8

Mathematics
Quarter 2 – Module 3:
Finds the Domain and Range of a
Function. Graphs and illustrates a
Linear Function and its (a) domain;
(b) range; (c) table of values; (d)
intercepts; and (e) slope; and
Solves Problems Involving Linear
Functions.
Mathematics – Grade 8
Quarter 2 – Module 3: Finds the Domain and Range of a Function; Graphs and
Illustrates a Linear Function and its (a) domain;(b) range; (c) table of values; (d)
intercepts; and (e) slope; Solves Problems Involving Linear Functions.
First Edition, 2020

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 8

Mathematics
Quarter 2 – Module 3:
Finds the Domain and Range of a
Function. Graphs and illustrates a
Linear Function and its (a) domain;
(b) range; (c) table of values; (d)
intercepts; and (e) slope; and
Solves Problems Involving Linear
Functions.

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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!

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 Let Us Learn

This module was designed and written with you in mind. It will help you understand
better about linear functions. The scope of this module permits it to be used in many
different learning situations. The lessons are done to follow the standard sequence
of the course.

After going through this module, you are expected to:

1. find the domain and range of a function. M8AL-IId-1;
2. graphs and illustrates a linear function and its (a) domain;(b) range; (c) table
of values; (d) intercepts; and (e) slope. M8AL-IIe-1; and
3. solves problems involving linear functions. M8AL-IIe-2

Let Us Try
EXERCISE 1 “Always, Sometimes, Never”
Objective: To complete each sentence with the appropriate word to make it
correct.

Directions:Complete each statement by writing the word ALWAYS if the

statement is always true, SOMETIMES if the statement may be true, or NEVER
if the statement will never be true.

1. A linear function is a polynomial function that is_____________ in the first

degree.
2. In f(x) = mx + b, b is _______________ equal to zero.

3. The graph of a linear function is _______________ a parabola.

4. A linear function of the form Ax + By = C form can ___________ be written into

f(x) = mx + b form.

5. The slope of a linear function is ________________ a real number .

EXERCISE 2: Function or Not?

Analyze the following and determine if they are functions or not.

1. 2.

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 EXERCISE 3: “Domain and Range”
Identify the domain and range of the following:

1. {(-1,3), (0,1), (1, -1), (2, -3), (3, -5)}

2. {(0,2), (1,3), (2,4), (3,5), (4,6)}
3. {(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}
4. 5.

Let Us Study

Linear Function

A linear function is defined by y = mx + b or f(x) = mx + b, where y and f(x)

mean the same thing, m is the slope and b is the y-intercept, m and b ∈ ℜ and
m ≠ 0. The degree of the function is one and its graph is a line.

The domain of a function is the set of first coordinates which is the values
of x and the range of a function is the set of second coordinates which is the
values of y. Intercepts – a point on any of the axes. X-intercept – a point where
the graph crosses or touches the x-axis and it is a point on the x-axis represented
by an ordered pair (a,0), while y-intercept – a point where the graph crosses or
touches the y-axis and it is a point on the y-axis represented by an ordered pair
(0,b)

In addition, you learned that slope refers to the degree of inclination of a line.
Algebraically, it refers to the ratio of the change in y to the change in x. - given any
two points of a line or

m = change in y-coordinate = rise

change in x-coordinate run

Using the coordinates of two points, the slope of a line can be determined
using the formula,

where x1  x2

While 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.

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Function Notation

The f(x) notation can also be used to define a function. If f is a function, the
symbol f(x), read as “f of x,” is used to denote the value of the function f at a given
value of x. In simpler way, f(x) denotes the y-value (element of the range) that the
function f associates with x-value (element of the domain). Thus, f(1) denotes the
value of y at x = 1. Note that f(1) does not mean f times 1. The letters such as g, h
and the like can also denote functions.
Furthermore, every element x in the domain of the function is called the pre-
image. However, every element y or f(x) in the range is called the image. The figure
at the right illustrates concretely the input (the value of x) and the output (the
value of y or f(x)) in the rule or function. It shows that for every value of x there
corresponds one and only one value of y.

