LINEAR INEQUALITIES IN

TWO VARIABLES
for Mathematics Grade 8
Quarter 2 / Week 1

1
 FOREWORD

This Self-Learning Kit for Mathematics is designed specifically for Grade

8 students. Thus, the modest background in grade school Mathematics is
important written in precise, readable, and conventional manner to facilitate
your understanding of the subject.

It is designed with the BEC of the Department of Education following the

prescribed Most Essential Learning Competencies (MELCs).

It has the following features proven to be valuable aids to learning

Mathematics even at home.

With this learning kit, students will be guided accordingly as they learn
how to illustrate and graph linear inequalities in two variables.

This learning kit is divided into three parts:

I. What Happened: This section contains pre-activity to test and measure

how much the learners know about the new topic.

II. What You Need to Know: This part is the discussion and explanation of
the lesson. Examples are provided to clearly illustrate the applicability
of the mathematical concept.

III. What Have I Learned: The exercises/activities contained in this section

are guaranteed to build mathematical comprehension, skills, and
competence. These serve as a tool to identify the learner’s strengths
and difficulties.

2
 OBJECTIVES:
K: Differentiates linear inequalities in two variables from
linear equations in two variables.
S: Illustrates and graphs linear inequalities in two variables.
A: Develops confidence in graphing linear inequalities in two
variables.

I. WHAT HAPPENED
PRE-TEST

Activity 1. Determine whether the following are linear inequalities in two

variables or linear equations in two variables.
1. 3x – 5y > 7
2. 5a + 4b = 9
3. 7m + 9n -2 < 0
4. m + n ≤ 5
5. x – 2y + 6 = 0

Activity 2: ILLUSTRATE ME!

Illustrate the given situations into linear inequalities in two variables:

1. The difference between Aileen’s height (a) and Caila’s height (c) is more
than 1.2 ft.
2. A dozen of short pants (s) added to half a dozen of pajamas (p) hasa
total cost of greater than or equal to Php 960.
3. According to research, there are more than female (f) Filipinos than
male (m) Filipinos.

3
II. WHAT YOU NEED TO KNOW

Activity 1 will help you recall

the differences between
equation and inequality,
while activity 2 will help you
recall in translating
mathematical statements.

DISCUSSION

A linear inequality in two variables is an inequality that can

be written in one of the following forms:
ax + by < c,
ax + by ≤ c,
ax + by > c,
ax + by ≥ c.
It has a solution set consisting of a region that defines half of the plane.

Examples:
1) 2x - 3y > 9
2) 5a + 7b – 8 < 0
3) m – n – 6 ≤ 0
4) 7x + 9y ≥ -5

• Any mathematical phrase in two variables that uses the symbols “ <, >,
≤, ≥ “is a linear inequality in two variables.

Below is the comparison between the graphs of Linear inequalities in two

variables from Linear equation in two variables.

Linear Equation Linear Inequality

4
Remember:

• For the inequality, the line defines one boundary of the region that
is shaded.
• Any ordered pair that is in the shaded region, including the
boundary line, will satisfy the inequality.

To see that this is the case, choose a few test points and substitute them
into the inequality.

Test points 𝟑
𝒚≤ 𝒙+𝟑
𝟐
3
(0,0) 0≤ (0) + 3
2

0≤ 3
3
(2, 1) 1≤ (2) + 3
2

1≤ 6
3
(-2, -1) -1≤ (−2) + 3
2

-1≤ 0

In graphing linear inequalities in two variables you have to

d i v i d e / separate the coordinate plane into three sets of points:

the points on the line,

the points above the line,
the points below the line.

Example1. Graph the following linear inequalities in two variables and

compare each graph.
(a) y > x + 3 (b) y < x + 3
(c) y ≤ x + 3 (d) y ≥ x + 3

Remember:

The regions above and below the line are called open half-planes and the
line is the boundary of each half-plane.

If you start at any point on the line, say P(2,4), and move upward from
P, the y-coordinate increases. If you move downward from P, the y- coordinate
decreases.

5
Thus, the upper open half-plane is the graph of the inequality
y > x + 2.
And the lower open half-plane is the graph of the inequality
y < x + 2.
The graphs of y> x + 2, y = x + 2, and y < x + 2 completely cover the
coordinate plane.
The upper half-plane and the boundary line together form the graph of
y ≥ x + 2.
The lower half –plane and the boundary line together form the graph of
y ≤ x + 2.
The graph of an open half-plane and its boundary is called a
closed half-plane.
The graphs of inequalities are shown by shading. If the set of points on the
boundary line is part of the solution set, it is drawn as a solid line. If the
boundary line is not part of the graph,it is drawn as a dashed line.

Example 2. Graph the linear inequalities 2x – 3y ≥ - 6

Solution :

Step 1. Transform the inequality:

2x – 3y ≥ - 6
-3y ≥ -6 – 2x

y ≤ 𝟐x + 2 or y = 𝟑x + 2
𝟑 𝟐

6
Step 2. Draw the boundary line y = 2x + 2 as a solid line, since the symbol ≤
3
includes the equal sign.

Example 3. Graph the linear inequalities x– 2y < 5

Solution:
First, graph the boundary line x – 2y = 5. The inequality is < so draw a dash
line.

Then, test a point. Use the point ( 0, 0) again because it is easier to evaluate
and it is not on the boundary line.

Is ( 0, 0) a solution of x – 2y < 5?
0 – 2(0) < 5
0<5

The point (0,0) is a solution of x – 2y < 5, so the shaded part is that side of
the boundary line containing the point (0,0).

7
III. WHAT HAVE I LEARNED
POST TEST:
Activity 1. Determine whether the following are linear inequalities in two
variables or linear equations in two variables.
1. 5x + 3y = 40
2. 9y – 8 < 4x
3. y ≤ -x – 5
4. 10- 5y ≥ 7x
5. 0 = 4x – y

Activity 2. Identify which linear inequalities in two variables represent the

graph below. Write the letter of the correct answer only.

1.
a. y ≥ -x + 1

b. y ≥ 𝑥 + 1

c. y ≤ −𝑥 + 3

d. y ≤ −𝑥 − 3

8
2.
5
a. y > 𝑥 −
2

b. y > 3x – 2.5

c. y < -x + 1

d. y < 3x + 2.5

Activity 3. Determine whether each ordered pair below is a solution or NOT tothe
given inequality y > x – 1.

1. (0, 1)

2. (-4, -1)

3. (-3,-2)

9
SYNOPSIS Answer key;

A. Pre- Post-
After going through this Test ACTIVITY
2 1. a – c >
ACTIVITY 1 Test activity 3
1.ACTIVITY 1
Linear Inequality 1. Linear 1. Solution
1.2 Equation 2. Solution
self-learningkit, you should be 2. Linear Equation
3. 2. Linear
Inequality 2. 12s +12p ≥ 960 3. Linear 3. Solution
Inequality 4. Inequality
Linear Inequality

able to demonstrate 4. Linear Inequality

5. Equation 3. f > m 5. Linear Equation

understanding of linear
inequalities in two ACTIVITY 2
1. a

variables and its graph. 2. a

Studying Master of Science in Mathematics

Teaching at

REFERENCES

DepEd INSTRUCTIONAL MATERIALS

• Abuzo, Emmanuel P.,et al.2013. Learner’s Module (LM) in Math 8 First

Edition, pp. 29

BOOKS AND OTHER REFERENCES

• Houghton Mifflin, ALGEBRA Structure and Method Book 1, pp. 480-
483INTERNET SOURCES
• https://math.libretexts.org/Bookshelves/Algebra/Book%3A_Beginning_A
lgebra_(Redden)/03%3A_Graphing_Lines/3.08%3A_Linear_Inequalities_
( Two_Variables)
https://pressbooks.bccampus.ca/algebraintermediate/chapter/graph- linear-
inequalities-in-two-variables/

10
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent
JOELYZA M. ARCILLA, EdD
Assistant Schools Division Superintendent
MARCELO K. PALISPIS, EdD
Assistant Schools Division Superintendent
NILITA L. RAGAY, EdD
OIC - Assistant Schools Division Superintendent
CID Chief
ROSELA R. ABIERA
Education Program Supervisor – (LRMS)
ELISA L. BAGUIO, EdD
Division Education Program Supervisor – MATHEMATICS
MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)

JUNRY Y. VILLAHERMOSA
Writer
JUNRY Y. VILLAHERMOSA
Illustrator/Lay-out Artist
_____________________________

ALPHA QA TEAM
NORALYN A. DUMOGHO
NONEDE B. OBENITA
JUNRY Y. VILLAHERMOSA

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA I. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY L. UMALI

ENHANCEMENT TEAM
NIDA BARBARA I. SUASIN
QUEENIE V. MORIONES
NORALYN A. DUMOGHO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible
learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are
carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers and evaluator
were clearly instructed to give credits to information and illustrations used to substantiate this material. All content
is subject to copyright and may not be reproduced in any form without expressed written consent from the division.

11