Mathematics 8

Quarter 2
Self-Learning Module 9
Graphs of Linear Functions
Mathematics – Grade 8
Quarter 2 – Self-Learning Module 9: Graphs of Linear Functions
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Module

Writer: Charito D. Armas
Editors: Leonelyn Dela Cruz
Reviewers: Teresita P. Tagulao EdD
Layout Artist: Clifchard D. Valente
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
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Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
Mathematics 8
Quarter 2
Self-Learning Module 9
Graphs of Linear Functions
Introductory Message

For the Facilitator:

Welcome to the Mathematics 8 Self-Learning Module on Graphs of Linear Functions!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners into guided and
independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this self-
learning module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Moreover, you are expected to encourage and
assist the learners as they do the tasks included in this self-learning module.
For the Learner:

Welcome to the Mathematics 8 Self-Learning Module on Graphs of Linear Functions!

This self-learning module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning material while being
an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This part measures how much you have learned

from the entire module.
 EXPECTATIONS

Upon completion of this module, you are expected to:

1. Define a linear function;

2. Graph and illustrate a linear function and its domain, range, intercepts and slope;
3. Graph a linear function’s table of values.

PRETEST

Direction: Answer the following questions. Encircle the letter of your answer.
1. What is the domain of the function described by the graph?
a. { x/𝑥 > -1}
b. { x/𝑥 < -1}
c. { x/𝑥 ≥ -1}
d. { x/𝑥 ≤ -1}

2. Identify the slope of the function described in the graph.

1
a. m=-
3
1
b. m=
3
c. m=-3
d. m=3

2
3. Given the linear function defined by f(x) = x -1, solve for f (9).
3
17
a.
3
b. 5
c. 7
d. 17

4-5. Complete the table of values for the linear function f(x) = 2x - 5. Write your
answer in the corresponding cell.

x -1 0 1 2
F(x) -5 -3
 RECAP
Study the graphs below, then answer the following questions.

Guide questions:
1. Find the domain and range of each equation. How did you do it?
2. Give the slope and y-intercept of each graph.
3. Which of the following graphs are functions?
4. What is a linear function?
5. Is it possible to graph a linear function with restricted domain and range?

LESSON

Definition:
A linear function is a function that can be written in the form f(x) = mx + b,
where m and b are real numbers with m and f(x) are not both equal to zero. In a
linear function f(x) = mx + b, m is called the slope and b is the y-intercept.

A linear function could be illustrated by a graph. Graphing a linear function

is just like graphing a linear equation. One of the methods is the slope-intercept
form.
Example 1: Graph the linear function defined by f(x) = 2x – 1.
Solution: We identify first the value of the slope which is m, and m=2 which
means that we will rise 2 units and run 1 unit to the right since m is
positive. Then we identify the value of the y-intercept which is b=-1. This
means that the y-intercept is at (0, -1). Now we locate this point on the
Cartesian plane. Find the second point through the slope then connect these
points.

Take note that the graph of a linear

function is a straight line. The domain
and range of the function f(x)=2x-1 is
the set of real numbers.

Is it possible to graph a linear function with restricted domain and range?

Yes it is! Our next examples will show you how to do this.
3
Example 2: Graph 𝑓(𝑥 ) = 𝑥 − 5 with the domain x > 4.
2

Solution: Since the restriction given is in the domain, substitute 4 to x then solve
for f(x).
3
𝑓(4) = (4) − 5
2
=6–5
=1
From here, we can have our first point such
as (4,1) and the range is given by the set
{y/y>1}.
3
Next, we identify the slope that is, m = .
2
Then we sketch the graph.
Notice that the point at (4,1) is an empty
circle. It is because of the greater sign given
in the domain x > 4. If the sign contains
equality such as ≥ or ≤, then the said circle should be shaded.
Notice also that the graph of this function in the given restriction is a ray.
Example 3. Graph 𝑓(𝑥) = −1 + 2𝑥 with the range −5 ≤ 𝑦 ≤ 3.

Solution: Since the restriction given here is in the range, substitute -5 and 3 to
f(x) then, solve for x.

𝑓(𝑥) = −1 + 2𝑥 𝑓(𝑥) = −1 + 2𝑥
-5 = -1 + 2x 3 = -1 + 2x
-5 + 1 = 2x 3 + 1 = 2x
-4 = 2x 4 = 2x
-2 = x 2 = x
Thus we have the point (-2, -5) Thus we have the point (2, 3)

We now sketch the graph using these two points.

