LINEAR EQUATIONS

3 IN TWO VARIABLES

INTRODUCTION

This module illustrates to you the concepts of points and lines in a plane. You
will also learn how to plot points, graph and solve linear equations in two variables. As you
go over the activities, you will develop the skills needed to solve real life problems involving
linear equations in two variables.

This module has 5 Lessons:

Lesson 1: Rectangular Coordinate System
Lesson 2: Linear Equations in Two Variables
Lesson 3: Slope of a Line
Lesson 4: Graphs of Linear Equations in Two Variables
Lesson 5: Finding the Equation of the Line
Lesson 6: Solving Problems Involving Linear Equations in Two Variables

OBJECTIVES

After using this module, you are expected to learn:

1. illustrate the rectangular coordinate system and its uses.

2. illustrate linear equations in two variables
3. illustrate and find the slope of the line given two points, equation and graph
4. write the linear equation ax + by =c in the form y = mx + b and vice versa.
5. graph a linear equation given (a) any two points; (b) the x– and y– intercepts; (c)
the slope and a point on the line.
6. describe the graph of a linear equation in terms of its intercepts and slope.
7. Find the equation of a line given (a) two points; (b) the slope and a point; (c) the
slope and its intercepts.
8. solve problems involving linear equations in two variables.

1
 LEARNING COMPETENCIES

 Illustrates the rectangular coordinate system and its uses.

 Illustrates linear equations in two variables
 Illustrates and finds the slope of the line given two points, equation and graph
 Write the linear equation ax + by =c in the form y = mx + b and vice versa.
 Graphs a linear equation given (a) any two points; (b) the x– and y– intercepts; (c)
the slope and a point on the line.
 Describes the graph of a linear equation in terms of its intercepts and slope.
 Finds the equation of a line given (a) two points; (b) the slope and a point; (c) the
slope and its intercepts.
 Solves problems involving linear equations in two variables.

Pre-Test

Directions: Read each item carefully. Encircle the letter of your answer.

1. In what quadrant does the point ( -3, 4) belong in the Cartesian plane?
A. Quadrant I C. Quadrant II
B. Quadrant III D. quadrant IV

2. What is the intersection of the x-axis and y – axis in the coordinate plane?
A. origin C. range
B. domain D. coordinate axis

3. Which of the following illustrates linear equation in two variables?

A. x = y + 3 C. x- 4 = 0
2
B. y = x – 5 D. x + y < 8
4. What is the slope of the line in the equation y = 3x -7?
A. 0 B. 1 C. 3 D. 7

5. What is the slope- intercept form y = mx + b of the equation 2x + y = 9?

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

6. What is the trend of the graph if the slope is positive ?

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

2
 7. Which of the following is the linear function with slope 5 and y – intercept of 4?
A. y = 4x + 5 C. y = -4x + 5
B. y = 5x + 4 D. y = -5x + 4

8. What is the equation of the line which slope is 2 and passes through point (1,3)?
A. y = 2x - 1 C. y = 2x + 5
B. y = 2x + 1 D. y = 2x – 5

Refer to the problem below to answer item 9 and 10.

To help his family, Dennis sells newspaper in the morning. He gets a Php 3 per
newspaper sold and Php 25 a day tip from the supplier.

9. Which linear function represents the given problem if x is the number of newspaper
sold and y is the amount he earn?
A. y = 25 x + 3 C. 3y = x + 25
B. y = 3x + 25 D. 25y = x + 3

10. How much he will earn if he sold 20 newspapers?

A. Php 65 C. Php 85
B. Php 75 D. Php 95

LESSON 1
Rectangular Coordinate System

WHAT’S IN

Activity 1.

Answer the following.

Given: A= { yellow, red, green }, B = { yellow, orange}, C = { blue, violet, green}

1. A ∪ B = __________________________________________
2. A ∩ B = __________________________________________
3. A ∪ B ∪ C = ___________________________________________
4. A ∩ C = __________________________________________
5. A ∩ B ∩ C = __________________________________________

3
 Rectangular Coordinate System is introduced using the concept of sets. You
have learned the binary operations of sets: union and intersection.

WHAT’S NEW

Activity 2.
Read the story “Coordinate Geometry: Get to the point!". Answer the
questions below.

A very famous mathematician called Rene Descartes lay in bed one night.
As he lay there, he looked up at the ceiling in his bedroom. He noticed a fly was
asleep on the ceiling. Descartes, being a mathematician wondered if he could
figure out a way of stating where exactly the fly was on the ceiling. Obviously it
has to be a precise description he thought. I can’t really say, “To the left” or
“Near the right “or “In the middle”.
When Descartes looked up at his ceiling, this is what he saw.

A fly was resting there. He began to think about how he might be able to
describe the exact position of the fly.
Descartes decided that if he drew two lines at right angles to each other,
then he might be able to come up with a way of describing the exact position of
the fly. How do you think this would have helped him?
Descartes decided to place numbers on the bottom (horizontal) row and on
the side (vertical) row. He could now state accurately where exactly the fly was
on the ceiling.

