8

Mathematics
Quarter 2 – Module 1:
Linear Inequalities in Two
Variables
Mathematics – Grade 8
Quarter 2 – Module 1: Linear Inequalities in Two Variables
First Edition, 2020

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Assistant Regional Director: Maria Ines C. Asuncion, EdD, CESO V

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 8

Mathematics
Quarter 2 – Module 1:
Linear Inequalities in Two
Variables

3
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this material,
you will experience meaningful learning and gain deep understanding
of the relevant competencies. You can do it!

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 Let Us Learn
This module aims to introduce to you the land of linear inequalities and its
components such as finding the solution, graphing, problem solving, and its system.
This topic is a vital part in learning Algebra in your junior high school years. As
learner of this module, you are expected to achieve the minimum competencies for
this topic which are as follow:

▪ differentiates linear inequalities in two variables from linear equations in

two variables (M8AL-IIa-2);
▪ illustrates and graphs linear inequalities in two variables (M8AL-IIa-3);
▪ solves problems involving linear inequalities in two variables (M8AL-IIa-4);
▪ solves problems involving systems of linear inequalities in two variables.
(M8AL-IIb-2)

At the end of this module, you are expected to achieve these following objectives:
1. identify mathematical statement whether linear equation or linear inequality;
2. graph linear inequalities in two variables;
3. solve problem involving linear inequalities and system of linear inequalities;

Let us start your journey. Keep safe and healthy always as you learn this
lesson. Good luck! You can do this!

Let Us Try
In your previous lesson, you are taught about linear equation in two variables, its
graphs, and solve problems involving linear equations. Now in this section, let us
check your stock knowledge about the previous lesson. Place under the appropriate
column each information in the box. The first column is for the linear equation. The
second column is for the information that is not considered part or connected to the
concept of linear equation.

Are you ready? Then, let us try answering this one!

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 Place your answer in the table below.

LINEAR EQUATION NOT LINEAR EQUATION

For the sake of learning, let us check your output directly so that before we
proceed to the next section, you can distinguish already which are for linear
equations and which are not part of its concept. Here is the answer to our activity.
Refer to the table below.

LINEAR EQUATION NOT LINEAR EQUATION

▪ Unique Solution ▪ Many Solutions
▪ Uses = symbol ▪ Not Equal
▪ Balance ▪ x > 2+ y
▪ 4x + 3y = 10 ▪ Uses > and < as symbols
▪ the graph is always a solid line ▪ 8x ≠ 7
▪ Five greater than x is 27. ▪ three times the sum of 4 and x
▪ Finite Solution ▪ the graph can be a broken line
▪ Boundary Line
▪ Seven is greater than x.
▪ Infinite Set of Solutions
▪x –y ≤6

Did you get all the answer correctly? If yes, then you are more than ready to
encounter the next section of this learning module. If you haven’t perfectly get all the
answers correctly, then this is a perfect avenue for you to learn even more.

To review a bit about linear equation, let us consolidate the answer under the
first column. Linear equation uses the equality symbol (=) which signifies balance on
both sides of the equation. It has a finite number of solution, meaning, its solution
is limited only to one. In other words, it has a unique solution.

How about the ideas aligned under the second column? Well, these ideas are
to be discussed in this learning module. To answer your questions in mind such as
what are those symbols, what are the meaning of those symbols used, among others,
let us proceed to our next section.

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 Let Us Study
Let us start our discussion by giving definition to the following terms that
will be used in this lesson. Look at our vocabulary by Sir Caloy.

Kindly familiarize the terms above for these will be your guide in understanding
key concepts in linear inequalities.
Now, let us explore this situation.

EXPLORE
“GULAY SA BALAY NI CALOY”

Caloy needs to
sell vegetables from
his backyard garden.
He harvested his lettuce
and bottle gourd (Upo).
The lettuce is worth
Php 60 pesos per kilo
and the bottle gourd is
Php 10.00 per kilo. He needs
to raise at least Php 1, 800.00
in order to buy his sister an internet Wi-Fi for her online classes.

