TEACHING GUIDE

Module 5: Systems of Linear Equations and Inequalities in Two Variables

A. Learning Outcomes

Content Standard:
The learner demonstrates understanding of key concepts of systems of linear equations and inequalities in two variables.

Performance Standard:
The learner is able to formulate real-life problems involving systems of linear equations and inequalities in two variables
and solve these with utmost accuracy using a variety of strategies.

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT: LEARNING COMPETENCIES
Grade 8 Mathematics 1. Describe systems of linear equations and inequalities using practical situations and
QUARTER: mathematical expressions.
First Quarter 2. Identify which systems of linear equations have graphs that are parallel, intersect and
STRAND: coincide.
Algebra 3. Graph systems of linear equations in two variables.
TOPIC: 4. Solve systems of linear equations by (a) graphing; (b) elimination; (c) substitution.
Systems of Linear Equations and Inequalities 5. Graph system of linear inequalities in two variables.
in Two Variables 6. Solve a system of linear inequalities in two variables by graphing.
LESSONS: 7. Solve problems involving systems of linear equations and inequalities in two variables.
1. Systems of Linear Equations in Two Variables
and Their Graphs
2. Solving Systems of Linear Equations in Two ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:
Variables Students will understand that systems of linear How do systems of linear equations and
3. Graphical Solutions of Systems of Linear equations and inequalities in two variables are inequalities in two variables facilitate finding
Inequalities in Two Variables useful tools in solving real-life problems and in solutions to real-life problems and making
making decisions decisions?
TRANSFER GOAL:
Students will be able to apply the key concepts of systems of linear equations and inequalities
in two variables in formulating and solving real-life problems and in making decisions.

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B. Planning for Assessment

Product/Performance

The following are products and performances that students are expected to come up with in this module.
a. Systems of linear equations drawn from real-life situation and the graph of each system
b. Role-playing of real-life situations where systems of linear equations in two variables are applied
c. Real-life problems involving systems of linear equations in two variables formulated and solved
d. Design or sketch plan of an expanded school vegetable garden that demonstrates students’ understanding of systems
of linear equations and inequalities in two variables.

Assessment Map

TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE

Pre-Assessment/ Pre-Test: Part I
Diagnostic Identifying systems of linear
equations and inequalities
in two variables and their
graphs
Pre-Test: Part I Pre-Test: Part I Pre-Test: Part I
Graphing systems of linear Solving problems involving Products and performances
equations and inequalities systems of linear equations related to or involving
in two variables and inequalities in two systems of linear equations
variables and inequalities in two
Solving systems of linear variables
equations and inequalities
in two variables

Pre-Test: Part II Pre-Test: Part II Pre-Test: Part II

Identifying mathematics Illustrating mathematics Expressing understanding
concepts previously learned concepts previously learned of mathematics concepts
through the illustrations previously learned
made

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 Pre-Test: Part III
Situational Analysis
Identifying the information Calculating unknown values Explaining how a Citing situations involving
given in a problem mathematical statement linear equations in two
Representing situations is derived from a given variables
using mathematical situation
expressions and statements Formulating and solving
problems involving linear
equations in two variables
Formative Quiz: Lesson 1 Quiz: Lesson 1 Quiz: Lesson 1
Identifying systems of linear Graphing systems of linear Representing situations
equations in two variables equations in two variables using systems of linear
equations in two variables
Describing the solution
sets of a systems of linear Explaining how to graph
equations in two variables systems of linear equations
using graphs in two variables
Quiz: Lesson 2 Quiz: Lesson 2 Quiz: Lesson 2

Giving examples of systems Finding the solutions of Explaining how to obtain

of linear equations in two systems of linear equations the solutions of systems
variables in two variables graphically of linear equations in two
and algebraically variables
Identifying the information
given in a problem involving Using the different methods Explaining why some
systems of linear equations of solving systems of linear systems of linear equations
in two variables equations in two variables in in two variables have one
finding solutions to real-life solution, no solution, or
problems infinite number of solutions

Explaining how to check or

verify results obtained

Describing the advantages

and disadvantages of using

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 the different methods of
solving systems of linear
equations in two variables

Solving problems involving

systems of linear equations
in two variables

Choosing and justifying the

best option based on the
solved problems involving
systems of linear equations
in two variables

Quiz: Lesson 3 Quiz: Lesson 3 Quiz: Lesson 3

Giving examples of systems Determining whether an Explaining why some

of linear inequalities in two ordered pair is a solution systems of linear inequalities
variables of a given system of linear in two variables have no
inequalities in two variables solution or infinite number of
Identifying the information solutions
given in a problem involving Solving systems of linear
systems of linear inequalities inequalities in two variables Explaining how the graphical
in two variables graphically solution of a system of linear
inequalities in two variables
is determined

Describing the solution

set of a system of linear
inequalities in two variables

Describing the advantages

and disadvantages of
finding the solution set of a
system of linear inequalities
in two variables graphically

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 Solving problems involving
systems of linear inequalities
in two variables

Making and justifying

Summative Post-Test: Part I
Identifying systems of linear • Graphing systems of
equations and inequalities
in two variables and their
graphs
Part II
Identifying systems of linear
equations and inequalities in
two variables
the best decision based
on the solved problems
involving systems of linear
inequalities in two variables
Post-Test: Part I Post-Test: Part I Post-Test: Part I
Solving problems involving Products and performances
linear equations and systems of linear equations related to or involving
inequalities in two and inequalities in two systems of linear equations
variables variables and inequalities in two
• Solving systems of variables
linear equations and
inequalities in two
variables
Part II Part II
Solving systems of linear Describing the solution
equations and inequalities set of systems of linear
in two variables graphically equations and inequalities
and algebraically in two variables

Part III Part IV:

Solving problems involving GRASPS Assessment
systems of linear equations
and inequalities
Self-Assessment Journal Writing:
Expressing understanding of systems of linear equations in two variables

Expressing understanding of finding solutions of systems of linear equations in two variables graphically and algebraically

Expressing understanding of systems of linear inequalities in two variables

275
 Assessment Matrix (Summative Test)
Levels of Assessment What will I assess? How will I assess? How Will I Score?
The learner demonstrates understanding of key Paper and Pencil Test
concepts of systems of linear equations and
inequalities in two variables. Part I items 1, 2, and 8
Knowledge 15% 1 point for every correct response
Part II item 1
Describes systems of linear equations and
inequalities using practical situations and Part IV item 1
mathematical expressions. 1 point for every correct response
Identifies which given systems of linear equations Rubric on Problem Solving
have graphs that are parallel, intersect and coincide. Rubric for drawing
Part I items 3, 5, 10, 11, and 12
Criteria: Neat and Clear
Process/Skills 25% Graphs systems of linear equations in two variables. Accurate
Part II item 3
Justified
Solves systems of linear equations by Appropriate
(a) graphing; Relevant
(b) elimination; and
(c) substitution.
1 point for every correct response
Graph system of linear inequalities in two variables.
Rubric for explanation
Solve a system of linear inequalities in two variables Criteria: Clear
by graphing. Coherent
Part I items 4, 7, 9, 13, 15, and 17
Justified
Solve problems involving systems of linear Part II items 2 and 4
equations and inequalities in two variables. Rubric for drawing
Understanding 30%
Criteria: Neat and Clear
Part III Items 1 and 2
Accurate Appropriate
Justified Relevant
Part IV items 2, 3, and 5
Rubric on Problem Solving

Rubric for explanation

Criteria: Clear Justified
Coherent

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 The learner is able to formulate real-life problems Part I Items 6, 14, 16, 18, 19, and 20
involving systems of linear equations and
inequalities in two variables and solve these with Part IV item 4
1 point for every correct response
utmost accuracy using a variety of strategies.
Rubric on Problem Posing/
Formulation and Problem Solving
Criteria: Relevant Authentic
Creative Clear
Insightful
Product/ GRASPS Assessment
Performance 30% Make a design or a sketch plan of a
Rubric on Design/Sketch Plan
vegetable school garden with an area
Criteria:
of at least one hectare. Apply your
1. Content
understanding of the key concepts
2. Clarity of Presentation
of systems of linear equations and
3. Accuracy of Measurements
inequalities in two variables. Then,
4. Diversity of Plants
use the design or sketch plan of the
garden in formulating and solving
problems involving systems of linear
equations and inequalities in two
variables.

C. Planning for Teaching-Learning

Introduction:

This module covers key concepts of systems of linear equations and inequalities in two variables. It is divided into
three lessons namely: Systems of Linear Equations and their Graphs, Solving Systems of Linear Equations, and Graphical
Solutions of Systems of Linear Inequalities in Two Variables. In Lesson 1, students will describe systems of linear equations
and their graphs and solution sets. The students will also draw the graphs of systems of linear equations using any graphing
materials, tools, or computer software such as GeoGebra. In Lesson 2, the students will find the solution set of systems of
linear equations graphically and algebraically. The two algebraic methods of solving systems of linear equations that students
will use are substitution method and elimination method. In Lesson 3, the students will determine the graphical solutions of
systems of linear inequalities in two variables. Again, students will use any graphing materials, tools, or computer software.
It would be more convenient for students to find the solution sets of system of linear inequalities if the use of GeoGebra is
encouraged.

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 In all lessons, students are given the opportunity to use their prior knowledge and skills in learning systems of linear
equations and inequalities. They are also given varied activities to process the knowledge and skills learned and deepen and
transfer their understanding of the different lessons.

As an introduction to the main lesson, ask them the following questions:

Have you ever asked yourself how businessmen make profits? How can farmers increase their yield or harvest? How
parents budget their income on food, education, clothing and other needs? How cellular phone users choose the best pay-
ment plan? How students spend their daily allowances or travel from home to school?

Entice the students to find out the answers to these questions and to determine the vast applications of systems of linear
equations and inequalities in two variables through this module.

Objectives:

After the learners have gone through the lessons contained in this module, they are expected to:
a. describe systems of linear equations using practical situations and mathematical expressions;
b. identify which given systems of linear equations have graphs that are parallel, intersect, and coincide;
c. draw the graph of systems of linear equations in two variables;
d. find the solution set of systems of linear equations by (a) graphing; (b) elimination; (c) substitution;
e. draw the graph of system of linear inequalities in two variables;
f. determine the graphical solutions of a system of linear inequalities in two variables; and
formulate and solve problems involving systems of linear equations and inequalities in two variables.

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Pre-Assessment:
III. PRE - ASSESSMENT
Check students’ prior knowledge, skills, and understanding of mathematics
concepts related to Systems of Linear Equations and Inequalities in Part I: Find out how much you already know about this module. Choose the letter
Two Variables. Assessing these will facilitate teaching and students’ that you think best answers the question. Please answer all items. Take
note of the items that you were not able to answer correctly and look for
understanding of the lessons in this module.
the right answer as you go through this module.

Answer Key 1. Which of the following is a system of linear equations in two variables?

a. 2x – 7y = 8 c. x + 9y = 2
Part I 2x – 3y > 12
1. B 11. C 3x + 5y = -2
b. d. 4x + 1 = 8
2. B 12. A x – 4y = 9 3y – 7 = 11
3. D 13. C 2. What point is the intersection of the graphs of the lines x + y = 8 and 2x – y = 1?
4. D 14. C
5. B 15. D a. (1, 8) b. (3, 5) c. (5, 3) d. (2, 6)
6. C 16. A
7. B 17. A 3. Which of the following is a graph of a system of linear inequalities in two
8. C 18. A variables?
9. B 19. C
a. c.
10. D 20. A

Part III:
1. Php 20; Php 12
2.
Number of
Admission Fee
Adults
2 40
3 60
4 80
5 100
6 120
Number of
Admission Fee
Children
2 24 b. d.
3 36
4 48
5 60
6 72

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Teacher’s Note and Reminders 4. Which of the following shows the graph of the system 2x + y < 2 ?
x – 4y > 9
a. c.

b. d.

5. If 2x + y = 9 and 2x – y = 11 , what is the value of x?

a. 4 b. 5 c. 10 d. 20

6. A car park charges Php 45 for the first three hours and Php 5 for every
succeeding hour or a fraction thereof. Another car park charges Php 20 for
the first three hours and Php 10 for every succeeding hour or a fraction
thereof. In how many hours would a car owner pay the same parking fee in
any of the two car parks?

a. 2 hr b. 3 hr c. 5 hr d. 8 hr

7. How many solutions does a consistent and independent system of linear

equations have?
Don’t
F rget!
o a. 0 b. 1 c. 2 d. Infinite

8. Which of the following ordered pairs satisfy both 2x + 7y > 5 and 3x – y ≤ 2?

a. (0, 0) b. (10, -1) c. (-4, 6) d. (-2, -8)

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Teacher’s Note and Reminders 9. Mr. Agpalo paid Php 260 for four adult’s tickets and six children’s
tickets. Suppose the total cost of an adult’s ticket and a children’s
ticket is Php 55. How much does an adult’s ticket cost?

a. Php 20 b. Php 35 c. Php 80

d. Php 120

10. Which system of equations has a graph that shows intersecting lines?

a. 2x + 4y = 14 c. 4x + 8y = 7
x + 2y = 7 x + 2y = 3

b. -3x + y = 5 d. 3x + y = 10
6x – 2y = 1 3x – y = 5

11. Mr. Bonifacio asked each of his agriculture students to prepare a

rectangular garden such that its perimeter is at most 19 m and the
difference between its length and its width is at least 5 m. Which of the
following could be the sketch of a garden that a student may prepare?

a. c.

b. d.

12. Luisa says that the system 3x + y = 2 has no solution. Which of the
2y = 15 – 6x
following reasons would support her statement?
I. The graph of the system of equations shows parallel lines.
II. The graph of the system of equations shows intersecting lines.
III. The two lines as described by the equations in the system have the
same slope.
Don’t
F rget!
o a. I and II b. I and III c. II and III d. I, II, and III

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Teacher’s Note and Reminders
14. Bea wanted to compare the mobile network plans being offered by two
13. Jose paid at most Php 250 for the four markers and three pencils that he
bought. Suppose the marker is more expensive than the pencil and their
price’s difference is greater than Php 30. Which of the following could be the
amount paid by Jose for each item?
a. Marker: Php 56 c. Marker: Php 46
Pencil: Php 12 Pencil: Php 7
b. Marker: Php 35 d. Marker: Php 50
Pencil: Php 15 Pencil: Php 19
telecommunication companies. Suppose Bea’s father would like to see the
graph showing the comparison of the two mobile network plans. Which of the
following graphs should Bea present to his father?

a. b. c. d.

15. Edna and Grace had their meal at a pizza house. They ordered the same
kind of pizza and drinks. Edna paid Php 140 for 2 slices of pizza and a drink.
Grace paid for Php 225 for 3 slices of pizza and 2 drinks. How much did they
pay for the total number of slices of pizza?
a. Php 55 c. Php 165
b. Php 110 d. Php 275
16. The Senior Citizens Club of a certain municipality is raising funds by selling
used clothes and shoes. Mrs. Labrador, a member of the club, was assigned
to determine how many used clothes and shoes were sold after knowing the
important information needed. She was asked further to present to the club
how she came up with the result using graph. Which of the following graphs
could Mrs. Labrador present?
a. c.
Don’t
F rget!
o

b. d.

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Teacher’s Note and Reminders
17. The Math Club rented a sound system for their annual Mathematics
Camp. They also rented a generator in case of power interruption.
After the 3-day camp, the club paid a total amount of Php3,000, three
days for the sound system and two days for the generator. If each
is rented for one day, the club should have paid a total amount of
Php1,100. What was the daily rental cost of the generator?

a. Php 300 c. Php 800

b. Php 600 d. Php 2,400

18. Mrs. Soriano would like to keep track of her family’s expenses to
have an idea of the maximum or minimum amount of money that she
will allot for electric and water consumption, food, clothing, and other
needs. Which of the following should Mrs. Soriano prepare?

a. Budget Plan c. Pricelist of Commodities

b. Compilation of Receipts d. Bar Graph of Family’s Expenses

19. A restaurant owner would like to make a model which he can use as
a guide in writing a system of equations. He will use the system of
equations in determining the number of kilograms of pork and beef
that he needs to purchase daily given a certain amount of money (C),
the cost (A) of a kilo of pork, the cost (B) of a kilo of beef, and the total
weight of meat (D). Which of the following models should he make
and follow?

a. Ax – By = C c. Ax + By = C
x+y=D x+y=D
b. Ax + By = C d. Ax – By = C
x–y=D x–y=D

20. Mrs. Jacinto would like to instill the value of saving and to develop
decision-making among her children. Which of the following
situations should Mrs. Jacinto present to her children?
Don’t
Forget! a. Buying and selling different items.
b. A person putting coins in his piggy bank.
c. Buying assorted goods in a department store.
d. Making bank deposits in two banks that give different interests.

283
Teacher’s Note and Reminders
Part II. Illustrate each mathematics concept in the given figure then describe
it by completing the statement at the bottom.

Slope of a y - intercept of
Lines a Line
Line

Coordinates of
Points on a Line Points
Points

Parallel Intersecting Linear

Lines Lines Equations

Linear
Inequality

My idea of (mathematics concept given) is _____________________

Don’t ___________________________________________________________
F rget!
o ___________________________________________________________
_________________________________________________

284
Teacher’s Note and Reminders Part III. Use the situation below to answer the questions that follow.

One Sunday, a Butterfly Exhibit was held at the Quezon Memorial Circle
in Quezon City. A number of people, children and adults, went to see the
exhibit. Admission was Php 20 each for adults and Php 12 each for children.

Questions:

1. How much did an adult pay for the exhibit? How about a child?

2. Complete the table below for the amount that must be paid by a certain
number of adults and children who will watch the exhibit.

Number of
Number of Adults Admission Fee Admission Fee
Children
2 2
3 3
4 4
5 5
6 6

3. How much would 10 adults pay if they watch the exhibit? How about 10
children? Show your solution.

4. If a certain number of adults watched the exhibit, what expression would

represent the total admission fee?

What mathematical statement would represent the total amount that will
be collected from a number of children? Explain your answer.

5. Suppose six adults and 15 children watch the exhibit. What is the total
amount they will pay for the admission? Show your solution.

6. If a number of adults and another number of children watch the exhibit,

how will you represent the total amount they will pay as admission?
Don’t Explain your answer.
F rget!
o
7. Suppose the total amount collected was Php 3,000. How many adults
and how many children could have watched the exhibit?

8. The given situation illustrates the use of linear equations in two variables.
In what other real-life situations are linear equations in two variables
applied? Formulate problems out of these situations then solve.

285
LEARNING GOALS AND TARGETS:
Systems of Linear
Students are expected to demonstrate understanding of key concepts of
systems of linear equations and inequalities in two variables, formulate real-
Lesson 1 Equations in Two
life problems involving these concepts, and solve these with utmost accuracy
using a variety of strategies.
Variables and their
Graphs

Lesson 1: SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES AND What to

What to Know
Know
THEIR GRAPHS
Start Lesson 1 of this module by assessing your knowledge of the
What to
to Know
Know different mathematics concepts previously studied and your skills in performing
What mathematical operations. These knowledge and skills may help you in
understanding Systems of Linear Equations in Two Variables and their Graphs.
Let the students draw and describe the graphs of some linear As you go through this lesson, think of the following important question: “How is
equations in two variables by doing Activity 1. This activity provides the system of linear equations in two variables used in solving real-life problems
the students the opportunity to recall graphing linear equations and to and in making decisions?” To find the answer, perform each activity. If you find
determine the characteristics of lines. any difficulty in answering the exercises, seek the assistance of your teacher or
peers or refer to the modules you have gone over earlier. To check your work,
refer to the answer key provided at the end of this module.
Answer Key
A ctivity 1
Activity 1 DESCRIBE ME!
1. 2.
y y Directions: Show the graph of each of the following linear equations in a Cartesian
coordinate plane. Answer the questions that follow.

1. y = 2x + 3 2. 3x – y = 2

x x

286
3. 4.
y 3. y = 5x – 1 4. 2x – 3y = 6

E S TIO
a. How did you graph each linear equation in two variables?
?

QU

Let the students find the slopes and the y-intercepts of the graphs of some
pairs of linear equations. Then ask them to describe the solution set of each
pair of linear equations using their slopes and y-intercepts. Tell them to
perform Activity 2. In this activity, the students will be able to see how the
slopes and y-intercepts of two lines are related to the solution set of the
system of equations describing these lines.
NS
b. How do you describe the graphs of linear equations in two
variables?
Were you able to draw and describe the graphs of linear equations in two
variables? Suppose you draw the graphs of two linear equations in the same
coordinate plane. How would the graphs of these equations look like? You’ll find
that out when you do the next activity.

Answer Key
A ctivity 2
MEET ME AT THIS POINT IF POSSIBLE…
Activity 2
1. 2.
y Directions: Show the graph of each pair of linear equations below using the
same Cartesian plane then answer the questions that follow.

1. 3x + y = 5 and 2x + y = 9 2. 3x – y = 4 and y = 3x + 2

287
3.

3. x + 3y = 6 and 2x + 6y = 12

E S TIO

a. How did you graph each pair of linear equations?
?

