Grade 8 Mathematics Final

8
MATHEMATICS
FIRST QUARTER
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
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Learning Activity Sheet in SCIENCE
(Grade 8)
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Table of Contents
Compentency Page number
Factors completely different types of polynomials (polynomials

with common monomial factor, difference of two squares, sum
1
and difference of two cubes, perfect square trinomials, and
general trinomials)
Solves problems involving factors of polynomials 25
Illustrates rational algebraic expressions 28
Simplifies rational algebraic expressions 33
Performs operations on rational algebraic expressions. 40
Solves problems involving rational algebraic expressions. 48
Illustrates the rectangular coordinate system and its uses. 58
Illustrates linear equations in two variables 65
Illustrates and finds the slope of a line given two points, equation,
69
and graph
Writes the linear equation c byax = + in the form b mxy + = and
76
vice versa
Graphs a linear equation given (a) any two points; (b) the x –
80
and y – intercepts; (c) the slope and a point on the line
Describes the graph of a linear equation in terms of its intercepts
87
and slope
Finds the equation of a line given (a) two points; (b) the slope
93
and a point; (c) the slope and its intercepts.
Solves problems involving linear equations in two variables 103
Illustrates a system of linear equations in two variables 111
Graphs a system of linear equations in two variables 117
Categorizes when a given system of linear equations in two
variables has graphs that are parallel, intersecting, and 121
coinciding.
solves problems involving systems of linear equations in two
128
variables by (a) graphing; (b) substitution; (c) elimination.
Note: Practice Personal Hygiene protocols at all times ii

MATHEMATICS 8
Name: _____________________ Grade Level : ____
Date: ______________________ Score: _________
Learning Activity Sheet # 1
Background Information for Learners
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on factoring
polynomials with common monomial factor.
Factoring the common monomial factor is the reverse process of monomial to

polynomials.
a(b + c) = ab + ac
Common Monomial Factor

To factor polynomial with common monomial factor, expressed the given polynomial
as a product of the common monomial factor and the quotient obtained when the
given polynomial is divided by the common monomial factor
Learning Competency: Factor completely polynomials with common monomial

factor. (M8AL-Ia-b-1)
Activity
Directions: Show complete solutions in a separate sheet of paper.
A. Factor the following
1. a²bc + ab²c + abc² 3. 25a + 25b 5. 2x²y + 12xy
2. 4m²n² - 4mn³ 4. 3x² + 9xy
Solutions:
B. Factor the following:
1. 10x + 10y + 10z 3. 3x³ + 6x² + 9x 5. 7a³ + 14a² + 21
Note: Practice Personal Hygiene protocols at all times 1

2. bx + by + bz 4. 10x + 5y – 20z
Solution:
C. Factor the following:
1. 5x + 5y + 5z 3. 4x³ + 8x² + 12x 5. 3a³ + 6a² +

12
2. ax + ay + az 4. 6x + 18y – 9z
Solution:
Rubrics for Scoring
Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)
Amount of Learner shows Learner shows Learner shows Learner shows

Work no attempt to only the correct partial steps to complete and
really do any of answer. arrive at the correct steps to
the problems, correct answer. arrive at the
no answer correct answer.
given.
Understanding Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
understanding understanding understanding understanding
on how to
on how to on how to on how to
factor
factor factor factor
polynomials
polynomials polynomials polynomials
with common with common
monomial monomial
monomial monomial
factor factor
factor factor
Reflection
I feel that the activity _____________________________________________.

Answer Key
A. 1. B. 1. C. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Reference
F G8 Mathematics Learner’s Module pages 45-46ourth Year
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13
(TG), EASE Module Fourth Year · Triangle Trigonometry, Mo, Module 2
(L
Prepared by:
MARIETTA P. FURIGAY
Teacher

MATHEMATICS 8
Name: _____________________ Grade Level : ____
Date: ______________________ Score: __________
lesson comprehension as it specifically aims for students’ mastery on factoring
polynomials with common monomial factor.
Factoring the common monomial factor is the reverse process of multiplying

monomial by polynomials. In checking the result, the Distributive Property of
Multiplication will be applied.
a(b + c) = ab + ac
Common Monomial Factor

To factor a polynomial with a common monomial factor, express the given
polynomial as a product of the common monomial factor and the quotient obtained
when the given polynomial is divided by the common monomial factor
Learning Competency: Factor completely polynomials with common monomial

factor. (M8AL-Ia-b-1)
Example 1. Find the greatest common factor (GCF) of 24x 2y and 6x.
Solution
The GCF of 24 and 6 is 6. The GCF of x2 and x is x. Since the factor y
does not appear in all terms, y does not appear in the GCF. Therefore the
GCF of 24x2y and 6x is 6x.
2. Factor 20x - 30xy.
Solution
Find the GCF for the numerical coefficients. → For 20 and -30, GCF =
10
Find the GCF for the variables. → For x and xy, GCF = x
Get the GCMF. Multiply the GCF of the numerical coefficients and the
GCF of the variables. → GCMF = 10x
Write the GCMF as the first factor. → 10x(_ − _ )

Get the second factor. Divide the given polynomial by the GCMF. →
20 x − 30 xy
= 2 − 3y
10 x
Write the quotient as the second factor. → 10x(2 − 3 y )
Therefore, 20x - 30xy is factored as 10x(2 − 3 y ) .
3. Factor 16m n + 24m n

3 4 2 5
Solution
Find the GCF for the numerical coefficients. → 2|16 24
GCF = 2 x 2 x 2 = 8
2| 8 12
2| 4 6
2 3
Find the GCF for the variables. → For m and m2, GCF = m2
3
For each common variable, For n4 and n5, GCF = n4

get the factor with the least exponent. For the variables, GCF =
m2n4
Get the GCMF. Multiply the GCF of the numerical coefficients and the
GCF of the variables.
→ GCMF = 8m2n4
Write the GCMF as the first factor. → 8m2n4 (_− _ )
Get the second factor. Divide the given polynomial by the GCMF. →
16m n + 24m2 n5 = 2m + 3n
3 4
8m2n4
Write the quotient as the second factor. → 8m2n4 (2m + 3n)
Therefore, 8m2n4 (2m + 3n) is the factored form of 16m n + 24m n .
3 4 2 5
Activity: Factor Me by Looking at My GCMF!

A. Factor the following
1. 5x + 5y + 5z 3. 25a + 25b 5. 2x²y + 12xy
2. 4m²n² - 4mn³ 4. 3x² + 9xy
Solutions:

1 1 1
1. 2 x + 2 y - 2 z 3. 3x³ + 6x² + 9x 5. 7a³ + 14a² +
21
2. bx + by + bz 4. 10x + 5y – 20z
Solution:
C. Factor the following:
1. a2bc + ab2c + abc2 3. 4x³ - 8x² + 12x 5. 3a³ + 6a² +

12
2. ax + ay + az 4. 6x + 18y – 9z
Solution:
Rubrics for Scoring

given.

on how to
factor
factor factor factor
polynomials
polynomials polynomials polynomials
monomial monomial
monomial monomial
factor factor
factor factor

Reflection
(Learner writes how he/she feels about the activity)
● I have difficulty in ______________________________
● I appreciate __________________________________
Answer Key
1
A. 1. B. 1. 2 (x + y - z) C. 1. abc(a + b + c)
2. 2. 2.
3. 3. 3. 4x(x2 - 2x + 3)
4. 4. 4.
5. 5. 5.
References
F G8 Mathematics Learner’s Module pages 45-46ourth Year
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13
(TG), EASE Module Fourth Year · Triangle Trigonometry, Mo, Module 2
(L
Prepared by:
MARIETTA P. FURIGAY
Teacher

MATHEMATICS 8
Name: _____________________ Grade Level : ____
Date: ______________________ Score: _________
lesson comprehension as it specifically aims for students’ mastery on Factoring the
Difference of Two Squares
Factoring the difference of two squares is the reverse process of the product
of sum and difference of two terms.
(x + y)(x – y) = x2 – y2
The factors of the difference of two squares are the sum of the square roots of the
first and second terms times the difference of their square roots.
*The factors of 𝑎𝑟𝑒 ( a + 𝑏 ) 𝑎𝑛𝑑 ( 𝑎 −𝑏 ).
Learning Competency: Factors completely different types of polynomials

a. Factor the difference of two squares. M8AL-Ia-b-1)
Example:
1. x2 - 81 = x2 - 92 2. s2 - 16t2 = s2 - (4t)2 3. 64a2 - 49b2 = (8a)2 -
(7b)2
= (x + 9)(x - 9) = (s + 4t)(s - 4t) =(8a + 7b)(8a -
7b)
Activity: Right Perfect Pair

Directions: Factor the following Difference of Two Perfect Squares:
1. c² - d²
2. 1 - a²
3. a2 – 4
4. 16x² - 4
5. a²b² - 144
Solution:
B. Factorize the following by taking the difference of squares:

1. x2 – 100
2. a2 b2 – 25
3. ( a + b )² - 4c²

4. 36𝑥2 – 81
5. 54𝑥2 – 6y2
Solution:
C. Factor the following.

1. 100a2 – 25b2
2. 1 – 9a2
3. 81x2 – 1
4. – 64a2 + 169 b2
5. x2 – 144
Solution:
Rubrics for Scoring

given.

on how to
factor the
factor the factor the factor the
difference of
difference of difference of difference of
two squares two squares
two squares two squares
Reflection
● I appreciate __________________________________

Answer Key
A. 1. B. 1. C. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
References
F Mathematics Activity Sourcebook pages 22-23.
http://lmrds.deped.gov.ph
Year · Triangle Trigonometry, Mo, Module 2 (L

Prepared by:
MARIETTA P. FURIGAY
Teacher

MATHEMATICS 8
Name: _____________________ Grade Level : ____
Date: ______________________ Score: _________
lesson comprehension as it specifically aims for students’ mastery on Factoring the
Sum and Difference of Two Cubes
Purpose Setting Activity

So here are the formulas that summarize how to factor the sum and difference of two
cubes.
Study them carefully using the following diagrams.
Factoring the sum or difference of two cubes is the reverse process of a

product of binomial and trinomial.
(x + y)(x2 – xy + y2) = x3 + y3
(x - y)(x2 + xy + y2) = x3 - y3
To factor the sum or difference of two cubes:

1. The sum of the cubes of two terms is equal to the sum of the two terms multiplied
by the sum of the squares of these terms minus the product of these two terms.
a³ + b³
= ( a + b) ( a² - ab + b² )

2. The difference of the cubes of two terms is equal to the difference of the two
terms multiplied by the sum of the squares of these two terms plus the product of
these two terms.
a³ - b³
= ( a - b ) ( a² + ab + b² )
Example: Factoring the Sum and Difference of Two Cubes
1. 8 + x3
= 23 + x3
= (2 + x)(22 - 2x + x2)
= (2 + x)(4 - 2x + x2)
2. 8k3 - 103
= (2k)3 - (10)3
= (2k - 10)[(2k)2 + (2k)(10) + (10)2]
= (2k - 10)(4k2 + 20k + 100)
= 2(k - 5) * 4(k2 + 5k + 25)
= 8(k - 5)(k2 + 5k + 25)
3. 27a3 - 64b3
= (3a)3 - (4b)3
= (3a - 4b)[(3a)2 + (3a)(4b) + (4b)2]
= (3a - 4b)(9a2 + 12ab + 16b2)

a. Find the factors of the sum or difference of two cubes.
b. Completely factor a polynomial involving the sum and difference of two cubes.
c. Find pleasures in working with numbers.
Activity: Perfect Cube

A. Factor the following:
1. x3 – 8
2. 27x3 + 1
3. x3y6 – 64
4. m³ + 125
5. x³ + 343
Solution:

B. Factor each completely.
1) x ³ + 125
2) a ³ + 64
3) x ³ – 64
4) u ³ + 8
5) 8a³ + 64b³
Solution:
C. Supply the missing expression.

1. 𝑚3 - 27 = (m – 3) ( _________ )
2. 64 + 27𝑛3 = ( ____) (16 – 12n + 9𝑛2 )
3. _______ = ( 2p + 5q ) ( 4𝑝2 – 10pq + 25𝑞2 )
4. 𝑥6 + 1000 = (_____ ) (𝑥4 - 10𝑥2 + 100 )
5. ________= ( 6x – 7y ) ( 36𝑥2 + 42xy + 49𝑦2 )
Solution:
Rubrics for Scoring

given.

on how to
factor the sum
factor the sum factor the sum factor the sum
or difference of
or difference of or difference of or difference of
two cubes: two cubes:
two cubes: two cubes:

Reflection

● I appreciate __________________________________

Answer Key
A. 1.
2.
3.
4.
5.
B. 1.
2.
3.
4.
5.
C. 1.
2.
3.
4.
5.
References
F Mathematics Activity Sourcebook pages 25- 26
http://lmrds.deped.gov.ph.
Mo
Prepared by:
MARIETTA P. FURIGAY
Teacher

MATHEMATICS 8
Name: _____________________ Grade Level : ____
Date: ______________________ Score: _________
lesson comprehension as it specifically aims for students’ mastery on Factoring
Quadratic Trinomials of the form ax 2 + bx + c, where a = 1
In ax2 + bx + c  ax2 is the first term

bx is the middle term
c is the last term
The product of two binomials is called general quadratic trinomial; and

The factors of a general quadratic trinomial are two binomials.
In factoring Quadratic Trinomials of the form ax2 + bx + c, where a = 1
1. Factor the first term of the trinomial and write these factors as the first terms of
the factors;
2. List down all the factors of the last term;
3. Identify which factor pair sums up the middle term; then
write each factor in the pairs as the last term of the binomial factors.

a. Factor general quadratic trinomial of the form ax2 + bx + c, where a = 1
b. Find pleasure in factoring general quadratic trinomials. (M8AL-Ia-b-1)
Illustrative Examples
Study the factors of the given trinomials.
1. x² + 7x +10 =
Answer: (x + 5) (x + 2)
2. a² + 7a + 12 =
Answer: (a + 4) (a + 3)
3. c² + 2c - 8 =
Answer: (c + 4) (c – 2)
Questions to the illustrative examples above:

1. What kind of polynomials are the resulting factors of the trinomial? Answer:
Binomial factors
2. How will you relate the first term in the trinomial with the first terms in the
binomial factors? Answer: The factors of the first term of the trinomial are the
first terms of the binomial factors.
3. How will you compare the second term in the trinomial and the sum of the inner
and the outer product of the terms of binomials? Answer: Equal
4. What have you observed about the third term in the trinomial and the product of
the second terms in the binomial factors? Answer: Equal
Activity
1. 1. x2 – 7x + 10
2. 2. b2 + 13b + 30
3. 3. x2 + 6x + 8
4. x2 – 8x + 12
5. x2 + x – 6
Solution:

1. m2 + 14m + 33
2. x2 – 13x – 14
3. a2 – 7x – 18
4. One of the factors of x2 + 5x – 24 is (x + 8). What is the other factor?
5. Find the missing terms: x2 – 11x + 30 = (x - ___)(x - ___)
Solution:
C.Factor the following:

1. x2 – 7x + 6
2. b2 – 6b – 27
3. x2 + 2x – 24
4. x2 + 8x + 15
5. a2 + 9a + 14
Solution:

Rubrics for Scoring
Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 Level 4 (3

pts.) pts.)
Amount of Learner Learner Learner Learner

Work shows no shows only shows partial shows
attempt to the correct steps to arrive complete and
really do any answer. at the correct correct steps
of the answer. to arrive at the
problems, no correct
answer given. answer.
Understanding Learner Learner Learner Learner

shows no shows limited shows partial shows
understanding understanding understanding thorough
on how to understanding
on how to on how to
factor a
factor a factor a on how to
general
general general factor a
quadratic quadratic
quadratic general
trinomial of trinomial of
trinomial of quadratic
the form ax2 + the form ax2 +
the form ax2 + trinomial of
bx + c, where bx + c, where
bx + c, where the form ax2 +
a=1 a=1
a=1 bx + c, where
a=1
Reflection

● I appreciate __________________________________

Answer Key
A. 1. (x - 2)(x - 5) C. 1. (x - 6)(x - 1)
2. (b + 3)(b + 10) 2. (b - 9)(b + 3)
3. (x + 2)(x + 4) 3. (x + 6)(x - 4)
4. (x - 2)(x - 6) 4. (x + 3)(x + 5)
5. (x + 3)(x - 2) 5. (a + 2)(a + 7)
B. 1. (m + 3)(m + 11)
2. (x - 14)(x + 1)
3. (a - 9)(a + 2)
4. (x + 8)(x - 3)
5. (x - 5)(x - 6)
Reference
Nivera, Gladys C. et al., Making Connections in Mathematics, pp. 341-342,
Year · Triangle Trigonometry, Mo,
Module 2 (L
Prepared by:
MARIETTA P. FURIGAY
Teacher

MATHEMATICS 8
Name: _____________________ Grade Level : ____
Date: ______________________ Score: _________
lesson comprehension as it specifically aims for students’ mastery on Factoring
Quadratic Trinomials of the form ax 2 + bx + c, where a > 1
In factoring Quadratic Trinomials given a > 1:

1. Find the product of the leading term and the last term.
2. Find the factors of the product of the leading term and the last term whose sum is
equal to the middle term.
3. Rewrite the trinomial as a four-term expression by replacing the middle term with
the sum of the factors.
4. Group the terms with common factors.
5. Factor the groups using greatest common monomial factor.
Factor out the common binomial factor and write the remaining factor as a sum or
difference of the common monomial factors.

a. Factor quadratic trinomial of the form ax2 + bx + c, where a > 1. (M8AL-Ia-b-1)
Note:The value of a in a general quadratic trinomial can be greater than 1

(a > 1) and there are steps to be followed on how to get its factors.
Illustrative Examples
Factor 2k2 – 11k +12
Follow the steps:
1. Find the product of the leading term and the last term
2k2 – 11k + 12
(2k2) (12) = 24k2
2. Find the factors of 24k2 whose sum is -11k.
(-3k) + (-8k) = -11k
3. Rewrite the trinomial as a four-term expression by replacing the middle term with
the sum of the factors.
2k2 – 8k – 3k + 12
4. Group the terms with common factors.
(2k2 – 8k) + (-3k + 12)
5. Factor the groups using greatest common monomial factor.
2k (k – 4) – 3(k – 4)

6. Factor out the common binomial factor and write the remaining factor as a sum or
difference of the common monomial factors.
(k – 4)(2k – 3).
Questions:
1. What kind of polynomials are the resulting factors?
2. How will you relate the first term in the trinomial with the first terms in the binomial
factors?
3. How will you compare the second term in the trinomial and the sum of the inner
and the outer product of the terms of binomials?
4. What have you observed about the third term in the trinomial and the product of
the second terms in the binomial factors?
Activity
1. 2x2 + 3x + 1
2. 2x2 – 3x – 2
3. 25a2 – 10a + 1
4. One of the factors of 11x2 + 23x + 2 is (x + 2 ). What is the other factor?
5. Find the missing terms: 3x2 – 4x – 15 = (x - ___)(___ + 5)
Solution:
B. Most famous food flavor combos. Match the flavors in column A with their
combos in column B by factoring the given quadratic trinomials represented by
each flavor.
Column A Column B
1. Milk Tea: 2x2 - 5x + 2 Chocolate: (x + 4)(3x - 1)
2. Cookies: 5x2 - 13x - 6 Cheese: (x - 4)(2x - 3)
3.Burger: 6x2 + 13x + 6 Bread: (2x - 1)(x - 2)
4.Peanut Butter: 3x2 + 11x - 4 Cream: (x - 3)(5x + 2)
5.Ham: 2x2 – 11x + 12 Fries: (x + 2)(6x + 3 )
Solution:
C.Factor the following:
1. 2x2 + x – 6
2. 6x2 – 20x + 6
3. 6m2 – 6m – 12
4. 8x2 + 22x + 9
5. 4n2 + 12nx + 9x2

Rubrics for Scoring
Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 Level 4 (3

pts.) pts.)
Amount of Learner Learner Learner Learner

Work shows no shows only shows partial shows
attempt to the correct steps to arrive complete and
really do any answer. at the correct correct steps
of the answer. to arrive at the
problems, no correct
answer given. answer.
Understanding Learner Learner Learner Learner

shows no shows limited shows partial shows
understanding understanding understanding thorough
on how to understanding
on how to on how to
factor a
factor a factor a on how to
general
general general factor a
quadratic quadratic
quadratic general
trinomial of trinomial of
trinomial of quadratic
the form ax2 + the form ax2 +
the form ax2 + trinomial of
bx + c, where bx + c, where
bx + c, where the form ax2 +
a>1 a>1
a>1 bx + c, where
a>1
Reflection

● I appreciate __________________________________
Answer Key
A. 1. (x + 1)(2x + 1)
2. (x - 2)(2x + 1)
3. (5a - 1)(5a - 1)
4. (x + 2)(11x + 1)
5. (x - 3)(3x + 5)

B. 1. Bread
2. Cream
3. Fries
4. Chocolate
5. Cheese
C. 1. (2x - 3)(x + 2)
2. 2(3x - 1)(x - 3)
3. 6(m - 2)(m + 1)
4. (4x + 9)(2x + 1)
5. (2n + 3x)(2n + 3x) or (2n + 3x)2
References
Nivera, Gladys C. et al., Making Connections in Mathematics, pp. 341-342,
Year · Triangle Trigonometry, Mo,
Module 2 (L
Prepared by:
MARIETTA P. FURIGAY
Teacher

MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________
Learning Activity Sheet

Solving Problems involving Factors of Polynomials
Factoring is the reverse process of multiplication. When a number or a

polynomial is factored, it is written as a product of two or more factors
Factoring is used in solving quadratic equations, simplifying rational

expressions, and graphing quadratic functions. A polynomial is said to be factored
into prime factors if it is expressed as the product of two or more irreducible
polynomials of the same type.
Learning Competency: To solve problems involving factors of polynomials

Examples:
1. The area of a rectangle is (x2 – 5x + 6) cm2 and its width is (x – 2) cm, what is its
length?
Solutions:
Area of a rectangle = length x width
(x2 – 5x + 6) cm2 = length (x – 2 ) cm
(x – 2 ) cm (x – 2 ) cm
(x – 2 )(x – 3 ) cm = length
(x – 2 )
(x – 3 ) cm = length
2. The side of a bigger square is 3x4y2z cm. The side of a smaller square is 8a cm.
How big is the first square than the second square? Express the difference in terms
of x, y, z and a in factored form.
Solution:
Difference in area = Area of big square - Area of the smaller square
= (3x4y2z)2 - (8a)2
= (3x4y2z + 8a) (3x4y2z - 8a)
3. A school complex is planned to be constructed in a 100m by 100m lot, with a

square open space for the students’ activities right at the middle of the lot. The

size of the open space will be decided later. Express the area for the school
building in factored form.
Solution:
Area of a square = s2
= 1002 – x2
= (100 + x) (100 – x)
Activity 2
Directions: Solve the following problems. Show complete solutions.
1. The sides of a scalene triangle are as follows: (2a3 - 4ab - 5b3) cm,
(a3 + 3ab + 3b3) cm, (3b3+ab-3a3) cm. Express its perimeter in factored form.
2. The perimeter of a square is (8x + 28) cm, what is the length of its side?
3. The volume of a rectangular solid is (x3 + 8x2 + 19x + 12) cm3. If the area of the
base is (x2 + 7x + 12) cm2, find its height.
4. The area of a square garden is (4x2 - 28x + 49) m2. Find the length of the side of
the garden.
5. The total surface area a cube is 54x 2 + 72xy + 24y2. Express the following in
factored form.
a. total surface area
b. volume
6. The dimensions of a triangle are (16m2 – 40mn + 25m2) cm, (12m2 + 5mn – 25n2)
cm, and (4m2 – 9mn + 5n2) cm. Express the perimeter in factored form.
7. A school complex is planned to be built in (3x – 5) m by (3x – 5) m lot with a

square open space for students’ activities right at the middle of the lot that measures
(x + 1) m by (x + 1) m. Express in factored form the total area of the lot excluding the
square open space for students’ activities.
Reflection

Answer Key
1. P = (b)(b)(b)
2. (2x + 7) m
3. (x + 1) cm
4. (2x – 7) m
5. a. Total surface area = 6(3x + 2y)2
b. Volume = (3x + 2y)3 or (3x + 2y)(3x + 2y)(3x + 2y)
6. (4m – 5n) (8m – n) cm
7. 8(x – 1)(x – 3) sq. units
References:
Year The New Grade 8, Next Century Mathematics by Diaz, et.al.
Mathematics Learner’s Module for Grade 8Fourth Year Triangle
Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13 (TG),
EASE Module Fourth Year · Triangle Trigonometry, Mo, Module 2
(L
Prepared by:
ROMULO T. TAPIRU
Teachero, Module
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module
13 (TG), EASE Module Fourth Year · Triangle Trigonometry, Mo,

MATHEMATICS 8
Name of Learner: _________________________ Grade Level: _____________________
Section: _________________________________ Score:_____________________
LEARNING ACTIVITY SHEET
IDENTIFYING RATIONAL ALGEBRAIC EXPRESSIONS
Any number that can be written in the form , where a and b are integers and ,
is called a rational number.
In algebra, a rational algebraic expression is the quotient of two polynomials with a
nonzero denominator. It is written in the form , where P and Q are polynomials and .
The following are examples of rational algebraic expressions:
Take note of these:
1. The variables in both numerator and denominator should have a nonnegative integer
exponent.
2. The variables in both numerator and denominator should not be in radical form.
Learning Competency with code

Illustrates rational algebraic expressions. (Quarter 1 Week 3) M8AL-Ic-1
Activity 1. ANSWER IT OUT!
Directions: Identify whether each expression is a rational algebraic expression or not. Write
your answer on the box provided.
1.
2.
3.
4.
5.
6.

7.
8.
9.
10.
Activity 2. MATH POOL

Directions: Below is a math pool full of different expressions. List down all the rational
algebraic expressions that you see.
Write your answers here:

Activity 3. STAND WITH IT!
Directions: Read the situation below. Then answer the question.
JB was asked by his teacher to give one example of a rational algebraic expression and one
that is not. Is his answer correct? Justify your answer.
is a rational algebraic
expression while is not a
rational algebraic expression.
Write your answer here:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Rubric for Scoring
Correct answer and the explanation is

10 points
detailed and clear.
7 points Correct answer and the explanation is clear.
5 points Correct answer but inaccurate explanation.
3 points Wrong answer and inaccurate explanation.
0 point No answer at all.

Activity 4. THINK! THINK! THINK!
Directions: Create five examples of rational algebraic expression. Write your answers on the
circles provided.
Rational
Algebraic
Expression
Reflection
Complete these statements:
What I have learned in these activities?
I learned that ______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I find difficulty in ___________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on ____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Alferez, Merle, and Duro, Ma. Cecilia. MSA Intermediate Algebra. MSA Publishing House,
2015.
Jose-Dilao, Soledad, and Bernabe, Julieta. Intermediate Algebra. JTW Corporation, 2002.
Pascua, Leonarda, et.al. Mathematic III Textbook for Third Year High School. Instructional
Materials Corporation, 1991.

Answer Key
Activity 1. Answer It Out!
1. Rational Algebraic Expression
2. Not
3. Not
5. Not
7. Not
10. Not
Activity 2. MATH POOL
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Activity 3. STAND WITH IT!

No, only the first expression he gave was correct because it is an example of a rational
algebraic expression. His second expression was wrong because it is actually another example
of a rational algebraic expression but He was asked to give an expression that is not.
Activity 4. THINK! THINK! THINK!
Answers may vary.
Prepared by:
JHUNE S. BAGGAYAN
Writer

MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________

Section:_____________________________ Score:_______________________

SIMPLIFIES RATIONAL ALGEBRAIC EXPRESSIONS
Simplifying a rational expression means modifying it to simpler or more
desirable form. It involves the removal of all common factors in the
numerator and denominator.
A rational expression is said to be in lowest terms when its numerator and
denominator have no common factors other than 1. In reducing a rational
expression to lowest terms, divide both the terms of the rational expression
by the greatest common factor of the terms.
Example 1: Reduce to its lowest terms
Solution: Factor the numerator and denominator
= Divide the numerator and the

denominator
by their common factors 3 and 3.
Example 2: Express in its simplest form, when x and y
Solution: Factor both the numerator and the

denominator
= Put common factors together
= Divide the numerator and the

denominator
by their common factors.

Example 3: Simplify whose denominator is not equal to zero.
Solution: Factor both the numerator and the

Denominator.
Divide by the common factor

Simplifying Rational Algebraic Expressions (M8AL-Ic-2, Quarter 1, Week 3)
Activity 1. Match Me In
Directions: Simplify the following rational algebraic expression below and
match
each rational expression to its equivalent simplified expression from choices
A to
E. Write the rational expression in the appropriate box.
A. B. C. D. E.
A B C D E

Activity 2. Amaze Me
Direction: Start at the Star. Simplify each rational algebraic expression and
choose the correct answer from the arrow box and proceed to the next
rational algebraic expression until you reach the END. The person to make
in through the maze can get 15 points.
X+3
END!

Activity 3. MATch Me
Direction: Simplify each rational algebraic expression in Column A and

match with Column B.
Column A Column B
1 A
2 B
3 C
4 D

5 E
Reflection
Complete this statement:
What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References:
https://www.google.com/url?sa=i&url=https://pixy.org/4281604/&psig=AOvVaw1UZ4TZms75LL5rb
WT2KNwV&ust=1574240866330000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJi886_29eUCFQ
AAAAAdAAAAABAI
Intermediate Algebra by Fernando B. Orines, et.al.
Moving Ahead with Mathematics II, 1999.
Answer Key
Activity 1.
1. E
2. A
3. D
4. B
5. C
Activity 2.
X+3
END!

Activity 3.
1. D
2. E
3. A
4. B
5. C
Prepared by:
SUSANA D. PASCUAL
Writer

MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

OPERATIONS ON RATIONAL ALGEBRAIC EXPRESSIONS
A rational expression is said to be in lowest terms when its numerator and
denominator have no common factors other than 1 or -1. In reducing a rational expression to
lowest terms, divide both terms of the rational expression by the greatest common factor of
the terms.
Addition and Subtraction of Rational Algebraic Expressions with Common Denominator
ADDITION SUBTRACTION
Steps: Steps:
❖ Add the numerators (combine like ❖ Change the sign of the subtrahend or the
terms). entire numerator of the second fraction.
❖ Copy the common denominator. ❖ Combine like terms.
❖ Simplify the fraction if possible. ❖ Copy the common denominator.
❖ Simplify the fraction if possible.
Example 1: Example 2:
Example 3:
Example 4:

Addition and Subtraction of Rational Algebraic Expression with Unlike Denominator
Steps:
❖ Determine the LCD.
❖ Rewrite each fraction as an equivalent fraction with
the LCD. This is done by multiplying both the numerator and denominator of each
fraction by any factors needed to obtain the LCD.
❖ Add or subtract the numerators while maintaining
the LCD.
❖ Simplify the fraction through factoring if possible.

Multiplication and Division of Rational Algebraic Expressions
MULTIPLICATION DIVISION
Steps: Steps:
❖ Factor all numerators and denominators ❖ Invert the divisor (the second
completely. fraction)
❖ Cancel out common factors ❖ Apply the steps in multiplying
❖ Multiply numerators together and multiply rational algebraic expressions.
denominators together.
2 3

Performs operations on rational algebraic expressions M8ALIc-d-1
Activity 1. DIY (Do It Yourself)
Directions: Add or subtract the following rational expressions. Express your answers in
simplest form. Write your solution.

ACTIVITY 2. DIY 2.0 (Do It Yourself)
Directions: Solve for the product or quotient of the following rational algebraic expressions.
Express your answers in simplest form.

ACTIVITY 3. Perfect Match
Directions: Match the different operations on rational algebraic expressions in Column A

with its correct answer in Column B.
Column A Column B
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
REFLECTION:
1. I learned that _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
2. I enjoyed most on _________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References
https://mcckc.edu/tutoring/docs/bt/algebra/Adding_and_Subtracting_Rational_Expressions.p
df
https://mcckc.edu/tutoring/docs/bt/algebra/Multiplying_Rational_Expressions.pdf
https://drive.google.com/drive/folders/16ZElL20pAAWsJXncwcIXHhe1kGYjyi-
c?fbclid=IwAR0AocAtFBArDMa8mznKIXoTsJzPVG3PYNhjrGzfGzT31adISvHRR5qpI
Alferez, Merle and Duro, Ma. Cecilia. MSA Intermediate Algebra. MSA Publishing House,
2015.
Orines, Fernando, Diaz, Zenaida and Mojica, Maharlika. Next Century Mathematics
Intermediate Algebra. Phoenix Publishing House, 2003.

Answer Key
Activity 1. DIY (Do It Yourself)
Activity 2. DIY 2.0 (Do It Yourself)
Activity 3. Perfect Match

1. b 4. c 7. f 10. k
2. d 5. e 8. j
3. a 6. g 9. h
Prepared by:
MARLYN T. LATTAO
Writer

MATHEMATICS 8
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: _______________________
Solving Problems Involving Rational Algebraic Expressions/ Equations
In these days of computers and calculators, Mathematics teachers believe that it is
important to develop in students the ability to think, to give them sound strategies that will
enable them to solve real life problems and to inculcate in them an enthusiasm to solve
mathematical concepts by themselves.
Problem solving is the application of some concepts in Mathematics. It refers to
mathematical tasks that have the potential to provide intellectual challenges for enhancing
students’ mathematical understanding and development.
Some techniques or strategies in problem solving presented in this module are not only
interesting but are also meant to ensure that principles learned in Mathematics are utilized. This
is called “ARTS”. This will guide and aid the students in solving problems.
One of the tools in solving problems in Mathematics is the concept on rational algebraic
expressions or simply called rational expressions. It gives the students the opportunity to
represent and solve non-routine problems easily.
Rational expressions are expressions in the form , where p and q are polynomials and
q ≠0.
Rational equations are equations that contain rational expressions.
There are many types of applied problems involving rational expressions. Success in
solving them depends upon the following:
A. Correct analysis of the problem
B. Proper labelling of the variable(s)
C. Accurate statement of the mathematical sentence
D. Systematic derivation of the truth set
E. Proper translation into the solution set.
Here are some steps that may help you solve word problems systematically.
1. A = Analyze the problem. Read the problem carefully to identify what is being asked and
what are the given facts.
2. R = Represent the unknown using a variable.
3. T = Translate. (Write an equation).
4. S = Solve the equation. State your answer.

The learner solves problems involving rational algebraic expressions/equations. (M8AL-Id-2)
Let’s have a simple recall:

A. Simplifying Rational Expressions
Examples: Simplify the following:
1.
Solution:
=
=
2.
Solution:
= (by cancellation method)
=2rs
3.
Solution:
=
=
B. Solving Rational Equations
Examples:
Solve the following rational expressions
1. - =
Solution: - = ( find the LCD of ( and )
- = Checking:
= Is - = ?
4(x – 2) = 1(2x) - =
4x – 8 = 2x =
4x – 2x = 8 =
2x = 8 (dividing both sides by 2)

x=4
2.
Solution: Checking:
1(a + 5) = 2(a - 3)
a + 5 = 2a – 6

a - 2a = -6 - 5
-a = -11 (dividing both sides by -1, the numerical
coefficient of a)
a = 11
3. 1 + =
Solution: Checking:
1- = Is 1 - = ?
1- =
4(x - 2) = 1(x) 1- =
4x - 8 = x =
4x – x = 8
3x = 8
x=
C. Application of Rational Expressions

Examples:
1. Two times the difference of a certain number and five is equal to the quotient of thrice the
number and 2. What is the number?
Solution: Let x = the number
Two times the difference of a number and five is equal to thrice the quotient a number and two
2(x–5) =
2x – 10 = Checking: Substituting the obtained

2(2x – 10) = 3x value of x,
4x – 20 = 3x 2x – 10 =
4x – 3x = 20 2(20) - 10 =
X = 20 40 – 10 =
30 = 30
2. Sam is half the age of Mary. The sum of their ages is 34;
a. How old is Sam? What about Mary?
b. What is one-third the square of the sum of their ages?
Solution:
Let x = be the age of Mary
= Sam’s age

Equation: x + = 30
= 30
= 30
3x = 2(30)
3x = 60
x = 20
a. How old is each?
Mary’s age: x = 20
Sam’s age: = = 10
b. What is one-third the square of the sum of their ages?

20 + 10 = 30 (sum of their ages)
=[ 30)] 2
= (10)2
= 100
3. What is the perimeter of a square lot if the measure of one side is ?

Solution:
P = 4s (Formula in finding the perimeter of a square(s)
S=
P=4( )
P=
4. Mr. Cruz has a stack of letters to be encoded. If Luz takes 6 hours to type all the letters
and Pat takes 9 hours, how long will it take them to do the job together?
Solution:
Let x = number of hours needed by Luz and Pat
is part of the stack Luz does in 1 hour; is part of the stack Pat does in 1 hour,
is the part they can do together in 1 hour
Equation:
+ =
18x ( + = )
3x + 2x = 18
5x = 18

x= or 3 hours
5. One pipe can fill a fire truck water tank in 10 minutes and another can fill it in 20 minutes.
If the first pipe is open for 5 minutes before the second is also opened, how long will it
take them to finish filling the water tank?
Solution:
Let x = time to finish filling the tank
R T w
1 1
Pipe 1 x+5 (x + 5)
10 10
1 1
Pipe 2 X (x)
20 20
x+5 x
Equation: + =1
10 20
2(x + 5) + x = 20
3x +10 = 20
3x = 10
1
x=3 minutes or 3 minutes and 20 second
3
Activity 1. Reveal My Identity
Directions: Read the following problems, then solve for what is asked. Show your solution
1. Thrice the sum of the quotient of a certain number and five divided by its difference is 4.
Find the number.
2. The numerator of a fraction is three less than the denominator. If 4 is added to the
numerator and to the denominator, the resulting fraction is equivalent to . Find the original
fraction.
3. One number is five times another. The sum of their reciprocals is . Find the numbers
4. Mark is seven years older than Ferdie. When three is added to their ages, the result is
one-third of 186;
a. How old is each?
b. What is the square of the difference of their ages?
5. Find the area of a rectangular lot if the length is and its width is x2- 1?
Activity 2. Work It Out!

Directions: Read the following work problems, then solve for what is asked. Show your
solution.
1. Amy can graft a bougainvillea in 15 hours, and her daughter Shayne takes 10 hours to graft
same sized bougainvillea. How long would it take them to graft a bougainvillea together?

2. Anna can finish a certain job in 4 hours, on the other hand Jake can finish the job in 3
hours. And also, Mark can finish the job in 8 hours. How long will it take them to do the
same job working together?
3. Mr. Reyes can wash his car in 15 minutes while his son Juan takes twice as long to do the
same job. If they work together, how many minutes can they do wash?
4. A boy can do a piece of work in 15 days and his father can do it in 10 days. How long will
it take them to do three-fourths of the work together?
5. An inlet pipe can fill a tank in 9 minutes. A drain pipe can empty the tank in 10 minutes. If
the tank is empty and both pipes are open, how long will it take before the tank overflows?
Activity 3: Solve me completely.
Directions: Read the problem carefully. Identify the operation/s to be used. Show your
solution and write your answer in its simplest form.
1. Louie saved pesos for his allowance. How much did he have after buying a gift
worth for his father’s birthday?
2. If the length of 2 sticks are , and respectively, what is the total length of the 2
sticks?
3. If the width of a rectangle is and its length is , what is the area of the
rectangle?
4. If I spent pesos for pencils, how much does each pencil cost?
Rubrics for Scoring

Amount of Learner shows Learner only Learner only Learner
Work no attempt to shows answer. shows answers completed each
really do any of but showed step and gave
the problems, no partial work. complete
answer given. answers.
Accuracy Some of the Most of the All All
computations computations computations computations
are correct. are correct. are correct. are correct and
shown in detail.
Reflection
1. I have difficulty in

____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________.
2. I appreciate
___________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________.
References:
Worktext in Mathematics II by Gilda C. Galangue et al
Next Century Mathematics by Fernando B. Orines et al
Patterns and Practicalities by Gladys C. Nivera
Answer Key
Activity 1. Reveal My Identity
1. Let x = be the number
3 )=4
=4
3x + 15 = 4(x – 5)
3x + 15 = 4x – 20
3x – 4x = -20 – 15
-x = -35
x = 35
2. Let n = numerator
d = denominator
d – 3 = numerator of original fraction
n+4 3
Equation: =
d +4 4
d −3+ 4 3
=
d +4 4
4(d + 1) = 3(d + 4)
4d + 4 = 3d + 12

d=8 (denominator)
8–3=5 (numerator)
5
is the original fraction
8
3. Let x = the number; the reciprocal of x

5x = the other number; the reciprocal of 5x
Equation: +
=
=
=
x=4
5x = 20
4 and 20 are the numbers
4. Let x = Ferdie’s age

x + 7 = be the age of Mark
when three is added to their ages
(x + 7) + 3; x + 10 (Mark’s age)
(x) + 3 = x + 3 (Ferdie’s age)
Equation: (x + 10) + (x + 3) = (186)
x + 10 + x + 3 =
x + x + 10 + 3 = 62
2x + 13 = 62
2x = 50
x = 25
a. How old I each?
Ferdie’s age: x = 25
Mark’s age: x + 7 = 32
b. What is the square of the difference of their ages?
= [(x + 7) – (x)]2
= (32 – 25)2
= (7)2
= 49

5. A = l x w (Formula in finding the area of a rectangle)
A= (x2- 1)
A= (x- 1) (x + 1)
A = (x + 3) (x – 1)
A = x2 + 2x – 3
Activity 2. Work It Out!
1. Let t = number of hours required for Amy and Chelle to finish grafting bougainvillea
= part of the job that can be finished by both Amy and Chelle
in a day
= part of the job that can be finished by Amy in a day
= part of the job that can be finished by Chelle in a day

Equation:
+ =
=
=
5t = 30
t=6
2. Let t = number of hours required for Anna, Dan and Ricky to finish the job working
together
+ + =
= (get the LCD of the denominator)
= ; 17t = 24
t= hours
3. Let x = the number of minutes they can do washing the car

Equation: + =1
30( + = 1)
2x + x = 30
3x = 30
=
x = 10
4. Let x = the number of hours required working
Equation: + =
=
=

4(5x) = 3(30)
20x = 90
=
x=
x = days or 4.5 days
5. Let x = number of minutes to take before the tank overflows

Equation: + = 1
( + = 1) 90
10x + 9x = 90
19x = 90
=
x=
x=4
x=4
Activity 3. Solve me completely
Prepared by:
AMELIA A. BUSLIG
Writer

MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

The Rectangular Coordinate System and Its Uses
In the 17th century, a French Mathematician named Rene Decartes developed

what we call today the Cartesian system. According to legends, Decartes who was in bed
staying up late would watch a fly in the ceiling, wondering how to best describe its
locations. He used one of the corners of the ceiling as a reference point to specify the
location of the fly by measuring how far you need to go horizontally and vertically. The
development of the Cartesian System created a link between Geometry and Algebra.
Circles, triangles, and other geometric shapes could now be described algebraically using
the coordinates of the points.
The rectangular coordinate system is defined by an ordered pair of perpendicular
lines(axes), a single unit of length for both axes and an orientation for each axis. It is
made up of two axes, the x-axis and the y-axis. The x-axis is the horizontal axis while the
y-axis is the vertical one. The point of intersection of these two axes is called the origin
and is always named 0.
The use of the coordinate system is to identify the location of the point.
Examples 1. On what quadrant do the points lie?

a. ( 3, 10) – Quadrant I c. ( -4, -8 ) – Quadrant III
b. ( -2, 6 ) – Quadrant II d. ( 5, -11 ) – Quadrant IV
Example 2. Locate and plot the following points on the rectangular coordinate plane.
A. ( 2, 5 ) B. ( -1, -2 ) C. ( -1, 3 ) D. ( 2, -3 )

Learning Competency: The learner is able to illustrates the rectangular coordinate system and
its uses.(M8AL-Ie-1)

Activity 1: Locate Where Am I
Directions: Referring to the illustration above, in what quadrant will you locate the following
points?
F(1, 4) ______ P(-7, 5)_____
A(-8, -6)_____ R(-2, -3)_____
I(3, -5)______ A(1, -1)_____
T(-4, 6)_____ Y(2, 8)_____
H(0, 9)_____ S(5, -2)_____
Activity 2: Name My Position

Direction : Name the ordered pair of each point represented by the given fruits.
1. ______ 6. ______
2. ______ 7. ______
3. ______ 8. ______
4. ______ 9. ______
5. ______ 10. ______
Activity 3: Plot Me

Direction : Locate and plot the following points. Connect the points and determine the
geometric figure formed.
1. ( -3, -2 ) 6. ( 0, 2 )
2. ( -1, -1 ) 7. ( -1, 4 )
3. ( 1, -2 ) 8. ( -2, 2 )
4. ( 0, 0 ) 9. ( -4, 2 )
5. ( 2, 2 ) 10. ( -2, 0 )
Reflection
1. I enjoy______________________________________________________.
2. I find difficulty in______________________________________________

3. I understand__________________________________________________
Answer Key
Activity 1. Locate where am I
F . Quadrant I P. Quadrant II
A. Quadrant III R. Quadrant III
I. Quadrant IV A. Quadrant IV
T. Quadrant II Y. Quadrant I
H. Quadrant I S. Quadrant IV
Activity 2. Name my position

1. ( -9, 8 ) 6. ( -6, -4 )
2. ( 8, 8 ) 7. ( 0, -3 )
3. ( 1, 6 ) 8. ( -9, -9 )
4. ( -4, 2 ) 9. ( 3, -7 )
5. ( 6, 0 ) 10. ( 9, -7 )
Activity 3. Plot me

References
Fernando B. Orines et. al, Next Century Mathematics Geometry

Orlando A. Oronce and Marilyn O. Mendoza, e-math II
https://math.libretexts.org/Bookshelves/Pre-Algebra/Book%3A_Prealgebra_(OpenStax)/11%3A_
Graphs/11.01%3A_Use_the_Rectangular_Coordinate_System_(Part_1)
https://www.jamesbrennan.org/algebra/lines/rectangular_coordinates.htm
Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13 (TG), EASE
Module Fourth Year · Triangle Trigonometry, Mo, Module 2 (L
Prepared by:
JOSIE P. GARDUQUE
Teacher

MATHEMATICS 8
Name of Learner: ___________________ Grade Level: _____________________

Section: _____________________________ Date: ____________________________
LINEAR EQUATIONS IN TWO VARIABLES

There are Mathematical equations being introduced to learners,
however one of the equations is the linear equation in two variables in the
form Ax + By = C, where A, B and C are real numbers and A & B ≠ 0.
Here are some examples of linear equations in two variables, and
the values of A, B, and C in each equation.
1. x + y = 5 A=1 B=1 C=5 3. 2x – 4 = 4y - 2
2x - 4y = 2 A =2 B= -4 C=
0
2. y = -6x
6x + y = 0 A= 6 B=1 C=0 4. =
6(x + 5) = 4(y -4)

6x + 30= 4y -16
6x - 4y = -46 A= B = -4 C= -46
In equation 1, x + y = 5, what will be the value of y if x= 3 to satisfy the

equation?
x+y=5
3+y=5
3 – 3 + y = 5- 3
y=2

The learner illustrates linear equations in two variables.
ACTIVITY 1: BAWAL JUDGEMENTAL
Directions:

Put ✓ if the given equation is a linear equation with two variables,
then “x” if it is not. Write your answer before the item number.
Exercises:
___ 1. x + y = 8 ____ 6.
___ 2. ____ 7. 4x – 5y = 20
___ 3. x + 3xy + 4 = 0 ____ 8.
___ 4. y = 3x – 4 ____ 9. y + 10x = 2
___ 5. 3x + 5 = 2y + 10 ____ 10. 7x + y = 0
Activity 2: FIND ME
Directions: Determine whether or not each equation is a linear equation in

two variables. If so, identify A, B and C. Write LE if it is a linear
equation in two variables then NLE if it is not a linear equation in
two variables. Supply the answer in each box.
LE/
NLE A B C
1.2x +y =7
2.x²+5x+6=0
3.y= x
4.x = 3y +7
5. 5x-13= -y
6. x + 6 = 2y + 11
7. x²- 9x + 18 = 0
8. y + 8x = 2
9. x + 6 = -2
10. y = 5
Activity 3: TRIVIA
Which city of China had the COVID 19 Pandemia started?
Directions:
To answer the question, determine whether the ordered pair (1,2) is a
solution of the equation in two variables. If yes, underline the corresponding

letter inside the circle at the bottom of the page. If no, cross it out. The letters
will form a word that is the answer of the question.
Exercises:
T x + 2y = 8
A 2x + y =4
N x - y = -1
Y 4x + 3y = 17
U 7x - 5y = -3
W x - 3y = -5
O 2x + 7y = 25
H 10x + 2y = 14
T A N Y U W O H
ANSWER: _____________
Reflection: How do you feel about the activity?

I find difficulty in answering ….
I appreciate …..
I love to answer activity ____ ….
References for learners: Mathematics 1
Answer Key:
Activity 1:
_/_ 1. _/_ 6.
_X_ 2. _/_ 7.
_X_ 3. _X_ 8.
_/_ 4. _/_ 9.
_/_ 5. _/_ 10
Activity 2:
LE/
NLE A B C
1.2x +y =7 LE 2 1 7
2.x²+5x+6=0 NLE
3.y= x LE -1 1 0
4.x = 3y +7 LE 1 -3 7
5. 5x-13= -y LE 5 1 13
6. x + 6 = 2y + 11 LE 1 2 5
7. x²- 9x + 18 = 0 NLE
8. y + 8x = 2 LE 8 1 2

9. x + 6 = -2 NLE
10. y = 5 NLE
Activity 3:
Answer: WUHAN
Reference: Intermediate Algebra Textbook for Second Year
By Soledad Jose-Dilao, Ed.D,
Julieta G. Bernabe
Prepared by:
FELINA T. MAGLAY
Name of Writer

MATHEMATICS 8
Name: _____________________ Grade Level _______
Date: ______________________ Score ____________
THE SLOPE OF A LINE GIVEN TWO POINTS, EQUATION AND GRAPH
Background Information for Learners(BIL)
Highways,roads, bridges have different degrees of steepness. The steepness of the road is
also called slope. Slope is the ratio of the rise to the run. The steepness of a line can be
measured by the ratio of the change in vertical distance to the change of the horizontal
distance, between any two points on the line. The numerical value is called the slope of a
rise y −y
line denoted by m, where m = . The slope is computed using the formula m = 2 1
run x2 − x1 .
Examples:
A. Find the slope of the line that passes through the following:
1. (2,5) (1,3) 3. (-8,1) (-7,5)
y2 − y1
m=
x2 − x1
3−5 − 2
= = =2
1− 2 −1
y 2 − y1
m=
x2 − x1
5 −1 4
= = =4
− 7 − ( −8) 1
y2 − y1
m=
x2 − x1
6−9 −3
2. (3,9) (2,6) = = =3
2−3 −1

B. Find the slope of the line given the following equations:
1. y=2x+4 m=2
2. y=5x-6 m=5
4 y = −2 x + 6
4y − 2x + 6
=
4 4
−1 3
y = x+
3. 2x+4y=6 2 2
1
m = −
2
C. Determine the slope of the given lines.
If a line rises to the right, the trend of the slope is positive and if the line rises to the left
the slope is negative, if it forms a vertical line it has an undefined slope, if it forms a
horizontal line it has zero slope. The following illustrates such:

rise 2 1
m= = =
run 4 2
It’s a horizontal line, zero rise.

Thus, the slope is zero.
It’s a vertical line, zero run. So,

any number divided by zero is
undefined.
The learning activity sheets are provided to help the learner master on how to find the
slope of a line given two points, an equation or a graph..
Learning Competency: The learner is able to illustrate and find the slope of a line given two
points, equation and graph. (M8AL-Ie-4) (M8AL-Ie-5)

Activity 1: These are My Two Points, What’s My Slope?
Directions: Determine the slope of the line which contains the following points
1. (-3, 2) and (7, 6) _____ 6. (0, 6) and (-2, -8) _____
2. (-4, 4) and (4,4) _____ 7. (7, 1) and (-1, -1) _____
3. 3,2) and (-5, 8) _____ 8. (2, 5) and (1, 3) _____
4. (1,1) and (10,10) _____ 9. (5, 4) and (3, 3) _____
5. (3,7) and (3, -15) _____ 10. (-2, -3) and (-4, -2)_____
Activity 2: This is My Equation, What’s My Slope?

Direction: Find the slope of a line given the equation.
1. y = 4x + 5 _____ 6. 3x - 2y = -4 _____
2. y = 5x - 6 _____ 7. 3x + 4y - 12 = 0 _____
3. y = -4x + 6 _____ 8. 3y - 2x - 6 = 0 _____
4. x - 3y = 6 _____ 9. 3x - y -4 = 0 _____
5. 2x + 4y = 6 _____ 10. 3x - 4y + 12 = 0 _____

Activity 3: This is My Graph, What’s My Slope?
Directions: Find the slope of each graph below

Reflection
1. I have difficulty on…
2. I enjoyed most on …
References:
Geometry III by Cecile M. De Leon

Elementary Algebra I by Cecil M. De Leon
Answer Key:
ACTIVITY 1:These are My Two Points, What’s My Slope?

1. 2
5
2. 0
3. 3
−4
4. 1
5. undefined
6. 7
7. 1
4
8. 2
9. 1
2
10. 5
6
ACTIVITY 2: This is My Equation, What’s My Slope?

1. m=4 6. m = − 3
2
2.m=5 7. m= − 3
4
3.m= -4 8. m= 2
3
4.m= 1 m= 3
3 9. 4
5.m= − 1 m= − 3
2 10. 4
ACTIVITY 3: This is My Graph, What’s My Slope?
1. 1
3
2. undefined
3. 0
4. 1
5. 1
6. 0
7. − 4
3
8. 5
−2
9. 1
10. 5
−2
Triangle Tr Mo, Module 2 (L

Prepared by:
MA. LOURDES F. TULIAO

Teacher

MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Rewriting Linear Equations in Two Variables
Ax+ By = C in the form y= mx + b and vice versa
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims students mastery on rewriting linear equations in two
variables Ax + By = C in the form y = mx + b.
The process of rewriting linear equations in two variables Ax + By = C in the form y =

mx + b can be done by solving y in terms of x.
While, the process of rewriting linear equations in two variables, y = mx + b in the form
Ax + By = C can be done by applying the different properties of real numbers and equations of
Ax and By on the left- side of the equation and equate it to the constant term C on the right
side.
Take note, A and B must not be a fraction and A must be positive.
Illustrative Examples:
1. 3x - 2y=4
- 2y = -3x+4 Solve y in terms of x
- ( - 2y = -3x+4) - Apply MPE
y= x–2 Simplify
2. y= 5x + 6
-5x + y =6 Sum of Ax and By on the left- hand side of the
equation and equate it to the constant term
C on the right- hand side
- ( -5x + y = 6 ) - Apply MPE
5x + y = 6 Simplify
Learning Competency: The learner writes linear equation ax + by = c in the form y =

mx + b and vice versa.
Activity
A. Directions: Rewrite each linear equation into the required form.

Ax + By = C y = mx + b
1. 4x – y = 9
2. 8x + 2y = -5
3. 5x + 3y = - 4
4. y = -7x + 4
5. y = 4x – 7
6. y = - 7x + 3
7 - 8. 2y – 4 = - 3x
9 - 10. 5 – 2x + y = 0
B. Directions: Rewrite each linear equation into the other form.
Ax + By = C y = mx + b
1. x – 3y = 6
2. 2x + 2y = - 10
3. 5x – y = 11
4. 3x + 6y = 12
5. 3 – 4x + y =0
6. y = -5x + 2
7. y = 2x – 3
8. y = 4x -
9. y = - 7x + 6
10. y = - 3x -
Rubrics for Scoring


Amount of Learner shows no Learner only Learner only Learner
Work effort to rewrite shows a part of shows a part of completed each
linear equations in the procedure the procedure in procedure in
two variables, in rewriting rewriting linear rewriting linear
linear equations in two equations in two
y= mx + b into
equations variables variables
Ax + By = C .
y = mx + b y = mx + b into y = mx + b into
into Ax + By = C with
Ax + by = C
the correct
Ax + By = C with the correct
answer.
correctly. answer.
Interest Learner shows no Learner shows Learner shows Learner shows

interest in slight interest partial interest in full interest in
rewriting linear in rewriting rewriting linear rewriting linear
equations in two linear equations equations in two
variables equations in variables
y = mx + by into
two variables y
y = mx + b into Ax + By =C. y = mx + b into
= mx + b into
Ax + By = C. Ax + By = C.
Ax + By = C.
Reflection
I find difficulty in ___________________________.
I appreciate _______________________________.

Answer Key
A. 1.y = 4x - 9 B. 1. y = x - 2
2. y = - 4x – 2. y = -x - 5
3. y = - x – 4 3. y = 5x - 11
4. 7x + y = 4 4. y = - x + 2
5. 4x – y = 7 5. y = 4x - 3
6. 7x + y = 3 6. 5x + y = 2
7. 3x + 2y = 4 7. 2x – y = 3
8. y = - x + 2 8. 12x – 3y = 2
9. 2x – y = 5 9. 7x + y = 6
10. y = 2x – 5 10. 6x + 2y = - 5
References:
Advanced Algebra IV , pp.31-34 by Soledad Jose-Dilao,Ed.D., Fernando B.
Orines & Julieta B. Bernabe
Elementary Algebra I, pp. 160-162 by Cecile M. De Leon and Julieta
B. Bernabeurth Year Triangle Trigonometry, Module 2 (LM) BEAM
Fourth Year, Module 13 (TG), EASE

Prepared by:
IMELDA P. LANGCAY
Teacher

MATHEMATICS 8
Section: _____________________________ Score: _______________________

GRAPHING LINEAR EQUATIONS
These are the steps that you must follow to graph linear equations:
A. Given any two points
1. Choose any two values of x (usually 0 and 1).
2. Substitute the values of x to the given equation to determine the values of y.
3. Once you have your two points, you can now plot them andythen sketch the line. Use
a straight edge if possible. 10
9
Example: Graph the linear equation . 8
7
x 0 1 6
y 5 3
5 ●
4
3 ●
2
1
x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
-2
y
-3
10
-4
9
-5
8
-6
B. Given x and y intercepts
-7
1. Find for the x-intercept. Let y = 0, then solve for the value7 of x.
-8
6 of y.
2. Find for the y-intercept. Let x = 0, then solve for the value
-9
3. Once you have your x- and y-intercepts, you can now plot5 them and then sketch the
-10
line. Use ruler if possible. 4
3
1
x 0 6
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5
●6 7 8 9 10
x
y -3 0 -1
-2
-3●
-4
-5
-6
-7
-8
-9
-10
C. Given a slope and a point.
1. Make sure that the given equation is in the form of y = mx+b, where m is the slope
and b is the y–intercept.
2. Identify the slope (m), then determine the rise and run using the formula .
3. Plot the y intercept. (0,y) y
10
4. Starting at the point you plotted, count the number of steps using the rise and run to
mark the second point. 9
8
5. Repeat Step 4 to mark the succeeding points. Then, connect them.
7
● 54
3
2
●
• Start plotting point (0,2), then move 2 units above
1
●
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9
and 1 unit to the left. You may repeat the process -1
●
to go upwards. -2
• From point (0,2), move 2 units below and 1 unit to -3

-4
the right. You may also repeat the process to
-5
extend the line downwards.
-6
Note: Make sure you have drawn a straight line. If not, there is something
-7 wrong with the
number of movement you have done. -8

-9
Learning Competency with code -10
Graphs a linear equation given (a) any two points; (b) the x – and y – intercepts; (c) the slope
and a point on the line M8AL-lf-2
Activity 1. How do I look?
Directions: Use the given values of x and solve for the value of y, then fill the given table of
values and graph the equation.
1. 2.
x 0 1 x 0 1
y y

3. 4.
x 0 1 x 0 1
y y
Activity 2. Where’s the line?

Directions: Graph the following equations using the x- and y-intercepts.
1. 2.
3. 4.

Activity 3. Where’s my direction?
Directions: Identify the slope and y-intercept to graph each equation.
1. 2.
3. 4.
Activity 4. Graph it out!

Directions: Graph the following equations using any method. Show your solution on a
separate sheet of clean paper.
1.
2.
3.
4.
5.

References:

https://images.app.goo.gl/wBL1sb4jXAt1R9F7 y
y
10
Answer Key 10
9
9
Acitvity 1. How do8I look? 8
7 7
1. x 0 16 2. x 60 1
5 5
y -3 04 y 4 -2 -1
3
3
2
1 2
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
●1 2 3 4 5 6 7 8 9 10
x 1
-1 x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-2 -1 ●
-3 ● -2y●
-4
10-3
-5
-6 9-4
y
-7 -5
10 8
3. -8 4. -6
x 0 9 1 -9 x 7-70 1
8 5-10
y 4 y 6-82 3
7
5-9
6
-10
5 ● 4 y
4 ● y 310 ●
10 9
3 2●
9
18
2
1 8
7
7 x
x
-10 -9 -8 -7 -6 Acitvity -2Where’s
-5 -4 -3 2. -1 the line?
61 2 3 4 5 6 7-108 -99 -810-7 -6 -5 -4 -3 -2 -1-1 6 1 2 3 4 5 6 7 8 9 10
-1
1. x – intercept: 5 (3, 0)
2. x – intercept:
-2 (-5,50) -2
4
-3 (0, 4-2)
y – intercept: y – intercept:
-3 (0, -2)
-4 3 3
-4
-5 2 2
-6 1
-5 1
● -7 x -6 ●
-10 -9 -8 -7 -6 -5 -4 -3 -2
-8 -1-1 1 2 3 4 -10
5 -9
6 7
-8 8-7 9-610-5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 1
-7-1
-9
-2 ● -8-2 ●
-10 -3
-9-3
-4
-10-4
-5
-5
-6
-6
-7
-8
-7
-9 -8
-10 -9
-10
9
8
7
6
y
5
10
3. x – intercept: (-4, 0) 4. x – intercept:
4 (1, 0)
9
3
y – intercept: (0, 6)
8 y – intercept: (0, -6)
2
7
1
6 ●
5 ●
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 1
4 -1
3 -2
2 -3
1 -4
● x
-5
-9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 -6 ●
-2 -7
y-3 y
-8
10 10
-4
-9
Activity 3. Where’s
9 -5my direction? 9
-10
8 -6 8
1. m = 2 y-intercept:
7 -7 (0, -1) 2. m = y-intercept: (0, 2)
7
6 -8
6
5 -9
5
4-10
3 ●
4 ●
3
2
1 ● 2 ●
x 1
0 -9 -8 -7 -6 -5 -4 -3 -2 -1
-1 ● 1 2 3 4 5 6 7 8 9 10 ● x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-2 -1
●-3 ● -2
-4 y -3
y
-5 10 -4
10
-6 9
-59
-7 8
3. m = y-intercept: (0, -2) 4. m = -2 -68y-intercept: (0, -3)
7
-8
6
-77
-9
5 -86
-10
● 4 -95
3 -104
2
● 3
● 1
2
x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
-1
1 2 3 4 5 6 7 8 9 10 ● 1
●
-2 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9
-3 -1 ●
-4 -2
-5 ● -3 ●
-6 -4
-7 -5
-8 -6
-9
-7
Note: Practice Personal
-10 Hygiene protocols at all times 85
-8
Activity 4. Graph it out!
y
10
4 9
●8
7
6 3
●
5
4
3
5
2 ● 1
1
2
● ● ● x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
-2
-3
●
-4
-5
-6 ●
-7
-8 ●
-9
-10
Prepared by:
CORAZON C. PAMITTAN
Writer

MATHEMATICS 8
Section: _____________________________ Score: _______________________
GRAPH OF A LINEAR EQUATION IN TERMS OF ITS INTERCEPTS
AND SLOPE
The equation of any straight line, called a linear equation, can be written as:
, where m is the slope of the line and b is the y-intercept. The y-intercept of
this line is the value of y at the point where the line crosses the y-axis.
The graph of a linear equation when the slope (m) is:
a) Zero – the line is b) Positive – the line rises

horizontal and parallel to from left to right.
the x-axis. y
10
y 9
10 8
9 7
8 6
7 5
6 4
5 3
4 2
3 1
2 x
1 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
x -2
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 -3
-2 -4
-3 -5
-4 -6
-5 -7
-6 -8
-7 -9
-8 -10
-9
-10
c) Negative – the line falls d) Undefined – the line is vertical

from left to right. and parallel to the y-axis.
y y
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
x x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
-7 -7
-8 -8
-9 -9
-10 -10
Note: The graph of linear equation whose slope with a greater absolute value is steeper than the
other.
Which is steeper among the two given Which is steeper among the two given
equations? equations?
a. Make sure that the given equations are a. Make sure that the given equations are in
Describes the graph a linear equation in terms of its intercepts and slope (Quarter 1 Week 6)
M8AL-lf-3
Activity 1. What kind of graph am I?
Directions: Describe the following graphs in terms of their slopes.
y y y
10 10
1. 10
9
2. 9 3. 9
8 8 8
7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
x x x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 -1 -1
-2 -2 -2
-3 -3 -3
-4 -4 -4
-5 -5 -5
-6 -6 -6
-7 -7 -7
-8 -8 -8
-9 -9 -9
-10 -10 -10
Answer: _______________ Answer: _______________ Answer: _______________
y y y
4. 10
9
5. 10
9
6. 10
9
8 8 8
7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
x x x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 -1 -1
-2 -2 -2
-3 -3 -3
-4 -4 -4
-5 -5 -5
-6 -6 -6
-7 -7 -7
-8 -8 -8
-9 -9 -9
-10 -10 -10

Answer: _______________ Answer: _______________ Answer: _______________
Activity 2. Will you graph me?
Directions: Graph the following linear equations and then describe their graphs.
1. 2.
y y
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
x x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
-7 -7
-8 -8
-9 -9
Answer: __________________
-10
Answer: _________________
-10
3. y 4. y
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
x x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
-6 -6
-7 -7
-8 -8
-9 -9
Answer: __________________
-10 Answer: _________________
-10
Activity 3. Mirror, Mirror, who’s the steeper of them all?

Directions: Given the following pairs of equations, determine their respective slopes then
identify which equation is steeper.
1. & 2. &
Steeper: _________________ Steeper: _________________
3. 4. &
Steeper: _________________ Steeper: _________________

5. & 6. &
Steeper: _________________ Steeper: _________________
REFLECTION:
3. I learned that _____________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________.
4. I enjoyed most on _________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________.
References
Oronce, Orlando and Mendoza, Marilyn. E-Math Worktext in Mathematics. Rex Publishing,
2015.
Abuzo, Bryant, Cabrella, Caldez, etc. Mathematics-Grade 8 Learner’s Module. Department of

Education, 2013.
Answer Key
Activity 1. What kind of graph am I?
1. Negative
2. Positive
3. Undefined
4. Positive
5. Zero
6. Negative

y
10 y
10
9
8 9
8
7
Activity 2. Will you6 graph me? 7
6
1. 5 2.
4 ● ● 5
4
3●
3
●2
● 1 ●2
1
● x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 x
● -1 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 ●
● -2
y -2 y
-3
Positive
10 10
-3
-4
9 -49 ●
-5
8 -58
-6
7 Negative
-67
-7
6 -76
-8
3. 5 4. -85
-9
4 -94
-10
3 ● ●3
-10
2 2
1 ● 1●
x x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5-106-9 7-8 8-7 9-610-5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1 ● -1 ●
-2 -2
-3 ● -3 ●
-4 -4
Positive
-5
Negative
-5
Activity 3. Mirror,
-6 Mirror, who’s the steeper of them all? -6
-7 -7
1. 2.
-8 -8
Steeper: -9 -9
Steeper:
-10 -10
3. 4.
Steeper:
Steeper:
5. 6.
Steeper: Steeper:
Prepared by:
DOLORES D. LAVADIA
Writer
MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

What is my EQUATION?
comprehension as it specifically aims learners’ mastery on determining the equation of a line
given (a) the slope and its intercepts; (b) the slope and a point; (c) two points. Prior
knowledge on transforming y = mx + b to Ax + By = C and vice versa is important in this
competency.
Finding the equation of a linear equation will be obtained when the given are (a) two
points; (b) the slope and a point; (c) the slope and its intercept/s. The following shall illustrate
the process of finding the equation of a line in each of the given conditions.
FORMULAS USED IN FINDING THE EQUATION OF A LINE IN THE

FORM Ax + By = C
Slope- Y-intercept Form: y = mx + b
Where m is the slope and
b is the y-intercept
Point- slope Form: y – y1 = m (x – x1)
where m is the slope and

(x1, y1) is any one point on the line
Slope of a line: m=

(x1, y1) and (x2, y2) are two points on the line
Two-Point Form:
Where (x1, y1) and (x2, y2) are two points on

the line.

Slope-intercept Form: y = mx + b

1. Given the slope (m) and y-intercept (b)
Problem: Find the equation of the line in the form Ax + By = C with a slope of
and y-intercept at – 6.
Note: If the slope and the y-intercept of the line are given in the problem, then
use the slope-intercept formula which is y = mx + b
Process:
Using the formula of slope and y-intercept form, substitute m with and b with - 6.
Formula for slope and y-intercept form: y = mx + b
Solution:
y= x–6 by substitution
3y = 2x – 18 multiply both sides by the LCD (least common
multiple of the denominators)
-2x + 3y = -18 equation of the line in the form Ax + By = C
2x – 3y = 18 by MPE to ensure that the leading coefficient is
positive
2. Given the slope and a point
Problem: Find the equation of a line in the form Ax + By = C that passes through
the point (3, - 7) with slope of – 5.
Note: If the slope and a point of a line are given in the problem, then use the
point-slope form formula to obtain the equation of the line.
Using the point-slope form, substitute m = - 5 and (3, -7) in the formula.
Formula for point-slope form: y – y1 = m (x – x1)
Solution:
y – (-7) = - 5 (x – 3) by substitution
y + 7 = - 5x + 15 by distributive property
y = - 5x + 15 – 7 by APE
y = -5x + 8 Equation of the line in the form y = mx + b
5x + y = 8 Equation of the line in the form Ax + By = C
3. Given two points:
Problem: Find the equation of a line in the form Ax + By = C that passes through
(2, 10) and (-1, 1).
Note: There are different methods that can be used to find the equation of the
line when two points are given. These methods will lead the learner to the same
answer which means that any one of these methods can be used to obtain the equation

of the line. The learner may choose the method that best suits his or her ability to
arrive at the correct answer.
Method 1: Using TWO-POINT FORM FORMULA

a) Let Point 1 = P1 (x1, y1) - (2, 10)
Point 2 = P2 (x2, y2) – (-1,1)
b) Substitute the given points to the formula:
multiply both sides by the LCD (least common

multiple of the denominators) which is (x – 2)
y – 10 = 3 (x – 2)
y – 10 = 3x – 6 by distributive property of multiplication over

addition
-3x + y = 4 Equation of the line

3x – y = -4 by MPE to ensure that the leading coefficient is
positive
Method 2: Using the formulas of SLOPE and SLOPE-INTERCEPT form

a) Find the slope using the formula m =
Let (2, 10) be (x1, y1) and (-1, 1) be (x2, y2).
m= =
m=3 slope of the line
b) Determine the value of b by using the formula y = mx + b and replace it by

the obtained slope and use one of the given points.
i. Using 1st ordered pair or point / P1: (2,10) as (x, y)

m=3
Substitute to y = mx + b
10 = 3(2) + b
10 = 6 + b
10 – 6 = 6 – 6 + b using APE,
Then, 4 = b or b = 4 by Symmetric Property of Equality
Or
ii. Using 2nd ordered pair or point / P2: (- 1, 1) as (x, y)

m=3
Substitute to y = mx + b
1 = 3(-1) + b
1=-3+b

1 + 3 = -3 + 3 + b using APE,
Then, 4 = b or b = 4 by Symmetric Property of Equality
Note: The learner may use either of the two points and will obtain the same
value of b as shown above.
c) Substitute the obtained value of the slope (m) and y – intercept (b) in the
equation y = mx + b and write it in the form Ax + By = C.
Given: m = 3 and b = 4,
substitute to y = mx + b
Then,
y = 3x + 4 Equation of the line in the form y = mx + b
-3x + y = 4 Equation of the line in the form Ax + By = C
positive
Method 3: Using the formulas for SLOPE AND POINT-SLOPE FORM
a) Compute for the slope;
Formula for slope (m): m =

Let (2, 10) be (x1, y1) and (-1, 1) be (x2, y2).
m= =
b) Using the point-slope form and substituting m = 3 and either (2, 10) or (-1, 1).
Formula for point-slope form: y – y1 = m (x – x1)
Solution: using (2, 10) and m = 3
y – 10 = 3 (x – 2) by substitution
y – 10 = 3x – 6 by distributive property
y = 3x – 6 + 10 by APE
-3x + y = 4 Equation of the line in the form Ax + By=C
positive
Learning Competency: The learner finds the equation of a line given (a) two points; (b) the
slope and a point; (c) the slope and its intercepts. (M8Al-Ig-1)

Activity
Directions: Solve the following problems. Show complete solution in the space provided per
item.
Illustrative examples:
Problem: Find the equation of the line that passes through (2, 9) and (-3, -11).
Using Method 1: Using TWO-POINT FORM formula

Given: P1 (2,9) and P2 (-3, -11)
Formula to be used:
Solution:
multiply both sides by the LCD which is (x – 2)
y – 9 = 4 (x – 2)
y – 9 = 4x – 8 by distributive property
y = 4x + 1 by APE/ equation of the line in the form y= mx + b
-4x + y = 1
Or 4x – y = - 1 equation of the line of the form Ax + By = C
Using Method 2: Using the formulas of SLOPE and SLOPE-INTERCEPT form

Given: P1 (2,9) and P2 (-3, -11)
Formulas to be used: m =
y = mx + b
Solution:
Solve for slope m:
m= =
Solve for b:
Note: you may use P1 or P2 in solving for b
Substitute m = 4 and P1 (2,9) to y = mx + b

9 = 4(2) + b
9=8+b
9–8=b
1 = b or b = 1

Substitute m= 4 and P2 (-3, -11) to y = mx + b
-11 = 4(-3) + b
-11 = -12 + b
12 – 11 = b
1 = b or b =1
Substitute m = 4 and b = 1 to y = mx + b

-4x + y = 1 Equation of the line in the form Ax + By = C
Using Method 3: Using POINT-SLOPE FORM formula

Given: P1 (2,9) and P2 (-3, -11)
Formulas to be used: m=
And y – y1 = m (x – x1)
Solution:
m= =
substitute m = 4 and (2, 9) in y – y1 = m (x – x1)

y – 9 = 4 (x – 2)
y – 9 = 4x – 8
y = 4x – 8 + 9
y = 4x + 1 equation of the line in the form y = mx + b
-4x + y = 1
Or 4x – y = -1 equation of the line in the form Ax + By = C
1. Find the equation of a line in the form Ax + By = C given a slope of and

y-intercept of 7. Use SLOPE-INTERCEPT FORM.
Given:
Formula to be used:
Solution:

2. Find the equation of a line in the form Ax + By = C that passes through (- 3, 5) with
the slope of – 5. Use point-slope form and slope-intercept form.
a) Using POINT-SLOPE FORM
Given:
Formula to be used:
Solution:
b) Using SLOPE-INTERCEPT FORM
Given:
Formula to be used:
Solution:

3. Find the equation of a line in the form Ax + By = C that passes through (4, 5) and
(-7, -17) using 3 different methods.
a) Method 1: TWO-POINT FORM
Given:
Formula to be used:
Solution:
b) Method 2: SLOPE and SLOPE-INTERCEPT form

Given:
Formula to be used:
Solution:

c) Method 3: SLOPE AND POINT-SLOPE FORM
Given:
Formula to be used:
Solution:
4. Find the equation of the line in the form Ax + By = C that passes through points
((3, 1) and (4, 5). Use ONE from the given methods in finding the equation of the
line given two points.
Given:
Formula to be used:
Solution:

Rubrics for Scoring
Amount of Work Learner shows Learner only Learner only Learner

no attempt to shows answer. shows answers completed each
really do any of but showed step and gave
the problems, no partial work. complete

understanding of understanding of understanding of understanding
finding the finding the finding the
of finding the
equation of the equation of the equation of the
equation of the
line given (a) line given (a) line given (a)
line given (a)
two points, (b) two points, (b) two points, (b)
two points, (b)
slope and a slope and a slope and a
slope and a
point, and (c) point, and (c) point, and (c)
point, and (c)
slope and its slope and its slope and its
slope and its
intercepts. intercepts. intercepts.
intercepts.
Reflection: Complete the statement.
In finding the equation of a line,

1. I learned…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. I am still confused about…

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. I appreciate …
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Answer Key
1. 4x + 5y = 35
2. 5x + y = – 10
3. – 2x + y = – 3
4. 4x – y = 11
References
Alferez, Merle S. et. Al (2007). MSA Elementary Algebra. MSA Publishing House.
Quezon City.
Galangue, Gilda C., et. Al (2000). Worktext in Mathematics II: Simplified Concepts
and Structures.Innovative Educational Materials, Inc. Sta. Ana, Manila. Year Triangle
Trigonometry, Module 2 (LM) BEAM
le 13), EASE Module
Fourth Year · Triangle Trigonometry, Mo, Module 2 (L

Prepared by:
JIMARIE VIC S. ABRAHAM

Teacher

MATHEMATICS 8
Name of Learner: _______________________________ Grade Level: _____

Section: ________________________________________ Date: ____________
SOLVING PROBLEMS INVOLVING SYSTEMS OF LINEAR

EQUATIONS IN TWO VARIABLES BY (A) GRAPHING METHOD; (B)
SUBSTITUTION METHOD; (C) ELIMINATION METHOD

PROBLEM SOLVING is the application of some concepts in Mathematics.
Mathematics is meaningless if we cannot use it as a tool in solving real-life problems.
Some steps are enumerated below which may help you solve word problems
systematically and correctly:
1. Analyze the problem. Read the problem carefully to find all the data needed in
solving the problem.
2. Represent the unknown. Assign variables to unknown quantities.
3. Translate the problem. Transform the problem into mathematical sentences.
4. Solve the equation.
5. Check the solution in both equations.
The skill in solving a system of linear equations in two variables is helpful in many
areas of study. Any of the three methods a) graphing, b) substitution, and c) elimination may
be used to find the solution to the system of equations.
Example 1. I am thinking of two numbers. The sum of two numbers is 6. Their difference
is 2. Find the numbers.
Solution:
Let x - be the first number
y - be the second number
System of equations:
x+y=6 (The sum of two numbers is 6.)
x–y=2 (Their difference is 2.)
a) THE GRAPHING METHOD
y
Graph each equation. The point where the graphs intersect is the solution.
10
9
8
7
The graphs intersect at (4, 2). We can verify that
●
6
5
it is the solution by substituting it into the given
4
3
equations.
2
1
● (4,2
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
-1
1 2 3 4 5
) 6 7 8 9 10
x
x+y=6 x–y=2
-2
-3
● 4+2=6 4–2=2
-4
-5 6 = 6 TRUE 2 = 2 TRUE
-6
-7
-8
-9
-10 The two numbers are 4 and 2.

b) THE SUBSTITUTION METHOD
x+y=6 (1) → y=6–x (3)
x–y=2 (2)
Substitute y = 6 – x in equation (2) and solve for x.

x–y=2
x – (6 – x) = 2 To find the value of y, substitute the
x–6+x=2 obtained value of which is 4 in equation
2x – 6 = 2 (3):
2x = 2 + 6 y=6–x
2x = 8 y=6–4
2 2 y=2
x=4
Check: x = 4; y = 2
x+y=6 x–y=2 (4, 2) makes both equations
4+2=6 4–2=2 TRUE. Thus, it is the solution.
6 = 6 TRUE 2 = 2 TRUE
c) THE ELIMINATION METHOD

Solving the system by elimination,
x+y=6 (1) Solve for the value of y.
x–y=2 (2) x+y=6
2x = 8 Add the two equations. 4+y=6
x=4 Divide both sides by 2. y=6–4
y=2
Check: x = 4; y = 2
x+y=6 x–y=2
4+2=6 4–2=2
6 = 6 TRUE 2 = 2 TRUE
Thus, the numbers are 4 and 2.
Using the three methods, we obtained the same solution set. Therefore, the two numbers are
4 and 2.
Example 2. Covid’s piggy bank contains ₱100.00 worth of coins in 5-peso and 10-peso
denominations. The number of 10-peso coin is one more than the number of 5-
peso coin. How many coins of each kind does the piggy bank of Covid contain?
Solution:
Let x - be the number of 5-peso coin in the piggy bank and
y - be the number of 10-peso in the piggy bank.
Equations:
5x + 10y = 100 (1) Total number of money in the piggy bank.
y=x+1 (2) The number of 10-peso coin is one more than the
number of 5-peso coin.

a) By graphing, we can find the solution to the system. The point where the graphs
intersect is the solution.
y
10
● 5x + 10y = 100 The graphs intersect at (6, 7). We
9
● can verify that it is the solution by
8
● ● substituting it into the given equations.
7
●
6
● ● 5x + 10y = 100 y=x+1
5
● 5(6) + 10(7) = 100 7=6+1
4
●
3
● 30 + 70 = 100 7=7
2
● 100 = 100 TRUE
●
1
x
TRUE
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 y 5= x6 + 71 8 9 10
-1
-2
The solution is (6, 7).
-3
-4
b) Solving
-5 the system by substitution:
-6 5x + 10y = 100 (1)
-7 y=x+1 (2)
-8
Substitute
-9 y = x + 1 in equation (1) and solve for x.
-10 5x + 10y = 100
5x + 10(x + 1) = 100
To find the value of y, substitute the
5x + 10x + 10 = 100
obtained value of x which is 6 in equation
15x + 10 = 100
(2):
15x = 100 – 10
15x = 90
y=x+1
15 15
y=6+1
x=6
y=7
Check:
5x + 10y = 100 y=x+1 (6, 7) makes both equations true. Thus, it
5(6) + 10(7) = 100 x = 50 7 = 6 + 1 is the solution.
30 + 70 = 100 7 = 7 TRUE
100 = 100 TRUE
c) Solving the system by elimination,
5x + 10y = 100 (1)

y=x+1 (2) → –x + y = 1 (3) (The equations should be in standard form:
ax + by = c.)
[–x + y = 1] 5 → –5x + 5y = 5 (4) (Multiply equation (3) by 5.)
5x + 10y = 100 Eq. (1)

–5x + 5y = 5 Eq. (4)
15y = 105 Add the equations.
y=7 Divide both sides by 15.

Solve for x by replacing y by 7 in Eq. (1).
5x + 10y = 100 Eq. (1)
5x + 10(7) = 100 Replace y by 7.
5x + 70 = 100 Simplify
5x = 30 Subtract 30 from both sides.
x=6 Divide both sides by 5.
Check:
5x + 10y = 100 y=x+1
5(6) + 10(7) = 100 7 =6+1
30 + 70 = 100 7= 7 TRUE
100 = 100 TRUE
Thus, the solution is (6, 7)
Covid’s piggy bank contains six 5-peso coin and seven 10-peso coin.
Example 3. Four years ago, Ryan was 6 times as old as his son. Six years ago, his age was 2
years more than eight times his son’s age. How old are they now?
Present Age Age 4 years ago Age 6 years ago

Ryan r r–4 r–6
Son s s–4 s–6
Thought processes:
(age of Ryan 4 years ago) = 6 (age of the son 4 years ago)
(age of Ryan 6 years ago) = 8 (age of the son 6 years ago) + 2
(r – 4) = 6 (s – 4)
(r – 6) = 8 (s – 6) + 2
Choose the most appropriate method based from the given system of linear equations.
Solving the system by elimination:

(r – 4) = 6 (s – 4) → r – 6s = –20
(r – 6) = 8 (s – 8) → (–) r – 8s = –40
2s = 20
s = 10
Find the value of r.
r – 6(10) = –20
r – 60 = –20
r = 40
Ryan’s age now is 40 and his son’s age is 10.

The learner solves problems involving systems of linear equations in two variables by (a)
graphing; (b) substitution; (c) elimination (Quarter 1, Weeks 9 - 10)

Activity 1. FUN WITH NUMBERS
Directions: Read the following problems. Use substitution method to solve each system.
Show your solution on a separate sheet of clean paper.
1. One number is 3 more than the other. Their sum is 23. Find the numbers.
2. The sum of two numbers is 165 and their difference is 29. Find the numbers.
3. The sum of two numbers is 26. The second number subtracted from the first number
4. The units digit in a two-digit number is one more than twice the tens digit.Find the
number if the sum of the digits is 10.
5. The sum of the digits of a two-digit number is 6. The number is 6 times the units digit.
Activity 2. AGE DOES MATTER
Directions: Solve each of the following problems. Write your complete solution in the box
provided.
1. John is now 3 times as old as his brother Sam. In 5 years, John will be twice as old
as Sam will be then. Find their present ages.
Solution here:
2. A man is now 6 times as old as his son. In 6 years, the father will be 3 times as old as the
son will be then. Find their present ages.
Solution here:

3. A father is now 24 years older than his son. In 8 years, the father will be twice as old as
his son will be then. Find their present ages.
Solution here:
4. Mr. Wilson is 15 years older than Mr. Clark. Five years from now, Mr. Wilson will be 1½
times as old as Mr. Clark will be then. How old is each man now?
Solution here:
5. Marion is twice as old as Judy. Six years ago, Marion was three times as old as Judy was
then. Find their present ages.
Solution here:
Activity 3. #COVID - 19
Directions: Solve each of the following problems using any method. Each coordinate of the
solution corresponds to a letter as shown at the right. Write the letter in the
corresponding blank to decode the inspirational quote to get us through the
corona virus shutdown. Show complete solution on a separate sheet of clean
paper.
1. The sum of two numbers is 28. Their difference is 12.

Find the numbers. (A, T)
Answer:

2. Robin is twice as old as Rustom. Nine years ago, Robin
was three times as old as Rustom. How old are they
now? (S, P)
Answer:
3. Emma has 40 bills. Some are ₱50 bills and the rest are
₱100 bills. The total value of her money is ₱3400.find
the number of each bill. (H, O)
Answer:
4. The sum of the digits of a two-digit number is 15. When

27 is subtracted from the original number, the result is
the number with the digits interchanged. Find the
(L, S)
original number.
Answer:
5. The sum of the two numbers is 21. Three times the
smaller number is increased by 5 equals the larger
number. Find the numbers. (I, O)
Answer:
Decode Here:
“____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
8 12 4 36 8 17 28 36 12 20 6 6
____ ____ ____ ____.”
18 20 9 9
Rubrics for Scoring

Learners shoes Learner
Learner only
no attempt to completed each
Amount of Learner only shows answers
really do any of step and gave
Work shows answer. but showed
the problems, no complete
partial work.
All of the Most of the All computations

All computations
Accuracy computations are computations are are correct and
are correct.
incorrect. correct. shown in detail.

Reflection:
I learned that _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
I enjoyed most on _________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References
https://www.slideshare.net; https://courses.lumenlearning.com; https://www.algebra-

class.com;
2015.
Abuzo, Bryant, Cabrella, Caldez, etc. Mathematics-Grade 8 Learner’s Module. Department
of Education, 2013.
Answer Key
1. (13, 10) 2. (97, 68) 3. (17, 9) 4. (7, 3) 5. (4, 2)
1. John = 15 y/o Sam= 5 y/o

2. Son= 4 y/o Man/father=24 y/o
3. Father=40 y/o Son=16 y/o
4. Mr. Wilson = 40 y/o Mr. Clark=25 y/o
5. Marion=24 y/o Judy=12 y/o
Activity 3. #COVID – 19
Quote: “THIS TOO SHALL PASS.”
1. (20, 8) 2. (36, 18) 3. (12, 28) 4. (6, 9) 5. (4, 17)
Prepared by:
MARICEL D. PAUIG
Writer

MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Solving Systems of Linear Equations in Two Variables

A system of linear equations in two variables consist of two linear equations that
contain two different variables. For example, consider the following systems of linear
equation in two variables.
x + y = 10 Equation 1
2x – y = 2 Equation 2
comprehension as it specifically aims for students’ mastery on how to solve a system of
linear equations in two variables.
The procedure on how to solve systems of linear equations can be solved

algebraically by using Elimination Method. To eliminate means to remove or to cancel out.
Learning Competency: The learner illustrates Systems of Linear Equations by Elimination

Method. (M8AL-lh-1).
Example 1. Solve the following systems of linear equations in two variables using
elimination method.
2x + y = 5 Equation 1
x – y = -2 Equation 2
Step 1. Solve for x
x – y = -2 Equation 2
3x =3 Add to eliminate y
x =1 Apply Multiplication Property of Equality
(Multiply both sides by 1/3 which is the
reciprocal of the numerical coefficient of
x)
Step 2. Solve for y. Choose either of the two equations to solve for y.
Using Equation 1
2x + y = 5
2(1) + y = 5 (Substitute x with 1)
2 + y=5

y = 5 + (-2) Apply Addition Property Equality
(adding both sides by the additive
inverse of 2
y=3 Simplify
Solution of the system is (1,3)
Using Equation 2
x - y = -2
1 - y = -2 Substitute x with 1
-y = -2 + (-1) Apply Addition Property Equality
(adding both sides by the inverse of 1)
-y =-3 Simplify
y=3 Apply Multiplication Property of
Equality by multiplying both sides by -
1.
Solution of the system is (1,3).
Note: We observed that using either equation 1 or equation 2 we get the same
value for y.
Step 3. Checking
Using Equation 1 Using Equation 2

2x + y = 5 x – y = -2
2(1) +3 ? 5 1 – ( 3) ? -2
2 + 3?5 1 - 3 ? -2
5=5 -2 = -2
Example 2
5x -2y = 12 Equation 1
3x +4y = 2 Equation 2
Step 1. Solve for x
5x -2y = 12 Equation 1 (Multiply by 2) 10x -4y = 24

3x +4y = 2 Equation 2 (Retain) 3x +4y = 2_
13x = 26 eliminate y
x = 2 (apply
Multiplication Property
of Equality)
(Note: The second equation was multiplied by two in order to make the absolute values of the
coefficients of y the same. This is to ensure that we can eliminate one of the variables in the
system of equations.)

Step 2. Solve for y
Choose any of the two equations:
5x – 2y = 12 Equation 1
5(2) -2y= 12 Substitute x with 2
10 -2y = 12 Simplify
-2y = 12 + (-10) Apply Addition Property of Equality
-2y = 2 Apply Multiplication Property of Equality
y = -1 Simplify
Step 3. Checking:

5x -2y = 12 3x + 4y = 2
5(2) - 2(-1) ? 12 3(2) + 4(-1) ? 2
10 + 2 ? 12 6–4 ?2
12 = 12 2 = 2
Example 3. Solve for x and y in the system

2x + y = 3
-2x + 3y = 1
Note: Instead of eliminating y in the first step we eliminate x since they have opposite
numerical coefficient.
Step 1 . Solve for y
2x + y = 3 Equation1
-2x +3y = 1 Equation 2
4y = 4 Add to eliminate x
y=1 Apply Multiplication Property of Equality
Step 2. Solve for x using equation 1
2x + y = 3
2x + 1 = 3 Substitute y with 1
2x = 3 – 1 Apply Addition Property of Equality
2x = 2 Simplify
x=1 Apply Multiplication Property of Equality
Solution of the system is (1,1).
Step 3. Checking:
2x + y = 3 -2x + 3y = 1
2(1) +1? 3 -2(1) + 3(1) ? 1
2+1?3 -2 + 3 ? 1
3= 3 1=1

ACTIVITY 1: FIND MY VALUE, PLEASE?
DIRECTIONS: Solve for x and y in each of the following systems of linear equations by
Elimination Method.
1. x + 2y = 16
-x +3y = 9
2. 2x -5y = 2
3x +5y = 22
3. x – 4y = 19
-3x +4y = -25
4. 5x – 2y = 19
-3x + y = -10
5. –x + 8y =3
x +7y =12
ACTIVITY 2: ARE WE DESTINED TOGETHER?
DIRECTIONS: Solve the following systems of linear equations in column A by elimination

method in column A, then match your answer(s) with the ones in column B.
COLUMN A COLUMN B
1. 3x + 2y = -9 a. (5, -3)
4x – 3y = 5
2. 8x -3y = -38 b. (-3, 3)
-2x + = 10
3. 6x + 5y = 15 c. (-8, 3)
-2x + 4y =-22
4. 3x + 7y = 3 d. (-1, -3)
-2x + y = - 19
5. -5x + 6y = 3 e. (-4, 2)
2x + 5y = 9
f. (4, 2)

Rubrics for Scoring
Amount of Learner shows Learner only Learner only Learner shows

Work no effort to shows a part of shows a part of the complete
solve systems of the procedure the procedure procedure with
linear equations correctly. with the correct the correct
in two variables. answer. answer.
Interest Learner shows Learner shows Learner shows Learner shows

no interest in slight interest in partial interest in full interest in
solving systems solving systems solving systems solving systems
of linear of linear of linear of linear
equations in two equations in two equations in two equations in two
variables. variables. variables variables.
Reflection
• I find difficulty in ________________________________________________________
•I enjoy __________________________________________________________________
Reference
E-Math, pp. 20-22, by Orlando A. Oronce and Marilyn O. Mendoza
Moving Ahead with Mathematics II, pp. 55-62 by Elizabeth
Torreliza et al.