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 Write an inequality that shows the various ways he can sell his vegetables
per kilo in order for him to achieve his goal.

To help Caloy in his goal, let us translate the problem into mathematical
representations.

Let x = the number of kilos of lettuce to be sold

y = the number of kilos of bottle gourd to be sold

The linear inequality obtained, 60x + 10y ≥ 1,800, is an example of a linear

inequality in two variables.

To define linear inequality in two variables, it is already mentioned in our

Math-tionary in the previous section. But for the sake of learning, let us use the
definition written as follows:

“Linear Inequalities in Two Variables are mathematical statements that

express no equality on both sides or on the terms being used. It can be written
in one of the four forms:
Ax + By > C, Ax + By < C, Ax + By ≥ C, Ax + By ≤ C
where A, B, and C represent real numbers and A and B are not both zero.”

Take note of the following symbols used in linear inequalities:

SYMBOLS DESCRIPTION
> “is greater than”
< “is less than”
“is greater than or equal to”
≥ “is at least”
“is less than or equal to”
≤ “is at most”

Please remember that “greater than” is different from “is greater than” when
it comes to the meaning of the words. “Greater than” is equivalent to (+) symbol,
while “is greater than” is (>). This is also true to “less than” (-) and “is less than” (<).
So, basically the difference of equation and inequality is the symbols being used.
Equation strictly uses the (=) symbol, while inequalities use (>, <, ≥, ≤) symbols.

At this point, let us know how to determine the solutions of linear

inequalities in two variables.

Solutions to a linear inequality in two variables are ordered pairs (x, y) that
satisfy the inequality. The ordered pair should result to a true statement when
variables are replaced by it.

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Example 1 Determine whether each ordered pair is a solution of
60x + 10y ≥ 1800.

a. (7, 2) b. (30, 10) c. (30, 0)

Solutions: a. (7, 2)
60x + 10y ≥ 1800
60(7) + 10(2) ≥ 1800 Substitute 7 for x and 2 for y
420 + 20 ≥ 1800
440 ≥ 1800 FALSE
Hence, (7, 2) is NOT a solution of the inequality.

b. (30, 10)
60x + 10y ≥ 1800
60(30) + 10(10) ≥ 1800 Substitute 30 for x and 10 for y
1800 + 100 ≥ 1800
1900 ≥ 1800 TRUE
Hence, (30, 10) is a solution of the inequality.

c. (30, 0)
60x + 10y ≥ 1800
60(30) + 10(0) ≥ 1800 Substitute 30 for x and 0 for y
1800 + 0 ≥ 1800
1800 ≥ 1800 TRUE
Hence, (30, 0) is a solution of the inequality. Though, it seems the two
sides of the inequality is equal. Remember that the symbol used is (≥)
which means at certain instance, two sides can be equal or it could
go greater than the expected value.

Clearly, there are many more ordered pairs that can satisfy the inequality.
Those ordered pairs that can provide a TRUE statement are part of the solution set
of the inequality. Otherwise, they are not part of the solution.

To have a better vision of the solution set of the inequality, let us use
graphing method. Take note of these steps in graphing linear inequalities in two
variables.
STEPS IN GRAPHING LINEAR INEQUALITIES IN TWO VARIABLES:
1. Graph the boundary line of the region by rewriting the linear inequality as
an equation and solving for the intercepts.
2. If the symbol of inequality is either ≤ or ≥, draw the boundary line as a
solid line. If the symbol of the inequality is either > or <, draw the
boundary line as a broken line.
3. Decide which half-plane contains the solution set. Pick a test point that is
on one side of the boundary line. Use (0,0), if possible. Replace x and y in
the inequality with the ordered pair of that point.
4. If the resulting inequality is TRUE, shade the side that contains the test
point. If the resulting inequality is FALSE, shade the other side of the
boundary.
(Nivera, Gladys 2014)

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Example 2 Graph 3x – y < 6.
Solution: Let us begin by graphing 3x – y = 6 using the intercept method.
Solving for x-intercept: (y = 0)
3x – y = 6
3x – (0) = 6
3x = 6
x=2
(2, 0)

Solving for y-intercept: (x = 0)

3x – y = 6
3(0) – y = 6
-y = 6
y = -6
(0, -6)

Plot the points (2, 0) and (0, 6)

in the coordinate plane. Connect the
two points to make a line. This is now
the graph of 3x – y = 6 looks like.
Notice that the line is broken
because of the inequality symbol
used in our problem is (<).

To check which half-plane contains the solution, substitute (0, 0) or

whichever point you want in the inequality. For convenience, let us use (0, 0) as
our test point.

Substitute our test point (0, 0) in

the inequality.
3x – y < 6
3(0) – (0) < 6
0–0<6
0<6 TRUE
Hence, the half-plane that contains
(0, 0) is the solution.

Since the resulting statement

is TRUE, that means the half-plane
that contains our test point (0, 0)
will be shaded as shown in the
picture in the left.

Important reminder! Since the boundary line is broken, that means all the
points in the line are NOT part of the solution set.

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Example 2 Graph 2x + 3y ≥ 6.
Solution: Solve for x-intercept. Let y = 0.
2x + 3y = 6
2x + 3(0) = 6 Substitute y by 0.
2x + 0 = 6 Simplify.
2x = 6 Use Division Property of Equality.
x=3
(3, 0)

Solve for y-intercept. Let x = 0.

2x + 3y = 6
2(0) + 3y = 6 Substitute x by 0.
0 +3y = 6 Simplify.
3y = 6 Use Division Property of Equality.
x=2
(0, 2)

Next is plot the points in the coordinate system. Then assign your testing
point. As suggested, we will use (0, 0) as the testing point.

Substitute our test point (0, 0) in

the inequality.
2x + 3y ≥ 6
2(0) + 3(0) ≥ 6
0+0≥6
0≥6 FALSE
Hence, the half-plane that contains
(0, 0) is NOT the solution. With this,
shade the other side of the plane.

To check, choose a point in the

shaded region and substitute in the
inequality. This time, let us use (4, 1).
2x + 3y ≥ 6
2(4) + 3(1) ≥ 6
8+3≥6
11 ≥ 6 TRUE
Hence, the point in the shaded region
satisfy the inequality.

Now, let us put the context in solving a problem involving linear inequalities
in two variables. Let us use the problem in the opening activity of this section.

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Example 3
“GULAY SA BALAY NI CALOY”

Caloy needs to
sell vegetables from
his backyard garden.
He harvested his lettuce
and bottle gourd (Upo).
The lettuce is worth
Php 60 pesos per kilo
and the bottle gourd is
Php 10.00 per kilo. He needs
to raise at least Php 1, 800.00
in order to buy his sister an internet Wi-Fi for her online classes. How many kilos
of lettuce and bottle gourd should he sell in order to achieve his goal? Give at least
3 possible ways Caloy can maximize his harvest.

Polya created his famous four-step process for problem solving, which is
used all over to aid people in problem solving:

Step 1: Understand the problem. Represent the unknown.

Let x = the number of kilos of lettuce to be sold
y = the number of kilos of bottle gourd to be sold

Step 2: Devise a plan. Translate or write the inequality.

60x + 10y ≥ 1800

Step 3: Carry out the plan. Solve the inequality. Use intercept method this
time, then graph.
Solving for x-intercept. Let y = 0. Solving for y-intercept. Let x = 0.
60x + 10y = 1800 60x + 10y = 1800
60x + 10(0) = 1800 60(0) + 10y = 1800
60x = 1800 10y = 1800
x = 30 y = 180
(30, 0) (0, 180)

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 Use (0, 0) as testing point.
60x + 10y ≥ 1800
60(0) + 10(0) ≥ 1800
0 + 0 ≥ 1800
0 ≥ 1800 FALSE
Hence, (0, 0) does not belong to
the solution set. You shade the
other side of the plane.

Since the inequality used is (≥),

all points in the boundary line
are included in the solution set
and the boundary line is solid.

Step 4: Look back. Check your solution then interpret the result.

