8

Mathematics
Quarter 1 – Module 12:
Describing the Graph of a Linear
Equation in Terms of its
Intercepts and Slope
Week 6
Learning Code M8al-If-3
 Mathematics – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 12 – Describing the Graph of a Linear Equation in Terms of its
Intercepts and Slope
First Edition 2020

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use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jona M. Zapata
Editor: Luningning R.Tayamora Judy Ann G. Gallo
Rene V. Salgado Katherine A. Matarlo
Reviewers/Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS
Illustrator: All Writers
Layout Artist: All Writers
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

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 8
Mathematics
Quarter 1 – Module 12:
Describing the Graph of a Linear
Equation in Terms of its
Intercepts and Slope
Week 6
Learning Code M8al-If-3

2
 GRADE 8
Learning Module for Junior High School Mathematics

MODULE DESCRIBING THE GRAPH OF A LINEAR EQUATION IN

12 TERMS OF ITS INTERCEPTS AND SLOPE

In the previous lessons, you have learned how to graph a linear equation given
(a) any two points; (b) the x – and y – intercepts; (c) the slope and a point on the line.
In this module, you will going to describe the graph of a linear equation in terms of
its intercepts and slope.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCIES
The learners will be able to:
• describes the graph of a linear equation in terms of its intercepts and slope

WHAT I KNOW
PPREPREVIER
! find out how much knowledge about the lesson you already have.
Let’s
Choose the letter of the correct answer, to describe the graph of each linear
equation.

1. Which of the following describes the graph of the equation y = 3x + 4?

A. decreasing from left to right C. increasing from left to right
B. horizontal line D. vertical line
2. If the slope m of the equation is undefined, then the graph is
A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line
3. Which of the following slopes and intercepts shows that the graph is
increasing from left to right?
A. m = -4 ; (0, -3) C. m = 5 ; ( 0, 5)
B. m = 0 ; (0, 5) D. m = undefined ; (-3,0)
4. If the slope m is negative, then the graph is
A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line
5. If the slope m is positive, then the graph of linear equation is
A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line
6. As x increases in the equation 5x + y = 7, the value of y
A. increases. C. decreases.
B. does not change. D. cannot be determined.
7. Which of the following describes the graph of the equation -y = 3x + 6?
A. the line falls to the right. C. the line rises to the right.
B. the graph is a horizontal line D. the graph is a vertical line

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Learning Module for Junior High School Mathematics
3
8. Describe the graph of linear equation given the slope is 5 and the y-
intercept is zero.
A. decreasing from left to right C. increasing from left to right
B. horizontal line D. vertical line
9. The graph of the given equation x = 10 is
A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line
10. If the slope is zero and the y-intercept is -11 of the given equation,
then the graph is
A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line
11. Which of the following equations shows the graph as decreasing from
left to right?
A. 2x – 6y = 8 C. 2y = 3x -2y + 3
B. 4x + y = 11 D. 2x + 2 = y + 2x
12. You are one of the trainers of a certain TV program on weight loss.
You notice that when the trainees run, the number of calories c burned is a
function of time t in minutes as indicated below:

T 1 2 3 4 5
C(t) 13 26 39 52 65
what best piece of advice could you give to the trainees to maximize
weight loss?
a. Spend more time for running and eat as much as you can.
b. Spend more time for running and eat nutritious foods.
c. Spend less time for running.
d. Sleep very late at night.

For items 13-15.

A survey of out-of-school youth in your barangay was conducted. From
year
2008 to 2012, the number of out-of-school youths was tallied and was
observed to increase at a constant rate as shown in the table below:
Year 2008 2009 2010 2011 2012
No. of out-of-School 30 37 44 51 58
youth, y

13.If the number of years after 2008 is represented by x, what

mathematical model can you make to represent the data above?
a. y = -7x + 30 b. y = 7x + 30 c. y = -7x + 23 d. y = 7x +
23

14. If the pattern continues, can you predict the number of out-of-school
youths by year 2020?
a. Yes, the number of out-of-school youths by year 2020 is 107.
b. Yes, the number of out-of-school youths by year 2020 is 114.
c. No, because it is not stipulated in the problem.
d. No, because the data is insufficient.

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 GRADE 8
Learning Module for Junior High School Mathematics
15. The number of out-of-school youths has continued to increase. If you
are the SK Chairman, what would be the best action to minimize the
growing number of out-of-school youths?
a. Conduct a job fair.
b. Create a sports project.
c. Let them work in your barangay.
d. Encourage them to enrol in Alternative Learning System.

