8

MATHEMATICS
Quarter 2 - Module 1
Linear Inequalities in Two
Variables

AIRs - LM
LU_Q2_Mathematics8_Module 1
 MATHEMATICS 8
Quarter 2 - Module 1: Linear Inequalities in Two Variables
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: John Michael L. Ordinario

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos, Jr., P II
Content Reviewers: Joel C. Garcia and Virginia G. Acas
Language Reviewers: John Michael L. Ordinario and Lorna M. Tampos
Design and Layout: Frances Mae E. Rimando

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Erlinda M. dela Peña, Ed.D, EPS in Charge of Mathematics
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: [email protected]

LU_Q2_Mathematics8_Module 1
 8
MATHEMATICS
Quarter 2-Week 1 Module 1:
Linear Inequalities in Two
Variables

LU_Q2_Mathematics8_Module 1
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 Target

This module will help you understand the key concepts of Linear Inequalities
in Two Variables. Moreove, you’ ll find out how these mathematics concepts are used
in solving real-life problems. In all lessons, you are given the opportunity to use your
prior knowledge and skills in linear inequalities in one variable. Activities are also
given to process your knowledge and skills acquired, deepen and transfer your
understanding of the different lessons. The scope of this modules enables you to use
it in many different learning situations. The lesson are arranged to follow the
standard sequence of the course. But in order in which you read them can be
changed to corresponds with the textbooks you are using.

This module contains the following lessons:

• Linear Inequalities and Equations in Two Variables
• Graphing Linear Inequalities in Two Variables
• Solving Problems involving Linear Inequalities in Two
Variables

After going through this module, you are expected to

1. differentiate linear inequalities in two variables from linear equations in
two variables (M8AL-IIa-2);
2. illustrate and graph linear inequalities in two variables
(M8AL-IIa-3); and
3. solve problems involving linear inequalities in two variables
(M8AL-IIa-4).

1 LU_Q2_Mathematics8_Module1
Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.
1. Which of the following is a linear inequality in two variables?
A. 2x – 4y = 6 B. 6t + 3 < 15 C. 3s ≤ 14 D. 15 + 2h ≥ 3j
2. How many solutions does a linear inequality in two variables have?
A. 0 B. 1 C. 2 D. infinite
3. What is the graph of linear inequalities in two variables?
A. Half-plane B. Half of a parabola C. Parabola D. Straight line
4. Which of the following ordered pairs is a solution of the inequality 3x + 4y ≤ 12?
A. (0, 0) B. (2, 2) C. (4, 4) D. (6, 6)
5. In the inequality x + 2y ≤ 6, what could be the values of d if x = 5?
A. y ≤ -1/2 B. y ≥ -1/2 C. y ≤ 1/2 D. y ≥ 1/2
6. What linear inequality is represented by the graph?
A. -x – y > 1 B. -x – y < 1 C. -x + y > 1 D. -x + y < 1

7. Which of the following shows the plane divider of the graph of y + x ≤ 4?

A. B.

C. D.

2 LU_Q2_Mathematics8_Module1
8. The Mathematics Club of Masagana National High School is raising at least
Php 12,000 for their future activities. Its members are selling pad papers and
pens to their school- mates. To determine the income that they generate, the
treasurer of the club was asked to prepare an interactive graph which shows the
costs of the pad papers and pens sold. Which of the following sketches of the
interactive graph the treasurer may present?(note: 1 unit = Php 2,000)
A. B.

C. D.

9. What linear inequality is represented by the graph?

A. x – y > 2
B. x – y < 2
C. -x - y > 2
D. -x - y < 2

3 LU_Q2_Mathematics8_Module1
10. Which of the following shows the plane divider of the graph of y + x > -2?
A. B.

C. D.

11. A restaurant owner would like to make a model which he can use as guide in
writing a linear inequality in two variables. He will use the inequality in
determining the number of kilograms of pork and beef that he needs to purchase
daily given a certain amount of money (C), the cost (A) of a kilo of pork, the cost
(B) of a kilo of beef. Which of the following models should he make and follow?
I. Ax + By ≤ C
II. Ax + By = C
III. Ax + By ≥ C
A. I and II B. I and III C. II and III D. I, II, and III

12. Jonel bought three apples and two oranges. The total amount she paid was at
most Php 123. If x represents the cost of each apple and y represents the cost of
each orange, which of the following mathematical statements represents the given
situation?
A. 3x + 2y ≥ 123 B. 3x + 2y ≤ 123 C. 3x + 2y > 123 D. 3x + 2y < 123

