8

Mathematics
Quarter 1 – Module 16:
Graphs of System of Linear
Equations in Two Variables
Mathematics – Grade 8
Self-Learning Module (SLM)
Quarter 1 – Module 16: Graphs of System of Linear Equations in Two Variables
First Edition, 2020

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Writers: Lou Welah B. Ducena
Editors: Aillen S. Hiponia, Marjohn C. Mantawil
Reviewers: Mark R. Bubungan
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Cover Art Designer: Reggie D. Galindez
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar – REPS, Mathematics
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 8

Mathematics
Quarter 1 – Module 16:
Graphs of System of Linear
Equations in Two Variables
Introductory Message
For the facilitator:

Welcome to the Mathematics 8 Self-Learning Module (SLM) on Graphs of System of

Linear Equations in Two Variables!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Mathematics 8 Self-Learning Module (SLM) on Kinds of System of

Linear Equations of Two Variables!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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 What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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 through with it.
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!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master how to graph a system linear equations in two variables. 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. But the order in which you read them
can be changed to correspond with the textbook you are now using.

In this module you will be able to:

 graph a system of linear equations in two variables.
M8AL-Ih-2

Specifically, you are expected to:

1. graph systems of linear equations in two variables;
2. describe the graph formed by the system of linear equations in two
variables; and
3. determine the point/s of intersections of the graphs of system of linear
equations.
 What I Know

Let us check your prior knowledge about graphs of systems of linear equations
in two variables by answering the questions below.

Direction: Encircle the letter of the correct answer.

1. Which of the following methods can be used in graphing system of linear

equations in two variables?
a. two points
b. x and y – intercepts
c. slope and y- intercept
d. all of the above

2. What method is used when you plot the y-intercept and use the slope to find
the other point?
a. two points
b. x and y – intercepts
c. slope and a point
d. slope and y- intercept

3. Which of the following does NOT describe the graphs of systems of linear
equations in two variables?
a. coinciding lines
b. intersecting lines
c. parallel lines
d. skew lines

𝑥 + 2𝑦 = 4
For item 4-9, refer to the system { ?
𝑥 + 2𝑦 = 2

4. Which of the following is correct when the system is graphed using a slope
and y-intercept method?
a. Equation 1: m = 2, b = -2
Equation 2: m = 2, b = -1
b. Equation 1: m = -2, b = 2
Equation 2: m = -2, b = 1
1
c. Equation 1: m = , b = -2
2
1
Equation 2: m = , b = -1
2
1
d. Equation 1: m = − , b = 2
2
1
Equation 2: m = − , b = 1
2
5. Which of the following is NOT the ordered pair of equation 1?
a. (0, 2)
3
b. (1, 2 )
c. (2, 2)
d. (4, 0)

6. What is the graph of the system?

a.

b.

c.

d.
 7. How do you describe the graphs of the system?
a. coinciding lines
b. intersecting lines
c. parallel lines
d. skew lines

8. Which of the following is true about the graph of the system?

a. The slopes are the same.
b. The slopes are different.
c. The y-intercepts are the same.
d. There is a point of intersection.

9. What is the point of intersection?

a. none
b. (0, 0)
c. (0, 1)
d. (0, 2)

𝑦 = 2𝑥 + 1
For item 10-14, refer to the system { ?
𝑦 = −2𝑥 + 1

10. Which of the following is correct when the system is graphed using a slope
and a point method?

a. Equation 1: m = 2, point (1, 3)

Equation 2: m = 2, point (1, 1)

b. Equation 1: m = 2, point (1, 3)

Equation 2: m = -2, point (1, 1)

c. Equation 1: m = -2, point (1, -3)

Equation 2: m = 2, point (1, -1)

d. Equation 1: m = 2, point (1, -3)

Equation 2: m = -2, point (1, -1)

11. Which of the following is NOT the ordered pair of equation 2?

a. (0, 1)
b. (1, -1)
c. (2, -3)
d. (3, -6)
12. What is the graph of the system?

a.

b.

c.

d.
13. How do you describe the graphs of the system?
a. coinciding lines
b. intersecting lines
c. parallel lines
d. skew lines

14. Which of the following is true about the graph of the system?
a. The slopes are the same.
b. The y-intercepts are the same.
c. The y-intercepts are different.
d. There is no point of intersection.

15. What is the point of intersection?

a. none
b. (0, 1)
c. (0, 4)
d. All points of the system
 Lesson
Graphs of System of Linear
16 Equations in Two Variables

In the previous lesson, you were able to define, illustrate and relate the system
of linear equations in two variables. What do you think will it look like when we draw
the graph of the system of linear equations?

What’s In

Let us have a quick review on graphs of linear equations.

Activity 1: Draw Me!

Direction: Draw the graph of each of the following linear equations in a Cartesian
coordinate plane below.

1. y = x + 3 3. y = x - 2

2. 2x – 2y = 4 4. 3x – y = 2
 What’s New

Let us have an overview on what would be the graph of system of linear

equations in two variables by performing this activity.

Activity 2: Meet Me Up!

Direction: Use the graphs of linear equations in the previous activity. Group and
meet the graph with respect to their axes. Describe and determine the
point of intersection in the new formed graphs. The first item is done for
you. Write your answer on the space provided.

𝑦 = 𝑥+3
1. {
𝑦 = 𝑥−2

The graphs
are
parallel.
and there is
no point of
intersection.

3𝑥 − 𝑦 = 2
2. {
𝑦 =𝑥−2
 𝑦 = 𝑥−2
3. {
2𝑥 − 2𝑦 = 4

Question:
1. When two linear equations are graphed on the same coordinate plane,
what graphs are formed?

_____________________________________________________________________

What is It

Let us learn how to graph systems of linear equations using different methods.
Are you ready? Let us getting started!

There are four methods in graphing the system of linear equations in two
variables namely:
1. Two points
2. X and y – intercepts
3. Slope and y- intercept
4. Slope and a point

Illustrative example 1:

𝑥−𝑦 = 2
Graph { .
2𝑥 − 2𝑦 = 4

1. Using two points

 Assign any two values

for x

x-y=2
x -4 0
y -6 -2
 2x – 2y = 4
x -3 1
y -5 -1

𝑥−𝑦 = 2
The graphs of the system { are coinciding. Both graphs
2𝑥 − 2𝑦 = 4
intersect each other. The points of intersection are all ordered pairs both
equations of the system.

Remember:

The point of intersection of the graphs of two linear equations is the solution
of the system. The solution set of a system of linear equations is the set of all
ordered pairs of real numbers that make every equation in the system true.

Let us try this!

𝑦=𝑥−1
a. Graph the system { using two points. Determine the point/s of
𝑦 = 2𝑥 + 4
intersection.

Illustrative example 2:

𝑦 = 3𝑥 − 2
Graph { .
𝑦 = 𝑥−2

2. Using x and y –intercepts

 Represent two points as (a, 0) and (b,0)

y = 3x - 2
x 0 2/3
y -2 0

y=x-2
x 0 2
y -2 0
 𝑦 = 3𝑥 − 2
The graphs of the system { are intersecting. The point of
𝑦 = 𝑥−2
intersection is at the ordered pair (0, 2).

Let us try this!

𝑦 =𝑥−1
b. Graph the system { using x and y intercepts. Determine the point/s of
𝑦 = 2𝑥 + 4
intersection.

Illustrative example 3:

𝑥−𝑦=4
Graph { .
𝑥 − 𝑦 = −2

3. Using the slope and y - intercept

 Rewrite each equation into y = mx + b form to determine the slope.

Equation 1: y = x – 4
Equation 2: y = x + 2
  Plot the y-intercept and use the slope to find the other point.
y=x–4
1
y-intercept: -4 slope: 1 or
1
(rise = 1, run = 1)
y=x+2
1
y-intercept: 2 slope: 1 or
1
(rise = 1, run = 1)

𝑥−𝑦=4
The graphs of the system { are parallel and do not intersect.
𝑥 − 𝑦 = −2
The system has no point of intersection.

Let us try this!

2𝑥 − 𝑦 = 8
c. Graph the system {2𝑥 − 𝑦 = −6 using slope and y intercepts. Determine the
point/s of intersection.

Illustrative example 4:

𝑦 = 4𝑥 − 1
Graph { 2
𝑦 =− 𝑥+2
3
 4. Using the slope and a point

 Assign any value for x in the given equation and use the slope to find the other
point.

Equation 1: y = 4x - 1
4
Point: if x = 1 then y = 3 Slope: 4 or
1
(1, 3) (rise = 4, run = 1)

2
Equation 2: y = - x+2
3
2 1
Point: if x = 3 then y = 0 Slope: - or
3 1
(3, 0) (rise = -2, run = 3)

𝑦 = 4𝑥 − 1
The graphs of the system { 1 are intersecting. The point of
𝑦 = − 2𝑥 + 2
9 11
intersection is at the ordered pair ( , 7 ).
14
Let us try this!

𝑦 = −2𝑥 + 3
e. Graph the system { 1 using slope and a point. Determine the
𝑦= 2
𝑥−2
point/s of intersection.

What’s More

Let us enhance more our skills in graphing and describing systems of linear
equations in two variables. Perform the activity below.

Activity 3: Graph Me!

Direction: Graph the given system of linear equations in two variables using four
(4) methods. Describe the graphs formed and determine the point/s of
intersection. Write your answer on the space provided.

𝑦 = 2𝑥 − 6
{
𝑦 =𝑥−2
1. Graph using two points

2. Graph using x and y – intercepts

3. Graph using slope and y – intercept

 4. Graph using slope and a point

What I Have Learned

Let us summarize what you have learned in this module by filling in the
blanks.

There are four methods in graphing the system of linear equations in two
variables namely: ____________, ____________, ____________, and ____________. When
two linear equations are graphed on the same coordinate plane, there are three
possibilities with regard to their graphs. The lines may be ____________, ____________,
and ____________. The point of intersection of the graphs of two linear equations is
the ____________ of the system.
 What I Can Do

Let us apply what you have learned about graphing the system of linear
equation in two variables. If you are ready, please proceed.

Activity 4: Graph Me More!

Direction: Graph the given system of linear equations in two variables using any
method. Describe the graphs formed and determine the point/s of
intersection. Write your answer on the space provided.

𝑦 = 2𝑥 + 1
1. {
𝑦 = 2𝑥 − 1

2𝑥 + 𝑦 = 2
2. {
6𝑥 + 3𝑦 = 6
 Assessment

Let us check how much you have learned about this module.

Direction: Encircle the letter of the correct answer.

1. What method is used when you assign any value for x in the given equation
and use the slope to find the other point?
a. two points
b. x and y – intercepts
c. slope and a point
d. slope and y- intercept
𝑦 = 𝑥+1
2. Describe the graphs of the system { .
𝑦 = 2𝑥 − 1
a. coinciding lines
b. intersecting lines
c. parallel lines
d. skew lines
1
𝑦=− 𝑥+2
2
For item 3-8, refer to the system { 1 ?
𝑦= 𝑥−1
2
3. Which of the following is correct when the system is graphed using x and y
intercepts method?
a. Equation 1: (0, 2), (4, 0)
Equation 2: (0, -1), (2, 0)

b. Equation 1: (0, -2), (4, 0)

Equation 2: (0, 1), (2, 0)

c. Equation 1: (0, 2), (-4, 0)

Equation 2: (0, -1), (2, 0)

d. Equation 1: (0, 2), (-4, 0)

Equation 2: (0, -1), (-2, 0)

4. What is the slope of equation 1?

a. 2
b. 1
1
c.
2

1
d. −
2
5. What is the graph of the system?

a.

b.

c.

d.
 6. How do you describe the graphs of the system?

a. coinciding lines
b. intersecting lines
c. parallel lines
d. skew lines

7. Which of the following is NOT true about the graph of the system?
a. The slopes are the same.
b. The slopes are different.
c. The y-intercepts are different.
d. There is a point of intersection.

8. What is the point of intersection?

a. none
1
b. (3, )
2
c. (4, 0)
d. all ordered pairs of the system

2𝑥 + 𝑦 = 2
For item 9-14, refer to the system { ?
6𝑥 + 3𝑦 = 6

9. Which of the following is correct when the system is graphed using 2 points
method?

a. Equation 1: (1, 0), (2, 2)

Equation 2: (3, -4), (4, -6)

b. Equation 1: (1, 0), (2, -2)

Equation 2: (3, 4), (4, 6)

c. Equation 1: (1, 0), (2, -2)

Equation 2: (3, -4), (4, -6)
d. Equation 1: (1, 0), (2, 2)
Equation 2: (3, 4), (4, 6)

10. What is the y-intercept of equation 2?

a. b=0
b. b=1
c. b=2
d. b = 3
11. What is the graph of the system?

a.

b.

c.

d.
12. How do you describe the graphs of the system?
a. coinciding lines
b. intersecting lines
c. parallel lines
d. skew lines

13. Which of the following is NOT true about the graph of the system?
a. The slopes are the same.
b. The y-intercepts are the same.
c. There are points of intersection.
d. There is no point of intersection.

14. What is the point of intersection?

a. none
1
b. (3, )
2
c. (4, 0)
d. all ordered pairs of the system

15. Which of the following is the graph shown below?

𝑦=𝑥− 4
a. {
𝑦 = 𝑥−4

𝑦 = 2𝑥 − 4
b. {
𝑦 = −2𝑥 + 1

𝑦 =𝑥−4
c. {
𝑦 =𝑥+2

𝑥+𝑦=2
d. {
4𝑥 + 2𝑦 = 4
 Additional Activities

Let us enrich more our learning about this module with the activity below.

Direction: Write an experience where you have applied the system of linear
equations in two variables. Write the equations, draw and describe the
graphs formed, and determine the point/s of intersection.

Your performance is rated using the scoring rubric below.

Score Descriptors
5 Writes a clear and real-life problem based on learner’s experiences.
Presents the equations and graph correctly, and able to describe the
graph, and determine the point/s of intersection.
3 Writes a clear and real-life problem based on learner’s experiences.
Presents the equations and graph correctly but unable to describe the
graph and determine the point/s of intersection.
1 Writes a clear and real-life problem based on learner’s experiences.
Presents the equations but unable to graph, describe and determine
the point/s of intersection.
 EASE Systems of Linear Equations Module 1 p. 1-15
Mathematics Learner’s Module p. 253 – 267
References
What I Know What’s In/ What What’s More
1. d New 1.
2. d
3. d Graphs are found in
4. d the discussion (What
5. c is It)
6. d
7. c
8. a
9. a
10. b
11.d
12.a Graphs are intersecting.
13.b Point of intersection is
14.b (4,2)
15.b
What I Can Do Assessment
1. Graphs are parallel. 1. c
There is no point of 2. b
intersection. 3. a
4. d
5. a
6. b
7. a
8. b
9. c
10.c
11.c
12.a
13.d
2. Graphs are coinciding. 14.d
The points of intersection 15.c
are the ordered pairs of
the system.
Answer Key
 DISCLAIMER
This Self-Learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph