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Grade 8 • Unit 3: Linear Equations

LESSON 3.1
The Rectangular Coordinate System
Table of Contents

Learning Competency 1
Learning Objectives 1
Essential Questions 2
Prerequisite Skills and Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 6
C. Practice and Feedback 12
Performance Assessment 18
Worksheet Answer Key 19
Synthesis 22
Bibliography 23

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 Grade 8 • Unit 3: Linear Equations

Unit 3 | Linear Equations

Lesson 1: The Rectangular Coordinate System

Learning Competency
At the end of the lesson, the learners should be able to illustrate the rectangular
coordinate system and its uses [M8AL-Ie-1].

Learning Objectives
At the end of the lesson, the learners should be able to do the following:

● Describe a rectangular coordinate plane and its parts.

● Determine the quadrant where a point is located.

● Plot points on a rectangular coordinate plane.

● Determine the coordinates of a point plotted on a rectangular coordinate

plane.

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 Grade 8 • Unit 3: Linear Equations

Essential Questions

At the end of this lesson, the students should be able to answer the following questions:
● What are the features of the rectangular coordinate system?
● How will you plot points on a rectangular coordinate system?
● How will you determine the quadrant where a point is located?
● How will you determine the coordinates of a point?

Prerequisite Skills and Topics

Skills:
● Locating points on a number line
● Identifying the properties of triangles and quadrilaterals

Topics:
● Math 6 Unit 9: Integers | Lesson 1: Integers and the Number Line
● Math 4 Unit 8: Lines, Angles, Triangles, and Quadrilaterals | Lesson 3: Triangles and
Their Classification
● Math 4 Unit 8: Lines, Angles, Triangles, and Quadrilaterals | Lesson 4: Kinds of
Quadrilaterals

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 Grade 8 • Unit 3: Linear Equations

Lesson Proper

A. Introduction to the Lesson

Suggested Warm-up Activities
Choose from any of the following warm-up activities. These warm-up activities should
either stimulate recall of the previous lesson or introduce the lesson and are not
already used in the study guide.

Activity 1: Who’s Sitting There?

This short activity will introduce to the students the concept of plotting points using
rows and columns.

Duration: 10 minutes

Materials Needed: pen and paper

Methodology:
1. Inform the students that you will mention the location of a certain student in
the room by using the row and column of their seats (e.g., row 5 column 2).
2. Instruct the students to identify the person sitting on the stated seat. State at
least 5 locations.
3. Check if the students’ answers are correct.
4. Ask students the guide questions provided below.

Expected Results:
The answers will depend on the location stated and the seating arrangement of the
class.

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 Grade 8 • Unit 3: Linear Equations

Guide Questions:
1. How did you find the person sitting on the specified location?
2. How did you use the row number and column number stated?
3. If you are to state your location using rows and columns, what will it be?

Activity 2: Be A-mazed!
This introductory activity will allow the students to describe a location on a grid.

Duration: 10 minutes

Materials Needed: copy of the activity sheet and pen

Methodology:
1. Instruct the class to form pairs.
2. Instruct each pair to assign one of them to give directions and another to
follow the instructions given.
3. Provide the students who will give directions a copy of the figure below. Inform
them that they are not allowed to share the figure with their partner.

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 Grade 8 • Unit 3: Linear Equations

4. Provide the other students with a copy of the grid below.

5. Instruct each pair that the role of the instructor is to give directions orally to
the other student to get to the green point from the red point.
6. The students who will follow the directions have to trace their moves by using
straight lines.
7. Finally, inform the students who will give the directions that the gray areas are
off-limits, which means that the track lines must not pass through the gray
areas.

Expected Results:

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 Grade 8 • Unit 3: Linear Equations

Guide Questions:
1. What strategy did you use to make sure that your partner easily followed
your instructions?
2. What directional words did you use?
3. How did you describe the pathway which your partner had to follow?

Teacher’s Notes
To help better gauge students’ readiness for this lesson, you may assign the short test
given in the Test Your Prerequisite Skills section of the corresponding study guide.

B. Discussion

1. Define and Discover

Teacher’s Notes
You may use the Learn about It! slides in the presentation file to discuss the following
key concepts and examples. Make sure to address student questions before jumping
from one concept to another.

● Rectangular coordinate plane – composed of two number lines

perpendicular to each other. It is also called the Cartesian coordinate plane.

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 Grade 8 • Unit 3: Linear Equations

● 𝒙-axis (also called the axis of abscissa) – the horizontal number line in the
rectangular coordinate plane

● 𝒚-axis (or axis of ordinate) – the vertical number line in the rectangular
coordinate plane

● Origin – the point where the 𝑥-axis and the 𝑦-axis in the rectangular coordinate
plane intersect

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 Grade 8 • Unit 3: Linear Equations

● Quadrants – the four regions into which the intersecting 𝑥-axis and 𝑦-axis divide
the rectangular coordinate plane

Each point on the rectangular coordinate plane is represented by the

coordinates of 𝑥 and 𝑦, called an ordered pair, (𝑥, 𝑦).

2. Develop and Demonstrate

The following examples may be used in the discussion

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 Grade 8 • Unit 3: Linear Equations

Example 1
Plot the point (3, 1) on the rectangular coordinate plane and identify in which
quadrant it is located.

Solution:
Given the point (3, 1), we can say that 𝑥 = 3 and 𝑦 = 1. Since they are both positive,
the point is located in Quadrant I.

To plot the point (3, 1), locate 3 on the positive 𝑥-axis and 1 on the positive 𝑦-axis.
Then, imagine a vertical line passing through 3 on the 𝑥-axis and a horizontal line
passing through 1 on the 𝑦-axis. The intersection of these two imaginary lines is
where the point (3, 1) is located.

Example 2
What ordered pair describes the given point on the rectangular coordinate plane
shown below?

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 Grade 8 • Unit 3: Linear Equations

Solution:
By looking at the point on the given figure, we see that it is aligned with −3 on the 𝑥-
axis and 4 on the 𝑦-axis. Hence, the plotted point is (−3, 4).

Example 3
The two points given below mark two vertices of a right triangle. If the missing vertex

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 Grade 8 • Unit 3: Linear Equations

is right-angled and is in the third quadrant, what are its coordinates?

Solution:
First, connect the two points to form one of the sides of the right triangle.

Since the missing vertex is right-angled, it must be aligned with the other two vertices
horizontally and vertically. Also, since the third vertex must be in the third quadrant,
the perpendicular sides must meet in the third quadrant.

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 Grade 8 • Unit 3: Linear Equations

Therefore, the missing vertex is at (−𝟏, −𝟑).

C. Practice and Feedback

For Individual Practice
1. Ask the students to answer the following problem items individually using pen
and paper.
2. Give students enough time to answer the problem items.
3. Call a student at random to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case
when there is some sort of misconception, lead the student to the right
direction to find the correct answer.

Problem 1
Plot the point (4, −3) on a rectangular coordinate plane and determine the quadrant
where it is located.

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 Grade 8 • Unit 3: Linear Equations

Solution:
The point (4, −3) has an 𝑥-coordinate of 4 and a 𝑦-coordinate of −3. Since the 𝑥-
coordinate is positive and the 𝑦-coordinate is negative, the point is located in
Quadrant IV.

To plot the point (4, −3), locate 4 on the positive 𝑥-axis and −3 on the negative 𝑦-axis.
Then, imagine a vertical line passing through 4 of the 𝑥-axis and a horizontal line
passing through −3 on the 𝑦-axis. The intersection of the two imaginary lines is where
(4, −3) is located.

Problem 2
Determine the coordinates of the following point on the Cartesian coordinate plane.

Solution:

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 Grade 8 • Unit 3: Linear Equations

Look at the integer on the 𝑥-axis that is directly above the given point and look at the
integer on the 𝑦-axis that is on the same level as the given point. These two integers
make the coordinates of the given point.

Hence, the coordinates of the given point is (−𝟐, −𝟑).

Problem 3
Determine the ordered pair that describes the following point on the Cartesian
coordinate plane.

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Solution:
The given point is on the 𝑥-axis. Hence, its 𝑦-coordinate is 0. Moreover, the point is at
−2 of the 𝑥-axis. Thus, its 𝑥-coordinate is −2. Therefore, the point is at (−2, 0).

For Group Practice

1. Ask the students to form a minimum of 2 groups to a maximum of 5 groups.
2. Each group will answer problem items 4 and 5. These questions are meant to test
students’ higher-order thinking skills by working collaboratively with their peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board and
discuss as a group how they come up with their solution.
5. Inform the student the accuracy of his answer and solution, and in the case when
there is some sort of misconception, give the student opportunity to work with
his/her peers to re-analyze the problem, and then lead them to the right direction
to find the correct answer.

Problem 4
Dave rides a bus to go to work every day. Using Dave’s house as the origin of the
rectangular coordinate plane and if one unit on the plane is equal to 100 meters, what
are the coordinates of his office and what is the total distance (in kilometers) Dave
travels from and to his house every day?

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 Grade 8 • Unit 3: Linear Equations

Solution:
The bus stop is located 3 units above the origin. Hence, it is located at the point (0, 3).
On the other hand, Dave’s office is 11 units to the left of the bus stop. Hence, it is
located at the point (−11, 3).

From his home, Dave walks 3 units to the bus stop, which is equivalent to 300 meters.
From the bus stop, Dave travels 11 units, which is equivalent to 1100 meters. Thus,
the total distance Dave travels from his home to his office is 300 + 1100 = 1400
meters. To go back home, he travels another 1400 meters. Therefore, the total
distance Dave travels from and to his home is 1400 × 2 = 2800 meters, which is
equivalent to 2.8 kilometers.

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 Grade 8 • Unit 3: Linear Equations

Problem 5
Kilometer Zero in the Philippines is located on the famous monument of Jose Rizal in
Luneta Park and is used as a distance marker to any point in the Philippines. Using
Kilometer Zero as the origin, estimate the ordered pairs that describe the locations of
the Manila City Hall and the National Museum of Fine Arts of the Philippines.

Solution:
The National Museum of Fine Arts of the Philippines is about 3 units right and 4 units
up from the origin. Hence, its location is at (3, 4). The Manila City Hall is 3 units right

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 Grade 8 • Unit 3: Linear Equations

and about 6.5 units up from the origin. Hence, its location is at (3, 6.5).

Performance Assessment
This performance assessment serves as a formative assessment, divided into three sets
based on the student's level of learning. Click on the link provided on the lesson page to
access each worksheet.

● Worksheet I (for beginners)

● Worksheet II (for average learners)
● Worksheet III (for advanced learners)

Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.

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 Grade 8 • Unit 3: Linear Equations

Worksheet Answer Key

Worksheet I

A.
1. Quadrant I
2. Quadrant II
3. Quadrant IV
4. Quadrant III

B.

C.
1. (−7, 6)
2. (−5, 2)
3. (−5, −4)
4. (−2, −1)
5. (1, 1)
6. (3, 6)
7. (7, −4)
8. (8, 3)

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 Grade 8 • Unit 3: Linear Equations

Worksheet II
A.
1. Quadrant III
2. Quadrant II
3. Quadrant I
4. Quadrant II

B.

C.
1. (−1,1)
2. (−7,0)
3. (7, −3)
4. (5.5,2)
5. (0,6)
6. (−3, −4)

D.
1. (6, −3)
2. (5,1)

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 Grade 8 • Unit 3: Linear Equations

Worksheet III
A.
1. Quadrant IV
2. Quadrant II
3. Quadrant I
4. Quadrant III

B.

C.
1. (0, −3)
2. (−5, 2.5)
3. (4, −2)
4. (5, 4)
5. (0, 5.5)
6. (−4.5, −2)

D.
1. (−1, −2) and (3, −2)
2. (5, −14)

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Synthesis

Wrap-up To summarize the lesson, ask students the following questions:

1. How do you identify the quadrant where a point is located?
2. How do you plot points on a rectangular coordinate plane?
3. How do you identify the ordered pair representing a point
on a rectangular coordinate plane?

Application and To integrate values and build a connection to the real world, ask
Values Integration students the following questions:
1. What difficulties did you encounter in this lesson? How did
you overcome those difficulties?
2. In what real-life context can you apply the concepts
learned in the lesson?

Bridge to the Next To spark interest for the next lesson, ask students the following
Topic questions:
1. What will happen if we connect two points using a straight
line and extend the line indefinitely?
2. How can we represent a line that contains infinitely many
points on a rectangular coordinate plane?

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 Grade 8 • Unit 3: Linear Equations

Bibliography

Baron, Lorraine, et al. Math Makes Sense 8. Canada: Pearson Education, 2008.

McGraw-Hill Education. Glencoe Math Volume 1. McGraw-Hill Professional, 2013.

Pierce, Rod. "Linear Equations" Math Is Fun. Ed. Rod Pierce. 17 Aug 2017. Accessed January
10, 2022. http://www.mathsisfun.com/algebra/linear-equations.html.

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