Questions:

1. Who discovered the coordinate plane?_______________________

2. What is the name of the coordinate plane? ____________________
3. What are these two number lines describe in the story?
_________________________________________________________________

4
WHAT IS IT

The story “Coordinate Geometry: Get to the point!" described how the
Cartesian plane was discovered by Rene Descartes, who is known as the “Father of
Modern Mathematics”.

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. It is composed of infinitely many points. Each point in the coordinate
system is defined by an ordered pair of the form (x, y), where x and y ∈ ℜ. The first
coordinate of a point is called the x-coordinate or abscissa and the second
coordinate is called the y-coordinate or ordinate. We call (x, y) an ordered pair
because it is different from (y, x). The horizontal and vertical lines, typically called the
x-axis and the y-axis, respectively, intersect at the point of origin whose coordinates
are (0, 0). The signs of the first and second coordinates of a point vary in the four
quadrants as indicated below.

Quadrant I x > 0, or x is positive y > 0, or y is positive or (+, +);

Quadrant II x < 0, or x is negative y > 0, or y is positive or (−, +);
Quadrant III x < 0, or x is negative y < 0, or y is negative or (−, −);
Quadrant IV x > 0, or x is positive y < 0, or y is negative or (+, −).

There are also points which lie in the x- and y-axes. The points which lie in the
x-axis have coordinates (x, 0) and the points which lie in the y-axis have coordinates
(0, y), where x and y are real numbers.

Illustrated at the right is a Cartesian plane.

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 The Coordinate of a Point

Every point on the Cartesian coordinate

plane is associated with an ordered pair of
numbers (x, y). This pair of numbers is called
coordinates of a point. The coordinates of a
point determine the location of a point in the
Cartesian coordinate plane by indicating its
distances from the axes. The distance from the
y-axis is called the abscissa or the x-coordinate
while the distance from the x-axis is called the
ordinate or the y-coordinate.

The figure at the right illustrates P(2,3)

in the coordinate plane. The abscissa is 2 and
the ordinate is 3. This tells you that point P is 2
units from the y-axis and 3 units from the x-
axis.

Example of plotting of points: Plotting of Points

Plot A(5, 3). To plot a point is for you to locatethe position

of a coordinate in theCartesian coordinate
plane.

Follow these steps in plotting points:

a. Locate the x-coordinate along the x-axis.

Draw an imaginary line parallel to the
y-axis.
b. Locate the y-coordinate along the yaxis.
Draw an imaginary line parallel to the
x-axis.
c. Mark the intersection of the two imaginary
lines with a dot.
d. Label the dot or point using a capital letter.

You may omit the imaginary lines when your

skills in plotting of points have been
developed.

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WHAT’S MORE

Activity 3.
A. Describe the location of each point below by completing the following table.

Object Coordinates Quadrant Abscissa Ordinate

Example: ball (4, 2) I 4 2
1. Spoon
2. Laptop
3. Bag
4. Pillow
5. table

B. On one coordinate plane, plot the points

and give the quadrants/axes.
1. P (5, 2)
2. R (-3, 4)
3. A (-4, -1)
4. I (3, -5)
5. S (0, 4)
6. E (2, 0)

7
 LESSON 2
Linear Equations in Two Variables

WHAT’S IN

Activity 1.

Identify each statement if it is an equation or inequality. Write E if it is an

equation and I for inequality.
_____1) x + 2 = - 5 _____4) y ≥ x + 7
_____2) x = y – 5 _____5) 4 = y
_____3) w > 3

WHAT’S NEW

Activity 2.

Classify the equations whether it is a linear equation in two variables or not. Write L
if it is a linear equation and N for not.

_____1) 2x - x = 4 _____4) 7x - 3 = y
_____2) y = x + 5 _____5) 4x = y + 6
_____3) 2y = 7

WHAT IS IT

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 and B not both 0; and

Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-
intercept, m and b ∈ ℜ.

8
 To rewrite an equation ax + by = c in the form y = mx + b:

Example 1:

How do we rewrite the equation 2x + y = -3 in the form y = mx + b?

Solution:
2x + y = - 3 Given
2x +( - 2x) + y = -3 + (-2x) Addition Property of Equality
y = -2x – 3 Simplification

The slope is -2 and the y-intercept is -3.

Example 2:

How do we rewrite the equation 2x - 3y = 5 in the form y = mx + b?

Solution:

2x – 3y = 5 Given
2x +( - 2x) – 3y = 5 + (-2x) Addition Property of Equality
– 3y = - 2x + 5 Simplification
1 1 1
(− 3) – 3y =(− 3) (- 2x) + (− 3)(5) Multiplication Property of Equality
𝟐 𝟓
y = (− )x – Simplification
𝟑 𝟑

𝟐 𝟓
The slope is − and the y-intercept is – .
𝟑 𝟑

To rewrite an equation y = mx + b in the form Ax + By = C:

Example 3.

