7 Math M2 TG Graphs of Linear Equation in Two Variables PDF

BASIC EDUCATION ASSISTANCE FOR MINDANAO
Year I - Mathematics
Linear Equation in Two Variables
Module 2 - Graphs of Linear Equation in Two Variables
LEARNING GUIDE
COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office within the work is created shall be necessary for
exploitation of such work for profit.” This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
REYNALDO C. TAGALA
Region XII - Secondary Mathematics Specialist
Basic Education Assistance for Mindanao
DepEd Sarangani, Region XII
Produced by the Materials Development Center, Region XII, Wednesday, August 09, 2006
YEAR I – MATHEMATICS LEARNING GUIDE
LINEAR EQUATION IN TWO VARIABLES
MODULE 2 — GRAPHS OF LINEAR EQUATIONS IN TWO VARIABLES
Mind Map
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the
stages do not represent individual lessons. Rather, they are a series of stages over one or
more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know
about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
After the students finished discussing the topic on rectangular coordinate system, points in
the plane, coordinates of a point and plotting points, the students are now ready to to face
another concept in linear equation in two variables. This time they will be exposed to the
concept of graphs of linear equations and their properties.
In this module, the following terms are operationally defined:
slope – refers to the degree of inclination of a line relative to the horizontal line;
algebraically, it refers to the ratio of the change in y to the change in x.

Learning Guide, 8/9/2006 4
domain – refers to all possible values of x.

range – the set of all possible values of y.
intercepts – a point(s) on the line where the line crosses/touches the x and/or y axis
(axes).
trend – refers to the direction where the line is inclined/declined (increasing or
decreasing).
steepness – another term used to refer to a slope of a line or the degree of inclination
of a line.
altitude - it is the vertical elevation of an object above a surface or sea level.
Activity
(Divide the class into group of 5 students. Choose a leader, recorder and a presenter.)
Each group will be given a specific set of activity to work with (see attached activity sheet 1.)
After 10 minutes, a representative from each group will present the group's output.
Strategy
Think, Ink, Pair, and Share; Collaborative and Cooperative Learning.
Set A
th
Each member will draw his/her line based on the income of Aling Rosing on the 30 and
st
the expected income on the 31 of October. They will investigate the line formed, share
it to a team mate and to the entire group.
Set B
The group may work collaboratively to accomplish the task set in the activity.
Set C
The group may work collaboratively to accomplish the task set in the activity.
Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
Background or purpose
In the preceding activities, students were able to plot a set of points represented by the
ordered pairs and connect this series of points to have a physical representation of the
situation through its graph. In this lesson, they all be focusing on the graph of the linear
equation in two variables and its properties.

Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
Activity
Considering the set of activities you had just performed, each set represents a certain
situation represented by a line associated with ordered pairs . Algebraically, each line can be
described by an equation expressing how the two quantities are related. (For example, in set
A, it depends upon the income on the following day; in set B, it is y = 2x; and in set C, it is
described algebraically as y = 3x – 5.)
In todays lesson, we will discuss more on the graph of linear equations in two variables and its
properties, as you perform activity 2 (please see attached activity sheet 2).
Each group will work on two sets: sets 1 and 3 or sets 2 and 3.
Questions:
A:
1. What are the set of x values used in your equations? (Domain)
2. What are the set of y values used in your equations? (Range)
3. How are the two sets of values relate with one another?
4. Where does the graph of set 1 inclined? set 2? set 3?
5. At what point(s) does each line in each pair crosses the x-axis? the y-axis?
6. Describe the graph of linear function?
7. What do you observe about the graph of each pair of the equations?
8. Base from these observations what general statements can you give?
B:
1. What did you notice on all the differences in x? How about in y?
2. Are these observations true to other pair of equations?
3. Based on these observations, what general statement can you give about linear
functions?
C:
1. What did you notice to all of the ratios that you have computed?
2. How would you relate this ratio to the graph of the equation?
3. How would you relate the computed ratio to the equation of the linear function?
4. What general statements can you give about your observations?
FOR THE TEACHER:

The following points are the key concepts in this activity:
1. The graph of a linear function consists of all points that lie on the same straight line
of a given equation.

2. The x-intercept is a point on the line exactly located along the x axis (where y = 0)
and the y-intercept is a point on the line exactly located along the y axis (where x =
0)
3. In the table of values, the relation between values/quantities is linear if equal
differences in x produces equal differences in y and/or vice versa.
4. The ratio of the difference in y to the difference in x is the slope of the line.
5. The ratio of the change in y to the change in x is always constant.
6. The slope of the line is the same as the value of m, in the standard form of linear
function in the form y = mx + b.
Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply it
to other learning experiences.
Activity
After working on activity 2, you have now an idea about the graph of linear equation in two
variables, its slope, intercepts, domain, range, and trends.
To check whether you have understood the concepts presented, let's have another activity. –
(please see attached activity sheet 3).
Questions:
1. Describe how the temperature changes with the height.
2. Is the relationship of the height and temperature expresses a linear function? Why?
3. How many lines constitute the graph of the situation?
4. Describe each line.?
5. What is the slope for each line?
6. Find the equation of each line.
7. What other information can you get from each equation?
8. What is the domain of the function? range?
9. Using the given informations in the graph and table, find the temperature at the top
of Mt. Apo that is 2954 meters above sea level if the average temperature in the
Philippines' lowland areas is 28 °C. ?
Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
Activity
To strengthen your understanding on the concepts learned, practiced and mastered, you will
work on activity sheet 4 where you can apply the learning you gained from this module in
another learning experience (please see attached activity sheet 4).

Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
Activity
Directions:
1. This is a card game where cards with printed graph of linear function in two
variables, forms/equation, slope, intercepts, domain, range, or trends will be
laid down on the table facing downward.
2. A player will pick two (2) cards and turn the face of the cards up.
3. If the cards match with one another, the player will take the cards out from the
group. If they do not match, the card will be returned to its original location and
position facing downward.
4. A player who luckily got exactly two cards that matches will continue his/her
turn to pick and turn two cards.
5. If a card (any of the two cards being turned up) matches/describes the cards
owned by any of the players, he/she may get that pair/group of cards from the
other player.
6. The turn will continue until all the cards in the table are taken.
7. The player who got the most number of cards will win the game.
Strategy
Game
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

Activity 1
“BUSINESS MATHEMATICS”
Objective:
At the end of the activity, the participants should be able to:
1. predict and find the expected sales of Aling Rosing and Mang Primo.
2. plot their sales in a coordinate plane.
3. present a linear representation through a graph of the sales of Aling Rosing and
Mang Primo.
Materials:
– bond paper, flip chart, pentel pen, meter stick / ruler, graphing paper
For Set A
In the 30th of October, Aling Rosing sold a total of P300.00 worth of flowers in her flower
shop. She continue to sell flowers on the 31st. Predict the expected sales of Aling Rosing
on this date.
1. Plot Aling Rosing's sales on the 30th and 31st of October in the coordinate plane below.
500
400
Sales 300
200
100
30 31 1 2 3
October November

Dates
2. Connect the two points that represents Aling Rosing's income for the 2 days (October
30 and 31st) .
3. Describe the appearance and characteristic of your line and share it with a partner
then to the group.
4. Record the summary of your observation in the table below.
Sale Differences Description of Description of Line Segment

in Sales Differences
Oct. 30 Oct. 31 (present – Length Steepness Orientation
previous)
300
300
300
-smallest -shortest -steep -inclined

-big -long -steeper from left to
-biggest -longest -steepest right.
-inclined
from right to
left.
-flat

For Set B
Suppose Aling Rosing's brother Mang Primo sells candle at P2.00 per piece. Complete
the table below. (The first data has been done for you.)
Number of candles 1 2 3 4 5 6
Cost of candles 2
1. Ana has P50.00 to be used in buying candles. How many candles can she buy?
2. Carlo was asked by his mother to buy 18 candles. If his mother give him P50.00, how
much is the cost of 18 candles? How much change will he get?
3. Plot the obtained set of ordered pairs (number of candles , cost of candles) in the
above table using the grid below.
4. Connect all the points using a line.
5. Describe the plotted points.
12
10
8
cost
(in Pesos)
6
0 1 2 3 4 5 6
number of candles

Set C
If the relationship of Aling Rosing and Mang Primo's daily income is expressed as
R = 2P + 50, where R is Aling Rosing's income and P is Mang Primo's income (in hundred
pesos), then complete the table below: (The first data has been done for you.)
P 200 400 600 800 1000
R 450
1. If Aling Rosing's income is P100, how much is Mang Primo's income? P1,300? P2,200?
2. Plot the ordered pairs (P , R) obtained in the table above using the grid below.
3. Connect all the points using a line.
4. Describe the points you plotted.
3500
3000
2500
2000
1500
1000
500
0 200 400 600 800 1000 1200

ACTIVITY 2
“SPOT THE SIMILARITIES AND DIFFERENCES”
Objective:
1. construct a table of values for each equation in the given pair
2. plot the ordered pairs obtained in each table.
3. Graph the pair of equations using the data in number 1.
4. Identify the similarities/differences between the graphs of the two equations .
Materials:
Activity Proper:
A. Given the pair of equations in each set below, do the following tasks:
a. make a table of values for the given pair of equations,
b. plot the ordered pairs obtained in the table .
c. connect the plotted points (in b.) using the same grid for both equations.
1) y = 2x and y = 2x + 3
2) y = -2x – 1 and y = -2x + 5
3) y = x + 1 and y = - x + 1
1) y = 2x
y = 2x + 3

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

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1
-2
-3
-4
-5
3) y = x + 1
y=-x+1

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1
-2
-3
-4
-5
B. Choose one pair from the given set of equations. For each equation:
1. find the y values of the equations given the values of x in the table below.
x -3 -2 -1 0 1 2 3
x -3 -2 -1 0 1 2 3
2. Find the difference of the two adjacent values of x. Do the same with the y values.
C. Using the same pair of equations in B, , consider the following:

1. Get at least two ordered pairs (the pairs may or may not be adjacent.)

2. For each pair, get the differences in x and y.

3. Get the ratio of the difference in y to the difference in x.
4. Do the same with the ordered pairs.

ACTIVITY 3
“TEMPERATURE VS. ALTITUDE”
Objective:
1. plot the given set of values in a coordinate plane.
2. connect the points to form the graph of height vs. temperature.
Materials:
Activity Proper:
The table below shows how temperature changes with height. The height is the vertical
elevation of an object above a surface or sea level.
Height (in Temperature Height (in Temperature Height (in Temperature

thousand (°C) thousand (°C) thousand (°C)
meters) meters) meters)
0 15.0 9 -43.5 18 -56.5
1 8.5 10 -50.0 19 -56.5
2 2.0 11 -56.5 20 -56.5
3 -4.5 12 -56.5 22 -54.5
4 -11.0 13 -56.5 24 -52.5
5 -17.5 14 -56.5 26 -50.5
6 -24.0 15 -56.5 28 -48.5
7 -30.5 16 -56.5 30 -46.5
8 -37.0 17 -56.5 32 -44.5
Task:
1. Plot each pair of ordered pair (height , temperature) as (x , y) respectively in a
coordinate axes.
2. Connect all the points using a straight line.

ACTIVITY 4
“LINE STORY”
Objective:
1. List a set of ordered pairs from the line graph.
2. Find the equation represented by each graph.
3. Make a story out of the given line graph.
Materials:
Activity Proper:
1. Examine carefully the graph shown below.
in km 2
6:00 6:30 7:00 7:30 8:00 8:30

A.M.
2. How many lines does the graph show?

3. List at least three ordered pairs in each line.
4. Find the equation of each line.
5. Find the slope of each line.
6. Make a story showing a situation illustrated in the graph.

ACTIVITY 5
“MEMORY GAME”
Objective:
1. Find the cards that matches / describes the characteristics of a given equation or
graph.
Materials:
Directions on how to play the game:

1. Shuffle the cards and then arrange them (face down) in rows and columns on the
table.
2. A player will pick two (2) cards and turn them up, seeing to it that all players can
see the content of the cards.
3. If the cards matches with one another, the player will take the cards out from
the group. If they do not match, the card will be returned to its original position
facing downward.
4. A player who will luckily get exactly two cards that matches will continue his/her
turn to pick.
5. If any of the two cards being turned up matches the cards acquired already by
another player, he/she may take and own those cards.
6. The turn will continue until all the cards in the table were taken.
7. The player who got the most number of cards will win the game.


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Linear Equation in Two Variables

Module 2 - Graphs of Linear Equation in Two Variables

Activating Prior Learning

Basic Education Assistance for Mindanao

domain – refers to all possible values of x.

Setting the Context

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Learning Activity Sequence

FOR THE TEACHER:

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Check for Understanding of the topic or skill

Practice and Application

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Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Sale Differences Description of Description of Line Segment

-smallest -shortest -steep -inclined

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P 200 400 600 800 1000

0 200 400 600 800 1000 1200

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“SPOT THE SIMILARITIES AND DIFFERENCES”

2) y = -2x – 1 and y = -2x + 5

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C. Using the same pair of equations in B, , consider the following:

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2. For each pair, get the differences in x and y.

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“TEMPERATURE VS. ALTITUDE”

Height (in Temperature Height (in Temperature Height (in Temperature

0 15.0 9 -43.5 18 -56.5

1 8.5 10 -50.0 19 -56.5

2 2.0 11 -56.5 20 -56.5

3 -4.5 12 -56.5 22 -54.5

4 -11.0 13 -56.5 24 -52.5

5 -17.5 14 -56.5 26 -50.5

6 -24.0 15 -56.5 28 -48.5

7 -30.5 16 -56.5 30 -46.5

8 -37.0 17 -56.5 32 -44.5

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6:00 6:30 7:00 7:30 8:00 8:30

2. How many lines does the graph show?

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Directions on how to play the game:

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