Republic of the Philippines

Department of Education
Region VII
Division of Mandaue City

Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No.8, s.2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP) Format

DLP No: Learning Area: Grade Level: Quarter: Duration:

1
Mathematics 8 1 1 hour

Learning  Differentiate between equations and M7AL-IIh-3

Competency/ies: inequalities.
 Illustrates linear equation and inequality in M7-IIh-4
one variable.
M7AL-IIi-j-1
 Solves linear equation or inequality in one
variable involving absolute value by
graphing.

Key Concepts/ Demonstrates understanding of linear equations and inequalities.

Understanding to be
Developed

I. Domain Objectives
At the end of the lesson, 75% of the students will be able to:

Knowledge Differentiate between equations and inequalities.

Determine the different types of inequality and the rules used with
inequality.

Skills Write an inequality to represent a word problem.

Attitude Graph linear inequalities on the number line with accuracy and
independence.

Values Relate real-life situations involving linear inequalities.

II. Content Linear Inequalities : Types to Graphs

2.1 Learning
Resources:
A. Materials
 Powerpoint Presentation
 Cartolina
 Cut-outs
 Chalks
 2.2 References B. References

 Chua, S.L.D., et al (2014). Soaring 21st Century

Mathematics.Quezon City: Phoenix Publishing House Inc., pp.
292-296
 Angeles, M.T.S., et al (2004). Math Essentials Elementary
Algebra 1st Year. Bulacan: Victorious, Inc., pp. 226-232
 Abude, R.Q., et al, (2010). Mathematics for Life : Elementary
Algebra I. Malabon City: Jimczyville Publications, p. 221.

III. Procedures:

3.1 Introductory The teacher will begin the class with a prayer followed by a snappy
Activity greeting. After the greeting, before the students take their respective
( 10 minutes) seats, the teacher will ask the students to kindly pick up the pieces of
paper or any trash on the floor and arrange their seats properly.

Once the class is set and organized, the teacher will remind them of
the class rules for the entire class discussion.

The teacher will start the discussion by letting the students count off
one by one. Once the counting is done, the number that each student
has said will be their official number throughout the duration of the
class. The teacher will call random numbers and the student assigned
to that number will be the one to stand and answer the question. The
students will answer orally.

For questions numbers 1 to 3, the teacher will call 2 students for

each question to answer. Meanwhile, for questions number 4 and 5,
the teacher will call 5 students for each question to answer. The
questions are as follows:

1. How many siblings do you have?

Possible answers: Student 1: 2 siblings

Student 2: 1 sibling

1.1. Do they have the same number of siblings? Why?

Possible answer:No, because 2 is not the same as 1.

2. What is your weight in kilograms?

Possible answers: Student 3: 45 kilograms

Student 4: 35 kilograms

2.1. Who is heavier? Why?

Possible answer:Student 3, because 45kilos is heavier than 35 kilos.

3. How old are you?

 Possible answers: Student 5: 12 years old

Student 6: 13 years old

3.1. Who is younger between them? Why?

Possible answer:Student 5, because 12 yrs. old is younger than 13

yrs old.

4. How much is your daily allowance?

Possible answers: Student 7: 30 pesos

Student 8: 20 pesos

Student 9: 25 pesos

Student 10: 50 pesos

Student 11: 35 pesos

4.1. What is the least amount of money among all? Why?

Possible answer:20 pesos, because all their daily allowances are

greater than or equal to 20.

5. How many minutes do you travel from home to school?

Possible answers: Student 12: 20 minutes

Student 13: 45 minutes

Student 14: 35 minutes

Student 15: 60 minutes

Student 16: 75 minutes

5.1. What is the most amount of time of travelling from home to

school?

Why?

Possible answer:75 minutes, because all the amount of time of

travelling from home to school are less than or equal to 75.

3.2 Activity The teacher will write the answers on the board. The answers are
labelled from numbers 1 to 5.The teacher will call students to explain
(5minutes) his/her observation based on the answers written on the board. The
teacher will then further elaborate the students answer and will start
the discussion

3.3 Analysis The teacher will discuss the following.

( 5minutes)  Definition of linear inequality.
 Discuss the difference between equation and inequality.

3.4 Abstraction
( 15minutes) The answers written on the board are all examples of linear
inequalities. The teacher will then define linear inequality.

Linear Inequality is a mathematical statement

formed when an inequality symbol is placed
between two expressions.
 The teacher will then discuss the difference between equation and
inequality.

Equation is a statement that Inequality is a statement that

two expressions are equal.two expressions are not equal.

Examples: Examples:
8=8 8≠6
X=2 x>3

The teacher will then explain that a linear inequality looks like a linear
equation but with the inequality sign replacing the equality sign. The
teacher will then discuss that the symbol used in the examples are only a
few of the different inequality symbols that can be used. The teacher will
then ask the students, “can you still name any other inequality symbols?.
The teacher will then present the different types of inequalities.

Types of Inequalities

1. ≠ “unequal to” symbol

a ≠ b reads as “a is not equal to b”

The teacher will use the answer no. 1 from the previous activity to
present as an example.

Answer no. 1. 2 is not the same as 1

2≠1

2. > “greater than” symbol

a > b reads as “a is greater than b”

The teacher will use the answer no. 2 from the previous activity to present
as an example.

Answer no. 2. 45 kilos is heavier than 35 kilos

45 > 35

3. < “less than” symbol

a < b reads as “a is less than b”

The teacher will use the answer no. 3 from the previous activity to present
as an example.

Answer no. 3. 12 yrs. old is younger than 13 yrs. old

12 < 13

4. ≥ “greater than or equal to” symbol

a ≥ b reads as “a is greater than or equal to b”

The teacher will use the answer no. 4 from the previous activity to present
as an example.

Answer no. 4. all their daily allowances are greater than or equal to 20

Let a be their daily allowance.

 a ≥ 20

5. ≤ “less than or equal to” symbol

The teacher will use the answer no. 5 from the previous activity to present
as an example.

Answer no. 5. all of the amount of time of travelling from home to school

is less than or equal to 75

Let t be the amount of time of travelling from home to

school.

t ≤ 75

After presenting the different types of inequalities, the teacher will now
proceed to present the different rules used with inequality.

Rule # 1. If equal numbers are added or subtracted to both sides of the

inequality, the symbol of the inequality remains unchanged.

Examples:

3<5 6>2

3+2 < 5+2 6-2 > 2-2

5<7 4>0

TRUE TRUE

The sense does not change.

Rule # 2. If equal positive numbers are multiplied or divided to both

sides of the inequality, the symbol of the inequality remains unchanged.

Examples:

5 ≤ 10 10 ≥ 2

10 2
5(2) ≤ 10(2) ≥
2 2

10 ≤ 20 5≥1

TRUE TRUE

The sense does not change.

Rule # 3. If equal negative numbers are multiplied or divided to both

sides of the inequality, the symbol of the inequality is changed.

Examples:

4≥1 2 ≤ 10

2 10
4(-1) ≥ 1(-1) ≤
−2 −2

-4 ≥ -1 -1 ≤ -5

FALSE, reverse the sign FALSE, reverse the sign

 -4 ≤ -1 -1 ≥ -5

TRUETRUE

You have to reverse the inequality symbol for the inequality to

make sense.

After presenting the rules used with inequalities, the teacher will then call
students to share his/her insights or observations about the rules used with
inequalities. The teacher will then give a short summary about the rules
used with inequalities. After giving the short summary, the teacher will then
proceed to the graphing of linear inequalities. But before showing how to
graph linear inequalities, the teacher will ask the students, “why do we
need to graph linear inequalities?”.The teacher will then present a reason
as to why we need to graph inequalities.

In an equality, if x = 8, then In inequality, if x > 8, then the

the answer is 8. There is only one possible answers are 8.1, 8.9,9,
solution. 9.5, 10,11,12, …

There are many possible

answers or solutions.

The teacher will then explain that it is very tiring to write all the possible
answers of an inequality because there are too many and the list goes on
and on. That is why we will show the possible solutions of an inequality
through graphs. The teacher will then show steps on how to graph
inequalities the easiest way.

Step 1. Find the number on the other side of the

inequality sign from the variable (like 3 in x > 3).

Step 2. Sketch a number line and draw an open circle

around that number. Fill in the circle if and only if the
variable can also equal to that number.

Step 3. Shade all the numbers the variable can be.

Examples:

1. x > 3

Step 1: 3

Step 2:
 Hollow circle since the inequality symbol is >

Step 3: Possible solutions to the inequality are 4, 5, 6, …

The possible solutions are to the right of 3 on the number line.

Therefore, these numbers should be included in shading.

2. x ≤ 5

Step 1: 5

Step 2:

Shade the circle since the inequality symbol is ≤

Step 3: Possible solutions to the inequality are 5, 4, 3, …

The possible solutions are to the left of 5 on the number line.

Therefore, these numbers should be included in shading.

3.5 Application The teacher will mount word problems on the board. The students are
going to read the each problem altogether. The students will then be given
(10minutes)
a minute to analyze each problem and answer the questions that follows.
The teacher will then call students to answer the questions on the board.

PROBLEM 1.

Jake is younger than Sophie. Sophie is 6 years old.

1. Write an inequality that compares Jake’s age to
Sophie’s age.HINT: Let J be Jake’s age.
2. Graph the inequality.
Answers:
1. JPROBLEM
<6 2.

The Department of Health recommended that school-aged children need to

2. at least 9 hours each night.
sleep

1. Define a variable andwrite an inequality to model the situation.

2. Graph the inequality.

Answers:
1. Let h be the number of hours of sleep
h≥9
2.
IV. Assessment The teacher will let the students answer the following questions on
1
(10 minutes) a crosswise piece of paper. Answer right away.
2

Test I. Compare. Write > or < for the inequality to be true.

1. 15 ___ 20 <
2. -1 ___ 0 <
3. -3 ___ -7 >

Test II. TRUE or FALSE. Write TRUE if the statement is true. If the
statement is false, write FALSE and write the appropriate inequality symbol
to be used beside it.

1. 20 ≥ 10 TRUE
2. 3 ≥ -1 TRUE
3. -4 ≤ -5 FALSE, ≥

Test III. Graph the inequality.

1. x ≥ 3
Answer:

2. x ≤ -2
Answer:

3. a > -5
Answer:

V. Assignment Study in advance “Linear Inequalities : Solving and Graphing Solutions”

found on pages 296-299 in your book.
(3 minute)

5.1 Concluding “The worst form of inequality is to make unequal things equal.”
Activity
(2 minute)
Prepared by:
Name: Rica Mae M. Presbitero School: Maguikay National High School

Position/ Designation: Teacher 1 Applicant Division: Mandaue City

Contact Number: 09617317692 Email Address: [email protected]