Q1 - Wk-6 - Math8 - Q1 - Mod 10-12

8
Mathematics 8
Quarter 1 – Week 6
Mathematics – Grade 8
Alternative Delivery Mode

Quarter 1 – Module 10 – Forms of Linear Equations in Two Variables
First Edition 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Alexandra H. Minon
Editor: Luningning R.Tayamora Judy Ann G. Gallo
Rene V. Salgado Katherine A. Matarlo

Reviewers/Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS
Illustrator: All Writers
Layout Artist: All Writers
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator
2
8
Mathematics
Quarter 1 – Module 10:
Forms of Linear Equations in Two
Variables - Week 6
Learning Code M8AL-If-1
3
GRADE 8
Learning Module for Junior High School Mathematics
MODULE WRITING LINEAR EQUATION 𝒂𝒙 + 𝒃𝒚 = 𝒄 in the form 𝒚 = 𝒎𝒙 + 𝒃

10 and VICE VERSA
In the previous lessons, you have learned about the rectangular coordinate system
and its uses and illustrating linear equations in two variables. In this module, you
will again learn to graph a linear equation using the slope.
WHAT I NEED TO KNOW
LEARNING COMPETENCIES
The learners will be able to:
• writes the linear equation ax + by = c in the form y = mx + b and vice versa
WHAT I KNOW
Multiple Choice: Let’s see how much knowledge about the lesson you already have.
Encircle your answer.
I. Find the slope of each line.
1.
2. 3.
A. 1 C. 3 A. 1 C. undefined A. 0 D. -1 C. 1
B. 10/3 D. 3/10 B. 0 D. 2 B. undefined D. -1
II. Find the slope of the line through each pair of points.
1. (16,1) , (17,7) a. undefined b. 4 c. 6 d. 5
2. (2,8) , (7, 8) a. 4 b. undefined c. 1 d. 0
3. (-16,7) , (-15,17) a. -1 b. 10 c. undefined d. -10
4. (-11,15),(-11,6) a. 0 b. 1 c. undefined d. -1
III. Find the slope of each equation.
1. y+3=x 2. y = 5x 3. 6 – 2y = -x 4. -5 – y= -3x
a. undefined a. 5 a. 1/3 a. 3
b. 0 b. 0 b. 3 b. 1/3
c. 1 c. 1 c. 2 c. -3
4
GRADE 8
d.-1 d. undefined d. 1/2 d. -1/3
IV. Find the equation of the line that has a given slope and y- intercept.
1. m=2 and b=7 2. m=10 and b=-3 3. m=-5 and b=-10 4. m=6 and b=6
a. y=2x - 7 a. y= 10x + 3 a. y=-5x +10 a. y=6x - 6
b. y=-2x + 7 b. y= 10x - 3 b. y= 5x -10 b. y=-6x + 6
c. y=-2x - 7 c. y= -10x - 3 c. y=-5x -10 c. y=6x + 6
d. y=2x + 7 d. y= -10x + 3 d. y= 5x +10 d. y=-6x - 6
*** If you got an honest 15 points (perfect score), you may skip this module.
WHAT’S IN
Before we precede let us have our first activity by applying slope in real life
situation.
Activity 1: Reality Check.
1. Explain how to find the slope, y-intercept, and

xintercept of the line shown.
2. Describe a real-life situation that uses a
negative slope.
3. In a real-life situation, what does the slope of
a line represent?
Are you aware about the alarming situation of one of our

WHAT’S NEW country’s natural treasure? Read the selection below to
know more:
LETS EXERCISE
Exercise refers to any body movement that improves or maintains physical and
overall health and wellness of a person. There are several forms of exercise such
as walking, running, jogging, swimming and dancing to name a few. However,
in choosing which type of exercise best suits you, you have to consider
different factors like age, health condition, interest, schedule and resources.
Do you know that regular exercise has been shown to have many health
benefits, both physically and mentally? First, it helps increase one’s energy level.
This is because the blood circulation is improved then our muscles get enough
supply energy of oxygen and nutrients. Second, doing exercise decreases stress
level and brightens up our mood. Every time our body gets active, endorphin is
pg. 5
GRADE 8
stimulated and released which helps us relax and produce positive feelings.
Lastly, it improves our thinking skills and memory because of the good flow of
blood and oxygen level to our brains.
EXAMPLE: As part of his morning routine, Isaac runs at an average rate of

7 mi/h then walks back at an average rate of 3 mi/h.
Let x = time running
y = time walking
WHAT IS IT
1. What is exercise?
_________________________________________________________________________________
_
2. Give the health benefits of doing regular exercise.

_________________________________________________________________________________
_
3. Enumerate the factors to be considered in choosing exercise?

_________________________________________________________________________________
_ 4. Write an equation in standard form to relate the time Isaac could spend
running and walking if he travels a total distance of 14 miles. (use Distance =
speed x time)
_________________________________________________________________________________
_
5. From number 4, convert your answer into the slope-intercept form of the
equation of the line.
_________________________________________________________________________________
_
pg. 6
GRADE 8
Slope of a line – refers to its
steepness. The ratio of
vertical distance between
two points and horizontal
distance between the
same two points.
In figure 1, AB passes
through points A (0,b) and Figure 1
B(x,y). Notice that b is the y-
𝑦−𝑏
m=𝑥−0
𝑦−𝑏 m= Use the definition of
𝑥 slope. AB passes
through (x, y) and (0,
mx= y – b
b), so that x2 = x,
y= mx + b x1 = 0, y2 = y, and
y1 = b. Solve for y.
intercept of AB. Suppose
you want to find an
equation for AB. Let m
represent the slope of the
line.
SLOPE-INTERCEPT FORM OF A The slope-intercept form of the equation

LINEAR EQUATION of a line is y = mx + b, where m is the
slope and b is the y-intercept.
Let (x,y) and (x 1,y1) be points on

Derivation of point- 𝑦−𝑦1
slope form
line AB. Then the slope, m is .
𝑥−𝑥1
Therefore, m(x-x1) = y – y1
Suppose you are given the slope and y-intercept of a line. You can find an
equation of the line by substituting these values into the slope-intercept form
of the equation. For example, if the slope of a line is − and its y-intercept is
14, an equation of the line is y = − x + 14. The standard form of this equation
is 2x + 3y = 42.
pg. 7
GRADE 8
Recall that the standard form of the equation of a line is Ax + By = C.
If B ≠ 0, the slope and y-intercept can be found by changing the
equation to slope-intercept form.
EXAMPLES:
1. Find the slope-intercept form and the standard form of the equation of the
line that has a slope of and passes through (6, 7)
First, substitute the slope and coordinates of the point into the slope
intercept form and solve for b.
y = mx + b
7 = ( )(6) + b → Substitute 7 for y, for m, and 6 for x.
7=4+b
3=b
Write the equation in slope – intercept form. (y =mx+ b)

y= x + 3 → Substitute for m and 3 for b.
To get the standard form, we should arrange it in the form of

Ax + By = C.
y= x+3
-3 = x –y → Standard form Ax + By = C
3(-3 = x –y )3 → Multiply both sides by 3
-9 = 2x – 3y
2x – 3y = 9 → Standard form Ax + By = C
pg. 8
GRADE 8
2. Find the slope – intercept form of the equation of a line passing through (-
2,5) , and (3, 0)
First, use the two given points to find the slope of the line
m=
m= -1 → Remember that m represents the slope of the line Next, substitute the slope
of the coordinates of one point in the slope intercept form and solve the equation for b.
y = mx + b → Using the point (3,0) would yield the same result

5 = (-1) (-2) + b
3=b
The slope-intercept form of the equation of the line is y = -x + 3. To

get the standard form, arrange it in Ax + By = C
y = -x +3
x+y=3
The standard form of the equation of the line is x + y = 3.
3. Find the slope and y-intercept of a line with equation in standard form.
Recall that the standard form of the equation of a line is Ax + By = C. If B ≠ 0,

the slope and y-intercept can be found by changing the equation to slope- intercept
form.
Ax + By = C By = -
Ax + C
y =- 𝑨 x+ 𝑪 → The slope - 𝐴 and the y – intercept is 𝐶, for B ≠ 0
𝑩 𝑩 𝐵 𝐵
4. Rewrite the equation 3x – 5y = 10 in the form y = mx + b. Determine its slope

and y- intercept.
3x – 5y = 10 → Given
3x – 5y + (-3x) = 10 + (-3x) → Addition Property of Equality
-5y = -3x + 10 → Simplify
- (-5y) = - (-3x + 10) → Multiplication Property of Equality
y = x–2 → Simplify
pg. 9
GRADE 8
The slope is and the y= intercept is -2.
5. Rewrite the equation y = x + 3 in the form Ax + By = C.
y = x+3 → Given
2(y) = 2 ( x + 3) → Multiplication Property of Equality

2y = x + 6 → Simplify
2y + (-x) = x + 6 + (-x) → Addition Property of Equality
-x + 2y = 6 → Simplify
(-1) (-x + 2y ) = (-1)(6) → Multiplication Property of Equality x – 2y = -6 → Simplify
WHAT’S MORE
Let’s begin your individual activities. Are you ready?
pg. 10
GRADE 8
Now that you could rewrite slope-intercept to standard form. Let us have standard form
to slope-intercept form.
Activity 3: Two Truths and a Lie
Find the lie, Find the lie,

given: given:
10x + 5y = 20 -7x + 14y = 7
a. m = -2 a. m = 2
b. b = 4 b. b = 2
c. y= -2x + 4 c. y= -2x + 2
d.

given: given:
x + 4y = 32 -6x – 3y = 15
a. m=¼ a. m = -2
b. b=8 b. b = 5
c. y=1/4x+8 c. y= -2x -5

given: given:
8x - 4y = 16 10x + 5y = 20
a. m=2 a. m = -2
b. b = -4 b. b = 4
c. y= - ½ x + 4 c. y= -2x + 4

given: given:
x–y=3 -8x + 4y = 24
a. m=1 a. m = ¼
b. b=3 b. b = -6
c. y= -x + 3 c. y= ¼ x + 6
pg. 11
GRADE 8
Great job! It’s time for you to do the math. Can you solve the puzzle?
Activity 4: Finish Line
Color the arrow that satisfy your answer and make it to the finish line.
WHAT I HAVE LEARNED
The slope of a line gives the ratio of the vertical change to the
horizontal change when going from one point to another on the
line.The vertical change is also called rise, while the horizontal
change refers to run.
𝒓𝒊𝒔𝒆
𝑺𝒍𝒐𝒑𝒆(𝒎) =
𝒓𝒖𝒏
The Standard form of equation of a line: Ax +By = C

The Slope- Intercept form : y= mx + b
pg. 12
GRADE 8
WHAT I CAN DO
A. Write the slope-intercept form of the equation of each equation of a line
1. 3x – 2y = -16
2. 13x – 11y =-12
3. 9x – 7y = -7
4. x – 3y = 6
5. 6x + 5y = -15
B. Write the standard form of the following slope intercept form.
1. y= - x–4
2. y = - x +
3. y= 3x – 9
4. y= x+
5. y= - x -
ASSESSMENT
A. Multiple Choice. Identify the choice that best completes the statement or answers
the question.
1. Which equation is in Slope Intercept Form?
a. y=mx+b c. Ax+By=C
b. y=⅓x + 10y d. 5x + 10x = 100
2. What is the slope intercept form of the equation 4x - 8y = 72
a. y = -4x + 72 c. y = -4x - 9
b. y = 1/2x - 9 d. y = 4x + 9
3. What is the slope in the equation y=2x + 3?
a. 2 c. 3
b. 5 d. cannot be determined
4. What is the y-intercept in the equation y= -2x + 5
a. -2 c. 3
b. 5 d. cannot be determined
pg. 13
GRADE 8
5. In the equation y=mx+b, what does the m represent?
a. slope c. y- intercept
b. linear d. point – slope
A y=-x + 5 B y=-x - 5 C y=x + 5 D

6 x + y =5 y=x - 5
A y= 2x -3 B y= -2x C y= -2x - D y= 2x
7 2x + y = -3 +3 3 +3
A y= -x - 4 B y= x + 4 C y= -x + D
8 x–y=4 4 y= x - 4
B y= x + 3
A y= 𝑥+3 C y = 𝑥-3 D y= x +
9 x – 3y = 9
Ay= 𝑥-6 B y =- C y =- 𝑥- Dy=

10 x + 5y = 30
𝑥+6 6 𝑥+6
A B 2x + y =- C D
11 y = -2x - 9 2x + y = 9 9 -2x + y =- 9 2x - y =- 9
A B C D
12 -11x + 10y = -10 11x + 10y = -10 11x - 10y = -10 11x + 10y = 10
y= − x–1
A B C D
13 7x + 4y = 7 7x + 4y = -7 -7x + 4y = 7 -7x - 4y = 7
y= x-
A B 7x – 12y= C 7x – 12y= D 7x + 12y=

14 -7x – 12y=-9 9 -9 9
y= x+
A B C D
15 8x - 5y = -12 8x + 5y = 12 -8x + 5y = -12 8x + 5y = -12
y=- x-
pg. 14
GRADE 8
E-Search
 https://4.files.edl.io/a0fd/01/28/19/204434-d8ebc0a1-4da1-46fba541-
205acdb14a44.pdf
 https://www.bellevernonarea.net/cms/lib/PA01001262/Centricity/d
omain/546/algebra%201/chapter%205/Slope%20and%20Slope%20I
ntercept%20Form%20Practice.pdf
 file:///C:/Users/Arthur/Desktop/lexie/module%20grade%208/linear
_equations_convert_slope-intercept_to_standard_001.pdf
 https://www.teacherspayteachers.com/Product/Linear-EquationForms-
Two-Truths-and-a-Lie-Slope-Intercept-and-Standard-Form4389384
 https://images.app.goo.gl/2L6N57Tg9phckQtU9
 https://chessmuseum.org/50-slope-intercept-form-
worksheet/slopeintercept-form-worksheet-lovely-converting-standard-
form-to-slopeintercept-form-maze-2/
 https://www.sd43.bc.ca/Resources/ParentResources/math/10/Docu
ments/slope-intercept-form-worksheet.pdf
REFERENCES
E-math Geometry by Oronce and Mendoza pp. 478-481

Algebra Metric Edition by Addison Wesley pp. 312- 315
Learner’s Module in Mathematics 8, pp. 183-185, DepEd
R. Crisostomo, Our World of Math 8, pp. 129 – 131, VIBAL Pub. House
Walpole R. (2015) Geometry Common Core Pearson Education, Asia
pg. 15
GRADE 8
8
Mathematics
Graph of a Linear Equation in
Two Variables
Week 6
Learning Code M8al -If-2
pg. 16
GRADE 8
MODULE 11 GRAPH OF A LINEAR EQUATION
In the previous lesson, you learned linear equation in the form Ax + By = C in writing
it in the form y = mx + b and in vice versa, find the slope of a line given two points on
the line, in the form of y = mx + b and using the graph. You will apply what you have
learned in finding the x and y - intercepts. In this module, you will learn how to
graph a linear equation given (a) any two points; (b) the x and y – intercepts; (c) the
slope and a point on the line.
WHAT I NEED TO KNOW

• Graphs a linear equation given (a) two points (b) the x and
- intercepts.
y
• Graphs a linear equation given the slope and a point on the line.
WHAT I KNOW
Let’s see how much knowledge about the lesson you already have. Answer or solve all
items below:
1. Find the x-intercept and y-intercept for 3x - 2y = 5.

a) (2, 0) , (0, 7 ) c) ( , 0) , (0, )
b) (− , 0) , (0, ) d) ( , 0) , (0, , − )
2. What is the x-intercept and y-intercept of the line shown

in the graph at the right?
a) x-intercept is 2 and y-intercept is 4
b) x-intercept is 2 and y-intercept is -4
c) x-intercept is 4 and y-intercept is 2
d) x-intercept is -4 and y-intercept is 2
3. Which equation has x-intercept of 9 and y-intercept of -6?

a) 2x + 3y = -18 c) 2x + 3y = 18
b) 2x – 3y = -18 d) 2x – 3y = 18
4. What is the equation of the line shown in the graph at the

right?
a) 10x + 15y = 30 c) 15x + 10y = 30
b) 10x - 15y = 30 d) 15x - 10y = 30
pg. 17
GRADE 8
5. What is the equation of the line passing through the points (0, -2) and (4, 0)?
a) 4x - 2y = 8 c) 2x + 4y = -8
b) 4x - 2y = -8 d) 2x - 4y = 8
6. Find the slope (m) and y-intercept (b) for y = 4x - 8.

a) m = 4, b = 8 c) m = -4, b = 8
b) m = 4, b = -8 d) m = -4, b = -8
7. What is the slope of the line shown in the graph at the right?
a) 𝑚 = c) 𝑚 =
b) 𝑚 = − d) 𝑚 = −
8. What is the equation of the line shown in the graph at the

right?
a) 𝑦 = 𝑥 + 3 c) 𝑦 = 𝑥 + 3
b) 𝑦 = − 𝑥 + 3 d) 𝑦 = − 𝑥 + 3
9. What is the slope of the line passing through the points (0,-1) and (2,3)?
a) m = 2 c) 𝑚 = −
b) m = -2 d) 𝑚 =
10. Which equation has a slope of -2 and a y-intercept of 5?

a) y = 2x + 5 b) y = -2x + 5 c) y = 5x - 2 d) y = 5x + 2
Determine if the ordered pair is a solution to the linear equation.

11. x – y = 3
a) (3, 0) b) (-6, 1) c) (1, − ) d) (0, -3)
12. 2x – 3y = 9
a) (3, 0) b) (-6, 1) c) (1, − ) d) (0, -3)
13. -5x – 2y = 6
a) (0, 3) b) (− , 0) c) (-2, 2) d) (3, − )
14. 𝑥 = 𝑦 + 1
a) (-1, 0) b) (2, 3) c) (-6, 1) d) (1, 3)
15. y = 𝑥−4
a) (0, -4) b) (2, -7) c) (-4, 2) d) (3, -2)
*** If you got an honest 15 points (perfect score), you may skip this module.
pg. 18
GRADE 8
WHAT’S IN
We said that the graph of a linear equation is a straight line. The
graph can be illustrated using any of the following:
- Any two points
- Slope and y-intercepts
- x and y intercepts
Let’s us recall some topic that will help us to graph a linear equation in two variables
Activity 1: REMEMBER ME!

A. Determine the x and y – intercept of the given equations.
x – intercept y - intercept
1. 4x – 3y = -12 A( , ) B( , )
2. x + 5y = 10 C( , ) D( , )
3. –x – 4y = 8 E( , ) F( , )
B. Change the following equation in slope-intercept form(y = mx + b).

1. 4x – 3y = -12
2. x + 5y = 10
3. –x – 4y = 8
C. Determine the slope and y-intercepts in the answer in Letter B.

1.
2.
3.
WHAT’S NEW
How deadly is the corona virus, when will it stop? Read the selection to know more
about the virus:
Corona virus disease (COVID-19) is an infectious disease caused by a newly

discovered coronavirus.
Most people infected with the COVID – 19 virus will experience mild to moderate
respiratory illness and recover without requiring special treatment. Older people, and
those with underlying medical problems like cardiovascular disease, diabetes,
chronic respiratory disease, and cancer are more likely to develop serious illness.
The best way to prevent and show down transmission is be well informed about the
COVID – 19 virus, the disease it causes and how it spreads. Protect yourself and
others from infection by washing your hands or using an alcohol-
based rub frequently and not touching your face.
The COVID-19 virus spreads primarily through droplets of saliva or discharge from
the nose when a n infected persons coughs or sneezes, so it’s important that you also
practice respiratory etiquette (for example, by coughing into a flexed elbow).
At this time, there are no specific vaccines or treatments for COVID-19. However, there
are many ongoing clinical trials evaluating potentials treatments.
pg. 19
GRADE 8
WHAT IS IT
Let’s analyze what you have read:
1. What is the selection all about?

______________________________________________________________
2. Why do you think there is still an increase in number of confirmed cases in the
Philippines?
______________________________________________________________
3. What can you contribute to lessen the number confirmed case as an individual?
______________________________________________________________
1. Graph of a linear equation using any two points

It takes only 2 points to draw a graph of a straight line. In other words,
if we can find two points that satisfies the equation of the line, then the line can be
accurately drawn. Graphing linear equations is really that simple. First plot the
beginning, then make the move, and finally connect the dots. The reason we have
equations of lines is so that we can determine two
things: the steepness and direction.
Example:
Draw the graph of y – 2x = 1
First, assign any value of x to find the value of y to
have your first point.
Let x = 0; then substitute y – 2(0) = 1
y=1
The point (0, 1) satisfies the equation
Second, assign another value of x to find the value of y to

have your second point.
Let x = 2, then substitute y – 2(2) = 1
y–4=1
y=5
The point (2, 5) also satisfies the equation. Use these two points
In drawing the graph of the equation. We should remember that two points
determine a line.
pg. 20
GRADE 8
2. Graph of a linear equation using slope and y-intercept

Linear equations often appear in the form y = mx + b. In this
form, m is the slope of the line and b is the y-intercept (where the line crosses
the y-axis.), thus its name "Slope - Intercept Form".
In the equation y = mx + b, the slope is represented by m and the y – intercept

by b. draw the graph of - x + 3y = 9 using the slope and y – intercept.
Change the equation into slope-intercept form (y = mx + b).
Example:
- x + 3y = 9
3y = x + 9
3y/3 = x/3 + 9/3 y = x/3 + 3
m = 1/3 and b = 3 (0,3)
3. Graph of a linear equation using x and y –

intercept
The intercepts of a line are the points where the line intercepts, or crosses, the
horizontal and vertical axes. To help you remember what “intercept” means,
think about the word “intersect.” The two words sound alike and, in this case,
mean the same thing.
The straight line on the graph below intercepts the two coordinate axes.
The point where the line crosses the x-axis is called the x-intercept. The y-
intercept is the point where the line crosses the y-axis.
Example:
Using the x and y – intercepts:
pg. 21
GRADE 8
Draw the graph of 4x – 3y = -12 using the x and the y
– intercepts. Solving for the x and y – intercept:
First, let y = 0, then substitute 4x – 3(0) = -12

4x = -12
x = -3 (-3, 0)
Second, let x = 0, then substitute 4(0) – 3y = -12
-3y = -12
y = 4 (0, 4)
Locate the points (-3, 0) and (0, 4) on the Cartesian
plane and connect the points.
WHAT’S MORE
Let’s begin your individual activities. Are you ready?
Activity 2:
Plot the points and graph the line. 2. 2x – 8 = 4y

1. 3x – y = 1
4. 𝑦 = ½ 𝑥 + 2
3. y = 2x + 1
pg. 22
GRADE 8
Now that you can draw a graph of a linear equation using any two points.
Now, draw a graph using slope and y-intercept. Let’s do this!
Activity 3:
Sketch each line and find the slope (m) and the y-intercept (b)
1. Equation: y = - x + 1
2. equation: y= - 2x + 2
Slope (m) = ____________
Slope (m) = ____________
y- intercept (b) = ________
y- intercept (b) = ________
3
2
1
3 . Equation: y= 3 𝑥 + 3
Slope (m) = _____ 4. equation: y = 3/2 𝑥 − 3
y - intercept (b) = ______ Slope (m) = _________
y-intercept (b) = _____
pg. 23
GRADE 8
Now that you could also graph a linear equation using slope and y -
intercept. Now, let’s see if you can still answer the next activity. Let’s go!
Activity 4:
Sketch each line and find the x-intercept (a) and the y-intercept (b)
1. Equation: 6x – 10y = 30 2. Equation: y = -2x + 4
x-intercept (a) = x-intercept (a) =

y-intercept (b) = y-intercept (b) =
3. Equation: 3x + 5y =15
x-intercept (a) =
y-intercept (b) = 4. Equation: y = 2x - 2
x-intercept (a) =
y-intercept (b) =
Great job! It’s time for you to do the math.
pg. 24
GRADE 8
WHAT I HAVE LEARNED
The graph of a linear equation can be illustrated using:

a) any two points on the Cartesian
plane.
b) slope and y– intercept.
c) x and y– intercept.
WHAT I CAN DO
Complete the table. Then graph the line define by the points.
1. 3x - 2y = 4 2. 4x + 3y = 12
Solve for x and y – intercepts then sketch the graph.
x-intercept (a) y-intercept (b)

3- 4. 2x - y = 4
5 -6. x + 5y = 1
ASSESSMENT
Let’s see how much you learn about the lesson. Answer the all items below:
1. Find the x-intercept and y-intercept for 3x + 2y = 5.
a) (2, 0) , (0, 7 ) c) ( , 0) , (0, )
b) (− , 0) , (0, ) d) ( , 0) , (0, , − )
2. What is the x-intercept and y-intercept of the line

shown in the graph at the right?
a) x-intercept is 2 and y-intercept is 4
b) x-intercept is 2 and y-intercept is -4
c) x-intercept is 4 and y-intercept is 2
d) x-intercept is -4 and y-intercept is 2
3. Which equation has x-intercept of 9 and y-intercept of 6?
pg. 25
GRADE 8
a) 2x + 3y = -18 b) 2x – 3y = -18
c) 2x + 3y = 18 d) 2x – 3y = 18
4. What is the equation of the line shown in the graph at the below?
a) 10x + 15y = 30 c) 15x + 10y = 30
b) 10x - 15y = 30 d) 15x - 10y = 30
5. What is the equation of the line passing through the points (0, 2) and (4, 0)?
a) 4x - 2y = 8 c) 2x + 4y = -8
b) 4x - 2y = -8 d) 2x - 4y = 8
6. Find the slope (m) and y-intercept (b) for y = 4x - 8.

a) m = 4, b = 8 c) m = -4, b = 8
b) m = 4, b = -8 d) m = -4, b = -8
7. What is the slope of the line shown in the graph at the

right?
a) 𝑚= c) 𝑚 = 2/3
b) 𝑚=− d) 𝑚 = − 2/3
8. What is the equation of the line shown in the graph at the right?
a) 𝑦 = 𝑥 + 3 c) 𝑦 = 3/2 𝑥 + 3
b) 𝑦 = − 𝑥 + 3 d) 𝑦 = −3/2 𝑥 + 3
9. What is the slope of the line passing through the points (0,-1) and (2,3)?
a) m = 2 b) m = -2 c) 𝑚 = − ½ d). 𝑚= ½
10. Which equation has a slope of -2 and a y-intercept of 5?
a) y = 2x + 5 b) y = -2x + 5 c) y = 5x -2 d) y = 5x + 2
Determine if the ordered pair is a solution to the linear equation.

11. x – y = -7
a) (3, 0) b) (-6, 1) c) (1, − ) d) (0, -3)
12. 2x – 3y = 6
a) (3, 0) b) (-6, 1) c) (1, − ) d) (0, -3)
13. -5x – 2y = - 6
pg. 26
GRADE 8
a) (0, 3) b) (− , 0) c) (-2, 2) d) (3, − )
14. 𝑥 = 3𝑦 + 1
a) (-1, 0) b) (2, 3) c) (4, 1) d) (1, 3)
15. y = 2𝑥 − 4
a) (0, -4) b) (2, -7) c) (-4, 2) d) (3, 2)
ADDITIONAL ACTIVITIES
Find slope and y – intercept then sketch the graph
1 - 2. Equation: y = 3x + 2
Slope (m) = ___________________
y-intercept (b) = _________________
3 - 4. Equation: y = 4x – 4
Slope (m) =
y-intercept (b) = ___________________
E -Search
https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8thsystems-
topic/cc-8th-systems-graphically/v/solving-linear-systems-bygraphing
pg. 27
GRADE 8
https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8thsystems-
topic/cc-8th-systemsgraphically/e/graphing_systems_of_equations
REFERENCES
J. Dionio, Hands-On Mathematics 8, St. Jude Thaddeus Pub.

A. Pascasio, Math Ideas and Life Applications 8, ABIVA Pub. House
ISA-JECHO Publishing, Inc. Philippines
PISA-Based Worksheet
DRAIN THE TANK
Ben works as a janitor at an aquarium shop. His work starts at
9:00 o’clock in the morning and ends at 4:00 in the afternoon. One day,
Ben was asked to clean a 150-gallon reef tank.To accomplish the task,
he has to do the following steps. First, drain the tank. Next,put a hose
into the tank. Lastly, start a siphon.
He wondered if the tank will finish draining before he leaves work.
So, he measured the amount of water that is draining out and discovered
that 12.5 gallons of water drain out in 30 minutes. So, he figured that
the rate is 25 gallons per hour.
For him to be able to see when the tank will be empty, Ben made
a table that is shown below.
x 0 1 2 3 4 5 6
y 150 125 100 75 50 25 0
Note: x represents time in hours

yrepresents amount of water in gallons
pg. 28
GRADE 8
Let’s Analyze:
1. What are the steps to follow in cleaning aquarium tanks? ___________

__________________________________________________________________ 2. From
the table of values, after how many hours will the tank gets drained?
_________________________________________________________
3. Do you think Ben will be able to clean the tank before he leaves work?
Explain your answer. ______________________________________________
1. Based on the table, find the x- and y-intercepts. ________________________
Graph using x- and y- intercepts. _____________________________________
pg. 29
GRADE 8
8
Mathematics
Describing the Graph of a Linear
Equation in Terms of its
Intercepts and Slope
Week 6
Learning Code M8al-If-3
pg. 30
GRADE 8
MODULE DESCRIBING THE GRAPH OF A LINEAR EQUATION IN

12 TERMS OF ITS INTERCEPTS AND SLOPE
In the previous lessons, you have learned how to graph a linear equation given
(a) any two points; (b) the x – and y – intercepts; (c) the slope and a point on the line.
In this module, you will going to describe the graph of a linear equation in terms of
its intercepts and slope.
WHAT I NEED TO KNOW
• describes the graph of a linear equation in terms of its intercepts and slope
WHAT I KNOW
Let’s find out how much knowledge about the lesson you already have.
Choose the letter of the correct answer, to describe the graph of each linear
equation.
Which of the following describes the graph of the equation y = 3x + 4?
A. decreasing from left to right C. increasing from left to right
B. horizontal line D. vertical line
2. If the slope m of the equation is undefined, then the graph is
B. a horizontal line D. a vertical line
3. Which of the following slopes and intercepts shows that the graph is
increasing from left to right?
A. m = -4 ; (0, -3) C. m = 5 ; ( 0, 5)
B. m = 0 ; (0, 5) D. m = undefined ; (-3,0)
4. If the slope m is negative, then the graph is
5. If the slope m is positive, then the graph of linear equation is
6. As x increases in the equation 5x + y = 7, the value of y
A. increases. C. decreases.
pg. 31
GRADE 8
B. does not change. D. cannot be determined.
7. Which of the following describes the graph of the equation -y = 3x + 6?
A. the line falls to the right. C. the line rises to the right.
B. the graph is a horizontal line D. the graph is a vertical line
8. Describe the graph of linear equation given the slope is and the
yintercept is zero.
9. The graph of the given equation x = 10 is
10. If the slope is zero and the y-intercept is -11 of the given
equation, then the graph is
11. Which of the following equations shows the graph as decreasing
from left to right?
A. 2x – 6y = 8 C. 2y = 3x -2y + 3
B. 4x + y = 11 D. 2x + 2 = y + 2x
12. You are one of the trainers of a certain TV program on weight
loss. You notice that when the trainees run, the number of calories c
burned is a function of time t in minutes as indicated below:
T 1 2 3 4 5
C(t) 13 26 39 52 65
what best piece of advice could you give to the trainees to maximize
weight loss?
a. Spend more time for running and eat as much as you can.
b. Spend more time for running and eat nutritious foods.
c. Spend less time for running.
d. Sleep very late at night.
For items 13-15.

A survey of out-of-school youth in your barangay was conducted. From
year
2008 to 2012, the number of out-of-school youths was tallied and was
observed to increase at a constant rate as shown in the table below:
Year 2008 2009 2010 2011 2012
No. of out-of-School 30 37 44 51 58
youth, y
13.If the number of years after 2008 is represented by x, what

mathematical model can you make to represent the data above?
a. y = -7x + 30 b. y = 7x + 30 c. y = -7x + 23 d. y = 7x + 23
pg. 32
GRADE 8
14. If the pattern continues, can you predict the number of out-of-
school youths by year 2020?
a. Yes, the number of out-of-school youths by year 2020 is 107.
b. Yes, the number of out-of-school youths by year 2020 is 114.
c. No, because it is not stipulated in the problem.
d. No, because the data is insufficient.
15. The number of out-of-school youths has continued to increase.
If you are the SK Chairman, what would be the best action to
minimize the growing number of out-of-school youths?
a. Conduct a job fair.
b. Create a sports project.
c. Let them work in your barangay.
d. Encourage them to enrol in Alternative Learning System.
WHAT’S IN
Let us recall the concept of writing the equation ax +by = c in the form y =
mx + b.
Can you apply this concept to solve or answer the questions below?
Come, let’s see!
Activity 1: What’s the Big Word of Today’s World?

Match column B with column A by changing the equation ax + by = c in
the form y = mx + b. Write the letter on the line before the number to
reveal the big word of today’s world.
pg. 33
GRADE 8
Great Job! Using y = mx + b form of the given equation you can now
easily identify the slope and y-intercept. So ready for the next activity
Activity 2: Connect the Hearts!

Connect the heart with a line to match the slope and y-intercepts with its
linear equation.
1. x + y = 5 m = 1 ; b = -5
2. 2x + y = 9 m = -1 ; b = 5
1
3. 5x - 5y = 25 m= 3 ; b=2
5
4. 3x – 9y = -18 m = − 2; b = 3
5. 5x + 2y = 6 m = -2 ; b = 9
Awesome! It’s time to graph linear equation using the values of slope and y-
intercept. Get ready…
Activity 3: Graph it!

Given the slope and intercept graph the following in the same Cartesian
plane.
1. m = 1 ; b = -5 (using black pen to mark)
1
2. m = 3
; b=2 (using blue pen to mark)
3. m = -1 ; b = 5 (using red pen to mark)
pg. 34
GRADE 8
WHAT’S NEW
Are you aware about the alarming situation right now? Read the given
selection to know more:
CORONAVIRUS DISEASE (COVID – 19) IN THE PHILIPPINES
The ongoing pandemics of coronavirus disease 2019 (COVID- 19), a novel

infectious disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2),
spread to the Philippines on January 30, 2020, when the first case of the disease was
confirmed in Metro Manila. It involved a 38-year-old Chinese woman who was confined in the
San Lazaro Hospital in Manila. The second case was confirmed on February 2, that of a 44-
year-old Chinese man who died a day earlier, which was also the first confirmed death from
the disease outside mainland China.
The first case of someone without travel history abroad was confirmed on March 5, a
62-year-old male who frequented a Muslim prayer hall in San Juan, Metro Manila, raising
suspicions that a community transmission of COVID-19 is already underway in the
Philippines. The man’s wife was confirmed to have contracted COVID-19 on March 7, which
was also the first local transmission to be confirmed.
As of May 26, 2020 there have been 14669 confirmed cases of the disease in the
country. The Philippines has the third most number of cases in South Asia, 15th in Asia and 43rd
in the world.
As of May 16, at least one case has been confirmed in all of the country’s 17 regions,
while 21 out of 81 provinces of the country are still COVID-19 Free. Socio-economic status has
been associated with the significant reduction of COVID-19 cases across the 17 regions of the
country.
If you will going the show the representation graph of the number of Covid-19 patients
every month? Can you describe the graph base on the given situation?
https://en.m.wikipedia.org.
pg. 35
GRADE 8
WHAT IS IT
Let’s analyze what you have read:
1. What is the selection all about?
__________________________________________________________________
2. What word or words describe the current situation of the Philippines?
__________________________________________________________________
3. During the first two months experiencing this pandemic, If you will
going to graph the data of the number of Covid-19 patients how will
you describe it?
__________________________________________________________________
4. In what way can you help to reduce the increasing number of

COVID19 positive?
__________________________________________________________________
With regards to the problem posted related to COVID-19 in the

Philippine:
The value of the slope m tells the trend of the graph.

• If m is positive, then the graph is increasing from left to
right.
• If m is negative, then the graph is decreasing from left

to right.
pg. 36
GRADE 8
• If m is zero, then the graph is a horizontal line.
• If m is undefined, then the graph is a vertical line.
pg. 37
GRADE 8
Example 1:
1. Given the graph at the right find the following.
a. x- intercept
b. y- intercept
c. rise
d. run
e. slope
f. trend
Answers:
a. the x-intercept is 2
b. the y- intercept is -3
c. rise = 3
d. run = 2
e. m =
f. Since the slope m is positive, the graph is increasing from left to
right.
Example 2:
Decribe the graph of the linear equation y = -x + 5.
Solution
Identify the slope: m = -1
Since the slope m is negative, the graph of the equation y = -x + 5 is

decreasing from left to right.
Example 3:
Using the values of slope and intercept decribe the graph of the linear equation 2x
+ y = 9.
Solution:
Change the equation into y = mx + b form: 2x + y = 9  y = -2x + 9
Identify the slope: m = -2
Since the slope m is negative, the graph of the equation 2x + y = 9 is decreasing

from left to right.
Example 4:
What is the trend of the graph of the equation y = 4?
Solution:
Write the equation in y= mx + b form: y = 0x + 4
Identify the slope and y- intercept: m=0 ; b=4
pg. 38
GRADE 8
Since the slope m is zero, the graph of the equation y = 4 is horizontal line.
Example 5:
Given the equation x = -3, describe its graph.
Solution:
Since the slope m is undefined, then the graph of the equation x = -3 is a vertical
line.
Example 6:
Going back to the issue about the increasing number of COVID-19 patients,
assuming that the given data for the 4 consecutive weeks were gathered in one
particular barangay in Manila which was shown below:
Week 1 2 3 4
No. of Covid-19
2 5 8 11
Patients
What can you say about the given data?

Describe the graph of the given data.
Solution:
Since the number of covid-19 patients are increasing, this indicate the slope
value is positive, therefore the graph of the given data is increasing from left
to right.
pg. 39
GRADE 8
WHAT’S MORE
It’s time for your individual activities. Are you ready?
Activity 4: Increasing or
Decreasing?
Directions: Using the slope and intercept of each linear equation, identify whether the graph
is increasing or decreasing. Put the equation on its proper column.
The graph is increasing The graph is decreasing

from left to right from left to right
pg. 40
GRADE 8
Now that you could identify which of the graph is increasing or decreasing,
let’s see if you could also distinguish the graph of the equation as vertical line or
horizontal line. Let’s go!
Activity 5: Who are Horizontal who are Vertical?
Directions: Identify which of the lines is vertical or horizontal. Encircle the equation if its
graph is horizontal line and box it if the graph is a vertical line.
1. f(x) = 2x – 5 6. – y =
2. f(x) = -3x + 7 7. 7x – 0y – 10 = 0
3. f(x) = 6 8. f(x) = -8
4. f(x) = 𝑥 − 8 9. x = 8
5. f(x) = 𝑥 − 10. 2y + 1 = 0
WHAT I HAVE LEARNED
The value of the slope m tells the trend of the graph.

• If m is positive, then the graph is increasing from left to right.
• If m is negative, then the graph is decreasing from left to right.
• If m is zero, then the graph is a horizontal line.
• If m is undefined, then the graph is a vertical line
Great job! This time let us try to identify the trend of the graph
whether it is increasing, decreasing, horizontal or vertical.
pg. 41
GRADE 8
WHAT I CAN DO
Activity 6: Mix it Up!
Directions: Color the picture according to the guide.

Color Guide:
If the graph of the given equation is increasing, color the part with
YELLOW.
If the graph of the given equation is decreasing, color the part with
ORANGE.
If the graph of the given equation is a vertical line, then color the part
with BLUE.
If the graph of the given equation is a vertical line, then color the part
with GREEN.
y = 5x - 11 3x + y = -8
-y = 4x
4x - 3y = 15
4y = 3x + 4y + 6
x–4=0
2y + 4x = -12 – 2y
pg. 42
GRADE 8
ASSESSMENT
Directions: Encircle the letter of the correct answer.
1. If the slope m is positive, then the graph of linear equation is

2. Which of the following describes the graph of the equation y = -5x + 3?

B. the graph is a horizontal line D. the graph is a vertical line
3. If the slope m of the equation is undefined, then the graph is

4. As x increases in the equation 2x + y = 9, the value of y

5. Which of the following slopes and intercepts describe the graph as

increasing from left to right?
A. m = 4 ; (0, -3) C. m = -5 ; ( 0, 5)
B. m = 0 ; (0, 2) D. m = ; (-4,0)
6. If the slope m is negative, then the graph is

7. Which of the following linear equations shows the graph as decreasing

from left to right?
A. x – 7y = 8 C. 4y = 6x -4y + 12
B. 7x + y = 13 D. x+8 =y+ x
8. As x increases in the equation y = 2x - 9, the value of y

9. If the given equation has a slope of zero and the y-intercept is -6,
then the graph is
pg. 43
GRADE 8
10. Which of the following describes the graph of the equation -5y =
-10x + 15?
B. the graph is a horizontal line D. the graph is a vertical line For
item 11-12.
The amount y (in gallons) of gasoline remaining in a gas tank after
driving x hours is y = −2x + 12.
11. After how many hours are there 5 gallons left?

A. 2 hours C. 3 hours
B. 3 hours D. 6 hours
12. Describe the graph of the given word problem.

For items 13-15.

The percent y (in decimal form) of battery power remaining x hours
after you turn on a laptop computer is y = −0.2 x + 1.
13. How will you interpret the x- intercept of the given problem? A. The
x-intercept is 5. So, the battery lasts 5 hours.
B. The x-intercept is 1. So, the battery lasts 1 hours.
C. The x-intercept is 4. So, the battery lasts 4 hours.
D. The x-intercept is 2. So, the battery lasts 2 hours.
14. How will you interpret the y- intercept of the given problem?
A. The y-intercept is 1. So, the battery power is at 100% when you turn
on the laptop.
B. The y-intercept is 5. So, the battery power is at 50% when you turn on
the laptop.
C. The y-intercept is 2. So, the battery power is at 50% when you turn on
the laptop.
D. The y-intercept is 4. So, the battery power is at 75% when you turn on
the laptop
15. What is the trend of the graph of the given problem?

A. the line falls to the right. C. the line rises to the right. B. the
graph is a horizontal line D. the graph is a vertical line
pg. 44
GRADE 8
ADDITIONAL ACTIVITIES
Activity 7: My Story!
Directions: Create a story out of the graph of the linear equation below. In your
story, interpret the slope of the line, the y-intercept, and the x-intercept.
E-Search
 http://www.youtube.com/ watch?v=QIp3zMTTACE
 http://www.youtube.com/ watch?v=jd-ZRCsYaec
 http://www.youtube.com/wa tch?v=EbuRufY41pc&featur e=related
 link http:// www.youtube.com/ watch?v=f58Jkjypr_I which is a video
lesson for another example.
 https://study.com/academy/lesson/vertical-line-equation-
slopequiz.html
 https://www.youtube.com/watch?v=kdPWd_c3UXY
 mathwarehouse.com
 https://www.google.com/search?sxsrf=ALeKk02_Vdr5Yp_UgZSOlubib
sBlJ_a49A:1590534462598&source=univ&tbm=isch&q=geometric+flo
wer+design&sa=X&ved=2ahUKEwjmnpXN0tLpAhUnG6YKHZPnChgQ7
Al6BAgKEEs&biw=1366&bih=657#imgrc=MCRvDqIA1LEomM&imgdii
=JEercn38WBir0M
 https://www.math-only-math.com/worksheet-on-simultaneouslinear-
equations.html
 https://www.bigideasmath.com/protected/content/ipe_cc/grade%20
8/03/g8_03_04.pdf
REFERENCES
Charles, Randall I. et.al. Algebra 2. P. 79.
Mathematics Grade 8 Learner’s Module. 2015. pp. 171-172, 177-178.
pg. 45

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Published by the Department of Education

Development Team of the Module

Writers: Alexandra H. Minon

Editor: Luningning R.Tayamora Judy Ann G. Gallo

Rene V. Salgado Katherine A. Matarlo

MODULE WRITING LINEAR EQUATION 𝒂𝒙 + 𝒃𝒚 = 𝒄 in the form 𝒚 = 𝒎𝒙 + 𝒃

WHAT I NEED TO KNOW

Activity 1: Reality Check.

1. Explain how to find the slope, y-intercept, and

Are you aware about the alarming situation of one of our

EXAMPLE: As part of his morning routine, Isaac runs at an average rate of

2. Give the health benefits of doing regular exercise.

3. Enumerate the factors to be considered in choosing exercise?

SLOPE-INTERCEPT FORM OF A The slope-intercept form of the equation

Let (x,y) and (x 1,y1) be points on

If B ≠ 0, the slope and y-intercept can be found by changing the

equation to slope-intercept form.

Write the equation in slope – intercept form. (y =mx+ b)

To get the standard form, we should arrange it in the form of

2,5) , and (3, 0)

y = mx + b → Using the point (3,0) would yield the same result

The slope-intercept form of the equation of the line is y = -x + 3. To

The standard form of the equation of the line is x + y = 3.

Recall that the standard form of the equation of a line is Ax + By = C. If B ≠ 0,

4. Rewrite the equation 3x – 5y = 10 in the form y = mx + b. Determine its slope

- (-5y) = - (-3x + 10) → Multiplication Property of Equality

5. Rewrite the equation y = x + 3 in the form Ax + By = C.

2(y) = 2 ( x + 3) → Multiplication Property of Equality

Let’s begin your individual activities. Are you ready?

Activity 3: Two Truths and a Lie

Find the lie, Find the lie,

Find the lie, Find the lie,

Find the lie, Find the lie,

Find the lie, Find the lie,

Activity 4: Finish Line

WHAT I HAVE LEARNED

The Standard form of equation of a line: Ax +By = C

A. Write the slope-intercept form of the equation of each equation of a line

2. 13x – 11y =-12

A y=-x + 5 B y=-x - 5 C y=x + 5 D

Ay= 𝑥-6 B y =- C y =- 𝑥- Dy=

A B 7x – 12y= C 7x – 12y= D 7x + 12y=

E-math Geometry by Oronce and Mendoza pp. 478-481

MODULE 11 GRAPH OF A LINEAR EQUATION

WHAT I NEED TO KNOW

The learners will be able to:

1. Find the x-intercept and y-intercept for 3x - 2y = 5.

2. What is the x-intercept and y-intercept of the line shown

3. Which equation has x-intercept of 9 and y-intercept of -6?

4. What is the equation of the line shown in the graph at the

6. Find the slope (m) and y-intercept (b) for y = 4x - 8.

8. What is the equation of the line shown in the graph at the

10. Which equation has a slope of -2 and a y-intercept of 5?

Determine if the ordered pair is a solution to the linear equation.

Activity 1: REMEMBER ME!

B. Change the following equation in slope-intercept form(y = mx + b).

C. Determine the slope and y-intercepts in the answer in Letter B.