Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

MATH 8

PREPAREDNESS:
Using Inequalities to
Survive in Disasters

Quarter 2 Week 1 Module 1

Learning Competencies:
• Illustrate linear inequalities in two variables
(M8AL-IIa-1-2)
• Solve problems involving linear inequalities
in two variables (M8AL-IIa-4)

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HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions
below to successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated
in every page of this module.
2. Write on your notebook the concepts about the lessons.
Writing enhances learning, that is important to develop
and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the
answer key card.
5. Analyze conceptually the posttest and apply what you have
learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations - These are what you will be able to know after completing the
lessons in the module.

• Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

• Looking Back to your Lesson - This section will measure what learnings and
skills did you understand from the previous lesson.

• Brief Introduction- This section will give you an overview of the lesson.

• Activities - This is a set of activities you will perform with a partner.

• Remember - This section summarizes the concepts and applications of the

lessons.

• Check your Understanding - It will verify how you learned from the lesson.

• Post-test - This will measure how much you have learned from the entire
module.

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 Learning Module for Junior High School Mathematics

LESSON
1
Linear Inequalities in Two Variables

EXPECTATIONS
1111111
You will illustrate and solve linear inequalities in two variables.

Specifically, this module will help you to:

• recall evaluating algebraic expressions,
• differentiate linear inequalities from linear equations, and
• solve for unknown values, or finding a range of values in a linear inequality
in two variables.

Let us start your journey in learning

more on Linear Inequalities in Two Variables.
. I am sure you are ready
and excited to answer the Pretest.
Smile and cheer up!

PRETEST

Read the questions carefully. Write the letter of the correct answer.
1. Which of the following is a linear inequality in two variables?
A. 𝑥 + 𝑦 = 3 B. 𝑦 < 𝑥 − 3 C. 𝑦 ≥ 𝑥 2 + 5 D. 𝑥 2 + 𝑦 2 > 1
2. Which of the following is not a linear inequality in two variables?
1
A. 𝑥 ≤ 𝑦 B. 𝑥 + 2𝑦 ≥ 1 C. 𝑦 < 𝑥 − 4 D. 2𝑥 − 3 > 𝑦 2
2

3. How many solutions does a linear inequality in two variables have?

A. 0 B. 1 C. 2 D. infinitely many
4. Which inequality translates to: “the sum of twice a number and three times
another number is at least 15” ?
A. 2𝑥 + 3𝑦 > 15 B. 2𝑥 + 3𝑦 < 15 C. 2𝑥 + 3𝑦 ≥ 15 D. 2𝑥 + 3𝑦 ≤ 15
5. Which of the following statements means 𝑥 > 𝑦 − 6?
A. a number is greater than another less 6
B. a number is greater than another less than 6
C. a number is at most another less 6
D. a number is at most another less than 6
6. Which of the following points is a solution to the inequality 2𝑥 − 3𝑦 > 6?
A. (0,0) B. (0, −2) C. (3,0) D. (3, −2)

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 Learning Module for Junior High School Mathematics

7. Which linear inequality is the point (1, 5) not a solution?.

A. 𝑥 + 𝑦 ≤ 6 B. 2𝑥 − 𝑦 > −4 C. 𝑦 < 𝑥 + 4 D. 𝑦 ≥ 3 − 2𝑥
8. For what values of 𝑥 is the inequality 𝑦 < 2𝑥 + 7, if 𝑦 = 3?
A. 𝑥 > −2 B. 𝑥 > 2 C. 𝑥 < 2 D. 𝑥 < −2
9. For what values of y is the inequality 3𝑥 − 2𝑦 > −4, if 𝑥 = 2?
A. 𝑦 > −5 B. 𝑦 > 5 C. 𝑦 < 5 D. 𝑦 < −5
10. What is the range of 𝑦 in the equation 2𝑥 − 𝑦 = 3, if 1 < 𝑥 ≤ 5
A. 1 < 𝑦 ≤ 7 B. −1 < 𝑦 ≤ 7 C. −7 ≤ 𝑦 < 1 D. −7 ≤ 𝑦 ≤ −1
For numbers 11 to 15 - The city of Manila conducted a community medical
mission to mitigate the quarantine situation in heavily affected areas. Doctors,
nurses, and police officers are employed in this event. The number of police
officers (p) is at least twice as many as the number of nurses (n); while the number
of doctors (d) is at most a third of the nurses.

11. Which best describes the number of nurses compared to police officers?
A. 𝑝 < 2𝑛 B. 𝑝 > 2𝑛 C. 𝑝 ≤ 2𝑛 D. 𝑝 ≥ 2𝑛
12. Which best describes the number of nurses compared to doctors?
A. 𝑑 ≤ 3𝑛 B. 𝑑 ≥ 3𝑛 C. 3𝑑 ≤ 𝑛 D. 3𝑑 ≥ 𝑛
13. If there are 70 police officers in the event, how many nurses are there?
A. 𝑛 ≤ 35 B. 𝑛 ≤ 150 C. 𝑛 ≥ 35 D. 𝑛 ≥ 150
14. If there are 30 doctors in the event, how many nurses are there?
A. 𝑛 > 10 B. 𝑛 ≥ 10 C. 𝑛 > 90 D. 𝑛 ≥ 90
15. Which of the following sets satisfy the inequalities given in the problem?
A. 10 officers and 10 nurses C. 15 officers and 10 nurses
B. 30 officers and 15 nurses D. 30 officers and 15 nurses

Great, you finished answering the questions. You

may request your facilitator to check your work.
Congratulations and keep on learning!

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 Learning Module for Junior High School Mathematics

LOOKING BACK TO YOUR LESSON

Before going further, let us try to recall about inequalities. Inequalities are
mathematical symbols that compare the value of two numbers or expressions.

Determine whether the following inequalities are true or false. Cross out all
boxes with incorrect or false inequalities.

2 ≤ −5 −2 > −6 3≥3 1 < −1 −3 < 0

6 > −1 −4 ≥ 2 2<0 −1 > 4 5 ≥ −7

A linear equation in two variables has infinitely many solutions given by all
points or ordered pairs (𝑥, 𝑦) that satisfy the equation.

1. (0, 0); 𝑥 + 2𝑦 = 5
2. (−1,3); 2𝑥 − 𝑦 = −5
3. (−2, −2); 𝑥 − 2𝑦 = 2
4. (2,7); 𝑦 = 3𝑥 + 1
5. (1, −1); 𝑦 = 1−𝑥

BRIEF INTRODUCTION

Read the selection below

DISASTER BUDGET PLAN

Natural disasters cannot be avoided such as

storms and earthquakes. But we can prepare
ourselves by storing emergency rations and
medical supplies. Food items should require little
to no preparation and can be stored for a long
time. Perishables must be contained in clean and
dry containers to prevent spoilage. Medicine or
vitamins should have their own containers and
must be labeled to avoid confusion. It is always
best to be ready and prepared.
Suppose that you are planning to buy food items for your disaster pack,
and you have a budget of ₱ 200. You would like to have a stock of canned goods
worth ₱ 20 each, and rice worth ₱ 25 per kilo. Using your knowledge in
mathematics, you have arrived at the following mathematical models:
20𝑥 + 25𝑦 = 200, 20𝑥 + 25𝑦 ≤ 200, and 20𝑥 + 25𝑦 > 200; where 𝑥 and 𝑦 represent
the number of canned goods and kilos of rice respectively.
Which of the following models is best suited for a budget plan? Will you
be able to buy 5 canned goods and 4 kilos of rice in each plan? How about
four of each food item?

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 Learning Module for Junior High School Mathematics

Going back to the problem, observe the mathematical sentences given. The
first is 20𝑥 + 25𝑦 = 200 is an example of a linear equation in two variables, since it
uses the equal sign, =. The next ones, 20𝑥 + 25𝑦 ≤ 200 and 20𝑥 + 25𝑦 > 200, are called
linear inequalities in two variables.

Linear inequalities are mathematical sentences that use one of the following
symbols:
> greater than
< less than
≥ greater than or equal to / at least
≤ less than or equal to / at most

Example 1 – Express the following phrases in linear inequalities.

a. The difference between to numbers is at most 3.
b. The sum of number and twice another number is greater than −1.
c. The number of teachers is less than the number of students.
d. The number of dogs is at least three times the number of cats.

