8

Mathematics
Quarter 1 - Module 11
Relations and Functions
(Equation of the Line)
Mathematics - Grade 8
Alternative Delivery Mode
Quarter 1 – Module 11: RELATIONS AND FUNCTIONS
(Equation of a Line)
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, Ph.D., CESO VI

Development Team of the Module

Writer: Josephine T. Sebolino

Reviewer: Ma. Cristina B. Galgo, Angelita D. Putol
Illustrator and Layout Artist: Jay Michael A. Calipusan
Josephine T. Sebolino

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Chairperson: Jesnar Dems S. Torres, Ph.D., CESO Vl
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 8
Mathematics
Quarter 1 - Module 11
Relations and Functions
(Equation of a Line)
This page is intentionally blank
 Table of Contents

What This Module is About ……………….…………………………………….…… i

What I Need to Know ………………………………….………………………….…. i
How to Learn from this Module ………………………..……………………………. i
Icons of this Module …………..………………………………………………….…. ii
What I Know ………………………………………………………………………..… iii

Lesson 1: Linear Function and Its Application: Equation of a line

What’s In ……
Activity 1: Let’s recall…….…………….…………….………. 1
What’s New …
Activity 2: Tag Me! ……………..……………………………. 2
What Is It …………………………………………………………,,,.. 2
What’s More …
Exercise 1: Let Me Do It …………………………….……….. 4
What’s New……
Activity 3: Try Them My Own ………..………………..……… 5
What Is It …………………………………………………………….. 5
What’s More ……
Exercise 2: Pass Me By ….…………………………………… 6
What’s Is It ………………………………………………….……….. 6
What’s New ………
Activity 4: Count My Points …………………..…………….…. 7
What Is It ……………………………………………………………. 7
What’s More ……
Exercise 3: Twinning of Points ……………………………….. 9
What Is It ……………………………………………………………. 9

Lesson 2: Linear Function and Its Application:

Problem Solving involving Linear Equation in Two Variables
What’s In ………………………………………………………….…. 10
What’s New ………
Activity 5: Write Me In Numbers ………………………….…… 10
What Is It …………………………………………………………….. 11
What’s More ………
Exercise 4: Look for the Key words …………………………… 13

What I Have Learned ……………………………………………….. 14

What I Can Do ………………...………………………………..…… 15
Summary ………………………………………………………………………….…. 16
Key to Answers …………………….……………………………………………….. 17
References ………………………………………………………………………… 18
 What This Module is About

In the previous topics, you have learned to write and to convert a standard linear
equation ax + bx = c into its slope-intercept form equivalent, y= mx + b and vice versa.
You also have learned how to graph a linear equation given the points and slope of the
line and the y-intercept. Furthermore, you also learned how to describe and to interpret
the graph of a linear equation in terms of its intercepts and slope.

Now, what if the case is reversed and you are required to formulate the linear equation
given a graph, point and/or slope data?

In this module, you will learn the techniques or steps on how to derive the linear equation
given the following: a) two points of a line; b) slope and a point; c) slope and the y-intercept.

Formulating the equation of a linear function can conveniently help out in calculating
unknown variable without even drawing a line graph.

What I Need to Know

At the end of this module, you should be able to:

 find the equation of a line given (a) two points; (b) the slope and a point; (c) the
slope and its intercepts (M8AL-Ig-1)

 solve problems involving linear equations in two variables (M8AL-Ig-2)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Answer the Pretest honestly. The purpose of the pretest is for you to determine
your prior knowledge before going through the lessons and activities.
• If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space
where you can absorb the lesson well.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Perform all activities and answer all tests and exercises with perseverance and
dedication to learn.
• You may use the internet and other available references at hand if you need more
information about the lesson.
• Don’t forget to connect with your subject teacher and/ or your friends through mobile
phone and social media network would you wish for further clarifications.
• Pray for guidance.

i
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge.
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson.

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know
Pre-test

Direction: Answer the following on a separate sheet of paper.

