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

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Published by the Department of Education – Division of Gingoog City

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

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Writer: Deen Mark L. Gillegao

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Jay Michael A. Calipusan, PDO II
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 Table of Contents

What I Know........................................................................................................................... i

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

Lesson 2:
Problems Involving Linear Inequalities in Two Variables………………………9
What’s New........................................................................................................... 9
What Is It ............................................................................................................ 10
What’s More......................................................................................................... 11

Summary ........................................................................................................... 12
Assessment: (Post-Test) .................................................................................. 13
Key to Answers ................................................................................................. 14
References ........................................................................................................ 15
 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
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

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 Graph of Linear Inequalities
1 in Two Variables

What’s In

Have you ever perfected graphing an equation of a line? The activity you will perform
will 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 lesson will also teach
you to graph linear inequalities in two variables ( M8AL-IIa-3) and to solve problems involving
linear inequalities in two variables (M8AL-IIa-4).

Let’s try this example of graphing the equation of y = x + 2

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

x -2
y 0
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 a line that rises to the right because the slope which is 1 is positive.

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 What’s New

You have just recalled the graph of linear equations in two variables. In the next task,
you will identify the different points of a line and their coordinates on the Cartesian plane.
You need to remember that the points which lie on the line are the solutions of the equation
while the points which do not lie on the line are not the solutions of the equation.
These skills you will develop in the next activity will help you to understand linear
inequalities in two variables and their graphs.

Let’s try activity 1

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

Follow up questions:

1. Name 3 points on the line y = x + 2. Example: (0,2)

2. Name 3 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 reviewed on how to graph linear equation in two
variables. In your previous topic, you also learned that if the slope m of a line is positive the
graph rises to the right and if negative it falls to the right. This is also true in linear
inequalities in two variables. In activity 1, you learned that the points which lie on the graph y
= x + 2 are the solutions of the linear equation and those which are not on the line are not the
solutions of the equation.
Before you will proceed to the next activity, there are some important notes that you
should remember.

This is a graph of a linear inequality:

The inequality y ≤ x + 2

You can see that y = x + 2 is a 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 symbol like <, >, ≤, or ≥ instead of the equality symbol =.

How to graph linear inequalities in two variables:

1. Plot the “y=” line by using tabular method or y=mx + b method.

Note: The graph for less than or equal to (≤) and more than or equal to (≥) is a solid
line. The graph for less than (<) and more than (>) is a dashed or broken line.
2. Shade above the line for greater than (y> or y≥) and shade below the line for a
less than (y< or y ≤). The shaded area indicates all the solutions or the solution set in
a given linear inequality.

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 Example 1: y ≤ 2x – 1

Step 1. Plot y = 2x – 1 (as a solid line because “y≤” includes the points on the line as a
solution of the inequality)

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)

Source: Geogebra classic application

Step 2. Shade the area below (because y is “≤”).

The shaded region is the solution 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. Rearrange the inequality in the form y ≤ mx +b

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

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

x
y≤ +3
2

x
Step 2. Plot y = +3 as a solid line because the values of y in the inequality are less than or
2
equal to ( ≤ )
x -2 0 2
y 2 3 4

solutions x x x
y= +3 y= +3 y= +3
2 2 2

 2 y=
0
+3 y=
2
+3
y= +3
2 2 2

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

Step 3. Shade the area below (because the values of y are less than or equal to “y ≤”)

The shaded region is the solution of the

x
inequality y =  3 . Example (1,1), (2,3), (4,2)
2
are the solutions because they are located in the
shaded region while points (3,6), (-1,5), and (0,6)
are not solutions of the inequality.

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 y
Example 3: 2 x
2

Step 1. Rearrange the inequality so that y will be at the left side.

y
2 x
2
y
22  x2 (subtract 2 to both sides to eliminate 2 in the left)
2

y > 2x – 4 (multiply both sides by 2)

Step 2. Plot y = 2x – 4 as a broken line or dashed line because the points on the line are
not included in the solutions of the inequality.

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 is the solution 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 of the inequality.

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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 2: 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 3: 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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 Problems Involving Linear
2 Inequalities in Two Variables

What’s New

From the activity that you have 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 1: That’s Also Me!

Direction: 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
greater than 30.

What Is It

In activity 1, you translated real-life situations into linear inequalities in two variables
which give emphasis on the meaning of the phrases “less than”, “more than”, “greater than”,
“at most” and “at least”. You also differentiated “less than” and “is less than” and “more than”
and “is more than”.
Illustrations of items in Activity 1:

1: The difference of the number of 100-peso tickets (p) and 50-peso tickets (q) is not less
than 30.

The word “difference” implies 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

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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”.

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”

What’s More

Activity 2: It’s Your Time!

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

1. The difference between Clovan’s height (C) and Jaya’s height (J) is not more than 1.7 ft.

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

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

c. Suppose Clovan’s height is 5 ft., what could be the height of Jaya? Explain
your answer.
(substitute the height of Clovan (C) and find the value of Jaya’s (J) height)

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Summary
 To graph an inequality in two variables, the following steps should 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 ≤ 1/3 b. a ≥ 1/3 c. a < 1/3 d. a > 1/3

7. Ana and Marielle went to the grocery to buy cans of milk and 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. 6 cans of milk and 36 sachets of coffee

b. 8cans 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. Nimfa paid less than Php 700 for 2 kg of pork and 3 kg of rice. Suppose a kg of pork
costs Php 250. What could be the maximum cost of a kg of rice to the nearest pesos?

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

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
Pre-test:
C 6. yes
no 7. C
no 8. B LESSON 2:
yes 9. C Activity 2:
no 10. B
1. 100p-50q ≥ 30
2. 2c < l
3. o + 5f > 45
Activity 1 4. f + m ≤ 500
Answers may vary. 5. 100p - 50q ≥ 30
Activity 2:
Linear inequality
Not linear inequality in 2 var.
Not linear inequality in 2 var. Activity 2:
Linear inequality 1. a. c – j ≤ 1.7; c represents Clovan’s
Linear inequality height and j Jaya’s height
b. Clovan
Activity 3:
c. 3.3 ft and below
a. No
POST-TEST
No
1. NO 4. YES 7. B
No
2. YES 5. NO 8. C
Yes
3. YES 6. B
a. Yes
9-14.
No X -2 -1
Yes Y -9 -5 -1
No
15. C

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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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