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Mathematics Activity
Sheet
Quarter 2 – MELC 4
Solving Problems Involving
Systems of Linear Inequalities

REGION VI – WESTERN VISAYAS

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Mathematics 8
Activity Sheet No. 4
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Mathematics Activity Sheet

Writer: Roland D. Panado

Content Editor: Felsie D. Obuyes
Illustrator: Roland D. Panado
Layout Artist: Alvin L. Obligacion
Schools Division Quality Assurance Team:
Dr. Calin A. Bernales
Judith P. Tu
Elenia P. Baranda
Division of Capiz Management Team:
Dr. Salvador O. Ochavo Jr.
Nicasio S. Frio
Dr. Segundina F. Dollete
Shirley A. de Juan
Elenia P. Baranda

Regional Management Team:

Ma. Gemma M. Ledesma
Dr. Josilyn S. Solana
Dr. Elena P. Gonzaga
Donald T. Genine
Rhodalyn G.Delcano

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 Welcome to Mathematics 8

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Capiz and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping
the learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Mathematics Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The Mathematics Activity Sheet is developed to help you continue learning

even if you are not in school. This learning material provides you with meaningful
and engaging activities for independent learning. Being an active learner, carefully
read and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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 Quarter 2, Week 2

LEARNING ACTIVITY SHEET NO. 4

Name: ______________________________ Grade Level and Section: __________

Date: _____________

MATHEMATICS 8 ACTIVITY SHEET

Solving Problems Involving Systems of Linear Inequalities

I. Learning Competency

 Solves problems involving systems of linear inequalities in two

variables. ( M8AL-IIb-2 )

II. Background Information for Learners

Lesson will focus on how to solve problems involving systems of linear

inequalities in two variables. These will provide opportunities to deepen their
understanding to find out how these systems are used in solving real-life
problems and in decision-making.

Example: There are at most 56 people composed of children and adults who are
riding in a bus. Each child and adult paid Php 80 and Php 100, respectively. If
the total amount collected was not more than Php 4,800, how many children and
adults can there be in the bus?
Solution: Let x = number of children in the bus
y = number of adults in the bus
Represent the number of people in the bus as x + y ≤ 56.
Represent the amount collected as 80x + 100y ≤ 4,800.
Thus, the system associated with the example is actually composed of four
linear inequalities: x + y ≤ 56
80x + 100y ≤ 4,800
x≥0
y≥0

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 The region where the shaded regions overlap is the graph of the solution of the
system. Consider any point in this shaded region, then substitute its coordinates
in the system to check.
Consider the point whose coordinates are (20, 30). Check this against the
inequalities x + y ≤ 56 and 80x + 100y ≤ 4,800.
If x = 20 and y = 30, then 20 + 30 ≤ 56. The first inequality is satisfied.
If x = 20 and y = 30, then 80(20) + 100(30) = 4,600 ≤ 4,800.
Aside from this, (20,30) is also a point that lies on the region where the
shaded areas overlap. This means that under the given conditions, it is possible
that 20 children and 30 adults are in the bus.
An ordered pair (x, y) is a solution to a system of inequalities if it satisfies

III. Accompanying DepEd Textbook

Mathematics Learner’s Module 8

Module 5: Systems of Linear Equations and inequalities in Two
Variables pp. 290 - 303
Lesson 3: Graphical solutions of Systems of Linear Inequalities
in two variables

IV. Activity Proper

Exercise 1
Directions: Write a system of linear inequalities to model the given real-life situation.

System of linear inequalities

Real-life Situation
model
1. A calamansi juice ( c ) and a slice of buko pie ( b)
cost at most P60. A slice of buko pie’s price is at
most 5 times the price of a calamansi juice.
2. A group of tourists is planning a trip to Boracay
this December. At least 12 people must sign up for
the trip, or it will be cancelled. The number of boys
(x) in the group is at most twice the number of girls
(y).
3. The daily allowance of Anne (a) is at most ten
more than twice the allowance of her sister,
Rowena ( r ). Together, they are given at most
Php100 a day.
4. A house (h) and lot (l)together in a subdivision
cost at least Php 800 000.A house is more than
thrice the cost of a lot.
5. The total profit of Lito (L) and Mario (M) in selling
green shells and oysters is at least Php 3000 and
their difference is more than Php1000.

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Exercise 2

Directions: Match the real-life situation in column A with their corresponding

graph in column B.

Column A Column B

1. The sum of the scores of John

and Noel in a Mathematics quiz is at A.
least 12 and their difference is more
than 3.

2. Two kinds of fruits are displayed

in a fruit stand. One is pineapple
fruit whose number is no more than B.
thrice the other, which is papaya.
There are at least 20 of them placed
in a fruit stand.

3. Agnes’ age is no less than 6 more

C.
than Rosebell’s age.The sum of
their ages is greater than 18.

4. In every classroom, the minimum D

number of students is 30. It is
noticed that in the first section, girls
are no more than twice as many as
boys.

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 Exercise 3
Direction: Consider the situation below and answer the following questions.
.

1. Romeo harvested at most 18 baskets of mango fruit and classified according

to their sizes. He found out that class B is not more than twice as many
baskets of mango than class A.

a. What mathematical models represent the given situation?

__________________________________________________________________
__________________________________________________________________
b. Draw the graph of the mathematical models?

c. What were the maximum numbers of baskets would he have in class A

and class B?
_______________________________________________________________
_______________________________________________________________

Questions:
1. Did you encounter any difficulties in choosing the graph of the given
situations? If yes, please specify.
________________________________________________________
________________________________________________________
2. How did you determine the graph of the given situations?
________________________________________________________
________________________________________________________
3. How did you solve problems that involve systems of linear inequalities
in two variables?
_______________________________________________________________
_______________________________________________________________
4. Formulate your own real-life problem that involves systems of linear
inequalities in two variables.
_______________________________________________________________
_______________________________________________________________

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 Rubric for Drawing the Graph of the System of Linear Inequalities

Indicators
1- The model of the problem formulated is correct.
2- The graph is properly labeled.
3- The graph is accurately made.
4- The graph is clean and presentable.
5- The graph is clear and understandable.

Score Description
5 All indicators are evident.
4 4 out of 5 indicators are evident.
3 3 out of 5 indicators are evident.
2 2 out of 5 indicators are evident.
1 Only 1 indicator is evident.

Rubric for the solution to Problem Solving

Indicators
1- The problem is correctly modeled with a system of linear inequalities.
2- The problem presented with appropriate graph.
3- The problem used accurate mathematical concepts in processing the solution.
4- The problem obtained correct final answer.

Point Description
4 All indicators are evident.
3 3 out of 4 indicators are evident.
2 2 out of 4 indicators are evident.
1 Only 1 indicator is evident.

V. Reflection

1. What have you learned in the lesson?

__________________________________________________________
__________________________________________________________
__________________________________________________________
2. How can you apply it to real- life situation/s?
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 Answer Key

Exercise 3 Exercise 2

1. a. x + y ≤ 18 1. C
y ≤ 2x 2. D
3. A
b 4. B

c. Romeo harvested a maximum 6 baskets of mango in

H
Exercise 1

System of linear inequalities

Real-life Situation
model

1. A calamansi juice ( c ) and a slice of buko pie ( b ) cost at most P60. A slice b + c ≤ 60
of buko pie’s price is at most 5 times the price of a calamansi juice. b ≤ 5c

2. A group of tourists is planning a trip to Boracay this December. At least 12

x + y ≥ 12
people must sign up for the trip, or it will be cancelled. The number of boys (x)
y ≤ 2x
in the group is at most twice the number of girls (y).

3. The daily allowance of Anne (a) is at most ten more than twice the
a ≤ 2r + 10
allowance of her sister, Rowena ( r ). Together, they are given at most Php100
a + r ≤100
a day.

4. A house (h) and lot (l)together in a subdivision cost at least Php 800 000.A h + l ≥ 800 000
house is more than thrice the cost of a lot. h > 3l

5. The total profit of Lito (L) and Mario (M) in selling tahong and talaba is at L+ M ≥ 3000
least Php 3000 and their difference is more than Php1000. L - M > 1000

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References for Learners

 MELC
 Mathematics Learner’s Module for Grade 8
 Learning Guide Second Year - Mathematics, BEAM, March, 2009