Now, choose at least 3 points in the shaded region so that you can show 3
methods or combinations Caloy can sell his vegetables. For the benefit of learning,
let us use (30, 10), (40, 60), and (30, 90). All these points are found within the
shaded region. Substitute each point in the inequality.
a. (30, 10) b. (40, 60) c. (30, 90)
a. (30, 10)
60x + 10y ≥ 1800 60x + 10y ≥ 1800 60x + 10y ≥ 1800
60(30) + 10(10) ≥ 1800 60(40) + 10(60) ≥ 1800 60(30) + 10(90) ≥ 1800
1800 + 100 ≥ 1800 2400 + 600 ≥ 1800 1800 + 900 ≥ 1800
1900 ≥ 1800 3000 ≥ 1800 2700 ≥ 1800
TRUE TRUE TRUE
With these results, we can give our conclusion. Therefore, Caloy can sell at
least 30 kilos of lettuce and 10 kilos of bottle gourd to achieve the desired
amount of at least P 1,800.00. Caloy can go beyond the minimum value as long
as the availability of the vegetables merit the situation.

Now that you learn the fundamentals of linear inequalities in two variables, let
us level this up by engaging the systems of linear inequalities.

System of Linear Inequalities in Two Variables is a two or more linear

inequalities considered together.

Let us apply what you have learned in linear inequalities by presenting situation
where one can use the idea in real world setup.

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Example 4 Age Problem

Jairus’ (person at the right)

and Dave’s (person at the left) age
combined is no less than 2 more
than Carlo’s (person at the center)
age. The sum of their ages is
greater than 64. Find the age of
Carlo.

Step 1: Understand and represent.

Let x = the age of Jairus and Dave combined
y = the age of Carlo

Step 2: Devise a plan and translate.

In symbols,
x>y+2 “Jairus’ and Dave’s age combined is no less than Carlo’s
age.”
x + y > 64 “The sum of their ages is greater than 64.”

Step 3: Carry out the plan. Solve.

Since we are dealing with system of linear inequalities in two
variables, we can also carry out the process of solving system of linear
equations through algebraic method. Let us use substitution method.

x>y+2 Inequality 1
x + y > 64 Inequality 2

Inequality 1 is already expressed in terms of x. Use this inequality as

substitute of x to the second inequality.
x>y+2 x=y+2
x + y > 64
(y + 2) + y > 64 Substitute x by (y + 2).
y + y + 2 > 64 Combine like terms.
2y > 64 – 2 Apply addition property of inequality.
2y > 62 Simplify.
y > 31 Apply division property of inequality.

Let us solve for x for the sake of checking later. To solve for x, use any
inequality in our system then substitute the obtained value of y which is 31.
x + y > 64
x + 31 > 64 Substitute y by 31.
x > 64 – 31 Apply addition property of inequality.
x > 33 Simplify.

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 Let us also try the graphing method of solving the system. Graph each
linear inequality just like what we did previously.

Inequality 1
Solve for x-intercept. Let y = 0. Solve for y-intercept. Let x = 0.
x=y+2 x=y+2
x=0+2 0=y+2
x=2 -2 = y or y = -2
(2, 0) (0, -2)

Inequality 2
Solve for x-intercept. Let y = 0. Solve for y-intercept. Let x = 0.
x + y = 64 x + y = 64
x + 0 = 64 0 + y = 64
x = 64 y = 64
(64, 0) (0, 64)

To determine which half-plane is the solution set, let us use (0, 0) as

our testing point for both inequalities.
For inequality 1, For inequality 2,
x>y+2 x + y > 64
0>0+2 0 + 0 > 64
0>2 0 > 64
FALSE FALSE

For both inequalities, shade the other half-plane where (0, 0) is not
located since it does not satisfy any of the inequalities.

Solution set

Take note that in system, the intersection of the two shaded regions of
the inequalities is the solution set of the system.

Step 4: Look back. Check and interpret.

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 Let us check first if our obtained values of x and y satisfy all the
inequalities in our system. Substitute x by any number greater than 33 and
y by any value greater than 31. Suppose x = 36 and y = 32.
For inequality 1, For inequality 2,
x>y+2 x + y > 64
36 > 32 + 2 36 + 32 > 64
36 > 34 66 > 64
TRUE TRUE
The value of x = 36 and y = 32 satisfies our system. Hence, the
solution (36, 32) is part of the solution set.

We can now conclude that the age of Carlo is at a minimum of 32.

Yehey! You are now equipped with basic knowledge and skill in linear
inequalities in two variables, its solution and its graph, including solving problem
involving linear inequalities and its system. Let us now proceed to practicing your
skills on this matter.

Let Us Practice
Now, let us do some exercises.

Activity 1: Identify each item whether it signifies a linear equation or a

linear inequality. Put a check mark ( ) under the appropriate column.
Linear Linear
Statement
Equations Inequalities
1. Ten greater than x is twenty.
2. y is less than five.
3. Half-plane is the solution set.
4. Two sides of the statement are equal.
5. The sum of seven and y is at least ten.
6. 8x – 3y ≤ 3
7. 9 ≥ 4
8. 7 = 2x – 1
9. (y – 3) + (x – 3) < 6
10. Solution set is infinite.

Activity 2: Tell whether each ordered pair is part of the solution set of the
inequality. Write YES if it is and NO if it is not. Use scratch paper for your solution.

Inequality Point A Point B Point C

1. 5x – 2y < 3 (-1, 1) ________ (1, -1) ________ (1, 1) _________

2. 3x + 4y ≥ 10 (1, 3) _________ (3, 0) _________ (-2, 4) ________

3. 3x – 5y > 6 (-1, 1) ________ (2, 0) _________ (1, -1) ________

4. y ≤ 4 (5, 0) _________ (0, 5) _________ (-1, 5) ________

5. 2x – y > 2 (0, -2) ________ (1, 0) _________ (0, -1) ________

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 Let Us Practice More

Let us try our next activity.

Activity 3: Graph each linear inequality. Compute for the x- and y-intercepts,
testing point and one point in the shaded region for checking. Show your solution.
Use separate sheet if necessary.
1. x + 2y < 4 2. y ≥ -2x + 1

Solution: Solution:

Activity 4: Solve this problem involving systems of linear inequalities in two

variables. Follow the Polya’s steps in problem solving as discussed in the previous
section of this module. Provide also graphical presentation of your answer. Use
separate paper for this activity.

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 Brix and his family have a family business of making tiny pots for both
“plantitos” and “plantitas”. An order of no less than 160 pots of both designs, cube
and cylindrical, from Mr. Dagohoy is accepted by the family. The cube design has a
price tag of Php 70.00 each, while the cylindrical design is Php 50.00 each. Mr.
Dagohoy expects a price range of around Php 9, 500.00 to Php 13, 000.00. How many
pots of each design will the amount he expects be produced? Provide 2 possible
combinations of the number of pots of each design.

Let Us Remember

14
 Let Us Assess

Multiple Choice: Choose the letter of the correct answer and write it on your answer
sheet.

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

A. 0 B. 1 C. 2 D. Infinite

2. Which of the following ordered pairs is a solution of the inequality

6x + 2y ≤ 10?

A. (1, 1) B. (2, 0) C. (1, 4) D. (4, 0)

3. What is the graph of linear inequalities in two variables?

A. Parabola C. Half-Plane

B. Straight Line D. Half of a Parabola

4. In the inequality x + 4y ≥ 10, what could be the values of y if x = 8?
1 1 1 1
A. y ≤ − B. y ≥ C. y ≤ D. y ≥ −
2 2 2 2

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

A. 3a – 4b = 5 C. 3x ≤ 21

B. 7x + 3 < 12 D. 11 + 3t ≥ 2s
For items 6-10:

Identify which of the given ordered pairs satisfy the given inequality.

6. y < 2x + 2

A. (0, 1) B. (-5, 1) C. (-4, 6) D. (-8, 9)

7. 3x ≥ 2y – 6

A. (-1, 3) B. (4, 0) C. (-6, 3) D. (0, 5)

8. 3y ≥ 2x – 6
A. (0, -4) B. (3, -4) C. (0, -2) D. (-9, -1)

9. -4y < 2x – 12

A. (2, 1) B. (-4, 6) C. (-2, -2) D. (8, -2)

10. 2x + y > 3

A. (2, 0) B. (0, 1) C. (0, 0) D. (2, -2)

15
11. Mike bought 3 guavas and 2 mangoes. He paid at most Php 123.00. If x
represents the number of guavas and y represents the number of mangoes,
which of the following statements translates the given situation?

A. 3x + 2y ≥ 123 C. 3x + 2y > 123

B. 3x + 2y ≤ 123 D. 3x + 2y < 123
12. Mila has some 10-peso coins and 5-peso coins. All the coins cost not more than
Php 750. Suppose there are 50 5-peso coins, how many 10-peso coins does she
have?
I. There are more number of 10-peso coins than 5-peso coins

II. There are lesser number of 10-peso coins than 5-peso coins.

III. There are equal number of 10-peso coins and 5-peso coins
A. I and II B. I and III C. II and III D. I, II, and III

13. Mark and Ricky’s scores in the test differs not more than 6 points. Suppose
Mark score is 32, what could be the score of Ricky?
A. 26 to 38 C. between 26 and 38

B. 38 and above D. 26 and above

14. Sandra gave the cashier Php 500.00 for 3 adult’s ticket and 5 children’s ticket
that cost not more than Php 400.00. Suppose an adult ticket cost Php 75.00,
how much could a children’s ticket be?

A. Php 60.00 C. Php 35.00

B. Php 45.00 D. Php 30.00

15. Cora paid less than Php 700.00 for 2 kilos of pork and 3 kilos of fish. Suppose
a kilo of pork costs Php 250.00. What could be the maximum cost of fish per
kilo?

A. Php 60.00 C. Php 66.00

B. Php 65.00 D. Php 67 .00

16
 Let Us Enhance
Problem Posing Activity

Pose a problem that requires a system of linear inequalities for its solution.
Make an illustration or drawing of your problem as part of visualization of the
situation. You may enhance your output by adding colors. Use a realistic context
or situation. Show the complete solutions of your problems by following Polya’s
steps in problem solving.

Rubric for Problem Posing Activity

Outstanding Satisfactory Developing Beginning
Criteria Rating
10 points 8 points 6 points 3 points
The problem
is clear, The problem
The problem
thorough is clear and The problem
is
Problem and coherent. It is incomplete
understanda
Statement coherent. All covers the and
ble but not
the important inconsistent.
logical.
components concepts.
are complete.
The problem The problem The problem The problem
is realistic is realistic is somehow is not
Contextualization and but somehow realistic but realistic and
according to out of the out of out of
local setup. context. context. context.
The solution The solution The solution The solution
Accuracy of
is 100% is 80% is 60% is 30%
Solution
accurate. accurate. accurate. accurate.
The The The The
illustration illustration illustration illustration
Appropriateness
shows 100% shows 80% shows 60% shows 30%
of the
connection to connection to connection to connection to
Illustration
the problem the problem the problem the problem
statement. statement. statement. statement.

17
 Let Us Reflect

In our discussion about the graph of linear inequalities in two variables,

boundary line basically sets the limit of where the solution set should stop.
Knowing the boundary line helps you to picture out on where you should select
the points to be used in validating your solution to the inequality. Putting this in
the context of our lives in general, we set our limits also in many things to avoid
further or possible complication or damage to unseen circumstances.
As a student and a son or daughter to your parents, what do you think
are your limits in life? Cite at least 3 limits then shortly explain them.

WHAT ARE MY LIMITATIONS?

18
Answer Key

19
 References

Emmanuel P. Abuzo et al., Mathematics Learner’s Module 8, Pasig City,

Department of Education, 2013, p. 209-240, p. 290-306.

Gladys C. Nivera, Ph.D., Grade 8 Mathematics: Patterns and Practicalities,

Makati City, Salesiana Books by Don Bosco Press, 2014, 236-257.

Jay Abramson, College Algebra, Houston, Texas, Rice University, 2017, p.

142-150.
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph