8

ACTIVITY SHEETS IN MATHEMATICS

Quarter 1
 8

ACTIVITY SHEETS IN MATHEMATICS

Quarter 1, Weeks 1 to 9

This Activity Sheet is collaboratively developed and

evaluated by educators from public schools of SDO Urdaneta
City. Teachers and other learning practitioners are encouraged to
send their comments, feedbacks, and suggestions about this
learning resource to DepEd SDO Urdaneta City through email:
urdaneta.city@deped.gov.ph | lrmdsdepedurdaneta@gmail.com

Your comment and suggestions are highly appreciated.

Department of Education ● SDO Urdaneta City

Activity Sheets in Mathematics 8
Quarter 1, Weeks 1 to 9
2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein such work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.
Borrowed materials (i.e. stories, poems, pictures, photos, brand names,
trademarks, etc) included in this learning module are owned by their respective copyright
holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS, Inc.)
in seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
publishers and authors do not represent nor claim ownership over them.

Activity Sheet in Mathematics 8 Development Team

Writer/s: Reina S. Corpuz
Evaluators/ Rowena P. Aspiras Tedie De Vera
Reviewers: Victor Corpuz Juan Catalan
Dary Bautista Reina Corpuz
Julita Ner
Illustrator: Abraham G. Ocan
Layout Artist: Joel D. Madrid
Management Schools Division Superintendent Fatima R. Boado
Team: Asst. Schools Div. Superintendent Rosario O. Cabrera
Division EPS, LRMS Joel B. Caballero
EPS-In-Charge of Learning Area Gloria Victoria M. Gravela
Project Development Officer II-LRMS Roseanne O. Cabrera
Librarian II-LRMS Jesusa S. Agbanlog

Printed by SDO URDANETA CITY—LEARNING RESOURCES DEVELOPMENT AND

MANAGEMENT UNIT
Department of Education—Region I

Office Address: High School Drive, San Vicente West, Urdaneta City, Pangasinan
Telefax: 075-568-3054
E-mail Address: urdaneta.city@deped.gov.ph
 Table of Contents

I. Special Products and Factoring……………………………………………………………………... 1

Activity 1………………………………………………………………………………………………. 1
Activity 2………………………………………………………………………………………………. 2
Activity 3………………………………………………………………………………………………. 3
II. FACTORING ………………………………………………………………………………………………….. 4
Activity 1 ……………………………………………………………………………………………... 4
Activity 2………………………………………………………………………………………………. 5
Activity 3………………………………………………………………………………………………. 6
III. Application of Factoring to Real Life Problems…………………………………………….. 7
Activity 1………………………………………………………………………………………………. 7
IV. Rational Algebraic Expressions…………………………………………………………………….. 9
Activity 1………………………………………………………………………………………………. 9
Activity 2………………………………………………………………………………………………. 10
Activity 3……………………………………………………………………………………………….. 10
V. Simplifying Rational Algebraic Expressions
with Zero and Integral Exponent……………………………………………………………….. 11
Activity1……………………………………………………………………………………………….. 11
Activity 2……………………………………………………………………………………………….. 12
Activity 3………………………………………………………………………………………………. 12
VI. Multiplication and Division of Rational Algebraic Expressions……………………... 13
Activity 1……………………………………………………………………………………………….. 13
Activity 2……………………………………………………………………………………………….. 14
Activity 3……………………………………………………………………………………………….. 14
VII. Addition and Subtraction of Rational Algebraic Expressions……………………….. 15
Activity 1………………………………………………………………………………………………. 15
Activity 2………………………………………………………………………………………………. 16
Activity 3………………………………………………………………………………………………. 16
VIII. Simplifying Complex Rational Algebraic Expressions…………………………………. 17
Activity 1………………………………………………………………………………………………. 17
Activity 2………………………………………………………………………………………………. 18
Activity 3………………………………………………………………………………………………. 19
IX. Rectangular Coordinate System……………………………………………………………………. 20
Activity 1………………………………………………………………………………………………... 20
Activity 2………………………………………………………………………………………………... 21
Activity 3………………………………………………………………………………………………... 22
X. Linear Equations in Two Variables…………………………………………………………………. 23
Activity 1………………………………………………………………………………………………... 23
Activity 2………………………………………………………………………………………………... 23
Activity 3………………………………………………………………………………………………... 24
XI. Slope of a Line………………………………………………………………………………………………. 25
Activity 1………………………………………………………………………………………………... 25
Activity 2………………………………………………………………………………………………... 26
Activity 3 ……………………………………………………………………………………………….. 26
XII. Forms of Linear equations in two Variables………………………………………………….. 27
Activity 1………………………………………………………………………………………………... 27
Activity 2………………………………………………………………………………………………... 28
Activity 3………………………………………………………………………………………………... 28
XIII. Graphs of Linear equations in Two Variables………………………………………………. 29
Activity 1………………………………………………………………………………………………... 29
Activity 2………………………………………………………………………………………………... 30
Activity 3………………………………………………………………………………………………... 31
XIV. Finding the Equation of a Line…………………………………………………………………….. 33
Activity 1………………………………………………………………………………………………... 33
Activity 2………………………………………………………………………………………………... 34
Activity 3………………………………………………………………………………………………... 34
XV. Solving Problems in Linear Equations in Two Variables………………………………... 35
Activity 1………………………………………………………………………………………………... 35
XVI. Systems of Linear Equations in Two Variables…………………………………………….. 37
Activity 1………………………………………………………………………………………………... 37
Activity 2……………………………………………………………………………………………….. 38
Activity 3………………………………………………………………………………………………... 39
XVII. Solving Systems of Linear Equations in Two Variables………………………………. 40
Activity 1………………………………………………………………………………………………. 41
Activity 2………………………………………………………………………………………………. 42
XVIII. Solving Systems of Linear Equations in Two Variables……………………………... 43
Activity 1………………………………………………………………………………………………. 43
Activity 2………………………………………………………………………………………………. 43
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 1

