DIVISION OF NAVOTAS CITY

8
MATHEMATICS
Quarter 1

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 1
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Erros Josephus M. Gutierrez
Editors: Maria R. Danganan
Reviewers: Alberto J. Tiangco
Illustrator: Erros Josephus M. Gutierrez
Layout Artist: Kurt Russel M. Linao/Melody Z. De Castro
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents

What I Know .......................................................................... 1

Module 1 .............................................................................. 2

Module 2 .............................................................................. 8

Module 3 .............................................................................. 11

Module 4 .............................................................................. 13

Module 5 .............................................................................. 19

Module 6 .............................................................................. 24

Module 7 ............................................................................... 28

Module 8 .............................................................................. 33

Module 9 .............................................................................. 36

Assessment .......................................................................... 43

Answer Key ........................................................................... 44

References ............................................................................. 46
Directions: Encircle the letter of the correct answer.

1. What is the GCF of the terms of the polynomials 25𝑥 2 𝑦 3 − 30𝑥 3 𝑦 2 + 45𝑥 4 𝑦 3 ?
a. 𝑥 2 𝑦 2 b. 𝑥 2 𝑦 3 c. 5𝑥 2 𝑦 2 d. 5𝑥 2 𝑦 3
2. If the area of the blackboard is (𝑥 + 9𝑥 + 20) cm2. What are the dimensions of
2

the blackboard?
a. (𝑥 + 1) cm and (𝑥 + 2) cm c. (𝑥 + 5) cm and (𝑥 + 7) cm
b. (𝑥 + 3) cm and (𝑥 + 5) cm d. (𝑥 + 4) cm and (𝑥 + 5) cm

𝑥 2 −4
3. John Paul was asked by his teacher, Mr. Gutierrez, to simplify on the
𝑥 2 −2𝑥
𝑥 2 −4 (𝑥+2)(𝑥−2)
board. He wrote his solution on the board this way: = = 2. Did
𝑥 2 −2𝑥 𝑥(𝑥−2)
he arrive at the correct answer?
a. Yes, the expressions that he crossed out are all common factors.
b. Yes, the LCD must be eliminated to simplify the expression.
4
c. No, 𝑥 2 must not be cancelled so that the answer is
2𝑥
d. No, x is not a factor of the numerator.

4. What are the coordinates of the point if it is 5 units to the left of the origin
and moved 3 units above?
a. (5, 3) b. (-6, 3) c. (5,-3) d. (-5,3)

5. Which of the following is the formula in finding the slope of the line given
any two points on it?
𝑦2 −𝑦1 𝑦 +𝑦 𝑥 𝑥 𝑥 𝑥
a. b. 2 1 c. 2− 1 d. 2+ 1
𝑥2− 𝑥1 𝑥2 + 𝑥1 𝑦2 −𝑦1 𝑦2 +𝑦1

6. What is the slope of the line containing the points (2,3) and (3, -5)?
−8
a. -8 b. c. −2 d. 2
5

7. What is the equation of the line whose slope is 2, which passes through the
point (1, -5)?
a. y = 2x + 7 b. y = 2x – 7 c. x + 7 d. x – 7

8. How many solutions does a consistent-independent system have?

a. One b. Two c. Infinite d. None

9. If the two lines in the system have the same slope and the same y-intercept,
what can you conclude about the graph of the system?
a. The graph shows two intersecting lines.
b. The graph shows two parallel lines.
c. The graph shows two coinciding lines.
d. The graph shows two curve lines.

10. A child’s coin bank contains Php 400 in Php 5-coins and Php 10-coins. If
there are 59 coins in all, how many of each kind are there?
a. 38 Php 5-coins, 21 Php 10-coins c. 8 Php 5-coins, 31 Php 10-coins
b. 28 Php 5-coins, 31 Php 10-coins d. 48 Php 5-coins, 11 Php 10-coins

1
 MODULE 1

This module was designed and written with you in mind. It is here to help you master
how to apply the different factoring techniques in factoring polynomial expressions.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

The module has exactly one lesson, namely:

Lesson 1 – Factoring Techniques

After going through this module, you are expected to:

1. Factors completely different types of polynomials:

a. Polynomial with Common Monomial Factor
b. Difference of Two Squares
c. Sum and Difference of Two Cubes
d. Perfect Square Trinomials
e. Factoring General Trinomial

Lesson
Factoring Techniques
1

Natural numbers can be expressed as a product of two other natural

numbers. For example, 21 can be expressed as 21 = 1⋅ 21 or 21 = 3 ⋅ 7. This
process is called Factoring. The idea of factoring natural numbers can be extended
to polynomials.

2
Common Monomial Factoring

Factoring the polynomial using Greatest Common Monomial Factor (GCMF) takes
this form:

ab + ac = a(b + c), where a is the GCF.

Observe that there are two steps in using this technique: Step 1, find the greatest
common monomial factor (GCMF). Step 2, divide the given polynomial by the
greatest common monomial factor to obtain the remaining factor.

For example,
To factor 4b3 + 8b2, the first step is to find the greatest common monomial factor.
To do that, consider the numerical coefficients 4 and 8. These numbers have 4 as
their GCF. Next, consider the literal coefficients b3 and b2. Their GCF is b2. (Since
the literal coefficients have the same base, which is b, simply take the coefficient
with the smallest exponent, and that is b 2.) Thus, the greatest common monomial
factor of 4b3 + 8b2 is 4b2.

Now, to find the second factor, divide each term of 4b3 + 8b2 by 4b2.
4𝑏3 8𝑏2
+ = 𝑏 + 2. Thus, the factors of 4b3 + 8b2 are 4b2 and b + 2.
4𝑏2 4𝑏2

Therefore, 4b3 + 8b2 = 4b2 (b + 2).

Note that you can check whether your work is correct by doing distributive property
of multiplication.
Other examples,

a2 – 4a = a (a – 4) 4a5 – 2a3 + 8a = 2a (2a3 – a2 + 4) a3b2 – 2a3b = a2b (b – 2a)

Factoring Difference of Two Squares

The factors of a difference of two squares are the sum and difference of the terms
being squared, that is,
a2 – b2 = (a + b)(a – b)

Examples,

a2 – 25 = (a)2 – (5)2 16x2 – 9y2 = (4x)2 – (3y)2

= (a + 5)(a – 5) = (4x + 3y)(4x – 3y)

Other examples,
36a3b2 – a = a(36a2b2 – 1) x4 – y4 = (x2)2 – (y2)2

= a[(6ab)2 – (1)2] = (x2 + y2)(x2 – y2)

= a(6ab + 1)(6ab – 1) = (x2 + y2)(x + y)(x – y)

3
Factoring Sum and Difference of Two Cubes

A sum or difference of two cubes can be written as a product of a binomial and a

trinomial as shown below.

a3 + b3 = (a + b)(a2 – ab + b2)

a3 – b3 = (a – b)(a2 + ab + b2)
A polynomial is a sum or difference of two cubes if:

a. It is a binomial.
b. Each term is a cube.

For example,

To factor 8x3 + 27, express each term as a cube then use the above-mentioned
formula. Note that 8x3 + 27 = (2x)3 + (3)3 Since the expression is a sum of two
cubes, we can use the formula,
a3 + b3 = (a + b)(a2 – ab + b2)
8x3 + 27 = (2x)3 + (3)3

Letting a = 2x and b = 3, we have,

8x3 + 27 = (2x + 3)[(2x)2 – (2x)(3) + (3)2]

= (2x + 3)(4x2 – 6x + 9)

Other notable examples,

b3 – 125c3 = (b)3 – (5c)3 a3b3 – 216 = (ab)3 – (6)3

= (b – 5c)[(b)2 + (b)(5c) + (5c)2] = (ab – 6)[(ab)2 + (ab)(6) + (6)2]
= (b – 5c)(b2 + 5bc + 25c2) = (ab – 6)(a2b2 + 6ab + 36)
Cube root of b3 3 3
Cube root of a b
Cube root of 125c 3
Cube root of 216
Square of b
Square of ab
Product of b and 5c
Product of ab and 6
Square of c
Square of 6

Factoring Perfect Square Trinomial

A trinomial is a perfect square if it satisfies the following conditions:

a. Two of the terms are perfect squares, and both are positive.
b. The third term, usually the middle term, is twice the product of the
quantities that were squared.

To factor a perfect square trinomial, express it as a square of binomial in one of the

following forms:
a2 + 2ab + b2 = (a + b)2

a2 – 2ab + b2 = (a – b)2

4
For example,

x2 + 6xy + 9y2 is a perfect square trinomial. The squared terms are x2 and 9y2. Note
that x2 = (x)2 and 9y2 = (3y)2. The middle term 6xy is twice the product of x and 3y.
Using the formula, a2 + 2ab + b2 = (a + b)2, where a = x and b = 3y, we have

x2 + 6xy + 9y2 = (x + 3y)2

(x)2 (3y)2

2(x)(3y)

Another example of a perfect square trinomial is 4x2 – 20x + 25. The squared terms
are 4x2 = (2x)2 and 25 = (5)2. The middle term -20x is the negative of twice the
product of 2x and 5. Using the formula, a2 – 2ab + b2 = (a – b)2, where a = 2x and b
= 5, we have
4x2 – 20x + 25 = (2x – 5)2

(2x)2 (-5)2
2(2x)(-5)
By looking at the examples below, you will be able to see a pattern so that you can
factor a perfect square trinomial easily.

a2 + 14a + 49 = (a + 7)2 16a2 – 8ab + b2 = (4a – b)2

x2 + 2x + 1 = (x + 1)2 25x2 – 20xy + 4y2 = (5a – 2y)2

Factoring General Trinomial in the form ax2 + bx + c, where a = 1.

To factor general trinomial in the form ax 2 + bx + c, where a = 1, you may use the
X-Factor Technique like in the example presented below.

Factor completely. In this example, a = 1, b = 5, and c = 6.

x2 + 5x + 6
Notice that a, b, and c are the numerical
coefficients of the three terms. Since a = 1,
+6
use the X-Factor Technique.
+3 +2
Step 1: Place the value of c on top and the
value of b at the bottom.
+5
Step 2: Think of two numbers which when
multiplied will result to +6 but when added
will result to +5. The numbers are +3 and
+2. Write it on the left and right side of the
X-FACTOR.
x2 + 5x + 6 = (x + 3)(x + 2)

Thus, x2 + 5x + 6 = (x + 3)(x + 2)

5
Factoring General Trinomial in the form ax2 + bx + c, where a ≠ 1

To factor general trinomial in the form ax 2 + bx + c, where a ≠ 1, you may use the
Trial-and-Error Method with the following steps:
1. Look for a common factor.
2. Factor the first term, Ax2.
3. Factor the last term, C.
4. Look for factors in (2) and (3) such that the sum of their product is the
middle term Bx.

Example: Factor 3x2 + 17x + 10.

Solution: Factor the first and last terms.
Terms Factors
3x 2 3x, x
10 2,5 and 1,10

Write the possibilities and check the middle term using the FOIL
method.

Note: You may just choose some of the combinations until you get the
right factors.

Possible Factors Middle Term

(3x + 1)(x + 10) 31x Wrong
x
30x
(3x + 2)(x + 5) 17x Correct
2x
15x

Hence, 3x2 + 17x + 10 = (3x + 2)(x + 5)

Note: Some polynomials require a combination of the different factoring techniques

to factor completely.

Example:
Factor completely.

2x2 – 16x – 40 = 2 (x2 – 8x – 20)

= 2 (x – 10)(x + 2)

18x2 – 18x – 8 = 2 (9x2 – 9x – 4)

= 2 (3x – 4)(3x + 1)

6
Who Said This?

“Our greatest weakness lies in giving up. The most certain way to succeed is always
to try just one more time.”

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
6 1 2 7 4 9 8 3 5 9 2 10

Decode the name of the famous person who spoke these words by following these
steps.

Step 1: Factor each expression completely.

Step 2: Refer to the box below to find the letter of the correct answer and write it on
the blank to its corresponding item number below the quote.

1. 3x – 21 6. x3 + 64
2. 3x3y2 + x2y – xy2 7. x2 – 10x + 21
3. 36a2 – 1 8. a3 – 125b3
4. 4x2 – 49y2 9. x2 + 5x – 14
5. 16a2 + 8ab + b2 10. 2x2 + 7x + 3

I N O H E

(2x+1)(x+3) xy(3x2y+x-y) 3(x – 7) (a-5b)(a2+5ab+25b2)

(4a+b)2

A D T S M

(2x+7y)(2x-7y) (6a+1)(6a-1) (x+4)(x2–4x+16) (x+7)(x-2) (x – 3)(x – 7)

Do as indicated.

1. Suppose that the volume of a cylindrical can is given by the polynomial

V = π h3 + 2π h2 + 2π h, where h is the height in centimeter.
a. Write its volume in factored form.
b. Determine the volume when h = 30 cm. Express your answer in π.

7
 MODULE 2

This module was designed and written with you in mind. It is here to help you master
how to apply the different factoring techniques in solving real-life problems. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module is consisted of entirely one lesson, namely:

Lesson 2 – Application of Factoring.

After going through this module, you are expected to:

1. Apply factoring in solving real-life problems.

Lesson
Application of Factoring
2

Several real-life situations can be solved using factoring. To begin with, let us
consider the following examples.

Example 1

The area of a square is 9x2 + 12x + 4 square units. What expression represents the
length of the side?

Solution:

To find the expression representing the side of the square, first, let us recall the
formula in getting the area of a square. A = s 2. Notice that the area of the square is
9x2 + 12x + 4 square units. By substituting this expression to the formula, and by
applying the concept of factoring, we have,

A = s2 = (s)(s)

8
 9x2 + 12x + 4 = (3x + 2)2 = (3x + 2)(3x + 2)

Therefore, the side of the square is (3x + 2) units.

Note that the idea of solving problems using factoring can also be applied to
situations that are translated to polynomial equations, as shown in the next example.

Example 2

If a volleyball league consists of x teams in which every team plays with every other
team twice, and the total number of games played is x2 – x.

a. How many teams are there in a league that plays a total of 42 games?
b. If there were 12 teams in the league, how many games in all would be played?

Solution:

a. Since the total number of games played is given by x2 – x and we want to find
the total number of teams if there are a total 42 games, then we have,
x2 – x = 42

x2 – x – 42 = 0 Write in standard form

(x – 7)(x + 6) = 0 Factor

x–7=0 or x+6=0 Equate each factor to zero

x=7 or x=-6 Solve for x

The total number of teams cannot be -6; we discard x = -6.

Therefore, there were 7 teams in a league that plays a total of 42 games in all.

Example 3

Josephus bought a carpet to cover the floor of his rectangular room that has an area
of 96 ft2. The width of the room is 4ft less than the length. Find the dimension of the
room.

Solution:

Let x be the length

Let x – 4 be the width

x–4

9
The area of the rectangle is equal to the product of the length and the width, in
symbols, A = LW. By using the illustration presented, we have,

A = LW Formula for the Area of the Rectangle

x(x – 4) = 96 Substitution

x2 – 4x = 96 Simplifying

x2 – 4x – 96 = 0 Write in standard form

(x – 12)(x + 8) = 0 Factor

x – 12 = 0 or x+8=0 Equate each factor to zero

x = 12 or x = -8 Solve for x

The length of the floor cannot be -8, so we discard x = -8 and accept x = 12. Hence,
the length is 12 ft.

By substituting x = 12, to x – 4 to solve for the width, we have,

x – 4 = (12) – 4 = 8.

Therefore, the dimension of the lot is 12ft by 8ft.

Solve the following problems.

1. The volume of a rectangular box is given by V = 5x3 + 20x2 + 20x, where x is

in centimeter. Express the volume of the rectangular box in factored form.
2. The area of a rectangular lot is 3x2 + 11x + 10 square meters. How wide is
the lot if the length is (3x + 5) meters?
3. There are two square lots in a subdivision. The side length of one lot is 2
meters less than the side length of the other. The area of the larger is 44
square meters greater than that of the smaller. Find the dimension of each
lot.

A phone manufacturer finds that the revenue R in thousands of pesos from the sale
of x phones is given by R(x) = 4x2 – 17x. If the cost C, in thousands of pesos, of
producing x phones is given by C(x) = 3x2 – 5x + 45, how many phones must be
produced and sold for the manufacturer to break even?

10
 MODULE 3

This module was designed and written with you in mind. It is here to help you master
on how to distinguish examples of rational algebraic expressions from non-examples,
and on how to simplify rational algebraic expressions. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module has exactly one lesson, namely:

Lesson 3 – Introduction to Rational Algebraic Expression.

After going through this module, you are expected to:

1. Define and illustrate rational algebraic expressions

2. Simplify rational algebraic expressions

Lesson INTRODUCTION TO RATIONAL

3 ALGEBRAIC EXPRESSION

Rational algebraic expression is a quotient of two polynomials, where the

denominator should not be equal to zero. It is important to note that both the
numerator and denominator must be a polynomial. If the denominator is zero, then
7 𝑥 5 2𝑥+5 𝑥 2 −3𝑥+1
the expression is said to be undefined. Expressions such as , , , and
8 9 𝑎−𝑏 𝑥−7 2𝑥−7
are just some of the examples of a rational algebraic expression.

Example,

Find the values for x for which the expression is undefined.

2 7𝑥+1
a. 𝑥+5
b.
𝑥 2 −4

11
 a. To find the values of x that will make the denominator 0, let us solve for x in
x + 5 = 0. Therefore, the rational expression is undefined for x x = -5.
b. To find the values of x that will make the denominator 0, let us solve for x in
x2 – 4 = 0. By factoring,
x2 – 4 = 0
(x + 2)(x – 2) = 0
x+2=0 or x–2=0
x = -2 or x=2
Hence, the expression is undefined for x = -2 and x = 2.

