8

Mathematics
Quarter 2 – Module 2:
“Illustrating and Graphing
Linear Inequalities in Two
Variables”

CO_Q2_Mathematics8_ M2
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 2: Illustrating and Graphing Linear Inequalities in Two Variables
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

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Author: Anacita C. Suarez

Content Editor: Willy C. Dumpit, Vincent R. Lagat, Karen M. Basut
Language Editors: Vicente P. Balbuena
Reviewer: Nilo B. Montaño, Lee C. Apas, Jenny O. Pendica,
Lorna G. Camiguing, Arnold Abadiano
Illustrator: Anacita C. Suarez
Layout Artist: Anacita C. Suarez, Jay R. Tinambacan, Leonil Rechie P. Cahanap
Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Jr., Rhea J. Yparraguirre,
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 8

Mathematics
Quarter 2 – Module 2:
“Illustrating and Graphing
Linear Inequalities 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.

ii
 What I Need to Know

In this module, you will be learning the concepts of graphing linear inequalities in
two variables. You are provided with varied activities to process the knowledge and
skills learned and enhanced 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 Inequalities in Two Variables and its Graphs

After going through this module, you are expected to:

1. illustrate linear inequalities in two variables;
2. graph linear inequalities in two variables; and
3. represent real-life situations using linear inequalities in two variables.

1 CO_Q2_Mathematics8_ M2
 What I Know

Directions: Write the letter that corresponds to the correct answer. Use a separate
answer sheet. After taking the test, take note of the item/s that you failed to
answer correctly. Find the correct answer as you go through this module.

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

A. 3𝑥 ≤ 16 C. 9𝑞 + 4 < 12
B. 3𝑚 – 4𝑚 > 5 D. 11 + 2𝑡 ≥ 3𝑠

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

A. half-plane C. parabola
B. half of a parabola D. straight line

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

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

4. Which of the following inequalities is represented by the given graph?

A. 2𝑥 + 2𝑦 > 2

B. 3𝑥 + 2𝑦 > 2

C. 3𝑥 + 2𝑦 < 2

D. 3𝑥 – 2𝑦 < 2

5. Which is the correct inequality for the shaded region?

A. 𝑦 = − 𝑥 − 1

B. 𝑦 > −𝑥 − 1

C. 𝑦 < − 𝑥 + 1

D. 𝑦 > 𝑥 − 1

2 CO_Q2_Mathematics8_ M2
6. Given the graph of y ≥ 2𝑥 − 5 below, which of the following ordered pairs
satisfies the inequality?
A. (2, −5)

B. (5, 2)

C. (−2, −7)

D. (5, −7)

7. For what possible values of x and y will make the inequality 2𝑥 + 𝑦 > 6 true?
A. (−3, 1) B. (3, − 2) C.(1, 3) D. (3 ,2)

8. Which of the following graphs represents 3𝑥 + 4𝑦 ≥ 8?

A. C.

B. D.

9. In the inequality 6𝑎 − 4𝑏 ≥ 10, what could be the possible values of 𝑎 if 𝑏 =

2?

A. 𝑎 ≤ 1 / 3 C. 𝑎 < 1 / 3
B. 𝑎 ≥ 3 D. 𝑎 > 1 / 3

10. Which of the following inequalities has (3, 1) as a solution?

A. 2𝑥 – 𝑦 < 3 C. 2𝑥 + 𝑦 > 6
B. 2𝑥 + 𝑦 < 3 D. 2𝑥 – 𝑦 > 6

11. What can be said about the solutions of the inequality 𝑥 + 2𝑦 < 5?
A. The solutions are on the line.
B. The solutions are located below the line.
C. The solutions are located above the line.
D. All of the above.

3 CO_Q2_Mathematics8_ M2
12. All of the following points are part of the solution set of an inequality as shown
in the graph EXCEPT one. What is it?

A. (0,1) C. (−4, 6)
B. (5,1) D. (-3, -12)

13. Which of the following graphs describes the linear inequality 2𝑥 + 3𝑦 ≤ 15?

C.
A.

B. D.

14. Lian’s age is four less than Cita’s age. The sum of twice Cita’s age and thrice
Lian’s age is at most 18. How old is Lian?

A. at most 2 years old C. at most 18 years old

B. at most 6 years old D. at most 21 years old

15. The total amount Shobie paid for two kilos of beef and three kilos of fish is
less than 𝑃ℎ𝑝 700. Suppose a kilo of beef costs 𝑃ℎ𝑝 250. What will be the
maximum cost of a kilo of fish? Round off the answer to the nearest whole
number.

A. Php 60 C. Php 66
B. Php 65 D. Php 67

4 CO_Q2_Mathematics8_ M2
 Lesson
Linear Inequalities in Two
1 Variables and its Graphs
An online seller is selling washable face mask for 35 pesos each and face shield
for 75 pesos each. How many of each does the seller need to sell to make at least 2
000 pesos?

Situations like the one above can be solved and presented using linear
inequalities in two variables.

Let us begin our lesson by recalling some phrases of inequalities and

properties of linear inequalities you had learned in your Grade 7 Mathematics.

What’s In

Activity 1:
Directions: Match the mathematical sentences in Column A to the mathematical
inequalities in Column B. Write the letter that corresponds to your answer
on a separate sheet of paper.

Column A Column B

1. A number decreased by 5 is greater than −9. A. 𝑥 + 4 < 10

B. 𝑥 + 6 ≥ 11
2. A number increased by 4 is less than 10. C. 𝑎 – 5 > −9
3. Six more than a number is at least 11. D. 𝑥 – 5 ≤ −3
E. 2𝑥 + 7 < 15
4. Five less than a number is at most −3.
F. 4𝑥 – 5 ≥ 11
5. Four times a number decreased by 5
is greater than or is equal to 11.

Guide Questions:
a. How did you come up with your answers?
b. Did you encounter difficulty in rewriting mathematical sentences to
mathematical inequality?
c. Do you have some patterns when to use the different inequality symbols?

5 CO_Q2_Mathematics8_ M2
Activity 2:

The following are the properties of inequalities that are helpful in solving linear
inequalities. For a, b, c is any element of real numbers.

1. Addition property
a. If 𝑎 < 𝑏, then 𝑎 + 𝑐 < 𝑏 + 𝑐
b. If 𝑎 > 𝑏, then 𝑎 + 𝑐 > 𝑏 + 𝑐
2. Subtraction property
a. If 𝑎 < 𝑏, then 𝑎 − 𝑐 < 𝑏 − 𝑐
b. If 𝑎 > 𝑏, then 𝑎 − 𝑐 > 𝑏 − 𝑐
3. Multiplication property
a. If 𝑎 < 𝑏, and c is positive, then 𝑎𝑐 < 𝑏𝑐
b. If 𝑎 < 𝑏, and c is negative, then 𝑎𝑐 > 𝑏𝑐
4. Division property
𝑎 𝑏
a. If 𝑎 < 𝑏, and c is positive, then <
𝑐 𝑐
𝑎 𝑏
b. If 𝑎 < 𝑏, and c is negative, then 𝑐 > 𝑐
Directions: Determine the properties of inequality that correspond to each of the
following
inequalities. Write your answer on a separate sheet of paper.
Property/ies of Inequality
1. 𝑥 – 10 < 3
𝑥 – 10 + 10 < 3 + 10 _______________________________
𝑥 < 13
2. 𝑛 + 21 > 15
𝑛 + 21 − 21 > 15 – 21 _______________________________
𝑛 > −6
3. 9 ≥ 𝑦– 3
9 + 3 ≥ 𝑦– 3 + 3 _______________________________
12 ≥ 𝑦
𝑦 ≤ 12
4. −2𝑎 + 5 ≤ 25
−2𝑎 + 5 − 5 ≤ 25 − 5 _______________________________
−2𝑎 ≤ 20
−2𝑎 20
≤
−2 −2

𝑎 ≥ −10 _______________________________
𝑥
5. – 3 ≥ 13
3
𝑥
– 3 + 3 ≥ 13 + 3 _______________________________
3
𝑥
3( ≥ 16) _______________________________
3
𝑥 ≥ 48

Guide questions:

1. What are the basic properties of addition of inequalities? How about

subtraction of inequalities? Multiplication of inequalities? Division of
inequalities?

6 CO_Q2_Mathematics8_ M2
 2. What happens to the direction of the inequality symbol if we multiply/divide
same negative number to both sides of the inequality?

What’s New

Consider the situation about the online seller who is selling washable face
masks for 35 pesos each and face shields for 75 pesos each. Complete the table below
by finding the number of face masks, face shields that would satisfy the given
condition that would have a total amount of at least 2 000 pesos.

