QUARTER 2

Mathematics G8
 Republic Act 8293, section 176 states that: No copyright
shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (songs, stories, poems, pictures,

photos, brand names, trademarks, etc.) included in this module
are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher
and the authors do not represent nor claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts
and sections of the module are assured not to have
violated any rules stated in the Intellectual Property
Rights for learning standards.
The Editors

PIVOT 4A CALABARZON Math G8

PIVOT 4A Learner’s Material
Quarter 2
Second Edition, 2021

Mathematics
Grade 8
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead

Jisela N. Ulpina
Content Creator & Writer

Jhonathan S. Cadavido & Angelo D. Uy

Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Crist John Pastor

External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

PIVOT 4A CALABARZON Math G8

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings

of the learners, to understand how the materials and activities are used in
the new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Mathematics as prescribed
by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities in your notebook;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and

PIVOT 4A CALABARZON Math G8

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
What is new
for the lesson.

This part presents activities, tasks and contents

What I know of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

not know and what he/she wants to know and
What is in
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

and opportunities in building his/her knowledge,
What is more
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

him/her to real life situations/tasks that shall:
What I can do ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
What else I can do
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and through other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction

PIVOT 4A CALABARZON Math G8

WEEK Linear Inequality in Two Variables
1
Lesson
I
During the first quarter, you learned about Linear Equation in two variables,
which is in the form of y = mx + b or Ax + By = C The graph of the linear
equation is a line. The points that belong to the line are the solutions of the
equation.
Today’s lesson is on Linear Inequality in two variables. The graph is not a line
but a region or half plane. Remember that in an inequality, the relational symbols
are <, >, ≥ or ≤.
Below are the graphs of an equation and inequalities.
Graph of : y = x Graph of : y < x Graph of : y ≥ x
These are the different graphs of equation and inequalities. In inequality the

y≥x

line or the broken line separates the plane into two half planes. Half of the plane,
which is the shaded region, is the solution set of the inequality. The broken line
means that the points on the line are not included in the solution set of the
inequality. The relational symbol is < or > . The solid line means the points on the
line are included in the solution set. The relational symbol in which the line is
included in the solution set is either ≤ or ≥.
Learning Task 1
Give the equation or inequality described by each graph.
1. 2. 3.

D
You can present the solution of linear inequality in two variables by
graphical form. To graph, here are some steps:
1. Write first the inequality in equation form.

PIVOT 4A CALABARZON Math G8 6

 2. Determine the x - and y - intercepts or find any two points that will satisfy
the equation .
3. Connect the points by a line or broken line depending on the inequality
symbol.
4. Choose a test point on either side of the line and substitute to the
inequality to determine if which point may satisfy the inequality.
5. Shade the regions where the test point satisfies the inequality belongs.
Examples:
1. Graph 2x + y < 4
Solution: 2x + y = 4
Solve for x - and y - intercepts: Let x = 0 ; y = 4 , the point is (0,4)
Let y = 0 ; 2x + 0 = 4; x = 2, the point is (2,0)
Graph: Since the inequality is less than, then the line is a broken line.

Choose a test point from both sides of the line.

Suppose you take (3, 3) on the upper half of the
plane and (0,0) on the lower part. Substitute these
ordered pairs one at a time to the given inequality.
For (3,3) For (0,0)
2x + y < 4 2x + y < 4
2x + y = 4 2(3) + 3 < 4 2(0) + 0 < 4
6 + 3 < 4 is false 0 + 0 < 4 is true

Therefore, the half plane that should be shaded is

the half plane containing the point (0,0). All the
points below the broken line are solutions of the in-
equality 2x + y < 4.

2. Find the solution of the inequality y ≥ x - 3 .

Solution: Change the inequality to equation first
to find two points or the x and y - intercepts. Solving
for the x- and y– intercepts, let x = 0, therefore y = -3,
the y intercept is at point (0,-3). Let y = 0, therefore
x = 3, the x– intercept is at point (3, 0). Plot the two
points and draw the line to divide the plane into half
planes. Since the inequality is greater than and equal
to ( ≥ ), the line is a solid line. Now, you choose two
points both sides of the line and test which point will
satisfy the inequality. Suppose the points are (0,-5)
7 PIVOT 4A CALABARZON Math G8
For (0, -5) For (0,0)
y≥x-3 y≥x-3
y≥x-3
-5 ≥ 0 - 3 0 ≥0 -3
-5 ≥ -3 is false 0 ≥ -3 is true
Hence, the region to be shaded is where the point
(0,0) belongs. The solution set of the inequality
includes all points on the line and the points above
the line.
Given the inequality, you can find the solution by graphing. But this time, you
have to find the inequality given the graph.
Example. 1. Find the inequality described by the graph.
First, find the equation of the line. Find the slope of
rise 6
the line m =   1. The y-intercept b = -6. Hence
run  6
the equation of the line in slope intercept form is y = -
x - 6. To determine the inequality, take one point
from the shaded region and substitute it to the
equation. Suppose the point is (-8,-4). -4 = -(-8) -6
-4 ≠ 8– 6 but - 4 < 2. Since the line is a solid line
then the inequality is y ≤ -x - 6 or y + x ≤ -6

2. What is the inequality whose graph is:

rise 4 2
The slope of the line is m =   and the y-
run 6 3
intercept is at b = 2 . The equation of the broken line
2
is y= x  2 .To make the coefficients whole
3
numbers, multiply the whole equation by the
denominator. Thus the equation is 3y = 2x + 6 or 3y
–2x = 6. Now take a test point from the region to
determine the inequality. Take (-3, 3), then substitute
to the equation. 3(3) - 2(-3) = 6 . 9 + 6 = 6; 15 ≠ 6

Learning Task 2.
Choose two ordered pairs that will satisfy the following inequality.
1. y < x + 3 ; (2, 5), (5, 2), ( -5, -5), ( 4, 0)
2. 3x + y > 10; ( -1, 2), ( 1, 10) , ( 3, 1), (3, 3)
3. 2y + x ≥ 5; (1, 2), (0,4), ( 2,2), ( -1, -5)
4. 3x - 2y ≤ 10; ( 5,1), (0,-5), (-1, -6), (10, 2)
5. 5x + 3y > 15; ( 2,1), (-3, 1), (0, 6), ( 2, 2)
PIVOT 4A CALABARZON Math G8 8
 E
Learning Task 3
A. Graph the inequalities:
1. y ≤ x +4 3. x - 4y ≥ 6 5. 2x - y < 3
2. y + 2x < 5 4. 3x - 4y + 5 > 0
B. Determine the inequality of the graphs.
1. 2.

3.

A
Given the inequalities y >x+3 and y ≥ -2x + 1
1. Graph the two inequalities on the same coordinate plane.
2. Shade the region where the graphs overlap.
3. Give at least 3 points that are both solutions of the two inequalities.
4. In what region in the rectangular plane can you find the solutions of both
inequalities?

9 PIVOT 4A CALABARZON Math G8

WEEK Systems of Linear Inequalities
2 in Two Variables
I Lesson

A system of linear equations is usually a set of two linear equations with

two variables. The Linear Equation in two variables
has infinite number of solution. The solution of one
of the types of systems of linear equations is a point.
It is the intersection of the two lines. The point of in-
tersection is the ordered pair (x, y) which satisfies
both Linear equations. At the right are graphs of the
systems of equations y = 2x + 2 and y = x - 1. The
lines intersect at (-3, -4). Thus, the solution of the
system of linear equations is (-3,-4).
For this lesson you will be determining the
solution set of the systems of inequalities in two variables. Same as the lesson
last week, Systems of Linear inequalities can be solved graphically. In your
lesson last week, you graph linear inequalities in two variables. The solution of the
inequality is either the half plane below or above the line. The line can either be
solid or broken line. When the inequality is less than and equal to or greater than
and equal to, the line is solid. When the inequality is less than or greater than,
the line is a broken line.
Learning Task 1
Match the inequality to the graph
1. y > x - 5 2. 2x + y ≥ -2 3. 2x - 3y < 6

A B C

D
The solution of systems of linear inequalities are the points or set of ordered
pairs that satisfy both inequalities. It is where shaded region regions of each
inequality overlap.
Examples:
Find the solution set of the given systems of inequalities:
1. y ≥ x + 3 2. y > x - 1 3. x - 2y ≤ - 4
y ≤ - 2x + 4 y ≤ -2 6y ≤ 3x + 2

PIVOT 4A CALABARZON Math G8 10

Solutions:
1. Find the x and y intercepts of each inequality.
y ≤x+3 and y ≥ -2x + 4 Graphs
x = 0, y = 3 x = 0, y = 4
y = 0, x = -3 y = 0, x = 2
The points are The points are
(0, 3 ) and (-3, 0) (0, 4) and ( 2, 0)
Test point: (0,0) Test point: (5,2)
These points make the inequality true. As
you can see in the graphs the solution set of
each inequality is the shaded region. What you

Solution set of the two inequalities

are going to determine now are the points that
will make both inequalities true. When you
graph these inequalities in one coordinate
plane, there is a part in their regions that will
overlap. The portion where the two graphs
overlap is the solution set of the two
inequalities. Meaning any point on that region
will satisfy both the inequalities. Like ordered
pairs (4,2), (5, -3), (6,2), (7,-2) are some points
that belong to the solution set of the two
inequalities.
Solution 2.
Find the x and y intercepts of the inequalities:
y>x-1 and y ≤ -2
If x = 0, y = -1 There is no x– intercept.
If y = 0, x = 1 The y –intercept is (0,-2)
The points are
( 0, -1) and (1, 0)
The test point is (0,0). This makes the
inequality true. The solution set is the region
bounded by the lines of the two inequalities.
Some points that belong to the solution set of Solution of y ≤ -2
the two inequalities are (-7, -7), (-7, 4); (-5, -4) ,
(3, 2). However, (-2 , 5) does not belong to the
solution of the systems of inequalities. It belongs to the solution set of y ≤ -2 but
not both. The coordinates (2,4) are not a solutions of the two inequalities but
only the solution of y > x - 1.

11 PIVOT 4A CALABARZON Math G8

Solution 3.
Find the x - and y - intercepts
x - 2y ≤ - 4 and 6y ≥ 3x + 2
If x = 0, y = - 2 If x = 0, y = 1/3
If y = 0, x = -4 If y = 0, x = - 2/3
The points are The points are
(0,-2) and (-4,0) (0,1/3) and (-2/3, 0)

Some of the points on the solution set are (3,-4), (-3, -5), (0, -3) and many more.
(6, 1) is a solution of the inequality 6y ≥ 3x + 2 while (-7, -2) is one of the solutions
of x - 2y ≤ -4. Thus, (6, 1) and (-7, -2) are not the solutions of the system.

E
Learning Task 2
Graph the following inequalities and identify at least 3 points that belong to the
solution set of the inequalities.
1. x > - 2 and y < - 1 4. y ≥ 2x + 1 and y < -x + 1
2. 2y + x < 5 and 3x - y > 8 5. y ≥ 2x + 3 and y < 2x - 4
3. 2x + 3y ≥ 4 and 2x - y < 5
B. Write the systems of inequalities whose shaded region is the solution set.
1. 2. 3.

A
A. Answer the following.
1. In a given graph, how do you identify the solution set of the systems of
inequalities?
2. When is the boundary of an inequality a broken line? or a solid line?
3. When does a system on inequalities have no solution?

PIVOT 4A CALABARZON Math G8 12

 WEEKS
Relation and Function 3-4
Lesson
I
The standard form of the equation of the line is Ax + By = C. To graph the
line, you need to find ordered pairs (x, y) that will satisfy the given equation.
Hence , there is a relation that exists between these two elements x and y, that
one may be dependent to the other. The first element, x of the ordered pair is
called the abscissa and the second element, y is called the ordinate. The set of
abscissa is the domain and the set of ordinate is the range. Thus, a relation is a
set of ordered pairs. A relation between the domain and range can be presented in
different ways.
A. Arrow Diagram. Through arrow diagram, you can easily determine if it
illustrates a function or not a function.
Examples:
1. Domain correspondence Range There are two elements in
(Name of Teacher) ( Month that a Person is Born ) ( Birth Month) the domain that
Mr. Cruz January corresponds to only one
Ms Santos May element in the range. The
Ms Delos Reyes June correspondence is many-to-
one. This is a function.
Mr. Zape

2. Domain Correspondence Range Every element in the domain

(Name of Student) ( Student’s Age) (Age)
is paired to only one element
Jane 15 in the range. The
Joy 16 correspondence is one -to -
James 17 one and this is a function.
3. Domain Correspondence Range
(Profession) ( Person’s Profession ) (Head of the )
One element in the domain is
Family) paired to more than one
Teacher Jaypee element in the range. The
Nathan correspondence is one–to-
Engineer Job many. This is not a function.
Romyr

B. Ordered Pairs. This is a set of x and y pairs. The set x is always the first
element or the domain and the set y is the second element or range.
Examples:
Let the domain be set of numbers {1, 2, 3, 4, 5}. Make set of ordered pairs that:
A= range is twice the domain C = range is greater than the domain
B = range is one more than the domain

13 PIVOT 4A CALABARZON Math G8

Set A = { (1, 2), (2, 4 ), (3, 6 ), (4, 8), (5,10)) Sets A and B are both functions. The
correspondence is one to one. Set C is
Set B = { (1, 2), (2, 3), (3, 4), (4, 5), (5, 6)}
not a function, the correspondence is
Set C = {(1, 2), (1,3), (2, 3), (2, 7)… (5, 6)} many - to - many.
The range is the set of dependent variable. Its value depends upon the
value of the domain.
C. Tables and Equations. The relationship between the domain and range can be
illustrated using table of values or equation.
Example:
1. Construct table of values that will illustrate the costs of number of notebooks
if the price is P 12.00.
Let x be the number of notebook and y the cost of the notebooks.

x 1 2 3 4 ... x
y 12 24 36 48 12x

Equation is: y = 12x.

The total cost is dependent to the number of notebooks. The dependent
variable is y and the independent variable is x. You can get the total cost of the
notebook (y) if you supply the number of notebook (x).
D. Graph. Functions/Not functions can be illustrated through graphs. You can
graph by plotting the points on the rectangular coordinate plane. You can take the
points from the set of ordered pairs, table of values or equation or vice versa.
Example:
1. Let us graph the ordered pairs in set A above.
Similarly you can derived set of ordered
pairs, table of values from the graph.
Since the graph was taken from the
ordered pairs in set A. You can construct
the table of values.

Domain (x) 1 2 3 ... x

Range (y) 2 4 6 2x

Equation: y = 2x
Learning Task 1:

Set of Ordered Pairs Domain Range Not function /

Function

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

{(-2,3), (-1, 3), (2, 1) (1,1)}

(-1, 1),(0,0),(1,1),(-2,4), (2,4)}

PIVOT 4A CALABARZON Math G8 14

B. Given the set of domain D = { -3, -2, -1, 0, 1, 2, 3}
Perform the following and identify whether the result is a function or not.
1. Set of ordered pairs such that the range is one less than the domain.
2. Construct table of values such that the range is 2 more than the domain.
3. Write the equation for numbers 1 and 2.
4. Graph numbers 1 and 2 on separate coordinate plane.

D
Remember that all functions are relations but not all relations are functions.
An equation in two variables represents a function if the exponents of the
variables are positive integral exponents.
Function Not Function
1
1. y = 2x - 5 y= x 4 ( x  x2 , the exponent is not an integer)
2. y = x4 - 2x + 3 y = 3x-2 + 1 (the exponent is not a positive integer.

When you talk of function, you commonly use letter is f to denote function
and x for the variable. However you can use other letters to denote function
except for x and y to avoid confusion. When you say that y is a function of x , you
can write it as y = f(x), read as “ f of x.” or y = p(x), read as “p of x”. These are
called function notation. This means that y is a function of x and that y depends
on x. The dependent variable is y or f(x) and the independent variable is x.
Examples:
1. Write in function notation, f(x), form:
(a) y = 3x + 6 (b) -x + y - 1 = 0
Solution:
(a) Change y to a function of x: f(x) = 3x + 6
(b) Change the equation to slope intercept form: y = x + 1
Change y to a function of x: g(x) = x + 1
Since y is dependent to x, you can find the value of the function given the
value of x.
Example: 1. Given: f(x) = 3x + 6 . Find (a) f(2) b) f (-3)
Solution: f( 2) means you replace x with 2 and f(-3), you replace x with –3
f(x) = 3x + 6 f(x) = 3x + 6
f(2) = 3(2) + 6 f(-3) = 3(-3) + 6
= 12 =-3

15 PIVOT 4A CALABARZON Math G8

This means that, when x = 2, y = 12 . You can write it as f(2) = 12 or as an ordered
pair (2, 12). When x = - 3, y = -3 or f(-3)=-3 and writing it as an ordered pair it is
(-3, -3).
Example 2. If the area of the rectangle is A(x) = 4x2 - 3x + 10. Find the area if
x= 5.
Solution: Find A(5)
A(x) = 4x2 - 3x + 10 A(5) = 4(52) - 3(5) + 10
= 100 - 15 + 10
A(5) = 95 square units.
The ordered pair is (5, 95)

In the previous discussion, you’ve learned that the correspondence between

the x and y pair of a function is either one to one or many to one
correspondence . By looking at the ordered pairs, or table of values, if each
element in the domain is paired to exactly one element in the range, then it’s a
function.
For graphs you can use the vertical line test. If you draw a vertical line to
the graph and intersects the graph in to two or more points then the graph is not
a graph of a function.

The graph is a function. The graph is a not a The graph is a function.

There is only one point of function. The vertical The vertical line
intersection between the line intersects the circle intersects the graph at
graph and the vertical in two points. exactly one point.
line.

From these graphs you will be able to determine the domain and the range.
The first graph is a line that can be extended in both direction. Thus the
domain is the set of all real numbers so as the range. You can write it as
read as “set of all x such that x is an element of real numbers
while range is

PIVOT 4A CALABARZON Math G8 16

 The second graph is a circle with radius fixed to 3 units. From the graph the
values of x is from –3 to positive 3 and range or y values are from –3 to 3. Hence,
the domain D = {x/ -3 ≤ x ≤ 3} and the range R = {y/ -3 ≤ y ≤ 3} .
The third graph is a parabola. As you observe , the graph can be extended
upward for any values of x , there is always a corresponding value of positive y.
Thus, the domain D = { x / x  } while the range R = { y/ y ≥ 0}.
In quarter 1, you graphed linear equation in two variables in the form of
y = mx + b. This can be written in function notation as f(x) = mx + b which is the
form of a linear function. When you graph the linear equation in two variables
and the linear function both will give you the same line.
Examples:
1. Graph f(x) = 2x + 3
Solution: Solve for ordered pairs.
You can determine the
x f(x) (x, f(x) slope m = from the
-2 -1 (-2, -1) graph.
-1 1 (-1. 1) From point (-1,1) to point
0 3 (0,3) (1,5) determine the rise
and the run. The rise = 4
1 5 (1, 5)
and run = 2. The slope
2 7 (2,7) m= 2
The slope is positive when the line rises to the right. If the line falls to the right,
the slope is negative.
2. Given the graph of the function. Construct table of values and determine the
function.

You use the coordinates of the points in constructing

table of values.

x -3 -2 -1 0 1 2
y= f(x) 7 6 5 4 3 2

To find the function, determine the slope and the y-

intercept. In the graph , the y-intercept (b) is 4.
rise
Instead of using the to find the slope you can
run

the slope formula m = y 2  y1 . Choosing any two points you can solve for the
x 2  x1
slope. Suppose you choose the ordered pairs (-3,7) and (0,4). The slope is
y2  y2 47 3
m    1 . Using the slope intercept form of a line y = mx + b, the
x 2  x1 0  (3) 3
function is f(x) = -x + 4. You can check by substituting
any value of x to the function. Suppose you use -2 as the value of x, then
f(-2) = -(-2) + 4 = 2 + 4 = 6
17 PIVOT 4A CALABARZON Math G8
 E
Learning Task 2:
A. (a) Tell whether the given set of ordered pairs, table of values, arrow diagram or
graph is a function or simply relation. (b) Identify also the domain and range.
(c ) If it is a function write the equation in function notation form.
1. {(-2, -4), (-1, -3), (0, -2), (1,-1)} 8.
2. {( 4, 2)), (4, 0), (3, 3), (3, 5)}
3. {(-1, 0), (0, 1), (1, 2), (2, 3)}
4. x -3 -2 0 2 3
y -2 -1 0 1 2

x 1 2 3 4 5

5. y 1 2 3 4 5

9.
6. x y
2 1
4 3
6 5

7.
10.

B. Given the set of domain D = { -3, -2, -1, 0, 1, 2, 3, }, Construct table of values
that will satisfy the following conditions. Tell whether the table of values is a
function or not.
1. The range is 2 more than the domain.
2. The domain is one half the range.
3. The range is the square of the domain.
4. The range is thrice the domain decreased by 2.
5. The range is the domain.

PIVOT 4A CALABARZON Math G8 18

 A
A. Change the following into the form of f(x) = mx + b
1. y - 3x = 7 3. -x + y = 5 5. 3x + 2y - 4 = 0
2. 2x + 4y = 8 4. y + 5 = -2x

B. Complete the Cross Number Puzzle.

1 2 3

4 5 6

7 8 9 10

11 12 13

14 15 16

ACROSS DOWN
1. f(x) = 3x2 + 8x –5 ; f(6) 2. g(x) = 5x - 3 ; g(11)
7. f(x) = 8x + 10 ; f(8) 4. g(x) = 5x 2 - 11x - 8 ; g(-5)
9. f(x) = - x3 + 2x2 – 5x + 17; f(-3) 6. g(x) = -5x3 - 2x2 – 9x + 20; g(-3)
14. f(x) = -2x3 +7x2 –9x + 30; f(-4) 12. g(x) = 10x6 + 4x5 + 6; g(1)

C. Graph the functions.

1. y - 3x = 7 3. -x + y = 5 5. 3x + 2y - 4 = 0
2. 2x + 4y = 8 4. y + 5 = -2x
D. Find the slope, x– intercepts, and y- intercepts and the equation of the line.
1. 2. 3.

19 PIVOT 4A CALABARZON Math G8

WEEK
5 Conditional Statements
Lesson

I
If you will study your lesson, then surely you will pass. This is a
conditional statement. Conditional statement has two parts, the “If” which is the
hypothesis and the “then” which is the conclusion. In the conditional statement
you have to identify the hypothesis and the conclusion. There are instances that
you may omit the word “then” but still you can identify the conclusion. The
statement “ If 2x = 12, then x = 6.” You may write it as “If 2x = 12, x = 6.” The
hypothesis is 2x = 12, and the conclusion is x = 6.

D
Learning Task 1.
In the conditional statement, identify the hypothesis and conclusion.
1. If MJ is in Grade 8, then he is 14 years old.
2. It it’s cloudy, it will rain.
3. If you will sleep early, then you will wake up early.
4. If an integer is divisible 5, the last digit must be 0 or 5.
5. If the triangle is equilateral, it is equiangular.

A conditional statement is also called an “If-then statement. It has a truth

value of true or false. A conditional statement to be true, show that when
hypothesis is true , the conclusion is also true, while to be false you need to have
a counter example where hypothesis is true but the conclusion is false.
Examples:
1. If 3x = 24, then x = 8.
This is a true conditional statement since there is no other value of x that will
make the equation 3x = 24 true except 8.

Show that the conditional statements are false.

2. If x2 = 64, then x = 8.
The conditional statement is false since the conclusion have other value to
make the statement true. The counterexample is –8 since (-8)2 = 64.
3. If a figure has 4 equal sides, then it is a square.
The conditional statement is false since rhombus is a figure with 4 equal sides,
too.

PIVOT 4A CALABARZON Math G8 20

 You can also write simple statement into conditional statement.
Examples:
1. A rectangle has two pairs of parallel sides.
Conditional Statement: “If the figure is a rectangle, then it has 2 pairs of
parallel sides.”
Hypothesis: The figure is a rectangle
Conclusion: It has 2 pairs of parallel sides.
2. The Number is prime , it has only two factors.
Conditional Statement: If the number is prime, then it has only two factors.
Hypothesis: the number is prime
Conclusion: it has two factors
3. One half of a number is 12, the number is 24.
Conditional Statement: If one half of the number is 12, then the number is 24.
Hypothesis: One half of the number is 12
Conclusion: the number is 12.

Venn Diagram can be used to illustrate Conditional Statement. Things that

satisfies the hypothesis must be inside the things that satisfies the conclusion.
Examples:
1. If a number is an integer, then it’s a real number.
2. If you are a Filipino, then you are an Asian.
Solutions:
1. Real Nos. 2. Asian

FIlipino
Integers

Write the conditional statement for the Venn Diagram

3. 4.
CALABARZON Vegetables

Rizal Malunggay

Conditional Statement: “ If you reside in Conditional Statement: “ If you eat

Rizal, then you are from CALABARZON” malunggay, then you eat vegetables.”

21 PIVOT 4A CALABARZON Math G8

 E
Learning Task 2
A. Change the statements to an If-then or conditional statements. Identify the
hypothesis and the conclusion.
1. You pass Grade 8, you will be in grade 9 next school year.
2. An equilateral triangle is equiangular.
3. All acute angles measures less than 90 degrees.
4. Circles with the same centers are concentric circles.
5. The freezing point of temperature in degree Celsius is zero.
B. Determine if the conditional Statement is true. If not give a counter example.
1. If three points are coplanar, they belong to the same plane.
2. If you are tall, you are a basketball player.
3. If two planes have no point in common, they are parallel.
4. If you travel in other country, then you need a visa
5. If a figure is a triangle, then the angles are acute.

A
A. Illustrate the following conditional statement in Venn Diagram
1. If it is a rectangle , it is a quadrilateral.
2. If you play violin, then you are a musician.
3. If frogs live in water, then they are amphibians
4. If it is a fraction, then it is rational number.
5. If it is an eagle, then it is a bird.
B. Interchange the conclusion and hypothesis. Will the resulting conditional
statement true or false? Why?

If it is an eagle, then it’s a If it’s a bird, then it’s an The resulting statement is
bird. eagle. not true since not all
birds are eagle.

If it is an equiangular,
then its an equilateral
If it is a rectangle, then it
is a quadrilateral

PIVOT 4A CALABARZON Math G8 22

 WEEKS
The Biconditional, Inverse, Converse and 6-7
Contrapositive Statements
Lesson
I
You have learned that conditional statements are true if the hypothesis and
conclusion are both true. If we interchange the conclusion and the hypothesis will
the resulting conditional statement be true?
In this lesson you will be able to make a converse statement from the
given conditional statement. The same way an inverse and a contrapositive
statement can be derived from the conditional statement.
Learning Task 1: Perform the following in each of the following item below.
(a) Determine if the given conditional statement is true.
(b) Switch the hypothesis and the conclusion and determine if the resulting
statement is also true.
(c) Write the hypothesis and the conclusion in negative form
1. If the triangle is equilateral, then it is equiangular.
2. If a polygon has exactly four sides, then it is a quadrilateral.
3. If a man is honest, he always speaks the truth.
4. If two angles are supplementary then the sum of the of the measure of the
angles is 180°
5. If a volcano is active, then it will erupt.

D
When you switch the hypothesis and conclusion of a conditional statement,
you form a converse statement.
Examples:
1. Conditional Statement: If the triangle is equilateral, then it is equiangular.
Converse: If the triangle is equiangular, then it is equilateral.
2. Conditional Statement: If a man is honest, he does not steal.
Converse: If a man does not steal, he is honest.
The conditional statement is true. An equiangular triangle is always
equilateral triangle. The converse is also true. An equilateral triangle is always
equiangular. Since both conditional and converse statements are true, you can
connect the phrases by “if and only if “ (iff) . Thus, it forms a biconditional
statements.
Biconditional Statement: A triangle is equilateral if and only if it is
equiangular. The words “if and only if” implies that both conditional and inverse
statements are true.

23 PIVOT 4A CALABARZON Math G8

The second example both conditional and converse statements are true. Thus, the
biconditional statement is: A man is honest if and only if he does not steal.
Given a biconditional statement, you can split it into conditional statement
an its converse.
Examples:
1. Biconditional Statement : Two angles are complementary if and only if the sum
of their measure is 900
Conditional Statement: If two angles are complementary, then the sum of their
measure is 900
Converse Statement: If the sum of the measures of two angles is 90 o , the they
are complementary.
Both the conditional and converse statements are true.
Aside from forming a converse statement from conditional statement, you
can also form the inverse statement. An inverse statement can be formed by
negating the hypothesis and the conclusion of the conditional statement. When
you negate the converse statement, you form a contrapositive statement.

Example 1: A polygon with exactly 4 sides is a quadrilateral.

Conditional If a polygon has exactly four sides, then it is a quadrilateral.

Inverse If a polygon does not have exactly 4 sides; then it is not a
quadrilateral.

Converse If a polygon is quadrilateral, then it has exactly 4 sides.

Contrapositive If a polygon is not a quadrilateral, then it does not have exactly 4

sides.

Example 2: Two line segments of equal length are congruent.

Conditional If two line segments are equal in length, then they are congruent

Inverse If two line segments are not equal in length, then they are not
congruent

Converse If two lines segments are congruent, then they have equal
lengths.

Contrapositive If two line segments are not congruent, then their lengths are
not equal

PIVOT 4A CALABARZON Math G8 24

 E
Learning Task 2
Write each sentence as:
(a) Conditional Statement (c ) Inverse Statement
(b) Converse Statement (d) Contrapositive Statement

1. Vegetables are good for your health.

2. 3x + 8 = 14, x = 2
3. A right triangle has a 900 angle.
4. An eagle is a bird.
5. A whale is a mammal.
6. Two circle with equal diameters are congruent.
7. An angle that measures between 90 and 180 degrees is obtuse angle.
8. Two planes with no common point are parallel.
9. Carrot is rich in Vitamin A.
10. All reptiles have scales.

A
A. Answer the following:
1. What are the parts of conditional statement?
2. How do you write a converse statement?
3. When can you write a conditional statement into biconditional statement?
4. How do you write inverse statements?
5. If you negate converse statement what do you call the resulting statement?
B. Given the biconditional statement, write the conditional statement and its
converse.
1. A point is the mid point of a segment if and only if it divides the segment into
two equal parts.
2. 4x - 5 = 23 if and only if x = 7
3. The quadrilateral has four congruent sides and angles if and only if the
quadrilateral is a square.

25 PIVOT 4A CALABARZON Math G8

WEEK Proofs
8
I
Lesson

Reasoning is a logical way of thinking. Sometimes, you based your

reasoning from different data gathered or from the arguments. To reason out
means to give conclusion or proof to establish a fact or the truth of a
statement.
In your previous lesson, you learned the two parts of conditional
statement, the hypothesis and conclusion. You can write conditional statement
symbolically. You can use letter to represent hypothesis and conclusion. For this
lesson, you can use p to represent the hypothesis and q for the conclusion. The
conditional statement “if p then q” in symbol p q read as “p implies q”. The
one sided arrow ( ) is read as implies.
Example 1:
If the moon shines bright, then stars can be seen in the sky.

p q
If p , then q . Or p q
To form the converse, switch p and q.
If the stars can be seen in the sky, then the moon shines bright.

q p
If q, then p or q p
If both the conditional and converse statements are true, then a biconditional
statement can be written symbolically:
If p , then q and q , then p or p q ( p if and only if q)

Example 2
Statement: x = - 5 and /x/= 5
(a) Write p q in words
(b) Write q p in words
(c) Write p q in words. Id this statement true?
Solution:
(a) p q : If x = - 5, then /x/ = 5
(b) q p : If /x/ = 5, then x = -5
(c) p q : x = -5 if and only if /x/ = 5. This a false statement, since it is not
only –5 with absolute value of 5 but also 5.

PIVOT 4A CALABARZON Math G8 26

Examples 3:
Given: p: points A,B,C are coplanar points
q: points A, B, C are on the same plane.
Write the following symbols in words.
Symbol Words
(a) q p If points A, B, and C are on the same plane, then points A, B, and
C are coplanar.
(b) p q If points A, B and C are coplanar, then points A, b and C are on
the same plane.
(c) p q points A, B and C are coplanar if and only if points A, B and C
are on the same plane.

Learning Task 1
Do the following:
1. Statement: It is an eagle, it’s a bird.
Write the following in words:
(a) p q (b) q p (c ) p q
Are all statements true? If not give a counter example.
2. Statement: All wild animals are mammals.
Write in words:
(a) p q (b) q p (c ) p q
Are all statements true? If not give a counter example.

D
Most people based their conclusion on patterns they observed or from given
statements .
Example:
(a) 1 + 1 = 2 3+5=8 What can you observe about the addends? What
about the sum?
1+3=4 5 + 5 = 10
3+3=6 5 + 7 = 12
All the addends are odd numbers and all the sum are even.
Conclusion or conjecture: Adding 2 odd numbers the sum is even number.

27 PIVOT 4A CALABARZON Math G8

(b) Point E is on line m. Line m lies on plane Q.
Conclusion: Point E is on plane Q.
These examples are form of inductive reasoning, which was already
discussed when you were in Grade 7.
Another type of reasoning is deductive reasoning, which uses facts,
definitions, and accepted properties in a logical order to write logical arguments.
Logical argument includes at least one premise and a conclusion. The
premise must be valid to have a valid conclusion
There are two Laws of Deductive Reasoning to consider.

Law of Detachment
If p q is a true conditional statement, p is true and q is true.

Example
(a) CJ knows that if he will not study his module in Math a day before the test, he
will not get a good score in the test. CJ did not study his module in Math
today, so he concludes that he will not get a good score for tomorrow’s test.
Analyze if the arguments are valid:
Arguments:

Premise: If p, then q If CJ will not study his module in Math a day before
the test , then he will not get a good score.
Premise: p CJ did not study his module in Math a day before the
test
Conclusion: q Therefore he will not get a good score in the test

If p, then q is true, and p and q are true. The arguments are valid.
(b) If n is an odd number, then the remainder is one when divided by 2. Eleven
(11) is an odd number. Therefore the remainder is 1 when 11 is divided by 2.

Premise: If p, then q If n is an odd number, then the remainder is 1 when

divided by 2.
Premise: p 11 is an odd number

Conclusion: q Therefore the remainder is 1 when 11 is divided by 2.

The arguments are all valid.

Another type of logical argument is the Law of syllogism which is also known
as reasoning by transitivity. It has 2 premises, one major and the second is a
minor premise which leads both to either valid or invalid conclusion.

PIVOT 4A CALABARZON Math G8 28

 Law of Syllogism
If p q and q r are true conditional statements, then p r is true.

Example 1:
If Joy visits Bicol , then she will spend a day in Albay. (major premise)
If she will stay a day in Albay , then she will go Cagsawa Ruins. (minor premise)

p Joy visited Bicol

q She will spend a day in Albay

r She will visit Cagsawa Ruins

Since p q is true and q r is true, by the law of syllogism you can conclude
that p r is true, that is :
If Joy visits Bicol, then she will visit Cagsawa Ruins. (conclusion)
The conclusion is valid since the two premises are true.

Example 2.
If you eat vegetable , then you become healthy. (major premise)
If you become healthy, then you will not get sick. (minor premise)

p You eat vegetable

q You become healthy

r You will not get sick

By Law of Syllogism the conclusion is p r:

If you eat vegetable, then you will not get sick.
The two premises are valid.

There are instances that the conclusion is not valid.

Example 3.
If a triangle has two 600 angles , then the triangle is equiangular.
If a triangle is equiangular, then it is also equilateral.
The conclusion , “If a triangle has two 600 angles , then it is equilateral “. is
valid, since an equiangular triangle is also an equilateral triangle.

29 PIVOT 4A CALABARZON Math G8

Example 4:
All animals have 4 legs. (major premise)
Snake is an animal. (minor premise)
Snake has 4 legs. ( conclusion)
The conclusion is invalid since the major premise is wrong. Not all animals have 4
legs.

To establish the validity and truthfulness of arguments is the process of

proving. There are two ways of writing a proof: Indirect and direct way of proving.
Try to analyze the arguments of Joy and Angel.
Joy and Angel have tickets for art festival. When they arrived there,
Angel said “ It seems that there are very few people in here.”
Joy said: “ If the art festival is today , there should be hundreds of people here, so
it can’t be today.”
Angel said: ‘”Let me see the ticket. The date on the ticket is for tomorrow, so the
art festival is not today.”
Take note that both of them arrived at the same conclusion but in
different ways. Angel’s argument is an example of a direct proof while Joy’s
argument is an example of an indirect proof.
Direct proof is used to prove statements of the form ”if p then q” or ”p
implies q” which we can write as p q. This method takes an original statement p
which is assumed to be true , and is used to show directly that the other
statement q is true.
The direct proof has to follow these steps:
 Assume the statement p is true.
 Use what we know about p and other facts as necessary to deduce that
another statement q is true, that is show p q is true.

Example 1.
If n is an odd integer, then n2 is odd.

p q

Given p: n is an odd integer

Prove q: n2 is odd

PIVOT 4A CALABARZON Math G8 30

Proof:
Assume that p is true
m = 2k is even number , for some integer k ( even number is divisible by 2)
n = 2k + 1 is odd number , for some integer k (odd number when divided by 2
has a remainder 1)
n2 = (2k + 1)2 squaring odd integer
= 4k2 + 4k + 1, squaring a binomial, though the even coefficients of k and a
constant 1 already indicate that the square of odd integer is
odd, still we need to express it form of 2k + 1.
= 2(2k2 + 2k) + 1 , factor out 2
Let m = 2k2 + 2k .
Thus n2 = 2m + 1 is odd by definition of odd number
Example 2:
Given : Two even integers a and b
Prove: The sum (a + b) is even.
In proving we can use a formal proof which is a two column proof. One column is
for the statements and the other column is for reason to make the conclusion
true.

Statement Reason
a and b are even Given

a = 2m, b =2p Definition of even number

a + b = 2m + 2p Adding 2 integers
a + b = 2(m + p) Factoring the GCF
a + b = 2x Let x = m + b, 2x is an even number by definition

The other way of proving is by indirect proof. Given a premise p and a conclusion
q, an indirect proof would assume that q is false. Indirect proof is also called as
proof by contradiction.
Steps in indirect proving:

1. Assume the opposite of the conclusion of the statement.

The question is: “What if the conclusion is not true?”
2. Proceed as if this assumption is true to find the contradiction.
The question is: “How can you prove that the conclusion is false?”
3. Once there is a contradiction, the original statement is true.
If you’re not able to prove it, then the original statement is true.

31 PIVOT 4A CALABARZON Math G8

 The truth and falsity of statements are opposites. If truth exist, then falsity
cannot exist and vice versa. This means that a statement cannot be true and at
the same time false. If the statement is proven true, then it cannot be false and
the other way around.
Example 1:
Given A and B are complementary angles

Prove: B  90 0

Prove by indirect proof:

Assume that the opposite of the conclusion is true, that is,
Assume that the conclusion is false and that the contradic-
B  90 0 tion is true

Definition of complementary angles (the sum of the 2 angles

A  B  90 0 is 900
Solving for angle B by APE. B cannot be greater or equal to
B  90 0  A 900, which shows that your assumption that B  90 0
is not true. Hence the conclusion that B  90 0 is true.

Example 2.
No integer m and n exist such that 4m + 2n = 1

By indirect proof, you have to assume that integers m and n exist and that
4m + 2n = 1.
Start with the equation:
4m + 2n = 1
2m + n = 1 dividing both sides the greatest common factor 2
2
The contradiction is false. We cannot find any integer whose sum is a fraction.
Thus the original statement is true.

E
Learning Task 2
A. Make conclusion on the following patterns.
1.
1+1=2 3 +5=8 15 + 17 = 32
1+3=4 5 + 7 = 12 21 + 29 = 50

2. 1+2=3 3 + 8 = 11 15 + 28 = 43
2+3=7 5 + 12 = 17 21 + 32 = 53

3. 12 = 1 52 = 25 92 = 81
32 = 9 72 = 49 112 = 121
PIVOT 4A CALABARZON Math G8 32
B. Use Law of Detachment to draw conclusion
1. If two lines are parallel, then they do not intersect.
Lines j and k are parallel.
2. If you get an average grade of 95– 100, then you will be in the honor roll
Your average grade is 95.25.
3. If a figure is a triangle, then the sum of the angles is 1800.
PQR is a triangle.
4. If two circles have the same center, then they are concentric.
The center of two circles is point A.
5. If a figure has 4 sides, then it is a quadrilateral
Square has 4 sides.

C. Use Law of Syllogism to draw conclusion. Determine if your conclusion is

valid or not. Justify your answer
1. If you are resting, then you will be relaxed.
If you are relaxed, then your heart beat is normal.
2. If you study your lesson, then you will pass the exam.
If you pass the exam, you will get a good grade.
3. If two lines are parallel, then they belong to one plane.
If lines belong to one plane, then they are coplanar.
4. If angles are linear pair, then they are supplementary angles.
If the angles are supplementary, the sum of the angles is 1800.
5. If a man is good in Math, then he is an engineer.
If he is an engineer, then he can build a house.
6. If a creature is a mammal, then it has 2 legs.
If a creature has 2 legs, then it can swim
.

A
A. Prove the following using Direct Proof
1. Given: Odd and even integers
Prove: the sum of odd and even integers is odd integer
Solution:
Supply the missing statement and reason

Statement Reason
1. Let x be odd integer and y A variable represents a number
even integer
2. x = 2k + 1
3. y = 2k
4. x + y = (2k + 1) + 2k Adding two integers (from statement 1 and 2)
5. x + y = 2(2k) + 1
6. x + y = 2r + 1 r = 2k, substituting r to 2k in statement 5

33 PIVOT 4A CALABARZON Math G8

2. Given odd integer m and even integer n ( m = 2k + 1 and n = 2k)
Prove: mn is even number ( mn = 2r)

3. Given: n is even number (n = 2k)

Prove: 3n + 5 is an odd number. ( 3n + 5 = 2m + 1)

B. Prove the following using indirect proof.

1. If x = 3, then 3x + 5 ≠ 10.
2. If a triangle is an isosceles triangle ( 2 sides are equal), then the base angles
cannot measure 92 degrees.
3. Given: 3r - 5 ≠ 13
Prove: r ≠ 6
4. Given: x = 5
Prove : 2x + 4 ≠ 12

PIVOT 4A CALABARZON Math G8 34

PIVOT 4A CALABARZON Math G8 35
Learning Task 2 Learning Task 1
A.
1. If you pass Grade 8, then you will be in grade 9
next school year. Hypothesis Conclusion
H: you pass Grade 8
C: you will be in grade 9 next school year. 1 MJ is in grade 8 He is 14 years ols
2. If a triangle is equilateral, then it is equiangular.
H: a triangle is equilateral 2 It’s cloudy It will rain
C: it is equiangular
3. If the angles are acute angles, then the measure is 3 You will sleep early You will wake up early
less than 90. Try this:
H: the angles are acute angles 4 An integer divisible by 5 Last digit must be 0 or 5
C: the measure is less than 90. 1.
5. The triangle is equilateral It is equiangular
WEEK 5
C.1 2. 3. 4. 5.
Solutions of the inequali-
ties
(-1, 5), (2, 6) , (0, 7)
The region where the solu-
Learning Task 2 Learning Task 1 tion of each inequality
D. 1. m = 2; y-intercept =
4; x-intercept = -2; equation 1. C 2. B 3. A overlaps.
y = 2x+4 Learning Task 2A
B. 1. Learning Task 1
2. m = -2; y-intercept = 6;
x-intercept = -3; equation y 1, x = 3 2. y ≥ 3
Domain -3 -2 -1 0 1 2 3
= -2x+6 3. x < -2
3. m = -3/2; y-intercept = 3; Range 1. -1 0 1 0 3 4 5 Learning Task 2
x—intercept = 2; equation y 1. (5,2),(-5,-5)
= -3/2 + 3 Range 2 -6 -4 -2 0 2 4 6 2. (1,10),(3,3)
3. (1,2),(2,2)
Range 3 9 4 1 0 1 4 9 4. 4. (0,-5),(-1,-6)
Try this: 5. 5. (0,6),(2,2)
A. 1. f(x) = 3x + 7 Range 4 -7 -4 -1 2 5 8 11
2. f(x)= (0,-3),(4, -5) (5,-5) Learning Task 3
3. f(x) = x + 5 Range 5 -3 -2 -1 0 1 2 3 2. A.
4. f(x) = -2x = 5 1.
5. f(x) = Learning Task 1
B. A.
1 5 1
Domain Range
1 2 1 Relation
5,4,3,3 4,3,2,1
7 4 7 7
-2,-1,2,1 3, 3, 1, 1 Function
(3,-2) (4, -4), (5, -5)
2 2 4 3. 2.
-1,0,2,-2 1,0,1,4 Function
3 0 6
B.
1. {(-3, -4, (-2, -3), (-1, -2),
x 3x (0, 1), (1, 0); (2, 1);(3, 2)
 2  2
2 2 2.
D -3 -2 -1 0 1 2 3
3.
3. a. Function
b. D = {-1, 0, 1, 2} ; R -1 0 1 2 3 4 5
R = { 0, 1, 2, 3} (-4, 7), 0,3), (2,4)
c. R = D + 1 3. Eqn. 1: r = d - 1 4.
4. a. Function Eqn 2: r = d + 2
b. D = -{4, -2, 0, 2, 4}; Learning Task 2
R = {-2,-1,0, 1, 2 } A
c. y = x + 1 1. a. Function
5. a. function b. D = (-2, -1, 0, 1} ; R ={-4,-3,-2,-1} 4.
b. D = {1, 2, 3, 4, 5}; c. R = D - 2
R= {1, 2, 3, 4, 5} 2. a. Relation
c. y = x b. D = {4, 4,3, 3} ; R = { 2, 0, 3, 5 }
6. a. Relation
b. D = {2, 2, 4, 6, 6}; WEEK 3-4 (-5,0); (0, 6); (1,5)
R = {1, 5, 1, 3, 5}
Learning Task
7. a. function
5.
b. D= {x /x € R}; Note: the 3 identified points may vary. Answers
5.
R = { y / y = 3} are correct as long as it belong to the shaded
c. y = 3 region.
8. a. Relation 2B. 1. y + x ≥ 4 and y - x > 1
b . D = {x/ -4 < x < 2}, 2. 3y - 4x < 12 and 3y - x > 3
R = [y/-3<y<3} 3. y ≥ 2 and x ≤ -3
9. a. Relation Try this:
b. D= ( all real numbers} 1. It is the region where the two regions over-
R= { all real numbers} laps.
Learning Task 3
10. a. Function 2. Boundary is broken line, when the inequali-
No common points B. 1. y - x > - 2
b. D = {x/ x are real numbers} ty is < or > while solid line if the inequality
2. y - 2x ≤ 2
R = {y/ y ≤ 3 is ≤ or ≥ .
3. 4y - 3x < 12
3. If the regions of each inequality are parallel.
WEEK 3-4 WEEK 2 WEEK 1
Key to Correction
 36 PIVOT 4A CALABARZON Math G8
2. (a) True Try this: B
(b) If the polygon is quadrilateral, then it has exactly
4 sides. (true) 1. Conditional: If a point is the mid point of the
(c ) If the sides of the are not exactly 4 , then it is not segment, then it divides the segment into two
quadrilateral. equal parts.
3. (a) True Converse: If the point divides the segment into 2
(b) If the does not steal, then he is honest. (true) equal parts, then it is the midpoint of the line
(c ) If the man is not honest then he steals. segment.
4. (a) True 2. Conditional: If 4x - 5 = 25, then x = 7
(b) If the sum of the measure of two angles is 1800 , Converse: If x = 7, then 4x - 5 = 25
then the angles are supplementary. (true) 3. Conditional: If the quadrilateral ha 4 congruent
(c ) If the sum of two angles id not 1800 , then the sides and angles, then the quadrilateral is a
angles are not supplementary . square.
5. (a) True Converse: If the quadrilateral is a square, then it
(b) If the volcano erupts, then it is active (true) is a quadrilateral with 4 congruent sides and
(c) If the volcano is not active, then it will not erupt. angles.
Try this: A
1. The parts are hypothesis and conclusion.
2. Switch the conclusion and hypothesis.
3. If the conditional statement and its converse are both true.
4. By negating the hypothesis and conclusion of the hypothesis and conclusion of the
conditional statement
5. Contrapositive statement,
Conditional Converse State- Inverse Statement Contrapositive Statement
Statement ment
Try this:
If you eat vegeta- If you are If you do not eat If you are not healthy, then A.1. 2.
ble, then you are healthy, then vegetables, then you you do not eat, then you do
healthy. you eat vegeta- are not healthy not eat vegetables
bles
If 3x + 8 = 14, If x = 2, then 3x If 3x + 8 ≠ 14, the x If x ≠ 2, then 3x + 8 ≠ 14 Quadrilateral Musician
then x = 2 + 8 = 14 ≠2
If a triangle is a If a triangle has If a triangle is not a If a triangle has no 900 angle, rectangle
right triangle, a 900 angle, then right triangle, then it then it is not a right triangle. Violin
then it has a 900 it is a right has no 900 angle 3. 4.
angle. triangle
If it is an eagle, If it is a bird, If it is not an eagle, It it is not a bird, then it is
then it is a bird. then it is an then it is not a bird. not not an eagle. Amphibians Rational Number
eagle.
If it is a whale, If it is a mam- If it is not a whale, If it is not a mammal, then it Fraction
then it is a mam- mal, then it is a then it is not a mam- is not a whale Frogs
mal whale mal.
Bird
Bird
If the diameters If the two circles If the diameters of If two circles are not congru- 5.
of two circles are are congruent, two circles are not ent, then the diameters of the
equal, then the then the diame- equal, then the circles are not equal.
circles are con- ters of the circles circles are not con-
gruent are equal. gruent.
eagle
If the angle If the angle is If the measure of the If the angle is not obtuse then B.
measures be- obtuse, then the angle is not between its measure is not between 2. If it is equiangu- lar, then it is equilateral.
tween 900 and measure of the 900 and 1800, then 900 and 1800 The statement is true. All triangles that are equi
1800 , then the angle is between the angle is not latear are also equiangular.
angle is obtuse. 900 and 1800 obtuse. 3. If it is a quadrilateral, then it is a rectangle.
The statement is false since a trapezoid is also a
If two planes If two planes are If two planes has If two planes are not parallel, quadrilateral. Or any figure with 4 sides ia a
have no common parallel, then common point, then then they have common quadric lateral.
point, then they they don’t have they are not parallel point.
are parallel. common point.
Learning Task 2
If it is a carrot, If it is rich in It it is not a carrot, If it is not rich in vitamin A, 4. If circles have the same center, then they are concen
then it is rich in Vitamin A, then then it is not rich in then it is not a carrot. tric.
vitamin A. it is a carrot vitamin A H: Circles have the same center
C: they are concentric
If it is a reptile, If it has a scale, If it is not a reptile, If it has no scale, then it is 5. If the temperature is in degree Celsius, then the
then it has a then it is a then it has no scale not a reptile freezing point is zero.
scale. reptile H: the temperature is in degree Celsius
C: the freezing point is zero
Learning Task 2 B.
1. True
Learning Task 1
2. False, the tallest man in the world is not a
1. (a) True (b) If the triangle is equiangular, then it is equilateral (True)
basketball player.
(c ) If the triangle is not equilateral, the it is not equiangular.
3. True
4. False, going to Hongkong does not require visa
5. False, Obtuse triangle, one angle is not acute,
WEEK 6-7
PIVOT 4A CALABARZON Math G8 37
3. Given: 3r - 5 ≠ 13 B. 1. Given x = 3 A. 1. Reason:
Prove: r ≠ 6 Prove : 3x + 5 ≠ 10 2. Definition of odd integer
Assume that r = 6. Assume that 3x + 5 = 10 3. Definition of even integer
Then 3( 6) - 5 ≠ 13 3x = 5 5. sum of integers
18 - 5 ≠ 13 this false be- x = 5/3 2. mn = (2k + 1)(2k)
cause they are equal. Hence the This shows that the assumption is not true. = 4k2 + 2k product of integers
assumption is false. r ≠ 6 is true. Hence the conclusion 3x + 5 ≠ 10 is true. = 2(2k2 + k) factor out 2
= 2r let r = 2k2 + k
4. Given: x = 5 2. Given: Triangle ABC is an mn = 2r by definition of even integer
Prove: 2x + 4 ≠ 12 isosceles triangle. 3. let n = 2k
Assume that 2x + 4 = 12 Prove: Base angle cannot be 3n + 5 = 3(2k) + 5 by substitution
2(5) + 14 =12 920. = 6k + 5 multiply
10 + 14 = 12 is false Assume that the base angle is 920 = 6k + 4 + 1 renaming 5
Hence the conclusion 2x + 4 ≠ 12 is Remember that the base angles of isosceles = 2(3k + 2) + 1 factor out 2
true. triangle are equal and the sum of the measure = 2m + 1 let m = 3k + 2
of the angles of the triangle is 1800 3n + 5 = 2m + 1 is odd number by
A + B + C = 1800 definition.
A + 92 + 92 = 1800
This is not possible since the two angles adds
up to more than 1800 already. Therefore the
assumption is false. The conclusion that
cannot be 920 is true. This this:
C. B.
1. if it will continue to rain, then the track and field 1. Therefore lines j and k are parallel
game will be cancelled. 2. Therefore it is not safe to play outside.
2. If you are resting, then your heartbeat is normal. 3. Therefore you will be in the honor roll.
3. If you study your lesson, then you will get good 4. Therefore the sum of the angles of triangle
grades. PQR is 1800
4. If a creature is a fly, then it is an insect. 5. Therefore the sum of the measures of angles
5. If you are studying science, then you are studying x and y is 900 , they are complementary.
botany. 6. Therefore the circles are concentric.
6. If two lines are parallel, then the are coplanar. 7. Therefore square is quadrilateral
7. If angles are linear pair, then the sum is 1800 8. Therefore the sum of x and y is even
8. If a man is good in Math, then he can build a 9. Therefore Rick passed the exam
house. 10. Therefore points x, y and Z are collinear
9. If the creature is a mammal, then it can swim.
10. If it rain, then there is thunder
Learning Task 1
1. (a) If it is an eagle, then it’s a bird (b) If it is a bi rd, then its an eagle. (c ) It is an eagle iff it a bird.
(b) is false. Maya is a bird but not eagle. (c ) False, since the converse is false.
2. (a) if It is a wild animal, then it’s a mammal (b) If it is mammal, then it’s a wild animal
(c ) It is a wild anima iff it is mammal. (b) is false, mma is a mammal but not wild animal.
(c ) is false since the converse is false.
Learning Task 2
A. 1. The sum of 2 odd integers is an integer 3. The square of an odd integer is odd
integer.
WEEK 8
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the ear tag, just copy
your personal evaluation indicated in the first Level of Performance in the second column
up to the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6.

PIVOT 4A CALABARZON Math G8 38

 Reference

Department of Education. (2020). K to 12 Most Essential Learning Competencies

with Corresponding CG Codes. Pasig City: Department of Education
Curriculum and Instruction Strand.

Department of Education Region 4A CALABARZON. (2020). PIVOT 4A Budget of

Work in all Learning Areas in Key Stages 1-4: Version 2.0. Cainta, Rizal:
Department of Education Region 4A CALABARZON.

39 PIVOT 4A CALABARZON Math G8

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

https://tinyurl.com/Concerns-on-PIVOT4A-SLMs