How do we rewrite the equation y = 5x + 7 in the form Ax + By = C?

Solution:
y = 5x + 7 Given
y + (-5x)= 5x + 7 + (-5x) Addition Property of Equality
-5x + y = 7 Simplification
(-1)(-5x + y) = (-1)(7) Multiplication Property of Equality
5x – y = -7 Simplification

9
Example 4.

𝟏 𝟓
How do we rewrite the equation y = (− 𝟑)x + in the form Ax + By = C?
𝟒
Solution:
𝟏 𝟓
y = (− )x + Given
𝟑 𝟒
Find the Least common denominator(LCD). The LCD in the given is 12.
1 5
(12)y = (12)(− )x + (12) 4 Multiplication Property of Equality
3
12y = -4x + 15 Simplification
12y + 4x = -4x + 15 + 4x Addition Property of Equality
4x + 12y = 15 Simplification

Example 5.
𝟏
How do we rewrite the equation y = 𝟐x + 6 in the form Ax + By = C?
Solution:
𝟏
y= x + 6 Given
𝟐
Find the Least common denominator(LCD). The LCD in the given is 2.
1
(2)y = (2)( )x + (2)(6) Multiplication Property of Equality
2
2y = x + 12 Simplification
2y + (- x) = x + 12 + (-x) Addition Property of Equality
(-1)(2y) + (-1)(-x) = (-1)(12) Multiplication Property of Equality
x - 2y = -12 Simplification

WHAT’S MORE

Activity 3.
A. Circle the letter of your answer.

1. Which of the following illustrates a linear equation in two variables?

A. x + 1 = 4 B. x + y = 4 C. y = 4 D. x + y > 4

2. Which of the following does NOT illustrates a linear equation in two

variables?
A. 2x + 3y = 8 B. x =2y - 2 C. y = -x + 2 D. x + 2 = 5

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

A. 2x + 3x = 7 B. 2y = 3x + 7 C. 3x2 + 2y = 7 D. 3y = 2y + 7

4. Which of the following is NOT a linear equation in two variables?

A. y2 = x2 + 1 B. x = y + 1 C. x = y D. x + 1 = y

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 B. Rewrite the each given equation to the form of y = mx + b.

1) x – y = 9 2) x + 4 y = 8

C. Rewrite the each given equation to the form of Ax + By = C.

1) y = -5x + 1 1
2) y = − 3x + 6

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 LESSON 3
Slope of the Line

WHAT’S IN

Activity 1.
Plot the each pair points in a coordinate plane. Label each point and connect them
using a ruler.

1) A ( 1, 4) and B ( 5, 0) 2) M ( -3 , -3) and R ( 3, 4)

WHAT’S NEW

Activity 2.
Observe the figure at the left and answer the questions that follow.

K
Rise =
J 2

Run =
3

Questions:

1. What are the coordinates of point K? _______________________

2. What are the coordinates of point J? _______________________

12
 3. How many units did point J rise to point K? __________________
4. How did you arrived with rise = 2 using the y coordinates of point J and
K? _________________________________
5. How many units did point J run to Point K? ___________________
6. How did you arrived with run = 3 using the x coordinates of point J and
K? _________________________________
7. What do you call the steepness of the line? ___________________

WHAT IS IT

We usually see ramps in buildings and business establishments. The

steepness or inclination of a line is what we call the slope. The slope m of a line can
be computed by finding the quotient of the rise and the run.
The rise refers to the vertical change or change in y-coordinate while the run
is the horizontal change or change in x-coordinate. That is,
−
−

The slope m of the line passing through two points P 1(x1, y1) and P2(x2, y2) is given by
; ;
or where
; ;
Note that:
 A basic property of a line, other than vertical line, is that its slope is constant.
 The slope of the horizontal line is zero while that of the vertical line is
undefined. A vertical line does not represent a linear function.
 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.

13
To find the slope if the graph of the line is given:

Example 1.

Steps:

a) Identify first the y – coordinates of the two

points. -4 and 3
b) Count the number of units vertically from -4
to 3.
There are 7 units.
c) Identify first the x – coordinates of the two
points. -2 and 0
d) Count the number of units horizontally from
-2 to 0.
There are 2 units.
e) Express the slope:
𝟕
m=𝟐

The slope is positive since the graph is increasing

from left to right.

Example

Steps:

a) Identify first the y – coordinates of the two

points. 3 and 1
b) Count the number of units vertically from 3 to
1.
Its -2 since it moves downward.
c) Identify first the x – coordinates of the two
points. 0 and 2
d) Count the number of units horizontally from 0
to 2.
There are 2 units.
e) Express the slope:
;𝟐
m= −𝟏
𝟐

The slope is negative since the graph is

decreasing from left to right.

14
To find the slope if two points are given:
Example3:

Let A(3,4) and B(-2,-3) be points on the line.

Find the slope of theline.

Steps:

a. Get the difference of the y-coordinates:

4-(-3) = 7
b. Get the difference of the x-coordinates:
3-(-2) = 5
c. Express the slope:

y2 ; y1 4;(;3)
m = 3;(;2)
x2 ; x1

𝟕
m=𝟓

Example 4.

Let A(-1, 3) and B(3, -1) be points on the line.

Find the slope of theline.

Steps:

a. Get the difference of the y-coordinates:

3 - (-1) = 3 + 1 = 4
b. Get the difference of the x-coordinates:
(-1) - 3 = -4
c. Express the slope:

y2 ; y1 3; (;1)
m = (;1);3
x2 ; x1

𝟒
m = ;𝟒 −𝟏

To find the slope given the equation:

Example 5.

Given: y = -5x + 1

If the equation is in the slope-intercept form y = mx + b, then the slope is the

numerical coefficient of x.

m= -5

15
 Example 6.

Given : 2x - 3y = 5
Since the given equation is in the form of Ax + By = C, change the form of the line to
y = mx +b.

Solution:
2x – 3y = 5 Given
2x +( - 2x) – 3y = 5 + (-2x) Addition Property of Equality
– 3y = - 2x + 5 Simplification
1 1 1
(− 3) – 3y =(− 3) (- 2x) + (− 3)(5) Multiplication Property of Equality
𝟐 𝟓
y = (− )x – Simplification
𝟑 𝟑

𝟐
The slope is − .
𝟑

WHAT’S MORE

Activity 3.
Find the slope of the following.

1) (1, 5) and (6, -2) 2) (7, 3) and (-1, -5)

1 4) 7x + y = 12
3) y = − x + 6
3

5)

16
 LESSON 4
Graphs of Linear Equations in Two Variables

WHAT’S IN

Activity 1.
Given the graph, answer the questions at the right.

1. What are the two points on the graph?

_______________________________
2. What is the slope of the line?
______________________________
3. What is the trend of the graph?
______________________________
4. At what point does the graph crosses the
x – axis?________________________
5. At what point does the graph crosses the
y – axis?________________________

WHAT’S NEW

Activity 2.
Answer the following:
Given: y = 2x -3
1. Use the given linear equation in 2 variables and substitute the values of x to solve for
y.

Example: a) x = 0 b) x = 1 c) x = 2

x = -1

y = 2x – 3
y = 2(-1) – 3
y = -2-3
y = -5

(-1, -5)

2. Give the 4 points in number 1. (- 1, - 5) , ________, ________, ________

17
 3. Plot the 4 point in one Cartesian Coordinate plane and connect then using ruler.

4. What is the graph of a linear equation in two variables? _______________________

5. At least how many points you can draw a line? _______________________________

WHAT IS IT

You have learned earlier that a linear function can be described by its equation, either in
the form y = mx + b or Ax + By = C. A linear equation can also be described by its graph.
Graphing linear equations can be done using any of the four methods:
1. Using two points
2. Using x- and y-intercepts
3. Using the slope and the y-intercept
4. Using the slope and a point

Using two points

In Geometry, you learned that two points determine a line. Since the graph of the
linear equation is a line, thus two points are enough to draw a graph of a linear equation.
Illustrative Example:

Graph : y = 2x + 1

a) You may assign two values of x, say 0 and 1.

b) By substitution, Solve the value of y.
y = 2x + 1 y = 2x + 1
y= 2(0) + 1 y = 2(1) + 1
y =1 y=3
c) So, the ordered pairs are (0, 1) and (1, 3). This
means that the line passes through these two
points.
d) Plot the two points and connect them.

18
Activity 3. Graph: y = x + 3 using two points

Solution:

Using x-intercept and y- intercept

The linear equation can be graphed using the x –intercept (a) and y – intercept (b).
The x value where the graph crosses the x – axis is called the x - intercept and the y value
where the graph crosses the y-axis is called the y – intercept. The x- and y-intercepts of the
line could represent two points, which are (a, 0) and (0, b). Thus, the intercepts are enough
to graph the linear equation.

Illustrative Example:

Graph : 3x – 2y = 6

a) To solve the x-intercept, let y = 0.

Substitute y = 0 to the given equation.
3x – 2y = 6
3x – 2(0) = 6
3x = 6
x=2
b) To solve the y-intercept, let x = 0.
Substitute y = 0 to the given equation.
3x – 2y = 6
3(0) – 2y= 6
-2y = 6
y = -3
Thus, the two points are (2, 0)and (0, -3).
c) Plot the x- intercept in the x –axis and
y-intercept in the y – axis. Connect
them.

19
Activity 4. Graph: y =2 x + 4 using x-intercept and y - intercept

Solution:

Using Slope and Y – intercept

The third method is by using the slope and the y-intercept. This can be done by
identifying the slope and the y-intercept of the linear equation.

