8

Mathematics
Quarter 1 – Module 3:
Illustrates the Rectangular Coordinate
System and Its Uses; Illustrates Linear
Equations in Two Variables; Illustrates
and Find the Slope of a Line Given
Two-Points, Equation and Graph; and
Writes Linear Equation ax + by = c in
the form y = mx + b and vice – versa.
Mathematics – Grade 8
Quarter 1 – Module 3: Illustrates the Rectangular Coordinate System and Its Uses;
Illustrates Linear Equations in Two Variables; Illustrates and Find the Slope of a Line
Given Two-Points, Equation and Graph; and Writes Linear Equation ax + by = c in the
form y = mx + b and vice – versa.

First Edition, 2020

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 8

Mathematics
Quarter 1 – Module 3:

Illustrates the Rectangular Coordinate

System and Its Uses (M8AL-Ie-1);
Illustrates Linear Equations in Two
Variables (M8AL–Ie–3); Illustrates and
Find the Slope of a Line Given Two-
Points, Equation and Graph (M8AL-Ie-4
& M8AL-Ie-5); and Writes Linear
Equation ax + by = c in the form
y = mx + b and vice – versa (M8AL-If-1).

ii
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.
As you go through the different activities of this module be reminded of the
following:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iii
 Let Us Learn

This module was designed and written with you in mind. It is here to help you
master the nature of Algebra. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. As learner of this module, you are expected to achieve the minimum
competency for these topics:

• Illustrates the Rectangular Coordinate System and Its Uses (M8AL-Ie-1);

• Illustrates Linear Equations in Two Variables (M8AL–Ie–3);
• Illustrates and Find the Slope of a Line Given Two-Points, Equation and Graph
(M8AL-Ie-4 & M8AL-Ie-5); and
• Writes Linear Equation ax + by = c in the form y = mx + b and vice – versa
(M8AL-If-1).

At the end of this module, you are expected to achieve these following
objectives:

1. illustrate rectangular coordinate system and its uses;

2. plot positions on the coordinate plane using the coordinate axes;
3. illustrate linear equations in two variables;
4. illustrates and finds the slope of a line given two points, equation, and
graph;
5. writes the linear equation ax + by = c in the form y = mx + b and vice versa.

Let us start your journey. Happy learning!

iv
 Let Us Try

Activity 1: “LOCATE”
This activity will introduce to you some concepts of rectangular coordinate
system.
Mr. Abad prepared a seat plan in his mathematics class as shown below.

1. Describe the location of Mark’s seat in terms of its column and row.
________________________________________________________________________
______________________________________________________________________________
2. Following the pattern (Column, Row), who occupied the seat numbered (2, 4)?
________________________________________________________________________
______________________________________________________________________________
3. Write the location of Lucy’s seat using the pattern in number 2.
________________________________________________________________________
______________________________________________________________________________
Activity 2: “CROSSWORD PUZZLE”
This activity will help you review some important terms in algebra.
Fill in the crossword puzzle by identifying the terms being described.

1. A mathematical statement with an

equal sign
2. A letter or symbol that represents a
number
3. A small number written on the
upper right side of the base
Activity 3: “TRANSLATE”

This activity will enable you to recall translations of verbal statements into
mathematical statement.

Match the verbal statement in Column A to the mathematical statement in

Column B. Write the letter that corresponds to your answer on the blank.

Column A Column B
1. The sum of the numbers x and y is 12. a. 30x + 8
2. Thrice the sum of x and y b. 3x – 2 = 7
3. Twenty decreased by twice a number is 16. c. x + y = 12
4. The difference between thrice a number and 2 is 7. d. 3(x + y)
5. Thirty times a number increased by 8 e. 20 – 2x = 16

Let Us Study

Illustrates the Rectangular Coordinate System and Its Uses

(M8AL-Ie-1)
In Activity 1, we made use of the concept of ordered pairs. The set of ordered
pairs (x, y), where x and y ∈ R. Cartesian plane (named after the French
mathematician Rene Descartes, who formalized its use in mathematics).

The Rectangular Coordinate System or

Cartesian plane is composed of two
perpendicular number lines which meet at
the point of origin (0, 0) and divide the (-, +) (+, +)

plane into four regions called quadrants.

The horizontal line is called the x-axis,
and the vertical line is called the y-axis.
An ordered pair of the form (x, y) is the (-, -) (+, -)
representation of a point on the Cartesian
plane. The first coordinate of a point is
called the x-coordinate or abscissa and
the second coordinate is called the y-
coordinate or ordinate.
In Quadrant I the x and y coordinates are
all positive. In Quadrant II the x coordinates are negative while the y
coordinates are positive. In Quadrant III both x and y coordinates are all
negative. In Quadrant IV the x coordinates are positive while the y coordinates
are negative.
Quadrant x coordinate y coordinate Example
I Positive Positive (3, 2)
II Negative Positive (-5, 4)
III Negative Negative (-1, -7)
IV Positive Negative (8, -10)
There are points which do not lie in the four quadrants, rather it appears on
either x- or y-axis. The points that lie on the x-axis have coordinates (x, 0) while
the points that lie on the y-axis have coordinates (0, y).

Now that you already know the concepts of the rectangular coordinate system.
Let us learn how to construct the rectangular coordinate system in a graphing
paper by following the steps. Prepare a graphing paper, ruler, pencil and eraser
for this activity.

1. Trace one horizontal line using 2. Trace one vertical line

a ruler in your graph paper and name it as y-axis.
and name it as x-axis.

The intersection
point is the point of
origin and its
coordinates are (0,0).

3. Mark the number scale on x-axis. 4. Mark the number scale on y-axis.
The coordinates on the right of zero The coordinates above the zero
along the x-axis are positive and along the y-axis are positive and
negative on the left side. below are negative.

Good work, you already have your cartesian plane. You can add numbers in
both directions. We will now learn how to plot points in the cartesian plane.
Follow the steps accordingly.
Plotting a Point
1. Draw a vertical line through the abscissa.
2. Draw a horizontal line through the ordinate.
3. The point is the intersection of these two lines.

Illustrates Linear Equations in Two Variables (M8AL–Ie–3)

In Activity 2, among the choices in column B two are

mathematical expressions and three are equations.
Equations are those with equal signs.
The equation x + y = 16 contains the variables x and y. This
type of equation with two different variables and the
exponents of the variables are 1, is called a linear equation
in two variables.
Linear Equation in Two Variables
Let A, B, and C be real numbers such that A and B are not zero. A linear equation
in two variables is an equation that can be written in the form Ax + By = C.
This the standard form of an equation. A is the numerical coefficient of x, B is
the numerical coefficient of y and C is the constant.

Examples:

A. Determine which of the following is a linear equation in two variables.

1. x2 – 2y = 5
2. 3x – 2y =10
3. 2xy = 5
3
4. – y = 10
𝑥
5. y = 2x – 5

B. Write the linear equation in two variables in standard form.

Identify A, B, and C.
1. 3x = y + 12
2. x + 6y – 10 = 0
3. y = 2x + 4
C. Write an equation for each situation. Represent the unknowns using variables
x and y
1. Crisha bought three burgers and two large fries for her friends. The total
amount she paid was Php 260.
Let x = be the cost of each burger
Let y = be the cost of each fries

Answer: 3x + 2y = 260

2. At a restaurant four people ordered fried chicken and five people ordered
beef caldereta, with a total bill of Php 750.

Let x = be the cost of each fried chicken

Let y = be the cost of each order beef caldereta

Answer: 4x + 5y = 750

Illustrates and finds the slope of a line given two points, equation,
and graph. (M8AL-Ie-4 & M8AL-Ie-5)
You are about to embark on a series of activities that will guide you on how
to illustrate and find the slope of a line given two points, or a graph, and or an
equation. But first let us define slope.
Slope is the 'steepness' of the line also commonly known as rise over run.
Slope is the ratio of the change in the y-values between two points and the change
𝒓𝒊𝒔𝒆 (𝒚 −𝒚 )
in the x-values thus, the formula: 𝒔𝒍𝒐𝒑𝒆 (𝒎) = 𝒓𝒖𝒏
= (𝒙𝟐−𝒙𝟏).
𝟐 𝟏
“Steps in finding the slope using two-points, a graph or an equations.”
Directions: Find the slope of a line given:
A. Two-Points

There are three steps in solving for the slope of a line when you are given 2
points.

1. Step One: Identify two points on the line.

2. Step Two: Select one point to be (x1, y1) and the other point to be (x2, y2).
3. Step Three: Use the slope equation to solve for the slope.

Formula of slope:

(𝒚𝟐 − 𝒚𝟏 )
𝒔𝒍𝒐𝒑𝒆 (𝒎) =
(𝒙𝟐 − 𝒙𝟏 )

Example

Let's say that points (15, 8) and (10, 7) lie on a line. What is the slope of this
line?

1. Step One: Identify the two points on the line.

In this example we are given two points (15, 8) and (10, 7), on a straight
line.

2. Step Two: Select one to be (x1, y1) and the other to be (x2, y2).

It does not matter which we choose, so let's take (15, 8) to be (x2, y2).
Let us take the point (10, 7) to be the point (x1, y1).

3. Step Three: Substitute the given values to the equation to solve for the
slope.

Once we have completed step 2, we are ready to solve for the slope
using the equation for the slope:

𝑦2 − 𝑦1 8−7 1
𝑠𝑙𝑜𝑝𝑒(𝑚) = = =
𝑥2 − 𝑥1 15 − 10 5

It does not matter which point we choose as (x1, y1) and which to be (x2, y2).
Let's show that this is true. Take the same two points (15, 8) and (10, 7), but
this time we will solve the slope using (15, 8) as (x1, y1) and (10, 7) as the point
(x2, y2).Then substitute these values to the equation for slope:
𝑦2 − 𝑦1 7−8 −1 1
𝑠𝑙𝑜𝑝𝑒(𝑚) = = = =
𝑥2 − 𝑥1 10 − 15 −5 5

We get the same answer as before!

 B. Graph
When the graph is given, and you are to identify the slope of the line. In this
case the process is the same, the first step is to identify two points from the
graph. Below are examples given the graph.
Examples:
Determine the slope of each line:
Note:
1. The graph in a, the line is increasing from left to right and has a positive
slope.
2. The graph in b, the line is decreasing from left to right and has a negative
slope.
3. The graph in c, the line is horizontal and has a slope of 0.
4. The graph in d, the line is vertical, and its slope is undefined.

C. Equation

In finding the slope of a line when the equation is given, you just have to
write the given equation in slope-intercept form that is y = mx + b, where m
the numerical coefficient of x, represents the slope, and b which is the
constant is the y-intercept.

Example:
Find the slope of a line whose equation is y = -4x – 1.
y = mx + b

y = -4x - 1
Therefore, our slope m = -4.

Using the information that you just learned find the slope of the
equations below:
1. 𝑦 = 5𝑥 + 2 ; m = _____
1
2. 𝑦 = 4 𝑥 + 6 ; m = _____
3. 𝑦 = −𝑥 + 7 ; m = _____
Answers: 1. m = 5
1
2. m =
4
3. m = -1
 Writes Linear Equation ax + by = c in the form y = mx + b and
vice – versa (M8AL-If-1)

Hi! In this activity you will be able to write the standard form of a linear
equation to the slope-intercept form and vice versa.
What is a linear equation?
A linear equation is an equation in two variables which can be written in
two forms:

Standard Form: Ax+ By = C, where A, B and C ∈ ℜ, A ≠ 0 and B ≠ 0; and

Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-
intercept, m and b ∈ ℜ.
Let us unlock some key terms that you may encounter in this activity…
Reciprocal – the reciprocal of a number is: 1 divided by the number
1 3 4
(e.g. the reciprocal of 2 is , the reciprocal of is , etc.)
2 4 3
Coefficient – a numerical or constant quantity placed before and
multiplying the variable in an algebraic expression. (e.g. 4 is the
numerical coefficient in 4x)
Addition Property of Equality – For all real numbers p, q, and r, if p=q,
then p + r = q + r.
Multiplication Property of Equality – For all real numbers p, q, and r, if
p = q, then pr = qr.
Example 1: Standard Form to Slope-intercept Form

How do we rewrite the equation 3x – 5y = 10 in the form y = mx + b? Just

determine its slope and y-intercept.
Solution:

3x – 5y = 10 ; Given

3x – 5y + (-3x) = 10 + (-3x) ; Add -3x to both sides of the equation (Addition Property
of Equality). The purpose of this step is to leave y on
the left side of the equation and put everything else on
the right side of the equation.

-5y = -3x + 10 ; Simplify

1 1
− 5 (-5y) = − 5 (-3x + 10)
; Multiply both sides of the equation with the reciprocal
of the coefficient of y which in this case is -5 whose
1
reciprocal is − (Multiplication Property of Equality)
5

3
y = 5𝑥 – 2 ; Simplify

3
The slope is 5
and the y – intercept is -2.
Example 2 Slope-intercept Form to Standard Form

1
How do we rewrite the equation 𝑦 = 𝑥 + 3 in the form Ax + By = C?
2
Solution:
1 ; Given
𝑦 = 𝑥+3
2

1 ; Multiply both sides of the equation by the reciprocal

2(𝑦) = 2 ( 𝑥 + 3)
2 of the coefficient of x. This step it to eliminate any
fraction in the equation. (Multiplication Property of
Equality)

2y = x + 6 ; Simplify

2y + (-x) = x + 6 + (-x) ; Add -x to both sides of the equation so that only the
integer 6 is left at the right side of the equation.
(Addition Property of Equality)

-x + 2y = 6 ; Simplify

(-1) (-x+ 2y) = (-1)(6) ; Multiply the equation by -1 to make the coefficient of
our first variable x positive. (Multiplication Property of
Equality)

x – 2y = -6 ; Simplify

Let Us Practice

Illustrates the Rectangular Coordinate System and Its Uses

(M8AL-Ie-1)

A. Plot and label the following points on the Cartesian plane.

1. (1, 3) – Number 1 is done for you
2. (-3, 4)
3. (0, -5)
4. (-1, -4)
5. (4, -2)
6. (2, 5)
 Illustrates Linear Equations in Two Variables (M8AL–Ie–3)

B. Determine which of the following is a linear equation in two variables.

1. 2x = 4y - 11
6
2. 𝑥
– 6y = 7

3. x2 + 3y = 8
4. 5xy + 3y – 9 = 0
5. 2(x + 5) = 6y
Illustrates and finds the slope of a line given two points, equation,
and graph. (M8AL-Ie-4 & M8AL-Ie-5)

C. Find the slope of a line that passes through points (-3,-2) and (1, 4).
Complete the table below by supplying the correct answers.

Step 1: Identify the two points on the line. (2pts)

The two given points are ________ and ________.
Step 2: Select one to be (x1, y1) and the other to be (x2, y2). (2pts)
(x1, y1) = _________
(x2, y2) = _________
Step 3: Use the equation to solve for the slope. (3pts)

𝑦2 − 𝑦1
𝑠𝑙𝑜𝑝𝑒(𝑚) = =
𝑥2 − 𝑥1

D. Find the slope of a line given its graph below.

1. m = _____ 2. m = _____

E. Given the following slope-intercept form of linear equation in two-

variables, find the slope of the of the following.

1. 𝑦 = 5𝑥 + 2 ; m = _____
1
2. 𝑦 = 𝑥 − 4 ; m = _____
5
3. 𝑦 = −𝑥 + 6 ; m = _____
 Writes Linear Equation ax + by = c in the form y = mx + b and
vice – versa (M8AL-If-1)
1 3
F. Rewrite the linear equation 𝑦 = 10
𝑥 − 5
to standard form Ax + By = C.
Complete the table below.

1. Given

1 3
(10)(𝑦) = (10)( 𝑥− ) 2.
10 5
3. Simplify

10y + (-x) = x – 6 + (-x) 4.

5. Simplify

6. Multiplication Property of Equality

7. Simplify

Let Us Practice More

Illustrates the Rectangular Coordinate System and Its Uses
(M8AL-Ie-1)
A. A constellation is a name given to a group of stars in the sky that make up
a certain pattern. There are 88 named constellations, and they take many
forms, including mythological creatures, animals, people and objects.
(https://nineplanets.org)
Name each point by writing the letter beside it on the cartesian plane.
Describe the location of each point by completing the following table below.
Then, connect the points according to its sequence to reveal the pattern of
the constellation named “Draco”

Coordinates Quadrant
/Axis

1. A (11, -3)

2. B (9, -2)

3. C (6, -4)

4. D (2, -4)

5. E (1, -2)

6. F (1, 1)

7. G (2, 5)

8. H (1, 7)

9. I (0, 6)

10. J (-3, 4)
 Illustrates Linear Equations in Two Variables (M8AL–Ie–3)

B. Write the linear equation in two variables in standard form.

Identify A, B, and C.

1. 2x = -4y + 8
2. 4x + 3y + 3 – 9 = 0
3. -y = 2x + 10

Illustrates and finds the slope of a line given two points, equation,
and graph. (M8AL-Ie-4 & M8AL-Ie-5)

C. The vertices of ∆ABC are A(-2, 2), B(3, 5), and C(2, -1). Find the slope of
the sides of ∆ABC.

Writes Linear Equation ax + by = c in the form y = mx + b and

vice – versa (M8AL-If-1)

D. Study how 3x – y = 3 is rewritten to slope-intercept form and supply

what property or method is used in each step.
Solution:
3x – y = 3 ; ________________________________________

3x – y + (-3x) = 3 + (-3x) ; ________________________________________

-y = -3x + 3 ; ________________________________________

(-1)(-y) = (-1)(-3x + 3) ; ________________________________________

y = 3x – 3 ; ________________________________________
 Let Us Remember

The Cartesian plane is composed of two perpendicular number lines that meet
at the point of origin (0, 0) and divide the plane into four regions called quadrants.
Cartesian coordinates are also essential tools for most applied disciplines that
deal with geometry, including astronomy, physics, engineering and many more.

(-, +) (+, +)

If an equation contains two different variables and the exponents of the

variables are 1, then it is called a linear equation in two variables. It can be
written in standard form Ax + By = C, where A, B, and C are real numbers such
that A and B are not zero.

Slope is the 'steepness' of the line also commonly known as rise over run.
Slope is the ratio of the change in the y-values between two points and the change
𝑟𝑖𝑠𝑒 (𝑦2 −𝑦1 )
in the x-values thus, the formula: 𝑠𝑙𝑜𝑝𝑒 (𝑚) = = .
𝑟𝑢𝑛 (𝑥2 −𝑥1 )

Slope is very important in the construction field because it often dictates

the best way to complete a project. Special building materials are used for low-
slope roofs, so a construction worker must know the slope of the roof before
beginning a project. The slope of a road affects water runoff, so civil engineers
and construction workers must plan accordingly. Most municipalities have rules
regarding the minimum slope of their roads.

You can apply linear equations to various real-life situations, such as

recipe ingredients, weather predictions and financial budgets.
 A linear equation is an equation in two variables which can be written in
two forms:

Standard Form: Ax+ By = C, where A, B and C∈ℜ, A ≠ 0 and B ≠ 0; and

Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-
intercept, m and b ∈ ℜ.
For example, in riding a jeepney to go to downtown areas of the city, you
know that the first 4 km will be charged P8.00 and another P1.25 per succeeding
kilometer for the trip. Without knowing how many kilometers it will be to each
destination, you can set up a linear equation that can be used to find the cost of
any jeepney ride you take. By using "x" to represent the number of kilometers to
your destination and "y" to represent the cost of that jeepney ride, the linear
equation would be: y = 1.25x + 8.

Let Us Assess
Read the questions carefully. Write your answer on the space provided
before each number.

_____1. What is a Rectangular Coordinate System?

A. It is used for plotting points in a plane.
B. It is a plane used for graphing functions.
C. It is used to determine the location of a point.
D. It is composed of two perpendicular number lines that meet at
the point of origin and divide the plane into four regions called
quadrants.

_____2. Which of the following is true about the points in the given figure
below?
A. A is located in Quadrant II.
B. B is located in Quadrant I.
C. C is located in Quadrant III
D. D is located in Quadrant III.

_____3. It is the first coordinate of a point.

A. abscissa C. ordinate
B. domain D. range
_____4. What is the location of the point (-1, -5)?
A. Quadrant I C. Quadrant III
B. Quadrant II D. Quadrant IV
_____5. What are the coordinates of the given point in the figure below?
A. (3, 3)
B. (-3, 3)
C. (3, -3)
D. (-3, -3)
______6. The equation 4y = x + 10 is a _______.
A. linear equation in one variable
B. linear equation in two variables
C. quadratic equation in one variable
D. quadratic equation in two variables

______7. Which of the following is a linear equation in two variables?

A. 2x = 56 C. 4xy = 10
B. 2x2 + 3y = 10 D. 2(x + y) = 14

______8. x2 + 3y = 6 is NOT a linear equation in two variables because _______.

A. it is not written in standard form
B. the variable x has no coefficient
C. the variable x contains an exponent of 2
D. the equation contains one variable

_______9. What is the standard form of the linear equation 3y + 2 = -4x + 4?

A. 4x + 3y = 2 C. -4x + 3y = 2
B. 4x – 3y = 6 D. -4x – 3y = 6

_______10. All the following equations are true about slopes EXCEPT one.
Which is it?
change in y
rise
A. m = B. m =
run change in x

y2 − y1 change in horizontal distance c

C. m = D. m =
x2 − x1 change in vertical distance a
n
_______11. Which of the following lines is the steepest? g c
ea
A. y = -6x + 2 B. y = 7x – 1 C. y = y =
2
x −1 D. y = -2x + 6 in
3 ng
xe
_______12. Refer to the graph at the right, i
what is its slope? n
−4
A. −5 x

4
B. 5

−4
C. 5

−5
D.
4
________13. Rewrite 2x + y = 9 in the form y = mx + b.

A. y = 2x – 9 B. y = -2x + 9 C. y = -2x – 9 D. y = 2x + 9

________14. Rewrite 2x + 5y = 10 in the slope-intercept form.

2 5 2 −5
A. y = x +2 B. y = x +5 C. y = − x + 2 D. y = x +5
5 −2 5 2

________15. Rewrite y = -2x + 6 in the form Ax + By = C.

A. 2x – y = 6 B. -2x – y = 6 C. 2x + y = 6 D. -2x – y = 6

Let Us Enhance
Enrichment Activity

Activity 1: “CoordinArt”
This activity will enable you to apply your knowledge in Rectangular Coordinate
System to another context.
Make your own CoordinArt using a graphing paper, ruler, pencil/ball pen, and
coloring material. Name your own art. Your output will be assessed using the
rubric below.

Rubrics for Scoring

CRITERIA Outstanding (15 pts.) Satisfactory (12 pts) Beginning (10 pts.)

Accuracy All points are plotted 1 or 2 points are not 3 or more points are
of Plot correctly plotted correctly not plotted correctly

Creativity Output shows Output shows Output shows simple

complex pattern creative pattern pattern

Neatness Lines and curves are Contains few Appears messy

neatly drawn erasures
 Let Us Reflect

Like, Heart and Sad Reacts

On the Like React, write three things that you have learned about the lesson.
On the Heart React, write two real-life situations where you can apply the
concept of rectangular coordinate system and linear equations in two-variables
with its slope.
On the Sad React, write one question that you want to ask about the topic.
 Let Us Practice
B. Determine which of the following is a linear equation in two
variables.
1. Linear equation in two variables
2. Not a linear equation in two variables
3. Not a linear equation in two variables
4. Not a linear equation in two variables
5. Linear equation in two variables
Let Us Practice
A. Plot and label the following points on
the Cartesian plane.
Let Us Try
Activity 3:
“Translate”
1. c
2. d
3. e
4. b
5. a
Let Us Try
Activity 2: “Crossword Puzzle” Let Us Try
Activity1: “LOCATE”
1. Mark’s seat is at the
intersection of Column 3
and Row 3.
2. Julianne occupied the
seat numbered (2, 4).
3. Lucy’s seat is in (4, 2).
Answer Key
 Let Us Practice
1 3
F. Rewrite the linear equation 𝑦 = 10
𝑥 − 5
to standard form Ax + By = C.
Complete the table below.
𝟏 𝟑
1. 𝒚= 𝒙− Given
𝟏𝟎 𝟓
1 3
(10)(𝑦) = (10)( 𝑥− ) 2. Multiplication Property of Equality
10 5
3. 10y = x - 6 Simplify
10y + (-x) = x – 6 + (-x) 4. Addition Property of Equality
5. -x + 10y = -6 Simplify
6. (-1) (-x + 10y) = (-1)(-6) Multiplication Property of Equality
7. x – 10y = 6 Simplify
Let Us Practice Let Us Practice
E. Given the following slope-intercept form of D. Find the slope of
linear equation in two-variables, find the a line given its
slope of the of the following. graph below.
3
1. m = 5 1. m = −2
1
2. m = 2. m = 3
4
3. m = -1
Let Us Practice
C. Find the slope of a line that passes through points (-3,-2) and (1, 4).
Complete the table below by supplying the correct answers.
Step 1: Identify two points on the line. (2pts)
The two given points are (-3, -2) and (1, 4).
Step 2: Select one to be (x1, y1) and the other to be (x2, y2). (2pts)
(x1, y1) = (-3, -2)
(x2, y2) = (1, 4)
Step 3: Use the equation to calculate slope. (3pts)
𝑦2 − 𝑦1 4 − (−2) 6 3
𝑠𝑙𝑜𝑝𝑒(𝑚) = = = =
𝑥2 − 𝑥1 1 − (−3) 4 2
 Let Us Practice More
C. The vertices of ∆ABC are A(-2, 2), B(3, 5), and C(2, -1). Find
the slope of the sides of ∆ABC.
Answers:
3
𝐴𝐵 = 5
3
𝐴𝐶 = − 4
BC = 6
Let Us Practice More
B. Write the linear equation in two variables in
standard form. Identify A, B, and C.
1. 2x + 4y = 8; A = 2, B = 4, C = 8
2. 4x + 3y = 6; A = 4, B = 3, C = 6
3. 2x + y = -10; A = 2, B = 1, C = -10
Let Us Practice More
A.
Coordinates Quadrant
/Axis
Let Us Practice More 1. A (11, -3) Quadrant IV
A. Continuation 2. B (9, -2) Quadrant IV
3. C (6, -4) Quadrant IV
4. D (2, -4) Quadrant IV
5. E (1, -2) Quadrant IV
6. F (1, 1) Quadrant I
7. G (2, 5) Quadrant I
8. H (1, 7) Quadrant I
9. I (0, 6) Y - axis
10. J (-3, 4) Quadrant II
 Let Us Assess
1. D 6. B 11. D
2. C 7. D 12. C
3. A 8. C 13. B
4. C 9. A 14. C
5. B 10. D 15. C
Let Us Practice More
D. Study how 3x – y = 3 is rewritten to slope-intercept form and supply
what property or method is used in each step.
3x – y = 3 ; Given
3x – y + (-3x) = 3 + (-3x) ; Addition Property of Equality
-y = -3x + 3 ; Simplify
(-1)(-y) = (-1)(-3x + 3) ; Multiplication Property of Equality
y = 3x – 3 ; Simplify
 References

Abuzo, E. P., Bryant, M. L., et al, (2013), Mathematics – Grade 8, Learner’s Module,
182-186
Bautista, Evangeline P., De Joya, Eden C., Namay II, Ricardo Enrico C.,
Mendoza, Marilyn O., Oronce, Orlando A. (2015). E-Math. pp. 184-199. Rex Book Store,
Inc. (RBSI)
Oronce, O. A., & Mendoza, M. O. (2015), E-Math, Worktext in Mathematics 8, 243-248,
265-266.
O’dell, Isabelita C., Pilar, Carlene C., Salac, Herminigilda C. (1993). Numlock II. pp. 102-
106. Trinitas Publishing Inc.
https://nineplanets.org
LM, Module 3 pp. 168-170, 181-182
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph