LINEAR FUNCTION

(BASIC CALCULUS)
for Elective Mathematics Grade 10
Quarter 2 / Week 1

1
 FOREWORD

This Self-Learning Kit (SLK) for Basic Calculus is designed especially for you
grade 10 students at Science High School of the Division of Negros Oriental. A
modest background in grade school mathematics is important. It is the portal
to greater knowledge and understanding of further mathematical endeavors.
Thus, this SLK is written in a precise, readable, and conventional manner to
facilitate students’ understanding of the subject.

It is aligned with the BEC of the Department of Education following the

prescribed Learning Competencies.

It has the following features that will aid you in learning Mathematics
even at home.

This kit is divided into three parts:

1. What Happened. This section contains the properties Algebraic Functions,

Linear Functions, Quadratic Functions, Polynomial Functions, and Rational
Functions and their corresponding graphs.

2. What You Need to Know. This section discusses how to rewrite linear function
in the form y = mx + b and transform it to standard form, identify quadratic
function, write quadratic function in vertex form, and later transform it to
standard form, identify polynomial functions, determine the degree and the
number of terms of polynomial functions, find the zeroes of polynomial
functions and find the domain, range, asymptote, and x- & y- intercepts of
rational functions. Examples and corresponding solutions are clearly illustrated
essential in discussing the said topics. Explanations and illustrations of graphs
for every algebraic function are further provided.

3. What Have I Learned. The task of every section is guaranteed to build

mathematical comprehension, skills, and competence. This serves as an
assessment tool to check the learners’ capabilities in assessing their strengths
and their weaknesses.
 LESSON LINEAR FUNCTIONS:
1 PROPERTIES OF LINEAR FUNCTION

OBJECTIVES:

K: Defines linear function

S: Rewrites the linear function in the form Ax + By = C to

y = mx + b
: Determines if the function is linear or not

A: Observes patience and determination in transforming

linear function to a standard form

I. WHAT HAPPENED

PRETEST
Multiple Choice: Encircle the letter that corresponds to your choice.
1. What is the standard form for a linear equation is
𝑦 𝑦
a. Ax + By = C b. y = mx + b c. y = x d. 𝑥 2−−𝑥1
2 1

2. Which of the following linear functions is expressed in non-standard

form?
a. 3x + 2y = 0 b. 3x+2y+1=0 c. f(x) = x c. y = 1

3
3. What is the standard form of linear function, if the given is 𝑦 = − 8 𝑥 + 2?
a. 3x + 2y = 16 b. 3x + 8y = 4 c. 3x + 8y = 16 d. 3x – 8y = 16

4. Transform 2x – 3y = 6 to the form y = mx + b.

a. y = 2/3x – 2 b. y = -2/3x + 2 c. y = 2/3 – 6 d. y = -2/3x + 6

5. Which of the following is NOT a linear function?

a. 3(x + 1) = 2(y + 2) c. y = x
3 2
b. 𝑥 + 𝑦 = 1 d. 2(x – 1)2 = y

1
II. WHAT YOU NEED TO KNOW

DEFINITION OF LINEAR FUNCTION

The linear function is a function widely used in real-life situations and in
many fields, such as mathematics, economics, science and technology. Its
graph is a slanting line. A linear function is a polynomial function of the first
degree.

The standard form of a Linear Function is Ax + By = C

Some examples of linear function in this form are:

2x – y = 5
3x + 5y – 15 = 0

Linear Function is function of the form

f(x) = mx + b
Where m and b are real numbers, and m ≠ 0.
This is also called the non-standard form of Linear Function.

The domain of a linear function is the set of real numbers. Its range is also
the set of real numbers.
Some examples of linear function in this form are:
f(x) = 3x + 4
g(x) = -x
y = 1/2x – 1

REWRITING LINEAR FUNCTION IN THE FORM OF Ax + By = C to y = mx + b

Each of these forms can be easily rewritten in another form. For this
purpose, the function y = mx + b will be used synonymously as f(x) = mx + b,
which suggests that y = f(x).

Example 1: Rewrite each linear function in the form y = mx + b. Then determine

the value of m and b.
3 1 𝑥 𝑦
a. 4x – y = 1 b. 2x + 3y = 6 c. 2 𝑥 + 3 𝑦 + 1 = 0 d. 2 + 5 = 3

Solution:
For each of the given linear function, solve for y in terms of x to transform them
in the prescribed form y = mx + b. In solving for y, use the properties of equality.

2
 a. Given 4x – y = 1
Add y to both sides 4x = 1 + y
Subtract 1 from both sides 4x – 1 = y
Apply symmetric property y = 4x – 1
Thus, m = 4 and b = -1

b. Given 2x + 3y = 6
Subtract 2x from both sides 3y = -2x + 6
2
Divide both sides by 3 𝑦 = −3𝑥 + 2
Therefore, m = -2/3 and b = 2

3 1
c. Given 𝑥 + 3𝑦 + 1 = 0
2
Multiply both sides by the LCD 6 9x + 2y + 6 = 0
Subtract (9x + 6) from both sides 2y = -9x – 6
9
Divide both sides by 2 𝑦 = −2𝑥 – 3
9
Hence, m = − and b = -3
2

𝑥 𝑦
d. Given +5=3
2
Multiply both sides by the LCD 10 5x + 2y = 30
Subtract 5x from both sides 2y = -5x + 30
5
Divide both sides by 2 𝑦 = − 2 𝑥 + 15
5
Thus, m = − 2 and b = 15

REWRITING LINEAR FUNCTION IN THE FORM OF y = mx + b to Ax + By = C

Linear functions can also be written in the form Ax + By = C. As an equation,

this form is referred to as standard form.

Example 2. Transform each linear function in standard form.

3 2𝑥 𝑦 1
a. y = -9x + 2 b. 𝑦 = − 2𝑥 c. −4 =1 d. 𝑦 − 2 =
2 3
2(𝑥 + 1)

Solution:
a. y = -9x + 2 Given
9x + y = 2 Add 9x on both sides

3
b. 𝑦 = − 2𝑥 Given
2
2y = 3 – 4x Multiply both sides by 2
4x + 2y = 3 Add 4x on both sides
3
 2𝑥 𝑦
c. −4 =1 Given
3
8x – 3y = 12 Multiply both sides by the LCD 12

1
d. 𝑦 − 2 = 2(𝑥 + 1) Given
2y -1 = 4(x+1) Multiply both sides by 2
2y – 1 = 4x + 4 Apply distributive property
-1 = 4x + 4 – 2y Subtract 2y from both sides
-5 = 4x – 2y Subtract 4 from both sides
4x – 2y = -5 Apply symmetric property

DETERMINING IF A FUNCTION IS LINEAR OR NOT

Example 3. Determine if each is a linear function or not.

a. 3(x + 4) = -2(y – 1) c. 2x – 9y = 3(x – 3y) + 4
2 3
b. -2x(1 – x) – (y + 3) = 0 d. 3 + 𝑦 = 1

Solution:
A function is linear if it can be expressed in the form f(x) = mx + b.
a. 3(x + 4) = -2(y – 1)
3x + 12 = -2y + 2
2y = -3x – 10
3
𝑦 = − 2 𝑥 – 5, thus 3(x + 4) = -2(y – 1) is a linear function with
3
m = − 2 and b = -5.

b. -2x(1 – x) – (y + 3) = 0
-2x + 2x2 – y – 3 = 0
Since the polynomial in x is of the second degree, therefore it is not a
linear function

c. 2x – 9y = 3(x – 3y) + 4
2x – 9y = 3x – 9y + 4
-x = 4
The graph of 2x – 9y = 3(x – 3y) + 4, which is equivalent to x = -4, is shown
below

4
 x = -4

Since the graph is not slanting, it is not a linear function. Moreover, the
vertical line test suggests that it is not a function at all.

2 3 (2𝑦+3𝑥)
d. + =1 → = 1 → 2x + 3y = xy, the presence of xy – term in the
3 𝑦 𝑥𝑦
2 3
equivalent equation suggests that + = 1 is not a linear function.
𝑥 𝑦

III. WHAT HAVE I LEARNED

EVALUATION/POST TEST:

a. Transform each linear function into the form y = mx + b.

1. 2(y + 1)= x + 3 3. -2(x + 3y)= 4x – (y – 3)
2. 4x – (2y – 7) = 3(y + 2x)

b. Give the equivalent linear function in standard form.(Ax + By = C)

1. 8y – 3x = -5(3 – 2x) + 2x 3. -3(2x + 3y) = 4x - 2(7 + y)
2. 3(2 – 4y) + 2(x + 3) = 0

c. Tell which of the following relations are linear functions or not.

𝑥 𝑦 5 3
1. 2(x + 1) = y 2. 2 + 3 = 1 3. 𝑥 − 𝑦 = 1

5
 LESSON GRAPHS OF LINEAR FUNCTION
2

OBJECTIVES:

K: Identifies the characteristics of the graph of linear

function

S: Determines the properties of the graph of a linear

function
: Sketches the graph of a linear function

A: Observes cleanliness in graphing linear function

I. WHAT HAPPENED

PRETEST
Multiple Choice: Encircle the letter that corresponds to your choice.
1. Which of the following methods cannot be used in graphing a linear
function?
a. slope and point c. x and y - intercepts
b. two points d. two slopes

2. Which of the linear functions below represents an increasing graph?

a. f(x) = -2x + 1 b. f(x) = 2/3x c. 2x + 4y = 8 d. x + y + 10 = 0

6
3. Graph the line with given slope that passes through the given point:
Slope=2; (-1, 4)

4. Graph the linear function using slope-intercept form: y = x – 8

7
 5. Which linear function represents the graph?

a. 𝑦 = −3𝑥 − 2

b. 𝑦 = 3𝑥 + 2

1
c. 𝑦 = −3𝑥 + 2

1
d. 𝑦 = 𝑥– 2
3

II. WHAT YOU NEED TO KNOW

GRAPH OF LINEAR FUNCTIONS

The graph of a linear function whose domain is the set of real numbers is
a slanting continuous line.

• Graphing Using Any Two Points

8
 There are many ways of graphing linear functions. One method is to
identify two points on the graph of the linear function, and then draw a line
through these points. The justification for this method is the Line Postulate which
states that two points determine a line. However, plotting a third point serves
as a check against possible errors in plotting the two points.

Example 1. Graph each linear function.

a. 𝑓 (𝑥 ) = 3𝑥 − 2 b. 4x + 3y = 12

Solution:
a. To determine points that are on the graph of the given function,
construct a table of values. Plot these points and draw a line through
these points.

X 3x-2 f(x)
-1 3(-1) – 2 -5
0 3(0) - 2 -2
2 3(2) - 2 4

(2,4)
*

(0, 2)
*

b. Since the function is not of the form y = mx + b, it is more convenient to

express the given function in this form.

4
4x + 3y = 12 → 3y = -4x + 12 → y = − 3 𝑥 + 4

9
 x 4 y
− 𝑥+4
3
-3 4 8
− (−3) + 4
3
0 4 4
− (0) + 4
3
3 4 0
− (3) + 4
3

Some points on the graph are (-3, 8), (0, 4), and (3, 0). Plot these points
and draw a line through these points.

4
In the graph of 4x + 3y = 12 , which is equivalent to 𝑦 = − 3 𝑥 + 4,
4
− 3 is the slope.
To go from (-3, 8) to (3, 0), go down 4 units( or rise -4) then go 3 units to
the right(or run 3). Intuitively, the slope of a line is a measure of steepness of the
line. It is the ratio of the “rise” of the line to the “ run” of the line.

Y2 P2(x2, y2)

P1(x1, y1)

10
 In the figure, the “rise” is 𝑦2 - 𝑦1 which is the distance of the vertical
projections of two points P1 and P2 of the line f(x) = y. The “ run” is 𝑥2 − 𝑥1 which
is the horizontal projection of these points. Hence, the slope m is

𝑟𝑖𝑠𝑒 𝑦2 −𝑦1
𝑚= =
𝑟𝑢𝑛 𝑥2 −𝑥1

𝑦 −𝑦
Note that the slope is also equal to 𝑥2−𝑥1.
2 1

The Slope of a line

If 𝑃1 (𝑥1 , 𝑦1 ) and 𝑃2 (𝑥2 , 𝑦2 ) are points of the line representing
the linear function 𝑓(𝑥) = 𝑚𝑥 + 𝑏, then the slope 𝑚 of the line is
𝑦2 − 𝑦1 𝑦1 − 𝑦2
𝑚= =
𝑥2 − 𝑥1 𝑥1 − 𝑥2

Example 2. Determine the slope of the linear functions that passes through
the given of points. Then draw the graph of the linear functions.
a. (3, 2), (5, 6) b. (-2, 0), (1, -2)

Solution:

a. Let 𝑃1 (3,2)𝑎𝑛𝑑 𝑃2 (5,6)

x1 = 3, y1 = 2 and x2 = 5, y2 = 6

𝑦2 − 𝑦1 6 − 2
𝑚= = =2
𝑥2 − 𝑥1 5 − 3

*(5,6)
(3,2)
*

The trend of the function represented by this graph is said to be

increasing all throughout. This means that as the value of the independent
variable increases, the value of the function also increases.
11
 b. Let 𝑃1 (1, −2) and 𝑃2 (−2, 0)
𝑥1 = 1, 𝑦1 = −2 and 𝑥2 = −2, 𝑦2 = 0

𝑦 −𝑦 −2−0 2
𝑚 = 𝑥1−𝑥2 =1−(−2) = − 3
1 2

(-2,0)
*
*(1,-2)

The trend of the function represented by this graph is said to be

decreasing. This means that as the value of the independent variable
increases, the value of the function decreases.

The Slope, the Trend, and the Graph of Linear Function

• If the slope is positive, the graph of a linear function points
upward to the right, and the linear function increases all
throughout.
• If the slope is negative, the graph of a linear function points
upward to the left, and the linear function decreases all
throughout.

• Graphing of Linear Function Using the Slope and a point

Another method of graphing a linear function is to plot a given slope of

the function and then, identify another point using the given slope of the
function.

12
Example 3: Graph each function y whose slope and one of its points are
given.

3
a. m = 2; (3,2) b. m = − 2 ; (0, 7)

Solution:
2 𝑟𝑖𝑠𝑒
a. plot (3, 2). The given slope is 2 = 1 = 𝑟𝑢𝑛 . From the given point (3, 2), go 2
units up, and then go 1unit to the right. These steps give another point
(4,4) of the function. Connect (3, 2) and (4, 4).

*(4,4)
*(3,2)

An alternative way is to go 2 units down from the given point(3, 2), and then
go 1 unit to the left. These steps give another point (2, 0) of the function.

b. From (0, 7), go 3 units down, then 2 units to the right, or go 3 units up
then 2 units to the left.

*(0,7)

*(2,4)

13
 The y-intercept
The 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 is the ordinate of the point of intersection of
the graph of a function and the 𝑦 − 𝑎𝑥𝑖𝑠.
A 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 of the function 𝑓 (𝑥 )𝑖𝑠 𝑓(0).

• Graphing Using the Slope and the y-intercept

A Third method of graphing linear function is to use the slope and
the y-intercept of the function. Since y-intercept is an ordinate of a point
on the y-axis, it is easy to determine the coordinates of this point. If the
function is of the form y = mx + b, a known point is (0, b). then use the
procedure in graphing linear function using the slope a point.

Example 5: Draw the graph of the function given its slope m and y-
intercept b.

3
a. m = 3, b = 2 b. m = − 2, b = -5

Solution:
a. the y-intercept is 2. Therefore, (0, 2) is a point of the function. Using
3
𝑚 = 3 = 1, other points on the graph are (-1, 5) and (-1, -1).

*(-1,5)

*(0,2)

*(-1,-1)

14
 b. the y-intercept is -5. Hence, (0, -5) is a point of the function. Using
3
𝑚 = − 2, other points on the graph are (-2, -2) and (2, -8).

*(-2,-2)

Recall:

The x-intercept
The x-intercept is the abscissa of the point of intersection
of the graph of a function and the x-axis.
An x-intercept of the function f(x) is the value of x when
f(x) = 0.

• Graphing using the 𝑥 − 𝑎𝑛𝑑 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡𝑠

Another method of graphing linear function is to determine first

the 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑎 and the 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑏, and then connect the points (a, 0)
and (0, b).

Example 7: Draw the graph of the function given the x-intercept a and the y-
intercept b.

a. a = 2, b = 3 b. a = -4, b = 4

15
Solution:
a. Since the x-intercept a = 2 and the y-intercept b = 3, then (2, 0) and
(0, 3) are on the graph of the function. Plot these points , and then draw
the line through these points.

Note that the slope of this function is negative, and that the intercepts
are both positive.

b. Since a = -4 and b =4 , then (-4, 0) and (0, 4) are on the graph of the
function.

Note that the slope of this function is positive, and that the intercepts
have different signs.

Remember:

The Intercepts and the Slope of Linear Function

If the intercepts have the same sign, the slope of the linear
function is negative.
If the intercepts have different signs, the slope of the linear
function is positive.

16
III. WHAT HAVE I LEARNED

EVALUATION/ POSTTEST
Note: Use graphing paper as your answer sheets

Draw the graphs of the following linear functions using the method indicated:
1. y = 5x – 8 point and slope
2. 2x – y = 6 two points
3. 3(y – 5) = 4(x - 3) intercepts

17
 REFERENCES

ALBAY, EDUARD M., RONALDO S. BATISAN and ALELI M. CARAAN. General

Mathematics. Makati City: Diwa Learning Systems Inc, 2016.

DILAO, SOLEDAD JOSE, FERNANDO B. ORINES and JULIETA G. BERNABE. Advanced

Algebra, Trigonometry and Statistics. Quezon City : Vibal Publishing House,
Inc, 2013.

ORINES, FERNANDO B, MIRLA S. ESPARRAGO and NESTOR Jr. V. REYES. Advanced

Algebra, Trigonometry, and Statistics. Quezon City: PHOENIX PUBLISHING
HOUSE, INC, 2004.

18
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, EdD., PhD.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, EdD.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
Education Program Supervisor – (SCIENCE & MATH)

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

RAUL COLOT TUBIL

Writer

CHRISTIAN EVEN D. SANTILLAN

Lay-out Artist

_________________________________

ALPHA QA TEAM
CHRISTIAN EVEN D. SANTILLAN
MELBA S. TUMARONG

BETA QA TEAM
CHRISTIAN EVEN D. SANTILLAN
MELBA S. TUMARONG

19
 SYNOPSIS ANSWER KEY

This Self-Learning kit is all about the 3.

linear function, its properties and graphs.

The students are expected to test and

to refine their knowledge on this particular
topic. They are also expected to apply this
learning into their daily activities.
2.
So come and join us on our journey on
linear functions.

1.

ABOUT THE AUTHOR

RAUL COLOT TUBIL is
presently stationed at
POSTTEST
5. A
Dauin Science High 3. B 4. D
School teaching 1. D 2. B

Physics, Advance
PRETEST
LESSON 2
Chemistry, Basic 3. not
Calculus, General 2. Linear function

Mathematics and Pre-

c. 1. Linear function

Calculus. He is a 3. 10x + 7y = 14
graduate of Silliman University with the Degree of
2. 2x – 12y = -12
b. 1. 13x – 8y = 15
Bachelor of Science in Mathematics, earned 29
units in Secondary Education at Foundation 3. 𝑦 = 2𝑥 + 2
5
2. 𝑦 = − 5 𝑥 +
University, 18 units in Bachelor of Science in 7 2
2 2
Chemistry at San Carlos University, Cebu City and 1
a. 1. 𝑦 = 𝑥 +
1

Completed the Academic requirements in

POSTTEST
5. D
Master of Arts in Educational Management at 3. B 4. A
University in Southern Philippines Foundation, 1. A 2. C
PRETEST
Cebu City. LESSON 1

20