Math 8 Learning Materials

CHAPTER I
POLYNOMIALS
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Math 8 – Tayco
CHAPTER 1: POLYNOMIALS
About the topic!

In this chapter you will learn about the fundamental operations on
polynomials. You will also learn how to use synthetic division as a shorthand way
of dividing polynomials.
The learner will be able to:

Lesson Objectives
1. Add and subtract polynomials.

2. Derive the laws of exponents.
3. Multiply and divide polynomials.
4. use models and algebraic methods to find the: (a) product of two binomials;
(b)product of the sum and difference of two terms; (c) square of a binomial; (d)
cube of a binomial; (e) product of a binomial and a trinomial.
LESSON 1: ADDING AND SUBTRACTING POLYNOMIALS
In adding and subtracting polynomials, only similar terms can be

combined. Similar terms are terms with the same literal coefficient.
A. Addition of Polynomials
In adding polynomials, you may use horizontal or vertical method.
Example 1:
Add (9x2– 10x – 3) and (x2 + 1)
Solution:
Horizontal Method:
9x2– 10x – 3 + x2 + 1 Remove the parentheses.

9x2 + x2 – 10x – 3 + 1 Group similar terms.
10x2 – 10x – 2 Combine similar terms.
Vertical Method:
Line up the polynomials so that the similar terms are aligned. Insert a 0-place
holder if a term is missing. Apply the rules in adding integers.
Recall that if terms have the same sign, add them, and keep the sign. If the terms
have different signs, subtract the numbers then use the sign of the number with the
higher absolute value.
9x2– 10x – 3
+ x2 + 0 + 1
10x2 – 10x – 2
Example 2:
Add (9x2– 17x – 10) and (x2 – 9x + 15)
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Solution:
Horizontal Method:
9x2– 17x – 10 + x2 – 9x + 15 Remove the parentheses.

9x2 + x2 – 17x – 9x – 10 + 15 Group similar terms.
10x2 – 26x + 5 Combine similar terms.
Vertical Method:
9x2 – 17x – 10
+ x2 – 9x + 15
10x2 – 26x + 5
B. Subtraction of Polynomials
Same with adding polynomials, subtracting polynomials can be solved
algebraically using horizontal or vertical method.
Example 3:
Solve: (9x2– 10x – 3) – (x2 + 1)
Solution:
The given equation is the same as (9x2– 10x – 3) + (–x2 – 1)
Horizontal Method:
9x2– 10x – 3 – x2 – 1 Remove the parentheses.

9x2 – x2 – 10x – 3 –1 Group similar terms.
8x2 – 10x – 4 Combine similar terms.
Vertical Method:
9x2– 10x – 3
+ –x2 + 0 – 1
8x2 – 10x – 4
Example 4:
Solve: (10a2– 15a + 12) – (15a2 + 17a + 10)
Solution:
The given equation is the same as (10a2– 15a + 12) + (–15a2 – 17a – 10)
Horizontal Method:
10a2– 15a + 12 – 15a2 – 17a – 10 Remove the parentheses.

10a2– 15a2 – 15a – 17a + 12 – 10 Group similar terms.
–5a2 – 32a + 2 Combine similar terms.
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Vertical Method:
10a2 – 15a + 12
+ – 15a2 – 17a – 10
– 5a2 – 32a + 2
Let’s Try This!
Solve the following polynomials algebraically.

1. (4x2 – 2x – 1) + (3x2 + x – 10)
2. (11x4 – 5x3 – 2x) + (–7x4 + 3x3 + 5x – 3)
3. –5c3 – 3c2 + 2c + 1
+ 4c2 – c – 3
6c3 + c+4
4. (9a – 10) – (5a + 2)
5. (x3 + 5x2 – x) – (x2 + x)
LESSON 2: MULTIPLYING POLYNOMIALS AND SPECIAL PRODUCTS
Multiplying polynomials can be better understood if one has knowledge on the laws of
exponents.
A. Laws of Exponents
1. Any number raised to the first power is equal to that number. x 1 = x
Example 1: a. 51 = 5 b. a1 = a c. (x + 1)1 = x+1
2. Any number with zero exponent is equal to 1. x0 = 1
Example 2: a. 70 = 1 b. b0 = 1 c. (2y+4)0 = 1
3. Product Rule:
To multiply powers of the same base, keep the base and add the exponents.
m+ n
m
x •x = x
n
Example 3: a. a ● a2 = a1+3 = a3 c. 4x2 (-3xy2) = - 12x3y2

b. b3 ● b ● 4b7 = 4b11
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4. Power of a Power Rule:
To find the power of power of a base, keep the base and multiply the
exponents.
m n
(x ) = x mn
Example 4: a. (32)3 = 32(3) = 36 c. (x4)3 (x5)= x4(3) (x5)

b. (b4) (b2) = b4(2) = b8 = x12(x5)
= x12+5 = x17
5. Power of a Product Rule

To find a power of a product, find the power of each factor and then multiply.
( xy ) n = x n y n
Example 5: a. (3m)3 = 33m3 = 27m3 c. (5xyz)2 = 52 x2 y2 = 25x2y2z2

b. (-2a)4 = (-2)4 a4 = 16a4
Lets try this!
Identify the exponent rules applicable to simplify the given

expressions. Then, use the rule to simplify the expressions.
Given Exponents Solution Product

Rule
1. (23) (24)
2. 2ab (a2b) (-5b2)
3. (x4)7
4. (a2)6 a2
5. (3x2y3 z)2
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B. Multiplying Polynomials by a Monomial
To multiply a polynomial by a monomial, apply the distributive property by

multiplying each term of the polynomial by the given monomial. In doing so, you must
apply the laws of exponents.
Example 6:
Solve 7(4+x).
Solution:
7(4+x) = 7(4) + 7(x) Apply the distributive property of multiplication.

= 28 + 7x Simplify.
Example 7:
Solve x2 (x3-y3).
Solution:
x2 (x3-y3) = x2+3 - x2y3 Apply the distributive property of multiplication.

= x5 - x2y3 Simplify.
Example 8:
Solve -3x (4x+ xy+y).
Solution:
-3x (4x+ xy+y) = -3x(4x) -3x(xy) -3x(y) Apply the distributive property of
multiplication.
= -12x2 - 3x2y - 3xy Simplify.
Let’s try this! Multiply each term of the monomial by the polynomial.
1. 2a (5a – 10b+6c) =_______________________________

2. -11r2s (-8rs+6r2s2) =_______________________________
3. 15r (r6 – 3r4 +6r2 – 10) =_______________________________
4. 8xy (-9xy – 11xy+18xy) =_______________________________
1  3 
5. − pq 12 p + 9 pq − q  =_______________________________
3  2 
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C. Multiplying a Binomial by Another Binomial
To multiply a binomial by another binomial, distribute each term of the first

binomial to each term of the second binomial. The FOIL method can be used to
simplify this procedure. FOIL stands for First, Outer, Inner, and Last terms.
Example 9:
Solve (4x – 7) (2x + 10).
Solution:
Multiply the first, outer, inner, and last terms of the two binomials.
F: (4x) (2x) = 8x2
O: (4x) (10) = 40x
I: (-7) (10) = - 14x
L: (-7) (10) = - 70
The product is 8x2 + 40x – 14x – 70. Simplify by combining similar terms.
Therefore, (4x – 7) (2x + 10) = 8x2 + 26x – 70
Example 10:
Solve (3x – 2m) (4x – 3m).
Solution:
Multiply the first, outer, inner, and last terms of the two binomials.
F: (3x) (4x) = 12x2
O: (3x) (-3m) = - 9mx
I: (-2m) (4x) = - 8mx
L: (-2m) (-3m) = 6m2
The product is 12x2 – 9mx – 8mx + 6m2. Simplify by combining similar terms.
Therefore, (3x – 2m) (4x – 3m) = 12x2 – 17mx + 6m2
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Let’s try this! Multiply the following binomials using the FOIL method.
1. (5x + 6) (2x – 1) =______________________________

2. (7a2+ 3) (8a2 - 5) =______________________________
3. (3s – 5t) (4s + 7t) =______________________________
4. (8rt – 7) (6rt + 9) =______________________________
5. (5r2 + 6) (5r2 -6) =______________________________
D. Multiplying a Binomial by a Trinomial
To multiply a binomial by a trinomial, distribute each term of the binomial to each

term of the trinomial.
Example 11:
Solve (2x – 5) (x2 – x + 6).
Solution:
2x (x2 – x + 6) = 2x3 – 2x2 + 12x

-5 (x2 – x + 6) = -5x2 + 5x – 30
Add the two products and simplify by combining similar terms.
Therefore, (2x – 5) (x2 – x + 6) = 2x3 – 7x2 + 17x – 30.
Example 12:
Solve (2x – 3) (3x + 2) (x2 – 2x – 1).
Solution:
(2x – 3) (3x + 2) (x2 – 2x – 1) = (6x2 + 4x – 9x – 6) (x2 – 2x – 1)

= (6x2 – 5x – 6) (x2 – 2x – 1)
= 6x2 (x2 – 2x – 1) – 5x (x2 – 2x – 1) – 6 (x2 – 2x – 1)
= 6x4 – 12x3 – 6x2 – 5x3 + 10x2 + 5x – 6x2 + 12x + 6
= 6x4 – 17x3 – x2 + 17x + 6
Let’s try this!
Find the product of the following polynomials. Show solution

on the space provided.
1. (x + 5)3 2. (5x – 6) (3x2 + 4x - 3)
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E. Special Products
In multiplying polynomials, there are some cases when patterns appear in the
process of getting the product. Products that follow certain patterns are called special
products.
Special Description
Product
Square of a The square of a binomial results in a (a + b)2 = a2 + 2ab + b2
Binomial perfect square trinomial. Each term
(1 – 2 – 1) of the resulting trinomial is the (a – b) 2 = a2 – 2ab + b2
following:
1st term: square of the first term of

the given binomial
2nd term: twice the product of the
first and second term of the given
binomial
3rd term: square of the second term
of the given binomial
Product of The product of the sum and (a + b) (a – b) = a2 - b2
the Sum and difference of two terms is equal to
Difference of the difference of the squares of the
Two Terms terms.
Cube of a The cube of a binomial results in a (a + b)3
Binomial polynomial with four terms. Each = a3 + 3a2b + 3ab2 + b3
(1 – 3 – 3 – 1) term of the resulting polynomial is
the following: (a - b)3
= a3 - 3a2b + 3ab2 - b3
1st Term: The cube of the first term
2nd Term: Three times the product
of (1st term)2 and the 2nd term
3rd Term: Three times the product
of 1st term and the (2nd term)2
4th Term: The cube of last term
Example 13:
Simplify (a + 7)2.
Solution:
(a + 7)2 = a2 + 2 (a) (7) + 72
= a2 + 14a + 49
Example 14:
Simplify (3x - y)2.
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Solution:
(3x - y)2 = (3x)2 + 2 (3x) (-y) + (-y)2
= 9x2 – 6xy + y2
Example 15:
Simplify (3 + a)3.
Solution:
(3 + a)3 = (3) (3) (3) or (3)3 = 27 The cube of the first term
= 3 (3)2 (a) = 27a Three times the product of (1st term)2 and the
2nd term
= 3 (3) (a)2 = 9a2 Three times the product of 1st term and the
(2nd term)2
= (a) (a) (a) or (a)3 = a3 The cube of last term
Therefore, (3 + a)3 = 27 + 27a + 9a2 + a3
Example 16:
Simplify (2a - b)3
Solution:
(2a - b)3 = (2a)3 = 8a3 The cube of the first term
= 3 (2a)2 (-b) = -12a2b Three times the product of (1st term)2 and the
2nd term
= 3 (2a) (-b)2 = 6ab2 Three times the product of 1st term and the
(2nd term)2
= (-b)3 = -b3 The cube of last term
Therefore, (2a – b)3 = 8a3 – 12a2b + 6ab2 – b3
Example 17:
Simplify (a + 7) (a - 7).
Solution:
(a + 7) (a - 7) = (a)2 – (7)2
= a2 – 49
Example 18:
Simplify (3b - 5c) (3b + 5c).
Solution:
(3b - 5c) (3b + 5c) = (3b)2 – (5c)2

= 9b2 – 25c2
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Let’s try this!
Solve the following polynomials algebraically using the special products.
1. (2y + 9)2 = _____________________________
2. (3x - 1)2 = _____________________________
3. (3a + 2b)3 = _____________________________
4. (x - 3y)3 = _____________________________
5. (7x - 2y) (7x + 2y) = _____________________________
LESSON 3: DIVIDING POLYNOMIALS
A. Dividing Polynomial by a Monomial
To divide polynomials, you need to learn first how to divide two monomials using the
quotient law of exponents.
Quotient Law of Exponents

For any nonzero number x and positive integers, a and b:
𝑥𝑎 𝑎−𝑏
𝑏 = 𝑥
(𝑖𝑓 𝑎 > 𝑏)
𝑥
𝑥𝑎 1
= (𝑖𝑓 𝑎 < 𝑏)
𝑥𝑏 𝑥 𝑏−𝑎
𝑥𝑎
= 𝑥 0 = 1 (𝑖𝑓 𝑎 = 𝑏)
𝑥𝑏
Example 1:
Simplify the following:

𝑥 10
a.
𝑥7
𝑥7
b.
𝑥 12
𝑥8
c.
𝑥8
Solution:
𝑥 10
a. = 𝑥 10−7 = 𝑥 3
𝑥7
𝑥7 1 1
b. = =
𝑥 12 𝑥 12−7 𝑥5
𝑥8 8−8 0
c. =𝑥 =𝑥 =1
𝑥8
You can also divide monomials by writing their expanded forms and cancelling out
common factors. Study the given examples:
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Given Expanded Form Quotient Law
ℎ4 ℎ∙ℎ∙ℎ∙ℎ
= ℎ ∙ ℎ 𝑜𝑟 ℎ2 ℎ4
ℎ∙ℎ = ℎ4−2 = ℎ2
ℎ2 ℎ2
6𝑏 5 2∙3∙𝑏∙𝑏∙𝑏∙𝑏∙𝑏 6𝑏 5
= 3𝑏 2 = (6 ÷ 2)𝑏5−3 = 3𝑏 2
2𝑏 3 2∙𝑏∙𝑏∙𝑏 2𝑏 3
6𝑏 2 2∙3∙𝑏∙𝑏 1 6𝑏 2 6 1 1 1 1
= 3 = ( ) ( 5−2 ) = ( ) ( 3 ) = 3
12𝑏 5 2 ∙ 2 ∙ 3 ∙ 𝑏 ∙ 𝑏 ∙ 𝑏 ∙ 𝑏 ∙ 𝑏 2𝑏 12𝑏 5 12 𝑏 2 𝑏 2𝑏
To divide polynomials by a monomial, divide each term of the polynomial by the

monomial divisor and then simplify.
Example 2:
Divide 15x2 – 6x by 3x
Solution:
15𝑥 2 − 6𝑥 15𝑥 2 6𝑥
= − = 𝟓𝒙 − 𝟐
3𝑥 3𝑥 3𝑥
Example 3:
Divide -100y3 – 60y2 + 40y - 20 by -20y
Solution:
−100𝑦 3 − 60𝑦 2 + 40𝑦 − 20 −100𝑦 3 60𝑦 2 40𝑦 −20

= − + +
−20𝑦 −20𝑦 −20𝑦 −20𝑦 −20𝑦
𝟏
= 𝟓𝒚𝟐 + 𝟑𝒚 − 𝟐 +
𝒚
Let’s try this!

Simplify the following polynomials.
36𝑥 8
1. ___________________________
4𝑥 7
−15𝑥 2 𝑦𝑧
2. ___________________________
21𝑥𝑦 2𝑧 3
14𝑦 5 −35
3. ___________________________
7𝑦 3
9𝑥 −6𝑦 5 +12𝑦 3
6
4. ___________________________
−3𝑦 3
B. Dividing Polynomials by a Binomial using Long Division
To divide a polynomial by a binomial, follow these steps:

1. Rewrite the given polynomial in standard form. Fill in the missing term with
xero (0).
2. Write the polynomial in standard form (dividend) inside the division symbol
and the binomial divisor outside the symbol.
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3. Divide the first term of the dividend by the first term of the binomial to get the
partial quotient.
4. Multiply the partial quotient by the divisor.
5. Subtract the product from the dividend then bring down the next term.
6. Repeat steps 3-5 until the difference has a degree lower than the degree of the
divisor.
Example 4:
Divide 3x + 2x2 – 9 by 2x – 3
Solution:
Step 1: Rewrite the given polynomial in 2𝑥 2 + 3𝑥 − 9

standard form. Fill in the missing term
with zero (0).
Step 2: Write the polynomial in standard form 2𝑥 − 3 2𝑥 2 + 3𝑥 − 9

(dividend) inside the division symbol
and the binomial divisor outside.
x
2
Step 3: Divide the first term of the dividend by 2𝑥 − 3 2𝑥 + 3𝑥 − 9
the first term of the binomial to get the
partial quotient.
x
2
Step 4: Multiply the partial quotient by the 2𝑥 − 3 2𝑥 + 3𝑥 − 9
divisor. 2𝑥 2 − 3𝑥
x
2
Step 5: Subtract the product from the dividend 2𝑥 − 3 2𝑥 + 3𝑥 − 9
Then bring down the next term. −2𝑥 2 + 3𝑥______
6x – 9
x + 3
2
Step 6: Repeat steps 3-5 until the difference 2𝑥 − 3 2𝑥 + 3𝑥 − 9
has a degree lower than the degree −2𝑥 2 + 3𝑥______
of the divisor. 6x – 9
-6x + 9
0
Let’s try this!
Divide the following polynomials using long division.
1. (3y2 – 14y – 12) ÷ (y – 2) 2. (2x3 – 5x2 + 10) ÷ (3x - 15)
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CHAPTER 2
LINEAR
EQUATIONS AND
INEQUALITIES IN
ONE VARIABLE
LESSON 1: ALGEBRAIC EXPRESSIONS, EQUALITY AND INEQUALITIES
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CHAPTER 2: SOLVING LINEAR EQUATIONS AND INEQUALITIES IN ONE
VARIABLE
About the topic!

