8

Mathematics 8
Quarter 1 – Module 5
Rectangular Coordinate System
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 5: Rectangular Coordinate System

First Edition, 2021

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Published by the Department of Education

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

Development Team of the Module

Writers: Angelito M. Bulala, MAED - MATH

Ethel B. Canda, MAT - MATH
Editors: Julius J. Igot, EdD.
Kenneth Regene B. Blasco, MAEM
Management Team: Bianito A. Dagatan EdD, CESO V
Schools Division Superintendent

Faustino N. Toradio PhD

Assistant Schools Division Superintendent

Felix C. Galacio Jr. PhD

EPS, Mathematics

Josephine D. Eronico PhD

EPS, LRMDS

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Learning Competencies: 1. Illustrates the rectangular coordinate system and its uses (M8AL-Ie-1);
2. Illustrates linear equations in two variables (M8AL-Ie-3); and
3. Illustrates and finds the slope of a line given two points, equation
and graph (M8AL-Ie-4).

At the end of the lesson, you are expected to:

⮚ illustrate and describe the rectangular coordinate system and its uses;
⮚ identify linear equations in two variables; and
⮚ illustrate and find the slope of a line given two points, equation, and its graph.

Lesson 1: Rectangular Coordinate System and Its Uses

What is it

The Rectangular Plane is also called the xy-plane or Cartesian plane in honor of the French
mathematician René Descartes (1596-1650), who is known as the “Father of Modern Mathematics.”
The rectangular plane is composed of two perpendicular number lines that meet at the point of origin (0,
0) and divided the plane into four regions called quadrants. It is composed of infinitely many points.
Each point on a coordinate plane corresponds one ordered pair (x, y) where x and y ∈ ℜ. The first
coordinate of a point is called the x-coordinate or abscissa and the second coordinate is called the y-
coordinate or ordinate.

Quadrant I x > 0, or x is positive ; y > 0, or y is positive or (+,+);

Quadrant II x < 0, or x is negative ; y > 0, or y is positive or (-,+);
Quadrant III x < 0, or x is negative ; y < 0, or y is negative or (-,-);
Quadrant IV x > 0, or x is positive ; y < 0, or y is negative or (+,-);

Quadrant II Quadrant I
(-,+) (+,+)

origin
( 0 ,0 ) (abscissa, ordinate)
( 3, 2 )

Quadrant III Quadrant IV

(-,-) (+,-)

What’s More

Exercises:
Answer the following questions:
 1. How is the Rectangular Coordinate System being formed?
2. Where do you locate the origin?
3. What is the coordinates where the point is from the origin 2 units to the left and 3 units up?
4. Give at least one (1) importance of Rectangular Coordinate System in our community.

Lesson 2: Linear Equation in Two Variables

What is it

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 integers.
y-standard form or slope-intercept form: y = mx + b, where m is the slope and b is the
y - intercept.
A linear equation has the following characteristics:
1. The equation is defined by the following forms:
Standard Form: Ax + By = C, where A, B and C are integers.
y-standard Form or slope intercept Form: y = mx + b, where m is the slope and b is the y-
intercept.
2. First-degree polynomial – it means that the highest exponent of the variables is one (1).
Examples:
The following are examples of linear equations.
2
1) 2x + 4y = 1 2) y = 3x - 7 3) y = x – 5
3
The following equations are not linear.
1) 5x2 – 3 = y; because the degree is not one.
2) 8x + √ −2 = 5 ; because √−2 is not an integer.

What’s More

Exercises: Write L if the equation is linear and write NL with reason if the equation is not linear.
1. x + y = 5 6. √ −5 x + y = 1
2. 2x + y 3= 3. 7. x + √ y = 2
1 1
3. y = −8x + 8. y = −x 5 + 2
3
a
4. y = −x−1+ 2 9. y = −x a + 2
2
5. x + y = 5 10. √ 4 + y = 3
7
 Lesson 3: Slope of a Line given Two Points, Equation and
Its Graph

What is it

A line can be described by its steepness or slope. The slope (m) of a line can be computed by
rise
finding the quotient of rise and run. That is, m= . The rise refers to the vertical change or change in
run
y-coordinate while the run is the horizontal change or change in x-coordinate.

rise vertical change change∈ y−coordinate

That is, m= = =
run horizontal change change∈x−coordinate

Since the y-axis is the vertical line and the x-axis is the horizontal line, the formula to be used in solving
∆ y Y 2−Y 1
the slope when the line runs through two points is 𝑚 = = .
∆ x X 2− X 1

