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
“You are not judged by the height you have risen…

…but from the depth you have climbed”

-Frederick Douglass

Quarter 2 Week 2 Module 3

Learning Competency:
Solve problems involving systems of linear inequalities
in two variables. (M8AL-IIb-2)
 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
learning’s 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
3
Solving Problems Involving
Systems of Linear Inequalities
in Two Variables
EXPECTATIONS

You will solve problems involving systems of linear inequalities in

two variables.

Specifically, this module will help you to:

• Recall the concept of graphing linear inequalities in two variables;

• Graph systems of linear inequalities in two variables;
• Solve problems involving linear inequalities and systems of linear
inequalities in two variables.

Let us start your journey in learning

more on Union and Intersection of Events.
. I am sure you are ready
and excited to answer the Pretest.
Smile and cheer up!
PRETEST
Read the questions carefully. Encircle the letter of the correct answer.

1. The horizontal number line in a Cartesian Plane is commonly called

the________.
a. origin b. x-axis c. y-axis d. function
2. The point where the two axes in a Cartesian Plane intersect is the _____.
a. origin b. x-axis c. y-axis d. function
3. Solve 3x – 2y = 7 for y in terms of x.
3 7 3 7 2 7 2 7
a. y = x- b. y = x+ c. x = y- d. x = y+
2 2 2 2 3 3 3 3

4. An ordered pair of numbers that satisfies each linear inequality in the system.
a. Solution b. Domain c. Range d. Intercept
5. If two lines are parallel, how many common solutions do they have?
a. one b. two c. infinite d. none
6. Which of the following is a linear inequality in two variables?
a. 5x + 7 b. 2x – 3y = 4 c. 3x + 9y ≤ y d. 12x – 8 = 0

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 Learning Module for Junior High School Mathematics
7. How many solutions does a linear inequality have?
a. none b. one c. two d. infinite
8. What is the graph of linear inequality in two variables?
a. straight line b. parabola c. hyperbola d. half-plane
9. Which of the following ordered pair is not a solution of the inequality
x - 3y ≤ -6.
a. (4, 5) b. (3, 4) c. (-1, 3) d. (4, -2)
10. For a system of linear inequality in two variables with symbols < or >, the
graph of the line should be ______________.
a. dashed b. solid c. curve d. zigzag
11. A ____________ is used to determine which half-plane to shade as the solution.

a. test point c. horizontal line test

b. vertical line test d. plotted points
12. Which system has no solution?
a. 2x + 2y < 6 b. x – y < 4 c. 6x + 3y > 5 d. 3x + y < 5
x – 3y > 2 x+y>8 y < -2x – 1 y > -2x + 1
For number 13-15, refer to the given figure.
13. What is the linear inequality given an
ordered pair (3,0) and (0,4)?
a. 4x + 3y > 12
b. 4x + 3y ≥ 12
c. 4x + 3y < 12
d. 4x + 3y ≤ 12
14. What is the linear inequality given an
ordered pair (2,0) and (0,6)?
a. 3x + y > 6
b. 3x + y ≥ 6
c. 3x + y < 6
d. 3x + y ≤ 6
15. Which of the following solutions satisfy the systems of inequalities?

a. (0, 5) c. (1, 2)
b. (1, 3) d. (-1, -2)
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 linear inequalities in
two variables. Graphing is one way of solving linear inequalities in two variables. In
graphing, we can easily find the solutions of the given inequality.

A. Directions: Shade the part of the half-plane divider where the solutions of the
inequality are found.

1. y < x + 3 2. y – x > -5 3. x ≤ y -4

4. 2x + y < 2 5.x+ y ≥1

The solution to the problem may be represented by a system of linear

inequalities.
Two or more linear inequalities considered together form a system of linear
inequalities.
A graph of an inequality in two variables x and y consists of all points
(x, y) whose coordinates satisfy the inequality.

Example 1: In graphing systems of linear inequalities in two variables;

y > x+3

y < 3x-5

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 Learning Module for Junior High School Mathematics

a. Rewrite the inequality as an equation then solve for x and y intercepts.

Systems of Linear Inequalities x-intercept y-intercept

y = x+3 (-3, 0) (0, 3)
y = 3x-5 (5/3, 0) (0, -5)

b. Plot the points of x and y intercept then

graph the boundary line; solid line if the
symbol is either ≤ or ≥ and dashed line if
the symbol is either < or >. Based on the
given example, we will graph it using a
dashed line.

c. Use (0,0) if possible, as your test point to

know if the resulting inequality is TRUE or
FALSE. If it’s FALSE, shade the other side of
the boundary where (0,0) is not part of of it.

y > x+3 y < 3x-5

-x + y > 3 -3x + y < -5
0+0>3 0 + 0 < -5
0>3 0 < -5
FALSE FALSE

d. Remember that the graph of systems of

linear inequalities in two variables is the set of
all points whose ordered pairs satisfy the inequalities. The solution set for this
system contains all ordered pairs in the region of overlap (darkest shaded
region) together with all the ordered pairs on the portion of the solid line that
touches the darkest shaded region.

Some of the solutions are (8, 14), (7, 11), and (5, 9). Ordered pairs (-3, 7) and
(4, 2) are not solutions of the systems of linear inequalities y > x+3
because it is not part of the region that overlaps. y < 3x-5

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 Learning Module for Junior High School Mathematics

BRIEF INTRODUCTION

Read the selection below

A PRODUCTIVE SUSPENSION

Due to class suspension brought by the pandemic, Alexandra, a

highschool student, couldn’t attend school and part time work during weekdays.
To make her day productive at home during class suspensions, Alexandra devoted
her idle time making cloth face mask and hand made face shield as her way of
helping her parents. Her parents work as a tailor and providing bulky of face
masks and face shields to the different hospitals in Metro Manila.

Each face mask costs Php 20 while each face shield costs Php 50. She
needs to sell at least Php 5,000 worth of face masks and face shields.

Example 2: In the story model, Alexandra makes face masks and handmade
face shields. Each face mask costs Php 20 while each face shields costs Php50. She
needs to sell at least Php 5,000 worth of face masks and face shields. Use the
situation to answer the questions that follow:

1. How much would Alexandra’s total sale if she sells five pieces of face
masks and 5 pieces of face shields?

2. What mathematical statement would represent the total sale of face

masks and face shields?

3. Alexandra wants to have a total sale of at least Php 5,000. What

mathematical statement would represent this?

4. How many face masks and face shields should Alexandra sell to have
a total sale of at least Php 5,000? Give as many answers as possible.

Solution:
a. Read the problem and highlight important information

Each face mask costs Php 20 while each face shields costs Php50. She needs
to sell at least Php 5,000 worth of face masks and face shields.

b. Identify the variables

Total sale = 20x + 50y, where x is the number of face masks sold and y is the
number of face shields sold.
c. Find one piece of information in the problem that you can use to write
an inequality.

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 Learning Module for Junior High School Mathematics
She needs to sell at least Php 5,000 worth of face masks and face shields.
20x +50y ≥ 500
d. Make a table of values
Number of Cost Number of Cost Total Cost
face masks (Php 20) face shields (Php 50)
sold sold

1 20 1 50 70

2 40 2 100 140

3 60 3 150 210
4 80 4 200 280

5 100 5 250 350

10 200 10 500 700

15 300 15 750 1050

20 400 20 1000 1400

25 500 25 1250 1750

40 800 40 2000 2800

50 1000 50 2500 3500

60 1200 60 3000 4200

70 1400 70 3500 4900

80 1600 80 4000 5600

90 1800 90 4500 6300

100 2000 100 5000 7000

e. Graph

20x +50y ≥ 5000

(250,0)
(0,100)

f. Answer the given question(s)

1. How much would Alexandra’s total sale if she sells five pieces of face
masks and 5 pieces of face shields? Ans: 350
2. What mathematical statement would represent the total sale of face
masks and face shields?

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 Learning Module for Junior High School Mathematics
Ans: Total sale = 20x + 50y, where x is the number of pieces of
facemasks sold and y is the number of face shields sold.
3. Alexandra wants to have a total sale of at least Php 5,000. What
mathematical statement would represent this? Ans: 20x +50y ≥ 5000
4. How many face masks and face shields should Alexandra sell to have
a total sale of at least Php 5,000. Give as many answers as possible.
Ans: Many possible answers as shown in the table above like 100
facemasks and 70 face shields or 60 face masks and 90 face shields.

ONLINE SELLING
As the government’s countermeasure of the global spread of COVID
19, Enhanced Community Quarantine is being put in place, thus adversely
affecting those in the non-essential industries.
Entrepreneurs in the said industry are now thinking of ways to
sustain profitability amidst the pandemic.
Aling Nena for example who has been selling ube jam and peanut
brittle in her physical store in Tondo Manila, now trying to market her
products thru online selling.
Her family can make at most 150 bottles of ube jam and 400 bottles
of peanut brittle. She sells a bottle of ube jam for Php 200 at a profit of Php
40 and a bottle
Example of peanut
3: Using brittle
the story model forabove,
Php100
we at
cana solve
profitthe
of Php 15. Ifusing
problem Alingthe
Nena can spend
following steps: Php 60,000 to make these products how many of each kind
does she need to sell to make the greatest profit?

Solution:

a. Read the problem and highlight important information.

…at most 150 bottles of ube jam and 400 bottles of peanut brittle. She sells
a bottle of ube jam for Php 200 at a profit of Php 40 and a bottle of peanut
brittle for Php100 at a profit of Php 15.
b. Identify the variables

Let x = the number of ube jam

y = the number of peanut brittles
c. Find one piece of information within the problem that you can use to write
an inequality.

200x + 100y = 60,000

d. Find a different piece of information that you can use to write a second
inequality
x ≤ 150

y ≤ 400

e. Make a table of values

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 Learning Module for Junior High School Mathematics

(x, y) (100, 400) (120, 360) (150, 300)

40x+15y 10,000 10,200 10,500

f. Graph
The solution set for this system
contains all ordered pairs in the region
of overlap (darkest shaded region)
together with all the ordered pairs on
the portion of the solid line that
touches the darkest shaded region.

g. Answer the given question(s).

Aling Nena will make the greatest profit by making 150 Ube Jam and 300
Peanut Brittle. The greatest profit she can have is 10,500.

ACTIVITIES

Activity 1: Determine if the given ordered pair is a solution to the linear inequality

2x + 6y < 10

3x + 4y > 6

1. (2, 5) 6. (2, 10)

2. (-2, -10) 7. (8,-2)
3. (5, -1) 8. (12,-5)
4. (6, -8) 9. (0, 3)
5. (1, 1) 10. (4, 0)

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 Learning Module for Junior High School Mathematics
Activity 2: Solve the following systems of linear inequalities graphically then give
three ordered pairs satisfying the inequalities. The first one is done for you.

1. 5x + y > 3 4. 2x - y ≥ -2

y≤x–4 y<x+4

Some ordered pairs satisfying

the system of inequalities are A
(10, 2) B (5, -4), and C (10, -9).

2. x + y ≥ 7 5. y > 2x – 9

3x - y ≤ 10 y < 4x + 1

3. x + y < 12
6. y > 2x + 7

y < -3x + 5 2x – y < 12

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 Learning Module for Junior High School Mathematics
Activity 3 : Solve and graph the following problems.

1. Tickets in a play cost Php250 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. Write and graph a system
of linear inequalities to model all possible solutions to the situations.

2. Mr. Agoncillo has a savings account in two banks. The combined amount of
these savings is at least Php 150,000. One bank gives an interest of 4% while
the other bank gives 6%. In a year, Mr. Agoncillo receives at most Php 12,000.
Write and graph a system of linear inequalities that shows all the possible
solutions.

3. Mrs. Burgos wants to buy at least 30 kilos of pork and beef for her restaurant
business but has to spend no more than Php 12,000. A kilo of pork costs Php
180 and a kilo of beef costs Php 220.What mathematical statements represent
the given situation? Draw and describe the graphs of the mathematical
statements.

4. You are selling pizzas to raise money for the pandemic. Cheese pizza cost
Php80 and pepperoni pizza cost Php90. You need to sell at least two of each
kind of pizza and you want to sell at least Php1800 worth of pizza. Write and
graph a system of linear inequalities that represent the information given.

You may explore more to

check your understanding!

REMEMBER

STEPS in Solving Problems Involving Systems of

Linear Inequalities in Two Variables
1. Read the problem and highlight important information
2. Identify the variables
3. Find one piece of information in the problem that you can
use to write an inequality.
4. Find a different piece of information that you can use to
write a second inequality.
5. Make a table of values
6. Graph
7. Answer the given question(s)

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 Learning Module for Junior High School Mathematics

CHECK YOUR UNDERSTANDING

HOME DEPOT
Amy is a successful business owner of home decorations. Due to
the high volume of orders online for delivery and pick-up, she learns how
to manage her time well to gain customers’ trust and to avoid conflicts.
It takes her 3 hours to make a beautifully arranged bouquet and 2
hours to make a flower basket. She can work no more than 60 hours per
week. The cost to make one bouquet is Php 300.00 and the cost to make
a flower basket is Php 150.00. She can afford to spend no more than Php
3,600.00 per week.
Determine the reasonable number of bouquets and baskets that can
be made each week and show the graph.

Complete the diagram.

IDENTIFY AND REPRESENT THE VARIABLES

WRITE A SYSTEM OF INEQUALITIES TO DESCRIBE THE

SITUATION IN THE PROBLEM

The total no. of hours that The total amount Amy can
Amy can work is no more spend in making home decors
than 60 hours per week. is no more than 3600.

Solve for each inequality. Solve for each inequality.

What is the
reasonable
number of
bouquets and
baskets?

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 Learning Module for Junior High School Mathematics
POSTTEST
Read the questions carefully. Encircle the letter of the correct answer.

1. In a Cartesian Plane, the vertical line is commonly called the _____.

a. origin b. x-axis c. y-axis d. function
2. The intersection of x and y axis in a Cartesian plane is the _____.
a. x-axis b. y-axis c. origin d. function
3. Solve 3x – 2y = 7 for y in terms of x.
3 7 3 7 2 7 2 7
a. y = x - b. y = x + c. x = y - d. x = y +
2 2 2 2 3 3 3 3
4. A pair of numbers (x, y) and considered a solution to linear inequality.
a. ordered pair b. domain c. range d. intercept
5. If two lines have no solution, then the pair of lines is ________________.
f. parallel b. intersecting c. perpendicular d. skew
6. Which of the following is a linear inequality in two variables?
a.5x + 7 b. 2x – 3y = 4 c. 3x + 9y ≤ y d. 12x – 8 = 0
7. How many solutions does a linear inequality have?
a. infinite b. one c. two d. none
8. What is the graph of linear inequality in two variables?
a. straight line b. half-plane c. hyperbola d. parabola
9. Which of the following ordered pair is not a solution of the inequality
2x - 3y ≤ -6.
a. (4, 5) b. (3, 4) c. (-1, 3) d. (4, -2)
10. For a system of linear inequality in two variables with symbols ≤ or ≥, the
graph of the line should be ______________.
a. dashed b. solid c. curve d. zigzag
11. A ___________ is used to determine which half-plane to shade as the solution.
a. horizontal line test c. test point
b. vertical line test d. plotted points
12. Which system has no solution?
a. 2x + 2y < 6 b. 6x + 3y > 5 c. 6x + 3y < 5 d. 3x + y < 5
x – 3y > 2 y < -2x – 1 y > -2x – 1 y > -2x + 1

For number 13-15, refer to the given figure.

13. What is the linear inequality given an ordered
pair (3,0) and (0,5)?
a. 5x + 3y > 15
b. 5x + 3y ≥ 15
c. 5x + 3y < 15
d. 5x + 3y ≤ 15
14. What is the linear inequality given an ordered
pair (4,0) and (0,2)?
a. 2x + 4y > 8
b. 2x + 4y ≥ 8
c. 2x + 4y < 8
d. 2x + 4y ≤ 8
15. Which of the following solutions satisfy the systems of inequalities?
a. (0, 6)
b. (1, 2)
c. (1, 4)
d. (-1, -2)

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 Learning Module for Junior High School Mathematics
REFLECTIVE LEARNING SHEET

In solving systems of linear inequalities, the regions that overlap

(darkest shaded region) represent the solutions. Solutions that satisfy each
linear inequality in the given system though they are different from each other.
Systems of linear inequalities taught us that two different things must be
beneficial to each other or else solution is not possible. It also taught us that
we may be experiencing different problems, but we can still give and help each
other by working through it together so we can come up with at least one
solution. Two heads are better than one, learn to give and not just take.

As a student, have you experienced helping someone in finding a

solution to his/her problem and made him/her happy and fulfilled on what
he’s doing?

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

E-SITES

To further explore the concept learned today and if it possible to connect the
internet, you may visit the following links:

https://www.youtube.com/watch?v=unSBFwK881s

https://www.youtube.com/watch?v=BUmLw5m6F9s

https://www.youtube.com/watch?v=2oGsLdAWxlk&list=PLSQl0a2vh4HB
6elhEA3pYT4Hc55J6uNn_

REFERENCES

Nivera, G., (2013). Grade 7 Mathematics: Patterns and Practicalities Updated

Edition. Salesiana Books. Don Bosco Press Inc, Makati City/Philippines

Nivera, G., (2014). Grade 8 Mathematics: Patterns and Practicalities Updated

Edition. Salesiana Books. Don Bosco Press Inc, Makati City/Philippines.

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 Learning Module for Junior High School Mathematics
Oronce, O., & Mendoza, M., (2018). Exploring Math First Edition. Rex Book Store,
Inc. Manila City/PhilippinesK to 12 Curriculum Guide in Mathematics (2012),Grades
7-10

Management and Development Team of the Module

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

Writers/Illustrators: Trinidad B. Cailo – TII

Jo-Ann E. Rogon – TIII

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 Learning Module for Junior High School Mathematics
PROBLEM -BASED LEARNING WORKSHEET

Florante at Laura sa Makabagong Henerasyon

The school’s Parent-Teacher Association (PTA) and Faculty

Club organized a school play entitled “Florante at Laura sa
Makabagong Henerasyon”.

Tickets in this 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.

Let’s Analyze

1. What mathematical statements represent the given situation?

2. Draw and describe the graphs of the mathematical statements.
3. How will you find the number of children and adults who watched
the play?
4. Give four possible numbers of adults and children who watched
the play. Justify your answer.
5. The sponsor of the show realized that if the prices of the tickets
were reduced, more people would have watched the play. If you
were the sponsor of the play, would you reduce the prices of the
tickets? Why?

17