13. The total amount Cora paid for 2 kilos of beef and 3 kilos of fish is less than Php
700. Suppose a kilo of beef costs Php 250. What could be the maximum cost of
a kilo of fish to the nearest pesos?
A. Php 60 B. Php 65 C. Php 66 D. Php 67

4 LU_Q2_Mathematics8_Module1
14. Adeth has some Php 10 and Php 5 coins. The total amount of these coins is at
most Php 750. Suppose there are 50 Php 5-coins. Which of the following is true
about the number of Php 10-coins?
I. The number of Php 10-coins is less than the number of Php 5-coins.
II. The number of Php 10-coins is more than the number of Php 5-coins.
III. The number of Php 10-coins is equal to the number of Php 5-coins.
A. I and II B. I and III C. II and III D. I, II, and III

15. The difference between the scores of Connie and Minnie in the test is not more
than 6 points. Suppose Connie’s score is 32 points, what could possibly be the
score of Minnie?
A. 20 B. 30 C. 40 D. 50

Jumpstart

Activity 1: WHEN DOES LESS BECOMES MORE?

Directions: Supply each phrase with what you think the most appropriate word.
Explain your answer briefly.

1. Less money, more __________

2. More profit, less __________
3. More smile, less __________
4. Less make-up, more __________
5. More peaceful, less __________
6. Less talk, more __________
7. More harvest, less __________
8. Less work, more __________
9. Less trees, more __________
10. More savings, less __________

Questions
a. How did you come up with your answer?
b. How did you know that the words are appropriate for the given phrases?
c. When do we use the word “less”? How about “more”?
d. When does less really become more? e. How do you differentiate the meaning
of “less” and “less than”? How are these terms used in Mathematics?

5 LU_Q2_Mathematics8_Module1
Activity 2: ABOVE, BELOW AND ON THE LINE!

Directions: Graph the line y = x + 3. Plot the points and tell whether each point lies
on the line, above the line, or below the line. Complete the table given by
putting a check mark under the column where the given point lies.
Number 1 has been done for you.

Point On the line Above the line Below the line

1 (-5, 1)
2 (1, -2)
3 (-2, 4)
4 (0, 1)
5 (0, 3)
6 (2, 3)
7 (-1, 4)
8 (3, 5)
9 (5, 5)
10 (-3, 0)

Discover

Linear Inequalities and Equations in Two Variables

An equation or inequality may contain one or more variables. In Grade 7

Mathematics, we studied linear (first degree) equation and inequalities in one
variable. Let us now consider linear equations and linear inequalities in two
variables.

A linear equation in two variables has the standard form:

Ax + By = C
where A, B, and C are real numbers and A and B are not both equal to zero.

6 LU_Q2_Mathematics8_Module1
Examples:
1. 3x – 2y = 2 2. 2x + 3y = 6 3. x + y = 5
4. 5x – 4y = 12 5. 2y = 2x – 7 6. 3y = 6x + 10

A linear inequality in two variables is an inequality that can be written in one

of the following forms:
Ax + By < C
Ax + By ≤ C
Ax + By > C
Ax + By ≥ C
where A, B, and C are real numbers and A and B are not both equal to zero.

Examples:
1. 4x – y > 1 2. 8x – 3y ≥ 14 3. x + 5y ≤ 9
4. 2y > x – 5 5. 3 x + 7y < 2 6. y ≤ 6x + 11
In equations and inequalities in two variables, the exponent of each variable
must be equal to 1. Also, we cannot have a term which contains the product or
quotient of the two variables.

Graphing Linear Inequalities in Two Variables

The graph of a linear inequality in two variables is the set of all points in the
rectangular coordinate system whose ordered pairs satisfy the inequality. When a
line is graphed in the coordinate plane, it separates the plane into two regions called
half- planes. The line that separates the plane is called the plane divider.

Half - plane Plane

Divider

Half - plane

To graph an inequality in two variables, the following steps could be followed.

1. Replace the inequality symbol with an equal sign. The resulting equation becomes
the plane divider.
Examples:
a. y > x + 4 y=x+4

7 LU_Q2_Mathematics8_Module1
 b. y < x – 2 y=x–2
c. y ≥ -x + 3 y = -x + 3
d. y ≤ -x – 5 y = -x – 5

2. Graph the resulting equation with a solid line if the original inequality contains ≤
or ≥ symbol. The solid line indicates that all points on the line are part of the
solution of the inequality.
If the inequality contains < or > symbol, use a dash or a broken line. The dash
or broken line indicates that the coordinates of all points on the line are not part
of the solution set of the inequality.

a. y > x + 4 b. y ≥ -x + 3

y>x+4 y ≥ -x + 3

c. y < x – 2 d. y ≤ -x – 5

y < x- 2 y ≤ -x - 5

8 LU_Q2_Mathematics8_Module1
3. Choose three points in one of the half-planes that are not on the line. Substitute
the coordinates of these points into the inequality. If the coordinates of these points
satisfy the inequality or make the inequality true, shade the half-plane or the region
on one side of the plane divider where these points lie. Otherwise, the other side of
the plane divider will be shaded.

a. y > x + 4 b. y ≥ -x + 3

y>x+4 y ≥ -x + 3

For example, points (0, 3), (2, 2), and For example, points (-2, 8), (0, 7),
(4, -5) do not satisfy the inequality and (8, -1) satisfy the inequality y ≥ -
y > x + 4. Therefore, the half-plane x + 3. Therefore, the half-plane
that does not contain these points containing these points will be
will be shaded. The shaded portion shaded. The shaded portion
constitutes the solution of the linear constitutes the solution of the linear
inequality. inequality.

c. y < x – 2 d. y ≤ -x – 5

y < x- 2
y ≤ -x - 5

For example, points (0, 5), (-3, 7), For example, points (12, -3), (0, -9),
and (2, 10) do not satisfy the and (3, -11) satisfy the inequality y ≤
inequality y < x – 2. Therefore, the -x – 5. Therefore, the half-plane
half-plane that does not contain containing these points will be
these points will be shaded. The shaded. The shaded portion
shaded portion constitutes the constitutes the solution of the linear
solution of the linear inequality. inequality.
9 LU_Q2_Mathematics8_Module1
 Solving Problems involving Linear Inequalities in Two
Variables

Certain situations in real life can be modeled by linear inequalities.

Examples:
1. The total amount of 1-peso coins and 5-peso coins in the bag is more than Php
150.
➢ The situation can be modeled by the linear inequality x + 5y > 150, where x is
the number of 1-peso coins and y is the number of 5-peso coins.

2. Emily bought two blouses and a pair of pants. The total amount she paid for the
items is not more than Php 980.
➢ The situation can be modeled by the linear inequality 2x + y ≤ 980, where x is
the cost of each blouse and y is the cost of a pair of pants.

The solutions of linear inequalities in x and y can be expressed in ordered pairs

(x,y). An ordered pair (x, y) is a solution of am inequality in x and y if a true statement
results when the variable in the equality is replaced by the coordinates of the ordered
pair.

In the first example, if there are five 1-peso coins and fifty 5-peso coins, the
ordered pair will be (5, 50). Substitute this ordered pair in the inequality.
x + 5y > 150; (5, 50)
5 + 5(50) > 150
5 + 250 > 150
255 > 150.

Since 255 is more than 150, which is a true statement, then the ordered pair (5, 50)
can be a solution to the linear inequality x + 5y > 150.

10 LU_Q2_Mathematics8_Module1
 Explore

Activity 3: WHAT AM I?
Directions: Determine whether the following situations is an equation or an
inequality and then write its equation or the inequality model in the
appropriate column.

Real-Life Situations Classification Inequality

(Equation or Model
Inequality)
1. The value of one Philippine peso (p) is
less than the value of one US dollar (d).
2. According to the NSO, there are more
female (f) Filipinos than male (m)
Filipinos.
3. The number of girls (g) in the band is
one more than twice the number of
boys (b).
4. The school bus has a maximum seating
capacity (c) of 80 persons.
5. According to research, an average adult
generates about 4 kg of waste daily (w).
6. To get a passing mark in school, a
student must have a grade (g) of at least
75.
7. The daily school allowance of Jillean (j)
is less than the daily school allowance
of Gwyneth (g).
8. Seven times the number of male
teachers (m) is the number of female
teachers (f).
9. The expenses for food (f) is greater than
the expenses for clothing (c).
10. The population (p) of the Philippines
is about 103 000 000.

Questions:
1. How do you describe the situations in 3, 5, 8, and 10? How about the
situations in 1, 2, 4, 6, 7, and 9?

2. How do the situations in 3, 5, 8, and 10 differ from the situations in 1, 2, 4,

6, 7, and 9?

3. What makes linear inequality different from linear equations? 4. How can you
use equations and inequalities in solving real-life problems?

11 LU_Q2_Mathematics8_Module1
Activity 4: COME AND TEST ME!
Directions: Tell which of the given coordinates of points satisfy the inequality.
Justify your answer.

1. y < 2x + 2

a. (0, 2)
b. (5, 1)
c. (-4, 6)
d. (8, -9)
e. (-3, -12)

2. 3x ≥ 12 – 6y

a. (1, -1)
b. (4, 0)
c. (6, 3)
d. (0, 5)
e. (-2, 8)

Questions:
1. How did you determine if the given coordinates of points on the graph satisfy
the inequality?

2. What did you do to justify your answer?

12 LU_Q2_Mathematics8_Module1
Activity 5: COLOR ME!
Directions: Illustrate the graph of the following inequalities by shading the
appropriate side of the plane divider where the solutions of the
inequality are found.
1. y < x + 3 2. y – x > – 5

3. x ≤ y – 4 4. 2 x + y < 2

5. x + y ≥ 1

13 LU_Q2_Mathematics8_Module1
Questions:

1. How did you determine the part of the plane to be shaded?

2. Suppose a point is located on the plane where the graph of a linear inequality is
drawn. How do you know if the coordinates of this point is a solution of the
inequality?
3. Give at least 5 solutions for each linear inequality.

Deepen

.
Activity 6: GRAPH AND TELL!
Directions: Show and illustrate the graph on Cartesian plane and describe the
solutions of each of the following inequalities.
1. y > 4x
2. y > x + 2
3. 3x + y ≤ 5
4. y < 1 3 x
5. x – y < -2

Questions:
1. How did you graph each of the linear inequalities?
2. How do you describe the graphs of linear inequalities in two variables?
3. Give at least 3 solutions for each linear inequality.
4. How did you determine the solutions of the linear inequalities?

Activity 7: TRANSLATE ME!

Directions: Write each statement as a linear inequality in two variables.

Statement Linear Inequality Model

1. The sum of 20-peso bills (t) and fifty-peso

bills (f) is greater than Php 420.
2. The difference between the weight of Diana
(d) and Princess (p) is at least 26.
3. Five times the length of a ruler (r) increased
by 2 inches is less than the height of Daniel
(h).
4. In a month, the total amount the family
spends for food (f) and educational expenses
(e) is at most Php 8,000.
5. The price of a motorcycle (m) less Php
36,000 is less than or equal to the price of a
bicycle (b).

14 LU_Q2_Mathematics8_Module1
 6. A dozen of short pants (s) added to half a
dozen of pajamas (p) has a total cost of not
greater than Php 960.
7. The difference of the number of 300-peso
tickets (p) and 200-peso tickets (q) is not less
than 30.
8. Thrice the number of red balls (r) is less
than the number of blue balls (b).
9. The number of apples (a) more than twice
the number of ponkans (p) is greater than 24.
10. Nicole bought 2 blouses (b) and 3 shirts (s)
and paid not more than Php 1,150.

Questions:
1. How did you translate the given situations into linear inequalities?
2. When do we use the term “at most”? How about “at least”?
3. What other terms are similar to “at most”? How about “at least”?
4. Give at least two statements that make use of these terms.
5. In what real-life situations are the terms such as “at most” and “at least” used?

Activity 8: WHAT’S YOUR POINT?

Directions: State whether each given ordered pair is a solution of the inequality.
Write S if the ordered pair is a solution, otherwise, write NS. Justify
your answer.
1. 2x – y > 10; (7, 2) 6. -3x + y < -12; (0, -5)
2. x + 3y ≤ 8; (4, -1) 7. 9 + x ≥ y; (-6, 3)
3. y < 4x – 5; (0, 0) 8. 2y – 2x ≤ 14; (-3, -3)
4. 7x – 2y ≥ 6; (-3, -8) 9. 1 2 x + y > 5; (4, 1 2 )
5. 16 – y > x; (-1, 9) 10. 9x + 2 3 y < 2; ( 1 5 ,1)
Questions:
1. How did you determine if the given ordered pair is a solution of the inequality?
2. What did you do to justify your answer?

15 LU_Q2_Mathematics8_Module1
 Deepen

Activity 9: MAKE IT REAL!

Directions: Answer the following questions. Give your complete solutions or
explanations.

1. The difference between Connie’s height and Janel’s height is not more than 1.5 ft.
a. What mathematical statement represents the difference in the heights of
Connie and Janel? Define the variables used.
b. Based on the mathematical statement you have given, who is taller? Why?
c. Suppose Connie’s height is 5 ft and 3 in, what could be the height of Janel?
Explain your answer.

2. A motorcycle has a reserved fuel of 0.5 liter which can be used if its 3-liter fuel
tank is about to be emptied. The motorcycle consumes at most 0.5 liter of fuel
for every 20 km of travel.
a. What mathematical statement represents the amount of fuel that would be
left in the motorcycle’s fuel tank after traveling a certain distance if its tank
is full at the start of travel?
b. Suppose the motorcycle’s tank is full and it travels a distance of 55 km,
about how much fuel would be left in its tank?
c. If the motorcycle travels a distance of 130 km with its tank full, would the
amount of fuel in its tank be enough to cover the given distance? Explain
your answer.

3. The total amount Jurene paid for 5 kilos of rice and 2 kilos of fish is less than Php
600.
a. What mathematical statement represents the total amount Jurene paid?
Define the variables used.
b. Suppose a kilo of rice costs Php 35. What could be the greatest cost of a
kilo of fish to the nearest pesos?
c. Suppose Jurene paid more than Php 600 and each kilo of rice costs Php 34.
What could be the least amount she will pay for 2 kilos of fish to the nearest
pesos?

16 LU_Q2_Mathematics8_Module1
 Gauge

Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.
1. Which of the following is a linear inequality in two variables?
A. 4a – 3b = 5 B. 7c + 4 < 12 C. 3x ≤ 16 D. 11 + 2t ≥ 3s

2. How many solutions does a linear inequality in two variables have?

A. 0 B. 1 C. 2 D. infinite

3. What is the graph of linear inequalities in two variables?

A. Half-plane B. Half of a parabola C. Parabola D. Straight line

4. Which of the following ordered pairs is a solution of the inequality 2x + 6y ≤ 10?

A. (3, 1) B. (2, 2) C. (1, 2) D. (1, 0)

5. In the inequality c – 4d ≤ 10, what could be the values of d if c = 8?

A. d ≤ -1/2 B. d ≥ -1/2 C. d ≤ 1/2 D. d ≥ 1/2

6. What linear inequality is represented by the graph?

A. x – y > 1
B. -x + y > 1
C. x – y < 1
D. -x + y < 1

17 LU_Q2_Mathematics8_Module1
7. Which of the following shows the plane divider of the graph of y ≥ x + 4?
A. B.

C. D.

8. The Mathematics Club of Masagana National High School is raising at least Php
12,000 for their future activities. Its members are selling pad papers and pens to
their school- mates. To determine the income that they generate, the treasurer of
the club was asked to prepare an interactive graph which shows the costs of the
pad papers and pens sold. Which of the following sketches of the interactive graph
the treasurer may present?(note: 1 unit = Php2,000)
A. B.

C. D.

18 LU_Q2_Mathematics8_Module1
9. What linear inequality is represented by the graph?
A. x – y > 2
B. x – y < 2
C. -x - y > 2
D. -x - y < 2

10. Which of the following shows the plane divider of the graph of y > x - 2?
A. B.

C. D.

19 LU_Q2_Mathematics8_Module1
11. Jonel bought three apples and two oranges. The total amount she paid was at
most Php 123. If x represents the cost of each apple and y represents the cost of
each orange, which of the following mathematical statements represents the given
situation?
A. 3x + 2y ≥ 123 B. 3x + 2y ≤ 123 C. 3x + 2y > 123 D. 3x + 2y < 123

12. Adeth has some Php 10 and Php 5 coins. The total amount of these coins is at
most Php 750. Suppose there are 50 Php 5-coins. Which of the following is true
about the number of Php 10-coins?
I. The number of Php 10-coins is less than the number of Php 5-coins.
II. The number of Php 10-coins is more than the number of Php 5-coins.
III. The number of Php 10-coins is equal to the number of Php 5-coins.
A. I and II B. I and III C. II and III D. I, II, and III

13. The difference between the scores of Connie and Minnie in the test is not more
than 6 points. Suppose Connie’s score is 32 points, what could possibly be the
score of Minnie?
A. 20 B. 30 C. 40 D. 50

14. Mary and Rose ought to buy some chocolates and candies. Mary paid Php 198
for 6 bars of chocolates and 12 pieces of candies. Rose bought the same kinds of
chocolates and candies but only paid less than Php 100. Suppose each piece of
candy costs Php 4, how many bars of chocolates and pieces of candies could Rose
have bought?
A. 3 bars of chocolates and 6 pieces of candies
B. 3 bars of chocolates and 8 pieces of candies
C. 4 bars of chocolates and 2 pieces of candies
D. 4 bars of chocolates and 4 pieces of candies

15. Mrs. Roxas gave the cashier Php 500-bill for 3 adult’s tickets and 5 children’s
tickets that cost more than Php 400. Suppose an adult ticket costs Php 75.
Which of the following could be the cost of a children’s ticket?
A. Php 60 B. Php 45 C. Php 35 D. Php 30

Great job! You are done with this

module.

20 LU_Q2_Mathematics8_Module1
 LU_Q2_Mathematics8_Module1 21
JUMPSTART – Activity 2 Above, Below and on the line
Point On Above Below
the the the
line line line
1 (-5, 1) /
2 (1, -2) /
3 (-2, 4) /
4 (0, 1) /
5 (0, 3) /
6 (2, 3) /
7 (-1, 4) /
8 (3, 5) /
9 (5, 5) /
10 (-3, 0) /
EXPLORE
Activity 4: COME AND TEST ME!
1. a. not a solution
b. solution
c. not a solution JUMPSTART
d. solution Activity: WHEN DOES LESS BECOMES
e. solution MORE?
2. a. not a solution Answers may vary
b. solution
c. solution EXPLORE
d. solution Activity 3: WHAT AM I?
e. solution 1. Inequality p < d
2. Inequality f > m
Activity 5: COLOR ME! 3. Not g = 1 + 2b
1. right side of the plane divider 4. Inequality c ≤ 80
2. left side of the plane divider 5. Not w=4
3. left side of the plane divider 6. Inequality g ≥ 75
4. left side of the plane divider 7. Inequality j < g
5. right side of the plane divider 8. Not 7m = f
9. Inequality f > c
DEEPEN 10. Not p = 103 000 000
Activity 6: GRAPH AND TELL!
Answer Key
LU_Q2_Mathematics8_Module1 22
Pre - Test GAUGE Deepen
1. D 1. D Activity 7::TRANSLATE ME!
2. D 2. D 1. t + f > 420 6. 12s +6p ≤ 960
3. A 3. A 2. d – p ≥ 26 7. p – q ≥ 30
4. A 4. D 3. 5r + 2 < h 8. 3r < b
5. C 5. B 4. f + e ≤ 8000 9. 2p + a > 24
6. B 6. B 5. m – 36 000 ≤ b 10. 2b + 3s ≤ 1150
7. D
7. C
8. C Activity 8: WHAT’S YOUR POINT?
8. C 9. D 1. Solution 6. Not a solution
9. C 10. A 2. Solution 7. Solution
10. B 11. B 3. Not a solution 8. Solution
11. A 12. B 4. Not a solution 9. Not a solution
12. B 13. A 5. Solution 10. Not a solution
13. C 14. A
14. B 15. B
15. B Activity 9:: MAKE IT REAL!
1. a. c – j ≤ 1.5; c represents
Connie’s height and j Janel’s height
b. Connie
c. 3 ft and 9 inches and below
2. a. y ≥ 4 - x 20
b. about 2 liters
c. yes
3. a. 5x + 2y < 400
b. Php 109
c. Php 116
References

A. Books

Emmanuel P. Abuzo, Merden L.Bryant, Jem Boy B.Cabrera, Belen P. Caldez,

Melvin M. Callanta, Anastacia Proserfina I. Castro, Alicia R. Halabaso,
Sonia P. Javier, Roger T. Nocom, and Concepcion S. Ternida, (2013),
Mathematics Grade 8 Learner’s Module, Quezon City, Book Media Press, Inc.,
and Printwell, Inc.

Orlando A. Oronce, Marilyn O. Mendoza. (2015). Exploring Math 8, Worktext in

Mathematics. Sampaloc, Manila: Rex Book Store, Inc.

B. Other References

Hand-outs, DepEd Regional Mass Training on Critical Content on Mathematics 8,

May 21-June 1, 2018.

23 LU_Q2_Mathematics8_Module1
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
[email protected]
[email protected]

24 LU_Q2_Mathematics8_Module1