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Mathematics
Quarter 1 – Module 3
Rectangular Coordinate System,
Linear Equations in Two Variables,
Slope of a Line, & Linear Equations:
Its Forms, Graphs and Trends
(Week 5 & 6)

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About the Module

This module was designed and written with you in mind. It is here to help you
master about the Rectangular Coordinate System, Linear Equations in Two
Variables, Slope of a Line & Linear Equations: Its Forms, Graphs and Tends. The
scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

This module contains:

Lesson 1 – Rectangular Coordinate System

Lesson 2 – Linear Equations in Two Variables & Slope of a Line
Lesson 3 – Linear Equations: (Its Forms, Graphs and Trends)

After going through this module, you are expected to:

 illustrate the Rectangular Coordinate System, linear equations in two
variables, and its uses;
 illustrate and find the slope of a line given two points, equation, and
graph.
 rewrite linear equation 𝑎𝑥 + 𝑏𝑦 = 𝑐 in the form 𝑦 = 𝑚𝑥 + 𝑏 and vice
versa;
 graph linear equation using (a) any two points, (b) x-and y-
intercepts,(c) slope and a point on the line;
 describe the trend of the graph;
 demonstrate patience in graphing linear equations.

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 What I Know (Pre-Test)

Instructions: Choose the letter of the correct answer. Write your chosen
answer on a separate sheet of paper.

1. What is a Rectangular Coordinate System?

A. It is used for naming points in a plane.
B. It is a plane used for graphing linear functions.
C. It is used to determine the location of a point by using a single number.
D. It is a two-dimensional plane which is divided by the axes into four
regions called quadrants.

2. What is the intersection of the x-axis and y-axis in the coordinate plane?
A. abscissa C. ordinate
B. coordinate plane D. origin

3. Which of the following is true about the points in Figure 1?

Figure 1
A. W is located in Quadrant III.
B. X is located in Quadrant II.
C. Y is located in Quadrant IV.
D. Z is located in Quadrant III.

4. The following illustrates a linear equation in two variables, EXCEPT _______.

A. 2y – 8x = 3 C. y = -5x – 2
B. y – 4y = 1 D. 3y = -3x + 5

5. What is the slope of the line that contains the points (5,5) and (4,2)?
1 7
A. 2 C. 11
B. 3 D. -3

6. Which of the following is a linear equation?

A. + = C. + =
B. + D. +

7. + = is an example of ______.
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality

8. Rewrite = in standard form.

A. + = C. + =
B. = D. + =

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9. Which of the following describes the trend of the graph in fig.1 shown below?
A. increasing from left to right C. horizontal
B. decreasing from left to right D. vertical

10. Which of the following is the graph of the points (1,2), (5,3)?
A. C.

B. D.

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 Lesson RECTANGULAR COORDINATE
1 SYSTEM
What I Need To Know
At the end of this lesson, you are expected to:
o describe the rectangular coordinate system;
o define and illustrate the coordinate axes, the origin, and a point on the
coordinate plane; and
o describe and plot positions on the coordinate plane using coordinate
axes.

What’s In

Are you familiar with number line? If yes, well and good! If not, let us
recall the basic form of a mathematical graph the number line that represents the
real number system. Try to look at this.

The arrows on both ends indicate

that the line extends infinitely in
opposite directions. The infinite points
correspond to the real numbers, where
the numbers to the right of 0 are the
positive real numbers and those to its
left are the negative real numbers. The
real number corresponding to a point is
called the coordinate of the point.

Is it possible to draw the number line vertically instead of horizontally?

Where will you position the positive real numbers? The negative real
numbers?
In this module you will find out one of the applications of a number line.

What’s New

Look at the grid at the right. This is

the Rectangular Coordinate System or
Cartesian Coordinate Plane. It is formed by
two number lines that intersect at right
angles. The horizontal number line is the x-
axis and the vertical number line is the y-
axis. The point where the axes meet is called
the origin whose coordinates are (0,0).

The axes divide the coordinate plane

into four quadrants, labeled
counterclockwise I, II, III, and IV.

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 The signs of the first and second coordinates of a point vary in the four
quadrants as indicated below.
Quadrant I x > 0, or x is positive y > 0, or x is positive (+,+)
Quadrant II x < 0, or x is negative y > 0, or x is positive (-,+)
Quadrant III x < 0, or x is negative y < 0, or x is negative (-,-)
Quadrant IV x > 0, or x is positive y < 0, or x is negative (+,-)

There are also points which lie in the x and y-axes. The points which lie in
the x-axis have coordinates (x, 0) and the points which lie in the y-axis have
coordinates (0, y), where x and y are real numbers.
Look at the rectangular coordinate system above, every point on the plane
corresponds to exactly one pair of coordinates called ordered pair denoted by the
symbol (x, y) where x is the directed distance of the point from the y-axis and y is
the directed distance of the point from the x-axis. The x-coordinate is called the
abscissa and the y-coordinate is called the ordinate. These numbers are called the
coordinates of the point.

