Grade

School Don Manuel Rivera MINHS Level 8

DAILY LESSON
Pre-Service Learning
PLAN
Teacher Kier A. Cañubas Area Mathematics
Date & Time October 17, 2024 Quarter 2nd

I. LEARNING OBJECTIVES
At the end of the lesson, students are expected to:
a. analyze word problems that involves linear inequalities in two variables;
b. translate the word problem into an accurate mathematical statement and
solve problems involving linear inequalities in two variables and;
c. reflect on the practical applications of linear inequalities in two variables in
terms of solving problems involving real – life scenarios.
Content Standard: The learner demonstrates key concepts of linear inequalities in
two variables, systems of linear inequalities in two variables and linear functions.
Performance Standard: The learner is able to formulate and solve accurately real –
life problems involving linear inequalities in two variables, systems of linear
inequalities in two variables, and linear functions.
Learning Competencies: The learner solves problems involving linear inequalities
in two variables. (M8AL-IIa-4)

II. CONTENT
Topic: Solving Problems Involving Linear Inequalities in Two Variables
III. LEARNING RESOURCES
References: Self-Learning Module 3 (SLM 3) First Edition, 2020
Values Integration: Honesty, Respect, Cooperation, and Good Manners
Materials: Visual Aids, PowerPoint Presentation, and Worksheet

IV. PROCEDURE
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1. Preparatory Activities or Daily
Routine (5 minutes)

1.1. Morning Prayer

Before anything else, let’s begin
this day with a short prayer. Please
 stand up everyone.

_______, can you please lead the (The students will stand up)
prayer?

1.2. Greetings Yes, sir, let us pray.

Good morning, class! (All students will pray)

Before you take your seat, kindly Good morning, Sir Cañubas!
pick up those papers behind your
chairs and arrange your chairs
properly.

(The students will comply and take

1.3. Checking of Attendance the seat)
Mr./Ms. _______, as the class
secretary, is anyone absent today?

Great! Thank you so much for that. No one is absent today, sir.

1. Reviewing Previous Lesson or

Presenting the New Lesson
(5 minutes)
Before we start our discussion, let’s
recall first our previous lesson.
Which is _______?

Graphing linear inequalities using x

That is correct! Do you have any and y – intercept
questions in regards to our last
discussion?

It seems like you already None, sir.

understand our last lesson.

2. Establishing a Purpose for the

Lesson (2 minutes)
In previous lessons, we’ve learned
those different inequality symbols
used in linear inequalities in two
variables. What are those inequality
symbols once again?

Greater than, less than, greater than

or equal to, and less than or equal to
That’s right! Today, we’re going to (>, <, ≥, and ≤), sir.
extend this idea to transform word
problems into mathematical
statements and solve problems
involving linear inequalities.
 3. Presenting Examples/Instances
of the New Lesson (3 minutes)
There are key words to look for in
order to translate word problems
into mathematical statements,
below are some of the examples.

More than, greater >

than
Less than <
At least, no less ≥
than
At most, no greater ≤
than
Difference, –
decrease
Sum, increase +

4. Discussing New Concepts and

Practicing New Skills #1
(5 minutes)
Here are some word problems and
let’s try to transform it in
mathematical statements.

1. The sum of the height of Gab

and Paul is more than 8 feet.

Let:
 g as the height of Gab
 p as the height of Paul

Since we are talking about the sum

of their height is more than 8 feet,
the operation is addition and we
can just simply write it as:

g+ p>8

Note: we used the symbol >

because the term used was “more
than”. Meaning to say, the total
value of their height is higher than 8
feet.

2. The sum of electric bill (x) and

water bill (y) is at most 5, 000
pesos.
 Who wants to try this another
example? Just raise your hands
and write it on the board.

(Students will raise their hands)

Let:
 x as the electric bill
 y as the water bill

Since the sum of the of the electric

bill and water bill is what has been
discussed, the operation is addition
and it supposed to be not to exceed
5000 pesos, we can just simply write
it as:

x + y ≤ 5000

Note: we used the symbol ≤ because

the term used was “at most”. Meaning
to say, 5000 pesos is the maximum
That’s correct! Thank you so much. value and we are expecting that the
sum of the bills must be 5000 pesos
or below.
5. Discussing New Concepts and
Practicing New Skills #2
(10 minutes)
To solve problems involving linear
inequalities we need to follow these
steps:

1. Transform the word problem into

an accurate mathematical
statement.

2. Substitute the given information to

the corresponding variable.

3. Solve for the missing variable.

4. Answer the question.

EXAMPLE 1: The cost of five

candies and three chocolates is
less than or equal to 25 pesos. If a
candy costs 2 pesos, what is the
price of a chocolate?

STEP 1. Let:
 x be the price of a candy;
five candies are 5x
 y be the price of a chocolate;
three chocolates are 3y

5 x+ 3 y ≤ 25

STEP 2. Substitute the given

information; A candy costs 2 pesos:
x = 2.
5 x+ 3 y ≤ 25
5 ( 2 ) +3 y ≤ 25

STEP 3. Solve for the other

variable.

5 ( 2 ) +3 y ≤ 25

10+3 y ≤25
−10−10
3 y 15
≤
3 3

y ≤5

STEP 4. Answer the question:

What is the price of a chocolate?

 The price of a chocolate is

less than or equal to 5
pesos.

EXAMPLE 2: Alex was given 200

pesos to buy apples (x) and
oranges (y). He found out that an
apple costs 25 pesos and an
orange costs 20 pesos. If he will
buy six apples, how many oranges
can he buy with the remaining
money?

STEP 1. Let:
 x be the number of apples
he bought
 y be the number of oranges
he bought
 25x + 20y ≤ 200

We use ≤ since the total cost of

apples and oranges cannot
exceed the amount of his
money.

STEP 2. Substitute the given

information; Alex will buy six
apples: x = 6

25x + 20y ≤ 200

25(6) + 20y ≤ 200

STEP 3. Solve for the other

variable.

Since Alex cannot buy 2.5 oranges,

we will disregard the decimal
numbers in answering the question.

STEP 4. Answer the question: how

many oranges can he buy with the
remaining money?

 If Alex will buy six apples, he

can buy at most two oranges
with the remaining money.

Given the price above, determine

whether it is possible or not
possible for Alex to buy five apples
and five oranges?

x = 5, y = 5
25(5) + 20(5) ≤ 200
125 + 100 ≤ 200
225 ≤ 200

The total cost of five apples and

five oranges is 225. It is greater
 than his money which is only 200
pesos. Thus, it is not possible for
Alex to buy five apples and five
oranges.

6. Developing Mastery (Leads to Yes, sir.

Formative Assessment)
(5 minutes) None, sir.

Do you understand?

Any more questions?

ACTIVITY 1
Direction: Read the given situation
carefully and answer the following
question.

The cost of an orange is 25 pesos

while a lemon costs 30 pesos. If
you were given 400 pesos to buy
oranges and lemons. Determine
whether the following is POSSIBLE
or NOT POSSIBLE.

1. You can buy 10 oranges and 5

lemons. (The students will do the activity)
2. You can buy 6 oranges and 7
lemons.
3. You can buy 9 oranges and 6
lemons.

7. Finding Practical Applications of

Concepts and Skills in Daily
Living (3 minutes)

Thank you so much for your

participation in our activity.
Expected Answers:
Now, I am going to ask you, can  The sum of the weight of two
you give me an example wherein or more people
solving word problems like this can  Money spent on a shopping
be applied in real – life situation.  Difference of working hours
and vacant time

8. Making Generalization and

 Abstractions about the Lesson (2
minutes)

Thank you so much for your

answers. It looks like that you really
understand our lesson for today.
Once again, let’s have a recap on
what we have discussed for this
lesson.
To solve problems involving linear
What are the steps in solving inequalities we need to follow these
problems involving linear steps:
inequalities in two variables?
1. Transform the word problem
into an accurate mathematical
statement.

2. Substitute the given

information to the
corresponding variable.

3. Solve for the missing variable.

4. Answer the question.

9. Evaluating Learning (5 minutes)

Direction: Match the word

problems in Column A with its
corresponding mathematical
sentence in Column B.

10. Additional Activities for

 Application or Remediation
V. REMARKS
A. No. of learners earned 80%in the evaluation.
B. No. of learners who required additional activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of learners who have caught up with the
lesson.
D. No. of learner 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 used/discover which I wish to share
with other teachers?

VI. REFLECTION
In your journal, I want you to answer the given prompts:
I understand that __________.
I realize that __________.
I need to learn more about _________.

Prepared by: Checked by:

Kier Adillo Cañubas Mrs. Shella Marie G. Cornista
Pre-Service Teacher Cooperating Teacher