PROJECT CLAID (Contextualized and Localized Activities Intended for Distance Learning)

Name : ___________________ Date:____________ Score:__________

MATHEMATICS 8
Quarter 2 – Week 1
Lesson 1
Competency:
The learner illustrates linear inequality in two variables
Objective:
The learner should be able to:
1. define linear inequalities in two variables
2. illustrate linear inequalities in two variables
3. determine if the given point is a solution of an inequality or not.

Lesson:
A linear inequality in two variables can be written in the following form.
Ax+By>C greater than
Ax+By<C less than
Ax+By≥C greater than or equal to, at least
Ax+By≤C less than or equal to, at most
Ax+By≠C not equal
A Linear Inequality is like a Linear Equation (such as y = 2x+1) ...but it will have
an inequality like <, >, ≤, or ≥ instead of an =, where a, b and c are real numbers.
A solution of a linear inequality in two variables is an ordered pair (x,y) that makes the
inequality true
We can also identify whether the given expression is a linear inequality or not.
Example
Identify if the given inequality is a linear inequality in two variables or not.
a. 2x + 3y > 5 b. x2 – y2 ≤ 1
c. x ≥ 6y + 3 d. y < 2xy - 3
Solution:
a. 2x + 3y > 5 Linear inequality b. x2 – y2 ≤ 1 Not Linear inequality
c. x ≥ 6y + 3 Linear inequality d. y < 2xy – 3 Not Linear inequality

Solution of a Linear Inequality

An ordered pair (x, y) is a solution of a linear inequality in x and y if a true statement
results when the values of x and y are substituted into the inequality
Example Tell whether the ordered pair is a solution of the inequality
a. 2𝑥 + 𝑦 < −3; (-1,9) b. 𝑥 − 3𝑦 ≥ 8; (2,-2)
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1
Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4
Solution:
a. 2𝑥 + 𝑦 < −3 Write the inequality
2(−1) + 9 < −3 Substitute -1 for x and 9 for y
-2 + 9 < -3 Simplify
7 < -3 NO 7 is not less than -3
→ so (-1,9) is NOT a solution of the inequality
b. 𝑥 − 3𝑦 ≥ 8 Write the inequality
2 − 3(−2) ≥ 8 Substitute 2 for x and -2 for y
2+6 ≥8 Simplify
8≥8 TRUE 8 is equal to 8
→ so (2,-2) is a solution to an inequality

Activities:

A. Identify if the given inequality is linear inequality in two variables.

1. 2x2 + 2y < 1 6. 4y + 24x < 36
2. 4 > 4x + y2 7. y ≥ 6y + x
3. x – 3y ≤ 9 8. xy < 49
4. 2xy – 10x ≥ 25 9. 2x – 20y ≤ 10x
5. y – 6y > 9
2 10. 3 (x + y) ≥ 2x + 6

B. Which of these ordered pairs is the solution of the following inequality.

1. 2x + y < 4 : a. (2, 3) b. (-2, -4)
2. x + 3y > 9 ; a. (2, 3) b. (1, -4)

C. Determine if the given points are solutions of the inequality 3x - 2y > 12.
a. (−2, 4) b. (2, −3) c. (5, 0)

Lesson 2
Competency:
The learner differentiates linear inequalities in two variables from linear
equations in two variables.

Objective:
The learner should be able to differentiates linear inequalities in two variables
from linear equations in two variables.
Lesson:

Equations and inequalities are two important tools in Mathematics. The former
expresses identity or exactness of quantities, while the latter implies difference in
quantities.
Point of Comparison or
Difference Linear Equation Linear Inequality

Symbol used = >, <, ≥, ≤, ≠

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2
Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4
 Sample expression x + 2y = 3 x + 2y > 3
3x + y < 7
Geometric Intersecting coinciding or parallel Plane or half plane
representation lines,
y - axis y - axis

5
5
4
4
3
3
2
2 1
1 x - axis

Sample Graphs
-5 -4 -3 -2 -1 1 2 3 4 5
x - axis -1
-5 -4 -3 -2 -1 1 2 3 4 5
-1 -2
-3
-2
-4
-3
-5
-4
-5

Activities

A. Classify the following. Linear Equality Linear Inequality

Parallel Lines Half-plane 5x + 3y = 2

6y ≠ 2x - 3 Set of Points Region of points

= < >

B. Tell whether the following is LE (linear equation in two variables) or LI (linear

inequality in two variables):
1. x + 2y < 1 4. 4x > 10y + 25 7. 10 < 6y + x
2. 4 + 4x = y 5. 3x – 4y ≤ -10 8. 7x – 14y ≠ 49
3. y – 3x = 9 6. 4y + 24x = 36 9. 6y – 20x = 100

C. Multiple Choice: Choose the letter of the best answer.

___1. Which inequality describes all points to the right of y-axis?
A. 𝑥 ≤ 0 B. 𝑦 ≥ 0 C. 𝑥 ≥ 0 D. 𝑦 ≤ 0
___2. How many solutions does a linear inequality in two variables have?
A. 0 B. 1 C. 2 D. many
___3. Determine if the given points are solutions of the inequality 3x - 2y ≥ 12
A. (−2, 4) B. (2, −2) C. (4, 0) D. (0,0)
___4. Which of the following is a solution to y ≥ 2x + 5
A. ( 1, 0) B. (-2, 2) C. (2, -2) D. (-1, -3)
___5.Translate to an inequality:Three more than four times a number is less than 23.
A. 3x + 4 < 23 B. 4x + 3 < 23 C. 3 > 4x < 23 D. 3 > 4x -23
___6. What inequality represents the verbal expression? 8 less than number
n is less than 11.
A. 11 – 8 < n B. n – 8 < 11 C. 8 – n < 11 D. 11 < 8 – n
___ 7. What is the slope-intercept form of the following inequality, 8x+4y>32?
A. y > -2x+8y B y < -2x + 8 C. y > 2x-8 D. y < 2x – 8
___8. What is the slope in a linear inequality 2x – 3y < 6 ?
2 2 3 3
A. − 3 B. 3 C. − 2 D. 2

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3
Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4
 Lesson 3
Competency:
The learner graphs linear inequalities in two variables.
Objective:
The learner should be able to graphs linear inequalities in two variables.
Lesson:

To graph linear inequalities, use the following steps.

1. Get the corresponding equation by replacing the
inequality sign with an equality sign.
2. Graph the inequality as a linear equation.
* If the inequality is inclusive (≤ and ≥), use a solid
line. This form of inequalities means that the points
on the line are included in the solution set.
* If the inequality is non-inclusive (< and >), use a
dashed line. This form of inequalities means that
the points on the line are not included in the
solution set.
3. Choose a test point not on the line and substitute
its coordinate into the inequality. The origin (0,0) is
a convenient point to use if it is not on the line.
4. The graph of the original inequality is:
a. the half plane that contains the test point if the
inequality is satisfied by that point, or,
b. the half plane that does not contain the test
point if the inequality is not satisfied by the point.

Examples:
1. Graph the solutions to the inequality 𝑦 > 𝑥 + 3. 2. Graph the solutions to the inequality 2𝑥 +
𝑦<1

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4
Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4
 Activities:
A.Graph the given linear inequalities in two variables.
1. y ≥ -3x + 4 2. y ≤ 2x – 1

B. LINEAR INEQUALITIES COLORING ACTIVITY:

Write the inequality of the graph shown. Find your answer and color it according to
your color chart. Not all answers will be used.

orange

blue yellow red green

blue

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5
Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4
Lesson 4
Competency:
The learner solves problems involving linear inequality in two variables.

Objective:
The learner should be able to:
1. Translates mathematical statements into linear inequalities into
two variables.
2. Solves problems involving linear inequality into two variables.

Lesson:

Find out how linear inequalities in two variables are used in real-life situations and in
solving problems.
Certain situations in real-life can be modeled by linear inequalities in two
variables.
Consider the following example.
1. The sum of 5-peso coins and 10-peso coins is greater than Php 180.
a. What mathematical statement represents the total amount of 5-peso coins
and 10-peso coins? Define the variables used.
Answer:
Let x = the number of 5-peso coins
y = the number of 10-peso coins
Linear Inequality: 5x + 10y > 180

b. Draw the graph of the inequality.

Answer: Refer to the graph at the right.

c. How many 5-peso coins and 10-peso coins are there? Give at least 3
ordered pairs for the possible answers.
Answer:
Refer to the graph for the possible answers. You can only get solutions
from the shaded region. Locate some points.
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6
Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4
 1. First ordered pair: ( 5, 17 )
*There are 5 5-peso coins and 17 10-peso coins.
2. Second ordered pair:(8,16 )
*There are 8 5-peso coins and 16 10-peso coins.
3. Third ordered pair: (12,14 )
*There are 12 5-peso coins and 14 10-peso coins.
b. Suppose there are 11 10-peso coins, what is the minimum number of 5-
peso coins?
Answer:
Given: y = 11
Substitute this value to the inequality.
5x + 10y > 180
5x + 10(11) > 180
5x + 110 > 180
Applying Subtraction Property of Inequality,
5x + 110 – 110 > 180 – 110
5x > 70
Applying Division Property of Inequality,
5x > 70
5 5
x > 14 The Minimum number of 5-peso coins is 15.

Activities:

A. Answer the following questions. Give your complete solutions or explanation.

●The difference between the height of Jasmine and Kimberly is less than 8 inches.
1. What mathematical statement represents the difference in the heights of
Jasmine and Kimberly? Define the variables used.
1. Based on the mathematical statement you have given, who is taller? Why?
2. Suppose Jasmine’s height is 5 ft and 1 in, what could be the height of
Kimberly? Explain your answer.

B. Answer the following:

1. Angela is selling handmade bracelets for Php 50 each and necklaces for Php 150
each. How many of both does she need to sell to make at least Php 1500?

2. A retailer sells two types of coffee beans. One type cost 400 per kilo and the other
type costs 300 per kilo. Find all the possible amounts of the two different coffee beans
that can be mixed to get a quantity of coffee beans costing Php 1200 or less.

3. Julius has a job as an appliance salesman. He earns a commission of Php 3000 for
each washing machine he sells and Php 6000 for each refrigerator he sells. How many
washing machines and refrigerators must Julius sell to make Php 36,000 or more in
commissions?

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Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4
 Wrap-Up:
• In mathematics a linear inequality is an inequality which involves a linear
function. A linear inequality contains one of the symbols of inequality. It
shows the data which is not equal in graph form.
< less than, > greater than,
≤ less than or equal to ≥ greater than or equal to
≠ not equal to ,
• A linear inequality resembles in form an equation, but with the equal sign
replaced by an inequality symbol. The solution of a linear inequality is
generally a range of values, rather than one specific value

REFERENCES:
Department of Education, EASE Module for Grade 8, DepEd
Department of Education, Grade 8 Learner’s Module and Teacher’s Guide
Holliday, B. et.al, Algebra I Glencoe Mathematics
Oronce, O. A., et.al Worksheet in Mathematics E-MATH
https://courses.lumenlearning.com/
https://lrmds.deped.gov.ph/

Prepared by:
BABYLYN V. BOLOTANO
________________________________
(MPNAG)
SDO Mandaluyong

Approved:

RESTITUTO I. RODELAS
Education Program Supervisor, Mathematics

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8
Q2 Week No.1 Competency Code: M8AL-IIa-2
Competency Code: M8AL-IIa-4