Algebra 2 Part 1 Presentation

Session Guide for K-10 Training
GRADE 8 MATHEMATICS
Patterns and Algebra
Mr. Sherwin P. Batilantes, Division of Aklan
Mrs. Rodalyn E. Orola, Division of Capiz
DEPARTMENT OF EDUCATION
OBJECTIVES
At the end of the training of Grade 8
mathematics teachers, we’ll be able to teach
competently the critical competencies in
Math 8. Specifically, the teacher will be able
to:
solve problems on Linear Inequalities,
Relation and Function, Linear Function;
BUREAU OF CURRICULUM DEVELOPMENT
OBJECTIVES
create problems/ activities/ tasks that
foster critical thinking skills to the
students and/or applicable to daily
life;
identify the appropriate assessment
that is suited to the critical content.



Ensure that the

Standards are
ACHIEVED

LINEAR EQUATION VS LINEAR INEQUALITY
EQUAL VALUE LESS OR

VALUE MORE
ONE SEVERAL
SOLUTION
SOLUTION SOLUTIONS

Let’s match-y match! 

Answer: 

COMMON MISCONCEPTION
1. Forgetting to change the

inequality sign when dividing by a
negative number

ACTIVITY 1:
Let’s match-y match! 

ACTIVITY 1:
Answer: 

2. General confusion when

the answer is “-1 > x” or
written with the constant on
the left

ACTIVITY 1:
Answer: 

3. Unclear of what number is

considered a solution

ACTIVITY 1:
A hotel manager needs to buy beds and chairs. He has a
total budget of P100,000, and each bed costs P8,000 and
each chair costs 2,500. Write an inequality to describe the
possible number of beds and chairs that he can buy.
8000𝑏 + 2500𝑐 ≤ 100,000

COMMON MISCONCEPTIONS
4. Writing inequality
statements from situations
when the terms “less than” or
“greater than” are not
included

REVIEW!
A variable is a letter or symbol that

represents an unknown number of set
of numbers
An inequality has more than 1 solution.


I. State whether the following statements are True or False.
1. If x > y and b < 0, then bx < by TRUE

2. If xy > 0, then x > 0, and y < 0 FALSE, x and y must be the same signs
3. If xy < 0, then x > 0, and y > 0 FALSE, x and y must be different signs
4. If x > 5 and x > 2, then x ∈ (5, ∞) TRUE

5. If |x| < 5, then x ∈ (–5,5) FALSE, equal when substituted

Solve problems involving linear inequalities
1. 4x - 4 < 8 𝑥 < 3 𝑜𝑟 (−∞, 3)
2. -3x -5> 4 𝑥 > −3 𝑜𝑟 (∞, −3)
3.
𝑥+1
−3<
𝑥+2 𝑥 < 12 𝑜𝑟 (−∞, 12)
2 4
4. 2x ≤ x - 3 or x < 3x – 4 𝑥 ≤ −3 or 𝑥 > 2 𝑜𝑟 (−ꝏ, -3] U (2,∞)

5. 2x - 2 < - 2 and 3(x + 5) > 2x + 15 𝑁𝑜 𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛
6. Find the greatest integer that satisfies the inequality
2(1-x) +3(1+x)>3+2(1+2x). 𝑥 = −1

III. Solve problems involving linear inequalities

7. 3𝑥 + 1 < 2𝑥 + 11 ≤ 4𝑥 − 3 7 ≤ 𝑥 < 10 𝑜𝑟 [7, 10)
8. 4𝑥 − 3 ≤ 3𝑥 + 4 ≤ 5𝑥 − 6 5 ≤ 𝑥 ≤ 7 𝑜𝑟 [5, 7]
9. Find all pairs of consecutive even natural numbers, both of which are
larger than 11 such that their sum is less than 40.
12 & 14, 16 & 18,

14 & 16, 18 & 20

10. The longest side of a triangle is thrice the shortest side and the third
side is 2cm shorter than the longest side. If the perimeter of the triangle is
at least 61cm, find the minimum length of the shortest side.
𝑥 ≥9

10. The longest side of a triangle is

thrice the shortest side and the
third side is 2cm shorter than the
longest side. If the perimeter of the
triangle is at least 61cm, find the
minimum length of the shortest
side. 𝑥 + 3𝑥 + 3𝑥 − 2 ≥ 61
7𝑥 ≥ 63
𝒙 ≥𝟗

ACTIVITY 2:
MAKE ME MATH!

ACTIVITY 2:
Translate!
1.The sum of 20-peso bills (t) and fifty peso bills (f)
is greater than Php 500.
20t + 50f > 500

ACTIVITY 2:
Translate!
2. The difference between the weight of Pauline (d)
and Kathlyn (p) is at least 26.
d – p ≥ 26

ACTIVITY 2:
Translate!
3. Five times the length of a ruler (r) increased by
three inches is less than the height of James (h).
5r + 3 < h

ACTIVITY 2:
Translate!
4. In a month, the total amount that a family spends
for food (f) and educational expenses (e) is at most
Php 10, 000.
f + e ≤ 𝟏𝟎, 𝟎𝟎𝟎

Is greater >
than
Is less than <
Is at most ≤
Is at least ≥

ACTIVITY 2:
Translate!
5. Today is your sister’s 7th birthday. Your mother
wants to buy at least 20 kilos of chicken (c) and pork
(p) but can spend no more than P10,000. A kilo of
chicken P180 and a kilo of pork is P260.
c + p≥ 20
180c + 260p ≤ 10000
ACTIVITY 2:
Translate!
6. A dozen of jeans (s) added to half a dozen of short
pants (p) has a total cost of not greater than Php 960.
12s + 6p ≤ 𝟗𝟔𝟎

ACTIVITY 2:
Translate!
7. The difference of the number of 500-peso tickets
(p) and 100-peso tickets (q) is not less than 50.
p – q ≥ 𝟓𝟎

not ≤
greater
than
not less ≥
than

INEQUALITIES
 Numerical inequalities  8 < 10
 Literal inequalities  2x -2 > 3
 Strict inequalities  4x > 2
 Slack inequalities  2x -2 ≤ 3
 Linear inequalities (quadratic, cubic)  4x > 2 , 2x – 5y < 7

INEQUALITIES
 Linear inequalities in two variables

Solution- the value(s) which makes the inequality
a true statement

PROBLEM:
A hotel manager needs to buy beds and chairs. He
has a total budget of P100,000, and each bed costs
P8,000 and each chair costs 2,500. Write an inequality
to describe the possible number of beds and chairs
that he can buy. If he buys 6 beds, what is the
maximum number of chairs he can buy?
PROBLEM:
A hotel manager needs to buy beds and chairs. He has a total
budget of P100,000, and each bed costs P8,000 and each chair
costs 2,500. Write an inequality to describe the possible number
of beds and chairs that he can buy. If he buys 6 beds, what is the
maximum number of chairs he can buy?
WORKING INEQUALITY:
Let b= bed, c= chair
8000b + 2500c ≤ 100000
PROBLEM:
If he buys 6 beds, what is the maximum number of chairs he can
buy?
WORKING INEQUALITY:
8000b + 2500c ≤ 100000
8000(6) + 2500c ≤ 100000
48000 + 2500c ≤ 100000
The maximum
2500c ≤ 100000-48000
number
2500c ≤ 52000
c ≤ 20.8 of chairs is 20
WORKING INEQUALITY:
8000b + 2500c ≤ 100000
8000x + 2500y ≤ 100000
𝟖𝟎𝟎𝟎𝒙 𝟐𝟓𝟎𝟎𝒚 𝟏𝟎𝟎𝟎𝟎𝟎
+ ≤
𝟏𝟎𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎
80x + 25y ≤ 1000 x=no. of beds
𝟖𝟎𝒙 𝟐𝟓𝒚 𝟏𝟎𝟎𝟎 y= no. of chairs
+ ≤
𝟓 𝟓 𝟓
16x + 5y ≤ 200
16x + 5y ≤ 200

Is greater
Dashed/
than
broken line
Is less than
Is at most
Solid line
Is at least