QU

NS
b. How would you describe the graphs of 3x + y = 5 and 2x + y = 9?
Activity 2(Graphs) How about 3x – y = 4 and y = 3x + 2? x + 3y = 6 and 2x + 6y = 12?
c. Which pair of equations has graphs that are intersecting?
a. Methods in graphing linear equations How many points of intersection do the graphs have?
What are the coordinates of their point(s) of intersection?
b. Intersecting lines; parallel lines; coinciding lines d. Which pair of equations has graphs that are not intersecting? Why?
c. 3x + y = 5 and 2x + y = 9; one point of intersection; (-4, 17) How do you describe these equations?
d. 3x – y = 4 and y = 3x + 2 ; Its graph is parallel e. Each pair of linear equations forms a system of equations. The
point of intersection of the graphs of two linear equations is the
x + 3y = 6 and 2x + 6y = 12; Its graph is coinciding
solution of the system. How many solutions does each pair of
e. e.1) one e.2) none e.3) many equations have?
f. f.1) 3x + y = 5 slope = -3 y-intercept = 5 e.1) 3x + y = 5 and 2x + y = 9
2x + y = 9 slope = -2 y-intercept = 9 e.2) 3x – y = 4 and y = 3x + 2
e.3) x + 3y = 6 and 2x + 6y = 12
f.2) 3x – y = 4 slope = 3 y-intercept = -4 f. What is the slope and the y-intercept of each line in the given
y = 3x + 2 slope = 3 y-intercept = 2 pair of equations?
f.3) x + 3y = 6 slope = y-intercept = 2 f.1) 3x + y = 5; slope = y-intercept =
2x + y = 9; slope = y-intercept =
2x + 6y = 12 slope = y-intercept = 2
g. 3x + y = 5 slope = not equal y-intercept = not equal f.2) 3x – y = 4; slope = y-intercept =
2x + y = 9 y = 3x + 2; slope = y-intercept =
3x – y = 4 slope = equal y-intercept = equal
f.3) x + 3y = 6; slope = y-intercept =
y = 3x + 2 2x + 6y = 12; slope = y-intercept =
x + 3y = 6 slope = equal y-intercept = equal g. How would you compare the slopes of the lines defined by the
2x + 6y = 12 linear equations in each system?
How about their y-intercepts?
h. 3x + y = 5 There is one solution if the slopes and y-intercepts are not h. What statements can you make about the solution of the system
2x + y = 9 equal. in relation to the slopes of the lines?
3x – y = 4 There is no solution if the slopes are equal y = 3x + 2 and How about the y-intercepts of the lines?
i. How is the system of linear equations in two variables used in
the y-intercepts are not equal. solving real-life problems and in making decisions?
x + 3y = 6 There are many solutions if the slopes and y-intercepts are equal.
2x + 6y = 12
i. Many possible answers

288

Let the students read and understand some important notes on systems
of linear equations and their graphs before they perform the succeeding
activities. Tell them to study carefully the examples given.
Equations like x – y = 7 and 2x + y = 8 are called simultaneous linear
equations or a system of linear equations if we want them to be true for the
same pair of numbers. The solution of such equations is an ordered pair of numbers
that satisfies both equations. The solution set of a system of linear equations in two
variables is the set of all ordered pairs of real numbers that makes every equation
in the system true.

Teacher’s Note and Reminders The solution of a system of linear equations can be determined algebraically
or graphically. To find the solution graphically, graph both equations on a Cartesian
plane then find the point of intersection of the graphs, if it exists. The solution
to a system of linear equations corresponds to the coordinates of the points of
intersection of the graphs of the equations.

A system of linear equations has:

a. only one solution if their graphs intersect.
b. no solution if their graphs do not intersect.
c. infinitely many solutions if their graphs coincide.

Don’t
F rget!
o

289
Teacher’s Note and Reminders There are three kinds of systems of linear equations in two variables according
to the number of solutions. These are:
1. System of consistent and dependent equations
This is a system of linear equations having infinitely many solutions. The
slopes of the lines defined by the equations are equal; their y-intercepts
are also equal; and their graphs coincide.

Example: The system of equations

x – y = 5 is consistent and
2x – 2y = 10
dependent. The slopes of
their lines are equal, their
y-intercepts are also equal,
and their graphs coincide.

2. System of consistent and independent equations

This is a system of linear equations having exactly one solution. The
slopes of the lines defined by the equations are not equal; their
y-intercepts could be equal or unequal; and their graphs intersect.

Example: The system of equations

2x + y = 5 is consistent and
3x – y = 9
independent. The slopes of
their lines are not equal, their
y-intercepts could be equal
or unequal, and their graphs
intersect.

Don’t 3. System of inconsistent equations

F rget!
o This is a system of linear equations having no solution. The slopes of
the lines defined by the equations are equal or have no slopes; their
y-intercepts are not equal; and their graphs are parallel.

Example: The system of equations 2x + y = -6 is inconsistent. The

2x + y = 10
slopes of their lines are equal; their y-intercepts are not equal;

and their graphs are parallel.

290
Pose the question:
Systems of linear equations in two variables are illustrated
in many real-life situations. A system of linear equations in two
“How are the solutions to problems involving systems of linear equations variables can be used to represent problems that involve finding
used in making decisions?” values of two quantities such as the number of objects, costs of
goods or services, or amount of investments, solutions of which
can also be described using graphs. But how are the solutions to
What to
to Process
Process problems involving systems of linear equations used in making
What
decisions?

Let students identify, describe, and give examples of systems of

linear equations that are consistent and dependent, consistent and
independent, or inconsistent. Ask them to perform Activity 3.
Answer Key
What to
What to Process
Process
Your goal in this section is to apply the key concepts of systems of linear
equations in two variables and their graphs. Use the mathematical ideas and the
examples presented in the preceding section to answer the activities provided.

Activity 3
A ctivity 3
1. Consistent and independent CONSISTENT OR INCONSISTENT?
2. Inconsistent
3. Consistent and dependent Directions: Determine whether each system of linear equations is consistent
4. Inconsistent and dependent, consistent and independent, or inconsistent.
5. Consistent and independent Answer the questions that follow.
6. Consistent and independent
1. 2x – y = 7 6. x – 2y = 9
7. Consistent and dependent
3x – y = 5 x + 3y = 14
8. Consistent and independent 2x + y = -3 7. 6x – 2y = 8
2.
9. Inconsistent 2x + y = 6 y = 3x – 4
10. Consistent and independent 3. x – 2y = 9 8. x + 3y = 8
2x – 4y = 18 x – 3y = 8
Teacher’s Note and Reminders 4. 8x + 2y = 7 9. 2y = 6x – 5
y = -4y + 1 3y = 9x + 1
5. -3x + y = 10 10. 3x + 5y = 15
Don’t 4x + y = 7 4x – 7y = 10

Forget!

291
 Teacher’s Note and Reminders E S TIO a. How were you able to identify system of equations that

? are consistent- dependent, consistent-independent and

QU

NS
inconsistent?
b. When do you say that a system of linear equations is consistent
and dependent? consistent and independent? inconsistent?
c. Give examples of systems of linear equations that are consistent
and dependent, consistent and independent, and inconsistent.

Were you able to determine which system of linear equations in two variables
is consistent and dependent, consistent and independent, or inconsistent? In the
next activity, you will describe the solution set of system of linear equations in two
Don’t variables through its graph.
Forget!
A ctivity 4
HOW DO I LOOK?

Directions: Describe the solution set of the system of linear equations as shown by the
following graphs. Answer the questions that follow.

1. 3.

In Activity 4, let the students describe the graphs of some systems of linear
equations in two variables. Strengthen their understanding of consistent and
dependent, consistent and independent, or inconsistent systems of linear
equations by asking them to give examples. Let them draw and describe the
graphs of these systems of linear equations. 2. 4.

Answer Key

Activity 4

1. one solution E S TIO a. How many solution/s does each graph of system of linear

? equations have?
QU

NS
2. many solutions b. Which graph shows that the system of linear equations is
3. no solution consistent and dependent? consistent and independent?
4. one solution inconsistent? Explain your answer.
c. When do you say that the system of linear equations as
described by the graph is consistent and dependent? consistent
and independent? inconsistent?
d. Draw graphs of systems of linear equations that are consistent
and dependent, consistent and independent, and inconsistent.
Describe each graph.

292
Ask the students to draw the graphs of some systems of linear equations
then describe the solution set of each. Let them perform Activity 5. If math
software like GeoGebra is available, ask the students to make use of this.
GeoGebra is a dynamic mathematics software that can be used to visualize
and understand concepts in algebra, geometry, calculus, and statistics.
Answer Key
A ctivity 5
DESCRIBE MY SOLUTIONS!
Directions: Graph each of the following systems of linear equations in two
variables on the Cartesian coordinate plane. Describe the solution
set of each system based on the graph drawn. Answer the questions
that follow.

Activity 5 1. x+y=8 4. x – 2y = 12
1. 4. x + y = -3 6x + 3y = -9
2. 3x – y = 7 5. 3x + y = -2
x + 3y = -4 x + 2y = -4
3. x + 6y = 9
2x + 6y = 18

2. 5.

3.

293
In some cases where students draw the graphs of some linear equations, E S TIO a. How did you graph each system of linear equations in two
?

QU
the lines drawn may not appear to intersect because of the limited space

NS
variables?
on the Cartesian coordinate plane used. In such cases, emphasize to the b. How does the graph of each system look like?
students that lines can be extended indefinitely and that the lines will meet c. Which system of linear equations has only one solution? Why?
at a certain point. How about the system of linear equations with no solution?
infinite number of solutions? Explain your answer.

Ask students to have a closer look at some aspects of the systems of linear
equations and their graphs. Provide them opportunities to think deeper and
test further their understanding of the lesson by doing Activity 6.
In this section, the discussion was about system of linear equations in two
variables and their graphs.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion? Which ideas
are different and need revision?

Now that you know the important ideas about this topic, let’s go deeper by moving
Teacher’s Note and Reminders on to the next section.

What to
What to Understand
Understand
Your goal in this section is to take a closer look at some aspects of the
topic. You are going to think deeper and test further your understanding of
systems of linear equations in two variables and their graphs. After doing the
following activities, you should be able to answer the following question: How
is the system of linear equations in two variables used in solving real-life
problems and in making decisions?

A ctivity 6
HOW WELL I UNDERSTOOD…
Directions: Answer the following.

1. How do you describe a system of linear equations in two
variables?
Don’t 2. Give at least two examples of systems of linear equations in two
F rget!
o variables.
3. When is a system of linear equations in two variables used?
4. How do you graph systems of linear equations in two variables?
5. How do you describe the graphs of systems of linear equations in
two variables?
6. How do you describe systems of linear equations that are
consistent and dependent? consistent and independent?
inconsistent?

294
 Teacher’s Note and Reminders 7. Study the situation below: a. What system of linear
equations represents the
Jose wanted given situation?
to construct a b. Suppose the system of
rectangular garden linear equations is graphed.
such that its How would the graph look
perimeter is 28 m like?
and its length is 6 c. Is the system consistent
times its width. and dependent, consistent
and independent, or
inconsistent? Why?

In this section, the discussion was about your understanding of systems of

linear equations in two variables and their graph.

What new realizations do you have about the systems of linear equations
Don’t in two variables and their graphs? What new connections have you made for
Forget! yourself?

Now that you have a deeper understanding of the topic, you are ready to do
the tasks in the next section.

What to
What to Transfer
Transfer

Your goal in this section is to apply your learning to real-life situations. You
Before the students move to the next section of this lesson, give a short test will be given a practical task which will demonstrate your understanding.
(formative test) to find out how well they understood the lesson.

A ctivity 7
HOW MUCH AND WHAT’S THE COST?
What to
What to Transfer
Transfer
Directions:
Complete the table below by writing all the school supplies that you
use. Indicate the quantity and the cost of each.
Give the students opportunities to demonstrate their understanding of
systems of linear equations by doing a practical task. Let them perform School Supply Quantity Cost
Activity 7. You can ask the students to work individually or in group.
Emphasize to them that they must come up with some linear equations
in two variables and that a pair of these equations must form a system.

295
SUMMARY/SYNTHESIS/GENERALIZATION:
Formulate linear equations in two variables based on the table. Then use some
pairs of these equations to form different systems of equations. Draw the graph of
This lesson was about systems of linear equations in two variables and each system of linear equations. Use the rubric provided to rate your work.
their graphs. The lesson provided students opportunities to describe systems of
linear equations and their solution sets using practical situations, mathematical Rubric for Real-Life Situations Involving Systems of Linear Equations in
expressions, and their graphs. They identified and described systems of linear Two Variables and their Graphs
equations whose graphs are parallel, intersecting, or coinciding. Moreover, the
students were given the chance to draw and describe the graphs of systems 4 3 2 1
of linear equations in two variables and to demonstrate their understanding of Systematically listed Systematically listed Systematically listed Systematically listed
in the table the data, in the table the in the table the school in the table the
the lesson by doing a practical task. Students’ understanding of this lesson and properly formulated school supplies, the supplies, the quantity, school supplies, the
other previously learned mathematics concepts and principles will facilitate their linear equations quantity, and cost of and cost of each item quantity, and cost of
learning of the next lesson, Solving Systems of Linear Equations Graphically in two variables each item, properly and formulated linear each item.
that form a system formulated linear equations in two
and Algebraically. of equations, and equations in two variables but unable
accurately drawn the variables that form a to form systems of
graph of each system system of equations equations.
Teacher’s Note and Reminders of linear equations. but unable to draw
the graph accurately.

In this section, your task was to cite three real-life situations where systems
of linear equations in two variables are illustrated.

How did you find the performance task? How did the task help you see the
real world use of the topic?

Don’t
Forget!

296
Lesson 2: SOLVING SYSTEMS OF LINEAR EQUATIONS IN TWO
Solving Systems of
2
VARIABLES

What to
What to Know
Know
Lesson Linear Equations in
Two Variables
Provide the students opportunities to represent a given situation using
linear equations in two variables, show the graphs of these equations, then
find possible solutions. Ask them to perform Activity 1. This activity will lead What to
What to Know
Know
to students’ understanding of solving systems of linear equations.
Start the lesson by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations.
Answer Key
These knowledge and skills may help you in understanding Solving Systems of Linear
Equations in Two Variables. As you go through this lesson, think of the following
important question: How is the system of linear equations in two variables used
Activity 1 in solving real-life problems and in making decisions? To find out the answer,
perform each activity. If you find any difficulty in answering the exercises, seek the
assistance of your teacher or peers or refer to the modules you have gone over earlier.
Number of Amount Collected by Amount Collected by
Passengers the Tricycle Driver in the Jeepney Driver in
Peso Peso
A ctivity 1
1 10 12 HOW MUCH IS THE FARE?
2 20 24
Directions: Use the situation below to answer the questions that follow.
3 30 36
4 40 48 Suppose for a given distance, a tricycle driver charges Php 10.00 every
passenger while a jeepney driver charges Php 12.00.
5 50 60
10 100 120 1. Complete the table below for the fare collected by the tricycle and jeepney
drivers from a certain number of passengers.
15 150 180
20 200 240 Amount Collected Amount Collected
Number of
by the Tricycle by the Jeepney
25 250 300 Passengers
Driver Driver
30 300 360 1
2
3
4
5
10

297
Teacher’s Note and Reminders 15
20
25
30

2. How did you determine the amount collected by the tricycle and jeepney
drivers from their passengers?

3. Suppose in three round trips the tricycle and jeepney drivers had carried
a total of 68 passengers.
a. How would you find the number of passengers each had?
b. What mathematical statement will you use to find the number of
passengers each carried?

What is the total amount of fare collected from the passengers by the two
drivers? Explain how you arrived at your answer.

c. How would you draw the graph of the mathematical statement

obtained in 3b? Draw and describe the graph.

4. Suppose the total fare collected by the tricycle and jeepney drivers is Php
780.
a. How would you find the number of passengers each had?
b. What mathematical statement will you use to find the number of
passengers each had?
c. How would you draw the graph of the mathematical statement
obtained in 4b? Draw the graph in the Cartesian coordinate plane
where the graph of the mathematical statement in 3b was drawn.
Describe the graph.

5. How do you describe the two graphs drawn?

6. What do the graphs tell you?

Don’t
7. How did you determine the number of passengers each driver had?
F rget!
o

298
Strengthen students’ skills in graphing systems of linear equations. At the
same time, provide them opportunities to examine different graphs drawn in
a Cartesian coordinate plane. Tell them to perform Activity 2. Let them find
out which graphs are intersecting, parallel, or coinciding. If intersecting, ask
them to determine their point of intersection and the meaning of this.
How did you find the activity? Were you able to use linear equations in two
variables to represent a real-life situation? Were you able to find some possible
solutions of a linear equation in two variables and draw its graph? In the next activity,
you will show the graphs of systems of linear equations in two variables. You need
this skill to learn about the graphical solutions of systems of linear equations in two
variables.

A ctivity 2
Answer Key LINES, LINES, LINES…

Activity 2 Directions: Use the situation below to answer the questions that follow.

y=x+7 3x + 8y = 12
1. y = -2x + 1 3. 8x – 5y = 12

y = 3x – 2 x–y=6
2. 4.
8x + 7y = 15 2x + 7y = -6

299
Let students know that there are different ways of solving systems of linear
equations in two variables. Tell them that in this module, the graphical and ES TI O a. How did you show the graph of each system of equations?
?

QU

NS
the algebraic methods are highlighted. Furthermore, provide the students
opportunities to recall the different properties of equality by doing Activities
3 and 4. Let them realize that to solve systems of linear equations in two
variables algebraically, they have to demonstrate greater understanding of
solving linear equations in one variable.
b. How do you describe the graph of each system of equations?
c. Are the graphs intersecting lines? If yes, what are the coordinates
of the point of intersection of these lines?
d. What do you think do the coordinates of the point of intersection of
the lines mean?

Were you able to draw the graph of each system of linear equations in two
Answer Key variables? Were you able to determine and give the meaning of the coordinates of the
point of intersection of intersecting lines? As you go through this module, you will learn
about this point of intersection of two lines and how the coordinates of this point are
Activity 3
determined algebraically. In the next activity, you will solve for the indicated variable in
terms of the other variable. You need this skill to learn about solving systems of linear
equations in two variables using the substitution method.
7y
1. y = -4x + 11 6. x = –9
2
A ctivity 3
8y IF I WERE YOU…
2. y = 5x – 9 7. x = - – 5
3
y Directions: Solve for the indicated variable in terms of the other variable. Explain how you
3. x = - + 3 8. x = -12y + 8
4 arrived at your answer.
5x
4. y = – 4 9. y = 12x – 21 1. 4x + y = 11; y = 6. -2x + 7y = 18; x=
4
2x 3y 2. 5x – y = 9; y = 7. -3x – 8y = 15; x=
5. y = - + 2 10. x = - – 12
3 4
3. 4x + y = 12; x = 8. 1 x + 3y = 2; x=
4
4 1
4. -5x – 4y = 16; y = 9. x– y = 7 ; y=
9 3
2 1
5. 2x + 3y = 6; y = 10. - x– ;y = 8 x=
3 2

300
 Answer Key A ctivity 4
WHAT MAKES IT TRUE?
Activity 4
Directions: Find the value of the variable that would make the equation true. Answer the
1. x = 3 6. x = 3 questions that follow.

1. 5x = 15 6. x + 7 = 10
2. x = -7 7. y = 3
2. -3x = 21 7. 3y – 5 = 4
3. x = -3 8. y = -4
3. 9x = -27 8. 2y + 5y = -28
4. x = 12 9. y = 3
7 4. -7x = -12 9. -3y + 7y = 12
5. x = 12 10. x = -5 5. 2 x = 8 10.
5x – 2x = -15
3

Teacher’s Note and Reminders ES TI O a. How did you solve each equation?
?

QU

NS
b. What mathematics concepts or principles did you apply to solve
each equation? Explain how you applied these mathematics
concepts and principles.
c. Do you think there are other ways of solving each equation?
Explain your answer.

The solution of a system of linear equations can be determined algebraically or

graphically. To find the solution graphically, graph both equations on a Cartesian coordinate
plane then find the point of intersection of the graphs, if it exists. You may also use graphing
calculator or computer software such as GeoGebra in determining the graphical solutions
of systems of linear equations. GeoGebra is a dynamic mathematics software which helps
you visualize and understand concepts in algebra, geometry, calculus, and statistics.
Don’t
Forget! The solution to a system of linear equations corresponds to the coordinates of the
points of intersection of the graphs of the equations.

Before the students proceed to the next set of activities, let the students
read and understand some important notes on solving systems of linear
equations. Tell them to study carefully the examples given.

301
Teacher’s Note and Reminders Examples: Find the solutions of the following systems of linear equations graphically.

a. 2x + y = 7 b. 3x + y = 4 c. x – 2 = -5
-x + y = 1 3x – y = -5 2x – 4y = -10

Answer (a): The graphs of 2x + y = 7 and

-x + y = 1 intersect at (2, 3).
Hence, the solution of the
system 2x + y = 7 is x = 2
-x + y = 1
and y = 3.

Answer (b): The graphs of 3x + y =

4 and 3x + y = 10 are
parallel. Hence, the system
3x + y = 4 has no solution.
3x – y = -5

Answer (c): The graphs of x – 2y = -5 and

Don’t
2x – 4y = -10 coincide. Hence,
F rget!
o
the system x – 2 = -5 has
2x – 4y = -10
infinite number of solutions.

302
Teacher’s Note and Reminders A system of linear equations can be solved algebraically by substitution or
elimination methods.

To solve a system of linear equations by substitution method, the following procedures

could be followed:
a. Solve for one variable in terms of the other variable in one of the equations.
If one of the equations already gives the value of one variable, you may
proceed to the next step.
b. Substitute to the second equation the value of the variable found in the first
step. Simplify then solve the resulting equation.
c. Substitute the value obtained in (b) to any of the original equations to find the
value of the other variable.
d. Check the values of the variables obtained against the linear equations in the
system.

2x + y = 5
Example: Solve the system -x + 2y = 5 by substitution method.

Solution: Use 2x + y = 5 to solve for y in terms of x.

Subtract -2x from both sides of the equation.
2x + y – 2x = 5 – 2x  y = 5 – 2x

Substitute 5 – 2x in the equation -x + 2y = 5.

-x + 2(5 – 2x) = 5

Simplify.
-x + 2(5) + 2(-2x) = 5  -x + 10 – 4x = 5
-5x = 5 – 10  -5x = -5

Solve for x by dividing both sides of the equation by -5.
-5x -5
=  x=1
-5 -5
Substitute 1, value of x, to any of the original equations to solve for y.
Don’t -x + 2y = 5  -1 + 2y = 5
F rget!
o
Simplify.
-1 + 2y = 5  2y = 5 + 1  2y = 6

Solve for y by dividing both sides of the equation by 2.

2y
= 6 y=3
2 2

303
Teacher’s Note and Reminders Check the values of the variables obtained against the linear equations
in the system.
1. 2x + y = 5; x = 1 and y = 3
2(1) + 3 = 5  2 + 3 = 5  5 = 5
Hence, x = 1 and y = 3 are true to 2x + y = 5.

2. -x + 2y = 5; x = 1 and y = 3
-1 + 2(3) = 5  -1 + 6 = 5  5 = 5
Hence, x = 1 and y = 3 are true to -x + 2y = 5

Therefore, the solution to the system 2x + y = 5 is the ordered pair (1, 3).
-x + 2y = 5

To solve a system of linear equations in two variables by the elimination method, the
following procedures could be followed:
a. Whenever necessary, rewrite both equations in standard form Ax + By = C.
b. Whenever necessary, multiply either equation or both equations by a nonzero
number so that the coefficients of x or y will have a sum of 0. (Note: The
coefficients of x and y are additive inverses.)
c. Add the resulting equations. This leads to an equation in one variable. Simplify
then solve the resulting equation.
d. Substitute the value obtained to any of the original equations to find the value
of the other variable.
e. Check the values of the variables obtained against the linear equations in the
system.

3x + y = 7
Example: Solve the system by elimination method.
2x – 5y = 16
Solution: Think of eliminating y first.
Multiply 5 to both sides of the equation 3x + y = 7.
5(3x + y = 7)  15x + 5y = 35

Add the resulting equations.

15x + 5y = 35
2x – 5y = 16
Don’t 17x = 51
F rget!
o Solve for x by dividing both sides of the equation by 17.
17x = 51  17x = 51  x = 3
17 17
Substitute 3, value of x, to any of the original equations to solve for y.
2x – 5y = 16  2(3) – 5y = 16
Simplify.
6 – 5y = 16  -5y = 16 – 6  -5y = 10

304
Teacher’s Note and Reminders
Solve for y by dividing both sides of the equation by -5.
-5y = 10  -5y = 10  y = -2
-5 -5
Check the values of the variables obtained against the linear equations in
the system.

1. 3x + y = 7; x = 3 and y = -2
3(3) + (-2) = 7  9 – 2 = 7  7 = 7
Hence, x = 3 and y = -2 are true to 3x + y = 7.

2. 2x – 5y = 16; x = 3 and y = -2
2(3) – 5(-2) = 16  6 + 10 = 16  16 = 16
Hence, x = 3 and y = -2 are true to 2x – 5y = 16.

Therefore, the solution to the system 3x + y = 7 is the ordered pair (3, -2).
2x – 5y = 16
Systems of linear equations in two variables are applied in many real-life situations.
They are used to represent situations and solve problems related to uniform motion, mixture,
investment, work, and many others. Consider the situation below.

A computer shop hires 12 technicians and three supervisors for total daily wages
of Php 7,020. If one of the technicians is promoted to a supervisor, the total daily wages
become Php 7,110.

In the given situation, what do you think is the daily wage for each technician and
supervisor? This problem can be solved using system of linear equations.

Let x = daily wage of a technician and y = daily wage of a supervisor. Represent the total
daily wages before one of the technicians is promoted to a supervisor.

12x + 3y = 7,020

Represent the total daily wages after one of the technicians is promoted to a supervisor.

Don’t 11x + 4y = 7,110
F rget!
o Use the two equations to find the daily wages for a technician and a supervisor.

12x + 3y = 7,020
11x + 4y = 7,110

Solve the system graphically or by using any algebraic method.

305
 Teacher’s Note and Reminders Let’s solve the system using Elimination Method. Multiply both sides of the first equation
by 4 and the second equation by 3 to eliminate y.

12x + 3y = 7,020  4(12x + 3y = 7,020)  48x + 12y = 28,080

11x + 4y = 7,110 3(11x + 4y = 7,110) 33x + 12y = 21,330

The resulting system of linear equations is 48x + 12y = 28,080

. 33x + 12y = 21,330

Subtract the terms on both sides of the resulting equations.

48x + 12y = 28,080

33x + 12y = 21,330
15x = 6,750

Using the equation 15x = 6,750, solve for x by dividing both sides of the equation by 15.

15x = 6,750  15x = 6,750  x = 450

15 15
The daily wage of a technician is Php 450.

Find the daily wage of a supervisor by substituting 450 to x in any of the original
equations. Then, solve the resulting equation.

12x + 3y = 7,020; x = 450

Don’t 12(450) + 3y = 7,020  5,400 + 3y = 7,020
Forget!  3y = 7,020 – 5,400
3y 1,620
 3y = 1,620  =
 y = 540 3 3

The daily wage of a supervisor is Php 540.

Answer: The daily wages for a technician and a supervisor are

Php 450 and Php 540, respectively.

Challenge the students to cite other real-life situations where systems of

linear equations in two variables are illustrated or applied. Ask them also
how they can use system of linear equations in two variables in solving real-
life problems and in making decisions.

306
 Answer Key
A ctivity 5
WHAT SATISFIES BOTH?
Activity 5
Directions: Solve each of the following systems of linear equations graphically then
1. Solution: (-4, -3) 4. Solution: (3, 1) check. You may also use GeoGebra to verify your answer. If the system of
linear equations has no solution, explain why.

x + y = -7 4.
1. x+y=4
y=x+1 2x – 3y = 3

2. Solution: (3, -2) 5. Solution: (2, 8)

x – y = 5 5.
2. y = 5x – 2
x + 5y = -7 5x – 3y = -14

3. Possible Solutions: (0, 2), 6. Solution: None. The graph

(1, -1), (-1, 5). The graph shows parallel lines
shows coinciding lines.
3x + y = 2 6.
3. 2x – 3y = 5
2y = 4 – 6x 3y = 10 + 2x

307
In solving systems of linear equations algebraically using the substitution
method, one skill that students need to develop is to come up with the A ctivity 6
TAKE MY PLACE!
resulting equation when the value of one variable is substituted to the
original equation. Activity 6 provides the students the opportunity to develop
such skill. Directions: Determine the resulting equation by substituting the given value of one
variable to each of the following equations. Then solve for the other variable
using the resulting equation. Answer the questions that follow.
Answer Key
Equation Value of Variable Equation Value of Variable
Activity 6 1. 4x + y = 7; y: x + 3 4. 5x + 2y = 8; x: 3y + 1

2. x + 3y = 12; x: 4 – y 5. 4x – 7y = -10; y: x – 4
Resulting Equation Value of x Value of y
1. 4x + x + 3 = 7 4 19 3. 2x – 3y = 9; y: x – 2 6. -5x = y – 4; y: 3x + 5
5 5

2. 4 – y + 3y = 12 0 4
ES TIO a. How did you determine each resulting equation?
3. 2x – 3(x – 2) = 9 -3 -5
?

QU

NS
b. What resulting equations did you arrive at?
4. 5(3y + 1) + 2y = 8 26 3 c. How did you solve each resulting equation?
17 17 d. What mathematics concepts or principles did you apply to solve
each resulting equation?
5. 4x – 7(x – 4) = -10 38 26 e. How will you check if the value you got is a solution of the
3 3 equation?

6. -5x = 3x + 5 - 4 1 37
8 8

Teacher’s Note and Reminders

Don’t
F rget!
o

308
Let the students check their understanding of solving systems of linear
equations using the substitution method by doing Activity 7. In this activity,
A ctivity 7
SUBSTITUTE THEN SOLVE!
the students should realize that it would be more convenient to use this
method if the expression equivalent to one of the variables is already given. Directions: Determine the resulting equation by substituting the given value of one
One possible difficulty that students might experience when using the variable to each of the following equations. Then solve for the other variable
substitution method is solving for one variable in terms of the other variable. using the resulting equation. Answer the questions that follow.
Errors in the use op. This happens when the expression equivalent to one of
3x + 7y = -10 1. x + y = 8 6. 3x + y = 2
the variables is not given, e.g., . y=x+6 9x + 2y = 7
-2x + 5y = 8
x = -y + 7 7.
2. x – y = -3
x – y = -9 3x + y = 19
y = 2x
3. 8. 4x + y = 6
Answer Key
4x + 3y = 20 x – 2y = 15
y = 2x + 5
4. 9. 2x + y = 10
Activity 7 3x – 2y = -5 4x + 2y = 5
2x + 5y = 9
5. -x + 3y = -2
10.
1. (1, 7) 6. (1, -1) -x + y = 2 -3x + 9y = -6
2. (-1, 8) 7. (4, 7)
3. (2, 4) 8. (3, -6)
4. (-5, -5) 9. None ES TIO a. How did you use substitution method in finding the solution set of
?

QU

NS
5. (- 1 , 13 ) 10. Possible Solutions: (2, 0), (5, 1), etc. each system of linear equations?
7 7 b. How did you check the solution set you got?
c. Which system of equations is difficult to solve? Why?
Teacher’s Note and Reminders d.
e.
Which system of equations has no solution? Why?
Which system of equations has infinite number of solutions?
Explain your answer.

Don’t
Forget!

309
When solving systems of linear equations in two variables using the
elimination method, a term of one equation must be equal with or the additive A ctivity 8
ELIMINATE ME!
inverse of a term in the other equation to eliminate the variable contained
in both terms by performing the appropriate operation. There are instances,
Directions: Determine the number(s) that must be multiplied to one or both equations
however, that students are not mindful of this condition. They try to eliminate in each system to eliminate one of the variables. Justify your answer.
at once one of the variables without noting whether there are equal terms
in both equations in a system. At the end, students might not arrive at a To eliminate x To eliminate y
solution to the system. Activity 8 provides the students the opportunity to 5x – 2y = 12
1.
determine the number(s) that must be multiplied to one or both equations in 2x + y = 7
each system to eliminate one of the variables. In this activity, let the students x + 3y = 5
2.
realize the importance of this skill whenever they solve systems of linear 4x + 2y = 7
equations using the elimination method. x – 4y = 12
3.
5x + y = -5
-3x + 2y = 7
4.
5x – 4y = -2
Answer Key -2x – 5y = 10
5.
3x – 2y = 6
Activity 8 (Possible Answers) 9x – 5y = 8
6.
3x + 7y = 12
1. To eliminate x, multiply 2 (or -2) to both sides of the first equation and 5
(or -5) to the second equation.
To eliminate y, multiply 2 (or -2) to both sides of the second equation.
2. To eliminate x, multiply 4 (or -4) to both sides of the first equation.
To eliminate y, multiply 2 (or -2) to both sides of the first equation and 3
(or -3) to the second equation.
3. To eliminate x, multiply 5 (or -5) to both sides of the first equation.
To eliminate y, multiply 4 (or -4) to both sides of the second equation.
4. To eliminate x, multiply 5 (or -5) to both sides of the first equation and -3
(or 3) to the second equation.
To eliminate y, multiply 2 (or -2) to both sides of the first equation.
5. To eliminate x, multiply 3 (or -3) to both sides of the first equation and -2
or (2) to the second equation.
To eliminate y, multiply 2 (or -2) to both sides of the first equation and 5
(or -5) to the second equation.
6. To eliminate x, multiply 3 (or -3) to both sides of the second equation.
To eliminate y, multiply 7 (or -7) to both sides of the first equation and -5
(or 5) to the second equation.

310
Let the students check their understanding of solving systems of linear
equations using the elimination method by doing Activity 9. In this activity, A ctivity 9
ELIMINATE THEN SOLVE!
the students should realize the importance of using this method when the
value of one variable in a system of equations cannot be determined at once.
Directions: Solve each system of linear equations by elimination method then check.
One possible error that students might commit is performing operations on
Answer the questions that follow.
algebraic expressions particularly on the signs (positive or negative) of the
results. Likewise, the wrong use of the different properties of equality might 3x + 2y = -4 6.
1. 3x + 7y = 12
also come up when solving the resulting equations. 2x – y = -12 5x – 4y = 20
7x
2. – 2y = 4 7. 2x + y = 9
Answer Key 5x + y = 15 x – 2y = 6
5x
3. + 2y = 6 8. 5x + 2y = 10
-2x + y = -6 3x – 7y = -4
Activity 9
2x
4. + 3y = 7 9. + 7y = -5
2x
3x – 5y = 1 3x – 8y = -5
1. (-4, 4) 6. (4, 0) x – 4y = 9
5. -3x + 4y = -12
10.
3x – 2y = 7 2x – 5y = 6
2. (2, 5) 7. (4 4 , - 3 )
5 5 ES TIO a. How did you use the elimination method in solving each system
?

QU

NS
3. (2, -2) 8. (1.51, 1.22)
4. (2, 1) 9. (-2.03, -0.14)
5. (1, -2) 10. (5.14, 0.86)
of linear equations?
b. How did you check the solution set you got?
c. Which system of equations is difficult to solve? Why?
d. When is the elimination method convenient to use?
e. Among the three methods of solving systems of linear equations
in two variables, which do you think is the most convenient to
use? Which do you think is not? Explain your answer.

Teacher’s Note and Reminders

Don’t
Forget!

311
What to
What to Understand
Understand
What to
What to Understand
Understand
Provide the students opportunities to think deeper and test further their
understanding of solving systems of linear equations using graphical and Your goal in this section is to take a closer look at some aspects of the topic.
algebraic methods by doing Activities 10, 11, and 12. Give emphasis on how You are going to think deeper and test further your understanding of the different
the solution set is obtained from the graph of the system and how it is checked. methods of solving systems of linear equations in two variables. After doing the
Moreover, emphasize the advantages and disadvantages of using any of the following activities, you should be able to answer the following question: How
methods in solving systems of linear equations and let them find out and explain is the system of linear equations in two variables used in solving real-life
which method of solving a system of equations is more convenient to use. It problems and in making decisions?
is possible that students might give different views on which method is more
convenient to use. There is nothing wrong with this. Just give the students the
freedom to use any method. A ctivity 10
LOOKING CAREFULLY AT THE GRAPHS…

Teacher’s Note and Reminders Directions: Answer the following questions.

1. How do you determine the solution set of a system of linear equations from
its graph?
2. Do you think it is easy to determine the solution set of a system of linear
equations by graphing? Explain your answer.
3. When are the graphical solutions of systems of linear equations difficult to
determine?
4. How would you check if the solution set you found from the graphs of linear
equations in a system are the solutions?
5. What do you think are the advantages and the disadvantages of the graphical
method of solving systems of linear equations? Explain your answer.

A ctivity 11
HOW SUBSTITUTION WORK…

Directions: Use the system of linear equations 5x – 2y = 3 to answer the following

questions: 2x + y = 12

Don’t 1. How do you describe each equation in the system?

2. How will you solve the given system of equations?
Forget! 3. Do you think the substitution method is more convenient to use in finding the
solution set of the system? Explain your answer.
4. What is the solution set of the given system of equations? Explain how you
arrived at your answer.
5. When is the substitution method convenient to use in solving systems of
linear equations?
6. Give two examples of systems of linear equations in two variables then solve
using the substitution method.

312
 Teacher’s Note and Reminders
A ctivity 12
ELIMINATE ONE TO FIND THE OTHER ONE

Directions: Use the system of linear equations 3x – 5y = 8 to answer the following

questions: 2x + 7y = 6

1. How do you describe each equation in the system?

2. How will you solve the given system of equations?
3. Which algebraic method of solving system of linear equations do you think is
more convenient to use in finding its solution set? Why?
4. What is the solution set of the given system of equations? Explain how you
Don’t arrived at your answer.
Forget! 5. When is the elimination method convenient to use in solving systems of
linear equations?
6. Give two examples of systems of linear equations in two variables then solve
using the elimination method.

A ctivity 13
SOLVE THEN DECIDE!

Directions: Answer each of the following questions. Show your complete solutions and
Answer Key explanations/justifications.

Activity 13
1. For short distance of travel, LG’s Rent a Car is more
economical.
For long distance of travel, Rent and Drive is more
economical.
2. a. Php26,000 – cost of PC tablet with 12% commission
Php16,000 – cost of PC tablet with 8% commission
b. Php3,120 for PC tablet with 12% commission
Php 1,280 for PC tablet with 8% commission
3. World Celcom has a better offer if you seldom call to other
networks.
Smartlink has a better offer if you always call to other networks.
4. a. Php 300,000 – first investment
Php 100,000 – second investment
5. a. 120 chicken sandwiches
300 egg sandwiches
1. Which of the following is more economical when renting a vehicle? Justify
your answer.
LG’s Rent a Car: Php 1,500 per day plus Php 35 per kilometer traveled
Rent and Drive: Php 2,000 per day plus Php 25 per kilometer traveled
2. Luisa sells two brands of Tablet PC. She receives a commission of 12% on
one brand and 8% on the other brand. If she is able to sell two Tablet PC’s,
one for each brand, the total cost is Php 42,000 and the amount that she will
receive as commission is Php 4,400.
a. What is the cost of each brand of Tablet PCs?
b. How much commission does she receive on one brand?
How about on the other brand?
c. Suppose you are Luisa and you wish to earn more. Which Tablet PC
will you ask the customers or clients to buy? Why?

313
Teacher’s Note and Reminders 3. Which of the following mobile networks has a better offer? Justify your
answer.

World Celcom: Php 500 monthly charge

Free calls and texts to World Celcom subscribers
Php 6.50 per minute of call to other networks

Smartlink: Php 650 monthly charge

Free calls and texts to Smartlink subscribers
Php 5 per minute of call to other networks

4. Mr. Salonga has two investments. His total investment is Php 400,000. He
receives 3% interest on one investment and 7% interest on the other.
The total interest that Mr. Salonga receives in a year is Php 16,000.

a. How much money does Mr. Salonga have in each investment?

b. Suppose you were Mr. Salonga. In which investment will you place
more money? Why?

5. The school canteen sells chicken and egg sandwiches. It generates an

income of Php 2 for every chicken sandwich sold and Php 1.25 for every egg
sandwich. Yesterday, they were able to sell all 420 sandwiches prepared
and generated an income of Php 615. The teacher in charge of the canteen
realized that the canteen could have earned more if additional sandwiches
are prepared.

a. How many chicken sandwiches was the canteen able to sell on

that day? How about egg sandwiches?
b. If you were the teacher in charge of the canteen, which kind of
sandwich would you prepare more? Why?

Don’t
F rget!
o

314
What to
What to Transfer
Transfer
What to
What to Transfer
Transfer
Give the students opportunities to demonstrate their understanding of
systems of linear equations by doing some practical tasks. Let them Your goal in this section is to apply your learning to real-life situations. You will
be given a practical task which you will demonstrate your understanding of solving
perform Activities 14 and 15. You can ask the students to work individually
systems of linear equations in two variables.
or in group. Emphasize to them that they must come up with some real-
life problems that involve systems of linear equations in two variables.
Moreover, students must be given the opportunity to solve the problems
they have formulated. A ctivity 14
PLAY THE ROLE OF …

SUMMARY/SYNTHESIS/GENERALIZATION:
This lesson was about solving systems of linear equations in two variables
using the graphical and algebraic methods namely: substitution and elimination
methods. In this lesson, students are exposed to different ways of finding the
solutions of systems of linear equations and given the opportunity to determine
the advantages and disadvantages of using each method and which is more
convenient to use. Using the different methods of solving systems of linear
equations, students were able to find out which system has no solution, one
solution, and infinite number of solutions. More importantly, the students were
given the chance to formulate and solve real-life problems, make decisions
based on the problems, and demonstrate your understanding of the lesson by
doing some practical tasks. Students’ understanding of this lesson is extended
in the next lesson, Graphical Solutions of Systems of Linear Inequalities in
Two Variables. The mathematical skills of students in finding the graphical
solutions of systems of linear equations can also be applied in the next lesson.
Cite situations in real life where systems of linear equations in two variables
are applied. Form a group of five members and role play each situation. With your
groupmates, formulate problems out of these situations then solve in as many ways as
you can.
A ctivity 15
SELECT THE BEST POSTPAID PLAN
1. Make a list of all postpaid plans being offered by different mobile network
companies.
2. Use the postpaid plans to formulate problems involving systems of linear
equations in two variables. Solve the problems formulated. Use the rubric
provided to rate your work.
3. Determine the best postpaid plan that each company offers. Explain your
answer.
4. Determine the mobile network company that you will recommend to your
parents, older brothers or sisters, or relatives if ever they apply for a postpaid
plan. Justify your choice.

315
Lesson 3: GRAPHICAL SOLUTIONS OF SYSTEMS OF LINEAR
Graphical Solutions of

3
INEQUALITIES IN TWO VARIABLES
Systems of Linear
Lesson Inequalities in Two Variables
What to
What to Know
Know
A ctivity 1
SUMMER JOB
Provide the students opportunities to represent a given situation using
linear inequalities in two variables, show the graphs of these inequalities, Directions: Use the situation below to answer the questions that follow.
then find possible solutions. Ask them to perform Activity 1. This activity
will lead to students’ understanding of graphical solutions of systems of Nimfa lives near a beach resort. During summer vacation, she sells
linear inequalities. souvenir items such as bracelets and necklaces which are made of local
shells. Each bracelet costs Php 85 while each piece of necklace is Php 110.
She needs to sell at least Php 15,000 worth of bracelets and necklaces.
Answer Key ES TIO 1. Complete the table below.

QU
a. How did you useofthe elimination
Cost method in solving
of each system
Cost of linear equations?

NS
Number Number Total Cost
b. How did you check the solution set you got?
Activity 1 c. bracelets necklaces
Which system of equations is difficult to solve? Why?
d. When issold sold
the elimination method convenient to use?
1. e. Among the three methods of solving systems of linear equations in two variables,
1 1
which do you think is the most convenient to use? Which do you think is not? Explain
Number of Cost Number of Cost Total 2
your answer. 2
bracelets necklaces Cost 3 3
sold sold 4 4
1 85 1 115 200 5 5
2 170 2 230 400 10 10
3 255 3 345 600 15 15
4 340 4 460 800 20 20
5 425 5 575 1,000 25 25
10 850 10 1,150 2,000 30 30
40 40
15 1,275 15 1,725 3,000
50 50
20 1,700 20 2,300 4,000
60 60
25 2,125 25 2,875 5,000
80 80
30 2,550 30 3,450 6,000 100 100
40 3,400 40 4,600 8,000
50 4,250 50 5,750 10,000 2. How much would Nimfa’s total sale if she sells five pieces of
60 5,100 60 6,900 12,000 bracelets and five pieces of necklaces?
80 6,800 80 9,200 16,000 How about if she sells 10 pieces of bracelets and 20 pieces of
100 8,500 100 11,500 20,000 necklaces?

316
2. Php 1,000 3. What mathematical statement would represent the total sale
Php 4,850 of bracelets and necklaces? Describe the mathematical
3. Total Sale = 85x + 115y, where x is the number of pieces of bracelets statement then graph.
sold and y is the number of necklaces sold.
4. Nimfa wants to have a total sale of at least Php 15,000. What
4. 85x + 115y ≥ 15,000
mathematical statement would represent this? Describe the
5. Many possible answers like 80 bracelets and 80 necklaces or 70 mathematical statement then graph.
bracelets and 100 necklaces.
5. How many bracelets and necklaces should Nimfa sell to have
Let students draw and compare the graphs of linear equations and a total sale of at least Php 15,000? Give as many answers as
inequalities in two variables. Tell them to perform Activity 2. This activity possible then justify.
will make students distinguish between lines and half-planes. Also, they will
recall that one of the half-planes contain the solutions of the linear inequality. A ctivity 2
Furthermore, the students will be able to describe the graphs of two linear A LINE OR HALF OF A PLANE?
inequalities when drawn in the same coordinate plane. If the graphs of
these inequalities intersect, the students will realize that the region where Directions: Draw the graphs of the following linear equations and inequalities in two variables. Answer the
questions that follow.
the shadings overlap contains all the coordinates of points satisfying both
inequalities. From this point, students will be able to understand graphical
solutions of systems of linear inequalities in two variables.
1. 3x + y = 10
Answer Key 2. 5x – y = 12
3. 2x + 3y = 15
Activity 2
4. 3x – 4y = 8
1. 2. 5. 4x + 7y = -8

6. 3x + y < 10
7. 5x – y > 12

8. 2x + 3y ≤ 15
9. 3x – 4y ≥ 8
10. 4x + 7y < -8

317
3. 6.
ES TI O a. How did you graph each mathematical statement?

? b. Compare the graphs of 3x + y = 10 and 3x + y < 10. What

QU

NS
statements can you make?
How about 5x – y = 12 and 5x – y > 12? 2x + 3y = 15 and 2x + 3y ≤ 15?
c. How do you differentiate the graphs of linear equations and
inequalities in two variables?
d. How many solutions does a linear equation in two variables have?
How about linear inequalities in two variables?
e. Suppose you draw the graphs of 3x + y < 10 and 5x – y > 12 on
another Cartesian coordinate plane. How would you describe their
graphs? What ordered pairs satisfy both inequalities?

To solve a system of inequalities in two variables by graphing, draw the graph of

4. 7.
each inequality on the same rectangular coordinate plane. Each time, shade the solution
set of each inequality. The solution set of the system is the region where the shadings
overlap.

Example: To solve the system 2x – y > -3 graphically, graph 2x – y > -3 and x + 4y ≤ 9

x + 4y ≤ 9
on the same Cartesian coordinate plane. The region where the shadings
overlap is the graph of the solution to the system.

Like systems of linear

equations in two variables,
5. 8. systems of linear inequalities
are also applied in many real-
life situations. They are used to
represent situations and solve
problems related to uniform
motion, mixture, investment, work,
and many others.

Example: There are at most 56 people composed of children and adults who are in
a bus. Each child and adult paid Php 80 and Php 100, respectively. If the
total amount collected was not more than Php 4,800, how many children
and adults are in the bus?

318
9. 10.
Solution: Let x = number of children in the bus
y = number of adults in the bus

Represent the number of people in the bus as x + y ≤ 56.

Represent the amount collected as 80x + 100y ≤ 4,800.
Use the two inequalities to find the number of children and adults who
are in the bus. Write these as a system of linear inequalities then solve
graphically.

The succeeding activities are all about graphical solutions of systems of linear
inequalities in two variables. Before the students perform these activities, let
them read and understand some important notes on the graphical solutions
of systems of linear inequalities in two variables. Tell them to study carefully
the examples given.

Teacher’s Note and Reminders

The region where the shadings overlap is the graph of the solution
Don’t to the system. Consider any point in this shaded region then substitute its
F rget!
o coordinates in the system to check.

Consider the point whose coordinates are (20, 30). Check this
against the inequalities x + y ≤ 56 and 80x + 100y ≤ 4,800.

If x = 20 and y = 30, then 20 + 30 ≤ 56. The first inequality is

satisfied.

319
Emphasize to the students that not all points in the region where the shadings
overlap are solutions to the given situation. Only those values of x greater
than or equal to zero (x ≥ 0) and those values of y greater than or equal to
zero (x ≥ 0) can only be considered. For the given situation, the number of
children and adults can never be negative.
If x = 20 and y = 30, then 80(20) + 100(30) ≤ 4,800 or 1,600 + 3,000 ≤
4,800 or 4,600 ≤ 4,800.
The second inequality is also satisfied. This means that one
possible number of children in the bus is 20 and the number of children is
30.

Challenge the students to cite other real-life situations where systems of
linear inequalities in two variables are illustrated or applied. Ask them further
how they can use system of linear inequalities in two variables in solving
real-life problems and in making decisions.
However, not all points in the region where the shadings overlap
are solutions to the given situation. Only those values of x greater than or
equal to zero (x ≥ 0) and those values of y greater than or equal to zero (x
≥ 0) can only be considered. Can you think of the reason? Definitely, the
number of children and adults can never be negative.

What to
What to Process
Process
A ctivity 3
DO I SATISFY YOU?
A system of linear inequalities may have infinite number of solutions.
Let students realize this by doing Activity 3. Let them determine whether
Directions: Determine if each ordered pair is a solution to the system of linear inequality
the coordinates of a point satisfy both inequalities in a system. Ask them to
justify their answers and verify the same using math software, GeoGebra, 2x + 5y < 10 . Then, Answer the questions that follow.
or any graphing calculators. In cases where the coordinates of a point 3x – 4y ≥ -8
satisfy both inequalities, let them come up with the idea that the ordered 1. (3, 5) 6. (2, 15)
pair describing this point is a solution to the system. 2. (-2, -10) 7. (-6, 10)
3. (5, -12) 8. (-12, 1)
4. (-6, -8) 9. (0, 2)
Answer Key 5. (0, 0) 10. (5, 0)

Activity 3 ES TI O a. How did you determine if the given ordered pair is a solution of the

QU

NS
system?
b. How did you know if the given ordered pair is not a solution of the
1. Not a solution 6. Not a solution
system?
2. Solution 7. Not a solution c. How many solutions do you think the system of inequalities has?
3. Solution 8. Not a solution
4. Solution 9. Not a solution
5. Solution 10. Not a solution

Let students check their understanding of the graphical solutions of

systems of linear inequalities in two variables by doing Activity 4. In this
activity, the students should realize that systems of linear inequalities may
have no solution or infinite number of solutions. Finding the solutions of
linear inequalities graphically may be done manually. However, it is more
convenient if students make use of any graphing calculators or math
software like GeoGebra.

320
 Answer Key
A ctivity 4
AM I IN THAT REGION?
Activity 4
Directions: Solve the following systems of inequalities graphically then give three
2. 4. ordered pairs satisfying the inequalities. Show that the ordered pairs satisfy
the inequalities. Answer the questions that follow. The first one is done for you.

5x + y > 3 2x – y ≥ -2
1. 3.
y≤x–4 y<x+4

3. 5. Some ordered pairs satisfying the

system of inequalities are (10, 2), (5,
-4), and (10, -9).
x+y≥7 y > 2x – 9
2. 4.
3x – y ≤ 10 y < 4x + 1

321
6. 9.
x + y < 12 2x – y ≥ 10
5. 8.
y < -3x + 5 2y ≥ 5x + 1

y > 2x + 7 2x – y < 11
7. 10. 6. 9.
2x – y < 12 3x + 5y ≥ 8

x + 3y > 9 6x + 2y ≥ 9
7. 10.
8. x – 3y ≤ 9 3x + y ≤ -6

322
What to
What to Understand
Understand ES TIO a. How did you determine the graphical solutions of each system of
?

QU

NS
linear inequalities in two variables?
Provide the students opportunities to think deeper and test further b. How did you know that the ordered pairs you listed are solutions
their understanding of the graphical solutions of systems of linear of the system of inequalities?
inequalities in two variables by doing Activities 5 and 6. Give emphasis c. Which system of linear inequalities has no solution? Why?
on how the solution set is obtained from the graph of the system and d. When do you say that a system of linear inequalities has
solutions? has no solutions?
how it is checked. Also, let students describe and compare the graphical
e. Give two examples of system of linear inequalities in two
solutions of systems of linear equations and inequalities in two variables. variables having no solutions. Justify your answer.
Moreover, let students realize the advantages and disadvantages
of finding the solutions of systems of linear inequalities graphically.
Challenge them further if they can find the solutions algebraically.
A ctivity 5
REGION IN A PLANE
Answer Key
Directions: Answer the following questions.
Activity 5 1. Show the graph of the solution of the system 2x + 5y < 15 . Use the
3x – y ≥ 8
Cartesian coordinate plane on the next page.
1.

2. How would you describe the graphs of 2x + 5y < 15 and 3x – y ≥ 8?

3. How would you describe the region where the graphs of 2x + 5y < 15
and 3x – y ≥ 8 meet?
Teacher’s Note and Reminders 4. Select any three points in the region where the graphs of 2x + 5y <
15 and 3x – y ≥ 8 meet. What statements can you make about the
Don’t coordinates of these points?
5. How would you describe the graphical solutions of the system
F rget!
o 2x + 5y < 15 ?
3x – y ≥ 8
6. How is the graphical solution of a system of linear inequalities
determined?
How is it similar or different from the graphical solution of system of
linear equations?

323
Let students extend their understanding of the graphical solutions of systems
of linear inequalities in two variables as to how they are used in solving
real-life problems. Ask them to perform Activity 7. In solving the problems,
encourage them to use different ways of arriving at the solution. More
importantly, provide them the opportunities to make decisions based on the
problems presented. Students might have different perspectives whenever
they make decisions. Just let them decide which decision is more practical.
Answer Key
Activity 7
1. a. x + y > 150 and 250x + 200y ≤ 44,000
b.
2. a. x + y ≥ 150,000 and 0.04x + 0.06y ≤ 12,000
b.
324
A ctivity 6 LOOKING CAREFULLY AT THE REGION…
Directions: Answer the following questions.
1. How do you determine the solution set of a system of linear inequalities
in two variables from its graph?
2. Do you think it is easy to determine the solution set of a system of linear
inequalities by graphing? Explain your answer.
3. In what instance will you find it difficult to determine the solution set of
a system of linear inequalities from its graph?
4. How would you know if the solutions you found from the graphs of
linear inequalities in a system are true?
5. What do you think are the advantages and the disadvantages of finding
the solution set of a system of linear inequalities graphically? Explain
your answer.
6. Is it possible to find the solution set of a system of linear inequalities in
two variables algebraically? Give examples if there are any.
A ctivity 7
SOLVE THEN DECIDE!
Directions: Answer each of the following. Show your complete solutions and
explanations.
1. Tickets in a play cost Php 250 for adults and Php 200 for children. The
sponsor of the show collected a total amount of not more than Php
44,000 from more than 150 adults and children who watched the play.
a. What mathematical statements represent the given situation?
b. Draw and describe the graphs of the mathematical statements.
c. How will you find the number of children and adults who watched
the play?
d. Give four possible numbers of adults and children who watched
the play. Justify your answer.
e. The sponsor of the show realized that if the prices of the tickets
were reduced, more people would have watched the play. If you
were the sponsor of the play, would you reduce the prices of the
tickets? Why?
3. a. x + y ≥ 30 and 180x + 220y ≤ 12,000
b.
Before the students move to the next section of this lesson, give a short
test (formative test) to find out how well they understood systems of linear
inequalities in two variables, the graphical method of solving them, and their
real-life applications.
What to
What to Transfer
Transfer
Give the students opportunities to demonstrate their understanding of
systems of linear equations and inequalities in two variables by doing
some practical tasks. Let them perform Activities 8, 9 and 10. You can ask
the students to work individually or in group. Emphasize to them that they
must come up with some real-life problems that involve systems of linear
equations and inequalities in two variables. Moreover, students must be
given the opportunity to solve the problems they have formulated.
Teacher’s Note and Reminders
Don’t
Forget!
325
2. Mr. Agoncillo has savings account in two banks. The combined amount
of these savings is at least Php 150,000. One bank gives an interest of
4% while the other bank gives 6%. In a year, Mr. Agoncillo receives at
most Php12,000.
a. What mathematical statements represent the given situation?
b. Draw and describe the graphs of the mathematical statements.
c. How will you determine the amount of savings in each bank
account?
d. Give four possible amounts of savings in both accounts. Justify
your answer.
e. If you were Mr. Agoncillo, in what bank account would you place
greater amount of money? Why?
3. Mrs. Burgos wants to buy at least 30 kilos of pork and beef for her
restaurant business but has to spend no more than Php 12,000. A kilo
of pork costs Php 180 and a kilo of beef costs Php 220.
a. What mathematical statements represent the given situation?
b. Draw and describe the graphs of the mathematical statements.
c. How will you determine the amount of pork and beef that Mrs.
Burgos needs to buy?
d. Give four possible amounts of pork and beef that Mrs. Burgos
needs to buy. Justify your answer.
e. Mrs. Burgos observed that every week, the number of people
coming to her restaurant is increasing. She decided to buy
more pork and beef to meet the demands of her customers. If
you were Mrs. Burgos, will you do the same? Why?
A ctivity 8
PLAY THE ROLE OF …
Cite situations in real life where systems of linear inequalities in two variables
are applied. Form a group of five members and role play each situation. With your
groupmates, formulate problems out of these situations then solve in as many ways as
you can.
 Teacher’s Note and Reminders
A ctivity 9 JOIN THE CAMP!
Directions: Perform the following activity. Refer to the situation below.
Don’t
Forget!
Score
SUMMARY/SYNTHESIS/GENERALIZATION:
This lesson was about the graphical solutions of systems of linear inequalities
in two variables. In this lesson, students are exposed to the graphical method of
finding the solutions of systems of linear inequalities and given the opportunity
to determine the advantages and disadvantages of using such method. Using
this method of solving systems of linear inequalities, students were able to
find out which system has no solution and infinite number of solutions. More
importantly, the students were given the chance to formulate and solve real-
life problems, make decisions based on the problems, and demonstrate their
understanding of the lesson by doing some practical tasks.
Source: D.O. #73 s. 2012
326
You are one of the members of the Boys Scouts of the Philippines
in your school who will be joining the National Jamboree next month. Your
scout master assigned you together with your troop members to take charge
of all the camping materials needed such as tents, ropes, bamboos, cooking
utensils, fire woods, and other necessary materials. He also asked you
to prepare the food menu for the duration of the jamboree including the
ingredients.
1. Make a list of all camping materials needed including the quantity of each.
2. Use the camping materials and their quantities to formulate problems
involving systems of linear inequalities in two variables. Solve the
problems formulated. Use the rubric provided to rate your work.
3. Determine if the camping materials needed are enough for the number
of boys scouts who will join the jamboree. Explain your answer.
Rubric on Problems Formulated and Solved
Descriptors
6 Poses a more complex problem with 2 or more correct possible solutions
and communicates ideas unmistakably, shows in-depth comprehension
of the pertinent concepts and/or processes and provides explanations
wherever appropriate.
5 Poses a more complex problem and finishes all significant parts of
the solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
4 Poses a complex problem and finishes all significant parts of the solution
and communicates ideas unmistakably, shows in-depth comprehension
of the pertinent concepts and/or processes.
3 Poses a complex problem and finishes most significant parts of the
solution and communicates ideas unmistakably, shows comprehension
of major concepts although neglects or misinterprets less significant
ideas or details.
2 Poses a problem and finishes some significant parts of the solution
and communicates ideas unmistakably but shows gaps on theoretical
comprehension.
1 Poses a problem but demonstrates minor comprehension, not being
able to develop an approach.
REFERENCES:
Bennett, Jeannie M., David J. Chard, Audrey Jackson, Jim Milgram, Janet
K. Scheer, and Bert K. Waits. Holt Pre-Algebra, Holt, Rinehart and Winston,
USA, 2005.
Bernabe, Julieta G. and Cecile M. De Leon. Alementary Agebra, Textbook for
First Year, JTW Corporation, Quezon City, 2002.
Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey and William L.
Cole. Algebra, Structure and Method, Book I, Houghton Mifflin Company,
Boston MA, 1990.
Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey, and Robert B.
Kane. Algebra, Structure and Method Book 2. Houghton Mifflin Company,
Boston, 1990.
Callanta, Melvin M. and Concepcion S. Ternida. Infinity Grade 8, Worktext in
Mathematics. EUREKA Scholastic Publishing, Inc., Makati City, 2012.
Chapin, Illingworth, Landau, Masingila and McCracken. Prentice Hall Middle
Grades Math, Tools for Success, Prentice-Hall, Inc., Upper Saddle River, New
Jersey, 1997.
Clements, Douglas H., Kenneth W. Jones, Lois Gordon Moseley and Linda
Schulman. Math in my World, McGraw-Hill Division, Farmington, New York,
1999.
Coxford, Arthur F. and Joseph N. Payne. HBJ Algebra I, Second Edition,
Harcourt Brace Jovanovich, Publishers, Orlando, Florida, 1990.
Fair, Jan and Sadie C. Bragg. Prentice Hall Algebra I, Prentice-Hall, Inc.,
Englewood Cliffs, New Jersey, 1991.
Gantert, Ann Xavier. Algebra 2 and Trigonometry. AMSCO School Publications,
Inc., 2009.
327
Glossary of Terms:
1. Elimination Method – This is an algebraic method of solving
systems of linear equations. In this method, the value of one
variable is determined by eliminating the other variable. To
eliminate the variable, some mathematical operations are followed.
2. GeoGebra – This is a dynamic mathematics software that can be used
to visualize and understand concepts in algebra, geometry, calculus, and
statistics.
3. Graphical Method – This is a method of finding the solution(s) of a
system of linear equations by graphing.
4. Simultaneous linear equations or system of linear equations – a set
or collection of equations that one solves all together at once.
5. Simultaneous linear inequalities or system of linear inequalities – a
set or collection of inequalities that one solves all together at once.
6. Solution to a system of linear equations - This corresponds to the
coordinates of the points of intersection of the graphs of the equations.
7. Substitution Method – This is an algebraic method of solving systems
of linear equations. In this method, the expression equivalent to one
variable in one equation is substituted to the other equation to solve for
the other variable.
8. System of consistent and dependent equations – This is a system of
linear equations having infinitely many solutions. The slopes of the lines
defined by the equations are equal, their y-intercepts are also equal, and
their graphs coincide
9. System of consistent and independent equations – This is a system
of linear equations having exactly one solution. The slopes of the lines
defined by the equations are not equal, their y-intercepts could be equal
or unequal, and their graphs intersect at exactly one point.
Gantert, Ann Xavier. AMSCO’s Integrated Algebra I, AMSCO School 10. System of inconsistent equations – This is a system of linear equations
Publications, Inc., New York, 2007. having no solution. The slopes of the lines defined by the equations
are equal or have no slopes, their y-intercepts are not equal, and their
Larson, Ron, Laurie Boswell, Timothy D. Kanold, and Lee Stiff. Algebra 1, graphs are parallel.
Applications, Equations, and Graphs. McDougal Littell, A Houghton Mifflin
Company, Illinois, 2004. Teacher’s Note and Reminders
Larson, Ron, Laurie Boswell, Timothy D. Kanold, and Lee Stiff. Algebra 2,
Applications, Equations, and Graphs. McDougal Littell, A Houghton Mifflin
Company, Illinois, 2008.

Smith, Charles, Dossey, Keedy and Bettinger. Addison-Wesley Algebra,

Addison-Wesley Publishing Company, 1992.

Wesner, Terry H. and Harry L. Nustad. Elementary Algebra with Applications.

Wm. C. Brown Publishers. IA, USA.

Wilson, Patricia S., et. al. Mathematics, Applications and Connections,

Course I, Glencoe Division of Macmillan/McGraw-Hill Publishing Company,
Westerville, Ohio, 1993.

Teacher’s Note and Reminders

Don’t Don’t
Forget! Forget!

328
 Summative Test SUMMATIVE TEST
Answer Key
Part I. Select the letter that corresponds to your answer.
Part I.
1. C 6. B 11. B 16. C 1. Which of the following is a system of linear equations in two variables?
2. D 7. A 12. B 17. B 2x + 5y = 7 x − 7y = 5
3. C 8. A 13. A 18. C a. c.
x − 3y > 10 3x + 2y > 15
4. C 9. C 14. D 19. C 3x + 9 = -4 6x + 7 = 12
b. d.
5. B 10. C 15. C 20. D x−2=8 2y − 4 = 9

WEBSITE Links as References and for Learning Activities: 2. How many solutions does a consistent and dependent system of linear
equations have?
1. http://edhelper.com/LinearEquations.htm a. 0 b. 1 c. 2 d. Infinite

2. http://illuminations.nctm.org/lessons/9-12/supply/Supply-AS-Sheet1.pdf
3. http://illuminations.nctm.org/lessons/9-12/supply/Supply-AS-sheet2.pdf
4. http://ltcconline.net/greenl/courses/152b/QuadraticsLineIneq/systems.htm
5. http://library.thinkquest.org/20991/alg /systems.html
6. http://math.about.com/od/algebra1help/a/System_of_Equations_
Worksheets.htm
3. Which of the following ordered pairs satisfy both 3x − y < 10 and x + 6y ≥ 15?
a. (-3, -3) b. (9, 1) c. (-6, 6) d. (7, -4)
4. Mrs. Dela Cruz has a total investment of Php 190,000, part at 8% and
the rest at 6%. She receives an annual income of Php 13,800 from both
investments. Suppose Mrs. Dela Cruz retains her investment at 6% and
would like to earn an annual income of not more than Php 17,000. What
should her investment be at 8% interest?
a. Php 70,000 c. Php 160,000
b. Php 120,000 d. Php 230,000

7. http://math.tutorvista.com/algebra/equations-and-inequalities.html# 5. What point is the intersection of the graphs of the lines x + y = 9?

a. (-5, 4) b. (4, 5) c. (5, 4) d. (-4, 5)
8. https://new.edu/resources/solving-linear-systems-by-graphing
6. Mr. Agoncillo asked each of his Industrial Arts students to prepare a
9. https://new.edu/resources/solving-systems-of-linear-inequalities-two- drawing of rectangular table such that its perimeter is at least 10 m and
variables Solving Systems of Linear Inequalities the difference between its length and its width is at most 5 m. Which of
the following could be the sketch of the table’s surface that a student may
10. https://sites.google.com/site/savannaholive/mathed-308/algebra1 prepare?
a. b.
11. http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3354&tsele
1=2&tsele2=118

12. http://www.analyzemath.com/equations_inequalities.html

329
13. http://www.coolmath.com/crunchers/algebra-problems-systems-equations- c. d.
2x2.htm

14. http://www.classzone.com/books/algebra_1/page_build.
cfm?id=none&ch=7

15. http://www.education.com/study-help/article/graphing-systems-linear-
equations-inequalities1/
16. http://www.education.com/study-help/article/tackling-systems-equations-
inequalities/
17. http://www.kgsepg.com/project-id/6653-systems-linear-equations-and-
inequalities
7. Michelle has two mobile network plans. In one plan, she pays a monthly
charge of Php 350 plus Php 6 for every minute of call to other networks. In
the other plan, she pays a monthly charge of Php 450 plus Php 4 for every
minute of call to other networks. Last month, her monthly bills in both mobile
networks are the same. What is the total call time to other networks did she
make?
a. 50 minutes c. 200 minutes
b. 100 minutes d. 300 minutes

18. http://www.kgsepg.com/project-id/6565-inequalities-two-variables 8. Which of the following is a graph of a system of linear inequalities in two
variables?
19. http://www.khanacademy.org/math/algebra/systems-of-eq-and-ineq/v/ a. c.
addition-elimination-method-2

20. http://www.mathchamber.com/algebra7/unit_06/unit_6.htm

21. http://www.mathguide.com/lessons/Systems.html

22. http://www.mathwarehouse.com/algebra/linear_equation/linear-inequality.
php

23. http://www.mathwarehouse.com/algebra/linear_equation/systems-of-
equation/index.php b. d.

