1

2
 Quarter 2

Transfer Goal: Students on their own in the long run will be able to formulate and solve
problems in real life involving Quadratic.

This module is designed and written for you to process your knowledge and skills
acquired, deepen and transfer your understanding of the different lessons. The scope
of this module able to formulate and solve problems in real life involving Quadratic..
Pre-Assessment!
Let’s find out how much you already know about this lesson. Please answer all
items. Take note of the items you were not able to answer correctly and look
for the right answer as you go through this lesson.

3
4
 Lesson 1. Graphing of System of Linear Equation

Objectives:
Quarter 2

After going through this lesson, you are expected to:

1. Describe system of Linear Equations and Inequalities Using Practical situations and
mathematical expressions.
2. Identify systems of linear equations that have graphs that are parallel, intersecting lines
and lines that coincide.
3. Graphs system of linear equations in two variables.

Good day, dear learner!

When you were in Grade 8, you were able to talk about linear equation and
functions. You found out how these concepts could b e used to model and solve real-life
problems. In this section, you will not only be introduced to the module but also be
assessed on your initial ideas regarding the topic. Be reminded to take each activity
seriously. Make a conscious effort to highlight the new concepts that you will be
encountering.
Oh, exciting, isn’t it? I know you want to start and study this module. All right,
get started!
But before that, let’s have first a simple activity which will help you understand and
know the topic today in this module. Are you ready?

EXPLORE
Let us begin our looking into situation in real life that will require you to make an options.
This will challenge what you know about modeling real life situations using equations in
two variables and your skills in graphing linear equations in two variables.

Activity1. Select the Best!

Given some situations in life where you need to make a decision, how will you select the best
option? Write your answers in column for the “Decision Before”.

How will you select the best option?

Decision Before Decision after
1. An investment plan
from a number of
plants with different
incentive schemes.
2. An airline for a family
trip outside the
country
3. A house loan plan
4. An insurance plan
5. Combination of
products to sell given
a fix capital
6. A credit account in
mails
7. Job Offers

5
 Guide Questions

1. How do you determine the most favorable option?

2. How would you determine your options given certain restrictions?

Do you find the activity easy? Do you have any idea on what will be the topic you are going to
learn? If yes, then you are not going have a difficult time in understanding the topic in this module.
So, are you now ready to start the lesson?

From the activity that you have done, have you seen how linear inequalities in two
variables are illustrated in real life?

Based on Activity 1, your answers may vary and it depends on your actual
experiences. For example, if you have to buy 10 pieces of colored paper which cost 3 pesos
per piece and the estimated cost maybe more than or less than 30 pesos since you don’t
know yet the price of the materials. From that situation given, you already apply
inequalities (“more than” or “less than”).

Example 1:
Suppose you only have 250 pesos left and you need to buy 1 set of acrylic paint
and 3 paint brushes. What mathematical statement would represent the total cost of the
two materials?
The appropriate inequality model will be lesser than or equal (≤) because you need
to buy the two items that must not exceed to 250 pesos.

Let x be the price of acrylic paint

Let y be the price of paint brush

1 set of acrylic paint + 3 paint brush ≤ 250

by substitution property,

x + 3y ≤ 250 is the mathematical representation of the total cost of the two items.

Example 2:
Saitama bought 5 pencils and 20 sign pens. The total amount he paid was at most
Php250. If x represents the cost of pencils and y the cost of sign pens, what will be the
mathematical statements to represent the given situation?

In the problem presented above the two variables are cost of pencil (x) and the
cost of sign pen (y).

6
 If we write the mathematical statements represent the given situation:

5 (cost of pencil) + 20 ( cost of sign pen) ≤ 250

or
5x + 20y ≤ 250.

ACTIVITY 2: Spot the Difference!

Direction: Below are two sets of mathematical statements. Use these to answer the questions
and statements that follow.

Set A Set B

y = 5x - 1 y > 5x - 1 2x + y < 4
2x + y = 4

9 + 5y = 3x 9 + 5y ≥ 3x

y = 2x - 6 5y – 10 = 2x y ≤ 2x - 6 5y – 10 < 2x

Process Questions:
1. Describe the mathematical statements in each set.
2. Differentiate 5x - 1 from y = 5x – 1. How about 5y – 10 and 5y – 10 = 2x?
3. Differentiate mathematical expressions from mathematical equations.
4. Which of the given sets is the set of mathematical equations? How about
the set of inequalities?
5. Differentiate mathematical equations from inequalities

SYSTEMS OF LINEAR EQUATIONS IN REAL LIFE

Systems of Linear Equations are one of the useful mathematical tools to model situations
in real life.

The succeeding activities will help you build up your knowledge and skill and deepen
your understanding of the system of linear equations and help you answer the question.
How do you determine the most favorable option?

Were you able to differentiate between mathematical expressions and mathematical equations?
How about mathematical equations and inequalities? In the next activity, you will identify real-
life situations involving linear inequalities.

ACTIVITY 3: Identify me!

7
Directions: Identify the situations which illustrate inequalities. Then write the inequality
model in the appropriate column. Answer the question that follows. Number one is done
for you.
Real-Life Situations Classification Inequality
(Inequality Model
or Not)
1. The price of the ticket of a movie (m) is more than EXAMPLE: EXAMPLE:
the value of a rented DVD copy (c). Inequality m>c
2. According to the survey, there are more Android (A)
users than Apple (I) users.
3. The number of sunflowers (s) in the garden is one
more than twice the number of roses (r).
4. The classroom has a maximum capacity (c) of 35
persons.
5. According to research, an average adult generates
about 4 kg of waste daily (w).
6. To be an honor student in school, a student must
have a grade (g) of at least 90.
7. The yearly budget of Jose (J) is less than the yearly
budget of Gian (G).
8. Seven times the number of male students (m) is the
number of female students (f) in a classroom.
9. The budget for “baon” (b) is greater than the budget
for school supplies (s).
10. The total population (p) of Region X is about 4, 600,
000.

1. Are the situations in 3, 5, 8, and 10 different from the situations in 1, 2, 4, 6, 7, and

9? How?

A linear inequality in two variables like Ax + By > C is an ordered pair (x,y) that produces
a true statement when the values of x and y are substitute into the inequality.
Inequalities can be mapped on a number line or a coordinate plane. When graphed
on a coordinate plane, the full range of possible solutions is represented as a shaded area
on the plane.
Linear inequalities differ from linear equation, instead of using equal sign linear
inequalities uses <, >, ≤, 𝑎𝑛𝑑 ≥.

Check your progress!

Activity 4. Name that Situation!

Direction: Write linear equations to represent each of the following situations.

Situations Equations
1. Sam prepared a snack food by
mixing nuts and dried fruits and
vegetables. A bag of nuts cost ₧

8
 40.00 and a bag of dried fruits cost
of ₧ 80.00. She would like to
prepare 5 bags of the mixed that
cost ₧ 60..00 per bag. How many
bags of nuts and dried fruits should
Sam purchase?
2. Maria spends ₧ 200.00 per month
on shampoo and facial wash. The
price is ₧ 6.00 per sachet while
facial wash is ₧10.00. She consumes
5 as many sachets of shampoo as
facial wash. Total sachet used in a
month is 90. How many sachets
each kind did he buy In a month?

Lesson 1.2 Graphs of Linear Variables in Two Variables

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.

Example 2. Y=2x-2
X -2 0 2
Y
Solutions:

9
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.

Process 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 line y=x+2?
How about all the points on the right side of the line y=x+2?

4. What conclusions which are not on the line?

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

10
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.

Example1. 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’s” which includes the points on the line as
a solution of the inequalities).

11
12
 Lesson 1.3 Solving Problems Involving Linear
Inequalities in Two Variables

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

Activity 1. Sketch if you can!

Direction: Show the graph and shade the solutions of inequalities. Use the cartesian
coordinate plane below.

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!

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

1. Twice the number of cellphone(s) is less than the number of laptops (l).
2. Nicole bought 3 soft drinks (s) and 4 bottled waters (b) and paid not more than
₧100.00
3. The number of slippers (s) more than 4 bottled waters (b) and paid not more than
100.00
4. The price of a bicycle (m) less Php 300 is less than or equal to the price of a helmet
(h).
5. In a week, the total amount the student spends for food (f) and school materials (s) is
at most Php 500.

13
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”

Check your progress!

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) )

Activity 4. Systems of Lines in Real Life.

Direction: Write linear equations to represent each of the following situations in Column
2 and draw the graphs in Column 3.

Problems System of Linear Equations Graph

1. Sammy prepared a
snack food that is
prepared by mixing
nuts and dried fruits
and vegetables. A
bag of nuts cost
40.00 and a bag of
dried fruits cost
80.00. She would
like to prepare 5
bags of the mixture
that will cost 60.00
per bag. How many
bags of nuts and
dried fruits should
Sammy purchase?
2. Josie was tasked to
buy two brands of
milk. The price of
brand A per box is

14
 100.00 and the price
of brand b is 120.00.
Her budget is
600.00. She is to buy
twice as many cans
of Brand A than
brand B. How many
boxes of each brand
will she purchase?

Lesson 1.4 Systems of Linear Inequalities

Activity # 1
Description:This activity will enable you to remember how to solvesystem linear
inequalities in two variables and translate verbal phrase to
mathematical phrase.

A. Solve each of the following systems of linear inequalities graphically.

Give atleast 3 ordered pair that satisfy both inequalities.
The first one is done for you.

1. x+y≥2
x–y≤1

(0, 4), (2, 4) and (-2, 6) satisfyboth

inequalities

1. x>1
y>1

15
2. x+y˂3
y˂x+5

3. y > 2x + 1
y˂x+1

B. Translate verbal phrase to mathematical phrase. Number one is done for

you. Complete the inequality by adding the missing term.

1. Twice a number
increased by 2 is greater 2x + 2 >7
than seven
2. Twice a number
decreased by 2 is less
2−27
than seven(x represent as
the number)
3. five plus five times a
+ 59
number is greater than or

16
 equal to nine.(x represent
as a number)
4. Carl average grade in
math is at least 85%. (C=
C 85
represent as Carls’ average
grade)
5. Joseph and May spent
more than Php 12,000 in
their vacation to Manila. x
(x = represent Joseph and
Mays’ expenses)
6. The difference between A
A− 30
and B is no less than 30
7. Mr. Loreto Camus
monthly salary is at most
Php 40,000. (L = represent L
Mr. Loreto Camus monthly
salary)
8. The allowable capacity of
What I a truck in carrying goods Need to
Know is at most twotons.(T 2
represent as trucks’
capacity)
Have 9. 3 times a number is you
ever greater than or equal to 3 8 asked
eight.
10. The price of the cellphone
is at least ten thousand.(C
C
represents the price of the
cellphone)
yourself how businessmen make profits? How parents budget their income on food,
education, clothing and other needs? How cellular phone users choose the best payment
plan? How students spend their daily allowances or travel from home to school?

Find out the answers to these questions and to determine the vast applications
of systems of linear inequalities in two variables and solving problem involving system
of linear inequalities through this module.

What’s New

Activity # 2

Description: In this activity you will be able to use linear inequalities in two variables
to represent a real-life situation and to find some possible solutions of
a linear inequality in two variables and draw its graph.
Directions: Use the situation below to answer the questions that follow.

Nimfa lives near a beach resort. During summer vacation, she sells
souvenir items such as bracelets and necklaces made of local shells. Each bracelet costs
Php 85 while each piece of necklace costs Php 115.Sheneeds to sell at least Php 15,000
worth of bracelets and necklaces.

17
 1. Complete the table below
Number of
Number of
Cost necklaces Cost Total
bracelet sold
sold
1 1
2 2
3 3
4 4
5 5
10 10
15 15
20 20
25 25
30 30
40 40
50 50
60 60
70 70
80 80

2. How much would Nimfa’stotal sale be if she sells 5 bracelets and 5

necklaces? What about if she sells 10 bracelets and 20 necklaces?

3. What mathematical statement would represent the total sale of

bracelet and necklaces? Describe the mathematical statement,
then graph it for the particular case when Nimfa makes a total sale of
Php 15,000.

4. Nimfa wants to have a total sale of at least Php 15,000. What

mathematical statement would represent this? Describe the
mathematical statement then graph.

What Is It

Solving Problem Involving System of Linear Inequalities in two Variables

Many students find real life problems more difficult. In solving problem
involving system of linear inequalities, there are a lot of steps to find the solution.

1. Read the question properly

2. Formulate inequalities based on the given question.
3. Change the given inequalities in slope intercept form, then
4. Follow the steps in solving system of linear inequalities in two variables
graphically.

18
 In formulating the inequalities always remember the following:

> < ≥ ≤
• is greater • is less than • is greater • less than or
than • is under than or equal equal to
• is more • is fewer than to • is at most
than • is smaller • is atleast • is not greater
• exceeds than • is not less than
• is over • is below than • does not
• is above • is shorter • is not under exceed
• is larger than • has minimum • has a
than • is beneath value maximum
• is longer • is lower than • is more than value
than or equal to • is no more
• is higher than
than

Solving System Linear Inequalities word problems

1. Fuel from petrol pump A costs Php 30 per liter and from petrol pump B costs
Php 50 perliter. Mr.Suave has at most Php 200 to spend on fuel. Write and
graph a system of linear inequalities.

Solution:
Let x = fuel from petrol pump A
y = fuel from petrol pump B
Mr. Suave has at most Php 200 to spend on fuel therefore the inequality form:

30x + 50 y ≤ 200
When you buy fuel negative numbers are not included:
x ≥ 0
y≥0

As both x and y are greater than zero so zero is included.

So, you can formulate a system:

30x + 50y ≤ 200

x≥0
y≥0
The graph of the 3 inequalities
30x + 50 y ≤ 200
Fuel from pump B (y liters)

30x + 50y ≤ 200

19
x≥0
Fuel from pump B (y liters)

x≥0

Fuel from pump A (x liters)

y≥0
Fuel from pump B (y liters)

y≥0

Fuel from pump A (x liters)

The graph of the system 30x + 50y ≤ 20
x ≥ 0
y≥0
p
Fuel from pump B (y liters)

Fuel from pump A (x liters)

The solution of the system

Fuel from pump B (y liters)

SOLUTION

Fuel from pump A (x liters)

20
 Any coordinates from that region satisfies the inequality. Such as (3, 2) and
(2,2) etc.

3x + 5y ≤ 20
x≥0
y≥0

Checking
(3, 2) (2, 2)
3x + 5y ≤ 20 3x + 5y ≤ 20
30(3) + 50(2) ≤ 200 30(2) + 50(2) ≤ 200
90 + 100 ≤ 200 60 + 100≤ 200
190≤ 200True 160≤ 200True
x ≥ 0x ≥ 0
3≥0 True 2≥0 True
y ≥ 0y ≥ 0
2≥0 True 2≥0 True

Therefore, Mr.Suave can buy the following fuels from different fuel pump
without spending at most 200.

3 liters of fuel from pump A and 2 liters from pump B

2 liters of fuel from pump A and 2 liters from pump B

What’s More

Thea is buying soil and plants for her garden.The plants cost Php 100.00 each
andthe soil cost Php 40.00 per bag. She wants to buy at least 5 plants. She
cannot spend more than Php 1000.00.

a. Represent the given using any variables.

Let x = the number of plants
y = the bags of soil

b. Write the system linear of inequalities that best describe the situation.

100x + 40y ≤ 1000

x≥5

c. Graph the individual linear inequalities to model all possible solution to the
situation

100x + 40y ≤ 1000

21
 Number of bag of soil (y)

Number of plant (x)

Note: We will never use negative number this time because we cannot buy negative
number of plants and bag of soil.

x≥5
Number of bag of soil (y)

Number of plant (x)

100x + 40y ≤ 1000

x≥5
number of bag of soil (y)

100x + 40y ≤ 100

x≥5

22
number of plant (x)
Overlapping regions are the
solutions of the system

d. Give at least two possible solutions to the system.

All of the ordered pairs found in the overlapping region are solutions.

e. No negative numbers becausewe cannot buy negative items.

What I Have Learned

Activity # 3
Description: This activity will extend your understanding to find out how this system
are use in solving real life problems and decision making.
Directions: Answer each of the following. Show your complete solution.

Example:

An elevator in a mall has a capacity of 1350 kg. Suppose that the average, a child
weighs about 25 kilogram while the adult weighs 60 kilogram.

a. Write a system of inequalities for the given situation, then graph the
solution set of the system.

25x + 60y ≤ 1350

x≥0
y≥0

b. Is the ordered pair (2 children and 10 adult) a solution to the system?

Substitute (2, 10)

25x + 60y ≤ 1350 x≥0 y≥0

25(2) + 60(10) ≤ 1350 2 ≥ 0 True 10 ≥ 0 True
50 + 600 ≤ 1350
650 ≤ 1350 True

Therefore: The ordered pair (2, 10) is a solution of the system

1. The Math Club officers plan to hold a mini concert as part of their fund raising
project. Students tickets will be sold at Php 25 each and non-student tickets at
Php 40 each. They should sell at least 120 tickets and make no less than Php
4,000 from the total sales.

23
 a. Write a system of inequalities for the given situation, then graph the
solution set of the system
b. Give one ordered pair that satisfies the system of inequalities.
Show that this pair satisfies the conditions in the problem.

2. Mother’s weekly budget for fish and chicken is at most Php 1,200. Note that 1
kilogram of fish cost Php 60 while 1 kilogram of chicken cost Php 120.

a. Write a system of inequalities for the given situation then graph the
solution set of the system.
b. Determine if the ordered pair (10, 7) is a solution to the system.

3. Tickets to a play cost Php 250 for adults and Php 200 for children. The sponsor
of the show collected a total amount of not more than Php 44,000 from more
than 150 adults and children who watched the play.

a. What mathematical statements represent the given situation?

b. Draw and describe the graph of the mathematical statements.
c. Give 4 possible numbers of adult and children who watched the play.
Justify your answers.

CHECK YOUR PROGREE!

WhatI Can do

Objective:Toapply the learning to real-life situations,you will be given a practical task

which will demonstrate your understanding.

Situation Your mother wants grilled chicken and tilapia for dinner. You found out
that chicken sells at Php 150 per kilogram and the tilapia sells at Php 100
per kilogram. How many possiblekilogram of each itemyour mother will
buy if the total cost is not to exceed Php 450?
Direction: You make a budget plan. Write it in a long bond paper and cover it with
folder. It serves as a guide of your mother to the item needed just to make
sure, she will not be out of budget. Your points will be determined using
the following rubrics.

Exemplary Satisfactory Developing Beginning

CRITERIA
20 15 10 5
The plan All required All but 1 or 2 Several
includes all elements of the required
Required required are required elements
Elements elements as included on elements are were missing.
well as the plan. not included
additional on the plan
information.

24
 The plan is The plan is The plan is The plan is
exceptionally attractive in acceptably distractingly
Attractiveness/ attractive in terms of attractive messy or very
Formatting terms of design, layout though it may poorly
design, and neatness. be a bit designed. It is
layout, and messy. not attractive
neatness.
a. The plan must consider the following:
1. Correct representation of the problem
2. The system being formulated is appropriate to the
Required
problem
Elements
3. The graph of the system is correct
4. Provide at least 2 solution to the system
b. The presence of additional informative information is there.

25
 Quarter 2
Objectives:
After going through this lesson, you are expected to:
1. Define functions and relations
2. Differentiate functions from relations
3. Determine dependent and independent variables
4. Find the domain and the range of a function
5. Define a linear function
6. Graph linear functions
7. Solve word problems involving linear functions

Good day, dear learner!