Solution:
a. 𝑥 − 𝑦 ≤ 3
b. 𝑥 + 2𝑦 > −1
c. 𝑡 < 𝑠, where 𝑡 is the number of teachers and 𝑠 is the number of
students
d. 𝑑 ≥ 3𝑐, where 𝑑 is the number of dogs and 𝑐 is the number of cats

A point (𝑥, 𝑦) is a solution to a linear equation if it satisfies the equation after

evaluating the values. The same is true for a linear inequality which also has
infinitely many solutions.

Example 2 – Determine if the point is a solution to the given inequality.

a. 𝑥 > 𝑦; (0,0) (−1,1)
b. 𝑦 ≥ 2𝑥 − 1; (1,1) (−1, −1)
c. 2𝑥 − 3𝑦 ≤ 5; (3,4) (3, −4)

Solution:
a. We substitute the 𝑥 and 𝑦 values in the inequality, 𝑥 > 𝑦.
𝑥>𝑦 𝑥>𝑦
0 > 0 𝑖𝑠 𝑎 𝑓𝑎𝑙𝑠𝑒 𝑠𝑡𝑎𝑡𝑒𝑚𝑒𝑛𝑡 −1 > 1 𝑖𝑠 𝑎 𝑓𝑎𝑙𝑠𝑒 𝑠𝑡𝑎𝑡𝑒𝑚𝑒𝑛𝑡
It is false since 0 = 0.
Therefore, the points (0, 0) and (−1,1) are not solutions of 𝑥 > 𝑦.

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 Learning Module for Junior High School Mathematics

b. We substitute the 𝑥 and 𝑦 values in the inequality, 𝑦 ≥ 2𝑥 − 1.

𝑦 ≥ 2𝑥 − 1 𝑦 ≥ 2𝑥 − 1
1 ≥ 2(1) − 1 −1 ≥ 2(−1) − 1
1 ≥ 1 𝑖𝑠 𝑡𝑟𝑢𝑒 −1 ≥ −2 − 1
It is true since the inequality −1 ≥ −3 𝑖𝑠 𝑡𝑟𝑢𝑒
used is ≥, and 1 = 1.
Therefore, both (1,1) and (−1, −1) are solutions to the inequality,
𝑦 ≥ 2𝑥 − 1.
c. We substitute the 𝑥 and 𝑦 values in the inequality, 2𝑥 − 3𝑦 ≤ 5.
2𝑥 − 3𝑦 ≤ 5 2𝑥 − 3𝑦 ≤ 5
2(3) − 3(4) ≤ 5 2(−3) − 3(−4) ≤ 5
6 − 12 ≤ 5 −6 + 12 ≤ 5
−6 ≤ 5 𝑖𝑠 𝑡𝑟𝑢𝑒 6 ≤ 5 𝑖𝑠 𝑓𝑎𝑙𝑠𝑒
Therefore, (3,4) is a solution while (−3, −4) is not a solution of the
inequality, 2𝑥 − 3𝑦 ≤ 5.

The solution to an inequality is the set of all points that satisfies the inequality.
So, it also follows when finding the range of values of 𝑥 or 𝑦 in an inequality. We solve
for those values by substituting known ones in the inequality and evaluating it
similar to a linear equation in two variables.

Example 3 – Solve the following problems involving linear inequalities.

a. What are the values of 𝑥 in the inequality 2𝑥 − 𝑦 ≤ 10 if 𝑦 = −4?
b. What are the values of 𝑦 in the inequality 4𝑥 < 3𝑦 − 12 if 𝑥 = 1?
c. Find the range of values of 𝑦 in the equation 𝑦 = 2𝑥 − 3 for
−1 < 𝑥 ≤ 1.
Solution:
a. Solve for 𝑥 in 2𝑥 − 𝑦 ≤ 10 when 𝑦 = −4, by substituting.
2𝑥 − 𝑦 ≤ 10
2𝑥 − (−4) ≤ 10
2𝑥 + 4 ≤ 10
2𝑥 ≤ 10 − 4
2𝑥 ≤ 6
𝒙≤𝟑
Answer: When 𝑦 = −4 in the inequality 2𝑥 − 𝑦 ≤ 10, then 𝑥 ≤ 3.

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 Learning Module for Junior High School Mathematics

b. Substitute 𝑥 = 1 in the inequality 4𝑥 < 3𝑦 − 12, then solve for 𝑦.

4𝑥 < 3𝑦 − 12
4(1) < 3𝑦 − 12
4 < 3𝑦 − 12
−3𝑦 < −12 − 4
−3𝑦 < −16
𝟏𝟔
𝒚>
𝟑
16
Answer: When 𝑥 = 1 in the inequality 4𝑥 < 3𝑦 − 12, then 𝑦 > .
3

Remember to change the inequality symbol when dividing both sides

by a negative number.
c. We separate the solutions into two, since there are two values to
substitute in the equation 𝑦 = 2𝑥 − 3.
𝑦 = 2(−1) − 3 𝑦 = 2(1) − 3
𝑦 = −2 − 3 𝑦 =2−3
𝑦 = −5 𝑦 = −1
Answer: Therefore, the range is −5 < 𝑦 ≤ −1

Take note that the inequality symbols should match the ones in the
given range, and the order must be correct. It is wrong to say−5 > 𝑦 ≥ −1,
since −5 is not greater than −1.

ACTIVITIES

Activity 1: Translate each statement algebraically. Then determine which are

linear equations and inequalities in two variables.
1. A number is twice another number.
2. A number is three times less than another number.
3. A number is at least 6 more than another number.
4. The difference between two numbers is 15.
5. The sum of two numbers is at most 21.
6. Thrice the value of a number less 2 is equal to another number.
7. Five greater than a number is greater than half another number.
Activity 2: Encircle the ordered pair if it is a solution to the given linear
Inequality in two variables.
1. 𝑦 > 3𝑥 − 8; (0,0) (−1, 2) (2, −1)
2. 𝑦 ≤ 2𝑥 − 4; (0,0) (3,0) (−3,0)

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 Learning Module for Junior High School Mathematics
1
3. 𝑦 < 𝑥 − 9; (0,0) (−1, −1) (−2, −2)
3

4. 2𝑥 + 𝑦 ≥ −7; (0,0) (−4,0) (4,0)

5. −3𝑥 + 5𝑦 ≤ 10; (0,0) (2, −1) (−1,2)
Activity 3 : Solve the following problems involving linear inequalities in two
variables.

1. What are the values of 𝑦 in 𝑦 < 6 − 3𝑥 if 𝑥 = −5

2. What are the values of 𝑦 in 2𝑥 − 3𝑦 > 10 if 𝑥 = 1?
3. What are the values of 𝑥 in 3𝑥 + 1 ≤ 7𝑦 if 𝑦 = −2?
4. Find the range of values of 𝑦 in the equation 𝑦 = 𝑥 + 5 for −2 ≤ 𝑥 < 2.
5. Find the range of values of 𝑥 in the equation 2𝑥 + 7𝑦 = −21 for
−3 < 𝑦 < −1.

You may explore more to check your

understanding!

REMEMBER

A linear inequality in two variables is a mathematical sentence that

uses the symbols>, <, ≥, ≤. The solution to a linear inequality in two variables
is the set of all ordered pairs that satisfies the inequality, i.e. the solution
can be written as a range of values.
Take note that in solving inequalities is very similar to solving
equations, except when dividing both sides of the inequality by a negative
number. The inequality symbol shifts to the other side.

CHECK YOUR UNDERSTANDING

\
Answer the following questions regarding linear inequalities in two variables.

1. For all real numbers a, b, and c, in which a and b cannot be equal to zero at
the same time, 𝑎𝑥 + 𝑏𝑦 > 𝑐 is a __________.
2. The inequality symbol ≥ can be read as __________.
3. The inequality symbol ≤ can be read as __________.
For numbers 4 to 8. True or False.
4. The point (1,4) satisfies 𝑦 > 3𝑥 + 1.
5. The point (2, −3) satisfies 3𝑥 − 2𝑦 ≤ 12

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 Learning Module for Junior High School Mathematics
6. The origin satisfies the inequality 2𝑥 + 5𝑦 < 0.
7. If 𝑦 = −2 in the inequality 2𝑥 − 𝑦 ≥ 12 then 𝑥 ≥ 5.
8. If 𝑥 = 7 in the inequality 𝑦 < 4 − 𝑥, then 𝑦 > −3.
9. Which quadrants are included in the solution of the inequality 𝑥 > 0?
10. Which quadrants are included in the solution of the inequality 𝑦 < 0?

POSTTEST

Read the questions carefully. Write the letter of the correct answer.

1. Which of the following is a linear inequality in two variables?

A. 𝑥 + 𝑦 = 3 B. 𝑦 > 𝑥 2 − 3 C. 2𝑥 + 5 ≤ 𝑦 D. 𝑦 = 3𝑥 − 1
2. Which of the following is not a linear inequality in two variables?
A. 2𝑥 − 𝑦 = 3 B. 𝑦 < 4 − 𝑥 C. 3𝑥 + 2 > 𝑦 − 2 D. 𝑥 + 5𝑦 ≥ −2
3. How many solutions does a linear inequality in two variables have?
A. 0 B. 1 C. 2 D. infinitely many
4. Which inequality translates to: “the difference between a number and twice
another number is at most 8” ?
A. 𝑥 − 2𝑦 > 8 B. 𝑥 − 2𝑦 < 8 C. 𝑥 − 2𝑦 ≥ 8 D. 𝑥 − 2𝑦 ≤ 8
5. Which of the following statements means 𝑥 − 4 < 3𝑦?
A. four less a number is less than thrice another number
B. a number less four is less than thrice another number
C. four less a number is more than thrice another number
D. a number less four is more than thrice another number
6. Which of the following points is not a solution to the inequality 3𝑥 − 𝑦 < 1?
A. (0,0) B. (0, −2) C. (−2,0) D. (−2, −2)
7. Which linear inequality is the point (4, −1) a solution?.
A. 𝑥 − 𝑦 < 5 B. 𝑥 + 𝑦 > 5 C. 𝑥 + 𝑦 < 5 D. 𝑥 − 𝑦 > 5
8. Which quadrants are included in solution o the inequality 𝑥 < 0?
A. QI and QII B. QII and QIII C. QIII and QIV D. QI and QIV
9. For what values of 𝑥 is the inequality 𝑥 − 2𝑦 < −3, if 𝑦 = −5?
A. 𝑥 > −7 B. 𝑥 > 7 C. 𝑥 < −7 D. 𝑥 < 7
10. For what values of y is the inequality 𝑦 ≥ 4 − 3𝑥, if 𝑥 = −2?
A. 𝑦 ≥ −10 B. 𝑦 ≥ 10 C. 𝑦 ≤ 10 D. 𝑦 ≤ −10
11. What is the range of 𝑥 in the equation 2𝑥 − 3𝑦 = 18, if −2 ≤ 𝑦 ≤ 2
A. 6 ≤ 𝑥 ≤ 12 B. −6 ≤ 𝑥 ≤ 12 C. −12 ≤ 𝑥 ≤ 6 D. −12 ≤ 𝑦 ≤ −6

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 Learning Module for Junior High School Mathematics
For numbers 12 to 15 – A clinic is writing a budget plan for the yearly inventory
so they can buy additional supplies. They estimate that the cost of a set of face
mask is ₱ 80 per box, and ₱ 120 per half gallon bottle of alcohol. They also plan
to spend no more than ₱ 2400. (Let 𝑥 = boxes of face masks, 𝑦 = bottles of alcohol)

12. Which inequality best describes the problem?

A. 2𝑥 + 3𝑦 < 60 B. 2𝑥 + 3𝑦 ≤ 60 C. 2𝑥 + 3𝑦 > 60 D. 2𝑥 + 3𝑦 ≥ 60
13. Up to how many bottles of alcohol can be bought if they did not order for face
masks?
A. 10 B. 15 C. 20 D. 25
14. If the clinic opted to buy 4 boxes of face masks, how many bottles of alcohol
can be purchased?
A. 𝑦 ≤ 16 B. 𝑦 ≤ 17 C. 𝑦 ≤ 18 D. 𝑦 ≤ 19
15. How much can day save if they bought 10 items each?
A. ₱ 10 B. ₱ 40 C. ₱ 100 D. ₱ 400

REFLECTIVE LEARNING SHEET

Suppose you have ₱120 and will use it to buy medical supplies
for your emergency kit. 80 mL bottle of 70% isopropyl alcohol costs ₱30
and a tablet of paracetamol costs ₱4 each.

a. Write an inequality that best represents the situation.

b. Which of the following sets of items are you able to buy?

i. 1 bottle of alcohol and 10 tablets of paracetamol

ii. 2 bottles of alcohol and 10 tablets of paracetamol

iii. 1 bottle of alcohol and 20 tablets of paracetamol

iv. 2 bottles of alcohol and 20 tablets of paracetamol

v. 2 bottles of alcohol and 30 tablets of paracetamol.

c. Of the choices above, how much is the difference between your

budget and the most expensive set that you can buy?

d. Which of those applicable sets will you purchase? Explain

briefly.

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 Learning Module for Junior High School Mathematics
E-SITES

You may also check on the following video lessons for your reference and
further learning’s on linear inequalities in two variables.

• Intro to graphing two variable inequalities – Khan Academy.

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:ineq
ualities-systems-graphs/x2f8bb11595b61c86:graphing-two-variable-
inequalities/v/graphing-inequalities

• Solving two-variable inequalities – Khan Academy.

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:ineq
ualities-systems-graphs/x2f8bb11595b61c86:modeling-with-linear-
inequalities/v/solving-two-variable-linear-inequality-word-problem

• ALGEBRA: Solving Linear Inequalities in Filipino | PAANO? –

Numberbender. https://www.youtube.com/watch?v=BGX27UYSiUY

REFERENCES

American Red Cross. Survival Kit Supplies. Accessed in June 2020.

https://www.redcross.org/get-help/how-to-prepare-for-emergencies/survival-kit-
supplies.html

Holliday, B., Cuevas, G., et al (2018). Algebra 1 (Student Edition).

Glencoe/McGraw-Hill

Miller, J., O’Neill, M., Hyde, J. (2018). Intermediate Algebra (5th Editiion).
McGraw-Hill

Oronce, O., Mendoza, M. (2018). E-Math 8 Worktext in Mathematics. REX Printing

Company Inc.

Bittinger, M., Ellenbogen, D., Johnson, B. (2017). Elementary and Intermediate

Algebra: Concepts and Applications. Pearson

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 Learning Module for Junior High School Mathematics

Management and Development Team of the Module

Schools Division Superintendent: Maria Magdalena M. Lim , CESO V
Chief Education Supervisor: Aida H. Rondilla
CID Education Program Supervisor: Remylinda T. Soriano
CID LR Supervisor: Lucky S. Carpio
CID LRMS Librarian II: Lady Hannah C. Gillo
CID LRMS PDO II: Albert James Macaraeg
Reviewer/Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS
Editors: Luningning R. Tayamora - Head Teacher VI
Maita G. Camilon – Head Teacher VI
Writer/Illustrator: Joshua P. Salazar – TI

PROBLEM-BASED LEARNING WORKSHEET

Data Allotment for Recording

The film industry evolved as the technology used in recording videos

progressed. The quality of the movie depends on the equipment and the amount of
data it can process. A lot of films of the past are stored in discs with capacities of
megabytes, and only a few big-budgeted movies recorded in gigabytes. Modern
recording devices can record with standard and high quality rates so you can
control the amount of data it can process. Some smartphones can use this feature,
which is helpful for students who want careers in the film industry.

Suppose that in a filming project, each

student is allowed to record up to 400
megabytes of video. The video recorder can
run a standard rate of 0.7 MB/s for normal
scenes or close-ups, and a high quality rate
of 2 MB/s for complex scenes like wideshots.
How can the students maximize the amount
of data they have?

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 Learning Module for Junior High School Mathematics

Let’s Analyse

1. What is the title of the story? _____________________________________________

2. How can someone ensure high quality videos?
__________________________________________________________________________
3. What does it mean if the video recorder has a small data capacity?
__________________________________________________________________________
4. What do film-makers do to maximize the amount of data they record?
__________________________________________________________________________
__________________________________________________________________________
5. Write an inequality that best describes the situation.
__________________________________________________________________________
6. Identify three possible solutions to the inequality.
__________________________________________________________________________

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