24. http://www.netplaces.com/algebra-guide/graphing-linear-relationships/
graphing-linear-inequalities-in-two-variables.htm

25. http://www.netplaces.com/algebra-guide/systems-of-linear-equations/
solving-graphically.htm

26. http://www.netplaces.com/algebra-guide/systems-of-linear-equations/

330
27. http://www.netplaces.com/search.htm?terms=linear+inequalities+in+two+ 9. The school canteen sells two kinds of sandwiches. Chicken sandwich
variables costs Php 18 each while egg sandwich costs Php 10 each. Yesterday, the
canteen was able to sell 260 sandwiches that cost Php 3,320. How many
28. http://www.personal.kent.edu/~rmuhamma/Algorithms/MyAlgorithms/ egg sandwiches were sold?
MathAlgor/linear.html a. 80 b. 90 c. 170 d. 332

29. http://www.purplemath.com/modules/syslneq.htm 10. Which system of equations has graph that shows parallel lines?
5x + 2y = 12 3x + 9y = 4
30. http://www.purplemath.com/modules/systlin1.htm a. c.
x − 7y = 8 x + 3y = 5
-3x + y = 5 2x + y = 12
31. http://www.saddleback.edu/faculty/lperez/algebra2go/begalgebra/index. b. d.
6x − 2y = -10 3x − y = 7
html#systems
11. If 3x + 2y = 10 and 3x − 2y = 8, what is x equal to?
32. http://www.sophia.org/systems-of-linear-equations-and-inequalities--2- 1
pathway a. b. 3 c. 6 d. 18
2

33. http://www.tutorcircle.com/solving-systems-of-linear-equations-and- 2x + y = 10
inequalities-t71gp.html#close_iframe#close_iframe 12. Which of the following shows the graph of the system ?
x − 4y < 7

WEBSITE Links for Videos: a. c.

1. http://johnsonsmath.weebly.com/chapter-3---systems-of-linear-equations--
inequalities.html

2. http://video.search.yahoo.com/search/video?p=systems+of+linear+equati
ons+and+inequalities

3. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-228s.html

4. http://www.phschool.com/atschool/academy123/english/academy123_ b. d.
content/wl-book-demo/ph-229s.html

5. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-231s.html

6. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-232s.html

331
7. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-233s.html
8. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-234s.html
9. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-235s.html
10. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-236s.html
11. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-238s.html
12. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-239s.html
13. http://www.phschool.com/atschool/academy123/english/academy123_
content/wl-book-demo/ph-240s.html
14. http://www.youtube.com/watch?v=0X-bMeIN53I
15. http://www.youtube.com/watch?v=4XCPT1rFC5E
16. http://www.youtube.com/watch?v=6oehycq06vo
17. http://www.youtube.com/watch?v=lNeUozcbxnI
18. http://www.youtube.com/watch?v=rCB6cjDHY9k
19. http://www.youtube.com/watch?v=uLXV7XLw1B0
332
13. The Math Club rented a sound system for their annual Mathematics
Festival. They also rented a generator in case of power interruption. After
the 2-day event, the club paid a total amount of Php 1,850, two days for
the sound system and one day for the generator. If each is rented for three
days, the club should have paid a total amount of Php 3,300. What was the
daily rental cost of the generator?
a. Php 350 b. Php 750 c. Php 1,050 d. Php 2,250
14. A businessman would like to make a model which he can use as a guide
in writing a system of equations. He will use the system of equations in
determining the number of computer units and printers that he needs to
stock in his warehouse given the total cost (T), the cost (C) of each computer
units, the cost (P) of each printer, and the total number of computer units
and printers (N). Which of the following models should he make and follow?
Cx − Py = T Cx + Py = T
a. c.
x+y=N x−y=N
Cx − Py = T Cx + Py = T
b. d.
x−y=N x+y=N
15. Laila says that the system has infinite number of solutions. Which of the
following reasons would support her statement?
a. The two lines as described by the equations in the system have different
slopes.
b. The graph of the system of equations shows parallel lines.
c. The two lines as described by the equations in the system coincide.
d. The graph of the system of equations shows intersecting lines.
16. Kelly was asked by his supervisor to compare the room charges of two
hotels. His supervisor would like to see the graph showing the comparison
of the room charges. Which of the following graphs should Kelly present to
his supervisor?
a. b.
Teacher’s Note and Reminders c. d.

17. Mrs. Rosales bought two kg of mango and six kg of banana. She paid a
total amount of Php 360. If she had bought a kilo of each kind of fruits, the
total amount that Mrs. Rosales should have paid was Php 100. How much
does a kilo of mango cost?
a. Php 40 b. Php 60 c. Php 100 d. Php 120

18. A non-government organization is raising funds for the typhoon victims by

selling two kinds of concert tickets. After the concert, the officers of the
organization need to account all the money raised and present it graphically
to their members. Which of the following graphs could be prepared and
presented by the officers?
a. c.

Don’t b. d.
F rget!
o

333
 Teacher’s Note and Reminders 19. Mrs. Daza would like to prepare some foods for the birthday party of her
daughter. She plans to serve the following according to her budget and the
number of guests: noodles, fried chicken, sandwiches, drinks, and desserts.
Which of the following should Mrs. Daza have before preparing the foods?
I. Budget Plan
II. Recipe book
III. Pricelist of the food ingredients and drinks’ mixtures

a. I and II b. I and III c. II and III d. I, II, and III

20. The Mayor of a city would like to minimize the traffic jam in one of the major
roads. He gathered all people concern to come up with some measures to
Don’t follow. Which of the following measures may be followed to effectively ease
Forget! the traffic flow in the city?
I. Diverting private vehicles to some alternate routes.
II. Assigning non-travel days for public utility vehicles.
III. Reducing the number of travel permits being issued to public utility
vehicles by the city government.

a. I and II b. I and III c. II and III d. I, II, and III

Summative Test Part II. Use the following systems of equations and inequalities to answer the
Answer Key questions that follow.

Part II.
1. Systems of Linear Equations in Two Variables: 2x + y = 15 3x − 2y ≤ 6 4x − 2y = 12
3x − y = 5 4x + y > 11 x + 3y = 3
2x + y = 15 4x − 2y = 12
and
3x − y = 5 x + 3y = 3
x + 6y > 9 5x − 2y = 10 2xy ≥ 14
Systems of Linear Inequalities in Two Variables: 2x − 5y ≤ 2 2a + 7b = 6 7x − 2y < 8
x + 6y > 9 3x − 2y ≤ 6
and 1. Which of the given systems of equations or inequalities are systems of
2x − 5y ≤ 2 4x + y > 11
linear equations in two variables? systems of linear inequalities in two
5x − 2y = 10 2xy ≥ 14 variables?
2. and
2a + 7b = 6 7x − 2y < 8
2. Which of the given systems of equations or inequalities are not systems
of linear equations in two variables? systems of linear inequalities in two
variables? Explain your answer.

334
 3. 3. Find the solution of each system of linear equations in two variables
graphically and algebraically. Check your answer against the equations in
the system.

4.

What kind of system of linear equations is each?

4. Find and describe the solution set of each system of linear inequalities
in two variables graphically. Then give five ordered pairs that satisfy the
system. Verify your answer.

Teacher’s Note and Reminders

Don’t
F rget!
o

335
 Summative Test Part III. Solve the following problems.
Answer Key 1. A computer service center hires 15 technicians and two supervisors for
total daily wages of Php 11,350. If two of the technicians are promoted as
Part III. supervisors, the total daily wages become Php 11,650. What are the daily
1. Technician: Php 650 wages for a technician and a supervisor?
Supervisor: Php 800
2. There are at most 15 people composed of children and adults who ride in an
2. Possible answers: 5 children and 5 adults elevator that has a capacity of 600 kilograms. If children’s weight averages
8 children and 7 adults 30 kilograms and adult’s weight averages 55 kilograms, how many children
9 children and 6 adults and adults are in the elevator?

Part IV. Let’s Go Gardening! (GRASPS Assessment)

Goal: Prepare and submit a design or sketch plan of an expanded school
Teacher’s Note and Reminders vegetable garden.

Role: Agriculture Teacher

Audience:
School Principal, Head of the TLE Department, other agriculture
teachers, and the students taking agriculture subject

Situation:
Your school was nominated in the Regional Search for Best School
Vegetable Garden. The school principal instructed one of the agriculture
teachers to further improve the existing 500 sq. m. vegetable garden
in your school and expand it to at least one hectare. He advised the
teacher to come up with the design or sketch plan of the expanded
garden and a list of vegetables to be grown including their quantities.

Product:
Design or sketch plan of an expanded school vegetable garden following
Don’t the standards set
F rget!
o
Standards:
The design or sketch plan must show the following:
1. Appropriate, flawless, and elegant illustration
2. Accurate measurements
3. Clear presentation of the sketch plan of the garden
4. Diversity of vegetables to be grown in the garden

336
Teacher’s Note and Reminders Use the rubric below to check students’ work.
RUBRICS: DESIGN/SKETCH PLAN OF THE SCHOOL VEGETABLE
GARDEN
Excellent Satisfactory Developing Beginning
CRITERIA
4 3 2 1
The design or The design or The design or The design or
the sketch plan the sketch plan the sketch plan the sketch plan
of the school of the school of the school of the school
vegetable vegetable vegetable vegetable
garden reveals garden reveals garden reveals garden reveals
student’s student’s student’s student’s
exemplary exemplary exemplary exemplary
understanding understanding understanding understanding
of the key of the key of the key of the key
concepts concepts concepts of concepts
of systems of systems systems of of systems
of linear of linear linear equations of linear
Content equations and equations and and inequalities equations and
inequalities in inequalities in in two variables. inequalities in
two variables. two variables. The main topic two variables.
The main The main systems of The main
topic systems topic systems linear equations topic systems
of linear of linear and inequalities of linear
equations and equations and in two variables equations and
inequalities in inequalities in are illustrated inequalities in
two variables two variables but with two variables
are illustrated are illustrated considerable are fairly
appropriately, appropriately errors. illustrated and
flawlessly, and with minor with major
elegantly. errors. errors.

Don’t
F rget!
o

337
Teacher’s Note and Reminders Supporting Supporting Supporting Supporting
statements statements statements statements
pertinent to pertinent to pertinent to pertinent to
the design or the design or the design or the design
sketch plan sketch plan sketch plan or sketch
of the school of the school of the school plan of the
garden are garden are garden are school garden
Clarity of highly relevant, relevant, clearly relevant, clearly are slightly
Presentation clearly presented, presented, relevant,
presented, convincing and slightly and barely
convincing, fairly accurate. convincing and accurate.
and accurate. Ideas are well fairly accurate. Ideas are
Ideas are developed and Ideas are slightly
thoroughly organized. developed developed
developed and but not well- but not well-
well-organized. organized. organized.
Measurements Measurements Measurements Measurements
of the different of the parts of of the different of the different
parts of the the design or parts of the parts of the
Accuracy design or sketch plan design or design or
of Measure- sketch plan of the school sketch plan sketch plan
ments of the school garden are of the school of the school
garden are fairly accurate. garden are garden
of utmost of minimal are barely
accuracy. accuracy accurate.
The design The design The design The design
shows different shows different only shows a only shows a
varieties of varieties few varieties of few varieties
plants that are of plants. plants that are of plants and
Diversity of well-organized However, the well-organized are not well-
Plants and properly plants are and properly organized and
situated. not well- situated. not properly
organized and situated.
not properly
Don’t situated.
F rget!
o

338
Teacher’s Note and Reminders Questions:
1. Were you able to make a design or sketch a plan of the vegetable garden?

2. How did you come up with the design or sketch plan?

3. Were you able to apply your understanding of systems of linear equations

and inequalities in two variables? How?

4. Suppose you are asked to make a list of all materials needed for the
improvement of the school vegetable garden.
a. What are the materials that you would need?
b. What is the quantity of each of these materials?
c. Out of the materials listed and their respective quantities, formulate
problems that illustrate the applications of systems of linear equations
and inequalities in two variables. Solve these problems in different
ways.

5. What important things have you learned from the task done?

Don’t
F rget!
o

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Teacher’s Note and Reminders

Don’t
F rget!
o

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 TEACHING GUIDE
Module 6: Reasons Behind Reasoning

A. Learning Outcomes

Content Standard:
The learner demonstrates understanding of key concepts of axiomatic development of geometry.

Performance Standard:
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing
and solving real life problems.

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT: LEARNING COMPETENCIES
Grade 8 Mathematics 1. Identify the hypothesis and conclusions of if-then and other types of statements.
QUARTER: 2. Formulate the inverse, converse, and contrapositive of an implication.
Third Quarter 3. Distinguish between inductive and deductive reasoning.
STRAND: 4. Provide formal arguments that explain results of phenomenon or a situation.
Geometry 5. Write formal arguments as a series of statements that make up a proof (both direct
TOPIC: and indirect).
Reasoning and Proofs 6. Explain the need for defined terms previously introduced.
LESSONS: 7. Differentiate between postulate and theorem.
1.If-then Statement
ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:
2.Inductive and Deductive Reasoning
Logic and reasoning are tools in geometry to facilitate How do you establish valid
3.Writing Proofs
mathematical thinking for making valid conclusions. conclusions?

The use of inductive and/or deductive reasoning depends When do we use inductive
on the given situation. and/or deductive reasoning?
TRANSFER GOAL:
Students will on their own make valid conclusion and communicate mathematical thinking with coherence and clarity on a real-life
situation.

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B. Planning for Assessment

Product/Performance

The following are products and performances that students are expected to accomplish with in this module.

Assessment Map
KNOWLEDGE
AND PROCESS/ UNDERSTANDING
TYPE TRANSFER
SKILLS (MEANING MAKING)
(ACQUISITION)
Pre–test Pre–test Pre–test
PRE-ASSESSMENT/
Inbox - Outbox Sheet
DIAGNOSTIC
Interpretation, Explanation
Written Exercises Interpretation, Explanation, Picture Translation Sheet
Perspective
Written Exercises Case Solved! Activity Sheet
Interpretation, Explanation
Quiz Interpretation, Explanation,
Perspective
Investigating Cases
Interpretation, Explanation
FORMATIVE ASSESSMENT Prove it!
Interpretation, Explanation
REAL Proving
Interpretation, Explanation
One – minute essay
Explanation,
Self – knowledge
Self – knowledge Rubric on the Article in
newspaper

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 Inbox – Outbox Sheet Rubric on the Performance
SUMMATIVE Interpretation, Explanation task
ASSESSMENT
Post Test Post Test Post Test
SELF-ASSESSMENT Synthesis Journal

Assessment Matrix (Summative Test)

Levels of
What will I assess? How will I assess? How Will I Score?
Assessment
Knowledge The learner demonstrates
Paper and Pencil Test 1 point for every correct response
15% understanding of key concepts of
Process/Skills axiomatic development of geometry.
Identify the hypothesis and conclusions Paper and Pencil Test 1 point for every correct response
25%
of if-then and other types of statements.
Formulate the inverse, converse, and
contrapositive of an implication. Rubric
Distinguishes between inductive and
deductive reasoning. Journal writting
Understanding Criteria:
30% Provides formal arguments that explain Relevance
results of a phenomenon or a situation Portfolio
Creativity
Write formal arguments as a series of Insightful
statements that make up a proof (both
direct and indirect).
The learner is able to formulate/ solve GRASPS Assessment Rubric on Mathematical
real-life problems involving reasoning. Make a mathematical Investigation
investigation that will
enlighten the readers by Criteria:
Product
providing valid conclusions. The written output of the
30%
investigation shall be evaluated
Apply your understanding based on to its coherence, clarity,
of the key concepts of judgment, and mathematical
reasoning. reasoning.

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C. Planning for Teaching-Learning

Introduction:
The learner demonstrates understanding of the key concepts of axiomatic development of geometry. It consists of three
lessons namely:
Lesson 1 – If- then Statements
Lesson 2 – Inductive and Deductive Reasoning
Lesson 3 – Writing Proof

As an introduction to the main lesson, ask them the following questions: Is it possible to make a valid conclusion without
even going through the process of investigation? What will you do if you were asked to make a decision that will affect many
people? Many aspects in our life involve decisions and proof.

In all lessons, students are given the opportunity to use their prior knowledge and skills in learning proofs in geometry.
They are also given varied activities to process the knowledge and skills learned and to deepen and transfer their
understanding of the different lessons.

Have you ever asked yourself how do you establish valid conclusions?
When do we use inductive and/or deductive reasoning?

Entice the students to find out the answers to these questions and to determine the vast applications of proofs through
this module.

Objectives:

After the learners have gone through the lessons contained in this module, they are expected to:
 Identify the hypothesis and conclusions of if-then and other types of statements.
 Formulate the inverse, converse and contrapositive of an implication.
 Distinguish between inductive and deductive reasoning.
 Provide formal arguments that explain results of a phenomenon or a situation.
 Use syllogism in writing formal arguments as a series of statements that make up a proof.
 Explain the need and importance for defined terms previously learned.
 Differentiate between postulate and theorem.

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Pre-Assessment:

Choose the letter of the correct answer

1. Which of the following best describes deductive reasoning?

a. using logic to draw conclusions based on accepted statements
b. accepting the meaning of a term without definition
c. defining mathematical terms in relation with physical objects
d. inferring a general truth by examining a number of specific examples
Answer: A

2. Theorem: A triangle has at most one obtuse angle.
Francisco is proving the theorem above by contradiction. He began by assuming that in ∆ABC, ∠A and ∠B are both
obtuse. Which theorem will Francisco use to reach a contradiction?
a. If two angles of a triangle are congruent, the sides opposite the angles are congruent.
b. If two supplementary angles are congruent, each angle measures 90°.
c. The largest angle in a triangle is opposite the longest side.
d. The sum of the measures of the angles of a triangle is 180°.
Answer: D

3. If m∠R + m∠M = 90° then

a. ∠R ≅ ∠M.
b. ∠R and ∠M are right angles.
c. ∠R and ∠M are complementary.
d. ∠R and ∠M are supplementary.
Answer: C

4. The converse of the statement:” if you are in love then you are inspired”, is,
a. If you are not in love, then you are not inspired.
b. If you are inspired, then you are in love.
c. If you are not inspired, then you are not in love.
d. if you are in love, you are not inspired.
Answer: B

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 5. The if-then form of the statement: "Parallel lines never intersect”, is:
a. If two lines intersect, then they are parallel.
b. If two lines are parallel, then they never intersect.
c. if two lines are not parallel then they intersect.
d. If two lines intersect, then they are not parallel.
Answer: B

6. What is the inverse of the statement,:” If the number is divisible by 2 and 3, then it is divisible by 6”.
a. If the number is divisible by 6, then it is divisible by 2 and 3.
b. If the number is not divisible by 2 and 3, then it is not divisible by 6.
c. If the number is not divisible by 6, then it is not divisible by 2 and 3.
d. If the number is divisible by 2 and 3, then it is not divisible by 6.
Answer: B

7. What property is illustrated in : If ∠A ≅ ∠B, ∠B ≅ ∠C then ∠A ≅ ∠C.

a. Reflexive Property
b. Symmetric Property
c. Transitive Property
d. Addition Property
Answer: C

8. Using the distributive property,

4 (a + b) = _________.
a. 4a + b
b. B + 4a
c. 4a + 4b
d. 4 + a + b
Answer: C
→
9. Supply a valid conclusion for the given hypothesis: if OM bisects ∠LON then
a. ∠LOM ≅ ∠NOM
b. ∠LOM ≅ ∠LON

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 c ∠MON ≅ ∠NOL
d. m∠LON = m∠LOM + m∠MON
Answer: A

10. The method of proof by contradiction is:

a. direct proof
b. formal proof
c. indirect proof
d. two column proof
Answer: c

11. If garbage are disposed properly then dengue diseases will be prevented. What is the underlined portion called in the
conditional statement?
a. the conclusion
b. the hypothesis
c. the argument
d. the converse
Answer: B

12. How many dots are there in the three figure?

Figure 1 Figure 2 Figure 3

Answer: 20

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 13. Which of the following statements is true?
a. If ∠1 has a measure of 90∠1,then ∠1 is obtuse.
b. If ∠1 has a measure of 140°, then ∠1 is acute.
c. If ∠1 has a measure of 35°, then ∠1 is acute.
d. If ∠1 has a measure of 180°,then ∠1 is right.
Answer: C

14. Which of the following statements is false?

a. Any four non-collinear points lie in a distinct plane.
b. A plane contains at least 3 non-collinear points.
c. Any two lines intersect at a point.
d. Through two given points we can draw three lines.
Answer: D

15. Rewrite the statement in if-then form.

a. A figure has four sides if and only if it is a quadrilateral.
b. If a figure is a quadrilateral, then it has four sides.
c. If a figure has four sides, then it is a quadrilateral.
d. A figure is a quadrilateral if and only if it has four sides.
Answer: B

16 Name the property which justifies the following conclusion.

Given : JB = 28
Conclusion : JB + 4 = 32

a. Addition property of equality

b. Multiplication property of equality
c. Substitution property of equality
d. Transitive property of equality
Answer: A

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 For 17-20 Give the answer.

17. ∠1 and ∠2 are complementary angles. ∠1 and ∠3 are vertical angles

If m∠3 = 49°, find m∠2.
Answer: m∠2 = 4

18. What is the missing reason in the following proof?

m∠1 = m∠3, m∠2 = m∠3

Answer: Transitive Property

1
2
3

Statement Reason
1. m∠1 = m∠3, m∠2 = m∠3 1. given
2. m∠2 = m∠3 2. ___?____

19. Supply the missing statement in the following proof.

Given:
1
m∠1 + m∠2 = m∠2 + m∠3 Answer: m∠2 = m∠2
Prove;
2 m∠1 = m∠3
3

Statement Reason
1. m∠1 + m∠2 = m∠2 + m∠3 1. given
2. ----------?----------- 2. Reflexive Property
3. m∠1 = m∠3 3. Subtraction property

20. What conclusion can be logically deduced based on the following statements?

If you are catholic, you are against the RH Bill
Mrs. Romano is a Catholic.
Answer: Mrs. Romano is against RH Bill
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 1
What to
What to Know
Know If- then
Lesson Statements
Ask the students to accomplish the activity sheet called INBOX – OUTBOX sheet.

Teacher’s Note and Reminders What to

What to Know
Know

Let’s begin this lesson by accomplishing the activity sheet below called INBOX
– OUTBOX sheet.

A ctivity 1
INBOX – OUTBOX SHEET

Description: This activity is intended to elicit your prior knowledge regarding the
lesson.
Direction: Answer the question below and write your answer in the space provided
IN THE BOX.

How do you make valid conclusions if faced with problems in life

such as having failing grades, meeting deadlines and even in love- life
troubles?

Don’t
Forget!

350
The students gave their initial ideas on how to make sound judgment and
how useful it was. Now let them find out the other answers by doing the next
part. What they will learn in the next sections will also enable them to do the
final project which involves investigating mathematical concepts.
Teacher’s Note and Reminders
Don’t
Forget!
351
A ctivity 2
ARTICLE ANALYSIS
Description: There are things in life which involve decision-making. Find out how valid
decision making affects our life. The given article below deals with the
effect of having or giving misguided conclusion.
Direction: Read the excerpts on the article from Bombo Radio Philippines
entitled, “Judge sinibak ng SC due to wrong decisions” then answer
the follow – up questions below.
Judge sinibak ng SC due to wrong decisions
Revoked of license by the Supreme Court (SC) is a judge in Cotabato
City because of the issuance of a decision in the case of annulment of
marriage without conducting a hearing.
In the per curiam decision of the Supreme Court en banc discharged
on May 15, 2012, proven guilty of gross misconduct and dishonesty is
Judge Cader Indar Al Haj, presiding judge of the Regional Trial Court
(RTC), Branch 14, Cotabato City and also serve as acting presiding
judge of RTC, Branch 15, Shariff Aguak, Maguindanao.
Along with its disbarment Indar was removed from the service and
also the benefits that he should get from his retirement except leave
credits.
Also stated in the decision was Indar can’t work in any office of the
government owned including any government owned and controlled
corporations.
According to the court, Indar violated the Canons 1 and 7, as well
as Rule 1.01 of the Code of Professional Responsibility, thus, also
removing his name on the roll of attorneys.
paki check po
The penalty of Indar stemmed from a report sent by the LCR of ito ung sa LM
Manila and Quezon City to the Office of Court Administration (OCA)
in relation to the decisions resolutions and orders in the marriage unti lang sa
annulment issued by the same judge. TG madami
http://www.bomboradyo.com/story-of-the-day/111056-judge-sinibak-
ng-sc-dahil-sa-maling-desisyon
This site provided the article above entitled ”Judge sinibak ng SC
due to wrong decisions”
 ES TI O
What to
What to Process
Process 1. Comment on the article.
?

QU

NS
2. Site a situation where important decision making is needed.
3. Suggest a procedure on how to make a wise decision.
The goal in this section is to learn and understand key concepts of
reasoning and proving. The students will be dealing with If-then statement,
deductive and inductive reasoning and writing proofs.
Let them do Activity 3. You gave your initial ideas on how to make sound judgment and how useful
it was. Let’s now find out the other answers by doing the next part. What have you
learned. In the next sections will also enable you to do the final project which involves
investigating mathematical concepts.
Allow students to write something about the statements in their journal.
Tell them that they have just encountered conditional statements or the If-
What to
What to Process
Process
then statements. Let them read some notes about an if-then statement.

Your goal in this section is to learn and understand key concepts of reasoning
Teacher’s Note and Reminders and proving. You will be dealing with If-Then statement, Deductive and Inductive
reasoning and writing proofs.

A ctivity 3
JUDGE US!

Description: A lot in the statements that we encounter are logically constructed or

written but NOT valid or acceptable. This activity deals with determining
which statement is valid or not.
Direction: From the given statements tell whether the statement is valid or not.

1. Students who are good in mathematics are smart.

Enchong is smart, then he is good in mathematics.
2. Young actresses are health conscious.
Kim is a young actress then she is health conscious.
3. If it rains then the sports fest will be cancelled.
It rains therefore the sports fest is cancelled.
Don’t 4. If the lines are parallel they do not intersect
Line x and line y do not intersect; therefore they, are parallel.
Forget! 5. If two angles are right angles ,then they are congruent.
∠A and ∠B are congruent, then they are right angles.

For items 6 to 10 complete the statement and justify your answer

6 . Miss Earth candidates are environmentalists.

Miss Jaybee is a candidate to the Miss Earth search, therefore
7. If you are at SM you got it all. Marie is at SM then

352
Teacher’s Note and Reminders 8. If you bank with BDO they find ways. Vincent has deposit at BDO
then
9. If you drink coke you find happiness. Jay is drinking coke then…
10. Globe connects people. Dedeth is using globe simcard then..

ES TI O
a. What have you noticed about the statements given above?
?

QU

NS
b. Take one of the statements and tell something about it
c. .What is common to all of the statements?

Write your answers in your journal and have a small discussion with your group.

You have just encountered conditional statements or the If-then statements.

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. The
statement is in the form” If p then q. Conditional statements are formed by joining two
statements p and q using the words if and then. The p statement is called the hypothesis
and the q statement is the conclusion.

A simple flow of reasoning from if-clause to the then-clause is called simple

implication.

There are some conditional statements not written in this form but you can rewrite
them using the if-then form. How will you identify the hypothesis and the conclusion?
You try this:

1. Cigarette smoking is dangerous to your health.

If-then form ________________________________________
Hypothesis ________________________________________
Conclusion ________________________________________

2. It is more fun in the Philippines.

If-then form ________________________________________
Don’t Hypothesis ________________________________________
Forget! Conclusion ________________________________________

3. A segment has exactly one midpoint.

If-then form ________________________________________
Hypothesis ________________________________________
Conclusion ________________________________________

353
Answer Key
Exercise 1
1. If the polygon is a rectangle then the opposite sides are parallel
2. If you are Filipino then you are God-fearing people.
3. If two angles are complementary then the sum is 90°.
4. If Paolo is a good citizen then he obeys rules and regulations.
5. If the polygon is a triangle then it has three sides.
4. Angles in a linear pair are supplementary.
If-then form ________________________________________
Hypothesis ________________________________________
Conclusion ________________________________________
5. Vertical angles are congruent.
If-then form ________________________________________
Hypothesis ________________________________________
Conclusion ________________________________________

Teacher’s Note and Reminders How do you distinguish the hypothesis from the conclusion when the statement is
not in the if-then form? See the examples below.

1. National Disaster Risk Reduction Council volunteers are busy during calamities.
2. An eighteen year old Filipino can cast his/her vote during election.
3. All right angles are congruent.
4. Three non-collinear points determine a plane.
5. Perpendicular lines are intersecting lines.

Discuss with a partner the underlined part of the sentence and the one in bold letters.
What part of the sentence are the underlined words ? What part of the sentence are in bold
letters? Which is the hypothesis and which is the conclusion? Rewrite the statements to
if-then form.

Now that you know what conditional statements are, and you can identify the
hypothesis and the conclusion, have more practice in answering the exercises below.

Exercise 1
Convert each statement in if-then form, then identify the hypothesis and the
conclusion.

1. Opposite sides of a rectangle are parallel.

2. Filipinos are God-fearing people.
3. The sum of the measures of complementary angles is 90°.
4. Good citizens obey rules and regulations.
5. A triangle is a polygon of three sides.
Don’t 6. A quadrilateral has four sides.
Forget! 7. Two points determine a line.
8. The intersection of two lines is a point.
9. Two intersecting lines line in one plane.
10. The sum of the angles forming a linear pair is 180°

Now that you are well- versed in converting conditional statement to if-then form,
you can easily identify the hypothesis and the conclusion. When do you say that the
implication is true or false?

354
Teacher’s Note and Reminders The implication p → q is always true except in the case that p is true and q is false.
See the truth table for implication below.

p q p→q
T T T
T F F
F T T
F F T

This time let us make another statement from the given one. Let us do the activity.

A ctivity 4
JUMBLED WORDS

Direction: Make a sentence from the jumbled words.

POLYGON TRIANGLE A IS A

1. A TRIANGLE IS A POLYGON.
2. A POLYGON IS A TRIANGLE.

Let’s take the #1 sentence as our first statement. First we can convert it
to if-then form, then we can form its converse, inverse, and contrapositive.

Study the table below .

Statement If-then form Converse Inverse Contrapositive
• A triangle is If an object is a If an object is a If an object is If an object is
a polygon. triangle, then it polygon , then it not a triangle’ not a polygon,
is a polygon is a triangle. then it is not a then it is not a
polygon. triangle.
Don’t
Forget! Discuss with your group how the converse is written? Inverse? and
contrapositive of a given statement.

If p is ; If the object is a triangle

q is : then it is a polygon

What happen to p and q in the converse?

Compare the inverse and the original statement. What did you do with p?
what did you do with q?

355
Answer Key Observe the changes in the contrapositive.
Exercise 2 Summarize your observation in terms of p and q.
A. Converse: If the angles have the same measure then they are congruent.
Let’s take another statement: An even number is divisible by two.
Inverse: If two angles are not congruent then they do not have the same
measure If-then form ________________________________________________
Contra positive: If two angles do not have the same measure then they Converse ________________________________________________
are not congruent. Inverse ________________________________________________
Contrapositive ________________________________________________
B. 1. If three points are not collinear, then they determine a plane.
2. If an object is a rectangle, then it has four right angles. We can summarize how to convert the statement in terms of p and q.
See the table below.
3. If two lines are perpendicular, then they intersect each other.
Statement If p, then q
Teacher’s Note and Reminders Converse If q, then p
Inverse If not p, then not q
Contrapositive If not q, then not p

Exercise 2

A. Fill up the table below.

If two angles are congruent, then
Statement
they have the same measure.
Converse
Inverse
Contrapositive.

B. State the converse of the following statements:

1. Three non-collinear points determine a plane.
2. A rectangle has four right angles.
3. Perpendicular lines intersect.

Don’t Go back to Activity 4 .

Forget! If p, then q : If an object is a triangle then it is a polygon.

Converse
If q, then p: If an object is a polygon then it is a triangle.
Analyze the converse. Is it true? If not, give a counter example.

The converse is false because square is a a polygon. It is not a triangle.

356
Now that the students can identify the hypothesis and the conclusion in the If p, then q: If a number is even then it is divisible by two.
if-then statement, and form its converse, inverse, and contrapositive, they If q, then p: If a number is divisible by two then it is even.

are now ready to study the kinds of reasoning in the next section.
The converse is true.

Teacher’s Note and Reminders

Try to analyze the converse of the statements in B.
So what can you conclude about the converse of a statement?
Is the converse of a given statement always true?

A ctivity 5
“PICTURE ME”

Observe the set of pictures. Translate the pictures into conditional statements. State
the converse, inverse and contrapositive of the conditional statements.
Classify each as true or false and justify.
Go to other group, share each other's answers and come up with a common
conclusion.
Don’t
Forget! Now that you can identify the hypothesis and the conclusion in the if-then
statement, and form its converse, you are now ready to study the kinds of reasoning in
the next section .

357
Let them discuss with their group their answers to these questions.

2
• How did you arrive at your answer? Inductive and
• Did you agree at once on your answer?
• Were there disagreements among the members?
Lesson Deductive Reasoning
• What you have shown is inductive reasoning . Can you give three examples?
• Based on the activity, what is inductive reasoning? A ctivity 6
WHY OH WHY?
The teacher can ask the students to give more examples of inductive
reasoning using the following situations: Each group will be given this activity sheet to accomplish.
• Classroom situation
1. Look carefully at the figures , what is next?
• Supermarket situation
• Situation during family reunion
• JS Prom
• Election
• Summer vacation
2. Study the pattern and draw the next figure.
This time tell the students that there is another kind of reasoning. Let them
try to accomplish Activity 7 for them to discover what it is.

Teacher’s Note and Reminders

3. My Math teacher is strict.
My previous math teacher was strict.
What can you say about all math teachers?

4. 1 × 10 = 10
2 × 10 = 20
3 × 10 = 30
5 × 10 = 50
24 × 10 = 240
2345 × 10 = ______.

5. Every time Jackie visits her doctor she receives excellent services .With this
she believes that..____________________________________
Don’t
Forget! Discuss the following with your group
• How did you arrive at your answer?
• Did you agree at once on your answer?
• Were there arguments among the members?
• What you have shown is inductive reasoning. Give 3 examples.
• Based on the activity, define inductive reasoning?

Inductive reasoning takes specific examples to make a general rule.

358
The students have just encountered deductive reasoning.
Ask them to give the difference between inductive and deductive reasoning, A ctivity 7
CUBRA CUBE
then let them answer exercise 3.
Complete the table below.
One of the tools used in proving is reasoning, specifically deductive Statement Conclusion
reasoning. Deductive reasoning is a type of logical reasoning that uses 1. Filipinos are hospitable.
accepted facts to reason in a step-by-step manner until we arrive at the Bonifacio is a Filipino.
desired statement. 2. If points are collinear, then they lie
on the same plane
A proof is a logical argument in which each statement you make is supported/ Points R,M,andN are collinear .
justified by given information, definitions, axioms, postulates, theorems, and 3. A quadrilateral is a polygon of four
previously proven statements. sides
4. Smoking can cause cancer. Tomas is
smoking
Remember: 5. An angle is acute if its measure is
• Postulate is a statement that is accepted without proof. between 00 and 900. Angle B is acute.
• Theorem is a statement accepted after it is proved deductively.
You have just encountered Deductive reasoning. Can you give the difference
between inductive and deductive reasoning?
Answer Key
Exercise 3 Deductive reasoning is reasoning which begins using basic and general statements
1. 25. Inductive reasoning to prove more complicated statements.
2. X, Y, Z are on the same plane. Deductive reasoning
3. BELEN is equilateral. Deductive reasoning Inductive reasoning is judging by experience while deductive reasoning is judging by
4. All teachers are ladies. Inductive reasoning logical progression.
5. Julia is a peace-loving person. Deductive reasoning
Exercise 3
Draw conclusion from each given situation and identify the kind of reasoning used.
Teacher’s Note and Reminders
1. 5, 10,15, 20. The next number is ___.
2. Coplanar points are points on the same plane. X,Y, Z are coplanar.
Therefore__________________
Don’t 3. Regular polygon is equilateral. BELEN is a regular pentagon.
Therefore___________________
Forget! 4. A child’s teacher in pre school was a female, in his grades 1 and 2 his teachers
were both female. The child may say___________
5. Filipinos are peace- loving people. Julia is a Filipino. Therefore______-

The main focus in the study of geometry is to learn how to think logically. Do you still
remember the If-then statement? Which one is the hypothesis? the conclusion?

359
In the next Activity the students are asked to give conclusion and reason. The parts of a deductive reasoning are:
The teacher may recall definitions, axioms, postulates and proved theorems • Hypothesis – the statement which is accepted or known at the beginning
which are tools for deductive reasoning. • Conclusion – the statement drawn from the hypothesis.

Teacher’s Note and Reminders A ctivity 8

LET'S CONCLUDE

A . Supply the conclusion for the given hypothesis

1. If ∠1 ≅ ∠2, then __________
2. If AB = CE, then __________
3. If ∠B and ∠E, are complementary then __________
4. m∠3 + m∠5 = 180, then __________
5. If ∠A and ∠X form a linear pair, then __________

B. Supply a valid conclusion for the given hypothesis on the first blank and the
corresponding reason on the second blank

6. If ∠B is a right angle,
Then _______________ ______________
7. If m∠3 + m∠4 = 180
Then _______________ ______________
→
8. If PM bisects ∠APO
Then _______________ ______________
→ →
9. If BP ⊥ BC
Then _______________ ______________
10. ∆BOS is isosceles.
Then _______________ ______________

From the hypothesis we derive another statement that is the conclusion Where
did you base your conclusion? Have you recalled your undefined terms, definitions and
postulates? They will play a very important role in our next section.

Don’t
Forget!

360
Teacher’s Note and Reminders
Lesson 3 Proving Theorems
In proving theorems, the properties of equality and congruence are the bases for
reasoning.

Properties of Equality

Addition Property of Equality (APE)

For all real numbers a, b, c and d, if a = b and c = d,

then a + c = b + d

Subtraction Property of Equality (SPE)

If a = b and c = d, then a – c = b – d.

Multiplication Property of Equality (MPE)

If a = b, then ac = bc

Division Property of Equality (DPE)

If a = b then a/c = b/c

Substitution Property of Equality

If m∠A = 60, m∠B = 60 then m∠A = m∠B

Distributive Property

a(b + c) = ab + ac

Properties of Congruence
Don’t
Forget! Reflexive Property

AB ≅ AB

Symmetric Property

If ∠A ≅ ∠B then ∠B ≅ ∠A

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Ask the students to answer exercise 4 Transitive Property
In proving theorems you have to follow these steps:
If ∠A ≅ ∠B and ∠B ≅ ∠C then ∠A ≅ ∠C
 Read and understand the theorem
Aside from the properties of equality and congruence, you should be equipped with
 Label the hypothesis as Given ,the conclusion as Prove the knowledge about undefined terms, definitions, and postulates in geometry. These are
 Draw the figure and label the parts correctly. necessary to successfully support the statement of a proof.
 Write the proof which consists of the statements and reasons.
Exercise 4
Answer Key Justify each statement by giving the Property of Equality or Property of Congruence
Exercise 4 used.
1. Symmetric Prop.
2. Distributive Prop. If TX = BK, then BK = TX
8(m + n) = 8m + 8n
3. Substitution Prop. of Equality
If CT = 12 and PR + CT = 20, then PR + 12 = 20.
4. Reflexive Prop. m∠HIT = m∠HIT
5. Transitive Prop. If ∠S ≅ ∠P, ∠B ≅ ∠S, then ∠P ≅ ∠B

Teacher’s Note and Reminders One of the tools used in proving is reasoning, specifically deductive reasoning.
Deductive reasoning is a type of logical reasoning that uses accepted facts to reason in
a step-by-step manner until we arrive at the desired statement.

A proof is a logical argument in which each statement you make is supported/

justified by given information, definitions, axioms, postulates, theorems, and previously
proven statements.

Remember:

• Postulate is a statement that is accepted without proof.

• Theorem is a statement accepted after it is proved deductively.

In proving theorems you have to follow these steps:

• Read and understand the theorem

• Label the hypothesis as given and the conclusion as Prove
Don’t • Draw the figure and label the parts correctly.
Forget! • Write the proof which consists of the statements and reasons.

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Teacher’s Note and Reminders Proofs can be written in different ways

1. Paragraph Form/ Informal Proof:

The paragraph or informal proof is the type of proof where you write a
paragraph to explain why a conjecture for a given situation is true.
Given: ∠LOE and ∠EOV L
are complementary
E
Prove: LO ⊥ OV

O V
Proof: Since ∠LOE and ∠EOV are complementary, then m∠LOE + m∠EOV =
90° by definition of complementary angles. Thus, m∠LOE + m∠EOV
= m∠LOV by angle addition postulate and m∠LOV = 90° by transitive
property of equality. So, ∠LOV is a right angle by definition of right
angles; and therefore, LO ⊥ OV by definition of perpendicularity.
S

2. Two-Column Form/ Formal Proof:
1
Given: m∠SEP = m∠TER E
2 T

Prove : m∠1 = m∠3 3

Write the missing reasons R

Proof:
Statement Reason
1. m∠SEP = m∠TER 1.
Don’t 2. m∠SEP = m∠1 + m∠2 2. Angle Addition Postulate
Forget! 3. m∠TER = m∠2 + m∠3 3.
4. m∠1 + m∠2 = m∠2 + m∠3 4. Substitution Property
5 m∠2 = m∠2 5
6. m∠1 = m∠3 6. Subtraction Property

Study carefully the parts, especially the proof. How do we derive the
statements and the reasons.
Try the flow chart form using the same example.

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Teacher’s Note and Reminders 3. Flowchart Form:

A flowchart-proof organizes a series of statements in a logical order,

starting with the given statements. Each statement together with its justification
is written in a box. Arrows are used to show how each statement leads to
another. It can make ones logic visible and help others follow the reasoning.
E
Example 1

Flow Chart Proof

Given: RA ≅ RE
R C
CE ≅ CA
Prove: ∠E ≅ ∠A

1. RA ≅ RE A

2. CE ≅ CA 4. ∆RAC ≅ ∆REC 5. ∠E ≅ ∠A

3. RC ≅ RC

Example 2

CPCTC

m∠SEP = m∠TER m∠SEP = m∠1 + m∠2

Given: Angle Addition Postulate

m∠1 + m∠2 = m∠2 + m∠3 m∠TER = m∠2 + m∠3

Substitution Angle Addition Postulate

Don’t
Forget!
m∠2 = m∠2 m∠1 = m∠3

Reflexive Property SPE

You might want to watch a video lesson on this kind of proof, you may visit the
following link:
http://www.youtube.com/watch?feature=player_embedded&v=3Ti7-Ojr7Cg

364
Answer Key 4. Indirect Proof
Exercise 5
Given: a || b with transversal t cutting a and b. An indirect proof usually is paragraph form, the opposite of the statement to
Figure: be proven is assumed true until the assumption leads to contradiction.
Example:
E
1 8 a
2 7 Example :

Given: ∆BEL is isosceles triangle with vertex ∠B

3 6 Prove: ∠B ≅ ∠L
b Proof: Assume that ∠B ≅ ∠L
4 5
Given that ∆BEL is isosceles therefore B L
t BE ≅ BL by the definition of isosceles triangle
∠B ≅ ∠L because if two sides of a triangle are congruent then the
angles opposite these sides are congruent; thus, the assumption is
Prove: ∠2 ≅ ∠6 false and therefore ∠B ≅ ∠L.
Proof: Exercise 5
Statement Reason Work in group
m∠2 + m∠7 = 180 1. Definition of Supplementary angles Prove that if two parallel lines are cut by a transversal, then the alternate interior
m∠7 + m∠6 = 180 angles are congruent. Discuss and show the proof.
m∠2 + m∠7 = m∠7 + m∠6 2. Transitive Prop.
1. Given:_____________
m∠7 = m∠7 3. Reflexive Prop.

m∠2 = m∠6 4. Subtraction Prop. Prove: ___________ Figure:

∴ ∠2 ≅ ∠6 5. Def. of congruent angles.
Proof:
Statement Reason
Teacher’s Note and Reminders

Show the proof of the following.

2. Given: ∠1 ≅ ∠2
Don’t ∠3 ≅ ∠4
Prove: ∆COD ≅ ∆BOD
F rget!
o

3. Given: OP ⊥ PE; EB ⊥ PE
T is the midpoint of PE
Prove: OP ≅ BE

365
 In this section, the discussion was about proofs.
What to
What to Understand
Understand
Go back to the previous section and compare your initial ideas with the iedeas
discussed. How much of your initial ideas are found in the discussion? Which ideas are
This is a picture analysis activity, where students can form conditional statements different and need revision?
out of the picture.
Now that you know the important ideas about this topic, let’s go deeper by moving on
to the next section.
Teacher’s Note and Reminders
What to
What to Understand
Understand

What will you do before jumping into a conclusion?

This is a picture analysis activity, where you can form conditional statements out
of the picture. Proceed by forming another statement drawn from the original one.

A ctivity 9
“CASE SOLVED”

From the sets of geometric representations on real-life situations problems, write

your reasons inductively or deductively on the "Reason Out Activity Sheet".
Be ready to present your arguments to persuade your classmates.
Your arguments will be rated in terms of coherence, mathematical thinking and
conclusions made.

Don’t
Forget!

366
In this section, the discussion was about proofs.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision?
Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.
Teacher’s Note and Reminders
Don’t
Forget!
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A ctivity 10
SHALL WE MEET OR NOT?
The city’s newspaper will release its 2nd volume this year. It contains a new column
that will explain phenomena that deals with the concepts of mathematics. As a contributor
writer, you were tasked to write an article that will explain the “phenomenon of perspective”
it shows that when two parallel lines are seen from a far, the lines intersect. Your article will
be evaluated by the head writer and editor-in-chief based on its coherence, mathematical
thinking, and conclusions made.
In this section, the discussion was about proofs.
What new realizations do you have about the topic? What new connections have
you made for yourself?
Now that you have a deeper understanding of the topic, you are ready to do the
tasks in the next section.
What to
What to Transfer
Transfer
In this section, you will be applying your understanding of inductive and
deductive reasoning through the following activity that reflect meaningful and
relevant situations.
A ctivity 11
“IMBESTIGADOR”
Math Magazine will release its November issue themed “MATH
INVESTIGATES”.
As one of the investigators you were tasked to make a mathematical
investigation that will enlighten the readers by providing valid conclusions.
The written output of your investigation will be presented to the Head writer,
writers, and Editor-In-Chief and shall be evaluated based on to its coherence, clarity,
judgment, and mathematical reasoning.
In this section, your task was on math investigations.
How did you find the performance task? How did the task help you see the application
use of the topic?
Teacher’s Note and Reminders

Don’t
F rget!
o

368
 TEACHING GUIDE
Module 7: Triangle Congruence

A. Learning Outcomes

Content Standard:
The learner demonstrates understanding of the key concepts of triangle congruence.

Performance Standard:
The learner is able to communicate mathematical thinking with coherence and clarity, in formulating, investigating, analyzing
and solving real life problems involving proving triangle congruence.

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT: LEARNING COMPETENCIES
Grade 8 Mathematics 1. (K) Illustrates triangle congruence
QUARTER: 2. (K,S) States and illustrates the SAS, ASA, and SSS congruence postulates
Third Quarter 3. (S) Applies the postulates and theorems on triangle congruence to prove statements
STRAND: on congruence including right triangles
Geometry 4. (S) Applies triangle congruence to geometric constructions of perpendicular and
TOPIC: angle bisector.
Triangle Congruence
ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:
LESSONS:
Students will understand that: How do you know that
1. Definition of Congruent Triangles
Triangle congruence can be proven deductively. the given triangles are
2. Congruence Postulates
congruent?
3. Proving Congruence of Triangles
Real life problems requiring stability involve the use of
4. Application of Triangle Congruence
triangle congruence. What ensures the stability of
any structure?
TRANSFER GOAL:
Students will, on their own, solve real life problems pertaining to stability and structure,
using triangle congruence.

369
B. Planning for Assessment

Product/Performance

The following are products and performances that students are expected to accomplish with in this module.

Assessment Map
KNOWLEDGE
AND PROCESS/ UNDERSTANDING
TYPE TRANSFER
SKILLS (MEANING MAKING)
(ACQUISITION)
Pre – test Pre Test
PRE-ASSESSMENT/
Interpretation
DIAGNOSTIC
Explanation
Written Exercises Testing for congruence
understanding
Interpretation
FORMATIVE ASSESSMENT Explanation
Quiz Worksheet
Congruence Postulates Interpretation Journal
Application
Proving
Interpretation
Rubric
Explanation
SUMMATIVE Application
ASSESSMENT Long Examination
Interpretation
Explanation
Application
SELF ASSESSMENT Post Test Journal Writing

370
 Assessment Matrix (Summative Test)
Levels of
What will I assess? How will I assess? How Will I Score?
Assessment
The learner demonstrates understanding Paper and Pencil Test
Knowledge 1 point for every correct
of key concepts of triangle congruence. Part I items 1, 2, 3, 12, 13
15% response

Process/Skills State and illustrate the SAS, ASA, and 1 point for every correct
25% SSS congruence. response
Part II items 1 d-e, 3, 4, 1 point for every correct
Prove triangle congruence
and 5 response
by SAS,ASA, and SSS.
Rubric for explanation
Apply triangle congruence to geometric
Criteria: Clear
construction of perpendicular and angle
Coherent
bisector.
Understanding Justified
30%
Rubric for drawing
Solve problems involving triangle
Criteria: Neat and Clear
congruence.
Accurate
Justified
Appropriate
Relevant

371
 The learner is able to formulate real-life Portfolio
problems involving triangle congruence Cite two situations in real-
and solve these with utmost accuracy life where the concept is
using a variety of strategies. illustrated. Rubric on Problem Posing/
Formulation and Problem
Formulate problems out Solving
of these situations then Criteria: Relevant
solve them in as many Creative
Product
ways as you can. Insightful
30%
Authentic
GRASPS Assessment Clear
Make a design or
a sketch plan of a Rubric on Design/Sketch Plan
suspension bridge. Apply Criteria:
your understanding of the
key concepts of triangle
congruence.

C. Planning for Teaching-Learning

Introduction:
This module covers key concepts of triangle congruence. It is divided into four lessons,
Lesson 1: Definition of congruent triangles
Lesson 2: Congruence postulates
Lesson 3: Proving congruence of triangles
Lesson 4: Application of triangle congruence

In all lessons, students are given the opportunity to use their prior knowledge and skills in learning triangle congruence.
They are also given varied activities to process the knowledge and skills learned and reflect and further understand and
transfer their understanding of the different lessons.

372
 As an introduction to the module, the teacher ask the following questions:
o Have you ever wondered how bridges and buildings are designed?
o What factors are being considered in making bridges and buildings?
o How do problems on structure stability be solved?
o When do you say triangles are congruent?
o What ensures the stability of any structure?

Entice the students to find out the answers to these questions and to determine the vast applications of triangle
congruence in this module.

Objectives:

After the learners have gone through the lessons contained in this module, they are expected to:
• Define and illustrate congruent triangles
• State and illustrate the SAS, ASA and SSS Congruence Postulates;
• Apply the postulates and theorems on triangle congruence to prove statements on congruence, including right triangles;
and
• Apply triangle congruence to geometric construction of perpendicular bisector and angle bisector.

Learning Goals and Targets:

In this lesson, students are expected to do the following:
1. Cite real-life situations where congruent triangles are illustrated and describe how these mathematics concepts are applied.
2. Define unfamiliar terms.
3. Explore the websites for better understanding of the lesson.
4. Write a journal on their experience in using the module.
5. Make a portfolio of their output.
6. Collaborate with their teacher and peers.
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Pre-Assessment:

1. In the figure ∆POG ≅ ∆SOR, what is the side corresponding to PO?

P G
a. OS
b. RD
c. RS O
d. SO
Answer: D
R S

2. Listed below are the six pairs of corresponding parts of congruent triangles. Name the congruent triangles.

SA ≅ JO ∠D ≅ ∠Y
AD ≅ OY ∠A ≅ ∠O
SD ≅ JY ∠S ≅ ∠J

a. ∆ASD ≅ ∆JOY
b. ∆ADS ≅ ∆YJO
c. ∆SAD ≅ ∆JOY
d. ∆SAD ≅ ∆JYO
Answer: A

3. In ∆DOS, what side is included between ∠D and ∠O ?

D
a. DO
b. DS
c. SD
d. SO
Answer: A S O

374
 4. Name the corresponding congruent parts as marked that will make each pair of triangles congruent by SAS.
B R

a. BY ≅ NR, ∠BOY ≅ ∠NOR, BO ≅ NO

b. BO ≅ NO, ∠BOY ≅ ∠NOR, RO ≅ YO O
c. YO ≅ OR, BO ≅ ON, ∠BOY ≅ ∠NOR
d. ∠B ≅ ∠N,BO ≅ NO, OY ≅ OR
Answer: B
Y N

5. If corresponding congruent parts are marked, how can you prove ∆BEC ≅ ∆BAC?
B
a. ASA
b. LL
c. SAS
d. SSS
C
Answer: D
E A
6. Identify the pairs of congruent right triangles and tell the congruence theorem used.
M S

a. ∆PMA ≅ ∆APS
b. ∆MAP ≅ ∆SPA
c. ∆MPA ≅ ∆SPA
d. ∆AMP ≅ ∆PAS
Answer: A

A P

375
 7. What property of congruence is illustrated in the statement? If AB ≅ DE, EF ≅ DE then AB ≅ EF.

A. Symmetric C. Reflexive
B. Transitive D. Multiplication
Answer: B

8. ∆GIV ≅ SAV deduce a statement about point V.

G


a. V is in the interior of ∆GIV.
V
b.
I A V is in the exterior of ∆SAV.
c. V is in the midpoint of GS.
d. V is collinear with G and I.
Answer: S
C

9. Is the statement “corresponding parts of congruent triangles are congruent” based on

a. Definition c. Theorem
b. Postulate d. Axiom
Answer: B

10. Use the marked triangles to write proper congruence statement.

L O S
A. LT ≅ MS C. LT ≅ MS
LO ≅ ME OL ≅ ME
OT ≅ MS OT ≅ SE
∆LOT ≅ ∆MES ∆LOT ≅ ∆MSE

B. LT ≅ SM D. TL ≅ MS
LO ≅ ME LO ≅ ME
OT ≅ ES OT ≅ ME
∆TOL ≅ ∆SME Answer: A
T E M
376
11. Hexagon CALDEZ has six congruent sides.
CE, CD, CL are drawn on the hexagon
forming 4 triangles.
Which triangles can you prove congruent? C A

a. ∆CEZ ≅ ∆CDE
∆CDE ≅ ∆CAL
b. ∆CEZ ≅ ∆CAL
∆CED ≅ ∆CLD Z L
c. ∆CED ≅ ∆CEZ
∆CLA ≅ ∆CLD
d. ∆CZE ≅ ∆CED
∆DEC ≅ ∆LCD
E D
Answer: B

12. ∆ABC ≅ ∆DEF, which segment is congruent to AB:

a. BC
b. AC
c. DE
d. EB
Answer: C

13. ∆SUM ≅ ∆PRO, which angle is congruent to ∠M?

a. S
b. P
c. R
d. O
Answer: D

377
 14. ∆TIN ≅ ∆CAN, then ∆NAC is congruent to ____.

a. ∆ITN
b. ∆NIT
c. ∆TNI
d. ∆INT
Answer: B

15. Jancent knows that AB = XY and AC = XZ. What other information must he know to prove ∆ABC ≅ ∆XYZ by SAS
postulate?

a. ∠B ≅ ∠Y
b. ∠C ≅ ∠Z
c. ∠A ≅ ∠X
Answer: C

16. Miguel knows that in ∆MIG and ∆JAN, MI = JA, IG = AN, and MG = JN. Which postulate or theorem can he use to prove
the triangles congruent?

a. ASA
b. AAS
c. ASA
d. SSS
Answer: D

17. In ∆ABC, AB = AC. If m∠B = 80, find the measure of ∠A.

a. 20
b. 80
c. 100
d. 180
Answer: A

378
18. You are tasked to make a design of the flooring of a chapel using triangles. The available materials are square tiles. How
are you going to make the design?

a. Applying triangle congruence by ASA

b. Applying triangle congruence by SAS.
c. Applying triangle congruence by SSS
d. Applying triangle congruence by AAS
Answer: C

For items 19 to 20

Complete the proof. Choose the letter of the correct answer to fill the blank

a. CO ≅ CO
b. ASA
c. SAS
d. ∠BCO ≅ ∠ACO

In ∆ABC, let O be a point in AB such that CO bisects ∠ACB, if AC ≅ BC.

Prove that ∆ACO ≅ ∆BCO.

Statements Reasons

1. AC ≅ BC 1. Given
2. CO bisects ∠ACB 2. Given
3. ____(19)_____ 3. Definition of angle bisector
4. CO ≅ CO 4. Reflexive Property of Congruence
5. ∆ACD ≅ ∆BCO 5. ____(20)_______
Answer: D Answer: C

379
 1
What to
What to Know
Know Definition of
Lesson Congruent Triangles
Before doing Activity 1, Let the students answer the following questions on
their journal.

Activating Prior Knowledge What to

What to Know
Know

1. What is the symbol for congruence?
2. If ∆ABC ≅ ∆XYZ, what are the six pairs of corresponding congruent parts?
3. How do we measure an angle?
4. How can you draw an angle of specified measure?
5. What is the sum of the measures of the angles of a triangle?
For numbers six to ten define of Illustrate each of the following:
6. Midpoint
7. Vertical angles
8. Right Triangle
9. Hypotenuse
10. Isosceles Triangle
My idea of Congruent Triangles is ___________________________________
______________________________________________________________
____________________________________________________
Provide the students opportunities to recall congruent figures. Define
congruent triangles by doing activities 1 ad 2.
Let’s begin this lesson by finding out what congruent triangles are. As you go
over the activities, keep on thinking “When are two triangles congruent?”
Activating Prior Knowledge
1. What is the symbol for congruence?
2. If ∆ABC ≅ ∆XYZ, what are the six pairs of corresponding congruent parts?
3. How do we measure an angle?
4. How can you draw an angle of specified measure?
5. What is the sum of the measures of the angles of a triangle?
For numbers 6 to 10 define of Illustrate each of the following:
6. Midpoint
7. Vertical angles
8. Right Triangle
9. Hypotenuse
10. Isosceles Triangle
The wonders of Geometry are present everywhere, in nature and in structures.
Designs and patterns having the same size and same shape play important roles especially
on the stability of buildings and bridges. What ensures the stability of any structures?
Hook: In coming to school, have you met Polygon ? Name it and indicate where you met
it. (Answers vary, Rectangles windows, 20 peso bill from my pocket triangles from bridges
and buildings and houses etc.)

380
Provide the students opportunities to recall congruent figures. Define
congruent triangles by doing activities 1 and 2.

Activity 1: Picture Analysis

Show the following pictures:

A ctivity 1
PICTURE ANALYSIS

From the picture shown, your group will answer the following questions:

From the picture shown, ask the students the given questions in Activity 1.
Answers will be presented to the class and be discussed.
Teacher’s Note and Reminders
1. How will you relate the picture to your ambition?
2. If you were an architect or an engineer, what is your dream project?
3. What can you say about the long bridge in the picture? How about the tall
building? (presence of congruent triangles, its stability, uses of bridges for
economic progress,
4. Why are there triangles in the structures? Are the triangles congruent? When
are two triangles congruent?
5. Why are bridges and buildings stable?

Answers will be recorded.

Don’t You gave your initial ideas on congruent triangles and the stability of bridges and
buildings.
Forget! Let’s now find out how others would answer the question and compare their ideas
to our own, We will start by doing the next activity.!

381
What to
What to Process
Process What to
What to Process
Process

In order to have an idea of congruent figures that will lead to the

definition of congruent triangles; let the student perform activity 2. See to Let’s begin by finding out what congruent triangles are.
it that everybody participates. The teacher is allowed to play music as they
perform the activity.
A ctivity 2
FIND YOUR PARTNER
Teacher’s Note and Reminders
Let us see your knowledge about congruent fi.

Instruction
Your group (with 10 members) will be given five pairs of congruent figures, each
shape for each member. At the count of three, find your partner by matching the shape that
you have with another’s shape.

ES TI O 1. Why/How did you choose your partner?

?
2. Describe the two figures you have.

QU

NS
3. What can you say about the size and shape of the two figures?
4. We say that congruent figures have the same size and the same
shape. Verify that you have congruent figures.

For each group you pick up a pair of congruent triangles

B
E

Don’t
F rget!
o

A C F D
Name your triangles as ∆ABC and ∆DEF as shown in the figure.

Investigate: Matching vertices of the two triangles

First Match: ABC ↔ EDF (A corresponds to E, B corresponds to D,
After the students have chosen and named the two triangles, explain to them C corresponds to F)
the investigation they will make that will lead them to the formal definition of Second Match: ABC ↔ EFD
congruent triangles. Students will fill up the activity sheet. Third Match: ABC ↔ DEF

In which of the above pairings are the two triangles congruent?

Fill up the activity sheet on the next page.

382
Let the students state the definition of congruent triangles based on the Group No.__________
investigation made. Allow them to answer the following questions on their
journal: Congruent Congruent
• In what pairing or match do the two triangles coincide? Corresponding Corresponding
Match or not Or not
sides Angles
• What are congruent triangles? congruent? congruent?
• How many pairs of corresponding parts are congruent? First
• Illustrate ∆TNX ≅ ∆HOP. Put identical markings on congruent Second
corresponding parts. Third
• Where do you see congruent triangles?
Ask the students to answer Exercise 1.
Two triangles are congruent if their vertices can be paired so that corresponding
sides are congruent and corresponding angles are congruent.
Teacher’s Note and Reminders
∆ABC ≅ ∆DEF Read as "triangle ABC is congruent to triangle DEF."
≅ symbol for congruency
∆ symbol for triangle.

The congruent corresponding parts are marked identically.

Can you name the corresponding congruent sides? Corresponding congruent angles?

Answer the questions below in your journal:

 What are congruent triangles?
 How many pairs of corresponding parts are congruent if two triangles are
congruent?
 Illustrate ∆TNX ≅ ∆HOP Put identical markings on congruent corresponding
parts.
 Where do you see congruent triangles?

Don’t Exercise 1 A C
Forget! B

1. ∆ABD ≅ ∆CBD, Write down the six pairs of congruent corresponding parts
2. Which triangles are congruent if MA ≅ KF, AX ≅ FC, MX ≅ KC; ∠M ≅ ∠K, ∠A ≅
∠F, ∠X ≅ ∠C. Draw the triangles.

383
Challenge the students to prove triangle congruence by showing lesser 3. Which of the following shows the correct congruence statement for the figure
number of corresponding congruent parts. below?
Discuss first with the students the parts of a triangle in terms of relative
a. ∆PQR ≅ ∆KJL
position then let them answer Exercise 2 and do Activities 3-5.
b. ∆PQR ≅ ∆LJK
c. ∆PQR ≅ ∆LKJ
Teacher’s Note and Reminders d. ∆PQR ≅ ∆JLK

You can now define what congruent triangles are .In order to say that the two
triangles are congruent, we must show that all six pairs of corresponding parts of the
two triangles are congruent.
Let us see how can we verify two triangles congruent using fewer pairs of
congruent corresponding parts.

Topic 2: Triangle Congruence Postulates

Before we study the postulates that give some ways to show that the two triangles
are congruent given less number of corresponding congruent parts, let us first identify the
parts of a triangle in terms of their relative positions.

Included angle is the angle between two sides of a triangle.

Included side is the side common to two angles of a triangle.
Don’t In ∆SON
S

Forget! ∠S is included between SN and SO.

∠O is included between OS and ON.
∠N is included between NS and NO.
SO is included between ∠S and ∠O.
ON is included between ∠O and ∠N.
O
SN is included between ∠S and ∠N.

384
Always have a drill and review identifying included side, included angle
before you ask the students to do the activities.
From Activity 3, let the students make their own generalization on SAS
congruence postulate. Ask them to answer Exercise 3
Teacher’s Note and Reminders
A ctivity 3 LESS IS MORE
SAS (Side-Angle-Side) Congruence Postulate
Don’t
Forget!
385
Exercise 2
Given ∆FOR, can you answer the following questions even without the figure?
1. What is the included angle between FO and OR?
2. What is the Included angle between FR and FO?
3. What is the included angle between FR and RO?
4. What is the included side between ∠F and ∠R?
5. What is the included side between ∠O and ∠R?
6. What is the included side between ∠F and ∠O?
1. Prepare a ruler, a protractor ,a pencil and a bond paper.
2. Work in group of four.
3. Follow the demonstration by the teacher.
a. Draw a 7- inch segment.
b. Name it BE.
c. Using your protractor make angle B equal to 70o degrees.
d. From the vertex draw BL measuring 8 inches long.
e. How many triangles can be formed?
f. Draw ∆BEL
g. Compare your triangle with the triangles of the other members of the
group. Do you have congruent triangles?
h. Lay one triangle on top of the others. Are all the corresponding sides
congruent? How about the corresponding angles?
i. What can you say about any pair of congruent triangles ?
SAS (Side-Angle-Side) Congruence Postulate
If the two sides and an included angle of one triangle are congruent to the
corresponding two sides and the included angle of another triangle, then the triangles
are congruent.
If MA ≅ TI, ∠M ≅ ∠T, MR ≅ TN
Then ∆MAR ≅ ∆TIN by SAS Congruence Postulate
Mark the congruent parts.
A I
M R T N
Let the student state the generalization on ASA congruence, deduced from Exercise 3
the activity they have just performed. Complete the congruence statement using the SAS congruence postulate.

1. ∆BIG ≅ ∆_____ 3. ∆ABO ≅ ∆_____

Teacher’s Note and Reminders
I A
B

A O D

B G F T

2. ∆PON ≅ ∆____ 4. ∆PAT ≅ ∆_____

N A
D

O
E

P
P T S
S

After showing that the two triangles are congruent showing only two sides and
the included angle of one triangle to two sides and included angle of another triangle,
you try another way by doing activity 4

A ctivity 4 TRY MORE

ASA (Angle-Side Angle) Congruence

Prepare the following materials; pencil, ruler, protractor, a pair of scissors

Working independently, use a ruler and a protractor to draw ∆BOY with two angles
Don’t and the included side having the following measures: m∠B = 50, m∠O = 70 and BO =18 cm
Forget! 1. Draw BO measuring 18 cm
2. With B as vertex, draw angle B measuring 50.
3. With O as vertex, draw angle O measuring 70.
4. Name the intersection as Y.
5. Cut out the triangle and compare it with four of your classmates.
6. Describe the triangles.
7. Put identical marks on the congruent corresponding sides and angles.
8. Identify the parts of the triangles which are given congruent.

386
From the Activity 5, ask the students to state their own generalization on ASA (Angle-Side-Angle) Congruence Postulate
SSS Congruence postulate. If the two angles and the included side of one triangle are congruent to the
Let them answer Exercise 4. corresponding two angles and an included side of another triangle, then the triangles
are congruent.
Teacher’s Note and Reminders If ∠A ≅ ∠E, JA ≅ ME, ∠J ≅ ∠M, then ∆JAY ≅ ∆MEL
Draw the triangles and mark the congruent parts.

A ctivity 5 SIDE UP

SSS (Side-Side-Side) Congruence Postulate

You need patty papers, pencil , a pair of scissors

1. Draw a large scalene triangle on your patty paper.

2. Copy the three sides separately onto another patty paper and mark a dot at
each endpoint. Cut the patty paper into three strips with one side on each strip.

3. Arrange the three segments into a triangle by placing one endpoint on top of
the another.

Don’t 4. With a third patty paper, trace the triangle

formed. Compare the new triangle with the
Forget! original triangle. Are they congruent?

5. Try rearranging the three segments into another triangle. Can you make a
triangle not congruent to the original triangle? Compare your results with the
results of others near you.

387
Now that the students can show triangles congruent with
SSS (Side-Side-Side) Congruence Postulate
• two corresponding sides and an included angle If the three sides of one triangle are congruent to the three sides of another
• two angles and an included side triangle, then the triangles are congruent.
• three pairs of corresponding sides congruent, they are now ready to
prove two triangles congruent deductively.
If EC ≅ BP, ES ≅ BJ, CS ≅ PJ, then ∆ESC ≅ ∆BJP, draw the triangles and mark the
congruent parts., then answer exercise 4.
Teacher’s Note and Reminders
Exercise 4
Corresponding congruent parts are marked. Indicate the additional corresponding
parts needed to make the triangles congruent by using the specified congruence
postulates.
A D

a. ASA _______
b. SAS _______

C B F E

P

.
L

O
a. SAS ______
M
b. SSS ______

Don’t a. SAS ______

b. ASA ______
Forget!
Now that you can show triangles congruent with
• two corresponding sides and an included angle
• two angles and an included side
• three pairs of corresponding sides congruent, you are now ready to prove
two triangles congruent deductively.

388
Allow students to study and discuss with their group the proof in No.1 then Topic 3: Proving Triangle Congruence
later let them complete the proof in no. 2. Do Activity 6 Let’s Do IT.
A ctivity 6
LET’S DO IT
Tell the students that proving triangle congruence will lead them to prove
more theorems that will be helpful for them in the next lesson.
Let’s find out how we can apply the Congruence Postulates to prove two triangles
congruent. Study the following example and answer exercise 5.
Teacher’s Note and Reminders Given: AB ≅ DE
B E

∠B ≅ ∠E
BC ≅ EF
Prove: ∆ABC ≅ ∆DEF
A C F D

Reasons
1. AB ≅ DE 1. Given
2. ∠B ≅ ∠E 2. Given
3. BC ≅ EF 3. Given
4. ∆ABC ≅ ∆DEF 4. SAS Postulate

Exercise 5
Try this

B E

Given: BE ≅ LO, BO ≅ LE
Prove: ∆BEL ≅ ∆LOB

O L

Complete the Proof:

Don’t
Statements Reasons
Forget! 1. 1. Given
2. BO ≅ LE 2.
3 3.
4. ∆BEL ≅ ∆LOB 4.

389
Discuss this with the students by showing more examples. Let’s try to prove a theorem on congruence,
Let’s try to prove a theorem on congruence,
Given the triangles below, a pair of corresponding sides are congruent, and two pairs
of corresponding angles have the same measure.
Given the triangles below, a pair of corresponding sides are congruent, and two
D
pairs of corresponding angles have the same measure. C
D
C 47 47

47 47

O 48
A
O 48
A
G T
48
G T
48
Work in Pairs to discuss the proof of the theorem by completing the flow chart
Work in Pairs to discuss the proof of the theorem by completing the flow chart

∠G ≈ _____
∠D ≅ ∠C
∠G ≈ _____ ∠O ≅ _____
∠D ≅ ∠C
∠O ≅ _____

∆DOG ≅ _____ OG ≅ AT

∆DOG ≅ _____ OG ≅ AT

Supply the reason for each

Supply the reason for each When you completed the proof, review the parts of the two triangles which are
given congruent. Have you realized that you have just proved the AAS congruence
Theorem?

Let the students work in pairs to discuss the proof of the theorem by
completing the flow chart.

390
Tell the students that when they completed the proof review what parts of
AAS (Angle-Angle-Side) Congruence Theorem
the triangles are shown congruent. Let them realized that they have just If two angles and a non-included side of one triangle are congruent to the
shown the proof of a theorem on congruence, the AAS congruence theorem. corresponding two angles and a non-included side of another triangle, then the
triangles are congruent.
Ask the students to study the example. Tell them that with the use of SAS,ASA,
SSS postulates and AAS congruence theorem, they can now prove two Example:
triangles congruent, segments and angles congruent that can lead to prove Given: ∠NER ≅ ∠NVR
more theorems especially on right triangles Let them do activity 7. RN bisects ∠ERV
Prove: ∆ENR ≅ ∆VNR

Teacher’s Note and Reminders

Statements Reasons
1. ∠NER ≅ ∠NVR 1. Given
2. RN bisects ∠ERV 2. Given
3. ∠NER ≅ ∠NVR 3. Definition of angle bisector
4. RN ≅ RN 4. Reflexive Property
5. ∆ENR ≅ ∆VNR 5. AAS Postulate

Exercise 6
Complete the congruence statement by AAS congruence.
Figure Congruence Statement

∆BOX ≅ ________

Don’t
Forget!
∆GAS ≅ _________

391
Before you ask the students to do Activity 7, tell them that within their group,
they will recall the parts of a right triangle by performing this activity.
∆FED ≅ ________
Teacher’s Note and Reminders

∆BAM ≅ ________

CM bisects BL at A
∠L ≅ ∠B

How are we going to apply the congruence postulates and theorem

In right triangles? Let us now consider the test for proving two right triangles
congruent.

A ctivity 7
KEEP RIGHT

Recall the parts of a right triangle with your groupmates .

1. Get a rectangular sheet of paper.

2. Divide the rectangle along a diagonal.

3.
Discuss with your group and illustrate the the sides and angles of a right
triangle using your cut outs
• What do you call the side opposite the right angle?
• What do you call the perpendicular sides?
Don’t • How many acute angles are there in a right triangle?
F rget!
o
4. Name your triangles as shown below
B S

I G M L

392
Ask each group to present the proof to the class using a two column form, a 5 . If ∆BIG and ∆SML are right triangles, ∠I and ∠M are right, BI ≅ SM, IG ≅ ML
flow chart, or in paragraph form to deduce the theorem. prove ∆BIG ≅ ∆SML.

6. Discuss the proof with your group.

Now give the students a chance to prove on their own the next theorems on
right triangles congruence. 7. Answer the following questions:
Ask each group to make a power-point presentation using a flowchart to • What kind of triangles did you prove congruent?
prove the following theorems. • What parts of the right triangles are given congruent?
• Complete the statement: If the ______ of one right triangle are congruent to
Teacher’s Note and Reminders the corresponding ___ of another right triangle, then the triangles are _____.

Since all right angles are congruent you can now use only two pairs of
corresponding parts congruent in order to prove two triangles congruent, The
proof you have shown is the proof of the LL Congruence Theorem .

LL Congruence Theorem
If the legs of one right triangle are congruent to the legs of another right triangle,
then the triangles are congruent.

The LL Congruence Theorem was deduced from SAS Congruence Postulate.

Consider the right triangles HOT and DAY with right angles at O and A, respectively,
such that HO ≅ DA, and ∠H ≅ ∠D. H D

Prove: ∆HOT ≅ ∆DAY.

T Y
O A

Each group will present the proof to the class either by two column form or using flow
chart or paragraph form to deduce the theorem:
Don’t LA (leg-acute angle) Congruence Theorem
Forget! If a leg and an acute angle of one right triangle are congruent to a leg and an
acute angle of another right triangle, then the triangles are congruent.

Now it’s your turn to prove the other two theorems on the congruence of right
triangles.

393
 Allow students to present their work the next day. After the discussion, let
A ctivity 8
them answer Exercise 7. IT’S MY TURN

Teacher’s Note and Reminders Each group will make a power point presentation using flowchart to prove the
following theorems.

HyL (Hypotenuse-leg) Congruence Theorem

If the hypotenuse and a leg of one right triangle are congruent to the corresponding
hypotenuse and a leg of another triangle, then the triangles are congruent.

HyA (Hypotenuse-Acute angle) Congruence Theorem

If the hypotenuse and an acute angle of one right triangle are congruent to the
corresponding hypotenuse and an acute angle of another right triangle, then the
triangles are congruent.

Guide:
1. Draw the figure
2. What is given and what is to be proved?
3. Write the proof in two-column form.

Exercise 7
In each figure, congruent parts are marked. Give additional congruent parts to prove
that the right triangles are congruent and state the congruence theorem that .justifies your
answer.

1. 2.
A
3. B
B A

F
2
1 1
A C C
2

D E

Don’t B C
D
Forget! ___________________ ___________________
D ___________________
___________________ ___________________ ___________________

394
After studying the congruence postulates and theorems the students are State a congruence theorem. on right triangles.
now ready to apply them. How can they prove that the two angles or two
segments are congruent? 4. __________ 5. __________
Ask them to perform Activity 9.

Teacher’s Note and Reminders

6. 7. 8.

Topic 4: Application of Triangle Congruence

After studying the congruence postulates and theorems you are now ready to
apply them. How can you prove that two angles or two segments are congruent?
If they are parts of congruent triangles we can conclude that they are congruent. Let
us see how.

Don’t A ctivity 9 Vertex

WHAT ELSE? Angle
F rget!
o
Do you still remember what an isosceles triangle is? leg
leg
A triangle is isosceles if two of its sides are
congruent. The congruent sides are its legs. the third
side is the base, the angles opposite the congruent
sides are the base angles and the angle included by Base Base
the legs is the vertex angle. Angle Angle

395
After the discussion on parts of isosceles triangle, Ask the students to Consider ∆TMY with TM ≅ TY
complete the proof of the exercise below. Is ∠M ≅ ∠Y?
You find out by completing the proof.
Consider ∆TMY with TM ≅ TY Remember that if they are corresponding parts of congruent triangles then they are
Is ∠M ≅ ∠Y? congruent. T
You find out by completing the proof.
Remember that if they are corresponding parts of congruent triangles then 1. Draw the bisector TO of ∠T which intersects MY at O.
they are congruent. 2. _______ ≅ ________ by definition of a bisector
T
3. _______ ≅ ________ given
4. _______ ≅ ________ (Why) _____________
1. Draw the bisector TO of ∠T which intersects MY at O.
5. _______ ≅ ________ SAS
2. _______ ≅ ________ by definition of a bisector 6. ∠M ≅ ∠Y __________________
M O Y
3. _______ ≅ ________ given
4. _______ ≅ ________ (Why) _____________ Isosceles Triangle Theorem:
5. _______ ≅ ________ SAS If two sides of a triangle are congruent then the angles opposite these sides are
6. ∠M ≅ ∠Y __________________ congruent.
M O Y
How about the converse of isosceles triangle theorem: If two angles of a triangle
are congruent then the sides opposite these angles are congruent.
As an exercise, ask the student to prove the converse of isosceles triangle
theorem: Exercise 8
Prove the converse of the isosceles triangle theorem with your group.
Challenge the students to prove that: An equilateral triangle is equiangular.
They will be guided by the figure and questions below. Let them answer Discuss with your group the proof of the statement: An equilateral triangle is
Exercise . equiangular. M
Use the figure and be guided by the questions below.
Guide the students to prove: The bisector of the vertex angle of an
Given: ∆MIS is equilateral
isosceles triangle is perpendicular to the base at its midpoint. Follow Prove: ∆MIS is equiangular
the suggested procedure. The students can do this in group and output will
be presented to the class.
In order to prove that ∆MIS is equiangular you must prove first that ∠M ≅ ∠I ≅ ∠S

Teacher’s Note and Reminders 1. MI ≅ MS Why?

2. What kind of triangle is ∆MIS?.
3. What angles are congruent? Why?
Don’t 4. MI ≅ MS Why
Forget! 5. What angles are congruent? Why?
6 ∠M ≅ ∠I ≅ ∠S Why?

How will you show that each angle of an equilateral triangle measures 60°?
Guide Questions:
a. What is the sum of the measures of the angles of a triangle?
b. What is true about equilateral triangle?

396
Guide the students to prove the following: The bisector of the vertex angle
of an isosceles triangle is perpendicular to the base at its midpoint.
Follow the suggested procedure. The students can do this in group and
output will be presented to the class.
Procedure:
a. Draw an Isosceles ∆ABC.
b. Draw the bisector BE of the vertex ∠B which intersects AC at E.
c. Prove that the two triangles BEA and BEC are congruent.
d. Show that E is the midpoint AC.
e. Show BE is perpendicular to AC at E. (Remember that segments
are perpendicular if they form right angles.)
In this section, discussion was on Congruent Triangles. Go back the previous
section and compare your initial ideas with the discussion. How much of your
initial ideas are found in the discussion? Which ideas are different and need
revision?
Now that you know the important ideas about this topic, let's go deeper by
moving on the next section.
Your goal in this section is to take a closer look at some aspects of the topic.
And keep in mind the question: How does knowledge in triangle
congruence will help you to solve real-life problems?
What to
What to Understand
Understand
Ask the student to reflect on the different lessons tackled in the module by
answering the questions.
397
Exercise 9
1. What is the difference between an equilateral triangle and isosceles triangle?
2. One angle of an isosceles triangle measures 60°. What are the measures of
the other two angles?
3. An angle of an isosceles triangle is 50°. What are the measures of the other
two angles? Is there another possible triangle?
Discuss the proof of: The bisector of the vertex angle of an isosceles triangle is
perpendicular to the base at its midpoint. Do this with your group.
Procedure:
a. Draw an Isosceles ∆ABC.
b. Draw the bisector BE of the vertex ∠B which intersects AC at E.
c. Prove that the two triangles BEA and BEC are congruent.
d. Show that E is the midpoint AC.
e. Show BE is perpendicular to AC at E. (Remember that segments are
perpendicular if they form right angles.)
Your work will be presented in class.
Theorem: The bisector of the vertex angle of an isosceles triangle is perpendicular to
the base at its midpoint.
In this section, the discussion was on Congruent Triangles
Go back to the previous section and compare your initial ideas with the discussion.
How much of your initial ideas are found in the discussion? Which ideas are different
and need revision?
Now that you know the important ideas about this topic, let’s go deeper by moving
on to the next section.
What to
What to Understand
Understand
Your goal in this section is to take a closer look at some aspects of the topic.
And keep in your mind the question: “How does knowledge in triangle
congruence will help you to solve real life problems?”

Students can write their answers in their journal, then do Activity 10
Teacher’s Note and Reminders
Questions:
• When are two triangles congruent?
• What are the conditions for triangle congruence.?
• How can we show congruent triangles through paper folding?
• Say something about Isosceles triangle.
• Is equilateral triangle isosceles?
• Is equilateral triangle equiangular?
• What can you say about the bisector of the vertex angle of an isosceles triangle?

A ctivity 10
FLY FLY FLY
During the Math Fair, one of the activities is a
symposium in which the delegates will report on an inquiry
about an important concept in Math. You will report on
how congruent triangles are applied in real-life. Your query
revolves around this situation;

1. Design at most 5 different paper planes using congruent

triangles.
2. Let it fly and record the flying time and compare which
one is the most stable.
3. Point out the factors that affect the stability of the plane.
4. Explain why such principle works.
5. Draw out conclusion and make recommendations.
Procedure:
1. Each group will prepare 5 paper planes
2. Apply your knowledge on triangle congruence.
3. Follow steps 2 to 5.
4. What is the importance of congruent triangles in making paper planes?

A ctivity 11
SARANGOLA NI PEPE
Another application of congruent triangles is on
stability of your kites.
Don’t
Forget! Show us how triangle congruence works.

In the upcoming City Festival, there will be

a kite flying. You are to submit a certain design of
kite and an instruction guide of how it operates. The
designer who can come up with a kite which can fly
the longest wins a prize.
Present the mechanics on how you come up
with such a design.

398
Another challenge to your students is this task which they can do at home. A ctivity 12
3 – 2 – 1 CARD

Submit a journal on how you proved two triangles are congruent. Since you are done with the concepts and activities about triangle congruence, now
Did you enjoy these lesson on triangle congruence? let us summarize it by completing the table below:

Take a picture of triangles in your house. Identify how each of these

congruences could help a builder construct furnitures. Make a portfolio of these 3 things you have learned
pictures and discussion. 2 things which are interesting
Teacher’s Note and Reminders 1 question you still have in mind

What to
What to Transfer
Transfer

Performance
GRASPS TASK

(S) One of the moves of the City

Council for economic development is to
connect a nearby island to the mainland with
a suspension bridge for easy accessibility of
the people. Those from the island can deliver
their produce and those from the mainland
can enjoy the beautiful scenery and beaches
of the island.
(R) As one of the engineers of the
DPWH who is commissioned by the
Don’t Special Project Committee, (G) you are
F rget!
o tasked to present (P) a design/blueprint
(P) of a suspension bridge to the (A) City Council together with the City Engineers. (S)
Your presentation will be evaluated according to its accuracy, practicality, stability and
mathematical reasoning.

399
Teacher’s Note and Reminders Now that you are done check your work with the rubric below.
Outstanding Satisfactory Developing Beginning
CRITERIA RATING
4 3 2 1
The The Some The
computations computations computations computations
are accurate are accurate are erroneous are erroneous
and show a and show and show the and do not
Accuracy
wise use of the use of use of some show the use
the concepts the concepts concepts of the concepts
of triangle of triangle of triangle of triangle
congruence. congruence. congruence. congruence.
The design is The design is The design The design
comprehensive presentable and makes use of doesn’t use
and displays makes use of the geometric geometric
the aesthetic the concepts representations representations
Creativity
aspects of the of geometric but not and not
mathematical representations. presentable. presentable.
concepts
learned.
The design The design The design The design
is stable, is stable, makes use of does not use
comprehensive presentable triangles but triangles and is
and displays and makes use not stable. not stable.
Stability the aesthetic of congruent
aspects of triangles.
the principles
of triangle
congruence.
The The explanation The The
explanation is clear and explanation is explanation is
is clear, coherent. It understandable incomplete and
exhaustive covers the but not logical. inconsistent.
Mathematical
or thorough important
reasoning
and coherent. concepts.
It includes
interesting facts
and principles.
OVERALL
Don’t RATING
Forget!
Another challenge to you is this task for you to accomplish at home

Submit a journal on how you proved two triangles congruent. Did you enjoy the
lesson on triangle congruence?

Take a picture of triangles in the house. Identify how each of these congruences
could help a builder to construct a furniture. Make a portfolio of these pictures and
discussion.

400
Teacher’s Note and Reminders SUMMARY

Designs and patterns having the same size and the same shape are seen in almost
all places. You can see them in bridges, buildings, towers, in furniture even in handicrafts
and fabrics
Congruence of triangles has many applications in real world. Architects and
engineers use triangles when they build structures because they are considered to be
the most stable of all geometric figures. Triangles are oftentimes used as frameworks,
supports for many construction works. They need to be congruent.

In this module you have learned that:

• Two triangles are congruent if their vertices can be paired such that corresponding
sides are congruent and corresponding angles are congruent.
• The three postulates for triangle congruence are:
a. SAS Congruence – if two sides and the included angle of one triangle are
congruent respectively two sides and the included angle of another triangle
then the triangles are congruent.
b. ASA Congruence – if two angles and the included side of one triangle are
congruent respectively two angles and the included side of another triangle
then the triangles are congruent.
c. SSS Congruence – if the three sides of one triangle are congruent respectively
three sides of another triangles then the triangles are congruent.
• AAS Congruence Theorem – if the two angles and the non-included side of one
triangle are congruent to the two angles and the non-included side of another
triangle than the triangles are congruent.
• The congruence theorems for right triangles are:
a. LL Congruence – if the legs of one right triangle are congruent respectively to
the legs of another right triangle, then the triangles are congruent.
b. LA Congruence – if a leg and an acute angle of one triangle are congruent
respectively to a leg and an acute angle of another right triangle, then the
triangles are congruent.
c. HyL Congruence – if the hypotenuse and a leg of one right triangle are
congruent respectively to the hypotenuse and a leg of another right triangle,
the triangles are congruent.
Don’t d. HyA Congruence – if the hypotenuse and an acute angle of one right triangle
are congruent respectively to the hypotenuse and an acute angle of another
F rget!
o
right triangle, then the triangles are congruent.
• Isosceles Triangle Theorem – If two sides of a triangle are congruent then the
angles opposite these sides are congruent.
• Converse of Isosceles Triangle Theorem – if two angles of a triangle are congruent
then the sides opposite these angles are congruent.
• An equilateral triangle is equiangular.
• The measure of each angle of an equilateral triangle is 60°.

401
Teacher’s Note and Reminders

Don’t
F rget!
o

402