Illustrative Example:

Graph : 3x – 2y = 4

a) Express the equation in slope-intercept form

y = mx + b.
3x - 2y = 4
-2y = -3x + 4
;3 4
y= x+
;2 ;2
𝟑
y= x–2
𝟐
b) Identify the slope and the y- intercept from
the equation.
𝟑
m= y – intercept = -2
𝟐
c) Locate and mark the y-intercept -3 in the y –
axis.
d) Use the slope to locate the 2nd point. From
𝟑
the y – intercept -2, if the slope is , count 3
𝟐
units upward (rise)and 2 units to the
right(run). The 2nd point is (2, 1).
e) Connect the two points.

20
Activity 5. Graph: y =3 x - 4 using slope and y - intercept

Solution:

Using the Slope and One Point

The fourth method in graphing linear equation is by using the slope and one point. This can
be done by plotting first the given point, then finding the other point using the slope.

Illustrative Example:

Graph : y = 2x + 1

a) Express the equation in y = mx + b.

b) Identify the slope.
𝐫𝐢𝐬𝐞 𝟐
Slope = 2 means
𝐫𝐮𝐧 𝟏
c) You may assign one value of x.
Example: x = -1
d) By substitution, solve the value of y.
y = 2x + 1
y = 2(-1) + 1
y = -1
e) So, the ordered pair is (-1, -1)
f) Plot the point.
g) Locate the 2nd point using the slope.
From point (-1, -1), move 2 units upward
(rise) and 1 unit to the right (run). The 2nd point
is (0, 1)
h) Mark the second point and connect.

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Activity 6. Graph the line with slope = 5 and one point ( 0, -4)

Solution:

WHAT’S MORE

Activity 7.
Identify the linear equation of each graph. Choose your answer from the box .

1. 2.

____________________ _____________________

𝟑
y = -3x - 4 y=𝟐x+3

𝟑
y =−𝟐x + 3 y = 3x – 4

22
 LESSON 5
Finding the Equation of the Line

WHAT’S IN
Activity 1.
Answer the following.

1. Given the linear equation y = -5x + 12,

a) The slope is _____________.
b) The y – intercept is ____________.
2. If the linear equation is x + 4y = 8,
a) The slope is _____________.
b) The y – intercept is ____________.
3. What is the formula in solving the slope of a line if two points are given?
________________________________
4. How many points can you graph a line? _______________
5. What are the ways to graph a line?
a) ______________________________________
b) ______________________________________
c) ______________________________________
d) ______________________________________

WHAT IS IT

Points, slopes and intercepts were used to graph of a linear equations. You
can use these properties to solve linear equations in two variables.

Slope- Intercept Form

If the slope and the y-intercept of a line is given, the slope-intercept form can
be used to determine the equation of a line.
Slope-Intercept Form: y = mx + b where m ≠0

Example:
Find the equation of the line whose slope is 5 and y-intercept is -1.

Solution:
If m = 5 and the y-intercept = -1, the equation of a line can be solved by
substituting the value of the slope (m) and the y-intercept (b) in y = mx + b.
Then, the equation of the line is y =5x – 1.

23
Activity 2.
Solve the linear equation given the slope and y-intercept.

1. 1 1
1. Given: Slope (m) = -6 2. Given: Slope (m) = and
4
3. Given: Slope (m) = and
2
and y-intercept (b) = 4 1
y-intercept (b) = -9 y-intercept (b) =
3
Solution:
Solution:
Solution:

Point – Slope Form

If the slope and a point are given, you can determine the equation of a line.
The value of m is the slope of the line which contains a fixed point P1(x1, y1).

Point - Slope Form: y – y1 = m ( x - x1 )

Example 1: Example 2:

Find the equation of the line with slope Find the equation of the line with slope
2
of 2 and passing through a (3, -1). of and passing through a (4, 5).
3
Solution:
Solution:
Using the point-slope form:
Using the point-slope form:
(y – y1) = m(x – x1)
(y – y1) = m(x – x1)
y – (-1) = 2( x – 3) 2
y + 1 = 2x – 6 y – 5 = ( x – 4)
3
y = 2x – 6 – 1 3(y – 5) = 2(x – 4)
y = 2x -7 3y – 15 = 2x – 8
3y – 2x = - 8 + 15
-1( -2x + 3y)= -1(7)
2x – 3y = -7
The equation is in the form of
Ax + By = C.

Activity 3.
Find the linear equation given a slope and a point.

1. Find the equation of the line with slope of 7 and passing through a (1, -1).

Solution:

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 1
2. Find the equation of the line with slope of 5 and passing through a (1, 4).

Solution:

Two-Point Form
Similarly, you can solve the equation of a line by using any two points on the line.
The two-point form is derived from the point-slope form as shown below:
(y – y1) = m(x – x1)

y; y1 1
Multiply both sides by x; x
x; x1 1

y; y1 y2 ; y1
Substitute the formula of slope
x; x1 x2 ; x1

Two – Point Form:

𝐲; 𝐲𝟏 𝐲𝟐 ; 𝐲𝟏
𝐱; 𝐱 𝟏 𝐱𝟐; 𝐱𝟏

Example 1:
Find the equation of the line passing through points (-1, -2) and ( 3, 4)
Solution:
a) Identify first x1 = -1, y1 = -2, x2 = 3, y2 = 4
b) Using the two-point form:
y; y1 y2 ; y1
x; x1 x2 ; x1
y ; (;2) 4;(;2)
Substitute
x;(;1) 3;(;1)
y:2 4:2
Simplify
x:1 3:1
y:2 6
Simplify
x:1 4
y:2 3
Simplify
x:1 2

2(y + 2) = 3(x + 1) Cross Multiply

2y + 4 = 3x + 3 Distributive Property
2y – 3x = 3 – 4 Addition Property of Equality
-1 (2y – 3x ) = -1 ( -1) Multiplication Property of Equality
3x – 2y = 1 Distributive Property

25
Activity 4.
Find the equation of the line passing through points:

1) (2,3) and (-1, 0) 2) (-3, -1) and (1, 5)

WHAT’S MORE

Read each item carefully. Circle the letter of your answer.

1. What is the equation of the line that passes through the points (1,1) and (3,5)?
A. 2x + 3y = 5 B. 2x - y = 1 C. x + 2y = -3 D. x - y = 3

2. What is the equation of the line which slope is 1/2 and passes through point (-1,2)?
1 1 1 1
A. y  x  2 B. y  x  1 C. y  x  3 D. y  x  5
2 2 2 2

3.What is the equation of the line whose slope is m = 3/4 and b = -1/4?
3 1 3 1 3 1 3 1
A. y  x  B. y   x  C. y  x  D. y   x 
4 4 4 4 4 4 4 4

4. Which of the following is an equation of the line with slope of -7 and passes through point
(0, 9)?
A. y = -7x + 9 B. y = -7x – 9 C. y = 7x + 9 D. y = 7x – 9

5. Which of the following is an equation of the line passes through points (3, 0) and (0, -8)?
8 8 8 8
A. −3 B. −3 − C. D. −
3 3

26
 LESSON 6
Solving Problems Involving Linear Equations
in Two Variables

WHAT’S IN

Activity 1.
Answer the following.

1. What are the two forms of linear equations in two variables?

________________________________________________________
2. What are the different ways to solve the linear equations in two variables? Give
its formula.

3. What are the 4 steps in solving problems using Polya’s Method?

a) ______________________ c) _____________________
b) ______________________ d) _____________________

WHAT’S NEW

Activity 2.
Directions: Consider the situation below and answer the questions that follow.

Emman often rides a taxi from one

place to another. The standard fare in
riding a taxi is Php 40 as a flag-down
rate plus Php 3.50 for every 200
meters or a fraction of it.
Complete the table below.
Distance (in meters)
0 200 400 600 800
x
Amount (in Php)
y
Questions:
1. What is the dependent variable? _________________________
2. What is the independent variable? _______________________
3. Based on the completed table, would the relation represent a line?____________

27
 4. What is the y – intercept?________
5. What is the slope? _________
6. What is the equation of the line?_________________________

WHAT IS IT

Example:
Problem:

You own a newly-born German shepherd. Suppose

the dog weighs 1 kg at birth. You’ve known from your
friend that the monthly average weight gained by the
dog is 5 kg. If the rate of increase of the dog’s weight
every month is constant, determine the equation
that will describe the dog’s weight. Predict the dog’s
weight after six months using mathematical equation
and graphical representation.
Step 1. Write the given information.
 The dog weighs 1 kg at birth.
 The monthly average weight gain by the dog is 5 kg.
Step 2. Understand the problem and identify the dependent and independent variable.
Let x= number of months
y = dog’s weight
Step 3. Device a plan.
25
Make a table of values and graph.
20
Number of
0 1 2 3 4
months (x) 15
Dog’s weight 10
1 6 11 16 21
in kg (y)
5

Looking at the graph, the slope is 5 and the 1 2 3 4 5

y- intercept is 1. Then, the linear equation formed is y = 5x + 1.
How to find the slope in the table of values? The slope is the common differences of the
values of y which is 5.
6-1 = 5 11-6 =5 16-11 = 5 21-16 = 5

Step 4. Carry out the plan.

To solve the weight of the dog after six months:
y = 5x + 1
y = 5(6) + 1
y = 31 So, the dog’s weight after six months is 31 kg.

28
WHAT’S MORE

Activity 3.
Read and analyze the problem below. Answer the questions that follow.

A. To help his family, Noel sells newspapers in the morning. He gets Php5 per
newspaper sold and a Php 30 a day tip from the supplier.
1. What is the independent variable? _______________
2. What is the dependent variable?_________________
3. Complete the table below.
Number of
newspaper sold 1 2 3 4 5
(x)
Amount he earned
(y)

4. What is the linear equation in y = mx + b form represented by the situation?

_______________________
5. How much does he earn if he sells 10 newspapers in one day?
_______________________

B. Joseph often rides a taxi from one place to another. The standard fare in
riding a taxi is Php 40 as a flag-down rate plus Php 3.50 for every 200
meters or a fraction of it. If he wants to transport from his workplace to the
airport with an approximate distance of 1, 000 meters, how much will he
pay?

Solution:

29
WHAT I CAN DO

Create real-life situations where knowledge of linear equations in two variables

can be applied then solve. Be guided by the given rubric below.

30
 SUM UP

Let’s summarize. You have learned that:

1. 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.

2. Let ℜ be the set of real numbers. The notation ℜ2 is the set of ordered pairs (x, y),
where x and y∈ℜ. In symbols, ℜ2 = ℜ × ℜ = {(x, y)|x∈ℜ, y∈ℜ.}.

3. The signs of the first and second coordinates of a point vary in the four quadrants as
indicated below.
Quadrant I x > 0, or x is positive y > 0, or y is positive or (+, +);
Quadrant II x < 0, or x is negative y > 0, or y is positive or (–, +);
Quadrant III x < 0, or x is negative y < 0, or y is negative or (–, –);
Quadrant IV x > 0, or x is positive y < 0, or y is negative or (+, –).

4. The points which lie in the x-axis have coordinates (x, 0) and the points which lie
in the y-axis have coordinates (0, y), where x and y ∈ ℜ.

5. A linear equation is an equation in two variables which can be written in two

forms:
a. Standard form: Ax + By = C, where A, B, and C∈ℜ, A ≠ 0 and B ≠ 0; and
b. Slope-intercept form: y = mx + b, where m is the slope and b is the y-intercept,
where m and b are real numbers.

6. The slope of a line refers to its steepness. It can be solved by using:

a. if the graph is given.
y2 ; y1
b. m if two points are given.
x2 ; x1
7. The slope of a non-vertical line is constant.

8. The slope of the horizontal line is zero while that of the vertical line is not
defined.

9. The sign of the slope tells the trend of the graph.

a. If the slope m is positive, then the line rises to the right.
b. If the slope m is negative, then the line falls to the right.
c. If m is zero, then the graph is a horizontal line.
d. If m is undefined, then the graph is a vertical line.

10. Linear equations can be graphed in four ways:

a. using two points
b. using x- and y-intercepts
c. using the slope and the y-intercept
d. using the slope and a point

31
 11. Linear functions can be solved in three ways:
a. using slope-intercept form
b. using point-slope form
c. using two-point form

12. Problems involving constant rate of change can be solved using linear functions.

ASSESSMENT

Directions: Read each item carefully. Encircle the letter of your answer.

1. In what quadrant does the point (5, -1) belong in the Cartesian plane?
C. Quadrant I C. Quadrant II
D. Quadrant III D. quadrant IV

2. What is the Rectangular Coordinate System?

A. It is used for naming points in a plane.
B. It is a two-dimensional plane which is divided by the axes into four regions.
C. It is a plane used for graphing linear functions.
D. It is used to determine the location of a point by using a single number.

3. Which of the following illustrates linear equation in two variables?

A. x < y + 3 C. y + 7 = 0
2
B. x = y – 5 D. 12 + y = x
4. What is the slope of the line in the equation y = - 4x + 9?
A. 0 C. -4
B. 1 D. 9

5. What is the slope- intercept form y = mx + b of the equation 3x + y = -7?

A. y = 3x + 7 C. y = 3x - 7
B. y = -3x - 7 D. y = -3x + 7

6. What is the trend of the graph if the slope is zero ?

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

7. Which of the following is the linear function with slope 4 and y – intercept of -11?
A. y = 11x + 4 C. y = -4x - 11
B. y = 4x + 11 D. y = -4x + 11

32
 8. Which of the following shows the graph of the equation y = x – 3 ?
A. B. C. D.

Refer to the problem below to answer item 9 and 10.

To help his family, David sells bottle water in the morning. He gets Php3 per
bottled water sold and a Php 20 a day tip from the supplier.

9. Which linear function represents the given problem if x is the number of bottled
water sold and y is the amount he earn?
A. y = 20 x + 3 C. 3y = x + 20
B. y = 3x + 20 D. 20y = x + 3

10. How much does he earn if he sells 25 bottled water in one day?
A, Php 65 C. Php 85
B.Php 75 D. Php 95

33
 Answer Key

Pre-Test

1. C 2. A 3. A 4. C 5. D

6. A 7. B 8. B 9. B 10. C

Lesson 1

WHAT’S IN

Activity 1.

1. A ∪ B = { yellow, red, green, orange }

2. A ∩ B = { yellow}
3. A ∪ B ∪ C ={ yellow, red, green, orange, blue, violet }
4. A ∩ C = { green}
5. A ∩ B ∩ C = { }

WHAT’S NEW

Activity 2.

1. Rene Descartes
2. Cartesian Coordinate plane
3. x- axis and y - axis

WHAT’S MORE

Activity 3.

A.

Object Coordinates Quadrant Abscissa Ordinate

1. Spoon (6, -5) IV 6 -5

2. Laptop (2, -4) IV 2 -4
3. Bag (-4, -3) III -4 -3
4. Pillow (1, 5) I 1 5
5. table (-2, 2) II -2 2

34
 B.

1. P (5, 2)
2. R (-3, 4)
3. A (-4, -1)
4. I (3, -5)
5. S (0, 4)
6. E (2, 0)

S
R

Lesson 2

WHAT’S IN WHAT’S NEW WHAT’S MORE WHAT’S MORE

Activity 1. Activity 2. Activity 3. Activity 3.
C. A.
1. B 1. y = x - 9
1. E 1. N 2. D 1
2. y = − 𝑥 2
2. E 2. L 3. B
4

3. I 3. N B.
4. A 1. 5x + y = 1
4. E 4. L
5. E 5. L 2. x + 3y = 18

35
Lesson 3
WHAT’S IN
Activity 1.

1) A ( 1, 4) and B ( 5, 0) 2) M ( -3 , -3) and R ( 3, 4)

WHAT’S NEW WHAT’S MORE

Activity 2. Activity 3.
1. (4, 4) A.
2.(1, 2) 7
1. −5
1. 2 units
2. 4-2 = 2 2. 1
1
3. 3 units 3. −
3
4. 4- 1 = 3 4. -7
5. Slope 3
5.
5

Lesson 4 WHAT’S NEW

WHAT’S NEW Activity 2.
WHAT’S IN
Activity 2. 3.
Activity 1.
A.
1. a) y = -3
1. (2, 0) and (0, 3) b) y = -1
3
2. c) y = 1
2
2. (-1, -5), (0, -3)
3. increasing
(1, -1), (2, 1)
4. (2, 0)
5. (0, 3)

4. line
5. two points

36
 Activity 3. Activity 4.
Graph: y =2 x + 4
Let x = 1 , y = 4 For x-intercept y = 0, x = -2
Let x = -4, y = -1 For y – intercept x = 0, y = 4
The two points are (1, 4), (-4, -1)

Activity 5. Activity 6.

In , y =3 x - 4 using slope= 3 and y –

intercept = -4

WHAT’S MORE
Activity 3.

𝟑
1. y = − x + 3 2. y = 3x – 4
𝟐

37
Lesson 5

WHAT’S IN Activity 2.
Activity 1.
1. y = -6x + 4
1. a) -5 4. Two points
b) 12 5. a) Using slope and a point 1
2. y = x – 9
2. a) -1/4 b) Using x-intercept and y - intercept 4

b) 2 c)) Using the slope and y-intercept 1 1

𝒚𝟐 ; 𝒚𝟏 3. y = 2 x + 3
3. 𝒎 d) using two points
𝒙𝟐 ; 𝒙𝟏
4. two points

Activity 3. Activity 4. WHAT’S MORE

1. y = 7x – 8 or 7x – y = 8 1. y = x + 1 or x – y = -1 1. B
2. y = 3x + 8 2. A
1 19
2. y = x+ or 3x – y = -8 3. C
5 5
or x – 5y = -19 4. A
5. A

Lesson 6

WHAT’S IN WHAT’S NEW Activity 2

Activity 1. Distance (in meters)
0 200 400 600 800
1. y = mx + b and Ax + By = C x
2. a) y = mx + b Amount (in Php)
40 43.50 47 50.50 54
b) y – y1 = m ( x - x1 ) y
y; y1 y2 ; y1
c)
x; x1 x2 ; x1 1. distance (x)
3. a) Understand the problem 2. Amount (y)
b) Device a plan 3. Yes
c) Carry out the plan 4. 40
d) Check 5. 3.50
6. y = 3.5x + 40

38
 WHAT’S MORE Assessment

A. 1. D
1. Amount he earned (y) 2. B
2. Number of newspaper sold (x) 3. D
3. 4. C
5. B
Number of 6. C
newspaper sold 1 2 3 4 5 7. C
(x)
8. C
Amount he earned
35 40 45 50 55 9. B
(y)
10. D
4. y = 5x + 30
5. Php 80

B.
Y = 3.50 x + 40
1, 000 /200= 5, so x = 5
y = 3.50(5) + 40
y = 57.50

The amount Emman will pay is Php 57.50.

REFERENCES:

Mathematics –Grade 8 Learner’s Module. Department of Education

Understanding By Design Mathematics 1. Department of Education

Dilao, S. & Bernabe, J. Intermediate Algebra Textbook for Second Year . SD

Publications, Inc. . Quezon City, Philippines, (2009)

Distance Learning Modules Mathematics 1. Bureau of Secondary Education

Department of Education
https://www.projectmaths.ie/documents/T&L/IntroductionToTheCartesianPlane.pdf?strand

Prepared by:

KATHERINE Z. LABALAN

39
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