Apostolic Vicariate of Bontoc-Lagawe Educational System (AVBLES)

CATHOLIC SCHOOLS IN MOUNTAIN PROVINCE (CSMP)

MATH 8
QUARTER II:
Linear inequalities and logical
reasoning
CONTENT STANDARDS:
The learners modify key concepts of linear inequalities in two variables and
relation and functions, and investigate the key concepts of logic and
reasoning.

PERFORMANCE STANDARDS:
The learners evaluate and solve accurately real-life problems involving linear
inequalities in two variables, relations and functions, and logic and reasoning.

MOST ESSENTIAL LEARNING COMPETENCIES:

1. The learners solve and graph accurately real-life problems involving linear
inequalities in two variables, system of linear inequalities in two variables.
2. The learners solve and graph accurately real-life problems involving
relations and functions.
3. The learners apply mathematical thinking with coherence and clarity in
formulating and analyzing arguments.
4. The learners investigate, solve and graph real-life problems involving
linear inequalities in two variables, relations and functions and apply logic
and reasoning in everyday life.

LESSON 1: Linear Inequalities in Two Variables

LESSON 2: Relations and Functions
LESSON 3: Logic and Reasoning

PREPARED BY: BREN BOGUILIS

SAHSI

LESSON 1: SOLVING AND GRAPHING LINEAR INEQUALITIES IN TWO VARIABLES

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Lesson 1.1: Solving Linear Inequalities in Two Variables

Definition
A linear inequality in x and y can be written in one of the following forms:
𝐴𝑥 + 𝐵𝑦 > 𝐶, 𝐴𝑥 + 𝐵𝑦 < 𝐶, 𝐴𝑥 + 𝐵𝑦 ≥ 𝐶, 𝑜𝑟 𝐴𝑥 + 𝐵𝑦 ≤ 𝐶
Where A, B, and C are real numbers and A and B are both not equal to 0.

Examples in solving linear inequalities in two variables are:

3𝑥 − 𝑦 > −2 𝑥 < 2𝑦 𝑥 + 3𝑦 ≤ 0 𝑦 ≤ −3𝑥
The solutions of linear equations in x and y can be expressed in ordered pairs (x,y). As with linear
equations, solutions of linear inequalities can be also expressed in ordered pairs. An ordered pair
(x,y) is a solution of an inequality in x and y if a true statement results when the variable in the inequality
is replaced by the coordinates of the ordered pair.

EXAMPLE 1:
Determine whether (-2, 1) is a solution of 2𝑥 + 3𝑦 ≤ 6.
Solution:
Substitute the x- x-coordinate for x and the y-coordinate for y in the inequality 2𝑥 + 3𝑦 ≤ 6.
2𝑥 + 3𝑦 ≤ 6 Given
2(−2) + 3(1) ≤ 6 Replace x with -2 and y with 1
−4 + 3 ≤ 6 Simplify
−1 ≤ 6 Add
Since −1 ≤ 6 is a true statement, (-2,1) is a solution of 2𝑥 + 3𝑦 ≤ 6.

EXAMPLE 2:
Determine whether each ordered pair is a solution of 4𝑥 + 5𝑦 ≤ 7.
a. (-3,2)
b. (1, 2)
c. (3, 2)

Solution:
Substitute the x- x-coordinate for x and the y-coordinate for y in the inequality 4𝑥 + 5𝑦 ≤ 7.
. a. (-3, 2); x = -3 and y= 2
4(−3) + 5(2) ≤ 7
−12 + 10 ≤ 7
−2 ≤ 7
TRUE
b. (1, 2); x = 1 and y = 2
4(1) + 5(2) ≤ 7
4 + 10 ≤ 7
14 ≤ 7
FALSE

c. (3, 2) CONCLUSION:
4(3) + 5(2) ≤ 7 The ordered pair (-3,2) turned the
12 + 10 ≤ 7 inequality TRUE, hence it is the
22 ≤ 7 solution to the inequality 4𝑥 +
FALSE 5𝑦 ≤ 7.

Lesson 1.2: Graphs of Linear Inequalities in Two Variables

Graph of Linear Inequality
2
The graph of 𝑦 = 𝑥 + 3 is a line consisting of points whose coordinates satisfies the equation.
5
2
The graph of inequality 𝑦 ≥ 𝑥 + 3 is not a line but an area bounded by a line called a half-plane. The
5
half-plane consists of points whose coordinates satisfy the inequality.

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 P Graphing a Linear Inequality
R To graph a linear inequality:
O 1, Graph the related linear equation. The related equation has an equal sign in place of
the inequality symbol. If the inquality symbol is ≤ 𝒐𝒓 ≥, then draw a solid line. If the
C
inequality symbol is < 𝑜𝑟 >, t n draw a broken line.
E
D 2. Choose an ordered pair on one side of the boundary line (line of the equation) and test
U this ordered pair in the inequality. If the ordered pair satisfies the inequality, then shade
R the region that contains it. If the ordered pair does not satisfy the inequality, then shade
E the region on the other side of the boundary line.

EXAMPLE 3:
Graph the inequality 𝒙 + 𝒚 < 3.
Solution:
Find for the x- and y- intercepts
Let x = 0, then solve for y Let y = 0, then solve for x
𝑦<3 𝑥<3
(0,3) (3,0)

1. Plot the x- and y- intercepts.

2. Since the inequality symbol used is <
(less than), use a broken line in
(0,3) connecting the two points.
3. Label the points and the graph with the
𝒙+𝒚< 3 given linear inequality.
4. Shade the half- plane that satisfies the
(3,0) given inequality. In this example,
since the inequality symbol used is
less than, shade the half- plane where
the values of x and y is less than 3 and
that is the left part of the graph.

EXAMPLE 4:
Solve and graph the linear inequality 𝑦 ≥ 2𝑥 + 4.
Solution:
Let x = 0, then solve for y Let y = 0, then solve for x
𝑦 ≥ 2𝑥 + 4 𝑦 ≥ 2𝑥 + 4
𝑦 ≥ 2(0) + 4 0 ≥ 2𝑥 + 4
𝑦 ≥ 0+4 −2𝑥 ≥ 4.
𝑦≥4 𝑥 ≤ −2.
(0,4) (-2,0)

1. Plot the x- and y- intercepts.

2. Since the inequality symbol used is ≥
(0,4) (greater than or equal to), use a solid line
in connecting the two points.
𝑦 ≥ 2𝑥 + 4 3. Label the graph with the given linear
inequality.
(-2,0) 4. Shade the half- plane that satisfies the
given inequality. In this example, since
the inequality symbol used is≥, shade the
half- plane where the values of x and y is
greater than or equal to 4 and -2 and that
is the right part of the graph.

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Lesson 1.3: Solving Systems of Linear Inequalities in Two Variables
Definition
A system of linear inequality is a set of two or more inequalities considered simultaneously.
A solution of a system of linear inequalities is an ordered pair of numbers that satisfies each linear inequality in
the system.

EXAMPLE 5:
𝑥 + 2𝑦 > 8
Determine if the point is a solution to the system { .
3𝑥 − 𝑦 < 18
a. (5, 4) b. (2, -6) c. (0, -18)

Solution:
a. Substitute (5, 4) into each of the inequalities:
𝑥 + 2𝑦 > 8 3𝑥 − 𝑦 < 18
5 + 2(4) > 8 3(5) − 4 < 18
5+8 >8 15 − 4 < 18
13 > 8 TRUE 11 < 18 TRUE
CONCLUSION: Since (5, 4) satisfies both inequalities, then it is a solution to the system.
b. Substitute (2, -6) into each of the inequalities:
𝑥 + 2𝑦 > 8 3𝑥 − 𝑦 < 18
2 + 2(−6) > 8 3(2) − (−6) < 18
2 + (−12) > 8 6 + 6 < 18
−10 > 8 FALSE 12 < 18 TRUE
CONCLUSION: The ordered pair (2, -6) does not satisfy the first inequality 𝑥 + 2𝑦 > 8. Hence, it is not
a solution to the system.
c. Substitute (0, -18) into each of the inequalities:
𝑥 + 2𝑦 > 8 3𝑥 − 𝑦 < 18
0 + 2(−18) > 8 3(0) − (−18) < 18
0 + (−36) > 8 0 + 18 < 18
−36 > 8 FALSE 18 < 18 FALSE
CONCLUSION: The ordered pair (0, -18) does not satisfy both inequalities. Hence, it is not a solution to
the system.

EXAMPLE 6:
𝑥 + 2𝑦 > 11
Determine whether (6, 4) is a solution of the given system of linear inequalities {
𝑦 ≤ 2𝑥 − 7

Solution:
Replace x with 6 and y with 4.
𝑥 + 2𝑦 > 11 𝑦 ≤ 2𝑥 − 7
6 + 2(4) > 11 4 ≤ 2(6) − 7
6 + 8 > 11 4 ≤ 12 − 7
14 > 11 TRUE 4 ≤ 5 TRUE
CONCLUSION: Since both statements are TRUE, the ordered pair (6, 4) is a solution of linear
𝑥 + 2𝑦 > 11
inequalities { .
𝑦 ≤ 2𝑥 − 7

EXAMPLE 7: Real- life Application of Linear Inequalities

To earn at least an extra Php120 per day, Ramon has to sell available fruits from his farm, one
that sells at Php5 per kilo and another at Php6 per kilo. Write an inequality that shows the different
ways he can sell fruits to achieve his goals.
Solution:
Let x = no. of kilos of fruits that sells at Php5 per kilo
y = no. of kilos of fruits that sells at Php6 per kilo
Equation:
The no. of kilos of fruits at + The no. of kilos of fruits at At least Php120
Php5 per kilo Php6 per kilo

5x + 6y ≥ 120
Lesson 1.4: Graph of Systems of Linear Inequalities in Two Variables
EXAMPLE 8:

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 𝑥≤2
Graph the system of linear inequalities {
𝑦>1
Solution:
The graph of 𝑥 ≤ 2 is the half plane on and to The graph of 𝑦 > 1 is the half plane above the
the left solid line x = 2. broken line y = 1.

𝑥≤2

𝑦>1
(2, 0) (0,1)

Finally, the graph of the system is the intersection of the two half-planes.

The intersection of
𝑥 ≤ 2 and 𝑦 > 1.

EXAMPLE 9.
𝑦 ≥ 2𝑥 − 3
Graph the system of linear inequality {
𝑦 < −𝑥 + 6
𝑦 ≥ 2𝑥 − 3 𝑦 < −𝑥 + 6
Let x = 0, solve for y Let y = 0, solve for x Let x = 0, solve for y Let y = 0, solve for x
𝑦 ≥ 2(0) − 3 0 ≥ 2𝑥 − 3 𝑦 < −(0) + 6 0 < −𝑥 + 6
𝑦 ≥0−3 −2𝑥 −3 𝑦<6 𝑥<6
≥
−2 −2
𝑦 ≥ −3 3
𝑥≥
2
Ordered pair: (0, -3) Ordered pair: (3 , 0) Ordered pair: (0,6) Ordered pair: (6,0)
2

𝑦 ≥ 2𝑥 − 3

The intersection of
𝑦 ≥ 2𝑥 − 3 𝑎𝑛𝑑 𝑦 < −𝑥 + 6.

𝑦 < −𝑥 + 6

MATH HIGHLIGHTS
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𝑦 < −𝑥 + 6
 A linear inequality in two variables is an inequality statement that relates two variables x and y
using the symbols <, >, ≤, ≥ 𝑎𝑛𝑑 ≠.

The solution to a linear inequality in two variables is the set of all points (x, y) that satisfy the
inequality statement. The graph represented by a region called a half- plane.

The graph of a linear inequality uses:

- a solid boundary line if it uses the symbols ≤ 𝒐𝒓 ≥
- a broken boundary line if it uses the symbols < 𝑜𝑟 >.

A test point, which cannot be part of the boundary line, is used to determine which half- plane
must be shaded. If a test point satisfies the inequality, then the region containing this test point
is shaded. Otherwise, the opposite region must be shaded.

A system of linear inequalities in two variables in two variables can be solved by graphing the
two inequalities on the same Cartesian plane. The region of intersection of the two half- planes
is the solution to the system.

A number of applications of systems of linear inequalities in two variables can be found in real
life. Some of these applications are found when a combination of quantities is needed to make a
certain maximum or minimum value, subject to other constraints.

FORMATIVE ASSESSMENT 1:(20 points)

A. Determine whether each ordered pair is a solution of 8𝑥 + 5𝑦 ≤ 16. (2 points each)
1. (2, -1)
2. (4, -4)
3. (3,6)
3 + 2𝑦 > 8
B. Determine if the point is a solution to the system { . (3 points each)
4𝑥 − 𝑦 < 18
1. (2, 2)
2. (3, -1)
3. (-3, 5)
C. Graph the given problems. (5 points each)
1. 2x + 4y ≥ 5
2𝑥 + 3𝑦 ≥ 6
2. {
𝑥+𝑦 < 4

* Summative Assessment 1

LESSON 2: RELATIONS AND FUNCTIONS

Lesson 2.1: Representation of Relation
Definition
A relation is a set of ordered pairs. The domain of a relation is the set of first coordinates. The range is the set
of second coordinates.

The elements of the domain can be called inputs and the elements of the range can be called output.

A relation can be represented by mapping, a table of values, a graph an equation or a set of ordered pairs.

a. Relation as Mapping
✓ Mapping is a representation of relation where a line is drawn to associate the domain (x
values) to the range (y values).

EXAMPLE 1: Create a mapping of the Philippine provinces to the main island group where they
belong.

PROVINCES ISLAND GROUP

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 Batanes
Luzon
Batangas
Bulacan
Bataan Visayas

Bohol
Biliran Mindanao
Bukidnon

Domain: {Batanes, Batangas, Bulacan, Bataan, Bohol, Biliran, Bukidnon}

Range: {Luzon, Visayas, Mindanao}

b. Relation as Table of Values

✓ The table of values is composed of rows representing the independent and dependent
variables. For each value of an independent variables, there corresponds a value of the
dependent variables in the table.
EXAMPLE 2:
Suppose that you got sick and after a doctor’s appointment, you were told to take 3 pills of antibiotics
per day. Illustrate the relation as a table of values showing the number of days and total number of pills
prescribed for the first 8 days.

# of days 1 2 3 4 5 6 7 8
# of pills 3 6 9 12 15 18 21 24

Domain: {1,2,3,4,5,6,7,8}
Range: {3,6,9,12,15,18,21,24}

c. Relation as Graph
EXAMPLE 3. Using the tabular data in the previous example, a set of points can be plotted using the x
and y values on the Cartesian plane.
# of days 1 2 3 4 5 6 7 8
# of pills 3 6 9 12 15 18 21 24

Illustrate the relation as a graph.

d. Relation as a Set of Ordered Pairs

✓ The elements of the first set correspond to the domain or the set of all x-coordinates
while the elements in the second set corresponds to the range or set of all y-coordinates
of the same set.

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EXAMPLE 4:
Jet supports an organization that rescues abandoned dogs. She helped record the number of rescued
dogs per week during the first two months of the operation, as follows:
Week Number # of Rescued Dogs
1 6
2 2
3 5
4 2
5 3
6 6 Domain: {1,2,3,4,5,6,7,8}
7 2 Range: {6,2,5,1}
8 1
Express the relation of the week number to the number of rescued dogs as a set of ordered pairs.
Solution: {(1,6), (2,2), (3,5), (4,2), (5,3), (6,6), (7,2), (8,1)}

Lesson 2.2: Types of Relation

1. One-to-one 2. Many-to-one
X Y X Y
Batanes
1 3
2 6 Batangas Luzon
3 9
Bulacan
4 12
5 15 Bataan
Visayas
6 18 Bohol
Biliran
Mindanao
3. One-to-many Bukidnon
X Y

A
The domain is all elements of x.
1 The range is all elements of y.
B

EXAMPLE 5.
The number of hours Kate spends doing her homework and the number of hours she spends playing
her favorite game in a given week is shown in the table below.
Hours doing homework 1 2 3 2 4 3 1
Hours playing 1 3 2 1 2 1 3

a. Express the relation as a set of ordered pairs.

Solution: {(1,1), (2,3), (3,2), (2,1), (4,2), (3,1), (1,3)}

b. Graph the relation.

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 H
o
u 5
r
s
4
p
l
a
y 3
i
n
g
2
1 2 3 4 5 6 7
Hours doing Homework
1
c. List the domain and range of the relation.
Solution:
Domain: {1,2,3,4}
Range: {1,2,3}

d. What kind of relation is shown? – ANSWER: Many-to-one relation

X Y

1 1

2
2
3

4 3

Lesson 2.3: Functions and its Representations

Definition
Function is a kind of relation where each element of the first set is paired with exactly one element of the
second set.

In other words, a function is a relation in which no two ordered pairs have the same x-coordinate or first
component. Thus, one-to-one and many-to-one relations are considered functions.

EXAMPLE 6. Determine whether the relation is a function.

a.
x 4 6 8 10 12
y 5 6 7 8 9

b.
X Y

M A

B
N
C

c. {(-5,4), (4,6), (-1,1), (-5,1)}

Solution:
a. The table of values shows a function because each x-value corresponds to a unique y-value.
b. The mapping is not a function. It is a one-to-many correspondence where M corresponded to A and
B.

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c. The set of ordered pairs is not a function the x-coordinate -5 have two different y-coordinates, 4 and
1.

Characteristics of a Function
1. Each element in domain X must be matched with exactly one element in range Y.
2. Some elements in Y may not be matched with any element in X.
3. Two or more elements in X may be matched with the same element in Y.

X Y

1 3
2 6 The first characteristic of a
3 9 function is supported by the
12 one-to-one correspondence.
4

X Y

In this mapping, 12 and 15 is

1 3 not paired with any of the
6 elements of x but this is still
2
9 a function.
3 12
15
X Y
1 In this mapping, 1 and 2 are both
3
mapped to 3, and 3 and 4 are both
2 6
mapped to 9. According to the third
9
3 characteristic of a function, two or
12 more elements of x may be matched
4
to the same element of y.
A function can be represented as a mapping, set of ordered pairs, table of values, equation, and
graph.

EXAMPLE 7:
The perimeter of a square is a function of its side represent the functional relationship by using
a. Equation or rule b. table of values
Solution:
a. The perimeter of a square is the sum of the lengths of the sides (P=s+s+s+s or 4s). Thus, the
rule for getting the perimeter of a square is P=4s.
b. Using the rule P=4s, we will have the table below.
Measurement of 1 side of a Square 1 2 3 4 5 6
Perimeter of the Square 4 8 12 16 20 24
➢ If the measurement of the side of a square is 4 units, then the perimeter of the square is 16
units.

EXAMPLE 8:
Determine the domain
and range of the
function shown in the
graph on the right.

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Lesson 2.4: Graph of Functions and the Vertical Line Test
Definition
A vertical line test is used to determine if a graph shows a function or not. The rule states that if a vertical
line intersects with the graph only once, then the graph is a function.

This is because if the graph hits the vertical line more than once, there will be points with the same x-
coordinates. When this is the case, the relation cannot be a function.

EXAMPLE 9. Use the vertical line test to check whether the graph is a function or not.

Solution:
When the vertical line is moved from
left to right, it will intersect the graph
at only one point. Thus, the graph
shows a function.

Lesson 2.6: Function Notation

When writing function equations, the expression f(x) is often used instead of any variable such
as y. This is because the use of any variable may assume any value. Whereas the use of the symbol,
f(x), read as “function of x” or “f of x”, implies that the output is dependent on the value of x.
For example, the function y=2x+1 may be written as f(x)= 2x + 1. To evaluate a function at a
value x, simply substitute the value of the input to the x in the function rule, then simplify the resulting
output.
Definition
Independent Variable – the input value (x) or domain in a function
Dependent Variable – the output value (y) or range in a function

EXAMPLE 10:
Given that 𝑓(𝑥) = 𝑥 − 2 and 𝑔(𝑓) = 3𝑥, find:
1. 𝑓(10) 2. 𝑔(−2) 3. 𝑓(−3) 4. 𝑔(5)
Solution:
1. 𝑓(10) = 𝑥 − 2 2. 𝑔(−2) = 3𝑥 3. 𝑓(−3) = 𝑥 − 2 4. 𝑔(5) = 3𝑥
= 10 − 2 = 3(−2) = −3 − 2 = 3(5)
=8 = −6 = −5 = 15

Lesson 2.6: Linear Function

Definition
A function of the form 𝒇(𝒙) = 𝒎𝒙 + 𝒃, where 𝑚 ≠ 0 is called a linear function.

EXAMPLE 11: Graph the linear function f given by 𝑓(𝑥) = 2𝑥 + 3

Solution:
(1,5)
The function is in slope-intercept
form 𝑦 = 2𝑥 + 3, where m=2 and
(0,3)
b= -3.
Plot (0,3) and use the slope to
get the second point.
𝒇(𝒙) = 𝟐𝒙 + 𝟑 Connect the two points.

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 MATH HIGHLIGHTS
A relation is an association between elements of two sets. There are 3 types of relation: one-to-
one, many-to-one and one-to-many.

It is important to describe the association between any two quantities because it describes how
they are related. Knowing the relation between two quantities allows the prediction of values of
one quantity given a value of the other quantity.

A function is a special type of relation where a value of the independent variable x produces a
unique value for the dependent variable y.

The vertical line test is used to check whether a particular graph of a relation is a function or not.

FORMATIVE ASSESSMENT 2
:Illustrate the following through MAPPING. Write the relation if it is one-to-one, one-to-many, or
many-to one. Then, identify the domain and range. ( 5 points per number)

1. {(1,2), (3,4), (1,7), (5,1)}

2. {(3,2), (2,1), (8,2), (5,7)}
3. {(2,9), (3,4), (9,2), (6,7)}
4. {(Monday, January), (Tuesday, February), (Wednesday, July), ( Friday, September)}

* Summative assessment 2

LESSON 3: LOGIC AND REASONING

Lesson 3.1: “If- Then” or Conditional Statements
Definition
Conditional statements are also called “if-then” statements.

2 parts:
1. “if” – hypothesis denoted by p
2. “then” – conclusion denoted by q

Conditional statements then are statements in the form “if p then q” which is written in symbols as
𝒑 → 𝒒 and could be read as “p implies q”

EXAMPLE 1:
State the hypothesis and the conclusion of the given conditional statement below.
a. If today is Thursday, then tomorrow is Friday.
Hypothesis: Today is Thursday. Note: Do not include “if” and
Conclusion: Tomorrow is Friday. “then” in writing the hypothesis
and conclusion.
b. If you drink eight glasses of water daily, then you will get healthy.
Hypothesis: You drink eight glasses of water daily.
Conclusion: You will get healthy.

❖ Conditional statements are not always in the if-then form. However, these statements can be
written in the “if-then” form to easily identify the hypothesis and conclusion.
EXAMPLE 2:
a. Statement: Sixteen-year-old individuals are eligible to drive.
Hypothesis:You are a sixteen-year-old individual.
Conclusion: You are eligible to drive.
Conditional Statement: If you are a sixteen-year-old individual, then you are eligible to drive.

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 b. Statement: Jogging every other day makes your immune system stronger.
Hypothesis:Jogging every other day
Conclusion: Makes your immune system stronger
Conditional Statement: If you jog every other day, then it will make your immune system stronger.

Lesson 3.2: Inverse, Converse and Contrapositive of an If-then Statements

Definition
The converse of a conditional statement is formed when the hypothesis and conclusion are
interchanged. It is in the form, “if q, then p” and could be written in symbols as 𝒒 → 𝒑. It is read as “q implies
p”.

EXAMPLE 3:
Conditional (if p, then q): If you are a native Cebuano, the you are born in Cebu.
Hypothesis: You are a native Cebuano.
Conclusion: You are born in Cebu.

Converse (if q, then p): If you are born in Cebu, then you are a native Cebuano.
Hypothesis: You are born in Cebu.
Conclusion: You are a native Cebuano.

EXAMPLE 4.
Consider the conditional statement “If two angles are supplementary, then the sum of the angles is
180°.” Determine its hypothesis and conclusion. Then, transform it into a converse statement.

Solution:
Conditional (if p, then q): If two angles are supplementary, then the sum of the angles is 180°.
Hypothesis: Two angles are supplementary.
Conclusion: The sum of the angles is 180°.
Converse (if q, then p): If the sum of the two angles is 180°, then they are supplementary.
Hypothesis: The sum of the angles is 180°.
Conclusion: They are supplementary.

Observe that in this example both the conditional statement and its converse are true.
Whenever both the conditional statement and its converse are true, these statements can be combined
to form a biconditional statement.

❖ Biconditional statements maybe written in the form “if and only if” which could be written in
symbols as 𝒑 ↔ 𝒒.

Inverse of Conditional Statements

Definition
The inverse of a conditional statement is formed by negating both the hypothesis and the conclusion.
In negating a statement, either put the word “not” at the beginning of the statement or show the opposite of
what was thought.
In symbols, it may be written as ~𝒑 → ~𝒒 which is read as “not p implies not q”.

EXAMPLE 5.
Write the inverse statement of the conditional statement below.
Conditional (if p, then q): If you are a professional accountant, then you passed the Certified Public
Accountant (CPA) Board Examination.

Solution:
Negate the hypothesis and the conclusion.
~𝒑: You are not a professional accountant.
~𝒒: You did not pass the CPA Board Examination.
Inverse (if not p, then not q): If you are not a professional accountant, then you did not pass the CPA
Board Examination.

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EXAMPLE 6.
Write the inverse of the conditional statement “If an angle has a degree measure between 0° 𝑎𝑛𝑑 90°,
then it is an acute angle.”

Solution:
Negate the hypothesis and the conclusion.
~𝒑: An angle has a degree measure greater than 90°.
~𝒒: It is not an acute angle.
Inverse (if not p, then not q): If an angle has a degree measure greater than 90°, then it is not an
acute angle.

Contrapositive of Conditional Statements

Definition
The contrapositive of a conditional statement is formed by negating both the hypothesis and the
conclusion and interchanging their positions.
In symbols, it may be written as ~𝒒 → ~𝒑 which is read as “not q implies not p”.
EXAMPLE 7.
Write the contrapositive statement of the conditional statement:
Conditional (if p, then q): If I reduce my water usage at home, then my monthly water bill would be
low.

Solution:
Negate the hypothesis and the conclusion.
~𝒑: I did not reduce my water usage at home.
~𝒒: My monthly water bill would not be low.
Inverse (if not p, then not q): If I did not reduce my water usage at home, then my monthly water bill
would not be low.

Interchange the positions for p and q.

Contrapositive (if not q, then not p): If my monthly water bill would not be low, then I did not reduce
my water usage at home.

EXAMPLE 8:
Write the contrapositive of the conditional statement “If I travel the world now, then I will create lifetime
memories.”

Solution:
Negate the hypothesis and the conclusion.
~𝒑: I don’t travel the world now.
~𝒒: I will not create lifetime memories.
Inverse (if not p, then not q): If I don’t travel the world now, then I will not create lifetime memories.

Interchange the positions for p and q.

Contrapositive (if not q, then not p): If I will not create lifetime memories, then I don’t travel the world
now.

Lesson 3.3: Inductive and Deductive Reasoning

Definition
Inductive reasoning is the process of generating a conclusion based on an observable pattern in a
given set of data. This means that from a given set of specific information or statements, you should be able to
conclude a general statement through finding a pattern.

EXAMPLE 9:
One of the top three airlines has announced that it will be offering promo flights from June 30 to
July 31. It is advised that to avail the promo ticket, passengers should check online the specific time of
every corresponding date where promo tickets will be sold. The airline presented the time and date for
the first week of ticket sale.
Date June 30 July 1 July 2 July 3 July 4 July 5

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 Time 2:15 PM 3:30 PM 4:45 PM 6:00 PM 7:15 PM 8:30 PM

If you are planning to book a flight on July 8, at what time should you be online to get the promo
ticket?

Solution:
In answering the problem using inductive reasoning, as a passenger, you need to observe the
specific information given which are the time and date the promo tickets will be sold as illustrated I the
previous table. You can generalize from the pattern that there is an interval of 1 hour and 15 minutes
for each succeeding day starting June 30. Therefore, following the sequence of pattern, you have to be
online in order to get the promo ticket at exactly 12:15 AM.
EXAMPLE 10:
Determine the number of toothpicks needed on the 8 th figure of the sequence. Formulate an
equation or rule which generalizes the toothpick pattern by following these procedures:
1. Observe the toothpick pattern below:

2. The figure below is the next figure in the sequence. Extend the pattern by creating the next
figure.

?
_____________

3. Fill in the following table.

Figure Illustration Term No. Number of toothpicks needed
1 4

2 8

3 12

4 16

? 5 ?

? 6 ?

? 7 ?

4. How many toothpicks are needed for the 8 thterm. Can you generate a rule for determining the number of
toothpicks needed for the 100th term? What about the nth term?

Solution:
In the example above, you can generalize that the number of toothpicks needed for the 8th term
is 32 and for the 100th terms is 400. The rule is to multiply the term number by 4. In equation form it is
written as 4n, where n represents the number of terms in the sequence.

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 Definition
Deductive reasoning is the process of showing that certain statements follow logically from agreed upon
assumptions or proven facts. The root word “deduce” means to infer from a general principle.
A syllogism is an argument composed of three statements: a major premise, a minor premise and a
conclusion. The major premise is a general statement, whereas the minor premise is a particular statement.
From these two statements, the conclusion is deduced.

EXAMPLE 11:
What can you conclude from the argument below?
All mammals produce milk for their babies.
Women are mammals.
Solution:
It can be deduced that since all mammals produce milk for their babies and women are
mammas; therefore, women produce milk for their babies.
All mammals produce milk for their babies. Major premise (a general statement)
Women are mammals. Minor premise (a particular statement)
Women produce milk for their babies. Conclusion (deduced from two statements)
As a general rule for syllogism:
The major premise contains p implies q. The minor premise contains r implies q. Then the
conclusion would be r implies q similar to transitive property.

EXAMPLE 12:
“If angles form a linear pair, then they are supplementary” is the major premise and “If angles
form a linear air, then their sum is 180°” is the conclusion, what could be the minor premise.

Solution:
It can be deduced that since angles form a linear pair and angles that are supplementary have a
sum of 180°, therefore angles that form a linear pair have a sum of 180°.
If angles form a linear pair, then they are supplementary Major premise
If angles are supplementary, then their sum is 180°. Minor premise
If angles form a linear pair, then their sum is 180°. Conclusion

❖ Deductive reasoning is used in algebra. In solving for the unknown variable in a given equation (a
major premise), statements or reasons should be provided (minor premises) for each step in the
process of solving the equation to arrive at the value of the unknown (conclusion).

Lesson 3.4: Writing Proofs

Definition
A mathematical proof is convincing argument composed of a set of statements presented in a sequential order
to show the validity of a certain statement. Each step is justified using a definition, axiom or a previously
proved theorem.
An axiom or a postulate is a statement that is accepted as true. A theorem is a statement that can be
proven true. A corollary to a theorem is a theorem that follows easily from a previously proved theorem.
A direct proof is a way of showing the validity of an argument as true or false using a combination of
statements such as postulates, theorems or definitions.

Here are some basic axioms of algebra that you can use when proving.
For real numbers a, b, and c, the following are true.
Axioms of Addition and Multiplication
Properties of Real Numbers Axioms of Addition Axioms of Multiplication

Closure 𝑎 + 𝑏 is a real number 𝑎𝑏 is a real number

Commutative 𝑎+𝑏 =𝑏+𝑎 𝑎𝑏 = 𝑏𝑎
Associative (𝑎 + 𝑏) + 𝑐 = 𝑎 + (𝑏 + 𝑐) (𝑎𝑏)𝑐 = 𝑎(𝑏𝑐)
Identity 𝑎+0 =𝑎 𝑎(1) = 𝑎
0+𝑎 =𝑎 1(𝑎) = 𝑎

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 Inverse 𝑎 + (−𝑎) = 0 1
𝑎 ( ) = 1, 𝑎 ≠ 0
𝑎
Distributive 𝑎(𝑏 + 𝑐) = 𝑎𝑏 + 𝑎𝑐

For real numbers a, b, c, and d, the following are true.

Axioms of Equality
Reflexive Property 𝑎=𝑎
Symmetric Property If 𝑎 = 𝑏, then 𝑏 = 𝑎.
Transitive Property If 𝑎 = 𝑏 and 𝑏 = 𝑐, then 𝑎 = 𝑐.
Addition Property If 𝑎 = 𝑏, then 𝑎 + 𝑐 = 𝑏 + 𝑐.
Subtraction Property If 𝑎 = 𝑏, then 𝑎 − 𝑐 = 𝑏 − 𝑐.
Multiplication Property If 𝑎 = 𝑏, then 𝑎𝑐 = 𝑏𝑐.
Division Property 𝑎 𝑏
If 𝑎 = 𝑏 and 𝑐 ≠ 0, then = .
𝑐 𝑐

Substitution Property If 𝑎 = 𝑏, then a can be substituted for b as b can

be substituted for a.
In writing a proof using direct proof, start by assuming that the given is true then build on
supporting arguments or statements from the given that the conclusion is also true.

EXAMPLE 13:
Prove that for all real numbers a, b, and c, if 𝑎 + 𝑐 = 𝑏 + 𝑐, then 𝑎 = 𝑏.
Solution:
Statements Reasons
𝑎+𝑐=𝑏+𝑐 Given
(𝑎 + 𝑐) + (−𝑐) = (𝑏 + 𝑐) + (−𝑐) Addition property of equality
𝑎 + [𝑐 + (−𝑐)] = 𝑏 + [𝑐 + (−𝑐)] Associative property of addition
𝑎+0 =𝑏+0 Inverse property of addition
𝑎=𝑏 Identity property for addition
EXAMPLE 14:
Supply the reasons for the following statements:
Statements Reasons

3𝑥 + 6 Given
=9
2
3𝑥 + 6 = 18 Multiplication Property of Equality (2 is multiplied to both sides of the
equation)
3𝑥 = 12 Subtraction Property of Equality (6 is subtracted to both sides of the
equation)
𝑥=4 Division Property of Equality (divide both sides by 3)

Definition
Indirect proof will start with the assumption that the conclusion is false. If the statementis not true, such as
examine what leads to a contradiction.

EXAMPLE 15:
Prove that n is an integer and 3𝑛 + 2 is odd then n is odd.
Solution:
Suppose that 3𝑛 + 2 is odd, then n is NOT odd. (State the conclusion as false.)
Statement Reasons
𝑛 = 2𝑘 Definition of even integer
3𝑛 + 2 = 3(2𝑘) + 2 Substitution property
3𝑛 + 2 = 6𝑘 + 2 Distributive property
3𝑛 + 2 = 2(3𝑘 + 1) Factoring
3𝑛 + 2 = 2𝑞 for some integer q Substitution property

Since k is an integer, 3𝑘 + 1 is also an integer by closure property under addition and

multiplication, then 2(3𝑛 + 2) a 2q could be written for some integer q which is even. Thus, 3𝑛 + 2 is
even which is a contradiction.

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 MATH HIGHLIGHTS
TV advertisement use conditional statements as powerful tools to persuade people. it is one’s
responsibility to use valid resources to analyze which of these statements are true.

Knowing how to disprove a statement using counterexample can help one in making decisions.

Inductive or deductive reasoning can be used to reason out logically in an argument.

The works of the mathematicians are often characterized using deductive reasoning. They have
used proven facts to justify their conclusion about a given problem.

Inductive reasoning is usually applicable when observable patterns are present in the problem
situation.

Direct or indirect proof is applicable to enable an individual make a convincing argument.

Writing proofs is an essential skill to be able to justify one’s statements in a logical and valid
manner.

Every individual must be critical in evaluating clear, valid and comprehensive arguments and
information provided by the media.

The use of counterexample is a strong argument to show that the given statement is invalid.

FORMATIVE ASSESSMENT 4: A. Write the If- Then form converse, inverse, and
contrapositive of each conditional statement. (10 points)
1. Filipino is a person who was born in the Philippines.
2. The ripe mango is very sweet.
B. Determine whether the given arguments are DEDUCTIVE or INDUCTIVE. Write
your answer on the blank provided. 2 points each (10 points)
1. An even number is a real number,
16 is an even number.
Therefore, 16 is an even number.
2. Sabangan is in Mountain Province,
SAHSI is in Sabangan,
Therefore, SAHSI is in Mountain province
3. Humans are mammals,
Lykha is a human.
Therefore, Lykha is a mammal.
4. My last year adviser is kind
My adviser this year is kind.
Therefore, all advisers are kind.
5. A doctor wear white suit
Andrew wears white suit.

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 Therefore, Andrew is a doctor.
* Summative assessment 3
* Summative assessment

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