy two types of
snacks: turon and ice candy. Each turon
costs 5 pesos, and each ice candy costs 2
pesos. Gru needs to make sure the total
cost of turon and ice candy stays within
his 100-peso budget.

To help solve his dilemma, Gru needs 3

people to answer questions and help him
decide. We will identify the 3 people
through Duck Race!

(Picking students through Duck Race)

 The total cost for turon will be

Questions: 5x (since each turon costs 5

which costs 5 pesos each, and 𝑦

1. If x represents the number of turon, pesos), and the total cost for ice
candy will be 2y (since each ice
represents the number of ice candy costs 2 pesos). The
candies, which cost 2 pesos each, inequality that represents the
what is the inequality that shows situation is: 5x+2y≤100
the total cost of buying both must
be equal and not exceed to 100
pesos?

 If Gru only buys turon, he can

spend up to 100 pesos. The
2. What is the maximum amount of turon inequality becomes:
can Gru buy while staying in his budget? 5x≤100

Solving for x:
x≤100/5=20

So, Gru can buy a maximum of

20 turon if he doesn’t buy any
ice candy.

 In this case, the inequality

becomes:

Now, solve for 𝑦

3. What is the maximum amount of ice 2𝑦 ≤ 100
candy can Gru buy while staying in
his budget? y ≤ 100/2 = 50
So, Gru can buy a maximum
of 50 ice candy
Integration: Decision Making
In this activity, we recognize the
importance of making smart decisions by
balancing choices within a budget,
showing how trade-offs are part of real-
life problem-solving. This connects
directly to our lesson on linear equations
in two variables, where each choice,
whether it's turon or ice candy,
represents a variable, and the inequality
demonstrates how these options are
related. As we explore this concept
further, we will learn to graph
inequalities and visually see which
combinations of choices fit within the
budget. I encourage you to listen closely
and actively participate, as by the end of
our discussion, you will be able to
illustrate linear inequalities, graph them,
and apply these concepts to real-life
situations effectively
C. ABSTRACTION
Now, let us move on to our lesson for
today.

when seeing the symbols  Inequalities, Teacher.

<,>, ≥, ≤ what comes into your mind after?

You’re right!

Having said that, it is important to keep

in mind that there a wide range of things
when it comes to inequalities.

For example, we have here is linear

inequality in two variables which can be

𝐴𝑥 + 𝐵𝑦 < 𝐶,
written in one of the following forms:

𝐴𝑥 + 𝐵𝑦 > 𝐶,
𝐴𝑥 + 𝐵𝑦 ≥ 𝐶, and
𝐴𝑥 + 𝐵𝑦 ≤ 𝐶,
where 𝐴, 𝐵, 𝐶 are real numbers and 𝐴 and
𝐵 are both not equal to zero.

Note that these forms can also be written in

slope-intercept form of linear inequality as the

𝑦 < 𝑚𝑥 + 𝑏,
following:

𝑦 > 𝑚𝑥 + 𝑏,
𝑦 ≤ 𝑚𝑥 + 𝑏, and
𝑦 ≥ 𝑚𝑥 + 𝑏,
where m is the slope and 𝑏 is the 𝑦-
intercept.
One of the ways to determine the possible
solutions of a linear inequality in two variables
is through graphing.

For the inequality, the graph is a region or a

half-plane and the line defines the boundary of
the shaded region.

The shaded region represents the solution sets

of the linear inequality. This indicates that any
ordered pair in the shaded region serves
as the solutions.

If the inequality involves < or > (𝑖𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛

𝑜𝑟 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛), the line drawn is a
dashed or broken line, which means the points
on the line are not included in the solution.

However, if the inequality involves ≤ 𝑜𝑟 ≥, (is

less than or equal to or is greater than or
equal to) the line drawn is a solid line, this
means that the points on the line are included
in the solution.

Consider the following graphs to better

understand the visual presentation of linear
inequalities.

in

 Two of the figures shows a solid

line, ma’am.
the following graphs given, who can identify  While the other two has a
what are the inequalities sign used, and broken line.
provide the included value. So, who wants to
volunteer?
 Yes, ma’am!
In the following graphs given, what have you
observed?

Since you now have an idea about the

different graphs about equality from
inequality. have you ever wondered how to  Yes, Teacher!
graph that one?

Glad to hear that!

Now, let us proceed to knowing what are the

steps on graphing linear inequalities in two
variables. Are you now excited?

There are the steps on how to properly graph

the linear inequalities in two variables.

