8

MATHEMATICS
SECOND QUARTER
WEEK 1

LEARNING ACTIVITY SHEETS

 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Linear Inequality Investigation

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on how linear inequalities are
illustrated in real – life.

A linear inequality in two variables is a mathematical expression similar to linear

equation that makes use of inequality symbols such as >, <, ≥, ≤, and ≠ instead of =.

Learning Competency: The learner differentiates linear inequalities in two variables

from linear equations in two variables (M8AL-IIa-2).

Activity
Directions: Rewrite the following verbal phrases to its mathematical model on the
appropriate column that illustrates linear inequality or linear equations and answer the
questions that follow.

Linear Linear
Inequality Equation
in Two
Real – Life Situations in Two
Variables Variables
1. The sum of Sarah’s(s) and Lea’s(l) ages is at most 40.
2. According to the NSO, there are more female (f) Filipinos than
male(m) Filipinos.
3. The number of teachers(t) in our school is less than one-half of the
number of students(s) enrolled during this school year.
4. To get a passing mark in school, a student must have a grade (g)
of at least 75.
5. According to the DOH, the recovery rate(r) of the COVID-19
patients is greater than its fatality rate(f).
6. The difference of two consecutive integers is 82.
7. The total number of a cow’s (w) and a chicken’s(n) feet in a farm is
84.
8. The population(p) of the Philippines is at most 103, 000, 000.
9. The daily school allowance of Jillian(j) is less than the daily
allowance of Gwyneth(g).
10. Leo saved ₱160 in his piggy bank consisting of ₱1 coins and ₱5
coins.

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 1

 1. What are the similarities of linear inequalities and linear equations in two
variables?
2. How did you identify linear inequalities in two variables? How about linear
equations in two variables?
3. What makes linear inequality in two variables differ from linear equation in two
variables?
4. Give at least 2 examples of linear inequality and linear equation in two variables
as applied in your real life.

Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner only Learner only Learner

Work no attempt to shows answer. shows answers completed
translate verbal but showed each step and
phrase of partial work. gave complete
linear answers.
inequality and
equation into
its
mathematical
phrase.

Understanding Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
understanding understanding understanding understanding
of of of
of
differentiating differentiating differentiating
differentiating
linear linear linear
linear
inequalities inequalities inequalities
inequalities
and linear and linear and linear
and linear
equations in equations in equations in
equations in
two variables. two variables. two variables.
two variables.

Reflection
(Learner writes how he/she feels about the activity)

Answer Key
1. Linear Inequality
2. Linear Inequality
3. Linear Inequality
4. Linear Inequality

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 2

 5. Linear Inequality
6. Linear Equation
7. Linear Equation
8. Linear Inequality
9. Linear Inequality
10. Linear Equation

References
Mathematics 8 Learner’s Module, Exploring Math 8,Teacher’s Manual
Lopez, Eunice Ato and Lopez, Virgilio L, New Mathematics for Grade 8Year
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13 (TG),
EASE Module Fourth Year · Triangle Trig

, Module 2 (L
Prepared by:

JOSELYN S. ARUGAY
Teacher I

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 3

 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Balancing Equation

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on how linear inequalities are
illustrated in real – life.

A linear inequality in two variables is a mathematical expression similar to linear

equation that makes use of inequality symbols such as >, <, ≥, ≤, and ≠ instead of =.

Learning Competency: The learner differentiates linear inequalities in two variables

from linear equations in two variables (M8AL-IIa-2).

Activity
Directions: Supply the symbol for linear inequalities/ linear equations in two variables using
the given terms values of the variables. Substitute the value of the given variables in your
inequality/equation to check if it yields to a true statement. (x=2, y=4 and z= -5)

1. Given: 2x + 3y ___ 40

Required:

Solution:

2. Given: 8y + 2z ____ 22

Required:

Solution:

3. Given: -2x + y ____10

Required:

Solution:

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 4

 4. Given: 8x + 3z ____-5

Required:

Solution:

5. Given: -5x + 2y ____ -2

Required:

Solution:

Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner only Learner only Learner

Work no attempt to shows answer. shows answers completed
really do any of but showed each step and
the problems, partial work. gave complete
no answer answers.
given.

Understanding Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
understanding understanding understanding understanding
of using linear of using linear of using linear
of using linear
inequality/ inequality/ inequality/
inequality/
equation equation equation
equation
symbols. symbols. symbols.
symbols.

Reflection
(Learner writes how he/she feels about the activity)

Answer Key
1. 2x + 3y < 40
2. 8y + 2z = 22
3. -2x + y < 10
4. 8x + 3z > -5
5. -5x + 2y = -2

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 5

 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Set the Standard of Linear Inequality

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on how to graph linear
inequalities in two variables.

A linear inequality in two variables can be written in one of the following forms:
Ax+ By < C, Ax+ By C Ax+ By > C Ax+ By C

An ordered pair (x,y) is a solution of a linear inequality if the inequality is true when
the values of the x and y are substituted into the given inequality.

Learning Competency: The learner illustrates and graphs linear inequalities in two
variables (M8AL-IIa-3).

Activity 1a
Directions: Write the following linear inequalities in standard form.
1. Given: x + 3 > y

Standard Form:

2. Given: x – 11 + 3y > 0

Standard Form:

3. Given: x – 7 < 2y

Standard Form:

4. Given: 2x – 3y + 8 0

Standard Form:

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 7

 5. Given: 5y + x - 10

Standard Form:

Activity 1b
Directions: Determine if the given ordered pair is a solution of the inequality.
1. Given: x + y > 8 (5, 4)

Solution:

Conclusion:

2. Given: 2x – 3y < 6 (2, - 3)

Solution:

Conclusion:

3. Given: 5x – y 5 (5, 5)

Solution:

Conclusion:
4. Given: x + y > 0 (2, 1)

Solution:

Conclusion:

5. Given: 10x – y – 5 15 (4, - 8)

Solution:

Conclusion:

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 8

Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner only Learner only Learner

Work no attempt to shows answer. shows answers completed
really do any of but showed each step and
the problems, partial work. gave complete
no answer answers.
given.

Understanding Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
understanding understanding understanding understanding
of using the of using the of using the
of using the
standard form standard form standard form
standard form
of linear of linear of linear
of linear
inequality and inequality and inequality and
inequality and
to its verify to its verify to its verify
to its verify
solution. solution. solution.
solution.

Reflection
(Learner writes how he/she feels about the activity)

Answer Key

1a 1b
1. x – y > -3 1. Solution
2. x + 3y > 11 2. Not Solution
3. Solution
3. x – 2y < 7
4. Solution
4. 2x – 3y -8 5. Not Solution
5. x + 5y -10

References
Mathematics 8 Learner’s Module, Exploring Math 8,Teacher’s Manual
Lopez, Eunice Ato and Lopez, Virgilio L, New Mathematics for Grade 8 Year Year
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13 (TG), ·
Prepared by:

JOSELYN S, ARUGAY
Teacher I

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 9

 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Investigating the Graph of an Inequality

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on graphing linear inequality in
two variables independently with utmost accuracy.

The graph of a linear inequality in two variables is the graph of all solutions of the
inequality. The boundary line, otherwise known as plane divider, of the inequality divides
the coordinate plane into two half-planes: a shaded region which contains the points that
are solutions of the inequality, and an unshaded region which contains the points that are
not.
The general procedure for graphing inequalities in two variables is as follows:
1. Re-write the inequality in slope – intercept form: y = mx + b or its standard form: Ax +
By = C. Writing the inequality in this form determines the direction of the inequality.

2. Graph the line of the equation y = mx + b (using slope and y-intercept) or Ax + By =

C (plotting of two points using its x and y-intercepts). (Note: Draw the line as a
dashed line if the equals sign is not included in the given inequality, otherwise use a
solid line if it includes an equal sign)

3. Use a test point (ordered pair) to determine which side to shade. Substitute the x and
y values of the test point to the given inequality.

4. Finally, if the test point is a solution, shade the whole area where the test point is
located. Otherwise, if it is not a solution, shade the opposite side of the test point
used.

Learning Competency: The learner illustrates and graphs linear inequalities in two
variables (M8AL-IIa-3).

10
Activity 1
Directions: Graph each of the following linear inequalities and use a test point to verify the
shaded region as its solution.
1. Given: 3x + 4y > 12

Graph:

Test Point:

2. Given: 2x + y 6

Graph:

Test Point:

3. Given: 5x + y 5

Graph:

Test Point:

4. Given: 3x – y –6

Graph:

Test Point:

5. Given: 2y – 3x 18

Graph:

Test Point:

11
Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner only Learner only Learner

Work no attempt to shows answer. shows answers completed
analyze the but showed each step and
properties of partial work. gave complete
the graph of answers.
inequality, no
answer given.

Understanding Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
understanding understanding understanding understanding
on the on the on the
on the
properties of properties of properties of
properties of
graphing linear graphing linear graphing linear
graphing linear
inequality. inequality. inequality.
inequality.

Reflection
(Learner writes how he/she feels about the activity)

Answer Key
1.
2.
3.
4.
5.

References
Mathematics 8 Learner’s Module, Exploring Math 8,Teacher’s Manual
Lopez, Eunice Ato and Lopez, Virgilio L, New Mathematics for Grade 8Year Fourth Year
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13 (TG),
EASE Module Fourth Yea· Triangle Trigonometry, Mo, Module 2 (L
Prepared by:

JOSELYN S. ARUGAY
Teacher I

12
 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Investigating the Graph of an Inequality

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on graphing linear inequality in
two variables independently with utmost accuracy.

The graph of a linear inequality in two variables is the graph of all solutions of the
inequality. The boundary line, otherwise known as plane divider, of the inequality divides
the coordinate plane into two half-planes: a shaded region which contains the points that
are solutions of the inequality, and an unshaded region which contains the points that are
not.

Learning Competency: The learner illustrates and graphs linear inequalities in two
variables (M8AL-IIa-3).

Activity 1a
Directions: Using the graph of the previous activity, observe the inequalities and complete
the table. (Note: Change the inequality symbol into its opposite sign if the resulting equation
yields to any of the following: – y > mx + b, – y mx + b, – y < mx + b, and – y mx +
b).

Inequality Is the boundary Is the shaded region

Slope- Intercept
line dashed or above or below the
Form
solid? boundary line?
- y < -x + 4
Ex. x – y < 4 y>x–4 Dashed Above

3x + 4y > 12
2x + y 6

5x + y 5

3x – y –6

2y – 3x 18

13
Activity 1b
Directions: Analyze the properties and complete the inequality.

Boundary line Shaded region Inequality

Solid Below y x+2
Dashed Above y x–3
Solid Above y x+4
Dashed Below y 2x – 15
Dashed Above y - 3x + 18

Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner only Learner only Learner

Work no attempt to shows answer. shows answers completed
analyze the but showed each step and
properties of partial work. gave complete
the graph of answers.
inequality, no
answer given.

Understanding Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
understanding understanding understanding understanding
on the on the on the
on the
properties of properties of properties of
properties of
graphing linear graphing linear graphing linear
graphing linear
inequality. inequality. inequality.
inequality.

Reflection
(Learner writes how he/she feels about the activity)

14
Answer Key

Inequality Is the boundary Is the shaded region

Slope- Intercept
line dashed or above or below the
Form
solid? boundary line?
- y < -x + 4
Ex. x – y < 4 y>x–4 Dashed Above

3x + 4y > 12 y > -3/4 x + 3 Dashed Above

2x + y 6 y - 2x + 6 Solid Above

5x + y 5 y < - 5x + 5 Dashed Below

3x – y –6 y 3x – 6 Solid Below

2y – 3x 18 y 3/2x + 9 Solid Above

Boundary line Shaded region Inequality

Solid Below y x+2
Dashed Above y > x–3
Solid Above y x+4
Dashed Below y < 2x – 15
Dashed Above y > - 3x + 18

References
Mathematics 8 Learner’s Module, Exploring Math 8,Teacher’s Manual
Lopez, Eunice Ato and Lopez, Virgilio L, New Mathematics for Grade 8 Year Year
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13 (TG),
EASE Module Fourth Year · Triangle Trigonometry, Mo, Module 2 (L
Prepared by:

JOSELYN S. ARUGAY
Teacher I

15