Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
Calatagan National High School
Barangay I, Calatagan, Batangas

I. OBJECTIVES
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in
A. Content Standard
two variables, systems of linear equations and inequalities in two variables and linear functions.
The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in
B. Performance Standard two variables, systems of linear equations and inequalities in two variables and linear functions and solve these problems accurately
using a variety of strategies.
MELC No. 7 The learner MELC No. 8 The learner MELC No. 8 The learner MELC No. 10 The learner writes
illustrates the rectangle illustrates linear equations in illustrates linear equations in the linear equation ax + by = c in
coordinate system and its uses. two variables. two variables. the form y = mx + b and vice
Objectives: MELC No. 9 The learner versa.
a. illustrate rectangular coordinate
MELC No. 9 The learner
illustrates and finds the slope of Objectives:
system; illustrates and finds the slope of a line given two points, a. identify linear equations written
b. plots points on the coordinate a line given two points, equation, and graph. in standard form and in slope-
plane using the coordinate axes; equation, and graph. Objectives: intercept form;
C. Most Essential b. writes a linear equation ax+by=c
and Objectives: a. identify linear equation in two
Learning Competency/ies in the form y=mx+b and vice versa;
c. participate in group activity. a. identify linear equation in two variables;
b. classify whether the equation and
variables;
is in standard form or y- c. demonstrate appreciation of
participate in group activity. b. classify whether the equation is
intercept form; and knowing the standard and slope-
Simplify algebraic expressions with in standard form or y-intercept
zero and negative exponents; c. find the slope of a line given intercept form of a line as an
form; and
2. Evaluate rational algebraic two points, equation, and important skill needed to
c. find the slope of a line given two
expressions; and graph. understand on how to graph linear
points, equation, and graph.
find the slope of a line given two equations.
points, equation, and graph.
II. CONTENT
(Subject Matter) RECTANGULAR COORDINATE LINEAR EQUATIONS IN TWO LINEAR EQUATIONS IN TWO LINEAR EQUATIONS IN TWO
SYSTEM VARIABLES VARIABLES VARIABLES

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Teacher’s Guide (TG) in Teacher’s Guide (TG) in Teacher’s Guide (TG) in Teacher’s Guide (TG) in
Mathematics 8, pages 138-154 Mathematics 8, pages 198-201 Mathematics 8, pages 198-201 Mathematics 8, page 201
2. Learner’s Materials pages PIVOT 4A Learner’s Material – Math PIVOT 4A Learner’s Material – Math PIVOT 4A Learner’s Material – Math Learner’s Module in Math 8, pages
8 Quarter 1, pages 10-12 8 Quarter 1, pages 13-17 8 Quarter 1, pages 13-17 181 – 182
B. Other Learning Moving Ahead With Mathematics II.  Elementary Algebra by Julieta G.  Elementary Algebra by Julieta G.
Resources 1999. pages 1-4 Bernabe pages 147-149 Bernabe pages 147-149
 http://  http://
www.wallace.ccfaculty.org/book/ www.wallace.ccfaculty.org/book/
2.2%20Slope.pdf 2.2%20Slope.pdf
(7 minutes) (7 minutes) (7 minutes) (7 minutes)
-Math Prayer -Math Prayer -Math Prayer -Math Prayer
-Greetings -Greetings -Greetings -Greetings
-Checking of Attendance -Checking of Attendance -Checking of Attendance -Checking of Attendance
-Checking of Assignment -Checking of Assignment -Checking of Assignment -Checking of Assignment

