8

Mathematics
Quarter 2 – Module 3:
Domain, Range and
Linear Functions
Z
Mathematics – Grade 8
Self-Learning Module (SLM)
Quarter 2 – Module 4: Domain, Range and Linear Functions
First Edition, 2020

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Writers: Renalyn Pintor, Herson Acabal, Kinneth Louis Sullivan,

Leslie A. Aban, Shayne Therese C. Serviñas
Editors: Adam Julian L. Che, Chery Lou F. Bacongco
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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-test are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module, or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teachers are also
provided to the facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. Read
the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the topic on domain, range and linear functions. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
In this module, you will be able to:
find the domain and range of a function; and
M8AL- IId-1
graph and illustrate a linear function and its (a)domain; (b)range; (c)table
of values; (d)intercepts; and (e)slope. M8AL- IId-2
Specifically, you are expected to:
1. find the domain and range of a function given an ordered pair;
2. find the domain and range of a function given a graph;
3. find the domain and range of a function given an equation;
4. illustrate linear function; and
5. graph a linear function given its domain, range, table of values,
intercepts, and the slope.

What I Know

Let us check your prior knowledge about domain, range and linear function
by answering the questions below.

Direction: Encircle the letter of the correct answer.

1. It is the set of all first coordinates of the ordered pairs in a relation.

a. Domain
b. Range
c. Function
d. Relation

2. Determine the range of the function given the set of ordered pairs: {(0, 2), (1,
3), (2, 4), (3, 5), (4, 6)} .
a. (0, 1, 2, 3, 4)
b. {0, 1, 2, 3, 4}
c. (2, 3, 4, 5, 6)
d. {2, 3, 4, 5, 6}

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3. Determine the domain of the table of values.
X -2 -1 0 1 2
Y 2 1 0 1 2

a. { 0, 1, 2}
b. {-1, 0, 1, 2}
c. {2, 1, 0, 1, 2}
d. {-2, -1, 0, 1, 2}

4. Determine the domain of the mapping diagram.

0 1
1
2 2
3
4 3

a. {1, 2, 3}
b. {0, 1, 2, 3}
c. {0, 1, 2, 3, 4}
d. {1, 1, 2, 3, 3}

5. Determine the range of the mapping diagram

0 1
1
2 2
3
4 3

a. {1, 2, 3}
b. {0, 1, 2, 3}
c. {0, 1, 2, 3, 4}
d. {1, 1, 2, 3, 3}

6. Determine the domain of the function

illustrated by a graph below.

a. {-2, 0, 1, 2, 3}
b. {-2, -1, 1, 2, 3}
c. {-2, 0, 0 1, 2, 3}
d. {-2, -1, 0, 1, 2, 3}

7. Find the domain of the function 𝑓(𝑥) = 𝑥2 − 1.

a. {0}
b. {-1}
c. {1}
d. All set of real numbers

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8. Find the range of the function 𝑓(𝑥) = 𝑥2 − 1.
a. All real numbers where 𝑦 ≥ 1
b. All real numbers where 𝑦 ≤ 1
c. All real numbers where 𝑦 ≥ 0
d. All real numbers where 𝑦 ≤ 0

9. It is a function that has a degree of one and can be written in a slope –

intercept form.
a. Function
b. Linear Function
c. Quadratic Function
d. Cubic Function

10. What is the point where the graph of a linear function crosses the x-axis?
a. always zero
b. always positives
c. y-intercept
d. x-intercept
11. Which of the following equations is an example of a linear function?
a. 𝑦 = 2𝑥𝑦 − 5
b. 𝑥2 + 5𝑥 + 6 = 0
c. 𝑦 = −2𝑥 − 8
d. 𝑥(𝑥 + 3) = −2

12. What is the graph of a linear function?

a. straight line
b. ellipse
c. hyperbola
d. parabola

13. Which among the table of values below represents a linear function?

a. x 1 2 3 4 5
y 4 1 0 1 4

b. X -2 -1 0 1 2
Y 1 2 3 4 5

c.
X -2 -1 0 1 2
Y 1 0 1 4 9
d.

X -2 0 2 4 6
Y 4 -2 -4 -2 -4

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14. Which of the following table of values is correct of the function f defined by
f(x) = 3x + 1?

a. x -2 0 2 4 6
y -5 1 7 13 19

b. X -2 -1 0 1 2
Y -5 1 7 13 19

c.
X -2 0 2 4 6
Y -6 -3 0 3 6
d.

X -2 -1 0 1 2
Y -5 -3 0 3 6

15. Which of the following graphs represents a linear function?

a.

b.

c.

d.

