8

MATHEMATICS
Quarter 1 - Module 3:
Rectangular Coordinate System
Linear Equations in Two Variables
Slope of a Line

AIRs - LM
i LU_Q1_MATHEMATICS 8_MODULE 3
LU_Q1_Math8_Module 3
MATHEMATICS 8
Quarter 1 - Module 3: Rectangular Coordinate System, Linear Equations in

8
Two Variables and Slope of a Line

Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Brenda F. Dizo

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Virginia G. Acas
Language Reviewer: John Michael L.Ordinario
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jerome P. Medriano

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
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Virgilio C. Boado, PhD, EPS in Charge of LRMS
Erlinda M. Dela Peña, EdD, EPS in Charge of Mathematics
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Printed in the Philippines by: _________________________

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i LU_Q1_MATHEMATICS 8_MODULE 3
 MATHEMATICS
Quarter 1 - Module 3:
Rectangular Coordinate System
Linear Equations in Two Variables
Slope of a Line

ii LU_Q1_MATHEMATICS 8_MODULE 3
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check you are learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

iii LU_Q1_MATHEMATICS 8_MODULE 3

 This module has the following parts with their corresponding icons:

This will give you an idea of the skills or

TARGET competencies you are expected to learn in the
module.
In this portion, the new lesson will be
JUMPSTART introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.
This section provides a brief discussion of the
DISCOVER lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
EXPLORE practice to strengthen your understanding
and skills of the topic. You may check the
answers in the exercises using the Answer
Key at the end of the module.
This section provides an activity which will
DEEPEN help you transfer your new knowledge or skill
into real life situations.
This is a task which aims to evaluate your
GAUGE level of mastery in achieving the learning
competency.

At the end of this module, you will also find:

References This is a list of all sources used in developing

this module.

iv LU_Q1_MATHEMATICS 8_MODULE 3
 T ar get

Whether you are presenting data on a line graph or simply finding the location
of the Philippines on the map, you will need to understand point coordinates.
This module was designed and written for you to answer the activity you’ve
missed while you are away from school. It is here to help you master the
rectangular coordinate system and its different parts. You will also learn how
points are plotted on the Cartesian Plane and its uses in real life.

After going through this module, you are expected to:

Learning Competency:
1. illustrates the rectangular coordinate system and its uses. M8AL-Ie-1
2. illustrates linear equations in two variables. M8AL-Ie-3
3. Illustrates and finds the slope of a line given two points, equation, and
graph
Learning Objectives:

1. Define coordinate plane and terms related to it.

2. Plot points using the rectangular coordinate system.
3. Determine the coordinates of a given point on a coordinate plane; and
4. Determine linear equation in two variables and identify the values of A,
B, and C.
5. Define the slope of a line.
6. Find the slope of a line using the two-point formula.
7. Transform equation from standard form to slope-intercept form.

Before going on, check how much you know about this topic.

1 LU_Q1_MATHEMATICS 8_MODULE 3
PRE-ASSESSMENT
Directions: Read each statement below carefully. Select the letter of the correct
answer. Write your answer on a separate sheet of paper.
1. What is a Rectangular Coordinate System?
A. It is a system used for graphing.
B. It is a system used for naming points in a plane.
C. It is a system used to determine the location of a point by using a single
number.
D. It is a system that is composed of two perpendicular number lines that
meet at the point of origin (0,0) and divide the plane into four regions
called quadrants.
2. What is the intersection of the x-axis and y-axis in the coordinate
A. abscissa B. coordinate axes C. ordinate D. origin
3. On which quadrant does (5, 1) lie?
A. I B. II C. III D. 1V
4. On which quadrant is the abscissa and the ordinate are both negative?
A. I B. II C. III D. 1V
5. Which ordered pair locates a point on the x-axis?
A. (7, 2) B. (5, 0) C. (3, -2) D. (0, 1)
6. What is C in the equation Ax + By = C?
A. coefficient B. constant C. slope D. variable
7. What is the value of A in the equation 3x – 9y = 1?
A. – 9 B. 1 C. 3 D. 9
8. What is the standard form of the equation 7x – y – 6 = 0?
A. 7x – y = – 6 B. 7x – y = 6 C. 7x + y = – 6 D. 7x + y = 6
9. On his notes on linear equations in two variables, Krishna found an equation
3x + 4y = 7. If you were Krishna, how would you describe the equation
according to its form?
A. It has constant B. It has variables
C. It is in standard form D. It is in slope-intercept form