No. of face Amount No. of face Amount Total

masks shields
1 𝑃35 1 𝑃75 𝑃110
5 𝑃175 4
8 7 𝑃525 𝑃805
10 𝑃350 9 𝑃1 025
15 12 𝑃900
20 𝑃700 17
25 20 1 500 𝑃2 375

Guide questions:

1. How many possible number of face masks and face shields an online seller
can sell to get an amount of at least 𝑃2 000 based on the data above?
2. How did you come up with the number of face masks and the number of face
shields which will amount at least 𝑃2 000?
3. Did you encounter difficulty in determining them? Why?
4. Does the total amount decrease/increase as the number of items
decreases/increases?
5. Are there other possible numbers of face masks and face shields that would
still yield to an amount of at least 𝑃2000? How many combinations can you
get?

7 CO_Q2_Mathematics8_ M2
 What is It

In your previous activity, the solution represents linear inequality in two

variables. It can be written as follows.

(𝑎𝑚𝑜𝑢𝑛𝑡 𝑝𝑒𝑟 𝑓𝑎𝑐𝑒 𝑚𝑎𝑠𝑘)(𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑐𝑒 𝑚𝑎𝑠𝑘𝑠)

+ (𝑎𝑚𝑜𝑢𝑛𝑡 𝑝𝑒𝑟 𝑓𝑎𝑐𝑒 𝑠ℎ𝑖𝑒𝑙𝑑)(𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑐𝑒 𝑠ℎ𝑖𝑒𝑙𝑑𝑠) ≥ 𝑃ℎ𝑝 2 000

Replacing the number of face mask by variable 𝑥 and the number of face
shields by variable 𝑦, then it becomes,

35𝑥 + 75𝑦 ≥ 2 000

The mathematical statement, 3𝑥 + 75𝑦 ≥ 2 000, is an example of linear

inequality in two variables.

Recall that 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, and

𝐴𝑥 + 𝐵𝑦 ≤ 𝐶,

Where 𝐴, 𝐵, 𝐶 are real numbers and 𝐴 and 𝐵 are both not equal to zero.

Note that these forms can also be written in slope-intercept form of linear
inequality as the following:

𝑦 < 𝑚𝑥 + 𝑏,

𝑦 > 𝑚𝑥 + 𝑏,

𝑦 ≤ 𝑚𝑥 + 𝑏, and

𝑦 ≥ 𝑚𝑥 + 𝑏, where m is the slope and 𝑏 is the 𝑦- intercept.

One of the ways to determine the possible solutions of a linear inequality in

two variables is through graphing.

For the inequality, the graph is a region or a half-plane and the line defines
the boundary of the shaded region. The shaded region represents the solution sets
of the linear inequality. This indicates that any ordered pair in the shaded region
serves as the solutions. If the inequality involves < or >
( 𝑖𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑜𝑟 𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 ), the line drawn is a dashed or broken line, which
means the points on the line are not included in the solution. However, if the
inequality involves ≤ 𝑜𝑟 ≥, ( is less than or equal to or is greater than or equal to) the
line drawn is a solid line, this means that the points on the line are included in the

8 CO_Q2_Mathematics8_ M2
solution. Consider the following graphs to better understand the visual presentation
of linear inequalities.

Figure 1. 𝑥 + 𝑦 < 1 Figure 2. 𝑥 + 𝑦 > 1

Figure 3. 𝑥 + 𝑦 ≤ 1 Figure 4. 𝑥 + 𝑦 ≥ 1
Notice that in Figures I and 2 the line is a dashed or broken line. This means
that the points on this line are not included in the solution. Figures 3 and 4 used
solid line. This means that the points on the line are included in the solution. The
shaded region in Figure 1 and 3 are in the same location, the same with Figure 2
and 4.

To graph linear inequality in two variables the following steps are helpful.

Step 1: Transform the inequality into the slope-intercept form.

Step 2: Get the slope and y-intercept

Step 3: Locate the y – intercept in the coordinate plane. From it, plot the
other points
(at least two points) using the slope.
Step 4: Connect at least two points to draw a line.

Note: (a) use dashed or broken line when the inequality uses the symbols <
and >. This means that the points on this line are not included in the
solution set. (b) use solid line when the inequality uses the symbols ≥
and ≤. This means that the points on this line are part of the solution
set.

Step 5: Notice that the line divided the plane into two half planes. To
determine which half-plane will be shaded, take any point (a test point) from the

9 CO_Q2_Mathematics8_ M2
two half planes. If the point (ordered pair) satisfies the given inequality, shade the
half plane where the point is located.

Step 6: Show the graph of the inequality.

To fully understand the steps, let us graph the following inequalities.

Example 1: Graph 2𝑥 + 3𝑦 < 6

Solution:

Step 1. Transform the inequality into slope-intercept form.

2𝑥 + 3𝑦 < 6 Given
2𝑥 + (−2𝑥) + 3𝑦 < (− 2𝑥) + 6 Add −2𝑥 to both
sides (additive
inverse)
3𝑦 < − 2𝑥 + 6 Simplification
3𝑦 < 2 6 Divide both sides 3
3 − 𝑥+
3 3
2 Slope – intercept form
𝑦 < − 𝑥+2
3
Step 2. Get the slope and y-intercept
Slope (m) = −2/3 y-intercept (b) = 2

Step 3. Locate the y – intercept in the coordinate plane. From it, locate the other
point using the slope

2
Since the slope is − , using the definition of the slope which is rise over
3
run, this means that from the y-intercept with ordered pair (0,2), rise by
2 units and run by 3 units to the left since the slope is negative. So, the
second point is (−3, 4).

Step 4. Connect the two points by a line. Since the symbol used is <, then use
broken line.

10 CO_Q2_Mathematics8_ M2
 3

Step 5. Determine which region or part to be shaded by testing points below the
line or above the line that satisfies the given inequality.
Below the line Above the line
Chosen Point: (0, 0). This means Chosen Point: (−1,4). This means
that that 𝑥 = −1 and 𝑦 = 4.
𝑥 = 0 and 𝑦 = 0.
2𝑥 + 3𝑦 < 6 Given 2𝑥 + 3𝑦 < 6 Given
2(0) + 3(0) < 6 Substitutin 2(−1) < 6 Substitutin
g the value + 3(4) g the value
of x and y of x and y
0 + 0 < 6 Simplificati −2 + 12 < 6 Simplificati
on on
0 < 6 Simplificati 10 < 6 Simplificati
on on
This is True This is False
Thus, the region or part to be shaded is below the line.
Step 6. Show the graph of the inequality.

2𝑥 + 3𝑦 < 6

The graph shows that all the points on the shaded region are part of the
solution set of the given inequality. Since it is a broken line, then the
points on this line are NOT included in the solution set.

Example 2: Graph 3𝑥 + 4𝑦 > 12

Solution:

11 CO_Q2_Mathematics8_ M2
Step
Transform the inequality into slope-intercept form.
1.
3𝑥 + 4𝑦 > 12 Given

3𝑥 + (−3𝑥) + 4𝑦 > −3𝑥 + 12 Add −3𝑥 to both sides

4𝑦 > −3𝑥 + 12 Simplification

4𝑦 > −3 12 Divide both sides by 4
4 𝑥+
4 4
y > 3 Slope – intercept form
− 𝑥+3
4
Step Get the slope and y-intercept
2.

Slope (m) = −
3 y-intercept (b) = 3
4

Step Locate the y – intercept in the coordinate plane. From it, locate the other
3. point using the slope. 4

3
Since the slope is − , this means that from the y-intercept with ordered pair
4
(0,3), rise by 3 counts and run by 4 counts to the left since the slope is
negative. So, the second point is (−4,6).
Step Connect the two points by a line. Since the symbol used is >, then use
4. broken line.

Step Determine which region or part to be shaded by testing points below the line
5. or above the line that satisfies the given inequality.
Below the line Above the line
Chosen Point: (0,0). This means that Chosen Point: (0,4). This means that
𝑥 = 0 and 𝑦 = 0. 𝑥 = 0 and 𝑦 = 4.

12 CO_Q2_Mathematics8_ M2
 3𝑥 + 4𝑦 > 12 Given 3𝑥 + 4𝑦 > 12 Given
3(0) + 4(0) > 12 Substituting 3(0) + 4(4) > 12 Substituting
the value of x the value of x
and y and y
0 + 0 > 12 Simplification 0 + 16 > 12 Simplification
0 > 12 Simplification 16 > 12 Simplification
This is False This is True

Thus, the region or part to be shaded is above the line.

Step
Show the graph of the inequality.
6.

3𝑥 + 4𝑦 > 12

The graph shows that all the points on the shaded region are part of the
solution set of the given inequality. Since it is a broken line, then the points
on this line are NOT included in the solution set.

Example 3: Graph 5𝑥 + 2𝑦 ≤ 0

Solution:

Step 1. Transform the inequality into slope-intercept form.

5𝑥 + 2𝑦 ≤ 0 Given
5𝑥 + (−5𝑥) + ≤ −5𝑥 + 0 Add −5𝑥 to both sides
2𝑦 (additive inverse)
2𝑦 ≤ −5𝑥 Simplification
2𝑦 ≤ −5 Divide both sides by 2
2 𝑥
2
y ≤ 5 Slope – intercept form
− 𝑥
2
Step 2. Get the slope and y-intercept

13 CO_Q2_Mathematics8_ M2
 Slope (m) = −
5 y-intercept (b) = 0
2

Step 3. Locate the y – intercept in the coordinate plane. From it, locate the other
point using the slope
2

5
Since the slope is − , this means that from point (0, 0), rise by 5 counts
2
upward and run by 2 counts to the left since the slope is negative. So, the
second point is (- 2,5)

Step 4. Connect the two points by a line. Since the symbol used is ≤, then use
solid line. This means that all the points on this line are part of the
solution set.
2

Step 5. Determine which region or part to be shaded by testing points below the
line or above the line that satisfies the given inequality.
Below the line Above the line
Chosen Point: (-1,1). This means Chosen Point: (0,2). This means
that x = -1 and y = 1. that x = 0 and y = 2.
5𝑥 + 2𝑦 ≤ 0 Given 5𝑥 + 2𝑦 ≤ 0 Given

5(−1) + 2(1) ≤ 0 Substituting 5(0) + 2(2) ≤ 0 Substituting

the value of the value of
x and y x and y

−5 + (2) ≤ 0 Simplificatio 0 + (4) ≤ 0 Simplificatio

n n

-3 ≤ 0 Simplificatio 4 ≤ 0 Simplificatio
n n

This is True This is False

14 CO_Q2_Mathematics8_ M2
 Thus, the region or part to be shaded is below the line.

Show the graph of the inequality.

Step 6.

5𝑥 + 2𝑦 ≤ 0

The graph shows that all the points on the shaded region are part of the
solution set of the given inequality. Since it is a solid line, then the
points on this line are included in the solution set.

Example 4: Graph 2𝑥 + 5𝑦 ≥ 15

Solution:

Step 1. Transform the inequality into slope-intercept form.

2𝑥 + ≥ 15 Given
5𝑦
2𝑥 + (−2𝑥) + 5𝑦 ≥ −2𝑥 + 15 Add −2𝑥 to both sides
(additive inverse)
5𝑦 ≥ −2𝑥 + 15 Simplification
5𝑦 ≥ 2 15 Divide both sides 5
5 − 𝑥+
5 5
𝑦 ≥ 2 Slope – intercept form
− 𝑥+ 3
5

Step 2. Get the slope and y-intercept

Slope (𝑚) = −
2 𝑦-intercept (𝑏) = 3
5

Step 3. Locate the 𝑦 – intercept in the coordinate plane. From it, locate the other
point using the slope.
5

15 CO_Q2_Mathematics8_ M2
 2
Since the slope is − , this means that from point (0, 3), rise by 2 counts
5
upward and run by 5 counts to the left since the slope is negative. So, the
second point is (-5,5)

Step 4. Connect the two points by a line. Since the symbol used is ≥, then use
solid line. This means that all the points on this line are part of the
solution set.

Step 5. Determine which region or part to be shaded by testing points below the line or
above the line that satisfies the given inequality.
Below the line Above the line
Chosen Point: (0,0). This means that Chosen Point: (0,4). This means that
𝑥 = 0 and 𝑦 = 0. 𝑥 = 0 and 𝑦 = 4.
2𝑥 + 5𝑦 ≥ 15 Given 2𝑥 + 5𝑦 ≥ 15 Given

2(0) + 5(0) ≥ 15 Substituting 2(0) + 5(4) ≥ 15 Substituting

the value of x the value of x
and y and y
0+0 ≥ 15 Simplification 0 + 20 ≥ 15 Simplification

0 ≥ 15 Simplification 20 ≥ 15 Simplification
This is False This is True

Thus, the region or part to be shaded is above the line.

Step 6. Show the graph of the inequality.

2𝑥 + 5𝑦 ≥ 15

16 CO_Q2_Mathematics8_ M2
 The graph shows that all the points on the shaded region are part of the
solution set of the given inequality. Since it is a solid line, then the
points on this line are INCLUDED in the solution set.

The table below shows the summary of examples 1 to 4.

Inequalities Boundary Line Slope – intercept form Shaded Region

2𝑥 + 3𝑦 < 6 Broken Line 2 Below the line
𝑦 <− 𝑥+2
3
3𝑥 + 4𝑦 > 12 Broken Line 3 Above the line
𝑦 >− 𝑥+3
4
5𝑥 + 2𝑦 ≤ 0 Solid Line 5 Below the line
𝑦≤− 𝑥
2
2𝑥 + 5𝑦 ≥ 15 Solid Line 2 Above the line
𝑦 ≥− 𝑥+3
5

Notice that when the inequality symbol used is > or <, the boundary line is
broken line. When the inequality symbol used is ≥ or ≤, the boundary line is solid
line. In the examples above, test points are used to determine whether the solutions
lie above or below the line. However, linear inequalities can also be graphed without
using test points provided that they are written in any of these forms: 𝑦 < 𝑚𝑥 + 𝑏,
𝑦 > 𝑚𝑥 + 𝑏, 𝑦 ≤ 𝑚𝑥 + 𝑏, or 𝑦 ≥ 𝑚𝑥 + 𝑏.

This can be presented in the table below:

Inequalities Solutions

𝑦 < 𝑚𝑥 + 𝑏 The half-plane below the line 𝑦 = 𝑚𝑥 + 𝑏.

𝑦 > 𝑚𝑥 + 𝑏 The half-plane above the line 𝑦 = 𝑚𝑥 + 𝑏.

𝑦 ≤ 𝑚𝑥 + 𝑏 The half-plane on or below the line 𝑦 = 𝑚𝑥 + 𝑏.

𝑦 ≥ 𝑚𝑥 + 𝑏 The half-plane on or above the line 𝑦 = 𝑚𝑥 + 𝑏.

17 CO_Q2_Mathematics8_ M2
 What’s More

Activity 1 “My Borderline”

Directions: Determine the boundary and the shaded region of each linear
inequality in two variables by putting a check mark (✓) on a proper
column that corresponds to your answer. Write your answer in a
separate sheet of paper.

Linear inequality Boundary Line Shaded Region

in two variables Solid Dashed Below Above
1. 𝑦 > 𝑥 + 3
2. 𝑦 > 𝑥 − 3
3. 𝑦 ≤ 𝑥 + 5
4. 2x + y < 6
5. 4𝑦 + 6𝑥 ≥ 11

Guide Questions:
1. Which of the given linear inequalities is easy to answer? Why?
2. How did you know if the boundary line is dashed/broken?
3. When do we say that the boundary line is solid?
4. How do you determine the half-plane of the graph to be shaded?
5. Which linear inequalities have a shaded region above the boundary line?
Below the boundary line?

Activity 2: “Did I Satisfy you?”

Directions: Consider the following ordered pairs, which of them satisfy linear
inequalities in two variables? Test all the points in the given linear
inequalities. Write your answer on a separate sheet of paper.

1. 𝑥 + 3𝑦 > 3 ( −3, 4 ) ( 5, 5 ) ( −5, 8 ) ( 3, −5 )

2. 𝑥 > −3𝑦 + 4 ( 6, −1 ) ( 1, 5 ) ( 0, 5 ) ( 2, 3 )
3. 2𝑥 – 3𝑦 ≤ 1 ( 4, 1 ) ( 1, 1 ) ( 0, 0 ) ( 5, −3 )
4. 10 < − 5𝑥 + 2𝑦 ( − 3, 1 ) ( −5, 4 ) ( − 2, − 2) ( 4, 4 )
5. 4𝑥 + 3𝑦 ≥ 12 ( −4, − 3) ( 5, 4 ) ( 5, −1 ) ( 1, −6 )

Guide Questions:

1. How did you know that ordered pair satisfies the linear inequality in two
variables?

18 CO_Q2_Mathematics8_ M2
 2. What can you conclude about the points that satisfy the linear
inequalities?
3. What can you conclude about the points that do not satisfy the linear
inequalities?

Activity 3: “Graph Me”

Directions: Graph the following linear inequalities. Write your answer in a graphing
paper. Use any coloring materials to shade the infinite solutions of the
inequalities.

