Roman Catholic Diocese of Urdaneta

Diocesan Schools of Urdaneta

Urdaneta City

Module in Mathematics 8
Quarter 2, Week 1-2

Name: ______________________________ Section: _____________________ Score: _______

Topic: SOLVING SYSTEMS OF LINEAR INEQUALITIES

Overview:
A system of linear inequalities in two variables consists of at least two linear inequalities in the
same variables. The solution of a linear inequality is the ordered pair that is a solution to all inequalities
in the system and the graph of the linear inequality is the graph of all solutions of the system.

Objectives:

1. Differentiates linear inequalities in two variables from linear equations in two variables;
2. Illustrates and graphs linear inequalities in two variables; and
3. Solves problems involving systems of linear inequalities in two variables.

Lesson Proper
A linear inequality in x and y 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 both not equal to 0.
 Some examples of linear inequalities are:
3x – y > -2 x<2 x + 3y ≤ 0 y≤-3
 The solution of linear equation in x and y can be expressed in ordered pairs (x, y). As with linear
equations in ordered pairs, solutions of linear inequalities can be also expressed in ordered pairs.
An ordered pair (x, y) is a solution of an inequality in x and y if a true statement results when the
variable in the inequality is replaced by the coordinates of the ordered pair.

Example 1.
Determine whether each order pair is a solution of 2x + 3y ≤ 6.
a. (-2, 1) b. (1, 2)

Solution:
In each case, substitute the x- coordinate for y- coordinate for y in the inequality 2x + 3y ≤ 6.. A true
statement will be obtained if the ordered pair is a solution.

a. (-2, 1)
Solution:
2x + 3y ≤ 6 Original inequality
2(-2) + 3(1) ≤ 6 Replace x with -2 and y with 1
-4 + 3 ≤ 6 Simplify.
-1 ≤ 6 Add
Since -1 ≤ 6 is true, (-2, 1) is a solution of 2x + 3y ≤ 6

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 b. (1, 2)
2x + 3y ≤ 6
2(1) + 3 (2) ≤ 6
2+6≤6
8≤6
Since 8 ≤ 6 is false, (1,2) is not a solution of 2x + 3y ≤ 6.

Activity No. 1
A. Determine whether each ordered pair is a solution of 4x + 5y ≤ 6
a. (-3, 2)

b. b. (1, 2)

c. c. (3, 2)

 Systems of Linear Inequalities in Two Variables

A system of linear inequalities is a set of two or more inequalities considered simultaneously.

A solution of a system of linear inequalities is an ordered pair of numbers that satisfies each
linear inequality in the system.

Examples:
Determine whether the ordered pair is a solution of the {x+2 y >11
y ≤ 2 x−7
given system of linear
inequalities.
a. (6, 4)
Solution:
Replace x with 6 and y with 4.
x+ 2y > 11 y= ≤ 2x - 7
6 + 2(4) > 11 4 ≤ 2(6) - 7
6 + 8 > 11 4 ≤ 12- 7
14 > 11 True 4≤5 True
 Since both inequalities are true, the ordered pair (6, 4) is a solution of the system.

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 b. (5, 3)
Solution:
Replace x with 5 and y with 3.
x+ 2y > 11 y= ≤ 2x - 7
5+ 2(3) > 11 3 ≤ 2(5) - 7
5 + 6 > 11 3 ≤ 10- 7
11> 11 False 3≤3 True
 Although the ordered pair (5,3) satisfies the second inequality, it does not satisfy the first
inequality. Thus, (5,3) is not a solution.

Activity No. 2

A. Determine whether the ordered pair is a solution of the given system of linear inequalities.
x+3 y ≥11
{
3 x − y< 3

a. (2, 4)

b. (1, -4)

B. Answer Warm Up practice on page 235 A in your mathematics book. Please use another sheet of
paper for your answer.

 Solving Systems of Linear Inequalities

1. Graph each linear inequality in the system on the same coordinate plane.
2. Find the region where the graphs overlap
3. Pick a test point in the region to verify the solution.
Examples:
Graph the system of linear inequalities.

a. {xy≤>12
Solution:
 The graph of x ≤ 2 is the half- plane on and to the left of the solid line x = 2.

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  The graph of y > 1 is the half- plane above the dashed line y = 1.

 Finally, the graph of the system is the intersection of the two half- planes.

The intersection of x ≤ 2 and y > 1

Activity No. 3
Graph the system of linear inequalities

a. x ≥2
{y< 1

b. {xy<2>3

References:

Chua, Simon L. et. al., 2018 “ Soaring 21st Century Mathematics 8”. Phoenix

Publishing House, Inc. Quezon City, 229-235

Property of Diocesan Schools of Urdaneta

Orance, Orlando A. et. al., 2018. “E- Math 8” REX Book Store. Sampaloc Manila, 196-203

Roman Catholic Diocese of Urdaneta

Diocesan Schools of Urdaneta
Urdaneta City

Module in Mathematics 8
Quarter 2, Week 3-4

Name: ______________________________ Section: _____________________ Score: _______

Topic: RELATION AND FUNCTION

Overview:
A relation is a set of ordered pairs. The domain of a relation is the set of first coordinates. The
range is the set of second coordinates.
A function is a relation in which each element of the domain corresponds to exactly one element
of the range.

Objectives:
1. Illustrate a relation and a function;
2. Verify if a given relation is a function;
3. Determines dependent and independent variables;
4. Illustrate and graph a linear function;
5. Solve problems involving linear function;
6. Finds the domain and range of a function; and

Lesson Proper
A relation is a set of ordered pairs. The domain of a relation is the set of first coordinates. The range
is the set of second coordinates.
A function is a relation in which each element of the domain corresponds to exactly one element of
the range.
The members of the domain can be called inputs and the members of the range can be called
outputs when a function is compared to a number- processing machine.

 For each input (value of x), the number- processing machine yields an output (value of y). For
example, when the input values are x= 50, 100, and 150, the output values are y= 35, 70, and
105, respectively. Because you input an x- value to represent the marked price, x is called the
independent variable. Since the selling price depends on the marked price, y is called the
dependent variable.
 Independent Variable- The input value in a function.
 Dependent Variable- The output value in a function.

Example:
Determine whether the following relations are function or not.

a. A = {(1, 2), (2, 3), (3, 4), (4, 5)}

Solution:
a) A = {(1, 2), (2, 3), (3, 4), (4, 5)} is a function because all the first elements are different.

b. b) B = {(1, 3), (0, 3), (2, 1), (4, 2)}

Solution:

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 B = {(1, 3), (0, 3), (2, 1), (4, 2)} is a function because all the first elements are different. (The
second element does not need to be unique)

c. C = {(1, 6), (2, 5), (1, 9), (4, 3)}

Solution:
C = {(1, 6), (2, 5), (1, 9), (4, 3)} is not a function because the first element, 1, is repeated.

d.
Input Output
1 2
2 4
3 8
Solution:
Input: 1 2 3  Each input value matches with only one output value. So, this
relationship is a function. The domain is {1, 2, 3} and the range is
Output: 2 4 8 {2, 4, 8}

Activity No. 1
Determine whether the following relations are function or not.
a. A = {(1, 2), (1, 3), (3, 4), (3, 5)}

b. B = {(1, 2), (2, 2), (3, 2), (4, 2)}

c. C = {(1, 2), (2, 3), (3, 4), (4, 5)}

d. D = {(7, 2), (2, 6), (3, 4), (1, 9)}

e. E = {(1, 6), (2, 7), (3, 8), (3, 9)}

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  Linear Function- Any function of the form f (x) = m x + b, where m is not equal to 0 is called a
linear function. The domain of this function is the set of all real numbers. The range of f is the set
of all real numbers. The graph of f is a line with slope m and y intercept b.

Note: A function f (x) = b, where b is a constant real number is called a constant function. Its
graph is a horizontal line at y = b

Examples:
1. Graph the linear function f given by f(x)= 2x + 4
Solution:
 You need only two points to graph a linear function. These points may be chosen as the x and y
intercepts of the graph for example.
 Determine the x intercept, set f(x) = 0 and solve for x.
2x+4=0
2x= -4
x=-2

 Determine the y intercept, set x = 0 to find f(0).

f(0) = 4

 The graph of the above function is a line passing through the points (- 2 , 0) and (0 , 4) as shown
below.

1
2. Graph the linear function f given by f(x) = - ¿ x) -
2

 Determine the x intercept, set f(x) = 0 and solve for x.

1
- ¿ x) - = 0
2
1
- ¿ x) =
2
3
x=-
2

 Determine the y intercept, set x = 0 to find f(0).

1
f(0) = -
2

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 3 1
 The graph of the above function is a line passing through the points (- , 0) and (0, - ) as
2 2

shown below.

Activity 2:
Solve and graph problems involving linear function.
a. Graph the linear function f given by f (x) = x + 3

1 1
b. Graph the linear function f given by f (x) = - x+
5 3

The Domain and Range of a Relation

 The domain of a relation is a set of all first coordinates of the ordered pairs in the relation. The
range of a relation is the set of all second coordinates of the ordered pairs in relation.
 When we are given a set of ordered pairs, we are able to easily find the domain and the range.
However, with equations and inequalities in two variables, finding the domain and range is not
that easy.
 In the equation or inequality, the domain of a relation is the set of all permissible values of x that
keep y real while the range of a relation is the set of all permissible values of y that keep x real.

Example:
Find the domain and range of each of the following:
a.
Input 1 2 3
Output 2 4 8
Solution:

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 Domain: The elements in the input
Thus, the domain is {1, 2, 3}
Range: The elements in the output
Thus, the range is {2, 4, 8}
b. {(4, 4), (6, 6), (10, 7)}
Domain: The first coordinates
Thus, the domain is {4, 6, 10}
Range: The second coordinates
Thus, the range is {4, 6, 7}

Activity 3.
Find the domain and range of each of the following:
a.
Input 3 5 7 9
Output 10 20 3 40
0

b.

Input Output
1 2
2 4
3 8
5 16
6 32

c. {(5, 9), (1, 6)}

d. {(1, 4), (2, 6), (5, 7), (8,3)}

e. {(3, 4), (5, 6), (2, 9), (8,1), (1, 7), (11, 12)}

References:

Chua, Simon L. et. al., 2018 “ Soaring 21st Century Mathematics 8”. Phoenix

Property of Diocesan Schools of Urdaneta

Publishing House, Inc. Quezon City

Orance, Orlando A. et. al., 2018. “E- Math 8” REX Book Store. Sampaloc Manila, 209- 215

Roman Catholic Diocese of Urdaneta

Diocesan Schools of Urdaneta
Urdaneta City

Module in Mathematics 8
Quarter 2, Week 5-7

Name: ______________________________ Section: _____________________ Score: _______

Topic: LOGICAL REASONING

Overview:
Logical reasoning is a system of forming conclusions based on a set of premises or information.
Commonly, logical reasoning is broken down into two major types called deductive and inductive
reasoning. 

Objectives:
1. determine the relationships between the hypothesis and the conclusion of an if-then statement;
2. transform a statement into an equivalent if-then statement;
3. determine the inverse, converse, and contrapositive of an if- then statement; and
4. use inductive or deductive reasoning in an argument.

Lesson Proper
For square numbers:
Term 1st 2nd 3rd 4th 5th … 100th … nth
Square Numbers 1 4 9 16 25 …

 Note that the first term is 12= 1, 22= 4, 32= 9, 4 2= 16, and 52= 25. Thus, 1002= 10,000 and the nth
term is n2

For triangular Numbers:

Term 1st 2nd 3rd 4th 5th … 100th … nth
Triangular Numbers 1 3 6 10 15 …

 Getting the 100th term will require you a lot of additions and to get the nth term, the pattern
seems to be not helpful. Hence, find an alternate pattern.

Term 1st 2nd 3rd 4th 5th … 100th … nth

Triangular Numbers 1 3 6 10 15 …
Double triangular Numbers 2 6 12 20 30 …

1*2 2*3 3*4 4*5 5*6

 Since the nth term of the doubled triangular numbers is n(n+1), then half of it gives the nth term
of the triangular numbers. Thus, for nth term and 100th terms of the triangular numbers, we have

n(n+1) 100(100+1)
= = 5050
2 2

Inductive Reasoning

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 It is a type of reasoning that uses patterns to reach a conclusion. It is also a process of observing
data, recognizing patterns, and making generalizations from observations.

Examples:
Use inductive reasoning to find the next two terms of each sequence. Describe how you found the terms.
a. 1, 2, 4, 8, 16….
Solution:
The next two terms are 32 and 64 (because each term is twice the previous term)

b. 50,49,46,41,34…
Solution:
The next two terms are 25 and 14 (look at the difference between the numbers)
50 49 46 41 34 ? ?

1 3 5 7 ? ?
 The next difference will be 9 and 11, respectively. Thus, the next two numbers are 34-9=25 and
25-11=14.

c. -25, -18, -12, -7, …

Solution:
The next two terms are -3 and -1 (look at the difference between the numbers)

Activity 1:
A. Use inductive reasoning to find the next three terms of each sequence.
a. 2, 5, 9, 14, _____, ______, ______

b. 27, 22, 17, 12, ______, _______, _______

c. 10, 100, 1000, 10000, _______, ______, _______

d. -1, -4, -8, -13, _____, _______, _______

e. 1, 4, 9, 16, 25, _____, ______, _______

B.Answer Power Plus on page 270 A in your mathematics book. Please use another sheet of paper for
your answer.

Deductive Reasoning
To deduce means to reason from known facts. When you prove a theorem, you are using
deductive reasoning- using existing structures to deduce new parts of the structure. In deductive
reasoning, you assume that the hypothesis is true, and then write a series of statements that lead to the
conclusion. Each statement is supported by a reason that justifies it. The set of statements and reasons
consists the proof.

Property of Diocesan Schools of Urdaneta

 An argument such as this known as a syllogism. A simple syllogism is an argument made up of
three statements: a major premise, a minor premise (both of which are accepted as true), and a
conclusion.

Let us look at the following sets of statements.

1. x: If two numbers are odd, then their sum is even.
y: The numbers 3 and 5 are odd numbers.
z: The sum of 3 and 5 is even.

2.x: If you want good health, then you should get 8 hours of sleep each day.
y: Aaron wants good health
z: Aaron should get 8 hours of sleep each day.

 In all three set of statements, statement x is called the general statement, y is called the
particular statement, and z is called the conclusion. In these syllogisms, we reasoned from a
statement about a general set to a statement about a particular member or element of that set.
This kind of reasoning is characterized as reasoning from the general to the particular and it is
called deductive reasoning.

Examples:
A. Complete each syllogism. Write a general statement (x), a particular statement (y), and a
conclusion (z)

a. x: If you quit smoking, then you save your lungs.

y: Karl quit smoking.
z: _________________
Solution:
z: Karl saves his lungs.

b. x: Right angles are congruent.

y: _________________
z: < 1 and < 2 are congruent.
Solution:
y: <1 and <2 are right angles.

Activity 2:
A. Complete each syllogism. Write a general statement (x), a particular statement (y), and a
conclusion (z)

a. x: If you are a good citizen, then you obey traffic rules.

y: Aaron is a good citizen.
z: _____________________________

b. x: _____________________________
y: Amy and Andy are diligent students
z: Amy and Andy do their homework’s.

B. Answer Warm Up practice on page 277 B in your mathematics book. Please use another sheet of
paper for your answer.

If-then Statements; Converses

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 The statement, “if a number is even, then it is divisible by 2” is written in conditional form, or
in if-then form. A conditional statement has two parts: a hypothesis, denoted by p, and a conclusion,
denoted by q. In symbols, the statement, “If p, then q.” is written as p q. Here is another example:

If it is 9:30AM, then it must be daytime.

p q

Conditional statements are not always written with the “if” clause first. The following
conditionals mean the same thing.

General form Example

If p, then q If it is 9:30 AM, then it must be daytime.
p implies q 9:30 AM implies it must be daytime
p only if p 9:30 AM only if it must be daytime
q if p It must be daytime if it is 9:30 AM.

Example:
Write the hypothesis and the conclusion of each conditional.
a. If 4x-1= 7, then x= 2.
b. 2m=10 implies m= 5
c. I can’t drive if I’m tired
d. I will pass the subject only if I will pass the final exam.
Solution:
Hypothesis Conclusion
a 4x-1= 7 x= 2
b 2m=10 m= 5
c I’m tired I can’t drive
d I will pass the subject I will pass the final exam

Activity 3:
Write the hypothesis and the conclusion of each conditional.
a.  If today is Friday, then tomorrow is Saturday.
b.  If two lines form right angles, then the lines are perpendicular.
c. If you are sixteen years old, then you are eligible to drive.
d. If 3x – 4 = 11, then x = 5.
e.  If two angles are vertical, then they are congruent
f.  If the degree measure of an angle is between 90 and 180, then the angle is obtuse.
g. If a convex polygon has five sides, then it is a pentagon.
h. If you lead, then I will follow.
i. 5m=10 implies m= 2
j. 7x=21 implies m= 3

Hypothesis Conclusion
a
b
c
d
e
f
g
h
i
j

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References:

Chua, Simon L. et. al., 2018 “ Soaring 21st Century Mathematics 8”. Phoenix
Publishing House, Inc. Quezon City 266-277

Orance, Orlando A. et. al., 2018. “E- Math 8” REX Book Store. Sampaloc Manila, 226-231

Roman Catholic Diocese of Urdaneta

Diocesan Schools of Urdaneta
Urdaneta City

Module in Mathematics 8
Quarter 2, Week 8-9

Name: ______________________________ Section: _____________________ Score: _______

Topic: Writing a Proof

Overview:
 A proof is an organized set of statements and reasons to establish the truth of a specific
statement. The properties of real numbers may be combined with some definition and postulates
to prove the validity of statements.
 A proof may be presented in different ways. The most popular are the paragraph form and the
two-column form. In a two-column proof, logical statements are written on the left side and its
corresponding reasons on the right side. It often uses symbols of different relationships.

Objectives:
1. Differentiate between a direct and indirect proof;
2. Illustrate the geometric properties; and
3. Illustrate the Geometric Properties in Writing Proofs.

Lesson Proper
 A proof is a logical argument in which each statement you make is backed up by a statement that
is accepted as true. One type of proof is called a paragraph or informal proof. In this type of
proof, you write a paragraph to explain why a conjecture for a given situation is true.

 Direct and Indirect Proofs

The main difference between the two methods is that direct poofs require showing that
the conclusion to be proved is true, while in indirect proofs it suffices to show that all of the
alternatives are false. Direct proofs assume a given hypothesis, or any other known statement,
and then logically deduces a conclusion

Geometric Properties
Property Name
1. If two angles form a linear pair, then they are The Supplement Postulate (SP)
supplementary.
2. The measures of vertical angles are equal or Vertical Angle Theorem (VAT)
vertical angles are congruent.
3. The sum of the measures of the angles at a Angle Sum at a Point Postulate (ASPP)
point is 360.
4. Supplement of congruent angles are Supplement Theorem (ST)
congruent.
5. Complements of congruent angles are Complement Theorem (CT)
congruent.

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6. If two parallel lines are cut by a transversal, PCAC Postulate
then corresponding angles are congruent.
7. If two parallel lines are cut by a transversal, PAIC Theorem
then alternate interior angles are congruent.
8. If two parallel lines are cut by a transversal, PAEC Theorem
the alternate exterior angles are congruent.
9. If two parallel lines are cut by a transversal, PSSIAS Theorem
then same-side interior angles are
supplementary.
10. The sum of the degree measures of the The Triangle Interior Angle Theorem (TIAT)
angles of a triangle is 180.
11. If two angles of one triangle are congruent The Third Angles Theorem (TTAT)
to two angles of another, then the third angles
are congruent.
12. The measure of an exterior angle of a The Exterior Angles Theorem (EAT)
triangle is equal to the sum of the measures of
its two remote interior angles.
13. The sum of the measures of the angles of a Quadrilateral Interior Angle Theorem (QIAT)
convex quadrilateral is 360.
14. The sum of the measures of the angles of a Polygon Interior Angle Theorem (PIAT)
convex polygon with n sides is (n-2) 180.
15. The measure of each angle of a regular Regular Polygon Interior Angle Theorem
(n−2)180 (RPIAT)
n-gon is
n
16. The sum of the measures of the exterior Polygon Exterior Angles Theorem (PEAT)
angles, one at each vertex, of any convex
polygon is 360.
17. Any two right angles are congruent. Right Angles Congruency Theorem (RACT)

Useful Geometric Properties in Writing Proofs

A. Definitions If- then form
1. Betweenness If A-B-C, then AB + BC= AC

2. Midpoint ´ , then AB = AC
If A is the midpoint of BC

3. Segment Bisector ´ bisects PQ

If AB ´ at B, then PB
´ ≅ QB
´

4. Right Angle If ∠A is a right angle, then m ∠A = 90, if

∠BAC is a right angle, then AB⊥´ ´
AC

5. Acute Angle If ∠A is an acute angle, then the m ∠A < 90.

6. Obtuse Angle If ∠A is an obtuse angle, then the m ∠A > 90.

7. Perpendicular Line Segments ´

If AB⊥ ´ ,then ∠BAC is a right angle.
AC

8. Complementary Angles If ∠A and ∠B are complementary angles, then

m ∠A + m ∠B = 90.

9. Supplementary Angles If ∠A and ∠B are supplementary angles, then

m ∠A + m ∠B = 180.

10. Linear Pair PQ and ⃗

If ⃗ PR are opposite rays∧¿ ⃗
PT is any
other ray, then ∠QPT and ∠TPR form a linear

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 pair.

11. Angle Bisector AD bisects ∠BAC, then ∠BAD ≅ ∠DAC

If ⃗

12. Congruent Segments ´ ≅ CD

If AB ´ , then AB= CD

13. Congruent Angles If ∠A ≅ ∠B, then m ∠A = m ∠B

Activity 1:
Indicate whether the statement is true or false. If false, change the underlined word or phrase to make
the statement true.
________1. If two angles of one triangle are congruent to two angles of another, then the third angles
are congruent.
________2. If two angles form a linear pair, then they are supplementary.
________3. If ∠A is an acute angle, then the m ∠A > 90.
________4. If ∠A is an obtuse angle, then the m ∠A < 90.
________5. The sum of the measures of the exterior angles, one at each vertex, of any convex
polygon is 360.
________6. If AB ´ , then AB ≠CD
´ ≅ CD
´
________7. If AB ≅ CD ´ , then AB= CD
________8. If ∠A and ∠B are complementary angles, then m ∠A + m ∠B = 90.
________9. If ∠A and ∠B are supplementary angles, then
m ∠A + m ∠B = 180.
________10. If two parallel lines are cut by a transversal, then same-side interior angles are
supplementary.

Activity 2:
Match column A with the correct answer on column B, write only the letter of answer on the blank
provided at the right side of the test paper.

COLUMN A
COLUMN B
____1. If ∠A and ∠B are complementary angles,
a. Segment Bisector
then m ∠A + m ∠B = 90.
´
____2. If AB⊥ ´ ,then ∠BAC is a right angle.
AC b. Polygon Interior Angle
____3. The sum of the measures of the angles of
Theorem (PIAT)
a convex polygon with n sides is (n-2) 180.
____4. The sum of the degree measures of the
c. Regular Polygon Interior
angles of a triangle is180.
Angle Theorem (RPIAT)
____5. It requires showing that the conclusion
to be proved is true.
d. Direct Proofs 
____6. It suffices to show that all of the alternatives
are false.
e. Complementary Angles
____7. The measure of each angle of a regular
(n−2)180
n-gon is f. Linear Pair
n
____8. It is a logical argument in which each statement g. The Triangle Interior
you make is backed up by a statement that is accepted Angle Theorem (TIAT)
as true.
PQ and ⃗
____9. If ⃗ PR are opposite rays∧¿ ⃗ PT is any other h. indirect proofs 
ray, then ∠QPT and ∠TPR form a linear pair.
____10. If AB ´ bisects PQ
´ at B, then PB´ ≅ QB´
i. Perpendicular Line
Segments

j. Proof

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References:

Chua, Simon L. et. al., 2018 “ Soaring 21st Century Mathematics 8”. Phoenix
Publishing House, Inc. Quezon City

Orance, Orlando A. et. al., 2018. “E- Math 8” REX Book Store. Sampaloc Manila, 239-245

Property of Diocesan Schools of Urdaneta

Property of Diocesan Schools of Urdaneta