Grade 8 Mathematics 2nd Quarter

GENERALIZATION

Learning Competency 1: Illustrates linear inequalities in two variables

An open sentence that makes use of any of these order relation symbols, <, >, <, >, is
called an inequality. A linear inequality in two variables is an inequality that can be written in
one of the following forms:

Ax+ By <C Ax + By > C

Ax+ By ≤ C Ax + By > C

Where A, B, and C are real numbers and A and B are both not equal to zero.

Examples: 1.4x-y>1

1.8x – 3y >= 14 4.2y > x – 5

X + 5y <= 9

The solution of 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 substituted into the inequality. The
solution set of a linear inequality in two variables represents an area of a Cartesian coordinate.

This area includes all the points that satisfy the inequality.

Example: 5x - y < 8

This inequality is linear because it involves the variables x and y in a linear manner. The terms 5x
and -y are both linear (first degree) terms, and when combined with the constant term on the
right side of the inequality, it represents a straight line when graphed. The solutions to this
inequality will form a region in the plane that is bounded by a straight line.

In contrast there where involve non-linear terms such as x² or involve inequalities that do not
result in a straight line when graphed.
Learning Competency 1: Illustrates linear inequalities in two variables

__1. Suppose you are planning a fundraising event and want to maximize the amount of money
made from ticket sales. You decide to sell two types of tickets: regular tickets for $50 each and
VIP tickets for $100 each. You estimate that you can sell a maximum of 200 tickets. What linear
inequality represents the ticket sales constraints? Let’s represent the number of regular tickets
sold as ‘x’ and the number of VIP tickets sold as ‘y’.

a. x + y ≤ 200
b. x + y <200
c. x + y > 200
d. x + y ≥200

1. What does the solution set of a linear inequality in two variables represent?
a) A single point on a coordinate plane
b) A line on a coordinate plane
c) An area on a coordinate plane
d) A curved shape on a coordinate plane

__2. A company manufactures and sells two types of products, A and B. The production process
for A requires 3 hours of labor and 2 units of material, while the production process for B
requires 2 hours of labor and 4 units of material. The company has a maximum of 40 hours of
labor and 60 units of material available. Write a linear inequality to represent the production
constraints for the two products. Answer: Let’s represent the number of units of product A as ‘x’
and the number of units of product B as ‘y’. The production constraint for labor can be 3x + 2y >
40

a. 3x + 2y < 40
b. 3x + 2y ≥ 40
c. 3x + 2y ≤ 40
d. 3x + 2y > 40

2. Which of the following inequalities represents a linear inequality in two variables?

a) y > x², because it involves a squared variable.
b) 2x + 3y ≤ 6, because it creates a shaded region on a graph. stem
c) y + 2 > 3x, because it results in a non-linear curve.
d) 5x - y < 8, because it represents a straight boundary line.
Learning Competency 11: Illustrates a linear function

A function is linear if and only if its equation can be written in the form y = mx + b or f(x)
= mx + b, where m and b are real numbers:

It is also defined as a function of first degree or the highest exponent of the variable x is 1.

Its graph is a line with slope m and y-intercept b. If m 0then the degree of the function is 1

If m=0 and b≠0, then the degree of the function is 0.

If m = 0 and b=0, then the degree of the function is not defined.

In a linear function, the constant slope represents the rate at which the function is increasing or
decreasing as you move along the line. The slope is essentially the steepness of the line and
remains constant throughout the function.

For example, in the linear function \( y = 3x - 2 \), the constant slope is 3. This means that for
every unit increase in the x-coordinate, the y-coordinate will increase by 3 units. The slope is the
same at every point along the line, which makes it a constant slope.

The concept of constant slope is important in understanding how the function behaves and how
the variables are related to each other in a linear relationship.
Learning Competency 11: illustrates a linear function

__19. Determine the value of the function f(x) = 2x – 1 at x = -3 what is the value of y

a. 7
b. -7
c. 3
d. -3

19. Which of the following equations represents a linear function?

a) y = x^2, because it has a squared variable.

b) y = 3x - 2, because it forms a straight line.

c) y = √x, because it involves a square root.

d) y = |2x|, because it has an absolute value.

__20. X = 2 then f(x) = 2x – 1 becomes

a. Y= -4
b. Y= 3
c. Y=-3
d. Y=1

20. Why is the equation y = 4x + 1 an example of a linear function?

a) Because it represents a straight line when graphed.

b) Because it involves a constant rate of change of 4.

c) Because its graph is not a curve or a parabola.

d) Because it doesn't have any higher powers of x, like x² or x³.

Learning Competency 3: Graphs linear inequalities in two variables

The graph of a linear inequality in two variables is the set of all points in the rectangular
coordinate system whose ordered pairs satisfy the inequality. When a line is graphed in the
coordinate plane, it separates the plane into two regions called half-planes. The line that
separates the plane is called the plane divider.

Steps in graphing an inequality in two variables

a. Replace the inequality symbol with an equal sign. The resulting equation becomes the
plane divider.
b. Graph the resulting equation with a solid line if the original inequality contains ≤ or 2
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 which
indicates that the coordinates of all points on the line are not part of the solution set of
the inequality.
c. 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, other side of the plane
divider will be shaded.
Example:

Identify the coordinates of points on the graph which satisfy the inequality. Write the letter of
the correct

Answer.

1. Y < 2x+2
a. (0, 2) b. (5, 1) c. (-4, 6) d. (8 ,-9) e. (-3,-12)
Answer: b, d, and e since these coordinates found on the shaded regio
Part ll. Matching Type

Instruction: Match the mathematical equation in Column A to the graphs of linear inequality in
Column B. Write the correct letter on the space provided before the number.

COLUMN A COLUMN B

Learning competency 3: Graphs linear inequalities in two variables

__29. Y≥-x+2 a.

__30. Y≤-x+2 b.

__31. Y≤x+2 c.

_c_29. y > x+ 1 a.

_b_30. Y > x -2 b.

_a_31. Y < x + 2 c.
learning Competency 13: Solves problems involving linear function

If the function f is defined by f(x)=mx+b, where m 0, then the domain and range of the function
is the set of all real numbers.

The function, given its table of values, is linear if the differences of the x coordinates are equal
and the differences of the y-coordinates are equal. However, the function is not linear if the
differences on the x-coordinates are equal and the differences on y-coordinates are not equal.

A linear function is defined by f(x) = mx + b, where m is the slope and b is the y-intercept, m and
be and m 0. The degree (highest exponent) of a linear function is one.
Learning Competency 13: Solves problems involving linear function

COLUMN A COLUMN B

__38. Buddy invested P 10,000 on a venture and a. Y=500x+10,000

earns P 500 per month. What will be his profit

investment after 2 years?

__39. Buddy invested P 10,000 on a venture and b. P 16,000

earns P 500 per month. The relation will be?

__40. Lynda invested P 10,000 on a venture and c. 22,000

earns P 6000 per year. What will be his profit.

investment after one year?

__b_38. Ian invested P 12,000 in a bank and earn P 4000 a. P 14,000

per year. What will be his profit invested after 3 years?

_a_39. Mr. Lim invested P 10,000 on a venture and b. P 24,000

earns P 4000 per year. What will be his profit.

investment after one year?

_e_40. Mrs. Alvarez invested P 10,000 on a venture and c. P 26,000

earn P 500 per month. What will be his profit after d. P 20, 000

one year? e. P 16,000

Learning Competency 8: Verifies if a given relation is a function

The table and mapping diagram can be verified as a function by looking at the first coordinates.
If a relation is a function, each element in the domain is mapped to at most one element in the
domain. If the first coordinates are mapped to exactly one element in the second coordinate
then it is a function.

A relation is any set of ordered pairs. The set of all first coordinates is called the domain of the
relation The set of all second coordinates is called the range of the relation.

Function is a special type of relation.

It is a relation in which every element in the domain is mapped to exactly one element in the
range. Thus, a set of ordered pairs is a function if no two distinct ordered pairs have equal
abscissas.

A relation can be presented through as graph, mapping diagram, rule and table.
Part lll. Completion Test

Instruction: Fill in the blank the correct word or phrase. Write your answer at the space
provided.

Learning Competency 8: Verifies if a given relation is a function

41. A vertical line which can be described by the equation x = c is ___________.

41. If a relation is a function, each element in the domain is mapped to one at most
element in the codomain.

42. A ________ is a special type of relation.

42. Function is a special type of relation.
Learning Competency 19: Writes a proof (both direct and indirect)

In proving theorems, the properties of equality and congruence are the bases for
reasoning. To check if the relation is a function, we examine whether there exist two different
output elements for the same input element. Direct proofs aim to establish a clear logical
connection between the hypothesis and the conclusion. Indirect proofs are particularly useful
when the direct proof seems difficult or challenging.

Properties of Equality

Addition Property of Equality (APE)

For all real numbers a, b, c and d, if a = b and c = d, then a + c = b + d Subtraction Property of

Equality (SPE)

If a = b and c =d, then a-c-b-d.

Multiplication Property of Equality (MPEL

If a = b, then ac = bc

Division Property of Equality (DPE)

If a=b then a/c = b/c

Substitution Property of Equality.

If m angle A = 60 m angle B = 60 . then m = mb

Distributive Property.

A(b+c) = ab + ac Properties of Congruence

Reflexive Property:

Symmetric Property

Transitive Property

One of the tools used in proving is reasoning, specifically deductive reasoning. A proof is a
logical argument in which each statement you make is supported/ justified b information,
definitions, axioms, postulates, theorems, and previously proven statements.

Proofs can be written in different ways

 1. Paragraph Form/Informal Proof:
The paragraph or informal proof is the type of proof where you write a why a conjecture for a
given situation is true.

1. Two-Column Form/ Formal Proof/ Direct Proof

One column for statement and another for reason

2. Flowchart Form:
A flowchart-proof organizes a series of statements in a logical order, starting with the
statements. Each statement together with its justification is written in a box. Arrows are show
how each statement leads to another. It can make ones logic visible and help other the
reasoning.

3. Indirect Proof An indirect proof usually is paragraph form, the opposite of the statement
to be pr
Assumed true until the assumption leads to contradiction.

Concept Notes:

• Postulate is a statement that is assumed true accepted without proof.

Example:

1. Substitution Postulate If y=x+7 and x=8, then y = 8+7

2. Addition Postulate If a = b and c =d, then a + c = b+d.
3. Subtraction Postulate If a = b and c =d, then a-c=b-d.
4. A line contains at least two points.
5. A plane contains at least three non-collinear points
6. Through any two points, there is exactly one line.
7. Through any three non-collinear points, there is exactly one plane.
8. If two points lie in a plane, then the line joining them lies in that plane.
9. If two planes intersect, then their intersection is a line.
• Theorem is a statement accepted after it is proved deductively.
Learning Competency 19: Writes a Proof (both direct and indirect)

43. One of the tools used in proving is ________, specifically deductive reasoning.
43. Reasoning is a tool used in proving.

44. A ______ is a logical argument in which each statement you make is supported/ justified b
information, definitions, axioms, postulates, theorems, and previously proven statements
44. Proof is a logical argument in which each statement you make is supported/ justified
information, definitions, axioms, postulates, theorems, and previously proven
statements.

45. The _________ or informal proof is the type of proof where you write a paragraph to why a
conjecture for a given situation is true.
45. The type of proof where you write a paragraph to why a conjecture for a given
situation is true is called paragraph.

45. A _____________organizes a series of statements in a logical order, starting with the

statements.

46. Flowchart-proof organizes a series of statements in a logical order, starting with the
statements.

47. An ________ usually is paragraph form, the opposite of the statement to be assumed true
until the assumption leads to contradiction.

47. Indirect Proof is a paragraph form, the opposite of the statement to be assumed true
until the assumption leads to contradiction.
Learning Competency 15: Transforms a statement into an equivalent if-then statement

If we are going to rewrite the above statement in this way “A triangle is a polygon with
three sides” this statement is also considered a conditional statement.

However, it is not written in if-then form.

So let us take note that not all conditional statements are written in if-then form. These are the
kinds of conditional statements that need to be converted to if then form. We may reword the
hypothesis and conclusion depending on how it is being stated.

Part lV. True or False

Instruction: Determine whether each statement is true or false. If true, place the word TRUE on
the line next to the statement. If false, place the word FALSE on the line next to the statement.

Learning Competency 15: Transforms a statement into an equivalent if-then statement.

____52. Opposite sides of a rectangle are parallel. If-then form: If a quadrilateral is a rectangle,
then its opposite sides are parallel.

____53. A triangle is a polygon with three sides. If-then form: If a polygon is a triangle, then it
has three sides.

____54. The “if’ and “then” statements control your independent and dependent variables.

____55. A conditional statement (also called an If-Then Statement) is a statement with a

conclusion followed by a hypothesis.

__F__52. Statement: "If it is sunny, then John goes for a walk." Equivalent If-then
statement: "Whenever John goes for a walk, it is sunny."

__T__53. Statement: "All students who study hard get good grades." Equivalent If-then
statement: "If a student gets good grades, then they study hard.

__F__54. Statement: "Any number divisible by 4 is also divisible by 2." Equivalent If-then
statement: "If a number is divisible by 2, then it is divisible by 4.

__F__55. Statement: "None of the dogs bark softly." Equivalent If-then statement: "If a
dog barks softly, then it is not a dog."
Learning Competency 16: Determines the inverse, converse, and contrapositive of an if-then
statement

If we exchange the position of the hypothesis and the conclusion, we get a converse
statement

If we negate both the hypothesis and the conclusion, we get an inverse statement. If we negate
a converse statement, this is called a contrapositive statement.

If-then Statement If p, then q

Converse If q, then p

Inverse If not p, then not q

Contrapositive if not q, then not p

Learning Competency 16: Determines the inverse, converse, and contrapositive of an if-then
statement

____56. The p statement is called the hypothesis and the statement conclusion

____57. Conditional statements are formed by joining two state and q using the words if and
then.

____58. We can denote a letter for each clause, p for the if- clause and a for the then-clause
statement is in the form “If q then q.”

____59. An if-then statement or a conditional statement is composed of three clauses.

__T__56. The inverse of the statement "If a number is divisible by 5, then it is divisible by 10" is
"If a number is not divisible by 5, then it is not divisible by 10."
__T__57. The converse of the statement "If an angle is a right angle, then it measures 90
degrees" is "If an angle measures 90 degrees, then it is a right angle.
__F__58. The contrapositive of the statement "If a triangle is equilateral, then it is also
equiangular" is "If a triangle is not equilateral, then it is equiangular."
__F__59. The inverse of the statement "If a number is negative, then its square is positive" is "If
a number is negative, then its square is not positive."
References

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Other references:

DLP Mathematics 8 2nd Quarter by Honeylyn Tolentino

DLL Mathematics 8 2nd Quarter By D’Liens David Lee Reyes