SECONDARY

JHS

LEARNING STRAND 3
MATHEMATICAL & PROBLEM-SOLVING SKILLS
SESSION GUIDES FOR MODULE 3:
THIS IS WHERE WE DRAW THE LINE!

ALS Accreditation and Equivalency Program: Junior High School

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 LEARNING STRAND 3

SESSION GUIDES
Alternative Learning System - Accreditation and Equivalency (ALS-A&E)

JUNIOR HIGH SCHOOL: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

SESSION GUIDES FOR MODULE 3 (THIS IS WHERE WE DRAW THE LINE!)
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 3: Mathematical and Problem-Solving Skills
Session Guides for Module 3 (This is Where We Draw the Line!)

Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia

and

Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines

Copyright © UNESCO and DepEd 2020

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 DEVELOPMENT TEAM

Jenelyn Marasigan Baylon Master Teacher I, ALS Task Force (On-detail)

Kristine Lee S. Lumanog Education Program Specialist II, ALS Task Force (On-detail)
Judy R. Mendoza Project Development Officer III, Bureau of Learning Resources
Reyangie V. Sandoval Education Program Specialist II, Bureau of Learning Resources
Josephine C. Intino Senior Education Program Specialist, Bureau of Curriculum Development
Eric U. Labre Senior Education Program Specialist, Bureau of Learning Resources
Roderick P. Corpuz Supervising Education Program Specialist, ALS Task Force
Daisy Asuncion O. Santos Chief Education Program Specialist, Bureau of Learning Resources
Marilette R. Almayda Director III/Head, ALS Task Force
Ariz Delson Acay D. Cawilan Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources
G. H. S. Ambat Assistant Secretary for Alternative Learning System Program
and Task Force
Tonisito M. C. Umali Undersecretary for Legislative Liaison Office, External Partnership Service
and Project Management Service
Leonor Magtolis Briones Secretary

Ermil P. Gabuat Author

Ramonette Ruzgal Content Expert
Bernadette Sison Admin and Finance Staff
Mildred Parbo Project Lead
Ma. Teresita Medado President

Content and Language Evaluators and Instructional Design Reviewer

Marilyn Macababbad Schools Division Office of Biñan City, Department of Education
Lourdes Navarro Regional Office XI – Davao, Department of Education
Ivy S. Yasis Freelance Language Editor

Ade Sandra Admin and Finance Assistant

Rusyda Djamhur Project Assistant
Marmon Abutas Pagunsan National Project Consultant
Remegio Alquitran National Project Officer
Maria Karisma Bea Agarao National Programme Coordinator
Mee Young Choi Head of Education Unit
Shahbaz Khan Director and Representative
User’s Guide
For the ALS Teacher/Instructional Managers/Learning Facilitator:

Welcome to the Session Guides of this Module entitled This is Where We Draw the Line! under Learning Strand
3 Mathematical and Problem-Solving Skills of the ALS K to 12 Basic Education Curriculum (BEC).

This module was collaboratively designed, developed, and reviewed by select DepEd field officials and teachers
from formal school and ALS, and private institutions to assist in helping the ALS learners meet the standards set
by the ALS K to 12 Basic Education Curriculum (BEC) while overcoming their personal, social, and economic
constraints in attending ALS learning interventions.

This learning resource hopes to engage the learners in guided and independent learning activities at their own
pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

As an ALS Teacher/Instructional Manager/Learning Facilitator, you are expected to orient the learners on
how to use this module. You also need to keep track of the learners' progress while allowing them to manage
their learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included
in the module.
session guide 1

MAKE RELATIONS FUNCTION

Session Guide No. 1

I. Duration of Session: 3 hours

II. Key Understandings to Be Developed

·· Polynomial functions
·· Evaluation of functions

III. Learning Objectives

1. Illustrates polynomial functions.
2. Evaluates functions.
3. Express satisfaction in mastery of new ways of thinking through
application of mathematics.

IV. Resources (none)

V. Activity
1. Ask the learners to get to know each other by writing down family
members with relationships such as person who helps mother and
father, grandparents to grandchildren, siblings to cousins, etc.

The activity is advised to be done in groups to ensure that there will

be more than one object in a group in each relationship to better
demonstrate the concept of relations and functions. Be sensitive of
learners that might have issues within their own families. Allow them
to list down people that they consider fit for the descriptions given in
each item.

Have the students ask three of their friends to write down the
indicated people in their family based on the relationship indicated
in each item below. Connect the names on the left to the correct
partner on the right by drawing an arrow between them. Item (a)
serves as an example.

THIS IS WHERE WE DRAW THE LINE 1

session guide 1

a. Person who helps nanay, tatay, guardian, or you

Nanay, Tatay,
Tatay, Nanay,
Guardian, or you, or
You Guardian

b. All the children and parent (choose nanay, tatay, or guardian)

c. Grandparent (choose Lolo or Lola) to grandchildren
d. You and your siblings to your cousins

2. The basic relationships that students learn first are the relationships
within their family. Most families have blood relations, but some
families neither share family name nor blood. This same concept
of family relationships will be used to show pairs of numbers with
the same characteristics under relations and functions.

3. Ask the learners to explain how they came up with their final output.

VI. Analysis
1. Based on the activity, ask the following: When do we say that people
are related? What qualifies for two people to have a relation?
In the activity, you have shown individuals who you have relations
with. The most common relations exist in the family. The lines you

NANAY TATAY
Milagros Ernesto
Teresa Rudy
Maureen Jun

made show which people are related with each other.

Make sure to write the member of the first group before the member
of the second group. Each pairing is called an ordered pair. The
given example can be rewritten in ordered pairs as

Continuation on the next page.

2 THIS IS WHERE WE DRAW THE LINE

session guide 1

Partners : { (Milagros, Ernesto), (Teresa, Rudy), (Maureen, Jun) }

FIRST SECOND FIRST SECOND FIRST SECOND

GROUP GROUP GROUP GROUP GROUP GROUP

·· Explain that relationship means that two people or objects share

a connection with each other either by biological affiliation
or by emotional attachment (partners, such as husband-wife/
boyfriend-girlfriend, or adoptive families).

2. Use the answers gathered from the learners focusing on the fact that
relations exist through connections between objects in a group (such
as in families). Shift the discussion to mathematics by introducing
the concept of relations and functions.

VII. Abstraction/Generalization
1. Present the definition and examples.

A set of one or more ordered pairs is called a relation.

2. Relations and functions:

·· Relations are made up of two groups, both with at least one
object in them that are connected by some characteristic or rule.
·· Use arrows to show connections between pairs of objects between
groups.
·· Emphasize that in writing ordered pairs, the elements must be
written in a strict order: (first group, second group).
·· All functions are relations, but not all relations are functions.
·· Functions have all elements in the first group paired with exactly
one object in the second group (one-to-one relation). If an
element in the second group is paired with two or more objects
in the first group, it can still be a function provided that the first
statement is still followed (many-to-one relation).

THIS IS WHERE WE DRAW THE LINE 3

session guide 1

Partners

NANAY TATAY
Milagros Ernesto
Teresa Rudy
Maureen Jun

This is an example of a function because each person has exactly

one partner. Moreover, this illustration shows a one-to-one
function because for every one nanay, there corresponds only
one tatay from the second group.

Children-to-parent

This is an example of a function because each child has exactly

one father.

CHILDREN FATHER
Diane Manny
Marianne

Joseph Lando
Kenneth

In addition, this illustration shows a many-to-one function

because there are more than one child that has one tatay. For
instance, Diane and Marianne connect to Manny as their tatay.
Similarly, Joseph and Kenneth connect to Tatay Lando.

·· One-to-many and many-to-many relations cannot be functions

and are simply referred to as relations.

4 THIS IS WHERE WE DRAW THE LINE

session guide 1

Grandparent to Grandchildren

GRANDCHILDREN
LOLA Jose
Tinay
Lola Basyang
Pedro
Mutya

This illustration shows a one-to-many correspondence because

Lola Basyang connects to more than one grandchildren (Jose,
Tinay, Pedro, and Mutya).

·· Ask the learners to give examples of each type of relations using

connections or relationships they see around them, or have some
examples at the ready.

3. Evaluating functions:
·· Recall equations in two variables 𝑥 and 𝑦. Give some simple
examples of these equations such as:

𝑦=𝑥+1 𝑦=𝑥+3 𝑦=𝑥−5

·· Recall substitution of a value in x to get the value of 𝒚.

Using 𝑥 = 1, Using 𝑥 = 2, Using 𝑥 = 3,
𝑦=𝑥+5 𝑦=𝑥+5 𝑦=𝑥+5

𝑦=1+5 𝑦=2+5 𝑦=3+5

RESULT RESULT RESULT
𝑦=6 𝑦=7 𝑦=8

·· Explain that equations are also relations of numbers relating 𝒙

and 𝒚.

THIS IS WHERE WE DRAW THE LINE 5

session guide 1

·· Demonstrate or represent the equations in a function as a

processing machine with the 𝑥−value as input and the 𝑦−value
as the output (refer to the Learner’s Module).
·· Emphasize that when writing ordered pairs, the x-value should be
written first followed by the y-value and enclosed in parenthesis
(x, y).

Using the same example above, the ordered pairs are in the set
{(1, 6), (2, 7), (3, 8)}.

VIII. Application
1. Ask the learners to define relation and function.
2. Have them evaluate functions.
3. Present the Sharpening Your Skills and Treading the Road to Mastery
assessments which aim to further develop their skills on:

a. w riting ordered pairs and distinguishing between functions and

relations.
b. evaluating a function given a value of 𝑥.
c. listing the ordered pairs that belong to a function.
d. identifying the correct elements in the union of sets.

4. Process the activity by allowing learners to explain their answers.

IX. C oncluding Activity

End the session by reviewing the key understandings developed and
relating the concepts of relations and functions to real life.

6 THIS IS WHERE WE DRAW THE LINE

session guide 2

WHERE ARE YOU EXACTLY?

Session Guide No. 2

I. Duration of Session: 3 hours

II. Key Understandings to be Developed

·· Rectangular Coordinate System
·· Linear equations and its graphs

III. Learning Objectives

1. Illustrate the rectangular coordinate system and its use.
2. Define linear equations.
3. Graph different types of linear equations.

IV. Resources (none)

V. Activity
1. Ask the learners to help Mang Neho locate destinations on his map
by following directions. The activity is designed to highlight the use
of directions and mathematics (using the number of steps) using
gridlines similar with maps and globes. This allows learners to see
the important role of mathematics in the development of technology,
related to locating places using Global Positioning System (GPS).

Use the given map on the next page to locate where Mang Neho is
going. Follow the directions he inputs on his map application to
identify his destination. Your starting point is the star in the middle
of the map.
DIRECTIONS:
1. 2 to the right, 1 upwards 6. 3 to the right, 3 upwards
2. 3 to the left, 2 upwards 7. 2 downwards
3. 3 to the right, 2 downwards 8. 2 to the left, 3 downwards
4. 2 to the left 9. 1 to the left, 2 upwards
5. 1 to the right, 3 downwards 10. 3 upwards

THIS IS WHERE WE DRAW THE LINE 7

session guide 2

Grocery
Supermarket Cafeteria
Store

Restaurant

Sari-sari
Eatery
Store

Health Fire
Center Station

8 THIS IS WHERE WE DRAW THE LINE

session guide 2

Number 1 serves as an example below.

Restaurant

Sari-sari
Store

2. Ask learners to explain how they identified the destinations. Provide

help and guidance while learners are presenting.

VI. Analysis
1. Based on the activity, ask the following questions: Who among you
have used a map before? Who among you have already used map
applications on your mobile phone? Which apps have you used? How
do you give out directions when somebody asks you to help them?

Each location in a space, like in the map we used, is accessible by

moving in two directions, horizontal (left or right) and vertical
(upward or downward). For example, when moving 2 to the right
and 1 upwards, these two movements end up in John’s house (see
the above figure).

·· Explain that when giving out directions, we use a reference point

to direct where to turn left or right. We also use a reference point
in maps using gridlines, as in the activity.

THIS IS WHERE WE DRAW THE LINE 9

 session guide 2

2. Shift discussion to mathematics by using the gridlines in maps and

explain that locating points in space also uses the help of lines.
3. Recall how to locate a point in the number line (refer to the Learner’s
Module). In a plane, we use a combination of two number lines
(horizontal and vertical) that intersect each other.

VII. Abstraction/Generalization
1. Present the definition of terms and examples.

A rectangular coordinate system is made up of two perpendicular

number lines, where one is horizontal and the other one is vertical.
It is also called Cartesian plane.

2. Rectangular coordinate system:

··
Point out the different parts of the rectangular coordinate system:
origin, 𝑥−axis, and 𝑦−axis.
𝒚-axis
4 4 origin
3

2
3

2
(0, 0)
1 1

+ 0 = -4 -3 -2 -1 1 2 3 4
𝒙-axis
-4 -3 -2 -1 0 1 2 3 4 -1 -1
-2 -2
-3 -3
-4 -4

positive 4
·· Emphasize the need for equal
3 intervals or spaces between numbers
positive
2 when making the rectangular
coordinate system.
1

-4 -3 -2 -1 1 2 3
-1
Numbers on the right and upwards
-2
of the origin are positive.
negative -3

-4 negative Numbers on the left and downwards

of the origin are negative.

10 THIS IS WHERE WE DRAW THE LINE

session guide 2

·· When plotting ordered pairs in a rectangular coordinate system,

carefully show the movements in the 𝑥−axis and 𝑦−axis. You
can do this in two ways:

{{ Locate the numbers in their respective number lines, then

use broken lines parallel to the other axis until they meet.
The point of intersection represents the ordered pair in the
rectangular coordinate system; or
{{ Show the horizontal movement in the 𝑥−axis first, then
continue with the vertical movement parallel to the 𝑦−axis.

·· Label the point correctly by putting the ordered pair beside it.
Example: Plot (3, 5) in the Cartesian plane.

Plotting 𝐴(3, 5) means 3 is the movement on the

𝑥-axis and 5 is the movement on the 𝑦−axis.

3 (positive) means we move 3 units to the right

5 (positive) means we move 5 units upwards

𝑦 - axis 𝑦 - axis
5 5
𝐴 (3, 5)
4 4

3 3

2 2

1 1

-4 -3 -2 -1 1 2 3 4
𝑥 - axis -4 -3 -2 -1 1 2 3 4
𝑥 - axis
-1 -1

-2 -2

-3 -3

-4 -4

THIS IS WHERE WE DRAW THE LINE 11

 session guide 2

3. Graphing linear equations:

·· Explain that a given equation contains an infinite number of
ordered pairs that satisfy it since we can replace the 𝑥−value
with any number and be able to get a unique 𝑦−value pair for it.
Equations can, therefore, be considered as a “family” of infinitely
many points (represented by the ordered pairs).
·· Explain that since the equation contains an infinite number of
points related to one another, they can be all connected to form
a line. This is the reason why we call equations linear functions.
·· Recall and demonstrate the process of substitution by showing
how to replace the 𝑥−value in the equation.

Example: Given the equation 𝒚 = 𝒙 + 1. Use 𝑥 = 1.

Write 𝑦 = 𝑥 + 1, then replace it with the value 1.
Then, perform the operation to find 𝒚.

𝒚=1+1=2

·· Show how to plot this point on the rectangular coordinate

system.
·· Call on learners who will try to solve for the value of y by
substituting and graphing in front of the class. Supervise and
provide corrections in the process being done if necessary.

Example: Graph the equation 𝑦 = 2𝑥 + 1.

Use small numbers such as 1, 2, and 3 to replace 𝑥.

Using 𝑥 = 1, Using 𝑥 = 2, Using 𝑥 = 3,

𝑦 = 2𝑥 + 1 𝑦 = 2𝑥 + 1 𝑦 = 2𝑥 + 1
= 2(1) + 1 = 2(2) + 1 = 2(3) + 1
=2+1 =4+1 =6+1
=3 =5 =7

12 THIS IS WHERE WE DRAW THE LINE

session guide 2

Plot the points then connect them to form a line.

10 𝑦
9
8
7
6 (3, 7)
5
4
(2, 5)
3
2
(1, 3)
1

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10

VIII. Application
1. Ask the learners to illustrate and discuss the parts of a rectangular
coordinate system.
2. Ask them how to graph linear equations.
3. Present the Sharpening Your Skills and Treading the Road to
Mastery which aim to further develop their skills on

a. i dentifying the movement and the direction in the 𝑥−axis and

𝑦−axis given an ordered pair.
b. creating a Cartesian plane with proper labels and plotting
points accurately.
c. plotting lines representing functions by plotting points on the
Cartesian plane.

4. Process the activity by allowing the learners to explain their answers.

THIS IS WHERE WE DRAW THE LINE 13

 session guide 2

IX. Concluding Activity

End the session by reviewing the key understandings developed and
relating the concepts of rectangular coordinate system and linear
equations to real life.

14 THIS IS WHERE WE DRAW THE LINE

session guide 3

WATCH YOUR STEEP

Session Guide No. 3

I. Duration of Session: 3 hours

II. Key Understandings to Be Developed

·· Slope of a line
·· Intercepts of a line

III. Learning Objectives

1. Find the slope of linear equations.
2. Find both the x- and y- intercepts of linear equations.
3. Describe the slope and intercepts of linear equation based on the
graph.
4. Express satisfaction in mastery of new ways of thinking through
application of mathematics

IV. Resources (none)

V. Activity
1. Ask the learners to help Mang Neho to come up with the best
decision in the given scenarios by making comparisons. The activity
is designed to practice and show the applications of graphing linear
equations learned in the previous lesson. Problem number 1 specifically
highlights the slope of a line which is the main idea tackled in this
lesson.

Use graphing of linear equations in each scenario to make

comparisons. Item (1) serves as an example.

1. Mang Neho has to choose between two uphill roads. Which

road is more dangerous to drive on and that he must avoid?
Compare by graphing.

THIS IS WHERE WE DRAW THE LINE 15

 session guide 3

Start End
Road A (1, 1) (8, 3)
Road B (1, 1) (5, 4)

Based on the graph, it is easier to see that Road A is safer than

Road B. This is because Road B is steeper, or with a higher angle
of elevation, than Road A.

2. Choosing between two car insurance offers, Mang Neho looked

for the equation of the yearly growth of each company. Which
one has a faster growth? Compare by graphing and use the same
values for x in both equations.

Company A 𝑦 = 3𝑥 + 2
Company B 𝑦 = 2𝑥 + 3

3. Mang Neho is also considering investments. He is choosing to

buy either a car or a farmland in his province. He found out on
the internet that the property values follow the given equations.
Which is a better investment?

Farmland 𝑦 = 1 + 2𝑥
Car 𝑦 = 5 − 2𝑥

16 THIS IS WHERE WE DRAW THE LINE

session guide 3

2. Emphasize that the skills of graphing and plotting points in a

rectangular coordinate system should be used in this activity.
Supervise and remind the learners to create a rectangular coordinate
system with equal intervals.

VI. Analysis
1. Based on the activity, ask this question: What kind of lines were you
able to graph in each item?
·· Point out that the lines in the equations are diagonals which
are sloped. These slopes can be mathematically described
and can be used to interpret what set of points in an equation
represent or mean.

What comes into mind when you say slope? Where can you see
slopes in nature or around you?

·· Explain, as introduction, that slopes are naturally observed in

mountains. This can be used as introduction to the notation of
the slope of the line (𝒎).

VII. Abstraction/Generalization (The discussion is advised to be done

simultaneously with analysis.)
1. Slope of a line:
The measure of steepness
Length of vertical

of a line is called the 6

(𝑥2, 𝑦2)
movement

slope. 5
4
·· Emphasize that there 3
is a change in the 2
1 (𝑥1, 𝑦1)
position in x and y
whenever we move
from one point to 1 2 3 4 5 6 7 8 9
another point in a
Length of horizontal
line. movement

THIS IS WHERE WE DRAW THE LINE 17

 session guide 3

·· Using items 1, 2, and 3 in the activity, ask this question: What

does it mean when a line is steeper?

The lines in items 1, 2, and 3 are all rising from the left. They
have positive slopes.

·· Explain that the steeper the line is, the faster or the bigger the
change in the values of 𝑥 and 𝑦 from one point to another.
·· Emphasize that when assigning the points as (𝑥 , 𝑦 ) and (𝑥 ,
1 1 2
𝑦2), they may choose any for as long as they will be consistent
in putting the correct values as 𝑥1 and its partner 𝑦1.

Remind learners to be careful with the positive or negative signs

when substituting the values in the formula and performing the
operations.

·· Using item 4 in the activity, ask this question: What can you say
about the directions of the lines?

One line is rising from the left and the other one is falling from
the left.

·· Set the standard in describing the direction of the line that should
be from left to right (same with how we read). This means that
a line going up (or increasing) is going up from left to the right,
a line going down (or decreasing) is going down from the left
to the right.
·· Emphasize that slopes can be described just by looking at the
graph of a line – without calculation. Slopes can be positive,
negative, zero, or undefined.

18 THIS IS WHERE WE DRAW THE LINE

session guide 3

POSITIVE SLOPE NEGATIVE SLOPE

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1

-3 -2 -1 -3 -2 -1
-2 1 2 3 4 5 6 7 8 9 10 -2 1 2 3 4 5 6 7 8 9 10
-3 -3

Line goes upward from Line goes downward

left to right. from left to right.

Zero slope Undefined slope

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1

-3 -2 -1 -3 -2 -1
-2 1 2 3 4 5 6 7 8 9 10 -2 1 2 3 4 5 6 7 8 9 10
-3 -3

Line is horizontal. Line is vertical.

THIS IS WHERE WE DRAW THE LINE 19

 session guide 3

·· Explain that the slope of the line is used to predict the movement
and possible values of data in a set especially in finance and
economics. In graphs, commonly, the 𝑥−axis is used as the value
for time and the 𝑦−axis is the amount of investment and the like.

2. Intercepts of a linear equation:

·· Show the definition of 𝑥− and 𝑦−intercepts. Emphasize that these
intercepts can be obtained based on the equation and graph of
the line.

The 𝑥−intercept is the point where the graph intersects the

𝑥−axis. The 𝑦−intercept is the point where the graph crosses
the 𝑦−axis.

·· Explain that the 𝑥−intercept is the value of 𝑥 when 𝑦 = 0 and

the 𝑦−intercept is the value of 𝑦 when 𝑥 = 0.
·· Emphasize that intercepts can also be used to graph a linear
equation.

Example: The line shown has an 𝑥−intercept of (3, 0) and

𝑦−intercept of (0, 5).

20 THIS IS WHERE WE DRAW THE LINE

session guide 3

VIII. Application
1. Ask the learners to define the slope and intercept of a line.
2. Ask them how to solve for the slope and intercepts of a line.
3. Ask the learners how they can use the slope and intercepts to graph
linear equations.
4. Present the Sharpening Your Skills and Treading the Road to Mastery
assessments which aim to further develop their skills on

a. s ubstituting correct values in the formula of a slope by

distinguishing 𝑥 and 𝑦 and using the ordered pairs to graph
the line.
b. graphing the line and describing the slope based on the graph
c. determining the 𝑥− and 𝑦−intercepts of a linear equation and
using these intercepts to graph a line

IX. Concluding Activity
End the session by reviewing the key understandings developed and
relating the concepts of slopes and intercepts in real-life scenario.

THIS IS WHERE WE DRAW THE LINE 21

 answer key

PRE-ASSESSMENT PAGE 2
1. d 11. d
2. a 12. a
3. c 13. b
4. c 14. a
5. b 15. c
6. b
7. a
8. b
9. c
10. d
LESSON I: MAKE RELATIONS FUNCTION
TRYING THIS OUT PAGE 8

1. Person who helps nanay, tatay, guardian, or you

Nanay Tatay
Tatay Nanay
Guardian, or You, or
You Guardian

2. All the children and parent (choose nanay, tatay, or guardian)

Nanay
Children Tatay, or
Guardian

22 THIS IS WHERE WE DRAW THE LINE

answer key

1. Grandparent (choose Lolo or Lola) to grandchildren

Lolo or Lola Grandchildren

2. You and your siblings to your cousins

You and your

Your cousins
siblings

SHARPENING YOUR SKILLS

ACTIVITY I PAGE 12
1. {(–1, 5), (3, 7), (–5, 7), (9, 2), (8, 2)} Function
2. {(11, –8), (11, 6), (16, –7), (16, 9), (16, -2)} Relation
3. {(12, 4), (5, 6), (7, 7), (13, 10)} Function
4. {(4, 15), (6, 27), (6, 21), (7, 46), (10, 46), (13, 46)} Relation
ACTIVITY II PAGE 13
1. 38
2. 8
3. –17
4. 9
5. –10

TREADING THE ROAD TO MASTERY PAGE 14

1. (1, 9), (2, 11), (3, 13)
2. (–1, 4), (0, 1), (1, –2)
3. (–5, 5), (-3, 1), (–1, -3)
4. (4, 9), (6, 17), (7, 21)

THIS IS WHERE WE DRAW THE LINE 23

 answer key

LESSON 2: WHERE ARE YOU EXACTLY?

TRYING THIS OUT PAGE 16
1. John’s House 6. Beach
2. PC Shop 7. Elementary school
3. Joel’s House 8. Talipapa
4. Rice Store 9. Pet Store
5. City Hall 10. Cockpit

SHARPENING YOUR SKILLS

ACTIVITY I PAGE 26
1. 2 right, 5 up 6. 21 right, 10 down
2. 3 left, 2 down 7. 7 left, 8 down
3. 4 left, 7 up 8. 9 right
4. 6 right, 1 down 9. 11 down
5. 15 left, 12 up 10. 25 left, 45 down

ACTIVITY II PAGE 27
10

9
(4, 7)
(-3, 8)
8

6
(0, 5)
5

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10
-1
(6, 1)
-2

-3

-4

-5

-6

-7

-8

-9

-10

24 THIS IS WHERE WE DRAW THE LINE

answer key

TREADING THE ROAD TO MASTERY PAGE 28

1. {(1, 6), (2, 7), (3, 8)} 3. {(0, 2), (1, -2), (2, -6)}

2. {(-1, -5), (0, -3), (1, -1)} 4. {(3, 4), (4, 7), (5, 10)}

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 answer key

5. {(-1, 2), (-2, 8), (-3, 14)}

)( (

26 THIS IS WHERE WE DRAW THE LINE

answer key

LESSON 3: WATCH YOUR STEEP

TRYING THIS OUT PAGE 31

1. Road A is safer than Road B. Road B must be avoided.

2. The line representing Company A’s yearly growth is steeper than

Company B’s yearly growth. This means that Company A has better
performance than Company B due to its growth.

THIS IS WHERE WE DRAW THE LINE 27

 answer key

3. It is better for Mang Neho to invest in farmland because it increases

in value over time, while the car decreases in value.

28 THIS IS WHERE WE DRAW THE LINE

answer key

SHARPENING YOUR SKILLS

ACTIVITY I PAGE 48
1. m = –3
2. m = 1
4
3. m = 3
ACTIVITY II PAGE 48

1. positive slope 2. negative slope

5 8

4 6

3 4

2 2

1
0 2 4

-2
0 1 2 3 4

-1 -4

-6

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 answer key

ACTIVITY III PAGE 48

1. x – intercept: (8, 0); y – intercept: (0, 6)

-2 0 2 4 6 8 10

30 THIS IS WHERE WE DRAW THE LINE

answer key

TREADING THE ROAD TO MASTERY PAGE 49

1. Michael: m = 2; James: m = 1
Michael performed better than James.

2. AMC Bank: m = 3; LMN Bank: m = 4

Choose LMN Bank because it has greater investment interests.

3. y − intercept is (16, 0). This means Mark will reach the finish line
after 16 minutes.
x − intercept is (0, 4). This means that Mark’s distance from the finish
line at the start of the race is 4 km.

REACH THE TOP PAGE 54

1. a 11. b
2. b 12. a
3. d 13. d
4. c 14. a
5. b 15. a
6. c
7. c
8. b
9. c
10. d

THIS IS WHERE WE DRAW THE LINE 31

The development and printing of this learning resource was made possible
with the cooperation of Asia Pacific College. This is a component of the project
“Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the
Philippines” implemented by UNESCO Office, Jakarta in partnership with the
Department of Education. This initiative received a generous financial support
from Korea International Cooperation Agency (KOICA).

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