Simplifying Rational Algebraic Expressions

Recall that a fraction is said to be in its lowest term if its numerator and denominator
have no common factor other than 1. This idea can be extended and applied to
simplifying rational algebraic expressions.

Here are the steps to simplify a rational algebraic expression to its lowest terms:

1. Factor both the numerator and denominator completely.

2. Divide out (cancel out) any common factors.
Example: Reduce to lowest terms.
4𝑥 2 𝑦 5 2 ⋅ 2 ⋅𝑥 ⋅𝑥 ⋅𝑦 ⋅𝑦⋅𝑦 ⋅𝑦 ⋅𝑦 2 𝑥 2 −25 (𝑥+5)(𝑥−5) 𝑥+5
a. = = 𝑥𝑦 2 c. = =
6𝑥𝑦 3 2 ⋅3 ⋅𝑥 ⋅𝑦 ⋅𝑦 ⋅𝑦 3 𝑥 2 −10𝑥+25 (𝑥−5)(𝑥−5) 𝑥−5

4𝑥−12 4 (𝑥−3) 4 𝑥 3 −64 (𝑥−4)(𝑥 2 +4𝑥+16) 𝑥 2 +4𝑥+16

b. = = d. = =
5𝑥−15 5 (𝑥−3) 5 𝑥 2 −6𝑥+8 (𝑥−4)(𝑥−2) 𝑥−2

Simplify the following rational expressions.

12𝑥 3 𝑦 2 10𝑥−20 𝑥 2 −16 𝑥 2 +2𝑥+1 𝑥 3 +125𝑦 3
1. 2. 3. 4. 5.
18𝑥𝑦 3 7𝑥−14 𝑥 2 −8𝑥+16 𝑥 2 −1 𝑥+5𝑦

A student solution is shown below.

x
𝑥 2 + 25
= 𝑥 + 25
𝑥1
Discuss what the student did and whether it was correct.

12
 MODULE 4

This module was designed and written with you in mind. It is here to help you master
on how to apply the different operations on rational algebraic expressions in solving
real-life situations. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module has exactly one lesson, namely:

Lesson 4 – Operations on Rational Algebraic Expressions and Their Application

After going through this module, you are expected to:

1. Perform operations on rational algebraic expressions.

2. Apply the concept on rational algebraic expression to solve real-life problems.

OPERATIONS ON RATIONAL
Lesson
ALGEBRAIC EXPRESSIONS AND
4
THEIR APPLICATION

Multiplying Rational Algebraic Expressions

𝑎 𝑐 𝑎𝑐
In multiplying two fractions, we often apply the formula: ⋅ = . We multiply the
𝑏 𝑑 𝑏𝑑
numerator of the first fraction to the numerator of the second and the denominator
of the first fraction to the denominator of the second, then we reduce the resulting
fraction to its lowest term. We can also factor the numerator and denominator of the
two fractions, before proceeding to the rule of multiplication of two fractions, so that
we do not need to simplify the resulting fraction further. This idea can also be applied
in multiplying rational algebraic expressions.

13
Example

Multiply then simplify, if possible.

3𝑎 2 𝑥 2 −4 2𝑥 1 𝑥 2 −6𝑥+9
𝑎. ⋅ b. ⋅ c. ⋅
5𝑏3 9𝑎4 𝑥+5 𝑥−2 3−𝑥 𝑥 2 −𝑥−6

Solution:
𝑎 𝑐 𝑎𝑐
You may use the rule ⋅ = . Factor the numerator and denominator completely
𝑏 𝑑 𝑏𝑑
then use cancellation.
3𝑎 2 (3𝑎)(2) (3𝑎)(2) 2
a. ⋅ = (5𝑏3 )(9𝑎4 ) = (5𝑏3 )(3𝑎)(3𝑎3) = 15𝑎3𝑏3 .
5𝑏 3 9𝑎4

𝑥 2 −4 𝑥 (𝑥 2 −4)(𝑥) (𝑥+2)(𝑥−2)(𝑥) 𝑥(𝑥+2) 𝑥 2 +2𝑥

b. ⋅ =( = = =
𝑥+5 𝑥−2 𝑥+5)(𝑥−2 ) (𝑥+5)(𝑥−2) 𝑥+5 𝑥+5
𝑥 2 −4 𝑥 𝑥 2 +2𝑥
Thus, ⋅ = .
𝑥+5 𝑥−2 𝑥+5

5𝑥 𝑥 2 −6𝑥+9 (5𝑥)(𝑥 2−6𝑥+9) (5𝑥)(𝑥−3)(𝑥−3) 5𝑥

c. ⋅ =( =( =
𝑥−3 𝑥 2 −𝑥−6 𝑥−3)(𝑥 2 −𝑥−6) 𝑥−3)(𝑥−3)(𝑥+2) 𝑥+2
5𝑥 𝑥 2 −6𝑥+9 5𝑥
Thus, ⋅ = .
𝑥−3 𝑥 2 −𝑥−6 𝑥+2

Other points to remember: 3 – x= -(x – 3). In general, a – b = - (b – a).

Dividing Rational Algebraic Expressions

𝑎 𝑐 𝑎 𝑑 𝑎𝑑
Recall that in dividing fractions, we follow this rule: ÷ = ⋅ = . In other words,
𝑏 𝑑 𝑏 𝑐 𝑏𝑐
we can use the acronym C.C.R to easily remember the process.

C – Copy the dividend

C – Change the operation into multiplication.
R – Reciprocate the divisor
Then we proceed to the rules in multiplying fractions. This process can also
be performed when dividing two or more rational algebraic expressions.

Divide then simplify, if possible.

5𝑥 10 5𝑥−1 𝑥+3 𝑥+3 𝑥 2 −9
𝑎. ÷ b. ÷ c. ÷
4𝑦 3 9𝑦 𝑥−4 𝑥 2 −𝑥−12 𝑥+2 2𝑥+4

Solution:
𝑎 𝑐 𝑎 𝑑 𝑎𝑑
Use the rule ÷ = ⋅ = .
𝑏 𝑑 𝑏 𝑐 𝑏𝑐
5𝑥 10 5𝑥 9𝑦 (5𝑥)(9𝑦) (5)(𝑥)(9)(𝑦) 9𝑥
a. 4𝑦 3
÷ 9𝑦
= 4𝑦 3
⋅ 10 = (4𝑦3)(10) = (𝑦)(4𝑦2)(5)(2) = 8𝑦2
5𝑥−1 𝑥+3 5𝑥−1 𝑥 2 −𝑥−12 (5𝑥−1)(𝑥 2 −𝑥−12) (5𝑥−1)(𝑥−4)(𝑥+3)
b. ÷ 𝑥2 −𝑥−12 = ⋅ (
= )( )
= (𝑥−4)(𝑥+3)
= 5𝑥 − 1
𝑥−4 𝑥−4 𝑥+3 𝑥−4 𝑥+3
𝑥+3 𝑥 2 −9 𝑥+3 2𝑥+4 (𝑥+3)(2𝑥+4) (𝑥+3)(2)(𝑥+2) 2
c. ÷ 2𝑥+4 = 𝑥+2 ⋅ 𝑥2 −9 = (𝑥+2)(𝑥 2 −9)
= (𝑥+2)(𝑥+3)(𝑥−3) = 𝑥−3
𝑥+2

14
By looking at the solutions above, you will see that factoring techniques play a vital
role to determine the final answer.

Addition and Subtraction of Similar Rational Algebraic Expressions

𝑎 𝑐 𝑎+𝑐 𝑎 𝑐 𝑎−𝑐
In adding or subtracting two fractions, we follow the rule + = ; − = . In
𝑏 𝑏 𝑏 𝑏 𝑏 𝑏
other words, to add or subtract two fractions having the same denominator, we just
simply copy the denominator and then we perform the indicated operation on the
numerators of the fraction.

Note: Fractions must be expressed in simplest form.

This process can also be done when adding and subtracting two similar rational
algebraic expressions.

For example,

Perform the indicated operation then simplify, if possible.

5𝑥 𝑥+3 𝑥 4 2𝑥 2 𝑥2+ 9
𝑎. + b. − c. −
3𝑦 3𝑦 𝑥−4 𝑥−4 𝑥+3 𝑥+3

Solution:
𝑎 𝑐 𝑎+𝑐 𝑎 𝑐 𝑎−𝑐
Apply the rule + = ; − = . Do not forget to express the answer in simplest
𝑏 𝑏 𝑏 𝑏 𝑏 𝑏
form, if possible.
5𝑥 𝑥+3 (5𝑥)+(𝑥+3) 5𝑥+𝑥+3 6𝑥+3 3(2𝑥+1) 2𝑥+1
a. + = = = = =
3𝑦 3𝑦 3𝑦 3𝑦 3𝑦 3𝑦 𝑦
𝑥 4 (𝑥)−(4) 𝑥−4
b. − 𝑥−4 = = =1
𝑥−4 𝑥−4 𝑥−4
2𝑥 2 𝑥2 + 9 (2𝑥 2 )−(𝑥 2 + 9) 2𝑥 2 −𝑥 2 − 9 𝑥2 − 9 (𝑥+3)(𝑥−3)
c. − = = = = (𝑥+3)
=𝑥−3
𝑥+3 𝑥+3 𝑥+3 𝑥+3 𝑥+3

Note: Observe closely how subtraction is applied in examples (b) and (c). Be careful
with the sign.

Addition and Subtraction of Dissimilar Rational Algebraic Expressions

𝑎 𝑐 𝑎𝑑+𝑏𝑐
In adding or subtracting two dissimilar fractions, we follow the rule + = ;
𝑏 𝑑 𝑏𝑑
𝑎 𝑐 𝑎𝑑−𝑏𝑐
− = . In other words, to add or subtract two dissimilar fractions, first, we
𝑏 𝑑 𝑏𝑑
must make the two fractions similar and to do that, we must find their least common
denominator (LCD) first. After making the two fractions similar, we now apply the
process of adding or subtracting two similar fractions. Again, this process can also
be applied when adding or subtracting rational algebraic expressions with different
denominators.

Perform the indicated operation then simplify, if possible.

1 2 5𝑥 3𝑥
𝑎. + b. −
2𝑥 4𝑦 𝑥+2 𝑥−2

15
Solution:
1 3
a. +
2𝑥 4𝑦
Step 1: Find the LCD. Factor each denominator completely.

2x: 2⋅x

4y: 2⋅2⋅y

LCD: 2 ⋅ 2 ⋅ x ⋅ y = 4xy

Step 2: Express each expression as similar rational algebraic expression having

the LCD as the denominator then proceed to the rule in adding similar rational
algebraic expressions.
1 3 (1)(2𝑦) (3)(𝑥) 2𝑦 3𝑥 2𝑦+3𝑥
+ = + = 4𝑥𝑦 + 4𝑥𝑦 =
2𝑥 4𝑦 4𝑥𝑦 4𝑥𝑦 4𝑥𝑦
1 3 2𝑦+3𝑥
Therefore, + =
2𝑥 4𝑦 4𝑥𝑦

5𝑥 3𝑥
b. −
𝑥+2 𝑥−2
Step 1: Find the LCD. Factor each denominator completely.
x + 2: (x + 2)
x - 2: (x – 2)
LCD: (x + 2)(x – 2)

Step 2: Express each expression as similar rational algebraic expression

having the LCD as the denominator then proceed to the rule in adding similar
rational algebraic expressions.
5𝑥 3𝑥 (5𝑥)(𝑥 − 2) (3𝑥)(𝑥 + 2)
− = −
𝑥 + 2 𝑥 − 2 (𝑥 + 2)(𝑥 − 2) (𝑥 + 2)(𝑥 − 2)
5𝑥 2 − 10𝑥 3𝑥 2 + 6𝑥
= −
(𝑥 + 2)(𝑥 − 2) (𝑥 + 2)(𝑥 − 2)

5𝑥 2 − 10𝑥 − (3𝑥 2 + 6𝑥)

=
(𝑥 + 2)(𝑥 − 2)

5𝑥 2 − 10𝑥 − 3𝑥 2 − 6𝑥
=
(𝑥 + 2)(𝑥 − 2)

2𝑥 2 − 16𝑥 2𝑥 2 − 16𝑥
= 𝑜𝑟
(𝑥 + 2)(𝑥 − 2) 𝑥2 − 4

Notice that even if the numerator 2𝑥 2 − 16𝑥 is factored as 2𝑥 (𝑥 − 8), there will be no
factor in the denominator (x + 2)(x – 2) that will be cancelled. Hence,
2𝑥 2 −16𝑥 2𝑥 2 −16𝑥
𝑜𝑟 is already in simplest form.
(𝑥+2)(𝑥−2) 𝑥 2 −4

16
Applications of Rational Algebraic Expressions

Problem-solving is the heart of Mathematics. Several real-life problems can be solved

using the operations on Rational Algebraic Expression. Look at the example below.

Problem 1
3𝑥
A rectangular lot has the following dimensions: length is meters (m) and the
𝑥 2 +5𝑥+6
𝑥+2
width is meters (m). Find each of the following and express each answer in
𝑥+3
simplest form.

Solution:

a. Let A be the area of the rectangular lot. Note that the area of a rectangle
is equal to the product of its length and width, in symbols, A = LW.
3𝑥 𝑥+2
A= ⋅
𝑥2 +5𝑥+6 𝑥+3
(3𝑥) (𝑥+2)
= ⋅
(𝑥+3)(𝑥+2) (𝑥+3)
(3𝑥)(𝑥+2)
= (𝑥+3)(𝑥+2)(𝑥+3)
(3𝑥) 3𝑥
= (𝑥+3)(𝑥+3) or 𝑥2 +6x+9
3𝑥
Therefore, the area of the rectangular lot is 𝑥2 +6x+9
square meters.

b. The perimeter of the rectangular lot is twice the sum of the length and the
width, In symbols, P = 2(L+W).
3𝑥 𝑥+2
P = 2( + ) Factor the numerator and the denominator
𝑥 2 +5𝑥+6 𝑥+3
(3𝑥) (𝑥+2)
= 2[ + (𝑥+3)] Add the expressions using their LCD
(𝑥+3)(𝑥+2)
(3𝑥) (𝑥+2)(𝑥+2)
= 2[ + (𝑥+3)(𝑥+2)] Multiply using FOIL method
(𝑥+3)(𝑥+2)
3𝑥 𝑥 2 +4𝑥+4
= 2[ + (𝑥+3)(𝑥+2)] Combine like terms
(𝑥+3)(𝑥+2)
3𝑥+ 𝑥 2 +4𝑥+4
= 2[ ]
(𝑥+3)(𝑥+2)
𝑥 2 +7𝑥+4 2𝑥 2 +14𝑥+8
= 2[ ] or Multiply the numerator by 2
(𝑥+3)(𝑥+2) 𝑥 2 +5𝑥+6
2𝑥 2 +14𝑥+8
Therefore, the perimeter of the rectangular lot is meters.
𝑥 2 +5𝑥+6

17
Puzzle: What is the last name of the person who said, “Mathematics is not just
about numbers, equations, computations, or algorithms: it is about
understanding.”?

To answer this puzzle, perform the indicated operation on the following expressions
then shade the box containing the corresponding answer. The unshaded box will
reveal the answer to this puzzle.
𝑎+5 𝑏3 3𝑎+15 𝑎2 +10𝑎+25
1. ⋅ 4. ÷
𝑐 𝑎+5 5 10
4𝑎3 8𝑎 𝑎2 +5𝑎+6 1
2. ÷ 5. ⋅
5𝑏3 10𝑏 𝑎+3 𝑎+2
𝑎2 −𝑏2 𝑎+𝑏 𝑎2 +14𝑎𝑏+49𝑏2 𝑎−7𝑏
3. ÷ 6. ⋅
9 6 𝑎2 −49𝑏2 𝑎+𝑏

E T A H U X Y
𝑏3 𝑎2 𝑏2
𝑐 𝑎−𝑏 𝑏2 𝑎+𝑏 𝑐 1 𝑎 + 7𝑏
3 𝑎 + 7𝑏 𝑎+𝑏

R B S T O D N
6 2𝑎 − 2𝑏 3 1 𝑏2 6 𝑎3
2𝑎 + 10 3 𝑎+5 2 𝐶2 𝑎+5 𝑏3

Solve the problems. Show your solution.

𝑦 2 +3𝑦
1. Find the area and perimeter of the rectangle whose length and width are
𝑦−3
2𝑦−6
cm and cm, respectively.
3𝑦

18
 MODULE 5

This module was designed and written with you in mind. It is here to help you apply
rectangular coordinate system in various situations, illustrate linear equation in two
variables and to find the slope of the given line given a certain condition. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

Lesson 5.1 – Rectangular Coordinate System and Its Uses.

Lesson 5.2 – Linear Equation in Two Variables

After going through this module, you are expected to:

1. Determine the different terminologies related to the rectangular coordinate

system.
2. Apply the concept of rectangular coordinate system in various situation.
3. Illustrate linear Equation in Two Variables

Lesson RECTANGULAR COORDINATE

5.1 SYSTEM

The Rectangular Coordinate System also known as Cartesian Coordinate System was
invented and named after the famous Mathematician, René Descartes. He is also
considered as the father of Modern Mathematics.

19
The Cartesian Plane is formed by two
number lines. The horizontal number QII QI
line is called x-axis and the vertical (+, +)
(- , +)
number line is called y-axis. The Origin
Cartesian plane is divided into four
regions, known as quadrants, namely
quadrant I (QI), quadrant II (QII), QIV
quadrant III (QIII), and quadrant IV QIII
(QIV). The intersection of the x- and (- , -) (+ , -)
y-axis is called origin. The coordinate
of the origin is (0,0). Each point in the
Cartesian plane is an ordered pair (x,y), where the x-coordinate is also called abscissa
and the y-coordinate is called ordinate. Also, notice that the sign of the x-coordinate
and y-coordinate varies from quadrant to quadrant.

If point A has a coordinate (1,2), the x-coordinate or abscissa is 1, and the y-

coordinate or ordinate is 2. If another point is named say, (2,1), the x-coordinate is
2 and the y-coordinate is 1. Since the x-coordinates and y-coordinates of the points
are different, technically, (1,2) is not the same as (2,1). This is what we mean by an
ordered pair. The order of the x- and y- coordinate is important. Hence, (1,2) and
(2,1) mean different locations on the Cartesian plane. Since (1,2) and (2,1) both have
positive x- and y- coordinate, then these points lie in QI.

Now, how do you plot a point on the Cartesian plane?

For example, plot the following points:

A(3,2) and B(-5, -4) on the Cartesian
plane.

To plot point A(3,2), from the origin, C A (3,2)

move 3 units to the right, and then
move 2 units upward. Point A lies in QI.
To plot point B(-5,-4), from the origin,
move 5 units to the left, and then move B(-5, -4)
4 units downward. Point B lies in QIII.
D
In other words, you must start from the
origin when plotting a point. If the x-
coordinate is positive, you move to the right. If it is negative, you move to the left. On
the other hand, If the y-coordinate is positive, you move upward and if it is negative,
you move downward.

The next question is, how do we determine the coordinates of a point plotted on the
Cartesian plane? Using the same Cartesian plane, determine the coordinates of Point
C and Point D.

Solution:

Note that Point C is 2 units to the left of the origin and 3 units up. Therefore, Point
C has the coordinates of (-2,3) and obviously located at QII. Point D is 8 units to the

20
right of the origin and 9 units downward. Therefore, Point D has the coordinates of
(8,-9) and is located at QIV.

Fill in the blanks with the correct word or phrase.

1. The intersection of the coordinate axes is called ____________.

2. The other term for the x-coordinate is __________.
3. The other term for the y-coordinate is __________.
4. If the both the abscissa and ordinate are positive, then the point lies in
_______.
5. To plot point Y(-3,7), starting from the origin, move 3 units ______ and
then move 7 units _____.
6. The pair of numbers (2,4) is called a/an ________.
7. The horizontal number line is called _____________.
8. The vertical number line is called. __________.
9. The four regions formed by the coordinate axes are called ________.
10. To plot the point with the coordinates (-6, 2), start at the ________ and
move 6 units ______ ad the move 2 units _______.

Construct you own Cartesian plane and plot the following points below.
Connect the points alphabetically. For example, connect A to B, B to C and
so on.

A (0,3) G(1, 3) M (3, 3) S (-2, -3) Y (4, -6)

B (-3, 4) H (2, 6) N (4, 1) T (-4, 0) Z (1, -4)

C (-5, 7) I (3, 8) O (4, -1) U (-4, 1) A1 (1, -6)

D (-6, 10) J (5, 10) P (2, -3) V (-3, 2) B1 (3, -4)

E (-3, 8) K (5, 7) Q (-1, -4) W (0, 3)

F (0, 5) L (4, 4) R (0, -2) X (3, -4)

21
 Lesson LINEAR EQUATIONS IN TWO
5.2 VARIABLES

A linear equation in two variables is an equation that can be written as:

Ax + By = C

where a, b, and c are real numbers, but a and b cannot be both zero.

The solution of a linear equation in two variables is an ordered that satisfies the
equation, thus makes a true mathematical statement. For example, determine
whether (1,2) is a solution to 2x + y = 4.

Substitute 1 for x and 2 for y. 2(1) + 2 = 4. 2 + 2 = 4 and 4 = 4. Therefore, (1, 2) is a

solution to 2x + y = 4 since it generated a true mathematical statement when the
ordered pair (1, 2) is substituted to the equation.

Slope of a Line

There are several methods to find the slope of a line. But what does slope mean?

Slope means steepness of the line. The slope of a straight line is defined as the ratio
of the vertical rise to its corresponding run. In other words,
𝑟𝑖𝑠𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
Slope = =
𝑟𝑢𝑛 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥

The above formula works best when you are tasked to find the slope of a line when
given a graph.

The slope of a line can also be computed algebraically using the formula:
𝑦2 −𝑦1
m= , where 𝑥2 ≠ 𝑥1
𝑥2 −𝑥1

Remember,

If the slope is positive, the line goes uphill from left to right.

If the slope is negative, the line goes downhill from left to right.

If the slope is 0, then the line is horizontal.

If the slope is undefined, then the line is vertical.

22
For example,

Find the slope of the line that passes

through (2, 3) and (4, 5).

Solution 1: Using Graph

𝑟𝑖𝑠𝑒 2 (4,5)
𝑚= = =1
𝑟𝑢𝑛 2 Rise = 2
(2,3)
Therefore, the slope of the line that Run = 2
passes through (2,3) and (4, 5) is 1.

Solution 2: Using the Slope Formula

Let (2, 3) be (𝑥1 , 𝑦1 ) and (4, 5) be (𝑥2 , 𝑦2 ).

𝑦2 −𝑦1 5−3 2
m= = = = 1.
𝑥2 −𝑥1 4−2 2

It does not matter which point is called (𝑥1 , 𝑦1 ) and which is called (𝑥2 , 𝑦2 ). Following
the given formula, you will still arrive at the same answer.

Finding Equation of the Line When Given an Equation

If the equation is given in standard form, Ax + By = C, you may use the formula,
−𝑎
m= .
𝑏

Find the slope of the line using the equation 2x + 3y = 4.

−𝑎 −2
In the equation 2x + 3y = 4, a = 2 and b = 3. Using the formula, m = = . Therefore,
𝑏 3
−2
the slope is .
3

Find the slope of the line whose equation is x – 5y = 11.

In the equation x – 5y = 11, a = 1 and b = -5.

−𝑎 −1 1 1
Using the formula, m = = = . Therefore, the slope is .
𝑏 −5 5 5

If the equation is given in slope-intercept form, y = mx + b, the slope is m.

For example, find the slope of the line whose equation is y = -3x + 7.

Obviously, the equation is written in slope-intercept form y = mx + b, where m = -3.

Therefore, the slope of the line is -3.

Find the slope of a straight line that passes through the given pair of points,
if possible.

a. (3,-5) and (2, 1) b. (1,2) and (6, 7) c. (-2, -4) and (3, -3)

23
 MODULE 6

This module was designed and written with you in mind. It is here to help you graph
a linear equation in two variables. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module has exactly one lesson, namely:

Lesson 6– Graphing a Linear Equation in Two Variables.

After going through this module, you are expected to:

1. Write the linear equation Ax + By = C in the form y = mx + b and vice versa.

2. Graphs a linear equation given (a) any two points; (b) the x- and y-intercepts;
(c) slope and a point on the line.
3. Describe the graph of a linear equation in terms of its intercept and slope.

Lesson GRAPHING A LINEAR EQUATION

6 IN TWO VARIABLES

The standard form of linear equation Ax + By = C can be transformed into the Slope-
Intercept form y = mx + b. Each form has unique characteristics and advantages
especially when graphing a linear equation that is why you must learn to convert the
equation from standard form to slope-intercept form and vice-versa.
Example 1: Write 2x + y = 8 in slope-intercept form.
2x + y = 8 add -2x on both sides
y = -2x + 8
Example 2: Write y = 3x – 5 in standard form.
y = 3x – 5 add -3x on both sides
-3x + y = = -5

-3x + y = = -5 is also the same as 3x – y = 5.

24
Example 3: Write 3x – 2y = 6 in slope-intercept form.

3x – 2y = 6 add -3x on both sides

-2y = -3x + 6 divide both sides by -2

−2𝑦 −3𝑥 6
= + simplify
−2 −2 −2
3
y=− x–3
2

1
Example 4: Write y = 𝑥 + 5 in standard form.
2

1
y= 𝑥+5 multiply both sides by 2
2

1
2(y) = 2 ( 𝑥 + 5) simplify
2

2y = x + 10 add -x on both sides

-x + 2y = 10

-x + 2y = 10 or x – 2y = –10

Graphing a Linear Equation Given Two Points

Step 1: Plot the points.

Step 2: Draw a line through those
points.

For example, graph a linear

equation passing through the (2, 5)
and (-1, -3).

Simply plot (2,5) and (-1, -3) on the

Cartesian plane then connect these
points with a line.

Graphing a Linear Equation Using the Intercept Method

Graph 2x + 5y = 10

Step 1: Solve for x-intercept Step 2: Solve for y-intercept

Let y = 0 Let x = 0

2𝑥 + 5(0) = 10 2(0) + 5y = 10

2x = 10 divide both sides by 2 5y = 10 divide both sides by 5

(5, 0) x-intercept (0,2) y-intercept

25
Now, graph the x- intercept (5,
0) and y-intercept (0, 2) on the
Cartesian plane then connect
these points with a line.

Graphing a Linear Equation Using a Slope and a Point on the Line

Graph the line whose slope is 2

which passes through (3, -5).

First, plot (3, -5) on the

Cartesian plane.
𝑟𝑖𝑠𝑒
Recall that slope (m) =
𝑟𝑢𝑛

It is given that slope is 2, so

(3, -5)
2 𝑟𝑖𝑠𝑒
m= =
1 𝑟𝑢𝑛

𝑟𝑖𝑠𝑒
Apply the concept of to locate other points on the same line as shown in the
𝑟𝑢𝑛
figure above.

Graphing a Linear Equation Given a Slope and y – intercept.

Graph y = 3x – 7 on the Cartesian plane.

Solution:

Since the equation is in slope-

intercept form y = mx + b,
m=3 and b = -7

To graph this equation, plot first

the y-intercept (0, -7) then use
the slope to locate the other
points. (0, -7)

26
Do as indicated.

I. Complete the table below.

Standard form (Ax + By = C) Slope-Intercept Form (y = mx + b)
x + y = 11
y = -2x – 10
2
y= x+4
3
2x – 5y = 20

II. Graph the following using the Intercept Method.

1. 2x + y = 12
2. x – 3y = 6
3. 2x + 3y = 12
III. Graph the following given a slope and a point.

1. m = 3 passing through (-2, 3).

1
2. m = passing through (-1, -1)
2
3. m = -2 passing through (0, 3)

Complete the table below. Then graph the lines using Desmos or Geogebra
app to answer the questions that follow.

Equation Slope (m) y – intercept (b)

y=x
y=x+3
y=x–2
y = 2x
y = 3x
y = -x

Questions:
1. How does the slope m affect the graph?
2. How does the y – intercept affect the graph?

27
 MODULE 7

This module was designed and created to help you learn the various forms of the
equation of a line. In the previous module, you learned how to transform the standard
form of linear equation in two variables into the slope-intercept form and the process
of graphing linear equations in two variables. The scope of this module permits it to
be used in many applications in real-life.

The module is divided has exactly one lesson, namely:

• Lesson 7 – The Equation of a Line

After going through this module, you are expected to:

1. find the equation of a line given the slope and its intercepts;
2. find the equation of a line given a point and a slope;
3. find the equation of a line given two points;
4. solve problems involving linear equation in two variables

Lesson
THE EQUATION OF A LINE
7

The standard form of linear equation is written as Ax + By = C, where A, B,

and C are real numbers and A ≠ 0. In many instances, this form is used. However,
in writing equations of lines, various forms can be applied depending on the given
properties.

Slope-Intercept Form
If the slope and the y-intercept of the line are given, you can use the slope-intercept
form to find the equation of a line.

The slope-intercept form is given by y = mx + b

where m is the slope, and b is the y-intercept.

28
Find the equation of a line whose slope is 2 and whose y-intercept is 3.

Solution:

The slope m is 2, and the y-intercept b is 3.

Substitute the value of m and b in the slope-intercept form.

y = mx + b

y = 2x + 3

Therefore, the equation of the line whose slope is 2 and whose y-intercept is 3 is

y = 2x + 3 or 2x – y = -3.

Point-Slope Form
If the slope and a point on the line are given, you can use the point-slope form to
find the equation of a line.

Recall that the formula in finding the slope of the line that passes through the
points (x1, y1) and (x,y) is
𝑦 − 𝑦1
𝑚=
𝑥 − 𝑥1

Multiplying both sides of the equation by x – x1 gives

the Point-Slope Form of the Equation of the Line written as

y – y1 = m (x – x1)

where the line has slope m and passes through (x1,y1).

Example:

Find the equation of the line with slope 2 and passes through (1,5)

Solution:

Using the point-slope form of the equation of the line

we have,
y – y1 = m (x – x1) Substitute 2 for m and (1,5)
for (x1,y1)
y – (5) = 2 (x – 1) Simplify and distribute 2 to
(x – 1)
y – 5 = 2x – 2 Add 5 to both sides of the
equation
y = 2x + 3

Therefore, the equation of the line whose slope is 2 and passing through the point
(1,5) is y = 2x + 3 or 2x – y = -3.

29
The point-slope form of the equation of the line y – y1 = m (x – x1) can also be used
when finding the equation of the line given any two points (x1,y1) and (x2,y2). However,
since the slope of the line is not given, it must be solved first.

Two-Point Form
The equation of the line passing through two given points (x1,y1) and (x2,y2) is
written by
𝑦2 −𝑦1
y – y1 = ( )(x – x1) where 𝑥2 ≠ 𝑥1
𝑥2 −𝑥1

Example:

Write the equation of the line passing through (-1,-3) and (2,3)

Solution:
Let (-1,3) be (x1,y1) and (2,-2) be (x2,y2).
Using the two-point form of the equation of the line we have,
𝑦2 −𝑦1
y – y1 = ( )(x – x1)
𝑥2 −𝑥1

3−(−3)
y – (-3) = ( )(x – (-1)) Substitute the values
2−(−1)
6
y + 3 = ( )(x + 1) Simplify
3
y + 3 = 2(x + 1) Distribute 2 to (x + 1)
y + 3 = 2x + 2 Subtract 3 to both sides

y = 2x – 1

Therefore, the equation of the line passing through the points (-1,3) and (2,-2) is

y = 2x – 1 or 2x – y = 1.

Intercept Form
If both the x and y-intercepts are given, then you can use the intercept-form in
finding the equation of the line.

The equation of a line with x-intercept a and y-intercept b is given by

𝑥 𝑦
+𝑏 =1 where a ≠ 0, and b ≠ 0.
𝑎

Example:
Write the equation of the line whose x-intercept is 2 and whose y-intercept is 3.

30
Solution:

Using the intercept form we have,

𝑥 𝑦
+𝑏=1
𝑎
𝑥 𝑦
+3=1 Substituting 2 for a, and 3 for b
2
𝑥 𝑦
6 (2) + 6 (3 ) = 6(1) Multiplying both sides by the LCD

3x + 2y = 6

Therefore, the equation of the line whose x-intercept is 2 and whose y-intercept is 3
is 3x + 2y = 6.

Applications of Linear Equations in Two Variables

In the previous lessons, you have learned that a linear equation in two variables can
be represented by a graph, table of values,
and can be written in various forms. You
will now learn how to solve real-life
problems by applying the concepts of
writing equations of lines.

Example 1:

Jim sells graham balls every day to help

his family. He gets Php 3 per graham ball
sold and a Php 50 a day tip from the
supplier.
a. How much does he earn if he sells 100 pieces of graham ball in one day? For
150 pieces? For 200 pieces?

b. Write the linear equation.

Solution:

a. For 100 pieces of graham balls sold:

3(100) + 50 = Php 350

Therefore, Jim earns Php 350 in one day for selling 100 pieces of graham balls.

For 150 pieces of graham balls sold:

3(150) + 50 = Php 500

Therefore, Jim earns Php 500 in one day for selling 150 pieces of graham balls.
For 200 pieces of graham balls sold:

3(200) + 50 = Php 650

Therefore, Jim earns Php 650 in one day for selling 200 pieces of graham balls.

31
 b. The relationship can be expressed by the equation
y = 3x + 50
where x = the number of graham balls sold
y = the amount he earns

Note that Php 3 is what he earns per graham ball sold and Php 50 for a day tip.

Find the Equation of the Line.

1. m = -3; y-intercept = 12
2
2. m = ; y-intercept = -3
3
3. m = -2; (-1,4)
4. (-3,5) & (1,3)
5. x-intercept = 3, y-intercept = 5

The minimum jeepney fare in 2009 was Php 7.00, while in 2021, it was Php 10.00.

a. Name two ordered pairs that satisfy this situation.

b. Find the minimum jeepney fare's rate of change.
c. Write the equation of the line.
d. How much likely would the minimum jeepney fare in 2025 be?

32
 MODULE 8

This module was designed and written with you in mind. It is here to help you master
the System of Linear Equation in Two Variables. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module has exactly one lesson, namely:

• Lesson 8 – Systems of Linear Equations in Two Variables and Their Graphs

After going through this module, you are expected to:

1. define the system of linear equation in two variables;
2. graph the system of linear equation in two variables;
3. categorize the system of linear equation in two variables

Lesson SYSTEMS OF LINEAR EQUATION

8 IN TWO VARIABLES

Several real-life situations can be represented by a linear equation where there is one
or more unknown quantities. When the same kind of situation is translated to two
or more linear equations in two variables, this is now called a system of linear
equation in two variables. These problems can be solved using an appropriate
method like graphing, substitution, or elimination.

System of Linear Equation in Two Variables

The System of linear equations is a set of two or more linear equations. It can be
written as

𝑎1 𝑥 + 𝑏1 𝑦 = 𝑐1

𝑎2 𝑥 + 𝑏2 𝑦 = 𝑐2

33
Where A, B and C are all real numbers, and x and y are both not equal to zero in
each equation.

Examples:
3𝑥 + 𝑦 = 5 𝑥 + 5𝑦 = 0
{ {
2𝑥 − 𝑦 = 2 3𝑥 − 7𝑦 = 0

Before we proceed to solving a system of linear equation in two variables, let us first
determine the process of telling whether a given ordered pair is a solution to the
system or not.

Solution to a System of Linear Equations in Two Variables

A solution to the system of linear equations is an ordered pair of numbers
satisfying the equations given in the system.
𝑥 + 2𝑦 = 8
To determine if (2,3) is a solution to the system { , the two equations must
2𝑥 − 𝑦 = 1
be satisfied if 2 is substituted for x, and 3 for y.
First Equation: Second Equation:

𝑥 + 2𝑦 = 8 2𝑥 − 𝑦 = 1
(2) + 2(3) = 8 2(2) − (3) = 1
2+6 =8 4−3 =1
8 = 8, True 1 = 1, True

Since (2,3) satisfies both equations of the system, we can conclude that (2,3) is a
solution.

Graph of System of Linear Equations in Two Variables

There are several ways to graph a system of linear equations in two variables. The
commonly used method is the Intercept Method.
Example:
𝑥 + 2𝑦 = 8
1. Graph the system { using the Intercept Method
2𝑥 − 𝑦 = 1
Equation 1: x + 2y = 8

Step 1: Solve for x-intercept Step 2: Solve for y-intercept

Let y = 0 Let x = 0
𝑥 + 2(0) = 8 0 + 2y = 8

x=8 2y = 8 divide both sides by 2

(8, 0) x-intercept y=4

(0,4) y-intercept

34
Equation 2: 2x – y = 1

Step 1: Solve for x-intercept Step 2: Solve for y-intercept

Let y = 0 Let x = 0

2𝑥 − (0) = 1 2(0) - y = 1

2x = 1 -y = 1 divide both sides by -1

1
x= y = -1
2
1
( ,0) x-intercept (0, -1) y-intercept
2

Graph each equation on the Cartesian plane using their x- and y- intercept. You will
see that the lines intersect at (2,3). This system is called Consistent-Independent
which has only one solution and that is (2,3). You can easily tell the kind of system
it is, how the graph will look and the number of solutions it has, if any. The table
below shows you how.

Kind of Graph Description No. of System of Ratio of

System Solutions Linear Constant
Equations in
Two Variables
Consistent – The lines are One 𝑎1 𝑏1
≠
Independent intersecting 𝑎2 𝑏2
Inconsistent The lines are parallel None 𝑎1 𝑥 + 𝑏1 𝑦 = 𝑐1 𝑎1 𝑏1 𝑐1
= ≠
𝑎2 𝑥 + 𝑏2 𝑦 = 𝑐2 𝑎2 𝑏2 𝑐2
Consistent – The lines are Infinitely 𝑎1 𝑏1 𝑐1
= =
Dependent overlapping or Many 𝑎2 𝑏2 𝑐2
coinciding

Direction: Graph the given system of linear equations using the Intercept- Method.
3𝑥 + 2𝑦 = 6 𝑦 = 2𝑥 − 1
1. { 2. {
𝑥 + 2𝑦 = 4 𝑦= 𝑥+2

Solve the problem.

Abby owns a farm and has 12 animals consisting of goats and chickens. There are
42 animal legs in all. How many of each kind are there?

35
 MODULE 9

This module was designed and created to help you solve problems involving systems
of linear equation in two variables. You learned in the previous module the process
of graphing a system of linear equation in two variables and how to categorize
whether the system has parallel or intersecting lines, as well as the number of
solutions in each system. In this module, you will learn the different methods in
solving a system of linear equations in two variables. The scope of this module
permits it to be used in many applications in real-life.

The module has only one lesson, namely:

• Lesson 9 – Application of Linear Equations in Two Variables.

After going through this module, you are expected to:

4. solve problems involving systems of linear equations in two variables by
a. graphing
b. substitution
c. elimination

Lesson APPLICATION OF LINEAR

9 EQUATION IN TWO VARIABLES

A system of linear equations in two variables refers to two or more linear equations
in two variables with two unknowns for which values are solved either graphically
or algebraically that are common solutions of the equations involved. In this lesson,
you will be able to solve problems involving systems of linear equations in two
variables by graphing and by algebraic methods like substitution and elimination.

36
Solving Systems of Linear Equations in Two Variables by
Graphing
Using activity 1, let us solve this problem by graphing.

Problem 1:

Abby owns a farm and has 12 animals consisting

of goats and chickens. There are 42 animal legs in
all. How many of each kind are there?

Solution:

Step 1: Understand the problem.

Let x = the number of goats

y = the number of chickens

Step 2: Write the equations.

Since there are 12 animals in all, we write

x + y = 12 This is equation 1.

Since a goat has four legs, and a chicken has two legs, let us multiply the number
of goats (x) by 4 and the number of chickens (y) by 2 and equate their sum to the
total number of animal legs which is 42.

4x + 2y = 42 This is equation 2.

Thus, based on the conditions, two equations are formed.

𝑥 + 𝑦 = 12 (the number of animals is 12)

4𝑥 + 2𝑦 = 42 (the number of legs is 42)

Step 3: Solve the system of equations by graphing.

Let us graph x + y = 12 using the Intercept Method.

Solving for the x-intercept: (y = 0)

x + (0) = 12

x = 12

Solving for the y-intercept: (x = 0)

(0) + y = 12

y = 12

37
Plotting the points (12,0) and (0,12), we can then
graph x + y = 12.

Next, let us graph 4x + 2y = 40 using the Intercept

– Method.

Solving for the x-intercept: (y = 0)

solution
4x + 2(0) = 40

4x = 40 Divide both sides by 4

x = 10

Solving for the y-intercept: (x = 0)

4(0) + 2y = 40

2y = 40 Divide both sides by 2

y = 20

Plotting the points (10,0) and (0,20), we can then graph 4x + 2y = 40.

Looking at the graph of both lines, you will notice that they intersect at (8,4). This
means that the unique solution to the system is x = 8 and y = 4.

Therefore, the solution set to the system x + y = 12 is (8,4).

4x + 2y = 40
Step 4: Check

To check, substitute (8,4) in both equations.

x + y = 12 4x + 2y = 40

(8) + (4) = 12 4(8) + 2(4) = 40

12 = 12 32 + 8 = 40

40 = 40

Solving Systems of Linear Equations in Two Variables by

Substitution
The graphical method, as discussed earlier, is a visual representation of the
solution of a system of linear equations, but it involves a lengthy process. There are
other convenient ways to solve a system of equations, and that is by using
algebraic methods like substitution and elimination. Look at the next problem and
see how it is done.

38
Problem 2:

Jonathan wants to cut a 12-foot piece of wood into

two pieces such that the longer piece is to be 3-feet
longer than twice the shorter piece. What is the
length of each piece?
Solution:

Step 1: Understand the problem.

Let x = the length of the shorter piece

y = the length of the longer piece

Step 2: Write the equation.

The length of the The length of the 12 feet

shorter piece plus longer piece is

x + y = 12
The longer piece is 3-feet longer than twice, the shorter piece.

The longer piece 2 times the 3 feet

is shorter piece plus

y = 2x + 3

Step 3: Solve the system of equations by substitution.

x + y = 12 Equation 1

y = 2x + 3 Equation 2

Equation 2 means that y is equivalent to 2x + 3. Thus, we can substitute 2x + 3 for

y in the first equation.

x + y = 12 Equation 1

x + (2x + 3) = 12 Substitute 2x + 3 for y

x + 2x + 3 = 12 Remove the grouping symbol

3x + 3 = 12 Subtract 3 to both sides

3x = 9 Divide both sides by 3

x=3

Solving for y by substituting 3 for x in Equation 2, we have

y = 2x + 3

39
 y = 2(3) + 3 Simplifying

y=6+3
y=9

The solution to the system is x = 3 and y = 9 or (3,9).

Therefore, the length of the longer piece is 9 feet, and the shorter piece is 3 feet.
Step 4: Check

To check, substitute (3,9) to both equations.

x + y = 12 y = 2x + 3

(3) + (9) = 12 9 = 2(3) + 3

12 = 12 9=6+3

9=9

The substitution principle states that if two expressions are equal then either of the
two may replace the other without changing the equality.
Solving Systems of Linear Equations in Two Variables by
Elimination
There is another algebraic method in solving systems of linear equations known as
the elimination method. This method is more convenient if each equation in the
system is written in standard form ax + by = c.

Problem 3:

Edgar bought 5 kilos of apples and 3 kilos of

mangoes for Php 860. Jelray bought 2 kilos of
apples and 3 kilos of mangoes for P 560. How
much did each kilo of apples and mangoes
cost?
Solution:

Step 1: Understand the problem.

Let x = price per kilo of apples

y = price per kilo of mangoes

Step 2: Write the equations.

Edgar bought 5 kilos of apples and 3 kilos of mangoes for Php 860.

5 times the price 3 times the price Php 860

plus is
per kilo of apples per kilo of mangoes

5x + 3y = 860

40
 Jelray bought 2 kilos of apples and 3 kilos of mangoes for P 560

2 times the price 3 times the price

plus is Php 560
per kilo of apples per kilo of apples

2x + 3y = 560
Step 2: Solve the system by elimination.

5x + 3y = 860 Equation 1

2x + 3y = 560 Equation 2

Notice that the both equations have a common term which is 3y so it can be
eliminated easily by subtracting the two equations.

5x + 3y = 860
– (2x + 3y = 560)
3x = 300 Divide both sides by 3
x = 100

Now, solve for y by substituting 100 for x in any of the two Equations. In this
example let us substitute it in Equation 2, we have

2x + 3y = 560

2(100) + 3y = 560 Simplify

200 + 3y = 560 Subtract 200 to both sides

3y = 360 Divide both sides by 3

y = 120
The solution to the system is x = 100, and y = 120 or (100,120).

Therefore, the price per kilo of apples is Php 100 and the price per kilo of mangoes
is Php 120.
Step 4: Check

To check, substitute (100, 120) in both equations.

5x + 3y = 860 2x + 3y = 560

5(100) + 3(120) = 860 2(100) + 3(120) = 560

500 + 360 = 860 200 + 360 = 560

860 = 860 560 = 560

41
Activity: Amazing Maze!

Directions: Solve each system of linear equations in two variables. Use your
answer to navigate through the maze—Color the "arrow" which corresponds to the
correct solution set.

Start
x+y=8 2x – 3y = 10 2x – y = 4 2x + y = 6
{(7,1)} {(1,2)} {(2,1)}
y=x+6 y = -2x + 2 x+y=2 x+y=3

{(1,4)}
{(1,7)}

{(1,-5)}

{(0,0)}
x – y = -3 4x + y = 6 4x + 3y = 20 4x + 2y = 8
{(4,7)} {(3,-6)} y = 2x {(4,2)}
3x + y = 19 x – 2y = 15 y = 2x + 3
{(2,5)}

{(2,4)}
{(7,4)}

{(4,2)}

x+y=6
The End
4x + y = 6 8x + y = 2
{(-1,0)} {(1,5)} {(1,-1)}
x – 3y = 9 x + y = 12 9x + 2y = 7

Directions: Solve the problem and answer the questions that follow.

The school canteen sells chicken and egg sandwiches. It generates a revenue of Php
2 for every chicken sandwich sold and Php 1 for every egg sandwich sold.
Yesterday, the canteen sold all 420 sandwiches that the staff prepared and
generated a revenue of Php 615.
a. How many sandwiches of each kind was the canteen able to sell yesterday?
b. Suppose the teacher-in-charge of the canteen wishes to increase the
canteen's revenue from sandwiches sold to Php 720. Is it possible to do this
without raising the price per sandwich? How?

42
Directions: Encircle the letter of the correct answer.

1. What is the GCF of the terms of the polynomials 15𝑥 2 𝑦 3 − 30𝑥 3 𝑦 2 + 45𝑥 4 𝑦 3 ?

𝑎. 𝑥 2 𝑦 2 b. 15𝑥 2 𝑦 2 c. 15𝑥 3 𝑦 2 d. 𝑥 2 𝑦 3

2. If the area of the blackboard is (𝑥 2 + 12𝑥 + 32) cm2. What are the dimensions
of the blackboard?
a. (𝑥 + 4) cm and (𝑥 + 8) cm c. (𝑥 + 12) cm and (𝑥 + 32) cm
b. (𝑥 + 1) cm and (𝑥 + 12) cm d. (𝑥 + 2) cm and (𝑥 + 12) cm
𝑥 2 −4
3. John Paul was asked by his teacher, Mr. Gutierrez to simplify on the
𝑥 2 −2𝑥
𝑥 2 −4 (𝑥+2)(𝑥−2)
board. He wrote his solution on the board this way: = = 2 . Did
𝑥 2 −2𝑥 𝑥(𝑥−2)
he arrive at the correct answer?
a. Yes, the expressions that he crossed out are all common factors.
b. Yes, the LCD must be eliminated to simplify the expression.
4
c. No, 𝑥 2 must not be cancelled so that the answer is
2𝑥
d. No, x is not a factor of numerator.
4. What are the coordinates of the point if it is 7 units to the right of the origin
and moved 5 units below?
a. (7, 5) b. (-7, 5) c. (7,-5) d. (-7,-5)
5. Which of the following is the formula in finding the slope of the line given
any two points on it?
𝑦2 −𝑦1 𝑦 +𝑦 𝑥 𝑥 𝑥 𝑥
a. b. 2 1 c. 2− 1 d. 2+ 1
𝑥2− 𝑥1 𝑥2 + 𝑥1 𝑦2 −𝑦1 𝑦2 +𝑦1
6. What is the slope of the line containing the points (1,2) and (3, -4)?
−3
a. -3 b. c. −4 d. 4
5
7. What is the equation of the line whose slope is 5 which passes through the
point (2, -7)?
b. y = 2x + 11 b. y = 2x – 11 c. x + 11 d. x – 11
8. How many solutions does an inconsistent system have?
a. One b. Two c. Infinite d. None
9. If the two lines in the system have the same slope and but with different y-
intercept, what can you conclude about the graph of the system?
a. The graph shows two intersecting lines.
b. The graph shows two parallel lines.
c. The graph shows two coinciding lines.
d. The graph shows two curve lines.
10. A child’s coin bank contains Php 350 in Php 5-coins and Php 10-coins. If
there are 59 coins in all, how many of each kind are there?
a. 38 Php 5-coins, 21 Php 10-coins c. 8 Php 5-coins, 31 Php 10-coins
b. 28 Php 5-coins, 31 Php 10-coins d. 48 Php 5-coins, 11 Php 10-coins

43
 44
What I Can Do What's More What I Can Do What's More
2
Area = 1. E 2𝑥 2
3 1.
2. A 3𝑦
Perimeter 3. B x2 is not a factor 10
2. 7
4. D in the numerator. 𝑥+4
6𝑦 3 +22𝑦 2 −24𝑦+36 3.
= 5. X 𝑥−4
3𝑦 2 −9𝑦
6. Y 𝑥+1
4. 𝑥−1
5. x2-5xy+25y2
Module 4 Module 3
What's More What I Can Do What's More What I Know
1. 5x(x2 + 4x + 4) 1. H 1. C
5x (x + 2)(x + 2) a.π h(h2 2. O 2. D
2. (x + 2) meters +2h+2) 3. D 3. D
3. Larger: 12 m x 12 4. A 4. D
m b. 28860 π 5. I 5. A
Smaller: 10 m x 6. T 6. A
10 m 7. E 7. B
What I Can Do 8. M 8. A
9. S 9. C
1. 15 phones 10. N 10. A
Module 2 Module 1
 45
Assessment
What I Can Do
1. B What's More
2. A a. 195 chicken
3. D : Amazing Maze! sandwiches
4. C and 225 egg
5. A sandwiches.
6. A b. Yes, it is
7. B possible. Sell
8. D 120 chicken
9. B sandwiches
10. D and 300 egg
sandwiches
Module 9
What's More
What I Can Do What's More
What I Can
Do a. (2009,7) ; 1. y = -3x + 12
2
(2021,10) 2. y = 𝑥−3
3
b. ¼ 3. y = -2x + 1
9 goats 1 1981
c. y = 𝑥 − 1 7
4 4 4. y=− 𝑥+
2 2
3 chickens d. Php 11 5. 5x + 3y = 15
Module 8 Module 7
What I Can Do
1. m = 1; b = 0 What's More
2. m = 1; b = 3 (0,3) 1. Origin
3. m =1; b = -2 (0,-2) 2. Abscissa
4. m = 2; b = 0 3. Ordinate
5. m = 3; b = 0 4. QI
6. m =-1; b = 0 5. Left, up
6. Ordered
What's More pair
What's More 2. m = -6 7. x-axis
1. y = -x + 11 3. m = 1 8. y-axis
2. 2x + y = -10 1 9. quadrants
4. m = 5 10.origin, left,
3. -2x +3y =12 or 2x –3y=-12
down
Module 6 Module 5
References
Nivera, G. (2014). Grade 8 Mathematics: Patterns and Practicalities. Makati City,
Salesiana BOOKS by Don Bosco Press, Inc. pp. 378, 379, 380

Pascasio, A., Ponsones, R., Ocampo, S., Tresvalles, R. (2013). Math Ideas and Life
Applications. Quezon City, ABIVA Publishing House, Inc. pp. 363, 364

https://geogebra.org/calculator

46
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph