2017

LEARNING MODULE
Mathematics G8|Q2

Patterns and
Algebra
 NOTICE TO THE SCHOOLS

This learning module (LM) was developed by the Private Education Assistance
Committee under the GASTPE Program of the Department of Education. The learning
modules were written by the PEAC Junior High School (JHS) Trainers and were used
as exemplars either as a sample for presentation or for workshop purposes in the JHS
In- Service Training (INSET) program for teachers in private schools.

The LM is designed for online learning and can also be used for blended learning and
remote learning modalities. The year indicated on the cover of this LM refers to the year
when the LM was used as an exemplar in the JHS INSET and the year it was written or
revised. For instance, 2017 means the LM was written in SY 2016-2017 and was used
in the 2017 Summer JHS INSET. The quarter indicated on the cover refers to the
quarter of the current curriculum guide at the time the LM was written. The most
recently revised LMs were in 2018 and 2019.

The LM is also designed such that it encourages independent and self-regulated

learning among the students and develops their 21st century skills. It is written in such a
way that the teacher is communicating directly to the learner. Participants in the JHS
INSET are trained how to unpack the standards and competencies from the K-12
curriculum guides to identify desired results and design standards-based assessment
and instruction. Hence, the teachers are trained how to write their own standards-based
learning plan.

The parts or stages of this LM include Explore, Firm Up, Deepen and Transfer. It is
possible that some links or online resources in some parts of this LM may no longer be
available, thus, teachers are urged to provide alternative learning resources or reading
materials they deem fit for their students which are aligned with the standards and
competencies. Teachers are encouraged to write their own standards-based learning
plan or learning module with respect to attainment of their school’s vision and mission.

The learning modules developed by PEAC are aligned with the K to 12 Basic Education
Curriculum of the Department of Education. Public school teachers may also download
and use the learning modules.

Schools, teachers and students may reproduce the LM so long as such reproduction is
limited to (i) non-commercial, non-profit educational purposes; and to (ii) personal use
or a limited audience under the doctrine of fair use (Section 185, IP Code). They may
also share copies of the LM and customize the learning activities as they see fit so long
as these are done for non-commercial, non-profit educational purposes and limited to
personal use or to a limited audience and fall within the limits of fair use. This document
is password-protected to prevent unauthorized processing such as copying and pasting.
MATHEMATICS 8

Module 3: Patterns And Algebra

Lesson 1: SYSTEM OF EQUATIONS AN INEQUALITIES

MODULE INTRODUCTION AND FOCUS QUESTION(S):

Have you at a certain time asked yourself what would life have been
like without numbers? If yes, how have you pictured it? Do you picture it as a
progressive life? A life filled with technology? If so, why do you think that
would be the case?

Read on and discover how vital numbers are in our life.

LESSON COVERAGE:
In this lesson, you will examine this question when you take the following
topics:
Title You’ll learn to… Estimated Time
1.1 Graphs of System Describe system of Linear Equations and
of Linear Inequalities using practical situations and
Equations Mathematical expressions.

Identify systems of linear equations that

have graphs that are parallel, intersecting
lines and lines that coincide.

Graph system of linear equation in two

variables.
1.2 Solving Systems of Solve systems of linear equations by
Linear Equations graphing, elimination and substitution.
1.3 Graphs and Graph system of linear inequalities in two
Graphical variables.
Solutions of
Systems of Linear Solve a system of linear inequalities in two
Inequalities in Two variables by graphing.
Variables
Solve problem involving systems of linear
equations and inequalities in two variables.

Identify applications of systems of linear

equations and inequalities in real life.

Developed by the Private Education Assistance Committee 1

under the GASTPE Program of the Department of Education
 Concept Map of the Lesson

Here is a simple map of the above topics you will cover:

Applications of
Systems of
Linear
Equations and
Inequalities

Graphs of Solving Graphical

Graphs of
Systems of Systems of Solutions of
Systems
Linear Linear Systems
of
Equations Equations Inequalities in
Inequalitie
s in Two Two Variables
Variables

Consistent
and Graphical
Independent
Elimination

Consistent Substitution
but
Dependent

Inconsistent
G aphi

Applications of
Systems of
Linear Equations
and Inequalities
in
 Expected Skills

To do well in this lesson, you need to remember and do the following:

1. Carefully read the lesson and do the activities neatly and accurately.
2. Break tasks into manageable parts.
3. Complete all activities even if you may not be asked to hand these in,
but they will help you learn the material.
4. Keep copies of all accomplished activities. These are needed to
assess your progress and for grading.
5. If you are having problems, do NOT wait to request help. The longer
you wait the bigger the problem becomes!
6. Form study groups if possible.

PRE-ASSESSMENT

t answers the question. Please answer all items. After taking this short test, you will see your score. Take note of the items that

1. What is the slope of the line 4x +2y =

6? A. -4 B. -2 C. 4 D. 3

2. Which one correctly describes how to graph linear equation in two variables?
A. Mark the y-intercept and the slope then connect with a straight line.
B. Mark any two points on the Cartesian plane and connect with a
straight line.
C. Connect the x-intercept and the y-intercept
D. Connect the x-intercept and the slope with a straight line.
 3. The graph below shows the cost of an order of t-shirts from four
companies. Which company offers the cheapest price for an order of more
than 60 t- shirts?

A. Company A

(in pesos) COST of SHIPMENT

B. Company B
C. Company C
D. Company D.

NUMBER OF T-SHIRTS

4. Which of the graphs below correctly represents the line 3x-5y-10 = 0?

A. C.

B. D. D.

5. The table below shows the weight in kilograms of newspapers collected from homes
and the amount of money earned.
Weight Income
30 12
40 24
50 36
60 48
70 60
80 72
Which of the linear equation below represents the income derived from the
collected newspapers?
A. y=1.2x -24 C. y = 5x+3
B. y= 30x+12 D. y= 4x+5

6. Which of the following is a solution of the linear equation 4x – 2y= 12?

A. (2,-2) C. (4,2)
B. (3,1) D. (-2,-10)

7. Which of the following is described as the pair of numbers that satisfies

a linear equation in two variables?
A. solution of linear equation C. ordered-pair
B. corresponding value D. coordinate

8. The equation 2x + y = 400 gives the total sale of x number of cell phone A
and y number of cell phone B. What happens to y when x increases?
A. y increases
B. y decreases
C. y remains the same
D. y cannot be determined

9. The models below show the number of pages left after t minutes of
printing. Which model will print the fastest?

A. p=-6.5t +20
B. p=-5t + 20
C. p= 20-7t
D. p=20-8t

10. Stephanie is tracking the progress of her plant’s growth. Today the plant is 12
cm high. The plant grows 2 cm per day. What linear model best represents
the height of the plant.
A. y = 12x - 2 C. y = 2x + 12
B. y = -12x + 2 D. y = 2x – 12

11. Based on item # 10, when will the height of the plant reach 50 cm?
A. 48 days C. 19 days
B. 4 days D. 38 days
12. A cat dresser charges P20 per night to board your cat. They also provide
cat’s accessories at P50 each. The equation 20x + 50y = 1000 is the model of
the cost of the combination of boarding the cat at cat dresser and cat
accessories that you can buy for P1000. Which of the following explains the
values of x and y in this model?

A. The variable x is the number of nights of boarding the cat and y is the
number
of nights.
B. The variable x is the number of nights of boarding the cat without any
accessories and y is the number of nights.
C. The variable x is the number of nights boarding the cat without any
accessories and y is the number of nights without boarding the
cat.
D. The variable x is the number of nights of boarding the cat and y is
the number
of accessories purchased for the cat.

13. Laundry Jar charges P25 per kilo for wash-dry-fold. You can also ask
for hand wash-dry-fold for sensitive materials clothes for P40. If you paid
P 800, how many kilos will be washed if you paid for wash-dry-fold only or hand
wash-dry-fold only?

A. 30 kilos for wash-dry-fold and 22 kilos for hand wash-dry-fold

B. 20 kilos for wash-dry-fold and 32 kilos for hand wash-dry-fold
C. 22 kilos for wash-dry-fold and 30 kilos for hand wash-dry-fold
D. 32 kilos for wash-dry-fold and 20 kilos for hand wash-dry-fold

14. You are the purchasing agent of the Diamond Hotel .You have been
tasked to submit a proposal for the acquisition of furniture for the newly
constructed bedroom. You are given the budget of P120,000 for the
combination of bed, a side table and chairs. Which of the following is an
appropriate criteria for assessing your proposal?

A. Accuracy in the computation of the cost of furniture.

B. Authenticity of data used in the proposal.
C. Clarity of the presentation.
D. All of the above.

15.Which of the following points is a solution of 2x - 3y ≥ 5?

A.(2, 1) B.(-4, -1) C.(3, 1) D.(5/2, 0)
16.Which of the following points is a solution of an inequality whose graph
is shown below?
A. (2, 1)
B. (-4, -1)
C. (-3, 1)
D. (3, 0)

17.You are tasked by your mother to buy DVDs and CDs of the latest movies.
You know that the price of a DVD is Php 150.00 and the price of the CD is
Php
100.00. She gave you Php 1 500.00. Consider that you will not spend for the
fare. If x refers to the number of DVD and y refers to the number CD, which of
the following represents the situation above?
A. 150 x + 100 y ≤ 1 500
B. 150 x + 100 y ≥ 1 500
C. 150 x + 100 y < 1 500
D. 150 x + 100 y > 1 500

18. Use situation on item # 17. Consider you need to buy both CD and DVD
and each contain one movie only, which strategy would give you the maximum
number of movies?
A. Buy 12 DVDs and 2 CDs
B. Buy 7 DVDs and 5 CDs
C. Buy 5 DVDs and 7 CDs
D. Buy 2 DVDs and 12 CDs

19. Which inequality is shown in the

graph? A. 3x + 4y ≤ 12
B. 3x + 4y ≥ 12
C. 3x + 4y < 12
D. 3x + 4y > 12

20. You are making muffins and loaves of bread for a bake sale. You need
1/6 batch of batter per muffin and ½ batch of batter per loaf of bread. You
have enough ingredients to make up to 12 batches of batter. If you make 4
loaves of bread, how many muffins can you make?
A. at least 60 muffins
B. at most 60 muffins
C. more than 60 muffins
D. less than 60 muffins
Lesson 1.1 Graphs of Systems of Linear Equations

In this lesson you will learn the following:

1. Describe system of Linear Equations using practical situations

and Mathematical expressions.
2. Identify systems of linear equations that have graphs that are
parallel, intersecting and graphs that coincide.
3. Graph system of linear equation in two variables.

Let’s begin our looking into a situation in real life that will require you to
make an option. This will challenge what you know about modeling
real life situation using equations in two variables and your skills in
graphing linear equations in two variables. What you will be learning in
this section will help you answer the question:
How do you determine the most favorable option?

ACTIVITY 1.Selecting the Best

Given some situations in life where you need to make a decision, how will
you select the best option? Write your answers in the column for the “Decision
Before”.

HOW WILL YOU SELECT THE BEST OPTION?

Decision Before Decision After
1. An investment plan from a
number of plans with different
incentive schemes.
2. An airline for a family trip outside
the country.
3. A house loan plan.
4. An insurance plan.
5. Combination of products to sell
given a fix capital.
6. A credit account in malls.
7. Job offer.
 Questions to Answer:

1. How do you determine the most favorable option?

2. How would you determine your options given certain constraints?

YOUR ANSWERS

You see in Activity 1, there are many situations in real life in which we need to
make a decision. Some of these decisions may not be very significant, but other
decisions may affect our lives and the lives of others for a long time. How do we
make use of mathematics to guide us in selecting the most favorable options?
How do we deal with constraints in making decisions?

In the next activity you will deal with a very concrete real life experience where
you need to make a decision.

ACTIVITY 2.Your Decision, Please?

With a minimum purchase of P100, you can open a credit account with a food
chain store. The store is offering either P25 or 20% off of your purchase if
you open a credit account. You open a credit account . Should you choose
P25 or 20% off of your purchase? Explain.

Questions to Answer:

QUESTIONS YOUR ANSWERS

1. What mathematical knowledge and
skills will help you solve the
problem?
2. What equations did you use to model
the situations?
3. Graph your equations on the same
Cartesian coordinate plane. What do
your graphs tell you about the offer
of the store?
 4. Where in real life can you use these
knowledge and skills?
5. Where else in real life are you
required to make an option?
6. How do you determine the most
favorable option?
7. How would you determine your
options given certain constraints?

You have seen in Activity 2 that linear equations in two variables are useful in
modeling situations in life. For you to decide on the best option, you came up
with two equations in two variables. We call combinations like this systems linear
equations. You saw from the activity that graphs are very helpful in determining
our best option.

You have learned that graphs of linear equations are straight lines. How do
graphs of systems of linear equations look like? What information can we get
from these graphs? How do we graph systems of linear equations? Where in real
life can we see these graphs?

In the next activity, you will use build up your knowledge and skills in graphing
systems of linear equations in the Cartesian plane.

End of EXPLORE:

You just have tried to find out how mathematics can help you
determine the most favorable option in life. Let us now strengthen that
insight by doing the succeeding activities. What you will be learning in
this section will help you perform well in your final performance task
which will challenge you to use what you know to determine the best
option.

Your goal in this section is to describe systems of linear equations

using practical situations and mathematical expressions. Let’s look into
some situations in real life that can represented by systems of linear
equations. Do the next activity to accomplish this goal.
Systems of Linear Equations in Real Life

Systems of linear equations are one of the useful mathematical tools to model
situations in real life.

The succeeding activities will help you build up your knowledge and
skill and deepen your understanding of the system of linear equations and
help you answer the question: How do you determine the most favorable
option?

ACTIVITY 3.Name that Situation! (System of Lines in Real Life)

Write linear equations to represent each of the following situations.

SITUATIONS EQUATIONS
1. Sam prepared a snack food by mixing nuts and
dried fruits and vegetables. A bag of nuts cost
P40.00 and a bag of dried fruits cost P80.00. She
would like to prepare 5 bags of the mixture that
cost P60.00 per bag. How many bags of nuts and
dried fruits should Sam purchase?
2. Joseph chooses between two brands of milk. The
price of brand A per box is P100.00 and the price of
brand B is P120.00. He is to buy twice as many
boxes of brand A than brand B. How many boxes of
each brand will he purchase if his budget is only six
hundred pesos?
3. Ryan spends P200.00 per month on shampoo and
facial wash. The price of shampoo is P6.00 per
sachet while facial is P10.00. He consumes 5 as
many sachets of shampoo as facial wash. Total
sachets used in a month is 90. How many sachets
of each kind did he buy in a month?
4. You were recruited to become a member of a
consumer club. You were told that if you are a
member you can buy a capsule of vitamin for P5.00.
For non-member, the cost per capsule is P8.00. The
membership fee is P100.00. After how many
capsules would it be beneficial for you to become a
member? Which of the option would you consider?
 QUESTIONS YOUR ANSWERS
1. What is the use of representing the
situations described above using
linear equations?

2. Is it possible to answer the questions

using one equation only?

3. How can graphs of these systems

help you solve the problems?

4. How can systems of linear equations

be graphed?

5. In what way can your knowledge of

system of linear equations be used to
identify best options?

You have learned that graphs of linear equations are straight lines. In a system of
equations in two variables, the two equations will be represented by two lines.
What will happen if these lines are drawn in one Cartesian plane? What
information can we get from these graphs?

Before we learn how to graph systems of linear equations, let us try to find
situations in real life where we see these set of lines.

ACTIVITY 4.Meet the Lines in Life.

Look at the pictures below. Identify whether lines are parallel, intersecting or
coincident.
Questions to Answer:

1. How do we know that lines are parallel?

2. Are there common values between parallel lines?
3. How do we know that lines are intersecting?
4. Are there common values between intersecting lines?
5. How do we identify these common values?
6. How can we tell if lines coincide?
7. What quantitative relationships in real life can be represented by lines?
8. What information can we get from the graphs of systems of
linear equations?
9. How useful are the graphs of systems of linear equations in making
decisions?

MY INITIAL ANSWERS
 In the next activity check your initial answers by using technology. Access
http://www.shodor.org/interactivate/activities/LinearFunctMachine/
Interactive site for finding the value of y when the value of x is given. This
can help you graph linear equations by point-plotting method.

You may also download free mathematics software at www.geogebra.org. A

geometry package providing for both graphical and algebraic input. Includes the
program and worksheets for download.

ACTIVITY 5.How do I Look Like?

Graph each equation in the given system by point plotting in the same Cartesian
plane and describe the graph as
a. Parallel lines
b. Intersecting lines
c. Coincident/Identical lines

1.

2x - y= -1
x
y

4x - 2y= 6

x
y

2.

x-2y = 4
x
y

2x+y = 1
x
y
 3.
2x +y = 3
x
y
4x +2y = 6
x
y

Questions to Answer:
1. How many points do you need to locate to draw the line?
2. Is there another way of graphing each equation? How will you do it?
3. Without graphing how will you know if the graph is a set of parallel
lines? Intersecting lines? Lines that coincide?
4. What do graphs indicate about the values of the variables in the system?
5. In what way can your understanding of graphs of systems of linear
equations help you in determining the most favorable options in
life?

YOUR ANSWERS
1.

2x-y= -1
x 0 1 2 Parallel lines
y 1 3 5

4x-2y= 6
x 0 1 4
y -3 -1 5

2.

x-2y = 4
x 0 2 4
y -2 -1 0 Intersecting lines

2x+y = 1
x 0 1 2
y 1 -1 -3

3.

2x +y = 3
 x 0 1 2
y 3 1 -1
4x +2y = 6
x lines0
Coincident/Identical 1 2
y 3 1 -1

Now rate your progress in understanding of the lesson based on your

performance in activities 1 to 5..

I need to shine Leveling up! Good job! Excellent!

my star!

We have learned in the previous module that equations of the form Ax + By = C

are straight lines when graphed. Two equations of this form is called a system of
linear equations or a linear system.

A system of linear equations in two variables represents a pair of lines. The lines
intersect, are parallel or are coincident.

Parallel Lines Intersecting Lines Coincident Lines

Systems in which the lines intersect at precisely one point are called
independent systems.

Systems in which the lines are coincident are called dependent systems.

Systems in which lines are parallel are independent systems.

 Questions to Answer:

1. Are there common values for the variables when the system
is independent?
2. What happens to the values of the variables when the system
is dependent?
3. In what way can your knowledge and skills in graphing systems of
linear equations help you find and understand solutions of systems of
linear equations?
4. How can graphs of systems of linear equations help in identifying the
most favorable options in life?

END OF FIRM - UP
We have seen in this section that graphs of linear systems indicates if
equations in the system have common values or have no common
values. You will use this information later to find and decide on the
solutions of the linear systems. In the next section you will deepen your
knowledge and enhance your skills in graphing systems of linear
equations.

Your goal in this section is to take a closer look at how we can graph
systems of linear equations using another strategy.

In the previous module you learned how to graph linear equations by

using slope and y-intercept. Now use this knowledge and skills in
graphing systems of linear equations. How can the slope and y-
intercept of the line be used to graph systems of linear equations. How
can your knowledge on graphing system of linear equations help you
answer the question: How do you determine the most favorable
option?

You can access the following sites to use a free program for this activity.
http://www.mathwarehouse.com/algebra/linear_equation/systems-of-
equation/index.php
Interactive site for finding solutions by graphing. Drag the point and drop
to the desired location. Slope, equations of the lines and solutions will
be given.

http://www.ltcconline.net/greenl/java/BasicAlgebra/Linegraph/LineGraph.ht
m
Interactive site for graphing linear equations using the slope and the y-intercept.
It also provides process questions.

You may also use GeoGebra. Click on perspectives and select spreadsheets and
graphics, then write the equation of the lines in slope-intercept form.

Activity 6: Know, Draw and Describe Me

Express each equation in the system in slope-intercept form and graph equation
using the slopes and the y-intercepts. Use the graph to describe the system as:
a. dependent
b. Independent

1.

Equations in y=mx + b form m b

Equations in y=mx + b form m b

3.

Equations in y=mx + b form m b

 Questions to Answer:

1. What are the steps in graphing a linear equation using its slope and y-
intercept?
2. In what way is the process simpler than point-plotting?
3. In what way is the classification of system of linear equations useful?

YOUR ANSWERS

Answers to Activity 6.

1.

Equations in y=mx + B m b
form
-1/2 2

1/2 0

Intersecting lines

Developed by the Private Education Assistance Committee 20

under the GASTPE Program of the Department of Education
 Equations in y=mx + B m b
form
2/3 -2

2/3 0
Parallel lines

3.

Equations in y=mx + B m b
form
2 -3
2 -3 Coincident lines

Now, assess you skills in graphing systems of linear equation. If you need some
more input you may access the website below.

http://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_al
g_tut14_lineargr.htm#step4
Gives the process of graphing linear equation. A good site for review.

ACTIVITY 6.Shaping Up Review

1- thing I loved about

systems of linear 1- thing that is
going around my
head at this point
…

3-things
I learned
about systems
of linear equations

Developed by the Private Education Assistance Committee 21

under the GASTPE Program of the Department of Education
 ACTIVITY 7.How Do I Graph You?

Use any of the method you have learned to graph each of the following systems
of linear equations. Then classify each system based on their graphs.

1.

Parallel lines
Intersecting lines
Now let’s go back to situations given in Activity 2. Graph each system in one
Cartesian plane. What do your graphs indicate about the solutions of each
system? Do the systems have solutions? How did you know?

ACTIVITY 8.System of Lines in Real Life.

Write linear equations to represent each of the following situations in column 2

and draw the graphs in column 3.

PROBLEMS SYSTEMS GRAPHS

OF LINEAR
EQUATIONS
1. Sam prepared a snack food
that is prepared by mixing nuts
and dried fruits and vegetables.
A bag of nuts cost P40.00 and a
bag of dried fruits cost P80.00.
She would like to prepare 5
bags of the mixture that will cost
P60.00 per bag. How many
bags of nuts and dried fruits
should Sam purchase?

