MAT H

8 Quarter 1
 LEA
RNER’S MATERIAL
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 PIVOT 4A CALABARZON

Mat
hem
atic
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Grade
8

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MATH Grade 8
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020
 Published by: Department
of Education Region IV-A
CALABARZON Regional
Director: Wilfredo E.
Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON

Guide in Using PIVOT

Learner’s Material

For the Parents/Guardian

This module was collaboratively

designed, developed and reviewed by
educators both from public and
private institutions to assist you, the
teacher or facilitator in helping the
learners meet the standards set by the
K to 12 Curriculum while overcoming
their personal, social, and economic
constraints in schooling.

This learning resource hopes to

engage the learners in guided and
independent learning activities at their
own pace and time. Furthermore, this
also aims to help learners acquire the
needed 21st century skills while
taking into consideration their needs
and circumstances.

As a facilitator, you are expected

to orient the learners on how to use
this module. You also need to keep
track of the learners' progress while
allowing them to manage their own
learning. Furthermore, you are
expected to encourage and assist the
 learners as they do the tasks included
in the module.

For the Learner

This module was designed to

provide you with fun and meaningful
opportunities for guided and
independent learning at your own pace
and time. You will have to process the
contents of the learning resource while
being an active learner.

PIVOT 4A CALABARZON
PARTS OF PIVOT LEARNER’S
MATERIAL
Parts of Description
the LM

What I The teacher utilizes appropriate strategies in

n

u
need to the MELC and desired learning outcomes for
d

o
know week, purpose of the lesson, core content an
samples. This allows teachers to maximiz
r

awareness of their own knowledge as regar

I

What is new
and skills required for the lesson

What I know The teacher presents activities, tasks , c

t

m value and interest to the learners. This shall

learners on what he/she knew, what he /sh
p

v What is in know and what she/he wanted to know and l

of the activities and tasks must simply an
e

revolved around the concepts to develop a

What is it the skills or the MELC.

What is more The teacher allows the learners to be e

t

m various tasks and opportunities in building t

to meaningfully connect their learnings after
e

tasks in the D. This part exposes the learner

a

What I can do
situations /tasks that shall ignite his/ her i
n

meet the expectation, make their p

 What else I satisfactory or produce a product or p
can do which lead him/ her to understand fully the
concepts .

What I have The teacher brings the learners to a process w

n

learned shall demonstrate ideas, interpretation, mind

t

i
values and create pieces of information that
s

s part of their knowledge in reflecting, relating

effectively in any situation or context. This p
A

encourages learners in creating conceptual s

What I can
giving them the avenue to integrate new and
achieve
learnings.

PIVOT 4A CALABARZON

Factoring Lesson
Polynomials I
WEEK 1

After going through this module, you are

expected to factor completely the
different polynomials with: a. common
monomial factor; b. difference of two
squares; c. sum and difference of two
cubes; d. perfect square trinomials; and
e. general trinomials and solve problem
involving factors of polynomials

Learning Task 1. Recall your previous

lesson about special products among
polynomials, multiply the factors in
Column A then match the product to
Column B. Do it in your notebook.
Column A Column B

1.3x (2x - 5) A. x2 + 4xy + 4y2

2.(x + 2y)2 B. 3x2 + 11xy + 6y2

3. (x - 3)(x + 2) C. 6x2 - 15x

4.(3x + 2y)(x + 3y) D. x2 - x - 6

5. (x - 4)(x + 4) E. x2 - 16

D
 Factoring is an inverse process of
multiplication. Through factoring, we
write polynomials in simpler form and use
it as a way of solving the roots of an
equation.
There are different ways of
factoring dependending on the type of
polynomials being factored.

1. First determine if a common

monomial factor (Greatest Common
Factor) exists. Factor trees may be
used to find the GCF of difficult
numbers. Be aware of opposites: Ex.
(a-b) and (b-a) , These two may be the
same if we factor out –1 to any of the
expressions.

PIVOT 4A CALABARZON

6
II. If the problem to be factored is a
binomial, see if it fits one of the
following situations.
A. Difference of two squares:

B. Sum of two squares: a2 + b2 has

no othe factor s except 1 and itself
(it is prime).

C. Sum of two cubes:

Note: Resulting trinomial is no longer

factorable.
D. Difference of two cubes:

Note: Resulting trinomial is no longer

factorable.
 E. If none of these occur, the binomial does not
factor.

III. If the problem is a trinomial,

check for one of the following

possibilities. A. Square of a

binomial:

B. If a = 1, use reverse foil or trial and error method:

C. If a ≠ 1, use trial and error

method. (Grouping may also be

used.) Learning Task 2. Factor

the following completely.

1. x2 + 3x – 18 3. 18x2 +
3x – 15 5. 3x3 + 24 2. 3x2
– 9x – 12 4. 5x2 + 32x +
12

PIVOT 4A CALABARZON

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Solving word problem involving factoring
polynomials.

Example:

1. The area of a square is numerically

equal to twice its perimeter. Find the
length of a side of the square.

Solution.

Sketch a square and let s

represent the length of each side. Then
the area is represented by s2 and the
perimeter by 4s. Thus,
 s

ss

Because 0 is not a reasonable answer to the problem,

the solution is 8.

2. The sum of the ages of father and son

is 39. if the father is 3 less than the
square of the son’s age, how old are they.