Factors completely different types of polynomials

(polynomials with common monomial factor,
Learning Competency:
difference of two squares, sum and difference of
two squares, sum and difference of two cubes,

Subject Matter: SPECIAL PRODUCTS AND FACTORING

POINTS TO REMEMBER

Special Products are simply special cases of multiplying certain types of

binomials together.
This includes: Polynomials with greatest common factor, Trinomials which
are product of two binomials; Trinomials which are product of square of
binomial; Product of sum and difference of two terms; Cube of sum and

Activity 1. Identify Me.

Direction: Identify the special product by writing the letter of the answer
on the space provided

a. Polynomial with greatest common monomial factors

b. Trinomials that are product of two binomials
c. Trinomials that are product of squares of a binomial
d. Binomial that is a product of sum and difference of two terms
e. Polynomial which is a cube of binomial.
f. Polynomial which is the square of a trinomial.

_____1. (x + 4) (x+5) = x2 + 9x + 20

_____2. (x - 6) (x + 6) = x2 – 36

_____3. 4x (3x - 5y + 7z + 2) = 12x2 - 20xy + 28xz + 8x

1
_____4. (5x + 8y) 2 = 25x2 + 80xy + 64y2

_____5. (j + a+ y) 2 = j2 + a2 + y2 + 2aj + 2ay + 2jy

_____6. (e-d) 3 = e3 - 3de2 + 3d2 e - d3

_____7. (y+9) (y - 9) = y2-81

_____8. 7z2 (4xy - 2yz2 + 3xz) = 28 xyz2 - 14yz4 + 21 xz3

_____9. (7h +3)2 = 49h2 + 42h +9

_____10. (10f + 2d) (2f - 4d) = 20f2 - 36df - 8d2

Activity 2. Provide Me the Product!

Direction: In this activity, you will be able to find special products of

certain polynomials: product of two binomials, product of sum and

difference of two terms, square of a binomial, cube of a binomial, and

product of special case of multiplying a binomial with a trinomial.

Write the answer on the box.

1. g 4 h ( 12gh2 – 8 g2h3 + 9g3h4) =

2. 2. 7i j 5 k (i j k 2 + 4 i2 j2 k3 + 5jk) =

3. (8fg - 9)2 =

4. (5h2i3 + 4)2 =

5. (4x2 + 5y3) (4x2 – 5y3) =

6. ( x2+ y) ( x2 - y) =

7. (8 c2 + 3a + 4t) 2 =

8. (1/2 d – 4o – 8g) 2 =

9. (3h + 4i3) 3 =

10. (9j2 – k 2) 3=

2
Guide Questions:

1. How did you find the product?

2. What patterns did you apply in finding the special product?
3. Did you find difficulty in finding the special product?

Activity 3.What’s Your Decision?

Direction: Solve the following problems involving special
products.

1. Almera, the owner of Al-Jens Resort wants to make his 12 meters square
pool into a rectangular one by increasing its length by 2 m and decreasing
its width by 2m. Almera asked your expertise to help her decide on certain
matters.

A. What will be the new area of the pool?

B. What special product will be used?
C. If the sides of the square pool are unknown, how will you represent
the area?
D. If Almera does not want the area of the pool to decrease, will she
pursue her plan?
2. Emmanuel wants to tile his rectangular floor. He has two kinds of tiles to
choose from at the Floor Center, one of which is larger than the other. He
hired your services to help him decide which tile to use.

A. What area will be covered by 5”x5” tile? 10” x 10” tile?

B. If the rectangular floor has dimensions 70”x 130”, how many small
tiles are needed to cover it?
C. How many big square tiles are needed to cover the rectangular
floor?
D. If each small tile costs P15 and big tile costs P 60, which tile should
Emmanuel use to economize in tiling the floor? Why?

3
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 2

Factors completely different types of polynomi-

als (polynomials with common monomial factor,
Learning Competency:
difference of two squares, sum and difference of
two squares, sum and difference of two cubes,

Subject Matter: FACTORING

POINTS TO REMEMBER

Factoring is the reverse of multiplication. It consists of writing polynomials

as product of several factors.
These are the different factoring techniques:
1. Factoring using Greatest Common Monomial Factor or GCMF
2. Factoring difference of two squares or DOTS
3. Factoring Perfect Square Trinomial or PST
4. Factoring the sum and difference of two cubes
5. Factoring general quadratic trinomials in the form ax + by = c, where a = 1
6. Factoring general quadratic trinomials in the form ax + by =c, where a > 1

ACTIVITY 1. A. WHAT’S COMMON?

Direction: Factor the following polynomials using the GCMF.

1. 15a5b + 30 a4b2 - 45a3b3 =

2. 77d7e7 - 42d5e5 + 56d3e3 =

3. 144 f 2 g 2 h 2 - 96 f 3 h 4 =

4. 27ijk – 99 i 2j 3 k 3 + 108 i j 4 k 2 =

4
B. DOTS The Way!
Direction: Form a difference of two squares out of these terms then factor each.
You are not allowed to repeat the given term anymore.
Example: b4 – 196 = (b2 + 14) (b2 – 14)
81t4 1 121c2 36 16s6 144 49y8 100 121h12 4

25n10 k2 64 p 2 q4 225 4m6 9x14 169 b4 36c6d8 196

1.

2.

3.

4.

Activity 2. A. Perfect Search

Direction: Look for different perfect square trinomials found in
the box. Answers might be written diagonally, horizontally or vertical-
ly. Encircle at least five (5) PST then find its factors.
25x2 90x 81 x2 18x 81
15x 16x2 24x 9 24x2 36x
4x2 -16x 18x 15x 25 4x2
16x2 49 100 16 40x 12x
25 14x 8x 20x 16x2 9
7x x2 10x 25 x2 10x

Example: 81 + 36x + 4x2 = (9 + 2x) (9 + 2x) or (9 + 2x) 2

1.

2.

3.

4.

5.

5
B. “Cube Natin To”
Direction: Factor the sum and difference of two cubes.

1. a 6 + 125=

2. 8b9 – 64 =

3. 27c3 + d12 =

4. e 15 - 729 =

5. f 3 + 1=

Activity 3. A. Ang QT Mo!

Direction: Factor each quadratic trinomials.

1. r 2 + 15r +54=

2. s 2 - 14s + 45 =

3. t 2 + 5t - 36 =

4. u 2 - 3u - 28=

5. v 2 + 20v + 75=

6. 4m2 +17m +15=

7. 9n2 - 12z + 4 =

8. 3p2 + 13p + 10 =

9. 5q2 - 6q -8 =

10. 2r2 + 7r +5 =

B. Form the Word

Direction: Factor each polynomials using grouping, then discover the
word that could be formed.

1. 10 l v – 8 l o – 15 e v + 12 e o =

2. 42 k n + 54 k d + 56 i n +72 i d =

3. 7 h p +35 o p + 9 h e + 45 o e =

4. 15 c r -12 a r +10 c e -8 a e =

6
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 2

1. Factors completely different types of polyno-

mials (polynomials with common monomial fac-
tor, difference of two squares, sum and differ-
Learning Competency:
ence of two squares, sum and difference of two
cubes, perfect square trinomials and general tri-
nomials.

Subject Matter: Application of Factoring to Real Life Problems

POINTS TO REMEMBER

5 Steps in Solving Word Problems Involving Factoring

1. Read and understand the problem.
2. Identify the given and what is asked for.
3. Determine which special product could be applied in the situation/problem.
4. Solve the problem using the patterns learned on factoring.
5. Check your answer.

ACTIVITY 1. LET’S APPLY FACTORING!

Direction: Solve the following problems involving factoring.

1. A lot owned by the Sanchez family at Mabanogbog measures 7m 2 – 17m +6

hectares. What are the dimensions of the lot?

2. A square mirror is on sale at SM. It has an area of 25m 2 – 20m +4 square units.
What is the measure of its side?

7
3. A garden located at Mayor’s Park has an area of 25n2 -64 square meters.
What is the measure of its sides?

4. A cube has volume= x3 - 64 units. What is the measure of its length, and width
times the height?

5. Your classmate asserted that x2 - 4x -12 and 12- 4x - x2 have the same fac-
tors? Is your classmate correct? Prove by showing your solution.

