NOT

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

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 8
Mathematics
Quarter 2 - Module 1
Graph of Linear Inequalities in Two Variables
 Table of Contents

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

What I Need to Know .............................................................................................................................. i
How to Learn from this Learning Package .......................................................................................ii
Icons of this Learning Package ...........................................................................................................ii
What I Know ........................................................................................................................................... iii

Lesson 1:
Graph of Linear Inequalities in Two Variables .................................................. 1
What’s In ………………………………………………………………………………….1
What’s New ……………………………………….………………………………………….2
What Is It ............................................................................................................. 3
What’s More.......................................................................................................... 7
What I Have Learned ............................................................................................ 8
What I Can Do ...................................................................................................... 9

Lesson 2:
Problems Involving Linear Inequalities in Two Variables ................................ 10
What’s In…………………………………………………………………………………10
What’s New......................................................................................................... 11
What Is It ........................................................................................................... 12
What’s More......................................................................................................... 13

Reflection .......................................................................................................... 14
Summary ........................................................................................................... 15
Assessment: (Post-Test) .................................................................................. 16
Key to Answers ................................................................................................. 17
References ........................................................................................................ 18
What This Module is About

In this module, you will able to analyze and explain the process of solving an
inequality. You will also develop fluency in writing, interpreting, and translating between
various forms of linear inequalities, and using them to solve problems in real life. You will
develop multiple strategies and apply them appropriately to solve linear inequalities in two
variables, as well.

What I Need to Know

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

1. Graph linear inequalities in two variables. M8AL-IIa-3

2. Solve problems involving linear inequalities in two variables. M8AL-IIa-4

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How to Learn from this Module
To achieve the objectives previously cited, 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. Which of the following is the graph of y ≥ - 1/3x + 2?

For items 2-6, determine whether the ordered pair is a solution of the given inequality. Write
Yes or No.

2. 2x + y > 5 ; (1,3) _________

3. 3x - 2y > 1 ; (3,4) _________

4. x -y ≥ 0 ; (-2, -2)________

5. 6x + 4x < 10 ; (4,-3) ________

6. x - 5y ≥ 5 ; (5, -2) ________

7. Cristina is using two mobile networks to make phone calls. One network charges her Php
5.50 for every minute of call to other networks. The other network charges her Php 6 for
every minute of call to other networks. In a month, she spends at least Php 300 for these
calls. Suppose she wants to model the total costs of her mobile calls to other networks
using a mathematical statement. Which of the following mathematical statements could it
be?

a. 5.50x + 6y = 300 c. 5.50x + 6y ≥ 300

b. 5.50x + 6y > 300 d. 5.50x + 6y ≤ 300

8. Mrs. Roxas gave the cashier Php 500-bill for 3 adult’s tickets and 5 children’s tickets that
cost more than Php 400. Suppose an adult ticket costs Php 75. Which of the following
could be the cost of a children’s ticket?

a. Php 60 b. Php 45 c. Php 35 d. Php 30

9. The total amount Cora paid for 2 kilos of beef and 3 kilos of fish is less than Php 700.
Suppose a kilo of beef costs Php 250. What could be the maximum cost of a kilo of fish to
the nearest pesos?

a. Php 60 b. Php 65 c. Php 66 d. Php 67

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10. A restaurant owner would like to make a model which he can use as guide in writing a
linear inequality in two variables. He will use the inequality in determining the number of
kilograms of pork and beef that he needs to purchase daily given a certain amount of
money (C), the cost (A) of a kilo of pork, the cost (B) of a kilo of beef. Which of the
following models should he make and follow?

I. Ax + By ≤ C II. Ax + By = C III. Ax + By ≥ C

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

For items 11-15, write True if the statement is true; otherwise, write False.

11. In the linear inequalities ax + by < c, either a or b can be zero.

12. The boundary line of y > 3x + 5 is a solid line.

13. The boundary line of 2x + 3y ≥ is a broken line.

14. The shaded half-plane of the graph of y < 6x + 4 is the upper half plane.

15. The shaded half-plane of the graph of y ≥ -2x + ½ is the lower half-plane.

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 Lesson Graph of Linear Inequalities
1 in Two Variables

What’s In

This activity give you the opportunity to recall and describe graphs of linear equations
in two variables and emphasize that the graph can be a line that rises to the right if the slope
is positive and a line that falls to the right if the slope is negative. This activity will lead you to
learn how to graph linear inequalities in two variables.

ACTIVITY 1: Do It and You Will Remember!

Direction: Show the graph of each of the following linear equations in a Cartesian
coordinate plane.

EXAMPLE:
1. y = x + 2

By tabular method
(It is recommended to get the values of x near point of
Origin (0,0). Here we used -2, 0, and 2).

x -2 0 2
y 0 2 4
solutions Let x = - 2 let x = 0 let x = 2

y=x+2 y=x+2 y=x+2

y = -2 + 2 y=0+2 y = 2+ 2
y=0 y=2 y=4
The ordered pairs are (-2,0), (0,2), (2,4).
The graph of y = x + 2 is shown at the right.

2. y = 2x – 2

x -2 0 2
y
solutions

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 What’s New

Were you able to draw and describe the graphs of linear equations in two variables?
In the next task, you will identify the different points and their coordinates on the Cartesian
plane. These are some of the skills you need to understand linear inequalities in two
variables and their graphs.

ACTIVITY 2: To Infinity and Beyond!

Directions: Below is the graph of the linear equation y = x + 2. Use the graph to answer
the following questions.

Follow up questions:

1. Name 5 points on the line y = x + 2. Example: (0,2)

2. Name 5 points not on the line y = x + 2. Example: (3,1)

3. What mathematical statement would describe all the points on the left side of the
line y = x + 2?
How about all the points on the right side of the line y = x + 2?
4. What conclusion can you make about the coordinates of points on the line and those
which are not on the line?

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 What Is It

In the previous activity, you have recalled on how to graph linear equation in two
variables. In your previous topic, you also learned that if the slope m is positive the graph
rises and if negative it falls and so with linear inequalities in two variables. While in activity 2
you learned that the points lie on the graph or line is the solutions of the linear equation
given which is y = x + 2 and those which are not on the line is not the solutions.
Before you will proceed to the next there are some important notes that you will
remember.

This is a graph of a linear inequality:

The inequality y ≤ x + 2

You can see that y = x + 2 line, and the shaded region is where y is less than or
equal to x + 2. A linear inequality is like a linear equation (such as y = 2x + 1), but it will have
an inequality like <,>,≤, or ≥ instead of an =.

Here are the important keys on how to graph linear Inequalities in two variables:
1. Rearrange the equation so “y” is on the left and everything else on the right.
2. Plot the “y=” line (by using tabular method or y=mx + b method). Make it a solid line
for “y ≤”, and “y ≥” , then broken or dashed line for “y <” and “y >”.
3. Shade above the line for a “greater than”(y> or y≥), while shade below the line for a
“less than” (y< or y ≤). The shaded area indicate all the solution set in a given linear
inequalities.

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Example 1: y ≤ 2x – 1

Step 1. The inequality already has “y” on the left so no need to rearrange.
Step 2. Plot y = 2x – 1 (as a solid line because “y≤” which includes the points on the line as a
solution of the inequalities)

x 0 1 2
y -1 1 3
solutions y=2x-1 y=2x-1 y=2x-1
y=2(0)-1 y=2(1)-1 y=2(2)-1
y=-1 y=1 y=3

(0,-1) (1,1) (2,3)

Step 3 .Shade the area below (because y is “y≤”).

The shaded region are the solutions in the inequality y ≤ 2x – 1.

Example (2,3), (4,1), (3,2) are solutions because they are
located in the shaded region, while the points (-1,3), (-1,5),
(0,4) are not solutions.

Source: Geogebra classic application

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Example 2: 2y – x ≤ 6

Step 1. We need to rearrange this so “y” is on its own to the left:

2y – x ≤ 6
2y ≤ x + 6 (add x both sides to eliminate -x in the left side)
y≤ +3 (divide both sides by 2 to eliminate 2 in the left side)

Step 2. Now plot y = + 3 (as a solid line because “y ≤”)

x -2 0 2
y 2 3 4
solutions y= +3 y= +3 y= +3

y= +3 y= +3 y= +3

y = -1+ 3 y = 0+ 3 y = 1+ 3
y =2 y =3 y =4
(-2,2) (0,3) (2,4)

Step 3. Shade the area below (because “y ≤”) :

The shaded region are the solutions in the inequality y = +

3. Example (1,1), (2,3), (4,2) are solutions because they are

located in the shaded region, while the points (3,6), (-1,5),
(0,6) are not solutions.

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Example 3: +2>x

Step 1. We need to rearrange this so “y” is on its own on the left:

+2>x

>x–2 (subtract 2 both sides to eliminate 2 in the left)

y > 2x – 4 (multiply both sides by 2)

Step 2. Now plot y = 2x – 4 (as a broken line or dashed line because “y>”, which points on
the line are not included in the solutions).

x 1 2 3
y -2 0 2
solutions y = 2x – 4 y = 2x – 4 y = 2x – 4
y = 2(1) – 4 y = 2(2) – 4 y = 2(3) – 4
y=2–4 y=4–4 y=6–4
y = -2 y=0 y=2
(1,-2) (2,0) (3,2)

Step 3. Shade the area above (because y is greater than)

The shaded region are the solutions in the inequality y > 2x – 4.

Example (1,1), (2,3), (1,2) are solutions because they are
located in the shaded region, while the points (3,-2), (4,1), (3,-2)
are not solutions.

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 What’s More

Now that you learned about linear inequalities in two variables and their graphs, you
may now try the activities in the next section.
Your goal in this section is to learn and understand key concepts of linear inequalities
in two variables including their graphs and how they are used in real-life situations. Use the
mathematical ideas and the examples presented in answering the activities provided.

ACTIVITY 3: Figure It Out!

Directions: Tell which of the following is a linear inequality in two variables.

1. 2x –3 y ≥ 4

2. 4 < y

3. 2y = x

4. 4x ≤ y + 3

5. 2(x - 2) < 3y

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 What I Have Learned

How did you find the activity? Were you able to identify linear inequalities in two
variables? In the next activity, you will determine if the given coordinates of points on the
graph satisfy an inequality.

ACTIVITY 4: Do I Belong Here?

Directions: Tell which of the given coordinates of points on the graph satisfy the inequality.
Write YES or NO.

1. y < 5x + 1
a. (4, 5)
b. (-2, -5)
c. (5, 0)
d. (2, 5)
e. (-4, -1)

2. 5x ≥ 2 – 4y
a. (4, 3)
b. (0, 0)
c. (-4, 3)
d. (3, 0)
e. (-4, -4)

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 What I Can Do

Were you able to determine if the given coordinates of points on the graph satisfy the
inequality? In the next activity, you will shade the part of the plane divider where the
solutions of the inequality are found.

ACTIVITY 5: Which Side?

Direction: Shade the side of the plane divider where the solutions of the inequality are
found.

1. 3x > 3y + 5

2. x ≤ 2y - 4

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 Lesson Problems Involving Linear
2 Inequalities in Two Variables

What’s In

In the previous lesson, you learn how to graph linear inequalities and find its
solutions. In the next activity, you will draw and describe the graph of linear inequalities
which help you solve real life problems involving linear inequalities in two variables.

ACTIVITY 1: Sketch If You Can!

Directions: Show the graph and shade the solutions of inequalities. Use the Cartesian
coordinate plane below.

1. y > 2x + 4

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 What’s New

From the activity done, you were able to determine the linear inequality whose graph
is described by the shaded region. In the succeeding activity, you will translate real-life
situations into linear inequalities in two variables.

ACTIVITY 2: That’s Also Me!

Directions: Write each statement as a linear inequality in two variables.

1. The difference of the number of 100-peso tickets (p) and 50-peso tickets (q) is not
less than 30.
2. Twice the number of cellphones (c) is less than the number of laptops (l).
3. The sum of one-peso coin (o) and five-peso coin (f) is greater than Php 45.
4. In a week, the total amount the student spends for food (f) and school materials (s) is
at most Php 500.
5. The difference of the number of 100-peso tickets (p) and 50-peso tickets (q) is not
less than 30.
6. The price of a bicycle (m) less Php 300 is less than or equal to the price of a helmet
(h).
7. Nicole bought 3 soft drinks (s) and 4 bottled waters (b) and paid not more than Php
100.
8. The difference between the height of Ding (d) and Procopio (p) is at least 3cm.
9. Two times the length of a meter stick (m) increased by 2 centimeter is less than the
height of Migz (h).
10. The number of slippers (s) more than twice the number of shoes (p) is greater than 6.
11. A dozen of t-shirts (t) added to half a dozen of sleeveless-shirts (s) has a total cost of
not greater than Php 450.

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 What Is It

In the previous activity, you translate real-life situations into linear inequalities in two
variables. Which give you emphasis on the meanings of the phrases “less than”, “more
than”, “greater than”, “at most” and “at least”. You also differentiate “less than” and “is less
than” and “more than” and “is more than”.
In activity 2 for example, in no. 1 “The difference of the number of 100-peso
tickets (p) and 50-peso tickets (q) is not less than 30”.

Illustration:

The word “difference” emphasize the operation subtraction (-). While the phrase “is
not less than” means it is more than or equal ( ). if we write that in mathematical
representation that is:
“p - q 30” .

Example 2: “The difference between the weight of Diana (d) and Princess (p) is at least
26.”

The word “difference” means subtraction (-). While the phrase “is at least” means “≥”. If we
write that in mathematical representation that is : “d – p ≥ 26”.

Example 3: “The sum of twenty-peso bills (t) and fifty peso bills (f) is greater than Php
420.”

The word “sum” means addition (+). While the phrase “greater than” is the symbol “>”. If
we write that in mathematical representation that is: “20t + 50f > 420”

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 What’s More

Activity 3: It’s Your Time!

Directions: Answer the following questions. Give your complete solutions or explanations.

1. The difference between Coyax height (C) and Jayax height (J) is not more than 1.7 ft.

a. What mathematical statement represents the difference in the heights of Coyax and
Jayax? Define the variables used.

b. Based on the mathematical statement you have given, who is taller? Why?

c. Suppose Coyax height is 5 ft, what could be the height of Jayax? Explain
your answer.
(substitute the heght of Coyax (C) and find the value of Jayax (J) )

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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
 To graph an inequality in two variables, the following steps could be followed:

1. Replace the inequality symbol with an equal sign. The resulting equation becomes
the plane divider.
2. Graph the resulting equation with a solid line if the original inequality contains ≤ or ≥
symbol. The solid line indicates that all points on the line are part of the solution of
the inequality. If the inequality contains < or > symbol, use a dash or a broken line.
The dash or broken line indicates that the coordinates of all points on the line are not
part of the solution set of the inequality.
3. Choose three points in one of the half-planes that are not on the line. Substitute the
coordinates of these points into the inequality. If the coordinates of these points
satisfy the inequality or make the inequality true, shade the half-plane or the region
on one side of the plane divider where these points lie. Otherwise, the other side of
the plane divider will be shaded.

 The solution to a linear inequality includes all the points in one half of the plane. We
can tell which half by looking at the inequality sign:

a. “>” The solution set is the half plane above the line.
b. “<” The solution set is the half plane below the line.
c. “≤” The solution set is the half plane below the line and also the points on the line.
d. "≥" The solution set is the half plane above the line and also the points on the line

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 Assessment: (Post-Test)

Direction: Select the letter corresponding to your answer.

For items 1-5. Determine whether the ordered pair is a solution of the given inequality. Write
Yes or No.

1. -x + y < 1 ; (-7, 8)
2. 5x + 6y < 10 ; (2,-1)
3. -5x +3y ≤ 11 ; (-4,-6)
4. 3x - 5y < -2 ; (5,4)
5. 7x - 8y < 1 ; (-1,-1)

6. In the inequality 6a + 4b ≥ 10, what could be the possible value of a if b = 2?

a. a ≤ 13 b. a ≥ 13 c. a < 13 d. a > 13

7. Ana and Marielle went to the grocery to buy cans of milk sachets of coffee. Ana paid Php
672 for 12 cans of milk and 24 sachets of coffee. Marielle bought the same cans of milk
and sachets of coffee but only paid less than Php 450. Suppose each sachet of coffee
costs Php 5.50. How many cans of milk and sachets of coffee could Marielle have
bought?

a. six cans of milk and 36 sachets of coffee

b. eight cans of milk and 16 sachets of coffee
c. 10 cans of milk and 12 sachets of coffee
d. 12 cans of milk and 8 sachets of coffee

8. A bus and a car left a place at the same time traveling in opposite directions. After 2
hours, the distance between them is less than 300 km. If the car travels at a speed of 70
kilometers per hour (kph), which of the following could be the speed of the bus?

a. 100 kph b. 90 kph c. 80 kph d. 70 kph

For items 9-14, solve for y of the equation y = 4x - 1. Write your answer to complete the
table of values.

x -2 -1 0 1 2

15. Which point below is NOT part of the solution?

a. (0,0) b. (5,1)
c. (-1,-3) d. (20,-5)

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Key to Answers

LESSON 1 Activity 5:
Pre-test: 1. right side of the plane divider
1. C 6. yes 11. False 2. left side of the plane divider
2. no 7. C 12. False
3. no 8. B 13. False LESSON 2:
4. yes 9. C 14. False
5. no 10. B 15. False Activity 1:
1.
Activity 1:
2. y = 2x – 2
X -2 0 2
Y -6 -2 2

Activity 2:
1. 100p-50q ≥ 30
2. 2c < l
Activity 2
3. o + 5f > 45
Answers may vary.
4. f + m ≤ 500
5. 100p - 50q ≥ 30
Activity 3:
6.m 3s +4b
1. Linear inequality
1. t + f > 420 6. 12s +6p ≤ 960
2. Not linear inequality
2. d – p ≥ 26 7. p – q ≥ 30
3. Not linear inequality
3. 5r + 2 < h 8. 3r < b
4. Linear inequality
4. f + e ≤ 8000 9. 2p + a > 24
5. Linear inequality
5. m – 36 000 ≤ b 10. 2b + 3s ≤
1150
Activity 4:
1. a. No
Activity 3:
b. Yes
1. a. c – j ≤ 1.7; c represents Coyax’s
c. No
height and j Joyax’s height
d. No
b. Coyax
e. Yes
c. 3.3 ft and below
2. a. Yes
b. No POST-TEST
c. No 1. NO 3. YES 6. B 15. C
d. No 2. YES 4. YES 7. B
e. No 3. YES 5. NO 8. D
e. Yes
9-14.
X -2 -1 0 1 2
Y -9 -5 -1 3 7

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References

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

Module 4, Lesson 1. Pp 209-238.

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

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

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

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

“Graphing Linear Inequalities in Two Variables” . http;// www.varsitytutor.com/. Retrieved on

June 3, 2020.

“Graphical Solution of Linear Inequalities in Two Variables”. http;// www.toppr.com/.

Retrieved on June 2, 2020.

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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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