This activity will help you recall the  What can you say about  What can you say about Activity: Identifying Forms of
concept of sets and the basic plotting points? plotting points? Linear Equations
operations on sets.  How many quadrants are there  How many quadrants are there
Let A = {red, blue, orange}, B = Note to the Teacher:
in the Cartesian Coordinate in the Cartesian Coordinate  Divide the class into groups of
{red, violet, white} and C = {black,
Plane? Plane? five.
IV. PROCEDURES blue}.  Distribute each group flash
 Without plotting, state the  Without plotting, state the
A. Reviewing previous Find the following. quadrant on which each point quadrant on which each point cards containing five linear
lesson 1. A∪B lies? lies? equations
2. A∩B  Determine whether the
1. (3,5) 5. (3,5)
3. A∪B∪C equation is standard or slope-
2. (-1,-2) 6. (-1,-2) intercept form
4. n(A ∪ B) 3. (-6,3) 7. (-6,3)  Post their answers on the
4. (-4,-3) 8. (-4,-3) board.
5. n(A ∩ B)  Process all groups’ answers.
Question:
Have you encountered difficulty in
answering the activity? If yes, what
is it?
B. Establishing a purpose for (5 minutes) (5 minutes) (5 minutes) (5 minutes)
 Description: This activity is in the Given: ax + by = c Motive Questions:
form of a game which help you Given: ax + by = c
recall the concept of number line. 1. What is numerical coefficient of x? y? 1. How did you determine the
1. What is numerical coefficient of x? y? 2. What do you mean by c? forms of linear equations?
Directions: Do as directed.
2. What do you mean by c? 3. What is the exponent of x and y?
1. Group yourselves into 9 or 11 2. What are the forms of linear
3. What is the exponent of x and y?
members. equation?
2. Form a line facing your 2. Can you rewrite Ax + By = C into
classmates. y = mx + b or vice versa?
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.
the lesson 5. Recite the number assigned to
you.
6. Bow as you recite and when
the last members is done
reciting, all of you bow
together and say Bowowow!
Questions:
 What is the number line
composed for?
 Where is zero found on the
number line?
 What integers can be seen on
the left side of zero? What
about on the right side of zero?
Draw a number line.
C. Presenting examples of (6 minutes) (6 minutes) (6 minutes) (8 minutes)

the new lesson Rectangular Coordinate System is Linear Non-linear The standard form of a linear Rewriting the equation
introduced using the concept of equation equation
equation is Ax + By = C while the
sets. You have learned the binary Exponents x is never At least 1. What is the equation of
slope- intercept form of a linear
operations of sets: union and raised to a once in the 7x – 6y = - 42 in the form y = mx +
power equation, x equation is y = mx + b. b?
intersection. Recall that A ∪ B and
greater is raised to
A ∩ B are defined as follows:
than 1 a power The following are
A ∪ B = {x│x ∈ A or x ∈ B} A ∩ B = Solution : (Long Method)
greater examples of the two forms:
{x│x ∈ A and x ∈ B} 7x – 6y = - 42
than 1
(-7x) + 7x – 6y = -42 + 7x
Written in y = a + bx n/a Standard form Slope-intercept
The product set or Cartesian ( Addition Property)
the basic
product of nonempty sets A and B, form 1 1
form - ( - 6y) = (-7x – 42) -
written as A × B and read “A cross Slope Always Always 6 6
B,” is the set of all ordered pairs (a, constant: changing ( Multiplication Property)
 b) such that a ∈ A and b ∈ B. In represente as the line 5 7 3 7
symbols, d by b in gets more x- y = 8 y=- x – 16 y = - x+ 7
the and less
6 3 4 6
Illustrative Examples: equation steep. 5
4x + 7y = -28 y = 2x +
Let A = {2, 3, 5} and B = {0, 5}. Find 8 Solution 2: ( Short Method )
(a) A × B and (b) B × A. 8x + 9y = 34 y = -6x – 10 7x – 6y = - 42
Solution: 3 3 - 6y = - 7x – 42 (Solve y in terms of x )
A × B = {(2, 0), (2, 5), (3, 0), (3, 5), 2x - y =-9 y =- x
5 8 1 1
(5, 0), (5, 5)} - ( - 6y ) = ( - 7x – 42 ) -
9 6 6
B × A = {(0, 2), (5, 2), (0, 3), (5, 3), + ( Multiplication Property )
(0, 5), (5, 5)} 4
7
 To find the slope of a slope y = - x-7
The cardinality of set A is 3, 6
intercept form y = mx + b, the
symbolized as n(A) = 3. The numerical coefficient of x is
cardinality of a set is the number of
the slope.
elements in the set. The cardinality
of A × B, written as n(A × B), can be  To find the slope of a standard
determined by multiplying the form that is Ax + By = C, rewrite
cardinality of A and the cardinality it to y = mx + b. So,
of B. That is,
n(A × B) = n(A) • n(B) Ax + By = C
By = - Ax + C
By A C
= - x +
B B B
A C
y = - x +
B B
Relating it to the slope intercept
form y = mx + b, thus the slope is
A
m=- .
B
D. Discussing new concepts (8 minutes) (5 minutes) (5 minutes) (6 minutes)

and practicing new skills #1 ℜ2 is also called the xy-plane or Finding the slope of an equation Finding the slope of an equation 2
Cartesian plane in honor of the 2. What is the equation y = - x+
3
French mathematician René 1. What is the slope of a line of 1. What is the slope of a line of 24 in the form
Descartes (1596 – 1650), who is whose equation is y = - 3x + whose equation is y = - 3x + Ax + By = C?
known as the “Father of Modern 2? 2?
Mathematics.” 2
Solution : m = -3 Solution : m = -3
Solution: y=- x + 24
The Cartesian plane is composed of 3
two perpendicular number lines 1. What is the slope of the line 3. What is the slope of the line
that meet at the point of origin (0, whose equation is 2x + 5y = - 30 ? whose equation is 2x + 5y = - 30 ?
 0) and divide the plane into four Solution 1: A = 2 ; B = 5 Solution 1: A = 2 ; B = 5 2 2 2
regions called quadrants. It is x+y =- x+ x + 24
A A 3 3 3
composed of infinitely many points. m =- m =-
B B (Addition Property)
Each point in the coordinate system
is defined by an ordered pair of the 2 2
m = - m = - 2
form (x, y), where x and y ∈ℜ. The 5 5 3( x + y ) = (24) 3
first coordinate of a point is called 3
the x-coordinate or abscissa and (Multiplication Property)
2. What is the slope of a line 4. What is the slope of a line
the second coordinate is called the
3 2 3 2 2x + 3y = 72
y-coordinate or ordinate. We call (x, whose equation is x - y= whose equation is x - y=
y) an ordered pair because it is 4 5 4 5
different from (y, x). The horizontal 3 3
- ? - ?
and vertical lines, typically called 2 2
the x-axis and the y-axis, 3 2 3 2
respectively, intersect at the point Solution : A = ; B =- Solution : A = ; B =-
of origin whose coordinates are (0, 4 5 4 5
0). The signs of the first and second A A
m =- m =-
coordinates of a point vary in the B B
four quadrants as indicated below. 3 3
4 4
m =- m =-
There are also points which lie in
−2 −2
the x- and y-axes. The points which 5 5
lie in the x-axis have coordinates (x,
0) and the points which lie in the y- 3 5 3 5
m = (- ) (- ) m = (- ) (- )
axis have coordinates (0, y), where 4 2 4 2
x and y are real numbers.
15 15
m = m =
8 8

E. Discussing new concepts (7 minutes) (8 minutes) (8 minutes) (3 minutes)

and practicing new skills #2 ACTIVITY Finding the slope of a line given Finding the slope of a line given  To rewrite the equation Ax +
RECTANGULAR COORDINATE the graph. the graph. By = C into y = mx + b, add the
SYSTEM additive inverse of the variable
Description: This activity is a x to both sides, then solve for y
in terms of x.
 form of a game  To rewrite y = mx + b into Ax +
which will enable By = C, add the additive inverse
you to learn the of the variable x to both sides
Rectangular of the equation then simplify.
Coordinate System.

Directions: Form two lines. 15

of you will form
horizontal line (x-
axis) and 14 for the Solution : Solution :
vertical line (y-axis). rise rise
These lines should m= m=
run run
intersect at the
middle. Others may
−4 −4
m= m=
stay at any 4 4
quadrant separated m=−1 m=−1
by the lines. You  The slope of a line given the  The slope of a line given the
may sit down and graph is equal to the ratio of graph is equal to the ratio of
will only stand the rise and the run. The rise is the rise and the run. The rise is
when the
the vertical distance while the the vertical distance while the
coordinates of the
run is the horizontal distance. run is the horizontal distance.
point, the axis or
the quadrant you
Finding the slope of a line given Finding the slope of a line given
belong is called.
two points. two points.
1. What is the Rectangular
Coordinate System composed of? Given the graph on activity 2, Given the graph on activity 2,
2. Where do you see the origin? identify the two points identify the two points
3. What are the signs of
coordinates of the points in each Ans : ( - 2, 2 ) and ( 2, - 2 ) Ans : ( - 2, 2 ) and ( 2, - 2 )
quadrant?
a. Quadrant I Solution: Assigning values of Solution: Assigning values of
b. Quadrant II y1 , y2, x1 , ¿ x2 y1 , y2, x1 , ¿ x2
c. Quadrant III
d. Quadrant IV y 1=2 x 1=−2 y 1=2 x 1=−2

y 2=−2 x 2=2 y 2=−2 x 2=2

y 2− y y 2− y
m= 1
m= 1

x 2−x 1 x 2−x 1
 −2 – 2 −2 – 2
m= m=
2 – (−2 ) 2 – (−2 )

−4 −4
m= m=
2+2 2+2

m = -1 m = -1

 The slope of a line given two  The slope of a line given two
points is equal to the ratio points is equal to the ratio
between the change in y and between the change in y and
the change in x. ( In formula: the change in x. ( In formula:
y 2− y y 2− y
m= 1
) m= 1
)
x 2−x 1 x 2−x 1

(5 minutes) (5 minutes) (5 minutes) (7 minutes)

Indicate the name of each I. Identify which of the following II. Identify which of the following ACTIVITY:Group Activity
point in the Cartesian plane. are linear equations in two are linear equations in two
Name each point by writing the variables. variables. 1. Rewrite 3x – 7y = -21 into
letter beside it. The coordinates y=mx+b
are provided in the box below. An Equation Yes / y=mx+b Equation Yes / y=mx+b 3
No form No form
2. Rewrite y = - x + 4 into
example is done for you. 5
1. 3y-2x-5 1. 3y-2x-5 Ax+By=C

F. Developing mastery 2. 3x-8=1 2. 3x-8=1

3. 2x+3y=12 3. 2x+3y=12

1. A(-2, -6) 6. F(-4, 0) 4. 18x+13y=19 4. 18x+13y=19

2. B(3, -3) 7. G(0, -5)
3. C(-1, 3) 8. H(6, -5) 5. 2y +5=11 5. 2y +5=11
4. D(0, 0) 9. I(6, 5)
5. E(-9, 11) 10. J(13, -8)

G. Finding practical (5 minutes) II. minutes)

(5 What is the slope of the line with II. What is the slope of the line with
(5 minutes) (5 minutes)

applications of concepts and Description: Analyze and answer accurately

A snack bar is having a sale on A snack bar is having a sale on
skills the question:
hamburgers. At 9:00AM, the hamburgers. At 9:00AM, the
snack bar has sold 28 snack bar has sold 28
 This activity will “ Luisa is selling hotdogs
hamburgers. At 12:00PM, the hamburgers. At 12:00PM, the
enable you to give and mineral water in the
the coordinates of snack bar discovers that it has snack bar discovers that it has
the point where the basketball game. The hotdog is
sold 103 hamburgers. What is sold 103 hamburgers. What is
object is located. worth 5 pesos each while the
the average rate of change the average rate of change mineral water is 10 pesos each.
Direction: Describe the
between 9:00AM and 12:00PM? between 9:00AM and 12:00PM? At the end of the games, she
location of each
point below by the earns 200 pesos. What equation
completing the can be used to determine the
following table. An number of hotdogs and mineral
example is done for
you. water sold? Rewrite the
equation in another form?
Quadrant/
Object Coordinates
Axes

Note: Let x represent the number of

Example:
(4,2) I
Ball hotdogs and y as the number of
mineral water.
1. Spoon

2. Televisio
n set

3. Laptop

4. Bag

5. Pillow

6. Camera

7. Table

H. Making generalizations (3 minutes) (3 minutes) (3 minutes) (3 minutes)

and abstractions about the IRF WORKSHEET  What is the standard form of  What is the standard form of  What is the slope-intercept
lesson Linear equation in two Linear equation in two form of linear equation?
REVISITED
variables? variables?  What is the standard form
Write in the fourth column your of the equation?
final answer to the questions  How do you find the slope of  How do you find the slope of
 How do you write the
provided in the first column. a line of a slope-intercept a line of a slope-intercept
equation in the form y=mx+
Compare your final answers with form of the equation? form of the equation? b into Ax + By = C?
your initial and revised answers.
Questions Initial Revised Final  How do you find the slope of  How do you find the slope of  How do you write the
Answer Answer Answer

1. What is a a line given the graph? a line given the graph? equation in the form
rectangle  How do you find the slope of  How do you find the slope of Ax+By=C into y = mx + b?
coordinate
system? a line given two points? a line given two points?
 2. What are
the different
parts of the
rectangle
coordinate
system?
3. What are
the uses of
the
rectangle
coordinate
system?
4. How do you
locate points
on the
Cartesian
plane?
(4 minutes) (6 minutes) (6 minutes) (6 minutes)
Learning Task 3. A.Find the slope of the the linear A. Find the slope of the the linear I. Identifies whether the
Plot and label the following points. equations? equations? equation is standard or slope-
1. T (0,9) 1. y = -2x – 5 1. y = -2x – 5
2. 3x – 2y = 12 2. 3x – 2y = 12 intercept form?
2. Y (2, -1)
3. L (1,0) 3. 9x – 3y = - 5 3. 9x – 3y = - 5 a) 3x – 2y = 12
4. E (-3, 5) 4. y = - 5x + 1 4. y = - 5x + 1 b) y = 5x – 40
5. R (0, -7) 2 2 c) 15 x – 3y = - 30
I. Evaluating Learning 5. x – y = 15 5. x – y = 15
6. M (0,0) 3 3 d) y = -8x + 48
7. A (5, 2) B. Find the slope of the 4 graphs B. Find the slope of the 4 graphs
8. G (8,8) 3
below that passes through the below that passes through the II. a) Rewrite y = x – 16 in
9. N (6,6)
points. points.
4
10. O (-5, 4) the form Ax + By = C
(See Attachment no. 1 for rubric)
b) Rewrite 7x + 10 y = 8 in
the form y = mx + b
J. Additional activities for
application or remediation
V. REMARKS This lesson is intended to be taught for two class sessions.
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment

B. No. of Learners who require

additional activities for
remediation
C. No. of learners who have
caught up with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Attachment No. 1

Exemplary Satisfactory Developing Beginning

Criteria Rating
4 3 2 1
Accuracy of Plot All points are plotted All points are plotted All points are plotted Points are not plotted
correctly and easy to see. correctly and easy to see. correctly. correctly, or extra points were
included.
The points are neatly
connected.

Originality Product shows a large The product shows some Use other people’s ideas Uses other people’s ideas but
amount of original original thoughts. (giving them credit), but does not give them credit.
thought. there is little evidence of
Work shows new ideas and original thinking.
Ideas are creative and insights.
inventive.

Neatness and Exceptionally well Neat and relatively attractive. Lines and curves are neatly Appears messy and “thrown
Attractiveness designed, neat, and A ruler and graph paper are draws but the graph appears together” in a hurry. Lines and
attractive. used to make the graph more quite plain. curves are visibly crooked.
readable.
Colors that go well
together are used to make
the graph more.