MATHEMATICS 8 - LEARNING ACTIVITY SHEETS

LINEAR INEQUALITIES IN TWO VARIABLES

Name:__________________________________________

After going through this module, you are expected to:

1.distinguish the linear inequalities in two variables from linear equations in two variables;
2.translate mathematical phrases into mathematical statements of linear equations and inequalities in
two variables

Review:
Activity 1. Express the following linear equations in two variables into its standard form Ax
+ By = C. Write your answer in a separate sheet.

Given Standard Form

1. 2x = y - 3
2. y = -4x + 7
3. 2y = 8x - 9
4. x = 2y + 4
5. x – 3y – 7 = 0

Activity 2. Write the following verbal phrases into mathematical phrase.

______________1. Fourteen more than a number x is greater than 24
______________2. Seven increased by a number x is equal to y
______________3. Twice the sum of a number x and seven is 9
______________4. Seven more than the product of fourteen and a number x is less than or equal to
18
______________5. A number x subtracted from fourteen is less than y

Activity 3. Solve for x. Show your solution.

1.3b+9 = −18 2.−2c+7 = 27 3. 5x+7<22 4. -2n+5 > 25

Activity 4.

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?
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Explore/Elaborate
Activity 5. Complete the table.

Point of Differences Linear Equation Linear Inequality

Definition

Standard Form

Symbols Used

Characteristics of the
graph
Sample graphs

Graphical solutions

Effects when multiplied or

divided by a negative
integer

Activity 6. Below are mathematical statements. Classify these statements in the column where they
belong.

y=7 x +21 y ≤7 x +21 3 y − 7=5 x

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

Linear Inequality in two variables Linear equations in two variables

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Activity 7. Directions: Identify whether the situation represents a linear inequality in two variables or
not. Write LI if it is, otherwise write NLI.

____1. The difference of the number of a 50 –peso tickets (t ) and 75 –peso tickets ( s) is not equal to 200.
____2. The price of a refrigerator (r ) is greater than the price of a washing machine (w ) increased by
Php850.
____3. The number of girls ( g) in the theater arts club is 3 more than twice the number of boys (b ).
____4. A dozen of oranges (o ) added to two dozen of apples (a ) has a total cost of at most Php 1, 950.
____5. The number of red marbles (r ) is more than twice the number of yellow marbles ( y ).

Activity 8. Translate mathematical statements into mathematical sentences of linear equations and
linear inequalities in two variables.

Mathematical Statements Mathematical Sentences

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

Activity 9. Shall I Stay or Be the Other Way? Write the resulting mathematical statements after applying
the condition specified in each item.

Mathematical Resulting Mathematical

Condition
Statements Statements
1. − y =− x −3 Multiply both sides by −1
2. −2 y <− 4 x − 6 Multiply both sides by −1 /2
3. −3 y > x +5 Multiply both by −1 /3
4. −3 y ≤− x − 3 Divide both sides by −3
5. − 4 y ≥3 x +11 Divide both sides by − 4

Activity 10. Fill in the blank with an appropriate word or phrase. Write your answer in a separate sheet of
paper.
A mathematical statement where one expression is not equal to another expression is called an
1__________. The usual symbols of inequality are > (greater than), ¿ (2_________), ≥ (3____________), ≤ (is
less than or equal to), and ≠ (is not equal to). On the other hand, = (equal) is the symbol used for linear
equations in two variables.
A Linear 4______________ in two variables can be written in one of the following forms:
Ax+ By<C , Ax+ By ≤ C
Ax+ By>C , Ax+ By ≥ C
Both linear equations and linear inequality in two variables can also be presented through graph. The
graph of linear inequality is a 5____________ or a 6__________. On the other hand, the graph of a linear
equation is a 7____________.
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When a linear 8____________ in two variables is multiplied or divided by a negative integer, the
equality symbol does not change. However, when a linear inequality in two variables is 9__________ or
10__________ by a negative integer, the direction of the inequality symbol changes.

EVALUATION: Choose the letter of the best answer. Write your answer on the space provided.
____1. Which of the following is NOT a symbol of linear inequality?
a. = b. ≥ c. ≠ d. <
____2. The mathematical statements below are all linear inequalities in two variables EXCEPT:
a. 2x – y > 6 b. x + 5x ≥ 15 c. 3x< 2y + 10 d. 53 ≤ 5m + 2n
____3. Which of the following inequalities is the same as “the sum of 2x and y is at least 20”?
a. 2x + y ≥20 b. 2 x + y >20 c. 2x + y ≤ 20 d. 2x + y< 20
____4. Which of the following shows linear inequality in two variables?
a. 6𝑎 – 3𝑎 = 9 b. 𝑘+ 4 < 8+2𝑘 c. 3𝑝 ≤ 4+𝑝 d. 21𝑚 ≥ 2𝑛− 15
____5. Peter is multiplying -3 to the linear inequality in two variables, 4x - 6y ≥ 5 his answer is -12x +18y ≤ -
15. Is he right?
a. Yes, because the b. Yes, because the c. No, because d. No, because
product of the terms is product of the terms is multiplying a negative multiplying a negative
correct and the correct and the integer reverses only integer does not change
direction of the direction of the the direction of the the direction of the
inequality symbol is inequality symbol does inequality symbol. inequality symbol.
reversed. not change.

Assignment. Graph each equation by using its slope and y-intercept form.

1. x + y 2 2. x – y 1
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3. 3x – y 6 4. 3x + y 3

GRAPH OF A LINEAR INEQUALITIES IN TWO VARIABLES

Name:__________________________________________ Grade 8-SSC ALLIUM

After going through this LAS, you are expected to:

1. graph linear inequalities in two variables; and give solutions of the given

Activity 1: “Did I Satisfy you?”

Directions: Consider the following ordered pairs, which of them satisfy linear inequalities in two variables? Test all the
points in the given linear inequalities.

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

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

ACTIVITY 2.
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Activity: Find my Match!

Directions: Draw a line to match each input with its corresponding output. Do
this on a separate sheet of paper.

Input Output

I studied for my Math We need to use our umbrella.

1 test.
The family enjoyed delicious
2 It is raining. food for dinner.

People are exposed to I got a good grade.

3
germs.

4 She told my secret. People get sick.

.
Mom was in the kitchen
5 I felt sad and betrayed.
cooking all afternoon.
.

Guide Questions:

1. How did you connect the input to the output?

2. Does the output really match the input?
3. How do the sentences in the input and output differ?

What is It

A conditional statement or if-then statement is composed of two clauses: the if- clause
and the then- clause. We can denote a letter for each clause, p for the if-clause and q for the then-
clause. The statement is in the form of “If p then q”. Conditional statements are formed by joining
two statements p and q using the words if and then.
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The p statement is called the hypothesis, the part of a conditional statement that follows
“if” (when written in if-then form). It is the given information or premise. The q statement is the
conclusion, the part of an if-then statement that follows “then” (when written in if-then form). It is
also the result of the given information.

Here are the following illustrative examples that will guide and help you to understand the
lesson.

Let us connect the given input and output from your last activity using the if-then form.

1. Input: I studied for my math test.

Output: I got a good grade.

So, using the if- then statement, the input is the hypothesis of the statement and the output is
the conclusion of the statement.

Answer: If I studied for my math test, then I got a good grade.

2. Input: It is raining.

Output: We need to use our umbrella.

So, using the if- then statement, the input is the hypothesis of the statement and the output is
the conclusion of the statement.

Answer: If it is raining, then we need to use our umbrella.

A conditional statement has a truth value of either true (T) or false (F). For us to know the
truth value of the statement we are going to use the Truth Table. To show that a conditional
statement is false, you need to find only one counterexample where the hypothesis is true and the
conclusion is false.

Shown below is the Truth Table:

p q p→q

T T T

T F F

F T T

F F T

Let’s try the following examples:

1. If I studied for my math test, then I got a good grade.

Answer: The hypothesis of a conditional statement is the phrase immediately following the
word “if”. The conclusion of a conditional statement is the phrase immediately following the word
“then”.

Hypothesis: I studied for my math test

Conclusion: I got a good grade

When the hypothesis is true, the conclusion is also true because when you study you will get a
good grade. Therefore, the truth value of the conditional statement is true.
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2. If it is raining, then we need to use our umbrella.

Answer:

The hypothesis is “it is raining”.

The conclusion is “we need to use our umbrella”.

In the given statement the hypothesis is true and the conclusion is true because when it is
raining, we need to use our umbrella. Therefore, the truth value of the conditional statement is true.

What’s More

Activity 1: Let’s Write!

Directions: Identify the hypothesis and conclusion of each of the following statements. Write your
answer on the space provided.

1. If two lines form right angles, then the lines are perpendicular.

Hypothesis: ____________________________

Conclusion: ____________________________

2. If x + 20 = 32, then x = 12.

Hypothesis: ____________________________

Conclusion: ____________________________

3. If you are a third-year high school student, then you are a junior high school student.
Hypothesis: _____________________________

Conclusion: _____________________________

4. If an angle measures 20° , then it is acute.

Hypothesis: _____________________________

Conclusion: _____________________________

5. If a figure is a square, then it is quadrilateral.

Hypothesis: ____________________________

Conclusion: ____________________________

6. If a number is a whole number, then it is an integer.

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Hypothesis: ____________________________

Conclusion: ____________________________

7. If a truck weighs 3 tons, then it weighs 6000 pounds.

Hypothesis: ____________________________

Conclusion: ____________________________

Activity 2: True or False!

Directions: Evaluate the hypothesis and the conclusion of the conditional statements below.

Example: If pigs can fly, then 2 + 5 = 7.

Hypothesis: Pigs can fly (False)

Conclusion: 2+5 = 7 (True)

1. If the measure of the acute angle is 30° , then fish can walk.

2. If 148 is divisible by 8, then 148 is also divisible by 6.

3. If the sum of the interior angles of a polygon is 540° , then it is a hexagon.

4. If 10x =5, then x = 2.

5. If today is February 14, then it is Valentine’s Day.

Guide Questions:

1. How did you determine the truth value of the hypothesis? conclusion?
2. How are the truth values of the hypothesis and conclusion related?
Activity 3: Let’s Evaluate!
Directions: Evaluate the following statements. Use the truth table below.

1. If a shape is a triangle, then it is a polygon.

2. If Ana studies for her test, then she will pass the exam.

3. If a number is even, then it is divisible by 2.

4. If a polygon has eight sides, then it is an octagon.

5. If a shape is a rectangle, then it has four sides.

No. p q p→q

5
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