GRADES SCHOOL: CONCEPCION INETGRATED GRADE EIGHT (8)

SCHOOL LEVEL:
7 TO 10 TEACHER: MR. DANIEL M. PENEIRA LEARNING MATHEMATICS
DAILY AREA:
TEACHING September 19, 2019 QUARTER: SECOND
LESSON PLAN DATES & TIME: 1: 40 - 2 : 40 QUARTER
I. OBJECTIVES
A. Content The learner
Standards: demonstrate
s
understandin
g of key
concepts of
linear
inequalities
in two
variables,
and linear
functions.
B. Performance The learner is
Standards: able to
formulate
real-life
problems
involving
linear
inequalities
in two
variables,
and linear
functions.
C. Learning
Competencies/ Graph
Objectives: l
i
n
e
a
r
i
n
e
q
u
a
l
i
t
i
e
s
i
n
t
w
o
v
a
r
i
a
b
l
e
s
(
 M
8
A
L
-
I
I
a
-
3
)

II. CONTENT Patterns and

Algebra :
Graphing
Linear
Inequalities in
Two Variables
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp : 249-253
Pages
2. Learner’s pp : 220-231
Materials Pages
3. Text book Pages Interactive
Math by
Oronce, et al,
pp: 220-222
4. Additional
Materials from
Learning
resources(LR)Por
tal
B. Other Learning https://www.
Resources mensxp.com/
special-
features/toda
y/26322-23-
most-
interesting-
international-
borders-
across-the-
world.html
https://en.wiki
pedia.org/wiki
/Joint_Security
_Area
https://en.wiki
pedia.org/wiki
/Berlin_Wall

IV PROCEDURES

ISLA : what is conditional probability? (define it with your own word) .

Checking of attendance
Checking of the cleanliness of the room
Routine Activity

* Slope’s sign exercise

* Flashcards identifying the slope and the y - intercept.

DRILL: Use game as an activity
to engage, connect and assess
learner’s prior knowledge to
determine their readiness to the
present lesson. Give analysis right
after performing the said activity.

GRAPH IT! A RECALL…

Ask a student to draw the graph of the equation y = 2x + 1.
How did you graph the linear equation ?
Where can you find ( 0 , 1 ) ? ( 1 , 3 ) ?
Where can you find ( 2, 1 ) ? ( -2 , 1) ?

REVIEW: The teacher will ask 3 to In linear equation, how will you know if the point is a solution to
5 relevant questions leading to The given equation ?
the topics to be discussed.

Berlin Wall Korean Demilitarized Zone Poland-Ukraine Border

MOTIVATION: Is the teacher’s

priming that will hook and engage
students interest to focus by giving
essential and relevant situations to
activate the prior knowledge
leading to the presentation of
new lesson.
Lesson proper

Ungroup Data - is data given as individual data points.

Example:
Score of 15 students in exam.
The height of 12 basketball player.
LESSON PROPER: Teacher’s input
or abstraction to deliver and
present the concepts of the lesson Mean - refers to the mean that is used to derive the central tendency of
in a systematic manner. Provoke the data in question.
thinking of pupils/students by
asking relevant questions to
Mean = Sum of all data point / Total number of data points.
gauge students understanding of
the lesson/s.
Let's have some example to really understand how to use the formula.

1. the scores of 6 student in math10 quiz are; 5,8,7,5,6,5

what is the mean of this data.

mean = 5+8+7+5+6+5 / 6 = 36/6

the average of the scores is 6

2. The number of coins owned by 4 students are ; 12,7, 15, 6

what is the mean of this data.

mean = = 12 +7+15 + 6 / 4 = 40/4

the average number of coins is 10


PRACTICE EXERCISES:
The teacher will provide practice
exercises that will be answered by
the learners in pairs or in groups.
GENERALIZATON: The teacher will
give question/s to draw out or
elicit from the learners what is
expected to generalize about
concepts and or demonstrate
steps in solving problems.
APPLICATION: The teacher will give
questions an application to ensure
that the lesson/s were understood
and skills were being acquired.
Ask real life situations if possible to
develop appreciation of students.
QUIZ: The teacher will give a pen
paper test to verify and ensure
students’ mastery of the lesson.
ASSIGNMENT: The teacher will give
1 or 2 easy, 1 or 2 average, and 1
difficult activities to be done at
home to strengthen the students
assessment.
REFLECTION: The teacher need to
reflect what went well and what
EXPRESS YOURSELF!
1. the number of marbles owned by 5 students
25,17,10, 6,7
mean = 25+17+10+6+7 / 5
the averahe of marbles owned by students is 59.4 or 59
2. The grade of 7 students in math third quarter. 90,89,84,92,96,85,87
mean = 90+89+84+92+96+85+87/ 7 = 89
the average of students in math 3rd quarter is 89
How will you determine if the ordered pair I sa solution to the inequality?
How will you determine the part of the plane to be shaded ?
Steps in graphing inequality in two variables:
1. Replace the inequality symbol by an equal sign.
2. Graph the resulting equation using any method ( the teacher
advised to
use Slope-intercept method)
3. Shade half of the plane in which the coordinates of the points satisfy
the
original inequality.
what is mean?
mean is the average of data points.
How do we find the average of ungroup data?
to find the mean of ungrouped data, add all data points then divide it to
the number of data point
Criteria:, Accuracy and Precision – 3,,,,Completeness and Neatness – 2
Graph the inequality. Justify your answer.
1. Y < -3x + 4
2. 2x + y ≤ 5
3. 2y > 4x + 6
LET’S ROLE - PLAY !
Directions: Cite and role-play at least two situations in real-life where linear
inequalities in two variables are illustrated. Formulate problems out of these
situations then solve them. Show the graphs of the linear inequalities drawn
From these situations.
See attached rubric :
Real-life Situations on Linear Inequalities in Two Variables
1. How many students didn’t find difficulties in answering their lesson?
2. How many students find the lesson interesting, engaging, and enjoyable?
3. What is lacking in the lesson (Prior knowledge, skills needed, or interest to listen and
pay attention)?
4. How many students were trying to cope up, despite of some difficulties
encountered in the delivery of the lesson?
5. How many students were mastered the lesson despite of limited resources
facilitated the teaching and learning process?
6. How many students finished their work on time, and how many of them did not
finish their work on time? Why?
 went wrong to improve teacher’s 7. No. of learners who earned 80% in the evaluation.
and students’ performance. 8. No. of Learners who earned 80% above.
No. of learners who need additional activities and require for remediation.

What went well?

What do I need to improve my teaching performance and students’ performance?

Prepared by: MR. DANIEL M. PENEIRA

MATH TEACHER

Checked by: LORNA M. ELEMENTO

HEAD TEACHER III