How did you study on your previous lesson? Maybe, there are parts that you have a little
bit of difficulty with and there are parts that you just struggled with and you can afford, what?
That’s really how learning is, friend. Sometimes it's easy and sometimes it's hard. But more
importantly, you learn something in each module you study. Just like this module that will teach
you amazing learnings and knowledge that you can use in your daily life.
Oh, exciting, isn’t it? I know you want to start and study this module. All right, get
started!
But before that, let’s have first a simple activity which will help you understand and know the
topic today in this module. Are you ready?

EXPLORE

Activity 1: OBJECTS’ POSITION

Description: This activity will enable you to remember how to plot points in a
Cartesian coordinate plane and to give the coordinates of the point.
Directions: Describe the location of each point below by completing the following
table. One example is done for you.

Object Coordinates Quadrant/Axis

Example: ball (4,2) First
1. Spoon
2. Television set
3. Laptop
4. Bag
5. Pillow
6. Camera
7. Table

26
 Guide Questions

1. How to locate the objects in the Cartesian Plane?

2. Have you had an experience where a rectangular coordinate system applied? If
yes, cite it.
3. How can the rectangular coordinate System be used in real life? Justify your
answer.

Do you find the activity easy? Do you have any idea on what will be the topic you are going to
learn? If yes, then you are not going have a difficult time in understanding the topic in this module.
So, are you now ready to start the lesson?

Have you ever asked yourself how the steepness of a mountain affects the speed
of a mountaineer? How family’s power consumption affects the amount of the electric
bill? How is dog’s weight affected by its food consumption? How is the revenue of the
company related to the number of items produced and sold? How is the grade of a
student affected by the number of hours spent in studying?
A lot of questions may arise as you go along but in due course, you will focus on
the question: “How can the value of a quantity given the rate of change be predicted?”. This
module will help develop your skills and comprehension in analyzing how things are
related with each other.

Given two sets, a relation is a pairing between the elements of the two sets. The first set
is called the domain of the relation and the second set is called the range of the relation.
Example 1.
a. A class adviser listed the names of her students and their respective registration
queue numbers, as shown in the table.

Name Queue Number

Christian 1
Patricia 2
Alex 3
Michael 4
Solution:
{(Christian, 1), (Patricia, 2), (Alex, 3) and (Michael, 4)}
Example 2:

-1 -3

0 -1

1 1

2 3

X Y

27
 Solutions:
{(-1,-3), (0,-1), (1, 1) and (2,3)}

Domain and Range of a Function

The Domain of a function is the set of all values of x for which the function is defined.
The variable x is often referred to as the Independent Variable. It may also be thought
of as the “input” value for the function.

The Range of a function is the set for all values of y determined by x for which the
function is defined. The variable y is often referred to as the Dependent variable. It may
also be thought of as a “Output” value of the function.

To visualize how function work, imagine inputting an x to a certain machine and the
machine operates to produce an output of y.

x F(x) y

Domain Range

The notation f(x) = y is read as “f of x equals y”.

The following are two important things to remember when determining the domain of a
function:
1. If the function has a denominator, the denominator should not be equal to zero.
2. If the function involves a square root, the value inside the square root sign must
be nonnegative.

Example 3:
Find the Domain and range of each function.
1
1. Y =
𝑥
2. Y = √𝑥
1
3. Y =
𝑥−2

Solutions:
1
a. Y =
𝑥
The domain of the function is the set of all real numbers except 0, because the
function is undefined at x=0. You can write it in interval notation (-∞, 0) U (0. +∞).
The range is the number set of all real numbers except 0. You can write (-∞, 0) U
(0. +∞).

28
 b. Y = √𝑥
The domain is the set of nonnegative numbers, which is equivalent to the set
containing zero and all positive numbers, in interval notation, it is written as (0.
+∞). The range can be obtained using the graph of a function.

Notice from the graph that the value of y ranges from zero to positive infinity. Therefore,
the range is given by the interval (0. +∞).

c. To find the domain, you must find all the possible values of x which the function
is defined. Note that the value of x cannot be equal to 2 because the fraction will
become undefined. Therefore, the domain of the function is the set of all real
numbers except 2. In interval notation, the domain (-∞, 2) U (2, +∞).

To find the range, solve for the resulting function when x and y are interchanged.
Study the steps shown below.

1 1
Y= 𝑥=
𝑥−2 𝑦−2
𝑥 1
=
1 𝑦−2
1
y-2 =
𝑥
1
y= +2
𝑥

The domain of this new function is the range of the original function. Notice that the
value of x cannot be equal to zero. Therefore, the range of the original function is the set
of all real numbers except zero.

29
 Check Your Progress.
Find the domain and range of each function.
𝑥−2
1. Y =
𝑥+3
2. Y= √𝑥 − 1

A linear function can be written in the form y=f(x) = mx+ b, where x is the independent
variable and y is the dependent variable.

In a linear function, the value of y change by a constant value. In other words, a linear
function has a constant slope. Note however that not all straight lines are linear functions.
A vertical line is not a linear function.

Example 4:
Determine whether each function defined by the given table of values is linear or not.
a.
X 2 3 4 5 6
Y 4 9 16 25 36

Solution:
It is not a linear function. While the value of x changes by the constant value, the change
in the value of y is not constant.

Example 5:
X -2 -1 0 1 2
Y -8 -5 -2 1 4

Solution:
It is a linear function. The x and y change by a constant value.

30
Example 6:
A burger joint spends ₧15,000.00 on burger patties and buns every day and ₧2,000.00 for
other daily operating expenses. Each burger costs ₧35.00. The amount collected after the
operating expenses have been deducted is the total daily sales.

a. Let x be the number sold per day. Express the total daily sales as a function of x.
b. Find the domain and the range for the function in a. Assume that the number of
burgers is limitless.
c. Find the total daily sales if the burger joint was able to sell 150 burgers on a
particular day.

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 d. At least how many burgers must be sold in a day so that the burger joint will earn
a profit of at least ₧4,000.00 per day? Note that the profit is the amount collected
after all the expenses have been deducted from the total daily sales.

Solutions:
a. F(x) = 35x – 2000
b. The lowest number of burgers that can be sold is 0. Moreover, the value of x should
be nonnegative. Thus, the domain is (0, +∞).
When x is zero (0), f(x) = 35(0)-2000
F(x) = 0-0000
F(x) = -2,000.00

c. To find the total daily sales for selling 150 burgers, substitute 150 to the linear
function.
F(x) = 35x – 2000
F(150) = 35(150) – 2000
F(150) = 5,250-2000
F(150) = 3,250.00

a. The profit can be computed by subtracting all expenses from the total daily sales.
This means that you must subtract the operating expenses and the cost of the
burger patties and buns. If the target profit is ₧4,000.00, you can compute for the
number of burgers as follows.
4,000 =35x – 2000-15000
4,000 = 35x-17000
4000+17000= 35x
21 000 = 35x
600 = x

Therefore, the burger joint needs at least 600 pieces if burgers to earn a profit of at least
₧4,000.00

Hello there, dear learner! How is the discussion? Do you find it easy to understand? I hope this
module still help you understand the lesson. Let’s check if you really understand the lesson. Are
you ready? Let’s get ready.

Check your progress!

A. Find the domain and the range of each function. Express your answer in interval
notation form.

1. F(x) = x2 + 2
2. F(x) = √2 − 𝑥
3𝑥
3. F(x) = 2𝑥−1

Check your progress!

B. Solve completely.

32
 An employee in a pet glooming salon receives a fixed daily salary of 350.00 and
50.00 for every dog he/she groom.
1. Express the daily salary that the employee receives a function of the number
of dogs he / she grooms in a day.
2. If he/she was able to groom 8 dogs on a particular day, how much salary
will he/she receives at the end of the day?

Doing great learner? How are the activities? I hope it really helped you truly
understand our topic for today. And we are about to finish this module. Are you
now ready to wrap up this module? If then, let’s go!

Write a reflection journal titled “Quadratic Inequalities” using the format

I. Things Learned and Insights
II. Concept Map
III. Difficulties
IV. Unforgettable Experiences / Activities

33
 Quarter 2

Objectives:
After going through this lesson, you are expected to:
1. Identify the hypothesis and conclusions in a conditional statement
2. Transform a statement into an equivalent conditional statement
3. Determine the inverse, conserve, and contrapositive of a conditional statement
4. Determine the truth values of the inverse, converse, and contrapositive of a conditional
statement.
5. Compare the truth values of the inverse, converse, and contrapositive of a conditional
statement.

Good day, dear learner!

How did you study on your previous lesson? Maybe, there are parts that you have
a little bit of difficulty with and there are parts that you just struggled with and you can
afford, what? That’s really how learning is, friend. Sometimes it's easy and sometimes it's
hard. But more importantly, you learn something in each module you study. Just like this
module that will teach you amazing learnings and knowledge that you can use in your
daily life.
Oh, exciting, isn’t it? I know you want to start and study this module. All right,
get started!
But before that, let’s have first a simple activity which will help you understand and
know the topic today in this module. Are you ready?

EXPLORE

Many mathematical concepts are expressed as conditional statements.

Description: This activity is intended to elicit your prior knowledge regarding the lesson.
Direction: Answer the question below and write your answer in the space provided IN
THE BOX.
Activity No. 1: I have a BOX!
What conclusions can you give why some students decided not to go to school?

IN THE BOX
IN THE BOX.
IN THE BOX. IN THE BOX.

A Conditional Statement or an if-then statement is a combination of two statement -p,

which is called the hypothesis or premise, and q, which is called the conclusion. Such
statement is also called an implication.

34
The following notation is used for if-then statements: p q. This is read as “If p,
then q”, or “p implies q”.

Consider the following conditional statement:

If the addends are 4 and 8, then the sum is 12.

The hypothesis is “the addends are 4 and 8.” The conclusion is “the sum is 12.”

Example 1:

Identify the hypothesis and the conclusion in each conditional statement.

a. If x – 52 = 4-, then x =92
b. If the drink is milk, then it contains calcium.

Solutions:
a. Hypothesis: x-52 =40
Conclusion: x=92

b. Hypothesis: the drink is milk

Conclusion: it contains calcium

Sometimes logic statements are declarative form. You can write these statements in if-
then form by identifying first the subject and predicate of the sentence. From the
subject, you formulate the hypothesis for the if – clause. From the predicate, you
formulate the condition for the then -clause.
Consider the statement below.
Perpendicular lines form right angles.

Subject Predicate

From the subject, you can formulate the hypothesis. The lines are perpendicular. From
the predicate, you can formulate the conclusion. The lines form right angles.

Hence, the corresponding conditional statement is “if the lines are perpendicular, then form
right angles.”

Example 2:
Write each statement in if-then form.
a. A multiple of 15 is divisible by 3.
b. Vincent will wear a blue shirt if Dara wears a green shirt.

Solutions:
a. The hypothesis is “The number is a multiple of 15.”
The conclusion is “It is divisible by 3.
The if-then statement is “if the number is a multiple of 15, then it is divisible by 3.”

b. The if-clause is already given. The conclusion part can be derived from the
remaining clause, “Vincent will wear a blue shirt”. Therefore, the if-then statement
is “If Emman wears a green shirt, then Vincent will wear a blue shirt.”

35
 You gave your initial ideas on how to make conclusions based on given
situations. If you move further, the things that you will learn will enable you
to do the final project which involves mathematical investigation.

Negation is the opposite of a statement.

Every mathematical statement has a truth value. This means that a statement is either
true or False. Usually, T is used to denote true while F is used to denote false.

The truth value of a negation is, therefore, the opposite of the truth value of the original
statement. The negation is usually formed by using the word “not”, depending on the
context. For statement p, is negation is denoted by ~p. This is read as “not p”.

Example 1.
Write the negation of each statement
a. The apple on the table is red.
b. The number is greater than 10.

Solutions:
a. The apple on the table is not red.
b. The number is not greater than 10.
You can also state this as “ The number is less than or equal to 10.”

Three other statement are related to a conditional statement: the

converse, the inverse, and the contrapositive.

A Converse is a statement formed by interchanging the hypothesis and the conclusion of

a conditional statement. The converse of p q is q q.

An Inverse is a statement formed by negating both hypothesis and the conclusion of a

statement. The inverse of p q is ~p ~q.

A Contrapositive is a statement formed by interchanging the hypothesis and the

conclusion of a conditional statement and negating each clause. The contrapositive p
q is ~q ~q.

Consider the following statement:

a. If a number is divisible by 4, then it is an even number.
The hypothesis is “a number is divisible by 4”, the conclusion is “The number is an
even number.”

36
Definition:

Converse: if a number is an even number, then it is divisible by 4.

Inverse: if a number is not divisible by 4, then it is not an even number.
Contrapositive: if a number is not an even number, then it is not divisible by 4.

Now you can determine the truth values of these statements. Assume that the
hypothesis is true, and then find out if the conclusion is true.

Biconditional Statement is a conjunction of a conditional statement and its converse.

In symbol, a biconditional statement p q.

37
Hello there, dear learner! How is the discussion? Do you find it easy to understand? I hope this
module still help you understand the lesson. Let’s check if you really understand the lesson. Are
you ready? Let’s get ready.

Check your progress!

A. Negate the following statements:

1. 8 is a solution to x+ 1> 2
2. Jenny is taller than John.
3. The number y is not rational.

38
 B. Identify the hypothesis and the conclusion in each statement. Then determine the
truth values of the statement.
1. If m2 = 100, then m = 10
2. If a number is a whole number, then it is an integer.
3. If the sun is up, then the time is 9 a.m.

C. Given the biconditional statement, write the conditional and the converse
statements. Then state the truth value of the biconditional statement.
1. Two angles are right angles if and only if they are congruent.
i. Conditional
ii. Converse
iii. Truth values of the biconditional statement

Doing great learner? How are the activities? I hope it really helped you truly
understand our topic for today. And we are about to finish this module. Are you now
ready to wrap up this module? If then, let’s go!

Write a reflection journal titled “Linear Functions and Conditional statement” using the
format
I. Things Learned and Insights
II. Concept Map
III. Difficulties
IV. Unforgettable Experiences / Activities

39
 Quarter 2

Objectives:
After going through this lesson, you are expected to:
1. Distinguish between inductive and deductive reasoning.
2. Use inductive or deductive reasoning in an argument
3. Distinguish between a direct and indirect proof
4. Write a direct and an indirect proof.

Good day, dear learner!

How did you study on your previous lesson? Maybe, there are parts that you have
a little bit of difficulty with and there are parts that you just struggled with and you can
afford, what? That’s really how learning is, friend. Sometimes it's easy and sometimes it's
hard. But more importantly, you learn something in each module you study. Just like this
module that will teach you amazing learnings and knowledge that you can use in your
daily life.
Oh, exciting, isn’t it? I know you want to start and study this module. All right,
get started!
But before that, let’s have first a simple activity which will help you understand and
know the topic today in this module. Are you ready?

Patterns exist in nature such as those of snowflakes, beehives, leaves and dunes. People
have long analyzed patterns and made conclusion about them.

Example 1.
Describe the pattern in the sequence. Then determine the next number in the sequence.
a. 3,6,9,12, …
b. 5,15,45,135, …

Solutions:
a. To get the second term in the sequence, add 3 to the first term; that is, 3+3 =6.
To get the third term, add 3 to the second term; that is 6+3 =9.
To get the fourth term, add 3 to third term; that is, 9+3 = 12.
The pattern is to add 3 to the previous term to get the current term.

40
 Therefore, the next term is 12 + 3 =15.

b. Notice that 15 is 3 times 5, which is the number just before 15.

Also, 45 is 3 times 15, which is the number just before 45.
Similarly, 135 is 3 times 45.
The pattern is to multiply the previous term by 3 to get the current term.
Hence, the next number must be 135 (3) = 405.

CHECK YOUR PROGRESS

Consider the given information. What conjecture can you make about sum of the first n
positive odd numbers?

The first positive odd number: 1

Sum of the first 2 positive odd numbers: 1+3=4
Sum of the first 3 positive odd numbers: 1+3+5=9
Sum of the first 4 positive odd numbers: 1 + 3 + 5 + 7 = 16
Sum of the first 5 positive odd numbers: 1 + 3 + 5 + 7 + 9 = 25

Inductive Reasoning is the process of observing data, recognizing patterns, and making
generalizations or conjectures about those patterns. It is kind of reasoning that forms
general rules from specific examples.

In example 1, inductive reasoning was used. Note that the conjectures formed through
induction may or not be true. It is possible that the conjecture is true for some cases only.

Consider this conjecture: For any real number x, x2 ≥ x.

This statement seems to be true because 12 ≥ 1, 22 ≥ 2, and 32 ≥ 3 are all true. However, it
says that x can be any real number, not just integers. Consider x = 0.5. This gives (0.5) 2 ≥
0.5 or 0.25 ≥ 0.5, which is false. In fact, all numbers between -1 and 1 are counterexamples
to the conjecture.

It is for this reason that inductive reasoning alone is not accepted as a valid logical
argument. However, inductive reasoning is still a valuable tool in mathematics. In fact,
in many cases, it is through inductive reasoning that many mathematical properties were
discovered.

Deductive Reasoning is a process of showing that certain statements follow logically

from agreed upon assumptions (axioms) and / or proven facts (theorems). It is a kind of
reasoning that proves specific statements from general rules.

Example 2. What can you conclude about the following statements?

a. Statement 1. All humans are mortal.
Statement 2. Socrates is human

b. To get a driver’s license in the Philippines, one must be at least 17 years old must
have passed the written and practical exams, among other things. Eugene has his
Philippines driver’s license.

41
Solutions:
a. Socrates is a “specific example of a human being”. Therefore, Socrates
must posses the accepted characteristics of all humans; they are mortal.
Hence, you can conclude that Socrates is mortal.
b. Eugene passed the written and practical exams. Also, Eugene is at least
17 years old.

Example 3:
Identify the kind of reasoning used in each scenario.
a. Carol had corned beef for lunch for the last 4 days. Therefore, Carol will
have corned beef for lunch today.
b. Aisa buys only green bags. She bought a new bag yesterday. Therefore,
that bag must be green.

Solutions:
• Inductive Reasoning
• Deductive Reasoning

Mathematical proofs lie at the foundations of mathematics. The truth of each claim or
conjecture must be proven first before it can be accepted as a “GENERAL TRUTH” . A
conclusion or conjecture may be proven directly or indirectly.

DIRECT Proof is an argument that employs deductive reasoning. You begin with the
given information or premises that are assumed to be true, and from there, take logical
steps towards establishing the conclusion by applying postulates, theorems, or
definitions.

INDIRECT Proof involves assuming that the negation of the conclusion is true. If the
succeeding deductive arguments lead to a contradiction, then the original statement is
proven to be true.

42
43
44
 Performance Task
You are a businessperson who calls for a business partner in order to get enough
money to get the store running. You are currently to decide how much product A and B
you want buy for the business. Product A takes up less space than Product B, but it is
also yielding a smaller profit. To show your potential partner your business
qualifications, you need to make a written proposal and a PowerPoint presentation
containing different sets of products which will give you a higher profit, keeping in
mind that you have 600 ft3 to store those products. Your presentation will be graded
according to the following standards: Accuracy and Interpretation of the data,
authenticity, representation and organization of the presentation.

Rubrics:
Criteria 4 3 2 1
The data used The data used Some of the Data are not
Authenticity are authentic are authentic. data used are useful and
and updated. Data are taken not authentic. relevant.
Data are taken from reliable
from reliable resources.
resources.
Representation The quadratic The quadratic The quadratic The quadratic
expressions expressions expressions expressions
created are created are created does used are
correct with correct. not use the incorrect.
additional define
model to variables.
support it.
Accuracy and Computations Computations Computations Most of the
Interpretation are accurate are accurate are correct but computations
of the and supported and supported interpretation and
Computations with correct with correct is incorrect. interpretations
and clear interpretation. are inaccurate.
interpretation.

45
 A. It is

This module is for the learners of Alejandrino family Learning Center only!

Congratulations! You have finished the second quarter,

and join me for the next quarter.

46