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MATHEMATICS
QUARTER 1
Week 5

Capsulized Self-Learning
Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Liezel P. Jalon
Teacher I
Maria Clara L. Lobregat National High School
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SUBJECT &
GRADE LEVEL MATHEMATICS 8
QUARTER FIRST WEEK 5 DAY ____________________________________
dd/mm/yyyy
1. Rectangular Coordinate System
TOPIC 2. Introduction to Linear Equations in Two Variables
3. Slope of a Line
The learner:
1. illustrates the rectangular coordinate system and its uses (M8AL-Ie-1)
LEARNING
2. illustrates linear equations in two variables (M8AL-Ie-3)
COMPETENCY
3. illustrates the slope of a line (M8AL-Ie-4) and finds the slope of a line
given two points, equation, and graph(M8AL-Ie-5)
IMPORTANT: Do not write anything on this material. Write your answers on separate
sheets.

UNDERSTAND
Topic 1: Rectangular Coordinate System
What is Rectangular Coordinate System?

Early in the 17th century, René Descartes, a

French Mathematician and philosopher, introduced the
Rectangular Coordinate System or Cartesian
Coordinate System that relates the correspondence
between the points on a plane to a pair of real numbers.
It is composed of two real numbers lines that are
perpendicular to each other. The horizontal line is
called x-axis, while the vertical line is called the y-axis.
The two axes intersect at a point called origin and form
four regions called quadrants. These quadrants are
numbered in counter-clockwise direction.

How do we describe and plot points in the Rectangular Coordinate System?

In locating points in a plane, ordered pairs of well-ordered

real numbers are used. The point corresponds to an ordered
pair (x,y) where both x and y are its coordinates.

In the ordered pair (x,y),

the abscissa is the distance
from a point to the y-axis ,while
the ordinate is the distance
from a point to the x-axis. The
figure below shows the
implication of any given
abscissa and ordinate.

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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Illustrative Example 1:
Use the coordinate plane at the right. Write the
A
coordinates of each point.
a) A b) B
Solutions:
a) Start at the origin. Point A is 2 units left (negative) B
and 4 units up (positive). The coordinates are (-2,4).
b) Start at the origin. Point B is 2 units right (positive)
and 0 units up or down. The coordinates are (2,0).
Note: Remember to name the abscissa first before the ordinate.
On the other hand, plotting points on the coordinate plane involves the following steps:
1. Start at the origin. 3. Move y units vertically.
2. Move x units horizontally along 4. Draw the point.
the x-axis. 5. Label the point.

Illustrative Example 2:
Plot the following points on the coordinate plane. Then, determine the quadrant /axis
each point belongs.
a) M (3, 4) c) T (-2,-4) e) I (-2,0)
b) A(-1,2) d) H (3,-2) f) S (0,4)
Solutions:
a) To plot point M with coordinates b) To plot point A with coordinates
(3,4), move three units to the right of (-1,2), move one unit to the left of
the origin and four units up. the origin and two units up.

M (3,4)

A (-1,2)

Thus, point M belongs to Quadrant I. Thus, point A belongs to Quadrant II.

c) To plot point T with coordinates d) To plot point H with coordinates

(-2,-4), move two units to the left of the (3,-2), move three units to the right
origin and four units down. of the origin and two units down.

H (3,-2)
T (-2,-4)

Thus, point T belongs to Quadrant III. Thus, point H belongs to Quadrant IV.

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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e) To plot point I with coordinates (-2,0), f) To plot point S with coordinates (0,4),
move two units to the left of the origin move zero units to the left or right of the
and zero units up or down. origin and four units up.

S (0,4)

I (-2,0)

Thus, point I belongs to the x-axis. Thus, point S belongs to the y-axis.
Note: The dashed lines serve as guides in plotting points but can be removed once
the skill is already mastered.
SAQ-1: Describe Rectangular Coordinate System.
SAQ-2: Give two examples on how Rectangular Coordinate System is used in real life.

Let’s Practice! (Write your answers on separate sheets.)

A. Tell what point is located at each

ordered pair.
1) (3,-3) ______ 3) (1,-6) ______
2) (5,2) ______ 4) (0,5) ______
B. Write the ordered pair for each given
point.
5) I ______ 6) S ______
C. Plot the following points on the
coordinate plane.
7) F (-2,-3.5) 9) N (-7,4)
8) U (4,4)

Topic 2: Introduction to Linear Equations in Two Variables

What is a linear equation in two variables?
A linear equation in two variables, x and y, can be written in the following forms:
Standard Form: Ax + By = C, where A, B and C ∈ ℜ, A ≠ 0 and B ≠ 0; and
Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-intercept,
m and b ∈ ℜ, and m ≠ 0.
The highest degree is 1. It follows that the graph of any first degree equation is a line.
The following are examples of linear equations in two variables:
2x + y = 3 x + y = −1 y = 4x − 3 y = 3x + 8
How do we illustrate linear equations in two variables?
Let us consider the linear equation in two variables: 2 x + y = 3
We know that our equation has two variables, thus, we know that its solution is composed
of two numbers- a value for x together with a value for y . Take note that a solution makes
our given equation true.

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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We can come up with solutions to this equation by assigning a value for either x or y , and
solving for the other variable. For instance, we may choose x = 1 , then substitute x = 1 to the
equation and solve for y .
2x + y = 3 Given
2(1) + y = 3 Substitution
2+ y =3 Simplification
2 + (−2) + y = 3 + (−2) Addition Property of Equality
y = 3−2 Simplification
y =1

Thus, we know that x = 1, y = 1 is a solution. In other words, (1,1) is a solution to the

equation 2 x + y = 3 .
If we choose y = 5 , then we substitute y = 5 to the equation and solve for x.

2x + y = 3 Given
2x + 5 = 3 Substitution
2 x + 5 + (−5) = 3 + (−5) Addition Property of Equality
2 x = 3 + (−5) Simplification
2 x = −2
1 1 Multiplication Property of
(2 x) = (−2) Equality
2 2
x = −1 Simplification
Thus, we know that x = −1, y = 5 is a solution. In other words, (-1,5) is a solution to the
equation 2 x + y = 3 .
Moreover, x = 0, y = 3 is a solution since 2(0) + 3 = 3
x = 2, y = −1 is a solution since 2(2) + (−1) = 3
x = 3, y = −3 is a solution since 2(3) + ( −3) = 3 .

We know that the graph of this type of equation is a line, thus, there is unlimited or infinite
number of solutions. To keep track of some of its solutions, we can list by using a table.
x y
-1 5
0 3
1 1
2 -1
3 -3
Since we cannot list all solutions to the equation 2 x + y = 3 , we can alternatively illustrate
it by plotting some of the solutions/ordered pairs on a coordinate plane and connect them,
afterwards.
2x + y = 3

Notice that the

points lie on a
straight line.

SAQ-1: Describe linear equation in two variables.

SAQ-2: How do you relate the solutions of linear equation in two variables with your
decisions in life?

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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Let’s Practice! (Write your answers on separate sheets.)

Directions: Illustrate the equation y = −5 x by completing the steps below:
Step 1: Substitute three values of x and find the corresponding values for y.
If x = −1 y = −5 x Given
y = −5(−1) Substitution
y=5 Simplification
If x = 0

If x = 1

Step 2: Organize your solutions using a table.

x y
-1 5
0
1
Some of the solutions are (-1,5) , ( , ) , and ( , ).
Step 3: Plot the points and draw a straight line through them.
y = −5 x

Topic 3: Slope of a Line

Slope is one of the most important concepts in graphing
equations. It describes the line’s steepness and direction. slope
Steepness refers to having an almost vertical slope or pitch while
direction refers to the position towards something moves or faces.
Shown at the right is Mount Mayon. It is one of the fascinating
volcanoes in the Philippines because it is almost symmetrical to a
cone shape. The approximate steepness of the volcano is labeled
by the line.
The slope of a line can describe the steepness of Mount
Mayon.

How do we describe the slope of a line?

The slope of a The slope of a The slope of a The slope of a line

line is positive if line is negative if line is zero if the is undefined if
the line ascends the line descends line is horizontal. the line is vertical.
from left to right. from left to right.

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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How do we find the slope of a line given two points, equation, and graph?

There are different ways of finding the slope of a line where we can choose from whatever
form is appropriate to a given situation.

1 Given Two Points

The slope 𝒎 of a line containing points 𝑃1 (𝑥1 , 𝑦1) and 𝑃2 (𝑥2 , 𝑦2 ) is given by the formula:
𝑦 −𝑦 𝑦1 −𝑦2
𝑚 = 𝑥2−𝑥1 = , where 𝑥1 ≠ 𝑥2 .
2 1 𝑥1 −𝑥2

Illustrative Example:
Find the slope of the line containing points (-1,-3) and (1,2).
Solution:
Let (-1,-3) and (1,2) be the coordinates of 𝑃1 and 𝑃2 , respectively. It follows that
𝑥1 = -1 , 𝑦1 = -3, 𝑥2 = 1, and 𝑦2 = 2. By substituting the values in the slope formula, we will
𝑦 −𝑦 2−(−3) 2+3 𝟓 𝟓
have: 𝑚 = 𝑥2 −𝑥1 = 1−(−1) = 1+1 = 𝟐. Therefore, the slope is 𝟐 .
2 1

2 Given Equations

A line with equation 𝒚 = 𝒎𝒙 + 𝒃 (slope-intercept form) has slope 𝒎 and y-intercept 𝒃.

Illustrative Examples :
Equation
1 y = 3x − 8
2 y = 4x
3 y = 6x − 2
Slope (m) y-intercept (b)
3 -8
4 0
6 -2

3 Given Graph

The slope 𝒎 of a line can be computed by determining the quotient of the rise and run.
rise change in y−coordinate
That is, 𝒎 = run = change in x−coordinate.

Illustrative Example:

Given the graph at the left, we can

see that the rise or change in y-
A
coordinate is 5 units upward
(positive) while the run or change
in x-coordinate is 2 units to the
right (positive).
𝑟𝑖𝑠𝑒 5
B Thus, 𝑚 = =2.
𝑟𝑢𝑛

SAQ-1: How do you determine the slope of a line?

SAQ-2: How do you relate the slope of a line with your ambitions in life?

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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Let’s Practice! (Write your answers on separate sheets.)

Directions: Answer the following activities carefully.
A. Find the slope of the line from the given coordinates.
1. (-2,-2) and (2, 3) 2. (5,3) and (3,9)

B. Give the slope and the y-intercept of the following equations of a line.
1. 𝑦 = 4𝑥 + 5 3. 𝑦 = −4𝑥 + 6
1
2. 𝑦 = 5𝑥 − 6 4. 𝑦 = 2 𝑥 − 4

C. Find the slope of each line below given the following graphs.
1. 2. 3.

REMEMBER
Key Points
Topic 1: Rectangular Coordinate System
• To plot a point with coordinates (x,y), always start at the origin. Then, move x units
horizontally along the x-axis. Next is to move y units vertically. Lastly, draw the point
and label it.
• Every point in the plane is named by a given ordered pair of numbers.
• Exactly one ordered pair of numbers represents a given point in the plane.
• The points on the x-axis or the y-axis do not belong to any quadrant.

Topic 2: Introduction to Linear Equations in Two Variables

• A solution to a linear equation in two variables is a pair of numbers.
• Linear equation in two variables has infinite or unlimited number of solutions.
• The graph of any first-degree equation in two variables is a straight line.

Topic 3: Slope of a Line

• The slope of a line characterizes the steepness and direction of a line.
• To find the slope of a line:
✓ given any two points on a line, use the slope formula which is
y -y 𝒚 −𝒚
m = x2 -x1 = 𝒙𝟏 −𝒙𝟐 , where 𝒙𝟏 ≠ 𝒙𝟐.
2 1 𝟏 𝟐
✓ given equation, express the equation into 𝒚 = 𝒎𝒙 + 𝒃 (slope-intercept form)
where 𝒎 is the slope
✓ given graph, divide the change in y-coordinate by the change in x-coordinate

TRY
Let’s see how much have you learned today!

General Directions: Study the following assessments carefully and write your answers on
separate sheets.

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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Assessment 1
Directions: Answer the following activities, carefully.
A. Write the coordinates for each point.
Point Coordinates
1. A
2. B
3. C
4. D
5. E
6. F
7. G
8. H
9. I
10. J

B. Plot and connect the points in order. Then, write the axis/quadrant each point belongs
on the space provided. Lastly, answer the question that follows.
1. (-1,-1) ________ 4. (-1,-3) ________ 7. (3,-5) ________
2. (3,0) ________ 5. (-3,-3) ________ 8. (5,-3) ________
3. (-1,2) ________ 6. (-1,-5) ________ 9. (-1,-3)

Question:

What am I? _____________________

Assessment 2
Directions: Answer the following activities, carefully.
A. Complete the ordered pair so that it will satisfy the given linear equation.
Linear Equation Some Solutions
1 y = −2 x (0, ___ ) (1, ___ ) (2, ___ ) (3, ___ )
2 y = −x + 5 (-1, ___ ) (0, ___ ) (1, ___ ) (2, ___ )
3 y = 5x + 7 (-3, ___ ) (-2, ___ ) (-1, ___ ) (0, ___ )
4 x + y = −1 (-3, ___ ) (-2, ___ ) (-1, ___ ) (0, ___ )
5 2 x + y = −5 (-4, ___ ) (-3, ___ ) (-2, ___ ) (-1, ___ )

B. Write the word YES if the given ordered pair is a solution to the linear equation
y = 5 x − 2 ; NO if not.
_______ 1. (0,0) _______ 3. (1,3) _______ 5. (-1,7)
_______ 2. (-1,3) _______ 4. (2,8) _______ 6. (0,-2)
C. Illustrate by graphing each linear equation in different coordinate planes using the set of
ordered pairs in A and B.
1. y = −2 x 3. y = 5 x + 7 5. 2 x + y = −5
2. y = − x + 5 4. x + y = −1 6. y = 5 x − 2

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School

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Assessment 3
Directions: Answer the following activities, carefully.
A. Describe the slope of the lines a, b, c, d, and e by
writing its name in its corresponding column.

Positive Negative Zero Undefined

B. Find the slope. Show your solution.

1. (1, -3.5) and (2,1)

1
2. (2,-2) and (4,7)

3. y = −3 x − 7

Emmanuel P. Abuzo, et. al., Mathematics Learner’s Module. Quezon

REFERENCE/S
City: Book Media Press, Inc.,2013,122-123,130,181-185

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LEARNING RESOURCE DEVELOPMENT TEAM

LIEZEL P. JALON
WRITER
Maria Clara L. Lobregat National High School
LEARNING TEAM/ Garry D. Sta. Ana Roda S. Buenaventura
EVALUATORS Maria Fe S. Gadaingan Alma Mae M. Englis
MANAGEMENT Dr. Roy C. Tuballa, CESO VI Dr. Mildred D. Dayao
AND SPECIALIST Dr. Oliver B. Talaoc Dr. Vilma A. Brown

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Liezel P. Jalon, Teacher I, Maria Clara L. Lobregat National High School