A Lesson Design in Mathematics 7
Subject Teacher: Emegdio M. Cejano III Learning Area: Patterns and Algebra
Grade Level & Sec: Grade 7 Lesson No. Quarter: 3rd
Date: August 24,2023 Class Period:
2:00 to 3:00 P.M.
Learning Competencies: Differentiate between equations and inequalities. M7AL-IIh-3
Illustrates linear equations and inequality in one variable. M7-IIh-4
Solves linear equation or inequality in one variable involving absolute value by
graphing. M7AL-IIi-j-1
I. Intended Learning Outcomes
Knowledge Remembering Understanding
Differentiate between equations and inequalities.
Determine the different types of inequality and the rules used with inequality.
Skills Applying Analyzing Evaluating Creating
Write an inequality to represent a word problem.
Attitude Receiving phenomenon Responding to phenomenon Valuing
Organization Internalizing values
Graph linear inequalities on the number line with accuracy and independence.
Values Receiving phenomenon Responding to phenomenon Valuing
Organization Internalizing values
Relate real-life situations involving linear inequalities.
II. Learning Content Linear Inequalities: Types to Graphs
Learning Resources A. 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.
B. Materials
● Powerpoint presentation
● Overhead projector
III. Learning Experiences
Preliminary Activities The teacher will begin the class with a prayer followed by a snappy
greeting. After the greeting, before the students take their respective 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.
Preparation The teacher will start the discussion by having a quick review of the
previous lesson. Once done, the teacher will be 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 45 kilos 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.
The teacher will write the answers on the board. The answers are
labeled from numbers 1 to 5. The teacher will call students to explain
his/her observation based on the answers written on the board. The teacher
will then further elaborate on the students answer and will start the
discussion.
Presentation 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 INEQUALITY
is a statement that is a statement that
two expressions are equal. two expressions are not
equal.
Examples: Examples:
8=8 8≠8
X=2 X>2
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 traveling from home to school
is less than or equal to 75
Let t be the amount of time of traveling from home to
school.
t ≤ 75
The teacher will have some real-life examples that involve linear
inequality and present it to the class.
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
TRUE TRUE
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
have a game called “EGG GAME”. Mechanics will be explained on the class.
After, 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.
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.
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.
Practice The teacher will mount word problems on the board. The students are
going to read each problem altogether. The students will then be given a
minute to analyze each problem and answer the questions that follow. 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. J < 6
2.
PROBLEM 2.
The Department of Health recommended that
school-aged children need to sleep at least 9 hours each
night.
1. Define a variable and write 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 Observation Talking to learners/Conferencing
Analysis of learners’ product Test
The teacher will let the students answer the following questions on
1
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 Reinforcing Enriching Preparing for the new lessons
Study in advance “Linear Inequalities: Solving and Graphing Solutions”
found on pages 296-299 in your book.
Remarks:
Date checked:
Mentor