8

Mathematics
Quarter 2 – Module 1:
“Differentiating Linear
Inequalities and Linear
Equations in Two Variables”

CO_Q2_Mathematics8_M1
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 1: Differentiating Linear Inequalities and Linear
Equations in Two Variables
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Anacita C. Suarez

Language Editor: Vicente P. Balbuena
Content Editors: Willy C. Dumpit, Vincent R. Lagat, Karen M. Basut
Layout Editor: Jay R. Tinambacan
Reviewers: Rhea J. Yparraguirre, Roche Y. Ocaña, Ruby V.
Banias, Chielo D. Palawan, Brian P. Atenta
Illustrator: Anacita C. Suarez
Layout Artists: Anacita C. Suarez, Ivan Paul V. Damalerio, Jake D. Fraga
Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Jr.,
Maripaz F. Magno, Josephine Chonie M. Obseňares, Josita B.
Carmen, Celsa A. Casa, Regina Euann A. Puerto, Bryan L. Arreo,
Lieu Gee Keeshia C. Guillen, Leopardo P. Cortes, Jr.

Printed in the Philippines by ________________________

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Office Address: Learning Resource Management Section (LRMS)

J.P. Rosales Avenue, Butuan City, Philippines 8600
Telefax No.: (085) 342-8207 / (085) 342-5969
E-mail Address: [email protected]
 8

Mathematics
Quarter 2 – Module 1:
“Differentiating Linear
Inequalities and Linear
Equations in Two Variables”
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.

iiiiiiiiii
 What I Need to Know

This module is designed to help you differentiate linear inequalities and linear
equations in two variables. You are provided with varied activities to process the
knowledge and skills learned and to deepen and transfer your understanding of the
lesson. The scope of this module enables you to use it in many different learning
situations. The lesson is arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

This module contains:

Lesson 1: Linear Equations and Inequalities and Linear

Equations in Two Variables

After going through this module, you are expected to:

1. distinguish the linear inequalities in two variables from linear equations in
two variables;
2. translate mathematical phrases into mathematical statements of linear
equations and inequalities in two variables; and
3. cite real life situations that can be represented by linear equations and
inequalities in two variables.

1 CO_Q2_Mathematics8_M1
 What I Know

Pre-Assessment

Directions: Choose the letter that corresponds to your answer. Write your answer
on a separate sheet of paper. After taking the test, take note of the item that you
were not able to answer correctly. Find the answer as you go through this module.

1. The following expressions are examples of linear inequalities in two variables

EXCEPT:
A. – x >2 y +7 C. 13 x−4 y=21
B. 9 x +3 y ≥ 24 D.13 x−24 y <32

2. Which of the following mathematical expressions is written in standard

form?
A. x < y +5 C. 2 y+ 6>3 x
B. 2 x+3 y <12 D. 2 x+5 ≤ x – 3y – 7

3. The mathematical statements below are all linear inequalities in two

variables EXCEPT:
3
A. <10−2 x
y C. 3 x+ 5 y ≥ 15
B. 2 x – y> 6
D. 23 ≤ 3 x +2 y
4. Which of the following verbal phrases DOES NOT represent a linear
inequality in two variables?
A. “the total number of male and female students in the learning center
is 20”
B. “the total number of male and female students in the learning center
is at most 20”
C. “the total number of male and female students in the learning center
is greater than 20”
D. “the total number of male and female students in the learning center
is less than or equal to 20”

5. Which of the following is a linear inequality in two variables?

A. 4 a – 3 b> 5 C. 3 xy ≤ 16+ x
B. 7 c +4 <12−3 d 2
D. 11+2 t ≥ 3t – 11

6. Which inequality represents “the sum of x and y is at most 15”?

A. x + y ≥ 15 B. x + y >15

2 CO_Q2_Mathematics8_M1
 C. x + y ≤ 15 D. x + y <15

7. Which of the following is true about the graphical solutions of a linear

inequality in two variables?
A. It is a line.
B. It is a curve.
C. It is region of points bounded by a curve.
D. It is a region of points bounded by a line.

8. The statement “the sum of two numbers is at least 29” can be expressed as:
A. x + y >29 C. x + y ≥ 29
B. x + y <29 D. x + y ≤ 29

9. By which condition does the symbol of a linear inequality in two variables

reverses its directions?
A. adding or subtracting negative real numbers
B. adding or subtracting positive real numbers
C. multiplying or dividing positive real numbers
D. multiplying or dividing negative real numbers

10.Which of the following is true about the graph of linear inequalities?

A. It is a line. C. It is a parabola.
B. It is a curve. D. It is a half-plane.

11.Which of the following represents the graph of linear inequality in two

variables?

A. C.

B. D.

3 CO_Q2_Mathematics8_M1
12.Which statement best describes the graph of a linear equation in two
variables?
A. It is a line.
B. It is a curve.
C. It is region of points bounded by a curve.
D. It is a region of points bounded by a line.

13.James is asked what inequality symbol to be used to translate at most in

the mathematical sentence 5 times a number y plus 2 times a number x is at
most 15. His answer is ¿. Is he correct?
A. Yes, because the symbol for at most is ¿.
B. Yes, because the symbol for at most is ¿ .
C. No, because the symbol for at most is ≥ .
D. No, because the symbol for at most is ≤ .

14.How does the graph of a linear inequality in two variables look like?
A. It is a line.
B. It is a curve.
C. It is region of points bounded by a curve.
D. It is a region of points bounded by a line.

15.John is multiplying the −2 to the linear inequality of two variables,

2 x−3 y ≥ 5 and his answer is −4 x+ 6 y ≤−10. Is he correct?
A. Yes, because the product of the terms is correct, and the direction of
the inequality symbol is reversed.
B. Yes, because the product of the terms is correct, and the direction of
the inequality symbol does not change.
C. No, because multiplying a negative integer reverses only the direction
of the inequality symbol.
D. No, because multiplying a negative integer does not reverse the
direction of the inequality symbol.

4 CO_Q2_Mathematics8_M1
 Lesson Differentiating Linear
1 Inequalities and Linear
Equations in Two Variables
Let’s start this module by recalling how to transform linear equations in two
variables in its standard form.

What’s In

Activity: Express Me

Directions: Express the following linear equations in two variables into its
standard form Ax+ By=C . Write your answer in a separate sheet.

Given Standard Form

1. 2 x= y−3

2. y=−4 x +7

3. 2 y=8 x−9

4. x=2 y +4

5. x – 3 y – 7=0

Questions:

1. How did you find the activity?

2. How did you transform the given equation into its standard form?

5 CO_Q2_Mathematics8_M1
 What’s New

Activity: Be my partner!

Directions: Match the verbal statement in column A to the mathematical

statement in Column B. Write your answers on a separate sheet of paper.

A B

______1. Fourteen more than a A. 14 – x< y

number x is greater than 24
______2. Seven increased by a number B. 2 ( x+7 )=9
x is equal to y
______3. Twice the sum of a number x
C. 14+ x >24
and seven is 9
______4. Seven more than the product
of fourteen and a number x D. 7+ x= y
is less than or equal to 18
______5. A number x subtracted from E. 14 x +7 ≤18
fourteen is less than y
F. 7+ x > y

Questions:

a. How did you find the activity?

b. What did you observe with the symbols used in each mathematical
statement?
c. What is the difference between symbol “=” from the symbol “≥”?
d. When shall you use the symbols ≥ and ≤? How about symbols “>” and “<”?
e. When do you use symbol “=”?
f. What do you call mathematical statements a and d? How about b, c, e?

6 CO_Q2_Mathematics8_M1
 What is It

Equations and inequalities are two significant concepts in mathematics that

are related but are different in some ways. Inequality is a mathematical statement
where one expression is not equal to another. It uses the symbols <, >, ≤ , ≥,∨≠ .
While equation uses the symbol “=” indicating that the value of the
expressions from both sides are equal.

The table below defines Linear Equations and Linear Inequalities in two
variables. See how these two differ from each other under several conditions.

Point of
Linear Equation Linear Inequality
Differences
A linear equation in two
variables is written in the A linear inequality in two
standard form of variables is formed when
Ax+ By+C=0, where A , B , symbols other than equal to,
Definition and C are real numbers such as greater than or less
and the coefficients of x than are used to relate two
and y , represented by A expressions, and two variables
and B respectively, are are involved.
not equal to zero.
Ax+ By<C
Ax+ By>C

Standard Form Ax+ By=C Ax+ By ≥ C

Ax+ By ≠ C
Ax+ By ≤ C
Symbols Used Symbol “Read as” Symbol “Read as”
“is less than”,
“is below”,
< “is smaller than”

“is greater than”,

> “is above”,
“is more than”
“is less than or
= “is equal to”, equal to”,
“equals to”, ≤ “is at most”,
“is”, “is not to exceed”,
“equals”
“is maximum”,

7 CO_Q2_Mathematics8_M1
 ≥ “is greater than or
equal to”,
“is at least”,
“is minimum”

≠ “is not equal to”

1. The sum of a 1. The sum of a number x
number x and a and a number y is greater
number y is 24 . than 24 .

x + y=24 x + y >24
2. A number x 2. A number x decreased by
decreased by y is 24 a number y is less than 24
. .

Translating x – y=24 x – y <24

Verbal
Statements to
3. The sum of twice a 3. The sum of twice a
Mathematical
number x and thrice number x and thrice a
Statements
a number y is 30. number y is at least 30.

2 x+3 y =30 2 x+3 y ≥ 30

4. Twice a number x 4. Twice a number x

decreased by thrice decreased by thrice a
a number y is 30. number y is at most 30.

2 x – 3 y =30 2 x – 3 y ≤ 30

Characteristics of
Straight line Plane or half-plane
the graph
Sample graphs y=−x+1 y >−x +1

8 CO_Q2_Mathematics8_M1
 region of points bounded
Graphical solutions set of points on the line
by a line
Effects when
multiplied or Equality symbol is not Direction of the inequality
divided by a changed symbol is reversed
negative integer

Example: 1. Multiplying with a Negative Integer

Linear Equation: 3 x – 2 y =6

3x–2y ¿ 6 Given.

3 x+(−3 x) – 2 y ¿ (−3 x)+6 Add both sides

with −3 x
0 –2 y ¿ (−3 x)+6

–2 y ¿ −3 x+ 6
−1 ¿ −1 Multiply both
( )(−2 y) (−3 x +6)( )
2 2 −1
sides by
2
−1 ¿ −1 −1 −1
( )(−2 y) (−3 x)( )+(6)( ) Distribute
2 2 2 2

y ¿ 3x Simplify.
−3
2 Equality
symbol does
not change
Linear Inequality:3 x−2 y> 6

3x–2y ¿ 6 Given.

3 x+(−3 x) – 2 y ¿ (−3 x)+6 Add both sides

with −3 x
0 –2 y ¿ (−3 x)+6

9 CO_Q2_Mathematics8_M1
 –2 y ¿ −3 x+ 6

−1 ¿ −1 Multiply both
( )(−2 y) (−3 x +6)( )
2 2 −1
sides by
2
−1 ¿ −1 −1 −1
( )(−2 y) (−3 x)( )+(6)( ) Distribute
2 2 2 2

Simplify.
y ¿ 3x Direction of the
−3
2 inequality
symbol is
reversed

2. Dividing with a Negative Integer

Linear Inequality:3 x−2 y> 6

3x–2y ¿ 6 Given.

3 x+(−3 x) – 2 y ¿ (−3 x)+6 Add both sides

with −3 x
0 –2 y ¿ (−3 x)+6

–2 y ¿ −3 x+ 6

−2 y ¿ −3 x 6 Divide both sides

( ) +
−2 −2 −2 by −2

Simplify.
y ¿ 3x Direction of the
−3 inequality
2
symbol is
reversed

What’s More

Activity 1: Sort me well!

10 CO_Q2_Mathematics8_M1
Directions: Below are mathematical statements. Classify these statements in the
column where they belong. Write your answer in a separate sheet.

y=7 x +21 y ≤7 x +21 3 y−7=5 x

3 y – 7<5 x 10 – 5 y=7 x 10 – 5 y ≥7 x
y=5 x +20 3 x+ 4 y <15 3 x+ 4 y =15
y >5 x+ 20

Linear Inequality in two variables Linear equations in two variables

Questions:

1. Which mathematical statements are linear inequalities in two variables?

Linear equations in two variables?
2. How did you identify linear inequalities in two variables and linear equations
in two variables?
3. In what way does y ≤7 x +21 different from y=7 x +21? How about 3 y – 7<5 x
and 3 y – 7=5 x ?
4. How do you differentiate linear inequalities in two variables from linear
equations in two variables?

Activity 2: Name Me!

Directions: Identify whether the situation represents a linear inequality in two

variables or not. Write LI if it is, otherwise write NLI. Write your answer in separate
sheet of paper.

11 CO_Q2_Mathematics8_M1
1. The difference of the number of a 50 –peso tickets ( t ) and 75 –peso tickets ( s)
is not equal to 200.
2. The price of a refrigerator (r ) is greater than the price of a washing machine (
w ) increased by Php850.
3. The number of girls ( g) in the theater arts club is 3 more than twice the
number of boys (b ).
4. A dozen of oranges (o ) added to two dozen of apples (a ) has a total cost of at
most Php 1, 950.
5. The number of red marbles (r ) is more than twice the number of yellow
marbles ( y ).

12 CO_Q2_Mathematics8_M1
Questions:

1. Which of the statements represent linear equations in two variables? Which

statements represent linear inequalities in two variables?
2. How did you identify if the statement represents a linear equation in two
variables? How about the statement of linear inequalities in two variables?

Activity 3: What am I?

Directions: Translate mathematical statements into mathematical sentences of

linear equations and linear inequalities in two variables. Write your answer on a
separate sheet.

Mathematical Statements Mathematical Sentences

1. 20−2 x < y
2. 15+3 x=2 y
3. 2( x +9)=2 y
4. 3 y +5> y
5. 2 y+ 3 x ≤75

Questions:

1. Which of the statements represent linear equations in two variables? Which

statements represent linear inequalities?
2. How did you translate mathematical statements into mathematical
sentences?

Activity 4. Shall I Stay or Be the Other Way?

Directions: Write the resulting mathematical statements after applying the

condition specified in each item. Write your answers on a separate sheet.

Resulting
Mathematical
Condition Mathematical
Statements
Statements
1. − y=−x−3 Multiply both sides by −1
2. −2 y <−4 x−6 Multiply both sides by −1/2
3. −3 y > x+ 5 Multiply both by −1/3
4. −3 y ≤−x−3 Divide both sides by −3

13 CO_Q2_Mathematics8_M1
 5. −4 y ≥ 3 x+ 11 Divide both sides by −4

What I Have Learned

Remember Me!

Directions: Fill in the blank with an appropriate word or phrase. Write your
answer in a separate sheet of paper.

A mathematical statement where one expression is not equal to another

expression is called an 1__________. The usual symbols of inequality are > (greater
than), ¿ (2_________), ≥ (3____________), ≤ (is less than or equal to), and ≠ (is not
equal to). On the other hand, = (equal) is the symbol used for linear equations in
two variables.
A Linear 4______________ in two variables can be written in one of the
following forms:
Ax+ By<C
Ax+ By ≤ C
Ax+ By>C
Ax+ By ≥ C

Both linear equations and linear inequality in two variables can also be
presented through graph. The graph of linear inequality is a 5____________ or a
6__________. On the other hand, the graph of a linear equation is a 7____________.

When a linear 8____________ in two variables is multiplied or divided by a

negative integer, the equality symbol does not change. However, when a linear
inequality in two variables is 9__________ or 10__________ by a negative integer, the
direction of the inequality symbol changes.

14 CO_Q2_Mathematics8_M1
 What I Can Do

Words Are All I Have

Directions: Write a poem/spoken poetry describing the differences of linear

equations and inequalities in two variables.

Rubric: Poem/Spoken Poetry Piece

10 8 6 4

The literary piece The literary piece The literary piece

The literary piece
contains at least 5 contains at least 3 contains at least 2
contains only 1
differences of differences of differences of
difference of linear
linear equations linear equations linear equations
equations and
and linear and linear and linear
linear inequalities
inequalities in two inequalities in two inequalities in two
in two variables.
variables. variables. variables

Assessment

Post Assessment

Directions: Read the following questions carefully and choose the letter that
corresponds to your answer. Write your answers on a separate sheet of paper.

1. Which of the following is NOT a symbol of linear inequality?

A. ¿ C. ≠
B. ≥ D. ¿

15 CO_Q2_Mathematics8_M1
2. What is the graph of linear inequality?
A. a half plane C. parabola
B. half of parabola D. straight line

3. Which is true about the graphical solution of inequalities in two variables?

A. region of points C. sets of planes
B. sets of points D. region of plane

4. Which of the following shows linear inequality in two variables?

A. 6 a – 3 a=9 C. 3 p ≤ 4+ p
B. k + 4< 8+2 k D. 21 m≥ 2 n−15

5. Which of the following inequalities is the same as “the sum of 2 x and y is at

least 20”?
A. 2 x+ y ≥ 20 C. 2 x+ y ≤ 20
B. 2 x+ y >20 D. 2 x+ y <20

6. Which of the following is true about the graphical solutions of a linear

equation in two variables?
A. It has no solution.
B. It has only two solutions.
C. It is a set of points on a line.
D. It is a region of points bounded by a line.

7. The mathematical statements below are all linear inequalities in two

variables EXCEPT:
A. 2 x – y> 6 C. 3 x< 2 y +10
B. x +5 x ≥ 15 D. 53 ≤5 m+2 n

8. Which of the following is true about the graph of linear equation in two
variables?
A. It is a plane. C. It is a parabola.
B. It is half of parabola. D. It is a straight line.

9. The following linear inequalities in two variables are in standard form

EXCEPT
A. y >2 x+25 C. 2 x−3 y ≤ 25
B. x – 2 y< 25 D. 5 x+ 2 y ≥ 25

10.The following represent the graph of linear inequality in two variables

EXCEPT

A.
C.

16 CO_Q2_Mathematics8_M1
 B. D.

11.What condition/s reverses the direction of the inequality symbol in a linear

inequality?
A. adding negative integers to both sides of the expression
B. subtracting negative integers to both sides of the expression
C. multiplying or dividing positive integers to both sides of the
expression
D. multiplying or dividing negative integers to both sides of the
expression

12.How does the graph of a linear inequality in two variables look like?
A. It is a line.
B. It is a curve.
C. It is a region of points bounded by a line.
D. It is a region of points bounded by a curve.

13.Peter is multiplying −3 to the linear inequality in two variables, 4 x−6 y ≥5

his answer is −12 x+18 y ≤−15 . Is he right?
A. Yes, because the product of the terms is correct and the direction of
the inequality symbol is reversed.
B. Yes, because the product of the terms is correct and the direction of
the inequality symbol does not change.
C. No, because multiplying a negative integer reverses only the direction
of the inequality symbol.
D. No, because multiplying a negative integer does not change the
direction of the inequality symbol.

14.Which of the following statements best describe a linear inequality in two

variables?

17 CO_Q2_Mathematics8_M1
 I. The graph is a set of points or a line
II. It involves the following symbols¿ ,>, ≥ , ≤, ≠
III. The direction of the inequality symbol reverses when multiplied by a
negative integer

A. I & II C. II & III

B. I & III D. I, II & III

15.Kim is asked what inequality symbol to be used to translate at least in the

mathematical sentence 8 times a number y minus 3 times a number x is at
least 30. Her answer is¿. Is she correct?
A. Yes, because the symbol for at least is ¿.
B. Yes, because the symbol for at least is ¿ .
C. No, because the symbol for at least is ≥ .
D. No, because the symbol for at least is ≤ .

Additional Activities

Direction: Cite real-life situations in your community that represent linear

equations and inequalities in two variables.

Rubric:
10 8 6 4
At least 6 real- life 4-5 real- life 2-3 real- life
Only 1 real- life
situations are situations are situations are
situation is cited.
cited. cited. cited.

Answer Key

x – 3y = 7
x – 2y = 4
18 CO_Q2_Mathematics8_M1
8x – 2y = 9
4x + y = 7
C 2x-y = -3
C
 D
A
A
A
E
D
B
B
D
C
C
A
D
What’s New
A
A
A

Assessment A
D
D
Activity 4 A
divided
multiplied D
equation D
Activity 3
line D
half-plane C
5. LI
plane D
4. LI
inequality C
3. NLI
equal to A
2. LI
greater than or A
1. LI
less than A
Activity 2
Inequality B
C
Activity 1
Learned
What I Have What I Know
What's More

References

Abuzo, Emmanuel P., et.al, Mathematics- Grade 8 (Learner’s Module First

Edition, 2013. Published by the Department of Education)216-219.

Orgines, Fernando B.,Zenaida B. Diaz, Maharlika P. Mojica, Calina B.

Manalo, Josephine L. Suzara, Jesus P. Mercado, Mirla S. Esparrango,
Nestor V. Reyes,Jr., Next Century Mathematics 8 (Quezon Ave.,Quezon
City, PHOENIX Publishing House,2013) 370-371.

19 CO_Q2_Mathematics8_M1
20 CO_Q2_Mathematics8_M1
For inquiries or feedback, please write or call:

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