Not For Sale: (Grade 8 Regular)

DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
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in
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(Grade 8 Regular)
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Prepared by:
Arlyne C. Alcantara Laarni M. Pineda
Rosemarie S. Bondoc Lizarose P. Quinto
Annabella S. David Ruel S. Ramirez
Charlie C. David Dolores A. Timbang
Katherina Joy S. Francisco
Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Table of Contents
Week Contents Page

 Factoring Polynomials
1 - Common Monomial Factoring 1
- Factoring Difference of Two squares
 Factoring Sum or Difference of Two Cubes
 Factoring Polynomials
- Perfect Square Trinomial
2 - General Trinomial of the form 20
a. Ax2 + Bx + C, where A = 1
b. Ax2 + Bx + C, where A > 1
- Solve problems involving Factors of Polynomials
 Rational Algebraic Expression
3 - Definition of Rational Algebraic Expression 38
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 Simplifying Rational Algebraic Expression
 Operations on Rational Algebraic Expression
 Solve Problems Involving Rational Algebraic Expression
 Rectangular Coordinate System and its Uses
 Illustrating Linear Equation in Two Variables
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4  Illustrating Slope of a Line 66
 Finding the Slope using
a. two points
b. equation
c. graph
 Linear Equations in Two Variables
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- Rewriting a Linear Equation Ax + By = C in the form
y = mx + b and vice-versa
- Graphing a Linear Equation given (a)any two points, (b) the
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5 x- and y-intercepts, (c) the slope and a point on the line 90

- Describing the graph of a linear equation in terms of its
intercepts and slope
- Finding the equation of a Line Given
a. two points;
b. the slope and a point;
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c. the slope and its intercept

 Illustrating a System of Linear Equations in Two Variables
 Graphing a System of Linear Equations in Two Variables
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 Categorizing When a Given System of Linear Equations in

Two Variables has a graph that are Parallel, Intersecting
6&7 and Coinciding 117
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 Solving Systems of Linear Equations in Two Variables

using Substitution
 Solving Systems of Linear Equations in Two Variables
using Elimination by Addition or Subtraction;
 Solving Real-Life Problems involving System of Linear of
Equation in Two Variables
 SUMMATIVE TEST
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ii
SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 8 - Regular
School Teaching Dates/ August 24 – 28, 2020

Week (Week 1)
Teacher GRADE 8 – MATHEMATICS TEACHERS
Quarter First
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of key concepts of factors of polynomials,

rational algebraic expressions, linear equations and inequalities in two variables,
systems of linear equations and inequalities in two variables and linear functions.
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B. Performance Standards
The learner is able to formulate real-life problems involving factors of polynomials,

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systems of linear equations and inequalities in two variables and linear functions,
and solve these problems accurately using a variety of strategies.
C. Learning Competencies
The learner factors completely different types of polynomials (polynomials with

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common monomial factor, difference of two squares and sum and difference of two
cubes.
(M8AL - Ia- b -1)
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D. Objectives
At the end of the lesson, the learners should be able to:

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1. define factoring;
2. identify the common factor of a polynomial;
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3. factor polynomials whose terms have a common monomial factor, a difference of

two squares or a sum and difference of two cubes; and
4. give the importance of factoring in real-life.
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II. CONTENT
Factoring Polynomials
- Common Monomial Factoring
- Factoring Difference of Two squares
- Factoring Sum or Difference of Two Cubes
Learning Resources
A. References
“Mathematics Learner’s Module (Grade 8)” pages 27-35

by: Abuzo, Emmanuel P. et.al. DepEd-Instructional Materials Council Secretariat
“Exploring Mathematics I”. 2003 pages 518-527

by: Orlando A. Oronce, Rex Bookstore
“Grade 8 Mathematics: Patterns and Practicalities” pages 4-19
by: Gladys P. Nivera, Ph.D
“e-math 8” pages 43-61

by: Oronce, Orlando A. et.al.
B. Other Learning Resources
Math is Fun https://www.mathsisfun.com/
III. PROCEDURES
DAY 1
A. Reviewing previous lesson or presenting the new lesson
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Hello there! How are you? Do you miss being in school? I do.
Don’t worry you will soon see your friends and teachers in school.
Now, let us start by recalling how to get the Product of a Monomial

and a Polynomial. SA
Do you have any idea on the process of multiplying a Monomial
to a Polynomial?
Product of a Monomial and a Polynomial

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You have learned that the Distributive Law for Multiplication which is shown by
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a (x + y) = a(x) + a(y)
= ax + ay
To multiply a polynomial by a monomial, multiply each term of the polynomial by

the monomial.
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Now let us have some illustrative examples.

Find the product.
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1. 7(4+𝑥)
Solution : 7 ( 4 + 𝑥 ) = 7(4) + 7(x)
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= 𝟐𝟖 + 𝟕𝒙
2. 3 ( 𝑎2 + 𝑏 − 9)
Solution : 3 ( 𝑎2 + 𝑏 − 9) = 3(𝑎2) + 3 (b) – 3 (9)
= 3a2 + 3b – 27
3. −3𝑥 ( 4𝑥 + 𝑥𝑦 − 𝑦 )
Solution : −3𝑥 ( 4𝑥 + 𝑥𝑦 − 𝑦) = -3x(4x) - 3x(xy) - 3x(-y)
= −𝟏𝟐𝒙𝟐 − 𝟑𝒙𝟐 𝒚 + 𝟑𝒙𝒚
Now, try on your own.
ACTIVITY #1: Find the product. Score Description
5 Very Good
1. 5 (𝑎 − 𝑏) 4 Good
3 Fair
2. 7𝑥 ( 𝑥 + 2 )
2 Turn to page
3. 2𝑎 ( 𝑎3 − 2) 16 sec. J and
work on the
4. 4𝑥 ( 2𝑥 4 − 3𝑥 2 + 7) 0-1
enrichment
5. −7𝑥𝑦 ( 4𝑦 + 3𝑧 2 − 6 ) activities
Now, check your work by turning to page 18 for the key to correction. Give yourself 1 point
for every correct answer.
How many correct answers did you get? Rate your result using the table above.
If your score is at least 3 out of 5, you may now proceed to next part of the discussion.
Do you have any idea on the process of multiplying the sum and difference of two like
terms?
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Product of a Sum and Difference of Two Terms
You have learned how to use Foil Method in multiplying two binomials with like terms. Let
us find the product of the following terms.
( 𝒙 + 𝒚)(𝒙 − 𝒚) =
=
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𝒙(𝒙) + (𝒙)(−𝒚) + (𝒚)(𝒙) + (𝒚)(−𝒚)
𝒙𝟐 − 𝒙𝒚 + 𝒙𝒚 − 𝒚𝟐
= 𝒙 𝟐 − 𝒚𝟐
You will notice that the product of the sum and difference of two terms is equal to the
difference of their squares.
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( 𝒙 + 𝒚)(𝒙 − 𝒚) = 𝒙 𝟐 − 𝒚𝟐
(𝒔𝒖𝒎 𝒐𝒇 𝒕𝒘𝒐 𝒕𝒆𝒓𝒎𝒔)(𝒅𝒊𝒇𝒇𝒆𝒓𝒆𝒏𝒄𝒆 𝒐𝒇 𝒕𝒘𝒐 𝒕𝒆𝒓𝒎𝒔) = (𝒇𝒊𝒓𝒔𝒕 𝒕𝒆𝒓𝒎)𝟐 − (𝒔𝒆𝒄𝒐𝒏𝒅 𝒕𝒆𝒓𝒎)𝟐
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Find the product.
1. (𝑥+4)(𝑥−4)
Solution : ( 𝑥 + 4 )( 𝑥 − 4 ) = (𝑥)2 − (4)2
= 𝒙𝟐 − 𝟏𝟔
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2. ( 3𝑥 + 𝑦 ) (3𝑥 − 𝑦 )
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Solution : ( 3𝑥 + 𝑦 )(3𝑥 − 𝑦 ) = (3𝑥)2 − (𝑦)2

= 𝟗𝒙𝟐 − 𝒚𝟐
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3. (7𝑥 + 2𝑦 2 ) (7𝑥 − 2𝑦 2 )
Solution : (7𝑥 + 2𝑦 2 )(7𝑥 − 2𝑦 2 ) = (7𝑥)2 − (2𝑦 2 )2
= 𝟒𝟗𝒙𝟐 − 𝟒𝒚𝟒
ACTIVITY #2: Find the product of each of the following.

Score Description
1. (𝑥+1)(𝑥−1) 5 Very Good
2. ( 3𝑥 + 2 ) ( 3𝑥 − 2 ) 4 Good
3 Fair
3. ( 9𝑚 + 3𝑛) (9𝑚 − 3𝑛 ) 2 Turn to page
4. ( 3𝑥 2 + 8𝑦 3 ) (3𝑥 2 − 8𝑦 3 ) 16 sec. J and
work on the
1 1 0-1
5. ( 𝑥 + 2𝑦 2 ) ( 𝑥 − 2𝑦 2 ) enrichment
3 3
activities
If your score is at least 3 out of 5, you may now proceed to the next part of the discussion.
Do you have any idea on the process of multiplying a binomial and a trinomial?
Product of a Binomial and a Trinomial
In multiplying a binomial by a trinomial whose terms are related as follows:

a. The first term of the trinomial factor is the square of the first term of the binomial factor.
b. The second term of the trinomial factor is the product of the two terms of the binomial
factor whose sign is opposite to that found in the binomial.
c. The third term is the square of the second term of the binomial factor.
You have learned that the Distributive Law for Multiplication shown by
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( 𝒙 + 𝒚)(𝒙𝟐 − 𝒙𝒚 + 𝒚𝟐 ) = 𝒙𝟑 − 𝒙𝟐 𝒚 + 𝒙𝒚𝟐 + 𝒙𝟐 𝒚 − 𝒙𝒚𝟐 + 𝒚𝟑
= 𝒙 𝟑 + 𝒚𝟑
( 𝒙 − 𝒚)(𝒙𝟐 + 𝒙𝒚 + 𝒚𝟐 ) = 𝒙𝟑 + 𝒙𝟐 𝒚 + 𝒙𝒚𝟐 − 𝒙𝟐 𝒚 − 𝒙𝒚𝟐 − 𝒚𝟑

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= 𝒙 𝟑 − 𝒚𝟑
To find the product of a binomial and trinomial, the following steps should be followed:
a. Get the cubes of each term of the binomial factor.
b. The sign between the cubes will be the same as the sign between the terms of the
binomial factor.
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Hence, if the sign between the cubes is minus, it is called the Difference of Two Cubes
and if the sign between the cubes is plus, then it is called the Sum of Two Cubes.
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You will notice that the product of a binomial and a trinomial is the Sum and Difference of
Two Cubes.
Now let us have some illustrative examples. Find the product of the following.
1. ( 𝑥 − 1 ) ( 𝑥2 + 𝑥 + 1 )
Solution: ( 𝑥 − 1 )( 𝑥 2 + 𝑥 + 1 ) = (𝑥)3 − (1)3
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= 𝒙𝟑 − 𝟏
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2. ( 3𝑎 + 2𝑏 ) ( 9𝑎2 − 6𝑎𝑏 + 4𝑏 2 )
Solution: ( 3𝑎 + 2𝑏 )( 9𝑎2 − 6𝑎𝑏 + 4𝑏 2 ) = (3𝑎)3 + (2𝑏)3
= 𝟐𝟕𝒂𝟑 + 𝟖𝒃𝟑
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3. ( 5𝑚 − 3𝑛 ) (25𝑚2 + 15𝑚 + 9𝑛2 )

Solution: ( 5𝑚 − 3𝑛 ) (25𝑚2 + 15𝑚 + 9𝑛2 ) = (5𝑚)3 − (3𝑛)3
= 𝟏𝟐𝟓𝒎𝟑 − 𝟐𝟕𝒏𝟑

Score Description
1. (𝑎+𝑏)( 𝑎2 − 𝑎𝑏 + 𝑏2 ) 5 Very Good
4 Good
2. ( 𝑥 + 2) ( 𝑥 2 − 2𝑥 + 4 ) 3 Fair
3. ( 𝑝 − 2𝑠 ) ( 𝑝 2 + 2𝑝𝑠 + 4𝑠 2 ) 2 Turn to page
16 sec. J and
4. ( 2𝑚 + 3𝑛 ) ( 4𝑚2 − 6𝑚𝑛 + 9𝑛2 ) work on the
0-1
5.
3
( 2𝑚 + ) ( 4𝑚2 −
6𝑚
+
9
) enrichment
𝑛 𝑛 𝑛2 activities
Do you have any idea what a Greatest Common Factor is?
Finding the Greatest Common Factor
The Greatest Common Factor (GCF) of two or more monomials is the

common factor having the greatest numerical factor and with variables
having the least degree. Thus, the term 𝒂𝒙𝒏 is the GCF of a polynomial if:
1. a is the greatest integer that divides each of the coefficients
of the polynomial, and
2. n is the smallest exponent of x in all terms of the
polynomial.
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Let us identify the greatest common factor of each set of monomials.
1. 36, 8x, 64y

Solution:
From factorization
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36= 2 • 2 • 3 • 3 = 4(9)
8x= 2 • 2 • 2 • x = 4(2x)
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64y= 2 • 2 • 2 • 2 • 2 • 2 • y = 4(y)
you can conclude that the greatest common factor is 4.

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2. 6x5, 30x4, 12x3

Solution:
From factorization
6x5 = 2 • 3 • x • x • x • x • x = (6x3) (x2)

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30x4 = 2 • 3 • 5 • x • x • x • x = (6x3) (5x)

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12x3 = 2 • 2 • 3 • x • x • x = (6x3) (2)
you can conclude that the greatest common factor is 6x3.

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ACTIVITY #4: Determine the GCF of each set of monomials.
Score Description
1. 20 𝑎𝑛𝑑 30𝑎
5 Very Good
2. 35𝑚𝑛 𝑎𝑛𝑑 20𝑚 4 Good
3 Fair
3. 13𝑎, 26𝑏 𝑎𝑛𝑑 39𝑎
2 Turn to page
4. 25𝑥 2 , 75𝑥 3 𝑎𝑛𝑑 125𝑥 4 16 sec. J and
work on the
5. 7𝑚2 𝑛, 28𝑚𝑛2 𝑎𝑛𝑑 98𝑚𝑛 0-1
enrichment
activities
DAY 2
B. Establishing a purpose for the lesson
Your task in this activity is to identify common things that are present in the three
pictures.
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1. What are the things common to these pictures?
2. Are there things that make them different?
3. Can you spot things that are found on one picture but not on the other two?
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4. What are the things common to two pictures but are not found on the other?
Possible Responses:
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1. The persons on the pictures are actors/ heroes/ good citizens.

2. The person on the first picture is a police man while the others are super heroes;
Cardo uses gun, Victor uses hammer while Lakas uses sword.
3. Cardo uses a gun and his own strength while Victor and Lakas are using super
powers.
4. Cardo and Lakas are kapamilya actors while Victor is a Kapuso actor.
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Where you able to answer them all? Very good!

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C. Presenting examples/instances of the new lesson

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The previous activity gave us the idea about finding common factors.
Now let us apply that skill in factoring polynomials.
But first, we will start by defining what factoring is.
The process of finding the factors of an expression is called Factoring, which is

the reverse process of multiplication. There are many benefits of a polynomial
being factored. We use factored polynomials to help us solve equations, learn
behaviors of graphs, work with fractions and more. Because so many concepts in
algebra depend on us being able to factor polynomials, it is very important to
have a very strong factoring skill.
Not let us discover how to factor polynomials using Common Monomial Factoring.
Factoring the Greatest Common Monomial Factor
Let us try to factor Example 1: 12x3y + 20x2z by following these four steps:
a. Find the Greatest Common Factor of the numerical coefficients.

The GCF of 12 and 20 is 4.
b. Find the common variable with the least exponent that appears in each term of the
polynomial.
Only x is common to all terms and 2 is the smallest exponent for x, thus x2
is the GCF of the variables.
c. The product of the greatest common factor in steps (a) and (b) is the Greatest Common
Monomial Factor (GCMF) of the polynomial.
Hence, (4) (x2) = 4x2 is the GCMF of 12x3y + 20x2z.
d. To completely factor the given polynomial, divide the polynomial 12x3y + 20x2z to its
GCMF, the resulting quotient is the other factor.
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Thus, the factored form of 12x3y + 20x2z is 4x2(3xy + 5z).
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Will you try to factor 28d4e2 – 35d2e5?

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You should get 7d2e2 (4d2 – 5e3).

If you get the correct answer you may proceed with Example 2.
If not, I am sorry but you have to go back to example 1 and try all over again.
Now, let us have,

Example 2: Factor 18 x5y5 – 12 x3y4.
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Solution:
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Find the GCF of 18 and 12 6

Find the common variable with the least exponent x3y4
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Multiply (6)( x3y4) to identify the GCMF 6x3y4

Divide 18 x5y5 – 12 x3y4 by 6x3y4 3x2y – 2
Thus, the factored form of 18 x5y5 – 12 x3y4 is 6x3y4(3x2y – 2).
Now try to factor 6x4y5 + 3x2y4 as Example 3.

You should get 3x2y4 (2x2y + 1).
If you get the correct answer you may proceed with the next example.
It is important to note in the previous given, that when the GCF was one of the terms,
dividing gave an answer of 1. Factoring will never make terms disappear. Anything divided
by itself is 1, so be sure to not forget to put the 1 into the solution.
Let’s proceed with the last example.
Example 4: Factor 5x + 2y – 10z
This is prime or irreducible polynomial. The terms of the polynomial are relatively prime.
Relatively prime numbers are two numbers that do not have a common factor except 1.
Therefore, the given polynomial is not factorable.
To practice this method of factoring, try to answer the next activity.
Complete the table. If the given is a prime polynomial, then just check the last column.
Factored
form
Polynomial Prime
GIVEN GCMF (GCMF and
factor Polynomial
polynomial
factor)
1. 6y - 18
2. 10x2 - 5x
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3. 2x + 9y
4. m5 n2 + mn
Now, check your work by turning to page 18

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for the key to correction. Give yourself 1 point for every
Score
4
Description
Very Good
correct answer. 3 Good
How many correct answers did you get? Rate your result 2 Fair
using the table on the right. 1 Turn to page
16 sec. J and
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If you got 3 out of 4 items, you may now proceed to the 0 work on the
next part of the discussion. enrichment
activities
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DAY 3
D. Discussing new concepts and practicing new skills #1
Let us now have Factoring a Difference of Two Squares

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Whenever you have a binomial with each term being squared (having an exponent of 2),
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and they have subtraction as the middle sign, you are guaranteed to have the case of
difference of two squares.
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Formula for Difference of Two Squares
These are other ways to write the formula of the difference of two squares using variables.
a2 – b2 = (a + b)(a – b) or (a - b)(a + b)
Let us have some examples.

Example 1: Factor the binomial below using the difference of two squares method.
x² - 49
Solution:
For the first term of the binomial, what term when multiplied by itself gives x²? That should
be x since
(x)(x) = x²
For the second term, the number which when multiplied by itself gives 49 is 7 because
(7)(7) = 72
= 49
The solution would be like this
x² - 49 = x² - 7²
= (x + 7)(x – 7)
Example 2: Factor the binomial below using the difference of two squares method.
9x² - 16
Solution:
For the first term of the binomial, what term when multiplied by itself gives 9x²? That should
be 3x since
(3x) (3x) = (3x)²
= 9x²
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For the second term, the number when multiplied by itself gives 16 is 4 because
(4)(4) = 4²
= 16
The solution would be like this

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9x² - 16 = (3x)² - (4)²
= (3x + 4) (3x – 4)
Now, you try to factor a² - 16 as Example 3. Write your solution on your notebook.
You should get (a + 4 )(a – 4).
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When factoring polynomials, it is important to check for a GCF first. After factoring out
the GCF, observed if the remaining factor can still be factored using another method.
This is shown in the next example.
Example 4: Factor 72s4 – 50s2r6

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Solution:
The given expression has a GCF of 2. So factoring it out you will get
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72s4 – 50s2r6 = 2 (36s4 – 25s2r6)
The remaining factor inside the parentheses can still be factored as a difference of two
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square.
72s4 – 50s2r6 = 2 (36s4 – 25s2r6)
= 2 (6s2 + 5sr3) (6s2 - 5sr3)
Thus, the factored form of 72s4 – 50s2r6 is 2 (6s2 + 5sr3) (6s2 - 5sr3).
Now, your turn. Try to factor 27u6v2 – 12. Write your solution in your notebook.
You should get 3 (3u3v + 2) (3u3v - 2).
If your answer is correct, you may proceed to the next Example.

If not, I am sorry but you have to go back to example number 4 and try all over again.
Example 5: Factor 3x2 + 75.
Solution:
The given expression has a GCF of 3. So factoring it out you will get
3x2 + 75 = 3(x2 + 25)
Notice that the remaining factor contains terms that are perfect square. But since it is not
a difference of two squares, it can no longer be factored. So the factored form of 3x2 + 75
is 3(x2 + 25).
Unlike the difference of squares, the sum of the squares cannot be factored using the set
of real numbers.
To practice this method of factoring, try to answer the next activity.
Let us begin. Score Description

Factor the following polynomials completely. 5 Very Good
3-4 Good
1. x² - 1 Ans. ___________ 2 Fair
2. y² - 4 Ans. ___________ 1 Turn to
3. 4a² - 1 Ans. ___________ page17 sec. J
4. 25x² - 9 Ans. ___________ and work on
5. 5n2 – 20 Ans. ___________ 0
the
enrichment
Now, check your work by turning to page 19 activities
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for the key to correction. How many correct answers did
you get? Rate your result using the table above.
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E. Discussing new concepts and practicing new skills #2
Let us now have SUM AND DIFFERENCE OF TWO CUBES
The other two special factoring formulas you'll need to memorize are very similar to one
another; they're the formulas for factoring the sums and the differences of cubes. Here are
the two formulas:
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Factoring a Sum of Cubes:

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a3 + b3 = (a + b) (a2 – ab + b2)
Factoring a Difference of Cubes:

a3 – b3 = (a – b) (a2 + ab + b2)
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To help with the memorization, first notice that the terms in each of the two factorization
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formulas are exactly the same. Then notice that each formula has only one "minus" sign.
The distinction between the two formulas is in the location of that one "minus" sign:
For the difference of cubes, the "minus" sign goes in the linear factor, a – b; for the sum of
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cubes, the "minus" sign goes in the quadratic factor, a2 – ab + b2.
Some people use the mnemonic "SOAP" to help keep track of the signs; the letters stand
for the linear factor having the "same" sign as the sign in the middle of the original
expression, then the quadratic factor starting with the "opposite" sign from what was in
the original expression, and finally the second sign inside the quadratic factor is "always
positive".
a3 ± b3 = (a [Same sign] b) (a2 [Opposite sign] ab [Always Positive] b2)
When you're given a pair of cubes to factor, carefully apply the appropriate rule. By
"carefully", we mean "using parentheses to keep track of everything, especially the
negative signs.
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Example 1: Factor x3 + 8
Solution:
This is equivalent to x3 + 23. With the "plus" sign in the middle, this is a sum of cubes. To
do the factoring, we'll be plugging x and 2 into the sum-of-cubes formula.
x3 + 8 = x3 + 23
= (x + 2) (x2 - 2x + 22)
= (x + 2) (x2 - 2x + 4)
Example 2: Factor y3 - 1
Solution:
The first term contains the cube of y. What about the second term?
You need to remember that 1 can be regarded as having been raised to any power you
like, since 1 to any power is still just 1.
This means that the expression given can be expressed as:
y3 - 1 = (y)3 - 13
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= (y - 1) (y2 + 1y + 12)
= (y - 1) (y2 + y + 1)
Now, you try to factor a3 + 64 as Example 3. Write your solution in your notebook.
You should get (a + 4) (a2 – 4a + 16). SA
If your answer is correct, you may proceed to example number 4.
Let us have one more example. Again, try to check if the given has a GCF before
proceeding with the other methods of factoring.
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Example 4: Factor 2x3 – 16 completely.

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Solution:
The GCF of 2x3 – 16 is 2. So,
2x3 – 16 = 2 (x3 – 8).
The remaining factor can now be factored further as a difference of two cubes.
2x3 – 16 = 2 (x3 – 8)
= 2 (x – 2) (x2 + 2x + 4)
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Hence, the factored form of 2x3 – 16 is 2 (x – 2) (x2 + 2x + 4).

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It’s your turn. Factor 3x3 – 81 completely, as Example 5. Write your solution in your
notebook.
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You should get 3(x – 3) (x2 + 3x + 9).
If your answer is correct, you may answer the given exercises below before you proceed
to the next part of the discussion.

Factor the following polynomials completely. 5 Very Good
3-4 Good
1. x3 + 1 Ans. ___________ 2 Fair
2. y3 + 27 Ans. ___________ 1 Turn to page17
3. y3 – 8 Ans. ___________ sec. J and work
4. z3 – 64 Ans. ___________ on the
0
5. 5x3 + 5 Ans.___________ enrichment
activities
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for the key to correction. How many correct answers did you get? Rate your result using
the table above.
If your score is at least 3 out of 5, you may now proceed to the next part of the lesson.
DAY 4
F. Developing mastery
Directions: Given the polynomials below, identify which can be factored using any of the
following types of factoring: common monomial factor, difference of two squares, and
sum and difference of two cubes. If a polynomial is not factorable, write prime
polynomial.
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Score Description
1. 5x - 10 7-8 Very Good
2. 4a²b + 8ab² 5-6 Good
3. 16x2 - 25
3-4 Fair
4. 8a2 - 18 SA Turn to page
5. x² + 4
17 sec. J and
6. 𝑎³ − 27
0-2 work on the
7. 64x⁶ + 27yᶾ
enrichment
8. 2x4 – 27x
activities
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the table above.
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G. Finding practical applications of concepts and skills in daily

living
Factoring is a useful skill in real life. Common applications include:

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1. COMPARING PRICES
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You also use factoring while shopping to compare prices per unit. For example, there are
two bottles of an expensive juice blend on sale. A 12-ounce bottle cost Php 180, and a 6-
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ounce bottle cost Php 240. Using factors, you can compare the price per ounce without
using a calculator or notepad. Dividing 180 by 12, the factors of 180 are 12 and 15.
Dividing 240 by 6, the factors of 240 are 6 and 40. Using this information, you know that
the 12-ounce can costs Php15 per ounce and the 6-ounce can cost Php40 per ounce.
2. UNDERSTANDING TIME
Time is another opportunity to use factoring in the real world. Every day contains 24 hours;
if you must take a pill 4 times per day, you take 1 pill every 6 hours (4 x 6 = 24). An hour
divides into 60 minutes. Those 60 minutes divide into 12 increments of 5 minutes each on
the face of a clock (12 x 5 = 60). When describing time, you might divide hours into
quarters (4 x 15 = 60) and half-hour segments (2 x 30 = 60).
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3. TRAVELLING WITH FACTORS
Factors are also useful when traveling. If you travel 600 kilometers on vacation, you need
to know how many hours you must drive so you can plan your trip. At an average speed
of 50 kph, it would take 12 hours to get to your destination (50 x 12 = 600).
Understanding factoring allows you to easily navigate number relationships in the real
world without relying on your calculator or phone to do the work for you.
Can you think of other ways on how factoring is applied in real-life?
DAY 5
H. Making generalizations and abstractions about the lesson
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1. Ask the learners to complete the following statements:
 I know that I know how to factor polynomials with common monomial factor.
 First, I find the greatest common factor of the numerical coefficient.
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 Second, I find the variable with the least exponent that appears in each term of the
polynomial.
 After that, the product of the greatest common factor (from the given) is the GCF of the
polynomial.
 Then, to completely factor the given polynomial, divide each term of the polynomial by
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the GCF; the resulting quotient is the other factor.

 After I have completed these steps, I know how to factor polynomials with greatest
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monomial factor.
2. Steps in Factoring the Difference of Two Squares

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Before applying this method, make sure that the given polynomial is really a difference of
two squares. Remember that a difference of two squares has only two terms separated by
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subtraction. Both terms must be perfect squares – the numerical coefficients must be
perfect squares and the exponents of the variables must be even number(s).
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a. Express each term as a square of a monomial.
b. The factors are the sum and the difference of the two monomials.
Formula for Difference of Two Squares
a2 – b2 = (a + b)(a – b) or (a - b)(a + b)
3. For Sum or Difference of Two Cubes:
F3 + L3 = [F (Same ) L] [F2 (Opposite sign) FL (Always Positive) L2]
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1st factor 2nd factor
F3 + L3 = (F ± L) (F2 – FL + L 2)
+
Cube root
of the first term
Cube root
of the last term
Square the first term of

the first factor
Multiply the first and the last

term of the first factor
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Square the last term of the first factor
I. Evaluating learning SA
Write all your answers on a yellow pad paper following the given instructions. Label your
paper using the format shown below and it is to be submitted to your Math teacher.
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Name: ________________________ Section: _______________________

Subject: Mathematics 8 Week 1 Parent’s Signature: ______________
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WORKSHEET #1: FACTORING

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Who Said This? “Try not to be a man of success,

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but rather try to be a man of

value”
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Decode the name of the famous person who spoke these words of advice by following
these steps.
Step 1: Factor each expression in Box A.
Step 2: Write the letter of the expression in the Answer Box that
corresponds to your answer.
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BOX A
E L
7x2 + 14x
2p3 – 16s3
A R
x3 + 27 24y3 + 81z3
8x2 - 2 6x3 – 3x2y + 12x
B N
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1 2
x - 4y4 p2 – 121s2
9
I T
64x9 – 729y3
SA 9y2 – 100z2
ANSWER BOX
3x (2x2 – xy + 4) 7x ( x + 2)
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(x + 3)(x2 -3x + 9) (4x3- 9y )(16x6 + 36x3y + 81y2)
2(p – 2s)(p2 + 2ps + 4s2) (p + 11s)(p – 11s)

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1 1
( x + 2y2)( x - 2y2) 2 (2x + 1) (2x – 1)
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3 3
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7x ( x + 2) (3y + 10z) (3y – 10z)
3(2y + 3z) (4y2 - 6yz + 9z2) 7x ( x + 2)
(3y + 10z) (3y – 10z) (4x3- 9y )(16x6 + 36x3y + 81y2)
3x (2x2 – xy + 4) (p + 11s)(p – 11s)
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J. Additional activities for application or remediation
A. Enrichment Activities
Activity #1: Find the product of each of the following.

1. 3 (x – y) Ans. 3x – 3y
2. 3x (x + 4) Ans. 3x2 + 12x
3. 2x (5x3 – 6x2 + 3) Ans. 10x4 – 12x3 + 6x
You may proceed to the next part of the discussion if your score is at least 2 out of 3.
If not, you have to go back to section A about Product of a Monomial and a Polynomial
and try all over again.

1. ( 𝑥 + 1 ) ( 𝑥 − 1 ) Ans. x2 - 1
2. ( 3𝑥 + 2 ) ( 3𝑥 − 2 ) Ans. 9x2 - 4
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3. ( 9𝑚 + 3𝑛) (9𝑚 − 3𝑛) Ans. 81m2 – 9n2
If not, you have to go back to section A about Product of a Sum and Difference of Two
Terms and try all over again. SA
1. (𝑚 + 3)(𝑚2 − 3𝑚 + 9) Ans. 𝐦𝟑 + 𝟐𝟕
2. (𝑥 − 2𝑦)(𝑥 2 + 2𝑥𝑦 + 4𝑦 2 ) Ans. 𝐱 𝟑 − 𝟖𝐲
3. (𝑚 + 𝑛)(𝑚2 − 𝑚𝑛 + 𝑛2 ) Ans. 𝐦𝟑 + 𝐧𝟑
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If not, you have to go back to section A about Product of a Binomial and a Trinomial and
try all over again.
Activity #4: Determine the GCF of each set of monomials.

1. 12 𝑎𝑛𝑑 54𝑏 Ans. 6
2. 22𝑠 𝑎𝑛𝑑 55𝑠𝑡 Ans. 11s
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3. 18𝑙2 𝑚, 36𝑙2 𝑚2 𝑎𝑛𝑑 72𝑙3 Ans. 𝟏𝟖𝒍𝟐

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If not, you have to go back to section A on Finding the Greatest Common Factor
and try all over again.
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C. Enrichment Activities
Factor out the GCF. If the given polynomial is not factorable, write “prime.”
1. 16p4 + 4p3 Ans. 4p3(4p + 1)
2. 9x + 36 Ans. 9(x + 4)
3. 5a – 12b
2
Ans. prime
4. 14a + 21a2 + 21a3 Ans. 7a(2 + 3a + 3a2)
If not, you have to go back to section C Example 1, and try all over again.
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D. Enrichment Activities
Factor the following polynomials:

1. s²+169 Ans. (s + 13) (s +13)
2. 4p²- 25 Ans. (2p + 5) (2p - 5)
3. r² - 100 Ans. (r + 10) (r - 10)
4. 16d² - 4 Ans. (4d + 2) (4d - 2)
If not, you have to go back to section D, Example 1 and try all over again.
E. Enrichment Activities
Factor the following polynomials.
1. s3 + 1 Ans. (s + 1) (s² - s + 1)
2. r3 - 343 Ans. (r - 7) (r2 + 7r + 49)
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3. z3 - 27 Ans. (z - 3) (z2 + 3z + 9)
4. p3 + 216 Ans. (p + 6) (p2 – 6p + 36)
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If not, you have to go back to section E, Example 1 and try all over again.
F. Enrichment Activities
Match the polynomials in column A with its factored form in column B. Write the letter of
your answer on the space provided before the number.
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Column A Column B
_____ 1. 3x+6 A (x + 3)(x - 3)
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_____ 2. 2x² +16x B 3(x + 2)
_____ 3. x² - 9 C (a +11)(a -11)
_____ 4. a² - 121 D (x + 6)(x² - 6x + 36)

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_____ 5. x3 + 216 E 2x(x + 8)

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_____ 6. a3 - 1000 F (a - 10)(a² + 10x +100)

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Answers:
1. B 2. E 3. A 4. C 5. D 6. F
If not, you have to go back to section C and go over the discussions again.
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KEY TO CORRECTION
A.
1. 5 (𝑎 − 𝑏) Ans. 5a – 5b
2. 7𝑥 ( 𝑥 + 2 ) Ans. 7x2 + 14x
3. 2𝑎 ( 𝑎3 − 2) Ans. 2a4 – 4a
4. 4𝑥 ( 2𝑥 4 − 3𝑥 2 + 7) Ans. 8x5 – 12x3 + 28x
5. −7𝑥𝑦 ( 4𝑦 + 3𝑧 2 − 6 Ans. -28xy2 – 21xyz2 + 42xy
1. ( x + 1 ) ( x − 1 ) Ans. x2 - 1
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2. ( 3x + 2 ) ( 3x − 2 ) Ans. 9x2 - 4
3. ( 9m + 3n) (9m − 3n ) Ans. 81m2 – 9n2
4. ( 3x 2 + 8y 3 ) (3x 2 − 8y 3 ) Ans. 9x4 – 64y6
5.
1
3
1
( x + 2y 2 ) ( x − 2y 2 )
3
𝟏
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Ans. x2 – 4y4
𝟗
1. ( 𝑎 + 𝑏 ) ( 𝑎2 − 𝑎𝑏 + 𝑏 2 ) Ans. a3 + b3
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2. ( 𝑥 + 2) ( 𝑥 2 − 2𝑥 + 4 ) Ans. x3 + 8
3. ( 𝑝 − 2𝑠 ) ( 𝑝 2 + 2𝑝𝑠 + 4𝑠 2 ) Ans. p3 – 8s3
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4. ( 2𝑚 + 3𝑛 ) ( 4𝑚2 − 6𝑚𝑛 + 9𝑛2 ) Ans. 8m3 + 27n3

3 6𝑚 9 𝟐𝟕
5. ( 2𝑚 + ) ( 4𝑚2 − + ) Ans. 8m3 +
𝑛 𝑛 𝑛2 𝒏𝟑
ACTIVITY #4: Determine the GCF of each set of monomials.

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1. 20 𝑎𝑛𝑑 30𝑎 Ans. 10

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2. 35𝑚𝑛 𝑎𝑛𝑑 20𝑚 Ans. 5m
3. 13𝑎, 26𝑏 𝑎𝑛𝑑 39𝑎 Ans. 13

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4. 25𝑥 2 , 75𝑥 3 𝑎𝑛𝑑 125𝑥 4 Ans. 25x2
5. 7𝑚2 𝑛, 28𝑚𝑛2 𝑎𝑛𝑑 98𝑚𝑛 Ans.7mn
C. Complete the table. If the given is a prime polynomial, then just check the last column.
Factored
form
Polynomial Prime
GIVEN GCMF (GCMF and
factor Polynomial
polynomial
factor)
1. 6y - 18 6 y-3 6 (y – 3)
2. 10x2 - 5x 5x 2x - 1 5x(2x – 1)
3. 2x + 9y √
5 2 4 4
4. m n + mn mn mn+1 mn (m n + 1)
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D. Factor the following polynomials completely.
1. x² - 1 Ans. (x + 1) (x - 1)
2. y² - 4 Ans. (y + 2) (y – 2)
3. 4a² - 1 Ans. (2a + 1) (2a – 1)
4. 25x² - 9 Ans. (5x + 3) (5x – 3)
5. 5n – 20
2
Ans. 5(n + 2) (n - 2)
E. Factor the following polynomials completely.
1. x3 + 1 Ans. (x + 1) (x2 – x + 1)
2. y3 + 27 Ans. (y + 3) (y2 – 3y + 9)
3. y3 – 8 Ans. (y - 2) (y2 + 2y + 4)
4. z3 – 64 Ans. (z - 4) (z2 + 4z + 16)
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5. 5x3 + 5 Ans. 5(x + 1) (x2 – x + 1)
1. 5x – 10
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Ans. 5(x – 2)
2. 4a²b + 8ab² Ans. 4ab(a + 2b)
3. 16x2 – 25 Ans. (4x + 5) (4x – 5)
4. 8a2 – 18 Ans. 2(2a + 3) (2a – 3)
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5. x² + 4 Ans. Prime polynomial

6. 𝑎³ − 27 Ans. (a – 3) (a2 + 3a + 9)
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7. 64x⁶ + 27yᶾ Ans. (4x2 + 3y) (16x4 – 12x2y + 9y2)

8. 2x4 – 27x Ans. x (2x3 – 27)
If you need more help, you may reach me at my cp #

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Teacher’s Name Contact Number

Arlyne C. Alcantara 0908 – 892 – 8284
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Rosemarie S. Bondoc 0919 – 245 – 4104

Annabella S. David 0932 – 511 - 4896
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Charlie C. David 0919 – 271 – 7879

Kate S. Esguerra 0933 – 865 – 0282
Katherina Joy S. Francisco 0917 – 366 – 8405
Laarni M. Pineda 0922 – 379 – 6665
Liza Rose P. Quinto 0915 – 219 – 4776
Ruel S. Ramirez 0936 – 088 – 8660
Dolores A. Timbang 0922 – 865 – 6546
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School Teaching Dates/ September 1 – 4, 7, 2020

Week (Week 2)
Teacher August 31, 2020 – National Heroes Day (regular holiday) -
GRADE 8 – MATHEMATICS TEACHERS
Monday
Quarter First
I. OBJECTIVES

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The learner
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1. factors completely different types of polynomials (perfect square trinomial and

quadratic trinomial. (M8AL - Ia- b -1)
2. solves problems involving factors of polynomials. (M8AL – Ib - 2)
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D. Objectives

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1. define and identify perfect square trinomial;

2. factor perfect square trinomial;
3. complete a polynomial to make it a perfect square trinomial;
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4. distinguish a perfect square trinomial from a general trinomial;

5. factor a general trinomial of the form
a. Ax2 + Bx + C, where A = 1
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b. Ax2 + Bx + C, where A > 1

6. Demonstrate appreciation of solving problems involving factors of polynomials as
important skills needed to formulate real- life problems involving factors of
polynomials.
7. Solve problems involving factors of polynomials using Polya’s method.
II. CONTENT
Factoring Polynomials
- Perfect Square Trinomial
- General Trinomial of the form
c. Ax2 + Bx + C, where A = 1
d. Ax2 + Bx + C, where A > 1
Solve problems involving Factors of Polynomials
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Learning Resources
A. References
“Mathematics Learner’s Module (Grade 8)” pages 36 - 55

“Exploring Mathematics I”. 2003 pages528 - 543

“Grade 8 Mathematics: Patterns and Practicalities” pages 20 - 28

“e-math 8” pages 62 – 84
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III. PROCEDURES
DAY 1 SA
Hello there! How are you?

In preparation for this week’s lesson, we will start by recalling how to Square Binomials.
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Do you have any idea on how to do this process? Let’s review.
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Squaring a Binomial
The square of a binomial is expressed as (x + y) 2 or (x + y) (x + y)
and (x - y)2 or (x - y) (x - y).
In your previous lesson, you’ve learned how to multiply two binomials by the FOIL method.
And so,
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(x + y)2 = (x + y) (x + y)
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= (x)(x) + (x)(y) + (y)(x) + (y)(y)

= x2 + xy + xy + y2
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=x2 + 2xy + y2
and
(x - y)2 = (x - y) (x - y)
= (x)(x) + (x)(-y) + (-y)(x) + (-y)(-y)
= x2 - xy - xy + y2
=x2 - 2xy + y2
But since this method is tedious to do, we can consider an easier way to do this, and that
is to apply any of the following patterns:
(x + y)2 = x2 + 2xy + y2
(x - y)2 = x2 - 2xy + y2
Notice that the square of a binomial consists of:
a. the square of the first term;
b. twice the product of the first and last terms; and
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c. the square of the last term.
For Example1, we want to expand (a + 3)2. In this case, x = a and y = 3, and so we get
(a + 3)2. = a2 + 2(a)(3) + (3)2
= a2 + 6a + 9
Now, you try to multiply (x - 3)2 as Example 2. Write your solution on your notebook.
You should get x2 - 6x + 9.
Let’s have another example.

Example 3: (3a - 2b)2 = (3a)2 – 2[(3a) (2b)] + (2b)2
= 9a2 – 2(6ab) + 4b2
= 9a2 – 12ab + 4b2
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Your turn, find the product of (5x – 4)2, as Example 4. Write your solution on your
notebook.
You should get 25x2 – 40x + 16. SA
If your answer is correct, you may proceed to the next part of the discussion.
If not, I am sorry but you have to go back to Example number 3 and try all over again.
Observe the resulting product of squaring a binomial. What can you say?
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Notice that the product of squaring a binomial yields a trinomial. The first and last term of
the trinomial are both perfect squares and the middle term is twice the product of the
square roots of the first and last terms. This is what we call a Perfect Square Trinomial.
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Therefore, the product of squaring a binomial is a perfect square trinomial.
Multiplying Two Binomials

Now, let us learn how to multiply any two binomials. To do this, the FOIL method can still
be applied.
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Example 1: Multiply (x + 1) (x + 3)
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(x + 1) (x + 3) = (x)(x) + (x)(3) + (1)(x) + (1)(3)

= x2 + 3x + x + 3
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= x2 + 4x + 3
Now, try to multiply (a + 5) (a + 6) as Example 2. Write your solution on your notebook.
You should get a2 + 11a + 30.
Example 3: Multiply (2x – 1) (3x – 2)

(2x – 1) (3x – 2) = (2x)(3x) + (2x)(-2) + (-1)(3x) + (-1)(2)
= 6x2 – 4x – 3x + 2
= 6x2 – 7x + 2
Your turn, try to multiply (4a – 3) (a – 1) as Example 4. Write your solution on your
notebook.
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You should get 4a2 - 7a + 3.
Example 5: Multiply (3m – 4n) (3m + n)

(3m – 4n) (3m + n) = (3m) (3m) + (3m) (n) + (-4n) (3m) + (-4n) (n)
= 9m2 + 3mn – 12mn – 4n2
= 9m2 – 9mn – 4n2
Now try to multiply (2c + 3d) (c – d) as Example 6. Write your solution on your notebook.
You should get 2c2 + cd – 3d2.
If not, I am sorry but you have to go back to Example 5 and try all over again.
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Compare the product of squaring a binomial and the product of multiplying any two
binomials. What is the difference?
Unlike the product of squaring a binomial that yields a perfect square trinomial, the result
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of multiplying any two binomials is a General Trinomial. This is because it doesn’t follow
the characteristics of a perfect square trinomial. This trinomial is also called a Quadratic
trinomial.

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Math Trivia
René Descartes, an extremely important mathematician from the

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16th century, made significant contributions to the theory of

equations, including coming up with what he called "the rule of signs"
for finding the positive and negative roots of equations. He
popularized the use of letters from the beginning of the alphabet to denote constants and
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letters from the end of the alphabet to denote variables, as can be seen here
(ax2 + bx = c) in the general formula for a polynomial, where the a's denote constants
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and x denotes a variable. Descartes introduced the use of superscripts to denote

exponents as well.
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Let us now discover how to factor the two types of trinomial presented in the first part of
the lesson: The Perfect Square Trinomial and General/Quadratic Trinomial.
We will start by defining a Perfect Square Trinomial
A trinomial is a perfect square if
1. the first and last terms are perfect squares, and both are positive.
2. the middle term is twice the product of the quantities that were squared.
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Let us determine whether these are perfect square trinomials or not.
Example 1: x2 – 6x + 9 Yes. The first and last terms are perfect squares.
The middle term is twice the product of the values
x x -3 -3 that were squared. 2(x) (-3) = -6x
6 3
Example 2: x + 8x + 64 No, this is NOT a perfect square trinomial since
the middle term is 8x3, instead of 16x3.
X3 X3 8 8 2(x3) (8) = 16x3
Example 3: x2 + 10x – 25 No, this is NOT a perfect square trinomial since

one of the perfect squares is preceded by a
negative sign.
This is negative.
Example 4: x3 - 8x + 26 No, this is NOT a perfect square trinomial

This is not
since the exponent of the variable is not a
The exponent multiple of 2 and the last term is not perfect
of the variable a perfect
square.
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is not a square.
multiple of 2.
Example 5: 4x4 + 36x2 + 81 Yes. The first and last terms are perfect
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squares.
2x2 2x2 9 9 The middle term is twice the product of the values
that were squared.
2(2x2) (9) = 36x2
Since items 1 and 5 are perfect square trinomials, we can factor them.
How do we factor perfect square trinomial?
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As you know, factoring consist of undoing a multiplication. Hence, to factor a perfect

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square trinomial, you reverse the process you used in squaring a binomial.
That is,
Factoring Perfect Square Trinomial
x2 + 2xy + y2 = (x + y)2
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x2 – 2xy + y2 = (x - y)2
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To illustrate this method of factoring, we will use the perfect square trinomials identified
above.
Get the square root of the first and last terms. We got the
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1) x2 – 6x + 9
negative root of 9 because the sign of the middle term of the
x x -3 -3 trinomial is negative.
= (x – 3) (x – 3) or (x – 3)2 List down the square root as sum/difference of two terms as
the case may be.
The polynomial x2 – 6x + 9 is factored as (x – 3) (x – 3) or
(x – 3)2.
2) 4x4 + 36x2 + 81 Get the square root of the first and last terms. We got the
positive root of 81 because the sign of the middle term of the
2𝑥 2 2𝑥 2 9 9 trinomial is positive.
2 2
= (2x + 9) (2x + 9) List down the square root as sum/difference of two terms as the
or case may be.
(2x2 + 9)2 The polynomial 4x4 + 36x2 + 81 is factored as (2x2 + 9) (2x2 + 9) or
(2x2 + 9)2.
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Let’s have one more example. Notice that 3t is common to all terms, thus, factoring
3) 75t3 + 30t2 + 3t it out first we have: 3t (25t2 + 10t + 1).
= 3t (25t2 + 10t + 1) A perfect square trinomial is formed, 25t2 + 10t + 1.
Get the square root of the first and last terms. We
5t 5t 1 1 got the positive root of 1 because the sign of the
= 3t (5t + 1) (5t + 1) middle term of the trinomial is positive.
or List down the square root as sum/difference of two
3t (5t + 1) 2 terms as the case may be.
The polynomial 25t2 + 10t + 1is factored as
(5t + 1) (5t + 1) or (5t + 1)2.
Hence, the factor of 75t3 + 30t2 + 3t is
3t (5t + 1) (5t + 1) or 3t (5t + 1)2.
Now your turn. Decide whether or not the given polynomial is a perfect square trinomial.
If it is a perfect square, factor it. If not, write not a perfect square trinomial.
1) y2 + 2y + 1 3) 4m2 + 24m + 36 5) x2 – 7x + 49
Score Description
2) x2 - 24xy – 144y2 x3 + 10x + 25
LE
4)
5 Very Good
Now, check your work by turning to page 36 for the key to 4 Good
correction. 3 Fair
Give yourself 1 point for every correct answer. Turn to page 35
How many correct answers did you get? Rate your result
SA 1–2 sec. J and work
using the table at the right. on the
0 enrichment
activities
If your score is at least 3 out of 5, you may now proceed to
next part of the discussion.
Since, you already know how to factor a perfect square trinomial, let us try to find the
R
missing term in a given polynomial to make it as such. This is illustrated in the following
examples.
FO
Find the missing terms in each polynomial to make them a perfect square trinomial.
1) ___ + 20b + 100 2) 81m 2 + ___ + 25n2 3) m2 – 12m + ___
Solutions:
1) ___ + 20b + 100
20𝑏
T
= 10b Divide the second term (including the literal coefficient) by 2.

2
(10b)2 = 100b2
O
Square the quotient.
100b2
= b2 Divide the square by the 3rd term. Thus, b2 + 20b + 100
100
N
2) 81m2 + ___ + 25n2

Get the square root of the first and last terms. We got the
9m 9m 5n 5n positive root of 25 because the sign of the middle term of
the trinomial is positive.
2(9m) (5n) = 90mn The middle term is twice the product of the values that
were squared. Thus, 81m2 + 90mn + 25n2
3) m2 – 12m + ___
– 12m
= -6m Divide the second term (including the literal coefficient) by 2.
2
(-6m)2 = 36m2 Square the quotient.

36m2
= 36 Divide the square by the 1st term. Thus, m2 – 12m + 36
m2
25
Now it’s your turn. Complete each expression to form a perfect square trinomial.
1) ___ - 12x + 9
2) 4x2 + ___ + 4
3) x2 + 10x + ___
Now, check your work by turning to page 36 for the key to Score Description
correction. 3 Very Good
2 Good
Give yourself 1 point for every correct answer.
How many correct answers did you get? Rate your result using 1 Turn to page
35 sec. J and
the 0 work on the
table at the right. enrichment
activities
If your score is at least 2 out of 3, you may now proceed to the
DAY 2
LE
Let us now have Factoring General/Quadratic Trinomials
We start by defining a general/quadratic trinomial.

SA
A general/quadratic trinomial is a second-degree polynomial with three terms. The
general form of a quadratic trinomial is written as
𝑨𝒙𝟐 + 𝑩𝒙 + 𝑪
where A, B, and C are nonzero integral coefficients.
R
Our discussion will be divided in two parts:

Case 1 : A general trinomial where 𝑨 = 𝟏 and
FO
Case 2 : A general trinomial where 𝑨 > 𝟏 .
Now let us have an example of factoring general trinomial where 𝑨 = 𝟏.

Example 1: Factor 𝑥 2 + 5𝑥 + 6
Solution: a) List all the possible factors of C whose sum is equal to the value of B.
In our given the value of C is equal to 6 and B is 5.
T
FACTORS OF 6 SUM
O
2 3 5 2 and 3 will give us a sum of 5 which is the value of

6 1 7
B
-2 -3 -5
N
-6 -1 -7
b) Using the form (x + _____) (x + ______), fill this in with the two factors found in
step a.
Thus, the factor of 𝑥 2 + 5𝑥 + 6 is (x + 2) (x + 3).
Will you try to factor 𝑥 2 + 8𝑥 + 12 as Example 2. Write your solution on your notebook.
You should get (x + 6) (x + 2.).

If you get the correct answer you may proceed to the next part of the discussion.
So far the trinomials we have factored have positive values for B and C.
If C is positive and B is negative, it tells us that the two numbers we are looking for are both
negative.
26
Example 3: Factor 𝑥 2 − 7𝑥 + 10
Solution: a) Find two negative numbers whose product is the value of C and whose sum is
the value of B.
In our given the value of C is equal to 10 and B is -7.
Factors Product SUM -5 and -2 will give us a sum of -7 which is the value
-10 , -1 10 -11
of B
-5 , -2 10 -7
b) Using the form (x + _____) (x + ______), fill this in with the two factors found in
step a.
Thus, the factor of 𝑥 2 − 7𝑥 + 10is (x – 5) (x – 3).
Will you try to factor 𝑥 2 − 11𝑥 + 18 as Example 4. Write your solution on your notebook.
You should get (x – 9) (x – 2)).

LE
Now let us have C is negative, it means that the two numbers have different signs. The sign
of the middle term, B tells you the sign of the larger number.
Example 5:
the variable.
SA
Factor 𝑝 2 + 11𝑝 − 12 remember that we can use other letters to represent
Solution: a) Find one positive number and one negative number whose product is the value
of C and whose sum is the value of B.
R
In our given the value of C is equal to -12 and B is 11. Since the middle
term is positive, the sign of the larger number is positive.
FO
Factors Product SUM 12 and -1 will give us a sum of 11 which is the

4, -3 -12 1
value of B
6 , -2 -12 4
12 , -1 -12 11
b) Using the form (p +/- _____) (p +/- ______), fill this in with the two factors found
T
in step a.
Thus, the factor of 𝑝 2 + 11𝑝 − 12 is (p + 12) (p – 1) or (p – 1) (p+12) .
O
Will you try to factor 𝑥 2 + 29𝑥 − 30 as Example 6. Write your solution on your notebook.
N
You should get (x + 30) (x – 1).

If you get the correct answer you may proceed to the next example.
Example 7: Factor 𝑠2 − 7𝑠 − 18
Solution: a) Find one positive number and one negative number whose product is the
value of C and whose sum is the value of B.
In our given the value of C is equal to -7 and B is -18. Since the middle term
is negative, the sign of the larger number is negative.
Factors Product SUM
-18,1 -18 -17 -9 and 2 will give us a sum of -7 which is the value
-9, 2 -18 -7
of B
-6,3 -18 -3
27
b) Using the form (s +/- _____) (s +/- ______), fill this in with the two factors found in
step a.
Thus, the factor of 𝑠2 − 7𝑠 − 18 is (s – 9)(s + 2) or (s + 2) (s – 9) .
Will you try to factor 𝑥 2 − 2𝑥 − 24 as Example 8. Write your solution on your notebook.
You should get (x + 4) (x – 6).

Example 9: Factor 2𝑞 3 − 6𝑞 − 36𝑞
Solution: a) Observe that the given trinomial has a common factor, begin by
factoring out the GCMF.
The GCMF of the given is 2q, rewriting the equation, you have
2q(𝑞 2 − 3𝑞 − 18)
b) Observe that the trinomial formed is a quadratic/general trinomial.
(𝑞 2 − 3𝑞 − 18)
LE
c) Find one positive number and one negative number whose product is
the value of C and whose sum is the value of B.
In our given the value of C is equal to -18 and B is -3. Since the middle term
is negative, the sign of the larger number is negative.
Factors
-18,1
-9, 2
Product
-18
-18
SUM
-17
-7
SA
-6 and 3 will give us a sum of -3 which is the
value of B
-6,3 -18 -3
d) Using the form (q +/- _____) (q +/- ______), fill this in with the two factors
found in step c.
R
Thus, the factor of 2𝑞 3 − 6𝑞 − 36𝑞 are 2q (q – 6 ) (q + 3 )

FO

Factor the following completely:
Score Description
4 Very Good
1. 𝑥 2 + 12𝑥 + 20 Ans. ________________
3 Good
2. 𝑡 2 − 16𝑡 + 15 Ans. ________________
2 Fair
3. 𝑠2 − 2𝑠 − 24 Ans. ________________
T
1 Turn to page 35 sec.

4. 𝑥 2 + 29𝑥 − 30 Ans. ________________ J and work on the
0 enrichment activities
O
Now, check your work by turning to page 36 for the key to correction.
N
DAY 3

Now let us have an example of factoring general/quadratic trinomial where 𝑨 > 𝟏 using a
trial and error method.
Example 1 : Factor 5𝑥 2 + 21𝑥 + 4

Solution : a) Factor the first and last terms.
Terms Factors
5𝑥 2 5x , x
4 2, 2
4,1
28
b) Consider each pair of possible binomial factors. Recall that the
factors of A are the first terms of the binomial factors and the
factors of C are the second terms.
c) Check their product using FOIL method. The correct pair will
have the product of the given Trinomial.
(5x + 2) (x + 2) = (5x) (x) + (5x) (2) +(2)(x) +(2)(2)

Possible Factors Product
= 5x 2 + 12x + 4
(5x + 2) (x + 2) 5x 2 + 12x + 4
(5x + 4) (x + 1) = (5x) (x) + (5x) (1) +(4)(x) +(4)(1)
(5x + 4)(x + 1) 5x 2 + 9x + 4 = 5x 2 + 9x + 4
(5x + 1)(x + 4) 5x 2 + 21x + 4 (5x + 1) (x + 4) = (5x) (x) + (5x) (4) +(1)(x) +(1)(4)
= 5x 2 + 21x + 4
Hence, the factor of 5𝑥 2 + 21𝑥 + 4 is (5x + 1) (x + 4) .
LE
Will you try to factor 3𝑥 2 + 17𝑥 + 10 as Example 2. Write your solution on your
notebook.
You should get (x + 5) (x +2). SA

Now let us solve the next examples using the AC Method.
To factor general/quadratic trinomials using the AC method:

R
 Identify the values of A, B and C.

 Multiply A and C.
FO
 Find the factors of AC whose sum is B.

 Use those factors to write Bx as the sum of two terms.
 Group the terms with common factor then, identify the GCMF of each
binomial.
 Factor out the common binomial factor and write the remaining factor as
a sum or difference of the common monomial factor.
T
Factor 5𝑥 2 + 21𝑥 + 4
O
Example 3 :
Solution : a) Identify the values of A, B and C.

A=5 B = 21 C=4
N
b) Multiply A and C.
AC = (5) (4)
AC = 20
c) Find the factors of AC whose sum is B.

FACTORS OF 20 SUM 20 and 1 will give us a sum of 21 which is the value
5 4 9 of B
10 2 20
20 1 21
d) Use those factors to write Bx as the sum of two terms.
21x = 20x + x
= 5𝑥 2 + 20𝑥 + 𝑥 + 4
e) Group the terms with common factor then, identify the GCMF of
each binomial.
29
Binomial GCMF Factors
(5𝑥 2 + 20𝑥) + (𝑥 + 4)
2
(5𝑥 + 20𝑥) 5x 5x (x+4) = 5x (x + 4) + 1 (x + 4)
(𝑥 + 4) 1 1 (x+4)
f) Factor out the common binomial factor and write the remaining
factor as a sum or difference of the common monomial factor.
(x + 4) is the common binomial and the sum of the common
monomial factor is (5x + 1), hence the factor of
5x 2 + 21x + 4 is (x + 4) (5x + 1) or (5x + 1) ( x+ 4 )
Will you try to factor 2𝑥 2 − 11𝑥 + 12 as Example 4. Write your solution on your
notebook.
You should get (2x – 3) (x – 4).

LE
1.
2.
7𝑥 2 + 16𝑥 + 4
2𝑎2 − 5𝑎 − 12
Ans. ________________
Ans. ________________
SA Score
4
Description
Very Good
3. 8𝑢2 + 27𝑢 − 20 Ans. ________________ 3 Good
4. 2𝑥 2 − 5𝑥 + 2 Ans. ________________ 2 Fair
1 Turn to page 35 sec.
J and work on the
0 enrichment activities
R
Now, check your work by turning to page 36 for the key to correction.
FO
DAY 4
T
O
Now, in order to complete this part, you must finish this stage before moving to the next
level. You must answer the RIDDLE.
N
THE RABBIT HUTCH MYSTERY
A farmer keeps rabbits in three large hutches that stand in the row in his
backyard. Each of the hutches is painted a different color red, yellow, and green. Until
recently, the number of rabbits in the green hutch was twice as large as the number of
rabbits in the yellow hutch. Then, one day the farmer took five rabbits out of the left side
hutch and gave them to the local school’s pet corner. He also took half of the rabbits that
remain in the left side hutch. And move them to the red color hutch. Can you guess what
color the left side hutch is?
To answer the mystery, you have to factor the trinomials in Box A, then write the letter of
the trinomial in the Answer Box that corresponds to your answer.
30
BOX A
G L
𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 𝒙𝟐 − 𝟖𝒙 − 𝟐𝟎
Y R
𝒙𝟐 − 𝟗𝒙 + 𝟐𝟎 𝒙𝟐 − 𝟏𝟎𝒙 + 𝟐𝟓
W
𝟐𝒙𝟐 + 𝟔𝒙 + 𝟒 6x3 – 3x2y + 12x
D N
𝒙𝟐 + 𝟔𝒙 + 𝟗 𝒙𝟐 + 𝟔𝒙 + 𝟗
O E
𝒙𝟐 + 𝟔𝒙 + 𝟗 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟐
LE
ANSWER BOX
(𝒙 + 𝟒)(𝟐𝒙 + 𝟏) SA
(𝒙 − 𝟒)(𝒙 − 𝟓)
(𝒙 + 𝟐)(𝒙 + 𝟔)
(𝒙 − 𝟏𝟎)(𝒙 + 𝟐)
R
(𝒙 − 𝟏𝟎)(𝒙 + 𝟐)
FO
(𝒙 + 𝟑)(𝒙 + 𝟑)
(𝒙 + 𝟐)(𝟐𝒙 + 𝟐)
(𝒙 + 𝟏𝟎)(𝒙 + 𝟐)
T
Now, check your work by turning to page 37 for the key to Score Description
correction.
8–9 Very Good
O
How many correct answers did you get? Rate your result using
the table on the right. 6–7 Good
If your score is at least 4 out of 9, you may now proceed to the 4–5 Fair
N
next part of the discussion. 2–3 Try Again

0–1 
G. Finding practical applications of concepts and skills in daily living
Factoring Perfect square trinomials and general trinomials are very

useful in solving problems involving polynomial equations.
Now, let us analyze and solve the following problems.
Problem 1: The area of a square is 4𝑥 2 + 12𝑥 + 9. What is the length of its sides?
Let us use Polya’s method in solving the problem.
31
a) Understanding the problem
Area = 4𝑥 2 + 12𝑥 + 9
b) Devise a plan
Area of a square = s2 or (𝑠)(𝑠)
c) Carry out a plan
4𝑥 2 + 12𝑥 + 9
√4𝑥 2 = 2𝑥
√9 = 3
(2x + 3) (2x + 3) or (2x + 3)2
Therefore, the length of the side of a square is (2x + 3).
Problem 2: A classroom contains 54 chairs. The number of rows is 3 less than the
LE
number of chairs per row. Find the number of rows.
a) Understanding the problem
n= number of chairs per row

n – 3 = number of rows
SA
b) Devise a plan
n (n – 3) = 54
R
c) Carry out a plan

FO
n2 – 3n = 54
n2 – 3n = 54= 0
(n – 9) (n + 6) = 0
T
n–9=0 n+6=0
n=9 n = -6
O
The number of chairs cannot be negative; hence we discard n = -6. Since there are 9
N
chairs in each row, then there are 6 rows of chairs.

Now it’s your turn. Try to answer the next given problem.
Problem 3 : The length of a floor in the classroom is two more than twice its
width. If the area of the floor is 24 square meters, what are it’s
dimensions?
You should get a width of 3 meters and a length of 8 meters.

If not, I am sorry but you have to go back to problem 1 and try all over again.
32
DAY 5
Factoring Perfect Square Trinomial
To factor a perfect square trinomial,

 Get the square of the sum or difference of the square roots of the first and last terms.
 It will be a square of a sum if the middle term of the perfect square trinomial is positive,
and it will be a square of a difference if the middle term is negative.
Do not forget to check if the given trinomial is a perfect square trinomial before applying
the techniques mentioned. Recall that perfect square trinomial has the following
properties:
 The first and last terms are perfect squares.

 The middle term is either plus or minus twice the product of the square roots of the
LE
first term and the last term.
 The first and last terms are always positive, whereas the middle term may be positive
or negative.
Factoring General/Quadratic Trinomials where 𝑨 = 𝟏 SA

 List all the possible factors of C whose sum is equal to the value of B, if the value of
B use two negative factors. If the value of C is negative, it means that the two factors
have different signs and the sign of the middle term, B tells you the sign of the larger
number.
 Using the form (x +/- _____) (x +/- ______), fill this in with the two factors found in
R
the first step.
Factoring General/Quadratic Trinomials where 𝑨 > 𝟏

FO
Using trial and error method:

 Factor the first and last terms.
 Consider each pair of possible binomial factors. Recall that the factors of A are the first
terms of the binomial factors and the factors of C are the second terms.
 Check their product using FOIL method. The correct pair will have the product of the
given Trinomial.
T
Using the AC method:

O
 Identify the values of A, B and C.

 Multiply A and C.
 Find the factors of AC whose sum is B.
N
 Use those factors to write Bx as the sum of two terms.

 Group the terms with common factor then, identify the GCMF of each binomial.
 Factor out the common binomial factor and write the remaining factor as a sum or
difference of the common monomial factor.
I. Evaluating learning
33
Name: ________________________ Section: _______________________
WORKSHEET #2: FACTORING TRINOMIALS
What polynomial tries harder than the rest?
Direction : Factor each trinomial, then use your answer to solve the riddle.
Write your final answer on the space provided below.
O M
LE
3𝑥 2 + 6𝑥 − 9 49𝑥 2 − 56𝑥 + 16
R A
𝑥 2 + 5𝑥 + 4 SA 𝑥 2 + 14𝑥 + 49
L I
7𝑥 2 + 16𝑥 + 4 𝑥 2 + 18𝑥 + 81
- T
R
𝑥2 + 𝑥 − 6 𝑥 2 + 6𝑥 + 8
N !
FO
2𝑥 2 − 5𝑥 − 12 𝑥 2 + 60𝑥 + 12𝑥
T
(𝒙 + 𝟕)(𝒙 + 𝟕) (𝒙 + 𝟐)(𝒙 + 𝟒) (𝒙 + 𝟏)(𝒙 + 𝟒) (𝒙 + 𝟗)(𝒙 + 𝟗) (𝒙 + 𝟐)(𝒙 − 𝟐)

O
N
(𝟐𝒙 − 𝟑)(𝒙 − 𝟒) 𝟑(𝒙 + 𝟑)(𝒙 − 𝟏) (𝟕𝒙 − 𝟒)(𝟕𝒙 − 𝟒) (𝒙 + 𝟗)(𝒙 + 𝟗) (𝒙 + 𝟕)(𝒙 + 𝟕)
(𝟐𝒙 + 𝟐)(𝒙 + 𝟐) 𝟑𝒙(𝟓𝒙 + 𝟐)(𝟓𝒙 + 𝟐)
Answer : __________________________________________________________
34
Part C
Decide whether or not the given polynomial is a perfect square trinomial. If it is a perfect
square, factor it. If not, write not a perfect square trinomial.
1) a2 – 22a + 121 Ans. (a – 11) (a – 11) or (a – 11)2
2) 4x2 + 12x - 9 Ans. Not a perfect square trinomial
3) m3 -18m2 +81 Ans. Not a perfect square trinomial
4) b2 + 8b + 16 Ans. (b + 4) (b + 4) or (b + 4)2
5) x2 + 20x + 10 Ans. Not a perfect square trinomial
LE
If not, you have to go back to the section C and try all over again.
Complete each expression to form a perfect square trinomial.

1) ____- 20x + 100
2) 16a2 - ___ + 9b2
Ans.
Ans.
SA
x2 - 20x + 100
16a2 – 24ab + 9b2
3) 4x2 – 56x + ___ Ans. 4x2 – 56x + 196
R
If not, you have to go back to the section C and try all over again.
Part D
FO
A general/quadratic trinomial where 𝑨 = 𝟏

1) 𝑥 2 + 5𝑥 + 6 Ans. (x + 3) (x + 2)
T
2) 𝑎2 − 9𝑎 + 8 Ans. (a – 1) (a – 8)
3) 𝑧 2 + 4𝑧 − 21 Ans. (z + 7) (z – 3)
O
4) 𝑚2 − 4𝑚 − 32 Ans. (m + 4) (m – 8)
N
If not, you have to go back to the section D and try all over again.
Part E
A general/quadratic trinomial where 𝑨 > 𝟏
1) 2𝑥 2 + 7𝑥 + 3 Ans. (x + 3) (2x + 1)
2) 3𝑠2 − 7𝑠 + 2 Ans. (3s – 1) (s – 2)
3) 2𝑏2 + 𝑏 − 6 Ans. (b + 2) (2b – 3)
4) 3𝑦 2 + 10𝑦 + 8 Ans. (y + 2) (3y + 4)
If not, you have to go back to the section D and try all over again.
35
KEY TO CORRECTION
Part C
Decide whether or not the given polynomial is a perfect square trinomial. If it is a perfect
square, factor it. If not, write not a perfect square trinomial.
1) (y + 1) (y + 1) or (y + 1)2
2) Not a perfect square trinomial
3) (2m + 6) (2m + 6) or (2m + 6)2
If not, you have to go back to section C and try all over again.
Complete each expression to form a perfect square trinomial.
LE
1) 4x2 - 12x + 9
2) 4x2 + 8x + 4
3) x2 + 10x + 25
SA
Part D
R
A general/quadratic trinomial where 𝑨 = 𝟏

FO
1) (x + 10) (x + 2) 3) (s + 4) (s – 6)
2) (t – 1) (t – 15) 4) (x + 30) (x – 1)
If not, you have to go back to section D and try all over again.
T
Part E
O
A general/quadratic trinomial where 𝑨 > 𝟏

N
1) (x + 2) (7x + 2) 3) (8u – 5) (u + 4)
2) (2a + 3) (a – 4) 4) (2x – 1) (x – 2)
If not, you have to go back to the section E and try all over again.
36
Part F:
Answer Box
(𝒙 + 𝟒)(𝟐𝒙 + 𝟏)
(𝒙 − 𝟒)(𝒙 − 𝟓)
Y
(𝒙 + 𝟐)(𝒙 + 𝟔)
E
(𝒙 − 𝟏𝟎)(𝒙 + 𝟐)
L
(𝒙 − 𝟏𝟎)(𝒙 + 𝟐)
L
(𝒙 + 𝟑)(𝒙 + 𝟑)
O
(𝒙 + 𝟐)(𝟐𝒙 + 𝟐)
W
LE
(𝒙 + 𝟏𝟎)(𝒙 + 𝟐)
SA
If not, you have to go back to the section F and try all over again.

(Please see page 19)
R
FO
T
O
N
37
School Teaching Dates/ September 8 – 11, 14 – 15,

PAMPANGA HIGH SCHOOL Week 2020 (Week 3)
Teacher Grade 8 Mathematics Teachers Quarter First
I. OBJECTIVES

LE
SA
The learner
1. illustrates rational algebraic expressions; (M8AL-Ic-1)
2. simplifies rational algebraic expressions; (M8AL-Ic-2)
R
3. performs operations on rational algebraic expressions; and (M8AL-Ic-d-1)
4. solves problems involving rational algebraic expressions. (M8AL-Id-2)
FO
D. Objectives
1. define rational algebraic expression;

2. distinguish expressions that are rational algebraic expressions;
T
3. identify the value/s of x for which a rational algebraic expression is undefined;

4. simplify rational algebraic expression;
O
5. perform the four fundamental operations on rational algebraic expression

proficiently; and
6. solve problems involving rational algebraic expression.
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II. CONTENT
Rational Algebraic Expression

a. Definition of Rational Algebraic Expression
b. Simplifying Rational Algebraic Expression
c. Four Fundamental Operations on Rational Algebraic Expression
d. Solve Problems Involving Rational Algebraic Expression
Learning Resources
A. References
“Mathematics Learner’s Module (Grade 8)” pages 66-111

38
“Grade 8 Mathematics: Patterns and Practicalities” pages 62-114
by: Gladys P.Nivera,Ph.D
“ e-math 8” pages 90-142


Quipper School (www.quipperschool.com)
III. PROCEDURES
DAY 1
Hello there! How are you?
LE
In preparation for this week’s lesson, we will start by recalling the concepts of fraction.
Let’s begin.
Fraction is the quotient between two integers. It is also a number representing parts of a
whole, usually written as the ratio of a numerator and a non-zero denominator. It is said
SA
to be in its simplest forms or lowest term if its numerator and denominator have no
2 1 3
common factor other than 1. Thus, the fractions , , , are in their lowest terms or simplest
3 2 4
forms. Can you give other examples of fraction in lowest term?
Let us now discuss on how to simplify fractions.

R
To simplify a fraction, divide the numerator and denominator by the greatest common
FO
factor.
6
Example: Simplify:
8
Step 1. Break down both the numerator 6 2. 3

. =
8 2. 4
and denominator into their prime
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factors.
Step 2. Cross out any common factors. 2. 3
=
2. 4
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Step 3. Multiply or rewrite any 3

=
4
remaining expressions in the numerator
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and denominator.
7
Now it’s your turn. Simplify: .Write your solution on your notebook.
21
1
You should get .
3
If not, I am sorry but you have to go back to the example and try all over again.
We will now recall how to perform fundamental operations on fractions.
Let us begin with multiplying fractions.

There are three simple steps required to multiply two fractions:
Step 1: Multiply both numerators.
Step 2: Multiply both denominators.
Step 3: Simplify or reduce the result.
39
5 2
Example: Find the product of: .
11 8
Step 1. Multiply both numerators .

5. 2
=
Step 2. Multiply both denominators 11 . 8
Step 3. Simplify or reduce the result 10 2∙5 5

= = =
88 2 ∙ 2∙ 2 ∙ 11 44
4 2
Now it’s your turn. Find the product of: . .Write your solution on your notebook.
7 3
8
You should get
21
Next we will recall dividing fractions.
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There are four steps required in dividing two fractions:
Step 1: Multiply the dividend by the multiplicative inverse of the divisor.
Step 2: Multiply both numerators.
Step 3: Multiply both denominators.
Step 4: Simplify or reduce the quotient.
Example: Find the quotient of:

5
11
÷
2
3
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DIVIDEND DIVISOR
 Multiplicative Inverse
2 3
=
3 2
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Step 1: Multiply the dividend by the 5 3

multiplicative inverse of the divisor. ∙
11 2
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Step 2: Multiply both numerators. 5 ∙ 3 15

=
Step 3: Multiply both denominators. 11 ∙ 2 22
Step 4: Simplify or reduce the quotient. 15
22
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(since 15 and 22 does not have any common factor, the quotient is
already in its simplest form)
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2 1
Now it’s your turn. Find the quotient of: ÷ .Write your solution on your notebook.
7 2
4
You should get
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7
Let us now proceed in adding and subtracting fractions. We start with similar fractions.
Do you know what similar fractions are?
Similar Fractions are fractions with the same denominator. You can add and subtract
similar fractions easily - simply add or subtract the numerators and write the sum over the
common denominator and simplify.
4 2 9 5
Example 1: Add + Example 2: Subtract −
13 13 16 16
40
Step 1: Add or 4 2
+ Step 1: Add or 9 5
subtract the 13 13 −
subtract the 16 16
numerator.
numerator.
Step 2: Write the 6
Step 2: Write the 4
sum over common 13
sum over common 16
denominator.
denominator.
Step 3: Simplify 6 4 2∙2
Step 3: Simplify =
13 16 2∙2∙2∙2
(since 6 and 13 does not 1
have any common factor, the =
4
sum is already in its simplest
form)
7 3 8 2
Now it’s your turn. Find the sum of: + and the difference of − .
20 20 21 21
Write your solution on your notebook.
1 2
You should get as the sum and as the difference.
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2 7
If not, I am sorry but you have to go back to the examples and try all over again.
Let us now proceed in adding and subtracting dissimilar fractions.

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Dissimilar fractions are fractions with different denominators.
Before you can add or subtract fractions with different denominators, you need to make
fractions equivalent.
2 1
Example : Add +
5 2
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Step 1: Make the denominators the Denominators: 2 and 3

FO
same by finding the Least Common

Multiple (LCM) of their denominators 2=2∙1
using the prime factorization method. 5 = 5∙ 1
LCM = 1 ∙ 2 ∙ 5 = 10
Step 2: Multiply each numerator to the 2 ∙ 2 1 ∙ 5
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+
denominator of the other fraction and 10 10
4 5
use their LCM as the denominator. = +
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10 10
Step 3: Add or subtract the numerator. 9
10
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Step 4: Simplify 9
10
(since 9 and 10 does not have any common factor, the sum is
already in its simplest form)
3 1
Now it’s your turn. Find the difference of − .Write your solution on your notebook.
4 6
7
You should get as the difference.
12
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In arithmetic, the concept and skills on fractions have been

restricted to the ratio of counting numbers. Fractions involving
variables arise in algebra. They are called rational algebraic
expressions or simply rational fractions to distinguish them from
arithmetic fractions. Since division by zero is restriction, the
variables in rational algebraic expression may not take values which make the
denominator equal to zero. Many real-life problems involve equations that contain rational
algebraic expressions. A number of these problems can be solved through that evaluation
of formulas that contain rational expressions.
DAY 2
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The different concepts we review about fractions can now be applied with an expression
called Rational Algebraic Expression. Let’s start by defining and illustrating it.
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A rational algebraic expression is a ratio of two polynomials provided that the
denominator is not equal to zero. In symbols:
𝑷
, where P and Q are polynomials and Q ≠ 0.
𝑸
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Some examples of rational algebraic expressions are:

FO
5 𝑥 3 2𝑥+5 𝑥 2 −3𝑥+1
8 9 𝑎−𝑏 𝑥−6 𝑥 3 +4
Let us now discover when an expression is considered a rational algebraic expression

by looking at the following examples.
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Tell whether the following given is a Rational Algebraic Expression or not.

−2𝑥
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1.) -2x Ans. YES, since it can be transformed into

1
5𝑥 −2 + 1
2.) Ans. NO, because the numerator contains a term
3
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with a negative exponent

2𝑥
3.) 1 Ans. NO, because the denominator contains a term
4 − 3𝑎3
with a fractional exponent
𝑥 2 +3𝑥+2
4.) Ans. YES, since both numerator and denominator
5𝑥
are polynomials
√5𝑥 + 6
5.) Ans. NO, because the variable in the numerator is
7
inside the radical sign
𝑚+2
6.) Ans. NO, because the denominator is 0
0

Determine whether the following given is a Rational Algebraic Expression or not.
Write YES or NO.
42
Score Description
𝑦+2 1−𝑚² 5 Very Good
1.) 4.) 4 Good
𝑦−2 𝑚³
3 Fair
2𝑥 𝑐4 2 Turn to page
2.) 5.)
√𝑦 𝑎−𝑎 62 sec. J and
𝑎
work on the
3.) 0-1
𝑏−3 +4 enrichment
activities
Now, check your work by turning to page 64.

for the key to correction. Give yourself 1 point for every correct answer.
If you got 3 out of 5 items, you may now proceed to the next part of the discussion.
Since rational algebraic expressions indicate division, the denominator must not be equal
to 0.
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What will happen when the denominator of a fraction becomes zero?
The denominator of a rational expression can never be zero. The expression is undefined
for the values that make the denominator 0. Let’s illustrate some examples.
Example 1.
3𝑥
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Find the value/s of x for which each rational expression is undefined.
𝑥+2
To find the value of x that will make the denominator 0, let us solve for x in x + 2.
x+2=0 Equate the given denominator to 0
x+2–2=0–2 Solve for x by subtracting 2 on both sides of the
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equation
x = -2 Simplify
FO
By substituting the value of x obtained in the solution, we have

3𝑥 3(−2) −6
= = .
𝑥+2 −2+2 0
−6
Since is undefined, the rational expression is undefined for x = -2.
0
4
Now, your turn. Try to find the value of x that will make undefined as Example 2.
𝑎−3
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You should get x = 3.

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1
Example 3. 2
𝑥 − 25
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To find the value of x that will make the denominator 0, let us solve for x in 𝑥 2 − 25.
𝑥 2 − 25= 0 Equate the given denominator to 0.
(x + 5) (x – 5) = 0 Factor the left side of the given as a difference of two
squares.
x+5=0
x+5–5=0-5
x = -5
To solve for x, equate each factor to 0, and simplify.
x-5=0
x-5+5=0+5
x=5
Hence, the expression is undefined for x = -5 and x = 5.

4
On your own, try to find the values of x that will make 2 undefined, as Example 4.
𝑥 −9
You should get x = 3 and x = -3.
43
𝑥 2 +1
Example 5. 2
𝑥 −2𝑥− 3
Sol. To find the value of x that will make the denominator 0, let us solve for x in
𝑥 2 − 2𝑥 − 3.
𝑥 2 − 2𝑥 − 3= 0 Equate the given denominator to 0.
(x - 3) (x + 1) = 0 Factor the left side of the given as a
general/quadratic trinomial.
x-3=0
x - 3+ 3= 0 + 3
x=3
To solve for x, equate each factor to 0, and simplify.
x+1=0
x + 1- 1 = 0 - 1
x = -1
Therefore, the expression is undefined for x = 3 and x = -1.
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𝑥4
Now, try to find the values of x that will make undefined as Example 6.
𝑥 2 − 5𝑥+6
You should get x = 3 and x = 2.

SA

Let us now discuss on how to Simplify Rational Algebraic Expressions
R
To simplify a rational expression, you have to eliminate all factors that are common of
the numerator and the denominator.
FO
Steps in Simplifying Rational Algebraic Expressions

1. Factor the numerator and denominator of the expression.
2. Cancel out the common factors of the numerator and denominator.
3. Multiply the remaining factors.
27x2 y
Example 1. Simplify
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18xy2
Step 1. Factor the numerator and 27x2 y 9.3.x.x.y

O
=
denominator of the expression. 18xy2 9.2.x.y.y
Step 2. Cancel out the common factors of the 9.x.y 3.x

= .
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9.x.y 2.y
numerator and denominator.
Step 3. Multiply the remaining factors. 3x

=
2y
x2 + 4x
Example 2. Simplify:
4x+16
Step 1. Factor the numerator and x2 + 4x x (x+4)

=
denominator of the expression. 4x+16 4(x+4)
Step 2. Cancel out the common factors x (x+4)
=
4(x+4)
of the numerator and denominator.
x
Step 3. Multiply the remaining factors. =
4
The process of cancellation can be used to reduce the number of steps in simplifying
rational expressions.
44
Note: When we divide out common factors, we are actually using a shortcut known as
cancellation. Cancellation is a method of dividing a factor in the numerator by the same
factor in the denominator. Since dividing the same factor always gives 1, then the factors
cancel each other.
8a+8b
Now it’s your turn to simply as example 3. Write your solution on your notebook.
5a+5b
8
You should get
5
If you get the correct answer you may proceed with Example 4
15x + 10
Example 4. Simplify
3x2 +5x+2
15x + 10 5 ( 3x+2 )
= Factor the numerator and denominator of the expression.
3x2 +5x+2 (x +1)(3x+2)
5 ( 3x+2 )
= Cancel out the common factors of the numerator and denominator.
(x +1)(3x+2)
5
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=
(x +1)
x2 −2x−8
Example 5 Simplify :
2x2 −3x−20
x2 −2x−8
2x2 −3x−20
=
(x+2)( x−4)
(x−4)(2x+5)
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(x+2)( x−4)
=
(x−4)(2x+5)
(x+2)
=
2x+5)
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x2 +4x+4
Now it’s your turn to simply as example 6. Write your solution on your notebook.
x2 −x−6
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x+2
You should get
x−3
If you get the correct answer you may proceed with the next part of the discussion
If not, I am sorry but you have to go back to example 4 and 5 and try all over again.
When the terms of two polynomials are almost the same, except for the sign, the
polynomials are called negatives of each other. To simplify factor out -1 either in numerator
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or denominator then cancel out the common factor.

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2a−1
Example 1 .Simplify :
1−2a
2a−1 −1 (1−2a)
= Factor out – 1 in the numerator
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1−2a 1−2a
−1 (1−2a)
= Cancel out the common factor (1 – 2a)
1−2a
= -1
3m2 −7m−20
Example 2. Simplify
8−2m
3m2 −7m−20 (3m+5)(m−4)

=
8−2m 2(4−m)
It appears that there are no common factors. But, m – 4 and 4 – m are additive inverses
m−4
of each other. By applying the division of negative, = -1
4−m
Hence,
(3m+5)(m−4)(−1)
=
2(4−m)
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(3m+5)(−1)
=
2
−3m−5 3m+5
= or -
2 2
3x2 −7x−6
Now, your turn. Simplify . Write your solution in your notebook.
9− x2
(3x+2)
You should get .
(3+x)
To practice, answer the next activity.

Simplify the following rational algebraic expressions 5 Very Good
6x
1. 2 Ans. ___________ 3-4 Good
12x
2 Fair
6x+12 1 Turn to page
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2. Ans. ___________
6x − 48
63 sec. J and
8x+16 0 work on the
3. Ans. ___________ enrichment
x2 +4x
activities
m2 + 6m+5 SA
4. Ans. ___________
m2 −m−2
3x2 −7x −6
5. Ans. ___________
9 − x2
Now, check your work by turning to page 64 for the key to correction. How many correct
answers did you get? Rate your result using the table above.
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DAY 3
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Now you will perform operations involving rational algebraic expressions (RAE). The rules
for operations on rational algebraic expressions are the same as the rules for operations on
fractions.
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Multiplication of RAE
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The product of two rational expressions is the product of the

numerators divided by the product of the denominators. In symbols,
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𝒂 𝒄 𝒂𝒄
Here, let us have multiplication of𝒃•rational d≠0
= , b,expressions.
𝒅 𝒃𝒅
5𝑡 4
Example 1: Find the product of and
8 3𝑡 2
Solution:
5𝑡 4 5 1
• = • Cancel common factors
8 3𝑡 2 2 3𝑡
5 •1
= The product of the numerators divided by the product of the denominators
2 •3𝑡
5
= Simplified answer
6𝑡
46
4𝑥 3𝑥 2 𝑦 2
For example 2, you solve for the product of and .
3𝑦 10
2𝑥 3 𝑦
You should get( ) as simplified answer.
5
If you get the correct answer you may proceed with the next part of the discussion.
Division of RAE
The quotient of two rational algebraic expressions is the product of

the dividend and the reciprocal of the divisor. In symbols,
𝒂 𝒄 𝒂 𝒅 𝒂𝒅
÷ = • = , b, c, d ≠ 0
𝒃 𝒅 𝒃 𝒄 𝒃𝒄
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Now, let us have division of rational expressions.
3𝑥+12 5𝑥+20
Example 3: Find the quotient of and
8 16
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Solution:
3𝑥+12 5𝑥+20 3𝑥+12 16
÷ = • Get the reciprocal of the divisor and proceed as in
8 16 8 5𝑥+20
multiplication.
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3(𝑥+4) 16
= • Factor
8 5(𝑥+4)
FO
3(𝑥+4) 16
= • Cancel common factors
8 5(𝑥+4)
3•2
= The product of the numerators divided by the product of denominators
1•5
of the denominators
6
T
= Simplified answer
5
O
𝑦 2 −6𝑦 + 5 2𝑦
For example 4, you solve for the quotient of and .
𝑦 2 −25 𝑦+5
𝑦−1
N
You should get ( ) as simplified answer.

2𝑦
Addition and Subtraction of Similar RAE
In adding or subtracting similar rational expressions, add or subtract

the numerators and write the answer in the numerator of the result over the
common denominator. In symbols,
𝒂 𝒄 𝒂+𝒄
+ = ,b≠0
𝒃 𝒃 𝒃
47
Here, let us have addition/subtraction of similar rational expressions.
4𝑥 2 12𝑥+9
Example 5: Find the sum of and .
2𝑥+3 2𝑥+3
Solution:
4𝑥 2 12𝑥+9 4𝑥 2 +12𝑥+9
+ = Add the numerators and copy the same denominator.
2𝑥+3 2𝑥+3 2𝑥+3
(2𝑥+3)(2𝑥+3)
= Factor the numerator (Perfect Square Trinomial
2𝑥+3
(2𝑥+3)(2𝑥+3)
= Cancel common factors
2𝑥+3
= (2𝑥 + 3) Simplified answer
12𝑦 2 20𝑦 −3
Example 6: Find the difference of and .
2𝑦−3 2𝑦−3
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Solution:
12𝑦 2 20𝑦 −3 12𝑦 2 −(20𝑦 −3)

- = Subtract the numerators and copy the same denominator.
2𝑦−3 2𝑦−3 2𝑦−3
=
12𝑦 2 −20𝑦 + 3
2𝑦−3
SA
Apply the distributive property on the numerator
(6𝑦−1)(2𝑦−3)
= Factor the numerator (General Trinomial, A > 1)
2𝑦−3
(6𝑦−1)(2𝑦−3)
= Cancel common factors
R
2𝑦−3
=(6𝑦 − 1) Simplified answer.

FO
𝑥3 8
For example 7, you solve for the sum of and .
𝑥 2 −2𝑥+4 𝑥 2 −2𝑥+4
You should get (𝑥 + 2) as simplified answer.

