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NOT

Mathematics
Quarter 1 – Module 10
RELATIONS AND FUNCTIONS
(Graph of A Line)
Mathematics - Grade 8
Alternative Delivery Mode
Quarter 1 – Module 10: RELATIONS AND FUNCTIONS
(Graph of Linear Equation)
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Writer: Josephine T. Sebolino

Reviewer: Ma. Cristina B. Galgo
Illustrator and Layout Artist: Jay Michael A. Calipusan
Josephine T. Sebolino

Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO Vl
Schools Division Superintendent

Co-Chairpersons: Conniebel C. Nistal, PhD

OIC, Office of the Schools Division Superintendent
Pablito B. Altubar
CID Chief

Members Ma. Cristina B. Galgo, EPS

Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II

Printed in the Philippines by

Department of Education – Division of Gingoog City
Office Address: Brgy. 23, National Highway, Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: [email protected]

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 8
Mathematics
Quarter 1 - Module 10
RELATIONS AND FUNCTIONS
(Graph of A Line)

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This page is intentionally blank

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 Table of Contents

What This Module is About …………………………..………………………………………

What I Need to Know …………………………………………………………………………...

How to Learn from this Learning Package …………………………………………………

Icons of this Learning Package ………………………………………………….……………

Lesson 1: LINEAR FUNCTION AND ITS APPLICATION:

Graph of Linear Equation in terms of its intercepts and slope

What’s In ……………………………………………………………………….

What’s New ..
Activity 1: Mark Me! ……………………………………………….
Activity 2: How do I Look? …………………………………..…….
What Is It …………………………………………………………………………

What’s More ..
Activity 3: Describe my Form! ……………………………………
What Is It …………………………………………………………………………

What I Have Learned …………………………………………………………

What I Can Do …………………………………………………………………

Summary …………………………………………………………………………………..

Assessment: (Post-Test) …………………………………………………………………

Key to Answers ……………………………………………………………………………………

References ………………………………………………………………………………………. ..

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What This Module is About

Many real-life problems are tackled using algebra where situations are interpreted
into mathematical expression. Most likely, direct and proportional relationships between two
variables are converted into linear equations. Linear equations are expressions of linear
functions which make a straight line when graphed. That is, a straight line can be described
by an equation in the slope-intercept form of the linear equation formula, y= mx + b.

In this module, you will learn that through identifying the slope, m and the y-intercept,
b , you can easily describe the characteristics of the straight line and more likely, you can
well interpret the relationship between two variables (x and y).

What I Need to Know

At the end of this module, you should be able to:

 describe the graph of a linear equation in terms of its intercepts and slope. (M8AL-If-3)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.

• Answer the pretest honestly, the purpose of the pretest is for you to determine your
prior knowledge before going thru the lessons and activities.
• If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space where
you can absorb the lesson well.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Perform all activities and answer all tests and exercises with perseverance and
dedication to learn.
• You may use the internet and other available references at hand if you need more
information about the lesson.
• Don’t forget to connect with your subject teacher and/ or your friends through mobile
phone and social media network would you wish for further clarifications.
• Pray for guidance.

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Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

Direction: Answer the following questions. Write your answer on a separate sheet of paper.

1. How is the x-intercept represented in the slope intercept form of a linear equation?
a. It is represented by x.
b. It is represented by m.
c. It is represented by b.
d. It is not represented.
2. Find the y-intercept of the linear equation: 4x +8y = 40
a. 6
b. 8
c. 5
d. 4

3. Complete the table of values for the given lines: 2x + y = 9

x 0 4 9
y 9 1
a. 12
b. 9
c. -9
d. -12

4. In the equation, y = mx + b, letter b is the ___________.

a. y-intercept
b. x-intercept
c. slope
d. rate of change

5. Identify the slope and y-intercept of the equation: y=-x + 4.

a. m= 4, b=-x
b. m=-x, b= 4
c. m= 1, b= 4
d. m=-1, b= 4

6. How would you write the equation with a slope of 1/2 and a y-intercept of -3?
a. y= 3/2x + 3
b. y= 1/2 - 3
c. y= 1/2x - 3
d. y= 2/3x + 3

7. Find the slope of the line that passes through (10, -8) and (1, 12).
a. 20/9
b. -20/9
c. 4/9
d. 9/4

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8. What is the graph of a line with an undefined slope?
a. Vertical
b. Horizontal
c. Increasing
d. Decreasing

9. What type of slope is illustrated in the graph?

a. Positive
b. Negative
c. Undefined
d. Zero

10. What is the graph of a line with positive slope?

a. Vertical
b. Horizontal
c. Increasing
d. Decreasing

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 Lesson Linear Functions and Its Applications:

1 Graph of Linear Equation in Terms of Its Intercepts and

Slope

What’s In

Key Learning Points from the previous lessons:

 Linear equations are expressions of linear functions which make a straight line
when graphed.
 An equation is a statement that says two mathematical expressions are equal.

 A linear equation in one variable is an equation with the exponent 1 on the variable.

 Linear equations are also known as first‐degree equations, because the highest
exponent on the variable is 1.

 All linear equations eventually can be written in the standard form ax + by = c,

where a, b, and c are real numbers and a ≠ 0.

 There are three main forms of linear equations

a) Slope-intercept: y= mx + b, where m is the slope and b is the y-intercept
b) Point-slope: y−y1 = m (x−x1), where m is the slope and (x1, y1) is the point on the
line
c) Standard: Ax+By=C, where A, B and C are constants

 In the slope-intercept form of the linear equation formula, y= mx + b, the y variable

is dependent to the x variable; meaning to say, the value of y changes depending on
the change of the value of x.
 The m which is the constant rate of change defines the slope or the steepness of the
line and can be computed as the ratio of the vertical change between two points, the
rise, to the horizontal change between the same two points, the run.

https://www.mathwarehouse.com/algebra/linear_equation/slope-intercept-form.php

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 The b, on the other hand, which is the y-intercept is the point where the line crosses
the vertical y-axis. It worked as an adjustment that moves the function away from the
origin. Note that x and y are coordinates.

https://www.mathwarehouse.com/algebra/linear_equation/slope-intercept-form.php

 The point-slope equation emphasizes the slope (m) of the line and a point (x1, y1) on
the line (that is not the y-intercept).

https://www.mathsisfun.com/algebra/line-equation-point-slope.html

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 What’s New

Activity 1: Mark Me!

Suppose two points A and B have coordinates (3,2) and (5,6), respectively.
a) Determine the slope of the linear functions that passes through the given
pairs of points.
b) Draw the graph of the linear functions.
c) Answer the following:
1. How is rise = 4 arrived at? Explain.
2. How is run = 2 arrived at? Explain.
3. What is the slope? How did you find the slope?
4. How did you find the change in y-coordinate?
5. How did you find the change in x-coordinate?

Activity 2: How do I look?

Direction: Find the slope and the y-intercept of each line below. Answer further the
following guide questions.

3 4

Source: Mathematics 8 Learner’s Module, First Edition, p184-185

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 1. How did you find the slope of each line?

2. What is the trend of the graph? Is it increasing? Or decreasing?

3. What is the slope of each increasing graph? What are the signs of the slopes?

4. What is the slope of the decreasing graph? What is the sign of the slope?

5. Do the graphs represent linear functions? Why or why not?

6. What is the slope of the horizontal line? How about the vertical line?

7. Where can you locate the y-intercepts of each line?

What Is It

In Activity 1, you are given two points with coordinates (3,2) and (5,6). The first point maybe
assigned as (x1,y1) and the second point as (x2,y2).

 Computing for the slope will yield a positive integer of 2 through simply dividing
the change in y over the change in x. That is,

𝑦2−𝑦1 6−2 4
𝑚= ; 𝑚= ; 𝑚=2 ; m=2
𝑥2−𝑥1 5−3

 Connecting the two points, you will observe that the straight line being is formed
is rises to the right, thus, described as an increasing graph. Meaning to say,
there is a corresponding increase of y-value when the x-value is increased.

In Activity 2, you are directed to find the slope and the y-intercept.

Graph #1
 Using the formula for the slope, graph #1 will give us a slope of (-)1. It could be
observed that when the line formed on the graph falls from left to right, it will yield
a negative slope. This negative slope is described as decreasing graph. Meaning
to say, for every increase of x-value, there is a corresponding decrease of the y-
value.
𝑦2−𝑦1 1−3 −2
𝑚= ; 𝑚= ; 𝑚= ; m = -1
𝑥2−𝑥1 2−0 2

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 Notice that the line touches point 3 on the y-axis, therefore (+) 3 is the b or the y-
intercept. This implicates that when x=0, y is 3.

Graph #2
 Graph #2 showed a horizontal line where the slope is computed equal to zero. It
can then be analyzed that where the line has no slope, any changes of the x-
value do not change the value of the y.

𝑦2−𝑦1 1−1 0
𝑚= ; 𝑚= ; 𝑚=1 ; m=0
𝑥2−𝑥1 2−1

 Notice that the line touches 1 point above the origin on the y-axis, therefore (+)1
is the b or the y-intercept. With no slope at all, any values of the x would yield a
constant y-value equal to the y-intercept.

Graph #3
 Computing for the slope of graph #3 will give us a positive slope of 1/2. It could
be observed that the line formed with a positive slope is described as an
increasing graph. Meaning to say, for an increase of the x-value, there is a
corresponding increase of the y-value.

𝑦2−𝑦1 0−(−2) 2 1
𝑚= ; 𝑚= ; 𝑚=4 ; 𝑚=2
𝑥2−𝑥1 4−0

 Notice, however, that the line touches point 2 below the origin on the y-axis.
Thus, (-)2 is the b or the y-intercept which means that when x=0, y is -2.

Graph #4
 Graph #4 will give us an undefined slope which formed a vertical line. It could be
observed that the line does cross any point of the y-axis, therefore, there is no y-
intercept at all. Note that this line is simply vertical and it is not a linear function.

𝑦2−𝑦1 4−2 2
𝑚= ; 𝑚= ; 𝑚=0 ; 𝑚 = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
𝑥2−𝑥1 2−2

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 What’s More

Activity 3: DESCRIBE MY FORM!

Direction: Graph the following equations by plotting points and describing each graph in
terms of its slope and y-intercept

a. f(x) = 2/3 x + 5,
b. 6 – 2y = -3x
c. 2y – 10 = -4x
d. 2x + 5y + 10 + 0
e. y=x
(

What Is It
https://courses.lumenlearning.com/wmopen-collegealgebra/chapter/introduction-graphs-of-linear-functions/

In the Activity above, let us begin by choosing input values. This function includes a
fraction with a denominator of 3 so let’s choose multiples of 3 as input values. We will
choose 0, 3, and 6 for input values and use the output values to identify coordinate pairs.
Note that this function could be written as y= 2/3 x + 5.

@ x = 0, f (0) = 2/3 (0) + 5 = 5 (0, 5)

@ x = 3, f (3) = 2/3 (3) + 5 = 3 (3, 3)
@ x = 6, f (6) = 2/3 (6) + 5 = 1 (6, 1)

We can now plot the

coordinate pairs and draw a line
through the points. The graph is
of the function f(x)=−2/3 x + 5.

Description: The graph has a downward slant which indicates a negative slope which also
means negative constant rate of change. Meaning to say, an increase of x-value
there corresponds a decrease of y-value at constant rate of change. And to where
x=0, y is at 5 points above origin.

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 What I Have Learned

Name: ___________________________________ Date: _____________

Grade and Section: _________________________ Score: ____________

Describing Graphs of Liner Equations in terms of its Intercepts and Slope

Direction: Plot the data and describe the graph of each of the following. Answer using
graphing papers.

1. (-3,0) and (0,-3) 2. m = 2, b = 2

3. f(x) = -5x -2 4. (1,1) and (2,1)

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 What I Can Do

Activity 4: Generalization. Answer on separate sheet of paper.

A. What have you learned today?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

B. How do you describe the graph of linear equation in terms of its intercepts and slope?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

C. Can you cite at least three example where we can use the graphs of linear equation in
our life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

D. Did you able to achieve the objective of the day? How?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Summary

 The equation of any straight line is called a linear equation and is written as:
y = mx + b, where m is the slope of the line and b is the y-intercept.

 The sign of the slope tells the inclination of the graph.

a. If the slope m is positive, then the line rises from left to right, that means that
as the x-variable increases, so does the y-variable.
b. If the slope m is negative, then the line falls to the right, that means the as x-
variable is increasing, the y-variable is decreasing.
c. If m is zero, then the graph is a horizontal line, meaning to say, y-variable is
constant at any value of x.
d. If m is undefined, then the graph is a vertical line. Note that a vertical graph is
just a line, not a function.

(Math 8 TG) https://sites.google.com/a/davaocnhs.edu.ph/davaocnhs/lms-and-tgs

 Moreover, changing the value of m could swivel the line from horizontal to nearly
vertical and through every slope in between. As m, the slope, gets larger, the line
gets steeper. When m gets smaller, the slope flattens.

 In another hand, changing the value of b moved the line around the coordinate plane.
A positive y-intercept means the line crosses the y-axis above the origin, while a
negative y-intercept means that the line crosses below the origin.

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 Assessment: (Post-Test)

Direction: Answer following on a separate sheet.

Part I
1. Identify the y-intercept for the function: y = -5x
a. -5
b. 0
c. 1
d. -1

2. How would you write the equation with a slope of 9 and a y-intercept of 4
a. y= 4x + 9
b. y= 4x - 9
c. y= 9x - 4
d. y= 9x + 4

3. How is the y-intercept represented in the slope intercept form of a linear equation?
a. It is represented by x.
b. It is not represented
c. It is represented by m.
d. It is represented by b.

4. Find the y-intercept for the linear equation: 3x - 5y = 10

a. 3/5
b. 30
c. 6
d. -3/5

5. In the equation, y = mx + b, the letter m is the ___________.

a. slope
b. y-intercept
c. x-intercept
d. rate of change

6. Find the y-intercept for the linear equation: y= ¼ x + 3

a. 1
b. 3
c. ¼
d. 4

7. Complete the table of values for the given lines: 7x - 4y = 2 x 2 6 10

a. 12 y 3 10
b. 17
c. -12
d. -17

8. Consider the equation: y= 3x - 8. Identify the slope and y-intercept.

a. m= 3x, b=-8
b. m= 8, b= -3
c. m= 3, b= -8
d. m= -8, b= 3x

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 9. What type of slope is illustrated in the graph?
a. Zero
b. Positive
c. Negative
d. Undefined

10. Jennifer is 20 miles north of her house, and she is driving north on the highway at a
rate of 55 miles per hour. What is the rate of change or the slope on this situation?
a. 20 mph
b. 55 mph
c. 75 mph
d. 35 mph

Part II. Determine the slope and y-intercept of the following and describe graph whether
increasing, decreasing, vertical or horizontal.

Function slope y-intercept graph

1. f(x) = 2x – 5 ____________ _____________ ____________

2. y= -3x + 7 ____________ _____________ ____________
3. x=8 ____________ _____________ ____________
4. 7x – 3y – 10 = 0 ____________ _____________ ____________
5. 2y + 1 = 0 ____________ _____________ ____________

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 Key to Answers

Pre-Test:

1. D 6. C
2. A 7. D
3. C 8. A
4. A 9. B
5. D 10. C

Post-Test:

Part I
1. B 6. B
2. D 7. B
3. D 8. C
4. A 9. C
5. A 10. B

Part II
Slope Intercept Graph

1. 2 -5 positive
2. -3 7 positive
3. Undefined - vertical
4. 7/3 10/3 positive
5. 0 1 horizontal

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References
1. Mathematics 8 Learner’s Module, First Edition
2. https://lrmds.deped.gov.ph/detail/5455
3. https://sites.google.com/a/davaocnhs.edu.ph/davaocnhs/lms-and-tgs
4. https://www.chilimath.com/lessons/intermediate-algebra/slope-intercept-form
5. https://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE
/U04_L1_T3_text_final.html
6. https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:forms-of-linear-
equations/x2f8bb11595b61c86:summary-forms-of-two-variable-linear-
equations/a/forms-of-linear-equations-review
7. https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/linear-sentences-in-
one-variable/linear-equations
8. https://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE
/U04_L1_T3_text_final.html
9. https://quizizz.com/admin/quiz/5c531dd1aba642001eebed35/graph-linear-
equations
10. https://quizizz.com/admin/quiz/57addf23d5012f7128420411/slope-and-y-intercept
11. https://www.mathplanet.com/education/pre-algebra/graphing-and-functions/the-
slope-of-a-linear-function
12. https://www.mathsisfun.com/algebra/line-equation-point-slope.html

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For inquiries or feedback, please write or call:
Department of Education – Division of Gingoog City
Brgy. 23, National Highway, Gingoog City
Telefax: 088 -328-0108/088328-0118
E-mail Address: [email protected]

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