DIVISION OF NAVOTAS CITY

Mathematics
Quarter 2
Development Team of the Activity Sheet
Writer: Mylene V. Erbite, Isagani C. Lazaro Jr., Regie Pagacpac, Stephanie
Joie S. Sanchez, Marvin S. Torres
Reviewer:
Illustrator:
Layout Artist:
Management Team: Alejandro G. Ibañez, OIC-Schools Division Superintendent
Isabelle S. Sibayan, OIC-Asst. Schools Division Superintendent
Loida O. Balasa, Curriculum Implementation Division Chief
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II – LRMS

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
 Mathematics Grade

8
Name: __________________________________
Grade & Section: ____________ Date:______

Activity 1

Learning Differentiates linear inequalities in two variables

Competencies&Code: from linear equations in two variables.
Illustrates and graphs linear inequalities in two
variables. M8AL-IIa -2
Solves problems involving linear inequalities in two
variables. M8AL-IIa -4

Lesson/Topic: Linear Inequalities in Two Variables

Objectives: Differentiate linear inequalities in two variables from
linear equations in two variables.
Graph linear inequalities in two variables.
References: https://www.cuemath.com/algebra/linear-
inequalities-in-two-variables/

Content Focus:
A linear inequality in two variables is an inequality that can be written in one
of the following forms:
Ax + By < C Ax + By ≤ C
Ax + By > C Ax + By ≥ C
where A, B, and C are real numbers, and A and B are not both equal to zero.

Differences Between Linear Inequality in Two Variables from

Linear Equation in Two Variables

Linear Equations Linear Inequalities

Symbols used = >, <, ≠, ≥, ≤
Sample graphs

Graphical solutions to a A point, a set of points or Regions of points

linear system an empty set
Geometric Intersecting lines, parallel Plane, or Half plane
Representation lines, or coinciding lines
Effect of multiplying or Sense of equality does Sense of inequality
dividing the expression not change change
by a negative real
number

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Steps in Graphing Linear Inequality in Two Variables
1. Change the linear inequality to linear equation by changing the symbol >, or
< and a solid line (heavy line) for ≥ or ≤.
2. Arranged the linear equation in the form y= mx + b.
3. Graph the linear equation. Use a broken line (dashed line) for > or < and a
solid line (heavy line) for ≥ or ≤. This will serve as the boundary line. This
line separates the Cartesian plane into two half-plane or region.
4. Use a test point like (0,0) to determine the half-plane. Use the original linear
inequality.
5. Shade the half-plane or region that contains the solution.
Graph x + y > 6
Solution:
Step 1: x + y =6 Use broken line
Step 2: y = -x + 6
Step 3: Table of values Shade away
x 0 2 from the point
y 2 0 (0,0) since the
Step 4: Test of (0,0) point (0,0) is
not part of the
x+y>6 solution.
0+0>6
0 > 6 (not true)

To find the linear inequalities suited for the solution, let us substitute each ordered
pair to each inequality and check which one gives a true statement.
Examples:
Is the solution suited to x – 2y > -2?
x – 2y > -2 Given
(1) - 2(1) > -2 Substitution
1 - 2 > -2 Simplify
-1 > -2 True statement

Therefore, (1, 1) is a solution.

DIRECTIONS: Answer the given activities.

I. Classify whether the given is a linear inequality in two variables or linear
equation. Write LI if it is linear inequality or LE if it is linear equation.
1. 5x – 2y ≥ 4
2. 4x + 2y = 6
3. 5x- 3y = 39
4. y > x
5. 2y < 4 – x

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II. Write TRUE if the given sets of ordered pairs satisfy the given inequality
and FALSE if not.
1. y ≤ x + 5 (2, 7), (1, 0), (3, 2)
2. y < 5 – 2x (1, 3), (0, 5), (3, 2)
3. y ≥ 3 – x (1, 3), (0, 5), (3, 2)
4. y > x (0, 1), (-15, 23), (-7, -2)
5. x – 2y ≥ 4 (0, 2), (5, 0), (1, -2)

Activity 2

Learning Solves problems involving systems of linear

Competencies&Code: inequalities in two variables.
M8AL-IIb -2
Lesson/Topic: System of Linear Inequalities in Two Variables
Objectives: Identify steps in solving system of linear inequalities
in two variables.
Solve problems involving system of linear inequalities
in two variables.
References: https://2012books.lardbucket.org/books/beginning-
algebra/s07-05-solving-systems-of-linear-ineq.html
https://cdn.kutasoftware.com/Worksheets
/Alg1/Systems%20of%20Inequalities.pdf

Content Focus:
A system of linear inequalities consists of a set of two or more linear
inequalities with the same variables. The inequalities define the conditions that are
to be considered simultaneously. For example,

Solving Systems of Linear Inequalities

Solutions to a system of linear inequalities are the ordered pairs that solve
all the inequalities in the system. Therefore, to solve these systems, graph the
solution sets of the inequalities on the same set of axes and determine where they
intersect. This intersection, or overlap, defines the region of common ordered pair
solutions.
Example 1: Graph the solution set:
Solution: To facilitate the graphing process, we first solve for y.

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 For the first inequality, we use a dashed boundary defined by and shade all
points above the line. For the second inequality, we use a solid boundary defined
by and shade all points below. The intersection is darkened.

After graphing all three inequalities on the same set of axes, we determine that the
intersection lies in the triangular region pictured. The graphic suggests that (-1, -3)
is a common point. As to check, substitute that point into the inequalities and
verify that it solves all three conditions.

DIRECTIONS: Graph the system of linear inequalities in two variables

and determine whether the origin(0, 0) is part of their solutions.

1. y  −x −  and y  −x +  2. y  −x −  and y  −x + 

1 5
3. y  𝑥 +  and y  −x −  4. x  − and y  𝑥 +
2 3

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 Activity 3

Learning The learner illustrates a relation and a function

Competencies & (M8AL-IIc-1)
Code: Verifies if a given relation, is a function. (M8AL-IIc-2)
The learner determines dependent and independent
variables. (M8AL-IIc-3)
Lesson/Topic: Relation and Function
Dependent and Independent Variables
Objectives: a. Illustrates a relation and a function.
b. Verifies if a given relation is a function
c. Determines dependent and independent variables.
References: Mathematics 8 – Module 3 Quarter 2

Content Focus:
A relation is a set of ordered pairs (x, y), and { } is the symbol for a set. The
first coordinate set is the domain (x – values or the abscissas) of the relation, and
the second coordinates is the range (y – values or the ordinates) of the relation.
A function is a special type of a relation. It is a relation in which every element in
the domain is mapped to exactly one element in the range. Thus, a set of ordered
pairs is function if no two distinct ordered pairs have equal abscissas. All functions
are relations, but not all relations are functions.
A relation may be represented by the following:
1. Ordered pairs = {(1,5), (2, 10), (3,15), (4, 20)}
2. Table

x 1 2 3 4
y 5 10 15 20

3. Graph 4. Mapping Diagram

Directions: Determine whether each of the following describes a function or

a mere relation. Write your answer on the space provided before each
number.

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_________ 1. {(Navotas, Tiangco), (Manila, Moreno), (Quezon, Belmonte)}
_________ 2. {(Math, Saavedra), (Science, Gulmatico), (Filipino, Igcazensa)}
_________ 3. {(2, 1), (3, 1), (4, 2), (5, 2)}
_________ 4. {(c, 5), (d, 7), (e, 7)}
_________ 5. {(1, 1), (-1, 1), (2, 4), (-2, 4), (-3, 9), (3, 9). . .}

Content Focus:
Variables may be dependent or independent. In an equation where y is
expressed in terms of x, the variable x is considered the independent variable
because any value could be assigned to it. However, the variable y is the dependent
variable because its value depends on the value of x.
In determining the dependent and independent variable, always remember that x
values (independent variables) must come or happen first.
Independent variable – It is a variable that stands alone and is not changed by the
other variables you are trying to measure. (CAUSE)
Dependent variable – It is something that depends on other factors. (EFFECT)
The Independent variable causes a change in the Dependent variable.
Example: Time spent studying causes a change in Test Score
(Independent variable) (Dependent Variable)
It is not possible that Test Score could cause a change in time spent studying

Directions: Classify the variables as independent or dependent.

1. Drinking vitamins makes people more healthy
Independent Variable: ___________________________________
Dependent Variable: _____________________________________
2. Eating breakfast in the morning increases the energy to work
Independent Variable: ___________________________________
Dependent Variable: _____________________________________
3. The number of bikes sold and the price of the bike
Independent Variable: ___________________________________
Dependent Variable: _____________________________________
4. The weight of a person and the amount of food he takes
Independent Variable: ___________________________________
Dependent Variable: _____________________________________
5. The amount of water bill to the water consumption every month
Independent Variable: ___________________________________
Dependent Variable: _____________________________________

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 Activity 4

Learning The learners find the domain and range of a function.

Competencies & Graphs and illustrates a linear function and its (a)
Code: domain; (b)range; (c) table of values; (d) intercepts;
and (e) slope. (M8AL-IId-1)
Lesson/Topic: Representation of Relation and Functions
Objectives: Determined the domain and range of a function
Completing the table of a linear function
Solved for x and y-intercept
References: Mathematics 8 – Module 2nd Quarter, Mathematics 8
– Teachers Guide

Content Focus:
A relation is a set of ordered pairs. The domain of a relation is the set of
first coordinates. The range is the set of the second coordinates.
A function is a relation in which each element of the domain corresponds to
exactly one of the range.
The domain of the function in a graph is the horizontal values or the length of the
graph, while the range of the function in a graph is the vertical values or the height
of the graph. To graph the domain and range of a linear function, locate the domain
in the x-axis and the range on the y-axis.
Example 1:
a. List of all domain
{(-2),(-1), (0),(1),(2),(3),(4) }
b. List of all range
{(4),(5),(6),(7),(8),(9),(10) }

Directions: Determine the domain and the range of the relation given the
set of ordered pairs.
1. {(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}
2. {(0, 2), (0, 4), (0, 6), (0, 8), (0, 10)}
3. {(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}

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4. {(0, 2), (-1, 3), (-2, 4), (-3, 5), (-4, 6)}
5. {(0, -2), (1, -3), (2, -4), (3, -5), (4, -6)}

Activity 5

Learning Solving problems involving linear function

Competencies&Co M8AL-IIe-2
de:
Lesson/Topic: Solve problems involving linear functionIe-
Objectives: 1. To solve problems involving linear function.
References: https://www.analyzemath.com/math_problems/linear_func_probl
ems.html
Content Focus:
Linear functions are those whose graph is a straight line. This means that
the function has either one or two variables with no exponents or powers. If the
function has more variables, the variables must be constants or known variables to
remain a linear function.

A linear function has the following form. y = f(x) = a + bx. A linear function has one
independent variable and one dependent variable.

Relation: A collection of ordered pairs. •

Variable: A symbol that represents a quantity in a mathematical expression, as
used in many sciences.
Linear function: An algebraic equation in which each term is a constant or the
product of a constant and (the first power of) a single variable.
Function: A relation between inputs and a set of permissible outputs with the
property is related to exactly one output.

What are the steps to be considered in solving word problems that involved linear
functions?
We also learned the steps for solving this, which are as follows:
• Step 1: Substitute the value of f(x) into the problem.
• Step 2: Isolate the variable.
• Step 3: Continue to isolate the variable.
• Step 4: Confirming the answer

DIRECTIONS: Write the letter of the correct answer that best completes the sentence or
answers the question.

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 1. Jonathan has a job mowing lawn in his neighborhood. He works up to 10 hours per
week and gets paid Php 25 per hour. Identify the independent variable.

2. Lebron resides in a certain city, but he starts a new job in the neighboring city. Every
Monday, he drives his new car 90 kilometers from his residence to the office and
spends the week in a company apartment. He drives back home every Friday. After 4
weeks of this routine activity, his car's odometer shows that he has traveled 870
kilometers since he bought the car. Write a linear model that gives the car's distance y
covered by the car as a function of x number of weeks since he used the car.

3. A 50-meter by 70-meter rectangular garden is surrounded by a walkway of constant

width x meters.

a). Write the outside perimeter P in terms of x.

b) Find the slope of the graph of P.
c) What is the meaning of the slope found in b)?

Activity 6

Learning Determine the relation between the hypothesis and the

Competencies&Code: conclusion of an if-then statement M8GE-IIf-1
Transforms a statement into an equivalent if-then
statement
M8GE-IIf-1
Lesson/Topic: Determine and transform hypothesis and the
conclusion into equivalent if-then statement
Objectives: • Identify the hypothesis and the conclusion of an if-
then statement
• To transforms a statement into an equivalent if-then
statement
References: http://hopmathematics.weebly.com/
uploads/2/6/5/3/26539043/review_for_retake.pdf

Content Focus:
An If-then statement is called a conditional statement. It consists of two
parts: the hypothesis and the conclusion. The statement is written in the form, “If p

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then q.” The “If” clause contains the hypothesis p and the “then” clause contains
the conclusion q

Conditional statements – it is formed by joining 2 statement with the words if and

then.
An if – then statement is composed of two clauses: the if – clause and the then –
clause. We can denote a letter for each clause, p for the if – clause and q for the
then – clause. Hypothesis – the if part or the cause in the statement.
Conclusion – the then part or the effect in the statement.
Example
The number is even, it is divisible by two.
(if- part) (then-part)

To translate the sentence into if – then statement, identify the hypothesis and the
conclusion and just add if to the possible cause in the sentence and then to
possible effect in the sentence.
If the number is even, then the number is divisible by two.

I. Directions: Identify the hypothesis and the conclusion for each of the
following conditional statements.

1. The measure of a right angle is 90°.

Hypothesis: ___________________________________________
Conclusion: ___________________________________________

2. When x=6, x2 = 36
Hypothesis: ___________________________________________
Conclusion: ___________________________________________

3. Two angles are supplementary if they measure 180°.

Hypothesis: ___________________________________________
Conclusion: ___________________________________________

4. You have a fever if your body temperature is 103°.

Hypothesis: ___________________________________________
Conclusion: ___________________________________________

5. It is time for dinner if it is 6 p.m.

Hypothesis: ___________________________________________
Conclusion: ___________________________________________

II. Direction: Rewrite each given statements into if-then form.

1. If John hurries, he arrives on time.

If-Then Form: _________________________________________________

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2. Two planes that intersect have many points in common.
If-Then Form: _________________________________________________

3. Mary will be president if she campaigns.

If-Then Form: _________________________________________________

4. The picnic will be canceled in the event of heavy rainfall.

If-Then Form: _________________________________________________

5. We will be happy when the Covid-19 pandemic stop.

If-Then Form: _________________________________________________

Activity 7

Learning Determines the inverse, converse and contrapositive

Competencies&Code: of an if-then statements. M8GE-IIg1
Lesson/Topic: Inverse, Converse and Contrapositive
Objectives: Able to determine the inverse, converse and
contrapositive of an if-then statements.
References: Module 7 – Quarter 2 S.Y. 2020 - 2021

Content Focus:
Converse statement - is formed by interchanging the hypothesis and the
conclusion.

Example:
Conditional - If a polygon is triangle, then it has three sides.
Converse - If a polygon has three sides, then it is a triangle.
Inverse statement - is formed by negating both the hypothesis and the conclusion.

Example:
Conditional - If a polygon is triangle, then it has three sides.
Inverse - If a polygon is not a triangle, then it does not have three sides.

Contrapositive statement - is formed by interchanging the hypothesis and the

conclusion and negating both.

Example:
Conditional - If a polygon is triangle, then it has three sides.
Contrapositive - If a polygon does not have three sides, then it is not a
triangle.

DIRECTION: Identify if the statement is a Converse, Inverse or

Contrapositive by writing CV if the statement is a Converse statement, IV if
Inverse statement and CP if it is a Contrapositive statement.

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Conditional statement: If a shape has four sides, then the shape is a rectangle.

_____1. If a shape does not have four sides, then the shape is not a rectangle.

Conditional statement: if the figure is a square, then it has four sides.

_____2. If the figure has four sides, then it is a square.

Conditional statement: if two angles form a linear pair, then they are
supplementary.

_____3. If two angles are not supplementary, then they do not form a linear pair.

Conditional statement: If a dog is Great dane, then it is large.

_____4. If the dog is large, then it is a Great dane.

Conditional statement: If the measure of an angle is less than 90°, then the angle is
acute.

_____5. If an angle is not acute, then its measure is not less than 90°.

Activity 8

Learning Use inductive or deductive reasoning in an

Competencies&Code: argument.
(M8GE-IIh-1)
Lesson/Topic: Logic and Reasoning
Objectives: Define inductive and deductive reasoning; and use
it in an argument
References: Mathematics 8 - Module

Content Focus:

Reasoning means the process of thinking about something logically to form

a conclusion or judgment. There are two major types of reasoning; deductive and
inductive. They refer to the process by which someone creates a conclusion and
how they believe their conclusion to be true.
Inductive reasoning
This kind of reasoning uses specific examples to arrive at a general rule,
generalizations, or conclusion.
Deductive reasoning
This kind of reasoning uses specific examples to arrive at a general rule,
generalizations, or conclusion. It has two parts, which are:

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 Hypothesis – the statement which is accepted or known at the
beginning.

Conclusion – the statement drawn from the hypothesis.

Examples: Inductive reasoning

1. The left-handed people I know use left-handed scissors; therefore, all left-
handed people use left-handed scissors.
2. In the summer, there are ducks on our pond. Therefore, summer will bring
ducks to our pond.
Examples: Deductive reasoning
1. All men are mortal. Joe is a man. Therefore, Joe is mortal.
2. Bachelors are unmarried men. Bill is unmarried. Therefore, Bill is a
bachelor.

Direction: Determine the following arguments if inductive or deductive.

1. After careful observation we have not seen any hummingbirds all day in this
forest.
Therefore, probably there are no any hummingbirds in this forest.
2. This cat is black. That cat is black. A third cat is black. Therefore all cats are are
black.
3. It’s sunny in Philippines. If it’s sunny in Philippines, then I won’t be carrying an
umbrella. So, you won’t be carrying an umbrella.
4. My sister likes cats. Jeff's sister likes cats. Marks's sister likes cats. All girls
must like cats.
5. John is ill. If John is ill, then he won’t be able to attend our meeting today.
Therefore, John won’t be able to attend our meeting today.
6. Every morning at the beach, it has rained. I think it will rain again this morning.
7. All odd numbers are integers. All even numbers are integers. Therefore, all odd
numbers are even numbers.
8. The first three Skittles that I dumped out of the bag were purple. All of the
Skittles in this bag must be purple.
9. The first lipstick I pulled from my bag is red. All lipsticks in my bag are red.
Therefore, the second lipstick I pull from my bag will be red, too.
10. Joe wore a blue shirt yesterday. Joe's shirt today is blue. Joe will wear a blue
shirt tomorrow as well.

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 Activity 9

Learning Writes a proof (both direct and indirect

Competencies&Code: (M8GE-IIi-j-1)
Lesson/Topic: Logic and Reasoning: Writing proofs
Objectives:
• Differentiate between direct and indirect
proof.
• Utilize different forms in representing proofs.
• Write a direct and indirect proof using a
paragraph or two-column form.
References: Mathematics 8 - Module

Content Focus:
A proof is a collection of statements where the conclusion absolutely follows
from the premises of the arguments. It is a logical argument showing that the truth
of the premises guarantees the truth of the conclusion. There are two kinds of
proofs, namely:
Direct proof is a sequence of statements that are either givens or
deductions from previous statements and whose last statement is the conclusion
to be proved.
Indirect proof is a reasoning method where the opposite of the statement
to be proven is assumed true until the assumption leads to a contradiction.
A proof may be constructed in a two-column form or paragraph form. A two-column
proof is composed of a list of statements and reasons why these statements are
true. A proof in paragraph form is only a two-column form written in sentences.

Direct Proof
Example
Show that the square of an even number is an even number
Rephrased: if n is even, then n2 is even
Assume n is even
Thus, n = 2k, for some k (definition of even numbers)
n2 = (2k)2 = 4k2 = 2(2k2)
As n2 is 2 times an integer, n2 is thus even
Indirect Proof
Example:
Given: A triangle’s interior angles add up to 180°.
Prove: A triangle cannot have two right angles.
Assume the opposite of the conclusion. An angle has two right angles.
Use direct reasoning to lead to a contradiction.
m1 + m2 + m3 = 180°

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 90° + 90° + m3 = 180°
180° + m3 = 180°m3 = 0°
However, by the Protractor Postulate, a triangle cannot have an angle with a
measure of 0°.
Conclude that the original conjecture is true.
The assumption that a triangle can have two right angles is false.
Therefore, a triangle cannot have two right angles.

Direction: Write the proof needed.

1. Prove that if n is an integer and n3+5 is odd, then n is even. (Direct proof)

2. If Angel spends more than 5,000 pesos on two jackets, then at least one of
the jackets cost more than 3,500 pesos. (Indirect proof)

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For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: [email protected]