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Mathematics
Quarter 1, Week 5 – Module 5.3
Illustrating and Finding
the Slope of a Line Given
Two Points, Equation,
and Graph
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Mathematics – Grade 8
Quarter 1 – Module 5.3: Illustrating and Finding the Slope of a Line Given Two
Points, Equation, and Graph

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ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: ROWENA B. BENOYO

Editors: NERISSA A. MORTEGA

EFLEDA C. DOLZ
HILDA J. CARLET
DIOLETA B. BORAIS

Reviewer: LILLI ANN HERMOGENES

Illustrator/ Layout Artist: MARISOL B. BOSEO

 GRADE 8 (QUARTER 1)
MODULE 5.3

Illustrating and Finding the Slope of a Line Given Two

Points, Equation, and Graph

I. Introduction:

This module will help you understand the key concept about slope of a
line. It includes examples and activities on how to illustrate and find the slope
of a line. This will let you explore rate of change, which often seen as the
slope of the line of an equation.

II. Objective:

After studying this module, you should be able to illustrate and find
the slope of a line given two points, equation, and graph.

III. Vocabulary List:

You must know first the different terms that will be used in concepts
about slope of a line.
• coordinates of a point – the real number paired with a point in a
plane or the unique ordered pair of numbers designating a point.
– it is represented by an ordered pair
(𝑥, 𝑦)
• ordered pair – a pair of numbers having a significant order. It is
a representation of a point in the form of (𝑥, 𝑦).
• graph of an equation – a line or a curve consisting of all the
points whose coordinates satisfy the given equation.
• rise – vertical change or change in y-coordinate
• run – horizontal change or change in x-coordinate
• steepness – (of ground)the fact of rising or falling a sharp angle
• slope of a line – refers to the steepness of a line
• trend – tells whether the line is increasing or decreasing and can
be determined using the value of 𝒎 (or slope)
• 𝒙-intercept – the 𝑥-coordinate of a point at which the graph
intersects the 𝑥-axis
• 𝒚-intercept - the 𝑦-coordinate of a point at which the graph
intersects the 𝑦-axis

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IV. Pre-Test:

Find out on how much you already know about this

module. Write the letter that corresponds to the best answer on
your answer sheet.

1. Determine the slope of the line 3𝑥 + 𝑦 = 7

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a. 3 b. −3 c. 3 d. − 3

2. It refers to the steepness of a line.

a. Horizontal line b. axis c. slope d. vertical line

3. The slope of a line that passes through the points (2,3) and (−2, −2).
5 4 2 3
a. b. c. d. 2
4 5 3

4. What is the slope of the line in the figure below?

a. 1 b. 2 c. −1 d. −2

5. What is the slope of a line y =5x-2?

a. 5 b. −2 c. −5 d. 2

Was it easy for you to answer the pre- test?

Did it give you any idea about the slope of a
line?

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V. Learning Activities:

Mount Mayon is one of the fascinating volcanoes in the Philippines

because of its almost symmetrical conical shape. The approximate
.
steepness of the volcano is labeled by the line.

The slope of the line can be used to describe how steep Mount Mayon is.

A line can be described by its steepness or slope. The slope (𝒎) of a

line can be computed by finding the quotient of the rise and the run.
That is

𝑟𝑖𝑠𝑒 vertical change change in y−coordinate

𝒎= = =
𝑟𝑢𝑛 ℎ𝑜𝑟𝑖𝑧𝑜𝑖𝑛𝑡𝑎𝑙 𝑐ℎ𝑎𝑛𝑔𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥−𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒

or in symbol:
(𝑦2 − 𝑦1)
𝒎=
( 𝑥2− 𝑥1 )

Are you now ready to learn how to find

i Let’s study the
the slope of a line?
different learning situations that will teach
you how.

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 Learning Situation No.1
Let A (3,4) and B (−2, −3) be points on the line. Find the
slope of the line.
Solutions:
Let: (3, 4) be (𝑥1 , 𝑦1 ) and
(−2, −3) be (𝑥2 , 𝑦2 )
Solve for 𝒎 (by) using the formula
(𝑦2 − 𝑦1)
𝒎=
( 𝑥2− 𝑥1 )

(−3−4)
𝒎=
( −2−3)
−𝟕
𝒎=
−𝟓
𝟕
𝒎= or 𝑚 = 1.4
𝟓

The figure shows that vertical distance is 7 and the horizontal distance
is 5. The 𝒎 = 𝟏. 𝟒 , means that the line moves 1.4 units upward with
every unit moved to the right.

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 What kind of integer is the slope? What can
you say about the behavior of the graph? Where
does it rise from?
-

Your answer will be confirmed if it is correct

by reading and understanding the next some
things to ponder.

To find the slope of a line given any two points (𝒙𝟏 , 𝒚𝟏 ) and (𝒙𝟐 , 𝒚𝟐 )
• Assign values for (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) from the given points.

• Using the formula: substitute the assigned

values for 𝑥1 , 𝑦1 , 𝑥2 and 𝑦2 .

• Solve for 𝒎 algebraically.

The value of the slope m tells the trend of the graph.

• If m is positive, then the graph is
increasing from left to right.

𝒎 > 𝟎

• If m is negative, then the graph is

increasing from right to left.

𝒎 < 𝟎

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Furthermore…

• If 𝒎 is zero, then the graph is a horizontal line.

𝒎 = 𝟎

• If 𝒎 is undefined, then the graph is a vertical line.

𝒎 is undefined

Learning Situation 2:
What is the slope of a line 3𝑥 – 𝑦 = 2?
Solutions:
• Rewrite 3𝑥 − 𝑦 = 2 to 𝑦 = 𝑚𝑥 + 𝑏
3𝑥– 𝑦 = 2
3𝑥 + (−3𝑥)– 𝑦 = 2 + (−3𝑥) addition property of equality
−𝑦 = 2 + (−3𝑥) simplify
−1(−𝑦 = −3𝑥 + 2) multiply both sides by −1
𝑦 = 3𝑥 − 2 write following the form:
𝑦 = 𝑚𝑥 + 𝑏

• Then following the format of slope-intercept form

• Therefore, the slope (𝒎) is 3.

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The equation of a line through the point (0, 𝑏) with slope m is given by :
𝒚 = 𝒎𝒙 + 𝒃
This is called the slope – intercept form.
Where 𝒎 is the slope and 𝒃 as the 𝒚-intercept.

I hope you are still ok…

-
One more concept about
finding the slope of a line.

Learning Situation 3:

Given the graph below, what is the slope of the line?

Solution A:
• Determine the two points on the graph.
(−1,3) and (3, −1)
• Assigned values for: (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 )
Let : (−1, 3) be (𝑥1 , 𝑦1 )
(3, −1) be (𝑥2 , 𝑦2 )

• Solve for m:

(−1−3)
𝑚=
( 3 −(−1))
−4
𝑚= 4
𝒎 = −1

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Solution B:
• Identify the two given points.
• Get the ratio of the rise and run.

• Count the number of units for rise and run respectively.

• Solve for 𝑚
𝑟𝑖𝑠𝑒
𝑚=
( 𝑟𝑢𝑛)

−4
𝑚=
4

𝒎 = −𝟏

There are two ways to find the slope of a line:

1. By using the formula

2. By

Note:
rise (+) = going upward
(-) = going downward
run (+) = moving to the right
(-) = moving to the left

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 Try to do some practice tasks
I’ve prepared for you.

VI. Practice Exercise:

Practice Task 1:

Find the slope of the line that passes through the following points:
1. (5,3) , (3,4)
2. (2,3) , (−2, −2)
3. (−1,0) , (5,8)
4. (0, −2) , (2,2)
5. (−1, 2) , (3,2)
.

Practice Task 2:

Determine the slope of the line given the following equations.

1. 2𝑥 + 𝑦 = 9
2. 𝑦 = 5𝑥 + 7
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3. 𝑦 = 2 𝑥

4. −3𝑥 + 3𝑦 − 1 = 0
5. 3𝑥– 𝑦 = 2

Practice Task 3:

Find the slope of the line given the following graphs:

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You did great!
You are now ready to assess your
learnings.
Good luck!

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VII. POST TEST:

A. What is the English Term for SANTOL (Sandoricum koetjape)?

Directions: To find out the answer, find the slope of the line passing
through the given points. Write the letter that
corresponds to each item.
1. (1,2) and (8,9)
2. (0, −9) and (4, −9)
3. (6,0) and (0, −18)
4. (6,2) and (6, −5)
5. (2,5) and (0,1)
6. (−1, −14) and (2,1)

______ ______ _____ ______ _____ _____ FRUIT

1 2 3 4 5 6

R O1 N C T1 A O T
3/2 2 5 1 UNDEFINED −𝟓 0 3

B. Find the slope given the following equations or graphs.

7. 3𝑦 − 2𝑥 = 6
8. 9.

10. 4𝑥 + 3𝑦 = 12

WOW! You made it!

Great job!

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VIII. Assignment:

Solve the following:

1. Determine the value of k that will make the slope of the line through
the two given points (4, 𝑘) and (3,2) and whose slope is 7.

2. What is the slope of the hill illustrated below? (Hint: convert 5 km

to m)

3. Find the slope of the roof indicated below.

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ANSWER KEY:

PRE-TEST:
1. b
2. c
3. a
4. c
5. a

PRACTICE TASK 1:

−1
1. 𝑚 = 4. 𝑚 = 2
2
5
2. 𝑚 = 5. 𝑚 = 0
4
4
3. 𝑚 =
3

PRACTICE TASK 2:

1. 𝑚 = −2 4. 𝑚 = 1
2. 𝑚 = 5 5. 𝑚 = 3
1
3. 𝑚 = 2

PRACTICE TASK 3:

7 1
1. 𝑚 = 4. 𝑚 = 2
2
2. 𝑚 = −1
3. 𝑚 = 0 5. 𝑚 is undefined

POST TEST:

A. B.
1. C (𝑚 = 1) 2
1. 𝑚 =
2. O (𝑚 = 0) 3
3. T (𝑚 = 3) 2. 𝑚 = 2
3. 𝑚 = 0
4. T1 ( 𝑚 = undefined)
−4
5. O1 (𝑚 = 2) 4. 𝑚 = 3
6. N ( 𝑚 = 5)

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ASSIGNMENT:

References:

• Mathematics Learners Material for OHSP, pp. 94-96

• Distance Learning Module Mathematics I (Unit 6 –Linear Equations
and Inequalities), pp. 12-14
• Daily Lesson Plan , pp 129-149
• Mathematics 8 Learner’s Module, pp. 183-186
• Elementary Algebra Textbook for First Year, pp. 157-159
• Geometry Textbook for Third Year. pp. 219-221
• Grade 8 Mathematics Teacher’s Guide, pp. 169-172

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