1. 𝑦 > 𝑥 − 3
2. 2𝑥 + 3𝑦 < 12
3. 3𝑥 + 𝑦 ≤ 4
4. −5𝑥 ≥ 9 + 3𝑦

Guide questions:
a. How did you graph the given inequalities?
b. Which of the inequalities have broken line? Have solid line?
c. Which of the inequalities have shaded region below the boundary line?
Above the boundary line?

What I Have Learned

Reflect on the activities you have done in this lesson by completing the
following statements. Write your thoughts on your notebook.

I learned that I…

I was surprised that I…

I noticed that I…

I discovered that I…

I was pleased that I…

19 CO_Q2_Mathematics8_ M2
 What I Can Do

Directions: Compose a jingle citing a situation in real-life where linear inequalities

in two variables are presented. Do this on a separate sheet of paper.

RUBRIC: Real-life Situation on Linear Inequalities in Two variables

CRITERIA 4 3 2 1

Clarity of the The situation The situation The situation The situation
situation. is clear and is clear and is not too clear is not clear
realistic. not realistic. and not and the used
realistic. of linear
inequalities in
two variables
is not
illustrated.
Appropriate The The The The
use of mathematical mathematical mathematical mathematical
mathematical concepts of concepts of concepts of concepts not
concept linear linear linear appropriate
inequalities in inequalities in inequalities in and not
two variables two variables two variables illustrated.
are are are not too
appropriate appropriate appropriate
and properly and not and not
illustrated. properly properly
illustrated illustrated
Grammar No spelling Minimal Noticeable Unacceptable
and/or spelling spelling and number of
grammar and/or grammar spelling
mistakes. grammar mistakes. and/or
mistakes. grammar
mistakes.

20 CO_Q2_Mathematics8_ M2
 Assessment
Directions: Read and understand each question carefully and choose the letter of
the correct answer. Use a separate sheet of paper.
1. Which of the following is a linear inequality in two variables?
A. 𝑥 + 𝑦 = 2 C. 3𝑚 + 5𝑛 < 10
B. 𝑥 + 5 > 8 D. 3𝑞 – 2𝑞 ≠ 6
2. Which of the following inequalities illustrates “the sum of 𝑥 and 𝑦 is at most
15”?
A. 𝑥 + 𝑦 = 15 C. 𝑥 + 𝑦 ≤ 15
B. 𝑥 + 𝑦 > 15 D. 𝑥 + 𝑦 ≥ 15
3. Which of the following inequalities has (5, 1) as a solution?
C. 3𝑥 – 𝑦 < 15
A. 3𝑥 + 𝑦 ≤ 3
D. 3𝑥 + 𝑦 < 15
B. 3𝑥 – 𝑦 ≤ 3
4. For what possible values of 𝑥 and 𝑦 will make the inequality 5𝑥 + 3𝑦 > 12
true?
A. (0, 3) C. (1, -3)
B. (3, -1) D. (3, 0)
5. Which of the following inequalities is represented by the given graph?

A. 2𝑥 + 2𝑦 > 2

B. 3𝑥 + 2𝑦 < 2

C. 3𝑥 − 2𝑦 > 2

D. 3𝑥 – 2𝑦 < 2

6. Which is the correct inequality for the shaded region?

A. 𝑦 = − 𝑥 − 2

B. 𝑦 > −𝑥 − 2

C. 𝑦 < − 𝑥 + 2

D. 𝑦 > 𝑥 – 2

7. Which of the following points satisfies the inequality 𝑦 < 2𝑥 – 3?

A. (5, 2) C. (2, 5)
B. (2, 2) D. (0, 5)

21 CO_Q2_Mathematics8_ M2
8. Which of the following inequalities is represented by the graph?
A. 2𝑥 + 3𝑦 ≥ 15
B. 2𝑥 + 3𝑦 ≤ 15
C. 3𝑥 – 2𝑦 ≥ 15
D. 3𝑥 – 2𝑦 ≤ 15

9. Transform 3𝑥 − 2𝑦 < 7 into slope- intercept form.

3 7 3 7
A. 𝑦 < 𝑥 + C. 𝑦 > 𝑥 −
2 2 2 2
3 7 2 7
B. 𝑦 < 𝑥 + D. 𝑦 > 𝑥 −
2 2 3 3

10. In the inequality 4𝑎 + 3𝑏 < 12, what could be the possible values of 𝑎 if 𝑏 = 2?
2
2 C. 𝑎 <
A. 𝑎 > 3
3
3
3 D. 𝑎 <
B. 𝑎 > − 2
2

11. What can be said about solutions of the inequality 𝑥 + 2𝑦 > 5?

A. The solutions are located below the line.
B. The solutions are located above the line.
C. The solutions are on the line.
D. All of the above.
12. The graph of 𝑦 ≤ 2𝑥 + 5 is shown below. Which of the following ordered pairs
does not satisfy the inequality?
A. (2, −5)

B. (5, 2)

C. (−2, 7)

D. (5, −7)
13. To graph 2𝑥 + 𝑦 ≥ 4, we begin by graphing the boundary line of the
inequality, what is the slope (m) and y-intercept (b) of the inequality?
A. 𝑚 = −2, 𝑏 = −1 C. 𝑚 = 2, 𝑏 = −4
B. 𝑚 = −2, 𝑏 = 4 D. 𝑚 = 2, 𝑏 = −1
14. Bam bought 4 mangoes and 7 guavas. The total amount she paid was at least
𝑃230. If 𝑥 represents the cost of each mango and 𝑦 the cost for each guava,
which of the following mathematical statements represents the given
situation?
A. 4𝑥 + 7𝑦 ≥ 230 C. 4𝑥 + 7𝑦 > 230
B. 4𝑥 + 7𝑦 ≤ 230 D. 4𝑥 + 7𝑦 < 230
15. The total amount Menerva paid for three kilos of avocado and four kilos of
strawberries is at least 𝑃2 500. Suppose a kilo of avocado costs 𝑃100. What
what will be the minimum cost of a kilo of strawberries? Round off the answer
to the nearest peso.

22 CO_Q2_Mathematics8_ M2
 A. 𝑃549 C. 𝑃551
B. 𝑃550 D. 𝑃600

Additional Activities

Direction: Read the problem below and answer the questions that follow. Write your
answer on a separate sheet of paper.

Lovely paid a total amount of 𝑃600 for 10 kilos of rice and 3 kilos of fish.

1. What mathematical inequality represents the total amount paid by Lovely?

Define the variables used.
2. Suppose a kilo of rice costs 𝑃35. What could be the greatest cost of a kilo
of fish to the nearest peso?
3. Suppose Lovely paid more than 𝑃600 and each kilo of rice costs 𝑃34.
What could be the least amount she will pay for 3 kilos of fish to the nearest
peso?

23 CO_Q2_Mathematics8_ M2
CO_Q2_Mathematics8_ M2 24
What I Know What’s In What’s New
1. D Activity 1 No. of Face Amo No. of Face Amount Total
2. A 1. C Masks unt shields
3. D (x) (y)
2. A
4. C 1 35 1 75 110
3. B
5 175 4 300 475
5. B 4. G 8 280 7 525 805
6. C 5. F 10 350 9 675 1 025
7. D 15 525 12 900 1425
8. A Activity 2
20 700 17 1275 1975
9. B 1. Addition Property 25 875 20 1 500 2 375
10. C 2. Subtraction Property
11. B 3. Addition Property
12. C 4. Subtraction Property;
13. C Division Property
14. A
5. Addition Property;
15. D
Multiplication Property
What’s More Assessment
Activity 1: My Borderline 1. C
2. C
3. C
Boundary Shaded region
4. D
Inequality Solid Dashed Below Above 5. C
1. 𝑦 >𝑥+ 3 ✓ ✓ 6. C
2. 𝑦 > 𝑥 − 3 ✓ ✓ 7. A
3. 𝑦 ≤ 𝑥 + 5 ✓ ✓ 8. D
4. 2x + y < 6 9. C
✓ ✓
10. D
5. 4𝑦 + 6𝑥 ≥ 11 ✓ ✓ 11. B
12. C
13. B
14. A
Activity 2 15. B
1. (-3,4), (5,5), (-5,8)
2. (1,5), (2,3), (0,5)
(1,1), (0,0)
3. (-3,1), (-5,4)
4. (5,4), (5, -1)
Activity 3
1. 3.
2. 4.
Answers Key
References

Abuzo, Emmanuel P., et.al, Mathematics- Grade 8 (Learner’s Module First Edition,
2013. Published by the Department of Education)220-233.
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) 371-378.
Oronce, Orlando A., Manilyn O. Mendoza, e-math 8(Recto Avenue, Manila,
Philippines, Rex Book Store 2013) 213.

25 CO_Q2_Mathematics8_ M2
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