WHAT’S IN
PPREPREV
IER!Let us recall the concept of writing the equation ax +by = c in the
form y = mx + b.

Can you apply this concept to solve or answer the questions below?
Come, let’s see!

Activity 1: What’s the Big Word of Today’s World?

Match column B with column A by changing the equation ax + by = c in
the form y = mx + b. Write the letter on the line before the number to
reveal the big word of today’s world.

_____ 1. x + y = 5 A. y = 2x - 9

_____ 2. 2x + y = 9 C. y = -x + 5

5
_____ 3. 5x - 5y = 25 D. y = − 2 𝑥+ 3

1
_____ 4. 3x – 9y = -18 I. y = 𝑥 + 2
3

_____ 5. 5x + 2y = 6 O. y = -2x + 9

V. y = x – 5

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 GRADE 8
Learning Module for Junior High School Mathematics
Great Job! Using y = mx + b form of the given equation you can now
easily identify the slope and y-intercept. So ready for the next activity

Activity 2: Connect the Hearts!

Connect the heart with a line to match the slope and y-intercepts with its
linear equation.

1. x + y = 5 m = 1 ; b = -5

2. 2x + y = 9 m = -1 ; b = 5

1
3. 5x - 5y = 25 m= ; b=2
3

5
4. 3x – 9y = -18 m = −2 ; b = 3

5. 5x + 2y = 6 m = -2 ; b = 9

Awesome! It’s time to graph linear equation using the values of slope
and y-intercept. Get ready…

Activity 3: Graph it!

Given the slope and intercept graph the following in the same Cartesian
plane.
1. m = 1 ; b = -5 (using black pen to mark)
1
2. m = ; b=2 (using blue pen to mark)
3
3. m = -1 ; b = 5 (using red pen to mark)

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 GRADE 8
Learning Module for Junior High School Mathematics

WHAT’S NEW

Are you aware about the alarming situation right now? Read the given
selection to know more:

CORONAVIRUS DISEASE (COVID – 19) IN THE PHILIPPINES

The ongoing pandemis of coronavirus disease 2019 (COVID-

19), a novel infectious disease caused by severe acute respiratory
syndrome coronavirus 2 (SARS-CoV-2), spread to the Philippines on
January 30, 2020, when the first case of the disease was confirmed
in Metro Manila. It involved a 38-year-old Chinese woman who was
confined in the San Lazaro Hospital in Manila. The second case was
confirmed on February 2, that of a 44-year-old Chinese man who
died a day earlier, which was also the first confirmed death from the
disease outside mainland China.
The first case of someone without travel history abroad was
confirmed on March 5, a 62-year-old male who frequented a Muslim
prayer hall in San Juan, Metro Manila, raising suspicions that a
community transmission of COVID-19 is already underway in the
Philippines. The man’s wife was confirmed to have contracted
COVID-19 on March 7, which was also the first local transmission
to be confimed.
As of May 26, 2020 there have been 14669 confirmed cases of
the disease in the country. The Philippines has the third most
number of cases in South Asia, 15th in Asia and 43rd in the world.
As of May 16, at least one case has been confirmed in all of
the country’s 17 regions, while 21 out of 81 provinces of the country
are still COVID-19 Free. Socio-economic status has been associated
with the significant reduction of COVID-19 cases across the 17
regions of the country.
If you will going the show the representation graph of the
number of Covid-19 patients every month? Can you describe the
graph base on the given situation?

https://en.m.wikipedia.org.

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 GRADE 8
Learning Module for Junior High School Mathematics
WHAT IS IT
Let’s analyze what you have read:

1. What is the selection all about?

__________________________________________________________________

2. What word or words describe the current situation of the Philippines?

__________________________________________________________________

3. During the first two months experiencing this pandemic, If you will
going to graph the data of the number of Covid-19 patients how will you
describe it?

__________________________________________________________________

4. In what way can you help to reduce the increasing number of COVID-
19 positive?

__________________________________________________________________

With regards to the problem posted related to COVID-19 in the

Philippine:

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.

• If m is negative, then the graph is decreasing from left to

right.

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 GRADE 8
Learning Module for Junior High School Mathematics

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

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

Example 1:
1. Given the graph at the right find the following.
a. x- intercept
b. y- intercept
c. rise
d. run
e. slope
f. trend

Answers:
a. the x-intercept is 2
b. the y- intercept is -3
c. rise = 3
d. run = 2
3
e. m = 2
f. Since the slope m is positive, the graph is increasing from left to
right.

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 GRADE 8
Learning Module for Junior High School Mathematics
Example 2:
Decribe the graph of the linear equation y = -x + 5.

Solution
Identify the slope: m = -1

Since the slope m is negative, the graph of the equation y = -x + 5 is

decreasing from left to right.

Example 3:
Using the values of slope and intercept decribe the graph of the linear equation
2x + y = 9.

Solution:
Change the equation into y = mx + b form: 2x + y = 9 → y = -2x + 9
Identify the slope: m = -2

Since the slope m is negative, the graph of the equation 2x + y = 9 is decreasing

from left to right.

Example 4:
What is the trend of the graph of the equation y = 4?

Solution:
Write the equation in y= mx + b form: y = 0x + 4
Identify the slope and y- intercept: m=0 ; b=4

Since the slope m is zero, the graph of the equation y = 4 is horizontal line.

Example 5:
Given the equation x = -3, describe its graph.

Solution:

Since the slope m is undefined, then the graph of the equation x = -3 is a vertical
line.

Example 6:
Going back to the issue about the increasing number of COVID-19 patients,
assuming that the given data for the 4 consecutive weeks were gathered in one
particular barangay in Manila which was shown below:

Week 1 2 3 4
No. of Covid-19
2 5 8 11
Patients

What can you say about the given data?

Describe the graph of the given data.

Solution:
Since the nmber of covid-19 patients are increasing, this indcate the slope
value is positive, therefore the graph of the given data is increasing from
left to right.

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 GRADE 8
Learning Module for Junior High School Mathematics

WHAT’S MORE

It’s time for your individual activities. Are you ready?

Activity 4: Increasing or
Decreasing?
Directions: Using the slope and intercept of each linear equation, identify whether the
graph is increasing or decreasing. Put the equation on its proper column.

The graph is increasing The graph is decreasing

from left to right from left to right

1. y = 2x – 5 6. 3x - y = 11

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

2
3. y= x–4 8. 9 – 4x = y
3

4
4. -y = - 𝑥 - 4 9. 2x + 9 = -y
3

5 1 2
5. x + 2y = 10 10. 𝑥 + 𝑦 =
7 3 3

Now that you could identify which of the graph is increasing or decreasing,
let’s see if you could also distinguish the graph of the equation as vertical line or
horizontal line. Let’s go!

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 GRADE 8
Learning Module for Junior High School Mathematics
Activity 5: Who are Horizontal who are Vertical?

Directions: Identify which of the lines is vertical or horizontal. Encircle the equation if
its graph is horizontal line and box it if the graph is a vertical line.
1
1. f(x) = 2x – 5 6. – y =
2

2. f(x) = -3x + 7 7. 7x – 0y – 10 = 0

3. f(x) = 6 8. f(x) = -8

1
4. f(x) = 𝑥 − 8 9. x = 8
4

2 1
5. f(x) = 𝑥 − 10. 2y + 1 = 0
3 2

WHAT I HAVE LEARNED

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.
• If m is negative, then the graph is decreasing from left to right.
• If m is zero, then the graph is a horizontal line.
• If m is undefined, then the graph is a vertical line

Great job! This time let us try to identify the trend of the graph
whether it is increasing, decreasing, horizontal or vertical.

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 GRADE 8
Learning Module for Junior High School Mathematics

WHAT I CAN DO

Activity 6: Mix it Up!

Directions: Color the picture according to the guie.
Color Guide:
If the graph of the given equation is increasing, color the part with
YELLOW.
If the graph of the given equation is decreasing, color the part with
ORANGE.
If the graph of the given equation is a vertical line, then color the part with
BLUE.
If the graph of the given equation is a vertical line, then color the part with
GREEN.

y = 5x - 11 3x + y = -8

-y = 4x
-1

4x - 3y = 15

4y = 3x + 4y + 6

x–4=0
2y + 4x = -12 – 2y

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 GRADE 8
Learning Module for Junior High School Mathematics

ASSESSMENT
Directions: Encircle the letter of the correct answer.