T
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Addition and Subtraction of Dissimilar RAE

N
In adding or subtracting dissimilar rational expressions, change the

rational algebraic expressions into similar rational algebraic expressions
using the least common denominator or LCD and proceed as in addition.
Before we add/subtract dissimilar rational expressions, let us first find the LCD of the
following.
Find the LCD of the following rational expressions

7 1
a) 3, 2
3𝑥 6𝑥 𝑦
5 2
b) ,
8𝑚2 𝑛4 6𝑚3 𝑛
8 𝑥
c) ,
𝑥−2 𝑥+2
48
Solutions:
a) Factor each denominator

3x3 = 3 • x• x• x
6x2y = 3 • 2 • x • x •y
=3 • 2 • x • x • x • y
The LCD is 3 • 2 • x • x • x • y = 6𝑥 3 𝑦
Notice that x and y used the greatest number of times they occur in any one denominator.
b) Factor each denominator

8𝑚2 𝑛4 = 2 • 2 • 2 • m • m • n • n •n • n
6𝑚3 𝑛 = 2 •3 • m • m • m • n
=2 •2 • 2 • 3 • m • m • m • n •n • n • n
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The LCD is 2 • 2 • 2 • 3 • m • m • m • n • n • n • n = 24𝑚3 𝑛4
c) The denominators have no common factor.

The LCD is (x – 2) (x + 2).
Now, let us have addition/subtraction of rational expressions.

SA
Note that the previous rational expressions (a to c) will be used for the next three
examples.
7 1
Example 8: Find the sum of 3 and 2 .
3𝑥 6𝑥 𝑦
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Solution:
7 1 7 1
FO
+ = + Rewrite the given as similar rational expressions using their

3𝑥 3 6𝑥 2 𝑦 6𝑥 3 𝑦 6𝑥 3 𝑦
LCD
2𝑦•7 𝑥•1
= + Divide the LCD by each denominator and place the quotient
6𝑥 3 𝑦 6𝑥 3 𝑦
6𝑥 3 𝑦 6𝑥 3 𝑦
on the numerator.( = 2𝑦), ( = 𝑥)
3𝑥 3 6𝑥 2 𝑦
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14𝑦 𝑥
= + Multiply the expressions on each numerator.
6𝑥 3 𝑦 6𝑥 3 𝑦
(2𝑦 • 7 = 14y),(𝑥 • 1 = x)
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14𝑦+𝑥
= Add the numerators and copy the same denominator.
6𝑥 3 𝑦
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5 2
Example 9: Find the difference of and .
8𝑚2 𝑛4 6𝑚3 𝑛
Solution:
5 2 5 2
- = - Rewrite the given as similar rational expressions using
8𝑚2 𝑛4 6𝑚3 𝑛 24𝑚3 𝑛4 24𝑚3 𝑛4
their LCD
3𝑚•5 4𝑛3 •2
= – Divide the LCD by each denominator and place the
24𝑚3 𝑛4 24𝑚3 𝑛4
24𝑚3 𝑛4
quotient on the numerator.( = 3𝑚),
8𝑚2 𝑛4
24𝑚3 𝑛4
( = 4𝑛3 )
6𝑚3 𝑛
49
15𝑚 8𝑛3
= – Multiply the expressions on each numerator.
24𝑚3 𝑛4 24𝑚3 𝑛4
(3𝑚 • 5 = 15m),(4𝑛3 • 2 = 8𝑛3)
15𝑚−8𝑛3
= Subtract the numerators and copy the same denominator.
24𝑚3 𝑛4
8 𝑥
𝑥−2 𝑥+2
Solution:
8 𝑥 8 𝑥
+ = (𝑥−2)(𝑥+2) +(𝑥−2)(𝑥+2) Rewrite the given as similar rational expressions
𝑥−2 𝑥+2
using their LCD
8(𝑥+2) 𝑥 (𝑥−2)
= (𝑥−2)(𝑥+2) +(𝑥−2)(𝑥+2) Divide the LCD by each denominator and place
the quotient on the numerator.
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(𝑥−2)(𝑥+2)
[ = (𝑥 + 2)],
(𝑥−2)
(𝑥−2)(𝑥+2)
[ = (𝑥 − 2)]
(𝑥+2)
SA
8x + 16 𝑥 2 – 2x
= (𝑥−2)(𝑥+2) +(𝑥−2)(𝑥+2) Multiply the expressions on each numerator
applying distributive property.
[8(𝑥 + 2)= 8x + 16],[𝑥 (𝑥 − 2)= x2 – 2x]

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8x + 16+ 𝑥 2 – 2x
= (𝑥−2)(𝑥+2)
Add the numerators and copy the same
FO
denominator.
𝑥 2 +6x+16
= (𝑥−2)(𝑥+2) Simplify the numerator. (8X – 2X = 6X)
8 𝑥
Another solution for Example 10: Find the sum of and .
𝑥−2 𝑥+2
T
Solution:
8 𝑥 8(𝑥+2) 𝑥 (𝑥−2)
+ = (𝑥−2)(𝑥+2) +(𝑥−2)(𝑥+2)If the LCD is the product of the denominators, cross
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𝑥−2 𝑥+2
8 multiply
𝑥
Example 10: Find the sum of and .the two expressions to get each numerator.
𝑥−2 𝑥+2
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8x + 16 𝑥 2 – 2x
= (𝑥−2)(𝑥+2) +(𝑥−2)(𝑥+2) Multiply the expressions on each numerator applying
distributive property.
[8(𝑥 + 2)= 8x + 16],[𝑥 (𝑥 − 2)= x2 – 2x]
8x + 16+ 𝑥 2 – 2x
= (𝑥−2)(𝑥+2)
Add the numerators and copy the same denominator.
𝑥 2 +6x+16
= (𝑥−2)(𝑥+2) Simplify the numerator. (8X – 2X = 6X)
5 2
For example 11, you solve for the sum of and .
18𝑎4 𝑏 27𝑎3 𝑏2 𝑐
15𝑏𝑐+4𝑎
You should get . as simplified answer.
54𝑎4 𝑏2 𝑐
8 𝑥
𝑥−2 𝑥+2
50
If your answer is correct, you may answer the last five examples before we proceed to
the next part of the discussion.
Perform the indicated operations. Simplify the result. Score Description

4𝑥 3 𝑦 2 3𝑥𝑦 5 Very Good
1)
6𝑥𝑦 2• 2𝑦 2
=
4 Good
3 Fair
4𝑚2 −9 4𝑚2 −12𝑚+9
2) ÷ = Turn to page
4𝑚 + 6 2𝑚−3 1–2
63 sec. J
𝑥 2 −2𝑥−7 3𝑥+1 and work on
3) + = the
𝑥 2 −9 𝑥 2 −9
0
enrichment
𝑥 2 +5𝑥−20 −5𝑥 2 −6𝑥−10 activities
4) - =
3𝑥 2 +𝑥−2 3𝑥 2 +𝑥−2
𝑥+2 𝑥+4
LE
5) + =
𝑥 2
the table above.
SA
DAY 4
Let us now discuss rational equation.
You have solved many kinds of equations. As you solve problems like in photography,
R
banking, travel and work, distance and motion, you will encounter a new type of equation
called rational equation.
FO
A rational equation is an equation that contains one or more rational expressions.
Steps in Solving a Rational Equation
1. Eliminate the rational expressions in the equation by multiplying both sides of

the equation by the LCD.
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2. Simplify and solve for x.

3. Check your solution. If the value makes the LCD equal to zero. There is no
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solution. Such false solutions are called extraneous solutions.
Now, let us have some examples.

N
2𝑥 4
Example 1. Solve for the value of x when =
5 5
Solution.
Step 1: Eliminate rational expression.

2𝑥 4
= Multiply both sides of the equation by the LCD. Observe that 5 and 10 has
5 10
common factor and that is 10 so, the LCD is 10.
2𝑥 4
10 ( = )
5 10
Step 2: Simplify and solve for x.
2𝑥 4
10 ( = ) simplify the rational equation by multiplying 10 both sides of the equation.
5 10
51
20𝑥 40
= applying division, we have 4x = 4
5 10
x=1
Step 3: Check.
2𝑥 4
= To check, substitute the value of x = 1 in the equation.
5 10
2(1) 4
= simplifying we have
5 10
2 2
=
5 5
1 2 3
Example 2.Solve for the value of x and check − =
2 7 2𝑥
Solution.
In this equation, the denominator 2 appears twice. So, multiply 7 and 2x we have 14x as
the LCD.
LE
Step 1: Eliminate rational expression.
1 2 3
14x . − 14x . = 14x . Applying multiplication.
2 7 2𝑥
Step 2: Solve for the value of x and check. SA

14𝑥 28𝑥 42𝑥
− = Applying division, we have
2 7 2𝑥
7𝑥 − 4𝑥 = 21 combining similar terms
3𝑥 = 21 divide both sides of the equation by 3
3𝑥 21
=
3 3
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x=7
Step 3: Check. Substitute the value of x which is 7 in the rational equation,

FO
1 2 3
− =
2 7 2(7)
1 2 3
− = Since the denominator of the right side is 14, on the left side of the equation,
2 7 14
7 2 2
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multiply ½ by and multiply by so that their denomiator will be the same

7 7 2
as the denominator of the right side, hence
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1 7 2 2 3
( )− ( )=
2 7 7 2 14
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7 4 3
− =
14 14 14
3 3
=
14 14
Answer. The value of x is 7.
1 3 1
Example 3. Find the value of x and check. = −
4 𝑥 2
Solution:
In this equation the denominators are 4, x, and 2. The LCD is 4x.
Step 1: Eliminate the rational expression by multiplying the LCD.
52
1 3 1
4x = 4x − 4𝑥 by multiplication,
4 𝑥 2
4𝑥 12𝑥 4𝑥
= −
4 𝑥 2
𝑥 = 12 − 2𝑥
Step 2: Solve for x and check.
𝑥 = 12 − 2𝑥 Applying APE
x + 2x= 12
3x = 12
𝑥=4
Step 3: Check. Substitute the value of x = 4 in the rational equation.
1 3 1
= −
4 4 2
In the right side of the equation, 4 and 2 are the denominators and the LCD is 4
LE
1 3 2(1)
= −
4 4 4
1 3 2 SA
= −
4 4 4
1 1
=
4 4
𝑥 − 2𝑥 + 4 = 𝑥
Answer. The value of x = 4
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𝑥 𝑥
Example 4. Find the value of x and check. −2 =
𝑥−2 𝑥−2
Solution:
FO
Step 1. Eliminate rational expression.
In this case the denominator is a binomial, (x – 2 ), multiply the equation by the LCD.
𝑥 𝑥
(𝑥 − 2) ( ) − (𝑥 − 2)(2) = (𝑥 − 2) ( )
𝑥−2 𝑥−2
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𝑥 − 2𝑥 + 4 = 𝑥
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Step 2: Solve for x and check.

N
𝑥 − 2𝑥 + 4 = 𝑥
−2𝑥 = −4
𝑥=2
Step 3: Check. Substitute the value of x = 2 in the equation,
2 2
−2 =
2−2 2−2
2 2
−2 = Notice that the denominator of the equation is equal to zero, which makes
0 0
the equation undefined. This is a false solution and the equation has no solution. Such
false solution is often called extraneous solution.
Answer. No solution or an extraneous solution.
53
𝑥 1 𝑥
Now, it’s your turn Find the value of x and check. + = . Write your solution in your
5 4 2
notebook.
5
You should get a value of x = .
6
If not, I am sorry but you have to go back to example number 1, 2, 3, and 4 and try all
over again.
DAY 5
I. Identify if the expressions below is a Rational Algebraic

Expression or Not.
LE
𝑥2
1. = _________ 2. 5m +3=_______
𝑥+1
II. In each of the following expressions, find value/s of the variable that make the
rational expression undefined.
1.
𝑥 2 −36
= _________ 2.
3𝑦
SA = _______
6−𝑥 𝑦 2 −16
III. Simplify each expression:
20𝑑 4
R
24
1. = _________ 2. = ________
70𝑑 2 3𝑋−24
6𝑅−36 𝑛+3
FO
3. = ________ 4. = _______
𝑅−6 𝑛2 +4𝑛+3
𝑔2 −2𝑔−24
5. = _______
𝑔2 −𝑔−20
IV. Perform the indicated operations. Simplify the result.

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5𝑎2 7 5𝑥 2 15𝑥 3
1. • = _________ 2. ÷ = _________
14 10𝑎3 9 27
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2𝑥 2 8𝑥 4𝑥+7 2𝑥+8
3. + = _________ 4. − = _________
𝑥+4 𝑥+4 𝑥+6 𝑥+6
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V. Solve the equation.

2 7 5
1. − =
𝑥+2 𝑥−3 𝑥 2 −𝑥 −6
VI. Solving Problem:
1. Melliza can do a job in 6 hours. Denzel takes 7 hours to do the same job. How
long will it takes them working together? Score Description
13 -15 Very Good
9 - 12 Good
for the key to correction. How many correct answers did 5-8 Fair
you get? Rate your result using the table above. Turn to page
If your score is at least 9 out of 15, you may now proceed 63 sec. J and
to the next part of the discussion. work on the
0-4
enrichment
activities
54
The rational algebraic expressions or rational expressions and rational equations can be
useful tools for representing real life situations and for finding answer to real problems. In
particular, they are quite good for describing distance-rate-time questions, number
problems, and modeling multi-person work problems. Using rational expressions and
equations can help you answer questions about how to combine workers or machines to
complete a job on schedule. A number of mathematical relationships such as work,
mixture, uniform motion, and investments are some of the real life problems that can be
modeled using rational algebraic equations.
An object is in uniform motion when it moves without changing its speed, or rate. Now, let
us analyze and solve the following problems.
Solving Problems Involving Ratio and Proportion

A proportion is an equation that states that two ratios are equal. To solve a proportion, it
is often convenient to use cross multiplication.
LE
𝑎 𝑐
If = , 𝑡ℎ𝑒𝑛 𝑎𝑑 = 𝑏𝑐 𝑓𝑜𝑟 𝑎𝑙𝑙 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑎, 𝑏, 𝑐, 𝑎𝑛𝑑 𝑑,
𝑏 𝑑
Where b ≠ 0 𝑎𝑛𝑑 𝑑 ≠ 0.
SA
To solve the problem, follow the POLYA’s method
R
1. Understand the problem
2. Write an equation
3. Solve the equation
FO
4. Check
Problem 1. A racehorse can run 630 meters in 30 seconds.

At this rate, how long will it take the horse to run a distance
of 9 kilometers?
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Solution:
Step 1: Understand the problem. Note
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Let t = the time it takes the horse to travel a distance 1000 meters = 1 km
of 9 kilometers.
It takes 30 seconds to run 630 meters or 0.63 kilometers and t seconds to run 9
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kilometers.
Notice that we converted 630 meters to 0.63 kilometers since 1000 m = 1 km.
And 1 minute = 60 seconds.
Let us now show step 1 using tabular form
Distance (d) Rate (r) Time (t) Note:

Racehorse 630 meters 30 seconds same rate
9 km t=
Step 2: Write the equation.

To compute the time needed by the horse to run distance9 km. we use the formula;
Distance = rate • time
Distance = rate • time or
55
d = r • t ; transforming the formula we have;
𝑑
r= ;
𝑡
Since the horse speed is the same that means that there is uniform motion on the speed
of the horse. Therefore, the rate of the horse is
𝑑
r= ;
𝑡
then using ratio and proportion, we have

𝑑 𝑑
= ; substituting values we have,
𝑡 𝑡
0.63 𝑘𝑚 9𝑘𝑚
= ;
30 𝑠𝑒𝑐 𝑡
Step 3: Solve the equation.
LE
0.63 𝑘𝑚 9𝑘𝑚
= ; Performing cross multiplication we will have,
30 𝑠𝑒𝑐 𝑡
0.63 km ( t ) = 9km ( 30 sec) ; by division we have
t=
9 𝑘𝑚 ( 30 sec)
0.63 𝑘𝑚
since
SA
both km appears on numerator and on denominator,
we can cancel the unit km.
270 𝑠𝑒𝑐
t= = 428.57 seconds
0.63
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converting the answer in terms of minutes we have,
1 𝑚𝑖𝑛𝑢𝑡𝑒
FO
t = 428.57 seconds x
60 𝑠𝑒𝑐
t = 7. 142857𝑚𝑖𝑛𝑢𝑡𝑒𝑠multiplying the decimal part by 60,
t = 7 minutes and 8.57 seconds

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Answer: It will take the horse 428.57 seconds or 7 minutes and 8.57 seconds to run
Step 4: Check.
O
Let’s convert 9 km to meters, and that is 9000 meters, then

𝑑 𝑑
= ;
N
𝑡 𝑡
630 𝑚𝑒𝑡𝑒𝑟𝑠 9000 𝑚𝑒𝑡𝑒𝑟𝑠

= ; then by cross multiply,
30 𝑠𝑒𝑐 428.57 𝑠𝑒𝑐
630 (428.57142857 ) m/s = 9000(30 ) m/s
270,000 m/s = 270,000 m/s
Solving Distance Problem
Problem 2: Christle left home and drove toward the City

hall of San Fernando at an average speed of 25km/h. Rico
left at the same time and drove in the opposite direction
with an average speed of 45km/h. How long does Rico
need to drive before they are 70 km apart?
56
Solution:
Step 1: Understand the problem.
Represent the unknown as variable;
Let t = the number of hour Rico need to drive before they are 70 km apart.
Speed or rate of Christle = 25 km/h
Speed or rate of Rico = 45 km/h
Since the two left the house at the same time, t here is the same.
Distance (d) Rate (r) Time (t) Note:

Christle 25t 25km/h t
Rico 45t 45km/h t same time
Total 70 km
LE
Since the distance covered by Christle is not mention in the problem, we can solve it using
the formula distance = rate x time, hence, d = 25t and the distance covered by Rico which
is not mentioned also can also be computed using the formula distance = rate x time.
Hence, d = 45t. SA
And since they went on the opposite direction, their distance is 70 kilometers apart.
Adding their distances together we have
(25 + 45 t) km/h = 70 km.
Step 3: Solve the Equation.

R
(25 t + 45 t) km/h = 70 km, combining like terms we have,

FO
(70 t) km/h = 70 km, dividing the equation by 70 we have,

70 𝑘𝑚−ℎ
t= canceling km we have
70 𝑘𝑚
t = 1 hr.
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Answer. It will take both of them 1 hour to be at 70 km apart.
Step 4: Check.
O
Distance covered by Christle + Distance covered by Rico = 70 km
(25 t + 45 t) km/h = 70 km, combining similar terms we have

N
(70 t) km/h = 70 km. Substituting t = 1 hour
70 ( 1 hour) km/h = 70 km
70 km = 70 km
Now, it’s your turn.
Maria left home and traveled toward the capital at an average speed of 80 km/h. Sometime
later Jovani left traveling in the opposite direction with an average speed of 40 km/h. After
Maria had traveled for six hours they were 600 km apart. Find the number of hours Jovani
traveled.
You should get a value of t =3 hours.

57
If not, I am sorry but you have to go back to problem 1 and problem 2 and try all over
again.
Solving Number Problems
Problem 3. The denominator of a fraction is 2 more than the numerator. If 1 is subtracted

1
from both numerator and denominator, the resulting fraction has a value of . Find the
2
original fraction.
Solution:
Step 1: Understand the problem

Let x = the numerator
x + 2 = the denominator, and
𝑥
= the original fraction
𝑥+2
LE
Condition Resulting
Fraction
Numerator x -1 x–1
Denominator
Fraction
x+2
𝑥
𝑥+2
-1 SA x+2–1
1
2
Step 2: Write an equation

Since the condition is to subtract 1 from both numerator and denominator, and the
resulting fraction will be equal to ½ , the equation would be,
R
𝑥−1 1
=
𝑥+2−1 2
FO

𝑥−1 1
= simplifying the equation, we have
𝑥+2−1 2
𝑥−1 1
= cross multiply
𝑥+1 2
T
2(𝑥 − 1) = 1(𝑥 + 1) simplifying the equation

2𝑥 − 2 = 𝑥 + 1 applying APE
O
2𝑥 − 𝑥 = 2 + 1
𝑥 =3
N
𝟑 𝟑
Answer. The original fraction is =
𝟑+𝟐 𝟓
Step 4: Check
Let’s now subtract 1 from both numerator and denominator to the original fraction
𝑥−1 1
= Substituting 3 as a value of we have
𝑥+2−1 2
3−1 1
=
3+2−1 2
2 1
=
4 2
1 1
=
2 2
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The denominator of a certain fraction is 6 more than the numerator, and the fraction is
1
equivalent to . Find the numerator.
3
.
You should get a numerator =3.

Solving Work Problem

Problem 4: A large pipe can empty a pool in 5 hours and a small pipe can
empty the same pool in 10 hours. How long will it take both pipes
to empty the pool?
Solution:
Step 1: Understand the problem.

Let x = number of hours for both pipes to empty the pool
LE
Large pipe can empty the pool in 5 hours, and
Small pipe can empty the pool in 10 hours.
Categories
SA
Total time (hours) to
empty the pool
Part of the job done in 1 hour
1
Small pipe 10 10
R
1
Large pipe 5
5
FO
1
Together X
𝑥

Knowing that a larger pipe can empty the pool in 5 hours, so we will expect that a lesser
T
time should be the time for both pipes to empty the pool since there are 2 pipes being
open to empty the pool, hence
O
1 1 1
+ =
10 5 𝑥
N

Since there are 3 fractions having 3 denominators, we will now get the LCD by multiplying
the 3 denominators together, hence (10) (5)(x)
Now mutiply the whole equation by the LCD we have,
1 1 1
(10)(5)(𝑥) ( + = ) applying distributive property
10 5 𝑥
1 1 1
(10)(5)(𝑥) ( ) + (10)(5)(𝑥) ( ) = (10)(5)(𝑥) ( ) simplifying the equation, we have
10 5 𝑥
5𝑥 + 10𝑥 = 50 combining similar terms
15𝑥 = 50 dividing 15 to both sides of the equation

15𝑥 50
= simplifying we will get a value of x = 3.33
15 15
59
Answer. To get an exact answer multiply the decimal part of the answer by 60 since for
every 1 hour there are 60 minutes. Hence,
0.33 x 60 = 20 minutes.
The time for both pipes opened to empty the pool is 3 hours and 20 minutes.
Step 4: Check.
1 1 1
+ = substituting the value of x in the equation,
10 5 𝑥
1 1 1
+ =
10 5 3.33
On the left side of the equation, there are 2 fractions with denominators 10 and 5
respectively, getting the LCD, we have 10 hence,
1 2 1
+ =
LE
10 10 3.33
3 1
= , Now knowing that if we divide 10 by 3 we will 3.33, therefore
10 3.33
1 1
= SA
3.33 3.33
Now, it’s your turn
A painter can finish painting a house in 6 hours. His assistant takes 9 hours to finish the
same job. How long would it take both of them to complete the job if they will work
together?
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.
You should get a total time of 3 hours and 36 minutes.
If you get the correct answer you may proceed to the next part.
FO
DAY 6
H. Generalization
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Let us summarize the lesson for today.

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Rational Algebraic Expressions

Rational algebraic expressions are fractions with polynomials in the numerator
N
and denominator.
Simplifying Rational Algebraic Expressions

Factor the numerator and denominator of the expression.
Cancel out the common factors of the numerator and denominator.
Multiply the remaining factors.
Multiplication of Rational Algebraic Expressions
The product of two rational expressions is the product of the numerators divided by
the product of the denominators. In symbols,
a c ac
• = , b, d ≠ 0
b d bd
Division of Rational Algebraic Expressions
The quotient of two rational algebraic expressions is the product of the dividend
and the reciprocal of the divisor. In symbols,
60
a c a d ad
÷ = • = , b, c, d ≠ 0
b d b c bc
Addition and Subtraction of Similar Rational Algebraic Expressions
In adding or subtracting similar rational expressions, add or subtract the numerators

and write the answer in the numerator of the result over the common denominator.
In symbols,
a c a+c
+ = ,b≠0
b b b
Addition and Subtraction of Dissimilar Rational Algebraic Expressions
In adding or subtracting dissimilar rational expressions, change the rational algebraic

expressions into similar rational algebraic expressions using the least common denominator
or LCD and proceed as in addition
Solving a Rational Equation

Eliminate the rational expressions in the equation by multiplying both sides of the
equation by the LCD.
LE
Simplify and solve for x.
Check your solution. If the value makes the LCD equal to zero. There is no
solution. Such false solutions are called extraneous solutions.
Problem Solving involving Rational Algebraic Expressions
To solve the problem, follow the POLYA’s method SA
Understand the problem
Write an equation
Solve the equation
Check
R
FO
Name: ________________________ Section: _______________________

T
WORKSHEET #3: RATIONAL ALGEBRAIC EXPRESSION

O
A. Choose the letter of the correct answer and write it on your yellow paper.
1. Which of the following expressions is NOT rational algebraic expression?

N
1 𝑥2 𝑐 ( 𝑐−3)
a. b. 2m + 5 c. d.
𝑥+𝑦 𝑥+1 0
𝑥+5
2. Which values will make 𝑖𝑠 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑.
𝑥 3 − 7𝑥 2 +12𝑥
a. 0,3,4 b. 0, -3, -4 c. 0, 3, 4, -5 d. 0, -5
4−3𝑥
3. Find the rational expression equivalent to - .
5𝑥+6
−4−3𝑥 −4+3𝑥 3𝑥−4 3𝑥−4

a. b. c. d.
5𝑥+6 −5𝑥−6 −5𝑥−6 5𝑥+6
B. Choose the letter that shows the simplest form of the given rational expression.
61
36𝑐 5 𝑑 4
4.
96𝑐𝑑 8
𝑐4 3𝑐 4 𝑑 4 𝑐4 𝑑4 3𝑐 4
a. b. c. d.
3𝑑 4 8 3 8𝑑 4
1−𝑤
5.
𝑤 2 −1
1 1
a. – (w + 1) b. w + 1 c. - d.
𝑤+1 𝑤+1
C. Perform the indicated operation. Show the solution and write the answer in simplest form.
9(𝑡+𝑑) 10 ( 𝑡+𝑑 ) 𝑐 2 +7𝑐+10 4𝑐+12

6. ÷ 7. •
5 6 𝑐 2 +2𝑐−15 3𝑐+15
𝑎2 − 𝑏2 8 3𝑟+1 𝑟+9
8. ÷ 9. −
2𝑎−2𝑏 𝑎+𝑏 𝑟−4 𝑟−4
𝑡+2 3−2𝑡 3𝑥+2 𝑥−1

10. + 11. −
LE
3𝑡−9 5𝑡−15 4𝑥−5 5−4𝑥
𝑟−1 𝑟−2
12. +
𝑟 2 −𝑟−2 𝑟 2 −4
D. Solve the following equation. Show the solution and write the answer in simplest form.
13.
5
𝑥
+
𝑥+3
4
=
8
𝑥 ( 𝑥+3 )
SA
𝑥+1 −4
14. −2 =
5 𝑥
E. Solve the problem. Show the solution and write the answer in simplest form
R
15. It takes Liza 2 hours to mow her lawn. It takes Arlene 3 hours to mow the same lawn. At the
same pace, how long would it take them to mow the lawn if they do the job together?
FO

T
Part C
Determine whether the following given is a Rational Algebraic Expression or not. Write YES or
O
NO.
1
1.) 6 Ans. YES
𝑎
N
1
8𝑑 2 +6
2.) Ans. NO
2
−3
3.) Ans. YES
7
1
4.) Ans. NO
8√𝑥
5.) -4 Ans. YES
If not, you have to go back to section C and go over the discussion again.
62
Part D
Simplify the following rational algebraic expressions

4𝑚 1
1. Ans.
12𝑚2 3𝑚
2𝑥+10
2. Ans. 2
𝑥+5
3𝑥−12 3
3. Ans.
𝑥 2 −5𝑥+4 (𝑥−1)
𝑥 2 +9𝑥+18 ( 𝑥+3)
4. Ans.
𝑥 2 +5𝑥−6 ( 𝑥−1)
2𝑥−3
5. Ans. -1
3 −2𝑥
LE
Part E
Perform the indicated operations. Simplify the result.

12𝑚5 𝑛2 25𝑛2 5𝑛3
SA
1) • = Ans.
5𝑚𝑛 24𝑚5 2𝑚
𝑥 2 −1 15𝑥 𝑥−1
2) ÷ = Ans.
𝑥 2 +2𝑥+1 3𝑥+3 5𝑥
R
6𝑥 9
3) + = Ans. 3
2𝑥+3 2𝑥+3
FO
𝑥2 9
4) - = Ans. X - 3
𝑥+3 𝑥+3
2𝑥 3𝑦 4𝑥 3 + 9𝑦
5) + = Ans.
3 2𝑥 2 6𝑥 2
T
If not, you have to go back to section E and try all over again.
O
Part F
N
Simplify each expression:
𝑎2 –𝑎−2 10𝑎
1. • = _________ Ans. 2 (a-2)
5𝑎 𝑎+1
8𝑦 2 4𝑦 4 2 ( 𝑦−7 )
2. ÷ = _________ Ans.
𝑦+3 𝑦 2 −4𝑦−21 𝑦2
2𝑛 3𝑛 29𝑛
3. + = ____________ Ans.
15𝑚2 21𝑚 105𝑀2
3 7 3−14𝑣 2 −14𝑣
4. − = ___________ Ans.
4𝑣 2 +4𝑣 2 4𝑣 (𝑣+1)
If not, you have to go back to the section F and try all over again.
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KEY TO CORRECTION
Part C
Determine whether the following given is a Rational Algebraic Expression or not. Write YES or
NO
y+2 2x
1.) Ans. YES 2.) Ans. NO
y−2 √y
𝑎 1−m²
3.) Ans. NO 4.) Ans. YES
𝑏−3 +4 m³
𝑐4
5.) Ans. NO
𝑎−𝑎
If not, you have to go back to section C and go over the discussion again
Part D
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Simplify the following rational algebraic expressions
6x 1
1. 12x2 Ans. 2𝑥
6x+12
2. 6x − 48
𝑥+2
Ans. 𝑥−8
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8x+16 8
3. x2+4x Ans.𝑥+2
m2 + 6m+5 𝑚+5
4. Ans. 𝑚−2
m2 −m−2
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3x2 −7x −6 −3𝑥−2

5. Ans.
9 − x2 3+𝑥
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Part E
Simplify the result.

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𝑥3 1
1. 2.
𝑦 2
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𝑥−2 2𝑥 + 5 𝑥 2 +6𝑥+4
3. 4. 5.
𝑥+3 𝑥+1 2𝑥
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If not, you have to go back to section E and try all over again.
Part F
I.
1. Rational Algebraic Expression 2. Not Rational Algebraic Expression
II.
1. If x= 6, the expression will be undefined. 2. If y= ± 4, the expression will be
undefined.
III.
2𝑑 2 1
1. 4.
7 𝑛+1
8 𝑔−6
2. 5.
(𝑥−8) 𝑔−5
3. 6
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IV.
1
1. 3. 2X
4𝑎
1 2𝑥−1
2. 4.
𝑥 𝑥+6
V.
3
x=
5
VI.
42 3
It takes 𝑜𝑟 313 ℎ𝑟𝑠. 𝑡𝑜 𝑓𝑖𝑛𝑖𝑠ℎ𝑒𝑑 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑗𝑜𝑏 𝑖𝑓 𝑀𝑒𝑙𝑙𝑖𝑧𝑎 𝑎𝑛𝑑 𝐷𝑒𝑛𝑧𝑒𝑙 𝑤𝑖𝑙𝑙 𝑤𝑜𝑟𝑘 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
13
Note: Show all your solution in your notebook.
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School Teaching Dates/ September 16 – 18,

PAMPANGA HIGH SCHOOL Week 21 – 22, 2020 (Week 4)
Teacher Grade 8 Mathematics Teachers Quarter First
I. OBJECTIVES

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SA
The learner
1. illustrates the rectangular coordinate system and its uses. (M8AL – Ie – 1)
2. illustrates linear equations in two variables. (M8AL – Ie – 3)
3. illustrates the slope of a line. (M8AL – Ie – 4)
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4. finds the slope of a line given two points, equation, and graph. (M8AL – Ie – 5)
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D. Objectives
1. illustrate rectangular coordinate system;

2. determine the location of a given point/s given the coordinates;
3. determine the coordinates of a given point on a coordinate system;
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4. plot the points corresponding to a given pair of coordinates;

5. illustrate a linear equation in two variables;
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6. define x- and y - intercepts;

7. draw the graph of Ax + By = C using table of values
8. define the slope of a line;
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9. determine the graph of Ax + By = C whether it is increasing, decreasing, horizontal

or vertical using its slope;
10. find the slope of a line using
a. two points
b. equation
c. graph
II. CONTENT
Rectangular Coordinate System and its Uses

Illustrating Linear Equation in Two Variables
Illustrating Slope of a Line
Finding the Slope using
a. two points
b. equation
c. graph
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Learning Resources
A. References
“Mathematics Learner’s Module (Grade 8)” pages 119 – 136, 183 - 188
“Exploring Mathematics I”. 2003 pages 442 – 446, 462 - 469

“Grade 8 Mathematics: Patterns and Practicalities” pages 137 – 169

by: Gladys P.Nivera, Ph.D
“ e-math 8” pages 177 – 190, 218 - 228

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III. PROCEDURES
DAY 1 SA
Hello my dear! How’s your last lesson? Are you doing fine?
Don’t worry you will soon experience face to face learning with me. For the meantime enjoy the
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company of your parents and relatives. Learn the language of Math with them.
In your previous grade level, you determine the location of a point using a single number. The
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number line is called a one – dimensional coordinate system.
In this lesson you will describe location on a plane, which will need two coordinates. Thus, we
need to learn the Cartesian coordinate system.
Let us have a brief introduction.

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Cartesian Coordinate System

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The Cartesian coordinate system, named after French mathematician and philosopher RENÉ
DESCARTES, relies on points on a grid.
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Since the Cartesian coordinate system relies on points on a grid; these points are the same
theoretical points we know and love in geometry, only they are fixed to exact spots on a
numbered network of horizontal and vertical lines.
X and Y Axis
The left- right (horizontal) direction is commonly

called x - axis.
Y The up- down (vertical) direction is commonly called

y-axis.
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Put them together on a graph, we have the Cartesian coordinate system.
In the Cartesian coordinate system there are two axes known as the x and y axes respectively.
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The x-axis is the horizontal axis while the y-axis is the vertical axis. These two axes, being
perpendicular to each other will intersect at a point called the origin. The x-axis is in itself a real
number line; hence it can be calibrated in the usual way where each point represents a real
number and vice-versa. The same can be done with the y-axis as shown in the figure.
The axes divide the plane into four quadrants

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as shown in the figure on the right. Each point in the
plane can be represented by a pair and ordered pair
of numbers (x, y). The first number or coordinate
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represents the distance of the point from the y-axis.

This is called its x - coordinate (abscissa). While
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the second number or coordinate represents

the distance of the point from the x - axis.
This is called its y-coordinate (ordinate). The
numbers to the right of the x-axis or the abscissa from the origin are positive numbers, while the
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numbers to the left of the x-axis from the origin are negative numbers. Numbers above the origin
in the y-axis are positive, while the numbers below the origin of the y-axis are negative.
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Every point in the Cartesian coordinate system is an ordered pair (x, y), and x represents the
number in the x-axis, while y represents the number in the y-axis. These two numbers cannot be
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interchanged; hence they are called an ordered pair.

In the first quadrant (1), the x and y values (coordinates) are positive. In the second quadrant
(II), x is negative, while y is positive. In the third quadrant (III), both the x and y values
(coordinates) are negative while in the fourth quadrant (IV), the x-values (coordinate) are
positive while the y- values (coordinate) are negative. Got it?
Let’s have some examples:
A. Identify in which quadrant the following points are located.
1. (3, 5) it is located in Quadrant I since the sign of the x- and y- coordinates are both
positive.
2. (-2, 7) it is located in Quadrant II because the sign of the x-coordinate is negative
and the sign of the y-coordinate is positive.
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3. (-5, -4) it is located in Quadrant III since the sign of both coordinates are negative.
4. (5, -9) it is located in Quadrant IV because the sign of the x-coordinate is positive and
the sign of y- coordinate is negative.
How about if the given is (0, 5)? On what quadrant do you think the coordinate is located?
How about (5, 0)? Do they have the same location?
If the x - coordinate is 0, the point is located in the y - axis and if the y - coordinate is 0, the point
is located in x - axis. So (0, 5) is located in the y - axis and (5, 0) is located in the x - axis. You will
take note of that when the points are plotted in the coordinate system.
Indicate where each given points are located.
1. ( -6, 4) =___________ 2. (10, 0) =___________ 3. (-4, -12)= ___________
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You should get QII, x- axis and QIII respectively.
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Since you know how to locate the points, let us now study how to plot them in a coordinate system.
Every point in the coordinate plane can be described by an ordered pair P (x, y) of values. The
first number is called the x- coordinate or abscissa. It tells the distance of the point from the origin
measured along the x-axis. The second number in the pair is the y-coordinate, or ordinate; it tells
the distance of the point from the origin measured along the y-axis. The ordered pair that
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represents a point is called the coordinates of the point like,

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(2, -1)
x - coordinate or abscissa y-coordinate or ordinate
Note the use of parenthesis:

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(2, -1) represents a point on the coordinate plane whereas 2(-1) denotes multiplication.
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Let’s have some example

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y - axis
Example 1:
Plot the following points: A (2, -1) and B (-3, 4).

B
To locate/ plot/graph point A, first make
your Cartesian plane and move 2 units x - axis
to the right of the origin and 1 unit down. A
To locate point B, move 3 units the left of
the origin and 4 units up. Look at the illustration.
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Example 2: Plot the following points: E (0, 4), F (3, 0), and G (-1, -2).
To locate point E, from the origin move 4 units up, y - axis
since the abscissa is 0. Observe that the point lies
exactly on the y -axis. E

To plot point F, move 3 units to the right of origin,
F
since the ordinate is 0. Observe that the point lies x - axis
G
exactly on the x – axis.
To plot point G, move 1 unit to the left of origin
and 2 units downward. See the illustration:
Now it’s your turn, get your notebook make your Cartesian plane and plot the following points
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for example 3.
1. L (7, 3) 3. Z (0, -1)
2. I (- 3, 0) 4. A (- 6, - 5) SA
You should get y - axis
L
R
I
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x - axis
Z
z
A
F
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If your answers are correct, you may proceed to the next part of the discussion.
If not, I am sorry but you have to go back to example 1 and 2 and try all over again.
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Since you know how to locate the points, let us now study the reverse process which is
determining the coordinates of the points.
Let us have example 4: Find the coordinates of point K and point L.

y - axis
K
L
x - axis
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K is 3 units to the left of the origin and 2 units up. K has the coordinates of ( -3, 2), while point L
is 2 units to the right of the origin and 3 units down. L has the coordinates of (2, -3).
Now try on your own for example 5:
Find the coordinates of points P, Q, R, S, T, U, and V.
You should get: P (-2, 4), Q (3, 6), R (5, 2), S (2,-2), T( -2, -4), V ( -5, -2 ) and U ( 4, -5 )
y - axis
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x - axis
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R
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If you got 4 out of 7, you may proceed to the next part of the discussion.

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Descartes and the Fly on the Ceiling
The coordinate system we commonly use is called the Cartesian system,

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after the French mathematician René Descartes (1596-1650), who

developed it in the 17th century. Legend has it that Descartes, who liked to
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stay in bed until late, was watching a fly on the ceiling from his bed. He
wondered how to best describe the fly's location and decided that one of the
corners of the ceiling could be used as
a reference point. Imagine the ceiling
as a rectangle drawn on a piece of paper: taking the left
bottom corner as the reference point, you can specify the
location of the fly by measuring how far you need to go in
the horizontal direction and how far you need to go in the
vertical direction to get to it. These two numbers are the fly's
coordinates. Every pair of coordinates specifies a unique
point on the ceiling and every point on the ceiling comes with
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a unique pair of coordinates. It's possible to extend this idea, allowing the axes (the two sides of
the room) to become infinitely long in both directions, and using negative numbers to label the
bottom part of the vertical axis and the left part of the horizontal axis. That way you can specify
all points on an infinite plane.
Descartes' coordinate system created a link between algebra and geometry. Geometric shapes,
such as circles, could now be described algebraically using the coordinates of the points that
make up the shapes.
DAY 2
Many relationships between two quantities exist in real life. Just like the example below.
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Example 1
A chocolate candy (x) cost ₱ 5, while a vanilla candy (y) cost ₱ 2.

Determine how many of each kind of candies you can buy for ₱ 20.
Solution:
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Since x represents the number of chocolate candy, we will multiply it by 5 which is the
amount per chocolate candy. Doing so we will have the expression 5x for the total amount
for x number of chocolate candies.
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On the other hand, y represents the number of vanilla candy to be multiplied by 2 which
is the amount per vanilla candy, so we will have the expression 2y for the total amount for y
number of vanilla candies.
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Combining the two expressions to be equated to 20 (your total money) we will have the
equation 5x + 2y = 20.
The equation 5x + 2y = 20 contains two different variables x and y. This type of equation
is called a linear equation in two variables.
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DEFINITION
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A Linear Equation in Two Variables is an equation that can be written in the standard
form
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Ax + By = C
where A, B, C are real numbers, but A and B cannot both be zero. The exponent on
each variable must be equal to 1 and there should not be a term which contains the
product or quotient of two variables.
Since 5x + 2y = 20 is written in standard form Ax + By = C, A = 5, B = 2, and C = 20.
Now let us have,
Example 2: Determine whether or not each equation is a linear equation in two variables.
If so, identify the values of A, B, C, if not, state the reason.
a) 5x – 3y = 10 A = 5, B = -3, C = 10
b) 3x2 – y = 9 The exponents of the variables in a linear equation must be
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1. Since the exponent of x is 2, this is not a linear equation.
5
c) +𝑦 = 8 This is not a linear equation because a variable appears in
𝑥
the denominator.
d) 3x – 2y = 0 A = 3, B = -2, C = 0
e) xy = 10 This is not a linear equation because there is a product of
two variables.
f) 4x – y = -9 A = 4, B = -1, C = -9
g) 7x = 14 This is not a linear equation in two variables because

obviously there is only 1 variable.
h) 2x + 5y = -3z This is not a linear equation in two variables because

obviously there are 3 variables.
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Now, your turn.
Example 3: Determine whether or not each equation is a linear equation in two variables.
If so, identify the values of A, B, C, if not, state the reason.
a) 2x + 3y = -5 SA Score Description
b) 6xy = 4
4𝑥 7-8 Very Good
c) =7
3𝑦
4 -6 Good
d) 4x + 3y2 = 0
2-3 Fair
e) 7x – 3y = -8
f) 3y = 9 Turn to page
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86 sec. J and
g) 2x – 4y = 0
0-1 work on the
h) 4x + 5y = 3z enrichment
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activities
Now, check your work by turning to page 88, for the key to correction.
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The solution of linear equation in two variables is an ordered pair that when
substituted in the equation for x and y will result in a true statement.
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Now let us solve example 1 by determining whether the given ordered pair below is a
solution of 5x + 2y = 20.
Example 1
A chocolate candy (x) cost ₱ 5, while a vanilla candy (y) cost ₱ 2.

Determine how many of each kind of candies you can buy for ₱ 20.
a) ( 0, 10) b) ( 1, 6) c) ( 2, 5) d) ( 4, 0) e) ( -2, 15)
Solutions:
a) Substitute 0 for x and 10 for y, then perform the indicated operations following
PEMDAS.
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5x + 2y = 20
5(0) + 2(10) = 20
0 + 20 = 20
20 = 20 True
Since 20 = 20 is true, the ordered pair (0, 10) is a solution.
b) Substitute 1 for x and 6 for y, then perform the indicated operations following
PEMDAS.
5x + 2y = 20
5(1) + 2(6) = 20
5 + 12 = 20
17 = 20 False
Since 17 = 20 is false, the ordered pair (1, 6) is not a solution.
c) Substitute 2 for x and 5 for y, then perform the indicated operations following
PEMDAS.
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5x + 2y = 20
5(2) + 2(5) = 20
10 + 10 = 20
20 = 20 True
d)
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Substitute 4 for x and 0 for y, then perform the indicated operations following
PEMDAS.
5x + 2y = 20
5(4) + 2(0) = 20
20 + 0 = 20
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20 = 20 True

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e) Substitute -2 for x and 15 for y then perform the indicated operations following
PEMDAS.
5x + 2y = 20
5(-2) + 2(15) = 20
-10 + 30 = 20
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20 = 20 True
Since 20 = 20 is true, the ordered pair (-2, 15) is a solution, however, in this particular
problem, the solution (-2, 15) does not make sense because there cannot be a negative
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number of candies.
Knowledge on plotting points using the Coordinate Plane can now be utilized in
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representing the graphs of linear equations in two variables. The solutions of the equation
5x + 2y = 20 , namely ( 0, 10), ( 2, 5), ( 4, 0),…are plotted on the coordinate plane as shown
below. A line can pass through all these points. Keep in mind that there is an infinite number
of correct solutions for a given equation in two variables. The set of all points that satisfy an
equation is called the graph of the equation. The graph of a linear equation is a straight line.
Notice that the line intersects the x-axis at (4, 0) and

intersects the y-axis at (0, 10), these are called x –
and y - intercepts respectively.
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DEFINITIONS
The x - intercept (x, 0) is the abscissa of the coordinates of the point in which the
graph intersects the x - axis.
The y - intercept (0, y) is the ordinate of the coordinates of the point in which the
graph intersects the y-axis.
Now, your turn.
Example 4: Determine whether the given ordered pair is a solution of x + 3y = 8. If it is a

solution, write TRUE, otherwise, write FALSE.
Score Description
3 Very Good
Good
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a) (2, 2) 2
b) (-1, 3) 1 Turn to page
c) (-2, -2) 86 sec. J and
0 work on the
enrichment
SA activities
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Graphing a Linear Equation in Two Variables Using a Table of Values

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There are number of ways to graph a line, for this lesson we will graph using the table of
values by following these:
Steps in Graphing a Linear Equation
1. Find at least 2 ordered pairs that satisfy the equation.

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2. Plot the points on the Coordinate Plane.

3. Draw a line by connecting the points.
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Example 5: Graph 3x – 5y = 15
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Solutions:
Choose any two values for x, preferably integers, for ease in computations. Find the
corresponding y value for each and write the numbers in a table of values.
a) when 𝑥 = 0
3𝑥 − 5𝑦 = 15
3(0) − 5𝑦 = 15 Substitute 0 for x
0 − 5𝑦 = 15 Multiply 3 by 0
−5𝑦 15
= Divide both sides of the equation by -5.
−5 −5
𝑦 = −3 The ordered pair is (0, -3)
b) when 𝑥 = 5 15 + (−15) − 5𝑦 = 15 + (−15)

3𝑥 − 5𝑦 = 15
3(5) − 5𝑦 = 15 Substitute 5 for x
15 − 5𝑦 = 15 Multiply 3 by 5
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15 + (−15) − 5𝑦 = 15 + (−15) Add -15 to both sides
of the equation to get rid
−5𝑦 = 0 of 15 on the left side.
−5𝑦 0
= Divide both sides of the
−5 −5
equation by -5.
𝑦 =0 The ordered pair is (5, 0)
Table of Values
x 0 5
y -3 0
Now, your turn.
Example 6: Complete the table of values then graph the solution of the
equation x – y = 0.
Table of Values
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X -3 2
Y
You should get SA

Table of Values
X -3 2
Y -3 2
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DAY 3
As we graph lines, we want to be able to identify their different properties. The graph of a
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linear equation in two variables can be described by its steepness or slope. Let’s begin by
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defining what slope is.

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The Slope of a Line
Slope refers to the degree of inclination or steepness of a line. A line with a large
slope is very steep. A line with a small slope is very flat.
One of the most important properties of a line is its slope. We will also use slope to
describe the direction of the line. A line that goes up from left to right will have a positive
slope and a line that goes down from left to right will have a negative slope.
There are two special lines that have unique slopes: the horizontal line and the vertical
line. The horizontal line has a slope which is not steep at all, in fact it is flat. Therefore, it
has a zero slope. The vertical line has a slope that can’t get any steeper. It is so steep
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that there is no number large enough to express how steep it is. This is an undefined
slope.
Below is a summary of the different slope of a line and their corresponding graphs.
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SA
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Now, try to apply these concepts in the given activity below.
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Activity: Identify the slope as positive, negative, zero or undefined from each graph.
1.) 2,)
Score Description
4 Very Good
3 Good
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2 Fair
1 Turn to page
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86 sec. J and
0 work on the
enrichment
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3.) 4,) activities
If your score is at least 3 out of 4, you may now proceed to the next part of the
discussion.
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Finding the Slope of a Line Given the Graph

As we measure steepness, we are interested in how fast the line rises compared to how
𝒓𝒊𝒔𝒆
far the line runs. For this reason, we will describe slope (m) as the fraction .
𝒓𝒖𝒏
Rise would be a vertical change, or a change in the y - values. Run would be a horizontal
change, or a change in the x - values.
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SA
If we have a graph, we can draw vertical and horizontal lines from one point to another to
make what is called a slope triangle. The sides of the slope triangle give us our slope.
We shall illustrate the application of the above concept through illustrative examples.
Find the slope of each given graph.
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Example 1
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y - axis
To find the slope of this line, the rise is up 6, the run
is right 3. Our slope is then written as a fraction.
𝑟𝑖𝑠𝑒 6
m= = =2
𝑟𝑢𝑛 3
x - axis
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Hence, the slope of the line is 2.

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Example 2
y - axis
The rise of this line is -4, since the direction is
downward from the 1st point going to the next, and
the run is 6. Therefore,
x - axis
𝑟𝑖𝑠𝑒 −4 −2
m= = =
𝑟𝑢𝑛 6 3
−𝟐
So, the slope of the line is .
𝟑
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Example 3
y - axis
In this graph there is no rise, but the run is 3 units.

This slope becomes
𝑟𝑖𝑠𝑒 0
x - axis m= = =0
𝑟𝑢𝑛 3
Example 4
y - axis
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This line has a rise of 5 but no run. The slope
becomes
𝑟𝑖𝑠𝑒 5
m= = = undefined
𝑟𝑢𝑛 0
x - axis
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To practice this concept, answer the next activity below.
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Activity: Find the slope of each graph.

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1.) 2.)
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3.) 4.)
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Now, check your work by turning to page 89 Score Description
for the key to correction. Give yourself 1 point 4 Very Good
for every correct answer. 3 Good
2 Fair
How many correct answers did you get? 1 Turn to page
Rate your result using the table on the right. 87 sec. J and
0 work on the
If you got 3 out of 4 items, you may now proceed enrichment
to the next part of the discussion. activities
Finding the Slope of a Line Given Two Points
Given two points on the line, the slope can be determined by using the slope formula.
𝒗𝒆𝒓𝒕𝒊𝒄𝒂𝒍 𝒄𝒉𝒂𝒏𝒈𝒆 𝒀𝟐− 𝒀𝟏 𝒀𝟏− 𝒀𝟐

Slope (m) = = or
𝒉𝒐𝒓𝒊𝒛𝒐𝒏𝒕𝒂𝒍 𝒄𝒉𝒂𝒏𝒈𝒆 𝑿𝟐− 𝑿𝟏 𝑿𝟏− 𝑿𝟐
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Let’s see how to use this with the following Examples.
Find the slope of the line passing through each pair of points.
1.) (0, 3) and (1, 5)
Solution:
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(0, 3) and (1, 5) Identify X1, Y1, X2 and Y2
X1, Y1 X2, Y2
5−3 𝑌2− 𝑌1
m= Use the formula m =
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1−0 𝑋2− 𝑋1
2
m= Reduce and simplify
1
m=2 Our answer
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Now, you try to find the slope of the line that passes through (2, 6) and (3, 9) as Example 2.
You should get m = 3.
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3.) (6, -1) and (0, 2)

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Solution:
(6, -1) and (0, 2) Identify X1, Y1, X2 and Y2
X1, Y1 X2, Y2
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2−(−1) 𝑌2− 𝑌1
0−6 𝑋2− 𝑋1
2+1 3
m= = Reduce and simplify
0−6 −6
𝟏
m=- Our answer
𝟐
Now, you try to find the slope of the line that passes through (3, 5) and (5, 2) as Example 4.
𝟑
You should get m = - .
𝟐
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5.) (-4, 3) and (3, 3)
Solution:
(-4, 3) and (3, 3) Identify X1, Y1, X2 and Y2
X1, Y1 X2, Y2
3− 3 y2− y1
3−(−4) x2− x1
0
m= Reduce and Simplify
7
m=0 Our answer
Now, you try to find the slope of the line that passes through (-2, 3) and (2, 3) as Example 6.
You should get m = 0.
If your answer is correct, you may proceed to the next example.
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7.) Find the slope of the line that passes through (3, 2) and (3, - 1)
Solution:
(3, 2) and (3, - 1)

X1, Y1 X2, Y2
SA
Identify X1, Y1, X2 and Y2
−1 −2 y2− y1
3 −3 x2− x1
−3
m = Reduce and Simplify
0
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m is undefined Our answer

FO
Now, you try to find the slope of the line that passes through (-6, 1) and (-6, -6) as Example 8.
−𝟕
You should get m = = undefined.
𝟎
If not, I am sorry but you have to go back to example number 5 and try all over again
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Remember:
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 As we subtract the y values and the x values when calculating slope, it is important we
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subtract them in the same order.
 We may come up against a problem that has a zero slope (horizontal line) or no slope
(vertical line) just as with using the graphs.
Finding the Slope of a Line Given the Equation
Next, we will discover how to find the slope of a line given its Equation.
When dealing with linear equations, we can easily identify the slope of the line represented
by the equation by putting it in slope - intercept form,
y = mx + b,
where m is the slope and b is the y - intercept.
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Examples: Find the slope of the following equations.
1. y = 3x + 5
Since the equation is already in the slope-intercept form, it's easy to see that the slope of
the line is the constant in front of the x variable. Thus, the slope is 3.
3 1
Now, try to find the slope of the line of the equation y = - 𝑥+ as Example 2.
4 4
𝟑
𝟒
3. 2x + 4y = 8
2x + 4y = 8 First, rewrite the equation in the slope-intercept form
4y = -2x + 8 y = mx + b
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−2𝑥 8
y= + Divide all terms by the numerical coefficient of y.
4 4
−1
y= x+2 Simplify the result
2
−𝟏
Therefore, the slope is . SA
𝟐
Now, try to find the slope of the line of the equation 6x + 4y = 12 as Example 4. Write
your solution on your notebook.
𝟑
𝟐
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FO
DAY 4
I. For each of the following question, identify the information being asked. Write your
answer on the blank. (use your notebook)
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1. What are the coordinates of the origin? _____

2. If a point is located on the y-axis, what is the x- coordinate? _____
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3. If a point is located on the x-axis, what is the y-coordinate? _____

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II. Plot the three points on the Cartesian coordinate system.

1. (4, 1), (-2,-3), (5,0)
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III. Name the coordinates of the points graphed.
B
A
IV. Identify the location of each of the following points.

1. (-3, -4)
2. (-5, 0)
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3. (1, -4) Score Description
12 - 14 Very Good
V. Find the slope of the line from the given two 9 - 11 Good
points. 6-8 Fair
SA 3-5 Turn to page
1. (5,4) and (7,9)
87 sec. J and
2. (-3, 2) and (4, -7) work on the
0-2
enrichment
activities
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FO
If you got 8 out of 14 items, you may now proceed to the next part of the discussion.
If not, I am sorry but you have to go back to part C, D, and E and try all over again.
Now let us have some real life example of the rectangular coordinate system:
 the position of any object can be describe using a simple coordinate system
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 location of air transport, an air traffic controller must know the location of every
aircraft in the sky within certain geographic boundaries.
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 map projections, a rectangular coordinate system uses two axes: one horizontal
(x), representing east – west, and one vertical (y), representing north – south.
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Next are some real life examples of slope:

 in building roads, one must figure out how steep the road will be
 skiers/snowboarders need to consider the slopes of hills in order to judge the
dangers, speeds, etc
 when constructing wheelchair ramps, slope is a major consideration
 when building stairs, one must consider the slope of them so they are not too steep
to walk on
 in art, slopes of the lines drawn must be considered to decide what would be the
most aesthetically pleasing to the eye.
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DAY 5
A Linear Equation in Two Variables is an equation that can be written in the standard
form Ax + By = C, where A, B, C are real numbers, but A and B cannot both be zero.
The solution of linear equation in two variables is an ordered pair that when substituted
in the equation for x and y will result in a true statement.
The x - intercept (x, 0) is the abscissa of the coordinates of the point in which the graph
intersects the x - axis.
The y - intercept (0, y) is the ordinate of the coordinates of the point in which the graph
intersects the y-axis.
Steps in Graphing a Linear Equation
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1. Find at least 2 ordered pairs that satisfy the equation.
2. Plot the points on the Coordinate Plane.
3. Draw a line by connecting the points.
SA
Slope refers to the degree of inclination or steepness of a line. A line with a large slope is
very steep. A line with a small slope is very flat.
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FO
T
O
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Finding the Slope of a Line Given Two Points
𝒗𝒆𝒓𝒕𝒊𝒄𝒂𝒍 𝒄𝒉𝒂𝒏𝒈𝒆 𝒀𝟐− 𝒀𝟏 𝒀𝟏− 𝒀𝟐

Slope (m) = = or
𝒉𝒐𝒓𝒊𝒛𝒐𝒏𝒕𝒂𝒍 𝒄𝒉𝒂𝒏𝒈𝒆 𝑿𝟐− 𝑿𝟏 𝑿𝟏− 𝑿𝟐
Finding the Slope of a Line Given the Equation
When dealing with linear equations, we can easily identify the slope of the line represented
by the equation by putting it in slope - intercept form,
y = mx + b,
where m is the slope and b is the y - intercept.
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Name: ________________________ Section: _______________________

WORKSHEET #4
A. Construct your own Coordinate plane and plot each point given below. Then, draw
a smooth curve from A to L.
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Set of Points:
A (8, 3) G (-6, 10)

SA B (6, 0) H (-3, 8)
C (0, -10) I (0, 6)
D (-6, 0) J (3, 8)
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E (-8, 3) K (6, 10)
F (-9, 9) L (9, 9)
FO
T
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B. Determine the slope of the line from its graph. Show your solution.
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1)_______________________ 2) _______________________
C. Find the slope of the line that passes through the given pair of points. Show your
solution.
1) (4, 4), (1, 2,) 2) (2, 2), (-2, -2)
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D. Find the slope and y – intercept of each line.
3
1) 𝑦 = 𝑥 − 1 2) 𝑦 = 𝑥 − 1
4
Part C. Enrichment Activities

Determine whether or not each equation is a linear equation in two variables. If so, identify
the values of A, B, C, if not, state the reason.
Answer:
a) 7xy = -10 This is not a linear equation because there is a product of two
variables.
b) 4x - 2y = 15 A = 4, B = -2, C = 15
c) 8x3 + 2y = 10 The exponents of the variables in a linear equation must be 1.
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Since the exponent of x is 3, this is not a linear equation.
5
d) + 2𝑦 = 17 This is not a linear equation because a variable appears in the
3𝑥
denominator
e) 4x = 12 This is not a linear equation in two variables because obviously
SA
there is only 1 variable.
f) 9x + 2y = 18 A = 9, B = 2, C = 18
g) 2x + 3y = 4z This is not a linear equation in two variables because obviously

there are 3 variables.
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h) 4x – 6y = 0 A = 4, B = -6, C = 0
FO
If not, you have to go back to section C example 2 and try all over again.
Determine whether the given ordered pair is a solution of 2x - 3y = 6. If it is a solution, write

TRUE, otherwise, write FALSE.
Answer
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a) (-3, -4) TRUE

b) (3, 1) FALSE
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c) (0, -2) TRUE
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If not, you have to go back to the section C example 1 and try all over again.
Part D. Enrichment Activity
Identify the slope as positive, negative, zero or undefined from each graph.
1.) 2.)
Ans. Positive Ans. Zero
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3.) 4.)
Ans. Undefined Ans. Negative
If not, you have to go back to section D and go over the discussion again.
Part E. Enrichment Activity
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Find the slope of each graph.
SA
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𝟏 −𝟐
Ans: Ans: or -1
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𝟐 𝟐
3) 4)
T
O
N
𝟎 𝟐
Ans: or 0 Ans: undefined
𝟏 𝟎
If not, you have to go back to section E and go over the discussion again.
Part F. Enrichment Activity
Answer the following problems.
1) What is the abscissa of the point (1, -5)? Ans. 1

2) What quadrant does the given point (-3, -2) located? Ans. QIII
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3) What is the ordinate of the point given in number 2? Ans. -2
4) What is the slope of the equation y = 3x – 6 Ans. m = 3
−3
5) What is the slope passing through the points (-3,11) and (1,8)? Ans. m =
4
If not, you have to go over the discussion again.
KEY TO CORRECTION
Part C. Example 3: Determine whether or not each equation is a linear equation in two
variables. If so, identify the values of A, B, C, if not, state the reason.
a) 2x + 3y = -5 A = 2, B = 3, C = -5
b) 6xy = 4 This is not a linear equation because there is a product of two
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variables
4𝑥
c) =7 This is not a linear equation because a variable appears in the
3𝑦
denominator
d) 4x + 3y2 = 0
SA
The exponents of the variables in a linear equation must be 1.
Since the exponent of y is 2, this is not a linear equation.
e) 7x – 3y = -8 A = 7, B = -3, C = -8
f) 3y = 9 This is not a linear equation in two variables because obviously

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there is only 1 variable.
g) 2x – 4y = 0
FO
A = 2, B = -4, C = 0
h) 4x + 5y = 3z This is not a linear equation in two variables because obviously

there are 3 variables.
T
O
Example 4: Determine whether the given ordered pair is a solution of x + 3y = 8. If it is a solution,

write TRUE, otherwise, write FALSE.
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d) (2, 2) TRUE
e) (-1, 3) TRUE
f) (-2, -2) FALSE
Part D.
Activity: Identify the slope as positive, negative, zero or undefined from each graph.
1.) Negative 2.) Undefined
3.) Zero 4.) Positive
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Part E.
Activity: Find the slope of each graph.
4 −5
1.) or 2 2.) or -5
2 1
7 0
3.) undefined 4.) or 0
0 5
Part F.
I. For each of the following question, identify the information being asked. Write your
answer on the blank.
1. (0, 0) 2. 0 3. 0
II. Plot the three points on the Cartesian coordinate system.

1. (4, 1) (-2,-3) (5,0)
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SA
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III. Name the coordinates of the points graphed.

FO
(3, 3) B (1, 3)
A
C (4, 0)
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O
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IV. Identify the location of each of the following points.

1. (-3,-4) QIII 2. (-5, 0) QII 3. (1, -4) QIV
V. Find the slope of the line from the given two points.
1. (5,4) and (7,9) m = 5/2
2. (-3, 2) and (4, -7) m = -9
If not, you have to go back to the section C, D, and E and try all over again.

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Teaching Dates/ Sept. 23 – 25, 28 - 30,

School PAMPANGA HIGH SCHOOL
Week 2020 (Week 5)
Teacher
Quarter First Quarter
I. OBJECTIVES

LE
SA
The learner
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1. writes a linear equation ax + by = c in the form y = mx + b and vice versa;
(M8AL – If – 1)
FO
2. 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 – If – 2)
3. describes the graph of a linear equation in terms of its intercepts and slope;
(M8AL – If – 3) and
4. finds the equation of a line given (a) two points, (b) the slope and a point, (c) the
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slope and its intercepts. (M8AL – Ig – 1)

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D. Objectives
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1. rewrite the linear equation in two variables Ax + By = C in the form y = mx + b and

vice-versa
2. differentiate x- intercept from y-intercept
3. graph a linear equation in two variables by
a. using two points;
b. finding the x-and y-intercepts of the linear equation;
c. using the slope and a point on the line
4. describe the graph of a linear equation in terms of its intercepts and slope
5. find the equation of a line given the following:
a. two points;
b. the slope and a point;
c. the slope and its intercepts.
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II. CONTENT
Linear Equations in Two Variables

- Rewriting a Linear Equation Ax + By = C in the form y = mx + b and
vice-versa
- Graphing a Linear Equation given (a)any two points, (b) the x- and y-
intercepts, (c) the slope and a point on the line
- Describing the graph of a linear equation in terms of its intercepts and
slope
- Finding the equation of a Line Given
d. two points;
e. the slope and a point;
f. the slope and its intercept
Learning Resources
A. References
LE
“Mathematics Learner’s Module (Grade 8)” pages 182 - 201
“Grade 8 Mathematics: Patterns and Practicalities” pages 146 - 195

SA
“e-math 8” pages 218 - 259

R
FO
III. PROCEDURES
DAY 1

T
In your previous lesson you have expressed linear equations using the standard form
Ax + By = C. Now we're going to show another way of expressing linear equations by
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using the slope-intercept form y = mx + b. In the slope-intercept form, you use the slope
of the line and the y-intercept to express the linear equation, where m is the slope and b
is the y-intercept.
N
Let us now rewrite the standard form of a linear equation, Ax + By = C to its slope-
intercept form, y = mx + b.
Example 1: 8𝑥 + 𝑦 = 4
Solution: 8x + y = 4 the goal is to get y by itself
-8x + 8x + y = -8x + 4 add -8x on both side of the equation (Addition Property)
-8x + 8x + y = -8x + 4 combine similar terms (-8x + 8x is equal to zero)
y = -8x + 4 Slope – intercept Form (m = -8 and b = 4)
Example 2: 3𝑥 − 2𝑦 = 6
Solution: 3x – 2y = 6 the goal is to get y by itself
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-3x + 3x – 2y = -3x + 6 add -3x on both side of the equation (Addition Property)
-3x + 3x – 2y = -3x + 6 combine similar terms (-3x + 3x is equal to zero)

−2𝑦 −3𝑥 6
= + divide both sides by the coefficient of y (-2 in this given)
−2 −2 −2
𝟑𝒙
𝒚= −𝟑 Slope – intercept Form (m =
𝟑
and b = -3)
𝟐 𝟐
Now, your turn.
Rewrite 7x + 4y = 28 to slope-intercept form (y = mx + b) as Example 3. Write your

solution on your notebook.
𝟕𝒙
You should get 𝒚 = − + 𝟕.
𝟒
LE
If not, I am sorry but you have to go back to example 1 and 2 then try all over again.
Let us now rewrite the slope-intercept form, y = mx + b to its standard form Ax + By = C.
Example 4:
Solution:
y = -8x + 4
y = -8x + 4
SA
8x + y = 8x – 8x + 4 add -8x on both side of the equation (Addition Property)
8x + y = 8x – 8x + 4 combine similar terms (8x – 8x is equal to zero)

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8x + y = 4 Standard Form
FO
3𝑥
Example 5: 𝑦= −3
2
−3𝑥
Solution: 𝑦= −3
−2
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3𝑥
(2)(𝑦) = 2 ( ) − 2(3) multiply both sides by 2 (since 2 is the denominator)
2
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2𝑦 = 3𝑥 − 6 Simplification
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−3𝑥 + 2𝑦 = −3𝑥 + 3𝑥 − 6 add -3x on both side of the equation (Addition Property)
−3𝑥 + 2𝑦 = −3𝑥 + 3𝑥 − 6 combine similar terms (-3x + 3x is equal to zero)
−3𝑥 + 2𝑦 = −6 The equation is already in its standard form.

However, multiplying both sides of this
(−1)(−3𝑥 + 2𝑦) = (−1)(−6)
equation by -1 gives 𝟑𝒙 − 𝟐𝒚 = 𝟔, an
𝟑𝒙 − 𝟐𝒚 = 𝟔
equivalent equation also in standard form.
1 1
Example 6: 𝑦=− 𝑥+
2 4
1 1
Solution: 𝑦=− 𝑥+
2 4
1 1
(4)(𝑦) = (4)(− 𝑥) + (4)( )
2 4
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multiply both sides by 4 (since 4 is the LCD of the
denominators)
4𝑦 = −2𝑥 + 1 Simplification
2𝑥 + 4𝑦 = 2𝑥 − 2𝑥 + 1 add 2x on both side of the equation (Addition Property)
2𝑥 + 4𝑦 = 2𝑥 − 2𝑥 + 1 combine similar terms (2x – 2x is equal to zero)
𝟐𝒙 + 𝟒𝒚 =1 Standard Form
Now, your turn.

𝟕𝒙
Rewrite 6y = -3x + 5 and 𝒚 = − + 𝟕 to standard form (Ax + By = C), as Examples 7
𝟒
and 8. Write your solution on your notebook.
You should get 𝟑𝒙 + 𝟓𝒚 = 𝟓 𝒂𝒏𝒅 𝟕𝐱 + 𝟒𝐲 = 𝟐𝟖 respectively.
LE
If not, I am sorry but you have to go back to example 3 to 5 then try all over again.
B. Establishing a purpose for the lesson SA

Mathematical puzzles make up an integral part of recreational mathematics. They have
specific rules, but they do not usually involve competition between the players. Instead, to
solve such puzzle, the solver must find a solution that satisfies the given condition. Just
like the given puzzle below, you must solve the equation and write the correct answer.
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(Note: Use the number words as answers). Let me give you an example:
2y – 10 = 22
FO
2y – 10 + 10 = 22 + 10
2𝑦 32
=
2 2
y = 16
T
therefore, the answer for #5 across is SIXTEEN

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N
93
Across Down
5. 2y – 10 = 22 1. 2m – 3 = 9
7. 2g – 3 = 35 2. 4 + 3p = 25
9. 1 + 3z = 40 3. 5k + 6 = 21
12. 7h + 2 = 65 4. 2w – 8 = 26
14. 2v – 7 = 29 6. 9 + 7d = 16
16. 2r – 6 = 22 8. 4j – 8 = 32
17. 3g + 7 = 31 9. 8k – 5 = 11
18. 3f – 7 = 38 10. 4m – 23 = 57
11. 5b – 12 = 43
LE
13. 7f + 6 = 34
15. 4 + 5m = 64
SA 16. 9w – 8 = 37
DAY 2

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A linear equation is so called because its graph is a straight line. Two points are enough
to graph a linear equation. You can graph a linear equation with any of the following
FO
methods:
using any two points;

using the x-intercept and y-intercept; and
using the slope and a point.
Graphing Linear Equations using Two Points

T
Let us start with the method of graphing a linear equation using any two points.
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Rules for Graphing a Linear Equation using any Two Points

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1. To find points on a line, assign a value or number to the first variable, then
solving the equation to find the corresponding value of the second
variable.
2. Graph each point and draw a straight line through them.
Example 1: Consider graphing the linear equation 3x+2y=−1.
Finding two Points
Note that two points are enough to draw a line. So the goal would then be to compute
two points on the line from the equation. To find a point, we perform the following:
Step 1. Assign a value to one of the variables and substitute it to the linear equation.
Here, let us use y=1.
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3x+2(1)=−1
Step 2. Solve for the value of the other variable.
3x+2(1)=−1
3x+2=−1
3x+2−2=−1−2
3x =−3
3x =−3
3 3
x = −1
Since y=1 corresponds to x=–1, it follows that the point (−1,1) lies on the line. Be sure to
write the numbers in the proper order; x should always come first.
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Repeat the same process to find a second point:
Step 1. Assign a value to one of the variables and substitute it to the linear equation.
This time, we let x=1.
3(1)+2y=−1
SA
Step 2. Solve for the value of the other variable.
3(1)+2y =−1
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3+2y =−1
FO
3−3+2y =−1−3
2y =−4
2y = −4
2 2
T
y = −2
Since x=1 corresponds to y=–2, it follows that the point (1,−2) lies on the line.
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Graphing the Line

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Step 1. Plot the two points on the Cartesian plane.
The two points are (–1,1) and (1,−2).
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Step 2. Draw a straight line through the two points.
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Graphing Linear Equations using the x – and y - intercept
Next method is graphing a linear equation using the x-intercept and y-intercept.
SA
The x-intercept is the point where the graph of a line intersects the x-axis. The
y-intercept is the point where the graph of a line intersects the y-axis. These points have
the form (x, 0) and (0, y), respectively.
R
Example 2:
Graph the equation: 2x−3y=12
FO
Solution:
Step 1: Find the x- and y-intercepts.

T
To find the x-intercept, set y=0 To find the y-intercept, set x=0
2x – 3y = 12 2x – 3y = 12
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2x - 3(0) = 12 2(0) – 3y = 12
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2x = 12 -3y = 12
2 2 -3 -3
x=6 x = -4
x-intercept: (6,0) y-intercept: (0,-4)
Step 2: Plot the intercepts and draw the line through them. Add an arrow on either end to
indicate that the line continues indefinitely in either direction.
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LE
Graphing Linear Equations using Slope and a Point
Another method in graphing linear equation is by using the slope and one point. This can
be done by plotting first the given point, then finding the other point using the slope.
SA
Example: Graph y = 2x + 1
Step 1: To find a point from this equation, we may assign any value for x in the given
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equation.
Let’s say, x = -1. The value of y could be computed in the following manner:
FO
y = 2x + 1 Given
y = 2(-1) + 1 Substitution
y = -2 + 1 Simplification
y = -1 Simplification
T
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Therefore, the linear equation y = 2x + 1 has a slope of 2 and a point (-1, -1).
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The point found above is named A whose coordinates are (-1, -1). Since the slope of the
2
line is 2 which is equal to , use the rise of 2 and the run of 1 to determine the
1
coordinates of B. This can also be done this way.
B = (-1 + 1, -1 + 2) = (0, 1)
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Step 2: Plot the point and slope:
Note that 2 (the rise) must be added to the y-coordinate while 1

(the run) must be added to the x-coordinate
LE
SA
Now it’s your turn, write the number of the line inside the box that matches each equation.
You can use any method to answer this activity.
a. y = 2x + 3
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b. y = -4x
1
c. y=x+1 5
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d. y = -3x + 5
e. y = -5x - 3
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2
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3
4
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Score Description
5 Very Good
Now, check your work by turning to page 115 for the key 3-4 Good
to correction. How many correct answers did you get? Rate 2 Fair
your result using the table on the right. Turn to page
113 sec. J
If your score is at least 3 out of 5, you may now proceed to and work on
0-1
the next part of the discussion. the
enrichment
activities
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DAY 3
Another method of graphing a linear equation is by the use of the slope and y - intercept.
This can be done by identifying the slope and y - intercept of the linear equation, when it
is written in the slope-intercept form.
y = mx + b
slope y-intercept
LE
In this form, only the coefficient of x is the slope and the constant is the y intercept.
Rules for Graphing Linear Equations using the Slope-Intercept Form

1. Your y intercept is always the first point that you plot on the line. Your point
SA
will always be (0, b).
2. Then, use your slope to find the other point.
3. If you have two points, you can draw a straight line and this is the line that
represents your equation.
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4.
Example 1:
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Graph the equation: y = 2x + 4 using the slope and y – intercept.
First, let's identify the slope and y-intercept.

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slope (m) = 2 or
1
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y-intercept (b) = 4 or (0, 4)

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Step 1: Plot the y-intercept on your graph. The y-intercept is 4, so we will plot the point
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(0,4).
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Step 2: From the y-intercept, use the slope to find your next point.
2
Since the slope is 2, note that it means , where rise = 2 and run = 1. Using the
1
y-intercept (0, 4) as the starting point, we will move 2 units upward and1unit to
the right. The second point is at (1, 6).
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Step 3: Draw a line through your two points. This line represents the equation y = 2x + 4.
.
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Let's take a look at one more example.
In this example, we will graph an equation that has a negative slope.
Example 2: Graph the equation: y = -1/3x
Let's first identify the slope and y-intercept.
The slope (m) is -1/3.
The y-intercept is 0, since there is no number value for b. This means that the y-intercept
is at the origin or (0,0).
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Step 1: Plot your y-intercept. (0,0).
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−1
Step 2: The slope is . Therefore, from the y-intercept, we will move 1 unit down and 3
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units to the right. The second point is at (-1,3).
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Step 3: Draw a line through your two points.
This line represents the equation y = -1/3x.

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Notice that the slope in this equation is negative. This means that our line must be
"falling" from left to right.
Always double check your line and your slope. If your slope is positive, then your line
should "rise" from left to right. If your slope is negative, then your line should "fall" from
left to right.
In studying linear equations, there are properties of the graph that have to be considered.
For this lesson, we will describe the graph of linear equation in terms of its intercepts and
slope.
From our past lesson, we have studied the different slope and their corresponding graphs:
 A line that goes up from left to right will have a positive slope. As x value
increases, y value increases, therefore, the line is said to be increasing.
 A line that goes down from left to right will have a negative slope. As x value
increases, y value decreases, and vice-versa, therefore, the line is said to be
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decreasing.
 The horizontal line has a slope which is not steep at all, in fact it is flat.
Therefore, it has a zero slope. This line is constant
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 The vertical line has a slope that can’t get any steeper. It is so steep that there
is no number large enough to express how steep it is. This is an undefined
slope.
Given the graph of a line, the slope's behavior can be determined without solving for the
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exact value of the slope. Starting from the left side of the line, trace the line going to the
right side of the Cartesian plane. If you start going up, the slope of the line is positive
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and it is increasing. If you start going down, the slope of the line is negative and it is
decreasing.
Example 1: Describe the following line in terms of its slope and intercepts.
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Answer:
 The point where the line passes thru the x-axis is (−1,0). Thus, the x-intercept is −1.
 The point where the line passes thru the y-axis is (0,2). Thus, the y-intercept is 2.
 Without calculating for the slope, trace the line from the left side of the Cartesian
plane, notice that you are going up. This means the slope of the line is positive and it
is increasing.
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Describe the following line in terms of its slope and intercepts.
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You should get
 The x-intercept is 1.
 The y-intercept is 0.5.

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Tracing the line from the left side of the Cartesian plane to the right side, the line
is going down. Thus, the slope of the line is negative and the behavior of the line
is decreasing.
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Consider now the graphs of y = 2 and x =2.

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The equation y = 2 is equivalent to y = 0x + 2, where the slope (m) is 0, and the

y – intercept (b) is 2. Consider the set of ordered pairs (-2, 2), (0, 2), (3, 2), that makes
up the line; the x-values are all different, but the y-values are all the same. Thus, the
graph of y = 2 consists of all points in the coordinate plane having the y-coordinate 2. It
is a horizontal line that is parallel to the x – axis.
The slope of the equation x =2 is not defined. It has no y – intercept but it has an
x – intercept 2. Here the y - values are all different, but the x – values are all the same,
(2, 3), (2, 0), (2, -4). Thus, the graph of x = 2 consists of all points in the coordinate plane
having the x - coordinate 2. It is vertical line that is parallel to the y – axis.
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Let us have the following examples.
Given the following equations, identify the slope (m) and the y – intercept (b). Then,
determine if the line represented by the equation is increasing, decreasing, horizontal
or vertical.
1) y = 3x + 8 m = 3, b = 8, the line is increasing
2) 2y = -4x + 6 First, rewrite the equation in the slope-intercept

y = -2x + 3 form y = mx + b.
m = -2, b = 3, the line is decreasing
1) 3) y = -5 m = 0, b = -5, the line is horizontal

2)
4) x = 7 m = undefined, b = no y - intercept, the line is
vertical
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Now, your turn.
Given the following equations, identify the slope (m) and the y – intercept (b). Then,
determine if the line represented by the equation is increasing, decreasing, horizontal
or vertical.
1) y= − 𝑥+5
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2
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3) x = - 7
Score
4
Description
Very Good
3 Good
2 Fair
2) 5y = 20x – 10 4) y = 8 1 Turn to page
114 sec. J
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Now, check your work by turning to page 115 and
for the key to correction. How many correct answers did 0 work on the
you get? Rate your result using the table on the right.
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enrichment
If your score is at least 3 out of 4, you may now proceed to activities
DAY 4
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Finding the Equation of a Line
The equation of a line can be determined using any of the following formulae:
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𝑦₂−𝑦₁
a. two-point form: 𝑦 − 𝑦₁ = (𝑥 − 𝑥₁)
𝑥₂−𝑥₁
b. point-slope form: 𝑦 − 𝑦₁ = 𝑚(𝑥 − 𝑥₁)

c. slope-intercept form: 𝑦 = 𝑚𝑥 + 𝑏
The Two Point Form of a Line
The equation of a line passing through (𝑥₁, 𝑦₁)𝑎𝑛𝑑 (𝑥₂, 𝑦₂) is given by
𝑦₂ − 𝑦₁
𝑦 − 𝑦₁ = (𝑥 − 𝑥₁)
𝑥₂ − 𝑥₁
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where;
𝑥₁ = 𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓 𝑝𝑜𝑖𝑛𝑡 1
𝑥₂ = 𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓 𝑝𝑜𝑖𝑛𝑡 2
𝑦₁ = 𝑦 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓 𝑝𝑜𝑖𝑛𝑡 1
𝑦₂ = 𝑦 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓 𝑝𝑜𝑖𝑛𝑡 2
The equation is called the two – point form of a line. This formula can be best used when
two points of the line are given.
Let’s have some examples.
Example 1. Find the equation of the line passing through the points (0, 7), (8, 0).
Solution.
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(0, 7), (8, 0)
𝑥₁
𝑦₁
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𝑥₂
𝑦₂
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𝑦₂−𝑦₁
𝑦 − 𝑦₁ = (𝑥 − 𝑥₁) Using the equation of the line, you need to substitute the
𝑥₂−𝑥₁
values of the variables. Thus,
0−7
𝑦−7= (𝑥 − 0) Simplify the equation.
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8−0
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−7
𝑦−7= (𝑥) To eradicate rational form, multiply the equation by the
8
denominator which is 8.
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−7
8 ((𝑦 − 7) = (𝑥)) Simplifying the equation, we have,
8
8𝑦 − 56 = −7𝑥 Rewriting the equation in standard form we have,
𝟕𝒙 + 𝟖𝒚 = 𝟓𝟔 This is the equation of the line.
Example 2: Write the equation of the line that will pass through the points (2, 1), (1, 4).
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Solution.
(2, 1), (1, 4)
𝑥₁
𝑦₁
𝑥₂
𝑦₂
𝑦₂−𝑦₁
𝑦 − 𝑦₁ = (𝑥 − 𝑥1) Using the equation of the line, you need to substitute the
𝑥₂−𝑥₁
values of the variables. Thus,
4−1
𝑦−1 = (𝑥 − 2) Simplify the equation
1−2
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3
𝑦−1 = (𝑥 − 2) To eradicate rational form, multiply the equation by the
−1
denominator which is 1.
3
1 ((𝑦 − 1) = (𝑥 − 2)) Simplifying the equation, we have,
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−1
1𝑦 − 1 = −3𝑥 + 6 Combining similar terms
𝑦 = −3𝑥 + 7 Rewriting the equation in standard form we have,
𝟑𝒙 + 𝒚 = 𝟕 This is the equation of the line

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Now, you try to find the equation of the line that passes through (6, 2) and (3, 7) as Example
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3. Write your solution on your notebook.

You should get 𝟓𝒙 + 𝟑𝒚 = 𝟑𝟔
If not, I am sorry but you have to go back to example number 1and 2 and try all over again.
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The Point-Slope form of the Equation of a Line

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The equation of the line passing through (𝑥₁, 𝑦₁) with slope m is given by
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𝑦 − 𝑦₁ = 𝑚(𝑥 − 𝑥₁)
where;
𝑥₁ = 𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑖𝑛𝑡
𝑦₁ = 𝑦 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓𝑡ℎ𝑒 𝑝𝑜𝑖𝑛𝑡
𝑚 = 𝑠𝑙𝑜𝑝𝑒
Let’s have Example 4: Find the equation of the line that passes through (5, 8) and with
slope 4.
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Solution:
(5, 8)
𝑥₁
𝑦₁
m=4
𝑦 − 𝑦₁ = 𝑚(𝑥 − 𝑥₁) Using the equation of the line, you need to substitute the values of
the variables. Thus,
𝑦 − 8 = 4(𝑥 − 5) Simplify the equation by multiplying the binomial (𝑥 − 5) by 4
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𝑦 − 8 = 4𝑥 − 20 Combine similar terms
−8 + 20 = 4𝑥 − 𝑦 Simplifying the equation. we have,
12 = 4𝑥 − 𝑦 SA
𝟒𝒙 − 𝒚 = 𝟏𝟐 The equation of the line in the standard form.
Now, you try to find the equation of the line with slope of – 5 and passes through (2, - 3) as
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Example 5. Write your solution on your notebook.
You should get 𝟓𝒙 + 𝒚 = 𝟕
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If not, I am sorry but you have to go back to example number 4and try all over again.
The Slope – Intercept Form of the Equation of a Line

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The equation of a line with a slope, m and y – intercept, b is given by
𝑦 = 𝑚𝑥 + 𝑏
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where;
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𝑚 = 𝑠𝑙𝑜𝑝𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑖𝑛𝑒
𝑏 = 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑖𝑛𝑒
Let’s have some examples.
Example 6: Write an equation of the line given the slope of – 4 and containing a y – intercept
of 7. Write the equation of the line in standard form.
Solution:
Given in the problem are m = - 4 and y – intercept b = 7.
Using the formula 𝑦 = 𝑚𝑥 + 𝑏 to write the equation of the line.
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𝑦 = 𝑚𝑥 + 𝑏 Substitute the values of the variables in the equation.
𝑦 = −4𝑥 + 7 Apply A.P.E
𝟒𝒙 + 𝒚 = 𝟕 The equation of the line in standard form
Example 7: Write the equation of the line shown on the graph.
Solution.
(2, 3)
Based on the figure on the right you can
locate the y – intercept of the line and its
slope. The slope of the line can be
𝑟𝑖𝑠𝑒
computed using the formula 𝑚 = .
𝑟𝑢𝑛
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5
𝑚= , and the y – intercept is – 2.
2
Substituting the values of the variables in the

formula,
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𝑦 = 𝑚𝑥 + 𝑏
5
𝑦 = 𝑥 + (−2)
2
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To eradicate the rational form of the equation, multiply the equation by the denominator
which is equal to 2, thus
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5
2 (𝑦 = 𝑥 + (−2))
2
2𝑦 = 5𝑥 + (−4) or 2𝑦 = 5𝑥 − 4 Simplify the equation.
5𝑥 − 2𝑦 = 4 Equation of the line in standard form.

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Example 8: Find the equation of the line in standard form when the slope is and a y –
5
intercept of – 5.
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Solution.
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4
Given in the problem are m = , and y – intercept, b = - 5 .
5
Using the formula 𝑦 = 𝑚𝑥 + 𝑏 to write the equation of the line, we have
𝑦 = 𝑚𝑥 + 𝑏 Substitute the values of the variables in the equation,
4
𝑦 = 5 𝑥 + (−5) To eradicate the rational form, multiply the equation by the
denominator 5.
4
5 ((𝑦) = 5 𝑥 + (−5)) Simplifying the equation, we have,
5𝑦 = 4𝑥 − 25 Applying APE
4𝑥 − 5𝑦 = 25 Equation of the line in standard form
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1
Now, you try to find the equation of the line with slope of and a y – intercept of 3 as Example
2
9. Write your solution on your notebook.

You should get 2𝑦 = 𝑥 + 6 or 𝒙 − 𝟐𝒚 = −𝟔 in standard form.
If not, I am sorry but you have to go back to example number 6, 7 and 8 and try all over again.
DAY 5
Part I. Answer the following questions.

1.What is the standard form of a linear equation in two variables?
2.What is the graph of a linear equation in two variables?
3.What is the relationship between the value of the slope and the steepness of the line?
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4.When does a line in the coordinate plane rise to the right?
5.When does a line in the coordinate plane fall to the right?
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Part II. Rewrite the following equations from 𝒂𝒙 + 𝒃𝒚 = 𝒄 in the form 𝒚 = 𝒎𝒙 + 𝒃 and
vice versa.
1) 𝑦 = −𝑥 + 4
2) 𝑦 = 5𝑥 + 7
3) 2𝑥 + 𝑦 = 9
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4) 5𝑥 − 7𝑦 = 2
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Part III. Graph the following Linear Equations
1) passing through points (1,2) and (3,4) 2) with x – intercept 2 and y-intercept 1
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3) given slope m and a point

𝑚 = 3 𝑎𝑛𝑑 (0, −6)
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Part IV. Describe the graph of a linear equation in terms of its intercept and slope.
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1)𝑦 = −2𝑥 + 2 2.)𝑦 = 2 𝑥 − 3
Part V. Find the equation of a line.
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𝑦2 − 𝑦1
1) Two-Point Form 𝑦 − 𝑦1 = (𝑥 − 𝑥1 )
𝑥2 − 𝑥1
(3,4) and (4,7) SA

2) Slope and a Point 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑚 = 2 , (0,4)
3) Slope-Intercept Form 𝑦 = 𝑚𝑥 + 𝑏
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Score Description
𝑚=4 𝑏=9 Very Good
13 - 17
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8 - 12 Good
Now, check your work by turning to page 115 Fair
for the key to correction. How many correct answers did 3-7
you get? Rate your result using the table on the right. Turn to page
114 sec. J
If your score is at least 8 out of 17, you may now proceed to and work on
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0-2
next part of the discussion. the
enrichment
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activities

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Linear Equations in Two Variables are useful in skills in real life.
Common applications include:
1. Variable Costs
Imagine that you are taking a taxi while on vacation. You know that the taxi service charges
P9 to pick your family up from your hotel and another P0.15 per mile for the trip. Without
knowing how many miles it will be to each destination, you can set up a linear equation that
can be used to find the cost of any taxi trip you take on your trip. By using "x" to represent the
number of miles to your destination and "y" to represent the cost of that taxi ride, the linear
equation would be: y = 0.15x + 9.
2. Budgeting
A party planner has a limited budget for an upcoming event. She'll need to figure out how
much it will cost her client to rent a space and pay per person for meals. If the cost of the
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rental space is P780 and the price per person for food is P9.75, a linear equation can be
constructed to show the total cost, expressed as y, for any number of people in attendance,
or x. The linear equation would be written as y = 9.75x + 780. With this equation, the party
planner can substitute any number of party guests and give her client the actual cost of the
event with the food and rental costs included.
3. Making Predictions
One of the most helpful ways to apply linear equations in everyday life is to make predictions
about what will happen in the future. If a bake sale committee spends P200 in initial start-up
costs and then earns P150 per month in sales, the linear equation y = 150x - 200 can be used
to predict cumulative profits from month to month. For instance, after six months, the
committee can expect to have netted P700 because (150 x 6) - 200 = P700. While real world
factors certainly impact how accurate predictions are, they can be a good indication of what
to expect in the future. Linear equations are a tool that make this possible.
Can you think of other ways on how linear equations in two variables is applied in real life?
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DAY 6

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A linear equation is an equation in two variables which can be written in two forms:
Standard form: Ax + By = C, where A, B and C ∈ ℜ, A and B not both 0; and

Slope – Intercept Form: y = mx + b, where m is the slope and b is the y-intercept, m and
b∈ℜ
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A linear equation is so called because its graph is a straight line. Two points are enough
to graph a linear equation. You can graph a linear equation with any of the following
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methods:
 using any two points;
 using the x-intercept and y-intercept;
 using the slope and a point; and

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using the slope and y-intercept.

Graphing a Linear Equation using any Two Points
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1. To find points on a line, assign a value or number to the first variable, then solving the
equation to find the corresponding value of the second variable.
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2. Graph each point and draw a straight line through them.

Graphing Linear Equations using the x – and y - intercept
The x-intercept is the point where the graph of a line intersects the x-axis. The
y-intercept is the point where the graph of a line intersects the y-axis. These points have
the form (x, 0) and (0, y), respectively.
Graphing Linear Equations using Slope and a Point
Another method in graphing linear equation is by using the slope and one point. This can
be done by plotting first the given point, then finding the other point using the slope.
Graphing Linear Equations using the Slope-Intercept Form
1. Your y-intercept is always the first point that you plot on the line. Your point will always
be (0, b).
2. Then, use your slope to find the other point.
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3. If you have two points, you can draw a straight line and this is the line that represents
your equation.
In studying linear equations, there are properties of the graph that have to be considered.
 Given the graph of a line, the slope's behavior can be determined without solving
for the exact value of the slope. Starting from the left side of the line, trace the
line going to the right side of the Cartesian plane. If you start going up, the slope
of the line is positive and it is increasing. If you start going down, the slope of
the line is negative and it is decreasing.
 In the graph of a linear equation, if all points in the coordinate plane have the same
y-coordinate, where the slope (m) is 0, then it is a horizontal line that is parallel to
the x – axis. Furthermore, if the graph consists of all points in the coordinate plane
having the same x – coordinate, where the slope is not defined, then it is a vertical
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line that is parallel to the y – axis.
Finding the Equation of a Line

The equation of a line can be determined using any of the following formulae:
a. two-point form: 𝑦 − 𝑦₁ =
𝑦₂−𝑦₁
𝑥₂−𝑥₁
SA (𝑥 − 𝑥₁)
b. point-slope form: 𝑦 − 𝑦₁ = 𝑚(𝑥 − 𝑥₁)

c. slope-intercept form: 𝑦 = 𝑚𝑥 + 𝑏
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Name: ________________________ Section: _______________________

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A. Answer the RIDDLE

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“WHAT IS THE EARLIEST FORM OF SHOES?”
Find the equation of the line given two points, the slope and a point and the slope and its
intercepts. Write the letter of the correct choice in each box at the bottom that contains the
exercise number. Show your solutions.
1. (3, 2)𝑎𝑛𝑑 (−2, −1) 𝑁 2𝑥 − 5𝑦 = −22
2. (4, 6)𝑎𝑛𝑑 (−1, 4) 𝐷 2𝑥 + 𝑦 = 4
3. (3, 1) 𝑚=2 𝐴 5𝑥 − 𝑦 = 6
4. (3, −2) 𝑚 = −2 𝑀 5𝑥 − 2𝑦 = 10
5. 𝑚 = 5 𝑏 = −6 𝑆 3𝑥 − 5𝑦 = −1
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𝐿 2𝑥 − 𝑦 = 5
𝑃 𝑥=1
1 5 2 4 5 3
B. Draw the graph of the following linear equations.

1. Given two points (2, 4) and (3, -1) 2. Given x-intercept -3 and y-intercept 2
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3, Given the slope 2 and point (-1,2) SA
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Enrichment Activity Part C
Graph the following linear equation. You can use any method to answer this activity.
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a. y = 4x + 6 b. y = -2x + 5
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Enrichment Activity Part D
Given the following equations, identify the slope (m) and the y – intercept (b). Then, determine if
the line represented by the equation is increasing, decreasing, horizontal or vertical.
Answers:
3) 1) y = 5 m = 0, b = 5, the line is horizontal
4)
2) x = -4 m = undefined, b = no y - intercept, the line is
vertical
1 1
3) 6y = 2x + 3 m = , b = , the line is increasing
3 2
4) y = -8x + 9 m = -8, b = 9, the line is decreasing

.
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Enrichment Activity Part F
Part I. Rewrite the following equations from 𝑎𝑥 + 𝑏𝑦 = 𝑐 in the form 𝑦 = 𝑚𝑥 + 𝑏 and vice
versa
1) 𝑦 = −5𝑥 + 3 Ans. 5𝑥 + 𝑦 = 3
3
2) 𝑦 = 𝑥 − 2
2
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Ans. 3𝑥 − 2𝑦 = 4
3) 𝑥 + 𝑦 = −8 Ans. 𝑦 = −𝑥 − 8
3
4) 3𝑥 − 2𝑦 = 6 Ans. 𝑦 = 𝑥 − 3
2
Part II. Graph the following Linear Equations

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1) passing through Points (-2,3) and (2,3) 2) whose x-intercept is -3 and

y-intercept 1
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3) given the slope and a point

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𝑚 = 2 𝑎𝑛𝑑 (2, 4)
Part III. Find the equation of a line in the form 𝑎𝑥 + 𝑏𝑦 = 𝑐.
1) Two-Point Form Ans. 2𝑥 + 𝑦 = 12

(5,2) and (2,8)
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2) Slope and a Point Ans. 5𝑥 − 𝑦 = 6
𝑚 = 5 , (2, 4)
3) Slope-Intercept Form Ans. 3𝑥 − 𝑦 = −8

𝑚=3 𝑏=8
If not, you have to go back to section A, C, D and E and try all over again.
KEY TO CORRECTION
Part C
a. y = 2x + 3 3 c. y = x + 1 1 e. y = -5x - 3 5
b. y = -4x 4 d. y = -3x + 5 2
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Part D
1
1) m = − , b = 5, the line is decreasing
2
2) m = 4, b = -2, the line is increasing

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3) m = undefined, b = no y - intercept, the line is vertical
4) m = 0, b = 8, the line is horizontal
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Part F
I.
1) Ax + By = C 4) If m is positive
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2) line 5) If m is negative
3) The greater the slope, the steeper the line
II.
1) x + y = 4 3) y = -2x + 9
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5 2
2) 5x – y = -7 4) y = x -
7 7
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III.
1) 2) 3)
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IV.
1) The trend of the graph is decreasing because the slope is negative.
2) The trend of the slope is increasing because the slope is positive.
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V.
Slope – intercept form Standard Form
1) 𝑦 = 3𝑥 − 5 3𝑥 − 𝑦 = 5
2) 𝑦 = 2𝑥 + 4 2𝑥 − 𝑦 = −4
3) 𝑦 = 4𝑥 + 9 4𝑥 − 𝑦 = −9

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SA
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Teaching Dates/ Oct. 1 – 2, 6 - 9, 12, 2020

School PAMPANGA HIGH SCHOOL
Week (Week 6-7)
October 5, 2020: World Teachers Day
Teacher
Quarter First
I. OBJECTIVES

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SA
The learner:
1. illustrates a system of linear equations in two variables (M8AL – Ih – 1),
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2. graphs a system of linear equations in two variables (M8AL – Ih – 2),

3. categorizes when a given system of linear equations in two variables has graphs
that are parallel, intersecting, and coinciding. (M8AL – Ih – 3),
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4. solves a system of linear equations in two variables by (a) graphing; (b)

substitution; (c) elimination (M8AL – Ii – j – 1),
5. solves problem involving linear equations in two variables (M8AL – Ii – j – 2).
D. Objectives
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1. define a system of linear equations in two variables;
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2. illustrate a system of linear equations in two variables;

3. solve a system of linear equations in two variables by graphing;
4. determine if a system of linear equations in two variables is dependent,
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independent and inconsistent;

5. identify graphs that are parallel, intersecting and coincident from the given system
of linear equations in two variables;
6. given a system of linear equations, find the solution using the method of
substitution;
7. given a system of linear equations, find the solution using the method of elimination
by addition or subtraction;
8. apply knowledge of system of linear equation in two variables in solving real-life
problems; and
9. appreciate the relevance of Math concepts and principles learned as applied in
problem-solving situations.
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II. CONTENT
 Illustrating a System of Linear Equations in Two Variables

 Graphing a System of Linear Equations in Two Variables
 Categorizing When a Given System of Linear Equations in Two Variables has
a graph that are Parallel, Intersecting and Coinciding
 Solving Systems of Linear Equations in Two Variables using Substitution
 Solving Systems of Linear Equations in Two Variables using Elimination by
Addition or Subtraction;
 Solving Real-Life Problems involving System of Linear of Equation in Two
Variables
Learning Resources
A. References
“Mathematics Learner’s Module (Grade 8)” pages 243 – 306

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“Grade 8 Mathematics: Patterns and Practicalities” pages 197 – 235
“e-math 8” pages 260 – 298

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https://www.britannica.com/biography/William-Rowan-Hamilton
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III. PROCEDURES
DAY 1

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Before we start with our new lesson let us first recall what is a Linear Equation and how to graph
it.
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A linear equation looks like any other equation. It is made up of two expressions set
equal to each other. A linear equation is special because:
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1. It has one or two variables.

2. No variable in a linear equation is raised to a power greater than 1 or used as the
denominator of a fraction.
3. When you find pairs of values that make the linear equation true and plot those
pairs on a coordinate plane, all of the points for any one equation lie on the same
line.
4. The graph of a Linear Equation is a straight line.
Now let us have some examples.
We can graph a linear equation that is in standard form (Ax + By = C) by finding the x- and y-
intercepts.
EXAMPLE 1: Graph the linear equation 2x - 6y = 12 by finding the x- and y-intercepts.
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To find the x-intercept, let us set y = 0. To find the y-intercept, let us set x = 0.
2x – 6y = 12 2x – 6y = 12
2x – 6(0) = 12 2(0) – 6y = 12
2x – 0 = 12
0 – 6y = 12
2x = 12
2𝑥 12 – 6y = 12
=
2 2
−6𝑦 12
x =6 =
−6 −6
y = -2
The x-intercept is 6 or (6, 0) and the

y-intercept is -2 or (0, -2).
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We can also graph a linear equation using a table of values.
This method is a good way to graph when the linear equation is in slope - intercept form
(y = mx + b) rather than in general form (Ax + By = C).
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3
Example 2: Graph the linear equation y = x + 2 using a table of values.
4
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3 3
Because the slope of y = x + 2 is the fraction we choose multiples of 4 as our values for x.
4 4
By choosing multiples of 4 rather than 0, 1, 2, we will avoid getting fractions for the values of y.
𝟑
x y= x+2 y
𝟒
3
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y = ( ) (0) + 2
4
0 y=0+2 2
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y=2
3
y = ( ) (4) + 2
4
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4 y =3+2 5
y =5
3
y = ( ) (8) + 2
4
8 y=6+2 8
y=8
3
Plot the points (0, 2), (4, 5), and (8, 8) and graph the line y = x + 2 on the provided
4
rectangular grid.
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𝟑
y= x+2
𝟒
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TRIVIA
Linear equations were invented in 1843 by

Irish Mathematician Sir William Rowan
Hamilton. He was born in 1805 and died in
1865. Through his algebraic theory, Sir
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Hamilton made important contributions to
mathematics, and his work found
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applications in quantum mechanics.
Some consider Sir Hamilton a genius

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because of his exceptional mental abilities.

At just the age of 13, he reportedly spoke 13 languages, and at 22, he was a professor
at University of Dublin. Sir Hamilton was guided by his idealism, faith and passion for
metaphysics, politics and poetry. In his mathematical studies, he wanted to find ways of
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extending complex numbers, which he did with his invention of a type of equations
known as quaternions.
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Hamilton’s two major papers “On a General Method in Dynamics” were published in
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1834 and 1835. In the second of these, the equations of motion of a dynamical system
are expressed in a particularly elegant form (Hamilton’s equations of motion). He spent
the last twenty-two years of his life by continuing his studies on ‘Elements of
Quaternions’ which he was able to complete just a few days before his death.(*Source:
https://www.britannica.com/biography/William-Rowan-Hamilton)
DAY 2
Now, let us have what they call system of linear equations in two variables.
Do you have any idea what is a system of linear equations in two variables?
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A system of linear equations consists of two or more linear equations made up of two or
more variables, such that all equations in the system are considered simultaneously.
To find the solution to a system of linear equation, we must have an ordered pair of
numbers that satisfies both equations. Some system of linear equations may not have a
solution, while others may have an infinite number of solutions. In order for a system of
linear equations to have a unique solution, there must be at least as many equations as
there are variables. Even so, this does not guarantee a unique solution.
For example, consider the following system of linear equations in two variables:
2x + y = 15
3x – y = 5
The solution to a system of linear equations in two variables is any ordered pair that
satisfies each equation independently. In this example, the ordered pair (4, 7) is the
solution to the system of linear equations. We can verify the solution by substituting the
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values into each equation to see if the ordered pair satisfies both equations.
2x + y = 15 3x - y =5
2 (4) + 7 = 15
8+7 = 15
SA 3(4) - 7 = 5
12 - 7 =5
15 = 15 5=5
Both equations are true, so (4, 7) is indeed a solution to the system of equations.
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Determine whether the ordered pair (5, 2) is a solution to the given system.
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x + 3y = 8
2x – y = 9
We can verify the solution by substituting the values into each equation to see if the
ordered pair satisfies both equations.
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2x – y =9
x + 3y = 11
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2(5) – 2 = 9
5 + 3(2) = 11
10 – 2 =9
5+6 = 11
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8 ≠ 9
11 = 11
Since one of the equations is not true, (5, 2) is not a solution to the given system.
Now, try this!

Determine whether the ordered pair (8, 5) is a solution to the given system.
5x – 4y = 20
2x – 3y = 1
The ordered pair should satisfy both equations. Show your solution on your notebook.
If not, I am sorry but you have to go back to the previous examples and try all over
again.
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A simple way to solve a system of equations is to look for the intersecting point or points
of the equations. This can be found if we graph both equations.
In general, a system of linear equations may behave in any one of three possible ways:
1. The system has one solution.

2. The system has no solution
3. The system has infinitely many solutions.
Each of these possibilities represents a certain type of system of linear equations in two
variables. Each of these can be displayed graphically, as shown below.
Note that a solution to a system of linear equation is any point at which the lines intersect.
Solving a system of linear equations in two variables by graphing will result into three types
of solutions: one solution, no solution, or infinitely many solutions.
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The one solution of a system of linear equations in two variables is a value of x and y that
satisfies all the equations in the system.
Graphically, this one solution is represented as the point of intersection of the two lines
formed by each linear equation in the system. SA
As two distinct straight lines cannot intersect each other more than once, this implies that
a system of two or more distinct linear equations can have a maximum of one solution
where all the equations are satisfied.
However, if two linear equations represent the same line, the graph of such a system will
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form overlapping lines. In this case, the solution of this particular system is infinite
solutions. Such systems have the same slope and y-intercepts.
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On the other hand, if two equations have the same slope, but different values of the y-
intercept, then its graph will be parallel lines. Since parallel lines do not touch or intersect
each other, such a system of linear equations has no solution.
The solution of a system of linear equations can be determined by graphing. Graph each
linear equation in the system separately. Determine the solution of the system by
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identifying their intersection.

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ONE SOLUTION
The graph of the following system is shown.
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𝑦 = 𝑥+4 𝑦 =𝑥+4
{
𝑦 = −𝑥 + 2
The point of intersection is at (−1,3). This means

that the solution of the system above
is x=−1 and y=3.
𝑦 = −𝑥 + 2
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INFINITE SOLUTIONS
The graph of the system:
2𝑥 + 2𝑦 = 2 𝑥+𝑦=1
{
2𝑥 + 2𝑦 = 2
The graph shows only one line because both

linear equations have the same line graph.
This is a case of overlapping lines. Thus, this
system has infinitely many solutions.
𝑥+𝑦=1
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NO SOLUTION
The graph of the system:
3
𝑦 = 𝑥 +5 3𝑥 − 2𝑦 = 1
2
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3𝑥 − 2𝑦 = 1
{ 3
𝑦 = 𝑥+5
2
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The graph shows two parallel

lines. Thus, this system has no solution.
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Let us start with this as example 1.

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Find the solution set of the system of linear equations shown below by graphing.
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2𝑥 + 𝑦 = 4
{
6𝑥 + 3𝑦 = −3
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Step 1: Graph the first linear equation.

2𝑥 + 𝑦 = 4
Find the x - intercept: Let y = 0
2x + y = 4
2x + 0 = 4
2𝑥 4
=
2 2
x =2
The x – intercept is 2 or (2, 0)
Find the y – intercept: Let x = 0

2x + y = 4
2(0) + y = 4
𝑦 = −2𝑥 + 4 y=4
The y – intercept is 4 or (0, 4)
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Step 2: Graph the second linear equation.
6𝑥 + 3𝑦 = −3
Graph using intercepts.

6𝑥 + 3𝑦 = −3
𝑦 = −2𝑥 + 4 Find the x-intercept: Let y = 0
6𝑥 + 3𝑦 = −3
6𝑥 + 3(0) = −3
6𝑥 −3
=
6 6
𝟏
𝒙 =−
𝟐
𝟏 𝟏
The x-intercept is − , or (− , 0).
𝟐 𝟐
Find the y-intercept: Let x=0
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6𝑥 + 3𝑦 = −3
6(0) + 𝑦 = −3
3𝑦 −3
=
SA 3 3
𝒚 = −𝟏
The y-intercept is −1, or (0, −1).
Plot the intercepts and draw a straight line through both points.
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Step 3: Identify the solution based on the graph.

The graph is a set of parallel lines. Thus, the system has no solution.
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Example 2: Find the solution set of the system of linear equations via graphing.
𝑦 = −2𝑥 − 4
{
𝑦 = −3𝑥 + 1
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Step 1: Graph the first linear equation.
𝑦 = −2𝑥 − 4
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Let us use a table of values in graphing both equations.

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x 𝑦 = −2𝑥 − 4 y
0 y = -2(0)-4 –4
y=0–4
y = -4
1 y = -2(1)-4 –6
y = -2 – 4
y = -6
2 y = -2(2) – 4 –8
y = -4 – 4
y = -8
Plot the points (0, -4), (1, -6) and (2, -8).
𝑦 = −2𝑥 − 4
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Step 2: Graph the second linear equation.
𝑦 = −3𝑥 + 1
𝑦 = −2𝑥 − 4 𝑦 = −3𝑥 + 1
x 𝑦 = −3𝑥 + 1 y
0 y = -3(0) + 1 1
y=0+1
y=1
1 y = -3(1) + 1 -2
y = -3 + 1
y = -2
2 y = -3(2) +1 -5
y = -6 + 1
y = -5
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Plot the points (0, 1), (1, -2), (2, -5).
(5, -14)
Step 3: Identify the solution based on the graph.

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The graph is a set of lines intersecting at (5, −14). Thus, the system has one solution:
x = 5 and y = −14.

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Find the solution set of the system of linear equations by graphing. Write your solution on
your notebook.
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𝑦 = −3𝑥 + 6
{
𝑦 = 2𝑥 − 4
You should get

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𝑦 = −3𝑥 + 6 𝑦 = 2𝑥 − 4
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(2, 0)
The graph is a set of lines intersecting at (2,0). Thus, the system has a one solution:
x = 2 and y = 0.
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Find the solution set of the system of linear equations by graphing.
𝑥−𝑦=5 2𝑦 = 8𝑥 + 8
1. { 3. {
2𝑥 − 2𝑦 = 10 𝑦 = 4𝑥 − 8
𝑦=𝑥+4 𝑦 = 2𝑥 − 8
2. { 4. {
𝑦 = −𝑥 + 8 𝑥 + 2𝑦 = 4
Score Description
Now, check your work by turning to page 142 4 Very Good
for the key to correction. Give yourself 1 point for every 3 Good
correct answer.
2 Fair
How many correct answers did you get? Rate your result
Turn to page
using the table on the right.
141 sec. J
and work on
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If you got 2 out of 4 items, you may now proceed to the 0-1
the
enrichment
activities
DAY 3
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For now, we will categorize when a given system of linear equations in two variables has
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graphs that are parallel, intersecting, and coinciding. Afterwards, without graphing, we will
categorize a given a system by mere inspection of the slopes and y – intercepts of the
equations.
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Let us consider again the three examples that we had in section C.

𝑦 =𝑥+4 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
Example 1: Graphs of the system {
𝑦 = −𝑥 + 2 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
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Notice that the graph of the two

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equations are intersecting lines. The

system of equations has one solution (-
1, 3) where the two lines intersect. The
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system is consistent and the equations

are independent. As clearly seen from
the graphs, the two lines have different
slopes (one is positive-going upward
from left to right and the other one is
negative-going downward from left to
right) and different y – intercepts.
Now let us compare the slopes and y – intercepts of the given system by just focusing on
the two equations written in slope – intercept form. Since the two equations are already
written in y = mx + b, we will let:
equation 1 be y1 = m1x + b1 and equation 2 be y2 = m2x + b2,

y=x+4 y = -x + 2
m1 = 1, b1 = 4 m2 = -1, b2 = 2
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therefore,
m1 ≠ m2 and b1 ≠ b2
1 ≠ -1 4 ≠ 2.
𝑦 = 2𝑥 + 3 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
Though in some cases, just like the system {
𝑦 = 4𝑥 + 3 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
y = 2x + 3 y = 4x + 3
m1 = 2, b1 = 3 m2 = 4, b2 = 3
therefore, m1 ≠ m2 and b1 = b2
2≠4 3 = 3.
The two lines have different slopes but they have the same y – intercept 3, meaning
they will intersect at point (0, 3).
From the given examples, we can conclude that if the two lines are intersecting, they
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have different slopes and their y – intercepts are sometimes different or the same
depending on the given equations.
𝑥 + 𝑦 = 1 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
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Example 2: Graphs of the system {
2𝑥 + 2𝑦 = 2 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
Notice that the graph of the two equations

are coinciding lines. The solution set of
the system consists of the infinite set of
points on the line formed by the graphs of
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both equations. The system is consistent
and the equations are dependent. Since
the two lines overlaps, they have the
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same slope and same y – intercept.

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the two equations. Since the two equations are written in standard form
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Ax + By = C, we will transform them into slope-intercept form y = mx + b, doing so we

have,
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Ax + By = C y = mx + b
equation 1 x+y=1 y = -x + 1
equation 2 2x + 2y = 2 2y = -2x + 2
2𝑦 −2𝑥 + 2
=
2 2
y = -x + 1
As clearly seen, the two equations now are the same, so it follows that their slopes and
y-intercepts are the same also,
y = -x + 1 y = -x + 1
m1 = -1, b1 = 1 m2 = -1, b2 = 1
therefore, m1 = m2 and b1 = b2
-1 = -1 1=1
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3𝑥 − 2𝑦 = 1 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
Example 3: Graphs of the system { 3
𝑦= 𝑥 + 5 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
2
There is no solution for this system

because the lines do not intersect, in fact
the lines are parallel. The system is
inconsistent and the equations are
independent. Since the two lines are
parallel, they have the same slope but
different y – intercepts.
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the two equations. Since equation 1 is written in standard form
Ax + By = C, we will transform it into slope-intercept form y = mx + b, doing so we have,
equation 1
Ax + By = C
3x – 2y = 1
SA y = mx + b
-2y = -3x + 1
−2𝑦 −3𝑥 + 1
=
−2 −2
3 1
y= 𝑥-
2 2
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3
equation 2 y= 𝑥+5
2
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3 1 3
y= 𝑥- y= 𝑥+5
2 2 2
3 1 3
m1 = , b1 = - m 2 = , b2 = 5
2 2 2
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therefore,
m1 = m2 and b1 ≠ b2
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𝟑 𝟑 𝟏
= - ≠5
𝟐 𝟐 𝟐
The table below shows the summary of the three systems of linear equations in two variables.
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GIVEN COMPARISON COMPARISON NUMBER CATEGORY

EQUATIONS OF THE OF THE GRAPH OF OF THE
SLOPES Y- INTERCEPTS SOLUTIONS SYSTEM
y=x+4 same/different intersecting consistent -

different slopes one solution
y = -x + 2 y-intercepts lines independent
infinitely
y = -x + 1 same coinciding consistent -
same slope many
y = -x + 1 y-intercept lines dependent
solutions
𝟑 𝟏
y = 𝟐𝒙 - 𝟐 different parallel inconsistent-
same slope no solution
𝟑
y = 𝟐𝒙 + 5 y-intercepts lines independent
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Now, your turn.
Complete the table.

SLOPES Y- INTERCEPTS SOLUTIONS SYSTEM
𝟑
y = −𝟐𝒙 - 𝟑
𝟑
y = − 𝟐 𝒙 -6
6x - 6y = 6
y=x-1
𝟏
y = −𝟐𝒙 - 𝟐
2x + y = 7
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Now, check your work by turning to page 143 Score Description
for the key to correction. How many correct answers did you SA 12-15 Very Good
get? Rate your result using the table at the right. 8-11 Good
4-7 Fair
If your score is at least 8 out of 15, you may now proceed to
0-3 Turn to page
141 sec. J and
work on the
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enrichment
activities
DAY 4
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Graphing helps us visualize the solution of a system of equations, but solving by graphing is not
always fast nor accurate, especially when the solutions are not integers. Oftentimes, graphs are
used to approximate the solution. To obtain exact solutions, we use algebraic methods. Among
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these methods we have substitution and elimination.

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For this part of the lesson, we will use substitution method in solving the system of equations.
The substitution method is easily applied when the coefficient of one variable in the system is
one. It is anchored on the substitution principle which states that if two expressions are equal
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then either may replace the other without changing the equality.
STEPS IN SOLVING SYSTEMS BY SUBSTITUTION METHOD
1.
Solve one of the equations for either x or y.
2.
Substitute the expression obtained in STEP 1 into the other equation.
3.
Solve the resulting equation in one variable.
4.
Find the value of the other variable by substituting the value obtained in
STEP 3 into any equation containing both variables.
5. usCheck
Let the again
consider solutions
this in the original
example that equations.
we had in section C.
𝑦 = 𝑥 + 4 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
Example 1: Solve by substitution method the system{
𝑦 = −𝑥 + 2 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
Step 1: Solve one of the equations for either x or y.
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Since the two equations are already solved for y and the coefficient of the said variable
is 1, we can choose any of the two equations. We will choose equation 1
(y = x + 4) for this step.
Step 2: Substitute the expression obtained in step 1 into the other equation.
y = -x + 2 Use equation 2 since we chose equation 1 in step 1

x + 4 = -x + 2 Substitute the expression x + 4 obtained in step 1 for y
Step 3: Solve the resulting equation in one variable.
x + 4 = -x + 2 Solve for x value

x + x + 4 = -x + x + 2 Add x to both sides to get rid of –x on the right side
2x + 4 = 2 Simplify
2x + 4+(-4) = 2 + (-4) Add (-4) to both sides to get rid of 4 on the left side
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2x = -2 Simplify
2𝑥 −2
= Divide both sides by 2 (numerical coefficient of x)
2 2
x = -1 Simplify
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Step 4: Find the value of the other variable by substituting the value obtained in step 3
into any equation containing both variables.
y=x+4 Use Equation 1 (the easier to work with)

y = -1 + 4 Substitute -1 (value obtained in step 3) for x
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y=3 Simplify
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The solution to the system is x = -1 and y = 3 or (-1, 3). Since there is one solution, the
system is consistent-independent. The graphs of the equations are intersecting
lines.
Step 5: Check the solutions in the original equations.

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(x, y)
Substitute the ordered pair (-1, 3) to each equation in the system, then simplify following
O
PEMDAS.
Equation 1 Equation 2
N
y=x+4 y = -x + 2
3 = -1 + 4 3 = - (-1) + 2
3 = 3 TRUE 3=1+2
3 = 3 TRUE
Since the ordered pair (-1, 3) satisfies both equations in the system, the answer
is correct.
Now your turn.

𝑥 = 𝑦 − 6 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
For example 2, solve by substitution method the system {
𝑥 + 2𝑦 = 33 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
You should get the ordered pair (7, 13).

If you get the correct answer you may proceed with example 3.
130
𝑥 − 𝑦 = 16 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
Example 3: Solve by substitution method the system {
𝑥 + 3𝑦 = −4 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
Since the coefficient of x in the first equation is 1, it is easier to solve for x in that
equation.
x - y = 16 Equation 1
x – y + y = y + 16 Add y to both sides to get rid of –y on the left side
x = y + 16 Simplify
x + 3y = -4 Use equation 2 since we chose equation 1 in step 1

y + 16 + 3y = -4 Substitute the expression y + 16 obtained in step 1 for x
LE
y + 16 + 3y = -4 Solve for y value
4y + 16 = -4 Add y and 3y
4y + 16 + (-16) = -4 + (-16) Add (-16) to both sides to get rid of 16 on the left side
SA
4y = -20 Simplify
4𝑦 −20
= Divide both sides by 4 (numerical coefficient of y)
4 4
y = -5 Simplify
R
Step 4: Find the value of the other variable by substituting the value obtained in step 3
FO
x - y = 16 Use Equation 1 (the easier to work with)

x – (-5) = 16 Substitute -5 (value obtained in step 3) for y
x + 5 = 16 Simplify
x + 5 + (-5) = 16 + (-5) Add (-5) to both sides to get rid of 5 on the left side
x = 11 Simplify
T
The solution to the system is x = 11 and y = -5 or (11, -5). Since there is one solution,
O
the system is consistent-independent. The graphs of the equations are intersecting

lines.
N
Step 5: Check the solutions in the original equations.
(x, y)
Substitute the ordered pair (11, -5) to each equation in the system, then simplify
following PEMDAS.
Equation 1 Equation 2
x - y = 16 x + 3y = -4
11 – (-5) = 16 11 + 3(-5) = -4
11 + 5 = 16 11 – 15 = -4
16 = 16 TRUE -4 = -4 TRUE
Since the ordered pair (11, -5) satisfies both equations in the system, the
answer is correct.
131
Now your turn.
For Example 4, solve by substitution method the system {
2𝑥 + 𝑦 = 8 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
You should get the ordered pair (3, 2).

If you get the correct answer you may proceed with example 5.
𝑥 = −3𝑦 + 2 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
x = -3y + 2 Equation 1 is already solved for x.
3x + 9y = 6 Use equation 2 since we chose equation 1 in step 1

3(-3y + 2) + 9y = 6 Substitute the expression -3y + 2 obtained in step 1 for x
LE
3(-3y + 2) + 9y = 6 Distribute SA
-9y + 6 + 9y = 6 Add -9y and 9y
6= 6 TRUE EQUATION
Since the y – terms drop out and a true equation is obtained, the system is consistent-
R
dependent. The system has infinitely many solutions. The graphs of the equations
are coinciding lines.
FO


,
Since the coefficient of y in the first equation is 1, it is easier to solve for y in that
equation.
T
3x + y = 2 Equation 1
O
3x + (-3x) + y = -3x + 2 Add (-3x) to both sides to get rid of x on the left side
y = -3x + 2 Simplify
N
3x + y = 4 Use equation 2 since we chose equation 1 in step 1

3x + (-3x) + 2 = 4 Substitute the expression -3x + 2 obtained in step 1 for y
3x + (-3x) + 2 = 4 Add 3x and -3x

2=4 FALSE EQUATION
Since the x – terms drop out and a false equation is obtained, the system is
inconsistent-independent. The graphs of the equations are parallel lines, therefore
there is no solution for this system.
132
Another way of solving a system of linear equation in two variables is to use the elimination
method. In this method you either add or subtract the equations to get an equation in one variable.
When the coefficients of one variable are opposites you add the equations to eliminate a variable.
3𝑦 + 2𝑥 = 6 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
Example 1: {
5𝑦 − 2𝑦 = 10 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
We can eliminate the x- variable by addition of the two equations.
3y + 2x = 6
+ 5y – 2x =10
_______________________
8𝑦 16
= solve for y
8 8
y = 2
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The value of y can now be substituted into either of the original equations to find the value
of x.
3y + 2x = 6
3(2) + 2x = 6 Substitute the value of y obtained.
SA
6 + 2x = 6 Simplify
6 – 6 + 2x = 6 – 6 Add -6 on both sides of the equation (Addition Property)
2𝑥 0
= Divide both sides by the coefficient of x
2 2
x=0
The solution of the linear system is (0,2).
R
Be sure to check your answer in both equations!

FO
3y + 2x = 6 5y – 2x = 10
3(2) + 2(0) = 6 5(2)- 2(0) = 10
6 +0 =6 10 - 0 = 10
6 = 6 TRUE 10 = 10 TRUE
T
Since both equations are true, the solution set is correct.
To avoid errors, make sure that all like terms and equal signs are in the same columns before
O
beginning the elimination.
Now it’s your turn:

N
𝑥 − 𝑦 = −6
For example 2, use elimination by addition to solve for x and y: {
𝑥+𝑦=8
You should get (1, 7) as the solution of the linear system.

When the coefficients of one variable are equal, you subtract the equations to eliminate a
variable.
Example 3: {
−3𝑥 + 𝑦 = 12 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
We can eliminate the y-variable by subtracting the two equations.
133
2x + y = 12 2x + y = 12 2x + y = 12
- 3x + y = 2 - (-3x + y) = - (2) 3x – y = - 2
5𝑥 10
= solve for x
5 5
x = 2
The value of x can now be substituted into either of the two original equations to find the
value of y.
2x + y = 12
2(2) + y = 12 Substitute the value of x obtained
4 + y = 12 Simplify
4 – 4 + y = 12 – 4 Add -4 on both side of the equation
y=8
The solution of the linear system is (2,8).
LE
2x + y = 12 -3x + y = 2
2(2) + 8 = 12 -3(2) + 8 = 2
4 + 8 = 12
12 = 12 TRUE
SA
-6 + 8 = 2
2 = 2 TRUE
So the solution set is correct.
R
For example 4, use elimination by subtraction to solve for x and y: {

FO

If you don’t have equations where you can eliminate a variable by addition or subtraction you
can begin by multiplying one or both of the equations with a constant to obtain an equivalent
T
linear system where you can eliminate one of the variables by addition or subtraction.
3𝑥 + 𝑦 = 9
O
Example 5: {
5𝑥 + 4𝑦 = 22
Begin by multiplying the first equation by -4 so that the coefficients of y are opposites.
N
(3x + y = 9) -4 - 12x – 4y = -36
5x + 4y = 22 + 5x + 4y = 22
−7𝑥 −14
= solve for x
−7 −7
x = 2
Substitute x in either of the original equations to get the value of y
3x + y = 9
3(2) + y = 9 Substitute the value obtained
6 +y=9 Simplify
6–6+y =9–6 Add –6 on both sides of the equation
y =3
The solution of the linear system is (2, 3).
134
3x + y = 9 5x + 4y = 22
3(2) + 3 = 9 5(2) + 4(3) = 22
6 +3=9 10 + 12 = 22
9 = 9 TRUE 22 = 22 TRUE
So the solution set is correct.
2𝑥 + 𝑦 = 3
For Example 6, use elimination method to solve for x and y: {
𝑥 + 2𝑦 = 6

LE
DAY 5
SA
A. Tell whether the graph of each pair of lines is intersecting, parallel or coinciding by
applying the color coding on the figure below. Show your solution on a yellow
paper/graphing paper.
1. 𝑥 − 𝑦 = 2 2. 𝑥 + 𝑦 = 5 3. 𝑥 + 𝑦 = 3
𝑥+𝑦 = 8 𝑥 + 𝑦 = −2 2𝑥 + 2𝑦 = 6
R
4. 3𝑥 = 4𝑦 − 7 5. 3𝑥 + 3𝑦 = 3
2𝑥 = 5𝑦 6𝑥 + 6𝑦 = 6
FO
For number 1. If the graph is Intersecting (YELLOW)

Parallel (ORANGE)
Coinciding (BLACK)
For number 2. If the graph is Intersecting (RED)

T
Parallel (ORANGE)
Coinciding (BLACK)
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For number 3. If the graph is Intersecting (RED)

Parallel (Black)
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Coinciding (GREEN)
For number 4. If the graph is Intersecting (VIOLET)

Parallel (BLUE)
Coinciding (RED)
For number 5. If the graph is Intersecting (PINK)

Parallel (YELLOW)
Coinciding (GREEN)
135
B. If the pair of lines in letter A intersect, then find the solution using any of the algebraic
method.
 Scoring Guide for A. Score Description

For every correct color, you will get two points
otherwise 1 point. Since there are 5 numbers 17 – 20 Mastered
to color, a possible of 10 points can be Nearing Mastery
13 – 16
earned.
9 – 12 Poor
 Scoring Guide for B. (Algebraic Solution) (5 Turn to page 142
points each number) 5–8 sec. J and work on
1 point for the value of x the enrichment
1 point for the value of y activities
0–4
2 points for the computation
1 point for the answer
LE
Now, check your work by turning to page
143 for the key to correction.
How many correct answers did you get?
SA Rate your result using the table above.
If you got 13 out of 20 items, you may now

proceed to the next part of the discussion.
R
FO
DAY 6

T
Systems of linear equations in two variables are applied in many real-life situations. They used
O
to represent situations and solve problems related to budgeting, number relation, work and
many others.
N
Let us have some examples.
Budgeting
Example 1: Mrs. Gonzales bought face masks for her family. Brand A costs Php 5.00 each
while brand B costs Php 6.00 per piece. The total number of face masks is 125 and she bought
them for Php 700.00. Find how many pieces of each brand Mrs. Gonzales bought.
Solution:
𝐿𝑒𝑡 𝑥 = 𝑏𝑒 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐵𝑟𝑎𝑛𝑑 𝐴 𝑓𝑎𝑐𝑒 𝑚𝑎𝑠𝑘

𝐿𝑒𝑡 𝑦 = 𝑏𝑒 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐵𝑟𝑎𝑛𝑑 𝐵 𝑓𝑎𝑐𝑒 𝑚𝑎𝑠𝑘
{
Let’s solve the system using Elimination Method by subtraction.
136
Multiply both sides of equation1 by 5 to eliminate x.
𝑥 + 𝑦 = 125 5(𝑥 + 𝑦 = 125) 5𝑥 + 5𝑦 = 625
The resulting system of linear equations is
5𝑥 + 5𝑦 = 625
5𝑥 + 6𝑦 = 700
Subtract the terms on both side of the resulting equations
5𝑥 + 5𝑦 = 625
- 5𝑥 + 6𝑦 = 700
− 𝑦 = −75
−𝑦 75
= −
−1 −1
𝒚 = 𝟕𝟓
Solve for x by substituting 75 for y in any of the original equations. Then, solve the resulting
LE
equation.
𝑥 + 75 = 125 Substitution Property
𝑥 + 75 − 75 = 125 − 75 Subtract 75 on both sides of the equation
SA
𝒙 = 𝟓𝟎
The solution of the system is (50, 75)

Therefore, the number of brand A face masks is 50 and the number of Brand B face masks is
75.
R
Now, you try to solve the problem using elimination method.
FO
{
Solution:
Use 𝑥 + 𝑦 = 125 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑦 𝑖𝑛 𝑡𝑒𝑟𝑚𝑠 𝑜𝑓 𝑥
𝑥 + (−𝑥) + 𝑦 = 125 − 𝑥 Subtract x on both sides of the equation
T
𝑦 = 125 − 𝑥
Substitute 125 − 𝑥 for 𝑦 in equation 2.

O
5 𝑥 + 6(125 − 𝑥) = 700 Substitution Property
N
5𝑥 + 750 − 6𝑥 = 700 Distributive Property

−𝑥 + 750 = 700 Simplify
−𝑥 + 750 − 750 = 700 − 750 Subtract 750 on both side of the equation
−𝑥 −50
= Divide both side of the equation by the coefficient of x
−1 −1
𝒙 = 𝟓𝟎
Substitute 50 for 𝑥 in equation 1.
50 + 𝑦 = 125 Substitution Property
50 − 50 + 𝑦 = 125 − 50 Subtract 50 on both side of the equation
𝒚 = 𝟕𝟓

Therefore, the number of brand A face masks is 50 and the number of Brand B face masks is
75.
137
Number Relation Problem
Example 2: The sum of two numbers is 26. The second number subtracted from the first
number is 8. Find the numbers.
Solution:
𝐿𝑒𝑡 𝑥 = 𝑏𝑒 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟

𝐿𝑒𝑡 𝑦 = 𝑏𝑒 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟
The system of equations consists of:
{
Let’s solve the system using Elimination Method using addition.

{
LE
2𝑥 = 34
2𝑥 34
= Divide both side by the coefficient of x
2 2
𝒙 = 𝟏𝟕
To solve for the value of y, substitute the value of x in any of the original equations. Then, solve
SA
the resulting equation.
𝒚=𝟗
R
Therefore, the first number is 17 and the second number is 9.
FO
Now, let us solve the system using Substitution Method.

{
Solution: Use 𝑥 + 𝑦 = 26 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑦 𝑖𝑛 𝑡𝑒𝑟𝑚𝑠 𝑜𝑓 𝑥
𝑥 + (−𝑥) + 𝑦 = 26 − 𝑥 Subtract –x on both side of the equation

T
𝑦 = 26 − 𝑥
O
Substitute 26 − 𝑥 for 𝑦 in equation 2.
𝑥−𝑦=8 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
N
𝑥 − (26 − 𝑥) = 8 Substitution Property

𝑥 − 26 + 𝑥 = 8 Distributive Property
2𝑥 − 26 = 8 Simplify
2𝑥 − 26 + 26 = 8 + 26 Add 26 on both side of the equation
𝒙 = 𝟏𝟕
Substitute 17 for 𝑥 in equation 1.
𝒚=𝟗

Therefore, the first number is 17 and the second number is 9.
138
Your turn, try to solve the given problem as example 3.
The sum of two numbers is 36 and their difference is 24. Find the numbers.
You can use any method in solving the problem. Write your solution on your notebook.
You should get the solution of the system is (30, 6).
DAY 7
Let us have a quick wrap-up of the discussion we had.
LE
 A system of linear equations consists of two or more linear equations made up of two or
more variables, such that all equations in the system are considered simultaneously.
 The solution to a system of linear equations in two variables is any ordered pair that
satisfies each equation independently. SA
 A system of linear equations may behave in any one of three possible ways:
1. The system has one solution.
2. The system has no solution
3. The system has infinitely many solutions.
COMPARISON COMPARISON NUMBER OF CATEGORY

R
OF THE SLOPES OF THE GRAPH SOLUTIONS OF THE

FO
y- INTERCEPTS SYSTEM
m1 ≠ m2 b1 ≠ b2 intersecting one solution consistent -

b1 = b2 lines independent
m1 = m2 b1 = b2 coinciding infinitely many consistent -
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lines solutions dependent

m1 = m2 b1 ≠ b2 parallel lines no solution inconsistent-
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independent
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 STEPS IN SOLVING SYSTEMS BY SUBSTITUTION METHOD
1. Solve one of the equations for either x or y.

2. Substitute the expression obtained in STEP 1 into the other equation.
3. Solve the resulting equation in one variable.
4. Find the value of the other variable by substituting the value obtained in STEP 3
5. Check the solutions in the original equations.
 REMINDERS IN SOLVING SYSTEMS BY ELIMINATION METHOD
1. When the coefficients of one variable are opposites you add the equations to
eliminate a variable. Then, substitute the value obtained to solve for value of the
other variable. Check your answer.
139
2. When the coefficients of one variable are equal you subtract the equations to
eliminate a variable. Then, substitute the value obtained to solve for value of the
other variable. Check your answer.
3. If you don’t have equations where you can eliminate a variable by addition or
subtraction you can begin by multiplying one or both of the equations with a
constant to obtain an equivalent linear system where you can eliminate one of
the variables by addition or subtraction. Then, substitute the value obtained to
solve for value of the other variable. Check your answer.
LE
Name: ________________________ Section: _______________________
Subject: Mathematics 8 Week 6-7 Parent’s Signature: ______________
SA
A. Match each system with its corresponding graph. Write the letter of your answer on
the blank.
1) 𝑥 − 𝑦 = 3 2) 𝑥 + 2𝑦 = 4 3) 4𝑥 − 𝑦 = 4
𝑥+𝑦 = 2 𝑥 + 2𝑦 = −2 8𝑥 − 2𝑦 = 8
R
FO
T
O
Answer. __________ Answer. __________

N
Answer. __________
140
B. Without graphing, tell whether the graphs of each pair of lines are parallel, intersecting or
coinciding.
4) 2𝑥 + 𝑦 = 5 5) 𝑥 − 𝑦 = 3 6) 2𝑥 − 𝑦 = 2
2𝑥 + 𝑦 = 1 𝑥+𝑦 =5 4𝑥 − 2𝑦 = 4
Answer. __________ Answer. __________ Answer. __________
7) 𝑦 = 3𝑥 + 5 8) 3𝑥 + 𝑦 = −2 9) 𝑥 + 10 = 4𝑦
1 2
𝑦 = 3𝑥 + 2 6𝑥 + 2𝑦 = −4 𝑥− 𝑦=3
2 3
Answer. __________ Answer. __________ Answer. __________
1 3
10) 𝑥
− 𝑦 = −7
3 4
1 1
𝑥− 𝑦=7
2 3
Answer. __________
C. If the pair of lines in B intersect, find the solution of the system using either by
LE
substitution or elimination. Write your solution on a separate sheet of paper.

SA
PART C: Find the solution set of the system of linear equations by graphing.
2𝑥 + 𝑦 = 8
{
6𝑥 + 3𝑦 = −6
R
Answer: The graph is a set of parallel lines. Thus, the system

has no solution.
FO
If you get the correct answer, you may now proceed to next part of
the discussion.
T
GRAPH
PART D: Complete the table.
O

N

SLOPES Y- SOLUTIONS SYSTEM
INTERCEPTS
y = -x + 3 same slope same coinciding infinitely consistent -
3x + 3y =9 y-intercept lines many dependent
solutions
X - 2y = 2 same slope different parallel no solution inconsistent-
𝟏 y-intercepts lines independent
y= 𝒙 +𝟐
𝟐
y = 5x + 2 different slopes same intersecting one solution consistent -

x+y=2 y-intercept lines independent
141
Part F: DEVELOPING MASTERY
Tell whether the graphs of each pair of lines are parallel, intersecting or coinciding. If the
lines intersect, then find the solution.
1. 𝟕𝒙 − 𝟓𝒚 = 𝟏𝟐 2. 𝒚 = 𝟑𝒙 − 𝟐 3. 𝟐𝒙 + 𝟐𝒚 = 𝟒
𝟕𝒙 − 𝟓𝒚 = 𝟏 𝟑𝒙 + 𝒚 = 𝟐 𝟒𝒙 + 𝟒𝒚 = 𝟖
Ans. Parallel Ans. Intersecting Ans. Coinciding
If your score is at least 2 out of 3 you may now proceed to the next part of the discussion.
If not, you have to go back to section C, D, and E and try all over again.
KEY TO CORRECTION
PART C
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1. 2.
SA
R
FO
This system has infinitely The graph is a set of lines intersecting

T
many solutions. at (2,6). Thus, the system has one

solution: x = 2 and y = 6.
O
3. 4.
N
The graph is a set of parallel The graph is a set of lines intersecting

lines. Thus, the system has no at (4,0). Thus, the system has a one
solution. solution: x = 4 and y = 0.
142
PART D

SLOPES Y- SOLUTIONS SYSTEM
INTERCEPTS
𝟑 same slope different parallel no solution inconsistent-
y=− 𝒙-𝟑
𝟐
𝟑 y-intercepts lines independent
y = − 𝒙 -6
𝟐
6x - 6y = 6 same slope same coinciding infinitely consistent -

y=x-1 y-intercept lines many dependent
solutions
𝟏 different slopes different intersecting one solution consistent -
y= − 𝒙-
𝟐
LE
y-intercepts lines independent
𝟐
2x + y = 7
SA
PART F
R
Tell whether the graphs of each pair of lines are parallel, intersecting or coinciding. If the lines
intersect, then find the solution.
FO
A. 1. Intersecting lines 4. Intersecting lines

2. Parallel lines 5. Parallel lines
3. Coinciding lines
B. 1. x = 5 4. x = -5
y=3 y = -2
T
O
If you need more help, you may reach me at my cellphone number

N
143
OCT. 13, 2020
Direction: Write all your answers on a yellow pad paper following the given instructions. Label
your paper using the format shown below and it is to be submitted to your Math teacher.
SUMMATIVE TEST IN MATHEMATICS 8 (REGULAR)
Name: ________________________Section: _______________________ Score: _________

Subject: Mathematics 8 Quarter 1 Parent’s Signature: ______________
Multiple Choice: Write the CAPITAL LETTER of the correct answer on your paper. Use
the same yellow paper for the solutions, if necessary.
_______1. Which of the following are the factors of 8x3y2?

A. (4xy) (2x2y) C. (x3y) (8)
LE
B. (8x2) (y2) D. (2xy2) (4x2y)
_______2. What should be multiplied to (3x + 5) to get 9x2 – 25?

A. 3x + 5 C. 9x2 +15x +25
B. 3x - 5 D. 9x2 – 15x + 25
SA
_______3. What should be multiplied to (2y - 3) to get 8y3 - 27?
A. 2y-3 C. 4y2 + 6y +9
B. 2y +3 D. 4y2 - 6y + 9
_______4. What will you multiply to (5x + 1) to make a perfect square trinomial?
A.5x – 1 C. 25x2 + 10x + 1
R
B. 5x + 1 D. 25x2 - 10x + 1
_______5. Which of the following is a sum of two cubes?

FO
A. m3 + 9 C. m6 + 9
B. m3 – 27 D. m9 + 27
_______6. What is the greatest common factor in the expression 28x8y4z6 + 16x3y4z5?
A. 8x3y4z5 C. 4x4y4
3 4 5
B. 4x y z D. 8x4y4z3
T
_______7 Factor 36x2 – 81.

C. (3x – 9) (3x + 9)
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A. (6x - 9) (6x-9)
B. (6x + 9) (6x- 9) D. (x – 9) (x- 9)
_______8. Factor 8x3 + 64.

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A. (2x + 4) (4x2 – 8x + 16) C. (2x + 4) (4x2 -8x -16)

B. (2x + 4) (4x2 + 8x + 16) D. (2x - 4) (4x2 – 8x + 16)
_______9. Factor completely: 50x4 – 18y4.

A. (2x2 – 9y) (25x2 + 2y) C. 2(5x – 3y) (5x +3y)
B. (2x2 + 9y) (25x2 - 2y) D. 2(5x2 – 3y) (5x2 + 3y)
______10. The area of a rectangle is given by the expression 4x2 + 5x – 6. What is the length of
the rectangle if its width is x + 2?
A. 4x – 3 C. 4x – 6
B. 4x + 3 D. 4x + 6
_______11. Which of the following describes a rational algebraic expression?

27𝑥 27𝑥+√𝑥
A. C.
9𝑦 5𝑥−10𝑦
3 2
𝑋 −3 +𝑦 √𝑥
B. D. 2
3𝑥+6 16𝑦
144
6
_______12. What value of x will make the expression undefined?
𝑥+3
A. -3 C. 1
B. 0 D. 2
15𝑥 3 𝑦 4
_______13.Reduce to lowest term: .
5𝑥𝑦 2
3
A. 𝑥𝑦 C. 3xy
5
B. 3𝑥 2 𝑦 2 D. - 3𝑥 2 𝑦 2
𝑥 2 +6𝑥+5
_______14. Which of the following is the simplest form of ?
𝑥+1
A. -5 C. x + 1
B. 5 D. x + 5
𝑥−3 𝑥+3
_______15. Find the product of 𝑎𝑛𝑑 .
3𝑥+9 𝑥 2 −8𝑥+15
1 1
A. C.
3𝑋−15 3𝑥+1
1 1
B. D.
LE
3𝑥+15 3𝑥−1
4𝑥+16 2𝑥+8
_______16. ÷
4 20
A. 6 C. 10
B. 8 SA D. 12
𝑥
_______17. What must be added to to be able to get a sum of 1?
𝑥+1
𝑥 𝑥
A. C.
𝑥+1 𝑥−1
1 1
B. D.
𝑋−1 𝑥+1
R
25 9𝑥 2
_______18. If is subtracted from , then what is the difference?
3𝑥−5 3𝑥−5
A. 3x + 5 C. 3x – 5
1 1
FO
B. D.
3𝑋+5 3𝑋−1
_______19. If Covida, a groupmate of Korona, can do the performance task in 6hours, which
expression below represents the rate of Covida and Korona working together.
A. x + 6 C. x – 6
1 1 1 1
B. − D. +
𝑥 6 𝑥 6
T
_______20. Melliza can paint the room in 6 hours while Denise can paint the same room in 3
O
hours. If they will work together, in how many hours can they finish painting the room?
A. 2 hours C. 4 hours
B. 3 hours D. 5 hours
N
_______21. Which of the following does not lie in any of the quadrants?
A. (1, 5) C. (4, -2)
B. (-8, 5) D. (3, 0)
_______22. Which of the following is the standard form of a linear equation in two variables?
A. y = mx +b C. Ax +By = C
𝑋 𝑦
B. y – y1 = m (x – x1) D. + = 1
𝑎 𝑏
_______23. Which of the following is a solution of the linear equation 2x + y = 5?

A. (2, 1) C. (0, 3)
B. (1, 2) D. ( -2, 1)
_______24. Find the slope of the line passing through (3, 3) and (-4, -4).
A. -3 C. 1
B. -1 D. 3
145
_______25. Find the equation of the line with slope -4 and passing through (6, 3).
A. y = -4x +27 C. y = 4x + 27
B. y = -4x – 27 D. y = 4x – 27
_______26. A dependent system is

A. a system with no solution C. a system that is independent
B. a system dependent on a variable D. a system where graphs coincide
_______27. A solution of the system 2x + y = 7 and 5x – y = 14 is (3, 1). How are the graphs of
the two equations related?
A. The graphs are parallel C. The graphs intersect at (3,1)
B. The graphs form coinciding line D. The graphs form perpendicular line
_______28. Solve the given system by substitution method.

4x + y = 14
5x - 3y = 9
A. ( -3, 2) C. (3, 2)
B. (-3, -2) D. (3, -2)
LE
________29. Solve the given system by elimination method.
4x - 3y = 8
7x + 3y = -19
A. (1, 4) C. (-4, 1)
B. (4, 1) D. (-1, -4)
SA
_________30. A piggy bank contains P118.00 worth of coins in P 1- and P 5- denominations.
The number of P 5-coin is two more than the number of P1-coin. How many of each kind does
the piggy bank contain?
A. 18 pcs. P1-coin and 20 pcs. P5- coin C. 20 pcs. P1-coin and 18pcs P5-coin
B. 15pcs. P1-coin and 18 pcs. P5-coin D. 18 pcs. P1-coin and 15pcs P5-coin
R
FO
T
O
N
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DEPARTMENT OF EDUCATION

Week Contents Page

5 x- and y-intercepts, (c) the slope and a point on the line 90

c. the slope and its intercept

 Categorizing When a Given System of Linear Equations in

 Solving Systems of Linear Equations in Two Variables

School Teaching Dates/ August 24 – 28, 2020

The learner demonstrates understanding of key concepts of factors of polynomials,

The learner is able to formulate real-life problems involving factors of polynomials,

The learner factors completely different types of polynomials (polynomials with

At the end of the lesson, the learners should be able to:

3. factor polynomials whose terms have a common monomial factor, a difference of

“Mathematics Learner’s Module (Grade 8)” pages 27-35

“Exploring Mathematics I”. 2003 pages 518-527

“e-math 8” pages 43-61

B. Other Learning Resources

Math is Fun https://www.mathsisfun.com/

A. Reviewing previous lesson or presenting the new lesson

Now, let us start by recalling how to get the Product of a Monomial

Product of a Monomial and a Polynomial

To multiply a polynomial by a monomial, multiply each term of the polynomial by

Now let us have some illustrative examples.

Now let us have some illustrative examples.

Solution : ( 3𝑥 + 𝑦 )(3𝑥 − 𝑦 ) = (3𝑥)2 − (𝑦)2

Now, try on your own.

ACTIVITY #2: Find the product of each of the following.

Product of a Binomial and a Trinomial

In multiplying a binomial by a trinomial whose terms are related as follows:

( 𝒙 − 𝒚)(𝒙𝟐 + 𝒙𝒚 + 𝒚𝟐 ) = 𝒙𝟑 + 𝒙𝟐 𝒚 + 𝒙𝒚𝟐 − 𝒙𝟐 𝒚 − 𝒙𝒚𝟐 − 𝒚𝟑

3. ( 5𝑚 − 3𝑛 ) (25𝑚2 + 15𝑚 + 9𝑛2 )

Now, try on your own.

ACTIVITY #3: Find the product of each of the following.

Do you have any idea what a Greatest Common Factor is?

Finding the Greatest Common Factor

The Greatest Common Factor (GCF) of two or more monomials is the

Let us identify the greatest common factor of each set of monomials.

1. 36, 8x, 64y

you can conclude that the greatest common factor is 4.

2. 6x5, 30x4, 12x3

6x5 = 2 • 3 • x • x • x • x • x = (6x3) (x2)

30x4 = 2 • 3 • 5 • x • x • x • x = (6x3) (5x)

12x3 = 2 • 2 • 3 • x • x • x = (6x3) (2)

you can conclude that the greatest common factor is 6x3.

Now, try on your own.

ACTIVITY #4: Determine the GCF of each set of monomials.

B. Establishing a purpose for the lesson

1. The persons on the pictures are actors/ heroes/ good citizens.

Where you able to answer them all? Very good!

C. Presenting examples/instances of the new lesson

But first, we will start by defining what factoring is.

The process of finding the factors of an expression is called Factoring, which is

a. Find the Greatest Common Factor of the numerical coefficients.

Will you try to factor 28d4e2 – 35d2e5?

You should get 7d2e2 (4d2 – 5e3).

Now, let us have,

Find the GCF of 18 and 12 6

Multiply (6)( x3y4) to identify the GCMF 6x3y4

Thus, the factored form of 18 x5y5 – 12 x3y4 is 6x3y4(3x2y – 2).

Now try to factor 6x4y5 + 3x2y4 as Example 3.

Let’s proceed with the last example.

To practice this method of factoring, try to answer the next activity.

Now, check your work by turning to page 18

D. Discussing new concepts and practicing new skills #1

Name: __ Section: _