Solution. Let x—son’s age and x2 - 3 is the father’s

age
Equation: x2 - 3 + x = 39
Solve : x2 + x - 42 = 0
(x + 7)(x - 6) = 0
x = -7, and x = 6
The solution is 6 since there is no
negative age, thus –7 cannot be
considered The age of the son is x = 6
and the father is x2 - 3 = 62 - 3 = 36 -
3 = 33 Check : 33 + 6 = 39.
Learning Task 3. Set up an equation
and solve each problem. 1. The
square of a number equals nine times
that number. Find the number.
2. Suppose that four times the square of
a number equals 20 times that num
ber. What is the number?

3. Twice the square of the sum of a number and 3 is 98. Find the
number.

PIVOT 4A CALABARZON

E
Learning Task 4. Read carefully the
A. Factor the following completely.
2
1. X - 25 3. 3X2 + 30X + 75 5. 5X3 - 5X2
-10X 2. 2X2 –15X –8 4. X
3
- 27
 B. Solve the following problems.
1. If the area of the rectangle is given by
the polynomial 2x2 - 7x - 15, what is the
dimension of the rectangle in terms of x?

2. The volume of the prism is x 3 + 64. If

the height is the binomial factor of the
volume and the trinomial factor is the
product of length and width, find the
height of the prism,
3. The length of a rectangular lot is 6 less
than thrice its width, If the area is 45
square cm, What is the length and the
width of the rectangle?

A
Learning Task 5: Solve this in your notebook.

1. Suppose that you friend factors x2y + 36xy like this:

Is this correct? Would you suggest any changes?

2. If the sum of the square of the number

and 4 time the number is 21, what is
the number?

3. The length of the rectangle is 3 less

than twice the width. If the area is 9
square ft, the length and width of the
rectangle.

4. Given the figure below. Find the area of

the shaded part of the rectangle if the
area of the big rectangle is 6 times the
area of the unshaded rectangle

PIVOT 4A CALABARZON

9
Illustrating and Expressions
Simplifying Lesson
Rational Algebraic
 WEEK 2
I

After going through this module,

you are expected to illustrate Rational
Algebraic Expression and simplifies
Rational Algebraic Expression

When you were in the

intermediate you learned how to
simplify rational numbers or fractions
by canceling common factors.

Learning Task 1. Complete the table below. Do it in

your notebook.
Rational Number Factors of Numerator Simp
and denominator

D
Recall that a rational number is a
ratio of two real numbers. An algebraic
expression is composed of a term or group
of terms. A term is composed of
coefficients and/or variables with
multiplication/division as mathematical
operations . Term are separated by plus or
minus sign. Polynomials or algebraix
 expression may have one or more terms.
2x + 4 is an algebraic expression with 2
terms. These are 2x and 4.

PIVOT 4A CALABARZON

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Ratio means comparison of two or
more quantities. Thus, a quotient of two
algebraic expression is called rational
algebraic expression where both the nu
merator and the denominator are
polynomials. If P and Q are algebraic
expres sions and Q must not be equal to
zero the expression is called rational alge
braic expression.

Illustrative example 1
Illustrate a rational expression
whose numerator is m and the
denominator is n.
Solution: numerator where n = 0
denominator

Illustrative example 2
Given the expression x + 15 and 3x,
illustrate two rational expressions whose
value of x is not equal to zero.
Solution:

where x ≠ 0 because when x = 0 you will get

3(x)= 0

where x = -15 because

when x= -15 you will have (-15) +
(15) = 0
Simplifying rational algebraic
expression is the same as simplifying
rational numbers. Both uses the concept
of factoring. Factoring out and canceling
the GCF among numbers is use in rational
numbers while factoring out and
canceling the common polynomial factors
for rational algebraic expression.

Like the rational number it’s

simplest form is We have to look for the

factors of 4 and 8, then cancel the
common factors then write in simplest
form.

Another example is it’s simplest

form is The common

factor is a, so you can

now cancel out a to get
it’s simplest form.

Aside from the knowledge

of
factoring, simplifying rational
algebraic expression also applies the
laws of exponent.

PIVOT 4A CALABARZON

11
Examples:

1. Simplify

Solution

2. Simplify

Solution
Learning Task 2. Simplify the following
rational expressions. Do it in your
notebook.

1.

E
Learning Task 3. Encircle Rational
Algebraic Expression. Do this in your
notebook.
 1. 6x—1 2, x2 + x - 3

B. Simplify
the following rational algebraic
expression.

1. 2. 3.

A
Learning Task 4: Do the following in your notebook.
1. Illustrate a rational expression
whose numerator is r and the
denominator is s.
2. Given the expressions -1 and b+1. Illustrate a rational
algebraic

expression whose numerator is -1.

3. Illustrate a rational algebraic
expression whose two polynomials
are m-9 and m² - 81 respectively.
4. Dianne is asked to check if we can
replace x by -3 or 6 in the rational

algebraic expression . How does

Dianne should do it?
A. Replace x by -3 in the
numerator and 6 on the
denominator. B. Replace x by -3
and 6 both the numerator and
denominator to check. C.
Number 6 should not be
replaced because it will result to
zero. D. -3 is the only allowed
replacement for x.

PIVOT 4A CALABARZON

12
WEEK 3 Expression and solve Problems
Involving Rational Algebraic
Expression
Operations on
Remember that adding or
Rational Algebraic subtracting fractions can be done
easily if the fractions are similar

Expressions I Lesson otherwise you have to make the

fractions similar by finding its
After going through this module, equivalent fractions. Rules apply
you are expected to perform
Operation on Rational Algebraic also to rational algebraic
expressions. However you have to subtracted. Terms with the same
recall also the rules in adding literal coefficients are similar.
algebraic expressions in which
Learning Task 1. Add or subtract
only similar terms of algebraic the following: Do it in your
expressions can be added or notebook.

3. 3x + 5x - x + 7 4. 5x2 - 6x + 2x –5

D
To add or subtract rational algebraic expression you
must always check
the denominator. In adding or subtracting
rational algebraic with common de
nominator, simply add the numerators and
copy the denominator. Always reduce your
answer to its simplest form. Examine the
following illustrative examples.

Illustrative example 1

Find the sum of and in lowest term

Solution
Check the denominator then perform the operation.
Since the denominators are the same ,
simply add the numerator then copy the
denominator the simplify.

finding the common PIVOT 4A CALABARZON

factor of the 13
numerator and
= = =
denominator
Simplify the answer by
Illustrative example 2

Add and

Solution:
Check the denominator then perform the operation.
The denominators are the same, thus add the
numerators and copy the
+ Since the denominator
denominator =
is the difference of two
Simplify the s u m = = squares, then it is
by factorable
finding the common factor if The
there is.

sum in simplest form is

 Simplify, - . They have the
same denominator thus you only need to
copy its denominator. Now, we have

- = .

Observe that the denominator can still be

factored, the
given
expression will become, we can see that
we have a common term that can be

cancelled

Hence the difference is

Illustrative Example 4

Find the sum of and

Solution: + Since the

denominators are not
similar, you have to find the LCD
which is (m + 4)(m—1)

+ =

PIVOT 4A CALABARZON

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Simplify by factoring the numerator.

The sum is in lowest term is

When two fractions are multiplied,
we multiply the numerators of the frac
tions to form the new numerator and we
do the same for the denominators. This is
the same with rational algebraic
expressions.

If there are common factors in both

numerator and denominator of the two
rational algebraic expressions then we
may cancel them before we multiply.

Illustrative example 1

Find the product of

You can cancel the common term in

the numerator and denominator .

Cancel the common factor 2

In division of Rational Algebraic

Expression follow this rule:

where P, Q, R, and S are

polynomials in one variable and Q ≠ 0 ,
R ≠ 0 and S ≠ 0.

Illustrative example 2
Find the

quotient:

Which is
..

Since there is no common factors

between the numerator and
denominator, the product is already in
its lowest term.

PIVOT 4A CALABARZON

15
Illustrative example 3

Divide: =?
 First, get the reciprocal of the
divisor,

Write as multiplication and

factor expressions that are
factorable.

Cancel common factors between

numerator and denominator before

multiplying.

= k2 + 6k + 5
Learning Task 2. Perform the indicated operation.

1. Find the sum of

2. Find the difference when

3. Multiply :

4. Divide:

To be able to solve a problem

involving rational algebraic expressions
you have to make a Rational Equations.
To make rational equations, you must
translate a word problem into a
mathematical sentence.

Example: Seven divided by the sum of a

number and two is equal to half the dif
ference of the number and three. Find all
such numbers.
A. Find what is asked? Find the
numbers
B. Write all the given (Note: Use
only one variable)

C. Write the operation

to be used and the
equation to work on:
 D. Write the solution:
Apply Cross
Multiplication:
(x + 2)(x-3) = 7(2) (x2 –x - 6) = 14 x2 - x - 20 = 0
(x -5 )( x + 4) = 0 ; x = 5 or x =-4 E.
Write the final Answer:
If x = 5 , the number is 1 and if x = -4 , the number

is
PIVOT 4A CALABARZON

16

E
Learning Task 3. Perform
the operation being asked
in each item. 1. . Find the

sum of and in
simplest form.

2. Find the answer when is

decreased by
3. Simplify:

4. Subtract:

5. Add:
Learning Task 4. Perform the
operation being asked in each item.
Simplify your final answer.

1.

2.

3.

A
 Learning Task 5. Solve the following problems
1. The width of a rectangle is 6x + 8, and
the length of the rectangle is 12x +
16. Determine the ratio of the width
to the perimeter.
Supply the following:
Perimeter = 2l + 2w = ____________________

Ratio = ____________________
Final answer in simplest form: ____________________
2. If 4 is divided by a number is equal
to 3 divided by the number decreased
by 2, find the number.

PIVOT 4A CALABARZON

15

Rectangular I
Coordinate System
Lesson After going through this module,
you are expected to illustrate the
WEEK 4

rectangular coordinate system and its

uses and illustrate linear equations in
two variables.

CARTESIAN PLANE OR RECTANGULAR

COORDINATE SYSTEM
Using point plotting, one associates an
ordered pair of real numbers (x, y) with a
point in the plane in a one-to-one manner.
As a result, one obtains the 2 -dimensional
Cartesian coordinate system. (x,y) is an
ordered pair, whose first coordinate is x
called abscissa and the second coordinate
is y called the ordinate.
 The origin is
the
intersection
of the
x and y axes
whose
coordinates
are (0,0).
The x and y
axes divide
the
coordinate
plane into 4
quadrants.
The
coordinates
of
points in
quadrant I are both
positive (x,y). In quadrant II the
coordinates of points are (-x,y),
x –coordinate is negative and the y
-coordinate is positive. In quadrant
III, the coordinates are both
negative (-x,-y) and the coordinates
point the points are positive x any
negative y (x,-y).

Example: Plot the

following points
on the coordinate
plane.
A (-3, 4) B
(2,-3)
C (0,2) D
(4,0)
In plotting the
points always start
from the origin and
look for the first
number in the x axis then move up
or down depending on the y
coordinates. When y coordinate is
positive move upward otherwise
move downward.

PIVOT 4A CALABARZON

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Learning Task 1. Read the instructions carefully.
A. In a separate graphing paper, plot
the given points on one coordinate
plane. A ( -4, 3) B (2, 7) C (5, -1) D (0,
-8) E (-6, -2) B. Identify the
quadrant/axis of the following points:
1. (-4,-2) 2. (5.0) 3. (6,-
8) 4. ( -10, -35) 5. ( 0, - 12)

E
An equation in the form of ax + by =
c is called a linear equation in two
variables, where a, b, and c are
constants, and at least one of a and b are
not zero. This is also referred to as the
standard form of linear equation. The
symbols x and y are variables that
represents any number that will satisfy
the equation.

The equation 2x +3y = 32 is an

example of a linear equation in two
variables. This equation will only be true
if we can find an ordered pair (x,y) that
will satisfy the equation.

Example: Which of the following ordered

pairs will make the equation 2x + 3y =
32 true? 1, ( 4, 10) 2. (10, 4)

Solution: For the first ordered pair x = 4 and y = 10

Substitute: 2x + 3y = 32 2(4) + 3(10)

= 32 8 + 30 = 32 38 = 32 Therefore
the ordered pair (4,10) did not make
the equation true. Solution: For the
second ordered pair x = 10 and y = 4

Substitute: 2x + 3x = 32 2(10) + 3(4) = 32 20 + 12 = 32 32

= 32

The ordered pair (10,4) satisfies the

given equation. Hence (10,4) is called the
solution of the equation

In a given equation there are several

ordered pairs that will satisfy the
equation and these ordered pairs will be
contained in one line . Remember that
two points determine a line. Hence, we
can graph the equation of the line by hav
ing only two points, whose coordinates
 make the equation true.
Illustrative Example: 1
Find five solutions for the linear
2
equation x + y = 3, and plot the
solutions as points on a 3
coordinate system. As you can
see from the table at the right the 4
following ordered pairs are
5
solutions of the equation x + y =
3. (1, 2), (2, 1), (3.0), (4, -1) and
( 5, -2).
PIVOT 4A CALABARZON

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Plot the points on one coordinate
plane.

As you can see all the

points form a straight line.
Using the graph , you can
determine the slope of the line.

The slope of a line is a

number that measures its
"steepness". It also characterized
the direction of the line. It is
determine by the rise over the run
between two points.

The graph
at the right
is the graph
of the equation x +
y = -1. The slope
of
the line can be
determined by the
rise
over the run
between the two
points. m
is use to represent
the slope of the
line.

m=

From point (3, 4), the run is 6, however

since the direction is to the left, you use
-6. Negative is use for direction. The rise
is 6 units.
 The slope is negative
when the line falls to
the right. When the
line rises to the right
the slope id positive.

The graph of equation

–2x + 3y = -5
is a line tha rises to
the right. The
slope is

m=

PIVOT 4A CALABARZON

20
Given only two points (x1, y1) and
(x2, y2) without the graph, you can find
the slope of the line using the formula m

=
Example. Find the slope of the

line that passes through (-3, 2)

and (3, -4) Solution: x1 = -3, y1 =

2; x2 = 3 , y2 = -4

Learning Task 2: Read the instructions carefully. Do this

in your notebook.
omplete the tableB. Determine the slope of the line given two points.
0
2x + y = 3
2
x y (x,y)
5
-2 7 (-2,7)
 8 1. (-2, 4) and ( 1, 6) 2. (-3, -1) and
( 5, -5) 3. (3, -3) and ( -4, 2)

4. (-3, 2) and ( 2,2) 5. (3, 4) and (3,

E -3)

Learning Task 3: Read the

instructions carefully. Do this in
your notebook. A. Plot and label the
following points.

1. T ( 0, 9 ) 6. M ( 0, 0)
2. Y ( 2, -1 ) 7. A (5, 2 )
3. L ( 1, 0 ) 8. G ( 8, 8 )
4. E ( -3, 5) 9. N ( 6, 6 )
5. R ( 0, -7 ) 10. O ( -5, 4 )

PIVOT 4A CALABARZON

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B. Find three solutions for the linear
equation 4x −3y = 1, and plot the
solutions as points on a coordinate
plane

4x −3y = 1

x y (x,y)

A
 Learning Task 4. Read the
instructions carefully. Answer it in
your notebook. A. Given x + 2y = 5

1. Find 2 solutions of the equation.

2. Graph the two points.
3. Find the slope.

B. Draw the map of your

community where your
house is at the origin then
plot at least five (5) houses
of your classmates. Write
the coordinate of each
classmate’s house.

PIVOT 4A CALABARZON

22
WEEK

5Graphing Linear Equation In Two

Variables
I Lesson

After going through this lesson,

you are expected to write the linear
equation ax + by = c in the form y = mx +
b and vice versa and graph a linear
equation given:
a) Any two points;
b) The x – and y – intercepts; and
c) The slope and a point on the line.
Recall properties of equality that
will help you solve linear equations in two
variables. Among which are the Addition
Property of Equality (APE) and
Multiplication Property of Equality (MPE)
Addition Property of Equality
states that that adding the same number
to each side of an equation gives us an
equivalent equation . If a, b and c are real
numbers, and a = b , then a + c = b + c or
a - c = b - c.
Multiplication Property of
Equality states that multiplying both
sides of the equation with the same
number gives us an equivalent equation. If
a, b and c are real numbers and a = b ,

then ac = bc or

These properties of equality are

used to change the standard form of linear
equation in two variables ax + by = c into
slope intercept form of the equation y =
mx + b, where m is the slope and b is the
y– intercept. The y intercept is the value of
y where the graph crosses the y-axis.
Examples:
1. Change y - x = 4 to slope intercept form
determine the slope and the y– intercept
Solution: y - x = 4
APE : y - x + x = x + 4
y = x + 4,
The slope is the coefficient of variable x,
therefore m = 1 and the y-intercept is
the constant, b = 4.

2. Change 2x + 3y = 9 to slope intercept form. Find the

slope and y-intercept
Solution: 2x + 3y = 9. Apply APE by
subtracting 2x to both sides of the
equation : 2x - 2x + 3y = -2x + 9 3y =
-2x + 9

PIVOT 4A CALABARZON

23
Apply MPE: 3y = -2x + 9
 The slope m = and the y-
intercept b = 3
To convert from ax + by + c = 0 to
y = mx + b we need only to solve for y in
terms of x.
Learning Task 1. Change the
given Equation into slope
intercept form y = mx + b.
determine the slope and y–
intercept.
1. y - 3x + 2 3. 3x - y = 8 5. 4x +
2y = - 6 2. 2y + 4x + 10 4. x + 2y
=6

D
Graphing Linear Equations in Two Variables

A. Given any two points

Use the two points (5, 0) and (0, 1).

Find the slope of the line
containing the given points.
The slope is which means

that the line will fall to

the right. 1 is the rise

and 5 is the run. Checking

through the graphs by plot

ting he two given points,

from (5,0) the run is 5 and

the rise is 1.
The line crosses the y-axis at (0, 1), so the y intercept is 1.
Write the equation in

slope-intercept form y = mx + b
B. Given the x– and y– intercepts
x-intercept – the point,
(x, 0), where the line crosses
the x, axis y-intercept – the
point, (0, y), where the line
crosses the y-axis To graph a
line using this method…
 1. Find the x-intercept by letting y = 0 and
solving for x
2. Find the y-intercept by letting x = 0 and
solving for y
3. Plot both intercepts on the graph and connect
with a straight line

PIVOT 4A CALABARZON

24
Example: Find the x and y intercepts of 2x
+ y = 4.
If x = 0, then 2(0) + y = 4; y = 4. The y inter
cept is (0,4)
If y = 0, then 2x + 0 = 4; 2x = 4 and x = 2 .
The x-intercept id (2,0)
Plot the x and y intercepts on the coordinate
plane and connect to form the line.

C. The slope (m) and a point on the line

To graph...

1. Plot the given point

2. Generate additional points on

the line by starting at the given
point (x, y) and moving the rise
and run of the slope.

Example. m = 2 and pointn(-3, -2)

The rise is 2 and the run is

1.
From the given point (-3,
-2) , move I 1
unit horizontally , 2 units
upward. The
point is (-2, 0). Connect the two points.
Learning Task 2.

A. Write the linear equation ax + by = c in the form y = mx

+b
1. 3x + 4y = 8
2. 10x + 3y = 2
3. 16x + 9y = 40
B. Write the linear equation y = mx + b in the form ax + by
=c
4. y = 3x - 3
5. y = - x + 7

6. y = + 2

PIVOT 4A CALABARZON

25

E
Graph the linear equations given the following
details:
A. Using two points.

1. (2, -1) and (3, 2) 3. (4, 3) and (0, 5)

2. (4, -2) and (-5, 2) 4. (1, 6) and (-2, -5)

Find the slope of each line . Describe the graph.

B. Using intercepts

5. (0, -3) and (1, 0) 7. (5, 0) and (0, -4)

6. (-3, 0) and (0, -3) 8.

( 2. 0) and ( 0, 0, -4)

Find the slope of the

line. Describe the

graph.

C. Using slope and a point

9. m = 5 and (6, -1) 11. m = - 2 and (4, 1)

10. m = and ( 2, -4) 12.

m = and (-3, -3)

A
 Learning Task 4: Read and analyze the
problem carefully, then do what is asked
below. Do it in your notebook.

1. Rowie is tracking the progress of her

plant’s growth. Today the plant is 5 cm
high. The plant grows 2cm per day.

a. Write a linear model that

represents the height of the plant

after x days. b. What will be the

height of the plant be after 20

days?

c. C. Graph the number of days against the growth

of the plants.

PIVOT 4A CALABARZON

26
WEEK
6 Equation of the Line
Lesson
I
After going through this lesson,
you are expected to find the equation of a
line given (a) two points, (b) the slope and
a point and (c) the slope and its
intercepts
From the given linear equation, we
can determine 2 points that will satis fy
the equation. Also we can determine the
slope and the y– intercept so as the x
and y intercepts.