1. If the slope m is positive, then the graph of linear equation is

A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line

2. Which of the following describes the graph of the equation y = -5x + 3?

A. the line falls to the right. C. the line rises to the right.
B. the graph is a horizontal line D. the graph is a vertical line

3. If the slope m of the equation is undefined, then the graph is

A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line

4. As x increases in the equation 2x + y = 9, the value of y

A. increases. C. decreases.
B. does not change. D. cannot be determined.

5. Which of the following slopes and intercepts describe the graph as

increasing from left to right?
A. m = 4 ; (0, -3) C. m = -5 ; ( 0, 5)
3
B. m = 0 ; (0, 2) D. m = 0 ; (-4,0)

6. If the slope m is negative, then the graph is

A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line

7. Which of the following linear equations shows the graph as decreasing

from left to right?
A. x – 7y = 8 C. 4y = 6x -4y + 12
2 2 2
B. 7x + 5y = 13 D. 3x + 8 = y + 3x

8. As x increases in the equation y = 2x - 9, the value of y

A. increases. C. decreases.
B. does not change. D. cannot be determined.

9. If the given equation has a slope of zero and the y-intercept is -6,
then the graph is
A. decreasing from left to right C. increasing from left to right
B. a horizontal line D. a vertical line

10. Which of the following describes the graph of the equation -5y = -10x +
15?
A. the line falls to the right. C. the line rises to the right.
B. the graph is a horizontal line D. the graph is a vertical line

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 GRADE 8
Learning Module for Junior High School Mathematics
For item 11-12.
The amount y (in gallons) of gasoline remaining in a gas tank after
driving x hours is y = −2x + 12.

11. After how many hours are there 5 gallons left?

3
A. 2 hours C. 3 4 hours
1
B. 3 hours D. 6 hours
2

12. Describe the graph of the given word problem.

A. decreasing from left to right C. increasing from left to right
B. horizontal line D. vertical line

For items 13-15.

The percent y (in decimal form) of battery power remaining x hours
after you turn on a laptop computer is y = −0.2 x + 1.

13. How will you interpret the x- intercept of the given problem?
A. The x-intercept is 5. So, the battery lasts 5 hours.
B. The x-intercept is 1. So, the battery lasts 1 hours.
C. The x-intercept is 4. So, the battery lasts 4 hours.
D. The x-intercept is 2. So, the battery lasts 2 hours.

14. How will you interpret the y- intercept of the given problem?
A. The y-intercept is 1. So, the battery power is at 100% when you turn
on the laptop.
B. The y-intercept is 5. So, the battery power is at 50% when you turn on
the laptop.
C. The y-intercept is 2. So, the battery power is at 50% when you turn on
the laptop.
D. The y-intercept is 4. So, the battery power is at 75% when you turn on
the laptop

15. What is the trend of the graph of the given problem?

A. the line falls to the right. C. the line rises to the right.
B. the graph is a horizontal line D. the graph is a vertical line

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 GRADE 8
Learning Module for Junior High School Mathematics

ADDITIONAL ACTIVITIES

Activity 7: My Story!
Directions: Create a story out of the graph of the linear equation below. In your
story, interpret the slope of the line, the y-intercept, and the x-intercept.

E-Search

➢ http://www.youtube.com/ watch?v=QIp3zMTTACE
➢ http://www.youtube.com/ watch?v=jd-ZRCsYaec
➢ http://www.youtube.com/wa tch?v=EbuRufY41pc&featur e=related
➢ link http:// www.youtube.com/ watch?v=f58Jkjypr_I which is a video
lesson for another example.
➢ https://study.com/academy/lesson/vertical-line-equation-slope-
quiz.html
➢ https://www.youtube.com/watch?v=kdPWd_c3UXY
➢ mathwarehouse.com
➢ https://www.google.com/search?sxsrf=ALeKk02_Vdr5Yp_UgZSOlubib
sBlJ_a49A:1590534462598&source=univ&tbm=isch&q=geometric+flo
wer+design&sa=X&ved=2ahUKEwjmnpXN0tLpAhUnG6YKHZPnChgQ7
Al6BAgKEEs&biw=1366&bih=657#imgrc=MCRvDqIA1LEomM&imgdii
=JEercn38WBir0M
➢ https://www.math-only-math.com/worksheet-on-simultaneous-
linear-equations.html
➢ https://www.bigideasmath.com/protected/content/ipe_cc/grade%20
8/03/g8_03_04.pdf

REFERENCES

Charles, Randall I. et.al. Algebra 2. P. 79.

Mathematics Grade 8 Learner’s Module. 2015. pp. 171-172, 177-178.

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