Output
(value of f(x) or y)
Example:
Consider the rule or the function f defined by f(x) = 4x – 1. If x = 2, then the
value of the function would be 5.
Solution:
f(x) = 4x – 1 Rule/Function
f(2) = 4(2) – 1 Substituting x by 2
f(2) = 8 – 1 Simplification
f(2) = 7 Simplification

The input is 2 (the value of x) and the output is 7 (the value of y or f(x)).
How about if x = 3?
Solution:
f(x) = 4x – 1 Rule/Function f
(3) = 4(3) – 1 Substituting x = 3
f(3) = 12 – 1 Simplification
f(3) = 11 Simplification

The input is 3 (the value of x) while the output is 11 (the value of function).

Domain and Range of a Function

In the previous module, you have learned how the domain and the range of a
relation are defined. The domain of the function is the set of all permissible
values of x that give real values for y. Similarly, the range of the function is the
set of permissible values for y or f(x) that give the values of x real numbers.

You have taken the domain and the range of the relation given in the table of
values in the previous lesson, the set of ordered pairs and the graph. Can you
give the domain and the range if the graph of the function is known? Try this
one!

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Illustrative Example:

Find the domain and the range of each graph below.

Solutions:

In (a), arrow heads indicate that the graph of the function extends in both
directions. It extends to the left and right without bound; thus, the domain D of the
function is the set of real numbers. Similarly, it extends upward and downward
without bound; thus, the range R of function is the set of all real numbers. In
symbols, D = {x|x ∈ ℜ}, R = {y|y ∈ ℜ}

In (b), arrow heads indicate that the graph of the function is extended to the
left and right without bound, and downward, but not upward, without bound. Thus,
the domain of the function is the set of real numbers, while the range is any real
number less than or equal to 0. That is, D = {x|x ∈ ℜ}, R = {y|y ≤ 0}

The domain (D) of a function refers to the first coordinates or the x values in
a set of ordered pairs, while the range (R) of a function is the set of the second
coordinates or y values in a set of ordered pairs.

Let’s try this:

Illustrate the ordered pairs into a table of values, mapping diagram, and graph,
then determine the domain and range.

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QUESTIONS:
1. What are the values of the x? ____________________
2. What are the values of the y? _____________________

In the activity given earlier, given the set of ordered pairs:

{(−2, 3), (−1, 2), (0, 1), (1, 1), (2, −1), (3, −2)}

Using the table of values, it can be In a mapping diagram it is expressed as:

expressed as: x y
x y
-2 3
-1 2
0 1
1 1
2 -1
3 -2

When graphed: All of these representations have the same

domain which is {−2, −1, 0, 1, 2, 3}.

And the range is {3, 2, 1, −1, −2}.

Example 1. How can you graph the function described by the table of ordered pairs
that follows?

x -2 -1 0 1 domain

range
y -2 1 4 7
Solution:
a) On a graphing paper, draw a coordinate plane and plot the set of ordered
pairs: {(-2, -2), (-1, 1), (0, 4), (1, 7)}
To plot an ordered pair means to draw a dot at the point on the
coordinate plane that corresponds to the ordered pair. This is sometimes
called plotting a point.
Thus,

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 b.) Draw a line passing through these points. Now place your ruler at the left
of the graph to represent a vertical line. Then move the ruler to the right
across the graph as shown below:

R
U
L
E
R

Observe if for each value of x, the vertical line passes through no more
than one point on the graph. This test is called the vertical line test. Thus, the
line represents a function. This function represented by the table of ordered
pairs is a linear function.

The graph of a linear function is a straight line.

c.) To determine if the graph represents a function, one needs to perform the
vertical line test.

Example 2. Consider the graph of the linear function f(x) = 3x -1 below:

From the graph, complete the table by supplying the missing numbers.

x 0 1 2 3 4

f(x) or y -1 2

By looking at the graph, you can easily find the ordinates of the points
from the given abscissas. That is, when x = 0, the line passes exactly at 0.

Hence, its ordinate is -1.

