BIT International College

High School Department

Grade 8 Mathematics
First Quarter
Week 1
Activity No. 1

Name: Rating:
Grade & Section: Date:

Activity Title: Factoring by Common Monomials and Grouping

Learning Competency/ies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objectives:
 find the greatest common factor of two or more monomials;
 factor polynomials by taking out the greatest common monomial factor; and
 factor polynomials by grouping
References: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. pages: 2-4

Key Concepts:

Factoring by Common Monomials

The greatest common monomial factor of a polynomial is the monomial:
1. whose numerical coefficient is the largest number that divides the terms of the polynomial;
and
2. whose literal coefficient is the highest power of the variable that is a factor of the terms of the
polynomial.

Example 1. Factor x2 - 24x.

Solution:
Observe the two terms in this polynomial. Find each greatest common factor.

Factors
The greatest common factor is x. Thus,
First Term x 2
= x· x
you can factor out x and write
Second Term -24x = -1 · 23 · 3 · x
x2 – 24x = x(x-24)
Example 2. Factor 4x3y2 – 2x2y3 + 6x2y2

Solution: Factors

First Term 4x3y2 = 2 ·2·x·x ·x·y·y The greatest common factor is 2x2y2.
Thus, you can factor out 2x2y2 and write
Second Term -2x2y3 = -1 · 2 · x·x ·y·y·y
4x3y2 – 2x2y3 + 6x2y2 = 2x2y2(2x – y + 3)
Third Term 6x2y2 = 2 ·3·x ·x · y·y

Factoring by Grouping
Sometimes the common term in a polynomial is not obvious. In such cases, group first the terms of
the polynomial and then identify the common monomial factor in each group.
Example 3. Factor x3 - 4x2 + 3x – 12

Solution:

x3 - 4x2 + 3x – 12 = (x3 – 4x2) + (3x – 12) Group the terms with common factors.
= x2(x-4) + 3(x-4) Factor out x2 in the first group.
Factor out 3 in the second group.
= (x-4)(x2 + 3) Factor out the common expression x-4.

Example 4. Factor 2x2 + x – 2xy – y

Solution:

2x2 + x – 2xy – y = (2x2 + x) + [(-2xy) + (-y)] Group the terms with common factors.
= x(2x + 1) – y(2x + 1) Factor out x in the first group.
Factor out -y in the second group.
= (2x + 1)(x – y) Factor out the common expression 2x + 1.

Exercises:
A. Factor the following polynomials by a common monomial.
1. 16x3 – 56x
2. 8a2b4 + 12ab3 – 24a3b3

B. Factor the following polynomials by grouping.

1. 18a3 – 6a + 32ab3 – 16b3
2. 6x2 + x – 3xy – 9y
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 1
Activity No. 2

Name: Rating:
Grade & Section: Date:

Activity Title: Finding the Roots and Solving Problems involving Factors of Polynomials
Learning Competency/ies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objectives:
 find the roots of equation involving factors of polynomials
 solve word problems by factoring polynomials
 References: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. pages: 4-8

Key Concepts

The Zero Product Principle states that if two or more factors have a product of zero, then
either at least one factor is zero or all the factors are zero.

The root/s of an equation is/are the solution/s to the given situation.

Example 1. Find the roots of the equation, x2 – 12x = 0.

Solution:

x2 – 12x = 0
x(x – 12) = 0 Factor out the greatest common monomial factor.
x = 0 or x – 12 = 0 Zero Product Principle
x = 12 Solve for x. Transpose -12 to the other side of the equation.

The roots for the equation are 0 and 12.

Example 2. Find the roots of the equation, 15a3 – 9a2 = 0, by factoring.

Solution:

15a3 – 9a2 = 0
3a2(5a – 3) = 0 Factor out the greatest common monomial factor.
3a2 = 0 or 5a – 3 = 0 Zero Product Principle
a = 0 or 5a = 3 Solve for a. Transpose -3 to the other side.
5a 3
= Divide both sides by 5.
5 5
3
a=
5
3
The roots of the equation are 0 and .
5
Example 3. Find the roots of the equation, 3x2 – 6x = 5x + 10, by factoring.
Solution:

3x2 – 6x = 5x + 10 = 0
3x2 – 6x – 5x -10 = 0
(3x2 – 6x) + [(-5x) + (-10)] = 0 Group the terms.
3x(x + 2) + (-5)(x+2) =0 Factor out 3x in the first group and -5 in the second group.
(x + 2) (3x – 5) = 0 Factor out the common expression x + 2.
x + 2 = 0 or 3x – 5 = 0 Zero Product Principle
x = -2 or 3x = 5 Solve for x.
3x 5
= Divide both sides by 3.
3 3
5
x= 3

5
The roots of the equation are -2 and .
3

Example 8. Solve the following problems completely.

a. The square of a number is equal to five times the number. What is the number?
b. The area of the square lot is equal to the product of 8 m and its perimeter. What is the
measure of each side of the square?

Solutions:

a. Let x = number
x2 = 5x
x2 – 5x = 0 Transfer all nonzero terms on one side of the equation.

x(x – 5) = 0 Factor out the common monomial factor x.

x = 0 or x – 5 = 0 Zero Product Principle
x = 0 or x = 5 Solve for x. Transpose -5 to the other side of the equation.

Therefore, the possible numbers are 0 and 5.

b. Let x = side of the square

x2 = 8(4x)
x2 = 32x
x2 – 32x = 0 Transfer all nonzero terms on one side of the equation.

x(x – 32) = 0 Factor out the common monomial factor x.

x = 0 or x – 32 = 0 Zero Product Principle
x = 0 or x = 32 Solve for x. Transpose -32 to the other side of the equation.

Since the measure of a side of a square cannot be zero, each side of the square measures
32m.

Exercises:

C. Find the roots of each equation by factoring.

1. 5x4 – 15x3
2. 2x2 – 4x + 2x -4

D. Solve each word problem completely.

1. Four times a number is equal to twice its square. What is the number?
2. Thrice the area of a square is equal to the product of 6 cm and its perimeter. What is the
measure of each side of the square?
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 1
Activity No. 3

Name: Rating:
Grade & Section: Date:

Activity Title: Factoring Special Products

Learning Competency/ies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objectives:
 factor special products of polynomials such as the difference of the two squares, the sum of
two cubes, and the difference of two cubes;
 find the roots of equations by factoring special products; and
 solve word problems involving factoring of special products.
References: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. pages: 9-13

Key Concepts:

 The difference of two squares is a polynomial whose first and second terms are perfect
squares. It is of the form a2 – b2. Polynomials of this form can be factored as:
a2 – b2 = (a + b)(a – b)

Example 1. Factor the following polynomials.

a. x2 – 100
b. 2x4 = 162

Solutions:
a. x2 – 100 = (x + 10) (x – 10)

b. 2x4 = 162
2x4 – 162 Transfer nonzero terms on one side of the equation.
2(x4 – 81) Factor out 2.
2(x2 + 9)(x2 – 9) Factor the difference of two squares.

Example 2. Find the roots of each equation.

a. x2 = 36
b. 5x2 – 125 = 0
c. 4x3 = 400x

Solutions:
a. x2 = 36
 x2 – 36 = 0 Transfer all nonzero terms on one side of the equation.
(x + 6)(x – 6) = 0 Since it is already in the form a2 – b2, factor the difference of
the two squares.
x + 6 = 0 or x – 6 = 0 Zero Product Principle
x = -6 or x = 6 Solve for x.

Thus, the roots are -6 and 6.

b. 5x2 – 125 = 0
5(x2 – 25) = 0 Factor out the greatest common monomial factor.
5(x + 5)(x – 5) = 0 Factor out the difference of the two squares.
x + 5 = 0 or x – 5 = 0 Zero Product Principle
x = -5 or x = 5 Solve for x.

Thus, the roots are -5 and 5.

c. 4x3 = 400x
4x3 – 400x = 0 Transfer all nonzero terms on one side of the equation.
4x(x2 – 100) = 0 Factor out the greatest common monomial factor.
4x(x + 10)(x – 10) = 0 Factor out the difference of the two squares.
x + 10 = 0 or x – 10 = 0 Zero Product Principle
x = -10 or x = 10 Solve for x.

Thus, the roots are -10 and 10.

Example 3. Two squares have a total area of 125 cm 2. The larger square has a side that measures
four times the measure of a side of the smaller square. What are the measures of the sides of the
two squares?

Solution:

The side of the

smaller square = x The side of the
larger square = 4x

The area of the small square = x2

The area of the larger square = (4x)2 = 16x2

x2 + 16x2 = 425
17x2 = 425 Add similar terms.
17 x 2 425
= Multiplication Property of Equality
17 17
x2 = 25 Simplify.
x2 – 25 = 0 Transfer nonzero terms on one side of the equation.
(x + 5)(x – 5) = 0 Factor the difference of two squares.
x + 5 = 0 or x – 5 = 0 Zero Product Principle
x = -5 or x = 5 Solve for x.

Since measurements cannot be negative, you only take the positive solution. Therefore, the
measure of the side of the smaller square is 5 while the measure of the side of the larger square is
20.

 The sum or difference of two cubes is a polynomial whose first and second terms are
perfect cubes. It is of the form a3 + b3 or a3 – b3.

A sum of two cubes is factored as

 a3 + b3 = (a + b)(a2 – ab + b2)

On the other hand, a difference of two cubes is factored as

a3 – b3 = (a – b)(a2 + ab + b2)

Example 4. Factor each polynomial completely.

a. x3 – 125 b. 27 + 216y3
Solutions:
a. x3 – 125 = (x – 5)(x2 + 5x + 25)
b. 27 + 216y3 = (3 + 6y)(9 – 18y + 36y2

Exercises:
A. Find the roots of each equation.
1. 48x3 = 300x
2. 9a2 – 25 = 0
3. 18b3 – 12b = 0

B. Factor each polynomial completely.

1. 128 – 8y2
2. a3 + 64
3. 75 – 3b2

C. Solve the following problems.

1. Twice the square of a number is 98. What is the number?
2. Two squares have a total area of 640 dm 2. The larger square has a side that measures
thrice the measure of a side of the smaller square. What are the measures of the sides of
the two squares?
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 1
Activity No. 4

Name: Rating:
Grade & Section: Date:

Activity Title: Factoring Trinomials

Learning Competency/ies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objectives:
 factor polynomials of the form ax2 + bx + c;
 find the roots of ax2 + bx + c = 0; and
 solve word problems involving factoring trinomials.
References: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. pages: 14 – 23

Key Concepts:

One method of factoring trinomials of the form ax2 + bx + c is to find the factors of the last
term of the trinomial in such a way that the sum of those factors is equal to the numerical coefficient
of the middle term.

Example 1. Factor x2 – 2x – 24. Then find the roots of x2 – 2x – 24 = 0.

Solution:

To factor this trinomial, you need to express it as a product of two binomials. Write the
expression as
x2 – 2x – 24 = (x )(x )

Remember that in the FOIL method, the last term of the trinomial is equal to the product of
the second terms of its binomial factors.

x2 – 2x – 24 = (x )(x )

Therefore, you need to find factors of -24 that will give a sum of -2 when added.

Factors of -24 Sum

1 and -24 1 + (-24) = -23
-1 and 24 -1 + 24 = 23
2 and -12 2 + (-12) = -10
-2 and 12 -2 + 12 = 10
3 and -8 3 + (-8) = -5
-3 and 8 -3 + 8 = 5
-4 and 6 -4 + 6 = 2
4 and -6 4 + (-6) = -2

Notice that the factors of -24 that will give a sum of -2 are 4 and -6. Thus, you have
 x2 – 2x – 24 = (x + 4)(x – 6)
The factors of x2 - 2x -24

Using the Zero Product Principle, you get

(x + 4)(x – 6) = 0
x + 4 = 0 or x – 6 = 0
x = -4 or x = 6

The roots of the equation x2 -2x -24 = 0 are -4 and 6.

To check if the roots are correct, substitute either one of the solutions to the original solution
and see if you get a true equation.

For x = -4 or For x = 6
x2 -2x -24 = 0 x2 -2x -24 = 0
(-4)2 – 2(-4) – 24 =0 62 – 2(6) – 24 = 0
16 + 8 – 24 = 0 36 – 12 – 24 = 0
24 – 24 = 0 24 – 24 = 0
0=0 True 0=0 True

Example 2. Find the roots of the equation 2x2 – 5x + 3 = 0.

Solution:

The trinomial 2x2-5x+3 can be written as a product of two binomials, the first terms of which have a
product of 2x2. Also, note that the sign of the second term is negative and the sign of the lats term is
positive. Thus, the binomials will be of the form
(2x- ) (x- )

The last term of the trinomial is the product of the second terms of the binomials. Therefore, te
possible factors are
(2x-1)(x-3) or (2x-3)(x-1)
Using the FOIL method, check which factors will give the middle term. The first pair of factors will
yield a middle term of -6x-x=7 while the second pair of factors will give a middle term of -2x-3x=5x.

Therefore,
2x2 - 5x +3= (2x-3)(x-1)
Using the Zero Product Principle, solve for the roots.
2x2 – 5x +3 =0
(2x-3)(x-1)=0
2x-3 =0 or x-1 =0
3
x= or 1.
2
3
Therefore, the roots of the equations are and 1.
2

Example 3. Find the roots of the equation (x – 3)(x -4) =30.

Solutions:
First, you have to write the equation in the form ax2 + bx + c =0 before using the zero product
principle.
(x - 3)(x - 4) = 30
x2 - 7x + 12= 30
x2 - 7x – 18 = 0
(x – 9)(x + 2) =0
x – 9 = 0 or x + 2= 0
 x = 9 or x = -2
The roots are -2 and 9.

Exercise:
Find the roots of each equation.
1. 2x2 + x – 10 = 0
2. 3x2 + 8x – 3 = 0
3. (x – 2)(x + 4) = 7
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 2
Activity No. 1

Name: Rating:
Grade & Section: Date:

Activity Title: Solving Problems Involving Factoring Trinomials

Learning Competency/ies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objectives:
 factor polynomials of the form ax2 + bx + c;
 find the roots of ax2 + bx + c = 0; and
 solve word problems involving factoring trinomials.
References: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. pages: 21-23

Key Concepts:

Mastering the skill in factoring trinomials is very useful in solving word problems related to it.
Here are examples of problems involving factoring trinomials.

1. Find two consecutive integers whose product is 132.

Solution:
x = the smaller integer
x + 1 = the larger integer
x ( x +1 )=132
x 2+ x=132
x 2+ x−132=0
( x−11 )( x +12 )=0
x=11 or x=−12
To check:
Substitute the value of x to the original equation.
For x=−12
For x=11 x ( x +1 )=132
x ( x +1 )=132 −12 (−12+ 1 )=132
11 ( 11+1 )=132 −12 (−11 )=132
11 ( 12 )=132 132=132 True
132=132 True

Therefore, the two consecutive integers are 11 and 12 or -12 and -11.

2. The square of a whole number and twice that number have a sum of 8. What is the number?

Solution:
x2 = the square of the whole number
2x = twice that number
 x 2+ 2 x=8
x 2+ 2 x−8=0
( x−2 ) ( x+ 4 )=0
x=2∨x=−4

To check:
For x=2 For x=−4
x 2+ 2 x=8 x 2+ 2 x=8
22 +2 ( 2 )=8 (−4 )2 +2 ( 4 )=8
4 + 4=8 16+8=8
8=8 True 24=8 False

Therefore, the whole number is 2.

Exercises:
Solve the following problems completely.
1. Twice the square of a whole number and seven times that number have a difference of 4. Find
the number.
2. An integer is 5 more than a smaller integer. The square of the smaller integer is one more
than four times the larger integer. Find the integers.
3. A landscape architect will renovate a small piece of garden lot with an area of 60 m 2. If the
width is 11 m less than the length, what are the dimension of the garden lot?
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 2
Activity No. 2

Name: Rating:
Grade & Section: Date:

Activity Title: Factoring Perfect Square Trinomials

Learning Competencies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objectives:
 factor perfect square trinomials; and
 find the roots of equations involving perfect square trinomials.
 References: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. page: 16

Key Concepts:

A trinomial is a perfect square trinomial if the second term of the trinomial is twice the
product of the square roots of the first and the third terms. The factors of perfect square trinomials
of this form are
x2 + 2bx + b2 = (x + b)2
x2 - 2bx + b2 = (x - b)2

Example 1. Factor each trinomial completely. The find the roots of each equation.
a. x2 + 12x + 36 = 0
b. 4x2 – 24x + 36 = 0
c. 9x2 – 12x +4 = 0
d. 4x2 + 16x +16 = 0

Solutions:

a. x2 + 12x + 36 = (x + 6)2 = 0
x+6=0 The root of x2 + 12x + 36 = 0 is -6.
x = -6

b. 4x2 – 24x + 36 = (2x - 6)2 = 0 Since the second term of the equation is negative, you will
2x – 6 = 0 also use negative sign in the second term of its factors.
2x = 6
2x 6
= The root of 4x2 – 24x + 36 = 0 is 3.
2 2
x=3

c. 9x2 – 12x + 4 = (3x – 2)2

3x – 2 = 0
3x = 2
 3x 2 2
= The root of 9x2 – 12x + 4 = 0 is .
3 3 3
2
x=
3
d. 4x + 16x +16 = (2x + 4)2
2

2x + 4 = 0 The root of 4x2 + 16x +16 = 0 is -2.

2x = -4
2x −4
=
2 2
x = -2

Exercises:
Factor the following perfect square trinomials.
1. 9x2 + 24x + 16 = 0
2. x2 – 14x + 49 = 0
3. 4x2 – 4x + 1 = 0
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 2
Activity No. 3

Name: Rating:
Grade & Section: Date:

Activity Title: Finding Roots by Completing the Square

Learning Competency/ies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objectives:
 find the roots of equations by completing the square;
References: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. pages: 24–26

Key Concepts:

In this lesson, you will learn how to find the roots by completing the square.

Example 1. Complete the square to find the roots of each equation.

a. x2 – 8x + 7 = 0
b. 3x2 + 2x – 1 = 0

Solutions:
a. x2 – 8x + 7 = 0
x2 – 8x + ______ = -7 + ______ Transpose the constant term to the other side of the
equation.
x2 – 8x + 16 = -7 + 16 Take half of the coefficient of the middle term and then square it.
2
(x – 4) = 9 Factor the trinomial.
√(x−4)2 =± √ 9 Take the square root of both sides.
x – 4 = ±3
x = 3 + 4 or x = -3 + 4 Solve for x.
x = 7 or x=1

The roots of the equation are 7 and 1.

b. 3x2 + 2x – 1 = 0

Before completing the square, make the value of a equal to 1 by dividing the equation by 3.

3 x2 2x 1
+ - =0
3 3 3
2x 1
x2 + + _____ = + ______ Transpose the constant term to the other side of the
3 3
equation.
 2x 1 1 1
x2 + + = + Take half of the coefficient of the middle term and then
3 9 3 9
square it.
1 4
(x + 3 )2 = 9 Factor the trinomial.

1 2 4
√(x + ) = ±
1
3
2
√ 9
Take the square root of both sides.

x+ =±
3 3
2 1 2 1
x= - or x = - - Solve for x.
3 3 3 3
1
x= or x = -1
3

1
The roots of the equation are and -1.
3

Exercises:
Complete the square to find the roots or each equation.
1. 2x2 + 8x – 10 = 0
2. 4x2 + 2x – 3 = 0
3. x2 – 6x + 5 = 0
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 2
Activity No. 4

Name: Rating:
Grade & Section: Date:

Activity Title: Finding Roots by Using Quadratic Formula

Learning Competencies:
 factors completely different types of polynomials (polynomials with common monomial factor,
difference of two squares, sum and difference of two cubes, perfect square trinomials, and
general trinomials; and
 solves problems involving factors of polynomials.
Learning Objective:
 find the roots of equations by using the quadratic formula
Reference: Math World 8 by Rosete, Heidee P. & Sonza, Michelle S. pages: 26 – 29

Key Concepts:

Another method for finding the roots of equations of the form ax2 + bx + c = 0 is by using the
quadratic formula. The quadratic formula states that the roots of a quadratic equation of the form
ax2 + bx + c = 0 is given by
−b ± √b 2−4 ac
x=
2a

The expression b2 – 4ac is called the discriminant. The discriminant tells you the nature of
the roots of a quadratic equation. The following is true about the discriminant of quadratic equations:

Discriminant Type of Solution

b2 – 4ac > 0 Two real roots
2
b – 4ac = 0 One real root
b2 – 4ac < 0 Two imaginary roots

Example 2. Find the roots of each equation using the quadratic formula.
a. 4x2 + x – 3 = 0
b. x2 – 3x + 8 = 0

Solutions:
a. 4x2 + x – 3 = 0 a = 4, b = 1 & c = -3
First, compute for the discriminant to determine the nature of the roots.
 b2 – 4ac = (1)2 – 4(4)(-3) Since the discriminant is positive, there are
= 1 – (-48) two real roots in the equation.

= 49
Using the quadratic formula, you have
−b ± √b 2−4 ac
x =
2a
−1± √ (1)2−4 (4)(−3)
x = Substitute the values of a, b & c.
2(4)

−1± √ 1−4 (4)(−3)

x =
8
−1± √ 1−(−48)
x =
8
−1± √ 49
x =
8
−1± 7
x = 8
−1+ 7 −1−7
x = or x =
8 8
3
6 8 The roots are and -1, which are
x = or x = - 4
8 8
real roots.
3
x = or x = -1
4

b. x2 – 3x + 8 = 0 a = 1, b = -3 & c = 8
Compute for the discriminant.
b2 – 4ac = (-3)2 – 4(1)(8)
Since the discriminant is negative, there are
= 9 – 32 two imaginary roots in the equation.
= -23

−b ± √b 2−4 ac
x =
2a
−(−3) ± √(−3)2−4 (1)(8)
x = Substitute the values of a, b & c.
2(1)
3± √ 9−32 3−√ 23 ί 3+ √ 23ί
x = The roots are and ,
2 2 2
3± √ −23 which are imaginary roots.
x =
2
3−√ 23 ί 3+ √ 23ί
x = or x =
2 2

Exercises:
Find the roots of the equation using quadratic formula
1. 2x2 + 4x + 2
2. 4x2 – 8x + 7
3. x2 + 6x + 5
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 3
Activity No. 1

Name: Rating:
Grade & Section: Date:

Activity Title: Identifying Rational Algebraic Expressions

Learning Competency:
 Illustrates rational algebraic expressions.
Learning Objective:
 define and identify rational algebraic expressions;
Reference: Math World 8 by Rosete, Haidee P. and Sonza, Michelle S. page: 31

Key Concepts:

a
Rational Algebraic Expression – any mathematical expression of the form
b
, where a and
b are polynomials, and b is not equal to zero.

Remember that a polynomial is an algebraic expression where the variables have whole
number exponents.

Example 1.
Tell whether the following is a polynomial or not.
6 12−x
a. −x d.
√3 x
15 5x
b. x+2
e. 3
4x x
c. x 2−2 x +8
x−5
f.
x−9
Solutions:
a. rational
b. rational
c. rational
 d. not rational; the denominator is not a polynomial because it has a variable that is under a
radical sign
e. not rational; the denominator is not a polynomial because a variable is in the denominator
f. not rational; the denominator is not a polynomial because a variable has a negative integer
exponent

Exercises:
Determine whether each expression is rational or not. If it’s not rational, explain why.
2 x 2 +8
1.
x−1
1
2.
√ 9 x +8
x4
3. 2
7−
3x
x3 +24
4.
x
13−2 x
5.
x−5
5 x +6
6.
√3 x
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 3
Activity No. 2

Name: Rating:
Grade & Section: Date:

Activity Title: Simplifying Rational Algebraic Expression

Learning Competency:
 Simplifies rational algebraic expressions.
Learning Objective:
 Simplify rational algebraic expressions
Reference: Math World 8 by Rosete, Haidee P. & Sonza, Michelle S. page: 33

Concept Notes:

In simplifying rational algebraic expression, your knowledge in factoring polynomials will be

useful in mastering this skill.

Example 1. Simplify the following expressions.

2 x −2
1. 2
x −2 x +1
x 2−3 x−10
2.
3 x 2−5 x−2
4 x 2−8 x +4
3.
12 x 2−18 x

Solutions:
First, factor both the numerator and the denominator and then cancel the common factors.
2 x −2 2( x−1)
1. 2 = ( x−1 ) (x−1)
x −2 x +1
4 x 2−8 x +4 (2 x−3)(2 x −1)
2
3. 2 =
6 x(2 x−3)
12 x −18 x
= x−1
2 x−1
=
6x
x 2−3 x−10 ( x +5)( x−2)
2. =(
3 x 2−5 x−2 3 x +1 ) (x−2)
x +5
=
3 x +1

Exercises:
Simplify each expression.
24 x 3+16 x 3 x+6
1. 2.
36 x 2+24 2 x 2 +3 x−2
 x2 −6 x+ 9
3.
3 x 2−9 x
2 x 2−5 x−3
4.
2 x 2 +11 x+5
 10 x−5
6 x2 −3 x
BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 4
Activity No. 1

Name: Rating:
Grade & Section: Date:

Activity Title: Addition and Subtraction of Rational Algebraic Expressions

Learning Competencies:
 performs operations on rational algebraic expressions; and
 solves problems involving rational algebraic expression.
Learning Objectives:
 add and subtract rational algebraic expressions; and
 solve word problems involving addition and subtraction of rational algebraic expressions.
Reference: Math World 8 by Rosete, Haidee P. & Sonza, Michelle S. pages: 34-40

Key Concepts:

An important skill that you should master before you add or subtract rational algebraic
expressions is finding the least common multiple (LCM) of a given set of expressions.

Example 1. Find the LCM in each set of expressions.

a. 12, 8, 36
b. 4x3, 2x, 8x2
c. 2x + 4, x2 + 3x + 2, x2 + 2x

Solutions:
a. 12 = 2∙2∙3
8 =2∙2∙2
36 = 2∙2∙3∙3
LCM = 2 ∙ 2 ∙ 2 ∙ 3 ∙ 3 = 72

b. 4x3 = 2∙2∙x∙x∙x
2x = 2∙x
8x2 = 2 ∙ 2∙2∙x∙x
LCM = 2 ∙ 2 ∙ 2 ∙ x ∙ x ∙ x = 8x3

c. 2x + 4 =2∙ (x + 2)
x + 3x + 2 =
2
(x + 1) (x + 2)
x2 + 2x = x∙ (x + 2)
LCM = 2 ∙ x ∙ (x + 1) ∙ (x + 2)

Now that you have learned factoring polynomials and simplifying rational expressions, you are
ready to add and subtract rational algebraic expressions. Remember that to add and subtract rational
algebraic expressions, the denominators must be the same.

Example 2. Perform the indicated operations.

 3 2
a. 2 +
4m 2m 3
4 b2 b2
b. -
5b 3b
4 6 2
c. 3 x - 3 +
4x 4 x2

Solutions:
a. The LCD is 4 m 3. Rewrite the terms with the LCD as the denominator, and then simplify.
3 2 3(m)+2(2)
2 + 3 =
4m 2m 4 m3
3 m+ 4
=
4 m3
b. The LCD is 15 b. Rewrite the terms with the LCD as the denominator, and then simplify.
4 b2 b2 4 b 2 (3)+ b2 (5)
- =
5b 3b 15 b
12b 2+5 b 2
=
15 b
17 b2
=
15 b
c. LCD = 12 x3
4 6 2 4 ( 4 x 2 )−6 ( 3 )+2(3 x )
3 x - 4 x3 + 4 x2 = 12 x 3
16 x 2−18+ 6 x
=
12 x 3
16 x 2 +6 x−18
=
15 b

Exercises:
A. Find the least common multiple of the following:
1. x 2−4 x+ 4 , x 2−6 x +9, 3 x−9
2. 6, 15, 20
3. 6 m , 4 , 2 4 m 2
4. 3 x 3 , 4 x , 8
5. 12, 5, 3

B. Perform the indicated operations.

7a 4a 9
1. 5 + 3 a -
5 a2
12 x 2 23 x
2. 11 - 3 x - 2
x
3 14 y 8
3. 2 y + 2 + 5
5y
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 4
Activity No. 2

Name: Rating:
Grade & Section: Date:

Activity Title: Multiplication and Division of Rational Algebraic Expressions

Learning Competencies:
 performs operations on rational algebraic expressions; and
 solves problems involving rational algebraic expressions.
Learning Objectives:
 multiply and divide rational algebraic expressions; and
 solve word problems involving multiplication and division of rational algebraic expressions.
Reference: Math World 8 by Rosete, Haidee P. & Sonza, Michelle S. pages: 41-49

Key Concepts:

Multiplying and dividing rational algebraic expressions are similar to multiplying and dividing
fractions. You multiply the numerators, and then multiply the denominators.

Example 1. Find the product of the following rational algebraic expressions. Write the answers in
simplest form.

6 x2 y 2 3 x
a. ∙
2y
When multiplying rational algebraic
3 x3 expressions, you may cancel common
2 x +2 2 x 2 +8 x terms in the numerator and denominator.
b. 3 x +12 ∙
x +1
x2 −7 x +10 x 2+ x−6
c. ∙
3 x+ 9 x2 −4 x−5

Solutions:
a. Using the laws of exponents, you can cancel common terms.
3
6 x2 y 2 3 x 3
∙ 3 =
3x 3
2 y1 y

2 x +2 2 x 2 +8 x 2(x +1) 2 x ( x +4 )
b. 3 x +12 ∙ x +1 = 3(x+ 4) ∙ x+1 Factor the numerator and the denominator
Cancel the common factors in the numerator and the denominator.
completely.
Then multiply the remaining terms of the numerator and the
2(x +1) 2 x ( x +4 ) denominator.
= ∙
3(x+ 4) x+1
 4x
=
3

x2 −7 x +10 x 2+ 3 x (x−5)( x−2) x ( x +3 ) Factor the numerator and the

c. ∙ 2 =
3 ( x+3)
∙
( x−5 ) ( x +1) denominator completely.
3 x+ 9 x −4 x−5
(x−5)( x−2) x ( x +3 )
= ∙ Cancel the common factors in the numerator and
3 ( x+3) ( x−5 ) ( x +1) the denominator. Then multiply the remaining
terms of the numerator and the denominator.
x2 −2 x
=
3 x +1

Dividing rational algebraic expressions is similar to dividing fractions. Get the reciprocal of the
divisor, and then multiply.

Example 2. Find the quotient of each rational algebraic expression. Write the answers in simplest
form.
3 x +12 2 x 2 +8 x
a. ÷
x2 −x−2 5 x−10
2 x 2 +3 x+1 6 x+3
b. ÷
2
x −5 x+ 6 2 x−6

Solutions:
Rewrite each equation as multiplication by getting the reciprocal of the divisor. Then factor the
numerator and the denominator. Cancel all common factors in the numerator and the denominator.
3 x +12 2 x 2 +8 x 3 x +12 5 x−10
a. x2 −x−2 ÷ 5 x−10 = x2 −x−2 ∙ 2 x 2−8 x
3(x + 4) 5(x−2)
= ( x−2 ) (x+ 1) ∙
2 x ( x +4 )
15
= 2 x (x +1)

2 x 2 +3 x+1 6 x+3 2 x 2 +3 x+1 2 x−6

b. ÷ = ∙
x 2−5 x+ 6 2 x−6 x 2−5 x+ 6 6 x+3
(2 x+1)( x +1) 2( x−3)
= ∙
(x−3)(x−2) 3(2 x+1)
2( x +1) 2 x+ 2
= 3(x−2) or 3 x −6

Exercises:
Perform the indicated operations.
2 x3 x2 −9
1. ∙
x−3 6x
4 x3 6 x2
2. ÷
18 21
3 x 2−6 x 9 x−18
3. ÷
20 x +30 15
x2 −x−12 x 2−4 x+ 4
4. ∙ 2
x 2−4 x −2 x−3
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 5

Activity Title: The Rectangular Coordinate System

Learning Competencies:
 illustrates the rectangular coordinate system and its uses;
 illustrates linear equations in two variables; and
 illustrates and finds the slope of a line given two points, equation and graph.
Learning Objectives:
 identify the coordinates of given points in the Cartesian plane;
 plot points given their coordinates in the Cartesian plane; and
 find the slope of a line.
Reference: Math World 8 by Rosete, Haidee P. & Sonza, Michelle S. pages: 58-74

Key Concepts:

 The Cartesian plane, which was named after the famous mathematician René Descartes
(1596-1650), is formed by two perpendicular number lines. It gives the position or location of
a point in a two-dimensional space.
 A Cartesian plane is divided into four regions called quadrants. The quadrants are numbered
in a counterclockwise direction as shown below.
  The horizontal number line in the Cartesian plane is called the x-axis and the vertical number
line is the y-axis. The two number lines intersect at the point (0,0) called the origin.
 Each point in the Cartesian plane is associated with an ordered pair (x,y), where x
corresponds to the horizontal position and y corresponds to the vertical position of the point.
The ordered pair (x,y) is also called the coordinates of a point.

The x-coordinate of a point indicates the direction and the number of units it is away from the
y-axis. The y-coordinate indicates the direction and the number of units it is away from the x-axis.

Example 1. Identify the coordinates of each point on the Cartesian plane. Indicate the quadrant
where point is found.

Solution:
A. (-3,8); Quadrant II
B. (10,-9); Quadrant IV
C. (-2,-5); Quadrant III
D. (4,1); Quadrant I
  Plotting of Points in the Cartesian Plane

Example 2. Plot the following points on the Cartesian lane and label the coordinates.
a. Point G is 3 units on the left of the y-axis and 7 units above the x-axis.
b. Point S is 6 units on the right of the y-axis and 1 unit above the x-axis.
c. Point V is 4 units on the left of the y-axis and lies on the x-axis.
d. R(0,-9)
e. M(-1,-1)

G(-3,7)

S(6,1)
V(-4,0)

M(-1,-1)

R(0,-9)

 The slope of the line is the measure of the steepness of the line. It is denoted by m and is
described as
change∈ y−soordinate
m=
change ∈x−coordinate

The most common way to remember how to obtain the slope of the is the phrase “rise
over run.”
rise
m=
run

Thus, the slope of the line through the points P1 ( x1 , y 1 ) and P2 ( x2 , y 2 ) is given by

y 2− y 1
m= , where x 1 ≠ x 2
x 2−x 1
Example 3. Use the slope formula to find the unknown value in each item.
a. Slope of the line passing through (2,0) and (1,-3)
b. Slope of the line passing through (7,3) and (4,3)
c. y-coordinate of the second point if the line containing (5,1) and (0,y) has a slope equal to 2.

Solutions:
y 2− y 1
a. m =
x 2−x 1
−3−0
¿
1−2
−3
¿
−1
¿1

y 2− y 1
b. m =
x 2−x 1
3−3
¿
4−7
0
¿
−3
¿0

y 2− y 1
c. m =
x 2−x 1
y−1
2= Substitute the given values of the formula.
0−5
y−1
2= Simplify.
−5
y−1
-5 ⌈ 2= ⌉ Multiply both sides by the LCD -5
−5
−10 = y−1 Simplify.
−10+1=y Transpose all nonzero terms on one side of the equation.
−9= y Simplify.

Exercises:
A. Plot the following coordinates in the Cartesian plane. Label them.
1. Point A is 5 units on the left of the y-axis and 8 units below the x-axis.
 2. Point B is 6 units on the right of the y-axis and 3 units above the x-axis.
3. C(0,2)
4. D(3,-2)
5. E(6,9)

B. Use the slope formula to find the unknown value in each item.
1. Line passing through (0,8) and (-2,3)
2. Line passing through (-1,0) and (0,3)
3. y-coordinate of the second point if the line containing (-7,3) and (5,y) has a slope equal to
3.
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 6

Name: Rating:
Grade & Section: Date:

Activity Title: Equation of a Line

Learning Competency:
 writes the linear equation ax +by=c in the form y=mx+b and vice versa;
 graphs a linear equation given (a) any two points; (b) the x- and y-intercepts; (c) the slope
and a point on the line; and
 describes the graph of a linear equation in terms of its intercepts.
Learning Objectives:
 graph the equation of a line in the Cartesian plane;
 find the equation of the line given two points on the line;
 find the equation of the line given the slope and a point on the line; and
 describe the behavior of a line based on its equation.
Reference: Math World 8 by Rosete, Haidee P. & Sonza, Michelle S. pages: 75-87

Key Concepts:

 The standard form of a linear equation in two variables is ax +by=c , where a , b , and c are
real numbers.
 The x-intercept of a given line is the point of intersection of the line and the x-axis. The
coordinates of the y-intercept are of the form (x,0)
 The y-intercept of a given line is the point of intersection of the line and the y-axis. The
coordinates of the y-intercept are of the form (0,y).

The equation of a lie may have different forms, the most common of which is the slope-
intercept form. It is written as
y=mx+b ,
where m is the slope of the line and b is the y-intercept.

Example 1. Find the equation of the line that passes through (2,-5) and (1,7).

Solution:
 First, find the slope using the slope formula.
y 2− y 1
m 2=
x 2−x 1
7−(−5)
=
1−2
7−(−5)
=
1−2
7+5
= 1−2

−12
= 1
= -12
Compute for the y-intercept by substituting the values in the slope-intercept formula. You may
use any of the given coordinates.
y=mx+b
7=−12(1)+ b
7=−12+b
12+7=b
19=b
Now that you have the slope and the y-intercept, you can write the equation of the line as
y=−12 x +19

Example 2. Find the equation of the line with the given slope and a point on the line. Determine the
y-intercept and describe the graph of the equation.
−1
a. m= ; (0,-3)
2
b. m=2 ; (2,0)

Solutions:
a. Since you are given the slope and a point on the line, you can use the point-slope formula.
y− y1 = m ( x−x 1)
−1
y−(−3)= ( x−0 )
2
−1
y +3= x
2
−1
y= x−3
2
−1
Thus, the equation of the line is y = x−3. The intercept is (0,-3). Since the slope is
2
negative, the line is going down, from left to right.
b. y− y1 = m ( x−x 1)
y−0=¿ 2 ( x−2 )
 y = 2 x−4
The equation of the line is y = 2 x−4 . The intercept is (0,-4). Since the slope is positive,
the line is going up, from left to right.

Example 3.
a. Write 2 x−2 y=8 in slope-intercept form.
3
b. Write y=¿ x +5 in standard form.
4

Solutions:
a. 2 x−2 y=8
−2 y=8−2 x Transpose 2x to the other side of the equation.
−2 y 8−2 x
−2 = −2 Divide both sides of the equation by -2.

y=x −4

The slope-intercept for of 2 x−2 y=8 is y=x −4.

3
b. y=¿ x +5
4
4 y=3 x+ 20 Multiply both sides of the equation by 4.
−3 x+ 4 y =¿ 20 Transpose 3x to the other side of the equation.
(−3 x+ 4 y =20 ) (−1) Multiply both sides by -1 to make the sign of x positive.
3 x+ 4 y =¿ −20
3
The standard form of y=¿ x +5 is 3 x+ 4 y =¿ −20.
4
Example 4. What is the equation of the line shown in the graph below?

Solution:
To find the equation of the line, choose any two points on the graph. Suppose you choose
(2,2) and (-3,-1). The next step is to determine the slope by using the slope formula.
y −y
m 2= 2 1
x 2−x 1
 −1−2
= −3−2

−3
=
−5
3
= 5

Using the point-slope form (you can select any of the two points), the equation of the line is
3
y−(−1)= [ x−(−3)]
5
3
y +1= ( x +3)
5
3 9
y +1= x +¿
5 5
3 9−5
y= x+
5 5
3 4
y=¿ x−¿
5 5
3 4
The equation of the line is y=¿ 5 x−¿ 5 .

Example 5. Graph each line being described.

a. y=¿ 3 x +1
b. With a slope of 2 and passing through (1,-5)

Solutions:
a. The equation is given in slope-intercept form. Therefore, the line intersects the y-axis at (0,1).
The slope of 3 means in every increase of 3 units in the y-coordinate, there corresponds a
horizontal run of 1 unit to the right.

Thus, from (0,1), an increase of 3 units will make the y-coordinate equal to 4 and a horizontal
run of 1 unit will make the x-coordinate equal to 1. Therefore, another point will be (1,4). Connect
these points to form the line.

b. The slope of 2 means that for every 2 units in the y-coordinate, there corresponds 1 unit of
horizontal run to the right. Since the line passes through the point (1,-5), the other point will
be (2,-3). Connect the two points to form a line.
Exercises:
A. Find the equation of the line passing through each pair of points.
1. (0,5) and (3,-2)
2. (-1,7) and (2,4)
B. Find the equation of the line with the given slope and a point on the line.
3
1. m=¿ ; (4,-2)
2
2. m=1; (-1,0)
C. Write each equation in slope-intercept form.
1. x−3 y=5
2. 2 x+ y =−9
D. Write each equation in standard form.
4
1. y=¿ x−21
7
2. y=4 x +5
E. What is the equation of the line that is shown in the graph below?

F. Graph each line.

−1
1. With a slope of and passing through (-3,7)
4
 2
2. y= x −3
5

BIT International College

High School Department

Grade 8 Mathematics
First Quarter
Week 7

Name: Rating:
Grade & Section: Date:

Activity Title: Systems of Linear Equation

Learning Competencies:
 Solves problems involving linear equations in two variables;
 Illustrates a system of linear equations in two variables;
 Graphs a system of linear equations in two variables; and
 Solves problems involving systems of linear equations involving two variables by graphing,
substitution, and elimination.
Learning Objectives:
 Define a system of linear equations in two variables;
 Graph a system of linear equations in two variables; and solve a system of linear equations by
graphing, by substitution, or by elimination.
Reference: Math World 8 by Rosete, Haidee P & Sonza, Michelle S. pages: 98-108

Key Concepts:

A system of linear equations is a set of two or more linear equations that you deal with
simultaneously.

Solving System of Linear Equations by Graphing

 When you graph a system of linear equations, the solution set is the point of intersection of the lines.
Study the next examples.

Direction: Solve each system of linear equations graphing.

Example 1. l1 : 2x – y = 4
l2 : y = 2x – 1

Solution:
a. First, identify a pair of points of the given lines.

y = 2x -1
x 0 1
Y -1 1

2x – y = 4
x 0 2
y -4 0

Plot the points in a Cartesian plane, and then draw the lines to connect the pair of points.

2 x− y=4

y=2 x−1
What can you say about the graph of the two equations? Notice that the line are parallel. Since the
two lines do not have any common point, the system does not have a solution. A system that has no
solution is said to be inconsistent.

Solving Systems of Linear Equations by Substitution

Sometimes graphing system of linear equations to obtain solution is tedious task. It requires accuracy
where the lines intersect. Another method that you can use is the substitution method. Study the
next examples.

Direction: Solve each system by linear equations by substitution.

Example 2. l1 : x = 2y = 2
l2 : 2x – y + 1 = 0

Solution:

a. First, solve for the x in terms of y in equation 1.

x + 2y =2 x = 2 – 2y

Next, substitute to this value to x in equation 2 and solve for the value of y.

2x – y + 1 =0
2(2 – 2y) –y +1 = 0
4 -4y –y + 1 = 0
5 -5y = 0
5 = 5y
1= y

Solve for the value of x using the value of y obtained in the previous step. You may use any of
the two equations.
x + 2y = 2
x +2(1) = 2
x +2 = 2
x=0

Therefore, the situation to the system is (0, 1).

Solving Systems of Linear Equations by Elimination.

Aside from solving system of linear equations by graphing and by substitution, another method
to solved of linear equation is by elimination. Study the next examples.

Example 1. Solve each system of linear equations by elimination.

l1 : x + 2y + 12 = 0
l2 : 2x – y = 6

Solution:
a. Transpose the constant term in equation 1 to the other side of equality.
x + 2y + 12 = 0 x + 2y = -12 equation a

Choose any variable to eliminate. If you choose y, multiply the second equation by 2.
2x – y =6
2[2x – y = 6]
4x – 2y = 12 equation b
Eliminate y by adding equation and equation b.
 x + 2y = -12
+ 4x – 2 by = 12
5x + 0y = 0
5x = 0
x=0

Using the obtained value of x, find the value of y. You may use any of the original equations.
2x – y = 6
2(0) – y = 6
-y = 6
y = -6

Therefore, the solution to the system is (0, -6). You can check the solution using any of the
two previous methods discussed.

Exercises: Solve each system of linear equations by the following method:

A. Graphing
l1 : y= x + 3
l2 : 2x – 2y = -6
B. Substitution
l1 : y= 2x -4
l2 : 2x – y =4
C. Elimination
1. l1 : y – 2 = -x
l2 : y - x – 2 = 0
2. l1 : y = y = 4 – 2x
l2 : 2y + 4x = 6
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 8

Name: Rating:
Grade & Section: Date:

Activity Title: Parallel, Perpendicular and Coincident Lines

Learning Competency:
 categorizes when a given system of linear equations in two variables has graphs that are
parallel, intersecting, and coinciding.
Learning Objectives:
 define parallel, perpendicular, and coincident lines;
 determine whether lines are parallel, perpendicular, or coincident based on their equations;
and
 find the equation of a line that is parallel or perpendicular to, or coincident with a given line.
Reference: Math World 8 by Rosete, Haidee P. & Sonza, Michelle S. pages: 88-95

Key Concepts:

 Parallel lines are coplanar lines that never meet or intersect. They always have the same
distance between them and have the same slope.

Example 1. Determine whether the following pair of lines is parallel or not.

a. Line 1: line passing through (1,2) and (4,5)
Line 2: y=x −6
b. Determine whether the line given by 3 x+ 4 y =12 and the line passing through the points (2,0)
and (-2,3).

Solution:
a. First, compute for the slope of line 1 using the slope formula.
y −y
m 1= 2 1
x 2−x 1
5−2
= 4−1
3
= 3
=1
Compare it with the slope of line 2. Based on the form of the equation of line 2, you know that the
slope is 1. Since m 1 = m 1, the lines are parallel.
b. After getting the slope, write 3 x+ 4 y =12 in the form y=mx+b to determine its slope.
y −y 3 x+ 4 y =12
m 1= 2 1
x 2−x 1 4 y=−3 x +12
3−0 4y −3 x+12
= −2−2 =
4 4
−3 −3 x
= 4 y= +3
4
 Since m 1 = m 2, the lines are parallel.

Example 2. Find the equation of the line:

a. parallel to the line 4 x−2 y=1 and passing through (2, -1)
b. parallel to the line 2 x− y=3 and passing through (1,0)

Solution:
a. For the two lines to be parallel, they must have the same slope. First, find the slope of the
given line by rewriting its equation in slope-intercept form.
4 x−2 y=1 −2 y=−4 x+ 1
−2 y −4 x +1
=
−2 −2
1
y = 2 x−¿
2
The slope of the given line is 2. For the lines to be parallel, the line passing through (2,-1)
must also have a slope of 2. Using the point-slope formula, you get
y− y1 = m(x−x 1)
y−(−1) = 2(x−2)
y +1 = 2 x−4
y = 2 x−4−1
y = 2 x−5 m=2

b. 2 x− y=3 − y=−2 x +3
(− y=−2 x +3 ¿(−1)
y=2 x−3 m=2

y− y1 = m ( x−x 1)
y−0= 2( x−1)
y = 2 x−2

 Perpendicular lines are lines that intersect at 90-degree angle. Two lines are perpendicular
to each other if their slopes are negative reciprocals of each other.

Example 3. Determine whether each pair of lines is perpendicular or not.

a. Line 1: line passing through (-2,-1) and (1,3)
Line 2: 4 y +3 x =8
b. Line 1: passing through (1,4) and (2,3)
Line 2: passing through (0,0) and (4,2)

Solutions:
a. First, compute for the slope of line 1 using the slope formula.
y −y
m 1= 2 1
x 2−x 1
3−(−1)
=
1−(−2)
3+1
= 1+ 2
4
= 3
After getting the slope, write 4 y +3 x =8 in the form y=mx+b to determine its slope.
4 x+3 y =8 4 y=−3 x +8
4y −3 x+8
=
4 4
−3 −3
y= x +¿ 2 m=¿
4 4
 4 −3
Thus, the slope of line 1 is while the slope of line 2 is . Since the slopes of the lines are
3 4
negative reciprocals of each other, the lines are perpendicular.

b. Find the slopes of line 1 and 2.

y 2− y 1
m 1=
x 2−x 1
3−4
= 2−1
1
= 1
=1

y 2− y 1
m 2=
x 2−x 1
2−0
= 4−0
2 1
= 4 or 2
Since the two slopes are not negative reciprocals to each other, therefore, the lines are not
perpendicular.

Example 4. Find the equation of the line passing through (4,-3) and perpendicular to the line passing
through (0,-4) and (4,4).

Solutions:
y 2− y 1
y− y1 = ( x−x 1 )
x 2−x 1
4−(−4)
y−(−3)= (x−4)
4−0
4+ 4
y +3= ( x−4)
4−0
8
y +3 = ( x−4)
4
y +3 = 2( x−4)
y +3 = 2 x−8
y = 2 x−8−3
y = 2 x−11 m=¿ 2
Therefore, the slope of the line is 2. The line perpendicular to this line should have a slope of
−1
, which is the negative reciprocal of 2.
2
y− y1 = m ( x−x 1)
−1
y−(−3) = ( x−4 )
2
−1 4
y +3 = x +¿
2 2
−1
y= x +¿ 2−3
2
−1
y= x−1
2
−1
Therefore, y = x−1 is the equation of the line passing through the point (4,-3) and
2
perpendicular to the line passing through (0,-4) and (4,4).
  Coincidental lines are lines that appear to be one and the same line when graphed.
Coincidental lines have the same slope and the same y-intercept.

Example 5. Determine whether the lines passing through (1,1) and (-4,6) and lines passing through
(3,-1) and (-3,5) are coincident or not.

Solution:
First, compute for the slope and y-intercept of line 1.
y −y
m 2= 2 1
x 2−x 1
6−1
= −4−1
5
=
−5
= -1
You can solve for the y-intercept by substituting any of the given points in the slope-intercept
formula.
y=mx+b
1=−1( 1)+b
1=−1+ b
1+1=b
2=b
Use the two-point formula in getting the equation of line 2.
y −y
y− y1 = 2 1 ( x−x 1 )
x 2−x 1
5−(−1)
y−(−1)= ( x −3 )
−3−3
5+1
y +1= ( x−3 )
−3−3
6
y +1= ( x−3 )
−6
y +1= −1 ( x−3 )
y +1= −x +3
y = −x +3−1
y = −x +2 m=¿ -1, b=2
The slope of line 1 is the same as line 2 which is 1 and the y-intercept of line 1and line 2 are
the same which is 2. Therefore, the line are coincident.

Exercises:
1. Determine whether the line given by x−2 y=4 and the line passing through the points (4,0)
and (2,1) are parallel.
2. Find the equation of the line passing through (1,2) and parallel to x− y =2.
3. Determine whether the following pair of lines is perpendicular or not.
Line 1: line passing through (3,2) and (0,-2)
Line 2: line passing through (-2,5) and (2,2)
4. Find the equation of the line passing through (-2,3) and perpendicular to the line passing
through (3,2) and (1,-6).
5. Determine whether the following pair of lines is coincident or not.
Line 1: line passing through (1,1) and (-2,3)
Line 2: line passing through (-5,5) and (4,-3)
 BIT International College
High School Department

Grade 8 Mathematics
First Quarter
Week 9

Name: Rating:
Grade & Section: Date:

Activity title: Solving problem involving systems of linear equations in two variables.
Learning Competency:
 Solves problem involving linear equations

Key Concepts:

Study the given examples below:

1. Fifty adults and children watched as stage play. A ticket for an adult costs P50.00 while a
ticket for a child costs P30.00 organizers were able to collect P2060.00 from the 50 attendees,
how many adults and children watched the play?
Solution:
Using substitution.
Let x = adult
y = children
x + y = 50 x= 50 – y
50x + 30y = 2060

50x + 30y = 2060

50(50 – y) + 30y = 2060
2500 – 50 y + 30y = 2060
2500 -2060 = 20y
440 20 y
=
20 20
22 = y

x + y = 50
 x + 22 = 50
x =50-22
x = 28

Therefore, there are 28 adults and 22 children watched the play.

Exercise: Solve the following problems completely.

1. The sum of two integers is 5. The sum of twice the smaller integer and the thrice the larger
integer is 13. What are the two integers?
2. For a raffle, two kinds of tickets are sold --- one for a mobile phone and one for the tablet.
The raffle ticket for the mobile phone costs P50.00, while a raffle ticket for the tablet costs
P100.00. If 500 tickets were sold for a total of P41,000.00, how many of each kind of tickets
were sold?