QUARTER 2

Mathematics G8
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The Editors

PIVOT 4A CALABARZON Math G8

Quarter 2
First Edition, 2020

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

Jisela N. Ulpina
Content Creator & Writer

Jhonathan S. Cadavido & Angelo D. Uy

Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

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External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON Math G8

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

For the Learners

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

PIVOT 4A CALABARZON Math G8

 K to 12 Learning
Descriptions
Delivery Process

Introduction This part presents the MELC/s and the desired

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

This part presents activities, tasks and contents

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

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

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

In this part, the learner engages in various tasks

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

doing the tasks in the D part. This also exposes

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

information that will form part of his/her

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

PIVOT 4A CALABARZON Math G8

WEEK Linear Inequality in Two Variables
1
Lesson
I
During the first quarter you learned about Linear Equation in two variables.,
which is in the form od y = mx = b or Ax + By = C The graph of the linear
equation is a line, meaning all the points that belong to the line are the solutions
of the equation.

not a line but a region. Remember that in inequality, the relational symbols are

Below are the graphs of an equation and inequalities.

These are the different graphs of equation and inequalities. In inequality the
line or the broken line separates the plane into two half planes. Half of the plane
which is the shaded region is the solution set of the inequality. The broken line
means that the points on the line are not included in the solution set of the
inequality while the solid line means the points on the line are included in the
solution set. The relational symbol in which the line is included in the solution

Learning Task 1
Give the equation or inequality described by each graph.
1. 2. 3.

D
You can present the solution of linear inequality in two variables by
graphical form. To graph, here are some steps:
1. Write first the inequality in equation form.
PIVOT 4A CALABARZON Math G8 6
 2. Determine the x and y intercepts or find any two points that will satisfy
the equation .
3. Connect the points by a line or broken line depending on the inequality
symbol.
4. Choose a test point on either side of the line and substitute to the
inequality to determine if which point may satisfy the inequality.
5. Shade the regions where the point that satisfies the inequality belong.
Examples:
1. Graph 2x + y < 4
Solution: 2x + y = 4
Solve for x and y intercepts: Let x = 0 ; y = 4 , the point is (0,4)
Let y = 0 ; 2x + 0 = 4; x = 2, the point is (2,0)
Graph: Since the inequality is less than then the line is a broken line.

Choose a test point fro both sides of the line.

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

Therefore the half plane that should be shaded is

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

2. -3.
Solution: Change the inequality to equation first
to find two points or the x and y - intercepts. Solving
for the x and y intercepts, let x = 0, therefore y = -3,
the y intercept is at point (0,-3). Let y = 0, therefore
x = 3, the x intercept is at point (3, 0). Plot the two
points and draw the line to divide the pane into half
planes. Since the inequality is greater than and equal

points both sides of the line and test which point will
satisfy the inequality. Suppose the points are (0,-5)

7 PIVOT 4A CALABARZON Math G8

For (0, -5) For (0,0)
- -3
-
- - -3
- - -3 is true
Hence the region to be shaded is the region where
the point (0,0) belongs. The solution set of the
inequality includes all points on the line and the
points above the line.
Given the inequality you can find the solution by graphing. This time you have to
find the inequality given the graph.
Example. Find the inequality described by the graph.
First, find the equation of the line. Find the slope of
the line m = . The y-intercept b = -6.
Hence the equation of the line in slope intercept form
is y = -x - 6. To determine the inequality, take one
point from the shaded region and substitute it to the
equation. Suppose the point is (-8,-4). -4 = -(-8) -6
- 6 but - 4 < 2. Since the line is a solid line
-x - -6

