QUARTER 2

Mathematics G8
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PIVOT 4A CALABARZON Math G8

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

Mathematics
Grade 8
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead

Jisela N. Ulpina
Content Creator & Writer

Jhonathan S. Cadavido & Angelo D. Uy

Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

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IT & Logistics

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External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON Math G8

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Mathematics as prescribed
by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
39 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT4A
PIVOT 4A CALABARZON
CALABARZON Math G8
 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Math G8

WEEK Linear Inequality in Two Variables
1
Lesson
I
During the first quarter you learned about Linear Equation in two variables.,
which is in the form od y = mx = b or Ax + By = C The graph of the linear
equation is a line, meaning all the points that belong to the line are the solutions
of the equation.
Today’s lesson is on Linear Inequality in two variables where in the graph is
not a line but a region. Remember that in inequality, the relational symbols are
<, >, ≥ or ≤.
Below are the graphs of an equation and inequalities.
Graph of : y = x Graph of : y < x Graph of : y ≥ x

y≥x

These are the different graphs of equation and inequalities. In inequality the
line or the broken line separates the plane into two half planes. Half of the plane
which is the shaded region is the solution set of the inequality. The broken line
means that the points on the line are not included in the solution set of the
inequality while the solid line means the points on the line are included in the
solution set. The relational symbol in which the line is included in the solution
set is either ≤ or ≥.
Learning Task 1
Give the equation or inequality described by each graph.
1. 2. 3.

D
You can present the solution of linear inequality in two variables by
graphical form. To graph, here are some steps:
1. Write first the inequality in equation form.
PIVOT 4A CALABARZON Math G8 6
 2. Determine the x and y intercepts or find any two points that will satisfy
the equation .
3. Connect the points by a line or broken line depending on the inequality
symbol.
4. Choose a test point on either side of the line and substitute to the
inequality to determine if which point may satisfy the inequality.
5. Shade the regions where the point that satisfies the inequality belong.
Examples:
1. Graph 2x + y < 4
Solution: 2x + y = 4
Solve for x and y intercepts: Let x = 0 ; y = 4 , the point is (0,4)
Let y = 0 ; 2x + 0 = 4; x = 2, the point is (2,0)
Graph: Since the inequality is less than then the line is a broken line.

Choose a test point fro both sides of the line.

Suppose you take (3, 3) on the upper half of the
plane and (0,0) on the lower part. Substitute these
ordered pairs one at a time to the given inequality.
For (3,3) For (0,0)
2x + y < 4 2x + y < 4
2x + y = 4 2(3) + 3 < 4 2(0) + 0 < 4
6 + 3 < 4 is false 0 + 0 < 4 is true

Therefore the half plane that should be shaded is

the plane containing the point (0,0). All the points
below the broken line are solutions of the inequality
2x + y < 4.

2. Find the solution of the inequality y ≥ x - 3 .

Solution: Change the inequality to equation first
to find two points or the x and y - intercepts. Solving
for the x and y– intercepts, let x = 0, therefore y = -3,
the y intercept is at point (0,-3). Let y = 0, therefore
x = 3, the x– intercept is at point (3, 0). Plot the two
points and draw the line to divide the pane into half
planes. Since the inequality is greater than and equal
to ( ≥ ), the line is a solid line. Now, you choose two
points both sides of the line and test which point will
satisfy the inequality. Suppose the points are (0,-5)

7 PIVOT 4A CALABARZON Math G8

For (0, -5) For (0,0)
y≥x-3 y≥x-3
y≥x-3
-5 ≥ 0 - 3 0 ≥0 -3
-5 ≥ -3 is false 0 ≥ -3 is true
Hence the region to be shaded is the region where
the point (0,0) belongs. The solution set of the
inequality includes all points on the line and the
points above the line.
Given the inequality you can find the solution by graphing. This time you have to
find the inequality given the graph.
Example. Find the inequality described by the graph.
First, find the equation of the line. Find the slope of
rise 6
the line m =   1 . The y-intercept b = -6.
run  6
Hence the equation of the line in slope intercept form
is y = -x - 6. To determine the inequality, take one
point from the shaded region and substitute it to the
equation. Suppose the point is (-8,-4). -4 = -(-8) -6
-4 ≠ 8– 6 but - 4 < 2. Since the line is a solid line
then the inequality is y ≤ -x - 6 or y + x ≤ -6

2. What is the inequality whose graph is:

rise 4 2
The slope of the line is m =   and the y-
run 6 3
intercept is at b = 2 . The equation of the broken line
2
is y x =  2 .To make the coefficients whole
3
numbers, multiply the whole equation by the
denominator. Thus the equation is 3y = 2x + 6 or 3y
–2x = 6. Now take a test point from the region to
determine the inequality. Take (-3, 3), then substitute
to the equation. 3(3) - 2(-3) = 6 . 9 + 6 = 6; 15 ≠ 6
but 15 > 6. Therefore the inequality is 3y - 2x > 6.
Learning Task 2.
Choose two ordered pair that will satisfy the inequality
1. y < x + 3 ; (2, 5), (5, 2), ( -5, -5), ( 4, 0)
2. 3x + y > 10; ( -1, 2), ( 1, 10) , ( 3, 1), (3, 3)
3. 2y + x ≥ 5; (1, 2), (0,4), ( 2,2), ( -1, -5)
4. 3x - 2y ≤ 10; ( 5,1), (0,-5), (-1, -6), (10, 2)
5. 5x + 3y > 15; ( 2,1), (-3, 1), (0, 6), ( 2, 2)
PIVOT 4A CALABARZON Math G8 8
 E
Learning Task 3
A. Graph the inequalities:
1. y ≤ x +4 3. x - 4y ≥ 6 5. 2x - y < 3
2. y + 2x < 5 4. 3x - 4y + 5 > 0
B. Determine the inequality of the graphs.
1. 2.

3.

A
Learning Task 4
1. Graph the two inequalities on the same coordinate plane.
y >x+3 and y ≥ -2x + 1
2. Shade the region where the graphs overlap.
3. Give at least 3 points that are both solutions of the two inequalities.
4. In what region in the rectangular plane can you find the solutions of both
inequalities?

