TEACHING GUIDE

Module 1: Special products and Factors

A.

Learning Outcomes

1.

Grade Level Standard

The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and
statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations, and decisions in real life.

2.

Content and Performance Standards

Content Standards:

The learner demonstrates understanding of the key concepts of special products and factors of polynomials.

Performance Standards:

The learner is able to formulate real-life problems involving special products and factors and solves these with
utmost accuracy using a variety of strategies.

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT:
Grade 8 Mathematics
QUARTER:
First Quarter
STRAND:
Algebra
TOPIC:
Special Products and Factors
LESSONS:
1. Special Products
2. Factoring

LEARNING COMPETENCIES
a. Identify polynomials which are special products: polynomials with common monomial
factors, trinomials that are product of two binomials, trinomials that are product of squares
of a binomial and products of sum and difference of two terms
b. Find special products and factors of certain polynomials: product of two binomials,
product of a 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
c. Factor completely different types of polynomials (polynomials with common monomial
factors, difference of two squares, sum and difference of two cubes, perfect square
trinomials, general trinomials) using special formulas, grouping and other techniques.
d. Solve problems involving polynomials and their products and factors.
ESSENTIAL UNDERSTANDING:
ESSENTIAL QUESTION:
Students will understand that unknown How can unknown quantities in geometric
quantities in geometric problems can be problems be solved?
determined by using patterns of special
products and factors.
TRANSFER GOAL:
Apply the concepts of special products and factors to model various real-life situations and
solve related problems.

B.

Planning for Assessment

Product/Performance

The following are products and performances that students are expected to come up within this module.
a. Punnet square containing the desired genes using the concepts of special products.
b. Pictures and / or sketch of a figure that makes use of special products.
c.
Cylindrical containers as trash can model which uses the idea of factoring.
d. Rectangular prism that can be used as packaging box which will demonstrate students understanding of special
products and factoring.

Assessment Map
TYPE

KNOWLEDGE

PROCESS/SKILLS

UNDERSTANDING

PERFORMANCE

PRE TEST
Background Knowledge
(Interpretation, Explanation)
Pre-Assessment/
Diagnostic

Gallery Walk
(Interpretation, explanation,
Self knowledge)
Knowledge Inventory
(Self knowledge)
IRF Worksheet
(Interpretation, Explanation)
Written Exercises / Drills
(Interpretation, Explanation)

Formative

Quiz
(Interpretation, Explanation)

IRF Worksheet
(Explanation, Self
knowledge)

Flash Card Drill

(Interpretation,
Self knowledge)
We have! (Oral
Questioning)
(Interpretation)

Decision Making (Written

exercises)
(Interpretation, Explanation,
Application, Perspective,
Empathy)

Pattern finding in real world

(Application, explanation,
interpretation)

Debate
(Interpretation, explanation,
Application, Empathy, Self
knowledge, perspective)
Graphic Organizer
(Self knowledge,
Explanation, interpretation)
IRF Worksheet
(Interpretation, Explanation)

Unit Test
(Interpretation, Explanation,
Self knowledge,
Application)

Packaging activity
(Self knowledge,
Interpretation, Application,
Explanation)
Misconception checking
(Spotting Errors)
(Self knowledge,
Explanation, Empathy)

Summative

Summative Test
(Interpretation, Application,
Self knowledge, Empathy)
3 2 1 Chart
(Explanation, Application,
Self knowledge,
Perspective)
Self-Assessment

Muddiest point
Self knowledge,
Explanation, Perspective
Journal Writing
(Self knowledge,
Explanation, Perspective)

Assessment Matrix (Summative Test)

Levels of Assessment
Knowledge 15%

Process/Skills 25%

Understanding 30%

What will I assess?

How will I assess?

Identifying polynomials which are special

products: polynomials with common monomial
factors, trinomials that are product of two
binomials, trinomials that are product of squares
of a binomial and products of sum and difference
of two terms.
finding special products and factors of certain
polynomials: product of two binomials, product
of a 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
factor completely different types of polynomials
(polynomials with common monomial factors, a
difference of two squares, sum and difference
of two cubes, perfect square trinomials, general
trinomials) using special formulas, grouping and
other techniques.

Paper and pen Test (refer to attached

post test)

How Will I Score?

1 point for every correct response

Items 1, 2 & 3

Paper and pen Test

(refer to attached post test)

1 point for every correct response

Items 4, 5, 6, 7 & 8

Students will understand that unknown quantities

Paper and pen Test (refer to attached
in geometric problems can be determined by
post test)
using patterns of special products and factors.
Misconceptions regarding special product and
Items 9, 10, 11, 12, 13 & 14
factors.

1 point for every correct response

GRASPS

Paper and pen Test (refer to attached

post test)

Solve real life problems involving polynomials and

their products and factors.
Items 15, 16, 17, 18, 19 & 20

Product/
Performance 30%

C.

The learner is able to formulate real-life problems TRANSFER TASK IN GRASPS

involving special products and factors and solves FORM
these with utmost accuracy using a variety of
strategies.
The RER packaging company is
in search for the best packaging for
a new dairy product that they will
introduce to the market. You are a
member of the design department
of RER Packaging Company. Your
company is tapped to create the best
packaging box that will contain two
identical cylindrical containers with
the boxs volume set at 100 in3. The
box has an open top. The cover will
just be designed in reference to the
boxs dimensions. You are to present
the design proposal for the box and
cylinder to the Chief Executive Officer
of the dairy company and head of the
RER Packaging department.

1 point for every correct response

Rubric on packaging box.
Criteria:
1.
2.
3.
4.

Explanation of the proposal

Accuracy of computations
Utilization of the resources
Appropriateness of the model

Planning for Teaching-Learning

Introduction:

This module covers key concepts in special products and factors of polynomials. It is divided into two lessons namely:
(1) Special products, and (2) Factoring. In lesson 1, students will identify polynomials which are special products, find the
product of polynomials using patterns, solve real life problems involving special products and identify patterns in real life
which involves special products. In lesson 2, students will factor polynomials completely using the different rules and techniques in factoring, including patterns and concepts on special products. They will also apply their knowledge in factoring to
solve some real life problems.


In all lessons, students are given the opportunity to use their prior knowledge and skills in multiplying and dividing polynomials. Activities are also given to process their knowledge and skills acquired, deepen and transfer their understanding of
the different lessons.

As an introduction to the module, ask the students following questions:

Have you at a certain time asked yourself how a basketball court was painted using less paint? Or how the architect was able to maximize the space of a
building and yet was able to place what the owners want? Or how a carpenter was able to create a utility box using minimal materials? Or how some students
were able to multiply some polynomial expressions in a least number of time?

Allow the students to give their response and process them after. Emphasize to the students their goal after completing this
module and the lessons.
I.

PRE ASSESSMENT

1. Which mathematical statement is correct?

a.
(2x y)(3x y) = 6x2 5x2y2 +y2
b.
(4x 5)(4x 5)= 16x2 + 25
c.
(3x 4)(2x + 7) = 6x2 + 13x 28
d.
(2x + 5)2 = 4x2 + 25
Answer: C

2.

Which of the following DOES NOT belong to the group?

1
4
a.
c.
1.6(x 1)2 49
4 x 1

b.
x2 0.0001y4 d.
(x + 1)4 4x6
Answer: C

3. Which of the following factors gives a product of x2 + 5x + 4?
a.
(x + 1)(x + 4)
c.
(x + 5)(x 1)
b.
(x + 2)(x + 2)
d.
(x + 2)2
Answer: A
4.

A polynomial expression is evaluated for the x- and y-values shown in the table below. Which expression was evaluated
to give the values shown in the third column?
X

Value of the Expression

-1

-1

-1

a.
x2 y2 c.
x2 2xy + y2
2
2
b.
x + 2xy + y d.
x3 y3
Answer: C
5. Find the missing term: (x + ___)(3x + ___) = 3x2 + 27x + 24
a.
6, 4 c.
8, 3
b.
4, 6 d.
12, 2
Answer C

6.

The length of a box is five inches less than twice the width. The height is 4 inches more than three times the width. The
box has a volume of 520 cubic inches. Which of the following equations can be used to find the height of the box?
a.
W(2L 5) (3H + 4) = 520
c. W(2W 5) (3W 4) = 520
b.
W(2W + 5) (3W 4) = 520
d. W(2W 5) (3W + 4) = 520
Answer: D
7. One of the factors of 2a2 + 5a 12 is a + 4. What is the other factor?
a.
2a 3
b. 2a + 3
c. 2a 8
Answer: A

d.

2a + 8

8. The area of a square is 4x2 + 12x + 9 square units. Which expression represents the length of the side?
a.
(3x + 2) units
c. (4x + 9) units
b.
(2x + 3) units
d. (4x + 3) units
Answer: B
The side of a square is x cm long. The length of a rectangle is 5 cm. longer than the side of the square and the width is
5 cm shorter. Which statement is true?

a. the area of the square is greater than the area of the rectangle

b. the area of the square is less than the area of the rectangle

c. the area of the square is equal to the area of the rectangle

d. the relationship cannot be determined from the given information
Answer: A
9.

10. A square piece of land was rewarded by a master to his servant. They agreed that a portion of it represented by the
rectangle inside, should be used to construct a grotto. How large is the area of the land that is available for the other
uses?

2
a.

4x2 9
5 - 2x
b.

4x2 + x + 9
Answer: C
2x - 1
c.
4x2 8x 9
d.
4x2 + 9
2x - 1
9

11. Which value for x will make the largest area of the square with a side of 3x + 2?
3
1
a. -
c. - 3
4

0.4 d.
-0.15
b.
Answer: C
12. Which procedure could not be used to solve for the area of the figure below?
1
a. A = 2x (2x + 6) +
(2x)(x + 8)
1
2
c.
A = [2x(2x + 6) + (x + 8)(2x)] 2( )(x)(x + 8)
2
2
2
A = 4x + 12x + x + 8x
2
2
2

A = [4x + 12x) + (2x + 16x) (x + 8x)
A = 5x2 + 20x

2x + 6


A = 6x2 + 28x x2 8x

1

b. A = 2x(3x + 14) 2( )(x)(x + 8)

A = 5x2 + 20x
2x
2
2
2
A = 6x + 28x x 8x
1
d. A = 2x(2x + 6)+( )(2 + x)(x + 8)
2
2
A = 5x + 20x
Answer: D
2

A = 4x + 12x + x2 + 8x

13.

x + 8

A = 5x2 + 20x

Your classmate was asked to square (2x 3), he answered 4x2 9. Is his answer correct?
a. Yes, because squaring a binomial always produces a binomial product.
b. Yes, because product rule is correctly applied.
c.
No, because squaring a binomial always produces a trinomial product.
d. No, because the answer must be 4x2 + 9.
Answer: C

10

14. Expression A: 4x2 81

Expression B: (2x 9)(2x + 9)
If x = 2, which statement is true about the given expressions?
a.
A>B
b.
A<B
c.
A=B
d.
AB

Answer: C
15. Your sister plans to remodel her closet. She hired a carpenter to do the task. What should your sister do so that the carpenter
can accomplish the task according to what she wants?

a. Show a replica of a closet.

b. Download a picture from the internet.

c. Leave everything to the carpenter.

d. Provide the lay out drawn to scale.

Answer: D
16.

Which of the following standards would best apply in checking the carpenters work in item number 15?
a. accuracy of measurements and wise utilization of materials
b. accuracy of measurements and workmanship
c. workmanship and artistic design
d. workmanship and wise utilization of materials
Answer: B

17. The city mayor asked you to prepare a floor plan of the proposed day care center in your barangay. The center must have a
small recreational corner. As head of the city engineering office, what will you consider in preparing the plan?

a. Feasibility and budget.

b. Design and budget
Answer: A

c.
d.

Design and Feasibility

Budget and lot area

11

18.

Suppose there is a harvest shortage in your farm. What will you do to ensure a bountiful harvest in your farmland?
a. Hire lot of workers to spread fertilizers in the farmland.
b. Buy numerous sacks of fertilizers and spread it in his farmland.
d. Find the area of the farmland and buy proportionate number of fertilizers.
c.
Solve for the number of fertilizers proportionate to the number of workers.
Answer: C

19. The Punong Barangay in your place noticed that garbage is not properly disposed because of the small bins. As the chairman
of health committee, you were tasked to prepare a garbage bins which can hold 24 ft3 of garbage. However, the spot where
the garbage bins will be placed is limited, how will you maximize the area?

a. Find the dimensions of the planned bin according to the capacity given.

b. Make a trial and error bins until the desired volume is achieved

c.
Solve for the factors of the volume and use it in creating bins.

d. Find the area of the location of the bins

Answer: A
20. As head of the marketing department of a certain construction firm, you are tasked to create a new packaging box for the soap
products. What criteria will you consider in creating the box?

a. Appropriateness and the resources used.

b. Resources used and uniqueness

c.
Appropriateness and uniqueness

d. Appropriateness and capacity

Answer: D

12

LESSON 1

SPECIAL PRODUCTS

Lesson

What to
to Know
Know
What

Let us start our study of this module by reviewing first the concepts on
multiplying polynomials, which is one of the skills needed in the study of this
module. Discuss the questions below with a partner.

Special
Products

What to
to Know
Know
What

97 103 =
25 25 =
99 99 99 =
Allow the students to answer the following process questions:

Let us start our study of this module by reviewing first the concepts on multiplying
polynomials, which is one of the skills needed in the study of this module. Discuss the
questions below with a partner.
PATTERNS WHERE ARE YOU?

1. What do you notice about the given expressions?

2. Did you solve them easily? Did you notice some patterns in solving their
answers?
3. What technique/s did you use? What difficulties did you encounter?

Have you ever looked around and recognized different patterns? Have you asked
yourself what the worlds environment would look like if there were no patterns? Why do
you think our Creator includes patterns around us?

Look at the pictures below and identify the different patterns on each picture. Discuss
these with a partner and see whether you observe the same pattern.

You can present the following solution to the students:

97 x 103 = (100 3)(100 + 3)
25 x 25 = (20 + 5)(20 + 5)

= 1002 32
= 202 + 2(20)(5) + 52

= 10000 9
= 400 + 200 + 25

= 9991
= 625


99 x 99 x 99 = (100 1)3


= 1003 + 3(100)2(- 1) + 3(100)(-1)2 + (-1)3

= 10000000 30000 + 300 1

= 970 299

http://meganvanderpoel.blogspot. http://gointothestory.blcklst.com/2012/02/
com/2012/09/pattern-precedents. doodling-in-math-spirals-fibonacci-andhtml
being-a-plant-1-of-3.html

Have you ever used patterns in simplifying mathematical expressions? What
advantages have you gained in doing such? Let us see how patterns are used to simplify
mathematical expressions by doing the activity below. Try to multiply the following
numerical expressions. Can you solve the following numerical expressions mentally?

Discuss the given solution to the students and give more numerical
problems and allow students to present their solutions, challenge them to look
for another pattern to solve problems presented. Do this mentally, e.g. (42)
(38), (57)(63), (42)(42).

13

97 103 =
25 25 =
99 99 99 =

Now, answer the following questions:

1.
2.
3.

The indicated products can be solved easily using different patterns.

What do you notice about the given expressions?

Did you solve them easily? Did you notice some patterns in finding their answers?
What technique/s did you use? What difficulties did you encounter?

Post the topical questions and allow the students to write their answer on the
Initial portion of the IRF worksheets in their journal notebook, this will enable
you to know if they have idea on the lesson. (1) What makes a product special?
and (2) What patterns are involved in multiplying expression?
The next activity is provided to review the multiplication skills of the students
in polynomials, which is an important skill in completing this module. Allow
the students to do the activity by pair. (Note: If most of the students have not
yet attained the level of mastery in this skill, bridge on the topic multiplying
polynomials)

Are your solutions different from your classmates? What was used in order to find the
products easily?

The problems you have answered are examples of the many situations where
we can apply knowledge of special products. In this lesson, you will do varied activities
which will help you answer the question, How can unknown quantities in geometric
problems be solved?

Lets begin by answering the I portion of the IRF Worksheet shown below. Fill it up
by writing your initial answer to the topical focus question:

A ctivity 1

Answers Key
Activity 3

IRF WORKSHEET

Description:
Direction:

Below is the IRF worksheet which will determine your prior knowledge
about the topical question.
Answer the topical questions: (1) What makes a product special? and
(2) What patterns are involved in multiplying algebraic expressions?
Write your answer in the initial part of the IRF worksheet.
IRF Worksheet
Initial Answer
Revised Answer
Final Answer

A ctivity 2

COMPLETE ME!

Description:

Teachers Note and Reminders

Dont
Forget!

Directions:

This activity will help you review multiplication of polynomials, the prerequisite skill to complete this module.
Complete the crossword polynomial by finding the indicated products
below. After completing the puzzle, discuss with a partner the questions
1
2
3
that follow.

Across Down
1. (a + 3)(a + 3)
1. (a + 9)(a 9)
4. (b + 4a)2 2.
(3 + a + b)2
5. 2a ( -8a + 3a) 3. (3b 4a)(3b 4a)
6. (b 2)(b 4)
5. (-4a + b)(4a + b)
9. -2a(b + 3a 2)
7. (2 a)(4 a)
11. (5b2 + 7a2)(-5b2 + 7a2) 8. (4a3 5b2)(4a3 + 5b2)
12. (a 6b)(a + 6b)
10. (2a + 6b)(2a 6b)

14

4
5
6
8
11

7
9

10
12

CASE 1:

QU

ES TI O

A ctivity 3

CASE 2:

(x + 5)(x 5) = x 25
(a b)(a + b) = a2 b2
(x + y)(x y) = x2 y2
(x 8)(x + 8) = x2 64
(2x + 5)(2x 5) = 4x2 25
2

CASE 3:
(x + 5)3 = x3 + 15x2 + 75x + 125
(a b)(a b)(a b) = a3 3a2b + 3ab2 b3
(x + y)3 = x3 + 3x2y + 3xy2 + y3
(x + 4)(x + 4)(x + 4) = x3 + 12x2 + 48x + 64
(x + 2y)3 = x3 + 3x2y + 12xy2 + 8y3

(x + 5)(x + 5) = x2 + 10x + 25
(a b)2 = a2 2ab + b2
(x + y)(x + y) = x2 + 2xy + y2
(x 8)2 = 16x + 64
(2x + 5)(2x + 5) = 4x2 20x + 25

1.
2.
3.

NS

Activity 3 is provided to reinforce activity 2, but this time students should see
the different patterns and initially will have an idea on the different special
products. Provide station for each group where they will post their outputs.
Allow the students to roam around and observe the different answers of the
other groups. (Note: if you are handling a big class, cases may be given to
more than 1 group to accommodate the class)

GALLERY WALK

Description:
Direction:

This activity will enable you to review multiplication of polynomials.

Find the indicated product of the expressions that will be handed to your
group. Post your answers on your group station. Your teacher will give
you time to walk around the classroom and observe the answers of the
other groups. Answer the questions that follow.

CASE 4:
(a + b + c)2 = a2 + b2 + c2 + 2ab + 2ac + 2bc
(x + y + z)2 = x2 + y2 + z2 + 2xy + 2xz + 2yz
(m + 2n 3f)2 = m2 + 4n2 + 9f2 + 4mn 6fm 12fn

You can process their answers after the activity; allow their outputs to be
posted on their stations all throughout the lesson, so that they can revisit it
on the course of the discussion.

CASE 1:

CASE 2:

(x + 5)(x 5) =
(a b)(a + b) =
(x + y)(x y) =
(x 8)(x + 8) =
(2x + 5)(2x 5) =

(x + 5)(x + 5) =
(a b)2 =
(x + y)(x + y) =
(x 8)2 =
(2x + 5)(2x + 5) =

CASE 3:

CASE 4:

(x + 5) =
(a b)(a b)(a b) =
(x + y)3 =
(x + 4)(x + 4)(x + 4) =
(x + 2y)3 =

(a + b + c)(a + b + c) =
(x + y + z)(x + y + z) =
(m + 2n 3f)2 =

Teachers Note and Reminders

QU

NS

ES TI O

Dont
Forget!

How did you find each indicated product?

Did you encounter any difficulty in finding the products? Why?
What concept did you apply in finding the product?

1.
2.
3.
4.

15

How many terms do the products contain?

Compare the product with its factors. What is the relationship
between the factors and the terms of their product?
Do you see any pattern in the product?
How did this pattern help you in finding the product?


You just tried finding the indicated products through the use of patterns. Are the
techniques applicable to all multiplication problems? When is it applicable and when is it
not?

What to
to Process
Process
What
These are the enabling activities / experiences that the learner will have to
go through to validate their observations in the previous section. Interactive
activities are provided for the students to check their understanding on the
lesson.

Let us now find out what the answer is by doing the next part. What you will learn
in the next sections will enable you to do the final project which involves making of a
packaging box using the concepts of special products and factoring.

Let us start by doing the next activity.

What to
to Process
Process
What

Before performing activity 4 give first a short introduction on what is a square

of binomial and how it is written mathematically. Ask them how they simplify
such expressions.
Activity 4 can be performed by pair or as a group. Roam around to observe
whether the students are doing the activity correctly. Use process questions
to guide the students.

Teachers Note and Reminders

Your goal in this section is to learn and understand key concepts related to
finding special products. There are special forms of algebraic expressions whose
products are readily seen and these are called special products. There are certain
conditions which would make a polynomial special. Discovering these conditions will
help you find the product of algebraic expressions easily. Let us start in squaring a
binomial

The square of a binomial which is expressed as (x + y)2 or (x + y)(x + y) and(x y)2 or
(x y)(x y) respectively. In your previous grade you did this by applying the FOIL method,
which is sometimes tedious to do. There is an easier way in finding the desired product and
that is what are we going to consider here.

A ctivity 4 FOLD TO SQUARE

Description:

Directions:

Dont
o
F rget!

In this activity, you will model square of a binomial through paper

folding. Investigate the pattern that can be produced in this activity. This
pattern will help you find the square of a binomial easily. You can do this
individually or with a partner.
Get a square paper measuring 8 8
1. Fold the square paper 1 to an edge and make a crease.
2. Fold the upper right corner by 1 and make a crease.
3. Unfold the paper.
4. Continue the activity by creating another model for squaring a
binomial by changing the measures of the folds to 2 in. and 3 in.
Then answer the questions below.
7

16

x
y

FIRST
TERM

SECOND
TERM

LAST
TERM

(x + 1)2

2x

(x + 2)2

x2

4x

2.
3.

(x + 3)2

x2

6x

4.

(x + y)2

x2

2xy

y2

1.

NS

QU

ES TI O

5.

Let them complete the table and emphasize that the first terms are the area
of big squares, second terms are the total areas of the rectangles and the
last terms are the areas of the small squares.

How many different regions are formed? What geometric figures

are formed? Give the dimensions of each region?
What is the area of each region?
If the longer part is represented by x, what will be its area? by x and
1?
What is the sum of the areas? Write the sum of areas in the box
below.
If 1 is replaced by y, what will be the area?

FIRST TERM

SECOND TERM

LAST TERM

(x + 1)2
(x + 2)2
(x + 3)2
(x + y)2

Note: Use process questions to guide the students in completing the table
and recognized the pattern that exists in squaring binomials. Provide
opportunity to the students to create their rule in this special product.
After completing the activity, process their answers and lead them in
the discovery of the rule. Give more examples to the students to firm their
understanding of the lesson. You can use video lessons, if available, in the
discussion of this topic. URLs are provided in the students learning modules.
Challenge the students to ponder on the equation (a + b)2 = a2 + b2. Let
the students realize that the two expressions are not equal and that the
product of squaring a binomial is a perfect square trinomial.

Did you find any pattern? What pattern is it?

Teachers Note and Reminders

1.
2.
3.

How is the first term of the product related to the first term of the given binomial?
How is the last term of the product related to the last term of the given binomial?
What observation do you have about the middle term of the product and the
product of the first and last terms of the binomial?

Observe the following examples:

a. (x 3)2 = (x)2 3x 3x + (3)2 c. (3x + 4y)2 = (3x)2 + 12xy + 12xy +

(4y)2 =
x2 2(3x) + 9 =
9x2 + 2(12xy) +
16y2
=
x2 6x + 9 =
9x2 + 24xy + 16y2

b. (x + 5)2 = (x)2 + 5x + 5x + (5)2
=
x2 + 2(5x) + 25
=
x2 + 10x + 25

Dont
o
F rget!

Remember:


Product rule


Raising a power to a power
(am)(an) = am+n (am)n = amn

17

You can give this one as drill to the students.

1. (s + 4)2 = s2 + 8s + 16

6. (5d 7d2t)2 = 25d2 70d3t + 49d4t2

2. (w 5)2 = w2 10w + 25

7. (7q2w2 4w2)2 = 49q4w4 56q2w4 + 16w4

3. (e 7)2 = e2 14e + 49

2 e 6)2 = 4 e2 8e+36
3
9
9. ( 4 kj 6)2 = 16 k2j2 48 kj + 36
5
25
5

4. (2q 4)2 = 4q2 16q + 16

5. (3z + 2k)2 = 9z2 + 12zk + 4k2

The square of binomial, consists of:


a. the square of the first term;


b. twice the product of the first and last terms; and

c. the square of the last term.

8. (

10. [(x + 3) 5]2 = x2 7x + 64

You can use problem no. 10 in the learning module to link the next topic
from the previous lesson to model squaring trinomials, allow them to do as a
group the paper cutting activity.
Provide hooking questions to the students before performing this activity.
Ask them how they will square a trinomial even without going to the process
of FOIL method. Activity 5 may be given as a group activity or by pair.
Remind the students that the folding they performed in creating vertical
creases should be equal to the folds that they will do to create horizontal
creases. After folding they can cut the creases to form different figures.
They can use the measurement found in their learning modules.
Use process questions for the students to realize that the square of trinomial
can be modelled by a2 + b2 + c2 + 2ab + 2ac + 2bc. Provide more examples
to generate rules in squaring trinomials.

Remember that the square of a binomial is called a perfect square trinomial.

LETS PRACTICE!

Square the following binomials using the pattern you have learned.

1. (s + 4)2 5. (3z + 2k)2 9.

( 4 kj 6)2
5
2. (w 5)2
6. (5d 7d2t)2
10. [(x + 3) 5]2
3. (e 7)2

7.

(7q2w2 4w2)2

( 2 e 6)2
2


The square of a binomial is just one example of special products. Do the next activity to
discover another type of special product, that is squaring a trinomial.
4. (2q 4)2

A ctivity 5
Description:
Directions:

Teachers Note and Reminders

Dont
o
F rget!

8.

DISCOVER ME AFTER!
(PAPER FOLDING AND CUTTING)
In this activity you will model and discover the pattern on how a trinomial is
squared that is (a + b + c)2. Investigate and observe the figure that will be
formed.
Get a 10 10 square paper. Fold the sides 7, 3 and 1 vertically and make
crease. Using the same measures, fold horizontally and make creases. The
resulting figure should be the same as the figure below.

1
a

18

Teachers Note and Reminders

QU

NS

ES TI O

1.
2.
3.
4.
5.
6.

How many regions are formed? What are the dimensions of each
region in the figure?
What are the areas of each region?
If the side of the biggest square is replaced by a, how will you
represent its area?
If one of the dimensions of the biggest rectangle is replaced by b,
how will you represent its area?
If the side of the smaller square is replaced by c, how will you
represent its area?
What is the sum of the areas of all regions? Do you observe any
pattern in the sum of their areas?

Observe the following examples and take note of your observation.

a. (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2xz
b. (m + n d)2 = m2 + n2 + d2 + 2mn 2md 2nd
c. (3d + 2e + f)2 = 9d2 + 4e2 + f2 + 12de + 6df + 4ef

Dont
Forget!

The square of a trinomial, consists of:

a. the sum of the squares of the first, second and last terms;
b. twice the product of the first and the second terms;
c. twice the product of the first and the last terms; and
d. twice the product of the second and the last terms.

LETS PRACTICE!

1. (r t + n)2 6.
(15a 4n 6)2

Answer:
1. r2 + t2 + n2 2rt + 2rn 2tn
2. e2 + 4a2 + q2 + 4ae + 2eq + 4q
3. m2 + a2 + y2 + 2ma 2my 2ay
4. 4s2 + o2 + 16n2 + 4so 16sn 8on

Square the following trinomials using the pattern you have learned.

2. (e + 2a + q)2 7.
(4a + 4b + 4c)2

6.
7.
8.
9.

225a2 + 16n2 + 36 120an +48n 180a

16a2 + 16b2 + 16c2 + 24ab + 24ac + 24bc
81a4 +16b4 +9c4 +72a2b2 54a2c2- 24a2c2
2.25a4 + 5.29b2 + 1 6.9a2b + 3a2 4.6b
9 2 16 2
5. 4i4 + 9a2 + 25n2 + 12i2a 10i2n 30an 10.
x +
y 36 + 2xy + 9x 16y
16
9

3. (m + a y) (m + a y) 8.
(9a2 + 4b2 3c2)2
4. (2s + o 4n)2 9.
(1.5a2 2.3b + 1)2
5. (2i2 + 3a 5n)2
10.
( 3x + 4y -6)2
3
4

19

Emphasize to the students that the activity will help them model the product
of sum and difference of two terms. Make them realize that the area of the
resulting figure is the product of the sum and difference of two terms. The
resulting figure should be the same as the figure found below.

A ctivity 6

TRANSFORMERS

Description:
Directions:

This activity will help us model the product of the sum and difference of
two terms (x y) (x + y) and observe patterns to solve it easily.
Prepare a square of any measure; label its side as x. Cut a small square
of side y from any of its corner (as shown below). Answer the questions
that follow.
B

After doing the above activity, provide for more examples for the students to
see the pattern in finding the product of the sum and difference of binomials.
(Note: In the above activity, help the students realize that the dimension of
the rectangle is (x + y) by (x y) and its area is x2 y2.)
x
y

x
G
D

In terms of x and y, answer the following:

1. What is the area of the original big square (ABCD)?
2. What is the area of the small square (GFCE)?
3. How are you going to represent the area of the new figure?

xy

Cut along the broken line as shown and rearrange the pieces to form a
rectangle.
1. What are the dimensions of the rectangle formed?
2. How will you get the area of the rectangle?
3. Represent the area of the rectangle that was formed. Do you see
any pattern in the product of the sum and difference of two terms?

Answers on lets practice.

1. w2 36

4. 16f2 9s2d2

7. L6o8v10 36e6

2. a2 16c2

5. 144x2 9

8.

3. 16y2 25d2

6. 9s4r4 49a2

9. 4s2nq2m 9d6k

Study the relationship that exists between the product of the sum and
difference of two terms and the factors and take note of the pattern
formed.

25 4 4
4 4
ga
d
36
9

a. (x + y)(x y) = x2 y2
b. (a b)(a + b) = a2 b2
c. (m + 3)(m 3) = m2 9

d. (w 5)(w + 5) = w2 25
e. (2x 5)(2x +5) = 4x2 25

10. (s + 2)2 16 = s2 + 4s 12

The product of the sum and difference of two terms is the difference of the squares
of the terms. In symbols, (x + y)(x y) = x2 y2. Notice that the product is always a
binomial.

LETS PRACTICE!

Multiply the following binomials using the patterns you have learned.

1. (w 6)(w + 6)
3. (4y 5d)(4y + 5d)
2. (a + 4c)(a 4c) 4.
(3sd + 4f)(4f 3sd)

20

In activity no. 7, ask the students to do the solid figures the day before the
activity. Cubes must have the following sizes:
Solid figures:
1. One 3 in. x 3 in. cube using card board.
2. One 1 in. x 1 in. cube using card board.
3. Three prisms whose square base is 3 in. and height of 1 in.
4. Three prisms whose square base is 1 in. and height of 3 in.
Ask the students to calculate the volume of each solid figure.

A. Step 1 (for prism)

d2)(

5
6

g2a2 +

6. (3s r + 7q)(3s r 7q)

9. (2s q + 3d ) (2s q 3d )

7.

2 2

n m

(l o v 6e ) (l o v + 6e )
3 4 5

3 4 5

3k

n m

2
3

d2)

3k

10. [(s + 2) 4][(s + 2) + 4]

The previous activity taught you on how to find the product of sum and difference
of two terms using patterns. Perform the next activity to discover another pattern in
simplifying expressions of polynomials.

A ctivity 7

CUBRA CUBE

Description:

A cubra cube is a set of cubes and prisms connected by nylon. The task
is to form a bigger cube using all the figures provided. Your teacher will
help you how to form a cubra cube. After performing the activity, answer
the questions that follow.

a
b

2
3

8. (

2 2

B.

g2a2

5. (12x 3)(12x + 3)

Note: The following are the patterns in creating the solid figures:
A. Step 1 (for cubes)

5
6

B.

a
b

Give more exercises to the students regarding the lesson, allow the students
to state in their own words the rule in cubing binomials based on the activity
and examples. After the discussion, have a short summary of all types of
special products the students have encountered.

QU

NS

ES TI O

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

21

How many big cubes did you use? Small cubes?

How many different prisms do you have?
How many prisms are contained in the new cube?
What is the total volume of the new cube formed?
If the side of the big cube is marked as a and the smaller cube is
marked as b, what is the volume of each figure?
What will be the total volume of the new cube?
What are the dimensions of the new cube?

Let the students complete the Revised part of the IRF worksheet, but this
time they must have already realize and be able to correct the mistakes they
have on initial part.
To reinforce students understanding, let them do the web based
exercises / games or you can have them the linking base game by group
(found below). The students will write the product of the branches where
the rectangle is attached. You can modify the example below to suit it your
learners.
To include valuing, relate the activity to an organization, by asking the
following questions:
1. What will happen to the web if one of your groupmate wrote the wrong
product in one box?
2. What will happen in an organization if one of the members failed to do
his job?

This time let us go back to the gallery walk activity and focus to case 3 which is an
example of a cube of binomial (x + y)3 or (x + y)(x + y)(x + y) and (x y)3 or (x y)(x y)
(x y).
To find the cube of a binomial of the form (x + y)3:
a. Find the cube of each term to get the first and the last terms.
(x)3, (y)3
b. The second term is three times the product of the square of the first term
and the second term. 3(x)2(y)
c. The third term is three times the product of the first term and the square of
the second term.
3(x)(y)2

Hence, (x + y)3 = x3 + 3x2y + 3xy2 + y3

To find the cube of a binomial of the form (x y)3:

a. Find the cube of each term to get the first and the last terms.
(x)3, (-y)3
b. The second term is three times the product of the square of the first term
and the second term. 3(x)2(-y)
c. The third term is three times the product of the first term and the square of
the second term.
3(x)(-y)2

3x + 2

3x + 2

4x 2y + 6
9x2 4

Hence, (x y)3 = x3 3x2y + 3xy2 y3

3x 2

A ctivity 8

IRF WORKSHEET

3x 2

Description:
4x 2y + 6
3x 2

Note: You can use the video lessons found in the learning modules for the
discussion of different types of special products.

Now that you have learned how to find the different special products,
using the R portion of the IRF Worksheet, answer the topical focus
question: What makes a product special? What patterns are involved
in multiplying algebraic expression?

Initial Answer
Revised Answer
Final Answer

Activity 9 (3 2- 1 chart) should be completed for you to know if there are

still some confusions about the lesson. This activity should be served as
bring home activity.
22

Teachers Note and Reminders

WEB BASED ACTIVITY: DRAG AND DROP

Description: Now, that you have learned the various
special products, you will now do an
interactive activity which will allow you to
drag sets of factors and drop them beside
special products. The activity is available in
this website: http://www.media.pearson.com.
au/schools/cw/au_sch_bull_gm12_1/dnd/2_
spec.html.
QUESTIONS:
1. What special products did you use in the activity?
2. Name some techniques which you used to make the
work easier.
3. What generalizations can you draw out of the examples
shown?
4. Given the time constraint, how could you do the task
quickly and accurately?

A ctivity 9

3-2-1 CHART

Description:

In this activity, you will be asked to complete the 3-2-1 Chart regarding
the special products that you have discovered.
3-2-1 Chart
Three things I found out:
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
Two interesting things:
1. _____________________________________________________
2. _____________________________________________________
One question I still have:
1. _____________________________________________________

Dont
Forget!

23

As concluding activity for process, ask the students to complete the chart
above by giving the different types of special products and state its step,
they can add box if necessary. This activity may be given as bring home
activity.

A ctivity 10
Description:

Teachers Note and Reminders

Directions:

WHATS THE WAY, THATS THE WAY!

This activity will test if you really have understood our lesson by giving the
steps in simplifying expressions containing special products in your own
words.
Give the different types of special products and write the steps/process of
simplifying it. You may add boxes if necessary.

Dont
o
F rget!

SPECIAL
PRODUCTS

SPECIAL
PRODUCTS

______________

______________

______________

______________

Now that you know the important ideas about how
patterns on special products were used to find the product of
an algebraic expressions, lets go deeper by moving on to the
next section.

What to
to Understand
Understand
What

What to
to Understand
Understand
What

This part provides learners activities to further validate
and deepen their understanding on the applications of
special products.
Answers:
1. a. 10 m by 6 m
b. (8 + 2)(8 2)m2 = (10)(6) = 60 m2, difference of two squares
c. (x + 2)(x 2)m2
d. No, the area will be decreased by 4 m2

Now that you have already learned and identified the
different polynomials and their special products. You will now
take a closer look at some aspects of the topic and check if
you still have misconceptions about special products.

A ctivity 11
Directions:

2. a. 64 in , 256 in
b. (74)(128) = 9472 64 = 148 tiles
c. 37
d. Either, because he will spend the same amount whichever tile he will
use.
2

DECISION, DECISION, DECISION!

Help each person decide what to do by applying your knowledge on
special products on each situation.
1.

Jem Boy wants to make his 8 meters square

pool into a rectangular one by increasing its
length by 2 m and decreasing its width by 2
m. Jem Boy asked your expertise to help him
decide on certain matters.
http://www.oyster.com/las-vegas/hotels/luxor-

hotel-and-casino/photos/square-pool-north-luxorhotel-casino-v169561/#

24

a.
b.

To check if the students still has difficulty in this topic, as bring home activity
ask the students to do the muddiest point (Activity 12). Process their
answers the next day for your assessment if they are ready for the next topic

c.
d.

Teachers Note and Reminders

A ctivity 12
Description:
Directions:

1.

What will be the new dimensions of Jem Boys pool?

What will be the new area of Jem Boys pool? What special
product will be use?
If the sides of the square pool is unknown, how will you
represent its area?
If Jem Boy does not want the area of his pool to decrease, will
he pursue his plan? Explain your answer.

Emmanuel wants to tile his rectangular floor. He has two kinds

of tiles to choose from, one of which is larger than the other.
Emmanuel hired your services to help him decide which tile to use.
a.
What area will be covered by the 8 x 8 tile? 16 x 16 tile?
b. If the rectangular floor has dimensions of 74 x 128, how
many small square tiles are needed to cover it?
c. How many square big tiles are needed to cover the rectangular
floor?
d. If each small tile costs Php 15.00 and each big tiles costs Php
60.00, which tile should Emmanuel use to economize in tiling
his floor? Explain why.

AM I STILL IN DISTRESS?
This activity will help you reflect about things that may still confuse you in
this lesson.
Complete the phrase below and write it on your journal.

The part of the lesson that I still find confusing is __________________

because _________________________________________________.

Dont
o
F rget!

Let us see if by your problem will be solved doing the next activity, where the
muddiest point will be clarified.

25

Note: Before activity 13 should be provided, prepare the students by letting

them watch a video on solving composite areas or giving them examples of
this type of problems.
In this activity, you should let the students realize that unknown quantities
can be represented by any variable.

A ctivity 13
Description:

BEAUTY IN MY TILE!
See different tile patterns on the flooring of a building and calculate the area
of the region bounded by the broken lines, then answer the questions below.

1.

Answers:

a.

1. a. x2 sq. units, y2 sq. units, xy sq. units

b. (x2 + 2xy + y2) sq. units
c. Squaring binomial

b.
c.
d.

2. a. x2 sq. unit, y2 sq. units

b. 9y2 sq. units
c. (x2 9y2)sq. units

http://www.apartmenttherapy.com/tile-vaultmidcentury-rec-room-39808

2.

a.

For the portfolio entry by the students, have the students form as group and
do Activity 14, this must be done outside the class. Tell the students that
they can sketch the figure if they have no devices to use.

b.
c.

Teachers Note and Reminders

QU

NS

ES TI O

A ctivity 14

1.
2.
3.
4.

What is the area represented by

the big square? small square?
rectangles?
What is the total area bounded by
the region?
What special product is present in
this tile design?
Why do you think the designer of
this room designed it as such?
What is the area represented by
the big square? Small square?
What is the sum of all areas of
small squares?
If the small squares were to be
removed, how are you going to
represent the area that will be left?

What difficulties did you experience in doing the activity?

How did you use special products in this activity?
What new insights did you gain?
How can unknown quantities in geometric problems be solved?

WHERE IS THE PATTERN?

Descriptions: Take a picture/sketch of a figure that makes use of special products. Paste
it in a piece of paper.

Dont
o
F rget!

QU
26

NS

ES TI O

1.

2.
3.

Did you find difficulty in looking for patterns where the concept of
special products were applied?
What special products were applied in your illustration?
What realization do you have in this activity?

As part of the concluding activity for process, have the students debate on
the answers of the questions found in Activity 15. You can have the class
form the different rules for debate.
As culminating activity of the students in this section, ask them to fill up
the final part of the IRF worksheet, this may be assigned as bring home
activity. Tell them to compare their answers with the other and ask them
their realization in this topic.

A ctivity 15
Description:

LETS DEBATE!
Form a team of 4 members with your classmates and debate on the two
questions below. The team that can convince the other wins the game.

Which is better to use in finding products, patterns or long
multiplication?

Which will give us more benefit in life, taking the short cuts or
going the long way?

Teachers Note and Reminders

A ctivity 16
Description:

Dont
Forget!

IRF WORKSHEET
Now that you have learned the different special products, using the F
portion of the IRF Worksheet, answer the topical focus question: What
makes a product special? What patterns are involved in multiplying
algebraic expressions?

IRF Worksheet
Initial Answer
Revised Answer
Final Answer

Now that you have a deeper understanding of the topic, you are ready to do the tasks
in the next section.

What to
to Transfer
Transfer
What

What to
to Transfer
Transfer
What

Provide learners opportunities to apply their understanding on special

products activities that reflect meaningful and relevant problems/situations.
Students will have the opportunity to see the relevance of their discussions
and its possible application in real life.

Let us now apply your learning to real life situations. You will be given a
practical task which will demonstrate your understanding.

27

Before doing the activity, ask the students to do a research on the uses and
importance of genetics in the study of human life. And give the following
definition and small discussions on genetics especially the heterozygous
and homozygous traits.

A ctivity 17
Description:

MAKE A WISH
Concept of squaring binomials is used in the field of Genetics through
PUNNET squares. PUNNETT SQUARES are used in genetics to model
the possible combinations of parents genes in offspring. In this activity
you will discover how it will be used.
Investigate how squaring trinomials are applied in PUNNET squares and
answer the following questions.

Genetics is the area of biological study concerned with heredity and with
Direction:
the variations between organisms that result from it.
Homozygous refers to having identical alleles (group of genes) for a single
trait. (SS)

Heterozygous refers to having two different alleles (group of genes) for a
One cat carries heterozygous, long-haired
traits (Ss), and its mate carries heterozygous,
single trait. (Ss)
Note: Capital letter denotes dominant traits, while small letter denotes
recessive traits. Dominant traits will come out in heterozygous.

Teachers Note and Reminders

QU

NS

ES TI O

SS

Ss

long-haired traits (Ss). To determine the

chances of one of their offspring having short
hair we can use PUNNET Squares.
s

Ss

ss

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

Dont
Forget!

What are the chances that the offspring is a long haired cat? A
short haired cat?
What are the different possible offsprings of the mates?
How many homozygous offsprings will they have? Heterozygous?
How is the concept of squaring binomials used in this process?
Do you think it is possible to use the process of squaring trinomials
in the field of genetics?
Create another model of PUNNET square using a human genetic
component. Explain the possible distribution of offsprings and
how squaring trinomials help you in looking for its solution.
Create your own PUNNET square using the concept of squaring
trinomials, using your dream genes.

Now that you have seen the different
patterns that can be used in simplifying polynomial
expressions, you are now ready to move to
the next lesson which is factoring. Observe the
different patterns in factoring that are related to
special products so that you can do your final
project, the making of packaging box.

28

Punnett square is named after

Reginald C. Punnett, who
devised the approach, and is used
by biologists to determine the
chances of an offsprings having a
particular genotype. The Punnett
square is a tabular summary of
every possible combination of one
maternal allele with one paternal
allele for each gene being studied
in the cross.

Lesson 2:

Factoring

Lesson

What to
to Know
Know
What

Initially, begin with some interesting and challenging activities that
will enable the students to see the association of products to factors
and activate their prior knowledge on factoring.

2
2

Factoring

What to
toKnow
Know
What

Your goal in this section is to see the association of products to factors by doing the activities that
follows.


Before you start doing the activities in this lesson, first do this challenge.

As a review on basic concepts of factoring, allow the students to give
the different dimensions of rectangle they can create out of a square whose
area is 36 units squared (e.g. 18 and 2, 9 and 4), with this they will realize
The figure below is a square made up of 36 tiles. Rearrange the tiles to create a
that the different factors of 36 are the dimensions of rectangle. Ask the topical rectangle, having the same area as the original square. How many such rectangles can you
create? What are your considerations in looking for the other dimensions? What mathematical
question to the students and the essential question.
What expressions can be factored? How are patterns used in finding
the factors of an expression? How can unknown quantities in geometric
problems be solved?
To start the lesson perform Activity 1 by distributing thumbs up icon to the
students and allow them to paste it under the response column. Thumbs
up means a student has little mastery on the skills described and a thumbs
down signifies that the student has already mastered the skills. This will
serve as your guidance into the skills students still needed in this lesson.
You can add another row for skills if necessary

Teachers Note and Reminders

concepts did you consider in forming different dimensions? Why? Suppose the length of
one side is increased by unknown quantities (e.g. x) how could you possibly represent the
dimensions?

This module will help us break an expression into different factors and answer the
topical questions, What algebraic expressions can be factored? How are patterns
used in finding the factors of algebraic expression? How can unknown quantities in
geometric problems be solved?


To start with this lesson, perform the activities that follow.

A ctivity 1

Dont
o
F rget!

LIKE! UNLIKE!

Description:
Directions:

29

This activity will help your teacher gauge how ready you are for this lesson
through your responses.
Answer all the questions below honestly by pasting the like or unlike thumb
that your teacher will provide you. Like means that you are the one being
referred and unlike thumb means that you have no or little idea about what
is being asked.

For conceptual map, ask the students to complete the I part of the IRF
sheet. Ask the group to keep their answer so that they can revisit it after
discussions.

SKILLS ACQUIRED
1. Can factor numerical expressions easily
2. Can divide polynomials
3. Can apply the quotient rule of exponents
4. Can add and subtract polynomials
5. Can work with special products
6. Can multiply polynomials

To activate prior knowledge of the students on the skills they will use in
this lesson perform Activity 3, at this point students should realize the
association of factors and products, and observe the different pattern that
will exist. Use the questions found after the activity..

RESPONSES

Before you proceed to the next topic, answer first the IRF form to
determine how much you know in this topic and see your progress.

Teachers Note and Reminders

A ctivity 2

IRF WORKSHEETS

Description: Complete the table by filling first the initial column of the chart. This
activity will determine how much you know about this topic and your
progress.
Initial

Express the following as

product of factors.
1. 4x2 12x =
_________________
2. 9m2 16n2 =
_________________
3. 4a2 + 12a + 9 =
_________________
4. 2x2 + 9x 5 =
_________________
5. 27x3 8y3 =
_________________
6. a3 + 125b3 =
_________________
7. xm + hm xn hn =
_________________

Dont
o
F rget!

30

Revise

Final

Answers Key

MESSAGE FROM THE KING

Activity 3
FACTORING IS THE REVERSE OF MULTIPLICATION

Teachers Note and Reminders

A ctivity 3 (Product Factor Association)

Description: This activity will give you an idea on how factors is associated with
products. You will match the factors in column A with the products in
column B and decode the secret message.
COLUMN A COLUMN B
1. 4x (3x 5) A.
6x2y2 + 3xy3 3xy2
2. 3xy2(2x + y 1)
F. x3 27
3. (x + y)(x y) G.
4x2 9
4. (2x + 3)(2x 3)
R. 4x2 + 12x + 9
5. (x 5y)(x + 5y) U.
12x2 20x
6. (x + y)2 E.
6x2 + x 2
7. (2x + 3)2 T.
ac ad + bc bd
8. (x 5y)2 S.
mr nr + ms ns
9. (x + 4)(x 3)
C. x2 y2
10. (2x 1)(3x +2) I.
2x2 x 10
11. (x + 2)(2x 5)
O. x2 10xy + 25y2
12. (x 3)(x2 + 3x + 9)
N. x2 + x 12
13. (x + 3)(x2 3x + 9)
H. x3 + 27
14. (a + b)(c d) M.
x2 + 2xy + y2
15. (m n)(r + s) L.
x2 25y2
16. (3x + 4)(3x 4)
P. 9x2 16
17. (3x 4)2 V.
9x2 24x + 16
12 2 3 14 8 7 11 9 4

11 15

7 10 17 10 7 15 10

14 13 10
8 12

6 1 5 14 11 16 5 11 3 2 14 11 8 9

QU

ES TIO

31

NS

Dont
o
F rget!

1.
2.
3.
4.

What are your observations on the expression in column A?

Compare them with those in column B.
Do you see any pattern?
Are the two expressions related?
Why is it important to know the reverse process of multiplication?

What to
to Process
Process
What

What did you discover between the relationship of products and its factors?
You have just tried finding out the relationship between factors and their product. You
can use this idea to do the next activities.

These are the enabling activities / experience that the learner will have to go
through to validate their observations in the previous activity. Interactive activities
are provided for the students to check their understanding on the lesson.

What you will learn in the next session will also enable you to do the final
project which involves model and lay out making of a packaging box.

Start the discussion by defining factoring, you can use the questions found
in learning modules.
Allow the students to perform Activity 4, and use this as springboard in the
discussion of factoring by greatest common monomial factor. The students
will present their outputs in front. Use the questions to process the answer
of the students. Tell the students when to use and not to use this type of
factoring. Emphasize that this type of factoring should be use first before
applying any type of factoring.
Give examples of this type factoring after the activity. You can use the
examples found in learning module.

What to
to Process
Process
What

The activity that you did in the previous section will help you understand the
different lessons and activities you will encounter here.

The process of finding the factors of an expression is called factoring, which
is the reverse process of multiplication. A prime number is a number greater than
1 which has only two positive factors: 1 and itself. Can you give examples of prime
numbers? Is it possible to have a prime that is a polynomial? If so, give examples.

The first type of factoring that you will encounter is Factoring the Greatest
Common Monomial Factor. To understand this let us do some picture analysis.

Teachers Note and Reminders

A ctivity 4

FINDING COMMON

Description: Your task in this activity is to identify common things that are present in
the three pictures.

Dont
o
F rget!

http://k-pop-love.tumblr.com/post/31067024715/
eating-sushi
http://blog.ningin.com/2011/09/04/10-idols-and-groups-pigging-out/

QU

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ES TIO

1.
2.
3.
4.

32

What are the things common to these pictures?

Are there things that make them different?
Can you spot things that are found on one picture but not on the
other two?
What are the things common to two pictures but not on the
other?

Note to the teacher: Emphasize that the greatest common monomial factor
should be divided to all terms of the expression and not only to its first term
and that the number of terms of the other factor is equal to the number of
terms the polynomial contains.

The above activity gave us the idea about the Greatest Common Monomial Factor
that appears in every term of the polynomial. Study the illustrative examples on how
factoring the Greatest Common Monomial Factor is being done.

Teachers Note and Reminders

Factor 12x3y5 20x5y2z

a. Find the greatest common factor of the numerical coefficients.
The GCF of 12 and 20 is 4.
b.

Find the variable with the least exponent that appears in each term of the
polynomial.
x and y are both common to all terms and 3 is the smallest exponent for x
and 2 is the smallest exponent of y, thus, x3y2 is the GCF of the variables.

The product of the greatest common factor in (a) and (b) is the GCF of the
polynomial.
Hence, 4x3y2 is the GCF of 12x3y5 20x5y2z.
c.

Dont
Forget!

d.

To completely factor the given polynomial, divide the polynomial by its GCF, the
resulting quotient is the other factor.

Thus, the factored form of 12x3y5 20x5y2z is 4x3y2(3y3 5x2z)

Below are other examples of Factoring the Greatest Monomial Factor.

a. 8x2 + 16x 8x is the greatest monomial factor. Divide the polynomial by 8x

to get the other factor.
8x(x + 2) is the factored form of 8x2 + 16x.
b. 12x5y4 16x3y4 + 28x6 4x3 is the greatest monomial factor. Divide the given
expression by the greatest monomial factor to get the other factor.
Polynomial

6m + 8

Greatest Common
Monomial Factor
(CMF)

Quotient of
Polynomial and
CMF

Factored
Form

3m + 4

2 (3m + 4)
4mo (3m + o)

12m o + 4mo

4mo

3m + o

27d4o5t3a6 18d2o3t6 15d6o4

3d2o3

9d2o2t3a6 6t6 5d4

4(12) + 4(8)

(12 + 8)

12WI3N5 16WIN + 20WINNER

4WIN

2 2

Thus, 4x3 (3x2y4 4y4 + 7x3) is the factored form of the given expression.
Complete the table to practice this type of factoring.
Polynomial

6m + 8

4(12 + 8)

Greatest Common
Monomial Factor
(CMF)

Quotient of
Polynomial and
CMF

3m + 4

4mo2

4(12) + 4(8)
12WI3N5 16WIN + 20WINNER

33

2 (3m + 4)
4mo2 (3m + o)

9d2o2t3a6 6t6 5d4

27d4o5t3a6 18d2o3t6 15d6o4

Factored
Form

 Before doing the activity for factoring difference of two squares, ask the
students why the difference of two squares was given such name.
To start the discussion you can use number pattern to see the relationship
of factors to product. You may bring back the students to multiplying sum
and difference of binomials in special product to see how factors may be
obtained. Students should realize that factors of difference of two squares
are sum and difference of binomials.
Ask students to generate rule in factoring difference of two squares.
For paper cutting, students must realize that the area of the new figure
formed is the difference of the area of the two squares, which is (a2 b2) and
that the dimensions of the rectangle formed are (a + b) x (a b).
This activity may be done by pair or as a group.