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 Another way; using the linear function f(x) = 3x-1 to find the value of y if x
is 0. Substitute the value of x as 0.
f(x) = 3x – 1 f(x) = 3x – 1
f(0) or y = 3 (0) – 1 if x = 1
f(0) 0r y = 0 – 1 f(1) = 3(1) – 1
f(x) or y = -1 f(1) = 3 – 1
Therefore; (0,-1) as the first ordered pair f(1) = 2
(1,2) second ordered pair
How about when x = 2? What is its corresponding ordinate? ___________
Try to draw a vertical line at x = 2, then determine the ordinate of the
point where the vertical line intersects the graph.

Did you get 5 as its ordinate? _______________

What about when x = 3? What is its ordinate? _________________

Also when x = 4? What is its ordinate? ________________________

TAKE THIS AS AN EXAMPLES:

1. Is the function f defined by f(x) = 2x + 3 a linear function? If yes,

determine the slope m and the y-intercept b.
2. Is the function g defined by g(x) = -x a linear function? If yes, determine
its slope and y-intercept.
3. Is the function h defined by h(x) = x2 + 5x + 4 a linear function?

ANSWERS:

1. Yes, the function f defined by f(x) = 2x + 3 is a linear function since the

highest exponent (degree) of x is one and it is written in the form f(x) =
mx + b. The slope m is 2 while the y-intercept b is 3.

2. Yes, the function g is a linear function because it has a degree one. Since
g(x) = -x can be written as g(x) = -1x + 0, its slope is -1 and y-intercept is
0.

3. The function h is not a linear function because its degree (the highest
exponent of x) is 2, not 1.

Life-Problem, No Problem!

There many ways in solving word problems. Polya’s Method is one of them.
In this lesson I will teach you how to use Polya’s Method in solving word problems
involving linear functions.

George Polya was a Hungarian mathematician (December 13, 1887 -

September 7, 1985). To solve problems, he invented a systematic process referred to
by his name: the Polya's Method. Polya's approach has a four-step problem solving
mechanism that is used to help people solve problems all over the world.
Here are the four steps:

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Step 1: Understand the problem.
✓ (Recognizing what is asked for)
Some example:
• What are you trying to find?
• Do you understand all the terminology?
• What data is given?
• Try to state the problem another way.

Step 2: Devise a plan (translate)

✓ (Responding to what is ask for)
Some strategies:
• Draw a picture or diagram.
• Look for a pattern.
• Make a list.
• Use a table.
• Smart guess and check. (Keep notes of what you tried.)
• Solve a smaller similar problem.
• Look for a “catch” if the answer seems too obvious.

Step 3: Carry out the plan (solve)

✓ (Developing the result of the response.)
This is where you will solve your problem and state the answer.
State your answer as a complete sentence and put it in a box
so that it is easy to find.

Step 4: Look back (check and interpret)

✓ (Checking, what does the result tell me.)
This step involves more than just checking your answer, although
that’s part of it. Some other things to consider:
• Recheck the result and arguments used.
• Does the answer make sense? If not, recheck the method and
the calculations.
• Was there another way to solve this?
• Can you see that your solution is right?
• Can you get the result in a different way?
• Can you use this for another problem?

EXAMPLE 1.

In past quarter, Josh has already taken four quizzes, and during
each week of this quarter she expects to have 1 quiz. Write a function
showing the relation between the number of weeks (x) and the total
number of quizzes (y). How many quizzes in 12 weeks will Josh have?

Solution:
a. Understand the Problem
How many quizzes will Josh have in 12 weeks?
Let x = be the number of weeks
f(x) or y = be the total number of quizzes

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 b. Devise a Plan

Since, Josh has already 4 quizzes and she have 1 quiz each
week
Total no. of quizzes = number of weeks + 4 quizzes
f(x) = x + 4

c. Carry Out the Plan

How many quizzes all in all in 12 weeks?

x = 12 substitute to the function notation
f(x) = x + 4
= 12 +4
f(x) = 16 quizzes

Therefore, Josh will have 16 quizzes in 12 weeks.

d. Lookback

By looking back on the steps and the calculation, the answer is

correct.

Therefore, Josh will have 16 quizzes in 12 weeks. This is final.

Let Us Practice
Now, it’s your turn to apply the concepts you have learned on the linear
function.

ACTIVITY 1: The Range of my Domain!

I. Determine the domain and the range of the relation given the set of
ordered pairs.

1. {(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}

2. {(0, 2), (0, 4), (0, 6), (0, 8), (0, 10)}

3.{(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}

4. {(0, 2), (-1, 3), (-2, 4), (-3, 5), (-4, 6)}

5. {(0, -2), (1, -3), (2, -4), (3, -5), (4, -6)}

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 II. Determine the domain and range of each mapping diagram.

III. Determine the domain and the range of the table of values.

IV. Determine the domain and the range of the relation illustrated by each
graph below.

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 Let Us Practice More

ACTIVITY 2: DESCRIBE ME!

This actvity will enable you to describe the graph of a linear equation in terms
of its intercepts, slope and points.
Direction: Given the graph at the right, find the following:

1. Slope
2. Rise
3. Run
4. x – intercept
5. y – intercept
6. Complete the table of values:

x 0 2 4 6 8
y

ACTIVITY 3: GRAPH IT!

A. Using your graphing paper, graph the set of ordered pairs in the following table
of values. Determine its domain, range and slope.
1. x -4 -3 -2 -1 0

y -4 2 0 1 3

2. x -1 0 1 2 3

y -6 -3 0 3 6

3. x 0 1 2 3 4

y -6 -5 -4 -3 -2

4. x -1 0 1 2 3

y 3 1 -1 -3 -5

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ACTIVITY 4: COMPLETE ME!

I. Determine whether each is a linear function or not. Put if it is a linear

function and if it is not. Write the degree of the function. For linear
functions, identify its slope m and y-intercept.

LINEAR
FUNCTION
GIVEN DEGREE OR NOT SLOPE Y- INTERCEPT
(m) (b)
Or
Ex. f(x) = 2x + 4 1 2 4
1. f(x) = -3x2
2. f(x) = 5x
3. f(x) = x – 25
4. f(x) = 2(x+3)
5. f(x) = -5x3
6. f(x) = -(x + 12)
7. f(x) = 3x - 9
8. f(x) = 1/4x + 16
9. f(x) = -x3 + 2x +4
10. f(x) = 2x2 – 10x +25

Let Us Remember

• A linear function is defined by f(x) = mx + b, where m is the slope and b is

the y-intercept, m and b ∈ ℜ and m ≠ 0. The degree of the function is one
and its graph is a line.
• Vertical Line Test for a Function
If every vertical line intersects the graph no more than one point, then the
graph is a function.
• Asymptote is a line that the graph of a function approaches, but never
intersects. (Hint: The value of x = 0 is not part of the domain of the
function.).
• Function notation. A notation in which a function is written in the form f(x)
in terms of x.
• In graphing linear function’s intercepts and slope is an important term
needed to solve problems involving linear functions.
• If the graph is decreasing from left to right, the slope is negative and if the
graph is increasing from left to right the slope is positive.
• A line with a positive slope slants upward from left to right.
• A line with a negative slope slants downward from left to right.
• There are many ways to solve problems involving linear function.
Polya’s Method is one of these.
• Linear function can be applied in solving real-life word problems.

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 Let Us Assess
Multiple Choice. Read and analyze the following items and choose the letter of the
correct answer from the given choices. Write the letter of the correct answer on a
separate sheet of paper.
1. What function is defined by f(x) = mx + b, where m is the slope and b is the
y-intercept, m and b ∈ ℜ and m ≠ 0. The degree of the function is one and its
graph is a line.
a. Linear c. Cubic
b. Quadratic d. Quartic

2. The ________of a function refers to the first or x values in a set of ordered pairs,
while the _________ is the set of the second or y values in a set of ordered pairs.
a. range; domain c. abscissa; domain
b. domain; range d. ordinate; range

3. Determine the slope of the function f(x)= -3x – 12

a. 3 c. 1/3
b. -3 d. – 1/ 3

4. Which of the following is the slope of f(x)= -6x+3?

a. 3 c. x
b. 6 d. -6

5. All of the following statements are linear functions EXCEPT one. Which is it?
a. y = 3x + 4 b. 2y = 6x c. y = 9 d. y = x2 + 2

6. The x - intercept of the given graph below is _____.

a. -3 Y
b. 2
c. 3
d. 6
X

7. In the graph in item number 6, which of the choices below is the y – intercept?
a. 6 b. 3 c. 2 d. -3

8. What set of numbers make up the range of the linear function y = x + 2 if the
domain is {0, 1, 2, 4}?
a. {0, 2, 3, 4} b. {2, 3, 6} c. {2, 3, 4, 6} d. {2, 4, 6}

9. Which of the following choices is the slope of the linear function f(x) = 3x + 6
a. 3 b. 6 c. 3x d. x

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10. Which table of values that satisfies f(x) = 3x + 6?
a.
x 0 1 2 3 x 0 1 2 3
y 3 -3 -9 -15 c. y 1 2 3 4

b. . x 0 1 2 3 d. x 0 1 2 3

y 3 -3 3 -3 y 6 9 12 15

For Nos: 11 and 12

To edit a manuscript, Michael charges ₱50 for the first 2 hours and ₱20
per hour after the first 2 hours. Which function notation is best to use in the
problem? If Michael spent 7 hours editing, how much will he receive as
payment?

11. Write a function that shows the relationship between the number of hours after
the first 2 hours (x) and the total amount of payment for editing a
manuscript (y).
a. f(x) = 20x +50 c. f(x) = 2x + 50
b. f(x) = 50x + 20 d. f(x) = 5x + 20

12. If Michael spent 7 hours editing, how much will he receive as payment?

a. ₱ 190.00 c. ₱ 370.00
b. ₱150.00 d. ₱ 270.00

13. Janna can type 60 words per minute. How long will she finish typing a story
with 5400 words?

a. 60 mins c. 54 mins
b. 30 mins d. 90 mins

14. A L300 Van rental charge ₱1,000 per day plus ₱5.00 per mile traveled. If a
total of 300 miles was traveled in a day, how much will the rental company
received as payment?

a. P 2000.00 c. P 2500.00
b. P 1500.00 d. P 3000.00

15. Jay-Em drinks 8 glasses of water a day, and the next day, he plans to do it
again. Write a function showing the relation between the number of days (x)
and the total number of glasses of water (y). How many glasses of water will
Jay-Em have consumed in 4 weeks?

a. 204 glasses c. 224 glasses

b. 244 glasses d. 240 glasses

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 Let Us Enhance
ACTIVITY 5

I. Work on the following problems. They are going to use Polya’s Method in
Solving.

1. The production cost of x biscuits by a food corporation is calculated by

f(x) = 65 x + 500 (in ₱). How much will the cost of:

a.10 biscuits be?

b. 15 biscuits?
c. 20 biscuits?

2. Altheo has about ₱575 excess from his budget for groceries. He is saving
up for a new gadget for his online class. He saves ₱25 from allowance per
week for this gadget. How much will he be able to save in 3 weeks using
the function notation f(x) = 25x + 575?

a. For 3 weeks?
b. For 10 weeks?
c. Twenty-five weeks?

Rubrics for Scoring

Rubrics for Problem Solving.

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 Let Us Reflect

I Feel You! Like, Heart and Thinking Reacts

On the Heart React, write three things that you have learned about the lesson.

On the Like React, write two real-life situations where you can apply the concept of
linear function.
On the Thinking React, write one or two questions that you want to ask about the
topic.

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 17
Let Us Enhance Let’s Us Practice
I.1. Domain: {0, 1, 2, 3, 4}; Range: {2, 3, 4, 5, 6}
2. Domain: {0}; Range: {2, 4, 6, 8, 10}
3. Domain: {-5, -2, 1, 4, 7}; Range: {-2, 0, 2}
4. Domain: {0, -1, -2, -3, -4}; Range: {2, 3, 4, 5, 6}
5. Domain: {0, 1, 2, 3, 4}; Range: {-2, -3, -4, -5, -
6}
II.1. Domain: {-2, 0, 2}; Range: {-5, -1, 8, 9, 10}
2. Domain: {0}; Range: {1, 2, 3, 4}
3. Domain: {-2, 0, 1, 2}; Range: {-5, -1, 0, 6}
4. Domain: {0, 1, 2, 3, 4}; Range: {1, 2, 3}
Let Us Assess
III. 1. Domain: {-1, 0, 1, 2, 3}; Range: {3, 6, 9, 12,
1. A 11. A 15}
2. B 12. B 2. Domain: {-2, -1, 0}; Range: {5, -5, 3, -3, -1}
3. B 13. D 3. Domain: {-2, -1, 0, 1, 2}; Range: {0, 1, 2}
4. D 14. A 4. Domain: {5}; Range: {-5, 0, 5, 10, 15}
5. D 15. C
6. A IV. 1. Domain: {x|x ∈ ℜ} Range: {y|y ≥ 0}
7. A 2. Domain: {x|x ∈ ℜ} Range: {y|y = 5} or {5}
8. C 3. Domain: {x|x ∈ ℜ} Range: {y|y ∈ ℜ}
4. Domain: {x|x ∈ ℜ} Range: {y|y > 0}
9. A
5. Domain: {x|x ≥ 0} Range: {y|y ≥ 0}
10. D
6. Domain: {x|x ∈ ℜ} Range: {y|y ≥ -2}
Let Us Study
Example No. 2
How about when x = 2? What is its corresponding ordinate? 5
Try to draw a vertical line at x = 2, then determine the ordinate of the point where the vertical line
intersects the graph.
Did you get 5 as its ordinate? Yes
What about when x = 3? What is its ordinate? 8
Also, when x = 4? What is its ordinate? 11
Let Us Try
Exercise 1: 1. Always, 2. Sometimes, 3. Never, 4. Always, 5. Always
Exercise 2: 1. Function; 2. Not Function
Exercise 3:
1. Domain: {-1, 0, 1, 2, 3}; Range: {3, 1, -1, -3, -5}
2. Domain: {0, 1, 2, 3, 4}; Range: {2, 3, 4, 5, 6}
3. Domain: {-5, -2, 1, 4, 7}; Range: {-2, 0, 2}
4. Domain: {1, 2, 3, 4, 5}; Range: {2, 4, 6, 8, 10}
5. Domain: {2, 3, 4, 5}; Range: {4}
Answer Key
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Let Us Reflect
Answers may vary
Let’s Us Practice More
ACTIVITY 2: DESCRIBE ME!
1. Slope = -1/2 ACTIVITY 3: GRAPH IT!
2. Rise = -2 or -1
3. Run = 4 or 2
4. x – intercept = 4
5. y – intercept = 2
6. Complete the table of
values:
1. 2.
x 0 2 4 6 8
y 2 1 0 -1 -2
3. 4.
1. Domain: {-4,-3,-2,-1,0}; Range: {-4,-2,0,1,3} m= 2
2. Domain: {-1,0,1,2,3}; Range: {-6,-3,0,3,6} m= 3
3. Domain: {0,1,2,3,4}; Range: {-6,-5,-4,-3,-2} m= 1
4. Domain: {-2,-1,0,1,2,3}; Range: {5,3,1,-1,-3,-5} m
= -2
ACTIVITY 4: COMPLETE ME!
 References

Abuzo, Emmanuel P., Bryant, Merden L., Cabrella, Jem Boy B., et. Al., 2013.
Mathematics Grade 8 Learner’s Module. Philsports Complex, Meralco Avenue, Pasig
City, Philippines. Book Media Press, Inc. & Printwell, Inc, pages 157-162, 168-180

Orlando A. Oronce and Marilyn O. Mendoza, E-Math 8 Worktext in Mathematics

Manila: Rex Book Store, 2013, pages 191-236

Fourth Year - Mathematics Linear Functions Module 2 – Linear Functions and Their
Graphs, Basic Education Assistance for Mindanao Learning Guide, BEAM, February
2008, page 46

https://lrmds.deped.gov.ph/
https://en.m.wikipedia.org/wiki/George_Polya ;

https://math.berkeley.edu.polya_pdf;

www.https://wtamu.edu/academic/anns/mps/math/mathlab/ont_agebra/int_alg_tu
t8_probsol.htm

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