In this chapter you will learn about linear equations and inequalities.
Specifically, you will investigate the properties which are important in solving
linear equations and inequalities. Real-life applications of linear equations and
inequalities will also be covered in this chapter.
LESSON 1: SOLVING LINEAR EQUATIONS

1. Differentiate between algebraic expressions and equations.
Lesson Objectives
2. Translate English sentences in mathematical sentences and vice versa.

3. Illustrate linear equations in one variable.
4. Identify properties of equality.
5. Find the solution of linear equation or inequality in one variable.
6. Solve linear equations in one variable involving absolute value by (a) graphing
and (b) algebraic method.
A. Defining a Linear Equation
In the previous lesson, you have learned about algebraic expressions. When two
algebraic expressions have the same weight or numeric value, you can write them in a
statement called algebraic equation. The symbol “=” is used to denote that the
expressions are equal.
Algebraic Expressions Algebraic Equations

3x – 18 3x – 18 = 29
ℎ ℎ
+ 23 + 23 = 1
4 4
5f + 18 5f + 18 = 42 – 2f
An equation is said to be linear if each of the equation is a polynomial of degree

1. A linear equation in one variable is an equation that can be written in the standard
form ax + b = c, where a, b, and c, are real numbers and a ≠ 0
Examples:
4x – 4 = 16
2n + 12 = 22
5y = 65
2𝑧
=3
6
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B. Translating English Sentences to Algebraic Equations and Vice Versa
The first and the most important step in solving problems that involve equations is
translating from statements into a mathematical equation. To translate a mathematical
sentence to an algebraic equation and vice versa, you need the key words that denote
each arithmetic operation. In addition, the word “is” usually denoting an equation.
Operation Symbols:
Operations Symbols Phrases

Addition + More than, increased by, added to/by, greater
than, the sum of
Subtraction - decreased by, difference of, less, diminished by,
less than
Multiplication • ,( ) Times, multiplied to, the product of, thrice, twice
Division  Divided by, quotient of
Symbol of Relationship :
Symbols Phrases
= is, is equal to, equals
 is not equal to
< is less than
> is greater than
 is less than or equal to
 is greater than or equal to
Below are examples of translating English sentences to algebraic equations.
English Sentences Algebraic Equations
1. Twice a number x increased 2x + 7 = 30

by seven is thirty.
2. Five less than the product of 10w – 5 = 18
ten and a number w is eighteen.
𝑡
3. One more than the quotient of a +1=6
3
number t and three is six
4. Five is the product of seven and the 5 = 7 (y – 4)
difference of a number y and four.
Translate the following English phrases into algebraic

Let’s try this!
equations.
_____________ 1. The difference of a number b and seven is ten.
_____________ 2. The product of a number r and eight is twelve.
_____________ 3. Twice the sum of a number m and five is the
difference of nine and n.
_____________ 4. Twenty-one is the quotient of a number y and 4.
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_____________ 5. Thrice the difference of a number b and one is
the product of a number c and ten.
C. Properties of Equality
Properties of Equality Examples
1. Reflexive Property 6=6

For every real number a, a = a. Any number is 2x = 2x
equal to itself. a+b=a+b
2. Symmetric Property If 8 + 6 = 14, then 14 = 8 + 6

For all real numbers a and b, if a = b, then b = If 5 x 10 = 50, then 50 = 5 x 10
a. If the left and right members are interchanged, If x – 5 = 7, then 7 = x – 5
the statement remains to be an equality.
3. Transitive Property If 8 + 4 = 12 and 12 = 6 +6,

For all real numbers a, b and c, if a = b, and b then 8 + 4 = 6 + 6
= c, then a = c. if the left and right members of the If x – 2 = y and y = 5,
equation are equal to the same quantities, then then x – 2 = 5
the two quantities are equal to each other. If 2x + 3 = 3y and 3y = 12,
then 2x + 3 = 3y
4. Addition Property If 3 + 4 = 7, then (3 + 4) + 3 = 7 + 3

Let a, b and c be real numbers. If a = b, then
a + c = b + c. Adding the same quantity to both If 5x – 4 = x + 7,
sides of an equation results to equal quantities. then (5x – 4) + 8 = (x + 7) + 8
5. Subtraction Property If a + 4 = 8,
Let a, b and c be real numbers. If a = b, then then (a + 4) – 2 = 8 – 2
a – c = b – c. Subtracting the same quantity to both
sides of an equation results to equal quantities. If ½ x – 10 = 20,
then ( ½ x – 10) – 15= 20 – 15
6. Multiplication Property If (2) (10) = 20,

Let a, b and c be real numbers. If a = b, then (2) (10) (5) = (20) (5)
then ac = bc.
If 5(y – 2) = 9 + 3y
1 1
then ⌈5(𝑦 − 2)⌉ ( ) = (9 + 3𝑦) ( )
4 4
5p 15
7. Division Property If 5p = 15, then =
5 5
Let a, b and c be real numbers. If a = b and c
𝑎 𝑏
≠ 0, then = If 2(3x – 4) = 14, then
2(3x−4)
=
14
𝑐 𝑐
2 2
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8. Substitution/Replacement Property If a + 9 = 15 and a = b, then b + 9 = 15
For any real numbers a and b, if a = b, then a
maybe replaced by b or b maybe replaced by a If y = 2x + 1 and x = 4, then y = 2(4) + 1
without changing the meaning of the given
equation If x + y = 3 and y = 13, then x + 13 = 3
Let’s try this! Identify the property of equality illustrated in the following.
_________________1. 23 = 23
_________________2. 5x + 2 = 32 and x = 15,
then 5(15) + 2 = 32
_________________3. (11n – 4) = 2n, then (11n – 4) + 5 =
2n + 5
_________________4. (2a)(7) = 3b + 9, (2a) (7) (-3) =
(3b + 9)(-3)
_________________5. If 24 – 23 = 1 then 1 = 24 – 23
_________________6. If 3x + 1 = n and n = 7, then 3x + 1 = 7
D. Solving Linear Equations in One Variable
To solve a linear equation means to find its solution. A solution refers to the value of
the variable which makes the equation true.
Example 1:
Identify if 5 is a solution to the equation 3x + 2 = 17.
Solution:
3x + 2 = 17
3 (5) + 2 = 17 Substitute the given value of x in the equation.
15 + 2 = 17 Simplify the given equation.
17 = 17
Therefore, 5 is a solution to 3x + 2 = 17.
Example 2:
Identify if - 6 is a solution to the equation - 2x – 10 = - 2
Solution:
- 2x – 10 = - 2
- 2(- 6) – 10 = - 2 Substitute the given value of x in the equation.
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12 – 10 = - 2 Simplify the given equation.
2=-2
Therefore, - 6 is not a solution to - 2x – 10 = - 2.
To solve a linear equation, follow these steps.

1. Isolate the variable terms on the left side of the equation by applying the
properties of equality.
2. Simplify both sides of the equation until you come up with a value for the
variable.
3. Substitute the value of the variable to the original equation to check if your
solution is correct.
Example 3:
Solve the equation 3x – 6 = 12.
Solution:
Step 1: 3x – 6 = 12
3x – 6 + 6 = 12 + 6
3x = 18 Addition property of equality
Step 2: 3x = 18
3𝑥 18
= Division property of equality
3 3
x=6
Step 3: 3x – 6 = 12
3(6) – 6 = 12
18 – 6 = 12
12 = 12
Since 6 makes the equation true. Then it is a solution to 3x – 6 = 12.
Example 4:
3𝑥
Solve the equation + 3 = 9.
5
Solution:
3𝑥
+3=9
5
3𝑥
+3 − 3 =9 − 3 Subtraction property of equality
5
3𝑥
=6
5
3𝑥
(5) = 6 (5) Multiplication property of equality
5
3𝑥 = 30
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Math 8 – Tayco
3𝑥 30
= Division property of equality
3 3
𝒙 = 𝟏𝟎
3𝑥
Check: +3=9
5
3(10)
+3=9
5
30
+3=9
5
6+3=9
9=9
3𝑥
Since 10 makes the equation true. Then it is a solution to + 3 = 9.
5
Let’s try this! Solve for the value of x of the following equations:
2x−3 x+4
1. x – 5 = 2 3. =
6 2
2. 3x – 10 = 5x + 2 4. 2(x + 4) = 6(x – 2)
E. Solving Absolute Value Equations
To solve |x| = a. If a is a positive number, then |x| = a is equivalent to

x = + a or x =–a, since x represents the distance between x and 0
Example 5:
Solve |x| = 5.
Solution:
x = 5 or x = –5
Example 6:
Solve |4x – 6| = 14.
Solution:
|4x – 6|= 14
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4x – 6 = 14 4x – 6 = –14
4x = 20 or 4x = –8
x=5 x = –2
Check:
x=5 x = –2
|4(5) – 6|= 14 |4(–2) – 6|= –14
|20 – 6|= 14 |–8 – 6|= –14
|14|= 14 |–14|= –14
To solve |x| = |y|

|x| = |y| is equivalent to x = y or x = –y
Example 7:
Solve |2n – 6| = 6.
Solution:
|2n – 6|= 6
2n– 6 = 6 2n– 6 = –6
2n = 12 or 2n = –6 + 6
n=6 n=0
Check:
n=6 n=0
|2(6) – 6|= 6 |2(0) – 6|= 6
|12 – 6|= 6 |0– 6|= 6
|6|= 6 |–6|= 6
Example 8:
Solve |4a + 5| = |–4a + 8|.
Solution:
4a + 5 = –4a + 8 4a + 5 = –(–4a + 8)
8a = 3 4a + 5 = 4a – 8
𝟑
𝒂= 5 = –8
𝟖
This is a false statement
Let’s try this! Solve for each absolute value equation.
1. |9x + 6|= 3 2. |3x – 4|= |2x + 3|
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LESSON 2: SOLVING LINEAR INEQUALITIES
Lesson Objectives The learner will be able to:
1. Differentiate between equations and inequalities.

2. Illustrate a linear inequality in one variable.
3. Find the solution of linear inequality in one variable.
4. Solve linear inequalities in one variable involving absolute value.
A. Definition of Linear Inequality
The concept of inequality is used in day-to-day activities – from the moment you
wake up until you sleep at night. The following statements illustrate the ideas of
inequality.
1. I slept more than 8 hours last night.
2. I walked for at least 1 kilometer in going to school.
3. Kara spends at most 2000 pesos every month for her internet connectivity plan.
In mathematics linear inequality is a mathematical statement that shows that an

expression is either greater than or less than the other. The following phrases and their
equivalent symbols are used to show inequality.
Symbol Meaning
≠ not equal to
> greater than, more than
≥ greater than or equal to, at least
< less than, fewer than
≤ less than or equal to, at most
Example 1:
Translate the statement “the sum of ten times x and one is less than or equal to
eleven” into a linear inequality.
Solution:
10x + 1 ≤ 11. The inequality symbol for “less than or equal to” is ≤.
Example 2:
Translate the statement “one less than a number m is at least three” into a linear
inequality.
Solution:
m – 1 ≥ 3. The inequality symbol for the phrase “at least” is ≥.
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B. Solving Linear Inequalities
A solution to an inequality is any value of the variable that makes the inequality true.
The solution set is the set of all solutions enclosed in braces { }.
Example 3:
Identify if {4, 5, 6} is a solution set of x + 1 ≥ 5.
Solution:
Substitute the given values to x in x + 1 ≥ 5.

x = 4, x + 1 ≥ 5
4+1≥5
5≥5 True
x = 5, x + 1 ≥ 5
5+1≥5
6≥5 True
x = 6, x + 1 ≥ 5
6+1≥5
7≥5 True
Since all the statements are true, {4, 5, 6} is a solution set of x + 1 ≥ 5.
Example 4:
Identify if {-4, -5, -6} is a solution set of -3x > 12.
Solution:
Substitute the given values to x in -3x > 12.

x = -4, -3x > 12
-3 (-4) > 12
12 > 12 False
x = -5 -3x > 12
-3 (-5) > 12
15 > 12 True
x = -6 -3x > 12
-3 (-6) > 12
18 > 12 True
Since one of the statements is false (-4, -5, -6} is not a solution set of -3x > 12.
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The following properties are used in solving linear inequalities in one variable.
Properties of Inequality Descriptions Symbols

(a, b, and c are real
numbers)
Addition Property The inequality remains the If a > b, then a + c > b + c and
same when the same number a – b > b – c.
is added to both sides.
Multiplication Property The inequality remains the If a < b and c is a positive real
same when a positive number, then ac < bc and
number is multiplied to both 𝑎 < 𝑏.
𝑐 𝑐
sides.
If a < b and c is a negative
The inequality changes when number, then ac > bc and
a negative number is 𝑎 𝑏
> .
multiplied to both sides. 𝑐 𝑐
Example 5:
Solve 4x – 4 > 16.
Solution:
4x – 4 > 16
4x – 4 + 4 > 16 + 4 Addition property of inequality
4x > 20
x>5 Multiplication property of inequality
Example 6:
Solve -7x – 4 ≤ 24.
Solution:
-7x – 4 ≤ 24
-7x – 4 + 4 ≤ 24 + 4 Addition property of inequality
-7x ≤ 28
x ≥ -4 Multiplication property of inequality
C. Solving Linear Inequalities in One Variable Involving Absolute Value
An absolute value equation has no solution if the absolute value expression equals a
negative number since an absolute value can never be negative. The same rule applies
in linear inequality.
Example 7:
Find the solution set of 3│x - 1│ < 9.
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Math 8 – Tayco
Solution:
Divide both sides of 3│x - 1│ < 9 by 3 to come up with │x - 1│ < 3.
Note that │x - 1│ < 3 means x – 1 > - 3 and x – 1 < 3.

x–1>-3 x–1<3
x > -2 x<4
Therefore, the solution set of 3│x - 1│ < 9 is -2 < x < 4.
A. Find the solution set of each of the following linear

Let’s try this!
inequalities.
1. -3x + 4 ≤ -11 2. 4x + 28 > 7 + x
B. Solve the following linear inequalities involving absolute value.

3. │k + 4│ > 5 4. -2 │x│ ≥ -8
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LESSON 3: APPLICATION OF LINEAR EQUATIONS AND INEQUALITIES IN ONE
VARIABLE
Lesson Objectives
1. Solve problems involving linear equations.

2. Solve problems involving linear inequalities.
A. Solving Word Problems Involving Linear Equations
These are the steps to follow when formulating an equation and finding its solutions:
1. Read and explore the problem. Choose a variable to appropriately to represent one
unknown in the problem.
2. Use this variable in writing the expressions for other unknown numbers in the
problem.
3. Formulate an equation to represent the relationship between unknowns to the
known information in the problem.
4. Solve the equation for the unknown.
5. Check the solution obtained using the original statement.
Example 1: Number Relation Problem
The sum of two numbers is 36. If the second number is four more than thrice the first,
find the numbers.
Solution:
Step 1: Represent the unknown numbers.

Let x = first number
3x + 4 = second number
Step 2: Formulate the equation.
x + (3x + 4) = 36
Step 3: Solve the Equation.
x + (3x + 4) = 36
4x + 4 = 36 combine like terms
4x + 4 + (–4) = 36 + (–4) addition property of equality
4x = 32 simplify
4x 32
= divide both by 4
4 4
x=8 first number
3(8) + 4 = 28 second number
Example 2: Consecutive Number Problem
The sum of three consecutive numbers is 84. What are the umbers
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Solution:
Represent:
x = first number
x + 1 = second number
x + 2 = third number
sum = 84
Equation:
x + x + 1 + x + 2 = 84
Solution:
x + x + 1 + x + 2 = 84
3x = 84 – 1 – 2 combine like terms / transposition
3x 81
= divide both by 3
3 3
x = 27 first number
x + 1 = 27 + 1
= 28 second number
x + 2 = 27 + 2
= 29 third number
27 + 28 + 29 = 84 sum of the three consecutive numbers
Example 3: Age Problem
Rai is 28 years older than his son, John. Twelve years ago, he was eight times as old as
his son. Find their present ages
Solution:
Represent: (use table)

Present age Age 12 years ago
John x x – 12
Rai x + 28 x + 28 – 12
Equation: x + 28 – 12 = 8(x – 12)
Solution:
x + 28 – 12 = 8(x – 12)
x + 16 = 8x – 12 distributive property
x – 8x = –96 – 16 transposition
–7x = –112 combined like terms
−7x −112
= divide both by –7
−7 −7
x = 16 John’s Present age
x + 28 = 16 + 28
= 44 Rai’s Present age
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Math 8 – Tayco
Check:
Age of each 12 years ago.
44 – 12 = 8(16 – 12)
32 = 8(4)
32 = 32
Example 4: Motion Problem
John and Philip who live 14 miles apart start at noon to walk toward each other
at rates of 3 mph and 4 mph respectively. After how many hours will they meet?
Solution:
r t d
John 3 x 3x
Phillip 4 x 4x
Equation:
3x + 4x = 14
Solution:
3x + 4x = 14
7x = 14
x=2
They will meet in 2 hours.
Example 5: Motion Problem
Two cars leave Naga City and travel in opposite directions. Car A averages 12 kph
less than Car B. After 3 hours, they are 396 km apart. What is the average rate of each
car?
Solution:

distance = (rate) (time)
d = rt
r t d
Car A x – 12 3 3(x – 12)
Car B x 3 3x
Equation:
3(x – 12) + 3x = 396
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Math 8 – Tayco
Solution:
3x – 36 + 3x = 396 distributive property
3x + 3x = 396 + 36 transposition
6x = 432 combine like terms
x = 72 kph (Car B) divide both by 6
x – 12 = 72 – 12
= 60 kph (Car A)
Check: d=rt
r t d
Car A 60 3 180
Car B 72 3 216
Total = 396
Let’s try this!

Solve the following word problems.
1. The product of the two numbers is 120. The smaller number is 2 less
than the larger number. What is the sum of the two numbers?
2. The sum of three consecutive integers is 306. What is the largest integer?
3. Adam is 20 years younger than Brian. In two years, Brian will be twice as old as
Adam. How old are they now?
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Math 8 – Tayco
4. Two cars started from the same point, at 5 am, traveling in opposite directions at 40 and 50
mph respectively. At what time will they be 450 miles apart?
5. Two trains, traveling towards each other, left from two stations that are 900 miles apart, at 4
pm. If the rate of the first train is 72 mph and the rate of the second train is 78 mph, at what
time will they pass each other?
B. Solving Word Problems Involving Linear Inequalities
Some real-life situations can be solved not by a linear equation but by a linear
inequality. Problems that have more than one possible answer or solutions are examples of
problems that can be solved using linear inequalities.
Example 6:
Renzon and Manny play in the same basketball team. Last Saturday, Renzon
scored 3 more points than Manny, but together they scored less than 9 points. What are
the possible number of points Manny and Renzon scored?
Solution:
Renzon’s points (R) + Manny’s points (M) < 9

R = M + 3, so (M + 3) + M < 9
(M + 3) + M < 9
2M + 3 < 9 Simplify
2M < 9 – 3 Addition Property of Inequality
2M < 6 Simplify
M<3 Multiplication Property of Inequality
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Manny scored less than 3 points, which means that Manny could have scored 0, 1, or 2
points. Renzon scored 3 more points than Manny did, so Renzon could have scored 3, 4, or 5
points.
Example 7:
Rosana has two pieces of luggage weighing 12.6 kilograms and 9.4 kilograms. If
the airline company gives each passenger a weight limit of 25 kilograms for luggage,
how much more can she take on her flight?
Solution:
Let w be the additional allowable weight
Weight of 2 pieces of luggage + additional allowable weight ≤ 25
(12.6 + 9.4) + w ≤ 25
22 + w ≤ 25 Simplify
w ≤ 25 – 22 Addition property of inequality
w≤3
Therefore, Rosana can still take at most 3 kilograms of baggage.
Let’s try this!
Answer the following word problems involving linear inequalities.

1. Kristen and Raissa play in the volleyball team. Last Sunday Kristen
scored 5 more points than Raissa, but together they scored less than
15 points. What are the possible number of points that Kristen and
Raissa scored?
2. Sean works abroad. He has two balikbayan boxes weighing 13.1 kilograms to be sent to
his family in the Philippines. If the shipping company has a maximum weight limit of 30
kilograms for each customer, how much more can he add for his package?
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CHAPTER 3
FACTORING
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Math 8 – Tayco
CHAPTER 3: FACTORING
About the topic!

This chapter discusses the different types of factoring techniques. These
include common monomial factoring, factoring by grouping, factoring quadratic
trinomials, and factoring special products such as the difference of two squares,
perfect square trinomials, and the sum or difference of two cubes. Applications
of these to some real-world situations are also included in the examples and
exercises.
LESSON 1: FACTORING BY THE GREATEST COMMON FACTOR

Lesson Objectives
1. Factor completely different types of polynomials with a common monomial

factor.
2. Factor completely different types of polynomials with a common binomial
factor.
3. Factor completely by grouping.
4. Solve problems involving factors of polynomials.
Factoring is the process of writing polynomials as a product of two or more numbers or terms.
x2 + 7x + 12 = (x + 3) (x + 4)
product factors
One technique to write a polynomial expression in factored form is to look for its
greatest common factor. This GCF is factored out and multiplied to the remaining terms in the
expression.
Example 1:
Express as a product of two or more terms.
1. 6x – 9
2. 4y5 – 24y3
3. 15ab2 + 10a2b
4. 50u4v3w4 – 35u2v4w3 + 60u3v5w2
Solution:
Factor out the GCF of each polynomial above.
1. 3(2x – 3) GCF: 3
2. 4y3 (y2– 6) GCF: 4y3
3. 5ab (3b + 2a) GCF: 5ab
4. 5u2v3w2 (10u2w2 – 7vw + 12uv2) GCF: 5u2v3w2
Some expressions have common factors that have more than one term. In some
cases, a common factor may be a binomial, a trinomial, or a polynomial. But regardless of
its from, this common factor is factored out from the expression and the remaining factors
may be combined.
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Example 2:
Express as a product of two or more terms.
1. 2b (x + 3) – 5(x + 3)
2. (mn + 1) (y – 2) + (n – 1) (y – 2)
3. d (a + b – c) + 6(a + b – c)
Solution:
Identify the common factors of each polynomial above.
1. (x + 3) (2b – 5) Factor out x + 3.
2. (y – 2) [(mn + 1) (n – 1)]
= (y – 2) (mn + n) Factor out y – 2.
= n (y – 2) (m + 1) Factor out n.
3. (a + b – c) (d + 6) Factor out a + b - c
There are instances when the terms of the polynomial are not grouped in parenthesis.
When factoring this kind of polynomial, the terms with common factors are grouped together
so that the common factors in each group can be factored out. This process is called factoring
by grouping.
Steps in factoring an expression by grouping:

1. Group the first and last two terms of the expression such that each group
has a common factor.
2. Factor each group.
3. Factor out the common binomial.
Example 3:
Factor the following:
1. ab + ac + 3b + 3c
2. xy2 – 2x – y3 + 2y
Solution:
The terms with common factors are grouped together.
1. ab + ac + 3b + 3c = (ab + ac) + (3b + 3c) Associative property

= a(b + c) +3(b + c) Common monomial factoring
= (b + c) (a + 3) Factoring by grouping
2. xy2 – 2x – y3 + 2y = (xy2 – 2x) + (-y3 + 2y) Associative property

= x(y2 – 2) + [-y(y2 – 2)] Common monomial factoring
= (x – y) (y2 – 2) Factoring by grouping
Example 4:
The area of a rectangular land is bh + 3h – 2b – 6 square meters.
a. What are the dimensions of the land?
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Math 8 – Tayco
b. If b = 37 m and h = 32 m, what is the area of the land?
Solution:
bh + 3h – 2b – 6 = (bh + 3h) (-2b – 6) Associative property

= h(b + 3) + (-2) (b + 3) Common monomial factoring
= (b + 3) (h – 2) Factoring by grouping
Therefore, the dimensions of the rectangular land are (b + 3) m by (h – 2) m.
Area = (b + 3) (h – 2)
= (37 + 3) (32 – 2)
= (40) (30)
= 1 200
The area of the land is 1 200 m2.
Let’s try this!

A. Express as a product of two or more terms.
1. 12x + 4
2. -39m5 + 26m2
3. 22a10b6c9 + 55a9b10c4 – 99a7b8c6
4. 3y(7 + x) – 2(x + 7)
5. 8w(ax – by + cz) – 8(ax – by + cz)
B. Factor the following.
5. mn + mp + 2n + 2p
6. 2kh + 6h – k2 – 3k
C. Solve.
A group of students recently concluded a fund-raising project to help three
chosen charities for Christmas. The revenue generated from the said project is
expressed as 150p5 – 210p4 + 300p2 in pesos and the students decided to divide this
equally among the charities. How much will each charity receive?
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LESSON 2: FACTORING SPECIAL PRODUCTS
Lesson Objectives
At the end of the lesson, the learners will be able to factor completely
different types of polynomials (perfect square trinomials, difference of two squares,
and sum and difference of two cubes.
A. Factoring Perfect Square Trinomials
A trinomial in the form x2 + 2xy + y2 or x2 – 2xy + y2 is called perfect square

trinomial (PST). In this polynomial, the first and last terms are perfect squares while
the middle term is twice the product of the square roots of the first and the last
terms. A perfect square trinomial is the result of squaring a binomial. That is,
𝐱 𝟐 + 𝟐𝐱𝐲 + 𝐲 𝟐 = (𝐱 + 𝐲)𝟐
𝐱 𝟐 − 𝟐𝐱𝐲 + 𝐲 𝟐 = (𝐱 − 𝐲)𝟐
Hence, to factor a perfect square trinomial, get the square root of the first and
last terms to come up with a binomial. The operation between the terms of the
binomial depends on the sign of the middle term. Then square the resulting binomial.
Example 1:
Determine if the polynomial is a perfect square trinomial.
1. 4y2 + 4y + 1
2. x2 + 7x + 49
3. c2 + 10c – 25
4. 9a2 – 12ab + 4b2
5. 64z2 + 49 + 112z
Solution:
1. 4y2 + 4y + 1 is a perfect square trinomial. The first and last terms, 4y2 and 1, are
perfect squares with roots 2y and 1, respectively, and 4y = 2 (2y) (1).
2. x2 + 7x + 49 is not a PST. The first and last terms are perfect squares, but 7x is not
twice the product of the square roots of x2 and 49.
3. c2 + 10c – 25 is not a PST because the last term -25 is not a perfect square.
4. 9a2 – 12ab + 4b2 is a perfect square trinomial. The first and last terms 9a2 and 4b2 are
perfect squares with roots 3a and 2b, respectively, and 12ab = 2 (3a) (2b).
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5. 64z2 + 49 + 112z is a perfect square trinomial because when the terms are
rearranged to 64z2 + 112z + 49, the first and last terms are perfect squares with roots
8z and 7 respectively, and 112z = 2 (8z) (7).
Example 2:
Factor completely.
1. r2 + 18r + 81
2. -3d2 + 18d – 27
3. v2 + 36 + 12v
4. 9k2 + 72k + 64
5. 16m4 – 40m2n3 + 25n6
Solution:
1. r2 + 18r + 81 = (r + 9)2
2. -3d2 + 18d – 27 = -3(d2 – 6d + 9)
3. v2 + 36 + 12v = (v + 6) 2
4. the polynomial is prime, and therefore not factorable.
5. 16m4 – 40m2n3 + 25n6 = (4m2 – 5n3) 2
B. Factoring a Difference of Two Squares
Recall the formula for the product of a sum and difference of two terms
(𝒂 + 𝒃)(𝒂 − 𝒃) = 𝒂𝟐 − 𝒃𝟐
The product a – b is called a difference of two squares, its factors are (a + b)
and (a – b). Therefore, to factor a difference of two squares, the process is
reversed.
To factor the difference of two squares:

a. Factor out the common monomial factor.
b. Get the square root of the first term of the binomial.
c. Get the square root of the second term of the binomial.
d. Express the factors as a product of the sum and difference of the results
in step 1 and 2.
Example 3:
Factor each difference of two squares.
1. 25m4 – 81n2
2. 27b5 – 3bc2
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Solution:
1. 25m4 – 81n2
√25𝑚4 = 5𝑚2 Get the square root of the first term.
√81𝑛2 = 9𝑛 Get the square root of the last term.
( 2 )( 2 )
= 5𝑚 + 9𝑛 5𝑚 − 9𝑛 Express the factors as a product of the sum and
difference of the results in step 1 and 2.
3. 27b5 – 3bc2
3𝑏(9𝑏4 − 𝑐 2 ) Factor out the common monomial factor.
√9𝑏 4 = 3𝑏 2 Get the square root of the first term.
√𝑐 2 = 𝑐 Get the square root of the last term.
=3𝑏 (3𝑏 2 + 𝑐 )(3𝑏 2 − 𝑐 ) Express the factors as a product of the sum and
difference of the results in step 1 and 2.
C. Factoring the Sums and Difference of Two Cubes
The following patterns are applied in factoring the sum and difference of two cubes.
Sum of cubes: 𝑎3 + 𝑏 3 = (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏2

Difference of cubes: 𝑎3 − 𝑏 3 = (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏2
To factor the sum and difference of two cubes, we must get the binomial and trinomial
factors.
A. To get the binomial factor,

1. Get the cube of the first term of the sum/difference.
2. Get the cube of the last term of the sum/difference.
3. Express the result in steps 1 and 2 as a binomial.
B. To get the trinomial factor,

1. Square the first term of the binomial factor.
2. Add the additive inverse of the product of the first and last term of the binomial
factor.
3. Add the square of the last term of the binomial factor.
4. Simplify the results.
Notice that we have binomial and trinomial factors. We have the same pattern but the
only difference in in the signs of the binomial and trinomial factors.
Example 4:
Factor each of the following:
1. 8 + m3
2. 128j6 – 250k3
Solution:
1. 8 + m3
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Math 8 – Tayco
Binomial Factor:
3
√8 = 2 Get the cube root of the 1st term.
3
√𝑚3 = 𝑚 Get the cube root of the 2nd term.
(2 + m) Express as a binomial.
Trinomial Factor:
(2 + m): 22 Square of the 1st term.

2(m) Product of the terms in the binomial.
m2 Square of the last term.
Thus, 8 + m3 = (2 + m) (4 – 2m + m2)
2. 128j6 – 250k3
= 2(64j6 – 125k3) Factor out the GCF 2.
= 2[(4j2) 3 – (5k) 3] Both 64 and 125 are perfect cubes, and the
exponents of both j and k are multiples of 3.
This is a difference of cubes, where a= 4j2 and
b = 5k.
= 2(4j2 – 5k)[(4j2) 2 + (4j2)(5k) + (5k)2] Difference of cubes formula

= 2(4j2 – 5k)(16j4 + 20j2k + 25k2) Simplify.
Thus, 128j6 – 250k3 = 2(4j2 – 5k)(16j4 + 20j2k + 25k2)
Let’s try this! Factor completely the following polynomials.
A. Difference of Two Squares
1) x2 - 81 _______________________________
36
2) - x4 _______________________________
25
B. Sum and Difference of Two Cubes
3) x3 + 1 4) 64 + y3 5) 27x6 – 8
C. Perfect Square Trinomial
6) x2 + 22x + 121 7) 36x2 – 12xy + y2 8)144x6 + 24x3y + y2
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LESSON 3: FACTORING GENERAL TRINOMIALS
Lesson Objectives
At the end of the lesson, the learners will be able to factor completely
different types of polynomials (general quadratic trinomials).
The general form of a quadratic trinomial is written as ax2 + bx + c where a, b, and c are
constants while the easy case is x2 + bx + c.
The basic strategy to factor this type of trinomial is to find two numbers (factor pair)
which when multiplied, gives the constant number c. More so, their sum (when added
together) should equal to constant b, the coefficient of the x term.
A. Factoring Trinomials in the form x2 + bx + c
Example 1:
Factor the trinomial x2 + 7x + 10 as a product of two binomials.
Solution:
Step 1: x2 + 7x + 10 = (x + __) (x + ___)
Step 2: Next, find two numbers (factor pair) that when multiplied equals the
constant value of c = 10, and when added equals the constant value of b = 7
5 and 2, when multiplied results to c = 10
5 and 2, when added results to b = 7
Step 3: Use the pair digits, 5 and 2

(x + __) (x + ___)
(x + 5) (x + 2)
Step 4: Check using FOIL Method

(x + 5) (x + 2) = x2 + 2x + 5x + 10
= x2 + 7x + 10
Thus, x2 + 7x + 10 = (x + 5) (x + 2)
Example 2:
Factor the trinomial x2 − 2x – 15 as a product of two binomials.
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Solution:
x2 − 2x − 15 The coefficient of the squared term is 1 so this must be the “easy”

case. Now, we need to find two numbers that when multiplied
result to the last constant (c = –15), and when added give the
middle constant (b = –2).
= (x + ) (x – ) (c = –15)
(–5) and (3) when multiplied equals c = –15
when added equals b = –2
= (x + 3) (x – 5)
Check:
(x + 3) (x – 5) = x2 – 5x + 3x – 15
= x2 – 2x – 15
Thus, x2 − 2x – 15 = (x + 3) (x – 5)
Example 3:
Factor the trinomial x2 + 5x – 24 as a product of two binomials.
Solution:
x2 + 5x − 24 Check: (x + 8) (x – 3)
= (x + ) (x – ) 8 and –3 = x2 – 3x + 8x – 24
= (x + 8) (x – 3) = x2 + 5x – 24
Thus, x2 + 5x – 24 = (x + 8) (x – 3)
B. Factoring Trinomials in the form ax2 + bx + c
To factor a trinomial in the form ax2 + bx + c, find two integers, r and s, whose sum
is b and whose product is ac. Rewrite the trinomial as ax2 + rx + sx + c and then use grouping
and the distributive property to factor the polynomial.
Example 4:
Factor 6z2 + 11z + 4.
Solution:
6z2 + 11z + 4
= 6z2 + 3z + 8z + 4 Rewrite the middle term, 11z, as 3z + 8z.
= (6z2 + 3z) + (8z + 4) Group pairs. Use grouping to consider the terms in pairs.
= 3z(2z + 1) + 4(2z + 1) Factor 3z out of the first group and 4 out of the second
group.
= (2z + 1)(3z + 4) Factor out (2z + 1).
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Check: (2z + 1)(3z + 4) = 6z2 + 3z + 8z + 4
= 6z2 + 11z + 4
Thus, 6z2 + 11z + 4 = (2z + 1) (3z + 4).
Example 5:
Factor 2x2 – 2x – 12.
Solution:
2x2 – 2x – 12
= 2x2 – 6x + 4x – 12 Rewrite the middle term, -2x, as -6x + 4x.
ac = (2) (-12)=-24
-6 ● 4 = -24
-6 + 4 = -2
= (2x2 – 6x) + (4x – 12) Group pairs. Use grouping to consider the terms in pairs.
= 2x(x – 3) + 4(x – 3 ) Factor 2x out of the first group and 4 out of the second
group.
= (x – 3) (2x + 4) Factor out (x – 3).
Check: (x – 3) (2x + 4) = 2x2 + 4x – 6x – 12

= 2x2 – 2x – 12
Thus, 2x2 – 2x – 12 = (x – 3) (2x + 4).
Let’s try this!

Factor completely the following quadratic trinomials.
2
1) y + 2y – 24 3) 6x2 +11x – 10
2) x2 + 13x + 12 4) 15y2 – 4y – 3
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CHAPTER 4
RATIONAL
EXPRESSIONS
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CHAPTER 4: RATIONAL EXPRESSIONS
About the topic!

In this chapter, rational expressions, and the processes of performing
operations on rational expressions will be discussed. You will be seeing some
applications of these expressions in real life. An example is estimating how much
time it takes to get to a destination to be more efficient in managing time.
Rational expressions help come up with the appropriate model for time given the
distance and the speed of an individual.
LESSON 1: RATIONAL EXPRESSIONS

Lesson Objectives
1. Identify rational expressions.

2. Determine the restricted values of a rational expression.
3. Simplify rational algebraic expressions.
A. Definition
𝑃
Rational Algebraic Expression – is a ratio of two polynomials , where P and Q are
𝑄
polynomials and Q ≠0.
Example 1:
2𝑐𝑑+𝑑 9 8
−
3𝑐 2 +5𝑐−𝑑 𝑥 𝑥
7𝑥
5𝑎𝑥 −2
2𝑦
1 2 1
𝑥 +2𝑦+ 2𝑥 𝑦−2
2 3
5 ∙
𝑎−𝑏 𝑥+1 3𝑦
6
3𝑦+5 8𝑥−2
5+
𝑦+1 3
𝑃
The expressions in the first column are of the form .
𝑄
The expressions in the second column can also be written in that form as shown below:
9 8 1 5𝑎 2𝑥 𝑦−2 2𝑥𝑦−4𝑥 8𝑥−2 13+8𝑥

− = 5𝑎𝑥 −2 = ∙ = 5+ =
𝑥 𝑥 𝑥 𝑥2 𝑥+1 3𝑦 3𝑥𝑦+3𝑦 3 3
On the other hand, the following are not rational expressions. Can you explain why?
2
1−√𝑥 𝑥
3
𝑥+5
2 √𝑥
𝑥3
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A rational expression is defined for all real numbers for which the denominator is not equal
to zero.
B. Finding the value(s) of the variable that makes rational expression undefined
Example 2:
Find every value of the variable that makes each expression undefined.
Algebraic Expressions Solution

2𝑎2 a–3=0 Set the denominator to 0
𝑎. a=3 Add 3 on both sides
𝑎−3
2𝑎2
The expression is undefined if a is replaced by 3
𝑎−3
because the denominator would be 0.
7
b. (x – 2) (x+1) = 0 Equate the denominator to 0
(𝑥−2)(𝑥+1)
x – 2 = 0 or x+1=0 Equate both factors to 0.
x= 2 x = -1
7
The expression is undefined if x is 2 or -1.
(𝑥−2)(𝑥+1)
3𝑎+4𝑏 a – b = 0 Set the denominator to 0.

c.
𝑎−𝑏
a = b Add b on both sides.
3𝑎+4𝑏
The expression is undefined if the variables a
𝑎−𝑏
and b are replaced by equal values.
C. Simplifying Rational Expressions
Property of Equivalent Fractions

𝑎𝑐 𝑎
If a, b, and c are nonzero real numbers, then =
𝑏𝑐 𝑏
How to simplify rational expressions:
1) Factor the numerator and the denominator.

2) Cancel or divide out the common factor.
3) Apply laws of exponents when needed.
Example 3:
Simplify each rational expression.
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Expressions Solution
−21𝑎4 𝑏 3 −21𝑎4 𝑏3
=
7 𝑎3 𝑏2
∙
−3𝑎𝑏
=
−3𝑎𝑏
Factor the numerator and
1) 28𝑎3 𝑏2 7 𝑎3 𝑏2 4 4
28𝑎3 𝑏 2 denominator then divide.
7𝑎+7𝑏 7𝑎+7𝑏 7(𝑎+𝑏)
2)
𝑎2 − 𝑏2
= Factor the numerator and the denominator.
𝑎2 − 𝑏2 (𝑎+𝑏)(𝑎−𝑏)
7(𝑎+𝑏)
= Cancel or divide out the common factor a+b
(𝑎+𝑏)(𝑎−𝑏)
7
= Simplify.
𝑎−𝑏
2𝑥+4 2𝑥+4 2(𝑥+2)

3) = Factor the numerator and the denominator.
2𝑥−16 2𝑥−16 2(𝑥−8)
2(𝑥+2)
= Cancel or divide out the common factor 2.
2(𝑥−8)
𝑥+2
= Simplify.
𝑥−8
4𝑎+8𝑏 4𝑎+8𝑏 2(2𝑎+4𝑏)

4) = Factor the numerator and the denominator.
2 2 2
Cancel or divide out the common factor 2.
= 2𝑎 + 4𝑏 Simplify.
𝑥 2 −9 𝑥 2 −9 (𝑥+3)(𝑥−3)
5) = Factor the numerator and the
𝑥 2 −7𝑥+12 𝑥 2 −7𝑥+12 (𝑥−4)(𝑥−3)
denominator.
(𝑥+3)(𝑥−3)
= Cancel or divide out the common factor
(𝑥−4)(𝑥−3)
a+b.
𝑥+3
= Simplify.
𝑥−4
Let’s try this!

A. Is the given a rational expression or not?
4𝑥
_____1)
𝑦
𝑥+3
_____2)
𝑥−4
_____3) a-7
_____4) √𝑏 + 2
a
B. Find every value of the variable that makes each rational expression undefined.
3𝑥 5𝑟 7 2𝑚+3
5) 6) 7) 8)
𝑥−2 𝑟 2 −9 𝑥 2 −14𝑥−15 8𝑚+ 𝑚2
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C. Simplify the following rational expressions.
15𝑎5 𝑏7 𝑎−𝑏 3𝑥 2 −12𝑥 𝑥 2 +7𝑥+6

9) 10) 11) 5)
42𝑎3 𝑏4 𝑎2 − 𝑏2 2𝑥−8 𝑥 2 −1
LESSON 2: MULTIPLICATION AND DIVISION OF RATIONAL EXPRESSIONS

Lesson Objectives
At the end of the lesson, the learner will be able to perform operations on rational
algebraic expressions (multiplication and division).
A. Multiplication of Rational Expressions
𝑷 𝑹 𝑷𝑹
× = where P, Q, R and S are polynomials in one variable and Q ≠ 0 and S ≠ 0.
𝑸 𝑺 𝑸𝑺
How to multiply Rational Expressions

a. Write each numerator and denominator in factored form.
b. Divide out any numerator factor with any matching denominator factor.
c. Multiply the numerators left, same way with the denominators.
d. Simplify if possible.
Example 1:
𝑎5 5
Simplify ( ) ( 3).
10 𝑎
Solution:
𝑎5 5 5𝑎5
(10) (𝑎3 ) =
10𝑎3
Multiply the numerators and denominators.
5𝑎3 ∙ 𝑎2
= Factor the numerator and denominator.
5𝑎3 ∙ 2
𝒂𝟐
= Multiply by 1.
𝟐
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Example 2:
30𝑏2 4𝑐 2
Simplify ( )( )
6𝑐 15𝑏4
Solution:
30𝑏2 4𝑐 2 120𝑏2 𝑐 2
( )( 4
)= Multiply.
6𝑐 15𝑏 90𝑏4 𝑐
30𝑏2 𝑐 ∙ 4𝑐
= Factor the numerator and denominator.
30𝑏2 𝑐 ∙ 3𝑏2
𝟒𝒄
= Multiply by 1.
𝟑𝒃𝟐
Example 3:
3𝑑 4𝑓−16
Simplify ( )( ).
3𝑓−12 12𝑑2
Solution:
3𝑑 4𝑓−16 3𝑑 4(𝑓−4)
( )( )= ∙ Factor the numerators and denominators.
3𝑓−12 12𝑑2 3(𝑓−4) 3𝑑.4𝑑
3𝑑 4(𝑓−4)
= ∙ Apply cancellation.
3(𝑓−4) 3𝑑.4𝑑
1
= Multiply.
3𝑑
Let’s try this! Multiply and simplify the following expressions.

7 𝑥5 21𝑚2 𝑚2 +3𝑚
1) ( 4) ( ) 3) ( )( )
𝑥 21 3𝑚+6 27 𝑚
𝑐 2+6𝑐+8 𝑐+5 𝑎+4 𝑎2 +6𝑎+5

2) ( )( ) 4) ( ) ( )
𝑐+4 𝑐 2 +7𝑐+10 𝑎2 +7𝑎+10 5𝑎+4
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B. Division of Rational Expressions
𝑷 𝑹 𝑷 𝑺
÷ = × where P, Q, R and S are polynomials in one variable and Q ≠ 0, R ≠ 0
𝑸 𝑺 𝑸 𝑹
and S ≠ 0.
Recall: In dividing of fractions, we change the operation division to multiplication then

take the reciprocal of the divisor, proceed to multiplication then simplify if needed.
5 10 5 12 60 3
a) ÷ = 𝑥 = 𝑜𝑟
20 12 20 10 200 10
1
b) 8 ÷ = 8 x 8 = 64
8
4 4 1 4
c) ÷ 5 = x =
5 5 5 25
How to divide Rational Expressions
a. Write the complete multiplication statement using the reciprocal of the divisor.
b. Factor the numerator and denominator.
c. Divide out any numerator factor with any matching denominator factor.
d. Multiply the numerators and denominators.
e. Simplify if possible.
Example 4:
7 7
Simplify ÷ .
6𝑥 12𝑥
Solution:
7 7 7 12𝑥
÷ = ∙ Write the equivalent multiplication expressions.
6𝑥 12𝑥 6𝑥 7
7 6𝑥∙2
= ∙ Factor and apply cancellation
6𝑥 7
=2 Multiply.
Example 5:
𝑎5
Simplify ÷ 4𝑎2 .
4
Solution:
𝑎5 𝑎5 1
÷ 4𝑎2 = ∙ Write the equivalent multiplication expressions.
4 4 4𝑎2
𝑎3
= Quotient rule.
16
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Example 6:
16− 𝑥 2 𝑥−4
Simplify ÷ .
𝑥 2 +2𝑥 𝑥 2 −4
Solution:
16− 𝑥 2 𝑥−4 16− 𝑥 2 𝑥 2 −4

÷ = ∙ Write the equivalent multiplication
𝑥 2 +2𝑥 𝑥 2 −4 𝑥 2 +2𝑥 𝑥−4
expressions.
(4+𝑥)(4−𝑥) (𝑥+2)(𝑥−2)
= ∙ Factor.
𝑥 (𝑥+2) −(4−𝑥)
(4+𝑥)(𝑥−2)
=−
𝑥
−(𝑥 2 +2𝑥−8)
= Simplify.
𝑥
−𝑥 2 −2𝑥+8)
= Multiply.
𝑥
Let’s try this! Divide and simplify each.

𝑥 6𝑥 2 6𝑐 2 90𝑐 5
1) ÷ 2) ÷
5 8 ( 4𝑐)2 16 𝑐 6
8𝑟+8𝑠 𝑟 2 − 𝑠2 2𝑏2 −𝑏+28

3) ÷ 4) ÷b+4
𝑟2 8𝑟 𝑏2 −16
𝑡 4 − 𝑢4 4𝑡 2 +4𝑢2 8 8
5) ÷ 6) ÷
4𝑡+4𝑢 16 𝑟−𝑠 𝑠−𝑟
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LESSON 3: ADDITION AND SUBTRACTION OF RATIONAL EXPRESSIONS
Lesson Objectives
At the end of the lesson, the learner will be able to perform operations on rational
algebraic expressions (addition and subtraction).
A. Adding and Subtracting Rational Expressions with Like Denominators
𝐴 𝐵 𝐴 𝐵 𝐴 +𝐵 𝐴 𝐵 𝐴−𝐵
If and 𝐶 are any two rational expressions, then + = and ─ = where C≠ 0.
𝐶 𝐶 𝐶 𝐶 𝐶 𝐶 𝐶
Steps:
1. Add or subtract the numerators.
2. Retain the common denominator.
3. Simplify the result.
Example 1:
Find the sum or difference.

𝟑 𝟐
1. 𝒙
+𝒙
𝒂 𝒂+𝟏
2. 𝒂−𝟑
+ 𝒂−𝟑
𝟓𝒙−𝒚 𝟐𝒙+𝒚
3. 𝟐𝒙𝒚
− 𝟐𝒙𝒚
𝟔𝒂+𝟒 𝟓𝒂+𝟐
4. 𝒂 𝟐 −𝟒
−
𝒂𝟐 −𝟒
𝒙−𝟑 𝟐𝒙+𝟓
5. 𝟐𝒚−𝟑
+ 𝟑−𝟐𝒚
Solution:
𝟑 𝟐 𝟑+𝟐 𝟓
1. + = =
𝒙 𝒙 𝒙 𝒙
𝒂 𝒂+𝟏 𝒂+(𝒂+𝟏) 𝟐𝒂+𝟏

2. + 𝒂−𝟑 = =
𝒂−𝟑 𝒂−𝟑 𝒂−𝟑
𝟓𝒙−𝒚 𝟐𝒙+𝒚 (𝟓𝒙−𝒚)−(𝟐𝒙+𝒚) 𝟓𝒙−𝒚−𝟐𝒙−𝒚 𝟑𝒙−𝟐𝒚

3. 𝟐𝒙𝒚
−
𝟐𝒙𝒚
=
𝟐𝒙𝒚
=
𝟐𝒙𝒚
=
𝟐𝒙𝒚
Be careful with subtraction. Remember to distribute the negative sign if it is followed by a
rational expression whose numerator contains two or more terms.
𝟔𝒂+𝟒 𝟓𝒂+𝟐 𝟔𝒂+𝟒−𝟓𝒂−𝟐 𝒂+𝟐 (𝒂+𝟐) 𝟏

4. − = = = =
𝒂 𝟐 −𝟒 𝒂𝟐 −𝟒 𝒂𝟐 −𝟒 𝒂𝟐 −𝟒 (𝒂+𝟐)(𝒂−𝟐) 𝒂−𝟐
*Note that the denominator can still be factored out.
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𝒙−𝟑 𝟐𝒙+𝟓 𝒙−𝟑 𝟐𝒙+𝟓 𝒙−𝟑−(𝟐𝒙+𝟓) 𝒙−𝟑−𝟐𝒙−𝟓 −𝒙−𝟖 𝒙+𝟖
5. + = − = = = 𝒐𝒓
𝟐𝒚−𝟑 𝟑−𝟐𝒚 𝟐𝒚−𝟑 𝟐𝒚−𝟑 𝟐𝒚−𝟑 𝟐𝒚−𝟑 𝟐𝒚−𝟑 𝟑−𝟐𝒚
Note: 3–2y is just the additive inverse of 2y – 3. Hence, 3 – 2y = – (2y – 3)
Let’s try this! Add or subtract.
2𝑥 2 +4 𝑥 2 +8 5𝑥+10 3𝑥+2
1) + 2) ─
𝑥−2 𝑥−2 𝑥+4 𝑥+4
4𝑥 ─ 8 𝑥+4 9𝑐 2 12𝑐𝑑 ─ 4𝑑2

3) ─ 4) +
𝑥 −4 𝑥−4 3𝑐 ─ 2𝑑 2𝑑 ─ 3𝑐
B. Adding and Subtracting Rational Expressions with Unlike Denominators
Rules:
1. Find the LCD (least common denominator).

2. Write the equivalent expression of each rational
expression.
3. Add or subtract the numerators and keep the LCD.
4. Simplify the result if possible
Finding the LCD:

1. List the different denominators that appear in the rational expression.
2. Factor each denominator completely.
3. For each unique factor, compare the number of times it appears in each
factorization. Write a factored form that includes each factor the greatest
number of times it appears in the denominator factorization.
Example 1:
Find the LCD in each group of expressions if they were used as denominators of rational
expressions.
a. 4 , 18
b. x2yz3 , x4 y2z, xyz5
c. 3x – 15, 4x – 20
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Solution:
a. 4 , 18 Factor each completely. 4 = 22 18= 32 x 2
The highest power of 2 is 2 and the highest power of 3 is 2. So the
LCD of 4 and 18
is 22 x 32 or 36
b. x2yz3 , x4 y2z, xyz5 The expressions x2yz3 , x4 y2z and xyz5 are already factored. Use the
highest power of each variable for the LCD. The LCD is x4 y2 z3.
c. 3x – 15, 4x – 20 3x – 15 = 3(x – 5)
4x – 20 = 4(x – 5)
The highest power of 3 is 1, the highest power of 4 is 1, and the
highest power of x – 5 is 1. So, the LCD is 12 (x -5).
Example 2:
Add or subtract.
𝟐𝒚 𝟑𝒙
1) 𝟓𝒙𝟐
+
𝟒𝒙𝒚
3𝑥 𝑥 4
2) 𝑥+2
+
𝑥 2 −4
−
𝑥 2 +3𝑥+2
Solution:
1)
𝟐𝒚 𝟑𝒙 The LCD for 5x2 and 4xy is 20x2y.
𝟐
+
𝟓𝒙 𝟒𝒙𝒚
𝟐𝒚 𝟑𝒙 𝟐𝒚∙𝟒𝒚 𝟑𝒙∙𝟓𝒙
+ = + Express both the denominators to
𝟓𝒙𝟐 𝟒𝒙𝒚 𝟓𝒙𝟐∙𝟒𝒚 𝟒𝒙𝒚∙𝟓𝒙
20x2y.
𝟖𝒚𝟐 𝟏𝟓𝒙𝟐
= 𝟐𝟎𝒙𝟐𝒚 + 𝟐𝟎𝒙𝟐𝒚 Simplify numerators and
denominators.
𝟖𝒚𝟐 +𝟏𝟓𝒙𝟐
= Add the rational expressions.
𝟐𝟎𝒙𝟐 𝒚
2) The LCD for x+2, x2 – 4, and x2 + 3x + 2 is (x+1)(x – 2)(x+2)

3𝑥 𝑥 4
+ 2 − 2
𝑥 + 2 𝑥 − 4 𝑥 + 3𝑥 + 2 Factor the denominator.
3 𝑥 4
= + −
𝑥 + 2 (𝑥 + 2)(𝑥 − 2) (𝑥 + 2)(𝑥 + 1)
Express all the denominators to (x+1)(x – 2) (x+2).
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3(𝑥 + 1)(𝑥 − 2) 𝑥(𝑥 + 1)
= +
(𝑥 + 1)(𝑥 − 2)(𝑥 + 2) (𝑥 + 1)(𝑥 − 2)(𝑥 + 2)
4(𝑥 − 2)
−
(𝑥 + 1)(𝑥 − 2)(𝑥 + 2)
Simplify.
3𝑥 2 − 3𝑥 − 6 𝑥2 + 𝑥
= +
(𝑥 + 1)(𝑥 − 2)(𝑥 + 2) (𝑥 + 1)(𝑥 − 2)(𝑥 + 2)
4𝑥 − 8
−
(𝑥 + 1)(𝑥 − 2)(𝑥 + 2)
Add the rational expressions.
3𝑥 2 − 3𝑥 − 6 + 𝑥 2 + 𝑥 − 4𝑥 + 8
=
(𝑥 + 1)(𝑥 − 2)(𝑥 + 2)
Combine like terms.

𝟒𝒙𝟐 − 𝟔𝒙 + 𝟐
=
(𝒙 + 𝟏)(𝒙 − 𝟐)(𝒙 + 𝟐)
Let’s try this!
Find the sum or difference.
5𝑏 ─ 9 3𝑏 ─ 4 8𝑏+3 𝑞+2 1 5
1) + + 2) +𝑞+4 + 𝑞2 −16
2 3 4 4−𝑞
𝑏+3 1 7 2+𝑢
3) 𝑏2 ─ 9 ─ 𝑏 ─ 3 4) 25−𝑢2 ─ 5−𝑢
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LESSON 4: RATIONAL EQUATIONS AND PROBLEM SOLVING
1. Solve rational equations.

2. Solves problems involving rational algebraic expressions.
A. Rational Equation
A rational equation is an equation that contains one or more rational expressions.
Steps in solving Rational Equations:

1. Eliminate the rational expressions in the equation by multiplying both sides of the
equation by
the LCD.
2. Solve the equation.
3. Check your solution.
Example 1:
Solve each equation.
𝑥 1 𝑥
a. 5
+4=2
1 3 1
b. 4
= 𝑥−2
𝑦+3 4
c. 𝑦−1
= 𝑦−1
Solution:
a. The LCD of the denominators is 20.

𝑥 1 𝑥
20 ( + ) = 20 ( ) Multiply both sides by the LCD, 20
5 4 2
4x + 5 = 10x Apply the distributive property and then
simplify.
5=6x Subtract 4x from both sides.
5
𝑥= Divide both sides by 6.
6
b. The LCD of 2, 4, and x is 4x.

1 3 1
4𝑥 ( ) = 4𝑥 ( − ) Multiply both sides by the LCD, 4x
4 𝑥 2
x = 12 – 2x Apply the distributive property and then
simplify.
3x = 12 Add 2x on both sides.
x=4 Divide both sides by 3.
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c. To clear the equation of fractions, multiply both sides by the LCD which is y – 1.
𝑦+3 4
(𝑦 − 1) = (𝑦 − 1)
𝑦−1 𝑦−1
y+3=4
y= 1
Check:
𝑦+3 4
= Because zeros appear in the denominators, the
𝑦−1 𝑦−1
1+3 4
= fractions are undefined. Thus, 1 is a false
1−1 1−1
4 4
= solution, and the equation has no
0 0
Such false solutions are often called extraneous solutions.
An extraneous solution is an apparent solution that does not solve its equation.
B. Application
There are real-life quantities or relationships that can be expressed as ratios, and
thus, these quantities can be modelled using rational expressions. For example, the
length of a rectangle can be expressed as the ratio of its area and its width, and the rate
of an object can be solved by dividing distance travelled by the time spent.
Example 2:
Solve.
The length of a rectangle measures 3x2 + 16x – 64 meters.
a. If its area is 2x2 + 19x + 24 m, determine the width.
b. If x = 9 m, find the dimensions of the rectangle and the area.
Solution:
𝑎𝑟𝑒𝑎
a. Area = length x width; therefore 𝑤𝑖𝑑𝑡ℎ =
𝑙𝑒𝑛𝑔𝑡ℎ
2𝑥 2 +19𝑥+24 (2𝑥+3)(𝑥+8) 2𝑥+3

𝑤𝑖𝑑𝑡ℎ = = =
3𝑥 2 +16𝑥−64 (3𝑥−8)(𝑥+8) 3𝑥−8
2𝑥+3
The width of the rectangle is m.
3𝑥−8
b. Let x = 9.
2𝑥+3 2(9)+3 21
𝑤𝑖𝑑𝑡ℎ = = = 𝑚
3𝑥−8 3(9)−8 19
𝐿𝑒𝑛𝑔𝑡ℎ = 3𝑥 2 + 16𝑥 − 64 = 3(9)2 + 16(9) − 64 = 323 𝑚
21
𝐴𝑟𝑒𝑎 = 𝑥323 = 357 𝑠𝑞 𝑚
19
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Example 3:
An express train travels 150 km in the same time that a freight train travels 100
km. If the express train goes 20 km per hour faster than the freight train, find the rate of
each train.
Solution:
Let r =the rate of the freight train

r+20= the rate of the express train.
d r t
Freight Train 100 r 100
𝑟
Express Train 150 r+20 150
𝑟 + 20
The fact that the amount of time traveled is the same leads to the equation:
100 150
=
𝑟 𝑟+20
The equation is a proportion; hence, we cross multiply.
100(r+20) = 150r
100r + 2 000 = 150r
-50 r = -2 000
r= 40
r+ 20 = 60
Therefore, the freight train’s rate is 40 kph and the express train’s rate is 60 kph.
Example 4:
Joan can wallpaper a bathroom in 3 hours. Bonnie can wallpaper the same
bathroom in 5 hours. How long would it take them if they worked together?
Solution:
Representation:
Hours to do Fraction of
the job the job done
in 1 hour
Joan 3 1
3
Bonnie 5 1
5
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Math 8 – Tayco
Together x 1
𝑥
1 1 1
Equation: + =
3 5 𝑥
1 1 1
Solution: + =
3 5 𝑥
1 1 1
15𝑥( + ) = (15𝑥)
3 5 𝑥
5x + 3x = 15
8x = 15
7
x = 1 hours
8
7
Therefore, it will take 1 hours if they work together.
8
Example 5:
A large pipe can empty a pool in 6 hours and a small pipe can empty the same
pool in 9 hours. How long will it take both pipes to empty the pool?
Solution:
Representation:
Hours to Part of the

empty the pool
pool emptied in 1
hour
Large pipe 6 1
6
Small pipe 9 1
9
Both x 1
𝑥
1 1 1
Equation: +9 =𝑥
6
1 1 1
Solution: + =
6 9 𝑥
1 1 1
18𝑥( + ) = (18𝑥)
6 9 𝑥
3x + 2x = 18
5x = 18
3
x = 3 hours
5
3
Therefore, the pool will be emptied in 3 hours when both pipes are open.
5
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Let’s try this! Solve each equation.
1 3 1 𝑎+5 𝑎+5
1) + = 2) =
5 𝑎 2 𝑎 2
B) Solve the following problems.

1) Karissa can encode the whole manuscript in 6 hours. Aprylle can do the same job in 5
hours. How long would it take them if they work together?
2) Jorjette can travel 12 miles on her bicycle in the same time it takes Justin to travel 15
miles on his bicycle. If Justin rides his bike 5 mph faster than Jorgette rides her bike, find
the rate of each.
3) Bill’s garden hose can fill the pool in 12 hours. His neighbor has a hose that can fill the
pool in 15 hours. How long will it take to fill the pool using both hoses?
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CHAPTER 5
LINEAR
EQUATIONS IN
TWO VARIABLES
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CHAPTER 5: LINEAR EQUATIONS IN TWO VARIABLES
About the topic!

This chapter introduces the cartesian coordinate system and plotting of
points. It also explains how to write and graph a linear equation in different
forms and how to determine if an ordered pair is a solution. The chapter
proceeds to illustrate the solution of word problems involving linear equations.
This includes predicting missing values of a variable given a linear trend and
determining locations of objects using coordinates. A thorough discussion about
the slope of a line is also discussed in this chapter.
LESSON 1: THE CARTESIAN COORDINATE PLANE

Lesson Objectives
At the end of the lesson, the learner will be able to illustrate the rectangular
coordinate system and its uses.
A. Priming Activity:
1) A genius is born!
This activity will allow you to get to know the life and works of Rene Descartes, the man
behind the rectangular coordinate system. Click on this link:
https://youtu.be/pNmSyBteXGs. After watching the video, write down some important notes
about him? Write your answers inside the box below.
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2) Webster Attack!
Unlock the meaning of the following terms that you will be using in this topic. Write your
answers in the second column of the box below.
Terms Meaning
Axis
Quadrant
Abscissa
Ordinate
Origin
B. The Rectangular Coordinate System
The rectangular coordinate system consists of two real number lines that intersect at a
right angle. The horizontal number line is called the x-axis, and the vertical number line is
called the y-axis. These two number lines define a flat surface called a plane, and each point on
this plane is associated with an ordered pair of real numbers (x, y). The first number is called
the x-coordinate (abscissa), and the second number is called the y-coordinate (ordinate). The
intersection of the two axes is known as the origin, which corresponds to the point (0, 0).
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An ordered pair (x, y) represents the position of a point relative to the origin. The x-
coordinate represents a position to the right of the origin if it is positive and to the left of the
origin if it is negative. The y-coordinate represents a position above the origin if it is positive
and below the origin if it is negative. Using this system, every position (point) in the plane is
uniquely identified. For example, the pair (2, 3) denotes the position relative to the origin as
shown:
This system is often called the Cartesian coordinate system, named after the French
mathematician René Descartes (1596–1650).
The x- and y-axes break the plane into four regions called quadrants, named using
roman numerals I, II, III, and IV, as pictured. In quadrant I, both coordinates are positive. In
quadrant II, the x-coordinate is negative, and the y-coordinate is positive. In quadrant III, both
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coordinates are negative. In quadrant IV, the x-coordinate is positive, and the y-coordinate is
negative.
Plotting of points is the process of locating the point in a Cartesian plane using the
coordinates of x and y in an ordered pair.
Example 1:
Plot the ordered pair (−3, 5) and determine the quadrant in which it lies.
Solution:
The coordinates x=−3 and y=5 indicate a point 3 units to the left of and 5 units above the
origin.
The point is plotted in quadrant II (QII) because the x-coordinate is negative, and the y-
coordinate is positive.
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Ordered pairs with 0 as one of the coordinates do not lie in a quadrant; these points are
on one axis or the other (or the point is the origin if both coordinates are 0). Also, the scale
indicated on the x-axis may be different from the scale indicated on the y-axis. Choose a scale
that is convenient for the given situation.
Example 2:
Plot this set of ordered pairs: {(4, 0), (−6, 0), (0, 3), (−2, 6), (−4, −6)}.
Solution:
Each tick mark on the x-axis represents 2 units and each tick mark on the y-axis
represents 3 units.
Example 3:
Plot this set of ordered pairs: {(−6, −5), (−3, −3), (0, −1), (3, 1), (6, 3)}.
Solution:
In this example, the points appear to be collinear, or to lie on the same line.
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Let’s try this! Plot the set of points {(5, 3), (−3, 2), (−2, −4), (4, −3)}
and indicate in which quadrant they lie.
LESSON 2: LINEAR EQUATIONS IN TWO VARIABLES

Lesson Objectives
1. Illustrate a linear equation in two variables.

2. Determine if a point is a solution to a linear equation.
3. Graph linear equations in two variables.
4. Solve word problems that can be modelled by linear equations.
A. Priming Activity
A technical pen x costs Php15 and a regular pen y costs Php5. Determine how many
of each kind of pens Jessa can buy for Php75.
1) Complete the table to find how many of each kind of pens Jessa can buy for Php75. The
first row is done for you.
x y=15-3x y (x,y)
0 y= 15 – 3(0) 15 (0,15)
1
2
3
4
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2) On a coordinate plane, graph the ordered pairs (x,y). Connect the points. What can you
conclude about the figure?
B. Math Concepts
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 are real numbers and A and B  0.
Slope- Intercept form: y= mx+b, where m is the slope and b is the y - intercept.
Example 1:
Re-write the equation 3x – 5y = 10 in the form y = mx + b. Determine its slope (m)
and y-intercept (b).
Solution:
3x – 5y = 10
-5y =-3x + 10
−5𝑦 −3𝑥 10
= +
−5 −5 −5
3 3
y= 𝑥–2 m= b= - 2
5 5
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Example 2:
Re-write the equation y = 1 x + 3 in the form Ax + By = C. Identify the values

2
of A, B and C.
Solution:
1
𝑦 = 𝑥+3
2
2y = x + 6
-x + 2y = 6
x – 2y = 6 A= 1 B= - 2 C= 6
Example 3:
Determine whether each equation is a linear equation in two variables. If so, identify the
values of A, B & C.
a. 4x = 9 + 2y
b. y = -3x + 7
c. 2x2 - y = 8
d. xy = 8
Solution:
a) Linear Equation; 4x = 9 + 2y
4x – 2y = 9 A = 4, B = -2, C = 9
b) Linear Equation; y = -3x + 7

3x + y = 7 A = 3, B = 1, C = 7
c) Not Linear
d) Not Linear
The solutions of an equation are ordered pairs of numbers that satisfy the equation.
Example 4:
Determine whether the given ordered pair is a solution of x + 5y = 12.

a) (2, 2)
b) (7, 1)
c) (-2, -2)
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Solution:
a) (2, 2) b) (7, 1) c) (-2, -2)
x + 5y = 12 x + 5y = 12 x + 5y = 12
2 + 5(2) = 12 7 + 5(1) = 12 (-2)+5 (-2) = 12
2 + 10 =12 7 + 5 =12 - 2 – 10 = 12
12 = 12 12=12 -12=12
True True False
Therefore, (2,2) is a solution. Therefore, (7,1) is a solution. Therefore, (-2,-2) is not a
solution.
Let’s try this! Determine whether the given ordered pair is a solution of the
given equation.
1) y = 4x + 3 ; (3, 15)
2) 5x - 3y = 15 ; (3, 0) 3) 4y = 3x ; (-3, -4)
LESSON 3: SLOPE OF A LINE

Lesson Objectives
1. Illustrate the slope of a line.