For the graph 2𝑥 + 3𝑦 < 6

Solution:
Step 1. Transform the inequality into slope-
intercept form.

 m= -2/3
 y-intercept= 2

Step 2. Get the slope and y-intercept  Locate the y – intercept in the
Based on the solution in Step 1, who can coordinate plane. From it, plot the
identify what is value of the slope? How about other points (at least two points)
the y-intercept? using the slope.

Good job!
Since the slope is – 2/3, using the definition of
the slope which is rise over run, this means
that from the y-intercept with ordered pair
(0,2), rise by 2 units and run by 3 units to the
left since the slope is negative. So, the second
point is (−3, 4).

 Broken line, teacher!

So, let us proceed into the next step.

Step 4. Connect the two points by a line.
Since the symbol used is <, what kind of line
should we use?

You’re right!

By proceeding into step 5, we are now one

step closer into graphing the linear
inequalities in two variables.

Step 5: Determine which region or part to be

shaded by testing points below the line or
above the line that satisfies the given
inequality.
  Below the line, teacher!

Question, is it above the line or below the line

that we should shade in to?

Yes, you’re right! Since, it satisfies to the

condition given.

The last part should be showing the graph that

we created. Since, you actively participated
and helped teacher in making the graph the
successfully, here is our finished product.

Therefore, based upon the graph presented,

all the points on the shaded region are part of
the solution set of the given inequality and
since it is a broken line, then the points on this
line are NOT included in the solution set.

Do you now understand how to graph?

Now, let us have an activity.

 Yes, teacher!
D. APPLICATION
ACTIVITY 1: Pizza Party Planner
Game
Group yourself into two and we will Let's Play Pizza Party Planner!
have a Pizza Party Planner Game!
Scenario:
Objective:
Plan a pizza party within a given budget! You have PHP 1,500 for your pizza
party. Each large pizza costs PHP
Rules: 250, and each drink costs PHP 15.
Set a budget: Choose a budget for your How many pizzas and drinks can you
pizza party (e.g., PHP 1,000). buy without going over budget?
Determine costs: Decide on the cost of
each pizza (e.g., PHP 300) and each Step 1: Define the variables:
drink (e.g., PHP 20).
Create an inequality: Write an Let x represent the number of
inequality representing your budget pizzas.
constraint (e.g., 300x + 20y ≤ 1000, Let y represent the number of
where x is the number of pizzas and y is drinks.
the number of drinks).
Graph the inequality: Graph the Step 2: Write an inequality:
inequality on a coordinate plane,
remembering that x and y must be non- 250x + 15y ≤ 1500
negative.
Find feasible solutions: Identify the Step 3: Graph the inequality:
points in the shaded region that
represent whole numbers (since you
can't buy a fraction of a pizza or drink).
These points are the possible
combinations of pizzas and drinks within
your budget.
 Step 4: Find feasible solutions:

The shaded region represents all the

possible combinations of pizzas and
drinks that stay within your budget.
Since you can't buy negative pizzas
or drinks, only the points in the first
Please select 2 people to present your quadrant are feasible.
ideas. Some feasible solutions include:
(2, 50) (2 pizzas and 50 drinks)
(Presenting Ideas) (4, 20) (4 pizzas and 20 drinks)
(6, 0) (6 pizzas and 0 drinks)
Okay very good! Now that you have
mastered analyzing problems involving  Yes Ma’am.
inequalities, we will now evaluate your
knowledge on it. (Presents idea in front of the class)

Now, let’s test if you really

understand how to
Now, let’s test if you really
understand how t
IV. EVALUATION
Directions: Determine the boundary and the
shaded region of each linear
inequality in two variables by putting a check
mark (✓) on a proper
column that corresponds to your answer.
Write your answer in a
separate sheet of paper.

Guide Questions:
1. Which of the given linear inequalities is
easy to answer? Why?
2. How did you know if the boundary line is
dashed/broken?
3. When do we say that the boundary line is
solid?
4. How do you determine the half-plane of the
graph to be shaded?
5. Which linear inequalities have a shaded
region above the boundary line? Below the
boundary line?
Assignment
To end up our class today,
this will be your assignment.
Directions: Graph the following linear
inequalities. Write your answer in a graphing
paper. Use any coloring materials to shade the
infinite solutions of the inequalities.

1. 𝑦>𝑥−3

3𝑥 + 𝑦 ≤ 4
2. 2𝑥 + 3𝑦 < 12
3.
4. −5𝑥 ≥ 9 + 3𝑦

Guide questions:
a. How did you graph the given inequalities?
b. Which of the inequalities have broken line?
Have solid line?
c. Which of the inequalities have shaded
region below the boundary line? Above the
boundary line?

PREPARED BY: Daniela Marie Jun P. Ramilo