GRADES SCHOOL: Sto.

Niño National High School GRADE

LEVEL:
EIGHT (8)

1 TO 12 TEACHER: MS. JANE A. CACABILOS LEARNING MATHEMATICS

AREA:
DAILY TEACHING September 25-26, 2018 QUARTER: SECOND QUARTER
LESSON LOG DATES & TIME:

DAY 1
I. OBJECTIVES

A. Content The learner demonstrates key concepts of linear inequalities in two variables, systems of linear
Standards: inequalities in two variables and linear functions.
B. Performance The learner is able to formulate and solve accurately real-life problems involving linear
Standards: inequalities in two variables, systems of linear inequalities in two variables, and linear functions
C. Learning  Illustrate linear inequalities in two variables
Competencies/
Objectives:
D. At the end of the
period, at least 75%
of the students will be
able to:
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content in a week or two.
II. CONTENT Patterns and Algebra (Solving Systems of Linear Inequalities)
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in
III. LEARNING learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.

A. References E-MATH ( Work text in Mathematics ) K12

1. Teacher’s Guide Lesson 4.5 Pages 340 to 343
Pages
2. Learner’s
Materials Pages
3. Text book Pages
4. Additional Materials Math is Fun https://mathisfun.com
from Learning Next Century Mathematics pages 132 to 137
resources(LR)Portal
B. Other Learning https://1.cdn.edl.io/QGpM3QDOb8M22MluKle7mhI1wWuqgndkDFhHxi7WvnzXH9LN.ppt
Resources http://teachers.henrico.k12.va.us/math/hcpsalgebra1/Documents/6-3/FindingXYint.ppt

Monday-Tuesday
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that
the students will learn will learn well. Always be guided by demonstration of learning the by the
students which you can infer from formative assessment activities. Sustain learning
systematically by providing the students with multiple ways to learn new things, practice their
learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing Previous
Lesson or MATHLARO TAYO!
Presenting New
Lesson  Give 555 – Timed Assessment
Answer the following questions below
1. Find the slope of the 3x + 2y = 6
2. Find the equation of a line with the given m = 2 and (0 , 0)
3-5. Find the solution of the given equation;
2x + 3y = 6
x – 3y = 3

B. Establishing a
Purpose for the MATHISIP
Lesson
Present
With the given table of values can you find the value of the x
and y? Can you find the possible ordered pairs in the table of
values?

Table of Values
x -2 -1 0 1
y -7 -5 -3 -1
 Ask
 Based on the table of values, what can you say about
the value of the x and y?
 Can you show the ordered pairs of each values?
C. Presenting Present
Examples/Instances
of the Lesson A linear Inequality in X and Y can be written on one of

the following forms:
Ax + By > C, Ax + By < C, Ax + By > C, Ax + By < C
Where A, B and C are real numbers and A and B are both not
equal to 0.
some examples of linear inequalities are:
3x-y>-2 x< 2 x+3y< 0 y < -3

Ask
 Can you recall what those different symbol in the
equation means?
 Can you substitute the value x and y to the given
equation?
D. Discussing New Model the steps on how to determine the whether each ordered
Concepts and pair is a solution of an inequality.
Practicing New
Skills#1 Example 1.
Determine if the ordered pair is a solution of 2 x + 3y < 6
--- for ( -2, 1 )
----- let x = -2 let y = 1
--------2 ( -2 ) + 3(1) < 6
-------- -4 + 3 < 6
-------- -1 < 6

Ask:
 What is the first step in determining if the ordered pair is a
solution of an inequality?
 How can you determine if it’s a solution or not?
 Can the solution satisfy if the inequality is true of false?

E. Discussing New
Concepts and
Practicing New
Skills#2
F. Developing
Mastery MATHTAMBALAN
(Leads To Formative
Assessment 3) By pair.
Determine of the given ordered pair if it is a solution of the following
equation.
( -2,4), ( 1,-3), ( 5,-5)
1. 2𝑥 + 3𝑦 < 6
2. 2𝑥 − 3𝑦 > 18
3. 4𝑥 − 5𝑦 < 20
4. 𝑥 − 𝑦 > 2
5. 2𝑥 + 9𝑦 < 54
G. Finding Practical Model: Show how the examples are to be answered.
Application of Question/Set Criteria:
Concepts and Skills What criteria will help us in assessing the output?
in Daily Living  Every Pair of students should be able to explain why and
why not the ordered pair is/are solution of the given
inequalities.
H. Making
Generalization and MATHSIGURADONG ALAM
Abstractions about NA!
the lesson
Steps on how to determine if the given ordered pair is/are
solution of a given inequalities:

I. Evaluating
Learning
J. Additional Activities for
Application or
Remediation
VI- REMARKS
VII - REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies work well? Why did this
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?
Prepared by:
Jane A. Cacabilos
Teacher, Mathematics 8
1. Identify the value of the x and y in the given ordered pair.
2. then substitute to the given value to the equation
3. solve for the x and the y
4. then perform the given operation in the equation
5. The ordered pair will become the solution of the given
equation if it satisfy the equation.
Share and Generalization:
 What are the new ideas/concepts that you have
acquired in determining the solution of an equalities?
 Does it give your difficulties in recalling your elementary
math
 How can you use what you have learned today to
strategically guide you in your daily living?
MATHSUBUKAN NGA!
Criteria: Mathematical Content – 5, Accuracy and Precision – 3,
Completeness – 2
Verify each ordered pair is a solution of the inequality. (5pts
each)
1. x – 3y < -6 a. ( 4,5 ) b. ( -1,-2 )
2. 4x + y > 2 a. ( -2,5 ) b. ( 3, -7 )
3. 5x + 2y > 11 a. ( 1,2 ) b. ( 2, 1 )
4. 2x – 2y < 6 a. ( 3,4 ) b. ( 4, 0 )
5. x – 6y < 12 a. ( 7, -1 ) b. ( -1, -2 )
Satisfy the inequality if ( 3. -4 ) is a solution or not.
2x – 5y ≤ 3 y > 5x - 2
Most of the students are having difficulties in recalling their
elementary mathematics because of the integers and the
symbol.
Out of 40 students 50% of the student understand the lesson
easily.
20% of the students need more additional activities because of
lack of concentration to the discussion.
The remedial class work very well especially to those who don’t
understand it in a classroom discussion.
Less than 20% of the class need s to continue the remedial class.
I used the step by step discussion where in students need more
on recalling their past lesson from their previous elementary
grades
The difficulties that I encounter that I think needs the intervention
of the higher rank is the behavior of the students. The discipline
that I think most of the students are having a hard time of
coping up with what a proper students should behave.
For this topic I just used the old learning technique but with the
help of the new k12 Learning by doing method where in I gave
example and the students will unlocked their capabilities in
different parts of the topic.
Checked by:
ALDEN O. MADREGALEJO
Coordinator, Math Department