Introductory Message For the facilitator: Welcome to the Mathematics 8 Alternative Delivery Mode (ADM) Module on Illustrating Systems of Linear Equations in Two Variables! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the leamers into 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. In addition to the material in the main text, you will also see this box in the body of the module: 2 Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the leamers. As a facilitator, you are expected to orient the leamers on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: Welcome to the Mathematics 8 Alternative Delivery Mode (ADM) Module on Illustrating Systems of Linear Equations in Two Variables! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to lear in the module ) What | Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module, What's In This is a brief drill or review to help you link the current lesson with the previous one. What's New In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What's More This comprises activities for independent practice to solidify your understanding and skills of the topic, You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or _ blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson leamed. Answer Key This contains answers to all activities in the module.At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don't forget to answer What | Know before moving on to the other activities included in the module. Read the instruction carefully before doing each task. Observe honesty and integrity in doing the tasks and checking your answers. Finish the task at hand before proceeding to the next. 6. Retum this module to your teacher/facilitator once you are through with it. ARO Ifyou encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!&) What I Need to Know This module covers key concepts of linear equations in two variables. It focuses on the illustrating systems of linear equations in two variables. In this module, the students will describe mathematical expressions and mathematical equations. The lesson is arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. This module contains: Lesson 1- Illustrating Systems of Linear Equations in Two Variables. Objectives: After going through this module, you are expected to: 1 2. define a system of linear equations in two variables; identify the three type of systems of linear equations in two variables: consistent and independent, consistent and dependent, and inconsistent; determine whether an ordered pair satisfies a given pair of linear equations in two variables; and represent real-life situations using systems of linear equations in two variables.(4) What I Know Pre- Assessment Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Which of the following is true about the system of linear equations in two variables? |. Any set of linear equations. Il. A.set of two or more linear equations in two variables. Ill. A system of linear equations may have only one solution, infinitely many solutions, or no solution at all IV. A system of linear equations in two variables can be solved algebraically or graphically A. land Il CuI, and Ill B. land lll Du, Il, and IV 2. Which of the following equations could NOT be considered as system of linear equation in two variables? Tx-y=8 mx + 6y =2 A terdyne c. eniiaets Raa D. fieseoine Sx+4y=8 xy? ysax-2 3, What system of linear equations in two variables is equivalent to if Say 2 4x —y = 2 ary A (ayes ofr ys t0 4x —y = -2 axty 8 (Paya r0 0. fry 4. What system of linear equations in two variables is the same as 3x—By =2 ® lio-y=20 B (eae 2 10x + 4y5. Which of the following is a system of linear equations in two variables? -y=4 5-2y A Leahy c. Lorn. ax-y x43 8 25 D bert ay 6 6. Which of the following system of equations is consistent and independent? a Pears fares x42y=5 3x4 9y = 15 x 2y = x-y= 8. ay of 7. Which ofthe following systems of equations is consistent and dependent? a (ees o. {rts ' Wet2y 3x4 9y = 15 3x-2y =6 ey =t B. {ise toy 30 D ean 8. Which of the following systems of equations is inconsistent? Sx + 2y = 10 o. {ya fort sy = 10 2x + 3y = 2 Sx+y=-3 D fisea3y 9. Which of the following equations can be paired with x + 2y = 8 to make a consistent and independent system of equations? AL 3x — 6y = -24 B. 7x4 14y =-16 10. Which of the following equations can be paired with 3x — 2y = 5 to make a consistent and dependent system of equations? A. ~15x-+ 10y = -25 ©. x+2y=1 B. 6x—4y = 10 D. 12x+8y = 20 x-3y 3x — 11. Which of the following ordered pair satisfies the given system { A (7A) B. (-7,-4) D.