1 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

Mathematics Module for Junior High School Grade 8 Even Semester

Penyusun:

Merry Kirtaresmi, S.Pd., Gr.

Denik Rikasari, S.Pd.

Eka Ratna Anjanuarti Latifah, S.Pd., Gr.

Tamyis Suliantoro, M.Pd.

Penelaah:

Dra. Santi Irawati, Ph.D.

Penyelaras:

Eka Ratna Anjanuarti Latifah, S.Pd., Gr.

Desain Sampul:

Merry Kirtaresmi, S.Pd., Gr.

Eka Ratna Anjanuarti Latifah, S.Pd., Gr.

Denik Rikasari, S.Pd.

Tamyis Suliantoro, M.Pd.

Penerbit:

UM Press

Universitas Negeri Malang

Cetakan Pertama, 2024

2 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

3 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
 UNIT 2
ALGEBRA

1. Prior Knowledge
a. Students be able to identify any set of numbers
b. Students be able to do all operations of integers and fraction numbers
c. Students be able to solve linear equation
d. Students be able to discuss in a group or learn individually to determine the
conclusion of learning activities
1. Scope

Pattern in
Arithmetics Sequences
Number Functions Graphs
Sequences in Diagram
Sequences

4 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 2. Learning Activities
Throughout history, mathematicians have been interested in number patterns and
sequences.
Look at this pattern of dots!

1 dot 3 dots 6 dots 10 dots 15 dots

The number of dots in each pattern forms the sequence 1, 3, 6, 10, 15, …
The numbers 1, 3, 6, 10, 15, … are called the triangular numbers, because the dots can
be arranged in the shape of a triangle as shown in the pattern above.
You can see how the sequence is formed:

The next two terms in the sequence will be: 15 + 6 = 21 and 21 + 7 = 28

Can you work out the next three triangular numbers?

A. Activity 1. Pattern in Number Sequences

This learning process use the syntax of Scientific Learning Approach.
In this subtopic, you will learn about example and non-example of pattern of numbers.
1. OBSERVING
A sequence is an ordered set of numbers or pictures. Each number/pictures in
the sequence is called a term. The terms of a sequence will form a pattern. Every
pattern has special characteristics. In real life, pattern in number sequence can applied
on house complex numbering. When we are looking for an address, we will observe the
pattern of house numbering, “which side is odd or even number?”, “does the order of
house numbers goes up?”. Finding an address will be easier if we know the house
numbers pattern.

5 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 There are some examples and counter-examples of pattern in number sequences.
Pattern in Number Sequences No Pattern in Number Sequences

2, 4, 6, 8, … 2, 5, 7, 8, 12, …

3, 9, 27, 81, … 3, 6, 7, 12, 17, …

1 1
, , 1, 2, … −5, −2, 4, 6, 9, …
4 2

2. QUESTIONING
Based on the table above, please make any question with keyword “pattern” and
“characteristics”!
______________________________________________________________________
______________________________________________________________________

3. COLLECTING DATA
PATTERN IN NUMBER SEQUENCES
Number Sequences is an ordered set of numbers that formed according to at least one
rule (the numbers repeat in a predictable manner). Each number in a sequence is called
a term. There is a definite relation not only between one term and the next term but also
between each term and its position in the sequence.
For example, look at these number sequences and their rules, then complete each
blank with all information that you already have before!
a.) 3, 6, 12, 24 …
Term to term rule = doubling the previous term each time
So, the next three terms of the number sequence are _____________________
b.) 2, 5, 8, 11, …
Term to term rule = adding 3 to the previous term each time
So, the next three terms of the number sequence are _____________________
c.) 1, 10, 100, 1000, … …
Term to term rule = multiplying the previous term by 10 each time
So, the next three terms of the number sequence are _____________________

These are all quite straightforward once you have looked for the link from one term to
the next (consecutive terms).

6 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 DIFFERENCES
For some number sequences, you need to define the differences between consecutive
terms to get the pattern.