Answer Key
ACTIVITY 1 ACTIVITY 2
1. (6 ,5) 1. d
2. (-4,-2) 2. e
3. (3,-4) 3. a
4. (1 -7) 4. c
5. (5,1) 5. b
Prepared by:
MARILYN B. CORPUZ
Teacher

MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Illustrates a System of Linear Equations in Two Variables
comprehension as it specifically aims for students’ mastery on how to illustrate a system of
linear equations in two variables.
The procedure on how to solve systems of linear equations can be solved

algebraically by Substitution method or Replacement method. To substitute means to replace.
Learning Competency: The learner illustrates Systems of Linear Equations by Substitution

Method. (M8AL-lh-1).
Let’s try these examples. Solve the following systems of linear equations by substitution.
Example 1
x + 4y = 9 Equation 2
Step 1. Solve for y in terms of x using equation 1

3x + y = 5
y = 5 + (- 3x) Apply Addition Property of Equality
y = 5 – 3x Simplify (Equation 3)
Step 2. Solve for the real value of x using equation 2.
x + 4y = 9
x + 4(5 -3x) = 9 Substitute y with 5-3x
x + 20 -12x= 9 Apply Distributive Property of Multiplication over Addition
-11x = 9 + (-20) Apply Addition Property of Equation
-11x = -11 Simplify
x=1 Multiplication Property of Equality
Step 3. Solve for the real value of y using equation 3.

y = 5 – 3x
y = 5 – 3(1) Substitute x with 1
y = 5 -3 Simplify
y=2
Solution of the system is (1, 2)

Step 4. Checking
Using equation 1 Using Equation 2
3x + y= 5 x+4y=9
3(1) + 2?5 1+4(2)?9
3+2?5 1+8?9
5=5 9=9
Example 2
x – 4y = 17 Equation 1
-2x + 5y = -25 Equation 2
Step 1. Solve for x in terms of y using equation 1

x = 4y + 17 Equation 3
Step 2. Solve for the real value of y using equation 2
-2x + 5y = -25
-2(4y +17) + 5y = -25 Substitute x with 4y + 17
-8y -34 + 5y = -25 Apply Distributive Property of Multiplication
Over Addition
-3y – 34 = -25
-3y = -25 + 34 Apply Addition Property of Equality
-3y = 9 Simplify
y = -3 Apply Multiplication Property of Equality
Step 3. Solve for the real value of x using equation 3.

x = 4y + 17
x = 4(-3) + 17 Substitute y with -3.
x = -12 +17 Simplify
x =5
Solution of the system is (5, -3)
Step 4.Checking
-2x + 5y = -25 x- 4y=17

-2(5) + 5(-3) ? -25 5 -4(-3) ? 17
-10 – 15 ? -25 5 + 12 ? 17
-25 = -25 17=17

ACTIVITY: FIND ME I AM MISSING!
Directions: Solve the following systems of linear equations by Substitution Method.
1. x + 2y = 6 6. 3x + y = -1
x +4y = 2 x + 2y = -12
2. x -5y = 3 7. 5x + y = - 9
2x + y = 17 2x + y = 0
3. x – 2y = 6 8. -2x + y = -13
4x + 5y = -15 3x + 4y = - 8
4. 3x + y = 7 9. 7x + y = 8
x + 2y = -6 2x + 5y = -24
5. 9x + y = -11 10. 2x + 3y = 18
2x + 3y = -8 -5x + 2y = 31
Rubrics for Scoring
Amount of Learner shows Learner only Learner only Learner shows

Work no effort to shows a part of shows a part of the complete
solve systems of the procedure the procedure procedure with
linear equations correctly. with the correct the correct
in two variables. answer. answer.
Interest Learner shows Learner shows Learner shows Learner shows

no interest in slight interest in partial interest in full interest in
solving systems solving systems solving systems solving systems
of linear of linear of linear of linear
equations in two equations in two equations in two equations in two
variables. variables. variables variables.
Reflection
• I find difficulty in ________________________________________________________
•I enjoy __________________________________________________________________

Answer Key
1. (10 ,-2) 6. (2, -7)
2. (8,1) 7. (-3, 6)
3. (0,-3) 8. (4, -5)
4. (4 -5) 9. (2, -6)
5. (-1,-2) 10. (-3,8)
References
E-Math, pp. 20-22, by Orlando A. Oronce and Marilyn O. Mendoza
Moving Ahead with Mathematics II, pp. 55-62 by Elizabeth
Torreliza et al.
Answer Key
1. (10 ,-2) 6. (2, -7)
2. (8,1) 7. (-3, 6)
3. (0,-3) 8. (4, -5)
4. (4 -5) 9. (2, -6)
5. (-1,-2) 10. (-3,8)
Prepared by:
MARILYN B. CORPUZ
Teacher

MATHEMATICS 8
Name of Learner: ________________________________ Grade Level: _____
Section: _____________________________ Date: ____________

GRAPHS OF SYSTEM OF LINEAR EQUATIONS IN TWO
VARIABLES
Remember that the graph of Linear Equation in Two Variables is a line. This helps us
understand that all points on the line are the solutions of that linear equation, hence the
solution is infinite.
For systems of linear equation in two variables and two equations, the solution set depends on
its graph. Therefore, the graphs of equations within the system can help you determine the
number of solution/s that exist/s.
The following are the graphs of System of Linear Equations in Two Variables and Two
Equations
The Graphs are Intersecting The Graphs are Parallel Lines The Graphs are Overlapping
Lines Lines
(1,2)
x
If the graphs of the two If the graphs of the two If the graphs intersect at all
equations intersects at one equations don’t intersect (the points the two lines coinside,
point, the system has only lines are parallel), the system the system has infinite
one solution set. The has no solution set. The number of solution and it is
coordinates of the point of system is called called CONSISTENT system
intersection will make the 2 INCONSISTENT and the two and the two equations are
equations true. This system is equations are DEPENDENT.
called CONSISTENT system INDEPENDENT.
and the two equations are
INDEPENDENT.

Graphs a System of Linear Equations in Two Variables (Quarter 1, Week 8) M8AL-lh-2
Directions:
Graph each system of Linear Equations
Illustrative Examples:
Using table of values: If x = 3

Steps in graphing System of Linear x–y=1
Equations in Two Variables 3–y=1
3–3–y=1–3
1. Choose any 3 values of x (usually 1-3). -1(-y = -2)
2. Substitute the values of x to the given y=2
equation to determine the values of y. Remember:
3. Plot the point/ordered pairs for each If the coefficient of x or y in any equation is
equation on the same Cartesian -1, multiply both sides of the equation by -1.
Coordinate Plane.
4. Connect the points for each equation by Ordered pairs: (1,0) (2,1) (3,2)
using a straight-edged material.
Graph the system of equations of the ff.

1. x + y = 5; x – y = 1
For x + y = 5
x 1 2 3
y 4 3 2
If x=1 If x = 2
x+y=5 x+y=5
1+y=5 2+y=5
1-1 + y = 5-1 2-2 + y = 5-2 Problem:
y=4 y=3
If x = 3 Using the graph of x + y = 5 and x – y = 1
x+y=5 determine how many solutions the system
3+y=5 has, then classify the system as consistent or
3-3 + y = 5-3 inconsistent and the equations as dependent
y=2 or independent
Ordered pairs: (1,4), (2,3), (3,2)
Answer:
For x – y = 1 It has only one solution. The system is
x 1 2 3 Consistent and the equations are
y 0 1 2 Independent
If x=1 If x = 2
x – y=1 x–y=1 2. 3x – y = 3
1–y=1 2–y= 1 3x – y = 6
1-1 – y = 1-1 2 – 2 – y =1 – 2
-1(-y = 0) -1(-y = -1) Use the slope – intercept form

y=0 y=1 y = -mx + b
For 3x – y = 3 For 2x + 4y = 8
Slope Intercept Form x – intercept
-y = -3x + 3 x=c
y = 3x – 3 a
x = 8 = 4, (4,0)
m=3 2
b = -3 y – intercept
y=c
For 3x – y = 6 b
Slope Intercept Form y = 8 = 2, (0,2)
y = 3x – 6 4
Graph of x + 2y = 4; 2x + 4y = 8
m=3
b = -6
Problem: Problem:
Using the graphs of 3x-y=3 and 3x-y=6, Using the graphs of x + 2y = 4 and
determine how many solutions the system 2x + 4y = 8, determine how many solutions
has, then classify the system as consistent or the system has, then classify the system as
inconsistent and the equations as dependent consistent or inconsistent and the equations
or independent. as dependent or independent
Answer: Answer:
It has no solution. Inconsistent System and It has infinite solutions, hence, the system is
the equations are Independent. Consistent and the equations are Dependent
3. x + 2y = 4
2x + 4y = 8
Use the x & y intercept

For x + 2y = 4
x – intercept:
x= c
a

x = 4 = 4, (4,0)
1
y – intercept
y=c
b
y = 4 = 2, (0,2)
2
Directions:
Exercise I. Complete the table below. Please choose the right answer from the choices
inside the box.
One solution, parallel lines, infinite solutions, overlapping lines

No solution, intersecting lines
Type of Consistent Consistent Inconsistent

system Dependent Independent Independent
Nature or Image of
the graph
Number of
Solutions
Exercise II. Graph each of the following systems using the x & y intercept and
determine how many solutions the system has then classify the system as consistent or
inconsistent and the equations as dependent or independent (use graphing paper).
1. x + y = 4 3. 2x + y = 8 5. 2x + y = 6
2x + 2y = 8 3x – y = 2 4x + 2y = 8
2. 4x – 2y = 8 4. x + y = 5
4x – 2y = 4 x–y=3
Reflection:
Complete this sentence:

What I have learned in this lesson
I find difficulty ______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I appreciate _________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
1. Intermidiate Algebra by Soledad Jose – Delano, Ed. D and Julieta G. Bernabe

2. 21st Century Mathematics High School by: Fisco, Sia, Tan and Chua
3. Matyhematics Learner’s Module by Emmanuel Abuzo, Merden L. Bryant, Belen P. Caldez
& et al
4. e-Math by Orlando A. Oronce & Marilyn O. Mendoza
ANSWER KEY:
Exercise I
Consistent Consistent Inconsistent

Types of System
Dependent Independent Independent
Nature or Image of
Overlapping Lines Intersecting Lines Parallel Lines
the Graph
Number of Solutions Infinite Solution One Solution No Solution

Exercise II
1. x + y = 4
2x + 2y = 8
For x + y = 4
x-intercept y-intercept
x=c=4 y=c=4
a 1 b 1
x = 4, (4,0) y = 0, (0,4)
For 2x + 2y
x=c=8 y=c=8
a 2 b 2
x = 4, (4,0) y = 4, (0,4)
Answer: Infinite number of solution, the system is Consistent and the equations are
Dependent.
2. 4x – 2y = 8
4x – 2y = 4
For 4x – 2y = 8
x=c=8 y=c= 8
a 4 b -2
x = 2, (2,0) y = -4, (0,-4)
For 4x – 2y = 4
x=c=4 y=c= 8
a 4 b -2
x = 1, (1,0) y = -2, (0,-2)
Answer: It has no solution, the system is

Inconsistent and the equations are Independent

3. 2x + y = 8
3x – y = 2
For 2x + y = 8
x=c=8 y=c=8
a 2 b 1
x = 4, (4,0) y = 8, (0,8)
For 3x – y = 2
x=c=2 y=c= 2
a 3 b -1
x = 2/3, (2/3,0) y = -2, (0,-2)
Answer: It has only one solution, the system is

Consistent and the equations are Independent.
4. x + y = 5
x–y=3
For x + y =
x=c=8 y=c=5
a 1 b 1
x = 5, (5,0) y = 5, (0,5)
For x – y = 3
x=c=3 y=c= 3
a 1 b -1
x = 3, (3,0) y = -3, (0,-3)
Answer: It has only one solution (4,1), the system

is Consistent and the equations are Independent.

5. 2x + y = 6
4x + 2y = 8
For 2x + y = 6
x=c=6 y=c=6
a 2 b 1
x = 3, (3,0) y = 6, (0,6)
For 4x + 2y = 8
x=c=8 y=c= 8
a 4 b 2
x = 2, (2,0) y = 4, (0,4)
Answer: It has no solution, the system is

Inconsistent and the equations are Independent.
Prepared by:
MARIVIC A. REYES
Writer

MATHEMATICS 8
Name of Learner: _____________________ Grade Level: ______________
Section: _____________________________ Date: ____________________
IDENTIFYING THE GRAPHS OF SYSTEMS OF LINEAR EQUATIONS IN TWO

VARIABLES
This activity sheet will help the learner understand and recognize if the graph of a
given Systems of Linear Equations in two variables are intersecting, coinciding and parallel.
To identify the graphs of a given system of linear equations in two variables write the
equations into slope-intercept form and compare their slopes and y-intercepts.
Remember that slope-intercept form of a line is y = mx + b, where m is the slope and

b is the y-intercept, so we can use them to solve both equations for y.
2 x + y = −8
Example: For the system 
 x − y = −1
In 2x + y = -8, express y in terms of x
y = -2x -8 m = -2
1 m ≠m 1 2
In x – y = -1, express y in terms of x -2 ≠ 1

y=x+1 m =1 2
 y = −2 x − 8
The system of equations is now written as: 
y = x +1
Since they have unequal slopes then the lines intersect at a point.
KINDS OF GRAPHS OF SYSTEMS OF LINEAR EQUATIONS IN TWO

VARIABLES:
I. Intersecting (Consistent System)
A system is consistent if it has exactly one solution. Their graphs have one
point of intersection. The slopes of the lines are not equal. In symbols m ≠ m . 1 2
Source: Intermediate Algebra, by: Fernando B. Orines, et.al.
Examples: Solve for y:

1. x + y = 4 y = -x + 4 m = -1
1 m ≠m 1 2
2x+ y = 6 y = -2x + 6 m = -22 -1 ≠ -2
2. x = -2y + 3 2y = -x + 3 m = -1/2
1 m ≠m
1 2
y = 2x + 4 y = 2x + 4 m =2
2 -1/2 ≠ 2

II. Coinciding (Dependent System)
A system is dependent if it has infinitely many solutions. Their graphs are

coinciding/overlapping. If m and b are the slope and y-intercept of the first equation, and m
1 1 2
and b are the slope and y-intercept of the other equation, then m = m and b = b . Source:
2 1 2 1 2
Intermediate Algebra, by: Fernando B. Orines, et.al.
Examples:
1. 3x + 6y = 12 m = -1/2, b = 2
1 1 m =m1 2 b =b
1 2
6x + 12y = 24 m = -1/2, b = 2
2 2 -1/2 = -1/2 2=2
In 3x + 6y = 12, express y in terms of x In 6x + 12y = 24, express y in terms of x

6y = -3x + 12 12y = -6x + 24
y = -1/2x + 2 y = -1/2x + 2
2. y = 2x -4 m = 2, b = -4
1 1 m =m
1 2 b= b
1 2
3y = 6x -12 m = 2, b = -4
2 2 2=2 -4 = -4
1. y = 2x - 4 In 3y = 6x – 12, express y in terms of x

y = 2x - 4
III. Parallel (Inconsistent System)
A system is an inconsistent system if it has no solution. Their graphs are parallel. If

m and b are the slope and y-intercept respectively of one equation and m and b are the slope
1 1 2 2
and y-intercept respectively of the other equation, then m = m and b ≠ b . 1 2 1 2
Examples:
1. x + 2y = 3 m = -1/2, b = 3/2
1 1 m=m
1 2 b ≠b 1 2
2x + 4y = 16 m = -1/2, b = 4
2 2 -1/2 = -1/2 3/2 ≠ 4
In x + 2y = 3, express y in terms of x In 2x + 4y = 16, express y in terms of x

2y = -x + 3 4y = -2x + 16
y = -1/2x + 3/2 y = -1/2x + 4
2. y = 2x + 3 m1=2, b = 3 1 m =m 1 2 b ≠b 1 2
y = 2x – 3 m = 2, b = -3
2 2 2=2 3 ≠ -3
NOTE: Each linear equation must in the system must be written into slope-intercept form y =
mx + b, where m is the slope and b is the y-intercept in order to determine the nature of the
graphs.
Algebraically, we can also use the standard form to determine the graphs of a given systems
of linear equations in two variables whether intersecting, coinciding and parallel if the
following properties are satisfied:

Systems of Linear Equations in Two Variables must be written first in standard form
following the equations below:
a x + b y = c and
1 1 1 where a and b not both 0 1 1
ax + by =c
2 2 2 where a and b not both 0 2 2
1st Property: The graph of the lines intersect.

Example 1: x – y = 3 a /a ≠ b /b
1 2 1 2
x+y=5 1/1 ≠ -1/1

Therefore, the system is ________________.
2nd Property: The graph of the lines coincide:

Example 2: x + 2y = 4 a /a = b /b = c /c
1 2 1 2 1 2
2x + 4y = 8 ½ = ½ = ½
3rd Property: The graph of the lines are parallel.
Example 3: 2x – 3 = y 2x – y = 3 a /a = b /b ≠ c /c
1 2 1 2 1 2
2x – y = 4 2x – y = 4 2/2 = -1/-1 ≠ 3/4

1 = 1 ≠ 3/4
NOTE: To use these properties, the given Systems of Linear Equations in two variables must
be transformed in the form Ax + By = C so that the values of a, b and c can be easily
determined. The process of identifying the kind of a system of equations also becomes easier.
The picture illustrates the different graphs of systems of linear equations.
Learning Competency
Categorizes when a given system of linear equations in two variables has graphs that
are intersecting, coinciding and parallel. (Quarter I, Week 8), M8AL-Ih-3.
Activity 1: DESCRIBE ME
Directions: Using the slope-intercept form, identify the graphs of the given system of linear
equations in two variables whether intersecting, coinciding, and parallel.
1. x - y = 3 6. 2x – y = 5
x - y = -3 2x – y = 2
2. x + 2y = 2 7. x + y = 6
2x + y = -2 3x + y = 2
3. 2x + 4y = 2 8. 2x + 2y = 6

4x + 8y = 4 4x – 2y = 12
4. 3x +2 y = 4 9. 2x + y = 4
3x + 2y = 8 6x + 3y = 12
5. x – 3y = 6 10. 2x + 2y = 4
3y + x = 6 4(x + y) = 8
ACTIVITY 2. GUESS MY GRAPHS
Direction: Determine the graphs of the given system of linear equations in two variables
whether intersecting, coinciding and parallel using the standard form (Ax + By = C).
1. x - y = 9 6. y – 8 = – 4x
x+y=7 8x – 4 = -4y
2. 3x + 3y = 6 7. 2x + 4y = 8
x–y=2 10x – 20y = 40
3. x – 3y = 4 8. 2x – y = 5
3x = 12 + 9y 2x – y = 4
4. 2y = 5x -10 9. 2x + y + 4 = 0
5x = 2y + 10 4y + 16 = -8x
5. 4x = -8 – 2y 10. 2x + y = 7
2y = 8 – 4x 4x + 2y = 1
ACTIVITY 3. FILL ME
Directions: Answer the following questions by writing the correct answer in the blanks.
1. What is the graphs of a system of linear equations in two variables that has
equal slopes and equal y-intercepts? _____________________
2. What kind of graphs does the equations of x + y = 12 and x - y = 5 have?
3. What system of linear equations have a graphs that coincides with each other?
___________________
4. The graphs of the lines 3(x + y) = 6 and 6x + 3y = 7 – 3y are
_____________________.
5. What are the graphs of a system of linear equations having unequal slopes and
y-intercepts? __________________
Reflection
In this lesson, I have understood that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References for learners
1. Moving Ahead with Mathematics II, 1999, pp. 56-58

2. Intermediate Algebra, by: Fernando B. Orines, et.al., pp. 12-20
3. Mathematics Learner’s Module, pp. 253-261
Answer Key
Activities 1:
1. Parallel 4. Parallel 7. Intersecting
2. Intersecting 5. Intersecting 8. Intersecting
3. Coinciding 6. Parallel 9. Coinciding
10. Coinciding
Activity 2:
1. Intersecting 4. Coinciding 7. Coinciding

2. Intersecting 5. Parallel 8. Intersecting
3. Coinciding 6. Parallel 9. Coinciding
10. Parallel
Activity 3:
1. Coinciding 2. Intersecting 3. Dependent

4. Parallel 5. I Intersecting
Prepared by:
LYDIA B. MASIRAG
Teacher

MATHEMATICS 8
Name of Learner: _______________________________ Grade Level: _____

Section: ________________________________________ Date: ____________
SOLVING PROBLEMS INVOLVING SYSTEMS OF LINEAR

EQUATIONS IN TWO VARIABLES BY (A) GRAPHING METHOD; (B)
SUBSTITUTION METHOD; (C) ELIMINATION METHOD

PROBLEM SOLVING is the application of some concepts in Mathematics.
Mathematics is meaningless if we cannot use it as a tool in solving real-life problems.
Some steps are enumerated below which may help you solve word problems
systematically and correctly:
6. Analyze the problem. Read the problem carefully to find all the data needed in
solving the problem.
7. Represent the unknown. Assign variables to unknown quantities.
8. Translate the problem. Transform the problem into mathematical sentences.
9. Solve the equation.
10. Check the solution in both equations.
The skill in solving a system of linear equations in two variables is helpful in many
areas of study. Any of the three methods a) graphing, b) substitution, and c) elimination may
be used to find the solution to the system of equations.
Example 1. I am thinking of two numbers. The sum of two numbers is 6. Their difference
Solution:
Let x - be the first number
y - be the second number
x+y=6 (The sum of two numbers is 6.)
x–y=2 (Their difference is 2.)
d) THE GRAPHING METHOD
Graph each equation. The point where the graphs intersect is the solution.
The graphs intersect at (4, 2). We can verify that

it is the solution by substituting it into the given
equations.
x+y=6 x–y=2
4+2=6 4–2=2
6 = 6 TRUE 2 = 2 TRUE
The two numbers are 4 and 2.

e) THE SUBSTITUTION METHOD
x+y=6 (1) → y=6–x (3)
x–y=2 (2)
Substitute y = 6 – x in equation (2) and solve for x.

x–y=2
x – (6 – x) = 2
x–6+x=2
2x – 6 = 2
2x = 2 + 6
2x = 8
2 2
x=4
Check: x = 4; y = 2
x+y=6 x–y=2 (4, 2) makes both equations
4+2=6 4–2=2 TRUE. Thus, it is the solution.
6 = 6 TRUE 2 = 2 TRUE
f) THE ELIMINATION METHOD

Solving the system by elimination,
x+y=6 (1)
x–y=2 (2)
2x = 8 Add the two equations.
Check: x = 4; y = 2
x+y=6 x–y=2
4+2=6 4–2=2
6 = 6 TRUE 2 = 2 TRUE
Thus, the numbers are 4 and 2.
Using the three methods, we obtained the same solution set. Therefore, the two numbers are
4 and 2.
Example 2. Covid’s piggy bank contains ₱100.00 worth of coins in 5-peso and 10-peso
denominations. The number of 10-peso coin is one more than the number of 5-
peso coin. How many coins of each kind does the piggy bank of Covid contain?
Solution:
Let x - be the number of 5-peso coin in the piggy bank and
y - be the number of 10-peso in the piggy bank.
Equations:
5x + 10y = 100 (1) Total number of money in the piggy bank.
y=x+1 (2) The number of 10-peso coin is one more than the
number of 5-peso coin.

d) By graphing, we can find the solution to the system. The point where the graphs
intersect is the solution.
5x + 10y = 100 The graphs intersect at (6, 7). We

can verify that it is the solution by
substituting it into the given equations.
5x + 10y = 100 y=x+1

5(6) + 10(7) = 100 7=6+1
30 + 70 = 100 7=7
100 = 100 TRUE
TRUE
y=x+1
The solution is (6, 7).
e) Solving the system by substitution:

5x + 10y = 100 (1)
y=x+1 (2)
Check:
5x + 10y = 100 y=x+1
5(6) + 10(7) = 100 7 =6+1
30 + 70 = 100 7 = 7 TRUE
100 = 100 TRUE
f) Solving the system by elimination,
5x + 10y = 100 (1)

y=x+1 (2) → –x + y = 1 (3)
[–x + y = 1] 5 → –5x + 5y = 5 (4)
5x + 10y = 100 Eq. (1)

–5x + 5y = 5 Eq. (4)
15y = 105 Add the equations.
y=7 Divide both sides by 15.
Solve for x by replacing y by 7 in Eq. (1).
5x + 10y = 100 Eq. (1)
5x + 10(7) = 100 Replace y by 7.
5x + 70 = 100 Simplify
5x = 30 Subtract 30 from both sides.
Check:
5x + 10y = 100 y=x+1
5(6) + 10(7) = 100 7 =6+1
30 + 70 = 100 7= 7 TRUE
100 = 100 TRUE
Thus, the solution is (6, 7)

Covid’s piggy bank contains six 5-peso coin and seven 10-peso coin.
Example 3. Four years ago, Ryan was 6 times as old as his son. Six years ago, his age was 2
years more than eight times his son’s age. How old are they now?
Present Age Age 4 years ago Age 6 years ago

Ryan r r–4 r–6
Son s s–4 s–6
Thought processes:
(age of Ryan 4 years ago) = 6 (age of the son 4 years ago)
(age of Ryan 6 years ago) = 8 (age of the son 6 years ago) + 2
(r – 4) = 6 (s – 4)
(r – 6) = 8 (s – 6) + 2
Choose the most appropriate method based from the given system of linear equations.
Solving the system by elimination:

(r – 4) = 6 (s – 4) → r – 6s = –20
(r – 6) = 8 (s – 8) → (–) r – 8s = –40
2s = 20
s = 10
Find the value of r.
r – 6(10) = –20
r – 60 = –20
r = 40
Ryan’s age now is 40 and his son’s age is 10.

The learner solves problems involving systems of linear equations in two variables by (a)
graphing; (b) substitution; (c) elimination (Quarter 1, Weeks 9 - 10)
Directions: Read the following problems. Use substitution method to solve each system.
Show your solution on a separate sheet of clean paper.
6. One number is 3 more than the other. Their sum is 23. Find the numbers.
7. The sum of two numbers is 165 and their difference is 29. Find the numbers.
8. The sum of two numbers is 26. The second number subtracted from the first number
9. The units digit in a two-digit number is one more than twice the tens digit.Find the
number if the sum of the digits is 10.

10. The sum of the digits of a two-digit number is 6. The number is 6 times the units digit.
Directions: Solve each of the following problems. Write your complete solution in the box
provided.
2. John is now 3 times as old as his brother Sam. In 5 years, John will be twice as old
as Sam will be then. Find their present ages.
2. A man is now 6 times as old as his son. In 6 years, the father will be 3 times as old as the
son will be then. Find their present ages.
3. A father is now 24 years older than his son. In 8 years, the father will be twice as old as
his son will be then. Find their present ages.
4. Mr. Wilson is 15 years older than Mr. Clark. Five years from now, Mr. Wilson will be 1½
times as old as Mr. Clark will be then. How old is each man now?

5. Marion is twice as old as Judy. Six years ago, Marion was three times as old as Judy was
then. Find their present ages.
Activity 3. #COVID - 19
Directions: Solve each of the following problems using any method. Each coordinate of the
solution corresponds to a letter as shown at the right. Write the letter in the
corresponding blank to decode the inspirational quote to get us through the
corona virus shutdown. Show complete solution on a separate sheet of clean
paper.
6. The sum of two numbers is 28. Their difference is 12.

Find the numbers. (A, T)
Answer:
7. Robin is twice as old as Rustom. Nine years ago, Robin

was three times as old as Rustom. How old are they
now? (S, P)
Answer:
8. Emma has 40 bills. Some are ₱50 bills and the rest are
₱100 bills. The total value of her money is ₱3400.find
the number of each bill. (H, O)
Answer:
9. The sum of the digits of a two-digit number is 15. When

27 is subtracted from the original number, the result is
the number with the digits interchanged. Find the
(L, S)
original number.
Answer:
10. The sum of the two numbers is 21. Three times the
smaller number is increased by 5 equals the larger
number. Find the numbers. (I, O)
Answer:

Rubrics for Scoring
Learners shoes Learner
Learner only
no attempt to completed each
Amount of Learner only shows answers
really do any of step and gave
Work shows answer. but showed
the problems, no complete
partial work.
All of the Most of the All computations

All computations
Accuracy computations are computations are are correct and
are correct.
incorrect. correct. shown in detail.
Reflection:
5. I learned that _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
6. I enjoyed most on _________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References
https://www.slideshare.net; https://courses.lumenlearning.com; https://www.algebra-

class.com;
2015.
Abuzo, Bryant, Cabrella, Caldez, etc. Mathematics-Grade 8 Learner’s Module. Department

of Education, 2013.
Answer Key
2. (13, 10) 2. (97, 68) 3. (17, 9) 4. (7, 3) 5. (4, 2)

1. John = 15 y/o Sam= 5 y/o

2. Son= 4 y/o Man/father=24 y/o
3. Father=40 y/o Son=16 y/o
4. Mr. Wilson = 40 y/o Mr. Clark=25 y/o
5. Marion=24 y/o Judy=12 y/o
Activity 3. #COVID – 19
Quote: “THIS TOO SHALL PASS.”
2. (20, 8) 2. (36, 18) 3. (12, 28) 4. (6, 9) 5. (4, 17)
Prepared by:
MARICEL D. PAUIG
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8

LEARNING ACTIVITY SHEETS

Note: Practice Personal Hygiene protocols at all times i

Compentency Page number

Factors completely different types of polynomials (polynomials

Note: Practice Personal Hygiene protocols at all times ii

Learning Activity Sheet # 1

Background Information for Learners

Factoring the common monomial factor is the reverse process of monomial to

Common Monomial Factor

Learning Competency: Factor completely polynomials with common monomial

1. a²bc + ab²c + abc² 3. 25a + 25b 5. 2x²y + 12xy

2. 4m²n² - 4mn³ 4. 3x² + 9xy

B. Factor the following:

1. 10x + 10y + 10z 3. 3x³ + 6x² + 9x 5. 7a³ + 14a² + 21

Note: Practice Personal Hygiene protocols at all times 1

C. Factor the following:

1. 5x + 5y + 5z 3. 4x³ + 8x² + 12x 5. 3a³ + 6a² +

Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner shows Learner shows Learner shows

Understanding Learner shows Learner shows Learner shows Learner shows

Note: Practice Personal Hygiene protocols at all times 2

Note: Practice Personal Hygiene protocols at all times 3

Learning Activity Sheet # 2

Background Information for Learners

Factoring the common monomial factor is the reverse process of multiplying

Common Monomial Factor

Learning Competency: Factor completely polynomials with common monomial

2. Factor 20x - 30xy.

Note: Practice Personal Hygiene protocols at all times 4

3. Factor 16m n + 24m n

For each common variable, For n4 and n5, GCF = n4

Activity: Factor Me by Looking at My GCMF!

1. 5x + 5y + 5z 3. 25a + 25b 5. 2x²y + 12xy

2. 4m²n² - 4mn³ 4. 3x² + 9xy

Note: Practice Personal Hygiene protocols at all times 5

C. Factor the following:

1. a2bc + ab2c + abc2 3. 4x³ - 8x² + 12x 5. 3a³ + 6a² +

Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner shows Learner shows Learner shows

Understanding Learner shows Learner shows Learner shows Learner shows

Note: Practice Personal Hygiene protocols at all times 6

Note: Practice Personal Hygiene protocols at all times 7

Learning Activity Sheet # 3

Background Information for Learners

Learning Competency: Factors completely different types of polynomials

Activity: Right Perfect Pair

B. Factorize the following by taking the difference of squares:

Note: Practice Personal Hygiene protocols at all times 8

C. Factor the following.

Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)

Amount of Learner shows Learner shows Learner shows Learner shows

Understanding Learner shows Learner shows Learner shows Learner shows

Note: Practice Personal Hygiene protocols at all times 9

Year · Triangle Trigonometry, Mo, Module 2 (L

Note: Practice Personal Hygiene protocols at all times 10

Learning Activity Sheet # 4

Background Information for Learners

Purpose Setting Activity

Study them carefully using the following diagrams.

Factoring the sum or difference of two cubes is the reverse process of a