2. Joseph was tasked to buy

two brands of milk. The price of
brand A per box is P100.00 and
the price of brand B is P120.00.
His budget is 600. He is to buy
twice as many cans of brand A
than brand B. How many boxes
of each brand will he purchase?

3. Ryan spends P200.00 per

month on shampoo and facial
wash. The price of shampoo is
P6.00 per sachet while facial is
P10.00. He consumes 5 times
as many sachets of shampoo as
facial wash. Total sachets used
in a month is 90. How many
sachets of each kind did he buy
in a month?
4. You were recruited to
become a member of a
consumer club. You were told
that if you are a member you
can buy a capsule of vitamin for
P5.00.For non-member, the
cost per capsule is P8.00. The
membership fee is P100.00.
After how many capsules would
it be beneficial for you to
become a member? Which of
the option would you consider?

Questions to Answer:

1. How can graphs of these systems help you solve the problems
related to systems of linear equations?

2. In what way can your knowledge of system of linear equations be

used to identify best options in life?

YOUR ANSWERS
Answers to Activity 9.

PROBLEMS SYSTEMS GRAPHS

OF LINEAR
EQUATIONS
2. Sam prepared a snack food Let x be the
that is prepared by mixing nuts number of
and dried fruits and vegetables. bags of nuts
A bag of nuts cost P40.00 and a and y the
bag of dried fruits cost P80.00. number of
She would like to prepare 5 bags of dried
bags of the mixture that cost fruits.
P60.00 per bag. How many 40x + 80y =
bags of nuts and dried fruits 300
should Sam purchase? x+y=5

2. Joseph was tasked to buy Let x be the

two brands of milk. The price of number of
brand A per box is P100.00 and boxes of
the price of brand B is P120.00. brand A and
His budget is 600. He is to buy y the number
twice as many cans of brand A of boxes of
than brand B. How many boxes brand B.
of each brand will he purchase? 100x
+120y=600
x-2y=0
3. Ryan spends P200.00 per Let s =
month on shampoo and facial number of
wash. The price of shampoo is sachets of
P6.00 per sachet while facial is shampoo
P10.00. He consumes 5 times and f
as many sachets of shampoo as number od
facial wash. Total sachets used sachets of
in a month is 90. How many facial wash.
sachets of each kind did he buy 6x+10y= 140
in a month? x-3y=0
4. You were recruited to Let y be the
become a member of a cost of
consumer club. You were told playing in x
that if you are a member you capsules
can buy a capsule of vitamin for Members:
P5.00.For non-member, the y = 100 +5x
cost per capsule is P8.00. The Non-
membership fee is P100.00. members:
After how many capsules would y= 8x
it be beneficial for you to
 become a member? Which of
the option would you consider?

END OF DEEPEN
In this section, you have gained knowledge and skills on graphing
systems of linear equations using point-plotting and the slopes and y-
intercept of each line in the system. You also have learned in the
activity above that linear equations can represent situations in real life.
Thus, linear equations can be a tool for problem solving and decision
making. You also learned that graphs are effective tools for verifying if
the equations in the given system have common point. These common
points are the values of the variables that makes equations in the
system true. These are common values are called the solutions of the
system of linear equations.

In this section, the discussion was about the types of systems of linear
equations and how they can be identified by graphing.

Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.

We have stated at the start of this module that one of the main reasons
why we study the system of linear equations is to use them to solve
problems in real life and in making decision. How can we use our
knowledge of systems of linear equations to to solve problems? Given
situations . How do you determine the most favorable option?

Try to answer these questions as you do the next activities. .

After learning how to graph and interpret graphs of systems of linear equations,
you are ready to do the challenge activity for this lesson.
 ACTIVITY 9. Let’s Summarize

Do the following:

1. What is a system of linear equations?

2. How are systems of linear equations graphed?
3. How can the graph of systems of linear equations be described?
4. In what way are graphs of systems of linear equations useful?
5. How can systems of linear equations be used in real life?
6. In what way are graphs of systems of linear equations useful in real life?
7. Complete the concept map below:

example

are

Systems of Linear Equations

With graph composed
With graph composed
may be may be
are graphed by

YOUR ANSWERS
Now that you have done activities 1-9 successfully you are ready for a more
challenging tasks. You are expected to demonstrate what you have learned in
this lesson by doing the next activity.

ACTIVITY 10.Scaffolding (Level 1)

You are offered two jobs selling mobile phones. Company A offers a weekly
salary of P1,000.00 plus a commission of 5% of sales. Company B offers a
straight commission of 10% of sales.
a. Write a system of linear equations representing the given conditions?
b. Graph the equations in the same coordinate system.
c. How much would you have to sell to have the same salary in a week?
d. Which offer will you accept? Why?

YOUR ANSWERS

END OF TRANSFER:

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding. But you still need to learn many concepts to be able to
do your performance task. So you better prepare now for lesson 2 –
solving system of linear equations.
 Lesson 1:2. Solving Systems of Linear Equations
In this lesson you will learn the following:

1. Graph system of linear equations by graphing.

2. Graph system of linear equations by elimination.
3. Graph system of linear equations by substitution.

Let’s begin by checking your understanding about the topics that you
are about to encounter. Try to analyze each statement in the first
activity.

ACTIVITY 11.A-R-G

Read and analyze each statement below. Put a check mark to indicate your
response. At the end of the lesson, read and analyze the assigned text and then
respond again.

Response before the Response after the lesson

lesson
Agree Disagree Agree Disagree
The point of intersection is the
solution of the system of
linear equation.
If the graph of two linear
equation did not intersect, then
there is no solution to the
system.
If the graph of two or more
equations coincide, then there is
no solution.
Substitution is replacing one
variable to its equivalent value.
x + 2y = 11 is an equivalent
equation of x = 2y + 11
Given x = 2y – 6 and 4x + 6y = -4,
you can solve for y by
substituting the first equation to
the second.
 You can add or subtract unlike
terms.
When you add opposite
signed number, your answer is
always equal to zero.
When you multiply a number on
one side of the equation, you
will get an equivalent equation.

Questions to Answer:

1. After completing the response before the lesson, what questions

are confusing?
2. Have you changed your beliefs?
3. Have you confirmed or changed your opinions? Explain.
4. How do you determine the most favorable option?

YOUR ANSWERS
End of EXPLORE:
You just tried finding out how to solve for solutions using graphs and
without graphing. Let’s find out if how and when to use such methods.

Your goal in this section is to learn and understand key concepts on

solutions on linear system by graphing, substitution and elimination.

Solving for solution of linear equation using graph is a method of

locating the solution. Let’s see the relationship of the graph and the
solution. Discover where in your graph can you find the solution for the
system.

ACTIVITY 12.Plug it in!

What is the point of intersection

:
What is the point of intersection

Questions to Answer:

1. Which pair from the table satisfies both equations?

2. What is the point of intersection in your graph?
3. Compare the points from the tables and the graph?
4. What is the solution of the system? Describe it using the graph.
5. What solution is easier, the use of table or use of graph?
6. How do you determine the favorable option?

YOUR ANSWERS
Have you ever wondered if the point of intersection is not where the grid lines
cross? In such an occasion, do you think it is possible that your estimation will be
exactly the same as the others?

You can approximate the coordinates of the point, but there are other methods
that can provide you with exact solution. In this learning session, we will explore
how to solve for solutions using the most common algebraic method, Substitution
and Elimination. Let us begin by the activity below:

ACTIVITY 13.Play with the graph!

In this activity, you will be given linear systems to work on. For each system, you
need to fill in the table and click and use this interactive site
(http://www.mathwarehouse.com/algebra/linear_equation/systems-of-
equation/interactive-system-of-linear-equations.php) to graph the system. Using
the graph they made, locate the solution for the system.

Given Equations Solution Checking

1. Eq. 1: (1, 1)(6, -1) 2x + 5y = 7 (6, -1)
Eq. 2: (0, -4) (2, -3) -x + 2y =-8
2. Eq. 1: (0, -2)(8, -4) -x + y = -7 (4, -3)
Eq. 2: (0, -7) (5, -2) X + 4y = -8
3. Eq. 1: (3, 1)(5, 3) -x + y = -2 (4, 2)
Eq. 2: (2, -2) (5, 4) 2x – y = 6
4. Eq. 1: (1, -2)(3, 2) X+y=5 (3, 2)
Eq. 2: (7, -2) (2, 3) -2x + y = -4
5. Eq. 1: (0, -1)(3, 1) 2x – 3y = 3 (-3, -3)
Eq. 2: (0, -2) (3, -1) X – 3y = 6
6. Eq. 1: (-1, -4)(0, 1) 7x – 21y = -49 (-0.4, 2.2)
Eq. 2: (1, 2) (2, 3) 3x + y = 1

Questions to Answer:

1. How did you come up with the solution for each linear system?
2. How will you describe the solution to every equation?
3. What will happen if the coordinates are not in order?
4. How did you use graph and check method to solve a linear system on
two
equations in two variables?
5 Why is it important to check your solution?
6. In locating the solution, what part do you find it difficult?
 7. What will happen if the point of intersection is not exactly on the grid
lines?
What will you do in such occasion?
8. What are the factors that affect your decision in choosing the point to be
the
solution in the system?
9. How do you determine the favorable option?

YOUR ANSWERS

ACTIVITY 14.Mixing Challenge!

You are a chemist in MFM Laboratory. You are tasked to make 11 liters of 70%
alcohol solution for the company’s Casino Project. In your laboratory, you only
have the following available solutions; 50% alcohol solution and pure alcohol.
How many liters of each solution should you mix to make 11 liters of 70% alcohol
solution?
Questions:
1. What representations will you use and what will you represent?
Represent the number of liters for 50 % alcohol solution and for pure solution.
2. What equations will you use to solve the problems?
Write an equation for the total number of liters and an equation for the number of
liters of alcohol solutions.
3. How can substitution be used in finding the unknowns?
4. What are the values for the unknowns how can you check your answer?
5. Which solution will have greater amount if you need to make 90%?
Can you use the same solutions to make 30% alcohol solutions?
6. How much pure alcohol and 50% alcohol solution you need if you
have to produce 16 liters of 70% solution?
7. What will happen if you miscalculated the amount of solution that
you will use?
8. How did you determine the exact amount of solution you need?
9. How would you determine the most favorable option?
 YOUR ANSWERS

The National Animal Kingdom

DESCRIPTION:
Practice solving for system of Linear Equations using substitution method. Solve
for the value of the unknown quantities to reveal the national animal of the given
countries.
1. Albania a a. Golden Eagle
2x + 2y = – 6
( – 2 , – 1)
x – y = –1
b. Zenaida Dove
2. Algeria d
x=2–y INFINITELY MANY SOLUTIONS
x–y=–4
c. Black Eagle
3. Angola e
NO SOLUTION
x = -2y
3x + 2y = – 4 d. Fennec Fox 6
4. Anguilla b
( – 1 , 3)
x = 2y + 1
e. Magnificent Frigatebird
2x – 4y = 2
5. Austria c ( – 2 , 1)
4x + 8y = 24
x + 2y = 10

Questions to Answer:

1. Why does a consistent system with dependent equations result in a

true equation when solved using the substitution method?
2. What is the solution for such condition?
3. Why does in inconsistent system result in a false equation when
solved using the substitution method?
 4. What is the solution for such condition?
5. How can you check your answer?
6. How do you choose which equation will you to solve for one variable in
terms of the second variable?
7. How can finding solutions of the systems of linear equations help
you determine the most favorable option?

YOUR ANSWERS

Solving for system of linear equations using substitution method requires you to
follow certain steps and procedure. The next activity, will help you organize
information and make meaning out of the knowledge and skills you encountered
earlier.

ACTIVITY 15.SUBSTITUTION FLOWCHART

Direction: Complete the flow chart below to show how Substitution Method can
be used to solve systems of linear equations . If you think you need to add more
boxes, you may do so. After filling up your chart, discuss your work with a fellow
learner then answer thee guide questions below.

GIVEN
Equation 1
Equation 2
 Questions to Answer:

1. How did you come up with such a chart?

2. What are the factors you considered in writing the procedure
in sequence?
3. Given the chance to share your answer with a fellow learner, was
there any difference to the procedure in its same sequence?
4. How much of your initial ideas are found in your partner's ideas?
Which ideas are different and need revision?
5. How would you determine your options given certain constraints?

YOUR ANSWERS

ACTIVITY 16.INVESTIGATE ALGEBRA TILES

Algebra tiles can help you in modeling algebraic concepts and skills, such
as combining like terms. You can use the following tiles to model equations.
1-tiles x-tiles y-tiles

Equation 1: x – y = 5 Equation 2: x + y = 3
STEP 1: Model equations. Arrange algebra tiles so that one equation is directly below the
other equation.
It’s your turn! Do step 1
Equation 1: x + 2y = 3 Equation 2: x – 3y = 2

STEP 2: Add equations. Combine the two equations to form one equation. Notice that the
new equation has one positive y-tile and one negative y-tile. The y-tiles can be removed.

It’s your turn! Do step 2

STEP 3: Solve for x. Each x-tile is equal to four 1-tiles. So, x = 4.

It’s your turn! Do step 3

 STEP 4: Model one of the equation. Solve for y.

So, y = -1. Therefore, the solution is (4, -1)

It’s your turn! Do step 4

Questions to Answer:

1. How do the different tiles relate to each other?

2. What will happen if you transfer a tile on the other side of the equation?
3. What variable did you eliminate first? Why?
4. What variable has been solved?
5. How do you find the value of the other variable?
6. In what way are algebra tiles helpful in solving systems of
linear equations?
7. Why do you think the process work?

YOUR ANSWERS
Now you can have a drill on solving systems of linear equations using the
different method that you have learned with the help of technology.

ACTIVITY 17.Lets Go Techi!

Are you ready to take another challenge? Click on this link

(http://www.khanacademy.org/math/algebra/systems-of-eq-and-
ineq/e/systems_of_equations_with_elimination_0.5) and answer the interactive
activity using elimination method by addition and subtraction. Then, click on this
link (http://www.khanacademy.org/math/algebra/systems-of-eq-and-
ineq/e/systems_of_equations_with_elimination) and answer the interactive
activity using the same method by multiplying first. In this site, you will be
encountering drills and by simply clicking on the CHECK ANSWER, the web site
solution will be shown one step at a time. You can use it so that you will be well
guided.

Questions to Answer:
1. What part of the solution do you find more challenging?
2. What will you do to overcome this challenge?
3. How did you choose the variable to be eliminated?
4. Do you think your fellow learners will choose the same? Explain.
5. How do you determine the most favorable option?

YOUR ANSWERS
Solving for system of linear equations using elimination method requires you to
follow certain steps and procedure. The next activity will help you organize
information and make meaning out of the knowledge and skills you encountered
earlier.

ACTIVITY 18.ELIMINATION FLOWCHART

Direction:
Complete the flow chart below to show how to solve systems of linear
equations using the elimination method. . If you think you need to add more
boxes, you may do so. After filling up your chart, discuss your work with a fellow
learner then answer the guide questions below.

GIVEN
Equation 1
Equation 2

ADDITION AND SUBTRACTION MULTIPLYING FIRST

 Questions to Answer:

1. How did you come up with such a chart?

2. What are the factors you considered in writing the procedure
in sequence?
3. Given the chance to share your answer with a fellow learner, was there
any
difference to the procedure in its same sequence?
4. How much of your initial ideas are found in your partner's ideas? Which
ideas
are different and need revision?
5. How would you determine your options given certain constraints?

YOUR ANSWERS

The next activity will help you master the skills in solving systems of linear
equations using any of the methods that you have learned.

ACTIVITY 19.Digital Natives on the go!

The site below gives an interactive exercise for both the substitution and
the elimination method. You are free to choose what method to use. It
demonstrates the solution on both methods for systems of linear equations in two
variables.
http://www.regentsprep.org/Regents/math/ALGEBRA/AE3/PracAlg.htm

Questions to Answer:

1. What method do you find more difficult? Why?

 2. What are the factors you considered in deciding what method to use?
3. In which equation would you solve for which variable?
Solve for an equation where one of the variable have a numerical coefficient 1.
So that only one step is needed to solve equation for one of the equations.
4. Suppose you solve a linear system using
substitution/elimination. Explain how you can use the graph to check your
solution.
5. Which of the three methods is easier for you? Justify your answer.
6. What is the most favorable method?

YOUR ANSWERS

Now you are ready to assess what you have learned so far. In the next activity,
your ability to recall mathematical concepts and principles about solving linear
system will be tested to completely answer each question.

ACTIVITY 20.Challenge Yourself!

Direction: Select the letter corresponding to the correct answer.

1. The solution set in the linear system y = x + 2 and y = 2x – 2.
a. (6, 4)
b. (4, 6)
c. (1, 3)
d. No solution
2. Which system of equation has no solution?
a. x – y = 5 and 2x + y = 1
b. x – y = 3 and x + y = 4
c. 2x – y = 6 and x + y = 9
d. x + y = 3 and x + y = 2
3. It is the solution in the system x + y = 10 and x – y = 6.
a. (-2, 5)
b. (6, 4)
 c. (3, 7)
d. (8, 2)
4. It is the point of intersection of the linear system y = - ½ x + 3
and y = 2x + 8.
a. (-2, 4)
b. (4, 1)
c. (0, 8)
(7, -2)
For numbers 5 and 6, use system of equation y = 4x + 14 and
7x – 3y = -17.

5. It is the resulting equation after you substitute equation 1 to equation

2. a. 7(4x + 14) – 3y = -17
b. 7x – 3(4x + 14) = -17
c. 7(4x - 14) – 3y = -17
d. 7x – 3(4x – 14) = -17
6. It is the solution in the given
system. a. (5, 7)
b. (-5, 7)
c. (-5, -6)
d. (-5, 6)
For numbers 7 and 8, use the system of equations 4x + y = 19 and
y = 2x + 7.

7. It is the resulting equation after you substitute equation 1 to equation

2. a. 4(2x + 7) + y = 19
b. 4x + (2x + 7) = 19
c. 4(2x - 7) – y = 19
d. 4x – (2x + 7) = 19
8. It is the solution in the given
system. a. (2, 11)
b. (1, -3)
c. (4, -3)
d. (0, 5)

For numbers 9 and 10, the system (Eq. 1) 6x + 5y = 19 and

(Eq. 2) 2x + 3y = 5 and use elimination by multiplying first.

9. It is the number to be multiplied to equation 2 and the new

equation formed.
a. 5 and 10x + 15 y = 25
b. 3 and 6x + 9y = 15
 c. -3 and 6x – 9y = -15
d. -5 and 10x – 15y = - 25
10. It is the solution set in the given
equation. a. (4, -1)
b. (-1, 4)
c. (-4, 1)
d. (1, -4)

For numbers 11– 13, use the system of linear equation

(Eq. 1) y = – x + 3 and (Eq. 2) y = 4x - 2

11. It is the graph of equation 1: y = – x + 3.

a. c

b. d.

a.
b.
c.
 12. It is the graph of equation 2: y = 4x – 2.

a.

b.

c.

d.
13. It is the graph of the given system of linear equation.

a.

d.
b.

14. The system 2x + 3y = 7 (Eq. 1) and 3x + 2y = 8 (Eq. 2) can be solved

by elimination method by eliminating x when .
a. The first equation is multiplied by 3 and the second equation by 2.
b. The first equation is multiplied by 2 and the second equation by 3.
c. The first equation is multiplied by 6 and the second equation by 8.
d. The first equation is multiplied by 8 and the second equation by 6.

15. The equations in item number 14 after multiplying the numbers

to eliminate x.
a. 6x + 9y = 21 and 6x + 4y = 16
b. 4x + 6y = 14 and 9x + 6y = 24
c. 16x + 24y = 56 and 18x + 12y = 48
d. 12x + 24y = 42 and 24x + 16y = 64
16. It is the graph of equation 1: y = – x + 3. It
is the graph of equation 2: y = 4x – 2.

a.

b.

c.
 d.

17. It is the graph of the given system of linear equation.

a.

b.
 c.

d.

18. The system 2x + 3y = 7 (Eq. 1) and 3x + 2y = 8 (Eq. 2) can be solved

by elimination method by eliminating x when .
a. The first equation is multiplied by 3 and the second equation by 2.
b. The first equation is multiplied by 2 and the second equation by 3.
c. The first equation is multiplied by 6 and the second equation by 8.
d. The first equation is multiplied by 8 and the second equation by 6.

19. The equations on item number 14 after multiplying the numbers

to eliminate x.
a. 6x + 9y = 21 and 6x + 4y = 16
b. 4x + 6y = 14 and 9x + 6y = 24
c. 16x + 24y = 56 and 18x + 12y = 48
d. 12x + 24y = 42 and 24x + 16y = 64

20. The solution of the system in item number

15. a. (2, 1)
b. (1, 2)
c. (-2, -1)
d. (-1, -2)
For numbers 17 - 18, refer to the following: A total of P170 coins consisting 10
peso coin and 5 peso coin are in a purse. If there are 25 pieces of coins, find the
number of each denomination.
21. It is the system of equations that represents the given situation when x is
the number of 10 peso coin and y is the number of 5 peso coin.
a. Eq. 1: 5x + 10y = 170
Eq. 2: x + y = 25

b. Eq. 1: 10x + 5y = 170

Eq. 2: x + y = 170
c. Eq. 1: 5x + 10y = 25
Eq. 2: x + y = 170

d. Eq. 1: 10x + 5y = 170

Eq. 2: x + y = 25

a. It is the number of each denomination.There are 16 pieces of

10 peso coin and 9 pieces of 5 peso coin.
b. There are 12 pieces of 10 peso coin and 13 pieces of 5 peso coin.
c. There are 9 pieces of 10 peso coin and 16 pieces of 5 peso coin.
d. There are 13 pieces of 10 peso coin and 12 pieces of 5 peso coin.