9 PIVOT 4A CALABARZON Math G8

 Systems of Linear Inequalities
WEEKS
2 in Two Variables
Lesson
I

The graph of Linear Equation in two variables

is a line. The solution of Systems of Equations is a
point. It is the intersection of the two lines. The
point of intersection is the ordered pair (x, y) which
satisfies both Linear equation. At the right are
graphs of the systems of equations y = 2x + 2 and
y = x - 1. The lines intersects at (-3, -4). Thus, the
solution of the Systems of equations is (-3,-4).
For this lesson you will be finding the solution
set of the systems of inequalities in two variables. Same as Systems of Linear
Equations , the Systems of Linear inequalities can be solved and graphically. In
your lesson last week, you graph linear inequalities in two variables. The solution
of the inequality is either the half plane below the line or above the line. The line
can either be solid, when the inequality is less than and equal to or greater than
and equal to or broken line, when the inequality is less than or greater than.
Learning Task 1
Match the inequality to the graph
1. y > x - 5 2. 2x + y ≥ -2 3. 2x - 3y < 6

A B C

D
The solution of systems of linear inequalities are the points or set of
ordered pairs that satisfy both inequalities. It is where shaded region regions of
each inequality overlap.
Examples:
Fin the solution set the systems of inequalities:
1. y ≥ x + 3 2. y > x - 1 3. x - 2y ≤ - 4
y ≤ - 2x + 4 y ≤ -2 6y ≤ 3x + 2

PIVOT 4A CALABARZON Math G8 10

Solutions:
1. Find the x and y intercepts of each inequality.
y ≤x+3 and y ≥ -2x + 4 Graphs
x = 0, y = 3 x = 0, y = 4
y = 0, x = -3 y = 0, x = 2
The points are The points are
(0, 3 ) and (-3, 0) (0, 4) and ( 2, 0)
Test point: (0,0) Test point: (5,2)
These points makes the inequality true. As
you can see in the graphs the solution set of
each inequality is the shaded region. What

Solution set of the two inequalities

you are going to determine now are the points
that will make both inequalities true. When
you graph these inequalities in one coordinate
plane , there is a part in their regions that will
overlap. The portion where the two graphs
overlap is the solution set of the two inequali-
ties. Meaning any point on that region will sat-
isfy both the inequalities. Like ordered pairs
(4,2), (5, -3), (6,2), (7,-2) are some points that
belong to the solution set of the two inequali-
ties.

Solution 2.
Find the x and y intercepts of the inequalities:
y>x-1 and y ≤ -2
If x = 0, y = -1 There is no x– intercept.
If y = 0, x = 1 The y –intercept is (0,-2)
The points are
( 0, -1) and (1, 0)
The test point is (0,0). This makes the
inequality true. The solution set is the region
bounded by the lines of the two inequalities. Solution of y ≤ -2
Some points that belong to the solution set of
the two inequalities are (-7, -7), (-7, 4); (-5, -
4) , (3, 2). However (-2 , 5) does not belong to the solution of the systems of
inequalities . It belongs to the solution set of y ≤ -2. Same as (2,4) it not a
solution of the two inequalities but the solution of y > x - 1.

11 PIVOT 4A CALABARZON Math G8

Solution 3.
Find the x and y intercepts
x - 2y ≤ - 4 and 6y ≥ 3x + 2
If x = 0, y = - 2 If x = 0, y = 1/3
If y = 0, x = -4 If y = 0, x = - 2/3
The points are The points are
(0,-2) and (-4,0) (0,1/3) and (-2/3, 0)

Some of the points on the solution set are (3,-4), (-3, -5), (0, -3) and many more.
(6, 1) is a solution of the inequality 6y ≥ 3x + 2 while (-7, -2) is one of the solutions
of x - 2y ≤ -4.

E
Learning Task 2
Graph the following inequalities and identify at least 3 points that belong to the
solution set of the inequalities.
1. x > - 2 and y < - 1 4. y ≥ 2x + 1 and y < -x + 1
2. 2y + x < 5 and 3x - y > 8 5. y ≥ 2x + 3 and y < 2x - 4
3. 2x + 3y ≥ 4 and 2x - y < 5

A
Learning Task 3:
A. Answer the following.
1. In a given graph, how do you identify the solution set of the systems of
inequalities?
2. When is the boundary of an inequality a broken line? or a solid line?
3. When does a systems on inequalities have no solution?
B. Write the systems of inequalities whose shaded region is the solution set.
1. 2. 3.

PIVOT 4A CALABARZON Math G8 12

 Relation and Function WEEKS
3-4
Lesson
I

The standard form of the equation of the line is Ax + By = C. To graph the

line you need to find ordered pairs (x, y) that will satisfy the given equation.
Hence , there is a relation that exist between these two elements, that one may be
dependent to the other. The first element, x of the ordered pair is called the
abscissa and the second element, y is called the ordinate. The set of abscissa is
the domain and the set of ordinate is the range. Thus, a relation is a set of
ordered pairs. A relation between the domain and range can be presented in
different ways.
A. Arrow Diagram. Through arrow diagram you can easily determine if it
illustrates a relation or function.
Examples:
1. Domain correspondence Range There are two elements in
(Name of Teacher) ( Month that a Person is Born ) ( Birth Month) the domain that
Mr. Cruz January corresponds to only one
Ms Santos May element in the range. The
Ms Delos Reyes June correspondence is many to
one. This is a function.
Mr. Zape

2. Domain Correspondence Range Every element in the domain

(Name of Student) ( Student’s Age) (Age)
is paired to only one element
Jane 15 in the range. The
Joy 16 correspondence is one to one
James 17 and this is a function.
3. Domain Correspondence Range
(Name of Head ( Person’s Profession )
More than one element in the
(Profession)
Of the Family) domain is paired to only one
Jaypee Teacher element in the range. The
Nathan correspondence is many to
Job Engineer one. This is only a relation.
Romyr

B. Ordered Pairs. This is a set of x and y pair. x is always the first element or
the domain and y is the second element or range.
Examples:
Let the domain be set of numbers { 1, 2, 3, 4, 5}. Make set of ordered pairs
that: A= range is twice the domain C = range is greater than the domain
B = range is one more than the domain

13 PIVOT 4A CALABARZON Math G8

Set A = { (1, 2), (2, 4 ), (3, 6 ), (4, 8), (5,10)) Sets A and B are both functions. The
correspondence is one to one. Set C is
Set B = { (1, 2), (2, 3), (3, 4), (4, 5), (5, 6)}
a relation, the correspondence is many
Set C = {(1, 2), (1,3), (2, 3), (2, 7)… (5, 6)} to many.
The range is the dependent variable. Its value depends upon the value of the
domain.
C. Tables and Equations. The relationship between the domain and range can be
illustrated using table of values or equation.
Example:
1. Construct table of values that will illustrate the costs of number of notebooks
if the price is P 12.00.
Let x be the number of notebook and y the cost of the notebooks

x 1 2 3 4 ... x
y 12 24 36 48 12x

Equation is: y = 12x.

The total cost is dependent to the number of notebooks. The dependent
variable is y and the independent variable is x. You can get the total cost of the
notebook (y) if you supply the number of notebook (x).
D. Graph. Functions or relations can be illustrated through graphs. You can
graph by plotting the points on the rectangular coordinate plane. You can take the
points from the set of ordered pairs, table of values or equation or vice versa.
Example:
1. Let us graph the ordered pairs in set A above.
Similarly you can derived set of ordered
pairs, table of values from the graph.
Since the graph was taken from the
ordered pairs in set A. you can construct
the table of values.

Domain (x) 1 2 3 ... x

Range (y) 2 4 6 2x

Equation: y = 2x
Learning Task 1:
A. Identify the domain and range and determine it is a function or relation.

Set of Ordered Pairs Domain Range Relation/Function

{(5,4), (4,3), (3,2), (3,1)}
{(-2,3), (-1, 3), (2, 1) (1,1)}
(-1, 1),(0,0),(1,1),(-2,4),
(2,4)}
PIVOT 4A CALABARZON Math G8 14
B. Given the set of domain D = { -3, -2, -1, 0, 1, 2, 3}
Construct /Do the following:
1. Set of ordered pairs such that the range is one less than the domain.
2. Construct table of values such that the range is 2 more than the domain.
3. Write the equation for numbers 1 and 2.
4. Graph numbers 1 and 2 on separate coordinate plane.

D
Remember that all functions are relations but not all relations are functions.
An equation in two variables represents a function if the exponents of the
variables are positive integral exponents.
Function Not Function
1
1. y = 2x - 5 y= x 4 ( x  x2 , the exponent is not an integer)
2. y = x4 - 2x + 3 y = 3x-2 + 1 (the exponent is not a positive integer.

When you talk of function, you commonly use letter f to denote function
and x for the variable. However you can use other letters to denote function
except for x and y to avoid confusion. When you sat that y is a function of x , you
can write it as y = f(x) or y = p(x) . f(x) is read as “f of x” , p(x) is read as “ p of
x.” Thesee are called function notation. This means that y is a function of x and
that y depends on x. The dependent variable is y or f(x) and the independent
variable is x.
Examples:
1. Write in function notation form:
(a) y = 3x + 6 (b) -x + y - 1 = 0
Solution:
(a) Change y to a function of x: f(x) = 3x + 6
(b) Change the equation to slope intercept form: y = x + 1
Change y to a function of x: g(x) = x + 1
Since y is dependent to x, you can find the value of the function given the
value of x.
Example: 1. Given: f(x) = 3x + 6 . Find (a) f(2) b) f (-3)
Solution: f( 2) means you replace x with 2 and f(-3), you replace x with –3
f(x) = 3x + 6 f(x) = 3x + 6
f(2) = 3(2) + 6 f(-3) = 3(-3) + 6
= 12 =-3
15 PIVOT 4A CALABARZON Math G8
This means that, when x = 2, y = 12 . You can write it as f(2) = 12 or as an ordered
pair (2, 12). When x = - 3, y = -3 or f(-3)=-3 and writing it as an ordered pair it is
(-3, -3).
Example 2. If the area of the rectangle is A(x) = 4x 2 - 3x + 10. Find the are if x = 5.
Solution: Find A(5)
A(x) = 4x2 - 3x + 10 A(5) = 4(52) - 3(5) + 10
= 100 - 15 + 10
A(5) = 95 square units.
The ordered pair is (5, 95)

In the previous discussion, you’ve learned that the correspondence between

the x and y pair of a function is either one to one or many to one
correspondence . By looking at the ordered pairs, or table of values, if every one
element in the domain is paired to exactly one element in the range or for 2 or
more elements in the domain is paired to exactly one range, then it’s a function.
For graphs you can use the vertical line test. If you draw a vertical line to
the graph and intersects the graph in to two or more points then the graph is not
a graph of a function.
Examples.

The graph is a function. The graph is a not a The graph is a function.

There is only one point of function. The vertical The vertical line inter-
intersection between the line intersects the circle sects the graph at exact-
graph and the vertical in two points. ly one point.
line.

From these graphs you will be able to determine the domain and the range.
The first graph is a line that can be extended in both direction. Thus the
domain is the set of all real numbers so as the range. You can write it as
D ={x/x   } read as “set of all x such that x is an element of real numbers
while range is R={y/y   }.

PIVOT 4A CALABARZON Math G8 16

 The second graph is a circle with radius fixed to 3 units. From the graph the
values of x is from –3 to positive 3 and range or y values are from –3 to 3. Hence,
the domain D = {x/ -3 ≤ x ≤ 3} and the range R = {y/ -3 ≤ y ≤ 3} .
The third graph is a parabola. As you observe , the graph can be extended
upward for any values of x , there is always a corresponding value of positive y.
Thus, the domain D = { x / x  } while the range R = { y/ y ≥ 0}.
In quarter 1, you graphed linear equation in two variables in the form of
y = mx + b. This can be written in function notation as f(x) = mx + b which is the
form of a linear function. When you graph the linear equation in two variables
and the linear function both will give you the same line.
Examples:
1. Graph f(x) = 2x + 3
Solution: Solve for ordered pairs.
You can determine the
x f(x) (x, f(x) slope m = from the
-2 -1 (-2, -1) graph.
-1 1 (-1. 1) From point (-1,1) to point
0 3 (0,3) (1,5) determine the rise
and the run. The rise = 4
1 5 (1, 5)
and run = 2. The slope
2 7 (2,7) m= 2
The slope is positive when the line rises to the right. If the line falls to the right,
the slope is negative.
2. Given the graph of the function. Construct table of values and determine the
function.

You use the coordinates of the points in constructing

table of values.

x -3 -2 -1 0 1 2
y= f(x) 7 6 5 4 3 2

To find the function, determine the slope and the y-

intercept. In the graph , the y-intercept (b) is 4.
rise
Instead of using the to find the slope you can
run

the slope formula m = y 2  y1 . Choosing any two points you can solve for the
x 2  x1
slope. Suppose you choose the ordered pairs (-3,7) and (0,4). The slope is
y2  y2 47 3
m    1 . Using the slope intercept form of a line y = mx + b, the
x 2  x1 0  (3) 3
function is f(x) = -x + 4. You can check by substituting
any value of x to the function. Suppose you use -2 as the value of x, then
f(-2) = -(-2) + 4 = 2 + 4 = 6
17 PIVOT 4A CALABARZON Math G8
 E
Learning Task 2:
A. (a) Tell whether the given set of ordered pairs, table of values, arrow diagram or
graph is a function or simply relation. (b) Identify also the domain and range.
(c ) If it is a function write the equation in function notation form.
1. {(-2, -4), (-1, -3), (0, -2), (1,-1)} 8.
2. {( 4, 2)), (4, 0), (3, 3), (3, 5)}
3. {(-1, 0), (0, 1), (1, 2), (2, 3)}
4. x -3 -2 0 2 3
y -2 -1 0 1 2

x 1 2 3 4 5

5. y 1 2 3 4 5

9.
6. x y
2 1
4 3
6 5

7.
10.

B. Given the set of domain D = { -3, -2, -1, 0, 1, 2, 3, }, Construct table of values
that will satisfy the following:
1. The range is 2 more than the domain.
2. The domain is one half the range.
3. The range is the square of the domain.
4. The range is thrice the domain decreased by 2.
5. The range is the domain.
C. Write the equation in function notation numbers 1 - 5 of letter B.

PIVOT 4A CALABARZON Math G8 18

 A
Learning Task 3:
A. Change the following into the form of f(x) = mx + b
1. y - 3x = 7 3. -x + y = 5 5. 3x + 2y - 4 = 0
2. 2x + 4y = 8 4. y + 5 = -2x

B. Complete the Cross Number Puzzle.

1 2 3

4 5 6

7 8 9 10

11 12 13

14 15 16

ACROSS DOWN
1. f(x) = 3x2 + 8x –5 ; f(6) 2. g(x) = 5x - 3 ; g(11)
7. f(x) = 8x + 10 ; f(8) 4. g(x) = 5x 2 - 11x - 8 ; g(-5)
9. f(x) = - x3 + 2x2 – 5x + 17; f(-3) 6. g(x) = -5x3 - 2x2 – 9x + 20; g(-3)
14. f(x) = -2x3 +7x2 –9x + 30; f(-4) 12. g(x) = 10x6 + 4x5 + 6; g(1)

C. Graph the functions.

1. y - 3x = 7 3. -x + y = 5 5. 3x + 2y - 4 = 0
2. 2x + 4y = 8 4. y + 5 = -2x
D. Find the slope, x– intercepts, and y- intercepts and the equation of the line.
1. 2.
3.