What is It

In this lesson, you will locate the position of given points in the
Cartesian Coordinate Plane.

To locate a point A(x ,y), do the following:

1. Start the origin;
2. Move x units horizontally along the x-axis;
3. Then, move y units vertically; and
4. Draw the point and label it A.

Illustrative Example 1:
Figure 1
Plot the following points:
A (2, -1) and B (-3, 4).

Solution:
To locate point A, move 2 units to the right
of the origin and 1 unit down. To locate point B,
move 3 units to the left of the origin and 4 units
up.

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 What’s More

NOW IT’S YOUR TURN!

Activity 1.1
A. Complete each sentence with the correct word or phrase.
1. The pair of numbers (2, 4) is called a/an ____________ pair.
2. The coordinates of the origin is ____________.
3. The vertical axis of the Cartesian Plane is also called _______________.
4. In the ordered pair (7, -8), the -8 is called the _____________.
5. To plot the point with the coordinates (4, -6), start at the ____________
and move 4 units to the ____________ and then 6 units _____________.

B. Indicate which quadrant contains the given point. If a point lies on one of the
coordinate axes, indicate which one.
 1
1. (-6, 4) 4.  5,  
 2
2. (-1, -1) 5. (-12, 5)
3. (0, -7)

What I Need to Remember

 Rectangul ar Coor di nate Syst em or Car tesi an

Coor di nate System was invented by the philosopher and
mathematician René Descartes (1576 – 1650). This system
is formed by two perpendicular number lines, one vertical
(y-axis) and the other horizontal (x-axis) which meets at the
origin (0,0).
 Or i gi n – is the point where the x and y axes intersect.
 Quadr ant – is any four regions in which the plane is
divided by the x and y axes. These are numbered I, II, III,
and IV in a counterclockwise direction starting from the
upper right of the coordinate plane.

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  Coor di nates – are represented by an ordered pair denoted
by the symbol (x, y) or (abscissa, ordinate) where x is the
directed distance of the point from the y-axis and y is the
directed distance of the point from the x-axis. The x-
coordinate is called the abscissa and the y-coordinate is
called the ordinate.
 Quadr antal Poi nts – are points located in a quadrant.
 Axi al Poi nts – are points that lie on any axes.
 Any point located on either axis is not in any of the
quadrants.

Lesson LINEAR EQUATIONS IN TWO

2 VARIABLES & SLOPE OFA LINE

What I Need To Know

At the end of this lesson, you are expected to:
o define a linear equation in two variables;
o illustrate linear equations in two variables;
o determine if an ordered pair is a solution of a given linear equation.
o define the slope of a line;
o describe and illustrate the slope of a line; and
o find the slope of a line given two points, equation, and graph.

What’s In

Recall that a statement that says two algebraic expressions are equal is
called an equation. The equal sign (=) is used to denote equality. If an equation
involves a variable then a solution to the equation is a number that when
substituted to the variable will make the equation true.

In the previous year, you have learned about this that linear equations in
one variable such as 2x + 1 = 9. You also know that the solution of the equation is
the value of the unknown x that makes both sides of the equation equal. For
example, in the given equation 2x + 1 = 9, the solution x = 4.

If we replace the constant “1” in the given equation by another variable y,

the equation becomes 2x + y = 9.

This is an example of a linear equation in two variables x and y.

Are you excited to learn more about linear equation in two variables? You’ll
find out as you go through the lessons. Goodluck!

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 What’s New

A linear equation in two variables is an equation that can be written in the form
ax + by = c
where a, b and c are real numbers, but a and b cannot be both zero.

Look at this equation “2x – 3 = y”, this can be written in the form ax + by = c.

2x – 3 = y 2x – y = 3 where a = 2, b = -1 , c = 3

Likewise, the exponent of the variables x and y are both equal to 1, which define a
linear equation in two variables. Now, how do you know if an equation is a linear
equation in two variables? Try to examine the examples written below.

1. 10x + 4y = 3 4. 2x – 3y = 6
2. -x + 5y = 2 5. 4x + 1 = 9
3. y = 2 6. x2 = y + 1

Were you able to recognize which of these examples are said to be linear
equations in two variables? Can you identify? Yes, you’re right! Only item no. 1, 2
and 4 are linear equations in two variables since they contain the x and y variables
whose both exponents is one and a, b and c are real numbers. And here’s why the
remaining items cannot be considered one.

3. y = 2 , there is only 1 variable used (y only)

5. 4x + 1 = 9 , there is only 1 variable used (x only)
6. x2 = y + 1 , both x and y are used but x is raised to the 2 nd degree,
so it means this equation is quadratic not linear

Can you now give at least three examples of these equations? Afterwards,
you may proceed by answering the activity that follows.

Activity

Shown below are sets of equations. List all that represents linear equations
in two variables.

y = 2x + 1 x2 + y = 7 3x = 4

x = 3y + 5 10 – x = y 3x + 4y = 15

½x=y+2 y = -6 y = x3 – 1

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 Were you able to distinguish linear equations in two variables
in the activity given above? Wow, you did it very well!
I am so happy that you have understood the lesson.
Now, get ready for another learning battle ahead!

What is It

In this lesson, you will determine if a given ordered pair is a solution to a

given linear equation or not. The solution of any linear equation in two variables is
an ordered pair that makes a true mathematical statement of the equation.
Sometimes we are given an equation and one of the two coordinates in an ordered
pair and we are asked to find the other coordinates that makes the point satisfy the
equation. Study the examples below.

Illustrative Example 1:

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

Solutions:
a. In order to complete (___, 0), substitute the y-value into the equation and
solve for x.
4x + y = -1
4x + 0 = -1
4x = -1
1  1 
x = Thus, the ordered pair is   , 0  .
4  4 
b. Substitute the value x = 2 and solve for y.
4x + y = -1
4(2) + y = -1
8 + y = -1
y = -1 – 8
y = -9 Thus, the ordered pair is (2, -9).

Illustrative Example 2:
Determine if the given ordered pair is a solution to the linear equation 2x + y = -12.
a. (-2, 0) b. (-5, -2) c. (-12, -14)

Solutions:
a. Substitute both x = -2 and y = 0 to the equation.
2x + y = -12
2(-2) + 0 = -12
-4 ≠ -12

The ordered pair (-2, 0) is NOT A SOLUTION since it is a false statement.

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 b. Substitute both x = -5 and y = -2 to the equation.
2x + y = -12
2(-5) + (-2) = -12
-10 – 2 = -12
-12 = -12

The ordered pair (-5, -2) is a SOLUTION since it makes a true statement.

c. Substitute both x = -12 and y = -14 to the equation.

2x + y = -12
2(-12) + (-14) = -12
-24 – 14 = -12
-38 ≠ -12

The ordered pair (-12, -14) is NOT A SOLUTION since it is a false

statement.

2.1 SLOPE OF A LINE

Shown at the right is the picture of Mount
Mayon. It is one of the fascinating volcanoes in
the Philippines because of its almost
symmetrical conical shape. The approximate
steepness of the volcano is labelled by the line.

The slope of the line can be used to

describe how steep Mount Mayon is.

In this lesson, you will explore rate of https://images.app.goo.gl/xrsyWzh5BAo1

change, which is often seen as the slope of the RScj8

line of an equation.

A line can be described by its steepness or slope. The slope m of a line can
rise
be computed by finding the quotient of the rise and the run. That is, m  .
run
The rise refers to the vertical change or change in y-coordinate while the run
is the horizontal change or change in x-coordinate. That is,

rise
m =
run
y
= =
x

The slope of the line passing through two points P1 (x1,

y1) and P2 (x2, y2) is given by
y2  y1 y  y2
m or m  1 , where x1≠ x2
x2  x1 x1  x2

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 Do you know that there are a lot of ways on how to find the
slope of a line? To understand and find out more, read and
do the activities in this module. Take a little break before you
go on. Goodluck!

In this lesson, you will find the slope of a line using the following:
1. Two Points
y2  y1 y  y2
m or m  1 , where x1≠ x2
x2  x1 x1  x2

2. Equation
y = mx + b, where m is the slope
a
ax + by = c , where m = 
b
3. Graph

Finding the Slope of a Line using Two Points

Example 1: Find the slope of the line that passes through (3, 6) and (-4, 5).
Solution:
Let (3, 6) be (x1, y1) and (-4, 5) be (x2, y2)
Use the formula:
y2  y1
m
x2  x1
5  6 1 1 run = 7
So, m    .
4  3 7 7
rise = 1 (3, 6)
What happens if we let (-4, 5) be (x1, y1)
and (3, 6) be (x2, y2)? (-4, 5)
65 1 1
So, m   
3  (4) 3  4 7

Clearly, it does not matter which point is

called (x1, y1) and which is called (x2, y2).

Note that a line whose slope is moves 1

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unit upward and 7 units to the right.

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 Example 2: Find the slope of the line through
(-5, 6) and (2, -4).
(-5,6) Solution:
Let (-5, 6) be (x1, y1) and (2, -4) be (x2, y2)
4  6 10 10
m  
2  (5) 2  5 7
rise = -10

The slope of this line is negative since the

y-value decreased from 6 to -4 as the line
moves from left to right.
(2,-4)

run = 7

Example 3: Find the slope of the line through

(-3, -2) and (5,-2).
Solution:
Let (-3, -2) be (x1, y1) and (5, -2)
be (x2, y2)
2  (2) 2  2 0
m   0
5  (3) 53 8
The slope of a horizontal line is zero. (-3,-2) (5,-2)

Example 4: Find the slope of a line

through (4, 5) and (4, -6).
Solution:
Let (4, 5) be (x1, y1) and (4, -6) (4,5)
be (x2, y2)
6  5 11
m   undefined
44 0
The slope of a vertical line is
undefined since division by 0 is not
defined.

(4,-6)

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Finding the Slope of a Line using an Equation

In finding the slope of a line using an equation, you need to express the
equation in the form of y = mx + b where m is the value of the slope.

Example 1: Determine the slope of each line given the following equations.
a. y = 2x – 5 Since the equation is already in the form of
m=2 y = mx + b, we can easily identify the
value of m.
b. y = x+3
m=
4

Example 2: What is the slope of the line whose equation is 7x – 3y – 10 = 0?

Solution:
Method 1 7x – 3y – 10 = 0
-3y = -7x + 10 Write in the form of y = mx + b
3 y 7 x  10
 Divide both sides by -3 then simplify
3 3
7 10
y  x
3 3
7
m=
3

Method 2 7x – 3y – 10 = 0 Write in the form: ax + by = c,

a
7x – 3y = 10 where m = 
b
a 7
So, a = 7 and b = -3. Substituting to m =  becomes m  
7
b 3
Therefore, m =
3
7
Clearly, method 1 and method 2 will reveal the same answer which is m = .
3

Example 3: Given an equation of the line 2y + 1 = 0, find the slope.

Solution:
2y + 1 = 0
2y = 0x – 1 Write in the form of y = mx + b
2 y 0x 1
  Divide both sides by 2 then simplify
2 2 2
1 1
y  0 x  or y  
2 2
m=0

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 Finding the Slope of a Line using Graphs

To determine the slope of a line using graphs, look at the examples below.

Example 1:

Notice that in the graph at the right, the

line touches the points (-5, 4) and (4, 0). rise = -4
This tells us that we can use the formula (downward)
y2  y1
m in finding the slope of this
x2  x1 run = 9 (right)

line.
04 4 4
So, m    .
4  (5) 4  5 9

Example 2:

To find the slope of the line at the right,

you may identify two points that is within
the line. For example, (0, 0) and (3,5).
y2  y1 50 5
Use m  , then m   .
x2  x1 30 3
You may also use other points like (-3,-5)
and (3,5). That is,
5  (5) 5  5 10 5
m    .
3  (3) 3  3 6 3
Remember that any of the two points that
touches the line can be used as values of
(x1, y1) and (x2, y2) in finding the slope.

What’s More

NOW IT’S YOUR TURN!

Activity 2.1
A. Write LE if the statement is linear equation in two variables and NLE if it
is not.
1. x2 – y + 1 = 0 4. y = x – 5
2. 3y – 4x = 24 5. 5y – 12 = 3x
3. y = x + 2x + 1
2

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 B. Write YES if the given ordered pair will satisfy the given linear equation
6x – 5y = 1, and NO if it will not.
 1 
1. (-4, -5) 4.   , 0 
 5 
 1 1
2. (1, 1) 5.   , 
 2 2
3. (5, -2)
Activity 2.2

A. Fill in the blanks with the correct term/phrase.

1. The __________ of a line is the ratio of the change in y to the change in x.
2. __________ lines have a slope of zero.
3. The slope in the equation y = 2x – 1 is _____.
4. The variable used to represent the slope is _____.
5. If the slope is positive, the line goes upward as x ____________.

B. Identify the slope of each line on the Cartesian Coordinate Plane. Tell whether it
is POSITIVE, NEGATIVE, ZERO or UNDEFINED.

e 1. line a __________
c
a 2. line b __________
3. line c __________
d
4. line d __________
5. line e __________

What I Need to Remember

 Mathematical equation – a mathematical statement

indicating that the two expressions are equal and
using the symbol “ = ”.
 Linear equation in two variables – is a mathematical
statement with one as the highest exponent of its
independent variable.
 Any linear equation in two variables can be written in
the form ax + by = c, where a, b and c are real
numbers, and a and b are not both equal to zero.
 Solutions of linear equations – points in the coordinate
plane whose ordered pairs satisfy the equality.

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 The slope of the line can be used to describe how steep
or gradual an object is. It is also defined as the ratio of
the vertical rise of the line to its corresponding run and
is denoted by the symbol “m”.

or , where x1 ≠ x2

 A basic property of a line, other than the vertical line, is

that its slope is constant.
 The slope of the horizontal line is zero while that of the
vertical line is undefined. A vertical line does not
represent a linear function.
 The value of the slope m tells the trend of the graph.
 If m is positive, then the graph is increasing from
left to right.
 If m is negative, then the graph is decreasing from
left to right.
 If m is zero, then the graph is a horizontal line.
 If m is undefined, then the graph is a vertical line.

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  To find the slope of a line using an equation, simply
express the equation in the form of y = mx + b, where
m is the slope.
 To find the slope of a line using ax + by = c, simply
solve for y such that
, where .

Lesson Linear Equations: Its Forms, Graphs and

3 Trends

What I Need To Know

At the end of this lesson, you are expected to:

 rewrite linear equations in standard form to slope-intercept form
and vice versa;
 identify the slope and the y-intercept of the equation;
 apply knowledge learned in rewriting linear equations and plotting
of points;
 graph linear equations using (a) any two points; (b) x- and y-
intercepts; (c) the slope and a point on the line;
 determine the slope and the x- and y-intercept of the graph; and
 describe the trend of the graph.

What’s In

Recall that Linear Equation in One

Variable is an equation which can be
written in the form 𝑎𝑥 + 𝑏 = 0, where a
and b are real numbers, 𝑎 ≠ 0.

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 What’s New

Questions:
1. Which of the balloons
at the left represent an
equation?
2. List down all the
equations.
3. Which do you think
among the equations
are linear equations in
two variables?

Clipart 1

What is It

What is Linear Equation in two variables?

A Linear equation in two variables is an equation that can be written as
+ + = , where A, B, and C are real numbers and A and B are not both
equal to zero. In a linear equation, an increase in one variable will cause a
corresponding increase or decrease in the other variable.
What is the standard form of the linear equation in two variables?
+ = , where A, B and C are real numbers, A and B not both 0.

Note that the standard form has x and y terms together on one side, and
the constant is isolated on the other side. The exponent of the x or y
variable should be one and the equation has no xy term.

What is the slope-intercept form of the linear equation in two variables?

= + , where m is the slope and b is the y-intercept, m and b are real
numbers.

Note: only the variable y should remain at the left/right side of the
equation and it must be positive.

Therefore, from the picture above, the linear equation in two variables are:
+ = and = . Notice that, + = is already in standard form. How are
we going to rewrite this one into slope intercept form? Here are some examples.

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 4.1 Writing Linear Equation from Standard form to Slope-
intercept Form and Vice Versa

Example 1. Rewrite + = into its slope-intercept form.

get the additive inverse of x. Here, it is

+ + = +
(-x)
+ + = + add (-x) to both sides of the equation
and simplify
= + The slope intercept form (y = mx+b) and
= =

Example 2. Rewrite 0 = into its slope-intercept form.

get the additive inverse of 10x. Here it

0 + 0 = 0 is (-10x)
add (-10x) to both sides of the equation
= 0 Notice that y has a constant of -7. Use
0 -7 to divide both sides or this is the
=
Multiplicative Property of Equality

0 The slope intercept form (y=mx+b) and

= + 8
= =
7 7

This time let us transform the equation from slope-intercept = + form to

standard form + = .
How do we rewrite slope-intercept form of a linear equation into standard form?
Remember, + = , where A, B and C are real numbers, A and B not both 0.
The standard form has x and y terms together on one side, and the constant is
isolated on the other side. The exponent of the x or y variable should be one and
the equation has no xy term.

Example 1: Rewrite = + into the standard form.

get the additive inverse of –x. Here it is

x
+ = + +
add x to both sides of the equation

+ = + + Cancel out (-x) and x because this is

equal to zero
+ = Final answer, this is now in standard
form + =

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Example 2: Rewrite = + into the standard form.

Multiply both sides of the equation with

the LCD. Here LCD is 2.
( = + )
Apply the distributive property of
multiplication
= + Get the additive inverse of x, which is
(-x)
+ = + + Add (-x) to both sides of the equation
Cancel out x and (-x) because it is equal
to zero
+ = By multiplying both sides by -1. To
make the first term positive.
+ =
Final answer, this is now in standard
=
form + =C

4.2 Graphing Linear Equation Using: (a) Any Two Points,

(b) x- and y-Intercepts and (c) The Slope and a Point on
the Line

TWO POINTS
You have learned earlier that a linear equation can either be in the form of = +
or + = . One method of graphing linear equation is by using two points. A
solution to a linear equation in two variables is an ordered pair that satisfies the
equation. When graphed, these solutions form a straight line.

Illustrative Example 1. Graph the equation = + using any two points.

 Assign random values for x and solve for the corresponding
values of y. Let’s take x = 0 and x = 1.
 By Substitution
Let x = 0 Let x = 1
𝑦= 𝑥+ 𝑦= 𝑥+
𝑦= 0 + 𝑦= +
𝑦 =0+ 𝑦= +
𝑦= 𝑦=

If x = 0, then y = 1. So, the If x = 1, then y = 3. So,

ordered pair is (0, 1) the ordered pair is (1, 3)

19
  After finding the ordered pairs of the two points, plot and
connect them.

The graph is a line.

Illustrative Example 2. Graph the equation + = using any two points.

 Change the equation into = + form
=
 Assign random values for x and solve for the corresponding
values of y. Let’s take x = -1 and x = 2.
 By Substitution
Let x = - 1 Let x = 2
𝑦= 𝑥 𝑦= 𝑥
𝑦= 𝑦=
𝑦= 𝑦=
𝑦= 𝑦=

If x = -1, then y = -2. So, If x = 2, then y = -8. So,

the ordered pair is (-1, -2) the ordered pair is (2, -8)

 After finding the ordered pairs of the two points, plot and
connect them.

The graph is a line.

20
X- AND Y-INTERCEPTS
What is an intercept?
In our standard of living, it means to stop and catch something or someone before
that thing or person is able to reach a particular place. Algebraically, we have the
x-intercept and y-intercept. X-intercept is a point on the graph where y is 0 while
the y-intercept is a point on the graph where x is 0.
If you know where the line crosses both the x-and y-axis, you can use these points
to graph the linear equation.

Illustrative Example 1. Graph the linear equation = + using the x-

and y-intercepts.
Step 1. Let y = 0
𝑦= 𝑥+
0= 𝑥+ substitution
𝑥= 𝑥+ + 𝑥 APE
𝑥=
𝑥= MPE

𝑥=
This means that the graph passes
𝟏
through the x-axis at point 𝟎 . Step 3. Graph using the points
𝟐

Step 2. Let x = 0

𝑦= 𝑥+
𝑦= 0 + substitution
𝑦=0+ simplify
𝑦=

This means that the graph passes

through the y-axis at point 𝟎 𝟏 .

Illustrative Example 2. Graph the linear equation = using the x-

and y-intercepts.

Step 1. Let y = 0 Step 2. Let x = 0

𝑥 𝑦= 𝑥 𝑦=
𝑥 0 = substitute 0 𝑦= substitute
𝑥= 𝑦=
𝑥 6 3𝑦 6
= simplify = simplify
3 3
𝑥= 𝑦=

This means that the graph This means that the graph
passes through the x-axis at passes through the y-axis at
point (-3, 0). point (0, 2).

21
 Step 3. Graph

SLOPE AND A POINT

At this point, let us graph linear equation by using the slope and a point. This can
be done by plotting first the given point, then finding the other point using the
slope. We are going to use the formula, slope is equal to the rise over run or
= .

Illustrative Example 1. Graph the line passing through the point (1,-1) whose
3
slope is = .
4
Step a: Plot the given point;

Step b: use the formula = to identify the rise and run;

3 3
= = rise = 3 run = 4
4 4

Step c: starting at the point we plotted, count out the rise and run to mark the
second point. We count 3 units up and 4 units right;

Note:
If the rise is positive,
you move up and
down if it’s the
opposite sign.
If the run is positive,
you run to the right
and left if it is
negative.

22
Step d: connect the points with a line.

4
Illustrative Example 2. Graph the line passing though the point (1, - 2) and =
5
Step a: Plot the given point;

Step b: use the formula = to

identify the rise and run;
= =

Step c: starting at the point we plotted,

count out the rise and run to mark
the second point.
We count 4 units up and 5 units to
the left. Since 5 is negative;

Step d: connect the points with a line.

4.3 Describe the Graph of the Linear Equation in terms of its

Intercepts and Slope

Let us graph the given points and describe the trend of the graph. Let us
apply all the knowledge that we had learned from the previous lessons.

23
Example 1. Graph the points (2, 0) and (0, 5). Identify the x- and y-intercepts.
Describe the trend of the graph.

Step 1. Plot the points; Step 2. Identify the x- and y-

intercepts;

 Based on the graph the x-

intercept is 2 and the y-
intercept is 5

Step 2. Determine the slope of the line using the formula = .

 In this case, you
moved up 5 times
and run to the left 2
times.
5 5
So, 𝑚 = or 𝑚 =

Similarly, if you go down

from (0,5), you will go down
5 times and you will run 2
times to the right ( 2,0). This
will give you
5 𝟓
𝑚= or 𝒎 =
𝟐

Since the slope is negative,

the graph or the line is
falling or decreasing from
left to right.

Example 2. Given the graph, determine the slope, x- and y intercepts and the
trend of the line.

24
We have learned that the x-intercept is the point on the graph where y = 0. Using
the graph above, the x-intercept is 5 or in ordered pair (5, 0). On the other hand,
the y-intercept is the point on the graph where x = 0. Therefore, the y-intercept is
– 2 or (0, -2).
To get the slope, = . Count up from the point (0, -2) and count to the
right to reach the point (5, 0). This gives us = . We can also count downward
from point (5,0) and run to the left to reach the point (0, -2). = or = . Since,
5 5
the slope is positive, we can conclude that the line is a rising line or an increasing
line from left to right.

Example 3. Given the equation x = - 2. Determine the slope, x- and y intercepts

and the trend of the line.

Here, any two points that you get have

the same x-coordinate. Movement on
the line is purely up or down; hence, a
rise is a nonzero quantity, whereas
run is zero due to nonsideward
movement. There is no y-intercept
and the x-intercept is 2. Recall that a
fraction with a nonzero numerator and
a zero denominator is undefined.
Therefore, the slope of the line is
undefined. The line is vertical.

Example 4. Given the equation y = 3. Determine the slope, x- and y intercepts

and the trend of the line.
Here, any two points that you get have
the same y-coordinate. Movement on
the line is purely sideward; hence run
is nonzero. Rise is zero due to
nonvertical movement. The x-
intercept is zero and the y-intercept
is 3. Recall that a fraction with a zero
numerator and a nonzero denominator
is zero. Therefore the slope is zero.
𝑚 = = 0. The line is horizontal.
3

What’s More

Answer the activity below to solidify your understanding and skills of the topic.
Activity 1.4

25
Directions: Given the graphs below, find the x-intercept, y-intercept, slope, and the
trend.
1. 3.

2. 4.

What I Need T o Remember

 The value of the slope m tells the trend of the graph.

 If m is positive, then the graph is increasing from left to right.
 If m is negative, then the graph is decreasing from left to right.
 If m is zero, then the graph is a horizontal line.
 If m is undefined, then the graph is a vertical line.
 x-intercept is a point on the graph where y is 0.
 y-intercept is a point on the graph where x is 0.

What I Can Do

A. Directions: Read the situation below and do what is asked.

The jeepney fare for the first four kilometers (or less) is 8 peso and an
increase of 50 centavo charged for every kilometer thereafter.

a. Make a graph that represents the jeepney fare and the distance.
b. Identify the x-and y-intercepts if there is any.
c. Describe the trend of the graph.

26
 Assessment (Post Test)

Instructions: Choose the letter of the correct answer. Write your chosen answer on a
separate sheet of paper.

1. It is a pair of numbers (x, y) whose order is important and cannot be

interchanged.
A. abscissa C. ordinate
B. ordered pair D. origin

2. Which equation has a slope equal to zero?

A. y + 4 = 0 C. x = y – 7
B. y – 2x = 0 D. 6x – y = 0

3. Which of the following statements best describes the point (-3, -10)?
A. It is 10 units above the x-axis and 3units to the left of the y-axis.
B. It is 10 units below the x-axis and 3 units to the left of the y-axis.
C. It is 10 units above the x-axis and 3 units to the right of the y-axis.
D. It is 10 units below the x-axis and 3 units to the right of the y-axis.

4. Which of the following is the solution to the equation x – 3y = -6?

A. (0, -2) C. (-2, 0)
B. (0, 2) D. (2, 0)

5. Find the slope of the graph shown below.

5
A. 6
B. 0
2
5

C. 2
( D. undefined
4

6. Which of the following is a linear equation in slope-intercept form?

A. + C. +
B. = + D. +
7. Which of the following is a linear equation in slope-intercept form?
A. + = C. =
B. = D. =

27
 8. What is the slope-intercept form of + = ?
A. = C. = +
B. = + D. = =

9. Which of the following is the equation of the

graph shown in fig.1?

A. =
B. =
C. =
D. =

Figure 1

10. Which of the following is the graph of the equation = + ?

A. C.

B. D.

28
 29
Activity 2.2
A.
1. slope
2. Horizontal
3. 2
4. m
5. increases
B.
1. positive
2. zero
3. negative
4. undefined
5. negative
Activity 2.1
A.
1. NLE
Activity 1.1 2. LE
A. B. 3. NLE
1. Ordered 1. QII 4. LE
2. (0, 0) 2. QIII 5. LE
3. y-axis 3. y-axis
B.
4. ordinate 4. QI
1. YES
5. origin, right, down 5. QII
2. YES
3. NO
4. NO
5. NO
HONESTY is required.
Remember: This portion of the module contains all the answers. Your
ANSWER KEY
References:
Electronic Sources:
Find the Slope a Line, accessed September 2, 2020
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT2_
RESOURCE/U13_L2_T1_text_final.html

Braingenie | Solving Word Problems Involving Slope, accessed September 2, 2020

https://braingenie.ck12.org/skills/105402

Slopes and Lines, accessed September 2, 2020

https://www.analyzemath.com/math_questions/math_questions_6.html

Slope (Gradient) of a Straight Line, accessed September 2, 2020

https://www.mathsisfun.com/geometry/slope.html

COVER PHOTO Retrieved 27th Jun 2020 from www.canva.com

“Writing Linear Equations”, kutasoftwarellc, accessed August 4, 2020,
https://tinyurl.com/zrkx9nm

“Ordered Pairs”, education.com, accessed August 6, 2020, https://bit.ly/3krEtPk

“Graphing slope and point”, mathworksheet4kids.com, accessed August 7, 2020,

https://tinyurl.com/y474os67
“Graphing a line given a point and slope”, lumenlearning, accessed August 7, 2020,
https://tinyurl.com/y42njhck

Books:
Abuzo, Emmanuel P., et al. Mathematics 8 Learner’s Module, “Rectangular
Coordinate System”, Department of Education-Instructional Materials Council
Secretariat. 2nd Floor Dorm G, Philsports Complex, Meralco Avenue, Pasig City.
2013

Crisostomo, Ricardo M., et.al. Our World of Math “The Cartesian Coordinate
System”, Vibal Publishing House Inc.,1253 G. Araneta Ave., Quezon City, 2013

Glorial, Jonathan C., et. al., Phoenix Math for the 21st Century Learners Second
Edition, The Cartesian Coordinate Plane, Phoenix Publishing House, Inc., 927,
Quezon Avenue, Quezon City, 2017

Nivera, Gladys C. Ph.D. Grade 8 Mathematics Patterns and Practicalities,

“Rectangular Coordinate System”, Salesiana Books by Don Bosco Press Inc.,
Antonio Arnaiz cor. Chico Roces Avenues, Makati City, 2013
Abuzo, Emmanuel P., et al. Mathematics 8 Learner’s Module. “Linear Functions
and its Applications”. Department of Education-Instructional Materials Council
Secretariat. 2nd Floor Dorm G, Philsports Complex, Meralco Avenue, Pasig City.
2013

Alagano, Robelyn F., et al. Mathematics for the 21 st Century Learner. “Linear

30
Equations”. DIWA Learning Systems Inc. 4/F SEDCCO 1 Bldg, Legaspi
Village,1229 Makati City, Philippines. 2015

Images:
https://images.app.goo.gl/we5wuH7qqFFx1qpP6
https://images.app.goo.gl/mwVyDNWfMTu7gsWo6
https://images.app.goo.gl/VTkNpeMgKKf3p2dm8
https://images.app.goo.gl/Dqfnz3hREdwXBtAZ8
https://images.app.goo.gl/6GqG8RDnjozDouHz7
https://images.app.goo.gl/Atej9XqB8KZyvEHE6
https://images.app.goo.gl/xrsyWzh5BAo1RScj8
https://images.app.goo.gl/QVTsydHZJ86vrPiX6
https://images.app.goo.gl/tCu2XnevCFpb7uVT6
Clipart : retrieved August 4,2020, https://tinyurl.com/y34p5j2m
Clipart : retrieved August 7,2020 https://tinyurl.com/yyrse424

Congratulations!
You are now ready for the next module. Always remember the following:

1. Make sure every answer sheet has your

o Name
o Grade and Section
o Title of the Activity or Activity No.
2. Follow the date of submission as agreed with your teacher.
3. Keep the modules with you.
4. Return them at the end of the school year.

31