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 Lesson
Domain, Range and Linear
1 Function

Do you know that there are a lot of real-life experiences that you can apply
using domain, range and linear function? The activities in this material will help you
to find out.

What’s New

In the previous lesson, you have learned to determine dependent and

independent variables. In an equation where y is expressed in terms of x, the variable
x is considered the independent variable since any value can be assigned to it.
However, the variable y is the dependent variable because its value depends on the
value of x.

Activity 1: What’s Your Order?

Direction: Read the situation provided and answer the following questions below.

A school canteen sells lunch for P45. To facilitate the payments and avoid inaccuracy
in computations, the student manager prepared a table to which she can refer when
receiving payments. A part of the table is shown below.

No. of students (x) 1 2 3 4 5 6 7 8

Amount Paid (y) 45 90 135 180 225 270 315 360

Questions:

1. How much will four students spend for lunch?

___________________________________________________________________________
___________________________________________________________________________

2. Do you see the pattern? State the rule that describes the pattern.
___________________________________________________________________________
___________________________________________________________________________

Awesome! You got it right! Now, it is time for you to learn something new.

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 What’s New

Are you excited to learn about domain, range and linear function today? Now,
let us take a look at the next activity.

Activity 2: Training Day

Direction: Read the situation provided and answer the following questions below.
In preparation for the Palarong Pambansa 2020, a badminton player decided to
use a gym for his practice. He pays an initial amount of P50 plus P10 for every hour
of use. Relate the total amount paid to the number of hours spent inside the gym.

Probing questions:

1. What mathematical equation represents the problem?

___________________________________________________________________________
___________________________________________________________________________

2. How much will the player pay if he decided to practice for six hours?
___________________________________________________________________________
___________________________________________________________________________

3. Complete the table of values based on the number of hours spent by the player
for the training inside the gym.
Number of Hours on Training (x) 1 2 3 4 5 6
Payment (y)

Do you have the same answer as stated in the answer key?

Wow, that is great! You are now ready to discover more about Domain and
Range.

What is It

This module focuses on domain, range and linear function. How did you find
Activity 2? Perhaps, the first problem is much easier for you.
Domain and Range

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 Let X and Y be two nonempty sets of real numbers. A function from X into Y
is a rule or a correspondence that associates with each element of X a unique
element of Y.

Domain is the set of all the first coordinates of the ordered pairs in a
function or the x values.

Range is the set of all the second coordinates of the ordered pairs in a
function or the y values.

Examples:

1. Determine the domain and range in the given set of ordered pairs of an
equation.

A. (-1, -1), (0, 0), (2, 2), (3, 3)

Domain: {-1, 0, 2, 3}
Range: {-1, 0, 2, 3}

B. {(-3, 4), (-2, 5), (-1, 5), (0,6)}

Domain: {-3, -2, -1, 0}

Range: {4, 5, 6}

C. {(-2, 5), (0, 5), (2, 5), (4, 5)}

Domain: {-2, 0, 2, 5}
Range: {5}

2. Consider the correspondence shown in each diagram below.

A. Grade 8 Students Flower Choice

Chris
Sampaguita
Alvin
Rose
Marichu
Santan
Joey

In this correspondence, the Grade 8 students are the elements

of the domain and their respective flower of choice are the elements of
the range.
Domain: {Chris, Alvin, Marichu, Joey}
Range: {Sampaguita, Rose, Santan}

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 B. Time of Day Temperature

6 AM 27°C
8 AM 30°C
33°C
12 PM
31°C
2 PM 32°C
5 PM 29°C
9 PM 28°C

In this correspondence, the time of the day are the elements of

the domain and their respective temperature are the elements of the
range.
Domain: {6AM, 8AM, 12PM, 2PM, 5PM, 9PM}
Range: {27°C, 30°C, 33°C, 29°C, 28°C}

C. Input Output

-2 -5
0 -1
1 0
2 6

In this correspondence, the input are the elements of the domain

and their respective output are the elements of the range.
Domain: {-2, 0, 1, 2}
Range: {-5, -1, 0, 6}

3. Determine the domain and range of the function illustrated below.

A.

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 B.

C.
Domain: {x ≤ 0} since 0 is the highest x
value and the arrow indicates the line
continues to the left. It includes zero
since the dot is solid.

Range: {y ≥ 0} since 0 is the lowest y

value and the arrow indicates the line
continues upward. It includes zero
since the dot is solid.

Domain and Range

If the function f is defined by 𝑓(𝑥) = 𝑚𝑥 + 𝑏, where 𝑚 ≠ 0, then the domain and

range of the function is the set of all real numbers.

In symbols,

𝐷𝑓 = {x │x € R}, read as: “the domain of the function f is the set of all x such
that x is an element of the set of real numbers,” and

𝑅𝑓 = {y │y € R}, read as: “the range of the function f is the set of all y such
that y is an element of the set of real numbers.”

4. Determine the domain and range of a function given an equation.

A. Find the domain and range of the function f(x) = x + 6.

Any real number can be substituted for x to get the value of y. For any real
number, you can always find an x value that gives you a value for y.

The domain and range are all real numbers.

Therefore, 𝐷𝑓 = {𝑥│𝑥 € 𝑅} and 𝑅𝑓 = {𝑦|𝑦 € 𝑅}.

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 B. Find the domain and range of the function .
There is a rational function. The domain of the rational function is
restricted to the value that makes its denominator equal to 0.
Domain
Take out the denominator (x + 2) of the function and equate it to zero.
x+2=0

x + 2 – 2 = 0 -2 Addition Property of Equality

x = -2

The domain is all real numbers except -2.

Range: No matter how large or small x becomes, f(x) will never be equal to
2.
If we try to solve the equation for 2, this will happen:

Substitution

Multiplication Property of Equality

2x + 4 = 2x Distributive Property

2x – 2x = 4 Addition Property of Equality

0=4
The attempt to solve ends with a false statement, 0 cannot be equal to
4. The equation has no solution. There is no value of x for which , so
this proves that the range is restricted.

The range is all real numbers except 2.

When can a function be considered as a linear function? For you to find out
the answer to this question, let us continue learning another lesson which is about
linear function.

Linear Function
A linear function is a function whose graph is a straight line. It is in the form of f(x)
= mx + b or y = mx + b where:

y is the dependent variable, usually the one we are solving

x is the independent variable which we manipulate to get different

results of y

m is the coefficient of the independent variable which determines the

rate of change in y. It is the slope of the line and m ≠ 0 b
is the constant term or the y - intercept

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 Note, m and b can be equal to zero. If m = 0, the resulting function f(x) = b is a special
type of function called the constant function. Its graph is a horizontal line.

Some examples of linear functions in different forms are the following:

𝒇(𝒙) = 𝟓𝒙 − 𝟐 𝟐𝒙 − 𝒚 = −𝟒 𝒚 = −𝟑𝒙 + 𝟖 𝟐𝒙 − 𝟒𝒚 + 𝟖 = 𝟎

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

How can you tell if a function is linear based on domain, range, table of values, and
graph? Let us try to find out by learning linear function deeper.

Equation (Slope and y – intercept)

A linear function is defined by f(x) = mx + b, where m is the slope and b is the
y-intercept, m and b ∈ ℜ and m ≠ 0. The degree (highest exponent) of a linear
function is one.

Examples:

1. Is 𝑓(𝑥) = −5𝑥 + 8 a linear function? If yes, determine the slope m and the y-
intercept b.

Solution:
Yes, it is a linear function since the highest exponent (degree) of x is
one and it is written in the form 𝑓(𝑥) = 𝑚𝑥 + 𝑏. The slope m is -5 while
the y-intercept b is 8.

2. Is 𝑦 = −𝑥 a linear function? If yes, determine its slope and y-intercept.

Solution:
Yes, it is a linear function because it has a degree one. Since 𝑦 = −𝑥 can
be written as 𝑦 = −𝟏𝒙 + 𝟎, its slope is -1 and y-intercept is 0.

3. Is 𝑥2 + 3𝑥 + 2 = 0 a linear function? If yes, determine its slope and yintercept.

Solution:
It is not a linear function because its degree (the highest exponent of x)
is 2, not 1.

Table of Values
The function, given its table of values, is linear if the differences of the
xcoordinates are equal and the differences of the y-coordinates are equal. However,
the function is not linear if the differences on the x-coordinates are equal and the
differences on y-coordinates are not equal.
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Examples:
1 1 1 1
➔ The differences are equal.
1.
x -2 -1 0 1 2
f(x) or y 1 2 3 4 5

➔ The 1 1 1 1 differences are equal.

There is a constant rate of change. Therefore, it is a linear function.

1 1 1 1
➔ The differences are equal.
2.
x 1 2 3 4 5
f(x) or y 4 1 0 1 4

➔ The - - 1 3 differences are not equal.

3 1
There is a pattern but no constant rate of change. Therefore, it is not
a linear function.

Graph

We will now explore graphical representations of linear functions. A graph is

a way to visualize ordered pairs, (x, y), on a set of coordinate axes (the xy-plane).

The graph of a linear function whose domain and range of a linear function is the
set of real numbers is a straight line.

Note that graphing a linear function is exactly the same as graphing linear
equation in two variables which you have already learned last quarter.

Examples:

Linear Function Not Linear Function Linear Function

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 The linear function is widely used in real-life situations and in many fields,
such as mathematics, economics, science, and technology.

Example of a Linear Function in Real Life

1. A working student sells young palm trees at a plant store. He receives a

commission of Php 10.00 in every palm tree he can sell plus a basic
daily salary of Php 50.00 from the plan store.

Let x be the number of palm trees he can sell daily. Let

y be the total amount he receives daily.

We can express this situation as a linear function 𝒚 = 𝟏𝟎𝒙 + 𝟓𝟎. The amount
the working student receives in a day varies depending on the number of mobile
phones he can sell.

Let us make a table of values showing the different amounts he can receive
for the given number of palm trees he can sell.

Number of palm trees sold (x) 1 2 3 4 5

Total amount received (y) 60 70 80 90 100

Can you give other values for x and y?

Let us graph the given ordered pairs from the table of values below.

Therefore, this problem

represents a LINEAR FUNCTION
because of the following reasons:

a. The degree is 1.
b. The slope is 10 and the y –
intercept is 50.
c. The differences of the x- and
y – coordinates are equal.
d. The graph is a straight line.
e. The domain and ranges are
all set of real numbers.

What’s More

Let us check if you have understood the lesson by answering the next activity.

Activity 3: Find Me
Direction: Do what is asked. Write your answers on the space provided.

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 A. Determine the domain and range of a function given an ordered pairs.

Domain Range

1. (2, 5), (3, 10), (4, 16), (5, 24) _________________ ________________
2. (-4, 10), (-3, 5), (-1, 7), (9, 11) _________________ ________________
3. (L, M), (O, A), (V, T), (E, H) _________________ ________________

B. Determine the domain and range of a function given a diagram.

1. Domain Range

V
I 2
R 3
U 4
S 5

2.

0 1
1
2 2
3
4 3

Activity 4: Is it a Yes? Or No?

Direction: Identify if which of the following are linear functions and which are not.
Write YES if the given represents a Linear Function and NO if it does not.
Write your answer on the space provided. Number 1 is done for you.

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ANSWERS:
1. 2. 3. 4. 5.
YES
6. 7. 8. 9. 10.

Good job! I am so happy that you have understood the lesson. Now, get ready for
an another learning activity ahead!

What I Have Learned

To summarize the lesson that you have learned today, answer the following
questions below. Write your answer on the space provided.

Activity 5: You Complete Me!

Direction: Fill in the blanks with the correct word or phrase from the word box to
complete each sentence.

1. A _______________ is a polynomial function of the form f(x) = mx + b.

2. The degree or the highest exponent of a linear function is _______________.
3. The graph of a linear function is a _______________.
4. The set of all values of the y - coordinates is the _______________ of the function.
5. A _______________ is a special type of linear function for which the range does not
change no matter which member of the domain is used.
6. The set of all values of the x - coordinates is the _______________ of the function.
7-8 For each value of the _______________ variable of a function, there is
exactly one value of the _______________ variable.
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9. A table of values is considered as a linear function if the differences are
_______________.
10. In the linear function f(x) = mx + b, m is also known as _______________ and
gives the rate of change.

Nice work! Now you’re up for the final challenge of this module.

What I Can Do

Let us level up the knowledge and skill that you have learned in domain,
range, and linear function by relating it to real-life situations.

Activity 6: Let’s Play!

Direction: Read and analyze the following word problems. Show your complete
solution on the space provided.

Herson pays an amount of P12 per hour for using the internet. During
Saturdays and Sundays, he enjoys and spends most of his time playing a game
especially if he is with his online friends. He plays the game for almost 4 hours.

1. How much will Herson pay for using the internet for 1 hour? 2 hours? 3 hours?
4 hours?
______________________________________________________________________________
______________________________________________________________________________

2. Express each as an ordered pair.

________________________________________________________________________
________________________________________________________________________

3. Based on your answers on items number 2, what is the domain? What is

the range?
________________________________________________________________________
________________________________________________________________________
4. How is time spent related to the amount paid?
________________________________________________________________________
________________________________________________________________________

5. If Herson has decided not to play the game in the internet café this weekend,
what is the maximum amount that he would have saved?
______________________________________________________________________________
______________________________________________________________________________

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Activity 7: How Far I’ll Go!

Direction: Read and analyze the following word problems. Show your complete
solution on the space provided.

The bus transport fare is a function of d defined as 𝒇(𝒅) = 𝟏. 𝟓𝒅 + 𝟏𝟎, where d is the
distance travelled in kilometres.

1. Make a table of values of f(d) for 0 ≤ 𝑑 ≤ 300. Complete the table below.

d 0 50 100 150 200 300

f(d) 10 85 160 235 310 460

2. Draw the graph.

3. Estimate the bus fare from General Santos City to Cotabato City which is
approximately 160 kilometers.

4. How far would a passenger travel for a bus fare of P 350.00?

17
 Assessment

Let us test how far you have understood the lesson by answering the following
questions.

Direction: Encircle the letter of the correct answer.

1. The set of all second coordinates of the ordered pairs also known as the y
values of a function.
a. Domain
b. Range
c. Function
d. Relation

2. Determine the domain of the function given the set of ordered pairs:
{(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}
a. (0, 1, 2, 3, 4)
b. {0, 1, 2, 3, -4}
c. (2, 3, 4, 5, 6)
d. {2, 3, 4, 5, 6}

3. Determine the range of the table of values.

x -2 -1 0 1 2
y 3 1 0 1 2

a. {0, 1, 2}
b. {0, 1, 2, 3}
c. {2, 1, 0, 1, 2}
d. {-2, -1, 0, 1, 2}

4. Determine the range of the mapping diagram

0 1
1
2 2
3
4 3

a. {1, 2, 3}
b. {0, 1, 3, 4}
c. {1, 1, 2, 3}
d. {0, 1, 2, 3, 4}

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5. Determine the domain of the function illustrated by a graph below.

a. {-2, 0, 1, 2, 3}
b. {-2, -1, 0, 2, 3}
c. {-2, -1, 1, 2, 3}
d. {-2, 0, 0 1, 2, 3}

6. Find the range of the function .

a. All set of real numbers except 1

b. All set of real numbers except 0

c. All set of real numbers except 2
d. All set of real numbers except -2

7. Find the domain of the function .

a. All set of real numbers except 3
b. All set of real numbers except -3
c. All set of real numbers except 2
d. All set of real numbers except -2

8. It is the point where a line crosses, or intersects the y – axis.

a. x coordinate
b. y coordinate
c. x - intercept
d. y - intercept

9. The linear function f(x) = ax +b is a constant function if:

a. b= 0
b. a = 0 b = 1
c. a =1 b = 1
d. b = 0

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 10. If a line has undefined slope, then:
a. It is a vertical line and is NOT a linear function.
b. It is a horizontal line and a linear function.
c. It is a vertical line and a linear function.
d. It is a horizontal line, but NOT a linear function.

11. Which of the following equations is an example of a linear function?

a. 𝑦 = −2
b. 𝑦 = 𝑥2 − 3𝑥 + 10
c. 𝑥2 + 2 = 0
d. 𝑥(𝑥 + 3) + 𝑦 = −9

12. Which among the table of values below represents a linear function?

13. Which of the following graphs represents a linear function?

a. c.

b. d.

For item numbers 14 and 15 , refer to the situation below.

The height h of the candle in centimeters is a function of time t in hours it
has been burning. It is described by the table below:
t 0 1 2 3 4 5
h(t) 10 8 6 4 2 0

14. Write the linear function h described by the table above?

a. h(t) = 2t – 10 c. h(t) = 2t + 10
b. h(t) = 10 2t – d. h(t) = 10 – t

15. How long will it take the candle be completely melted?

a. 3 b. 4 c. 5 d. 6

Good Job! You did well on this module! Keep going!

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 Additional Activities
This is another activity that you will surely enjoy while you enrich the knowledge
and skill that you have learned in this lesson.

Direction: Analyze the problem below, and answer the questions that follow.

Problem: Observe the pattern and draw the 4th and 5th figures.

1 2 3 4 5

1. Use the table to illustrate the relation of the figure number to the blocks.

FIGURE NUMBER (x) 1 2 3 4 5

NUMBER OF BLOCKS (y) 1 4 7
2. What equation represents the table of values? Identify the slope (m) and y – intercept
(b).
3. On the Cartesian plane below, sketch the graph by plotting the values of the ordered
pair (x, y).

4. What is the Domain? Range?

5. Does the relation represent a Linear Function? Why?

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References
Grade 8 Math Teachers Guide pages 159
Grade 8 Math Learners Material pages 145 147
Advanced Algebra Trigonometry and Statistics pages 3 9
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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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