Department of Education

Region X
Division of Bukidnon
Quezon Institute of Technology
LESSON PLAN IN MATH

School: Quezon Institute of Technology Grade Level: Grade-8

Student Ms. Aires Jean P. Taylaran Learning Mathematics 8
Teacher: Area:
Time & Quarter:
Dates:

I. OBJECTIVES
A. Content Standards The learner demonstrates key concept of linear inequalities.
B. Performance Standards The learner is able to perform the right procedure in solving
linear inequalities.
C. Learning Competencies/Objectives: Appreciate the concept of linear inequalities.
II. CONTENT The learner demonstrates understanding on the solution of
linear inequality.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages pages. 81-83
4. Additional Materials from learning
resources (LR)portal
B. Other Learning Resources
C. Materials Needed 1. laptop
2. Visual Aids
D. Strategies Computer Aided Instruction (CAI)
Individual Learning

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing previous lesson or A. Preliminary Activities
presenting the new lesson
I. Prayer
Let us all stand and pray. In the name of the
Father, and of the Son
and of the Holy Spirit.
II. Greetings to the class! Amen.
Good Morning, class!

“Before you take your seat pick up

some pieces of paper under your
chair and align it.”

III. Checking of attendance:

Class, Please settle down. I will
check now your attendance, say (Raise their hand and
present when your name is called. say present as the
teacher call their
name.)
Please give yourself “5 claps” for
being present today. (Student claps their
hand.)
 B. Review of Past Lesson

(raising their hand)

B. Establishing a purpose for the (raise their hand)
lesson

None, Ma’am.
Yes, Ma’am.

(doing the activity)

C. Presenting examples/ instances of Yes, ma’am.

the new lesson

(student’s perform)

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2
 Yes, Ma’am

F. Developing Mastery ( Leads to Let’s try this one class. Anyone who
Formative Assessment 3) will volunteer in the class?
(student answers may
vary)
G. Finding practical applications of (students do the task)
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson (answers may vary)

I. Evaluating Learning

J. Additional activities for application

or remediation :
 Assignment/Agreement
(__minutes). Fill in below any
of the four purposes.
 Reinforcing/strengthening the
day’s lesson
 Enriching/inspiring the day’s
lesson
 Enhancing/improving the
day’s lesson
 Preparing for the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners 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 these 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?
 Department of Education
Region X
Division of Bukidnon
Quezon Institute of Technology
LESSON PLAN IN MATH

School: Quezon Institute of Technology Grade Level: Grade-8

Student Ms. Aires Jean P. Taylaran Learning Mathematics 8
Teacher: Area:
Time & Quarter:
Dates:
 I. OBJECTIVES
A. Content Standards The learner demonstrates key concept of linear inequalities
in one variable.
B. Performance Standards The learner is able to formulate and graph the right
procedure in solving linear inequalities in one variable.
C. Learning Competencies/Objectives: Appreciate the concept of linear inequalities in one variable.
II. CONTENT The learner demonstrates understanding on the solution of
linear inequality.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages pages. 81-83
4. Additional Materials from learning
resources (LR)portal
B. Other Learning Resources
C. Materials Needed 1. laptop
2. Visual Aids
D. Strategies Computer Aided Instruction (CAI)
Individual Learning

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing previous lesson or A. Preliminary Activities
presenting the new lesson
I. Prayer
Let us all stand and pray. In the name of the
Father, and of the
Son and of the Holy
II. Greetings to the class! Spirit. Amen.
Good Morning, class!

“Before you take your seat pick up

some pieces of paper under your
chair and align it.”

III. Checking of attendance:

Class, Please settle down. I will
check now your attendance, say (Raise their hand and
present when your name is called. say present as the
teacher call their
name.)
Please give yourself “5 claps” for
being present today. (Student claps their
hand.)

B. Review of Past Lesson

“Before we move on to our next
lesson, let’s review first. (raising their hand)
What was your last topic last
meeting?

Very good!
B. Establishing a purpose for the In this activity, there will be two (raise their hand)
lesson groups; these will be the group 1
and the group 2. I have here a folder
with different symbols. All you need
to do is label that symbols on its
corresponding names. The first
group who can paste it on the board
and give me the correct answer will None, Ma’am.
receive a point. Is there any Yes, Ma’am.
questions? Are you ready?
 > - greater than (doing the activity)
< - less than
= - equal to
≤ - less than or equal to
≥ - greater than or equal to

Congratulations to the winners. Can

we give ourselves“ a Aling Donesia
applause”.
“1,2,3! 1,2,3! Very good!
Very good! Very good!”

C. Presenting examples/ instances of Did you enjoy the game class? Yes, ma’am.
the new lesson
Today, I have prepared a song. Do
you know how to sing the song “Asa
Si Tambok”, class? But, we will
change its lyrics to “ Asa ang (student’s perform)
Symbols”. I will sing it first then you
follow, okay!!

“Asa si greater than, asa si greater

than, ni ara! Ni ara! Nag dula, dula,
siya! Nag dula, dula, siya! Tan-awa!
Ta-awa!

“Asa si less than, asa si less than, ni

ara! Ni ara! Nag dula, dula, siya! Nag
dula, dula, siya! Tan-awa! Ta-awa!”

“Asa si equals, asa si equals, ni ara!

Ni ara! Nag dula, dula, siya! Nag
dula, dula, siya! Tan-awa! Ta-awa!”

D. Discussing new concepts and “Today we will be going to discuss

practicing new skills #1 about the linear inequalities.”
A Linear Inequallity – is a
mathematical statement that relates
a linear expression as either less
than or greater than another.

Linear equation/expression – in one

variable is an equation that can be
written in the form ax+b=c, where a,
b, and c are real numbers and a≠0.

Moreover, we relate if a quantity is

less than, less than or equal to,
greater than, greater than or equal
to, or equal to another quantity.

Solving an inequality means finding

the number that is true in the
inequality. An inequality usually has
an infinite number of solutions.
EXAMPLES:
1. a<b (a is less than b)

a b
a<b when a is in the left side of b on
the number line.
 2. c>d (c is greater than d)

c d
c>d when c is on the right side of d
on the number line.
The inequality x>4 is true for all x
values greater than 4. This set of
numbers is called the SOLUTION SET
or the SOLUTION.
To graph the inequality x>4, begin at
4 and draw an arrow pointing to the
right.

-1 0 1 2 3 4 5 6 7 8
On the number line, we encircle 4 to
identify that 4 is not part of the
solution. On the other hand, if the
inequality denotes ≤ or ≥, we mark
the number with a black dot to
include the number in the solution
set.
EXAMPLES:
1. a≥3

1 2 3 4 5

2. a<1

-3 -2 -1 0 1 2 3

3. a≤-2

-3 -2 -1 0 1 2 3

E. Discussing new concepts and

practicing new skills #2 An Interval is a set of real numbers
between two given numbers.

The two numbers on each end are

called endpoints. The endpoints are
included or not in the interval. It
depends on what kind of interval it
is. It may be an open interval, closed
interval or half-closed interval.

If an interval does not contain its

endpoints, then it is called an open
interval.

-5 2 Yes, Ma’am.
If an interval contains its endpoints,
then it is called closed interval.

-5 2

If an interval contains one endpoint,

then it is called half-closed interval
or half-open interval.

-5 2

In interval notation write the

starting and ending numbers of the
interval by using square bracket [ ] ,
if the end value is included and
round brackets ( ) , if it is not
included.
EXAMPLES:
1. [10, 30] – It means that from 10
to 30, include 10 and 30.
2. (5, 15) – it means that from 5 to
15; do not include 5 to 15.
3. [3, 12) – it means that from 3 to
12, include 3, but do not include 12.
(2, 8] – It means that from 2 to 8, do
not include 2, but include 8.

Using a number line, draw a thick

line to indicate the values that are
included or not. A Filled-in circle is
used to indicate that the end value
is included. An open circle is used to
indicate that the end value is not
included.

-5 2
The above figure shows that -2 Is
not included in the interval and 5 is
included in the interval.

If there are more than two points on

a line, then there is always a point
which is between two points.

x y z
look at the figure above, it shows
that point y is between points x and
z if and only if x<y<z or x>y>z.

To find the solution set for an

inequality, see the example
below.
EXAMPLE:
a>5

a>5 is considered as an open

 sentence and the variable of
the set that makes the
inequality true is called the
solution set, where all
numbers greater than 5
make the inequality true.

0 1 2 3 4 5 6 7 8 9

The graph above shows the graph of

the solution set for a>5. The
open circle indicates that 5
is not included in the
solution set.

F. Developing Mastery ( Leads to Let’s try this one class. Anyone who
Formative Assessment 3) will volunteer in the class?
1. Graph the solution of the given (student answers may
inequalities. vary)
* x>3
* 2x<5
*2x≥2
G. Finding practical applications of In a ¼ sheet of paper work with your (students do the task)
concepts and skills in daily living seatmate and write one linear
inequality. Graph the solution and
express each graph as an inequality.

H. Making generalizations and What do you call the set of Solution set or
abstractions about the lesson numbers? solution, Ma’am.
What do you call these symbols?
> ,<,=,≤,≥ > - greater than
< - less than
= - equal to
≤ - less than or equal
to
≥ - greater than or
equal to

What do you call a set of real Interval, ma’am.

numbers between two given
numbers?

It is used to indicate that the end A Filled-in circle

value is included?

It is used to indicate that the end

value is not included? An open circle

What can you conclude from our (answers may vary)

lesson?
I. Evaluating Learning Get ½ sheet of paper and answer
the following questions. (2 points
each)
A. Graph the solution set of each
inequality on a number line.
1. x > 2 4. x ≤ 4
2. x ≤ -4 5. x < 1
3. x > -3
 B. Write the inequality of the graph.
1.

-3 -2 -1 0 1 2 3 4 5

2.

-4 -3 -2 -1 0 1 2 3 4
J. Additional activities for application Assignment:
or remediation : Graph the solution set of the given
 Assignment/Agreement inequalities. (2 points each)
(__minutes). Fill in below any 1. 3x<1
of the four purposes. 2. 2x>4
 Reinforcing/strengthening the 3. 5x<10
day’s lesson 4. 3x≤1
 Enriching/inspiring the day’s 5. 2x≥4
lesson
 Enhancing/improving the
day’s lesson
 Preparing for the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners 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 these 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?