To find the slope of a line using two points, these steps are used.
Example: Find the slope (m) of the line that passes through the points (2,4) and (5,8).
Solution: (2,4) and (5,8)
Let ( x 1 , y 1 ) = (2,4) and ( x 2 , y 2 )=¿ (5,8)

Therefore, x 1=¿2, y1 = 4, x2 = 5, y2 = 8.
Substitute these values into the slope formula.
Y 2−Y 1
m= ; Substitute the given ordered pairs for y2 = 8, y1 = 4, x2 = 5, x1 = 2
x 2− X 1
8−4 4
m= ; Therefore, the slope is .
5−2 3

To find the slope of a line using the equation itself, these steps are used.
Step1. Change the equation to the y-standard form y = mx + b.
Step2. Determine the numerical coefficient of x, which is m, is the slope of the line.
Example 1: Find the slope of y = 2x + 3.
Solutions:
Step 1. The equation is already in the y-standard form which is y = mx + b.
Step 2. The slope which is the value of m in the equation is 2.
Example 2: Find the slope of 3x + 2y = 6.
Solutions:
Step 1. Change the given equation to y-standard form which is y = mx + b.
3x + 2y = 6 Given
3x + (-3x) + 2y = 6 + (-3x) Addition Property of Equality
2y = -3x + 6 Simplification
½ (2y) = ½ (-3x + 6) Multiplication Property of Equality
−3
y= x+3
2
−3
Step 2. Therefore, the slope ( m ) is .
2

To find the slope of a line using the given graph, these steps are used.
Step 1. Select two points on the line.
Step 2. Count the rise (How many units do you count up(+) or down(-) to get from one point to the next?)
Record this number as your numerator.
Step 3. Count the run (How many units do you count left (-) or right(+) to get to the point?) Record this
number as your denominator.
Step 4. Simplify your fraction if possible.
Example: Find the slope of a line in the given graph.
Solution:
Step 1. Selected points are (-2,-1) & (3,3)
Step 2. Up 4 units, rise = 4 RISE
4 units
Step 3. Right 5 units, run = 5
rise 4
Step 4. m= ; Hence, the slope ( m ) = .
run 5

What’s More
Exercises:
A. Find the slope of the following:
1) y=3 x−9 2) 6 x +3 y=12
3) Find the slope (m) of the line that passes through the points (3,5) and (7,8)
B. Find the slope of the lines in the given graph.
4.) 5.)

6.) 7.)
 Assessment

Directions: Read the questions carefully. Write the letter that corresponds to your answer on the provided
answer sheet.

1) What is a Rectangular Coordinate System?

A) It is used for naming points in a plane.
B) It is a plane used for graphing linear functions.
C) It is used to determine the location of a point by using a single number.
D) It is two-dimensional plane which is divided by the axes into four regions called
quadrants.

2.) Which of the following is true about the point given P (8,-5)?
A) P is located in Quadrant I.
B) P is located in Quadrant II.
C) P is located in Quadrant III.
D) P is located in Quadrant IV.

3.) Determine the slope of the line 3 x+ y=7.

1 −1
A) 3 B) -3 C) D)
3 3

4.) If the coordinates is (0,0), this refer to what part of the Cartesian plane.
A) abscissa B) quadrant C) origin D) xy-plane

5) It refers to an equation that has a degree of one.

A) cubic B) quadratic C) quintic D) linear

6) Which of the following is not an example of linear equation in two variables?

1
A) y=x =2 B) y=−8 x− C) 2 x+ y 3 =10 D) 3 x− y=5
2

7) What is the slope of the given graph.

A) 0
B) 1
C) -1
D) 2

8) Consider the two points given (-2,-1) and (3,3), find the slope.
5 −5 4 −4
A) B) C) D)
4 4 5 5

9) What is the ordinate in the coordinates (-2,3)?

A) -2 B) 2 C) 3 D) -3
 10) In what quadrant does a point fall if x > 0 and y < 0?
A) Quadrant I B) Quadrant II C) Quadrant III D) Quadrant IV

Answer Sheet

Name: ________________________
Grade & Section: ________________ Score: _______

Quarter 1 – Module 5

Lesson 1 Lesson 2
What’s More What’s More
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Lesson 3 Assessment
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References

Soledad Jose-Dilao, Ed.D., Julieta G. Bernabe. 2009. Geometry. Quezon city: SD Publications, Inc.

Mathematics 8 Learner’s Material