2 LU_Q1_MATHEMATICS 8_MODULE 3
10. Which of the following is true to xy = 8?
A. xy = 8 is linear equation in two variables because x and y are one term.
B. xy = 8 is linear equation in two variables because it has variables x and
y.
C. xy = 8 is not a linear equation in two variables because x and y are one
term.
D. xy = 8 is a linear equation in two variables but not written in standard
form.
11. It is the ratio of the vertical rise of a line to its horizontal run.
A. equation B. function
C. inequality D. slope
12. What is the slope of the line that passes through points (-1, 5) and (2, 6)?
! !
A. B. C. 2 D. 3
" #

13. Find the slope of the equation y = -x + 3.

A. -1 B. 0 C. 1 D. 3
14. Find the slope of the equation 2x – y = 1.
A. -5 B. 0 C. 2 D. 5
15. When can a slope of a line be equal to zero?
A. When the values of x vary.
B. When the values of y vary.
C. When the values of x are constant.
D. When the values of y are constant.

3 LU_Q1_MATHEMATICS 8_MODULE 3
 Lesson
The Rectangular
1 Coordinate System

Jumpstar t

You are familiar with the number line. On it, we determine the location of a
point using a single number.

Activity 1: Plot Me
Plot the given point on the number line.
1. 0
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

2. 6
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

3. -4
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

4. 0 4 5. 2 4 6. -4 4
3 3 3
2 2 2
1 1 1
0 0 0
-1 -1 -1
-2 -2 -2
-3 -3 -3
-4 -4 -4
Process Questions:

1. How were you able to locate a positive point and a negative point in the
horizontal line?
2. How were you able to locate a positive point and a negative point in the

vertical number line?

4 LU_Q1_MATHEMATICS 8_MODULE 3
Activity 2: Identify the Location

Many maps, such as the School Map shown below use a grid system to identify
locations. Do you see the numbers 1, 2, 3, and 4 across the bottom of the map and
the letters A, B, C, and D along the sides? Every location on the map can be
identified by a number and a letter.

This activity allows you to write the horizontal and vertical locations of the
objects in ordered pairs. Similarly, the Rectangular Coordinate System is also
written in ordered pairs.

For example, the Grade 8 Building is in Section 1C. It is in the grid section
above the number 1 and next to the letter C. In which grid section is the Grade 7
Building? The Grade 7 Building is in section 4A.

Use the map above to answer the following questions:

1. Find the grid section of the Principal’s office.

2. Find the grid section of the SHS Building.

3. Find the grid section of the ANHS covered court?
4. What is located in section 2B?

5. What is located in section 1D?

5 LU_Q1_MATHEMATICS 8_MODULE 3
 Di scover

Just as maps use a grid system to identify locations, a grid system is used in
algebra to show a relationship between two variables in a rectangular coordinate
system. The rectangular coordinate system is also called the xy-plane, the
coordinate plane, or the Cartesian coordinate system. It is named after the French
mathematician and philosopher Renè Descartes (1596-1650), who introduced the
coordinate system to show how algebra be used to solve geometric problems. This
system is composed of two perpendicular lines that meet at the point of origin (0,0)
and divide the plane into four regions called a quadrant.

To create this system, begin with a number line and then draw another
number line perpendicular to the first so that their 0 points coincide.

The horizontal number line is the x-axis and the vertical number line is the
y-axis. Together they are called the coordinate axes. The point of intersection of
the coordinate axes is called the origin.

6 LU_Q1_MATHEMATICS 8_MODULE 3
 The axes divide the coordinate plane into four quadrants, identified by Roman
Numerals I, II, III, and IV, beginning upper right and proceeding counterclockwise.
The positive values on the y-axis are above the origin and the negative values are
below the origin. The positive values on the x-axis are to the right of the origin and
the left is the negative values.

This means that you can easily tell which quadrant an ordered pair is located
in by just simply looking at the signs of the coordinates.

PLOTTING A POINT
The position of any point in the coordinate plane can be described by an
ordered pair of numbers (x, y). The first number in an ordered pair is the
x-coordinate or abscissa; it tells the distance of the point from the origin measured
along the x-axis. The second number is the y-coordinate, or ordinate; it tells the
distance of the point from the origin measured along the y-axis. The origin has the
coordinates (0, 0). The ordered pair that represents a point is called the coordinates
of the point.
(3, - 4)
x-coordinate y-coordinate
or abscissa or ordinate
Note on the use of parenthesis:
(3, -4) represents a point on the coordinate plane whereas

3 (-4) denotes multiplication

7 LU_Q1_MATHEMATICS 8_MODULE 3
Example 1. Plot the following points: A (3, -2) and B (-2, 4) and determine the
quadrant to which they lie.
Solution: To locate point A, move 3 units to the right of the origin and
2 units down. To locate point B, move 2 units to the left of the
origin and 4 units up.
Point A is in Quadrant IV while point B lies in Quadrant II

Some points lie in 𝑡ℎ𝑒 𝑥-𝑎𝑛𝑑 𝑦−𝑎𝑥𝑒𝑠. The points which lie in the 𝑥-𝑎𝑥𝑖𝑠 have
coordinates (x, 0) and the points which lie in the 𝑦-𝑎𝑥𝑖𝑠 have coordinates (0, y)
where 𝑥 and 𝑦 are real numbers. Let us explore the following examples below.
Example 2

The points A (0, 3), B (-3, 0), C (-2,0), D (4, 0), and E (0, 0) can be
plotted in the Cartesian plane as shown in the illustration.
Solution:
a.) point A is on the x-axis;
b.) point B is on the x-axis A

c.) point C is on the y-axis

B E D
d.) point D is on the y-axis
e.) point E is the origin
C

8 LU_Q1_MATHEMATICS 8_MODULE 3
DETERMINING THE COORDINATES
Example 3. Find the coordinates of point F.

Solution:
To determine the coordinates of point F:
a.) Measure how far it is along the x-axis from the origin, at a perpendicular distance
from the y-axis. This provides the x-coordinate which has a value of 2.
b.) Next, measure how far the point is along the y-axis, in a perpendicular
direction from the x—axis. This gives the y-coordinate, which has a value of 3.
The coordinates of Point F are (2, 3). Notice that the coordinates are both positive,
so Point F lies in quadrant I.

Remember
When reading or writing coordinates, it is very important that they are always in
the order (x, y).

Example 4. Use the Cartesian plane to find the coordinates of the following points
and determine the quadrant to which they lie.
a.) L
E
b.) O

c.) V L
d.) E

V
O

9 LU_Q1_MATHEMATICS 8_MODULE 3
SOLUTIONS:
a.) Point L is in Quadrant II. It is located 4 units to the left of the y-axis and 2 units
above the x-axis. Hence, the coordinates of point L are (-4, 2).

b.) Point O is in Quadrant III. It is located 1 unit to the left of the y-axis and 3 units

below the x-axis. Hence, the coordinates of point O are (-1, -3).

c.) Point V is in Quadrant IV. It is located 3 units to the right of the y-axis and

2 units below the x-axis. Hence, the coordinates of point V are (3, -2).

d.) Point E is in Quadrant I. It is located 4 units to the right of the y-axis and 4

units above the x-axis. Hence, the coordinates of point E are (4, 4).

FINDING THE LOCATION OF A POINT FROM ITS COORDINATES

In some instances, you might be given only the coordinates and need to find
the position of that point on the graph.

Example 5. Find the position on the graph of the points (-4, -3).

Solution: In this case, move 4 units to the left of the y-axis. Then, from that
position, move in a perpendicular direction 3 units below the x-axis. Take note that
the ordered pairs are both negative therefore, it is in quadrant III.

(-4, -3) III

10 LU_Q1_MATHEMATICS 8_MODULE 3
 Explore
Activity 3:

Directions: Indicate the name of each point in the Cartesian plane. Name each
point by writing the letter beside it. The coordinates are provided in the box below.
Point A is done for you.

1. A (-2, -6) 5. E (-7, 4)

2. B (3, -3) 6. F (-4, 0)
3. C (-1, 3) 7. G (7, 3)
4. D (0, 0)

11 LU_Q1_MATHEMATICS 8_MODULE 3
Activity 4: Write the coordinates of each point. Identify the quadrant/axis where
each point lies. Complete the table below. Number 1 is done for you.

Coordinates Quadrant/Axis

1. B (__-4_, _-1__) Quadrant III

2. C (_____, _____)

3. F (_____, _____)

4. G (_____, _____)

5. H (_____, _____)

6. L (_____, _____)

12 LU_Q1_MATHEMATICS 8_MODULE 3
 Deepen
Activity 5: Someone is hiding in the picture. Plot these points on
the Cartesian plane below. Connect the points alphabetically.
(For example, connect A to B, to C, and so on.)
A (0, 3) G (1, 3) M (3, 3) S (-2, -3)
B (-3, 4) H (2, 6) N (4, 1) T (-4, 0)

C (-5, 7) I (3, 8) O (4, -1) U (-4, 1)

D (-6, 10) J (5, 10) P (2, -3) V (-3, 2)

E (-3, 8) K (5, 7) Q (-1, -4) W (0, 3)

F (0, 5) L (4, 4) R (0, -2)
Plot and separately connect the following:
X (3, -4) Y (4, -6) Z (1, -4) A1 (1, -6) B1 (3, -4)

Are you ready to meet him?

13 LU_Q1_MATHEMATICS 8_MODULE 3
 Rubric score
Score Description

10 Plotted all the points correctly and neatly

9 Plotted the points with minimal error but neat

8 Plotted the points with more than 5 errors but neat

7 Plotted the point with many errors and not neat

Lesson 2: Linear equations in two variables

Jumpstar t

Activity 6. Consider the situation about Zoe and Zeke’s combined score. Complete
the table below by finding the score of one student given the score of the other
student, then answer the questions that follow.

ZOE’S SCORE ZEKE’S SCORE ZOE + ZEKE’S SCORE

5 20
12 20
9 20
10 20
13 20

Process Questions:
1. How did you find the activity? Is it difficult to find the score of one student given
the score of the other student?
2. What will be Zeke’s score if Zoe’s score is 13?
3. If Zoe’s score is represented by a variable 𝒙 and Zeke’s score by a variable y, how
would you write the problem algebraically?
4. The equation you formed in number 3 is an example of a linear equation in two
variables.

14 LU_Q1_MATHEMATICS 8_MODULE 3
 Di scover
In the previous activity, the combined scores of Zoe and Zeke can be
written as Zoe’s Score + Zeke’s score = 20.
Replacing Zoe’s score by a variable 𝑥 and Zeke’s score by a variable 𝑦,
respectively, the equation becomes 𝑥 + 𝑦 = 20
This is an example of a linear equation in two variables.

A linear equation in two variables is an equation that can be written in the form
Ax + By = C
where A, B, and C are real numbers, but A and B cannot both be zero.

Note: The numbers A and B are the coefficients of the variables 𝑥 and 𝑦, respectively,
while the number c is the constant. A, B, and C must not share a common
factor and A must always be positive.

The equation x + y = 20 is written in standard form where A=1, B=1, and C=20.
Likewise, the exponent of the variables x and y are both equal to 1, which defines a
linear equation in two variables.

Example 1. Consider the equation below and answer the questions that follow.
2𝑦 = 6 − 3𝑥
Questions:
1. How many variables are used in the equation?
2. How many variable/s are in each term?
3. What is the exponent of each variable in each term?
4. Did you see any variable in the denominator?
5. Did you see any variable inside the radical sign?
6. Is the given equation linear in two variables? If so, what are the
values of A, B, and C?
7. Is the equation written in standard form? If not, how can we rewrite this
in standard form?

15 LU_Q1_MATHEMATICS 8_MODULE 3
 Solutions:
The equation 2y = 6 − 3𝑥 is a linear equation in two variables because:
1. it has two variables, 𝑥 and 𝑦;
2. it has only 1 variable in each term;
3. the exponent of the variable in each term is 1 which means the degree of
the equation is 1;
4. there is no variable in the denominator; and
5. there is no variable inside a radical sign.
6. Although the equation 2𝑦 = 6 − 3𝑥 is not in standard form because it is
not written in the form 𝑨𝒙 + 𝑩𝒚 = 𝑪, but this can be transformed into
standard form as follows:
2y = 6 − 3x Given
2y + 3𝒙 = 6 − 3x + 3𝒙 Additive Inverse Property
2y + 3𝒙 = 6 − 𝟎 Simplified
2y + 3x = 6 Additive Identity Property
3𝒙 + 2y = 6 Commutative Property of Addition/
Standard Form

Therefore, 3𝑥 + 2𝑦 = 6 is now written in standard form where 𝐴 = 3, 𝐵 = 2, and 𝐶= 6.

Example 2. Determine whether each equation illustrates a linear equation in two

variables. If so, identify the values of A, B, and C.

1. 2x = 10 + y
Solution: Express the equation into standard form Ax + By = C
2x = 10 + y
2x – y = 10 + y – y
2x – y = 10
Since 2x = 10 + y can be expressed into the form Ax + By = C as 2x – y = 10,
therefore it is a linear equation in two variables where, A = 2, B = – 1, and C = 10.

2. x + 4 = 0
Solution: Since x + 4 = 0 can be expressed into Ax + By = C, x = -4, therefore it is
a linear equation in two variables where, A = 1, B = 0 and C = -4.
The coefficient of y = 0.

16 LU_Q1_MATHEMATICS 8_MODULE 3
 3. y – 6 = 0
Solution: Since y – 6 = 0 can be expressed into Ax + By = C, y = 6, therefore it is a
linear equation in two variables where, A = 0, B = 1 and C = 6.
The coefficient of x = 0.

Notice that although Numbers 2 & 3 equations contain numerical coefficients equal to
zero, the equations are still considered as linear equations in two variables since not
both a and b are zeros.

4. 5x2 – y = 8
4
Solution: This is not a linear equation because the exponent of x is 2 and a
variable appears in the denominator of a fraction.

5. xy = 7
Solution: This is not a linear equation because the two variables are part of the
same term.

A linear equation in two variables has many sets of ordered pairs (solution)
that satisfy the equation.
Sometimes we are given an equation and one of the two coordinates in an
ordered pair, and we are asked to find the other coordinate that makes the point
satisfy the equation.

Example 3. Complete the following ordered pairs so that they satisfy the equation
4x + y = -1.
a. ( _____, 0) b. (2, _____)

Solutions:
a. To complete (_____, 0), substitute the value y = 0 into the equation and
solve for x.
4x + y = -1
4x + 0 = -1
4x = -1
! #!
x = −" Thus, the ordered pair is 5 " , 09.

17 LU_Q1_MATHEMATICS 8_MODULE 3
b. Substitute the value x = 2 and solve for y.
4x + y = -1
4(2)+ y = -1
8+ y = -1
y = -9 Thus, the ordered pair is (2 , −9).

Example 4. Find at least 2 ordered pairs that satisfy the equation 3x - 2y = -6

Solution:
To do this, we assign any value of x, substitute it to the equation to solve for
the value of y.
If x = 0, then 3x – 2y = – 6
3(0) – 2y = – 6
0 – 2y = – 6
– 2y = – 6
! !
( #$
)( –2y)= – 6( #$
)

y=3
The ordered pair (0, 3) satisfies the equation 3x – 2y = –6.
If x = –1, then 3x – 2y = – 6
3(-1) – 2y = – 6
-3 – 2y = – 6
-3 + 3 – 2y = – 6 + 3
! !
( )–2y = – 3 ( )
#$ #$
&
y = ( $ )
&
The ordered pair (-1, $
) satisfies the equation 3x – 2y = -6.

Example 5. Determine whether (3, -2) is a solution of the equation 5y = -2x – 4.

Solution: Substitute 3 for x and -2 for y into the equation 5y = -2x – 4. Then,
simplify.
5𝑥 = -2x – 4
5(-2) = -2(3) – 4
-10 = -6 – 4
-10 = -10
Since the ordered pair (3, -2) makes the equation a true statement, (3, -2) is a
solution of the equation.

18 LU_Q1_MATHEMATICS 8_MODULE 3
Example 6. Is (-1, 4) a solution of 6x + 2y = 3?
Solution: 6x + 2y = 3
6(-1) + 2(4) = 3
-6 + 8 =3
2 ≠3
(-1, 4 ) is not a solution of 6x + 2y = 3 because it does not make 6x + 2y = 3 a true
statement.

Explore

Activity 7. Illustrate that the following are linear equations in two variables by
completing the solutions with the correct term.
A. Determine whether (2, 0) is a solution of the equation 2x – y = 4.
2x – y = 4
2x = _____+ 4
(1)

2(_____) = 0 +4
(2)

4 = 4

Since the ordered pair (2, 0) makes the equation a true statement,
(2, 0) is a _______________ of the equation.
(3)

19 LU_Q1_MATHEMATICS 8_MODULE 3
 1
B. The ordered pairs (− , 0) satisfy the equation 3x + y = -1.
3
Complete (_____, 2) to find another ordered pairs that satisfy the
equation. Fill in the blanks with the correct term.
3x + y = -1
3x = - y - _____
(4)
3x = - ____ - 1
(5)

(3x) = -2 (-1)

! !
( )( 3x) = -3 ( )
" "

x = _____
(6)

Deepen
Activity 8. Put me into your standard!

Write each of the following linear equations in two variables in standard form.

1. 4y = 12 + 3x
2. 13 = x + 2y
3. y + 4 = 0
4. 7x - 5 = -y
5. x – 7 = 0

20 LU_Q1_MATHEMATICS 8_MODULE 3
Lesson 3: Slope of a Line

Jumpstar t

Since the world is constantly changing, we need to be able to describe

change to allow us to predict the future.

In this lesson, you will explore the rate of change, which is often seen as the
slope of the line of an equation.

Activity 9. Staircase
Directions: Without measuring the staircases, arrange the letters of the stairs from
the order of “steepness,” starting with the shape with the least “steepness.”

A B C D E
C
Answer: _________________________

Di scover
From the activity above, the steepness of the stairs is called the slope.
The slope is represented by m and is defined as the ratio of the vertical change and
the horizontal change. The vertical change is referred to as the rise and the
horizontal change as the run. y

In symbol: x 2, y 2
𝒓𝒊𝒔𝒆 𝒗𝒆𝒓𝒕𝒊𝒄𝒂𝒍 𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒚
slope (m) = 𝒓𝒖𝒏
= 𝒉𝒐𝒓𝒊𝒛𝒐𝒏𝒕𝒂𝒍 𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒙
x 1, y 1

21 LU_Q1_MATHEMATICS 8_MODULE 3
FINDING THE SLOPE OF A LINE
A. Slope of a Line Given an Equation
To find the slope of a line given the equation of the line, first write it in slope-
intercept form. Use inverse operations to solve for y so that it is written as
y = mx + b where m is the slope, b is the y-intercept and x and y are a point on the
Remember to include the right sign of the slope.

Example 1. y = 3x + 1
Solution: Since the equation is already in the slope-intercept form y = mx + b, the
slope of the equation(m) is equal to 3.

Example 2. 2x + 3y = 6
Solutions: Since the equation is in the standard form Ax + By + C, we can put the
#𝑨
equation in slope-intercept form (y = mx + b) or we can use the formula m =
𝑩

#𝑨
Using the slope-intercept form Using the formula m =
𝑩

2x + 3y = 6 2x + 3y = 6
A=2
B=3

#𝑨
m= 𝑩
#𝟐
m= 𝟑

Slope of a Line Given an Equation

To find the slope of a line given the equation of the line, first write it in slope-
intercept form. Use inverse operations to solve for y so that it is written as
y = mx + b where m is the slope, b is the y-intercept and x and y are a point
on the
Remember to include the right sign of the slope.

B. Slope of a Line Given two points

To find the slope between two points, (x1,y1) and (x2,y2), we use the slope-
8! 98"
point formula: 𝑚 = where x2 ≠x1. The slope(m) can be a fraction or a whole
:! 9:"

number, it can be positive or negative.

22 LU_Q1_MATHEMATICS 8_MODULE 3
Example 3. Find the slope of the line that passes through (-1, -7) and (-3, 2)
Solutions:

1. Step One: Identify two points on the line.

In this example, we are given two points, (-1, -7) and (-3, 2), on a
straight line.

2. Select one to be (x1,y1) and the other to be (x2,y2).

It doesn't matter which we choose, so let's take (-3, 2) to be (x2, y2).

Let's take the point (-1, -7) to be the point (x1, y1).

3. Step Three: Use the equation to calculate slope.

$+ %$, '%(%)) '+) 𝟗

𝒎=
&+ %&,
= %"%(%!)
=
%"+!
=−
𝟐

What happens if we let (-3, 2) be (x1, y1) and (-1, -7) be (x2, y2)?

$ %$ %)%' %. %𝟗 𝟗
𝒎 = &+ %&, = %!%(%")
= %!+"
= 𝟐
or − 𝟐
+ ,

Clearly, it does not matter which point is called (x1, y1) or (x2, y2).

Reminder: Make sure to subtract the y-coordinates and x-coordinates in the

same order.

Slope of a Line Given two points

To find the slope between two points, (x1, y1) and (x2, y2), we use the
8! 98"
slope-point formula: 𝑚 = where x2 ≠x1. The slope(m) can be a fraction
:! 9:"

or a whole number, it can be positive or negative.

C. Slope of a Line Given a Graph

You can determine the slope of a line from its graph by looking at the rise and run.
One characteristic of a line is that its slope is constant along with it. So, you can choose any
2 points along the graph of the line to figure out the slope

23 LU_Q1_MATHEMATICS 8_MODULE 3
Example 4. Use the graph to find the slope of the line.
y

4
run (6,3)
3

2 rise

1 (2,1)
0
x
0 1 2 3 4 5 6

Solutions:
a. Locate two points on the graph, choosing points whose
coordinates are integers.
b. rise = 2 Start from a point on the line, such as (2, 1) and move vertically
until in line with another point on the line, such as (6, 3). The
rise is 2 units. It is positive as you moved up.
c. run = 4 Next, move horizontally to the point (6, 3). Count the number
of units. The run is 4 units. It is positive as you moved to the
right.
𝑟𝑖𝑠𝑒 ' 𝟏
𝑠𝑙𝑜𝑝𝑒(𝒎) = 𝑟𝑢𝑛 = =
/ 𝟐

Note: Since the line on the graph rises from left to right, the slope is positive.

24 LU_Q1_MATHEMATICS 8_MODULE 3
Example 5. Use the graph to find the slope of the line.

run= 3

rise= 2

Solutions:
Count the rise = 2
Count the run = 3
Note: Since the line on the graph falls from left to right, the slope is negative, thus
𝑟𝑖𝑠𝑒 '
𝑠𝑙𝑜𝑝𝑒(𝒎) = 𝑟𝑢𝑛 = -
"

It does not matter which points you use negative (—) the slope of the line is always
the same. The slope of a line is constant!

Example 6. Find the slope of a line that contains (-2, 2) and (3, 2).

$ %$ 1
Applying the slope-point formula: 𝒎 = &+ %&, = =0
+ , 2

Note: Since the line on the graph is a horizontal line, the slope is zero.

25 LU_Q1_MATHEMATICS 8_MODULE 3
Example 7. Find the slope of a line that contains (3, - 2) and (3, 4).

$ %$ /%(%') 3
Applying the slope-point formula: 𝒎 = &+ %&, = "%"
= 1
= undefined
+ ,

Note: The slope of a vertical line is undefined since division by 0 is undefined.

Explore
Activity 10.

Directions: Determine which line is being described in the statement.

1. Line that has a positive slope

q
s
2. Line that has a negative slope

3. Line that has an undefined slope

4. Line that has a zero slope

5. Line that is the steepest

26 LU_Q1_MATHEMATICS 8_MODULE 3
Activity 11. Find the slope(m) and y-intercept(b) of each line.

1. y = x – 1 m = ______________ b =______________

2. y = 4x m = ______________ b =______________

#
3. y = 𝑥 + 2 m = ______________ b =______________
"

4. y = -2x + 5 m = ______________ b =______________

5. y = -9 m = ______________ b =______________

Deepen
Activity 12. Find my Slope

Direction: The figure below shows lines with various slopes through (3, 1).

Determine the slope of the given line.

t h
e

1. Line m = _______ 4. Line h = _______

2. Line a = _______ 5. Line e = _______

3. Line t = _______

27 LU_Q1_MATHEMATICS 8_MODULE 3
 Gauge

Directions: Read each statement below carefully. Select the letter of the correct
answer. Write your answer on a separate sheet of paper.
1. Who among these mathematicians was the Cartesian Plane named after?
A. Rene Descartes B. Pythagoras
C. Euclid D. Blaise Pascual
2. Which best describes the point (2, -5)?
A. It is 5 units above the x-axis and 2 units to the right of the y-axis.
B. It is 5 units below the x-axis and 2 units to the right of the y-axis.
C. It is 5 units above the x-axis and 2 units to the left of the y-axis.
D. It is 5 units below the x-axis and 2 units to the left of the y-axis.
3. Which best describes the point (-4, -7)?
A. It is 7 units above the x-axis and 4 units to the right of the y-axis.
B. It is 7 units below the x-axis and 4 units to the right of the y-axis.
C. It is 7 units above the x-axis and 4 units to the left of the y-axis.
D. It is 7 units below the x-axis and 4 units to the left of the y-axis.
4. Which ordered pair locates a point on the y-axis?
A. (7, 2) B. (5, 5) C. (3, 0) D. (0, 1)
5. On which quadrant is the abscissa and the ordinate are both positive?
A. I B. II C. III D. 1V
6. Is the equation x2 – y = 11 a linear equation in two variables? Why?
A. Yes, because x2 – y = 11 is just the same with Ax + By = C.
B. No, because x2 – y = 11 is just the same with Ax + By = C.
C. Yes, because the equation is in degree 2.
D. No, because the equation is in degree 2.
7. Which of the following statements does NOT describe the linear equation in
two variables?
A. The equation can be written in the standard form Ax + By = C
B. A, B, and C are real numbers
C. x and y are constant terms
D. A and B are both not equal to zero
8. What is the standard form of the equation 3x + 4y – 6 = 0?
A. 3x + 4y = 6 B. 3x - 4y = 6 C. 3x + 4y = - 6 D. 3x - 4y = 6

28 LU_Q1_MATHEMATICS 8_MODULE 3
9. What value of 𝑥 would make 𝑦 = 1 in the equation 3𝑥 + 𝑦 = 4?
A. −1 B. 0 C. 1 D. 2
10. Which ordered pair satisfies the linear equation 2𝑥 − 3𝑦 = 4?
A. (−5, -2) B. (-5, 2) C. (5, -2) D. (5, 2)
11. Which of the following lines is the steepest?
!
A. y = -5x + 3 B. y =
"
x-1
C. y = 4x - 1 D. y = -2x + 6
12. What is the slope of the line that passes through points (2, -1) and (2, 3)?
A. 0 B. -4 C. 4 D. undefined
13. Find the slope of a line through (-3, 4) and (5, -2)
" "
A. 0 B. - C. D. 3
# #
14. Find the slope of the equation y = -8
A. 0 B. -8 C. 8 D. undefined
15. Which equation has an undefined slope?
A. x – 4 = 0 B. y + 5 = 0 C. x + y = 0 D. 2x – y = 0

29 LU_Q1_MATHEMATICS 8_MODULE 3
References
A. Books
• Mathematics – Grade 8 Learner’s Material. DepEd IMCS. First Edition, 2013.
ISBN: 978-971-9990-70-3
• Nivera, Gladys C., Ph.D., (2014) Grade 8 Mathematics Patterns and
Practicalities, Makati City, Don Bosco Press, Inc.
• Bonzuelo, Hanilet C. (2020), Grade 8 Math SECA (Skills Explorations,
Concepts, Applications), Quezon City, Sunshine Interlinks Publishing House,
Inc.
• Glorial, Jonathan C., Guadayo, Joseph L., Lelina, Robert C., Degolacion,
Roberto J., Chua, Simon L. DT, (2013) 21st Century Mathematics 8, Quezon
City, Phoenix Publishing House, Inc.
• Ulpina, Jisela N. and Tizon, Lydia T. (2014) Math Builders 8, Valenzuela
City, JO-ES Publishing House, Inc.
• Urgena, John Nico A. and Canlapan, Raymond B. (2018), Practical Math-8,
Makati City, Diwa Learning Systems, Inc.

32 LU_Q1_MATHEMATICS 8_MODULE 3