The graph of the function 𝑓(𝑥 ) = −1 + 2𝑥 are the
points between (-2, -5) and (2,3).

Notice that the two circles at the given two points

are shaded because of the inequality symbol ≤.
Also, the graph of this function in the given
restriction is a segment.

*When do you think is the graph of a function a

line, a ray or a segment?

Another method of graphing a linear function is by its table of values. Let’s take a
look at this example:
Example 3: Complete the table of values of the function f(x) = 5x + 2. Then sketch
its graph.
x -1 0 1
f(x)
Solution: To find the values of f(x), we simply substitute each value of x to the
function f(x) = 5x + 2.

f (1) = 5(-1) + 2 f (0) = 5(0) + 2 f (1) = 5(1) + 2

=-5 +2 =0 +2 =5 +2
=-3 =2 =7
Thus we have Thus we have Thus we have
the point (-1, -3) the point (0, 2) the point (1, 7)

We are now ready to complete the table and locate the points on the Cartesian
plane.
 x -1 0 1
f(x) -3 2 7

The graph is a line since neither in the domain

nor range is restricted. We just took few of their
values to sketch the graph of the function.

ACTIVITIES

Activity 1: “I AM RESTRICTED!”

2
Directions: Given the function f (x) = x+2
3
with the domain x ≤ 6, identify the
slope, the range and sketch its graph
on the Cartesian plane.

Activity 2: “YOU COMPLETE ME”

Directions: The table below are some values of the domain and range of the
function f(x) = - x + 3. Complete the table and graph the function.

x -1 0 1
f(x)
Activity 3: “WHAT’s MY NAME?”
3
Directions: Identify the graph of the function f(x) = x -2 given the following
5
domain/range. Write Lino if it is a line, Rhey if it’s a ray and Sergie if
it’s a segment. Write your answer on the space provided.

___________ 1. – 10 ≤ x ≤ 15

___________ 2. 𝑦 > 0
___________ 3. ∞ < y < ∞

___________ 4. 𝑥 ≥ −5

___________ 5. 0 < y < 25

WRAP UP

EXIT SLIP: “Speak Your Mind”

Write here what you have learned today. Write here the question that you still have.

____________________________________ ____________________________________
____________________________________ ____________________________________

VALUING

JOURNAL
Direction: Identify a situation where you think the graph of linear function is
being applied. Write it in your journal.
 POSTTEST

Direction: Answer the following questions. Write the letter of your answer on the
space provided.

____ 1. What is the range of the function f(x) = 3x – 2 if the domain is x ≤ 3?

a. { y/y ≤ −7}
b. { y/y ≤ 7}
c. { y/y ≥ −7}
d. { y/y ≥ 7}
1
____ 2. Which of the following is the domain of the function f(x) = x – 3 with the
3
range 0 < y < 9?
a. { x/3 < x < 30 }
b. { x/9 < x < 36 }
c. { x/-9 < x < 36 }
d. { x/-3 < x < 30 }

2
____ 3. Which of the following is the graph of f(x) = x – 1 with the domain x < 5?
5

a. C.

b. d.

2
For item numbers 4 & 5, complete the table of values for the function f(x) = x + 1.
3
Write your answers inside the cell. Express your answer in fraction form.

x -3 -1 0 2
1
f(x) 1
3
Pretest Activity 3
1. C 1. Sergie
2. D 2. Rhey
3. B 3. Lino
4. –7 4. Rhey
5. –1 5. Sergie
Activity 1 Post Test
2
M= 1. b
3
Range = {y/y≤ 6} 2. b
3. c
7
Activity 2 4-5. -1,
3
x -1 0 1
f(x) 4 3 2
KEY TO CORRECTION
 References

Oronce, Orlando and Marilyn Mendoza. E-Math 8. Manila: Rex Book Store, Inc.,
2015.

Abuzo, Emmanuel, Bryant, Merden, Cabrella, Jem Boy, Caldez, Belen, Callanta,
Anastacia, Castro, Proserfina, Halabaso, Alicia, Javier, Sonia, Nocom, Roger
and Concepcion Ternida. Mathematics- Grade 8 Learner’s Module Edition.
Department of Education.2016.

https://www.analyzemath.com/Graphing/piecewise_functions.html. (accessed
June 8, 2020).
http://coachgriffin.weebly.com/uploads/2/4/6/5/24656764/day_12_-
_4.5_day_2_notes_-_key.pdf. (accessed June 8, 2020).

https://theowlteacher.com/24-exit-ticket-ideas/. (accessed June 8,2020).