For numbers 19 - 20, refer to the following: Concert tickets for Nikki Minaj concert
is now on sale. Glenda paid P2550 for 9 patron seats and 5 upper boxes. You
paid for P2400 for 6 patron seats and 8 upper boxes. How much does each ticket
cost?

22. It is the system of equations that represents the given situation when x
is the cost of each patron ticket and y cost of upper box ticket.
a. Eq. 1: 5x + 8y = 2550
Eq. 2: 9x + 6y = 2400

a. Eq. 1: 9x + 6y = 2550
Eq. 2: 5x + 8y = 2400
b. Eq. 1: 9x + 5y = 2550
Eq. 2: 6x + 8y = 2400

c. Eq. 1: 6x + 8y = 2550
Eq. 2: 9x + 5y = 2400

23. It is the price of each ticket.

a. Patron ticket cost P200 each and upper box cost P150 each.
 b. Patron ticket cost P150 each and upper box cost P200 each.
c. Patron ticket cost 400 each and upper box cost P300 each.
d. Patron ticket cost P300 each and upper box cost P400 each.

END OF FIRM - UP
In this section, you have learned how to solve systems of linear
equations using substitution and elimination method.

Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.

Your goal in this section is to take a closer look at some aspects of the
topic. You will have a hands on experience on the usefulness of the
systems of linear equations in solving problems.

Learning how to solve for system of linear equation using algebraic

method will give you accurate solutions. Accuracy in real life is
very important.

ACTIVITY 21.Make it Real!

Direction: Click on this link

(http://www.regentsprep.org/Regents/math/ALGEBRA/AE3/PracWord.htm) and
answer the interactive activity. When done, try the challenge below and answer
the questions in the space provided.

I. It’s your turn

Choose one problem in the site. Extend the problem by changing the
conditions, adding more information or you may write your own real life problem
and use your chosen problem as a guide. Do not forget to write the solution for
your problem.

Questions to Answer:

1. What have you noticed about the solutions in the website?

 2. How would compare your solutions to the solutions in the website?
3. Where else can we apply substitutions or eliminations in real-life?
4. What substitutions do you usually make in real-life? Explain.
5. What are the things that you usually eliminate and why?
6. Do you think eliminating these things will help you?
7. What are the things you did that you think helped you?
8. What are the things that you need to keep in mind?
9. How do you determine the most favorable option?

When done, copy your answers and e-mail to your teacher.

YOUR ANSWERS

END OF DEEPEN
In this section, the discussion was about analyzing real life applications
of graphing, substitution and elimination methods. Now that you have a
deeper understanding of the topic, you are ready to do the tasks in the
next section.

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

ACTIVITY 22.Let’s Get Physical!

You are a fitness adviser of ABC fitness gym and you are assigned in three
different machines; a stair machine that can burn 5 calories l/min, an elliptical
trainer that can burn 8 calories/.min and a stationary bike than can burn 6
calories/min. You need to show different choices of complete fitness programs
for a client using two of your machines given the different number of minutes to
exercise and the desired number of calories to be burned. Select 5 clients and
determine the fitness program they want to attend to.
PROCESS QUESTIONS:
1. How did you find the performance task?
2. How did the task help you see the real world use of the topic?
3. What new realizations do you have about the topic?
4. What new connections have you made for yourself?
5. What part of the task do you find challenging?
6. What have you done to overcome these challenges?
7. What are the factors that will affect the decision of your client?
8. How do you determine the most favorable option?

YOUR ANSWERS

END OF TRANSFER:
Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding but that task will be given to you after learning lesson 3
– system of inequalities.
Lesson 1.3 Graphs and Graphical Solutions of Systems of Linear
Inequalities in Two Variables

In this lesson you will learn the following:

1. Graph system of linear inequalities in two variables.

2. Solve a system of linear inequalities in two variables by graphing.

3. Solve problem involving systems of linear equations and inequalities

in two variables.

4. Identify applications of systems of linear equations and inequalities

in real life. Graph system of linear equations by elimination.

You learned from lesson 2 that the solution to the system of linear
equations can be determined by looking at the intersection of the
graphs of the system. In many cases, the graphs contain one
intersection or one solution only. Aside from graphing, the solution of
the system can also be determined through substitution or elimination
method.

In this lesson, you will learn how to find the solutions of the system of
linear inequalities by determining the region of solutions. You will
also learn how to choose the best option given different situations.

Let’s us start the lesson by answering and responding to the first

situation which will test our critical thinking skills and problems solving
strategy.

A. Graphical Method

How do you determine the most favorable option?

How would you determine your options given certain constraints?
How are systems of inequalities used to solve problems in real life?

Let’s answer these questions in the by doing the activities below.

 ACTIVITY 23.How Will You Deliver?

You are the manager of a hardware store which sells construction materials.
One day you need to deliver a minimum of 500 bricks and 10 bags of sand to the
construction site. Each brick weighs 2 pounds and each bag of sand weighs 50
pounds. You are aware that the maximum weight that a delivery truck can carry
is 3000 pounds.

A. Modelling: Use x for bricks and y for sand.

Questions to Answer:

1. What inequality would model the minimum number of bricks?

2. What inequality would model the minimum number of bag of sands?
3. What inequality would model the number of bricks and sand for which
the truck can carry?
4. Questions:
a. Can you deliver 600 bricks and 30 bags of sand in one trip?
b. How about 700 bricks and 35 bags of sand in one trip?
c. If a bag of sand is needed for every 12 bricks, what is the ideal
number of bricks and bag of sand should you deliver in one
trip? Why?
5. What will happen if you miscalculated the computation? If the
truck got overload, what could be the possible result?
6. How did you use the concepts of math in your decisions?
7. What are the difficulties that you encounter in answering
the questions?
8. How do you determine the most favorable option?
9. How would you determine your options given certain constraints?

To assess your work, your teacher will use the label below for you to know your
performance in this problem solving activity. The color of your performance will
appear in each activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS
End of EXPLORE:
You just have tried to find out how mathematics can help you
determine the most favorable option in life. Let us now strengthen that
insight by doing the succeeding activities. What you will be learning in
this section will help you perform well in your final performance task
which will challenge you to use what you know to determine the best
option.

Now move to activity 2 to learn the knowledge and skills you need to
be a good problem solver and respond to different situations
accurately.

Your goal in this section is to learn and understand how to graph and
analyze the solutions of system of inequalities.

ACTIVITY 24.Compare and Contrast!

In the previous situation, you encountered problems related to system of

inequalities. In the next activity, you will develop the knowledge and skills in
graphing systems of inequalities in two variables.
Directions: Observe the graphs of systems of inequalities below. Try to discover
their similarities and differences. Answer the questions below.

Graph 1 Graph 2

x+y>2 x+y<2
2x - y > 0 2x - y < 0
Graph 3 Graph 4
x+y≥2 x+y≤2
2x - y ≥ 0 2x - y ≤ 0

Questions to Answer:

1. Compare graph 1 to graph 4 and graph 2 to graph 3, what did you

notice? How do the symbols > and < differ from ≥ and ≤?
2. Compare graph 1 to graph 2 and graph 3 to graph 4, what did you
notice? How do the symbols” >” and “≥” differ from “<”and “≤”?
3. How would you describe the region of intersection?
4. How would you compare the region of intersection to the solutions of
the given system of inequalities? Justify your answer by giving 3
examples.
5. How can you use the concepts of inequalities in real life?
6. How would you determine your options given certain constraints?

To assess your work, your teacher will use the label below for you to know your
performance in this activity. The color of your performance will appear in each
activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS
In the previous activity you learned how to get the solution of systems of
inequalities through graphing. Now, develop your skills in identifying whether a
given point is a solution or not by working on the next activity.

ACTIVITY 25.PROVE IT!

Directions: Complete the table by filling up the 3rd and 4th columns. In the 3rd
column, decide whether the given point is a solution to the system by writing the
word “TRUE”, and “FALSE” if otherwise. In the fourth column, justify your answer
by substituting the given point to the given system.

System of Linear Given Point Decision Justification

Inequality

1. 2x + y > 5 (2, 4)
3x – y < 6
2. 5x - y ≤ 5 (-2, 1)
3x – 2y > 6

3. 4x - 3y ≤ 12 (2, 2)
3x +4y > 6
4. 2x - 4y < 8 (4, 0)
3x +4y > 12
5. x - 4y ≥ 8 (0, -2)
2x -6y < 12

Questions to Answer:

1. How did you decide whether the given point is a solution to the
system or not?
2. What is your decision if only one inequality is satisfied?
3. How would you describe the solutions of the system of inequalities?
4. Why should you know if the given point is a solution to the system
or not?
5. What are the things you need to consider in solving problems
related to the given situations?
6. How would you determine your options given certain constraints?
To assess your work, your teacher will use the label below for you to know your
performance in this problem solving activity. The color of your performance will
appear in each activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS

In the previous activities, you learned how to verify whether the given point is a
solution to the system or not. Now, we explore the use of technology to help
us learn the lessons more thoroughly.

ACTIVITY 26.Meet the Digital Native

Directions: To help you solve the problems below, you need to open this
interactive website below: In this site, you may move the points where each
system of inequalities contains to satisfy the conditions below. Complete the
table by writing the necessary information. An example is provided.

http://www.mathwarehouse.com/algebra/linear_equation/systems-of-
equation/interactive-system-of-linear-inequality.php

This website contains interactive activities where graphs of system of inequalities

can be manipulated by moving the points.

Conditions Solution system

1. The 1st inequality passes One of the possible y≥-1.5x + 1
through (2, -2) and (-2, 4). solutions is (0, 4). y≥ 1.5x + 3
The 2nd inequality passes
through (-2, 0) and (0, 3).
2. The 1st inequality passes One of the possible
through (-2, -2) and (2, 2). solutions is (0, 2).
The 2nd inequality passes
through (-2, 2) and (2, -2).
 3. The 1st inequality passes y≥ .33x
through (2, 3) and (-2, -3). y≥ 1.5x
The 2nd inequality passes
through (0, 0) and (3, 1).
4. The 1st inequality passes One of the possible
through (-3, 4) and (2, -1). solutions is (-1, 5).
The 2nd inequality passes
through (-3, 1) and (2, 4).
5. The 1st inequality passes y≥ -.6x + .2
through (-1, 3) and (2, -3). y≥ -2x + 1
The 2nd inequality passes
through (-3, 2) and (2, -1).

Questions to Answer:

1. What did you learn from the interactive website?

2. How did you choose the possible solutions?
3. How would you describe the solutions of system of inequalities?
4. Given so many points, how would determine the possible options?

To assess your work, your teacher will use the label below for you to know your
performance in this activity. The color of your performance will appear in each
activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS
 ACTIVITY 27.Let’s Trace It

Directions: To help you solve the problems below, you need to open these
YouTube videos: In this video, you will learn some tips on how to graph system
of inequalities in a very cool way. But if you prefer a more serious presentation,
you may open the 2nd video.

http://www.youtube.com/watch?v=Eiwi3FvQumU&feature=rellist&playnext=1&list
=PLTXF78ZN40CK2-BAY20GEBVFKJG8ARGJO

This video contains a cool presentation on how linear inequalities are graphed by
focusing on the concept on how to shade the graphs of inequalities. This is
entitled “SHADE IT”.

http://www.youtube.com/watch?v=7sInE5tGJX4

This video contains a detailed and clear presentation on how to graph system of
linear inequalities in two variables. This is also a good tool especially for the open
high school students.

Graph each system of inequalities. From the graph, select the

description of the proper solution to that set of inequalities, remembering
that the top one is inequality 1 and the bottom one inequality 2.

1. c 2. a

a. below inequality 1 and left a. above inequality 1 and right

of inequality 2 of inequality 2
b. below inequality 1 and right b. below inequality 1 and right
of inequality 2 of inequality 2
c. below inequality 2 and left c. above inequality 2 and right of
of inequality 1 inequality 1

3. c 4. b

a. below inequality 1 and left a. below inequality 1 and right of

of inequality 2 inequality 2
b. below inequality 1 and right b. above inequality 1 and left of
of inequality 2 inequality 2
c. there are no solutions c. there are no solutions
5. b
a. below inequality 1 and left of inequality 2
b. below inequality 1 and right of inequality 2
c. below inequality 2 and right of inequality 1
 Questions to Answer:

1. What did you learn from the video presentations?

2. How did you use it in answering the questions in your quiz?
3. What did you consider in choosing the best answers?
4. How would you determine your options given certain constraints?

To assess your work, your teacher will use the label below for you to know your
performance in this activity. The color of your performance will appear in each
activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS

At this point you should have the red color, because you are about to encounter
the deepen part. You are now expected to master how to graph systems of
inequalities; let us see if you are able to graph system of inequalities
independently. If you are still in the blue color at this point, find ways to meet your
teacher for face to face instructions.
 ACTIVITY 28.Map It Out!

Directions: Graph each of the following systems of inequalities and then identify 3
specific points which belong to the region of solutions.

Level 1 Level 2 Level 3

1. y < 2x 4. 2x - y > 2 7. y>2
2x + 3y > 6 x<6 y<6
x > -2 x<6
x > -2
2. 3y > 2x-1 5. 3x - 3y > 6 8. y≥2
2x - 3y < 6 y> 2 y<6
y<8 x≤6
x > -2
3. x + y ≥ 3 6. 3x -5y < 15 9. y ≥ -4
3x - 4y ≤ 12 x≤4 y≤0
x ≥ -3 x ≤3
x ≤ -5

Questions to Answer:

1. What did you realize in graphing systems of linear inequalities?

2. How do graphs of the systems of level 1 differ from level 2? Level 3?
3. How did you know the solutions given these conditions?

To assess your work, your teacher will use the label below for you to know your
performance in this activity. The color of your performance will appear in each
activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS

Before we move to the deepen part, let’s stop and write the things we learned
from the previous activities.
 ACTIVITY 29.Understanding Check!

CORNELL’ S NOTE

TOPICS THINGS I LEARNED

Question I want to be answered:

END OF FIRM - UP

In this section, you have learned how to solve systems of inequalities

through graphing. Now that you know the important ideas about this
topic, let’s go deeper by moving on to the next section.

Your goal in this section is to take a closer look at some aspects of the
topic. You will have a deeper experience about the importance of the
lessons which will help you accomplish your performance task.

ACTIVITY 30.Watch My Model

Directions: Read each situation carefully, and then complete the table by writing
the appropriate inequality to model the situation given.

Situation Inequality
1. The no. of apples in the basket is no more 60 pieces while
the no. of bananas is at most 35. Represent x for the no. of
apples and y for the no. of bananas.
 2. To avail of the promo, you need to spend at least
P1,000, but for you to get home, you need to save at least
P35 for transportation. Represent x for the amount to
avail the promo and y for your transportation.

3. A person’s maximum heart rate is given by 220 – x, where

x is the person’s age in years from 20 to 65. When
exercising, a person should aim for a heart rate that is at
least 70% of the maximum heart rate and at most 85% of
the maximum heart rate. Represent the age of a person
and use y to represent the heart rate when exercising.

4. The shaded region of the system of inequalities is a

rectangle with vertices at (2, 1), (2, 4), (6, 4), and (6, 1).
Find the system of inequalities.
5. The shaded region of the system of inequalities is a
triangle with vertices at (-3, 0), (3, 2), and (0, -2). Find the
system of inequalities.

Questions to Answer:

1. What did you consider in representing situations to system

of inequalities?
2. Why is it important to have a correct representation?
3. How did you model situations using systems of linear inequalities?

To assess your work, your teacher will use the label below for you to know your
performance in this activity. The color of your performance will appear in each
activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS
Now that you have already learned how to find the solutions of the system of
linear inequalities, you know already how to graph, and you did good
representations, let’s see if you can apply what you learned in different situations.

ACTIVITY 31.AM I QUALIFIED?

Directions: Read the problem carefully and answer the questions below.

You own a shop that usually makes baseball bats for national players.
You learned that the standard bats have a specific requirement. The length (in
inches) of the bat minus its weight (in ounces) cannot exceed 3. The length
should not be shorter than 26 inches but should not exceed to 34 inches.

Modelling: Use x to represent the length and y to represent the weight.

Questions to Answer:

A. Model the given situations.

1. The difference of the bat length and weight cannot be more than three.
2. The length of the bat shall be longer than 26 inches but should not
exceed 34 inches.
3. The weight cannot be a negative number.

B. Graph the system of inequalities and shade the solution set.

C. If you make a bat which is 32 inches in length and 27 ounces in weight,
will that qualify with the national standard? Explain.
D. Give three more measurements which will qualify with the national standard.
E. How did you use the concept of system of inequalities in your decision?
F. What happens if you make a substandard bat?
G. How would you decide given these constraints?

To assess your work, your teacher will use the label below for you to know your
performance in this activity. The color of your performance will appear in each
activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS
END OF DEEPEN
In this section, the discussion was about graphing system of linear
inequalities. Now that you have finished answering the exercises, you
are now ready to apply the concepts of system of inequalities in more
realistic situations. To complete the preparation for your performance
task you do the next activity.

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

ACTIVITY 32.(Scaffold 3) What’s the Best Selling Strategy?

You are a group of bakers of a fast growing company. Your manager requires
you to make a written proposal about selling two kinds of bread/cakes. You will
present the proposal during the executive meeting. In your proposal, you must
consider the expenses and the possible income.

You need to show a complete and detailed mathematical computation on how

you are going to predict the possible profit. The proposal should include the
following; price of your major ingredients like sugar and flour, price of the
product, amount of ingredients needed for each bread/cake, number of pieces to
produce to maximize the revenue. The proposal must have a graphical
presentation and computation.

Your proposal will be assessed according to the following criteria: use of

appropriate mathematical concepts, viability, organization, accuracy, and quality
of presentation.

To assess your work, your teacher will use the label below for you to know your
performance in this activity. The color of your performance will appear in each
activity.

0 – 25% accurate 26% - 50% 51% - 75% 76% - 100%

accurate accurate accurate

YOUR ANSWERS
If you got a red mark in the previous activity that means you are ready to take the
challenge. You may now do the performance task of this module. To guide you
about the standards you may consider the rubric below.

Now, you have done several activities that showed how you can use what you
have learned in this unit in making the most favorable option in real life.
Revisit Activity 1 and see if there is a significant change in your answers.

ACTIVITY 33.Selecting the Best

Given some situations in life where you need to make a decision, how will
you select the best option? Write your answers in the column for the “Decision
After”.

HOW WILL YOU SELECT THE BEST OPTION?

Decisions Before Decisions After
1. An investment plan from a
number of plans with different
incentive schemes.
2. An airline for a family trip outside
the country.
3. A house loan plan.
4. An insurance plan.
5. Combination of products to sell
given a fix capital.
6. A credit account in malls.
7. Job offer.

Questions to Answer:

1. How do you determine the most favorable option?

2. How would you determine your options given certain constraints?

In Activity 1, you have seen that there are many situations in real life in which we
need to make a decision. Some of these decisions may not be very significant,
but other decisions may affect our lives and the lives of others for a long time.
How do we make use of mathematics to guide us in selecting the most favorable
options? How do we deal with constraints in making decisions?

Compare your answer now to your answer at the beginning of this unit. Are there
significant changes in your answers?
 ACTIVITY 34.Performance Task: What’s the Best Investment Scheme?

(R) You are a business analyst of ADAMY Inc. (S) The company plans to invest
in cell phone loading business as part of their expansion program. You are
tasked to make a proposal which identifies the 2 leading networks of our country.
Make a recommendation of the amount to be invested in each network that will
give a maximum weekly profit. You are expected to orally present your written
proposal to the board of directors of the company. Your proposal will be
assessed according to the following criteria: use of appropriate mathematical
concepts, viability, organization, accuracy, and quality of presentation.

Rubric of the Proposal

Components 1 2 3 4
Beginning Developing Satisfactory Excellent
Use of Explanation Explanation Explanation Explanation shows
appropriate shows serious shows limited shows mastery and in-
Mathematical gaps in understanding of substantial depth
Concepts understanding the underlying understanding of understanding of
of the concepts used to the underlying the underlying
underlying process data concepts used to concepts used to
concepts used process data process data.
to process data.
Accuracy of Errors in Most of the The All computations
computation computations computations computations are are correct and are
are serious are not correct. correct. Varied logically presented.
Number of number of Insightful
operations done operations are justifications are
are limited done in the written regarding
computation the computations.
Viability The proposal The proposal The proposal The proposal
shows very shows shows an shows very
inefficient use unnecessary use efficient use of efficient use of
of capital, of capital, capital, projects capital, projects
projects projects break sustainable highly profitable
negative even returns, income and good investment and a
returns, location and suggests business prime business
not identified. viable location. location. location.
Organization of Illogical and Somewhat The presentation The presentation is
the report obscure. No cluttered. Flow is is clear and clear, logical and
logical not consistently logical. comprehensive.
connections of smooth, appears
ideas. Difficult disjointed.
to determine
the meaning.
Quality of Hesitant, not Somewhat Presentation is Fluent, confident,
presentation confident. hesitant, less generally fluent, and thoroughly
Explanation is confident and confident, and explained each
missing. failed to explain clearly explained point by providing
significant the proposal. support that
No visual number of contains rich, vivid
materials. points. Uses appropriate and powerful
Delivery is Some visual visual materials. details.
confusing. materials are Uses appropriate
appropriate but and original visual
there are lapses. materials

END OF TRANSFER:

You have completed this lesson. Before you go to the next lesson, you
have to answer the following post-assessment.
POST-ASSESSMENT:
It’s now time to evaluate your learning. Click on the letter of the answer that you
think best answers the question. Your score will only appear after you answer all
items. If you do well, you may move on to the next module. If your score is not at
the expected level, you have to go back and take the module again.

1. What is the intercept of the line 3x - 2y = 8?

A. -4 B. -2 C. 8 D. 3

2. Which of the following correctly describe how to graph system of linear

equations in two variables? Graph both equations on the same Cartesian
plane by:
a. Locating the y-intercept, then, from that point, apply the slope
to locate the second point where the line passes.
b. Locating the x-intercept, then, from that point, apply the slope
to locate the second point where the line passes.
c. Locating the points along the x and y-axes.
d. plotting enough points and connecting all these points.

3. The graph accurately shows parts of the two lines in the system. What can
be concluded about the system? The two equations have
A. a common point.
B. no common point.
C. infinitely many common points.
D. cannot be determined due to missing information.

4. Which of the following is the solution of the system of linear equations

below? 3x-y = 5
x + 2y = 18
A. (3, 4)
B. (10, 4)
C. (12, 3)
D. (4, 7)
5. The demand for cookies is modeled by y=-0.8+10 and has a supply by
y=1.2x+2. In this model y is the number of boxes supplied or sold weekly and x
is the price. The graph of these equations is shown below. Based on the graphs,
at should price should cookies be sold so that the demand for cookies will be the
same as the supply to avoid surplus?

6. Leo plans to commercially produce ube pastel. The fixed cost which
includes space rental is P300.00 per month and the cost of producing a pastel
is 4 pesos. Each pastel will be sold for P10.00. After selling how many pastels
will Leo start to gain?
Which system of linear equations can be used to solve the problem?

A. C.

B. D.

7. It is the resulting equation after you substitute equation 1 to equation 2

using the system of equation y = 4x + 14 and 7x – 3y = -17.

a. 7(4x + 14) – 3y = -17

b. 7x – 3(4x + 14) = -17
c. 7(4x - 14) – 3y = -17
d. 7x – 3(4x – 14) = -17

8. It is the point of intersection of the linear system y = - ½ x + 3 and y = 2x +

8. a. (-2, 4)
b. (4, -2)
c. (-2, 12)
d. (12, -2)
9. Which of the following procedure is best to solve the system of
linear equation 3x + 6y = 21 and x = 4 - y?

a. Elimination method by adding or subtracting

b. Elimination method by multiplying first
c. Substitution method
d. Divide the first equation by 3 then do substitution method

10. Which of the following situations may represent the system 3x + 3y = 51

and 6x + 4y = 82?
a. Claire bought 3 burgers and 3 fries for ₱51, Diane bought 4
same burgers and same 6 fries for ₱82.
b. Karen bought 6 pencils and 4 ball pens for ₱82, Gina bought 3
of both same items for ₱51.
c. Jam bought six candies and 4 lollipops for ₱82. The next day,
she bought the 3 same candies and a lollipop for ₱51.
d. Jon bought 3 toy cars and 4 balls for ₱51. He bought 8 same
toy cars and 3 balls for ₱81.

11. You are a caretaker of a farm. Mr. McDonald, the owner, asked you to
determine the exact number of pigs and chickens in a pen with 20 animals.
The total number of legs in the pen is 52.
a. There are 6 chickens and 14 pigs.
b. There are 4 pigs and 16 chickens.
c. There are 6 pigs and 14 chickens.
d. There are 16 chickens and 4 pigs.

12. Marian bought 3 packs of crackers and 5 packs of peanuts and paid ₱23.
Fatima bought 7 packs of the same crackers and 4 packs of the same
peanuts and paid ₱46. How much does of each pack of crackers and peanuts
cost?
a. ₱6 each pack of crackers
₱1 each pack of peanuts
b. ₱1 each pack of crackers
P6 each pack of peanuts
c. ₱3 each pack of crackers
P1 each pack of peanuts
d. ₱1 each pack of crackers
P3 each pack of peanuts
13. Which of the following points belongs to the region of the system x + y >
2 and 2x – y < 4?

A. (2, 0) B. (0, 2)
C. (4, 0) D. (0, 4)

14. The graph of the system of inequalities which is shown below

passed through (-3, 0), (0, 2) and (2, 0), which of the following models the

situation?
A. x+y≤2 B. x+y≥2 x+y≥2 x+y≤2

C. 3x -2y ≥ 6 D. 3x -2y ≤ 6 2x -3y ≤ -6 2x -3y ≥ -6

15. To be a member of Principal’s Scholar, a student must have a GPA of at

least 90 in his academics(x) and average of more than 88 in conduct(y). Which
of the following inequalities best represents the situation?

A. x ≤ 90 B. x ≥ 90
y ≤ 88 y ≥ 88

C. x ≥ 90 D. x > 90
y > 88 y ≥ 88

16. When is the point of intersection of the two boundary lines included in
the solution set?
A. The point of intersection is in the solution set when both boundary
lines are solid and when the symbol in both inequalities is either ≥ or
≤.
B. The point of intersection is in the solution set when both boundary
lines are dashed and when the symbol in both inequalities is either ≥
or ≤.
C. The point of intersection is in the solution set when both boundary
lines are solid and when the symbol in both inequalities is either > or
<.
D. The point of intersection is in the solution set when both boundary
lines are dashed and when the symbol in both inequalities is either >
or <.
17. A wholesaler has ₱ 80,000.00 to spend on certain model of TV and DVD
players. If the TV s may be obtained at Php 8, 000.00 each and the DVD players
can be obtained at ₱ 4, 000.00 each, which of the following models restricts the
purchase of TV and DVD players?

A. 8000x + 4000y ≤ 80000

B. 8000x + 4000y ≥80000
C. 8000x + 4000y < 80000
D. 8000x + 4000y > 80000

18. A system of two linear inequalities has either no points or infinitely

many points in its solutions.
A. always
B. most of the time
C. sometimes
D. never

19. You are buying hot dogs and puto for a party. One hotdog costs ₱ 7.00
while puto costs ₱ 2.00 each. You must spend less than ₱ 500.00 and you want
at least 40 pieces of hot dogs and at least 80 pieces of puto. Represent x for
hot dogs and y for puto, which of the following best describes the situation?

A. 2x +7y ≥ 500 B. 2x +7y ≥ 500

y ≥ 40 y > 40
x ≥ 80 x > 80

C. 2x +7y ≤ 500 D. 2x +7y ≤ 500

y ≥ 40 y > 40
x ≥ 80 x > 80

20. Using the situation of item #19, which of the following can be the
possible combination? You may use the graph below.
A. 100 puto and 50 hotdogs
B. 90 puto and 50 hotdogs
C. 80 puto and 35 hotdogs
D. 80 puto and 38 hotdogs
GLOSSARY OF TERMS USED IN THIS MODULE:

Linear equation - An equation of the form y = ax + b, where a and b can be any

real number.

System of linear equations is a collection of linear equations.

Solution of the system of linear equations in two variables is the ordered

pair that makes both equations true at the same time.

The graph of a line is just the set of solution points of the linear equation.

A linear inequality in two variables is any expression

that can be put in the form

where a, b, and c are constants

A system of linear inequalities in two variables consists of at least two linear

inequalities in the same variables.

Solution of a linear inequality is the ordered pair that is a solution to all

inequalities in the system

Graph of the linear inequality is the graph of all solutions of the system.

WEBSITE RESOURCES AND LINKS IN THIS MODULE:

LESSON 1:

http://www.mathwarehouse.com/algebra/linear_equation/systems-of-
equation/index.php

Interactive site for finding solutions by graphing. Drag the point and drop to the
desired location. Slope, equations of the lines and solutions will be given.

http://www.ltcconline.net/greenl/java/BasicAlgebra/Linegraph/LineGraph.ht
m

Interactive site for graphing linear equations using the slope and the y-intercept.
It also provides process questions.

To find the coordinates of the intersections, point your mouse to the intersection.
http://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_al
g_tut14_lineargr.htm#step4

Gives the process of graphing linear equation.A good site for review.

Lesson 2:

(http://www.khanacademy.org/math/algebra/systems-of-eq-and-
ineq/e/systems_of_equations_with_elimination_0.5)

Interactive activity using elimination method by addition and subtraction.

(http://www.khanacademy.org/math/algebra/systems-of-eq-and-
ineq/e/systems_of_equations_with_elimination)

Interactive activity using the same method by multiplying first. In this site, you will
be encountering drills and by simply clicking on the CHECK ANSWER, the web
site solution will be shown one step at a time. You can use it so that you will be
well guided.

http://www.regentsprep.org/Regents/math/ALGEBRA/AE3/PracAlg.htm

Interactive exercise for substitution and elimination method. You are free to
choose what method to use. It demonstrates the solution on both methods for
systems of linear equations in two variables.

(http://www.regentsprep.org/Regents/math/ALGEBRA/AE3/PracWord.htm)

Interactive site in solving for system of linear equation using algebraic method
will give you accurate solutions.

Lesson 3:

http://www.mathwarehouse.com/algebra/linear_equation/systems-of-
equation/interactive-system-of-linear-inequality.php

This website contains interactive activities where graphs of system of inequalities

can be manipulated by moving the points.

http://www.youtube.com/watch?v=Eiwi3FvQumU&feature=rellist&playnext=1&list
=PLTXF78ZN40CK2-BAY20GEBVFKJG8ARGJO
This video contains a cool presentation on how linear inequalities are graph
which focused on the concept on how to shade the graphs of inequalities. This
entitled “SHADE IT”.

http://www.youtube.com/watch?v=7sInE5tGJX4

This video contains a detailed and clear presentation on how to graph system of
linear inequalities in two variables. This is also a good tool especially for the open
high school students.
Lesson 2: Rectangular Coordinate, Relations and Functions

MODULE INTRODUCTION AND FOCUS QUESTION(S):

Have you ever wondered how Meteorologists track storm and predict
floods? How do emergency Response Teams locate stranded motorist or
guide emergency vehicles? The ability to effectively identify and view the
location of typhoon survivors, victims of violence , fire, individual vehicles or
boats, and how their location relates to an entire network of transportation
systems in a geographic area, has resulted in a whole new way of doing
business.
Location information coupled with automation has reduced delay in the
dispatch of emergency services. What if we have this kind of facility in our
country? In what way can it improve our ability to facilitate delivery of disaster
relief, public safety services and faster recovery for victims of global
tragedies?
How can you as students of mathematics contribute to the attainment of
these goals? How can your knowledge of mathematics help you understand
what it takes to attain these goals?
In this module you will you are expected to acquire deeper understanding of
what relations and functions are and their many applications in real life. You
will also learn how to use functions to model the relationship of quantitative
variables and to use these models to solve problems accurately.

To be able to succeed in this module you need to ensure that you can do
arithmetic operations, understand sets of real numbers and number lines.

This module contains three lessons. Each lesson includes applications of

the rectangular coordinate system, relations and linear functions. . Before
we start, find out where you are in terms of knowledge and skills and
understanding of the concepts which are necessary for you to successfully
learn relations and functions.

LESSON COVERAGE:

In this lesson, you will examine this question when you take the following topics:
2.1 Rectangular Coordinate System
2.2 Relations
2.3 Functions

Each topic will incorporate its applications in real life.

In these topics, you will learn the following:

Rectangular 1. describe the rectangular coordinate system and its
Coordinate uses.
System 2. define and illustrates the coordinate axes, the
origin and a point on the coordinate plane.
3. describe and plots positions on the coordinate
plane using coordinate axes.

1. Define and illustrate a relation

Relations 2. Represent relations with graphs, tables, and sets of
ordered pairs.
3. Determine the domain and range of relations
4. Use relations to model quantitative relationships and
to use it to solve problems in real life.

1. Define and illustrate a function

Functons 2. Determine if a given relation is a function using a
table of ordered pairs, graphs and equations.
3. Determines dependent and independent variables.
4. Finds the domain and range of a function.
5. Use linear functions to model and solve problems
in real life.
 LESSON MAP

Rectangular Coordinate System

Relations

Linear Functions Functions

Rectangular Coordinate System

Definition
Ordered Pairs

Domain and Range

Representatio
Notation

Plotting of Points
Evaluation of Functions

Applications

Expected Skills

To do well in this lesson, you need to remember and do the following:

1. Carefully read the lesson and do the activities neatly and accurately.
2. Break tasks into manageable parts.
3. Complete all activities even if you may not be asked to hand these
in, but they will help you learn the material.
4. Keep copies of all accomplished activities. These are needed
to assess your progress and for grading.
5. If you are having problems, do NOT wait to request help. The
longer you wait the bigger the problem becomes!
6. Form study groups if possible.
 PRE-ASSESSMENT

Let’s find out how much you already know about this on the letter that you think best answers the question. Please
module. Click
short test, you will see your score. Take note of the items that you were not able to correctly answer and look for the right answ

(A) 1. Which one is described as the system of representing the position of

a point in a rectangular coordinate plane?
A. Rectangular coordinate system*
B. Polar coordinate system
C. Dimensional coordinate system
D. Point Plotting system

(A) 2. What are the coordinates of the plotted point?

A. (2,3)
B. (3, 2)
C. (2,0)
D. ( 0,3)

(A) 3. In the rectangular coordinate system below, if

point B (not shown) lies on the positive y-axis
and the area of triangle ABC is 10,
what is the y-coordinate of point B?
A. 2 B.3 C.4 D.5

A B
(A) 4. Consider the relation represented by the 1
mapping below. Which set of ordered pairs 6
3
represent the relation? 8
5
A. {(1,6),(3,6), (5,8)}
B. {(6,1),(6,3), (8,5)}
C. {(1,3),(1,5), (6,8)}
D. {(1,6),(3,6), (5,8),(61), (8,5)}
 (A) 5. The cost of printing (y) using a number (x) of short size bond papers is
given by the equation y = 0.36x + 0.65. What the independent variable in this
relation?
A. size of paper
B. number of papers
C. Cost of printing
D. 0.65

(M)6. The resale value R in pesos of a television set is given by R = 12,000 –

2000 T,
where T is time in years after the purchase of the TV set. What range of values
for T
make sense?
A. T= 6 B. T > 6 C. 0<T<6 D. 0> T 6

(M)7. The percent death caused by smoking is modeled by the function

defined by
, where x is the number of times a smoker is likely to die of lung
cancer
than a non-smoker. What is the restriction on the domain of this function?
A. x≠0 C . x cannot be a fraction
B. x≠ 1 D. none

(M)8. The table below shows the relation between the number of children and
the cost
of feeding.

Number of Children (x) 2 3 7 12

Cost of Feeding (y) 22 33 77 132

Which equation best represent the

relation? A. y = x +11 C. y = 11x
B. y = 10x + 2 D. y = 3x + 5x +3

(A)9. Given the relation T = {(5,2), (7,4), (9,10), (x, 5)}. Which of the following
values for
x will make relation T a function?
A. 2 B. 5 C. 7 D. 9
(A)10. Which graph represents a function?

A. C.

B. D.

(M)11. Which statement is true about the

relation shown at the right?

A. It is a function because there exists one

y-coordinate for each x-coordinate.
B. It is a function because there exists one
x-coordinate for each y-coordinate.
C. It is not a function because there are multiple x-values for a given y-value.
D. It is not a function because there are multiple y-values for a given x-value.*

(A)12. Given f (x) = 4x - 7, what is f (5)?

A. -2 B. 2 C. 13 D. 27

(A)13. Blueberry Store sells phones online. When the order is received, they
pack the
phone on the box and ship via air freight. The cost of shipping x number of
cell
phones is given by the rule f(x)= = 23x +32. How much would it cost to ship
an
empty box ?
A. ₱23.00 B. ₱32.00 C. ₱9.00 D. None
 (T) 14. A Grade 8 Class in planning to have a field trip. The survey showed
that if the contribution is P200.00, 12 students will join and if the contribution
will be reduced to P160.00, 20 students will join. Assuming that the relationship
between the amount of contribution and the number of participants are linear,
which function below can be used to predict the number of participants for any
given contribution (x)?
A. f(x) = 5x + 60
B. f(x) = -5x + 260
C. f(x) = 0.2x + 260
D. f(x) = - 0.2x +52

(M) 15. The figure at the right is the graph of

function f(x). According to this graph,
which of the following statements is correct?
A. The domain of f is {x/-2 x 2}
B. The range of f is {x/-1 x 1}
C. When x = 0, f does not exist.
D. f(1) can not be determined.

(T)16. The speed of sound in air is usually modelled as a linear function of the
temperature.

The table below show the speed of sound, in meters per second, as a
function of the temperature in degrees Celsius. What is the rate of change of
speed per C?
A. 0.6 B. 6 C. 10 D. 3.6

Temperature (C) 10 16 20
Speed(m/sec) 337.4 341 343.4

(T)17. The graph shows the speed of a motor cycle

as a function of time in hours. How
long did the cyclist travel at 25km/h?

A. 10 h C. 30 h
B. 20h D. 50 h
(T) 18. The entrance fee at the Herbal Plant Show is P20.00, and herbs in pots
cost P30.00 each. Which of the following models represents the total cost (f(x))
of joining the show as a function of number of pots (x) purchased?
A. f(x) = 20x C. f(x) = 20x + 30
B. f(x) = 30 x D. f(x) = 30x + 20

(T)19. Tina daily pay for selling cell phones cards is shown in the table below.
Number of cards sold 2 5 12 20
Pay (in pesos) 40 55 90 130

Which graph below correctly show the relationship?

A. . C.

B. D.

(T) 20. Jose invested P1,560.00 in making bags from

recycled materials. He intends to sell the bags for
P260.00 each. How many bags should he sell to make a
profit of
P1, 820.00?
A. 6 B. 7 C. 13 D . 42

x = 13
Lesson 2.1: Rectangular Coordinate System

In this topic, you will learn the following:

1. Describe the rectangular coordinate system and its uses.

2. Define and illustrates the coordinate axes, the origin and a point on
the coordinate plane.
3. Describe and plots positions on the coordinate plane using
coordinate axes.
4. Define and illustrate a relation
5. Represent relations with graphs, tables, and sets of ordered pairs.
6. Determine the domain and range of relations
7. Use relations to model quantitative relationships and to use it to solve
problems in real life.
8. Define and illustrate a function
9. Determine if a given relation is a function using a table of ordered
pairs, graphs and equations.
10. Determines dependent and independent variables.
11. Finds the domain and range of a function.
12. Use linear functions to model and solve problems in real life.

Let’s begin our study of this module by assessing what we know about
it. Read each statement carefully and indicate whether you agree or
disagree to these statements. This will help determine what you know
and what else you need to know about the concepts discussed in this
module.
 ACTIVITY 1. Ready-Activate!

Read and react to each statement and by writing True or false in the first column
before you start your study of this module.

Before 1. In rectangular coordinate system, two axes After

which are perpendicular to each other are used.
2. A number line is a line marked with numbers in
regular intervals as in a ruler.
3. A pair of numbers, written in the form (a, b),
represents a point in the rectangular
coordinate system.
4. The numbers in an ordered pair may be
interchanged without changing the meaning.
5. A function is a rule that assigns to each input
exactly one output.
6. The graph of a function is the set of ordered
pairs consisting of an input and the
corresponding output.
7. The notation f(x) means f times x.
8. Functions model relationships between
variables.

How confident are you with your answers? Do you have now an idea of what you
know about functions? In the next section try to gain deep understanding on the
use of Cartesian coordinate system as a tool for visualizing functions. Discover
the answers to the questions: What is it about functions that make it so useful?
How can mathematical models be used to solve problems involving relations
between two variables?

End of EXPLORE:
You just have shared you initial ideas about the statements presented
in the table above. Let us strengthen that insight by doing the next
succeeding activities. What you will learn from this section will help
you do your performance task and will help you answer the question
how can mathematical models be used to solve problems involving
relations between two variables.

Let’s now find out what the answer is by doing the next part.
 Your goal in this section is to firm up your knowledge and skills in the
Cartesian coordinate system. Discover the role of the rectangular
coordinate system in visualizing relationships between variables and
answer the question - “How can mathematical models be used to solve
problems involving relations between two variables?”

Specifically, questions below will help you in your study of this module. Answer
these questions as you start your study and continually revise your answer as
you gain a better understanding of the lesson.

Questions YOUR ANSWERS

1. What is a rectangular coordinate
system?

2. What are the applications of

rectangular
system in real life?

3. In what way is rectangular coordinate

system related to relations?

4. What is the difference between

functions
and relations?

5. How can relationships between

variables
be modelled using functions?
6. How can mathematical models be
used to
solve problems involving relations
between
two variables?

Post your answers to questions 5 and 6 in the discussion forum.

Based on your answers, draw a concept map to demonstrate the relationships
among the key concepts: rectangular coordinate system, relations, functions and
linear functions.

Functions
Relations
Rectangular Coordinate system

Linear Functions

Your concept map here.

SUBMIT

A critical component of any successful rescue operation is time. Knowing the

precise location of landmarks, streets, buildings, emergency service resources,
and disaster relief sites reduces that time -- and saves lives. This information is
critical to disaster relief teams and public safety personnel in order to protect life
and reduce property loss. How can mathematics help us describe a specific
location? What knowledge and skills do we need to possess to be able to do it?
 ACTIVITY 2. Tell Me Where?

Read and analyze and answer the questions.

on. No one was on the vicinity except her. On inspection she saw that the person needs help from Rescue Team. Adelle right aw

C
Rescue 117

Questions to Answer:

1. If you were Adelle, how would you describe the location of the
accident to Rescue 117?
2. What is your basis in describing the location?
3. What are the other ways to locate the place?
4. What is a rectangular coordinate system?
5. How can mathematics be used to help locate and identify places?
6. How else can a coordinate system be of use in real life?
 Write your answers here….

You see in Activity No.2 that locating a place or a point in many instances could
be very critical. How can mathematics help us do this? What concepts do we
need to understand? What skills do we need to develop?

In Mathematics rectangular coordinate system is an important tool in locating

positions. How is this tool used in real life situations? How can rectangular
coordinate system help in modeling relations involving two variables?”.

In the next activity,you will deal with a concrete real life situation where
rectangular coordinate system is used.

ACTIVITY 3.It’s Travel Time!

Your school’s Disaster Team was allowed to go to the disaster site to help
in the rehabilitation work. Before the departure you were given the airplane seat
number to facilitate fast boarding. The seat plan is shown below.
Source: http://www.gps.gov/applications/safety/

F
Lia Sio Mila Ty Cristy Ted Lara Xy Chen
E Roa
Megy Ui Paul Uy Ben Fay Bora Tim
D
Glen Rey Po Lou Mier Gio Tira Josh
Abao

C Noe Ebi Luz Roxas Nel Mata Gab Tom

B Jigz Pit Ed Pola Fred Tony Li Axl Moo
A May Tess Nes Lai Marie Liz Baja

1 Vale
2 3 4 5
Use the diagram to answer the questions below:

1. Who sits in row 1, column C?

2. Who sits in row 5, column F?
3. Who sits in row 3, column E?

If the location is designated as (Row letter, Column Number),

4. Where is Tom Oco located?
5. Where is Axl Moo located?
6. Where is Luz Roxas located?
7. How else can the location of a passenger be denoted?
8. In what way can your knowledge of mathematics help in
denoting location of things, objects or persons in real life?

In Geometry, we describe points as a figure that denotes a location in space.

Positions of points are represented using the rectangular coordinate system.

What is the rectangular Coordinate System? What makes it so useful?

The Rectangular Coordinate System

The rectangular coordinate system, also known as Cartesian coordinate system,

can be used to plot points and graph lines. It is basically, a set of two number
lines perpendicular to each other at their zero values. The horizontal line is called
the x-axis and the vertical line is called the y-axis. The intersection of the x and
the y-axis is called the origin.
 Quadrant II Quadrant I

Quadrant III
Quadrant IV

Questions to Answer:

1. How many quadrants are there in the Cartesian plane?

2. How do you describe the coordinates of points in quadrant I?
Quadrant II?, Quadrant III? , quadrant IV?
3. What is the contribution of rectangular coordinate system to
the development of mathematics?

The invention of rectangular coordinates revolutionized mathematics by

providing the first systematic link between geometry and algebra. Using the
rectangular coordinate system, geometric shapes such as circles can be
described by equations involving the coordinates of the points lying on the
shape. For example, a circle of radius 3 may be described as the set of all points
whose coordinates x and y satisfy the equation x2 + y2 = 9.

A point is represented by a pair of numbers (x, y). x stands for any value on the
x-axis and y stands for any value on the y-axis. An example of a point is (1, 5)
We call this pair of numbers as an ordered pair.
Ordered-Pair Numbers

An ordered-pair number is a pair of numbers that go together. The numbers are

written within a set of parentheses and separated by a comma.

How are ordered pairs plotted on the Cartesian plane?

Ordered pairs are plotted by locating the x-coordinate also known as abscissa of
the point and the y-coordinate or ordinate of the point. In the figure below point A
in x units away from the y-axis and y units away from the x-axis.

For example, (3,2) is an ordered-pair number; the order is designated by the first
element 3 and the second element 2.

The pair (2, 3) is not the same as (3, 2) because of the different ordering.

Practice locating points on rectangular plane by doing the activity below.

 ACTIVITY 4. Can You Locate and Name?

A. Plot the following points on the Cartesian plane.

1. K(6,5)
2. L(3,4)
3. M(0,5)
4. N(-4,0)
5. O(-3,-1)
6. P(-3.5, 2)
7. Q(4,-1)
8. R(5,-3)
9. S(-6,-4)
10. T(4,0)

B. Give the coordinates of the given points.

A( , )
B( , )
C( , )
D( , )
E( , )
F( , )
G( , )
H( , )
I ( , )
J(, )

Questions to Answer:

1. How do you know that the point is located on the y-axis? x-axis? origin?
2. How are points whose coordinates are decimals or fractions located
on the rectangular coordinate plane?
Now that you know what rectangular coordinate system is, denoting and plotting
points on the rectangular plane, challenge yourself to do the next learning task.

ACTIVITY 5.Points and Patterns (Level 1 scaffold}

In the following diagram, draw the x-axis and y-axis.

1. Mark the points P, Q, R, S and

T The coordinates of P are (2,

1) The coordinates of Q are (3,

3) R is 2 units below Q.
 The coordinates of S are (2, -3)

T is the point where PS cut the x-axis.

2. Given: {(0, 0), (1, 4), (2, 8), (3, 12), (8, 32)}
a. Plot the points on the coordinate plane.
b. What pattern do you see in the pairing of x and y?
c. If x = 6, what is y?
d. If y = 40, what is x?
e. What real life relation can be represented by the pattern?

ACTIVITY 6.Let’s Sum it Up!

Questions to Answer:

1. How many numbers are used to represent a point?

2. Is the order of the numbers in an ordered pair important? Why?
3. How many number lines are used as reference lines?
4. How are the number lines positioned?
5. Describe the format for writing the ordered pairs.
6. Mark the points represented by (2, 5) , (-2, -3) an (3, -2) on the diagram.
7. How are points located on the x-axis named? On the y-axis?

Write your answers in your Math Journal.

Should you need more practice access the following sites:

1. http://www.mathsisfun.com/data/cartesian-coordinates-interactive.html

Choose Cartesian Coordinates for demonstration on naming points and “Hit the
Coordinate Game for Practice on locating points on the plane.

2. http://www.shodor.org/interactivate/activities/SimpleCoordinates/

Practice on identifying coordinates of points and practice on naming

coordinates of
points.

3. http://teachers.henrico.k12.va.us/math/hcpsalgebra1/module5-1.html
Gives learning materials for review and for practice.
 ACTIVITY 7.Quiz Yourself

Complete the following:

1. The system of representing the position of a point in a plane is called

2. The horizontal number line is the , labelled

with an x.

3. The vertical number line is the , labelled with

a y.

4. The intersecting point of the x-axis and y-axis is the

.

5. If a line perpendicular to the x-axis is drawn through a point, the

number at the position where it cuts the x-axis is the of
the point.

6. If a line perpendicular to the y-axis is drawn through a point, the

number at the position where it cuts the y-axis is the
of the point.

7. A pair of numbers whose order is important is called an

.

8. The ordered pair ( , ) are the of the

point.

WRITE YOUR ANSWERS HERE:

1.
2.
3.
4.
5.
6.
7.
8.
Now that you have a very good understanding of what ordered pairs are and how
they can be used to locate points in the rectangular or Cartesian plane , you can
now explore how ordered pairs can be used to describe relationships between
variables , find patterns, and represent this pattern mathematically, so that they
can be used to predict future relationships and solve problems. Discover how this
can be done as you continue to study this module.

Lesson 2.2: Relations

In many situations in real life, two variables may be linked by some type of
relationship. Some of these relationships cannot be expressed numerically, but
many can be. We will see this in the next activities.

ACTIVITY 8.Relations in Action

The table below shows five donors for the survivors of super typhoon Yolanda
and the amount they have donated.

Donor (x) 1 2 3 4 5
Amount in Thousand of Pesos (y) 2 4 3 7 6

Questions to Answer:

QUESTIONS YOUR ANSWERS

8. If x is donor’s number and y his
donation, how can you represent {( , ), ( , ), ( ,),( ,),( ,)}
this data as a set of ordered
pairs?
9. What is the advantage of
expressing the data in this
manner?

10. What is the domain of set D?

11. What is the range of set D?

 12. Are ther other ways of
representing the the set of data?
How?

The pairing of the donor’s number and his corresponding donation is a relation.

What is a relation?

A relation is any set of ordered-pair numbers. The first elements in the ordered
pairs (the x-values), form the domain. The second elements in the ordered pairs
(the y-values), form the range. Only the elements "used" by the relation
constitute the range.

How can relations be used to model relationships between variables?

ACTIVITY 9.Try This!

Find the domain and the range of the following relations.

Relations Domain Range

1. Arm’s length and height of a person

2. Height of the object and its

shadow
3. Salary and withholding tax
4. Circumference and the radius of
cylindrical container.
5. Perimeter of a square and the
length of
its side.
6. Flowering plants and the color of
their
flowers.
8. Animals and the food they eat.
9. Length of Service in years of
employees and their salary.
10. Age of children and their heights.
What factors or circumstances did you consider in defining the domain and the
range of these relations? What are these?

How can relations be described?

Relations may be defined by several different methods: by listing ordered pair ,

by a correspondence or mapping , by graph or by equation

A. A relation may be defined as a set of ordered pairs.

Examples:

1. A = {(0,1), (2,3),4,6),(8,10)}
2. B = {0,2), (3, 11), 4, 18)}

B. A relation may be defined as a correspondence .

For example, the relation can be represented as:

Set A Set B

1
2
24

3
3
4
7
56

Mapping Diagram of Relation

A mapping diagram consists of two parallel columns. The first column represents
the domain of a relation , and the other column for its range. Lines or arrows are
drawn from domain to range, to represent the relation between any two
elements.
C. A relation may be defined by a graph.

This relation is the set of ordered pairs : {(0,15), (10,15), (-10,5), (0,40), (-10,-
15)}.

ACTIVITY 10.Naming Challenge!

Name some ordered pairs in each relation represented in the following graphs.

Relation 1 Relation 2

Set of oredered pairs:

D. A relation may be expressed by an equation such as y = 2x +3 where x is a
real number. The solution to this equation define an infinite set of ordered pairs
of the form {(x,y)/ y=2x+3}

{(x,y)} = {(-2, -1), (-1, 1), (0,3), (1, 5),…}

In the relations defined by the equation y = x 2 , where x={ -2, 3,4,5), the set of
ordered pairs is { (-2,4), (-3,9), (4, 16), (5, 25)}. The range of this relations is a
set of integers { 4,9,16,25}
 The equations in the examples are known as mathematical models. How
can mathematical models be used to solve problems involving relations
between two variables?

ACTIVITY 11.Can You Follow?

Given the rule that defines the relations, find the range and list the ordered pairs
for each relation.

Relations Domain Range Set of ordered Pairs

1. y = 3x - 1 {0,4,6,8}

2. y = 2/3x +4 {12,6,36,0}

3. y = x2 -4 {-2,0,1,4}

4. {-1,0,2,4,10}

5. X = y {-4, -1, 0,1,4}

ACTIVITY 12.Level 2 Scaffold

DISTANCE FARE (Pesos) DISTANCE FARE (Pesos)

(meters) (meters)
500 2500
750 3200
1000 25,000
1200 300,000
800 320,000
The taxi rate in Metro Manila is computed using the equation y = 3.50x +40,
where x is the number of 250 m-meter distance travelled over 500 meters. Use
the equation to determine the fare for the following distance travelled:

Rewrite data as the set of ordered pairs.

a. What is the domain

b. What is the range?
c. Draw the graph to represent the relation.
d. Can you use the graph of the relation to predict the amount of fare for any
distance travelled? Explain how.
e. How can mathematical models be used to solve problems involving
relations between two variables?

ACTIVITY 13.Check your progress

Complete the concept map to summarize what you have learned about
rectangular coordinate system and relations.

Rectangular Coordinate System

Relations

Using your revised concept map, can you now answer the questions “How can
mathematical models be used to solve problems involving relations between
two variables?” Are you confident with your answer? If not, What else do you
need to know to answer this question? Post your answers to these questions in
the discussion forum

In the next lesson you will learn more about relations. These are the type of
relations that are very useful in real life situations.

Lesson 2.3: Functions

Let us now study a special type of relations called functions. We start by

considering function machines that we used in real life before we focus on
mathematical functions.

Example 1. Look at the machine below.

Can you tell the function of this
machine? What can be the input ?

What is the output?

http://www.thegascompany.ie/iopen24/catering-toasters-burco-conveyor-belt-
toaster-catering-bread-toaster-stainless-steel-p-968645.html#.Uqaz21Ix7ng

Example 2.

This is a multi-function fruit juice vending machine.

Can you tell the operations done by this machine?
What can be an input in this machine? What is the
output?

There are many math functions that are very useful in real life. Like any machine,
the output is highly dependent on the input. Math functions are special types of
relations.

Functions are mathematical building blocks for designing machines, predicting

natural disasters, curing diseases, understanding world economies and for
keeping airplanes in the air. Functions can take input from many variables, but
always give the same output, unique to that function. Functions are mathematical
models. How these models be used to solve problems involving relations
between two variables?

Try to answer this question as you deepen your knowledge about functions.
What are examples of functions in real life?

Some examples of functions include:

1. A cost as a function of the number of items.

2. Revenue or gross proceeds as a function of number of items sold at
a given price.
3. Profit as a function of revenue and cost of items.

In function, the variable is known as the input or independent variable, because

its value can be chosen freely. The calculated variable is known as the output or
dependent variable, because its value depends on the chosen input value. We
will see this in the next activity.

Function Machine

A function can be thought of as a mathematical machine. You feed the machine

an input, it does a calculations on it, and the gives you back another value
which is the result of the calculations.

Let’s have an example:

Input (x) = {2,4,6,8}

x
Input (x) =
{2,4,6,8}
Multiply by 2
Output (y) = {4,8,12,16}
y

2x2=
4
4x2=
8
6x2=
The function machine multiplies 12 alue by 2, that is y = 2x. You see
t 8 x 2 =
he16inputted
that the function rule can be express
v in the form of an equation. This allows us
to predict the value of the function for any other input.
Should you need more explanation access:

http://www.phschool.com/atschool/academy123/english/academy123_cont
ent/wl-book-demo/ph-187s.html
Gives an audio-visual presentation of the lesson on functions.
http://www.phschool.com/atschool/academy123/english/academy123_cont
ent/wl-book-demo/ph-187s.html
Gives an audio-visual presentation of the lesson on functions.

ACTIVITY 14.How Does It Work?

Write the function rule of each function machine and use it to calculate the
output .
Input Function Output
{2, 4, 5, 9}
x

Multiply by 2
y

y=

(1.5, 3, -10}

Multiply
by 4 Subtract

y=

{6, 7, 8.5,
15}
Divide Add 5
by 2

y=

{-2, 0, 4, 5}

Multiply
Square by 5 Add 3
 y=

Questions to answer:

1. How did you find the rule?

2. How can functions be used in real life? Cite an example.

Your answers here.

You can use the next activity to assess your understanding of functions and for
practice.

ACTIVITY 15.Practice and Assess Yourself

Access the website:

http://www.mathplayground.com/functionmachine.html
This ACTIVITY NO. will provide you with a very good way to practice finding
the range given the domain and to describe the given function. To start click on
beginner, then click instruction. Read the instruction and choose the level you
are comfortable with 1,2,or 3. Challenge yourself to do the advance level.
For more practice you may also access :
http://www.shodor.org/interactivate/activities/FunctionMachine/

Functions can be expressed in many other different ways for different purposes.

1. Words

Example: “The relationship between two variables is such that one is

always 5 less than the other.”

2. Mapping Diagram

Function may also be expressed as a correspondence or mapping from

one set to another.
 Set A Set B

1 6
3 87
5 810

Definition of function

A function or a mapping from A to B , denoted by f:A → B is a relation from A

to B in which every element from A appears exactly once as the first component
of an ordered pair in the relation.

A function in which each element of the range is paired with exactly one element
of the domain is called one-to-one mapping.

When the second element of the range associates with more than
one element in the domain or the element(s) in range that have
mapped more than one element in the domain is called many-to-
one mapping. One-to-many relations is not a function.

Set A Set B

1 6
3
5
7
 ACTIVITY 16.Describe Me

Analyze the different relations below. Some of these relations are functions. Can
you tell which are functions and which are relations?

Mapping Diagrams Function What is the What is the One-to-One

or domain? range?
Relation? Or One-to
Many?

3 5
4 6

5 7

4
7 6

5
8 6
7

3
9
4

5 6

Question: Given the mapping diagram , how can you tell if the mapping is a
function?
 Your answer:

3. Since functions are relations, they can also be expressed as a set

of ordered pairs using tables and graphs.

Example: The set {(1,2), (3,4), (5,6)}

Can you explain why this relation is a function?

Definition:

A function is a set of ordered pairs of numbers (x,y) , in which no two

distinct ordered pairs have the same first number. The set of all admissible
values of x is called the domain of the function , and the set of all resulting
values of y is called the range of the function. Because values are
assigned to x and because the value of y is dependent on the choice of x,
x is the independent variable and y is the dependent variable.

4. Functions can also be expressed as a rule that tells how to determine

the dependent variable for a specific value of the independent variable.
The rule may be expressed in words such as : “y is three more than twice
x”. However, usually the rule is an equation such as y = 2x + 3.

Can you tell which of the following equations represent a function for any real
value of x? Why?

a. {(x,y)/ y= 3x2 -2)

b. {(x,y) / x=y2)
c. {(x,y)/ = x

http://www.phschool.com/atschool/academy123/english/academy123_content/wl-
book-demo/ph-189s.html

Gives a video on making a table from function rule.

Functional Notation
We use functional notation to denote functions. The notation f(x) [read f of x] is
used to name a second variable. So, the function defined by y = 3x + 2 is written
as f(x) = 3x + 2 or g(x) = 3x + 2. Any letter may be used. This notation indicates
that f or g is a function of the variable x, which means that it can be expressed in
terms of x.

The Domain and the Range

Just like relations, the set of all values for the independent variable (x) is
the domain, and the set of all values for the dependent variable is the range.
Most of the functions are defined for all real numbers. This domain is denoted .

Example1. f (x) = 2x + 5

Domain is the set of real numbers , because f (x) is defined for all
real numbers x ; that is, we can find f (x) for all real numbers x . The range is
also the set of real numbers  such that f(x) = 2x +5. Some of the elements of
the set are given below.

Domain = {x/x} = {-2, -1.5, 0, 2, 2.3,…}

Range = {f(x)/f(x) = 2x+5, F(x) } = {-1, 2, 5, 7, 9, …}

Example 2. f (x) = x2–6

Domain = { x/x}

Range = {y=f(x)/f (x) = x2–6 }

Example 3. (f)x x

Domain = {x/ x/ x≥0}

This is because we cannot take the square root of a negative number. The range
is the set of positive numbers and zero.

x2
Example 4. f (x) 
x

Domain = {x/x≠0, x}

This is because we cannot divide by zero.

Study the examples above and answer the following questions.

1. How do we find the domain of functions?

2. How are the domain of functions involving square roots determined?
3. How are the domain of functions involving rational
expressions determined?

ACTIVITY 17.Can You Tell?

Find the domain and the range of the following functions .

Function Domain Range

1.

2.

3.

4.

5.

http://www.phschool.com/atschool/academy123/english/academy123_cont
ent/wl-book-demo/ph-190s.html
Gives a video demonstrating finge domain and range of a function.

END OF FIRM - UP
You have seen in this section that functions describe situations where
one quantity determines another. Because of this, functions are
frequently used in modeling. How can mathematical models be used
to solve problems involving relations between two variables?

In the next section you will learn how to use functions as models of
quantitative relationships. These models will help you describe trends,
predict values and solve problem accurately.
 Your goal in this section is to take a closer look at how functions can
be used to find the rule or model to express quantitative relationships
in real life. How can mathematical models be used to solve problems
involving relations between two variables?
In to the question “How can mathematical models be used to solve
problems involving relations between two variables? “ will become
clearer to you after finishing this section.

Evaluation of Functions

How are values of functions determined? To find the value of the function, replace
each x with the given value and do the indicated operations.

Example:
Given f(x) = 5x + 2, what is the value of the function when x = 2 or f(2)?
Solution: Replace each x with the value 2. Thus, f(2) = 5(2) +3 = 10+ 2 = 12

ACTIVITY 18.What’s My Value?

Complete the table by finding the value of each function for the given value
of x.

Function F(-3) F(0) F(2) F(3/2) F(0.6) F(1.2)

1. F(x) = 7x -12
2. F(x) = 1/2x + 6
3. F(x) =x2 +1
4. F(x) = 3x2 – 5x+2

The value of x may be determined by replacing f(x) by the given value, then
solve for x.

Example 1. f(x) = 3x -5, what is x when f(x) is 19?

By replacing the value of f(x), equation becomes

19 = 3x -5

Solving for x,
 X = 8.

Example 2. Given g(x) = -6x+13, What is x, when g(x) = 1?

Solution: 1 = -6x +13
Solving for x:
6x = 12
x=2

ACTIVITY 19.. What is x?

Find x for the given value of the functions below.

Given If What is x?
f(x) = 3x + 5 f(x) = 6
g(x) = -3x+12 g(x) = 10
h(x) = (4x-5)/2 h(x) = -2
t(x) = x2 t(x) = 1/2
p(x) = 10

SUBMIT

Graph of a Function

Functions also allow us to visualize relationships in terms of graphs, which are

much easier to read and interpret than lists of numbers. This can be done by
plotting the ordered pairs on the rectangular coordinate system.

The graph of a function f is the set of all points (x,y) in rectangular plane for
which (x,y) is an ordered pair in f.

Example 1:

, Domain={x/x}
Compute for f(x) for some specific value of x.

x -1 0 1 2 3
y 1/3 1 1 2/3 2 1/3 3

3. , Domain ={x/x}

x -2 -1 0 1 2
y 6 3 2 3 6

4. , Domain ={x/x≥1,x}

Another way of writing this function is

. Note that only x≥1 can be a possible

value for x. Why?

x 1 2 3 4 5
y 0 1 2

ACTIVITY 20.How do I Look Like?

Graph the following functions. Assume the domain is any real number.

FUNCTIONS GRAPHS
1. f(x) = 5x-1
 2. g(x) = x2 -2

3. h(x) =(x-3)/2

4. j(x) =

5.

The Vertical Line Tests for Graphs

To determine whether y is a function of x , given a graph of a relation, use

the following criterion: if every vertical line you can draw goes through
only 1 point, y is a function of x . If you can draw a vertical line that goes
through 2 points, y is not a function of x . This is called the vertical line
test.
http://www.phschool.com/atschool/academy123/english/academy123_content/wl-
book-demo/ph-188s.html

Gives video demonstrating the vertical line test.

ACTIVITY 21.Test and See

Use the vertical line test to tell if the graph represent a function.

B C
A

d e
f

SUBMIT
 ACTIVITY 22.Quiz Yourself

Access the following sites to quiz yourself.

http://teachers.henrico.k12.va.us/math/hcpsalgebra1/Documents/examview
web/ev5-5.htm
Give a practice test on functions

http://www.regentsprep.org/Regents/math/algtrig/ATP5/FuncPrac.htm
Interactive Quiz

ACTIVITY 23.Shaping Up Review

1- thing I loved about

functions 1- thing that is
going around my
head at this point
…

3-things
I learned
about functions

Functions in Real Life

How can functions be used to model quantitative relations in real life? What
would be the advantages of doing it? How can functions as models be used to
solved problems?

There are many situations in real life that can be modeled by functions. In doing
so, systemization and automation can easily be achieved. Some situations are
given below.
Example 1.The function below shows the week day parking charges of a parking
lot.

5x, x  3
c(x)  20, x 


Which scenario best represents the above equation?

a. The parking lot charges P5.00 for the initial 3 hours and a maximum of P20
per day.

a. The parking lot charges P5 per hour for the initial 3 hours and a
maximum of P20 per day.
b. The parking lot charges P5 per hour for the initial 3 hours and P20 for
3 hours after this.
c. The parking lot charges P5 per hour for the initial 3 hours and P20
after this.

Example 2. Jose is a student assistant in the library. He receives an hourly wage

of P20.00 per hour if he renders less than 25 hours per week. However, if he
renders more than 25 hours, he receives 1.5 times the hourly rate plus
P5.00.Which of the following best model the weekly earnings of Jose?

a. f (x) 20x, x  25 20x, x  25
1.5x  5, x  25 c. f (x) 
 30x, x  25

2x  4, x  5 4  2x, x  0
b. f (x)  d. f (x) 3x  5, x 
x  2, x 

ACTIVITY 24.Let’s Model It!

1. Anthropologists can estimate a person’s height from the from the length of
certain bones. The height h (in inches) of an adult human female can be
modeled by the function
where l is the length(in inches) of the femur, or thigh bone. The function is valid
for femur lengths between 15 and 24 inches, inclusive.
a. Graph the function and determine a reasonable domain and range.
b. How tall is a female with a femur of 15 inches?
c. If an anthropologist estimates the female’s height as 5.4 ft, how long is
her femur?

2. Noemi sells home-made ice cream. The table below shows volume of
the ice cream sold and the price.

Volume (in liters) 0.5 1 1.5 2 4

Price ( in pesos) 18 36 54 72 144

a. Write a function that best model the situation.

b. Determine a reasonable domain and range
c. How much would you pay for 10 liters if ice cream?

3. The members of the Junior Cooperative pays fifty pesos for every
share and a membership fee of fifty pesos.
a. Write a function that expresses Total collection as a function of
the number of members.
b. Determine a reasonable domain and range.
c. What is the amount collected if there are 40 members?

4. The members of the Entrepreneurs Club conducted a rummage sale for

the survivors of Typhoon Yolanda. If the cost of the items is five pesos
or below, they sell it for P8.00. If the cost is greater than five, the mark
up is 20% of the cost.
a. Write a function that expresses selling price as a function of cost.
b. Determine a reasonable domain and range
c. What is the selling price of an item costing P50 pesos?

LET’S REFLECT!
1. What concept/s did you use to solve the problems above?

2. How would you compare the concepts you used from this problem to the
previous problems you encountered?

3. What can you say about functions?

4. How can mathematical models be used to solve problems involving

relations between two variables?
 ACTIVITY 25.Making Sure

Go back to Activity 1. Read and react to each statement and by writing True or
false in the Second column before you start your study of this module.

Before 1. In rectangular coordinate system, two axes After

which are perpendicular to each other are used.
2. A number line is a line marked with numbers in
regular intervals as in a ruler.
3. A pair of numbers, written in the form (a, b),
represents a point in the rectangular
coordinate system.
4. The numbers in an ordered pair may be
interchanged without changing the meaning.
5. A function is a rule that assigns to each input
exactly one output.
6. The graph of a function is the set of ordered pairs
consisting of an input and the corresponding
output.
7. The notation f(x) means f times x.
8. Functions model relationships between variables.

Is there a change in your answers? Are you confident now with your answers?
Do more self-assessment by answering the next set of questions.

Questions My Revised answer

1. What is a rectangular coordinate system?

2. What are the applications of rectangular

system in real life?

3. In what way is rectangular coordinate

system related to relations?
 4. How can data be organized and
represented to provide insight into the
relationship between quantities?
5. What is the difference between functions
and relations?

5. How can patterns be used to describe

relationships in mathematical situations, solve
problems and make predictions?

ACTIVITY 26.Level 3 (Scaffold) What is the Model?

Take a piece of paper, and fold it in half as many times as you can. After each
fold count the number of regions produced. How many folds are possible?
Complete the table below.

Number of folds 0 1 2 3 4 20 n
Number of regions

Questions to Answer

1. What pattern did you observe in the table?

2. How is the number of regions related to the number of folds?
3. What algebraic equation can best describe the relation?
4. Using this rule, how many regions will results from 20 folds? 30 folds?
n folds
5. Your answers here.

6.
7.
8. ACTIVITY NO. 5a. Try
B.

Maria is selling muffins in school. The Number Gross Cost Profit

table below show the profit, the gross of Muffins Proceeds in in
proceeds and the cost. Sold in Pesos Pesos Pesos
a. Write a function rule that can 5 60 40 20
predict the gross proceeds 144 96 48
12
for any number of muffins
sold. 24 288 192 96
b. Write an equation that can be 30 360 240 120
used to predict the profit for 40
any number of muffins sold. 50
c. Complete the table by
70
indicating the gross proceeds,
cost and profit for the given 100
number of muffins sold

How did you derive your models? How useful are these models in real life? Can
you name other situations where you can use functions?

Now rate your progress in understanding of the lesson based on your

performance in activities 1 to 5..

I need to shine Leveling up! Good job! Excellent!

my star!

Among the most common and important relationships between quantitative

variables are those in which the dependent variable is a linear function of an
independent variable.

How do we know the relationship between variables is linear? Is this

characteristic true for all linear functions?

Now go back to Activity 20. How do I Look Like? Look at the graphs of the
given functions. Which of the functions are represented by a line or a set of
points that lies on the straight line?

These functions are called linear functions.

END OF DEEPEN
In this section, the discussion was about Relations and Functions and
how they can be used to model mathematically quantitative
relationships between variables.

What new realizations do you have about the topic? What new
connections have you made for yourself? What helped you make these
connections? Can you now answer the question: How can
mathematical models be used to solve problems involving relations
between two variables?

Now that you have a deeper understanding of the topic, you are ready
to do the tasks in the next section.

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding of linear functions.

To help you develop more the concepts you learned on how to use it in
different situations, try to answer the quiz on problem solving.

ACTIVITY 27.QUIZ - PROBLEM SOLVING

Directions: You may answer this quiz using MS word. Send your answers to your
teacher. To do that, go to the student dashboard – message – attached file
then send it to your teacher.

1. Complete the table below. Consider f is a linear function. Values of x and

f(x) are given in the table below.
x f(x)
-3 17
0?
?1
4 -18
7?
? -30
 2. A family of linear functions is given by
f(x) = mx + (3 - 2 m)

where x is the independent variable and m is a constant.

a) Graph f for m = 0, 1, 2, -3 and -5

b) What do all the graphs in part a) have in common?
c) Justify your answer to part b) analytically.
d) Write the equation of the family of functions whose graphs pass by the
same point (- 2 , - 4).

Note: Use geogebra.com in graphing each function.

3. A high school had 1200 students enrolled in 2003 and 1500 students
in 2006. If the student population P; grows as a linear function of time
t, where t is the number of years after 2003.
a) How many students will be enrolled in the school in 2010?
b) Find a linear function that relates the student population to the time t.

4. The graph shown below is a linear function that relates the value V (in
$) of a car to its age t, where t is the number of years after 2000.

a) Find the slope and interpret it.

 b) What will be the value of the car in the year 2010?

5. The cost of producing x tools by a company is given by

C(x) = 1200 x + 5500 (in Php)

a) What is the cost of 100 tools?

b) What is the cost of 101 tools?
c) Find the difference between the cost of 101 and 100 tools.
d) Find the slope of the graph of C?
e) Interpret the slope.

6. A 500-liter tank full of oil is being drained at the constant rate of 20

liters per minute.
a) Write a linear function V for the number of liters in the tank after
t minutes (assuming that the drainage started at t = 0).
b) Find the V and the t intercepts and interpret them.
c) How many liters are in the tank after 11 minutes and 45 seconds?

7. A 50-meter by 70-meter rectangular garden is surrounded by a walkway of constant width x meters.

a) Write the outside perimeter P in terms of x.

b) Find the slope of the graph of P.
c) What is the meaning of the slope found in b)?

8. A driver starts a journey with 25 gallons in the tank of his car. The car
burns 5 gallons for every 100 kilometer. Assuming that the amount of
gasoline in the tank decreases linearly,
 a) write a linear function that relates the number of gallons G left in the
tank after a journey of x kilometer.
b) What is the value and meaning of the slope of the graph of G?
c) What is the value and meaning of the x intercept?

After taking the quiz let us go back to the first activity that you answered. Let see
if you have improved your ideas about the following statements.

ACTIVITY 28.

In the last column write true if the statement is true and false if it is false.

Before 1. In rectangular coordinate system, two axes After

which are perpendicular to each other are used.
2. A number line is a line marked with numbers in
regular intervals as in a ruler.
3. A pair of numbers, written in the form (a,
b), represents a point in the rectangular
coordinate system.
4. The numbers in an ordered pair may be
interchanged without changing the meaning.
9. A function is a rule that assigns to each input
exactly one output.
10. The graph of a function is the set of ordered
pairs consisting of an input and the
corresponding output.
11. The notation f(x) means f times x.

Draw your final concept map to demonstrate the relationships among the key
concepts: rectangular coordinate system, relations and functions.

Relations Functions

Rectangular Coordinate system

Linear Functions
 Your final concept map here.

After answering again the first activity, you may have enough knowledge, skills
and understanding to do your transfer task. To assess what you learned and
understand you will apply the concepts of the lesson in an actual situation by
doing the performance task.
 ACTIVITY 29.PERFORMANCE TASK

You are a newly hired computer programmer of your company. Your company is
presently encountering problems in terms of salary payment because the
company has no computerized program to determine the salary of each
employee for every pay period. Computation of deductions like taxes, SSS
payment, PAG-IBIG, absences and leave as well as overtime pay and incentives
are not regularly reflected in the record. You are hired by the company to fix this
problem. You are expected to create a program considering the following factors:
basic salary, tardiness, absences, overtime, incentives, etc. The program must
be appropriate to the needs and present situation of the company, formulas must
be correct and accurate, and easy to use. Prepare an audio recording to explain
how the program works.

Rubric of the Performance Task

Components 1 2 3 4
Beginning Developing Satisfactory Excellent
Use of Correct Explanation Explanation Explanation Explanation
concepts shows shows limited shows shows
minimal understanding substantial extensive
understanding of the understanding understanding
of the underlying of the of the
underlying concepts underlying underlying
concepts used to concepts concepts used
used to process data. used to to process
process data. process data. data.

Appropriateness Three or more One or two Details of the Details of the

parts are not part is program are program are
existing in the missing. updated with updated with
company. the present the present
needs of the needs of the
company. company and
provision for
future
possible
 deductions or
incentives.

Accuracy Most of the There are two All All

computations or three computations computations
are wrong. values which are correct. are correct.
are Icons appear
inconsistent. if data is not
appropriate.

Usability Only experts Program is Program can Program can

and the hard to be operated be operated
person who operate. It by an ordinary by an ordinary
created the requires long employee. employee.
program can term Formulae and
operate. orientation cells are
before using protected so
it. that results
can’t be
manipulated
easily. May
required basic
knowledge on
programming?

sion you may go to student dash board – message – attached file. You may not needto submit this face to face if you could conv

present.me. These web 2.0 applications will help you record your presentation in the most exciting way.

After doing your performance task it’s time again to reflect on the learning process
to check if there are ideas which you need to change, to revise or improve. You
may now complete you IRF worksheet by writing your ideas on the F part.
CONCEPTUAL UNDERSTANDING CHECK

In the table below, write your answers on the final answer for the question what is
the best way to solve problems involving triangle similarity?

INITIAL ANSWER

REVISED ANSWER

FINAL ANSWER

To complete the learning process, reflect again and complete the table below.
This will also check if you have absorbed some misunderstandings which need
to be corrected.

Let’s Reflect!

CORNELL’ S NOTES

TOPICS THINGS I LEARNED

Questions I want to be answered:

To summarize what you learned, you may complete the synthesis journal below.
Synthesis Journal

The lesson was on . One key idea

was . This is important because
. Another key idea was
. This is also important because
. In summary, the
lesson

End of TRANSFER

In this section, your task was to create a program which can solve
problem related to salary of the employees and present it in a video
presentation.

How did you find the performance task? How did the task help you see
the real world use of the topic?

You have completed this lesson. Before you go to the next lesson, you
have to answer the following post-assessment.
POST ASSESSMENT:

1. In what quadrant is C(3,-2) located?

A. I C. III
B. II D. IV

2. Which one represents (-2,1)?

A. P
B. Q
C. R
D. S

3. What quadrants do the line y = 2x - 4 go through?

A. I and II C. I, II and IV
B. I and III D. I, III and IV

4. Angela's cable company charges her Php 650.00 per month (m), plus a
basic connection charge of Php 1 300.00. What function models her
expenses (E)?
A. E(m) = 650 m + 1 300
B. E(m) = 1300 m + 650
C. E(m) = 1950 m
D. E(m) = 650 m + 1 300 m

5. The profit earned(p) by a selling a number of roses (x) in the flower shop is
the difference between the revenue minus the cost of roses expressed as y
= 1.5x + 2. What is the dependent variable?
A. Profit earned
B. The cost of buying roses
C. The difference between revenue and cost
D. Number of roses sold

6. What is the domain of the relation {(1,3), (2, 4), (5,7), (3,5)(4,6)}?
A. { 1,2,3,4,5} C. {1,2,3,4,5,6,7)
B. {3, 4, 5, 6, 7) D. {Real numbers}
7. If f(x) = 2(x-3), What is x when f(x) = 20?
a. 13 b. 20 C . 34 d. 40

8. The map of a city is drawn in a Cartesian co-ordinate system. On this map, the
street on which the school and the arena are located is represented by the line
whose equation is y = 3x − 2. The street where the church and the post office
are located is represented by the equation y = -3x − 2. What is characteristic of
the lines representing these two streets?
A. They are perpendicular.
B. They intersect and are not perpendicular.
C. They are distinct and parallel.
D. They are coincident.

9. Given f (x) = 2x² - 3x + 6, find f (2.5).

A. 2.5 B. 4.75 C. 8.5 D. 11

10. It has been observed that a particular plant's growth is directly proportional to
time. It measured 2 cm (H) when it arrived at the nursery and 2.5 cm exactly
one week later (w). If the plant continues to grow at this rate, determine the
function that represents the plant's growth and graph it.
A. H(w) = 0.5w
B. H(w) = 2w + 0.5
C. W(h) = 0.5h
D. W(h) = 2h + 0.5

11. A car rental charge is Php 1000 per day plus Php 20.00 per kilometer (k)
travelled. Determine the equation of the line that represents the daily cost by the
number of kilometer travelled. If a total of 300 kilometer was travelled in one
day, how much is the rental company going to receive as a payment (P)?

A. Php 1 320.00

B. Php 6 500.00

C. Php 7 000.00

D. Php 20 300.00
12. The graph shows the cost of preparing banana cue for sale, wherein y
represents pesos and x is the number of raw banana purchased. How
many banana cues were cooked if the cost is P35.00?
a. 10 c. 20
b. 15 d. 25

13. Half kilogram of squid can be purchased at the market for Php 60.00(P).
Determine the equation and represent the function that defines the cost of
squid based on weight (w).
A. P(w) = 120 w
B. P(w) = 60 w
C. P(w) = 30 w
D. P(w) = ½ w + 60

14. When digging into the earth, the temperature rises according to this linear
equation: t = 15 + 0.01 h, t is the increase in temperature in degrees and h is the
depth in meters. Calculate: Based on this equation, at what depth would there
be a temperature of 100 ºC?
A. 850 meters
B. 8.5 kilometers
C. 85 000 meters
D. 850 kilometers

15. The following graphs show how Mary’s and Peter’s savings have increased
over the last six months.
 You are a friend of Mary and Peter. Six months ago you said “Peter and I
had saved the same amount of money, but since then, my savings have
increased at the same rate as Mary's." Which equation can be used to
calculate your savings as a function of the number of months gone by?

A. y = 50x
B. y = 50 + 50x
C. y = 50 + 5x
D. y = 50 + (50 + 20x)

16. The function below can be used to find the normal blood pressure of
a person according to his or her age.
a
P = 100 +
2
where P is the blood pressure
and a is the person's age.
According to this function, how old should a person be to have a blood pressure
of 130?
A. 15 years old
B. 30 years old
C. 60 years old
D. 65 years old

17. The number of subscribers to a scientific journal grows at a rate of 3350

per year. If the journal already had 4900 subscribers after its first year of
operation, how many would it have five years after it began publication?
A. 16 750 subscribers
B. 21 650 subscribers
C. 18 300 subscribers
D. 24 500 subscribers

18. The fine for exceeding the speed limit of 100 km/h travelling at v km/h is F(v)
= 20(v − 100). If a driver is caught travelling at 115 km/h in this 100 km/h zone,
what fine will he have to pay?
A. Php 150.00
B. Php 300.00
C. Php 450.00
D. Php 600. 00
19. Consider the relation represented by the mapping below. Which set
of ordered pairs represent the relation?
A. {(A,X),(B,X), (C,Y)}
B. {(X,A),(X,B), (Y,C)} A
X
C. {(A,B),(A,C), (X,Y)} BC
D. {(A,X),(B,X), (C,Y),(X,Y), (Y,C)} Y

20. Given the relation T = {(5,2), (7,4), (9,10), (x, 5)}. Which of the following
values for x will make relation T a function?
A. 2 B. 5 C. 7 D. 9
GLOSSARY OF TERMS USED IN THIS LESSON:

Relation – A set of ordered pairs.

Domain – The first coordinates of a relation.

Range – The second coordinates of a relation.

Function – When each member of the domain is paired with exactly one
member of the range.

Vertical-line test – The test tha visually determines whether or not a relation is a
function or not.

Solution – An ordered pair that makes an equation a true statement is a solution

of the equation.

Linear Equation – Any equation whose graph is a line.

Y – intercept – The point where the line crosses the y – axis. Also, the constant
in an equation that is in slope – intercept form (y = mx + b).

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

http://teachers.henrico.k12.va.us/math/hcpsalgebra1/Documents/examviewweb/e
v5-5.htm
This site contains worksheet about graphing linear functions.

http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCod
e&wcprefix=ata&wcsuffix=0502
This site conatins interactive quiz about graphing a linear function.

http://www.vitutor.com/calculus/functions/linear_graphs.html
This site contains worksheets on linear function.

http://www.youtube.com/watch?v=n7QeVeghB9A
This site contains video about the application of linear function in real life.

http://www.youtube.com/watch?v=AqIMrHOBM4g
This site contains video about linear function and its notation.

http://www.youtube.com/watch?v=xf8-BEdoSss
This site contains video about slope of a line.

http://dmc122011.delmar.edu/math/pjohnson/Webpage/businessmath/notes/3.3.
pdf
This site contains worksheets about the application of linear functions in real life.
 Lesson 3: Linear Inequalities in Two Variables

yourself how Algebra can help you in choosing the best option if there is a variety of choices?

out the different concepts involved in Linear Equations and Inequalities in Two Variables. As you go over the exercises, you will

LESSON COVERAGE:

In this lesson, you will examine this question when you take the following topics:

3.1. Mathematical Expressions and Equations in Two Variables Equations and

Inequalities in Two Variables
3.2. Graphs of Linear Inequalities in Two Variables
 In this lesson, you will learn the following:

3.1  Differentiates between mathematical expressions

and mathematical equations.
 Differentiates between mathematical equations
and inequalities.
 Illustrate linear inequalities in two variables.
3.2  Graphs linear inequalities in two variables on the
coordinate plane.

LESSON MAP:
Here is a simple map of the above lesson you will cover:

Linear Inequalities in Two Variables

Mathematical Expressions and Equations in two variables

Equations and Inequalities in

Graphs of Linear Inequalities in Two Variables

EXPECTED SKILLS:

To do well in this lesson, you need to remember and do the following:

1. Look up the meaning of words you do not know.

2. Complete all activities and exercises.
3. Take note of the proper modeling of situations using oral,
written, graphical and algebraic methods to solve problems.
4. Use the checklist and rubric provided to evaluate your work
before submission.
5. Be mindful of the meaning of unfamiliar words you encounter in this
module. A glossary of terms is provided in the last part of this
module.
 6. Maximize the use of online resources in each lesson. Online
resources can be accessed multiple times. The summary of online
resources is provided in the end of the module.

PRE-ASSESSMENT:

Let’s find out how much you already know about this module. Click on the letter
that you think best answers the question. Please answer all items. After taking
this short test, you will see your score. Take note of the items that you were not
able to correctly answer and look for the right answer as you go through this
module.

1. Which of the following is used to graph the inequality x + y > 51?

A. a solid line
B. a ray
C. a dashed line
D. a segment

2. Which of the following inequalities does not contain the test point (0,0) in
its half-plane?
A. 2x + y + 2 > -5
B. x + 2y – 2 < 5
C. 2x - y + 2 ≤ -5
D. x - 3y – 2 ≥ -5

3. Which of the following is the boundary of

? A.
B.
C. *
D.

4. What is a solution of the inequality 2x - 3y 12?

A. (2, 3)
B. (-3, 0)
C. (5, -4)
D. (-4, 0)
 5.What linear inequality is represented by the graph at the right? y
5
4
A. x + y 0 3
B. x - y 0 2
C. –x + y 0 1
0x
D. –x + y 0 -5 -4 -3 -2 -1-1 1 2 3 4 5
-2
-3
-4
6.Which of the following is the graph of ? -5

A.

B.

C.

D.

7. “It will take at least 20 points to make the playoff,” the hockey team coach
told the players. “We get 2 points for a win and 1 point for a tie.” Write an
inequality to describe the values of wins and ties that will enable the team to
make the playoffs.
A. 2w + t > 20
B. 2w + t < 20
C. 2w + t ≤ 20
D. 2w + t ≥ 20

Developed by the Private Education Assistance Committee 150

under the GASTPE Program of the Department of Education
8. You are a car dealer. You have Php63 360 000 available to purchase
compact cars and sport utility vehicles for your lot. The compact car costs
Php495 000 and the sport utility vehicle costs Php990 000. If x
represents the number of compact cars and y represents the number of
sport utility vehicles you purchase,which inequality models the different
numbers of compact cars and sport utility vehicles that you could
purchase?

A. 495 000x + 990 000y >63 360 000

B. 495 000x + 990 000y ≤ 65 360 000
C. 990 000x + 495 000y < 65 360 000
D. 990 000x + 495 000y ≥ 65 360 000

9. You have relatives living in both the United States and Mexico. You are
given a prepaid phone card worth Php300. Calls within the United States
cost Php2 perminute(x) and calls to Mexico cost Php5 per minute(y). What
is the greatest number of minutes you can use for calls within the United
States if you have already consumed 25 minutes of calls to Mexico?

A. 97.5 minutes
B. 97 minutes
C. 87.5 minutes
D. 87 minutes

10. You are on a treasure hunter, hunting for the lost silver and gold. Every
hunter has placed whatever object is being collected in a wired basket.
One of the hunters signaled you to reel in the basket, but it feels as if it
contains no more than 75 pounds of materials. If each gold coin weighs
about 0.75 ounce and each silver coins weighs at around 0.35 ounce.
Which of the following models the situation?

a. 0.75x + 0.35y≤120
b. 0.75x + 0.35y<120
c. 0.75x + 0.35y<75
d. 0.75x + 0.35y≤75

11. Which of the following is an example of a mathematical

equation? a. 3x + 2y<11
b. 2x≥4
c. 5y
d. x + y = 14

12. The difference between Jessan’s score and Cathy’s score in the test is not
more than 5 points. What mathematical statement represents the difference in
Jessan's and Cathy's scores?

Developed by the Private Education Assistance Committee 151

under the GASTPE Program of the Department of Education
 a. x-y≤6
b. 2x - y ≤ 5
c. x-y≤5
d. x - 2y ≤ 5

13. Which of the following statements is not true about an expression?

a. An expression does not have an answer.
b. An expression is a combination of numbers, variables, and symbols to
be calculated.
c. An expression is separated by an equals sign.
d. An expression has no solution.

14. Which of the following is an example of linear equation in two

variables? a. 4x – 3y = 5
b. 5x – 2y 4z
c. 2x + 3y -8
d. 3x + 2y 6

15. A motorcycle has a fuel reserve of 0.5 L which can be used if its 2.5-liter
fuel tank is about to be emptied. The motorcycle consumes at most 1 L of
fuel for every 25 km of travel.
a.
b.
c.
d.

16. Suppose the motorcycle’s tank is full and it travels a distance of 50 km About
how much fuel would be left in its tank?
a. About 4 L
b. About 3 L
c. About 2 L
d. About 1 L

17. Which of the following is a mathematical equation?

a. The cost of apple and pie is at most 200 pesos
b. The cost of 1 kilo of pork and ½ kilo of beef is at least 400 pesos
c. The cost of two apples and 5 oranges is 75 pesos
d. Two apples costs less than 25 pesos

18. You are a businessman who calls for a business partner in order get enough
money to get the store running. You are currently trying to decide how much
of product A and product B you want to buy for the business. Product A
takes
 up less space than product B, but it also yields a smaller profit. To show
your potential partner your business qualifications, you need to make a
written proposal and a PowerPoint presentation containing different sets of
products which will give you a higher profit, keeping in mind that you have
600ft3 to store those products. Which of the following standards will be best
to assess your work?

a. Accuracy, Justification, Use of Mathematical Terminology and

Notations, Oral and Visual presentation.
b. Accuracy, Practicality, Grammar and Dependability
c. Justification, Coherence, Practicality, and Proper Use of Subject
Verb Agreement
d. Accuracy, Justification, Use of Mathematical Representation,
Neatness and Cooperation

19. Erin brought three apples and two oranges in the fruit stand. The total
amount he paid is at most P120. 00. How will you represent the number of
apples (x) and oranges (y) respectively?
a. 3x + 2y = 120
b. 3x + 2y < 120
c. 3x + 2y ≤ 120 *
d. 3x + 2y ≠ 120

20. You are an amateur coin collector; you want to collect at least 50.00 pesos
worth of 25 cents and 50 cents old coins. You want to present this in the
class to show a little history of Philippine coinage. Which of the following
models the given stituation?
a. 0.25x + 0.5y = 50
b. 0.25x + 0.5y ≥ 50
c. 0.25x + 0.5y ≤ 50
d. 0.25x +0.5y > 50
3.1 Mathematical Expressions, Equations and Inequalities
in Two Variables

Let's begin by finding out the meaning of linear inequalities in two

variables.

ACTIVITY 1. WHICH IS WHICH.

Directions: Compare the two cellphone plans below and choose which is a better
option.

PLAN A PLAN B
A Monthly bill of P350.00 consumable. P650 monthly bill. In excess of P650
In excess of the P350.00 costs P7.00 costs P4.00 call rate to other and
per minute calls and P1.00 SMS to same network. While P1.00 SMS rate
other networks while P5.00 per call to all networks.
and P0.75 SMS to same network.

Answer the following questions:

1. Which of the given choices is a better option?

2. How did you come up with this choice?
3. How can we use equations and inequalities to solve real-life
problems where certain quantities are unknown?
4. What makes linear inequality different from linear equations?
5. How can linear inequality in two variables help us solve real life problems?
The difference between expressions and equations is what each represents. An
expression shows a math relationship. One key to an expression is that there is
no solution, and, therefore, it has no answer.

An expression, however, can be “evaluated.” To evaluate an expression,

substitute values for the variables. The evaluation changes if you substitute
different numbers in for the variables. In this way, expressions can be
simplified. This is how we get numbers from expressions.

Both use numbers and variables; however, it is all based on the arrangement.
So, let's take look at both to determine their use and relationship. An expression
is a combination of numbers, variables, and symbols to be calculated, while an
equation contains expressions that are separated by an equals sign.

To further understand the difference of a mathematical expression and linear

equations in two variables, you may visit the website
http://www.youtube.com/watch?v=NP7wXbgHupQ.

Let’s begin by finding out what you know about Linear Equations and Inequalities
in Two Variables.

ACTIVITY 2.IRF WORKSHEET.

In this lesson, you will do varied activities which will help you answer the
questions; How can we use equations and inequalities to solve real-life problems
where certain quantities are unknown? What makes linear inequalities different
from linear equations? How can linear inequalities in two variables help us solve
real life problems?

Let’s begin by answering the “I” portion of the IRF Worksheet that is given below.
Fill up by writing your initial answer to the topical focus question:

IRF WORKSHEET
Initial Answer Revised Answer Final Answer
 For a number of days you will study linear inequalities in two variables and will
verify what you initially know about this topic. We will explore its nature and its
usefulness to our lives. There are relatively more inequalities in life
thanequalities. This is evident in the different real-life situationsthat follow;;.

done differentiating an expression and an equation. By doing the next activity you will identify real-life situations related to ine

End of EXPLORE:

Your goal in this section is to learn and understand key concepts of

linear inequalities in two variables. In the next activities, you will be
able to differentiate linear inequalities in two variables from an
equation. You will also be able to model linear inequalities in two
variables.

ACTIVITY 3.CLASSIFY ME!!!

Classify the given equations as linear equations or linear inequalities in two

variables by putting a check mark (√) in the appropriate column. Then, write your
reason for classifying as such under the “Reason” column. As you do so, you are
trying to answer the question: What makes linear equation different from
linear inequalities in two variables?

Given Linear Equation Linear Reason

in Two variables Inequalities in
Two Variables
1.
2.
3.
4.
5.
6.
7.
 8.
9.
10.

PROCESS QUESTIONS:

1. Based on your answers above, what helped you classify linear equations
and linear inequalities in two variables?
2. Do you have any basis to easily classify linear equations and linear
inequalities in two variables?
3. What makes linear equations different from linear inequalities in
two variables

You just gave your answers in the activity. Let’s now find out more about linear
equations and inequalities in two variables by doing the next part. As you move
on, think of the last question asked above: How can linear equations and
inequalities in two variables help in your daily life?

Let’s find out how others would answer the question and compare their ideas to
our own. As you compare you will also learn other concepts which will help you
complete the required project. The project is about making a written proposal and
a PowerPoint presentation as an application of linear equation and inequalities in
two variables.

We will start by doing the next activity.

In the previous activity you were able to classify whether the given is a linear
equation or inequalities in two variables. The next activity will test you on how
you can represent the given statements to mathematical expressions involving
linear equations and inequalities in two variables.

Example:

Kiara has two part-time jobs, one paying Php45 per hour and another paying
Php70 per hour. She must earn at least Php1,295 per week to pay her expenses
while attending high school night class. Write an equality that shows the various
ways she can schedule her time to achieve her goal.
Solution:

Let x = the number of hours Kiara works on the first job

Let y = the number of hours she works on the second job

The
The The The
hourly times hours plus hourly times
hours
is at 1,295
worked on
rate on worked on rate on
the first the
the least

45 ꞏ x + 70 ꞏ y ≥ 1,295

Answer: the inequality obtained, 45x + 70y ≥ 1295, is an example of a linear

inequality in two variables.

ACTIVITY 4.MODEL IT!!

Mathematical Sentence Mathematical Model

1. If x represents the number of cows
and y, the number of hens in a
farm, what expression will give the
total number of legs of the animals
in the farm?
2. Let x be the number of boys and y,
the number of girls in a camp. The
number of girls exceeds twice the
number of boys by 12.
3. The difference between two
numbers x and y is no less than
15.
4. The math club officers plan to hold
a mini-concert as part of their fund
raising project. Student tickets are
sold at P25 each and non-student
tickets are sold at P40 each. They
should sell at least 120 tickets.
5. The math club officers plan to hold
a mini-concert as part of their fund
raising project. Student tickets are
sold at P25 each and non-student
tickets are sold at P40 each. They
should make at least P4000 from
the total sales.
 6. The difference between two
numbers is greater than 20.

Questions:

1. How can we use equations and inequalities to solve real-life

problems where certain quantities are unknown?
2. What makes linear inequality different from linear equations?
3. How can linear inequality in two variables help us solve real life problems?

ACTIVITY 5.WATCH AND LEARN.

Watch the video clip by clicking on the hyperlink below on how to model linear
inequalities in two variables. http://www.youtube.com/watch?v=cCMpin3Te4s

An inequality is really just any mathematical statement relating two quantities

using an inequality symbol such as <, >, ≤, or ≥. For inequalities that contain
variable expressions, you may be asked to solve the inequality for that variable.

A linear inequality in two variables can also be written in one of the four forms:

This just means that you need to find the values of the variable that make the
inequality true. Remember that when you solve a linear equation there is usually
one value that makes the equation true. But when you solve an inequality, there
can be many values that make the statement true!

Consider a linear equation for instance, 3x + 4y = 1. If in this equation, the

equality symbol = is replaced by an inequality symbol such as ≤, ≥, <, or >, the
resulting statement is called a linear inequality in two variables.

An ordered pair of numbers is called a solution of a linear inequality in two

variables if the numbers satisfy the inequality.

Example 1

Determine if the ordered pair (1, 2) is a solution of the linear inequality 2x + 3y <
12.

Solution:

Substitute 1 for x and 2 for y in the inequality 2x + 3y < 12. Check if the resulting
inequality is true.
Since the resulting inequality is true, the ordered pair is (1, 2) is a solution of 2x +
3y < 12 .

Example 2

Determine if the points (3,4), (0,0) and (2,0) are solutions of the inequality 2x + 3y
< 12.

Solution:

To determine if a given point is a solution of an inequality or not, substitute the

coordinates in the inequality. Then apply the Law of Trichotomy.

If 2x + 3y < 12, and x = 3 and y = 4

FALSE

Thus, (3,4) is not a solution of 2x + 3y < 12.

If 2x + 3y < 12 and x = 0 and y = 0

TRUE

Thus, (2,0) is a solution of 2x + 3y < 12.

If 2x + 3y < 12 and x = 2 and y = 0

FALSE

Thus, (2,0) is not a solution of 2x + 3y < 12.

Example 3
Determine whether the following are solutions of the linear inequality
.

Solution:
 1. Replace x with 4 and y with 6 in the linear inequality.

Conclusion: is false. (4, 6) is not a solution.

2. Replace x with 2 and y with -4 in the linear inequality.

Conclusion: is true. (2, -4) is a solution.

3. Replace x with 9 and y with 0 in the linear inequality.

Conclusion: is true. (9, 0) is a solution.

Watch the TenMarkInstructor by clicking on the hyperlink below. The video will
give you additional information on how to determine whether the given is a
solution of a linear inequality or not. http://www.youtube.com/watch?v=GOAP-
2F1OaI

ACTIVITY 6.SHOW ME!!

Watch the Algebra II - Recipe by clicking on the hyperlink below. Answer the
questions using your knowledge about linear inequalities.
http://www.algebralab.org/studyaids/studyaid.aspx?file=Algebra2_2-6.xml

Process Questions:
1. How did you find the activity?
2. Did you encounter any difficulty in answering the exercises? Why?
3. How did you overcome this difficulty?
4. How can we use equations and inequalities to solve real-life problems
where certain quantities are unknown?
5. What makes linear inequality different from linear equations?
 6. How can linear inequality in two variables help us solve real life problems?

ACTIVITY 7.ANALYZE ME

Determine whether the given points is a solution of the linear inequality.

1. ; (2, -3), (4, 2)

Solution:

2. ; (4, 7), (2, -3) and (5, 6)

Solution:

3. ; (2, -7) and (3, 2)

Solution:

4. ; (-2, 0.7) and (3, 1.2)

Solution:
 5. ; (-2, 3), (1, 3) and (-2, -1)

Solution:

In this section, the discussion focused on modeling linear inequalities in two

variables and how they are easily derived through the use of patterns. You may
go back to the previous section to check and compare your ideas with the
discussed topic.

In this section, the discussion was about linear inequalities in two variables.

Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision? For additional information on how to
determine solutions of linear inequalities in two variables, you may visit
http://www.youtube.com/watch?v=IMTudaflcik&playnext=1&list=PLD76A144881
E89E96&feature=results_video .

Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.

Before you move on to the next section, let’s do first the next activity.

ACTIVITY 8.IRF Worksheet.

Now that you have learned the difference between linear inequalities in two
variables and equation in two variables, how they are modeled and how to
determine whether the given is a solution or not. Using the “R” portion of the IRF
Worksheet, answer the topical focus question: How can we use equations and
inequalities to solve real-life problems where certain quantities are unknown?
What makes linear inequality different from linear equations? How can linear
inequality in two variables help us solve real life problems?
 IRF WORKSHEET
Initial Answer Revised Answer Final Answer

End of Firm up
In this section, the discussion was about the characteristics of linear
inequalities in two variables. You also learned that real-life situations
involve linear inequalities.

Go back to the previous section and compare your initial ideas with
the discussion. How much of your initial ideas are found in the
discussion? Which ideas are different and need revision?

Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.

In this section, you are going to look at some aspects of linear

inequalities in two variables. The next activities will focus on modeling
real life situations involving linear inequalities in two variables.

In the previous activities you were able to: classify whether the given is a
linear equation or inequalities in two variables, illustrate linear inequalities in two
variables, identify the solution set of a given linear inequality and graph linear
inequalities in two variables. The next activity will test you on how you can
represent or model the given real-life situations involving linear inequalities in
two variables. As you move on, think of these questions asked in the previous
activity: How can you use inequalities to solve real-life problems where
certain quantities are unknown? How can linear inequality help you solve
real life problems?
 ACTIVITY 9.INVESTIGATE (Scaffold Level 1 – Directed Prompt)

You as a student will write to the School Publication about the TechNo Editorials.
This month’s column is going to be on the 32gig iPad 3. Someone wrote in to your
column and attached a printout from a gadget magazine that claimed that the 32
GB iPad 3 has “32 GB capacity for 14,000 songs or 120 hours of video.” This
seemed interesting to you so you decided to investigate.

You found this information:

A. Downloading songs on iTunes: Each song costs 25.00
B. Downloading movies on iTunes: Each movie costs 75.00 and takes
up approximately 1.75 GB
iPad 3

16 GB – 17, 800
32 GB – 24, 000

iPad 2

8 GB – 12, 200
16 GB - 16 600

You also did some research and found that 1,024 MB = 1 GB.
You need to present a table showing the different sets of music and videos in the
models of the iPad’ s with their corresponding prices and totals.

For each of the following questions, be sure to define the variables you used in
each question and show your work.
1. If the website’s claim for the songs is accurate, how large (in MB) is the
average song? How does this compare to the data you found?
2. It seems reasonable that the length (L) of a song is related to its size in
MB (S). That is, the longer a song, the larger its size in MB should be. Use
the website information from question #2, or another site you find, to
develop a formula that relates L and S.
3. Assuming you can fit 14,000 songs on the 32 GB iPad3 how much would
it cost to buy it and fill it with songs? Justify your answer.
Solution:
14,000 songs x P25.00 = P350, 000 worth of songs + P24, 000 amount of Ipad 3.
4. How long would it take you in days and hours to listen to all 14,000 songs?
Round to the nearest hour if appropriate.

PROCESS QUESTIONS:

1. How did you find the activity?

2. Did you encounter any difficulty in answering the exercises? Why?
3. How did you overcome these difficulties?
4. How can linear inequality in two variables help us solve real life problems?

ACTIVITY 10.COMPARE AND CONTRAST CHART

To see how well you understand the process of determining the solution set of an
inequality, accomplish Compare and Contrast Chart based on what you saw in
the solution.

Compare and Contrast Chart Graphic Organizer

LINEAR EQUATIONS IN LINEAR INEQUALITIES IN TWO

TWO VARIABLES VARIABLE

How are they alike?

How are they different?

 ACTIVITY 11.MTV I Like!!!

In groups, let the students conduct a survey on the memory size of their
classmates’ mobile phones memory cards. Suppose their favorite mp3 songs of
same sizes will be saved to each memory card, how many files will fill each
memory card? If they will also be saving their favorite video, what is the
maximum number of files for each memory card? What factors will determine the
number of files that can be saved on the memory cards?

Process Questions:

1. How did you find the activity?

2. Did you encounter difficulties during the activity?
3. How did you overcome these difficulties?
4. How can linear inequalities in two variables help us solve real
life problems?

Students can make use of graphical and linear inequalities model in their oral
and written presentation.

ACTIVITY 12.3-2-1

Answer this formative assessment:

Three things I learned Two things I want to know One thing I don’t
about linear inequalities in more understand
two variables

End of DEEPEN:

In this section, the discussion was about applying what you learned in
real life. You will be given a practical task which will demonstrate your
understanding of linear equations and linear inequalities in two
variables.

Now that you have a deeper understanding of the topic, you are ready
to do the tasks in the next section.
 All throughout the lesson, the question about how can linear
Inequalities in two variables help in your daily life was asked
repeatedly. The Transfer section of the lesson will guide you in
determining the best answer to the question.

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

ACTIVITY 13.PERFORMANCE TASK: CBS FILES

Suppose you are the President of the Central Board of Students in your school
that is planning to purchase t-shirts for the upcoming Sports fest. Your group
received bids from two t-shirt manufacturers, Green Corner and Shanes T –
Shirts. Green Corner is more expensive in price that costs P140 each, but the
shirts are of good quality;however Shanes T – Shirts offers P105 per shirt lower
than Green Corner but the shirts are of poorer quality than that of Green Corner.

Your group must present a Power Point Presentation to the School Principal, in
which the preferred manufacturer should be stated. You as the president should
be able to convince the Principal about the number of orders and justify it using
mathematical models. Your product will be graded according to justification,
clarity of graphics and representations, accuracy of data, fluency and
organization.

PERFORMANCE TASK RUBRIC

4 3 2 1
Excellent Good Developing Beginning
Mathematical The proposal The proposal The proposal The proposal
Concept / shows shows solid shows shows little
Justification sophisticated understanding somewhat apparent
understanding of the relevant limited understanding
of the relevant ideas and understanding of the relevant
ideas and processes. All of the relevant ideas and
processes. sub concepts ideas and issues and sub
Main concepts are organized processes and concepts don’t
are accurately and sub-concepts consistently
presented in consistently don’t branch out
an in-depth branch out consistently from the main
 way that from the main branch out idea. It shows
makes idea from the main major
connections idea. It shows misunderstandi
between each some ngs of the key
information All misunderstandi ideas.
sub concepts ng of key
are logically ideas.
organized
which branch
out
appropriately
from the main
idea

Clarity of the All graphics All graphics Few graphics Many graphics
graphics and and and and and
representations representation representation representation representation
s used are s used are s used are s used are
highly appropriate appropriate inappropriate
appropriate which which and poorly
and attractive enhanced the enhanced the selected and
which topic and aid in topic and give don’t enhance
enhanced the comprehension a little aid in the topic; some
topic and aid in ; clear and comprehensio graphics are ill-
comprehensio well-situated. n; clear and placed.
n; very clear properly
and well- placed.
situated.