19 PIVOT 4A CALABARZON Math G8

WEEKS Conditional Statements
5
Lesson
I

If you will study your lesson, then surely you will pass. This is a
conditional statement. Conditional statement has two parts, the “If” which is the
hypothesis and the “then” which is the conclusion. In the conditional statement
you have to identify the hypothesis and the conclusion. There are instances that
you may omit the word then but still you can identify the conclusion. The
statement “ If 2x = 12, then x = 6.” You may write it as “If 2x = 12, x = 6.” the
hypothesis is 2x = 12, the conclusion is x = 6.

D
Learning Task 1.
In the conditional statement, identify the hypothesis and conclusion.
1. If MJ is in Grade 8, then he is 14 years old.
2. It it’s cloudy, it will rain.
3. If you will sleep early, then you will wake up early.
4. If an integer is divisible 5, the last digit must be 0 or 5.
5. If the triangle is equilateral, it is equiangular.

A conditional statement is also called an “If-then statement. It has a truth

value of true or false. A conditional statement to be true, show that when hypoth-
esis is true , the conclusion is also true, while to be false you need to have a coun-
ter example where hypothesis is true but the conclusion is false.
Examples:
1. If 3x = 24, then x = 8.
This is a true conditional statement since there is no other value of x that will
make the equation 3x = 24 true except 8.

Show that the conditional statements are false.

2. If x2 = 64, then x = 8.
The conditional statement is false since the conclusion have other value to
make the statement true. The counterexample is –8 since (-8)2 = 64.
3. If a figure has 4 equal sides, then it is a square.
The conditional statement is false since rhombus is a figure with 4 equal sides,
too.

PIVOT 4A CALABARZON Math G8 20

 You can also write simple statement into conditional statement.
Examples:
1. A rectangle has two pairs of parallel sides.
Conditional Statement: “If the figure is a rectangle, then it has 2 pairs of para-
llel sides.”
Hypothesis: The figure is a rectangle
Conclusion: It has 2 pairs of parallel sides.
2. The Number is prime , it has only two factors.
Conditional Statement: If the number is prime, then it has only two factors.
Hypothesis: the number is prime
Conclusion: it has two factors
3. One half of a number is 12, the number is 24.
Conditional Statement: If one half of the number is 12, then the number is 24.
Hypothesis: One half of the number is 12
Conclusion: the number is 12.

Venn Diagram can be used to illustrate Conditional Statement. Things that

satisfies the hypothesis must be inside the things that satisfies the conclusion.
Examples:
1. If a number is an integer, then it’s a real number.
2. If you are a Filipino, then you are an Asian.
Solutions:
1. Real Nos. 2. Asian

FIlipino
Integers

Write the conditional statement for the Venn Diagram

3. 4.
CALABARZON Vegetables

Rizal Eggplant

Conditional Statement: “ If you reside in Conditional Statement: “ If you eat

Rizal, then you are from CALABARZON” eggplant, then you eat vegetables.”

21 PIVOT 4A CALABARZON Math G8

 E
Learning Task 2
A. Change the statements to an If-then or conditional statements. Identify the
hypothesis and the conclusion.
1. You pass Grade 8, you will be in grade 9 next school year.
2. An equilateral triangle is equiangular.
3. All acute angles measures less than 90 degrees.
4. Circles with the same centers are concentric circles.
5. The freezing point of temperature in degree Celsius is zero.
B. Determine if the conditional Statement is true. If not give a counter example.
1. If three points are coplanar, they belong to the same plane.
2. If you are tall, you are a basketball player.
3. If two planes have no point in common, they are parallel.
4. If you travel in other country, then you need a visa
5. If a figure is a triangle, then the angles are acute.

A
Learning Task 3
A. Illustrate the following conditional statement in Venn Diagram
1. If it is a rectangle , it is a quadrilateral.
2. If you play violin, then you are a musician.
3. If frogs live in water, then they are amphibians
4. If it is a fraction, then it is rational number.
5. If it is an eagle, then it is a bird.
B. Interchange the conclusion and hypothesis. Will the resulting conditional
statement true or false? Why?

If it is an eagle, then it’s a If it’s a bird, then it’s an The resulting statement is
bird. eagle. not true since not all
birds are eagle.

If it is an equiangular,
then its an equilateral
If it is a rectangle, then it
is a quadrilateral

PIVOT 4A CALABARZON Math G8 22

 The Biconditional, Inverse, Converse and WEEKS
Contrapositive Statements. 6-7
Lesson
I
You have learned that conditional statements are true if the hypothesis and
conclusion are both true. If we interchange the conclusion and the hypothesis will
the resulting conditional statement be true?
In this lesson you will be able to make a converse statement from the
given conditional statement. The same way an inverse and a contrapositive
statement can be derived from the conditional statement.
Learning Task 1: Do the following:
(a) Determine if the given conditional statement is true.
(b) Switch the hypothesis and the conclusion and determine if the resulting
statement is also true.
(c) Write the hypothesis and the conclusion in negative form
1. If the triangle is equilateral, then it is equiangular.
2. If a polygon has exactly four sides, then it is a quadrilateral.
3. If a man is honest, he does not steal.
4. If two angles are supplementary then the sum of the of the measure of the
angles is 180°
5. If a volcano is active, then it will erupt.

D
When you switch the hypothesis and conclusion of a conditional statement,
you form a converse statement.
Examples:
1. Conditional Statement: If the triangle is equilateral, then it is equiangular.
Converse: If the triangle is equiangular, then it is equilateral.
2. Conditional Statement: If a man is honest, he does not steal.
Converse: If a man does not steal, he is honest.
The conditional statement is true. An equiangular triangle is always
equilateral triangle. The converse is also true. An equilateral triangle is always
equiangular. Since both conditional and converse statements are true, you can
connect the phrases by “if and only if “ (iff) . Thus, it forms a biconditional
statements.
Biconditional Statement: A triangle is equilateral if and only if it is
equiangular. The words “if and only if” implies that both conditional and inverse
statements are true.

23 PIVOT 4A CALABARZON Math G8

The second example both conditional and converse statements are true. Thus, the
biconditional statement is: A man is honest if and only if he does not steal.
Given a biconditional statement, you can split it into conditional statement
an its converse.
Examples:
1. Biconditional Statement : Two angles are complementary if and only if the sum
of their measure is 900
Conditional Statement: If two angles are complementary, then the sum of their
measure is 900
Converse Statement: If the sum of the measures of two angles is 90 o , the they
are complementary.
Both the conditional ns converse statements are true.
Aside from forming a converse statement from conditional statement, you
can also form the inverse statement. An inverse statement can be formed by
negating the hypothesis and the conclusion of the conditional statement. When
you negate the converse statement, you form a contrapositive statement.

