8

Mathematics
Quarter 2 – Module 2
Linear Equations, Functions,
and Inequalities, and Logic
and Reasoning

DO_Q2_MATHEMATICS8_MODULE2_LESSONS1-9
MATHEMATICS – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 2: Linear Equations, Functions, and Inequalities, and Logic and
Reasoning
Revised Edition, 2024

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Published by the Department of Education

Secretary: Juan Edgardo “Sonny” M. Angara
Undersecretary: Dr. Gina O. Gonong

Development Team of the Module

Authors: Anna Liza R. Gabica, Jimmylyn M. Plurad, Dianne V. Pellazar,
Eugenia L. Duldulao, William C. Mendiola, Maria Genalyn Y.
Ponteras
Content Validators: Leticia L. Layug, Dianne V. Pellazar, Eugenia L. Duldulao,
William C. Mendiola, Maria Genalyn Y. Ponteras, Rowena E.
Cristobal
Language Validator: Ivy Joy U. Caber
Illustrator: Dianne V. Pellazar
Layout Artists: Maria Genalyn Y. Ponters, Raphael A. Lopez, Oliver G. Mariano,
Danica Joy B. Delorino
Management Team: Dr. Noel D. Bagano, OIC – SDS
Dr. Ernest Joseph C. Cabrera, OIC – ASDS
Dr. Filmore R. Caballero, CID Chief
Dr. Myron Willie III B. Roque, EPS – LRMS
Marilyn B. Soriano, EPS – Mathematics
Printed in the Philippines by ________________________

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 8

Mathematics
(LEARNING AREA)
Quarter 2 – Module 2
(QUARTER NUMBER)
Lesson 1
(MODULE NUMBER)
Linear Inequalities in
Two Variables
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your
studies and learn while at home. Activities, questions, directions, exercises, and discussions
are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the end of
each module, you need to answer the post-test to self-check your learning. Answer keys are
provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text. Notes to the Teacher are also provided to
our facilitators and parents for strategies and reminders on how they can best help you on
your home-based learning.
Please use this module with care. Do not Put Unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read the
instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.
Thank you!
MELCs:
M8AL-IIa-2: differentiate linear inequalities in two variables from linear equations in
two variables; illustrate and graph linear inequalities in two variables; and
M8AL-IIa-4: solve problems involving linear inequalities in two variables.

Directions: Write the letter of your answer on a separate answer sheet.

1) Solve for the value of m in −12m > 24.
A. 𝑚 > −2 B. 𝑚 > 2 C. 𝑚 < −2 D. 𝑚 < 2

2) Which point below is part of the solution set?

A. (0, 4) C. (−2, 2)
B. (2, −2) D. (−5, −1) x

y
3
3) Select the correct graph for 𝑦 > − 𝑥 + 2.
2

A. B. C. D.

x x x x

y y y y

4) Which of the following equations match the given graph?

1
A. 𝑦 ≤ − 𝑥 − 1
4
1
B. 𝑦 < − 𝑥 − 1 x
4
C. 𝑦 ≤ −4𝑥 − 1
D. 𝑦 < −4𝑥 − 1
y

5) Which point below is NOT part of the solution set?

A. (−2, 2)
B. (−3, 0) x
C. (0, 0)
D. (1, 2)

1 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
 6) Which ordered pair is part of the solution set of 𝑦 ≥ 𝑥 + 3?
A. (2, −3) C. (1, 6)
B. (−2, −1) D. (3, 4)
7) What inequality symbol was used to a graph whose shaded region is the lower
half plane of a dashed line?
A. > B. < C. ≥ D. ≤
8) If you have to graph the inequality 2𝑦 ≤ 4𝑥 + 8, what best describes the graph?
A. Solid line and shade above the line.
B. Solid line and shade below the line.
C. Dashed line and shade below the line.
D. Dashed line and shade above the line.
9) Consider the inequality 𝑦 > 2𝑥 + 3. Which statement is true?
A. The line would be solid with shading above.
B. The line would be solid with shading below.
C. The line would be dashed with shading above.
D. The line would be dashed with shading below.
10) Which is the correct graph of 𝑦 < 3 – 𝑥?
A. B. C. D.

x x x
x

y y
y y

II. Use the problem below to answer items numbers 11-14.

A clothing company plans to produce at least 700 t-shirts for a bulk order. All
novice tailors can produce same number of t-shirts per day, and all expert tailors
produce the same number of t-shirts per day.
Let N represent the number of novice tailors and E represent the number of
experts needed for the company to meet its goal.

7𝑁 + 12𝐸 ≥ 700
11) According to the inequality, how many t-shirts does each novice tailor produce
per day?
12) How about expert tailors?
13) Can the company achieve its goal by employing 60 novices and 15 experts?
14) If the company produces 790 t-shirts by employing 46 expert tailors, how many
novices does the company have?

15) In order to win a quiz contest, Gian must score more than 400 points. He earns
12 points for each right answer and loses 4 points for each wrong answer. Write
an inequality that represents the number of right answers (R) and wrong answers
(W) Gian can give to win the contest.

2 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
 Lesson
1 Linear Inequalities in Two Variables
Which is greater, a kilo of cotton or a kilo of gold?
The answer is none of the two is greater than another
because both weigh the same. Such example is what we
called EQUALITY. But what if we do not consider their
weights but the quantity that produces a kilo of cotton and
a kilo of gold? Which do you think have more?
=In this module, you will learn to differentiate linear inequalities in two variables
from linear equations in two variables; M8AL-IIa-2, illustrate and graph linear
inequalities in two variables; and solve problems involving linear inequalities in two
variables, M8AL-IIa-4

Complete the table below.

Write the linear equation in slope-intercept form then identify the slope (m) and y-
intercept (b).
Linear Equation
Slope (m) y-intercept (b)
Standard Form Slope-intercept Form

1. x + y = −6
2. 3x − y = 2
3. 2x + 5y = 10
4. x − 2y = 8
5. x + 3y = 0

Compare the two illustrations below:

Illustration 1 Illustration 2

apples = x mangoes = y apples = x

mangoes = y

2kg of apples = 2 kg of mangoes 2 kg of apples < 3 kg mangoes

2x = 2y 2x < 3y
Illustration 1 shows relation Illustration 2 shows relation
between two equal expressions. between two unequal expressions.

3 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
Difference between Equation and Inequality
Equation is written as two expressions
connected by an equal sign (=) while inequality
Equation Symbol: =
Inequality
is written as two expressions connected by an Symbols:
inequality symbol (>, <, ≥ 𝑜𝑟 ≤).
In short, equation means two expressions
are equal, while inequality means two
expressions may or may not be equal. large smaller
r

Examples of Linear Equations and Linear Inequalities in Two variables

Linear Equation in Two variables Linear Inequality in Two variables
x+y=2 3x – 2y = 4 x+y>2 3x – 2y ≤ 4
y = -7x + 1 2
y= x–9 2
5 y < 7x + 1 y≥ x–9
5

Linear Inequality in Two variables is a statement of the form 𝒂𝒙 + 𝒃𝒚 < 𝒄, where a

and b are not equal to zero and c can be any real number. The inequality symbol can
be any of these: >, <, ≥ 𝑜𝑟 ≤.
Examples:
x≥2 y<5
3𝑥 − 4𝑦 > 5 𝑦 ≤ 5𝑥 − 1
(shorthand for x + 0y ≥ 2) (shorthand for 0x + y < 5)
Note: you do not need to have both x and y, but you must have at least one of
these variables.

Graph of Inequalities in Two Variables

We know that a linear equation in two variables has infinitely many ordered-pair
solutions that form a line when graphed. A linear inequality in two variables, on
the other hand, has a solution set consisting of a region on its graph that
defines as half-plane.
Examples:
Linear Equation in Two Variables Linear Inequality in Two Variables
3 3
y = 𝑥+3 y ≤ 𝑥+3
2 2

Upper half
plane Solution
x set x

Lower half
plane
y y
The solutions of Linear Equation in two The solutions of Linear Inequality in two variables
variables are an ordered pair (x, y) that lies are ordered pair (x, y) that lies within a solid line
within the line. and those points that belong to the shaded
region.

4 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
 Solution produces a true statement when the values of x and y are substituted into
the inequality.
Two kinds of Graph of Linear Inequality

Dashed line – It is used for strict inequality having greater than (>) or less than (<)
symbols. It means that the points in the boundary line are not part of the solutions.
Solid line – Used in non-strict inequality whose symbols are with equal sign, greater
than or equal to (≥) or less than or equal to (≤). It means that all the points within
the boundary line are part of the solution.
Illustrations:
x+y>2 x + y ≤2
Upper half Broken line – Upper half Solid line –
points within the points within the
(3,2) (3,2)
(0,0) graph will not graph will
(0,0)
x satisfy the x satisfy the
(4,-2) inequality. It is (4,-2) inequality. It is
not part of the part of the
Lower half solution set. Lower half solution set.
y y

Point (0,0) belongs to the half plane that Point (0,0) belongs to the solution set. It
is not shaded (not solution). should produce a TRUE statement.
(0, 0) x+y>2 (0, 0) x+y≤2
x, y x, y
0+0>2 0+0≤2
0 > 2, FALSE 0 ≤ 2, TRUE
Point (3,2) belongs to the solution set. It Point (3,2) belongs to the half plane that
should produce a TRUE statement. is not shaded (not solutions).
(3, 2) x+y>2 (3, 2) x+y≤2
x, y x, y
3+2>2 3+2≤2
5 > 2, TRUE 5 ≤ 2, FALSE
Now let’s try one point within the broken Now let’s try one point within the solid
line. It is also not part of the solutions of line. It is part of the solutions of the
the inequality. inequality.
(4, -2) x+y>2 (4, -2) x+y≤2
x, y x, y
4 + (-2) > 2 4 + (-2) ≤ 2
4–2>2 4–2≤2
2 > 2, FALSE 2 ≤ 2, TRUE

Let’s try some examples:

Test point (0,0)
1. Graph the inequality 𝑦 ≥ 2𝑥 − 3.
𝑟𝑖𝑠𝑒 2 y ≥ 2x − 3
Slope (m) = = 0 ≥ 2(0) – 3
𝑟𝑢𝑛 1
(move 2 units upward from b then x 0 ≥ −3, TRUE
1 unit to the right, positive slope) Thus, the solution set
y-intercept (b) = −3, it is where the includes point (0,0).
line passes through y-axis.
Shade the upper half
Use solid line for the graph. y plane.

5 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
Note: You can use any point as testing point but if point (0,0) is available, just use it
for it is the easiest point to use.
2. Graph the inequality 3𝑥 + 2𝑦 < 2.
Rewrite the inequality to slope-intercept form. Use broken line
3x + 2y < 2 for the graph.
3x – 3x + 2y < 2 – 3x Test point (0,0)
2y < −3x + 2 3x + 2y < 2
2 2 3(0) + 2(0) < 2
3 x
y<− 𝑥+1 0+0<2
2
𝑟𝑖𝑠𝑒 3
Slope (m) = =− 0 < 2, TRUE
𝑟𝑢𝑛 2

(Move 3 units upward from b then Shade the half-plane

2 units to the left, negative slope) y that includes (0,0).

y-intercept (b) = 1, where the line Point (0,0) is part of

passes through the y-axis the solution set.

If the linear inequality is in slope-intercept form, y < mx + b, then it is easy to know

which half of the line to shade:
✓ if the inequality has < or ≤, shade BELOW the line (Lower half plane).
✓ if the inequality has > 𝑜𝑟 ≥, shade ABOVE the line (Upper half plane).
If the linear inequality is in Standard form, you can use the “test point method”.

3. Graph 3𝑥 − 𝑦 < 1. You can (if desired) solve for y, and then use the method above.
3x – y < 1
3x – 3x − y < −3x + 1
− y < −3x + 1
−1 −1
x
y > 3x − 1
(Remember to change the direction of the inequality symbol
when you multiply or divide by a negative number.)
Problems involving Linear Inequality in two variables y
There are much more inequalities in the world than equality. From poverty,
politics, economics, health as well as love. In reality, we often experience inequality
than equality. Here are some scenarios wherein we experience inequality in our daily
lives.
1. A toy company supplier needs to produce at least 280 pieces of toys for a client.
The company hired new employees for the production. Their old employees can
produce 8 toys per day and their new employees are required to produce half of the
old employees’ production per day. If the company has originally 28 employees, how
many new employees are there in the company if they can produce the minimum
desired number of toys in a day?
Let x be equal to the number of old employees and y to the new employees.
The expression would then be 8x + 4y ≥ 280. Plugging in 28 for x:
8(28) + 4y ≥ 280 Substitution
224 + 4y ≥ 280 Simplifying
224 – 224 + 4y ≥ 280 – 224 Subtraction Property of Equality

6 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
 4y ≥ 56 Division Property of Equality
4 4
y ≥ 14 The company has 14 new employees.

2. Due to Community Quarantine, SM electronics store mark down their price on

cellphone case to ₱35 each and other accessories for ₱15 each. Abrielle has ₱140 from
her birthday party, and she wants to buy 4 different accessories for her phone. Write
an inequality to describe the possible number of cellphone cases and accessories
that Abrielle can buy. What is the maximum number of cellphone case that she can
buy? (Round off your answer into nearest integer)
Let x be equal to the number of cellphone case that Abrielle buys and
y be equal to the number of phone accessories
The expression would then be 35x + 15y ≤ 140. Plugging in 4 for y:
5x + 15(4) ≤ 140 Substitution
35x + 60 ≤ 140 Simplify
35x + 60 – 60 ≤ 140 – 60 Subtraction Property of Equality
35x ≤ 80 Division Property of Equality
35 35
x ≤ 2.29 The number of cellphone case should be a whole
number, so the maximum number of cellphone case
that Abrielle can buy is 2.

I. Try These!
A. Identify if the given statement is linear equation or linear inequality. Write E if it
is a linear equation, then I, if it is an inequality.
2
1) 2x + y = 3 3) y ≥ x +4 5) 6x + 3y > 9
3
1
2) x + 2y < 6 4) y ≤ −x 6) − x + y = 5
4

B. Use substitution to know if the given point is a solution of the linear inequality or
not. Write TRUE if is a solution of the inequality and FALSE if not. 3pts each.
(Show your complete solution to get full credit)
1
1) 5x − y > −2; (−3,−4) 3) x + y ≥ 2; (-3, 5) 5) x + 2y ≤ 10; (5, -3)
3
2) 4x − y < −8; (−1,−10) 4) y ≥ 3x; (0,0) 6) y ≥ 3x + 1; (-1, 1)

II. Keep Trying!

A. Match each inequality with its graph.
1) y – 2x < 2 2) y ≤ –3x 3) 2y – x ≥ 4 4) x + y > 1
y
a) b) c) d)

x x x

y y y

7 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
Supply the missing term to make the statement true.

infinitely many shading dashed line solid line. test point

Linear inequalities with two variables have (1) ___________ ordered pair solutions,
which can be graphed by (2) _________ in the appropriate half of a rectangular
coordinate plane.
To graph the solution set of an inequality with two variables,
✓ graph the boundary with a dashed or solid line depending on the inequality. If
given a strict inequality, use a (3) __________ for the boundary. If given an inclusive
inequality, use a (4) _________.
✓ choose a test point not on the boundary. If the (5) _____________ solves the
inequality, then shade the region that contains it; otherwise, shade the opposite
side.
✓ check your answer by testing points in and out of the shading region to verify
that they solve the inequality or not.

I. Connecting to the Real World!

Answer the following problems.
Rhinoa goes to a school supplies store to buy pens and stickers. She has ₱35
in her pocket, and she is looking to buy pens for ₱8 each and stickers for ₱2 each.
1) Write an inequality to describe the possible number of pens and stickers
that Rhinoa can buy.
2) If Rhinoa buys 3 pens, what is the maximum number of stickers she can
buy?
3) How much money was left to her?

Directions: Write the letter of the correct answer on a separate answer sheet.
1) Solve for the value of y in 3𝑦 > −21.
A. y > −7 B. y > 7 C. y < −7 D. y < 7
2) Which point below is part of the solution set?
A. (0, 2) C. (2, −1)
B. (2,−2) D. (2, 0) x

8 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
 3) Which ordered pair is part of the solution set of 𝑦 < 𝑥 + 3?
A. (0, 3) B. (−2, 1) C. (1, 6) D. (3, 4)
4) It is the inequality symbol of a graph whose shaded region is the upper half
plane of a solid line.
A. > B. < C. ≥ D. ≤
3
5) Select the correct graph for y ≤ − x + 2.
2
A. B. C. D.

x x x x

y y y
y y

6) Which of the following equations match the given graph?

A. y ≥ −1/4x − 1
B. y > −1/4x − 1 x

C. y ≥ −4x − 1
D. y > −4x − 1

7) Which point below is NOT part of the solution set?

A. (−2, 2)
B. (−1,−4)
x
C. (0, 0)
D. (2, 2)
y
8) If you have to graph the inequality −2y ≤ 4x + 8, which best describes the
graph?
A. Solid line and shade above the line.
B. Solid line and shade below the line.
C. Dashed line and shade below the line.
D. Dashed line and shade above the line.

9) Consider the inequality y < 2x + 3. Which statement is true?

A. The line would be dashed with shading above.
B. The line would be dashed with shading below.
C. The line would be solid with shading above.
D. The line would be solid with shading below.

10) Which is the correct graph of y ≤ 3 – x?

A. B. C. D.

x x x x

y y y y

II. Given the inequality 3x – 2y ≤ 6, do the following:

1. Solve for y.
2. Identify the slope and y-intercept.
3. Graph the inequality.
4. Name 4 points that belongs to the solution set of the inequality.

9 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
III. Answer the question below:
Rhylee goes to buy some flowers for his mother. He has a budget of ₱280, and
he is looking to buy roses for ₱15 each and tulips for ₱40 each.
(a) Write an inequality to describe the possible number of roses and tulips that
Rhylee can buy.
(b) If Rhylee buys 8 roses, what is the maximum number of tulips he can buy?

Given the inequality x – y ≤ 4, do the following:

1. Solve for y.
2. Identify the slope and y-intercept.
3. Graph the inequality.
4. Name 4 points that belongs to the solution set of the inequality.

10 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
DO_Q2_MATHEMATICS8_MODULE2_LESSON1 11
Assessment What I Have Learned:
1) A 6) B 1) infinitely many
2) B 7) A 2) shading
3) D 8) A 3) dashed line
4) C 9) B 3) solid line
5) D 10) D 5) test point
What I Can Do
Connecting to the Real World:
1) (a) 8x + 2y ≤ 35 ; (b) 5 stickers ; (c) ₱1
Go for a Mile:
1) 7 grams
II.
3
1) 𝑦 ≥ 𝑥−3
2
3
2) m = ;b= −3
2
3)
4) Answers may vary
(0,0), (1, 1), (1, 2), (2,0), (2,2), (0,3), (-1,-1), (-1, 0), (-2, -2)
And all the points on the line and on the shaded region (upper half plane)
III.
(a) 15x + 40y ≤ 280;
(b) 4 tulips
What’s More What I Know
Try These: Keep Trying: I. II.
A. B. A. 1) C 11) 7
1) E 1) FALSE 1) B 2) B 12) 12
2) I 2) FALSE 2) D 3) A 13) NO
3) E 3) TRUE 3) A 4) A 14) 34
4) I 4) TRUE 4) C 5) C III.
5) I 5) FALSE 6) C 15) 12R – 4W > 400
7) I 7) TRUE 7) B
8) E 8) TRUE 8) B
9) I 9) TRUE 9) C
10) FALSE 10) D
Grade 8 Learner’s Module pp. 289-303
Exploring Math 8 pp. 257-274 by: Orlando A. Oronce and Marilyn O. Mendoza

12 DO_Q2_MATHEMATICS8_MODULE2_LESSON1
 8
Mathematics
(LEARNING AREA)
Quarter 2 - Module 2
(QUARTER NUMBER)
Lesson 2
(MODULE
Problems NUMBER)
Involving
Systems of Linear
Inequalities in Two
Variables
MELC:
M8AL-IIb-2: solve problems involving systems of linear inequalities in two variables.

Multiple Choice: Write the letter of the correct answer on a separate sheet.
1. Which of the following is NOT a system of linear inequalities in two variables?
𝑥 − 2𝑦 ≥ 1 2𝑥 − 3𝑦 = 2 −𝑥 − 2𝑦 > 4 𝑥 − 3𝑦 ≥ 1
A. { B. { C. { D. {
𝑥 + 2𝑦 < 3 𝑥 + 2𝑦 = −1 𝑥+𝑦 > 3 𝑥 − 𝑦 < −2

2. What region in the graph is the solution of a given system of linear inequalities?
A. vertical
B. no-shaded
C. overlapping
D. points on the lines

For numbers 3 - 6, identify the graph of the given system of linear inequalities by
choosing them below.
𝑥−𝑦 ≥ 2 2𝑥 − 𝑦 ≥ 2 2𝑥 − 3𝑦 ≥ 2 𝑥 − 3𝑦 ≥ 4
3. { 4. { 5. { 6. {
𝑥+𝑦 < 1 𝑥 + 3𝑦 < 1 3𝑥 + 𝑦 < −1 𝑥+𝑦<2
A. B. C. D.

2𝑥 − 𝑦 ≥ 2
7. Which of the following is a solution of the system { ?
𝑥+𝑦 < 3
A. (0, 2) B. (2, 4) C. (0,0) D. (2, −4)

2𝑥 − 𝑦 ≥ 5
8. Which of the following is NOT the solution of the system { ?
𝑥−𝑦<4
A. (0, 0 ) B. (4,1) C. (5, 2) D. (3, 0)
𝑥 − 𝑦 ≥ −2
9. It is a solution of the system { .
𝑥 + 2𝑦 < −1

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

𝑥 − 2𝑦 ≥ −2
10. It is NOT a solution of the system { .
𝑥 + 3𝑦 < 2

A. (2, −2 ) B. (1, −4) C. (0, 0) D. (6, 6)

14 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
For numbers 11 – 15, answer the following problem:
Jana is buying kikiam (K) and softdrinks (S) for her friends. Each bottle of
softdrinks costs Php 15 while each stick of kikiam costs Php 10. She only has Php
70 but needs to buy one of each for at most 3 of her friends.
a. Write a system of linear inequalities to model the given situation. (2pts)
b. Solve the system graphically (2pts)
c. Verify if she can buy 3 sticks of kikiam and 3 bottles of softdrinks.
Justify your answer. (1pt)

Lesson Problems Involving Systems of Linear

2 Inequalities in Two Variables
When you are riding in a vehicle to go from one place to another, the vehicle
have to follow speed limits. When you go to a mall to watch movies, you have to
follow some age restrictions. These are all examples of inequalities. Inequality does
not represent an exact amount, but instead it represents a limit of what is allowed
or what is only possible.

Let’s Recall:
Equation is written as two expressions connected by an equal sign (=) while
inequality is written as two expressions connected by an inequality symbol (>, <, ≥
𝑜𝑟 ≤).

Answer the following questions below:

Identify if the given statement is linear equation or linear inequality. If it is a linear
equation, write E, if it is an inequality, write I.
1
1) x - y = 2 3) y ≥ x+3 5) -3x + y > 6
2
2
2) 2x + y < -4 4) y ≤ −2x 6) 3x + 2y = 1

A system of linear inequalities in two variables consists of at least two linear

inequalities in the same set of variables. The solution of a system of linear
inequalities is the ordered pair that is a solution to all inequalities in the system.

15 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
Solving Problems Involving Systems of Linear Inequalities

1) Eren is selling lemonade and Takoyaki to earn money for his tuition fee.
Lemonade costs ₱ 50 and Takoyaki costs ₱ 60 per pack. He wants to sell at least
₱ 600 worth of Lemonade and Takoyaki. He needs to sell at least 2 Lemonades.
Graph a system of inequalities that represent the situation and write the
solutions.

Given: Lemonade costs ₱ 50, Takoyaki costs ₱ 60 per pack

at least 2 Lemonades

Represent the unknowns: Let 𝑥 be the number of lemonades

𝑦 number of Takoyaki
Solution:
Lemonade costs ₱50 and Takoyaki costs ₱60 per pack → 50𝑥 + 60𝑦
sell at least ₱600 worth of Lemonade and Takoyaki → 50𝑥 + 60𝑦 ≥ 600
at least 2 Lemonades → 𝑥≥2

50𝑥 + 60𝑦 ≥ 600

Solve the following system of linear inequalities: {
𝑥≥2
Graph each linear inequality in the same Cartesian plane.

The solution of the given system of linear inequalities is the area where the
graphs overlap.

The graph of 50𝑥 + The graph of 𝑥 ≥ 2 is a The graph of the system

60𝑦 ≥ 600 is a half- half-plane to the right is the intersection of the
plane above the solid of the solid line 𝑥 = 2. two inequalities. It is the
line 50𝑥 + 60𝑦 = 600. region with the darkest
shade𝑥 = 2.

Choose a test point in the overlapping region to verify the solution.

For example: (6, 8)

The point is in the overlapping region. It should satisfy all linear inequalities.
50𝑥 + 60𝑦 ≥ 600 𝑥≥2
50(6) + 60(8) ≥ 600 6≥2✓
300 + 480 ≥ 600
780 ≥ 600✓
The point (6, 8) satisfies each of the linear inequalities. It is a solution of
50𝑥 + 60𝑦 ≥ 600
the given system of linear inequalities: { .
𝑥≥2

16 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
2) Sasha, a certified plantita, is buying plants and soil for her garden. The plant
costs ₱50 each and the soil costs ₱60 per bag. She wants to buy at least 5 plants.
She cannot spend more than ₱500. Graph a system of inequalities that represent
the situation and write a solution.
Given: plant costs ₱50 each, soil costs ₱60 per bag
at least 5 plants, cannot spend more than ₱500
Represent the unknown: Let 𝑥 be the number of plants
𝑦 number of bags of soil
Solution:
at least 5 plants → 𝑥 ≥ 5.
plant costs ₱50 each and the soil costs ₱60 per bag → 50𝑥 + 60𝑦
cannot spend more than ₱500 → 50𝑥 + 60𝑦 ≤ 500
𝑥≥5
Solve the following system of linear inequalities: {
50𝑥 + 60𝑦 ≤ 500
Graph each linear inequality in the same Cartesian plane
The solution of the given system of linear inequalities is the area where the
graphs overlap.

The graph of 𝑥 ≥ 5 is The graph of 50𝑥 + 60𝑦 ≤ The graph of the system is
a half-plane to the 500 is a half plane below the the intersection of the two
right of x = 5. solid line 50𝑥 + 60𝑦 ≤ 500. inequalities. It is the region
with the darkest shade.

Choose a test point in the overlapping region to verify the solution.

For example: (6, −1)
The point is in the overlapping region. It should satisfy both linear inequalities.
𝑥 ≥ 5 50𝑥 + 60𝑦 ≤ 500
6 ≥ 5 ✓ 50(6) + 60(−1) ≤ 500
240 ≤ 500 ✓
The point (6, -1) satisfies each of the linear inequalities. It is a solution of the given
𝑥≥5
system of linear inequalities { .
50𝑥 + 60𝑦 ≤ 500

3) Annie loves her job as a baby-sitter, but it pays only ₱100 per hour. She has
been offered a job as a tutor that pays ₱150 per hour. Her husband only allows
her to work at a maximum of 20 hours per week to earn at least ₱800 per week.
Graph a system of inequalities that represent the situation and write the
solutions.
Given: pays ₱100 per hour for baby-sitter, pays ₱150 per hour for tutor
at a maximum of 20 hours per week, earn at least ₱800 per week

Represent the unknown: Let 𝑥 be the number of hour Annie baby-sits

𝑦 number of hour Annie tutors

17 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
Solution:
Baby-sit for ₱100 per hour and tutor for ₱150 per hour → 100𝑥 + 150𝑦
at a maximum of 20 hours per week → 𝑥 + 𝑦 ≤ 20
earn at least ₱800 per week → 100𝑥 + 150 𝑦 ≥ 800

Solve the following system of linear inequalities:

𝑥 + 𝑦 ≤ 20
{
100𝑥 + 150𝑦 ≥ 800
Graph each linear inequality in the same Cartesian plane.
The solution of the given system of linear inequalities is the area where the
graphs overlap.

The graph of The graph of 100𝑥 + The graph of the system is

𝑥 + 𝑦 ≤ 20 is a half- 150 𝑦 ≥ 800 is a half- the intersection of the two
plane below the solid plane below the solid line inequalities. It is region with
line 𝑥 + 𝑦 = 20. 100𝑥 + 150𝑦 = 800. the darkest shade.

Choose a test point in the overlapping region to verify the solution.

For example: (2, 14)

The point is in the overlapping region. It should satisfy both linear inequalities.
𝑥 + 𝑦 ≤ 20 100𝑥 + 150 𝑦 ≥ 800
2 + 14 ≤ 20 100(2) + 150(14) ≥ 800
16 ≤ 20 ✓ 200 + 2100 ≥ 800
2300 ≥ 800 ✓
The point (2, 14) satisfies each of the linear inequalities. It is a solution of the given
𝑥 + 𝑦 ≤ 20
system of linear inequalities { .
100𝑥 + 150𝑦 ≥ 800

I. Try These!
Graph the following system of linear inequalities in two variables.
𝑥 + 2𝑦 > 4 2𝑥 − 𝑦 < 4
1. { 2. {
2𝑥 − 𝑦 ≤ 6 𝑥 − 𝑦 > 2

II. Keep Trying

Verify if each ordered pair is a solution of the system of linear inequalities. Show
your solution in a separate sheet of paper.
3𝑥 + 𝑦 ≤ 3
1. { a. ( 1, 1) b. (−1, 0)
2x − y < 4

18 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
 𝑥 − 2𝑦 ≥ 2
2. { a. (3, 1) b. ( 1, 2)
2𝑥 + 3𝑦 < 5

Fill in the blanks to complete the statement below.

A system of linear inequalities in two variables consists of at least _____ linear
inequalities in the same set of variables. The ________ of a system of linear
inequalities is the _____________ that is a solution to all inequalities in the system.

A concert ticket costs Php 250 for adults and Php 200 for children. The collector
collected a total amount not greater than Php 44,000 from more than 150 adults and
children who watched the play.
a. Write a system of linear inequalities to represent the situation. (2pts)
b. Graph the system. (2pts)
c. Give 1 possible solution for the number of adults and children who bought
the concert tickets (1pt)

Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. Which of the following is NOT a system of linear inequalities in two variables?
2𝑥 − 𝑦 ≥ 4 2𝑥 − 𝑦 ≥ 4 2𝑥 − 𝑦 = 4 2𝑥 − 𝑦 ≥ 4
A. { B. { C. { D. {
𝑥 + 2𝑦 < 5 𝑥 + 2𝑦 < 5 𝑥 + 2𝑦 = 5 𝑥 + 2𝑦 < 5
2. What region in the graph is the solution of a given system of linear inequalities?
A. blank B. non-shaded C. overlapping D. vertical
For numbers 3- 6, identify the graph of the given system of linear inequalities by
choosing them below.
3𝑥 − 𝑦 ≥ 6 𝑥 − 2𝑦 ≥ 1 𝑥 − 3𝑦 ≥ 6 3𝑥 − 𝑦 ≥ 2
3. { 4. { 5. { 6. {
𝑥+𝑦 < 5 𝑥+𝑦 < 2 3𝑥 + 2𝑦 < 4 2𝑥 + 𝑦 < 4

A. B. C. D.

𝑥−𝑦 ≥1
7. Which of the following is a solution of the system { ?
2𝑥 + 𝑦 < 2

19 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
 A. (2, 2) B. (−2, 4) C. (0,0) D. (0, −4)

𝑥 − 2𝑦 ≥ 4
8. Which of the following is NOT the solution of the system { ?
2𝑥 + 𝑦 < −4
A. (0, 0 ) B. (0, −2) C. (−2, −4) D. (2, −10)

2𝑥 − 2𝑦 ≥ −6
9. It is a solution of the system { .
−3𝑥 + 2𝑦 < −2

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

3𝑥 − 𝑦 ≥ 3
10. It is NOT a solution of the system { .
2𝑥 + 4𝑦 < 3
A. (2, −2 ) B. (1, −4) C. (0, 0) D. (6, −6)

For numbers 11 – 15, answer the following problems:

Levi wants to buy at least 30 kilos of chicken and pork for his wedding but
cannot spend no more than Php 12, 000. A kilo of chicken costs Php 170 and a
kilo of pork is Php 240.

a. Write a system of linear inequalities to represent the given situation. (2pts)

b. Solve the system graphically (2pts)
c. Verify if he can buy 30 kilos of chicken and 25 kilos of pork. (1pt)

−2𝑥 − 3𝑦 ≥ −1
Determine if each point is a solution to the system { .
2𝑥 + 𝑦 < −3

a. (0,0)
b. (-4, -2)
c. (-4, 2)

20 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
DO_Q2_MATHEMATICS8_MODULE2_LESSON2 21
What I Know:
1. B 2. C 3.D 4. B 5. A 6. C 7. D 8. A 9. C 10. D
a. 15x + 10y ≤ 70 b.
x+y≤3
x≥0
y≥0
She can’t buy 3 squid balls sticks (worth PHP45) and 3 cup noodles (worth
PHP30) with only PHP70.
What’s More
Try These: Keep Trying:
1. 3. 1. a. not a solution b. solution
2. a. not a solution b. not a solution
3. a. not a solution b. not a solution
4. a. solution b. not a solution
What I can do
Connecting to the Real World! Assessment
250𝑥 + 200𝑦 < 44000
a. { 1) C 6) C
𝑥 + 𝑦 > 150
2) C 7) D
b. 3) D 8) A
4) B 9) A
5) A 10) C
11-15.
𝑥 + 𝑦 ≥ 30
a.{ c. yes, she can buy
170𝑥 + 240 ≤ 12000
30 kilos of
chicken and 25
kilos of pork
c. 30 adults and 160 children b.
https://www.jcschools.us/cms/lib03/MO01909951/Centricity/Domain/2925/F2
Day5.pdf
https://www.gulfportschools.org/cms/lib07/MS01910520/Centricity/Domain/11
72
https://www.mathplanet.com/education/algebra-1/systems-of-linear-equations-
and-inequalities/systems-of-linear-inequalities
http://www/purplemath.com/modules/ineqgrph.html

22 DO_Q2_MATHEMATICS8_MODULE2_LESSON2
 8

(LEARNING AREA)
Mathematics
(QUARTER NUMBER)
Quarter 2 – Module 2
(MODULE NUMBER)
Lesson 3
Relation and Function
MELCs:
M8AL-llc-1: illustrate a relation and a function;
M8AL-llc-2: verify if a given relation is a function; and
M8AL-llc-3: determine dependent and independent variables.

Directions: Write the letter of the correct answer on a separate answer sheet.
1) It is the set of all values of the independent variable of a relation.
A. Domain B. Function C. Range D. Relation
2) It is the set of all possible dependent variables of a relation.
A. Domain B. Function C. Range D. Relation
3) Which of the following is not a function?
A. {(1,0), (2,0), (3,0), (4,0)} C. {(-1,5), (-2,0), (-3,5), (-4,0)}
B. {(1,1), (2,2), (3,3), (4,4)} D. {(1,5), (1,6), (1,7),(1,8)}
4) Which of the following shows a one-to-one relations?
A. {(1,0), (2,0), (3,0), (4,0)} C. {(-1,5), (-2,0), (-3,5),(-4,0)}
B. {(1,1), (2,2), (3,3), (4,4)} D. {(1,5),(1,6), (1,7),(1,8)}
5) Which of the following relations shows a many-to-one correspondence?
A. {(1,0), (2,0), (3,0),(4,0)} C. {(x,4),(x,5), (x,6),(x,7)}
B. {(1,1),(2,2), (3,3),(4,4)} D. {(1,a),(1,b), (1,c),(1,d)}
6) Which of the following correspondence of relation is a function?
A. one-to-one B. many-to-one C. one-to-many D. both A and B
7) In the equation y = 3x - 2, if x = 0, what is the value of y?
A. -2 B. 1 C. 2 D. 5
8) Find the value of f(x) = 2x – 5 if f(-5).
A. 15 B. 2 C. -10 D. -15
9) It is the set of one or more ordered pairs.
A. Relation B. Range C. Domain D. both A and C
10) Which of the following is not a function?
A. B. C. D.
x y x y y x
x y
2 3 5 8 1 1
4 -2
3 7 7 0 3
9 4 5 11
5 7

24 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
11) Which of the following graphs is a function?

A. B. C. D.
12) Which of the following relations shows a one-to-many correspondence?
A. {(1,0), (2,0), (3,0),(4,0)} C. {(-1,5),(-2,0), (-3,5),(-4,0)}
B. {(1,1), (2,2), (3,3),(4,4)} D. {(1,5),(1,6), (1,7),(1,8)}
13) Under what value of x a dependent variable y will become -5 in the equation
5𝑥 − 5𝑦 = 10?
A. -4 B. -3 C. 3 D. 4
14) Under what ordered pair the equation y = -2x + 3 is true?
A. (2,3) B. (-2,3) C. (1, 1) D. (-1,1)
15) It is used to test if the given graph is a function or not.
A. Horizontal Line Test B. Vertical Line Test
C. Diagonal Line Test D. Both A and B

Lesson
Relation and Function
3
In mathematics, Relation and Function have become the foundation of
algebra. These are two different words with different meanings as well. For instance,
each member of a family has relation with one another – as siblings or parents – but
they differ on how they function in the family as an individual. Some are dependent
or independent based on the characteristics they show. In school, teachers, students,
and parents have relations and they function differently as individuals.

In this module, you will learn to illustrate a relation and a function (M8AL-
llc-1), verify if a given relation is a function (M8AL-llc-2), and determine dependent
and independent variables (M8AL-llc-3).

Directions: Determine whether each given ordered pair is a solution of the inequality.
Write Yes if it is a solution to the given inequality and write No if it is not.

1. 2x – y <10; (7,2)
2. x + 3y ≤ 8; (4, -1)
3. 9 + x ≥ y; (-7,4)
4. 3x – 2y > 6; (-1, 3)
5. y < 3x – 5; (0,0)

25 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
 In the Philippines, World Health
New
Organization (WHO) released an updated data
DAY Confirmed
for confirmed new cases of Covid-19. The
Cases
confirmed new cases from June 1, 2020 to
1 June 2020 0
June 5, 2020 is presented in the table below.
2 June 2020 552
The data presented states that
3 June 2020 359
quantities in column 1 are related to
4 June 2020 751
quantities in column 2. The data only showed
5 June 2020 634
that there is a relation between them. Such
https://covid19.who.int/region/wpro/country/ph
data illustrates relation and function by
pairing the correct correspondence of each data in the two columns.

Relation is a set of one or more ordered pairs. Ordered pairs involve pairing
and the manner by which the elements in a pair are associated.
From the given table above of the confirmed new cases of Covid-19 in a certain
week, let us name the ordered pairs we can create as set A.

A = {(1 June 2020, 0), (2 June 2020, 552), (3 June 2020, 359), (4 June 2020, 751), (5 June
2020, 634)}

Now, let us observe the two sets of ordered pairs below namely set B and C:

B = {(1, 0), (2, 1), (3, 4), (4 ,5)}

Both ordered pairs are relation but
only set B is called function.
C = {(1, 0), (1, 1), (3, 4), (4 ,5)}

Both set of ordered pairs are relations so, what is a function?

Function is a kind of relation between two variables in which every first

element is associated with one and only one second element. In other words, there
should be no repetition of the first element.

So, in the case of relation C, since 1 as first element is repeated more than
once, therefore set C is not a function but mere relation.

26 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
 Aside from table, relation can also be expressed through an arrow or mapping
diagram.
For instance, let us study the diagrams below.
Diagram 1: one-to-one Diagram 2: many-to-one Diagram 3: one-to-many

1 2 0
2 4
3 4 4 1
5
7 6 3
6 8 7
9 8 5
7

Ordered pairs are: Ordered pairs are: Ordered pairs are:

{(1,2), (3,4), (7,6), (9,8)} {(2,4), (5,4), (6,8), (7,8)} {(4,0), (4,1), (7,3), (7,5)}

A one-to-one relation A many-to-one relation A one-to-many relation is

is a function because is also a function not a function since 4
there is no repeated because there is no and 7 as the first
first element. repeated first element. elements are repeated or
associated more than
once to the second
elements.
What if the given relation is in the form of a graph?

How can we verify if it is a function or not? Let us Vertical Line Test

consider the following graphs at the right.

To verify whether the given graph is a function or

not, we will use the vertical line test.

Vertical Line Test is a test that is used to determine

if a graph of relation is a function. If any vertical line
drawn passing through the graph intersects the graph at
Not a Function
exactly one point, then it is a function. Otherwise, it is
only a mere relation.

Relation can also be expressed by means of an

equation. For instance, the equation 𝒚 = 𝟐𝒙 + 𝟏. By
assigning any real number for the variable x, we can
obtain the value of y in the equation.

Function

Example 1.

𝒚 = 𝟐𝒙 + 𝟏 To identify the value of y if 𝑥 = −1, we will substitute

the given value of x in the given equation 𝑦 = 2𝑥 + 1.
x -1 0 2 3 𝑦 = 2(−1) + 1,
𝑦 = −2 + 1 ,
y ? 1 5 ? 𝑦 = −1
.

27 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
 Next, we need to substitute the variable x into 3 in
𝑦 = 2𝑥 + 1 to identify the value of y if 𝑥 = 3.
𝑦 = 2(3) + 1,
𝑦 = 6 + 1,
𝑦=7
It indicates the relation between the independent variable x and the dependent
variable y. The variable y is dependent variable because its value depends on a real
number assigned to x which is an independent variable.

Independent variables = {-1, 0, 2, 3} and Dependent variables = {-1, 1, 5, 7}

Independent variable
Dependent variable

Considering the set B and set C below, the set of all abscissas in a relation is called
the independent variable, and the set of all ordinates in a relation is called the
dependent variable.

B = {(1, 0), (2, 1), (3, 4), (4 ,5)} C = {(1, 0), (1, 1), (3, 4), (4 ,5)}

Relation B Relation C
Independent variable = {1, 2, 3, 4} Independent variable = {1, 3, 4}
Dependent variable= {0, 1, 4, 5} Dependent variable = {0, 1, 4, 5}

Example 2.
Identify the independent and dependent variables in each problem below.
A. A train travels at a constant rate. It covers 90 km in 2 hours; how far will it travel
in 7 hours?
Independent variable: Time travelled Dependent variable: Distance travelled

B. The cost of food for a school party for students is partly constant and partly
depends on the number of students. For 85 students, the cost is ₱ 2812.50, and
for 70 students, it is ₱ 2625. Find the cost for 45 students.
Independent variable: Number of students Dependent variable: Costs

To conclude, all abscissa, domain, or x values are called independent variables

and all ordinate, range, y values are called dependent variables.

28 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
I. Try These!
A. Determine if the given correspondence is a function or not.
1. {(2,3), (3,4), (4,9), (5,8)}
2. {(1,2), (2,3), (2,0), (4,5)}
3. {(a,1), (b,2), (c,3), (e,5)}
4. {(1,0), (5,0), (7,0), (9,0)}
5. 5. {(Alexa, Jhon), (Aaliyah, Liza), (Alexa, Bryan)}

B. Determine whether each graph represents a function or not.

C. Determine whether the correspondence in the given mapping diagram defines a

function or not.

II. Keep Trying!

A. Determine the independent and dependent variables in the following set of
ordered pairs.
1. A = {(2, 1), (3, -1), (5,0), (2,8), (10, 15)}
2. B = {(8, -1), (9,1), (2,0), (5,9), (18, 1)}

B. Determine the value of dependent variables in the following linear functions

given the following values of the independent variable x = {(1,0,4)}.

1. 3x – 4y = 12 2. 7x = 2y + 7 3. y = –4x + 6 4. 5x + 2y = 15

A. Identify the following. Write your answer on separate sheet of paper.

1. It is a set of one or more ordered pairs.
2. It is a special type of relation such that no two ordered pairs have the same
abscissa.
3. It is a test that is used to determine if a graph of a relation is a function or not.
The graph is said to be function if the line drawn passing through it intersects at
only one point.

B. Identify if the given situation is a function or mere relation.

4. Hours you can surf the internet with 1 gigabyte of data.
5. The distance covered at a speed of 70 km/hr.

29 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
 A teacher runs a dance class for 30 weeks. The class meets each week in a
rented dance studio. It costs the teacher c pesos to rent the studio for 20 weeks. The
class contains n students. Each student pays the teacher a single fee of f pesos for
the course. The teacher makes a profit of p pesos at the end of the course.
1) Suppose that c = 40,000 and f = 4,000. Write an equation to show how the profit
made, p, depends on n, the number or students attending.
2) Present in a table if n = {5,10,15,20}.
3) Write a conclusion of under what number of students a teacher can make a
profit?

Directions: Write the letter of the correct answer on a separate answer sheet.
1) It is a set of ordered pairs.
A. Dependent variable C. Range
B. Independent variable D. Relation
2) It is a set of ordered pairs in which every first element is associated with one
and only one second element.
A. Dependent variable C. Independent variable
B. Function D. Relation
3) Which of the following ordered pairs is a function?
A. {(1,0), (0,1), (0,2)} C. {(11,4), (13,4), (11, -4)}
B. {(1,4), (-1,5), (2,6)} D. {(2,9), (2,8), (2,7)}
4) What value of x will make y equal to 5 in the equation 5x -2y =10?
A. -4 B. 1 C. 4 D. 5
5) Which of the following correspondence is a function?
A. many-to-one B. one-to-many C. one-to-one D. both A & C
6) Which of the following is a function?
A. B. C. y D. x y
x y x y x
5 2 4 1 1 -2
2 3
7 6 0 3
3 7
9 4 5 11
9

7) Which of the following graphs is not a function?

A. b B. C. D.

30 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
 8) Which of the following graphs is a function?
A. B. C. D.

9) It is known that A = {2, 5, 7} and B = {2, 3, 4, 5, 6, 7, 8, 9, 10, 11}, which of

the following a suitable paired number set if set A and B have relation “four
more than”?
A. R = {(2, 2), (5, 3), (7, 4)} C. R = {(2, 2), (5, 3), (5, 4), (7, 5)}
B. R = {(2, 6), (5, 9), (7, 11)} D. R = {(2, 5), (5, 8), (7, 10)}
10) What ordered pair will make the equation y = -2x + 3 true?
A. (2,3) B. (-2,3) C. (-1, 1) D. (1,1)

II. Read and answer the following questions.

Carl and Trish started saving up for their online classes. Carl and Trish save ₱8
and ₱10 daily, respectively.

1. How much money will each of them has after 2 weeks?

2. If Trish missed 3 days to save, who has more saving? Why?

Directions: Place the integers between -4 and 4 in the missing spaces so each
function evaluates properly.

31 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
DO_Q2_MATHEMATICS8_MODULE2_LESSON3 32
Assessment
I
1) A 6) D
2) B 7) C
3) B 8) A
4) C 9) B
5) D 10) D
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Carl 8 16 24 32 40 48 56 64 72 80 88 96 104 112
Trish 10 20 30 40 50 60 70 80 90 100 110 120 130 140
1. After 2 weeks, Carl has 112 pesos while Trish has 140 pesos.
2. Trish saves less than Carl because deducting the three days missed, Trish
will only have 110 pesos which is 2 pesos less than Carl’s money.
Keep Trying
B
9
1) Independent variables = (1,0,4) Dependent variables = (− , − 3,0)
4
7 21
2)Independent variables = (1,0,4) Dependent variables = (0, − , )
2 2
3) Independent variables = (1,0,4) Dependent variables = (2,6,-10)
4) Independent variables = (1,0,4) Dependent variables = (5,15/2,-5/2)
What I have What’s More: Keep Trying: What’s In
learned A 1) No
1) Relation 1) Independent variables = (2,3,5,10) 2) Yes
2) Function Dependent variables = (1,-1,0,8,15) 3) No
3) Vertical Line 2) Independent variables = (8,9,2,5,18) 4) No
Test 5) No
Dependent variables = (-1,1,0,9,)
4) Domain
5) Range
What’s More What I
Try These: Know
A B C 1) A
1) Function 1. Function 1) Function 2) C
2) Not a function 2. Mere Relation 2) Function 3) D
3) Function 3. Function 3) Not a function 4) B
4) Function 4. Function 4) Function 5) A
5) Not a function 5. Mere Relation 5) Function 6) D
6. Function 7) A
7. Mere Relation 8) D
8. Function 9) A
10) C
11) A
12) D
13) B
14) C
15) B
DO_Q2_MATHEMATICS8_MODULE2_LESSON3 33
What I Can Do
A
1) 𝑝 = 𝑓𝑛 − 𝑐
2)
n 5 10 15 20
P -20,000 0 20, 000 40, 000
3) Therefore, n must be greater than 10 for a teacher to make a profit.
B
1
Distance 5 8 11 14 17 20
in kilometers
Seller A 30 45 60 75 90 105
Seller B 45
Additional55
Activity 65 75 85 95
Seller y offers less costly delivery fee which is 10 pesos cheaper than seller x.
Carter, S. (2022, May 21). Evaluating Functions Puzzle Activity. Math = Love.
https://mathequalslove.net/evaluating-functions-
puzzle/#:%7E:text=The%20goal%20of%20the%20Evaluating,and%20give%2
0to%20each%20student.

Catalla, D. L., Sepida, M. A., & Escaner, J. M. (2013). SPIRAL MATH 8.pp. 110-113
Trinitas Publishing, Inc.

Orines, F., et al., (2008). Next Century Mathematics 8. Phoenix Publishing House,
Inc.

34 DO_Q2_MATHEMATICS8_MODULE2_LESSON3
 8
Mathematics
(LEARNING AREA)
Quarter 2 – Module 2
(QUARTER NUMBER)
Lesson 4
Domain and
(MODULE Range of
NUMBER)
a Linear Function and Its
Graph
MELCs:
M8AL-IId-1: find the domain and range of a function and graph; and illustrate a
linear function and its (a) domain; (b) range; (c) table of values; (d)
intercepts; and (e) slope.

Directions: Write the letter of the correct answer on a separate sheet.

1. The _________of a relation is the set of the first coordinates.
A. Domain B. Function C. Range D. Relation
2. For the function {(4, 3), (0, 6), (−1, −3)}, the set {3, 6, −3} is called _____.
A. Domain B. Function C. Range D. Relation
3. Identify the domain in the set of ordered pairs: {(4, 3), (0, 6), (−1, −3)}.
A. {4, 6} B. {4, 0, 1} C. {3, 6, −3} D. {4, 0, −1}
4. Which of the following sets of ordered pairs represents as a function?
A. {(2, 3), (6, −3), (2, 3), (−6, −3) C. {(1, 1), (1, 2), (1, 3), (1, −8)}
B. {(2, 2), (−2, 3), (2, −2), (−2, −3) D. {(2, 3), (3, 7), (7, −3), (5, −7)}
5. Which of the following describes a linear function?
A. 𝑦 + 𝑥 = −2 C. 𝑥 2 + 𝑦 = 2
B. 𝑥 2 – 𝑦 2 = −5 D. 𝑥 + 𝑦 2 – 1 = 0
6. Identify the 𝑥 – 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 of the given function 𝑥 + 𝑦 = −3.
A. −3 B. 0 C. 3 D. undefined
7. Given the linear function y in slope- intercept form if 𝑚 = 2 𝑎𝑛𝑑 𝑏 = −1.
A. 𝑦 = −2𝑥 + 1 B. 𝑦 = 2𝑥 − 1 C. 𝑦 = 𝑥 – 2 D. 𝑦 = −𝑥 + 2
8. What is the slope m of the linear function 7𝑥 + 𝑦 = 7?
A. −7 B. −1 C. 1 D. 7
9. Find the domain and range of 𝑦 = 2𝑥 – 3.
A. 𝐷: {𝑥 | 𝑥 € 𝑅} B. 𝐷: {𝑥 | 𝑥 = 2} C. 𝐷: {𝑥 | 𝑥 € 𝑅} D. 𝐷: {𝑥 | 𝑥 ≠ 0}
𝑅: {𝑦 | 𝑦 € 𝑅} 𝑅: {𝑦 | 𝑦 € 𝑅} 𝑅: {𝑦 | 𝑦 = −3} R: {y | y € R}
10. Given: 𝑥 + 𝑦 = −5, what is the slope m?
A. 0 B. −1 C. 1 D. 5
11. Determine the domain and range using the table below:
𝑥 1 2 3 4
𝑦 0 1 2 3

A. 𝐷 = {1, 2, 3, 4} C. 𝐷 = {0, 1, 2, 3}
𝑅 = {0, 1, 2, 3} 𝑅 = {1, 2, 3}
B. 𝐷 = {1, 2, 3, 4} D. 𝐷 = {0, 1, 2, 3}
𝑅 = {1, 2, 3} 𝑅 = {1, 2, 3, 4}

36 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
12. Given the graph below, find the 𝑥 – 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡.
A. -5
B. -2
C. 2
D. 5

13. Determine the slope of the given graph.

A. 0
B. -2
C. 2
D. undefined

2
14. Which of the following is the graph of 𝑦 = 𝑥 + 3?
3

A. B. C. D.

15. What is the domain and range of the given table of values below?

A. 𝐷𝑜𝑚𝑎𝑖𝑛: {3, 8, 9, 12, 15} C) 𝐷𝑜𝑚𝑎𝑖𝑛: {0, 8}

𝑅𝑎𝑛𝑔𝑒: {−1, 0, 1, 2, 3} 𝑅𝑎𝑛𝑔𝑒: {1, 9}
B. 𝐷𝑜𝑚𝑎𝑖𝑛: {0} D) Domain: {−1,0,1,2,3}
Range: {8} 𝑅𝑎𝑛𝑔𝑒: {3, 8, 9, 12, 15}

Lesson Domain and Range of a Linear

4 Function and Its Graph

In mathematics, FUNCTION is an expression that defines a relationship

between one variable (independent variable) and another variable (dependent
variable). It is also a special type of relation in which each element of the domain
corresponds to exactly one element of the range.

In this module, you will learn to find the domain and the range of a function,
and graph and illustrate a linear function and its (a) domain; (b) range; (c) table of
values; (d) intercepts; and (e) slope, M8AL-IId-1.

37 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
Directions: Determine whether each relation is a function. Write F if it is a function
and write NF if it is not.
1. {(2, 2), (4, 4), (8, 5)}
2. {(1, 4), (1, 5), (3, 4), (3, 5)}
3. {(−4, −3), (−1, −2), (0, 1), (−1, 0)}
4. 4. {(−6, −8), (−4, −6), (−2, −4), (0, −2)}
5. 5. {(1, 4), (2, 4), (3, 4)}

Market Price (₱ 𝑥) Selling Price (₱ 𝑦)

A Department Store holds a
100 60
midnight sale. All products are sold with
150 90
40% discount. The marketing supervisor,
200 120
consider a table of market prices (₱ 𝑥) and 250 150
selling prices (₱ 𝑦) for the shoppers. 300 180
Graph:
200
SELLING PRICE

150

100

50

0
100 150 200 250 300
MARKET PRICE

*Ordered pair (100, 60), (150, 90), (200, 120), (250, 150), (300, 180)

A linear function is a function that can be written in the form: 𝑓(𝑥) = 𝑚𝑥 + 𝑏

where the slope (m) and y – intercept (b) are real numbers and 𝑚 ≠ 0.

Examples of Linear Function Examples of Non-Linear Function

𝑦 = 5 + 5𝑥 3𝑥 2 − 𝑦 = 1
4𝑥 − −𝑦 + 2 = 0 √𝑥 = 5
𝑦 = −𝑥 − 2 𝑥𝑦 + 𝑥 = −4
1
𝑦 = +𝑥 𝑥2 + 𝑦2 = 1
3
The domain of a linear function is the set of first coordinates or abscissas
while the range is the set of second coordinates or ordinates.

38 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
EXAMPLE:
Linear Function Domain Range
{x | x ∈ ℝ} or {y | y ∈ ℝ} or
a. 𝑦 = 3𝑥 + 2
{x is any element of R} {y is any element of R}
{x | x ∈ ℝ} or {y | y ∈ ℝ} or
b. 𝑦 = −4𝑥 + 5
{x is any element of R} {y is any element of R}
{𝑥 | 𝑥 ∈ ℝ} 𝑜𝑟 {𝑦 |𝑦 = 3} or
c. y = 3
{𝑥 𝑖𝑠 𝑎𝑛𝑦 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑅} {y is equal to 3}

Another way to identify the domain and range of a function is by using graphs.
The domain of a graph consists of all the values of 𝑥 – 𝑎𝑥𝑖𝑠 and the range are the set
of all possible values of 𝑦 − 𝑎𝑥𝑖𝑠.

EXAMPLE: Identify the domain and range using the graph of a function
a. 𝑦 = 3𝑥 + 2

𝐷𝑜𝑚𝑎𝑖𝑛: {𝑥 | 𝑥 ∈ ℝ} 𝑜𝑟 {𝑥 | 𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}

𝑅𝑎𝑛𝑔𝑒 ∶ {𝑦 | 𝑦 ∈ ℝ} 𝑜𝑟 {𝑦 | 𝑦 𝑖𝑠 𝑎𝑛 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}

b. 𝑦 = −4𝑥 + 5

𝐷𝑜𝑚𝑎𝑖𝑛: {𝑥 | 𝑥 ∈ ℝ} 𝑜𝑟 {𝑥 | 𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}

𝑅𝑎𝑛𝑔𝑒 ∶ {𝑦 | 𝑦 ∈ ℝ} 𝑜𝑟 {𝑦 | 𝑦 𝑖𝑠 𝑎𝑛 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}

c. y = 3

𝐷𝑜𝑚𝑎𝑖𝑛: {𝑥 | 𝑥 ∈ ℝ} 𝑜𝑟 {𝑥 | 𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}

𝑅𝑎𝑛𝑔𝑒 ∶ {𝑦 |𝑦 = 3} 𝑜𝑟 {𝑦 𝑖𝑠 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 3}

Graphs of Linear Functions

The graph of a linear function is a straight line.

From a table of values, you can verify a linear function by examining the 𝑥
and 𝑦 values. The ratio of change for 𝑦 with respect to 𝑥 remains constant for a linear
function. This ratio of change is called the slope (m).
To graph a linear function, we make use of the table of values to determine
the corresponding values of x and y for the given line.

39 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
Example:
Graph and complete the table of values for 𝑦 = 3𝑥 – 1.
𝑥 −2 −1 0 1 2
𝑦
Solution:
𝑥 𝑦 = 3𝑥 − 1 Solution 𝑦 Ordered Pairs
−2 𝑦 = 3(−2) – 1 𝑦 = −6 – 1 −7 (−2, 7)
−1 𝑦 = 3(−1) – 1 𝑦 = −3 − 1 −4 (−1, −4)
0 𝑦 = 3(0) – 1 𝑦 = 0 − 1 −1 (0, −1)
1 𝑦 = 3(1) – 1 𝑦 = 3– 1 2 (1, 2)
2 𝑦 = 3 (2) − 1 𝑦 = 6– 1 5 (2, 5)

Plot the ordered pairs and connect all the points using a straight line.

Figure shows the graph of 𝑦 = 3𝑥 – 1

𝐷𝑜𝑚𝑎𝑖𝑛 = {𝑥 𝑙 𝑥 ∈ ℝ}
𝑅𝑎𝑛𝑔𝑒 = {𝑦 𝑙 𝑦 ∈ ℝ}

The slope of the lines is a measure of steepness of the line. It is a ratio of the
“rise” of the line to its “run”.

Example: Determine the slope of the line.

2 1 3 0 2
a. 𝑚 = 𝑜𝑟 b. m = − 𝑐. 𝑚 = = 0 𝑑. 𝑚 =
4 2 2 5 0
m = positive m = negative m = zero m = undefined
Example:
2
Graph f(𝑥) = − 𝑥 + 5 using 𝑦 – 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 and slope.
3
Solution:
2 2
● In 𝑓(𝑥) = − 𝑥 + 5, the slope of the line is − and the y – intercept is 5.
3 3
● Plot the point (0, 5) as the y – intercept.
𝑟𝑖𝑠𝑒
● Use to determine two more points on the line.
𝑟𝑢𝑛
● Sketch the line that passes through the points.

2
Graph of the function 𝑓(𝑥) = − 𝑥 + 5.
3
𝐷𝑜𝑚𝑎𝑖𝑛 = {𝑥 𝑙 𝑥 ∈ ℝ}
𝑅𝑎𝑛𝑔𝑒 = {𝑦 𝑙 𝑦 ∈ ℝ}

40 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
Graphing a linear function using the Intercepts
Since two points determine a line, we can use the 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 and the
𝑦 – 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 to graph linear function.
Example:
Graph 2𝑥 – 3𝑦 = 12.

Solution:
To find the 𝑥 – 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡, To find the 𝑦 – 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡,
𝑦 = 0 𝑥 = 0
2𝑥 – 3𝑦 = 12 2𝑥 – 3𝑦 = 12
2𝑥 – 3(0) = 12 2(0) – 3𝑦 = 12
2𝑥 = 12 −3𝑦 = 12
𝑥 = 6 𝑦 = −4
𝒙 – 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕: (𝟔, 𝟎) 𝒚 – 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕: (𝟎, −𝟒)

A. Identify the domain and range of the following:

1. {(0, 2), (1, 4), (2, 6), (3, 8)} 5.
2. {(𝑚, 1), (𝑎, 2), (𝑡, 2), (ℎ, 1)}
3. {(good, bad), (happy, sad), (fast, slow)}
4. x 1 −1 2 −2
y −3 5 7 −5

B. Complete the table, find the slope m and y – intercept b, then graph.

Linear Function Slope m 𝑦– 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝒃

1. 𝑦 = 𝑥 + 3
1
2. 𝑦 = 3 − 𝑥

C. Graph the following linear functions on a separate sheet of paper.

1) 𝑦 = 2𝑥 − 6
2) 𝑦 = −3 + 2𝑥

A. Fill in the blanks to make each statement true.

✓ A linear function is a function of the form ____________ where m and b are real
numbers and m ≠ 0.and m ≠ 0
✓ The graph of a linear function is __________.
✓ The ___________ of the line is a measure of steepness of the line. It is a ratio of the
__________of the line to its __________.

41 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
Do as indicated.
You own a newborn female German shepherd. Suppose the dog weighs 0.50
kg at birth and you have known from your friend that the monthly average weight
gained by the dog is 4 kg.
1) If the rate of increase of the dog is constant, determine the equation that will
describe the dog’s weight.
2) Complete the table.
x 0 1 2 3
y

3) What is the dog’s weight after 4 months using mathematical equation and
graphical representation?

Directions: Write the letter of the correct answer on a separate sheet.

1. Identify the 𝑥 – 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 of the given function 𝑥 − 𝑦 = 8
A. −8 B. 0 C. 8 D. undefined
2.Give the linear function y in slope- intercept form if 𝑚 = −5 𝑎𝑛𝑑 𝑏 = 2
A. 𝑦 = −5𝑥 − 2 B. 𝑦 = −5𝑥 + 2 C. 𝑦 = 5𝑥 – 2 D. 𝑦 = 5𝑥 + 2
3. What is the slope m of the linear function 4𝑥 + 𝑦 = −1?
A. −1 B. −4 C. 1 D. 4
4. Find the domain and range of 𝑦 = 3𝑥 + 2
A. 𝐷: {𝑥 |𝑥 = 2} B. 𝐷: {𝑥 | 𝑥 = 3} C. 𝐷: {𝑥 | 𝑥 € 𝑅} D. 𝐷: {𝑥 | 𝑥 ≠ 0}
𝑅: {𝑦 | 𝑦 € 𝑅} 𝑅: {𝑦 | 𝑦 € 𝑅} 𝑅: {𝑦 | 𝑦 = 2} R: {y | y = 3}
5. Given: 𝑥 + 𝑦 = −5, what is the slope m?
A. 0 B. −1 C. 1 D. 5
6. The _________of a relation is the set of the second coordinates.
A. Domain B. Function C. Range D. Relation
7. For the function {(4, 3), (0, 6), (−1, −3)}, the set {4, 0, −1} is called _____.
A. Domain B. Function C. Range D. Relation
8. Identify the domain in the set of ordered pairs: {(1, 3), (0, 5), (−1, 2)}.
A. {1, −1} B. {1, 0, −1} C. {3, 5, 2} D. { 3, 2}
9. Which of the following sets of ordered pairs represents as a function?
A. {(1, 3), (2, −3), (−2, 3), (−1, −3) C. {(1, 0), (1, −1), (1, 1), (1, −2)}
B. {(5, 5), (−5, 3), (4, −4), (−4, −3) D. {(0, 3), (−5, 2), (−5, −3), (5, −7)}
10. Which of the following describes a linear function?
A. 𝑦 + 𝑥 = −4 C. 𝑥 2 − 𝑦 = 2
B. 𝑥 + 𝑦 = −5
2 2 D. 𝑥 + 𝑦 2 + 5 = 0

42 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
11. Determine the domain and range using the table below:
𝑥 −1 -2 -3 -4
𝑦 0 1 −2 3

A. 𝐷 = {0, 1, −2, 3, } C. 𝐷 = {0, 1, − 2, 3}

𝑅 = {1, 2, 3} 𝑅 = {[−1, −2, −3, 4}
B. 𝐷 = {1, 2, 3, 4} D. 𝐷 = {−1, −2, −3, −4}
𝑅 = {0, 1, − 2, 3} 𝑅 = {0, 1, −2, 3, }
12. Find the range of the graph below
A. −2 ≤ 𝑥 < 4
B. −3 < 𝑥 ≤ 4
C. −2 ≤ 𝑦 < 4
D. −3 < 𝑦 ≤ 4
13. Find the domain of graph below.
A. {-4, -2, 0, 2, 3}
B. {-3, 2, 0, 2, 4}
C. All Real Numbers
D. −3 < 𝑥 ≤ 4
14. Identify the slope for following equation: 3x +4y = 16.
A. 3 B.3/4 C.−3 D. −3/4
15. What is the range of the function 𝑓(𝑥) = 2𝑥 + 4?
𝐴. −10 ≤ 𝑥 < 10 C. All Real Numbers
B. −10 ≤ 𝑥 < 10 D. All Real Numbers greater than 0

Do as indicated.
You go for a walk every morning. The distance you walk can be represented
by the equation d = 3h, where d is the distance walked in miles and h is the number
of hours you have walked.
1. Complete the table below.
Hours (h) Distance (d)
1
2
3
2. Graph and see how far you have walked after 3 hours.

43 DO_Q2_MATHEMATICS8_MODULE2_LESSON4
DO_Q2_MATHEMATICS8_MODULE2_LESSON4 44
What’s More ASSESSMENT
A. Domain Range
1. {(0,1, 2,3)} {(2, 4, 6, 8)} 1. A
2. {(m, a, t, h)} {(1, 2)} 2. B
3. {good, happy, fast)} {(bad, sad, slow)} 3. A
4. {(1, -1, 2, -2)} {(-3, 5, 7, -5)} 4. C
5. {x l x € R} {y l y € R} 5. B
B. 6. A
Slope (m) y -intercept (b) 7. C
1. 1 3 8. D
1
2. -1 9. D
3
C. 10. A
11. A
12. C
13. C
14. D
15. C
1. 2.
DO_Q2_MATHEMATICS8_MODULE2_LESSON4 45
What I can Do What I Know
1. 𝑦 = 4𝑥 + .50 What’s In
2. 1. A
x 0 1 2 3 2. C
y 0.50 4.50 8.50 12.50 3. D
4. D
5. A
6. A
7. B
8. A
3. 9. C
10. B
The dog’s weight after 4 months is 16.50kg. 11. A
Additional Activity 12. C
Hours (h) Distance (d) 13. C
1 3 14. D
15. D
2 6
3 9 What’s In
1. F
2. NF
3. NF
4. F
5. F
 8

Mathematics
(LEARNING AREA)
Quarter 2 – Module 2
(QUARTER NUMBER)
Lesson 5
(MODULE NUMBER)
Solving Word Problems
involving Linear
Functions
MELC:
M8AL-IIe-2: solve problems involving linear functions.

Multiple Choice: Write the letter of the correct answer on a separate sheet.

1. Which of the following is the standard form of a linear function?

A. f(x) = bx + m B. f(x) = bx – x C. f(x) = mx + b D. f(x) = mx – b
2. What will happen to the value of y in the equation 4x + 6y = 10 when the value of
x decreases?
A. The value of y will not change. C. The value of y will increase.
B. The value of y cannot be determined. D. The value of y will decrease.

3. Marlon rode a multicab from a bus terminal to San Luis National High School,
whose distance is approximately 15 kilometers. After riding, he paid an amount
of Php 20. Which variable is dependent?
A. Multicab riding C. The distance traveled
B. The amount paid D. The person riding the multicab

4. EJ works as a salesman in a company that distributes top brands and latest

model of cellular phones. He receives a commission of Php1,500 for every cellular
phone unit he sells. On top of the commission, he receives a monthly salary of
Php10,000. What is his commission if he sells 25 cellphones in a month?
A. Php 27,000 B. Php37,500 C. Php46,500 D. Php47,500

5. A car travels at a uniform speed. It covers a distance of 60km in an hour, a

distance of 120km in 2 hours, and 180km in 3hours. How far can it travel in 4
hours?
A. 240k B. 210km C. 260km D. 280km

For items 6-7. Read the story below.

Justin, who is the school office assistant, was given the task by the School
Principal to canvass for a tarpaulin printing for the opening of classes. He knew
that in printing ad, the charge of tarpaulin is Php 15 per square foot and Php 150
for lay outing.

6. Which of the following equations best represents the total cost y with x number
of square feet including lay outing fee?
A. y = 150x – 15 C. y = 15x + 150
B. y = 150x + 15 D. y = 15x – 150

47 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
7. The School Principal told Justin that the dimensions of the tarpaulin are 8 feet
by 6 feet. How many square feet is the tarpaulin? How much should Justin pay
for the printing ad?
A. 48 square feet; Php 720 C. 14 square feet; Php 210
B. 48 square feet; Php 870 D. 14 square feet; Php 310
8. Michelle’s car uses 15 liters of gasoline to travel 120 kilometers. At that rate,
how many liters of gasoline will her car consume to travel 130 kilometers?
A. 15.25 liters C. 16.25 liters
B. 17.25 liters D. 18.25 liters
9. Dominic likes to read a magazine. He reads 50 pages in 2 hours. At the same
rate, how many hours will it take him to read the remaining 150 pages?
A. 6 B. 7 C. 8 D. 9
10. Jherald works as a service crew in a fast-food center where he earns Php82.00
per hour. How much will he earn in a day if he works 8 hours straight?
A. Php556 B. Php756 C. Php656 D. Php856
For Items 11-12. Mimi earns P45 an hour in a dress factory with an additional of
P50 for her daily meal allowance.
11. Write an equation for her earning in one day. Use y for her total earning and x
for the number of hours.
A. 𝑦 = 45𝑥 + 50 C. 𝑦 = 45𝑥 − 50
B. 𝑥 = 45𝑦 + 50 D. 𝑥 = 45𝑦 − 50
12. Suppose she earned a total of P275 on a Monday, how long did she work for
that day?
A. 5 hrs B. 4 hrs C. 6 hrs D. 7 hrs

For items 13 - 15, refer to the situation below.

A survey of out-of-school youths in your barangay was conducted. From year

2008 to 2012, the number of out-of-school youths was tallied and was observed to
increase at a constant rate as shown in the table below.

Year (𝑥) 2008 2009 2010 2011 2012

Number of out-of-school (𝑦) 30 37 44 51 58

13. If the number of years after 2008 is represented by x, what mathematical

model can you make to represent the data above?
A. 𝑦 = −7𝑥 + 30 C. 𝑦 = 7𝑥 + 30
B. 𝑦 = −7𝑥 + 23 D. 𝑦 = 7𝑥 + 23
14. If the pattern continues, can you predict the number of out-of-school youths
by year 2023?
A. Yes, the number of out-of-school youths by year 2023 is 135.
B. Yes, the number of out-of-school youths by year 2023 is 125.
C. No, because it is not stipulated in the problem.
D. No, because the data is insufficient.
15. The number of out-of-school youths has continued to increase. If you were the
SK Chairman, what would be the best action to minimize the growing number
of out-of-youths?
A. Conduct a job fair. C. Let them work in your barangay.
B. Create a sports project. D. Encourage them to enroll.

48 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
 Lesson Solving Word Problems involving
5 Linear Functions
Have you ever asked yourself how working time affects the salary of your
parents? How does the usage of appliances affect the electricity cost in your monthly
bill? How does the amount of time spent studying affect your grades? Many questions
may arise as you go along but, you will focus on the question: “How can the value of
quantity given the rate of change be predicted?”. In this lesson, the learners will
understand the concept of linear functions, and solve word problems involving linear
functions. M8AL-IIe-2

Directions: Match the table to its corresponding linear function. Show your
solutions.
1. f(x)= 5x - 1 A X 0 1 2 3 4
Y 0 3 6 9 12
X 1 2 3 4 5
2. f(x)= 2x + 1 B Y -2 0 2 4 6

x 1 2 3 4 5
3. f(x)= 3x C
y 4 9 14 19 24

f(x)= x+5 x 1 2 3 4 5
4. D y 6 7 8 9 10

f(x)= 2x - 4 X 1 2 3 4 5
5. E Y 3 5 7 9 11

“LET’S HAVE A RIDE!”

Michael often rides a taxi from one place to another. The standard fare in riding
a class type taxi is ₱ 40 (as a flag-down rate), for the first kilometer, with an additional
amount of ₱ 13.50 for every kilometer travelled. How much will Michael pay if he
travelled 6 km?
(Complete the table below.)

Distance
2 3 4 5 6
in kilometer (x)
Cost in Php (y)

On the given problem above, suppose we consider the relationship between the
distance travelled and cost to be paid. It is reasonable to say that the cost to be paid
will change as the distance goes farther. The cost of transportation depends on the
travelled distance; therefore, we can say that cost is the dependent variable, and we

49 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
can refer distance as the independent variable. Based on the problem, we can come
up with this function: 𝑓(𝑥) = 13.50𝑥 + 40

To complete the table, let’s solve!

Solutions:
a. If 𝑥=2 c. If 𝑥 = 4 e. If 𝑥 = 6
𝑓(𝑥) = 13.50𝑥 + 40 𝑓(𝑥) = 13.50𝑥 + 40 𝑓(𝑥) = 13.50𝑥 + 40
𝑓(2) = 13.50𝑥 + 40 𝑓(4) = 13.50𝑥 + 40 𝑓(6) = 13.50𝑥 + 40
𝑓(2) = 13.50(2) + 40 𝑓(4) = 13.50(4) + 40 𝑓(6) = 13.50(6) + 40
𝑓(2) = 67 𝑓(4) = 94 𝑓(6) = 121

b. If 𝑥= 3 d. If 𝑥 = 5 NOTE: FUNCTION NOTATION

𝑓(𝑥) = 13.50𝑥 + 40 𝑓(𝑥) = 13.50𝑥 + 40 The function notation f(x) = 13.50x
𝑓(3) = 13.50𝑥 + 40 𝑓(5) = 13.50𝑥 + 40 + 40 can also be written as y =
𝑓(3) = 13.50(3) + 40 𝑓(5) = 13.50(5) + 40 13.50x + 40
𝑓(3) = 80.5 𝑓(5) = 107.50
Therefore, if Michael will travel 6 km (x) he will pay Php 121.00 (y).

Linear Function is a function defined by any equation that can be written in the
form f(x) = mx + b, where m and b are constant. It can be applied in solving real-life
word problems.
To solve real-life word problems involving linear function, you can follow the
steps below:
1. Write the given information.
2. Identify which variable is dependent/independent.
3. Construct and complete a table.
Example: An internet service provider charges ₱2,500.00 upon installation plus
additional ₱1,500.00 per month for services. What is the total cost paid by the
consumer at the end of five months?
A. What is the dependent variable? Independent variable?
The dependent variable is the total cost while the number of months is the
independent variable because the price to be paid each month depends on the
number of months of service.
B. Complete the table that shows the total cost for 1, 2, 3, 4, and 5 months.
Number of months (x) 1 2 3 4 5
Total cost (y)

Solutions:
The function that can represent the total cost of any number of months of
service can be written as f(x) = 1,500x + 2,500.
a. If x = 1 c. If x = 3 e. If x = 5
𝑓(𝑥) = 1,500𝑥 + 2,500 𝑓(𝑥) = 1,500𝑥 + 2,500 𝑓(𝑥) = 1,500𝑥 + 2,500
𝑓(1) = 1,500𝑥 + 2,500 𝑓(3) = 1,500𝑥 + 2,500 𝑓(5) = 1,500𝑥 + 2,500

50 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
 𝑦 = 1,500(1) + 2,500 𝑦 = 1,500(3) + 2,500 𝑦 = 1,500(5) + 2,500
𝑦 = 4,000 𝑦 = 7,000 𝑦 = 10,000
b. If x = 2 d. If x = 4
𝑓(𝑥) = 1,500𝑥 + 2,500 𝑓 (𝑥) = 1,500𝑥 + 2,500
𝑓(2) = 1,500𝑥 + 2,500 𝑓(4) = 1,500𝑥 + 2,500
𝑦= 1,500(2) + 2,500 𝑦 = 1,500(4) + 2,500
𝑦 = 5,500 𝑦 = 8,500

I. Try These!
Identify the dependent and independent variable. Encircle the dependent
variable and box the independent variable. Justify your answer.
1. Salary and working hours
2. The number of hours spent studying and grade on test
3. Height of plants and amount of water
4. Data and load
5. Allowance and food

II. Keep Trying!

Refer to the given problem below and answer the questions that follow.
Christine is saving her money for books. She already has ₱125.00 She plans to
save another ₱20.00 per month.
1. What linear function would represent her savings?
2. How much will she save after 6 months?
3. How much will she save after 12 months?
4. How much is her savings after 3 years if she decided to save ₱25.00 per
month?
Construct a table that shows her savings for month 1,2, and 3.

A. Supply the best word/expression that will make the statement correct.
1. ___________ is defined by f(x) = mx + b, where m is the slope and b is the y-intercept.
m and b are both elements of a real number and m ≠ 0. The degree of this function
is one and its graph is a straight line.
2. The _______________ variable is the input to the function.
3. ____________variable is the output of the function.
4. _____________function can be applied in solving real life problems.
5. If f(x) = 5x -1, then f (2) = _________.

B. List three things (it may be a concept, a procedure, or a value) that you have
learned after completing this material. In what way do you think these things may
be applied in your life?

51 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
Directions: Solve the given problem involving linear function.
1. A company producing Smart TV formulated an equation for the cost b of
manufacturing n number of television sets. The equation is b(n) = 5,000n +2000.
Find the cost of 25 television sets.

Multiple Choices. Write the letter of the correct answer on a separate sheet.
1. Which of the following functions should be used to solve problems involving a
constant rate of change?
A. exponential function C. polynomial function
B. linear function D. quadratic function
2. Tom spent Php1,200 on N95 facemasks because of the pandemic. Each facemask
costs Php100. How many facemasks did he buy?
A. 10 B. 12 C. 15 D. 95
3. Kelvin used 15 m of copper wire which weighs 1 kg. If a copper wire weighs 3.5
kg, how many meters is it?
A. 50 m B. 52. 5 m C. 53.5 m D. 54 m
4. Ronie worked in the store for 5 hours. He earned a total of Php1,500. How much
does he earn each hour?
A. Php300 B. Php400 C. Php500 D. Php600
5. Puto balanghoy or steamed cassava cake is traditionally made in the Visayas
region using basic ingredients such as cassava, brown sugar and grated coconut.
Miya is selling a puto balanghoy in the function of f(x) = 10x, how much is Miya’s
income if a customer wants to buy a total of 50 pieces?
A. Php450 B. Php 500 C. Php550 D. Php600
6. A van rental company charges a fixed amount per day plus an amount per
kilometer for renting the van. The daily charges can be expressed as the function
f(x) =30x + 95, where x is the number of kilometers driven. Find the charge if the
car is driven 90 kilometers.
A. 2690 B. 2790 C. 2795 D. 2785
For items 7-8.

Mica rented a bike in Burnham Park. She paid a fixed amount of Php 20.00 and
an additional Php 10.00 per hour.

7. Which of the following best illustrates its linear function?

A. f(x) = 10x +20 B. f(x)= 10x-20 C. f(x)= 20x-10 D. f(x)=20x+10
8. If Mica travelled for 4 hours, how much will she pay?
A. Php 40.00 B. Php 30.00 C. Php 60.00 D. Php 90.00

52 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
For items 9-10.

A rental company charges a flat fee of ₱300 and an additional ₱25 per mile
to rent a moving van.

9. Which of the following best illustrates its linear function?

A. f(x)=300x+25 B. f(x)=25x+300 C. f(x)=300x-25 D. f(x)=25x-300
10. How much would a 75-mile trip cost?
A. Php 1,875.00 B. Php 1,900.00 C. Php 1,908.00 D. Php 2,175.00
For numbers 11-14.
11. A manufacturer’s earnings can be represented by a linear function. For an
order of 50 stand fans it earns P7,500 and for 100 order it earns P 15,000.
Write an equation for the linear function.
A. y = 750x C. y = 50x + 7500
B. y = 150x D. x = 50y + 7500

12. How many electric fans must be manufactured to guarantee an earning of P

45,000?
A. 200 B. 400 C. 300 D. 100
13. How much would the manufacturer earn if it accepted an order of P200 electric
fans?
A. 30,000 B. 35,000
C. 60,000 D. P60,000
14. If the manufacturer has a maximum
earning of P75,000.00, what is the
greatest number of order of electric
fans it has?
A. 500 B. 400
C. 300 D. 200
15. A store charges P15 per hour for
charging the battery of a cellular
phone, plus P10 for the use of charger.
If the total cost of charging is a linear function, find the cost of a two-hour
charging.
A. 30 B. 40 C. 50 D. 60

Directions: Solve each problem completely.

1. A typist charges Php 4 per page for a typing job, plus an additional fee of Php 5.
How much will one pay for 2 pages? for 4 pages? 6 pages? 8 pages?

2. A store owner made a record of his sales of a new novelty item. The data were
graphed in coordinate plane as shown at the right. He made a projection of the
sales to determine the number of items produced at a certain price. With this
projection, find the number of items that will be sold at a price of Php 8 each.
(Hint: To solve this problem, first find the equation of the function using two
points)

53 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
DO_Q2_MATHEMATICS8_MODULE2_LESSON5 54
1. B 6. C 11. B
2. B 7. A 12. C
3. B 8. C 13. A
4. A 9. B 14. A
5. B 10. D 15. B
1. Assessment
2. There are 128 items 1. Linear Function
2. Independent
3. Dependent
Additional Activity
4. Linear
1. Php 127, 000 5. 9
What I can do ,
What I have learned
1. C
2. E
I. Try These 3. A
4. D
5. B
What’s In
1. C
2. C
3. A
4. B
II. Keep Trying 5. A
1. f(x)=20x+125 6. C
7. B
2. Php 245.00 8. C
9. A
3. Php 365.00
10. C
4. Php 200.00 11. A
12. A
5.
13. C
14. A
15. D
What’s More What I know
Web links:
https://www.varsitytutors.com/hotmath/hotmath_help/topics/rate-of-change
https://tutorial.math.lamar.edu/Classes/CalcI/RateOfChange.aspx
https://www.investopedia.com/terms/r/rateofchange.asp
https://www.geogebra.org/m/q8CY7rZ8
https://flashman.neocities.org/MD/section-2.1LF.html
https://courses.lumenlearning.com/boundless-algebra/chapter/applications-of-
linear-functions/
https://www.slideshare.net/Jenny.21_aon/math-module-grade-8
http://richardoco.weebly.com/uploads/1/9/7/2/19725327/module_3.pdf

Videos:
https://www.youtube.com/watch?v=8eXb-6wQUks
https://www.youtube.com/watch?v=63qWmoQqNao
https://www.youtube.com/watch?v=hoJ6Q1psS2k
https://www.youtube.com/watch?v=hYMcLE_LHh4
https://www.youtube.com/watch?v=DffvEuX1v60

Books:
Emmanuel P. Abuzo et. Al., Mathematics Learner’s Module, Book Media Press, Inc.,
Quezon City, 1st Edition 2013

Ricardo M. Crisostomo et. Al., Our World of Math 8, Vibal Publishing House, Inc.,
Quezon City, 1st Edition 2013

Priscila C. de Sagun et.Al., Our World of Math 7, Vibal Publishing House, Inc.,
Quezon City, 1st Edition 2013

Grade 8 Teachers Guide

55 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
 8

Mathematics
(LEARNING AREA)
Quarter 2 – Module 2
(QUARTER NUMBER)
Lesson 6
(MODULE NUMBER)
If-then Statement and
Its Parts

47 DO_Q2_MATHEMATICS8_MODULE2_LESSON5
MELCs:
M8GE-IIf-1: determine the relationship between the hypothesis and the conclusion
of an if-then statement; and
M8GE-IIf-2: transform a statement into an equivalent if-then statement.

Multiple Choice: Write the letter of the correct answer on a separate sheet.
1) In the statement, “If today is Monday, then we have a livestreaming class”, what
is the hypothesis?
A. Today is Monday. C. We have a livestreaming class.
B. If today is Monday. D. Then we have a livestreaming class.
2) If I pass the test, then my parents will be happy.
Which of the following is the conclusion of the statement above?
A. I will pass the test. C. My parents will be happy.
B. If I will pass the test. D. Then my parents will be happy.
3) Which of the following if-then statements is correct for the hypothesis and
conclusion below?
Hypothesis: Mario is eighteen years old.
Conclusion: Mario is eligible to drive a car.
A. If Mario is eligible to drive a car, then he is eighteen years old.
B. If Mario is eighteen years old, then he is eligible to drive a car.
C. If Mario is not eligible to drive a car, then he is not eighteen years old.
D. If Mario is not eighteen years old, then he is not eligible to drive a car.
4) Which of the following is an appropriate counter example of the statement “If a
number is an integer, then it is either positive or negative?
1
A. B. 0 C. −2.5 D. The statement is true.
5

5) What is the if-then form of the statement “A number is divisible by 2 if it is an

even number?
A. If a number is even, then it is divisible by 2.
B. If a number is divisible by 2, then it is even.
C. If a number is even, then it is not divisible by 2.
D. If a number is not divisible by 2, then it is even.
6) Given the statement “If M is the midpoint of a segment, then it divides the
segment into two congruent segments”, Identify the conclusion.
A. M is the midpoint of a segment.
B. If M is the midpoint of a segment.
C. M divides the segment into two congruent segments.
D. Then M divides the segment into two congruent segments.

57 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
7) Write the if-then statement of “All humans are mortal”.
A. If you are human, then you are mortal.
B. If you are mortal, then you are human.
C. If you are human, then you are immortal.
D. If you are immortal, then you are human.
8) Identify if the statement is true or false. “If an angle is acute, then it measures
300.”
A. True B. False
9) The if-then form of the statement “Parallel lines have the same slopes.” is
A. If two lines are parallel, then they have different slope.
B. If two lines have different slope, then they are parallel.
C. If two lines have the same slope, then they are parallel.
D. If two lines are parallel, then they have the same slopes.
For items number 10-11, refer to the statements below:
A: A number is even number.
B: A number is prime number.
C: A number is a multiple of 8.
10) Is the conditional statement 𝐴 → 𝐵, true or false?
A. True B. False
11) Is the conditional statement 𝐶 → 𝐴, true or false?
A. True B. False
12) Which of the following will make the statement true?
“If a triangle is obtuse triangle, then ____________________________”
A. it has 3 obtuse angles
B. it has 2 obtuse and 1 acute angle.
C. it has 1 obtuse and 2 acute angles.
D. it has 1 obtuse, 1 right and 1 acute angle.
13) Which of the following conditional statement is false?
A. If a close plane figure has 3 sides, then it is a triangle.
B. If a close plane figure is a triangle, then it has 3 sides.
C. If a close plane figure has 4 sides, then it is a square.
D. If a close plane figure is a square, then it has 4 sides.
14) Which of the following if-then statements is a representation
of the diagram at the right? Philippines
A. If I live in the Philippines, then I live in Valenzuela.
B. If I live in Valenzuela, then I live in the Philippines. Valenzuela
C. If I don’t live in the Philippines, then I don’t live in
Valenzuela.
D. If I don’t live in Valenzuela, then I don’t live in the Philippines.

15. Which of the following if-then statement is a representation of

the diagram at the right? Congruent
A. If two angles are congruent, then they are vertical angles. Angles

B. If two angles are vertical angles, then they are congruent. Vertical Angles

C. If two angles are not congruent, then they are not vertical
angles.
D. If two angles are not vertical angles, then they are not congruent.

58 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
 Lesson
If-then Statement and Its Parts
6
“If you are not satisfied, then your money will be 100% refunded.” A prominent
statement used by advertiser or seller to attract consumers. They use it to prove that
what they advertise, or sell are in good condition and of good quality. Such statement
is an example of a CONDITIONAL STATEMENT.

Match the cause on column A with its effect from column B.

Column A Column B
1. People throw their garbage in the canal. a. You can answer in the recitation.
2. You read and study your assignment. b. February has 29 days.
3. You practice playing the guitar daily. c. Children can go to school.
4. This year is a leaf year. d. You can compose a song.
5. A group of Chemists discover a vaccine e. Water flows out on the road
for COVID 19. during rainy season.

Let us combine these pair of sentences to form a conditional statement by

putting the word if and then. The first item is done for you.
Example:
1. If people throw their garbage in the canal, then water will flow out on the road
during rainy season.

A Conditional Statement is a statement that can be written in the form of “If

𝑝, then 𝑞.”. It is usually denoted by the symbol, 𝑝 → 𝑞 and it is read as 𝑝 implies 𝑞.
The 𝑝 part of a conditional statement is the hypothesis that comes after the word if,
while the 𝑞 part is the conclusion that comes after the word then.
An if-then statement can be conditional
hypothesis conclusion
classified as either true or false. It can statement
only be considered as false statement p q p→q
if there is at least one counter example, case 1 T T T
where the hypothesis is true while the case 2 T F F
conclusion is false. case 3 F T T
Look at the truth table at the case 4 F F T
right. Notice that the conditional
statement is always true except for the case 2 where the hypothesis is true and
the conclusion is false.

59 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
Example 1. Determine the hypothesis and conclusion in each conditional
statements.
a) If people throw their garbage in the canal, then water will flow out on the road
during rainy season.
Answer: Hypothesis: People throw their garbage in the canal.
Conclusion: Water will flow out on the road during rainy season.
b) If today is Thursday, then tomorrow is Friday.
Answer: Hypothesis: Today is Thursday.
Conclusion: Tomorrow is Friday.
c) If you are intelligent student, then you can pass the Math class.
Answer: Hypothesis: You are intelligent student.
Conclusion: You can pass the Math class.
Example 2. Combine the hypothesis and conclusion to form an if-then statement
and determine if the statement is true or false. If false, give a counter
example.
a) Hypothesis: You live in Valenzuela.
Conclusion: You live in National Capital Region.
Answer: If you live in Valenzuela, then you live in National Capital Region.
This is a true statement since all resident of Valenzuela also live in
National Capital Region.

b) Hypothesis: A number is an even number.

Conclusion: A number is divisible by 6.
Answer: If a number is an even number, then it is divisible by 6.
This statement is false, because a counter example such as 2 is even
but not divisible by 6.
c) Hypothesis: An angle is an acute angle.
Conclusion: An angle measure 500.
Answer: If an angle is an acute angle, then it measures 50 0.
This statement is false since 500 is not the only the measure of an
acute angle. 300 is also an acute angle.

Example 3. Write the if-then statements for the following diagrams.

Counting Numbers Supplementary Angles

a. Odd numbers b. Linear Pair

Answers:
a. If a number is odd, then it is a counting number.
b. If two angles are linear pair, then they are supplementary angles.
Example 4. Rewrite the following statements using if-then.
a) A senator is a politician.
Answer: If a person is a senator, then he is a politician.
b) Vertical angles are congruent.

60 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
 Answer: If two angles are vertical angles, then they are congruent.

I. Try These!
Directions: Write the hypothesis and the conclusion of each given statement.

1) If tomorrow is the first day of November, then it will be All Saints’ Day.
2) If the vaccine for Covid-19 is available, then face to face learning will be allowed.
3) If two lines are perpendicular, then the product of their slopes is -1.
4) If two angles are congruent, then their measures are equal.
5) If you accomplish this module, then you will pass the test.

II. Keep Trying!

Directions: Given a pair of sentences, construct an if-then statement 𝑝 → 𝑞 and
identify if it is true or false. If it is false, give a counter example.

1) p: A number is rational number. q: A number is an integer.

2) p: Two angles are complementary angles. q: Two angles are acute angles.
3) p: This month is December q: The next month will be January.
4) p: A number is a multiple of 6 q: A number is a multiple of 12.
5) p: 𝑥 2 = 25 q: 𝑥=5

Let see what you have learned. Answer the following questions in your own words.
1) What is a conditional statement?
2) Is it possible for a conditional statement to be sometimes true?
3) What is a hypothesis? How about a conclusion?
4) Give one example of an if-then statement. Underline the hypothesis and circle
the conclusion.
5) What is a counter example?
Give a counter example for the statement “If 𝑥2 = 9, then 𝑥 = 3.”

Write the following into if-then statements and identify if it is true or false. If false,
give a counter example.
1) February has 28 days. 3) A rectangle is a square.
2) A triangle has three sides 4) Supplementary angles are
linear pair.

61 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
Multiple Choice: Write the letter of your answer on a separate answer sheet.

1. In the statement, “If an angle measures 1000, then it is an obtuse angle.”, what
is the hypothesis?
A. An angle measures 1000. C. It is an obtuse angle.
B. If an angle measures 1000. D. Then it is an obtuse angle.
2. If an animal is a dolphin, then it is a mammal.
Which of the following is the conclusion of the statement above?
A. An animal is a dolphin. C. Then it is a mammal.
B. If an animal is a dolphin. D. An animal is a mammal.
3. Which of the following is an appropriate counter example in the statement “If the
coordinates of a point have different signs, then it is on the second quadrant?”
A. (-1, 3) B. (-2, 5) C. (-4, 2) D. (6, -5)
4. Given the statement “If the month has 31 days, then it is December.”
A. always true C. false
B. sometimes true D. neither true nor false
5. Which of the following conclusions will make the statement true? “If a polygon
has 4 sides, then ____________.”?
A. it is a trapezoid C. it is a rectangle
B. it is a parallelogram D. it is a quadrilateral
6. Write an if-then statement using the hypothesis “You do your homework.” and
the conclusion “You can watch television.”
A. If you can watch television, then you do your homework.
B. If you do your homework, then you can watch television.
C. If you cannot watch television, then you do not do your homework.
D. If you do not do your homework, then you cannot watch television.
7. Write the if-then statement of “All iPhones are phones”.
A. If an object is a phone, then it is an iPhone.
B. If an object is an iPhone, then it is a phone.
C. If an object is not an iPhone, then it is not a phone.
D. If an object is not a phone, then it is not an iPhone.
8. Identify if the statement “If two angles sum up to 1800, then they are
supplementary.”
A. always true C. false
B. sometimes true D. neither true nor false
9. What is the if-then form of the statement below? Determine if it is true or false.
All right angles are 900.
A. If an angle is right angle, then it measures 900. It is true.
B. If an angle is right angle, then it measures 900. It is false.
C. If an angle measures 900, then it is a right angle. It is true.
D. If an angle measures 900, then it is a right angle. It is false.
10. Ana is asked to rewrite the statement in an if-then form and identify if it is true
or false: “A number is an integer if it is a whole number.”
A. If a number is a whole number, then it is an integer. This is a true statement.

62 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
 B. If a number is an integer, then it is a whole number. This is a true statement.
C. If a number is a whole number, then it is an integer. This is false a statement.
D. If a number is an integer, then it is a whole number. This is false a statement.
II. Read the questions carefully and write the answer on the space provided.
For items number 1 to 4, refer to the statement “If a figure is a square, then it is a
rectangle.”.
1. What is the hypothesis in the statement above?
2. Determine the conclusion in the statement above?
3. Identify if the statement above is true or false.
4. Draw a Venn diagram representing the statement above.
5. Write the statement “The coordinates of a point on the first quadrant are both
positive.”, into if-then form and identify if it is true or false.

Given the conditional statement “If two words are next to each other, then they must
share at least one letter and not be of the same length.”, arrange the following words
in a way that satisfies the given condition. Note that the first word is CAT.

Cat Win Moon Stop Study Rent

https://brilliant.org/practice/strategic-deductions-3/?p=3

63 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
DO_Q2_MATHEMATICS8_MODULE2_LESSON6 64
What’s More
Try These:
Hypothesis Conclusion
Tomorrow is the first day of November. Tomorrow will be all saint’s day.
The vaccine for covid 19 is available. Face to face learning will be allowed.
Two lines are perpendicular. The product of the slopes of the two
lines is -1.
Two angles are congruent. The measures of angles are equal
You accomplish this module. You will pass the test.
Keep Trying:
If a number is rational, then it is an False. Fractions and decimals numbers
integer. are also rational but not an integer.
If two angles are complementary True.
angles, then they are acute angles.
If this month is December, then the True.
next month will be January.
If a number is a multiple of 6, then it False. 6, 18, 30 and so on are multiples
is a multiple of 12. of 6 but not by multiple of 12.
If 𝑥 2 = 25, then 𝑥 = 5 False. 𝑥 = −5 is also a solution of 𝑥 2 =
25.
What’s In What I Know
2. If you read and study your assignment, then you 1) A 11) A
can answer in the recitation. 2) C 12) C
3) B 13) C
3. If you practice playing the guitar daily, then you 4) B 14) B
can compose a song. 5) A. 15)
B
4. If this year is a leaf year, then February has 29 6) C
days. 7) A
8) B
5. If a group of Chemists discover a vaccine for
9) D
COVID 19, then children can go to school.
10) B
DO_Q2_MATHEMATICS8_MODULE2_LESSON6 65
II. Assessment
1) A figure is a square. 1) A.
2) A figure is a rectangle. 2) D.
3) True 3) D
4) B
4) 5) D
5) If a point is on the first quadrant, then 6) B.
its coordinates are both positive. True 7) B.
Additional Activities 8) A.
cat, stop, study, rent, win, moon 9) A.
10) C
What I Can Do
1. If the month is February, False. February may
then it has 28 days. also have 29 days
during leaf year.
2. If a figure is a triangle, True.
then it has three sides.
3. If a figure is a rectangle, False. Not all
then it is a square. rectangles have equal
sides.
4. If two angles are False.
supplementary angles, then
they are linear pair.
Grade 8 Learner’s Module pp. 310-317
Exploring Math 8 pp. 288-295 by: Orlando A. Oronce and Marilyn O. Mendoza
Math Builders 8 pp. 213-250 by: Jisela N. Ulpina and Lydia T. Tizon
New Century Mathematics 8 pp. 380-403 by: Fernando B. Orines et. al.

66 DO_Q2_MATHEMATICS8_MODULE2_LESSON6
 8
Mathematics
(LEARNING AREA)
Quarter 2 – Module 2
(QUARTERLessonNUMBER)
7
Converse, Inverse
(MODULE NUMBER)and
Contrapositive of an If-then
Statement
MELC:
M8GE-IIg-1: determine the inverse, converse, and contrapositive of an if-then
statement.

Multiple Choice: Write the letter of the correct answer on a separate sheet.

1. What is the converse of the statement, “If today is Sunday, then we have to
attend Bible study?”
A. If we have to attend Bible study, then today is Sunday.
B. If we have to attend Bible study, then today is not Sunday.
C. If we do not have to attend Bible study, then today is Sunday
D. If we do not have to attend Bible study, then today is not Sunday.

2. Which of the following is the inverse of the conditional statement “If I pass the
test, then my parents will be happy.”?
A. If my parents will be happy, then I will pass the test.
B. If my parents will not be happy, then I will pass the test.
C. If I pass the test, then my parents will not be happy.
D. If I do not pass the test, then my parents will not be happy.

3. Given the statement “If p, then q” and the hypothesis p is true while
the conclusion q is false, which of the following is a false statement?
A. If not p, then q. C. If not p, then not q.
B. If q, then not p. D. If not q, then not p.

4. What is the inverse of a converse statements?

A. Conditional B. Contrapositive C. Converse D. Inverse

5. Which of the following pairs are equivalent statements?

A. Converse & Inverse C. Conditional & Inverse
B. Converse & Conditional D. Converse & Contrapositive

6. Write the contrapositive statement of “If your body’s temperature is less than
37.50, then you do not have a fever.”.
A. If your body’s temperature is less than 37.5 0, then you have a fever.
B. If you do not have a fever, then your body’s temperature is less than 37.50.
C. If you have a fever, then your body’s temperature is greater than or equal
to 37.50
D. If your body’s temperature is greater than or equal to 37.5 0, then you have
a fever.

68 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
For items 7-10, please refer to the given hypothesis and conclusion below and
determine if the given statement is:
A. Conditional C. Inverse
B. Converse D. Contrapositive
Hypothesis: Carla is eighteen years old.
Conclusion: Carla can drive a car.

7. If Carla is not eighteen years old, then she cannot drive a car.
8. If Carla can drive a car, then she is eighteen years old.
9. If Carla cannot drive a car, then she is not eighteen years old.
10. If Carla is eighteen years old, then she can drive a car.

11. If the conditional statement is true and its converse is false statement,
then_________.
A. the inverse and contrapositive are also true statements.
B. the inverse and contrapositive are both false statements.
C. the inverse is a true statement while the contrapositive is a false statement.
D. the inverse is a false statement while the contrapositive is a true statement.

For items number 11-12, please refer to the statements below:

A: A number is even number.
B: A number is prime number.
C: A number is natural number.
12. What is the converse of 𝐵 → 𝐶?
A. If a number is prime, then it is natural number.
B. If a number is not prime, then it is not natural number.
C. If a number is natural, then it is prime number.
D. If a number is not natural, then it is not prime number.
13. Write the inverse of 𝐴 → 𝐶 and identify if it is true or false.
A. If a number is an odd, then it is not natural number. True
B. If a number is an odd, then it is not natural number. False
C. If a number is not natural, then it is an odd number. True
D. If a number is not natural, then it is an odd number. False
14. Which of the following is logically equivalent to “If you read the questions
carefully, then the solution is easy.”?
i. If you do not read the question carefully, then the solution is hard.
ii. If the solution is easy, then you read the question carefully.
iii. If the solution is hard, then you did not read the question carefully.
A. i only B. ii only C. iii only D. i, ii and iii

15. Which of the following is the inverse statement of the diagram at the right?
A. If I live in the Philippines, then I live in Valenzuela.
B. If I live in Valenzuela, then I live in the Philippines.
Philippines
C. If I don’t live in the Philippines, then I don’t live in
Valenzuela. Valenzuela
D. If I don’t live in Valenzuela, then I don’t live in the
Philippines.

69 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
 Lesson Converse, Inverse and Contrapositive
7 of an If-then Statement
In our previous module we discussed the conditional statement and its
parts. In this module, we will be focusing on the different forms of if-then
statements such as converse, inverse, and contrapositive.

Write the following statements into an if-then form and identify the hypothesis
and conclusion.
1. A number is divisible by 5, if the ones digit is 0 or 5.
2. Circles with equal radii are congruent.
3. Square is a regular quadrilateral.
4. All grade 8 students like math.
5. I will buy a car if I get that job.

In Mrs. Mary’s Math class, she asked her students to write the conditional
statement of “An honest student does not cheat during examination.” One of the
students answered, “If you do not cheat during examination, then you are an honest
student.” Another student raised hand and answered, “If you are an honest student,
then you do not cheat during examination.” A third student raised his hand and
answered, “If you are not an honest student, then you cheat during examination.”.
And lastly, fourth student answered, “If you cheat during examination, then you are
not an honest student.”.
Which of the four students gives the correct conditional statement of “An
honest student does not cheat during examination.”?

The answer of the first student is the converse of the conditional

statement, while the answers of the third and fourth students are the inverse
and contrapositive of the conditional statement, respectively.
Now let us compare each statement below. Note that p and q represent the
hypothesis and conclusion, respectively.
Conditional If you are an honest student, then you
If p, then q.
Statement do not cheat during examination.
Converse If you do not cheat during examination,
If q, then p.
Statement then you are an honest student.
Inverse If you are not an honest student, then
If not p, then not q.
Statement you cheat during examination.

70 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
 Contrapositive If you cheat during examination, then
If not q, then not p.
Statement you are not an honest student.
In symbols,
Conditional statement 𝑝→𝑞
Converse statement 𝑞→𝑝
Inverse statement ~𝑝 → ~𝑞
Contrapositive statement ~𝑞 → ~𝑝
To write the converse of a conditional statement, simply interchange the
hypothesis and the conclusion.
Example 1.
Conditional statement: If today is Monday, then tomorrow is Tuesday.
Converse statement: If tomorrow is Tuesday, then today is Monday.
To write the inverse of a conditional statement, simply negate the
hypothesis and the conclusion.
Example 2.
Conditional statement: If lines are parallel, then they do not intersect.
Inverse statement: If lines are not parallel, then they intersect.
To write the contrapositive of a conditional statement, negate and
interchange the hypothesis and the conclusion.
Example 3.
Conditional statement: If you passed the test, then your grade is at least 75.
Contrapositive statement: If your grade is less than 75, then you did not pass
the test.
Like conditional statement, converse, inverse, and contrapositive can also
be classified as either true or false. Study the table below.
conditional converse inverse Contrapositive
𝑝 𝑞 ~𝑝 ~𝑞
𝑝→𝑞 𝑞→𝑝 ~𝑝 → ~𝑞 ~𝑞 → ~𝑝
T T F F T T T T
T F F T F T T F
F T T F T F F T
F F T T T T T T

From the table above, it is clear that the conditional statement is logically
equivalent to its contrapositive statement since they have the same truth values.
On the other hand, the converse statement is logically equivalent to the inverse
statement.

I. Try These!
Identify if the second statement is a converse, inverse or contrapositive of
the given conditional statement.
1) Conditional statement: If you are 14 years old, then you are in grade 8.
- If you are not 14 years old, then you are not in grade 8.

71 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
 2) Conditional statement: If you live in Valenzuela, then you live in the
Philippines.
- If you do not live in the Philippines, then you do not live in Valenzuela.

3) Conditional statement: If you accomplish this module, then you will pass the
test.
- If you will pass the test, then you accomplish this module.

4) Conditional statement: If two angles are right, then they are congruent.
- If two angles are congruent, then they are right angles.

5) Conditional statement: If two lines are parallel, then they do not intersect.
- If two lines intersect, then they are not parallel.

Answer the following questions in your own words.

Describe the hypothesis and conclusion of (a) converse statement, (b)
inverse statement, and (c) contrapositive statement in comparison to the
hypothesis and conclusion of a conditional statement “if p, then q”.

Write the converse, inverse, and contrapositive from the given the
hypothesis (p) and the conclusion (q) of a conditional statement and determine
whether each statement is true or false.
1) p: A number is rational number. q: A number is an integer.
2) p: Two angles are acute angles. q: Two angles are complementary.
3) p: A number is a multiple of 6 q: A number is a multiple of 12.

Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. What is the contrapositive of the statement, “If today is Sunday, then we have
to attend Bible study?”
A. If we have to attend Bible study, then today is Sunday.
B. If we have to attend Bible study, then today is not Sunday.
C. If we do not have to attend Bible study, then today is Sunday.
D. If we do not have to attend Bible study, then today is not Sunday.

2. What is the contrapositive of a converse statement?

A. Conditional B. Contrapositive C. Converse D. Inverse

72 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
3. Which of the following pairs are equivalent statements?
A. Conditional & Converse C. Conditional & Contrapositive
B. Conditional & Inverse D. Converse & Contrapositive

4. Which of the following is the converse of the conditional statement “If I pass
the test, then my parents will be happy.”?
A. If my parents will be happy, then I pass the test.
B. If my parents will not be happy, then I pass the test.
C. If I do not pass the test, then my parents will not be happy.
D. If I pass the test, then my parents will not be happy.

5. Write the inverse statement of “If your body’s temperature is less than 37.5 0,
then you do not have a fever.”.
A. If your body’s temperature is less than 37.50, then you have a fever.
B. If you do not have a fever, then your body’s temperature is less than 37.5 0.
C. If you have a fever, then your body’s temperature is greater than or equal
to 37.50
D. If your body’s temperature is greater than or equal to 37.5 0, then you have
a fever.

6. Given the statement “If p, then q” and the hypothesis p is false while the
conclusion q is true, which of the following is a false statement?
A. If not p, then q. C. If not p, then not q.
B. If q, then not p. D. If not q, then not p.

For item 7-10, please refer to the given hypothesis and conclusion below and
determine if the statements given is:
Hypothesis: 𝑥 2 = 25. A. Conditional C. Inverse
Conclusion: 𝑥 = 5 B. Converse D. Contrapositive

7. If 𝑥 ≠ 5, then 𝑥 2 ≠ 25.
8. If 𝑥 = 5, then 𝑥 2 = 25.
9. If 𝑥 2 ≠ 25, then 𝑥 ≠ 5.
10. If 𝑥 2 = 25, then 𝑥 = 5.

11. If the conditional statement and its converse are both false statements,
then__________________.
A. the inverse and contrapositive are both true statements.
B. the inverse and contrapositive are both false statements.
C. the inverse is a true statement while the contrapositive is a false statement.
D. the inverse is a false statement while the contrapositive is a true statement.

For items number 12-13, please refer to the statements below:

A: A number is even number.
B: A number is prime number.
C: A number is natural number.
12. What is the inverse of 𝐵 → 𝐶?
A. If a number is prime, then it is natural number.

73 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
 B. If a number is not prime, then it is not natural number.
C. If a number is natural, then it is prime number.
D. If a number is not natural, then it is not prime number.
13. Write the contrapositive of 𝐴 → 𝐶 and identify if it is true or false.
A. If a number is an odd, then it is not natural number. True
B. If a number is an odd, then it is not natural number. False
C. If a number is not natural, then it is an odd number. True
D. If a number is not natural, then it is an odd number. False
14. Which of the following is the converse statement of the diagram at the right?
A. If I live in the Philippines, then I live in Valenzuela.
B. If I live in Valenzuela, then I live in the Philippines. Philippines
C. If I don’t live in the Philippines, then I don’t live in
Valenzuela. Valenzuela
D. If I don’t live in Valenzuela, then I don’t live in the
Philippines.

15. Which of the following is logically equivalent to “If you read the questions
carefully, then the solution is easy.”?
i. If you do not read the question carefully, then the solution is hard.
ii. If the solution is easy, then you read the question carefully.
iii. If the solution is hard, then you did not read the question carefully.

A. i only B. ii only C. iii only D. i, ii and iii

Write the converse, inverse, and contrapositive of the following conditional

statements.
1) If you wear face mask and face shield, then you are protected from covid19.
2) If your age is below 18 years old, then you are not allowed to go outside of
your house.
3) If the number of covid19 cases increase, then lockdown will be imposed.

74 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
DO_Q2_MATHEMATICS8_MODULE2_LESSON7 75
Assessment What I Can Do
1) D 1. Converse: If a number is an integer, then it is a
2) D rational number. True
3) C Inverse: If a number is not rational number, then it
4) A is not an integer. True
5) D Contrapositive: If a number is not an integer, then
6) C it is not a rational number. True
7) D 2. Converse: If two angles are complementary,
8) B
then they are acute angles. True
9) C
Inverse: If two angles are not acute angles, then
10)A
they are not complementary. True
11)B
Contrapositive: If two angles are not
12)B
complementary, then they are not acute angles.
13)C
False
14)A
3. Converse: If a number is a multiple of 12, then it is
15)C
a multiple of 6. True
Inverse: If a number is not a multiple of 6, then it is
not a multiple of 12. True
Contrapositive: If a number is not a multiple of 12,
then it is not a multiple of 6. False
What’s more What I Know
1. Inverse 1. A
2. Contrapositive 2. D
3. Converse 3. D
4. Converse 4. B
5. Contrapositive 5. A
6. C
7. C
What’s In 8. B
9. D
1. If the ones digit is 0 or 5, then a number 10.A
is divisible by 5. 11.D
2. If two circles have equal radii, then they 12.C
are congruent. 13.B
3. If a figure is a square, then it is a regular 14.C
quadrilateral. 15.D
4. If you are a grade 8 student, then you
like Math.
5. If I get that job, then I will buy a car.
DO_Q2_MATHEMATICS8_MODULE2_LESSON7 76
Additional Activities
1) Converse: If you are protected from covid19 infection, then
you wear face mask and face shield.
Inverse: If you do not wear face mask and face shield, then
you are not protected from covid19 infection.
Contrapositive: If you are not protected from covid19
infection, then you do not wear face mask and face shield.
2) Converse: If you are not allowed to go outside of your
house, then your age is below 18 years old.
Inverse: If your age is above 18 years old, then you are
allowed to go outside of your house.
Contrapositive: If you are allowed to go outside of your
house, then your age is above 18 years old.
3) Converse: If lockdown will be imposed, then the number of
covid19 cases increase.
Inverse: If the number of covid19 cases does not increase,
then lockdown will not be imposed.
Contrapositive: If lockdown will not be imposed, then the
number of covid19 cases does not increase.
Math Builders 8 pp. 260-269 by: Jisela N. Ulpina and Lydia T. Tizon
New Century Mathematics 8 pp. 404-411 by: Fernando B. Orines et. al.

77 DO_Q2_MATHEMATICS8_MODULE2_LESSON7
 8
Mathematics
(LEARNING AREA)
Quarter 2 – Module 2
(QUARTER NUMBER)
Lesson 8
The Equivalences
(MODULE of the
NUMBER)
Statement; Contrapositive,
Inverse, and Converse
MELC:
M8GE-llg-2: illustrates the equivalences of: (a) the statement and its
contrapositive; and (b) the converse and inverse of a statement.

Directions: Read and analyze carefully the questions below. Write your answer in
separate sheet of paper.
For numbers 1-4. Using the given conditional statement, complete the truth table
below. Write T if the statement is true and F if false.
Conditional Statement: If the given is perfect square trinomials, then the factors
are the same.

p q 𝑝→𝑞 ~𝑞 ~𝑝 ~𝑞 → ~𝑝
T T 1. 2. 3. 4.

For numbers 5-8. Using the given converse statement, complete the truth table
below. Write T if the statement is true and F if false.

Converse Statement: If the factors are the same then the given is perfect square
trinomials.

p q 𝑞→𝑝 ~𝑝 ~𝑞 ~𝑝 → ~𝑞
T F 5. 6. 7. 8.

For numbers 9-12. Using the given conditional statement, complete the truth table
below. Write T if the statement is true and F if false.

Conditional Statement: If your temperature is 37.5 ℃, then you have a fever.

p q 𝑝→𝑞 ~𝑞 ~𝑝 ~𝑞 → ~𝑝
9. 10. 11. F F 12.

For numbers 13-15. Using the given converse statement, complete the truth table
below. Write T if the statement is true and F if false.
Converse Statement: If you have a fever, then your temperature is 37.5℃

p q 𝑞→𝑝 ~𝑝 ~𝑞 ~𝑝 → ~𝑞
T F 13. 14. 15. T

79 DO_Q2_MATHEMATICS8_MODULE2_LESSON8
 Lesson The Equivalences of the Statement;
8 Contrapositive, Inverse, and Converse
In this module you will learn how to illustrate the equivalence of the statement,
its contrapositive, inverse, and converse. M8GE-llg-2.

Give the Conditional Statement; If you wash your hands, then the virus will
not spread.
Can you give its converse, inverse, and its contrapositive?

A statement is a declarative sentence that is either true or false, but not

both. Statements are usually denoted by small letters p, q, r, s.

Directions: Tell whether the following are considered statement or not statement.
1) TikTok!
2) Wash the dishes.
3) Cha Eun Woo is one of the casts in Korean drama True Beauty.
4) The sun rises at east.
5) team Bren won the Esports battle

Example 1: The following are statements.

1) 7 > 24 4) June 12 is a Philippine holiday.
2) 16 − 9 = 14 5) Taal Volcano is in Talisay Batangas.
3) 26 – 𝑥 ≤ 38

Example 2: The following are NOT statements.

1) Oh right! 4) What should I bring in the camp?
2) 𝑥 + 5 = 20 5) If x is even then x is not a prime number.
3) Pass the soup.
The truth or falsity of a statement is called its truth value. The truth value of
the statement “Taal Volcano is in Talisay Batangas.” is true while the truth value of
“7 > 24.” is false. Sometimes we write T if the statement is true and F if it is false.
Let p and q be two statements. The conditional statement p → q is the
statement “if p, then q” or “p implies q.” The statement p is also called the
hypothesis or premise while the statement q is called the conclusion or
consequence. A conditional statement is also called an implication.
Example 3: Conditional Statement: If it rains, then the class is cancelled.

80 DO_Q2_MATHEMATICS8_MODULE2_LESSON8
 p – it rains q – the class is cancelled

The possible truth values of a conditional statement. (Truth table)

p q. p→q The conditional statement p → q

T T T is false only when p (the
T F F hypothesis or premise) is true,
F T T and q (the conclusion or
F F T consequence) is false. (T-F)

Converse Statement: If the class is cancelled then it rains.

q – the class is cancelled p- it rains

The possible truth values of a conditional statement. (Truth table)

p q. q→p For Converse statement q → p is false

T T T only when q (the hypothesis or premise)
T F T is false, and p (the conclusion or
F T F consequence) is true. (F-T)
F F T

Equivalent Statements are statements that are written differently but hold the
same logical equivalence.

Rule Equivalent Statement

If p then q. If not q then not p.
If q then p. If not p then not q.
The negation of a statement is getting the opposite truth value from the
statement and is denoted by ~𝒑 and read as not p.

Example 3: Conditional Statement: If it rains, then the class is cancelled.

p- it rains q – the class is cancelled Truth table
~𝑝- it is not raining ~𝑞 – the class is not cancelled p ~𝑝 𝑞 ~𝑞
T F T F
F T F T
Example 4: Conditional Statement: If it is not raining, then the class is not
cancelled.
Truth table
p- it is not raining q – the class is not cancelled
p ~𝑝 𝑞 ~𝑞
~𝑝- it rains ~𝑞 – the class is cancelled
T F T F
F T F T
Negation (not): The negation of true statement is false, and the negation of false
statement is true.

The Conditional Statement and its Contrapositive

Example 5:
Conditional Statement: Truth table
If the angle is 90°, then it is a right angle. p q p→q
T T T
p - the angle is 90° (T) q - it is a right angle (T)

81 DO_Q2_MATHEMATICS8_MODULE2_LESSON8
Contrapositive Statement (If not q then not p):
If it is not a right angle then, the angle is not 90°. Truth table
~𝒒- it is not a right angle (F) ~𝒑 – the angle is not 90° (F) ~𝑞 ~𝑝 ~𝒒 → ~𝒑
F F T
Since the conditional statement has T truth value and the
contrapositive statement also has T truth value, therefore the two statements are
equivalent.
The possible truth values of a conditional statement and its contrapositive
(Truth table)
p q. p→q ~𝑞 ~𝑝 ~𝒒 → ~𝒑
T T T F F T
T F F T F F
F T T F T T
F F T T T T

Since the conditional statement has the same logical equivalence to its
contrapositive, therefore the equivalence statement is conditional and contrapositive
statement.

The Converse Statement and its Inverse

Example 5: Converse Statement (If q then p) Truth table
If it is a right angle, then the angle is 90° . p q p→q
q- it is a right angle (T) p- the angle is 90° (T) T T T

Inverse Statement (If not p then not q) Truth table

If the angle is not 90°, then it is not a right angle. ~𝑝 ~𝑞 ~𝒑 → ~𝒒
~𝑝- the angle is not 90° (F) ~𝑞- it is not a right angle. (F) F F T

Since the converse statement has T truth value and the inverse statement also has
T truth value, therefore the two statements are equivalent.
The possible truth values of a converse statement and its inverse (Truth table)
p q p →q q→p ~𝑝 ~𝑞 ~𝒑 → ~𝒒
T T T T F F T
T F F T F T z
T
F T T F T F F
F F T T T T T
Since the converse statement has the same logical equivalence to its inverse,
therefore the equivalence statement is converse and inverse statement.

I. Try These!
Identify the p and q and give the truth value of each statement below.
Statement: The sun shines so bright so the clothes will dry.

82 DO_Q2_MATHEMATICS8_MODULE2_LESSON8
Conditional Statement: “If the sun shines so bright then the clothes will dry.”
1. p- 2. q- p→q
T T 3.
Contrapositive: “If the clothes will not dry then the sun will not shine.”
4. ~q- 1. ~p- p→q
F F 6.

Converse: “If the clothes will dry then the sun shines so bright.”

7. q- 8. p- q→p
T F 9.

Inverse: “If the sun will not shine then the clothes will not dry.”

10. ~p 11. ~q ~p → ~q
12. 13. 14-15.

I. Keep Trying!
Write the converse, inverse, and contrapositive of the given statement and
complete the truth table.
Conditional Statement: If the two slopes and two y-intercepts are equal then the
two lines are coinciding.
p q p→q ~q ~p ~q→~p
T T 2. 3. 4. 5.

Converse: If the two lines are coinciding then the two slopes of these lines and its
y-intercepts are equal.
p q q→p ~p ~q ~p→~q
T T 7. 8. 9. 10.

How will you illustrate the equivalences of the statement, converse, inverse,
and contrapositive?

Given the statements below, write T if it is True, then explain why in three
sentences. If False, just give at least one counter example or a reason that makes it
false.
1. Whole numbers can be fraction.
2. All perfect square numbers are perfect square.

83 DO_Q2_MATHEMATICS8_MODULE2_LESSON8
Directions: Read and analyze carefully the questions below. Write your answer in
separate sheet of paper.
For numbers 1-4. Using the given conditional statement, complete the truth table
below. Write T if the statement is true and F if false.
Conditional Statement: If we add two even numbers, then the sum is also even.

p q 𝑝→𝑞 ~𝑞 ~𝑝 ~𝑞 → ~𝑝
T T 1. 2. 3. 4.

For numbers 5-8. Using the given converse statement, complete the truth table
below. Write T if the statement is true and F if false.

Converse Statement: If the sum is an even number, then we add two even numbers.
p q 𝑞→𝑝 ~𝑝 ~𝑞 ~𝑝 → ~𝑞
5. 6. 7. F T. 8.

For numbers 9-12. Using the given conditional statement, complete the truth table
below. Write T if the statement is true and F if false.
Conditional Statement: If your temperature is below 37.5℃, then you don’t have a
fever.

p q 𝑝→𝑞 ~𝑞 ~𝑝 ~𝑞 → ~𝑝
9. 10. 11. F F 12.

For numbers 13-15. Using the given converse statement, complete the truth table
below. Write T if the statement is true and F if false.

Converse Statement: If you don’t have a fever, then your temperature is below
37.5℃

p q 𝑞→𝑝 ~𝑝 ~𝑞 ~𝑝 → ~𝑞
T F. 13. 14. 15. T

Explain that no number can be both odd and even using logical equivalences.

84 DO_Q2_MATHEMATICS8_MODULE2_LESSON8
DO_Q2_MATHEMATICS8_MODULE2_LESSON8 85
Go for an Extra Miles. Assessment
1. True. 1)A
2. False. 64 is a perfect square and perfect cube. 2)B
Explanations will be checked by the teacher. 3)B
4)A
5) A
Connecting to the real world: 6) B
The teacher will check the answers of the students. 7) A
8)A
What’s More What’s More 9)A
Keep trying Try These: 10)A
1. If the two lines are 1. p- the sun shines so 11) A
not coinciding, then bright 12)A
two slopes and two 2. q- the clothes will 13)A
y-intercepts are not dry.” 14)B
equal. 3. T 15)A
2. T 4. ~q- the clothes will
3. F not dry What I Know
4. F 5. ~p - the sun will not 1)A
5. T shine.” 2)B
6. If the two slopes 3)B
6. T
and two y- 4)A
7. q - the clothes will
intercepts are not 5)A
dry
equal, then the two 6)B
8. p – the sun shines
lines are not 7)A
so bright
coinciding. 8)A
9. T
7. T 9)A
10. ~p- the sun will not 10)A
8. F
shine
9. F 11)A
11. ~q- the clothes will
10.T 12)A
not dry
13) A
12. F
14) B
13. T
15) A
14-15. T
https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-systems-
topic/cc-8th-systems-graphically/v/solving-linear-systems-by-graphing
https://www.freepik.com/free-photo/woman-washing-hands-carefully-bathroom-
close-up-prevention-infection-flu-virus-
spreading_7785521.htm#query=handwashing&position=10

86 DO_Q2_MATHEMATICS8_MODULE2_LESSON8
 8

(LEARNING AREA)
Mathematics
(QUARTER
Quarter 2 –NUMBER)
Module 2
(MODULE NUMBER)
Lesson 9
Reasoning and Proof
MELCs:
M8GE-IIh-1: use inductive and deductive reasoning in an argument; and
M8GE-IIj-1: write a proof, both direct and indirect proof.

Multiple Choice: Write the letter of the correct answer in separate sheet of paper.

1. How was deductive reasoning organized?

A. Syllogism B. Inductive Logic C. Logic
For numbers 2-5: The farmers are industrious. Juan is a farmer. _______________

2. Which among the statements is the major premise?

A. The farmers are industrious.
B. Juan is industrious.
C. Juan is a farmer.
3. Which among the statements is the minor premise?
A. The farmers are industrious.
B. Juan is industrious.
C. Juan is a farmer.
4. Which among the statements is the possible inference?
A. The farmers are industrious.
B. Juan is industrious.
C. Juan is a farmer.
5. What kind of reasoning is being shown in numbers 2-5?
A. Deductive B. Inductive C. Induction
6. How was inductive reasoning organized?
A. Syllogism B. Inductive Logic C. Logic

For numbers 7-10: I soaked the P1 coins in baking soda and it shone.
I also soaked the P5 coins in baking soda and it also shone.
7. Which of the following is the conclusion from the data?
A. Coins will shine if you soak them in baking soda.
B. Baking soda can only make P5 coin shine.
C. Baking soda can make the P1 coin shine.
8. Which of the following is a possible additional data?
A. Lastly, I buried the P10 coin in baking soda and it shone just like the two
other coins.
B. Lastly, I soaked the P10 coin in baking soda and it shone just like the two
other coins.
C. Lastly, I rubbed the P10 coin with baking soda and it shone just like the two
other coins.

88 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
9. What kind of reasoning is being shown in numbers 7-8?
A. Deductive B. Inductive C. Induction
For number 10:
Polygons with three sides are triangle.
Scalene is a polygon that has three sides.
Scalene is a triangle.
10. What is the major premise in the statements in the box?
A. Scalene is a triangle
B. Polygons with three sides are triangle
C. Scalene is a polygon that has three sides
II. Give the proof in each item.
For numbers 11-13.
Given: The sum of a number and 0 is a number itself. (Direct proof)
For numbers 14-15.
Given: The sum of a number and its opposite is 0. (Indirect proof)
Proof by contradiction: The sum of a number and the same number is twice the
number.

Lesson
Reasoning and Proof
9
First try: I touched the makahiya and its leaves closed. Filipinos are
Second try: I touched the other makahiya and its leaves hospitable.
also closed Mark is a Filipino
Third try: I touched another makahiya and its leaves What can you conclude
closed just like the other two. about the given
What would be your conclusion? statements above?

What is the difference between the two arguments?

In this module you will learn how to illustrate the equivalence of the
statement, its contrapositive, inverse, and converse. M8GE-llg-2

Fill in the truth table below of the conditional statement: “If you wear mask, then
you save lives.”

p q 𝑝→𝑞 ~𝑞 ~𝑝 ~𝑞 → ~𝑝
T T

89 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
Reasoning is a process of thinking in forming a judgement or a conclusion based
on facts and premises.
Proof is a process of establishing evidence of facts or truth of a statement.

Deductive reasoning starts out with a general statement, or hypothesis, and

examines the possibilities to reach a specific, logical conclusion.
Deductive reasoning usually follows steps:
• First, there is a premise.
• Then a second premise.
• Finally, an inference.

A common form of deductive reasoning is the syllogism, in which two statements —

a major premise and a minor premise — reach a logical conclusion.

Example 1:
Filipinos are hospitable. (Major Premise)
Mark is a Filipino (Minor Premise)
Mark is hospitable (inference)
Example 2:
Polygons with four sides are Quadrilateral (Major Premise)
Rectangle is a polygon that has four sides (Minor Premise)
Rectangle is a Quadrilateral (inference)
Example 3:
All numbers divisible by 2 are even number (Major Premise)
16 is divisible by 2 (Minor Premise)
16 is an even number (inference)

Inductive reasoning is the opposite of deductive reasoning. Inductive reasoning

makes broad generalizations from specific observations. Basically, there is data, then
conclusions are drawn from the data which is called as inductive logic.
Example 1:
First try: I touched the makahiya and its leaves closed. (Data)
Second try: I touched the other makahiya and its leaves also closed. (Data)
Third try: I touched another makahiya and its leaves closed just like the other
two. (Data)
Conclusion: When you touch the makahiya its leaf close.
Example 2:
7 multiplied by 2 is 14 (Data) 9 multiplied by 2 is 18 (Data)
Any number multiplied by 2 gives a product of even number (Conclusion)

90 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
Example 3:
3 multiplied by itself is 9 (Data) 4 multiplied by itself is 16 (Data)
Any number multiplied by itself is a perfect square number. (Conclusion)

Remember:
Deductive reasoning uses syllogism while
inductive reasoning uses logic.

Direct Proof and Indirect Proof

A proof is a sequence of statements. These statements come in two forms: givens
and deductions.

A direct proof is a sequence of statements which are either givens or deductions

from previous statements, and whose last statement is the conclusion to be proved.

Example 1: Given: The sum of two even numbers is even.

• 2 and 4 are even numbers and their sum 6 is also an even number.
• 6 and 8 are also even numbers and their sum 14 is also an even number.
• Let 2𝑛 be an even number, so 2𝑛 + 2𝑛 = 4𝑛 which is also an even number.
• Therefore, the sum of two even numbers is even.
Example 2: Given: The sum of an even number and an odd number is odd.
• 1 is an odd number added by 2 which is an even number has the sum of 3 which
is odd.
• An odd number 3 plus an even number 4 gives a sum of 7 which is odd.
• Let 2𝑛 + 1 an odd number and 2n an even number, so (2𝑛 + 1) + (2𝑛) = 4𝑛 + 1
which is odd.
• Therefore, the sum of an even number and an odd number is odd.
Example 3: Given: If n is even then 𝑛2 is even.
• Let 𝑛 = 2𝑘 since n is even.
• So (𝑛)2 = (2𝑘)2 , then 𝑛2 = 4𝑘 2
• Since 4𝑘 2 is also even, therefore 𝑛2 is even whenever n is even.

Indirect Proof is a sequence of statements which can be proved by contrapositive

and contradiction.

Proof by Contrapositive

Example 1: Given: “If it is Sunday, then I am going to church.”

• If I am not going to church, then it is not Sunday (contrapositive)
• I am not going to church because it is Friday. (proof of contrapositive)
• Therefore, I can only go to church if it is Sunday.
Example 2: Given: The sum of two supplementary angles is exactly 180°.
• If the sum of two angles is more than 180°, then the angles are not supplementary.
(contrapositive)

91 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
• ∠𝐴 = 120° 𝑎𝑛𝑑 ∠𝐵 = 70° and the sum of these angles are 190° so the two angles
are not supplementary. (proof of contrapositive)
Note: You can illustrate the angles to prove this statement.
• The sum of Angle A and Angle B is more than 180° so these two angles are not
supplementary. (proof of contrapositive)
• Therefore, the sum of two supplementary angles is exactly 180°.
Example 3: Given: If n is even then 𝑛2 is even.
• If 𝑛2 is not even, then n is not even. (proof by contrapositive)
• Let 𝑛 = 2𝑘 + 1 since n is not even. (proving backwards)
• So (𝑛)2 = (2𝑘 + 1)2 , then 𝑛2 = 4𝑘 2 + 4𝑘 + 1
• Since 4𝑘 2 + 4𝑘 + 1 is not even, therefore 𝑛2 is not even whenever n is not even.
• So, it must be also true that 𝑛2 is even whenever n is even.

Proof by Contradiction
Step 1: Assume your statement to be false.
Step 2: Proceed as you would with a direct proof.
Step 3: Come across a contradiction.
Step 4: State that because of the contradiction, it cannot be the case that the
statement is false, so it must be true.

Example 1: Given: “If it is Sunday, then I am going to church.”

• Today is Friday, so I am not going to church. (contradiction)
• If I insist to go to church this Friday, the church is closed. (direct proof of
contradiction)
• Therefore, I can only go to church if it is Sunday. (the statement must be true)
Example 2: Given: The sum of two supplementary angles is exactly 180°.
Note: ∠𝐴 + ∠𝐵 = 180°, ∠𝐵 > 180° and ∠𝐴 > 180
• If Angle B is more than 180° and added to Angle A, it is now more than 180°.
Then, the angles are not supplementary. (contradiction)
• ∠𝐴 = 20° 𝑎𝑛𝑑 ∠𝐵 = 190° and the sum of these angles are 210° so the two angles
are not supplementary. Note: You can illustrate the angles to prove this
statement. (direct proof of contradiction)
• When you illustrate the angles ∠𝐴 = 20° 𝑎𝑛𝑑 ∠𝐵 = 190° , it is more than 180° or
more than a protractor. (direct proof of contradiction)
• Therefore, the angles are supplementary if their sum is exactly 180°. (the
statement must be true)
Example 3: Given: If n is even then 𝑛2 is even.
• Assume that n is odd and 𝑛2 is also odd. (proof by contradiction)
• Let 𝑛 = 2𝑘 + 1 since n is not even. (proving backwards)
• So (𝑛)2 = (2𝑘 + 1)2 , then 𝑛2 = 4𝑘 2 + 4𝑘 + 1
• Since 4𝑘 2 + 4𝑘 + 1 is not even, therefore 𝑛2 is not even whenever n is not even.
So, it must be also true that 𝒏𝟐 is even whenever n is even.

I. Try These!
Fill in the table below to comply the appropriate reasoning.

92 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
 Deductive Reasoning Tropical fruits are delicious
Mango is a tropical fruit
1.
Deductive Reasoning Mammals breastfeed their babies
2.
Monkeys breastfeed their babies.
Inductive Reasoning I pulled the tail of my cat, and it bit me.
I pulled the tail of my friend’s cat, and it bit me.
3.
Inductive reasoning I divided 10 into 2 and the results gave me half.
4-5
When you divide a number into 2, it gave you half.

II. Keep Trying!

A. Write the direct proof of the given below.
Given: The product of two odd numbers is odd. (1-5)
B. Write the indirect proof of the given below. (by contrapositive)
Given: The product of two negative integers is a positive integer. (6-10)

Make a deductive reasoning and inductive

Reasoning about the fruits in the picture.

Answer the following questions.

1. How do we use deductive reasoning and inductive reasoning?
2. How do we write direct proof and indirect proof?

I. Multiple Choice: Write the letter of the correct answer in separate sheet of
paper.
1. If you apply deductive reasoning what method will you use?
A. Syllogism B. Inductive Logic C. Logic
For numbers 2-5: The policemen are courageous. Juan is a policeman. __________
2. Which among the statements is the major premise?
A. The policemen are courageous.
B. Juan is a policeman.
C. Juan is courageous.

93 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
3. Which among the statements is the minor premise?
A. The policemen are courageous.
B. Juan is a Policeman.
C. Juan is courageous.
4. Which among the statements is the possible inference?
A. The policemen are courageous.
B. Juan is a policeman.
C. Juan is courageous.
5. What kind of reasoning is being shown in numbers 2-5?
A. Deductive B. Inductive C. Induction
6. If you apply inductive reasoning, what method will you use?
A. Syllogism B. Inductive Logic C. Logic
For numbers 7-10 I squared ½ and I got ¼ .
I also squared ¼ and I got 1⁄16.

7. Which of the following is the conclusion from the data?

A. I squared 1⁄16 and I get 1⁄256.
B. If you square a fraction, the result getting smaller.
C. Square the fraction continuously and you get another fraction.
8. Which of the following is a possible additional data?
A. I squared 1⁄16 and I get 1⁄256
B. If you square a fraction, the result getting smaller.
C. Square the fraction continuously and you get another fraction.
9. What kind of reasoning is being shown in numbers 7-8?
A. Deductive B. Inductive C. Induction

For number 10:

Polygons with four sides are quadrilaterals
Rectangle is a polygon that has four sides
Rectangle is a quadrilateral

10. What is the major premise in the statements in the box?

A. Rectangle is a quadrilateral.
B. Rectangle is a polygon that has four sides.
C. Polygons with four sides are quadrilaterals.

II. Give the proof in each item.

For numbers 11-13.
Given: The sum of a number and zero is a number itself (direct proof)
For numbers 14-15.
Given: The sum of a number and zero is a number itself. (Indirect proof)
Proof by contradiction: The sum of a number and the same number is twice the
number.

94 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
Use direct proof and indirect proof to prove the following.
1. Prove that schools are closed every Sunday.
2. Prove that doors are for entrance and exit in a regular basis.
3. Prove that there is no number that can be both odd and even.

95 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
DO_Q2_MATHEMATICS8_MODULE2_LESSON9 96
Connecting to the Real World Assessment
The teacher will check the answers. 1. A
2.A
3. B
4. C
5 A.
6. C
7. B
8. A
9. B
10. B
11-15 The teacher will give the
answers
What’s More What I Know
Keep trying: Sample answers 1)A
3. 1. 3 = 3 2)A
4. 3. 5 = 15 3)C
3. 5.7 =35 4)B
4. let 2n-1 be the odd number. So, the product of 5)A
two odd number. 6)B
(2n-1) (2n-1) = 4n2-4n + 1 7)A
5. 4n2-4n + 1 is odd. 8)B
6. If the product is a negative integer, then you 9)B
multiply a positive and negative integer. 10)B
7. -6 . 2 = -12 Sample answers
8. -3 . 5 = -15 11) 0 + 1 = 1
9. -2. 1 = -2 12) 0 + 2 = 2
10. Therefore, the product of two negative integers is 13) let n be the
a positive integer. number
0+n=n
14) The difference
What’s More
of a number and
Try These:
the same number
1. Mango is delicious.
is twice the
2. Monkey is a mammal.
number.
3-5. the teacher will check.
15) n – n = 2n
6. If you pull the cat’s tail then it will bite you.
0 = 2n
7. Sample answer: I divide also 12 into 2, and the
0 ≠2n
result is also half.
Therefore, The
8-10 the teacher will check.
sum of a number
and the same
number is twice
the number.
DO_Q2_MATHEMATICS8_MODULE2_LESSON9 97
Go for an Extra Miles Sample Answer
Direct Proof:
2 and (2)2 is equal to 4
Let n = 2k since it is even, so (2k)2=4k2
Therefore, when n is even, n2 is also even.
Indirect Proof: by contradiction
If n is odd, then n2 is also odd
Let n= 2k+1 since it is odd so, (2k+1)2= 4k2+ 4k + 1
So, it is also true that when n is even, n2 is also even.
Assessment
1)A 11. -4+4 =0
2)A 12. Let n be the number and -n be the opposite number.
3)B 13. -n + n = 0 so the statement is true.
4)C 14. Let n be the number. n+n =2n.
5)A 15. Therefore, if you add a number and its opposite the sum is 0.
6)B
7)B
8)A
9)B
10)B
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98 DO_Q2_MATHEMATICS8_MODULE2_LESSON9
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