Learning Activity Sheets - Math Grade 8 - Second Quarter

Project Math-ARALAN: Teachers Helping Teachers
Writers: Jemelyn R. Balgoma; Jimson V. Serrano; Jonalyn Miron; Lhabs Vien Familara; Medylynne P.
Barraca; Rachel T. Robis; Rhyan Jay M. Bastillador; Ritz Joy T. Abon; Xyra Angelica G. Angelino; Zye
Mariano; Meriam Grace M. Mallen; Jennifer Vinas; Joeylyn Villanueva; Noemi G. Mortel; May Felia
Coordinator/Editor: Rogelio B. Candido Jr.
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LEARNING ACTIVITY SHEET

MATHEMATICS GRADE 8
Second Quarter: Week 1
LESSON 1 Differentiating Linear Equation and Linear Inequality
EXPECTATION FROM THIS LESSON
At the end of this lesson, it is expected that you should be able to differentiate linear
inequalities in two variables from linear equations in two variables
YOU SHOULD REMEMBER THIS
Variables are quantities that may assume any one of the set of values such as x and y.
Linear equation in two variables is an equation of the first degree in two variables.
Ax + By = C is the standard form of linear equation in two variables.
Linear equation uses equality (=) symbol. It expresses identity or exactness of quantities.
Example:
1. 3x + y = 2 A linear equation in two variables in standard form
2. y=x+1 A linear equation in two variables in slope intercept form
3. x2 + y = 7 Not a linear equation because the highest exponent is 2.
4. xy + x = -3 Not a linear equation because the degree is 2.
A linear inequality is an inequality which involves linear function. It contains one of the
symbols of inequality. It looks exactly like a linear equation with the inequality sign
replacing the equality sign. It implies difference in quantities.
Linear inequality uses comparison symbol such as less than (<), greater than (>), less than or
equal to, not more than, at most (≤), greater than or equal to, not less than, at least (≥) and not
equal to (≠).
Example:
1. 3x + y < 2 A linear inequality in two variables in standard form
2. y>x+1 A linear inequality in two variables not in standard form.
3. x2 + y ≥ 7 Not a linear inequality because the highest exponent is 2.
4. xy + x ≤ -3 Not a linear equation because the degree is 2.
STUDY THIS
Examine the group of mathematical statements below:

A B
1. 2x + 3y = 5 1. 6x – 3y < 13
2. a + 7b = 10 2. x + 2y > 4
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Disclaimer: This material is for educational purposes only and not intended for profiteering. Borrowed
materials included in this learning activity sheet is owned by their respective copyright holders. The writers do
not represent nor claim ownership over them.
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3. 9y – 3z = 2 3. 7a – 4b ≥ 9
4. 2a + b ≤ 2
5. 3y – z ≠ 3
Mathematical statements at column A are called linear equations in two variables. They have
equality sign or symbol (=). It shows that the quantity at the right side of the equation is
equal to the quantity of the equation at the left side. It is also called linear equation in two
variables because there are two variables in the equation. In number 1, the variables are x
and y. In addition, the highest degree is 1.
Mathematical statements at column B are called linear inequality in two variables. They have
inequality symbol such as less than (<), greater than (>), greater than or equal to (≥) and less
than or equal to (≤).
Therefore, the difference between the linear equation and linear inequality are the following:
1. Looking at the mathematical statement, linear equation uses equal (=) symbol while
linear inequality uses <, >, ≥, ≤ and (≠).
2. Linear equation expresses identity or exactness of quantities while linear inequality
implies difference in quantities.
3. If we perform the multiply or divide the expression by a negative real number, the
sense of equality in a linear equation does not change while linear inequality changes.
Here is another way of differentiating linear equation and linear inequality using Venn
diagram.
Mathematical statements at
column B are called linear
Mathematical inequality in two variables.
statements at column A They are both They have inequality symbol
are called linear linear or one such as less than (<), greater
equations in two degree. than (>), greater than or
variables. They have equal to (≥), less than or
equality symbol (=). It They are in two equal to (≤) and not equal to
expresses identity or variables. (≠). It looks exactly like a
exactness of quantities. linear equation with the
inequality sign replacing the
equality sign. It implies
difference in quantities.
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PRACTICE YOUR NEW SKILL
ACTIVITY 1
Directions: What is the difference between the mathematical statement A and B below?
A B
3x – y = 4 x + 8y ≤ 12
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LESSON 2 Illustrating and Graphing Linear Inequalities in Two Variables
At the end of this lesson, it is expected that you should be able to illustrate and graph linear
inequalities in two variables
Illustrating Linear Inequality

A linear inequality can be formed by simply replacing the equal sign in a linear equation in
two variables. The solution set of linear equalities in two variables is the set of all ordered
pairs that satisfies the linear inequality.
Example:
The total amount of 1-peso coins and 5-peso coins of Pedro in his bag is more than P 150.00.
x + 5y > 150
Graphing Linear Inequality

The graph of inequality can be represented by the set of points on one side of the line only or
by the set of points on one side and the line itself.
The < or > is represented by broken line and region.
The ≤ or ≥ is represented by solid line and region.
Use the table below as your guide in graphing linear inequality.

Form of Inequality Boundary Line Shaded Part
y > mx + b dotted line (broken) Above the dotted line
y < mx + b dotted line (broken) Below the dotted line
y ≥ mx + b solid line Above the solid line
y ≤ mx + b solid line Below the solid line
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STUDY THIS
Illustrating Linear Inequality

There are relatively more inequalities in life than equalities. This is evident in the different
real-life situations below.
1. May bought two blouses and a pair of pants. The total amount she paid for the items
is not more than P 980.00.
2x + y ≤ 980
2. The sum of 20 – peso bills (t) and fifty peso bills (f) is greater than P 240.00
20t + 50f > 420
Graphing Linear Inequality
Example 1
Graph 3x – y < 6
Steps:
1. Draw the graph of the equation 3x – y = 6.
By the intercept method,
If x = 0, then y = -6 (0, -6) y-intercept
If y = 0, then x = 2 (2, 0) x intercept
Plot the intercept and connect them with a
broken line.
2. Choose a point not on the line, preferably (0,

0) and test whether the ordered pair will
satisfy the inequality.
3x – y < 6,
3 (0) + 0 < 4
0<4 This is True.
3. If the ordered pair satisfies the inequality, shade the region that includes the test point.
If not, shade the region that does not include the test point.
Example 2
Graph 4x – 3y ≥ 12
Steps:
1. Draw the graph of the equation 4x – 3y = 12.
If x = 0, then y = -4 (0, -4) y-intercept
If y = 0, then x = 3 (3, 0) x-intercept
Plot the intercept and connect them with a solid line.
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2. Choose a point not on the line,

preferably (0, 0) and test whether the
ordered pair will satisfy the inequality.
4x – 3y ≥ 12
4(0) – 3 (0) ≥ 12
0≥4 This is False.
3. If the ordered pair satisfies the

inequality, shade the region that
includes the test point. If not, shade
the region that does not include the test
point.
Activity 2
Directions: Illustrate linear inequality by giving at least 2 real-life situations.
1.
2.
Activity 3
Directions: Graph the following linear inequalities.
1. y < 5 – 2x
2. 2x – 5y ≤ 4
References
(n.d.). Retrieved December 5, 2020, from Khan Academy:
https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:inequalities-systems-
graphs/x2f8bb11595b61c86:modeling-with-linear-inequalities/v/solving-two-variable-linear-
inequality-word-problem
Diaz, Z. B., Mojica, M. P., Manalo, C. B., Suzara, J. L., Mercado, J. P., Esparrago, M. S., et al.
(2013). Next Century Mathematics. Quezon City: Phoenix Publishing House, Inc.
Lim, Y., Nocon, R., Nocon, E., & Ruivivar, L. (2013). Math for Integrated Learning 8. Quezon City:
Sibs Publishing House, Inc.
Mathispower4u. (n.d.). Retrieved December 5, 2020, from https://m.youtube.com/watch?v=gbHI6K-

dJ8o
Velayo, M. (2011). Mathematics Workbook. Manila: Superstar Style Publishing, Inc.
Ytirahc, A. (n.d.). Slideshare. Retrieved December 5, 2020, from

https://www.slideshare.net/mobile/anirachytirahc/solving-problems-involving-linear-
inequalities-in-two-variables
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MATHEMATICS GRADE 8
LESSON 1 Problem Solving Involving Linear Inequalities in Two Variables
At the end of this lesson, it is expected that you should be able to solve problems involving
linear inequalities in two variables
Steps in Solving Linear Inequalities in Two Variables