Let’s graph!
1. Treat the
1. y ≤ -x - 2 inequality as an
equation
Graph using slope
and intercept or
intercepts

y = -x - 2
Let’s graph!
1. y ≤ -x - 2
1. Treat the inequality as an

equation
Graph using slope and
intercept or intercepts
y ≤ -x -2
2. Test points!
Use (0,0)
0 ≤ -0 -2
0 ≤ -2
FALSE!
CHALLENGE!
Find the area of the region bounded by the
following inequalities:
1. y ≤ -x - 2
y≤x+4
y ≥-1

CHALLENGE!
Let’s graph!
1. Treat the
1. y ≤ -x - 2 inequality as an
y≤x+4 equation
y ≥-1 Graph using slope
and intercept or
intercepts

CHALLENGE!
y = -x - 2
Let’s graph!
1. y ≤ -x - 2
y≤x+4
y ≥-1
equation
CHALLENGE!
y ≤ -x -2
2. Test points!
Use (0,0)
0 ≤ -0 -2
0 ≤ -2
FALSE!
CHALLENGE!
y=x+4
Let’s graph!
1. y ≤ -x - 2
y≤x+4
y ≥ -1
equation
CHALLENGE!
y≤x+4
2. Test points!
Use (0,0)
0≤0+4
0≤4
TRUE!
CHALLENGE!
y = -1
Let’s graph!
1. y ≤ -x - 2
y≤x+4
y ≥ -1
equation
CHALLENGE!
y = -1
Let’s graph!
1. y ≤ -x - 2
y≤x+4
y ≥ -1
equation
Find the area of the region bounded by the

following inequalities:
1. y ≤ -x - 2
y≤x+4
y ≥-1
Ans. 4 sq. units

CHALLENGE!
4∙2
A=
2
A = 4 sq. units


CHALLENGE
LET’S GRAPH

Identify the system of inequalities bounded by the

shaded region.
y≤ 𝑥 − 3
x≤ 7
y≥ 1


shaded region.
3x – y ≥ −2
2x + y ≤ 5
y≥1


shaded region.
x - 3y ≤ 1
2x – y ≤ 5
x ≥ −1
x +12y≥ −12
FIND THE AREA BOUNDED BY THE FOLLOWING INEQUALITIES

1. 3x >9, x <5, y >2, y <8
𝑦=8
𝐴 = 𝑙𝑤
𝐴 = 2𝑢𝑛𝑖𝑡𝑠 6𝑢𝑛𝑖𝑡𝑠
𝑦=2
𝐴 = 12 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠
3𝑥 = 9 𝑥=5


2. y < 2x +4, 2x – 3 < 3, y >0
𝟐𝒙 − 𝟑 = 𝟑
𝑏ℎ
𝐴 =
2
5𝑢𝑛𝑖𝑡𝑠 10𝑢𝑛𝑖𝑡𝑠
𝒚 = 𝟐𝒙 + 𝟒
𝐴 =
2
𝐴 = 25 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠
𝒚=𝟎


3. y < 3x -1, y ≥ 0,
y ≥ 3x-15, y <8
𝐴 = 𝑏ℎ
14
𝐴 = 𝑢𝑛𝑖𝑡𝑠 8𝑢𝑛𝑖𝑡𝑠
3
112
𝐴 = 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠
3

SOLVE THE FOLLOWING PROBLEM

A. If -2< x < 2 and -5 < y < 5, what is the range
of all the possible values of y-x?
-5 y 5
-2 x 2
−5 − 2 = −7
Ans: (-7,7)
5 − (−2) = 7

B. Real numbers x and y satisfy -3< x <1 and -
1< y <5. What is the range of x-y?
-3 X 1
-1 Y 5
−3 − 5 = −8
1 − (−1) = 2 Ans: (-8,2)

C. If the inequality a2(x+1)> 576x+24a holds for
all real numbers x, what is the constant a?
Solution: Let x = 0
2
ax + 2
a >576x + 24a
a2(0) + a2 > 576(0)+ 24a
2
a > 24a

Solution: Treat the inequality as equation,
and equate to zero.
a 2 - 24a = 0 a=0 a = 24
a ( a – 24) = 0 Check the solution set using
test values.

