Math For Innovative Minds 8 For Students: Unit I Expressions and Equations

Math for Innovative Minds 8
for Students
Unit I Expressions and Equations
Chapter 1 Factoring Polynomials
Lesson 1 Factoring by the Greatest Common Factor
Math Online
Math Concepts
Factoring is the process of writing polynomials as a product of two or more numbers or
terms. Factoring polynomials can be done by identifying the greatest common factor and pulling
it out of the polynomial expression. This greatest common factor may be a monomial, binomial,
or even a polynomial.
Math Links
Math Link 1
The website https://www.purplemath.com/modules/simpfact.htm describes the process of
finding the greatest common factor of polynomials. It also discusses how to find the common
factors that are not monomial in form. In the third tab on Page 3, you will be shown how to
properly group polynomials (i.e., factoring by grouping) to get the common factor. Study
each of the examples and try factoring them out before reading the explanation to check if
your answer is correct.
Math Link 2
The link https://mcckc.edu/tutoring/docs/br/math/factoring/Factoring_Practice.pdf
provides various exercises that can help you practice factoring methods. It contains an
answer key to check your answers. Answer part II and XII only (for common monomial
factor and factoring by grouping), then check your seatmate’s work when you are done using
the answer key provided.
Math Link 3
The link
https://www.bbsd.com/cms/lib/PA01916419/Centricity/Domain/126/Algebra%20with%20Pi
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for Students
zzazz%20Factoring%20Out%20GCF.pdf presents a puzzle that can be solved by performing

factoring on the polynomials given. To practice factoring by the greatest common factor,
print only the first page of the worksheet and accomplish it with a partner.
Lesson 2 Factoring General Trinomials
Math Online
Math Concepts
Trinomials in the form x2 + Bx + C can be factored by identifying two integers a and b
such that ab = C and a + b = B. The coefficient of x is written as a + b and factoring by grouping
is performed. The factors of x2 + Bx + C come in the form (x + a)(x + b). On the other hand,
trinomials in the form Ax2 + Bx + C, where A ≠ 1 involve identifying two integers a and b such
that ab = AC and a + b = B. The coefficient of x is written as a + b and factoring by grouping is
performed.
Math Links
Math Link 1
The link
https://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_RESOU
RCE/U12_L2_T1_text_final.html provides a thorough discussion of factoring quadratic
trinomials in the form x2 + bx + c and ax2 + bx + c. It also presents examples for each case,
as well as when a < 0. Study the three examples of factoring for each kind of trinomial. Read
the factoring tips shared on the website and answer the multiple-choice questions to check
your understanding of the lesson.
Math Link 2
The website
https://www.mesacc.edu/~scotz47781/mat120/notes/factoring/trinomials/a_is_not_1/trinomia
ls_practice.html presents a 10-item set of trinomials that require factoring. Give the factored
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form of each of the trinomials on a sheet of paper. Then check how many of the 10 items you
got correctly. While most of these can be done by guess-and-check, detailed solution can be
checked by clicking on the hyperlink in the last column.
Math Link 3
The link https://www.classtools.net/arcade/201502_5J8BXj directs you to a set of games
about factoring quadratic trinomials. The goal of each game is to correctly identify the
factors of a trinomial and then choose the correct answer from the options by following the
mechanics of the game. The more trinomials factored correctly, the higher your score if
mechanics are followed properly.
Lesson 3 Factoring Special Products
Math Online
Math Concepts
This lesson discusses factoring techniques that involve special products (perfect square
trinomials, difference of two squares, and sum or difference of two cubes). When factoring using
special products, it is important to recognize the type of special product to know the appropriate
factoring techniques. Common factors must also be factored out first before applying techniques
on factoring special products.
Math Links
Math Link 1
The website
https://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut29_specfac
t.htm presents a thorough discussion of the various factoring techniques for special products:
perfect square trinomial, difference of two squares, and sum or difference of two cubes. It
also suggests a checklist to enumerate strategies to factor a polynomial completely. Examples
are illustrated to show how these techniques work. Study the examples and note the common
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mistakes committed when factoring polynomials. Then try out the practice problems at the
end of the page.
Math Link 2
The link
http://www.wallace.ccfaculty.org/book/6.5%20Factor%20Special%20Products.pdf directs to
a PDF of some lecture notes about factoring special products. Go to page 5 and answer all the
even numbered exercises. Then check your answers with the key provided on the next page.
For every incorrect answer, try the odd number that comes before the incorrectly answered
item. Submit your corrected work to your teacher.
Math Link 3
The link https://quizizz.com/admin/quiz/5ba7c96d547ecc0019d5fc37/factoring-special-
products directs you to a 25-point quiz on factoring special products. Click the “Play” button
and sign in using your e-mail address to access the game. Play the game against a classmate
and watch out for the Power Up bonus that you receive every time you get a correct answer.
Math Challenge
Rubric for Fencing Design Proposal
Criteria 5 3 1 Score
Accuracy All information Some information Most of the
presented in the presented in the information presented
proposal are proposal are in the proposal are
accurate. inaccurate. inaccurate.
Clarity The proposal is very Some parts of the The proposal is
easy to understand. proposal are difficult difficult to
to understand. understand.
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Organization The contents of the The contents of the The contents of the
proposal are proposal are complete proposal are
complete and but not logically incomplete and not
logically arranged. arranged. logically arranged.
Total
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for Students
Math Assess
The following are the goals for this chapter. Check the box if you were able to achieve
the goal.
¨ Factor completely different types of polynomials with a common monomial factor
¨ Factor completely different types of polynomials with a common binomial factor
¨ Factor completely by grouping
¨ Solve problems involving factors of polynomials
¨ Factor completely different types of polynomials (general quadratic trinomials)
¨ Factor general quadratic trinomials using algebra tiles
¨ Factor completely different types of polynomials (perfect square trinomials, difference of
two squares, and sum and difference of two cubes)
Chapter 2 Rational Expressions
Lesson 1 Rational Expressions
Math Online
Math Concepts
A rational expression is defined as a ratio of two polynomials with a nonzero

denominator. A rational expression is in its simplest form if the numerator and denominator do
not have common factors.
Math Links
Math Link 1
The link
http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/U11_L1
_T1_text_final.html directs you to a website that discusses about simplifying rational
expressions. It includes the expressions that have factorable polynomials in the numerator
and denominator. Aside from describing the process of simplifying, it also explains how to
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identify the restricted values of the denominator. Study all the examples and analyze how the
harder items are carried out. Then answer the multiple-choice questions embedded in the
discussion to check your understanding.
Math Link 2
The link https://cdn.kutasoftware.com/Worksheets/Alg2/Rational%20Expressions.pdf

directs to a worksheet that includes identifying the restricted value(s) of a rational expression,
as well as simplifying simple rational expressions. Answer only the first page of the
worksheet then check your work on page 3.
Math Link 3
The website https://www.ixl.com/math/algebra-1/simplify-rational-expressions offers a

timed quiz on simplifying rational expressions. Simplify the first 10 expressions that will
appear and use the formatting options on your answers as the need arises. The more you
answered correctly in a shorter time gives you a higher score.
Lesson 2 Multiplication and Division of Rational Expressions
Math Online
Math Concepts
The lesson discusses the process of multiplying and dividing rational expressions. To
multiply rational expressions, express the numerators and the denominators in factored form to
cancel out the common factors. Then, multiply the remaining factors. To divide rational
expressions, multiply the reciprocal of the divisor to the dividend. The rules in multiplication and
division of rational algebraic expressions are applicable to some real-life problems.
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Math Links
Math Link 1
The website
http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/U11_L1
_T2_text_final.html provides discussions about and examples of multiplying and dividing
rational expressions. It explains how the process is very similar to multiplying and dividing
rational numbers, and it presents alternative ways of applying multiplication to algebraic
fractions as well. As you study the examples, try the boxed sample questions and look for the
answer among the choices. You may check your work immediately by clicking the
“Show/Hide Answer” link at the end of each exercise.
Math Link 2
The link
https://mcckc.edu/tutoring/docs/bt/algebra/Multiplying_Rational_Expressions.pdf directs to
an online 56-item worksheet on multiplying and dividing rational expressions. Answer
numbers 24–28 on page 3 for multiplication and numbers 52–56 on page 4 for division of
rational expressions. Then check your answers with the key provided at the end of the
worksheet.
Math Link 3
Challenge a classmate to play the game about multiplication and division of rational
expressions at https://www.quia.com/cb/32585.html. Click the “Play This Game” button,
enter your names on the textbox, then click on a random question. There are 15 expressions
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to simplify, and the player with the greatest number of correctly simplified expressions wins
the game.
Lesson 3 Addition and Subtraction of Rational Expressions
Math Online
Math Concepts
The process of adding and subtracting rational expressions with like and unlike
denominators works similarly with adding and subtracting rational numbers. If the denominators
are the same, add or subtract the numerators and copy the same denominator. If the denominators
are different, rewrite the rational expressions using the LCD, then follow the rules for adding
similar rational expressions. Final answers must always be reduced to simplest form.
Math Links
Math Link 1
The link https://www.purplemath.com/modules/rtnladd.htm contains a discussion of the

process of adding and subtracting rational expressions with like and unlike denominators.
Take note of how the process of combining fractions is similar to and different from
combining rational expressions. Pay attention to some common mistakes in performing
subtraction of algebraic expressions and suggest strategies on how to avoid them.
Math Link 2
The link
https://mcckc.edu/tutoring/docs/bt/algebra/Adding_and_Subtracting_Rational_Expressions.p
df provides some exercises about adding and subtracting rational expressions. Choose 10
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similar and 10 dissimilar rational expressions to work on. Copy the given expressions and
perform the indicated operations. Show all necessary working and submit your work in class.
Math Link 3
The link
https://www.mesacc.edu/~scotz47781/mat120/notes/rational/add_subtract/add_subtract_pract
ice.html directs to an eight-item quiz about adding and subtracting rational expressions.
Answer the quiz and share the results with your teacher. Write a short reflection about what
you need to improve on in this topic.
Math Challenge
Rubric for Presentation
Coherence of Sound arguments Arguments and Poorly constructed

Ideas and and conclusions are conclusions are arguments and
Soundness of presented to justify presented to justify conclusions were
Judgment decisions based on decisions based on presented.
sound mathematical mathematical Mathematical
computations. computations to some computations were not
extent. related to the
conclusion presented.
Correct Mathematical Mathematical Mathematical symbols

Notation symbols and symbols and and notations are
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notations used are notations used are poorly used in the

correct all correct on most parts output.
throughout the of the output.
output.
Grammar and All sentences are Most sentences are Sentences are
Mechanics well constructed and well constructed, but awkward, distractingly
have varied structure they have a similar repetitive, or difficult
and length. There are structure and/or to understand. There
no errors in length. There are five are more than eight
grammar, to eight errors in errors in grammar,
mechanics, and/or grammar, mechanics, mechanics, and/or
spelling. and/or spelling that spelling that interfere
interfere with with understanding.
understanding.
Accuracy of All mathematical Most mathematical Mathematical