1. Solve the inequality for y.
2. Graph the line y = mx + b.
3. Choose a test point.
4. Shade the region that includes the test point.
STUDY THIS
Example 1 Fuel from petrol pump A costs P 30.00 per liter and from petrol pump B costs
P 50.00 per liter. Mr. Allan has at most P 200.00 to spend on fuel. Find the possible
combination of liters that Allan could bought from pump A and B.
Solution
Let x = fuel from petrol pump A; y = fuel from petrol pump B
Mr. Allan has at most P 200.00 to spend on fuel
The inequality form: 30x + 50y ≤ 200
Steps:
1. Draw the graph of the equation 30x + 50y = 200.
If x = 0, then y = 4 (0, 4) y-intercept
2 2
If y = 0, then x = 6 3 (6 3, 0) x intercept
Plot the intercept and connect them with a solid line.
2. Choose a point not on the line, preferably (0, 0) and test whether the ordered pair will
satisfy the inequality.
30x + 50y ≤ 200
30(0) + 50(0) ≤ 200
0 ≤ 200 This is True.
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3. If the ordered pair satisfies the

inequality, shade the region that
includes the test point. If not, shade
the region that does not include the test
point.
Any coordinates from the shaded region

satisfies the inequality such as (3, 2) and (2,
2). But it cannot be the point (1, 4) because it
will be more than 200. Thus, the boundary for
2
y is 4 and 6 3 for x.
Therefore, Mr. Allan has a lot of options

without spending more than P 200.00.
1. 3 liters of fuel from pump A and 2
liters from pump B
2. 2 liters of fuel from pump A and 2 liters from pump B
Activity 1
Directions: Answer the following problems then graph the inequality equation.
1. An elevator in a mall has a capacity of not more than 1350 kg. Suppose that the
average weight of a child is about 25 kilograms while that of the adult is 60
kilograms, what are the possible combinations of child and adult that the elevator
could carry?
2. Mother’s weekly budget for fish and chicken is at most P 1,200.00. If one kilogram
of fish costs P 180.00 and one kilogram of chicken costs P 160.00, what could be the
possible combinations of fish and chicken should mother buy that will not exceed P
1,200.00?
3. Carlos works at a movie theatre selling tickets. The theatre charges P 75.00 for adults
and P 55.00 for children. The theatre expects to make at least P 20,000.00 for each
showing. How many tickets for adult and children should they sell to achieve at least
P 20,000.00 per show?
References
Jr., R. Q. (2020). Alternative Delivery Mode Quarter 2-Module 4: Solving Problem Involving System
of Linear Inequalities in Two Variables. Gingoog City: Division of Gingoog City.
Lim, Y., Nocon, R., Nocon, E., & Ruivivar, L. (2012). Math for Engaged Learning 7. Quezon City:
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MATHEMATICS GRADE 8
LESSON 1 Solving Problems involving Systems of Linear Inequality in Two

Variables
At the end of this lesson, it is expected that you should be able to solve problems involving
systems of linear inequality in two variables
To solve a system of linear inequalities, graph each inequality on the same axes. The plane
of intersection is the solution set of the system of linear inequalities.
Steps in Solving a System of Linear Inequalities in Two Variables

1. Solve the inequalities for y.
2. Graph the line y = mx + b for each inequality.
3. For each of the region the plane has been divided into, choose a test point.
4. Check which of the points satisfies both the inequalities and shade its corresponding
region.
5. If the given inequalities only differ in the inequality symbol used, check if the solution
is a line or an empty set.
STUDY THIS
Example 1 Lea is buying soil and plants for her garden. The plants cost P 100.00 each
and the soil cost P 40.00 per bag. She wants to buy at least 5 plants. She cannot spend more
than P 1000.00. What possible combination of plants and bag of soil can be bought from P
1000.00?
Solution:
Represent the given using any variables.
Let x = the number of plants and y = the bags of soil.
Write the system linear of inequalities that best describe the situation.
1. 100x + 40y ≤ 1000
2. x≥5
Graph the individual linear inequalities to model all possible solution to the situation.
Steps:
1. Draw the graph of the equation 100x + 40y = 1000.
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If x = 0, then y = 4 (0, 25) y-intercept

2
If y = 0, then x = 6 3 (10, 0) x intercept
Plot the intercept and connect them with a
solid line.
2. Draw the graph of x ≥ 5. Shade the

region.
3. Choose a point not on the line,

preferably (0, 0) and test whether the
ordered pair will satisfy the inequality
100x + 40y ≤ 1000.
100x + 40y ≤ 1000
100(0) + 40(0) ≤ 1000
0 ≤ 1000 This is True.
4. If the ordered pair satisfies the inequality, shade the region that includes the test point.
If not, shade the region that does not include the test point.
5. The overlapping regions are the solutions of the system.
Therefore, the possible combinations could be 9 plants and 2 bags of soil, 6 plants and 10
bags of soil, etc.
Activity 1
Directions: Answer the following problems. Then graph the linear inequalities.
1. Mrs. Masancay ordered pizzas and breadsticks for a school party and has a budget of
no more than P 810.00. A box of pizza cost P 130.00 and breadsticks cost P 70.00.
What will be the possible combination of pizza and breadsticks that can be bought
from P 810.00?
2. Mischelle is raising money for his basketball league. He sells chocolate bars for P
25.00 each, and chocolate mints for P 35.00 each. If Mishelle wants to raise more than
P 1 500.00, how many chocolate bars and chocolate mints should she sell?
3. Juan needs to save at least P 1,000.00 for the homecoming. He works 2 jobs, earning
P 80.00 per hour as a waiter and P 250.00 per hour as a tutor. He only has time to
work 14 hours before homecoming. How many hours should he work as a waiter and
as a tutor to earn P 1,000.00?
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Answer Key
1. Possible combination of pizza and breadsticks: (1, 9), (2, 7), (3, 3), (4, 3), 5, 2), etc.
2. Possible combination of chocolate bars and chocolate mints: (45, 60), (25, 70), (50,
40) …
3. Juan could work as a waiter for 6 or 8 hours and as a tutor for 2 and 1 hours,
respectively. But there are still other combinations.
References
Jr., R. Q. (2020). Mathematics 8 Self-Learning Module: Solving Problem Involving System of Linear
Inequalities in Two Variables. Gingoog City: Division of Gingoog City.
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MATHEMATICS GRADE 8
LESSON 1 Illustrating Relation and Function
At the end of this lesson, it is expected that you should be able to illustrate a relation and a
function
A relation involves the association of an individual or object with another individual or

object. The concept of relation involves pairing and the manner or action by which the
elements in a pair are associated.
A function is a special type of relation wherein no two ordered pairs have the same abscissa.
It is a rule of correspondence between two non-empty sets, such that each element of the first
set, there correspond one and only one element of the second set.
Association or pairing of a function could be “one to one” or “one to many”.
STUDY THIS
Illustrative Situation 1
Relation is association of pairing of individual or object with another individual or object.