Rubrics:
3 pts. - With correct answer and correct unit
2 pts. – With correct answer but no unit
1 pt. – Attempted to answer
0 pt- No answer at all

8
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 3

Learning Competency: 1. Illustrates rational algebraic expressions

Subject Matter: RATIONAL ALGEBRAIC EXPRESSIONS

POINTS TO REMEMBER

An algebraic expression is an expression built up from an integer constants, vari-

ables and algebraic operations. Example: 3x + 2y-4
Rational algebraic expression is a fraction in which the numerator and/or denomi-
nator are polynomials.
The denominator should be any real numbers not equal to zero. Variables should
not have a fractional exponent.

Examples: , ,

ACTIVITY 1. CLASSIFY ME!

Direction: Classify the different expressions below as rational
algebraic expression or not. Write on the box below.

Rational Algebraic Expressions Not rational algebraic expres-

sions

9
 ACTIVITY 2. SIMPLIFY ME.

Direction: Simplify the following expressions:

1.

2. =

3. =

4. =

5.

ACTIVITY 3. LET’S SIMPLIFY

Direction: Simplify the following rational algebraic expressions. Choose the
letter of the correct answer to decode the word.

1. = _______ ________ Y-

2. = _______ ________ N- 2

3. = ___ ____ ________ U-

4. = __ _____ ________ I-

5. = __ _____ ________ T-

10
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 3

1. Evaluates and simplifies algebraic expres-

Learning Competency:
sions involving zero and negative exponents

Simplifying Rational Algebraic Expressions with

Subject Matter:
Zero and Integral Exponent

POINTS TO REMEMBER

Laws of Exponent:

1. Product of Powers- a3. a7= a1010

2. Power of a Power- (a3)4= a12
3. Power of a Product-(2a2)4= 16a8

4. Quotient of a Powers- = a5

2
5. Power of a Quotient- =

ACTIVITY1. EXPONENTS EVERYWHERE.

Direction: Simplify the following rational expressions in such a
way that only positive exponents are involved.

1. ( )2 =

2. w -3 y -2 =

0
3. =

4. (4 h -3) 2 =

5. =
11
 ACTIVITY 2. EVALUATE ME.
Direction: Evaluate and simplify algebraic expressions involv-
ing integral exponents

1. g 2 – g -3 if g = 2

2. if h= 7

3. if i = 2, j= 3

4. if k= 2 , m= 4

5. if n = 5

ACTIVITY 3. SIMPLIFY MY EXPRESSION!

Direction: Simplify the following rational algebraic expressions

with zero and integral exponents. Write the answer on the squares be-

1. 2. 3. 4.( 0
5

12
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 4

1. Performs operations on rational algebraic

Learning Competency: expressions
2. Solves problems involving rational algebraic

Subject Matter: Multiplication and Division of Rational Algebra-

POINTS TO REMEMBER
Multiplication Rule:
 Multiply the numerators, then the denominators.
 Simplify the new fraction by cancelling common factors.

= =

Division Rule:
 Completely factor the numerators and the denominators. Change the sign of

division to multiplication (.) Get the reciprocal of the second expression.

Then proceed as in multiplication of rational algebraic expressions.
 Simplify answers by cancelling common factors.

Example: = - =

ACTIVITY 1. GO AND MULTIPLY.

Direction: Multiply the following rational algebraic expressions.

Express answers in lowest terms.

1. . =

13
 2. . =

3. . =

4. . =

5. . =

ACTIVITY 2. LET’S DIVIDE.

Direction: Divide the following rational algebraic expressions.
Simplify answers.

1. =

2. =

3. =

4. =

5. =

Activity 3. Multiply and Divide Me!

Direction: Solve the problems involving multiplication and divi-
sion of rational algebraic expressions.

1. The area of a rectangular door is . Find its

length in meters.

2. A triangular frame has a base and height . What is its

area?

3. If you travel at miles per hour. How far have you gone?

14
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 4

1. Performs operations on rational algebraic

expressions
Learning Competency:
2. Solves problems involving rational algebraic
expressions.

Subject Matter: ADDITION AND SUBTRACTION OF RATIONAL

POINTS TO REMEMBER
Similar rational algebraic expressions have common denominators. Example:

In adding/ subtracting similar rational algebraic expressions, simply add / subtract

their numerators and copy the common denominators. Express answers to lowest
terms.
Dissimilar rational algebraic expressions have different denominators. Example:

In adding/ subtracting dissimilar rational algebraic expressions, express the denom-

inators as prime factors. Find the least common denominator.
Divide the LCD by the denominator, then multiply the quotient to the numerator.
Proceed in addition/subtraction of similar rational algebraic expressions.

Examples: a) = b) =

ACTIVITY 1. LET’S ADD / SUBTRACT

Direction: Add/ Subtract the following similar rational algebraic
expressions. Simplify answers.

1. =

15
2. =

3. =

4. + =

5. =

ACTIVITY 2. LET’S ADD AND SUBTRACT THE DISSIMILAR.

Direction: Add/ Subtract the following dissimilar rational alge-
braic expressions. Simplify answers to lowest terms.

1. =

2. =

3. =

4. =

5. =

ACTIVITY 3. FIND MY PERIMETER.

Direction: Find the perimeter of the following:

16
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 4

1. Performs operations on rational algebraic

expressions
Learning Competency:
2. Solves problems involving rational algebraic
expressions.

SIMPLIFYING COMPLEX RATIONAL

Subject Matter:
ALGEBRAIC EXPRESSIONS

POINTS TO REMEMBER
Complex rational algebraic expression is a rational expression that contains
additional rational expressions in the numerator, the denominator, or both.
To simplify complex rational algebraic expressions, transform the numerator and
denominator as a simple rational expression,. Proceed in the operation of rational
expressions then divide.

Example: = = =

Activity 1. Multiple Choice: Choose the letter of the correct an-

swer.

1. Simplify .

a. b. c. d.

2. Express 5 + in simplest form.

a. b. c. d.

17
 3. Express . in simplest form.

a. 6y b. c. d.

4. Express in simplest form.

a. b. c. d.

5. Simplify: m-

a. n2 b. –n2 c. d.

ACTIVITY 2.SIMPLIFY WHAT IS COMPLEX!

Direction: Show a step by step procedure on how to simplify com-
plex fractions.

18
 ACTIVITY 3. SOLVE MY PROBLEMS ON EXPRESSION.

Direction: Solve the following problems involving rational algebraic

expressions. Write your solution.

1. Toning’s Printing Shop has two photocopiers. Photocopier A can print a box of

paper in three hour while Photocopier B can print a box of paper in 2 hours.

a) How many boxes of paper can Photocopier A print for 15 hours?

21hours?
b) How many boxes of paper can Photocopier B print for 10 hours? x+2
hours?

2. The area of a rectangular garden is . Find its length

in meters

3. Pipe A can fill a pool in 20 hours, Pipe B can fill the same pool in 15 hours. If
there is Pipe C, together, the pool can be filled in 6 hours. How long can Pipe C
fill the pool alone?

19
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 5

1. Illustrates the rectangular coordinate system

Learning Competency: and its uses.
2. Describe the position on coordinate plane us-

Subject Matter: RECTANGULAR COORDINATE SYSTEM

POINTS TO REMEMBER

*A Cartesian or rectangular coordinate system was introduced by Rene Descartes.

It is formed by two perpendicular lines that meet at the point of origin denoted by
(0,0).
*The vertical line is the y-axis, while the horizontal line is the x-axis. It divides
the plane into 4 regions called quadrant.
*Each point in the coordinate system is defined by an ordered pair (x, y), where x-
coordinate is called abscissa, and the y- coordinate is called ordinate.

y- ax-
is

ACTIVITY 1. WORD SEARCH.

Direction: Encircle the words related to the Cartesian plane.

1. Cartesian plane 6. X-axis

20
3. Abscissa 8. Quadrant

4. Ordinate 9. Domain

5. Origin 10. Range

ACTIVITY 2. NAME MY COORDINATES!

Direction: Name the Coordinates of each point labeled on the

21
 1. A= 6. F=

2. B= 7. G=

3. C= 8. H=

4. D= 9. I=

5. E= 10. K=

ACTIVITY 3. PLOT ME.

Direction: Plot, label then connect the following points.

A (2,1) B (4,3) C (1,3) D (0,5)

E(-1,3) F (-4,3) G(-2,1)

H (-6,-5) I (0,0)

J (6,-5)

22
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 5

Learning Competency: 1. Illustrates linear equations in two variables,

Subject Matter: LINEAR EQUATIONS IN TWO VARIABLES.

POINTS TO REMEMBER
Linear equation is an equation that may be put in the form where the varia-
bles and coefficients are, which are often real numbers.
The degree of the equation is first and its graph is a line.

ACTIVITY 1. TRANSLATE ME.

Direction: Translate the following statements to mathematical
sentences, then identify the linear equations in two variables.

1. The sum of numbers a and b is equal to 26. __________________

2. Twice the difference of 4 and a number c is 68. ___________________

3. The square of d increased by the square of e is 13._________________.

4. The quotient of 6 and f is 24. ___________________

5. The product of 7 and g diminished by h is 3. ___________________

ACTIVITY 2. WHICH IS LINEAR?

Direction: Write L if the following equations illustrate Linear Equations in Two
Variables and NL if not.

1. j + k = 15

2. 2 l + 7m = 9

3. y 2 = x2 + 2

23
5. n = 2p +18

6. q= 4r - 10

7. s = -15 + 9

8. 8t + 7u = 17

9 x-y=

10. z = a2 - 3

ACTIVITY 3. WHICH GRAPH IS LINEAR?

Direction: Encircle the number of graph that shows linear equations
in two variables.

24
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 6

1. Illustrates and finds the slope of a line given
Learning Competency:
two points, equation, and graph
Subject Matter: SLOPE OF A LINE

POINTS TO REMEMBER

Slope is the steepness of a line. It is denoted by m = or or m =

We can determine the slope using two points, graph and equation.

a) Using two points- (4, 2) , (5,6). m = or 4

b) Using graph. Just count the number of rise or horizontal points over the number
of run or the vertical points.
c) Using the equation. Since a linear equation could be written in slope-intercept
form y=mx + b,

ACTIVITY 1. WHAT’S MY SLOPE?

Direction: Find the slope of the line using two points with the for-

mula m= then determine the kind of slope (positive, negative,

zero or undefined)

1. A (-5, -5), B (9, 4)

2. C (6, 8), D (2, 10)

3. E (0, 7), F (3, 7)

4. G (4, 10), H (4, 12)

5. I (2, 5), J (-3, 6)

25
 ACTIVITY 2. FIND MY SLOPE ON THE EQUATION.
Direction: Find the slope of the line given the equations below.

1. y = 8x - 3 m= 3. x+y=6 m=

2. -4x + y = 6 m= 4. y = 5x -10 m=

5. -9x + 3y = 12 m=

ACTIVITY 3. SLOPE IN MY GRAPH.

Direction: Determine the slope using the graph

1. m= 2. m=

m=
m=
3. 4.

26
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8 QUARTER 1, WEEK 6

1. Writes linear equation Ax + By = C in the form y=
Learning Competency:
mx +b and vice versa.

Subject Matter: FORMS OF LINEAR EQUATIONS IN TWO VARIA-

POINTS TO REMEMBER
Linear equation is an equation which could be written in the forms

Standard form: Ax + By = C, where A, B and C ,A and

Slope-intercept form: y = m x + b where m is the slope and b is the y-
intercept.

To write standard form to slope intercept:

Example: 4x + 2y = 8 2y = y = -2x + 4 m= -2, b= 4

To write slope intercept form to standard form:
Example: y= 3x+5 -1(-3x+y =5). (Since m is negative) 3x – y = -5

Activity 1. Standard Form or Slope-Intercept Form.

Direction: Classify the following equations as standard form
or slope -intercept form. Write your answer on the table below:

3x +4y=12 y = 2x-8 y= -4x - 16 x + 7y = 14 y= -3x – 9

Standard Form Slope-Intercept Form

27
 ACTIVITY 2. REWRITE ME TO SLOPE-INTERCEPT.
Direction: Rewrite the following equations in the slope- intercept
form (y= mx + b)

1. -7x + y = 3

2. x + y = -9

3. 6x- 3y = 12

4. -2x-4y= 8

5. x + y = 15

Activity 3. Rewrite me to Standard Form.

Direction: Rewrite the following in standard form (Ax + By= C)

1. y= -8x - 3

2. y = x + 14

3. y = 7x+ 4

4. y = x + 18

5. y = 2x - 7

28
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 6

1. Graphs linear equations in two variables given

(a) any two points, (b) the x- and y- intercepts; (c)
Learning Competency: slope and a point on the line.
2. Describes the graph of linear equation in

Subject Matter: GRAPHS OF LINEAR EQUATIONS IN TWO VARI-

POINTS TO REMEMBER
Linear equations could be graphed using any of the following methods:
a) Using two points. Plot the two points then connect.

b) Using x and y- intercepts- Determine the intercepts then plot.

Example: 3x+y= 6 to find x-intercept, assign y=0, 3x + (0) = 6, x= 2, (2, 0)
To find y-intercept, assign x=0, 3(0) +y= 6 y= 6 (0, 6)
c) Using slope and a point.
Plot the point, then count the no. of rise, then no. of run to locate the slope.
If the slope is negative the run should be to the left; if it is positive the run
should be to the right.

Activity 1. Graph Me.

Direction: Graph the following equations using two points.

1. (5, 6) and (-1, 4) y= x+ 2. (-3,-4) and (6, 5) y=x-1

29
 3. (-2, 5) and (1,-1) y =-2x + 1

ACTIVITY 2. GRAPH PA MORE.

Direction: Determine the x- and y-intercepts then graph.

1. x+ y= 7 2. 2x+ y =10
x- intercept =____; y-intercept =____ x-intercept=____; y-intercept=____

30
3. 3x - 5y = 15

ACTIVITY 3. A. GRAPH MY POINT AND SLOPE.

Direction: Using the slope and a point, graph the following
then describe the graph if it is ascending, descending, horizontal or
vertical.

31
 3. m = , (0,5) 4. m = -5, (0, -2)

5. m = 3, ( -1, 4)

B. DESCRIBE ME WITH SLOPE AND Y- INTERCEPT.

Direction: Without graphing, describe the graph of the following using
slope and y-intercept.

1. m= 5, (0,4)
2. m= -1/3, (0,2)
3. m= 0, (0, 7)
4. m = undefined, (0,-5)

32
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 7

1. Finds the equation of a line given (a) two

Learning Competency:
points; (b) slope and a point,; (c) the slope and

Subject Matter: FINDING THE EQUATION OF A LINE.

POINTS TO REMEMBER

We could write Linear equations using any of the following methods:

a) Using two points. Example: (1, 2) (3, 4) we use the two-point formula: y-

y1=

y-2= (x-1) y - 2= 1(x - 1) y - 2= x - 1 y= x – 1 + 2

Therefore the equation of the line is y = x + 1

b) Using slope and a point: We use the formula y-y1= m(x-x1)

Example: m = and (2, 6).

y-6= (x - 2) y= x–1+6 y= x+5

c) Using slope and y-intercept: Example: m = -4, and b = 8
y= -4x+8

ACTIVITY 1. FIND MY EQUATION.

Direction: Determine the equation of the line given the slope
and a point.

1. m = -5 (1,2)

2. m = 2 (-1, 4))

33
3. m = (-2, -3)

4. m = 6 (0,5)

5. m = (-2, 4)

ACTIVITY 2. FIND MY EQUATION IN TWO-POINT FORM

Direction: Use the two-point formula to find the equation of the
following: Write answer in slope-intercept form.

1. (4, 5) and (8, 6)

2. (-1, 5) and (3, -3)

3. (-4, -2) and (5, 7)

4. (0, 8) and (1, -3)

5. (6,-3) and (2, 5)

ACTIVITY 3. FIND MY EQUATION IN STANDARD FORM.

Direction: Determine the equation of the line in standard form
given itsslope and y- intercept.

1. m = 5 b =11

2. m =3 b=

3. m = -4 b =0

4. m = 1 b=

5. m = b= -5

34
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 7

Learning Competency: 1. Solves problems involving linear equations in

SOLVING PROBLEMS IN LINEAR EQUATIONS IN

Subject Matter:
TWO VARIABLES.

POINTS TO REMEMBER

Steps in Problem Solving Involving Linear Equations.

1. Write the given information.
2. Complete the given table.
3. Graph the linear equation.
4. Identify the slope and y-intercept then write the equation.

ACTIVITY 1: SOLVE ME.

Direction: Solve the problems following the given steps.

1. Suppose your newly-born cat weighs 1 kg at birth and you notice that the con-
stant weight every month is 2 kg. How many kilos will the cat be after 1 month?
2months? 3 months?
Step 1.
Step 2:
X 0 1 2 3
Y

Step 3. Graph.
Step 4. Slope=____, y-intercept=______ Equation:___________

35
2. A computer shop charges 15 pesos for the first hour and an additional 10
pesos for every additional hour. How much will you pay if you use the computer
for 2 hours? 3 hours?
Step 1:
Step 2:
X 0 1 2 3
y

Step 3. Graph

Step4. m = _______, b=_______ y= ________________

3. Kristopher often rides a tricycle from one place to another. The standard fee is
10 pesos plus 5 pesos for every 20 km. or a fraction of it. How much will he pay
for 40 km? 60km?
Step 1:
Step 2:
X 0 2 4 6
0 0 0
y

Step 3. Graph Step 4: Slope=____, y-intercept=___

Equation: __________

36
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 8

1. Illustrates a system of linear equations in two

variables.
2. Graphs systems of linear equations in two
Learning Competency:
variables.
3. Categorizes when a given system of linear
equations in two variables are parallel, inter-

Subject Matter: SYSTEMS OF LINEAR EQUATIONS IN TWO

POINTS TO REMEMBER
Systems of linear equations in two variables- the solution of such equations is an ordered pair of
two numbers that satisfies both equations.
1. Consistent and dependent. Graph is coinciding. Slopes and y-intercept are equal. Solutions
are infinite.
Example: x – y = 5 could be written as y = x - 5 m =1, b = -5
2x - 2y =10 could be written as y = x - 5 m =1, b = -5

2. Consistent and independent. Graph is intersecting. Slopes and y-intercepts are not equal.
There is only one solution. (Point of intersection)
Example: x + y = could be written as y = -x + 4 m = -1,b = 4
x -y= 2 could be written as y= x - 2 m = 1, b=-2

3. Inconsistent. Graph is parallel. Slopes are equal but with different y-intercepts. There is no
solution.
Example: 2x + y = 2 could be written as y = -2x + 2

Activity 1. Identify Me.

Direction: Identify which of the following are systems of linear
equations in two variables. Encircle these systems.

x = 2y - 9 y = 4x + 12 x + 2y < 6 9x – y = 5
y = 2x + 18 x=4 2x – y < 5 10x + 9y =10

37
x - 2y = 8 y =5x - 2 x + 4y > 12 x - 3y = 12

7x + y =14 y= 10x - 4 x - 9y >16 2x + 3y = 14

ACTIVITY 2. WHAT’S MY SYSTEM?

Direction: Determine whether each system is consistent and
dependent, independent or inconsistent. Graph.
1. 4x – y = 4 2. 4x - y = 5

3. x+y=3
3x + 3y = 9

38
 Activity 3. Categorize Me.
Direction: Categorize the following systems as parallel, intersecting
and coinciding. Check the corresponding column.

Parallel Intersecting Coinciding

1. y = 3x + 1

y= x+4

2. 2x + y = 10
2x + y = 15

3. 3x + 2y = 8
6x + 4y = 16

4. y= x-3

y= x+7

5. y = -5x - 9
y = 3x + 6

39
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 9

1. Solves problems involving systems of linear

Learning Competency:
equations in two variables by (a) graphing; (b)

Subject Matter: SOLVING SYSTEMS OF LINEAR EQUATIONS IN

POINTS TO REMEMBER
Systems of linear equations in two variables can be solved in three ways:
1. Graphical method. Draw the graphs of each equa-
tions. The point of intersection is the solution.

2. Substitution method.
a) Solve for one variable in terms of the other variable in the other equation.
b) Substitute the value of the first variable to the second equation, Simplify and
solve the resulting equation.
c) Substitute the value of b) to any of the original equations to find the value of the
other variable.
d) Check the values obtained using the two equations.

3. Elimination Method.
a) Rewrite both equations in standard form Ax + By = C
b) Whenever necessary, multiply either equations or both equations by a non- zero
number so that the coefficient of x and y will have a sum of zero.
c) Add the resulting equations. Simplify then solve the equation.

Activity 1. Find My Solution.

Direction. Find the solution for each systems of linear equations using
the graph.

1. y = -2x +1 2. y= 4x + 8
y = 2x + 5 y = -2x + 2

40
41
 ACTIVITY 2. SUBSTITUTE ME!
Direction: Solve the following systems of linear equations by
substitution.
1. 4x + y = 7 3. y= 4x - 2
x+y=8 y=x+2

2. x +y =6 4. y = 2x+ 1
3x + 2y = 6 x= 2 + y
5. -5x -3y=15
x = y-5
Activity 3. Eliminate Me.
Direction: Solve the following systems of linear equations by
elimination.
1. x + y = 4 3. - 5x + y = -2
2x - 3y = 6 2x - 3y = 3

2. x-y=5
x + 5y = -7

42
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 8, QUARTER 1, WEEK 9

1. Solves problems involving systems of linear

Learning Competency:
equations in two variables by (a) graphing; (b)

Subject Matter: SOLVING SYSTEMS OF LINEAR EQUATIONS IN

POINTS TO REMEMBER
In solving problems involving systems of linear equations in two variables:
1. Translate mathematical sentence to linear equation in two variables.
2. Determine which method to use either substitution or elimination.
3. Check your answer if it satisfies both equations.

Activity 1. Word Problems:

Direction: Apply any of the techniques in solving problems involving
systems of linear equations in two variables.

1. The sum of two numbers is 165 and their difference is 31. Find the numbers.

2. Four years ago, Romeo was 6 times as old as his daughter. Six years ago,
his age was 2 years more than 8 times his daughter’s age. How old are they
now?

3. The length of a rectangle is 3 cm more than the width. If the perimeter of the
rectangle is 18 cm, what are the dimensions of the rectangle?

Activity 2. Create A Problem on System of Linear Equations

Direction: Create your own word problem involving systems of linear
equations in two variables. Write also a solution to that problem.

43
 REFERENCES
Orines, Fernando B., Diaz, Zenaida B., Mharlika P. Mojica,etal. Next Century
Mathematics 8. .Phoenix Publishing House,Quezon City. 2013.
https://study.com/academy/lesson/special-product-definition-
formula.html#:~:text=Special%20products%20are%20simply%20special,%2D%
20b)(a%20%2D%20b)

Oronce, Orlando Gil Nonato Santos and Marie Ona. Mathematics III. Philippines.
Rex Bookstore, Inc. 1996
Government of the Philippines. Department of Education. 2013. K to 12 Curricu-
lum Teacher’s Guide. Pasig City.
Orines, Fernando B., Diaz, Zenaida B., Maharlika P. Mojica,et.al. Next Century
Mathematics 8. .Phoenix Publishing House, Quezon City. 2013.

Written By: Reina S. Corpuz

Position: Master Teacher II
For comments., questions or suggestions please contact

Department of Education – Schools Division Office of Urdaneta City

High School Drive, San Vicente West, Urdaneta City, Pangasinan 2428
Telephone Number: (075) 569-3054
Email Address: urdaneta.ctiy@deped.gov.ph | lrmdsdepedurdaneta@gmail.com