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SY 2021-2022
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Mathematics 8
Module 3
First Quarter

Learner’s name: _______________________________________________________________

Prayer : Lord our God, in your wisdom and love you surround us with the mysteries of the universe. Send your
spirit upon us and fill them with your wisdom and blessings. Grant that we may devote ourselves to our studies
and draw ever closer to you, the source of all knowledge. We ask this through Christ our Lord. Amen.

What I Need to Know

This module will provide you with information and activities that will help you understand Linear
Equations
After going through this module, you are expected to:
1. illustrates the rectangular coordinate system and its uses
2. illustrates linear equations in two variables.
3. Illustrates and finds the slope of a line given two points, equation, and graph.
4. graphs a linear equation given (a) any two points; (b) the – and – intercepts; (c) the slope and a
point on the line.

What I Know

Use Figure on the right.

1. Which of the following is true about the
points in Figure 1?
A. Point D lies in the y-axis.
B. Point C has all positive
coordinates.
C. Point G has all negative
coordinates.
D. Points A and B are located in
Quadrant III.

2. Which point lies in the origin?

A. D C. F
B. E D. H

3. Which points lie in Quadrant II?

A. A, B B. C, D C. D, G D. E, H

1
4. Which of the following illustrates the coordinates of point G?
A. (-7,8) B. (-8, -7) C. (-8,7) D. (8, -7)

5. Which of the following is true about the point (8, 1)?

A. It lies in Quadrant I. C. It lies in both Quadrant II and III.

B. It lies in Quadrant II. D. Both statements A and C are correct.

Lesson 4 The Rectangular Coordinate System (see page 85), Linear

1
 equation in two variables

Historically, maps played a vital role for travelers and explorers. This map contains vertical and
horizontal lines called longitude and latitude, respectively. In this modern day, map applications and the
Global Positioning System (GPS) in your mobile phone still utilize the use of horizontal and vertical
lines to give you the exact location or coordinate of the place you are looking for.

What’s In

Activity: PLOT ME!

Plot the given point in the number line. Write your answer in a separate sheet of paper

A. 0 B. 3

Recall that:
 The number associated with a point on the number line is called the coordinate of that point.
 The coordinate of the origin is zero.
 The coordinates of the points to the right of the origin on a horizontal number line and above the
origin on a vertical number line form the set of positive integers.
 The coordinates of the points to the left of the origin on a horizontal number line and below the
origin on a vertical number line form the set of negative integers.

What’s New

Activity: Identify the Location

Suppose the books in the shelf are arranged in the following manner.
Column 1 Column 2 Column 3
Row 1 Magazines
Row 2 English Textbooks
Row 3 Science Textbooks
Row 4 Math Textbooks Language Textbooks

Questions:
1. By writing (row number, column number) how will you describe the location of the following;
a. Math Textbooks
b. Magazines
2. Using ordered pairs in form (row number, column number), how will you locate the others
books’ position on the shelf?

What is It

 A Rectangular Coordinate System or also known as a Cartesian plane is named after the
French mathematician René Descartes (1596 – 1650), who is known as the “Father of Modern
Mathematics”. It is composed of two perpendicular number lines, typically called the 𝑥−𝑎𝑥𝑖𝑠 and
the 𝑦−𝑎𝑥𝑖𝑠, respectively, that meet at a point of origin (0, 0) and divide the plane into four
regions called quadrants which are numbered in sequence as Quadrant I, Quadrant II, Quadrant
III, and Quadrant IV moving in a counter-clockwise direction starting from the upper right.

2
 y-axis

origin

x−¿axi
ss

 The horizontal number line is called the 𝒙−𝒂𝒙𝒊𝒔.

 The vertical number line is called the 𝒚−𝒂𝒙𝒊𝒔.
 The point of intersection of the horizontal and vertical number lines is called the origin.

Each point in the plane can be located using an ordered pair of numbers (𝑥,𝑦), where 𝑥 is the
horizontal distance and 𝑦 is the vertical distance of the point from the origin. The numbers in the ordered
pair are called coordinates. The 𝑥−𝑣𝑎𝑙𝑢𝑒 of the coordinates (𝑥,𝑦) of a point is also known as the
abscissa, while the 𝑦−𝑣𝑎𝑙𝑢𝑒 is known as the ordinate.
The signs of the first and second coordinates of a point vary in the four quadrants as indicated below.

3
 If the x- coordinate If both the x- and y-
is negative, and the coordinates are
y-coordinate is positive, then the
positive, then the point is in Quadrant
point is in Quadrant I.
II.

If the x- coordinate is
If both the x- and y-
positive and the y-
coordinates are
coordinate is
negative, then the
negative, then the
point is in Quadrant
point is in Quadrant
III.
IV.

This means that you can easily tell which quadrant an ordered pair is located by just simply
looking at the signs of the coordinates.
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. Let us explore the following examples below.

Point Sign of abscissa Sign of ordinate

Quadrant I + +
Quadrant II −¿ +
Quadrant III −¿ −¿
Quadrant IV + −¿
x-axis + or −¿ None
y-axis none + or −¿

Example 1:
The points A (0,1), B (2,1), C (0, 3), D (-4, 2), E (-2, -3), and F (4, -4) can be plotted in the Cartesian
plane as shown in the illustration in the Figure where:
 point A is along the x-axis;
 point B is in Quadrant I;
 point C is along the y-axis;
 point D is in Quadrant II;
 point E is in Quadrant III; and
 point F is in Quadrant IV.

4
Remember: In naming the coordinates of a point, the first coordinate is the 𝑥−𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 and second is
𝑦−𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒. They can’t be interchanged.

 Linear equation in two variables

Anna and Peter’s combined score in an exam is 19. Can we write this algebraically? Is it possible
to find their individual score?
Problems like this can be solved and modelled using linear equations in two variables. Finding
their individual score can be confusing but as long as one score is given you can find the other score.
Let us start this lesson by reviewing some properties of real numbers you have learned in your
Mathematics 7.

 Additive Inverse Property. The additive inverse (or the opposite sign or the negative) of a
number 𝒂 is the number that, when added to 𝒂, yields zero. In symbol, 𝑎 + (−𝑎)=0.
 Additive Identity Property states that the sum of any number and 0 is the given number. Zero,
“0” is the additive identity. In symbol, 𝑎+0=𝑎
 Multiplicative Inverse Property The multiplicative inverse (or the reciprocal) of a number 𝒂 is
𝟏𝒂 that, when multiplied to 𝒂, the product is one. In symbol,
 Multiplicative Identity Property states that the product of any number and 1 is the given number,
a • 1 = a. One, “1” is the multiplicative identity.
 Commutative Property of Addition. The order of the addends does not affect the sum. In symbol,
𝑎+𝑏=𝑏+𝑎.

Going back to our problem, the combined scores of Anna and Peter can be written as follow:
𝐴𝑛𝑛𝑎’𝑠 𝑆𝑐𝑜𝑟𝑒 + 𝑃𝑒𝑡𝑒𝑟’𝑠 𝑆𝑐𝑜𝑟𝑒 = 19
Replacing Anna’s score by a variable 𝑥 and Peter’s score by a variable 𝑦, respectively, the equation
becomes:
𝑥 + 𝑦 = 19
This is an example of a linear equation in two variables.

If 𝐴, 𝐵, and 𝐶 are real numbers, and if 𝐴 and 𝐵 are not both equal to 0, then 𝑨𝒙 + 𝑩𝒚 = 𝑪 is
called a linear equation in two variables. The numbers 𝐴 and 𝐵 are the coefficients of the
variables 𝑥 and 𝑦, respectively, while the number 𝐶 is the constant.
The equation 𝑥 + 𝑦 = 19 is written in standard form where 𝐴 = 1, 𝐵 = 1, and
𝐶 = 19. So, when can we say that a linear equation is in its standard form?

The standard form of a linear equation in two variables is written in the order
𝑨𝒙 + 𝑩𝒚 =𝑪.

Example: Consider the equation 4𝑦=6−5𝑥

The equation 4𝑦=6−5𝑥 is a linear equation in two variables because:

1. it has two variables, 𝑥 and 𝑦;
2. it has only 1 variable in each term;
3. the exponent of the variable in each term is 1 which means the degree of the equation is 1;
4. there is no variable in the denominator; and
5. there is no variable inside a radical sign.

Although the equation 4𝑦=6−5𝑥 is not in standard form because it is not written in the form 𝑨𝒙+𝑩𝒚=𝑪,
but this can be transformed into standard form as follows:
4y=6−5x Given
4y+𝟓𝒙=6−5x+𝟓𝒙 Additive Inverse Property
4y+𝟓𝒙=6−𝟎 Simplified
4y+5x=6 Additive Identity Property
𝟓𝒙+4y=6 Commutative Property of Addition/
Standard Form

5
Therefore, 5𝑥+4𝑦=6 is now written in standard form where 𝐴=5,𝐵=4, and 𝐶=6.

A linear equation in two variables have many sets of ordered pair that satisfies the equation.

This time, we will find possible values of 𝑥 and 𝑦 that will satisfy the equation 5𝑥+4𝑦=6. What do you
think are the values of 𝑥 and 𝑦?

Illustrative Examples
1. Find at least 2 ordered pairs that satisfy the equation 5𝑥+4𝑦=6.

Solution:
To do this, we will assign any value of x, substitute it to the equation to solve for the value of y.

If 𝒙=𝟎, then
5𝑥+4𝑦=6 Given
5(0) + 4𝑦=6 Substitution
0+4𝑦=6 Simplified
4𝑦=6 Additive Identity Property
[14] [4𝑦] = 6[14] Multiplicative Inverse Property
𝑦=64 Multiplicative Identity Property
𝒚=𝟑𝟐 Simplified

The ordered pair (𝟎,𝟑𝟐) satisfies the equation 5𝑥+4𝑦=6.

If 𝒙=−𝟏, then
5𝑥+4𝑦=6 Given
5(−1)+4𝑦=6 Substitution
−5+4𝑦=6 Simplified
−5+𝟓+4𝑦=6+𝟓 Additive Inverse Property
0+4𝑦=11 Simplified
4𝑦=11 Additive Identity Property
[14] [4𝑦]=11[14] Multiplicative Inverse Property
𝒚=𝟏𝟏𝟒 Multiplicative Identity Property /
Simplified

11
 The ordered pair (𝟎, )
4

 Things to remember in identifying linear equation in two variables:

a. It has two variables.

b. There is NO more than one variable in each term.
c. The exponent of the variable in each term is 1 (or the degree of the equation is 1).
d. There is NO variable in the denominator.
e. There is NO variable inside radical sign.
f. Generally, it is written in the form 𝐴𝑥+𝐵𝑦=𝐶

 Slope of a Line

Have you experienced climbing a hill, a mountain, stairs or ladders? How about pushing
someone on a wheelchair down the ramp? Which do you think is difficult to climb, a very slanting
ladder or a less slanting ladder? Do you think there would be difference in speed when you walk on a
flat ground than walking down a hilly road? Would it be possible to walk on the wall? What danger
would it cause?
In this lesson, you will find out the answers to these questions and determine the importance of
learning the slope of a line and its applications.

6
 The steepness of the hilly roads (represented by slightly slant road and more slant road) where
Teacher Carlo drives up and down is called the slope.
The slope , represented by 𝒎 is defined as the ratio of the vertical change between two points to
the horizontal change between the same two points . The vertical change is referred to as the rise
and the horizontal change as the run. In symbol,
rise
𝑚=
run
situation 1: Teacher Carlo is driving up the hilly roads, hence the slope is positive. Take note that the
steeper the hilly road that Teacher Carlo drives, the larger is the slope.

rise 2 1 rise 4
m= = = m= = =2
run 6 3 run 2

Road 1 Road 2

Situation 2: Teacher Carlo is driving down the hilly roads. The steeper the road, the more the car builds
up speed, and the more the slope becomes negative.

rise −2 −1 rise −4
m= = = m= = =−2
run 6 3 run 2

Road 3 Road 4

situation 4: Teacher Carlo is driving on a flat ground. As you can see there is no vertical change. This
means that the slope is zero.
y

7
 𝑟𝑖𝑠𝑒=0
𝑟𝑢𝑛=6

Is Teacher Carlo free to send text messages to anyone? The answer is NO.

 What do you think is the slope in this situation?

8
 𝑟𝑖𝑠𝑒=4 going down

rise 4 rise 4
m= = m= =
run 0 run 0

Is undefined
Is undefined

run=0 run=0

o When given a graph, we use the formula, 𝑚=𝑟𝑖𝑠𝑒𝑟𝑢𝑛 to find the slope of the line. Let us look at
the other ways of finding the slope of a line with different given.

 Finding the Slope of a Line Given Two Points

Consider the graph on the right and perform the following as instructed:
1. the coordinates points are A (5,1) and B (7,9).

rise=8

run=2

2. If A is the first point, what is its abscissa (or x 1)? What about its ordinate (or y 1)?
Solution:
x 1=5
y 1=1

3. If B is the second point, what is its abscissa (or x 1)? What about its ordinate (or y 1)
Solution:
x 2=7
y 2=9
4. What is the difference of the ordinates (or y-coordinates) of points A and B? What about the
difference of the abscissas (or x-coordinates) of points A and B?
Solution:
y 1− y 2=9−1=8
x 1−x=7−5=2

9
 5. Compare the difference of the values of y (the ordinates) to the rise on the graph. What have you
observed?
Solution:
y 2− y 1=rise

6. Compare the difference of the values of x (the abscissas) to the run on the graph. What have you
observed?
Solution:
x 2−x 1=run

7. Get the ratio of the differences in the 𝑦− values to the differences in the 𝑥− values. What is their
ratio?
Solution:
y 1− y 2 8
= =4
x 2−x 1 2
 the slope of this line is 4.

 Given two points, ( x 1 , y 1 ¿ and ( x 2 , y 2 ¿ ) the slope of the line can be solved using the
y −y
formula: m= 1 2
x 2−x 1

Finding the Slope of a Line Given an Equation

Given the equation of the line written in standard form ( 𝐴𝑥 + 𝐵𝑦 = 𝐶), the slope is
the ratio of the additive inverse of the coefficient 𝐴 to coefficient 𝐵.
−A
In symbol: m=
B

Example: The equation of the line described by the graph 4𝑥−𝑦=19.

To find the slope of the line given the equation, let us answer the following questions;
1. Is the equation written in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶?
The answer is YES.
2. What are the values of the coefficients A and B?
Solution: 𝐴=4 𝐵=−1
3. What is the additive inverse of the coefficient 𝐴?
Solution:
Since 𝐴 is 4 then the –𝐴 is −4.
4. Get the ratio of the coefficient of the additive inverse 𝐴 to the coefficient of 𝐵.
−A −4
Solution: = =4
B −1
5. What have you observed? Is the ratio of the rise to the run, the ratio of the differences in 𝑦−
values to the differences in the 𝑥− values, the same with the ratio of the additive inverse of 𝐴 to
𝐵?
Solution:
rise 8
m= = =4
run 2

y 1− y 2 9−1 8
m= = = =4
x 2−x 1 7−5 2
− A −4
m= = =4
B −1
Note: When given linear equation, do not forget to write first in standard form
which is 𝐴𝑥+𝐵𝑦=𝐶. Then get the ratio of the coefficient B to the additive
inverse of coefficient A.

10
WHAT’s MORE

Istruction: Describe the location of each point that represents a place in Caraga Region by the
completing the following table. An example is done for you. Write your answer in a separate sheet of
paper.

Place COORDINATES QUADRANT/AXIS

Example: Dinagat Islands (-1,3) QII
1. Agusan del Norte
2. Cabadbaran City
3. Surigao City
4. Agusan del Sur
5. Bislig City
6. Surigao del Norte
7. Tandag City

NOTE: When plotting a point in the

Cartesian Plane, remember that the first
number is for the horizontal axis and
the second number is for the vertical axis. Therefore, make the first move either right or left in the x-axis
then up or down in the y-axis.

WHAT I HAVE LEARNED

Instruction: Fill in the blanks of the appropriate element that would make the sentence correct. Write
your answer in a separate sheet of paper.

1. The Rectangular Coordinate System is also termed as _______________ in honor of the French
mathematician ______________ who is known as the “Father of Modern Mathematics.”
2. The Rectangular Coordinate Plane is composed of two perpendicular number lines that meet at
the intersection called ______ and divide the plane into four regions called ________.
3. In an ordered pair, the first number is the x- coordinate which is also known as the __________
and the second number is the y – coordinate which is also known as __________.
4. The point falls in Quadrant I if it has signs (__,__), Quadrant II if (__,__), Quadrant III if (__,__)
and Quadrant IV if (__,__).
5. For more ease in plotting the points in the Cartesian Plane, start making move from the origin
either ____ or ______ in the x-axis then move _____ or ______ in the y-axis.
6. A line can be described by its steepness. The steepness of the line is referred to as _________.
7. When the rise is zero, the slope is __________.
8.

WHAT I CAN DO

Given the following figures below:

Find the following:

1. rise

2. run

11
3. slope

ASSESSMENT

Instruction: Answer Exercise C (16-20 only) on page 97

16.
17.
18.
19.
20

What I Need to Know

This module will provide you with information and activities that will help you understand about
Writing linear Equations in the form 𝑨𝒙 + 𝑩𝒚 = 𝑪 in the Form 𝒚 = 𝒎𝒙 + 𝒃 and Vice versa .
After going through this module, you are expected to:
1. writes the linear equation in the form and vice versa.
2. graphs a linear equation given (a) any two points; (b) the – and – intercepts; (c) the slope and a
point on the line.
3. describes the graph of a linear equation in terms of its intercepts and slope.

What I Know

Instruction: Choose the letter of the correct answer. Write your answer on a separate sheet of
paper.
1. In the equation 𝑦 = 2𝑥 − 5, determine the 𝑦-intercept.
A. −5 B. −2 C. 2 D. 5

2. The standard form of the equation of a line is 𝐴𝑥 + 𝐵𝑦 = 𝐶. Which of the following equations is
written in standard form?
A. 3𝑦 = 2𝑥 + 8 B. 𝑥 + 5𝑦 = 6 C. −2𝑦 = 𝑥 + 2 D. 2 + 𝑦 = 5

3. Determine the slope and y-intercept of the line 2𝑥 = 𝑦 + 4.

A. 𝑚 = 2; 𝑏 = −4 C. 𝑚 = −2; 𝑏 = 4
B. 𝑚 = 2; 𝑏 = 4 D. 𝑚 = −2; 𝑏 = −4

Lesson 5 Writing the Linear Equation 𝑨𝒙 + 𝑩𝒚 = 𝑪 in the Form 𝒚 = 𝒎𝒙 + 𝒃

and Vice versa

You just have learned in that the standard form of a linear equation in two variables is written as
𝐴𝑥 + 𝐵𝑦 = 𝐶, where 𝐴, 𝐵, 𝑎𝑛𝑑 𝐶 are real numbers, 𝐴 and 𝐵 are not both zero. Also, the slope-intercept
form of the equation of a line is written in the form 𝑦 = 𝑚𝑥 + 𝑏, where 𝑚 is the slope and 𝑏 is the y-
intercept, 𝑚 and 𝑏 are real numbers.

What’s In
Classify My Form
Instruction: Classify each linear equation as an equation written in standard form or in slope intercept
form. Write your answer in the appropriate box.

3𝑥 − 𝑦 = 7 4𝑥 − 𝑦 = −8
𝑦 = 5𝑥 − 2 𝑦 = −𝑥 + 9
2𝑥 + 𝑦 = −4 3𝑥 + 6𝑦 = 12

12
 Standard form Slope-intercept form

What’s New
In rewriting standard form of a linear equation to slope-intercept form, let us isolate the variable
𝑦 in the left side of the equation. To do this, observe the steps and fill in the blanks with the correct
term/s based on the property/ies written on the right.

Example: Rewrite the equation −4𝑥 + 𝑦 = 12 in slope-intercept form.

Solution:
−4𝑥 + 𝑦 = 12 Given
−4𝑥 + 𝑦 + ___ = 12 + ___ Addition Property of Equality
𝑦 + (−4𝑥 + ___) = 12 + ___ Associative Property for Addition
𝑦 + 0 = 12 + ___ Additive Inverse
____= 12 + ___ Identity Property for Addition
𝒚 = 𝟒𝒙 + 𝟏𝟐 Commutative Property of Equality/
Slope-Intercept Form

What is It
The equation of the form 𝐴𝑥 + 𝐵𝑦 = 𝐶 can be rewritten in the form 𝑦 = 𝑚𝑥 + 𝑏
and vice versa.
 Standard Form: 𝐴𝑥 + 𝐵𝑦 = 𝐶, where 𝐴, 𝐵 and 𝐶 ∈ ℜ, 𝐴 ≠ 0 and 𝐵 ≠ 0; and
 Slope-Intercept Form: 𝑦 = 𝑚𝑥 + 𝑏, where 𝑚 is the slope and 𝑏 is the 𝑦-intercept, 𝑚 and 𝑏 ∈ ℜ.

Example 1: Rewrite the equation in the form 𝑦 = 𝑚𝑥 + 𝑏. Determine the slope and
𝑦-intercept.
1. −3𝑥 + 𝑦 = 7

Solution
−3𝑥 + 𝑦 = 7 Given
−3𝑥 + 𝑦 + 3𝑥 = 12 + 3𝑥 Addition Property of Equality
𝑦 + (−3𝑥 + 3𝑥) = 12 + 3𝑥 Associative Property for Addition
𝑦 + 0 = 12 + 3𝑥 Additive Inverse
𝑦 = 12 + 3𝑥 Identity Property for Addition
𝒚 = 𝟑𝒙 + 𝟏𝟐 Commutative Property for Addition
o The slope is 3 and the 𝑦-intercept is 12

Example 2. Rewrite the following equations in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶.

2. 𝑦 = −𝑥 + 4

 To write slope intercept form 𝑦 = 𝑚𝑥 + 𝑏 to standard form 𝐴𝑥 + 𝐵𝑦 + 𝐶 = 0, let m = A/B, collect

all terms on the left side of the equation and multiply by the denominator B to get rid of the
fraction.
Solution
𝑦 = −𝑥 + 4 Given
𝑦 + 𝑥 = −𝑥 + 𝑥 + 9 Addition Property of Equality

13
 𝑦 + 𝑥 = (−𝑥 + 𝑥) + 9 Associative Property for Addition
𝑦+𝑥=0+9 Additive Inverse
𝑦+𝑥=9 Identity Property for Addition
𝑥+𝑦=9 Commutative Property for Addition
𝒙+𝒚=𝟗 Standard Form

2
3. y= x +5
3

Solution

2
y= x +5 Given
3
2
(3)( y )=( 3)( x +5) Distributive Property
3
3 y=2 x+ 15 Simplified ( 63 =2)
3 y + (−2 x ) =2 x +15+ (−2 x ) Addition Property of Equality
3 y +(−2 x )=(2 x−2 x)+15 Associative Property for Addition
3 y +(−2 x )=0+15 Additive Inverse
3 y−2 x=0+15 Distributive Property
3 y−2 x=15 Identity Property for Addition
−2 x+3 y =15Commutative Property
(−1)(−2 x+3 y )=(−1)(15) Multiplication Property of Equality
2 x−3 y=−15 Standard Form

Example 3. Eli’s mother asked her to buy apple and orange in the market. Each apple
costs ₱ 20 and each orange costs ₱ 10. She was told by her mother to spend
exactly ₱ 50.

Let 𝑥 represents the number of apples and 𝑦 represents the number of oranges she bought.

Solution:
Since each apple costs ₱ 20, the coefficient for 𝑥 should be 20. Since each orange costs ₱
10, the coefficient for 𝑦 should be 10. If the total cost is exactly ₱ 50, then we set the sum
of these two costs to 50, so we have;
𝟐𝟎𝒙 + 𝟏𝟎𝒚 = 𝟓𝟎

WHAT’s MORE

Instruction: Rewrite the following linear equations in specified form.

A. Rewrite in the form 𝑦 = 𝑚𝑥 + 𝑏. Then, identify the slope and the y-intercept.
1. 7𝑥 + 4𝑦 = 20

2. −4𝑥 + 2𝑦 = −20

B. Rewrite in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶.

2
3. y−5= ( x−3)
3

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 3
4. y +8= (x +4 )
4

WHAT I HAVE LEARNED

In this module, I have learned that ____________________________________________

____________________________________________________________________________________________
________________________________________________________________

WHAT I CAN DO

Instruction: translate in your own words a method of sketching a graph of a line which you find most
convenient to use. (Use the space provided)

ASSESSMENT

Read and analyze the situation, then answer the questions that follow. Use a separate
sheet of paper.

Situation: Anna collected 2 kg of plastic bottles for their Christmas tree. She plans to collect an
additional 3 ½ kg each week.

Questions:
1. Write a mathematical equation describing the situation.

2. How long will it take Anna to collect 26 ½ kg of plastic bottles?

3. Using your answer in letter 𝑎, rewrite the equation of the line in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶.

References
Orines, Fernando B., et.al. (2003). Second Edition Next Century Mathematics, pp.
101-105, Manila, Philippines. Phoenix Publishing House, Inc.

https://www.softschools.com/math/topics/inverse_properties_of_addition_and_multip
lication/">Inverse Properties of Addition and Multiplication</a>

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Prepared by Checked by
Renalyn C. Abul Ma. Hazel T. Lingan
Subject teacher Academic Coordinator/School POD

Noted by
Milagros G. Co
School Principal

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