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Mathematics
Quarter 2 - Module 1
Linear Inequalities in Two Variables
Mathematics - Grade 8
Alternative Delivery Mode
Quarter 2 – Module 1: Linear Inequalities in Two Variables
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Writer: Deen Mark L. Gillegao
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Printed in the Philippines by
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 8
Mathematics
Quarter 1 - Module 1
Linear Inequalities In Two Variables
This page is intentionally blank
 Table of Contents

What This Learning Package is About ................................................................... i

What I Need to Know ............................................................................................. i
How to Learn from this Module ............................................................................. ii
Icons of this Module .............................................................................................. ii

What I Know ........................................................................................................ iii

Lesson 1:
Linear Inequalities in Two Variables ...................................................................... 1
What I Need to Know………………………………………………………..……...……1
What’s New........................................................................................................... 2
What Is It .............................................................................................................. 3
What’s More.......................................................................................................... 5
What I Have Learned ............................................................................................ 6
What I Can Do ...................................................................................................... 7

Reflection .......................................................................................................... 8
Summary ........................................................................................................... 9
Assessment: (Post-Test) .................................................................................. 10
Key to Answers ................................................................................................. 12
References ........................................................................................................ 13
What This Module is About

Have you asked yourself how your parents budget their income for your family’s
needs? How engineers determine the needed materials in the construction of new houses,
bridges, and other structures? How students like you spend their time studying,
accomplishing school requirements, surfing the internet, or doing household chores?
These are some of the questions which you can answer once you understand the
key concepts of Linear Inequalities in Two Variables. Moreover, you’ll find out how these
mathematics concepts are used in solving real-life problems.
Start the module by assessing your knowledge of the different mathematical
concepts previously studied and your skills in performing mathematical operations. This may
help you in understanding Linear Inequalities in Two Variables. As you go through this
module, think of the following important question: “How do linear inequalities in two variables
help you solve problems in daily life?” To find out the answer, perform each activity. If you
find any difficulty in answering the exercises, seek the assistance of your teacher or parents
or peers or refer to the internet. To check your work, refer to the answers key provided at the
end of this module.

What I Need to Know

At the end of this module, you should be able to:

1. Illustrate linear inequalities in two variables (M8AL-IIa-1).

2. Differentiates linear inequalities in two variables from linear equations in two

variables (M8AL-IIa-2).

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How to Learn from this Module
To achieve the objectives cited previously, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

Pre-test:

Find out how much you already know about this module. Choose the letter that you
think best answers the question. Please answer all items. Take note of the items that you
were not able to answer correctly and find the right answers as you go through this module.

1. How can you tell if an inequality will have a solid line?

a. It has an equal sign c. The symbol is greater than
b. the symbol has “or equal to” d. the symbol is lesser than

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

a. 7x – 4y = 3 c. 2t ≤ 6
b. 4m + 3 < 23 d. 3 + 5t ≥ 3r

3. Consider the inequalities y < 2x + 3, which is true?

a. the line would be solid with shading above
b. the line would be dashed with shading above
c. the line would be solid with shading below
d. none of these

4. In the Inequality x + y ≤ 5, which of the following in NOT a solution?

a. (4, 5) b. (2, 2) c. (1, 3) d. (4, 0)

5. Which of the following best describe the graph of linear inequalities in two variables?
a. Straight line c. Half-plane
b. Parabola d. Half of a parabola

6. The annual budget of education (e) is less than the annual budget of health (h).
Which of the following mathematical statement represent the given situation?
a. e < h b. e > h c. e ≤ h d. e

7. Which of the following is NOT a linear inequality in two variables?

a. 4a − 2b > 7 c. 6p ≥ 2
b. b. 4 + 8x < 14y d. 5m + 6 > 3n

8. What are the possible values of y if x = 4 in the inequality x – 2y ≤ 5?

a. y ≤ -1/2 b. y ≥ -1/2 c. y ≤ 1/2 d. y ≥ ½

9. The elevator has a maximum capacity (c) of 8 persons. Which of the following
mathematical statement represent the given situation?
a. c = 8 b. c ≤ 8 c. c 8 d. none of these

10. In linear inequalities in two variables, it has ________ solution/s.

a. 0 b. 1 c. 2 d. Infinite

11. Bryan bought 6 chocolate candies and 3 lollipops. If x represent the cost of chocolate
candies and y represent the cost of lollipops, what will be the mathematical
representation of the total cost if he paid at most Php50?
a. 6x + 3y ≥ 50 c. 6x + 3y > 50
b. 6x + 3y ≤ 50 d. 6x + 3y < 50

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12. In y > x + 4, where can we find the solution set?
a. above the line c. in the line
b. below the line d. no solution set

13. What type of line and what way would you shade with the sign “<”?
a. broken, shaded up c. broken, shaded down
b. solid, shaded up d. solid, shaded down

14. An inequality using a < or > has a ______ line.

a. horizontal c. solid
b. broken d. vertical

15. Adeth has some Php 50 and Php 20 bills. The total amount of these bills is at most
Php 250. Suppose there are 5 Php20-bills. Which of the following is true about the
number of Php 50-bills?

I. The number of Php 50-bills is less than the number of Php 20-bills.
II. The number of Php 50-bills is more than the number of Php 20-bills.
III. The number of Php 50-bills is equal to the number of Php 20-bills.

a. I and II b. I and III c. II and III d. I, II, and III

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 Lesson Linear Inequalities in Two
1 Variables

What’s In

ACTIVITY 1: Complete Me!

Directions: Fill each phrase with what you think the most appropriate word to complete it.
Answer the follow-up questions after. Number one is already done for you.

1. More friends, less boredom____

2. More study, less __________________
3. More practice, less _________________
4. Less corrections, more _______________
5. More happy, less ___________________
6. Less talk, more ____________________
7. More requirements, less _____________
8. Less work, more ____________________
9. Less computer games, more __________
10. More exercise, less __________________

Follow up questions:

a. How do you differentiate “less” and “less than”? Can these terms be used
in Mathematics? How?
b. How do you differentiate “more” and “more than”? Can these terms be
used in Mathematics? How?
c. Can the terms such as “less than” and “more than” be used in a real life
situation? Can you give an example or examples?

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 What’s New

Were you able to give real-life situations that make use of the terms “less than” and
“more than”? In the next activity, you will see how these terms or inequalities are illustrated
in real-life.

ACTIVITY 2: How Much, How Many

Directions: Use the situation below to answer the questions that follow.

Your MAPEH teacher required you to bring some art materials to be used for a
project. Your mother gave you 500 pesos enough to buy the materials needed. Fill the blank
boxes in the table and answer the follow-up questions after. The first material is done for
you.

Materials Quantity Cost per Unit or Estimated Cost

Piece
Colored paper Example: Example: Example:
10 pcs 3 pesos 30 pesos
Crayons

Scissor

Glue

Pencil

Eraser

Acrylic paint

Paintbrush

1. Was 500 pesos enough to buy the materials that you needed?
2. Let’s say that you have no idea of the cost per piece or unit of each material. How
will you represent this algebraically?
3. Imagine if there are two more materials that you still need to buy but not listed in the
table. What mathematical statement would represent the total cost of the last two
materials?

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 What Is It

From the activity that you have done, have you seen how linear inequalities in two
variables are illustrated in real life?

Based on Activity 2, your answers may vary and it depends on your actual
experiences. For example, if you have to buy 10 pieces of colored paper which cost 3 pesos
per piece and the estimated cost maybe more than or less than 30 pesos since you don’t
know yet the price of the materials. From that situation given, you already apply inequalities
(“more than” or “less than”).

If you want to buy 10 pieces of colored paper and 1 set of crayon, what will be the
mathematical representation of the given situation?

Illustration:
There are two materials involved which represent the two variables, the price of
colored paper (x) and the price of crayon (y). Suppose the price of the colored paper and set
of crayon are Php3 and Php150, respectively. That is:
10(price of colored paper) + 1 (price of crayon),

or by using variable, that is:

2(x) + 1 (y)

By substituting the price of the two items that is: 10(3) + 1(150) and that is more than
or less than 150 or
10(3) + 1(150) > 150 (more than)
10(3) + 1(150) < 150 (less than)
(since you don’t know yet the price of the materials). This illustration shows linear inequality
in two variables.

Example 1:
Suppose you only have 250 pesos left and you need to buy 1 set of acrylic paint and
3 paint brushes. What mathematical statement would represent the total cost of the two
materials?
The appropriate inequality model will be lesser than or equal (≤) because you need
to buy the two items that must not exceed to 250 pesos.

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Let x be the price of acrylic paint
Let y be the price of paint brush

1 set of acrylic paint + 3 paint brush ≤ 250

by substitution property,
x + 3y ≤ 250 is the mathematical representation of the total cost of the two items.

Example 2:
Saitama bought 5 pencils and 20 sign pens. The total amount he paid was at most
Php250. If x represents the cost of pencils and y the cost of sign pens, what will be the
mathematical statements to represent the given situation?

In the problem presented above the two variables are cost of pencil (x) and the cost
of sign pen (y).
If we write the mathematical statements represent the given situation:

5 (cost of pencil) + 20 ( cost of sign pen) ≤ 250

or
5x + 20y ≤ 250.

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 What’s More

In the next activity, you will see the differences between mathematical expressions,
linear equations, and inequalities.

ACTIVITY 3: Spot the Difference!

Direction: Below are two sets of mathematical statements. Use these to answer the
questions and statements that follow.

Set A Set B

y = 5x - 1 2x + y = 4 y > 5x - 1 2x + y < 4

9 + 5y = 3x 9 + 5y 3x

y = 2x - 6 5y – 10 = 2x y ≤ 2x - 6 5y – 10 < 2x

1. Describe the mathematical statements in each set.

2. Differentiate 5x - 1 from y = 5x – 1. How about 5y – 10 and 5y – 10 = 2x?
3. Differentiate mathematical expressions from mathematical equations.
4. Which of the given sets is the set of mathematical equations? How about the
set of inequalities?
5. Differentiate mathematical equations from inequalities.

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 What I Have Learned

Were you able to differentiate between mathematical expressions and mathematical

equations? How about mathematical equations and inequalities? In the next activity, you will
identify real-life situations involving linear inequalities.

ACTIVITY 4: Identify me!

Directions: Identify the situations which illustrate inequalities. Then write the inequality
model in the appropriate column. Answer the question that follows. Number one is done for
you.

Real-Life Situations Classification Inequality

(Inequality or Model
Not)
1. The price of the ticket of a movie (m) is more than the EXAMPLE: EXAMPLE:
value of a rented DVD copy (c). Inequality m>c
2. According to the survey, there are more Android (A)
users than Apple (I) users.
3. The number of sunflowers (s) in the garden is one more
than twice the number of roses (r).
4. The classroom has a maximum capacity (c) of 35
persons.
5. According to research, an average adult generates about
4 kg of waste daily (w).
6. To be an honor student in school, a student must have a
grade (g) of at least 90.
7. The yearly budget of Jose (J) is less than the yearly
budget of Gian (G).
8. Seven times the number of male students (m) is the
number of female students (f) in a classroom.
9. The budget for “baon” (b) is greater than the budget for
school supplies (s).
10. The total population (p) of Region X is about 4, 600,
000.

1. Are the situations in 3, 5, 8, and 10 different from the situations in 1, 2, 4, 6, 7, and

9? How?

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 What I Can Do

ACTIVITY 5: Tell the Difference

Based on your previous activity, differentiate linear equation in two variables and
linear inequalities in two variables.

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Reflection

What have you learned in this module and how will you apply it in life?

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Summary

A linear inequality in two variables like Ax + By > C is an ordered pair (x,y) that
produces a true statement when the values of x and y are substitute into the inequality.
Inequalities can be mapped on a number line or a coordinate plane. When graphed
on a coordinate plane, the full range of possible solutions is represented as a shaded area
on the plane.
Linear inequalities differ from linear equation, instead of using equal sign linear
inequalities uses <, >, ≤ .

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 Assessment: (Post-Test)

1. To get a passing mark in school, a student must have a grade (g) of at least 75.
Which of the following mathematical statement represent the given situation?
a. g 75 b. g = 75 c. g ≤ 75 d. none of these

2. The expenses for food (f) is greater than the expenses for clothing (c). Which of the
following mathematical statement represent the given situation?
a. f > c b. f < c c. f = c d. none of these

3. Which of the following shows linear inequalities in two variables?

a. 3x + 2y = 4 b. y < 5 c. 3x - y > 4 d. x = 5

4. The value of one Philippine peso (p) is less than the value of one US dollar (d).
Which of the following mathematical statement represent the given situation?
a. d = p b. p > d c. p < d d. none of these

5. An inequality using a < or > has a ______ line.

a. horizontal c. solid
b. broken d. vertical

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

a. 5x − 1 > 2 c. 3x ≥ 9
b. 3 + 4x < 5y d. 5x + 5 = 4y

7. In y > 5 + x, where can we find the solution set?

a. above the line c. in the line
b. below the line d. no solution set

8. According to the NSO, there are more female (f) Filipinos than male (m) Filipinos.
Which of the following mathematical statement represent the given situation?
a. f < m b. f > m c. f = m d. none of these

9. Lisa bought 5 Sunflowers and 20 Roses for her mother. If x represent the cost of
Sunflower and y represent the cost of Roses, what will be the mathematical
representation of the total cost if he paid at most Php800?
a. 5x + 20y ≤ 800 c. 5x + 20y > 800
b. 5x + 20y ≥ 800 d. 5x + 20y < 800

10. Which of the following is NOT a linear inequality in two variables?

a. 3x + 2 > 2y c. 7 + 4r < 3t
b. 5t ≥ 3 d. 4a − 2b > 7

11. The school bus has a maximum seating capacity (c) of 80 persons. Which of the
following mathematical statement represent the given situation?
a. c = 80 b. c ≤ 80 c. c 80 d. none of these

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12. In the Inequality a + b ≤ 7, which of the following in a solution?
a. (6, 5) b. (7, 6) c. (6, 1) d. (8, 0)

13. The daily school allowance of Jillean (j) is less than the daily school allowance of
Gwyneth (g). Which of the following mathematical statement represent the given
situation?
a. j < g b. j = g c. j > g d. none of these

14. 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

15. Which of the following is NOT a linear inequality in two variables?

a. 3a − 2b > 12 c. 2p ≥ 15
b. 15 + 8x < 14y d. 9m + 15 > 7n

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Pre-test:
1. B 6. A 11. B
2. D 7. C 12. A
3. B 8. B 13. A
4. A 9. B 14. B
5. C 10. D 15. B
Activity 1:
Answers may vary
Activity 2:
Answers may vary
Activity 3:
Answers may vary
Activity 4:
1. Inequality p<m
2. Inequality s>a
3. Not s = 1 + 2r
4. Inequality c ≤ 35
5. Not w=4
6. Inequality g ≥ 90
7. Inequality j<g
8. Not 7m = f
9. Inequality b>s
10. Not p = 4, 600, 000
Activity 5:
answers may vary
Post-test:
1. A 5. B 9. A 13. A
2. A 6. B 10. B 14. D
3. C 7. A 11. B 15. C
4. C 8. B 12. C
Key to Answers
References

BOOKS:

Department of Education, Mathematics-Grade 8 Learners Module, First Edition, 2013,

Module 4, Lesson 1, pp. 209-238.

WEBSITES:

Smith, Sky. “Difference between linear equation and linear inequalities”.

http://www.sciencing.com/. Retrieved on June 1, 2020.

“Graphical Solution of Linear Inequalities in Two Variables”.

http;// www.toppr.com/. Retrieved on June 2, 2020.

“Graphing Linear Inequalities in Two Variables”.

http;// www.varsitytutor.com/. Retrieved on June 3, 2020.

“Linear Inequalities in Two Variables”. CK-12. Chapter 5, Lesson 5.

http;//www.ck12.org/book/. Retrieved on June 1, 2020.

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For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph

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