Computations processes are applied processes are applied processes are poorly
correctly and correctly with a few carried out with major
expressed in minor errors. miscalculations and
simplest form applications of
whenever possible. concepts.
Total
Math Assess
the goal.
¨ Identify rational expressions
¨ determine the restricted values of a rational expression
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¨ Simplify rational algebraic expressions
¨ Solve word problems involving simple rational expressions
¨ Illustrate rational algebraic expressions
¨ Perform operations on rational algebraic expressions (multiplication and division)
¨ Solve problems involving multiplication and division of rational algebraic expressions
¨ Perform operations on rational algebraic expressions (addition and subtraction)
¨ Solve problems involving addition and subtraction of rational algebraic expressions
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for Students
Chapter 3 Linear Equations
Lesson 1 The Cartesian Coordinate System
Math Online
Math Concepts
The Cartesian coordinate system, also known as the rectangular coordinate system, is
used to locate each point uniquely in a plane using its coordinates (x, y). The x-coordinate tells
how far the point is from the y-axis while the y-coordinate tells how far the point is from the x-
axis. The quadrants describe the signs of the coordinates—both are positive on the first quadrant,
the x-coordinate is negative on the second and third quadrants and the y-coordinate is negative on
the third and fourth quadrants.
Math Links
Math Link 1
The link
https://www.bigideasmath.com/protected/content/ipe/grade%207/01/g7_01_06.pdf directs to
a PDF that thoroughly discusses how to plot points on the Cartesian Plane, including
examples and exercises on the first four pages of the file. Explain how you can use ordered
pairs to located points on a Cartesian plane. Then describe in words the characteristics of the
ordered pairs in each of the four quadrants.
Math Link 2
The link https://s3-us-west-1.amazonaws.com/math-

salamanders/Geometry/Coordinates/All-4-Quadrants/find-the-coordinates-2.pdf provides a
short exercise on identifying points on the Cartesian plane. The points are represented by
real-life objects. Find out if you can locate all these objects correctly.
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Math Link 3
The website https://www.mathplayground.com/locate_aliens.html directs to an

interactive game of locating the aliens by typing their coordinates. The goal is to give as
many correct coordinates of the aliens as possible within 90 seconds.
Lesson 2 Linear Equations in Two Variables
Math Online
Math Concepts
A linear equation in two variables is an equation that can be written in the standard
form ax + by = c, where a, b, and c are integers with a > 0 and a and b are both not equal to 0. A
solution to a linear equation in two variables is an ordered pair (x, y) that makes the equation a
true statement.
Math Links
Math Link 1
The link
https://www.wyzant.com/resources/lessons/math/algebra/graphing_linear_equations/
provides a discussion about graphing linear equations. It gives a brief introduction about the
Cartesian plane, then proceeds to explaining how to graph linear equations in one variable
that produce vertical and horizontal lines. It also gives examples of how to graph diagonal
lines using a table of values, intercepts and the slope and y-intercept. Read until the section
on “Converting Forms of Linear Equations.” Then explain, in your own words, the
techniques in graphing a linear equation in one variable and in two variables.
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Math Link 2
The link
https://www.lavc.edu/math/library/math113_114_115/Worksheets/graphlines.pdf directs to a
PDF file containing six linear equations for graphing. Sketch the graph of these equations on
the Cartesian plane provided. Use every graphing technique you learned at least once on each
equation.
Math Link 3
The online game at https://www.mangahigh.com/en/games/graphsofthegalaxy challenges

you to identify the equation given the graph of the line shown. It allows you to adjust the
slope and the y-intercept of the equation and you are encouraged to figure out the equation as
fast as you can for some bonus points. It offers hints if you find the question difficult. The
goal is to try to advance to the next level after completing the basic level.
Lesson 3 Slope of a Line
Math Online
Math Concepts
The slope of a line is the change in y over the change in x. If the slope is positive, the
graph of the line is a diagonal line moving upward as x increases. If the slope is negative, the
graph of the line is a diagonal line moving downward as x increases. If the slope is zero, the
graph of the line is a horizontal line. If the slope is undefined, the graph of the line is a vertical
line.
The slope-intercept form of a line is y = mx + b, where m is the slope and b is the y-

intercept.
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Math Links
Math Link 1
The link https://www.mathwarehouse.com/algebra/linear_equation/slope-of-a-line.php

directs you to a website containing practice problems on and examples of finding the slope of
a line. It discusses the formula and demonstrates how this works using examples including
vertical and horizontal lines. Study the examples and answer the practice problems at the
bottom of the webpage.
Math Link 2
The Kuta Software worksheet at

https://cdn.kutasoftware.com/Worksheets/PreAlg/Slope.pdf provides a set of practice for
finding the slope given a graph, two points, and an equation of the line. Do all even numbers
only and check your answers on pages 3–4.
Math Link 3
The website https://www.mathgames.com/skill/8.41-find-the-slope-of-a-graph gives a 10-

minute quiz on finding the slope of a line given the graph of an equation. In doing this, you
may select two points on the graph and compute the slope using the formula or count the rise
and run and then get its ratio.
Lesson 4 Equation of a Line
Math Online
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Math Concepts
To determine a line, any of the information is required: two points, slope and a point, the
axes intercepts, and the slope and the y-intercept. A line is represented in several forms: slope-
intercept form, point-slope form, two-point form, and intercept form.
Math Links
Math Link 1
The website
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_RESOUR
CE/U13_L2_T2_text_final.html presents a discussion on finding the equation of a line given
different set of information: slope and y-intercept, slope and a point, and two points.
Examples and detailed solutions are provided in the discussion of the concepts. Study these
examples and answer the multiple-choice questions. Check your answers by clicking
“Show/Hide Answer.”
Math Link 2
The worksheet at https://www.chca-

oh.org/uploaded/2_Documents/myCHCA/my_Upper_School/Gr_7-
12_Summer_Math/GEO_3.Writing_Equations_of_Lines.pdf contains exercises on finding
the equation of the line given different set of information: slope and intercept, equation, a
point and slope, two points, slope and y-intercept, and a graph. Answer the exercises from
numbers 1–20 then exchange your work with your seatmate and check each other’s output
using the answer key found at the last page of the document.
Math Link 3
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for Students
The online game at https://www.mathplayground.com/SaveTheZogs/index.html gives

you the mission of saving the zogs by identifying the equation that determines their linear
paths. Play the game with a classmate and take turns in saving the zogs per arrangement
shown. Keep track of the number of zogs each of you saved and compare how many each of
you have rescued.
Lesson 5 Applications of Linear Equations in Two Variables
Math Online
Math Concepts
Problems involving a linear relationship between two variables can be solved by

assigning a value of x and then solving for y and vice versa. The equation is set up based on the
problem and it allows one to predict the value of the dependent variable for a given value of the
independent variable. This is particularly helpful in some real-life problems like in geometry,
product sales and total costs.
Math Link
Math Link 1
The website https://www.purplemath.com/modules/slopyint.htm introduces the meaning

of the slope and y-intercept in the context of word problems. It explains in practical terms the
interpretation of the slope and y-intercept given a linear model and what it represents. Study
the three examples and interpret the meaning of the slope and y-intercept then check your
answer later.
Math Link 2
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The link https://quizizz.com/admin/quiz/56e2e3c98e29d44c36f59727/f4-ymxb-from-

word-problems directs you to a 16-item quiz about word problems involving linear equations
in the form y = mx + b. Click the Practice button and sign in with your e-mail address to play
the game. Then discuss the difficult items with your seatmate.
Math Link 3
Read the Tatsulok magazine article “The Cheaper Fare” by Madonna L. Dela Torre.
Then, answer the exercises that come after the article.
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The Cheaper Fare
By Madonna L. Dela Torre
It was a hot afternoon and Sally was contemplating on how best to deliver their cupcakes
to their customer. “Should I get on a bus or a taxi?” said Sally.
“Why don’t you check the cost for each first? You will charge it to our expenses, so the
cheaper fare would be the better choice,” suggested Betty, Sally’s business partner.
“You’re correct. Actually, I think we can use an equation to help us decide. We can use it
whenever we have to budget for business-related travels,” said Sally.
Sally searched for her previous travel receipts and was able to come up with the
following:
“You may treat the distance in kilometers as the variable x and the total fare as y,” said
Betty.
“For the bus, I got two points that could help me find its equation. I need to find the slope
first,” said Sally as she wrote her computations on a piece of paper.
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“That’s an easy one! We can now plug in your values to the point-slope form of a linear
equation,” said Betty.
“Thanks for helping out, Betty!” thanked Sally. But how can I get the equations for the
taxi fare? I don’t have two points like those I used to write an equation for the bus fare.”
“The flag-down rate could be your y-intercept, because at that point, you haven’t started
your trip yet, so you have traveled 0 km,” explained Betty.
“Oh, you’re right. Then the rate of increase for every kilometer traveled would be my
slope,” agreed Sally.
Sally worked on the bus fare while Betty worked on the taxi fare.
“There you go! We can now see that taking the bus is the cheaper way,” said Betty.
Sally grinned and said, “But . . . I should make sure I don’t leave during rush hour if I
want the cupcakes to reach our customer.”
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Exercises
A. Find the equation of the following using the information given.
1. A line passing through (2, 1) and (3, −1)

2. A line passing through the origin and has a slope of −4
3. A line that passes through (0, 4) and has a slope of 3
4. A line that passes through (0, −6) and (−6, 0)
B. Find the slope and y-intercept of the following linear equations and then graph each
equation.
1. 2x – y = 5 m = _____ b = _____
2. –x – y = −4 m = _____ b = _____
3. y = 4 m = _____ b = _____
4. 3x – 12y = 4 m = _____ b = _____
Math Assess
the goal.
¨ Illustrate the rectangular coordinate system and its uses
¨ Illustrate a linear equation in two variables
¨ Determine if a point is a solution to a linear equation
¨ Graph linear equations in one and two variables
¨ Solve word problems that can be modelled by linear equations
¨ Illustrate the slope of a line
¨ Find the slope of a line given two points and an equation
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¨ Graph a linear equation given a point and the slope of the line
¨ Describe the graph of a linear equation in terms of its intercepts and slope find the
equation of a line given (a) two points, (b) the slope and a point, and (c) the intercepts
¨ Solve problems involving linear equations in two variables
Chapter 4 Systems of Linear Equations in Two Variables
Lesson 1 System of Linear Equations and Their Graphs
Math Online
Math Concepts
A system of linear equations is formed when two or more linear equations considered
together. A solution to a system of linear equations in two variables may be represented
algebraically as an ordered pair that when substituted into the system makes the equations
true statements and geometrically as the intersection between graphs of the equations in
the system.
By just looking at the graphs of systems of linear equations in two variables, one can
already tell the number and type of the system:
• Lines intersecting at one point one unique solution/consistent and independent
• Parallel lines no solution/inconsistent and independent
• Coinciding lines infinitely many solutions/consistent and dependent
Math Links
Math Link 1
The link https://courses.lumenlearning.com/epcc-atdcoursereview-collegealgebra-1-

2/chapter/solving-systems-of-equations-by-graphing/ directs you to a discussion of solving
systems of linear equations by graphing. It discusses the meaning of a solution to a system, as
well as the types of system of equations based on the existence and uniqueness of solutions.
It also illustrates the process of determining if an ordered pair is a solution to the system, and
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the process of solving a system of equations by graphing. Study the examples presented in
the discussion and answer the “Try It” section after each example.
Math Link 2
The website https://www.ck12.org/book/ck-12-basic-algebra-concepts/section/7.6/

provides a summary of the process of solving systems of equations and the types of systems.
Read through the examples briefly then on a sheet of paper, answer numbers 1–10 under the
Review portion. For numbers 7–10, solve the system of equations by graphing. Afterwards,
check your answers using the link to the PDF of the answer key to the review exercises.
Math Link 3
Read the Tatsulok magazine article “A System of Two Friends” by Kelli L. Lopez. Then
answer the exercises that can be found at the end of the article.
A System of Two Friends
By Kelli L. Lopez
“Oh, this is kind of cool,” Pauline said to her classmate and best friend Carla. The two
were on the floor next to the sofa. “Seven years from now, my brother’s age will be half my
dad’s. But five years ago, my brother’s age was only a third of dad’s. These equations reveal
their ages.”
1
y+7 = ( x + 7)
2
1
y - 5 = ( x - 5)
3
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“You made a system of equations for that? Now that is cute!” Carla said with a giggle,
and then studied the equations. “I’ll change them to simplest form. Or better yet, to the form y =
mx + b.”
1 7
y= x-
2 2
1 10
y = x+
3 3
“There,” Carla said, satisfied. “You recall how a system of two equations in two variables
might appear when graphed on the Cartesian plane?”
Pauline nodded. “Three ways: either the two lines intersect at a point; don’t intersect at
all, in which case they are parallel; or they totally overlap each other, in which case they
coincide. You remember what they signify in terms of the solution set of the system?”
“I always liked solving systems of linear equations, so yes I do. If the two lines intersect,
then they have a unique solution—the two equations are both true only at that point. If the
equations graph parallel lines, then the system has no solution—the two lines have no common
point. If the lines coincide, then the system has infinite solutions—all points on both lines, which
are the same line, comprise the solution set.”
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“One of the things I liked best,” Pauline

continued, “was how you could tell from the
equations if they would graph parallel,
intersecting, or coincident lines. I found that both
amazing and challenging—I always felt the need
to check if my analysis was right!” Pauline
finished with a chuckle.
“Hmm, I remember right off the bat that

for two lines to be parallel, they must have the
same slope. If the two equations are in simplest
form, and are written in the form y = mx + b, then
they should have the same coefficient for x. But
what about coincident lines? Do they have the
same slope, too?”
“Yes, definitely—the difference is that if two lines coincide, then not only do they have
the same slope, but also the same y-intercept.”
“And last but certainly not least, if two linear equations have different slopes, then their
graphs will at some point intersect on the plane,” Pauline concluded.
“I think we forgot something,” Carla’s brows furrowed. “Yep, we passed by a rather

special
case—that of perpendicular lines.”
“Well, I think we both know how that goes…”
Exercise
A. Determine if the graph of each pair of linear equations below are parallel, intersecting, or
coincident. Write your answer on the blank.
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ì y = 3x + 2
1. í ________________
î y = 3x - 1
ì x - 3 y = 11
2. í ________________
î2 y = 3x + 5
ì y = 2x + 3
3. í ________________
î y = 3x + 5
ì4x + 2 y = 8
4. í ________________
î y = -2 x + 4
ì y = 4x + 2
5. í ________________
î8 x + 4 = 2 y
ì 9x + 2 y = 1
6. í ________________
î2 x + 11 y = 3
ì2 y = 4 x - 3
7. í ________________
î 2 x - y = 18
ì-3 x - y = 5
8. í ________________
î y = 3x - 1
ì3 x + 5 y = 10
9. í ________________
î 2x + 4 y = 1
ì y = 2x + 5
10. í ________________
î y = 9x -1
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for Students
Lesson 2 Solving Systems of Linear Equations in Two Variables
Math Online
Math Concepts
This lesson elaborates the algebraic ways of solving a system of linear equations in two
variables: the elimination method and the substitution method. To solve a system of linear
equations by elimination, the coefficients of either x or y in the equation must be the same.
Adding or subtracting the two equations eliminates the variable with the same coefficient. This
results in a new equation in one variable. This equation may be used to solve for either x or y and
the result is substituted to either of the original equations to find the value of the other variable.
To solve a system of equations by substitution, any of the two variables x or y must be expressed
in terms of the other from any of the equations in the system This expression is substituted to the
other equation, which results in a new equation in one variable. This equation may be used to
solve for either x or y. The result is used to solve for the other variable.
Math Links
Math Link 1
Go to https://medium.com/i-math/beginners-guide-to-solving-systems-of-equations-
90c694ed2534 and read the article “Beginner’s Guide to Systems of Equations.” The article
gives a thorough explanation of understanding systems of equations and their solutions. It
illustrates the three methods of solving a system: graphing, elimination, and substitution with
accompanying videos. Watch the three tutorial videos on the introduction to a system of
equations, the substitution method, and the elimination method.
Math Link 2
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for Students
Try solving system of equations using the elimination and substitution methods at
https://cdn.kutasoftware.com/Worksheets/Alg2/Systems%20of%20Two%20Equations.pdf.
Answer numbers 5–24 on pages 1–2. Then check your answers on pages 3–4.
Math Link 3
Try an online game of solving system of equations by elimination at

https://campus.mangahigh.com/en-us/px/219/0/0. The goal is to finish all the 10 questions
correctly within the time limit to achieve the highest possible score. After the test, items
answered may be reviewed for checking.
Lesson 3 Applications of Linear Equations in Two Variables
Math Online
Math Concepts
Various real-life problems can be solved using systems of linear equations in two
variables. These problems include number problems, cost problems, mixture problems, distance
problems, work rate problems, and geometry problems.
Math Links
Math Link 1
The website https://www.algebra-class.com/solving-systems-of-equations.html provides

an overview of the steps involved in solving system of linear equations. It demonstrates how
some problems can be solved using the substitution and the elimination method. Choose and
answer three of the other types of problems at the end of the page to check your
understanding.
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Math Link 2
The link
https://cdn.kutasoftware.com/Worksheets/Alg1/Systems%20of%20Equations%20Word%20P
roblems.pdf directs to a worksheet containing 11 problems about solving system of linear
equations in two variables. Solve problems 2–11, showing the steps in solving word
problems. Check the answers on pages 3–4 to verify your answer.
Math Link 3
The online quiz at https://quizizz.com/join/quiz/590360f97c2c411100292923/start

contains 14-word problems about the system of equations in two variables. Try to answer the
questions within the time limit allotted per question and hit a score as high as you can by
being accurate and quick with your answers.
Math Challenge
Accuracy of The system of The system of The system of

Computations equations was solved equations was solved equations was not
accurately using the accurately using the solved correctly.
three methods. All three methods. Most
the steps necessary in steps necessary in the
the process of solving process of solving
were shown were shown.
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completely and
accurately.
Use of The system of The system of The system of

Mathematical equations was written equations was written equations was
Language and using the correct using the correct incorrectly written.
Notation notation. Proper use notation. Proper use Proper use of
of mathematics of mathematics mathematics
language and language and language and
symbols was symbols was symbols was not
observed all observed in most evident in the
throughout the parts of the output. output.
output.
Graphs and The graphs were Some parts of the The graphs were
Diagrams correctly drawn and graphs were correctly poorly drawn, and
properly and drawn and labeled. some labels were
correctly labeled. missing.
Decision- The decision was The decision was The decision was not
making substantially justified briefly justified with backed up by the
and backed up by the aligned calculations. calculations done.
calculations made.
Math Assess
the goal.
¨ Illustrate a system of linear equations in two variables
¨ Graph a system of linear equations in two variables
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for Students
¨ Categorize when a given system of linear equations in two variables has graphs that are
parallel, intersecting, and coinciding
¨ Solve a system of linear equations in two variables by graphing
¨ Solve a system of linear equations in two variables by substitution and elimination
¨ Identify which method is more appropriate to solve a given system of equations
¨ Solve problems involving systems of linear equations in two variables
Rubric for Math Design
Criteria Beyond Expectation Meets Expectation Approaching Score

5 3 Expectation
1
Empathize The student evidently The student displays use The student displays
displays use of of empathy to gain an little use of empathy to
empathy to gain a acceptable gain a limited
deep understanding of understanding of the understanding of the
the problem. problem. problem.
Define The problem(s) and its The problem(s) and its The problem(s) and its
source(s) are clearly source(s) are identified source(s) are not
identified. to some extent. clearly identified.
Ideate The student is able to The student is able to The student is not able
generate a variety of generate a sufficient to generate feasible
highly feasible and amount of feasible and and practical ideas.
practical ideas. practical ideas.
Prototype The prototype(s) The prototype(s) offer(s) The prototype(s)
offer(s) concrete acceptable solution(s) to offer(s) partial
solution(s) to and the problem. solution(s) to the
beyond the problem. problem.
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Test The student conducts The student conducts The student conducts
enough testing of the some testing of the little to no testing of
prototype(s) and prototype(s) and collects the prototype(s).
collects and analyzes and analyzes the results.
the results.
Total
Math Mastery
Encircle the letter of the correct answer.
1. What is the greatest common factor of the expression 60m3n5 + 48m4n3 – 72m3n2?
a. 6m4n5 c. 12m4n5
b. 6m3n2 d. 12m3n2
2. What is the factored form of the expression 6n2 + 7n – 3?
a. (2n + 3)(3n – 1) c. (n + 1)(6n – 3)
b. (2n – 3)(3n + 1) d. (6n + 1)(n – 3)
3. What must be the value of k so that the trinomial n2 + kn + 21 will have a factor of (n + 3)?
a. 3 c. 10
b. 7 d. 21
1 2
4. What are factors of the binomial m - 25n 2 ?
4
æ1 ö æ1 ö æ1 ö æ1 ö
a. ç m - 5n ÷ and ç m - 5n ÷ b. ç m + 5n ÷ and ç m - 5n ÷
è2 ø è2 ø è2 ø è2 ø
Page 33 of 108
for Students
æ1 ö æ1 ö æ1 ö æ1 ö
c. ç m 2 + 5n 2 ÷ and ç m 2 - 5n 2 ÷ d. ç m + 25n ÷ and ç m - 25n ÷
è2 ø è4 ø è4 ø è4 ø
5. What must be the value of k, where k > 0, to make 49m2 + km + 4 a perfect square trinomial?
a. 4 c. 14
b. 7 d. 28
6. What is the factored form of the binomial 64 + 27a9?
a. (4 – 3a3)(16 + 12a3 + 9a6) c. (8 – 27a3)(16 + 12a + 81a6)
b. (4 + 3a3)(16 – 12a3 + 9a6) d. (8 + 27a3)(16 – 12a + 81a6)
7. What is the factored form of 6xz + 2yz + y + 3x?
a. (3x + 1)(2z + y) c. (3x + y)(2z + 1)
b. (2x + 1)(3z + y) d. not factorable
y2 + 3y + 2
8. What is the simplest form of the rational expression ?
y2 -1
y +1 y+2
a. c.
y -1 y +1
y+2 y +1
b. d.
y -1 y -1
x3 - 3x 2 x 2 + 7 x + 10
9. What is the resulting expression when 2 is multiplied to ?
x + 4x - 5 x 2 - 3x
x( x + 2) x( x - 2)
a. c.
x -1 x +1
x -1 x +1
b. d.
x+2 x-2
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10. What is the quotient after dividing z3 – 2z2 + z by z2 – z?
a. 1 c. z – 1
b. z d. z + 1
3c + 1 c - 9
11. Which expression gives the simplest form of the sum of + ?
c-2 c-2
a. 4 1
c.
c
2
b.
c-2 d. c – 2
1 b
12. Which of the following gives the sum of the expressions and ?
b+2 b +1
1 b 2 + 3b + 1
a. c.
3 b 2 +3b + 2
b +1 b 2 + 2b + 1
b. d.
b+2 b 2 +3b + 2
d +3 d 2
13. Which expression gives the simplest form of the expression - - 2 ?
d - 1 d - 2 d - 3d + 2
2 2d - 4
a. c.
d d -1
2 2d
b. d.
d -1 d -2
14. In which quadrant is the point (4, –2) located?
a. quadrant I c. quadrant III
b. quadrant II d. quadrant IV
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15. What are the coordinates of a point that is 3 units to the left of the y-axis and 2 units above
the x -axis?
a. (3, –2) c. (2, –3)
b. (–3, 2) d. (–2, 3)
16. Which could be the fourth vertex of a rectangle if the other 3 vertices are (5, 13), (5, –2), (0,
–2)?
a. (0, 13) c. (5, 0)
b. (–2, –5) d. (13, –2)
17. Which point lies on the line with equation y = 3x + 5?
a. (0, 1) c. (2, 10)
b. (1, 6) d. (3, 14)
18. What is the y-intercept of the line with equation 5x + 3y = 15?
a. 3 c. –5
b. –3 d. 5
19. What is the slope of the line that passes through the points (–1, 4) and (3, 12)?
a. 2 c. –4
1 1
b. d. -
2 4
20. What is the slope of the line that has the equation 4x – 3y = 12?
3 4
a. 4 c. 3
b. –4 d. 4
21. Which is the graph of a line with a slope of 2 and y-intercept of –3?
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c.
a.
b. d.
22. What is the slope of a horizontal line that passes through (4, 3)?
a. m = 0 4
c. m =
3
3
b. m =
4 d. m = undefined
23. Which equation corresponds to a line that contains the points (–3, –1) and (2, –11)?
a. 2x – y = 24 c. 2x – y = 15
b. 2x + y = 24 d. 2x + y = –7
24. A line has a given equation 15x + 3y = 10. What is this equation in slope-intercept form?
a. 3y = –15x + 10
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10 1
b. y = -5 x + d. x = - y + 10
3 5
c. 15x = –3y + 10
25. Which equation defines a line that has intercepts at (6, 0) and (0, –2)?
x y x y
a. - = 12 c. - = -1
6 2 2 6
x y x y
b. - =1 d. - = 12
6 2 2 6
3
26. A line has a slope of and it passes through the point (–2, –1). Which equation defines this
5
line?
3 3
a. x-2= ( y - 1) c. y -1 = ( x - 2)
5 5
3 3
b. x + 2 = ( y + 1) d. y + 1 = ( x + 2)
5 5
27. Which equation gives the correct translation of “twice a number x added to another number y
produces a sum of 14” in mathematical symbols?
a. 2y + x = 14 c. 2x – y = 14
b. x + 2y = 14 d. 2x + y = 14
28. A system of equations has the following graph:
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What type of system is shown?
a. consistent–dependent c. inconsistent–dependent
b. consistent–independent d. inconsistent–independent
ì4 x + y = 10
29. What is the solution to the system of equations í ?
î 2x - y = 8
a. (2, 2) c. (5, –2)
b. (5, 2) d. (3, –2)
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30. Two numbers have a sum of 16. One number is 2 less than twice the other. Which system of
equations represent the two numbers x and y?
ì x + y = 16 ì16 + x = y
a. í c. í
î y = 2x - 2 î y = 2 - 2x
ì x + y = 16 ì16 + x = y
b. í d. í
î y = 2 - 2x î y = 2x - 2
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for Students
Unit II Systems of Linear Inequalities, Relations and Functions, and

Logic and Reasoning
Chapter 5 Linear Inequalities in Two Variables
Lesson 1 Forms and Graphs of Linear Inequalities in Two Variables
Math Online
Math Concepts
Recall that a linear inequality is a statement that makes use of >, <, ≥, and ≤. A point is
said to be a solution to a linear inequality if it makes the inequality statement true. To graph a
linear inequality, change the inequality sign to an equal sign and graph the resulting equation
using a broken line (for < or >) and a solid line for (< or >). Then select a test point and shade the
half-plane region containing the test point if it makes the inequality statement true. Otherwise,
shade the other half of the plane.
Math Links
Math Link 1
The link https://www.ck12.org/book/ck-12-algebra-i-second-edition/section/6.5/ provides
a discussion of graphing linear inequalities in two variables, as well as those in one variable,
including expressions with absolute values. It also presents some real-life problems about
linear inequalities. Answer the following after reading the discussion.
1. In what ways are graphing linear inequalities in one variable using a number line and
using a Cartesian plane the same? In what ways are they different?
2. How are linear inequalities in one variable involving absolute values graphed on the
Cartesian plane?
3. Describe two real life problems where the use linear inequalities in two variables in
necessary in coming up with solutions.
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for Students
Math Link 2
The website
https://www.onemathematicalcat.org/algebra_book/online_problems/linearIneqTwoVars.htm
#exercises presents a review of the concepts of solving and graphing linear inequalities in
two variables, as well as self-check exercises. Click on the “PRACTICE” link. Then click on
the “new problem” tab to practice graphing some inequalities. Print a randomly-generated
worksheet from the website and submit your work in class.
Math Link 3
The link https://www.openmiddle.com/linear-inequalities-in-two-variables/ provides a

challenge to create your own linear inequality in two variables given an ordered pair of your
choice. The activity presents some conditions that must be satisfied when you give your own
linear inequality. Write down the five linear inequalities being asked and show the solution to
each to check if the given conditions are satisfied. Share some techniques on how you are
able to meet the requirements of the activity.
Lesson 2 Systems of Linear Inequalities in Two Variables
Math Online
Math Concepts
Two or more linear inequalities expressed using the same variables x and y make up a
system of linear inequalities in two variables. A solution to a system of linear inequalities is any
ordered pair (x, y) that makes both inequalities true. Finding all solutions to a system is done by
graphing all the linear inequalities that are part of the system, then identifying the region where
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they overlap. This region where the graphs meet represents the solution set of the system of
inequalities.
Math Links
Math Link 1
The link https://www.chilimath.com/lessons/intermediate-algebra/graphing-system-of-
linear-inequalities/ directs to a website that demonstrates how to solve linear inequalities by
graphing. It presents various cases about the different possible solutions that a system can
assume. Read the discussion, then answer the following questions:
1. What form of a linear inequality makes it easier to graph the solution?
2. What is the difference between a bounded and unbounded solution?
3. Describe a system of linear inequalities that has no solution.
Math Link 2
The link
https://ny24000063.schoolwires.net/cms/lib/NY24000063/Centricity/Domain/196/Algebra%
20I/Regents%20Review/JMAP%20Worksheets/A.G.7.SystemsofLinearInequalitiesCreating.
pdf provides a 10-item exercise about solving linear inequalities in two variables. Print the
first 5 pages of the worksheet and solve the problems completely. You may check the
answers to the worksheet on pages 6–9 of the file.
Math Link 3
Read the Tatsulok magazine article “Mommy’s Health Secrets.” Come up with a system
of linear inequalities that will determine the target heart rate in relation to her age in years.
Graph the system of equations and interpret your answer.
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Mommy’s Health Secrets
By Madonna L. Dela Torre
“Mom, my classmates could not believe that you are already 40 years old. They said you
look young!” said Maxene.
“Oh, that’s so flattering. Please thank them for me,” said Mrs. Valle.
“What’s your secret?” asked Maxene.
“I keep myself healthy!” answered Mrs. Valle proudly.
“I know it takes a lot of discipline to be healthy. You have to exercise regularly, eat right,
and avoid unhealthy habits such as smoking and not getting the right amount of sleep,” said
Maxene.
“It starts with setting a goal, knowing the steps to accomplish it, and being committed to
doing those steps,” advised Mrs. Valle.
“But how do you know how much exercise you need and how much food you have to
eat?” asked Maxene.
“You can’t do too much exercise. You can’t eat Fast Fact
too little food. Your weight should always be within
BMI, or body mass index, is a
the BMI, or the body mass index,” said Mrs. Valle. scale that tells whether the weight
and height of a person are ideal for
“I want to start living healthy while I am young. his or her age and gender.
My body requirements must be different from yours, am I right?” asked Maxene, showing
her mother that she was really interested in starting a healthy lifestyle.
“Let’s do some math to know your requirements, shall we?” asked Mrs. Valle.
“Sure, Mom!” answered Maxene quickly.
“Well, then. When you exercise, you’ll be working on a target heart rate. Theoretically, a
person’s maximum heart rate is 220 – x, where x represents the person’s age in years, from
20 to 65 years old,” explained Mrs. Valle.
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for Students
Maxene kept quiet, writing down the notes in her journal. I am 20, so I am at the
minimum, she thought.
“It is recommended that a person maintains a heart rate that is at least 50% of the
maximum heart rate and at most 75% of the maximum heart rate,” continued Mrs. Valle.
“So for my age, I need to know the range of heart rates that I need to maintain,” said
Maxene. She then tried to interpret what her mom told her using inequalities.
“You got a bunch of inequalities there! Do you know how to graph them?” asked Mrs.
Valle.
“I do!” answered Maxene confidently as she drew the graph.
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for Students
Follow the Steps!
1. Graph the line or equality that corresponds to the inequality.

2. Choose a test point that is not on the line.
3. If the test point satisfies the inequality, lightly shade the area of the half-plane
containing it. Otherwise, shade the half-plane not containing the test point.
4. Take the common shaded area of the inequality. That is the solution of the system
of inequalities. If there’s no common shaded area, then there is no solution.
ì x ³ 20
ï x £ 65
ï
í
ï y ³ 0.50 ( 220 - x )
ïî y £ 0.75 ( 220 - x )
“You have done it fast and clean!” complimented Mrs. Valle.
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for Students
“From the graph, I can already see that my target heart rate when I exercise should be
from 100 to 150. For your case, your target is at least 85 and at most 127.5,” concluded
Maxene.
“You are correct. Now that you have a guideline, you can create a routine,” said Mrs.
Valle.
“I’m going to start on this soon! I will also invite my friends to join me so we will all be
healthy!” said Maxene.
Exercise
Graph the following systems of linear inequalities.
ì2 y £ -3 x - 4
1. í
î 6 £ 3y - 9x
ì y>x
2. í
î y ³ -2 x + 5
ì y < -2 x - 3
3. í
î y ³ x+4
ì2 x + 4 > y
4. í
î2 x - y £ 4
ì y ³ -x + 5
5. í
î y £ 3x - 4
ì6 x - 5 y < 15
6. í
î x + 2y ³ 7
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for Students
Math Challenge
Rubric
Accuracy of All computations Some of the Many of the

Graphs and are carried out computations were computations were
Solutions correctly. The carried out correctly. carried out
graphs are properly The graphs are incorrectly. The
drawn and drawn accurately but graphs were drawn
completely labeled. may have missing inaccurately.
labels.
Meaningfulness The suggestion There is a suggestion There is no

of Interpretation given is rational given and is partly suggestion given or
and is supported by supported by some the suggestion is
accurate mathematical not supported by
mathematical evidence. any mathematical
evidence. evidence.
Use of The use of The use of There is a poor or

Mathematical mathematical mathematical no use of
Symbols and symbols and symbols and mathematical
Notations notations is correct notations is correct symbols and
all throughout. in most parts of the notations in the
output. output.
Total
Page 49 of 108
for Students
Math Assess
the goal.
¨ Illustrate linear inequalities in two variables
¨ Differentiate linear inequalities in two variables from linear equations in two variables
¨ Graph linear inequalities in two variables
¨ Solve problems involving linear inequalities in two variables
¨ Determine if a point is a solution to the system of linear inequalities
¨ Solve a system of linear inequalities in two variables
¨ Solve problems involving systems of linear inequalities in two variables
Chapter 6 Relations and Functions
Lesson 1 Relations
Math Online
Math Concepts
A relation is defined as a set of ordered pairs (x, y) that can be represented in several
forms like a mapping, table of values, and graphs. The set of all x-coordinates is called the
domain while the set of all the y-coordinates is called the range. It further described the different
types of relation such as one-to-one, one-to-many, and many-to-one correspondences.
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for Students
Math Links
Math Link 1
The link https://www.mathwarehouse.com/algebra/relation/math-function.php directs you

to the definition of a relation. It illustrates examples of relations, together with the ways to
represent a relation. Study the examples presented on the website and do the practice section
after the examples.
Math Link 2
The link https://people.ucsc.edu/~miglior/chapter%20pdf/Ch04_SE.pdf provides a

module about relations and functions. Study the discussion and answer the Skill Practice
from Examples 1 to 4 in Section 4.1. Then exchange your work with your seatmate and
verify your answers with a seatmate.
Math Link 3
Play a 10-item quiz game about relations at

https://quizizz.com/admin/quiz/57ee5e103803b30115d44287/relations-and-functions. Click
the solo practice and give the correct answer for each question at the shortest possible time.
Be ready to share your winning strategies with the class.
Lesson 2 Functions
Math Online
Math Concepts
A function is a type of relation in which no two ordered pairs have the same x-coordinate
or first component. To determine which graphs are functions, a vertical line test is used to check
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if any vertical line will cross the graph in at most one point. If this is the case, the graph passes
the vertical line test and is considered a function.
Math Links
Math Link 1
The link https://intl.siyavula.com/read/maths/grade-12/functions/02-functions-02
discusses how to determine whether a particular relation is a function, given a graph and an
equation. It also shows which type of correspondence models a function, as well as how
functions are evaluated. Examples are illustrated and explained, and there are exercises at the
end of the discussion that can be answered and checked immediately.
Math Link 2
The website
https://www.dublin.k12.ca.us/cms/lib/CA01001424/Centricity/Domain/172/Function%20wor
ksheet.pdf presents a four-page worksheet about determining whether a relation is a function,
as well as identifying the domain and range of the relation. Print and answer pages 1–4 of the
worksheet then check the solutions presented in the last four pages.
Math Link 3
Read the Tatsulok magazine story “Fine Lines and Wrinkles” by Kelli L. Lopez. After
reading the article, answer the exercises that follow.
Fine Lines and Wrinkles
By Kelli L. Lopez
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Missy was checking herself in the mirror when the door to the bathroom suddenly closed
behind her. “Oh, I need those products!” she told her friend with a sigh.
“No, you don’t!” Bea laughed. “But it’s best to prevent wrinkles and keep the skin supple
while young.”
“And these will do the trick?” asked Missy as she sat on the sofa and picked up some of
the health and beauty products on the coffee table.
“Those work instantly! Let’s try some on your fine laugh lines and see them disappear
before your eyes . . .”
After a few minutes, Missy did see immediate results, and she was amazed. “Oh my!
How much are they? Give me an entire pack!”
“A pack of 60 vials costs ₱5 000.00 on your first purchase. But after you purchase 360
vials, you will get a 10% discount for the next 360 vials, then 20% for the next 360, then
35% for another 360, and finally a permanent 50% discount thereafter.”
“Staying young is expensive!” Missy’s husband, Robert, said as he came out of the
bedroom and joined the two. “That means shelling out ₱30 000.00 before getting any
discount?”
“Yes, but the results you will get are priceless,” Bea reasoned. “And you can sell the
products for a profit, especially once the discounts kick in.”
“So, how much in total?” Robert paused. “Hang on. I’ll create a linear function for this.”
“You’ll have to add everything in the end,” said Missy. “Why not use a single linear
equation?”
“I prefer functions. See here . . . f(x) = 30 000x. Now I only have to plug in the correct
discounts off the regular price to evaluate the function. And we’ll know how much we need
to spend at the end of each discount stage.”
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“The coefficient 30 000 comes from the cost of 360 vials?” Bea asked but answered her
own question.
“Right, because that’s a total of 6 packs at ₱5 000.00 each.”
“Then the first value for x should be 1,” Missy deduced. “We pay the full 100%.”
Robert nodded. “And then the next x-values are 0.90, 0.80, and 0.65. Finally, it’s an
infinite 50% off, so we can’t plug that in.”
“How come you have 0.90, 0.80, and so on? The discounts are 10%, 20% . . .,” Missy
asked. But then she laughed and corrected herself. “Oh, that’s right! A 10% discount means
you pay 90%, a 20% discount means you pay 80% of the original price, and so on.”
“I can subtract the discounts from the retail price instead and use f(x) = 30 000 – 30 000x,
where the subsequent x-values would be 0.1, 0.2, and 0.35,” Robert offered.
Bea said with a big smile, “I think the function looks more posh that way.”
Missy nodded. “I agree!”
Because the purchase necessary for each discount phase is the same—360 vials or 6
packs—it’s possible to formulate a single function to find the expenditure after each phase.
Compute first the price of 360 vials:
(360 vials)(1 pack/60 vials)( ₱5 000.00/pack) = ₱30 000.00
Since ₱30 000.00 is the full price at each phase, compute every discount against this
amount. Using the discount percentages, we get f(x)= 30 000 – 30 000x, where x represents
the actual percentages of discount—10%, 20%, and 35%. Evaluate the function, using the x-
values 0.10, 0.20, and 0.35.
f(0.10) = 30 000 − 30 000(0.1) = 27 000
f(0.20) = 30 000 − 30 000(0.2) = 24 000
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f(0.35) = 30 000 − 30 000(0.35) = 19 500
“Oh my, that’s a lot of money, and we haven’t added everything yet!” Missy said, biting
her lower lip.
Remember
Bea was quick to remind her. “You can
The linear equation y = mx + b, which
resell some of the products for added income. defines the linear function, is referred to
I actually do that. And you can’t put a price as the slope-intercept form (m is the slope
of the line, and b is its y-intercept), while
tag on the spectacular results.” Ax + By = C is the standard form, where
A, B, and C are constants.
“Wow! It’s over a hundred thousand!”
Robert practically shrieked. “We won’t do this in one go!”
“Of course not, silly!” Missy told him. “We’ll plan this.”
Exercise
A. Evaluate each function for the given x-values.

1. f(x) = 3x + 2 f(−2) = _____ f(−1) = _____ f(0) = _____
2. f(x) = −4x f(0) = _____ f(1) = _____ f(3) = _____
3. f(x) = 0.8x + 0.5 f(−0.1) = _____ f(0) = _____ f(0.2) = _____
B. Write a function rule that represents each situation below.
1. An employee receives a monthly salary of ₱18 750.00 plus ₱98.00 per hour of overtime
work. Write a function rule f(x) that represents the total monthly salary of the employee.
2. The price of a pizza is ₱225.00 and ₱40.00 for every additional topping. Write a function
rule f(x) that represents the total amount of one order of pizza.
3. The weight of a wheelbarrow that a gardener uses to carry stone brick is 19 kilograms
(kg). If each brick weighs 3 kg, write a function rule f(x) that represents the total weight
of the wheelbarrow and the stone brick.
C. Read the following problems carefully and then solve them.
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1. A computer service repair center charges ₱300.00 for diagnosis and ₱80.00 for every
additional hour of repair. Write a function rule f(x) that shows the total cost of repair,
where x is the number of hours it takes to complete the repair.
2. A water tank contains 1 000 liters (L) of water. If its drain is opened, it empties the tank
at a rate of 2 L of water for every second. Write a function rule f(x) that shows the
volume of the water inside the tank, where x is the time (in seconds) that the tank is left
open. How many seconds will it take to empty the tank?
Math Challenge
Rubric
Accuracy of All computations Some of the Many of the

Computations are carried out computations are computations are
correctly. carried out carried out
incorrectly. incorrectly.
Meaningfulness The suggestion There is a suggestion There is no

of Interpretation given is rational and given and is partly suggestion given or
is supported by supported by some it is not supported
accurate mathematical by any mathematical
mathematical evidence. evidence.
evidence.
Use of Mathematical Mathematical Mathematical

Mathematic representation is representation is representation is
Language and well-defined prior to defined prior to the missing or poorly
Notation the calculations. calculations. There defined prior to the
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There is correct and are few inappropriate calculations. There

appropriate use of uses of notation and are multiple counts
notation and symbols in the of misuse of
symbols all output. notation and
throughout the symbols in the
output. output.
Total
Math Assess
the goal.
¨ Illustrate a relation
¨ Express relation as a table of values, mapping, set of ordered pairs and graph
¨ Determine dependent and independent variables
¨ Define the different types of relation
¨ Find the domain and range of a function
¨ Determine if a relation is a function using the vertical line test
¨ Evaluate functions
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Chapter 7 Logic and Reasoning
Lesson 1 Conditional Statements
Math Online
Math Concepts
A statement is considered conditional if a conclusion proceeds from a hypothesis. These

statements are often written in the “if-then” form and have equivalences such as their converse,
inverse, and contrapositive. When the hypothesis and the conclusion of a conditional statement
are interchanged, they form a converse statement. When the statement is formed by negating
both the hypothesis and the conclusion, it is an inverse. Meanwhile, a contrapositive statement is
formed by negating both the hypothesis and the conclusion and interchanging their positions.
Math Links
Math Link 1
The link https://www.mathplanet.com/education/geometry/proof/if-then-statement

provides a thorough discussion on differentiating the conditional, converse, inverse, and
contrapositive statements with the use of practical examples. Likewise, it clearly presents
how to transform a conditional statement into its converse, inverse, and contrapositive
through a video presentation in the latter part of the page.
Math Link 2
The online drill at https://www.ixl.com/math/geometry/converses-inverses-and-

contrapositives focuses on transforming a conditional statement into its converse, inverse,
and contrapositive equivalents. Furthermore, it will utilize your skills on writing research
statements and other literary texts.
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Math Link 3
The video entitled “How to Buy Happiness,” which you can access at
https://www.ted.com/talks/michael_norton_how_to_buy_happiness?language=en, talks about
how money can buy happiness if you will not spend it by yourself. The speaker Michael
Norton was able to justify his claim based on a research experiment. The research experiment
was supported by conditional and converse statements that made the claim become valid.
Listen attentively how he used conditional statements to have a more convincing argument.
Lesson 2 Deductive and Inductive Reasoning
Math Online
Math Concepts
Inductive reasoning and deductive reasoning are logical ways by which the truth or
falsehood of statements are established. Inductive reasoning is the process of making
generalizations or conjectures based on observed patterns in a set of data. Deductive reasoning is
the process of showing that certain statements follow logically from agreed upon assumptions or
proven facts.
In solving for the unknown variable in an equation, deductive reasoning is used which is
characterized by syllogism. A syllogism is composed of three statements: a major premise, a
minor premise, and a conclusion. In solving for the unknown variable in each equation (a major
premise), statements or reasons should be provided (minor premises) for each step in the process
of solving the equation to arrive at the value of the unknown (conclusion).
Math Links
Math Link 1
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The video “Inductive VS Deductive Reasoning by Shmoop,” which you can access at
https://youtu.be/VXW5mLE5Y2g, provides a brief illustration of the difference between a
deductive and inductive reasoning. The video explains how you can determine if a given
scenario uses an inductive or deductive reasoning. After watching the video, answer the
following questions:
1. Can you describe a situation where inductive reasoning is more reliable to use? What
about for deductive reasoning?
2. Create your own example of situation where inductive reasoning is more applicable to
use. Elaborate your thoughts on the chosen example.
Math Link 2
The online drill at https://www.ck12.org/book/ck-12-geometry-second-

edition/section/2.3/ focused on determining if the given problem represents inductive or
deductive reasoning. It will harness your skill in choosing the appropriate reasoning for a
particular scenario. Answer items 14–20. Print your answer and discuss it with your
seatmate.
Math Link 3
The video at
https://www.ted.com/talks/alex_gendler_can_you_solve_the_famously_difficult_green_eyed
_logic_puzzle presents an online puzzle about 100 green-eyed logicians that have been
imprisoned in an island by a mad dictator. You have the chance to give them their freedom if
you will be able to provide the correct statement. The answer to the puzzle requires you to
apply inductive reasoning. What could be the correct statement? Share with the class your
idea that led you to that conjecture by providing an illustrative example.
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Lesson 3 Writing Proofs
Math Online
Math Concepts
Writing proofs is an essential skill to be able to justify your thoughts in a logical and
valid manner. A mathematical proof is composed of a set of statements presented in a sequential
order where each step is justified using a definition, an axiom, or a previously proved theorem.
Direct or indirect proof could be used to reason out convincingly in a situation. Both are tools in
showing the validity of an argument as true or false. Direct proof always starts with the
assumption that the premise is true leading to the conclusion that is also true. On the other hand,
indirect proof will start with the assumption that the conclusion is false. If the statement is not
true, examine what happens leading to a contradiction. On the other hand, the use of
counterexample is a strong argument to show that the given statement is invalid.
Math Links
Math Link 1
The link https://www.shmoop.com/logic-proof/formal-proofs.html presents a video that

clearly explains the process of writing proofs in a friendlier manner. The video makes use of
analogy to illustrate the importance of each step in the process of proving. It highlights the
use of definition, theorems, and postulates as necessary steps to prove your claim. In
addition, a brief explanation about the video and an extra example was given in the latter part
of the page.
Math Link 2
Visit the following links for online quizzes that will help you recall the difference
between direct and indirect proof and will allow you to test your skill on determining what
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situation or statement where direct proof is more applicable. Print and answer the two
worksheets. Show necessary justification in some questions.
• https://study.com/academy/practice/quiz-worksheet-direct-vs-indirect-proof.html
• https://study.com/academy/practice/quiz-worksheet-applications-of-direct-
proofs.html
Math Link 3
The video at https://ed.ted.com/lessons/how-many-ways-are-there-to-prove-the-

pythagorean-theorem-betty-fei presents some proofs to prove the Pythagorean Theorem. It
demonstrates how 12-year-old Einstein, American President James Garfield, and Euclid have
proven the Pythagorean Theorem. It also emphasizes the significance of this proof that led to
its practical application nowadays in building construction. Furthermore, it could help you
appreciate more the beauty of mathematical proofs in a visually appealing way.
Math Challenge
Rubric for Creating a Promotional Campaign
Comprehensiveness All required pieces One to two More than two

of Presentation of information are required pieces of pieces of
present in the information are information are
output. missing in the missing in the
output. output.
Sentence Structure All sentences are Most sentences are Sentences are
well constructed well constructed, awkward,
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and have varied but they have a distractingly

structure and similar structure repetitive, or
length. and/or length. difficult to
understand.
Creativity The output is very The output shows The output lacks
creative. some degree of creativity.
creativity.
Feasibility The promotional The promotional The promotional

campaign is highly campaign is campaign is not
feasible. somewhat feasible. feasible.
Total
Math Assess
the goal.
¨ Determine the relationship between the hypothesis and the conclusion of an if-then
statement
¨ Transform a statement into an equivalent if-then statement
¨ Determine the inverse, converse, and contrapositive of an if-then statement
¨ Illustrate the equivalences of (a) the statement and its contrapositive, and (b) the converse
and inverse of a statement
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¨ Provide conditional, inverse, converse, or contrapositive statements which are either true
or false
¨ Use inductive or deductive reasoning in an argument
¨ Describe situations where inductive and deductive reasoning are applicable
¨ Apply inductive reasoning to reason mathematically in solving problems involving

patterns
¨ Write a proof (both direct and indirect)
¨ Identify whether direct or indirect proof is applicable in a given situation
¨ Find a counterexample to show that the statement is not true

5 3 Expectation
1
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the results.
Total
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Math Mastery
1. Which is a solution to the inequality 6y – x > 8?

a. (2, 4) c. (–2, 1)
b. (5, 0) d. (1, –3)
2. In which inequality is the ordered pair (2, –4) a solution to?
a. 4x – y < 4 c. x – 4y < 4
b. x + 4y > 4 d. 4x + y > 4
ì4 x + 3 y £ 10
3. Which point is a solution to the system í ?
îx - 2 y > 6
a. (10, 1) c. (3, –2)
b. (–1, 2) d. (1, 0)
4. Which linear inequality represents the following graph?
a. y > 2x + 3
b. y < 2x + 3
c. y ≥ 2x + 3
d. y ≤ 2x + 3
5. Translate the statement “Two apples that cost x each and three bananas that cost y must not
be more than ₱100.00.”
a. 2x + 3y < 100 b. 2x + 3y > 100
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c. 2x + 3y ≥ 100 d. 2x + 3y ≤ 100
6. Which graph models the linear inequality 3x – y > 5?
a.
c.
b. d.
7. Which linear system represents the following graph?
⎧ y < 2x − 4
a. ⎨
⎩ y > 3x + 1
⎧ y > 2x − 4
b. ⎨
⎩ y < 3x + 1
⎧ y < 2x + 1
c. ⎨
⎩ y > 3x − 4
⎧ y > 2x + 1
d. ⎨
⎩ y < 3x − 4
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8. Which graph shows that (2, 1) is a solution to the system?
a. c.
b. d.
9. Which graph shows that the system has no solution?
b.
a.
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c. d.
10. Which system contains the origin in the set of its solutions?
ìx + y > 4 ìx + y £ 4
a. í c. í
îx - y < 3 îx - y > 3
ìx + y ³ 4 ìx + y £ 4
b. í d. í
îx - y < 3 îx - y < 3
For questions 11–13, refer to the relation A = {(1, 4), (1, 6), (1, 8), (1, 10), (1, 12)}
11. What type of correspondence is shown by A?

a. one-to-one c. many-to-one
b. one-to-many d. many-to-many
12. What is the domain of A?
a. {1}
b. {4, 6, 8, 10, 12}
c. {1, 4, 6, 8, 10, 12}
d. {(1, 4), (1,6), (1, 8), (1, 10), (1, 12)}
13. What is the range of A?
a. {1}
b. {4, 6, 8, 10, 12}
c. {1, 4, 6, 8, 10, 12}
d. {(1, 4), (1,6), (1, 8), (1, 10), (1, 12)}
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For questions 14–16, refer to the function f(x) = 5x2 – 2 with its corresponding table of values:
x –1 0 1 2 3 4
f(x) 3 –2 3 18 43 ?
14. What value completes the table above?

a. 18 c. 78
b. 20 d. 80
15. If x = –3, what is f(x)?
a. –43 c. –45
b. 43 d. 45
16. If f(x) = 18, what is x?
a. –2 c. –2 or 2
b. –2 or 2 d. cannot be determined
17. Which set of points does NOT show a function?
a. c.
b. d.
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For questions 18–20, refer to the following statement.
The new fare y proposal suggests a flag down rate of ₱25.00 and an additional ₱4.00 per
x kilometer.
18. Which statement translates this situation into symbols?
a. y = 25 + 4x c. y = 25x + 4
b. y = 25 – 4x d. y = 25x – 4
19. What is the fare if the trip was 10 km long?
a. ₱246.00 c. ₱65.00
b. ₱254.00 d. ₱29.00
20. If Brian paid ₱73.00, how long was his trip?
a. 8 km c. 11 km
b. 9 km d. 12 km
21. Which is the hypothesis and conclusion in the statement “If the measures of two segments
are equal, then they are congruent”?
a. Hypothesis: The measures of two segments are equal.
Conclusion: They are congruent.
b. Hypothesis: The two segments are congruent.
Conclusion: Their measures are equal.
c. Hypothesis: Two segments are congruent.
Conclusion: Their measures are not equal.
d. Hypothesis: The measures of the two segments are equal.
Conclusion: They might be congruent.
22. What could be the hypothesis if the statement “Adjacent angles have a common side” is
transformed into a conditional statement?
a. The two angles are adjacent. c. Angles have common side.
b. They have a common side. d. Adjacent angles are congruent.
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23. Which illustration gives a counterexample of a conditional statement “All quadrilaterals have
two pairs of parallel sides”?
a.
b.
c.
d.
24. Which is an example of a valid conditional statement whose converse is also true?
a. If an angle is greater than 90°, then it is an obtuse angle.
b. If two angles are linear pair, then they are supplementary.
c. If a triangle is obtuse, then it has two acute angles.
d. If it is a square, then it is a quadrilateral.
25. What is the converse of the statement, “If it is Tuesday, then I am eating my favorite adobo
dish”?
a. If I am eating my favorite adobo dish, then it is Tuesday.
b. If it is not Tuesday, then I am not eating my favorite adobo dish.
c. If I am not eating my favorite adobo dish, then it is not Tuesday.
d. If I am eating my favorite adobo dish, then it is not Tuesday.
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26. Which of the following statements is valid?

a. If 11 and 23 are added together, then their sum is even.
b. If the sum of two numbers is 22, then the two numbers are odd.
c. If the two numbers are 2 and 6, then their sum is odd.
d. If the two numbers are 5 and 7, then their sum is even.
27. What are the next two terms in the sequence 1, 1, 2, 3, 5, 8...?
a. 9, 14 c. 13, 21
b. 10, 17 d. 15, 23
28. What conjecture can you make about the 29th term in the pattern P, Q, P, R, P, Q, P, R?
a. The 29th term is P. c. The 29th term is R.
b. The 29th term is Q. d. The 29th term is S.
29. Celeste and Mark both got hired in the company of their choice. Celeste explained to Mark
the reason she got the job using inductive reasoning. Which statement is not possible for her
to mention?
a. Three out of the five questions in the interview were already asked from her during
her interview in another company.
b. Every year, the company gets two graduates from the school where she graduated
from.
c. Most of the written tests administered to applicants have math contents and she
consistently got good grades in math in her college years.
d. She passed the final interview given by the director of the company.
30. Which is NOT a possible counterexample to disprove the equation x3 – y3 = (x – y)3?
a. x = 1, y = 1 c. x = 3, y = 2
b. x = 4, y = 2 d. x = 2, y = 1
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Unit III Axiomatic Structure of Geometry and Triangle Congruence
Chapter 8 Axiomatic Structure of Geometry
Lesson 1 Postulates on Lines and Planes
Math Online
Math Concepts
Terms for which no definitions are given are used to prevent circular reasoning in the
development of concepts in geometry. These are called undefined terms, which include points,
lines, and planes. The axiomatic system of geometry begins by accepting true certain concepts
such as the undefined terms and postulates. Its consequences are the definitions and theorems.
Postulates relating to the relationships of points, lines, and planes are the distance, ruler, ruler
placement, line, point-existence, flat plane, plane, and plane-intersection postulates.
Math Links
Math Link 1
This video entitled “Math Antics - Points, lines, & Planes,” which you can access at
https://youtu.be/k5etrWdIY6o, shows that points, lines, and planes can be a model
representation of objects in the real world. It also presents how points, lines, and planes are
related to one another.
Draw a figure that can be seen in real life that involves points, lines, and planes. Put it on
a sheet of bond paper. Describe your work using some postulates involving points, lines, and
planes.
Math Link 2
The link https://www.ck12.org/book/ck-12-geometry-second-edition/section/1.1/

provides a brief discussion about points, lines, and planes. There are several examples about
naming and labelling these undefined terms from a given figure. Scroll down to see the
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review questions on the latter part of this page. The instruction is to draw and label an image
that would fit the given description.
Math Link 3
The video “How to Draw a Highway Tunnel in One Point Perspective,” which you
can access at https://youtu.be/_EqG4y7u9tk, provides a different perspective about the
undefined terms in geometry in the field of architecture and engineering. The use of
points, lines, and planes are the key to produce a three-dimensional drawing that appears
very realistic to the human eye. Write a four-sentence reaction paper after watching the
video.
Lesson 2 Postulates on Angles
Math Online
Math Concepts
An angle is described as a union of two rays with a common endpoint. In every angle,
there corresponds a real number between 0 and 180. Postulates on angle relationships include
angle measurement, angle construction, angle addition, and supplement postulate. The study of
angles, including their postulates and theorems, has expanded its applications to real life such as
aerial or naval navigation through the use of devices such as compass and bearing maps.
Math Links
Math Link 1
The link
https://www.wyzant.com/resources/lessons/math/geometry/lines_and_angles/angle_theorems
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/ contains some additional postulates and theorems involving angles that you did not
encounter in the book thus far. This may provide you a better understanding about angles in
preparation for the next lesson. Moreover, the thorough discussion on angle pair relationship
may increase your ability in solving problems involving angle pair relationships.
Math Link 2
The worksheet at https://cdn.kutasoftware.com/Worksheets/Geo/2-

Angle%20Pair%20Relationships.pdf contains exercises on angle pair relationship. The
Linear Pair Postulate and Angle Addition Postulate must be applied to solve the given
problem. This may require you to recall solving linear equation in one variable. Answer only
items number 13, 19, and 22. Print your answer, show a complete solution, and discuss it
with your seatmate.
Math Link 3
The link https://expertphotography.com/camera-angles/ provides a different perspective

on angles in relation to photography. Furthermore, it may help you appreciate the beauty of
knowing the right angles to create exceptional photograph.
Math Challenge
Rubric for Creating a One-point Perspective Drawing

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output. output.
Composition/Design The output is very The output shows The output is

clean and accurate. some degree of untidy and
cleanliness and inaccurate.
accuracy.
creative and some degree of creativity and
original. creativity and originality.
originality.
Total
Math Assess
the goal.
¨ Describe a mathematical system
¨ Illustrate the need for an axiomatic structure of a mathematical system in general, and in
geometry in particular: (a) defined terms, (b) undefined terms, (c) postulates, and (d)
theorems
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Chapter 9 Triangle Congruence
Lesson 1 Congruent Segments and Angles
Math Online
Math Concepts
Congruent segments are line segments that have the same length while congruent angles
are angles that have the same degree measure. The properties of congruent segments and angles
are necessary foundation in proving other theorems in geometry.
Math Links
Math Link 1
The link https://tutor.com/math-tutors/geometry-help/supplementary-angles contains a

thorough discussion on congruent supplement theorem which is one of the important
theorems in used in proving statements about angles. It also presents two illustrative
examples on finding the missing angles by applying the concept of congruent supplement
theorem.
Math Link 2
The link http://www.classzone.com/books/geometry/lessonquiz_national.cfm directs to

an interactive online quiz on proving statements related to segments and angles. Look for
chapter 2 and click 2.5 for “proving statements about segments” then click 2.6 for “proving
statements about angles.” Each link is comprised of five questions each. After answering the
five questions, kindly click submit for grading. You will see a page containing your answer
and the correct answer. This will serve an immediate feedback after taking the quiz.
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Math Link 3
The video “Congruency in Real Life,” which you can access at

https://youtu.be/aejEwpxfKu8, highlights the role of congruent triangles in different areas
such as in nature, sports, architecture, buildings, roads, and even in the kitchen. This will
provide you a different perspective and appreciation of learning the topic on triangle
congruence.
Lesson 2 Congruent Triangles
Math Online
Math Concepts
Two triangles that have the same size and shape are said to be congruent. Specifically, if
all three pairs of corresponding sides and all the three pairs of corresponding angles are
congruent, then the two triangles are congruent. However, it is sufficient to say that the two
triangles are congruent if there are three out of the six congruent parts of the two triangles are
congruent using the four congruence postulates, namely, SSS, SAS, ASA, and AAS Postulates.
Math Links
Math Link 1
The link https://mathbitsnotebook.com/Geometry/CongruentTriangles/CTtips.html has a

student-friendly discussion of writing proofs involving triangle congruence. It started with
some tips in preparation for writing proofs. Afterward, a summarized list of properties,
theorems, and postulates in proving statements about angles and segments that are necessary
foundation for proving triangle congruence. Then the four postulates on triangle congruence
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are discussed with illustrative examples for proving activities. Answer the following
questions after reading the discussion.
1. In your own words, explain the concept of the four postulates of triangle congruence.
2. Create your own example of proving statement involving triangle congruence. Then
show the correct proof.
Math Link 2
Go to https://www.mathbuddyonline.com/teks/hsgeometry for an online quiz on triangle

congruence. The questions will require you to choose the correct triangle congruence
postulate for the given figure. In answering the quiz, click the link then look for G.6B 1 and
chose “pick the congruence property.” You will be given one minute to answer as much as
possible items on triangle congruence postulate. After each answer, a reaction will be heard
to assess whether your answer is right or wrong.
Math Link 3
The short article “What are Truss Bridge Designs and How Do They Really Work?” at
https://sciencestruck.com/truss-bridge-design provides a thorough discussion on why triangle
is considered as the strongest shape in structural engineering standpoint. This will allow you
to recognize the triangle as an important shape in the fields of engineering and construction.
It also presents different truss bridge designs which you may use as a reference for the math
challenge activity.
Lesson 3 Using Congruent Triangles
Math Online
Math Concepts
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The theorems on right triangle congruence are applicable in providing rigidity and
strength to the material in design construction in the field of structural engineering. Meanwhile,
the theorems on isosceles and equilateral triangles are very helpful for designing and measuring
any materials in triangular form.
Math Links
Math Link 1
The link
https://www.wyzant.com/resources/lessons/math/geometry/triangles/right_triangle_congruen
ce/ has a good presentation of the theorems on triangle congruence. It presents illustrative
examples on determining which among the four theorems on right triangle congruence is
appropriate for a given figure. Moreover, the proofs in the given example are also explained
well.
Math Link 2

an interactive online quiz to enhance your skill in proving statements related to application of
congruent triangles. Look for chapter 4 and click 4.5 “Using congruent triangle.” The online
quiz is comprised of five questions. After answering the five questions, kindly click submit
for grading. You will see a page containing your answer and the correct answer. This will
serve an immediate feedback after taking the quiz. This will provide you a mastery on
proving statements related to congruent triangles.
Math Link 3
The link https://www.khanacademy.org/math/geometry/hs-geo-congruence/hs-geo-

bisectors/v/constructing-an-angle-bisector-using-a-compass-and-straightedge contains a
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tutorial video on how to construct a perpendicular line, a perpendicular bisector, and angle
bisector using pencil, straightedge, and compass. This provides an overview of drawing these
figures perfectly without the use of technology. It stresses the importance of geometric
constructions in mathematics in terms of accuracy in calculation.
Math Challenge
Rubric for Bridge Design Proposal

output. output.

accuracy.
originality.
Total
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Math Assess
the goal.
¨ Identify the property of congruent segments and angles in a given problem
¨ Solve word problems involving congruent segments and angles by proving
¨ Illustrate triangle congruence
¨ Illustrate the SAS, ASA, SSS, and AAS congruence postulates
¨ Prove two triangles are congruent using a triangle congruence postulate
¨ Solve corresponding parts of congruent triangles
¨ Solve word problems involving triangle congruence
¨ Prove statements on triangle congruence
¨ Apply triangle congruence to construct perpendicular lines and angle bisectors
¨ Solve problems involving isosceles triangles, equilateral triangles, and congruent right
triangles
Page 83 of 108
for Students

5 3 Expectation
1
the results.
Total
Page 84 of 108
for Students
Math Mastery
1. Which geometric object best models the surface of laptop?
a. point c. plane
b. line d. ray
2. Which of the following is sometimes true?
a. Any two points on a line are collinear.

b. Two intersecting lines are coplanar.
c. Any three points are coplanar.
d. Three planes intersect at two points.
3–6. Refer to the figure on the right.

!""#
3. Which of the following is not true about AG ?
!""#
a. AG is contained in plane O.
!""#
b. AG and point K is contained in plane O.
!""# !""#
c. AG and AK intersect at point A.
!""#
d. Point D is contained in AG .
4. Which of the following is true about plane S?
a. Points B, C, and D are contained in plane S.
!""#
b. BC and point E determine plane S.
c. The points B, G, F, L, and N lie on plane S.
!"# !""#
d. The intersection of IF and AG is contained
in plane S.
5. Which of the following is never true about planes S and Y?
!""#
a. The intersection of plane S and plane Y is FN .
b. Points N, F, and G are contained in planes S and Y.
Page 85 of 108
for Students
c. Point H is contained in plane Y but not in plane S.

d. Point D is not contained both in plane S and Y.
!""#
6. Suppose PR is represents the nail that you are hammering to a piece of wood. Let the
wood represent plane D. Which of the following is true?
!""#
a. PR is contained in plane D.
!""#
b. PR intersects plane D at one point.
!""#
c. If point Q lie on plane D, then point Q and PR determine plane D.
!""#
d. If point Q lie between the distance in PR then points S, P, and R determine plane
D.
7. Which of the following is mÐLTQ?

a. 110°
b. 120°
c. 125°
d. 135°
8. Which angle is not greater than or
equal to 90°?
a. ÐJTQ
b. ÐRTJ
c. ÐPTR
d. ÐATJ C
A
D
40°
9. Which of the following is false?
x° B
a. mÐEHF = mÐAHB E
2x° H
b. mÐDHE + mÐEHF = mÐFHG 3x°
c. mÐDHC > mÐFHG F
G
Page 86 of 108
for Students
d. mÐCHA + mÐAHB > mÐFHG

10. What is the mÐAHC?
a. 74°
b. 86°
c. 92°
d. 98°
11. If ÐABC and ÐDEF are linear pairs. Which of the following is true?
a. If ÐABC is 50 more than ÐDEF, then mÐABC = 115 and m ÐDEF = 65.
b. If mÐABC is 40 more than ÐDEF, then mÐABC = 140 and m ÐDEF = 40.
c. If mÐABC is 30 less than ÐDEF, then mÐABC = 30 and mÐDEF = 150.
d. If mÐABC is four times mÐDEF, then mÐABC = 138 and mÐDEF = 42.
12–13. Given: Ð1 and Ð2 are supplementary and mÐ1 = 90
Prove: Ð2 is a right angle
Statement Reason
1. Ð1 and Ð2 are supplementary and Given

mÐ1 = 90
2. mÐ1 + mÐ2 = 180 Definition of supplementary angles
3. 90 + mÐ2 =180
4. mÐ2 = 90
5. Ð2 is a right angle. Definition of right angle
12. What is the missing reason for statement number 3?

a. Reflexive property b. Symmetric property
Page 87 of 108
for Students
c. Substitution d. Right Angle Theorem
13. What is the missing reason for statement number 4?

a. Transitive property c. Subtraction property
b. Addition property d. Substitution
14. Which of the following statements justifies that “If PR @ ST and ST @ XY , then
PR @ XY ?
a. Reflexive c. Transitive
b. Symmetric d. Equivalence
15. The bedroom is halfway between the kitchen and the bathroom. The living room is
halfway between the kitchen and bedroom while the entertainment room is halfway
between bedroom and the bathroom. If the distance from the living room to the
entertainment room is 24 feet, what is the distance from the bedroom to the kitchen?
a. 12 ft c. 24 ft
b. 18 ft d. 32 ft
16. Given that ΔABC ≅ ΔGHI, which corresponds to ÐGIH?

a. ÐBCA c. ÐACB
b. ÐABC d. ÐCBA
17. If ΔUVW ≅ ΔXYZ, which of the following statement is false?

a. ÐU ≅ ÐX c. UV @ XY
b. ÐW ≅ ÐZ d. UW @ YZ
18. Which pair of triangles is NOT congruent by ASA Postulate?
Page 88 of 108
for Students
a.
b.
c.
d.
19. If ΔMNO ≅ ΔPQR, mÐM = 55°, mÐQ = 82, what is the mÐO?
a. 43° c. 67°
b. 56° d. 74°
20. Given that ΔPQR, PQ @ RQ , which is not a possible reason in proving that ÐP ≅ ÐR?
a. Reflexive Property
b. Midpoint Theorem
c. Right Angle Congruence Theorem
d. CPCTC
Page 89 of 108
for Students
21. You own three triangular garden that have the same size and shape. You purchased 36 ft
of fencing for both first and the second triangular garden. How much fencing do you need
for the third triangular garden?
a. 18 c. 72
b. 36 d. 84
22. Which of the following statements is true?
a. ΔRST ≅ ΔUVW by LA Theorem

b. ΔUVW ≅ ΔXYZ by LA Theorem
c. ΔSRT ≅ ΔUVW by HA Theorem
d. ΔUVW ≅ ΔZYX by HA Theorem
For 23–24, refer to the figure on the right.
23. Given EB @ DB and AB @ CB , which is a possible reason in the proof to prove that
EA @ DC ?
a. Linear Pair Postulate
b. Reflexive property
c. Definition of congruent segments
d. Vertical Angle Theorem
24. What congruence postulate would prove that ΔEBA ≅ ΔDBC?
a. ASA Postulate
Page 90 of 108
for Students
b. SSS Postulate
c. AAS Postulate
d. SAS Postulate
!""# !""#
25. Suppose RS intersect TU at point D and ÐRDU is an acute angle. What are the two
possible obtuse angles in the figure?
a. ÐRDT and ÐUDS
b. ÐTDR and ÐRDU
c. ÐTDS and ÐUDS
d. ÐRDT and ÐRDU
Page 91 of 108
for Students
Unit IV Geometric Relationships and Probability
Chapter 10 Geometric Relationships
Lesson 1 Inequalities in a Single Triangle
Math Online
Math Concepts
The Triangle Inequality Theorem explains that not any three lengths can be side
measurements of a triangle. By applying the Side-Angle and Angle-Side Inequality theorems, the
longest or shortest side as well as the largest and smallest angle in a triangle could be
determined.
Math Links
Math Link 1
The link
https://www.wyzant.com/resources/lessons/math/geometry/triangles/inequalities_and_relatio
nships/ contains a thorough discussion on inequalities and relationship within a single
triangle. It has illustrative examples to explain triangle inequality theorem. In addition, there
are supplemental proofs involving triangle inequalities that contains detailed flow of the
proof.
Math Link 2

an interactive online quiz on proving statements related to segments and angles. Look for
chapter 5 and click 5.5 entitled inequalities in one triangle. After answering the five
questions, kindly click submit for grading. You will see a page containing your answer and
the correct answer. This will serve an immediate feedback after taking the quiz.
Page 92 of 108
for Students
Math Link 3
The article at https://architizer.com/projects/ayala-triangle-park/ features the first urban

park to be built in Manila which is the Ayala Triangle Park. From its name, you will already
have an idea what shape the park would look like. Read the article and answer these guide
questions for reflection:
1. Do you think the architect who design the park applies the triangle inequality theorem
to build the shape of the park? Elaborate your answer.
2. After reading the short article, what is one thing that made sense to you?
3. Can you think of other Philippine architecture that utilize triangles in their design
building?
Lesson 2 Inequalities in Two Triangles
Math Online
Math Concepts
When two triangles are involved, the hinge theorem and its converse may be used to
illustrate inequalities between corresponding sides or included angles. Some real-life situations
may be modeled and solved with the concept of inequalities in two triangles.
Math Links
Math Link 1
The link https://virtualnerd.com/geometry/triangle-relationships/inequalities-two-

triangles/hinge-theorem-compare-sides provides a thorough discussion on how to use the
Hinge Theorem to compare side lengths in two triangles. It provides illustrative example to
clearly explain the use of hinge theorem.
Page 93 of 108
for Students
Math Link 2
The link https://study.com/academy/practice/quiz-worksheet-triangle-inequality-

theorems.html directs to a worksheet on identifying which side or angle is greater or lesser
using the concept of inequalities in two triangles. Print and answer the worksheet.
Math Link 3
The video “Learn About a Backhoe | Construction Vehicles for Children,” which you can
access at https://www.youtube.com/watch?v=99Yd8pATgQI, features how a backhoe works
in construction. Every part of the backhoe will be identified as well as its purpose. Watch the
video carefully and check how it models the concept of the SAS Inequality Theorem.
Lesson 3 Parallelism and Perpendicularity of Lines
Math Online
Math Concepts
When a transversal intersects two coplanar lines, several pairs of angles are formed
according to the positions of the angles with respect to the transversal and the two lines. The
corresponding angles postulate may be used to prove the other properties of parallel lines cut by
a transversal. When a transversal forms congruent corresponding angles, congruent alternate
interior angles, congruent alternate exterior angles, or supplementary same-side interior angles,
the lines cut by the transversal are parallel. When two lines are parallel or perpendicular to the
same line, then they are parallel.
Math Links
Math Link 1
Page 94 of 108
for Students
The link https://mathbitsnotebook.com/Geometry/ParallelPerp/PPangles.html discusses

the four angle relationships that can be formed when a transversal line intersects two
coplanar lines. Each angle relationship is defined with clear illustrations and examples. In
addition, it also elaborates the how each angle relationship can either be congruent or
supplementary from one another. After reading the link, complete the following statements:
1. I was confused by ________________.

2. I need more examples of ___________________.
3. This point is really clear: _______________________.
Math Link 2

an online quiz on proving statements related to parallel lines and transversal. Look for
chapter 3 and click 3.4 entitled “proving lines are parallel” and 3.5 using properties of
parallel lines. After answering the five questions, kindly click submit for grading. You will
see a page containing your answer and the correct answer. This will serve an immediate
feedback after taking the quiz.
Math Link 3
The video “Parallel Lines and Transversals by Shmoop,” which you can access at
https://youtu.be/iMINKDZk-uM, explores the concept of parallel lines and transversals. It
presents the topic in a very friendly manner that could easily be understood by the students
especially the relationship of the angles. Moreover, it uses real-world context in providing
examples real-life applications of parallel lines.
Page 95 of 108
for Students
Math Challenge
Rubric for Creating a Ladder Design

output. output.

accuracy.
originality.
Total
Math Assess
the goal.
¨ Illustrate theorems on triangle inequalities (Exterior Angle Inequality Theorem, Triangle
Inequality Theorem)
Page 96 of 108
for Students
¨ Apply theorems on triangle inequalities
¨ Prove inequalities in a triangle
¨ Illustrate theorems on triangle inequalities (Hinge Theorem)
¨ Prove properties of parallel lines cut by a transversal
¨ Determine the conditions under which lines and segments are parallel or perpendicular
Chapter 11 Elementary Probability
Lesson 1 Key Concepts on Probability
Math Online
Math Concepts
The study of probability is concerned with determining the chances of an event to
happen in an experiment as determined by the possibility of outcomes or occurrences over a
given sample space. The skill of counting outcomes, which may be done in a variety of ways
such as systematic listing, making tables and tree diagrams, or applying the fundamental
counting principle, is a prerequisite to studying probability. It always helps to determine whether
the events are independent or dependent in counting possible outcomes.
Math Links
Math Link 1
The link https://www.siyavula.com/read/maths/grade-11/probability/10-probability-04

gives additional discussion about tree diagramming in probability. The discussion contains
worked examples for you to get used to find the possible outcomes of an experiment using
the tree diagram. After this, try to solve the problems and check if you got the correct
solutions by clicking the solution tab.
Page 97 of 108
for Students
Math Link 2
Test your understanding about the lesson by answering the multiple-choice questions at
https://quizizz.com/admin/quiz/5759bdbb9279684e83609cdd/tree-diagrams-fundamental-
counting-principle. Finish all the three activities, live game, homework, and solo practice.
Show the results of your activities to your teacher.
Math Link 3
The video “The Birthday Probability Experiment | Look Kool,” which you can access at
https://youtu.be/yazySKDDJF4, provides a very friendly manner of applying the concept of
probability in real life by determining how many people you need to ask before you can find
two people with the same birthday. After watching the video, reflect on these two questions:
• Before you found out the answer towards the end of the video, did you have an initial
answer to the problem? What is that number?
• Does the video create an impact to you in understanding the concept of probability? To
what extent? Explain your answer.
Lesson 2 Simple Probability
Math Online
Page 98 of 108
for Students
Math Concepts
Probability is a measure of the likeliness of an event’s occurrence and can assume a
value between 0 and 1 inclusively. The probability of an event is calculated by dividing the
number of favorable outcomes by the number of possible outcomes. This is also known as
theoretical probability. Experimental probability is determined by repeated trials of an actual
experiment. An event’s experimental probability usually differs from its theoretical probability,
but may have almost the same value especially when the experiment is performed many times.
Math Links
Math Link 1
The site http://www.sunshinemaths.com/topics/probability/probability-of-simple-events/

gives you additional discussions and content on probability of simple events. The site also
gives other examples of solving the probability of simple events. After reading the selection
and studying the examples, give five other examples of simple probability and its correct
solution.
Math Link 2
The link https://www.ixl.com/math/grade-7/probability-of-simple-events directs to an

interactive and timed activity on determining the probability of simple events. Here you are
required to type your final answer to the questions. Your goal is to reach a hundred points.
You are given points based on how short it takes you to type your answer. An explanation is
also provided for you if you were not able to get the correct answer.
Math Link 3
The video “Probability in Genetics: Multiplication and Addition Rules,” which you can
access at https://www.youtube.com/watch?v=y4Ne9DXk_Jc provides a new perspective on
Page 99 of 108
for Students
probability and how it works in genetics. Moreover, this will inform you of some advantages
of knowing the idea of probability in a different field of science such as genetics.
Math Challenge
Rubric for Creating a Proposal

output. output.

accuracy.
originality.
Total
Math Assess
Page 100 of 108

for Students
the goal.
¨ Illustrate an experiment, an outcome, a sample space, and an event
¨ Count the number of occurrences of an outcome in an experiment in terms of a table,
a tree diagram, systematic listing, and the fundamental counting principle
¨ Find the probability of a simple event
¨ Illustrate an experimental probability and a theoretical probability
¨ Solve problems involving probabilities of simple events

5 3 Expectation
1
Page 101 of 108

for Students

the results.
Total
Math Mastery
1. Allan, Michael, Angel, and Sarah were each given three with various lengths to form a
triangle. Allan received three 5-inch sticks; Michael received two 5-inches and one 9-
inch sticks; Angel received 7-inch, 6-inch, and 3-inch sticks; and Sarah received 2-inch,
7-inch, and 5-inch sticks. Who among them was not able to make a triangle?
a. Allan c. Angel
b. Michael d. Sarah
2. In ΔABC, AB = 8 cm, BC = 9 cm, and AC = 10 cm.
List the angles in order from least to greatest.
a. mÐA, mÐB, mÐC
b. mÐC, mÐA, mÐB
c. mÐC, mÐB, mÐA
d. mÐB, mÐA, mÐC
3. Two sides of a triangle have the measures of 15 and 38. Find the range of possible
measures for the third side (x) of the triangle.
a. 5 < x < 23 c. 13 < x < 53
b. 23 < x < 53 d. 5 < x < 53
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for Students
4. Three billiard balls are left on the table. Use the expressions to determine which two balls
are furthest apart.
a. 2 and 6
b. 2 and 3
c. 3 and 6
d. 6 and 3
5. Which of the following statement is true

to prove that AC > AB?
a. mÐ1 = mÐ2
b. mÐ1 < mÐ3
c. mÐ2 > mÐ3
d. Ð1 ≅ Ð2
6. Which inequality gives the correct restriction on x using the Hinge Theorem?
1
a. <x<2
2
1
b. < x<5
4
1
c. <x<2
4
1
d. < x<5
2
7. What is the relationship between Ð3 and Ð4

in ΔPQR?
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for Students
a. mÐ3 = 2mÐ4
b. mÐ3 > mÐ4
c. mÐ3 = mÐ4
d. mÐ3 < mÐ4
8. What is the relationship between OQ and
OR in ΔOQR?
a. OQ < OR
b. OQ = OR
c. OQ > OR
d. Cannot be determined
9. What is the relationship between UW and TY if

mÐT > mÐU and mÐY > mÐW?
a. UW = 2TY
b. UW < TY
c. UW > TY
d. UW = TY
10. If ΔDEF is an isosceles triangle, which of the following is true using the SAS Inequality
Theorem?
a. As the vertex angle increases, the base angles increase as well.
b. As the vertex angle increases, the base angles decrease as well.
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for Students
c. As the base angles decreases, the altitude of the triangle increases.

d. As the base angles decreases, the altitude of the triangle remains constant.
11–12. In the figure below the angles are formed by a transversal and parallel lines b and c.
11. Which explains why Ð4 and Ð5 are congruent?

a. They are alternate interior angles.
b. They are alternate exterior angles.
c. They are corresponding angles.
d. They are supplementary angles.
12. Which explains why Ð1 and Ð8 are congruent?
a. They are alternate interior angles.
b. They are corresponding angles.
c. They are alternate exterior angles.
d. They are supplementary angles.
13. Which lines are parallel in the figure below?
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for Students
a. lines s and t c. both lines s and t, and m and n

b. lines m and n d. cannot be determined
14. What postulate or theorem can justify the answer in number 13?
a. Converse of Alternate Interior angle Theorem
b. Converse of Alternate Exterior Angle Theorem
c. Converse of Corresponding Angles Postulate
d. Converse of Same-Side interior angle Theorem
15. In proving that, given that Ð1 ≅ Ð6 are supplementary, the following are possible
reasons in the proof except for one.
a. Definition of Linear Pair

b. Linear Pair Postulate
c. Converse of Corresponding Angles Postulate
d. Converse of Same Side Interior Angle Theorem
16. Johnny wants to know the probability of his winning the game “Lucky 7.” Which
terminology would be the suitable description in doing this?
a. event b. experiment c. outcome d. trial
17. Find the number of two-digit numbers that can be written from the set {2, 4, 6 ,8}.
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for Students
a. 6 b. 9 c. 16 d. 25
18. Which of the following method is best suited to get the number of ways a class of 40
students choose among themselves a class representative if all of them may be chosen?
a. systematic listing c. tree diagram
b. product table d. fundamental counting principle
19. How many choices does Amy have if she is to choose from 4 different sets of accessories
for her toy house with each containing 3, 5, 3, and 6, respectively?
a. 17 b. 90 c. 120 d. 270
20. How many possible outcomes are there in flipping 4 coins?
a. 10 b. 12 c. 14 d. 16
21. When you are getting ready to get dressed, you have the following choices: a red, blue, or
white shirt; jeans or sweatpants; rubber shoes or sandals. How many different outfits
could be made with these choices?
a. 12 b. 10 c. 4 d. 6
22. How many possible combinations are there to unlock a cellular phone with a 6-digit pin
code?
a. 1 000 b. 10 000 c. 100 000 d. 1 000 000
23. Which of the following is an example of a compound event?
a. Picking a letter from the word PEACE
b. Drawing a letter from the alphabet
c. Rolling a die and getting an even number
d. Picking an ace or a red card on a standard deck of cards
24. What is the probability of getting a 6 when a die is rolled?
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for Students
1 1 1 1
a. b. c. d.
2 6 3 8
25. What is the probability that one’s birthday lands on a month that starts with J?
1 1 1 1
a. b. c. d.
6 3 4 2
26. A jar contains 6 blue marbles, 8 violet marbles, and 3 red marbles. If a marble is drawn at
random, what is the probability that it is not blue?
11 9 6 3
a. b. c. d.
17 17 17 17
27. If a number is to be selected from the set of three-digit numbers, what is the probability
that the number chosen is divisible by 2?
2 1 1 1
a. b. c. d.
5 3 4 2
28. What is the probability that your name will be drawn out during graded recitation if there
are 43 in your class?
1 1 1 2
a. b. c. d.
10 16 43 43
29. What is the probability that the letter B is chosen the word HONESTY?
a. 100% b. 0 % c. 50% d. 1%
30. What is the probability that it will not rain today will if there is a 13.45% chance of rain?
a. 86.55% b. 87.55 % c. 100% d. 0%
Page 108 of 108

Math For Innovative Minds 8 For Students: Unit I Expressions and Equations

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Math for Innovative Minds 8

Unit I Expressions and Equations

Chapter 1 Factoring Polynomials

Lesson 1 Factoring by the Greatest Common Factor

zzazz%20Factoring%20Out%20GCF.pdf presents a puzzle that can be solved by performing

Lesson 2 Factoring General Trinomials

Lesson 3 Factoring Special Products

Rubric for Fencing Design Proposal

Chapter 2 Rational Expressions

Lesson 1 Rational Expressions

A rational expression is defined as a ratio of two polynomials with a nonzero

The link https://cdn.kutasoftware.com/Worksheets/Alg2/Rational%20Expressions.pdf

The website https://www.ixl.com/math/algebra-1/simplify-rational-expressions offers a

Lesson 2 Multiplication and Division of Rational Expressions

Lesson 3 Addition and Subtraction of Rational Expressions

The link https://www.purplemath.com/modules/rtnladd.htm contains a discussion of the

Rubric for Presentation

Coherence of Sound arguments Arguments and Poorly constructed

Correct Mathematical Mathematical Mathematical symbols

notations used are notations used are poorly used in the

Accuracy of All mathematical Most mathematical Mathematical

¨ determine the restricted values of a rational expression

¨ Simplify rational algebraic expressions

¨ Solve word problems involving simple rational expressions

¨ Illustrate rational algebraic expressions

¨ Perform operations on rational algebraic expressions (multiplication and division)

¨ Solve problems involving multiplication and division of rational algebraic expressions

¨ Perform operations on rational algebraic expressions (addition and subtraction)

¨ Solve problems involving addition and subtraction of rational algebraic expressions

Chapter 3 Linear Equations

Lesson 1 The Cartesian Coordinate System

The link https://s3-us-west-1.amazonaws.com/math-

The website https://www.mathplayground.com/locate_aliens.html directs to an

Lesson 2 Linear Equations in Two Variables

The online game at https://www.mangahigh.com/en/games/graphsofthegalaxy challenges

Lesson 3 Slope of a Line

The slope-intercept form of a line is y = mx + b, where m is the slope and b is the y-

The link https://www.mathwarehouse.com/algebra/linear_equation/slope-of-a-line.php

The Kuta Software worksheet at

The website https://www.mathgames.com/skill/8.41-find-the-slope-of-a-graph gives a 10-

Lesson 4 Equation of a Line

The worksheet at https://www.chca-

The online game at https://www.mathplayground.com/SaveTheZogs/index.html gives

Lesson 5 Applications of Linear Equations in Two Variables

Problems involving a linear relationship between two variables can be solved by

The website https://www.purplemath.com/modules/slopyint.htm introduces the meaning

The link https://quizizz.com/admin/quiz/56e2e3c98e29d44c36f59727/f4-ymxb-from-

The Cheaper Fare

By Madonna L. Dela Torre

A. Find the equation of the following using the information given.

1. A line passing through (2, 1) and (3, −1)

Lesson 1 System of Linear Equations and Their Graphs

The link https://courses.lumenlearning.com/epcc-atdcoursereview-collegealgebra-1-

The website https://www.ck12.org/book/ck-12-basic-algebra-concepts/section/7.6/

A System of Two Friends

“One of the things I liked best,” Pauline

“Hmm, I remember right off the bat that

“I think we forgot something,” Carla’s brows furrowed. “Yep, we passed by a rather

case—that of perpendicular lines.”