Accuracy of data The data are The data The data

credibly The data are contain minor contain major
accurate and correct. Math errors. Some errors.
precise. Math concepts and math concepts Inappropriate
concepts and procedures are are used but math concepts
procedures are applied not all of the or procedures
detailed and correctly. Use necessary are used. No
applied of strategy that ones. Some evidence of a
appropriately. leads to a strategies used strategy or the
Use of efficient solution is are strategy shown
strategy that evident. inappropriate is inappropriate
leads directly
to a correct
solution are
highly evident.
 Fluency of Fluent, Generally Somewhat Hesitant, not
presentation confident and fluent, hesitant, less confident.
thoroughly confident and confident and Explanation is
explained each clearly failed to missing.
point by explained the explain
providing proposal. significant
support that number of
contains rich, points
vivid and
powerful detail
.
Organization of Highly Satisfactorily Somewhat Illogical and
the presentation organized and organized. cluttered . Flow obscure. No
done in an Sentence flow is not logical
interesting is generally consistently connections of
way. Flows smooth and smooth, ideas. Difficult
smoothly. logical. appears to determine
Observes disjointed. the meaning.
logical
connections of
points.

Now that you have completed your project, you may now complete the KWHL
Chart.

ACTIVITY 14.CONNECT me!!!

Answer the following by reflecting on the following questions.

 ACTIVITY 15.IRF Worksheet.

Now that you have learned the difference between linear inequalities in two
variables and equations in two variables, how they are modeled and how to
determine whether the given is a solution or not. Using the “R” portion of the IRF
Worksheet, answer the topical focus question: How can we use equations and
inequalities to solve real-life problems where certain quantities are unknown?
What makes linear inequalities different from linear equations? How can linear
inequalities in two variables help us solve real life problems?

IRF WORKSHEET
Initial Answer Revised Answer Final Answer

End of TRANSFER:
In this section, your task was to create a power point presentation and
a written proposal.At this point it is expected that you should be able to
answer the following questions: How can we use equations and
inequalities to solve real-life problems where certain quantities
are unknown? What makes linear inequalities different from
linear equations? How can linear inequalities in two variables
help us solve real life problems?
3.2. Graphs and Models of Linear Inequalities in Two Variables

Let’s begin by answering activity no.1

Let us begin by answering activity no. 1 to refresh what you

already knew about linear inequalities in two variables and to
prepare you to answer the following questions.
How can we use equations and inequalities to solve real-life
problems where certain quantities are unknown?
How can linear inequalities help us solve real life problems?

A. Focus: Pre-Assessment

ACTIVITY 1. KWHL CHART

Instruction: Answer the question in the first and second columns.

What I know about linear What I want to know about What I learn about
inequalities in two linear inequalities in two linear inequalities in
variables? variables? two variables?

For a number of days we will study linear inequalities in two variables

and you will verify what you initially know about this topic. We will explore its
nature and its usefulness to our lives. There are relatively more inequalities in
life than equalities. This is evident in the different real-life situations below.
Now you will identify real- life situations related to inequalities by doing the next
activity.
 B. Focus: Eliciting Prior Knowledge

ACTIVITY 2. “WHAT AM I?”

Instructions: For each of the following situations/statements below write its

mathematical model and illustrate its corresponding graph.

Real-Life Situations Mathematical Model Graph

1. The value of one

Philippine peso is less
than the value of one US
dollar.
2. According to the NSO,
there are more female
Filipinos than male
Filipinos.
3. The number of girls in
the band is one more
than twice the number of
boys.
4. The school bus has a
maximum seating
capacity of 80 persons.
5. According to
research, an average
adult generates about 4
kg of waste daily.
6. To get a passing mark
in school, a student must
have a grade of at least
75.

PROCESS QUESTIONS:
Answer the following questions:
1. How do you describe the graph and model of situations 3 & 5? How
about situations 1, 2, 4 & 6?
2. How does the graph and model of situation 3 differ from that of situation 1?
3. How do you graph linear inequalities in two variables?
4. How can we use equations and inequalities to solve real-
life problems where certain quantities are unknown?
5. How can linear inequalities help us solve real life problems?
End of EXPLORE:

You just tried finding out what the answer is by the doing the next part.
What you learn in the next sections will also enable you to do the final
project which involves making a business proposal to convince a
businessperson to be your business partner.

Let’s now find out what the answer is by doing the next part.

Your goal in this section is to learn and understand key concepts

about graphing linear inequalities in two variables. How do you graph
linear inequalities in two variables? How do the graphs of linear
inequalities in two variables present solutions to real-life problems?

C. Focus: Graphing Linear Inequalities in Two Variables

ACTIVITY 3.ANALYZE ME!

You have written the model and identified the graph of linear inequalities in two
variables, to verify your answers in activity 2 click the site below. To view the
illustrations of the graph just click the right play icon of the first screen.
http://www.slideshare.net/guestd1dc2e/66-graphing-inequalities-in-two-variables-
2751651
This contains illustrations on how to graph linear inequalities in two variables and
how to model real-life situations.
PROCESS QUESTIONS:

1. What did you experience in accessing the site? Did you find any
difficulty? Why?
2. How do you find the information found on each slide?
3. How are linear inequalities in two variables graphed?
4. How are linear inequalities used in modeling real-life situations?

ACTIVITY 4.KNOW ME MORE!

Enrich your understanding by answering the activities in the site below:

http://www.algebralab.org/studyaids/studyaid.aspx?file=Algebra2_2-6.xml.
This site contains examples and exercises on graphs of linear inequalities in two
variables. To know the answer to the examples click the arrow symbol. Answer
the practice problems by clicking the icon.

PROCESS QUESTIONS:

5. How did you find the activity?

6. Did you encounter any difficulty in answering the exercises? Why?
7. How do you graph linear inequalities in two variables?

ACTIVITY 5.3-2-1!

Answer this formative assessment:

Three things I learned Two things I want to know One thing I don’t
about the graphs of linear more understand
inequalities in two
variables
End of FIRM UP:

In this section, the discussion was about the characteristics

of the graphs of linear inequalities in two variables and how
the graph is sketched. You also learned that real-life
situations involve linear inequalities.

Go back to the previous section and compare your initial

ideas with the discussion. How much of your initial ideas are found in
the discussion? Which ideas are different and need revision?

Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.

Your goal in this section is to take a closer look at some aspects of

linear inequalities in two variables. You will be performing activities
related to its graphs and applications in real-life situations to enrich
your understanding about linear inequalities in two variables. You will
learn how to model real-life situations and solve problems involving
linear inequalities in two variables. Hopefully you will be able to
answer this question:
How useful are linear inequalities in two variables in solving real-
life problems?

D. Focus: Modeling Real-Life Situations

ACTIVITY 6.MODEL IT!

You already understand about solutions of linear inequalities in two variables and
their graphs now you will deepen your understanding by analyzing the examples
on modeling and graphing with linear inequality below:

1. A retailer sells two types of coffee beans. One type costs $9 per pound
and the other type costs $7 per pound. Find all the possible amounts of
the two different coffee beans that can be mixed together to get a
quantity of coffee beans costing $8.50 or less.
Solution

Let weight of $9 per pound coffee beans in pounds.

Let weight of $7 per pound coffee beans in pounds.

The cost of a pound of coffee blend is given by .

We are looking for the mixtures that cost $8.50 or less. We write the inequality
model .

Since this inequality is in standard form, its easiest to graph it by finding the
and intercepts. When , we have or . When
, we have or . We can then graph the line
that includes those two points.

Notice also that in this graph we show only the first quadrant of the coordinate
plane. That's because weight values in the real world are always nonnegative, so
points outside the first quadrant don’t represent real-world solutions to this
problem.

2. Julius has a job as an appliance salesman. He earns a commission of

$60 for each washing machine he sells and $130 for each refrigerator he
sells. How many washing machines and refrigerators must Julius sell in
order to make $1000 or more in commissions?

Solution

Let number of washing machines Julius sells.

Let number of refrigerators Julius sells.

The total commission is .

Were looking for a total commission of $1000 or more, so we write the inequality
.

Once again, we can do this most easily by finding the and intercepts.
When , we have , or . When , we have
, or .

We draw a solid line connecting those points, and shade above the line because
the inequality is greater than. We can check this by plugging in the point (0, 0):
selling 0 washing machines and 0 refrigerators would give Julius a commission of
$0, which is not greater than or equal to $1000, so the point (0, 0) is not part of
the solution; instead, we want to shade the side of the line that does not include
it.
Notice also that we show only the first quadrant of the coordinate plane, because
Julius commission should be nonnegative.

The video at http://www.youtube.com/watch?

v=7629PsZLP1A&amp;feature=related

http://www.youtube.com/watch?v=7629PsZLP1A&#38;feature=related contains
more examples of real-world problems using inequalities in two variables.

Answer the following:

1. How did you find the two illustrations above?
2. How do real-life situations involving linear inequalities in two
variables modeled and solved?
3. How can we use equations and inequalities to solve real-life
problems where certain quantities are unknown?
4. How can linear inequality help us solve real life problems?
 ACTIVITY 7.JUSTIFY!

Instruction: Perform the guided transfer activity below by applying the different
concepts that you’ve learned in the previous activities.

GUIDED TRANSFER

Suppose you are the President of the Central Board of Students in your
school that is planning to purchase t-shirts for the upcoming Sports fest. Your
group received bids from two t-shirt manufacturer, Green Corner and Shanes T –
Shirts. Green Corner is much expensive in price but in good quality, however
Shanes T – Shirts offers a lower price but not too much in quality. Your group
must present a written report to the School Principal, containing which
manufacturer will be chosen. You as the president should be able to convince the
Principal the number of orders and justify it using mathematical models. Your
product will be graded according to understanding, planning and execution,
presentation and justification.

End of DEEPEN:

In this section, the discussion was about how real-life situations

involving linear inequalities in two variables are modeled.

What new realizations do you have about the topic? What new
connections have you made for yourself? Go back to your KWL Chart,
then accomplish the third column.

ACTIVITY 8.KWHL CHART

Instruction: Answer the question in the first and second columns.

What I know about linear What I want to know about What I learn about
inequalities in two linear inequalities in two linear inequalities in
variables? variables? two variables?
Now that you have a deeper understanding of the topic, you are ready to do the
tasks in the next section.

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

ACTIVITY 9.: DO THE TASK!

PERFORMANCE TASK

You are a businessperson who calls for a business partner in order get
enough money to get the store running. You are currently trying to decide how
much of product A and product B you want to buy for the business. Product A
takes up less space than product B, but it also yields a smaller profit. To show
your potential partner your business qualifications, you need to make a written
proposal and a PowerPoint presentation containing different sets of products
which will give you a higher profit, keeping in mind that you have 600ft 3 to store
those products. Your presentation will be graded according to the following
standards: accuracy of data, justification and mathematical concepts, clarity of
the graphics and representations, fluency of presentation and Organization of
the presentation.

Use the rubric below as your guide in accomplishing the task and in
rating your output. Your work should show the traits listed under Good or 3. If
your work has these traits, you are ready to submit your work.

If you want to do more, your work should show the traits listed under
Excellent or 4. If your work does not qualify to the traits under 3 or 4, revise your
work before submitting it.

4 3 2 1
Excellent Good Developing Beginning
Mathematical The proposal The proposal The proposal The proposal
Concept/ shows shows solid shows shows little
Justification sophisticated understanding somewhat apparent
understanding of of the relevant limited understanding
the relevant ideas and understanding of the relevant
ideas and processes. All of the relevant ideas and
processes. sub concepts ideas and issues and sub
 Main concepts is are organized processes and concepts don’t
accurately and sub-concepts consistently
presented in an consistently don’t branch out from
in-depth way branch out consistently the main idea.
that makes from the main branch out from It shows major
connections idea the main idea. misunderstan-
between each It shows some dings of the key
information All misunderstan- ideas.
sub concepts ding of key
are logically ideas.
organized which
branch out
appropriately
from the main
idea

Clarity of the All graphics and All graphics Few graphics Many graphics
graphics and representations and and and
represent- used are highly representations representations representations
tations appropriate and used are used are used are
attractive which appropriate appropriate inappropriate
enhanced the which which enhanced and poorly
topic and aid in enhanced the the topic and selected and
comprehension; topic and aid in give a little aid don’t enhance
very clear and comprehension in the topic; some
well-situated. ; clear and comprehension; graphics are ill-
well-situated. clear and placed.
properly placed.
Accuracy of The data are The data The data
data credibly The data are contain minor contain major
accurate and correct. Math errors. Some errors.
precise. Math concepts and math concepts Inappropriate
concepts and procedures are are used but not math concepts
procedures are applied all of the or procedures
applied correctly. Use necessary ones. are used. No
appropriately. of strategy that Some strategies evidence of a
Use of efficient leads to a used are strategy or the
strategy that solution is inappropriate strategy shown
leads directly to evident. is inappropriate
a correct
solution are
highly evident.
 Fluency of Fluent, Generally Somewhat Hesitant, not
presentation confident and fluent, hesitant, less confident.
thoroughly confident and confident and Explanation is
explained each clearly failed to explain missing.
point by explained the significant
providing proposal. number of
support that points
contains rich,
vivid and
powerful detail .
Organization Highly Satisfactorily Somewhat Illogical and
of the organized. organized. cluttered . Flow obscure. No
presentation Flows smoothly. Sentence flow is not logical
Observes logical is generally consistently connections of
connections of smooth and smooth, ideas. Difficult to
points. logical. appears determine the
disjointed. meaning.

End of TRANSFER:

In this section, your task was to present your proposal according to the
criteria or rubric given. You are also expected to answer the following
questions:
How can we use equations and inequalities to solve real-life problems
where certain quantities are unknown? What makes linear inequality
different from linear equations? How can linear inequality help us solve
real life problems?

ACTIVITY 10.SYNTHESIS JOURNAL

Write a synthesis journal by answering and reflecting on the following

questions.
How did the task help you see the real world use of the topic?
How did you find the performance task?
 How can linear inequalities help us solve real- life problems?

You have completed this lesson. Before you go to the next lesson, you have to
answer the following post-assessment.
POST-ASSESSMENT:

It’s now time to evaluate your learning. Click on the letter of the answer that you
think best answers the question. Your score will only appear after you answer all
items. If you do well, you may move on to the next module. If your score is not at
the expected level, you have to go back and take the module again.

1. Which of the following is used to graph the inequality 3x + 2y ≤ 11?

A. a solid line
B. a ray
C. a dashed line
D. a segment

2. Which of the following inequalities contain the test point (0,0) in its half-
plane? A. 8x + y+ 6 >7
B. 12x + 9y - 2 <-7
C. 11x - 3y + 4 ≤ -7
D. 15x - 11y – 10 ≥ -7

3. Which of the following is the boundary of

? A. 2x -5y > 2
B. 2x + 5y <2
C. 2x - 5y = 2
D. 2x + 5y = 2

4. Which is a solution to the inequality x - 4y 8?

A. (3, 3)
B. (-2, 0)
C. (3, -2)
D. (-4, 0)

5. What linear inequality is represented by the graph at the right?

A. x + y 1
B. x - y 1
C. –x + y 1
D. –x + y ≤ 1

6. A phone company charges Php 8 for the daytime minutes(x) and P 4 for
night minutes(y). How many day and night minutes would you have to use to be
charged more than Php 430 in 24 hours?
Which of the following inequalities would you use to solve the problem?
 A. 8x + 4y ≥ 430
B. 8x + 4y > 430
C. 8x + 4y ≤ 430
D. 8x + 4y < 430

7. Your brother and sister are living in Japan and Australia respectively. You are
given a prepaid phone card worth Php 1000. Calls within the Japan cost
Php4
per
minute(x) and calls to Australia cost Php5 per minute(y). What is the
maximum
number of minutes you can use to call your brother if you plan to talk to your
sister
for 30 minutes after calling your brother?

A. 211 minutes
B. 211.5 minutes
C. 212 minutes
D. 212.5 minutes

8. Which of the following inequalities represents the graph below?

A. y ≥ 4x + 2
B. y > 5x + 4
C. y ≤ 8 + 6x
D. y 4x – 2

It is letter D because when graphed, the inequality will pass through the points
(0,-2) & (1/2, 0). Also, when the inequality is tested at (0,0), it is false.
9. Manufacturing tables. The Ozark Furniture Company can obtain at most
8000 board feet of oak lumber for making two types of tables. It takes 50
board feet to make a round table and 80 board feet to make a rectangular
table. Which inequality limits the possible number of tables of each type that
can be made.

A. 50x + 80y≥ 8000

B. 80y + 50x > 8000
C. 50x+ 80y ≤ 8000
D. 80y + 50x 8000

10. In problem number 9, what is the maximum number of round tables that
can be made?

A. 100
B. 120
C. 140
D. 160

11.Which of the following is a mathematical equation?

a.
b.
c.
d.

12. Which of the following inequality shows the difference of the ages of Jesu
(J) and Brett (B) which is not more than 12 years?
a.
b.
c.
d.

13. Which of the following is an expression?

a. *
b.
c.
d.

14. Which of the following is an example of linear equation in two variables?

a.
b.
c.
d.
15. A car has a reserved fuel of 2.0 liters which can be used if its 16.0 – liter fuel
tank is about to be emptied. The car consumes at most 3 liters of fuel for every
10 kilometers. Which of the following illustrates the situation?
a.
b.
c.
d.

16. Suppose the car’s tank is full and it travels a distance of 50 kilometers,
about how much fuel would be left in the tank?
a. About 1 L
b. About 2 L
c. About 3 L
d. About 4 L

17. Which of the following does not belong to the group?

a.
b.
c.
d.

18. Jessan went to the supermarket and bought 5 kg of pork and 2 kg of fish.
The total amount he paid is at most Php1, 300.00. Which among the
following models the cost of the pork and the beef?
a.
b.
c.
d.

19. The sum between Jessan’s score and Cathy’s score in math quiz is at
least 39 points. What mathematical statement represents the sum of
Jessan and Cathy's scores?
a.
b.
c.
d.

20. A nutritionist advises an individual who is suffering from iron and vitamin B
deficiency to take at least 2400 mg of iron, at least 2100 mg of vitamin B 1,
and at least 1500 mg of vitamin B2 over a period of time. Two vitamin pills
are suitable, brand X and brand Y. Each brand X pill contains 40 mg of
iron, 10 mg of vitamin B1 and 5 mg of vitamin B2, and cost 6 cents. Each
 brand Y pill contains 10 mg of iron and 15 mg each of vitamins B 1 and B2,
and costs 8 cents. If you let x- be the number of pills of brand X and y - be
the number of pills of brand Y, which of the following models the
combination of pills should individual purchase in order to meet the
minimum iron requirements at the lowest cost?
a. 40x + 10y
b. 40x + 10y
c. 10x + 15y
d. 10x + 15y

GLOSSARY OF TERMS USED IN THIS LESSON:

1. A Linear Inequality in Two Variables – is an inequality which involves

a linear expression in two variables and any of the relational symbols
such as <, >, ≤ or ≥.
2. Half-planes – are the regions on either side of a line in a plane.
3. Boundary line – is the edge of the half-plane.
4. Boundary line – is the edge of the half-plane.
5. Half-planes – are the regions on either side of a line in a plane.
6. Linear Inequality in Two Variables – is an inequality which involves a
linear expression in two variables and any of the relational symbols
such as <, >, ≤ or ≥.

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

1.http://cphs.dadeschools.net/departments/mathematics/ebooks/alg1mcd/Source
/LA10FAD.pdf
This site contains examples on how to determine a given point a solution to
the given linear inequalities in two variables. This also contains illustrations
on how to graph linear inequalities in two variables.
2. http://www.algebralab.org/studyaids/studyaid.aspx?file=Algebra2_2-6.xml.
This site contains examples and exercises on solutions graphs of linear
inequalities in two variables.
3. http://www.icoachmath.com/math_dictionary/Linear_Inequality.html
This contains example assessment on the graphs of linear
inequality
4. http://www.classzone.com/eservices/home/pdf/teacher/LA202FAD.pdf
This contains examples on modeling real-life problems involving
linear inequality in two variables
5. http://www.mathwarehouse.com/algebra/linear_equation/interactive-linear-
inequality.php
This contains interactive graphs of linear inequalities in two variables

6. Intermediate Algebra by Zenaida E. Diaz and Maharlika P. Mojica on

pp.83- 88

7. Worktext in Intermediate Algebra II by Ferdinand C. Pascual, el.al.

on pp.51-56.

8.http://cphs.dadeschools.net/departments/mathematics/ebooks/alg1mcd/Source
/LA106FAD.pdf
This site contains examples on how to determine a given point a solution
to the given linear inequalities in two variables. This also contains
illustrations on how to graph linear inequalities in two variables.

9. http://www.algebralab.org/studyaids/studyaid.aspx?file=Algebra2_2-6.xml.
This site contains examples and exercises on solutions graphs of linear
inequalities in two variables.

10. http://www.icoachmath.com/math_dictionary/Linear_Inequality.html
This contains example assessment on the graphs of linear inequality

11. http://www.classzone.com/eservices/home/pdf/teacher/LA202FAD.pdf
This contains examples on modeling real-life problems involving
linear inequality in two variables

12. http://www.mathwarehouse.com/algebra/linear_equation/interactive-linear-
inequality.php
This contains interactive graphs of linear inequalities in two variables

13. http://learni.st/users/171/boards/1088-modeling-real-life-and-mathematical-
problems-using-linear-equations-and-inequalities-common-core-standard-7-
ee-4
This is a powerpoint presentation that contains example of real-life
problems that involve linear inequalities in to variables
14. Intermediate Algebra by Zenaida E. Diaz and Maharlika P. Mojica on
pp.83- 88
15. Worktext in Intermediate Algebra II by Ferdinand C. Pascual, el.al. on
pp.51- 56.