4. REASONING
Now, let’s try to solve problems that relate with analizing and interpretizing data in
your group of 2 – 3 students!
PROBLEM 1:
Find the next two terms of the number sequence 1, 3, 6, 10, 15, …!
SOLUTION:
1. Determine the differences between consecutive terms:
1 3 6 10 15

2. So, the sequence continues as follows:

1 3 6 10 15

PROBLEM 2:
Fibonacci Numbers
0, 1, 1, 2, 3, 5, 8, 13, 21, …
Can you define next three terms of Fibonacci numbers?
SOLUTION:
Let’s observe the pattern of Fibonacci Numbers!
The 3rd number is found by adding the 2nd and 1st numbers that is __________________
The 4th number is found by ________________________________________________
The 5th number is found by ________________________________________________
And so on.
By observing the pattern, we know that the term-to-term rule of Fibonacci Numbers is;
______________________________________________________________________
(special rule for Fibonacci Numbers).
Thus, the next three terms are
______________________________________________

7 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 EXERCISE
(1) Look at the following number sequences. Write down the next three terms in each
and explain how each sequence is formed (number 1 (a) has done for you)!
a.) 1, 3, 5, 7, … (9, 11, 13) e.) 5, 10, 20, 40, …
Answer: term to term rule = adding up by 2

b.) 4, 12, 36, 108, … f.) 5, 10, 8, 13, 11, 16, 14, …

1 1 1 1 1
c.) 2, 20, 200, 2000, … g.) 2 , 3 , 4 , 5 , 6 , …

d.) 5, 15, 45, 135, … h.) 480, 240, 120, 60, …

(2) By considering the differences in the following sequences, write down the next two
terms in each sequence and try to explain the pattern!
a.) 1, 2, 4, 7, 11, … e.) 1, 2, 5, 10, 17, …

b.) 1, 3, 7, 13, 21, … f.) 1, 9, 25, 49, 81, …

c.) 5, 10, 8, 13, 11, 16, 14, … g.) 3, 8, 18, 33, 53, …

d.) 100, 89 ½, 79, 68 ½, … h.) 1, 2, 4, 5, 7, 8, 10, …

(3) Look carefully at each number sequence below. Fill in the blank!
a.) 1, 1, 2, …, …, 8, 13, … c.) 7, 13, 11, …, …, 21, 19, 25, 23

b.) 4, 10, …, …, 28, 34, 40 d.) 5490, 2745, …, …, 343.125

8 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 (4) This is part of Tania’s homework.

Question
2 3
The 10th term of a sequence is 50 5. The term-to-term rule is add 4 5.

What is the 20th term of the sequence?

Answer
2 4
20th term = 2 × 10𝑡ℎ term = 2 × 50 5 = 100 5

a. Explain why Tania’s method is wrong.

b. Work out the correct answer. Show all your working.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(5) The 7th term of a sequence is 442. The term-to-term rule is add 3 then multiply by 2.
What is the 4th term of the sequence? Show all your working.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. COMMUNICATING
• With your group or individually, present your work in front of your friends and teacher.
• Please fix your answers if any aren’t correct!
The assessment of activeness
Score
Activity
5 4 3 2
Presentation Pay attention and Pay attention but Join the forum but Not joining the
give feedback (ask, not responding on don’t seem to be class discussion
give suggestions, the discussion considering the at all
answer) forum discussion
Maximum score: 5

Calculate your final score for the learning process in this activity!
Final score = 𝒔𝒄𝒐𝒓𝒆 𝒚𝒐𝒖 𝒉𝒂𝒗𝒆 𝒆𝒂𝒓𝒏𝒆𝒅 × 𝟐𝟎 = _________________
9 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
B. Activity 2. Arithmetics Sequences
We will learn one of the kind of number sequences, that is Arithmetic sequence with the
syntax of Scientific Learning Approach.
1. OBSERVING

Key words
coefficient : consecutive : difference :

linear : sequence : nth term :

IDENTIFY ARITHMETIC SEQUENCE

In a linear sequence, the difference between one term and the next term is always
the same. A linear sequence can be called by Arithmetic Sequence.
• In general: U1 , U2 , U3 , … , Un
The difference: b = U2 – U1 = U3 – U2 = … = Un – Un – 1
Where;
U1 = the first term
U2 = the second term
Un = the nth term
Un – 1 = the previous of nth term
• If b > 0, then it is called an ascending arithmetic sequence.
• If b < 0, then it is called a descending arithmetic sequence.

EXAMPLE 1:
Investigate, whether 2, 5, 8, 11, 14, … is an arithmetic sequence or not?
SOLUTION:
U1 = 2 The difference:
U2 = 5 b = U2 – U1 = 5 – 2 = 3
U3 = 8 b = U3 – U2 = 8 – 5 = 3
U4 = 11 b = U4 – U3 = 11 – 8 = 3
U5 = 14 b = U5 – U4 = 14 – 11 = 3
Because the differences are always constant, then it is an arithmetic sequence.

EXAMPLE 2:
Determine the type of these sequence, ascending or descending arithmetic sequence!
a) 5 , 7 , 9 , 11 , …
b) 10 , 7 , 4 , 1 , …
10 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
 SOLUTION:
a) The difference: b = U2 – U1 = 7 – 5 = 2
b = U3 – U2 = 9 – 7 = 2
b = U4 – U3 = 11 – 9 = 2
Because the difference = 2 (positive), then 5 , 7 , 9 , 11 , … is an ascending
arithmetic sequence.
b) The difference: b = U2 – U1 = 7 – 10 = -3
b = U3 – U2 = 4 – 7 = -3
b = U4 – U3 = 1 – 4 = -3
Because the difference = -3 (negative), then 10 , 7 , 4 , 1 , …is a descending
arithmetic sequence.

Sometimes you need to know, say, its 50th term, or even a higher term in the sequence.
To get the term easily, you need to find the rule that produces the sequence in its general
form which is called the nth term. There are two ways to get the nth term.

2. QUESTIONING
Based on the information above, please make any question with keyword “nth term” and
“arithmetic sequence”!
______________________________________________________________________
______________________________________________________________________

3. COLLECTING DATA
• Make some group of 2 – 4 students according to the class agreement.
• Consider and do the steps to solve the problem
DETERMINE THE nth TERM OF AN ARITHMETIC SEQUENCE
There are two methods to determine the nth term of arithmetic sequence.
(1) THE FIRST METHOD
The nth term of a number sequence can be formed by formula;

𝑼𝒏 = 𝒅𝒏 + 𝒄
where:
• d (coefficient of n) is the difference between consecutive terms, that is
second term minus first term and so on
• c is the first term minus d

11 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 You can watch this explanation video on YouTube about “How to Determining
the nth Term of Arithmetic Sequence” by scanning the QR code or click the
link below. Video’s link: bit.ly/Arithmetics

EXAMPLE 3:
A sequence is formed by the rule 3n + 1, where n = 1, 2, 3, 4, 5, 6, ….
Write down the first five terms of the sequence!
SOLUTION:
Substituting the first five value of n, that is 1, 2, 3, 4, 5 in turn:
• When the position number 𝑛 = 1, the first term is (3 × 1) + 1 = 4
• When the position number 𝑛 = 2, the second term is (3 × 2) + 1 = 7
• When the position number 𝑛 = 3, the third term is (3 × 3) + 1 = 10
• When the position number 𝑛 = 4, the fourth term is (3 × 4) + 1 = 13
• When the position number 𝑛 = 1, the fifth term is (3 × 5) + 1 = 16
So, the first five terms of the sequence is 4, 7, 10, 13, 16
Notice that in Example 3, the difference between each term and the next term is
always 3, which is the coefficient of n (d = 3). Also, the constant (c = 1) is the
difference between the first term and the coefficient, that is, 4 – 3 = 1.

EXAMPLE 4:
Find the nth term of the sequence 3, 7, 11, 15, 19, …!
SOLUTION:
1. Determine the difference between consecutive terms (𝑑)
𝑑 = ____________________
So, the first part of the nth term is ____________________

2. Subtract the first term by the difference (𝑑).

𝑐 = 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 − 𝑑 = ____________________
So, the nth term of the sequence 3, 7, 11, 15, 19, … is ____________________
(You can test the form of nth term by substituting n = 1, 2, 3, 4, …)
12 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
 PROBLEM:
From the sequence 5, 12, 19, 26, 33, …, find:
a. the nth term
b. the 50th term
SOLUTION:

(2) THE SECOND METHOD

The nth term of a number sequence can be formed by Arithmetic Sequence
formula;

𝑼𝒏 = 𝒂 + (𝒏 – 𝟏)𝒃
where:
• Un = the nth term
• 𝑎 = U1 = the first term
• b = common difference = Un – Un-1

EXAMPLE 5:
Find the 10th term of sequence 2 , 5 , 8 , 11 , …!
SOLUTION:
1. Known that 𝑛 = 10 and 𝑎 = 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 = 2.
2. Determine the common difference of the sequence (𝑏).
The common difference: b = U2 – U1 = __________________________
b = U3 – U2 = __________________________
3. Substitute the value of 𝑎, 𝑛, and 𝑏 into the formula of Un = 𝑎 + (n – 1)b.
Un = 𝑎 + (n – 1)b
U10 =

So, the 10th term is __________________________

13 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 PROBLEM:
In an arithmetic sequence, given that U1 = 5 and U7 = 29.
Find the difference of the sequence!
SOLUTION:
Known that U1 = 𝑎 = 5 and U7 = 29
We can determine the difference by using formula of arithmetic sequence;
Un = 𝒂 + (n – 1)b

So, the common difference of the sequence (𝑏) is _____________

4. REASONING
Solve the following problems by yourself and write down your solution process
in detail and clearly!
(1) Which of the following sequence are arithmetic sequence? Explain your reason!
a.) 5 , 9 , 13 , 17 , …

b.) 12 , 7 , 2 , (-3) , …

(2) Investigate, whether the ascending or descending arithmetic sequence!

a) 7 , 10 , 13 , 16 , …

b) -4 , (-8) , (-12) , (-16) , …

(3) Use each following rules to write down the first five terms of a sequence!
a) 3n – 2 for n = 1, 2, 3, 4, 5

b) n2 + 3 for n = 1, 2, 3, 4, 5

14 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 (4) Find the nth term and the 50th terms in each of these linear sequences!
a) 5, 8, 11, 14, 17, …

b) 33, 30, 27, 24, 21, …

c) – 3, – 2, – 1, 0, …

(5) The cards show one term from two different sequences.

12th term in the squence 7th term in the squence

nth term is 𝟖𝒏 − 𝟒 nth term is 𝟏𝟏𝒏 + 𝟏𝟔

A B
Which card has the greater value, A or B? Show your working.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

15 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

C. Activity 3. Pattern in Diagram Sequences
This learning process use the syntax of Problem Based Learning.
1. ORIENTATION
Pattern not only in number sequences, but also in diagram (figure) sequences. In this
section, you will be invited to observe some diagram sequences, determine the pattern of
it, determine the nth term and try to solve the problems.
Consider the diagram below!
The diagram shows a pattern of squares building up.

There is a relation between number of squares on each diagram’s base and the value of 𝑛.
Do ORGANISATION AND INVESTIGATION activity to find out the relation!

2. ORGANISATION AND INVESTIGATION

Let’s investigate the relation of number of squares on each diagram’s base and the
value of 𝑛 (pattern number) by doing a group investigation below! First, please make a
group of 4 – 5 students with your teacher.
1. First, build up the following table for the patterns.
Value of 𝒏 (the position number) 1 2 3 4 5
Number of squares in base (term) 1 3 5 7 9

+2 squares …. …. ….
2. Second, let’s make the nth term by using a linear sequence 𝒅𝒏 + 𝒄 because
consecutive terms have the common difference, that is ___________________

Thus, the number of squares that on the base of the nth term is ________________

3. So, if known that there is a pattern which has 99 squares in its base, then
what the position number is it?

16 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Thus, we have to find n which is substituted into the nth term, it will give 99 as the
result.

The pattern with 99 squares in its base is ______________

Now, we will investigate one of type of pattern in diagrams.

PROBLEM:

1st term 2nd term 3rd term 4th term 5th term

If the diagrams of circles above continues to the nth pattern, with n being a positive
integer, then determine:
a. number of circles in nth term (Un)
b. number of circles in 10th term (U10)
c. number of circles in 30th term (U30)
SOLUTION:

1st term 2nd term 3rd term 4th term 5th term

First, build up the following table by calculate number of circles in every pattern.
Position number (𝒏) 1 2 3 4 5
Number of circles (term) 1 4 9 16 25

+3 +5 +7 +9

17 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Second, we can not use a linear sequence because the consecutive terms don’t have
the common difference. So, we will make the nth term by observing its pattern.
Number sequence that form based on the diagrams is:
1st term : 1 = ______________
2nd term : 4 = ______________
3rd term : 9 = ______________
4th term : 16 = ______________
th
5 term : 25 = ______________
…

nth term : Un = ______________

a. So, we can conclude that number of circles in the nth term is ___________________
b. number of circles in 10th term (U10) is ______________________________________
c. number of circles in 30th term (U30) is ______________________________________

Additional Information: The pattern in the diagrams (circles) can be called The
Pattern of Square Numbers.

3. PRESENTATION
• With your group or individually, present your work in front of your friends and teacher.
• Please fix your answers if any aren’t correct!
The assessment of activeness
Score
Activity
5 4 3 2
Presentation Pay attention and Pay attention but Join the forum but Not joining the
give feedback (ask, not responding on don’t seem to be class discussion
give suggestions, the discussion considering the at all
answer) forum discussion
Maximum score: 5

Calculate your final score for the learning process in this activity!
Final score = 𝒔𝒄𝒐𝒓𝒆 𝒚𝒐𝒖 𝒉𝒂𝒗𝒆 𝒆𝒂𝒓𝒏𝒆𝒅 × 𝟐𝟎 = _________________

18 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

4. EVALUATION
Solve the following problems by yourself and write down your solution process
in detail and clearly!
(1) Rashid makes some patterns using black and white counters.

He makes a table to show the number of counters he uses.

a. Complete the table.

b. How many white counters are there in pattern number 𝑛 ?
c. Write an expression for the total number of counters in the 𝑛th pattern.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(2) Consider the picture below.

a. Determine the number of balls at the 10th term.

b. Determine the number of balls at the 100th term.
c. Define the nth term, with 𝑛 is a positive number.

19 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(3) A pattern of squares is built up from matchsticks as shown.

a. Draw the fourth diagram!

b. How many squares are there in the nth diagram?
c. How many squares are there in the 25th diagram?
d. With 200 squares, which is the biggest position number of diagram that could be
made?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(4) A pattern of triangles is built up from matchsticks.

a. Draw the fifth term of triangles in this pattern.

b. How many matchsticks are needed for the nth term of triangles?
20 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
 c. How many matchsticks are needed to make the 60th term of triangles?
d. If there are only 100 matchsticks, which is the largest number of triangles that
could be made?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

D. Activity 4. Representing Simple Functions

This learning process use the syntax of Problem Based Learning.
1. ORIENTATION
A function is a relationship between two sets of numbers.
You can draw a one-step function as a function machine, like this.
Tip
The numbers that go into the function
machine are called the input.
The numbers that come out of the function
machine are called the output.

You can also draw a function as a mapping diagram, like this.

The input numbers map to the output numbers.

You can also write a function algebraically as an equation.

Use the letter x to represent the input numbers.
Use the letter y to represent the output numbers.
You can then show the previous function machine like this:

21 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 You can write the input (x) and output (y) numbers in a table.
Tip
x 1 2½ 4¼
You usually write a function equation
y 6 7½ 9¼ starting with y = …

You can also write the function as an equation like this : x + 5 = y

but it is more common to write the equation like this : y=x+5

Worked Example
a. Copy and complete the table of values for this two-step function machine.

x 0 2 3 4½

b. Draw a mapping diagram to show the function in part a.

c. Write the function in part a as an equation.
Answer
a. To work out the y-values, multiply the x-values by
x 0 2 3 4½
2 then add 1.
y 1 5 7 10 0 × 2 + 1 = 1, 2 × 2 + 1 = 5,
3 × 2 + 1 = 7, 4 ½ × 2 + 1 = 10
b.
Draw a line connecting each x-value to its y-value.
Draw an arrow on each line to show that 0 maps to
1, 2 maps to 5, 3 maps to 7 and 412 maps to 10.

Write the equation with ‘y =’ on the left.

c. 𝑦 = 2𝑥 + 1 Remember, you can write 𝑥 × 2 + 1 more simply
as 2𝑥 + 1.

22 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

2. ORGANISATION and INVESTIGATIONS
➢ Make groups of 2 – 3 students.
➢ Solve the problems related to ratio and direct proportion below!

Exploring two-step mappings!

(i) Different methods
Look at the function machine below!

a. Complete the table of values for this function machine

b. Complete the mapping diagram for this function

c. Write this function as an equation

_________________________________________________________________
_________________________________________________________________
d. What is the value of 𝑦 when 𝑥 = 0?
_________________________________________________________________
_________________________________________________________________

23 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 (ii) Finding links
Each of these tables show the values of a different two-step function.
For each question, complete the table of values and the function machine.
Write each function as an equation and find the value of y when x = 0.

What is the link between the value of y when x = 0, the equation and the function
machine?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What is the other link between the function machine and the equation?
__________________________________________________________________
__________________________________________________________________

4. PRESENTATION
Present the results of your group's discussion, then pay attention and note the
corrections from other groups or your teacher if there is an incorrect problem solving!

24 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

5. EVALUATION
Solve the following problems by yourself and write down your solution process
in detail and clearly!
(1) a. Complete the tables of values for each function machine

x 1 2½ 4 5½

y
(i)

x 5½ 12 ½

y 8 26
(ii)
(2) Write each function in part a as an equation
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(2) Copy and complete these inverse function machines and equations.

a. Equation: 𝑦 = 𝑥 + 2

Reverse equation: 𝑥 = ⋯

b. Equation: 𝑦 = ⋯

Reverse equation: 𝑥 = ⋯

c. Equation: 𝑦 = 8(𝑥 − 3)

Reverse equation: 𝑥 = ⋯

25 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 (3) Match each function equation with its
inverse function equation.
The first one is done for you: A and v.
You can draw function machines to help
you if you want to.
A 𝑦 = 6𝑥 I 𝑥 = 7𝑦

B 𝑥 Ii
𝑦= 𝑥 = 5𝑦 − 2
7

C 𝑦=𝑥+8 Iii 𝑥 = 7(𝑦 + 3)

D 𝑦 = 2𝑥 + 4 Iv 𝑥 =𝑦−8

E 𝑥 v 𝑦
𝑦= −3 𝑥=
7 6

F 𝑥+2 vi 𝑦−4
𝑦= 𝑥=
5 2

E. Activity 5. Functions and Graphs

The learning activity use the syntax of Problem Based Learning (PBL).
1. ORIENTATION and INVESTIGATIONS
FUNCTIONS
The cost of hiring a hall is in two parts. There are;
(1) a booking fee of $15
(2) a charge of $40 per hour.
The total cost of hiring the hall for 3 hours is $40 × 3 + $15 = $135
Suppose the hall is hired for n hours and the cost is $c.
Then c = 40n + 15 Tip
This function shows how to work out the cost for any The charge per hour is multiplied
number of hours. by the number of hours, and this
• If you want to hire the hall for 3 hours, then n = 3 is added to the booking fee.
and c = 40 × 3 + 15 = 135. The cost is $135.
• If you want to hire the hall for 6 hours, then n = 6 and c = 40 × 6 + 15 = 255.
The cost is $255.

26 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Worked Example
The cost of hiring a digger is a fixed charge of $35 plus $10 per day.
➢ Find the cost of hiring the digger for 7 days.
➢ The cost of hiring the digger for n days is $y
➢ Write a function to find the cost for any number of days.
Answer
a. For 7 days, the cost is $35 + $10 × 7 = $105
b. 𝑦 = 10𝑛 + 35

Solve the problem below by using the concept of function!

The cost of printing photos is $2 per photo plus a fixed charge of $3.
a. Work out the cost of printing: (i) 40 photos (ii) 53 photos
b. The cost of 𝑛 photos is $𝑐. Write a function for 𝑐.
c. Marcus pays $49. How many photos were printed for Marcus?
d. Find a function for 𝑛 in terms of 𝑐
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PLOTTING GRAPHS
Here is a function: 𝑦 = 2𝑥 − 1
You can substitute different values of 𝑥 into the function to find the 𝑦-value, for example:
1. if 𝑥 = 3 then 𝑦 = 2 × 3 − 1 = 5
2. if 𝑥 = −2 then 𝑦 = 2 × −2 − 1 = −4 − 1 = −5
3. and so on.
You can then complete a table of values like this.

𝒙 −2 −1 0 1 2 3 4

𝒚 = 2𝒙 − 1 −5 −3 −1 1 3 5 7

27 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 The table gives you coordinates: (−2, −5), (−1, −3), (0, −1) and so on.
You can use these coordinates to plot points on a grid.
You can draw a straight line through all the points.

Worked Example
Here is a function: y = 8x + 4
• Copy and complete this table of values.

𝒙 −2 −1 0 1 2 3

𝒚 = 8𝒙 + 𝟒 4

• Use the table to draw the graph of y = 8x + 4

28 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Answer
a. For example, if 𝑥 = −2 then 𝑦 = 8 × −2 + 4 = −16 + 4 = −12

𝒙 −2 −1 0 1 2 3

𝒚 −12 −4 4 12 20 28

b. Choose a scale so that you can plot all the points.

Solve the problem below by using the steps of plotting graphs!

a. Complete this table of values for the function 𝑦 = 2𝑥 + 6

𝒙 −3 −2 −1 0 1 2

𝒚 2 8

b. Use the table to plot a graph of 𝑦 = 2𝑥 + 6

c. Where does the graph cross the 𝑦-axis?
d. Extend the line on the graph to show that it goes through the point (3, 12).
e. Show that the coordinates (3, 12) are correct for the function 𝑦 = 2𝑥 + 6.
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29 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
 GRADIENT AND INTERCEPT
A function in the form y = mx + c where m and c are numbers is called a linear function.
All the functions in Section 11.2 were linear functions.
Here are some linear functions and the values of m and c.

Function m c

y=x 1 0

y = 5x + 2 5 2

y = 3x − 4 3 −4

y = 4x 4 0

Tip

1. 𝑚 is the coefficient of 𝑥
2. Equation of the line 𝑦 = 6𝑥 − 2 can also be written as 𝑦 = −2 + 6𝑥

30 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Here is a table of values and a graph for the linear function 𝑦 = 6𝑥 − 2

𝒙 −3 −2 −1 0 1 2 3

𝒚 −20 −14 −8 −2 4 10 16

𝑦 = 6𝑥 − 2 is the equation of the line.

The graph crosses the y-axis at (0, −2) and −2 is
the 𝒚-intercept of this graph.
You can see from the graph that if x increases by 1
then y increases by 6 and 6 is the gradient of this
graph.

In the following challenge, you will investigate y-intercepts and gradients!

a. Complete this table of values.

𝒙 −3 −2 −1 0 1 2 3

𝟐𝒙

𝟐𝒙 + 𝟒

𝟐𝒙 − 𝟑

b. Use the table to draw, on the same axes, graphs of:

(i) 𝑦 = 2𝑥 (ii) 𝑦 = 2𝑥 + 4 (iii) 𝑦 = 2𝑥 − 3
c. Find the gradient and the 𝑦-intercept of each line.
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32 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
 INTERPRETING GRAPHS
Graphs give information in a visual form. In real-life contexts, this can help you to
understand a situation. For example, a graph that shows how the distance travelled by a
car changes with time can help you to see how fast the car is travelling.

Worked Example
This graph shows the fares charged by two different taxis.
Each taxi has a fixed charge and a charge per kilometre.

1. How much does each taxi charge for a journey of 7 km?

2. Find the fixed charge for each taxi.
3. Find the charge per kilometre for each taxi.
4. What distance will cost the same amount in either taxi?

Answer
Find the y-coordinate on each line when
a. $26 for taxi A and $32 for taxi B
the x-coordinate is 7.
b. $12 for taxi A and $4 for taxi B This is the y-intercept of each line.
c. $2 for taxi A and $4 for taxi B This is the gradient of each line.
This is the x-coordinate where the two
d. 4 km
lines cross.

33 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Reading Travel Graphs
This graph represents the journeys of Ivan and Helga.
They live in the same home and are travelling along the same route.

Use the information in the travel graph to answer the following questions.
1. At what time did they both start? 2. At what time did they both start?

3. Who had travelled the farthest? 4. When was Helga travelling the fastest?

5. When did Helga leave home? 6. How far apart were they at 7 am?

7. What is the farthest Helga went from 8. What is the furthest Ivan was from
home? home?

9. Who only ever travelled towards 10. How far did Helga travel from 8 to 9
home? am?

34 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 11. At what times was Helga 20 km from 12. Helga stopped to have a rest. Where
home? and when was this?

13. How far did Ivan travel altogether? 14. How far did Helga travel altogether?

15. They were both 15 km from home at 7:30 am. Does this mean they were definitely
at the same place?

2. PRESENTATION
Present the results of your group's discussion, then pay attention and note the
corrections from other groups or your teacher if there is an incorrect problem solving!

3. EVALUATION and ORGANISATION

a. Make a group of 4 – 5 students.
b. Solve the following problems and write down your solution process in detail
and clearly!
(1) The perimeter of this shape is 𝑝 cm.
a. Write a function for 𝑝 in terms of 𝑤
b. Complete this table of values.

𝒘 0 1 2 3 4 5 6

c. Use the table to draw a graph to show the perimeter for different values
of 𝑤
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35 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 (2) The depth of water in two flasks is changing. This graph shows the
changes.

a. Describe how the depth in flask 1 is changing

b. When do the two flasks have the same depth of water?
c. The depth of water in flask 2 is 𝑑 cm after 𝑡 minutes.
Choose the correct equation of the line for flask 2.

𝑑 = 5𝑡 + 30 𝑑 = 6𝑡 + 30
𝑑 = 30 − 5𝑡 𝑑 = 30 − 6𝑡
36 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER
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4. Evaluation Unit 2
Let’s check your progress by solving these problems about sequences, functions,
and graphs!
MULTIPLE CHOICE
Number 1:
Consider the following sequences, which one is a descending arithmetic sequence?
a. 2, 8, 14, 20, 26, …
b. 33, 30, 27, 24, 21, …
c. 500, 100, 20, 4, 4/5, …
d. 2, 4, 8, 16, 32, …
Number 2:
Consider the pattern of the diagrams. With 240 circles, what is the biggest term a
diagram can make?
a. 14th term a diagram
b. 15th term a diagram
c. 12th term a diagram
d. 16th term a diagram
Number 3:
Sarah is a baker. Every week, she gets more orders. In the first week, she supplied 400
loaves, the second week she supplies 420 loaves and so on, so that it follows an
arithmetic sequence. Work out the amount of bread supply for 10 weeks.
a. 4400 loaves
b. 4900 loaves
c. 8800 loaves
d. 9800 loaves

37 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Number 4:
Describe the term-to-term rule of the sequence below.
2 6 18 54 162
a. Adding the multiple of 4 to each term
b. Multiplied by 3 in every term
c. Adding an even number to each term
d. The cube of natural number
Number 5:
The following sequences are the arithmetic sequences, except …
a. 4, 8, 12, 16, 20
b. 2, 3, 5, 8, 13
c. 50, 43, 36, 29, 22
d. -15, -10, -5, 0, 5
Number 6:
Which is the nth term of the sequence 100, 92, 84, 76, 68, … ?
a. Un = 8𝑛 − 92
b. Un = −8𝑛 + 92
c. Un = 8𝑛 − 102
d. Un = −8𝑛 + 102
Number 7:
A pattern of matchsticks is shown in the diagram below.

1st term 2nd term 3rd term

How many matchsticks are there in the 100th diagram ?

a. 203 matchsticks
b. 300 matchsticks
c. 303 matchsticks
d. 313 matchsticks

38 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Number 8:
Consider the pattern of the following diagrams.

1st term 2nd term 3rd term 4th term

With 420 circles, what is the biggest term a diagram can make ?
a. 18th term a diagram
b. 19th term a diagram
c. 20th term a diagram
d. 21th term a diagram
Number 9:
In the performance room, the front row is available for 20 seats. The second line is
available 24 seats. The back row is available 4 seats more than the previous row. If the
performance room provides 20 rows of seats, many people who can sit in the room are...
a. 1060 people
1st row = 20
b. 1160 people
2nd row = 24
c. 2120 people 3rd row = 28
d. 2320 people 4th row = 32
…
20th row
Number 10:
Write down the first five terms of thes sequence 3𝑛 − 2 for 𝑛 = 1,2,3,4,5.
a. 1, 3, 5, 7, 9
b. 1, 4, 7, 10, 13
c. 3, 6, 9, 12, 15
d. 3, 5, 7, 9, 11

39 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

ESSAY
Here is a function: 𝑦 = 3𝑥 + 6
a. Complete this table of values
b. Use the table to draw a graph of 𝑦 = 3𝑥 + 6
c. Find the gradient and the 𝑦-intercept of the line 𝑦 = 3𝑥 + 6
d. Write the equation of a line parallel to 𝑦 = 3𝑥 + 6 that passes through the origin

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40 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

5. Reflection Unit 2
SELF REFLECTION
Fill in the following questions honestly based on your feelings after learning the material!
1. How do you feel after learning this material? (tick √)

2. What have you understood after learning this material?

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3. What was the best effort you made while learning this material? Give your reasons!
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4. What activities did you enjoy the most while learning this material? Give your reasons!
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5. If you could choose, what kind of activity would you like to study this material next time?
Give your reasons!
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41 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER

 Daftar Pustaka

Byrd, Lynn., Byrd, Greg., and Pearce, Chris. 2021. Cambridge Lower Secondary
Mathematics Learner’s Book 8. United Kingdom : Cambridge University Press
Byrd, Lynn., Byrd, Greg., and Pearce, Chris. 2021. Cambridge Lower Secondary
Mathematics Workbook 8. United Kingdom : Cambridge University Press
Pimentel, Ric., and Terry Wall. 2017. Cambridge Checkpoint Math 2. London: Hodder
Education.
Pimentel, Ric., and Terry Wall. 2017. Cambridge Checkpoint Math Workbook 2. London:
Hodder Education.
Purcell, Edwin J, Dale Varberg, Steven E. Rigdon. 2004. Calculus Ninth Edition Vargberg,
Purcell, Rigdon. Addison Wesley: Pearson Education Inc.

42 | MATHEMATICS MODULE GRADE 8 EVEN SEMESTER