8

Quarter 3
1
Lesson Exemplar Lesson

for Mathematics 8

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 8
Quarter 3: Lesson 8 (Week 8)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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Development Team
Writer:
• Yahweh M. Pasahol (Pedro Guevara Memorial National High School)

Validator:
• Ysmael V. Caballas (Philippine Normal University – South Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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MATHEMATICS / QUARTER 3 / GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners demonstrate knowledge and understanding of linear inequalities in two variables.
Standards

B. Performance By the end of the quarter, the learners are able to use linear inequalities in two variables in the solution of problems.
Standards (NA)

C. Learning Learning Competency

Competencies At the end of the lesson, the learners are able to:
and Objectives 1. recognize and solve problems involving linear inequalities in two variables.
Lesson Objective 1: Illustrate linear inequalities in two variables.
Lesson Objective 2: Translate real-life situations into linear inequalities in two variables.
Lesson Objective 3: Graph linear inequalities in two variables.
Lesson Objective 4: Identify points that are solutions to the given linear inequalities in two variables.
Lesson Objective 5: Solve word problems involving linear inequalities in two variables.

D. Content 1. Solving linear inequalities in two variables.

2. Solving word problems involving linear inequalities in two variables.

E. Integration Optimization and Resource Allocation

II. LEARNING RESOURCES

Alferez, M. S. (2007). MSA Elementary Algebra (2007 ed.). MSA Publishing House.
Lumen Learning, NROC. (n.d.). 6.4 – Linear inequalities and systems of linear inequalities in two variables | Hunter College – MATH101.
https://courses.lumenlearning.com/cuny-hunter-collegealgebra/chapter/outcome-graphing-linear-equations/
Nivera, G., PhD. (2018). Grade 8 Mathematics Patterns and Practicalities. Salesiana Book by Don Bosco Press Inc.
Oronce, O. A. (2007). E-math I' 2007 Ed. (elementary algebra) (1st ed.). Rex Bookstore.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Activity 1 Answers:

Knowledge 1. Short Review
Refer to Worksheet Activity No. 1

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Observe the given sentences:
Sentence 1: Anne went to a bookstore to buy 5 notebooks and 3 pad papers
and spent at most Php 250.
Sentence 2: Carol went to the same bookstore and spent Php 230 for 4 markers
and 2 packs of colored papers.

Questions: Answers:
1. What can you say about sentence 1 as compared to sentence 2? 1. Sentence 1 illustrates linear
2. Which of the two sentences illustrates the linear equation? inequality while sentence 2
3. What does sentence 2 illustrate? illustrates linear equation.
4. Can sentence 2 be solved either algebraically or graphically? 2. Sentence 2
5. What symbol can be used to translate the following: 3. Linear equation
a) less than? c) at least? 4. Yes.
b) greater than? d) at most? 5.
a) <
2. Unlocking Content Vocabulary b) >
LINEAR INEQUALITY IN TWO VARIABLES – an inequality that can be written c) ≥
in any of the following forms: d) ≤
ax + by < c ax + by ≤ c
ax + by > c ax + by ≥ c
SOLUTION OF A LINEAR INEQUALITY IN TWO VARIABLES – the ordered
pairs that satisfy all conditions of the given linear inequality.
SHADED HALF-PLANE – the graph of a linear inequality in two variables.
BOUNDARY LINES OF A LINEAR INEQUALITY IN TWO VARIABLES:

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 a) BROKEN LINE – the inequality symbol is < or >. This means that points
on the boundary line are not part of the solution set.
b) b) SOLID LINE – the inequality symbol is ≤ or ≥. This means that points on
the boundary line are part of the solution set.

C. Developing and SUB-TOPIC 1: Solving linear inequalities in two variables. Activity 2 Answers:
Deepening 1. Explicitation A.
Understanding Refer to Worksheet Activity No. 2 1. 5n + 3p ≥ 250
2. j +b ≤ 75
Guide Questions: 3. x + y < 12
1. How did you translate the given sentences into linear inequalities in two 4. 2x + 9 ≤ 27
3
variables?
5. 2f ≥ m – 4
2. How can linear inequalities in two variables be solved algebraically and
6. f + t ≤ 30000
graphically?
7. 3l > w
3. How did you identify if the ordered pair is a solution or not to the given linear
8. 6x – y < 6
inequality?
9. 3p + 2c ≤ 1200
10. o + e > 30000
DAY 2
2. Worked Example
Note: Recall the lesson in linear
Linear inequalities in two variables can be solved graphically.
equations on how to identify an
Example 1: Graph x + y > 4.
ordered pair if it is a solution or
Solution:
not. But this time instead of an
Step 1: Change the inequality symbol of the given linear inequality into an
equal sign, an inequality symbol
equal sign.
is used to compare the left and
x+y>4 x+y=4
right side of the expression.
Step 2: Use either the intercept method or the slope-intercept method in
graphing the transformed linear equation.
B. 1. Yes 4. Yes
(Using the Intercept Method)
2. No 5. Yes
x+y=4
3. No
x–intercept, y = 0
x+y=4
x + (0) = 4
x = 4 or (4,0)
y–intercept, x = 0
x+y=4
(0) + y = 4
y = 4 or (0,4)

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 Step 3: Identify the boundary line to
be used.
It is a broken line since the inequality
symbol in x + y > 4 is >.

Step 4: Use the Origin Test (0,0) or any point in one of the half planes to The teacher can use any point
identify which half plane is to be shaded. If the resulting inequality is TRUE, that is not on the boundary line
then the half plane containing that point is to be shaded. If the resulting aside from the origin. The
inequality is FALSE, then shade the half plane where that point is not purpose of the test point is to
included. determine which side of the
Test Point (0,0) boundary line to shade.
x+y>4 Choosing a test point that is easy
(0) + (0) > 4 to work with often simplifies the
0 > 4 (False) calculation. However, any point
This means that (0,0) is not part of not on the line will work.
the shaded half plane.

Questions:
1. Which of the following is a solution to the linear inequality x + y > 4? Write Answers:
YES if the point is a solution and NO if the point is not a solution. 1.a. YES b. NO c. YES
a) (5,1) b) (2,2) c) (6,0) 2. If the point is on the shaded
2. What makes an ordered pair or a point a solution to the linear inequality half plane, then it is a solution to
using its graph? the linear inequality.
3. How many solutions are there in the given linear inequality? 3. Infinitely many solutions. All
the points that are on the shaded
half plane are solutions to the
Example 2: Graph 3x – 2y < 6. linear inequality.
Solution:
Step 1: Change the inequality symbol of the given linear inequality into an
equal sign.
3x – 2y < 6 3x – 2y = 6
Step 2: Use either the intercept method or the slope-intercept method in
graphing the transformed linear equation.
(Using the Slope-Intercept Method)

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 3x – 2y = 6
– 2y = –3x + 6
3𝑥
y = 2 −3
3
slope = 2
y-intercept = -3 or (0,-3)

Step 3: Identify the boundary line to

be used.
It is a broken line since the inequality
symbol in 3x – 2y < 6 is <. * The choice of the test point is
arbitrary, as long as it is not on
Step 4: Use the Origin Test (0,0) or any point in one of the half planes to the boundary line. All valid test
identify which half plane is to be shaded. If the resulting inequality is TRUE, points should yield the same side
then the half plane containing that point is to be shaded. If the resulting of the boundary line to shade,
inequality is FALSE, then shade the half plane where that point is not ensuring consistency in the
included. graphing process.
Test Point (0,0)
Note: Give emphasis that if the
3x – 2y < 6
boundary line is a broken line,
3(0) – 2(0) < 6
then points on the line are not
0 < 6 (True)
part of the solution set of the
This means that (0,0) is part of
linear inequality.
the shaded half plane.

Questions:
1. Which of the following is a solution to the linear inequality 3x – 2y < 6? Answers:
Write YES if the point is a solution and NO if the point is not a solution. 1.a. NO b. YES c. YES
a) (6,6) b) (3,3) c) (-3,-6) 2. If the point is on the shaded
2. What makes an ordered pair or a point a solution to the linear inequality half plane, then it is a solution to
using its graph? the linear inequality.
3. How many solution/s are there in any linear inequality? 3. Infinitely many solutions. All
the points that are on the shaded
half plane are solutions to the
linear inequality.

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Example 3: Graph y ≥ x – 3.
Solution:
Step 1: Change the inequality symbol of the given linear inequality into an
equal sign.
y≥x–3 y=x–3
Step 2: Use either the intercept method or the slope-intercept method in
graphing the transformed linear equation.
(Using the Intercept Method)
y=x–3
x–intercept, y = 0
y=x–3
(0) = x – 3
3=x
x = 3 or (3,0)
y–intercept, x = 0
y=x–3
y=0–3
y = -3

Step 3: Identify the boundary line to Note: Give emphasis that if the
be used. boundary line is a solid line,
It is a solid line since the inequality then points on the line are part
symbol in y ≥ x – 3 is ≥. of the solution set of the linear
inequality.
Step 4: Use the Origin Test (0,0) or any point in one of the half planes to
identify which half plane is to be shaded. If the resulting inequality is TRUE,
then the half plane containing that point is to be shaded. If the resulting
inequality is FALSE, then shade the half plane where that point is not
included.
Test Point (0,0)
y≥x–3
(0) ≥ (0) – 3
0 ≥ -3 (True)
This means that (0,0) is part of the
shaded half plane.

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Questions: Answers:
1. Which of the following is a solution to the linear inequality y ≥ x – 3? Write 1.a. YES b. YES c. YES
YES if the point is a solution and NO if the point is not a solution. 2. If the point is on the shaded
a) (1,2) b) (-2,-5) c) (6,3) half plane, then it is a solution to
2. What makes an ordered pair or a point a solution to the linear inequality the linear inequality.
using its graph? 3. Infinitely many solutions. All
3. How many solutions are there in the given linear inequality? the points that are on the shaded
half plane are solution to the
Example 4: Graph -4x + 3y ≤ -12. linear inequality.
Solution:
Step 1: Change the inequality symbol of the given linear inequality into an
equal sign.
4x + 3y ≤ -12 -4x + 3y = -12
Step 2: Use either the intercept method or the slope-intercept method in
graphing the transformed linear equation.
(Using the Intercept Method)
-4x + 3y = -12
x–intercept, y = 0
-4x + 3y = -12
-4x + 3(0) = -12
x = 3 or (3,0)
y–intercept, x = 0
-4x + 3y = -12
(0)x + 3y = -12
y = -4 or (0,-4)

Step 3: Identify the boundary line to

be used.
It is a solid line since the inequality
symbol in y ≥ x – 3 is ≥.

Step 4: Use the Origin Test (0,0) or any point in one of the half planes to
identify which half plane is to be shaded. If the resulting inequality is TRUE,
then the half plane containing that point is to be shaded. If the resulting
inequality is FALSE, then shade the half plane where that point is not
included.

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 Test Point (0,0) Answers:
-4x + 3y ≤ -12 1.a. YES b. YES c. YES
(0)x + (0)x ≤ –12 2. If the point is on the shaded
0 ≤ –12 (False) half plane, then it is a solution to
This means that (0,0) is not part of the linear inequality.
the shaded half plane. 3. Infinitely many solutions. All
the points that are on the shaded
half plane are solution to the
Questions: linear inequality.
1. Which of the following is a solution to the linear inequality -4x + 3y ≤ -12?
Write YES if the point is a solution and NO if the point is not a solution. Activity 3 Answers:
a) (-3,-8) b) (2,-2) c) (4,-5) 1. 2.
2. What makes an ordered pair or a point a solution to the linear inequality
using its graph?
3. How many solutions are there in the given linear inequality?

3. Lesson Activity
Refer to Worksheet Activity No. 3
3. 4.
DAY 3
SUB-TOPIC 2: Solving word problems involving linear inequalities in two
variables.
1. Explicitation
Two friends went to their nearest sari-sari store.
a. Axel bought 4 lollipops and 4 packs of corn chips. He spent at most Php 24.
b. Drew bought 8 lollipops and 6 corn packs of chips He spent at most Php 30. 5. 6.

Questions:
1. Who bought the items at a cheaper price?
2. How will you solve the 2 problems?

2. Worked Example
The given problems involve linear inequalities. These problems can be solved
similar to solving problems involving linear equations. But you will apply what 1. Linear Inequality #1, #4, and
you learned on how to solve linear inequalities. #5.
2. Linear Inequality #2, #3, and
Example 1: Axel bought 4 lollipops and 4 packs of corn chips. He spent at most #6
Php 24. Give at least 3 prices of a lollipop and a pack of corn chips. 3. Linear Inequality #1 and #2.
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Solution:
Step 1:
Understand the problem.
Step 2:
Let x = price of a lollipop Devise a plan by representing the
y = price of a corn chips unknown quantities.
Form an inequality from the
4x + 4y ≤ 24 representations.
Step 3:
Carry out the plan by solving the
4x + 4y = 24 4x + 4y = 24 linear inequality.
x-intercept, y=0 y-intercept, x=0
4x + 4y = 24 4x + 4y = 24 (Using intercept method)
4x + 4(0)= 24 4(0) + 4y= 24
4x = 24 4y = 24
4𝑥 24
4
= 4
y = 6 or (0,6)
x = 6 or (6,0)
Graph the inequality. Since the problem involves money,
the solution set is only on the shaded
part in the first quadrant.
Here are some points that are solution
to the linear inequalities: (1,5), (2,2),
(3,2), (4,1), (5,1), (1,4), (2,3).
Can you identify the remaining points
that are solution to linear inequality?

Possible price of the items:

Lollipop Pack of Corn Chips
Php 1 Php 5
Php 2 Php 2
Php 3 Php 2
Php 4 Php 1
Php 1 Php 4

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 Step 4:
Look back and reflect. Check if the solution satisfies the given linear inequality.
4x + 4y ≤ 24 4x + 4y ≤ 24 4x + 4y ≤ 24 4x + 4y ≤ 24 4x + 4y ≤ 24
4(1)+ 4(5) ≤ 24 4(2)+ 4(2)≤ 24 4(3)+ 4(2)≤ 24 4(4)+ 4(1)≤ 24 4(1)+ 4(4)≤ 24
4 + 20 ≤ 24 8 + 8≤ 24 12 + 8 ≤ 24 16 + 4 ≤ 24 4 + 16 ≤ 24
24 ≤ 24 16 ≤ 24 20 ≤ 24 20 ≤ 24 20 ≤ 24

Example 2: Drew bought 8 lollipops and 6 corn packs of chips He spent at most
Php 30. Give at least 3 prices of a lollipop and a pack of corn chips.
Solution:
Step 1:
Understand the problem.
Step 2:
Let x = price of a lollipop Devise a plan by representing the
y = price of a corn chips unknown quantities.
Form an inequality from the
8x + 6y ≤ 30 representations.
8x + 6y ≤ 30 Step 3:
8x + 6y = 30 Carry out the plan by solving the
6y = -8x + 30 linear inequality.
6𝑦 −8 30
6
= 6 𝑥+ 6
−8 (Using slope-intercept method)
y= x+5
6
−8 −4
slope = 𝑜𝑟
6 3
y-intercept = 5 or (0,5)
Since the problem involves money, Graph the inequality.
the solution set is only on the shaded
part in the first quadrant.

Here are some points that are solution

to the linear inequalities: (1,3), (1,2),
(3,3), (2,2), (3,1).

Can you identify the remaining points

that are solution to linear inequality?

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 Possible price of the items:
Lollipop Pack of Corn Chips *The teacher can also use the
Php 1 Php 3 example below:
Php 1 Php 2
Php 1 Php 1 The student government is
Php 2 Php 2 organizing a fundraiser. They
Php 3 Php 1 plan to sell two types of items: T-
shirts and water bottles. Each T-
Step 4: shirt costs Php150 and each
Look back and reflect. Check if the solution satisfies the given linear inequality. water bottle costs Php20. The
8x + 6y ≤ 30 8x + 6y ≤ 30 8x + 6y ≤ 30 8x + 6y ≤ 30 8x + 6y ≤ 30 student government wants to
8(1) + 6(3)≤ 30 8(1)+6(2)≤ 30 8(1)+6(1)≤ 30 8(2)+6(2)≤ 30 8(3)+6(1)≤ 30 make at least Php6000 in sales.
8 + 18 ≤ 30 8 + 12 ≤ 30 8 + 6 ≤ 30 16 + 12 ≤ 30 24 + 6 ≤ 30 Write and solve a system of
26 ≤ 30 20 ≤ 30 14 ≤ 30 28 ≤ 30 30 ≤ 30 inequalities to find the possible
combinations of T-shirts(x) and
Question: water bottles (y) they can sell to
1. Using your answer in example 1 and in example 2, who do you think made meet their goals.
a better buy of the items?
2. Why do you think he made a better buy? *For this kind of problem, the
teacher can suggest students to
Example 3: The difference of two numbers is greater than 2. Give at least 3 pair use graphing application for
of numbers that satisfies this condition. Information and
Solution: Communications Technology
Step 1: integration. When using
Understand the problem. graphing paper, create intervals
Step 2: on the integers in the x- and y-
Let x = one of the numbers Devise a plan by representing the axis of the Cartesian plane.
y = the other number unknown quantities.
Form an inequality from the
x+y>2 representations. 1. Drew made a better buy.
x–y>2 x–y>2 Step 3: 2. Because if you compare the x-
x–y=2 x–y=2 Carry out the plan by solving the coordinates and the y-
x-intercept, y=0 y-intercept, x=0 linear inequality. coordinates of their solution set,
x–y=2 x–y=2 most of the x-coordinates and y-
x – (0)= 2 (0) – y = 2 (Using intercept method) coordinates in example #2 are
x=2 y = -2 less than those in example #1
or (2,0) or (0,-2)

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 Graph the inequality. Here are some points that are solution
to the linear inequalities:
(4,1), (5,2), (-2,-6), (5,-4), (7,0).

Can you identify the remaining points

that are solution to linear inequality? No, (-1,-3) is not part of the
solution set because it is located
Is (-1,-3) part of the solution set? in the boundary line which is a
Why? broken line.

Possible numbers whose difference is greater than 2: Note: Some answers in Activity 4
4 1 are not mentioned. You can use
5 2 the graph of the inequality for
-2 -6 other possible answers.
5 -4
Activity 4 Answers:
7 0
1. a) 5 Php 1 coin and and 3 Php
5 coins
Step 4:
b) 1 Php 1 coin and and 5 Php 5
Look back and reflect. Check if the solution satisfies the given linear inequality.
coins
x–y>2 x–y>2 x–y>2 x–y>2 x–y>2 c)6 Php 1 coin and and 6 Php 5
(4) – (1) > 2 5–2>2 -2 – (-6) > 2 5 – (-4) > 2 7–0>2 coins
3>2 3> 2 4> 2 9> 2 7> 2 2. a) 1 and 4
b) -1 and 2
c) 2 and 7
3. Lesson Activity 3. Price of the blouse is at most
Refer to Worksheet Activity No. 4 Php 500.
4. a) Philip is 1 year old and his
brother is 13 years old.
b) Philip is 5 years old and his
brother is 9 years old.
5. a) 1 kilo of tilapia, 1 kilo of pork
b) 2 kilos of tilapia, 1 kilo of pork
c) 2 kilos of tilapia, 2 kilos of pork
d) 3 kilos of tilapia, 1 kilo of pork

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 D. Making DAY 4
Generalizations Learners’ Takeaways and Reflection on Learning
Use the Frayer Diagram to show what you learned.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answers:

Learning A. True or False. A.
1. 2x > y + 8 is an example of a linear inequality. 1.True
2. If the boundary line is a broken line, then the points on the line are part 2. False
of the solution set. 3. True
3. The graph of a linear inequality is a shaded half plane. 4. True
4. If a test point satisfies the given linear inequality, then it is included in 5. False
the shaded region. 6. True
5. There is only one solution in any linear inequality. 7. False
6. Points on the boundary line that is a solid line are part of the solution set. 8. True
7. If the inequality is > or <, then the boundary line is a solid line. 9. True
8. If the inequality is ≥ or ≤, then the boundary line is a solid line. 10. False
9. In the given linear inequality x + y < 5, the origin is part of the shaded
half plane.
10. In the given linear inequality x + y > 5, the origin is part of the shaded B.
half plane. Note: Only 3 points are given as
answers, but you can consider
other points that are on the
shaded half plane of each linear
inequality.

13
 B. Solve the following linear inequality. Give 3 points that are solution to each 1. 2.
given linear inequality.
1. 3x – y < 3 2. 2x + y ≥ 4

Solutions: Solutions:
(1,2), (-1,-1) (1,2), (3,1)
(-1,3) (-1,8)
3. 4.
3. 4y > 20 4. 7x – y ≤ 14

Solutions: Solutions:
(1,6), (-2,7) (1,1), (2,1)
(4,9) (1,-3)

C. Solve the following problems. C.

1. The length of a rectangle is 3 centimeters longer than its width. The 1. a) length = 4 cm.
maximum perimeter of the rectangle is at most 14 cm. Find the two width = 1 cm.
possible dimensions of the rectangle. b) length = 5 cm.
2. Leila is 4 years younger than her sister. The sum of their ages is18. Give width = 2 cm.
the maximum age that Leila and her sister can be. 2. Leila is 7 years old and her
sister is 11 years old.
2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials

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 materials used used, learner engagement, and
other related stuff.

Teachers may also suggest ways

learner engagement/
to improve the different activities
interaction
explored/lesson exemplar.

others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
• students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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