(-7,4) Sx + ky = -13, 12. What is the value of kin the system { acthy= 5 if (-2,-1) satisfies both equations in the system? A. -Land1 C. -3 and 3 B. -2and2 D. -4 and 413, Mario invested a total of P 25,000 in his two funds paying 6 % and 8%, respectively in annual interest. The combined annual interest is P 1,800. What system of linear equations in two variables will best represent the situation? A { x+y = 25,000 of x-y= 0.06x + 0.08y = 1,800 0.08x + 0.06y = 1,800 B { x+y= 1,800 o.{ x+y = 1,800 0.06x + 0.08y = 2,500 * (0.06x — 0.08y = 25,000 14.1sx+y? = 5 andx +4y =6 a system of linear equation in two variables? A. Yes, because it has two variables, x and y. B. Yes, because it is written in standard form and in general form, C. No, because the constants A, B, and C are all real numbers but A and B are not both zero. D. No, because the degree one of the equations is not 1 15, Jayda was tasked by her teacher to verify if the ordered pair (1,2) will satisfy to the system {e +3Y=2 er solution is shown below. ey =-7 Equation 1: 4x + 3y Equation 2: 5x - y = -7 A(-1) + 3(2) =2 5(-1) - (2) =-7 -446= “5-2=-7 2=2 -7=-7 Is her solution correct? A. Yes, because she substituted the values of the variable x = 1and y = -2. B. Yes, because she followed the process of evaluating the system of linear equations. C. No, because the point (-1, 2) is not a common point of the given system of linear equations in two variables. D. No, because she is supposed to make two false statements that makes a solution of the system of linear equations.mous illustrating Systems of | Linear Equations in Two Variables In today's “new normal” setting, almost everyone relies on digital communications to reach out to friends and family, deliver work/services from home, and even purchase basic necessities such as food, clothing, medicine, etc. Hence, there is an increasing number of subscribers in the mobile telecommunications industry. In most cases, these telecommunication companies sold services on similar basis. For instance, these companies charge a fixed cost for a given number of gigabytes (GB) of mobile data subscription, unlimited calls to the same network, and a certain number of minutes of call and text messages sent to other networks plus an additional cost per kilobytes of mobile data used, number of minutes of call and text messages to other networks above that limit. How would one know which plan is best to choose and which network services to avail? To answer these and similar questions, we need to recognize that there is more than one variable involved and situation such as this can be modelled using linear equations in two variables. Let us begin this module by reactivating your basic knowledge involving linear equations in two variables. What’s In Connect Me Directions: Connect the linear equation to its solution or to its ordered pair. Linear Equations Ordered Pairs 1. y = 3x-12 + (10,2) 2. 2x-y=7 * (1,3) 3. 12y + 6x = 24 * 6-1) 4 xty=-8 © (0-3) 5. 2y = Ox +14 + 9) * 63)Questions: 1. How did you determine the corresponding solution of each linear equation? 2. What difficulties did you encounter in finding the solution? 3, How will you address the difficulties experienced in finding the solution? <7 \ what's New Transform Me! Directions: Transform each pair of equations into the slope-intercept form (y = mx + b) and identify the slope (m) and y-intercept (b). Write your answers on a separate sheet of paper. ‘Slope-intercept Form Given (y= mx +b) Slope (m) | _y-intercept (b) 5 and 1 TLxty xy 23x + 2y = Gand 6x + 4y = 12 3.ax—y= Sand ax-y=3 Questions: 1, Were you able to transform each equation into its slope-intercept form correctly? What have you observed with the slope(m) and y-intercept (b) of the pair of equations in item 12 item 2? item 3? 3. If you are to find ordered pairs that will satisfy both equations in each item, how would you do it? 4. What ordered pair’s, if there's any, that would satisfy both equations in item 1? item 2? item 3?G)) What is It In order to investigate situation such as that of the best network services and plan to avail, we need to recognize that we are dealing with more than one variable and probably more than one equation. Recall that the standard form of a linear equation in two variables is written in the order Ax + By = C, where A, B, and C are real numbers and both A and B are not equal to zero. If we are to consider two or more linear equations simultaneously (at the same time) and are to find pair of numbers or ordered pairs that will satisfy the equations, then we are dealing with systems of linear equations. Suppose we take the pair of equations x + y = 5 and x—y = 1. Note that there are infinitely many pair of numbers whose sum is 5, hence, we can say that there are infinitely many ordered pairs (x, y) that will satisfy the equation and some of these are shown in Table 1 below. Similarly, if we consider the equation x—y = 1, we can also say that there are infinitely many pair of numbers whose difference is 1, hence, we can also say that there are infinitely many ordered pair (x, y) that will satisfy x — y = 1 and some of these are shown in Table 2 below. x+y x-y x y Gy) x y Gy) 0 5 @5) 0 =i | @-1) 1 4 GA 1 0 GD 2 3 @3) 2 1 @D 4 7 GD 3 2 G2 5 0 G0) 4 1 GD Table 1 Table 2 From Tables 1 and 2, we see that the ordered pair (4,1) satisfies both x + y = 5 and = 1. If we are to consider the equations simultaneously, then we can write this as: eryzs xyes This can be read as“ the system of equations x + y = 5 and x—y Since the ordered pair (4,1) satisfies both equations, then we say that it is called a solution to the system of equations. A solution of a system of linear equations is an ordered pair (x, ) that satisfies both equations.Generally, there are three kinds of systems of linear equations in two variables according to the number of solutions. Note that finding the solutions to a system of linear equations can be done both graphically and algebraically (substitution and elimination), but these methods will be discussed in the succeeding modules. Recall that in the previous activity, you were asked to transform the pair of equations into the slope-intercept form and identify the slope and y-intercept of each equation. Now let us discuss the three kinds of systems of linear equations using the information from that activity. 1 A system of linear equations can be consistent and independent. This is a system of linear equations having exactly one solution. The slopes of the lines defined by the equations are not equal, their y-intercepts could be equal or unequal ety = Example 1 EY We already know from the discussion above that the ordered pair (4,1) is a solution to the given system of equations. We only need to check on the slope and the y-intercept of the pair of equations, Transforming each equation into the slope-intercept form, we get: Equation 1 Equation 2 xty = 5 x-y = 1 xoxty = S-x xox-y = I-x y= -xt5 -y = -x4+1 m=-1 ; b=1 CDCY) = CDCx+1) y= ox-t m=1; 6 Observe that the slope of equation 1 is not equal to the slope of equation 2 Hence, we say that m, + my In your next lesson, you can verify that by graphical method, the graphs of these equations intersect at exactly one point and that point of intersection is at (4,1), A system of linear equations can be consistent and independent. This is a system of linear equations having tely many solutions. The slopes of the lines defined by the equations are equal and their y-intercepts are also equal. 3x + 2y = 6 Example 2. ihe + 4y = 12 Transforming each equation into the slope-intercept form, we getEquation 1 Equation 2: 3x+2y ox + 4y 12 3x-3x+2y 0 = 6x-6r+4y = 12-6x ay = 4y 6x +12 1 1 1 5 zo) 46x + 12) ye ye =3 -3 m= > 3 m= > 3 Observe that the slope of both equations are equal and the y-intercept of both equations are also equal, hence, we say that m, = mz and by = bz ‘What are some of the ordered pairs that will satisfy both equations? Let us try some points and determine whether these ordered when substituted to both equations will yield a true statement. a. the y-intercept: (0,3) Equation 1: x= 0; y = 3 Equation 2: x= 0; y = 3 3x+2y 6 6xt4y = 12 30) +203) 6 60) +4@) = 12 6 = 6v w= WV b. the x-intercept: (2,0) Equation 1: x= 2; y = 0 Equation 2: x= 2; y =0 3x+2y 6 6x+4y = 12 3(2) +200) 6 6(2) +40) = 12 6 = 6v ws Vv c. Another point (6, 6) Equation 1:x = 6; y = -6 Equation 2: x = 6; y =-6 3x +2y 6 6x+4y = 12 3(6)+2(-6) = 6 6(6)+4(-6) = 12 18-12 6 36-24 = 12 6 ov w= 2v And we can go on testing infinitely many ordered pairs to show that indeed the Bx + 2y = 6 6x + 4y = 12 can do to is to show that one equation is equivalent to the other. That is, in the example above, equation 2 can be obtained by multiplying each term of equation 1 by 2. Conversely, equation 1 can be obtained by dividing each term of equation 2 by 2. Hence, we say that the two equations are equivalent. In your next lesson, you can verify that by graphical method, the graphs of these system { has infinitely many solutions, Another thing that wetwo equations coincide. That is, the points in the graph of 3x + 2y = 6 are exactly the same pints in the graph of 6x + 4y = 12. 3. A.system of linear equations can be inconsistent. This is a system of linear equations having ne solution. The slopes of the lines defined by the equations are equal but their y-intercepts are not equal. Transforming these equations into the slope-intercept form, we get: Equation 1 Equation 2: e-y = 5 2e-y = 3 2x-2x-y = 5-2x 2r-2x-y = 3-2e -y = 245 -y = -2r43 CYC = CC +5) HEY = CNC +3) y = m-5 y= 2-3 m=2; ba-5 m=2; b=-3 Observe that the slope of equation 1 is equal to the slope of equation 2 but the y-intercept of equation 1 is not equal to the y-intercept of equation 2. Hence, we say that m, = mz and b, # be. Again, in your next lesson you can verify that by graphical method, the graphs of these two equations do not intersect any point, hence, they are parallel. Recall that at the beginning of this lesson, ithas been mentioned that real-life situations can be modelled using system of linear equations in two variables, Now let us explore some of these using the examples below. Example 1.A mobile network provider offers a postpaid sim-only plan that costs Php999 per month plus Php2.50 per text message sent to other networks. Another mobile network sim-only plan costs Php1299 per month but offers Php1 only for every text message sent to other networks. What are the two equations that can be used to represent the total monthly cost (y) of the number of text messages (x) sent to other networks? Answer: Ley x be the total number of text messages sent to other networks y be the total monthly cost of x text messages sent to other networks Hence, we have the two equations: y = 25x +999 and y = x +1299 25x +999 0 We can write these equations as a system: f yee 1209 * 10Example 2. Matthew and Minard are selling fruit for a school fundraiser. Customers can buy small and large boxes of oranges. Matthew sells 3 small boxes and 14 large boxes of oranges for a total of Php203.00. Minard sells 11 small boxes of oranges and 11 large boxes of oranges for a total of Php 220.00. Write linear equations to represent the cost of a small box and large box of oranges. Answer: Ley x be the number of boxes of oranges y be the number of large boxes of oranges Hence, we have the two equations: 3x + 14y = 203 and 11x + 11y = 220 3x + L4y = 203 We can write these equations as a system: {74° MY = 20) What’s More Activity 1: Pick Me! Determine which of the following ordered pairs would satisfy the given system of linear equations in two variables. Write your answers on a separate sheet of paper. Bes (4.2) (0,2) (-1,3) @1) 2, (0.2) (13) (25) (-2,0) 3 (0-4) aa) @-1) (4.2) 4 (4-3) 1 (16) (2-7) 5. (-3,-5) (-2,1) (4.3) (1-4) Questions: 1. How did you determine if an ordered pair is a solution to the given system of linear equations in two variables? 2. Ifyou are to transform each equation in the system into the slope-intercept form, what conclusion can you draw about their slopes? y-intercepts? 3. What kind of system of linear equations are given above? cbActivity 2. What Am I? Directions: Using the slope and y-intercept, tell whether the system of equations are consistent and independent, consistent and dependent, or inconsistent. Write your answer on a separate sheet of paper. 4. (53 ny =-5 2 fy, 1 3. {sry 3y 3 Questions: 1. Which of the system of equations above is consistent and independent? consistent and dependent? inconsistent? 2. For consistent and independent system of equations, what have you observed about the slope of the equations? 3. For consistent and dependent system of equations, what have you observed about the slope and y-intercepts of the equations? 4, For inconsistent system of equations, what have you observed about the slope and y-intercept of the equations? 5. What does the slope and y-intercept of the equations in the system tell you about its number of solution/s? Activity 3: Correct Me If 'm Wrong. Determine whether each pair of equations in the system is equivalent or not, Put a ¥ mark if the equations are equivalent or x mark if not. Write your answer on the space provided before the number. fay x+y=8 12Activity 4: Let’s Sell! Directions: Read the situation below and answer the questions that follow. Use a separate sheet of paper. Situation: A store will sell 3 large and 4 small flower pots for Php205. They will also sell 2 large and 3 small flower pots for Php 145. Let x represents large pot, and y represents small pot. Questions: 1. What are the two equations that can be used to determine the price of each flower pot? 2. How did you identify the equations? Is it a system of linear equation or is it a simple linear equation? 3. Find an ordered pair that will satisfy the equations obtained in question no. 1. Show your solutions. es What I Have Learned Complete Me! Supply the correct term to complete the statement. 1. The solution to a system of linear equations in two variables is an ordered pair that makes both equations 2A refers to two or more linear equations involving two unknowns, for which, values are sought that are common solutions of the equations involved. 3. In the given system x- y = -1 and 2x + y = 4, the solution is because the values satisfy the given equations. 4. The solution to a system of linear equations in two variables is an that makes both equations true. 5. The system of equations is called if the slopes of the lines defined by the equations are not equal and their y-intercepts could be equal or unequal. 6. The system of equations is called if the slopes of the lines defined by the equations are equal and their y-intercepts are also equal 7. The system of equations is called if slopes of the lines defined by the equations are equal but their y-intercepts are not equal 13@@) 4) What I Can Do The Story of my Life Write a situation in your life which can be represented by systems of linear equations in two variables. Your output will be rated using the following rubrics: 4 3 2 1 The situation is clear, | The situation is | The situation is not | The situation is not realistic and the use | clear andthe use | clear andthe use | clear and the use of the system of linear | of the system of | ofthe system of | of the system of equations in two linear equations in | linear equations in | linear equations in variables is properly | two variables is two variables is two variables is illustrated, not illustrated. not illustrated. not illustrated. Assessment Post- Assessment Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Which of the following is NOT a system of linear equations in two variables? { 4x — By =12 2x-iy=-12 x-4y=5 a =ix-4 2. What system of linear equations in two variables is equivalent to = wee y= 4x5 p= ay= 8 & fcyos fx-y ey 14(et toas 2x — 3y = 15 B (RIES * lax -3y =15 at Ay = . Which ofthe following ordered pairs satisfies the system {* 1 ved A (-3,1) c. 3,1) B. (-3,-1) D. 3-1) 3x +5y=-5 x-2y=-9 . What is the value of y if x = —S in the system f 2 A 0 c.2 B. 1 3 What equation is best paired to 2x + y =3 to make an inconsistent system of linear equations in two variables? Axy=4 C. y=-2e+1 Boxt2=y D. y=-2x+3 Which of the following equations can be paired with 6x — 3y = 24 to make a consistent and dependent system? A. y=2x-8 C. y=6x424 B. y=2x+8 D. y=6x-24 ty ay a4 What system of linear equations in two variables is the same as {? 2 x-8y=8 8x-y A oyeie oeeay ete x+8y=8 arty =-8 8 yore of ays a8 Which of the following is a system of linear equations in two variables? Lot 6x ty = 6 xt4ey D. bey 810. "1 12. 13, 14, 15. - Which of the following statements is true about the system f All of the following ordered pairs satisfy the system (eo oy A. (0,-4) Cc. 4,4) B. (2,0) D. 2) EXCEPT: wxty=4, x-y=2 A. There is an ordered pair (2,0) that satisfies both equation. B. There are infinitely many ordered pair that satisfy both equations. C. The slope of the first equation is equal to the slope of the second equation D. The slope and the y-intercept of the first equation and second equation are equal. x4y=15 3x+3y=—10? Which statement is true about the system { A. There is one ordered pair that will both equations. B. There is no ordered pair that will satisfy both equations. C. There is infinitely many ordered pairs that will satisfy both equations. D. Equation 2 is obtained by multiplying each term in equation 1 by 3. hex + Sy What isthe value of kin the system {2° 5 23 3 if the ordered pair (—2, 1) makes the two equations true? A. -Sand-3 C.3and4 B. -2and—5 D.4and1 Neria is buying Php1500 worth of flowering plants. A pot of rose costs Php150 and a pot of gumamela costs Php75. While Zasha is buying Php1400 worth of flowering plants. A pot of bromeliad costs Php200 and a pot of santan costs PhpS0. Which of the following system of equations best represent the situation? 1a {1502 + 75y = 1500 o. {2S #250) = 1500 (oor + Soy = 1400 50x — 200y = 1400 p, [250757 = 1500 p, (1508 - 75y = 1500 20x — 50y = 1400 - Loos soy = 1400 Dustin Zayd was tasked by his teacher to find an ordered pair that salisfies the given system nee a His answer is point (3, 4) .1s he correct? A. Yes, because he substituted the variable of x = 3 and y = 4 to the system of linear equations. B. Yes, because he yielded two true statements that makes a solution of the system of linear equations. C. No, because he did not follow the steps in evaluating system of linear equations in two variables. D. No, because the point (3, 4) does not satisfy the given system of linear equations in two variables. 15ry a, Additional Activities Mathematics and art are related in a variety of ways. Mathematics can be discerned in arts such as musi dance, and in many forms of visual arts. Hence, your task is to compose a jingle, dance video, painting or collage, or any other art forms to share your learning in illustrating a system of linear equations in two variables, particularly its relevance to your life. Your output will be rated using the following rubric. Criteria Performance Level Beginning | Developing | Approaching | Proficient | Advanced (points) (7points) | Proficiency | (9 points) | (10 points) (8 points) Output Limited Output Output ‘Output ‘Output Requirements | evidence of | meets some | meetsmost | meets all | exceeds output | requirements | requirement | requirement | requirement requirement | , guidelines | s, guidelines | s, guidelines | s, guidelines s and and and ad objectives | objectives | objectives | objectives with the at an capacity to | advanced advance level Craftsmanshi | Limited ‘Some ‘Outputis | Proficient | Advanced p/ Technique | developing | developing | needing | use of tools, | use of tools, knowledge | knowledge of | _ better media, and | media, and oftools, | understandin | attention to | techniques. | techniques. and media | gthe tools | the use of Most | Alllelements techniques | andmedia. | tools and | elements | are skillful Techniques | _ media are skilful and were not | Recognizes and complete used necessary | complete techniques | with capacity to advance Productivity Limited Minimal ‘Adequate | Proficient | Advanced effort to effort to effort to effort to effort to develop develop develop develop develop ideas, ideas, ideas, ideas, ideas, produce produce produce produce produce work or use | work oruse | work or use | work or use | work or use time well. | time well. | time well. | time well. | time well. Almost Rarely | Sometimes Often Accessed never accessed | accessed | accessed | available accessed | resources | resources | resources | resources resources when needed 15Criteria Performance Level Beginning | Developing | Approaching | Proficient | Advanced (points) (7points) | Proficiency | (9 points) | (10 points) (8 points) Critical Limited Minimal ‘Adequate | Proficient | Advanced Thinking attemptto | attemptto | attemptto | attemptto | attempt to accurately | accurately | accurately | accurately | accurately interpret interpret interpret interpret interpret process and | process and | process and | process and | process and content content content content content Critical Limited | Recognizes | Some use of | Proficient [Advanced Response attemptto | some artistic | artistic use of use of make vocabulary | vocabulary. artistic artistic connections | although Does not | vocabulary. | vocabulary. tothe unclear. create Creates Creates artistic Does not | comparisons] some relevant process create to global | comparisons | comparisons comparisons | issues or | to global to global to global cultural issues or | issues or issues or context cultural cultural cultural context with | contexts context the capacity to advance 16