Catholic Central School of Tabaco, Albay, Inc.

Ziga Ave. Tabaco City, Albay

SY: 2021 – 2022

Name: _________________________________________________________________________________
Grade/Section: _______________________ Date: ______________________
JUNIOR HIGH SCHOOL – Grade 8 Love, Obedience, Loyalty
Subject: Mathematics 8
Topic: Slope of a Line
Module: 2 This module is good for two (2) weeks.
Quarter: Fourth Quarter
Learning Competency
Students must be able to formulate real-life problems involving linear equations in two
variables and solve these problems accurately using a variety of strategies.
Objectives: At the end of the lesson, the learner must be able to:

1. Illustrate and find the slope of a line given two points, equation, and graph.
2. Write the linear equations ax + by = c in the form y = mx + b and vice versa. M8AL-If-1
3. Describes the graph of a linear equation in terms of its intercepts and slope. M8AL-If-3

Direction: Write the linear equations ax + by = c in the form y = mx + b and vice versa.

EXAMPLES:

x+y=6 y = -x + 6 Transpose the variable x to the right side of the

3y = -4x – 1 4x + 3y = -1 equation. the variable x to the left side of the equation.
Transpose

NOTE: In transposing variables to the other side of the equation, change the sign
from positive to negative and vice versa.

1. x + 4y = -2
2. y = x – 5
3. y = 2x – 3
4. x – 2y = 2
5. 3x – y = -3

DISCUSSING NEW CONCEPT:

SLOPE OF A LINE

The slope of a straight line is defined as the ratio of the vertical rise of the line to its
corresponding run.
𝑟𝑖𝑠𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
𝒔𝒍𝒐𝒑𝒆 = =
𝑟𝑢𝑛 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥

The slope of any nonvertical straight line containing the points

with the coordinates (x1,y1) and (x2,y2) is defined by the formula:

Y 2 – Y1
m=
X 2 – X1 where x2 ≠ x1

1
 FINDING THE SLOPE OF A LINE, GIVEN TWO POINTS ON THE LINE

Open your book on pages 150-152 and analyze the given examples.
Reference: Grade 8 Mathematics: Patterns and Practicalities
By: Gladys C. Nivera, Ph.D.

EXAMPLE (1): Find the slope of a line that passes through (2,3) and (-1,2).
SOLUTION:

First, label the points. Let (2,3) be (x1,y1) and (-1,2) be (x2,y2).

(2,3) (-1,2)

(x1 y1) (x2 y2)

Second, substitute the values to the formula then simplify.

m = 2 – 3 = -1
-1 - 2 -3
1
m=
3
Third, graph the two ordered pairs.

Then, plot the slope which is 1/3. (1- rise and 3-run)

NOTE: For every 3 units moved to the

right (from the point), the line move 1 unit
upward.
𝑟𝑖𝑠𝑒 1
𝒔𝒍𝒐𝒑𝒆 = =
𝑟𝑢𝑛 3
Since the slope 1/3 is positive, the graph
of the line increases from left to right.

2
 EXAMPLE (2): Find the slope of a line that passes through (-3,4) and (1,-2).
SOLUTION:

First, label the points. Let (-3,4) be (x1,y1) and (1,-2) be (x2,y2).

(-3,4) (1,-2)

(x1 y1) (x2 y2)

Second, substitute the values to the formula then simplify.

m = -2 – 4 = -6
1 – (-3) 4
m = -3
2
Third, graph the two ordered pairs.

Then, plot the slope which is -3/2. (3-rise and 2-run)

NOTE: For every 3 units moved up, the
line moves 2 unit to the left.
𝑟𝑖𝑠𝑒 −3
𝒔𝒍𝒐𝒑𝒆 = =
𝑟𝑢𝑛 2
Since the slope -3/2 is negative, the
graph of the line decreases from left to
right.

NOTE:

When the slope is positive, the unit (run) will be moved to the right. When the
slope is negative, the unit (run) will be moved to the left.

TRY THIS (1)

Find the slope of a line that passes through (3,4) and (1,2).
Attach your answers and solutions here.
3
 FINDING THE SLOPE OF A LINE FROM A TABLE
Open your book on pages 152-153 and analyze the given examples.
Reference: Grade 8 Mathematics: Patterns and Practicalities
By: Gladys C. Nivera, Ph.D.

EXAMPLE:

The table below shows coordinates of points that lie on a line. Determine the slope of the line
from the given table of values.
x -2 1 4

y -3 -1 1
First, graph the following ordered pairs. Plot the points.

Second, Find the slope.

rise
𝒔𝒍𝒐𝒑𝒆 =
run

2 moves
__ _

__ __ __
__ __ __
3 moves

Count the unit move from the point Count the unit move upward up to the
(-2,-3) to the right. (3 moves = run) second ordered pair. (2 moves = rise)

2 moves
__ _

__ __ __ __ __ __
3 moves

rise rise 𝟐
𝒔𝒍𝒐𝒑𝒆 = = 𝒔𝒍𝒐𝒑𝒆 = =
run 𝟑 run 𝟑
Therefore, the slope is 2/3.
4
TRY THIS (2)

Find the slope in the given table of values. Show the graph.

x 0 1 2

y -2 0 2

THE SLOPE-INTERCEPT FORM OF AN EQUATION OF A LINE

Open your book on page 154,read all about slope-intercept form

of a line and analyze the given examples.
Reference: Grade 8 Mathematics: Patterns and Practicalities
By: Gladys C. Nivera, Ph.D.

Recall that if the line crosses the y-axis at the point (0,b), then b is the y-intercept of
the line.

Solving for the slope,

Replace (x1,y1) by (0,b) and (x2,y2) by (x,y).

y−b
𝑚=
x−0
y−b
𝑚=
x
Cross-multiply
y – b = mx

y = mx + b transpose b to the right side of the equation.

This is the slope-intercept form of the equation wherein m is the slope and b
is the y-intercept.

EXAMPLE: Find the slope and y-intercept of the line whose equation is y = x – 1.

y=x–1

ANSWER: The slope is 1 and the y-intercept is -1.

TRY THIS (3)

Find the slope and y-intercept of the line whose equations are:

1. y = -2x + 5
2
2. y = 𝑥 + 2
3

5
 MAKING GENERALIZATION:
In this module, you have learned that:

• The slope of any non-vertical straight line containing the points with coordinates
(x1,y1)(x2,y2), is defined by the formula

• If the slope is positive (m > 0), then the graph of the line increases from left to right.
• If the slope is negative (m < 0), then the graph of the line decreases from left to right.

EVALUATION
A. Find the slope of a straight line that passes through the given pair of points.
1. (-6,0), (5,-3)
2. (-4,3), (-4,1)
3. (-3, 4), (-2, 0)
B. Find the slope in the given table of values.

x 5 3 1 -1 x -1 1 3
1. 2. y 2 0 -2
y 2 1 0 -1

C. Find the slope and y-intercept of each line.

3
1. y = 𝑥 − 1
4
2. y = 3x – 6
3. 5x – y = - 10

TAKE NOTE:
➢ This module is good for two (2) weeks.
➢ Please don’t submit this module.
➢ Only submit your written answers on a separate sheet of paper.
➢ Don’t forget to write your name and section on the paper.

Reference: Grade 8 Mathematics- Patterns and Practicalities by Gladys C. Nivera, Ph.D.

NOTE: If you have clarifications and questions about the lesson, kindly message the account,
“Angelika Bertillo Rocha”.
Thank You. God Bless Peace and All Good.
Submitted by: Noted:

Ms. Angelika B. Rocha Marta B. Barro, MAEd

Teacher School Principal