The following are examples of relation.
1. Nail and hammer 5 Teacher and students

2. Mother and child 6. Animals and their young
3. Husband and wife 7. Spoon and fork
4. Name of chemical and its symbol 7. Country and its capital
We can also relate the birth month to a person just like in illustration below.
{(January, Dyon), (August, Nor), (September, Aling), (August, Des), (September, Van)}
On the other hand, the relation above is not a function because there are ordered pair with the
same month (abscissa).
However, if we associate or relate a person with his or her birth month just like in the
illustration below…
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{(Dyon, January), (Nor, August), (Aling, September), (Des, August), (Van, September)}
…it is an already an example of a function because no person has two or more birth months.
It means that there is no ordered pair with the same name (abscissa).
In the previous examples of relation, only the following are functions:

1. Husband and wife
A husband has only one wife. No wife can have another husband legally.
2. Spoon and fork
3. Name of chemical and its symbol
A unique chemical symbol is assigned to a certain chemical element.
No chemical element has more than one chemical symbol.
4. Country and its capital
The capital of a certain country is assigned to only one country.
Illustrative Situation 2
X Y
-1 -3
0 0
1 3
2 6
3 9
The illustration above is a relation between X and Y. The relation shown is a function
because there is no ordered pair with the same coordinates {(-1, 9), (1, 3), (3, 6)}.
But if the association or pairing is made just like in the illustration below, it is not a function
because the element {1} in X is being used to pair in the element Y twice.
X Y
-1 -3
0 0
1 3
2 6
3 9
Activity 1
Directions: Give one situation that illustrates relation and function.
Relation: _______________________________________________________________
_______________________________________________________________
Function: _______________________________________________________________
_______________________________________________________________
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LESSON 2 Verifying if a Given Relation is a Function
At the end of this lesson, it is expected that you should be able to verify if a given relation is a
function
A function is a rule of correspondence or relation between two non-empty sets, such that
each element of the first set, there correspond one and only one element of the second set.
In other words, it is a set of pairs in which no two ordered pairs have the same coordinate and
different second coordinates.
STUDY THIS
Verify if the given relation is a function.
1. {(3, 5), (4, 7), (5, 9), (0, 5)}
2. {(-2, 9), (-1, 1), (-2, 3), (1, 9), (2, 1)}
3. {(x, y) y = x + 6)}
4. {(a, b) b2 = a)}
Solution:
1. Number 1 is a relation because there are no two ordered pairs that have the same first
coordinates. You will notice that there are two 5s [(3, 5) and (0, 5)] in the second
coordinates. It is permitted in the function if there is no the same first coordinates.
2. Number 2 is not a function because (-2, 9) and (2, 1) have the same first coordinates
but different second coordinates.
3. Number 3 is a function or y is a function of x because in any value of x, there is a

unique value of y.
y=x+6 if x is 6, the value of y is 12
4. Number 4 is not a function or b is not a function of a because if we let a = 4, b2 = 4,

the value of b is √4 which is equal to (+2) and (-2). Therefore, the ordered pairs are
(4, 2) and (4, -2). The first coordinates (abscissa) of the ordered pairs are the same.
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Activity 2
Directions: Verify if the following relation is a function. Provide reason for your answer.
1. {(1, 5), (-1, 4), (1, 3), (5, -2)}

Reason: ______________________________________________________________
_____________________________________________________________________
2. {(2, 3), (4, 5), (-2, -1), (0, 1)}

Reason: ______________________________________________________________
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1
3. {(s, t) t = 2 s – 2}
Reason: ______________________________________________________________
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Answer Key
1. The relation in number 1 is not a function.
It is not a function because it has two the same first coordinates (1, 5) and (1, 3).
2. The relation in number 2 is a function.
It is a function because there are no two ordered pairs with the same first coordinates.
3. The relation in number 3 is a function because for every value of s there is only one
value of t.
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LESSON 3 Determining Dependent and Independent Variables
At the end of this lesson, it is expected that you should be able to determine dependent and
independent variables
Variables are quantities that may assume any one of the set of values such as x and y.
If variables are used to denote the numbers in the ordered pairs, the variables representing the
first coordinate are called the independent variables. The variables representing the second
coordinate are called the dependent variables.
If we say that X is a function of Y, then Y is the independent variable while X is the

dependent variable, and we write (Y, X). The input is the x-value, or the independent
variable and the output is the y-value or the dependent variable. The dependent variable
varies depending on the independent variable or simply, the y-value depends on the x-value,
while the x-value controls the y-value.
For example, the area A of the square is a function of its side s (A = s2). s is the independent
variable while A is the dependent variable. It could be written as the set {(𝑠, 𝐴)𝐼(𝐴 = 𝑠 2 )}
read as “for any s there is only one value for A determined by the equation A = s 2.
STUDY THIS
Illustration
Look at the illustration at the right.
Considering the situation, we can identify two variables, first is

the amount of air the boy puts inside the balloon and the
second is the size of the balloon.
As you can see, as the boy puts more air inside the balloon, the balloon gets bigger.
Therefore, the amount of air is the independent variable while the size of the balloon is the
dependent variable.
Example Determine the dependent and independent variables in the following relation.
Situation 1 The area of a circle is a function of its radius (A = πr2).

The area of the circle is dependent on its radius.
Dependent variable: the Area of the circle (A)
Independent variable: the radius of the circle (r)
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Situation 2 What is the dependent and independent variable in the function below?
X Y
-1 -3
0 0
1 3
2 6
3 9
The variable representing the first coordinate (X) is the independent variable while the
variable representing the second coordinate (Y) is the dependent variable.
Situation 3 The food ordered in a restaurant and the bill to be paid.

The amount to be paid is dependent on the ordered food.
Independent variable: food ordered
Dependent variable: bill to be paid
Activity 3
Directions: Determine the independent and dependent variable in the following relation.
5
1. The Celsius temperature is a function of Fahrenheit temperature C = 9 (F – 32).
Dependent variable: ____________________________________________________
Independent variable: ___________________________________________________
2. {(2, 4), (-2, 4), (3, 4), (-3, 4)}

3. The number of modules to be printed and the number of students in a certain school.
Answer Key
1. The Celsius temperature is a function of Fahrenheit temperature.
Dependent variable: Celsius temperature
Independent variable: Fahrenheit temperature
2. {(2, 4), (-2, 4), (3, 4), (-3, 4)}
Dependent variable: {2, -2, 3, -3}
Independent variable: {4}
3. The number of modules to be printed and the number of students in a certain school.
Independent Variable: the number of students
Dependent Variable: the number of modules
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LESSON 4 Finding the Domain and Range of a Function
At the end of this lesson, it is expected that you should be able to find the domain and range
of a function
The domain of a relation on X and Y is the set of elements of X that appears as the first
coordinate in an ordered pair of the domain.
The range of a relation on X and Y is the set of elements of Y that appears as the second
coordinate in an ordered pair of the relation.
The domain of the function serves as the input value to the rule correspondence while the
range is the output.
STUDY THIS
Study the relation below.

X Y
-1 -3
0 0
1 3
2 6
3 9
In the above relation {(-1, 9), (1, 3), (3, 6)}, the domain is {-1, 1, 3} while the range is {3, 6,
9}. You will notice that the domain is the set of first coordinates and the range is the set of
the second coordinates.
Example 1 Find the domain and range in the function: {(-3, 4), (-2, 6), (2, 6), (3, 4)}
Solution: The domain of the function is {-3, -2, 2, 3}.

The range of the function is {4, 6, 6, 4}.
Example 2 The area of a circle is a function of its radius (A = πr2).
Solution: Let us provide the value of r (3, 6, 9).

If we simplify the equation (A = πr2) using the value of r (3, 6, 9), the area will
be (9π, 36π, 81π).
The ordered pair is {(3, 9π), (6, 36π), (9, 81π)}.
Thus, the domain is {3, 6, 9} and the range is {9π, 36π, 81π}.
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USE YOUR NEW SKILL
Activity 4
Directions: Find the domain and range in the following function.
1. {(3, 0), (0, 3), (4, 8), (8, 4)}

Domain: ____________________________
Range: _____________________________
2. {(2, -3), (4, 6), (3, -1), (6, 6)}

Domain: ____________________________
Range: _____________________________
Answer Key
1. {(3, 0), (0, 3), (4, 8), (8, 4)}
Domain: {3, 0, 4, 8}
Range: {0, 3, 8, 4}
2. {(2, -3), (4, 6), (3, -1), (6, 6)}

Domain: {2, 4, 3, 6}
Range: {-3, 6, -1, 6}
References
Abuzo, Emmanuel P., Bryant, Merden L., et.al., Mathematics – Grade 8, Learner’s Module, Reprint
Edition 2014, ISBN: 978-971-9990-70-3
BYJU’S Classes, Relations and Functions – Definition, Types, and Examples. Retrieved from
https://byjus.com/maths/realtions-and-functions/
(n.d.). Retrieved December 8, 2020, from https://www.clipart.email/download/13623667.html
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MATHEMATICS GRADE 8
LESSON 1 Graphing and Illustrating Linear Function
At the end of the lesson, it is expected that you should be able to graph and illustrate a linear
function and its (a) domain; (b) range; (c) table of values; (d) intercepts; and (e) slope
Linear Functions f(x)

A linear function is a function in the form of f(x) = mx + b, read as “f of x” or “f at x” to
emphasize function. Slope (m) is steepness of the line. Y-intercept (b) and x-intercept (a)
are the values of y and x where the graph passes through.
Domain of linear functions is the set of all its abscissas (x) while range is the set of all its
ordinates (y).
To determine the slope, just transform the equation in the form y = mx + b, where m is the
slope.
𝑟𝑖𝑠𝑒 𝑦 − 𝑦
m = 𝑟𝑢𝑛 = 𝑥2 − 𝑥1
2 1
If the slope of a line is positive, the graph of the line points upward to the right. If the slope
is negative, its graph points downward to the right.
To determine the x-intercept, set y to 0 and solve for x.

To determine the y-intercept, set x to 0 and solve for y.
To form a table of values, set the linear function to its standard form y = mx + b then assigns
values to x and solve for the value of y.
STUDY THIS
Our task is to graph and illustrate linear function and its (a) domain; (b) range; (c) table of
values; (d) intercepts; and (e) slope.
Example 1 Graph the linear function 4x + 3y = 12.
1. Construct the table of values.

4x + 3y = 12
x 𝟒 y
y = −𝟑𝒙 + 4
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__________________________________________________________________________________________
4
0 − 3 (0) + 4 4
4
3 − 3 (3) + 4 0
4
6 − 3 (6) + 4 -4
The values of x are also the domain {…, 0, 3, 6, …} of the linear function and the range {…,
-4, 0, 4, …} are the values of y.
4 4
2. In y = − 3 𝑥 + 4, the slope is − 3, the y-intercept is 4, and the x-intercept is 3.
3. Graph of 4x + 3y = 12 using the table of values, domain, range, slope, and intercepts.
Example 2 Graph the linear function y = -x.
1. Construct the table of values.

x y=-x y
0 y = (-0) 0
1 y = (-1) -1
-1 y = -(-1) 1
2. The Domains are {…-1, 0, 1, …) while the range are {…-1, 0, 1, …).
−1
3. The slope is -1 ( 1 ), the x-intercept is 0 and the y-intercept is 0 also.
4. Plot the points.
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__________________________________________________________________________________________
Activity 1
Directions: Supply missing data for each linear function and graph them using the slope,
x- and y-intercept, and tables of values (domain and range).
No. Linear Functions slope (m) x-intercept y-intercept domain range

1 f(x) = 2x + 5
2 y = -4x - 6
3 f(x) = x
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__________________________________________________________________________________________
Answer Key
Activity 1
Linear slope x- y-
No. Domain (x) Range (y)
Functions (m) intercept intercept
2 5
1 f(x) = 2x + 5 2 or 1 -2 5 {…0,1,2,3…} {…5,7,9,11…}
−4 6 {…-6, -10, -14, -
2 y = -4x – 6 -4 or -4 -6 {…0,1,2,3…}
1 18…}
1
3 f(x) = x 1 or 1 0 0 {…0,1,2,3…} {…0,1,2,3…}
LESSON 2 Solving Problems involving Linear Function
At the end of the lesson, it is expected that you should be able to solve problems involving
linear function
A linear function is a polynomial function of the first degree. It is in the form f(x) = mx + b,
where m and b are real numbers and m ≠ 0.
A linear function can also be written in the form Ax + By = C, where A, B, and C are real
numbers and A ≠ 0. As an equation this form is referred to as the standard form.
In solving problem, we follow the following steps:

1. Read the problem carefully.
2. Determine what is asked in the problem or what should be looking for.
3. Determine the given facts and construct an equation.
4. Solve the problem using the equation.
5. Check your answer.
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__________________________________________________________________________________________
STUDY THIS
Example 1 The jeep transport fare is a function of d defined as

f(d) = 4 + 0.75d where d is the distance travelled in kilometers.
a. Estimate the bus fare from Alcantara to San Agustin via Odiongan which
is approximately 60 kilometers.
b. How far would a passenger travel for a jeep fare of P 250.00?
Solution
a. f(d) = 4 + 0.75d
= 4 + 0.75 (60)
= P 49.00
The estimated fare for a 60-km trip is P 49.00.
b. f(d) = 4 + 0.75d
P 250.00 = 4 + 0.75d
246 = 0.75d
d = 328 km.
The estimated distance travelled for P 250.00 trip is 328 km.
Example 2 A car travels at a uniform speed. It covers a distance of 60km in an hour, a

distance of 120km in 2 hours, and 180km in 3hours. How far can it travel in 4 hours?
240km b. 210km c. 260km d. 280km
Solution
Time (hr.) 1 2 3 4
distance 60 120 180 240
Example 3 Dolly is raising hybrid chickens to augment the family income defined as
P(n) = 50n – 1000
a. How much profit will Dolly make if 55 chickens will be raised?
b. How many chickens must be raised to realize a profit of P 2,000.00?
Solution
a. P(n) = 50n – 1000
= 50(55) – 1000
= 2,750 – 1000
= P 1,750.00
b. P(n) = 50n – 1000
P 2000.00 = 50(n) – 1000
2000 + 1000 = 50(n)
3000 = 50(n)
60 = n
Sixty (60) chickens must be raised to earn a profit of P 2,000.00.
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__________________________________________________________________________________________
Activity 2
Directions: Solve the following problems.
1. Joshua receives a commission of P 150.00 for every cellphone unit he sells. On top of
the commission, he receives a monthly salary of P 5000.00.
a. What is his commission if he sells 15 cellphones?
b. How many cellphones should he sell in a month to make an income of P
15,000.00?
c. Let I represent the monthly income, and n represent the number of cellphones
sold, express the function of I in terms of n.
2. A videoke rental charge is P 150.00 per day plus P 10.00 per hour of use. If the
videoke is used for 8 hours in a day, how much is the rental to be paid?
3. Your cellphone service charges P 15 for the first three minutes and P 5 for every
additional minute or a fraction thereof. If you are going to call your uncle leaving at
San Fernando, Romblon, how much will you pay for an 8-minute call?
Answer Key
1. a. P 2,250.00
b. 100 cellphones
c. I = 150n + 5000
2. P 230.00
3. P 40.00
References
Leithold, L. (2002). College Algebra and Trigonometry. Pearson Education Asia Pte Ltd, Singapore
(2013). Next Century Mathematics 8. Quezon City: Phoenix Publishing House, Inc.
Cagumbay, N. D. (2020). Mathematics - Grade 8 Alternative Delivery Mode: Linear Function and Its
Application. Gingoog, City: Division of Gingoog City.
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MATHEMATICS GRADE 8
LESSON 1 Determining the Relationship between Hypothesis and Conclusion in if-

then Statement
At the end of the lesson, it is expected that you should be able to determine the relationship
between hypothesis and the conclusion of an if-then statement
Statements consists of two clauses; one begins with the word “if” or “when”. This states the
condition: the other closure states the conclusion. This are called conditional statements.
“If a then b” represents the conditional statement. In symbol, it is written as a ⇒ b. It can

also be read as “a implies b”. a and b can be replaced by p and q (p ⇒ q).
In the statement “a then b”, “a” represents the “if” clause or hypothesis while the letter “b”
represents the “then” clause or conclusion. The hypothesis tells the condition or assumption
while the conclusion is the effect of the condition or assumption.
Euler diagram can be used to show how hypothesis and conclusion of a conditional statement
are related. The interior of the smaller circle represents the “if” clause and the interior of the
larger circle represents the “then” clause.
The “if a then b” statement can be related to “cause and effect”. a is the cause while b is the
effect.
The relationship between the hypothesis and conclusion in a conditional statement can be
explicitly determined using the truth table. The conditional statement is defined to be true
unless a true hypothesis leads to a false conclusion.
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__________________________________________________________________________________________
The implication 𝒑 ⟶ 𝒒 is always true except in the case that p is true, and q is false. See the
truth table for the implications below.
p q
Condition 𝒑⟶𝒒
(hypothesis) (conclusion)
1 True True True
2 True False False
3 False True True
4 False False True
STUDY THIS
Let us study the conditional statement below.

1. If a car is in good condition, then it is safe for driving.
2. When a lightning strikes, a thunder follows.
3. A quadrilateral is a polygon.
4. A prime number has only two factors.
Notice that statements number 1 and 2 are written in the standard form a ⇒ b while number 3
and 4 are not. However, they can be restated to take the standard form. Number 3 statement
asserts that “if a figure is a quadrilateral, then it is a polygon.” Number 4 means that “if a
number is a prime, then it has only two factors.”
Let us now determine the hypothesis and the conclusion in each statement.
1. Hypothesis: If a car is in good condition
Conclusion: It is safe for driving
2. Hypothesis: If a lightning strike
Conclusion: A thunder follows
3. Hypothesis: If a figure is quadrilateral
Conclusion: It is a polygon
4. Hypothesis: If a number is a prime
Conclusion: It has two factors
As a conclusion, we can say that the hypothesis in a given conditional statement is the
assumption or the given while the conclusion tells what should follow given the assumption.
Thus, conclusion is dependent on the hypothesis.
In number 1, the assumption is that “the car is in good condition”. What follows after it is
that “it is safe for driving.” Safe driving is dependent on the condition of the car.
Let us use the truth table.
Example
Given the conditional statement, “If 8 is an odd number, then “9 is composite”, the
hypothesis (p) is “8 is an odd number” and the conclusion (q) is “9 is composite.” The
hypothesis is false while the conclusion is true. In this case, the conditional statement is true.
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__________________________________________________________________________________________
Activity 1:
Direction: Given the conditional statement below, what is the relationship between the
hypothesis and the conclusion?
1. A triangle is a polygon with three sides.

Hypothesis: ___________________________________________________________
Conclusion: ___________________________________________________________
Relationship between hypothesis and conclusion (you can use the truth table):
_____________________________________________________________________
_____________________________________________________________________
2. If a polygon has three sides, then it is a triangle.

Hypothesis: ___________________________________________________________
Conclusion: ___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. If the angles are supplementary, then their sum is 90 degrees.

Hypothesis: ___________________________________________________________
Conclusion: ___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Answer key
1. Hypothesis: If a polygon is triangle Conclusion: Then, it has three sides
Relationship: The hypothesis is true, and the conclusion is true. In this case,
the conditional statement is true. The hypothesis or assumption is the basis in
making the conclusion.
2. Hypothesis: If a polygon has three sides Conclusion: Then, it is a triangle
Relationship: The hypothesis is true, and the conclusion is true. In this case,
the conditional statement is true. The conclusion is the result of the assumption
(hypothesis).
3. Hypothesis: If the angles are supplementary
Conclusion: Then, their sum is 90 degrees.
Relationship: The conclusion is the result of the given assumption or
hypothesis. Based on the hypothesis, we make conclusion. In this case, the
assumption is true, but the conclusion made is false. Therefore, the conditional
statement is said to be false as shown in truth table.
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__________________________________________________________________________________________
LESSON 2 Transforming a Statement into if-then Statement
At the end of this lesson, it is expected that you should be able to transform a statement into
an equivalent if-then statement
A statement is a declarative sentence whose truth or falsity can be determined. Statements

can either be true or false, but not both.
An if-then statement is composed of two clauses: the if-clause and then-clause. We can
denote a letter for each clause, p for the if-clause and q for the then-clause.
Conditional statements are formed by joining two statements p and q using the words “if and
then”. The p statement is called the hypothesis and the q statement is called the conclusion.
The hypothesis tells the condition or assumption while the conclusion is the effect of the
condition or assumption.
STUDY THIS
Let us transform the following statements below to an “If-then statement.”
Example 1
Statement: Congruent segments have equal lengths.
If-then statement: If two segments are congruent, then they have equal lengths.
Hypothesis: If two segments are congruent
Conclusion: They have equal lengths.
Example 2
Statement: A prime number has only two factors.
If-then statement: If a number is prime, then it has only two factors.
Hypothesis: If a number is prime.
Conclusion: It has only two factors.
Example 3
Statement: All athletes are healthy.
If-then statement: If a person is an athlete, then he or she is healthy.
Hypothesis: If a person is an athlete.
Conclusion: He or she is healthy.
Example 4
Statement: A square is a rectangle.
If-then statement: If a figure is a square, then it is a rectangle.
Hypothesis: If a figure is a square.
Conclusion: It is a rectangle.
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__________________________________________________________________________________________
Directions: Write each conditional statement in the “if-then” form. Then give the
hypothesis and the conclusion of each conditional statement.
1. Cigarette smoking is dangerous to your health.

If-then form __________________________________________________________
Hypothesis ___________________________________________________________
Conclusion ___________________________________________________________
2. Good citizens obey rules and regulations.
If-then form __________________________________________________________
Hypothesis ___________________________________________________________
Conclusion ___________________________________________________________
3. Filipinos are God-fearing people.
If-then form __________________________________________________________
Hypothesis ___________________________________________________________
Conclusion ___________________________________________________________
4. The sum of the measures of complementary angles is 90 o.
If-then form __________________________________________________________
Hypothesis ___________________________________________________________
Conclusion ___________________________________________________________
5. Opposite sides of a rectangle are parallel.
If-then form __________________________________________________________
Hypothesis ___________________________________________________________
Conclusion ___________________________________________________________
ANSWER KEY
1. Cigarette smoking is dangerous to your health.
If-then form: If you are smoking cigarette, then your health is in danger.
Hypothesis: If you are smoking cigarette
Conclusion: Your health is in danger
2. Good citizens obey rules and regulations.
If-then form: If you are a good citizen, then you obey the rules and regulations.
Hypothesis: If you are a good citizen
Conclusion: You obey the rules and regulations
3. Filipinos are God-fearing people.
If-then form: If they are Filipino, then they are God-fearing people.
Hypothesis: If they are Filipino
Conclusion: They are God-fearing people
4. The sum of the measures of complementary angles is 90 o.
If-then form: If the sum of measures of two angles is 90o, then it is complementary
angles.
Hypothesis: If the sum of measures of two angles is 90o
Conclusion: It is complementary angles.
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__________________________________________________________________________________________
5. Opposite sides of a rectangle are parallel.

If-then form: If the opposite sides are parallel, then it is rectangle.
Hypothesis: If the opposite sides are parallel
Conclusion: It is rectangle
References
Emmanuel P. Abuzo et. Al., Mathematics Learner’s Module, Book Media Press, Inc., Quezon City,
1st Edition 2013
Noemie D. Cagumbay et. Al., Mathematics Grade 8 Alternative Delivery Mode, Department of
Education – Gingoog City, 1st Edition 2020
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MATHEMATICS GRADE 8
LESSON 1 Determining the Inverse, Converse, and Contrapositive of an if-then

Statement
At the end of the lesson, it is expected that you should be able to determine the inverse,
converse, and contrapositive of an if-then statements.
A statement is a declarative sentence whose truth or falsity can be determined. Statements

can either be true or false, but not both.
In a conditional statement, the clause that follows “if” is called the hypothesis and the
“then” is called the conclusion. By way of example, consider the statement “If it rains this
afternoon, then we will stay home.” The hypothesis is “it rains this afternoon” and the
conclusion is “we will stay home.”
Conditionals involve two parts: the hypothesis (or hypotheses) and the conclusion. A usual
conditional has the form:
IF hypothesis THEN conclusion.
There are other variations from the conditional above: the inverse, the converse, and the
contrapositive of a conditional.
If the conditional statement is in the form “If p then q”, then its inverse is “If not p then not
q”, its converse is “If q then p” and its contrapositive is “If not q then not p.”
Statement If p, then q p⇒q

Contrapositive If not q, then not p ¬q ⇒ ¬p
Converse If q, then p q⇒p
Inverse If not p, then not q ¬p ⇒ ¬q
STUDY THIS
Example 1:
Statement or Conditional Statement:
If a shape is a triangle, then it is a polygon.
Hypothesis (p): If a shape is a triangle
Conclusion (q): Then it is a polygon
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__________________________________________________________________________________________
The contrapositive, converse and inverse of the statement above are shown in the table below.
Contrapositive If a shape is not a polygon, then it is not a triangle ¬q ⇒ ¬p
Converse If a shape is a polygon, then it is a triangle q⇒p
Inverse If a shape is not a triangle, then it is not a polygon ¬p ⇒ ¬q
Example 2:
Statement or Conditional Statement:
If Johann goes to the bookstore, then he will buy a book.
Hypothesis (p): If Johann goes to the bookstore.
Conclusion (q): Then he will buy a book.
The contrapositive, converse and inverse of the statement above are shown in the table below.
Contrapositive If Johann does not buy a book, then he will not go to
¬q ⇒ ¬p
the bookstore.
Converse If Johann buys a book, then he will go to the
q⇒p
bookstore.
Inverse If Johann does not go to the bookstore, then he will
¬p ⇒ ¬q
not buy a book.
Activity 1
Directions: Determine the inverse, converse, and contrapositive of the following
conditional statement.
1. Statement: If you are in Odiongan, then you are in Romblon.

Inverse ______________________________________________________________
Converse ____________________________________________________________
Contrapositive ________________________________________________________
2. Statement: If Enzo studies hard, then he is a good student.
Inverse ______________________________________________________________
Converse ____________________________________________________________
Contrapositive ________________________________________________________
3. Statement: If two angles are congruent, then they have the same measure.
Inverse ______________________________________________________________
Converse ____________________________________________________________
Contrapositive ________________________________________________________
4. Statement: If two lines intersect, then they lie in a plane.
Inverse ______________________________________________________________
Converse ____________________________________________________________
Contrapositive ________________________________________________________
5. Statement: If students pass the exam, then they will graduate.
Inverse ______________________________________________________________
Converse ____________________________________________________________
Contrapositive ________________________________________________________
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__________________________________________________________________________________________
Answer Key
Inverse If you are not in Odiongan, then you are not in Romblon.
1. Converse If you are in Romblon, then you are in Odiongan.
Contrapositive If you are not in Romblon, then you are not in Odiongan.
Inverse If Enzo does not study hard, then he is not a good student.
2. Converse If Enzo is a good student, then he studies hard.
Contrapositive If Enzo is not a good student, then he does not study hard.
If two angles are not congruent, then they do not have the same
Inverse
measure.
3. Converse If two angles have the same measure, then they are congruent.
If two angles do not have the same measure, then they are not
Contrapositive
congruent.
Inverse If two lines do not intersect, then they do not lie in a plane.
4. Converse If two lines lie in a plane, then they intersect.
Contrapositive If two lines do not lie in a plane, then they do not intersect.
Inverse If students do not pass the exam, then they will not graduate.
5. Converse If students will graduate, then they pass the exam.
Contrapositive If students will not graduate, then they do not pass the exam.
LESSON 2 Illustrating Equivalences

(Statement and its Contrapositive; Converse and Inverse of a Statement)
At the end of this lesson, it is expected that you should be able to illustrate the equivalences
of: (a) the statement and its contrapositive and (b) the converse and inverse of a statement.
Logically equivalent statements are related conditional statements that have the same
logical content, i.e., truth value. It means that two (possibly compound) logical
propositions can only be logically equivalent if they have the same truth tables.
The conditional statement and its contrapositive are logically equivalent. In the same way,
the converse and inverse of a conditional statement are logically equivalent to each other.
But the converse and inverse of a conditional statement are not logically equivalent to the
conditional statement.
Recall how you will convert the statement in terms of p and q.

Statement If p, then q
Contrapositive If not q, then not p
Converse If q, then p
Inverse If not p, then not q
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__________________________________________________________________________________________
STUDY THIS
Statement or conditional statement and its Contrapositive
Given the implication p ⇒ q, the implication (Not q) ⇒ (Not p) is called its contrapositive.
Let us show that the implication p ⇒ q and its contrapositive ¬q ⇒ ¬p is logically equivalent.
p q p⇒q ¬q ⇒ ¬p
T T T T
T F F F
F T T T
F F T T
Since the two propositions p ⇒ q and ¬q ⇒ ¬p has the same truth values for each possible
truth value of p and q, they are logically equivalent.
Example 1
Conditional: If I am in civics class, then I am in school today.

Contrapositive: If I am not in school today, then I am not in civics class.
If I am in civics Then, I am in school If I am in civics If I am not in school
class today class, then I am in today, then I’m not
school today. in civics class.
T T T T
The conditional statement and its contrapositive are logically equivalent.
Example 2
Statement: If a number is divisible by 2, then it is divisible by 4.

Hypothesis (p): If a number is divisible by 2
Conclusion (q): Then, it is divisible by 4
The given statement is false because 2 is divisible by 2 but it is not divisible by 4.
Contrapositive: If a number is not divisible by 4, then it is not divisible by 2.

Hypothesis (p): If a number is not divisible by 4
Conclusion (q): then it is not divisible by 2
The contrapositive is false because 6 is not divisible by 4 but divisible by 2.
Therefore, the statement or the conditional statement and its contrapositive are both false.
Thus, they are logically equivalent.
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__________________________________________________________________________________________
Converse and Inverse of a Statement
Let us show that the implication q ⇒ p and its contrapositive ¬q ⇒ ¬p is logically equivalent.
p q p⇒q q⇒p ¬p ⇒ ¬q
(converse) (inverse)
T T T T T
T F F T T
F T T F F
F F T T T
The converse q ⇒ p and the inverse ¬p ⇒ ¬q is logically equivalent.
Example 1
Conditional statement: If a shape is a triangle, then it is a polygon.

(converse)(inverse)
If a shape is a Then, it is a If a shape is a If the shape is a
If a shape is not
triangle polygon triangle, then it polygon, then it
a triangle, then
is a polygon. is triangle.
it is not a
polygon.
T T T F F
The converse is false because a square is also a polygon. It is not necessarily a triangle.
Square is what you call a counter example. The inverse is false because a square is not a
triangle, but it is a polygon.
The converse of the statement is false, and its inverse is also positive. Therefore, they are
logically equivalent.
Example 2
Conditional Statement: If I am at the Province of Romblon, then I am in Region 4B.
Hypothesis: If I am at Province of Romblon
Conclusion: Then I am in Region 4B
The converse of the statement is:

If I am in Region 4B, then I am at the Province of Romblon.
The converse of the conditional statement is false. Region 4B could be the province of
Occidental and Oriental Mindoro, Marinduque, Palawan, and Romblon.
The inverse of the statement is:

If I am not at the Province of Romblon, then I am not in Region 4B.
The inverse of the conditional statement is false.
The converse and inverse of the statement are both false. Therefore, they are logically
equivalent.
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__________________________________________________________________________________________
A. Directions: Give the contrapositive of the conditional statement below. Then

complete the table that follows to show that the statement and its contrapositive are logical
equivalent.
Conditional Statement: If two angles are right, then they are complementary.
Contrapositive ______________________________________________________________
B. Directions: Give the converse and inverse of given conditional statement below.
Then complete the table that follows to show that the inverse and converse are logical
equivalent.
Conditional Statement: If today is Monday, then tomorrow is Tuesday.

Answer Key
A. Conditional Statement: If two angles are right, then they are congruent.
Contrapositive : If the two angles are not complementary, then they are
not right.
If the two angles are Then, they are If two angles are If the two angles are
right congruent right, then they are not complementary,
congruent. then they are not
right.
T T T T
B. Conditional Statement: If today is Monday, then tomorrow is Tuesday.

Contrapositive : If today is not Monday, then tomorrow is not Tuesday.
If today is Then, tomorrow If today is If tomorrow is If today is not
Monday is Tuesday Monday, then Tuesday, then Monday, then
tomorrow is today is tomorrow is not
Tuesday. Monday. Tuesday.
T T T T T
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__________________________________________________________________________________________
References
Fulgencio, M. G., Lopez, A. G., Misa, E. L., Quan, R. M., Recio, R. R. (2014), K to 12 Conceptual
Math & Beyond 8. Quezon City: Brilliant Creations Publishing, Inc.
Escaner IV, J. L., Catalla, D. L., Sepida, M. L., (2018), Spiral Math 8. Quezon City: Trinitas
Publishing Inc.
Mathematics Learner’s Module, Department of Education
Abuzo, Emmanuel, Merden Bryant, Jem Boy Cabrella, Belen Caldez, Melvin Callanta, Anastacia
Proserfina Castro, Alicia Halabaso, Sonia Javier, Roger Nocom, and Conception Ternida.
Mathematics Learner’s Module 8. First ed. Reprint, Department of Education, 2013.
Taylor, Courtney.”What Are the Converse, Contrapositive, and Inverse?.”ThoughtCo. Accessed June
16, 2020. https://www.thoughtco.com/converse-contrapositive-and- inverse-3126458
Converse, Inverse, Contrapositive.” Tutors.com.Accessed June 16, 2020. https://tutors.com/math-

tutors/geometry-help/converse-inverse-contrapositive
“Converse, Inverse, Contrapositive.”Varsity Tutors. Accessed June 16, 2020.

https://www.varsitytrs.om/hotmath/hotmath_help/topics/converse-inverse- contrapositive
Oronce, O. A. (2016). General Mathematics. Manila: Rex Book Store, Inc.
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__________________________________________________________________________________________

MATHEMATICS GRADE 8
LESSON 1 Using Inductive and Deductive Reasoning in an Argument
At the end of this lesson, it is expected that should be able to use inductive and deductive
reasoning in an argument
There are different types of reasoning such as (1) intuition, (2) analogy,
(3) induction and (4) deduction. But we will be focusing only on induction and deduction.
Inductive reasoning is the process of drawing conclusion based on sets of observation and
patterns to arrive at a conjecture. The conclusion drawn from observations, examples and
pattern is called conjecture. The conjecture may or may not be true.
Deductive reasoning is the process of proving stated facts using logical valid steps to arrive
at a conclusion. In order to discuss system of deductive reasoning, consider the statement
called Law of Detachment and Law of Syllogism.
Law of Detachment (Modus Ponens)
Major Premise: If p is true, then q is true.

Minor Premise: p is true.
Conclusion: Therefore, q is true.
Law of Syllogism (Chain Rule)
Major Premise: If p is true, then q is true.

Minor Premise: If q is true, then r is true.
Conclusion: If p, then r.
STUDY THIS
A. Inductive Reasoning
Example 1
Five students from Mabuhay National High School were hospitalized because of dengue.
They reside in different places near the school. Is it logical to conclude that the students
acquire dengue virus in school?
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__________________________________________________________________________________________
Let us use inductive reasoning. There is a reason to believe that the dengue virus is acquired
in school as indicated by the fact that the students reside in different places near the school.
However, there is a need to establish additional evidence that the dengue is acquired in
school. It could be possible that the five residences have dengue-carrying mosquitoes.
Example 2
Study the given statement and conjecture below. Is the conjecture or conclusion true? Why?
Given: X, Y and Z lie on the same line segment

Conjecture: Y is between X and Z
The conjecture is false since there are other possibilities that can be considered based on the
given statement as shown below:
Example 3
My Math teacher is strict. My previous Math teacher was strict. What can you say about all
math teachers?
Conclusion: All Math teachers are strict.
Example 4
Study the pattern below. What could be the answer in the 5th term?
1. 1 × 10 = 10
2. 2 × 10 = 20
3. 3 × 10 = 30
4. 24 × 10 = 240
5. 2345 × 10 = _______
Using the observed pattern, the answer is 23 450.
B. Deductive Reasoning
Let us draw conclusion from each situation using deductive reasoning.
1. Statement 1: Planets in our solar system revolve around the sun.

Statement 2: The planet Uranus belongs to our solar system.
Conclusion: Therefore, Uranus revolves around the sun.
2. Major Premise: If you are an 18-year-old Filipino citizen, then you can vote.
Minor Premise: Pete is an 18-year-old Filipino.
Conclusion: Therefore, Pete can vote.
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3. Major Premise: If a person has a driver’s license, then he is allowed to drive.

Minor Premise: Arturo has a driver’s license.
Conclusion: Therefore, Arturo is allowed to drive.
Let us use the Law of Syllogism (Chain Rule).
4. Major Premise: If a figure is a square, then it is a rectangle.

Minor Premise: If a figure is a rectangle, then it has four right angles.
Conclusion: If a figure is a square, then it has four right angles.
5. Major Premise: If you drive a smaller car, then you will use less gasoline.
Minor Premise: If you use less gasoline, then you save money.
Conclusion: If you drive a smaller car, then you save money.
Activity 1
Directions: Use either inductive or deductive reasoning to draw a conclusion from the
given situation.
1. Statement 1: 2 is an even number and 22 = 4 is an even number.

Statement 2: 4 is an even number and 42 = 16 is an even number.
Conclusion (Conjecture): ________________________________________________
2. Statement 1: Every square of an odd number is odd.

Statement 2: p is an odd number.
Conclusion: ___________________________________________________________
3. Statement 1: If the sum of the measures of two angles is 90, then the angles are
complementary.
Statement 2: The total measure of angles A and B is equal to 90.
Conclusion: ___________________________________________________________
4. Statement 1: All kids are restless.

Statement 2: Jotam is a kid.
Conclusion: ___________________________________________________________
5. Statement 1: If Ana fails to read Ibong Adarna, she will not pass the test.
Statement 2: Ana passed the test.
Conclusion: ___________________________________________________________
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__________________________________________________________________________________________
Answer for Activity 1:

1. Therefore, if Q (or any symbol) is an even number then Q2 is an even number.
2. Therefore, p2 is an odd number.
3. Angle A and angle B are complementary.
4. Jotam is restless.
5. Ana read Ibong Adarna.
LESSON 2 Writing Direct and Indirect Proof
At the end of this lesson, it is expected that you should be able to write a direct and indirect
proof
Proof is an organized set of statements and reasons to establish the truth of specific
statement.
Direct Proof
Suppose you are given a premise p and you want to prove that a conclusion q is true. The
direct proof would assume that p is true, then use in the context of geometry, properties,
postulates, definition, and theorems to show q is true.
Indirect Proof
Given a premise p and a conclusion q, an indirect proof would assume that q is false. You
would then use the same properties, postulates, definition, and theorems to show that p would
also be false by arriving at a contradiction.
Postulate is a statement that is accepted without proof while theorem is a statement accepted
after it is proved deductively.
There are three ways in writing proof namely, (1) Paragraph Form (2) Two-column Form (3)
Flow Chart. In Two-column Form, the logical statements are written on the left side and its
corresponding reasons on the right side. The logical statements in Paragraph Form are
presented using complete sentence back up by reason. And Flow Chart Form shows the
series of statements are organized in logical order using boxes and arrows.
STUDY THIS
A. DIRECT PROOF
Steps in Writing Direct Proof

1. State the given. These statements are considered facts, therefore true.
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__________________________________________________________________________________________
2. State what to prove.

3. Draw figure, which can serve as a guide in establishing the proof.
4. Present the proof using a preferred method such as Paragraph Form, Two-column
Form, or Flow Chart.
Example 1
Given: M is the midpoint of AB
Prove: AM ≅ BM
Using Paragraph Form

Given that M is the midpoint of line segment AB, then AM = BM by the definition of
a midpoint. Since AM = BM, then by the definition of congruent segments, we can say that
line segment AM is congruent to line segment BM or AM ≅ BM.
Using Two-Column Form

Statement Reason
M is the midpoint of AB Given
AM = BM Definition of a Midpoint
AM ≅ BM Definition of Congruent Segment
Using Flow Chart
B. INDIRECT PROOF
Steps in Writing Indirect Proof

1. Accept the given statement is true.
2. Assume the opposite of the statement to be proved.
3. State the reason directly until there is a contradiction of the given or the other
statement.
4. State that the assumption of the opposite statement to be proved must be false.
5. Draw figure, which can serve as a guide in establishing the proof.
6. Present the proof using a preferred method such as Paragraph Form, Two-column
Form, and Flow Chart.
Example 2
Given: M is not the midpoint of AB
A M B
Prove: AM ≠ BM
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__________________________________________________________________________________________
Using Paragraph Form

Assume temporarily that AM = BM, then M is the midpoint of AB by the definition
of a midpoint. However, it contradicts the given, therefore AM ≠ BM.
Using Two-Column Form

Statement Reason
M is not the midpoint of AB Given
AM = BM Assumption
M is the midpoint of AB Definition of a midpoint
AM ≠ BM Contradiction in the statement
Using Flow Chart
Activity 1
Directions: Write a direct and indirect proof of the given situation / statement below. Use
your preferred method (Paragraph, Two-column, or Flow Chart Form).
B
A. Direct Proof
Given: AB ≅ AD
BC = DC
A C
Prove: AC bisects ∠BAD
B D
B. Indirect Proof
A C
Given: AB ≅ AD
BC ≠ DC
Prove: AC does not bisect ∠BAD D
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__________________________________________________________________________________________
Answer Key
A. Direct Proof:
1. Paragraph Form
Given that AB ≅ AD, and BC = DC, by reflexive property AC = AC. We can say
that ∆BAC ≅ ∆DAC by CPCTC (Congruent parts of a congruent triangles are congruent).
Since the two triangles are congruent, then <BAC ≅ <DAC. Therefore, AC bisects <BAD by
the definition of Angle Bisector.
2. Two-Column Form
Statement Reason
AB ≅ AD Given
BC ≠ DC Given
AC = AC Reflexive Property
Definition of CPCTC (Congruent parts of a
∆BAC ≅ ∆DAC
congruent triangles are congruent)
<BAC ≅ <DAC
AC bisects <BAD Definition of Angle Bisector
B. Indirect Proof:
1. Paragraph Form
Assume Temporarily that AC does bisect <BAD, then <BAC ≅ <DAC by the
definition of angle bisector. AC = AC by reflexive property. Then ∆BAC ≅ ∆DAC, since the
two angles are congruent therefore BC = DC by CPCTC. However, this contradicts the given,
therefore AC must bisect <BAD.
2. Two-Column Form
Statement Reason
AB ≅ AD Given
BC ≠ DC Given
AC bisects <BAD Assumption
<BAC ≅ <DAC
AC = AC Reflexive Property
∆BAC ≅ ∆DAC
AC does not bisect <BAD Contradiction in the statement
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__________________________________________________________________________________________
References:
Micubo, Nejill P., Mathematics - Grade 8, Alternative Delivery Mode, Quarter 2 – Module 10: Think
Logically and Reason Out, First Edition, 2020, Published by the Department of Education –
Division of Gingoog City, Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Abuzo, Emmanuel P., Bryant, Merden L., et al., Mathematics – Grade 8, Learner’s Module, First
Edition 2013, Reprint 2014, ISBN: 978-971-9990-70-3
Lim, Y., Nocon, R., Nocon, E., & Ruivivar, L. (2013). Math for Integrated Learning 8. Quezon City:
Baccay, A. (n.d.). Geometry for Secondary Schools. Philippines: Phoenix Publishing House
Jurgensen, R.C., R.J. Brown, and J.W. Jurgensen (1990). Mathematics 2 An Integrated Approach.
Quezon City: Abiva Publishing House, Inc.
Cuer, K. (2007, July 19). Geometry 5.6 Indirect Proof and Inequalities in Two Triangles. Retrieved
November 21, 2012, from http://mcuer.blogspot.com/2007/07/geometry-56-indirect-and.html
https://www.slideshare.net/rafullido/math-8-proofing-direct-and-indirect
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Project Math-ARALAN: Teachers Helping Teachers

LEARNING ACTIVITY SHEET

LESSON 1 Differentiating Linear Equation and Linear Inequality

EXPECTATION FROM THIS LESSON

YOU SHOULD REMEMBER THIS

Examine the group of mathematical statements below:

PRACTICE YOUR NEW SKILL

LESSON 2 Illustrating and Graphing Linear Inequalities in Two Variables

EXPECTATION FROM THIS LESSON

YOU SHOULD REMEMBER THIS

Illustrating Linear Inequality

Graphing Linear Inequality

Use the table below as your guide in graphing linear inequality.

Illustrating Linear Inequality

Graphing Linear Inequality

2. Choose a point not on the line, preferably (0,

2. Choose a point not on the line,

3. If the ordered pair satisfies the

PRACTICE YOUR NEW SKILL

Mathispower4u. (n.d.). Retrieved December 5, 2020, from https://m.youtube.com/watch?v=gbHI6K-

Velayo, M. (2011). Mathematics Workbook. Manila: Superstar Style Publishing, Inc.

Ytirahc, A. (n.d.). Slideshare. Retrieved December 5, 2020, from

LEARNING ACTIVITY SHEET

LESSON 1 Problem Solving Involving Linear Inequalities in Two Variables

EXPECTATION FROM THIS LESSON

YOU SHOULD REMEMBER THIS

Steps in Solving Linear Inequalities in Two Variables

3. If the ordered pair satisfies the

Any coordinates from the shaded region

Therefore, Mr. Allan has a lot of options

PRACTICE YOUR NEW SKILL

LEARNING ACTIVITY SHEET

LESSON 1 Solving Problems involving Systems of Linear Inequality in Two

EXPECTATION FROM THIS LESSON

YOU SHOULD REMEMBER THIS

Steps in Solving a System of Linear Inequalities in Two Variables

If x = 0, then y = 4 (0, 25) y-intercept

2. Draw the graph of x ≥ 5. Shade the

3. Choose a point not on the line,

5. The overlapping regions are the solutions of the system.

PRACTICE YOUR NEW SKILL

LEARNING ACTIVITY SHEET

LESSON 1 Illustrating Relation and Function

EXPECTATION FROM THIS LESSON

YOU SHOULD REMEMBER THIS

A relation involves the association of an individual or object with another individual or

Association or pairing of a function could be “one to one” or “one to many”.

Relation is association of pairing of individual or object with another individual or object.

1. Nail and hammer 5 Teacher and students

In the previous examples of relation, only the following are functions:

PRACTICE YOUR NEW SKILL

LESSON 2 Verifying if a Given Relation is a Function

EXPECTATION FROM THIS LESSON

YOU SHOULD REMEMBER THIS

Verify if the given relation is a function.

1. {(3, 5), (4, 7), (5, 9), (0, 5)}

3. Number 3 is a function or y is a function of x because in any value of x, there is a

4. Number 4 is not a function or b is not a function of a because if we let a = 4, b2 = 4,

PRACTICE YOUR NEW SKILL