Now that you have learned how to factor polynomials using their greatest common
factor we can move to the next type of factoring, which is the difference of two squares.
Why do you think it was given such name? To model it, lets try doing the activity
that follows.

A ctivity 5

INVESTIGATION IN THE CLASSROOM

Description:

This activity will help you understand the concepts of difference of two
squares and how this pattern is used to solve numerical expressions.
Investigate the number pattern by comparing the products then write your
generalizations afterwards.
NUMBER PATTERN:
a. (11)(9) = (10 + 1)(10 1) = 100 1 =
b. (5)(3) = (4 + 1)(4 1) = 16 1 =
c. (101)(99) = (100 + 1)(100 1) = 10000 1 =
d. (95)(85) = (90 + 5)(90 5) = 8100 25 =
e. (n 5)(n + 5) =

Teachers Note and Reminders

How do you think products are obtained? What are the different techniques used to
solve for the products?

What is the relationship of the product to its factor? Have you seen any pattern in this
activity?

For you to have a clearer view of this type of factoring, let us have paper folding
activity again.

A ctivity 6
Dont
o
F rget!

INVESTIGATION IN PAPER FOLDING

Description:
Directions:

This activity will help you visualize the pattern of difference of two
squares.
A

1.
2.
3.
4.

34

Get a square paper and label the sides as a.

Cut out a small square in any of its corner
and label the side of the small square as b.
Cut the remaining figure in half.
Form a rectangle

ES TI O

QU

NS

You can use the examples found in learning module for the discussion. Give
more examples if necessary.
(Note: Remind students to use first factoring greatest common monomial
factor if applicable before factoring it through difference of two squares)

Teachers Note and Reminders

1.
2.
3.
4.
5.

What is the area of square ABDC?

What is the area of the cut out square GFDE?
What is the area of the new figure formed?
What is the dimension of the new figure formed?
What pattern can you create in the given activity?

For you to have a better understanding about this lesson, observe how the
expressions below are factored and observe the relationships of the term with each other.
a. x2 y2 = (x + y)(x y) d.
16a6 25b2 = (4a3 5b)(4a3 + 5b)
b. 4x2 36 = (2x + 6)(2x 6)
c. a2b4 81 = (ab2 9)(ab2 + 9)

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ES TI O

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

e. ( 9 r4 1 t2 n6 ) = ( 3 r2 + 1 tn3)( 3 r2 1 tn3)
16
25
4
5
4
5

What is the first term of each polynomial?

What is the last term of each polynomial?
What is the middle sign of the polynomial?
How was the polynomial factored?
What pattern is seen in the factors of the difference of two terms?
Can all expressions be factored using difference of two squares?
Why or why not?
When can you factor expressions using difference of two squares?

Remember the factored form of a polynomial that is a difference of two
squares is the sum and difference of the square roots of the first and last terms.

Dont
o
F rget!

35

4x2 36y2 the square root of 4x2 is 2x and the square root of 36y2 is 6y. To
write their factors write the product of the sum and difference of the square
roots of 4x2 36y2, that is (2x + 6y)(2x 6y).

To check students understanding on factoring difference of two squares, ask

them to make pairs of square terms and factor it after. Students can give as
many pairs of difference of two square as they can create.
(Note: Teachers must see to it that students must form difference of two
squares)
Example Answer: 81m4 121c4 = (9m2 11c2) (9m2 + 11c2)

A ctivity 7

PAIR MO KO NYAN!

Description:

This game will help you develop your factoring skills by formulating your
problem based on the given expressions. You can integrate other factoring
techniques in creating expressions. Create as many factors as you can.

Directions:

Form difference of two squares problems by pairing two squared quantities

then find their factors. (Hint: You can create expressions that may require
the use of the greatest common monomial factor)

To start with factoring sum or difference of two cubes, allow students to

multiply (a + b)(a2 + ab + b2) and (a b)(a2 + ab + b2). They should get (a3 + b3)
and (a3 b3) respectively as the product. Ask the process question to the
students and help them see the pattern in factoring sum or difference of two
cubes. Guide them to generate the rule in factoring sum or difference of two
cubes.

Teachers Note and Reminders

You have learned from the previous activity how factoring the difference of two
squares is done and what expression is considered as the difference of two squares. We
are now ready to find the factors of the sum or difference of two cubes. To answer this
question, find the indicated product and observe what pattern is evident.

a. (a + b)(a2 ab + b2)
b. (a b)(a2 + ab + b2)

Dont
o
F rget!

What are the resulting products? How are the terms of the products related to the terms
of the factors? What if the process was reversed and you were asked to find the factors of the
products? How are you going to get the factor? Do you see any common pattern?

36

Use Activity 8 (Road Map to Factor) as guide in factoring sum or cubes of

binomials, this will give the students steps in factoring such expression. Give
more examples of sum or difference of two cubes and factor it to firm up the
understanding of the students in factoring this expression.
Note: Remind the students to use first factoring by greatest common
monomial factor before applying this type of factoring if necessary.

A ctivity 8

ROAD MAP TO FACTOR

Answer the following problems by using the map as your guide.

Is the given
expression a sum
or difference of two
cubes?

Answers to problem:
1. (x3 y3) unit cube =(x y)(x2 + xy + y2)
2. (x3 + y3) unit cube = (x + y)(x2 xy + y2)

If No

Use other factoring technique/method

If
Yes

Are the binomials sums or

differences of two cubes?

Teachers Note and Reminders

If DIFFERENCE

If
Sum

1. What are the cube roots of the first and

last terms?
2. Write their sum as the first factor. (x +
y).
3. For the second factor, get the trinomial
factor by:
a. Squaring the first term of the first
factor;
b. Subtracting the product of the first
and second terms of the first factor.
c. Squaring the last term of the first
factor
4. Write them in factored form.

(x + y)(x2 xy + y2)

Dont
o
F rget!

37

1. What are the cube roots of the first

and last terms?
2. Write their difference as the first
factor. (x y).
3. For the second factor, get the
trinomial factor by:
a. Squaring the first term of the first
factor;
b. Adding the product of the first and
second terms of the first factor.
c. Squaring the last term of the first
factor
4. Write them in factored form.
(x y)(x2 + xy + y2)

1.

Represent the volume of this figure. What

is the factored form of the volume of given
figure?

2.

What are the volumes of the cubes? If the

cubes are to be joined to create platform
for a statue, what will be the volume of
the platform? What are the factors of the
volume of the platform?

x
y

 To start factoring perfect square trinomials, use algebra tiles to model it.
This activity will give the students picture of perfect square trinomials. See
to it that the students will produce a square.
Discuss the answers of the students on process questions. Point out
that the result of squaring binomial is a perfect square trinomial. At this point
students should see the pattern of factoring perfect square trinomials and be
able to generate the rule in factoring such polynomials.
Discuss when an expression is a perfect square. Do the perfect hunt
activity to check the students understanding in identifying perfect square
trinomials.

Teachers Note and Reminders

A ctivity 9

Lets tile it up!

Directions:

Prepare the following:

1.
2.
3.
1.

QU

NS

ES TI O

Form squares using:

1 big square tile, 2 rectangular tiles and 1 small square.

1 big square tile, 4 rectangular tiles and 4 small squares.
1 big square tile, 6 rectangular tiles and 9 small squares.
4 big square tiles, 4 rectangular tiles and 1 small square.
4 big square tiles, 8 rectangular tiles and 4 small squares.

1.
2.
3.
4.

How will you represent the total area of each figure?

Using the sides of the tiles, write all the dimensions of the squares.
What did you notice about the dimensions of the squares?
Did you find any pattern in their dimensions? If yes, what are
those?
How can unknown quantities in geometric problems be solved?

5.

4 big squares measuring 4 4 and represent each square as x2.

8 rectangular tiles with measures of 4 1 and represent it as x.
16 small squares whose measures is 1 1 and represent this as

The polynomials formed are called perfect square trinomials.

Perfect square trinomial is the result of squaring a binomial. A perfect square
trinomial has first and last terms which are perfect squares and a middle term which is
twice the product of the square root of first and last terms.

Dont
o
F rget!

38

Answer to Activity 10

A ctivity 10
Description:

PERFECT HUNT
Look for the different perfect square trinomials found in the box. Answers
might be in diagonal, horizontal or vertical in form.
10x

81

18x

x2

15x

16x2

-24x

10x

28x

4x2

-16x

16

15x

25

49x2

16x

49

8x

16

24x

25

14x

8x

40x

30x

10x

7x

x2

12x

25x2

40

12x2

To factor perfect square trinomials:

Teachers Note and Reminders

a. Get the square root of the first and last terms.

b. List down the square root as sum/difference of two terms as the case may be.
You can use the following relationships to factor perfect square trinomials:

(First term)2 + 2(First term)(Last term) + (Last term)2 = (First term + Last term)2
(First term)2 2(First term)(Last term) + (Last term)2 = (First term Last term)2

Remember to factor out first the greatest common monomial factor before
factoring the perfect square trinomial.

Dont
o
F rget!

39

Ex. 1. Factor n2 + 16n + 64

Solution:

a. Since n2 = (n)2 and 64 = (8)2, then both the first and last terms are
perfect squares. And 2(n)(8) = 16n, then the given expression is a
perfect square polynomial.

b. The square root of the first term is n and the square root of the last
term is 8, then the polynomial is factored as (n + 8)2.

After the above, the rule in factoring perfect square trinomial may be discuss
you can use the examples in learning module. Examples of factoring perfect
square trinomials should be given to ensure mastery.
Answers on exercise:
a. (m + 6)2 e. (7a 6)2 i. 2(3h + 1)2
b. (4d 3)2 f. (11c2 + 3)2 j. 5f2(2f 3)2
c. (a2b 3)2 g. (5r + 8)2
d. (3n + 5d)2 h. ( 1 z + 2 )2
3
4

Teachers Note and Reminders

Ex. 2. Factor 4r2 12r + 9
Solution:

a. Since 4r2 = (2r)2 and 9 = (3)2, and since 12r = 2(2r)(3) then it
follows the given expression is a perfect square trinomial.

b. The square root of the first term is 2r and the square root of the last
term is 3 so that its factored form is (2r 3)2.

Ex. 3. Factor 75t3 + 30t2 + 3t
Solution:

a. Observe that 3t is common to all terms, thus, factoring it out first we
have:
3t (25t2 + 10t + 1)

b. Notice that 25t2 = (5t)2 and 1 = (1)2, and 10t = 2(5t)(1), then 25t2 + 10t +
1 is a perfect square trinomial.

c. Factoring 25t2 + 10t + 1 is (5t + 1)2, thus, the factors of the given
expression are 3t (5t + 1)2.

Explain why in Example 3, (5t + 1)2 is not the only factor. What is the
effect of removing 3t?
Exercises

Supply the missing term to make a true statement.
m2 + 12m + 36

(m + ___ )2

b. 16d 24d + 9

( 4d ___)2

c. a4b2 6abc + 9c2

(a2b ___ ___)2

d. 9n2 + 30nd + 25d2

(___ __ 5d)2

e. 49g2 84g + 36

(___ __ ___)2

f. 121c4 + 66c2 + 9

(___ __ ___)2

g. 25r2 + 40rn + 16n2

(___ __ ___)2

h. 1 x2 + 1 x + 4
16
3
9
i. 18h2 + 12h + 2

(__ __ __)2

2 (___ __ ___)2

j. 20f 4 60f 3 + 45f 2

___ (2f __ ___)2

a.

Dont
Forget!

Is q2 + q 12 a perfect square trinomial? Why?

Are all trinomials perfect squares? How do we factor trinomials that are not perfect
squares?

In the next activity, you will see how trinomials that are not perfect squares are
factored.

40

Give examples of quadratic trinomials that are not perfect square. Ask
them to factor it. This will make the students realize that there are some
trinomials that are not factorable using perfect square trinomials. Use this
as springboard before proceeding to activity 11.
Note: Make sure to it that the students will form rectangle as their figure.
Ask them to compare the dimensions of the figure formed in this activity and
activity 9.

Teachers Note and Reminders

A ctivity 11

TILE ONCE MORE!!

Description: You will arrange the tiles according to the instructions given to form a
polygon and find its dimensions afterwards.
Directions: 1. Cut out 4 pieces of 3 in. by 3 in. card board and label each as x2
representing its area.
2. Cut out 8 pieces of rectangular cardboard with dimensions of 3
in. by 1 in. and label each as x representing its area.
3. Cut out another square measuring 1 in. by 1 in. and label each
as 1 to represent its area.

Form rectangles using the algebra tiles that you prepared. Use
only tiles that are required in each item below.
a.
b.
c.
d.
e.

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ES TIO

1 big square tile, 5 rectangular tile and 6 small square tiles.

1 big square tile, 6 rectangular tiles and 8 small square tiles.
2 big square tiles, 7 rectangular tiles and 5 small square tiles.
3 big square tiles, 7 rectangular tiles and 4 small square tiles.
4 big square tiles, 7 rectangular tiles and 3 small square tiles.

What is the total area of each figure?

2. Using the sides of the tiles, write all the dimensions of the
rectangles.
3. How did you get the dimensions of the rectangles?
4. Did you find difficulty in getting the dimensions?

Based on the previous activity, how can the unknown quantities in geometric
problems be solved?

If you have noticed there are two trinomials that were formed in the preceding
activity, trinomials that contains numerical coefficient greater than 1 in its highest degree
and trinomials whose numerical coefficient in its highest degree is exactly 1.

Dont
o
F rget!

Let us study first how factoring trinomials whose leading coefficient is 1 being
factored.

Ex. Factor p2 + 5p + 6

Solution: a. List all the possible factors of 6.
Factors of 6
2

41

-2

-3

-6

-1

Give examples of general trinomials whose leading coefficient is 1. You can

use trial and error in factoring these examples. Use the examples found in
learning module. Giving more examples is highly suggested. You can ask
the students to generalize how factoring of this trinomial is attained.
Remind them again that they should use factoring by greatest common
monomial factor using this type of factoring, if applicable.

Teachers Note and Reminders

b.

Find factors of 6 whose sum is 5.

2+3=5

6+1=7

(-2) + (-3) = -5

(-6) + (-1) = -7

c. Thus, the factor of p2 + 5p + 6 = (p + 2)(p + 3)


Ex. Factor v2 + 4v 21

Solution: a. List all the factors of 21
Factors of -21
-3
7
-7
3
-21
1
-1
21


b. Find factors of -21 whose sum is 4.






-3 + 7 = 4






-7 + 3 = -4






-21 + 1 = -20






-1 + 20 = 19

c.

Hence, the factors of v2 + 4v 21 = (v 3)( + 7)

Factor 2q3 6q2 36q, since there is a common monomial factor, begin by
factoring out 2q first, rewriting it, you have 2q (q2 3q 18).

a.

Dont
o
F rget!
b.
c.

42

Listing all the factors of 18.

Factors of -18
-1
-2
-3
-18
-9
-6

18
9
6
1
2
3

Since 6 and 3 are the factors whose sum is 18, then the binomial factors
of q2 3q 18 are (q 6)(q + 3).
Therefore, the factors of 2q3 6q 36q are 2q(q 6)(q + 3).

To check students understanding on this factoring technique, you can do

the bingo game. Write on a strip the polynomials below and place them on
container. Draw the strip and read it in class, give the students time to factor
the polynomials.
n2 n 20
n2 + 5n + 6
n2 4n 32
n2 n 42
n2 + 9n + 18
n2 + 11n + 18
n2 + 17n + 72

8. n2 12n + 35
9. n2 8n 48
10. n2 + 14n 32
11. n2 17n + 72
12. n2 + 9n + 8
13. n2 + 10n + 24
14. n2 2n 48

To factor trinomials with 1 as the numerical coefficient of the leading term:

a. factor the leading term of the trinomial and write these as the leading
term of the factors;
b. list down all the factors of the last term;
c. identify which factor pair sums up to the middle term; then
d. write factor pairs as the last term of the binomial factors.

15. n2 + 11n + 24

NOTE: ALWAYS PERFORM FACTORING USING GREATEST COMMON

MONOMIAL FACTOR FIRST BEFORE APPLYING ANY TYPE OF
FACTORING.

A ctivity 12

Teachers Note and Reminders

FACTOR BINGO GAME!

Description: Bingo game is an activity to practice your factoring skills with speed
and accuracy.
Instruction: On a clean sheet of paper, draw a 3 by 3 grid square and mark the
center as FACTOR. Pick 8 different factors from the table below and
write the in the grid. As your teacher reads the trinomial, you will locate
its factors and marked it x. The first one who makes the x pattern
wins.
(n + 4)(n 5)

(n + 2)(n + 9)

(n 8)(n 9)

(n + 2)(n + 3)

(n (n
+ +9)(n
8)
4)(n +
5)

(n (n
+ +1)(n
8)
2)(n +
+ 9)

(n (n
8)(n
4)
8)(n +
9)

(n 7)(n 5)

(n (n
+ 6)(n
4)
8)(n +
+ 4)

(n (n
7)(n
6)
7)(n +
5)

(n + 3)(n + 6)

(n 2)(n + 16) (n + 3)(n + 8)

(n + 2)(n + 3)
(n + 3)(n + 6)

Dont
o
F rget!

43

NS

ES TIO

QU

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

Remember:

1.
2.
3.
4.

(n + 9)(n + 8)

(n + 1)(n + 8)

(n (n
+12)(n
6)(n + +
4)4) (n
(n 2)(n + 16)
(n + 3)(n + 8)

8)(n + 6)

How did you factor the trinomials?

What did you do to factor the trinomials easily?
Did you find any difficulty in factoring the trinomials? Why?
What are your difficulties? How will you address those
difficulties?

Give polynomials whose numerical coefficient of the leading term is not

1. Factor this using trial and error. Allow the students to stress out the
disadvantages that they have encountered in using this technique.
Introduce the factoring by grouping or the AC method after. Ask them to
compare the process.

Teachers Note and Reminders

What if the numerical coefficient of the leading term of the trinomial is not 1, can
you still factor it? Are trinomials of that form factorable? Why?

Trinomials on this form are written on the form ax2 + bx + c, where a and b are the
numerical coefficients of the variables and c as the constant term. There are many ways
of factoring these types of polynomials, one of which is by inspection.

Trial and error are being utilized in factoring this type of trinomials. Here is an
example:
Factors of:
Factor 6z2 5z 6 through trial and error:

Give all the factors of 6z2 and 6

6z2
(3z)(2z)
(6z)(z)

-6
(3)(-2)
(-3)(2)
(1)(-6)
( -1)(6)

Write the all possible factors using the values above and determine the middle
term by multiplying the factors.
Possible Factors
(3z 2)(2z + 3)
(3z + 3)(2z 2)
(3z 3)(2z + 2)
(3z + 2)(2z 3)
(3z + 1)(2z 6)
(3z 6)(2z + 1)
(6z + 3)(z 2)
(6z 2)(z +3)
(6z 3)((z + 2)
(6z + 2)(z 3)
(6z + 1)(z 6)
(6z 6)(z + 1)

Dont
o
F rget!

Sum of the product of the outer

terms and the product of the inner
terms
9z 4z = 5z
-6z + 6z = 0
6z 6z = 0
-9z + 4z = -5z
-18z + 2z = -16z
3z 12z = -9z
-18z + 3z = -15z
18z 2z = 16z
12z 3z = 9z
-18z + 2z = -16z
-36z + z = -35z
6z 6z = 0

In the given factors, (3z + 2)(2z 3) gives the sum of -5z, thus, making it as the
factors of the trinomial 6z2 5z 36.

How was inspection used in factoring? What do you think is the disadvantage of
using this?

44

Give the example you have used above and solve it through factoring by
grouping. Provide for more examples.

Teachers Note and Reminders

Factoring through inspection is a tedious and a long process, thus, knowing another
way of factoring trinomial would be very beneficial in your study of this module.

Another way of factoring is through grouping or AC method. Closely look at the given
steps and compare it with trial and error.

Factor 6z2 5z 6

1.

Find the product of the leading term and the last term.

6z2 5z 6
(6z2)(-6) = -36z2

2. Find the factor of 36z2 whose sum is 5z.
-9z + 4z = -5z
3. Rewrite the trinomial as four term expressions by replacing the middle
term by the sum factor.
6z2 9z + 4z 6

4. Group terms with common factors.
(6z2 9z) + (4z 6)

5. Factor the groups using greatest common monomial factor.
3z (2z 3) + 2(2z 3)
6. Factor out the common binomial and write the remaining factor as sum or
difference of binomial.
(2z 3)(3z + 2)

Factor 2k2 11k + 12

1.

2.

3.

4.

5.

6.

Dont
o
F rget!

45

Multiply the first and last terms.

(2k2)(12) = 24k2
Find the factors of 24k2 whose sum is -11k.
(-3k) + ( -8k) = -11k
Rewrite the trinomial as four term expressions by replacing the middle
term by the sum factor.
2k2 3k 8k + 12
Group terms with common factor
(2k2 8k) + (-3k + 12)
Factor the groups using greatest common monomial factor.
2k(k 4) 3(k 4)
Factor out the common binomial and write the remaining factor as sum or
difference of binomial.
(k 4)(2k 3)

To practice the factoring skills of the students, do Activity 13 in class. Group

the students and distribute flaglet on each group. Ask one group to give a
factorable polynomial then let the other group factor it.
Extend the concept of factoring by grouping by applying it to polynomials
with four terms. You can use the examples on learning module. Perform
Activity 14 as a group after.

Teachers Note and Reminders

Factor 6h2 h 2

1.

2.

3.

Multiply the first and last terms.

(6h2)(-2) = -12h2
Find the factors of 12h2 whose sum is h.
(-4h) + ( 3h) = -h
Rewrite the trinomial as four term expressions by replacing the middle
term by the sum factor.

6h2 4h 3h 2
4. Group terms with common factor

(6h2 3h) + (-4h 2)
5. Factor the groups using greatest common monomial factor.

3h(2h 1) 2(2h 1)
6. Factor out the common binomial, and write the remaining factor as sum
or difference of binomial.
(3h 2)(2h 1)

A ctivity 13

WE HAVE!

Description:
Instruction:

QU

NS

ES TI O

This game will help you practice your factoring skills through a game.
Form a group of 5. Your task as a group is to factor the trinomial that
the other group will give. Raise a flaglet if you have already factored the
trinomial and shout, We have it! The first group to get 10 correct answers
wins the game.
1.
2.
3.

Do you find difficulty in playing the game? Why?

What hindered you to factor the trinomial?
What plan do you have to address these difficulties?

Lets extend!!

We can use factoring by grouping technique in finding the factors of a polynomial
with more than three terms.

Dont
Forget!

Lets try factoring 8mt 12at 10mh 15ah

Solution: 1. Group terms with common factor.
(8mt 12at) + ( -10mh 15ah)

2. Factor out the greatest common monomial factor in each group.
4t(2m 3a) 5h(2m 3a) Why?
3. Factor out the common binomial and write the remaining factor as
sum or difference of binomial.

(2m 3a)(4t 5h)

46

Teachers Note and Reminders

Dont
Forget!

Factor 18lv + 6le + 24ov + 8oe

Solution: 1. Group terms with common factor.
(18lv + 6le) + (24ov + 8oe) Why?


2. Factor out the greatest common monomial factor in each group.
6l(3v + e) + 8o(3v + 3) Why?
3.

Factor out the common binomial and write the remaining factor as
sum or difference of two terms.
(3v + e)(6l + 8o)

A ctivity 14
Answers for Activity 14
1. 4wt + 2wh + 6it + 3ih =
WITH
2. 15te 12he + 10ty 8hy = THEY
3. hv + av + he + ae =
HAVE
4. 10ti 8ts 15hi + 12hs = THIS
5. 88fo + 16ro 99fm 18rm = FROM
6. 7s + 35om + 9se + 45oe = SOME
7. 42wa + 54wt + 56ha + 72ht = WHAT
8. 36yu 24ro + 12ou 72yr = YOUR
9. 72he + 16we + 27hn + 6wh = WHEN
10. 26wr 91or + 35od 10wd = WORD
Make a wrap up of all the factoring that you discussed, ask the students
to differentiate it. You can use the graphic organizer for this activity. This
may serve as bring home activity.
Peer mentoring maybe done to help students understand better the topic.
Make sure to it that in every group there is one responsible student. You
may facilitate the mentoring or you can give the group free hand in doing
this activity. Have this activity
To practice the factoring skills of the students with speed and accuracy
you can do flashcard drill by pair or as a team.

Description:
Instruction:

FAMOUS FOUR WORDS

This activity will reveal the most frequently used four - letter word (no
letter is repeated) according to world English.org through the use of
factoring.
With your groupmates factor the following expressions by grouping and
write a four - letter word using the variable of the factors to reveal the 10
most frequently used four - letter word.
1. 4wt + 2wh + 6it + 3ih
2. 15te 12he + 10ty 8hy
3. hv + av + he + ae
4. 10ti 8ts 15hi + 12hs
5. 88fo + 16ro 99fm 18rm
6. 7s + 35om + 9se + 45oe
7. 42wa + 54wt + 56ha + 72ht
8. 36yu 24ro + 12ou 72yr
9. 72he + 16we + 27hn + 6wh
10. 26wr 91or + 35od 10wd

A ctivity 15
Description:
Direction:

47

TEACH ME HOW TO FACTOR

(GROUP DISCUSSION /PEER MENTORING)
This activity is intended for you to clear your queries about factoring with
the help of your group mates.
Together with your group mates, discuss your thoughts and queries
regarding factoring. Figure out the solution to each others questions, you
may ask other groups or your teacher for help.

QU

ES TI O

Teachers Note and Reminders

1.
2.
3.
4.

NS

Ask the students to go back to IRF sheet and answer the Revise part.
Discuss the answer of the students in class.

A ctivity 16
Description:
Instruction:

WITH A BLINK!
This is a flash card drill activity to help you practice with speed and
accuracy your factoring technique.
As a group you will factor the expressions flashed by your teacher, each
correct answer is given a point. The group with the most number of points
wins the game.
1.
2.
3.

NS

QU

ES TI O

What different types of factoring have you encountered?

What are your difficulties in each factoring technique?
Why did you face such difficulties?
How are you going to address these difficulties?

What techniques have you used to answer the questions?

What things did you consider in factoring?
Did you find difficulty in the factoring the polynomials? Why?

Now that we have already discussed the different types of factoring, let us
summarize our learning by completing the graphic organizer below.

A ctivity 17

GRAPHIC ORGANIZER

Description:

To summarize the things you have learned, as a group, complete the

chart below. You may add box if necessary.

FACTORING
TECHNIQUES

Dont
Forget!

48

___________

___________

___________

___________

___________

___________

___________

example

example

example

example

example

example

example

Teachers Note and Reminders

A ctivity 18

IRF REVISIT

Revisit your IRF sheet and revise your answer by filing in column 2 under REVISE.
Initial
Revise
Final
Express the following as product
of factors.
1. 4x2 12x = ______
2. 9m2 16n2 = ______
3. 4a2 + 12a + 9 = ______
4. 2x2 + 9x 5 = ______
5. 27x3 8y3 = ______
6. a3 + 125b3 = ______
7. xm + hm xn hn = ______

Dont
Forget!

Now that you know the important ideas about this topic, lets go deeper by moving on
to the next section.

What to
to Understand
Understand
What

What to
to Understand
Understand
What

Your goal in this section is to take a closer look at some aspects of the topic
and to correct some misconceptions that might have developed.

The following activities will check your mastery in factoring polynomials.

This part provides learners activities to further validate and deepen
their understanding on the applications of factoring and to check their
knowledge against misconception.

A ctivity 19
Answers for Activity 19
1. No, the factors of x2 4x 12 are (x 6)(x + 2), while 12 4x x2 has
(2 x)(6 + x) as its factors.
2. Yes, 3x(x2 4), thus, 3x3 12x = 3x (x 2)(x + 2).
3. Difference of two squares is only applied if the middle operation is
minus.
4. a. (x + 2)(x + 2) = x2 + 4x + 4
b. (0.4x 3)(0.4x + 3) = (0.16x2 9)
c. 4x2y5 12x3y6 + 2y2 = 2y2 (2x2y3 6x3y4 + 1)
d. 3x2 - 27 = 3 (x2 9) = 3 (x + 3)(x 3)

Description:

SPOTTING ERRORS

This activity will check how well you can associate between product and
its factors.
Instructions: Do as directed.


1. Your classmate asserted that x2 4x 12 and 12 4x x2 has the same
factors. Is your classmate correct? Prove by showing your solution.

2. Can the difference of two squares be applicable to 3x3 12x? If yes,
how? If no, why?

3. Your classmate factored x2 + 36 using the difference of two squares, how
will you make him realize that his answer is not correct?

4. Make a generalization for the errors found in the following polynomials.
a. x2 + 4 = (x + 2)(x + 2)
b. 1.6x2 9 = (0.4x 3)(0.4x + 3)

49

After performing activity 19 allow the students to revisit IRF worksheets and
discuss their answers as a group. You can ask them their thoughts in this
lesson.

c. 4x2y5 12x3y6 + 2y2 = 2y2 (2x2y3 6x3y4)

d. 3x2 27 is not factorable or prime

Teachers Note and Reminders

5.

A ctivity 20

Are all polynomial expressions factorable? Cite examples to defend your

answer.

IRF REVISIT

Revisit your IRF sheet and revise your answer by filing in column 3 under FINAL column.
Initial

Revise

Final

Express the following as product

of factors.
1. 4x2 12x = ___
2. 9m2 16n2 = ___
3. 4a2 + 12a + 9 = ___
4. 2x2 + 9x 5 = ___
5. 27x3 8y3 = ___
6. a3 + 125b3 = ___
7. xm + hm xn hn = ___

QU

Dont
o
F rget!

NS

ES TI O

A ctivity 21
Description:
Instruction:

1.
2.

What have you observed from your answers in your initial column?
Is there a big difference?
What realization can you make with regard to the relationship of
special products and factors?

MATHEMAGIC! 2 = 1 POSSIBLE TO ME
This activity will enable you to apply factoring to prove if 2 = 1.
Prove that 2 = 1 by applying your knowledge of factoring. You will need the
guidance of your teacher in doing such.

If a = b, Is 2 = 1?

Challenge the students by doing Activity 21. Guide them in doing this activity
and help them realize that there is an error in this process. After the activity
make the students realize that 2 = 1 is not possible. Cite the mistake in the
activity given. As bring home activity, allow the students to complete their
journal to reflect their experiences in this module/lesson.

a. Were you able to prove that 2 = 1?

b. What different factoring techniques have you used to arrive at the
solution?

c. What error can you pinpoint to disprove that 2 = 1?

d. What was your realization in this activity?

50

A ctivity 22
Description:
Instruction:

JOURNAL WRITING
This activity will enable you to reflect about the topic and activities you
underwent.
Reflect on the activities you have done in this lesson by completing the
following statements. Write your answers on your journal notebook.
A.

A ctivity 23
Description:
Directions:

LETS SCALE TO DRAW!

In this activity you will draw plane figures to help you do the final project
after this module.
Using the skills you have acquired in the previous activity, follow your
teachers instruction.

To prepare the students for their final project do scaffold 1 and 2. This must
be a guided activity. Allow them to answer the process questions after and
discuss it in class.

Teachers Note and Reminders

1.

Drawing Plane Figures

a. a square with a side which measures 10 cm.
b. a rectangle with a length 3 cm more than its width.
c. draw any geometric figure and label its dimensions
algebraically.

A discussion on scale drawing will follow. After the discussion, the

teacher will demonstrate the steps on how to do the following:
a. A tree is five meters tall. Using a scale of 1m:2cm, draw the
tree on paper.
b. The schools flag pole is 10 m high. Using a scale of 2.5m:1
dm, draw a smaller version of the tree. Give the height of your
drawing.

Dont
Forget!

51

Reflect on your participation in doing all the activities in this lesson

and complete the following statements:

I learned that I...

I was surprised that I...

I noticed that I...

I discovered that I...

I was pleased that I...

2.

3. The teacher will demonstrate how a cube can be made using a

square paper. Follow what your teacher did.

Teachers Note and Reminders

A ctivity 24 Model Making

Description:

Creation of a solid figure out of a given plane figure and expressing it in

terms of factors of a polynomial.
1.

QU

NS

ES TI O

a.
b.
c.
d.

Dont
Forget!

e.
f.
g.

Create a solid figure from the rectangular figure that was provided
by following the steps given.
a. Cut out a 2 in by 2 in squares in all edges of a 12 in by 6 in
rectangle.
b. Fold all the sides upward.
c. Paste/tape the edges of the new figure.
What is the area of the original rectangle if its side is x units?
If the sides of the small squares is y, what expression represents
its area?
How will you express the area of the new figure in terms of the
variables stated in letters a and b?
What is the dimension of the new figure formed? How about the
volume of the solid?
If the value of x = 4 cm and the value of y = 1 cm, what will be the
dimension of the new figure? Its area? Its volume?
How did factoring help you find the dimensions of the new figure
formed? the area? the volume?
What did you learn from this activity?

How can unknown quantities in geometric problems be solved?

What new realizations do you have about the topic? What new connections have you
made for yourself?

What to
to Transfer
Transfer
What

Perform activity 25 to prepare the students for the final project.

For students culminating project ask them to do a packaging box and
they will assume the role of member of a design department of a packaging
company. Present to the students the rubrics on how they will be graded in
this project. Students will present their output in front of the class. You may
involve the class in evaluating their works. This culminating project must be
done by group. You can have a display of their outputs.

Now that you have a deeper understanding of the topic, you are ready to do the tasks
in the next section.

What to
to Transfer
Transfer
What

Your goal in this section is apply your learning to real life situations. You will be
given a practical task which will demonstrate your understanding in special products
and factoring.

52

SAMPLE RUBRIC FOR THE TRANSFER ACTIVITY

A ctivity 25 I BRING MY TRASH HOME

How did you find the performance task? How did the task help you see the real world application of
the topic?

Description:
CRITERIA

Outstanding
4

Satisfactory
3

Developing
2

Beginning
1

Explanation of
the Proposal
(20%)

Explanations
and presentation
of the lay-out is
detailed and clear.

Explanations
and
presentation of
the lay-out is
clear.

Explanations
and
presentation of
the lay-out is
a little difficult
to understand
but includes
critical
components.

Explanations
and presentation
of the lay out
is difficult to
understand
and is missing
several
components.

Accuracy of
Computations
(30%)

Utilization of
Resources
(20%)

The computations
done are accurate
and show
understanding of
the concepts of
special products
and factoring.
There is an
explanation for
every computation
made.

The
computations
done are
accurate
and show a
wise use of
the concepts
of special
products and
factoring.

The
computations
done are
erroneous
and show
some use of
the concepts
of special
products and
factoring.

The
computations
done are
erroneous and
do not show
wise use of the
concepts of
special products
and factoring.

Resources are
efficiently utilized
with less than
10% excess.

Resources are
fully utilized
with less than
10%-25%
excess.

Resources are
utilized but a
lot of excess.

Resources
are not utilized
properly.

The models
are wellcrafted and
useful for
understanding
the design
proposal. They
showcase
the desired
product.

The diagrams
and models
are less
useful in
understanding
the design
proposal

The diagrams
and models are
not useful in
understanding
the design
proposal.

The models
Appropriateness are well-crafted
of the Model
and useful for
(30%)
understanding the
design proposal.
They showcase
the desired
product and are
artistically done.

RATING

Perform the activity in preparation for your final output in this module.

In response to the schools environmental advocacy, you are
required to make cylindrical containers for your trash. This is in support
of the I BRING MY TRASH HOME! project of our school. You will
present your output to your teacher and it will be graded according to the
following criteria: explanation of the proposal, accuracy of computations,
and utilization of the resources and appropriateness of the models.

A ctivity 26 PACKAGING ACTIVITY

Description:

This activity will showcase your learning in this module. You will assume
the role of a member of a designing team that will present your proposal
to a packaging company.

The RER packaging company is in search for
the best packaging for a new dairy product that they
will introduce to the market. You are a member of the
design department of RER Packaging Company. Your
company is tapped to create the best packaging box that
will contain two identical cylindrical containers with the
boxs volume set at 100 in3. The box has an open top.
The cover will just be designed in reference to the boxs
dimensions. You are to present the design proposal for
the box and cylinder to the Chief Executive Officer of
the dairy company and head of the RER Packaging
department. The design proposal is evaluated according
to the following: explanation of the proposal, accuracy
of computations, utilization of the resources and
appropriateness of the models.

OVERALL
RATING

53

The first
commercial
paperboard
(not
corrugated)
box was
produced in
England in
1817

POST - TEST
1.

Which statement is true?

a. The square of a binomial is also a binomial.

b. The product of a sum and difference of two terms is a binomial.
c.
The product of a binomial and a trinomial is the square of a trinomial.
d. The terms of the cube of a binomial are all positive.
Answer: B

2.

Which of the following is NOT a difference of two squares?

1 4

a.
x 1
4
b.
x2 0.0001y4
c. 1.6(x 1)2 49
d. (x + 1)4 4x6

Answer: C, it is the only binomial that is not a difference of two squares
3.

Which of the following can be factored?

a. 0.08x3 27y3
b. 1.44(x2 + 1) 0.09
c. 24xy(x y) + 5 (x + y)
d. 0.027(x2 + 1)3 8
Answer: D, it is factorable by difference of two cubes

4. Which of the following values of k will make x2 5x + k factorable?

a.
5 c.
-10
b.
12 d.
-14

Answer: D
54

5.

If a square pool is to be made a rectangle such that the length is increased by 6 units and the width is decreased by 6 units,
what will happen to its area?
a. The area will increase by 12
b. The area will decrease by 12
c.
The area will increase by 36.
d. The area will decrease by 36
Answer: D

6. What is the surface area of the given cube below?

(x + 3y) cm

A. (6x + 18y) cm2

B. (x2 + 6xy + 9y2)cm2
C. (6x2 + 26xy + 54y2)cm2
D. (x3 + 9x2y + 27xy2 + 27y3)cm2
Answer: C

7.

Factor 16x4 625y16 completely.

a. (4x2 25y4)(4x2 + 25y4)
b. (4x4 25y8)(4x4 + 25y8)
c. (2x2 + 5y4)(2x2 5y4) (4x4 + 25y8)
d. (2x2 + 5y4)(2x2 5y4)(2x2 + 5y4)(2x2 + 5y4)
Answer: C, by factoring completely

8.

The area of a rectangular garden is (12x2 8x 15)m2, what are its dimensions?
a. (3x 5)m by (4x + 3)m
b. (6x + 5)m by (2x 3)m
c. (6x 3)m by (2x 5)m
Answer: B
d. (12x 15)m by (x + 1)
55

9.

How much wood is needed in the window frame illustrated below?

e
a. (m + e)2 square units
b. (m2 + e2) square units
c. (m e)(m e) square units
d. (m + e)(m e) square units

Answer: D
10.

If the area of a square garden is (4x2 12x + 9) square units, is it possible to solve its sides?
a. Yes, using factoring difference of two squares.
b. No, one of the sides must be given
c.
Yes, the area is a perfect square trinomial
d. No, the area is not factorable
Answer: C

11.

Which of the following is a possible base of a triangle whose area is

A. (2x 9) meters
B. (4x 6) meters
C. (2x + 1) meters
D. (4x 3) meters
Answer: B

(2x2 6x + 9) square meters?

56

12.

Liza factored the expression 15x2y3 + 10x4y + 5xy as 5xy (3xy2 + 2x3). Did Liza factor it correctly?
a. No, because 5xy is not the common factor.
b. Yes, because the last term is cancelled out
c.
Yes, there exist a common factor on all terms
d. No, because the last term when factored is 1 and should not be omitted
Answer: D

13.

Anne squared 3x + 4y as 9x2 + 16y2, which of the following statement is correct with the answer of your classmate?
a. The answer is correct, because to square a binomial distribute the exponent
b. The answer is wrong, because the product of squaring a binomial is a trinomial.
c.
The answer is correct, because the product of squaring a binomial is another binomial
d. The answer is wrong, because to square a binomial is to multiply the expression by 2.
Answer: B

14. Below is the solution of Rogelio in factoring 3x4 243:

3(x4 81)

(x2 9)(x2 + 9)

(x + 3)(x 3)

Is the solution of Rogelio correct?

A. No, because the other factors was omitted.

B. No, because it lacks 3 as its factor.
C. Yes, because 3x4 243 is divisible by x + 3.
D. Yes, because the complete factorization of the expression is (x + 3)(x 3)
Answer: A

USE THE DATA BELOW TO ANSWER THE QUESTIONS THAT FOLLOW.

15. A driver asked you to create a utility box with no top from a 12 in by 10 in piece of metal by cutting identical squares from each
corner and turning up the sides. The box must have a capacity of 96 in3.

If you are the driver, what are the standards you will look into the box?
I.
Appropriateness of the dimension
II. Artistic
57

 III. Durability
IV. Innovations

a. I & II
b. III & IV
Answer: C

c. I & III
d. II & IV

16.

Which of the following is the appropriate thing to do to ensure that the correct dimension of the box will be obtained?
a. Find a model for the box and measure it.
b. Measure the sides of the squares thoroughly to create a box.
c.
Make a trial and error until the desired capacity is obtained.
d. Find the dimension of the square to be cut through factoring and scale drawing.
Answer: D

17. Marie Fe ask your advice on what to do so that her heterozygous blue eyed dog will have a big chance of having a blue eyed
offspring, what advice could you give?

a. Bring her dog to an ob gyne

b. Pair it with another blue eyed dog

c.
Pair it with a homozygous blue eyed dog

d. Pair it with a heterozygous blue eyed dog.
Answer: C, using the concept of Punnet square, a homozygous creature paired with another homozygous will have
a high chance of resulting into the desired genes.
18. As finance officer of RTN plantation, you were asked by the company to prepare a budget to fence 120 hectares of your
companys lot. What will you do to minimize the use of fencing materials, knowing that the length is 1 hectare less than twice
the width?

a. Estimate the dimension of the lot.

b. Measure the dimension of the lot manually.

c.
Solve the dimension of the lot.

d. Hire an engineer to survey the lot.

Answer: C

58

19. Your friend an event organizer approach you to seek for your help to arrange 80 chairs in a weeding and suit it in the demand
of the couple that the number of chairs in each rows is two less than the number of rows. How will you help your friend as to
not to consume too much time in arranging?

a. Make a trial and error of arrangement.

b. Make a plan of arrangement of the chairs.

c.
Ask chair renting company to resolve the problem

d. Used the data given and make an appropriate plan.

Answer: D
20. As the principal of a school, you asked an architect to prepare a blue print for new classroom that you plan to build. The
square classroom should have different areas for utilities (lavatory, CR, storage room and locker). What criteria will you use
to approve the blue print?

I.
Maximizing the area

II. Appropriateness of the location utilities.

III. Dimensions of classroom utilities.

IV. Uniqueness of design

a. I, II & III
b. I, II & IV
Answer: A

c.
d.

I, III & IV
II, III & IV

59

SUMMARY

After completion of this module the students should have learned that products of some polynomials are obtained using the
different patterns, and these products are called special products. They must also learn the different examples of special products,
such as, the square of binomials, sum and difference of two terms, squaring trinomials, and cubing a binomial.

Students must have also realized that factor of different products can be obtained through the use of different patterns and
rules. They should already learned the different types of factoring such as: (1) Factoring by greatest common monomial factor, (2)
Factoring difference of two squares, (3) Factoring perfect square trinomials, (4) Factoring general trinomials, (5) Factoring the sum
or difference of two cubes, and (6) Factoring by grouping.

And at this point student must already understand and used the concepts of special products and factoring in the context of
real life situations.
GLOSSARY OF TERMS USED IN THIS LESSON:
AREA the amount of surface contained by a figure
COMPOSITE FIGURE a figure that is made from two or more geometric figures
FACTOR an exact divisor of a number.
GENETICS is the area of biological study concerned with heredity and with the variations between organisms that result from it.
GEOMETRY the branch of mathematics that deals with the nature of space and the size, shape, and other properties of figures
as well as the transformations that preserve these properties.
GREATEST COMMON MONOMIAL FACTOR is the greatest factor contained in every term of an algebraic expression.
HETEROZYGOUS refers to having two different alleles (group of genes) for a single trait.
HOMOZYGOUS refers to having identical alleles (group of genes) for a single trait.
PATTERN constitutes a set of numbers or objects in which all the members are related with each other by a specific rule.
PERFECT SQUARE TRINOMIAL result of squaring a binomial.
PERIMETER the distance around a polygon.
POLYNOMIAL is a finite sum of terms each of which is a real number or the product of a numerical factor and one or more variable
factor raised to a whole number powers.
PRODUCT the answer of multiplication
PUNNET SQUARE - is a diagram that is used to predict an outcome of a particular cross or breeding experiment. And is used by
60

biologist to determine the chance of an offspring's having a particular genotype.

SCALE DRAWING a reduced or enlarged drawing whose shape is the same as an actual object that it represents.
VOLUME the measure of space occupied by a solid body
REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:
Oronce, O & Mendoza, M. (2003). Exploring Mathematics. Rex Book Store. Manila, Philippines.
Oronce, O & Mendoza, M. (2007). E Math: Worktext in Mathematics First Year High School. Rex Book Store. Manila, Philippines.
Gamboa, Job D. (2010). Elementary Algebra. United Eferza Academic Publications. Bagong Lipa, Batangas City.
Ho, Ju Se T., et al. 21st Century Mathematics: First Year (1996). Quezon City: Phoenix Publishing House, Inc.,
2010 Secondary Education Curriculum: Teaching Guide for Mathematics II. Bureau of Secondary Education. Deped Central Office
http://en.wikipedia.org/wiki/Punnett_square
http://www.youtube.com/watch?v=u5LaVILWzx8
http://www.khanacademy.org/math/algebra/polynomials/e/factoring_polynomials_1
http://www.xpmath.com/forums/arcade.php?do=play&gameid=93
http://www.quia.com/rr/36611.html
http://www.coolmath.com/algebra/algebra-practice-polynomials.html
http://www.onlinemathlearning.com/algebra-factoring-2.html
http://www.youtube.com/watch?v=3RJlPvX-3vg
http://www.youtube.com/watch?v=8c7B-UaKl0U
http://www.youtube.com/watch?v=-hiGJwMNNsM
www.worldenglish.org
http://www.smashingmagazine.com/2009/12/10/how-to-explain-to-clients-that-they-are-wrong/
http://www.mathman.biz/html/sheripyrtocb.html
http://blog.ningin.com/2011/09/04/10-idols-and-groups-pigging-out/
http://k-pop-love.tumblr.com/post/31067024715/eating-sushi
http://www.apartmenttherapy.com/tile-vault-midcentury-rec-room-39808
http://onehouseonecouple.blogzam.com/2012/03/ master-shower-tile-progress/
http://www.oyster.com/las-vegas/hotels/luxor-hotel-and-casino/photos/square-pool-north-luxor-hotel-casino-v169561/#
http://www.youtube.com/watch?v=PcwXRHHnV8Y

61

http://www.youtube.com/watch?v=bFtjG45-Udk http://www.youtube.com/watch?v=OWu0tH5RC2M
http://math123xyz.com/Nav/Algebra/Polynomials_Products_Practice.php
http://worksheets.tutorvista.com/special-products-of-polynomials-worksheet.html#
http://www.media.pearson.com.au/schools/cw/au_sch_bull_gm12_1/dnd/2_spec.html.
http://www.wikisori.org/index.php/Binomial_cube
http://www.kickgasclub.org/?attachment_id949
http://howardnightingale.com/fencing-lot-lines-and-municipal-requirements-some-real-estate-advise-from-poet-robert-frost/
http://www.sulit.com.ph/index.php/view+classifieds/id/6268534/CONDO+MID+RISE+Paranaque+near+Airport

62

TEACHING GUIDE
Module 2: Rational Algebraic Expressions and Algebraic Expressions with Integral Exponents
A.

Learning Outcomes

1.

Grade Level Standard

The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and
statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations, and decisions in real life.

2.

Content and Performance Standards

Content Standards:

The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and
algebraic expressions with integral exponents.
Performance Standards:

The learner is able to formulate real life problems involving rational algebraic expressions and algebraic
expressions with integral exponents and solves these with utmost accuracy using a variety of strategies.

63

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT:
Grade 8 Mathematics
QUARTER:
Second Quarter
STRAND:
Algebra

TOPIC:
Rational Algebraic Expressions and
Algebraic Expressions with Integral
Exponent
Exponents
LESSONS:
1. Rational Algebraic Expressions and
Algebraic Expressions with Integral
Exponents
2. Operations on Rational Algebraic
Expressions

LEARNING COMPETENCIES
Knowledge:
Describe and illustrates rational algebraic expressions.
Interprets zero and negative exponents.
Skill:
Evaluates and simplifies algebraic expressions involving integral exponents.
Simplifies rational algebraic expressions
Performs operations on rational algebraic expressions
Simplifies complex fractions
ESSENTIAL UNDERSTANDING:
ESSENTIAL QUESTION:
Students will understand that rate How can rate related problems be
related problems can be modelled using modelled?
rational algebraic expressions.
TRANSFER GOAL:
Students on their own, solve rate related problems using models on rational
algebraic expressions.

B. Planning for Assessment

1. Product/Performance

The following are the products and performances that students are expected to come up with in this module.
a. Simplify rational algebraic expressions correctly.
b. Perform operations on rational algebraic expressions correctly.
c. Present creatively the solution on real life problems involving rational algebraic expression.
d. Create and present manpower plan for house construction that demonstrates understanding of rational algebraic
expressions and algebraic expressions with integral exponents.
64

2. Assessment Matrix
TYPE

KNOWLEDGE
Pre - test

PROCESS/SKILLS

UNDERSTANDING

PERFORMANCE

Match It To Me,
Egyptian Fraction
Explanation,
Interpretation
KWLH,
Self knowledge
Perspective

Pre assessment/
Diagnostic

Anticipation guide
Self knowledge
Interpretation,
Explanation
Picture Analysis
Interpretation,
Explanation, Self
knowledge, Application,
Perspective

Formative

Excercises
Interpretation,
Explanation

My Definition Chart
Perspective, Self knowledge
Quiz
Interpretation,
Explanation

3 2 1 Chart
Interpretation,
Explanation, Self
knowledge

65

My Value
Interpretation,
Explanation, Self
knowledge
Match It Down
Interpretation,
Explanation, Self
knowledge

Whos Right
Interpretation,
Explanation, Self
knowledge, Empathy
Quiz Constructor
Interpretation,
Explanation, Self
knowledge, Empathy

Circle Process
Interpretation,
Explanation, Self
knowledge, Empathy
How Fast
Interpretation,
Explanation, Self
knowledge, Empathy,
Application
Chain Reaction
Interpretation, Explanation,
Self knowledge, Empathy
Flow Chart
Interpretation, Explanation,
Self knowledge, Empathy

66

Presentation
Interpretation,
Explanation, Self
knowledge, Application

Manpower plan
Interpretation,
Explanation, emphaty,
Self knowledge,
application, Perspective
Reaction Guide
Self knowledge,
Interpretation,
Explanation

Summative
Post test
Interpretation,
Application, Self
knowledge, Emphaty

Self - assessment

Learned Affirmed
Challenged
Interpretation,
Explanation, Self
knowledge, Empathy,
Perspective
What is Wrong With
Me?
Interpretation,
Explanation, Self
knowledge, Empathy,
Perspective

67

Assessment Matrix (Summative Test)

Levels of Assessment
Knowledge
15%

Process/Skills
25%

Understanding
30%

What will I assess?

How will I assess?

How Will I Score?

Describing and illustrating rational algebraic

expressions.
Interpreting zero and negative exponents.
Evaluating and simplifying algebraic expressions
involving integral.
Simplifying rational algebraic expressions
Performing operations on rational algebraic
expressions
Simplifying complex fractions
Solving problems involving rational algebraic
expressions.

Paper and pen Test (refer to attached

post test)

Students will understand that rate related

problems can be modelled using rational
algebraic expressions.
Misconception

Paper and pen Test (refer to attached

post test)

Items 1, 2, and 3
Paper and pen Test (refer to attached
post test)
1 point for every correct response

Items 4, 5, 6, 7, and 8

1 point for every correct response

Items 9, 10, 11, 12, 13, and 14

GRASPS
Apply the concepts of rational algebraic
expressions to model rate related problems

Paper and pen Test (refer to attached

post test)

Students will model raterelated problems using

rational algebraic expressions.

A newlywed couple plans to construct

a house. The couple has already
a house plan from their engineer
friend. The plan of the house is
Rubric on manpower plan.
illustrated below:

1 point for every correct response

Items 15, 16, 17, 18, 19, and 20.

Laboratory

Product
30%

1 point for every correct response

2m

Bedroom

1m

Dining Room

2m

Comfort
1.5 m Room
Living Room
2.5 m

Master
Bedroom

Criteria:

3m

3m
3m

As a foreman of the project, you are

tasked to prepare a manpower plan
to be presented to the couple. The
plan should include the following:
number of workers needed to
complete the project and their daily
wages, cost and completion date.

1. Reasoning
2. Accuracy
3. Presentation
4. Practicality
5. Efficiency

68

C.

Planning for Teaching-Learning

Introduction:

This module covers key concepts of rational algebraic expressions and expressions with integral exponents. This
module is divided into lessons. The first lesson is the introduction to rational algebraic expressions and algebraic expressions
with integral exponents and the second lesson is on operations on rational algebraic expressions.

The first lesson will describe the rational algebraic expressions, interpret algebraic expressions with negative and zero
exponents, evaluate and simplify algebraic expressions with integral exponents, and simplify rational algebraic expressions.
In the second lesson, learner will perform operations on rational algebraic expressions, simplifies complex fraction, and solve
problems involving rational algebraic expressions.

In this module, learner are given the opportunity to use their prior knowledge and skills in dealing with rational algebraic
expressions and algebraic expressions with integral exponents. They are also given varied activities to process their knowledge
and skills learned and deepen and transfer their understanding of the different lessons.

To introduce the lesson, let the students reflect on the introduction and focus questions in the learners guide.
INTRODUCTION AND FOCUS QUESTIONS:

You have learned special products and factoring polynomials in Module 1. Your knowledge on these will help you better
understand the lessons in this module.

Now, take a look at these pictures.

http://www.newroadcontractors.co.uk/wp-content/
gallery/road-construction/dscf1702.jpg

http://planetforward.ca/blog/top-10-greenbuilding-trends-part-one/

http://www.waagner-biro.com/images_dynam/
image_zoomed/korea_small103_01.jpg

Have you ever asked yourself how many people are needed to complete a job? What are the bases for their wages?
And how long can they finish the job? These questions may be answered using rational algebraic expression which you will
learn in this module.
69


After you finished the module, you should be able to answer the following questions:

a. What is a rational algebraic expression?

b. How will you simplify rational algebraic expressions?

c.
How will you perform operations on rational algebraic expressions?
d. How will you model rate related problems?
Objectives:

At the end of the module, learner will be able to:

1. describe and illustrate rational algebraic expressions.


2. interpret zero and negative exponents.

3. evaluate and simplify algebraic expressions involving integral exponents.


4. simplifie rational algebraic expressions

5. perform operations on rational algebraic expressions.


6. simplifie complex fractions.

7. solve problems involving rational algebraic expressions.
Pre test
1.

Which of the following expressions is a rational algebraic expression?

x
3c-3
ab
-2
-3
a.
b.

0 c. 4y + z d.
(a
+
1)
a+b

3y

Answer: D. Rational algebraic expression is a ratio of two polynomials

2.

What is the value of a non zero polynomial raised to 0?

a. constant b. zer o c. undefined
Answer: A. Any expression raised to 0 is 1 and 1 is a constant.

d. cannot be determine

What will be the result when a and b are replaced by 2 and -1, respectively, in the expression (-5a 2b)(-2a 3b2)?
27
5
3
2
a. b. - c. d. -
16
16
7
7
3
3
10(-1)
-10
5
10b

Answer: B. (-5a-2b)(-2a-3b2) =
=
=
=-
25
32
16
a5
3.

70


4.

What rational algebraic expression is the same as

a.

x + 1 b. x 1 c. 1 d. -1

Answer: A.

x2 1 (x 1)(x + 1)
=
=x+1
x1
x1

3
-x 10
When a rational algebraic expression is subtracted from
, the result is 2
. What is the other rational algebraic
x5
x 5x
expression?
x
x
2
-2
a. b.
c. d.
4
x5
x
x5
5.

Answer: C.
6.

3
-x 10
-x 10
3(x)
-x 10 + 3x
2x 10
2(x 5)
2
+
= 2
+
=
= 2
=
=
2
2
x5
x 5x
x 5x
(x 5)(x)
x 5x
x 5x
x(x 5)
x

Find the product of

a2 9
a2 8a + 16
and
.
a + a 20
3a 9
2

a
a2 1
a2 7a + 12
a.
b.
c.

a1
1a
3a + 15

7.

Answer: C.

a2 9
a2 8a + 16 (a 3)(a + 3) (a 4)(a 4) (a 3)(a 4) a2 7a + 12

=
=
a + a 20
3a 9
(a 4)(a + 5)
3(a + 3)
3(a + 5)
3a + 15

2
b3
2
1
b3

b.

2
b3
?
2
1
b3

b+5

4

Answer: A.

8.

Perform the indicated operation

x+5

c.

1

b1

d.

1b
3

d.

-x 10

2
2
2
2b+3
b3

=
b3
b3 5b
5b
b3

x2 x+2

.
3
2

b. x + 1
c. x 6
x 2 x + 2 2x 4 3x 6
Answer: D.

=
= -x 10
3
2
6

a.

a2 1
a a+1
2

What is the simplest form of

2
a.

5b

d.

71

9.

The volume of a certain gas will increase as the pressure applied to it decreases. This relationship can be modeled using the
formula:
V1P1
V2 =
P2

where V1 is the initial volume of the gas, P1 is the initial pressure, P2 is the final pressure and the V2 is the final volume of the
1
gas. If the initial volume of the gas is 500ml and the initial pressure is
atm, what is the final volume of the gas if the final
2
pressure is 5 atm?
a.
10ml b.
50ml c.
90ml d. 130ml

Answer: B. V2 =

V1P1
P2

250ml
(500ml)(1/2)
=
= 50ml
5
5

10. Angelo can complete his school project in x hours. What part of the job can be completed by Angelo after three hours?
x
3

a. x + 3
b. x 3
c.

d.
3
x

Answer: D. w = rt =

1
3
(3) =
x
x

11. If Maribel, a groupmate of Angelo in number 10, can do the project in three hours, which expression below represents rate of
Angelo and Maribel working together?
1
1
1
1

a. 3 + x
b. x 3

c.

d.
+
3
x
3
x
1
1

Answer: D. Rate of Angelo + rate of Maribel:
+
3
x
2
a 1
12. Aaron was asked by his teacher to simplify 2
on the board. He wrote his solution on the board this way:
a a
a2 1
(a + 1) (a 1)
2
=
=1
a a
a(a 1)

Did he arrive at the correct answer?

a.

Yes, the expressions that he crossed out are all common factors.

b.

Yes, the LCD must be eliminated to simplify the expression.

72

c.

No, a2 must be cancelled out so that the answer is

d.

No, a is not a common factor of numerator

Answer: D. In simplifying rational algebraic expression, we can only divide out the common factor but not the
common variable.

13. Your friend multiplied

x1
1+x
and
. His solution is presented below:
2x
1x

x 1 x + 1 (x 1) (x + 1) x + 1

=
=
2 x 1 x (2 x) (1 x) 2 x

Is his solution correct?

a.
b.
c.
d.

1
.
a

No, there is no common factor to both numerator and denominator.

No, the multiplier must be reciprocated first before multiplying the expressions .
No, common variables must be eliminated.
No, dividing an expression by its multiplicative inverse is not equal to one.

Answer: D. (x 1) is additive inverse of (1 x). If the a term is divided by the its additive inverse, quotient is - 1

14. Laiza added two rational algebraic expressions and her solution is presented below.

4x + 3
3x 4
4x + 3 + 3x 4 7x + 1
+
=
=
2
3
2+3
5

Is there something wrong in her solution?

a. Yes, solve first the GCF before adding the rational algebraic expressions.
b. Yes, cross multiply the numerator of the first expression to the denominator of the second expression.
c.
Yes, she may express first the expressions as similar fractions.
d. Yes. 4x 4 is equal to x
Answer: C. We may express first the expressions into similar rational algebraic expressions and follow the concepts
in adding/subtracting rational expressions.
73

15.

Your father, a tricycle driver, asked you regarding the best motorcycle to buy. What will you do to help your father?
a. Look for the fastest motorcycle.
c. Find an imitated brand of motorcycle.
b. Canvass for the cheapest motorcycle.
d. Search for fuel efficient type of motorcycle.
Answer: D. A, B and C are not good qualities of a motorcycle for livelihood.

16. The manager of So In Clothesline Corp. asked you, as Human Resource Officer, to hire more tailors to meet the production
target of the year. What will you look in hiring a tailor?

a. Speed and efficiency



c. Time conscious and personality

b. Speed and accuracy
d. Experience and personality

Answer: A. To meet the deadline, you need a fast worker but an efficient one.
17.

You own three hectares of land and you want to mow it for farming. What will you do to finish it at a very least time?
a. Rent a small mower



c. Do kaingin
b. Hire three efficient laborers


d. Use germicide
Answer: B. Germicide cannot kill weeds. Kaingin is prohibited according to law. Small mower is not effective for
wide area.

18.

Your friend asked you to make a floor plan. As an engineer, what aspects should you consider in doing the plan?
a. Precise and realistic



c. Logical and sufficient
b. Layout and cost
d. Creative and economical
Answer: A. The size of the parts must be realistic and should be accurate

19.

Your SK Chairman planned to construct a basketball court. As a contractor, what will you do to realize the project?
a. Show a budget proposal
c. Present a feasibility study
b. Make a budget plan



d. Give a financial statement
Answer: C. Budget proposal is for budget approval. Budget plan is like a budget proposal. Financial statement will
be given after the project is completed.

20. As a contractor in number 19, what is the best action to do in order to complete the project on or before the deadline but still
on the budget plan?

a. All laborers must be trained workers.

c. Add least charge equipment and machines.

b. Rent more equipment and machines.
d. Trained and amateur workers must be proportionate.

Answer: D. A and B are expensive; C could not give the best quality of work.
74

Learning Goals and Targets:

In this module, learners will have the following targets:

Demonstrate understanding of the key concepts of rational algebraic expressions and algebraic expressions with
integral and zero exponents.

Formulate reallife problems involving rational algebraic expressions and algebraic expressions with integral and zero
exponents and solve these with utmost accuracy using a variety of strategies.

Teachers Note and Reminders

Dont
Forget!

75

What to
to Know
Know
What

Lets begin the lesson by reviewing some of the previous lessons and gathering
your thoughts in the lesson.

A ctivity 1
pq
3

3. a2 + 2a

4. b2 (b+2)

8. z3 9

9. w 9 10. h4

5.

Rational Algebraic
Expressions

What to
to Know
Know
What

Answers Key
Activity 1
x
1.
+ 2 2. 3y
4
2
c
6. 7.
10y + 6
3

Lesson

Activity 1 elicits prior knowledge of the learner in translating verbal

phrases to mathematical phrases which is one of the key concepts that
the student should learned in solving word problems in algebra. The result
of this activity may become a benchmark on how to start facilitating word
problems later on.
Aside from that, this also assesses the learner regarding the concepts
in polynomial. They should have a firm background regarding concepts in
polynomial for rational algebraic expression.

MATCH IT TO ME

There are verbal phrases below. Look for the mathematical phrase in the figures that
corresponds to the verbal phrases.

1. The ratio of number x and four added by two.

2. The product of square root of three and the number y.
3. The square of a added by twice the a.
4. The sum of b and two less than the square of b.
5. The product of p and q divided by three
6. One third of the square of c.
7. Ten times a number y increased by six
8. Cube of the number z decreased by nine.
9. Cube root of nine less than number w.
10. Number h raised to four.

Teachers Note and Reminders

x
+2
4

Dont
Forget!

3
c2

2
x

2
x2

x2 1
x2 2x + 1
10x + 6

76

pq
3

b2
(b + 2)

b2 (b + 2)
10
+4
y

3y

a2 + 2a
z3 9

3y
y

c
3

2
z3

1
w2

w 9
1
n3

QU

NS

ES TI O

Their responses in these questions may be written in their journal notebook.

As to its purpose, this activity is not meant for giving grades but a benchmark
for your lesson in this module. If ever the learner has difficulty in these
prerequisite concepts, try to have a short review in these concepts.

Teachers Note and Reminders

1.

What did you feel in translating verbal phrases to mathematical

phases?
2. What must be considered in translating verbal phases to
mathematical phrases?
3. Will you consider these mathematical phases as polynomial?
Why yes or why not?
4. How will you describe a polynomial?

The above activity deals with translating verbal phrases to polynomial and you
encountered some of the examples of non - polynomials. Translating verbal phases to
polynomial is one of the key concepts in answering worded problem.

All polynomials are expressions but not all expressions are polynomials. In this
lesson you will encounter some of these expressions that are not polynomials.

A ctivity 2 HOW FAST

Suppose you are to print you 40 page research paper. You observed that printer A
in the internet shop finished printing it in 2 minutes.

a. How long do you think printer A can finish 100 pages?

b. How long will it take printer A finish printing the p pages?

c. If printer B can print x pages per minute, how long will printer B take to print p
pages?

Dont
Forget!

QU

NS

ES TI O

1.
2.
3.

Can you answer the first question? If yes, how will you answer it?
If no, what must you do to answer the question?
How will you describe the second and third questions?
How will you model the above problem?

Before moving to the lesson, you have to fill in the table below regarding your ideas
on rational algebraic expressions and algebraic expressions with integral exponents.

Activity 2 How Fast

The learner is not expected to have correct answers in this activity. The aim
of this activity is to find out whether he/she has a background on rational
algebraic expressions applied in a real-life situation. The response to this
activity could help the teaching learning process more efficient and effective
as basis for teaching learning process. The answers may be written in a
clean sheet of paper.
77

MAP OF CONCEPTUAL CHANGE

Activity 3: KWHL

A ctivity 3

Aside from Activity 2, KWHL is also an activity eliciting the background of

the learner regarding the rational algebraic expressions. He/She could use
his/her understanding in activity 2 in doing this activity. Keep their response
because at the end of this lesson, they will continue to answer this activity
to track their learning.

KWLH

Write your ideas on the rational algebraic expressions and algebraic expressions
with integral exponents. Answer the unshaded portion of the table and submit it to your
teacher.
What I Know

What I Want to
Find Out

What I Learned

How Can I Learn

More

What to
to Process
Process
What
Topic: Introduction to Rational Algebraic Expressions

You were engaged in some of the concepts in the lesson but there are questions
in your mind. The next lessons will answer your queries and clarify your thoughts
regarding to our lesson.

Teachers Note and Reminders

What to
to Process
Process
What

Dont
Forget!

Your goal in this section is to learn and understand the key concepts on rational
algebraic expressions and algebraic expressions with integral exponents.

As the concepts on rational algebraic expressions and algebraic expressions
with integral exponents become clear to you through the succeeding activities, do not
forget to think about how to apply these concepts in real life problems especially
rate related problems.

A ctivity 4

Activity 4: Match It to Me Revisited

Going back to activity 1, let them distinguish the polynomials from the
nonpolynomials in this activity by describing it. Give emphasis on the
nonpolynomial examples in the activity. Remind them that these non
polynomials in the activity are not the only nonpolynomials. Be guided
that these nonpolynomials are just rational expressions and that not all
nonpolynomials are rational algebraic expressions.

1.
2.
3.
4.
5.

78

MATCH IT TO ME REVISITED
(REFER TO ACTIVITY 1)

What are the polynomials in the activity Match It To Me? List these polynomials
under set P.
Describe these polynomials.
In the activity, which are not polynomials? List these non polynomials under set R.
How do these non polynomials differ from the polynomial?
Describe these non polynomials.

Activity 5: Compare and Contrast

As they describe the polynomials and nonpolynomials in Activity 4, they will
summarize their work by completing the given graphic organizer. This activity
will enable them to describe rational algebraic expressions and distinguish
it from polynomials. The learner may present his/her output to the class but
this is not meant for rating the learner. This activity will guide the learner to
describe the rational algebraic expressions. After the presentation, discuss
that these nonpolynomials are rational algebraic expressions. This activity
may be done individually or by group.

A ctivity 5

COMPARE AND CONTRAST

Use your answers in the activity Match It To Me Revisited to complete the
graphic organizer compare and contrast. Write the similarities and differences between
polynomials and non polynomials in the first activity.
NON POLYNOMIALS

POLYNOMIALS
How Alike?

Teachers Note and Reminders

____________________________________
____________________________________
____________________________________
____________

How Different?

______________________
______________________
______________________
______________________
______________________
________________

In terms of ...
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_______

______________________
______________________
______________________
______________________
______________________
________________

In the activity Match It to Me, the non polynomials are called rational algebraic
expressions. Your observations regarding the difference between polynomials and
non polynomials in activities 4 and 5 are the descriptions of rational expression. Now,
can you define rational algebraic expressions? Write your own definition about rational
algebraic expressions in the chart below.

Dont
Forget!

79

Activity 6: My Definition Chart

After they have described the rational algebraic expressions, let them define
rational algebraic expression on their own. Their response may be different
from the axiomatic definition of rational algebraic expressions but let it be.
The purpose of this activity is to generate their ideas on rational algebraic
expressions based on the examples and illustrations of rational algebraic
expressions given. They can exchange their initial definitions with their
classmates and discuss how they are alike or different.

A ctivity 6

MY DEFINITION CHART

Write your initial definition on rational algebraic expressions in the appropriate box.
Your final definition will be written after some activities.
_____________________________________

My _____________________________________
Initial
______________________________________
Definition
_____________________________________

Teachers Note and Reminders

_________________________________
_____________________________________

My_____________________________________
Final
Definition
______________________________________
_____________________________________

Try to firm up your own definition regarding the rational algebraic expressions by
doing the next activity.

A ctivity 7

CLASSIFY ME

Classify the different expressions below into rational algebraic expression or not
rational algebraic expression. Write the expression into the appropriate column.

m+2
2

Dont
o
F rget!

y+2
y2
a
y2 x9

Activity 7: Classify Me
m + 2 and c4 are the only expressions that belong to the Not Rational
3
2
5
Algebraic Expressions column. After they classify the expressions, let them

QU

describe the expressions in each column and compare and contrast the

NS

ES TI O

k
3k 6k
2

1
a6
c
a2

1.
2.
3.

expressions in the two columns. This activity may guide them in formulating

4.
5.

definition similar to the axiomatic definition of rational algebraic expressions.

80

Rational Algebraic
Expressions

Not Rational
Algebraic
Expressions

1m
m3
c4
5

How many expressions did you place in the rational algebraic

expression column?
How many expressions did you placed in the not rational algebraic
expression column?
How did you classify a rational algebraic expression from a not
rational algebraic expression?
Were you able to place each expression to its appropriate column?
What difficulty did you encounter in classifying the expressions?

Activity 8: My Definition Chart - Continuation

After Activity 7, they can now finalize their initial definitions on rational
algebraic expressions. Let them exchange their final definition and discuss
it with their classmate. In this stage, you can discuss further if there are
questions that need to be answered.

In the previous activities, there might be some confusions to you regarding
rational algebraic expressions, but this activity firmed up your idea regarding rational
algebraic expressions. Now, put into words your final definition on rational algebraic
expression.

A ctivity 8

Process their final definition. You may give emphasis on the axiomatic
definition of rational algebraic expression. After they defined rational
algebraic expressions, let them illustrate it and give at least three examples.
You can discuss rational algebraic expression for clarification purposes.
Mathematical Investigation: Learner may investigate the concept,
polynomial divided by zero. Ask the learner why the denominator should not
be equal to zero. Let him/her investigate the clue given. You can give more
clues if needed to generate the pattern and will lead them to the concept of
undefined numbers.

MY DEFINITION CHART

Write your final definition on rational algebraic expressions in the appropriate box.
______________________________________

My______________________________________
Initial
______________________________________
Definition
_____

Teachers Note and Reminders

______________________________________

My______________________________________
Final
______________________________________
Definition
_____

Compare your initial definition and your final definition on rational algebraic
expressions. Is your final definition clears your confusions? How? Give at least 3
rational algebraic expressions differ from your classmate.
MATH DETECTIVE
Rational

Remember:

algebraic

expression is a ratio of
two polynomials where the
denominator is not equal

Rational algebraic expression is a ratio of two polynomials

provided that the numerator is not equal to zero. In symbols:

,where P and Q are polynomials and Q 0.

Dont
o
F rget!

P
Q

to zero. What will happen

when the denominator of
a fraction becomes zero?
Clue: Start investigating in
4 = 2 4 = (2)(2) 4 = 4
2
1
4 = (1)(4)

In the activities above, you had encountered the rational algebraic expressions. You
might encounter some algebraic expressions with negative or zero exponents. In the next
activities, you will define the meaning of algebraic expressions with integral exponents
including negative and zero exponents .

81

Before moving to the next activity, review the laws of exponents

RECALL
LAWS OF
EXPONENTS

Activity 9: Let the Pattern Answer It

This activity will serve as a review on laws of exponents. Let the learner
complete the table to recall the concept on laws of exponents. Let the learner
examine and analyze the pattern in this activity.
The pattern in this activity: the first row under in column III is divided by the
base of the expression.
This activity may be done by group or individual work.

I Product of Powers
If
the
expressions
multiplied have the same base,
add the exponents.
a b
a+b
x x = x

A ctivity 9

II Power of a Power

If the expression raised to
a number is raised by another
number, multiply the exponents.
(xa)b = xab

Complete the table below and observe the pattern.

III Power of a Product

If the multiplied expressions
is raised by a number, multiply
the exponents then multiply the
expressions.
(xa yb)c = xac ybc (xy)a = xaya

Teachers Note and Reminders

Case II.

xa = xa-b, where a > b

xba
x = 1 , where a < b
xb xb-a

QU

Dont
o
F rget!

NS

ES TI O

1.
2.
3.
4.

82

B
35

243 44444

B
45

1,024 xxxxx

2222

3333

4444

xxxx

222

333

444

xxx

22

33

44

xx

B
x5

What do you observe as you answer the column B?

What do you observe as you answer the column C?
What happens to its value when the exponent decreases?
In the column B, how is the value in the each cell/box related to its
upper or lower cell/box?

Now, use your observations in the activity above to complete the table below.
A
25
24
23
22
2
20
2-1
2-2
2-3

Activity 9: Let the Pattern Answer It

Based on the pattern that they observe in the first table in this activity, let them
complete the table. This will enable the learner to interpret the expressions
with negative exponents. He/she will discover that the implication of negative
exponents is the multiplicative inverse of the expression.

22222 25 33333

IV Quotient of Power
If the ratio of two
expressions is raised to a
number, then
Case I.

LET THE PATTERN ANSWER IT

B
32

A
35
34
33
32
3
30
3-1
3-2
3-3

B
243

A
45
44
43
42
4
40
4-1
4-2
4-3

B
1,024

A
x5
x4
x3
x2
x
x0
x-1
x-2
x-3

B
xxxxx

Teachers Note and Reminders

QU

NS

ES TI O

1.
2.
3.
4.
5.
6.
7.
8.
9.

What do you observe as you answer the column A?

What do you observe as you answer the column B?
What happen to its value when the exponent decreases?
In the column A, how is the value in the each cell/box related to its
upper or lower cell/box?
What do you observe when the number has zero exponent?
Do you think that when a number raised to zero is the same to
another number raised to zero? Justify your answer.
What do you observe to the value of the number raised to a
negative integer?
What can you say about an expression with negative integral
exponent?
Do you think it is true to all numbers? Cite some examples?

Exercises

Rewrite each item to expressions with positive exponents.
l0
1.
b-4 5.
de-5f 9. p0
x+y
2
c-2
2. -8 6. (x y)0 10. (a b+c)0

Dont
Forget!

3.
w-3z-2 7.

a6b8c10
a5b2e8

4.
n2m-2o 8.
14t0

A ctivity 10
Answer to Exercises
no 5.
df
d8 3. 1 4.
1. 14 2.
m2
e5
b
c2
b4

3 2 1 CHART

Complete the chart below.

____________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
____________________________________________________

6. x + y 7.
1 8.
14 9.
1 10.
2
MAP OF CONCEPTUAL CHANGE
Activity 10: 3 2 1 Chart
Before moving to the next lesson, the learner should complete the 3 2 1
chart. This activity will give the learner a chance to summarize the key concepts
in algebraic expressions with integral exponents. Address the question of the
learner before moving to the next activity.

2 interesting
things

______________________________________________________
___________________________________________________
_______________________________________________
___________________________________________
_______________________________________
____________________________________
_________________________
________________________
____________________
________________
____________
_________
_____

83

1 question
you still
have

3 things you
found out

Activity 11: Who is Right

Let the learner examine and analyze the solution of Allan and Gina. Let him/
her decide who is correct and explain how this solution is correct and what
makes the other solution wrong.
After this, explain to the learner that there is no wrong solution between the
two. Explain how the concepts of laws of exponents applied to the solution.

A ctivity 11

WHO IS RIGHT?

3

Allan and Gina were asked to simplify n-4 . There solutions are shown below together
n
with their explanation.

Allans Solution

Teachers Note and Reminders

Ginas Solution

n3 = n3(-4) = n3+4 = n7
n-4

n3 = n3 = n3 n4 = n7
n-4
1
1
n-4
Quotient law was used Expressing the exponent of
in my solution
the denominator as positive
integer, then following the rules
in dividing polynomials.

Who is right? Write your explanation in a sheet of paper.

You have learned the some concepts of rational algebraic expression as you
performed the previous activities. Now, let us try to put these concepts in different context.

A ctivity 12

RECALL

Dont
Forget!

Speed is the rate of

moving object as it
transfers from one point to
another. The speed is the
ratio between the distance
and time travelled by the
object.

SPEEDY MARS
Mars finished the 15 meter dash within 3 seconds. Answer the questions
below.
1. How fast did Mars run?
2.
At this rate, how far can Mars ran after 4 seconds? 5 seconds?
6 seconds?
3. How many minutes can Mars run 50 meters? 55 meters? 60
meters?

QU
Activity 12: Speedy Mars
This activity aims to recall the evaluation of linear equation in grade 7.
Expounding the ways of solving the problem will help in evaluating rational
algebraic expressions.

NS

ES TI O

How did you come up with your answer? Justify your answer.

What you just did was evaluating the speed that Mars run. Substituting the value of
the time to your speed, you come up with distance. When you substitute your distance to
the formula of the speed, you had the time. This concept of evaluation is the same with
evaluating algebraic expressions. Try to evaluate the following algebraic expressions in
the next activity.

84

Activity 13. My Value (Answer)

You can discuss the examples in this activity to the class and give more
examples, if necessary. The activity may be done in group or individual.
a + b ----- 3 + 43 = 73
3

-----22 + 43 = 68

a-2
b-3

27
1
------ 4 a-1b0- 4
8
------ 9

Find the value of each expression below by evaluation.

My
Expression

Teachers Note and Reminders

Value of a

Value of b

My solution

My
Value

Example:
a2 + b2 = 22 + 33
= 4 + 9
= 13

a +b
2

13

Your solution here:

Example:
a-2
b-3

-2

a-2 (-2)-2
= -3
b-3
3
33
= (-2)2

27
4

= 27
4

Your solution here

Dont
o
F rget!

85

a-2
b-3

a-1b0

NS

ES TI O

QU

A ctivity 13 MY VALUE

1.
2.
3.

What have you observed in the solution of the examples?

How these examples help you to find the value of the expression?
How did you find the value of the expression?

Exercises

Evaluate the following algebraic expressions

1. 40y-1, y = 5

2. -2 1
, m = -8
m (m + 4)
2
-2
3. (p 3) , p = 1
(x 1)-2 , x = 2
4.
(x + 1)-2
5.
y-3 y-2, y =2

14

A ctivity 14 BIN - GO

Make a 3 by 3 bingo card. Choose a number to be placed in your bingo card from
the numbers below. Your teacher will give an algebraic expression with integral exponents
and the value of its variable. The first student can form a frame wins the game.

Activity 15: Quiz constructor

The learner will make his/her own algebraic expressions with integral
exponents. The expression must have at least two variables and the
expressions must be unique from his/her classmates. The learner will also
assign value to the variables and he/she must show how to evaluate these
values to his/her algebraic expressions.

17
4

31
- 8

1
15

2
9

3
4

37
4

25

1
11

1
3

3
2

32

1
5

23
4

4
3

1
4

126
5

The frame card must be like

this:

A ctivity 15 QUIZ CONSTRUCTOR

Be like a quiz constructor. Write in a one half crosswise three algebraic expressions
with integral exponents in at least 2 variables and decide what values to be assigned in the
variables. Show how to evaluate your algebraic expressions. Your algebraic expressions
must be unique from your classmates.

86

Activity 16: Connect to my Equivalent

This activity will allow the learner to recall the steps and concepts in reducing
fraction to its lowest term and relate these steps and concepts to simplifying
rational algebraic expressions.

A ctivity 16

CONNECT TO MY EQUIVALENT

Connect column A to its equivalent simplest fraction to column B.

Answer to this activity

Teachers Note and Reminders

5
20
8
12

1
3
1
4
3
4
1
2
2
3

4
8
5
15
6
8

QU

NS

ES TI O

1.
2.

How did you find the equivalent fractions in column A?

Do you think you can apply the same concept in simplifying a
rational algebraic expression?

You might wonder how to answer the last question but the key concept of simplifying
rational algebraic expressions is the concept of reducing fractions to its simplest form.


Examine and analyze the following examples. Pause once in a while to answer
check up questions.

Dont
Forget!

Illustrative example: Simplify the following rational algebraic expressions.

4a + 8b
1.
12

Solution

Illustrative Example

4a + 8b = 4(a + 2b)
12
43

You can have additional illustrative examples if necessary.

87

= a + 2b
3

What factoring method is

used in this step?

15c3d4e
2.
12c2d5w

Solution

What factoring method is

used in this step?

3 4
35c2cd4e
15c2 d5 e =
12c d w 34c2d4dw

= 5ce
4dw

2
3. x + 3x + 2
x2 1
Solution

2
x + 3x + 2 = (x + 1)(x + 2)
x2 1
(x + 1)(x 1)

= (x + 2)
(x 1)

Answer to Activity 17
This activity may be a collaborative work or an individual performance.
This may help in determining how far the learner understands the topic.

QU

NS

ES TI O

What factoring method is

used in this step?

Based on the above examples,

1. What is the first step in simplifying rational algebraic expressions?
2. What happen to the common factors of numerator and
denominator?
Exercises

Simplify the following rational algebraic expressions

Web
Based Booster
http://mathvids.com/
lesson/mathhelp/845rational-expressions-2--simplifying

88

2
y2 + 5x + 4
1.
4. m + 6m + 5
m2 m 2
y2 3x 4
2 2
x2 5x 14
2. -21a b 5.
x2 + 4x + 4
28a3b3
2
3. x 9
x2 x + 12

CONCEPTUAL CHANGE
Activity 18. Circle Process
The learner will write his/her understanding on the process of simplifying
rational algebraic expressions. This activity will gauge the learner if he/she
can really grasp the concept or not. If there are still difficulties in understanding
the concept, then give another activity.

A ctivity 17 MATCH IT DOWN

Match the rational algebraic expressions to its equivalent simplified expression from
the top. Write it in the appropriate column. If the equivalent is not among the choices, write
it in column F.
a.
-1 b. 1 c.
a + 5

Teachers Note and Reminders

d.

3a

e.

a
3

a2 + 6a + 5
a+1

a3 + 2a2 + a
3a2 + 6a + 3

3a2 6a
a2

a1
1a

(3a + 2)(a + 1)
3a2 + 5a + 2

3a3 27a
(a + 3)(a 3)

a3 + 125
a2 25

a8
-a + 8

18a2 3a
-1+ 6a

3a 1
1 3a

3a + 1
1 + 3a

a2 + 10a + 25
a+5

A ctivity 18

CIRCLE PROCESS

Write each step in simplifying rational algebraic expression using the circles below.
You can add or delete circle if necessary.

Dont
Forget!

In this section, the discussions were all about introduction on rational algebraic
expressions. How much of your initial ideas are found in the discussion? Which ideas
are different and need revision? Try to move a little further in this topic through next
activities.

89

What to
to Understand
Understand
What

What to
to Understand
Understand
What

In this part of the lesson, the learner should develop the key concepts of
rational algebraic expression to answer the essential question. To address
the essential question, the learner should have background in solving
problems involving the concept of rational algebraic expressions. He/
she must be exposed to different scenarios where the rational algebraic
expressions involved especially raterelated problems

Your goal in this section is to relate the operations of rational expressions to
a real life problems, especially the rate problems.

Work problems are one of the rate related problems and usually deal with persons
or machines working at different rates or speed. The first step in solving these problems
involves determining how much of the work an individual or machine can do in a given unit
of time called the rate.

Illustrative Example

Illustrative example:

As one way of solving problems, let the learner examine and analyze how
the table/matrix method works. Guide the learner on how to use on table
effectively.

A.

Nimfa can paint the wall in 5 hours. What part of the wall is painted in 3 hours?

Solution:

1
Since Nimfa can paint in 5 hours, then in one hour, she can paint 5
1
of the wall. Her rate of work is 5 of the wall each hour. The rate of work is the
part of a task that is completed in 1 unit of time.

Teachers Note and Reminders

1
3
Therefore, in 3 hours, she will be able to paint 3 5 = 5 of the wall.

You can also solve the problem by using a table. Examine the table below.

Dont
Forget!

90

Rate of work
(wall painted per hour)

Time worked

Work done
(Wall painted)

1
5

1 hour

1
5

1
5

2 hours

2
5

1
5

3 hours

3
5

Illustrative Example
Another way of visualizing the problem is the part of the work done in certain
time. Let them examine and analyze how this method works.
The learners should grasp the concept of rate related problem
(rate time = work).
You can add more examples to strengthen their ideas regarding solving raterelated problems

Teachers Note and Reminders

You can also illustrate the problem.

1st hour

2nd hour

1
5

1
5

3rd hour

1
5

4th hour

1
5

5th hour

1
5

So after 3 hours, nimfa

3
only finished painting
5
of the wall.

B.

Pipe A can fill a tank in 40 minutes. Pipe B can fill the tank in x minutes. What part of
the tank is filled if either of the pipes is opened in ten minutes?

Solution:

1
of the tank in 1 minute. Therefore, the rate is 1 of the tank per
40
40
minute. So after 10 minutes,
1
1

10 40 = of the tank is full.
4

Pipe A fills

1
1
of the tank in x minutes. Therefore, the rate is of the tank per
x
x
minute. So after x minutes,

Pipe B fills

10

1 10
=
of the tank is full.
x
x

In summary, the basic equation that is used to solve work problem is:

Rate of work time worked = work done.

r

t
=w

Dont
Forget!

A ctivity 19

HOWS FAST 2

Complete the table on the next page and answer question that follows.

You printed your 40 page reaction paper, you observed that the printer A in
the internet shop finished printing in 2 minutes. How long will it take printer A to
print 150 pages? How long will it take printer A to print p pages? If printer B can
print x pages per minute, how long will it take to print p pages? The rate of each
printer is constant.

Activity 19: How Fast 2 - Revisited

Learner will fill in necessary data in this table. This will assess the learner
if he/she grasps the concept of rational algebraic expressions in different
context.

91

Teachers Note and Reminders

Printer

Pages
40 pages
45 pages
150 pages
p pages
p pages
30 pages
35 pages
40 pages

Printer A

Printer B

QU

NS

ES TI O

1.
2.
3.
4.

Time
2 minutes

Rate

x ppm

How did you solve the rate of each printer?

How did you compute the time of each printer?
What will happen if the rate of the printer increases?
How do time and number of pages affect to the rate of the printer?

The concepts of rational algebraic expressions were used to answer the situation
above. The situation above gives you a picture how the concepts of rational algebraic
expressions were used in solving rate related problems.

What new realizations do you have about the topic? What new connections
have you made for yourself? What questions do you still have? Fill-in the Learned,
Affirmed, Challenged cards given below.

Dont
o
F rget!
Learned
What new realizations
and learning do you have
about the topic?

To ensure the understanding of the learner, he/she will do this activity before
moving to transfer stage. This will enable the learner to recall and reflect
what has been discussed in this lesson and solicit ideas on what and how
the students learned in this lesson. Try to clear his/her thought by addressing
the questions regarding the topics in this lesson. Responses may be written
in journal notebook.

92

Affirmed

Challenged

What new connections

have you made?
Which of your old ideas
have veen confirmed/
affirmed?

What questions do you

still have? Which areas
seem difficult for you?
Which do you want to
explore

What to
to Transfer
Transfer
What

What to
to Transfer
Transfer
What

In this part, students will show how to transfer their understanding in a real life
situation. They will be given a task as presented in the learning guide materials. They
will present their work though presentation is not part of the criteria. This may be a
practice for them in presenting an output because before they finish this learning guide,
they have to present an output and one of the criteria is presentation.

Your goal in this section is to apply your learning in real life situations. You will
be given a practical task which will demonstrate your understanding.

A ctivity 20

Teachers Note and Reminders

HOURS AND PRINTS

The JOB Printing Press has two photocopying machines. P1 can print box of
bookpaper in three hours while P2 can print a box of bookpaper in 3x + 20 hours.
a. How many boxes of bookpaper are printed by P1 in 10 hours? In 25 hours? in
65 hours?
b. How many boxes of bookpaper can P2 print in 10 hours? in 120x + 160 hours?
in 30x2 + 40x hours?

You will show your output to your teacher. Your work will be graded according to
mathematical reasoning and accuracy.
RUBRICS FOR YOUR OUTPUT
CRITERIA

Dont
o
F rget!

Outstanding
4

Satisfactory
3

Developing
2

Beginning
1

Mathematical Explanation
reasoning
shows
thorough
reasoning
and insightful
justifications.

Explanation
shows
substantial
reasoning.

Explanation
shows gaps in
reasoning.

Explanation
shows illogical
reasoning.

Accuracy

All
computations
are corrects.

Most of the
computations
are correct.

Some the
computations
are correct.

All
computations
are correct
and shown in
detail.

OVERALL
RATING

93

RATING

Lesson 2

Operations of Rational Algebraic Expressions

Lesson

What to
to Know
Know
What
Before moving to the operation on rational algebraic expressions, review first operations
of fraction and the LCD.

Operations of
Rational Algebraic
Expressions

What to
toKnow
Know
What

In the first lesson, you learned that rational algebraic expression is a ratio of two
polynomials where the denominator is not equal to zero. In this lesson, you will be able
to perform operations on rational algebraic expressions. Before moving to the new
lesson, lets look back on the concepts that you have learned that are essential to this
lesson.

Activity 1: Egyptian Fraction

This activity will enhance the learner their capability in operating fractions.
This is also a venuee for the learner to review and recall the concepts on
operations of fractions. Their response to the questions may be written on
their journal notebook.

In the previous mathematics lesson, your teacher taught you how to add and
subtract fractions. What mathematical concept plays a vital role in adding and subtracting
fraction? You may think of LCD or Least Common Denominator. Now, let us take another
perspective in adding or subtracting fractions. Ancient Egyptians had special rules in their
fraction. When they have 5 loaves for 8 persons, they did not divide it immediately by
8, they used the concept of unit fraction. Unit fraction is a fraction with 1 as numerator.
Egyptian fractions used unit fractions without repetition except 2 . Like 5 loaves for 8
3
persons, they have to cut the 4 loaves into two and the last one will be cut into 8 parts. In

Answer to the activity:

short:
5 = 1 + 1
8
2
8

A ctivity 1 EGYPTIAN FRACTION

Now, be like an Ancient Egyptian. Give the unit fractions in Ancient Egyptian way.

7 using 2 unit fractions.

1.
10
8 using 2 unit fractions.
2.
15
3 using 2 unit fractions.
3.
4
11
4. using 2 unit fractions.
30
7 using 2 unit fractions.
5.
12

94

13 using 3 unit fractions.

12
7. 11 using 3 unit fractions.
12
8. 31 using 3 unit fractions.
30
9. 19 using 3 unit fractions.
20
10. 25 using 3 unit fractions.
28

6.

QU

ES TI O

NS

Activity 2: Anticipation Guide

This activity aims to elicit background knowledge of the learner regarding
operations on rational algebraic expressions. You can use the response of
the learner as benchmark.

1.
2.
3.
4.

What did you do in giving the unit fraction?

How do you feel giving the unit fractions?
What difficulties do you encountered in giving unit fraction?
What will you do in overcoming these difficulties?

Teachers Note and Reminders

A ctivity 2

ANTICIPATION GUIDE

There are sets of rational algebraic expressions in the table below. Check agree
if the entries in column I is equivalent to the entry in column II and check disagree if the
entries in the two columns are not equivalent.

Dont
o
F rget!

I
x2 xy x + y
x2 y2
x2 xy

x-1 y -1

6y 30 3y 15
y2 + 2y + 1
y2 + y

2y
y+1

5 + 7
4x2 6x

15 + 14x
12x2

a b
ba ab

a+b
ba

b
a+b
a+b
b
1 + 2
b
a

a2
a+b

A ctivity 3
Activity 3: Picture Analysis
Let the learner describe the picture. He/She may write his/her description
and response to the questions in the journal notebook.

II

Agree

Disagree

PICTURE ANALYSIS

Take a close look at this picture. Describe what you see.

This picture may describe the application of operations on rational algebraic

expression.
http://www.portlandground.com/archives/2004/05/
volunteers_buil_1.php

95

QU

NS

ES TI O

What to
to Process
Process
What
Before moving to the topic, review them about operations of fraction. You can
gauge their understanding on operation of fraction by letting them perform the
operation of fraction.

1.
2.
3.
4.

What will happen if one of them will not do his job?

What will happen when there are more people working together?
How does the rate of each workers affect the entire work?
How will you model the rate related problem?

The picture above shows how the operations on rational algebraic expressions
can be applied to real life scenario. Youll get to learn more rate related problems
and how operations on rational algebraic expression associate to it

ANSWER TO REVIEW
Perform the operation of the following fractions.
1. 1 4 = 2 3. 8 33 = 3 5. 1 2 = 2
2 3
3
11 40 5
6 9 27
2. 3 2 = 1 4. 1 3 = 3
4 2
4 3
2
8

What to
to Process
Process
What

Your goal in this section is to learn and understand key concepts in the
operations on rational algebraic expressions.
As the concepts of operations on rational algebraic expressions become clear to you
through the succeeding activities, do not forget to think about how to apply these
concepts in solving real life problems especially rate related problems.

Teachers Note and Reminders

REVIEW
Perform the operation of the
following fractions.

Dont
Forget!

1.

1 4
2 3

4.

1 3
4 2

2.

3 2
4 3

5.

1 2
6 9

3. 8 33
11 40

A ctivity 4 MULTIPLYING RATIONAL

ALGEBRAIC EXPRESSIONS

Examine and analyze the illustrative examples below. Pause once

in a while to answer the check up questions.

The product of two rational expressions is the product of the numerators divided
by the product of the denominators. In symbols,
a c = ac , bd 0
b d bd

Illustrative Example
In every step in each illustrative example, there are ideas that are presented
and there are review questions and questions to ponder. These questions will
unwrap the concept in every step in the solution. Let them analyze each step.
You can also give more examples to emphasize the concept.

Illustrative example 1: Find the product of 5t and

8
2
5t 42 = 5t3 2 2
8 3t
2
3t
2
)
= (5t)(2
(22)(2)(3t2)

96

4 .
3t2
Express the numerators and
denominators into prime
factors as possible.

Teachers Note and Reminders

5
(2)(3t)
= 5
6t
=

Simplify rational expression

using laws of exponents.

2 2
Illustrative example 2: Multiply 4x and 3x y .
3y
10
2 2
2
2 2
4x 3x y = (2 )x 3x y
3y
10
3y
(2)(5)
(2)(2)(x)(3)(x2)(y)(y)
=
(3)(y)(2)(5)
(2)(x3)(y)
=
?
(5)
3
2x y
=
5

What laws of exponents were

used in these steps?

x 5 and 4x2 + 12x + 9 ?

(4x2 9)
2x2 11x + 5
2
(2x
+
3)
x

5
=

factoring
(2x 3)(2x + 3) (2x 1)(x 5)
? What
methods were
(x 5)(2x + 3)(2x + 3)
=
used in this
(2x 3)(2x + 3) (2x 1)(x 5)
step?
2x
+
3
=
(2x 3)(2x 1)
? What are the rational algebraic
= 22x + 3
expressions equivalent to 1 in
4x 8x + 4

Illustrative example 3: What is the product of

x 5 4x2 12x + 9
4x2 9 2x2 11x + 5

this step?

Dont
o
F rget!

QU

NS

ES TI O

1.
2.

What are the steps in multiplying rational algebraic expressions?

What do you observe from each step in multiplying rational
algebraic expressions?

Exercises

Find the product of the following rational algebraic expressions.
1.
2.
3.

97

10uv2 6x2y2 4. x2 + 2x + 1 y2 1
3xy2
5u2v2
y2 2y + 1 x2 1
a2 b2 a2 5.
a2 2ab + b2 a 1
2ab
ab
a b
a2 1
x2 3x x2 4
x2 + 3x 10 x2 x 6

Answers to Activity 5: Whats My Area

b
1
1. - 2.
4
3

3.

A ctivity 5

y2
3

This activity is multiplying rational algebraic expressions but in a different

context. After this activity, let them sequence the steps in multiplying rational
algebraic expression. Let them identify the concepts and principles for every
step.

WHATS MY AREA?

Find the area of the plane figures below.

a. b.

c.

Teachers Note and Reminders

A ctivity 6
Dont
o
F rget!

1.
2.

NS

QU

ES TI O

How did you find the area of the figures?

What are your steps in finding the area of the figures?

THE CIRCLE ARROW PROCESS

Based on the steps that you made in the previous activity, make a conceptual map
on the steps in multiplying rational algebraic expressions. Write the procedure or important
concepts in every step inside the circle. If necessary, add a new circle.
Web based
Booster:

Watch the videos in this

web sites for more
examples.
http://www.
onlinemathlearning.
com/multiplying-rationalexpressions-help.html

Step 1
Step 2
Step 3
Step 4
Final Step

QU

ES TI O

As the learner sequences the steps, he/she will identify the mathematical
concepts behind each step. Place the mathematical concept inside the circle
until he/she arrived at the final answer.

98

NS

CONCEPT CHANGE MAP

Activity 6: The Circle Arrow Process

1. Does every step have a mathematical concept involved?

2. What makes that mathematical concept important to every step?
3. Can the mathematical concepts used in every step be
interchanged? How?
4. Can you give another method in multiplying rational algebraic
expressions?

Activity 7: Dividing Rational Algebraic Expressions

The same as the illustrative examples in multiplying rational algebraic
expressions, each illustrative example in this operation has key ideas, review
question to unveil the concept on each step. But before they begin dividing
rational algebraic expressions, they have to review how to divide fractions.

A ctivity 7 Dividing Rational Algebraic Expressions

Examine and analyze the illustrative examples below. Pause once
in a while to answer the check up questions.

REVIEW
Perform the operation of
the following fractions.
1. 1 3
2
4
2. 5 9
2
4
3. 9 3
2
4

4. 10 5
16
4
5. 1 1
2
4

The quotient of two rational algebraic expressions is the product of the dividend
and the reciprocal of the divisor. In symbols,
a c = a d = ad , bc 0
b
bc
d
b
c
2
2 2
Illustrative example 4: Find the quotient of 6ab and 9a b2 .
4cd
8dc

Teachers Note and Reminders

6ab2 9a2b2 = 6ab2 8dc2

4cd
8dc2
4cd 9a2b2
2
3
2

= (2)(3)ab
(22 )dc
2
2 2
(2) cd
(3 )a b
2
2
2

= (2 2)(2 )(3)ab dcc2
(2 )(3)(3)cdaab
2

= (2) c
(3)a

= 4c
3a

Multiply the dividend by the

reciprocal of the divisor.

Perform the steps in multiplying

rational algebraic expressions.

2
2
Illustrative example 5: Divide 2x + x 6 by x 2x 8 .
2x2 + 7x + 5
2x2 3x 20
2x2 + x 6 x2 2x 8

2x2 + 7x + 5 2x2 3x 20
? Why do we need to factor
out the numerators and
2
2
2x
+
x

6
2x

3x

20
= 2

denominators?
2
2x + 7x + 5
x 2x 8
= (2x 3)(x + 2) (x 4)(2x + 5)
(2x + 5)(x + 1)
(x + 2)(x 4)
(2x

3)(x
+
2)(x

4)(2x
+ 5)
=
(2x + 5)(x + 1)(x + 2) (x 4)
? What happens to the common
factors between numerator
(2x

3)
=
and denominator?
(x + 1)
= 2x 3
x+1

Dont
o
F rget!

99

Exercises

Find the quotient of the following rational algebraic expressions.
81xz3 27x2z2 4.
x2 + 2x + 1
x2 1
1.
36y
12xy
x2 + 4x + 3 x2 + 2x + 1
2a + 2b
4
x1
1x
2. 2
5.

a + ab
a
x + 1 x2 + 2x + 1
2
2
3. 16x 9 16x + 24x + 9
6 5x 4x2 4x2 + 11x + 6

Answers to Activity 8
3
2
1. 5x 50 2. 2x 14x
4

245

This activity may assess the learners understanding in dividing rational

algebraic expression. This may help learner consider the division of rational
algebraic expressions in different context.
Let them enumerate the steps in dividing rational algebraic expressions and
identify the concepts and principle involved in every step

A ctivity 8

MISSING DIMENSION

Find the missing length of the figures.

2
2
The area of the rectangle is x 100 while the length is 2x + 20 . Find the
20
8
height of the rectangle.

1.

Teachers Note and Reminders

2
The base of the triangle is 21 and the area is x . Find the height of the
3x 21
35
triangle.

2.

Dont
o
F rget!

QU
100

NS

ES TI O

1.
2.

How did you find the missing dimension of the figures?

Enumerate the steps in solving the problems.

MAP OF CONCEPTUAL CHANGE

Activity 9: Chain Reaction
As the learner enumerates the steps in dividing rational algebraic
expression, his/her can identify mathematical concepts in each step. Place
the mathematical concept inside the chamber until he/she arrived at the final
answer. This activity may be individual or collaborative work.

Teachers Note and Reminders

A ctivity 9

Use the Chain Reaction Chart to sequence your steps in dividing
rational algebraic expressions. Write the process or mathematical
concepts used in each step in the chamber. Add another chamber, if
necessary.

Dont
o
F rget!

Chamber
3

Chamber
4

__________________
__________________
_________________
_________________
_________________
__________________
_________________
__________________

__________________
__________________
_________________
_________________
_________________
__________________
_________________
__________________

__________________
__________________
_________________
_________________
_________________
__________________
_________________
__________________

__________________
__________________
_________________
_________________
_________________
__________________
_________________
__________________

QU

1.
2.
3.
4.

Does every step have a mathematical concept involved?

What makes that mathematical concept important to every step?
Can mathematical concept in every step be interchanged? How?
Can you make another method in dividing rational algebraic
expressions? How?

A ctivity 10 ADDING AND SUBTRACTING SIMILAR

5
1
5. 4 4 = 1

Activity 10
The illustrative examples in this topic also have ideas and questions to
guide the students in identifying concepts and principle involved in every
step. Before discussing and giving more examples in adding and subtracting
rational algebraic expressions, review them on how to add and subtract
fractions.

h t t p : / / w w w .
onlinemathlearning.
com/dividing-rationalexpressions-help.html

Chamber
2

NS

ANSWER TO REVIEW
Perform the operation of the following fractions.
1
3
5
9
7
9
3 12
1. 2 + 2
= 2 2. 4 + 4 = 2
3. 5 + 5 = 5

Click on this web site

below to watch videos
in dividing rational
algebraic expressions

Chamber
1

ES TI O

10
5
5
4. 13 13 = 13

Web
Based Booster

CHAIN REACTION

RATIONAL ALGEBRAIC EXPRESSIONS

Examine and analyze the following illustrative examples on the
next page. Pause in a while to answer the checkup questions.

In adding or subtracting similar rational expressions, add or
subtract the numerators and write it in the numerator of the result
over the common denominator. In symbols,
a + c = a + c, b 0
b
b
b

101

REVIEW
Perform the operation of the
following fractions.
1.

1 + 3
2
2

4. 10 5
13 13

2.

5 + 9
4
4

5.

3.

9 + 3
5
5

5 1
4
4

Teachers Note and Reminders

Dont
o
F rget!

2
Illustrative example 6: Add x 2x 7 and 3x + 1
x2 9
x2 9
2

x2 2x 7 + 3x + 1 = x 2x + 3x 7 + 1
x2 9
x2 9
x2 9
2
= x + x 6
x2 9
= (x + 3)(x 2)
(x 3)(x + 3)
= (x 2)
(x + 3)
= x 2
x+3

Combine like
numerator.

terms

in

Factor out the numerator and

denominator.

Do we always factor out the

numerator and denominator?
Why yes or why not?

2
2
Illustrative example 7: Subtract -10 2 6x 5x from x +2 5x 20 .
3x + x 2
3x + x 2
x2 + 5x2 20 -10 6x 5x2 = x2 + 5x2 20 (-10 6x 5x2)

3x2 + x 2
3x2 + x 3
3x2 + x 2
2
2
x
+
5x

20
+
10
+
6x
+
5x
=
3x2 + x 2
do we need to
? Why
2
2
multiply the subtrahend
+ 6x 20 + 10
= x + 5x + 5x
by 1 in the numerator?
3x2 + x 2
2
6x + 11x 10
=
3x2 + x 2
= (3x 2)(2x + 5)
(3x 2)(x + 1)
2x
+5
Factor out the numerator and
=
denominator.
x+1

Exercises

Perform the indicated operation. Express your answer in simplest form.

ANSWER TO EXERCISE
Perform the operation of the following fractions.
10
2x2 + x + 2
2
x+1
1. a 5 2. x2 4 3. 4x 1
4. x 1

the

x2 + 3x + 2 3x + 3
1. 6 + 4 4.
a5 a5
x2 2x + 1 x2 2x + 1

x2 + x2
2. x2 + 3x 2 + x2 2x + 4 5.
x2 4
x2 4
x1
x1
3. 7 5
4x 1 4x 1

2x 4
5. x 1

102

Activity 11
Before introducing the addition/subtraction of dissimilar rational algebraic
expressions, learners must review how to add/subtract dissimilar fractions. Let
them perform addition/subtraction of fraction and process their answers.
ANSWER TO REVIEW
Perform the operation of the following fractions.
1
1. 2 +
1
4. 4

4 11
3 = 6
3
5
2 = - 4

3
2 17
2. 4 + 3 = 12
1
2
1
5. 6 9 = 18

A ctivity 11 ADDING AND SUBTRACTING DISSIMILAR

RATIONAL ALGEBRAIC EXPRESSIONS

Examine and analyze the following illustrative examples below.
Pause in a while to answer the checkup questions.

In adding or subtracting dissimilar rational expressions
change the rational algebraic expressions into similar rational
algebraic expressions using the least common denominator or
LCD and proceed as in adding similar fractions.

3
1
5
3. 4 8 = 8

REVIEW
Perform the operation of the
following fractions.
1.

1 + 4
2
3

4.

1 3
4
2

2.

3 + 2
4
3

5.

1 2
6
9

3.

3 + 1
4
8

5
2
and
.
18a4b
27a3b2c
2
2
54 +
= 2 5 4 +
18a b
27a3b2c
(3 )(2)a b
(33)a3b2c
Express the denominators

as prime factors.
5
2
LCD of
and
(32)(2)a4b
(33)a3b2c
(32)(2)a4b and (33)a3b2c
Denominators of the rational
illustrative example 8: Find the sum of

Illustrative Example 8
Each example in this topic has a box below the first step. Emphasize to them
the process of finding the LCD between rational algebraic expressions. As much
as possible, link this process to how LCD of fraction is being derived so that
they can relate the process easily. If needed, before discussing the addition/
subtraction of rational algebraic expression, give them examples of finding LCD
of rational algebraic expressions.

The LCD is (33)(2)(a4)(b2)(c)

Give more examples in adding/subtracting dissimilar rational algebraic

expressions if needed. In this topic, more examples are presented in the
learning guide.

Take the factors of the denominators.

When the same factor is present in more
than one denominator, take the factor with
the highest exponent. The product of these
factors is the LCD.

Teachers Note and Reminders

5
2
3bc +
2a
(32)(2)a4b 3bc
(33)a3b2c 2a
(22)a
= (5)(3)bc +
(33)(2)a4b2c (33)(2)a4b2c
= 15bc + 4a
54a4b2c
54a4b2c
= 15bc + 4a
Find a number equivalent to 1 that
54a4b2c
should be multiplied to the rational
algebraic expressions so that the
denominators are the same with the
LCD.
=

Dont
o
F rget!

algebraic expressions

103

Teachers Note and Reminders

t + 3 by 8t 24 .
t2 6t + 9
t2 9
t
+
3
8t

24
t
+
3
8t

24

t2 6t + 9
t2 9
(t 3)2 (t 3)(t + 3)
Illustrative example 9: Subtract

8t 24
LCD of t + 3 and
(t 3t)2
(t 3)(t + 3)
(t 3)2 and (t 3)(t + 3)

Express the denominators

as prime factors.

The LCD is (t 3)2(t + 3)

(8t 24)
= t + 3 2 t + 3
t3
What property
(t 3)
t+3
(t 3)2(t + 3) t 3 ?
of equality is illustrated
+ 3)
(8t 24)
= (t + 3)(t
in this step?
(t 3)2(t + 3)
(t 3)2(t + 3)
2
= 3 t +2 6t + 9
3 8t 2 48t + 72
t 9t + 27t 27
t 9t + 27t 27
2
2
= t + 6t3 + 9 2 (8t 48t + 72)
? What special products
t 9t + 27t 27
are illustrated in this
2
2
t
+
6t
+
9

8t
+
48t

72
=
step?
3
2
t 9t + 27t 27
2
54t 63
= 37t +
t 9t2 + 27t 27
Illustrative example 10: Find the sum of 2 2x
by 2 3x 6 .
x + 4x + 3
x + 5x + 6
2x
3x 6 =
2x
3x 6

+
+
x2 + 4x + 3 x2 + 5x + 6 (x + 3)(x + 1) (x + 3)(x + 2)

LCD of

2x
3x 6
and
(x + 3)(x + 1)
(x + 3)(x + 2)

What special products

are illustrated in this
step?

(x + 3)(x + 1) and (x + 3)(x + 2)

Dont
o
F rget!

The LCD is (x + 3) (x + 1) (x + 2)

What property of equality

was used in this step?

(x + 1)
(3x 6)
2x
(x + 2) +

(x + 3)(x + 1) (x + 2) (x + 3)(x + 2) (x + 1)
(3x 6)(x + 1)
(2x)(x + 2)
=
+
(x + 3)(x + 1)(x + 2) (x + 3)(x + 2)(x + 1)
2x2 + 4x
3x2 3x 6
=
+
x3 + 6x2 + 11x + 6
x3 + 6x2 + 11x + 6

104

ANSWER TO EXERCISE
Perform the operation of the following fractions.
7x + 4
4x2 + 2x + 20
-x 9
x2 + x 2. x3 2x2 4x + 8 3. x2 9
x 11
-x2 + 4
4. x3 4x2 + x + 6 5.

2x

1.

MAP OF CONCEPTUAL CHANGE

Activity 12: Flow Chart
Let them enumerate the steps in adding/subtracting rational algebraic
expressions, both similar and dissimilar expressions. Let them organize these
steps by completing the flow chart below. You can validate their work by adding/
subtracting rational algebraic expressions using their flow chart.

Teachers Note and Reminders

2
2
= 2x + 3x + 4x 3x 6
x3 + 6x2 + 11x + 6
5x2 + x 6
=
x3 + 6x2 + 11x + 6

Exercises

Perform the indicated operation. Express your answer in simplest form.
4
3
1.
+ 4. 2 3
2 2
x+1 x
x x2
x 5x + 6

x+2x+2
2. 2 x + 8
+ 3x2 2 5.
x 4x + 4 x 4
x
2
3. 22x 3
x 9 x3

A ctivity 12

FLOW CHART

Now that you have learned adding and subtracting rational algebraic expressions.
You are now able to fill in the graphic organizer below. Write each step in adding or
subtracting rational algebraic expression in the boxes below.

If similar rational
algebraic expressions

Dont
Forget!

105

S TIO

NS

Q UE

STEPS

1.

Adding or subtracting
Rational Algebraic
Expressions

If dissimilar rational
algebraic expressions

Does every step have a

mathematical
concept
involved?
2.
What
makes
that
mathematical
concept
important to every step?
3. Can mathematical concept in
every step be interchanged?
How?
4. Can you make another
method in adding or
subtracting rational algebraic
expressions? How?

STEPS

Activity 13
This activity may help students to correct their misconceptions. This may also
help you gauge whether the learners learned the concept or not. If necessary,
give more examples to strengthen their understanding. The response of the
students in guided questions may be written in their journal notebook.

Web based
Booster:

Points to be emphasize in this activity

Watch the videos in

these web sites for more
examples.
h t t p : / / w w w .
onlinemathlearning.
com/adding-rationalexpressions-help.html
h t t p : / / w w w .
onlinemathlearning.com/
subtracting-rationalexpressions-help.html

A ctivity 13 WHAT IS WRONG WITH ME?

Rewrite the solution of the first box. Write your solution in the
second box and in the third box, write your explanation on how your
solution corrects the original one .
Original

For the solution in the first box: The error in this item is the (6 x) becomes
(x 6). The factor of (6 x) is -1(x 6).

2
1
2
1
2
= (6 x) (6 x) x(x + 6)
36 x2
x 6x

For the solution in the second box: The wrong concepts here are a 5 (a)
becomes a2 5a and the numerator of subtrahend must be multiplied by -1.
a 5 (a) is equal to a 5a.

2
1

(x 6) (x + 6) x(x + 6)
2
x
1
=

x6
(x 6) (x + 6) x x(x + 6) x 6
2x
1(x 6)
=

x(x 6) (x + 6) x(x + 6)(x 6)

2x (x 6)
=
x(x 6) (x + 6)
=

For the solution in the third box: 3 must not be cancelled out. The concept of
dividing out can be applied to a common factor and not to the common variable
or number in the numerator and denominator.
For the solution in the fourth box: b2 4b + 4 must be factored out as (b 2)
(b 2). The concept of factoring is essential in performing operations on rational
algebraic expressions.

2x x + 6
x(x 6) (x + 6)
x+6
=
x(x 6) (x + 6)
1
=
x(x 6)
1
= 2
x 6x
=

Teachers Note and Reminders

2 3 = 2 a 3 a5
a
a5
a5 a
a
a5
3(a 5)
2a
=

a(a 5)
a 5(a)
3a 15
2a
=

a(a 5)
a 5(a)
2a 3a 15
=
a(a 5)
= -a 15
a2 5a

Dont
o
F rget!

106

My Solution

My
Explanation

Teachers Note and Reminders

3x + 9 = 3x +
9
2x 3 3 2x 2x 3 (-1)(2x 3)
= 3x 9
2x 3 2x 3
= 3x 9
2x 3
= 3(x 3)
2x 3
= x3
2x
4 + b2 4b = b2 4b + 4
b2
b2
b2
(b

2)(b + 2)
=
b2

Dont
Forget!

=b+2

QU
Activity 14. Complex Rational Expressions
Like on the previous topics, each illustrative example has ideas and questions to
guide the learners in determining the concepts and principles in each step. For
the students to relate the new topic, start the discussion by reviewing simplifying
complex fraction. You can also give more examples to give emphasis on the
concepts and principles involving in this topic.
Answer to the Review:
Perform the operation of the following fractions.
1+ 4
3 = 11
2
2
1
3
1+ 5
4. 2 4 = 21
8
42
3 3

1. 2

4
3 = -10
32
4 3
5+ 4
5. 9 3 = 17
15
2
1+
3
1

2. 2

3. 2

2
3

NS

ES TI O

1.
2.
3.

What did you feel while answering the activity?

Did you encounter difficulties in answering the activity?
How did you overcome these difficulties?

The previous activities deal with the fundamental operations on rational expressions.
Let us try these concepts in a different context.

A ctivity 14

COMPLEX RATIONAL ALGEBRAIC EXPRESSIONS

Examine and analyze the following illustrative examples on the next page. Pause in
a while to answer the check up questions.

Rational algebraic expression is said to be in its simplest
form when the numerator and denominator are polynomials
with no common factors other than 1. If the numerator or
denominator, or both numerator and denominator of a rational
algebraic expression is also a rational algebraic expression, it is
called a complex rational algebraic expression. To simplify the
complex rational expression, it means to transform it into simple
rational expression. You need all the concepts learned previously
to simplify complex rational expressions.

4
3 = 7
16

+2

107

REVIEW
Perform the operation of the
following fractions.
1.

1 + 4
2
3
1 2
3

4.

1 + 5
2
4
4 2
3
3

2.

1 4
2
3
3 2
4
3

5.

5 + 4
9
3
1+ 2
3

3.

5 4
2
3
2 +2
3

Teachers Note and Reminders

2 3
Illustrative example 11: Simplify a b .
5 + 6
b a2
2 3
a b

Main fraction
a line that
5 + 6
separates the main numerator
b a2
and main denominator.

?
2
= 2b 3a 5a + 6b
ab
a2b
2
a
b
2b

3a
=

5a2 + 6b
ab
= (2b 3a)aab
(5a2 + 6b)ab
= (2b 3a)a
(5a2 + 6b)
2ab 3a2
=
5a2 + 6b

Dont
o
F rget!

Where does the b and a in the main

b 2
a
numerator and the a2 and b in the main
a
b
denominator came from?

What happens to the main numerator and

main denominator?

What principle is used in this

step?

Simplify the rational algebraic

expression.

What laws of exponents are used

in this step?

c c
2
Illustrative example 12: Simplify c 4 c 2 .
1+ 1
c+2
c c
c
c
c2 4 c 2 = (c 2)(c + 2) c 2

1+ 1
1+ 1
c+2
c+2

c
c

(c + 2)
= (c 2)(c + 2) (c 2) (c + 2)
1 c+2 + 1
c + 2 (c + 2)

108

Teachers Note and Reminders

Dont
o
F rget!

c
c(c + 2)

= (c 2)(c + 2) (c 2) (c + 2)
c+2 + 1
c + 2 (c + 2)
c
c2 + 2c

= (c 2)(c + 2) (c 2) (c + 2)
c+2 + 1
c + 2 (c + 2)
c (c2 + 2c)
= (c 2)(c + 2)
c+2+1
c+2
-c2 2c + c
= (c 2)(c + 2)
c+2+1
c+2
-c2 c
= (c 2)(c + 2)
c+3
c+2
-c2 c
=
c+3
(c 2)(c + 2)
c+2
2
-c c
= (c 2)(c + 2) c + 2
c+3
(-c2 c)(c + 2)
= (c 2)(c + 2) (c + 3)
=

-c2 c
(c 2)(c + 3)

-c2 c
c2 + c 6

Exercises

Simplify the following complex rational expressions.

Answer to Exercises
2
2
2
2
y3 3.
2b 3
1. x y2 + xy2 2. x3y 2xy
2
2

x +y
x + 2x y xy
2

2a
2y 2
4.
5.
7a 9
y

11
1. x y
1 + 1
x2 y2
xy y
2. x + y x
x +xy
y x+y

109

3.

4.

b
b1

2b
b2

2b 3b
b2 b3
1
3
a2 a1
5 + 2
a2 a1

5.

4 42
y
2+ 2
y

Activity 15: Treasure Hunting

This activity may strengthen the understanding of the learner regarding the
topic. Give extra points for correct answer.
The steps:
1. Down 4 steps
2. 2 steps to the right
3. Up 3 steps
Let them enumerate the steps they did in simplifying complex rational algebraic
expressions and identify the principles in each step.

A ctivity 15 TREASURE HUNTING

Find the box that contains treasure by simplifying rational expressions below. Find
the answer of each expression in the hub. Each answer contains direction. The correct
direction will lead you to the treasure. Go hunting now.

START HERE

Teachers Note and Reminders

x + x
x2 42
1.
2.
2
x
3
2
1
x+
y
2
THE HUB
2
5x
x 2
1
3
x
x1
2 steps to the
3 steps to the
Down 4 steps
right
left

QU

ES TI O

110

NS

Dont
o
F rget!

3.

3
x2 + 3x +2
x
x+2

x2 + 2
x2 + x 6
4 steps to the
right

3
x2 + x
Up 3 steps

Based on the above activity, what are your steps in simplifying complex
rational algebraic expressions?

Activity 16: Vertical Chevron List

In the previous activity, the learner identified the steps in simplifying complex
rational algebraic expressions. Let his/her organize these steps and principles
using vertical chevron list.

Teachers Note and Reminders

A ctivity 16

VERTICAL CHEVRON LIST

Make a conceptual map in simplifying complex rational expression
using vertical chevron list. Write the procedure or important concepts in
every step inside the box. If necessary, add another chevron to complete
your conceptual map.

Web based
Booster:

Watch the videos in

these web sites for more
examples
http://www.wtamu.edu/
academic/anns/mps/math/
mathlab/col_algebra/col_
alg_tut11_complexrat.htm
http://www.youtube.com/
watch?v=-jli9PP_4HA
http://spot.pcc.
edu/~kkling/Mth_95/
SectionIII_Rational_
Expressions_Equations_
and_Functions/Module4/
Module4_Complex_
Rational_Expressions.pdf

STEP 1

STEP 2

STEP 3

Dont
Forget!

STEP 4

A ctivity 17

Activity 17: Reaction Guide

In activity 2, students were given anticipation guide. They will answer the same
items in the anticipation guide, but this time they are expected to answer each
item correctly. Let them compare their answer in the anticipation and reaction
guide. Their answer on the questions may be written in the journal notebook.
This activity will enable the students to correct their initial understanding before
the lesson was presented. Let them compare their response in the anticipation
guide and their response in this activity.

REACTION GUIDE

Revisit the second activity. There are sets of rational algebraic expressions in the
following table. Check agree if column I is the same as column II and check disagree if the
two columns are not the same.
I
II
Agree
Disagree
x2 xy x + y
x-1 y-1
x2 y2 x2 xy

111

6y 30 3y 15
y2 + y
y2 + 2y + 1

2y
y+ 1

5 + 7
6x
4x2

15 + 14x
12x2

Teachers Note and Reminders

a b
ba ab
a+b b
b
a+b
1 + 2
b
a

QU

NS

ES TI O

a+b
ba
a2
a+b

Compare your answer from the anticipation guide to the reaction guide. Do
they differ from each other? Why it so?

In this section, the discussion was all about operations on rational algebraic
expressions. How much of your initial ideas are found in the discussion? Which ideas
are different and need revision? The skills in performing the operations on rational
algebraic expressions is one of the key concepts in solving rate related problems.

What to
to Understand
Understand
What
Dont
Forget!

Your goal in this section is to relate the operations of rational expressions to
a real life problems, especially the rate problems.

A ctivity 18

WORD PROBLEM

Read the problems below and answer the questions that follow.

1.

Two vehicles travelled (x + 4) kilometers. The first vehicle travelled for (x2 16)
hours while the second travelled for

Activity 18: WORD PROBLEM

In this part, learner will be exposed more to how rational algebraic expressions
can modelled the raterelated problems. You can discuss and give more
examples similar to the items in this activity so that the students are guided
on how the concepts of rational algebraic expressions modelled raterelated
problems. Let them answer the activity individually or in collaborate work. Let
them also enumerate the steps in solving these problems.

112

a.

x4

Complete the table below.

Vehicles
Distance
Vehicle A
Vehicle B

hours.

Time

Speed

Activity 19: Accent Process

Let the students enumerate the steps that they do in the previous activity. In this
activity, let them organize these steps using accent process chart.

b.
c.

2.

Teachers Note and Reminders

How did you compute the speed of the two vehicles?

Which of the two vehicles travelled faster? How did you find your answer?

Jem Boy and Roger were asked to fill the tank with water. Jem Boy can fill the
tank in x minutes alone while Roger is slower by 2 minutes compared to Jem
Boy if working alone.
a. What part of the job can Jem Boy finish in 1 minute?
b. What part of the job can Roger finish in 1 minute?
c. Jem Boy and Roger can finish filling the tank together within certain
number of minutes. How will you represent algebraically, in simplest
form, the job done by the two if they worked together?

A ctivity 19

ACCENT PROCESS

List down the concepts and principles in solving problems involving operations of
rational algebraic expressions in every step. You can add a box in necessary.
Step 1

Step 2

______________________
______________________
______________________
______________________
______________________

Dont
Forget!

Activity 20: Presentation

In preparation for the performance task in this module, let the learner perform
this activity. The learner is expected to present his/her output appropriately.

A ctivity 20

_____________________
_____________________
_____________________
______________________
______

Step 3

_____________________
_____________________
_____________________
______________________
______

PRESENTATION

Present and discuss to the class the process of answering the questions below. Your
output will be graded according to reasoning, accuracy, and presentation.
Alex can pour a concrete walkway in x hours alone while Andy can pour the same
walkway in two more hours than Alex.

a. How fast can they pour together the walkway?

b. If Emman can pour the same walkway in one more hours than Alex and
Roger can pour the same walkway in one hour less than Andy, who must
work together to finish the job with the least time?

113

Teachers Note and Reminders

Rubrics for your output

Outstanding
CRITERIA
4
Explanation
shows thorough
Mathematical
reasoning
reasoning
and insightful
justifications.
All
computations
Accuracy
are correct and
shown in detail.
The
presentation
uses
appropriate and
Presentation creative visual
materials. It is
delivered in a
very convincing
manner.

Dont
Forget!

Satisfactory
3

Developing
2

Beginning
1

Explanation
shows
substantial
reasoning

Explanation
shows gaps in
reasoning.

Explanation
shows illogical
reasoning.

All
computations
are corrects.

Most of the
computations
are correct.

Some the
computations
are correct.

The
presentation
uses
appropriate
visual materials.
It is delivered in
a clear manner.

The
presentation
uses some
visual materials.
It is delivered in
a disorganized
manner.

The
presentation
does not use
any visual
materials. It is
delivered in a
clear manner.

In this section, the discussion was about application of operations on rational
algebraic expressions. It gives you a general picture of relation between the operations
of rational algebraic expressions and rate related problems.
What new realizations do you have about the topic? What new connections have you
made for yourself? What questions do you still have? Copy the Learned, Affirmed,
Challenged cards in your journal notebook and complete it.

Learned

Before moving to the transfer part, let the learner fill in the LEARNED,
AFFIRMED and CHALLENGED box. This activity will solicit ideas on what and
how the learner learned this lesson. Try to clear his/her thought by addressing
the questions regarding in this lesson.

What new realizations

and learning do you
have about the topic?

114

Affirmed

Challenge

What new connections What questions do

have you made?
you still have? Which
Which of your old
areas seem difficult
ideas have been
for you? Which do you
confirmed/affirmed
want to explore

This is the performance task in this module. Encourage the learner to interview skilled
workers regarding their rate of work and the wage per worker. Encourage the learner
to be resourceful in dealing with this performance task. They must present not only
the manpower plan but also the process on how they transfer their understanding of
rational algebraic expressions to this performance task. Also, after the performance
task, ask the learner what difficulties they encountered and how they manage these
difficulties.
Outstanding
4

Satisfactory
3

Developing
2

Beginning
1

Explanation
shows gaps in
reasoning.

Explanation
shows illogical
reasoning.

Explanation
shows
thorough
reasoning
and insightful
justifications.

Explanation
shows
substantial
reasoning.

All computations are correct and shown

in detail

All computations are

correct.

the
presentation
uses
appropriate
and creative
visual
materials. it is
delivered in a
very convincing
manner

The
presentation
uses
appropriate
visual
materials. It is
delivered in a
clear manner.

The
presentation
uses some
visual
materials. It
is delivered in
a disorganize
manner.

The
presentation
does not use
any visual
materials. It is
delivered in a
clear manner.

Practically

The proposed
plan will be
completed at
the least time.

The proposed
plan will be
completed in
lesses time.

The proposed
project will be
completed with
greater number
of days.

The proposed
plan will be
completed
with the most
number of
days.

Efficiency

The cost of the

plan is minimal.

The cost of
the plan is
reasonable.

The cost of
the plan is
expensive.

The cost of the

plan is very
expensive.

Reasoning

Accuracy

Presentation

Your goal in this section is to apply your learning in real life situations. You will
be given a practical task which will demonstrate your understanding.

ES TI O

NS

CRITERIA

What to
to Transfer
Transfer
What

QU

What to
to Transfer
Transfer
What

A newly-wed couple plans to construct a house. The couple has already a

house plan from their friend engineer. The plan of the house is illustrated
below:
Laboratory
2m

Bedroom

1m

Dining Room
2m

1.5 m Comfort
Room

Most of the
computations
are correct.

Living Room

Some of the
computations
are correct.

2.5 m

3m

Master
Bedroom
3m
3m

As a foreman of the project, you are task to prepare a manpower plan

to be presented to the couple. Inside the plan is how many workers are
needed to complete the project, daily wage of the workers, how many days
can they finish the project and how much can be spend for the entire job.
The man power plan will be based on reasoning, accuracy, presentation,
practicality and efficiency.

115

POST - TEST
1. Which of the following algebraic expressions could not be considered as rational algebraic expression?
ab
a. 50x b.
5x1/2 c.
4y2 9z2 d.
b+a

Answer: B. The exponent in the expression in B is a fraction. Rational algebraic expression has no fractional exponent.
3 0
)?
2. What is the rational algebraic expression equivalent to (8kp
-2 -3
4k p
2 3
5 6
a. 4k2p3 b.
2k2p3 c. k p d. k p
4
4

Answer: C. The numerator is raised to 0 which means 1. The k and p are raised to a negative which means the
multiplicative inverse of the expression.
-3
8
3. What is the value of the expression x2 yc
when x is 2, y is 3 and c is -2?
-2 7
xy c
27 c.
32 d. -32
a. - 27 b.
16
16
27
27

-3
8
3
Answer: A. x2 yc
= y 5c = (27)(-2) = - 27
32
16
x y-2c7
x

4. The area of the rectangle is x2 3x 10. What is the length of the rectangle if the width is x + 2?
b. (x + 5)(x 2) c. x + 5 d.
x5
x2
x2
2
Answer: D. l = x 3x 10 = (x 5)(x + 2) = x 5
x+2
x+2
2
5. What must be added to 3x + 4 so that there sum is 3x 2+ x 4 ?
x+2
x 4

3x + 4 b.
-3x 4 c.
x + 12 d.
x 12
a.
2
2
2
x 4
x 4
x 4
x2 4

a. (x + 5)(x 2)

116

2
2
2
2
Answer: A. 3x 2+ x 4 3x + 4 = 3x 2+ x 4 (x 2)(3x + 4) = 3x + x 4 2 3x + 2x + 8 = 3x2 + 4
x 4
x+2
x 4
(x + 2)(x 2)
x 4
x 4
6. If one of the factors of 1 is a 1 , find the other factor.
a + 1 a 2a + 1
a + 1 b. a 1 c.
a2 2a + 1 d. a2 1
a.
a1
1a
a2 1
a2 2a + 1

a1
Answer: A. 2 a 1
1 =
a+ 1 = a+1
a 2a + 1 a + 1 (a 1)(a 1)
1
a1

7. Which of the following rational algebraic expressions is equivalent to

a.

1
x+2

Answer: A.

b.

1
x2 + 5x + 6
1
x+3

1
x2

1
(x + 3)(x + 2)
1
x+3

c.

1
x+3

1
x2 + 5x + 6
?
1
x+3

d.

1
x3

1
x+3= 1
(x + 3)(x + 2)
x+2
1

8. What is the difference between m and m ?

6
3
m
a.
6

Answer: A .

b. - m
2

c. m
2

d. - m
2

m m = 3m 2m = m
2
3
6
6

nt
9. A business man invested his money and was assured that his money will increase using the formula P(1 r ) where P is money
n
invested; r is the rate of increase; n is mode of increase in a year and t is the number of years. If the business man invested Php

10 000, how much can he get at the end of the year if the rate is 50% and will increase twice a year?
a. Php 15 652
b. Php 16 552 c. Php 15 625
d. Php 15 255
nt
(2)(1)
(2)
(2)
Answer: C. P(1 + r ) = 10000 (1 + 0.5)
= 10000 (1 + 1 ) = 10000 (1 + 5 ) = 10000 ( 25 ) = 15 625
2
4
4
16
n

117

10. Roger can do the project in x number hours. Concepcion can do the same job in 2 hours less than Roger does. Which of
the choices below is the difference of their rate?
2x 2 b. 2
2
2
a.
c.
d. - 2x
2
2
2
2
x 2x
x 2x
x 2x
x 2x
Answer: B.

1 1 = x2x =2
x
x2 2x
x2 2x
x2

11. You have (x2 + 2) pesos to buy materials for your school project. You spent half of it in the first store, then you spent one third
of your money less than you spent in the first store. In the third store, you spent one fourth of the remaining money from the
two stores. What is the total cost of the materials?
2
4x2 8 b. 3x2 + 6 c.
5x2 + 20
a.
d. 7x + 14
4
4
12
12
2
2
2
2
2
2
Answer: B. x + 2 + x 2 x + 2 + x + 2 = 9x + 18 = 3x + 6
2
2
3
12
12
4
2
12. James were asked to simplify x +2 2x 8. His solution is presented below.
x 4

What makes the solution of James wrong?

a. Cancelling 4. b. Crossing out the (x 2). c. x2 4 being factored out. d. Dividing out the variable x.

Answer: D. X in the (x + 4) and (x + 2) should not divided out because it is part of the term and it is not a common
factor of the numerator and denominator.

118

2
2
13. Mary took the math exam. One of the problems in the exam is finding the quotient of x + 2x +2 2 and 21 x . Her solution
4 x
x + x 2
is shown below.

Did Mary arrive at the correct answer?

a. No, the dividend and divisor should be interchange.
b. No, the divisor should be reciprocated first before factoring it out.
c. No. (2 + x) is not the same as (x + 2).
d.
No. (x 1) and (1 x) is not equal to 1

Answer: D. (x 1) is additive inverse of (1 x). If the a term is divided by the its additive inverse, quotient is -1
14. Greg simplify

2
+3
y+1
3
+4
y+1

this way:

Is there anything wrong in his solution?

a. Something is wrong with the solution. He is not following the correct process of simplifying
complex rational algebraic expression.
b. None. Multiplying the numerator and denominator by the same quantity makes no
difference on the given expression.
c. Something is wrong with the solution. Numerator and denominator may be multiplied by
a certain number but not an algebraic expression.
d. None. The solution and answer of Greg is different but acceptable.

Answer: B. In simplifying complex rational algebraic expression, numerator and denominator can be multiplied by
their LCD

119

15. Your Project Supervisor ask you to make a floor plan of a house. As an engineer, what must be considered in completing the
plan?
a.
Reasoning and accuracy
b. Cost and design
c. Feasible and accurate
d. Practical and aesthetics
Answer: C. Dividing the parts of the house must be accurate and it must be realistic.
16.

Your mother asked you to find for laborers in renovating your house. What will you look in choosing a laborer?
a. His efficiency in doing the task.
b. His attitude towards work.
c. His perception in the job.
d. His wage in a day.

Answer: A. Though the rate/speed of the laborer counts but the quality of his work must not be compromised.
17. You need a printer in your computer shop. The list of the printers and its capacities is presented in the table. Based in the
table, what printer is best to buy?

Printer

Pages to print in a minute

Capacity of the ink

HD Turbo
IP Sun
Bazoka
Fathers

16
7
23
18

450 pages
500 pages
350 pages
400 pages

Average number of
wasted paper per 500
pages
4
2
12
6

a. Fathers. it has more pages to print and good capacity of ink.

b. Bazoka. It has the most pages to print and nice capacity of ink.

120

c. IP Sun. It has the best ink capacity and least number of paper wasted.
d. HD Turbo. It has lesser wasted paper and better ink capacity.

Answer: D. Though the HD Turbo is slower compared to Fathers and Bazoka but it has the lesser wasted paper
compared the other two printers. And the capacity of the ink is better compared to the other two printers.
18. What qualities you must look in buying a printer for personal consumption?
a.
Brand and design
b. Price and pages to print
c. Cost of the printer and its efficiency.
d . Brand and the quality of the output.

Answer: C. It is better to consider the cost of the printer that will not compromise its efficiency.

19. You were tasked, as a budget officer, to give comments regarding the work plan of the engineer. What aspect of the plan
should you consider?
a. The wage of the laborers and the rentals of the equipment.
b. The number of laborers and equipment needed.
c. The quality of work done by the laborers and efficiency of the equipment.
d. The job done by the laborers in one day and appropriateness of the equipment.
Answer: A. It is not necessary to look for the rate/speed and efficiency of the laborers as a budget officer because
you will look for the financial aspect of the project.
20. After you give comments in the work plan in number 19, what will you do next?
A. Present a feasibility study. c. Look for financial resources
B. Make a budget proposal. d. Give a financial statement
Answer: B. A will be given by the engineer. C will be given after the budget plan. D will be given after the project.

121

SUMMARY

Now that you have completed this module, let us summarize what have you learned:

1.

Raterelated problems can be modeled using rational algebraic expressions.

2.

Rational algebraic expression is a ratio of two polynomials where the denominator is not equal to one.

3.

Any expression raised to zero is always equal to one.

4.

When an expression is raised by a negative integer, it is the multiplicative inverse of the expression.

5.

Rational algebraic expression is in its simplest form if there is no common factor between numerator and denominator
except 1.

6.

To multiply rational algebraic expression, multiply the numerator and denominator then simplify.

7.

To divide rational algebraic expression, multiply the dividend by the reciprocal of the divisor then multiply.

8.

To add/subtract similar rational algebraic expressions, add/subtract the numerators and copy the common denominator.

9.

To add/subtract dissimilar rational algebraic expressions, express each expression into similar one then add/subtract
the numerators and copy the common denominator.

10. Complex rational algebraic expression is an expression where the numerator or denominator, or both numerator and
denominator are rational algebraic expressions.

GLOSSARY OF TERMS USED IN THIS MODULE

Complex rational algebraic expression an expression where the numerator or denominator or both numerator and
denominator are rational algebraic expressions.
LCD also known as Least Common Denominator is the least common multiple of the denominators.

122

Manpower plan a plan where the number of workers needed to complete the project, wages of each worker in a day, how
many days can workers finish the job and how much can be spend on the workers for the entire project.
Raterelated problems Problems involving rates (e.g., speed, percentage, ratio, work)
Rational algebraic expression ratio of two polynomials where the denominator is not equal to one.

REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:

Learning Package no. 8, 9, 10, 11, 12, 13. Mathematics Teachers Guide, Funds for assistance to private education, 2007
Malaborbor, P., Sabangan, L., Carreon, E., Lorenzo, J., Intermediate algebra. Educational Resources Corporation, Cubao,
Quezon City, Philippines, 2005
Orines, F., Diaz, Z., Mojica, M., Next century mathematics intermediate algebra, Pheoenix Publishing House, Quezon Ave.,
Quezon City 2007
Oronce, O., Mendoza, M., e math intermediate algebra, Rex Book Store, Manila, Philippines, 2010
Padua, A. L, Crisostomo, R. M., Painless math, intermediate algebra. Anvil Publishing Inc. Pasig City Philippines, 2008
Worktext in Intermediate Algebra. United Eferza Academic Publication Co. Lipa City, Batangas, Philippines. 2011

123

http://www.wtamu.edu/academic/anns/mps/math/mathlab/col_algebra/col_alg_tut11_complexrat.htm
http://www.youtube.com/watch?v=-jli9PP_4HA
http://www.onlinemathlearning.com/adding-rational-expressions-help.html
http://www.onlinemathlearning.com/subtracting-rational-expressions-help.html
http://www.onlinemathlearning.com/dividing-rational-expressions-help.html
http://www.onlinemathlearning.com/multiplying-rational-expressions-help.html
http://spot.pcc.edu/~kkling/Mth_95/SectionIII_Rational_Expressions_Equations_and_Functions/Module4/Module4_
Complex_Rational_Expressions.pdf
Image credits
http://www.portlandground.com/archives/2004/05/volunteers_buil_1.php

124

TEACHING GUIDE
Module 3: RELATIONS AND FUNCTIONS
A.

Learning Outcomes

Content Standard:

The learner demonstrates understanding of key concepts of linear functions.

Performance Standard:

The learner is able to formulate real-life problems involving linear functions and solve these with utmost accuracy using
variety of strategies.

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT:
Grade 8 Mathematics
QUARTER:
Second Quarter
STRAND:
Algebra
TOPIC:
Relations and Functions
LESSONS:
1. Rectangular Coordinate System
2. Representations of Relations and Functions
3. Linear Function and Its Application

1.
2.
3.
4.
5.
6.
7.
8.
9.

LEARNING COMPETENCIES
describe and illustrate the Rectangular Coordinate System and its uses;
describe and plot positions on the coordinate plane using the coordinate axes;
define relation and function;
illustrate a relation and a function;
determine if a given relation is a function using ordered pairs, graphs and
equations;
differentiate between dependent and independent variables;
describe the domain and range of a function.
define linear function;
describe a linear function using its points, equation and graph;

125

10.
11.
12.
13.
14.
15.

identify the domain and range of a linear function;

illustrate the meaning of the slope of a line;
find the slope of a line given two points, equation and graph;
determine whether a function is linear given the table;
write the linear equation Ax + By = C in the form y = mx + b and vice-versa;
graph a linear equation given (a) any two points, (b) the x-intercept and
y-intercept, (c) the slope and a point on the line, (d) the slope and y-intercept;
16. describe the graph of a linear equation in terms of its intercepts and slope;
17. find the equation of a line given (a) two points; (b) the slope and a point; (c)
the slope and its intercept; and
18. solve real-life problems involving linear functions and patterns.
ESSENTIAL UNDERSTANDING:
ESSENTIAL QUESTION:
Students will understand that problems How can the value of a quantity given
involving constant rate of change can the rate of change be predicted?
be solved using linear function.
TRANSFER GOAL:
Students will on their own formulate and make representations of quantitative
relationships in real-life situations and use these to solve problems.
B. Planning for Assessment
Product/Performance
The following are products and performances that students are expected to come up with in this module:
a. CoordinArt and Constellation Art making where Rectangular Coordinate System is applied by locating significant points in
xy-plane;
b. A gallery walk of informative and creative leaflets whose contents are representations of relations and functions; and
c. A creative leaflet illustrating that electricity bill is a function of its power consumption.

126

Assessment Matrix
TYPE

KNOWLEDGE
Pre-test

Preassessment/
Diagnostic

Oral Questioning
Explanation
Self-Knowledge

PROCESS/SKILLS

Written Exercises
Explanation
Application
Self-Knowledge

Written Exercises
Explanation
Application
Self-Knowledge

Quiz
Explanation
Perspective
Self-Knowledge

UNDERSTANDING

IRF Worksheet
Self-Knowledge

IRF Worksheet
Self-Knowledge

Quiz
Explanation
Perspective
Self-Knowledge

Formative
Graph Analysis
Explanation
Interpretation
Perspective

Flash Card Drill

Interpretation
Self-Knowledge

PERFORMANCE

Spotting Erroneous
Coordinates
Explanation
Perspective
Self-Knowledge
Empathy
Quiz
Explanation
Perspective
Self-Knowledge

Gallery Walk
(Making Informative
Leaflets)
Application
Explanation
Self-Knowledge
Making a Relation
Application
Explanation
Perspective

Finding Steepness
of an Inclined Object
(Steep Up!)
Explanation
Perspective
Self-Knowledge

Graph Analysis
Explanation
Interpretation
Perspective

127

Unit Test
Explanation
Interpretation
Application
Self-Knowledge

Unit Test
Explanation
Interpretation
Application
Self-Knowledge
Writing the Steps
of Graphing Linear
Equations
Self-Knowledge
Explanation

Periodical
Examination
Explanation
Application
Self-Knowledge
Perspective
Interpretation

Periodical
Examination
Explanation
Application
Self-Knowledge
Perspective
Interpretation

Summative

Self-assessment

Story Telling
Interpretation
Application
Self-Knowledge
Perspective
Unit Test
Explanation
Interpretation
Application
Self-Knowledge

Periodical
Examination
Explanation
Application
Self-Knowledge
Perspective
Interpretation
IRF Worksheet
Self-Knowledge

CoordinArt Making
Explanation
Application
Interpretation
Perspective
Constellation Art
Making (Optional)
Explanation
Application
Interpretation
Perspective
Periodical
Examination
Explanation
Application
Self-Knowledge
Perspective
Interpretation

Legend:
Six Facets of Understanding: Explanation, Interpretation, Application, Perspective, Empathy, Self-Knowledge

128

Assessment Matrix (Summative Test)

Levels of Assessment
Knowledge
15%

What will I assess?

Process/Skills
25%

Understanding
30%

describe and illustrate the Rectangular Coordinate

System and its uses;
describe and plot points on the coordinate plane
using the coordinate axes;
define relation and function;
illustrate relation and function;
determine if a given relation is a function using
ordered pairs, graphs and equations;
differentiate between dependent and independent
variables;
describe the domain and range of a function;
define linear function;
describe a linear function using its points, equation
and graph;
identify the domain and range of a linear function;
illustrate the meaning of the slope of a line;
find the slope of a line given two points, equation
and graph;
determine whether a function is linear given the
table;
write the linear equation Ax + By = C in the form
y = mx + b and vice-versa;
graph a linear equation given (a) any two points, (b)
the x-intercept and y-intercept, (c) the slope and a
point on the line, and (d) the slope and y-intercept;
describe the graph of a linear equation in terms of
its intercepts and slope;
find the equation of a line given (a) two points; (b)
the slope and a point; (c) the slope and its intercept;
and
solve real-life problems involving linear functions
and patterns.

How will I assess?

Paper and Pen Test (Refer to
attached post-assessment)

How Will I Score?

1 point for every correct response

Items 1, 2 and 3
Paper and Pen Test (Refer to
attached post-assessment)
Items 4, 5, 6, 7 and 8

Students will understand that problems involving Paper and Pen Test (Refer to
constant rate of change can be solved using linear attached post-assessment)
function; and
The value of y increases as the value of x increases. Items 9, 10, 11, 12, 13 and 14
(Misconception)

1 point for every correct response

1 point for every correct response

129

GRASPS
Paper and Pen Test (Refer to
Students will, on their own, formulate and make attached post-assessment)
representations of quantitative relationships in real
life situations and use these to solve problems.
Items 15, 16, 17, 18, 19 and 20

Product 30%

The learner is able to formulate real-life problems Your student is a barangay councilor
involving linear functions and solve these with in San Sebastian. Every month he
utmost accuracy using a variety of strategies.
conducts information drive on the
different issues that concern every
member in the community through
the use of leaflets. For the next
month, his focus is on electricity
consumption of every household.
He is tasked to prepare a leaflet
design which will clearly explain
about electricity bill and consumption.
Include recommendations that will
help lessen electricity utilization. He is
expected to orally present your design
to the other officials in your barangay.
He will be assessed according to
the following criteria: (1) use of
appropriate mathematical concepts
and accuracy, (2) organization,
(3) quality of presentation, and (4)
practicality of recommendations.

1 point for every correct response

Rubric on Problem Posing /
Formulation and Problem Solving
Criteria:
Relevant
Creative
Insightful
Authentic
Clear
Rubric on CoordinArt Making
Criteria:
Creative
Accurate
Authentic
Neatness
Rubric on Leaflet Design
Criteria:
Use of mathematical concepts and
accuracy
Organization
Quality of presentation
Practicality of recommendations

130

C.

Planning for Teaching-Learning

Introduction:

This module covers the key concepts of linear functions. It is divided into three lessons, namely: Rectangular Coordinate
System, Representations of Relations and Functions and Linear Function and its Applications. In Lesson 1, the students will
plot points on the xy-plane. The students will also describe and illustrate the Rectangular Coordinate System and its uses. In
Lesson 2, the students will illustrate the difference of relations and functions, and of independent and dependent variables,
then give the domain and the range of a function. In Lesson 3, the students will describe a linear function using its points,
equation and graph, illustrate the meaning of slope, find the slope, write the linear equation in any form, draw the graph of the
linear equation, and solve real-life problems involving linear functions and patterns.

In most lessons, students are encouraged to visit the links provided in the module. They are also encouraged to use
software such as GeoGebra to graph the linear equation easily. They are also allowed to use any graphing materials, sharp
edge and other tools. They are provided with varied activities to process the knowledge and skills acquired, deepen their
understanding and transfer it to new context.

As an introduction to the main lesson, ask the students the following questions:

Have you ever asked yourself how the steepness of the mountain affects the speed of a mountaineer? How does the
familys power consumption affect the amount of the electric bill? How is a dogs weight affected by its food consumption?
How is the revenue of the company related to number of items produced and sold? How is the grade of a student affected by
the number of hours spent in studying?

Hook the students to find out the answers to these questions leading to the essential question: How can the value of
a quantity given the rate of change be predicted?

131

Objectives:

After the learners have gone through the lessons contained in this module, they are expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

describe and illustrate the Rectangular Coordinate System and its uses;
describe and plot positions on the coordinate plane using the coordinate axes;
define relation and function;
illustrate a relation and a function;
determine if a given relation is a function using ordered pairs, graphs and equations;
differentiate between dependent and independent variables;
describe the domain and range of a function.
define linear function;
describe a linear function using its points, equation and graph;
identify the domain and range of a linear function;
illustrate the meaning of the slope of a line;
find the slope of a line given two points, equation and graph;
determine whether a function is linear given the table;
write the linear equation Ax + By = C in the form y = mx + b and vice-versa;
graph a linear equation given (a) any two points, (b) the x-intercept and y-intercept, (c) the slope and a point on the line,
(d) the slope and y-intercept;
16. describe the graph of a linear equation in terms of its intercepts and slope;
17. find the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercept; and
18. solve real-life problems involving linear functions and patterns.

132

Pretest
Direction: Read the questions carefully. Write the letter that corresponds to your answer on a separate sheet of paper.
1.

What is the 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.
Answer: D
y

2.

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

a. J is located in Quadrant III.
b. C is located in Quadant II.
c.
B is located in Quadrant IV.
d. G is located in Quadrant III.
Answer: D

3.

Which of the following sets of ordered pairs does NOT define a function?
a. {(3, 2), (-3, 6), (3, -2), (-3, -6)}
b. {(1, 2), (2, 6), (3, -2), (4, -6)}
c.
{(2, 2), (2, 3), (2, 4), (2, -9)}
d. {(4, 4), (-3, 4), (4, -4), (-3, -4)}
Answer: B

G
B
Figure 1

4. What is the domain of the relation shown in Figure 2?

a.
{x|x } c. {x|x > -2}
b.
{x|x 0} d. {x|x -2}

Answer: D

Figure 2

133

5.

Determine the slope of the line 3x + y = 7.

1
a.
3 c.
3
1
b.
-3 d.
3

Answer: B
6.

Rewrite 2x + 5y = 10 in the slope-intercept form.

2
x + 2
5
2
b.
y = x + 2
5
a.
y=

2
x + 10
5
2
d. y = x + 10
5
c. y =

Answer: A

7.

Find the equation of the line with the slope -2 and passing through (5, 4).
a. y = 2x + 1
c. y = 2x + 14
b. y = -2x + 1
d. y = -2x + 14
Answer: D

8. Which line passes through the points (3, 4) and (8, -1)?
a.
y = -x + 7
c. y = x + 7
b.
y = -x 1

d. y = x 1

Answer: A
9.

Jonathan has a job mowing lawns in his neighborhood. He works up to 10 hours per week and gets paid Php 25 per hour.
Identify the independent variable.
a. the job
c. the lawn mowing
b. the total pay
d. the number of hours worked
Answer: D

134

10. Some ordered pairs for a linear function of x are given in the table below.
1
3
5
7
9
x
-1
5
11
17
23
y

Which of the following equations was used to generate the table above?
a.
y = 3x 4
b. y = 3x + 4
c.
y = -3x 4
d.

Answer: A
11.

y = -3x + 4

As x increases in the equation 5x + y = 7, the value of y

a. increases.
b. decreases.
c.
does not change.
d. cannot be determined.
Answer: B

Figure 3

12. What is the slope of the hill illustrated in Figure 3? (Hint: Convert 5 km to m.)
y

1
a.
4 c.
4
1
b.
125 d.
125

Answer: D
13. Which line in Figure 4 is the steepest?
a. line l
b. line m c. line n

Answer: C

x
m

d.

line p

Figure 4

14. Joshua resides in a certain city, but he starts a new job in the neighboring city. Every Monday, he drives his new car 90
kilometers from his residence to the office and spends the week in a company apartment. He drives back home every
Friday. After 4 weeks of this routinary activity, his cars odometer shows that he has travelled 870 kilometers since he
bought the car. Write a linear model which gives the distance y covered by the car as a function of x number of weeks since
he used the car.

a. y = 180x + 150
b. y = 90x + 510
c. y = 180x + 510
d. y = 90x + 150

Answer: A
135

For item numbers 15 to 17, refer to the situation below.

A survey of out-of-school youth in your barangay was conducted. From year 2008 to 2012, the number of out-of-school youths
was tallied and was observed to increase at a constant rate as shown in the table below.
Year
Number of
out-of-school
youth, y

2008

2009

2010

2011

2012

30

37

44

51

58

15. If the number of years after 2008 is represented by x, what mathematical model can you make to represent the data above?
a.
y = -7x + 30
b. y = -7x + 23
c. y = 7x + 30
d. y = 7x + 23

Answer: C
16.

If the pattern continues, can you predict the number of out-of-school youths by year 2020?
a. Yes, the number of out-of-school youths by year 2020 is 107.
b. Yes, the number of out-of-school youths by year 2020 is 114.
c.
No, because it is not stipulated in the problem.
d. No, because the data is insufficient.
Answer: B

17. The number of out-of-school youths has continued to increase. If you are the SK Chairman, what would be the best action to
minimize the growing number of out-of-school youths?

a. Conduct a job fair.
c.
Let them work in your barangay.

b. Create a sports project.
d. Encourage them to enrol in Alternative Learning System.

Answer: D

136

18. You are a Math teacher. You gave a task to each group of students to make a mathematical model, a table of values, and a
graph about the situation below.
A boy rents a bicycle in the park. He has to pay a fixed amount of Php 10 and an additional cost of Php 15 per hour or a
fraction of an hour, thereafter.

What criteria will you consider so that your students can attain a good output?
I. Accuracy
II. Intervals in the Axes
III. Completeness of the Label
IV. Appropriateness of the Mathematical Model

a. I and II only
b. I, II and III only
Answer: D

c.
d.

II, III and IV only

I, II, III and IV

19. If y refers to the cost and x refers to the number of hours, what is the correct mathematical model of the situation given in item
18?
a.
y = 15x + 10
b. y = 10x + 15
c. y = 15x 10
d. y = 10x 15

Answer: A
20. You are one of the trainers of a certain TV program on weight loss. You notice that when the trainees run, the number of
calories c burned is a function of time t in minutes as indicated below:
t
c(t)

13

26

39

52

65

As a trainer, what best piece of advice could you give to the trainees to maximize weight loss?
a. Spend more time for running and eat as much as you can.
b. Spend more time for running and eat nutritious foods.
c.
Spend less time for running.
d. Sleep very late at night.
Answer: A
137

What to
to Know
Know
What
Provide students the opportunity to recall the binary operations and
the cardinality of sets as well as the number line. Ask them to perform
Activities 1 and 2. In Activity 1, you may use colorful chips, cartolinas, or
any tangible objects to represent colors of each set. This is an opening
activity so allow them to be motivated for them to be eager to learn more
in this module. You may modify the activity based on the availability
of materials. As you go through with the activities, let them realize the
importance of Rectangular Coordinate System in real life. Pose the topical
Essential Question: How can the Rectangular Coordinate System be
used in real life?
Answers Key

Lesson
What to
to Know
Know
What

Lets start this module by reviewing the important lessons on Sets. As you go
through this part, keep on thinking about this question: How can the Rectangular
Coordinate System be used in real life?

A ctivity 1

RECALLING SETS

Activity 1

Description:

1. A B = {red, blue, orange, violet, white}

Direction:

2. A B = {red}
3. A A C = {red, blue, orange, violet, white, black}

This activity will help you recall the concept of sets and the basic
operations on sets.
Let A = {red, blue, orange}, B = {red, violet, white} and C = {black, blue}.
Find the following.

1.
A B
2.
A B
3.
A B C

4. n(A A) = 5
5. n(A B) = 1

Rectangular
Coordinate System

4.
5.
6.

n(A B)
n(A B)
A C

7.
8.
9.

AB C
A (B C)
n(A (B C))

QU

7. A B C = { }
8. A (B C) = {red, blue}

NS

ES TI O

6. A C = {blue}

A ctivity 2

9. n(A(BC)) = 2

Teachers Note and Reminders

Dont
Forget!

Have you encountered difficulty in this lesson? If yes, what is it?

BOWOWOW!

Description:
Direction:

138

This activity is in the form of a game which will help you recall the concept
of number line.
Do as directed the given tasks.
1. Group yourselves into 9 or 11 members.
2. Form a line facing your classmates.
3. Assign integers which are arranged from least to greatest to each
group member from left to right.
4. Assign zero to the group member at the middle.
5. Recite the number assigned to you.

6.

Teachers Note and Reminders

1.
2.
3.

NS

QU

ES TIO

4.

A ctivity 3

Direction:

Below is the IRF Worksheet in which you will give your present
knowledge about the concept.
Give your initial answers of the questions provided in the first column and
write them in the second column.
Revised
Final
Questions
Initial Answer
Answer
Answer
1. What is a rectangular
coordinate system?
2. What are the different
parts of the rectangular
coordinate system?
3. How are points plotted
on the Cartesian plane?
4.
How
can
the
R e c t a n g u l a r
Coordinate System be
used in real life?

Elicit students present knowledge of Rectangular Coordinate System by

answering the Initial Answer column in the IRF Worksheet.

What to
to Process
Process
What

Provide students enabling activities/experiences that they will have to go through
to validate understanding of Rectangular Coordinate System. These would correct some
of their misconceptions on this topic that have been encountered in real-life situations.
After letting the students give their initial answers to the questions in the IRF Worksheet,
tell them that at the end of the lesson, they are expected to do the CoordinArt Making as
a demonstration of their understanding about the Rectangular Coordinate System.

Let the students read and understand some important notes on Rectangular
Coordinate System before they perform the succeeding activities. Tell them to study
carefully the examples provided.

What is the number line composed of?

Where is zero found on the number line?
What integers can be seen in the left side of zero? What about on
the right side of zero?
Can you draw a number line?

IRF WORKSHEET

Description:

Dont
o
F rget!

Bow as you recite and when the last member is done reciting,
all of you bow together and say Bowowow!

You just tried answering the initial column of the IRF Sheet. The next section will
enable you to understand what a Rectangular Coordinate System is all about and do a
CoordinArt to demonstrate your understanding.

What to
to Process
Process
What

Your goal in this section is to learn and understand the key concepts of
Rectangular Coordinate System.

139

Teachers Note and Reminders

Rectangular Coordinate System is introduced using the concept of sets. You have
learned the binary operations of sets: union and intersection. Recall that A B and A B
are defined as follows:

A B = {xx A or x B}

A B = {xx A and x B}

The product set or Cartesian product of nonempty sets A and B, written as A B and
read A cross B, is the set of all ordered pairs (a, b) such that a A and b B. In symbols,
.
Illustrative Examples:
Let A = {2, 3, 5} and B = {0, 5}. Find (a) A B and (b) B A.
Solution:

A B = {(2, 0), (2, 5), (3, 0), (3, 5), (5, 0), (5, 5)}
B A = {(0, 2), (5, 2), (0, 3), (5, 3), (0, 5), (5, 5)}

The cardinality of set A is 3, symbolized as n(A) = 3. The cardinality of a set is
the number of elements in the set. The cardinality of A B, written as n(A B), can be
determined by multiplying the cardinality of A and the cardinality of B. That is,
n(A B) = n(A) n(B)
Illustrative Examples:

Let A = {2, 3, 5} and B = {0, 5}. Find (a) n(A B), and (b) n(B A).
Solution:

Is n(A B) = n(B A)?

Why?

n(A B) = 3 2 = 6
n(B A) = 2 3 = 6

Answers to the Questions:

Yes, n(A B) = n(B A).

140

ES TI O

NS

It is because n(A B) = n(B A)
implies n(A) n(B) = n(B) n(A) and it holds
by Multiplication Property of Equality.

QU

Dont
o
F rget!

Questions:

What can you conclude?

Answers to the Exercises:

Answer
For any nonempty sets A and B,
1. n(A B) = n(B A).
2. A B B A.

Exercise 1. Given that A = {4, 7, 8} and B = {5, 6}, find the following:
1. A B = {(4, 5), (4, 6), (7, 5), (7, 6), (8, 5), (8, 6)}
2. B A = {(5, 4), (6, 4), (5, 7), (6, 7), (5, 8), (6, 8)}
3. n(A B) = 6
4. n(B A) = 6
Exercise 2. Find (a) X Y, (b) Y X, (c) n(X Y), and (d) n(Y X) given the
following sets X and Y:
1. X = {2, 3} and Y = {8, 3}
(a) X Y = {(2, 8), {2, 3), (3, 8), (3, 3)}
(b) Y X = {(8, 2), {3, 2), (8, 3), (3, 3)}
(c) n(X Y) = 4
(d) n(Y X) = 4
2. X = {1, 3, 6} and Y = {1, 5}
(a) X Y = {(1, 1), {1, 5), (3, 1), (3, 5), (6, 1), (6, 5)}
(b) Y X = {(1, 1), {5, 1), (1, 3), (5, 3), (1, 6), (5, 6)}
(c) n(X Y) = 6
(d) n(Y X) = 6
3. X = {2, 5, 8, 9} and Y = {0, 8}
(a) X Y = {(2, 0), {2, 8), (5, 0), (5, 8), (8, 0), (8, 8), (9, 0), (9, 8)}
(b) X Y = {(0, 2), {8, 2), (0, 5), (8, 5), (0, 8), (8, 8), (0, 9), (8, 9)}
(c) n(X Y) = 8
(d) n(Y X) = 8
4. X = {a, e, i, o, u} and Y = {yy is a letter of the word paper}.
(a) X Y = {(a, p), {a, a), (a, e), (a, r), (e, p), (e, a), (e, e), (e, r), (i, p), (i, a), (i, e),
(i, r), (o, p), (o, a), (o, e), (o, r), (u, p), (u, a), (u, e), (u, r)}
(b) Y X = {(p, a), {a, a), (e, a), (r, a), (p, e), (a, e), (e, e), (r, e), (p, i), (a, i),
(e, i), (r, i), (p, o), (a, o), (e, o), (r, o), (p, u), (a, u), (e, u), (r, u)}
(c) n(X Y) = 20
(d) n(Y X) = 8
5. X = {x1 < x < 10, x is a prime number} and Y = {yy N,1< y < 3}
(a) X Y = {(2, 2), {3, 2), (5, 2), (7, 2)}
(b) X Y = {(2, 2), {2, 3), (2, 5), (2, 7)}
(c) n(X Y) = 4
(d) n(Y X) = 4

State your conclusions by competing the statements below using the correct relation
symbol = or .
For any nonempty sets A and B,
1. n(A B) ___ n(B A).
2. A B ___ B A.

Exercise 1

Given that A = {4, 7, 8} and B = {5, 6}, find the following:

1. A B 3.
n(A B)

2. B A 4.
n(B A)

Exercise 2

Find (a) X Y, (b) Y X, (c) n(X Y), and (d) n(Y X) given the following sets X and Y:
1.
X = {2, 3} and Y = {8, 3}
2.
X = {1, 3, 6} and Y = {1, 5}
3.
X = {2, 5, 8, 9} and Y = {0, 8}
4.
X = {a, e, i, o, u} and Y = {yy is a letter of the word paper}.
5.
X = {x1 < x < 10, x is a prime number} and Y = {yy N,1 < y < 3}

Let be the set of real numbers. The notation 2 is the set of ordered pairs (x, y),
where x and y ; that is,
2 = = {(x, y)x , y }.

2 is also called the xy-plane or Cartesian plane in honor of the French mathematician
Ren Descartes (1596 1650), who is known as the Father of Modern Mathematics.
The Cartesian plane is composed of two perpendicular number lines
that meet at the point of origin (0, 0) and divide the plane into four regions
called quadrants. It is composed of infinitely many points. Each point in the
coordinate system is defined by an ordered pair of the form (x, y), where x
and y . The first coordinate of a point is called the x-coordinate or abscissa
and the second coordinate is called the y-coordinate or ordinate. We call
(x, y) an ordered pair because it is different from (y, x). The horizontal and
vertical lines, typically called the x-axis and the y-axis, respectively, intersect
at the point of origin whose coordinates are (0, 0). The signs of the first and
second coordinates of a point vary in the four quadrants as indicated below.

Quadrant I
Quadrant II
Quadrant III
Quadrant IV

x > 0, or x is positive
x < 0, or x is negative
x < 0, or x is negative
x > 0, or x is positive

y > 0, or y is positive
y > 0, or y is positive
y < 0, or y is negative
y < 0, or y is negative

or (+, +);
or (, +);
or (, );
or (+, ).

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.

141

Discuss the Rectangular Coordinate System connecting it with the concepts

of sets. Start the discussion with the founder of the Cartesian plane, Ren
Descartes followed by the different parts of the Cartesian plane such as
axes, quadrants, origin, points, abscissa, and ordinate.

Illustrated below is a Cartesian plane.

y axis
7

Quadrant II
(, +)

Teachers Note and Reminders

Quadrant I
(+, +)

6
5

Positive direction is upward and

to the right

4
3
2
1
-7

-6

-5

-4

-3

-2

-1

0
-1

-2
-3

origin

-4
-5

(, )
Quadrant III

(+, )
Quadrant IV

-6
-7

How do you think can we apply this in real life? Lets try the next activity.

Example

Suppose Mara and Clara belong to a class with the following seating arrangement.
C1

Dont
o
F rget!

C2

C3

C4

R5
R4
R3
R2

Mara
Clara

R1
Teacher's Table

142

C5

C6

Teachers Note and Reminders

Questions:
1.
2.

Using ordered pairs, how do we describe Maras seat? How about Claras seat?
Using ordered pairs, how do we locate the seat of any classmate of Mara and
Clara?
Can we make a set of ordered pairs? If yes, state so.

3.
Solutions:
1.

Maras seat is at the intersection of Column 2 and Row 3. Claras seat is at the
intersection of Column 4 and Row 2. In symbols, we can write (2, 3) and (4, 2),
respectively, if we take the column as the x-axis and the row as y-axis.
We locate the seat of Maras and Claras classmates by using column and row.
We can use ordered pair (Column #, Row #) to locate it.
Here is the set of ordered pairs:
{(C1, R1), (C2, R1), (C3, R1), (C4, R1), (C5, R1), (C6, R1),
(C1, R2), (C2, R2), (C3, R2), (C4, R2), (C5, R2), (C6, R2),
(C1, R3), (C2, R3), (C3, R3), (C4, R3), (C5, R3), (C6, R3),
(C1, R4), (C2, R4), (C3, R4), (C4, R4), (C5, R4), (C6, R4),
(C1, R5), (C2, R5), (C3, R5), (C4, R5), (C5, R5), (C6, R5)}

2.
3.

A ctivity 4

LOCATE YOUR CLASSMATE!

Description:

ES TI O

143

NS

Let the students locate seats of their classmates using rows and columns.
Ask them to perform A ctivity 4. See to it that the chairs are arranged properly.
You may also extend this activity outside the classroom by forming lines. See
to it that each student is equidistant to one another.

Direction:

QU

Dont
o
F rget!

This activity will enable you to locate the seat of your classmate in your
classroom using ordered pairs. This can be done by groups of five
members each.
Locate your seat and the seats of groupmates in the classroom. Complete
the table below:
Name
Location

How do you locate the seat of your classmate in the classroom?

MEET ME AT THIRDYS RESIDENCE

Aurora 4th St.
Aurora 3rd St.
Aurora 2nd St.
Aurora 1st St.

a.
Mabini 4th corner Aurora 1st Streets A
b.
Mabini 2nd corner Aurora 2nd Streets B
c.
Mabini 3rd corner Aurora 5th Streets C
d.
Mabini 5th corner Aurora 4th Streets D
e.
Mabini 1st corner Aurora 1st Streets E

1.
2.
3.

NS

QU

ES TI O

4.
5.

A ctivity 6

Let the students experience decribing the coordinates of locations in real life
by performing Activities 6 and 7.

144

How do you find each location?

Which axis do you consider first? next?
If (1, 4) represents Mabini 1st Street corner Aurora 4th Street, then
how could these points be represented?
a. (3, 1)
d. (4, 2)
b. (4, 5)
e. (5, 3)
c. (1, 2)
If you are asked to plot those points mentioned in item number 3 in
the Cartesian plane, can you do it? If yes, plot them.
How can Rectangular Coordinate System be used in real life?

HUMAN RECTANGULAR COORDINATE SYSTEM

Description:
Direction:

Mabini 5th St.

Dont
Forget!

Aurora 5th St.

Mabini 4th St.

Direction:

Finding a particular point such (1, 4) in

the coordinate plane is similar to finding
a particular place on the map. In this
activity, you will learn how to plot points
on the Cartesian plane.
With the figure at the right above, find the
following locations and label each with
letters as indicated.

Mabini 3rd St.

Description:

Mabini 1st St.

A ctivity 5

Mabini 2nd St.

Teachers Note and Reminders

This activity is a form of a game which will enable you to learn the
Rectangular Coordinate System.
Form two lines. 15 of you will form horizontal line (x-axis) and 14 for
the vertical line (y-axis). These lines should intersect at the middle.
Others may stay at any quadrant separated by the lines. You may sit
down and will only stand when the coordinates of the point, the axis or
the quadrant you belong is called.

Teachers Note and Reminders

1.
2.
3.

NS

QU

ES TI O

A ctivity 7

PARTS OF THE BUILDING

Description:
Direction:

Dont
Forget!

Parts of the
Coordinates
Building
Example:
(-11, 8)
Morning Room
1. Gilt
(-11, 5)
Room
2. Terrace
(12, -3)
Hall
3. Old
(12, -6)
Kitchen
4. Billiard
(12, 8)
Room
5. Salon
(6, 2)
6. Reception
(-11, -4)
Hall
7. Grand
(1, -1)
Staircase

Quadrant

Parts of the
Building

II
(-5, 2)

II

(-11, -10)

III

(2, 8)

11. Entrance

(-13, -2)

III

12. library

(-6, 7)

II

III

13. Spa

(7, -7)

IV

IV

14. Harborough
Room

(7, 7)

II
IV
IV

This activity will enable you to give the coordinates of the part of building.
Describe the location of each point below by completing the following
table. An example is done for. Note that the point indicates the center
of the given part of the building.

Parts of the
Coordinates
Building
Example:
(-11, 8)
Morning Room
1. Gilt
Room
2. Terrace
Hall
3. Old
Kitchen
4. Billiard
Room
5. Salon
6. Reception
Hall
7. Grand
Staircase

Coordinates Quadrant

8. Marble
Hall
9. Reception
Office
10. Drawing
Room

What is the Rectangular Coordinate System composed of?

Where do you see the origin?
What are the signs of coordinates of the points in each quadrant?
a. Quadrant I
b. Quadrant II
c. Quadrant III
d. Quadrant IV

145

Quadrant

Parts of the
Building

II
8. Marble
Hall
9. Reception
Office
10. Drawing
Room
11. Entrance
12. library
13. Spa
14. Harborough
Room

Coordinates Quadrant

Teachers Note and Reminders

Dont
o
F rget!

QU
146

NS

ES TI O

1.
2.

What is the Rectangular Coordinate System composed of?

How can the Rectangular Coordinate System be used in real life?

Let the students find the coordinates of the point and identify the quadrant/
axis where it is located by performing Activity 8.
Answers to the Activity 8:
Object

A ctivity 8

OBJECTS POSITION

Description:

Coordinates

Quadrant/Axis

Example: ball

(4, 2)

1. spoon

(6, -5)

IV

2. television set

(-5, 6)

II

3. laptop

(2, -4)

IV

4. bag

(-4, -3)

III

5. pillow

(1, 5)

6. camera

(0, 0)

x-axis and y-axis

7. table

(-2, 2)

II

Direction:

This activity will enable you to give the coordinates of the point where the
object is located.
Describe the location of each point below by the completing the following
table. An example is done for you.
Object
Coordinates
Quadrant/Axis
Example: ball
(4, 2)
I
1. spoon
2. television set
3. laptop
4. bag
5. pillow
6. camera
7. table

Teachers Note and Reminders

Dont
o
F rget!

QU
147

NS

ES TI O

How can the Rectangular Coordinate System be used in real life?

Exercise 3

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

Answer to Exercise 3

y
12
11

I
F

10

9
8

7
6

B
G

5
4

3
2

1
0
-13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1
-1

-2
-3
-4
-5

Teachers Note and Reminders

-6
-7
-8
-9
-10
-11
-12
-13

Dont
Forget!

1. A(-2, -6)
2. B(3, -3)
3. C(-1, 3)
4. D(0, 0)
5. E(-9, 11)

148

6. F(-4, 0)
7. G(0, -5)
8. H(6, -5)
9. I(6, 5)
10. J(13, -8)

10 11 12 13

Answer to Exercise 4

Exercise 4

Write the coordinates of each point. Identify the quadrant/axis where each point lies.
Complete the table below.
Coordinates
1. B( __ , __ )
2. C( __ , __ )
3. F( __ , __ )
4. G( __ , __ )
5. H( __ , __ )
6. L( __ , __ )
7. K( __ , __ )

Quadrant / Axis

y
5
4

Teachers Note and Reminders

3
2

1
C
-5

-4

-3

-2

-1

0
-1

-2
-3
L

-4
-5

Dont
o
F rget!

QU

NS

ES TI O

1.
2.
3.
4.

149

In what quadrant/axis does a point lie?

How do you locate points on the Cartesian plane?
Have you had an experience in your daily life where a Rectangular
Coordinate System is applied? If yes, cite it.
How can the Rectangular Coordinate System be used in real life?

Answer to Exercise 5

Now, make a Cartesian plane and plot points on it. Can you do it? Try the next
exercise.
Exercise 5

Draw a Cartesian plane. Plot and label the following points.
Web Links
Kindly
click
this
link
http://www.
onlinemathlearning.
com/rectangularcoordinate-system.
html and watch the
video provided for your

reference.

A ctivity 9

Let the students perform Activity 9 by revisiting the IRF Worksheet. Consider
this activity as part of a formative assessment. Compare their revised
answers to their initial answers. Pose again the topical Essential Question:
How can the Rectangular Coordinate System be used in real life?

1.

C(0, 4)

2.

A(3, -2)

3.

R(-5, 3)

4.

T(0, 7)

5.

E(-3, 6)

S( 1 , 6)
2
7. I( 5 , 4)
2
8. N(-7, 1 )
4
9. P(- 1 , - 1 )
2 2
10. L(-8, 1 )
2
6.

IRF WORKSHEET REVISITED

Description:
Direction:

Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Give your revised answers of the questions in the first column and write
them in the third column. Compare your revised answers from your initial
answers.
Questions

Initial
Answer

Revised
Answer

Final
Answer

1. What is a rectangular
coordinate system?

Teachers Note and Reminders

2. What are the different

parts of the rectangular
coordinate system?
3. How do you locate points
on the Cartesian plane?
4. How can the Rectangular
Coordinate System be
used in real life?

Dont
Forget!

In this section, the discussion was all about the Rectangular Coordinate
System. You have learned the important concepts of Rectangular Coordinate System. As
you go through, keep on thinking of the answer of the question: How can the Rectangular
Coordinate System be used in real life?

150

What to
to Understand
Understand
What

What to
to Understand
Understand
What

Your goal in this section is to take a closer look at some aspects of the
topic.

Activities in this stage shall provide opportunity for the learners to reflect,
revisit, and rethink on their experiences. Moreover, the learners shall express
their understanding of Rectangular Coordinate System.
Answers to Activity 10
A. No, the correct coordinates of A are (4, 2), not (2, 4). She interchanged the
x-coordinate and the y-coordinate.
B. No, the correct coordinates of B are (0, 4), not (4, 0) and that of D are (-4, 0),
not (0, -4). He interchanged the x-coordinate and the y-coordinate.

Teachers Note and Reminders

A ctivity 10

SPOTTING ERRONEOUS COORDINATES

Description: This activity will enable you to correct erroneous coordinates of the point.
Direction: Do the task as directed
A. Susan indicated that A has
coordinates (2, 4).

1. Do you agree with Susan?

2. What makes Susan wrong?
3. How will you explain to her
that she is wrong in a subtle
way?
B. Angelo insisted that B has
coordinates (4, 0) while D has
coordinates (0, -4). If yes, why? If
no, state the correct coordinates of
points of B and D.

QU

Dont
Forget!

NS

ES TI O

1.
2.

7
6
5

D
-7

-6

-5

-4

2
1

-3

-2

-1

0
-1

-2

-3
-4

-5
-6
-7

How did you find the activity?

How can the Rectangular Coordinate System be used in real life?

Challenge Questions:
Use graphing paper to answer the following questions:
1. What value of k will make the points (-4, -1), (-2, 1) and (0, k)?
2. What are the coordinates of the fourth vertex of the square if three of its vertices are
at (4, 1), (-1, 1) and (-1, -4)?
3. What are the coordinates of the fourth vertex of the rectangle if three vertices are
located at (-2, -7), (3, -7) and (3, 5)?

151

Introduce CoordinArt to the students in order for them to do well Activity 11.
You may allow them to visit the links given below. You can give this as their
group assignment.
1. bird - http://www.go2album.com/showAlbum/323639/coordinartiguana_
macaw.
2. car - http://store.payloadz.com/details/800711-Other-Files-Documentsand-Forms-sports-car-.html.
3. statue - http://www.plottingcoordinates.com/coordinart_patriotic.html.

A ctivity 11

COORDINART

Description:
Direction:

This activity will give you some ideas on how Cartesian plane is used
in drawing objects. Perform this activity in group of 5 to 10 students.
Select only one among the three coordinArts. Identify the ordered pairs of
the significant points so that the figure below would be drawn.

Teachers Note and Reminders

http://www.go2album.com/showAlbum/323639/
coordinartiguana_macaw

http://store.payloadz.com/details/800711-Other-FilesDocuments-and-Forms-sports-car-.html

http://www.plottingcoordinates.com/coordinart_
patriotic.html

The websites below are the sources of the images above. You may use these for
more accurate answers.

1. bird - http://www.go2album.com/showAlbum/323639/coordinartiguana_macaw.
2. car - http://store.payloadz.com/details/800711-Other-Files-Documents-andForms-sports-car-.html.

3. statue - http://www.plottingcoordinates.com/coordinart_patriotic.html.

A ctivity 12
Description:

Dont
Forget!

Direction:

IRF WORKSHEET REVISITED

Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Write in the fourth column your final answer to the questions provided
in the first column. Compare your final answers with your initial and
revised answers.
Initial
Revised
Final
Questions
Answer
Answer
Answer
1.
What is a rectangular
coordinate system?
2. What are the different parts
of the rectangular coordinate
system?
3. What are the uses of the
rectangular
coordinate
system?

Have the students give their present knowledge about the concept. They will
fill up the Final Answer column. Compare their final answers to their initial
and revised answers. This is one way of assessing the their self-knowledge
on the topic.

4. How do you locate points on the

Cartesian plane?

152

QU

Give students the opportunity to demonstrate their understanding of

Rectangular Coordinate System by doing a practical task. Let them perform
Activity 13. You can ask them to work in groups. Show them the criteria to be
used in evaluating their output. Use the rubric for CoordinArt Making.

NS

ES TI O

What to
to Transfer
Transfer
What

1.
2.

What have you learned about the first lesson in this module?
How meaningful is that learning to you?

Now that you have a deeper understanding of the topic, you are now ready to do
the task in the next section.

Teachers Note and Reminders

What to
to Transfer
Transfer
What

Give students the opportunity to demonstrate their understanding of
representation of relations and functions by doing a practical task. Let them perform
Activity 14. You can ask them to work in groups. Discuss to them the criteria to be
used in evaluating their output.

A ctivity 13

COORDINART MAKING
Description: This activity will enable you to apply your knowledge in
Rectangular Coordinate System to another context.
Materials: graphing paper

ruler
pencil and ballpen

coloring material

Dont
Forget!

Direction: Group yourselves into 5 to 10 members. Make you own CoordinArt using
graphing paper, ruler, pencil or ballpen, and any coloring material. Your output
will be assessed using the rubric below:

CRITERIA

Accuracy of
Plot

153

RUBRIC: COORDINART MAKING

Satisfactory
Developing
Beginning
3
2
1
All points are
All points are
Points are not
plotted correctly plotted correctly. plotted correctly.
and are easy to
see.

Exemplary
4
All points are
plotted correctly
and are easy
to see. The
points are neatly
connected.

Teachers Note and Reminders

Product shows
a large amount
of original
thought. Ideas
are creative and
inventive.

Uses other
peoples ideas
and giving them
Originality
credit but there
is little evidence
of original
thinking.
Exceptionally
Neat and
Lines and
well designed,
relatively
curves are
neat, and
attractive. A ruler neatly drawn
attractive.
and graphing
but the graph
Colors that go
paper are used appears quite
Neatness and
well together are to make the
plain.
Attractiveness
used to make
graph more
the graph more readable.
readable. A ruler
and graphing
paper are used.

Dont
Forget!

A ctivity 14

Uses other
people's ideas,
but does not
give them credit.

Appears messy
and "thrown
together" in a
hurry. Lines
and curves are
visibly crooked.

CONSTELLATION ART
Description: This activity will enable you to apply your knowledge in
Rectangular Coordinate System to another context.

Activity 14 is optional. You may or may not give this activity to your class.
This is intended for advanced classes or special curricula. The same rubric
in CoordinArt Making is used to score their output.
Finally, you may ask the students the topical Essential Question: How can
the Rectangular Coordinate System be used in real life? Aside from
what is specified, can you cite another area or context where this topic is
applicable?

Product shows
some original
thought. Work
shows new
ideas and
insights.

Materials: graphing paper

pencil and ballpen

coloring material
Direction: Group yourselves into 5 to 10 members. Research constellations and their
names. Choose the one that you like most. Make your own constellation using
graphing paper, ruler, pencil or ballpen, and any coloring material.

How did you find the performance task? How did the task help you see the realworld use of the topic?

You have completed this lesson. Before you go to the next lesson, answer the
question: How can the Rectangular Coordinate System be used in real life?
Aside from what is specified, can you cite another area or context where this topic is
applicable?

154

Lesson 2

Representations of Relations and Functions

Lesson

What to
to Know
Know
What
Initially, begin with some interesting and challenging exploratory activities on
representations of relations and functions that will make the learners aware of
what is going to happen or where the said pre-activities would lead to through
meaningful and relevant real-life context. Ask the students to perform Activity
1 which will lead to their understanding of relations. Pose the topical Essential
Question: How are the quantities related to each other?

What to
to Know
Know
What

Lets start this lesson by looking at the relationship between two things or
quantities. As you go through, keep on thinking about this question: How are the
quantities related to each other?

Answers to Activity 1

A ctivity 1
Kitchen Utensils

School Supplies

Gadgets

fork
ladle
pot
grater
knife

notebook
liquid eraser
paper
ballpen
pencil

iPod
cellphone
laptop
table
digital camera

Representations of
Relations and
Functions

CLASSIFY!

Description:
Direction:

a. Column 1: (fork, kitchen utensil), (ladle, kitchen utensil), (pot, kitchen

utensil), (grater, kitchen utensil), and (knife, kitchen utensil)
b. Column 2: (notebook, school supply), (liquid eraser, school supply),
(paper, school supply), (ballpen, school supply), and (pencil, school
supply)
c. Column 3: (iPod, gadget), (cellphone, gadget), (laptop, gadget),
(tablet, gadget), and (digital camera, gadget)

155

This activity will enable you to write ordered pairs. Out of this activity, you
can describe the relation of an object to its common name.
Group the following objects in such a way that they have common
property/characteristics.
fork
pencil
laptop
digital camera
ladle

liquid eraser
knife
ballpen
tablet
notebook

grater
iPod
pot
cellphone
paper

Kitchen Utensils

School Supplies

Gadgets

________________
________________
________________
________________
________________

________________
________________
________________
________________
________________

________________
________________
________________
________________
________________

This activity will provide students information for them to give their initial
ideas about relations and functions. Let them do Activity 2 on their own.

Form some ordered pairs using the format:

(object, common name).
a. Column 1: _________________________________________
b. Column 2: _________________________________________
c. Column 3: _________________________________________

Answer to Activity 2

QU

ES TI O

Teachers Note and Reminders

1.
2.
3.

NS

{(narra, tree), (tulip, flower), (orchid, flower), (mahogany, tree), (rose, flower),
(apricot, tree)}

A ctivity 2

REPRESENTING A RELATION

Description:
Direction:

How many objects can be found in each column?

How did you classify the objects?
Based on the coordinates you have formulated, is there a repetition
of the first coordinates? What about the second coordinates?

Given a diagram, you will be able to learn how to make a set of

ordered pairs.
Describe the mapping diagram below by writing the set of ordered pairs.
The first two coordinates are done for you.
narra

Set of ordered pairs:

{(narra, tree), (tulip, flower),
(____, ____), (____, ____),
(____, ____), (____, ____)}

QU

NS

ES TI O

1.
2.
3.
4.

Dont
Forget!

5.
6.

156

tulip

flower

orchid
mahogany
rose
apricot

tree

How did you make a set of ordered pairs?

How many elements are there in the set of ordered pairs you have
made?
What elements belong to the first set? Second set?
Is there a repetition on the first coordinates? How about the second
coordinates?
Does the set of ordered pairs represent a relation?
How is a relation represented?

Elicit present knowledge about relations and functions by answering the

Initial Answer column in the IRF Worksheet.

Teachers Note and Reminders

A ctivity 3

IRF WORKSHEET

Description: Below is the IRF Worksheet that you will accomplish to record your
present knowledge about the concept.
Direction:
Write in the second column your initial answers to the questions
provided in the first column.
Questions

Initial
Answer

Revised
Answer

Final
Answer

1. What is relation?
2. What is function?
3.
What do you mean
by domain of relation/
function?
4.
What do you mean
by range of relation/
function?
5. How are relations and
functions represented?
6. How are the quantities
related to each other?

Dont
Forget!

You gave your initial ideas on representations of relations and functions. The next
section will enable you to understand how a relation and a function represented and do
a leaflet design to demonstrate your understanding.

What to
to Process
Process
What
What to
to Process
Process
What
After letting the students give their initial answers to the questions in the
IRF Worksheet, tell them that at the end of the lesson, they are expected to
make an informative leaflet of representations of relations and functions as a
demonstration of their understanding.
Let the students read and understand important notes on relations and
functions before they perform the succeeding activities. Tell them to study
carefully the example provided.

Your goal in this section is to learn and understand the key concepts of
Representations of Relations and Functions.
A relation is any set of ordered pairs. The set of all first coordinates is called the
domain of the relation. The set of all second coordinates is called the range of the relation.

157

Teachers Note and Reminders

Illustrative Example

Suppose you are working in a fast food company. You earn Php 40 per hour. Your
earnings are related to the number of hours of work.
Questions:
1.
2.
3.

How much will you earn if you work 4 hours a day? How about 5 hours? 6
hours? 7 hours? Or 8 hours?
Express each in an ordered pair.
Based on your answer in item 2, what is the domain? What is the range?

Solutions:
1.

The earning depends on the number of hours worked. An amount of Php

160 is earned for working 4 hours a day, Php 200 for 5 hours, Php 240
for 6 hours, Php 280 for 7 hours and Php 320 in 8 hours.
(4, 160), (5, 200), (6, 240), (7, 280), and (8, 320)
The domain of the relation is {4, 5, 6, 7, 8}. The range of the relation is {160,
200, 240, 280, 320}.

2.
3.

A ctivity 4

Dont
Forget!

MAKE YOUR OWN RELATION!

Description: This activity will enable you to make a relation, a correspondence of

your height and weight.
Materials:
tape measure or other measuring device

weighing device
ballpen
paper
Direction: Form groups of 5 to 10 members. Find your height and weight and of
the other members of the group. Express your height in centimeters
and weight in kilograms. Write the relation of height and weight in an
ordered pair in the form (height, weight).

QU
Ask the students to perform Activity 4. This activity will enable them to compose
a correspondence of their height and weight which makes a relation. Afterwhich,
allow the students to answer Exercises 1, 2, 3, 4 and 5.

158

NS

ES TI O

How are height and weight related to each other?

Answers to Exercise 1:
1. Php 20 for 1 hour, Php 40 for 2 hours and Php 60 for 3 hours.
2. (1, 20), (2, 40) and (3, 60). (Note to the Teacher: The correct ordered pair is
(1, 20), not (20, 1) because the amount of bicycle rental is dependent on the
numbers of hours rented.)
3. In the relation above, the domain is {1, 2, 3} while the range is {20, 40, 60}.
4. The amount of the bicycle rental is dependent on the rental time.
Answers to Exercise 2:
1. Php 5 for 3 minutes, Php 7 for 4 minutes and Php 9 for 5 minutes.
2. (3, 5), (4, 7) and (5, 9). (Note to the Teacher: The correct ordered pair is (3,
5), not (5, 3) because the charge is dependent on the number of minutes of
call.)
3. In the relation above, the domain is {3, 4, 5} while the range is {5, 7, 9}.
4. The charge of the pay phone depends on the number of minutes calling.
Answers to Exercise 3:
1. John will pay Php 12 for 1 hour, Php 24 for 2 hours, Php 36 for 3 hours and
Php 48 for 4 hours.
2. (1, 12), (2, 24), (3, 36) and (4, 48)
3. Yes
4. In the relation above, the domain is {1, 2, 3, 4}. However, the range is {12,
24, 36, 48}.
5. The amount John will have to pay depends on the time he played. The
amount is 12 times the length of time.
6. Php 48 is the amount that John would have saved.
Answers to Exercise 4:
1. The perimeter of the square whose side is 1 cm long is 4 cm; for 2 cm is 8
cm; 3 cm, 12 cm; 4 cm, 16 cm; 5 cm, 20 cm; and 20 cm, 80 cm
2. (1, 4), (2, 8), (3, 12), (4, 16), (5, 20) and (20, 80).
3. Yes
4. In the relation above, the domain is {1, 2, 3, 4, 5, 20}. However, the range is
{4, 8, 12, 16, 20, 80}.
5. The perimeter of the square is dependent on the length of its side. The
perimeter of the square is 4 times the length of its side.
Answers to Exercise 5:
1. The person who weighs 26 lbs on the moon weighs 156 lbs on earth, 27 lbs
on the moon weighs 162 lbs on earth, and 28 lbs on the moon weighs 168
lbs on earth.
2. The person who weighs 174 lbs on earth weighs 29 lbs on the moon, 180 lbs
on earth is 30 lbs on the moon, and 186 lbs on earth is 31 lbs on the moon.
3. {(120, 20), (126, 21), (132, 22), (138, 23), (144, 24), (150, 25)}
4. Yes
5. Based on the given table, the domain is {120, 126, 132, 138, 144, 150}.
However, the range is {20, 21, 22, 23, 24, 25}.
6. The persons weight on the moon is one-sixth of his weight on earth.

Exercise 1

Suppose the bicycle rental at the Rizal Park is worth Php 20 per hour. Your sister
would like to rent a bicycle for amusement.
1. How much will your sister have to pay if she would like to rent a bicycle for
1 hour? 2 hours? 3 hours?
2. Based on your answers in item 1, write ordered pairs in the form (time,
amount).
3. Based on your answers in item 2, what is the domain? What is the range?
4. How are rental time and cost of rental related to each other?
Exercise 2

Suppose you want to call your mother by phone. The charge of a pay phone call is Php 5
for the first 3 minutes and an additional charge of Php 2 for every additional minute or a fraction
of it.
1. How much will you pay if you have called your mother in 1 minute? 2 minutes?
3 minutes? 4 minutes? 5 minutes?
2. Out of your answers in item 1, write ordered pairs in the form (time, charge).
3. Based on your answers in item 2, what is the domain? What is the range?
4. How are time and charge related to each other?
Exercise 3

John pays an amount Php 12 per hour for using the internet. During Saturdays and
Sundays, he enjoys and spends most of his time playing a game especially if he is with his
friends online. He plays the game almost 4 hours.
1. How much will John pay for using the internet for 1 hour? 2 hours? 3 hours? 4
hours?
2. Express each as an ordered pair.
3. Is it a relation? Explain.
4. Based on your answers in item 3, what is the domain? What is the range?
5. How are time and amount related to each other?
6. If John has decided not to play the game in the internet cafe this weekend,
what is the maximum amount that he would have saved?
Exercise 4

The perimeter of a square depends on the length of its side. The formula of perimeter
of a square is P = 4s, where P stands for perimeter and s stands for the side.
1. What is the perimeter of the square whose side is 1 cm long? How about 2 cm
long? 3 cm long? 4 cm long? 5 cm long? 20 cm long?
2. Express each in an ordered pair.
3. Is it a relation? Why?
4. Based on your answers in item 3, what is the domain? What is the range?
5. How are the perimeter and the side related to each other?
Exercise 5

The weight of a person on earth and on the moon is given in the table as approximates.
Weight on earth (N)
120
126
132
138
144
150
Weight on the moon (N)
20
21
22
23
24
25
Source: You Min, Gladys Ng. (2008). GCE O Level Pure Physics Study Guide. Fairfield Book Publishers: Singapore.

159

1.

Discuss the different ways of representing a relation. Provide examples and

allow the students to give counterexamples.

2.

Teachers Note and Reminders

3.
4.
5.
6.

What is the weight of a person on earth if he weighs 26 N on the moon? 27 N?

28 N?
What is the weight of a person on the moon if he weighs 174 N on earth? 180
N? 186 N?
Write the set of ordered pairs using the given table.
Is it a relation? Why?
Based on your answer in item 3, what is the domain? What is the range?
Explain.
How are the weight on the moon and the weight on earth related to each other?

Representations of Relations

Aside from ordered pairs, a relation may be represented in four other ways: (1) table,
(2) mapping diagram, (3) graph, and (4) rule.
Table

The table describes clearly the behavior of the value of y as the value of
x changes. Tables can be generated based on the graph. Below is an example
of a table of values presented horizontally. At the right is also a table of values
that is presented vertically.

-2 -4

x
y

-2
-4

-1
-2

0
0

1
2

2
4

-1 -2
0

Mapping Diagram

Subsequently, a relation can be described by using a
diagram as shown at the right. In this example, -2 is mapped
to -4, -1 to -2, 0 to 0, 1 to 2, and 2 to 4.
Graph

Dont
Forget!

At the right is an example of a graphical representation
of a relation. It illustrates the relationship of the values of x
and y.
Rule

Notice that the value of y is twice the value of x. In other
words, this can be described by the equation y = 2x, where x
is an integer from -2 to 2.

160

Consider this as an example of representations of a relation and function. For

the set of ordered pairs, you may give only two pairs and allow the students
to complete the set. For the table, give some values of x only, then let them
complete the table. For the mapping diagram, allow them to complete it on
their own. Ask them the process questions and give feedback immediately.

Teachers Note and Reminders

Illustrative Example

Given the graph, complete the set of ordered pairs and the table of values; draw the
mapping diagram; and generate the rule.

Set of ordered pairs:

{(0, 6), (1, 5), (__, __), (__, __), (__, __), (__, __), (__, __)}

Table Mapping Diagram

A
B
x
y

10
9

4
3

1
0

3 4 5 6 7 8

9 10

Rule: ________________________
Questions:
1.
2.
3.
4.

How did you complete the set of ordered pairs?

How did you make the table?
How did you make the mapping diagram?
What is the rule? How did you come up with the rule?

Answers:
The set of ordered pairs is {(0, 6), (1, 5), (2, 4), (3, 3), (4, 2), (5, 1), (6, 0)}. We use
the set of ordered pairs in completing the table. The set of ordered pairs shows that
0 is mapped to 6, 1 to 5, 2 to 4, ..., and 6 to 0. Notice that the sum of x and y, which
is 6, is constant. Thus, the rule can be written as x + y = 6. This can also be written
in set notation as indicated below:

Dont
o
F rget!

{(x,y)x + y = 6}

Note that the graph does not start with (0, 6) nor it ends with (6, 0). Arrow heads
indicate that we can extend it in both directions. Thus, it has no starting and ending points.

161

Answers to Exercise 6

Exercise 6
Given the mapping diagram below, make a table; write a set of ordered pairs; and
B
A
draw its graph.

Set of ordered pairs:

{(0, 0), (1, -1), (1, 1), (4, -2), (4, 2)}


Graph: Table:
y
6

5

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

Set of ordered pairs:

{(__, __), (__, __), (__, __), (__, __), (__, __)}

-2
0

-1

Graph: Table:
y
1
0
6

4
1
5

4
x
y
2
3
2
1
-6

-5

-4

-3

-2

-1

-1

-2

-5

-3

-6

-4
-5
-6

41. Page 38. Erase - in

counter-examples.
sir pag delete ko parang
d na kumpleto ang
sentence

After letting the students do Exercise 6, discuss the important notes. You
may also do it in a form of oral questioning.

Questions:
1. How did you write the set of ordered pairs?
2. How did you make the table?
3. How did you graph?
4. Did you encounter any difficulty in making table, set of ordered pairs, and the
graph? Why?
5. Can you generate a rule? Explain your answer.

Discuss the domain and range of the relation. Provide examples and ask the
students to give counter-examples.

Teachers Note and Reminders

Note that:
{1, 2, 3, 4, 5} is not a relation because it is not a set of ordered pairs.
{(1, 5), (2, 4), (-1, 8), (0, 10)} is a relation because it is a set of ordered pairs.
The rule x + y = 7 represents a relation because this can be written in a set of
ordered pairs {..., (0, 7), (1, 6), (2, 5), (3, 4), (4, 3), ...}
If the ordered pairs are plotted in the Cartesian plane, then a graph can be
drawn to describe the relation. The graph also illustrates a relation.

Dont
o
F rget!

Domain and Range

It is noted that the domain of a relation is the set of first
coordinates while the range is the set of second coordinates.
Going back to the graph, the domain of the relation is {-2, -1, 0,
1, 2} and range is {-4, -2, 0, 2, 4}. Note that we write the same
element in the domain or range once.

162

Answers to Exercise 7:
1.
2.
3.
4.
5.

Illustrative Example

Determine the domain and range of the mapping diagram given
in Exercise 6.

Domain: {0, 1, 2, 3, 4}; Range: {2, 3, 4, 5, 6}

Domain: {0}; Range: {2, 4, 6, 8, 10}
Domain: {-5, -2, 1, 4, 7}; Range: {-2, 0, 2}
Domain: {0, -1, -2, -3, -4}; Range: {2, 3, 4, 5, 6}
Domain: {0, 1, 2, 3, 4}; Range: {-2, -3, -4, -5, -6}

Solution:

The domain of the relation is {0, 1, 4} while its range is {-2, -1, 0, 1, 2}.

Domain: {-2, 0, 2}; Range: {-5, -1, 8, 9, 10}

Domain: {0}; Range: {1, 2, 3, 4}
Domain: {-2, 0, 1, 2}; Range: {-5, -1, 0, 6}
Domain: {0, 1, 2, 3, 4}; Range: {1, 2, 3}

Exercise 8

Determine the domain and the range of each mapping diagram.

Answers to Exercise 9:
1.
2.
3.
4.

2. http://www.youtube.com/
watch?v=I0f9O7Y2xI4.

Exercise 7

Determine the domain and the range of the relation given the set of ordered pairs.
1. {(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}
2. {(0, 2), (0, 4), (0, 6), (0, 8), (0, 10)}
3. {(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}
4. {(0, 2), (-1, 3), (-2, 4), (-3, 5), (-4, 6)}
5. {(0, -2), (1, -3), (2, -4), (3, -5), (4, -6)}

Answers to Exercise 8:
1.
2.
3.
4.

Visit the websites below

for enrichment.

1. http://www.youtube.com/
watch?v=7Hg9JJceywA;
and

1. 3.

Domain: {-1, 0, 1, 2, 3}; Range: {3, 6, 9, 12, 15}

Domain: {-2, -1, 0}; Range: {5, -5, 3, -3, -1}
Domain: {-2, -1, 0, 1, 2}; Range: {0, 1, 2}
Domain: {5}; Range: {-5, 0, 5, 10, 15 }

-2
0
2

-5
-1

-2

-5

-1

10

Teachers Note and Reminders

2. 4.

Dont
o
F rget!

1
2
3

Exercise 9

Determine the domain and the range of the table of values.

163

-1
0
1
2
3
x
1. 3.
3
6
9
12
15
y

x
y

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

x
y

-2

-1

-5

10

15

Answers to Exercise 10:

1.
2.
3.
4.

Exercise 10

Determine the domain and the range of the relation illustrated by each graph below.

Domain: {-2, -1, 0, 1, 2, 3 }; Range: {-2, 0, 1, 2, 3}

Domain: {-2, -1, 0, 1, 2, 3}; Range: {-2, -1, 0, 1, 2, 3}
Domain: {-3, -2, -1, 0, 1, 2, 3}; Range: {1}
Domain: {x - 2 x 2}; Range: {y|-2 y 2}

y
1. 3.

Teachers Note and Reminders

-3

-2

-1

-1

1
1

-3

-2

-1

-2

-3

-3

2. 4.
3

-1

2
1

1
-2

-3

Dont
o
F rget!

-1

-2

-1

-3

-2

-1

-1

-2

-2

-3

-3
Note: The points in the graph are
those points on the curve.

Discuss the different types of correspondences. Show an example of

each correspondence using the mapping diagram. Provide some mapping
diagrams and let the students identify what type of correspondence is each.

A correspondence may be classified as one-to-one, many-to-one or one-to-many. It
is one-to-one if every element in the domain is mapped to a unique element in the range;
many-to-one if any two or more elements of the domain are mapped to the same element
in the range; or one-to-many if each element in the domain is mapped to any two or more
elements in the range.

164

Teachers Note and Reminders

One-to-One Correspondence
Student

Many-to-One Correspondence
Student

I.D. No.

Mary

001

John

025

Kim

154

Class Rank

Mary

Susan
Kenneth

Roger

One-to-Many Correspondence
Teacher

Student

Mars
Mrs. Peas

Kim
John
Sonia

Dont
Forget!

Illustrative Example 1
Consider the table and mapping diagram below.
Mapping Diagram
Student
Faith
Camille

Explain to the students Illustrative Example 1. Let the students identify what
type of correspondence is the mapping diagram and the table.

Jayson
9
Ivan

165

Table
Section

Gomez
Zamora

Government
Agency

Official Websites

DepEd

www.deped.gov.ph

DSWD

www.dswd.gov.ph

SSS

www.sss.gov.ph

PhilHealth

www.philhealth.gov.ph

Give a set of ordered pair and allow the students to write it in a mapping
diagram and in a table. Then, give Illustrative Example 2.

Teachers Note and Reminders

Questions to Ponder

1. What type of correspondence is the mapping? Explain.

2. What type of correspondence is the table? Explain.
Solutions:
1. The mapping diagram is many-to-one because three students, namely: Faith,
Camille and Ivan are classmates or belong to the same section Gomez.
2. The table is one-to-one correspondence because one element in the domain
(government agency) is mapped to one and only one element in the range
(official website).
Illustrative Example 2
Consider the sets of ordered pairs below.
Set A: {(3, 4), (4, 5), (5, 6), (6, 7), (7, 8)}
Set B: {(2, 2), (2, -2), (3, 3), (3, -3), (4, 4), (4, -4)}
Set C: {(0, 1), (1, 1), (2, 1), (3, 1), (4, 1), (5, 1)}
Questions to Ponder
1. What is the domain of each set of ordered pairs?
2. What is the range of each set of ordered pairs?
3. What type of correspondence is each set of ordered pairs? Explain.
4. Which set/sets of ordered pairs is/are functions? Explain.

Dont
o
F rget!

Introduce function as a special type of relations. Discuss the vast applications

of functions in real life. Provide sets of ordered pairs and allow the students to
identify which set represents functions. Let them generalize that all functions
are relations. However, some relations are not functions. Allow students to
give counterexamples of sets which represent functions.
Let them generalize that only one-to-one and many-to-one correspondences
are functions.

Solutions:
1. The domain of set A is {3, 4, 5, 6, 7}; set B is {2, 3, 4}; and set C is {0, 1, 2, 3, 4, 5}.
2. The range of set A is {4, 5, 6, 7, 8}; set B is {-4, -3, -2, 2, 3, 4}; and set C is {1}.
3. Correspondence in Set A is one-to-one; set B is one-to-many; and set C is
many-to-one.
4. Sets A is a function because there exists a one-to-one correspondence
between elements. For example, 3 corresponds to 4, 4 to 5, 5 to 6, 6 to 7,
and 7 to 8. Similary, set C is a function because every element in the domain
corresponds to one element in the range. However, set B is not a function
because there are elements in the domain which corresponds to more than
one element in the range. For example, 2 corresponds to both 2 and -2.
A function is a special type of relation. It is a relation in which every element in the
domain is mapped to exactly one element in the range. Furthermore, a set of ordered pairs
is a function if no two ordered pairs have equal abscissas.
Questions to Ponder
1. Among the types of correspondence, which ones are functions? Why?
2. Does one-to-one correspondence between elements always guarantee a
function? How about many-to-one? Justify your answer.
3. Does one-to-many correspondence between elements always guarantee a
function? Justify your answer.

166

Answers to Exercise 11:

Exercise 7
1. Function
2. Not function
3. Function
4. Function
5. Function

Exercise 8
1. Not function
2. Not function
3. Function
4. Function

Exercise 9
1. Function
2. Not function
3. Function
4. Not function

Exercise 10
1. Not function
2. Function
3. Function
4. Not function

Exercise 11

Go back to Exercises 7 to 10, identify which ones are functions. Explain.
Note that all functions are relations but some relations are not functions.

A ctivity 5

Let the students perform Activity 5 by pair. Let them observe and process their
answers using the guide questions through oral questioning to enable them to
generalize the rule of Vertical Line Test.

PLOT IT!

Description: In the previous activities, you have learned that a set of ordered pairs is a
function if no two ordered pairs have the same abscissas. Through plotting
points, you will be able to generalize that a graph is that of a function if every
vertical line intersects it in at most one point.
Direction: Determine whether each set of ordered pairs is a function or not. Plot each
set of points on the Cartesian plane. Make some vertical lines in the graph.

(Hint: 3 = 1.73)
1.
2.
3.
4.
5.
6.

Teachers Note and Reminders

{(4, 0), (4, 1), (4, 2)}

{(0, -2), (1, 1), (3, 7), (2, 4)}
{(-2, 2), (-1, 1), (0, 0), (1, 1)}
{(-2, 8), (-1, 2), (0, 0), (1, 2), (2, 8)}
{(3, 3), (0, 0), (-3, 3)}
{(-2, 0), (-1, 3), (-1, -3 ), (0, 2), (0, -2), (1, 3), (1, -3), (2, 0)}

Determine whether each set of ordered pairs represents a function or not. Put
a tick mark on the appropriate column. Determine also the number of points that
intersect any vertical line.

Set of Ordered Pairs

1. {(4, 0), (4, 1), (4, 2)}
2. {(0, -2), (1, 1), (3, 7), (2, 4)}
3. {(-2, 2), (-1, 1), (0, 0), (1, 1)}
4. {(-2, 8), (-1, 2), (0, 0), (1, 2), (2, 8)}
5. {(3, 3), (0, 0), (-3, 3)}
6. {(-2, 0), (-1, 3), (-1, -3), (0, 2),
(0, -2), (1, 3), (1, -3 ), (2, 0)}

Dont
Forget!

167

Not
Function
Function

Number of
Points
that Intersect a
Vertical Line

Answers to Activity 6:

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

2. {(0, -2), (1, 1), (3, 7), (2, 4)}
3. {(-2, 2), (-1, 1), (0, 0), (1, 1)}
4. {(-2, 8), (-1, 2), (0, 0), (1, 2),
(2, 8)}
5. {(3, 3), (0, 0), (-3, 3)}
6. {(-2, 0), (-1, 3), (-1, -3), (0,
2), (0, -2), (1, 3), (1, -3 ),
(2, 0)}

Function

/
/
/

1
/

QU

Number of
Not
Points
Function that Intersect a
Vertical Line
/
3
1
1

NS

Set of Ordered Pairs

ES TI O

1.
2.
3.
4.
5.

Which set of ordered pairs define a function?

In each set of ordered pairs which defines a function, what is the
maximum number of point/s that intersect every vertical line?
Which set of ordered pairs does not define a function?
In each set of ordered pairs which does not define a function, what
is the maximum number of points that intersect every a vertical line?
What have you observed?

The Vertical Line Test

If every vertical line intersects the graph no more than once, the graph represents a
function.
Exercise 12

Identify which graph represents a function. Describe each graph.
1. 3.

Let the students do the Vertical Line Test to identify whether each graph
represents a function or not. Supplemental video lessons are provided for
students.
Answers to Exercises 12:
By Vertical Line Test, graphs in items 1 and 3 are functions while that in items
2 and 4 are not.

4, 5,

Teachers Note and Reminders

Dont
o
F rget!

Web Links
Watch the video by clicking the
websites below.

1. http://www.youtube.com/watch?NR=1
&v=uJyx8eAHazo&feature=endscreen
2. h t t p : / / w w w . y o u t u b e .
c o m / w a t c h ? v = - x v D n4FOJQ&feature=endscreen&NR=1

168

Questions:
1. Which are functions? Why?
2. Can you give graphs which are that of functions? If
yes, give three graphs.
3. Can you give graphs which are not that of functions? If
yes, give another three graphs which do not represent
functions.
4. How do you know that a graph represents a function?
5. How is function represented using graphs?

Tell the students that both vertical and horizontal lines represent a relation
but only one, that is, vertical line represents a function.

Consider the following graphs:

y-axis

Teachers Note and Reminders

-3

-2

-1

y-axis

-1

x-axis

-3

-2

-1

-1

-2

-2

-3

-3

x-axis

Questions:
Which graph is a function? Which line fails the Vertical Line Test? Explain.

Horizontal and Vertical Lines

The horizontal line represents a function. It can be described by the equation y = c,
where c is any constant. It is called a Constant Function. However, a vertical line which can
be described by the equation x = c is not a function.

Dont
o
F rget!

Introduce rule or equation as a representation of relation. Tell the students that

a rule may either be a function or not. Let them observe Illustrative Examples 1
and Illustrative Examples 2. Use the process questions through oral questioning
to enable students to draw a generalization that a rule is a function if and only
if it can be written in the form y = f(x).

A relation may also be represented by an equation in two variables or the so-called
rule. Consider the next example.

Illustrative Example 1

The rule 3x + y = 4 represents a relation. If we substitute the value of x = -2 in the
equation, then the value of y would be:

3x + y = 4
3(-2) + y = 4
Subsituting x by -2.
-6 + y = 4


Simplification
-6 + y + 6 = 4 + 6
Addition Property of Equality
y = 10



Simplification

Similarly, if x = -1, then y = 7, and so on. Thus, we can have a set of ordered pairs
{, (-2, 10), (-1, 7), (0, 4), (1, 1), (2, -2),...}. Besides, a rule is a function if it can be
written in y = f(x).

169

Teachers Note and Reminders

Illustrative Example 2

Tell whether the rule 3x + y = 4 a function or not.

Solutions
3x + y = 4
3x + y + (-3x) = 4 + (-3x) Why?
y = -3x + 4 Why?

The rule above is a function since it can be written in y = f(x); that is, y = -3x + 4.

Illustrative Example 3

Tell whether the rule x2 + y2 = 4 a function or not.
x2 + y2 = 4
x2 + y2 + (-x2) = 4 + (-x2) Why?
y2 = 4 x2 Why?
y = 4 x2
Getting the square root of both sides.

Notice that for every value of x, there are two values of y. Lets find the values of y if x = 0.
y = 4 x2
y = 4 02
y = 4
y = 2

As shown above, if x = 0, then the values of y are 2 and -2. Thus, the ordered pairs
are (0, 2) and (0, -2) and therefore, it is not a function.

A ctivity 6 IDENTIFY ME!

Dont
Forget!

Description:
Direction:

Let the students identify points on the graph of the given equation, look into
their x-coordinates, and identify whether the equation represents a function
or not. Let them realize that an equation represents a function if no exponent
of y is an even number. Links are provided for further reference. Ask them to
perform Activity 6.

170

An equation in two variables can also represent a relation. With this

activity, you are able to determine whether a rule is a function or not.
Given the rule, determine whether the rule represents a function or not.
Answer the questions that follow. Examples are done for you.
Equation
Solutions
Coordinates
x = -2
(-2, -3)
y = 2x + 1 = 2(-2) + 1 = -4 + 1 = -3
x = -1
(-1, -1)
y = 2x + 1 = 2(-1) + 1 = -2 + 1 = -1
x=0
a. y = 2x + 1
(0, 1)
y = 2x + 1 = 2(0) + 1 = 0 + 1 = 1
x=1
(1, 3)
y = 2x + 1 = 2(1) + 1 = 2 + 1 = 3
x=2
(2, 5)
y = 2x + 1 = 2(2) + 1 = 4 + 1 = 5

Teachers Note and Reminders

b. x = y2

x=0
x = y2 = 0; hence, y = 0. Why?
x=1
x = y2 = 1; hence, y = 1 or -1.
Why?
x=4
x = y2 = 4; hence, y = 2 or -2.
Why?

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

Write the set of ordered pairs of each rule.

a. y = 2x + 1 : _____________________________________
b. x = y2 : _____________________________________

QU

Dont
Forget!

Answer to Exercise 13
1. Function 6. Not Function
2. Function 7. Not Function
3.
Function 8. Function
4.
Function 9. Function
5. Not Function 10. Not Function

NS

ES TI O

1.

Are there any two ordered pairs whose abscissas are equal? If yes,
which ones? Which rule does this set of ordered pairs belong?
2. Does the equation y = 2x + 1 define a function? Why or why not?
3. Does the equation x = y2 define a function? Why or why not?
4. What is the exponent of y in the equation y = 2x + 1? What about
the exponent of y in the equation x = y2?
5. What can you deduce? How do we know that an equation illustrates
a function? How do we know that an equation illustrates a mere
relation?
6. Which among the equations below define functions? Explain.
a.
y = 5x 4
b. 3x 2y = 2
c.
y = x2
d.
x2 + y2 = 9
e.
y3 = x
7. Can you give some equations which represent a function? How
about those which do not represent a function? Give three
examples each.

Exercise 13

Determine whether each rule below represents a function or not.
1.
y = 3x + 9
6.
x + y2 = 10
Web Links
For your reference, you can visit
2.
y = -2x 7
7.
x = y4
the websites:
3.
x + y = 10
8.
y = x2
1. http://www.webgraphing.com/
2. http://www.youtube.com/
4.
x2 + y = 2
9.
y = 4 + 1
watch?v=hdwH24ToqZI
5. 2x2 + y2 = 8
10. x2 y2 = 16

171

Let the students classify the variables as independent and dependent. Ask them
to perform Activity 7.

Note that a rule represents a function if and only if it can be written in the form y = f(x).

Answers to Activity 7:
1.


2.


3.


4.


5.

A ctivity 7

the number of hours of work and salary in a certain private company

Independent variable: the number of hours of work
Dependent variable: salary
the number of hours boiling and the number of ounces of water left in pot
Independent variable: the number of hours boiling
Dependent variable: the number of ounces of water left in pot
the distance covered and the volume of the gasoline
Independent variable: the volume of the gasoline
Dependent variable: the distance covered
the number of hours studied to grade on test
Independent variable: the number of hours studied
Dependent variable: grade on test
height of a plant to the number of months grown
Independent variable: the number of months grown
Dependent variable: height of a plant

Description:
Direction:

Answers to Questions of Activity 7:

independent, controls
dependent, depends
independent, controls
dependent, depends
dependent, depends

f.
g.
h.
i.
j.

independent, controls
independent, controls
dependent, depends
dependent, depends
independent, controls

ES TI O

Dont
Forget!

172

NS

Teachers Note and Reminders

QU

a.
b.
c.
d.
e.

MINDS-ON
Variables may be dependent and independent. Dependent variable
depends on the independent variable while the independent variable
controls the dependent variable.
Classify the variables as independent or dependent.
1.

time and salary

Independent variable: ______________
Dependent variable: _______________

2.

the number of hours boiling and the number of ounces of water in pot
Independent variable: ______________
Dependent variable: _______________

3.

the distance covered and the volume of the gasoline

Independent variable: ______________
Dependent variable: _______________

4.

the number of hours studied to grade on test

Independent variable: ______________
Dependent variable: _______________

5.

height of a plant to the number of months grown

Independent variable: ______________
Dependent variable: _______________

1.

Fill in the blanks.

a. I consider time as a/an ________________ variable because
it ___________________ the salary.
b. I consider salary as a/an ______________ variable because
it __________________ on the number of hours worked.
c. I consider the number of hours boiling as a/an
________________ variable because it ___________ the
number of ounces of water in pot.
d. I consider the number of ounces of water in pot as a/an
______________ variable because it ___________________
on the number of hours boiling.

Teachers Note and Reminders

e.

I consider the distance covered as a/an ________________

variable because it ___________________ on the volume of
the gasoline.
f.
I consider the volume of the gasoline as a/an ______________
variable because it ___________________ the distance
covered.
g. I consider the number of hours studied as a/an
_____________ variable because it ___________________
grade on test.
h. I consider grade on test as a/an ________________ variable
because it ___________________ on the number of hours
studied.
i. I consider height of the plant as a/an ________________
variable because it ___________________ on the number
of months grown.
j.
I consider the number of months grown as a/an ____________
variable because it ___________________ the number of
months grown.
2.

How do you differentiate the dependent from the independent

variable?

Dependent and Independent Variables

Dont
o
F rget!

The variable x is considered the independent variable because any value could
be assigned to it. However, the variable y is the dependent variable because its value
depends on the value of x.

A ctivity 8 AM I RELATED (PART I)?

Description:
Direction:

QU

ES TI O

173

NS

Let the students give counterexamples of variables which involve relations.

Instruct them to identify which variable is independent and is dependent. Ask
them to perform Activities 8 and 9. Give these as a group assignment. Allow
them to conduct interview.

This task provides counterexamples to the previous activity. This can

be done by group of 5 members.
Think of two quantities related to each other. Identify the independent
and dependent variables. Give as many three examples.

1.
2.

What three pairs of quantities did you choose? Why?

Can we see/experience them in real life?

Historical Note:

A ctivity 9 AM I RELATED (PART II)?

Function Notation

Direction:

ES TI O

NS

Discuss Function Notation as well as evaluation of function at a given value of x.

Give examples. Ask the students to give their counterexamples. Emphasize to
them that a function is usually represented by f, g or h. f(x) is not a function but
rather it is the output for every input x.

Description:

QU

(1707 1783) was a Swiss mathematician who taught and wrote about
mathematics in both St. Petersburg, Russia, and Berlin, Germany. He made
contributions to many branches of mathematics and was particularly successful
in devising useful notations. Among his notations was the f(x) notation to
represent the value of a function.

Among the variables mentioned in the previous activity, make a table

of values and set of ordered pairs and identify whether or not each
illustrates a function.
Among the three pairs you have identified in Activity 9, choose only one
for your group. You may conduct an interview with experts. Then, make a
table of values and a set of ordered pairs. Identify whether it illustrates a
function or not.
1.
2.
3.

What difficulty did you encounter in collecting the data?

How were you able to prepare the table of values?
Is the relation a function? Why?

In the previous section, you have learned how a function is defined. This time,
you will enrich your knowledge about functions starting with function notation.

Teachers Note and Reminders

Function Notation
The f(x) notation can also be used to define a function. If f is a function, the symbol
f(x), read as f of x, is used to denote the value of the function f at a given value of x. In
simpler way, f(x) denotes the y-value (element of the range) that the function f associates
with x-value (element of the domain). Thus, f(1) denotes the value of y at x = 1. Note
that f(1) does not mean f times 1. The letters such as g, h and the like can also denote
functions.
Input

Dont
Forget!

Furthermore, every element x in the domain of the function
is called the pre-image. However, evey element y or f(x) in
the range is called the image. The figure at the right illustrates
concretely the input (the value of x) and the output (the value of
y or f(x)) in the rule or function. It shows that for every value of x
there corresponds one and only one value of y.

Example:
Consider the rule or the function f defined by f(x) = 3x 1.
If x = 2, then the value of the function would be 5.

Solution:
f(x) = 3x 1
f(2) = 3(2) 1
f(2) = 6 1

f(2) = 5

174

Rule/Function
Substituting x by 2
Simplification
Simplification

Function f

Output
f(x) or y

Discuss the Domain and Range of a Function. Let the students recall the domain
and range of a relation if a table, mapping diagram, or a set of ordered pairs is
known. Stress the ideas of the arrow heads and of the asymptote. Present the
illustrative example provided and explain to them. You may also give another
graph with a vertical or horizontal asymptote as an example and explain.

Teachers Note and Reminders

The input is 2 (the value of x) and the output is 5 (the value of y or f(x)).
How about if x = 3?

Solution:
f(x) = 3x 1
f(3) = 3(3) 1
f(3) = 9 1

f(3) = 8

Rule/Function
Substituting x = 3
Simplification
Simplification

The input is 3 (the value of x) while the output is 8 (the value of function).

Domain and Range of a Function

In the previous section, you have learned how the domain and the range of a relation
are defined. The domain of the function is the set of all permissible values of x that give
real values for y. Similarly, the range of the function is the set of permissible values for y or
f(x) that give the values of x real numbers.

You have taken the domain and the range of the relation given in the table of
values in the previous lesson, the set of ordered pairs and the graph. Can you give the
domain and the range if the graph of the function is known? Try this one!
Illustrative Example

Find the domain and the range of each graph below.
a. b.
y

Dont
o
F rget!

Solutions:

In (a), arrow heads indicate that the graph of the function extends in both directions.
It extends to the left and right without bound; thus, the domain D of the function is the set of
real numbers. Similarly, it extends upward and downward without bound; thus, the range
R of function is the set of all real numbers. In symbols,

175

D = {x|x }, R = {y|y }

Answers to Exercise 14:

In (b), arrow heads indicate that the graph of the function is extended to the left and
right without bound, and downward, but not upward, without bound. Thus, the domain of
the function is the set of real numbers, while the range is any real number less than or
equal to 0. That is,

1. Domain: {x|x } Range: {y|y 0}

2. Domain: {x|x } Range: {y|y = 5} or {5}
3. Domain: {x|x } Range: {y|y }
4. Domain: {x|x } Range: {y|y > 0}
5. Domain: {x|x 0} Range: {y|y 0}
6. Domain: {x|x } Range: {y|y -2}

D = {x|x }, R = {y|y 0}

Exercise 14

Determine the domain and the range of the functions below.

Teachers Note and Reminders

1. 2. 3.
5

4. 5. 6.

(0, -2)

Dont
o
F rget!

Note: The broken line in item number 4 is an asymptote. This is a line that the graph
of a function approaches, but never intersects. (Hint: The value of x = 0 is not part of the
domain of the function.)

176

Let the students identify the domain of the function illustrated below. Note that
1
the graph of f(x) = x is asymptotic to the x-axis and to the y-axis. That is, the
graph of a function approaches but never intersects to the x-axis and the y-axis.
For further investigation, allow the students to use calculator. Explain to them
the meaning of Error or Math Error in the calculator. Ask them to perform Activity
10. Varied answers of students in Question 7 of the activity are expected. Give
examples and discuss them.

A ctivity 10

GRAPH ANALYSIS

Description:
Direction:

This activity will enable you to determine the domain of the function.
Consider the graphs below. Answer the questions that follow.

The graph of f(x) = 1

x
y

Answers to the Questions of Activity 10:

The graph of f(x) = x

y

1.
2.



3.

-4

-2

-1

QU

ES TI O

-1

-4

-3

-2

-1

7
6
5
4

3
2

-1

-2

-2

-3

-3

-4

-4

1.
2.
3.

1
-5

-4

-3

-2

-1

-1

0 1

-2

Does each graph represent a function? Why?

What is the domain of the first graph? Second graph? Third graph?
Explain each.
Does the first graph touch the y-axis? Why or why not?

1
, what happens to the value of the function if x = 0? Does
x
this value affect the domain of the function?
5. In f(x) = x, what happens to the value of the function if x < 0, or
negative? Does this value help in determining the domain of the
function?
6. In f(x) = x2, is there a value of x that will make the function
undefined? If yes, specify: _____________________.
7. Make a reflection about the activity.

4. In f(x) =

Teachers Note and Reminders

Dont
Forget!

-3

NS

By Vertical Line Test, every graph above represents a function.

The domains of the graphs are as follows:
First graph: {x|x , x 0}
Second graph: {x|x 0}
Third graph: {x|x }
The first graph does not touch the y-axis because the value of the function
1
f defined by f(x) = x , when x = 0, is undefined, which appears Error or
Math Error in the calculator. This means that the graph of the function
does not intersect the line x = 0 or the y-axis. Thus, the domain of the
function is {x|x , x 0}.
4. In f(x) = x , the value of the function is a real number for every real
number x which is greater than or equal to zero. When x is negative, the
value of the function is imaginary in which calculators yield an Error or
Math Error. This also means that the graph of the function does not lies
on the left side of the line x = 0 or the y-axis. Thus, the domain of the
function is {x|x 0}.
5. In f(x) = x2, there is no value of x that makes the function f undefined. Thus,
the domain of the function is {x|x }.
6. The value of the function is not a real number when it is undefined or is
imaginary.

The graph of f(x) = x2

y

You have tried identifying the domain and the range of the graph of the function.
What about if you are asked to find the domain of the function itself without its graph.
Try this one!
Illustrative Example

Determine the domain of each function below. Check the solution using calculator.
1.
f(x) = 3x
2.
f(x) = x2
3.
f(x) = x 2
4.
f(x) = x + 1
x

177

Teachers Note and Reminders

Solutions:
1. In f(x) = 3x, there is no value of x that makes the function f undefined. Thus, the
domain of f(x) = 3x is the set of real numbers or {x|x }.

2. In f(x) = x2, there is no value of x that makes the function f undefined. Thus, the
domain of f(x) = x2 is the set of real numbers or {x|x }.

3. In f(x) = x 2 , the domain of the function is the set of values of x that will
not make x 2 an imaginary number. Examples of these values of x are 2,
2.1, 3, 3.74, 4, 5, and so on. However, x = 1 cannot be because it can give
the value of the function

1 2 = -1

which is imaginary where the calculator yields an Error or a Math Error. The
numbers between 1 and 2 neither work. Thus, the domain of the function is x
is greater than or equal to 2, or {x|x 2}. For you to find easily the domain of
the function, we say the radicand 0. That is, x 2 0 which gives x 2 if
simplified.

4. In f(x) = x + 1 , the domain of the function is the set of values of x that will
x
not make x + 1 undefined. The value x = 0 will make the expression x + 1
x
x
undefined. When the answer is undefined, the calculator yields an Error or
a Math Error. Thus, x = 0 is not part of the domain. The domain, therefore,
of the function is the set of real numbers except 0, or {x|x , x 0}. To
find easily the domain of the function, we say denominator is not equal to
zero, or x 0.

Dont
Forget!

Note that the value of the function will not be a real number if it is an imaginary
number or undefined.

Answers to Exercise 15:

1.
2.
3.
4.
5.

{x|x } 6.
{x|x , x 1}
{x|x } 7.
{x|x 8}
{x|x 0} 8. {x|x , x -6}
{x|x -1} 9.
{x|x 2}
{x|x , x 2} 10. {x|x , x 5/3}

Exercise 15

Find the domain of each function.
g(x) = 5x + 1

6.

g(x) =

2.

g(x) = x 7

7.

3.

g(x) = x 8

g(x) = x 8.
g(x) =

4.
5.

178

3x + 4
x1

1.

g(x) = x + 1

g(x) = x + 4
x2

9.

3x
x+6
g(x) = 2x 4

10. g(x) = x + 4
3x 5

Let the students do Activity 11 by revisiting the IRF Worksheet. Consider this
activity as part of a formative assessment. Compare their revised answers to
their initial answers. Pose again the topical Essential Question: How are the
quantities related to each other?

A ctivity 11

IRF WORKSHEET REVISITED

Description:
Direction:

What to
to Understand
Understand
What

Below is the IRF Worksheet in which you will write your present knowledge
about the concept.
Give your revised answers of the questions provided in the first column
and write them in the third column. Compare your revised answers from
your initial answers.
Questions

Have students take a closer look at the next activity. The questions in this
activity are quite difficult. Tell them to analyze the questions well and write
their answers accurately. Allow them to discuss the activity by pair.

Initial Answer

Revised
Answer

Final
Answer

1. What is a relation?
2. What is a function?

Teachers Note and Reminders

3. How are relations and

functions represented?
4. How are the quantities
related to each other?

Go back to the previous section and find out if your initial ideas are correct
or not. How much of your initial ideas are discussed. Which ideas are different and
need revision?

Now that you know the important ideas about this topic, lets go deeper by moving
on to the next section.

Dont
o
F rget!

What to
to Understand
Understand
What

Your goal in this section is to take a closer look at some aspects of the
topic.

A ctivity 12

Answers to A of Activity 12:

1.
2.
3.
4.
5.

{x|x 1}
{x|x }
{x|-4 x 4}
{x|x 4}
{x|x , x -2}

Description:
Direction:

QUIZ
This activity will evaluate your knowledge about the domain of the given
relation.
Do as directed.

A. State the domain of the relation.
1.
h(x) = 1 x
4. t(x) = 2x 4
2.

x + y = 4

3.
x + y = 16
2

179

5.

r(x) =

2x2 + 3x 2
x+2

Answers to B of Activity 12:

1.
2.
3.
4.
5.

{x|x 1}
{x|x }
{x|-4 x 4}
{x|x 1}
{x|x , x -2}

Answers to B of Activity 12:

1. The domain of the function f is {x|x , x 4} while that of g is {x|x }.
At x = 4, function f is undefined while function g is not.
2. The domain of the function W is {x|x }.
3. Answers may vary.
4. The statement is true. The domain of the function f is {x|x > 1} because
x 1 0 and x 1 0 which gives x 1 and x 1, respectively.

B.

Answer the following questions.

1. Is the domain of f(x) = (x + 4)(x 4) equal to the domain of
x4
g(x) = x + 4? Justify your answer.
2.

(Biology) The weight of the muscles of a man is a function

of his body weight x and can be expressed as W(x) = 0.4x.
Determine the domain of this function. Explain your answer.

3. Give a function whose domain is described below:

a.
{x|x }
b.
{x|x , x 1}
c.
{x|x 4}
d. {x|x -1}

C.

Solutions:
x 1 0 Given
x 1 0 Squaring both sides
x 1 0 Addition Property of Equality
x 1 Simplification
x 1 0 Given
x 1 + 1 0 + 1 Addition Property of Equality
x 1 Simplification

4. Accept or reject the following statement and justify your

response: The domain of the function f(x) = x + 5 is {x|x > 1}.
x 1

Study the graph given and use it to answer the questions that
follow.

3
2
1

Answers to C of Activity 12:

-3

1. Yes, the graph represents a relation because any graph is a representation

of a relation.
2. By Vertical Line Test, the graph represents a function.
3. The domain of the graph is {x|x , x 0}.
4. The range of the graph is {y|y , y -2}.
5. The value of y increases as the value of x increases.

-2

-1

-1

x
1

-2
-3
1.
2.
3.
4.
5.

180

Does the graph represent a relation? Explain.

Does the graph represent a function? Explain.
Determine the domain of the graph.
Determine the range of the graph.
How are the quantities related to each other? Does the
value of y increase as x increases?

Before the students move to the next section of this lesson, give a short test
(formative test) to find out how well they understood the lesson. Let them give
their present knowledge about the concept. This is one way of assessing the
students self-knowledge on the topic.

A ctivity 13
Description:
Direction:

What to
to Transfer
Transfer
What

Your goal in this section is to apply your learning to real-life situations.
You will be given a practical task which will demonstrate your understanding.

Teachers Note and Reminders

IRF WORKSHEET REVISITED

Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Give your final answers of the questions provided in the first column and
write them in the third column. Compare your revised answers from your
initial and revised answers.
Initial
Revised
Final
Questions
Answer
Answer
Answer
1. What is a relation?
2. What is a function?
3. How are relations and
functions represented?
4.
How
are
the
quantities related to
each other?

What new realizations do you have about the topic? What new connections have
you made for yourself?

Now that you have a deeper understanding of the topic, you are ready to do the
tasks in the next section.

What to
to Transfer
Transfer
What

Your goal in this section is to apply your learning to real-life situations. You
will be given a practical task which will demonstrate your understanding.

Dont
Forget!

A ctivity 14

GALLERY WALK

Description: Your output of this activity is one of your projects for the second quarter. It
summarizes the representations of relations and functions. This could be
done by groups of 5 to 8 members each. Before doing this project, you are
required to have a research on making a leaflet.
Direction: You make an informative leaflet providing the information about the
representations of relations and functions. Each member in the group will
give a relation and write its representations. Arrange these in a creative
manner. Your group output will be assessed using the rubric on the next
page.

181

Teachers Note and Reminders

RUBRIC: INFORMATIVE LEAFLET

Exemplary
Satisfactory
Developing
CRITERIA
4
3
2
The leaflet
All required
All but 1 or 2
includes
elements are
of the required
Required
all required
included on the elements are
Elements
elements
leaflet.
not included on
as well as
the leaflet.
additional
information.
All graphics are All graphics are All graphics
related to the
related to the
relate to the
Graphics topic and make topic. All
topic. One or
Relevance /
it easier to
borrowed
two borrowed
Color
understand.
graphics have a graphics were
All borrowed
source citation. not cited.
graphics have a
source citation.
The leaflet is
The leaflet is
The leaflet is
exceptionally
attractive in
acceptably
Attractiveness/
attractive
terms of design, attractive
Formatting
in terms of
layout and
though it may
design, layout, neatness.
be a bit messy.
and neatness.

Beginning
1
Several
required
elements were
missing.

Graphics do
not relate
to the topic
or several
borrowed
graphics were
not cited.
The leaflet is
distractingly
messy or
very poorly
designed. It is
not attractive.

In this section, your task was to make an informative leaflet. How did you find the
performance task?

Continue studying the next lesson for further understanding about functions.

Dont
Forget!

182

Lesson 3

Linear Function and Its Applications

Lesson

What to
to Know
Know
What

What to
to Know
Know
What

Provide students the opportunity to recall translating verbal phrases to mathematical

phrases and vice-versa. Ask them to answer Activities 1 and 2. Answers in Activity 2
may vary.

Answers to Activity 1:
1.
B 6.
C 11.
A
2.
H 7.
P 12.
K
3.
G 8.
Q 13.
L
4.
F 9.
O 14.
J
5.
E 10.
M 15.
N

Lets start this lesson by recalling translation of English phrases to
mathematical expressions and vice versa. As you go through this module, keep in
mind this question: How can you predict the value of a quantity given the rate
of change?

A ctivity 1

FIND MY PAIR!

Description:

Teachers Note and Reminders

Linear Function
and Its Applications

Direction:

Dont
Forget!

This activity will enable you to recall on translations of verbal phrases to

mathematical phrases.
Match the verbal phrase in Column A to the mathematical phrase in
Column B. Write the letter that corresponds to your answer on the space
provided before each item.
Column A
Column B
___ 1. The sum of the numbers x and y
A. 7xy
___ 2. The square of the sum of x and y
B. x + y
___ 3. The sum of the squares of x and y
C. 2(x + y)
___ 4. Nine less than the sum of x and y
D. 9 x + y
___ 5. Nine less the sum of x and y
E. 9 (x + y)
___ 6. Twice the sum of x and y
F. (x + y) - 9
___ 7. Thrice the product of x and y
G. x2 + y2
___ 8. Thrice the quotient of x and y
H. (x + y)2
___ 9. The difference between x and y divided by four I. 4x3 + y3
___10. Eight more than the product of x and y
J. 4(x3 + y3)
___11. The product of 7, x and y
K. 4(x + y)
___12. The product of four and the sum of x and y
L. x + y2 10
___13. The sum of x and the square of y diminished
M. 8 + xy
by ten
___14. Four times the sum of the cubes of x and y

N. 2 x y

___15.]Two multiplied by the absolute value of the O. x y

difference of x and y
4
P. 3xy
x
33
Q. y

183

QU

ES TI O

In Activity 1, you translated verbal phrases to mathematical phrases. However,

in the next activity, you will write the verbal phrases for a given set of mathematical
phrases.

Give some examples of sentences which can be translated to mathematical

equations.

Teachers Note and Reminders

1. What is the difference between:

a. x less than y and x less y?
b. the sum of the squares of x and y and the square of the
sum of x and y?
2. Have you encountered any difficulty in translating English
phrases to mathematical expressions? Explain your answer.

NS

Possible Answers to Activity 2:

1. the sum of a and b
2. twice the difference of a and b
3. the sum of thrice the number a and four times the number b
4. b less 5
5. b less than 5
6. the square of the number a added to the square of the number b
7. the number a added to twice the number b
8. the product of the numbers a and b divided by 2
9. twice the square of the number a diminished by thrice of the number b
10. the quotient of a and b added to 7

A ctivity 2

WRITE YOUR OWN VERBAL PHRASE!

Description:
Direction:

This activity will enable you to translate mathematical phrases to verbal

phrases.
Write the verbal phrase for each mathematical phrase below.
1. a + b
6. a2 + b2
2. 2(a b)
7. a + 2b
3. 3a + 4b
8. ab
2
4. b 5
5. 5 b
9. 2a2 3b
10. a + 7
b

It is also necessary to recall translating verbal sentences to equations. Try the
next activity.
Illustrative Example

Represent the sentences below algebraically:

Dont
o
F rget!

1.

Four times a number increased by 5 is 21.

Four

times

a number

increased by

is

21.

4
x +
5
=
21


The mathematical equation for the verbal sentence is 4x + 5 = 21.

184

Answers to Activity 3:
1. 2x = 6
2. 4 + x = 10
3. 25 2x = 12
4. 3x + 7 = 98
5. x2 + 32 = 16
6. 3x 9 = 100
7. x + (x + 1) = 25
8. x(x + 1) = 182
9. (x + 4)(x 3) = 30
10. x + y = 47 or M + S = 47

2.

The difference of two numbers is 8.

The term difference means the answer of the subtraction. The two
numbers can be represented by two variables, say x and y. Thus, the correct
mathematical equation is x y = 8.

The perimeter of the triangle whose sides are x, x + 4 and 2x + 5 is 57.

3.

The perimeter of any triangle is the sum of the lengths of its three sides.
The perimeter P of the triangle is x + (x + 4) + (2x + 5) and is equal to 57. Thus,
the correct mathematical equation is x + (x + 4) + (2x + 5) = 57.

A ctivity 3

Let the students recall also evaluating algebraic expressions. Tell them to
answer Activity 4. This is pre-requisite to evaluating linear functions which will
be discussed later.

Teachers Note and Reminders

WRITE THE CORRECT EQUATION

Description:
Direction:

This activity will enable you to translate each verbal sentence into
mathematical equation and vice versa.
Represent each of the following algebraically.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Twice a number is 6.
Four added to a number gives ten.
Twenty-five decreased by twice a number is twelve.
If thrice a number is added to seven, the sum is ninety-eight.
The sum of the squares of a number x and 3 yields 25.
The difference between thrice a number and nine is 100.
The sum of two consecutive integers is equal to 25.
The product of two consecutive integers is 182.
The area of the rectangle whose length is (x + 4) and width is (x 3)
is 30.
10. The sum of the ages of Mark and Sheila equals 47.

QU

Dont
Forget!

NS

ES TI O

1.
2.
3.





4.

What are the common terms used to represent the = sign?

Use the phrase is equal to on your own sentence.
Translate the formulae below to verbal phrases.
a. P = a + b + c (Perimeter of a triangle)
b. A = lw (Area of a rectangle)
c. A = s2 (Area of a square)
d. C = (Circumference of a circle)
e. SA = 2lw + 2lh + 2wh (Surface area of a rectangular prism)
Write five pairs of mathematical phrases and their verbal
translations.

Recalling evaluation of algebraic expressions is also important. Try the next activity.

185

Answers to Activity 4:
1.
4 6. 34
2.
-1 7. -3
3.
32 8. 10
4.
-5 9. 4
5.
-1 10.
7/2

A ctivity 4

EVALUATE ME!

Description:
Direction:

This activity will enable you to evaluate algebraic expressions.

Evaluate the following algebraic expressions.

1. 2xy when x = 2 and y = 1

Teachers Note and Reminders

2.

x 4y when x =-1 and y = 0

3.

x2 + y when x = -5 and y = 7

4.

3x + 2y when x = 3 and y = -4

5.

x + 4 (8y) when x = 2 and y = 1

2
x2 30

6. 3(x + y) 2(x 8y) when x = 8 and y = -2

7. (3x)(
8.
9.

y8
)
y2

when x = 4 and y = 0

x2 + 4x 5 when x = 5 and y = 3
y2 y 2

2x 4 + 7y when x = 4 and y =

2
7

10. (x + 3) 4 15 2xy when x = 5 and y = -1

QU

NS

ES TI O

1.
2.
3.
4.
5.

Dont
o
F rget!

6.
7.
8.

186

How do you evaluate an algebraic expression?

What rule did you use to evaluate algebraic expressions?
If exponent and parenthesis appear simultaneously, which one will
you perform first?
If an expression allows you to multiply and divide in any order, is it
correct to always perform multiplication first before division?
In the expression 6 (3)(4), which operation will you perform first,
multiplication or division? Explain your answer.
If an expression allows you to add and subtract, is it correct to
always perform addition first before subtraction? Why?
In the expression 2 1 + 8, which operation will you perform first,
addition or subtraction? Explain your answer.
State the GEMDAS Rule.

Elicit students present knowledge of Linear Functions by answering the Initial

Answer column in the IRF Worksheet.

A ctivity 5

After letting the students answer the IRF Worksheet, tell them that at the end
of the lesson, they are expected to formulate and solve real-life problem, and
make an informative leaflet about electric bill and power consumption, and
orally present this to the other barangay officials as a demonstration of your
understanding.

Description:
Direction:

IRF WORKSHEET
Below is the IRF Worksheet in which you will write your present knowledge
about the concept.
Give your initial answers of the questions provided in the first column and
write them in the second column.

Questions

Initial
Answer

Revised
Answer

Final
Answer

1. What is linear function?

2. How do you describe a
linear function?
3. How do you graph a
linear function?
4. How do you find an
equation of the line?
5. How can the value
of a quantity given
the rate of change be
predicted?

What to
to Process
Process
What
These are enabling activities/experiences that the learner will have to go
through to understand linear function and its applications. Interactive activities
are provided for the students to check their understanding on the lesson.
Let the students identify whether the function is linear or not based on the
definition. Give examples and discuss them. After giving many examples, allow
the students to give their own examples of linear function in f(x) notation.

Teachers Note and Reminders

You have just reviewed translations of English phrases and sentences
to mathematical expressions and equations and vice versa. The next section
will enable you to understand linear functions and its applications, to formulate
and solve real-life problems, and to make a leaflet about electric bill and power
consumption to be presented to the different members of the community.

What to
to Process
Process
What
Dont
o
F rget!

Your goal in this section is to learn and understand the key concepts of Linear
Function and Its Application.
Linear Function

A linear function is defined by f(x) = mx + b, where m is the slope and b is the
y-intercept, m and b and m 0. The degree of the function is one and its graph is a
line.

187

Teachers Note and Reminders

Illustrative Example 1
Is the function f defined by f(x) = 2x + 3 a linear function? If yes, determine the slope
m and the y-intercept b.
Solution:
Yes, the function f defined by f(x) = 2x + 3 is a linear function since the highest
exponent (degree) of x is one and it is written in the form f(x) = mx + b. The slope m is 2
while the y-intercept b is 3.
Illustrative Example 2
Is the function g defined by g(x) = -x a linear function? If yes, determine its slope and
y-intercept.
Solution:
Yes, the function g is a linear function because it has a degree one. Since g(x) =
-x can be written as g(x) = -1x + 0, its slope is -1 and y-intercept is 0.

Dont
Forget!

Illustrative Example 3
Is the function h defined by h(x) = x2 + 5x + 4 a linear function?
Solution:
The function h is not a linear function because its degree (the highest exponent of
x) is 2, not 1.

Answers to Exercise 1:
Function
1. f(x) = 5x + 1
2. f(x) = -6x 7
3. f(x) = 3x
4. f(x) = x 4
5. f(x) = 5x 3
6. f(x) = 2(x 3)
7. f(x) = -(x + 5)
8. f(x) = -4x2
9. f(x) = 10x2 + 7x
10. f(x) = 3x2 5x + 1

Degree
1
1
1
1
1
1
1
2
2
2

Yes
/
/
/
/
/
/
/

No

/
/
/

m
5
-6
3
1
5
2
-1

b
1
-7
0
-4
-3
-6
-5

Exercise 1

Determine whether each is a linear function or not. Check Yes if it is a linear function
and No if it is not. Write the degree of the function. For linear functions, identify its slope m
and y-intercept b.
Function
Degree
Yes
No
m
b
1. f(x) = 5x + 1
2. f(x) = -6x 7
3. f(x) = 3x
4. f(x) = x 4
5. f(x) = 5x 3
6. f(x) = 2(x 3)
7. f(x) = -(x + 5)
8. f(x) = -4x2
9. f(x) = 10x2 + 7x
10. f(x) = 3x2 5x + 1

188

Let the students evaluate a linear function given some values of x and let them
give the coordinates.

Teachers Note and Reminders

A linear function can be described using its graph.

Illustrative Example

Determine the values of the function f if f(x) = 2x 1 at x = -3, 0, and 2. Give their
meanings and ordered pairs.
Solution:
If x = -3, then f(x) = 2x 1 becomes
f(-3) = 2(-3) 1
f(-3) = -6 1
f(-3) = -7, which means the value of f at x = -3 is -7.

Or, if x = -3, then y = -7. This gives the ordered pair (-3, -7). Recall that an ordered
pair can be written (x, y).
If x = 0, then f(x) = 2x 1 becomes

f(0) = 2(0) 1

f(0) = 0 1

f(0) = -1, which means the value of f at x = 0 is -1.

Or, if x = 0, then y = -1. This gives another ordered pair (0, -1).

If x = 2, then f(x) = 2x 1 becomes
f(2) = 2(2) 1
f(2) = 4 1
f(2) = 3, which means the value of f at x = 2 is 3.

Or, if x = 2, then y = 3. This gives the ordered pair (2, 3).

This implies that the graph of the function f will pass through the points (-3, -7), (0, -1) and
(2, 3). Out of the values, we can have the table below:
x
f(x)

Dont
Forget!

-3
-7

0
-1

2
3

With the use of table of values of x and y, the
function can be graphed as shown at the right.

1
-4

-3

-2

-1

0
-1

Web Links

-2

For your enrichment,

visit this link: http://www.
youtube.com/watch?v=
UgtMbCI4G_I&feature=
related

-3
-4
-6
-5
(-3, -7)

189

(2, 3)

-7

0
(0, -1)

Answers in Activity 6:
A. 1. f(x) = 2x
2.
f(x) = 2x + 1
3.
f(x) = -3x
4.
f(x) = -3x 4
5.
f(x) = 2 3x

f(-3) = -6
f(-3) = -5
f(-3) = 9
f(-3) = 5
f(-3) = 11

f(1) = 2
f(1) =3
f(1) = -3
f(1) = -7
f(1) = -1

Note that an ordered pair (x, y) can be written as (x, f(x)) for any function in f(x)
notation.

f(4) = 8
f(4) = 9
f(4) = -12
f(4) = -16
f(4) = -10

A ctivity 6 DESCRIBE ME (PART I)!

Description:

B.
Function

The values of
f(-3)

f(1)

f(4)

Ordered
Pairs

Direction:
Table

A.

1. f(x) = 2x

-6

(-3, -6),
(1, 2),
(4, 9)

2. f(x) = 2x + 1

-5

(-3, -5),
(1, 3),
(4, 8)

x -3
f(x) -5
x -3
f(x) 9

-3

-12

-7

-16

-1

-10

x -3
f(x) -6

3. f(x) = -3x

-3

-12

(-3, 9),
(1, -3),
(4, -12)

4. f(x) = -3x 4

-7

-16

(-3, 5),
(1, -7),
(4, -16)

x -3
f(x) 5

5. f(x) = 2 3x

11

-1

-10

(-3, 11),
(1, -1),
(4, -10)

x -3
f(x) 11

This activity will enable you to describe a linear function using the set of
ordered pairs and table by finding the value of the function at x.
Do as directed the given tasks.
Determine the values (a) f(-3), (b) f(1), and (c) f(4) in each of the
following functions.

1.
f(x) = 2x
2.
f(x) = 2x + 1
3.
f(x) = -3x
B.

Dont
Forget!

190

f(x) = -3x 4
f(x) = 2 3x

Complete the table below.

Function

Teachers Note and Reminders

4.
5.

The values of
f(-3) f(1) f(4)

Ordered
Pairs

Table

1. f(x) = 2x

x
f(x)

2. f(x) = 2x + 1

x
f(x)

3. f(x) = -3x

x
f(x)

4. f(x) = -3x 4

x
f(x)

5. f(x) = 2 3x

x
f(x)

1. f(x) = 2x

2. f(x) = 2x + 1

3. f(x) = -3x

4. f(x) = -3x 4

5. f(x) = 2 3x

The values of...

f(-3) = -6
f(1) = 2
f(4) = 8
f(-3) = -5
f(1) = 3
f(4) = 9
f(-3) = 9
f(1) = -3
f(4) = -12
f(-3) = 5
f(1) = -7
f(4) = -16
f(-3) = 11
f(1) = -1
f(4) = -10

C. Complete the table below. An example is done for you.

Function
The values of...
Meaning
The value of f at x = -3 is
f(-3) = -6
-6.
1. f(x) = 2x
f(1) = 2
The value of f at x = 1 is 2.
f(4) = 8
The value of f at x = 4 is 8.
f(-3) = ___
2. f(x) = 2x + 1 f(1) = ___
f(4) = ___
f(-3) = ___
f(1) = ___
3. f(x) = -3x
f(4) = ___
f(-3) = ___
4. f(x) = -3x
f(1) = ___
4
f(4) = ___
f(-3) = ___
5. f(x) = 2 3x f(1) = ___
f(4) = ___

Meaning
The value of f at x = -3 is -6.
The value of f at x = 1 is 2.
The value of f at x = 4 is 8.
The value of f at x = -3 is -5.
The value of f at x = 1 is 3.
The value of f at x =4 is 9.
The value of f at x = -3 is 9.
The value of f at x = 1 is -3.
The value of f at x =4 is -12.
The value of f at x = -3 is 5.
The value of f at x = 1 is -7.
The value of f at x =4 is -16.
The value of f at x = -3 is 11.
The value of f at x = 1 is -1.
The value of f at x =4 is -10.

ES TI O

Teachers Note and Reminders

Dont
o
F rget!

191

NS

Process the guide questions and let them realize that as x increases, the value
of the function may either increase or decrease.

QU

Function

How did you determine the values of f(-3), f(1) and f(4) of each
function?
2. In each of the functions below, what have you observed about the
values of f as x increases?
a.
f(x) = 2x
b.
f(x) = 2x + 1
c.
f(x) = -3x
d.
f(x) = -3x 4
e.
f(x) = 2 3x
3. Does the value of the function increase as x increases?
4. What affects the change of values of the function?
5. Have you observed a pattern? If yes, state so.
6. How can the value of a quantity given the rate of change be
predicted?
1.

Let the students describe a linear function using mapping diagram and graph.
To do this, let the students evaluate f(-2), f(-1), f(0), f(1) and f(2) of each function
and complete each table.

A ctivity 7 DESCRIBE ME (PART II)!

Description:

Answers to Activity 7:

x -2 -1 0
f(x) 3 4 5
b.

Direction:

f(x) = x + 5 c. f(x) = -x + 5
1
6

2
7

x -2 -1 0
f(x) 7 6 5

1
4

2
3

a.
f(x) = x + 5
x
f(x)

f(x) = 3x d. f(x) = -3x

x -2 -1 0
f(x) -6 -3 0

1
3

2
6

x -2 -1 0 1 2
f(x) 6 3 0 -3 -6

ES TI O

NS

The mapping diagram of each function is one-to-one correspondence. Each

element in the domain corresponds to one and only one element in the range.
For function defined by f(x) = x + 5 and f(x) = 3x, the value of the function
increases as x increases. However, for functions defined by f(x) = -x + 5 and
f(x) = -3x, the value of the function decreases as x increases. The value of m
affects the trend of the function.

c.

f(x) = -x + 5
x
f(x)

b.
f(x) = 3x d.
f(x) = -3x
x
x
f(x)
f(x)

QU

a.

This activity will enable you to describe a linear function using mapping
diagram and graph.
Given the functions below, evaluate the following: f(-2), f(-1), f(0), f(1) and
f(2). Complete the table of values of each function below. Illustrate with a
mapping diagram and draw the graph in a graphing paper.

1.
2.
3.

Let the students tell whether a function represented by a table is linear or

not. Allow them to observe the first differences on the x-values and the first
differences on the y-values in answering Activity 8.

4.
5.
6.

Teachers Note and Reminders

How did you determine the values of f(-2), f(-1), f(0), f(1) and f(2) of
each function?
What type of correspondence are the mapping diagrams? Does
each element in the domain correspond to one and only one
element in the range?
Have you observed any pattern from the domain and range
of each function? Based from the values obtained, is the
function increasing or decreasing?
Which function has an increasing value of y as x increases?
Which function has a decreasing value of y as x increases?
How can you predict the value of a quantity given the rate of
change?

A ctivity 8 WHAT ARE THE FIRST DIFFERENCES

ON Y-VALUES?

Dont
Forget!

Description:
Direction:

This activity will enable you to determine whether a function is linear

given the table.
Do as directed.
A.

Consider the function f defined by f(x) = 3x 1.

1. Find the values of the functions and complete the table below:
x
f(x) or y

192

Answer to Activity 8
A.

2.

x
f(x) or y

x
g(x) or y

0
-1

1
2
3

B.

C.

x
f(x) or y

7
18

-2
5

-1
2
-3

0
1
-1

1
2
1

9
22

Find the first differences on y-coordinates and write your

answers on the boxes below the table:
x
f(x) or y

2
5
14

3.

ES TI O

NS

3
10

4
11

QU

0
6

3
8
3

2
x
h(x) or y

2
5

Find the first differences on x-coordinates. Write your answers

on the boxes above the table:

1.
2.
3.
4.
5.

2
5

How did you find the values of the function?

What are the first differences on x-coordinates? How did you find
them? Are they equal?
What are the first differences on y-coordinates? How did you find
them? Are they equal?
Is the given function linear? Explain.
How is the slope m of the function related to the first differences on
y-coordinates?

B. Consider the function g defined by g(x) = 2x + 4.

1. Find the values of the functions and complete the following
table:
1
3
5
7
9
x
g(x) or y

2.

Find the first differences on x-coordinates and write your

answers on the boxes above the table:

x
g(x) or y

193

Teachers Note and Reminders

3.

Find the first differences on y-coordinates and write your

answers on the boxes below the table:
x
g(x) or y

QU

NS

ES TI O

1.
2.
3.
4.
5.

How did you find the values of the function?

What are the first differences on x-coordinates? How did you find
them? Are they equal?
What are the first differences on y-coordinates? How did you find
them? Are they equal?
Is the given function linear? Explain.
How is the slope m of the function related to the first differences on
y-coordinates?

C. Consider the function h defined by h(x) = x2 + 1.

1. Find the values of the functions and complete the following
table:
x
h(x) or y

Dont
o
F rget!

2.

3.

The function is linear if first differences on x-coordinates are equal and the
first differences on y-coordinates are equal. However, the function is not linear
if the first differences on x-coordinates are equal and the first differences on
y-coordinates are not equal.

-2

-1

Find the first differences on y-coordinates and write your

answers on the boxes below the table:
x
h(x) or y

194

-1

Find the first differences on x-coordinates and write your

answers on the boxes above the table:

x
h(x) or y

Use process questions to enable students generalize the following:

-2

-2

-1

Answers in Activity 8:

2.

3.

4.

NL

5.

NL

-2

-1

f(x) or y

x
f(x) or y

-2

-1

-3

-1

x
f(x) or y

-2

-1

-1

-4

-7

f(x) or y

-2

f(x) or y

-2

-4

-2

6.

7.

8.

9.

NL

10. L

ES TI O

QU

NS

1.

1.
2.

How did you find the values of the function?

What are the first differences on x-coordinates? How did you find
them? Are they equal?
What are the first differences on y-coordinates? How did you find
them? Are they equal?
Is the given function linear? Explain.
What have you realized? State your realization by completing the
statement below.
The function is linear if first differences on x-coordinates are
_______ and the first differences on y-coordinates are _______.
However, the function is not linear if the first differences on
x-coordinates are equal and the first differences on y-coordinates
are ___________.

-2

-1

f(x) or y

-1

11

x
f(x) or y

-1

11

4.
5.

-5

-4

-3

-2

-1

f(x) or y

15

11

-1

x
f(x) or y

-2

-1

Exercise 2

Determine whether the function below is linear given the table.
1.
x

f(x) or y
2.
x

f(x) or y
3.
x

f(x) or y
4.
x

f(x) or y
5.
x
f(x) or y

x
f(x) or y

-4

-2

-21

-11

14

19

Let the students recall the domain and the range of a relation if a set of ordered
pairs, a mapping diagram, a table, or a graph is known. Process the questions
provided so that the students are able to generalize that the domain and the
range of any linear function is a set of real numbers.

Teachers Note and Reminders

3.

6.

-2

-1

-2

-1

-3

-1

-2

-1

-1

-4

-7

-2

-2

-4

-2

7.
8.
9.
10.

x
f(x) or y

-2

-1

-1

11

x
f(x) or y

-1

11

x
f(x) or y

-5

-4

-3

-2

-1

15

11

-1

-2

-1

x
f(x) or y
x
f(x) or y

-4

-2

-21

-11

14

19

y
3

Dont
Forget!

(2, 3)

Domain and Range of a Linear Function

1
-4

-3

-2

Again, consider the function f defined by
f(x) = 2x 1. Study the graph carefully. What
have you noticed about the arrow heads of
the graph? What can you say about it?

-1

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

(-3, -7)

195

-7

0
(0, -1)

Teachers Note and Reminders

QU

NS

ES TI O

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

What do the arrow heads indicate?

Does the graph extend to the left and right without bound?
What is its domain?
Does the graph extend upward and downward without bound?
What is its range?
What is the domain of the linear function? Justify your answer.
What is the range of the linear function? Justify your answer.

If function f is defined by f(x) = mx + b, then the domain of the function Df is and its
range of the function Rf is . In symbols,
Df = {x|x }, read as: the domain of the function f is the set of all x such that
x is an element of the set of real numbers, and
Rf = {y|y }, read as: the range of the function f is the set of all y such that
y is an element of the set of real numbers.

Dont
Forget!

Exercise 3

Complete the following table.
Function
1. f(x) = 2x
2. f(x) = 4x + 1
3. f(x) = -7x 4
4. f(x) = 8x 5
5. f(x) = x 9

Domain

Range

Linear Equations

Answers to Exercise 3:

1.
2.
3.
4.
5.

Function
f(x) = 2x
f(x) = 4x + 1
f(x) = -7x 4
f(x) = 8x 5
f(x) = x 9

Domain
{x|x }
{x|x }
{x|x }
{x|x }
{x|x }

Range
{y|y }
{y|y }
{y|y }
{y|y }
{y|y }

Discuss rewriting linear equations from the form Ax + By = C into y = mx + b and

vice-versa. Give some examples.

Aside from the sets of ordered pairs and the graph, a linear function f defined
by f(x) = mx + b can also be represented by its equation.
Question:

Does the equation 3x + 2y = 6 describe a linear function? If yes, determine the slope
and the y-intercept.
Solution:

The equation 3x + 2y = 6 can be solved for y:

3x + 2y = 6 Given
3x + 2y + (-3x) = 6 + (-3x) Addition Property of Equality

196

Teachers Note and Reminders

2y = -3x + 6

Simplification

1 (2y) = 1 (-3x + 6)
2
2

Multiplication Property of Equality

y = - 3 x + 3 Simplification
2

The function f(x) = - 3 x + 3 or y = - 3 x + 3 can be expressed in the form 3x + 2y = 6
2
2
with slope m = - 3 while the y-intercept b = 3.
2
A linear equation is an equation in two variables which can be written in two forms:
Standard Form: Ax + By = C, where A, B and C, A 0 and B 0;

and
Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-intercept,
m and b, and m 0.

Illustrative Example 1

How do we rewrite the equation 3x 5y = 10 in the form y = mx + b? Determine its
slope and y-intercept.
Solution:
3x 5y = 10 Given
3x 5y + (-3x) = 10 + (-3x)
Addition Property of Equality
-5y = -3x + 10


Simplification
- 1 (-5y) = - 1 (-3x + 10)
Multiplication Property of Equality
5
5
3

y = x 2



Simplification
5

The slope is 3 and the y-intercept is -2.
5
Illustrative Example 2

How do we rewrite the equation y = 1 x + 3 in the form Ax + By = C?

2
Solution:

Dont
Forget!

y=

1
x
2

+ 3 Given

2(y) = 2( 12 x + 3)

Multiplication Property of Equality

2y = x + 6



2y + (-x) = x + 6 + (-x)
-x + 2y = 6



(-1)(-x + 2y) = (-1)(6)

x 2y = -6

Simplification
Addition Property of Equality
Simplification
Multiplication Property of Equality
Simplification

197

Answers to Exercise 4:
1. x + y = 4
2. 2x + y = 6
3. 5x y = -7
4. 3x y = 8
5. x 2y = 0

Exercise 4

Rewrite the following equations in the form Ax + By = C.

6. x 2y = -6
7. 2x 3y = 9
8. 8x 4y = 1
9. 5x 2y = -3
10. 10x 8y = -3

1.
2.
3.

Answers to Exercise 5:
1. y = -2x +9 6.
y = 5/7 x 2/7
2. y = -1/2x + 2 7. y = -6x + 8
3. y = 3x 2 8. y = 2x 3
4. y = - 5/2x + 7/2 9. y = -5/4x + 15/2
5. y = x + 1/3 10.
y = 10/3x 3

4.
5.

y = -x + 4 6.
y = 1x + 3
2
y = -2x + 6
7. y = 2 x 3
3
y = 5x + 7
8. y = 2x + 1
4
y = 3x 8
9. y = 5 x + 3
2
2
y = 1 x
10. y = 5 x + 3
2
4
8

Exercise 5

Rewrite the following equations in the form y = mx + b and identify the values of m and b.
1. 2x + y = 9 6.
5x 7y = 2

rise
Discuss slope of a line. Then, give examples. Start with formula m =
and
run
let them derive the formula for two points with the use of process questions

2.

x + 2y = 4

3. 3x y = 2

through oral questioning.

4. 5x + 2y = 7

Teachers Note and Reminders

5. -3x + 3y 1 = 0

7. 3x + 1 y = 4
2
8. 2 x 1 y = 1
3
3
9. 5 x + 2 y 5 = 0
2
3
10. 2 x 1 y = 3
3
5
5

Slope of a Line

Shown at the right is the 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.

Dont
Forget!

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

198

http://wonderfulworldreview.blogspot.
com/2011/05/mayon-volcano-albayphilippines.html

slope

y
R
P

change in
y-coordinate

change in x-coordinate

Teachers Note and Reminders

How do you solve the change in y-coordinate? What about the change in
x-coordinate?

Suppose two points A and B have coordinates (1, 1) and (2, 3), respectively.

How is rise = 2 arrived at? Explain.

How is run = 1 arrived at? Explain.
What is the slope? How did you find the slope?
How did you find the change in y-coordinate?
How did you find the change in x-coordinate?
What have you realized?

Express your realization by completing the box below:

3
2

rise = 2
A

1
0

-1

-2

run = 1

-1
-2

If P1(x1, y1) and P2(x2, y2), then the slope m of the

line can be computed by the formula:
m = --------------

The slope m of the line passing through two points P1(x1, y1) and P2(x2, y2) is given by
m = y2 y1 or m = y1 y2 , where x1 x2.
x2 x1
x1 x2

Dont
Forget!

Exercise 6

Find the slope of each line below.

y
y
1. 2.
3. y
(0, 3)

-2

-1

0
-1

Answers to Exercise 6:

-2

1. 7/2 4.
1/2
2.
-1 5.
undefined
3. 0

199

2
1

(2, 1)

1
-2

-1

0
-1
-2

(-2, -4)

(0, 3)

-2
0

-1

0
-1
-2

(1, 1)

(2, 1)

Teachers Note and Reminders

4. 5.

3
2

-1

-2

-1
-2

(2, 2)

1
-2

(2, 4)

-1

-1

(0, -2)

-2
-3

QU

NS

ES TI O

1.
2.
3.
4.
5.
6.

Dont
Forget!

How did you find the slope of the line?

What is the trend of the graph? Is it increasing? Or decreasing?
What is the slope of each increasing graph? What are the signs of
the slopes?
What is the slope of the decreasing graph? What is the sign of the
slope?
Do the graphs represent linear functions? Why or why not?
What is the slope of the horizontal line? How about the vertical line?

Note that:
A basic property of a line, other than vertical line, is that its slope is constant.
The slope of the horizontal line is zero while that of the vertical line is undefined.
Both lines do not represent linear functions.
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 ym is zero, then the graph is a horizontal line.


If m is undefined, then the graph is a vertical line.
y
y
y

Discuss the trend of the graph and differentiate the lines whose slopes are
positive (m > 0) and negative (m < 0) as well as the lines whose slopes are zero
and undefined.

Answers to Challenge Questions:

1. a. a = - 7/2
b.
a = - 1/5
2. The slope is - A/B

Challenge Questions
1. Determine the value of a that will make the slope of the line through the two given points
equal to the given value of m.

a. (4, -3) and (2, a); m = 1
4
b. (a + 3, 5) and (1, a 2); m = 4
2. If A, B, and C and the line is described by Ax + By = C, find its slope.

200

Teachers Note and Reminders

y
5

Consider the graph of the function f defined
f(x) = 2x + 1 at the right.

(2, 5)

4
3

Question to Ponder:
1.

What is the slope of the line using any of

the formulae?
Compare the slope you have computed to
the numerical coefficient of x in the given
function

2.

-3

-2

-1

1
0

(0, 1)
0

-1

-2
-3
-4

The slope of the function f defined by f(x) = mx + b is the value of m.

Exercise 7

Determine the slope of each line, if any. Identify which of the lines is vertical or
horizontal.

Dont
Forget!

7. 7x 3y 10 = 0

3. f(x) = x + 6

8. 1 x + 1 y 8 = 0
2
4
9. x = 8

Direction:

QU

ES TI O

201

2x y = 5

STEEP UP!

Description:

NS

Ask the students to perform Activity 9. Allow them to go out of the classroom and
look for any inclined object. Let them find its slope. This will enable them to see
the connection of the concept to real life.

2. f(x) = -3x + 7

A ctivity 9

Answers to Exercise 7:
m = 2 6. m = 2
m = -3 7. m = 7/3
m = 1 8. m = -2
m = 1/4 9. m is undefined; vertical line
m = 2/3 10. m = 0; horizontal line

6.

4. f(x) = 1 x 8
4
5. f(x) = 2 x 1 10.
2y + 1 = 0
3
2

1.
2.
3.
4.
5.

1. f(x) = 2x 5

This activity will enable you to use the concept of slope in real life. This
can be done by group of 5 members.
Find any inclined object or location that you could see in your school and
then determine its steepness.
1.
2.

How did you find the steepness of the inclined object?

Have you encountered any difficulty in determining the steepness
of the object? Explain your answer.

Discuss graphing linear equations. Start with any two points. Let them recall
that a linear equation is an equation whose graph is a line and in Geometry, two
points determine a line. Thats why, two points are sufficient to draw the graph
of a linear equation.
Answers to Exercise 8:
1. 3.

Graphs of Linear Equations

You have learned earlier that a linear function can be described by its equation,
either in the form y = mx + b or Ax + By = C. A linear equation can also be described by its
graph. Graphing linear equations can be done using any of the four methods:

1. Using two points
2. Using x- and y-intercepts

3. Using the slope and the y-intercept

4. Using the slope and a point
Using Two Points

One method of graphing a linear equation is using two points. In Geometry, you
learned that two points determine a line. Since the graph of the linear equation is a line,
thus two points are enough to draw a graph of a linear equation.
y
5

Illustrative Example

Graph the function y = 2x + 1.

2. 4.

(1, 3)

You may assign any two values for x, say 0 and 1.

By substitution,

y = 2x + 1
y = 2x + 1
y = 2(0) + 1
y = 2(1) + 1
y = 0 + 1
y=2+1
y = 1
y=3

2
1
-3

-2

-1

(0, 1)
0

-1

-2
-3
-4

If x = 0, then y = 1. Furthermore, if x = 1, then y = 3. So, the ordered pairs are (0, 1)

and (1, 3). This means that the line passes through these points.
After finding the ordered pairs of the two points, plot and connect them. Your output
is the graph of the linear equation.

Teachers Note and Reminders

Dont
Forget!

Exercise 8

Graph each linear equation that passes through the given pair of points.

1.

(1, 2) and (3, 4)

3.

2.

(5, 6) and (0, 11)

4.

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

Using x-Intercept and y-Intercept

Secondly, the linear equation can be graphed by using x-intercept a and y-intercept
b. The x- and y-intercepts of the line could represent two points, which are (a, 0) and (0,
b). Thus, the intercepts are enough to graph the linear equation.

202

Discuss graphing linear equations using x- and y-intercepts. Emphasize that

x-intercept a is the abcissa of the coordinates of the point (a, 0) that intersects
the x-axis while y-intercept b is the ordinate of the coordinates of the point (0, b)
that intersects the y-axis. This means that two points exist to represent x- and
y-intercepts. Thus, x-intercept and y-intercept are sufficient to draw the graph of
the linear equation.
Processes on how to solve for x- and y-intercepts are provided. Links are also
provided for further references.
Answers to Exercise 9:
1. 3.

To graph the equation y = 2x + 1 using this method, you need to solve the x-intercept
by letting y = 0 and the y-intercept by letting x = 0.
y

Letting y = 0, the equation y = 2x + 1 becomes

0 = 2x + 1
Substitution
-2x = 1
Addition Property of Equality

x = - 1
Multiplication Property of Equality
2
Letting x = 0, y = 2x + 1 becomes

y = 2(0) + 1
Substitution

y = 0 + 1
Simplification

y = 1

Simplification

5
4
3

-1
-3

y-intercept

-2

-1

1 1
0
-1
-2

x-intercept

-3

The x-intercept a is - 1 while the y-intercept b is 1.

2

Now, plot the x- and y-intercepts, then connect them.

-4
Web Links

Click these links for further

The x-intercept is the abscissa of the coordinates of the point in
which the graph intersects the x-axis. However, the y-intercept is the
ordinate of the coordinates of the point in which the graph intersects
the y-axis.

references:
1. http://www.youtube.com/
watch?v=mvsUD3tDnHk
&feature=related.
2. http://www.youtube.com/
watch?v=mxBoni8N70Y

Exercise 9

Graph each linear equation whose x-intercept a and y-intercept b are given below.

2. 4.

1.

a = 2 and b = 1

3.

a = -2 and b = -7

2.

a = 4 and b = -1

4.

a = 1 and b = -2
2

Using Slope and y-Intercept

The third method is by using the slope and the
y-intercept. This can be done by identifying the slope
and the y-intercept of the linear equation.

In the same equation y = 2x + 1, the slope m is 2

and y-intercept b is 1. Plot first the y-intercept, then use

the slope to find the other point. Note that 2 means 2 ,
1
which means rise = 2 and run = 1. Using the y-intercept
as the starting point, we move 2 units upward since
rise = 2, and 1 unit to the right since run = 1.

203

5
4 run = 1
3

y-intercept
-3

-2

(1, 3)

rise = 2

-1

1
0
-1
-2
-3
-4

Discuss graphing linear equations using slope and y-intercept. A y-intercept

represents a point. Thus, it is necessary to find for another point. That could be
done by using the slope and y-intercept.
Processes on how to find another point using slope and y-intercept are provided.
Links are also provided for further references.

Web Links

1. http://www.youtube.com/
watch?v=QIp3zMTTACE
2. http://www.youtube.com/
watch?v=jd-ZRCsYaec
3. http://www.youtube.com/wa
tch?v=EbuRufY41pc&featur
e=related

Answers to Exercise 10:

1. 3.

Click these links for more

examples:

Note that if rise is less than zero (or negative), we move

downward from the first point to look for the second point.
Similarly, if run is less than zero (or negative), we move to the
left from the first point to look for the second point. Moreover, a
negative rational number - 1 can be written as either -1 or 1 but
2
2
-2
not -1 .
-2

Exercise 10

Graph each linear equation given slope m and y-intercept b.
1.
m = 2 and b = 3

3.

2.
m = 1 and b = 5

4.

Using Slope and One Point

m = 1 and b = 3
2
m = -3 and b = - 3
2

y
4

The fourth method in graphing linear equation is by using
the slope and one point. This can be done by plotting first the
given point, then finding the other point using the slope.

2. 4.

The linear equation y = 2x + 1 has a slope of 2 and a
point (-1, -1). To find a point from this equation, we may assign
any value for x in the given equation. Lets say, x = -1. The
value of y could be computed in the following manner:

3
2

B (0, 1) 1
0
-3

-2

A (-1, -1)

-1

-1

1-2
-3
-4

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

Given
Substitution
Simplification

Simplification

Complete the statement below:

The line passes through the point _____.

The point found above is named A whose coordinates are (-1, -1). Since the slope of
the line is 2 which is equal to 2 , use the rise of 2 and run of 1 to determine the coordinates
1
of B (refer to the graph). This can also be done this way.
B = (-1 + 1, -1 + 2) = (0, 1)
Web Links

Use this link http://

w w w. y o u t u b e . c o m /
watch?v=f58Jkjypr_I
which is a video lesson
for another example.

204

Note that 2 (the rise) must be added to the y-coordinate while 1
(the run) must be added to x-coordinate.

Discuss graphing linear equations using slope and one point. It is necessary to
find for another point. That could be done by using the slope and one point.
Processes on how to find another point using slope and a point are provided.
Links are also provided for further references.
Answers to Exercise 11:

Exercise 11

Graph the following equations given slope m and a point.
1.
m = 3 and (0, -6)

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

4.

A ctivity 10

1. 3.

Description:
Direction:

m = 1 and (0, 4)
2
m = 3 and (2, -3)
2

WRITE THE STEPS

This activity will enable you to summarize the methods of graphing a
linear equation.
Fill in the diagram below by writing the steps in graphing a linear equation
using 4 different methods.

Using
Two
Points

2. 4.

Using x- and
y-Intercepts

Using Slope
and y-Intercept

Using Slope
and One
Point

QU
205

NS

ES TI O

1.
2.

Among the four methods of graphing a linear equation, which one

is easiest for you? Justify your answer.
Have you encountered any difficulty in doing any of the four
methods? Explain your answer.

Assess students knowledge about the steps on drawing the graph of the linear
equation using the four methods. Allow them to go back to how these methods
are done.
Allow the students to create their own story about the given graph in performing
Activity 11. Varied answers to this activity are expected.
Let the students describe the graph of the linear function using its x-intercept,
y-intercept, slope, trend and equation. You may give additional graph for further
practice. Ask them to answer Activity 12.

Direction:

QU

A ctivity 12
Description:

0
2

-3
Direction:

Teachers Note and Reminders

This activity will enable you to

analyze the graph and connect this
to real life.
Create a story out of the graph of the
linear equation at the right. Share
this to your classmate.

1.
2.

50
40

(4, 40)

30

(3, 30)

20

(2, 20)

10

(1, 10)
(0, 0)

0
0

-1

-2

-3

Do you have the same story with your classmates?

Is your story realistic? Why?

DESCRIBE ME (PART III)!

This activity will enable you to describe the
graph of a linear equation in terms of its
intercepts, slope and points.
Given the graph at the right, find the
following:
1. x-intercept
4. run
2. y-intercept
5. slope
3. rise 6. trend
Complete the table below:
x
y

QU

ES TI O

206

NS

Dont
Forget!

MY STORY

-10

NS

1. x-intercept: -3
2. y-intercept: 2
3. rise: 3
4. run: 2
5. slope: 3/2
6. trend: increasing
Table:
y

Description:

ES TI O

Answers to Activity 12:

A ctivity 11

1.
2.
3.
4.
5.
6.
7.
8.

2
1
-2

-1

-1

-1
-2
-3
-4

How did you identify the x-intercept and y-intercept?

In your own words, define x-intercept and y-intercept.
How did you find the rise and run?
How did you find the slope?
Is it increasing or decreasing from left to right? Justify your answer.
Have you observed a pattern?
What happen to the value of y as the value of x increases?
How can the value of a quantity given the rate of change be
predicted?

Discuss finding the equation of the line. Start it by using the slope intercept form
y = mx + b.

Finding the Equation of the Line

The equation of the line can be determined using the following formulae:
a. slope-intercept form: y = mx + b;
b. point-slope form:
y y1 = m(x x1); and

Answers to Questions of Activity 13:

c.

A ctivity 13
y-Intercept
0
4
-5
5
4

y y1 = y2 y1 (x x1).
x2 x1

SLOPE AND Y-INTERCEPT

This activity will enable you to find the equation of the line using slopeintercept form.
Materials:
graphing paper

pencil or ballpen
Direction:
Graph these equations in one Cartesian plane.
a.
y = 2x c.
y = 2x 5 e.
y = -2x + 4
b.
y = 2x + 4
d. y = x + 5

ES TI O

NS

4. The value of m is the slope of the line y = mx + b and the value of b is its
y-intercept.
5. The slope of y = 7x + 1 is 7 while its y-intercept is 1.

two-point form:

Description:

QU

1. The value of m in each equation

2. The value of b in each equation
3.
Equation of the
Slope
Line
a. y = 2x
2
b. y = 2x + 4
2
c. y = 2x 5
2
d. y = x + 5
1
e. y = -2x + 4
-2

1.
2.
3.

Teachers Note and Reminders

What is the slope of each line? Use the formula m = rise

to answer
run
this question.
What is the y-intercept of each line?
Complete the table below using your answers in 1 and 2.
Equation of the Line
Slope
y-Intercept
a. y = 2x
b. y = 2x + 4
c. y = 2x 5
d. y = x + 5
e. y = -2x + 4

What can you say about the values of m and b in the equation y =
mx + b and the slope and the y-intercept of each line? Write a short
description below.
____________________________________________________
5. Consider the equation y = 7x + 1. Without plotting points and
computing for m, what would you expect the slope to be? How
about the y-intercept? Check your answer by graphing. Are your
expectations about the slope and the y-intercept of the line correct?
4.

Dont
Forget!

Example:
Find the equation of the line whose slope is 3 and y-intercept is -5.

Solution:

The equation of the line is y = 3x 5.

207

Assess the students knowledge about the slope and the y-intercept of the line
whose equation is in the form Ax + By = C. Do not give this as an assignment.
Answers to Activity 14:

Slope-Intercept Form of the Equation of a Line

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

1. 2x + 5 y = 10
m = 2
5

A ctivity 14

b=2

2. 3 x 6y = 7
m = 1 b = 7
2

Description:
Direction:

3. 3 6 x + 9 y = 1 8
m = 4 b = 2
Answers to Activity 15:
y y1
1. m = 2
x2 x1

Description:

y y1
x x1
Direction:

m =
b=2

y=1
b=2

x 6y = 7

m =

3. Two-Point Form of the linear equation

y y1 = m(x x1 )

2.

x+

3. 3

y=

m =

A ctivity 15

This activity will assess what you have learned in identifying the slope
and y-intercept of the line whose equation is in the form Ax + By = C.
Complete the boxes below in such a way that m and b are slope and
y-intercept of the equation, respectively. You are allowed to write the
numbers 1 to 10 once only.

1. 2x +

2. Since the two points of the line are represented by (x1 y1) and (x, y), its
y y1
slope is m =
x x1

4. m =

FILL IN THE BOX

b=

THINK-PAIR-SHARE
This activity will enable you to generate
Point-Slope Form of the equation of a
line. Shown at the right is a line that
contains the points (x1, y1) and (x, y).
Note that the (x1, y1) is a fixed point
on the line while (x, y) is any point
contained on the line.
Give what are asked.
1.

(x, y)

4
3
2

(x1, y1)
-3

-2

-1

1
0
-1

-2

Recall the formula for slope

-3
given two points.
-4
2. How do you compute the
slope of this line?
3. What formula did you use?
4. Solve for the Point-Slope Form of a line by completing the following:

m= y
x


y
= m(x )
Why?

208

Let the students derive the formula of Point-Slope and Two-Point Forms of the
linear equation. Let each student find a partner and discuss Activities 15 and
16. You may also assist each pair of students in the derivation of the formulae.
Discuss their answers and give examples.

The linear equation y y1 = m(x x1) is the point-slope form. The value of m is the
slope of the line which contains a fixed point P1(x1, y1).
Exercise 12

Find the equation of the line of the form y = mx + b given the slope and a point.

Answers to Exercise 12:

1.
2.
3.
4.
5.

Point-Slope Form of the Equation of a Line

y = 2x + 4 6. y = 1/2x 3
y = x 7 7.
y = 2/3x + 8
y = -5x 6 8. y = - 7/2x 11
y = -7x + 27 9. y = - 7/4x + 9/2
y = -x + 9 10. y = 1/2x + 35/12

Answers to Activity 16:

1.

m = 2; (0, 4)

2.

m = 1; (5, -2)

3.

m = -5; (-3, 9)

4.

m = -7; (4, -1)

5.

m = -1; (7, 2)

y y1
1. m = 2
x2 x1

A ctivity 16

2. y y1 = m(x x1)

Description:

3. Subsitute the formula of m to the Point-Slope Form.

Direction:

Answers to Exercise 13:

1.
2.
3.
4.
5.

y = 3x 5
y = -3x + 28
y= -x + 2
y = -6x 43
y = 5x + 15

6. y = - 1/4x + 1/2
7. y = - 1/4x + 15/8
8. y = -4x 9/2
9. y = 1/3
10. y = -7/12x + 1/24

Teachers Note and Reminders

Dont
o
F rget!

6. m = 1 ; (-6, 0)
2
7. m = 2 ; (0, 8)
3
8. m = - 7 ;(-4, 3)
2
9. m = - 7 ;(-2, 8)
4
10. m = 1 , (- 1 , 8 )
2 2 3

THINK-PAIR-SHARE
This activity will enable you to derive the Two-Point Form of the equation
of the line. Again, recall the formula for the slope and the Point-Slope
Form of the equation of the line.
Answer the following guide questions
1.

Write the formula of slope m of the line given two points in the box.

2.

Write the Point-Slope Form of the equation of the line in the box.

3.

State the justification in the second statement below.

y y1 = m(x x1)
Point-Slope Form
y2 y1
y y1 =
(x x1) Why?
x2 x1

Two-Point Form of the Equation of a Line

y y

The linear equation y y1 = 2 1 (x x1) is the Two-Point Form, where (x1, y1)
x2 x1
and (x2, y2) are the coordinates of P and P , respectively.
1

209

Teachers Note and Reminders

Exercise 13

Find the equation of the line of the form y = mx + b that passes through the following
pairs of points.
1.

(3, 4) and (4, 7)

2.

(8, 4) and (6, 10)

3.

(3, -1) and (7, -5)

4.

(-8, 5) and (-9, 11)

5.

(-1, 10) and (0, 15)

6. (0, 1 ) and (1, - 1 )

2
2
7. ( 7 , 1) and (- 1 , 2)
2
2
8. (- 1 , - 5 ) and (- 3 , 3 )
2 2
2 2
9. (-15, 1 ) and (- 1 , 1 )
2 3
2 3
10. (- 5 , 3 ) and ( 1 , - 1 )
2 2
2 4

To enrich your skills in finding the equation of the line, which is horizontal,
vertical or slanting, go to this link http://www.mathplayground.com/SaveTheZogs/
SaveTheZogs_IWB.html.

You can also visit the link in finding the equation of the line, where two points
can be moved from one place to another http://www.mathwarehouse.com/algebra/
linear_equation/linear-equation-interactive-activity.php

A ctivity 17
Description:
Direction:

Dont
Forget!

IRF WORKSHEET REVISITED

Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Give your revised answers of the questions provided in the first column and
write them in the third column. Compare your revised answers from your
initial answers.
Questions
1. What is linear function?
2. How do you describe a
linear function?
3. How do you graph a
linear function?
4. How do you find an
equation of the line?
5. How can the value
of a quantity given
the rate of change be
predicted?

Elicit present knowledge about the linear functions by answering the Revised
Answer column in the IRF Worksheet. Compare their revised answers of the
questions to their initial answers.

210

Initial
Answer

Revised
Answer

Final
Answer

Provide students the opportunities to think deeper and apply their knowledge
and skills in solving word problems involving linear functions. Flow chart and
guide questions are provided. Even though your little assistance is encouraged,
allow the students to solve the problems on their own. Ask the students to do
Activities 18, 19, and 20.

In this section, the discussions were about linear functions. Go back to the
previous section and compare your initial ideas with the discussions. How much of your
initial ideas are found in the discussions? Which ideas are different and need revision?
Now you know the important ideas about this topic, lets go deeper by moving on to the
next section.

Answers to Activity 18:

What to
to Understand
Understand
What
0

200

400

600

800

1000

40

43.50

47

50.50

54

57.50

1. The dependent variable is the amount because it depends on the distance.

2. The independent variable is the distance because it controls the amount.
3. It represents a line.
4. The y-intercept of the line is 40.
5. The slope is 7/400.
6. The linear function f is f(x) = 7/400x + 40.
(a) Emman will have to pay Php 50.50.
(b) He will have to pay Php 145.
(c) If he pays Php 68, then he traveled 1600 meters or less than 1600 meters
but greater than 1400 meters. If he pays Php 75, then he traveled 2000
meters or less than 2000 meters but greater than 1800 meters. If he
pays Php 89, then he traveled 2800 meters or less than 2800 meters but
greater than 2600 meters. Finally, if he pays Php 92.50, then he traveled
3000 meters or less than 3000 meters but greater than 2800 meters.
7. The linear equation is 7x 400y = -1600, instead of 7x 800y = -1600.

Your goal in this section is to take a closer look ate the real-life problems
involving linear equations and relations.

A ctivity 18
Description:
Direction:

RIDING IN A TAXI
This activity will enable you to solve real-life problems involving linear
functions.
Consider the situation below and answer the questions that follow.

Emman often rides a taxi from
one place to another. The standard fare
in riding a taxi is Php 40 as a flag down
rate plus Php 3.50 for every 200 meters
or a fraction of it.

Complete the table below:

Distance
(in meters)
x
Amount
(in Php)
y

211

NS

ES TI O

QU

Distance
(in meters)
x
Amount
(in Php)
y

1.
2.
3.
4.
5.
6.

200

400

600

800

1000

What is the dependent variable? Explain your answer.

What is the independent variable? Explain your answer.
Based on the completed table, would the relation represent a line?
What is the y-intercept? Explain your answer.
What is the slope? Explain your answer.
Write the linear function and answer the following questions.
(a) If Emman rides a taxi from his workplace to the post office
with an approximate distance of 600 meters, how much will
he pay?

Answers to Activity 19:

Step 1:

The dogs weight is 1 kg at birth. Its weight is 6 kg after a month.

Step 2:

The dependent variable is the dogs weight while the independent

variable is the time.

Step 3:

y
y

11

16

7.
8.

A ctivity 19

Step 4:

Description:
Direction:

GERMAN SHEPHERD
This activity will enable you to solve problems involving linear functions
by following the steps provided.
Do the activity as directed.

You own a newly-born German shepherd. Suppose
the dog weighs 1 kg at birth. Youve known from your friend
that the monthly average weight gained by the dog is 5 kg. If
the rate of increase of dogs weight every month is constant,
determine an equation that will describe the dogs weight.
Predict the dogs weight after five months using mathematical
equation and graphical representation.

x
Step 5:

(a) If he rides a taxi from his residence to an airport with an

approximate distance of 6 kilometers, how much will he pay?
(b) If Emman pays Php 68, how many kilometers did he travel?
How about Php 75? Php 89? Php 92.50?
Write the equation of the line in the form Ax + By = C using your
answer in number 6.
Draw the graph of the equation you have formulated in item 7.

The slope m = 5, y-intercept b = 1. The equation is y = 5x + 1.

Teachers Note and Reminders

Dont
Forget!

212

Complete the flow chart below then use it to answer the questions that follow.

QU

ES TI O

Answers to Activity 20:

A ctivity 20

1. A caller will have to pay Php 10. Let x be the time that exceeds after 3 minutes
and let y be the charge. The rule is y = x + 5.
2. The formula to be used in solving this problem is t = d/r or t = 1/r (d), where t
is time, r is rate and d is distance. Given in this problem are r = 60 kph, which
is constant, and d = 240 kilometers. So, the rule in this problem is t = 1/60(d).
If d = 240 kilometers, then t = 4 hours.

1.
2.
3.

NS

Ask the students to answer Activity 20. Allow the them to use the flow chart
given in Activity 19. In answering item 1 of this activity, emphasize that x must
be the time that exceeds after 3 minutes, or consider the domain is {x|x 3}.
This is important because if we fail to do it, the graph of the function is not a line
anymore. Give more real-life problems involving linear functions.

Description:
Direction:

3. Let x be the number of donuts sold and let y be the total price. The rule that
best describes the function is y = 18x + 5. It is assumed that there are 1 to 24
donuts sold; thus, the domain of the relation is the {x|1 x 24}. There would
be 12 donuts in the box whose price is Php 221.

WORD PROBLEMS
This activity will enable you to solve more word problems involving linear
functions. In this activity, you are allowed to use the flow chart given in
Activity 19.
Solve the following. Show your solutions and graphs.
1.

A pay phone service charges Php 5 for the first three minutes and
Php 1 for every minute additional or a fraction thereof. How much will
a caller have to pay if his call lasts for 8 minutes? Write a rule that
best describes the problem and draw its graph using any method.

2.

A motorist drives at a constant rate of 60 kph. If his destination is

240 kilometers away from his starting point, how many hours will it
take him to reach the destination? Write a rule that best describes
the problem and draw its graph using any method.

3.

Jolli Donuts charges Php 18 each for a special doughnut plus a

fixed charge of Php 5 for the box which can hold as many as 24
donuts. How many doughnuts would be in a box priced at Php 221?
Write a rule that best describes the problem and draw its graph. In
your graph, assume that only 1 to 24 doughnuts are sold.

Teachers Note and Reminders

A ctivity 21
Dont
Forget!

What equation describes the dogs weight?

What method did you use in graphing the linear equation?
How will you predict the dogs weight given the rate of change
in his weight?

FORMULATE YOUR OWN WORD PROBLEM!

Description: This activity will enable you to formulate your own word problem
involving linear functions and to answer it with or without using the 5-step
procedure.
Direction:
Formulate a word problem involving linear functions then solve. You
may or may not use the flow chart to solve the problem. Be guided by
the given rubric found in the next page.

213

QU

ES TI O

1.

NS

Let the students formulate real-life problems involving linear function in Activity
21. This activity can be done by groups of five members each. Allow students to
use the 5-step procedure of the flow chart provided in the previous activity.

What equation describes the dogs weight?

Did
encounter
any
in formulating
real-life problem
2. youWhat
method did
youdifficulty
use in graphing
the linear equation?
3.
How
will youlinear
predict
the dogs weight
given
rate of change in his
involving
functions?
Explain
yourtheanswer.
weight?

Teachers Note and Reminders

RUBRIC: PROBLEMS FORMULATED AND SOLVED
Score
6

3
2

Dont
Forget!

Descriptors
Poses a more complex problem with 2 or more correct possible solutions and
communicates ideas clearly; shows in-depth comprehension of the pertinent concepts
and/or processes and provides explanations wherever appropriate.
Poses a more complex problem and finishes all significant parts of the solution and
communicates ideas clearly; shows in-depth comprehension of the pertinent concepts
and/or processes.
Poses a complex problem and finishes all significant parts of the solution and
communicates ideas clearly; shows in-depth comprehension of the pertinent concepts
and/or processes.
Poses a complex problem and finishes most significant parts of the solution and
communicates ideas clearly; shows comprehension of major concepts although
neglects or misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the solution and communicates
ideas unmistakably but shows gaps on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not being able to develop
an approach.

A ctivity 22

YOU ARE THE SCHOOL PRINCIPAL

This is a preparatory activity which will lead you to perform well the
transfer task in the next activity. This can be a group work.

This activity is a Scaffold Level 3 of the transfer task. A little of your guidance is
important in order for students to be ready to perform the final task in Activity 24.

Situation:

You are the school principal of a certain school. Every week you conduct
an information drive on the different issues or concerns in your school through
announcements during flag ceremony or flag retreat or during meetings with the
department heads and teachers. For this week, you noticed that water consumption
is high. You will make and present an informative leaflet with design to the
members of the academic community. In your leaflet design, you must clearly
show water bill and water consumption and how these two quantities relate
each other. The leaflet must also reflect data on the quantity of water bill for the
previous five months, and a detailed mathematical computation and a graphical
presentation that will aid in predicting the amount of water bill that the school will
pay.

214

Elicit students present knowledge of Linear Functions by answering the Final

Answer column in the IRF Worksheet. Compare their final answers to their initial
and revised answers.
Before giving the transfer task, ask first the students if they have realizations
about the topic. Also, ask them the question: What new connections have you
made for yourself? Then say, now that you have a deeper understanding of the
topic, you are ready to do the task in the next section.

Teachers Note and Reminders

recommendations to save water. Your leaflet as a whole will be assessed using

the following criteria: use of appropriate mathematical concepts and accuracy,
organization, quality of presentation, and practicality of recommendations.

A ctivity 23
Description:
Direction:

IRF WORKSHEET REVISITED

Below is the IRF Worksheet in which you will write your present knowledge
about the concept.
Complete IRF sheet below.
Initial
Answer

Questions

Revised
Answer

Final
Answer

1. What is linear function?

2. How do you describe a
linear function?
3. How do you graph a linear
function?
4. How do you find
equation of the line?

an

5. How can the value of a

quantity given the rate of
change be predicted?

Dont
Forget!

What new realizations do you have about the topic? What new connections have
you made for yourself? Now that you have a deeper understanding of the topic, you are
ready to do the tasks in the next section.

What to
to Transfer
Transfer
What

Your goal in this section is to apply your learning to real-life situations. You will
be given a practical task which will demonstrate your understanding.

What to
to Transfer
Transfer
What
Allow the students to perform Activity 24 without your assistance, if possible.
Rate their performance based on the criteria of the rubric provided.

215

Teachers Note and Reminders

A ctivity 24

YOU ARE A BARANGAY COUNCILOR

This activity is the transfer task. You have to perform this in your own
community.
Situation:

You are a barangay councilor in San Sebastian. Every month, you conduct information drive on the different issues that concern every member in the community.
For the next month, your focus is on electricity consumption of every household.
You are tasked to prepare a leaflet design which will clearly explain about electricity
bill and consumption. You are to include recommendations to save water. You are
expected to orally present your design to the other officials in your barangay. Your
output will be assessed according to the rubric below.
RUBRIC: LEAFLET DESIGN

Dont
o
F rget!

CRITERIA

Exemplary
4

Satisfactory
3

Developing
2

Beginning
1

Use of
mathematical
concepts and
accuracy

The mathematical
concepts used
are correct and
the computations
are accurate.
Brief explanation
is provided.

The mathematical
concepts used
are correct and
the computations
are accurate.

The mathematical
concepts used
are correct but
the computations
are inaccurate.

The mathematical
concepts used
are wrong and the
computations are
inaccurate.

Organization

The ideas
and facts are
complete, orderly
presented, and
well prepared.

The ideas
and facts are
completely
orderly
presented.

The ideas
and facts are
mostly orderly
presented.

The ideas and

facts are not well
presented.

Quality of
presentation

The presentation
uses appropriate
and creative
visual designs.

The presentation
uses appropriate
visual designs.

The presentation
uses some visual
designs which are
inappropriate.

The presentation
does not include
any visual
design/s.

The
recommendations
are sensible and
doable.

Some
recommendations
are sensible and
doable.

The
recommendations
are insensible and
undoable.

The
recommendations
Practicality of
are sensible,
recommendations doable and new
to the community.

You have just completed this lesson. Before you go to the next lesson, you have
to answer the post-assessment.

216

POST-ASSESSMENT
1.

What is abscissa?
a.
It is a y-coordinate.
b.
It is a x-coordinate.
c.
It is a point on the xy-plane.
d.
It divides the plane into four regions called quadrant.

2.

Which best describes the point (3, -4)?

a. It is 4 units above the x-axis and 3 units to the left of the y-axis.
b. It is 4 units below the x-axis and 3 units to the left of the y-axis.
c.
It is 4 units above the x-axis and 3 units to the right of the y-axis.
d. It is 4 units below the x-axis and 3 units to the right of the y-axis.

3. Which relation below does NOT define a function?

a. c.
X
Y
X

-5

2
3

c
d

5
.

X
Y
b. d.
1.1

1.5
1

8
8
X

1
2

1.4
3
1.6

217

4.

What is the range of the relation at the right?

a. {x|-3 x 3, x }
b. {x|-3 < x < 3, x }
c. {x|-3 x 3, x Z}
d. {x|-3 < x < 3, x Z}

5. The correct table of the function f defined by f(x) = 3x + 1 is

a. b. c. d.
x
y
x
y
x
y
-2
-5
-2
-5
-2
-6
0
1
-1
1
0
-3
2
7
0
7
2
0
4
13
1
13
4
3
6
19
2
19
6
6

x
-2
-1
0
1
2

y
-5
-3
0
3
6

6. What is the equation of the line at the right?

a.
x + y = 1 c.
2x + y = 1
b.
x y = 1 d.
2x y = 1
7. Find the equation of the line passing through the
point (-3, 5) and whose slope is 2?
a.
y = 2x 1
c. y = 2x + 8
b.
y = 2x + 2
d. y = 2x + 11

218

8.

Three steps to rewrite 3x 4y = 7 into y = mx + b are shown below.

What is the correct order of these steps?

a. II, III, I
c. III, II, I
b. I, II, III
d. II, I, III

9.

Which line in the figure at the right has a slope of zero?

a. line l
b. line m
c. line n
d. line p

10.

What will happen to the value of y in the equation 2x + 3y = 12 when the value of x decreases?
a. The value of y will increase.
b. The value of y will decrease.
c.
The value of y will not change.
d. The value of y cannot be determined.

11. John rode a taxi from a bus terminal to JB Mall whose distance is approximately four kilometers. After riding, he paid an
amount of 110. Which variable is dependent?

a. taxi riding

b. the amount paid

c.
the distance travelled

d. the person riding the taxi
219

For item numbers 12 and 13, refer to the situation below.

The height h of the candle in centimeters is a function of time t in hours it has been burning. It is described by the table
below:

t
h(t)

0
10

1
8

2
6

3
4

4
2

5
0

12. Write the linear function h described by the table above?

a.
h(t) = 2t 10
c. h(t) = 10 2t
v.
h(t) = 2t + 10
d. h(t) = 10 t
13.

How long will it take the candle be completely melted?

a. 3
b. 4
c. 5
d. 6

14. Find the slope of the roof indicated at the right.

a.
4/5
b.
5/4
c.
2/5
d.
5/2

4 ft

10 ft

For items 15 to 18, refer to the situation below:

Jose, who is the SSG Business Manager, was given the task by the SSG President to canvass for a tarpaulin printing. He
knew that in printing ad, the charge of tarpaulin printing is Php 12 per square foot and Php 100 for the layouting.

220

15.



16.

Which of the following equations best represents the total cost y with x number of square feet including layouting fee?
a. y = 12x 100
c. y = 100x 12
b. y = 12x + 100 d.
y = 100x + 12

I.
II.
III.
IV.

What qualities you must look into in tarpaulin printing?

The printing and layouting cost
The quality of the printing output
The brand of the PC used in layouting
The quality of the layout artists output

a. I and II only
c. I, II and IV only

b. I, II and III only
d. I, II, III and IV

17. Which of the following best represents the relationship of the total cost y and the x number of square feet?
y
a. c. y

x
y

b. d.

221

18. The SSG President told Jose that the dimensions of the tarpaulin are 5 feet by 4 feet. How many square feet is the tarpaulin?
How much should Jose pay for the printing ad?

a.
20 square feet; Php 420
c. 9 square feet; Php 320

b. 20 square feet; Php 340
d. 9 square feet; Php 208

For items 19 to 20, refer to the situation below.

In a certain barangay, you are elected as the Punong Barangay. Hon. Bacus, who is a councilor, was assigned as the
chairman of Committee on Energy. You gave him a task to make a Powerpoint presentation illustrating the relationship
between electric bill and power consumption and to provide recommendations and friendly reminders to help minimize
energy consumption.

19. As a Punong Barangay, what criteria should you consider to assess Hon. Bacus PowerPoint presentation to ensure good
quality of the delivery of presentation?

I.
colors and attractiveness

II. content and delivery

III. layout and design

IV. font and font size used in the texts

a.

I only

b.

II and III only

c.

III and IV only

d.

II, III and IV

20. If Hon. Lapuz has to choose one best representation of the relationship between electric bill and power consumption in his
powerpoint presentation, what do you expect John should use to present his ideas in the clearest way?

a. graph
b. table
c. mapping diagram
d. rule or equation
Answer Key:
1. B
6. A
2. B
7. D
3. B
8. C
4. C
9. B
5. A
10. A

11.
12.
13.
14.
15.

B
C
C
C
B

16.
17.
18.
19.
20.

C
C
B
D
A

222

SUMMARY/SYNTHESIS/GENERALIZATION

This module was about relations and functions. It involved three lessons, namely: Rectangular Coordinate System,
Representations of Relations and Functions, and Linear Functions.

In the first lesson, students were expected to properly plot points in Cartesian plane and apply this to real life. In
the
second lesson, students were exposed to the different types of representing relations and functions. They were able to differentiate
a function from a relation.

Finally, in the last lesson, students were expected to solve, graph, and write in different ways a linear function. More
importantly, they were given the chance to formulate real-life problems, solve these using a variety of strategies, and demonstrate
their understanding of the lesson by doing some practical tasks.
GLOSSARY
Cartesian plane Also known as the Rectangular Coordinate System which is composed of two perpendicular number lines (vertical
and horizontal) that meet at the point of origin (0, 0).
degree of a function f The highest exponent of x that occurs in the function f.
dependent variable The variable (usually) y that depends on the value of the independent variable (usually) x.
domain of the relation The set of first coordinates of the ordered pairs.
function A relation in which each element in the domain is mapped to exactly one element in the range.
function notation A notation in which a function is written in the form f(x) in terms of x.
horizontal line A line parallel to the x-axis.
independent variable The variable (usually) x that controls the value of the dependent variable (usually) y.
line A straight line in Euclidean Geometry.
Linear Function A function of first degree in the form f(x) = mx + b, where m is the slope and b is the y-intercept.
223

mapping diagram A representation of a relation in which every element in the domain corresponds to one or more elements in the
range.
mathematical phrase An algebraic expression that combines numbers and/or variables using mathematical operators.
ordered pair A representation of point in the form (x, y).
point-slope form The linear equation y y1 = m(x x1) is the point-slope form, where m is the slope and x1 and y1 are coordinates
of the fixed point.
quadrants The four regions of the xy-plane separated by the x- and y-axes.
range of the relation The set of second coordinates of the ordered pairs.
rate of change The slope m of the line and is the quotient of change in y-coordinate and the change in x-coordinate.
Rectangular Coordinate System Also known as Cartesian plane or xy-plane
relation Any set of ordered pairs.
slope of a line Refers to the steepness of a line which can be solved using the formulae:
rise
y2 y1
m = run or m =
.
x2 x1
slope-intercept form The linear equation y = mx + b is in slope-intercept form, where m is the slope and b is the y-intercept.
standard form The linear equation in the form Ax + By = C, where A, B and C are real numbers.
trend Tells whether the line is increasing or decreasing and can be determined using the value of m (or slope).
y2 y1
two-point form The linear equation y y1 =
(x x1) is the two-point form, where x1 and y1 are coordinates of the first point
x2 x1
while x2 and y2 are coordinates of the second point.
224

vertical line A line parallel to the y-axis.

Vertical Line Test If every vertical line intersects the graph no more than once, the graph represents a function.
x-axis The horizontal axis of the Cartesian plane.
x-intercept The x-coordinate of the point at which the graph intersects the x-axis.
y-axis The vertical axis of the Cartesian plane.
y-intercept The y-coordinate of the point at which the graph intersects the y-axis.
REFERENCES
Dolciani, M. P., Graham, J. A., Swanson, R. A., Sharron, S. (1986). Algebra 2 and Trigonometry. Houghton Mifflin Company, One
Beacon Street, Boston, Massachussetts.
Oronce, O. A., Mendoza, M. O. (2003). Worktext in Mathematics for Secondary Schools: Exploring Mathematics (Elementary
Algebra). Rex Book Store, Inc. Manila, Philippines.

Oronce, O. A., Mendoza, M. O. (2003). Worktext in Mathematics for Secondary Schools: Exploring Mathematics (Intermediate
Algebra). Rex Book Store, Inc. Manila, Philippines.
Oronce, O. A., Mendoza, M. O. (2010). Worktext in Mathematics: e-math for Advanced Algebra and Trigonometry. Rex Book Store,
Inc. Manila, Philippines.
Ryan, M., et al (1993). Advanced Mathematics: A Precalculus Approach. Prentice-Hall, Inc., Englewood Cliffs, New Jersey.
You Min, G.N. (2008). GCE O Level Pure Physics Study Guide. Fairfield Book Publishers: Singapore.
http://hotmath.com/help/gt/genericalg1/section_9_4.html
http://jongeslaprodukties.nl/yj-emilb.html
225

http://math.about.com/od/geometry/ss/cartesian.htm
http://mathsfirst.massey.ac.nz/Algebra/StraightLinesin2D/Slope.htm
http://members.virtualtourist.com/m/p/m/21c85f/
http://people.richland.edu/james/lecture/m116/functions/translations.html
http://roof-materials.org/wp-content/uploads/2011/09/Roof-Trusses.jpg
http://store.payloadz.com/details/800711-Other-Files-Documents-and-Forms-sports-car-.html
http://wonderfulworldreview.blogspot.com/2011/05/mayon-volcano-albay-philippines.html
http://www.dog-guides.us/german-shepherds/
http://www.go2album.com/showAlbum/323639/coordinartiguana_macaw
http://www.mathtutor.ac.uk/functions/linearfunctions
http://www.myalgebrabook.com/Chapters/Quadratic_Functions/the_square_function.php
http://www.nointrigue.com/docs/notes/maths/maths_relfn.pdf
http://www.onlinemathlearning.com/rectangular-coordinate-system.html
http://www.plottingcoordinates.com/coordinart_patriotic.html
http://www.purplemath.com/modules/fcns.htm
http://www.teachbuzz.com/lessons/graphing-functions
http://www.webgraphing.com/
http://www.youtube.com/watch?NR=1&v=uJyx8eAHazo&feature=endscreen
http://www.youtube.com/watch?v=EbuRufY41pc&feature=related
http://www.youtube.com/watch?v=f58Jkjypr_I
http://www.youtube.com/watch?v=hdwH24ToqZI
http://www.youtube.com/watch?v=I0f9O7Y2xI4
http://www.youtube.com/watch?v=jd-ZRCsYaec
http://www.youtube.com/watch?v=mvsUD3tDnHk&feature=related.
http://www.youtube.com/watch?v=mxBoni8N70Y
http://www.youtube.com/watch?v=QIp3zMTTACE
http://www.youtube.com/watch?v=-xvD-n4FOJQ&feature=endscreen&NR=1
http://www.youtube.com/watch?v=UgtMbCI4G_I&feature=related
http://www.youtube.com/watch?v=7Hg9JJceywA

226

TEACHING GUIDE
Module 4: Linear Inequalities in Two Variables
A.

Learning Outcomes

Content Standard:
The learner demonstrates understanding of key concepts of linear inequalities in two variables.

Performance Standard:
The learner is able to formulate real-life problems involving linear inequalities in two variables and solve these with utmost
accuracy using a variety of strategies.

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT:
Grade 8 Mathematics
QUARTER
Second Quarter
STRAND:
Algebra
TOPIC:
Linear Inequalities in Two Variables
LESSONS:
1.
Mathematical Expressions and Equations
Variables
2. Equations and Inequalities in Two Variables
3. Graphs of Linear Inequalities in Two Variables

LEARNING COMPETENCIES
1.
Differentiate between mathematical expressions and
mathematical equations.
2. Differentiate between mathematical equations and inequalities.
3. Illustrate linear inequalities in two variables.
4. Graph linear inequalities in two variables on the coordinate
plane.
5. Solve real-life problems involving linear inequalities in two
variables.
in Two
ESSENTIAL UNDERSTANDING:
ESSENTIAL QUESTION:
Students will understand that How can problems involving
real-life problems where certain two quantities bounded by
quantities are related and bounded conditions, restraints and
by restraints, conditions and constraints be solved?
constraints can be solved using
linear inequalities in two variables.
TRANSFER GOAL:
Students will be able to apply the key concepts of linear inequalities
in two variables in formulating and solving real-life problems.
227

B. Planning for Assessment

Product/Performance
The following are products and performances that students are expected to come up with in this module.
a. Linear inequalities drawn from real-life situations and the graph of each
b. Role-playing of real-life situations where linear inequalities in two variables are applied
c. Real-life problems involving linear inequalities in two variables formulated and solved
d. Budget proposal that demonstrates students understanding of linear inequalities in two variables.

Assessment Map
TYPE

Pre assessment/
Diagnostic

KNOWLEDGE
Pre-Test: Part I
Identifying and
describing linear
inequalities in two
variables and their
graphs

PROCESS/SKILLS
Pre-Test: Part I
Graphing linear
inequalities in two
variables

UNDERSTANDING
Pre-Test: Part I
Solving problems
involving linear
inequalities in two
variables

Finding the solution set

of linear inequalities in Representing situations
two variables
using linear inequalities
in two variables

PERFORMANCE
Pre-Test: Part I
Products and
performances related
to or involving linear
inequalities in two
variables

228

Quiz: Lesson 1
Identifying linear
inequalities in two
variables and their
graphs

Formative

Quiz: Lesson 1
Graphing linear
inequalities in two
variables

Quiz: Lesson 1
Representing situations
using linear inequalities
in two variables

Determining whether
an ordered pair is a
solution to a given
linear inequality in two
variables

Explaining how to graph

linear inequalities in two
variables

Differentiating linear
inequalities in two
Finding the solution set variables from linear
of linear inequalities in equations in two
two variables
variables
Solving problems
involving linear
inequalities in two
variables

229

Post-Test: Part I
Identifying and
describing linear
inequalities in two
variables and their
graphs

Summative

Self - assessment

Part II
Identifying linear
inequalities in two
variables

Post-Test: Part I
Graphing linear
inequalities in two
variables

Post-Test: Part I
Solving problems
involving linear
inequalities in two
variables

Finding the solution set

of linear inequalities in Representing situations
two variables
using linear inequalities
in two variables
Part II
Part II
Solving linear
Describing the solution
inequalities in two
set of linear inequalities
variables graphically
in two variables
and algebraically
Part III:
Solving problems
involving linear
inequalities in two
variables

Post-Test: Part I
Products and
performances related
to or involving linear
inequalities in two
variables

Part IV:
GRASPS Assessment

Journal Writing:
Expressing understanding of linear inequalities in two variables
Expressing understanding of finding solutions of linear inequalities in two variables graphically and
algebraically

230

Assessment Matrix (Summative Test)

Levels of Assessment

What will I assess?

The learner demonstrates understanding of key
concepts of linear inequalities in two variables.

Knowledge
15%

Process/Skills
25%

Differentiate between mathematical expressions and

mathematical equations.
Differentiate between mathematical equations and
inequalities.
Illustrate linear inequalities in two variables.
Graph linear inequalities in two variables on the
coordinate plane.
Solve real-life problems involving linear inequalities in
two variables.

How will I assess?

Paper and Pencil Test
Part I items 2, 4 and 8
Part II item 1

1 point for every correct response

Part IV item 1
Part I items 1, 3, 6, 11, and 12
Part II item 3
Part I items 5, 7, 9, 13, 14, and 16
Part II items 2, 4 and 5

Understanding
30%

1 point for every correct response

Rubric on Problem SolvingRu
1 point for every correct response
Rubric for explanation
Criteria: Clear
Coherent
Justified
Rubric for drawing
Criteria: Neat and Clear
Accurate
Justified
Appropriate
Relevant

Part III Items 1 and 2

Product
30%

How Will I Score?

The learner is able to formulate real-life problems

Part I Items 10, 15, 17, 18, 19, and
involving linear inequalities in two variables and
20
solve these with utmost accuracy using a variety of
Part IV
strategies.
GRASPS Assessment
Make a simple budget proposal for
raising broiler chickens.
Apply your understanding of the key
concepts of linear inequalities in two
variables in preparing the budget
proposal.

Rubric on Problem Solving

1 point for every correct response
Rubric on Budget Proposal for Raising
Broiler Chickens
Criteria:
The budget proposal should be clear,
realistic, and make use of linear
inequalities in two variables and other
mathematical statements.
231

C.

Planning for Teaching-Learning

Introduction:

This module covers key concepts of linear inequalities in two variables. It focuses on the three lessons namely:
Mathematical Expressions and Equations in Two Variables, Equations and Inequalities in Two Variables, and Graphs of
Linear Inequalities in Two Variables. In this module, the students will describe mathematical expressions, mathematical
equations and inequalities. They will also illustrate and translate mathematical statements into inequalities. The students will
also draw the graphs of linear inequalities in two variables using any graphing materials, tools, or computer software such as
GeoGebra. It would be more convenient for students to graph the inequalities in two variables and find its solutions if the use
of GeoGebra is encouraged.

In all lessons, students are given the opportunity to use their prior knowledge and skills in learning linear inequalities in
two variables. They are also given varied activities to process the knowledge and skills learned and to deepen and transfer
their understanding of the different lessons.

As an introduction to the main lesson, ask them the following questions:

Have you asked yourself how your parents budget their income for your familys needs? How engineers determine the
needed materials in the construction of new houses, bridges, and other structures? How students like you spend your time
studying, accomplishing school requirements, surfing the internet, or doing household chores?

Entice the students to find out the answers to these questions and to determine the vast applications of linear inequalities
in two variables through this module.
232

Objectives:

After the learners have gone through the lessons contained in this module, they are expected to:
a. describe and differentiate mathematical expressions, equations, and inequalities.
b. illustrate linear inequalities in two variables using practical situations;
c. draw and describe the graphs of linear inequalities in two variables; and
d. formulate and solve problems involving linear inequalities in two variables.

Teachers Note and Reminders

Dont
Forget!

233

Pre-Assesment

III. PRE - ASSESSMENT

Find out how much you already know about this module. Choose the letter that
corresponds to your answer. Take note of the items that you were not able to answer
correctly. Find the right answer as you go through this module.

Check students prior knowledge, skills, and understanding of mathematics

concepts related to Linear Inequalities in Two Variables. Assessing these
will facilitate teaching and students understanding of the lessons in this
module.

1.

Answer Key

Janel bought three apples and two oranges. The total amount she paid was
at most Php 123. If x represents the number of apples and y the number of
oranges, which of the following mathematical statements represents the given
situation?

Part I
1. B
2. D

6. A
7. B

11. C
12. B

16. C
17. C

3. B

8. B

13. C

18. C

2.

How many solutions does a linear inequality in two variables have?

4. D

9. C

14. B

19. B

a.

5. C

10. D

15. D

20. B

3.

Adeth has some Php 10 and Php 5 coins. The total amount of these coins is
at most Php 750. Suppose there are 50 Php 5-coins. Which of the following is
true about the number of Php 10-coins?

Teachers Note and Reminders

Dont
Forget!

234

a. 3x + 2y 123 c.
3x + 2y > 123
b. 3x + 2y 123 d.
3x + 2y < 123
0

b. 1

c. 2

d. Infinite

I.
II.
III.

The number of Php 10-coins is less than the number of Php 5-coins.
The number of Php 10-coins is more than the number of Php 5-coins.
The number of Php 10-coins is equal to the number of Php 5-coins.

a.

I and II

4.

Which of the following ordered pairs is a solution of the inequality 2x + 6y 10?

5.

What is the graph of linear inequalities in two variables?

a.
b.

6.

The difference between the scores of Connie and Minnie in the test is not more
than six points. Suppose Connies score is 32 points, what could be the score
of Minnie?

a.
b.
c.
d.

a.

(3, 1)

b. I and III

b. (2, 2)

c. II and III

c. (1, 2)

Straight line
Parabola

26 to 38
38 and above
26 and below
Between 26 and 38

d. I, II, and III

d. (1, 0)

c. Half-plane
d. Half of a parabola

Teachers Note and Reminders

7.

What linear inequality is represented by the

graph at the right?

a.
xy>1
b.
xy<1
c. -x + y > 1
d. -x + y < 1

8.

In the inequality c 4d 10, what could be the possible value of d if c = 8?

a.
d - 1 b. d - 1
2
2

c.

d 1 d. d 1
2
2

9.

Mary and Rose ought to buy some chocolates and candies. Mary paid Php
198 for six bars of chocolates and 12 pieces of candies. Rose bought the same
kinds of chocolates and candies but only paid less than Php 100. Suppose
each piece of candy costs Php 4, how many bars of chocolates and pieces of
candies could Rose have bought?

a.
b.
c.
d.

4 bars of chocolates and 2 pieces of candies

3 bars of chocolates and 8 pieces of candies
3 bars of chocolates and 6 pieces of candies
4 bars of chocolates and 4 pieces of candies

10. Which of the following is a linear inequality in two variables?

a. 4a 3b = 5 c.
3x 16
b. 7c + 4 < 12
d. 11 + 2t 3s

11. There are at most 25 large and small tables that are placed inside a function
room for at least 100 guests. Suppose only 6 people can be seated around
the large table and only four people for the small tables. How many tables are
placed inside the function room?

Dont
Forget!

235

a.
b.
c.
d.

10 large tables and 9 small tables

8 large tables and 10 small tables
10 large tables and 12 small tables
6 large tables and 15 small tables

Teachers Note and Reminders

12. Which of the following shows the plane divider of the graph of y x + 4?
a. c.

b. d.

13. Cristina is using two mobile networks to make phone calls. One network charges
her Php 5.50 for every minute of call to other networks. The other network
charges her Php 6 for every minute of call to other networks. In a month, she
spends at least Php 300 for these calls. Suppose she wants to model the total
costs of her mobile calls to other networks using a mathematical statement.
Which of the following mathematical statements could it be?

Dont
Forget!

a. 5.50x + 6y = 300
c. 5.50x + 6y 300
b. 5.50x + 6y > 300 d.
5.50x + 6y 300

14. Mrs. Roxas gave the cashier Php 500-bill for three adults tickets and five
childrens tickets that cost more than Php 400. Suppose an adult ticket costs
Php 75. Which of the following could be the cost of a childrens ticket?


a.
Php 60
b. Php 45
c. Php 35
d. Php 30

236

Teachers Note and Reminders

15. Mrs. Gregorio would like to minimize their monthly bills on electric and water
consumption by observing some energy and water saving measures. Which of
the following should she prepare to come up with these energy and water saving
measures?

I.
II.
III.

Budget Plan
Previous Electric and Water Bills
Current Electric Power and Water Consumption Rates

a.

I and II

b. I and III

c. II and III

d. I, II, and III

16. The total amount Cora paid for two kilos of beef and three kilos of fish is less than
Php 700. Suppose a kilo of beef costs Php 250. What could be the maximum cost
of a kilo of fish to the nearest pesos?

a.

Php 60

b. Php 65

c. Php 66

d. Php 67

17. Mr. Cruz asked his worker to prepare a rectangular picture frame such that its
perimeter is at most 26 in. Which of the following could be the sketch of a frame
that his worker may prepare?
a. c.

b. d.

Dont
Forget!

237

Teachers Note and Reminders

18. The Mathematics Club of Masagana National High School is raising at least Php
12,000 for their future activities. Its members are selling pad papers and pens to
their school mates. To determine the income that they generate, the treasurer of the
club was asked to prepare an interactive graph which shows the costs of the pad
papers and pens sold. Which of the following sketches of the interactive graph the
treasurer may present?
a. c.

b. d.

19. A restaurant owner would like to make a model which he can use as a guide in
writing a linear inequality in two variables. He will use the inequality in determining
the number of kilograms of pork and beef that he needs to purchase daily given a
certain amount of money (C), the cost (A) of a kilo of pork, the cost (B) of a kilo of
beef. Which of the following models should he make and follow?
I. Ax + By C II. Ax + By = C
III.
Ax + By C


a.
I and II
b. I and III
c. II and III
d. I, II, and III
20. Mr. Silang would like to use one side of the concrete fence for the rectangular pig
pen that he will be constructing. This is to minimize the construction materials to be
used. To help him determine the amount of construction materials needed for the
other three sides whose total length is at most 20 m, he drew a sketch of the pig
pen. Which of the following could be the sketch of the pig pen that Mr. Silang had
drawn?

Dont
Forget!

a. c.

b. d.

238

LEARNING GOALS AND TARGETS:

Students are expected to demonstrate understanding of key concepts of
linear inequalities in two variables, formulate real-life problems involving
these concepts, and solve these with utmost accuracy using a variety of
strategies.

Topic:

What to
to Know
Know
What

Start the module by assessing your knowledge of the different mathematical
concepts previously studied and your skills in performing mathematical operations.
This may help you in understanding Linear Inequalities in Two Variables. As you
go through this module, think of the following important question: How do linear
inequalities in two variables help you solve problems in daily life? To find out the
answer, perform each activity. If you find any difficulty in answering the exercises,
seek the assistance of your teacher or peers or refer to the modules you have gone
over earlier. To check your work, refer to the Answer Key provided at the end of this
module.

Linear Inequalities in Two Variables

What to
to Know
Know
What
Provide the students opportunity to use some mathematical terms in other
contexts by doing Activity 1. Let the students realize that in many real-life
situations, mathematical terms are used to compare objects, quantities,
and even attributes. Also in this activity, students will be able to recall and
familiarize themselves with the terms related to linear inequalities in two
variables.

A ctivity 1

Directions: Supply each phrase with the most appropriate word. Explain your
answer briefly.

Answer Key
Activity 1 (Some Possible Answers)
1. problems 6. action
2. investment 7. pest
3.
wrinkles 8. rest
4. beautiful, simple 9. flood
5.
crime 10. wants

QU

ES TI O

Dont
o
F rget!

NS

Teachers Note and Reminders

WHEN DOES LESS BECOME MORE?

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
a.
b.
c.
d.
e.

239

Less money, more __________

More profit, less
__________
More smile, less
__________
Less make-up, more __________
More peaceful, less __________
Less talk, more
__________
More harvest, less __________
Less work, more
__________
Less trees, more
__________
More savings, less __________
How did you come up with your answer?
How did you know that the words are appropriate for the given
phrases?
When do we use the word less? How about more?
When does less really become more?
How do you differentiate the meaning of less and less than?
How are these terms used in Mathematics?

Present a real-life situation where students could place themselves into it

and formulate mathematical statements. Ask them to perform Activity 2. In
this activity, the students will be able to see how linear inequalities in two
variables are illustrated in real life. There are no specific answers to the
questions in the activity. Students responses may vary depending on their
actual experiences.

f.

g.
h.
i.

Teachers Note and Reminders

How do you differentiate the meaning of more and more than?

How are these terms used in Mathematics?
Give at least two statements using less, less than, more and
more than.
What other terms are similar to the terms less, less than,
more or more than? Give statements that make use of these
terms.
In what real-life situations are the terms such as less than and
more than used?

How did you find the activity? Were you able to give real-life situations that make
use of the terms less than and more than? In the next activity, you will see how
inequalities are illustrated in real-life.

A ctivity 2

BUDGET, MATTERS!

Directions: Use the situation below to answer the questions that follow.

Amelia was given by her mother Php 320 to buy some food ingredients
for chicken adobo. She made sure that it is good for 5 people.

QU

Dont
Forget!

240

NS

T
ES IO

1.

Suppose you were Amelia. Complete the following table with the
needed data.
Cost per unit
Estimated
Ingredients
Quantity
or piece
Cost
chicken
soy sauce
vinegar
garlic
onion
black pepper
sugar
tomato
green pepper
potato

Teachers Note and Reminders

2.
3.
4.
5.

How did you estimate the cost of each ingredient?

Was the money given to you enough to buy all the ingredients?
Justify your answer.
Suppose you do not know yet the cost per piece or unit of each
ingredient. How will you represent this algebraically?
Suppose there are two items that you still need to buy. What
mathematical statement would represent the total cost of the two
items?

From the activity done, have you seen how linear inequalities in two variables
are illustrated in real life? In the next activity, you will see the differences between
mathematical expressions, linear equations, and inequalities.

A ctivity 3

EXPRESS YOURSELF!

Directions: Shown below are two sets of mathematical statements. Use these to answer
the questions that follow.
y = 2x + 1

Dont
Forget!
QU
Let the students describe some mathematical statements and ask them
to differentiate mathematical expressions, equations, and inequalities. Tell
them to perform Activity 3. Let the students distinguish the different symbols
used and their meaning in the mathematical statements. Furthermore,
emphasize to them that the members on either side of a mathematical
statement are merely expressions. To further strengthen their understanding
of mathematical expressions, equations, and inequalities, ask them to give
and describe some examples of these.
241

NS

ES TI O

y > 2x + 1

3x + 4y = 15

10 5y = 7x

3x + 4y < 15

10 5y 7x

y = 6x + 12

9y 8 = 4x

y 6x + 12

9y 8 < 4x

1.
2.

How do you describe the mathematical statements in each set?

What do you call the left member and the right member of each
mathematical statement?
3. How do you differentiate 2x + 1 from y = 2x + 1? How about 9y 8
and 9y 8 = 4x?
4. How would you differentiate mathematical expressions from
mathematical equations?
5. Give at least three examples of mathematical expressions and
mathematical equations.
6. Compare the two sets of mathematical statements. What statements
can you make?
7. Which of the given sets is the set of mathematical equations? How
about the set of inequalities?
8. How do you differentiate mathematical equations from inequalities?
9. Give at least three examples of mathematical equations and
inequalities.

In Activity 4, let the students identify situations illustrating linear inequalities

and let them write the inequality model. Emphasize that there are cases that
the word more than does not really mean that you will use the symbol >.
Let them realize also the importance of linear inequality in daily life.

Were you able to differentiate mathematical expressions from mathematical
equations? How about mathematical equations and inequalities? In the next activity,
you will identify real-life situations involving linear inequalities.

A ctivity 4 WHAT AM I?

Answer Key
Activity 4
1. Inequality p < d
2. Inequality f > m
3.
Not g = 1 + 2b
4. Inequality c 80
5.
Not w = 4
6. Inequality g 75
7. Inequality j < g
8.
Not 7m = f
9. Inequality f > c
10.
Not p = 103 000 000

Teachers Note and Reminders

Dont
Forget!

Directions: Identify the situations which illustrate inequalities and write the inequality
model in the appropriate column.
Classification
Real-Life Situations
Inequality Model
(Inequalities or Not)
1.
The
value
of
one
Philippine peso (p) is less
than the value of one US
dollar (d)
2. According to the NSO,
there are more female (f)
Filipinos than male (m)
Filipinos
3. The number of girls (g) in
the band is one more than
twice the number of boys
(b).
4. The school bus has a
maximum seating capacity
(c) of 80 persons
5. According to research, an
average adult generates
about 4 kg of waste daily
(w)
6. To get a passing mark in
school, a student must
have a grade (g) of at
least 75
7.
The
daily
school
allowance of Jillean (j) is
less than the daily school
allowance of Gwyneth (g)

242

Provide the students opportunity to recall and describe graphs of linear

equations in two variables. Ask them to perform Activity 5. Emphasize that
the graph can be a line that rises to the right if the slope is positive and a line
that falls to the right if the slope is negative. This activity will lead students in
learning how to graph linear inequalities in two variables.

8.
Seven times the
number
of
male
teachers (m) is the
number of female
teachers (f)
9.
The expenses for
food (f) is greater
than the expenses for
clothing (c)
10. The population (p)
of the Philippines is
about 103 000 000

Answer Key
Activity 5
1. 4.

QU

NS

ES TI O

1.
2.
3.
4.

2. 5.

How do you describe the situations in 3, 5, 8 and 10? How about

the situations in 1, 2, 4, 6, 7 and 9?
How do the situations in 3, 5, 8 and 10 differ from the situations in
1, 2, 4, 6, 7 and 9?
What makes linear inequality different from linear equations?
How can you use equations and inequalities in solving real-life
problems?

From the activity done, you have seen real-life situations involving linear
inequalities in two variables. In the next activity, you will show the graphs of linear
equations in two variables. You need this skill to learn about the graphs of linear
inequalities in two variables.

A ctivity 5
3.

GRAPH IT! A RECALL

Directions: Show the graph of each of the following linear equations in a Cartesian
coordinate plane.
1.
y = x + 4
2.
y = 3x 1
3.
2x + y = 9
4.
10 y = 4x

5. y = -4x + 9

243

QU

ES TI O

NS

Let the students identify different points on a given line and describe the
other points on the Cartesian plane not on the line. Ask them to perform
Activity 6. In this activity, let the students realize that a line drawn on a plane
divides it into two half-planes. Furthermore, deepen their understanding of
the solutions of linear equations and the significance of the points that are
on a given line. Lead the students in understanding linear inequalities in two
variables using the points that are not on the line.

1.
2.
3.
4.

Teachers Note and Reminders

How did you graph the linear equations in two variables?

How do you describe the graphs of linear equations in two
variables?
What is the y-intercept of the graph of each equation? How about
the slope?
How would you draw the graph of linear equations given the
y-intercept and the slope?

Were you able to draw and describe the graphs of linear equations in two
variables? In the next task, you will identify the different points and their coordinates
on the Cartesian plane. These are some of the skills you need to understand linear
inequalities in two variables and their graphs.

A ctivity 6

INFINITE POINTS

Directions: Below is the graph of the linear equation y = x + 3. Use the graph to answer
the following questions.

QU

Dont
o
F rget!

NS

ES TI O

1.
2.
3.
4.

244

How would you describe the line in relation to the plane where it lies?
Name five points on the line y = x + 3. What can you say about the
coordinates of these points?
Name five points not on the line y = x + 3. What can you say about
the coordinates of these points?
What mathematical statement would describe all the points on the
left side of the line y = x + 3?

How about all the points on the right side of the line y = x + 3?

5.

What conclusion can you make about the coordinates of points on

the line and those which are not on the line?

The succeeding activities are all about linear inequalities in two variables.
Before the students perform these activities, let them read and understand
some important notes on linear inequalities in two variables including their
graphs. Tell them to study carefully the examples presented.

From the activity done, you were able to identify the solutions of linear equations
and linear inequalities. But how are linear inequalities in two variables used in solving
real-life problems? You will find these out in the activities in the next section. Before
performing these activities, read and understand first important notes on linear
inequalities in two variables and the examples presented.

Teachers Note and Reminders

A linear inequality in two variables is an inequality that can be written in one of the
following forms:
Ax + By < C Ax + By C
Ax + By > C Ax + By C

where A, B, and C are real numbers and A and B are both not equal to zero.
Examples: 1. 4x y > 1
2.
x + 5y 9
3.
3x + 7y < 2

4.
5.
6.

8x 3y 14
2y > x 5
y 6x + 11

Certain situations in real life can be modeled by linear inequalities.

The total amount of 1-peso coins and 5-peso coins in the bag is more
than Php 150.


The situation can be modeled by the linear inequality x + 5y > 150, where x is the
number of 1-peso coins and y is the number of 5-peso coins.
Examples: 1.

2.

Emily bought two blouses and a pair of pants. The total amount she paid
for the items is not more than Php 980.

The situation can be modeled by the linear inequality 2x + y 980, where x is the
cost of each blouse and y is the cost of a pair of pants.

Dont
o
F rget!

The graph of a linear inequality in
two variables is the set of all points in the
rectangular coordinate system whose
ordered pairs satisfy the inequality. When
a line is graphed in the coordinate plane, it
separates the plane into two regions called
half- planes. The line that separates the
plane is called the plane divider.

245

Teachers Note and Reminders

To graph an inequality in two variables, the following steps could be followed.

1. Replace the inequality symbol with an equal sign. The resulting equation
becomes the plane divider.

Examples:
a.
b.


c.
d.
2.

Dont
Forget!

246

y > x + 4
y < x 2
y -x + 3
y -x 5

y=x+4
y=x2
y = -x + 3
y = -x 5

Graph the resulting equation with a solid line if the original inequality contains
or symbol. The solid line indicates that all points on the line are part of the
solution of the inequality. If the inequality contains < or > symbol, use a dashed or
broken line. The dash or broken line indicates that the coordinates of all points
on the line are not part of the solution set of the inequality.

a.
y > x + 4

c. y -x + 3

b.
y < x 2

d. y -x 5

Teachers Note and Reminders

3.

Choose three points in one of the half-planes that are not on the line. Substitute
the coordinates of these points into the inequality. If the coordinates of these
points satisfy the inequality or make the inequality true, shade the half-plane or
the region on one side of the plane divider where these points lie. Otherwise,
the other side of the plane divider will be shaded.

a.
y > x + 4

c. y -x + 3

For example, points (0, 3), (2, 2), and (4, -5)
do not satisfy the inequality y > x + 4.
Therefore, the half-plane that does not
contain these points will be shaded.
The shaded portion constitutes the solution
of the linear inequality.

b.
y < x 2

For example, points (-2, 8), (0, 7), and

(8, -1) satisfy the inequality y -x + 3.
Therefore, the half-plane containing
these points will be shaded.
The shaded portion constitutes the
solution of the linear inequality.

d. y -x 5

Learn more about

Linear Inequalities
in Two Variables
through the WEB.
You may open the
following links.

1. http://library.thinkquest.
org/20991/alg
/
systems.html
2. h t t p : / / w w w. k g s e p g .
com/project-id/6565inequalities-twovariable
3. h t t p : / / w w w .
montereyinstitute.org/
courses/Algebra1/
COURSE_TEXT_
RESOURCE/U05_L2_
T1_text_final.html
4. http://www.phschool.
com/atschool/
academy123/english/
academy123_content/
wl-book-demo/ph237s.html
5. http://www.purplemath.
com/modules/
ineqgrph.html
6. http://math.tutorvista.
com/algebra/linearequations-in-twovariables.html

Dont
Forget!

247

For example, points (0, 5), (-3, 7), and (2, 10)
do not satisfy the inequality y < x 2.
Therefore, the half-plane that does not
contain these points will be shaded.
The shaded portion constitutes the solution
of the linear inequality.

For example, points (12, -3), (0, -9), and (3, -11)
satisfy the inequality y -x 5.
Therefore, the half-plane containing these
points will be shaded.
The shaded portion constitutes the solution of
the linear inequality.


Now that you learned about linear inequalities in two variables and their graphs,
you may now try the activities in the next section.

What to
to Process
Process
What
Let the students check their understanding of linear inequalities in two
variables by doing Activities 7, 8, 9, and 10. Test if they really understood the
notes they have read.

What to
to Process
Process
What

Your goal in this section is to learn and understand key concepts of linear
inequalities in two variables including their graphs and how they are used in real-life
situations. Use the mathematical ideas and the examples presented in answering the
activities provided.

Answer Key
Activity 7
1. Linear inequality
2. Not linear inequality
3. Not linear inequality
4. Linear inequality
5. Linear inequality

A ctivity 7

6. Not Linear inequality

7. Linear inequality
8. Not Linear inequality
9. Not Linear inequality
10. Linear inequality

THATS ME!

Directions: Tell which of the following is a linear inequality in two variables. Explain your
answer.

1. 3x y 12

Activity 8
1. Solution 6. Not a solution
2.
Solution 7. Solution
3. Not a solution 8. Solution
4. Not a solution 9. Not a solution
5.
Solution 10. Not a solution

Teachers Note and Reminders

-6x = 4 + 2y

2.

19 < y 7.
x + 3y 7

3.

y = 2 x 8.
x > -8

4.

x 2y + 5 9.
9(x 2) < 15

5. 7(x - 3) < 4y 10.

13x + 6 < 10 7y

QU

NS

ES TI O

Dont
Forget!

6.

a.
b.
c.

How did you identify linear inequalities in two variables? How

about those which are not linear inequalities in two variables?
What makes a mathematical statement a linear inequality in two
variables?
Give at least three examples of linear inequalities in two variables.
Describe each.

How did you find the activity? Were you able to identify linear inequalities in two
variables? In the next activity, you will determine if a given ordered pair is a solution of a
linear inequality.

248

Answer Key

A ctivity 8

Activity 8
1. Solution 6. Not a solution
2.
Solution 7. Solution
3. Not a solution 8. Solution
4. Not a solution 9. Not a solution
5.
Solution 10. Not a solution

WHATS YOUR POINT?

Directions: State whether each given ordered pair is a solution of the inequality. Justify
your answer.

Teachers Note and Reminders

1. 2x y > 10;

(7, 2)

6. -3x + y < -12;

(0, -5)

2.

x + 3y 8;

(4, -1)

7. 9 + x y;

(-6, 3)

3.

y < 4x 5;

(0, 0)

8. 2y 2x 14;

(-3, -3)

4. 7x 2y 6;

(-3, -8)

16 y > x;

(-1, 9)

1 x + y > 5;
2
10. 9x + 2 y < 2;
3

(4, 1 )
2
( 1 ,1)
5

5.

QU

ES TI O

a.
b.

How did you determine if the given ordered pair is a solution of the
inequality?
What did you do to justify your answer?

From the activity done, were you able to determine if the given ordered pair is
a solution of the linear inequality? In the next activity, you will determine if the given
coordinates of points on the graph satisfy an inequality.

Answer Key
Activity 9
1. a. No
b. Yes
c. No
d. Yes
e. Yes
2. a. No
b. Yes
c. Yes
d. Yes
e. Yes

NS

Dont
Forget!

9.

A ctivity 9
3. a.
b.
c.
d.
e.
4. a.
b.
c.
d.
e.

Yes
No
Yes
Yes
Yes
Yes
No
No
Yes
No

5. a.
b.
c.
d.
e.

No
Yes
No
No
No

COME AND TEST ME!

Directions: Tell which of the given coordinates of points on the graph satisfy the inequality.
Justify your answer.
1. y < 2x + 2
a.
(0, 2)
b.
(5, 1)
c.
(-4, 6)
d.
(8, -9)
e.
(-3, -12)

249

Teachers Note and Reminders

2. 3x 12 6y

a. (1, -1)

b. (4, 0)

c. (6, 3)

d. (0, 5)

e. (-2, 8)

3.
3y 2x 6 5.
2x + y > 3
a.
(0, 0)
b.
(3, -4)
c.
(0, -2)
d.
(-9, -1)
e.
(-5, 6)

Dont
o
F rget!

4.
-4y < 2x - 12
a.
(2, 4)
b.
(-4, 5)
c.
(-2, -2)
d.
(8.2, 5.5)
e.
(4, 1 )
2

250

Teachers Note and Reminders

5.
2x + y > 3
a. (1

1
2

, 0)

b.
(7, 1)
c.
(0, 0)
d.
(2, -12)
e.
(-10, -8)

QU

Dont
o
F rget!

NS

ES TI O

a.
b.

How did you determine if the given coordinates of points on the

graph satisfy the inequality?
What did you do to justify your answer?

Were you able to determine if the given coordinates of points on the graph satisfy
the inequality? In the next activity, you will shade the part of the plane divider where the
solutions of the inequality are found.

A ctivity 10

COLOR ME!

Directions: Shade the part of the plane divider where the solutions of the inequality is
found.
1.

Answer Key
Activity 10
1. right side of the plane divider
2. left side of the plane divider
3. left side of the plane divider
4. right side of the plane divider
5. left side of the plane divider

251

y < x + 3 2.
y x > 5

Teachers Note and Reminders

QU

x y 4 5.
2x + y < 2

4.

x +y1

NS

ES TI O

3.

a.
b.
c.

Dont
Forget!

How did you determine the part of the plane to be shaded?

Suppose a point is located on the plane where the graph of a
linear inequality is drawn. How do you know if the coordinates of
this point is a solution of the inequality?
Give at least 5 solutions for each linear inequality.

From the activity done, you were able to shade the part of the plane divider where
the solutions of the inequality are found. In the next activity, you will draw and describe
the graph of linear inequalities.

252

Ask the students to draw and describe the graphs of linear inequalities. Let
them perform Activity 11. Emphasize that one of the half-planes contain the
solutions of the linear inequality. Use solid line if the symbol or is used
and broken line if the symbol used is > or <. If math software like GeoGebra
is available, ask the students to make use of this. GeoGebra is a dynamic
mathematics software that can be used to visualize and understand concepts
in algebra, geometry, calculus, and statistics.

A ctivity 11

GRAPH AND TELL

Directions: Show the graph and describe the solutions of each of the following inequalities.
Use the Cartesian coordinate plane below.

Answer Key
Activity 11
1. 4.

1.

y > 4x

2.

y > x + 2

3. 3x + y 5
4. y < 1 x
3
5.

x y < -2

2. 5.

QU

NS

ES TI O

a.
b.
c.
d.

3.

How did you graph each of the linear inequalities?

How do you describe the graphs of linear inequalities in two
variables?
Give at least 3 solutions for each linear inequality.
How did you determine the solutions of the linear inequalities?

Were you able to draw and describe the graph of linear inequalities? Were you
able to give at least 3 solutions for each linear inequality? In the next activity, you will
determine the linear inequality whose graph is described by the shaded region.

253

Let the students determine the linear inequality whose graph is described
by the shaded region. Ask them to perform Activity 12. Encourage them to
use different ways of finding the linear inequality. In this activity, one possible
error that students might commit is the wrong use of inequality symbol.
Let them check their own errors by testing some ordered pairs against the
inequality they have formulated. Emphasize to them also the meanings of
the broken and solid lines.

A ctivity 12

NAME THAT GRAPH!

Directions: Write a linear inequality whose graph is described by the shaded region.

1. 4.

2. 5.

Answer Key
Activity 12
1. y > 2x + 3
2. x + 3y 1
3. y < 2x + 2
4. y + x 4
5. 5 < 3x + y

Teachers Note and Reminders

Dont
Forget!

3.

254

Teachers Note and Reminders

QU

NS

ES TI O

a.
b.
c.

How did you determine the linear inequality given its graph?
What mathematics concepts or principles did you apply to come
up with the inequality?
When will you use the symbol >, <, , or in a linear inequality?

From the activity done, you were able to determine the linear inequality whose
graph is described by the shaded region. In the succeeding activity, you will translate
real-life situations into linear inequalities in two variables.

A ctivity 13
Dont
Forget!

TRANSLATE ME!

Directions: Write each statement as linear inequality in two variables.

1.

The sum of 20-peso bills (t) and fifty peso bills (f) is greater than Php 420.

2.

The difference between the weight of Diana (d) and Princess (p) is at
least 26.

3.

Five times the length of a ruler (r) increased by two inches is less than the
height of Daniel (h).

In Activity 13, let the students translate real-life situations into linear
inequalities in two variables. Give emphasis on the meanings of the phrases
less than, more than, greater than, at most and at least. Let the
students differentiate also less than and is less than and more than
and is more than. Provide examples on how these are used for students to
understand their differences.

4.

In a month, the total amount the family spends for food (f) and educational
expenses (e) is at most Php 8, 000.

5.

The price of a motorcycle (m) less Php 36,000 is less than or equal to the
price of a bicycle (b).

6.

A dozen of short pants (s) added to half a dozen of pajamas (p) has a total
cost of not greater than Php 960.

Answer Key

7.

The difference of the number of 300-peso tickets (p) and 200-peso tickets
(q) is not less than 30.

8.

Thrice the number of red balls (r) is less than the number of blue balls (b).

9.

The number of apples (a) more than twice the number of ponkans (p) is
greater than 24.

Activity 13
1. t + f > 420
2. d p 26
3. 5r + 2 < h
4. f + e 8000
5. m 36 000 b

6. 12s +6p 960

7. p q 30
8. 3r < b
9. 2p + a > 24
10. 2b + 3s 1150

10. Nicole bought 2 blouses (b) and 3 shirts (s) and paid not more than Php
1,150.

255

QU

ES TI O

Answer Key
Activity 14
1. a. c j 1.5; c represents Connies height and j Janels height
b. Connie
c. 3 ft and 9 inches and below
2. a. y 4 - x
20
b. about 2 liters
c. yes

NS

Let students broaden their understanding of linear inequalities in two

variables as to how they are used in solving real-life problems. Ask them to
perform Activity 14. Encourage them to use different ways of arriving at the
solutions to the problems. More importantly, provide them the opportunities
to choose the most convenient way of solving each problem.

a.
b.
c.
d.
e.

How did you translate the given situations into linear inequalities?
When do we use the term at most? How about at least?
What other terms are similar to at most? How about at least?
Give at least two statements that make use of these terms.
In what real-life situations are the terms such as at most and at
least used?

Were you able to translate real-life situations into linear inequalities in two
variables? In the next activity, you will find out how linear inequalities in two variables
are used in real-life situations and in solving problems.

A ctivity 14

MAKE IT REAL!

Directions: Answer the following questions. Give your Complete solutions or explanations.
1.

The difference between Connies height and Janels height is not more than
1.5 ft.
a. What mathematical statement represents the difference in heights of
Connie and Janel? Define the variables used.
b. Based on the mathematical statement you have given, who is taller?
Why?
c. Suppose Connies height is 5 ft and 3 in, what could be the height of
Janel? Explain your answer.

2.

A motorcycle has a reserved fuel of 0.5 liter which can be used if its 3-liter
fuel tank is about to be emptied. The motorcycle consumes at most 0.5 liters
of fuel for every 20 km of travel.
a. What mathematical statement represents the amount of fuel that
would be left in the motorcycles fuel tank after travelling a certain
distance if its tank is full at the start of travel?
b. Suppose the motorcycles tank is full and it travels a distance of 55 km,
about how much fuel would be left in its tank?
c. If the motorcycle travels a distance of 130 km with its tank full, is the
amount of fuel in its tank be enough to cover the given distance?
Explain your answer.

3.

The total amount Jurene paid for 5 kilos of rice and 2 kilos of fish is less than
Php 600.
a. What mathematical statement represents the total amount Jurene
paid? Define the variables used.
b. Suppose a kilo of rice costs Php 35. What could be the greatest cost
of a kilo of fish to the nearest pesos?
c. Suppose Jurene paid more than Php 600 and each kilo of rice costs
Php 34. What could be the least amount she will pay for 2 kilos of fish
to the nearest pesos?

3. a. 5x + 2y < 400
b. Php 109
c. Php 116
4. a. x + y 270
b. possible answers: car = 65 km/hr and bus = 55 km/hr car = 70 km/hr
and bus = 65 km/hr
c. 65 km/hr
d. possible
e. not possible

Teachers Note and Reminders

Dont
o
F rget!

256

Teachers Note and Reminders

4.

Dont
Forget!

A bus and a car left a place at the same time traveling in opposite
directions. After two hours, the distance between them is at most 350 km.
a. What mathematical statement represents the distance between the
two vehicles after two hours? Define the variables used.
b. What could be the average speed of each vehicle in kilometers per
hour?
c. If the car travels at a speed of 70 kilometers per hour, what could be
the maximum speed of the bus?
d. If the bus travels at a speed of 70 kilometers per hour, is it possible
that the cars speed is 60 kilometers per hour? Explain or justify
your answer.
e. If the cars speed is 65 kilometers per hour, is it possible that the
bus speed is 75 kilometers per hour? Explain or justify your answer.

From the activity done, you were able to find out how linear inequalities in two
variables are used in real-life situations and in solving problems. Can you give other
real-life situations where linear inequalities in two variables are illustrated? Now, lets go
deeper by moving on to the next part of this module.

What to
to Understand
Understand
What
Have students take a closer look at some aspects of linear inequality in two variables
and their graphs. Provide them opportunities to think deeper and test further their
understanding of the lesson by doing Activity 15.

Answer Key
Activity 15
1. Linear inequalities in two variables are inequality that can be written in
one of the following forms: Ax + By < C, Ax + By C, Ax + By > C and
Ax + By C while linear equations in two variables are mathematical
statements indicating that two expressions are equal and using the
symbol =
2. Infinite/many
3. No
4. Maybe the amount of those canned goods she is buying is higher than
what she is expecting.
x + y < 200
5. a. Possible answers: 6m by 4m; 8m by 3m; 12m by 2m
b. Yes
c. 2l + 2w = 20; 2l + 2w = 22; 2l + 2w = 28

What to
to Understand
Understand
What

In this part, you are going to think deeper and test further your understanding
of linear inequalities in two variables. After doing the following activities, you should
be able to answer the question: In what other real-life situations will you be able
to find the applications of linear inequalities in two variables?

A ctivity 15

THINK DEEPER.

Directions: Answer the following questions. Give your Complete solutions or explanations.
1.
2.
3.
4.

257

How do you differentiate linear inequalities in two variables from linear

equations in two variables?
How many values of the variables would satisfy a given linear inequality
in two variables? Give an example to support your answer.
Airen says any values of x and y satisfying the linear equation y = x + 5
also satisfy the inequality y < x + 5. Do you agree with Airen? Justify your
answer.
Katherine bought some cans of sardines and corned beef. She gave the
store owner Php 200 as payment. However, the owner told her that the
amount is not enough. What could be the reasons? What mathematical
statement would represent the given situation?

Before the students move to the next section of this lesson, give a short test
(formative test) to find out how well they understood the lesson.

5.

What to
to Transfer
Transfer
What

Teachers Note and Reminders

QU

Give the students opportunities to demonstrate their understanding of linear

inequalities in two variables by doing some practical tasks. Let them perform Activities
16 and 17. You can ask the students to work individually or in group. Emphasize that
they must come up with some linear inequalities in two variables. Before giving the
activity, present first how to make a budget proposal including its parts. Moreover,
students must be given the opportunity to solve the problems they have formulated.

NS

ES TI O

Jay is preparing a 24-m2 rectangular garden in a 64-m2 vacant square lot.

a. What could be the dimensions of the garden?
b. Is it possible for Jay to prepare a 2 m by 12 m garden? Why?
c. What mathematical statement would represent the possible
perimeter of the garden? Explain your answer.

What new insights do you have about linear inequalities in two
variables? What new connections have you made for yourself?

Now extend your understanding. This time, apply what you have
learned in real life by doing the tasks in the next section.

What to
to Transfer
Transfer
What

In this section, you will be applying your understanding of linear inequalities in
two variables through the following culminating activities that reflect meaningful and
relevant situations. You will be given practical tasks where in you will demonstrate
your understanding.

A ctivity 16

LETS ROLE-PLAY!

Directions: Cite and role-play at least two situations in real-life where linear inequalities
in two variables are illustrated. Formulate problems out of these situations
then solve them. Show the graphs of the linear inequalities drawn from these
situations.
RUBRIC: Real-life Situations on Linear Inequalities in Two Variables

Dont
o
F rget!

258

The situation is clear,

realistic and the use
of linear inequalities
in two variables and
other mathematical
statements are
properly illustrated. The
problem formulated is
relevant to the given
situation and the
answer is accurate.

The situation is
clear and the use of
linear inequalities in
two variables is not
illustrated. The problem
formulated is related
to the situation and the
answer is correct.

The situation is not

too clear and the use
of linear inequalities
in two variables is not
illustrated. The problem
formulated is related
to the situation and the
answer is incorrect.

The situation is not

clear and the use of
linear inequalities in
two variables is not
illustrated. The problem
formulated is not
related to the situation
and the answer is
incorrect.

Teachers Note and Reminders

A ctivity 17

PLAN FIRST!

Directions: Read the situation below then come up with the appropriate budget proposal.
The budget proposal should be clear, realistic, and make use of linear
inequalities in two variables and other mathematical statements.

Due to the rising prices of food commodities, you decided to raise broiler
chickens for your familys consumption. You sought permission from your
parents and asked them to give you some amount to start with. Your parents
agreed to give you some money; however, they still need to see how you will
use it. They asked you to prepare a budget proposal for the chicken house that
you will be constructing, the number of chickens to be raised, the amount of
chicken feeds, and other expenses.
RUBRIC: Budget Proposal of Raising Broiler Chickens
4
3
2
1
The budget
The budget
The budget
The budget
proposal is
proposal is clear, proposal is not
proposal is not
clear, accurate,
practical and
too clear and
clear and the
practical, and
the use of linear the use of linear use of linear
the use of linear inequalities in
inequalities in
inequalities in two
inequalities in
two variables is
two variables
variables is not
two variables
illustrated.
is not properly
illustrated.
and other
illustrated.
mathematical
statements
are properly
illustrated.

How did you find the different performance tasks? How did the tasks help you see
the real world use of linear inequalities in two variables?

You have completed this lesson. Before you go to the next lesson on system of
linear equation and inequalities, you have to answer the following post-assessment.

Dont
Forget!

This module was about linear inequalities in two variables. In this module, you were
able to differentiate between mathematical expressions and mathematical equations,
differentiate between mathematical equations and inequalities, illustrate linear inequalities
in two variables, and graph linear inequalities in two variables on the coordinate plane and
solve real-life problems involving linear inequalities in two variables. More importantly, you
were given the chance to formulate and solve real-life problems, and demonstrate your
understanding of the lesson by doing some practical tasks.

259

Summary/Synthesis/Generalization:

SUMMARY

This module was about linear inequalities in two variables. In this

module, you were able to differentiate between mathematical
expressions and mathematical equations; differentiate between
mathematical equations and inequalities; illustrate linear
inequalities in two variables; graph linear inequalities in two
variables on the coordinate plane; and solve real-life problems
involving linear inequalities in two variables. More importantly,
you were given the chance to formulate and solve real-life
problems, and demonstrate your understanding of the lesson by
doing some practical tasks.

This module was about linear inequalities in two variables. In this module, you were
able to differentiate between mathematical expressions and mathematical equations,
differentiate between mathematical equations and inequalities, illustrate linear inequalities
in two variables, and graph linear inequalities in two variables on the coordinate plane and
solve real-life problems involving linear inequalities in two variables. More importantly, you
were given the chance to formulate and solve real-life problems, and demonstrate your
understanding of the lesson by doing some practical tasks.

REFERENCES:

4.
5.

Bennett, Jeannie M., David J. Chard, Audrey Jackson, Jim

Milgram, Janet K. Scheer, and Bert K. Waits. Holt Pre-Algebra,
Holt, Rinehart and Winston, USA, 2005.

6.

Bernabe, Julieta G. and Cecile M. De Leon. Alementary Agebra,

Textbook for First Year, JTW Corporation, Quezon City, 2002.
Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey and
William L. Cole. Algebra, Structure and Method, Book I, Houghton
Mifflin Company, Boston MA, 1990.

GLOSSARY OF TERMS USED IN THIS LESSON:

1.
2.
3.

7.
8.
9.
10.
11.
12.
13.

Cartesian coordinate plane the plane that contains the x- and y-axes
Coordinates of a point any point on the plane that is identified by an ordered pair
of numbers denoted as (x, y)
Geogebra a dynamic mathematics software that can be used to visualize and
understand concepts in algebra, geometry, calculus, and statistics.
Half plane the region that is divided when a line is graphed in the coordinate plane
Linear equation in two variables/mathematical equation a mathematical statement
indicating that two expressions are equal and using the symbol =
Linear inequality in two variables a mathematical statement that makes use of
inequality symbols such as >, <, , and
Mathematical expression the left or the right member of any mathematical
statement
Plane divider the line that separates the cartesian coordinate plane into two half
planes
Slope of a line the steepness of a non-vertical line
Solutions of linear equations points in the coordinate plane whose ordered pairs
satisfy the equality
Solutions of linear inequalities points in the coordinate plane whose ordered
pairs satisfy the inequality
Variables any quantity represented by a letter of the alphabet
x-intercept the x-coordinate of the point where a graph intersects the x-axis

REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:

Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey,

and Robert B. Kane. Algebra, Structure and Method Book 2.
Houghton Mifflin Company, Boston, 1990.
Callanta, Melvin M. and Concepcion S. Ternida. Infinity Grade 8,
Worktext in Mathematics. EUREKA Scholastic Publishing, Inc.,
Makati City, 2012.

REFERENCES:
Bennett, Jeannie M., David J. Chard, Audrey Jackson, Jim Milgram, Janet K. Scheer, and
Bert K. Waits. Holt Pre-Algebra, Holt, Rinehart and Winston, USA, 2005.
Bernabe, Julieta G. and Cecile M. De Leon. Alementary Agebra, Textbook for First Year,
JTW Corporation, Quezon City, 2002.
Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey and William L. Cole. Algebra,

260

Chapin, Illingworth, Landau, Masingila and McCracken. Prentice

Hall Middle Grades Math, Tools for Success, Prentice-Hall, Inc.,
Upper Saddle River, New Jersey, 1997.
Clements, Douglas H., Kenneth W. Jones, Lois Gordon Moseley
and Linda Schulman. Math in my World, McGraw-Hill Division,
Farmington, New York, 1999.
Coxford, Arthur F. and Joseph N. Payne. HBJ Algebra I, Second
Edition, Harcourt Brace Jovanovich, Publishers, Orlando,
Florida, 1990.
Fair, Jan and Sadie C. Bragg. Prentice Hall Algebra I, PrenticeHall, Inc., Englewood Cliffs, New Jersey, 1991.
Gantert, Ann Xavier. Algebra 2 and Trigonometry. AMSCO
School Publications, Inc., 2009.
Gantert, Ann Xavier. AMSCOs Integrated Algebra I, AMSCO
School Publications, Inc., New York, 2007.

Structure and Method, Book I, Houghton Mifflin Company, Boston MA, 1990.
Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey, and Robert B. Kane. Algebra,
Structure and Method Book 2. Houghton Mifflin Company, Boston, 1990.
Callanta, Melvin M. and Concepcion S. Ternida. Infinity Grade 8, Worktext in Mathematics.
EUREKA Scholastic Publishing, Inc., Makati City, 2012.
Chapin, Illingworth, Landau, Masingila and McCracken. Prentice Hall Middle Grades
Math, Tools for Success, Prentice-Hall, Inc., Upper Saddle River, New Jersey, 1997.
Clements, Douglas H., Kenneth W. Jones, Lois Gordon Moseley and Linda Schulman.
Math in my World, McGraw-Hill Division, Farmington, New York, 1999.
Coxford, Arthur F. and Joseph N. Payne. HBJ Algebra I, Second Edition, Harcourt Brace
Jovanovich, Publishers, Orlando, Florida, 1990.
Fair, Jan and Sadie C. Bragg. Prentice Hall Algebra I, Prentice-Hall, Inc., Englewood Cliffs,
New Jersey, 1991.
Gantert, Ann Xavier. Algebra 2 and Trigonometry. AMSCO School Publications, Inc., 2009.
Gantert, Ann Xavier. AMSCOs Integrated Algebra I, AMSCO School Publications, Inc.,
New York, 2007.
Larson, Ron, Laurie Boswell, Timothy D. Kanold, and Lee Stiff. Algebra 1, Applications,
Equations, and Graphs. McDougal Littell, A Houghton Mifflin Company, Illinois, 2004.

Larson, Ron, Laurie Boswell, Timothy D. Kanold, and Lee Stiff.

Algebra 1, Applications, Equations, and Graphs. McDougal
Littell, A Houghton Mifflin Company, Illinois, 2004.

Larson, Ron, Laurie Boswell, Timothy D. Kanold, and Lee Stiff. Algebra 2, Applications,
Equations, and Graphs. McDougal Littell, A Houghton Mifflin Company, Illinois, 2008.

Larson, Ron, Laurie Boswell, Timothy D. Kanold, and Lee Stiff.

Algebra 2, Applications, Equations, and Graphs. McDougal
Littell, A Houghton Mifflin Company, Illinois, 2008.

Wesner, Terry H. and Harry L. Nustad. Elementary Algebra with Applications. Wm. C.
Brown Publishers. IA, USA.

Smith, Charles, Dossey, Keedy and Bettinger. Addison-Wesley Algebra, Addison-Wesley

Publishing Company, 1992.

Wilson, Patricia S., et. al. Mathematics, Applications and Connections, Course I, Glencoe
Division of Macmillan/McGraw-Hill Publishing Company, Westerville, Ohio, 1993.

Smith, Charles, Dossey, Keedy and Bettinger. Addison-Wesley

Algebra, Addison-Wesley Publishing Company, 1992.
Wesner, Terry H. and Harry L. Nustad. Elementary Algebra with
Applications. Wm. C. Brown Publishers. IA, USA.

261

WEBSITE Links:
http://www.google.com.ph/imgres?q=budgeting&hl=fil&client=firefoxa&tbo=d&rls=org.mozilla:en-US:official&channel=np&biw=1024&bih=497&
tbm=isch&tbnid=KVtCh7CW_sgkgM:&imgrefurl=http://www.lmnblog.com/
lmn/2011/why-budgeting-is-the-answer-to-better-business-management-andbetter-productivity/&docid=mKdzgJNUMrdLxM&imgurl=http://www.lmnblog.
com/lmn/wp-content/uploads/2011/04/budget.jpg&w=424&h=281&ei=Knm9U
Ir4EqmOiAeptYDgCw&zoom=1&iact=hc&vpx=132&vpy=221&dur=7235&ho
vh=183&hovw=276&tx=155&ty=157&sig=103437241024968090138&page=1&tbnh=129&tbnw=224&start=0&ndsp=16&ved=1t:429,r:7,s:0,i:98
Answer Key

Summative Test
Part I
1. A
2. D
3. B
4. C

5.
6.
7.
8.

B
B
A
B

9. D
10. C
11. B
12. B

Part II
1. 4x y 12 and 5x 2y < 9
2. 3x + y = 10 and 3x 5 6
4.
to author paki
doble check po ito

Part III
1. Php4,800
2. Php35

13.
14.
15.
16.

B
D
D
C

17.
18.
19.
20.

B
D
C
D

WEBSITE Links as References and for Learning Activities:

1. http://algebralab.org/studyaids/studyaid.aspx?file=Algebra2_2-6.xml
2. http://edhelper.com/LinearEquations.htm
3. http://www.kgsepg.com/project-id/6565-inequalities-two-variables
4. http://library.thinkquest.org/20991/alg /systems.html
5. http://math.tutorvista.com/algebra/linear-equations-in-two-variables.html
6. https://sites.google.com/site/savannaholive/mathed-308/algebra1
7. http://www.algebra-class.com/graphing-inequalities.html
8. http://www.beva.org/maen50980/Unit04/LI-2variables.htm
9. http://www.classzone.com/books/algebra_1/page_build.cfm?id=lesson5&ch=6
10. http://www.mathchamber.com/algebra7/unit_06/unit_6.htm
11. http://www.mathwarehouse.com/algebra/linear_equation/linear-inequality.php
12. http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/
U05_L2_T1_text_final.html
13. http://www.netplaces.com/algebra-guide/graphing-linear-relationships/graphinglinear-inequalities-in-two-variables.htm
14. http://www.netplaces.com/search.htm?terms=linear+inequalities+in+two+variables
15. http://www.personal.kent.edu/~rmuhamma/Algorithms/MyAlgorithms/MathAlgor/
linear.html
16. http://www.purplemath.com/modules/ineqgrph.html
17. http://www.saddleback.edu/faculty/lperez/algebra2go/begalgebra/index.
html#systems
18. http://www.tutorcircle.com/solving-systems-of-linear-equations-and-inequalitiest71gp.html#close_iframe#close_iframe
19. http://www.wyzant.com/Help/Math/Algebra/Graphing_Linear_Inequalities.aspx
WEBSITE Links for Videos:
1. http://www.phschool.com/atschool/academy123/english/academy123_content/wlbook-demo/ph-237s.html
2. http://video.search.yahoo.com/search/video?p=linear+inequalities+in+two+variables
3. http://video.search.yahoo.com/search/video?p=systems+of+linear+equations+and+i
nequalities
WEBSITE Links for Images:
1. http://lazyblackcat.files.wordpress.com/2012/09/14-lex-chores-copy.png
2. http://www.google.com.ph/imgres?q=filipino+doing+household+chores&start=
166&hl=fil&client=firefox-a&hs=IHa&sa=X&tbo=d&rls=org.mozilla:en-US:offici
al&biw=1024&bih=497&tbm=isch&tbnid=e6JZNmWnlFvSaM:&imgrefurl=http://
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com/2012/09/14-lex-chores-copy.png&w=1090&h=720&ei=4EC_ULqZJoG4iQfQro
HACw&zoom=1&iact=hc&vpx=95&vpy=163&dur=294&hovh=143&hovw=227&tx=7
9&ty=96&sig=103437241024968090138&page=11&tbnh=143&tbnw=227&ndsp=17&ved=1t:429,r:78,s:100,i:238

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SUMMATIVE TEST
Part I. Select the letter corresponding to your answer.
1. Carl bought 10 big notebooks and 15 small notebooks. The total amount he paid was at most Php 550. If x represents the cost of
big notebooks and y the cost of small notebooks, which of the following mathematical statements represent the given situation?
a. 10x + 15y 550 c. 10x + 15y > 550
b. 10x + 15y 550 d. 10x + 15y < 550
2. Which of the following is true about the number of solutions a linear inequality in two variables has?
a. It has no solution
b.
It has one solution
c. It has two solutions
d. It has infinite number of solutions
3. Which of the following ordered pairs is a solution of the inequality 2x 3y > 1?
a. (2, 3) b. (-3, -3) c. (5, 4) d. (-4, -1)
4. Which of the following is a graph of a linear inequality in two variables?
a. b. c. d.

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5. The difference between Billys score and Alvins score in the test is not more than 4 points. Suppose Billys score is 26 points,
what could be the score of Alvin?
a. Between 22 and 30
b. 22 to 30
c. 30 and below
d. 22 and above
6. What linear inequality is represented
by the graph at the right?
a. x y 2
b. x y 2
c. -x + y 2
d. -x + y 2
7. Mrs. Abad gave the fish vendor Php 500-bill for 1.5 kg of bangus and three kg of tilapia that cost more than Php 350. Suppose
a kilo of bangus costs Php 130. Which of the following could be the cost of a kilo of tilapia?
a. Php 95 b. Php 105 c. Php 110
d. Php 120
8. Which of the following is a linear inequality in two variables?
a. 3a 2 > 12 c. 2p 15
b. 15 + 8x < 14y d.
9m + 15 = 7n
9. Grecia has some Php 50 and Php 20 bills. The total amount of these bills is less than Php 2,500. Suppose there are 35 Php 50-bills.
Which of the following is true about the number of Php2 0-bills?
IV. The number of Php 20-bills is less than the number of Php 50-bills.
V. The number of Php 20-bills could be more than the number of Php 50-bills.
VI. The number of Php 20-bills is equal to the number of Php 50-bills.

a. I and II

b. I and III

c. II and III

d. I, II, and III

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10. A businessman would like to make a model which he can use as a guide in writing a linear inequality in two variables. He will
use the inequality in determining the number of sacks of rice and corn that he needs to stock in his warehouse given the total
cost (T), the cost (R) of each sack of rice and the cost (C) of each sack of corn. Which of the following models should he make
and follow?
I.
Rx + Cy = T II. Rx + Cy T III. Rx + Cy T

a. I and II

b. I and III

c. II and III

d. I, II, and III

11. In the inequality 6a + 4b 10, what could be the possible value of a if b = 2?

1
1
1
1
a.
a b.
a c. a < d. a >
3
3
3
3
12. Which of the following shows the plane divider of the graph of y x + 2?
a.
c.

b. d.

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13. Ana and Marielle went to the grocery to buy cans of milk sachets of coffee. Ana paid Php 672 for 12 cans of milk and 24
sachets of coffee. Marielle bought the same cans of milk and sachets of coffee but only paid less than Php 450. Suppose each
sachet of coffee costs Php 5.50. How many cans of milk and sachets of coffee could Marielle have bought?
a. six cans of milk and 36 sachets of coffee
b. eight cans of milk and 16 sachets of coffee
c. 10 cans of milk and 12 sachets of coffee
d. 12 cans of milk and 8 sachets of coffee
14. A bus and a car left a place at the same time traveling in opposite directions. After 2 hours, the distance between them is less
than 300 km. If the car travels at a speed of 70 kilometers per hour (kph), which of the following could be the speed of the
bus?
a. 100 kph b. 90 kph c. 80 kph
d. 70 kph
15. Darcy is making a design of window grill that is rectangular in shape. Suppose the perimeter of the window grill design is less
than 30 cm. Which of the following could be the frame of the window grill design Darcy is making?
a. c.

b. d.

16. There are at least 15 large and small tables that are placed inside a function room for at least 150 guests. Suppose only eight
people can be seated around the large table and only six people for the small tables. Which of the following number of tables
are placed inside the function room?
a. ten large tables and 8 small tables c. eight large tables and 16 small tables
b. nine large tables and 12 small tables d. six large tables and 15 small tables
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17. Melanie is using two mobile networks to make phone calls. One network charges her Php 6.50 for every minute of call to other
networks. The other network charges her Php 5 for every minute of call to other networks. In a month, she spends more Php 400
for these calls. Suppose she wants to model the total costs of her mobile calls to other networks using a mathematical statement.
Which of the following mathematical statements could it be?

a. 6.50x + 5y = 400
b. 6.50x + 5y > 400

c. 6.50x + 5y 400
d. 6.50x + 5y 400

18. Mr. Miranda would like to increase his profit on hog and poultry raising to the maximum if possible. To do it, he has to prepare
a business plan to determine the additional expenses and projected profit. Which of the following should Mr. Miranda prepare
to come up with the business plan?

I. Marketing Plan

II. Operational Plan

III. Financial Plan

a. I only

b. II only

c. III only

d. I, II, and III

19. Mr. Tolentino would like to use one side of the concrete fence for the rectangular garage that he will be constructing. This is
to minimize the construction materials to be used. To help him determine the amount of construction materials needed for the
other three sides whose total length is more than 21 m, he drew a sketch of the garage. Which of the following could be the
sketch of the garage that Mr. Tolentino had drawn?
a.
c.
6m

7 cm

8m
b. d.
6 cm

10 cm

5m
9 cm

11 m
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20. A non-government organization is raising funds for the indigent families living in some remote areas by selling two kinds of
concert tickets. They expect to raise at least Php 50,000 from the concert. After the concert, the officers of the organization
need to account all sold tickets and their total cost then present it graphically to their members. Which of the following graphs
could be prepared and presented by the officers considering the expected amount to be raised?
a. c.

b. d.

Part II. Use the following mathematical statements to answer the questions that follow.

3x + y = 10

4x y 12

3x 5 6

4x 2y < 9

1. Which of the given mathematical statements are linear inequalities in two variables?
2. Which of the given mathematical statements are not linear inequalities in two variables? Explain your answer.
268

3. Give three ordered pairs that satisfy each linear inequality in two variables. Show how you obtained these ordered pairs.
4. Draw the graph of each linear inequality in two variables.

Do the ordered pairs you have given in #3 are on the graph of the linear inequality? If NOT, explain why.

5. Describe the solution set of each linear inequality in two variables

Part III. Solve the following problems.
1. Mr. Villamayor rented a construction crane for five hr and a backhoe for seven hr. The total amount he paid is less than Php
9,000. Suppose the hourly rate for the crane is Php 800. What is the maximum amount he paid for the backhoe to the nearest
hundreds?
2. Wally paid at most Php 350 for the five notebooks and four pad papers that he bought. Suppose each notebook costs Php 42.
What could be the greatest price of each pad of paper to the nearest peso?
Part IV. Plan First! (GRASPS Assessment)
Goal: Present simple budget proposal for raising broiler chickens
Role: A son or daughter who wish to raise broiler chickens for familys consumption
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Audience: Your parents

Situation: Due to the rising prices of food commodities, you decided to raise broiler chickens for your familys consumption. You
sought permission from your parents and asked them to give you some amount to start with. Your parents agreed to
give you some money, however, they still need to see how you will use it. They asked you to prepare a budget proposal
for the chicken house that you will be constructing, the number of chickens to be raised, the amount of chicken feeds,
and other expenses.
Product: Simple Budget Proposal
Standards: The budget proposal should be clear, realistic, and makes use of linear inequalities in two variables and other
mathematical statements.
Use the rubric below to check students work.
RUBRIC: Budget Proposal of Raising Broiler Chickens
4
The budget proposal is clear,
accurate, practical, and the
use of linear inequalities
in two variables and other
mathematical statements are
properly illustrated.

3
The budget proposal is clear,
practical and the use of linear
inequalities in two variables is
illustrated.

2
The budget proposal is not
too clear and the use of linear
inequalities in two variables is
not properly illustrated.

1
The budget proposal is not
clear and the use of linear
inequalities in two variables is
not illustrated.

270