Example 1: A polygon with exactly 4 sides ia a quadrilateral

Conditional If a polygon has exactly four sides, then it is a quadrilateral.

Inverse If a polygon does not have exactly 4 side; then it is not a
quadrilateral.

Converse If a polygon is quadrilateral, then it has exactly 4 sides.

Contrapositive If a polygon is not a quadrilateral, then it does not have exactly 4

sides.

Example 2: Two line segments of equal length are congruent.

Conditional If two line segments are equal in length, then they are congruent

Inverse If two line segments are not equal in length, then they are not

Converse If two lines segments are congruent, then they have equal
lengths.

Contrapositive If two line segments are not congruent, then their lengths are

PIVOT 4A CALABARZON Math G8 24

Learning Task 2
Answer the following:
1. What are the parts of conditional statement?
2. How do you write a converse statement?
3. When can you write a conditional statement into biconditional statement?
4. How do you write inverse statements?
5. If you negate converse statement what do you call the resulting statement?

E
Learning Task 3
A. Write each sentence as:
(a) Conditional Statement (c ) Inverse Statement
(b) Converse Statement (d) Contrapositive Statement
1. Vegetables are good for your health.
2. 3x + 8 = 14, x = 2
3. A right triangle has a 900 angle.
4. An eagle is a bird.
5. A whale is a mammal.
6. Two circle with equal diameters are congruent.
7. An angle that measures between 90 and 180 degrees is obtuse angle.
8. Two planes with no common point are parallel.
9. Carrot is rich in Vitamin A.
10. All reptiles have scales.
B. Determine which statements in A both the conditional and converse
statements are true. Write it in biconditional statement.

A
Learning Task 4: Given the biconditional statement, write the conditional
statement and its converse.
1. A point is the mid point of a segment if and only if it divides the segment into
two equal parts.
2. 4x - 5 = 23 if and only if x = 7
3. The quadrilateral has four congruent sides and angles if and only if the
quadrilateral is a square.

25 PIVOT 4A CALABARZON Math G8

WEEK Proofs
8
Lesson
I
Reasoning is a logical way of thinking. Sometimes, you based your
reasoning from different data gathered or from the given arguments. To reason
out means to give conclusion or proof to establish a fact or the truth of a
statement.
In your previous lesson, you learned the two parts of conditional
statement, the hypothesis and conclusion. You can write conditional statement
symbolically. You can use letter to represent hypothesis and conclusion. For this
lesson, you can use p to represent the hypothesis and q for the conclusion. The
conditional statement “if p then q” in symbol p q read as p implies q. The one
sided arrow ( ) is read as implies.
Example 1:

p q
If p , then q . Or p q
To form the converse, switch p and q.
If the stars can be seen in the sky, then the moon shines bright.

q p
If q, then p or q p
If both the conditional and converse statements are true, then a biconditional
statement can be written symbolically:
If p , then q and q , then p or p q ( p if and only if q)

Example 2
Statement: x = - 5 and /x/= 5
(a) Write p q in words
(b) Write q p in words
(c) Write p q in words. Id this statement true?
Solution:
(a) p q : If x = - 5, then /x/ = 5
(b) q p : If /x/ = 5, then x = -5
(c) p q : x = -5 if and only if /x/ = 5. This a false statement, since it is not
only –5 with absolute value of 5 but also 5.

PIVOT 4A CALABARZON Math G8 26

Examples 3:
Given: p: points A,B,C are coplanar points
q: points A, B, C are on the same plane.
Write the following symbols in words.
Symbol Words
(a) q p If points A, B, and C are on the same plane, then points A,B, and
C are coplanar.
(b) p q If points A, B and C are coplanar, then points A, b and C are on
the same plane.
(c) p q points A, B and C are coplanar if and only if points A, B and C
are on the same plane.

Learning Task 1
Do the following:
1. Statement: It is an eagle, it’s a bird.
Write the following in words:
(a) p q (b) q p (c ) p q
Are all statements true? If not give a counter example.
2. Statement: All wild animals are mammals.
Write in words:
(a) p q (b) q p (c ) p q
Are all statements true? If not give a counter example.

D
Most people based their conclusion on patterns they observed or from given
statements .
Example:
(a) 1 + 1 = 2 3+5=8 What can you observe about the addends? What
about the sum?
1+3=4 5 + 5 = 10
3+3=6 5 + 7 = 12
All the addends are odd numbers and all the sum are even.
Conclusion or conjecture: Adding 2 odd numbers the sum is even number.

27 PIVOT 4A CALABARZON Math G8

(b) Point E is on line m. Line m lies on plane Q.
Conclusion: Point E is on plane Q.
These examples are form of inductive reasoning, which was already
discussed when you were in Grade 7.
Another type of reasoning is deductive reasoning, which uses facts,
definitions, and accepted properties in a logical order to write logical arguments.
Logical argument includes at least one premise and a conclusion. The
premise must be valid to have a valid conclusion
There are two Laws of Deductive Reasoning to consider.

Law of Detachment
If p q is a true conditional statement, p is true and q is true.

Example
(a) CJ knows that if he will not study his module in Math a day before the test, he
will not get a good score in the test. CJ did not study his module in Math
today, so he concludes that he will not get a good score for tomorrow’s test.
Analyze if the arguments are valid:
Arguments:

Premise: If p, then q If CJ will not study his module in Math a day before
the test , then he will not get a good score.
Premise: p CJ did not study his module in Math a day before the
test
Conclusion: q Therefore he will not get a good score in the test

If p, then q is true, and p and q are true. The arguments are valid.
(b) If n is an odd number, then the remainder is one when divided by 2. 11 is an
odd number. Therefore the remainder is 1 when 11 is divided by 2.

Premise: If p, then q If n is an odd number, then the remainder is 1 when

divided by 2.
Premise: p 17 is an odd number

Conclusion: q Therefore the remainder is 1 when 17 is divided by 2.

The arguments are all valid.

Another is the Law of syllogism which is also knows as reasoning by
transitivity. It has 2 premises, one major and the second is a minor premise
which leads both to either valid or invalid conclusion.

PIVOT 4A CALABARZON Math G8 28

 Law of Syllogism
If p q and q r are true conditional statements, then p r is true.

Example 1:
If Joy visits Bicol , then she will spend a day in Albay. (major premise)
If she will stay a day in Albay , then she will go Cagsawa Ruins. (minor premise)

p Joy visited Bicol

q She will spend a day in Albay

r She will visit Cagsawa Ruins

Since p q is true and q r is true, by the law of syllogism you can conclude
that p r is true, that is :
If Joy visits Bicol, then she will visit Cagsawa Ruins. (conclusion)
The conclusion is valid since the two premises are true.

Example 2.
If you eat vegetable , then you become healthy. (major premise)
If you become healthy, then you will not get sick. (minor premise)

p You eat vegetable

q You become healthy

r You will not get sick

By Law of Syllogism the conclusion is p r:

If you eat vegetable, then you will not get sick.
The two premises are valid.

There are instances that the conclusion is not valid.

Example 3.
If it is winter, then you will wear a wool sweater. (major premise)
If you wear a wool sweater, then you are a sheep. (minor premise)
The conclusion , “If it is winter, then you are a sheep” is not valid, since you are
not a sheep. Also the original statements are not true specifically the second
statement, unless you are a sheep.

29 PIVOT 4A CALABARZON Math G8

Example 4:
All animals have 4 legs. (major premise)
Snake is an animal. (minor premise)
Snake has 4 legs. ( conclusion)
The conclusion is invalid since the major premise is wrong. Not all animals have 4
legs.

To establish the validity and truthfulness of arguments is the process of

proving. There are two ways of writing a proof: Indirect and direct way of proving.
Try to analyze the arguments of Joy and Angel.
Joy and Angel have tickets for art festival. When they arrived there,
Angel said “ It seems that there are very few people in here.”
Joy said: “ If the art festival is today , there should be hundreds of people here, so
it can’t be today.”
Angel said: ‘”Let me see the ticket. The date on the ticket is for tomorrow, so the
art festival is not today.”
Take note that both of them arrived at the same conclusion but do it
different ways. Angel’s argument is an example of a direct proof while Joy’s
argument is an example of an indirect proof.
Direct proof is used to prove statements of the form ”if p then q” or ”p
implies q” which we can write as p q. This method takes an original statement p
which is assumed to be true , and is used to show directly that the other
statement q is true.
The direct proof has to follow these steps:
 Assume the statement p is true.
 Use what we know about p and other facts as necessary to deduce that
another statement q is true, that is show p q is true.

Example 1.
If n is an odd integer, then n2 is odd.

p q

Given p: n is an odd integer

Prove q: n2 is odd

PIVOT 4A CALABARZON Math G8 30

Proof:
Assume that p is true
n = 2k is even number , for some integer k ( even number is divisible by 2)
n = 2k + 1 is odd number , for some integer k (odd number when divided by 2
has a remainder 1)
n2 = (2k + 1)2 squaring odd integer
= 4k2 + 4k + 1, squaring a binomial, though the even coefficients of k and a
constant 1 already indicate that the square of odd integer is
odd, still we need to express it form of 2k + 1.
= 2(2k2 + 2k) + 1 , factor out 2
Let m = 2k2 + 2k .
Thus n2 = 2m + 1 is odd by definition of odd number
Example 2:
Given : Two even integers a and b
Prove: The sum (a + b) is even.
In proving we can use a formal proof which is a two column proof. One column is
for the statements and the other column is for reason to make the conclusion
true.

Statement Reason
a and b are even Given

a = 2m, b =2p Definition of even number

a + b = 2m + 2p Adding 2 integers
a + b = 2(m + p) Factoring the GCF
a + b = 2x Let x = m + b, 2x is an even number by definition

The other way of proving is by indirect proof. Given a premise p and a conclusion
q, an indirect proof would assume that q is false. Indirect proof is also called as
proof by contradiction.
Steps in indirect proving:

1. Assume the opposite of the conclusion of the statement.

The question is: “What if the conclusion is not true?”
2. Proceed as if this assumption is true to find the contradiction.
The question is: “How can you prove that the conclusion is false?”
3. Once there is a contradiction, the original statement is true.
If you’re not able to prove it, then the original statement is true.

31 PIVOT 4A CALABARZON Math G8

 The truth and falsity of statements are opposites. If truth exist, then falsity
cannot exist and vice versa. This means that a statement cannot be true and at
the same time false. If the statement is proven true, then it cannot be false and
the other way around.
Example 1:
Given A and B are complementary angles

Prove: B  90 0

Prove by indirect proof:

Assume that the opposite of the conclusion is true, that is,
Assume that the conclusion is false and that the contradic-
B  90 0 tion is true

Definition og complementary angles (the sum of the 2 angles

A  B  90 0 is 900
Solving for angle B by APE. B cannot be greater or equal to
B  90 0  A 900, which shows that your assumption that B  90 0
is not true. Hence the conclusion that B  90 0 is true.

Example 2.
No integer m and n exist such that 4m + 2n = 1

By indirect proof, you have to assume that integers m and n exist and that
4m + 2n = 1.
Start with the equation:
4m + 2n = 1
2m + n = 1 dividing both sides the greatest common factor 2
2
The contradiction is false. We cannot find any integer whose sum is a fraction.
Thus the original statement is true.

E
Learning Task 2
A. Make conclusion on the following patterns.
1.
1+1=2 3 +5=8 15 + 17 = 32
1+3=4 5 + 7 = 12 21 + 29 = 50

2. 1+2=3 3 + 8 = 11 15 + 28 = 43
2+3=7 5 + 12 = 17 21 + 32 = 53

3. 12 = 1 52 = 25 92 = 81
32 = 9 72 = 49 112 = 121
PIVOT 4A CALABARZON Math G8 32
B. Use Law of Detachment to draw conclusion
1. If two lines are parallel, then they do not intersect.
Lines j and k are parallel.
2. If there is lightning, then it is not safe to play outside.
Peter saw lightning.
3. If you get an average grade of 95– 100, then you will be in the honor roll
Your average grade is 95.25.
4. If a figure is a triangle, then the sum of the angles is 180 0.
PQR is is a triangle.
5. If the sum of two angles is equal to 90 degrees, then the angles are com
plementary.
Angle x is equal to 30 degrees and angle y is equal to 60 degrees.
6. If two circles have the same center, then they are concentric.
The center of two circles is point A.
7. If a figure has 4 sides, then it is a quadrilateral
Square has 4 sides.
8. If the 2 integers are odd, then the sum is even number
The numbers x and y are odd integers.
9. If the score in math exam is 50 and above, then you passed the exam.
Rick scored 68 in the exam.
10. If points lie on a line, then they are collinear.
Points X, Y, and Z are in line m.

C. Use Law of Syllogism to draw conclusion. Determine if your conclusion is

valid or not. Justify your answer
1. If it continue to rain then, then the track and field oval will become wet and
slippery.
If the track and field oval will become wet and slippery, then the track and
field game will be cancelled.
2. If you are resting, then you will be relaxed.
If you are relaxed, then your heart beat is normal.
3. If you study your lesson, then you will pass the exam.
If you pass the exam, you will get a good grade.
4. If it creature is a fly , then it has and antennae.
If the creature has antennae, then it is an insect.
5. If you are studying science, then you are studying biology.
If you are studying biology, then you are studying botany.
6. If two lines are parallel, then they belong to one plane.
If lines belong to one plane, then they are coplanar.
7. If angles are linear pair, then they are supplementary angles.
If the angles are supplementary, the sum of the angles is 180 0.
8. If a man is good in Math, then he is an engineer.
If he is an engineer, then he can build a house.
9. If a creature is a mammal, then it has 2 legs.
If a creature has 2 legs, then it can swim
10. If it rain, then there is lightning
If there is lightning, then there is thunder.

33 PIVOT 4A CALABARZON Math G8

 A
Learning Task 3
A. Prove the following using Direct Proof
1. Given: Odd and even integers
Prove: the sum of odd and even integers is odd integer
Solution:
Supply the missing statement and reason
Statement Reason
1. Let x be odd integer and y A variable represents a number
even integer
2. x = 2k + 1
3. y = 2k
4. x + y = (2k + 1) + 2k Adding two integers (from statement 1 and 2)
5. x + y = 2(2k) + 1
6. x + y = 2r + 1 r = 2k, substituting r to 2k in statement 5

2. Given odd integer m and even integer n ( m = 2k + 1 and n = 2k)

Prove: mn is even number ( mn = 2r)

3. Given: n is even number (n = 2k)

Prove: 3n + 5 is an odd number. ( 3n + 5 = 2m + 1)

B. Prove the following using indirect proof.

1. If x = 3, then 3x + 5 ≠ 10.
2. If a triangle is an isosceles triangle ( 2 sides are equal), then the base angles
cannot measure 92 degrees.
3. Given: 3r - 5 ≠ 13
Prove: r ≠ 6
4. Given: x = 5
Prove : 2x + 4 ≠ 12

References

PIVOT 4A CALABARZON Math G8 34

 Key to Correction

WEEK 1 WEEK 1 WEEK 2

Learning Task
Learning Task 1 Learning Task 4
5.
1, x = 3 2. y ≥ 3 3. x < -2
1.
Learning Task 2
1. (5,2),(-5,-5) 4. (0,-5),(-1,-6)
2. (1,10),(3,3) 5. (0,6),(2,2)
3. (1,2),(2,2)
Learning Task 3
A.
1.
Solutions of the inequalities No common points.

(-1, 5), (2, 6) , (0, 7) Note: the 3 identified points may vary.
Answers are correct as long as it belong
The region where the solution
to the shaded region.
of each inequality overlaps.
Learning Task 3
2. WEEK 2
Learning Task 1 1. It is the region where the two re-
1. C 2. B 3. A gions overlaps.
Learning Task 2
2. Boundary is broken line, when the
1. inequality is < or > while solid line if
the inequality is ≤ or ≥ .

3. If the regions of each inequality are

3.
parallel.

B. 1. y + x ≥ 4 and y - x > 1

2. 3y - 4x < 12 and 3y - x > 3

(0,-3),(4, -5) (5,-5) 3. y ≥ 2 and x ≤ -3

2.
WEEK 3—4
4.
Learning Task 1
A.
Domain Range

5,4,3,3 4,3,2,1 Relation

-2,-1,2,1 3, 3, 1, 1 Function
(3,-2) (4, -4), (5, -5)
-1,0,2,-2 1,0,1,4 Function
5.
3.
B. 1. {(-3, -4, (-2, -3), (-1, -2), (0, 1),
(1, 0); (2, 1);(3, 2)

2.
D -3 -2 -1 0 1 2 3

R -1 0 1 2 3 4 5

(-4, 7), 0,3), (2,4) 3. Eqn. 1: r = d - 1

4. Eqn 2: r = d + 2
Learning Task 3
Learning Task 2
B. 1. y - x > - 2 A
1. a. Function
2. y - 2x ≤ 2 b. D = (-2, -1, 0, 1} ; R ={-4,-3,-2,-1}
c. R = D - 2
3. 4y - 3x < 12 2. a. Relation
b. D = {4, 4,3, 3} ; R = { 2, 0, 3, 5 }
(-5,0); (0, 6); (1,5)

35 PIVOT 4A CALABARZON Math G8

3. a. Function C.1 2. 3.
b. D = {-1, 0, 1, 2} ; R = { 0, 1, 2, 3}
c. R = D + 1
4. a. Function
b. D = -{4, -2, 0, 2, 4}; R = {-2,-1,0, 1, 2 }
c. y = x + 1
5. a. function
b. D = {1, 2, 3, 4, 5}; R= {1, 2, 3, 4, 5}
c. y = x
6. a. Relation
b. D = {2, 2, 4, 6, 6}; R = {1, 5, 1, 3, 5} 4. 5.
7. a. function
b. D= {x /x € R}; R = { y / y = 3}
c. y = 3
8. a. Relation
B . D = {x/ -4 < x < 2}, R = [y/-3<y<3}
9. a. Relation
b. D= ( all real numbers} WEEK 5
R= { all real numbers} Learning Task 1
10. a. Function
b. D = {x/ x are real numbers} Hypothesis Conclusion
R = {y/ y ≤ 3
1 MJ is in grade 8 He is 14 years ols
Learning Task 2
2 It’s cloudy It will rain
B.
3 You will sleep early You will wake up early
Domain -3 -2 -1 0 1 2 3
4 An integer divisible by 5 Last digit must be 0 or 5
Range 1. -1 0 1 0 3 4 5
5. The triangle is equilateral It is equiangular
Range 2 -6 -4 -2 0 2 4 6

Range 3 9 4 1 0 1 4 9 Learning Task 2

A. 1. If you pass Grade 8, then you will be in grade 9 next

Range 4 -7 -4 -1 2 5 8 11
school year.
Range 5 -3 -2 -1 0 1 2 3 H: you pass Grade 8
C: you will be in grade 9 next school year.
C. Equation of the functions above let the
domain be x and range be y, 2. . If a triangle is equilateral, then it is equiangular.
1. y= x +2 4. y = 3x = 2 H: a triangle is equilateral
2. y = 2x 5. y=x C: it is equiangular
3. y = x2 3. If the angles are acute angles, then the measure is
less than 90.
Learning Task 3
H: the angles are acute angles
A. 1. f(x) = 3x + 7 3. f(x) = x + 5
C: the measure is less than 90.
x
2. f(x) =   2 4. f(x) = -2x = 5 4. If circles have the same center, then they are concen
2
tric.
5. f(x) =  3 x  2 H: Circles have the same center
2
C: they are concentric
B. 5. If the temperature is in degree Celsius, then the
1 5 1 freezing point is zero.
H: the temperature is in degree Celsius
1 2 1
C: the freezing point is zero
7 4 7 7

2 2 4 B.
1. True
3 0 6 2. False, the tallest man in the world is not a basketball player.
3. True
4. False, going to Hongkong does not require visa
5. False, Obtuse triangle, one angle is not acute,

PIVOT 4A CALABARZON Math G8 36

 2. (a) True
(b) If the polygon is quadrilateral, then it has exactly
Learning Task 3 4 sides. (true)
(c ) If the sides of the are not exactly 4 , then it is not
A.1. 2. 3. quadrilateral.
Quadrilateral Musician
Amphibians 3. (a) True
rectangle (b) If the does not steal, then he is honest. (true)
Violin
Frogs (c ) If the man is not honest then he steals.
4. (a) True
Bird
4. 5. (b) If the sum of the measure of two angles is 180 0 ,
Rational Number then the angles are supplementary. (true)
(c ) If the sum of two angles id not 180 0 , then the
Fraction eagle angles are not supplementary .
5. (a) True
B.
(b) If the volcano erupts, then it is active (true)
2. If it is equiangular, then it is equilateral. © If the volcano is not active, then it will not erupt.
The statement is true. All triangles that are equi Learning Task 2
latear are also equiangular. 1. The parts are hypothesis and conclusion.
3. If it is a quadrilateral, then it is a rectangle. 2. Switch the conclusion and hypothesis.
The statement is false since a trapezoid is also a 3. If the conditional statement and its converse are
quadrilateral. Or any figure with 4 sides ia a quadric both true.
lateral. 4. By negating the hypothesis and conclusion of the
hypothesis and conclusion of the conditional state-
WEEK 6-7 Learning Task 1 ment
1. (a) True 5. Contrapositive statement,
(b) If the triangle is equiangular, then it is equilat
eral (True)
(c ) If the triangle is not equilateral, the it is not
equiangular.

Learning Task 3
Conditional Statement Converse Statement Inverse Statement Cotrapositive Statement

If you eat vegetable, then you are If you are healthy, then you eat If you do not eat vegetables, then If you are not healthy, then you do
healthy. vegetables you are not healthy not eat, then you do not eat vegeta-
bles

If 3x + 8 = 14, then x = 2 If x = 2, then 3x + 8 = 14 If 3x + 8 ≠ 14, the x ≠ 2 If x ≠ 2, then 3x + 8 ≠ 14

If a triangle is a right triangle, then If a triangle has a 900 angle, then it If a triangle is not a right triangle, If a triangle has no 900 angle, then
it has a 900 angle. is a right triangle then it has no 900 angle it is not a right triangle.

If it is an eagle, then it is a bird. If it is a bird, then it is an eagle. If it is not an eagle, then it is not a It it is not a bird, then it is not not

If it is a whale, then it is a mammal If it is a mammal, then it is a If it is not a whale, then it is not a If it is not a mammal, then it is not
whale mammal. a whale

If the diameters of two circles are If the two circles are congruent, If the diameters of two circles are If two circles are not congruent,
equal, then the circles are congru- then the diameters of the circles are not equal, then the circles are not then the diameters of the circles
ent equal. congruent. are not equal.

If the angle measures between 90 0 If the angle is obtuse, then the If the measure of the angle is not If the angle is not obtuse then its
and 1800 , then the angle is obtuse. measure of the angle is between 90 0 between 900 and 1800, then the measure is not between 90 0 and
and 1800 angle is not obtuse. 1800

If two planes have no common If two planes are parallel, then they If two planes has common point, If two planes are not parallel, then
point, then they are parallel. don’t have common point. then they are not parallel they have common point.

If it is a carrot, then it is rich in If it is rich in Vitamin A, then it is a It it is not a carrot, then it is not If it is not rich in vitamin A, then it

If it is a reptile, then it has a scale. If it has a scale, then it is a reptile If it is not a reptile, then it has no If it has no scale, then it is not a
scale reptile

B. 2. 3x = 8 = 14 iff x = 2 7. The measure of the angle is between 900 and 1800 iff
the angle is obtuse.
3. It is a right triangle iff it has a 900 angle
8.Two planes have no common point iff they are parallel.
6. Two circles are congruent iff their diameters are
equal.

Learning Task 4
1. Conditional: If a point is the mid point of the segment, then it divides the segment into two equal parts.
Converse: If the point divides the segment into 2 equal parts, then it is the midpoint of the line segment.

37 PIVOT 4A CALABARZON Math G8

2. Conditional: If 4x - 5 = 25, then x = 7

Converse: If x = 7, then 4x - 5 = 25

3. Conditional: If the quadrilateral ha 4 congruent sides and angles, then the quadrilateral is a square.

Converse: If the quadrilateral is a square, then it is a quadrilateral with 4 congruent sides and angles.

WEEK 8
Learning Task 1
1. (a) If it is an eagle, then it’s a bird (b) If it is a bi rd, then its an eagle. (c ) It is an eagle iff it a bird.
(b) is false. Maya is a bird but not eagle. (c ) False, since the converse is false.
2. (a) if It is a wild animal, then it’s a mammal (b) If it is mammal, then it’s a wild animal (c ) It is a wild ani-
ma iff it is mammal. (b) is false, mma is a mammal but not wild animal. (c ) is false since the converse is
false.
Learning Task 2
A. 1. The sum of 2 odd integers is an integer 3. The square of an odd integer is odd integer.
2. The sum of odd and even integer is an odd integer.

B. 1. Therefore lines j and k are parallel 6. Therefore the circles are concentric.
2. Therefore it is not safe to play outside. 7. Therefore square is quadrilateral
8. Therefore the sum of x and y is even
3. Therefore you will be in the honor roll.
9. Therefore Rick passed the exam
4. Therefore the sum of the angles of triangle PQR is 180 0 10. Therefore points x, y and Z are collinear
5. Therefore the sum of the measures of angles x
and y is 900 , they are complementary.

C. 1. if it will continue to rain, then the track and field game 6. If two lines are parallel, then the are coplanar.
will be cancelled.
7. If angles are linear pair, then the sum is 180 0
2. If you are resting, then your heartbeat is normal. 8. If a man is good in Math, then he can build a
3. If you study your lesson, then you will get good grades. house.
4. If a creature is a fly, then it is an insect. 9. If the creature is a mammal, then it can swim.
5. If you are studying science, then you are studying bot 10. If it rain, then there is thunder
any.

Learning Task 3 B. 1. Given x = 3 3. Given: 3r - 5 ≠ 13

Prove : 3x + 5 ≠ 10 Prove: r ≠ 6
A.
Assume that 3x + 5 = 10 Assume that r = 6.
1. Reason:
3x = 5 Then 3( 6) - 5 ≠ 13
2. Definition of odd integer
x = 5/3 18 - 5 ≠ 13 this false be-
3. Definition of even integer cause they are equal. Hence the
This shows that the assumption
5. sum of integers is not true. Hence the conclu- assumption is false. r ≠ 6 is true.
sion 3x + 5 ≠ 10 is true.
2. mn = (2k + 1)(2k)
4. Given: x = 5
= 4k2 + 2k product of integers
= 2(2k2 + k) factor out 2 2. Given: Triangle ABC is an Prove: 2x + 4 ≠ 12
isosceles triangle.
= 2r let r = 2k 2 +k Assume that 2x + 4 = 12
Prove: Base angle cannot be
mn = 2r by definition of even integer 2(5) + 14 =12
920.
10 + 14 = 12 is false
Assume that the base angle is
920 Hence the conclusion 2x + 4 ≠ 12
3. let n = 2k
is true.
3n + 5 = 3(2k) + 5 by substitution Remember that the base angles
of isosceles triangle are equal
= 6k + 5 multiply and the sum of the measure of
= 6k + 4 + 1 renaming 5 the angles of the triangle is 1800
= 2(3k + 2) + 1 factor out 2 A + B + C = 1800
= 2m + 1 let m = 3k + 2 A + 92 + 92 = 1800
3n + 5 = 2m + 1 is odd number by This is not possible since the
definition. two angles adds up to more
than 1800 already. Therefore
the assumption is false. The
conclusion that cannot be 920 is
true.

PIVOT 4A CALABARZON Math G8 38

 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5 and week 6.

39 PIVOT 4A CALABARZON Math G8

For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
Email Address: [email protected]