2. Find the slope of a line given two points and an equation.
A. Definition
The measure of the steepness of a line is called the slope or gradient.
The slope (m)of a line is the ratio of the vertical change to the horizontal change between
any two points lying on the line.
changein y rise
m= =
changein x run
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Example 1:
Find the slope of the line that passes through the points (2, 1) and (7, 4) and draw the
graph.
Solution: y
𝑟𝑖𝑠𝑒
6
slope (m) =
𝑟𝑢𝑛
=
3 4
5
x
–4 –2 0 2 4 6 8
–2
Example 2:
Find the slope of given the line.
Solution:
𝑟𝑖𝑠𝑒
𝑚=
𝑟𝑢𝑛
2
=
−4
1
=−
2
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B. The slope of a Line Given Two Points
The slope of any nonvertical straight line may be determined using two points with coordinates
(x,y) and (x,y). The slope m is defined as:
𝑦2 − 𝑦1
𝑚= , 𝑤ℎ𝑒𝑟𝑒 𝑥2 ≠ 𝑥1
𝑥2 − 𝑥1
Example 3:
Find the slope of the line containing each pair of points.
a. (-2, 1) and (4,6)

b. (-1,5) and (2,5)
Solution:
a) Let (-2,1) = (x1,y1)
(4,6) = (x2,y2)
𝑦 −𝑦
𝑚= 2 1
𝑥2 −𝑥1
6−1
=
4−(−2)
5
=
6
5
The slope of the line is .
6
b) Let (-1,5) = (x1,y1)

(2,5) = (x2,y2)
𝑦 −𝑦
𝑚= 2 1
𝑥2 −𝑥1
5−5
=
2−(−1)
0
=
3
=0
The slope of the line is 0 (horizontal line).
The table below summarizes the four possibilities for the slope of a line.
Positive Slope Negative Slope Zero Slope Undefined Slope
Line is horizontal
Line rises from right Line is vertical
Line rises from left to
to left
right
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Let’s try this! A. Find the slope m of the line shown below.
B. Find the slope of the line that passes through the given points.
1. (–2, 1) and (0, 2) 2. (4, 4) and (1, 0)
LESSON 4: GRAPHING LINEAR EQUATIONS IN TWO VARIABLES

Lesson Objectives
At the end of the lesson, the learner will be able to graph linear equations
in two variables.
A. Graphing Linear Equations Using the Point-Plotting Method

To graph linear equations:
1. Find at least three solutions of the equation.
2. Plot the solutions as points in the rectangular coordinate system.
3. Connect the points to form a straight line.
Example 1:
Graph each line on a coordinate plane.
a. x – y = –3
b. y = –2x – 4
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Solution:
a. Find three solutions of the equation.
x y=x+3 y (x,y)
-2 y = -2 + 3 1 (-2,1)
2 y= 2 + 3 5 (2,5)
4 y= 4 + 3 7 (4,7)
Plot each solution as a point in the

rectangular coordinate system, then
connect the points to form a straight line.
b. Find three solutions of the equation.

x y = -2x – 4 y (x,y)
-2 y = -2(-2) – 4 0 (-2,0)
0 y= -2(0) – 4 -4 (0,-4)
2 y= -2(2) – 4 -8 (2,-8)
Plot each solution as a point in the

rectangular coordinate system, then
connect the points to form a straight line.
B. Graphing Linear Equations Using the x and y-intercepts
Definition:
x-intercept is a point where the graph passes through the x-axis
y-intercept is a point where the graph passes through the y-axis
Consider the line given by Ax + By = C.

1. The x-intercept of the line is the value of x when y = 0. To find the x-intercept, let y =
0 and solve for x in Ax = C.
2. The y-intercept of the line is the value of y when x = 0. To find the y-intercept, let x =
0 and solve for y in By = C.
Example 2:
Graph the equation 5x + 3y = 15 using the x and y-intercepts.
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Solution:
y
x-intercept:
Let y=0, 5x + 3y = 15 8
5x + 3(0) = 15
5x = 15
x=3 6
x-intercept: (3,0)
4
y-intercept:
Let x=0, 5x + 3y = 15 2
5(0) + 3y = 15
3y = 15 0 x
y=5 –2 0 2 4 6
y-intercept: (0,5 )
–2
C. Graphing Linear Equations Using Slope-Intercept Method
Strategy for Graphing a Line Using its Slope and y-intercepts.
1. Express the equation in slope-intercept form, if necessary.

2. Plot the y-intercept (0,b).
3. Starting from the y-intercept, use the rise and run in locating a second point.
4. Draw a line by connecting the two points.
Example 3:
Draw the graph of 2x – 3y=3 by using the slope and y-intercept.
Solution:
y
Express the equation 2x – 3y = 3 in 6
slope-intercept form
2x – 3y = 3
-3y = -2x + 3 4
2
𝑦= 𝑥−1
3
2
2
m = , b = -1
3
0 x
–2 0 2 4 6
–2
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Vertical and Horizontal Lines
1. The graph of x = a is a vertical line passing through the x-axis at (a,0).

2. The graph of y = b is a horizontal line passing through the y – axis at (0,b).
Example 4:
Graph each equation.

a. y = -4
b. x = 2
Solution:
y
a. The graph of y = -4 is a horizontal line
6
(parallel to the x-axis) which intersects
The y-axis at (0,-4).
4
2
0 x
–6 –4 –2 0 2 4 6
–2
–4
–6
y
b. The graph of x = 2 is a vertical line 6
(parallel to the y-axis) which intersects
The y-axis at (2,0).
4
0 x
– 0 2 4 6
2 –
2
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Math 8 – Tayco
Let’s try this! A. Graph the equation 3x – y = 4. Find at least three
ordered pairs that satisfy the equation.
y
6
4
2
0 x
–6 –4 –2 0 2 4 6
–2
–4
–6
B. Graph each equation on a coordinate plane using the intercept method.
1) x + y = 2 2) 2x + y = 6
y y
6 6
4 4
2 2
0 x 0 x
–6 –4 –2 0 2 4 6 –6 –4 –2 0 2 4 6
–2 –2
–4 –4
–6 –6
C. Graph each line using its slope and y-intercept.

1) x – y = 4 2) 3x – 4y = 12
y y
6 6
4 4
2 2
0 x 0 x
–6 –4 –2 0 2 4 6 –6 –4 –2 0 2 4 6
–2 –2
–4 –4
–6 –6 Page 76
Math 8 – Tayco
LESSON 5: EQUATION OF A LINE
Lesson Objectives
At the end of the lesson, the learner will be able to find the equation of a
line given:
a. two points,
b. the slope and a point
c. the intercepts
A. Slope-intercept Form
A linear equation can be expressed in the form y = mx + b. In this equation, x and y are
coordinates of a point, m is the slope, and b is the y-coordinate of the y-intercept. Because
this equation describes a line in terms of its slope and its y-intercept, this equation is called
the slope-intercept form. When working with linear relationships, the slope-intercept form
helps to translate between the graph of a line and the equation of a line.
The graph on the right represents any line

that can be written in slope-intercept form.
4
For this line, the slope is , and the y-intercept is 4.
5
If you put those values into the slope-intercept form,
4
y = mx + b, you get the equation 𝑦 = 𝑥 + 4 .
5
Example 1:
Write the equation of the line that has a slope of ½ and a y-intercept of −5.
Solution:
Substitute the slope (m) into y = mx + b.
Substitute the y-intercept (b) into the equation.
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Example 2:
Write the equation of the line given the following:

a. Slope is 7 and the y-intercept is 4.
b. (0, -3) and m = 2/3
c. b = 1/2 and m = -3/5
Solution:
a. Given m = 7, b = 4 y = mx + b
y= 7x + 4
-7x + y = 4
7x – y = -4
2
b. Given: m = , b = -3 y = mx + b
3
2
𝑦 = 𝑥+(-3)
3
3y = 2x – 9
2x – 9 = 3y
2x – 3y = 9
3 1 3 1
c. Given: 𝑚 = − , 𝑏 = 𝑦=− 𝑥+
5 2 5 2
10y = -6x + 5
6x + 10y = 5
B. Slope and a Point on the Line
The equation of the line passing through a point (x1, y1) with a slope (m) is
y - y1 = m (x - x1)
Example 3:

a. slope is -3 and passes through (5, 8)
b. m = 3/5 and (-2, 6)
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Solution:
a. y - y1 = m (x - x1)
y – 8 = - 3 (x – 5)
y – 8 = -3x + 15
3x + y = 23
b. y - y1 = m (x - x1)
3
𝑦 − 6 = 𝑥 − (−2)
5
5𝑦 − 30 = 3𝑥 + 10
-3x + 5y = 40
3x – 5y = 40
C. Two Points on the Line

Let us suppose you don’t know either the slope or the y-intercept, but you do know the
location of two points on the line. It is more challenging, but you can find the equation of the
line that would pass through those two points. You will again use slope-intercept form to help
you.
The slope of a linear equation is always the same, no matter which two points you use
to find the slope. Since you have two points, you can use those points to find the slope (m).
Now you have the slope and a point on the line! You can now substitute values for m, x,
and y into the equation y = mx + b and find b.
Example 4:
Write the equation of the line that passes through the points (2, 1) and (−1, −5).
Solution:
Find the slope using the given points.
y = 2x + b Substitute the slope (m) into y = mx + b.
1 = 2(2) + b Substitute the coordinates of either point for x and y.
1=4+b Solve for b.

−3 = b
y = 2x + (−3) Rewrite y = mx + b with m = 2 and b = −3.
y = 2x – 3
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Example 5:
Write the equation of the line that passes through the points (-4.6,6.45) and (1.15,7.6).
Solution:
Find the slope using the given points.
Substitute the slope (m) into y = mx + b.
Rewrite y = mx + b with m = 0.2 and b = 7.37.
D. The Intercept Form
The equation of the line passing through the x-intercept (a) or (x, 0) and y-intercept, (b)
x y
or (0, y) is + =1 where, a is the x-intercept and b is the y-intercept.
a b
Example 6:

a. (3, 0) and (0, 2)
b. (0, -5) and (-4, 0)
Solution:
a. Given: a = 3, b= 2
𝑥 𝑦
+ =1
𝑎 𝑏
𝑥 𝑦
+ =1
3 2
2x + 3y = 6
b. Given: a = - 4, b = - 5
𝑥 𝑦
+ =1
𝑎 𝑏
𝑥 𝑦
+ =1
−4 −5
5x + 4y = -20
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Let’s try this! Write an equation of the line given the following:
1) m = -4 and b = -5
2) slope is 1/2 and y-intercept is 7
3) a = 9 and b = 2 4) a = 8 and b = -2
5) (3,4) and (−2, −6). 6) (−6,3) and (5, -7)
7) m = -4 and (4, 7) 8) m = 3/4 and (2, -5)
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CHAPTER 6
SYSTEMS OF
LINEAR EQUATIONS
IN TWO VARIABLES
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CHAPTER 6: SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
About the topic!

This chapter defines a system of linear equations in two variables and its
solutions. It illustrates the ways to solve a system of equations, namely, graphing,
elimination, and substitution. Various word problems are also included to show
how this topic is useful in solving real-life problems by presenting, systematic
problem-solving strategies to come up with accurate and sound answers.
LESSON 1: SYSTEM OF LINEAR EQUATIONS AND THEIR GRAPHS

Lesson Objectives
1. Illustrate a system of linear equations in two variables.

2. Categorize when a given system of linear equation in two variables has graphs
that are parallel, intersecting, and coinciding.
A. Priming Activity:
1. Complete each table

a.
x -1 0 1 2 3 4
y=7 – x
b.
x -1 0 1 2 3 4
y= 3x – 1
2. Each of the above equations has an infinite number of solutions. Is there any
common solution in the two equations? Name this pair.
B. Definition:
A system of linear equations is a set of two or more linear equations that have variables in
common.
a1 x + b1 y = c1 and (a1 , b1 not both 0)
A pair of equations of the form, 
a 2 x + b2 y = c 2 (a 2 , b2 not both 0)
is called a system of linear equations in two variables.
Example 1:
x − y = 0 2 x + 3 y = 12 3 y = 2 − 2 x 2 x − y = 1
1)  2)  3)  4) 
 x = −2 4 x − 6 = 3 y 2 x = −6 y + 3  y = 2x + 5
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C. Solution Set
The Solution set of the system is the set of all ordered pairs (x, y) of real numbers that
satisfy every equation in the system.
Example 2:
Determine whether the given ordered pair is a solution set of the indicated systems of
linear equations.
x + 2 y = 9
a.  ; (1, 4)
− 2 x + 3 y = 10
5 x = 4 y + 34
b.  ; (6, -1)
x − 2 y − 8 = 0
𝑥 + 2𝑦 = 8
c. { , (0,4)
5𝑥 − 2𝑦 = 4
Solution:
a. Substitute (1,4) in each equation
x + 2y = 9 -2x + 3y = 10
1 + 2(4) = 9 -2(1) +3(4) = 10
1+8=9 -2 + 12 = 10
9=9 10 = 10
True True
Therefore, (1,4) is a solution of the given linear system.
b. Substitute (6, -1) in each equation
5x = 4y + 34 x – 2y – 8 = 0
5(6) = 4(-1)+34 6 - 2(-1) – 8 =0
30 = -4 + 34 6+2–8=0
30 = 30 0=0
True True
Therefore, (6, -1) is a solution of the given linear system.
c. In both equations, replace x with 0 and y with -4.
x + 2y = 8 5x – 2y = 4
0 +2(4) = 8 5 (0) – 2(4) = 4
0+8=8 0-8=4
8=8 -8=4
True False
Because (0,4) does not satisfy both equations, it is NOT a solution of the given system of
linear equations.
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D. Kinds of Linear Systems
Kind Graphical Number of Slopes of the y – intercepts of the

Interpretation solutions Lines lines
Consistent Intersecting Lines 1 Different Can be different or
same
Inconsistent Parallel Lines None Same Different
Dependent Coincident Lines Infinitely Many Same Same
LESSON 2: SOLVING SYSTEM OF LINEAR EQUATIONS IN TWO VARIABLES

Lesson Objectives
At the end of the lesson, the learners will be able to solve a system of linear
equations in two variables by graphing, elimination, and substitution.
A. Solving Systems of Linear Equations by Graphical Method
Example 1:
𝑦 = 2𝑥 − 4
Solve { 1 by graphing.
𝑦=− 𝑥+3
3
a. Is the system consistent, inconsistent, or dependent?
b. How many solutions does the system have?

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Solution:
𝑦 = 2𝑥 − 4
{ 1
𝑦 =− 𝑥+3
3
y = 2x – 4 m=2 b = -4
1 1
𝑦 =− 𝑥+3 𝑚=− b=3
3 3
a. Consistent
b. The system has 1 solution (3,2)
B. Solving Systems of Linear Equations by Substitution Method
Steps:
1. Solve for either variable in one of the equations. If one of the variables in an equation has
coefficient 1 or – 1, choose that equation, since the substitution method is usually easier
this way.
2. Substitute for that variable in the other equation. The result is an equation with one
variable.
3. Solve the equation in step 2. (If the result is a false statement, then we have a system
with no solution. However, if the result is a true statement, we either have a system with
infinitely many solutions or one with exactly one solution.)
4. Substitute the result in Step 3 into the equation in step 1 to find the value of the other
variable.
5. Check the values in each of the original equations. Then, write the solution set.
Example 2:
Solve the following system by substitution method.
x + y = 9
1. 
3 x + 2 y = 22
4 x + 3 y = 5
2. 
5 x + 2 y = 8
x − 3 y = 3
3. 
2 x − 6 y = 5
Solution:
1. Using the substitution method
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x + y = 9 (1)
3x+2y=22 (2)
a. Solve for x in equation (1). x + y =9

x=9 – y (3)
b. Substitute the expression 9 – y for x in equation (2) to get an equation in terms of y.

3x + 2y = 22
3(9 – y) + 2y = 22
c. Solve for y:
27 - 3y + 2y = 22
-y=-5
y=5
d. Substitute the value of y in equation (3). Then solve for x.
x=9–y
x=9- 5
x=4
e. Check the solution x = 4 and y = 5 in both equations.
x+y=9 3x + 2y = 22
4+5=9 3(4) +2(5) = 22
9=9 22 = 22
True True
Therefore, the solution is (4,5)
4 x + 3 y = 5
2. 
5 x + 2 y = 8
5−4𝑥
From (1): 3y = 5 – 4x Substitute 𝑦 = in equation (2):
3
5−4𝑥 5−4𝑥
𝑦= (3) 5𝑥 + 2 ( )=8
3 3
15x + 10 – 8x = 24
7x = 14
x=2
5−4(2)
Substitute x =2 in equation (3): 𝑦=
3
y = -1
Thus, the solution is (2, -1).
x − 3 y = 3
3. 
2 x − 6 y = 5
x – 3y = 3 (1) From (1): x = 3 + 3y in equation (2):

2x – 6y = 5 (2) 2(3+3y) – 6y = 5
6 + 6y – 6y = 5
6≠5
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Because 6 = 5 is not correct for any value chosen for x and y, there is no solution to this
system of equations. The system of equation is consistent. If we are to graph the equation of
this system, the lines would be parallel.
C. Solving Systems of Linear Equations by Elimination Method
Steps:
1. Write both equations in the standard form ax + by = c.
2. Multiply one or both equations by appropriate numbers so that the sum of the
coefficients of either x or y is zero.
3. Add the new equations to eliminate a variable. The sum should be a equation with
only one variable.
4. Solve the equivalent system by adding the two equations.
5. Substitute the result in step 4 into either of the given equations and solve for the
other variable.
6. Check the solution in both equations. Then, write the solution set.
Example 3:
Solve the following linear systems by elimination.
3 x − 5 y = 13
1. 
 4 x + 5 y = −6
2 x + 3 y = 7
2. 
x − 2 y = 7
 4
 x − 5 y = 2
3. 
5 x = y − 3
 4
Solution:
3 x − 5 y = 13
1. 
 4 x + 5 y = −6
a. Both equations are already in standard form.

Equations (1) and (2) contain the terms – 5y and 5y respectively. Hence, we can
eliminate y by adding (1) and (2) to form a new equation:
3x – 5y = 13 (1)
+ 4x + 5y = -6 (2)
7x = 7
x=1
b. Substitute x = 1 into equation (1) and solve for y.
3(1) – 5y = 13
3 – 5y = 13 Simplify.
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– 5y = 10 Subtract 3 on each side.
y=-2 Divide both sides by -5.
c. Check the solution by substituting (1, -2) in the original equations.
3x – 5y = 13 4x + 5y = - 6
3(1) – 5(-2) = 13 4(1) + 5(-2) = -6
3 + 10 = 13 4 – 10 = -6
13 = 13 True -6 = -6 True
Thus, the solution is (1, -2).
2 x + 3 y = 7
2. 
x − 2 y = 7
a. Both equations are already in standard form.

To eliminate x, multiply equation (2) by – 2.
x – 2y = -7 becomes -2x + 4y = 14 (3)
b. We can eliminate x by adding equations (1) and (3) as follows:

2x + 3y = 7 (1)
+ -2x + 4y = 14 (2)
7y = 21
y =3
c. To solve for x, substitute 3 for y in either of the given equations. If we choose

equation (1), we have
2x + 3(3) = 7
2x + 9 = 7
2x = - 2
x = -1
d. Check: Substitute – 1 for x and 3 for y in both equations.
2x + 3y = 7 x – 2y = - 7
2(-1) + 3 (3) = 7 (-1) – 2 (3) = -7
-2 + 9 = 7 -1 – 6 = -7
7=7 True -7 = -7 True
Thus, the solution is (-1,3).
 4
 x − 5 y = 2
3. 
5 x = y − 3
 4
a. Clear both equations of fractions.

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Eq. (1) x 5 : 5x – 4y = 10 (3)
Eq. (2) x 4 : 5x = 4y – 12 (4)
b. Write Eq. (4) in standard form. 5x – 4y = -12 (5)
c. Subtract Eq. (5) from eq. (3) 5x – 4y = 10

5x – 4y = -12
0 ≠ 22 False
This example shows that using elimination method may result in the elimination of both
variables. We now have the following generalizations:
1. If the resulting equation is false (or a contradiction), the system is inconsistent and has
no solution.
2. If the resulting equation is true (an identity), the equation is dependent, and the system
has infinitely many solutions.
Let’s try this! A. Solve the following linear systems by substitution or

elimination.
2 x + 3 y = 23  4 x − 3 y = −4
1. 1)  2. 
5 x − 3 y = 5 3 x + 2 y = 14
B. Solve each system by graphing and determine the kind of system and number of solutions.
 y = 8 + 2x − 3 x + 2 y = 4
3)  4) 
6 x − 3 y = 0  y − 2x = 3
y y
8 8
6 6
4 4
2 2
0 x 0 x
– 0 2 4 6 – 0 2 4 6
2 – 2 –
2 2
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LESSON 3: APPLICATIONS OF SYSTEMS OF LINEAR EQUATIONS IN TWO
VARIABLES
Lesson Objectives
At the end of the lesson, the learners will be able to solve problems
involving linear equations in two variables.
The system of linear equations can be applied in solving problems on number relations,
geometric relations, investments, work, age, and uniform motion problems. To solve these
problems, find two non-equivalent equations to represent the information stated in the
problem.
Example 1:
If 530 pesos can buy 4 kg of fish and 2 kg of pork while 875 pesos can buy 7 kg of fish and 3 kg
of pork, how much does a kg of pork cost? How much does a kg of fish cost?
Solution:
Representation: Let x be the amount per kilogram of fish

y be the amount per kilogram of pork
4𝑥 + 2𝑦 = 530
Equation: {
7𝑥 + 3𝑦 = 875
Solution: Solve by elimination

4x + 2y = 530 (1) (-3) -12x – 6y = - 1590
7x + 3y = 875 (2) (2) 14x + 6y = 1750
2x = 160
x = 80 pesos
Substitute x = 80 in eq. (1)

4x + 2y = 530
4(80) + 2y = 530
2y = 530 – 320
2y=210
y = 105 pesos
Therefore, the amount per kilogram of fish is 80 pesos while the cost per kilogram of
pork is 105 pesos.
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Current and Wind in Motion Problems
1. The current reduces the upstream rate and increases the downstream rate.
2. The headwind reduces the rate and the tailwind increases the rate.
Distance d, rate r, and time t are related by the formula d = rt
Example 2:
A pilot flew his airplane 2 400 miles in 8 hours, flying with the wind. Flying against the
wind over the same route, he returned in 10 hours. What was the rate of the plane and of the wind?
Solution:
Let x = the rate (speed) of the plane in still air and

y = the rate (speed) of the wind.
Then, x + y = the rate of the plane with the wind and

x – y = the rate of the plane against the wind.
Tabulate the relationships given as follows:
Rate Time Distance
With the wind x+y 8 8(x + y)
Against the wind x–y 10 10(x – y)
Equations: 8(x + y) = 2 400 (1)

10(x – y) = 2 400 (2)
Solve the system:
Eq. (1) x 5: 40x + 40y = 12 000

Eq. (2) x 4: 40x – 40y = 9 600
80x = 21 600 Add Eq. (1) and Eq. (2)
x = 270 Divide both sides by 80
Find y by substituting 270 in place of x in Eq. (1).
8(x + y) = 2 400 Eq. (1)

8(270 + y) = 2 400
2 160 + 8y = 2 400 Apply the distributive property.
8y = 240 Subtract 2 160 from both sides.
y = 30 Divide both sides by 8.
Therefore, the airplane travels 270 mph in still air and the speed of the wind is 30 mph.
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Example 3:
A boat makes a 120 – kilometer trip upstream in seven and half hours and returns in 4 hours.
What are the speeds of the boat in still water and the water current, respectively?
Solution:
Let x = the speed of the boat in still water and

y = the speed of the water current.
Rate (kph) Time (hours) Distance (kilometers)
Upstream x–y 7.5 120
Downstream x+y 4 120
Write the system of equations using the formula d = rt.
t r = d
7.5 (x – y) = 120 or x – y = 16 Divide both sides by 7.5

4(x + y) = 120 or x + y = 30 Divide both sides by 4.
Use the elimination method to solve the system.
x – y = 16 (1)
x + y = 30 (2)
2x = 46 Add the equations
x = 23 Divide both sides by 2.
Determine y by substituting 23 in place of x in Eq. (1).
x – y = 16
23 – y = 16 Replace x by 23.
–y=–7 Subtract 23 from both sides
y=7 Multiply by –1.
The boat travels at 23 kph in still water and the speed of the water current is 7 kph.
Let’s try this! A. Solve the following problems.
1. The cost of 5 tables and 4 chairs is 600 pesos. The cost of a table and
2 chairs is 240 pesos. Find the cost of a table and the cost of a chair?
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2. A boat can travel 60 km downstream in 3 hours and 30 km upstream in 2 hours. What is the
speed of the current and the speed of the boat in still water?
3. An airplane can travel a distance 6000 km in 6 hours with the wind. The return trip
against the same wind takes 7.5 hours. What is the rate of the airplane and the rate of the
wind?
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CHAPTER 7
LINEAR
INEQUALITIES IN
TWO VARIABLES
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CHAPTER 7: LINEAR INEQUALITIES IN TWO VARIABLES
About the topic!

This chapter illustrates a linear inequality in two variables. It defines a
system of linear inequalities in two variables and its solutions. Various word
problems are also included to show how this topic is useful in solving real-life
problems by presenting, systematic problem-solving strategies to come up with
accurate and sound answers.
LESSON 1: FORMS AND GRAPHS OF LINEAR INEQUALITIES IN TWO

VARIABLES

Lesson Objectives
1. Illustrate linear inequalities in two variables.

2. Differentiate linear inequalities in two variables from linear equations in two variables.
3. Graph linear inequalities in two variables.
A. Definitions
A linear inequality in x and y can be written in one of the following forms:

Ax + By > C,
Ax + By < C,
Ax + By  C,
Ax + By  C.
Where A, B, and C are real numbers and A and B are both not equal to 0.
Example 1:
3x – y > -2 x<2 x + 3y ≤ 0 y ≥ -3
B. Solution Set
The solutions of linear inequality in x and y can be expressed in an ordered pair (x, y). An
ordered pair is a solution if a true statement results when the variable in the inequality is
replaced by the coordinates of the ordered pair.
Example 2:
Determine whether each ordered pair is a solution of 2x + 3y ≤ 6.
a. (-2, 1)
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b. (1, 2)
c. (3, - 1)
Solution:
In each case, substitute the x – coordinate for x and the y – coordinate for y in the
inequality 2x + 3y ≤ 6. A true statement will be obtained if the ordered pair is a solution.
a. For ( - 2,1):
2x + 3y ≤ 6 Original inequality
2(-2) + 3(1) ≤ 6 Replace x with – 2 and y with 1.
-4 + 3 ≤ 6 Simplify
-1 ≤ 6 Add
Since – 1 ≤ 6 is true, ( -2, 1) is a solution of 2x + 3y ≤ 6.
b. For (1, 2): 2x + 3y ≤ 6

2(1) + 3(2) ≤ 6
2+6≤6
8≤6
Since 8 ≤ 6 is false, (1,2) is not a solution of 2x + 3y ≤ 6.
c. For (3, -1): 2x + 3y ≤ 6

2(3) + 3(-1) ≤ 6
6 + (-3) ≤ 6
3≤6
Since 3 ≤ 6 is true, (3, -1) is a solution of 2x + 3y ≤ 6.
C. Graphing Linear Inequalities
To graph a linear inequality:
1) Graph the related linear equation. The related equation has an equal sign in place of the
inequality symbol. If the inequality symbol is  or , then draw a solid line. If the inequality
symbol is < or >, then draw a dash line.
2) Use (0, 0) as a test point. If it satisfies the inequality, then shade the region that contains
it. If it does not satisfy the inequality, then shade the region on the other side of the
boundary line.
Example 3:
Graph the following inequalities:
a. y ≥ −x + 1
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b. 4x – y < 2
Solution:
a. y ≥ −x + 1
We graph the boundary line y = −x + 1 using

any method learned. The boundary line is
included in the graph since the inequality symbol
is greater than or equal to and should be
drawn as solid line.
Select a point in one of the half – planes and

test it. Use the origin (0,0) as a test point.
y ≥ −x + 1
0≥-0+1
0≥ 1
Because 0≥1 is false, the half-plane does not contain the origin so it should be shaded as
shown on the figure at the right.
b. 4x – y < 2
We graph the boundary line 4x – y = 2

using the slope intercept method. We use
a dash or broken line to show that the
points on the line are not solutions of
4x – y < 2. The solutions of 4x – y < 2
Must lie on one side of the boundary
Line. We test a point that is not on the
Line such as (0,0).
4x – y < 2
4(0) – 0 < 2
0<2 True
Because 0<2 is true, the half plane containing (0,0) is the graph of the solution.
Shade this part to show that every point in this half – plane is a solution as shown in the
figure above.
Let’s try this!
A. Determine if the ordered pair is a solution to the inequality x + 3y ≥ 12.

1. (-1, 2) 2. (3, -1)
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B. Graph the following inequalities.
3. 3x – y  6 4. x + 2y < 8
LESSON 2: SYSTEMS OF LINEAR INEQUALITIES IN TWO VARIABLES

Lesson Objectives
1. Determine if a point is a solution to the system of linear inequalities.

2. Solve a system of linear inequalities in two variables.
3. Solve problems involving systems of linear inequalities in two variables.
A. Definitions
Two or more inequalities considered simultaneously form a system of linear inequalities.
A solution of a system of linear inequalities is an ordered pair of numbers that satisfies each
linear inequality in the system.
Example 1:
Determine whether the ordered pair is a solution of the given system of linear
𝑥 + 2𝑦 > 11
inequalities. {
𝑦 ≤ 2𝑥 − 7
a. (6,4)
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b. (5,3)
Solution:
a. Replace x with 6 and y with 4.

x + 2y > 11 y ≤ 2x – 7
6 + 2(4) >11 4 ≤ 2(6) – 7
6 + 8 > 11 4≤8–7
14 > 11 True 4 ≤ 1 True
Since both inequalities are true, the ordered pair (6,4) is a solution of the system.
b. Replace x with 5 and y with 3.

x + 2y > 11 y ≤ 2x – 7
5 + 2(3) >11 3 ≤ 2(5) – 7
5 + 6 > 11 3 ≤ 10 – 7
11 > 11 False 3 ≤ 3 True
Although the ordered pair (5,3) satisfies the second inequality, it does not satisfy
the first inequality. Thus, (5,3) is not a solution.
B. Procedure in Graphing Systems of Linear Inequalities
To show the graph of the solution set of a system of inequalities, follow these steps:
1) Sketch the line that corresponds to each inequality. (Use a solid line for
inequalities with  or  and a dashed line for inequalities with < or >.)
2) Lightly shade the half-plane that corresponds to each of linear inequality.
(Colored pencils may help you distinguish the different half-planes.)
3) The graph of the given system is the intersection of each of the half-planes. (If
you used colored pencils, it is the region that has been shaded with every color.)
Example 2:
Graph the following systems of linear inequalities.
𝑦 > −3𝑥 + 5
a. {
𝑦 ≤𝑥−2
𝑥+𝑦 >5
b. {
2𝑥 − 𝑦 ≤ 4
Solution:
𝑦 > −3𝑥 + 5
a. {
𝑦≤𝑥−2
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The graph of y > -3x + 5 is the half plane. Since the inequality sign is >, the edge of
the half plane is a dashed line (blue line). This is to indicate that the points on the line are
not part of the graphical solution.
The graph of y≤ x – 2 is the other half plane. Since the inequality sign is ≤ , the edge
of the half – plane is a solid line (red line). This is to indicate that the points on the line
are part of the graph of the solution.
𝑦 > −3𝑥 + 5
The solution of the system { is the intersection of the regions
𝑦 ≤𝑥−2
representing the two inequalities. In the graph, it is the shaded region, including the part
of the solid line but excluding the dashed line. Every point in the region of intersection
satisfies both inequalities of the system.
𝑥+𝑦 >5
b. {
2𝑥 − 𝑦 ≤ 4
𝑥+𝑦 >5
x 0 1 2
𝑦 > −𝑥 + 5
y 5 4 3
𝑦 = −𝑥 + 5
2𝑥 − 𝑦 ≤ 4
−𝑦 ≤ −2𝑥 + 4 x 0 1 2
𝑦 ≥ 2𝑥 − 4 y -4 -2 0
𝑦 = 2𝑥 − 4
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Let’s try this! A. Determine if the given point is a solution to the system
𝟔𝒙 − 𝟐𝒚 ≥ 𝟏𝟎
{
𝒙 + 𝟑𝒚 < −𝟏
1. (0,3) 2. (-5,7)
B. Graph the system of linear inequalities.
𝑦≥2
3. {
𝑦<1
𝑦>3
4. { ≤ −2
𝑦
𝑦 <𝑥−1
Page 102
Math 8 – Tayco
CHAPTER 8
RELATIONS
AND
FUNCTIONS
Page 103
Math 8 – Tayco
CHAPTER 8: RELATIONS AND FUNCTIONS
About the topic!

This chapter formally introduces the concept of relations and functions as
an association between two variables x and y. the first lesson defines a relation
and the different ways to represent a relation. It also discusses the idea of
domain and range from a set of ordered pairs. The second part of the chapter, on
the other hand, discusses the domain and range of functions.
LESSON 1: RELATIONS

Lesson Objectives
1. Illustrate a relation.
2. Express a relation as a table of values, mapping, set of ordered pairs and graph.
3. Determine dependent and independent variables.
4. Define the different types of relation.
A. Definition
In mathematics, the correspondence of each element of one set to the elements

of another set is called a relation. A relation can be represented by mapping, a table of
values, a graph, an equation, or a set of ordered pairs.
B. Relation as Mapping
Example 1:
Create a mapping of the Philippine provinces to the main island group where they belong.
Provinces Island Group
Batanes Luzon
Batangas Visayas
Bataan Mindanao
Bukidnon
Bohol
Biliran
Bulacan
Solution:
Batanes Luzon
Batangas
Bataan
Bulacan
Bohol Visayas
Biliran
Bukidnon Mindanao
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Math 8 – Tayco
C. Relation as Table of Values
A relation may also be represented by a table of values. The table of values is

composed of rows representing the independent and dependent variables. For each value of
an independent variable, there corresponds a value of the dependent variable in the table.
Example 2:
Suppose that you got sick and after a doctor’s appointment, you were told to take 3 pills
of antibiotics per day. Illustrate the relation as a table of values showing the number of days and
total number of pills prescribed for the first 8 days.
Solution:
Number of days 1 2 3 4 5 6 7 8
Number of pills prescribed 3 6 9 12 15 18 21 24
D. Relation as Graph
Aside from showing association through mapping and table of values, a graph can be
used to model relations.
Example 3:
Using the tabular data in the previous example, a set of points can be plotted using the x
and y values on the cartesian plane.
Number of days 1 2 3 4 5 6 7 8
Number of pills prescribed 3 6 9 12 15 18 21 24
Illustrate the relation as a graph.
Solution:
30
25
Number of pills
20
15
10
0
0 1 2 3 4 5 6 7 8 9
Number of days
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Math 8 – Tayco
E. Relation as a Set of Ordered Pairs
A relation given in any form (table of values, mapping, and graph) can also be written
as a set of ordered pairs. The elements in the first set corresponds to the domain or the set
of all the x-coordinates while the elements in the second set corresponds to the range or
set of all the y-coordinates of the same set.
Example 4:
Bill supports an organization that rescues abandoned dogs. He helped record the
number of rescued dogs per week during the first two months of the operations, as follows.
Week Number Number of Rescued Dogs

1 6
2 2
3 5
4 2
5 3
6 6
7 2
8 1
Express the relation of the week number to the number of rescued dogs as a set of
ordered pairs.
Solution:
{(1,6), (2,2), (3,5), (4,2), (5,3), (6,6), (7,2), (8,1)}
F. Types of Relations
A relation from A to B, written A B, can be classified as one-to-one, many-to-

one, or one-to-many. Refer to the following examples.
a. One-to-one
Example 5:
Referring to the table that gives the relation of the number of pills to the number
of days they must be taken, the corresponding mapping is shown as follows.
Number of days Number of pills
1 3
2 6
3 9
4 12
5 15
6 18
7 21
8 24
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Math 8 – Tayco
This is an example of a one-to-one relation because every element in the first set is
associated with exactly one element in the second set.
b. Many-to-one
Example 6:
Recall the mapping of the relation of some provinces with their corresponding
island group.
Batanes Luzon
Batangas
Bataan
Bulacan
Bohol Visayas
Biliran
Bukidnon Mindanao
This is an example of a many-to-one relation since there are two or more

elements in the first set that are associated with an element in the second set.
c. One-to-many
Example 7:
y
Observe the graph of the relation on
the right.
8
The set can be written as

6
{(-1,3), (-3,2), (2,1), (4,0), (4,-2), (4,5)}. 4
Notice that some of the elements in the
domain {-3,1,2,4} are associated with 2
more than one element in the range
{-2,0,1,2,3,5}. Hence, this is an example 0 x
of a many-to-one relation. – 0 2 4 6
2 –
d. Many-to-many 2
Example 8:
{(Joanne,chocolate), (Joanne, cookies and cream), (Jannelle, chocolate),

(Jannelle,strawberry), (Juliet, cookies and cream), (Juliet, mango), (Danica, cookies and cream),
(Paolo, chocolate), (Paolo, strawberry), (Paolo, cookies and cream), (Paolo, mango)}.
This example illustrates a many-to-many relation. Some elements in the set of

siblings correspond to more than one element in the preferred ice scream flavor. Moreover,
some preferred ice scream flavors correspond to more than one sibling.
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Math 8 – Tayco
Let’s try this! A. Answer the following. Write your answers on the space
provided below each number.
1. Create a mapping of the following countries to the continent where

they belong.
Czech Republic, France, Germany, Austria, New Zealand,
Australia, USA, Canada, Egypt, Brazil, Peru, Zimbabwe, China,
Japan, Thailand, Cambodia, South Korea, Philippines, Hongkong.
2. As per the recommendation of fitness coaches, a person must allot 30 minutes a day for
exercise or any kind of physical workout. The data below shows how much time a person must
have exercised for a certain period.
1 day – 30 minutes 4 days – 120 minutes

2 days – 60 minutes 5 days – 150 minutes
3 days – 90 minutes 6 days – 180 minutes
Illustrate the relation as a table of values.
3. illustrate the table in #2 as a graph.
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Math 8 – Tayco
4. Mrs. Tayco recorded the number of students who passed her quarterly examination from the
six classes she handles. She tabulated the result s in the table. Write the relation of the number
of students to the number of students who passed as a set of ordered pairs and determine the
domain and range.
Number of students Number of Students who

passed
30 25
32 30
29 29
34 29
30 27
29 25
5. Determine the type of relation as one-to-one, many-to-one, one-to-many, many-to-

many.
_________a. Student Age
Mark 13
Ian
Mikaela 15
Eugene
_________b.
Data Plan Plan Plan Plan Plan Plan Plan Plan
599 899 999 1 499 1 799 2 499 3 699
Internet Allocation 2 GB 5 GB 7 GB 9 GB 11 GB 16 GB 24 GB
_________c.
Page 109
Math 8 – Tayco
LESSON 2: FUNCTIONS
1. Find the domain and range of a function.

2. Determine if a relation is a function using the vertical line test.
3. Evaluate functions.
A. Definition
A function is a relation in which no two ordered pairs have the same x-coordinate or
first component.
As with other relations, the set of all first elements of a function is called its domain
while the set containing all second elements is the range of the function. The set containing
the range is referred to as the co-domain. The domain also refers to the set of all input to a
function while the set of all outputs is the range.
In other words, a function is defined as a set of ordered pairs (x,y) where no two
ordered pairs have the same first element x. This means that every value of x must be
associated to a unique value of y. Thus, one-to-one and many-to-one relations are considered
functions.
a x a
b y b x
c z c
One-to-one Many-to-one
Example 1:
Determine whether the relation is a function.
a.
x 4 5 8 10 12
y 5 6 7 8 9
b. a
m b
n c
c. {(-5,4), (4,6), (-1,1), (-5, 1)}
Page 110
Math 8 – Tayco
Solution:
a. The table of values shows a function because each x-value corresponds to a unique y-
value.
b. The mapping is not a function. It is a one-to-many correspondence where m

corresponds to a and b.
c. The set of ordered pairs is not a function. The x-coordinate -5 have two different y-
coordinates: 4 and 1.
Example 2:
Determine the domain and range of the relation shown in the graph below.
Solution:
The set of points have coordinates (-4,0), (-1,0), (-1,4), (1,-5), (3,-2), and (6,1).
Therefore, the domain is {-4,-1,1,3,6} and the range is {-5,-2,0,1,4}.
B. Vertical Line Test
Recall that a function, as a relation, may be expressed as a graph. Furthermore, a

function is an association of two variables x and y where an x-value cannot be associated
with different y-values.
A vertical line test is used to determine if a graph shows a function or not. The rule
states that if a vertical line intersects with the graph only once, then the graph is a
function. This is because if the graph hits the vertical line more than once, there will be
Page 111
Math 8 – Tayco
points with the same x-coordinates. When this is the case, the relation cannot be a
function.
Example 3:
Use the vertical line test to check whether the graph is a function or not.
Solution:
When the vertical line is moved from left to right, it will intersect the graph at only one
point. Thus, the graph shows a function.
C. Function Notation
Consider a function rule that says, “double a number then add 3”. The mapping of
the function for some values of x and y is shown below:
Domain Range
-3 -3
-1 1
1 5
3 9
5 13
Notice that in the function, an element in the range is obtained using the rule
“double a number then add 3”. This function rule maybe written as an equation in terms
of x and y, that is y = 2x + 1. Since the value of y depends on the value of x, y is called the
dependent variable while x is called the independent variable.
When writing a function equation, the expressions f(x) is often used instead of
any variable such as y. this is because the use of any variable may assume any value.
Whereas the use of the symbol f(x), read as “function of x” or “f of x”, implies that the
output is dependent on the value of x. for example, the function y = 2x + 1 may be
written as f(x) = 2x + 1.
To evaluate a function at a value of x, simply substitute the value of the input to

the x in the function rule, then simplify the resulting output.
Page 112
Math 8 – Tayco
Example 4:
Given that f(x) = x – 2 and g(x) = 3x, find:
a. f(10)
b. g(-2)
c. f(-3)
5
d. 𝑔 ( )
3
Solution:
a. f(10) = 10 – 2 = 8
b. g(-2) = 3 (-2) = -6
c. f(-3) = -3 – 2 = -6
𝟓 𝟓
d. 𝒈 ( ) = 𝟑 ( ) = 𝟓
𝟑 𝟑
A. Determine whether the relation is a function.

Let’s try this!
____________1.
x 9 10 11 12 13
y 1 2 3 4 5
_____________ 2. x
y p
z q
______________ 3. {(0,1), (0,0), (0,2), (0,3)}
B. Write the given relation shown in the graph as a set of ordered pairs. Then write the domain
and range of the relation.
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Math 8 – Tayco
C. Given the function h(x) = 2x2 – 3, evaluate the following.
1. h(-1) 2. h(-3)
D. Determine if the graph shows a function.
1. 2.
3.
Page 114
Math 8 – Tayco
Books
Alagano, Robelyn F. & et al (2015). Mathematics for the 21st Century Learner 8.
Makati City, Philippines: Diwa Learning Systems Inc.
Casanova, Joanne R. & et al (2021). Math for Innovative Minds 7, Makati,

Philippines: Diwa Learning Systems Inc.
Casanova, Joanne R. & et al (2021). Math for Innovative Minds 8, Makati,

Philippines: Diwa Learning Systems Inc.
Crisostomo, R. M. & et al (2013). Our World of Math 8, Quezon City, Philippines:

Vibal Publishing House, Inc.
Crisostomo, R. M., Padua A. L., (2018). Our World of Math 7 (2 nd Ed.). Vibal.
Lopez, Brian Roy, et al. (2018). Our World of Math 8. Vibal Group, Inc.
Oronce, O. A & Mendoza, M. O. (2012). E – Math 7, 3rd Edition. Manila,

Philippines: Rex Book Store, Inc.
Oronce, O. A & Mendoza, M. O. (2012). E – Math 8, 3rd Edition. Manila,

Philippines: Rex Book Store, Inc.
NFE Accreditation and Equivalency Learning Material. Special Products and

Factoring. 2001. P. 36
PEAC Grade 7 Learning Module (2018 Summer In-Service training for Junior High
School Teachers)
PEAC Grade 8 Learning Module (2018 Summer In-Service training for Junior High
School Teachers)
Urgena, John Nico A. & et al (2018). Practical Math 8, Makati, Philippines: Diwa
Learning Systems.
DepEd Learners Material
K to 12 Mathematics Curriculum Guide, December 2013
Page 115
Math 8 – Tayco
Web Sites
https://byjus.com/maths/algebraic-expressions/
https://www.cliffsnotes.com/study-guides/basic-math/basic-math-and-pre-
algebra/variables-algebraic-expressions-and-simple-equations/solving-simple-
equations
https://math.psu.edu/sites/default/files/public/migration/1.1%20New_0.pdf
https://courses.lumenlearning.com/cuny-hunter-collegealgebra/chapter/linear-
inequalities-in-one-
variable/#:~:text=Definition%3A%20A%20linear%20inequality%20is,a%2Bbx%E2%
89%A50
https://brainly.ph/question/683476
https://courses.lumenlearning.com/waymakerintermediatealgebra/chapter/read-
multiply-any-
twopolynomials/#:~:text=Another%20type%20of%20polynomial%20multiplicatio
n,of%20a%20zbinomial%20and%20trinomial.&text=Using%20the%20distributive
%20property%2C%20each,the%20terms%20in%20the%20trinomial.
https://www.chilimath.com/lessons/intermediate-algebra/factoring-sum-and-
difference-of-two-cubes/
http://mathbitsnotebook.com/Algebra1/Factoring/FCPerfSqTri.html
https://www.chilimath.com/lessons/intermediate-algebra/factoring-trinomial-
easy-case/
Page 116
Math 8 – Tayco
https://saylordotorg.github.io/text_elementary-algebra/s06-01-rectangular-
coordinate-system.html
https://www.varsitytutors.com/hotmath/hotmath_help/topics/graphing-linear-
equations
https://www.wyzant.com/resources/lessons/math/algebra/graphing_linear_equa
tions
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2
RESOURCE/U13_L2_T2_text_final.html
“The best preparation for tomorrow is doing your best today”

H. Jackson Brown, Jr.
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CHAPTER I

About the topic!

The learner will be able to:

1. Add and subtract polynomials.

LESSON 1: ADDING AND SUBTRACTING POLYNOMIALS

In adding and subtracting polynomials, only similar terms can be

9x2– 10x – 3 + x2 + 1 Remove the parentheses.

9x2– 17x – 10 + x2 – 9x + 15 Remove the parentheses.

9x2– 10x – 3 – x2 – 1 Remove the parentheses.

10a2– 15a + 12 – 15a2 – 17a – 10 Remove the parentheses.

Let’s Try This!

Solve the following polynomials algebraically.

LESSON 2: MULTIPLYING POLYNOMIALS AND SPECIAL PRODUCTS

1. Any number raised to the first power is equal to that number. x 1 = x

Example 1: a. 51 = 5 b. a1 = a c. (x + 1)1 = x+1

2. Any number with zero exponent is equal to 1. x0 = 1

Example 3: a. a ● a2 = a1+3 = a3 c. 4x2 (-3xy2) = - 12x3y2

Example 4: a. (32)3 = 32(3) = 36 c. (x4)3 (x5)= x4(3) (x5)

5. Power of a Product Rule

Example 5: a. (3m)3 = 33m3 = 27m3 c. (5xyz)2 = 52 x2 y2 = 25x2y2z2

Lets try this!

Identify the exponent rules applicable to simplify the given

Given Exponents Solution Product

2. 2ab (a2b) (-5b2)

To multiply a polynomial by a monomial, apply the distributive property by

7(4+x) = 7(4) + 7(x) Apply the distributive property of multiplication.

x2 (x3-y3) = x2+3 - x2y3 Apply the distributive property of multiplication.

1. 2a (5a – 10b+6c) =_______________________________

To multiply a binomial by another binomial, distribute each term of the first

Solve (4x – 7) (2x + 10).

Solve (3x – 2m) (4x – 3m).

1. (5x + 6) (2x – 1) =______________________________

D. Multiplying a Binomial by a Trinomial

To multiply a binomial by a trinomial, distribute each term of the binomial to each

Solve (2x – 5) (x2 – x + 6).

2x (x2 – x + 6) = 2x3 – 2x2 + 12x

Solve (2x – 3) (3x + 2) (x2 – 2x – 1).

(2x – 3) (3x + 2) (x2 – 2x – 1) = (6x2 + 4x – 9x – 6) (x2 – 2x – 1)

Find the product of the following polynomials. Show solution

1st term: square of the first term of

Simplify (3x - y)2.

Therefore, (3 + a)3 = 27 + 27a + 9a2 + a3

Simplify (2a - b)3

Therefore, (2a – b)3 = 8a3 – 12a2b + 6ab2 – b3

Simplify (3b - 5c) (3b + 5c).

(3b - 5c) (3b + 5c) = (3b)2 – (5c)2

2. (3x - 1)2 = _____________________________

3. (3a + 2b)3 = _____________________________

5. (7x - 2y) (7x + 2y) = _____________________________

LESSON 3: DIVIDING POLYNOMIALS

A. Dividing Polynomial by a Monomial

Quotient Law of Exponents

Simplify the following:

To divide polynomials by a monomial, divide each term of the polynomial by the

Divide -100y3 – 60y2 + 40y - 20 by -20y

−100𝑦 3 − 60𝑦 2 + 40𝑦 − 20 −100𝑦 3 60𝑦 2 40𝑦 −20

Let’s try this!

B. Dividing Polynomials by a Binomial using Long Division

To divide a polynomial by a binomial, follow these steps:

Step 1: Rewrite the given polynomial in 2𝑥 2 + 3𝑥 − 9

Step 2: Write the polynomial in standard form 2𝑥 − 3 2𝑥 2 + 3𝑥 − 9

1. (3y2 – 14y – 12) ÷ (y – 2) 2. (2x3 – 5x2 + 10) ÷ (3x - 15)

About the topic!