2. What is the inequality whose graph is:

The slope of the line is m = and the y-
intercept is at b = 2 . The equation of the broken line
is y = .To make the coefficients whole
numbers, multiply the whole equation by the
denominator. Thus the equation is 3y = 2x + 6 or 3y
2x = 6. Now take a test point from the region to
determine the inequality. Take (-3, 3), then substitute
to the equation. 3(3) - 2(-
but 15 > 6. Therefore the inequality is 3y - 2x > 6.
Learning Task 2.
Choose two ordered pair that will satisfy the inequality
1. y < x + 3 ; (2, 5), (5, 2), ( -5, -5), ( 4, 0)
2. 3x + y > 10; ( -1, 2), ( 1, 10) , ( 3, 1), (3, 3)
3. -1, -5)
4. 3x - -5), (-1, -6), (10, 2)
5. 5x + 3y > 15; ( 2,1), (-3, 1), (0, 6), ( 2, 2)
PIVOT 4A CALABARZON Math G8 8
 E
Learning Task 3
A. Graph the inequalities:
1. - -y<3
2. y + 2x < 5 4. 3x - 4y + 5 > 0
B. Determine the inequality of the graphs.
1. 2.

3.

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

9 PIVOT 4A CALABARZON Math G8

 Systems of Linear Inequalities
WEEKS
2 in Two Variables
I Lesson

The graph of Linear Equation in two variables

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

D
The solution of systems of linear inequalities are the points or set of
ordered pairs that satisfy both inequalities. It is where shaded region regions of
each inequality overlap.
Examples:
Fin the solution set the systems of inequalities:
-1 3. x - -4
- -

PIVOT 4A CALABARZON Math G8 10

Solutions:
1. Find the x and y intercepts of each inequality.
-2x + 4 Graphs
x = 0, y = 3 x = 0, y = 4
y = 0, x = -3 y = 0, x = 2
The points are The points are
(0, 3 ) and (-3, 0) (0, 4) and ( 2, 0)
Test point: (0,0) Test point: (5,2)
These points makes the inequality true. As
you can see in the graphs the solution set of
each inequality is the shaded region. What
you are going to determine now are the points
that will make both inequalities true. When
you graph these inequalities in one coordinate
plane , there is a part in their regions that will
overlap. The portion where the two graphs
overlap is the solution set of the two inequali-
ties. Meaning any point on that region will sat-
isfy both the inequalities. Like ordered pairs
(4,2), (5, -3), (6,2), (7,-2) are some points that
belong to the solution set of the two inequali-
ties.

Solution 2.
Find the x and y intercepts of the inequalities:
y>x- -2
If x = 0, y = -1 There is no x intercept.
If y = 0, x = 1 The y intercept is (0,-2)
The points are
( 0, -1) and (1, 0)
The test point is (0,0). This makes the
inequality true. The solution set is the region
bounded by the lines of the two inequalities. -
Some points that belong to the solution set of
the two inequalities are (-7, -7), (-7, 4); (-5, -
4) , (3, 2). However (-2 , 5) does not belong to the solution of the systems of
-2. Same as (2,4) it not a
solution of the two inequalities but the solution of y > x - 1.

11 PIVOT 4A CALABARZON Math G8

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

Some of the points on the solution set are (3,-4), (-3, -5), (0, -3) and many more.
-7, -2) is one of the solutions
of x - -4.

E
Learning Task 2
Graph the following inequalities and identify at least 3 points that belong to the
solution set of the inequalities.
1. x > - 2 and y < - -x + 1
2. 2y + x < 5 and 3x - -4
3. -y<5

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

PIVOT 4A CALABARZON Math G8 12

 Relation and Function WEEKS
3-4
I Lesson

The standard form of the equation of the line is Ax + By = C. To graph the

line you need to find ordered pairs (x, y) that will satisfy the given equation.
Hence , there is a relation that exist between these two elements, that one may be
dependent to the other. The first element, x of the ordered pair is called the
abscissa and the second element, y is called the ordinate. The set of abscissa is
the domain and the set of ordinate is the range. Thus, a relation is a set of
ordered pairs. A relation between the domain and range can be presented in
different ways.
A. Arrow Diagram. Through arrow diagram you can easily determine if it
illustrates a relation or function.
Examples:
1. Domain correspondence Range There are two elements in
(Name of Teacher) ( Month that a Person is Born ) ( Birth Month) the domain that
Mr. Cruz January corresponds to only one
Ms Santos May element in the range. The
Ms Delos Reyes June correspondence is many to
one. This is a function.
Mr. Zape

2. Domain Correspondence Range Every element in the domain

is paired to only one element
Jane 15 in the range. The
Joy 16 correspondence is one to one
James 17 and this is a function.
3. Domain Correspondence Range
More than one element in the
Of the Family) domain is paired to only one
Jaypee Teacher element in the range. The
Nathan correspondence is many to
Job Engineer one. This is only a relation.
Romyr

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

13 PIVOT 4A CALABARZON Math G8

Set A = { (1, 2), (2, 4 ), (3, 6 ), (4, 8), (5,10)) Sets A and B are both functions. The
correspondence is one to one. Set C is
Set B = { (1, 2), (2, 3), (3, 4), (4, 5), (5, 6)}
a relation, the correspondence is many
to many.
The range is the dependent variable. Its value depends upon the value of the
domain.
C. Tables and Equations. The relationship between the domain and range can be
illustrated using table of values or equation.
Example:
1. Construct table of values that will illustrate the costs of number of notebooks
if the price is P 12.00.
Let x be the number of notebook and y the cost of the notebooks

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

Equation is: y = 12x.

The total cost is dependent to the number of notebooks. The dependent
variable is y and the independent variable is x. You can get the total cost of the
notebook (y) if you supply the number of notebook (x).
D. Graph. Functions or relations can be illustrated through graphs. You can
graph by plotting the points on the rectangular coordinate plane. You can take the
points from the set of ordered pairs, table of values or equation or vice versa.
Example:
1. Let us graph the ordered pairs in set A above.
Similarly you can derived set of ordered
pairs, table of values from the graph.
Since the graph was taken from the
ordered pairs in set A. you can construct
the table of values.

Equation: y = 2x
Learning Task 1:
A. Identify the domain and range and determine it is a function or relation.

Set of Ordered Pairs Domain Range Relation/Function

{(5,4), (4,3), (3,2), (3,1)}
{(-2,3), (-1, 3), (2, 1) (1,1)}
(-1, 1),(0,0),(1,1),(-2,4),
(2,4)}
PIVOT 4A CALABARZON Math G8 14
B. Given the set of domain D = { -3, -2, -1, 0, 1, 2, 3}
Construct /Do the following:
1. Set of ordered pairs such that the range is one less than the domain.
2. Construct table of values such that the range is 2 more than the domain.
3. Write the equation for numbers 1 and 2.
4. Graph numbers 1 and 2 on separate coordinate plane.

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

When you talk of function, you commonly use letter f to denote function
and x for the variable. However you can use other letters to denote function
except for x and y to avoid confusion. When you sat that y is a function of x , you
can write it as y = f(x) or y = p(x) . f(x) f of x p of
Thesee are called function notation. This means that y is a function of x and
that y depends on x. The dependent variable is y or f(x) and the independent
variable is x.
Examples:
1. Write in function notation form:
(a) y = 3x + 6 (b) -x + y - 1 = 0
Solution:
(a) Change y to a function of x: f(x) = 3x + 6
(b) Change the equation to slope intercept form: y = x + 1
Change y to a function of x: g(x) = x + 1
Since y is dependent to x, you can find the value of the function given the
value of x.
Example: 1. Given: f(x) = 3x + 6 . Find (a) f(2) b) f (-3)
Solution: f( 2) means you replace x with 2 and f(-3), you replace x with 3
f(x) = 3x + 6 f(x) = 3x + 6
f(2) = 3(2) + 6 f(-3) = 3(-3) + 6
= 12 =-3
15 PIVOT 4A CALABARZON Math G8
This means that, when x = 2, y = 12 . You can write it as f(2) = 12 or as an ordered
pair (2, 12). When x = - 3, y = -3 or f(-3)=-3 and writing it as an ordered pair it is
(-3, -3).
Example 2. If the area of the rectangle is A(x) = 4x 2 - 3x + 10. Find the are if x = 5.
Solution: Find A(5)
A(x) = 4x2 - 3x + 10 A(5) = 4(52) - 3(5) + 10
= 100 - 15 + 10
A(5) = 95 square units.
The ordered pair is (5, 95)

the x and y pair of a function is either one to one or many to one

correspondence . By looking at the ordered pairs, or table of values, if every one
element in the domain is paired to exactly one element in the range or for 2 or

For graphs you can use the vertical line test. If you draw a vertical line to
the graph and intersects the graph in to two or more points then the graph is not
a graph of a function.
Examples.

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

There is only one point of function. The vertical The vertical line inter-
intersection between the line intersects the circle sects the graph at exact-
graph and the vertical in two points. ly one point.
line.

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

while range is R={y/y }.

PIVOT 4A CALABARZON Math G8 16

 The second graph is a circle with radius fixed to 3 units. From the graph the
values of x is from 3 to positive 3 and range or y values are from 3 to 3. Hence,
the domain D = {x/ - -
The third graph is a parabola. As you observe , the graph can be extended
upward for any values of x , there is always a corresponding value of positive y.

In quarter 1, you graphed linear equation in two variables in the form of

y = mx + b. This can be written in function notation as f(x) = mx + b which is the
form of a linear function. When you graph the linear equation in two variables
and the linear function both will give you the same line.
Examples:
1. Graph f(x) = 2x + 3
Solution: Solve for ordered pairs.
You can determine the
x f(x) x, f(x) slope m = from the
- - - - graph.
- - From point (-1,1) to point
(1,5) determine the rise
and the run. The rise = 4
and run = 2. The slope
m= 2
The slope is positive when the line rises to the right. If the line falls to the right,
the slope is negative.
2. Given the graph of the function. Construct table of values and determine the
function.

You use the coordinates of the points in constructing

table of values.

- - -

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

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

the slope formula m = . Choosing any two points you can solve for the
slope. Suppose you choose the ordered pairs (-3,7) and (0,4). The slope is
y2 y2 4 7 3
m 1 . Using the slope intercept form of a line y = mx + b, the
x2 x1 0 ( 3) 3
function is f(x) = -x + 4. You can check by substituting
any value of x to the function. Suppose you use -2 as the value of x, then
f(-2) = -(-2) + 4 = 2 + 4 = 6
17 PIVOT 4A CALABARZON Math G8
 E
Learning Task 2:
A. (a) Tell whether the given set of ordered pairs, table of values, arrow diagram or
graph is a function or simply relation. (b) Identify also the domain and range.
(c ) If it is a function write the equation in function notation form.
1. {(-2, -4), (-1, -3), (0, -2), (1,-1)} 8.
2. {( 4, 2)), (4, 0), (3, 3), (3, 5)}
3. {(-1, 0), (0, 1), (1, 2), (2, 3)}
4. - -
- -

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

7.
10.

B. Given the set of domain D = { -3, -2, -1, 0, 1, 2, 3, }, Construct table of values
that will satisfy the following:
1. The range is 2 more than the domain.
2. The domain is one half the range.
3. The range is the square of the domain.
4. The range is thrice the domain decreased by 2.
5. The range is the domain.
C. Write the equation in function notation numbers 1 - 5 of letter B.

PIVOT 4A CALABARZON Math G8 18

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

B. Complete the Cross Number Puzzle.

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

C. Graph the functions.

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

19 PIVOT 4A CALABARZON Math G8

WEEKS Conditional Statements
5
Lesson
I

If you will study your lesson, then surely you will pass. This is a
If
hypothesis then conclusion. In the conditional statement
you have to identify the hypothesis and the conclusion. There are instances that
you may omit the word then but still you can identify the conclusion. The

hypothesis is 2x = 12, the conclusion is x = 6.

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

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

Show that the conditional statements are false.

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

PIVOT 4A CALABARZON Math G8 20

 You can also write simple statement into conditional statement.
Examples:
1. A rectangle has two pairs of parallel sides.
-

Hypothesis: The figure is a rectangle

Conclusion: It has 2 pairs of parallel sides.
2. The Number is prime , it has only two factors.
Conditional Statement: If the number is prime, then it has only two factors.
Hypothesis: the number is prime
Conclusion: it has two factors
3. One half of a number is 12, the number is 24.
Conditional Statement: If one half of the number is 12, then the number is 24.
Hypothesis: One half of the number is 12
Conclusion: the number is 12.

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

satisfies the hypothesis must be inside the things that satisfies the conclusion.
Examples:
1.
2. If you are a Filipino, then you are an Asian.
Solutions:
1. Real Nos. 2. Asian

Integers

Write the conditional statement for the Venn Diagram

3. 4.
CALABARZON Vegetables

Rizal Eggplant

21 PIVOT 4A CALABARZON Math G8

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

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

The resulting statement is

bird. eagle. not true since not all
birds are eagle.

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

PIVOT 4A CALABARZON Math G8 22

 The Biconditional, Inverse, Converse and WEEKS
Contrapositive Statements. 6-7
Lesson
I
You have learned that conditional statements are true if the hypothesis and
conclusion are both true. If we interchange the conclusion and the hypothesis will
the resulting conditional statement be true?
In this lesson you will be able to make a converse statement from the
given conditional statement. The same way an inverse and a contrapositive
statement can be derived from the conditional statement.
Learning Task 1: Do the following:
(a) Determine if the given conditional statement is true.
(b) Switch the hypothesis and the conclusion and determine if the resulting
statement is also true.
(c) Write the hypothesis and the conclusion in negative form
1. If the triangle is equilateral, then it is equiangular.
2. If a polygon has exactly four sides, then it is a quadrilateral.
3. If a man is honest, he does not steal.
4. If two angles are supplementary then the sum of the of the measure of the
angles is 180°
5. If a volcano is active, then it will erupt.

D
When you switch the hypothesis and conclusion of a conditional statement,
you form a converse statement.
Examples:
1. Conditional Statement: If the triangle is equilateral, then it is equiangular.
Converse: If the triangle is equiangular, then it is equilateral.
2. Conditional Statement: If a man is honest, he does not steal.
Converse: If a man does not steal, he is honest.
The conditional statement is true. An equiangular triangle is always
equilateral triangle. The converse is also true. An equilateral triangle is always
equiangular. Since both conditional and converse statements are true, you can

statements.
Biconditional Statement: A triangle is equilateral if and only if it is

statements are true.

23 PIVOT 4A CALABARZON Math G8

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

Example 1: A polygon with exactly 4 sides ia a quadrilateral

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

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

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

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

sides.

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

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

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

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

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

PIVOT 4A CALABARZON Math G8 24

Learning Task 2
Answer the following:
1. What are the parts of conditional statement?
2. How do you write a converse statement?
3. When can you write a conditional statement into biconditional statement?
4. How do you write inverse statements?
5. If you negate converse statement what do you call the resulting statement?

E
Learning Task 3
A. Write each sentence as:
(a) Conditional Statement (c ) Inverse Statement
(b) Converse Statement (d) Contrapositive Statement
1. Vegetables are good for your health.
2. 3x + 8 = 14, x = 2
3. A right triangle has a 900 angle.
4. An eagle is a bird.
5. A whale is a mammal.
6. Two circle with equal diameters are congruent.
7. An angle that measures between 90 and 180 degrees is obtuse angle.
8. Two planes with no common point are parallel.
9. Carrot is rich in Vitamin A.
10. All reptiles have scales.
B. Determine which statements in A both the conditional and converse
statements are true. Write it in biconditional statement.

A
Learning Task 4: Given the biconditional statement, write the conditional
statement and its converse.
1. A point is the mid point of a segment if and only if it divides the segment into
two equal parts.
2. 4x - 5 = 23 if and only if x = 7
3. The quadrilateral has four congruent sides and angles if and only if the
quadrilateral is a square.

25 PIVOT 4A CALABARZON Math G8