0 x 24
(-∞, 𝟎) ∪ (𝟐𝟒, ∞)

D. Amy and Brian go to a shop to buy a bag. However,
Amy is P200 short, and Brian is P2400 short. Even if they
combine their money, they still can't afford the bag. How
many pesos does the bag cost?
Let x be the amount of bag
x – 200 amount of money Amy has
x – 2400 amount of money Brian has
x > 2400 ( Why???)


D. Amy and Brian go to a shop to buy a bag. However,
Amy is P200 short, and Brian is P2400 short. Even if they
combine their money, they still can't afford the bag. How
many pesos does the bag cost?
( x – 200) + ( x – 2400) < x therefore, the range of the
2x – 2600 < x amount of bag
x < 2600
2400 < x < 2600


E. Paula La Luna makes her living by painting. She paints small
portraits for P200, large landscapes for P500, and masterpieces
for P10000. Paula's goal is to make at least P28000. She has
already sold 1 masterpiece and 23 landscapes. How many
portraits must she sell to reach her goal?
Let x be the number of portraits she must sell Therefore, Paula La Luna
200x be the amount of small portrait must sell at least 33
portraits to reach her
10000 + 23(500) + 200x ≥ 28000
200x ≥ 6500 goal.
x ≥ 32.5
THANK YOU.

FUNCTION
AND
RELATION
FUNCTION AND RELATION

Functions A relation f from a set A to a set B is said to be
function if every element of set A has one and only one
image in set B.
In other words, a function f is a relation such that no two
pairs in the relation has the same first element.
A function which has either R or one of its subsets as its
range, is called a real valued function. Further, if its
domain is also either R or a subset of R, it is called a real
function.

Relation – a rule that associates the elements of one set
with the elements of another set (a set of ordered pairs)
Relations can be represented in a number of ways:
1. Table of Values
2. Graphs
3. Arrow Diagrams (mapping diagram)
4. Equations
5. In Words (description))
Is the relation a
function?
Justify your answer by
providing examples.

WORKSHEET 3:
1. The relation of a month to the length of daylight.
2. The relation of a person's age to their height.
3. The relation of the length of daylight to a month.
4. The relation of person's height to their age.
5. The relation of the average daily temperature in a
particular month to same-named month in any year.
6.The relation of a person's shoe size to their age.
WORKSHEET 3:
7. The relation of a person's shoe size to their height.
8. The relation of student’s grade level to their math grade.
9. The relation of grade level to the students.
10. The relation of the time travelled to the distance travelled.
11. The relation of the temperature of hot chocolate to the
time.
12. The relation of the amount of money earned to the hours
worked.
WORKSHEET 3:
1.The relation of a month to the length of daylight. F
2.The relation of a person's age to their height. MR
3.The relation of the length of daylight to a month. F
4.The relation of person's height to their age. MR
5.The relation of the average daily temperature in a particular
month to same-named month in any year. F
6.The relation of a person's shoe size to their age. MR

WORKSHEET 3:
7. The relation of a person's shoe size to their height. MR
8. The relation of student’s grade level to their math grade. MR
9. The relation of grade level to the students. F
10. The relation of the time travelled to the distance travelled. F
11. The relation of the temperature of hot chocolate to the time. F
12. The relation of the amount of money earned to the hours worked.F


f: X → Y means that f is a function from X to Y.
X is called the domain of f and Y is called the co-domain of f.
Given an element x ∈ X, there is a unique element y in Y that
is related to x. The unique element y to which f relates x is
denoted by f (x) and is called f of x, or the value of f at x, or
the image of x under f.
Illustration of the definition

DOMAIN AND RANGE

The set of all values of f (x) taken together is called the
range of f or image of X under f.
Symbolically,
range of f = {y ∈ Y| y = f(x), for some x in X}
{(Aika, 1), (Dianne, 2), (Emman, 3), (Mark, 4), (Arnel, 5)}
D: {Aika, Dianne, Emman, Mark, Arnel}
R: {1, 2, 3, 4, 5}
DOMAIN AND RANGE
DOMAIN input abscissa Dependent

variable
Co- output ordinate Independent

RANGE variable
domain

DOMAIN AND RANGE

1. Table of Values
x a b c d
y 1 2 3 4
D: {a,b,c,d}
R: {1,2,3,4}
DOMAIN AND RANGE

2. Graph
D: {IR}
R: {IR}

DOMAIN AND RANGE

2. Graph
D: {IR}
R: {2}

DOMAIN AND RANGE

2. Graph
D: {-2}
R: {IR}

DOMAIN AND RANGE

3. Equation
y = 2x -1
D: {IR}
R: {IR}

DOMAIN AND RANGE

3. Equation
y = -1
D: {IR}
R: {-1}

DOMAIN AND RANGE

3. Equation
x +2 = 2
D: {0}
R: {IR}

EVALUATING
FUNCTIONS
REPLACING A VALUE
EVALUATING FUNCTIONS
1. f (x) = 2x – 3 at x = -2
Change all the x with -2
f (x) = 2x – 3
f (-2) = 2(-2) – 3
f (-2) = -4 – 3
f (-2) = – 7
1. f (x) = 2x – 3, g(x) = 2, find f(g(x))
Change all the x with g(x)
f (g(x)) = 2(g(x)) – 3
Change g(x) with 2
f (2) = 2(2) – 3
f (2) = 4 – 3
f (2) = 1

f(x) = 2x+1, g(x) = -x -2
h(x)= f(x) +g(x) k(x)= f(x) -g(x)

h(x) = 2x+1 + (-x -2) k(x) = 2x+1 - (-x -2)
h(x) = x -1 k(x) = 2x +1 +x +2
k(x) = 3x +3
h(2).k(1) =? h(2).k(1) = 1.6
h(2) = 2 -1 k(x) = 3(1) +3 h(2).k(1) = 6
h(2) = 1 k(x) = 6

LINEAR EQUATION VS LINEAR FUNCTION
y VALUE f(x)

LINEAR FUNCTION
1. Finding linear equations
a. Suppose f(x) is a linear function such that f −2 = 9 and f(5) =
1. What is f(x)?
b. F(x) is a linear function with f(2)=-3 and f(1)=8. What is f(10)?
c. The linear function has points (2, y) and (-2, 3) whose slope is -
1, what is the linear function?

-ARISTOTLE-

Algebra 2 Part 1 Presentation

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Session Guide for K-10 Training

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Ensure that the

BUREAU OF CURRICULUM DEVELOPMENT

LINEAR EQUATION VS LINEAR INEQUALITY

EQUAL VALUE LESS OR

BUREAU OF CURRICULUM DEVELOPMENT

Let’s match-y match! 

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

1. Forgetting to change the

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

2. General confusion when

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

3. Unclear of what number is

BUREAU OF CURRICULUM DEVELOPMENT

8000𝑏 + 2500𝑐 ≤ 100,000

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

A variable is a letter or symbol that

An inequality has more than 1 solution.

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

I. State whether the following statements are True or False.

1. If x > y and b < 0, then bx < by TRUE

4. If x > 5 and x > 2, then x ∈ (5, ∞) TRUE

BUREAU OF CURRICULUM DEVELOPMENT

4. 2x ≤ x - 3 or x < 3x – 4 𝑥 ≤ −3 or 𝑥 > 2 𝑜𝑟 (−ꝏ, -3] U (2,∞)

BUREAU OF CURRICULUM DEVELOPMENT

III. Solve problems involving linear inequalities

12 & 14, 16 & 18,

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

10. The longest side of a triangle is

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

20t + 50f > 500

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

 Literal inequalities  2x -2 > 3

 Strict inequalities  4x > 2

 Linear inequalities (quadratic, cubic)  4x > 2 , 2x – 5y < 7

BUREAU OF CURRICULUM DEVELOPMENT

 Linear inequalities in two variables

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

1. Treat the inequality as an

BUREAU OF CURRICULUM DEVELOPMENT

BUREAU OF CURRICULUM DEVELOPMENT

Find the area of the region bounded by the