Math G8 Modules Q1 - Q4

8
Mathematics
Quarter 1 – Module 1:
Special Products and Factors
Department of Education  Republic of the Philippines

MODULE 1
SPECIAL PRODUCTS AND FACTORS
This module will help you recognize the patterns and techniques in finding products and
factors and mathematical as well as real life problem.
LESSONS AND COVERAGE

Lesson 1 – Special products
Lesson 2 - Factoring
PRE-TEST
1. Which mathematical statement is correct?

a. (2x - y)(3x - y) = 6x2 – 5xy + y2 b. (4x - 5)(4x - 5) = 16x2 – 40x + 25
c. (3x - 4)(2x + 7) = 6x2 – 13x – 28 d. (2x + 5)2 = 4x2 - 20x + 25
2. Which of the following gives a product of x2 + 5x + 4

a. (x + 1)(x + 4) b. (x + 2)(x + 2)
c. (x + 5)(x - 1) d. (x + 2)2
3. What is the value of a non-zero polynomial raised to 0

a. constant b. zero
c. undefined d. cannot be determined
𝑥𝑥 2 −1
4. The simplified form of algebraic expression
𝑥𝑥−1
a. x + 1 b. x – 1 c. 1 d. -1
𝑥𝑥−2 𝑥𝑥+2
5. Perform the indicated operation: -
3 2
𝑥𝑥+5 𝑥𝑥+1 𝑥𝑥−6 −𝑥𝑥−10
a. b. c. d.
6 6 6 6
6. Angelie can complete her school project in x hours. What part of the job can be completed by
Angelie after 3 hours?
𝑥𝑥 3
a. x + 3 b. x – 3 c. d.
3 𝑥𝑥
7. You own 3 hectares of land and you want to mow it for farming. What will you do to finish it at
very least time?
a. Rent a small mower. b. Hire 3 efficient laborers.
c. Do kaingin. d. Use germicide.
8. Find the missing terms: (x + ___)(3x + ___) = 3x2 + 27x + 24

a. 6 , 4 b. 4 , 6 c. 8 , 3 d. 12 , 2
9. One of the factors of 2a2 + 5a – 12 is a + 4. What is the other factor?

a. 2a – 3 b. 2a + 3 c. 2a – 8 d. 2a + 8
10. The area of a square is 4x2 + 12x + 9 square units. Which expression represents the length of
the side?
a. (3x + 2) units b. (2x + 3) units c. (4x + 9) units d. (4x + 3) units
𝑎𝑎2 − 9 𝑎𝑎2 −8𝑎𝑎+16

11. Find the product of 𝑎𝑎𝑎𝑎𝑎𝑎
𝑎𝑎2 + 𝑎𝑎−20 3𝑎𝑎 −9
𝑎𝑎 𝑎𝑎2 −1 𝑎𝑎2 −𝑎𝑎−12 𝑎𝑎2 −1
a. b. c. d.
𝑎𝑎−1 1−𝑎𝑎 3𝑎𝑎−15 𝑎𝑎2 − 𝑎𝑎+1
2
12. What is the simplest form of 𝑏𝑏−3
2 ?
𝑏𝑏−3
−1
2 𝑏𝑏+5 1 1−𝑏𝑏
a. b. c. d.
5−𝑏𝑏 4 𝑏𝑏−1 3
13. Your classmate was asked to square (2x - 3), he answered 4x2 – 9. Is his answer correct?
a. Yes, because squaring a binomial always produces a binomial product.
b. Yes, because the product rule is correctly applied.
c. No, because squaring a binomial always produces a trinomial product
d. No, because the answer the answer must be 4x2 + 9
14. Which value for x will make the largest area of the square with a side of 3x + 2?
3 1
a. b. 0.4 c. d. 0.15
4 3
15. Which of the following expressions is a rational algebraic expression?

𝑥𝑥 3𝑐𝑐 −3 𝑎𝑎−𝑏𝑏
a. b. c. 4𝑦𝑦 2 + 𝑧𝑧 3 d.
�3𝑦𝑦 �(𝑎𝑎+1) 𝑏𝑏+𝑎𝑎
16. Analiza added two rational algebraic expressions and her solution is presented below.
4𝑥𝑥+3 3𝑥𝑥−4 4𝑥𝑥+3+3𝑥𝑥−4 7𝑥𝑥+1
+ = = . Is there something wrong in her solution?
2 3 2+3 5
a. Yes, solve first the GCF before adding the rational algebraic expressions.
b. Yes, cross multiply the numerator of the first expression to the denominator of the second
expression
c. Yes, she may express first the expressions as similar fractions
d. Yes, 4x – 4 is equal to x
17. Let A = 4x2 – 81, and let B: (2x - 9)(2x + 9). If x = 2, which statement is true about A and B?
a. A > B b. A < B c. A = B d. 𝐴𝐴 ≠ 𝐵𝐵
18. The city mayor asked you to prepare a floor plan of the proposed day care center in your
barangay. The center must have a small recreational corner. As head of the city engineering office,
what will you consider in preparing the plan?
a. Feasibility and budget b. Design and budget
c. Design and feasibility d. Budget and lot area
19. Your father, a tricycle driver, asked you regarding the best motorcycle to buy. What will you do
to help your father?
a. Look for the fastest motorcycle.
b. Canvass for the latest motorcycle.
c. Find an imitated brand of motorcycle
d. Search for fuel-efficient type of motorcycle
20. The length of a box is five meters less than twice the width. The height is 4 meters more than
three times the width. The box has a volume of 520 cubic meters. Which of the following equations
can be used to find the height of the box?
a. W(2L - 5)(3H + 4) = 520 b. W(2W + 5)(3W - 4) = 520
c. W(2W - 5)(3W - 4) = 520 D. W(2W – 5)(3W + 4) = 520
LESSON 1: Special Products
Objectives: In this lesson, you will learn to;
a. identify polynomials which are special products through pattern recognition,
b. find special products of certain polynomials,
c. apply special products in solving geometric problems, and
d. solve problems involving polynomials and their products.
Subtopic 1: Square of a Binomial

Question: What is a binomial?
Answer: Binomial is a mathematical expression consisting of two terms connected by a
plus sign or minus sign.
Question: What is the meaning of square of a binomial?
Answer: The square of a binomial is the sum of: the square of the first terms, twice the
product of the two terms, and the square of the last term.
I know this sounds confusing, so take a look… If you can remember this formula,
you will be able to evaluate polynomial squares without having to use the FOIL method.
Question: How do you identify special products?
Answer: One characteristic of special products is that the first and the last terms of these
polynomials are always perfect squares (a2 and b2). If the first and the last terms
of a polynomial are perfect squares, the polynomial could be the result of a
special product.
Example 1. (x+9)2 = x2 + 2(x)(9)+(9)2 --- The square of a binomial is the sum of: the square of
the first terms, twice the product of the two terms, and the square of the last term.
= x2 + 18x + 81 ----simplify
Example 2. (2x-9)2 = (2x)2 + 2(2x)(-7)+(7)2
= 4x2 - 28x + 49
Practice problems: kindly click the link below…
http://www.mesacc.edu/~scotz47781/mat120/notes/polynomials/squaring/squaring_practice.html
?fbclid=IwAR0YlBwi-xcASJKeJwkB4DRFxXfNEYhflrpa4Ip5Qn1DCd8rOiQo7OVLj-U

e. identify polynomials which are special products through pattern recognition,
f. find special products of certain polynomials,
g. apply special products in solving geometric problems, and
h. solve problems involving polynomials and their products.
Subtopic 2: Square of a Trinomial

Question: What is a Trinomial?
Answer: The definition of a trinomial is a math equation that has three terms which are
connected by plus or minus notations or trinomials are algebraic expressions that contain
three terms.
An example of trinomial is 6x2 + 3x + 5.
Question: What is the meaning of square of a trinomial?
Answer: The square of a trinomial is the square of the sum of three terms.
Question: How to expand the square of a trinomial?
Answer: The square of the sum of three or more terms can be determined by the formula of
the determination of the square of sum of two terms.
Now we will learn to expand the square of a trinomial (a + b + c).
Let (b + c) = x
Then (a + b + c)2 = (a + x)2 = a2 + 2ax + x2
= a2 + 2a (b + c) + (b + c)2
= a2 + 2ab + 2ac + (b2 + c2 + 2bc)
= a2 + b2 + c2 + 2ab + 2bc + 2ca
Therefore, (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
Worksheet on the Square of a Trinomial
Practice the questions given in the worksheet on the square of a trinomial. To find the
square of the sum of three or more terms can be determined by the formula of the
identities of the square of sum of two terms.
See the formulas to expand using the identities for the square of a trinomial.
1. Expand each of the following.
(a) (x + 3y + 5z)2
(b) (-2x + y + 4z)2
(c) (-x – 3y + 5z)2
(d) (2a + 3b – 4c)2
(e) (4a – 7b – 2c)2
(f) (7a – 9b + 3c)2
(g) (5l + 3m – 4n)2
(h) (-2l + m – 9n)2

Subtopic 3: Product of Sum and Difference of Two Binomials
How to find the product of sum and difference of two binomials with the same terms and
opposite signs?
(a + b) (a – b) = a (a – b) + b (a – b)
= a2 – ab + ba + b2
= a2 – b 2
Therefore (a + b) (a – b) = a2 – b2
(First term + Second term) (First term – Second term) = (First term)2 – (Second term) 2
It is stated as: The product of the binomial sum and difference is equal to the square of the
first term minus the square of the second term.
Product of Sum and Difference of Two Terms

Remember!
When multiplying the sum and difference of the same two terms, the result will be the
square of the first term minus the square of the second term, with no “middle” term.
Difference of Squares with Geometry
Can we understand this with geometry?
Imagine two squares, an blue square with length of a and an orange square with side length
of b. a is shorter than b.
The difference of area between the two squares is a2−b2.
Alternatively, we can also calculate the different of area by adding two small rectangles (1 and 2)
together.
(a−b)×b+(a−b)×a=(a−b)×(a+b)=(a−b)(a+b)
We can rewrite any difference of two squares to be the product of two binomials.
More Practice Problems: kindly the link given below…
https://www.expii.com/t/product-of-a-sum-and-difference-
9840?id=7274&type=explanation&fbclid=IwAR1EdZpSgk6CmXgVw1ELobymDnezgBGmeKGB
LEadteWzQu-oREiD_KTcPl0
Worked-out examples on the product of sum and difference of two binomials:

1. Find the product (2x + 7y) (2x – 7y) by using the identity.
Solution:
We know (a + b) (a – b) = a2 – b2
Here a = 2x and b= 7y
= (2x)2 – (7y)2
= 4x2 – 49y2
Therefore, (2x + 7y)(2x – 7y) = 4x2 – 49y2

2. Evaluate 502 – 492 using the identity
Solution:
We know a2 – b2 = (a + b)(a – b)
Here a = 50, b = 49
= (50 + 49) (50 – 49)
= 99 × 1
= 99
Therefore, 502 – 492 = 99
3. Simplify 63 × 57 by expressing it as the product of binomial sum and difference.
Solution:
63 × 57 = (60 + 3) (60 – 3)
We know (a + b) (a – b) = a2 – b2
= (60)2 – (3)2
= 3600 – 9
= 3591
Therefore, 63 × 57 = 3591
4. Find the value of x if 232 – 172 = 6x
Solution:
We know a2 – b2 = (a + b) (a – b)
Here a = 23 and b = 17
Therefore 232 – 172 = 6x

(23 + 17)(23 – 17) = 6x
40 × 6 = 6x
240 = 6x
6x/6 = 240/6
Therefore, x = 40
5. Simplify 43 × 37 by expressing it as a difference of two squares.
Solution:
43 × 37 = (40 + 3)( 40 – 3)
We know (a + b) (a – b) = a2 – b2
Here a = 40 and b = 3
a. identify polynomials which are special products through pattern recognition,
b. find special products of certain polynomials,
c. apply special products in solving geometric problems, and
d. solve problems involving polynomials and their products.
Subtopic 4: Cube of a Binomial
How do you get the cube of a binomial?
For cubing a binomial we need to know the formulas and patterns for the sum of cubes and
the difference of cubes.
Sum of cubes:
The sum of a cubed of two binomial is equal to the cube of the first term, plus three times
the square of the first term by the second term, plus three times the first term by the square
of the second term, plus the cube of the second term.
(a + b)3 = a3 + 3a2b + 3ab2 + b3
= a3 + 3ab (a + b) + b3
Difference of cubes:
The difference of a cubed of two binomial is equal to the cube of the first term, minus three
times the square of the first term by the second term, plus three times the first term by the
square of the second term, minus the cube of the second term.
(a – b)3 = a3 – 3a2b + 3ab2 – b3
= a3 – 3ab (a – b) – b3
Worked-out examples for the expansion of cube of a binomial:
Simplify the following by cubing:
1. (x + 5y)3 + (x – 5y)3
Solution:
We know, (a + b)3 = a3 + 3a2b + 3ab2 + b3
and,
(a – b)3 = a3 – 3a2b + 3ab2 – b3
Here, a = x and b = 5y
Now using the formulas for cube of two binomials we get,
= x3 + 3.x2.5y + 3.x.(5y)2 + (5y)3 + x3 - 3.x2.5y + 3.x.(5y)2 - (5y)3
= x3 + 15x2y + 75xy2 + 125 y3 + x3 - 15x2y + 75xy2 - 125 y3
= 2x3 + 150xy2
Therefore, (x + 5y)3 + (x – 5y)3 = 2x3 + 150xy2
2. (2 – 3x)3 – (5 + 3x)3
Solution:
(2 – 3x)3 – (5 + 3x)3
= {23 - 3.22.(3x) + 3.2.(3x)2 - (3x)3} – {53 + 3.52.(3x) + 3.5.(3x)2 + (3x)3}
= {8 – 36x + 54 x2 - 27 x3} – {125 + 225x + 135x2 + 27 x3}
= 8 – 36x + 54 x2 - 27 x3 – 125 - 225x - 135x2 - 27 x3
= 8 – 125 – 36x - 225x + 54 x2 - 135x2 - 27 x3 - 27 x3
= -117 – 261x - 81 x2 - 54 x3
Therefore, (2 – 3x)3 – (5 + 3x)3 = -117 – 261x - 81 x2 - 54 x3
4. (5m + 2n)3 - (5m – 2n)3
Solution:
(5m + 2n)3 - (5m – 2n)3
= {(5m)3 + 3.(5m)2. (2n) + 3. (5m). (2n)2 + (2n)3} – {(5m)3 - 3.(5m)2. (2n) + 3. (5m). (2n)2 -
(2n)3}
= {125 m3 + 150 m2 n + 60 m n2 + 8 n3} – {125 m3 - 150 m2 n + 60 m n2 - 8 n3}
= 125 m3 + 150 m2 n + 60 m n2 + 8 n3 – 125 m3 + 150 m2 n - 60 m n2 + 8 n3

= 125 m3 – 125 m3 + 150 m2 n + 150 m2 n + 60 m n2 - 60 m n2 + 8 n3 + 8 n3
= 300 m2 n + 16 n3
Therefore, (5m + 2n)3 - (5m – 2n)3 = 300 m2 n + 16 n3
Take Note: The steps and patterns to find the mixed problem on cube of a binomial will help
us to expand the sum or difference of two cubes.
Worksheet on Cube of the Sum of Two Binomials
Practice the questions given in the worksheet on cube of the sum of two binomials. We
know, cube of a binomial means multiplying a binomial with itself three times.
See the formulas to expand the cube of the sum of two binomials.
1. Expand each of the following:
(i) (x + 3y)3
(ii) (px + qy)3
(iii) (x2 + 9y)3

MODULE 2
RATIONAL ALGEBRAIC EXPRESSIONS AND ALGEBRAIC EXPRESSIONS
WITH INTEGRAL EXPONENTS
In this module you will know what is a Rational Algebraic expression, how to simplify
Rational Algebraic Expression, and how to perform operations involving Rational Algebraic
Expression.
Lesson 1 : Rational Algebraic expression

Lesson 2: Operations on Rational Algebraic Expression
Lesson 1: Rational Algebraic Expressions (RAE)
Which of the following expressions in which any variables do not contain a negative and non- integer
exponent? Which of the following does have?
A. B. C. D. E. F. G.
x3 + 2x − 1 , 2 − √(x) , 2x + 9 , 1 , 2x2 + 3 , 2x + 9 ,
6x2 4−x x4 − x2 2 − x2 x4 − x2
Solution: A, C, D, E, and F are the expressions in which any variables do not contain a negative
and non- integer exponent. While B and G are the expressions in which any variables do have a negative
and non- integer exponent, such as in B “square root of x or x1/2” , ½ is a non-integer exponent and in
G, 1 /x turned into x-1, and it -1 is a negative exponent.
In general, Rational Algebraic Expressions are expressions that is the ratio of two polynomials
provided that the denominator is not equal to zero. It is also known when the numerator or the
denominator does not contain negative and non- integer exponent in any of the variables.
Other examples include, . 6x+5 can be expressed as

(6x+5)/1.
Lesson 2: OPERATIONS ON RATIONAL ALGEBRAIC EXPRESSIONS
Definition:
Rational Expression is the ratio of two polynomials P(x) and Q( x). In symbols,
P(x)
f(x)= , where Q(x) must not be equal to zero ( and anywhere that Q(x)=0 is
𝑄𝑄(𝑥𝑥)
undefined). To simplify rational algebraic expressions, we may be required to factorize
algebraic expressions in the numerator and/or denominator.
a. REDUCTION
To reduce an algebraic expressions to the lowest term , first factorize the numerator
and/or denominator ,then cancel the common factors.
Example 1: Simplify
6𝑎𝑎𝑎𝑎3
10𝑎𝑎2 𝑏𝑏2
Solution :
6𝑎𝑎𝑎𝑎3 3 (2) 𝑎𝑎 𝑏𝑏 3 𝟑𝟑𝟑𝟑
= =
10𝑎𝑎2𝑏𝑏2 5 (2) 𝑎𝑎2 𝑏𝑏2 𝟓𝟓𝟓𝟓
b. Multiplying Rational Algebraic Expressions

To multiply together two fractions, we multiply their numerator to form a new
numerator and their denominators to form a new denominator. If you have canceled
properly your answer will be in in the reduced form already.
Example 1: Simplify
5𝑡𝑡 4
.
8 3𝑡𝑡 2
Solution : Express the numerators

and denominators into
5𝑡𝑡 4 5 ( 𝑡𝑡) (2)2
. = 22 ( 2 ) (3𝑡𝑡) 𝑡𝑡 prime factors as possible
8 3𝑡𝑡 2
Simplify rational
5 expressions using laws of
= ( 2 ) ( 3𝑡𝑡) exponents.
𝟓𝟓
=
𝟔𝟔𝟔𝟔
Example 2: Simplify
5𝑎𝑎2 7
.
14 10𝑎𝑎3
Solution:
5𝑎𝑎2 7
.
14 10𝑎𝑎3
35𝑎𝑎2
= 140𝑎𝑎3
5(7)�𝑎𝑎2 �
=
5(7)(2)(2)(𝑎𝑎2)(𝑎𝑎)
5(7)�𝑎𝑎2 �
=
5(7)(2)(2)(𝑎𝑎2)(𝑎𝑎)
1
= 1.
4𝑎𝑎
𝟏𝟏
=
𝟒𝟒𝟒𝟒
c. Dividing Rational Algebraic Expressions.

To divide one fraction by another, interchange the numerator and the denominator
of the divisor and then multiply . Specifically ,to divide rational expressions ,change
the division sign to multiplication and then take the reciprocal of the second rational
expressions.(Note that cancellation can be done only after interchange /inversion of
the divisor).
Example 1.
5𝑥𝑥 2 15𝑥𝑥 3
÷
9 27
Solution:
5𝑥𝑥 2 15𝑥𝑥 3
÷
9 27
5(𝑥𝑥)(𝑥𝑥) 3(3)(3)
= 3 ( 3)
. 5(3)(𝑥𝑥)(𝑥𝑥)(𝑥𝑥)
1
= ,x≠0
𝑥𝑥
d. Adding and Subtracting Rational Algebraic Expressions with Similar Denominators

To add or subtract two or more rational expressions with the same
denominators , add or subtract the numerators and place the result over the
denominator. In symbols,
𝑎𝑎 𝑏𝑏 𝑎𝑎+𝑏𝑏 𝑎𝑎 𝑏𝑏 𝑎𝑎−𝑏𝑏
+ = and - = , where c≠ 0 .
𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐
Example 1:
𝑛𝑛 2 𝒏𝒏+𝟐𝟐
+ =
𝑛𝑛+3 𝑛𝑛+3 𝒏𝒏+𝟑𝟑
Example 2:
1 4 1−4 −𝟑𝟑
+ = =
2−𝑏𝑏 2−𝑏𝑏 2−𝑏𝑏 𝟐𝟐−𝒃𝒃
Activity : Simplify the following expressions.

9𝑦𝑦 2 32𝑥𝑥
1. .
8 27𝑦𝑦
𝑟𝑟 3 𝑠𝑠 𝑟𝑟𝑠𝑠 3
2. ÷
𝑡𝑡 𝑡𝑡 3
2
𝑥𝑥 +7𝑥𝑥 10𝑥𝑥+28
3. -
𝑥𝑥−7 𝑥𝑥−7
5𝑦𝑦−3 𝑦𝑦−1
4. +
𝑥𝑥+4 𝑥𝑥+4
𝑥𝑥 2 −4
5.
𝑥𝑥 2 −5𝑥𝑥−14
POST TEST
1. What is the greatest common factor of: 49m2n3, 35mn2, 21m3n5p?

a. 49mn b. 14m4n5p c. 7mn2 d. mnp3
2. Find the common monomial factor of the expression 5x + 10?

a. 5x b. 2 c. 5 d. 10
3 −𝑥𝑥−10
3. When is subtracted from a rational algebraic expression, the result is 2−5𝑥𝑥 .What is the other
𝑥𝑥−5 𝑥𝑥
rational algebraic expression?
𝑥𝑥 𝑥𝑥 2 −2
a. b. c. d.
4 𝑥𝑥−5 𝑥𝑥 𝑥𝑥−5
4. Show the other factor of 16x2 + 24x, if one factor, that is 8x is given.
a. 2x - 3 b. 2x + 3 c. 8x + 2 d. 4x
5. The sum of two numbers is -9 and whose product is 14, what are the numbers?
a. -4 and -5 b. -2 and -7 c. -9 and 1 d. -14 and 1
6. Relate the given product, a2 - b2 to its correct factors from the options below
a. (a - b) b. (a + b)(a - b) c. (a + b)2 d. (-a - b)2
7. The manager of Clothesline Corp. asked you, as a Human Resource Officer, to hire more tailors to
meet the production target of the year. What will you consider in hiring a tailor?
a. Speed and efficiency b. Speed and accuracy
c. Time consciousness and personality d. Experience and Personality
8. Identify which of the following is the equivalent mathematical expression of “ the product of p
and q divided by 3”
a. P + q b. 3p c. 2 d. 1
3 q 5 9
9. What is the simplest form of 18 ?

45
a. 9/2 b. 3/4 c. 2/5 d. 1/9
10. Which of the following is the product of x/9 and 2/3?

a. 3x b. 3x c. 2x d. 1/6
12 18 27
11. What is the sum of 2b and 4b ?

7 7
a. 6b b. 6b c. 28b2 d.
8b
13 7 14 49
12. Choose the correct factors of the given expression, x2 -10x + 25 using factoring perfect square
trinomial
a. (x + 5)(x - 5) b. (x + 25)(x + 1) c. (x - 5)(x - 5) d. (x
- 25)(x + 1)
b.
13. Assume that (y - 8) is one of the factors of y2 -2y - 48, can you distinguish the other factor?
a. y - 8 b. y - 6 c. y + 6 d. y + 8
14. Complete the expressions (2x - ____)(4x2 + ____ + 9). What are the missing terms to complete
the factors given?
a. 4 , 6x b. 5 , 7x c. 3 , 6x d. 2 , 5x
15. Simplify the given rational algebraic expression x2 - 1
X+1
a. X + 1 b. x - 1 c. 1 d. x
X x+1
16. Ben drives 200 kilometers in x + 2 hours. What is the average speed?
a. 200 b. 200 (x + 2) c. x + 2 d.
200x + 400
X+2 200
17. The volume of a certain gas will increase as the pressure applied to it decreases. This relationship
cn be modeled using the formula:
𝑉𝑉 𝑃𝑃
𝑉𝑉2= 1 1
𝑃𝑃2
Where V1 is the initial volume of the gas, P1 is the initial pressure, P2 is the final pressure, and the V2
is the final volume of the gas. If the initial volume of the gas is 500 ml and the initial pressure is ½
atm, what is the final volume of the gas if the final pressure is 5 atm?
a. 10 ml b. 50 ml c. 90 ml
d. 130 ml
18. The side of a square is x cm long. The length of a rectangle is 5 cm longer than the side of the
square and the width is 5 cm shorter. Which statement is true?
a. The area of square is greater than the area of the rectangle

b. The area of a square is less than the area of the rectangle
c. The area of a square is equal to the area of the rectangle
d. Any relationship cannot be entertained from the given information.
19. Suppose there is a harvest shortage in your farm because of malnourished soil. What will you do
to ensure the bountiful harvest in your farm land?
a. Hire number of workers to spread fertilizers in the farmland.
b. Buy several sacks of fertilizers and used them in your farmland.
c. Find the area of the farmland and buy proportionate number of sacks of fertilizers.
d. Solve for the number of sacks of fertilizers proportionate to the number of
workers.
20. What will be the result when a and b are replaced by 2 and -1, respectively in the expression
(-5a-2 b)(-2a-3 b2)?
27 5 3
a. b. − c.
16 16 7
2
d. −
7
8
MATHEMATICS
Quarter 2-Module 1
Linear Inequality in Two
Variables
Arranged by:
ESTRELLITTA B. DABLO
Teacher -III -Salay District
Mathematics-8 Second Quarter Module
I. Topic:
Linear Inequality in Two Variables
II. Competencies:
21. illustrates linear inequalities in two variables. (Code: M8AL-IIa-1)
22. differentiates linear inequalities in two variables from linear equations in two
variables.(Code:M8AL-IIa-2)
23. graphs linear inequalities in two variables. (Code: M8AL-IIa-3)
24. solves problems involving linear inequalities in two variables. (Code: M8AL-
IIa-4)
III. References:
http://www.icoachmath.com/math_dictionary/linear-inequality.html
https://www.ck12.org/book/ck-12-algebra-i-second-edition/section/6.5/
https://www.youtube.com/watch?v=EcrLbRJ2zV0
https://2012books.lardbucket.org/books/beginning-algebra/s06-08-linear-
inequalities-two-variab.html
Time Frame: 1 week
IV. Objectives:
After the learners have gone through the lessons contained in this module,
they are expected to:
a. describe and differentiate mathematical expressions, equations, and
inequalities.
b. illustrate linear inequalities in two variables using practical situations;
c. draw and describe the graphs of linear inequalities in two variables; and
d. formulate and solve problems involving linear inequalities in two variables.
How to learn from this module In order to achieve the objectives

1. Read and follow instructions carefully.
2. Answer the pre-assessment before going through the lessons.
3. Take note and record points for clarification.
4. Compare your answers against the key to answers found at the end of the
module.
5. Do the activities to fully understand each lesson.
6. Answer the self check to monitor what you learned in each lesson.
7. Answer the summative test after you have gone over all the lessons.
V. Pre - Assessment
Direction: Find out how much you already know about this module. Choose the
letter that corresponds to your answer. Take note of the items that you
were not able to answer correctly. Find the right answer as you go through
this module.
1. Janel bought three apples and two oranges. The total amount she paid was at
most Php 123. If x represents the number of apples and y the number of
oranges, 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
2. How many solutions does a linear inequality in two variables have?
a. 0 b. 1 c. 2 d. Infinite
3. 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
4. Which of the following ordered pairs is a solution of the inequality 2𝑥𝑥 + 6𝑦𝑦 ≤
10? a. (3, 1) b. (2, 2) c. (1, 2) d. (1, 0)
5. What is the graph of linear inequalities in two variables?
a. Straight line b. Parabola c. Half-plane d. Half of a parabola
6. The difference between the scores of Connie and Minnie in the test is not more
than six points. Suppose Connie’s score is 32 points, what could be the score
of Minnie?
a. 26 to 38 b. 38 and above c. 26 and below d. Between 26 and 38
7. What linear inequality is represented by the
graph at the right?
a. 𝑥𝑥 – 𝑦𝑦 > 1
b. 𝑥𝑥 – 𝑦𝑦 < 1
c. −𝑥𝑥 + 𝑦𝑦 > 1
d. −𝑥𝑥 + 𝑦𝑦 < 1
8. In the inequality c – 4d ≤ 10, what could be the possible value of d if c = 8?

a. d ≤ - 1/2 b. d ≥ - 1/2 c. d ≤ 1/2 d. d ≥ 1/2
9. Mary and Rose ought to buy some chocolates and candies. Mary paid Php 198
for six 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. 4 bars of chocolates and 2 pieces of candies
b. 3 bars of chocolates and 8 pieces of candies
c. 3 bars of chocolates and 6 pieces of candies
d. 4 bars of chocolates and 4 pieces of candies
10. 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
11. There are at most 25 large and small tables that are placed inside a function
room for at least 100 guests. Suppose only 6 people can be seated around
the large table and only four people for the small tables. How many tables are
placed inside the function room?
a. 10 large tables and 9 small tables b. 8 large tables and 10 small tables
c. 10 large tables and 12 small tables d. 6 large tables and 15 small tables
12. Which of the following shows the plane divider of the graph of y ≥ x + 4?
13. Cristina is using two mobile networks to make phone calls. One network
charges her Php 5.50 for every minute of call to other networks. The other
network charges her Php 6 for every minute of call to other networks. In a
month, she spends at least Php 300 for these calls. Suppose she wants to
model the total costs of her mobile calls to other networks using a
mathematical statement. Which of the following mathematical statements
could it be?
a. 5.50x + 6y = 300 b. 5.50x + 6y > 300
c. 5.50x + 6y ≥ 300 d. 5.50x + 6y ≤ 300
14. Mrs. Roxas gave the cashier Php 500-bill for three adult’s tickets and five
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
15. Mrs. Gregorio would like to minimize their monthly bills on electric and water
consumption by observing some energy and water saving measures. Which of
the following should she prepare to come up with these energy and water
saving measures?
I. Budget Plan
II. Previous Electric and Water Bills
III. Current Electric Power and Water Consumption Rates
16. The total amount Cora 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 could be the
maximum cost of a kilo of fish to the nearest pesos?
17. Mr. Cruz asked his worker to prepare a rectangular picture frame such that its
perimeter is at most 26 in. Which of the following could be the sketch of a
frame that his worker may prepare?
18. 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?
19. A restaurant owner would like to make a model which he can use as a 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
20. Mr. Silang would like to use one side of the concrete fence for the rectangular
pig pen that he will be constructing. This is to minimize the construction
materials to be used. To help him determine the amount of construction
materials needed for the other three sides whose total length is at most 20 m,
he drew a sketch of the pig pen. Which of the following could be the sketch of
the pig pen that Mr. Silang had drawn?
VI. Lesson Proper
Vocabulary: Familiarity with the following terms and symbols will help you get
the most from this module:
Cartesian coordinate plane – the plane that contains the x- and y-axes
Coordinates of a point – any point on the plane that is identified by an ordered
pair of numbers denoted as (x, y)
Geogebra – a dynamic mathematics software that can be used to visualize and
understand concepts in algebra, geometry, calculus, and statistics.
Half plane – the region that is divided when a line is graphed in the coordinate
plane
Linear equation in two variables/mathematical equation – a mathematical
statement indicating that two expressions are equal and using the symbol “=”
Linear inequality in two variables – a mathematical statement that makes use
of inequality symbols such as >,
Mathematical expression – the left or the right member of any mathematical
statement
Plane divider – the line that separates the cartesian coordinate plane into two
half planes
Slope of a line – the steepness of a non-vertical line
Solutions of linear equations – points in the coordinate plane whose ordered
pairs satisfy the equality
Solutions of linear inequalities – points in the coordinate plane whose ordered
pairs satisfy the inequality
Variables – any quantity represented by a letter of the alphabet
x-intercept – the x-coordinate of the point where a graph intersects the x-axis
> – a strict inequality symbol to denote greater than
< – a strict inequality symbol to denote less than
≥ – an inequality symbol to denote less than or equal to
≤ – an inequality symbol to denote less than or equal to
Direction: Supply each phrase with the most appropriate word. Explain your
answer briefly.
Example: more expenditures, less savings__
1. Less money, more __________ 6. Less talk, more __________

2. More profit, less __________ 7. More harvest, less __________
3. More smile, less __________ 8. Less work, more __________
4. Less make-up, more __________ 9. Less trees, more __________
5. More peaceful, less __________ 10. More savings, less __________
Direction: Use the situation below to answer the questions that follow.
Amelia was given by her mother Php 320 to buy some food ingredients
for “chicken adobo”. She made sure that it is good for 5 people.
Direction: Shown below are two sets of mathematical statements. Use these to
answer the questions that follow.
1. How do you describe the mathematical statements in each set?

2. What do you call the left member and the right member of each
mathematical statement?
3. How do you differentiate 2x + 1 from y = 2x + 1? How about 9y – 8 and 9y – 8
= 4x?
4. How would you differentiate mathematical expressions from mathematical
equations?
5. Give at least three examples of mathematical expressions and mathematical
equations.
6. Compare the two sets of mathematical statements. What statements can you
make?
7. Which of the given sets is the set of mathematical equations? How about the
set of inequalities?
8. How do you differentiate mathematical equations from inequalities?
9. Give at least three examples of mathematical equations and inequalities.
Direction: Identify the situations which illustrate inequalities and write the inequality model
in the appropriate column.
Classification Inequality
Real-Life Situations
(Inequalities or Not) Model
1. The value of one Philippine peso (p) is less Answer: Answer:
than the value of one US dollar (d) Inequality p<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
Direction: Show the graph of each of the following linear equations in a Cartesian
coordinate plane.
1. 𝑦𝑦 = 𝑥𝑥 + 4
2. 𝑦𝑦 = 3𝑥𝑥 – 1
3. 2𝑥𝑥 + 𝑦𝑦 = 9
4. 10 – 𝑦𝑦 = 4𝑥𝑥
5. 𝑦𝑦 = −4𝑥𝑥 + 9
Direction: Below is the graph of the linear equation y = x + 3. Use the graph to
answer the following questions.
1. How would you describe the

line in relation to the plane
where it lies?
2. Name five points on the line
𝑦𝑦 = 𝑥𝑥 + 3. What can you say
about the coordinates of these
points?
3. Name five points not on the
line
𝑦𝑦 = 𝑥𝑥 + 3. What can you say
about the coordinates of these
points?
4. What mathematical statement
would describe all the points on
the left side of the line 𝑦𝑦 = 𝑥𝑥 +
3? How about all the points on
the right side of the line
𝑦𝑦 = 𝑥𝑥 + 3?
5. What conclusion can you make
about the coordinates of points
on the line and those which are
not on the line?
A Linear Inequality involves a linear expression in two variables by using any of

the relational symbols such as >, <, > , or <.
A linear inequality in two variables is an inequality that can be written in one of the
following forms:
𝐴𝐴𝐴𝐴 + 𝐵𝐵𝐵𝐵 < 𝐶𝐶 𝐴𝐴𝐴𝐴 + 𝐵𝐵𝐵𝐵 ≤ 𝐶𝐶 𝐴𝐴𝐴𝐴 + 𝐵𝐵𝐵𝐵 > 𝐶𝐶 𝐴𝐴𝐴𝐴 + 𝐵𝐵𝐵𝐵 ≥ 𝐶𝐶
where 𝐴𝐴, 𝐵𝐵, and 𝐶𝐶 are real numbers and 𝐴𝐴 and 𝐵𝐵 are both not equal to zero.
Examples: 1. 4𝑥𝑥 – 𝑦𝑦 > 1 4. 8𝑥𝑥 – 3𝑦𝑦 ≥ 14

2. 𝑥𝑥 + 5𝑦𝑦 ≤ 9 5. 2𝑦𝑦 > 𝑥𝑥 – 5
3. 3𝑥𝑥 + 7𝑦𝑦 < 2 6. 𝑦𝑦 ≤ 6𝑥𝑥 + 11
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 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.
To graph an inequality in two variables, the following steps could be
followed.
Step 1. Replace the inequality symbol with an equal sign. The resulting equation
becomes the
plane divider.
Examples: a. y > x + 4 Replace to y=x+4

b. y < x – 2 Replace to y=x– 2
c. y ≥ -x + 3 Replace to y = -x + 3
d. y ≤ -x – 5 Replace to y = -x – 5
Step 2. Graph the resulting equation with Step 3. Choose three points in one of the
a half-
solid line if the original inequality planes that are not on the line.
contains ≤ or ≥ symbol. The solid Substitute the coordinates of these
line indicates that all points on the points into the inequality. If the
line are part of the solution of the coordinates of these points satisfy
inequality. If the inequality contains the inequality or make the
< or > symbol, use a dashed or inequality true, shade the half-
broken line. The dash or broken plane or the region on one side of
line indicates that the coordinates the plane divider where these
of all points on the line are not part points lie. Otherwise, the other side
of the solution set of the inequality. of the plane divider will be shaded.
Learn more about 1. http://library.thinkquest. org/20991/alg / systems.html
Linear Inequalities 2. http://www.kgsepg. com/project-id/6565- inequalities-
in Two Variables twovariable
through the WEB. 3. http://www. montereyinstitute.org/ courses/Algebra1/
You may open the COURSE_TEXT_ RESOURCE/U05_L2_ T1_text_final.html
following links. 4. http://www.phschool. com/atschool/ academy123/english/
academy123_content/ wl-book-demo/ph237s.html
5. http://www.purplemath. com/modules/ ineqgrph.html
6. http://math.tutorvista.com/algebra/linearequations-in-
twovariables.html
Direction: Tell which of the following is a linear inequality in two variables. Explain
your answer.
1. 3𝑥𝑥 – 𝑦𝑦 ≥ 12 6. −6𝑥𝑥 = 4 + 2𝑦𝑦
2. 19 < 𝑦𝑦 7. 𝑥𝑥 + 3𝑦𝑦 ≤ 7
3. 𝑦𝑦 = 2 5 𝑥𝑥 8. 𝑥𝑥 > −8
4. 𝑥𝑥 ≤ 2𝑦𝑦 + 5 9. 9(𝑥𝑥 – 2) < 15
5. 7(𝑥𝑥 − 3) < 4𝑦𝑦 10. 13𝑥𝑥 + 6 < 10 – 7𝑦𝑦
Direction: Tell which of the given coordinates of points on the graph satisfy the
inequality. Justify your answer.
1. 𝑦𝑦 < 2𝑥𝑥 + 2
𝑎𝑎. (0, 2)
𝑏𝑏. (5, 1)
𝑐𝑐. (−4, 6)
𝑑𝑑. (8, −9)
𝑒𝑒. (−3, −12)
2. 3𝑥𝑥 ≥ 12 – 6𝑦𝑦
𝑎𝑎. (1, −1)
𝑏𝑏. (4, 0)
𝑐𝑐. (6, 3)
𝑑𝑑. (0, 5)
𝑒𝑒. (−2, 8)
3. 3𝑦𝑦 ≥ 2𝑥𝑥 – 6
𝑎𝑎. (0, 0)
𝑏𝑏. (3, −4)
𝑐𝑐. (0, −2)
𝑑𝑑. (−9, −1)
𝑒𝑒. (−5, 6)
4. −4𝑦𝑦 < 2𝑥𝑥 − 12

𝑎𝑎. (2, 4)
𝑏𝑏. (−4, 5)
𝑐𝑐. (−2, −2)
𝑑𝑑. (8.2, 5.5)
𝑒𝑒. (4, 1 2 )
5. 2𝑥𝑥 + 𝑦𝑦 > 3
𝑎𝑎. (1 1 2 ,0)
𝑏𝑏. (7, 1)
𝑐𝑐. (0, 0)
𝑑𝑑. (2, −12)
𝑒𝑒. (−10, −8)
Direction: Shade the part of the plane divider where the solutions of the inequality is
found.
Direction: Show the graph and describe the solutions of each of the following
inequalities. Use the Cartesian coordinate plane below.
1. 𝑦𝑦 > 4𝑥𝑥
2. 𝑦𝑦 > 𝑥𝑥 + 2
3. 3𝑥𝑥 + 𝑦𝑦 ≤
5
4. 𝑦𝑦 < 1 3 𝑥𝑥
5. 𝑥𝑥 – 𝑦𝑦 < −2
Direction: Write a linear inequality whose graph is described by the shaded region
Direction: Write each statement as linear inequality in two variables.
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 two 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).
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.
Direction: 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 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 liters 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 travelling 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, is 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?
4 A bus and a car left a place at the same time traveling in opposite directions.
After two hours, the distance between them is at most 350 km.
a What mathematical statement represents the distance between the two
vehicles after two hours? Define the variables used.
b What could be the average speed of each vehicle in kilometers per hour?
c If the car travels at a speed of 70 kilometers per hour, what could be the
maximum speed of the bus?
d If the bus travels at a speed of 70 kilometers per hour, is it possible that the
car’s speed is 60 kilometers per hour? Explain or justify your answer. e. If the
car’s speed is 65 kilometers per hour, is it possible that the bus’ speed is 75
kilometers per hour? Explain or justify your answer.
Direction: Answer the following questions. Give your Complete solutions or

explanations.
1 How do you differentiate linear inequalities in two variables from linear equations
in two variables?
2. How many values of the variables would satisfy a given linear inequality in two
variables? Give an example to support your answer.
3. Airen says any values of x and y satisfying the linear equation y = x + 5 also
satisfy the inequality
y < x + 5. Do you agree with Airen? Justify your answer.
4. Katherine bought some cans of sardines and corned beef. She gave the store
owner Php 200 as payment. However, the owner told her that the amount is not
enough. What could be the reasons? What mathematical statement would
represent the given situation?
5. Jay is preparing a 24-m2 rectangular garden in a 64-m2 vacant square lot.
a What could be the dimensions of the garden?
b Is it possible for Jay to prepare a 2 m by 12 m garden? Why?
c What mathematical statement would represent the possible perimeter of the
garden? Explain your answer.
The Difference Between a Linear Equation in Two Variables and Linear
Inequality in Two Variables
Linear inequalities are closely related to graphs of straight lines; recall that a
straight line has the equation 𝒚𝒚 = 𝒎𝒎𝒎𝒎 + 𝒃𝒃.
The graph of linear equation in two variables is a solid line in every situation.
Linear inequality in two variables on the other hand, include a dashed line to
show that the points in the line are not part of the solution and solid line to show
that the points on the line are part of the solution. Furthermore linear inequalities
in two variable include shaded region while linear equation in two variables do not.
More About Linear Inequality in Two Variables
In the previous example, the graph of the solution set to a linear inequality is
always a region. However, the boundary may not always be included in that set.
The solution to a linear inequality includes all the points in one half of the plane.
We can tell which half by looking at the inequality sign:
≥ The solution set is the half plane above the line and also all the points on
the line.
> The solution set is the half plane above the line.
≤ The solution set is the half plane below the line and also all the points on the
line.
< The solution set is the half plane below the line.
Upper half plane Upper half plane Lower half plane Lower half plane
Lower half plane Lower half plane Upper half plane Upper half plane
VII.Summative Test
Part I. Select the letter corresponding to your answer.
1 Carl bought 10 big notebooks and 15 small notebooks. The total amount he
paid was at most Php 550. If x represents the cost of big notebooks and y the
cost of small notebooks, which of the following mathematical statements
represent the given situation?
a. 10x + 15y ≤ 550 b. 10x + 15y ≥ 550
c. 10x + 15y > 550 d. 10x + 15y < 550
2 Which of the following is true about the number of solutions a linear inequality
in two variables has?
a. It has no solution c. It has two solutions
b. It has one solution d. It has infinite number of solutions
3 Which of the following ordered pairs is a solution of the inequality 2x – 3y > 1?

a. (2, 3) b. (-3, -3) c. (5, 4) d. (-4, -1)
4 Which of the following is a graph of a linear inequality in two variables?
5 The difference between Billy’s score and Alvin’s
score in the test is not more than 4 points.
Suppose Billy’s score is 26 points,what could be
the score of Alvin?
a. Between 22 and 30 c. 30 and below
b. 22 to 30 d. 22 and above
6 What linear inequality is represented by the

graph at the right?
a. x − y ≥ 2 c. -x + y ≥ 2
b. x − y ≤ 2 d. -x + y ≤ 2
7 Mrs. Abad gave the fish vendor Php 500-bill for 1.5 kg of bangus and three kg
of tilapia that cost more than Php 350. Suppose a kilo of bangus costs Php
130. Which of the following could be the cost of a kilo of tilapia?
8 Which of the following is a linear inequality in two variables?
a. 3a − 2 > 12 b. 15 + 8x < 14y c. 2p ≥ 15 d.
9m + 15 = 7n
9 Grecia has some Php 50 and Php 20 bills. The total amount of these bills is
less than Php 2,500. Suppose there are 35 Php 50-bills.Which of the following
is true about the number of Php2 0-bills?
I. The number of Php 20-bills is less than the number of Php 50-bills.
II. The number of Php 20-bills could be more than the number of Php
50-bills.
III.The number of Php 20-bills is equal to the number of Php 50-bills.
10 A businessman would like to make a model which he can use as a guide in
writing a linear inequality in two variables. He will use the inequality in
determining the number of sacks of rice and corn that he needs to stock in his
warehouse given the total cost (T), the cost (R) of each sack of rice and the
cost (C) of each sack of corn. Which of the following models should he make
and follow?
I. Rx + Cy = T II. Rx + Cy ≤ T III. Rx + Cy ≥ T
11 In the inequality 6a + 4b ≥ 10, what could be the possible value of a if b = 2?
a. 𝑎𝑎 ≤ 1/3 b. 𝑎𝑎 ≥ 1 c. 𝑎𝑎 < 1/3 d. 𝑎𝑎 > 1/3
12 Which of the following shows the plane divider of the graph of y ≤ x + 2?
13 Ana and Marielle went to the grocery to buy cans of milk sachets of coffee.
Ana paid Php 672 for 12 cans of milk and 24 sachets of coffee. Marielle
bought the same cans of milk and sachets of coffee but only paid less than
Php 450. Suppose each sachet of coffee costs Php 5.50. How many cans of
milk and sachets of coffee could Marielle have bought?
a. six cans of milk and 36 sachets of coffee
b. eight cans of milk and 16 sachets of coffee
c. 10 cans of milk and 12 sachets of coffee
d. 12 cans of milk and 8 sachets of coffee
14 A bus and a car left a place at the same time traveling in opposite directions.
After 2 hours, the distance between them is less than 300 km. If the car
travels at a speed of 70 kilometers per hour (kph), which of the following could
be the speed of the bus?
a. 100 kph b. 90 kph c. 80 kph d. 70 kph
15 Darcy is making a design of window grill that is rectangular in shape. Suppose
the perimeter of the window grill design is less than 30 cm. Which of the
following could be the frame of the window grill design Darcy is making?
16 There are at least 15 large and small tables that are placed inside a function
room for at least 150 guests. Suppose only eight people can be seated
around the large table and only six people for the small tables. Which of the
following number of tables are placed inside the function room?
a. ten large tables and 8 small tables
b. nine large tables and 12 small tables
c. eight large tables and 16 small tables
d. six large tables and 15 small tables
17 Melanie is using two mobile networks to make phone calls. One network
charges her Php 6.50 for every minute of call to other
networks. The other network charges her Php 5 for every minute of call to
other networks. In a month, she spends more Php 400
for these calls. Suppose she wants to model the total costs of her mobile calls
to other networks using a mathematical statement.
Which of the following mathematical statements could it be?
a. 6.50x + 5y = 400 b. 6.50x + 5y > 400
c. 6.50x + 5y ≥ 400 d. 6.50x + 5y ≤ 400
18 Mr. Miranda would like to increase his profit on hog and poultry raising to the
maximum if possible. To do it, he has to prepare a business plan to determine
the additional expenses and projected profit. Which of the following should Mr.
Miranda prepare to come up with the business plan?
I. Marketing Plan II. Operational Plan III. Financial Plan
a. I only b. II only c. III only d. I, II, and III
19 Mr. Tolentino would like to use one side of the concrete fence for the
rectangular garage that he will be constructing. This is to minimize the
construction materials to be used. To help him determine the amount of
construction materials needed for the other three sides whose total length is
more than 21 m, he drew a sketch of the garage. Which of the following could
be the sketch of the garage that Mr. Tolentino had drawn?
20 A non-government organization is raising funds for the indigent families living

in some remote areas by selling two kinds of concert tickets. They expect to
raise at least Php 50,000 from the concert. After the concert, the officers of
the organization need to account all sold tickets and their total cost then
present it graphically to their members. Which of the following graphs could be
prepared and presented by the officers considering the expected amount to
be raised?
Part II. Use the following mathematical statements to answer the questions that
follow.
1. Which of the given mathematical statements are linear inequalities in two

variables?
2. Which of the given mathematical statements are not linear inequalities in two
variables? Explain your answer.
3. Give three ordered pairs that satisfy each linear inequality in two variables.
Show how you obtained these ordered pairs.
4. Draw the graph of each linear inequality in two variables.
Do the ordered pairs you have given in #3 are on the graph of the linear
inequality? If NOT, explain why.
5. Describe the solution set of each linear inequality in two variables
Part III. Solve the following problems.

1. Mr. Villamayor rented a construction crane for five hr and a backhoe for seven
hr. The total amount he paid is less than Php
9,000. Suppose the hourly rate for the crane is Php 800. What is the maximum
amount he paid for the backhoe to the nearest
hundreds?
2. Wally paid at most Php 350 for the five notebooks and four pad papers that he
bought. Suppose each notebook costs Php 42.
What could be the greatest price of each pad of paper to the nearest peso?
Part IV. Plan First! (GRASPS Assessment)
Goal: Present simple budget proposal for raising broiler chickens
Role: A son or daughter who wish to raise broiler chickens for family’s
consumption
8
MATHEMATICS
Quarter 2-Module 2
System of Linear Inequality
in Two Variables
Arranged by:
Teacher -III -Salay National High School
Salay District
I. Topic:
II. Competencies:
25. solves a system of linear inequalities in two variables. (Code:M8AL-IIb-1)
26. solves problems involving systems of linear inequalities in two variables.
(Code: M8AL-IIb-2)
III. References:
http://www.icoachmath.com/math_dictionary/linear-inequality.html
https://www.ck12.org/book/ck-12-algebra-i-second-edition/section/6.5/
https://www.youtube.com/watch?v=EcrLbRJ2zV0
https://2012books.lardbucket.org/books/beginning-algebra/s06-08-
linearinequalities-two-variab.html
DepEd Grade 8 k-12 Teachers Guide
Time Frame: 1 week
IV. Objectives:
1. Identify which systems of linear equations have graphs that are parallel,
intersect and coincide.
2. Graph systems of linear equations in two variables.
3. Solve systems of linear equations by (a) graphing; (b) elimination; (c)
substitution.
4. Graph system of linear inequalities in two variables.
5. Solve a system of linear inequalities in two variables by graphing.
6. Solve problems involving systems of linear equations and inequalities in
two variables
module.
III. Pre - Assessment
letter that corresponds to your answer. Take note of the items that you
were not able to answer correctly. Find the right answer as you go through
this module.
1. Which of the following is a system of linear inequations in two variables?
a. 2x – 7y = 8 c. x + 9y = 2
b. 3x + 5y > -2 2x – 3y > 12
x – 4y < 9 d. 4x + 1 = 8
3y – 7 = 11
2. What point is the intersection of the graphs of the lines x + y = 8 and
2x – y = 1?
a. (1, 8) b. (3, 5) c. (5, 3) d. (2, 6)
3. Which of the following is a graph of a system of linear inequalities in two
variables?
4. Which of the following shows the graph of the system

2x + y < 2
x – 4y > 9 ?
5. If 2x + y = 9 and 2x – y = 11 , what is the value of x?
a. 4 b. 5 c. 10 d. 20
6. A car park charges Php 45 for the first three hours and Php 5 for every
succeeding hour or a fraction thereof. Another car park charges Php 20 for
the first three hours and Php 10 for every succeeding hour or a fraction
thereof. In how many hours would a car owner pay the same parking fee in
any of the two car parks?
a. 2 hr b. 3 hr c. 5 hr d. 8 hr
7. How many solutions does a consistent and independent system of linear
equations have?
8. Which of the following ordered pairs satisfy both 2x + 7y > 5 and 3x – y ≤ 2?
a. (0, 0) b. (10, -1) c. (-4, 6) d. (-2, -8)
9. Mr. Agpalo paid Php 260 for four adult’s tickets and six children’s tickets.
Suppose the total cost of an adult’s ticket and a children’s ticket is Php 55.
How much does an adult’s ticket cost?
10. Which system of equations has a graph that shows intersecting lines?
a. 2x + 4y = 14 c. 4x + 8y = 7
x + 2y = 7 x + 2y = 3
b. -3x + y = 5 d. 3x + y = 10
6x – 2y = 1 3x – y = 5
11. Mr. Bonifacio asked each of his agriculture students to prepare a rectangular
garden such that its perimeter is at most 19 m and the difference between its
length and its width is at least 5 m. Which of the following could be the sketch
of a garden that a student may prepare?
12. Luisa says that the system 3x + y = 2 2y = 15 – 6x has no solution. Which of
the following reasons would support her statement?
I. The graph of the system of equations shows parallel lines.
II. The graph of the system of equations shows intersecting lines.
III. The two lines as described by the equations in the system have the same
slope.
13. Jose paid at most Php 250 for the four markers and three pencils that he
bought. Suppose the marker is more expensive than the pencil and their
price’s difference is greater than Php 30. Which of the following could be the
amount paid by Jose for each item?
a. Marker: Php 56
c. Marker: Php 46 Pencil: Php 12 Pencil: Php 7
b.Marker: Php 35
d.Marker: Php 50 Pencil: Php 15 Pencil: Php 19
14. Bea wanted to compare the mobile network plans being offered by two
telecommunication companies. Suppose Bea’s father would like to see the
graph showing the comparison of the two mobile network plans. Which of the
following graphs should Bea present to his father?
15. Edna and Grace had their meal at a pizza house. They ordered the same
kind of pizza and drinks. Edna paid Php 140 for 2 slices of pizza and a drink.
Grace paid for Php 225 for 3 slices of pizza and 2 drinks. How much did they
pay for the total number of slices of pizza?
16. The Senior Citizens Club of a certain municipality is raising funds by selling
used clothes and shoes. Mrs. Labrador, a member of the club, was assigned
to determine how many used clothes and shoes were sold after knowing the
important information needed. She was asked further to present to the club
how she came up with the result using graph. Which of the following graphs
could Mrs. Labrador present?
17. The Math Club rented a sound system for their annual Mathematics Camp.
They also rented a generator in case of power interruption. After the 3-day
camp, the club paid a total amount of Php3,000, three days for the sound
system and two days for the generator. If each is rented for one day, the club
should have paid a total amount of Php1,100. What was the daily rental cost
of the generator?
a. Php 300
c. Php 800
b. Php 600
d. Php 2,400
18. Mrs. Soriano would like to keep track of her family’s expenses to have an
idea of the maximum or minimum amount of money that she will allot for
electric and water consumption, food, clothing, and other needs. Which of the
following should Mrs. Soriano prepare?
a. Budget Plan
c. Pricelist of Commodities
b. Compilation of Receipts
d. Bar Graph of Family’s Expenses
19. A restaurant owner would like to make a model which he can use as a guide
in writing a system of equations. He will use the system of equations 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, and the total weight of meat (D). Which of
the following models should he make and follow?
a. Ax – By = C x + y = D
c. Ax + By = C x + y = D
b. Ax + By = C x – y = D
d. Ax – By = C x – y = D
20. Mrs. Jacinto would like to instill the value of saving and to develop decision-
making among her children. Which of the following situations should Mrs.
Jacinto present to her children?
a. Buying and selling different items.
b. A person putting coins in his piggy bank.
c. Buying assorted goods in a department store.
d. Making bank deposits in two banks that give different interests.
What to Know
Systems of Linear Equations in Two

Variables and their Graphs
As you go through this lesson, think of the following important

question: “How is the system of linear equations in two
variables used in solving real-life problems and in making
decisions?” To find the answer, perform each activity. If you
find any difficulty in answering the exercises, seek the
assistance of your teacher or peers or refer to the modules you
have gone over earlier.
Were you able to draw and describe the graphs of linear
equations in two variables? Suppose you draw the
graphs of two linear equations in the same coordinate
plane. How would the graphs of these equations look
like? You’ll find hat out when you do the next activity.
There are three kinds of systems of
linear equations in two variables
according to the number of solutions.
These are:
Your goal in this section is to apply the key
concepts of systems of linear equations in
two variables and their graphs. Use the
mathematical ideas and the examples
presented in the preceding section to
answer the activities provided.
In the next activity, you will describe the
solution set of system of linear equations in
two variables through its graph.
Solving Systems of
Linear Equations in
Two Variables
As you go through this lesson, think of the following important question: How is the
system of linear equations in two variables used in solving real-life problems and in
making decisions? To find out the answer, perform each activity. If you find any
difficulty in answering the exercises, seek the assistance of your teacher or peers
or refer to the modules you have gone over earlier.
As you go through this module, you will learn about this point of
intersection of two lines and how the coordinates of this point are
determined algebraically. In the next activity, you will solve for the
indicated variable in terms of the other variable. You need this skill
to learn about solving systems of linear equations in two variables
using the substitution method.
The solution of a system of linear equations can be determined
algebraically or graphically. To find the solution graphically, graph
both equations on a Cartesian coordinate plane then find the point
of intersection of the graphs, if it exists.
You may also use graphing calculator or computer software such as

GeoGebra in determining the graphical solutions of systems of linear
equations. GeoGebra is a dynamic mathematics software which helps
you visualize and understand concepts in algebra, geometry, calculus,
and statistics
The solution to a system of linear equations corresponds to the coordinates of the
points of intersection of the graphs of the equations.
A system of linear equations can be solved algebraically by substitution or
elimination methods.
To solve a system of linear equations by substitution method, the following

procedures could be followed:
a. Solve for one variable in terms of the other variable in one of the equations.
If one of the equations already gives the value of one variable, you may
proceed to the next step.
b. Substitute to the second equation the value of the variable found in the first
step. Simplify then solve the resulting equation.
c. Substitute the value obtained in (b) to any of the original equations to find
the value of the other variable.
d. Check the values of the variables obtained against the linear equations in
the system
To solve a system of linear equations in two variables by the elimination method, the
following procedures could be followed:
a. Whenever necessary, rewrite both equations in standard form Ax + By = C.
b. Whenever necessary, multiply either equation or both equations by a

nonzero number so that the coefficients of x or y will have a sum of 0. (Note:
The coefficients of x and y are additive inverses.)
c. Add the resulting equations. This leads to an equation in one variable.

Simplify then solve the resulting equation.
d. Substitute the value obtained to any of the original equations to find the
value of the other variable. e. Check the values of the variables obtained
against the linear equations in the system.
Summative test
Direction: Select the letter that corresponds to your answer.
1. Which of the following is a system of linear equations in two variables?
a. 2x + 5y = 7 x − 3y > 10 b. 3x + 9 = -4 x − 2 = 8
c. x − 7y = 5 3x + 2y > 15 d. 6x + 7 = 12 2y − 4 = 9
2. How many solutions does a consistent and dependent system of linear equations have?
3. Which of the following ordered pairs satisfy both 3x − y < 10 and x + 6y ≥ 15?
a. (-3, -3) b. (9, 1) c. (-6, 6) d. (7, -4)
4. Mrs. Dela Cruz has a total investment of Php 190,000, part at 8% and the rest at 6%. She
receives an annual income of Php 13,800 from both investments. Suppose Mrs. Dela Cruz
retains her investment at 6% and would like to earn an annual income of not more than Php
17,000. What should her investment be at 8% interest?
a. Php 70,000 c. Php 160,000 b. Php 120,000 d. Php 230,000
5. What point is the intersection of the graphs of the lines x + y = 9?
a. (-5, 4) b. (4, 5) c. (5, 4) d. (-4, 5)
6. Mr. Agoncillo asked each of his Industrial Arts students to prepare a drawing of rectangular
table such that its perimeter is at least 10 m and the difference between its length and its
width is at most 5 m. Which of the following could be the sketch of the table’s surface that a
student may prepare?
7. Michelle has two mobile network plans. In one plan, she pays a monthly charge of Php 350
plus Php 6 for every minute of call to other networks. In the other plan, she pays a monthly
charge of Php 450 plus Php 4 for every minute of call to other networks. Last month, her
monthly bills in both mobile networks are the same. What is the total call time to other
networks did she make?
a. 50 minutes c. 200 minutes b. 100 minutes d. 300 minutes
8. Which of the following is a graph of a system of linear inequalities in two variables?
9. The school canteen sells two kinds of sandwiches. Chicken sandwich costs Php 18 each while
egg sandwich costs Php 10 each. Yesterday, the canteen was able to sell 260 sandwiches that
cost Php 3,320. How many egg sandwiches were sold?
a. 80 b. 90 c. 170 d. 332
10. Which system of equations has graph that shows parallel lines?
13. The Math Club rented a sound system for their annual Mathematics Festival. They also
rented a generator in case of power interruption. After the 2-day event, the club paid a total
amount of Php 1,850, two days for the sound system and one day for the generator. If each
is rented for three days, the club should have paid a total amount of Php 3,300. What was
the daily rental cost of the generator?
a. Php 350 b. Php 750 c. Php 1,050 d. Php 2,250
14. A businessman would like to make a model which he can use as a guide in writing a system
of equations. He will use the system of equations in determining the number of computer
units and printers that he needs to stock in his warehouse given the total cost (T), the cost
(C) of each computer units, the cost (P) of each printer, and the total number of computer
units and printers (N). Which of the following models should he make and follow?
a. Cx − Py = T x + y = N c. Cx + Py = T x − y = N
b. Cx − Py = T x − y = N d. Cx + Py = T x + y = N
15. Laila says that the system has infinite number of solutions. Which of the following reasons
would support her statement?
a. The two lines as described by the equations in the system have different slopes.
b. The graph of the system of equations shows parallel lines.
c. The two lines as described by the equations in the system coincide.
d. The graph of the system of equations shows intersecting lines.
8
MATHEMATICS
Quarter 2-Module 3
Relation and Function
Arranged by:
EVANGELINE A. CAPISTRANO
Teacher -III -Looc National High School
Salay District
Mathematics 8- Second Quarter Module
I. Topic:
Relation and Function
II. Competencies :
27. illustrates a relation and a function (Code M8AL-IIc-1 )
28. verifies if a given relation is a function (Code M8AL-IIc-2 )
III. References :
http://www.youtube.com/watch?v=7Hg9JJceywA
http://www.youtube.com/watch?v=10f907Y2x14
http://www.youtube.com/watch?v=-xvD-n4FOJQ&feature=endscreen&NR=1
http://www.youtube.com/watch?v=hdwH24ToqZI
Time Frame : 1 Week

IV. Objectives:
a. Define relation and function.
b. Illustrate a relation and a function.
c. Verify if a given relation is a function using ordered pairs, graphs and
equations.
V. Pre-Assessment:
Direction: Read the questions carefully. Write the letter that corresponds to
your answer on a separate sheet of paper.
1. What is the Rectangular Coordinate System?
a. It is used for naming points in a plane.
b. It is a plane used for graphing linear functions.
c. It is used to determine the location of a point by using a single number.
d. It is a two-dimensional plane which is divided by the axes into four
regions called quadrants.
2. Which of the following is true about the points in Figure 1?
a. J is located in Quadrant III.
b. C is located in Quadrant II.
c. B is located in Quadrant IV.
d. G is located in Quadrant III.
3. Which of the following sets of ordered pairs does NOT define a function?
a. {(3, 2), (-3, 6), (3, -2), (-3, -6)}
b. {(1, 2), (2, 6), (3, -2), (4, -6)}
c. {(2, 2), (2, 3), (2, 4), (2, -9)}
d. {(4, 4), (-3, 4), (4, -4), (-3, -4)}
4. What is the domain of the relation shown in Figure 2?
a. {x|x ∈ ℜ} c. {x|x > -2}
b. {x|x ≥ 0} d. {x|x ≥ -2}
5. Determine the slope of the line 3x + y = 7.
a. 3 b. -3 c.13 d. -13
6. Rewrite 2x + 5y = 10 in the slope-intercept form.
a. y =25 x + 2 b. y =25 x + 2 c. y =25 x + 10 d. y =25 x + 10
7. Find the equation of the line with the slope -2 and passing through (5, 4).
a. y = 2x + 1 b. y = -2x + 1 c. y = 2x + 14 d. y = -2x + 14
8. Which line passes through the points (3, 4) and (8, -1)?
a. y = -x + 7 b. y = -x − 1 c. y = x + 7 d. y = x – 1
9. Jonathan has a job mowing lawns in his neighborhood. He works up to 10
hours per week and gets paid Php 25 per hour.Identify the independent
variable.
a. the job b. the total pay c. the lawn mowing d. the
number of hours worked
10. Some ordered pairs for a linear function of x are given in the table below.
Which of the following equations was used to generate the table above?
a. y = 3x – 4 b. y = 3x + 4 c. y = -3x – 4 d. y = -3x + 4
VI. Lesson Proper
A Relation is any set of ordered pairs. The set of all first coordinates is called
the domain of the relation. The set of all second coordinates is called the range
of the relation.
Illustrative examples:
Suppose you are working in a fast food company. You earn Php 50 per hour.
Your earnings are related to the number of hours of work.
Questions:
1. How much will you earn if you work 5 hours a day? How about 6 hours? 7
hours? or 8hours?
2. Express each as an ordered pair.
3. Based on your answer in item 2, what is the domain? What is the range?
Solutions:
1. The earning depends on the number of hours worked. An amount of Php 250
is earned for 5 hours a day, Php 300 for 6 hours, Php 350 for 7 hours and Php
400 in 8 hours.
2. The ordered pairs of the relation are ( 5, 250 ), ( 6, 300 ), ( 7, 350 ), and ( 8,
400 ).
3. The domain of the relation is {5, 6, 7, 8}. The range of the relation is { 250,
300, 350, 400 }.
Exercises 1 :
1. Suppose the bicycle rental at the Rizal park is worth Php 20 per hour. Your
sister would like to rent a bicycle for amusement.
a. How much will your sister pay if she would like to rent a bicycle for I hour? 2
hours? 3 hours?
b. Based on your answers in item 1, write ordered pairs in the form (time,
amount).
c. Based on your answers in item 2, what is the domain? What is the range?
d. How are rental time and cost of rental related to each other?
2. John pays an amount Php 15 per hour for using the internet. During
Saturdays and Sundays, he enjoys and spends most of his time playing a
game especially if he is with his friends on line. He plays the game for almost
4 hours.
a. How much will John pay for using the internet for 1 hour? 2 hours? 3 hours? 3
hours?
b. Express each as an ordered pair.
c. Based on your answers in item 3, what is the domain? What is the range?
d. How are time and amount related to each other?
e. If John has decided not to play the game in the internet café this weekend,
what is the maximum amount that He would have saved?
A Function is a special type of relation. It is a relation in which every element in
the domain is mapped to exactly one element in the range. Thus, a set of
ordered pairs is a function if no two distinct ordered pairs have equal
abscissas.
Hint: All functions are relations but some relations are not
functions.
A correspondence may be classified as one-to-one, many-to-one, or one-to-

many. It is one-to-one if every element in the domain is mapped to a unique
element in the range, many-to-one if any two or more elements of the domain
are mapped to the same element in the range, or one-to-many if each element
in the domain is mapped to any two or more elements in the range.
Questions to Ponder:
1. Among the types of correspondence, which ones are functions? Why?
2. Does one-to-one correspondence between elements always guarantee a
function?
How about many-to-one? Justify your answer.
3. Does one-to-many correspondence between elements always guarantee a
function? Justify your answer.
More exercises:
Exercise 2
Exercise 3
Exercise 4:
Go back to exercises 2 to 4, identify which ones are functions. Explain.
Note that a rule represents a function if and only if it can be

written in the form of y = f(x).
Exercise 5:
Determine whether each rule below represents a function or not.
1. Y = 5x + 7 6. X + y2 = 2
2. Y = -x - 8 7. x = y4
3. X + y = 12 8. y = x2
4. X2 + y = 4 9. 𝒚𝒚 = √ 𝟒𝟒 + 𝟏𝟏
5. 2x2 + y2 = 10 10. x2+ y2 = 16
Topic: Dependent and Independent Variables
Competencies : 29. determines dependent and independent variables ( Code
M8AL-IIc-3
References : Learner’s Module 8 , pages 155-156

https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-
expressions/pre-algebra-dependent- independent/v/dependent-and-
independent-variables-exercise-example-1
https://www.khanacademy.org/math/pre-algebra/pre-algebra-equations-
expressions/pre-algebra-dependent-independent/e/dependent-and-
independent-variables
Time Frame : 2 sessions

Objectives: 1. Differentiate dependent and independent variables.
2. Determine dependent and independent variables.
Dependent and Independent Variables

Variables may be dependent or independent. Dependent variable
depends on the independent variable while the independent variable
controls the dependent variable.
The dependent variable is supposed to DEPEND on the independent variable.

If I do make a plot to show how much water I drink depending on what the
temperature is outside. The # of cups of water is the dependent variable. This
leaves the independent variable to be the temperature!
You can also tell if it's the other way around. Does the temperature outside
depend on how much water you drink? No, no it doesn't! Tip for the future, if it
does seem to make sense both ways then you might have a junk design for
your experiment.
Exercise1:
Classify the variables as dependent or independent. Justify your
answer.
1. time and salary
Independent variable : _________________________
Dependent variable : __________________________
2. the number of hours boiling and the number of milliliters of water in
the pot
3. the distance covered and the volume of the gasoline

4. the number of tickets sold to the cost amount

5. height of a plant to the number of months grown

In an equation where y is expressed in terms of x, the variable x is

considered the independent variable because any value could be assigned
to it. However, the variable y is the dependent variable because its value
depends on the value of x.
Exercise 2:
1. Find the value of variable y when value of variable x is given.
Equation Variable x Variable y
Y = 2x 4
Y = -3x + 2 5
Y = x2 -3
3x – 2y = 2 -1
𝒚𝒚 = √ 𝟒𝟒𝟒𝟒 + 𝟏𝟏 2
Questions:
a. In item number 1, how did variable y obtain its values? How is
variable y described?
b. In variable y, is it possible to get its own value without variable x ?
c. How do you differentiate dependent variable from independent
variable ?
Exercise 3:
Your grandmother always has a jar of cookies on her counter. One day
while you are visiting, you eat 5555 cookies from the jar. In the equation
below, c is the number of cookies remaining in the jar and b is the
number of cookies in the jar before your visit.
The relationship between these two variables can be

expressed by the following equation:
c=b−5 …..c, equals, b, minus, 5
Identify the dependent and independent variables. :
Dependent Independent
variable variable
The number of cookies remaining in

the jar
The number of cookies in the jar

before your visit
Topic: Domain and Range of a Function
Competencies : 30. Finds domain and range of a function( Code M8AL-IId-1 )
References : Learner’s Module 8, pages 158-161

https://www.intmath.com/functions-and-graphs/2a-domain-and-
range.php
Time Frame : 1 week

Objectives: 1. Define domain and range of a function.
2. Find the domain and range of the graph of the function.
3. Find he domain of the function itself without its graph
Definitions of Domain and Range
Domain
The domain of a function is the complete set of possible values of the independent
variable.
In plain English, this definition means:
The domain is the set of all possible x-values which will make the function "work",
and will output real y-values.
When finding the domain, remember:
• The denominator (bottom) of a fraction cannot be zero

• The number under a square root sign must be positive in this section
The domain of this function is x≥−4\displaystyle{x}\ge-{4}x≥−4, since x cannot be less
than −4\displaystyle-{4}−4. To see why, try out some numbers less than
−4\displaystyle-{4}−4 (like −5\displaystyle-{5}−5 or −10\displaystyle-{10}−10) and
some more than −4\displaystyle-{4}−4 (like −2\displaystyle-{2}−2 or
8\displaystyle{8}8) in your calculator. The only ones that "work" and give us an
answer are the ones greater than or equal to −4\displaystyle-{4}−4. This will make
the number under the square root positive.
Notes:
1. The enclosed (colored-in) circle on the point (−4,0)\displaystyle{\left(-

{4},{0}\right)}(−4,0). This indicates that the domain "starts" at this point.
2. We saw how to draw similar graphs in section 4, Graph of a Function. For a
more advanced discussion, see also How to draw y^2 = x − 2.
How to find the domain
In general, we determine the domain of each function by looking for those values of
the independent variable (usually x) which we are allowed to use. (Usually we have
to avoid 0 on the bottom of a fraction, or negative values under the square root sign).
Range
The range of a function is the complete set of all possible resulting values of the
dependent variable (y, usually), after we have substituted the domain.
In plain English, the definition means:
The range is the resulting y-values we get after substituting all the possible x-values.
How to find the range
• The range of a function is the spread of possible y-values (minimum y-value

to maximum y-value)
• Substitute different x-values into the expression for y to see what is
happening. (Ask yourself: Is y always positive? Always negative? Or maybe
not equal to certain values?)
• Make sure you look for minimum and maximum values of y.
• Draw a sketch! In math, it's very true that a picture is worth a thousand
words.
Example 1b
Let's return to the example above, y=x+4\displaystyle{y}=\sqrt{{{x}+{4}}}y=x+4.
We notice the curve is either on or above the horizontal axis. No matter what value
of x we try, we will always get a zero or positive value of y. We say the range in this
case is y ≥ 0.
Exercise 1
Note that the value of the function will not be a real number if it is an
imaginary number or undefined.
You have tried identifying the domain and the range of the graph of the
function. What about if you are asked to find the domain of the function
itself without its graph. Try this one !
Exercise 2
8
MATHEMATICS
Quarter 2-Module 4
Logical Reasoning
Arranged by:
Mary Claire E. Godinez
Teacher I – Salay National High School
Salay District
I. Topic:
Logical Reasoning
II. Competency:
34. Determines the relationship between the hypothesis and the conclusion of
an if - then statement. (Code: M8GE-IIf-1)
35. transforms a statement into an equivalent if-then statement.
(Code: M8GE-IIf-2)
III. References:
E-Math- Grade 8, pp. 359 -386; Oronce, Orlando A.,Mendoza, Marilyn O.
https://www.depednegor.net/grade-81.html
Time Frame: 2 days
IV. Objective:
After the learners have gone through the lessons contained in this
module, they are expected to:
a. Determines the relationship between the hypothesis and the conclusion of

an if - then statement.
b. transforms a statement into an equivalent if-then statement.

module.
VII Introduction and Focus Questions:
REASONING CONCLUSION
Do you think it is possible to make a valid conclusion without even going

through the process of investigation? What would you do if you were asked
to make a decision that will affect many people? Many aspects in our life
involve decisions.
Geometry deals with logical reasoning to prove a certain statement. In

this module you will find the answer to the questions: “How do you make a
valid conclusion?” and “How can you show that your conclusion is valid?”
LESSONS AND COVERAGE
In this module, you will go through the following

lessons:
Lesson1– If-then Statements
VIII. Pre-Assessment
Direction: Choose the letter of the correct answer

1. Which of the following best describes deductive reasoning?
a. using logic to draw conclusions based on accepted statements
b. accepting the meaning of a term without definition
c. defining mathematical terms in relation with physical objects
d. inferring a general truth by examining a number of specific examples
2. Theorem: A triangle has at most one obtuse angle.
Francisco is proving the theorem above by contradiction. He began by
assuming that in ∆ABC, ∠A and ∠B are both
obtuse. Which theorem will Francisco use to reach a contradiction?
a. If two angles of a triangle are congruent, the sides opposite the angles are
congruent.
b. If two supplementary angles are congruent, each angle measures 90°.
c. The largest angle in a triangle is opposite the longest side.
d. The sum of the measures of the angles of a triangle is 180°.
3. If m∠R + m∠M = 90° then
a. ∠R ≅ ∠M. b. ∠R and ∠M are right angles.
c. ∠R and ∠M are complementary. d. ∠R and ∠M are supplementary.
4. The converse of the statement:” if you are in love then you are inspired”, is,
a. If you are not in love, then you are not inspired.
b. If you are inspired, then you are in love.
c. If you are not inspired, then you are not in love.
d. if you are in love, you are not inspired.
5. The if-then form of the statement: "Parallel lines never intersect”, is:
a. If two lines intersect, then they are parallel.
b. If two lines are parallel, then they never intersect.
c. if two lines are not parallel then they intersect.
d. If two lines intersect, then they are not parallel.
6. What is the inverse of the statement,:” If the number is divisible by 2 and 3,
then it is divisible by 6”.
a. If the number is divisible by 6, then it is divisible by 2 and 3.
b. If the number is not divisible by 2 and 3, then it is not divisible by 6.
c. If the number is not divisible by 6, then it is not divisible by 2 and 3.
d. If the number is divisible by 2 and 3, then it is not divisible by 6.
7. What property is illustrated in : If ∠A ≅ ∠B, ∠B ≅ ∠C then ∠A ≅ ∠C.
a. Reflexive Property
b. Symmetric Property
c. Transitive Property
d. Addition Property
8. Using the distributive property,
4 (a + b) = _________.
a. 4a + b
b. B + 4a
c. 4a + 4b
d. 4 + a + b
9. Supply a valid conclusion for the given hypothesis: if OM bisects ∠LON then
a. ∠LOM ≅ ∠NOM
b. ∠LOM ≅ ∠LON
c ∠MON ≅ ∠NOL
d. m∠LON = m∠LOM + m∠MON
10. The method of proof by contradiction is:
a. direct proof
b. formal proof
c. indirect proof
d. two column proof
11. If garbage are disposed properly then dengue diseases will be prevented.
What is the underlined portion called in the conditional statement?
a. the conclusion
b. the hypothesis
c. the argument
d. the converse
12. How many dots are there in the three figure?
13. Which of the following statements is true?

a. If ∠1 has a measure of 90∠1,then ∠1 is obtuse.
b. If ∠1 has a measure of 140°, then ∠1 is acute.
c. If ∠1 has a measure of 35°, then ∠1 is acute.
d. If ∠1 has a measure of 180°,then ∠1 is right.
14. Which of the following statements is false?
a. Any four non-collinear points lie in a distinct plane.
b. A plane contains at least 3 non-collinear points.
c. Any two lines intersect at a point.
d. Through two given points we can draw three lines.
15. Rewrite the statement in if-then form.
a. A figure has four sides if and only if it is a quadrilateral.
b. If a figure is a quadrilateral, then it has four sides.
c. If a figure has four sides, then it is a quadrilateral.
d. A figure is a quadrilateral if and only if it has four sides.
16.Name the property which justifies the following conclusion.
Given : JB = 28
Conclusion : JB + 4 = 32
a. Addition property of equality b. Multiplication property of equality
c. Substitution property of equality d. Transitive property of equality
For 17-20 Give the answer.
17. ∠1 and ∠2 are complementary angles. ∠1 and ∠3 are vertical angles
If m∠3 = 49°, find m∠2.
18. What is the missing reason in the following proof?

m∠1 = m∠3, m∠2 = m∠3
19. Supply the missing statement in the following proof.

20.What conclusion can be logically deduced based on the following
statements?
“If you are catholic, you are against the RH Bill
Mrs. Romano is a Catholic.”
Definition
A relation is a rule that relates values from a set of values (called the
domain) to a second set of values (called the range).
A relation is a set of ordered pairs (x, y).
A function is a relation where each element in the domain is related to only

one value in the range by some rule.
A function is a set of ordered pairs (x, y) such that no two ordered pairs have
the same x-value but different y-values. Using functional notation, we can
write f(x) = y, read as “f of x is equal to y. ” In particular, if (1, 2) is an
ordered pair associated with the function f, then we say that f(2) = 1.
Here is a video to introduce functions

https://www.youtube.com/watch?v=tAoe4xjUZQk
A definition is a statement of the meaning of a word, or term, or phrase

which made use of previously defined terms.
A postulate is a statement which is accepted as true without proof.
A theorem is any statement that can be proved true.
A corollary to a theorem is a theorem that follows easily from a previously
proved.
An inductive reasoning is a process of observing data, recognizing patterns,
and making generalizations from observations.
A deductive reasoning uses existing structures to deduce new parts of the
structure. To deduce means to reason from known facts. When you prove
a theorem, you are using deductive reasoning.
LESSON 1: IF - THEN STATEMENT
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.
If it is 9:30 a.m., then it must be daytime.
p q
A conditional statement may be true or false. To show that a conditional statement is

false, you only need to find one example (called a counter example) in which the hypothesis
is fulfilled and the conclusion is not fulfilled.
To show that a conditional statement is true, you must construct a logical argument
using reasons. The reasons can be a definition, an axiom, a property, a postulate, or a
theorem.
The converse of the conditional statement is formed by interchanging the hypothesis

and conclusion. For instance, the converse of p→q is q→p. The converse may also be true
or false.
Example 1
Decide if the statement and its converse are both true.
a. If 𝑚𝑚 < 𝐴𝐴 = 45, 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 < 𝐴𝐴 𝑖𝑖𝑖𝑖 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎.

b. If 𝑚𝑚 < 𝐵𝐵 = 90, 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 < 𝐵𝐵 𝑖𝑖𝑖𝑖 𝑎𝑎 𝑟𝑟𝑟𝑟𝑟𝑟ℎ𝑡𝑡 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎.
Solution:
a. The given statement is true because 45. Its converse, “If< 𝐴𝐴 is

acute, then 𝑚𝑚 < 𝐴𝐴 = 45" is false. Some acute angles do not
measure 45.
b. Both are true
If a conditional statement and its converse are both true, you can combine them
to form one biconditional statement or a biconditional. The parts of a
biconditional statement are connected by the phrase if and only if.
Conditional statement: If p, then q. 𝑝𝑝 → 𝑞𝑞
Converse: If q, then p. 𝑞𝑞 → 𝑝𝑝
Biconditional: p if and only if q 𝑝𝑝 ↔ 𝑞𝑞
Example 2:
Write the statement as a biconditional: “Complementary
angles are any two angles whose sum of their measure is
90.”
Solution:
Conditional Statement: If two angles are complementary,

then the sum of their measures is 90.
Converse: If the sum of the measure of two angles is 90, then

they are complementary.
Example 3:
Rewrite this statement in the If-then form: “Two angles with the
same measure are defined to be congruent.”
Solution: First identify the hypothesis and conclusion:
Hypothesis
Conclusion
Two angles have
Two angles are
the same
congruent
measure
Second Rewrite the statement by placing “if” before the hypothesis, and
“then” before the conclusion.
Answer:
If two angles have the same measure, then they are congruent.
Activity 1: There are some conditional statements not written in

this f orm but you can rewrite them using the if -then f orm. How will you
identif y the hypothesis and the conclusion?
1.Cigarette smoking is dangerous to your health.

If-then form ________________________________________
Hypothesis________________________________________
Conclusion________________________________________
2. It is more fun in the Philippines.
If-then form ________________________________________
Hypothesis________________________________________
Conclusion________________________________________
3. A segment has exactly one midpoint.
If-then form ________________________________________
Hypothesis________________________________________
Conclusion________________________________________
4. Angles in a linear pair are supplementary.
If-then form ________________________________________
Hypothesis ________________________________________
Conclusion ________________________________________
5. Vertical angles are congruent.
If-then form ________________________________________
Hypothesis ________________________________________
Conclusion _________________________________________
Activity 2: Convert each statement in if-then form, then
identify the hypothesis and the conclusion.
1. Opposite sides of a rectangle are parallel.

2. Filipinos are God-fearing people.
3. The sum of the measures of complementary angles is 90°.
4. Good citizens obey rules and regulations.
5. A triangle is a polygon of three sides.
6. A quadrilateral has four sides.
7. Two points determine a line.
8. The intersection of two lines is a point.
9. Two intersecting lines line in one plane.
10. The sum of the angles forming a linear pair is 180°.
The other statements related to a conditional are its inverse and its
contrapositive.
Conditional Statement: If p, then q. 𝑝𝑝 → 𝑞𝑞
Inverse: If not p, then not q. ~𝑝𝑝 → ~𝑞𝑞
Notice that when we write the inverse and contrapositive in symbols, the symbol
(~) shows the negative of the hypothesis and conclusion.
Example 4:
Write the inverse, converse, and contrapositive of the statement.

Then tell whether each is true or false.
If two angles form a linear pair, then they are supplementary.

Solution:
Identify the hypothesis and conclusion.
Hypothesis: Two angles form a linear pair.

Conclusion: They are supplementary.
Inverse: If two angles do not form a linear pair, then they are
not supplementary. (False)
Converse: If two angles are supplementary, then they form a linear pair
Activity 3:
A. Fill up the table below.
Statement If two angles are congruent, then they

have the same measure.
Converse
Inverse
Contrapositive
B. State the converse of the following statements:
1. Three non-collinear points determine a plane.
2. A rectangle has four right angles.
3. Perpendicular lines intersect.

VIII. Summative Test
Direction: Choose the letter of the correct answer

1. Which of the following best describes deductive reasoning?
a. defining mathematical terms in relation with physical objects
b. inferring a general truth by examining a number of specific examples
c. using logic to draw conclusions based on accepted statements
d. accepting the meaning of a term without definition
2. Theorem: A triangle has at most one obtuse angle.
Francisco is proving the theorem above by contradiction. He began by
assuming that in ∆ABC, ∠A and ∠B are both
obtuse. Which theorem will Francisco use to reach a contradiction?
a. If two angles of a triangle are congruent, the sides opposite the angles are
congruent.
b. The sum of the measures of the angles of a triangle is 180°.
c. If two supplementary angles are congruent, each angle measures 90°.
d. The largest angle in a triangle is opposite the longest side.
3. If m∠R + m∠M = 90° then
a. ∠R ≅ ∠M. b. ∠R and ∠M are right angles.
c. ∠R and ∠M are complementary. d. ∠R and ∠M are supplementary.
4. The converse of the statement:” if you are in love then you are inspired”, is,
a. If you are not in love, then you are not inspired.
b. if you are in love, you are not inspired.
c. If you are inspired, then you are in love.
d. If you are not inspired, then you are not in love.
5. The if-then form of the statement: "Parallel lines never intersect”, is:
a. If two lines are parallel, then they never intersect.
b. If two lines intersect, then they are parallel.
c. if two lines are not parallel then they intersect.
d. If two lines intersect, then they are not parallel.
6. What is the inverse of the statement,:” If the number is divisible by 2 and 3,
then it is divisible by 6”.
a. If the number is divisible by 6, then it is divisible by 2 and 3.
b. If the number is not divisible by 2 and 3, then it is not divisible by 6.
c. If the number is not divisible by 6, then it is not divisible by 2 and 3.
d. If the number is divisible by 2 and 3, then it is not divisible by 6.
7. What property is illustrated in : If ∠A ≅ ∠B, ∠B ≅ ∠C then ∠A ≅ ∠C.
a. Reflexive Property b. Symmetric Property
c. Transitive Property d. Addition Property
8. Using the distributive property, 4 (a + b) = _________.
a. 4a + b b. B + 4a c. 4a + 4b d. 4 + a + b
9. Supply a valid conclusion for the given hypothesis: if OM bisects ∠LON then
a. ∠LOM ≅ ∠NOM b. ∠LOM ≅ ∠LON
c ∠MON ≅ ∠NOL d. m∠LON = m∠LOM + m∠MON
10. The method of proof by contradiction is:
a. direct proof b. formal proof
c. indirect proof d. two column proof
8
MATHEMATICS
Quarter 2-Module 7-8
Inverse, Converse, and
Contrapositive of an If-
Then Statement.
Arranged by:
Teacher -III -Salay District
I. Topic:
Inverse, Converse, and Contrapositive of an If-Then Statement.
II. Competencies:
36. determines the inverse, converse, and contrapositive of an if-then statement.

(Code: M8GE-IIg-1)
37. illustrates the equivalences of: (a) the statement and its contrapositive; and (b)
the converse and inverse of a statement. (Code: M8GE-IIg-2)
III. References:
Quizizz.com/admin/quiz/59cc0195045aaf1100efe1fa/converse-inverse-and-
contrapositive
https://www.mathplanet.com/education/geometry/proof/if-then-statement
https://tutors.com/math-tutors/geometry-help/conditional-converse-statements
https://www.khanacademy.org/test-prep/lsat/lsat-lessons/logic-toolbox-
new/a/logic-toolbox--article--conditional-reasoning-logical-equivalence
https://www.thoughtco.com/converse-contrapositive-and-inverse-3126458
https://www.varsitytutors.com/hotmath/hotmath_help/topics/converse-inverse-
contrapositive
Time Frame: 1 week
IV. Objectives:
a. determine when a statement is logical or not.
b. convert a conditional statement into inverse, converse, and contrapositive.
d. write the equivalences of: (a) the statement and its contrapositive; and (b)
the converse and inverse of a statement.
How to learn from this module in order to achieve the

objectives:
module.
V. Pre - Assessment
letter that corresponds to your answer. Take note of the items that you were not able
to answer correctly. Find the right answer as you go through this module.
1. When taking the converse of a statement we __ the order of hypothesis and the
conclusion
a. negate b. highlight c. switch d. switch and
negate
2. If it is a quadrilateral, then it has four sides. What is the conclusion?
a. it is a quadrilateral b. it is a polygon c. it has four sides d. it sums to 360
3. When taking the inverse of a statement we __ both the hypothesis and the conclusion
a. negate b. keep c. switch d. switch and
negate
4. When taking the contrapositive of a statement we __ the order of hypothesis and the
conclusion
a. negate b. keep and negate c. switch d. switch and
negate
5. Conditional statement: If it does not rain, then we will have practice.
What is “ If it rains today, then we will have not practice”, called __
a. inverse b. converse c. contrapositive d. counterexample
6. Which of the following statement is the converse of “if the moon is full, then the dogs
are howling.
a. If the dogs are howling, then the moon is full.
b. If the moon is not full, the dogs are not howling.
c. If dogs are not howling, then the moon is not full.
d. if the moon is not full, then the dogs are howling.
7. Which of the following statement is the inverse of original statement “If you do not
know basic operations in math, then solving mathematical problems is difficult for
you”.?
a. If you know basic operations in math, then solving mathematical problems is not
difficult for you.
b. If solving mathematical problems is difficult for you, then you know basic operations
in math.
c. If solving mathematical problems is not difficult for you, then you know basic
operations in math.
d. If solving mathematical problems is difficult for you, then you do not know basic
operations in math.
8. Which of the following statement is the converse of original conditional statement “If
you do not have a sense of balance, then you cannot drive on a bicycle.”?
a. If you have a sense of balance, then you can drive on a bicycle.
b. If you can drive on a bicycle, then you have a sense of balance.
c. If you cannot drive on a bicycle, then you do not have a sense of balance.
d. If you can drive on a bicycle, then you do not have a sense of balance.
9. Conditional statement: If it is full moon, then I do not go fishing. What is “If I go fishing,
then it is not full moon.” ,called ___ ?
a. inverse b. converse c. contrapositive d. counter
example
10. Which statement below is logically equivalent of “ If a polygon has three sides, then
it is a triangle.”?
a. If a polygon has no three sides, then it is a triangle.”
b. If polygon has no three sides, then it is not a triangle
c. If polygon has three sides, then it is a triangle
d. If it is not a triangle, then polygon has no three sides.
V. Lesson Proper
Vocabulary
Familiarity with the following terms and symbols will help you get the most from
this module:
Conditional statement – a statement symbolized by p q, is an if-then statement

in which p is a hypothesis and q is a conclusion.
Logical – agreeing with the rules of logic
Logically equivalent statements – when two statements have the same exact
truth values.
Negation – an opposite statement of the original statement.
.
The Inverse, Converse and Contrapositive

Recall that a conditional statement is a
statement written in an “if-and-then” form and it start
with a hypothesis and end with a conclusion.
Like:
1. If I have a square, then my polygon has

only four sides.
2. If the polygon has only three sides, then
the polygon is a triangle.
3. If I eat my meal on time, then I feel better.
4. If I ask more questions in class, then I will
understand the lesson better.
5. If the quadrilateral has four congruent
angles, then the quadrilateral is a
rectangle.
Exactly!
You didmore
studytowell
Here’s learn
Consider a conditional statement:
“If it is raining, then the driveway is wet.”

If it is raining, then the driveway is wet.
Denoted as: p Denoted as q
In symbol: 𝐩𝐩 → 𝐪𝐪
Negation
Before we define the converse, contrapositive, and inverse of a conditional

statement, we need to examine the topic of negation. Every statement in logic is
either true or false. The negation of a statement simply involves the insertion of
the word “not” at the proper part of the statement. The addition of the word “not” is
done so that it changes the truth status of the statement.
Example:
Statement Negation of the given statement
It is raining. It is not raining
𝑝𝑝 ~𝒑𝒑
The driveway is wet. The driveway is not wet
𝑞𝑞 ~𝒒𝒒
The Juan doesn’t like dogs. The Juan does like dogs.
~𝑟𝑟 𝑟𝑟
What is inverse, converse and

contrapositive?
How I’m going to make one
Original conditional statement

𝐩𝐩 → 𝐪𝐪 = If it is raining, then the driveway is wet
Converse
To create a converse statement for a given conditional
statement, switches the order of the hypothesis and
conclusion.
𝐪𝐪 → 𝐩𝐩 = If the driveway is wet, then it is raining
Inverse
To create an inverse of a given conditional statement ,
negates both the hypothesis and the conclusion
~𝐩𝐩 → ~𝐪𝐪 = If it is not raining, then the driveway is not wet
Contrapositive
To create a contrapositive of a conditional statement ,
switches the hypothesis with the conclusion and
negates both part.
~𝐪𝐪 → ~𝐩𝐩 = If the driveway is not wet, then it is not raining
Activity 1: Determine whether each sentence is a conditional statement or

not.
1. Kim plays badminton or Daniel plays basketball.
2. If Joy is in Matampa Little Baguio, then she is in Salay Misamis
Oriental.
3. Every triangle has three sides while quadrilaterals has four sides.
4. If Jay studies at Salay National High School, then he is a high school
student.
5. If triangle has four side, then its interior angle add to 180 degrees.
6. Is it raining?
7. The flowers are lovely.
8. If x is 5, then x + 10 = 15.
9. Solve the equation 2 + x = 7.
10. If Wilma took a bus, then she will reach Cagayan de Oro City in no
time.
Activity 2: Identify the hypothesis and conclusion of the given conditional

statement by underlining the hypothesis once and conclusion twice.
1. If you study hard, then you will get good grades
2. If two angles are adjacent, then the angles have a common vertex.
3. If you exercise regularly, then you are sexy.
4. If you eat vegetable, then you are healthy.
Activity 3: Write the inverse, converse and contrapositive of the following

conditional statement.
1. If you eat fatty foods, then you will gain weight.
Inverse:______________________________________
Converse: ____________________________________
Contrapositive: ________________________________
2. If two angles are congruent, then they have the same measure.
Inverse:______________________________________
Converse: ____________________________________
Contrapositive: ________________________________
When two statements have the same exact
truth values, they are said to be logically equivalent.
A conditional statement is logically equivalent to its
contrapositive. Notice how the last column of the two
pairs of truth table below are identical.
Logically equivalent
While the converse statement is logically

equivalent to the inverse statement, base on their
truth values.
Logically equivalent
To illustrate further here are examples of statements

showing logical equivalence.
Consider the original statement: Conditional statement is
logically equivalent to its
If 𝑥𝑥 + 1 = 1 + 𝑥𝑥, then x is odd number. 𝑝𝑝 ⟹ 𝑞𝑞 contrapositive.
𝑝𝑝 𝑖𝑖𝑖𝑖 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑞𝑞 𝑖𝑖𝑖𝑖 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 False
Converse:
If x is odd number, then 𝑥𝑥 + 1 = 1 + 𝑥𝑥. 𝑞𝑞 ⟹ 𝑝𝑝
𝑞𝑞 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑝𝑝 𝑖𝑖𝑖𝑖 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 True
Inverse:
If 𝑥𝑥 + 1 ≠ 1 + 𝑥𝑥, then x is not odd number. ~𝑝𝑝 ⟹ ~𝑞𝑞
~𝑝𝑝 𝑖𝑖𝑖𝑖 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 ~𝑞𝑞 𝑖𝑖𝑖𝑖 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 True Converse is logically
equivalent to the
Contrapositive: inverse.
If x is not odd number, then 𝑥𝑥 + 1 ≠ 1 + 𝑥𝑥. ~𝑞𝑞 ⟹ ~𝑝𝑝
~𝑞𝑞 𝑖𝑖𝑖𝑖 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 ~𝑝𝑝 𝑖𝑖𝑖𝑖 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 False
Activity 4: Write the logical equivalent of a given statement below.

1. Write the logical equivalent of the converse statement “If the adjacent sides of a
rectangle are congruent then it is a square.”
_______________________________________________________________
_
2. Write the logical equivalent of the contrapositive statement “If you do not
practice reading regularly, then your reading ability will not improve.
_______________________________________________________________
__
VI. Summative Test

Direction: Encircle the letter that corresponds to your answer.
1. If it is a quadrilateral, then it has four sides. What hypothesis?
a. it is a quadrilateral b. it is a polygon c. it has four sides d. it sums to 360
2. When taking the converse of a statement we __ the order of hypothesis and the
conclusion
a. negate b. highlight c. switch and negate d. switch
3. When taking the inverse of a statement we __ both the hypothesis and the conclusion
a. keep b. negate c. switch d. switch and negate
4. When taking the contrapositive of a statement we __ the order of hypothesis and the
conclusion
a. negate b. switch and negate c. switch d. keep and
negate
5. Conditional statement: If it does not rain, then we will have practice.
What is “ If it rains today, then we will have not practice”, called __
6. Which of the following statement is the converse of “if the moon is full, then the dogs
are howling.
a. If the moon is not full, then the dogs are howling.
b. If the moon is not full, the dogs are not howling.
c. If dogs are not howling, then the moon is not full.
d. If the dogs are howling, then the moon is full.
7. Which of the following statement is the inverse of original conditional statement “If you
do not know basic operations in math, then solving mathematical problems is difficult
for you”.
a. If solving mathematical problems is difficult for you, then you do not know basic
operations in math.
b. If solving mathematical problems is difficult for you, then you know basic operations
in math.
c. If solving mathematical problems is not difficult for you, then you know basic
operations in math.
d. If you know basic operations in math, then solving mathematical problems is not
difficult for you.
8. Which of the following statement is the converse of original conditional statement “If
you have a sense of balance, then you can drive on a bicycle.”
a. If you have a sense of balance, then you can drive on a bicycle.
b. If you can drive on a bicycle, then you have a sense of balance.
c. If you cannot drive on a bicycle, then you do not have a sense of balance.
d. If you can drive on a bicycle, then you do not have a sense of balance.
9. Conditional statement: If it is full moon, then I do not go fishing. What is “If I go fishing,
then it is not full moon.” ,called ___ .
10. Which statement below is logically equivalent of “ If a polygon has three sides, then
it is a triangle.”
a. If a polygon has no three sides, then it is a triangle.”
b. If polygon has no three sides, then it is not a triangle
c. If polygon has three sides, then it is a triangle
d. If it is not a triangle, then polygon has no three sides.
Answer key:
Pre-assessment Summative Test
1. C 1. A
2. C 2. D
3. A 3. B
4. D 4. B
5. A 5. A
6. A 6. D
7. A 7. D
8. C 8. B
9. C 9. C
10. D 10. D
Activity 1:
{1,3,6,7,9}- Not while {2,4,5,8,10}-conditional statement
Activity 2:
1. If you study hard, then you will get good grades
2. If two angles are adjacent, then the angles have a common vertex.
3. If you exercise regularly, then you are sexy.
4. If you eat vegetable, then you are healthy.
Activity 3:
1. Inverse: If you eat no fatty foods, then you will not gain weight.
Converse: If you will gain weight, then you eat fatty foods.
Contrapositive: If you will not gain weight, then you eat no fatty foods.
2. Converse: If two angles have the same measure, then they are
congruent.
Inverse: If two angles are not congruent, then they do not have the
same measure.
Contrapositive: If two angles do not have the same measure, then they
are not congruent.
Activity 4:
1. .Inverse: “If it is not a square then the adjacent sides of a rectangle are
not congruent.”
2. Original Condition statement: “If your reading ability will improve, then
you practice reading regularly”.
8
MATHEMATICS
Proving Mathematical Statements

Mathematics – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 9: Proving Mathematical Statements
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office where in the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed manuals (i.e. songs, stories, poems, pictures, photos, brand

names, trademark, etc) included in the book are owned by their respective
copyright holders. Every effort has been exerted to locate and to seek permission
to use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Alain Del Bustamante Pascua
Assistant Secretary: Alma Ruby C. Torio
Development Team of the Module
Author: Name
Editor: Name
Reviewers: Name
Illustrator: Name
Layout Artist: Name
Management Team: Name
Printed in the Philippines by the Division of Misamis Oriental
Department of Education – Division of Misamis Oriental, District of Salay
Office Address: Division of Misamis Oriental, District of Salay

Salay Misamis Oriental, 9007
Telefax: ___________________________________________
Email Address: ___________________________________________

8
MATHEMATICS
This instructional material is collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments and recommendations to the Department of Education
at actor@deped.gov.ph.
We value your feedback and recommendations

8
MATHEMATICS
Prepared by:
ERICKA P. TAGARDA
SNHS Teacher I
Date Submitted:
MAY 30, 2020

KEY FEATURES
HOW TO USE THIS MODULE:
This module will help you understand the concept of reasoning and how to prove
mathematical statements.
INTRODUCTION
WHAT I NEED TO KNOW

This contains the learning objectives to be developed in a material.
PRE-ASSESSMENT
This part assesses what the learner knows about the lesson to
take.
LESSON PROPER
WHAT’S IN
This connects the current lesson with the previous lesson by
going over points that were taught or learned previously
WHAT’S NEW
This introduces the new lesson through a story, an activity, a
poem, song or real-life situations.
WHAT IS IT
This will ask questions that will help the learner discover and
understand the concept
WHAT’S MORE
This is where the student would have their independent practice
and/or independent assessment. It will also serve as an
enrichment activity.
WHAT HAVE I LEARNED
This will help generalize and process what the learner learned from
the lesson
WHAT I CAN DO
This is an activity that shall transfer the skills/knowledge gained or
learned into real-life concerns/situations (application)
POST-ASSESSMENT
This evaluates the learner’s level of mastery in achieving the
learning objectives per lesson
ADDITIONAL ACTIVITIES
An activity in any form that can increase the strength of the response
and tends to induce repetitions of actions/learning
MARGINAL NOTES
INFO-STOP
This contains important information that students need to know
GUIDE
This guides students on how to approach the problem
TRIVIA
This includes information that may be of interest to students
INTERNET RESOURCES
This guides students to search on the internet for valuable
information or interesting online games for their independent and
self-directed learning
Lesson
Inductive and Deductive Reasoning
1
WHAT TO KNOW
The learner should be able to use inductive and deductive
reasoning in an argument (M8GE-IIh-1)
This lesson aims to help the student develop their critical thinking skills by
using inductive and deductive reasoning. It is important that students need to be
able to think for themselves and to decide the truth or completeness of arguments.
So, by doing the series of reasoning (both inductive and deductive), it should
become a habit of mind.
As Paul Lockhart once stated that “Mathematics is the art of
explanation”.
PRE-ASSESSMENT
Read the questions carefully and choose the correct option. Have
them written to your answer sheets.
1. What is an unproven statement based on observations?
a. Conjecture
b. Venn Diagram
c. Inductive Reasoning
d. Deductive Reasoning
2. What will be the 5th object in this

pattern?
a.
b.
c.
d.
7
3. What will be the 7th object in this pattern?
a.
b.
c.
d.
For numbers 4 – 6, state your answers based in the Venn Diagram below.
4. Which of the following statements are TRUE?

a. If an item has Property B, then it has Property A.
b. If an item has Property C, then it has Property B.
c. If an item has Property A, then it has Property B.
d. If an item has Property B, then it has Property C.
5. Which of the following statements are TRUE?

a. If an item has Property A, then it has Property C.
b. If an item has Property C, then it has Property A.
c. If an item has Property B, then it has Property A.
d. If an item has Property A, then it has Property B.
6. Which of the following statements are FALSE?

a. Some items that have Property A do not have Property B.
b. Some items that have Property B do not have Property A.
c. Some items have both Properties A and C.
d. If an item has Property C, then it does not have Property B
7. Which of the following do you use when you find a pattern in specific cases
and then write a conjecture for the general case?
a. Conjecture
b. Venn Diagram
8
c. Inductive Reasoning
d. Deductive Reasoning
8. Which type of reasoning does this statement, “Each time Gabby kicks a ball
up in the air, it returns to the ground. So, the next time Gabby kicks a ball
up in the air, it will return to the ground.”
a. Intuition
b. Analogy
c. Induction
d. Deduction
9. Which type of reasoning does this statement, “All reptiles are cold-blooded.
Parrots are not cold-blooded. Rex’s pet parrot is not a reptile.”
a. Intuition
b. Analogy
c. Induction
d. Deduction
10. Which type of reasoning does this statement, “Michael is using his cellphone
while walking. He is probably playing Mobile Legends.”
a. Intuition
b. Analogy
c. Induction
d. Deduction
What’s New
In your classroom, Ms. Ericka gave Mariel and Giovanni the following
problem to solve:
Prove that x2 – y2 = (x + y)(x – y)
Mariel tried to solve the question by substituting different pairs of values of
x an y in the expressions on the Left-Hand Side (LHS) and Right-Hand Side
(RHS) of the equation. If the equation is true, she would get the same value for the
two expressions.
Guide
The term “substitute” means putting values where the letters are.
Example, you assign that for all variable “x” would have the value of 1, so x = 1,
2x = 2(1) = 2, 4x = 4(1) = 4, and so on.
Left-Hand Side (LHS) is informal shorthand for the left-hand side of an equation.
Similarly, Right-Hand Side (RHS) is the right-hand side
LHS RHS
x2 – y2 = (x + y)(x – y)
9
After substituting five pairs of values of x and y, he drew a table of values
as shown below:
X Y LHS RHS LHS = RHS ?
-1 0 1 1 Yes
-1 -1 0 0 Yes
0 -1 -1 -1 Yes
0 1 -1 -1 Yes
1 0 1 1 Yes
She concluded that x2 – y2 = (x + y)(x – y) since all five pairs of x and y

values showed that LHS of the equation equals RHS of the equation.
On the other hand, Giovanni solve the question using the following steps:
x2 – y2 = (x + y)(x – y)
= x(x + y) – y(x +y)
= x2 + xy – xy – y2
= x2 – y2
Therefore, he concluded that x2 – y2 = (x + y)(x – y) for all values of x and y.
WHAT IS IT?
Discuss and explain your answer to the following questions:

(a) What is the difference between Mariel’s method and Giovanni’s method of
solving the question?
(b) What assumption did Mariel make in her method?
(c) Write down the reasoning for each of Giovanni’s steps.
(d) Is Mariel wrong in using this method?
(e) Whose method do you prefer using and why?
Mariel used inductive reasoning in her approach of solving the question while
Giovanni used deductive reasoning.
Info-stop
Inductive reasoning makes broad generalizations from specific
observations whereas deductive reasoning makes a specific and
logical conclusion from a general statement or hypothesis.
10
ESSENTIAL QUESTION: How can you use reasoning to solve problems?
CONJUNCTURE
A conjecture is an unproven statement based on observations.
DO THIS PRACTICE 1: Writing Conjectures

Write a conjecture about the pattern. Then use your conjecture to draw the
10th object in a pattern.
DO THIS PRACTICE 2: Using a Venn Diagram

Use the Venn diagram to determine whether
the statement is true or false. Justify your
answer. Assume that no region of the Venn
diagram is empty
Note: To be proficient in math, you need to justify your
conclusions and communicate them to others.
a. If an item has Property B, then it has Property A.

b. If an item has Property A, then it has Property B.
c. If an item has Property A, then it has Property C.
d. Some items that have Property A do not have Property B.
e. If an item has Property C, then it does not have Property B.
f. Some items have both Properties A and C.
g. Some items have both Properties B and C.
DO THIS PRACTICE 3: Reasoning and Venn Diagram
Draw a Venn diagram that shows the relationship between different types
of quadrilaterals: squares, rectangles, parallelograms, trapezoids,
rhombuses, and kites. Then write several conditional statements that are
shown in your diagram, such as “If a quadrilateral is a square, then it is a
rectangle.”
PAUSE AND REFLECT

(a) How can you use reasoning to solve problems?
(b) Give an example of how you used reasoning to solve a real-life problem.
11
INDUCTIVE REASONING
Inductive reasoning is the process of observing, recognizing
patterns and making conjectures about the observed patterns.[2]
EXAMPLE 1: DESCRIBING A VISUAL PATTERN[3]

Describe how to sketch the fourth figure in the pattern. Then sketch the
fourth figure.
SOLUTION:
Each circle is divided into twice as many equal regions as the figure number.
Sketch the fourth figure by dividing a circle into eighths. Shade the section
just above the horizontal segment at the left.
DO THIS PRACTICE 4: SKETCHING THE FIGURE
1. Sketch the fifth figure in the pattern in Example 1.

Sketch the next figure in the pattern.
2.
3.
EXAMPLE 2: Making and Testing a Conjecture[3]

Numbers such as 3, 4, and 5 are called consecutive integers. Make and
test a conjecture about the sum of any three consecutive integers.
SOLUTION:
Step 1: Find a pattern using a few groups of small numbers
12
Step 2: Make a conjecture.
CONJECTURE: The sum of any three consecutive integers
is three times the second number
Step 3: Test your conjecture using other numbers. For example,

test that it works with the groups (-1), 0, 1 and 100, 101,
102.
COUNTEREXAMPLE
When making a conjecture, it is possible to make a statement that
is not always true. To show that a conjecture is true, you must show that
it is true for all cases. You can show that a conjecture is false, however, by
finding just one counterexample. Any statement that disproves a
conjecture is a counterexample.
EXAMPLE 3: Finding a Counterexample]

A student makes the following conjecture about the sum of two numbers. Find
a counterexample to disprove the student’s conjecture.
Conjecture: The sum of two numbers is always more than the greater number.
SOLUTION:
To find a counterexample, you need to find a sum that is less than the greater
number.
Because a counterexample exists, the conjecture is false.
DO THIS PRACTICE 5
(a) Make and test a conjecture about the sign of the product of any three
negative integers.
(b) Make and test a conjecture about the sum of any five consecutive integers.
Find a counterexample to show that the conjecture is false
(c) The value of x2 is always greater than the value of x.
13
(d) The sum of two numbers is always greater than their difference.
This video will define inductive reasoning, use inductive reasoning to

make conjectures, determine counterexamples. Click for more
examples: https://youtu.be/NarWCrwSBKI
PAUSE AND REFLECT:

There are things that can be learned by observing. After encountering
similar situations and taking note of what would work and would not work
in solving a problem, one can make wise decisions when faced with the
same situation. Do you take hints from your own experiences in dealing
with the problems you encounter? How do you face a situation that will
require you to decide? Do you examine all possibilities and weigh the
consequences of your actions? Why?
DEDUCTIVE REASONING
Deductive reasoning uses facts, definitions, accepted properties, and the
laws of logic to form a logical argument. This is different from inductive reasoning,
which uses specific examples and patterns to form a conjecture.
LAWS OF LOGIC
A. Law of Detachment or Modus Ponens
If the hypothesis of a true conditional statement is true, then the
conclusion is also true.
In symbols:
If 𝑝𝑝 → 𝑞𝑞 is a true conditional statement and p is true, then q is true.
𝑝𝑝 → 𝑞𝑞 is read as p implies q
EXAMPLE 4: Using the Law of Detachment
SITUATION 1:
Statement 1: If the measure of an angle is 90, then it is a right
angle.
Statement 2: The measure of ∠𝐴𝐴𝐴𝐴𝐴𝐴 is 90.
CONCLUSION: ∠𝐴𝐴𝐴𝐴𝐴𝐴 is a right angle.
14
SITUATION 2:
Statement 1: If the sum of two angles is 90, then the angles are
complementary.
Statement 2: 𝑚𝑚∠𝐴𝐴 + 𝑚𝑚∠𝐵𝐵 = 90.
CONCLUSION: ∠𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 ∠𝐵𝐵 are complementary.
B. Law of Syllogism or Chain Rule
EXAMPLE 5: Using the Law of Syllogism
SITUATION 1:
If possible, use the Law of Syllogism to write a new conditional
statement that follows from the pair of true statements.
SITUATION 3:
If a figure is a square, then it is a rectangle.
If a figure is a rectangle, then it has four right angles.
SITUATION 4:
If x2 > 25, then x2 > 20.
If x > 5, then x2 > 25
SITUATION 5:
If a polygon is regular, then all angles in the interior of the
polygon are congruent.
If a polygon is regular, then all its sides are congruent.
SOLUTION:
(3) Notice that the conclusion of the second statement is
the hypothesis of the first statement. The order in which
the statements are given does not affect whether you
can use the Law of Syllogism. So, you can write the
following new statement.
If a figure is a square, then it has four right angles.
(4) Same reason for situation 1
15
If x > 5, then x2 > 20.
(5) Neither statement’s conclusion is the same as the other

statement’s hypothesis.
You cannot use the Law of Syllogism to write a

new conditional statement.
What conclusion can you make about the product of an even

integer and any other integer?
EXAMPLE 6: USING INDUCTIVE AND DEDUCTIVE REASONING

SOLUTION:
Step 1: Look for a pattern in several examples. Use
inductive reasoning to make a conjecture.
CONJECTURE:
(Even integer) (Any integer) = Even integer
Step 2: Let n and m be any integer. Use deductive

reasoning to show that the conjecture is true.
2n is an even integer because any integer
multiplied by 2 is even.
2mn represents the product of an even integer
2n and any integer m.
2nm is the product of 2 and an integer nm. So,
2nm is an even integer.
The product of an even integer and any integer is an even

integer
EXAMPLE 7: COMPARING INDUCTIVE AND DEDUCTIVE REASONING

Decide whether inductive reasoning or deductive reasoning is
used to reach the conclusion. Explain your reasoning.
16
a. Each time Monica kicks a ball up in the air, it returns to the
ground. So, the next time Monica kicks a ball up in the air,
it will return to the ground.
b. All reptiles are cold-blooded. Parrots are not cold-blooded.
Sue’s pet parrot is not a reptile.
SOLUTION
a. Inductive reasoning, because a pattern is used to reach
the conclusion.
b. Deductive reasoning, because facts about animals and the
laws of logic are used to reach the conclusion.
DO THIS PRACTICE 6
(e) If 90° < m∠R < 180°, then ∠R is obtuse. The measure of ∠R is 155°.
Using the Law of Detachment, what statement can you make?
(f) Use the Law of Syllogism to write a new conditional statement that follows
from the pair of true statements.
If you get an A on your math test, then you can go to the movies.
If you go to the movies, then you can watch your favorite actor.
(g) Use inductive reasoning to make a conjecture about the sum of a number
and itself. Then use deductive reasoning to show that the conjecture is
true.
(h) Decide whether inductive reasoning or deductive reasoning is used to

reach the conclusion. Explain your reasoning.
All multiples of 8 are divisible by 4.

64 is a multiple of 8.
So, 64 is divisible by 4.
PAUSE AND REFLECT:

Have you evaluated your study habits lately? Do you plan on how to deal with
each of your subject requirements? What are the things that seem to work well
when you are preparing for an examination?
17
POST-ASSESSMENT
BASIC LEVEL
1. Make and test a conjecture about the given quantity.
(a) The product of any two even integers
(b) The sum of an even integer and an odd integer
(c) The quotient of a number and its reciprocal
(d) The quotient of two negative integers
2. Find a counterexample to show that the conjecture is false

(a) The product of two positive numbers is always greater than either
number
(b) If two angles are supplements of each other, then one of the angles must
be acute
(c) A line’s divides MN into two line segments. So, the line “s” is a segment
bisector of MN
3. Use the Law of Detachment to draw a conclusion

(a) If a figure is a rectangle, then it has four right angles.
Figure PQRS is a rectangle.
(b) If a quadrilateral is a trapezoid, then it has exactly one pair of parallel

sides.
Quadrilateral ABCD is a trapezoid.
(c) If a convex polygon is a pentagon, then the sum of the measures of its
interior angles is 540. Figure ABCDE is a pentagon.
(d) If an angle is acute, then its measure is greater than 0 but less than 90.
<ABC is an acute angle.
4. Use the Law of Syllogism to draw a conclusion

(a) If two lines are skew, then they are noncoplanar. If they are noncoplanar,
then they are nonintersecting.
(b) If a student will study hard, he will pass the final test. If he will pass the
final test, he will be promoted.
(c) If a figure is a rhombus, then the figure is a parallelogram. If a figure is a
parallelogram, then the figure has two pairs of opposite sides that are
parallel.
(d) If the figure is a square, then the figure has four congruent sides. If a
figure is a square, then the figure has four right angles.
18
INTERMEDIATE LEVEL
5. Prove the following statements
(a) (a + b)(a2 – ab + b2) = a3 + b3
(b) If a or b is odd, then ab + a2 + b2 is odd
(c) 4(6x – 5y) – 3(2y – 8x) = 2(24x – 13y)
(d) If 2 – 5x > 27, then x < (- 5)
6. Use the Law of Detachment to determine what you can conclude from the
given information, if possible.
(a) If you pass the final, then you pass the class. You passed the final.
(b) If your parents let you borrow the car, then you will go to the movies with
your friend. You will go to the movies with your friend.
(c) If a quadrilateral is a square, then it has four right angles. Quadrilateral
QRST has four right angles.
(d) If a point divides a line segment into two congruent line segments, then
the point is a midpoint. Point P divides LH into two congruent line
segments.
7. Use the Law of Syllogism to write a new conditional statement that follows
from the pair of true statements, if possible.
(a) If x < −2, then ∣x ∣ > 2. If x > 2, then ∣x ∣ > 2.
(b) If a = 3, then 5a = 15. If 1 —2 a = 1 1 —2, then a = 3.
(c) If a figure is a rhombus, then the figure is a parallelogram. If a figure is a
parallelogram, then the figure has two pairs of opposite sides that are
parallel.
(d) If a figure is a square, then the figure has four congruent sides. If a figure
is a square, then the figure has four right angles.
8. Use inductive reasoning to make a conjecture about the given quantity.

Then use deductive reasoning to show that the conjecture is true.
(a) The sum of two odd integers 30
(b) The product of two odd integers
9. Decide whether inductive reasoning or deductive reasoning is used to reach

the conclusion. Explain your reasoning.
(a) Each time your mom goes to the store, she buys milk. So, the next time
your mom goes to the store, she will buy milk.
(b) Rational numbers can be written as fractions. Irrational numbers cannot
be written as fractions. So, 1 —2 is a rational number.
(c) All men are mortal. Mozart is a man, so Mozart is mortal.
(d) Each time you clean your room, you are allowed to go out with your
friends. So, the next time you clean your room, you will be allowed to go
out with your friends.
19
ADVANCED LEVEL
1 1
10. The first two terms of a sequence are 4
and 2 . Describe three different
possible patterns for the sequence. List the first five terms for each
sequence.
ADDITIONAL ACTIVITIES
CRITICAL THINKING.
Geologists use the Mohs’
scale to determine a
mineral’s hardness. Using the scale, a
mineral with a higher rating will leave a
scratch on a mineral with a lower
rating. Testing a mineral’s hardness
can help identify the mineral.
(a) The four minerals are randomly labeled A, B, C, and D. Mineral A is
scratched by Mineral B. Mineral C is scratched by all three of the other
minerals. What can you conclude? Explain your reasoning.
(b) What additional test(s) can you use to identify all the minerals in part (a)?
TRIVIA
The Towers of Hanoi

The Towers of Hanoi puzzle was published in 1883 by French
mathematician Edouard Lucas, under the pen name, N. Lucas de Siam. The object
of the game is to move all disks onto a different pole. You can only move one disk
at a time, and you must follow size order – a bigger disk cannot go on a smaller
disk. Try solving the puzzle on your own. (You may play it online using a flash
player https://www.mathsisfun.com/games/towerofhanoi-flash.html )
20
Lesson
Direct and Indirect Proof
2
WHAT TO KNOW
The learner should be able to use writes a proof (both direct
and indirect). (M8GE-IIi-j-1)
Every student has potential for higher-order thinking.

The key is to unlock the world of mathematics through a student's natural
inclination to strive for purpose and meaning. Reasoning is fundamental to the
knowing and doing of mathematics. Conjecturing and demonstrating the logical
validity of conjectures are the essence of the creative act of doing mathematics. [4]
To give more students access to mathematics as a powerful way of making
sense of the world, it is essential that an emphasis on reasoning pervade all
mathematical activity. In order to become confident, self-reliant mathematical
thinkers, students need to develop the capability to confront a mathematical
problem, persevere in its solution, and evaluate and justify their results.[4]
This lesson aims to help the student develop their critical thinking skills by
learning how to write proofs in geometry
WHAT’S IN
Let’s have a short review about some theories about the properties of
equality of real numbers.
PROPERTIES OF EQUALITY OF REAL NUMBERS
For every real number x,

Reflexive Property of Equality
(RPE) x=x
Illustrative Examples:
a) 7 = 7
b) 4 + 3 = 4 + 3
21
For every real number x or y,
Symmetric Property of Equality
(SymPE) If x = y, then y = x
a) If 2 + 3 = 5, then 5 = 2 + 3
b) If 3 = 5(2) – 7, then 5(2) – 7 = 3
For any real number x, y or z,

Transitive Property of Equality
(TPE) If x = y and y = z, then x = z
a) If 2 + 5 = 7 and 7 = 3 + 4, then 2 + 5 = 3 + 4
b) If 10 – 6 = 4 and (-10) + 14 = 4, then 10 – 6 = (-10) + 14
For any real number x, y, or z,

Additive Property of Equality
(APE) If x = y, then x + z = y + z
Illustrative Examples
a) If 5 = 2 + 3, then 5 + 6 = (2 + 3) + 6
b) If 7 + 2 = 9, then (7 + 2) + 4 = 9 + 4
c) If 7 + 11 = 18, then (7 + 11) – 9 = 18 – 9
d) If 7 = 4 + 3, then 7 – 2 = (4 + 3) – 2
For any real number x, y or z,

Multiplication Property of
Equality (MPE) If x = y, then xz = yz
a) If 8 = 3 + 5, then 2(8) = 2(3 + 5)
1 1
b) If 3(6) = 2(9), then [3(6)] = [2(9)]
2 2
For any real number x or y,

Substitution Property of If x = y, then x and y may be substituted for
Equality (SubPE)
each other in any equation.
a) If x = y + 2, then x can be substituted in place of (y + 2) in the equation 3
( y + 2) + x = 12 to get 3x + x = 12
b) If a = b + 8 and 2a2 – 6 = a, then 2(b + 8)2 – 6 = b + 8
22
For all real number x, y, or z
Distributed Property
x ( y + z) = xy + xz
a) 2(5 + 6) = 2(5) + 2(6)
b) 3x2 – 6x = 3x (x -2)
WHAT’S NEW
DIRECT PROOF
In the previous lesson you’ve learned about deductive reasoning, one can
present their direct proof using a deductive proof. A deductive proof starts with the
given condition called the hypothesis. A series of statements that leads to the
desired conclusion is presented. These statements are backed by corresponding
reasons.
A deductive proof may be written in paragraph form or two-column form.
Some even used flowchart to illustrate how it was proven. The two-column form
will be used extensively in this textbook. The following are the steps:
Step 1. Illustrate the facts in the theorem or statement being proven by
drawing the figure. Figures in problem solving, however, are often
given.
Step 2. Write the given conditions. These can be found in the hypothesis.
The hypothesis is the part of the theorem or statement following
the word “if”. If the theorem is not written in the “If-then” form, then
write it in this form first.
Step 3. Write what is to be proven. This can be found in the “then part” of
the theorem or statement being proven.
Step 4. Write a series of statements in the left column. Each time this is
done, a corresponding reason is written in the second column. The
series of statements should be logically lead to the desired
conclusion and be numbered together with the corresponding
reasons.
INFO-STOP
The reasons must only be the given information, algebraic properties
(properties of real numbers, equations, inequalities, and proportions),
postulates, definitions of terms that have been discussed, and
previously proved theorems.
23
EXAMPLE 8: PROVING STATEMENTS IN TWO-COLUMN FORM
(a) Prove that if 2x + 5 = 17, then x = 6.
(b) If <1 and <2 are both right angles, then they are congruent.
SOLUTION
(a) Given: 2x + 5 = 17
Prove: x = 6
Proof:
STATEMENTS REASONS
1. 2x + 5 = 17 1. Given
2. 2x = 12 2. Addition Property of Equality
3. Multiplication Property of Equality

3. x = 6
(Multiply both sides by ½ )
Notice that the Law of Syllogism was applied.

If 2x + 5 = 17, then 2x = 12.
If 2x = 12, then x = 6
If 2x + 5 = 17, then x = 6
(b) Given: <1 is a right angle

<2 is a right angle
1 2
Prove: ∠ 1 ≅ ∠2
STATEMENTS REASONS
1. <1 is a right angle
1. Given
<2 is a right angle
2. m∠ 1 = 90
2. Definition of a right angle
m∠ 2 = 90
3. 𝑚𝑚∠ 1 = m∠ 2 3. Transitive Property of Equality
4. ∠ 1 ≅ ∠2 4. Definition of a congruent angle
24
In Example 8 (b), the given conditions are found in the hypothesis,
and what is to be proven is found in the “the part” of the statement. The Law
of Syllogism was applied.
Statement 1: If ∠ 1 is a right angle and ∠ 2 is a right angle, then

𝑚𝑚∠ 1 = 90 and m∠ 2 = 90.
Statement 2: If 𝑚𝑚∠ 1 = 90 and m∠ 2 = 90, then 𝑚𝑚∠ 1 = m∠ 2
Conclusion: If ∠ 1 is a right angle and ∠ 2 is a right angle, then

𝑚𝑚∠ 1 = m∠ 2
DO THIS PRACTICE 7
(a) Prove that w > x and y > z, then w + y > x + z. Give the reason for each
step
(b) In the figure, ABE and BCD are straight lines. ∠ 𝐴𝐴𝐴𝐴𝐴𝐴 = ∠ 𝐶𝐶𝐶𝐶𝐶𝐶. Prove
that ∆𝐴𝐴𝐴𝐴𝐴𝐴 𝑖𝑖𝑖𝑖 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖. Give reasoning for each step
B D
C
E
INDIRECT PROOF
The indirect proof is a less common type of proof in geometry, though
equally effective. In an indirect proof, we prove a conclusion in a roundabout way.
We follow these steps when using an indirect proof to prove a statement.
1. Assume the negation of the statement to be true.
2. Use the deductive reasoning to do the proving and eventually run
into a contradiction: two statements that cannot be both true.
3. The contradiction in step 2 shows the assumption of the negation
of the statement is false. Hence, the statement to be proved must
be true.
25
An indirect proof is also called a proof by contradiction, because we are
making use of the contradiction to the negation of a statement in order to prove
that the statement is true.
EXAMPLE 9: WRITING AN INDIRECT PROOF
Write an indirect proof that a triangle has at most one obtuse angle.
Give the reason for each step.
SOLUTION:
Let us assume ∆𝐴𝐴𝐴𝐴𝐴𝐴 to be a triangle that has two obtuse angles.
STATEMENTS REASONS
1. Assumption that the negation of the
1. ∠ 𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 ∠𝐵𝐵 are obtuse
statement is TRUE
2. ∠ 𝐴𝐴 + ∠𝐵𝐵 > 180° 2. ∠ 𝐴𝐴 > 90°, ∠𝐵𝐵 > 90°
3. ∠ 𝐴𝐴 + ∠ 𝐵𝐵 + ∠ 𝐶𝐶 = 180° 3. the sum of ∆𝐴𝐴𝐴𝐴𝐴𝐴
4. Subtract ∠ 𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 ∠ 𝐵𝐵 from both

4. ∠ 𝐶𝐶 = 180° − ∠ 𝐴𝐴 − ∠ 𝐵𝐵
sides
5. 180° − ∠ 𝐴𝐴 − ∠ 𝐵𝐵 > 0 5. ∠ 𝐶𝐶 > 0
6. ∠ 𝐴𝐴 + ∠ 𝐵𝐵 < 180° 6. Add ∠ 𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 ∠ 𝐵𝐵 to both sides
7. ∠ 𝐴𝐴 + ∠ 𝐵𝐵 cannot be more than and

7. Contradiction
less than 180°
8. A triangle has at most

8.The negation is false
one obtuse angle
DO THIS PRACTICE 8
∆𝐴𝐴𝐴𝐴𝐴𝐴 is an isosceles triangle with AB = AC. Write an indirect proof

that ∠ 𝐴𝐴𝐴𝐴𝐴𝐴 = ∠ 𝐴𝐴𝐴𝐴𝐴𝐴 . Give a reason for each step
PAUSE AND REFLECT:

Sharing can either be beneficial or detrimental. Can you give examples
of situations when sharing your thoughts to a friend is advantageous to
both of you? Could there be disadvantages too? If yes, in what situation?
26
POST - ASSESSMENT
BASIC LEVEL
1. Prove the following statements. Give a reason for each step.
(a) If p > q, q > r, r > s, then p > s
(b) If a + b = c + d, the a2 + ab = ac + ad
(c) If 3x + 8 = ( - 7), then x = ( - 5)
2. ∆𝐴𝐴𝐴𝐴𝐴𝐴 is a right-angled triangle as shown. Write an indirect proof that the

acute angles of a right – angled triangle are complementary. Give a reason
for each step.
B C
INTERMEDIATE LEVEL
3. Prove the following statements
(a) (a + b)(a2 – ab + b2) = a3 + b3
(b) If a or b is odd, then ab + a2 + b2 is odd
(c) 4(6x – 5y) – 3(2y – 8x) = 2(24x – 13y)
(d) If 2 – 5x > 27, then x < (- 5)
4. In the figure, AOB, COB and EOF are straight lines. Prove that if ∠𝐵𝐵𝐵𝐵𝐵𝐵 is a
right angle, then a = 8. Give a reason for each step.
A C
E 5𝑎𝑎° + 10° O 4𝑎𝑎° + 8° F
B
D
27
ADVANCED LEVEL
5. Prove that (x2 – 3)3 + 3(x2 – 3) – (x2 – 3)2 – 3 = (x + 2)(x – 2)(x4 – 6x2 + 12).
Give a reason for each step.
6. The figure shows ∆𝐴𝐴𝐴𝐴𝐴𝐴 where AB = AC, BD = BE and AF = DF. ABD, DFE,
ACF and BCE are straight lines. Prove that ∠ 𝐴𝐴𝐴𝐴𝐴𝐴 + ∠ 𝐶𝐶𝐶𝐶𝐶𝐶 = 72°. Give a
reason for each step. A
D
F E
TRIVIA
The Internet has become a research tool for many different things.
Look for more games that are based on logic and reasoning using
the Internet and share it with others.
28
References
Leithold, Louis. College Algebra and Trigonometry. Addison-Wesley Publishing
Company, Inc, 2002.
Nocon, Dr. Ederlina G. Math for Engaged Learning Geometry III. Sibs Publishing
House, Inc, 2011.
Orines, Fernando B., et al. Next Century Mathematics. Phoenix Publishing House,
2016.
Yeo, Dr. Joseph, et al. New Syllabus Mathematics. Rex Book Store, 2016.
https://www.onlinemathlearning.com/reasoning-geometry.html
https://nj01001706.schoolwires.net/cms/lib/NJ01001706/Centricity/Domain/288/G
eometry%202.2.pdf
http://archive.dimacs.rutgers.edu/nj_math_coalition/framework/ch01-04/ch01-
04_s4.html
For inquiries or feedback, please write or call:
Department of Education – Division of Misamis Oriental
Cagayan de Oro City
(Telefax)
(Email Address)
Third Quarter Module
1|Page
2|Page
3|Page
4|Page
5|Page
6|Page
7|Page
8|Page
9|Page
10|Page
11|Page
12|Page
13|Page
14|Page
15|Page
16|Page
17|Page
18|Page
19|Page
20|Page
21|Page
22|Page
23|Page
24|Page
25|Page
26|Page
27|Page
28|Page
29|Page
30|Page
31|Page
32|Page
33|Page
34|Page
35|Page
36|Page
37|Page
38|Page
39|Page
40|Page
41|Page
42|Page
43|Page
44|Page
45|Page
46|Page
47|Page
48|Page
49|Page
50|Page
7
Mathematics
Quarter 4 - Module 8
INEQUALITIES IN TRIANGLES
Mathematics –Grade 8
Learner’s Module
First Edition,2013
ISBN:978-971-9990-70-3
Republic Act 8293,Section 176 states that :No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
Borrowed materials (i.e.,songs,stories,poems,pictures,photos,brand

names,trademarks,etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locateand seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano,Ph.D.
INEQUALITIES
IN
TRIANGLES
I.
• Have you ever wondered how artists utilize
triangles in their artworks? Have you ever
asked yourself how contractors, architects, and
engineers make use of triangular features in
their designs? What mathematical concepts
justify all the triangular intricacies of their
designs? The answers to these queries are
unvelled in this module.
• The concepts and skills you will learn from this
Introduction lesson on the axiomatic development of
triangle inequalities will improve your attention
to details,shape your deductive thinking,hone
and your reasoning skills, and polish your
mathematical communication. In short, this
Focus module unleashes that mind power that you
never thought you ever had before!
• Remember to find out the answers to this
essential question:” How can you justify
Questions inequalities in triangles?”
INTRODUCTION
II. LESSON AND COVERAGE
• In this module, you will examine this question when you take this lesson
on Inequalities in Triangle.
• 1. Inequalities among Sides and among Angles of a Triangle
• 2. Theorems on Triangle Inequality
• 3. Applications of the Theorems on Triangle Inequality
LEARNING COMPETENCIES
a. Illustrates theorems on triangle inequalities (Exterior Angle
Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem). ***
M8GE-IVa-1
b. Apply theorems on triangle inequalities to:
a. determine possible measures for the angles and sides of triangles.
b. justify claims about the unequal relationships between side and angle
measure
M8GE-IVb-1
c. Use the theorems on triangle inequalities to prove statements involving

triangle inequalities.
M8GE-IVc-1
PRE-ASSESSMENT
LESSON PROPER
Lesson 11 Inequalities in Triangles
Inequalities in One Triangle:
Triangle Inequality Theorem 1 (Ss→ Aa) – If one side of a triangle is longer than a second
side, then the angle opposite the first side is larger than the angle opposite the second side.
Triangle Inequality Theorem 2 (Aa→Ss)- If one angle of a triangle is larger than a second
angle, then the side opposite the first angle is longer than the side opposite the second
angle.
Triangle Inequality Theorem 3 (S1 + S2 > S3)- The sum of the lengths of any two sides of
a triangle is greater than the length of the third side.
Exterior Angle Inequality Theorem -The measure of an exterior angle of a triangle is

greater than the measure of either remote interior angle
Inequalities in Two Triangles:
Hinge Theorem or SAS Inequality Theorem If two sides of one triangle are congruent
to two sides of another triangle, but the included angle of the first triangle is greater than
the included angle of the second, then the third side of the first triangle is longer than
the third side of the second.
Converse of Hinge Theorem or SSS Inequality Theorem: If two sides of one triangle
are congruent to two sides of another triangle, but the third side of the first triangle is
longer than the third side of the second, then the included angle of the first triangle is
larger than the included angle of the second.
Triangle Inequality Theorem 1 (Ss→ Aa)
Activity 1
Triangle Inequality Theorem 2 (Aa→ Ss)
Activity 2
Triangle Inequality Theorem 3 (S1+S2˃S3)
Activity 3
Exterior Angle Inequality Theorem
Activity 4
Hinge Theorem
Activity 5
Converse of Hinge Theorem
GENERALIZATION
You have successfully

learned all the theorems on
inequalities in one triangle.
You can now do the next activities

applying them.
APPLICATION
\
POST-ASSESSMENT
ADDITIONAL ACTIVITY
ARTISTICALLY YOURS!
Direction: Study the artworks below and answer the questions that follow:
1. What features prevail in the artworks, tools, equipment, and furniture shown?
2. Have you observed inequalities in triangles in the designs? Explain.
3. What is the significance of their triangular designs?
4. How can you justify inequalities in triangles in these designs?

PARALLELISM
AND
PERPENDICULARITY
PRE-ASSESSMENT:
Find out how much you already know about this module. Choose the letter that
corresponds to the best answer and write it in a separate sheet. Please answer all items. After
taking this short test, take note of the items that you were not able to answer correctly. Correct
answers are provided as you go through the module.
1. Using the figure below, if l1 || l2 and t is a transversal, which of the following are
corresponding angles?
a. ∠4 and ∠6, ∠3 and ∠5
b. ∠1 and ∠7, ∠2 and ∠8
c. ∠1 and ∠5, ∠2 and ∠6
d. ∠4 and ∠5, ∠3 and ∠6
2. All of the following are properties of a parallelogram except:
a. Diagonals bisect each other.
b. Opposite angles are congruent.
c. Opposite sides are congruent.
d. Opposite sides are not parallel.
LESSON PROPER
GENERALIZATION
APPLICATION
POST-ASSESSMENT
Find out how much you already know about this module. Choose the letter that
corresponds to the best answer and write it in a separate sheet. Please answer all items. After
taking this short test, take note of the items that you were not able to answer correctly. Correct
answers are provided as you go through the module.
1. Using the figure below, if l1 || l2 and t is a transversal, which of the following are
corresponding angles?
a. ∠4 and ∠6, ∠3 and ∠5
b. ∠1 and ∠7, ∠2 and ∠8
c. ∠1 and ∠5, ∠2 and ∠6
d. ∠4 and ∠5, ∠3 and ∠6
2. All of the following are properties of a parallelogram except:
a. Diagonals bisect each other.
b. Opposite angles are congruent.
c. Opposite sides are congruent.
d. Opposite sides are not parallel.
ADDITIONAL ACTIVITY
In order to achieve the objectives of this module, here’s a simple guide for you:

2. Answer the pretest before going through the lessons.
4. Compare your answers against the key to answers found at the end of the module.
7. Answer the posttest after you have gone over all the lessons.
What to do before
PRE-ASSESSMENT
Find out how much you already know about this module. Write the letter that you think best
answers the question. Please answer all items. After taking this short test, you will see your
score. Take note of the items that you were not able to answer correctly and find for the right
answers as you go through this module.
1. Which of the following DOES NOT belong to the group?

a. Chance c. Possibilities
b. Interpretation d. Uncertainty
2. All the possible outcomes that can occur when a coin is tossed twice are listed in the
box. What is the probability of having a head?
a. ¼
b. ½
c. ¾
d. 1
3. The local weather forecaster said that there is a 20% chance of rain tomorrow. What is
the probability that it will not rain tomorrow?
a. 0.2 b. 0.8 c. 20 d. 80
4. Suppose you toss two fair coins once, how many possible outcomes are there?
a. 1 b. 2 c. 4 d. 8
5. In a 500-ticket draw for an educational prize, Ana’s name was written on 41 tickets.
What is the probability that she would win?
a. 0.082 b. 0.122 c. 0.41 d. 0.82
6. Which of the following is TRUE?

a. Answering a true/false-type question has one possible outcome.
b. Flipping a coin thrice has 3 possible outcomes.
c. The probability of getting a head when a coin is tossed can be expressed as 1/2 , 0.5
or 50%.
d. The probability of rolling 7 in a die is 1/7 .
7. A glass jar contains 40 red, green, blue, and yellow marbles. The probability of drawing
a single green marble at random is 1/5. What does this mean?
a. There are 5 green marbles in the glass jar.
b. There are 8 green marbles in the glass jar.
c. There are more green marbles than the others.
d. There is only one green marble in the glass jar.
8. In a restaurant, you have a dinner choice of one main dish, one vegetable, and one
drink. The choices for main dish are pork and chicken meat. The vegetable choices are
broccoli and cabbage. The drink choices are juice and water. How many choices are
possible?
a. 8 b. 10 c. 12 d. 14
9. Arlene Joy got coins from her pocket which accidentally rolled on the floor. If there were
8 possible outcomes, how many coins fell on the floor?
a. 3 b. 4 c. 8 d. 16
10. In a family of 3 children, what is the probability that the middle child is a boy?
a. 1/8 b. 1/4 c. 1/3 d. ½
11. Mrs. Castro asked her students to do an activity. Afterwards, her students noticed that
the experimental probability of getting tails is 48%, while the mathematical/theoretical
probability is 50%. Being an attentive student, how would you explain this to your
classmates?
a. The experimental probability is wrong.
b. We should always rely on mathematical/theoretical probability.
c. It is normal for experimental probabilities to vary from the theoretical probabilities but
for a large number of trials, the two will be very close.
d. It is abnormal for the experimental probabilities to differ from the mathematical/

theoretical probabilities because the results must be the same.
12. You decided to order a pizza but you have to choose the type of crust and the toppings.
If there are only 6 possible combinations of ordering a pizza, from which of the following
should you choose from?
a. Crust: thin or deep dish Topping: cheese or pepperoni
b. Crust: thin or deep dish Topping: cheese, bacon or pepperoni
c. Crust: thin or deep dish Topping: cheese, bacon, sausage or pepperoni
d. Crust: thin or deep dish Topping: cheese, bacon, sausage, pepperoni or hotdog
13. Your best friend asked you to accompany him to a carnival to play games of chances.
According to him, his horoscope states that he is so lucky that day and he wants to try
his luck at the carnival. How will you convince him not to go to the carnival?
a. I will ask him to review very well his notes on probability so that he can apply them to
a real-life situation like this.
b. I will tell him that what is written in the horoscope is sometimes true and sometimes
false so he would rather not go to the carnival.
c. I will give him instances wherein he could see the real picture of having a very little
chance of winning so that he will not be wasting his money and time.
d. I will convince him not to go to the carnival this time because we have to finish first our
project in Probability. Anyway, there will be other times to go and enjoy all the games
there.
14. A relative-frequency distribution for scores in a 5-item test is provided in the table below.
Suppose that the passing score is 4, what is the probability that a randomly selected
student failed the quiz?
a. 0.047 b. 0.575 c. 0.773 d. 0.953
15. A spinner with three equal divisions was spinned 1 000 times. The following information
was recorded. What is the probability of the spinner landing on RED?
a. 27% b. 29% c. 45% d. 73

Familiarity with the following terms will help you get the most from this module:
Terms Definition
1. Certain - This refers to an event which has to happen.
2. Chance - This refers to the“ likelihood” that something will happen.
3. Equally - are events that have the same probability of occurring.

likely events
- activities such as tossing or flipping a coin, rolling a die, or
4. Experiment picking a card from a standard deck of cards without
looking which could be repeated over and over again and
which have well-defined results.
5.Experimental - is the probability of an outcome of an event based on an
probability experiment. The more trials done in an experiment, the
closer the experimental probability gets to the theoretical
probability.
6.Fundamental
Counting - states that we can find the total number of ways different
Principle events can occur by multiplying the number of ways each
event can happen. If we have x ways of doing event 1, y
ways of doing event 2, and z ways of doing event 3, then
we can find the total number of ways of doing events1, 2,
and 3 by getting the product of x, y, and z.
7. Impossible - refers to an event which will never happen.
8. Independent - are two events which do not affect the outome of each other
events
9. Outcomes
- are the results of experiments.
10. Probability
- is branch of mathematics that deals with uncertainty. It is a
measure or estimation of how likely it is that an event will
occur.
Lesson 1 Basic Concepts of Probability
Begin this module by assessing what you have learned on the basic mathematical
concepts and your skills in performing the different mathematical operations which may help you
understand the lessons on Probability. As you go through this module, think of the following
essential questions: How is the number of occurrences of an event determined? How does
knowledge of finding the likelihood of an event help you in your daily life? To find the
answer, perform each activity to the best of what you can.
What you will do

Activity 1.1 Answer All You Can! \
Relate each illustration below with your day-to-day activities. Fill in the blanks with the
correct words that would make the following sentences meaningful.
1. Now is your ____________ to change for the better.
2. I’m ___________ that you can do better than what is expected of you.
3. Given the chance to win in the Math contest, I prefer the ____________.
4. You and I have ___________ chance to succeed in life.
The branch of mathematics that deals with uncertainly is the theory of probability.
Probability is a measure or estimation of how likely it is that an event will occur. Activities such
as tossing or flipping a coin or picking a card from a standard deck of cards without looking
which could be repeated over and over again and which have well-defined results are called
experiments. The results are called outcomes.
Illustration:
When you roll a balanced die once, there are 6 possible outcomes which are 1, 2, 3, 4, 5
or 6. “Getting an even number” includes 3 outcomes; these are ‘a 2’, ‘a 4’, and ‘a 6’. “Getting an
even number” is called an event.
The set of all possible outcomes of an experiment is the sample space or probability
space; and each individual outcome is a sample point.
“Queen” is not a sample point because there are four Queens which are four different
sample points in a deck of cards.
Examples:
a. Getting a TTT when flipping a coin thrice
b. Choosing a “Queen” from a deck of cards (any of the 4 Queens)
c. Getting an “odd number” (1, 3, or 5) when rolling a die
What you will do

Self-Test 1.1 What is the Probability?
Probabilities can be solved theoretically in which each event is assumed to be equally

likely. Look carefully at the given set, then match column A with column B. Your answers will
help you understand the concept on the probability of an event.
Given: Set R = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}
Column A Column B
Lesson 2 Probability of Events
The probability of an event, P (event), is a number from 0 to 1 which tells how likely the
event is to happen.
In pushing a jeepney a certain distance, lifting a suitcase and taking a load upstairs,
work is done on the jeepney, on the suitcase and on the load, respectively. In holding a book,
although force is exerted, this force does not move the book. It only supports the book,
otherwise it will fall. Hence, no work is done on holding a book. In pushing the wall, although
force is also applied, there is no displacement, so no work is done on the wall as well.
Probability Rules
1. The probability of any event is a number (either a fraction, a decimal, or a percent)

from 0 to 1.
Examples: The weather forecast shows a 70% rain. P (rain) = 70%
2. If an event will never happen, then its probability is 0.
Example: When a single die is rolled, find the probability of getting an 8. Since the
sample space consists of 1, 2, 3, 4, 5, and 6, it is impossible to get an 8. Hence, P(8) = 0 6 = 0.
3. If an event is sure to happen, then the probability is 1.
Example: When a single die is rolled, what is the probability of getting a number less
than 7? Since all the outcomes {1, 2, 3, 4, 5, 6} are less than 7, P (number less than 7) = 6 6 = 1
4. The sum of the probabilities of all the outcomes in the sample space is 1.
Example: In rolling a fair die, each outcome in the sample space has a probability of 1 6 .
Hence, the sum of the probabilities of the outcomes is 1.
If a fair coin is flipped, P(T) = 1 2 and P(H) = 1 2
If you flipped the coin ten times and got the following outcomes: H, H, H, T, H, T, T, H,
H, what is the probability that the last outcome will also be a Head (H)? How did you arrive at
your answer?
P (event) = Number of favorable outcomes
Number of all possible outcomes
Examples:
13 1
1. What is the probability of getting a HEART from a deck of cards? P (heart) = =
52 4
2. There are 20 marbles in a container: 4 are red, 5 are blue and 11 are yellow. What is
5 1
the probability that a blue marble will be picked? P (blue marble) = =
20 4
Sometimes, getting an event affects the outcome of another event. Take a look at these
examples:
1. Five red candies are left in a bag of 40 different colored candies.

a. What is the probability that you will get a red candy?
How did you get your answer?
b. What are your chances of getting a red one when you pick again? Why? How
many candies are now in the bag? How many red candies are there?
Getting the next candy without replacement is affected by the result of the first attempt.
Every time you get a piece of candy from a bag, the chance of getting a red one will change.
These are called dependent events.
2. Flipping a coin
a. When you flip a coin, what is the probability of a head landing
up?
b. If you flip it again, what is the probability of getting a tail?
The two events do not affect each other. They are independent events.
What you will do
Self-Test 2.1
Solve the following carefully, then write the correct answer on the space provided
before each number.
_____ 1. Earl Darenz is asked to choose a day from a week. What is the probability of choosing
a day which starts with S?
_____ 2. Choosing a month from a year, what is the probability of selecting a month with 31
days?
_____ 3 . If a letter is chosen at random from the word PERSEVERANCE, what is the
probability that the letter chosen is E?
_____4. If one letter is chosen at random from the word TRUSTWORTHY, what is the
probability that the letter chosen is a consonant?
_____ 5. The sides of a cube are numbered 11 to 16. If Jan Renz rolled the cube once, what is
the probability of rolling a composite number?
_____ 6. A box contains 7 red balls, 5 orange balls, 4 yellow balls, 6 green balls, and 3 blue
balls. What is the probability of drawing out an orange ball?
_____7. Of the 45 students in a class, 25 are boys. If a student is selected at random for a field
trip, what is the probability of selecting a girl?
_____ 8. Two fair coins are tossed simultaneously. What is the probability of showing a tail (T)
followed by a head (H)?
_____ 9. A spinner is divided equally and numbered as follows: 1, 1, 2, 3, 3, 4, 1, 1, 2, 4, 1, 2, 3,

4, 1, 2. What is the probability that the pointer will stop at an even prime?
_____ 10. What is the probability of getting an 8 from a deck of 52 cards?
Are you through solving the problems? If yes, please go over your solutions to make
sure you did not make any mistake. If you are sure your solutions are correct, refer to the
answer key. If you have an error in your solution, go over the sample problems again, then
study the concepts discussed in the lesson. Review your solution. This time, I am sure you will
get the right answer. Keep working!
Lesson 3 Organizing Outcome of an Event and the Fundamental
Counting Principles
What you will do

Activity 3.1
Read the following situations carefully then answer all the questions that may lead you to
understand the fundamental counting principle.
1. On a Saturday morning, you washed most of your clothes and they are still
wet. Your friend invites you to attend his birthday party and you are left with
only 2 pants and 3 shirts. In how many different ways can you dress? Make a
tree diagram to show all the choices you can make.
QUESTIONS
a. How many choices do you have for pants? _____________
b. How many choices for shirts are there? _____________
c. Draw a tree diagram to show the number of choices.
d. How many branches are there in the tree diagram? _____________
e. How are the branches of the tree diagram related to the number of choices that you can
2. You go to a restaurant to buy some breakfast. The menu says,

for food: pancakes, waffles, or home fries; and for drinks: coffee,
juice, hot chocolate, and tea. How many different choices of
food and drink do you have? Illustrate the choices by using the
table below.
QUESTIONS
a. How many choices for food are there?
b. How many choices for drinks are there?
You can get the total number of possible outcomes by using a tree diagram or a table;
however, it is time consuming. You can use the Fundamental Counting Principle to easily find
the total outcomes by multiplying the outcomes for each individual event. Thus, if you have f
ways to do the first event and s ways to do the second event, then you can find the total number
of outcomes by multiplying f and s, that is (f)(s).
What you will do

Activity 3.2 An Individual Report
Choose any of the given tasks.
a. In a local hospital or clinic, do a research to determine the number of child births

for each month last year.
b. In your school, determine the number of absentees in a class per month during
the previous school year.
Use the basic concepts of probability to come up with a report showing the number of
occurrences.
The report should contain the following:

a. Representation of collected data
b. Process of coming up with the estimated probabilities
c. Explanation on what type of probabilities is used in the task
In this section, the discussion was about the basic concepts of probability,
experimental probability and theoretical probability, and the fundamental
counting principles.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which
ideas are different and need revision?
Now that you know the important ideas about this topic, to the next
section.
Lesson 4 Problems Involving Probabilities of Events
Your goal in this section is to take a closer look at some aspects of the
topic. I’m certain that you are now ready to answer the different exercises to
have a deeper understanding of what you have learned. As you continue
answering the next activities, please search for the answer to the following
questions:
How is the number of occurrences of an event determined? How

does knowledge of finding the likelihood of an event help you in making
decisions?
What you will do
Activity 4.1
Read the problem carefully then answer the questions that follow.
Jann has a 5-peso coin in his pocket.
1. He tosses the coin twice.
a. How many possible outcomes are there? _____
b. What are those possible outcomes? _____
c. What is the probability of both tails turning up? _____
2. He tosses the coin thrice.
a. How many possible outcomes are there? _____
b. What are those possible outcomes? _____
c. What is the probability of getting at least two heads? _____

What you will do
Activity 4.2
Play “Snake and Ladder” with a friend, then answer the questions below
1. Roll the die once.
a. How many possible outcomes are there? _______
b. What are those outcomes? _______
c. If you want to move ahead 4 spaces on the board, then what is the probability of
rolling a 4? _______
d. If your friend wants to move ahead 8 spaces on the board, then

what is the
probability of rolling an 8?_____ Why? _____
2. Roll the die twice.
a. How many possible outcomes are there? _______
b. What is the probability of having “doubles”? _______
c. What is the probability of getting a set of outcomes whose sum

is greater
than 10? ______
What you will do
Activity 4.3
Match the following with each letter on the probability line. Number 1 is done for you.
_____1. There are 7 days in a week.
____ 2. Out of 20 items, Jann got 15.
____ 3. In the Philippines, it will snow in March.
____ 4. If you flip a coin, it will come down heads.
____ 5. All months of the year have 28 days.
____ 6. It will be daylight in Manila at midnight.
____ 7. The day before Monday is Sunday.
____ 8. Of the 40 seedlings, only 10 survived.
____ 9. Next year, the month after November has 30 days.
____ 10. The third person to knock on the door will be a female.
____ 11. The chance that the last outcome in rolling a number cube is an
even number.
POST-ASSESSMENT:
Write the letter that you think best answers the question. Please answer all items.
1. Which of the following DOES NOT belong to the group?

a. Chance c. Possibilities
b. Interpretation d. Uncertainty
2. All the possible outcomes that can occur when a coin is tossed twice are listed in the box.
What is the probability of having a head?
a. ¼
b. ½
c. ¾
d. 1
3. The local weather forecaster said that there is a 20% chance of rain tomorrow. What is
the probability that it will not rain tomorrow?
a. 0.2 b. 0.8 c. 20 d. 80
4. Suppose you toss two fair coins once, how many possible outcomes are there?
a. 1 b. 2 c. 4 d. 8
5. In a 500-ticket draw for an educational prize, Ana’s name was written on 41 tickets. What
is the probability that she would win?
a. 0.082 b. 0.122 c. 0.41 d. 0.82
6. Which of the following is TRUE?

a. Answering a true/false-type question has one possible outcome.
b. Flipping a coin thrice has 3 possible outcomes.
c. The probability of getting a head when a coin is tossed can be expressed as 1/2 , 0.5
or 50%.
d. The probability of rolling 7 in a die is 1/7 .
7. A glass jar contains 40 red, green, blue, and yellow marbles. The probability of drawing a
single green marble at random is 1/5. What does this mean?
a. There are 5 green marbles in the glass jar.
b. There are 8 green marbles in the glass jar.
c. There are more green marbles than the others.
d. There is only one green marble in the glass jar.
8. In a restaurant, you have a dinner choice of one main dish, one vegetable, and one drink.
The choices for main dish are pork and chicken meat. The vegetable choices are broccoli
and cabbage. The drink choices are juice and water. How many choices are possible?
a. 8 b. 10 c. 12 d. 14
9. Arlene Joy got coins from her pocket which accidentally rolled on the floor. If there were 8
possible outcomes, how many coins fell on the floor?
a. 3 b. 4 c. 8 d. 16
10. In a family of 3 children, what is the probability that the middle child is a boy?
a. 1/8 b. 1/4 c. 1/3 d. ½
11. Mrs. Castro asked her students to do an activity. Afterwards, her students noticed that
the experimental probability of getting tails is 48%, while the mathematical/theoretical
probability is 50%. Being an attentive student, how would you explain this to your
classmates?
a. The experimental probability is wrong.
b. We should always rely on mathematical/theoretical probability.
c. It is normal for experimental probabilities to vary from the theoretical probabilities but
for a large number of trials, the two will be very close.
d. It is abnormal for the experimental probabilities to differ from the mathematical/

theoretical probabilities because the results must be the same.
12. You decided to order a pizza but you have to choose the type of crust and the toppings.
If there are only 6 possible combinations of ordering a pizza, from which of the following
should you choose from?
a. Crust: thin or deep dish Topping: cheese or pepperoni
b. Crust: thin or deep dish Topping: cheese, bacon or pepperoni
c. Crust: thin or deep dish Topping: cheese, bacon, sausage or pepperoni
d. Crust: thin or deep dish Topping: cheese, bacon, sausage, pepperoni or hotdog
13. Your best friend asked you to accompany him to a carnival to play games of chances.
According to him, his horoscope states that he is so lucky that day and he wants to try his
luck at the carnival. How will you convince him not to go to the carnival?
a. I will ask him to review very well his notes on probability so that he can apply them to
a real-life situation like this.
b. I will tell him that what is written in the horoscope is sometimes true and sometimes
false so he would rather not go to the carnival.
c. I will give him instances wherein he could see the real picture of having a very little
chance of winning so that he will not be wasting his money and time.
d. I will convince him not to go to the carnival this time because we have to finish first our
project in Probability. Anyway, there will be other times to go and enjoy all the games
there.
14. A relative-frequency distribution for scores in a 5-item test is provided in the table
below.
Suppose that the passing score is 4, what is the probability that a randomly selected
student failed the quiz?
a. 0.047 b. 0.575 c. 0.773 d. 0.953
15. A spinner with three equal divisions was spinned 1 000 times. The following information
was recorded. What is the probability of the spinner landing on RED?
a. 27% b. 29% c. 45% d. 73

Math G8 Modules Q1 - Q4

Uploaded by

Copyright:

Available Formats

You might also like

Math G8 Modules Q1 - Q4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math G8 Modules Q1 - Q4

Uploaded by

Copyright:

Available Formats

8

Special Products and Factors

Department of Education  Republic of the Philippines

LESSONS AND COVERAGE

1. Which mathematical statement is correct?

2. Which of the following gives a product of x2 + 5x + 4

3. What is the value of a non-zero polynomial raised to 0

8. Find the missing terms: (x + ___)(3x + ___) = 3x2 + 27x + 24

9. One of the factors of 2a2 + 5a – 12 is a + 4. What is the other factor?

𝑎𝑎2 − 9 𝑎𝑎2 −8𝑎𝑎+16

15. Which of the following expressions is a rational algebraic expression?

Subtopic 1: Square of a Binomial

LESSON 1: Special Products

Subtopic 2: Square of a Trinomial

Now we will learn to expand the square of a trinomial (a + b + c).

= a2 + 2ab + 2ac + (b2 + c2 + 2bc)

= a2 + b2 + c2 + 2ab + 2bc + 2ca

Therefore, (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca

Worksheet on the Square of a Trinomial

1. Expand each of the following.

(b) (-2x + y + 4z)2

(c) (-x – 3y + 5z)2

(d) (2a + 3b – 4c)2

(e) (4a – 7b – 2c)2

(f) (7a – 9b + 3c)2

(g) (5l + 3m – 4n)2

(h) (-2l + m – 9n)2

Product of Sum and Difference of Two Terms

Difference of Squares with Geometry

Can we understand this with geometry?

More Practice Problems: kindly the link given below…

Worked-out examples on the product of sum and difference of two binomials:

Therefore, (2x + 7y)(2x – 7y) = 4x2 – 49y2

= (50 + 49) (50 – 49)

Therefore, 502 – 492 = 99

3. Simplify 63 × 57 by expressing it as the product of binomial sum and difference.

4. Find the value of x if 232 – 172 = 6x

Therefore 232 – 172 = 6x

5. Simplify 43 × 37 by expressing it as a difference of two squares.

Subtopic 4: Cube of a Binomial

How do you get the cube of a binomial?

(a + b)3 = a3 + 3a2b + 3ab2 + b3

(a – b)3 = a3 – 3a2b + 3ab2 – b3

Worked-out examples for the expansion of cube of a binomial:

Simplify the following by cubing:

We know, (a + b)3 = a3 + 3a2b + 3ab2 + b3

Now using the formulas for cube of two binomials we get,

= x3 + 3.x2.5y + 3.x.(5y)2 + (5y)3 + x3 - 3.x2.5y + 3.x.(5y)2 - (5y)3

= x3 + 15x2y + 75xy2 + 125 y3 + x3 - 15x2y + 75xy2 - 125 y3

Therefore, (x + 5y)3 + (x – 5y)3 = 2x3 + 150xy2

= {23 - 3.22.(3x) + 3.2.(3x)2 - (3x)3} – {53 + 3.52.(3x) + 3.5.(3x)2 + (3x)3}

= {8 – 36x + 54 x2 - 27 x3} – {125 + 225x + 135x2 + 27 x3}

= 8 – 36x + 54 x2 - 27 x3 – 125 - 225x - 135x2 - 27 x3

= 8 – 125 – 36x - 225x + 54 x2 - 135x2 - 27 x3 - 27 x3

Therefore, (2 – 3x)3 – (5 + 3x)3 = -117 – 261x - 81 x2 - 54 x3

4. (5m + 2n)3 - (5m – 2n)3

(5m + 2n)3 - (5m – 2n)3

= {125 m3 + 150 m2 n + 60 m n2 + 8 n3} – {125 m3 - 150 m2 n + 60 m n2 - 8 n3}

= 125 m3 + 150 m2 n + 60 m n2 + 8 n3 – 125 m3 + 150 m2 n - 60 m n2 + 8 n3

8. Find the missing terms: (x + _)(3x + _) = 3x2 + 27x + 24

1. Less money, more 6. Less talk, more