Part l
1. A line has a slope of 3/2 and y-intercept (0, -1). Find an equation of the line
a. y = 3/2x – 1 c. y = -1x + 3/2
b. y = 3/2x + 1 d. y = x + 3/2

2. Find an equation of the line that contains the point (2, 5) and has a slope of 3.
a. y = 3x + 4 c. y = 5x + 2
b. y = 3x – 1 d. y = 5x - 3

3. Which of the following is an equation of the line that has the same y-intercept as the
line x - 2y = 6 and contains the point (5, -1).
a. y = -7/5x + 6 c. y = 2/5x -3
b. y = -8x – 3 d. y = 2/5 x + 3

4. What is the slope of the equation, y = -2x + 9?

a. -2 c. -9
b. 9 d. 2

5. Mina bought a candle which was 6 inches tall. When she used it, burned at a rate of
1/4 inches per hour. What is the equation of the line in slope-intercept form that
models this situation?
a. y = -1/4x – 6 c. y = 1/4x + 6
b. y = -1/4x + 6 d. y = 1/4x - 6

6. What is the equation of the line passing through (3, 4) and (4, 7)?
a. y = -3x + 5 c. y = 3x - 5
b. y = x + 5 d. y = -x + 5

7. Find the equation of the line containing the point (-3, 5) and having a slope of 4.
a. y = 4x − 7 c. y = -4x - 24
b. y = 4x d. y = 4x + 17

8. The graph of x – 4y + 8 = 0 crosses the y-axis at

a. -8 c. 0
b. -2 d. 2

9. Which of the following is the slope-intercept form the equation 2x + 5y = 15?

a. y = - 2/3x + 5 c. y = 2/3x + 5
b. y = - 2/5x + 3 d. y = 2/5x + 3

iii
 10. Which of the following formulas gives the slope of a line that crosses through the two
points (x 1, y 1) and (x 2, y 2)?
y2−y1
a.
x2−x1
𝑦1
b.
𝑦2

𝑦2+𝑦1
c.
𝑥2+𝑥1

d. None of the above

Part ll:

Direction: Match the verbal phrase in Column A to the mathematical phrase in Column B.

Column A Column B

___ 1. The product of four and the sum of x and y A. 8 + xy

___ 2. Twice the sum of x and y B. 4 (x + y)
___ 3. Thrice the product of x and y C. 3xy
___ 4. Nine less than the sum of x and y D. (x + y) 2
___ 5. Eight more than the product of x and y E. (x + y) - 9
F. 2 (x + y)

iv
 Lesson Linear Function and Its Application:
Equation of the line given a) slope and y-intercept,
1 b) slope and a point and c) two points

What’s In

There are different methods to find the equation of a line, namely, using the slope-
intercept formula when given only the slope and the y-intercept data and using the point-slope
formula when given two points of the line or a point and a slope.

If you would remember, the slope-intercept formula is written as

𝑦 = 𝑚𝑥 + 𝑏, where m is the slope and b is the y-intercept

The point-slope formula is written as

𝑦 − 𝑦1 = 𝑚 ( 𝑥 − 𝑥1 ), where,
one known point of the line has a coordinate of (x1, y1)
coordinate (x, y) is an unknown point
and m is the slope

Note, that when given two points of a line, the slope is derived from dividing the change
of the y coordinate (rise) over the change of the x-coordinate (run), that is,

www.chilimath.com

Activity 1: Let’s Recall

Direction: Complete the table with correct answer. Write in separate sheet of paper.

Equation of the y- Point 1 Point 2

Slope
Line Intercept @ x1= 2 y1 @ x2= 5 y2

a. f(x) = 2x
b. 2x + y = 12
c. -5x + 5y -15 = 0
d. y = x + 5
e. y = -2x + 4

1
 What’s New

A. Finding the equation of the given the slope and its intercept

Activity 2: Tag Me!

Direction: Find the linear equation given the data below. Answer on a separate sheet of
paper.

2
a. m= − 5 and b = 2 b. m = -4 and b = 2

c.

What Is It

Slope- Intercept Form of the Equation of a Line

In finding for the equation of the line given the slope and its intercept, you need to
use the slope-intercept form, y = mx + b.

One method is by substitution. All you need to do is substitute the given values of
the slope (m) and its y-intercept (b) to the equation.

2
Take for example Activity 2a with given m= − 5 and b=2

2
Hence, the linear equation would be: y = − x + 2
5
2
 The following steps may be taken if the given data is in graphic form, just like in Activity
2c.

a. Choose and identify the two points on that line.

Here, let us choose first point (-3,3), where -3 is the x-coordinate and 3 is the y-
coordinate and second point (3,-1).

https://www.mathplanet.com/education/algebra-1/

b. Calculate the slope (m) of the line using the two points.

a. First, the y-coordinate of the first point is subtracted from the y-coordinate of
the second point;
b. That value is then divided by the difference between the x-coordinates,
specifically the x-coordinate of the first point subtracted from that of the second
point. The final quotient is the slope.
𝑦 −𝑦 (−1)−3 −4 −2
𝑚 = 𝑥2 −𝑥1 = = =
2 1 3−(−3) 6 3

c. Find the y-intercept.

The y-intercept is given as “b” and it can be identified from the graph of the line.

https://www.mathplanet.com/education/algebra-1/

3
 The vertical distance to where the graph crosses the y-axis is actually the y-
intercept and that is one (1) point above the origin.
2
Thus, the linear equation is 𝑦 = 3 𝑥 + 1.

In the case when the point where the line crosses the y-axis could not be
clearly defined, the y-intercept can be solved using one of the points and the slope
as follows,

From these two points we calculated the slope, which gives us the equation

From this, we can solve the equation for b

And if we put in the values from our first point (-3, 3) we get

If we put in this value for b in the equation, we get

which is the same equation as we got when we read the y-intercept from the
graph.

What’s More

Exercise 1: Let Me Do It

Direction: Find the slope and y-intercept of a line by writing the equation in slope-intercept
form. Hint: Convert the given equation form into the slope-intercept form as
deemed necessary.

a. y = 4 - 2/3 x e.
b. 3x + 7y - 10 = 0
c. y - 4 = 2x
d. 2y-10 = -2x

4
 What’s New

B. Finding the equation of the line given the slope and a point

When the slope and a point are given, the way of finding the equation of the line is by
Slope- Point Form. The linear equation y – y1 = m (x – x1) is the point-slope form. The value
of m is the slope of the line which contains a fixed point P1(x1, y1) and the y-intercept is b.

Activity 3: Try Them My Own

Direction: Determine the linear equation given the slope and a point. Answer on a separate
sheet of paper.

a. m = -2; (2, 5) d. slope = 3/2 through (-1, -2)

b. m = 1; (5, -2) e. slope = -1 through (-2, 3)
c. m = 2/3, (0, 8)

What Is It

When given a data of slope and a point, the point-slope formula is useful to find its
equation.
Let us discuss the method on how to solve for the equation taking the problem given
in Activity 3a with m= -2 and a point at (2,5).

First is the point-slope formula which is

y – y1 = m ( x – x1)

Now, let’s substitute the x=2 and y=5 to the formula

y – 5 = -2 ( x – 2)

Then, let’s manipulate this to get the slope intercept form

y – 5 = -2x + 4

5
 Now, let’s isolate by adding on both sides.
y – 5 + 5 = 2x + 4 + 5

The line equation is then,

y = -2x + 9

What’s More

Exercise 2: Pass Me By

Direction: Find the equation of the line that has following slope and point data. Use a
separate sheet.

a. slope m = 4 and passes through the point (–1, –6).

b. slope m = - 7/2 and passes through the point (–4, 3).
c. slope m = - 1/2 and passes through the point (–-1/2, 8/3).
d. m = -5; (-3, 9)
e. m = -1; (7,2)

What Is It

Let us solve Exercise 2a to check if you’ve derived to the correct equation.

Given are the slope m = 4, and the point (-1,-6) where x1 = –1, and y1 = –6.

Substituting the given x and y into the slope-point form equation will show us
y – (–6) = 4 (x – (–1))

By operating the subtraction of unlike signs will give us

y + 6 = 4 (x + 1)

By distributive property of multiplication will yield

y + 6 = 4x + 4

By subtracting both sides by 6 in order to isolate y

y = 4x + 4 – 6

Further simplification yields to the final linear equation,

y = 4x – 2

6
 What’s New

C. Finding the equation of the line given two points

Activity 4: Count My Points

Direction: Determine y = mx + b, given the following points of the linear equations.

a. (2, 1), (3, 4)

b. (8, 4) and (6, 10)
c. (-1, 10) and (0, 15)

What Is It

When given two points, the equation of the line can be derived using the two-point
form formula: The linear equation is the two-point form,
where (x1, y1) and (x2, y2) are the coordinates of P1 and P2, respectively.

There are two techniques which are useful in solving for the equation given two
points.
Let us solve Activity 4a, given (2, 1), (3, 4).

Technique #1:

For the first point (2, 1), x1 = 2 and y1 = 1 and for the second point (3, 4), x2 = 3 and y2
= 4. Hence, y 2  y1
y  y1  x  x 1 
x 2  x1

4−1
𝑦−1= (𝑥 − 2)
3−2
3
𝑦−1 = (𝑥 − 2)
1

7
 y- 1 = 3 (x – 2)
y – 1 = 3x – 6
y = 3x – 6 + 1
y = 3x – 5
y = 3x -5

Technique #2:

Step1: Find the slope of the line. To find the slope of the line passing through these two points
we need to use the slope formula:

𝑦 −𝑦 4−1 3
𝑚 = 𝑥2 −𝑥1 = = =3
2 1 3−2 1

So the slope of the line passing through these two points is 3.

Step 2: Use the slope to find the y-intercept. Now that we know the slope of the line is 3 we
can substitute the derived value of the slope into the equation and we get:

y = 3x + b

Step 3: Next, choose one of the two points to substitute for the values of x and y. It does not
matter which one of the two points you choose because you still get the same answer
in either case. Generally, just use the first point. In the problem, the first point is (2, 1)
where x1 =2, y1= 1

1 = 3 (2) + b Substitute the x and y values.

1=6 +b Simplify.
Subtract both sides by 6 to isolate the b
b=1–6 Simplify.
b=-5 The b value is the y-intercept.

Step 4: Write the answer. Using the slope of 3 and the y-intercept of -5, the answer is:
y = 3x - 5

8
 What’s More

Exercise 3: Twinning of Points

Direction: Find the equation of the line in the form y=mx+ b that passes through the
following points:

a. (–1, –2) and (2, 7).

b. (-2, 5), (0, -3)

c. (–4, 7) and (3, 2)

d. (3, 4) and (4, 7)

e.

What Is It

Exercise 3e is shown with a graph indicating two points of the line. Just like what we
did previously in solving for the equation given two points, this item can also be solved using
the same method/s.

Remember to use the two-point form formula in deriving for the equation. When given
a diagram with no indicated points of the line given, you can choose any two points, noting on
the correct coordinates.

9
 Lesson Linear Function and Its Application:
Problem solving involving linear equation in
2 two (2) variables

What’s In

Most real-life situations deal on the relationship between two or more factors.
Examples include prices of commodities like rice, milk or even gasoline, profit from a business
over time, production of goods to sell over number of manpower, number of hours to exercise
over calories to burn, and many more.

Better understanding on the concepts of linear function/ equation that we have been
learned from the previous topics are the necessary tools in dealing with real-life problems
expressed in words. You have learned to formulate an equation given the slope, points and y-
intercept data of a graph. These learnings among others are helpful in solving for the unknown
factors/variables in the mathematical statement of the problem.

Usually, the translation of verbal statement to mathematical statement or expression

is the difficult step in the process. However, careful reading and identification of key words
would help a lot. In this lesson, let us analyze the word problems carefully and interpret them
into mathematical statement.

What’s New

Activity 5: Write Me In Numbers!

Direction: Analyze each of the following word problems and find formulate the equation of
each problem. Follow the diagram below as your model chart in finding for the
equation. Write your answer on separate sheet of paper.

1. A mixed poodle-terrier dog weighs 0.5 kg at birth. From the study, this kind of dog
gained an average weight of 2 kg monthly. If the rate of increase of the dog’s
weight every month is constant, predict the dog’s weight after five months.

10
 2. If you are going to work ₱40 per hour in a certain food chain, how much will be
your salary if you worked 8 hours? 24 hours? 48 hours?

3. Greg, who is 2 years older than Liam, is celebrating his 9 th birthday. How old would
both boys be after 3 years? After 7years? After 10 years?
Step 1. Write the gien
information

Math 8- Learning Module, First Edition

What Is It

Let us solve Activity 1.3 using the how-to-steps presented in a flow chart. Here are
the comprehensive procedures.

Step 1: Read the problem several times, identify the key words and phrases, and write the
given information.

At birth = 0.5 kg
Average weight gained monthly = 2 kg
Weight of the dog after 5 months = unknown

11
Step 2: Identify the variables by assigning a letter or expression to the unknown quantities,
usually in x and y. Assign x as the independent variable and y as the dependent
variable.

Independent variable, x = time

Dependent variable, y = weight

Step 3: Draw a table that would present the data. You can assign arbitrary number for x
(start with smaller numbers for easy computation) to compute for y.

x, (mo) 0 1 2 3 4
Y (kl) 0.5 2.5 4.5 6.5 7.5

Step 4: Identify the slope (m) using the two-point form and then the b which is the y -
intercept.
Write the algebraic equation of the line. The equation that you have formed now is
very useful in computing for the value of y using higher number of x.
6.5−4.5
𝑚= 3−2
=2
Step 5. Plot a graph as necessary.
Step 6. Formulate the equation using the derived slope, m and the value of y when x= 0 as
the y-intercept.
Finally, the equation is: y= 2x + 0.5

12
 What’s More

Exercise 4: Look for the Keywords!

Directions: Solve any two of the following word problems. You are allowed to use the flow
chart given in Activity 5.

1. A pay phone service charges Php 5 for the first three minutes and Php 1 for every
minute additional or a fraction thereof. How much will a caller have to pay if his call
lasts for 8 minutes? Find the equation for this problem.

2. A motorist drives at a constant rate of 60 kph. If his destination is 240 kilometers

away from his starting point, how many hours will it take him to reach the destination?

3. Jolli Donuts charges Php 18 each for a special doughnut plus a fixed charge of Php
5 for the box which can hold as many as 24 doughnuts. How many doughnuts would
be in a box priced at Php 221?

13
 What I Have Learned?

Name: _________________________________ Date: _____________

Grade and Section: _______________________ Score: ____________

Part l

Direction: Solve for the linear equation given the following:

1. (5, 6) and (0, 11)

2. (-2, 1) and (4, 0)
3. m= -2/3, (0, 8)
4. m= 5/2, b= -4
5. (-3, -5), m= -2
6. M= -5, b= -8

https://studylib.net/doc/8546291/algebra-1a-%E2%80%93-worksheet-5
Part ll.
Direction: Find for the equation of the problem and provide the required data.

A barangay in Gingoog City has been growing linearly. In 2008, the population was
2,100. By 2012, the population had grown to 2,380. Assume this trend continues,

(a) predict the population in 2013 and

(b) identify the year in which the population will reach 3,500

Part III.

Direction: In your own words, illustrate how would you solve problems involving linear
equation. You may provide step by step procedure.

14
 What I Can Do
Activity 5: Look around

Direction: Look around you to pick up a situation which involve linear functions. Formulate a
word problem and solve. You may or may not use the flow chart in Activity 5 to
solve. Be guided by the rubric below.

Example: My neighbor is selling banana per kilo.

RUBRIC: PROBLEMS FORMULATED AND SOLVED

6 Poses a more complex problem with 2 or more correct possible solutions and
communicates ideas clearly; shows in-depth comprehension of the pertinent
concepts and/or processes and provides explanations wherever appropriate.

5 Poses a more complex problem and finishes all significant parts of the solution
and communicates ideas clearly; shows in-depth comprehension of the pertinent
concepts and/or processes.

4 Poses a complex problem and finishes all significant parts of the solution and
communicates ideas clearly; shows in-depth comprehension of the pertinent
concepts and/or processes.

3 Poses a complex problem and finishes most significant parts of the solution and
communicates ideas unmistakably, shows comprehension of major concepts
although neglects or misinterprets less significant ideas or details.

2 Poses a problem and finishes some significant parts of the solution and communicates
ideas unmistakably but shows gaps on theoretical comprehension.

1 Poses a problem but demonstrates minor comprehension, not being able to develop
an approach.

15
 Summary

1. In finding for the equation of the line given the slope and its intercept, you need to
use the slope-intercept form, y = mx + b . Following steps can be taken:
 Choose and identify the two points on that line.
 Calculate the slope, m, of the line using the two point.
 Calculate the y-intercept.

2. When the slope and a point are given, the way of finding the equation of the line is by
Slope- Point Form. The linear equation y – y1 = m (x – x1) is the point-slope form.
The value of m is the slope of the line which contains a fixed point P1(x1, y1) and the
y-intercept is b.
3. When given two points, the equation of the line can be derived using the two-point
form formula: The linear equation is the two-point form,
where (x1, y1) and (x2, y2) are the coordinates of P1 and P2, respectively.
4. There are helpful how-to-steps in finding for the equation of a word problem involving
linear equations.
 Read the problem several times. Identify the key words and phrases, and
write the given information.
 Identify the variables by assigning a letter or expression to the unknown
quantities, usually in x and y.
 Draw a table that would present the data.
 Identify the slope (m) using the two-point form and then the b which is the y
intercept.
 Plot a graph as necessary.
 Formulate the equation using the derived slope (m) and the value of y when
x= 0 as the y-intercept.

16
Key to Answers

17
References:
1. Mathematics 8 Learner’s Module, First Edition
2. DLL Exemplar- Math 8 Quarter 1, Suarez, Resa Mae V., Valencia National High
School
3. https://lrmds.deped.gov.ph/detail/5455
4. https://sites.google.com/a/davaocnhs.edu.ph/davaocnhs/lms-and-tgs
5. https://www.softschools.com/quizzes/algebra/finding_the_equation_of_a_line/quiz47
74.html
6. https://www.proprofs.com/quiz-school/quizshow.php?title=equations-lines-quiz-
1&q=8
7. https://www.mathplanet.com/education/algebra-1/formulating-linear-
equations/writing-linear-equations-using-the-slope-intercept-form
8. https://www.purplemath.com/modules/strtlneq2.htm
9. http://www.mesacc.edu/~scotz47781/mat150/notes/eqn_line/Equation_Line_Two_P
oints_Notes.pdf
10. https://www.shmoop.com/linear-equations/slope-intercept-exercises.html
11. https://caddellprep.com/common-core-algebra-assignments/finding-the-equation-of-
a-line-given-the-slope-and-a-point/
12. https://www.youtube.com/watch?v=izT7auYTnLc
13. https://www.youtube.com/watch?v=5x-bM682Nvw
14. https://www.onlinemathlearning.com/equation-of-line.html
15. https://www.chilimath.com/lessons/intermediate-algebra/slope-formula/
16. http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_R
ESOURCE/U13_L2_T1_text_final.html
17. https://math.libretexts.org/Bookshelves/Algebra/

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