Example: Given – 2x + y = 6

Find: a. two points that will satisfy the equation

(b) slope and y– intercept
 ( c) x and y intercept
Solution:

(a) -2x + y = 6

If x = -1 If y = 2

-2(-1) + y = 6 -2x + 2 = 6

2 + y = 6 y = 4 -2x = 4 x = -2

The point is (-1, 4) The point is (-2, 2)

(b) Change the equation to slope intercept form : y = 2x +

6

Therefore the slope m = 2 and the y– intercept b = 6

(c ) Find the and y intercept of –2x + y = 6

Let x = 0, -2(0) + y = 6 ; y = 6. the intercept is (0,6)

Let y = 0, -2x + 0 = 6; -2x = 6, x = -3, the y intercept is (-

3,0)

Learning Task 1 : From the given

equation of the line a) find two points
that will satisfy the equation, b) the
slope and the y intercepts and c) the x
and y – intercepts.

1. 3x + 2y = 5 2. 3y - x = 9

PIVOT 4A CALABARZON

27

D
You can find the equation of the line given the graph, 2
points, slope and
a point , slope and intercept or the x and y
intercepts.
A. Given the slope and the y– intercept.
Remember that equation of the line can
be written in the form of slope inter cept
form, y = mx + b
Example: If m = 2 and the y-intercept
b = -3, the the equation is y = 2x - 3.
This can be changed to standard for of
 equation: -2x + y = -3. B. Given 2
points.

The formula in finding the

equation of the line given two
points is:

Example. Find the equation of the

line that passes through points (2,
5) and (-2, -3)
Solution: Let x1 = 2, y1 = 5, x2 = -2 and y2 = -3

The equation in slope intercept

form is y = 2x + 1
The standard equation is -2x + y = 1

C. Given the slope and a point

The formula in finding the equation
of the line given the slope and
appoint Is y - y1 = m(x - x1)
Example. Find the equation of the line
whose slope is –1 and passes through
the point ( 5, -3)
Solution: y - (-3) = -1(x - 5) y + 3 = -x
+ 5 y = -x - 2 or x + y = -2
D. Given the x intercepts
(a, 0) and the y-intercept (0,
b) The formula in finding the
equation of the line given the
intercepts is:

Example . The x and y intercepts of the

line are –3 and 4 respectively. Find the
equation of the line.

PIVOT 4A CALABARZON
28
Learning Task 2. Find the equation of
the line . Write in slope intercept form
and in standard form
1. m = -5, b = 1 3. ( -2, 0) and ( 0,
 5) 5. m = 2 , ( 3, -1) 2. ( 1, -2) , (3,
3) 4. a = 2, b = -7

E
Learning Task 3 . Find the
equation of the line. Do
it in your notebook. (a)
In slope intercept form y
= mx + b

(b) in standard form ax + by = c

1. The slope is 5 passing through ( -1, 4).
2. The line passes through point ( 3, -4) and (-2, 2)

3. The slope is and the y-intercept is (0,4)

4. The x intercept -3 and the y-intercept is 6
5. Passing through the points (-1, -2) and (5, 3)

A
Learning Task 4 : Do the following in your notebook.
A. Find the equation of the line given
the graph.

1.
2.

3.
 PIVOT 4A CALABARZON

29

Systems of Linear Variables

Equation in Two WEEK 7
Lesson
I
After going through this lesson, you are expected to
illustrate system of
linear equation in two variables and
determine if the graph of the systems of
equation are parallel, perpendicular ,
intersecting or coinciding lines

In the previous lesson you were

able to graph the linear equation in two
variables . The graph is a line that either
rises to the right or falls to the right.
The graph rises to the right if the
slope is positive and if it falls to the right
if the slope is negative. When the graph is
a horizontal line, the slope is zero. When
the graph is vertical, the slope is
undefined.
A pair of linear equations in two
variables form a system of linear
equations. The graph of a system of two
equations is a pair of lines in the plane.

Learning Task 1: Graph each pair of

linear equations in one coordinate
plane. Do this in your notebook.

1. y = 2x + 2 and 2y = 4x + 4
2. Y= x—5 and y = -x + 3
3. Y = 2x—3 and y = 2x + 4

D
The graph of systems of linear
 equation may coincide, may be
parallel, perpendicular or
intersecting.
Example: Graph the System of equations
(a) y = 2x - 3 and y = 2x + 1
Using the slope and intercept
in graphing.

The lines are parallel . Looking

back to the
two equations, their slopes are
equal and the y
intercepts are different ; m1 =
m2, b1= b2

PIVOT 4A CALABARZON

30
(b) Eq. 1: y = 3x + 2 and Eq. 2: y =

m = 3, b = 2 m = b= 4

The lines are perpendicular meaning they

intersect and form a right angle. The lines have
different y intercepts. Their slopes are negative
reciprocals of each other. The product of the
slopes is –1.

(c ) Eq. 1: y = -x + 3 and Eq. 2: y = 2x - 3

m = -1, b = 3 m = 2 , b = -3
The graph are intersecting lines but not perpendic
 ular. The slope of the lines are not equal and the y–
intercepts are not also equal .

(d) If each line in the system has

the same slope and the same y-
intercept, the lines are coincident.
The lines are on top of each other.

Learning Task 2. Without graphing,

tell whether the graphs of the system
of equations are parallel,
perpendicular, intersecting or
coinciding. Do it in your notebook.
1.y = x + 7 and y = - x + 2 3. 2x
+ y = 1 and 2y + 4x = 2 2.Y = 5x
and y = 5x - 1 4. Y = 2x + 3 and
y = -x - 4

E
Learning Task 3. Graph the system of equations
1. y = x + 5 and y = 5x + 5

2. x − 3y = −12 and 4x + 6y = −12

3. x + 2y = -5 and -2x + y = 3
4. y = 3x – 2 and y = –x – 6
5. 2x – 3y = –2 and 4x + y = 24

PIVOT 4A CALABARZON

31

E
Learning Task 4: Do it in your notebook.
A. Describe the slope and y– intercepts of the graphs of
the system of equations.
1. 2.
 3.
4.

5.
 PIVOT 4A CALABARZON

32
Solutions of However in a system of equations,
you are looking for a unique
Systems of Linear
ordered pair that will satisfy both
Equation in Two
equations. Through graphs, that
Variables In Two ordered pair is the coordinate of
Variables the point of intersection of the two

ILesson lines. The point is the solu tion of

the system of equations. System of
After going through this lesson, equation may 1 solution, no
you are expected to solve a system
of linear equations in two solution or infinite solution.
variables by a. Graphing; b.
Substitution; c. Elimination, and Learning Task 1: Which of the
solve problems involving systems following graphs has one, non or
of linear equations in two
variables. infinite solutions. Write you
answer in your notebook.
In your previous lesson you find
1. 2.
an ordered pair that satisfy the
given equation in two variables .
and this ordered pair is called the
solution of the equation. Since it
is a line , all the points within the
line are said to be the solu tion of
the equation.

3.
A system of linear equations
contains two or more equations
e.g. PIVOT 4A CALABARZON

33
WEEK 8

D
Finding the solution of system of equation can be
done different ways.

A. By Graphing

Illustrative Example:

Graph the equations in coordinate plane:

-2x + y = 2

-x + y =- 1

The two lines intersect in (-3, -4) which is the

solution to this system of equations.

B. By Substitution
Solving Systems of Linear Equations by

Substitution Step 1 Solve for one variable in one of the

equation

Step2 Substitute the resulting expression into the oth

Step 3 Solve the equation to get the value of the variab

Step 4 Substitute the value to any of the original equat

Step 5 Write the values from Steps 3 and 4 as an order

(x,y). and check

Illustrative Example

Eq. 1: -2x + y = 2

Eq. 2: -x + y = -1

Step 1. Use equation 2: y = x -1 ( eq. 3)

Step 2. Substitute to eq. 1 : -2x + (x -1) = 2

Step 3: Solve for x: (-2x + x) = 2 + 1 -x = 3 x = -3

Step 4: Substitute the value of x to Eq. 1. -2(-3) + y =

2
6 + y = 2 y = 2 - 6 y = -4
Step 5: The solution is (-3, -4)
 PIVOT 4A CALABARZON

34
C. By Elimination
Solving Systems Equations by Elimination

Step 1 Write the systems so that the like terms are aligned. See t
that the variable to be eliminated have the
same numerical coefficients otherwise multiply

Step 2 Eliminate one of the variables and solve for th

other variable by Addition or Subtraction

Step 3 Substitute the value solved to any of the origin

Step 4 Write the results in Steps 2 and 3 as an order

pair, (x,y), and check

Illustrative Example

Solve the system:

Step 1

Eq. 1: -2x + y = 2

Eq. 2: -x + y = -1

Step 2: -2x + y = 2 -x + y = -1 - x Subtract the equations to

eliminate y since they have the
=3 X=-3
same numerical coefficient.

Step 3: Substitute the vale of x to any of original equation.

Eq. 1: -2x + y = 2 Eq. 2 -x + y = - 1
-2(-3) + y = 2 -(-3) + y = -1
6 + y = 2 3 + y = -1
Y = 2 - 6 y = -1– 3
Y = -4 y = -4
As you can see the value
of y is the same using the
two equations The
ordered pair is ( -3, -4).
In solving systems of equation you may
use any method, graphing, substitution
or elimination.
 PIVOT 4A CALABARZON

35
There are problems real life situations
that can be solved using systems of equa
tions.
Example: The admission fee at a small fair
is P 15.00 for children and P 40.00 for
adults. On a certain day, 2200 people
enter the fair and P 50,500.00 is
collected. How many children and how
many adults attended?
Solution: Let x be number of adults and y the
number of children.
40x amount generated from adults and
15y amount generated from children.
Equations : Eq. 1 x + y = 2200
Number of adults and children Eq.
2. 40x + 15y = 50,500 amount
collected

Use Substitution. From

Eq. 1 x + y = 2200 y =
-x + 2200 Substitute to
Eq.2 : 40 x + 15y =
50,500

40x + 15 (-x + 2200) = 50,500

40x -15x + 33,000 = 50,500
25x = 50,500 - 33,000
25x = 17,500

X = 700
Substitute the value of x to any of the
equation. Suppose we use Eq. 1 x + y =
2200 700 + y = 2200 y = 2200 - 700 y =
1, 500 Therefore , there are 700 adults
and 1,500 children

Check: x + y = 2200 40x + 15y = 50500

700 + 1500 = 2200
40(700) + 15(1500) =
50500 2200 = 2200
28000 + 22500 = 50500
50500 = 50500
Learning Task 2.
 A. Solve the systems of equations by a)
graphing b) elimination c) substitution
Eq. 1: 2x − 3y = −1; Eq. 2: y = x − 1

B. Solve the problem using any method.

The sum of two numbers is 32 and the difference is 2. Find the
numbers

PIVOT 4A CALABARZON

36

E
Solves a

systems of

linear

equations in

two variables.

Solve the

following

systems by

graphing.

1) 2x + y = 5 and x - 3y = - 8

2) 6x - 3y = - 9 and 2x + 2y = - 6

Solve the following systems by substitution

3) y = 5x - 3 and –x - 5y = - 11

4) 2x - 6y = - 24 and x = 5y - 22

Solve the following systems by elimination

5) - 4x - 2y = -2 and 4x + 8y = - 24

6) x - y = 11 and 2x + y = 19

A
Learning Task 4. Solve the problem
involving systems of linear equations in
two variables.

1. Your mother bought 20 kilos of

mangoes and atis combined. Mango
is P 60.00 per kilo and atis is P
40.00 per kilo. If she paid P 1000.00
for 20 kilos, how many kilos of each
kind mother bought?

(a) If x is number of kilos of mango

and number of kilos of atis, then the
equation is:
___________________________

(b) Equation for the Cost of fruits ________________________

(c) The system of equations

are __________________ and

___________ (d) Solve by any

method.

(e ) Check if your result will satisfy the problem.

PIVOT 4A CALABARZON

37
Answer Key
4. 90 sq. units 2)(x+1) - 5. 5x(x 2x+4) -2 3. 3((x + 2)
(x

3. l = 3, w = 3 = 3x + 9) 2 3)(x – 4. 4. (5x + 2)(x + 6)

(x

7 or 3 – 2. 3. 3(x + 5)(x+ 5) 10 - 3. 4 5)(x + 1) - 3. 3(6x

or

y + 36xy = 12xy(2x+3) 8) – 2. (2x + 1)(x 2. 0 or 5 4)(x+1) - 2. 3(x

2 24x 1. Yes:
Suggestion:
5) – 1. (x + 5)(x 1. 0 or 9 3) – 1. (x + 6)(x

Learning Task 5 Learning Task 4 Task 3 Learning Task 2

Learning

WEEK 1

3.
 4. B 2. a 4. 1- m

3. 1. 2m 3. 4(x + 1)

2.

B 3 – 2. x

1. A. All are rational 1. b

Learning Task 4 Learning Task 3 Learning Task 2 Learning Task 1

WEEK 2

6.
5.
5.

4. 4.

2. 8 4. 4. 5

3.

3. 2) – 3. 2(y

2. 2. 1 2.
1.

1.

1. P = 12(3x + 4) 1.

Learning Task 5 Learning Task Learning Task 3 Learning Task 2 Lea

4

WEEK 3

PIVOT 4A CALABARZON

38
B. Answer may vary (1,i) 4 m = undefined
4m=0
3m=

3m=
0 -2m=
(5,0)
B. 1 1 (1,1)
2. (3,1) B. 1 m =
ax

(5, 0) and (3,1)

. 1. Possible answer A
13) - (8, 13 - 8

7) - (5, 7- 5

1) - (2. 1- 2

(0,3) 3 0
 (x,y) y x

A.

A.

Learning Task 4 Learning Task 3 Learning Task 2

WEEK 4

(0,5) 2x + 3y = 6 - 6.

(1,7)
5. x + y = 7

3- 3x + y = - B. 4
3. y =

2. y =

b 45 cm
A. 1 y =

1. a y = 2x + 5

Learning Task 4. Learning Task 2

WEEK 5

References
Rico Ruallo, Louie M. Lozada, Christine anne M. Prepuse, Andrea E.
Lopez,
Sharp Math 8, K to 12 edition. Published by The Bookmark, Inc. Makati
City,
Philippines, 2016 pp. 38-47
Orlando A. Oronce, Marilyn O. Mendoza, E-Math 8,

Revised edition. Published by Rex Book store Inc. Sam-

paloc, Manila, Philippines,2019 pp. 77-86 URL

sources:
https://www.youtube.com/watch?v=mEs3VUqmPGc
https://www.ipracticemath.com/learn/integer/subtracting-integers
https://www.onlinemathlearning.com/subtracting-rational-
expressions-help.html
https://www.onlinemathlearning.com/multiplying-rational-
expressions-help.html
https://sites.google.com/site/algebra2polynomialfuncti
ons/home/9-solving-equations-using-factoring
https://cpb-us-

e1.wpmucdn.com/cobblearning.net/dist/5/1342/files/201

6/08/factoring-and-distributive
hard-1jfr5rz.pdf
https://www.onlinemathlearning.com/polynomial-
equation-word-problem.html
Internet Websites For Information
https://themathlab.com
https:// chilimath.com
https:// dummies.com
oxford dictionary (www.google.com)
https://www.merriam-webster.com/dictionary/reciprocal
https://www.onlinemathlearning.com/dividing-rational-expressions-
help.html
8 Mathematics Learner’s Module
@Mathgiraffe.com
PIVOT 4A CALABARZON

39

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address:

Gate 2

Karangalan

Village, Cainta

Rizal Landline:

02-8682-5773

local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph