MATHEMATICS

Second Quarter
Module 70–71
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 Module 70

Linear Functions and Their Graphs

3
 Lesson 1

RECTANGULAR COORDINATE PLANE

Hi dear learners! Welcome to the world of Linear Functions! In this module,

you are going to explore the rectangular coordinate plane which is our first lesson.
You will also explore the concept of a relation and a function and the equation and
graph of a linear function.

Why do we need to study the rectangular coordinate plane? What is the importance of
knowing the exact location of a point or object in a given plane? How do we utilize the rectangular
plane in such a way that we can use it to perform our daily tasks and solve our problems? I hope
that we can find answers to these questions.

Do not forget that the exact location of a point in a plane provides information about
the graph of a line where that point lies. The coordinate plane can be used to show graphs of
different equations that illustrate patterns and behavior which can be used in making logical
and sound judgment. In our own small world, we can use the plane to present information in a
more accurate and systematic way.

To some extent, you know how the plane functions. What else do you know about this
lesson? Let me find out. Answer the items below.

Pretest

What do you know so far?

How would you identify the quadrant of an ordered pair of points?

Let us find out if you are ready to take this lesson. Do what is asked
of you. After which, compare your answers with the answer key
provided by your facilitator. Enjoy!

DIRECTIONS: Copy the following items in your notebook.

Name the quadrant or axis where the following ordered pairs are found.

1. (9, 14) 3. (0, 10)

2. (-7, 6) 4. (-1000, -8199)

4
5. ( 1625 ,- 1) 8. (83, 67)

6. (-3, 0) 9. (.25, 0.00006)

7. (19, -44) 10. (- 4

3
,-
2
3
)

Be Hooked

Can you help me pass through this maze? Our starting point is the red box going to the
target place (green box). I know you can help me on this.
starting point

Kindly write your detailed instructions below.

____________________________________________________
____________________________________________________
____________________________________________________

If your instructions are similar to this, then you are

probably correct.
target point

From the starting point, move one unit downward, three units to the right, two units
downward, two units to the left, one unit downward, two units to the left, three units downward,
one unit to the right, one unit downward, three units to the right, and finally, one unit downward.

Can you think of another way to pass through the maze? The facilitator would appreciate
if you have another way.

Finding the position or location of an object from the

earliest time and up to now has been one of our concerns.
As early as 1637, mathematicians introduced the idea of
specifying the position of a point or object on a surface using
two intersecting axes as measuring guides. Moreover, some
artists during the Renaissance period used a grid in the form
of wire mesh, a tool used for breaking component parts of the
subject that they painted. This grid in algebra is what we call
the rectangular coordinate plane. It was discovered by Rene
Descartes, a French mathematician who was considered great
Rene Descartes

5
because of his works about the applications of algebra in geometry. This is also the reason why
the plane is also called Cartesian plane in honor of his name.

Recall that a point on the number line corresponds to a single number. On the other
hand, a point on the plane corresponds to a pair of numbers, an ordered pair. What are
ordered pairs? Why do we need to study ordered pairs?

To locate any city on a map, we look at the coordinates of the intersection of the longitude
and the latitude. Similarly, in a classroom where the chairs are arranged, we can easily identify
where a student is by giving the row and column where he/she is seated.

Does interchanging the indicated row and column in each of the above examples give the
same thing you are looking for? Why or why not?

Interchanging the row and column gives another location. The row number in each case
indicates the first component and the second number the second component. Together, they
constitute the coordinates of a particular ordered pair. This pair of numbers can be plotted or
graphed in a Cartesian coordinate plane. Allow me first to make you more familiar with this
math concept.

CARTESIAN COORDINATE PLANE

x-axis

6
5
4
Quadrant II Quadrant I
3
2
Origin
1

-5 -4 -3 -1 -2 -1 1 2 4 5 6 7 x-axis
-1
-2
-3
Quadrant III Quadrant IV
-4
-5
-6

6
 Two intersecting lines make up the rectangular coordinate plane. The point of intersection
of these lines is the origin, whose coordinates are (0,0).

What are coordinates? Coordinates are sets of values that show exact position. The
coordinates that we refer to here is an ordered pair whose first number is the value of x and the
second is the value of y.

Moreover, the first coordinate which is on the x-axis is what we call abscissa and the second
coordinate which is on the y-axis is the ordinate. For example, in the given coordinate(5,3), the
first coordinate is 5 and the second coordinate is 3.

The vertical line is what we call the y-axis while the horizontal line is the x-axis. What do
you notice when these two lines intersect?

As we can see, the plane is divided into four equal partitions, which we call quadrants.
Quadrant I (upper right corner of the plane)
Quadrant II (upper left corner of the plane)
Quadrant III (lower left corner of the plane)
Quadrant IV (upper left corner of the plane)

What can you say about the coordinates found in each of the quadrants?
All coordinates found in Q1 have a positive x- value and a positive y-value. (+,+)
All coordinates found in Q2 have a negative x- value and a positive y-value. ( – , + )
All coordinates found in Q3 have a negative x- value and a negative y-value. ( –, – )
All coordinates found in Q4 have a positive x- value and a negative y-value ( +, – )

How do we plot points in a rectangular coordinate plane?

To plot a point in the plane is to mark the exact location of that point which corresponds to
its coordinates.

Each point on the plane can be represented by a unique ordered pair of real numbers (x, y)
where x is the abscissa and y is the ordinate. The x-coordinate tells how far a point is to the right
or left of the origin while the y-coordinate tells how far a point is above or below the origin.

7
Let us have some illustrations on how to plot points on the Cartesian plane.

Example 1:
Plot the point( 2,- 4 )in the Cartesian plane. 9
8
7
6
Solution: 5
4
Step 1: Mark x = 2, extend the line. 3
2
Step 2: Mark y = -4, extend the line. 1

-9 -8 -7 -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 7 8 9
Step 3: Connect the lines
-2
(forming a perpendicular line) -3
(2, -4)
-4
-5
-6
Thus, the point of intersection is the -7
-8
point (2, -4). It only means that the point is -9

2 units to the right of the y-axis

and 4 units below the x-axis.
In addition, the point is located in Quadrant III.

Example 2:
Plot the point ( -7, 6)in the Cartesian plane. 9
8
7
(-7, 6)
6
Solution: 5
4
Step 1: Mark x = -7, extend the line. 3
2
Step 2: Mark y = 6, extend the line. 1

Step 3: Connect the lines -9 -8 -7 -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 7 8 9

-2
(forming a perpendicular line) -3
-4
-5
-6
Thus, the point of intersection is the -7
-8
point (-7, 6). It only means that the point is -9

7 units to the left of the y-axis and

6 units above the x-axis. In addition, the point
is located in Quadrant II.

Can you plot the points directly without using the extended lines? Be careful!

8
Try to answer the activities that follow to see if you really understand this part of the lesson.

Answer the activity below. After which, compare your answers with
the answer key provided by your facilitator. You can do it. Just be
patient.

Activity

Directions: Copy the following activities and answer them correctly in your notebook.
A. Plot the following points in one Cartesian plane only. Then connect these points. What
geometric figure do you see?
1. A = (2, 5) 6. E = (-12, -3) 11. J = (11, -2)
2. D = (-6, -9) 7. I = (11, 2) 12. N = (1, 6)
3. H = (4, 2) 8. M = (1, 10) 13. G = (0, -3)
4. L = (-5, 7) 9. C = (5, 3) 14. K = (4, -2)
5. B = (8, 5) 10. F = (-6, 3) 15. P = (-5, 3)

B. Identify the quadrant where the following points are located.

1. (-12, 9 ) 6. (-1, 0 )
2. (-367, -667) 7. ( -2 4
,
7 5
)
3. ( 8, 0 ) 8. ( 45, 79)
4. (1, - 0.000001) 9. ( 0,0 )
5. (0, 70)
10. (-5.67, 1920 )
What have you learned so far?

After a thorough discussion of this lesson, you should have been able to understand the
following:
 The exact location of a point in a plane provides information about the graph of a line where
that point lies.
 The coordinate plane can be used to show graphs of different equations that illustrate
patterns and behavior which can be used in making logical and sound judgment. In our own
small world, we can use the plane to present information in a more accurate and systematic
way.

9
 The location of a point or object is one of the most important pieces of information that we
can use to describe it accurately.
 The lesson on rectangular coordinate plane is an evidence of the merging of the two branches
of Algebra and Geometry. Algebra, with the knowledge of rectangular plane, provides a
concise and powerful notation for calculating results while Geometry gives us pictorial
intuition and physical insights of our world today.
 The rectangular coordinate plane is the tool that not only mathematicians use but also
anyone who wants to show location of an object, or any other information that can be shown
using it. This provides a systematic and reliable information source to everyone.
 Equations can be graphed using the Cartesian plane. It can show different patterns and
trends of behavior of the graph.
 Plotting requires a strict accuracy because a simple mistake could lead to dislocation of a
point.
 A point of a line gives very meaningful information about an equation and it can illustrate
many insightful objects and situations in ones lives.

We are almost done. I hope that you have completely understood our lesson. Waste no time
taking the last challenge for you. Good luck!

Now, you’re ready to answer the posttest below. After which,

compare your answers with the answer key provided by your
facilitator. Do your best and have fun answering the posttest!

Posttest

Directions: Copy the following questions and answer them correctly in your notebook.
A. Sketch the triangle ABC with the given vertices.
1. A( -3, -1) B(4, -1) C(4, 10)
2. A(-5, 0) B(-2, 0) C(-2, 8)
3. A(-1, 4) B(1,0) C(3, 4)

B. Graph the four points given and connect the points in the given order by line segments.
What kind of quadrilateral do you think ABCD is?
4. A(0, 3) B(6, 0) C(5, -2) D(-1, 1)
5. A(-3, 0) B(0, 1) C(4, -1) D(-5, -4)

10
C. Tell which quadrant the following points are located in.
6. (6, 5)
7. (-63, -16)
8. (0, 100)
9. (-6, 0)
10. (-15, 21)

11
 Lesson 2

FUNCTIONS AND RELATIONS

Hello learners! We are now on the second lesson of this module, which is
about functions and relations. You will learn to identify if a given relation is a
function or not, to differentiate dependent variable from an independent variable,
and describe the domain and range of a function.

One of the most important ideas in mathematics is that of a function. For a long
time, mathematicians and scientists wanted a precise way to describe the relationship that
exists between two variables. At first, two variables will always have a “relationship”. That
is why when two variables have a relationship, the association is called a relation. Later,
they found out that relations are not that accurate in describing associations between
variables. It took a very long time for the idea of a function to be conceptualized into a
clear, unambiguous concept. The French mathematician P.G. Lejeune Dirichlet (1805-1859) is
credited with the modern definition of a function.

What else do you know about this lesson? Let me find out. Answer the items below.

What do you know so far?

How would you identify if a given relation is a function or not? Let’s

find out if you’re ready to take this lesson. Do what is asked of
you. After which, compare your with answers with the answer key
provided by your facilitator. Enjoy!

Directions: Copy the following questions and answer them correctly in your notebook.
Identify the domain and range of each of the following relations and determine whether it
is a function or not.

a. {(0, -1),(3, -1),(5, -2),(-2, 4)} b.

12
 x y
4 0
c. 10 9 d.
-7 -4
1 3
4 -2

e. {(2, 3) ,(4, -5),(3, 5),(-1, 3)}

Be Hooked

Have you ever wondered about the things around you? The world around you is full of
relationships, both in nature and in modern technology. How do you describe the relationship
between you and the things around you ? Can you name some of these relationships? Can
you make a decision as to what relationship you will consider in making choices in your life?
What do you consider as a model in helping you decide on things? Do you use different types
of models? Algebra provides time-saving models, such as algebraic functions so you can make
predictions that will help you decide based on actual data.

In almost all aspects of your daily life, you see how one quantity affects the other.
A mother, for example, would want to know what particular brand of milk affects the
growth of her children. A manufacturer would want to know what particular advertising
technique would create a boom in his business. A facilitator in Angelicum College would
want to know if the modules help improve the learning performance of his/her learner;And
finally, you, as a learner, would want to know if the non-graded system of education has
improved your outlook in life as an individual.

Based on the “relationships” that exist between and among the examples above,
you are now ready to understand some basic definitions.

A relation is a pairing or correspondence between two variables in ordered pairs (x,y).

Relations can be written in different forms. They can be written in columns having x-values
or domain on the left-side and y-values or range on the right-side. The domain(x) is the set of
all first-coordinates or the x-values of the relation while the range(y) is the set of all second-
coordinates or the y-values of the relation.

Another way is by pairing them, or writing them in parentheses in the order (x,y). Remember
we call them ordered pairs. We can also show relations through graphs. For instance, the set

13
{(3,10),(4,16),(2,17),(1,15),(5,18) } is a relation. There are five elements in the set. The elements are
the ordered pairs (3,10),(4,16),(2,17),(1,15) and(5,18). Thus, for the given relation,
domain = {3, 4, 2, 1, 5} and the range = {10, 16, 17, 15, 18}

A relation in which each member of the domain corresponds to exactly one member of the
range is called a function. Thus, the relation above is a function.

A function is a correspondence that assigns to each member of a set, called the domain,
exactly one member of another set, called the range.

Example 1:
Determine whether the correspondence is a function or not.
a. Domain Range
1 12
2 14
3 16

b. Domain Range
red apple
yellow mango
green

c. Domain Range
Region 2 Isabela
Region 4 Laguna
Batangas

Solution:
a. FUNCTION. Because each member of the domain is matched to only one member of
the range, which we call a one-to-one correspondence.
b. FUNCTION. Because each member of the domain is paired with only one member of
the range. The correspondence in the second example is a many-to-one correspondence.
c. NOT A FUNCTION. Because one member of the domain, which is Region 4, is matched
to more than one member of the range. We call this kind of correspondence as one-to-
many correspondence.

14
Example 2:
Identify the domain and range of each of the following relations and determine whether it
is a function or not.
a. {(0, 1), (1, 2), (1, 3), (2, 4)}
b. {(0, 1), (1, 2), (2, 2), (3, 4)}
c. {(0, 1), (1, 3), (2, 2), (3, 4)}
Solution:
a. {(0, 1), (1, 2), (1, 3), (2, 4)}
List the domain and the range values in order. Then draw arrows from the domain
values to their range values.

Domain Range
0 1
1 2
2 3
4

Since it is a one-to-many correspondence, the relation is NOT A FUNCTION.

b. {(0, 1), (1, 2), (2, 2), (3, 4)}

List the domain and the range values in order. Then, draw arrows from the domain
values to their range values.

Domain Range
0 1
1 2
2
3 4

Since it’s a many-to-one correspondence, the relation is a FUNCTION.

c. {(0, 1), (1, 3), (2, 2), (3, 4)}

List the domain and the range values in order. Then, draw arrows from the domain
values to their range values.

Domain Range
0 1
1 2
2 3
3 4

Since it is a one-to-one correspondence, the relation is a FUNCTION.

15
 In our previous examples, a mapping diagram is used to determine whether a relation is
a function or not. This is done by listing down the domain and the range values in order
and drawing arrows from the domain values to their range values.

Moreover, graphs can also help you to determine if the graph is a function or not. But how
can graphs give you a visual way to tell whether the relation is a function or not? It is done by
using a vertical-line test. You can use a pencil, or the like, then pass it across the graph. Keep the
pencil vertical, which is parallel to the y-axis, to represent a vertical line.

If the relation is a function, then any vertical line can pass through only one point on the
graph. If you can find a vertical line that passes through two points on the graph, then the
relation is NOT a function. This is the vertical-line test.

Let us try the following examples. By looking at the graphs, determine whether it is a
function or not. Use the vertical line test.

Example 3:
Determine whether each of the following graphs is a function or not.
y y

a. 4 b. 4
3 3
2 2
1 1

-4 -3 -2 -1 0 1 2 3 4 x -4 -3 -2 -1 0 1 2 3 4 x
-1 -1
-2 -2
-3 -3
-4 -4

y
6 y
c. 5 d.
4 4

3 3
2 2

1 1

0 -4 -3 -2 -1 0 1 2 3 4 x
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6 x
-1 -1
-2 -2

-3 -3
-4 -4

-5
-6

16
Solutions:
a. FUNCTION. Because no vertical line intersects the graph more than once.

4
3
2
1

-4 -3 -2 -1 0 1 2 3 4 x
-1
-2
-3
-4

b. NOT A FUNCTION. A vertical line intersects the graph more than once.

4
3
2
1

-4 -3 -2 -1 0 1 2 3 4 x
-1
-2
-3
-4

c. FUNCTION. Because no vertical line intersects the graph more than once.

4
3
2
1

-4 -3 -2 -1 0 1 2 3 4 5 x
-1
-2
-3
-4

17
 d. FUNCTION. Because no vertical line intersects the graph more than once.

4
3
2
1

-4 -3 -2 -1 0 1 2 3 4 x
-1
-2
-3
-4

How did you find the examples above? Are they easy? Well, I think you find them easy.
That’s good!

Moving on, given a linear equation, we can also determine if the equation is a function or
not. How is this done? Let us find out by studying the following examples.

Example 4:
Identify the domain and the range of each of the following equations and determine whether
it is a function or not.
a. y = 2x + 3
b. y=4
c. x = -3

Solutions:
a. y = 2x + 3
Step 1: Make a table of x and y.
x
y

Step 2: Assign any values for x.

x -2 -1 0 1 2
y

18
 Step 3: Solve for the value of y = 2x + 3.
If x=- 2, then y = 2(-2) + 3 = -4 + 3 = -1.
If x = -1, then y = 2(-1) +3 = -2 + 3 = 1.
If x = 0, then y = 2(0) + 3 = 0 + 3 = 3.
If x = 1, then y = 2(1) + 3 = 2 + 3 = 5.
If x = 2, then y = 2(2) + 3 = 4 + 3 = 7.

Step 4: Use mapping diagram to identify the domain and range and to determine
whether it is a function or not.
x -2 -1 0 1 2
y -1 1 3 5 7

Domain (x) Range (y)

-2 -1
-1 1
0 3
1 5
2 7

Thus, the equation y = 2x + 3 is a FUNCTION, since it shows a one-to-one

correspondence. The domain and the range of the given equation is the set of all real
numbers. Moreover, in the equation, the dependent variable is y and the independent
variable is x. Since the value of y is dependent upon the choice of x.

b. y=4

Step 1: Make a table for x and y. Assign any value of x since y = 4.

x 1 2 3 4 5
y 4 4 4 4 4

Step 2: Use a mapping diagram to identify the domain and range and to determine
whether it is a function or not.
x 1 2 3 4 5
y 4 4 4 4 4

19
 Domain (x) Range (y)
1
2
3 4
4
5

Thus, the equation y = 4 is a FUNCTION since it shows a many-to-one

correspondence. As you notice, the range or y is equal to 4 while the domain or the
value of x can be any real number. Since the value of y has an exact value of 4, we
cannot determine the dependent and independent variables.

c. x = -3
Step 1: Make a table for x and y. Assign any value of y since x = -3.
x -3 -3 -3 -3 -3
y 2 4 6 8 10

Step 2: Use a mapping diagram to identify the domain and range and to determine
whether it is a function or not.

Domain (x) Range (y)

2
4
-3 6
8
10

Thus, the equation x = -3 is a NOT A FUNCTION since it shows a one-to-many

correspondence. As you notice, the domain or x is equal to -3 while the range or the value
of y can be any real number. Since the value of x has an exact value of -3, we cannot
determine the dependent and independent variables.

How did you find the examples above? Let’s find out if you really understood this lesson.
Please answer the activity below.

20
 Answer the activity on the next page, after which compare your
answers with the answer key provided by your facilitator. You can
do it. Just be patient.

Activity A

Directions: Copy the following questions and answer them correctly in your notebook.
A. Determine whether the following relation is a function or not.
1. {(2, 3), (1, 2), (3, 4), (4, 6), (0, 3)}

x -6 -5 -4 -3 -2
2.
y 5 5 5 5 5

x 7 7 7 7 7
3.
y -8 -3 4 0 -7

4.
4
3
2
1

-4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4

5.
4
3
2
1

-4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4

21
B. Determine (a) the domain and the range of the equation (b) whether the equation is a
function or not and (c) the independent and dependent variables, if possible.
1. y = 4x – 1 4. x=5
2. y = -2x 5. y = 7x + 4
3. y = -11

What have you learned so far?

After a thorough discussion of this lesson, you should have been able to understand the
following:
 A relation is a pairing or correspondence between two variables in ordered pairs (x,y).
 The domain (x) is the set of all first-coordinates or the x-values of the relation.
 The range (y) is the set of all second-coordinates or the y-values of the relation.
 A function is a correspondence that assigns to each member of some set, called the domain,
exactly one member of another set, called the range.
 If a relation shows a one-to-one correspondence or a many-to-one correspondence then it is a
function.
 If a relation shows a one-to-many correspondence then it is NOT A FUNCTION.
 Mapping diagram is used to determine whether a relation is a function or not. This is done
by listing down the domain and the range values in order and drawing arrows from the
domain values to their range values.
 Vertical line test is also used to determine if a given graph is a function or not. It is done by
drawing a vertical line in the graph.
 If the relation is a function, then any vertical line can pass through only one point on the
graph.
 If you can find a vertical line that passes through two points on the graph, then the relation
is NOT a function. This is the vertical line test.
 If an equation is given, we can also determine whether it is a function or not by making a
table for x and y.
 In an equation, the dependent variable is y and the independent variable is x since the value
of y is dependent upon the choice of x.
 If the given equation has an exact value, then the dependent and independent variables
cannot be determined.
We are almost done. I hope that you have completely understood our lesson.

22
 Now you are ready to answer the posttest below. After which,
compare your answers with the answer key provided by your
facilitator. Do your best and have fun answering the posttest!

Posttest

Directions: Copy the following questions and answer them correctly in your notebook.
A. Determine whether the following relation is a function or not.
1. {(0, 5), (4, 4), (2, 5), (3, 5), (1, 6)}

x -1 -2 0 -3 -1
2.
y 4 5 6 7 8

x 11 12 -10 -9 -8
3.
y -6 -6 -6 3 3

4.
4
3
2
1

-4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4

5. 4
3
2
1

-4 -3 -2 -1 0 1 2 3 4
-1
-2
-3
-4

23
B. Determine (a) the domain and the range of the equation (b) whether the equation is a
function or not and (c) the independent and dependent variables, if possible.
1. y = 5x + 4
2. y = 3x
3. y=9
4. x = -6
5. y = 5x – 7

24
 Lesson 3

SLOPE OF A LINE

Hooray! Keep going learners! We are now on the third lesson of this module,
and you are going to learn more about linear functions. You will explore the slope
of a line. After reading this lesson, you should be able to define and determine
the slope of a line given two points, a table of values or list of ordered pairs, its
equation and graph. You should be able to describe the graph of a line and write
the linear equation in standard form into slope-intercept form and vice versa.

First things first. Let me assess your prior knowledge about this lesson. Please take the
pretest below.

What do you know so far?

Can you determine the slope of a line given two points? Let us try if
you are ready to go through this lesson. Do what you are asked to
do below. After which, compare your answers with the answer key
provided by your facilitator.

Directions: Copy the following questions and answer them correctly in your notebook.
A. Find the slope of the line through each pair of points.
1. (a) C(2, 1) and D(3, 1)
(b) F(5, 6) and G(2, -4)
2. (a) M(-1, -3) and P(-5, 3)
(b) R(0, -6) and S(-3, 5)

B. Arrange the following equations in (i) standard-form and (ii) slope-intercept form. Then,
(iii) identify the slope and the y-intercept of each equation.
3. (a) 6y = -6x – 12
(b) 4x = -3y + 7
4. (a) 5y = 25x
(b) 6 – y = -5x

25
C. Graph and describe the line given the following conditions.
5. (a) slope of 5 through the point (-3, 2)
(b) zero slope through the point (5, -1)

Be Hooked

A linear function is represented by a linear equation and its graph is a straight line. When
a function is presented like y = x, y = x + 1 or y = 2x – 3, it is called a linear equation. Take note
that the variable x has an exponent of 1, hence a first degree of 1. The standard form of a linear
equation is Ax + By = C while the slope-intercept form is y = mx + b where m is the slope and b
is they- intercept.

The slope m of a line is the ratio of the change in the y-coordinates to the corresponding
change in the x-coordinate. In addition, the slope of a line is the ratio of the rise to the run of the
straight line. Slope will help you to describe features of common objects, such as the incline of a
ramp, the slant of a roof, or the grade of the road and the like.

Let us start with the lesson. Read carefully the problem and try to figure out how you will
solve it.

If a highway rises 3 feet in a horizontal run of 50 feet, then the grade is 6%. The grade of
a road is a measurement of the steepness of the road. It is the rate at which the road is going
upward.

The steepness of a line is the slope of the line and is measured like the grade of the road.
As you move from (1, 3) to (2, 5), the x changes from 1 to 2 and the y changes from 3 to 5. As x
changes from 2 to 3, y changes from 5 to 7, and so on. The ratio of the change in y divided by the
change in x is the constant 2.
y

7
6
run
5
4
rise

3
2
1

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

Figure 1

26
 As you can see in Figure 1, the y-coordinates of the points on this line increase at the rate of
2 units for every 1-unit increase in x. The ratio of the change in y by the change in x is called the
slope of a line. In Figure 1, we can say that the slope of the line is 2.

change in y rise 5–3 7–5 2

Slope = = = = = =2
change in x run 2–1 3–2 1

How did you find the given problem? The ratio that describes the tilt of a line is its slope.
Rise shows the vertical change while run shows the horizontal change. Because a line is made up
of infinite number of points, we can use any two points on the line to find the slope of the line.

Given any two points A(x1, y1) and B(x2, y2) on the line, the slope (m) of a line is,
y 2 – y1
Slope (m) =
x2 – x1

For further understanding, let us study the following examples.

Example 1:
Find the slope of the line through each pair of points.
a. A(3, 6) and B(-1, 5)
b. Q(-1, -2) and R(0, -4)

Solutions:
a. A(3, 6) and B(-1, 5)
Take note that it doesn’t matter which ordered pairs is selected as (x1, y1), we will still
solve the same slope. Let say A(x1, y1) and B(x2, y2), then substitute the values to the
slope formula.
y2 – y1 5–6 -1 1
m= = = =
x2 – x1 -1 – 3 -4 4

1
Thus, the slope of the line is .
4

b. Q(-1, -2) and R(0, -4)

Let’s say Q(x1, y1) and R(x2, y2), then substitute the values to the slope formula,
y 2 – y1 -4 – (-2) -2
m= = = = -2
x2 – x1 0 – (-1) 1

Thus, the slope of the line is -2.

27
 How was it learner? That was easy, though. Let us make it harder this time. We will
still determine the slope of a line, however, with a given linear equation. Are you ready
learners? Study the examples below.

Example 3:
Find the slope of each line.
y y
4 4
a. c.
3 (0, 3) 3 (-3, 2)
2 2
1 1

-4 -3 -2 -1 0 1 2 3 4 x -4 -3 -2 -1 0 1 2 3 4 x
-1 -1
-2 -2
(-3, -3)-3 (-2, 0) -3

-4 -4

y y
4
b. d. 4
3 3
2 (-2, 2) 2
1 1

-4 -3 -2 -1 0 1 2 3 4 x -4 -3 -2 -1 0 1 2 3 4 x
-1 -1
-2 -2
-3 (-2, -3) -3
(-2, -4) (1, -4)
-4 -4

Solutions:
Take note that it does not matter which ordered pairs is selected as (x1, y1).
a. In the first graph, the points are (0, 3) and (-3, -3). Let us then substitute the given points
to the slope formula,
y
y – y1 -3 – 3 -6 4
m= 2 = = =2
x2 – x1 -3 – 0 -3 3
2

Thus, the slope of the line is 2 or m = 2. 1

-4 -3 -2 -1 0 1 2 3 4 x
-1
NOTE: If a line slants upward from the left to right, -2
then it has a positive slope. -3
-4

28
 b. In the second graph, the points are (-3, 2) and (-2, 0). y
4
Let’s then substitute the given points to the slope
3
formula,
2
y – y1 0–2 -2 1
m= 2 = = = -2
x2 – x1 -2 – (-3) 1
-4 -3 -2 -1 0 1 2 3 4 x
-1
Thus, the slope of the line is -2 or m =-2. -2
-3
-4
NOTE: If it slants downward from left to right, then it
has a negative slope.

y
c. In the third graph, the points are (1, -4) and (-2, -4). 4

Then substitute the given points to the slope formula, 3

2
y – y1 -4 – (-4) 0
m= 2 = = =0 1
x2 – x1 -2 – 1 -3
-4 -3 -2 -1 0 1 2 3 4 x
-1
Thus, the slope of the line is zero or m = 0.
-2
-3

NOTE: If the graph is a horizontal line, like in the third -4

graph, then it has a slope of zero.

y
d. In the fourth graph the points are (-2, 2) and (-2, -3). 4
Substitute the given points to the slope formula, 3
y2 – y1 -3 – 2 -5 2
m= = = = undefined
x2 – x1 -2 – (-2) 0 1

-4 -3 -2 -1 0 1 2 3 4 x
Thus, the slope of the line is undefined. -1
-2
-3
NOTE: If the graph is a vertical line, then its slope is
-4
undefined. In other words, the slope does not exist.

How well did you understand the examples presented? It would be better if you go
through each example and go back again if you missed some concepts.

Again, we can identify the slope of a line by selecting any two points from the line, (x1, y1)
y – y1
and (x2, y2), then substitute it to the slope formula, m = 2 .
x2 – x1

29
 Moreover, we can also describe the slope of a line by its graph. If a line slants upward from
the left to right, like in the first graph, it has a positive slope. If it slants downward from left
to right, like in the second graph, then it has a negative slope. If the graph is a horizontal line,
like in the third graph, then it has a slope of zero. If the graph is a vertical line, then its slope is
undefined.

Our next example is still about determining the slope of a line, but this time it is a lot easier.
Given an equation you need to identify the slope and the y-intercept of the given equation. How
do you think is it done? Let’s find out! Take a look at the following examples and try to study
them carefully.

Example 4:
Identify the slope and the y-intercept of the graph of each equation.
a. y = 2x + 5
b. y = -6x
c. 4y = x + 3
d. 9x – 3y = 6

Solutions:
a. In the equation, y = 2x + 5, the slope is 2 and the y-intercept is 5.
b. In the equation, y = -6x, the slope is -6 and the y-intercept is 0.
1 3
c. In the equation, 4y = x + 3, the slope is and the y-intercept is .
4 4
d. In the equation, 9x – 3y = 6, the slope is 3 and the y-intercept is -2.

How do you find the slope and the y-intercept given an equation? Did you find any
pattern in identifying the slope and the y-intercept? To answer all you queries, let us try
to unlock some concepts.

A linear function is represented by a linear equation and its graph is a straight line. When a
function is presented like y = x, y = x + 1 or y = 2x – 3 it is called a linear function. Moreover, it
is a function of x with a degree of 1.

The slope-intercept form of a linear equation is y = mx + b where m is the slope and b is the
y- intercept.

Let us now go back to our previous examples and explain them thoroughly.
a. The equation, y = 2x+ 5, is already in slope-intercept form, y = mx + b. Thus, we can easily
identify the slope, which is m = 2, and the y-intercept, which is b = 5.
30
b. The equation, y = -6x, is also in slope-intercept form, y = mx + b. Thus, m = -6 and b = 0,
since there is no y-intercept in the given equation.
c. The equation, 4y = x + 3, is not written in slope-intercept form. We need to divide the
equation by 4, to make the numerical coefficient of y equal to constant 1. Thus, the new
1 3 1 3
equation becomes y = x + , so m = and = .
4 4 4 4
d. The equation, 9x – 3y = 6, is also not written in slope-intercept form. First, arrange the
equation in slope-intercept form, which is 3y = 9x – 6. Then, divide the equation by 3, to
make the numerical coefficient of y equal to constant 1. Finally, the new equation becomes
y = 3x – 2, so m = 3 and b = -2.

After a thorough reading, how was it learners? I hope you understood the lesson very
well. This concept will help you to fully grasp our next objective, that is, to write the
linear equation ax + by = c in the slope-intercept form y = mx + b and vice versa.

By the way, the standard form of a linear equation is ax + by = c, where a and b are not
equal to zero.

For instance, the linear equation 4x + 2y = 8 is in standard form while the linear equation y
= -2x + 4 is in slope-intercept form.

Let’s have more examples.

Example 5:
Write the following linear equation in standard form and in slope-intercept form.
a. 3y + 9x = 12
b. 20 – 4y = 4x
c. 6y + 3= -x

Solutions:
a. 3y + 9x = 12
Standard form: 9x + 3y = 12
Slope-intercept form: y = -3x + 4
3y + 9x = 12
Rewrite the equation in slope-intercept
3y = -9x + 12
form y = mx + b
3y -9x 12
= + Divide each term by 3, to make the
3 3 3
numerical coefficient of y equal to 1
y = -3x + 4

31
 b. 20-4y=4x
Standard form: 4x + 4y = 20
20 – 4y = 4x
Rewrite the equation in slope-intercept
-4y = 4x – 20
form y = mx + b
-4y 4x 20
= – Divide each term by -4, to make the
-4 -4 -4
numerical coefficient of y equal to 1
y = -x + 5
Slope-intercept form: y = -x + 5

c. 6y + 3 = -x
Standard form: x + 6y = -3
6y + 3 = -x
Rewrite the equation in slope-intercept
6y = -x – 3
form y = mx + b
6y -x 3
= – Divide each term by 6, to make the
6 6 6
1 1 numerical coefficient of y equal to 1
y=- x–
6 2
1 1
Slope-intercept form: y= x–
6 2

That was easy, right? Well, I guess so. Keep doing well learners! Let us find out if you really
understood this lesson. It is now time for you to answer the activity that follows.

Answer the activity below. After which, compare your answers with
the answer key provided by your facilitator. You can do it. Just be
patient.

Activity

Directions: Copy the following questions and answer them correctly in your notebook.
A. Find the slope of the line through each pair of points.
1. (a) S(-3, 5) and T(4, 7)
(b) A(5, -6)and M(1, -6)

2. (a) G(2, -5) and H(2, -1)

(b) R(1, -6) and S(-4, 4)

32
B. Arrange the following equations in (i) standard-form (ii) slope-intercept form and (iii)
identify the slope and the y-intercept of each equation.
3. (a) 3y = -12x – 15
(b) 5y – 10x= -5

4. (a) 3y = 4x
(b) -9 + y = 4x

C. Graph and describe each line given the following conditions.

5. (a) slope of -3 through the point (1, 6)
(b) no slope through the point (3, -5)

What have you learned so far?

After a thorough understanding of this lesson, you should be able to understand the
following:
 The ratio of the change in y by the change in x is called the slope of a line.
 Given any two points A(x1, y1) and B(x2, y2) on the line, the slope (m) of a line is,
y 2 – y1
Slope (m) = .
x2 – x1
 We can describe the slope of a line by its graph. If a line slants upward from the left to right,
it has a positive slope. If it slants downward from left to right, then it has a negative slope.
If the graph is a horizontal line, then it has a slope of zero. If the graph is a vertical line, then
its slope is undefined or the slope doesn’t exist.
 A linear function is represented by a linear equation with standard form, ax + by = c, where
a and b are not equal to zero.
 The slope-intercept form of a linear equation is y = mx + b where m is the slope and b is the
y- intercept.

Keep it up learners! I really hope that you have fully understood our lesson.

Answer the activity on the next page, after which compare your
answers with the answer key provided by your facilitator. You can
do it. Just be patient.

33
 Posttest

Directions: Copy the following questions and answer them correctly in your notebook.
A. Find the slope of the line through each pair of points.
1. (a) M(4, -2) and A(3, -2)
(b) T(-2, -3)and H(0, -7)

2. (a) I(12, -8) and F(1, -1)

(b) U(6, 2) and N(6, 0)

B. Arrange the following equations in (i) standard-form (ii) slope-intercept form and (iii)
identify the slope and the y-intercept of each equation.
3. (a) 2y = -10x – 14
(b) 4y – 8x= -24

4. (a) 7y = 14x + 1
(b) 11 + y= -8x

C. Graph and describe each line given the following conditions.

2
5. (a) slope of through the point (-1, 2)
5
-3
(b) slope of through the point (0, -3)
4

34
 Lesson 4

LINEAR FUNCTION: ITS EQUATION AND GRAPH

Well done learners! We are now on the last lesson of this module and you
are going to learn more about linear functions. You will explore the equations
and graph of a linear function. After reading this lesson, you should be able to
determine the equation of a line given certain conditions and plot the graph of a
linear equation.

We already presented in the previous lesson that a linear function is represented by a linear
equation. An equation of the first degree in its variable or variables is called a linear equation.
The graph of a linear equation in the form ax + by = c, where a and b are not equal to zero, is a
straight line. Also, the slope-intercept form of a linear equation is y = mx + b where m is the slope
and b is the y-intercept.

Let me assess your prior knowledge about this lesson. Please answer the pre-test below.

What do you know so far?

Can you determine the equation of a line given two points? Let’s try
if you are ready to go through this lesson. Do what you are asked to
do below. After which, compare your answers with the answer key
provided by your facilitator.

Directions: Copy the following activities and answer them correctly in your notebook.
A. Solve for the x- intercept and y- intercept of the following equations, then graph the equation.
1. 2x + 3y = 6 4. 2y = 2x + 4
2. 7x – 3y = 8 5. x+y=2
3. 15 + 3x = 2y

B. Find the equation of the line given the following conditions. Then, graph the equation.
1. line passing through the points (-1, -5) and (3, 2).
2. line passing through (2, 5) having a slope of .
1
3. line having a slope of and y- intercept of 2.
4
35
 4. line having an x- and y- intercepts of 3 and 7 respectively.
5. line passing through the points (1, -3) and (2, 6).

A linear function is represented by a linear equation. Since a linear equation represents

a linear function, then the graph is also a straight line. In plotting the graph of a line, we
need to have two points and these can be the x- intercept and y- intercept.

The x- intercept of a line is the abscissa of a point where the line intersect the x- axis, and the
y- intercept is the ordinate of the point where the line intersect the y- axis. These are the points
(x, 0) and (0, y).

Let us consider these examples.

Example 1:
Given y = 2x – 4, find the x- and y- intercepts then graph the equation.

Solution:
x – intercept (x, 0) y – intercept (0, y)
Let y = 0, then solve for x. Let x = 0, then solve for y.
y = 2x – 4 y = 2x – 4
0 = 2x – 4 y = 2(0) – 4
4 = 2x y=0–4
2=x y = -4
x – intercept = (2, 0) y – intercept = (0, -4)

Graph of y = 2x – 4

y
4
3
2
1

-4 -3 -2 -1 0 1 2 3 4 x
-1
-2
-3
-4

36
Example 2:
Given y = 2 –x, find the x- and y- intercepts then graph.

Solution:
x – intercept (x, 0) y – intercept (0, y)
Let y = 0, then solve for x. Let x = 0, then solve for y.
y=2–x y=2–x
0=2–x y=2–0
x=2 y=2
x – intercept = (2, 0) y – intercept = (0, 2)

Graph of y = 2 – x
y
4
3
2
1

-4 -3 -2 -1 0 1 2 3 4 x
-1
-2
-3
-4

What did you notice in the examples presented above? Well, I hope it is clear to you.

Let us now proceed to another concept which is finding the equation of a line given (a) two
points, (b) the slope and a point, (c) the slope and its intercept and (d) two intercepts.

How do we find the equation of a line given a certain condition? How do you think it is
done? Go on and read the concept that follows. Analyze it thoroughly and study the examples
carefully.

Equation of a Line
A. The Two-Point Form
Since two points determine a line, given two points we can find its equation.

y – y1 = ( yx –– yx )(x – x )
2

2
1

1
1

37
 This formula will give us the equation of the line with points (x1, y1)and(x2, y2) on the line.

Examples:
a. Find the equation of the line passing through points A(1, 2) and B(3, -4).

Solution:

(
y –y
)
y – y1 = x2 – x 1 (x – x1) → Use the two-point formula.
2 1

y–2=( )(x – 1)
-4 – 2
→ Substitute the given points, (1, 2) and (3, -4).
3–1

y – 2 = ( )(x – 1)
-6
→ Simplify.
2
y – 2 = -3(x – 1) → Simplify.
y – 2 = -3x + 3 → Apply the distributive property.
3x + y = 3 + 2 → Write the equation in standard form.
3x + y = 5

The equation of the line passing through points A(1, 2) and B(3, -4) is 3x + y = 5.

b. Find the equation of the line passing through the points P(2, 1) and Q(4, 5).

Solution:

( y –y
)
y – y1 = x2 – x 1 (x – x1) → Use the two-point formula.
2 1

y–1=( )(x – 2)
5–1
→ Substitute the given points (2,1) and (4,5).
4–2

y – 1 = 2(x – 2) → Simplify.

y – 1 = 2x – 4 → Apply the distributive property.

-2x + y = -4 + 1 → Write the equation in standard form.
= -1[-2x + y = -3] → Multiply the equation by -1.
2x – y = 3 (In the standard from, ax + by = c, a is conventionally
positive.)

The equation of the line passing through points P(2, 1) and Q(4, 5) is 2x – y = 3.

38
B. Point-Slope Form
The point-slope form is used when we are given a point (x1, y1) and the slope (m) of the line.
(
y –y
1
) (
y –y
)
Using the two-point form, y – y1 = x2 – x 1 (x – x1) , since x2 – x 1 is the slope (m), hence
2 2 1
we can replace this with m. The formula will now be,

Examples:
a. Find the equation of the line passing through the point (-3, -4) with a slope of -2.

Solution:
y – y1 = m(x – x1) → Use the point-slope formula.
y – (-4) = -2[x – (-3)] → Substitute the given point (-3, -4) and m = -2.
y + 4 = -2(x + 3) → Simplify the signs.
y + 4 = -2x – 6 → Apply the distributive property.
2x + y = -6 – 4 → Write the equation in standard form.
2x + y = -10

The equation of the line passing through the point (-3, -4)with a slope of -2 is 2x + y= -10.

1
b. Find the equation of the line passing through the point (1, 3) and has a slope of .
2

Solution:
y – y1 = m(x – x1) Use the point-slope formula.
1 1
y–3= (x – 1) Substitute the given point (1, 3) and m = .
2 2

[y – 3 = 12 (x – 1)]2 Multiply the equation by 2 to simplify the fraction.

2y – 6 = x – 1 Simplify.
-x + 2y = -1 + 6 Write the equation in standard form.
-1[-x + 2y = 5] – 1 Multiply the equation by -1.
x – 2y = -5 (In the standard from, ax + by = c, a is conventionally
positive.)

1
The equation of the line passing through the point (1, 3) and has a slope of is x – 2y = -5.
2

39
C. Slope-Intercept Form
Given the slope (m) and y-intercept (b) of the line, its equation can be easily obtained.
Since the line passes through the point (0, b), we can use the point-slope form to derive the
formula.
From the formula y – y1 = m(x – x1), substitute the coordinate of the point (0, b).
y – b = m(x – 0)
y – b = mx
y = mx + b

Hence, the equation of the line given the slope and y- intercept is
y = mx + b

Examples:
2
a. Find the equation of the line with a slope of and y- intercept of 2.
3

Solution:
y = mx + b → Use the slope-intercept formula.
2 2
y= x+2 → Substitute the given, m = and b = 2.
3 3

(
3 y=
2
3
x +2 ) → Multiply the equation by 3 to simplify the fraction.

3y = 2x + 6 → Simplify.
-2x + 3y = 6 → Write the equation in standard form.
-1(-2x + 3y = 6) → Multiply the equation by -1.
2x – 3y = -6 (In the standard from, ax + by = c, a is conventionally positive.)

2
The equation of the line with a slope of and y-intercept of 2 is 2x – 3y = -6.
3

b. Find the equation of the line with a slope of -3 and y-intercept of -5.

Solution:
y = mx + b → Use the slope-intercept formula.
y = -3x – -5 → Substitute the given, m = -3 and b = -5.
3x + y = -5 → Write the equation in standard form.

The equation of the line with a slope of -3 and y-intercept of -5 is 3x + y= -5.

40
D. The Intercept-Form
The equation of the straight line whose x- and y- intercepts are (a, 0)and (0, b)respectively is
x y
+ = 1.
a b

Example:
Write the equation of the line whose intercepts on the x-intercept is 5 and the y-intercept is
-3.

Solution:
x y
+ =1 → Use the intercept-formula.
a b
x y
+ =1 → Substitute the given, a=5 and b=-3.
5 -3

[ x5 + -3y = 1]15 → Multiply the equation by its LCD.

3x – 5y = 15

The equation of the line whose intercepts on the x-intercept is 5 and the y-intercept is -3 is
3x – 5y = 15.

How well did you understand the lesson presented above? Is it difficult? I hope that the
examples above allow you to find the equation of a line given certain conditions. If not,
you can still go back and read the concepts and study the examples again.

To know if you really understood the lesson presented, kindly answer the activity that
follows. Apply the formula you have learned to find the equation of a line.

Answer the activity below. After which, compare your answers with
the answer key provided by your facilitator. You can do it. Just be
patient.

41
 Activity

Directions: Copy the following questions and answer them correctly in your notebook.
A. Solve for the x- intercept and y- intercept of the following equations then graph the equations.
1. 4x + 5y = 20 4. -y = -3x + 21
2. 5x – 8y = 40 5. x + y = -11
3. 36 + 4x = 3y

B. Find the equations of the line given the following conditions then graph the equations.
1. line passing through the points (0, -7) and (2, 0).
3
2. line passing through (-1, 6) having a slope of .
2 4
3. line having a slope of and y- intercept of -3.
7
4. line having an x- and y- intercepts of 5 and -4 respectively.
5. line passing through the points (-5, 0) and (-3, -1).

What have you learned so far?

After a thorough discussion of the lesson on factoring, let us now summarize what you
have learned so far.
 A linear function is represented by a linear equation and its graph is a straight line.
 In plotting the graph of a line, we need to have two points and these can be the x- intercept
and y- intercept.
 The x- intercept (x, 0) of a line is the abscissa of a point where the line intersect the x- axis,
and the y- intercept (0, y) is the ordinate of the point where the line intersect the y- axis.
 The equation of a line can be solved through the following: (a) two-point form, (b) the point-
slope form, (c) the slope-intercept form and (d) two-intercept form.

(a) Two-point Form: y – y1 = ( yx –– yx )(x – x )

2

2
1

1
1

(b) Point-slope Form: y – y1 = m(x – x1)

(c) Slope-intercept Form: y = mx + b
x y
(d) Intercepts Form: + = 1
a b

Now you are ready to answer the posttest below. After which,
compare your answers with the answer key provided by your
facilitator. Do your best and have fun answering the posttest!

42
 Posttest

Directions: Copy the following questions and answer them correctly in your notebook.
A. Solve for the x- intercept and y- intercept of the following equations then graph the equations.
1. -3x + 5y = 15
2. 4x- 7y = 56
3. 18- 2x = 9y
4. -3y = 3x + 21
5. x + y = -8

B. Find the equation of the line given the following conditions then graph the equations.
1. line passing through the points (7, -2) and (8, -2).
2. line passing through (-1, 2) having a slope of .
3. line having a slope of and y- intercept of 4.
4. line having an x-intercept of 6 and y-intercept of -6.
5. line passing through the points (0, -3) and (-4, 5).

References:

Bautista, E.P. et al. (2006). XP Introductory Algebra I. Quezon City: Vibal Publishing House, Inc.
Bautista, E.P. et al. (2006). XP Intermediate Algebra II. Quezon City: Vibal Publishing House, Inc.
Bautista, E. P. et al.(1993). Numlock II. Quezon City: Trinitas Publishing Inc.
Bellman, A. et al. (1998). Algebra. New Jersey: Prentice Hall, Inc.
Borro, R. M. (2005). College Algebra. Quezon City: C.E.Publishing, Inc.
Cariño, I.D.. (1999). Elementary Algebra for High School II. Pasig City: Anvil Publishing Inc.
Hall, B. C. et al. (1995). Algebra 2 with Trigonometry. New Jersey: St. PancratiusPrinting, Inc.
Oronce, O.A. & Mendoza, M.O. (2007). E-Mathematics Elementary Algebra. Quezon City: Rex
Bookstore.
Oronce, O. A. et al. (2003). Exploring Mathematics II. Quezon City: Rex PrintingCompany, Inc.
Poole, B. (1989). Introductory Algebra. New Jersey: Prentice Hall Inc.
Smith, S. A. et al. (2003). Algebra I. Singapore: Pearson Education South Asia Ltd.

43
 Module 71

Systems of Linear Equations

and Inequalities

44
 Lesson 1

GRAPHS OF LINEAR INEQUALITIES IN TWO VARIABLES

Dear learners, I bet you haven’t realized that you have gone a long way
already. Congratulate yourself! This is the last module in Algebra for Math 9. You
are now more critical and logical in making wise and acceptable decisions because
of a good start in Algebra.

That is a wonderful way to start another venture about the world of Algebra! As you unveil
another bunch of truth about this branch of Mathematics,you are leading to a different stage of
expansion in terms of discovering patterns and relationships, making connections, and critical
analysis of the things around you to support acceptable and logical decisions that we, humans,
do everyday.

In this lesson you will learn to differentiate between equations and inequalities, define and
illustrate linear inequalities in two variables and graph linear inequalities in two variables on
the coordinate plane. This lesson will help you to model real-world situations such as grocery
shopping and earnings from jobs.

To some extent, you know something about this lesson. What else do you know about this
lesson? Let me find out. Answer the items below.

What do you know so far?

How do you graph linear inequalities in two variables on the

coordinate plane? Let us find out if you are ready to take this
lesson. Do what is asked of you. After which, compare your with
answers with the answer key provided by your facilitator. Enjoy!

Directions: Copy the following inequalities on your notebook and graph each
on a coordinate plane.

1. x + 2y ≤ 12 4. 3x – 2y > – 6
2. y + 2x ≥ 1 5. x≤–3
3. x+y<4

45
 Be Hooked

The following examples are linear inequalities in two variables:

x+y<6 y ≤ 3x x – 3y > –3 y – 7x ≥ 12

What do you notice in the examples above? An inequality is a mathematical statement

indicating that the two algebraic expressions are not equal or one is less than or more than the
other. It is a sentence that uses one of the symbols >, <, ≤, ≥ or ≠.

Linear inequalities in two variables are of the form ax + by > c or ax + by < c where a, b and
c are real numbers. Note that a and b can not be both 0. Also, ≤ and ≥ may replace < and >.

The graph of a linear in equality is a region of the coordinate plane bounded by a line.
Every point in the region is a solution of the inequality. The solution of a linear inequality is a
set of ordered pairs that satisfy the given equation.

In graphing a linear inequality,you will follow a certain procedure as stated below:

1. Graph the boundary line obtained by replacing the inequality sign with an equality
sign.
2. Use a solid line if the inequality sign is ≤ or ≥. Use a dashed line if the inequality sign
is < or >.
3. Choose a test point that is not on the boundary line and substitute it in the original
equation. The origin (0,0) is a convenient point to use if it is not on the line.
4. If the result in step 3 is true, shade the half plane that contains the test point. If it is
false, shade the half plane that does not contain the test point.

For further understanding, let us have some examples on graphing linear inequalities in
two variables on a coordinate plane. Study the following examples:

Example 1: Graph x + y ≤ 4.
Solution:
Step1. Change the inequality sign to an equal sign.

x+y=4

46
 Then solve,
If x = 0 If y=0
x + y = 4 x + y = 4
0 + y = 4 x+0=4
y = 4 x=4

Step2. Use the test point (0, 0) since this point does not lie on the boundary line.
Step3. Substitute the test point in the original equation.
x+y≤4
0+0≤4
0≤4
Since 0 is less than or equal to 4, the statement is true, so shade the half plane that contains
the test point.
y

3
The graph in the half plane lies above the horizontal line
2
y = 4.
1

–4 –3 –2 –1 0 1 2 3 4 x
The boundary line y = 4 shows a solid line to signify that
–1
the points on the line are part of the solution.
–2

–3
–4

Example 2: Graph x > 3. y

Solution: 4

3
Step1. Change the inequality sign to an equal
2
sign.
1

–4 –3 –2 –1 0 1 2 3 4 x
x=3 –1

–2

Step 2. The solution to this inequality consists of –3

all ordered pairs (x,y) while x-values are –4

greater than 3.

The boundary line x = 3 shows a dashed line to signify that the points on the line
are not part of the solution.

47
Example 3: Graph y < 3
Solution:
Step1. Change the inequality sign with an equal sign.
y

y=3 4

2
Step 2. The graph in the half plane lies below the
1
horizontal line y= 3.
–4 –3 –2 –1 0 1 2 3 4 x

–1
The boundary line y= 3 shows a dashed
–2
line to signify that the points on the line
–3
are not part of the solution.
–4

Example 4: Graph y ≥ 3x.

Solution:
Step1. Change the in equality sign to an equal sign.

Then solve for the x and y intercepts. If

x=0 y=0 x=1
y = 3x y = 3x y = 3x
y = 3(0) 0 = 3x y = 3(1)
y=0 0=x y=3
(0, 0) (0, 0) (1, 3)

In this case, we can not choose (0, 0) as the test point because it lies on the boundary
line, so we can use (3, 0). (Test point can be any point not on the line.)

Step 2. Substitute the test point (3, 0) in the y

original equation. 4
y > 3x 3

0 > 3(3) 2

1
0 > 9 (The statement is false.)
–4 –3 –2 –1 0 1 2 3 4 x

–1
Since the statement is false, it means that the test –2
(3, 0) does not satisfy the inequality,
–3
–4

48
 Thus, shade the half plane that does not contain the point with a solid line to signify that
the points on the line are part of the solution.

How did you find the examples above? Is it easy to graph inequalities? Let us have another
example that we can relate in real-life situation.

Example 5: Garlics cost Php35/kg. Onions cost Php70/kg. Suppose you need to spend no more
than Php140, how many kilograms of each can you buy?
Solution:
Step1. Write an inequality for the given problem.

Let x be then umber of kilograms of garlics

y be the number of kilograms of onions

Since,
cost of garlics (x) + cost of onions (y) is at most Php140

Thus,
35x + 70y ≤ 140

Step 2. Change the inequality sight with an equal sign.

35x + 70y = 140

Then, simplify the equation by dividing all of the terms by 35 (GCF).

x + 2y = 4

Step 3. Solve for the x and y intercept.

If x=0 If y=0
x + 2y = 4 x + 2y = 4
0 + 2y = 4 x+0=4
y = 2 x=4
(0, 2) (4, 0)

49
 Step 4. Use the test point (0, 0) since this point does not lie on the boundary line.

Substitute the test point in the original equation.

x + 2y ≤ 4
0 + 2 (0) ≤ 4
0+0≤4
0≤4

Since 0 is less than or equal to 4, the statement is true so shade the half plane that contains
the test point.

4
The graph in the half plane lies above the horizontal line y
3
= 4.
2

–4 –3 –2 –1 0 1 2 3 4 x
The boundary line y = 4 shows a solid line to signify that
the points on the line are part of the solution.
–1

–2

–3 The graph shows the possible solutions, for instance, you

–4 could buy 1 kg of garlics and 2 kg of onions.

How did you find the previous examples? Let us find out if you really understood this
lesson. Please answer the activity below.

Answer the activity below. After which, compare your answers with
the answer key provided by your facilitator. You can do it. Just be
patient.

50
 Activity

Directions: Copy the following inequalities on your notebook and graph each on a coordinate
plane.

1. x+y>3 4. x + 3y ≥ 0
2. 3x – 5y ≤ 15 5. x+y<5
3. y≤4

What have you learned so far?

After a thorough discussion of the lesson on graphing inequalities in two variables on a

coordinate plane, let us now summarize what you have learned.
 An inequality is a mathematical statement indicating that the two algebraic expressions
are not equal or one is less than the other. It is a sentence that uses one of the symbols
>, <, ≤, ≥ or = .
 Linear inequalities in two variables are of the form ax + by > c or ax + by < c where a, b
and c are real numbers. Note that a and b cannot be both 0. Also, ≤ and ≥ may replace
< and >.
 The graph of a linear inequality is a region of the coordinate plane bounded by a line.
Every point in the region is a solution of the inequality.
 The solution of a linear inequality is a set of ordered pairs that satisfy the given equation.
 Graphing a linear inequality will help you to model real-world situations such as
grocery shopping and the like.

Now, you are ready to answer the posttest below. After which, compare your answers with
the answer key provided by your facilitator. Do your best and have fun answering the posttest!

Now, you are ready to answer the posttest below. After which,
compare your answers with the answer key provided by your
facilitator. Do your best and have fun answering the posttest!

51
 Posttest

Directions: Copy the following inequalities on your notebook and graph each on a coordinate
plane.

1. y<x+ 2

2. y>2x– 3

3. x≥ 2

4 y≤ 4x

5 3x– 2y≥ 6

52
 Lesson 2

GRAPHS OF SYSTEMS OF LINEAR INEQUALITIES

In this lesson, you should be able to graph and to solve systems of linear
inequalities in two variables.

Solving system of linear inequalities in two variables is almost similar to the first lesson.
However, when it comes to graphing, system of inequalities will be graphed on one Cartesian
plane and their intersection will be the solution set of the individual inequalities.

Let me assess your prior knowledge by answering the items below.

What do you know so far?

How would you graph systems of linear inequalities in two

variables? Let’s find out if you are ready to take this lesson. Do
what is asked of you. After which, compare your with answers with
the answer key provided by your facilitator. Enjoy!

Directions: Copy the following items on your graphing paper. Then, graph and
solve each system of linear inequality.

1. {xx –+ 3y27 <≥ 64

2. {2x2x –+ yy >≥ 46
3. {xx +– yy >> 46
4. {2xx –+ yy <<–21
5. {xx –– yy >< 59

53
 Be Hooked

In solving systems of linear inequalities, the graphical approach will be used. The solution
set of a system is the intersection of the solution sets of the individual inequalities.

Example 1: Solve the following system by graphing.

{xx +– yy <> 55
y
Solution: 5
Step1: Graph: x + y > 5 4

x-intercept y-intercept 3

x+y>5 x+y>5 2

1
x+y=5 x+y=5
–1 0 1 2 3 4 5 6 7 x
x+0=5 0+y=5 –1
x=5 y=5 –2

–3

y
Step2: Graph: x – y < 5 2
x-intercept y-intercept 1

x–y<5 x–y<5 –2 –1 0 1 2 3 4 5 6 x

x–y=5 x–y=5 –1

–2
x–0=5 0–y=5
–3
x=5 y = –5
–4

–5

–6

Step 3: Graph the intersection of the two y

inequalities. 5
•

2
The intersection of the two linear inequalities
1
is the solution set of the system. •
–3 –2 –1 0 1 2 3 4 5 6 7 8 x

–1

–2

–3

54
 Example 2: Solve the given system of linear inequalities:

{3x2x +– 4y3y ≥≤ 00
Solution:

Step 1: Graph 3x – 4y ≥ 0

x-intercept (if y = 0) y-intercept (if x = 0) Since x- and y- intercepts are both (0,0),
3x - 4y ≥ 0 3x – 4y ≥ 0 we need to assign any value for x then
3x - 4y = 0 3x – 4y = 0 solve y.
3x - 4 (0) = 0 3(0) – 4y = 0 if x = 4, then
3x - 0 = 0 0 - 4y = 0 3(4) - 4y = 0
3x = 0 -4y = 0 12 - 4y=0
x=0 y=0 y=3

Step 2: Graph 2x + 3y ≤ 0

x-intercept (if y = 0) y-intercept (if x = 0) Since x- and y- intercepts are both (0,0)
2x + 3y ≤ 0 2x + 3y ≤ 0 we need to assign any value for x then
2x + 3y = 0 2x + 3y = 0 solve y.
2x + 3(0) = 0 2(0) + 3y = 0 if x = 3, then
2x + 0 = 0 0 + 3y = 0 2(3) + 3y = 0
2x = 0 3y = 0 6 + 3y = 0
x=0 y=0 y = -2

The graph of 3x – 4y ≥ 0 consists of the half plane below the

y line 3x – 4y = 0.

2x 4 The graph of 2x + 3y ≤ 0consists the half plane below the

+3 line 2x + 3y = 0.
y≤ 3
0 2

–4 –3 –2 –1 0 1 2 3 4 x

–1
0 The solution set of the system
y≥
–2
4 is the intersection of the two
– –3
3x half planes.
–4

55
 Example 3: Solve:

{xy <+ 3> 2

Solution: Even though the each inequality contains only one variable, we are working in
a rectangular coordinate system that involves ordered pairs. That is, the system
can be written as

{x0x–+0yy <> 32
The graph of x < 3 is the half plane on the left side of line x = 3 and the graph of y > 2 is the
half plane above the line y = 2.

y
The solution set of the system
is the intersection of the two 5

half planes. 4

–4 –3 –2 –1 0 1 2 3 4 x

–1

–2
–3

How did you find the previous examples? Let’s find out if you really understood this lesson.
Please answer the activity below.

Answer the activity below. After which, compare your answers with
the answer key provided by your facilitator. You can do it. Just be
patient.

56
 Activity

Directions: Copy the following questions and answer them correctly in your notebook. Graph
and solve each given linear inequality.

1. {2x2x –– 2yy ≤≥–2–2

2. {x3x+–y27≥ 12≥ 16
3. {x2x+–2y3y≥≥610
4. {x3x+–yy≤≤47
5. {xy <> 21
What have you learned so far?

After a thorough discussion of the lesson on graphing systems of inequalities in two

variables, let us now summarize what you have learned.
 Graphical approach is used in solving systems of linear inequalities in two variables.
 The solution set of a system is the intersection of the solution sets of the individual
inequalities.

Now,you are ready to answer the posttest below. After which,

compare your answers with the answer key provided by your
facilitator. Do your best and have fun answering the posttest!

57
 Posttest

Directions: Copy the following questions and answer them correctly in your notebook. Graph
the following inequalities:

1. {2x–2x++4yy <> 34

2. {3x–2x–+5y6y≥≥1512

3. {2xx +–yy≥≥48
4. {2x5x ++ 3yy ≤≤56
5. {xy ≤≥ –45

58
 Lesson 3

SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES

Hi learners! For sure, the fact that your hardships and perseverance bear good
fruits. It is never easy to reach this point and I know that it caused you a lot of
mistakes and failures before you were able to master the previous lessons. Good
thing, you did not get frozen by this feat of failure and instead you persevere
more-that’s the right attitude! I congratulate you in advance!

As you observe it,Mathematics involves development from the basic concepts and skills
and it will be expanded and become more complex as you go through different stages. Your
encounter with linear equations does not end when you finish the previous module. This module
now deals with the systems of linear equations in two variables.

What does it mean by a system of linear equations? What are the applications of systems of
equations to your own life and does it help you improve your logical skills and way of thinking?
As you go through this lesson, you should be able to provide answers to these questions.

After reading and studying this lesson, you will be able to find the solution of systems
of equations in two variables by graphical, substitution and elimination method and apply
the different methods in solving word problems. Take on the first challenge prepared for you!
Answer the items below.

What do you know so far?

How would you solve the following systems of equations? Let’s find
out if you are ready to take this lesson. Compare your answers with
the answer key provided by your facilitator. Enjoy!

59
 Directions: Copy the following items in your notebook. Solve the following systems of
equations using any method.

1. {xx –+ 3y27 <≥ 64 4. {3xx –+2y2y==0 6

2. {3x5x ++ 2y2y == 71 5. {5x–8 =+ 5x7 =–2y3y
3. {aa +– bb == 19
Be Hooked

In the previous module, you have learned that any equation of the form ax + by = c where
a, b and c are real numbers, a ≠ 0, b ≠ 0, is a linear equation in two variables. Now, let us define
what a system of linear equations means. If there are two or more linear equations then it forms
a systems of linear equations.

How do systems of equations look like? Let us have some examples:

{x2x++2y7 == –40 {xx +– 2yy ==–1–4 {6x–2x––12y4y == 186

As you noticed, the system contains two equations that are considered together and has a
common solution. A solution of the system is any ordered pair that is a solution of each equation
in the system. For instance, let us consider the following system.

{xx +– yy == –4–6
The ordered pair (-5,-1) satisfies both equations. Thus, we could say that (-5,-1) is a solution
of the system. In solving the solution of systems of linear equations, you could use different
methods. Such methods are the graphing method, the substitution method, and the elimination
method.

In a given system of two linear equations, it may or may not have a solution
depending on whether their graphs intersect or not. If the graphs are parallel lines,
the system will have no solution and the system is called an inconsistent system. If the
graphs of the equations intersect, then there is one solution and the system is called consistent

60
and independent system. If the lines coincide, then the system will have an infinite number of
solutions and any two equations of this type are said to be dependent.

Let us now study the different solving techniques for systems of linear equations.

Solving systems of equations by graphical method is only approximate; we must also

consider other methods. One of the variables maybe eliminated by a proper combination of
two equations and the resulting equation maybe in terms of the other variable. The eliminated
variable may then be found by substitution.

A. Graphical Method
Example 1. Find the solution set using the graphical method.
x–y=1
x+y=3

Solution:
We can graph each equation by finding the x and y intercepts.

Using equation 1
y-intercept x-intercept
x – y = 1 x–y=1
if x=0 if y=0
x – y = 1 x–y=1
0 – y = 1 x–0=1
–y = 1 x=1
y = –1 (1, 0)
(0, –1)

Using equation 2
y-intercept x-intercept
x + y = 3 x + y = 3
if x=0 if y=0
x + y = 3 x + y = 3
0 + y = 3 x+0=3
y = 3 x=3
(0, 3)
(3, 0)

61
 Y

5 Using the intercepts, we can now plot

4 the graphs of the line. The two lines
3 intersect at (2,1) is a solution. Substitute
2 it in the original equations.
1
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
X
–1
–2
–3 Checking:
–4

–5
x–y=1 x+y=3
–6
2–1=1 2+1=3
–7
1=1 3=3

Since (2, 1) makes the equations true, then it is a solution of the given systems of equations.
The graph of the linear equations intersects and has a unique solution therefore the system is
called consistent and independent system.

How do you find the first method? Let us see if you really understand this by the activity
that follows.

Answer the activity on the next page. After which, compare your
answers with the answer key provided by your facilitator. If there
is something that confuses you, do not hesitate to approach your
facilitator and address your concerns. Don’t proceed yet if the
majority of your answers are wrong. Take time answering the
activities once again. Carry on if you get a good score.

Activity A

Directions: Find the solution set by graphical method then describe the system.

1. {xx +– 2y2y == –28

2. {xx +– 2yy ==–1–4

62
3. {3x4x –– 2y5y == 00 5. {6x2x –– 12y = 36
4y = 8

4. {6xx–+5yy == 730
How did you fare? If you think the graphical method is a little bit tedious for you, you may
consider the next method.

B. Elimination Method
This method is also known as the addition method. It works by eliminating one of the
variables in two equations by applying Addition Property of Equation resulting in a linear
equation in one variable.

Steps in the elimination method:

1. Write both equations in the standard form, ax + by = c.
2. Choose and decide which variable to eliminate. Observe the equation and find out
which of the two variables is easier to eliminate.
3. Obtain an equivalent system where the coefficient of the variable will eliminate the
additive inverses.
4. Solve the equivalent system by adding the two equations. Then solve the resulting
equation for the remaining variable and substitute the value of this variable in the
original equation to find the value of the other variable.
5. Check if the pair of numbers satisfies the equations.

Study the given examples:

Example 1: Solve the equation by elimination method.

{2xx +–3y3y==63
Solution:
Since the coefficients of y are equal, but opposite in sign, the members of the first
equation maybe added to those of the second, thereby y is eliminated.

2x – 3y = 3
x + 3y = 6
3x 9
= Dividing both sides by 3
3 3
x=3

63
Solving for y, substitute x = 3 in either of the two original equations, and we have
2x – 3y = 3
2(3) – 3y = 3
6 – 3y = 3
-3y = 3 – 6
-3y = -3 Dividing both sides by -3
y =1

Answer:
Therefore the solution set of the given system is (3,1).

Checking:
2x – 3y = 3 x + 3y = 6
2(3) – 3(1) = 3 3 + 3 (1) = 6
6–3=3 3+3=6
3=3 6=6

Example 2: Use the elimination method to solve the equations.

{x2x=–4y3y–=10–5
Solution:

Step 1: Write x = 4y – 10 in standard form.

x – 4y = -10
2x – 3y = -5

Step 2: Eliminate variable x.

Step 3: Multiply the first equation by –2 and retain the second equation.
-2(x – 4y = -10) -2x + 8y = 20
2x - 3y = -5 2x – 3y = -5

64
 Step 4: Solve by adding the two equations.

–2x + 8y = 20
2x – 3y = –5
5y = 15 Dividing both side of the equation by 5
5y 15
=
5 5
y=3

Step 5: To solve for x, substitute the value of y = 3. Use any of the two equations.
x = 4y – 10
x = 4(3) – 10
x = 12–10
x=2

Step 6: Check by substituting (2, 3) in the original equation.

x = 4y – 10 2x – 37 = –5
2 = 4(3) – 10 2(2) – 3(3) = –5
2 = 12 – 10 4 – 9 = –5
2=2 –5 = –5

Answer:
Therefore, the solution set of the given system is (2,3).

How did you find the second method? Firm up what you have just learned by answering
the activities that follow.

Answer the activity below. After which, compare your answers with
the answer key provided by your facilitator. If there is something
that confuses you, do not hesitate to approach your facilitator and
address your concerns. Don’t proceed yet if the majority of your
answers are wrong. Take time answering the activities once again.
Carry on if you get

65
 Activity B

Directions: On your notebook, solve for the solution set using the elimination method.

1. {xx +– 5y5y == –410 4. {8x5x –+ 2yy ==85

2. {x2x–+y y==–15 5. {2x4x +– 5y2y == 12–3
3. {2yx +–4y3x==11–5

C. Substitution Method
Another way of eliminating one of the variables in the given system of equations is
to solve for the variable in terms of the other variable and then substitute the resulting
expression in the second equation. This is what we called the substitution method.

Let us consider the examples given below:

Example 1: Solve the equation by substitution method.

x+y=7
3x + 2y = 17

Solution:
x+y=7 x= 7– y Express the equation in terms of x.
3x + 2y = 17 3(7 - y) + 2y = 17
21 – 3y+ 2y = 17 Substitute (7 – y) for x in the second
– 3y+ 2y = 17 – 21 equation and solve for y

–y = -4
y=4

Substituting the value of y in the first equation, we have

x=7–y
x=7–4
x=3

66
 Checking:
x=y=7 3x + 2y = 17
3+4=7 3(3) + 2(4) = 17
7=7 9 + 8 = 17
17 = 17

Answer:
Therefore, the solution set is (3, 4).

Example 2. Solve the equation by substitution method.

2x – 3y = 7
3x + y = 5

Solution:
Express the second equation in
2x – 3y = 7
terms of y since y has a coefficient
3x + y = 5 y = 5 – 3x of 1.

2x – 3y = 7 2x – 3(5 – 3x) = 7
Substitute y = (5 – 3x) in the first
2x – 15 + 9x = 7 equation then solve for x.
2x + 9x = 7 + 15
11x = 22
x=2

y = 5 – 3x y = 5 – 3(2) Substitute the value of x in the

y=5–6 second equation and solve for y.
y = -1

Checking:
2x – 3y = 7 3x + y = 5
2(2) - 3(-1) = 7 3(2) + (-1) = 5
4+3=7 6–1=5
7=7 5=5

Answer:
Therefore, the solution set is(2,-1).

67
 Answer the activity below. After which, compare your answers with
the answer key provided by your facilitator. If there is something
that confuses you, do not hesitate to approach your facilitator and
address your concerns. Do not proceed yet if the majority of your
answers are wrong. Take time answering the activities once again.
Carry on if you get a good score.

Activity C

Directions: On your notebook, solve the following systems of equation by substitution method.

1. {xx += 2y27 = 16 4. {8yx ==–y8x++1016

2. {x2x–+5y10y= 3= 6 5. {yx =+ xy += 26
3. {10x + 3y = –30
x + 2y = –20

What have you learned so far?

After a thorough discussion of this lesson, you should have been able to understand the
following:
 A system of linear equations contains two or more equations that are considered
together and has a common solution.
 If the graphs are parallel lines, the system will have no solution and the system is called
an inconsistent system. If the graphs of the equations intersect, then there is one solution
and the system is called consistent and independent system. If the lines coincide, then
the system will have an infinite number of solutions and any two equations of this type
are said to be dependent.
 There are three methods in solving for the solution of a given system of linear equations:
(a) by graphing method, (b) by substitution method and (c) by elimination method.

We are almost done. I hope that you have completely understood our lesson. Waste no time
taking the last challenge for you. Good luck!

68
 Now, you are ready to answer the posttest below. After which,
compare your answers with the answer key provided by your
facilitator. Do your best and have fun answering the posttest!

Posttest

Directions: Copy the following questions and answer them correctly in your notebook.

A. Solve by graphical method.

1. {xx –– 5y2y == 5–4 3. {2x3x ++ yy == –65

2. {xx –+ yy == 73
B. Solve by substitution method.

4. {3xy =+x2y+ 1= 7
5. {xy += y5x= 24
6. {x3x–+2y4y==7 11
C. Solve by elimination method.

7. {5x2x +– y2y==5 –1
8. {3x2x +– 4yy ==220
9. {3x4x –+ 5y3y == 111
10. {6xx –+5yy==–15
3

69
 Lesson 4

APPLICATION OF SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES

To make your study of systems of linear equations more meaningful, you must
see and realize its application to your life. The applications that you will learn in
this lesson a bit brings about one of the many practical uses of Mathematics. I
hope that you will be able to use this opportunity well in your daily life tasks and
undertakings.

After reading and studying this lesson, you will be able to solve word problems involving
systems of linear equations. I know that with all your previous accomplishments in this subject,
you are perfectly suited to take another challenge. We will start this challenge with a simple test
to check how well you are familiar with the lesson. Take the pretest below.

What do you know so far?

How would you solve word problems involving systems of linear

equations? Let’s find out if you are ready to take this lesson. Do
what is asked of you. After which, compare your with answers with
the answer key provided by your facilitator. Enjoy!

Directions: Copy and solve the following problems in your notebook.

1. The sum of two numbers is 78 and their difference is 20. Find the two numbers.
2. The length of a rectangle is five more than thrice the width. If the perimeter is 106, what is
its area?
3. Rica’s age is 3 times as old as Cathy. One year ago, she was 5 times as old as Cathy. Find
their present age.
4. The sum of the digits of a two-digit number is 11. If you interchange the digits, then the new
number formed is 45 less than the original number. Find the original number.
5. In still water, Jake’s boat goes 5 times as fast as the current in the river and returns in 5
hours. Find the rate of the current.

In life, there are problems that are exceedingly complex. These problems
can be solved by applying your knowledge and skills in systems of linear
equations. Do not forget the techniques that you have learned in dealing with
word problems about linear equations because these are almost the same. For the
70
purpose of this study, we are going to delimit our discussion to five different word problems,
namely number, age, motion, digit and geometry problems.

Before you proceed, allow me to emphasize some important considerations to be successful

in dealing with this lesson.
1. Read and analyze the questions carefully. Provide an accurate and logical algebraic
representation for the unknown.
2. Construct your working equation by examining the relationship of the variables
involved in the problem. Do not forget that you need to use two variables and there
should be two or more than equations.
3. Apply your skills in solving systems of linear equations. Find the value of the first
variable and solve the other through the first variable.
4. Present your final answer with correct and appropriate units.

After keeping in mind the points above, you are well prepared to deal with the first problem.
Let us begin with number problems.

Number Problems

Example 1: One number is five more than four times the other number. Find the two numbers
if the sum of these numbers is 60.

Representation: Let x be the first number

y be the second number

Equations:
Equation 1: x = 4y + 5 one number is five more than four times the other
number

Equation 2: x + y = 60 the sum of two numbers is 60

71
Solution:
Using the substitution method, we have
x = 4y + 5
x + y = 60
(4y + 5) + y = 60
4y + 5 + y = 60
4y + y = 60 – 5
5y = 55
5y 55
=
5 5

Let us solve x in terms of y:

x = 4y + 5
x = 4(11) + 5
x = 44 + 5
x = 49

Answer:
Therefore, the numbers are 11 and 49.

Checking:
x = 4y + 5 x + y = 60
49 = 4(11) + 5 49 + 11 = 60
49 = 44 + 5 60 = 60
49 = 49

How did you find our example? Well, I believe you are very familiar with the process and
to see if you understood this part, do the activity that follows.

Answer the activity on number problems. After which, compare

your answers with the answer key provided by your facilitator. Be
patient.

72
 Activity A

(Number Problems)
Directions: Copy and solve the following problems in your notebook. Show your complete
solution.
1. The sum of two numbers is 70 and their difference is 44. Find the numbers.
2. A number is ten more than seven times another number. Find the numbers if their difference
is 64.
3. The sum of two numbers is 64 and the sum of the first and twice the second is 88. What are
the numbers?
4. The sum of two numbers is 40. Four times the smaller is 5 less than the larger. Find the
number.
5. There are two numbers whose sum is 53. Three times the smaller number is equal to 19
more than the larger number. What are the numbers?

Digit Problems

We approach number and digit problems differently simply because they are different in
nature. In a number problem, given a system of linear equations in two variables, what we are
looking for are two numbers that have relationship where as the latter is about getting the value
of a number through the relationship of its digits to each other. You may start by understanding
the statements below:
46 is a two digit number If the digits were reversed,
4 is the tens digit 4 is the units digit
6 is the units digit 6 is the tens digit

The original number is The reversed number is

4(10) + 6(1) = ? 6(10) + 4(1) = ?
40 + 6 = 46 60 + 4 = 64

Let us study these following examples:

Example 1: The sum of the digits of a two-digit number is 13. The number is 4 more than
five times the units digit. Find the number.

73
 Representation:
Let x = be the units digits
y = be the tens digits
10y + x = be the number

Equations:
Equation 1
x + y = 13 the sum of the digits is 13

Equation 2
x + 10y = 5x + 4 the number is 4 more than five times the units digit

Solution:

Equation 1: x + y = 13
x = 13 – y Express the equation in terms of x.

Equation 2: x + 10y = 5x + 4 Solve for y by using the

substitution method.
(13 – y) + 10y = 5(13 – y) + 4
Substitute the value of x to
13 – y + 10y = 65 – 5y + 4 the equation, x = 13 - y.
13 + 9y = 69 – 5y
9y + 5y = 69 – 13
14y = 56
y=4 The tens digit is 4.

Solving for x, we will use Equation 1 and substitute y = 4.

x + y = 13
x + 4 = 13
x = 13 – 4
x=9 The units digit is 9.

To solve for the number, we have

x + 10y = 9 + 10(4)
= 9 + 40
= 49

74
We can verify further that the number is same as four more than five times its unit digit:
49 = 5(9) + 4
49 = 45 + 4
49 = 49

Answer:
Therefore, the number is 49.

Checking:
x + y = 13 x + 10y = 5x + 4
9 + 4 = 13 9 + 10(4) = 5(9) + 4
13 = 13 9 + 40 = 45 + 4
9 = 49

Example 2: The sum of the digits of a two-digit number is 10. If the digits are reversed, the
new number is18 less than the original number. Find the original number.

Representation:
Let x = be the tens digit of the original number
y = be the unit digit of the original number
10 x + y = be the original number
10y + x = be the new number (reversed number)

Equations:
Equation 1: x+y = 10 the sum of a two-digit number is 10

Equation 2: 10y+x = (10x+y) – 18 the new number is 18 less than the original
number

Solution:
Equation 1: x + y = 10
x = 10 – y Express the equation in terms of x.

75
 Equation 2: 10y + x = (10x + y) – 18 Solve for y by using substitution
10y + (10 – y) = [10(10 – y) +y] – 18 method, substitute the value of
x to the equation, x = (10 - y).
10y + 10 – y = 100 – 10y + y – 18
9y + 10 = 82 – 9y
9y + 9y = 82 – 10
18y = 72
y=4 The units digit of the original number is 4.

Solving for x, we will use Equation 1 and substitute the value of y which is 4.
x + y = 10
x + 4 = 10
x = 10 – 4
x=6 The tens digit of the original number is 6

To solve for the original number, we have

10y + x = 10(6) + 4(1)
= 60 + 4
= 64

Answer:
Therefore, the original number is 64.

Checking:
x + y = 10 10y + x = (10x + y) – 18
6 + 4 = 10 10(4) + 6 = [10(6) + 4] – 18
10 = 10 40 + 6 = 64 – 18
46 = 46

How do you find the digit problem examples? Do some exercises to firm up what you have
learned.

Answer the activity on digit problems. After which, compare your

answers with the answer key provided by your facilitator. Be patient.

76
 Activity B

Digit Problems
Directions: Copy the following problems in your notebook. Read each problem carefully and
solve. Show your complete solution.
1. The sum of the digits of a two-digit number is 14. If the digit are reversed, the number is
increased by18. What is the number?
2. A two-digit number is increased by 54 when the digits are reversed. If the sum of the digits
of the original number is 12, what is the number?
3. The sum of the digits of a two-digit number is 9. The value of the number is 9 times the unit
digit. Find the number.
4. The sum of the digits of a two-digit number is 6. The number with its digits reversed is 6
times the original tens digit. Find the number.
5. The tens digit of a two-digit number is 3 more than the units digit. The number is 8 more
than six times the sum of the digits. Find the number.

Geometry Problems

As we know it, a great familiarity with geometric concepts and formulas will help you to be
successful in solving this kind of problems. See the example below.

Example 1: Find the dimension of a rectangle if its perimeter is 64cm and the difference of
the two dimensions is 4cm.

Representation:
Let x be the length; and
Let y be the width
Recall: Perimeter of a Rectangle
P = 2l + 2w
Equations:
where
Equation(1): 2x + 2y = 64
l is the length and
Equation(2): x - y = 4
w is the width

77
Solution:
By Substitution Method use equation(2) x – y = 4:
x–y=4
x=4+y

Substitute x – y = 4 in equation (1): 2x + 2y = 64, then solve for y.

2x + 2y = 64
2 (4 + y) + 2y = 64
8 + 2y + 2y = 64
4y + 8 = 64
4y = 64 – 8
4y = 56
y = 14

Solve for x by substituting the value of y =14 using equation (2).

x–y=4
x – 14 = 4
x = 4 + 14
x = 18

Answer:
Therefore, the length is18cm and width is14cm.

Checking:
2x + 2y = 64 x-y=4
2(18) + 2(14) = 64 18 – 14 = 4
36 + 28 = 64 4=4
64 = 64

Answer the activity on geometric problems. After which, compare

your answers with the answer key provided by your facilitator. Be
patient.

78
 Activity C

Geometric Problems
Directions: Copy the following problems in your notebook. Read each problem carefully and
solve. Show your complete solution.

1. The length of a rectangle is 2cm less than three times its width. If the perimeter is 28 cm, find
its dimensions.
2. The perimeter of the rectangle is 48 m. The width of the rectangle is 2 more than half the
length. Find the length and the width.
3. The length of a rectangle is three more than the width. The perimeter is 94. What is its area?
4. A rectangle is four times as long as it is wide. If the length is increased by four inches and the
width is decreased by1 inch, the area will be 60 square inches. What were the dimensions of
the original rectangle?
5. The length of the rectangle is 3 feet more than thrice the width. The perimeter is 33 feet. Find
the length and the width of the rectangle.

Age Problems

You can also apply your skills in solving systems of equations in solving age problems.

Example 1: Jake’s father is seven times as old a she is. One year ago, he was nine times as
old as Jake. Howold is Jake now?

Representation:
Let x be Jake’s present age
y be Father’s present age

Present Age One year ago

Jake x x–1
Father y y–1

It would be helpful if you will use a table to represent the unknown.

79
Equations:
Equation 1: y = 7x Jake’s father is seven times as old as he is.

Equation 2: y– 1= 9 (x – 1) One year ago, he was nine times as old as Jake.

Solution:
Using the substitution method, substitute the value of y= 7x in Equation 2,

Equation 2: y – 1 = 9 (x – 1)
7x – 1 = 9(x – 1)
7x – 1 = 9x – 9
7x – 9x = – 9 + 1
–2x = –8
x=4

Answer:
Jake is now 4 years old.

Checking:
y = 7x y – 1 = 9 (x – 1)
28 = 7(4) 28 – 1 = 9(4 – 1)
28 = 28 27 = 9(3)
27=27

Example 2: Jane is twelve years older than her brother, Mike. Four years from now, Mike
will be two-thirds as old as Jane. How old are they now?

Representation:
Let x be Jane’s present age
y be Mike’s present age

Present Age One year ago

Jane x x+4
Mike y y+4

80
Equations:
Equation 1: x = y + 12 Jake’s father is seven times as old as he is.

2 Four year from now, Mike will be two-

Equation 2: y + 4 = (x + 4)
3 thirds as old as Jane

Solution:
2
Substitute the value of x = (y+ 12) in Equation 2: y + 4 = (x + 4)
2 3
y + 4 = (x + 4)
3
2
y+4 = (y + 12 + 4)
3

[
3 y+4 =
2
3
]
(y + 16) 3

3y + 12 = 2(y + 16)
3y + 12 = 2y + 32
3y – 2y = 32 – 12
y = 20

Answer:
Mike is 20 years old
Jane is 32 years old.

Checking:
2
x = y + 12 y+4= (x + 4)
3

2
32 = 20 + 12 20 + 4 = (32 + 4)
3

2
32 = 32 24 = (36)
3
24 = 24

Answer the activity on age problems. After which, compare your

answers with the answer key provided by your facilitator. Be patient.

81
 Activity D

Age Problems
Directions: Copy the following problems in your notebook. Read each problem carefully and
solve. Show your complete solution.

1. Maureen is twice as old as Mary is. Five years hence she will be10 years older than Colleen.
Find the present age of each girl.
2. Butch is two-thirds as old as JC. In seven years, Butch will be three– fourths as old as JC.
How old are they now?
3. Kenneth is eight years younger than John Luis. Nine years more than John Luis’ age is twice
that of Kenneth. How is each man?
4. Kyle is now four times as old as Karl. In 5years, Kyle will be three times as old as Karl. Find
their present ages.
5. Marla’s age is five times as Lyandrei’s age. If 20 is added to Lyandrei’s age and 20 is
subtracted from Marla’s age, their ages will then be equal. How old is each of them now?

Motion Problems

We have discussed the nature of motion problems in our previous discussion. Consider the
following problems.

Example 1: A motor boat travels 36 km down stream in 2 hours. In coming back up stream,
the trip takes 3 hours. Find the rate of the boat in still water and the rate of the
current.

Representation:
Let x – be the rate of the boat in still water
y – be the rate of the current
Recall: distance = rate x time (d = rt)

rate time Distance

Downstream (+) x+y 2 hrs 2(x + y)
Upstream (–) x–y 3 hrs 3(x – y)

82
Equation:
Equation 1 Downstream 2 (x + y) = 36 or x + y = 18
Equation 2 Upstream 3 (x – y) = 36 or x – y = 12

Solution:
Using the elimination method, we have
Equation 1 x+y = 18
Equation 2 x–y = 12
2x = 30
x = 15 (rate of the boat in still water)

Solving for y, substitute the value of x = 15 in equation (1),

Equation 1 x + y = 18
15 + y = 18
y = 18 – 15
y=3

Answer:
The rate of the boat in still water is 15 kph.
The rate of the current is 3 kph.

Checking:
x + y =18 x – y = 12
15 + 3 = 18 15 – 3 = 12
18 = 18 12 = 12

1
Example 2: A plane takes 5 hours to fly from Manila to Singapore and 4 hours to return
11
from Singapore to Manila. If the wind velocity is 50 mph from the west on both
trips, what is the airspeed of the plane? (Airspeed is the speed of the plane in
still air.)

Representation:
Let x = speed of the plane in still air (airspeed)
x – 50 = speed of plane over the ground on trip from Manila to Singapore
x – 50 = speed of plane over the ground on trip from Singapore to Manila

83
Equations:

rate time distance

To Singapore against wind x – 50 5 hrs 5 (x – 50)

To Manila with wind x + 50 1 1

4 hrs 4 (x + 50)
11 11

Solution:
1
5(x – 50) = 4 (x + 50)
11

45
5(x – 50) = (x + 50)
11

[5(x – 50) =
45
11
(x + 50) 11] Multiply both sides by 11 to clear
fractions then simplify.

55(x – 50) = 45(x + 50)

55x – 2750 = 45x + 2250
55x – 45x = 2250 + 2750
10x = 5000
x = 500

Answer:
The speed of the plane in still air or the air speed of the plane is 500 mph.

Checking:
1
5(x – 50) = 4 (x + 50)
11
45
5(500 – 50) = (500 + 50)
11
45
5(450) = (550)
11

2250 = 2250

Answer the activity on motion problems. After which, compare your

answers with the answer key provided by your facilitator. Be patient.

84
 Activity E

Motion Problems
Directions: Copy the following problems in your notebook. Read each problem carefully and
solve. Show your complete solution.

1. What is the speed of Jackie’s boat in still water if she can make a120 km trip in 6 hours and
if the rate of the current is 3 kph?
2. In his motor boat, a man can go downstream in 1 hour less time than he can go up stream
the same distance. If the current is 5 mph, how fast can he travel in still water if it takes him
2 hours to travel up stream the given distance?
3. An airplane can travel a distance of 6000km in 6 hours with the wind. The return trip against
the same wind takes 7.5 hours. What are the rate of the airplane and the rate of the wind?
4. In still water, Peter’s boat goes 4 times as fast as the current in the river. He takes a 15- mile
trip up the river and returns in 4 hours. Find the rate of the current.
5. A bus and a car leave the same place and traveled in opposite directions. If the bus is
traveling at 50 mph and the car is traveling at 55 mph, in how many hours will they be 315
miles apart?

What have you learned so far?

After a thorough discussion of the lesson on the application on systems of linear equations,
let us now summarize what you have learned. You should be able to realize the following:
 The Systems of Linear Equations represents many real-life problems that we encounter
everyday.
 Solving word problems requires logical representation, accurate computation and
critical analysis.
 Each word problem has distinct characteristics. One has to be familiar with these
characteristics or properties to be successful in solving these problems.

We are almost done. I hope that you have completely understood our lesson. Waste no time
taking the last challenge for you. Good luck!

Now, you’re ready to answer the posttest below. After which,

compare your answers with the answer key provided by your
facilitator. Do your best and have fun answering the posttest!

85
 Posttest

Directions: Copy the following problems in your notebook. Read each problem carefully and
solve. Show your complete solution.

1. The difference of two numbers is 9 and their sum is 37. Find the numbers.
2. The length of a rectangular swimming pool is 12 feet more than twice its width. Its perimeter
is 120 feet. Find its dimensions.
3. The sum of the digits of a two-digit number is 13. The number is four more than five times
the unit digit. Find the number.
4. Three years ago, Marwin’s age was one more than thrice Simon’s age. Four years from now,
Marwin’s age will be two years more than twice Simon’s age. How old is Marwin now?
5. A boat has a speed of 15 mph in still water. It travels down stream from Manila Bay to
Laguna Bay in two-fifths of an hour. It then goes back up stream from Laguna Bay to Manila
Bay, which is 2 miles down stream from Manila Bay, in three-fifths of an hour. Find the rate
of the current.

References:

Alferez, M.S. et al. ((2004). Intermediate Algebra. Quezon City: MSA Publishing House. Bellman,
A. etal. (1998). Algebra. New Jersey: Prentice Hall, Inc.

Borro, R. M. (2005). College Algebra. Quezon City: C.E. Publishing, Inc.

Hall, B.C. et al.(1995). Algebra 2 with Trigonometry. New Jersey: St. Pancratius Printing, Inc. Poole,
B. (1989). Introductory Algebra. New Jersey: Prentice Hall Inc.

Smith, S.A. et al.(2003). Algebra I. Singapore: Pearson Education South Asia Ltd.

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