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

CENSUS CHECK:
Counting People That
Matters

Quarter 2 Week 1 Module 2

Learning Competencies:
• Graph linear inequalities in two variables
(M8AL-IIa-3)

1
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
2
Graphing Linear Inequalities in Two Variables

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

Specifically, this module will help you to:

• recall the slope, 𝑥 and 𝑦-intercepts of a line,
• review the steps on graphing a linear equation in two variables, and
• finding the solution to linear inequalities in two variables by graphing.

Let us start your journey in learning

more on Graphing 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. What is the graph of a linear inequality in two variables?

A. a dotted line B. a solid line C. a half plane D. two half planes
2. A __________ line is drawn in graphing a linear inequality that uses > or <.
A. solid B. curved C. broken D. parabolic
3. The graph of 𝑥 > 3 is the region __________ of the line 𝑥 = 3.
A. above B. below C. to the right D. to the left
4. Which of the following is the graph of 𝑦 ≤ −4?
A. B. C. D.

5. Which of the following is the graph of 𝑥 < 𝑦?

A. B. C. D.

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 Learning Module for Junior High School Mathematics

6. The graph of 𝑦 ≤ 2𝑥 − 3 is the region __________ of the line 𝑦 = 2𝑥 − 3.

A. above B. below C. to the right D. to the left
7. The graph of 4𝑦 − 𝑥 > 12 is the region __________ of the line 4𝑦 − 𝑥 > 12
A. above B. below C. to the right D. to the left
For numbers 8 to 10. Refer to the graph of the inequality on the right.
8. Which of the following inequalities does
the graph represent
A. 3𝑥 − 4𝑦 < 12 C. 4𝑥 − 3𝑦 < 12
B. 3𝑥 − 4𝑦 > 12 D. 4𝑥 − 3𝑦 > 12
9. Which of the following is not a solution
to the inequality on the right?
A. (0,0) C. (2, −2)
B. (1,1) D. (−3, −3)
10. Which quadrant is totally included in the inequality?
A. Quadrant I B. Quadrant II C. Quadrant III D. Quadrant IV
For numbers 11 to 15 – The total number of male (𝑥) and female nurses
employed in a rural area clinic is at least 20.

11. Which inequality best describes the total number of nurses?

A. 𝑥 + 𝑦 > 20 B. 𝑥 + 𝑦 ≥ 20 C. 𝑥 + 𝑦 < 20 D. 𝑥 + 𝑦 ≤ 20
12. The graph of the given inequality is __________ of the line 𝑦 = −𝑥 + 15?
A. above B. below C. center D. direct
13. Which of the following is the graph of the inequality?
A. B. C. D.

14. If there are 12 female nurses in the clinic, how many male nurses are there?
A. equal to 8 B. less than 8 C. at least 8 D. at most 8
15. Based on the problem, which of the following satisfy the inequality?
A. 5 male; 10 female B. 10 male ; 7 female C. 12 male; 6 female D. 17 male; 4 female.

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 how to graph a linear equation two
variables. The equation of the line can be written in multiple ways but we only need
two key concepts in graphing them. The slope is the steepness of the line that can
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
easily be defined as 𝑚 = , or the ratio of the vertical and horizontal distances
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥
of two points. Also, since a line can be drawn using a minimum of two points, these
points can be represented by the 𝑥 and 𝑦-intercepts, (𝑥, 0) and (𝑦, 0).
Determine the slope, 𝑥 and 𝑦-intercepts of the following linear equations.
slope 𝑥-intercept 𝑦-intercept
1. 𝑥 + 2𝑦 = 8

2. 2𝑥 − 3𝑦 = −6

3. −3𝑥 − 4𝑦 = 18

4. 𝑦 = 3𝑥 + 2

5. 𝑦 = 5 − 4𝑥

BRIEF INTRODUCTION
k below
Read the selection

COUNTING PEOPLE
An application of mathematics is
performing a census or counting the population
that records data of individuals. The census is
essential in many government policies and
practices such as disaster control, health
services, election, and social welfare activities.
In hospitals, the number and cases of their
patients can be monitored and managed by
classifying the data they gathered.
Suppose that a census agency estimates the worker population in a
hospital using a linear inequality, 8𝑥 + 𝑦 ≥ 40, where 𝑥 is the number of
doctors and 𝑦 is the number of nurses. The agency wants to use this design to
determine the best number of doctors and nurses to be assigned in every
hospital. To see all possible combinations, we may graph the given inequality.

Let us consider the linear inequality given earlier, 8𝑥 + 𝑦 ≥ 40, and our
knowledge in graphing linear equations. We can also find the slope and intercepts of
the line that bounds the solution to inequality. Write the inequality like an equation
in slope-intercept form, 𝑦 ≥ −8𝑥 + 40 to get its slope 𝑚 = −8. Then we can solve for
the values of the 𝒙 and 𝒚-intercepts, which are 𝑥 = 5 and 𝑦 = 40. These are the basic
elements of graphing that we need to understand and put into practice.

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 Learning Module for Junior High School Mathematics

Similar to a linear equation, a linear inequality has infinitely many solutions

and can be represented using a graph on a Cartesian plane. These are the steps in
graphing linear inequalities.

Step 1: Treat the inequality as a linear equation, then graph the line
that represents it. The slope and the intercepts are helpful.
Step 2: The line drawn depends on the inequality used: a solid line
when using ≥ and ≤, while a broken or dotted line when
using >, <.
Step 3: Then, we choose a test point, and check if it is a solution or
if satisfies the inequality.
Step 4: If the test point is a solution, usually (0, 0), then the solution
set is the half-plane that contains the point. If not, then
choose the other half-plane.

Example 1 – Graph the following linear inequalities.

a. 𝑥 < 𝑦 c. 20𝑥 + 25𝑦 ≤ 200
b. 𝑦 ≥ −2𝑥 − 8 d. 2𝑥 − 5𝑦 > 10

Solution:
a. 𝑥 < 𝑦
line: 𝑥 = 𝑦 or 𝑦=𝑥
𝑚=1 𝑦-intercept: 𝑦 = 0
Since the intercept is at 𝑦 = 0, we
can choose another point, (1,0).
𝑥<1
1 < 0 𝑖𝑠 𝐹𝑎𝑙𝑠𝑒

Hence, (1,0) is not a solution.

Also, the line is broken since the
inequality use is less than, <.

b. 𝑦 ≥ −2𝑥 − 8
line: 𝑦 = −2𝑥 − 8 𝑚 = −2 𝑦-intercept: 𝑦 = −8
0 ≥ −2(0) − 8
0 ≥ −8 𝑖𝑠 𝑇𝑟𝑢𝑒
Hence, (0,0) is a solution, and the
line is solid.

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 Learning Module for Junior High School Mathematics
c. 20𝑥 + 25𝑦 ≤ 200
20𝑥 + 25𝑦 = 200 20𝑥 + 25𝑦 ≤ 200
𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: 20𝑥 = 200 20(0) + 25(0) ≤ 200
𝑥 = 10 0 ≤ 200 𝑖𝑠 𝑇𝑅𝑈𝐸
𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: 25𝑦 = 200
𝑦=8 Hence, (0,0) is a solution.

d. 2𝑥 − 5𝑦 > 10
2𝑥 − 5𝑦 = 10
𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: 2𝑥 = 10
𝑥=5
𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: −5𝑦 = 10
𝑦 = −2

2𝑥 − 5𝑦 > 10
2(0) − 5(0) > 10
0 > 10 𝑖𝑠 𝐹𝐴𝐿𝑆𝐸

Hence, (0,0) is not a solution.

Alternatively, we can identify the region on which the solution of the inequality
is by writing the inequality similar to a slope-intercept form and taking note of the
inequality symbol used.

Example 2 – Identify on which region or half-plane the solution to the

following inequalities are.
a. 𝑦 < 2𝑥 − 3 b. 𝑥 > 4 − 𝑦 c. 2𝑥 − 3𝑦 ≤ 5

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 Learning Module for Junior High School Mathematics
Solution
a. Since 𝑦 < 2𝑥 − 3 is already in
“slope-intercept form”, we can
say that the graph of the
inequality is below the line
𝑦 = 2𝑥 − 3, because the
symbol used is <.

b. The graph of the inequality

𝑥 > 4 − 𝑦 is the region to the
right of the line 𝑥 = 4 − 𝑦,
because of the symbol >.

c. The inequality 2𝑥 − 3𝑦 ≤ 5 can

3 5
be written as 𝑥 ≤ 𝑦 + ,
2 2
which is the region left of the
3 5
line 𝑥 = 𝑦 +
2 2
2 5
or 𝑦 ≥ 𝑥 − , which is above
3 3
2 5
the line 𝑦 = 𝑥 − .
3 3

ACTIVITIES
Activity 1: Plot and label the following points on the given graph then determine
if they are solutions to the linear inequality in two variables.
1. 𝑦 < −3 2. 𝑥 + 2𝑦 ≥ 6
a. (0,0) d. (−4, −4) f. (0,0) i. (7,0)
b. (−1,1) e. (0, −5) g. (1,1) j. (0,2)
c. (3, −3) h. (−6,3)

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 Learning Module for Junior High School Mathematics
Activity 2: Graph the following linear inequalities in two variables.
1. 𝑦 > 2𝑥 + 8 2. 𝑦 ≤ 3𝑥 − 6

1
3. 𝑦 < 𝑥 − 4 4. 𝑥 − 2𝑦 ≥ 5
2

5. 2𝑥 + 3𝑦 ≤ −6 6. 3𝑦 − 9 > 𝑥

You may explore more to check your

understanding!

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 Learning Module for Junior High School Mathematics

REMEMBER

The graph of a linear inequality is the half-plane containing all of its

solutions. The lines that cut the Cartesian plane depends on the inequality
used; a solid line when using ≥ and ≤, while a broken or dotted line
when using >, <. Consequently, all points in the half-plane is a solution to
the inequality.
These are the steps in graphing a linear inequality in two variables.
Step 1: Graph the line that divides the plane by getting the slope
and/or the intercepts.
Step 2: Draw a solid line for ≥ or ≤, and a broken line for > or <.
Step 3: Test a point, usually (0,0), and check if it is a solution.
Step 4: If the point is a solution, then shade the half-plane it is
located, if not then shade the other half.
You can also graph the inequality based on the symbol used and
isolating the intended variable:
𝑏 𝑐
𝑥> 𝑦+ the graph is to the right of the line
𝑎 𝑎
𝑏 𝑐
𝑥< 𝑦 + the graph is to the left of the line
𝑎 𝑎
𝑎 𝑐
𝑦> 𝑥 + the graph is above the line
𝑏 𝑏
𝑎 𝑐
𝑦< 𝑥 + the graph is below the line
𝑏 𝑏

CHECK YOUR UNDERSTANDING

\
Answer the given questions regarding graphing linear inequalities in two
variables.

1. The boundary line to the graph of 𝑥 + 𝑦 > 2 is drawn as a __________ line.

2. The boundary line to the graph of 𝑥 − 𝑦 ≤ 5 is drawn as a __________ line.
3. The solution of a linear inequality in two variables is shown by a __________.
For numbers 4 to 10. True or False.

4. The graph of 𝑦 > 𝑥 + 9 is the region above 𝑦 = 𝑥 + 9.

5. The graph of 𝑥 < 𝑦 + 2 is the region below 𝑥 = 𝑦 + 2
6. The graph of 𝑥 ≤ 2𝑦 − 3 is the region to the left of 𝑥 = 2𝑦 − 3
7. The graph of 𝑥 ≥ 3 is a single point on the axis.
8. If 𝑦 = −2 in the inequality, 2𝑥 − 𝑦 ≥ 12 then 𝑥 ≥ 5.
9. The graph of 𝑦 ≤ 5 is the region below 𝑦 = 5.
10. The graph of 𝑥 > 𝑦 inlcudes the origin?

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 Learning Module for Junior High School Mathematics
POSTTEST

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

1. A __________ line is drawn in graphing a linear inequality that uses ≤.

A. asymptotic B. broken C. curved D. solid
2. The graph of a linear inequality in two variables is the __________ containing
all of its solutions.
A. line B. half-plane C. parabola D. ellipse
3. The graph of 𝑦 > −2 is the region __________ of the line 𝑦 = 2.
A. above B. below C. to the right D. to the left
4. The graph of the inequality 𝑥 > 4𝑦 + 1 is __________ of the line 𝑥 = 4𝑦 + 1.
A. above B. below C. to the right D. to the left
5. The graph of the inequality 2𝑥 − 𝑦 ≤ 8 is __________ of the line 𝑦 = 2𝑥 − 8.
A. above B. below C. to the right D. to the left
6. Which of the following is the graph of 𝑥 ≤ −4?
A. B. C. D.

7. Which of the following is the graph of 𝑦 < −𝑥?

A. B. C. D.

For numbers 8 to 10. Refer to the graph of the inequality on the right.
8. Which of the following inequalities does
the graph represent?
A. 𝑥 + 4𝑦 < 8 C. 𝑥 − 4𝑦 < 8
B. 𝑥 + 4𝑦 > 8 D. 𝑥 − 4𝑦 > 8
9. Which of the following is a solution
to the inequality on the right?
A. (1,1) C. (3, −3)
B. (−2,2) D. (−4,4)

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 Learning Module for Junior High School Mathematics

10. Which quadrant is totally included in the inequality?

A. Quadrant I B. Quadrant II C. Quadrant III D. Quadrant IV

For numbers 11 to 15 –
Twice a number is less than three times another less 6.
11. Which inequality best describes the given statement?
A. 2𝑥 − 3𝑦 < 6 B. 2𝑥 − 6 < 3𝑦 C. 2𝑥 < 3𝑦 − 6 D. 2𝑥 < 6 − 3𝑦
12. The graph of the given inequality is above which line?
2 2 3 3
A. 𝑦 = 𝑥 + 2 B. 𝑦 = 𝑥 + 3 C. 𝑦 = 𝑥 + 2 D. 𝑦 = 𝑥 + 3
3 3 2 2
13. Which of the following is the graph of the inequality?
A. B. C. D.

14. If the second number is 4, what are the possible values of the first number?
A. at least 3 B. less than 3 C. at most 3 D. greater than 3
15. If the first number is −3, what are the possible values of the second number?
A. at least 0 B. at most 0 C. less than 0 D. greater than 0

REFLECTIVE LEARNING SHEET

Consider the given situation and answer the following questions below.

A delivery truck is transporting boxes of respirators and protective

equipment from the airport to the Department of Health . The weight limit
for the truck is 4000 kg. Each box of respirators weigh 80 kg, and each box
of protective equipment weighs 40 kg.

a. Write an inequality that represents the problem.

b. Graph the inequality in a Cartesian plane.
c. Will the truck be able to deliver 30 boxes of respirators and 50 boxes
of protective equipment?
d. Identify 3 possible sets of boxes that is a solution to the inequality.
e. By manipulating the situation, what ways can you think so that the
delivery can be more efficient?

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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 learnings 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
• Measure Evaluation. Lesson 4: Use of Census and Related Population
Information. Accessed in June 2020.
https://www.measureevaluation.org/resources/training/online-courses-
and-resources/non-certificate-courses-and-mini-tutorials/population-
analysis-for-planners/lesson-4
• 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
Editor: Luningning R. Tayamora - Head Teacher VI
Writer/Illustrator: Joshua P. Salazar – TI

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 Learning Module for Junior High School Mathematics

PROBLEM-BASED LEARNING WORKSHEET

The Cost of Recycling

Recycling is one of the best practices to keep the world clean. We can save
a lot of money in reusing containers and avoiding materials that take time to
decompose. But some studies say that recycling paper and plastic, though very
beneficial, face problems in terms of cost. Factories claim that the process doubles
the amount of energy consumed and pollution produced in recycling, more than
disposing of trash. However environmentalists suggest that continuous practice
of recycling may be costly at the start, the benefits will eventually outweigh the
issue on the money. Scientists also research on more efficient methods to reduce
pollution and power consumption. As long as the community supports the
initiative for a healthier environment, the cost of recycling is little compared to
what we will gain.

Suppose that recycling cost ₱2500

for every ton of paper, and ₱7500 for every
ton of plastic bottles per week. A Green
Initiative Project plans to procure ₱15000
for the weekly recycling budget. Up to
how many tons of paper and plastic can
be recycled per week? How can the
numbers be shown?

Let’s Analyze

1. What is the title of the story? _____________________________________________

2. What is the simplest way to recycle?
__________________________________________________________________________
3. What is the common problem faced in recycling?
__________________________________________________________________________
4. How are these problems being solved?
__________________________________________________________________________
5. Write an inequality that represents the problem.
__________________________________________________________________________
6. Graph the linear inequality, and identify three possible solutions.
__________________________________________________________________________

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