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.

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 UNPACKING THE STANDARDS FOR UNDERSTANDING
SUBJECT: LEARNING COMPETENCIES
Grade 8 Mathematics a. Identify polynomials which are special products: polynomials with common monomial
QUARTER: factors, trinomials that are product of two binomials, trinomials that are product of squares
First Quarter of a binomial and products of sum and difference of two terms
STRAND: b. Find special products and factors of certain polynomials: product of two binomials,
Algebra product of a sum and difference of two terms, square of a binomial, cube of a binomial
TOPIC: and product of special case of multiplying a binomial with a trinomial
Special Products and Factors c. Factor completely different types of polynomials (polynomials with common monomial
LESSONS: factors, difference of two squares, sum and difference of two cubes, perfect square
1. Special Products trinomials, general trinomials) using special formulas, grouping and other techniques.
2. Factoring 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.

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 Assessment Map
TYPE KNOWLEDGE
PRE – TEST
Background Knowledge
(Interpretation, Explanation)
Gallery Walk
Pre-Assessment/ (Interpretation, explanation,
Diagnostic Self – knowledge)
Knowledge Inventory
(Self – knowledge)
Written Exercises / Drills
(Interpretation, Explanation)
Formative
PROCESS/SKILLS
IRF Worksheet
(Interpretation, Explanation)
Quiz
(Interpretation, Explanation)
Flash Card Drill
(Interpretation,
Self – knowledge)
We have! (Oral
Questioning)
(Interpretation)
IRF Worksheet
(Interpretation, Explanation)
UNDERSTANDING PERFORMANCE
IRF Worksheet Pattern finding in real world
(Explanation, Self – (Application, explanation,
knowledge) interpretation)
Decision Making (Written
exercises)
(Interpretation, Explanation,
Application, Perspective,
Empathy)
Debate
(Interpretation, explanation,
Application, Empathy, Self –
knowledge, perspective)
Graphic Organizer
(Self – knowledge,
Explanation, interpretation)
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 Unit Test Packaging activity
(Interpretation, Explanation, (Self – knowledge,
Self – knowledge, Interpretation, Application,
Application) Explanation)
Misconception checking
Summative (Spotting Errors)
(Self – knowledge,
Explanation, Empathy)
Summative Test
(Interpretation, Application,
Self – knowledge, Empathy)
3 – 2 – 1 Chart
(Explanation, Application,
Self – knowledge,
Perspective)
Muddiest point
Self-Assessment
Self – knowledge,
Explanation, Perspective
Journal Writing
(Self – knowledge,
Explanation, Perspective)

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Assessment Matrix (Summative Test)
Levels of Assessment What will I assess? How will I assess? How Will I Score?
• Identifying polynomials which are special Paper and pen Test (refer to attached
products: polynomials with common monomial post – test)
Knowledge 15% 1 point for every correct response
factors, trinomials that are product of two
binomials, trinomials that are product of squares Items 1, 2 & 3
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 Paper and pen Test
of special case of multiplying a binomial with a (refer to attached post – test)
Process/Skills 25% trinomial 1 point for every correct response
• factor completely different types of polynomials Items 4, 5, 6, 7 & 8
(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.
• Students will understand that unknown quantities
Paper and pen Test (refer to attached
in geometric problems can be determined by
post – test)
Understanding 30% using patterns of special products and factors. 1 point for every correct response
• Misconceptions regarding special product and
Items 9, 10, 11, 12, 13 & 14
factors.

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 GRASPS Paper and pen Test (refer to attached
post – test)
1 point for every correct response
Solve real – life problems involving polynomials and
their products and factors. Items 15, 16, 17, 18, 19 & 20
The learner is able to formulate real-life problems TRANSFER TASK IN GRASPS Rubric on packaging box.
involving special products and factors and solves FORM
these with utmost accuracy using a variety of Criteria:
strategies. The RER packaging company is
in search for the best packaging for 1. Explanation of the proposal
a new dairy product that they will 2. Accuracy of computations
Product/ introduce to the market. You are a 3. Utilization of the resources
Performance 30% member of the design department 4. Appropriateness of the model
of RER Packaging Company. Your
company is tapped to create the best
packaging box that will contain two
identical cylindrical containers with
the box’s volume set at 100 in3. The
box has an open top. The cover will
just be designed in reference to the
box’s 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.

C. 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 tech-
niques in factoring, including patterns and concepts on special products. They will also apply their knowledge in factoring to
solve some real – life problems.

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 In all lessons, students are given the opportunity to use their prior knowledge and skills in multiplying and dividing poly-
nomials. 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

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 2. Which of the following DOES NOT belong to the group?
1
a. c. 1.6(x – 1)2 – 49
4 x – 1
4

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 Y Value of the Expression
0 0 0
-1 -1 0
1 1 0
1 -1 4

a. x2 – y2 c. x2 – 2xy + y2
b. x + 2xy + y d.
2 2
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

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 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 d. 2a + 8
Answer: A

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
9.
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

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. 5 - 2x 4x2 – 9
b. 2x - 1 4x2 + x + 9 Answer: C
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. -
4 c. - 3

b. 0.4 d. -0.15
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)
2 1
c. A = [2x(2x + 6) + (x + 8)(2x)] – 2( )(x)(x + 8)
A = 4x + 12x + x + 8x
2 2 2
A = [4x + 12x) + (2x + 16x) – (x + 8x)
2 2 2
A = 5x2 + 20x
A = 6x2 + 28x – x2 – 8x 2x + 6 x + 8
1
b. A = 2x(3x + 14) – 2( )(x)(x + 8) A = 5x2 + 20x 2x
2
A = 6x + 28x – x – 8x
2 2
1
d. A = 2x(2x + 6)+( )(2 + x)(x + 8)
A = 5x + 20x 2 2 Answer: D
A = 4x + 12x + x2 + 8x
2

A = 5x2 + 20x
13. 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

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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. A≠B
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 carpenter’s 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. c. Design and Feasibility

b. Design and budget d. Budget and lot area
Answer: A

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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

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LESSON 1 SPECIAL PRODUCTS

What to
What to Know
Know Lesson 1 Special
Products
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. What to
What to Know
Know
97 × 103 =
Let us start our study of this module by reviewing first the concepts on multiplying
25 × 25 =
polynomials, which is one of the skills needed in the study of this module. Discuss the
99 × 99 × 99 = questions below with a partner.
Allow the students to answer the following process questions:
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 Have you ever looked around and recognized different patterns? Have you asked
answers? yourself what the world’s environment would look like if there were no patterns? Why do
3. What technique/s did you use? What difficulties did you encounter? you think our Creator includes patterns around us?

Look at the pictures below and identify the different patterns on each picture. Discuss
You can present the following solution to the students: these with a partner and see whether you observe the same pattern.
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 http://meganvanderpoel.blogspot. http://gointothestory.blcklst.com/2012/02/
com/2012/09/pattern-precedents. doodling-in-math-spirals-fibonacci-and-
= 1003 + 3(100)2(- 1) + 3(100)(-1)2 + (-1)3 html being-a-plant-1-of-3.html

Have you ever used patterns in simplifying mathematical expressions? What

= 10000000 – 30000 + 300 – 1
advantages have you gained in doing such? Let us see how patterns are used to simplify
= 970 299 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
97 × 103 =
problems and allow students to present their solutions, challenge them to look 25 × 25 =
for another pattern to solve problems presented. Do this mentally, e.g. (42) 99 × 99 × 99 =
(38), (57)(63), (42)(42).
Now, answer the following questions:

1. What do you notice about the given expressions?

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

The indicated products can be solved easily using different patterns.

13
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?”
Let’s 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:

Answers Key A ctivity 1

IRF WORKSHEET
Activity 3
Description: Below is the IRF worksheet which will determine your prior knowledge
about the topical question.
Direction: 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: This activity will help you review multiplication of polynomials, the pre-
requisite skill to complete this module.
Teacher’s Note and Reminders Directions: Complete the crossword polynomial by finding the indicated products
below. After completing the puzzle, discuss with a partner the questions
that follow. 1 2 3

Don’t Across Down

Forget! 1. (a + 3)(a + 3) 1. (a + 9)(a – 9) 4

4. (b + 4a)2 2. (3 + a + b)2 5
5. 2a ( -8a + 3a) 3. (3b – 4a)(3b – 4a)
6. (b – 2)(b – 4) 5. (-4a + b)(4a + b) 6 7

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

14
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 ES TI O
1. How did you find each indicated product?
?

QU

NS
products. Provide station for each group where they will post their outputs. 2. Did you encounter any difficulty in finding the products? Why?
Allow the students to roam around and observe the different answers of the 3. What concept did you apply in finding the product?
other groups. (Note: if you are handling a big class, cases may be given to
more than 1 group to accommodate the class)

CASE 1:
A ctivity 3
CASE 2: GALLERY WALK
(x + 5)(x – 5) = x – 25
2
(x + 5)(x + 5) = x2 + 10x + 25
(a – b)(a + b) = a2 – b2 (a – b)2 = a2 – 2ab + b2 Description: This activity will enable you to review multiplication of polynomials.
(x + y)(x – y) = x2 – y2 (x + y)(x + y) = x2 + 2xy + y2 Direction: Find the indicated product of the expressions that will be handed to your
(x – 8)(x + 8) = x2 – 64 (x – 8)2 = 16x + 64 group. Post your answers on your group station. Your teacher will give
(2x + 5)(2x – 5) = 4x2 – 25 (2x + 5)(2x + 5) = 4x2 – 20x + 25 you time to walk around the classroom and observe the answers of the
other groups. Answer the questions that follow.
CASE 3:
CASE 4:
(x + 5)3 = x3 + 15x2 + 75x + 125 (a + b + c)2 = a2 + b2 + c2 + 2ab + 2ac + 2bc CASE 1: CASE 2:
(a – b)(a – b)(a – b) = a3 – 3a2b + 3ab2 – b3 (x + y + z)2 = x2 + y2 + z2 + 2xy + 2xz + 2yz
(x + y)3 = x3 + 3x2y + 3xy2 + y3 (m + 2n – 3f)2 = m2 + 4n2 + 9f2 + 4mn – 6fm – 12fn (x + 5)(x – 5) = (x + 5)(x + 5) =
(x + 4)(x + 4)(x + 4) = x3 + 12x2 + 48x + 64 (a – b)(a + b) = (a – b)2 =
(x + 2y)3 = x3 + 3x2y + 12xy2 + 8y3 (x + y)(x – y) = (x + y)(x + y) =
(x – 8)(x + 8) = (x – 8)2 =
(2x + 5)(2x – 5) = (2x + 5)(2x + 5) =

You can process their answers after the activity; allow their outputs to be
CASE 3: CASE 4:
posted on their stations all throughout the lesson, so that they can revisit it
on the course of the discussion. (x + 5) =
3
(a + b + c)(a + b + c) =
(a – b)(a – b)(a – b) = (x + y + z)(x + y + z) =

Teacher’s Note and Reminders (x + y)3 =

(x + 4)(x + 4)(x + 4) =
(m + 2n – 3f)2 =

(x + 2y)3 =

ES TI O 1. How many terms do the products contain?

?
QU

NS
Don’t 2. Compare the product with its factors. What is the relationship
Forget! between the factors and the terms of their product?
3. Do you see any pattern in the product?
4. How did this pattern help you in finding the product?

15
 You just tried finding the indicated products through the use of patterns. Are the
What to
What to Process
Process techniques applicable to all multiplication problems? When is it applicable and when is it
not?

These are the enabling activities / experiences that the learner will have to Let us now find out what the answer is by doing the next part. What you will learn
go through to validate their observations in the previous section. Interactive in the next sections will enable you to do the final project which involves making of a
activities are provided for the students to check their understanding on the packaging box using the concepts of special products and factoring.
lesson. Let us start by doing the next activity.

Before performing activity 4 give first a short introduction on what is a square What to
What to Process
Process
of binomial and how it is written mathematically. Ask them how they simplify Your goal in this section is to learn and understand key concepts related to
such expressions. finding special products. There are special forms of algebraic expressions whose
Activity 4 can be performed by pair or as a group. Roam around to observe products are readily seen and these are called special products. There are certain
whether the students are doing the activity correctly. Use process questions conditions which would make a polynomial special. Discovering these conditions will
to guide the students. help you find the product of algebraic expressions easily. Let us start in squaring a
binomial
Teacher’s Note and Reminders 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: 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.
Directions: 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
Don’t
binomial by changing the measures of the folds to 2 in. and 3 in.
F rget!
o Then answer the questions below.
7 1 x y

7
x

1 y

16
 FIRST SECOND LAST
TERM TERM TERM ES TI O 1. How many different regions are formed? What geometric figures
are formed? Give the dimensions of each region?
?

QU

NS
(x + 1)2 x2
2x 1 2. What is the area of each region?
(x + 2)2 x2 4x 4 3. If the longer part is represented by x, what will be its area? by x and
1?
(x + 3)2 x2 6x 9 4. What is the sum of the areas? Write the sum of areas in the box
(x + y)2 x2 2xy y2 below.
5. If 1 is replaced by y, what will be the area?

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 FIRST TERM SECOND TERM LAST TERM
last terms are the areas of the small squares. (x + 1)2
(x + 2)2
Note: Use process questions to guide the students in completing the table (x + 3)2
and recognized the pattern that exists in squaring binomials. Provide (x + y)2
opportunity to the students to create their rule in this special product.
After completing the activity, process their answers and lead them in Did you find any pattern? What pattern is it?
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 1. How is the first term of the product related to the first term of the given binomial?
discussion of this topic. URL’s are provided in the students learning modules. 2. How is the last term of the product related to the last term of the given binomial?
3. What observation do you have about the middle term of the product and the
Challenge the students to ponder on the equation (a + b)2 = a2 + b2. Let
product of the first and last terms of the binomial?
the students realize that the two expressions are not equal and that the
product of squaring a binomial is a perfect square trinomial. Observe the following examples:

Teacher’s Note and Reminders 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
Don’t
F rget!
o 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.
The square of binomial, consists of:
1. (s + 4)2 = s2 + 8s + 16 6. (5d – 7d2t)2 = 25d2 – 70d3t + 49d4t2 a. the square of the first term;
b. twice the product of the first and last terms; and
2. (w – 5)2 = w2 – 10w + 25 7. (7q2w2 – 4w2)2 = 49q4w4 – 56q2w4 + 16w4 c. the square of the last term.

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

3. (e – 7)2 = e2 – 14e + 49 8. ( 2 e – 6)2 = 4 e2 – 8e+36
3 9
4. (2q – 4)2 = 4q2 – 16q + 16 9. ( 4 kj – 6)2 = 16 k2j2 – 48 kj + 36
5 25 5 Square the following binomials using the pattern you have learned.
5. (3z + 2k)2 = 9z2 + 12zk + 4k2 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.
Teacher’s Note and Reminders
Don’t
F rget!
o
LET’S PRACTICE!
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
4. (2q – 4)2 ( 2 e – 6)2
8.
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.
DISCOVER ME AFTER!
A ctivity 5
(PAPER FOLDING AND CUTTING)
Description: 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.
Directions: 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.
7

a b c

18
 Teacher’s Note and Reminders ES TI O 1. How many regions are formed? What are the dimensions of each

? region in the figure?

QU

NS
2. What are the areas of each region?
3. If the side of the biggest square is replaced by a, how will you
represent its area?
4. If one of the dimensions of the biggest rectangle is replaced by b,
how will you represent its area?
5. If the side of the smaller square is replaced by c, how will you
represent its area?
6. 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

The square of a trinomial, consists of:

Don’t a. the sum of the squares of the first, second and last terms;
Forget! 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.

LET’S PRACTICE!
Square the following trinomials using the pattern you have learned.

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

2. (e + 2a + q)2 7. (4a + 4b + 4c)2
1. r2 + t2 + n2 – 2rt + 2rn – 2tn 6. 225a2 + 16n2 + 36 – 120an +48n – 180a
2. e2 + 4a2 + q2 + 4ae + 2eq + 4q 7. 16a2 + 16b2 + 16c2 + 24ab + 24ac + 24bc 3. (m + a – y) (m + a – y) 8. (9a2 + 4b2 – 3c2)2
3. m2 + a2 + y2 + 2ma – 2my – 2ay 8. 81a4 +16b4 +9c4 +72a2b2 – 54a2c2- 24a2c2 4. (2s + o – 4n)2 9. (1.5a2 – 2.3b + 1)2
4. 4s2 + o2 + 16n2 + 4so – 16sn – 8on 9. 2.25a4 + 5.29b2 + 1 – 6.9a2b + 3a2 – 4.6b
9 2 16 2 5. (2i2 + 3a – 5n)2 10. ( 3x + 4y -6)2
5. 4i4 + 9a2 + 25n2 + 12i2a – 10i2n – 30an 10. x + y – 36 + 2xy + 9x – 16y 4 3
16 9

19
 Emphasize to the students that the activity will help them model the product A ctivity 6
of sum and difference of two terms. Make them realize that the area of the TRANSFORMERS
resulting figure is the product of the sum and difference of two terms. The
Description: This activity will help us model the product of the sum and difference of
resulting figure should be the same as the figure found below.
two terms (x – y) (x + y) and observe patterns to solve it easily.
Directions: 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.
A 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.
x
(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.) G F
x y
D
E y C

In terms of x and y, answer the following:

x–y
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?
Cut along the broken line as shown and rearrange the pieces to form a
rectangle.
1. What are the dimensions of the rectangle formed?
Answers on lets practice. 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?
1. w2 – 36 4. 16f2 – 9s2d2 7. L6o8v10 – 36e6 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
25 4 4 4 4 formed.
2. a2 – 16c2 5. 144x2 – 9 8. ga – d
36 9
a. (x + y)(x – y) = x2 – y2 d. (w – 5)(w + 5) = w2 – 25
3. 16y2 – 25d2 6. 9s4r4 – 49a2 9. 4s2nq2m – 9d6k b. (a – b)(a + b) = a2 – b2 e. (2x – 5)(2x +5) = 4x2 – 25
c. (m + 3)(m – 3) = m2 – 9
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.

LET’S 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 5. (12x – 3)(12x + 3) 8. ( 5 g2a2 – 2 d2)( 5 g2a2 + 2 d2)
6 3 6 3
activity. Cubes must have the following sizes:
6. (3s r + 7q)(3s r – 7q)
2 2 2 2
9. (2s q + 3d ) (2s q – 3d )
n m 3k n m 3k
Solid figures:
1. One 3 in. x 3 in. cube using card board. 7. (l o v – 6e ) (l o v + 6e )
3 4 5 3 3 4 5 3
10. [(s + 2)– 4][(s + 2) + 4]
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. The previous activity taught you on how to find the product of sum and difference
4. Three prisms whose square base is 1 in. and height of 3 in. of two terms using patterns. Perform the next activity to discover another pattern in
Ask the students to calculate the volume of each solid figure. simplifying expressions of polynomials.

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

B. B. a
b
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 b

special products the students have encountered.

ES TI O 1. How many big cubes did you use? Small cubes?
?
QU

NS
2. How many different prisms do you have?
3. How many prisms are contained in the new cube?
4. What is the total volume of the new cube formed?
5. 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?
6. What will be the total volume of the new cube?
7. What are the dimensions of the new cube?

21
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
3x + 2 and the second term. 3(x)2(-y)
3x + 2
c. The third term is three times the product of the first term and the square of
the second term. 3(x)(-y)2
4x – 2y + 6

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

9x2 – 4
3x – 2

A ctivity 8
IRF WORKSHEET
3x – 2

Description: Now that you have learned how to find the different special products,
4x – 2y + 6 using the “R” portion of the IRF Worksheet, answer the topical focus
question: What makes a product special? What patterns are involved
3x – 2 in multiplying algebraic expression?

Note: You can use the video lessons found in the learning modules for the Initial Answer
discussion of different types of special products. 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
Teacher’s 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:
Don’t
1. _____________________________________________________
Forget! 2. _____________________________________________________
One question I still have:
1. _____________________________________________________

23
As concluding activity for process, ask the students to complete the chart A ctivity 10
above by giving the different types of special products and state its step, WHAT’S THE WAY, THAT’S THE WAY!
they can add box if necessary. This activity may be given as bring home
activity. Description: 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.
Teacher’s Note and Reminders Directions: Give the different types of special products and write the steps/process of
simplifying it. You may add boxes if necessary.
SPECIAL SPECIAL
PRODUCTS PRODUCTS
Don’t
F rget!
o ______________ ______________

______________ ______________

Now that you know the important ideas about how

patterns on special products were used to find the product of
an algebraic expressions, let’s go deeper by moving on to the
next section.

What to
What to Understand
Understand
What to
What to Understand
Understand
This part provides learners activities to further validate Now that you have already learned and identified the
different polynomials and their special products. You will now
and deepen their understanding on the applications of take a closer look at some aspects of the topic and check if
special products. you still have misconceptions about special products.

A ctivity 11
Answers: DECISION, DECISION, DECISION!
1. a. 10 m by 6 m
b. (8 + 2)(8 – 2)m2 = (10)(6) = 60 m2, difference of two squares Directions: Help each person decide what to do by applying your knowledge on
c. (x + 2)(x – 2)m2 special products on each situation.
d. No, the area will be decreased by 4 m2
1. Jem Boy wants to make his 8 meters square
pool into a rectangular one by increasing its
2. a. 64 in , 256 in
2 2
length by 2 m and decreasing its width by 2
b. (74)(128) = 9472 ÷ 64 = 148 tiles m. Jem Boy asked your expertise to help him
c. 37 decide on certain matters. http://www.oyster.com/las-vegas/hotels/luxor-
d. Either, because he will spend the same amount whichever tile he will hotel-and-casino/photos/square-pool-north-luxor-
hotel-casino-v169561/#

use.

24
 a. What will be the new dimensions of Jem Boy’s pool?
To check if the students still has difficulty in this topic, as bring home activity
b. What will be the new area of Jem Boy’s pool? What special
ask the students to do the muddiest point (Activity 12). Process their product will be use?
answers the next day for your assessment if they are ready for the next topic c. If the sides of the square pool is unknown, how will you
represent its area?
d. If Jem Boy does not want the area of his pool to decrease, will
Teacher’s Note and Reminders he pursue his plan? Explain your answer.

1. 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.

A ctivity 12
AM I STILL IN DISTRESS?

Description: This activity will help you reflect about things that may still confuse you in
this lesson.
Directions: Complete the phrase below and write it on your journal.

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

because _________________________________________________.

Let us see if by your problem will be solved doing the next activity, where the
muddiest point will be clarified.
Don’t
F rget!
o

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
BEAUTY IN MY TILE!
Description: 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. a. What is the area represented by

Answers:
the big square? small square?
rectangles?
1. a. x2 sq. units, y2 sq. units, xy sq. units b. What is the total area bounded by
b. (x2 + 2xy + y2) sq. units the region?
c. Squaring binomial c. What special product is present in
this tile design?
2. a. x2 sq. unit, y2 sq. units d. Why do you think the designer of
http://www.apartmenttherapy.com/tile-vault- this room designed it as such?
b. 9y2 sq. units midcentury-rec-room-39808

c. (x2 – 9y2)sq. units 2.

a. What is the area represented by
the big square? Small square?
For the portfolio entry by the students, have the students form as group and b. What is the sum of all areas of
do Activity 14, this must be done outside the class. Tell the students that small squares?
they can sketch the figure if they have no devices to use. c. If the small squares were to be
removed, how are you going to
represent the area that will be left?
Teacher’s Note and Reminders
ES TI O 1. What difficulties did you experience in doing the activity?
?

QU

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

A ctivity 14
WHERE IS THE PATTERN?

Descriptions: Take a picture/sketch of a figure that makes use of special products. Paste
Don’t it in a piece of paper.
F rget!
o
ES TI O
1. Did you find difficulty in looking for patterns where the concept of
?
QU

NS

special products were applied?

2. What special products were applied in your illustration?
3. What realization do you have in this activity?

26
As part of the concluding activity for process, have the student’s 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
LET’S DEBATE!
Description: 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?

Teacher’s Note and Reminders

A ctivity 16
IRF WORKSHEET

Description: 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?

Don’t IRF Worksheet
Forget! 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
What to Transfer
Transfer What to
to Transfer
Transfer
What
Provide learners opportunities to apply their understanding on special
products activities that reflect meaningful and relevant problems/situations. Let us now apply your learning to real – life situations. You will be given a
Students will have the opportunity to see the relevance of their discussions practical task which will demonstrate your understanding.
and its possible application in real – life.

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 A ctivity 17
MAKE A WISH
definition and small discussions on genetics especially the heterozygous
and homozygous traits. Description: 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
• Genetics is the area of biological study concerned with heredity and with you will discover how it will be used.
Direction: Investigate how squaring trinomials are applied in PUNNET squares and
the variations between organisms that result from it.
answer the following questions.
• Homozygous refers to having identical alleles (group of genes) for a single S s
trait. (SS)
• Heterozygous refers to having two different alleles (group of genes) for a One cat carries heterozygous, long-haired S SS Ss
single trait. (Ss) traits (Ss), and its mate carries heterozygous,
long-haired traits (Ss). To determine the
chances of one of their offspring having short
Note: Capital letter denotes dominant traits, while small letter denotes
hair we can use PUNNET Squares. s Ss ss
recessive traits. Dominant traits will come out in heterozygous.

Teacher’s Note and Reminders

ES TI O 1. What are the chances that the offspring is a long – haired cat? A
?

QU

NS
short – haired cat?
2. What are the different possible offsprings of the mates?
3. How many homozygous offsprings will they have? Heterozygous?
4. How is the concept of squaring binomials used in this process?
5. Do you think it is possible to use the process of squaring trinomials
in the field of genetics?
6. 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.
7. Create your own PUNNET square using the concept of squaring
trinomials, using your dream genes.

Punnett square is named after

Don’t
Now that you have seen the different
Forget! 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.
Reginald C. Punnett, who
devised the approach, and is used
by biologists to determine the
chances of an offspring’s 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.

28
Lesson 2: Factoring

What to
What to Know
Know
Lesson 2
2 Factoring
Initially, begin with some interesting and challenging activities that
will enable the students to see the association of products to factors What to
toKnow
Know
What
and activate their prior knowledge on factoring.
Your goal in this section is to see the association of products to factors by doing the activities that
follows.

As a review on basic concepts of factoring, allow the students to give Before you start doing the activities in this lesson, first do this challenge.
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
question to the students and the essential question. create? What are your considerations in looking for the other dimensions? What mathematical
concepts did you consider in forming different dimensions? Why? Suppose the length of
“What expressions can be factored? How are patterns used in finding one side is increased by unknown quantities (e.g. x) how could you possibly represent the
dimensions?
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
This module will help us break an expression into different factors and answer the
serve as your guidance into the skills students still needed in this lesson. topical questions, “What algebraic expressions can be factored? How are patterns
You can add another row for skills if necessary used in finding the factors of algebraic expression? How can unknown quantities in
geometric problems be solved?
Teacher’s Note and Reminders
To start with this lesson, perform the activities that follow.

A ctivity 1
LIKE! UNLIKE!
Don’t
F rget!
o Description: This activity will help your teacher gauge how ready you are for this lesson
through your responses.
Directions: 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.

29
For conceptual map, ask the students to complete the I part of the IRF SKILLS ACQUIRED RESPONSES
sheet. Ask the group to keep their answer so that they can revisit it after 1. Can factor numerical expressions easily
discussions. 2. Can divide polynomials
3. Can apply the quotient rule of exponents
To activate prior knowledge of the students on the skills they will use in 4. Can add and subtract polynomials
this lesson perform Activity 3, at this point students should realize the 5. Can work with special products
association of factors and products, and observe the different pattern that 6. Can multiply polynomials
will exist. Use the questions found after the activity..
Before you proceed to the next topic, answer first the IRF form to
Teacher’s Note and Reminders determine how much you know in this topic and see your progress.

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 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 =
_________________
Don’t 7. xm + hm – xn – hn =
F rget!
o _________________

30
 Answers Key MESSAGE FROM THE KING
A ctivity 3 (Product – Factor Association)
Activity 3
“FACTORING IS THE REVERSE OF MULTIPLICATION”
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
Teacher’s Note and Reminders 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 14 13 10

7 10 17 10 7 15 10 8 12

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

Don’t
F rget!
o ES TIO 1. What are your observations on the expression in column A?

?
QU

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

31
What to
What to Process
Process 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
These are the enabling activities / experience that the learner will have to go can use this idea to do the next activities.
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.
What to
What to Process
Process
Allow the students to perform Activity 4, and use this as springboard in the
discussion of factoring by greatest common monomial factor. The students
The activity that you did in the previous section will help you understand the
will present their outputs in front. Use the questions to process the answer different lessons and activities you will encounter here.
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 The process of finding the factors of an expression is called factoring, which
applying any type of factoring. is the reverse process of multiplication. A prime number is a number greater than
Give examples of this type factoring after the activity. You can use the 1 which has only two positive factors: 1 and itself. Can you give examples of prime
examples found in learning module. 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
Teacher’s Note and Reminders Common Monomial Factor. To understand this let us do some picture analysis.

A ctivity 4
FINDING COMMON

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

Don’t http://k-pop-love.tumblr.com/post/31067024715/
eating-sushi

F rget!
o http://blog.ningin.com/2011/09/04/10-idols-and-groups-pigging-out/

ES TIO 1. What are the things common to these pictures?

?
QU

NS

2. Are there things that make them different?

3. Can you spot things that are found on one picture but not on the
other two?
4. What are the things common to two pictures but not on the
other?

32
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.
Factor 12x3y5 – 20x5y2z

Teacher’s Note and Reminders 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
c.
polynomial.
Hence, 4x3y2 is the GCF of 12x3y5 – 20x5y2z.

d. To completely factor the given polynomial, divide the polynomial by its GCF, the
resulting quotient is the other factor.
Don’t Thus, the factored form of 12x3y5 – 20x5y2z is 4x3y2(3y3 – 5x2z)
Forget! 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 Greatest Common Quotient of Factored Thus, 4x3 (3x2y4 – 4y4 + 7x3) is the factored form of the given expression.
Monomial Factor Polynomial and Form
(CMF) CMF Complete the table to practice this type of factoring.

6m + 8 2 3m + 4 2 (3m + 4) Polynomial Greatest Common Quotient of Factored

12m o + 4mo
2 2 2
4mo 2
3m + o 4mo (3m + o)
2 Monomial Factor Polynomial and Form
(CMF) CMF
27d4o5t3a6 – 18d2o3t6 – 15d6o4 3d2o3 9d2o2t3a6 – 6t6 – 5d4
6m + 8 2 3m + 4 2 (3m + 4)
4(12) + 4(8) 4 (12 + 8) 4(12 + 8) 4mo2 4mo2 (3m + o)
12WI3N5 – 16WIN + 20WINNER 4WIN 27d4o5t3a6 – 18d2o3t6 – 15d6o4 9d2o2t3a6 – 6t6 – 5d4

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

33
 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.
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, let’s try doing the activity
that follows.
A ctivity 5
INVESTIGATION IN THE CLASSROOM

For paper cutting, students must realize that the area of the new figure Description: This activity will help you understand the concepts of difference of two
formed is the difference of the area of the two squares, which is (a2 – b2) and squares and how this pattern is used to solve numerical expressions.
that the dimensions of the rectangle formed are (a + b) x (a – b). Investigate the number pattern by comparing the products then write your
This activity may be done by pair or as a group. generalizations afterwards.

NUMBER PATTERN:
Teacher’s Note and Reminders 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) =

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
INVESTIGATION IN PAPER FOLDING

Description: This activity will help you visualize the pattern of difference of two
Don’t squares.
F rget!
o Directions: A B
1. Get a square paper and label the sides as a.
2. Cut – out a small square in any of its corner
and label the side of the small square as b. G
F
3. Cut the remaining figure in half.
4. Form a rectangle
C
E D

34
You can use the examples found in learning module for the discussion. Give
more examples if necessary. ES TI O 1. What is the area of square ABDC?
?

QU

NS
(Note: Remind students to use first factoring greatest common monomial 2. What is the area of the cut – out square GFDE?
factor if applicable before factoring it through difference of two squares) 3. What is the area of the new figure formed?
4. What is the dimension of the new figure formed?
5. What pattern can you create in the given activity?
Teacher’s Note and Reminders

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) e. ( 9 r4 – 1 t2 n6 ) = ( 3 r2 + 1 tn3)( 3 r2 – 1 tn3)
16 25 4 5 4 5
c. a2b4 – 81 = (ab2 – 9)(ab2 + 9)

ES TI O 1. What is the first term of each polynomial?

QU

NS
2. What is the last term of each polynomial?
3. What is the middle sign of the polynomial?
4. How was the polynomial factored?
5. What pattern is seen in the factors of the difference of two terms?
6. Can all expressions be factored using difference of two squares?
Why or why not?
7. 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.
Don’t • 4x2 – 36y2  the square root of 4x2 is 2x and the square root of 36y2 is 6y. To
F rget!
o write their factors write the product of the sum and difference of the square
roots of 4x2 – 36y2, that is (2x + 6y)(2x – 6y).

35
 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 A ctivity 7
PAIR MO KO NYAN!
many pairs of difference of two square as they can create.
(Note: Teachers must see to it that students must form difference of two Description: This game will help you develop your factoring skills by formulating your
squares) 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
Example Answer: 81m4 – 121c4 = (9m2 – 11c2) (9m2 + 11c2)
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.

Teacher’s 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)

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
Don’t products? How are you going to get the factor? Do you see any common pattern?
F rget!
o

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 A ctivity 8
ROAD MAP TO FACTOR
more examples of sum or difference of two cubes and factor it to firm – up the
understanding of the students in factoring this expression. Answer the following problems by using the map as your guide.
Note: Remind the students to use first factoring by greatest common
monomial factor before applying this type of factoring if necessary. Is the given
expression a sum If No
or difference of two Use other factoring technique/method
cubes?
Answers to problem: 1. What are the cube roots of the first
If and last terms?
1. (x3 – y3) unit cube =(x – y)(x2 + xy + y2) Yes 2. Write their difference as the first
2. (x3 + y3) unit cube = (x + y)(x2 – xy + y2) If DIFFERENCE factor. (x – y).
Are the binomials sums or 3. For the second factor, get the
differences of two cubes? trinomial factor by:
a. Squaring the first term of the first
Teacher’s Note and Reminders If
factor;
Sum
b. Adding the product of the first and
second terms of the first factor.
1. What are the cube roots of the first and c. Squaring the last term of the first
last terms? factor
2. Write their sum as the first factor. (x + 4. Write them in factored form.
y). (x – y)(x2 + xy + y2)
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)

Don’t 1. Represent the volume of this figure. What x

is the factored form of the volume of given
F rget!
o figure?
y
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?

37
 To start factoring perfect square trinomials, use algebra tiles to model it.
This activity will give the students picture of perfect square trinomials. See
A ctivity 9
Let’s tile it up!
to it that the students will produce a square.
Directions: Prepare the following:
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 1. 4 big squares measuring 4” × 4” and represent each square as x2.
students should see the pattern of factoring perfect square trinomials and be 2. 8 rectangular tiles with measures of 4” × 1” and represent it as x.
able to generate the rule in factoring such polynomials. 3. 16 small squares whose measures is 1” × 1” and represent this as
1.
Discuss when an expression is a perfect square. Do the perfect hunt
Form squares using:
activity to check the students understanding in identifying perfect square
trinomials. • 1 big square tile, 2 rectangular tiles and 1 small square.
• 1 big square tile, 4 rectangular tiles and 4 small squares.
Teacher’s Note and Reminders



•
•
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.

ES TI O 1. How will you represent the total area of each figure?

2. Using the sides of the tiles, write all the dimensions of the squares.
?

QU

NS
3. What did you notice about the dimensions of the squares?
4. Did you find any pattern in their dimensions? If yes, what are
those?
5. How can unknown quantities in geometric problems be solved?

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.

Don’t
F rget!
o

38
Answer to Activity 10
A ctivity 10
PERFECT HUNT

Description: 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 4
15x 16x2 -24x 9 10x 28x
4x2 -16x 16 15x 25 49x2
16x 2
49 8x 16 24x 2
9
25 14x 8x 40x 30x 10x
7x x2 12x 25x2 40 12x2

To factor perfect square trinomials:

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

Teacher’s Note and Reminders 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.

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.
Don’t b. The square root of the first term is n and the square root of the last
F rget!
o term is 8, then the polynomial is factored as (n + 8)2.

39
After the above, the rule in factoring perfect square trinomial may be discuss Ex. 2. Factor 4r2 – 12r + 9
you can use the examples in learning module. Examples of factoring perfect Solution:
square trinomials should be given to ensure mastery. a. Since 4r2 = (2r)2 and 9 = (3)2, and since – 12r = 2(2r)(3) then it
Answers on exercise: 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
a. (m + 6)2 e. (7a – 6)2 i. 2(3h + 1)2
term is 3 so that its factored form is (2r – 3)2.
b. (4d – 3)2 f. (11c2 + 3)2 j. 5f2(2f – 3)2
c. (a2b – 3)2 g. (5r + 8)2 Ex. 3. Factor 75t3 + 30t2 + 3t
d. (3n + 5d)2 h. ( 1 z + 2 )2 Solution:
4 3 a. Observe that 3t is common to all terms, thus, factoring it out first we
have:
3t (25t2 + 10t + 1)
Teacher’s Note and Reminders 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.

a. m2 + 12m + 36 = (m + ___ )2
b. 16d – 24d + 9
2
= ( 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
Don’t h. 1 x2 + 1 x + 4 = (__ __ __)2
16 3 9
Forget! i. 18h2 + 12h + 2 = 2 (___ __ ___)2
j. 20f 4 – 60f 3 + 45f 2 = ___ (2f __ ___)2

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.
Teacher’s Note and Reminders
Don’t
F rget!
o
41
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. 1 big square tile, 5 rectangular tile and 6 small square tiles.
b. 1 big square tile, 6 rectangular tiles and 8 small square tiles.
c. 2 big square tiles, 7 rectangular tiles and 5 small square tiles.
d. 3 big square tiles, 7 rectangular tiles and 4 small square tiles.
e. 4 big square tiles, 7 rectangular tiles and 3 small square tiles.
ES TIO What is the total area of each figure?
QU
NS
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.
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 3
6 1
-2 -3
-6 -1
Give examples of general trinomials whose leading coefficient is 1. You can b. Find factors of 6 whose sum is 5.
use trial and error in factoring these examples. Use the examples found in • 2+3=5
learning module. Giving more examples is highly suggested. You can ask • 6+1=7
• (-2) + (-3) = -5
the students to generalize how factoring of this trinomial is attained.
• (-6) + (-1) = -7
Remind them again that they should use factoring by greatest common
monomial factor using this type of factoring, if applicable. c. Thus, the factor of p2 + 5p + 6 = (p + 2)(p + 3)


Teacher’s Note and Reminders 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. Listing all the factors of – 18.

Factors of -18
-1 18
-2 9
-3 6
Don’t -18 1
F rget!
o -9 2
-6 3

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

42
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 Remember:
container. Draw the strip and read it in class, give the students time to factor To factor trinomials with 1 as the numerical coefficient of the leading term:
the polynomials. a. factor the leading term of the trinomial and write these as the leading
term of the factors;
1. n2 – n – 20 8. n2 – 12n + 35 15. n2 + 11n + 24 b. list down all the factors of the last term;
2. n2 + 5n + 6 9. n2 – 8n – 48 c. identify which factor pair sums up to the middle term; then
3. n2 – 4n – 32 10. n2 + 14n – 32 d. write factor pairs as the last term of the binomial factors.
4. n2 – n – 42 11. n2 – 17n + 72
5. n2 + 9n + 18 12. n2 + 9n + 8 NOTE: ALWAYS PERFORM FACTORING USING GREATEST COMMON
MONOMIAL FACTOR FIRST BEFORE APPLYING ANY TYPE OF
6. n2 + 11n + 18 13. n2 + 10n + 24 FACTORING.
7. n2 + 17n + 72 14. n2 – 2n – 48
A ctivity 12
FACTOR BINGO GAME!
Teacher’s Note and Reminders
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
4)(n + 8)
– 5) (n (n
+ +1)(n
2)(n + 8)
+ 9) (n (n
– –8)(n
8)(n + 4)
– 9) (n – 7)(n – 5)
(n + 2)(n + 3) (n + 9)(n + 8) (n + 1)(n + 8)
(n (n
+ –6)(n
8)(n + 4)
+ 4) (n (n
– –7)(n
7)(n + 6)
– 5) (n (n
– +12)(n
6)(n + +
4)4) (n – 8)(n + 6)
(n + 3)(n + 6) (n – 2)(n + 16) (n + 3)(n + 8)
(n + 3)(n + 6) (n – 2)(n + 16) (n + 3)(n + 8)

Don’t
F rget!
o
ES TIO 1. How did you factor the trinomials?

?
QU

NS

2. What did you do to factor the trinomials easily?

3. Did you find any difficulty in factoring the trinomials? Why?
4. What are your difficulties? How will you address those
difficulties?

43
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.
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.

Teacher’s Note and Reminders Trial and error are being utilized in factoring this type of trinomials. Here is an
example:
Factors of:
6z2 -6
Factor 6z2 – 5z – 6 through trial and error: (3z)(2z) (3)(-2)
Give all the factors of 6z2 and – 6 (6z)(z) (-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 Sum of the product of the outer

terms and the product of the inner
terms
(3z – 2)(2z + 3) 9z – 4z = 5z
(3z + 3)(2z – 2) -6z + 6z = 0
(3z – 3)(2z + 2) 6z – 6z = 0
(3z + 2)(2z – 3) -9z + 4z = -5z
(3z + 1)(2z – 6) -18z + 2z = -16z
(3z – 6)(2z + 1) 3z – 12z = -9z
(6z + 3)(z – 2) -18z + 3z = -15z
(6z – 2)(z +3) 18z – 2z = 16z
(6z – 3)((z + 2) 12z – 3z = 9z
Don’t (6z + 2)(z – 3) -18z + 2z = -16z
F rget!
o (6z + 1)(z – 6) -36z + z = -35z
(6z – 6)(z + 1) 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 Factoring through inspection is a tedious and a long process, thus, knowing another
grouping. Provide for more examples. 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.
Teacher’s Note and Reminders
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. Multiply the first and last terms.

(2k2)(12) = 24k2
2. Find the factors of 24k2 whose sum is -11k.
(-3k) + ( -8k) = -11k
3. Rewrite the trinomial as four – term expressions by replacing the middle
term by the sum factor.
2k2 – 3k – 8k + 12
Don’t 4. Group terms with common factor
F rget!
o (2k2 – 8k) + (-3k + 12)
5. Factor the groups using greatest common monomial factor.
2k(k – 4) – 3(k – 4)
6. Factor out the common binomial and write the remaining factor as sum or
difference of binomial.
(k – 4)(2k – 3)

45
To practice the factoring skills of the students, do Activity 13 in class. Group Factor 6h2 – h – 2
the students and distribute flaglet on each group. Ask one group to give a
1.
Multiply the first and last terms.
factorable polynomial then let the other group factor it.
(6h2)(-2) = -12h2

2.
Find the factors of 12h2 whose sum is h.
Extend the concept of factoring by grouping by applying it to polynomials (-4h) + ( 3h) = -h

with four terms. You can use the examples on learning module. Perform 3.
Rewrite the trinomial as four – term expressions by replacing the middle
Activity 14 as a group after. term by the sum factor.
6h2 – 4h – 3h – 2
4. Group terms with common factor
Teacher’s Note and Reminders (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: This game will help you practice your factoring skills through a game.
Instruction: 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.

ES TI O 1. Do you find difficulty in playing the game? Why?

?

QU

NS
2. What hindered you to factor the trinomial?
3. What plan do you have to address these difficulties?

Let’s extend!!

We can use factoring by grouping technique in finding the factors of a polynomial

with more than three terms.
Don’t Let’s try factoring 8mt – 12at – 10mh – 15ah
Forget!
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
 Teacher’s Note and Reminders 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.
Don’t 6l(3v + e) + 8o(3v + 3)  Why?
Forget! 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
FAMOUS FOUR WORDS

Description: This activity will reveal the most frequently used four - letter word (no
Answers for Activity 14 letter is repeated) according to world – English.org through the use of
factoring.
1. 4wt + 2wh + 6it + 3ih = WITH Instruction: With your groupmates factor the following expressions by grouping and
2. 15te – 12he + 10ty – 8hy = THEY write a four - letter word using the variable of the factors to reveal the 10
3. hv + av + he + ae = HAVE most frequently used four - letter word.
4. 10ti – 8ts – 15hi + 12hs = THIS
1. 4wt + 2wh + 6it + 3ih
5. 88fo + 16ro – 99fm – 18rm = FROM
2. 15te – 12he + 10ty – 8hy
6. 7s + 35om + 9se + 45oe = SOME 3. hv + av + he + ae
7. 42wa + 54wt + 56ha + 72ht = WHAT 4. 10ti – 8ts – 15hi + 12hs
8. 36yu – 24ro + 12ou – 72yr = YOUR 5. 88fo + 16ro – 99fm – 18rm
9. 72he + 16we + 27hn + 6wh = WHEN 6. 7s + 35om + 9se + 45oe
10. 26wr – 91or + 35od – 10wd = WORD 7. 42wa + 54wt + 56ha + 72ht
8. 36yu – 24ro + 12ou – 72yr
9. 72he + 16we + 27hn + 6wh
10. 26wr – 91or + 35od – 10wd
• 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. TEACH ME HOW TO FACTOR
• Peer mentoring maybe done to help students understand better the topic. A ctivity 15
(GROUP DISCUSSION /PEER MENTORING)
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 Description: This activity is intended for you to clear your queries about factoring with
this activity. Have this activity the help of your group mates.
• To practice the factoring skills of the students with speed and accuracy Direction: Together with your group mates, discuss your thoughts and queries
you can do flashcard drill by pair or as a team. regarding factoring. Figure out the solution to each others’ questions, you
may ask other groups or your teacher for help.

47
Ask the students to go back to IRF sheet and answer the Revise part.
Discuss the answer of the students in class. ES TI O 1. What different types of factoring have you encountered?
?

QU

NS
2. What are your difficulties in each factoring technique?
Teacher’s Note and Reminders 3.
4.
Why did you face such difficulties?
How are you going to address these difficulties?

A ctivity 16
WITH A BLINK!

Description: This is a flash card drill activity to help you practice with speed and
accuracy your factoring technique.
Instruction: 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.

ES TI O
1. What techniques have you used to answer the questions?
?

QU

NS
2. What things did you consider in factoring?
3. 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
Don’t TECHNIQUES
Forget!

___________ ___________ ___________ ___________ ___________ ___________ ___________

example example example example example example example

48
 Teacher’s 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 = ______

Don’t 2. 9m2 – 16n2 = ______
Forget! 3. 4a2 + 12a + 9 = ______
4. 2x2 + 9x – 5 = ______
5. 27x3 – 8y3 = ______
6. a3 + 125b3 = ______
7. xm + hm – xn – hn = ______

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

What to
to Understand
Understand What to
What to Understand
Understand
What
This part provides learners activities to further validate and deepen 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.
their understanding on the applications of factoring and to check their
The following activities will check your mastery in factoring polynomials.
knowledge against misconception.

A ctivity 19
SPOTTING ERRORS
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: 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 c. 4x2y5 – 12x3y6 + 2y2 = 2y2 (2x2y3 – 6x3y4)
discuss their answers as a group. You can ask them their thoughts in this d. 3x2 – 27 is not factorable or prime
lesson.
5. Are all polynomial expressions factorable? Cite examples to defend your
answer.
Teacher’s Note and Reminders
A ctivity 20
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 = ___

ES TI O 1. What have you observed from your answers in your initial column?
?

QU

NS
Is there a big difference?
2. What realization can you make with regard to the relationship of
special products and factors?

Don’t
A ctivity 21
F rget!
o MATHEMAGIC! 2 = 1 POSSIBLE TO ME

Description: This activity will enable you to apply factoring to prove if 2 = 1.

Instruction: 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?

a. Were you able to prove that 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.
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
JOURNAL WRITING

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

A. 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...

A ctivity 23
LET’S SCALE TO DRAW!

Description: In this activity you will draw plane figures to help you do the final project
after this module.
Directions: Using the skills you have acquired in the previous activity, follow your
teacher’s instruction.

1. Drawing Plane Figures

a. a square with a side which measures 10 cm.
To prepare the students for their final project do scaffold 1 and 2. This must b. a rectangle with a length 3 cm more than its width.
be a guided activity. Allow them to answer the process questions after and c. draw any geometric figure and label its dimensions
discuss it in class. algebraically.

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

Teacher’s Note and Reminders 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
Don’t tree on paper.
Forget! b. The school’s 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.

3. The teacher will demonstrate how a cube can be made using a
square paper. Follow what your teacher did.

51
 Teacher’s 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. 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.

ES TI O a. What is the area of the original rectangle if its side is x units?

? b. If the sides of the small squares is y, what expression represents

QU

NS
its area?
c. How will you express the area of the new figure in terms of the
variables stated in letters a and b?
d. What is the dimension of the new figure formed? How about the
Don’t volume of the solid?
Forget! e. 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?
f. How did factoring help you find the dimensions of the new figure
formed? the area? the volume?
g. 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
What to Transfer
Transfer Now that you have a deeper understanding of the topic, you are ready to do the tasks
in the next section.
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 What to
What to Transfer
Transfer
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 Your goal in this section is apply your learning to real life situations. You will be
involve the class in evaluating their works. This culminating project must be given a practical task which will demonstrate your understanding in special products
and factoring.
done by group. You can have a display of their outputs.

52
 SAMPLE RUBRIC FOR THE TRANSFER ACTIVITY
How did you find the performance task? How did the task help you see the real world application of
the topic?
A ctivity 25 I BRING MY TRASH HOME

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

CRITERIA Outstanding Satisfactory Developing Beginning RATING

In response to the school’s environmental advocacy, you are
4 3 2 1 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
Explanation of Explanations Explanations Explanations Explanations present your output to your teacher and it will be graded according to the
the Proposal and presentation and and and presentation
(20%) of the lay-out is presentation of presentation of of the lay –out
following criteria: explanation of the proposal, accuracy of computations,
detailed and clear. the lay-out is the lay-out is is difficult to and utilization of the resources and appropriateness of the models.
clear. a little difficult understand
to understand and is missing
but includes several A ctivity 26 PACKAGING ACTIVITY
critical components.
components.
Accuracy of The computations The The The Description: This activity will showcase your learning in this module. You will assume
Computations done are accurate computations computations computations the role of a member of a designing team that will present your proposal
(30%) and show done are done are done are
understanding of accurate erroneous erroneous and
to a packaging company.
the concepts of and show a and show do not show
special products wise use of some use of wise use of the The RER packaging company is in search for
and factoring. the concepts the concepts concepts of the best packaging for a new dairy product that they
There is an of special of special special products will introduce to the market. You are a member of the The first
explanation for products and products and and factoring.
design department of RER Packaging Company. Your commercial
every computation factoring. factoring.
made. company is tapped to create the best packaging box that paperboard
Utilization of Resources are Resources are Resources are Resources
will contain two identical cylindrical containers with the (not
Resources efficiently utilized fully utilized utilized but a are not utilized box’s volume set at 100 in3. The box has an open top. corrugated)
(20%) with less than with less than lot of excess. properly. The cover will just be designed in reference to the box’s box was
10% excess. 10%-25% dimensions. You are to present the design proposal for produced in
excess. the box and cylinder to the Chief Executive Officer of England in
The models The models The diagrams The diagrams the dairy company and head of the RER Packaging 1817
Appropriateness are well-crafted are well- and models and models are department. The design proposal is evaluated according
of the Model and useful for crafted and are less not useful in
to the following: explanation of the proposal, accuracy
(30%) understanding the useful for useful in understanding
design proposal. understanding understanding the design of computations, utilization of the resources and
They showcase the design the design proposal. appropriateness of the models.
the desired proposal. They proposal
product and are showcase
artistically done. the desired
product.
OVERALL
RATING

53
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 (2x2 – 6x + 9) square meters?
A. (2x – 9) meters
B. (4x – 6) meters
C. (2x + 1) meters
D. (4x – 3) meters
Answer: B

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 c. I & III

b. III & IV d. II & IV
Answer: C

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
company’s 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 c. I, III & IV

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

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.world–english.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: LEARNING COMPETENCIES
Grade 8 Mathematics Knowledge:
QUARTER: • Describe and illustrates rational algebraic expressions.
Second Quarter • Interprets zero and negative exponents.
STRAND:
Algebra Skill:
TOPIC: • Evaluates and simplifies algebraic expressions involving integral exponents.
Rational Algebraic Expressions and • Simplifies rational algebraic expressions
Algebraic Expressions with Integral • Performs operations on rational algebraic expressions
Exponent • Simplifies complex fractions
Exponents
LESSONS:
ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:
1. Rational Algebraic Expressions and
Students will understand that rate – How can rate – related problems be
Algebraic Expressions with Integral
related problems can be modelled using modelled?
Exponents
rational algebraic expressions.
2. Operations on 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 PROCESS/SKILLS UNDERSTANDING PERFORMANCE
Pre - test

Match It To Me,
Egyptian Fraction
Explanation,
Interpretation
KWLH,
Self – knowledge
Pre – assessment/ Perspective
Diagnostic Anticipation guide
Self – knowledge
Interpretation,
Explanation
Picture Analysis
Interpretation,
Explanation, Self –
knowledge, Application,
Perspective
My Definition Chart
Perspective, Self -
knowledge
Formative Excercises Quiz 3 – 2 – 1 Chart
Interpretation, Interpretation, Interpretation,
Explanation Explanation Explanation, Self –
knowledge

65
 Who’s Right
Interpretation,
Explanation, Self –
knowledge, Empathy
My Value Quiz Constructor
Interpretation, Interpretation,
Explanation, Self – Explanation, Self –
knowledge knowledge, Empathy
Match It Down
Interpretation,
Explanation, Self –
knowledge
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 Manpower plan
Interpretation, Interpretation,
Explanation, Self – Explanation, emphaty,
knowledge, Application Self – knowledge,
application, Perspective
Reaction Guide
Summative Self – knowledge,
Interpretation,
Explanation
Post – test
Interpretation,
Application, Self –
knowledge, Emphaty
Learned – Affirmed –
Challenged
Interpretation,
Explanation, Self –
knowledge, Empathy,
Perspective
Self - assessment
What is Wrong With
Me?
Interpretation,
Explanation, Self –
knowledge, Empathy,
Perspective

67
Assessment Matrix (Summative Test)
Levels of Assessment What will I assess? How will I assess? How Will I Score?
• Describing and illustrating rational algebraic Paper and pen Test (refer to attached
Knowledge expressions. post – test)
• Interpreting zero and negative exponents. 1 point for every correct response
15%
• Evaluating and simplifying algebraic expressions Items 1, 2, and 3
involving integral.
• Simplifying rational algebraic expressions Paper and pen Test (refer to attached
• Performing operations on rational algebraic post – test)
Process/Skills expressions 1 point for every correct response
25% • Simplifying complex fractions Items 4, 5, 6, 7, and 8
• Solving problems involving rational algebraic
expressions.
• Students will understand that rate – related Paper and pen Test (refer to attached
Understanding problems can be modelled using rational post – test)
algebraic expressions. 1 point for every correct response
30%
• Misconception Items 9, 10, 11, 12, 13, and 14
GRASPS Paper and pen Test (refer to attached
Apply the concepts of rational algebraic post – test) 1 point for every correct response
expressions to model rate – related problems
Items 15, 16, 17, 18, 19, and 20.
Students will model rate–related problems using A newlywed couple plans to construct
rational algebraic expressions. a house. The couple has already
a house plan from their engineer
friend. The plan of the house is
illustrated below: Rubric on manpower plan.
Laboratory
1m

Dining Room
Bedroom

Product
2m
2m

Comfort
Criteria:
30% 1.5 m Room

Living Room
3m
Master

1. Reasoning
2.5 m Bedroom

3m

3m
2. Accuracy
As a foreman of the project, you are 3. Presentation
tasked to prepare a manpower plan 4. Practicality
to be presented to the couple. The 5. Efficiency
plan should include the following:
number of workers needed to
complete the project and their daily
wages, cost and completion date.

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 learner’s 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/ http://planetforward.ca/blog/top-10-green- http://www.waagner-biro.com/images_dynam/

gallery/road-construction/dscf1702.jpg building-trends-part-one/ 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 a−b
a. b. 0 c. 4y + z d.
-2 -3

√3y √ (a + 1) a+b
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 d. cannot be determine
Answer: A. Any expression raised to 0 is 1 and 1 is a constant.

What will be the result when a and b are replaced by 2 and -1, respectively, in the expression (-5a – 2b)(-2a – 3b2)?
3.
27 5 3 2
a. b. - c. d. -
16 16 7 7
10b 3
10(-1) 3
-10 5
Answer: B. (-5a-2b)(-2a-3b2) = = = =-
a5 25 32 16
70

4. What rational algebraic expression is the same as ?
a. x + 1 b. x – 1 c. 1 d. -1
x2 – 1 (x – 1)(x + 1)
Answer: A. = =x+1
x–1 x–1
3 -x – 10
5.
When a rational algebraic expression is subtracted from , the result is 2 . What is the other rational algebraic
x–5 x – 5x
expression?
x x 2 -2
a. b. c. d.
4 x–5 x x–5
-x – 10 3 -x – 10 3(x) -x – 10 + 3x 2x – 10 2(x – 5) 2
Answer: C. + = 2 + = = 2 = =
x – 5x
2
x–5 x – 5x (x – 5)(x) x – 5x
2
x – 5x x(x – 5) x
a2 – 9 a2 – 8a + 16
6. Find the product of and .
a + a – 20
2
3a – 9
a a2 – 1 a2 – 7a + 12 a2 – 1
a. b. c. d.
a–1 1–a 3a + 15 a –a+1
2

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

Answer: C. • = • = =
a + a – 20
2
3a – 9 (a – 4)(a + 5) 3(a + 3) 3(a + 5) 3a + 15
2
b–3
7. What is the simplest form of 2 ?
–1
b–3
2 b+5 1 1–b
a. b. c. d.
5–b 4 b–1 3
2
b–3 2 2–b+3 2 b–3 2
Answer: A. = ÷ = • =
2
–1 b–3 b–3 b–3 5–b 5–b
b–3
x–2 x+2
8. Perform the indicated operation – .
3 2
a. x+5 b. x + 1 c. x – 6 d. -x – 10
x – 2 x + 2 2x – 4 – 3x – 6
Answer: D. – = = -x – 10
3 2 6
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

V1P1 (500ml)(1/2) 250ml

Answer: B. V2 = = = 5 = 50ml
P2 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
1 3
Answer: D. w = rt = (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
a –1
2
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
 1
c. No, a2 must be cancelled out so that the answer is .
a
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.
x–1 1+x
13. Your friend multiplied and . His solution is presented below:
2–x 1–x

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

b. No, the multiplier must be reciprocated first before multiplying the expressions .
c. No, common variables must be eliminated.
d. 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 real–life problems involving rational algebraic expressions and algebraic expressions with integral and zero
exponents and solve these with utmost accuracy using a variety of strategies.

Teacher’s Note and Reminders

Don’t
Forget!

75
 1
What to
to Know
Know
What Rational Algebraic
Activity 1 elicits prior knowledge of the learner in translating verbal Lesson Expressions
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
What to
What to Know
Know
in polynomial. They should have a firm background regarding concepts in
Let’s begin the lesson by reviewing some of the previous lessons and gathering
polynomial for rational algebraic expression.
your thoughts in the lesson.

Answers Key
A ctivity 1
MATCH IT TO ME
Activity 1
x pq There are verbal phrases below. Look for the mathematical phrase in the figures that
1. + 2 2. √3y 3. a2 + 2a 4. b2 – (b+2) 5.
4 3 corresponds to the verbal phrases.
c 2
6. 7. 10y + 6 8. z3 – 9 9. w – √9 10. h4 1. The ratio of number x and four added by two.
3
2. The product of square root of three and the number y.
3. The square of a added by twice the a.
Teacher’s Note and Reminders 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.

x 2 2 b2 1
+2 – pq 9–
4 x x2 (b + 2) w2
3 √3y √3y
Don’t y
x2 – 1
Forget! 3 x2 – 2x + 1 b2 – (b + 2) a2 + 2a w – ∛9
c2 c
2

3 2 1
10x + 6 10 z3 – 9
+4 h4
z3 n3
y

76
Their responses in these questions may be written in their journal notebook. ES TI O 1. What did you feel in translating verbal phrases to mathematical
As to its purpose, this activity is not meant for giving grades but a benchmark
?

QU

NS
phases?
for your lesson in this module. If ever the learner has difficulty in these 2. What must be considered in translating verbal phases to
prerequisite concepts, try to have a short review in these concepts. mathematical phrases?
3. Will you consider these mathematical phases as polynomial?
Why yes or why not?
Teacher’s Note and Reminders 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?
Don’t c. If printer B can print x pages per minute, how long will printer B take to print p
pages?
Forget!
ES TI O 1. Can you answer the first question? If yes, how will you answer it?
?
QU

NS
If no, what must you do to answer the question?
2. How will you describe the second and third questions?
3. How will you model the above problem?

Before moving to the lesson, you have to fill in the table below regarding your ideas
Activity 2 How Fast on rational algebraic expressions and algebraic expressions with integral exponents.
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
A ctivity 3
Activity 3: KWHL KWLH
Aside from Activity 2, KWHL is also an activity eliciting the background of Write your ideas on the rational algebraic expressions and algebraic expressions
the learner regarding the rational algebraic expressions. He/She could use with integral exponents. Answer the unshaded portion of the table and submit it to your
his/her understanding in activity 2 in doing this activity. Keep their response teacher.
because at the end of this lesson, they will continue to answer this activity
to track their learning. What I Know What I Want to What I Learned How Can I Learn
Find Out More

What to
What to Process
Process

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
Teacher’s Note and Reminders regarding to our lesson.

Don’t What to
What to Process
Process
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.

MATCH IT TO ME – REVISITED
A ctivity 4 (REFER TO ACTIVITY 1)
Activity 4: Match It to Me – Revisited
Going back to activity 1, let them distinguish the polynomials from the
non–polynomials in this activity by describing it. Give emphasis on the 1. What are the polynomials in the activity “Match It To Me”? List these polynomials
non–polynomial examples in the activity. Remind them that these non– under set P.
polynomials in the activity are not the only non–polynomials. Be guided 2. Describe these polynomials.
that these non–polynomials are just rational expressions and that not all 3. In the activity, which are not polynomials? List these non – polynomials under set R.
non–polynomials are rational algebraic expressions. 4. How do these non – polynomials differ from the polynomial?
5. Describe these non – polynomials.

78
Activity 5: Compare and Contrast
As they describe the polynomials and non–polynomials in Activity 4, they will A ctivity 5
COMPARE AND CONTRAST
summarize their work by completing the given graphic organizer. This activity
will enable them to describe rational algebraic expressions and distinguish Use your answers in the activity “Match It To Me – Revisited” to complete the
it from polynomials. The learner may present his/her output to the class but graphic organizer compare and contrast. Write the similarities and differences between
this is not meant for rating the learner. This activity will guide the learner to polynomials and non – polynomials in the first activity.
describe the rational algebraic expressions. After the presentation, discuss
that these non–polynomials are rational algebraic expressions. This activity POLYNOMIALS
NON -
may be done individually or by group. POLYNOMIALS

How Alike?
Teacher’s 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
Don’t non – polynomials in activities 4 and 5 are the descriptions of rational expression. Now,
Forget! can you define rational algebraic expressions? Write your own definition about rational
algebraic expressions in the chart below.

79
Activity 6: My Definition Chart
A ctivity 6
After they have described the rational algebraic expressions, let them define MY DEFINITION CHART
rational algebraic expression on their own. Their response may be different
from the axiomatic definition of rational algebraic expressions but let it be. Write your initial definition on rational algebraic expressions in the appropriate box.
The purpose of this activity is to generate their ideas on rational algebraic Your final definition will be written after some activities.
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. My _____________________________________
Initial My_____________________________________
Final
Definition
______________________________________ Definition
______________________________________
_____________________________________ _____________________________________

Teacher’s Note and Reminders

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.

k Not Rational
m+2 Rational Algebraic
3k – 6k
2 Algebraic
√2 Expressions
Expressions
Don’t
F rget!
o 1
a6 1–m
y+2
m3
y–2
c
a c4
a–2
√5
8
y2 – x9

Activity 7: Classify Me
m + 2 and c4 are the only expressions that belong to the Not Rational ES TI O 1. How many expressions did you place in the rational algebraic

?
QU

NS
√2
3
√5 expression column?
Algebraic Expressions column. After they classify the expressions, let them 2. How many expressions did you placed in the not rational algebraic
expression column?
describe the expressions in each column and compare and contrast the 3. How did you classify a rational algebraic expression from a not
rational algebraic expression?
expressions in the two columns. This activity may guide them in formulating
4. Were you able to place each expression to its appropriate column?
definition similar to the axiomatic definition of rational algebraic expressions. 5. What difficulty did you encounter in classifying the expressions?

80
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.

Process their final definition. You may give emphasis on the axiomatic A ctivity 8
MY DEFINITION CHART
definition of rational algebraic expression. After they defined rational
algebraic expressions, let them illustrate it and give at least three examples.
Write your final definition on rational algebraic expressions in the appropriate box.
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 My______________________________________
Initial My______________________________________
Final
Definition
______________________________________ Definition
______________________________________
clues if needed to generate the pattern and will lead them to the concept of _____ _____
undefined numbers.

Teacher’s Note and Reminders

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 algebraic

Remember: expression is a ratio of

two polynomials where the

denominator is not equal

Rational algebraic expression is a ratio of two polynomials to zero. What will happen
when the denominator of
P
provided that the numerator is not equal to zero. In symbols: Q
a fraction becomes zero?
Clue: Start investigating in
,where P and Q are polynomials and Q ≠ 0. 4 = 2 ≫≫ 4 = (2)(2) 4 = 4
2 1
≫≫ 4 = (1)(4)

Don’t
In the activities above, you had encountered the rational algebraic expressions. You
F rget!
o 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
I – Product of Powers
Activity 9: Let the Pattern Answer It If the expressions

This activity will serve as a review on laws of exponents. Let the learner
multiplied have the same base,
add the exponents. A ctivity 9
x •x = x a b a+b
LET THE PATTERN ANSWER IT
complete the table to recall the concept on laws of exponents. Let the learner II – Power of a Power

examine and analyze the pattern in this activity. If the expression raised to
a number is raised by another
Complete the table below and observe the pattern.
The pattern in this activity: the first row under in column III is divided by the
number, multiply the exponents.
(xa)b = xab

base of the expression. III – Power of a Product

A B A B C A B C A B
If the multiplied expressions
This activity may be done by group or individual work. is raised by a number, multiply
the exponents then multiply the
2•2•2•2•2 25 3•3•3•3•3 35 243 4•4•4•4•4 45 1,024 x•x•x•x•x x5
expressions.
(xa yb)c = xac ybc (xy)a = xaya
2•2•2•2 3•3•3•3 4•4•4•4 x•x•x•x
2•2•2 3•3•3 4•4•4 x•x•x
Teacher’s Note and Reminders
IV – Quotient of Power
If the ratio of two
expressions is raised to a 2•2 3•3 4•4 x•x
number, then
xa = xa-b, where a > b
2 3 4 x
Case I.
xba
Case II. x = 1 , where a < b
xb xb-a

ES TI O
1. What do you observe as you answer the column B?
?

QU

NS
2. What do you observe as you answer the column C?
3. What happens to its value when the exponent decreases?
4. In the column B, how is the value in the each cell/box related to its
Don’t upper or lower cell/box?
F rget!
o
Now, use your observations in the activity above to complete the table below.

A B A B A B A B
25 32 35 243 45 1,024 x5 x•x•x•x•x
24 34 44 x4
23 33 43 x3
22 32 42 x2
Activity 9: Let the Pattern Answer It 2 3 4 x
Based on the pattern that they observe in the first table in this activity, let them 20 30 40 x0
complete the table. This will enable the learner to interpret the expressions 2-1 3-1 4-1 x-1
with negative exponents. He/she will discover that the implication of negative 2-2 3-2 4-2 x-2
exponents is the multiplicative inverse of the expression. 2-3 3-3 4-3 x-3

82
 Teacher’s Note and Reminders
ES TI O 1. What do you observe as you answer the column A?

? 2. What do you observe as you answer the column B?

QU

NS
3. What happen to its value when the exponent decreases?
4. In the column A, how is the value in the each cell/box related to its
upper or lower cell/box?
5. What do you observe when the number has zero exponent?
6. Do you think that when a number raised to zero is the same to
another number raised to zero? Justify your answer.
7. What do you observe to the value of the number raised to a
negative integer?
8. What can you say about an expression with negative integral
exponent?
9. 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
c-2 x+y 2
Don’t 2. -8 6. (x – y)0 10. (a – b+c)0
d

( (
Forget! a6b8c10
0

w-3z-2 7.
3.
a5b2e8

n2m-2o 8.
4. 14t0

A ctivity 10
3 – 2 – 1 CHART

Answer to Exercises Complete the chart below.

1. 14 2. d8 3. 1 4. no 5. df
b c2 b4 m2 e5 ____________________________________________________________________________________
________________________________________________________________________________
6. x + y 7.
1 8.
14 9.
1 10.
2 _____________________________________________________________________________
_________________________________________________________________________
3 things you
_____________________________________________________________________ found out
____________________________________________________

MAP OF CONCEPTUAL CHANGE ______________________________________________________

___________________________________________________
Activity 10: 3 – 2 – 1 Chart _______________________________________________
___________________________________________

Before moving to the next lesson, the learner should complete the 3 – 2 – 1 2 interesting
_______________________________________
____________________________________
_________________________
chart. This activity will give the learner a chance to summarize the key concepts things
________________________

in algebraic expressions with integral exponents. Address the question of the ____________________
________________
1 question
learner before moving to the next activity.
____________
_________ you still
_____
have

83
Activity 11: Who is Right
A ctivity 11
Let the learner examine and analyze the solution of Allan and Gina. Let him/ WHO IS RIGHT?
her decide who is correct and explain how this solution is correct and what
makes the other solution wrong. Allan and Gina were asked to simplify n-4 . There solutions are shown below together
3

After this, explain to the learner that there is no wrong solution between the n
with their explanation.
two. Explain how the concepts of laws of exponents applied to the solution.
Allan’s Solution Gina’s Solution
Teacher’s Note and Reminders
n3 = n3–(-4) = n3+4 = n7 n3 = n3 = n3 n4 = n7
n-4 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
SPEEDY MARS

Mars finished the 15 – meter dash within 3 seconds. Answer the questions
RECALL below.
Don’t Speed is the rate of
moving object as it
1. How fast did Mars run?
2. At this rate, how far can Mars ran after 4 seconds? 5 seconds?
Forget! transfers from one point to
another. The speed is the
6 seconds?
ratio between the distance
and time travelled by the
object.
3. How many minutes can Mars run 50 meters? 55 meters? 60
meters?

ES TI O
?
QU

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

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.
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 A ctivity 13 MY VALUE
examples, if necessary. The activity may be done in group or individual.
Find the value of each expression below by evaluation.
a-2 27 1
a + b ----- 3 + 43 = 73
2 3 2
b-3
------ 4 a-1b0- 4
My Value of a Value of b My solution My
8
-----22 + 43 = 68 ------ 9 Expression Value
2 3 Example:

Teacher’s Note and Reminders a2 + b2 = 22 + 33

= 4 + 9
13
a +b
2 3

= 13
3 4 Your solution here:

2 4

Example:
a-2 a-2 (-2)-2
b-3 -2 3 = -3
b-3 3
33 27
= (-2)2 4

= 27
4

Your solution here

a-2
b-3 3 2

a-1b0 2 3
Don’t
F rget!
o
ES TI O
?
QU

NS

1. What have you observed in the solution of the examples?

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

85
 Exercises
Evaluate the following algebraic expressions

1. 40y-1, y = 5

2. -2 1 , m = -8
m (m + 4)
3. (p – 3) , p = 1
2 -2

4. (x – 1)-2 , x = 2
14 (x + 1)-2
5. y-3 – y-2, y =2

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.

17
1 2 31 1
4 - 8
15
2 3 37
1 9 4 4 25

1 1 3
11 32 2
3 2
1
5 0 23 4
5
4 3
1 The frame card must be like
9 0 126 6 this:
4
5
Activity 15: Quiz constructor
The learner will make his/her own algebraic expressions with integral A ctivity 15 QUIZ CONSTRUCTOR
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 Be like a quiz constructor. Write in a one – half crosswise three algebraic expressions
values to his/her 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 A ctivity 16
fraction to its lowest term and relate these steps and concepts to simplifying
CONNECT TO MY EQUIVALENT
rational algebraic expressions.
Connect column A to its equivalent simplest fraction to column B.
Answer to this activity
A B

5 1
Teacher’s Note and Reminders 20
8
3
1
12 4
4 3
8 4
5 1
15 2
6 2
8 3

ES TI O 1. How did you find the equivalent fractions in column A?

?

QU

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

Don’t 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.
Forget! Examine and analyze the following examples. Pause once in a while to answer
check – up questions.

Illustrative example: Simplify the following rational algebraic expressions.

1. 4a + 8b
12
? What factoring method is
Solution used in this step?
Illustrative Example
4a + 8b = 4(a + 2b)
12 4•3
You can have additional illustrative examples if necessary.
= a + 2b
3

87
 2. 15c3d4e
12c2d5w
? What factoring method is
Solution used in this step?
3•5c2cd4e
15c2 d5 e =
3 4

12c d w 3•4c2d4dw

= 5ce
4dw

3. x + 3x + 2
2

7 x2 – 1
Solution ? What factoring method is
used in this step?
x + 3x + 2 = (x + 1)(x + 2)
2
Answer to Activity 17 x2 – 1 (x + 1)(x – 1)
This activity may be a collaborative work or an individual performance.
= (x + 2)
This may help in determining how far the learner understands the topic. (x – 1)

ES TI O Based on the above examples,

QU
1. What is the first step in simplifying rational algebraic expressions?

NS
2. What happen to the common factors of numerator and
denominator?

Exercises
Simplify the following rational algebraic expressions
Web
4. m + 6m + 5
2
Based Booster 1. y2 + 5x + 4
http://mathvids.com/ y2 – 3x – 4 m2 – m – 2
lesson/mathhelp/845-
2. -21a b 5.
2 2 x2 – 5x – 14
rational-expressions-2---
28a3b3 x2 + 4x + 4
simplifying
3. x – 9
2

x2 – x + 12

88
CONCEPTUAL CHANGE
Activity 18. Circle Process A ctivity 17 MATCH IT DOWN
The learner will write his/her understanding on the process of simplifying
rational algebraic expressions. This activity will gauge the learner if he/she
Match the rational algebraic expressions to its equivalent simplified expression from
can really grasp the concept or not. If there are still difficulties in understanding
the top. Write it in the appropriate column. If the equivalent is not among the choices, write
the concept, then give another activity. it in column F.
a
a. -1 b. 1 c. a + 5 d. 3a e.
Teacher’s Note and Reminders 3

a2 + 6a + 5 a3 + 2a2 + a 3a2 – 6a a–1

a+1 3a2 + 6a + 3 a–2 1–a

(3a + 2)(a + 1) 3a3 – 27a a3 + 125 a–8

3a2 + 5a + 2 (a + 3)(a – 3) a2 – 25 -a + 8

18a2 – 3a 3a – 1 3a + 1 a2 + 10a + 25
-1+ 6a 1 – 3a 1 + 3a a+5

A B C D E F

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.

Don’t
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
What to Understand
Understand
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 rate–related problems
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.
Teacher’s Note and Reminders
What to
What to Understand
Understand
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:
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.

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.

Rate of work Work done

Time worked
(wall painted per hour) (Wall painted)
1 1
1 hour
5 5
1 2
5 2 hours
5
Don’t
1 3
Forget! 5 3 hours
5

90
Illustrative Example You can also illustrate the problem.
Another way of visualizing the problem is the part of the work done in certain 1st hour 2nd hour 3rd hour 4th hour 5th hour
time. Let them examine and analyze how this method works.
So after 3 hours, nimfa
The learners should grasp the concept of rate – related problem 1 1 1 1 1 3
(rate ● time = work). 5 5 5 5 5 only finished painting
5
of the wall.
You can add more examples to strengthen their ideas regarding solving rate-
related problems
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?
Teacher’s Note and Reminders
Solution:
1
Pipe A fillsof 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

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

1 10
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
Don’t
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
Activity 19: How Fast 2 - Revisited
printer is constant.
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
 Teacher’s Note and Reminders Printer Pages Time Rate
40 pages 2 minutes
45 pages
Printer A
150 pages
p pages
p pages x ppm
30 pages
Printer B
35 pages
40 pages

ES TI O 1. How did you solve the rate of each printer?

?

QU

NS
2. How did you compute the time of each printer?
3. What will happen if the rate of the printer increases?
4. 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.

Don’t
F rget!
o
Affirmed Challenged
Learned
What new connections What questions do you
What new realizations have you made? still have? Which areas
and learning do you have Which of your old ideas seem difficult for you?
about the topic? have veen confirmed/ Which do you want to
affirmed? explore
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
What to
What to Transfer
Transfer What to
What to Transfer
Transfer
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 Your goal in this section is to apply your learning in real life situations. You will
will present their work though presentation is not part of the criteria. This may be a be given a practical task which will demonstrate your understanding.
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.
A ctivity 20
HOURS AND PRINTS
Teacher’s Note and Reminders
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

Outstanding Satisfactory Developing Beginning

CRITERIA RATING
4 3 2 1
Mathematical Explanation Explanation Explanation Explanation
reasoning shows shows shows gaps in shows illogical
thorough substantial reasoning. reasoning.
reasoning reasoning.
and insightful
justifications.
Accuracy All All Most of the Some the
computations computations computations computations
are correct are corrects. are correct. are correct.
and shown in
Don’t detail.
F rget!
o OVERALL
RATING

93
Lesson 2 Operations of Rational Algebraic Expressions
Operations of
What to
What to Know
Know Lesson 2 Rational Algebraic
Expressions
Before moving to the operation on rational algebraic expressions, review first operations
of fraction and the LCD. What to
toKnow
Know
What
In the first lesson, you learned that rational algebraic expression is a ratio of two
Activity 1: Egyptian Fraction 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
This activity will enhance the learner their capability in operating fractions. lesson, let’s look back on the concepts that you have learned that are essential to this
lesson.
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
Answer to the activity: 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
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.

1. 7 using 2 unit fractions. 6. 13 using 3 unit fractions.

10 12
2. 8 using 2 unit fractions. 7. 11 using 3 unit fractions.
15 12
3. 3 using 2 unit fractions. 8. 31 using 3 unit fractions.
4 30
11
4. using 2 unit fractions. 9. 19 using 3 unit fractions.
30 20
5. 7 using 2 unit fractions. 10. 25 using 3 unit fractions.
12 28

94
Activity 2: Anticipation Guide
This activity aims to elicit background knowledge of the learner regarding ES TI O
?

QU

NS
1. What did you do in giving the unit fraction?
operations on rational algebraic expressions. You can use the response of 2. How do you feel giving the unit fractions?
the learner as benchmark. 3. What difficulties do you encountered in giving unit fraction?
4. What will you do in overcoming these difficulties?

Teacher’s 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.

I II Agree Disagree
x2 – xy • x + y
x2 – y2 x2 – xy x-1 – y -1

6y – 30 ÷ 3y – 15 2y
y2 + 2y + 1 y2 + y y+1
5 + 7 15 + 14x
4x2 6x 12x2
a – b a+b
Don’t b–a a–b b–a
F rget!
o a+b – b
b a+b a2
1 + 2 a+b
b a

A ctivity 3
PICTURE ANALYSIS
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.
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
What to
What to Process
Process ES TI O 1. What will happen if one of them will not do his job?
?

QU

NS
2. What will happen when there are more people working together?
3. How does the rate of each workers affect the entire work?
Before moving to the topic, review them about operations of fraction. You can 4. How will you model the rate – related problem?
gauge their understanding on operation of fraction by letting them perform the
operation of fraction.
The picture above shows how the operations on rational algebraic expressions
can be applied to real – life scenario. You’ll get to learn more rate – related problems
ANSWER TO REVIEW
and how operations on rational algebraic expression associate to it
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
What to
What to Process
Process
4 3 2 4 2 8
Your goal in this section is to learn and understand key concepts in the
Teacher’s Note and Reminders 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.

REVIEW
Perform the operation of the
following fractions. A ctivity 4 MULTIPLYING RATIONAL
ALGEBRAIC EXPRESSIONS
1. 1 • 4 4. 1 • 3
2 3 4 2

2. 3 • 2 5. 1 • 2 Examine and analyze the illustrative examples below. Pause once

4 3 6 9
in a while to answer the check – up questions.
Don’t 3. 8 • 33
11 40

Forget!
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 1: Find the product of 5t and 4 .

8 3t2
5t • 42 = 5t3 • 2 2
2

Illustrative Example 8 3t 2 3t Express the numerators and

In every step in each illustrative example, there are ideas that are presented denominators into prime
= (5t)(2 )
2
and there are review questions and questions to ponder. These questions will (22)(2)(3t2) factors as possible.
unwrap the concept in every step in the solution. Let them analyze each step.
You can also give more examples to emphasize the concept.

96
Teacher’s Note and Reminders = 5
(2)(3t) Simplify rational expression
= 5 using laws of exponents.
6t

Illustrative example 2: Multiply 4x and 3x y .

2 2

3y 10
4x • 3x y = (2 )x • 3x y
2 2 2 2 2

3y 10 3y (2)(5)
= (2)(2)(x)(3)(x2)(y)(y)
(3)(y)(2)(5)
(2)(x3)(y)
=
(5)
? What laws of exponents were
used in these steps?
= 2x y3

5
Illustrative example 3: What is the product of x – 5 and 4x2 + 12x + 9 ?
(4x2 – 9) 2x2 – 11x + 5
x – 5 • 4x2 – 12x + 9 = x – 5 • (2x + 3) 2

4x2 – 9 2x2 – 11x + 5 (2x – 3)(2x + 3) (2x – 1)(x – 5)

(x – 5)(2x + 3)(2x + 3)
? What factoring
methods were
= used in this
(2x – 3)(2x + 3) (2x – 1)(x – 5)
2x + 3 step?
=
(2x – 3)(2x – 1)
= 22x + 3 ? What are the rational algebraic
4x – 8x + 4 expressions equivalent to 1 in
this step?
Don’t
F rget!
o
ES TI O 1. What are the steps in multiplying rational algebraic expressions?
?
QU

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

Exercises
Find the product of the following rational algebraic expressions.

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

97
Answers to Activity 5: What’s My Area
A ctivity 5
WHAT’S MY AREA?
b 1 y−2
1. - 2. 3.
4 3 3
Find the area of the plane figures below.
This activity is multiplying rational algebraic expressions but in a different
context. After this activity, let them sequence the steps in multiplying rational a. b. c.
algebraic expression. Let them identify the concepts and principles for every
step.

Teacher’s Note and Reminders

ES TI O
1. How did you find the area of the figures?
?

QU

NS
2. What are your steps in finding the area of the figures?

A ctivity 6
THE CIRCLE ARROW PROCESS
Don’t Based on the steps that you made in the previous activity, make a conceptual map
F rget!
o 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 Step 1

Booster:
Watch the videos in this Step 2
web – sites for more
examples. http://www.
onlinemathlearning. Step 3
com/multiplying-rational-
expressions-help.html Step 4
Final Step
CONCEPT CHANGE MAP
Activity 6: The Circle Arrow Process ES TI O 1. Does every step have a mathematical concept involved?

?
QU

NS

2. What makes that mathematical concept important to every step?

As the learner sequences the steps, he/she will identify the mathematical 3. Can the mathematical concepts used in every step be
concepts behind each step. Place the mathematical concept inside the circle interchanged? How?
until he/she arrived at the final answer. 4. Can you give another method in multiplying rational algebraic
expressions?

98
Activity 7: Dividing Rational Algebraic Expressions
The same as the illustrative examples in multiplying rational algebraic A ctivity 7 Dividing Rational Algebraic Expressions REVIEW
Perform the operation of
expressions, each illustrative example in this operation has key ideas, review the following fractions.

1. 1 ÷ 3 4. 10 ÷ 5
question to unveil the concept on each step. But before they begin dividing 2 4 16 4

rational algebraic expressions, they have to review how to divide fractions. Examine and analyze the illustrative examples below. Pause once 2. 5 ÷ 9
2 4
5. 1 ÷ 1
2 4
in a while to answer the check – up questions. 3. 9 ÷ 3
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 d b c bc

Illustrative example 4: Find the quotient of 6ab and 9a b2 .

2 2 2

4cd 8dc

Teacher’s Note and Reminders 6ab2 ÷ 9a2b2 = 6ab2 ÷ 8dc2

4cd 8dc2 4cd 9a2b2 Multiply the dividend by the

= (2)(3)ab ÷ (22 )dc

2 3 2 reciprocal of the divisor.

(2) cd
2
(3 )a b
2 2

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

2 2 2

(2 )(3)(3)cdaab Perform the steps in multiplying
= (2) c
2
rational algebraic expressions.

(3)a
= 4c
3a

Illustrative example 5: Divide 2x + x – 6 by x – 2x – 8 .

2 2

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 2x 2
+ x – 6 • 2x 2
– 3x – 20
denominators?
2x + 7x + 5 x – 2x – 8
2

Don’t = (2x – 3)(x + 2) • (x – 4)(2x + 5)

(2x + 5)(x + 1) (x + 2)(x – 4)
F rget!
o
(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

99
 Exercises
Find the quotient of the following rational algebraic expressions.

1. 81xz3 ÷ 27x2z2 4. x2 + 2x + 1 ÷ x2 – 1
36y 12xy x2 + 4x + 3 x2 + 2x + 1
2a + 2b 4 x–1÷ 1–x
2. 2 ÷ 5.
a + ab a x + 1 x2 + 2x + 1
Answers to Activity 8 3. 16x – 9 ÷ 16x + 24x + 9
2 2

1. 5x − 50 2. 2x − 14x
3 2
6 – 5x – 4x2 4x2 + 11x + 6
4 245
This activity may assess the learner’s understanding in dividing rational
A ctivity 8
MISSING DIMENSION
algebraic expression. This may help learner consider the division of rational
algebraic expressions in different context. Find the missing length of the figures.
Let them enumerate the steps in dividing rational algebraic expressions and
The area of the rectangle is x – 100 while the length is 2x + 20 . Find the
2 2
identify the concepts and principle involved in every step 1.
8 20
height of the rectangle.

Teacher’s Note and Reminders

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

Don’t
F rget!
o

ES TI O 1. How did you find the missing dimension of the figures?

?
QU

NS

2. Enumerate the steps in solving the problems.

100
MAP OF CONCEPTUAL CHANGE
Activity 9: Chain Reaction A ctivity 9 Web
CHAIN REACTION Based Booster
Click on this web site
As the learner enumerates the steps in dividing rational algebraic below to watch videos
expression, his/her can identify mathematical concepts in each step. Place Use the Chain Reaction Chart to sequence your steps in dividing
in dividing rational
algebraic expressions
the mathematical concept inside the chamber until he/she arrived at the final rational algebraic expressions. Write the process or mathematical h t t p : / / w w w .

answer. This activity may be individual or collaborative work. concepts used in each step in the chamber. Add another chamber, if
onlinemathlearning.
com/dividing-rational-
expressions-help.html
necessary.
Teacher’s Note and Reminders
Chamber Chamber Chamber Chamber
1 2 3 4

__________________ __________________ __________________ __________________

__________________ __________________ __________________ __________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________
__________________ __________________ __________________ __________________
Don’t _________________
__________________
_________________
__________________
_________________
__________________
_________________
__________________
F rget!
o

ES TI O 1. Does every step have a mathematical concept involved?

?

QU

NS
2. What makes that mathematical concept important to every step?
3. Can mathematical concept in every step be interchanged? How?
ANSWER TO REVIEW 4. Can you make another method in dividing rational algebraic
Perform the operation of the following fractions. expressions? How?
1 3 5 9 7 9 3 12
1. 2 + 2
= 2 2. 4 + 4 = 2 3. 5 + 5 = 5

10 5 5 5 1
A ctivity 10 ADDING AND SUBTRACTING SIMILAR
4. 13 − 13 = 13 5. 4 − 4 = 1
RATIONAL ALGEBRAIC EXPRESSIONS
REVIEW
Examine and analyze the following illustrative examples on the
Activity 10 Perform the operation of the

next page. Pause in a while to answer the check–up questions. following fractions.

The illustrative examples in this topic also have ideas and questions to 1. 1 + 3 4. 10 – 5
guide the students in identifying concepts and principle involved in every In adding or subtracting similar rational expressions, add or 2 2 13 13

5 + 9 5 – 1
step. Before discussing and giving more examples in adding and subtracting subtract the numerators and write it in the numerator of the result 2.
4 4
5.
4 4

rational algebraic expressions, review them on how to add and subtract over the common denominator. In symbols, 3. 9 + 3
5 5

fractions. a + c = a + c, b ≠ 0
b b b

101
 Teacher’s Note and Reminders Illustrative example 6: Add x – 2x – 7 and 3x + 1
2

x2 – 9 x2 – 9
.

x2 – 2x – 7 + 3x + 1 = x – 2x + 3x – 7 + 1
2

x2 – 9 x2 – 9 x2 – 9
= x + x – 6 2

x2 – 9 Combine like terms in the

= (x + 3)(x – 2) numerator.

(x – 3)(x + 3)
= (x – 2)
(x + 3) Factor out the numerator and
denominator.
= x – 2
x+3
Do we always factor out the
? numerator and denominator?
Why yes or why not?

Illustrative example 7: Subtract -10 –2 6x – 5x from x +2 5x – 20 .

2 2

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
= x 2
+ 5x – 20 + 10 + 6x + 5x 2

3x2 + x – 2
? Why do we need to
multiply the subtrahend
= x + 5x + 5x + 6x – 20 + 10
2 2

3x2 + x – 2 by – 1 in the numerator?

= 6x + 11x – 10
2

3x2 + x – 2
= (3x – 2)(2x + 5)
Don’t (3x – 2)(x + 1)
2x +5
F rget!
o =
x+1
Factor out the numerator and
denominator.

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

1. 6 + 4 4. x2 + 3x + 2 – 3x + 3
a–5 a–5 x2 – 2x + 1 x2 – 2x + 1
2. x2 + 3x – 2 + x2 – 2x + 4 5. x–2 + x–2
x2 – 4 x2 – 4 x–1 x–1
ANSWER TO EXERCISE 3. 7 – 5
Perform the operation of the following fractions. 4x – 1 4x – 1
10 2x2 + x + 2 2 x+1 2x − 4
1. a − 5 2. x2 − 4 3. 4x − 1 4. x − 1 5. x − 1

102
Activity 11
Before introducing the addition/subtraction of dissimilar rational algebraic A ctivity 11 ADDING AND SUBTRACTING DISSIMILAR
RATIONAL ALGEBRAIC EXPRESSIONS
expressions, learners must review how to add/subtract dissimilar fractions. Let
them perform addition/subtraction of fraction and process their answers. Examine and analyze the following illustrative examples below. REVIEW
Pause in a while to answer the check–up questions. Perform the operation of the

ANSWER TO REVIEW
following fractions.

1. 1 + 4 4. 1 – 3
Perform the operation of the following fractions. In adding or subtracting dissimilar rational expressions
2 3 4 2

2. 3 + 2 5. 1 – 2

1 4 11 3 2 17 3 1 5 change the rational algebraic expressions into similar rational 4 3 6 9

1. 2 + 3 = 6 2. 4 + 3 = 12 3. 4 − 8 = 8 algebraic expressions using the least common denominator or 3. 3 + 1

4 8
LCD and proceed as in adding similar fractions.
1 3 5 1 2 1
4. 4 − 2 = - 4 5. 6 − 9 = 18
illustrative example 8: Find the sum of 5 and 2 .
18a4b 27a3b2c
Illustrative Example 8 54 + 2 = 2 5 4 + 2
Each example in this topic has a box below the first step. Emphasize to them 18a b 27a3b2c (3 )(2)a b (33)a3b2c
the process of finding the LCD between rational algebraic expressions. As much Express the denominators
as possible, link this process to how LCD of fraction is being derived so that LCD of 5 and 2 as prime factors.
they can relate the process easily. If needed, before discussing the addition/ (32)(2)a4b (33)a3b2c
subtraction of rational algebraic expression, give them examples of finding LCD (32)(2)a4b and (33)a3b2c Denominators of the rational
of rational algebraic expressions. algebraic expressions
The LCD is (33)(2)(a4)(b2)(c)

Give more examples in adding/subtracting dissimilar rational algebraic Take the factors of the denominators.
expressions if needed. In this topic, more examples are presented in the When the same factor is present in more
learning guide. than one denominator, take the factor with
the highest exponent. The product of these
factors is the LCD.
Teacher’s Note and Reminders
= 5 • 3bc + 2 • 2a
(32)(2)a4b 3bc (33)a3b2c 2a
= (5)(3)bc + (22)a
(33)(2)a4b2c (33)(2)a4b2c
= 15bc + 4a
Don’t 54a4b2c 54a4b2c
F rget!
o = 15bc + 4a
54a4b2c Find a number equivalent to 1 that
should be multiplied to the rational
algebraic expressions so that the
denominators are the same with the
LCD.

103
Teacher’s Note and Reminders Illustrative example 9: Subtract 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)

LCD of t + 3 and 8t – 24 Express the denominators

(t – 3t)2 (t – 3)(t + 3) as prime factors.
(t – 3)2 and (t – 3)(t + 3)

The LCD is (t – 3)2(t + 3)

= t + 3 2 • t + 3 – (8t – 24) • t–3 What property

(t – 3) t+3 (t – 3)2(t + 3) t – 3 ?
of equality is illustrated
= (t + 3)(t + 3) – (8t – 24)
in this step?
(t – 3)2(t + 3) (t – 3)2(t + 3)
= 3 t +2 6t + 9 – 3 8t –2 48t + 72
2

t – 9t + 27t – 27 t – 9t + 27t – 27
= t + 6t3 + 9 –2 (8t – 48t + 72)
2 2

t – 9t + 27t – 27 ? What special products

are illustrated in this
= t 2
+ 6t + 9 – 8t2
+ 48t – 72
step?
t – 9t + 27t – 27
3 2

= 3–7t + 54t – 63
2

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)

? What special products

LCD of 2x and 3x – 6 are illustrated in this
(x + 3)(x + 1) (x + 3)(x + 2) step?
(x + 3)(x + 1) and (x + 3)(x + 2)
Don’t The LCD is (x + 3) (x + 1) (x + 2) ? What property of equality
F rget!
o was used in this step?
(3x − 6) (x + 1)
= 2x • (x + 2) + •
(x + 3)(x + 1) (x + 2) (x + 3)(x + 2) (x + 1)
(2x)(x + 2) (3x − 6)(x + 1)
= +
(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 = 2x + 3x + 4x − 3x − 6
2 2

Perform the operation of the following fractions. x3 + 6x2 + 11x + 6

= 5x2 + x − 6
7x + 4 4x2 + 2x + 20 -x − 9 x3 + 6x2 + 11x + 6
1. x2 + x 2. x3 − 2x2 − 4x + 8 3. x2 − 9 Exercises
x − 11 -x2 + 4 Perform the indicated operation. Express your answer in simplest form.
4. x3 − 4x2 + x + 6 5. 2x
3 4
1. + 4. 2 3 – 2 2
MAP OF CONCEPTUAL CHANGE x+1 x x –x–2 x – 5x + 6

Activity 12: Flow Chart 2. 2 x + 8 + 3x2 − 2 5. x+2–x+2
x − 4x + 4 x − 4 x 2
Let them enumerate the steps in adding/subtracting rational algebraic
expressions, both similar and dissimilar expressions. Let them organize these 3. 22x – 3
x −9 x–3
steps by completing the flow chart below. You can validate their work by adding/
subtracting rational algebraic expressions using their flow chart. A ctivity 12
FLOW CHART

Teacher’s Note and Reminders 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.

Adding or subtracting
Rational Algebraic
If similar rational If dissimilar rational
Expressions
algebraic expressions algebraic expressions

STEPS STEPS
S TIO 1. Does every step have a

Q UE
? mathematical concept

NS
involved?
2. What makes that
mathematical concept
important to every step?
3. Can mathematical concept in
Don’t every step be interchanged?
Forget! How?
4. Can you make another
method in adding or
subtracting rational algebraic
expressions? How?

105
Activity 13
This activity may help students to correct their misconceptions. This may also
Web – based
Booster: A ctivity 13 WHAT IS WRONG WITH ME?
Watch the videos in
help you gauge whether the learners learned the concept or not. If necessary, these web sites for more
examples.

give more examples to strengthen their understanding. The response of the

h t t p : / / w w w .
onlinemathlearning.
Rewrite the solution of the first box. Write your solution in the
students in guided questions may be written in their journal notebook.
com/adding-rational-
expressions-help.html
h t t p : / / w w w .
second box and in the third box, write your explanation on how your
onlinemathlearning.com/
subtracting-rational-
solution corrects the original one .
Points to be emphasize in this activity expressions-help.html

My
Original My Solution
For the solution in the first box: The error in this item is the (6 – x) becomes Explanation
(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) 2 1
becomes a2 – 5a and the numerator of subtrahend must be multiplied by -1. = −
(x − 6) (x + 6) x(x + 6)
a – 5 (a) is equal to a – 5a. 2 x 1
= • − • x−6
(x − 6) (x + 6) x x(x + 6) x − 6
For the solution in the third box: 3 must not be cancelled out. The concept of 2x 1(x − 6)
dividing out can be applied to a common factor and not to the common variable = −
x(x − 6) (x + 6) x(x + 6)(x − 6)
or number in the numerator and denominator. 2x − (x − 6)
=
x(x − 6) (x + 6)
For the solution in the fourth box: b2 – 4b + 4 must be factored out as (b – 2) 2x − x + 6
(b – 2). The concept of factoring is essential in performing operations on rational =
x(x − 6) (x + 6)
algebraic expressions. x+6
=
x(x − 6) (x + 6)
Teacher’s Note and Reminders =
1
x(x − 6)
1
= 2
x − 6x

2 − 3 = 2 • a − 3 • a−5
a−5 a a−5 a a a−5
2a 3(a − 5)
Don’t = −
a(a − 5)
a − 5(a)
F rget!
o 2a 3a − 15
= −
a − 5(a) a(a − 5)
2a − 3a − 15
=
a(a − 5)
= -a − 15
a2− 5a

106
 Teacher’s 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
= x−3
2x
4 + b2 − 4b = b2 − 4b + 4
b−2 b−2 b−2
= (b − 2)(b + 2)
b−2
Don’t =b+2
Forget!
ES TI O 1. What did you feel while answering the activity?
?

QU

NS
2. Did you encounter difficulties in answering the activity?
3. How did you overcome these difficulties?

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.
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.

Answer to the Review: Rational algebraic expression is said to be in its simplest REVIEW

Perform the operation of the following fractions. form when the numerator and denominator are polynomials Perform the operation of the
following fractions.
1+ 4 1 4−
5 −
4 with no common factors other than 1. If the numerator or 1. 1 + 4 4. 1 + 5
1. 2 3 = 11 2. 2 3 = -10 3. 2 3 = 7
2 3
denominator, or both numerator and denominator of a rational 1– 2
2 4
4 – 2
2 2 3−2 2 16 algebraic expression is also a rational algebraic expression, it is
3 3 3
1− +2
3 4 3 3 called a complex rational algebraic expression. To simplify the 2. 1 – 4
2 3
5. 5 + 4
9 3
3 – 2 1+ 2
1+ 5 5+ 4 complex rational expression, it means to transform it into simple 4 3 3

4. 2 4 = 21 5. 9 3 = 17 rational expression. You need all the concepts learned previously 3. 5 – 4

4−2 8 2 15 to simplify complex rational expressions.
2
2 +2
3
1+ 3
3 3 3

107
Teacher’s Note and Reminders 2 − 3
Illustrative example 11: Simplify a b .
5 + 6
2 − 3 b a2
a b
5 + 6 Main fraction a line that
b a2 separates the main numerator
and main denominator.

? 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?
= 2b − 3a ÷ 5a + 6b
2

ab a2b What principle is used in this

= 2b − 3a • a 2
b ?
step?
ab 5a2 + 6b
= (2b − 3a)aab
(5a2 + 6b)ab Simplify the rational algebraic
expression.
= (2b − 3a)a
(5a2 + 6b)
= 2ab − 3a2 ? What laws of exponents are used
5a2 + 6b in this step?

c − c
Illustrative example 12: Simplify c − 4 c − 2 .
2

1+ 1
c+2
c − c c − c
c2 − 4 c − 2 = (c − 2)(c + 2) c − 2
1+ 1 1+ 1
Don’t c+2 c+2

F rget!
o c − c • (c + 2)
= (c − 2)(c + 2) (c − 2) (c + 2)
1• c+2 + 1
c + 2 (c + 2)

108
 Teacher’s Note and Reminders 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
-c − c
2
= (c − 2)(c + 2) • c + 2
c+3
(-c2 − c)(c + 2)
= (c − 2)(c + 2) (c + 3)

-c2 − c
=
(c − 2)(c + 3)
Don’t
= -c2 − c
F rget!
o c2 + c − 6

Exercises
Simplify the following complex rational expressions.

1−1
4 − 42
b 2b
−
1. x y 3. b−1 b−2 5. y
1 + 1
x2 y2 2b − 3b 2+ 2
Answer to Exercises b−2 b−3 y
x−y− y 1
2. x + y x 4. − 3
1. x y2 + xy2 2. x3y − 2xy
2 2 2 2
− y3 3.
2b − 3 a−2 a−1
x +x−y
x +y x + 2x y − xy
2 2
b 5 + 2
y x+y
4. 2 − 2a 2y − 2
5. a−2 a−1
7a − 9 y

109
Activity 15: Treasure Hunting
This activity may strengthen the understanding of the learner regarding the
A ctivity 15 TREASURE HUNTING
topic. Give extra points for correct answer.
The steps: Find the box that contains treasure by simplifying rational expressions below. Find
1. Down 4 steps the answer of each expression in the hub. Each answer contains direction. The correct
2. 2 steps to the right direction will lead you to the treasure. Go hunting now.
3. Up 3 steps
Let them enumerate the steps they did in simplifying complex rational algebraic
expressions and identify the principles in each step. START HERE

Teacher’s Note and Reminders

x2 − 42 x + x 3
1. x 2. 2 3 3. x2 + 3x +2
x
x+ 2 1 x+2
y 2
THE HUB
5x x −2
2
1 x2 + 2 3
3 x x−1 x2 + x − 6 x2 + x
2 steps to the 3 steps to the 4 steps to the
Down 4 steps Up 3 steps
right left right

Don’t
ES TI O
F rget!
o Based on the above activity, what are your steps in simplifying complex
?
QU

NS
rational algebraic expressions?

110
Activity 16: Vertical Chevron List
A ctivity 16 Web – based
Booster:
In the previous activity, the learner identified the steps in simplifying complex VERTICAL CHEVRON LIST Watch the videos in

rational algebraic expressions. Let his/her organize these steps and principles
these web sites for more
examples
http://www.wtamu.edu/
using vertical chevron list. Make a conceptual map in simplifying complex rational expression academic/anns/mps/math/
mathlab/col_algebra/col_
using vertical chevron list. Write the procedure or important concepts in alg_tut11_complexrat.htm

Teacher’s Note and Reminders

http://www.youtube.com/
every step inside the box. If necessary, add another chevron to complete watch?v=-jli9PP_4HA
http://spot.pcc.
your conceptual map. edu/~kkling/Mth_95/
SectionIII_Rational_
Expressions_Equations_
and_Functions/Module4/
Module4_Complex_
Rational_Expressions.pdf

STEP 1

STEP 2

STEP 3

Don’t STEP 4

Forget!

A ctivity 17
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
Activity 17: Reaction Guide two columns are not the same.
In activity 2, students were given anticipation guide. They will answer the same I II Agree Disagree
items in the anticipation guide, but this time they are expected to answer each x2 − xy • x + y
x2 − y2 x2 − xy x-1 − y-1
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. 6y − 30 ÷ 3y − 15 2y
This activity will enable the students to correct their initial understanding before y2 + 2y + 1 y2 + y y+ 1
the lesson was presented. Let them compare their response in the anticipation 5 + 7 15 + 14x
guide and their response in this activity. 4x2 6x 12x2

111
 Teacher’s Note and Reminders a – b a+b
b−a a−b b−a
a+b − b
b a2
a+b
a+b
1 + 2
b a

ES TI O
Compare your answer from the anticipation guide to the reaction guide. Do
?

QU

NS
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
What to Understand
Understand
Your goal in this section is to relate the operations of rational expressions to
Don’t a real – life problems, especially the rate problems.

Forget!
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)
2
hours while the second travelled for hours.
Activity 18: WORD PROBLEM x–4
In this part, learner will be exposed more to how rational algebraic expressions a. Complete the table below.
can modelled the rate–related problems. You can discuss and give more Vehicles Distance Time Speed
examples similar to the items in this activity so that the students are guided Vehicle A
on how the concepts of rational algebraic expressions modelled rate–related Vehicle B
problems. Let them answer the activity individually or in collaborate work. Let
them also enumerate the steps in solving these problems.

112
Activity 19: Accent Process b. How did you compute the speed of the two vehicles?
Let the students enumerate the steps that they do in the previous activity. In this c. Which of the two vehicles travelled faster? How did you find your answer?
activity, let them organize these steps using accent process chart.
2. 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
Teacher’s Note and Reminders 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 Step 3

______________________ _____________________ _____________________

______________________ _____________________ _____________________
______________________ _____________________ _____________________
______________________ ______________________ ______________________
______________________ ______ ______

Don’t
Forget!
A ctivity 20
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
Activity 20: Presentation work together to finish the job with the least time?
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.

113
 Teacher’s Note and Reminders Rubrics for your output
Outstanding Satisfactory Developing Beginning
CRITERIA
4 3 2 1
Explanation
Explanation
shows thorough Explanation Explanation
Mathematical shows
reasoning shows gaps in shows illogical
reasoning substantial
and insightful reasoning. reasoning.
reasoning
justifications.
All
All Most of the Some the
computations
Accuracy computations computations computations
are correct and
are corrects. are correct. are correct.
shown in detail.
The
presentation The The The
uses presentation presentation presentation
appropriate and uses uses some does not use
Presentation creative visual appropriate visual materials. any visual
materials. It is visual materials. It is delivered in materials. It is
delivered in a It is delivered in a disorganized delivered in a
very convincing a clear manner. manner. clear manner.
manner.

Don’t
In this section, the discussion was about application of operations on rational
Forget! 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.

Affirmed Challenge
Learned
What new connections What questions do
Before moving to the transfer part, let the learner fill in the LEARNED, What new realizations have you made? you still have? Which
AFFIRMED and CHALLENGED box. This activity will solicit ideas on what and and learning do you Which of your old areas seem difficult
how the learner learned this lesson. Try to clear his/her thought by addressing have about the topic? ideas have been for you? Which do you
the questions regarding in this lesson. confirmed/affirmed want to explore

114
What to
What to Transfer
Transfer What to
What to Transfer
Transfer
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
Your goal in this section is to apply your learning in real life situations. You will
to be resourceful in dealing with this performance task. They must present not only
be given a practical task which will demonstrate your understanding.
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
ES TI O
difficulties.

QU

NS
A newly-wed couple plans to construct a house. The couple has already a
Outstanding Satisfactory Developing Beginning
CRITERIA house plan from their friend engineer. The plan of the house is illustrated
4 3 2 1
below:
Explanation Explanation Explanation Explanation Laboratory 1m
shows shows shows gaps in shows illogical Dining Room
thorough substantial reasoning. reasoning. 2m Bedroom
Reasoning 2m
reasoning reasoning.
and insightful 1.5 m Comfort
Room
justifications.
Living Room
3m
All computa- All computa- Most of the Some of the Master
2.5 m
tions are cor- tions are computations computations Bedroom
Accuracy
rect and shown correct. are correct. are correct. 3m
in detail 3m

the The The The

presentation presentation presentation presentation
uses uses uses some does not use As a foreman of the project, you are task to prepare a manpower plan
appropriate appropriate visual any visual to be presented to the couple. Inside the plan is how many workers are
and creative visual materials. It materials. It is needed to complete the project, daily wage of the workers, how many days
Presentation can they finish the project and how much can be spend for the entire job.
visual materials. It is is delivered in delivered in a
materials. it is delivered in a a disorganize clear manner. The man power plan will be based on reasoning, accuracy, presentation,
delivered in a clear manner. manner. practicality and efficiency.
very convincing
manner
The proposed The proposed The proposed The proposed
plan will be plan will be project will be plan will be
completed at completed in completed with completed
Practically the least time. lesses time. greater number with the most
of days. number of
days.

The cost of the The cost of The cost of The cost of the
Efficiency plan is minimal. the plan is the plan is plan is very
reasonable. expensive. expensive.

115
 POST - TEST

1. Which of the following algebraic expressions could not be considered as rational algebraic expression?
a. √50x b. 5x1/2 c. 4y2 – 9z2 d. a−b
b+a
Answer: B. The exponent in the expression in B is a fraction. Rational algebraic expression has no fractional exponent.

2. What is the rational algebraic expression equivalent to (8kp )?

3 0

4k p
-2 -3

2k2p3 c. k p d. k p
2 3 5 6
a. 4k2p3 b.
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. What is the value of the expression x2 yc

-3 8
when x is 2, y is 3 and c is -2?
xy c -2 7

a. - 27 b. 27 c. 32 d. -32
16 16 27 27
Answer: A. x2 yc = y 5c = (27)(-2) = - 27
-3 8 3

x y-2c7 x 32 16
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.
a. (x + 5)(x – 2) x–5
x–2 x–2
Answer: D. l = x – 3x – 10 = (x – 5)(x + 2) = x – 5
2

x+2 x+2
5. What must be added to 3x + 4 so that there sum is 3x 2+ x – 4 ?
2

x+2 x –4
a. 3x + 4 b. -3x – 4 c. x + 12 d. x – 12
x –4
2
x –4
2
x –4
2
x2 – 4

116
 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
2 2 2 2

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. a + 1 b. a – 1 c. a2 – 2a + 1 d. a2 – 1
a–1 1–a a2 – 1 a2 – 2a + 1
Answer: A. 2 a – 1 ÷ 1 = a–1 • a+ 1 = a+1
a – 2a + 1 a + 1 (a – 1)(a – 1) 1 a–1
1
x2 + 5x + 6
7. Which of the following rational algebraic expressions is equivalent to 1
?
x+3
a. 1 b. 1 c. 1 d. 1
x+2 x–2 x+3 x–3
1 1
1
•x+3= 1
x2 + 5x + 6 (x + 3)(x + 2)
Answer: A. 1
= 1
=
(x + 3)(x + 2) 1 x+2
x+3 x+3
8. What is the difference between m and m ?
6 3

a. m b. - m c. m d. - m
6 2 2 2

Answer: A . m – m = 3m – 2m = m
2 3 6 6

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
nt

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

Answer: C. P(1 + r ) = 10000 (1 + 0.5) = 10000 (1 + 1 ) = 10000 (1 + 5 ) = 10000 ( 25 ) = 15 625
nt (2)(1) (2) (2)

n 2 4 4 16

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?
a. 2x − 2 b. - 2 c. 2 d. - 2x −2
x − 2x x − 2x x − 2x x − 2x
2 2 2 2

Answer: B. 1 − 1 = x−2−x =- 2
x x−2 x2 − 2x x2 − 2x
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?
a. 4x2 − 8 b. 3x2 + 6 c. 5x2 + 20 d. 7x + 14
2

4 4 12 12

Answer: B. x + 2 + x − 2 − x + 2 + x + 2 = 9x + 18 = 3x + 6
2 2 2 2 2 2

2 2 3 12 12 4

12. James were asked to simplify x +2 2x − 8. His solution is presented below.

2

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
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
2 2

is shown below. 4 − x x + x − 2

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
2
+3
y+1
14. Greg simplify 3
this way:
+4
y+1

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?
Average number of
Printer Pages to print in a minute Capacity of the ink wasted paper per 500
pages
HD Turbo 16 450 pages 4
IP Sun 7 500 pages 2
Bazoka 23 350 pages 12
Father’s 18 400 pages 6

a. Father’s. 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 Father’s 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. Rate–related 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.

Rate–related 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 Teacher’s 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: LEARNING COMPETENCIES
Grade 8 Mathematics 1. describe and illustrate the Rectangular Coordinate System and its uses;
QUARTER: 2. describe and plot positions on the coordinate plane using the coordinate axes;
Second Quarter 3. define relation and function;
STRAND: 4. illustrate a relation and a function;
Algebra 5. determine if a given relation is a function using ordered pairs, graphs and
TOPIC: equations;
Relations and Functions 6. differentiate between dependent and independent variables;
LESSONS: 7. describe the domain and range of a function.
1. Rectangular Coordinate System 8. define linear function;
2. Representations of Relations and Functions 9. describe a linear function using its points, equation and graph;
3. Linear Function and Its Application

125
 10. identify the domain and range of a linear function;
11. illustrate the meaning of the slope of a line;
12. find the slope of a line given two points, equation and graph;
13. determine whether a function is linear given the table;
14. write the linear equation Ax + By = C in the form y = mx + b and vice-versa;
15. 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 PROCESS/SKILLS UNDERSTANDING PERFORMANCE
Pre-test

Pre–assessment/ Oral Questioning Written Exercises IRF Worksheet

Diagnostic Explanation Explanation Self-Knowledge
Self-Knowledge Application
Self-Knowledge
Written Exercises IRF Worksheet Gallery Walk
Explanation Self-Knowledge (Making Informative
Application Leaflets)
Self-Knowledge Application
Explanation
Self-Knowledge
Quiz Quiz Spotting Erroneous Making a Relation
Explanation Explanation Coordinates Application
Perspective Perspective Explanation Explanation
Self-Knowledge Self-Knowledge Perspective Perspective
Self-Knowledge
Formative Empathy
Graph Analysis Quiz Finding Steepness
Explanation Explanation of an Inclined Object
Interpretation Perspective (Steep Up!)
Perspective Self-Knowledge Explanation
Perspective
Self-Knowledge
Flash Card Drill Graph Analysis
Interpretation Explanation
Self-Knowledge Interpretation
Perspective

127
 Story Telling
Interpretation
Application
Self-Knowledge
Perspective
Unit Test Unit Test Unit Test CoordinArt Making
Explanation Explanation Explanation Explanation
Interpretation Interpretation Interpretation Application
Application Application Application Interpretation
Self-Knowledge Self-Knowledge Self-Knowledge Perspective
Writing the Steps Constellation Art
of Graphing Linear Making (Optional)
Equations Explanation
Self-Knowledge Application
Summative
Explanation Interpretation
Perspective
Periodical Periodical Periodical Periodical
Examination Examination Examination Examination
Explanation Explanation Explanation Explanation
Application Application Application Application
Self-Knowledge Self-Knowledge Self-Knowledge Self-Knowledge
Perspective Perspective Perspective Perspective
Interpretation Interpretation Interpretation Interpretation
IRF Worksheet
Self-assessment
Self-Knowledge
Legend:
Six Facets of Understanding: Explanation, Interpretation, Application, Perspective, Empathy, Self-Knowledge

128
Assessment Matrix (Summative Test)
Levels of Assessment What will I assess? How will I assess? How Will I Score?
• describe and illustrate the Rectangular Coordinate Paper and Pen Test (Refer to
Knowledge System and its uses; attached post-assessment)
• describe and plot points on the coordinate plane 1 point for every correct response
15%
using the coordinate axes; Items 1, 2 and 3
• define relation and function;
• illustrate relation and function; Paper and Pen Test (Refer to
• determine if a given relation is a function using attached post-assessment)
ordered pairs, graphs and equations;
• differentiate between dependent and independent Items 4, 5, 6, 7 and 8
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
Process/Skills and graph;
• determine whether a function is linear given the 1 point for every correct response
25%
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.
• Students will understand that problems involving Paper and Pen Test (Refer to
constant rate of change can be solved using linear attached post-assessment)
Understanding
function; and 1 point for every correct response
30%
• The value of y increases as the value of x increases. Items 9, 10, 11, 12, 13 and 14
(Misconception)

129
 GRASPS Paper and Pen Test (Refer to
Students will, on their own, formulate and make attached post-assessment)
1 point for every correct response
representations of quantitative relationships in real
life situations and use these to solve problems. Items 15, 16, 17, 18, 19 and 20
The learner is able to formulate real-life problems Your student is a barangay councilor Rubric on Problem Posing /
involving linear functions and solve these with in San Sebastian. Every month he Formulation and Problem Solving
utmost accuracy using a variety of strategies. conducts information drive on the Criteria:
different issues that concern every Relevant
member in the community through Creative
the use of leaflets. For the next Insightful
month, his focus is on electricity Authentic
consumption of every household. Clear
He is tasked to prepare a leaflet
Product 30% design which will clearly explain Rubric on CoordinArt Making
about electricity bill and consumption. Criteria:
Include recommendations that will Creative
help lessen electricity utilization. He is Accurate
expected to orally present your design Authentic
to the other officials in your barangay. Neatness
He will be assessed according to
the following criteria: (1) use of Rubric on Leaflet Design
appropriate mathematical concepts Criteria:
and accuracy, (2) organization, Use of mathematical concepts and
(3) quality of presentation, and (4) accuracy
practicality of recommendations. 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
family’s power consumption affect the amount of the electric bill? How is a dog’s 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. describe and illustrate the Rectangular Coordinate System and its uses;
2. describe and plot positions on the coordinate plane using the coordinate axes;
3. define relation and function;
4. illustrate a relation and a function;
5. determine if a given relation is a function using ordered pairs, graphs and equations;
6. differentiate between dependent and independent variables;
7. describe the domain and range of a function.
8. define linear function;
9. describe a linear function using its points, equation and graph;
10. identify the domain and range of a linear function;
11. illustrate the meaning of the slope of a line;
12. find the slope of a line given two points, equation and graph;
13. determine whether a function is linear given the table;
14. write the linear equation Ax + By = C in the form y = mx + b and vice-versa;
15. 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
Pre–test

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? C

a. J is located in Quadrant III. H
J
b. C is located in Quadant II.
c. B is located in Quadrant IV.
d. G is located in Quadrant III. D F
Answer: D x

3. Which of the following sets of ordered pairs does NOT define a function? G
a. {(3, 2), (-3, 6), (3, -2), (-3, -6)}
b. {(1, 2), (2, 6), (3, -2), (4, -6)} B
c. {(2, 2), (2, 3), (2, 4), (2, -9)}
d. {(4, 4), (-3, 4), (4, -4), (-3, -4)} Figure 1
Answer: B

4. What is the domain of the relation shown in Figure 2?

a. {x|x ∈ ℜ} 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 2
a. y= x + 2 c. y = x + 10
5 5
2 2
b. y = x + 2 d. y = x + 10
5 5
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.
x 1 3 5 7 9
y -1 5 11 17 23

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. y = -3x + 4
Answer: A

11. 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.
Figure 3
Answer: B

12. What is the slope of the hill illustrated in Figure 3? (Hint: Convert 5 km to m.)
y
1
a. 4 c.
4 l
1
b. 125 d.
125
Answer: D x

m
13. Which line in Figure 4 is the steepest?
a. line l b. line m c. line n d. line p n
Figure 4
p
Answer: C

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 car’s 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 2008 2009 2010 2011 2012

Number of
out-of-school 30 37 44 51 58
youth, y

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 c. II, III and IV only
b. I, II and III only d. I, II, III and IV
Answer: D

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 1 2 3 4 5
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
What to Know
Know

Provide students the opportunity to recall the binary operations and

the cardinality of sets as well as the number line. Ask them to perform
Lesson 1 Rectangular
Coordinate System
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 What to
What to Know
Know
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 Let’s start this module by reviewing the important lessons on “Sets.” As you go
importance of Rectangular Coordinate System in real life. Pose the topical through this part, keep on thinking about this question: How can the Rectangular
Essential Question: How can the Rectangular Coordinate System be Coordinate System be used in real life?
used in real life?
A ctivity 1
Answers Key RECALLING SETS

Activity 1 Description: This activity will help you recall the concept of sets and the basic
operations on sets.
1. A ∪ B = {red, blue, orange, violet, white} Direction: Let A = {red, blue, orange}, B = {red, violet, white} and C = {black, blue}.
2. A ∩ B = {red} Find the following.

3. A ∪ A ∪ C = {red, blue, orange, violet, white, black} 1. A ∪ B 4. n(A ∪ B) 7. A∩B ∩C

4. n(A ∪ A) = 5 2. A ∩ B 5. n(A ∩ B) 8. A ∩(B ∪ C)
3. A ∪ B ∪ C 6. A ∩ C 9. n(A ∩ (B ∪ C))
5. n(A ∩ B) = 1
ES TI O
6. A ∩ C = {blue}
?

QU

NS
Have you encountered difficulty in this lesson? If yes, what is it?
7. A ∩ B ∩ C = { }
8. A ∩ (B ∪ C) = {red, blue}
9. n(A∩(B∪C)) = 2 A ctivity 2
BOWOWOW!
Teacher’s Note and Reminders Description: This activity is in the form of a game which will help you recall the concept
Don’t of number line.
Direction: Do as directed the given tasks.
Forget! 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.

138
 6. Bow as you recite and when the last member is done reciting,
Teacher’s Note and Reminders all of you bow together and say Bowowow!

ES TIO 1. What is the number line composed of?

? 2. Where is zero found on the number line?

QU

NS
3. What integers can be seen in the left side of zero? What about on
the right side of zero?
4. Can you draw a number line?

A ctivity 3
IRF WORKSHEET

Description: Below is the IRF Worksheet in which you will give your present
knowledge about the concept.
Direction: Give your initial answers of the questions provided in the first column and
Don’t write them in the second column.
F rget!
o 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
Elicit students’ present knowledge of Rectangular Coordinate System by on the Cartesian plane?
answering the “Initial Answer” column in the IRF Worksheet. 4. How can the
R e c t a n g u l a r
Coordinate System be
used in real life?
What to
What to Process
Process
You just tried answering the initial column of the IRF Sheet. The next section will
Provide students enabling activities/experiences that they will have to go through enable you to understand what a Rectangular Coordinate System is all about and do a
to validate understanding of Rectangular Coordinate System. These would correct some CoordinArt to demonstrate your understanding.
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. What to
What to Process
Process
Let the students read and understand some important notes on Rectangular
Coordinate System before they perform the succeeding activities. Tell them to study
Your goal in this section is to learn and understand the key concepts of
carefully the examples provided.
Rectangular Coordinate System.

139
Teacher’s 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 = {x│x ∈ A or x ∈ B} A ∩ B = {x│x ∈ 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).

Questions: Solution:

Is n(A × B) = n(B × A)? n(A × B) = 3 ∙ 2 = 6

Why? n(B × A) = 2 ∙ 3 = 6

Answers to the Questions:

Don’t
F rget!
o Yes, n(A × B) = n(B × A).

It is because n(A × B) = n(B × A) ES TI O

implies n(A) • n(B) = n(B) • n(A) and it holds
?

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by Multiplication Property of Equality. What can you conclude?

140
 State your conclusions by competing the statements below using the correct relation
Answer symbol = or ≠.
For any nonempty sets A and B, For any nonempty sets A and B,
1. n(A × B) = n(B × A). 1. n(A × B) ___ n(B × A).
2. A × B ≠ B × A. 2. A × B ___ B × A.
Exercise 1
Answers to the Exercises: Given that A = {4, 7, 8} and B = {5, 6}, find the following:
1. A × B 3. n(A × B)
Exercise 1. Given that A = {4, 7, 8} and B = {5, 6}, find the following: 2. B × A 4. n(B × A)
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)} Exercise 2
3. n(A × B) = 6 Find (a) X × Y, (b) Y × X, (c) n(X × Y), and (d) n(Y × X) given the following sets X and Y:
4. n(B × A) = 6 1. X = {2, 3} and Y = {8, 3}
Exercise 2. Find (a) X × Y, (b) Y × X, (c) n(X × Y), and (d) n(Y × X) given the 2. X = {1, 3, 6} and Y = {1, 5}
following sets X and Y: 3. X = {2, 5, 8, 9} and Y = {0, 8}
1. X = {2, 3} and Y = {8, 3} 4. X = {a, e, i, o, u} and Y = {y│y is a letter of the word paper}.
(a) X × Y = {(2, 8), {2, 3), (3, 8), (3, 3)} 5. X = {x│1 < x < 10, x is a prime number} and Y = {y│y ∈ N,1 < y < 3}
(b) Y × X = {(8, 2), {3, 2), (8, 3), (3, 3)}
(c) n(X × Y) = 4 Let ℜ be the set of real numbers. The notation ℜ2 is the set of ordered pairs (x, y),
(d) n(Y × X) = 4 where x and y ∈ ℜ; that is,
2. X = {1, 3, 6} and Y = {1, 5} ℜ2 = ℜ × ℜ = {(x, y)│x ∈ ℜ, y ∈ ℜ}.
(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)} ℜ2 is also called the xy-plane or Cartesian plane in honor of the French mathematician
René Descartes (1596 – 1650), who is known as the “Father of Modern Mathematics.”
(c) n(X × Y) = 6
(d) n(Y × X) = 6
The Cartesian plane is composed of two perpendicular number lines
3. X = {2, 5, 8, 9} and Y = {0, 8}
that meet at the point of origin (0, 0) and divide the plane into four regions
(a) X × Y = {(2, 0), {2, 8), (5, 0), (5, 8), (8, 0), (8, 8), (9, 0), (9, 8)}
called quadrants. It is composed of infinitely many points. Each point in the
(b) X × Y = {(0, 2), {8, 2), (0, 5), (8, 5), (0, 8), (8, 8), (0, 9), (8, 9)} coordinate system is defined by an ordered pair of the form (x, y), where x
(c) n(X × Y) = 8 and y ∈ℜ. The first coordinate of a point is called the x-coordinate or abscissa
(d) n(Y × X) = 8 and the second coordinate is called the y-coordinate or ordinate. We call
4. X = {a, e, i, o, u} and Y = {y│y is a letter of the word paper}. (x, y) an ordered pair because it is different from (y, x). The horizontal and
(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), vertical lines, typically called the x-axis and the y-axis, respectively, intersect
(i, r), (o, p), (o, a), (o, e), (o, r), (u, p), (u, a), (u, e), (u, r)} at the point of origin whose coordinates are (0, 0). The signs of the first and
(b) Y × X = {(p, a), {a, a), (e, a), (r, a), (p, e), (a, e), (e, e), (r, e), (p, i), (a, i), second coordinates of a point vary in the four quadrants as indicated below.
(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 Quadrant I x > 0, or x is positive y > 0, or y is positive or (+, +);
(d) n(Y × X) = 8 Quadrant II x < 0, or x is negative y > 0, or y is positive or (−, +);
5. X = {x│1 < x < 10, x is a prime number} and Y = {y│y ∈ N,1< y < 3} Quadrant III x < 0, or x is negative y < 0, or y is negative or (−, −);
(a) X × Y = {(2, 2), {3, 2), (5, 2), (7, 2)} Quadrant IV x > 0, or x is positive y < 0, or y is negative or (+, −).
(b) X × Y = {(2, 2), {2, 3), (2, 5), (2, 7)}
(c) n(X × Y) = 4 There are also points which lie in the x- and y-axes. The points which lie in the
(d) n(Y × X) = 4 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 Illustrated below is a Cartesian plane.
of sets. Start the discussion with the founder of the Cartesian plane, René y axis
Descartes followed by the different parts of the Cartesian plane such as
axes, quadrants, origin, points, abscissa, and ordinate. 7
Quadrant II Quadrant I

Teacher’s Note and Reminders (−, +) 6

5
(+, +)

Positive direction is upward and

4 to the right
3

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4
-1

-2

-3
origin
-4

-5
(−, −) (+, −)
Quadrant III -6 Quadrant IV
-7

How do you think can we apply this in real life? Let’s try the next activity.

Example
Suppose Mara and Clara belong to a class with the following seating arrangement.
C1 C2 C3 C4 C5 C6
Don’t R5
F rget!
o
R4

R3 Mara

R2 Clara

R1

Teacher's Table

142
 Teacher’s Note and Reminders Questions:

1. Using ordered pairs, how do we describe Mara’s seat? How about Clara’s seat?
2. Using ordered pairs, how do we locate the seat of any classmate of Mara and
Clara?
3. Can we make a set of ordered pairs? If yes, state so.

Solutions:

1. Mara’s seat is at the intersection of Column 2 and Row 3. Clara’s 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.
2. We locate the seat of Mara’s and Clara’s classmates’ by using column and row.
We can use ordered pair (Column #, Row #) to locate it.
3. 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)}

A ctivity 4
LOCATE YOUR CLASSMATE!

Description: 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
Don’t members each.
F rget!
o Direction: Locate your seat and the seats of groupmates in the classroom. Complete
the table below:
Name Location

Let the students locate seats of their classmates using rows and columns.
ES TI O
?
QU

NS

Ask them to perform A ctivity 4. See to it that the chairs are arranged properly. How do you locate the seat of your classmate in the classroom?
You may also extend this activity outside the classroom by forming lines. See
to it that each student is equidistant to one another.

143
 Teacher’s Note and Reminders A ctivity 5
MEET ME AT THIRDY’S RESIDENCE
y
Description: Finding a particular point such (1, 4) in Aurora 5th St.
the coordinate plane is similar to finding Aurora 4th St.
a particular place on the map. In this Aurora 3rd St.
activity, you will learn how to plot points Aurora 2nd St.
on the Cartesian plane. Aurora 1st St.
Direction: With the figure at the right above, find the
x
following locations and label each with
Don’t

Mabini 2nd St.

Mabini 1st St.

Mabini 3rd St.

Mabini 4th St.
Mabini 5th St.
letters as indicated.
Forget!
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

ES TI O 1. How do you find each location?

2. Which axis do you consider first? next?
?

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NS
3. 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)
4. 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.
5. How can Rectangular Coordinate System be used in real life?

A ctivity 6
HUMAN RECTANGULAR COORDINATE SYSTEM

Description: This activity is a form of a game which will enable you to learn the
Rectangular Coordinate System.
Direction: 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.
Let the students experience decribing the coordinates of locations in real life
by performing Activities 6 and 7.

144
 Teacher’s Note and Reminders ES TI O 1. What is the Rectangular Coordinate System composed of?

? 2. Where do you see the origin?

QU

NS
3. What are the signs of coordinates of the points in each quadrant?
a. Quadrant I
b. Quadrant II
c. Quadrant III
d. Quadrant IV

A ctivity 7
PARTS OF THE BUILDING

Description: This activity will enable you to give the coordinates of the part of building.
Direction: Describe the location of each point below by completing the following
Don’t table. An example is done for. Note that the point indicates the center
of the given part of the building.
Forget!
Parts of the Parts of the
Coordinates Quadrant Coordinates Quadrant
Building Building
Example:
(-11, 8) II
Morning Room
1. Gilt 8. Marble
Room Hall
2. Terrace 9. Reception
Hall Office
Parts of the Parts of the 3. Old 10. Drawing
Coordinates Quadrant Coordinates Quadrant
Building Building Kitchen Room
Example: 4. Billiard
(-11, 8) II 11. Entrance
Morning Room Room
1. Gilt 8. Marble 5. Salon 12. library
(-11, 5) II (-5, 2) II
Room Hall
6. Reception
2. Terrace 9. Reception 13. Spa
(12, -3) IV (-11, -10) III Hall
Hall Office
7. Grand 14. Harborough
3. Old 10. Drawing Staircase Room
(12, -6) IV (2, 8) I
Kitchen Room
4. Billiard
(12, 8) I 11. Entrance (-13, -2) III
Room
5. Salon (6, 2) I 12. library (-6, 7) II
6. Reception
Hall
(-11, -4) III 13. Spa (7, -7) IV

7. Grand 14. Harborough

(1, -1) IV (7, 7) I
Staircase Room

145
Teacher’s Note and Reminders

Don’t
F rget!
o
ES TI O
?
QU

NS

1. What is the Rectangular Coordinate System composed of?

2. How can the Rectangular Coordinate System be used in real life?

146
Let the students find the coordinates of the point and identify the quadrant/
axis where it is located by performing Activity 8.
A ctivity 8
OBJECTS’ POSITION
Answers to the Activity 8: Description: This activity will enable you to give the coordinates of the point where the
object is located.
Object Coordinates Quadrant/Axis Direction: Describe the location of each point below by the completing the following
table. An example is done for you.
Example: ball (4, 2) I Object Coordinates Quadrant/Axis
1. spoon (6, -5) IV Example: ball (4, 2) I
2. television set (-5, 6) II 1. spoon
2. television set
3. laptop (2, -4) IV
3. laptop
4. bag (-4, -3) III 4. bag
5. pillow (1, 5) I 5. pillow
6. camera (0, 0) x-axis and y-axis 6. camera
7. table
7. table (-2, 2) II

Teacher’s Note and Reminders

Don’t
F rget!
o

ES TI O
?
QU

NS

How can the Rectangular Coordinate System be used in real life?

147
 Exercise 3
Answer to 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.

E y
12
11
I 10

C 9
8
F D 7
6

B 5
4
G H 3
2
J 1
0
x
-13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 12 13
-1
-2
-3
-4
-5

Teacher’s Note and Reminders A

-6
-7
-8
-9
-10
-11
-12
-13

Don’t
Forget!
1. A(-2, -6) 6. F(-4, 0)
2. B(3, -3) 7. G(0, -5)
3. C(-1, 3) 8. H(6, -5)
4. D(0, 0) 9. I(6, 5)
5. E(-9, 11) 10. J(13, -8)

148
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 Quadrant / Axis

1. B( __ , __ )
2. C( __ , __ )
3. F( __ , __ )
4. G( __ , __ )
5. H( __ , __ )
6. L( __ , __ )
7. K( __ , __ )
y
5

4
F

3
G

Teacher’s Note and Reminders 2

H

C
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
B K

-2

-3

-4
L

-5
Don’t
F rget!
o
ES TI O 1. In what quadrant/axis does a point lie?
2. How do you locate points on the Cartesian plane?
?
QU

NS

3. Have you had an experience in your daily life where a Rectangular

Coordinate System is applied? If yes, cite it.
4. How can the Rectangular Coordinate System be used in real life?

149
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 1. C(0, 4) 6. S( 1 , 6)
2
Kindly click this
link http://www. 2. A(3, -2) 7. I( 5 , 4)
onlinemathlearning. 2
8. N(-7, 1 )
com/rectangular-
coordinate-system. 3. R(-5, 3)
html and watch the 4
9. P(- 1 , - 1 )
video provided for your
reference.
4. T(0, 7)
2 2
5. E(-3, 6) 10. L(-8, 1 )
2

A ctivity 9
IRF WORKSHEET REVISITED

Description: Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Direction: 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
Let the students perform Activity 9 by revisiting the IRF Worksheet. Consider answers.
this activity as part of a formative assessment. Compare their revised
answers to their initial answers. Pose again the topical Essential Question: Questions
Initial Revised Final
How can the Rectangular Coordinate System be used in real life? Answer Answer Answer
1. What is a rectangular
coordinate system?

Teacher’s 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
Don’t Coordinate System be
Forget! used in real life?

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
What to Understand
Understand What to
What to Understand
Understand
Your goal in this section is to take a closer look at some aspects of the
Activities in this stage shall provide opportunity for the learners to reflect, topic.
revisit, and rethink on their experiences. Moreover, the learners shall express
their understanding of Rectangular Coordinate System.
A ctivity 10
SPOTTING ERRONEOUS COORDINATES
Answers to Activity 10 Description: This activity will enable you to correct erroneous coordinates of the point.
Direction: Do the task as directed
A. No, the correct coordinates of A are (4, 2), not (2, 4). She interchanged the
x-coordinate and the y-coordinate. A. Susan indicated that A has y
B. No, the correct coordinates of B are (0, 4), not (4, 0) and that of D are (-4, 0), coordinates (2, 4). 7
6

not (0, -4). He interchanged the x-coordinate and the y-coordinate. 1. Do you agree with Susan? 5

2. What makes Susan wrong? 4

B
3. How will you explain to her C 3

Teacher’s Note and Reminders that she is wrong in a subtle D

2
1
A
way? 0

x
-7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7
-1
-2

B. Angelo insisted that B has -3

F
coordinates (4, 0) while D has E -4
-5
coordinates (0, -4). If yes, why? If -6

no, state the correct coordinates of -7

points of B and D.

ES TI O
?
QU

NS
1. How did you find the activity?
2. How can the Rectangular Coordinate System be used in real life?

Challenge Questions:
Use graphing paper to answer the following questions:
Don’t 1. What value of k will make the points (-4, -1), (-2, 1) and (0, k)?
Forget! 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-Documents-
and-Forms-sports-car-.html.
3. statue - http://www.plottingcoordinates.com/coordinart_patriotic.html.
A ctivity 11
COORDINART
Description: 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.
Direction: Select only one among the three coordinArts. Identify the ordered pairs of
the significant points so that the figure below would be drawn.

Teacher’s Note and Reminders

http://store.payloadz.com/details/800711-Other-Files-
Documents-and-Forms-sports-car-.html http://www.plottingcoordinates.com/coordinart_
http://www.go2album.com/showAlbum/323639/
coordinartiguana_macaw 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-and-
Forms-sports-car-.html.
3. statue - http://www.plottingcoordinates.com/coordinart_patriotic.html.

A ctivity 12
IRF WORKSHEET REVISITED
Description: Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Don’t Direction: Write in the fourth column your final answer to the questions provided
Forget! 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?
Have the students give their present knowledge about the concept. They will
3. What are the uses of the
fill up the “Final Answer” column. Compare their final answers to their initial rectangular coordinate
and revised answers. This is one way of assessing the their self-knowledge system?
on the topic. 4. How do you locate points on the
Cartesian plane?

152
 ES TI O
What to
What to Transfer
Transfer
? 1. What have you learned about the first lesson in this module?

QU

NS
2. How meaningful is that learning to you?
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. Now that you have a deeper understanding of the topic, you are now ready to do
the task in the next section.

Teacher’s Note and Reminders

What to
What to Transfer
Transfer
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

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:
Don’t
Forget! RUBRIC: COORDINART MAKING
Exemplary Satisfactory Developing Beginning
CRITERIA
4 3 2 1
All points are All points are All points are Points are not
plotted correctly
plotted correctly plotted correctly. plotted correctly.
Accuracy of and are easy and are easy to
Plot to see. The see.
points are neatly
connected.

153
 Teacher’s Note and Reminders Product shows Product shows Uses other Uses other
a large amount some original people’s ideas people's ideas,
of original thought. Work and giving them but does not
Originality thought. Ideas shows new credit but there give them credit.
are creative and ideas and is little evidence
inventive. insights. of original
thinking.
Exceptionally Neat and Lines and Appears messy
well designed, relatively curves are and "thrown
neat, and attractive. A ruler neatly drawn together" in a
attractive. and graphing but the graph hurry. Lines
Colors that go paper are used appears quite and curves are
Neatness and
well together are to make the plain. visibly crooked.
Attractiveness
used to make graph more
Don’t the graph more readable.
Forget! readable. A ruler
and graphing
paper are used.

A ctivity 14
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 Materials: graphing paper
in CoordinArt Making is used to score their output. pencil and ballpen
coloring material

Direction: Group yourselves into 5 to 10 members. Research constellations and their

Finally, you may ask the students the topical Essential Question: “How can names. Choose the one that you like most. Make your own constellation using
the Rectangular Coordinate System be used in real life?” Aside from graphing paper, ruler, pencil or ballpen, and any coloring material.
what is specified, can you cite another area or context where this topic is
applicable?
How did you find the performance task? How did the task help you see the real-
world 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
Representations of
What to
What to Know
Know Lesson 2 Relations and
Initially, begin with some interesting and challenging exploratory activities on Functions
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 What to
What to Know
Know
1 which will lead to their understanding of relations. Pose the topical Essential
Question: How are the quantities related to each other? Let’s 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
CLASSIFY!
Kitchen Utensils School Supplies Gadgets
Description: 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.
fork notebook iPod Direction: Group the following objects in such a way that they have common
ladle liquid eraser cellphone property/characteristics.
pot paper laptop
fork liquid eraser grater
grater ballpen table
pencil knife iPod
knife pencil digital camera laptop ballpen pot
digital camera tablet cellphone
a. Column 1: (fork, kitchen utensil), (ladle, kitchen utensil), (pot, kitchen ladle notebook paper
utensil), (grater, kitchen utensil), and (knife, kitchen utensil)
b. Column 2: (notebook, school supply), (liquid eraser, school supply),
Kitchen Utensils School Supplies Gadgets
(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 provide students information for them to give their initial Form some ordered pairs using the format:
ideas about relations and functions. Let them do Activity 2 on their own. (object, common name).
a. Column 1: _________________________________________
b. Column 2: _________________________________________
Answer to Activity 2 c. Column 3: _________________________________________

{(narra, tree), (tulip, flower), (orchid, flower), (mahogany, tree), (rose, flower),
(apricot, tree)} ES TI O 1. How many objects can be found in each column?

? 2. How did you classify the objects?

QU

NS
3. Based on the coordinates you have formulated, is there a repetition
Teacher’s Note and Reminders of the first coordinates? What about the second coordinates?

A ctivity 2
REPRESENTING A RELATION

Description: Given a diagram, you will be able to learn how to make a set of
ordered pairs.
Direction: Describe the mapping diagram below by writing the set of ordered pairs.
The first two coordinates are done for you.
narra
tulip flower
Set of ordered pairs:
{(narra, tree), (tulip, flower), orchid
(____, ____), (____, ____), mahogany
(____, ____), (____, ____)} rose tree
apricot

ES TI O 1. How did you make a set of ordered pairs?

?
QU

NS
2. How many elements are there in the set of ordered pairs you have
made?
3. What elements belong to the first set? Second set?
Don’t 4. Is there a repetition on the first coordinates? How about the second
Forget! coordinates?
5. Does the set of ordered pairs represent a relation?
6. How is a relation represented?

156
 Elicit present knowledge about relations and functions by answering the
“Initial Answer” column in the IRF Worksheet.
A ctivity 3
IRF WORKSHEET

Teacher’s Note and Reminders 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.

Initial Revised Final

Questions
Answer Answer 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
Don’t related to each other?

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
What to Process
Process
What to
What to Process
Process
Your goal in this section is to learn and understand the key concepts of
Representations of Relations and Functions.
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
A relation is any set of ordered pairs. The set of all first coordinates is called the
make an informative leaflet of representations of relations and functions as a domain of the relation. The set of all second coordinates is called the range of the relation.
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.

157
 Teacher’s 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. How much will you earn if you work 4 hours a day? How about 5 hours? 6
hours? 7 hours? Or 8 hours?
2. Express each in an ordered pair.
3. 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.
2. (4, 160), (5, 200), (6, 240), (7, 280), and (8, 320)
3. The domain of the relation is {4, 5, 6, 7, 8}. The range of the relation is {160,
200, 240, 280, 320}.

A ctivity 4
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
Don’t 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
Forget!
and weight in kilograms. Write the relation of height and weight in an
ordered pair in the form (height, weight).

ES TI O
?
QU

NS
How are height and weight related to each other?

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
Answers to Exercise 1: Exercise 1
1. Php 20 for 1 hour, Php 40 for 2 hours and Php 60 for 3 hours. Suppose the bicycle rental at the Rizal Park is worth Php 20 per hour. Your sister
2. (1, 20), (2, 40) and (3, 60). (Note to the Teacher: The correct ordered pair is would like to rent a bicycle for amusement.
(1, 20), not (20, 1) because the amount of bicycle rental is dependent on the 1. How much will your sister have to pay if she would like to rent a bicycle for
numbers of hours rented.)
3. In the relation above, the domain is {1, 2, 3} while the range is {20, 40, 60}. 1 hour? 2 hours? 3 hours?
4. The amount of the bicycle rental is dependent on the rental time. 2. Based on your answers in item 1, write ordered pairs in the form (time,
amount).
Answers to Exercise 2: 3. Based on your answers in item 2, what is the domain? What is the range?
1. Php 5 for 3 minutes, Php 7 for 4 minutes and Php 9 for 5 minutes. 4. How are rental time and cost of rental related to each other?
2. (3, 5), (4, 7) and (5, 9). (Note to the Teacher: The correct ordered pair is (3, Exercise 2
5), not (5, 3) because the charge is dependent on the number of minutes of Suppose you want to call your mother by phone. The charge of a pay phone call is Php 5
call.)
3. In the relation above, the domain is {3, 4, 5} while the range is {5, 7, 9}. for the first 3 minutes and an additional charge of Php 2 for every additional minute or a fraction
4. The charge of the pay phone depends on the number of minutes calling. of it.
1. How much will you pay if you have called your mother in 1 minute? 2 minutes?
Answers to Exercise 3: 3 minutes? 4 minutes? 5 minutes?
1. John will pay Php 12 for 1 hour, Php 24 for 2 hours, Php 36 for 3 hours and 2. Out of your answers in item 1, write ordered pairs in the form (time, charge).
Php 48 for 4 hours. 3. Based on your answers in item 2, what is the domain? What is the range?
2. (1, 12), (2, 24), (3, 36) and (4, 48) 4. How are time and charge related to each other?
3. Yes
4. In the relation above, the domain is {1, 2, 3, 4}. However, the range is {12, Exercise 3
24, 36, 48}. John pays an amount Php 12 per hour for using the internet. During Saturdays and
5. The amount John will have to pay depends on the time he played. The Sundays, he enjoys and spends most of his time playing a game especially if he is with his
amount is 12 times the length of time. friends online. He plays the game almost 4 hours.
6. Php 48 is the amount that John would have saved. 1. How much will John pay for using the internet for 1 hour? 2 hours? 3 hours? 4
hours?
Answers to Exercise 4: 2. Express each as an ordered pair.
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 3. Is it a relation? Explain.
2. (1, 4), (2, 8), (3, 12), (4, 16), (5, 20) and (20, 80). 4. Based on your answers in item 3, what is the domain? What is the range?
3. Yes 5. How are time and amount related to each other?
4. In the relation above, the domain is {1, 2, 3, 4, 5, 20}. However, the range is 6. If John has decided not to play the game in the internet cafe this weekend,
{4, 8, 12, 16, 20, 80}. what is the maximum amount that he would have saved?
5. The perimeter of the square is dependent on the length of its side. The Exercise 4
perimeter of the square is 4 times the length of its side. The perimeter of a square depends on the length of its side. The formula of perimeter
Answers to Exercise 5: of a square is P = 4s, where P stands for perimeter and s stands for the side.
1. The person who weighs 26 lbs on the moon weighs 156 lbs on earth, 27 lbs 1. What is the perimeter of the square whose side is 1 cm long? How about 2 cm
on the moon weighs 162 lbs on earth, and 28 lbs on the moon weighs 168 long? 3 cm long? 4 cm long? 5 cm long? 20 cm long?
lbs on earth. 2. Express each in an ordered pair.
2. The person who weighs 174 lbs on earth weighs 29 lbs on the moon, 180 lbs 3. Is it a relation? Why?
on earth is 30 lbs on the moon, and 186 lbs on earth is 31 lbs on the moon. 4. Based on your answers in item 3, what is the domain? What is the range?
3. {(120, 20), (126, 21), (132, 22), (138, 23), (144, 24), (150, 25)} 5. How are the perimeter and the side related to each other?
4. Yes
5. Based on the given table, the domain is {120, 126, 132, 138, 144, 150}. Exercise 5
However, the range is {20, 21, 22, 23, 24, 25}. The weight of a person on earth and on the moon is given in the table as approximates.
6. The person’s weight on the moon is one-sixth of his weight on earth. 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
Discuss the different ways of representing a relation. Provide examples and 1. What is the weight of a person on earth if he weighs 26 N on the moon? 27 N?
allow the students to give counterexamples. 28 N?
2. What is the weight of a person on the moon if he weighs 174 N on earth? 180
N? 186 N?
Teacher’s Note and Reminders 3. Write the set of ordered pairs using the given table.
4. Is it a relation? Why?
5. Based on your answer in item 3, what is the domain? What is the range?
Explain.
6. 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 x y

The table describes clearly the behavior of the value of y as the value of -2 -4
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 -1 -2
that is presented vertically.
0 0
x -2 -1 0 1 2
y -4 -2 0 2 4 1 2

2 4
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

At the right is an example of a graphical representation y

Don’t of a relation. It illustrates the relationship of the values of x
and y.
Forget!
Rule x
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 Illustrative Example
the set of ordered pairs, you may give only two pairs and allow the students Given the graph, complete the set of ordered pairs and the table of values; draw the
to complete the set. For the table, give some values of x only, then let them mapping diagram; and generate the rule.
complete the table. For the mapping diagram, allow them to complete it on Set of ordered pairs:
their own. Ask them the process questions and give feedback immediately. {(0, 6), (1, 5), (__, __), (__, __), (__, __), (__, __), (__, __)}

Table Mapping Diagram

Teacher’s Note and Reminders
x y A B 10

0 9
8
1
7
2 6
3 5

4 4
3
5
2
6 1

0 1 2 3 4 5 6 7 8 9 10

Rule: ________________________

Questions:

1. How did you complete the set of ordered pairs?

2. How did you make the table?
3. How did you make the mapping diagram?
4. 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:
Don’t
F rget!
o {(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
Set of ordered pairs: draw its graph. A B
{(0, 0), (1, -1), (1, 1), (4, -2), (4, 2)}
Set of ordered pairs: -2
Graph: Table: {(__, __), (__, __), (__, __), (__, __), (__, __)}
y 0 -1
6
Graph: Table: 1 0
5
y
4 6
3 x y 5 4 1
2 0 0 4
x y 2
1 3

x
1 -1 2
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1 1 1 1

-2 x

-3
4 -2 -6 -5 -4 -3 -2 -1
-1
1 2 3 4 5 6

-4 4 2 -2

-5 -3

-6 -4
-5
-6

After letting the students do Exercise 6, discuss the important notes. You
41. Page 38. Erase - in Questions:
counter-examples. may also do it in a form of oral questioning.
1. How did you write the set of ordered pairs?
2. How did you make the table?
sir pag delete ko parang Discuss the domain and range of the relation. Provide examples and ask the
d na kumpleto ang 3. How did you graph?
students to give counter-examples. 4. Did you encounter any difficulty in making table, set of ordered pairs, and the
sentence
graph? Why?
Teacher’s Note and Reminders 5. Can you generate a rule? Explain your answer.

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
Don’t drawn to describe the relation. The graph also illustrates a relation.
F rget!
o
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: Illustrative Example Visit the websites below
Determine the domain and range of the mapping diagram given for enrichment.
1. http://www.youtube.com/
1. Domain: {0, 1, 2, 3, 4}; Range: {2, 3, 4, 5, 6} in Exercise 6. watch?v=7Hg9JJceywA;

2. Domain: {0}; Range: {2, 4, 6, 8, 10} and

3. Domain: {-5, -2, 1, 4, 7}; Range: {-2, 0, 2} Solution: 2. http://www.youtube.com/

watch?v=I0f9O7Y2xI4.
The domain of the relation is {0, 1, 4} while its range is {-2, -1, 0, 1, 2}.
4. Domain: {0, -1, -2, -3, -4}; Range: {2, 3, 4, 5, 6}
5. Domain: {0, 1, 2, 3, 4}; Range: {-2, -3, -4, -5, -6} Exercise 7
Determine the domain and the range of the relation given the set of ordered pairs.
Answers to Exercise 8: 1. {(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}
2. {(0, 2), (0, 4), (0, 6), (0, 8), (0, 10)}
1. Domain: {-2, 0, 2}; Range: {-5, -1, 8, 9, 10} 3. {(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}
2. Domain: {0}; Range: {1, 2, 3, 4} 4. {(0, 2), (-1, 3), (-2, 4), (-3, 5), (-4, 6)}
3. Domain: {-2, 0, 1, 2}; Range: {-5, -1, 0, 6} 5. {(0, -2), (1, -3), (2, -4), (3, -5), (4, -6)}
4. 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. 3.
1. Domain: {-1, 0, 1, 2, 3}; Range: {3, 6, 9, 12, 15} -5
-2 -5
2. Domain: {-2, -1, 0}; Range: {5, -5, 3, -3, -1} -2 -1
0 -1
3. Domain: {-2, -1, 0, 1, 2}; Range: {0, 1, 2} 0
8
9
4. Domain: {5}; Range: {-5, 0, 5, 10, 15 } 1 0
2 10 2 6

Teacher’s Note and Reminders

2. 4. 0 1
1 1
2 2 2
0
3 3
4 4 3

Don’t Exercise 9
F rget!
o Determine the domain and the range of the table of values.

x
1. 3.
-1 0 1 2 3 x -2 -1 0 1 2
y 3 6 9 12 15 y 2 1 0 1 2

2. 4.
x -2 -2 -1 -1 0 x 5 5 5 5 5
y 5 -5 3 -3 -1 y -5 0 5 10 15

163
Answers to Exercise 10: Exercise 10
Determine the domain and the range of the relation illustrated by each graph below.
1. Domain: {-2, -1, 0, 1, 2, 3 }; Range: {-2, 0, 1, 2, 3}
y
1. 3. y
2. Domain: {-2, -1, 0, 1, 2, 3}; Range: {-2, -1, 0, 1, 2, 3}
3. Domain: {-3, -2, -1, 0, 1, 2, 3}; Range: {1} 3 3
4. Domain: {x - 2 ≤ x ≤ 2}; Range: {y|-2 ≤ y ≤ 2}
2 2

1 1

Teacher’s Note and Reminders -3 -2 -1 1 2 3

x
-3 -2 -1 1 2 3
x
-1 -1

-2 -2

-3 -3

y y

2. 4.
3 3

2 2

1 1

x
-3 -2 -1 1 2 3 -3 -2 -1 1 2 3
Don’t -1 -1

F rget!
o -2 -2

-3 -3

Note: The points in the graph are

those points on the curve.

A correspondence may be classified as one-to-one, many-to-one or one-to-many. It

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.
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
 Teacher’s Note and Reminders One-to-One Correspondence Many-to-One Correspondence

Student I.D. No. Student Class Rank

Mary
Mary 001 1
Susan
John 025
Kenneth 3
Kim 154 Roger

One-to-Many Correspondence

Teacher Student

Mars

Kim
Mrs. Peñas
John
Sonia
Don’t
Forget! Illustrative Example 1
Consider the table and mapping diagram below.

Mapping Diagram Table

Student Section Government

Official Websites
Agency
Faith DepEd www.deped.gov.ph
Gomez
Camille DSWD
Explain to the students Illustrative Example 1. Let the students identify what www.dswd.gov.ph
type of correspondence is the mapping diagram and the table. Jayson
9 Zamora SSS www.sss.gov.ph

Ivan
PhilHealth www.philhealth.gov.ph

165
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.
Teacher’s Note and Reminders
Don’t
F rget!
o many-to-one.
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.
166
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.
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
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.
Answers to Exercise 11: Exercise 11
Go back to Exercises 7 to 10, identify which ones are functions. Explain.
Exercise 7 Exercise 8
1. Function 1. Not function Note that all functions are relations but some relations are not functions.
2. Not function 2. Not function
3. Function 3. Function
4. Function 4. Function A ctivity 5
PLOT IT!
5. Function
Description: In the previous activities, you have learned that a set of ordered pairs is a
Exercise 9 Exercise 10 function if no two ordered pairs have the same abscissas. Through plotting
1. Function 1. Not function points, you will be able to generalize that a graph is that of a function if every
2. Not function 2. Function vertical line intersects it in at most one point.
3. Function 3. Function Direction: Determine whether each set of ordered pairs is a function or not. Plot each
4. Not function 4. Not function set of points on the Cartesian plane. Make some vertical lines in the graph.
(Hint: √3 = 1.73)
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 1. {(4, 0), (4, 1), (4, 2)}
generalize the rule of Vertical Line Test. 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)}
Teacher’s Note and Reminders 5. {(3, 3), (0, 0), (-3, 3)}
6. {(-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.

Number of
Not Points
Set of Ordered Pairs Function
Function that Intersect a
Vertical Line
1. {(4, 0), (4, 1), (4, 2)}
2. {(0, -2), (1, 1), (3, 7), (2, 4)}
Don’t 3. {(-2, 2), (-1, 1), (0, 0), (1, 1)}
Forget! 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)}

167
Answers to Activity 6:
ES TI O 1. Which set of ordered pairs define a function?
2. In each set of ordered pairs which defines a function, what is the
?

QU

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)}
NS
Number of maximum number of point/s that intersect every vertical line?
Not Points 3. Which set of ordered pairs does not define a function?
Function
Function that Intersect a 4. In each set of ordered pairs which does not define a function, what
Vertical Line is the maximum number of points that intersect every a vertical line?
5. What have you observed?
/ 3
/ 1
/ 1 The Vertical Line Test
If every vertical line intersects the graph no more than once, the graph represents a
/ 1
function.
/ 1
Exercise 12
/ 2 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 4, 5,
2 and 4 are not.

Teacher’s Note and Reminders

Questions:
Don’t
F rget!
o 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
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?

168
Tell the students that both vertical and horizontal lines represent a relation Consider the following graphs:
but only one, that is, vertical line represents a function. y-axis y-axis
Teacher’s Note and Reminders 3 3

2 2

1 1

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

-2 -2

-3 -3

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.

Don’t A relation may also be represented by an equation in two variables or the so-called
rule. Consider the next example.
F rget!
o

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).
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
 Teacher’s 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. Let’s 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.

Don’t A ctivity 6 IDENTIFY ME!

Forget!
Description: 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.
Direction: 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
Let the students identify points on the graph of the given equation, look into x = -1
(-1, -1)
y = 2x + 1 = 2(-1) + 1 = -2 + 1 = -1
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 x=0
a. y = 2x + 1 (0, 1)
y = 2x + 1 = 2(0) + 1 = 0 + 1 = 1
of y is an even number. Links are provided for further reference. Ask them to
x=1
perform Activity 6. y = 2x + 1 = 2(1) + 1 = 2 + 1 = 3
(1, 3)

x=2
(2, 5)
y = 2x + 1 = 2(2) + 1 = 4 + 1 = 5

170
 Teacher’s Note and Reminders x=0
(0, 0)
x = y2 = 0; hence, y = 0. Why?
x=1
x = y2 = 1; hence, y = 1 or -1. (1, 1), (1, -1)
b. x = y2
Why?
x=4
x = y2 = 4; hence, y = 2 or -2. (4, 2), (4, -2)
Why?

Write the set of ordered pairs of each rule.

a. y = 2x + 1 : _____________________________________
b. x = y2 : _____________________________________

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?

QU

NS
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
Don’t b. 3x – 2y = 2
Forget! 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.
Answer to Exercise 13 1. y = 3x + 9 6. x + y2 = 10 Web Links
2. y = -2x – 7 7. x = y4 For your reference, you can visit
the websites:
1. Function 6. Not Function 3. x + y = 10 8. y = x2 1. http://www.webgraphing.com/
2. Function 7. Not Function 4. x2 + y = 2 9. y = √4 + 1 2. http://www.youtube.com/
watch?v=hdwH24ToqZI
3. Function 8. Function 5. 2x2 + y2 = 8 10. x2 – y2 = 16

4. Function 9. Function
5. Not Function 10. Not Function

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: A ctivity 7

MINDS-ON
1. the number of hours of work and salary in a certain private company
Independent variable: the number of hours of work Description: Variables may be dependent and independent. Dependent variable
Dependent variable: salary depends on the independent variable while the independent variable
2. the number of hours boiling and the number of ounces of water left in pot controls the dependent variable.
Independent variable: the number of hours boiling Direction: Classify the variables as independent or dependent.
Dependent variable: the number of ounces of water left in pot
1. time and salary
3. the distance covered and the volume of the gasoline
Independent variable: ______________
Independent variable: the volume of the gasoline Dependent variable: _______________
Dependent variable: the distance covered
4. the number of hours studied to grade on test 2. the number of hours boiling and the number of ounces of water in pot
Independent variable: the number of hours studied Independent variable: ______________
Dependent variable: grade on test Dependent variable: _______________
5. height of a plant to the number of months grown
Independent variable: the number of months grown 3. the distance covered and the volume of the gasoline
Independent variable: ______________
Dependent variable: height of a plant
Dependent variable: _______________

Answers to Questions of Activity 7: 4. the number of hours studied to grade on test

Independent variable: ______________
a. independent, controls f. independent, controls Dependent variable: _______________
b. dependent, depends g. independent, controls
5. height of a plant to the number of months grown
c. independent, controls h. dependent, depends Independent variable: ______________
d. dependent, depends i. dependent, depends Dependent variable: _______________
e. dependent, depends j. independent, controls
ES TI O 1. Fill in the blanks.
Teacher’s Note and Reminders QU ?
NS
a. I consider time as a/an ________________ variable because
it ___________________ the salary.
b. I consider salary as a/an ______________ variable because
Don’t it __________________ on the number of hours worked.
Forget! 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.

172
 Teacher’s 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

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
Don’t depends on the value of x.
F rget!
o
A ctivity 8 AM I RELATED (PART I)?

Description: This task provides counterexamples to the previous activity. This can
be done by group of 5 members.
Direction: Think of two quantities related to each other. Identify the independent
and dependent variables. Give as many three examples.

Let the students give counterexamples of variables which involve relations.

ES TI O
Instruct them to identify which variable is independent and is dependent. Ask
? 1. What three pairs of quantities did you choose? Why?
QU

NS

them to perform Activities 8 and 9. Give these as a group assignment. Allow 2. Can we see/experience them in real life?
them to conduct interview.

173
Historical Note:
Function Notation
(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.
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.
Teacher’s Note and Reminders
Don’t
Forget!
174
A ctivity 9 AM I RELATED (PART II)?
Description: 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.
Direction: 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.
ES TI O 1. What difficulty did you encounter in collecting the data?
?
QU
NS
2. How were you able to prepare the table of values?
3. 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.
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
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 Function f
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.
Output
Example:
f(x) or y
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 Rule/Function
f(2) = 3(2) – 1 Substituting x by 2
f(2) = 6 – 1 Simplification
f(2) = 5 Simplification
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.
Teacher’s 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 Rule/Function
f(3) = 3(3) – 1 Substituting x = 3
f(3) = 9 – 1 Simplification
f(3) = 8 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 y

x x

Don’t
F rget!
o
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,

D = {x|x ∈ ℜ}, R = {y|y ∈ ℜ}

175
Answers to Exercise 14:
1. Domain: {x|x ∈ ℜ} Range: {y|y ≥ 0}
2. Domain: {x|x ∈ ℜ} Range: {y|y = 5} or {5}
3. Domain: {x|x ∈ ℜ} Range: {y|y ∈ ℜ}
4. Domain: {x|x ∈ ℜ} Range: {y|y > 0}
5. Domain: {x|x ≥ 0} Range: {y|y ≥ 0}
6. Domain: {x|x ∈ ℜ} Range: {y|y ≥ -2}
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,
D = {x|x ∈ ℜ}, R = {y|y ≤ 0}
Exercise 14
Determine the domain and the range of the functions below.

1. 2. 3.
Teacher’s Note and Reminders
5

4. 5. 6.

(0, -2)

Don’t
F rget!
o 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
A ctivity 10
GRAPH ANALYSIS
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 Description: This activity will enable you to determine the domain of the function.
the meaning of Error or Math Error in the calculator. Ask them to perform Activity Direction: Consider the graphs below. Answer the questions that follow.
10. Varied answers of students in Question 7 of the activity are expected. Give
examples and discuss them. The graph of f(x) = 1 The graph of f(x) = √x The graph of f(x) = x2
x
y y y
Answers to the Questions of Activity 10: 4 4
8
7
3 3
1. By Vertical Line Test, every graph above represents a function. 2
6
2
2. The domains of the graphs are as follows: 1
5
1
First graph: {x|x ∈ ℜ, x ≠ 0} x
4

x 3
Second graph: {x|x ≥ 0} -4 -3 -2 -1
-1
0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
2
-1
Third graph: {x|x ∈ ℜ} -2 1
-2
3. The first graph does not touch the y-axis because the value of the function -3 -5 -4 -3 -2 -1 0 1 2 3 4 5
x
1 -3
f defined by f(x) = x , when x = 0, is undefined, which appears Error or -4
-1
-4 -2
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 ES TI O 1. Does each graph represent a function? Why?
2. What is the domain of the first graph? Second graph? Third graph?
function is {x|x ∈ ℜ, x ≠ 0}.
?

QU

NS
4. In f(x) = √x , the value of the function is a real number for every real Explain each.
3. Does the first graph touch the y-axis? Why or why not?
number x which is greater than or equal to zero. When x is negative, the
1
value of the function is imaginary in which calculators yield an Error or 4. In f(x) = , what happens to the value of the function if x = 0? Does
x
Math Error. This also means that the graph of the function does not lies
this value affect the domain of the function?
on the left side of the line x = 0 or the y-axis. Thus, the domain of the 5. In f(x) = √x, what happens to the value of the function if x < 0, or
function is {x|x ≥ 0}. negative? Does this value help in determining the domain of the
5. In f(x) = x2, there is no value of x that makes the function f undefined. Thus, function?
the domain of the function is {x|x ∈ ℜ}. 6. In f(x) = x2, is there a value of x that will make the function
6. The value of the function is not a real number when it is undefined or is undefined? If yes, specify: _____________________.
imaginary. 7. Make a reflection about the activity.

Teacher’s Note and Reminders 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.
Don’t Try this one!
Forget! 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
 Teacher’s 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 ∈ ℜ}.

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 ∈ ℜ}.

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
Don’t 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,
Forget! of the function is the set of real numbers except 0, or {x|x ∈ ℜ, x ≠ 0}. To
find easily the domain of the function, we say denominator is not equal to
zero, or x ≠ 0.

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: Exercise 15

Find the domain of each function.
1. {x|x ∈ ℜ} 6. {x|x ∈ ℜ, x ≠ 1} 3x + 4
1. g(x) = 5x + 1 6. g(x) =
2. {x|x ∈ ℜ} 7. {x|x ≥ 8} x–1
3. {x|x ≥ 0} 8. {x|x ∈ ℜ, x ≠ -6} 2. g(x) = x – 7 7. g(x) = √x – 8
4. {x|x ≥ -1} 9. {x|x ≥ 2} 3. g(x) = √x 8. g(x) = 3x
5. {x|x ∈ ℜ, x ≠ 2} 10. {x|x ∈ ℜ, x ≠ 5/3} x+6
4. g(x) = √x + 1 9. g(x) = √2x – 4
5. g(x) = x + 4 10. g(x) = x + 4
x–2 3x – 5

178
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
A ctivity 11
IRF WORKSHEET REVISITED
their initial answers. Pose again the topical Essential Question: How are the
quantities related to each other? Description: Below is the IRF Worksheet in which you will write your present knowledge
about the concept.
Direction: Give your revised answers of the questions provided in the first column
and write them in the third column. Compare your revised answers from
What to
What to Understand
Understand your initial answers.
Revised Final
Questions Initial Answer
Have students take a closer look at the next activity. The questions in this Answer Answer
activity are quite difficult. Tell them to analyze the questions well and write 1. What is a relation?
their answers accurately. Allow them to discuss the activity by pair.
2. What is a function?

Teacher’s 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
Don’t need revision?
Now that you know the important ideas about this topic, let’s go deeper by moving
F rget!
o on to the next section.

What to
What to Understand
Understand
Your goal in this section is to take a closer look at some aspects of the
topic.

Answers to A of Activity 12: A ctivity 12

QUIZ
1. {x|x ≤ 1}
Description: This activity will evaluate your knowledge about the domain of the given
2. {x|x ∈ ℜ} relation.
3. {x|-4 ≤ x ≤ 4} Direction: Do as directed.
4. {x|x ≥ 4}
5. {x|x ∈ ℜ, x ≠ -2} A. State the domain of the relation.
1. h(x) = √1 – x 4. t(x) = 2√x – 4
2. x + y = 4 5. r(x) = 2x2 + 3x – 2
x+2
3. x + y = 16 2 2

179
Answers to B of Activity 12: B. Answer the following questions.
1. Is the domain of f(x) = (x + 4)(x – 4) equal to the domain of
1. {x|x ≤ 1} x–4
g(x) = x + 4? Justify your answer.
2. {x|x ∈ ℜ}
3. {x|-4 ≤ x ≤ 4} 2. (Biology) The weight of the muscles of a man is a function
4. {x|x ≥ 1} of his body weight x and can be expressed as W(x) = 0.4x.
5. {x|x ∈ ℜ, x ≠ -2} Determine the domain of this function. Explain your answer.

Answers to B of Activity 12: 3. Give a function whose domain is described below:

a. {x|x ∈ ℜ}
1. The domain of the function f is {x|x ∈ ℜ, x ≠ 4} while that of g is {x|x ∈ ℜ}. b. {x|x ∈ ℜ, x ≠ 1}
c. {x|x ≥ 4}
At x = 4, function f is undefined while function g is not.
d. {x|x ≤ -1}
2. The domain of the function W is {x|x ∈ ℜ}.
3. Answers may vary. 4. Accept or reject the following statement and justify your
4. The statement is true. The domain of the function f is {x|x > 1} because response: “The domain of the function f(x) = x + 5 is {x|x > 1}.”
√x – 1 ≠ 0 and x – 1 ≥ 0 which gives x ≠ 1 and x ≥ 1, respectively. √x – 1
C. Study the graph given and use it to answer the questions that
Solutions: follow.
√x – 1 ≠ 0 Given y
x – 1 ≠ 0 Squaring both sides
x – 1 ≠ 0 Addition Property of Equality 3
x ≠ 1 Simplification
x – 1 ≥ 0 Given 2
x – 1 + 1 ≠ 0 + 1 Addition Property of Equality
x ≥ 1 Simplification 1
x
Answers to C of Activity 12: -3 -2 -1 1 2 3
-1
1. Yes, the graph represents a relation because any graph is a representation
of a relation.
-2
2. By Vertical Line Test, the graph represents a function.
3. The domain of the graph is {x|x ∈ ℜ, x ≠ 0}.
4. The range of the graph is {y|y ∈ ℜ, y ≠ -2}.
-3
5. The value of y increases as the value of x increases.
1. Does the graph represent a relation? Explain.
2. Does the graph represent a function? Explain.
3. Determine the domain of the graph.
4. Determine the range of the graph.
5. How are the quantities related to each other? Does the
value of y increase as x increases?

180
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 A ctivity 13
IRF WORKSHEET REVISITED
their present knowledge about the concept. This is one way of assessing the
student’s self-knowledge on the topic.
Description: Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Direction: Give your final answers of the questions provided in the first column and
What to
What to Transfer
Transfer write them in the third column. Compare your revised answers from your
initial and revised answers.
Initial Revised Final
Your goal in this section is to apply your learning to real-life situations. Questions
Answer Answer Answer
You will be given a practical task which will demonstrate your understanding.
1. What is a relation?
2. What is a function?
3. How are relations and
Teacher’s Note and Reminders 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
What to Transfer
Transfer

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.

A ctivity 14
Don’t GALLERY WALK
Forget! 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
Teacher’s Note and Reminders RUBRIC: INFORMATIVE LEAFLET
Exemplary Satisfactory Developing Beginning
CRITERIA
4 3 2 1
The leaflet All required All but 1 or 2 Several
includes elements are of the required required
Required all required included on the elements are elements were
Elements elements leaflet. not included on missing.
as well as the leaflet.
additional
information.
All graphics are All graphics are All graphics Graphics do
related to the related to the relate to the not relate
Graphics - topic and make topic. All topic. One or to the topic
Relevance / it easier to borrowed two borrowed or several
Color understand. graphics have a graphics were borrowed
All borrowed source citation. not cited. graphics were
graphics have a not cited.
source citation.
The leaflet is The leaflet is The leaflet is The leaflet is
exceptionally attractive in acceptably distractingly
Attractiveness/
attractive terms of design, attractive messy or
Formatting
in terms of layout and though it may very poorly
design, layout, neatness. be a bit messy. designed. It is
and neatness. 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.

Don’t
Forget!

182
Lesson 3 Linear Function and Its Applications
Linear Function
What to
What to Know
Know Lesson 3 and Its Applications
Provide students the opportunity to recall translating verbal phrases to mathematical What to
What to Know
Know
phrases and vice-versa. Ask them to answer Activities 1 and 2. Answers in Activity 2
may vary. Let’s 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
Answers to Activity 1: of change?
1. B 6. C 11.
A
2. H 7. P 12.
K A ctivity 1
3. G 8. Q 13.
L FIND MY PAIR!
4. F 9. O 14.
J Description: This activity will enable you to recall on translations of verbal phrases to
5. E 10. M 15.
N mathematical phrases.
Direction: Match the verbal phrase in Column A to the mathematical phrase in
Teacher’s Note and Reminders 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)
Don’t ___12. The product of four and the sum of x and y L. x + y2 – 10
Forget! ___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
Possible Answers to Activity 2:
1. the sum of a and b ES TI O 1. What is the difference between:

? a. “x less than y” and “x less y?”

QU

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
NS
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.
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 A ctivity 2

equations. WRITE YOUR OWN VERBAL PHRASE!

Teacher’s Note and Reminders Description: This activity will enable you to translate mathematical phrases to verbal
phrases.
Direction: 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:

1. Four times a number increased by 5 is 21.

Don’t Four times a number increased by 5 is 21.
F rget!
o

4 • x + 5 = 21

The mathematical equation for the verbal sentence is 4x + 5 = 21.

184
Answers to Activity 3: 2. The difference of two numbers is 8.
1. 2x = 6
2. 4 + x = 10 The term “difference” means the answer of the subtraction. The two
3. 25 – 2x = 12 numbers can be represented by two variables, say x and y. Thus, the correct
mathematical equation is x – y = 8.
4. 3x + 7 = 98
5. x2 + 32 = 16 3. The perimeter of the triangle whose sides are x, x + 4 and 2x + 5 is 57.
6. 3x – 9 = 100
7. x + (x + 1) = 25 The perimeter of any triangle is the sum of the lengths of its three sides.
8. x(x + 1) = 182 The perimeter P of the triangle is x + (x + 4) + (2x + 5) and is equal to 57. Thus,
9. (x + 4)(x – 3) = 30 the correct mathematical equation is x + (x + 4) + (2x + 5) = 57.
10. x + y = 47 or M + S = 47
A ctivity 3
WRITE THE CORRECT EQUATION
Let the students recall also evaluating algebraic expressions. Tell them to
answer Activity 4. This is pre-requisite to evaluating linear functions which will Description: This activity will enable you to translate each verbal sentence into
be discussed later. mathematical equation and vice versa.
Direction: Represent each of the following algebraically.

Teacher’s Note and Reminders 1. Twice a number is 6.

2. Four added to a number gives ten.
3. Twenty-five decreased by twice a number is twelve.
4. If thrice a number is added to seven, the sum is ninety-eight.
5. The sum of the squares of a number x and 3 yields 25.
6. The difference between thrice a number and nine is 100.
7. The sum of two consecutive integers is equal to 25.
8. The product of two consecutive integers is 182.
9. 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.

ES TI O 1. What are the common terms used to represent the “=” sign?
2. Use the phrase “is equal to” on your own sentence.

QU
?
NS
3. Translate the formulae below to verbal phrases.
a. P = a + b + c (Perimeter of a triangle)
b. A = lw (Area of a rectangle)
Don’t c. A = s2 (Area of a square)
d. C = (Circumference of a circle)
Forget! e. SA = 2lw + 2lh + 2wh (Surface area of a rectangular prism)
4. 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:
A ctivity 4
1. 4 6. 34 EVALUATE ME!
2. -1 7. -3
3. 32 8. 10 Description: This activity will enable you to evaluate algebraic expressions.
4. -5 9. 4 Direction: Evaluate the following algebraic expressions.
5. -1 10. 7/2
1. 2xy when x = 2 and y = 1

Teacher’s 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

x2 – 30 2

6. 3(x + y) – 2(x – 8y) when x = 8 and y = -2

y–8
7. (3x)( ) when x = 4 and y = 0
y–2
8. x2 + 4x – 5 when x = 5 and y = 3
y2 – y – 2
2
9. √2x – 4 + 7y when x = 4 and y = 7

10. (x + 3) ÷ 4 – 15 ÷ 2xy when x = 5 and y = -1

ES TI O 1. How do you evaluate an algebraic expression?

? 2. What rule did you use to evaluate algebraic expressions?

QU

NS
3. If exponent and parenthesis appear simultaneously, which one will
you perform first?
4. If an expression allows you to multiply and divide in any order, is it
correct to always perform multiplication first before division?
5. In the expression 6 ÷ (3)(4), which operation will you perform first,
Don’t multiplication or division? Explain your answer.
F rget!
o 6. If an expression allows you to add and subtract, is it correct to
always perform addition first before subtraction? Why?
7. In the expression 2 – 1 + 8, which operation will you perform first,
addition or subtraction? Explain your answer.
8. State the GEMDAS Rule. 

186
Elicit students’ present knowledge of Linear Functions by answering the “Initial
Answer” column in the IRF Worksheet.
A ctivity 5
IRF WORKSHEET

After letting the students answer the IRF Worksheet, tell them that at the end Description: Below is the IRF Worksheet in which you will write your present knowledge
of the lesson, they are expected to formulate and solve real-life problem, and about the concept.
make an informative leaflet about electric bill and power consumption, and Direction: Give your initial answers of the questions provided in the first column and
write them in the second column.
orally present this to the other barangay officials as a demonstration of your
understanding. Initial Revised Final
Questions
Answer Answer Answer
1. What is linear function?
What to
What to Process
Process 2. How do you describe a
linear function?
These are enabling activities/experiences that the learner will have to go 3. How do you graph a
through to understand linear function and its applications. Interactive activities linear function?
are provided for the students to check their understanding on the lesson. 4. How do you find an
equation of the line?
5. How can the value
Let the students identify whether the function is linear or not based on the
of a quantity given
definition. Give examples and discuss them. After giving many examples, allow the rate of change be
the students to give their own examples of linear function in f(x) notation. predicted?

Teacher’s 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
What to Process
Process

Your goal in this section is to learn and understand the key concepts of Linear
Don’t Function and Its Application.
F rget!
o
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 ∈ ℜ and m ≠ 0. The degree of the function is one and its graph is a
line.

187
 Teacher’s 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.
Don’t
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.

Exercise 1
Answers to 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
Function Degree Yes No m b
1. f(x) = 5x + 1 1 / 5 1
1. f(x) = 5x + 1
2. f(x) = -6x – 7 1 / -6 -7
2. f(x) = -6x – 7
3. f(x) = 3x 1 / 3 0
3. f(x) = 3x
4. f(x) = x – 4 1 / 1 -4
4. f(x) = x – 4
5. f(x) = 5x – 3 1 / 5 -3
5. f(x) = 5x – 3
6. f(x) = 2(x – 3) 1 / 2 -6
6. f(x) = 2(x – 3)
7. f(x) = -(x + 5) 1 / -1 -5
7. f(x) = -(x + 5)
8. f(x) = -4x2 2 /
8. f(x) = -4x2
9. f(x) = 10x2 + 7x 2 /
9. f(x) = 10x2 + 7x
10. f(x) = 3x2 – 5x + 1 2 /
10. f(x) = 3x2 – 5x + 1

188
Let the students evaluate a linear function given some values of x and let them A linear function can be described using its graph.
give the coordinates.
Illustrative Example
Teacher’s Note and Reminders 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 -3 0 2 3
(2, 3)
f(x) -7 -1 3 2

1
With the use of table of values of x and y, the 0
0
function can be graphed as shown at the right. -4 -3 -2 -1 1 2 3
Don’t -1
(0, -1)
Forget! Web Links -2
For your enrichment,
visit this link: http://www. -3
youtube.com/watch?v=
UgtMbCI4G_I&feature= -4
related
-6

-5
(-3, -7)
-7

189
Answers in Activity 6:
Note that an ordered pair (x, y) can be written as (x, f(x)) for any function in f(x)
A. 1. f(x) = 2x f(-3) = -6 f(1) = 2 f(4) = 8 notation.
2. f(x) = 2x + 1 f(-3) = -5 f(1) =3 f(4) = 9
3. f(x) = -3x f(-3) = 9 f(1) = -3 f(4) = -12 A ctivity 6 DESCRIBE ME (PART I)!
4. f(x) = -3x – 4 f(-3) = 5 f(1) = -7 f(4) = -16
5. f(x) = 2 – 3x f(-3) = 11 f(1) = -1 f(4) = -10
Description: This activity will enable you to describe a linear function using the set of
B. ordered pairs and table by finding the value of the function at x.
Direction: Do as directed the given tasks.
The values of Ordered
Function Table
f(-3) f(1) f(4) Pairs A. Determine the values (a) f(-3), (b) f(1), and (c) f(4) in each of the
(-3, -6), following functions.
x -3 1 4
1. f(x) = 2x -6 2 8 (1, 2),
f(x) -6 2 8 1. f(x) = 2x 4. f(x) = -3x – 4
(4, 9)
2. f(x) = 2x + 1 5. f(x) = 2 – 3x
(-3, -5), x -3 1 4 3. f(x) = -3x
2. f(x) = 2x + 1 -5 3 9 (1, 3),
f(x) -5 3 9
(4, 8) B. Complete the table below.
(-3, 9), x -3 1 4
3. f(x) = -3x 9 -3 -12 (1, -3), The values of Ordered
f(x) 9 -3 -12 Function Table
(4, -12) f(-3) f(1) f(4) Pairs
(-3, 5), x -3 1 4 x
4. f(x) = -3x – 4 5 -7 -16 (1, -7), 1. f(x) = 2x
f(x) 5 -7 -16 f(x)
(4, -16)
(-3, 11), x
x -3 1 4 2. f(x) = 2x + 1
5. f(x) = 2 – 3x 11 -1 -10 (1, -1), f(x)
f(x) 11 -1 -10
(4, -10)
x
3. f(x) = -3x
f(x)
Teacher’s Note and Reminders
x
4. f(x) = -3x – 4
f(x)
Don’t x
5. f(x) = 2 – 3x
Forget! f(x)

190
C C. Complete the table below. An example is done for you.
Function The values of... Meaning
f(-3) = -6 The value of f at x = -3 is -6. Function The values of... Meaning
1. f(x) = 2x f(1) = 2 The value of f at x = 1 is 2. The value of f at x = -3 is
f(-3) = -6
-6.
f(4) = 8 The value of f at x = 4 is 8. 1. f(x) = 2x
f(1) = 2 The value of f at x = 1 is 2.
f(-3) = -5 The value of f at x = -3 is -5. f(4) = 8 The value of f at x = 4 is 8.
2. f(x) = 2x + 1 f(1) = 3 The value of f at x = 1 is 3. f(-3) = ___
f(4) = 9 The value of f at x =4 is 9. 2. f(x) = 2x + 1 f(1) = ___
f(-3) = 9 The value of f at x = -3 is 9. f(4) = ___
3. f(x) = -3x f(1) = -3 The value of f at x = 1 is -3. f(-3) = ___
f(4) = -12 The value of f at x =4 is -12. 3. f(x) = -3x f(1) = ___
f(-3) = 5 The value of f at x = -3 is 5. f(4) = ___
4. f(x) = -3x – 4 f(1) = -7 The value of f at x = 1 is -7. f(-3) = ___
4. f(x) = -3x –
f(4) = -16 The value of f at x =4 is -16. f(1) = ___
4
f(-3) = 11 The value of f at x = -3 is 11. f(4) = ___
5. f(x) = 2 – 3x f(1) = -1 The value of f at x = 1 is -1. f(-3) = ___
f(4) = -10 The value of f at x =4 is -10. 5. f(x) = 2 – 3x f(1) = ___
f(4) = ___

Process the guide questions and let them realize that as x increases, the value ES TI O 1. How did you determine the values of f(-3), f(1) and f(4) of each
of the function may either increase or decrease.
? function?

QU

NS
2. In each of the functions below, what have you observed about the
values of f as x increases?
Teacher’s Note and Reminders 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.
Don’t 6. How can the value of a quantity given the rate of change be
F rget!
o predicted?

191
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
A ctivity 7 DESCRIBE ME (PART II)!
and complete each table.
Description: This activity will enable you to describe a linear function using mapping
Answers to Activity 7: diagram and graph.
Direction: Given the functions below, evaluate the following: f(-2), f(-1), f(0), f(1) and
a. f(x) = x + 5 c. f(x) = -x + 5 f(2). Complete the table of values of each function below. Illustrate with a
x -2 -1 0 1 2 x -2 -1 0 1 2 mapping diagram and draw the graph in a graphing paper.
f(x) 3 4 5 6 7 f(x) 7 6 5 4 3 a. f(x) = x + 5 c. f(x) = -x + 5
x x
b. f(x) = 3x d. f(x) = -3x f(x) f(x)

x -2 -1 0 1 2 x -2 -1 0 1 2 b. f(x) = 3x d. f(x) = -3x

f(x) -6 -3 0 3 6 f(x) 6 3 0 -3 -6 x x
f(x) f(x)
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. ES TI O 1. How did you determine the values of f(-2), f(-1), f(0), f(1) and f(2) of
each function?
?

QU

NS
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.
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.
Teacher’s Note and Reminders
A ctivity 8 WHAT ARE THE FIRST DIFFERENCES
2. What type of correspondence are the mapping diagrams? Does
each element in the domain correspond to one and only one
element in the range?
3. Have you observed any pattern from the domain and range
of each function? Based from the values obtained, is the
function increasing or decreasing?
4. Which function has an increasing value of y as x increases?
5. Which function has a decreasing value of y as x increases?
6. How can you predict the value of a quantity given the rate of
change?
ON Y-VALUES?

Description: This activity will enable you to determine whether a function is linear
Don’t given the table.
Forget! Direction: 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 0 1 2 3 4
f(x) or y

192
Answer to Activity 8 2. Find the first differences on x-coordinates. Write your answers
on the boxes above the table:
A.
1 1 1 1 1

x 0 1 2 3 4 x 0 1 2 3 4

g(x) or y -1 2 5 8 11 f(x) or y

3. Find the first differences on y-coordinates and write your

3 3 3 3 answers on the boxes below the table:

x 0 1 2 3 4
B.
f(x) or y
2 2 2 2

x 0 3 5 7 9
h(x) or y 6 10 14 18 22
ES TI O 1. How did you find the values of the function?
2. What are the first differences on x-coordinates? How did you find
?

QU

NS

them? Are they equal?
4 4 4 4 3. What are the first differences on y-coordinates? How did you find
them? Are they equal?
C. 4. Is the given function linear? Explain.
1 1 1 1 5. How is the slope m of the function related to the first differences on
y-coordinates?

x -2 -1 0 1 2
f(x) or y 5 2 1 2 5 B. Consider the function g defined by g(x) = 2x + 4.
1. Find the values of the functions and complete the following
table:
-3 -1 1 3 x 1 3 5 7 9
g(x) or y

2. Find the first differences on x-coordinates and write your

answers on the boxes above the table:

x 1 3 5 7 9
g(x) or y

193
 Teacher’s Note and Reminders 3. Find the first differences on y-coordinates and write your
answers on the boxes below the table:

x 1 3 5 7 9
g(x) or y

ES TI O 1. How did you find the values of the function?

? 2. What are the first differences on x-coordinates? How did you find

QU

NS
them? Are they equal?
3. What are the first differences on y-coordinates? How did you find
them? Are they equal?
4. Is the given function linear? Explain.
5. 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 -2 -1 0 1 2
h(x) or y
Don’t 2. Find the first differences on x-coordinates and write your
F rget!
o answers on the boxes above the table:

x -2 -1 0 1 2
h(x) or y

Use process questions to enable students’ generalize the following: 3. Find the first differences on y-coordinates and write your
answers on the boxes below the table:
The function is linear if first differences on x-coordinates are equal and the
x -2 -1 0 1 2
first differences on y-coordinates are equal. However, the function is not linear
h(x) or y
if the first differences on x-coordinates are equal and the first differences on
y-coordinates are not equal.

194
Answers in Activity 8:
1. L 6. L ES TI O 1. How did you find the values of the function?

? 2. What are the first differences on x-coordinates? How did you find

QU

NS
x -2 -1 0 1 2 x -2 -1 0 1 2
them? Are they equal?
f(x) or y 1 2 3 4 5 f(x) or y -1 2 5 8 11
3. What are the first differences on y-coordinates? How did you find
2. L 7. L them? Are they equal?
x -2 -1 0 1 2 x 5 4 3 2 1 4. Is the given function linear? Explain.
5. What have you realized? State your realization by completing the
f(x) or y -3 -1 1 3 5 f(x) or y -1 2 5 8 11
statement below.
3. L x -2 -1 0 1 2 8. L x -5 -4 -3 -2 -1
The function is linear if first differences on x-coordinates are
f(x) or y 5 2 -1 -4 -7 _______ and the first differences on y-coordinates are _______.
f(x) or y 15 11 7 3 -1
However, the function is not linear if the first differences on
x-coordinates are equal and the first differences on y-coordinates
4. NL 9. NL are ___________.
x 1 2 3 4 5 x -2 -1 0 1 2
f(x) or y 4 1 0 1 4 f(x) or y 1 0 1 4 9 Exercise 2
Determine whether the function below is linear given the table.
5. NL 10. L
x -2 0 2 4 6 x -4 -2 1 3 4
1. 6.
f(x) or y 4 -2 -4 -2 4 f(x) or y -21 -11 4 14 19 x -2 -1 0 1 2 x -2 -1 0 1 2
f(x) or y 1 2 3 4 5 f(x) or y -1 2 5 8 11
2. 7.
Let the students recall the domain and the range of a relation if a set of ordered x -2 -1 0 1 2 x 5 4 3 2 1
pairs, a mapping diagram, a table, or a graph is known. Process the questions f(x) or y -3 -1 1 3 5 f(x) or y -1 2 5 8 11
provided so that the students are able to generalize that the domain and the 3. 8.
range of any linear function is a set of real numbers. x -2 -1 0 1 2 x -5 -4 -3 -2 -1

f(x) or y 5 2 -1 -4 -7 f(x) or y 15 11 7 3 -1
4. 9.
Teacher’s Note and Reminders x 1 2 3 4 5 x -2 -1 0 1 2
f(x) or y 4 1 0 1 4 f(x) or y 1 0 1 4 9
5. 10.
x -2 0 2 4 6 x -4 -2 1 3 4
f(x) or y 4 -2 -4 -2 4 f(x) or y -21 -11 4 14 19

y
3
(2, 3)
2

Don’t Domain and Range of a Linear Function 1

Forget! -4 -3 -2 -1
0
0 1 2 3
x

Again, consider the function f defined by -1

(0, -1)

f(x) = 2x – 1. Study the graph carefully. What

-2

-3
have you noticed about the arrow heads of
-4
the graph? What can you say about it? -5

-6
(-3, -7)
-7

195
 Teacher’s Note and Reminders ES TI O 1. What do the arrow heads indicate?
?

QU

NS
2. Does the graph extend to the left and right without bound?
3. What is its domain?
4. Does the graph extend upward and downward without bound?
5. What is its range?
6. What is the domain of the linear function? Justify your answer.
7. 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 ℜ and its
range of the function Rf is ℜ. In symbols,

Df = {x|x ∈ ℜ}, 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 ∈ ℜ}, 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.”
Exercise 3
Don’t Complete the following table.
Function Domain Range
Forget!
1. f(x) = 2x
2. f(x) = 4x + 1
3. f(x) = -7x – 4
4. f(x) = 8x – 5
5. f(x) = x – 9

Linear Equations
Answers to Exercise 3:
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.
Function Domain Range
1. f(x) = 2x {x|x ∈ ℜ} {y|y ∈ ℜ} Question:
2. f(x) = 4x + 1 {x|x ∈ ℜ} {y|y ∈ ℜ}
Does the equation 3x + 2y = 6 describe a linear function? If yes, determine the slope
3. f(x) = -7x – 4 {x|x ∈ ℜ} {y|y ∈ ℜ} and the y-intercept.
4. f(x) = 8x – 5 {x|x ∈ ℜ} {y|y ∈ ℜ}
5. f(x) = x – 9 Solution:
{x|x ∈ ℜ} {y|y ∈ ℜ}
The equation 3x + 2y = 6 can be solved for y:
Discuss rewriting linear equations from the form Ax + By = C into y = mx + b and
vice-versa. Give some examples. 3x + 2y = 6 Given
3x + 2y + (-3x) = 6 + (-3x) Addition Property of Equality

196
Teacher’s Note and Reminders 2y = -3x + 6 Simplification
1 (2y) = 1 (-3x + 6) Multiplication Property of Equality
2 2

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∈ℜ, 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∈ℜ, 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:
Don’t 1
y= x + 3 Given
Forget! 2
2(y) = 2( 12 x + 3) Multiplication Property of Equality
2y = x + 6 Simplification
2y + (-x) = x + 6 + (-x) Addition Property of Equality
-x + 2y = 6 Simplification
(-1)(-x + 2y) = (-1)(6) Multiplication Property of Equality
x – 2y = -6 Simplification

197
Answers to Exercise 4: Exercise 4
1. x + y = 4 6. x – 2y = -6 Rewrite the following equations in the form Ax + By = C.
2. 2x + y = 6 7. 2x – 3y = 9
1. y = -x + 4 6. y = 1x + 3
3. 5x – y = -7 8. 8x – 4y = 1 2
4. 3x – y = 8 9. 5x – 2y = -3 2. y = -2x + 6 7. y = 2 x – 3
5. x – 2y = 0 10. 10x – 8y = -3 3
3. y = 5x + 7 8. y = 2x + 1
4
Answers to Exercise 5:
4. y = 3x – 8 9. y = 5 x + 3
1. y = -2x +9 6. y = 5/7 x – 2/7 2 2
2. y = -1/2x + 2 7. y = -6x + 8 5. y = 1 x 10. y = 5 x + 3
3. y = 3x – 2 8. y = 2x – 3 2 4 8
4. y = - 5/2x + 7/2 9. y = -5/4x + 15/2 Exercise 5
Rewrite the following equations in the form y = mx + b and identify the values of m and b.
5. y = x + 1/3 10. y = 10/3x – 3
1. 2x + y = 9 6. 5x – 7y = 2
rise
Discuss slope of a line. Then, give examples. Start with formula m = and 2. x + 2y = 4 7. 3x + 1 y = 4
run 2
let them derive the formula for two points with the use of process questions
3. 3x – y = 2 8. 2 x – 1 y = 1
through oral questioning. 3 3
4. 5x + 2y = 7 9. 5 x + 2 y – 5 = 0
2 3
Teacher’s Note and Reminders 5. -3x + 3y – 1 = 0 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.

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,
Don’t http://wonderfulworldreview.blogspot.
com/2011/05/mayon-volcano-albay-

Forget! m = rise slope philippines.html

run y
The rise refers to the vertical change or change in R
y-coordinate while the run is the horizontal change or change in change in
x-coordinate. That is, P y-coordinate

m = rise = vertical change = change in y-coordinate Q

change in x-coordinate
run horizontal change change in x-coordinate x
0

198
 Teacher’s 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.
B
3
How is rise = 2 arrived at? Explain.
How is run = 1 arrived at? Explain. 2 rise = 2
A
What is the slope? How did you find the slope? 1
How did you find the change in y-coordinate? 0 run = 1
How did you find the change in x-coordinate? -2 -1 0 1 2 3

What have you realized? -1

-2
Express your realization by completing the box below:

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

Don’t Exercise 6
Find the slope of each line below.
Forget!
y y
1. 2. 3. y
3 (0, 3) 3
(0, 3)
2 3 2

1 2 1
(2, 1) (1, 1) (2, 1)
0 0
-2 -1 0 1 2
x 1
-2 -1 0 1 2
x
0
-1
-2 -1 0 1 2
x -1
Answers to Exercise 6:
-2 -1 -2

1. 7/2 4.
1/2 -2

2. -1 5. undefined (-2, -4)

3. 0

199
 y y
Teacher’s Note and Reminders 4. 5.
3
4 (2, 4)

3
2
2 (2, 2)
1
1
0
0
x
-2 -1 1 2
0
0
x
-1 -2 -1 1 2 3
-1
-2
(0, -2)
-2

-3

ES TI O 1. How did you find the slope of the line?

2. What is the trend of the graph? Is it increasing? Or decreasing?
?

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3. What is the slope of each increasing graph? What are the signs of
the slopes?
4. What is the slope of the decreasing graph? What is the sign of the
slope?
5. Do the graphs represent linear functions? Why or why not?
Don’t 6. What is the slope of the horizontal line? How about the vertical line?
Forget!
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.
Discuss the trend of the graph and differentiate the lines whose slopes are • If m is undefined, then the graph is a vertical line.
positive (m > 0) and negative (m < 0) as well as the lines whose slopes are zero y y y
and undefined.

Answers to Challenge Questions: x x x x

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∈ℜ and the line is described by Ax + By = C, find its slope.

200
 Teacher’s Note and Reminders y
5
Consider the graph of the function f defined (2, 5)
f(x) = 2x + 1 at the right. 4
3
Question to Ponder: 2
1 (0, 1)
1. What is the slope of the line using any of 0 x
-3 -2 -1 0 1 2 3 4
the formulae? -1
2. Compare the slope you have computed to -2
the numerical coefficient of x in the given -3
function -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.

1. f(x) = 2x – 5 6. 2x – y = 5
Don’t 2. f(x) = -3x + 7 7. 7x – 3y – 10 = 0
Forget!
3. f(x) = x + 6 8. 1 x + 1 y – 8 = 0
2 4
4. f(x) = 1 x – 8 9. x = 8
4
5. f(x) = 2 x – 1 10.
2y + 1 = 0
3 2

A ctivity 9
Answers to Exercise 7: STEEP UP!

1. m = 2 6. m = 2 Description: This activity will enable you to use the concept of slope in real life. This
2. m = -3 7. m = 7/3 can be done by group of 5 members.
3. m = 1 8. m = -2 Direction: Find any inclined object or location that you could see in your school and
then determine its steepness.
4. m = 1/4 9. m is undefined; vertical line
5. m = 2/3 10. m = 0; horizontal line
ES TI O
1. How did you find the steepness of the inclined object?
?
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NS

Ask the students to perform Activity 9. Allow them to go out of the classroom and
2. Have you encountered any difficulty in determining the steepness
look for any inclined object. Let them find its slope. This will enable them to see of the object? Explain your answer.
the connection of the concept to real life.

201
Discuss graphing linear equations. Start with any two points. Let them recall Graphs of Linear Equations
that a linear equation is an equation whose graph is a line and in Geometry, two
points determine a line. That’s why, two points are sufficient to draw the graph You have learned earlier that a linear function can be described by its equation,
of a linear 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:
Answers to Exercise 8: 1. Using two points
2. Using x- and y-intercepts
3. Using the slope and the y-intercept
1. 3.
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. 4
3 (1, 3)
You may assign any two values for x, say 0 and 1. 2
By substitution, 1 (0, 1)
x
2. 4. y = 2x + 1 y = 2x + 1
-3 -2 -1 0 1 2 3 4
-1
y = 2(0) + 1 y = 2(1) + 1 -2
y = 0 + 1 y=2+1 -3
y = 1 y=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.

Exercise 8
Teacher’s Note and Reminders Graph each linear equation that passes through the given pair of points.

Don’t 1. (1, 2) and (3, 4) 3. (-2, 5 ) and ( 1 , - 1 )

3 2 3
Forget!
2. (5, 6) and (0, 11) 4. (- 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 To graph the equation y = 2x + 1 using this method, you need to solve the x-intercept
x-intercept a is the abcissa of the coordinates of the point (a, 0) that intersects by letting y = 0 and the y-intercept by letting x = 0.
the x-axis while y-intercept b is the ordinate of the coordinates of the point (0, b) Letting y = 0, the equation y = 2x + 1 becomes y
that intersects the y-axis. This means that two points exist to represent x- and 0 = 2x + 1 Substitution 5
y-intercepts. Thus, x-intercept and y-intercept are sufficient to draw the graph of -2x = 1 Addition Property of Equality 4
the linear equation. x = - 1 Multiplication Property of Equality 3
2 y-intercept
2
Processes on how to solve for x- and y-intercepts are provided. Links are also Letting x = 0, y = 2x + 1 becomes 1 1
y = 2(0) + 1 Substitution -1
provided for further references. 2
x
Answers to Exercise 9: y = 0 + 1 Simplification -3 -2 -1 0 1 2 3 4
y = 1 Simplification -1
x-intercept
-2
1. 3.
-3
The x-intercept a is - 1 while the y-intercept b is 1.
2 -4
Now, plot the x- and y-intercepts, then connect them.
Web Links
Click these links for further
The x-intercept is the abscissa of the coordinates of the point in references:
which the graph intersects the x-axis. However, the y-intercept is the
1. http://www.youtube.com/
ordinate of the coordinates of the point in which the graph intersects watch?v=mvsUD3tDnHk
the y-axis. &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
y
The third method is by using the slope and the 5
y-intercept. This can be done by identifying the slope 4 run = 1
and the y-intercept of the linear equation.
3 (1, 3)
rise = 2 2
In the same equation y = 2x + 1, the slope m is 2 1
y-intercept
and y-intercept b is 1. Plot first the y-intercept, then use x
-3 -2 -1 0 1 2 3 4
the slope to find the other point. Note that 2 means 2 , -1
1
which means rise = 2 and run = 1. Using the y-intercept -2

as the starting point, we move 2 units upward since -3

-4
rise = 2, and 1 unit to the right since run = 1.

203
Discuss graphing linear equations using slope and y-intercept. A y-intercept Web Links
Note that if rise is less than zero (or negative), we move
represents a point. Thus, it is necessary to find for another point. That could be Click these links for more
examples:
done by using the slope and y-intercept. downward from the first point to look for the second point.
1. http://www.youtube.com/
Processes on how to find another point using slope and y-intercept are provided. watch?v=QIp3zMTTACE
2. http://www.youtube.com/
Similarly, if run is less than zero (or negative), we move to the
Links are also provided for further references. watch?v=jd-ZRCsYaec
3. http://www.youtube.com/wa left from the first point to look for the second point. Moreover, a
tch?v=EbuRufY41pc&featur
e=related negative rational number - 1 can be written as either -1 or 1 but
Answers to Exercise 10: 2 2 -2
not -1 .
-2
1. 3. Exercise 10
Graph each linear equation given slope m and y-intercept b.

1. m = 2 and b = 3 3. m = 1 and b = 3
2
2. m = 1 and b = 5 4. m = -3 and b = - 3
2
Using Slope and One Point y
4

The fourth method in graphing linear equation is by using 3

the slope and one point. This can be done by plotting first the 2

given point, then finding the other point using the slope. B (0, 1) 1
0
2 x
The linear equation y = 2x + 1 has a slope of 2 and a -3 -2 -1 0 1 2 3

2. 4. A (-1, -1) -1
point (-1, -1). To find a point from this equation, we may assign 1-2
any value for x in the given equation. Let’s say, x = -1. The
value of y could be computed in the following manner:
-3

-4

y = 2x + 1 Given
y = 2(-1) + 1 Substitution
y = -2 + 1 Simplification
y = -1 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 / Note that 2 (the rise) must be added to the y-coordinate while 1
watch?v=f58Jkjypr_I
which is a video lesson
(the run) must be added to x-coordinate.
for another example.

204
Discuss graphing linear equations using slope and one point. It is necessary to Exercise 11
find for another point. That could be done by using the slope and one point. Graph the following equations given slope m and a point.
Processes on how to find another point using slope and a point are provided.
1. m = 3 and (0, -6) 3 m = 1 and (0, 4)
Links are also provided for further references. 2
2. m = -2 and (2, 4) 4. m = 3 and (2, -3)
Answers to Exercise 11: 2

A ctivity 10
1. 3. WRITE THE STEPS

Description: This activity will enable you to summarize the methods of graphing a
linear equation.
Direction: 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

ES TI O 1. Among the four methods of graphing a linear equation, which one

?
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is easiest for you? Justify your answer.
2. Have you encountered any difficulty in doing any of the four
methods? Explain your answer.

205
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 A ctivity 11 y
MY STORY 50
are done.
40
(4, 40)
Description: This activity will enable you to
Allow the students to create their own story about the given graph in performing 30
analyze the graph and connect this (3, 30)
Activity 11. Varied answers to this activity are expected. to real life. 20
(2, 20)
Direction: Create a story out of the graph of the
Let the students describe the graph of the linear function using its x-intercept, linear equation at the right. Share
10
(1, 10)
0
y-intercept, slope, trend and equation. You may give additional graph for further this to your classmate. (0, 0)
x
-1 0 1 2 3 4 5
practice. Ask them to answer Activity 12. -10

Answers to Activity 12: ES TI O

?

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NS
1. Do you have the same story with your classmates?
1. x-intercept: -3 2. Is your story realistic? Why?
2. y-intercept: 2
3. rise: 3
4. run: 2 A ctivity 12
5. slope: 3/2 DESCRIBE ME (PART III)!
6. trend: increasing
Table: Description: This activity will enable you to describe the 2
graph of a linear equation in terms of its
x 0 -3 intercepts, slope and points. 1

y 2 0 Direction: Given the graph at the right, find the 0

-2 -1 0 -1 -2 -3
following:
-1
1. x-intercept 4. run
Teacher’s Note and Reminders 2. y-intercept 5. slope -2
3. rise 6. trend
-3

Complete the table below: -4

x
y

Don’t ES TI O 1. How did you identify the x-intercept and y-intercept?

2. In your own words, define x-intercept and y-intercept.
Forget!
?
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3. How did you find the rise and run?
4. How did you find the slope?
5. Is it increasing or decreasing from left to right? Justify your answer.
6. Have you observed a pattern?
7. What happen to the value of y as the value of x increases?
8. How can the value of a quantity given the rate of change be
predicted?

206
Discuss finding the equation of the line. Start it by using the slope –intercept form Finding the Equation of the Line
y = mx + b.
The equation of the line can be determined using the following formulae:
a. slope-intercept form: y = mx + b;
Answers to Questions of Activity 13: b. point-slope form: y – y1 = m(x – x1); and

1. The value of m in each equation c. two-point form: y – y1 = y2 – y1 (x – x1).

x2 – x1
2. The value of b in each equation
3. A ctivity 13
SLOPE AND Y-INTERCEPT
Equation of the
Slope y-Intercept Description: This activity will enable you to find the equation of the line using slope-
Line
intercept form.
a. y = 2x 2 0 Materials: graphing paper
b. y = 2x + 4 2 4 pencil or ballpen
c. y = 2x – 5 2 -5 Direction: Graph these equations in one Cartesian plane.
a. y = 2x c. y = 2x – 5 e. y = -2x + 4
d. y = x + 5 1 5 b. y = 2x + 4 d. y = x + 5
e. y = -2x + 4 -2 4
ES TI O 1. What is the slope of each line? Use the formula m = rise
run
to answer
4. The value of m is the slope of the line y = mx + b and the value of b is its
? this question.

QU

NS
y-intercept. 2. What is the y-intercept of each line?
5. The slope of y = 7x + 1 is 7 while its y-intercept is 1. 3. Complete the table below using your answers in 1 and 2.
Equation of the Line Slope y-Intercept
Teacher’s Note and Reminders a. y = 2x
b. y = 2x + 4
c. y = 2x – 5
d. y = x + 5
e. y = -2x + 4

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.
____________________________________________________
Don’t 5. Consider the equation y = 7x + 1. Without plotting points and
Forget! 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?

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 Slope-Intercept Form of the Equation of a Line
whose equation is in the form Ax + By = C. Do not give this as an assignment.
The linear equation y = mx + b is in slope-intercept form. The slope of the line is m
Answers to Activity 14: and the y-intercept is b.
1. 2x + 5 y = 10
A ctivity 14
m = − 2 b=2 FILL IN THE BOX
5

Description: This activity will assess what you have learned in identifying the slope
2. 3 x – 6y = 7 and y-intercept of the line whose equation is in the form Ax + By = C.
m = 1 b = − 7 Direction: Complete the boxes below in such a way that m and b are slope and
2 6 y-intercept of the equation, respectively. You are allowed to write the
numbers 1 to 10 once only.
3. 3 6 x + 9 y = 1 8

3. 3 x+ y=1
m = − 4 b = 2
1. 2x + y=
m = − b=2
m = − b=2
Answers to Activity 15: 5

2. x – 6y = 7
y – y1
1. m = 2 m = b=−
x2 – x1 2 6

2. Since the two points of the line are represented by (x1 – y1) and (x, y), its A ctivity 15
y – y1 THINK-PAIR-SHARE
slope is m =
x – x1
3. Two-Point Form of the linear equation Description: This activity will enable you to generate 5
Point-Slope Form of the equation of a 4
(x, y)
y – y1 line. Shown at the right is a line that 3
4. m = contains the points (x1, y1) and (x, y). 2
x – x1 Note that the (x1, y1) is a fixed point 1
on the line while (x, y) is any point (x1, y1)
y – y1 = m(x – x1 ) contained on the line. -3 -2 -1 0 1 2 3 4
Direction: Give what are asked. -1
-2
1. 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 Point-Slope Form of the Equation of a Line
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. The linear equation y – y1 = m(x – x1) is the point-slope form. The value of m is the
Discuss their answers and give examples. slope of the line which contains a fixed point P1(x1, y1).

Exercise 12
Answers to Exercise 12: Find the equation of the line of the form y = mx + b given the slope and a point.

1. y = 2x + 4 6. y = 1/2x – 3 1. m = 2; (0, 4) 6. m = 1 ; (-6, 0)

2
2. y = x – 7 7. y = 2/3x + 8
2. m = 1; (5, -2) 7. m = 2 ; (0, 8)
3. y = -5x – 6 8. y = - 7/2x – 11 3
4. y = -7x + 27 9. y = - 7/4x + 9/2 3. m = -5; (-3, 9) 8. m = - 7 ;(-4, 3)
5. y = -x + 9 10. y = 1/2x + 35/12 2
4. m = -7; (4, -1) 9. m = - 7 ;(-2, 8)
4
Answers to Activity 16:
5. m = -1; (7, 2) 10. m = 1 , (- 1 , 8 )
2 2 3
y – y1
1. m = 2 A ctivity 16
x2 – x1
THINK-PAIR-SHARE
2. y – y1 = m(x – x1) Description: 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
3. Subsitute the formula of m to the Point-Slope Form. Form of the equation of the line.
Direction: Answer the following guide questions
Answers to Exercise 13:
1. Write the formula of slope m of the line given two points in the box.
1. y = 3x – 5 6. y = - 1/4x + 1/2
2. y = -3x + 28 7. y = - 1/4x + 15/8
3. y= -x + 2 8. y = -4x – 9/2 2. Write the Point-Slope Form of the equation of the line in the box.
4. y = -6x – 43 9. y = 1/3
5. y = 5x + 15 10. y = -7/12x + 1/24
3. State the justification in the second statement below.
Teacher’s Note and Reminders
y – y1 = m(x – x1) Point-Slope Form

Don’t y2 – y1
y – y1 = (x – x1) Why?
x2 – x1
F rget!
o
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 2

209
 Teacher’s 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) 6. (0, 1 ) and (1, - 1 )

2 2
2. (8, 4) and (6, 10) 7. ( 7 , 1) and (- 1 , 2)
2 2
3. (3, -1) and (7, -5) 8. (- 1 , - 5 ) and (- 3 , 3 )
2 2 2 2
4. (-8, 5) and (-9, 11) 9. (-15, 1 ) and (- 1 , 1 )
2 3 2 3
5. (-1, 10) and (0, 15) 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
IRF WORKSHEET REVISITED

Description: Below is the IRF Worksheet in which you will give your present knowledge
about the concept.
Direction: 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.
Don’t
Forget! Initial Revised Final
Questions
Answer Answer 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?
Elicit present knowledge about the linear functions by answering the “Revised
5. How can the value
Answer” column in the IRF Worksheet. Compare their revised answers of the of a quantity given
questions to their initial answers. the rate of change be
predicted?

210
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, let’s go deeper by moving on to the
next section.

Answers to Activity 18:

What to
What to Understand
Understand
Distance
(in meters) 0 200 400 600 800 1000 Your goal in this section is to take a closer look ate the real-life problems
x involving linear equations and relations.
Amount
(in Php) 40 43.50 47 50.50 54 57.50 A ctivity 18
RIDING IN A TAXI
y

1. The dependent variable is the amount because it depends on the distance. Description: This activity will enable you to solve real-life problems involving linear
functions.
2. The independent variable is the distance because it controls the amount.
Direction: Consider the situation below and answer the questions that follow.
3. It represents a line.
4. The y-intercept of the line is 40. Emman often rides a taxi from
5. The slope is 7/400. one place to another. The standard fare
6. The linear function f is f(x) = 7/400x + 40. in riding a taxi is Php 40 as a flag down
(a) Emman will have to pay Php 50.50. rate plus Php 3.50 for every 200 meters
(b) He will have to pay Php 145. or a fraction of it.
(c) If he pays Php 68, then he traveled 1600 meters or less than 1600 meters Complete the table below:
but greater than 1400 meters. If he pays Php 75, then he traveled 2000 Distance
meters or less than 2000 meters but greater than 1800 meters. If he (in meters) 0 200 400 600 800 1000
pays Php 89, then he traveled 2800 meters or less than 2800 meters but x
greater than 2600 meters. Finally, if he pays Php 92.50, then he traveled Amount
3000 meters or less than 3000 meters but greater than 2800 meters. (in Php)
7. The linear equation is 7x – 400y = -1600, instead of 7x – 800y = -1600. y

ES TI O 1. What is the dependent variable? Explain your answer.

? 2. What is the independent variable? Explain your answer.

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3. Based on the completed table, would the relation represent a line?
4. What is the y-intercept? Explain your answer.
5. What is the slope? Explain your answer.
6. 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?

211
Answers to Activity 19:
(a) If he rides a taxi from his residence to an airport with an
approximate distance of 6 kilometers, how much will he pay?
Step 1: The dog’s weight is 1 kg at birth. Its weight is 6 kg after a month.
(b) If Emman pays Php 68, how many kilometers did he travel?
How about Php 75? Php 89? Php 92.50?
Step 2: The dependent variable is the dog’s weight while the independent 7. Write the equation of the line in the form Ax + By = C using your
variable is the time. answer in number 6.
8. Draw the graph of the equation you have formulated in item 7.
Step 3: x 0 1 2 3
y 1 6 11 16
A ctivity 19
y GERMAN SHEPHERD
Step 4:
Description: This activity will enable you to solve problems involving linear functions
by following the steps provided.
Direction: Do the activity as directed.

You own a newly-born German shepherd. Suppose

the dog weighs 1 kg at birth. You’ve known from your friend
that the monthly average weight gained by the dog is 5 kg. If
the rate of increase of dog’s weight every month is constant,
determine an equation that will describe the dog’s weight.
x Predict the dog’s weight after five months using mathematical
equation and graphical representation.
Step 5: The slope m = 5, y-intercept b = 1. The equation is y = 5x + 1.
Complete the flow chart below then use it to answer the questions that follow.

Teacher’s Note and Reminders

Don’t
Forget!

212
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.
Answers to Activity 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.
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.
Teacher’s Note and Reminders
Don’t
Forget!
213
ES TI O 1. What equation describes the dog’s weight?
QU
NS
2. What method did you use in graphing the linear equation?
3. How will you predict the dog’s weight given the rate of change
in his weight?
A ctivity 20
WORD PROBLEMS
Description: 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.
Direction: 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.
A ctivity 21
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.
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 ES TI O 1. What equation describes the dog’s weight?

QU

NS
Did
2. youWhat
encounter
method did any
youdifficulty in formulating
use in graphing real-life problem
the linear equation?
use the 5-step procedure of the flow chart provided in the previous activity. 3. involving
How will youlinear functions?
predict Explain
the dog’s weight yourtheanswer.
given rate of change in his
weight?

Teacher’s Note and Reminders

RUBRIC: PROBLEMS FORMULATED AND SOLVED
Score Descriptors
Poses a more complex problem with 2 or more correct possible solutions and
6 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
5 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
4 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
3 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
2
ideas unmistakably but shows gaps on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not being able to develop
Don’t 1
an approach.
Forget!
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.

Situation:
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.
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.
Teacher’s 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
IRF WORKSHEET REVISITED
Description: Below is the IRF Worksheet in which you will write your present knowledge
about the concept.
Direction: Complete IRF sheet below.

Initial Revised Final

Questions
Answer Answer 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?

Don’t What new realizations do you have about the topic? What new connections have
Forget! 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
What to Transfer
Transfer

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
What to Transfer
Transfer

Allow the students to perform Activity 24 without your assistance, if possible.

Rate their performance based on the criteria of the rubric provided.

215
Teacher’s 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 in-
formation 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

Exemplary Satisfactory Developing Beginning
CRITERIA
4 3 2 1
The mathematical The mathematical The mathematical The mathematical
concepts used concepts used concepts used concepts used
Use of
are correct and are correct and are correct but are wrong and the
mathematical
the computations the computations the computations computations are
concepts and
are accurate. are accurate. are inaccurate. inaccurate.
accuracy
Brief explanation
is provided.
The ideas The ideas The ideas The ideas and
and facts are and facts are and facts are facts are not well
Organization complete, orderly completely mostly orderly presented.
presented, and orderly presented.
well prepared. presented.
The presentation The presentation The presentation The presentation
Quality of uses appropriate uses appropriate uses some visual does not include
presentation and creative visual designs. designs which are any visual
visual designs. inappropriate. design/s.
Don’t The The Some The
recommendations recommendations recommendations recommendations
F rget!
o Practicality of are sensible, are sensible and are sensible and are insensible and
recommendations doable and new doable. doable. undoable.
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 Y
a 1
-5
b 2 5
5
3
c . 8
d 4 8

X Y X Y
b. d.
1.1

1
1.5
2
1 1.4 5
3
1.6 4

217
4. What is the range of the relation at the right?
a. {x|-3 ≤ x ≤ 3, x ∈ ℜ}
b. {x|-3 < x < 3, x ∈ ℜ}
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 x y
-2 -5 -2 -5 -2 -6 -2 -5
0 1 -1 1 0 -3 -1 -3
2 7 0 7 2 0 0 0
4 13 1 13 4 3 1 3
6 19 2 19 6 6 2 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 0 1 2 3 4 5
h(t) 10 8 6 4 2 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. 4 ft

a. 4/5
b. 5/4
c. 2/5
10 ft
d. 5/2

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. 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

16. What qualities you must look into in tarpaulin printing?

I. The printing and layouting cost

II. The quality of the printing output
III. The brand of the PC used in layouting
IV. The quality of the layout artist’s 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

y y
b. d.

x
x

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 11. B 16. C
2. B 7. D 12. C 17. C
3. B 8. C 13. C 18. B
4. C 9. B 14. C 19. D
5. A 10. A 15. B 20. 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: LEARNING COMPETENCIES
Grade 8 Mathematics 1. Differentiate between mathematical expressions and
QUARTER mathematical equations.
Second Quarter 2. Differentiate between mathematical equations and inequalities.
STRAND: 3. Illustrate linear inequalities in two variables.
Algebra 4. Graph linear inequalities in two variables on the coordinate
TOPIC: plane.
Linear Inequalities in Two Variables 5. Solve real-life problems involving linear inequalities in two
LESSONS: variables.
1. Mathematical Expressions and Equations in Two
ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:
Variables
Students will understand that How can problems involving
2. Equations and Inequalities in Two Variables
real-life problems where certain two quantities bounded by
3. Graphs of Linear Inequalities in Two Variables
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 KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE
Pre-Test: Part I Pre-Test: Part I Pre-Test: Part I Pre-Test: Part I
Identifying and Graphing linear Solving problems Products and
describing linear inequalities in two involving linear performances related
inequalities in two variables inequalities in two to or involving linear
Pre – assessment/
variables and their variables inequalities in two
Diagnostic
graphs Finding the solution set variables
of linear inequalities in Representing situations
two variables using linear inequalities
in two variables

228
 Quiz: Lesson 1 Quiz: Lesson 1 Quiz: Lesson 1
Identifying linear Graphing linear Representing situations
inequalities in two inequalities in two using linear inequalities
variables and their variables in two variables
graphs
Determining whether Explaining how to graph
an ordered pair is a linear inequalities in two
solution to a given variables
linear inequality in two
Formative 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 Post-Test: Part I Post-Test: Part I Post-Test: Part I
Identifying and Graphing linear Solving problems Products and
describing linear inequalities in two involving linear performances related
inequalities in two variables inequalities in two to or involving linear
variables and their variables inequalities in two
graphs Finding the solution set variables
of linear inequalities in Representing situations
two variables using linear inequalities
in two variables
Summative Part II Part II Part II
Identifying linear Solving linear Describing the solution
inequalities in two inequalities in two set of linear inequalities
variables variables graphically in two variables
and algebraically
Part III: Part IV:
Solving problems GRASPS Assessment
involving linear
inequalities in two
variables
Journal Writing:
Expressing understanding of linear inequalities in two variables
Self - assessment
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? How will I assess? How Will I Score?
The learner demonstrates understanding of key Paper and Pencil Test
concepts of linear inequalities in two variables.
Part I items 2, 4 and 8
Knowledge
Differentiate between mathematical expressions and 1 point for every correct response
15% mathematical equations. Part II item 1

Differentiate between mathematical equations and Part IV item 1

inequalities.
Part I items 1, 3, 6, 11, and 12
Process/Skills 1 point for every correct response
25% Illustrate linear inequalities in two variables. Rubric on Problem SolvingRu
Part II item 3
Graph linear inequalities in two variables on the Part I items 5, 7, 9, 13, 14, and 16 1 point for every correct response
coordinate plane.
Part II items 2, 4 and 5 Rubric for explanation
Solve real-life problems involving linear inequalities in Criteria: Clear
two variables. Coherent
Justified
Understanding
Rubric for drawing
30%
Criteria: Neat and Clear
Accurate
Justified
Appropriate
Relevant

Part III Items 1 and 2 Rubric on Problem Solving

The learner is able to formulate real-life problems Part I Items 10, 15, 17, 18, 19, and
1 point for every correct response
involving linear inequalities in two variables and 20
solve these with utmost accuracy using a variety of
Rubric on Budget Proposal for Raising
strategies. Part IV
Broiler Chickens
GRASPS Assessment
Product Make a simple budget proposal for
Criteria:
30% raising broiler chickens.
The budget proposal should be clear,
Apply your understanding of the key
realistic, and make use of linear
concepts of linear inequalities in two
inequalities in two variables and other
variables in preparing the budget
mathematical statements.
proposal.

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 family’s 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.

Teacher’s Note and Reminders

Don’t
Forget!

233
 Pre-Assesment III. PRE - ASSESSMENT

Check students’ prior knowledge, skills, and understanding of mathematics Find out how much you already know about this module. Choose the letter that
concepts related to Linear Inequalities in Two Variables. Assessing these 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.
will facilitate teaching and students’ understanding of the lessons in this
module. 1. 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
Answer Key oranges, which of the following mathematical statements represents the given
situation?
Part I
a. 3x + 2y ≥ 123 c. 3x + 2y > 123
1. B 6. A 11. C 16. C b. 3x + 2y ≤ 123 d. 3x + 2y < 123
2. D 7. B 12. B 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. 0 b. 1 c. 2 d. Infinite

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
Teacher’s Note and Reminders true about the number of Php 10-coins?

I. The number of Php 10-coins is less than the number of Php 5-coins.
II. The number of Php 10-coins is more than the number of Php 5-coins.
III. The number of Php 10-coins is equal to the number of Php 5-coins.

a. I and II b. I and III c. II and III d. I, II, and III

4. Which of the following ordered pairs is a solution of the inequality 2x + 6y ≤ 10?

a. (3, 1) b. (2, 2) c. (1, 2) d. (1, 0)

5. What is the graph of linear inequalities in two variables?

a. Straight line c. Half-plane

Don’t b. Parabola d. Half of a parabola
Forget!
6. The difference between the scores of Connie and Minnie in the test is not more
than six points. Suppose Connie’s score is 32 points, what could be the score
of Minnie?

a. 26 to 38
b. 38 and above
c. 26 and below
d. Between 26 and 38

234
Teacher’s Note and Reminders 7. What linear inequality is represented by the
graph at the right?

a. x–y>1
b. x–y<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 c. d ≤ 1 d. d ≥ 1
2 2 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. 4 bars of chocolates and 2 pieces of candies

b. 3 bars of chocolates and 8 pieces of candies
c. 3 bars of chocolates and 6 pieces of candies
d. 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
Don’t the large table and only four people for the small tables. How many tables are
Forget! placed inside the function room?

a. 10 large tables and 9 small tables

b. 8 large tables and 10 small tables
c. 10 large tables and 12 small tables
d. 6 large tables and 15 small tables

235
Teacher’s 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.
Don’t Which of the following mathematical statements could it be?

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 adult’s tickets and five
children’s tickets that cost more than Php 400. Suppose an adult ticket costs
Php 75. Which of the following could be the cost of a children’s ticket?

a. Php 60 b. Php 45 c. Php 35 d. Php 30

236
Teacher’s 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. Budget Plan
II. Previous Electric and Water Bills
III. 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.

Don’t
Forget!

237
Teacher’s 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
Don’t drawn?
Forget!
a. c.

b. d.

238
 LEARNING GOALS AND TARGETS:
What to
What to Know
Know
Students are expected to demonstrate understanding of key concepts of
linear inequalities in two variables, formulate real-life problems involving Start the module by assessing your knowledge of the different mathematical
these concepts, and solve these with utmost accuracy using a variety of concepts previously studied and your skills in performing mathematical operations.
strategies. 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
Topic: Linear Inequalities in Two Variables 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.
What to
What to Know
Know

Provide the students opportunity to use some mathematical terms in other A ctivity 1
contexts by doing Activity 1. Let the students realize that in many real-life WHEN DOES LESS BECOME MORE?
situations, mathematical terms are used to compare objects, quantities,
and even attributes. Also in this activity, students will be able to recall and Directions: Supply each phrase with the most appropriate word. Explain your
familiarize themselves with the terms related to linear inequalities in two answer briefly.
variables.
1. Less money, more __________
2. More profit, less __________
Answer Key 3. More smile, less __________
4. Less make-up, more __________
Activity 1 (Some Possible Answers) 5. More peaceful, less __________
1. problems 6. action 6. Less talk, more __________
2. investment 7. pest 7. More harvest, less __________
3. wrinkles 8. rest 8. Less work, more __________
4. beautiful, simple 9. flood 9. Less trees, more __________
10. More savings, less __________
5. crime 10. wants

ES TI O a. How did you come up with your answer?

Teacher’s Note and Reminders
?
QU

NS
b. How did you know that the words are appropriate for the given
phrases?
Don’t c. When do we use the word “less”? How about “more”?
F rget!
o d. When does less really become more?
e. How do you differentiate the meaning of “less” and “less than”?
How are these terms used in Mathematics?

239
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.
Teacher’s Note and Reminders
f. How do you differentiate the meaning of “more” and “more than”?
How are these terms used in Mathematics?
g. Give at least two statements using “less”, “less than”, “more” and
“more than”.
h. What other terms are similar to the terms “less”, “less than”,
“more” or “more than”? Give statements that make use of these
terms.
i. 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.

T
ES IO
?

NS
QU
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
Don’t onion
Forget! black pepper
sugar
tomato
green pepper
potato

240
 Teacher’s Note and Reminders 2. How did you estimate the cost of each ingredient?
3. Was the money given to you enough to buy all the ingredients?
Justify your answer.
4. Suppose you do not know yet the cost per piece or unit of each
ingredient. How will you represent this algebraically?
5. 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 y > 2x + 1

3x + 4y = 15 10 – 5y = 7x 3x + 4y < 15 10 – 5y ≥ 7x

Don’t
y = 6x + 12 y ≤ 6x + 12
Forget! 9y – 8 = 4x 9y – 8 < 4x

ES TI O 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
?
QU

NS
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?
Let the students describe some mathematical statements and ask them
5. Give at least three examples of mathematical expressions and
to differentiate mathematical expressions, equations, and inequalities. Tell mathematical equations.
them to perform Activity 3. Let the students distinguish the different symbols 6. Compare the two sets of mathematical statements. What statements
used and their meaning in the mathematical statements. Furthermore, can you make?
emphasize to them that the members on either side of a mathematical 7. Which of the given sets is the set of mathematical equations? How
statement are merely expressions. To further strengthen their understanding about the set of inequalities?
8. How do you differentiate mathematical equations from inequalities?
of mathematical expressions, equations, and inequalities, ask them to give 9. Give at least three examples of mathematical equations and
and describe some examples of these. inequalities.

241
In Activity 4, let the students identify situations illustrating linear inequalities Were you able to differentiate mathematical expressions from mathematical
and let them write the inequality model. Emphasize that there are cases that equations? How about mathematical equations and inequalities? In the next activity,
the word “more than” does not really mean that you will use the symbol “>”. you will identify real-life situations involving linear inequalities.
Let them realize also the importance of linear inequality in daily life.
A ctivity 4 “WHAT AM I?”
Answer Key

Activity 4 Directions: Identify the situations which illustrate inequalities and write the inequality
1. Inequality p < d model in the appropriate column.
2. Inequality f > m Classification
Real-Life Situations Inequality Model
3. Not g = 1 + 2b (Inequalities or Not)
4. Inequality c ≤ 80 1. The value of one
5. Not w = 4 Philippine peso (p) is less
6. Inequality g ≥ 75 than the value of one US
7. Inequality j < g dollar (d)
8. Not 7m = f 2. According to the NSO,
there are more female (f)
9. Inequality f > c
Filipinos than male (m)
10. Not p = 103 000 000 Filipinos
3. The number of girls (g) in
the band is one more than
Teacher’s Note and Reminders 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
Don’t least 75
Forget! 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 8.
Seven times the
equations in two variables. Ask them to perform Activity 5. Emphasize that number of male
the graph can be a line that rises to the right if the slope is positive and a line teachers (m) is the
that falls to the right if the slope is negative. This activity will lead students in number of female
learning how to graph linear inequalities in two variables. teachers (f)
9.
The expenses for
Answer Key food (f) is greater
than the expenses for
Activity 5 clothing (c)
1. 4. 10. The population (p)
of the Philippines is
about 103 000 000

ES TI O 1. How do you describe the situations in 3, 5, 8 and 10? How about

QU

NS
the situations in 1, 2, 4, 6, 7 and 9?
2. How do the situations in 3, 5, 8 and 10 differ from the situations in
1, 2, 4, 6, 7 and 9?
3. What makes linear inequality different from linear equations?
4. How can you use equations and inequalities in solving real-life
problems?
2. 5.

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
GRAPH IT! A RECALL…

3. 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
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 ES TI O 1. How did you graph the linear equations in two variables?

QU

NS
Activity 6. In this activity, let the students realize that a line drawn on a plane 2. How do you describe the graphs of linear equations in two
variables?
divides it into two half-planes. Furthermore, deepen their understanding of
3. What is the y-intercept of the graph of each equation? How about
the solutions of linear equations and the significance of the points that are the slope?
on a given line. Lead the students in understanding linear inequalities in two 4. How would you draw the graph of linear equations given the
variables using the points that are not on the line. y-intercept and the slope?

Teacher’s Note and Reminders 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.

ES TI O 1. How would you describe the line in relation to the plane where it lies?
QU
?
NS
2. Name five points on the line y = x + 3. What can you say about the
Don’t coordinates of these points?
3. Name five points not on the line y = x + 3. What can you say about
F rget!
o the coordinates of these points?
4. 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?

244
The succeeding activities are all about linear inequalities in two variables.
Before the students perform these activities, let them read and understand 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
some important notes on linear inequalities in two variables including their
real-life problems? You will find these out in the activities in the next section. Before
graphs. Tell them to study carefully the examples presented. performing these activities, read and understand first important notes on linear
inequalities in two variables and the examples presented.
Teacher’s 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 4. 8x – 3y ≥ 14
2. x + 5y ≤ 9 5. 2y > x – 5
3. 3x + 7y < 2 6. y ≤ 6x + 11

Certain situations in real life can be modeled by linear inequalities.

Examples: 1. 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.

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.

The graph of a linear inequality in

two variables is the set of all points in the
Don’t rectangular coordinate system whose
F rget!
o 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
Teacher’s 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. y > x + 4 y=x+4

b. y < x – 2 y=x–2
c. y ≥ -x + 3 y = -x + 3
d. y ≤ -x – 5 y = -x – 5

2. 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

Don’t
Forget!

246
Teacher’s 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.
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.

b. y < x – 2 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/6565-
inequalities-two-
variable
3. h t t p : / / w w w .

Don’t montereyinstitute.org/
courses/Algebra1/
COURSE_TEXT_
Forget! RESOURCE/U05_L2_
T1_text_final.html
4. http://www.phschool.
com/atschool/
academy123/english/
academy123_content/ For example, points (0, 5), (-3, 7), and (2, 10) For example, points (12, -3), (0, -9), and (3, -11)
wl-book-demo/ph-
237s.html do not satisfy the inequality y < x – 2. satisfy the inequality y ≤ -x – 5.
5. http://www.purplemath. Therefore, the half-plane that does not Therefore, the half-plane containing these
com/modules/
ineqgrph.html contain these points will be shaded. points will be shaded.
6. http://math.tutorvista. The shaded portion constitutes the solution The shaded portion constitutes the solution of
com/algebra/linear-
equations-in-two- of the linear inequality. the linear inequality.
variables.html

247
 Now that you learned about linear inequalities in two variables and their graphs,
What to
What to Process
Process you may now try the activities in the next section.

Let the students check their understanding of linear inequalities in two What to
to Process
Process
What
variables by doing Activities 7, 8, 9, and 10. Test if they really understood the
notes they have read.
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 6. Not Linear inequality A ctivity 7
THAT’S ME!
2. Not linear inequality 7. Linear inequality
3. Not linear inequality 8. Not Linear inequality
Directions: Tell which of the following is a linear inequality in two variables. Explain your
4. Linear inequality 9. Not Linear inequality answer.
5. Linear inequality 10. Linear inequality
1. 3x – y ≥ 12 6. -6x = 4 + 2y
Activity 8
1. Solution 6. Not a solution 2. 19 < y 7. x + 3y ≤ 7
2. Solution 7. Solution
3. Not a solution 8. Solution 3. y = 2 x 8. x > -8
5
4. Not a solution 9. Not a solution
5. Solution 10. Not a solution 4. x ≤ 2y + 5 9. 9(x – 2) < 15

Teacher’s Note and Reminders 5. 7(x - 3) < 4y 10. 13x + 6 < 10 – 7y

ES TI O a. How did you identify linear inequalities in two variables? How

about those which are not linear inequalities in two variables?
?
QU

NS
Don’t b. What makes a mathematical statement a linear inequality in two
variables?
Forget! c. 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
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
Teacher’s Note and Reminders
A ctivity 8
WHAT’S YOUR POINT?
Directions: State whether each given ordered pair is a solution of the inequality. Justify
your answer.
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)
1 x + y > 5;
4. 7x – 2y ≥ 6; (-3, -8) 9. (4, 1 )
2 2
5. 16 – y > x; (-1, 9) 10. 9x + 2 y < 2; ( 1 ,1)
3 5

Don’t ES TI O a. How did you determine if the given ordered pair is a solution of the
Forget!
?

QU

NS
inequality?
b. 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
A ctivity 9
Activity 9 COME AND TEST ME!
1. a. No 3. a. Yes 5. a. No
b. Yes b. No b. Yes Directions: Tell which of the given coordinates of points on the graph satisfy the inequality.
c. No c. Yes c. No Justify your answer.
d. Yes d. Yes d. No
e. Yes e. Yes e. No
1. y < 2x + 2
2. a. No 4. a. Yes a. (0, 2)
b. Yes b. No b. (5, 1)
c. Yes c. No c. (-4, 6)
d. Yes d. Yes d. (8, -9)
e. Yes e. No e. (-3, -12)

249
Teacher’s 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)

4. -4y < 2x - 12
a. (2, 4)
b. (-4, 5)
Don’t c. (-2, -2)
F rget!
o d. (8.2, 5.5)
e. (4, 1 )
2

250
 Teacher’s Note and Reminders
5. 2x + y > 3
1
a. (1 2
, 0)
b. (7, 1)
c. (0, 0)
d. (2, -12)
e. (-10, -8)

ES TI O a. How did you determine if the given coordinates of points on the

?

QU

NS
graph satisfy the inequality?
b. 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
Don’t solutions of the inequality are found.
F rget!
o
A ctivity 10
COLOR ME!

Directions: Shade the part of the plane divider where the solutions of the inequality is
found.

1. y < x + 3 2. y – x > – 5

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
Teacher’s Note and Reminders 3. x ≤ y – 4 5. 2x + y < 2

4. x +y≥1

ES TI O a. How did you determine the part of the plane to be shaded?

?
QU

NS
b. 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?
c. Give at least 5 solutions for each linear inequality.

Don’t
Forget! 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
A ctivity 11
them perform Activity 11. Emphasize that one of the half-planes contain the GRAPH AND TELL…
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 Directions: Show the graph and describe the solutions of each of the following inequalities.
is available, ask the students to make use of this. GeoGebra is a dynamic Use the Cartesian coordinate plane below.
mathematics software that can be used to visualize and understand concepts
in algebra, geometry, calculus, and statistics.

Answer Key
1. y > 4x
Activity 11
1. 4.
2. y > x + 2

3. 3x + y ≤ 5

4. y < 1 x
3

5. x – y < -2

2. 5.

ES TI O a. How did you graph each of the linear inequalities?

?
QU

NS
b. How do you describe the graphs of linear inequalities in two
variables?
c. Give at least 3 solutions for each linear inequality.
d. How did you determine the solutions of the linear inequalities?

3. 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 A ctivity 12
by the shaded region. Ask them to perform Activity 12. Encourage them to NAME THAT GRAPH!
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. Directions: Write a linear inequality whose graph is described by the shaded region.
Let them check their own errors by testing some ordered pairs against the
inequality they have formulated. Emphasize to them also the meanings of 1. 4.
the broken and solid lines.

Answer Key

Activity 12
1. y > 2x + 3
2. x + 3y ≤ 1
3. y < 2x + 2
4. y + x ≥ 4
5. 5 < 3x + y

Teacher’s Note and Reminders 2. 5.

Don’t 3.
Forget!

254
 Teacher’s Note and Reminders ES TI O a. How did you determine the linear inequality given its graph?
?

QU

NS
b. What mathematics concepts or principles did you apply to come
up with the inequality?
c. 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
TRANSLATE ME!
Don’t Directions: Write each statement as linear inequality in two variables.
Forget!
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.
Activity 13
1. t + f > 420 6. 12s +6p ≤ 960 8. Thrice the number of red balls (r) is less than the number of blue balls (b).
2. d – p ≥ 26 7. p – q ≥ 30
9. The number of apples (a) more than twice the number of ponkans (p) is
3. 5r + 2 < h 8. 3r < b
greater than 24.
4. f + e ≤ 8000 9. 2p + a > 24
5. m – 36 000 ≤ b 10. 2b + 3s ≤ 1150 10. Nicole bought 2 blouses (b) and 3 shirts (s) and paid not more than Php
1,150.

255
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
ES TI O a. How did you translate the given situations into linear inequalities?
b. When do we use the term “at most”? How about “at least”?
?

QU

NS
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.
c. What other terms are similar to “at most”? How about “at least”?
d. Give at least two statements that make use of these terms.
e. In what real-life situations are the terms such as “at most” and “at
least” used?

Answer Key
Were you able to translate real-life situations into linear inequalities in two
Activity 14 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.
1. a. c – j ≤ 1.5; c represents Connie’s height and j Janel’s height
b. Connie
c. 3 ft and 9 inches and below A ctivity 14
MAKE IT REAL!
2. a. y ≥ 4 - x Directions: Answer the following questions. Give your Complete solutions or explanations.
20
b. about 2 liters 1. The difference between Connie’s height and Janel’s height is not more than
1.5 ft.
c. yes
a. What mathematical statement represents the difference in heights of
Connie and Janel? Define the variables used.
3. a. 5x + 2y < 400 b. Based on the mathematical statement you have given, who is taller?
b. Php 109 Why?
c. Php 116 c. Suppose Connie’s height is 5 ft and 3 in, what could be the height of
Janel? Explain your answer.
4. a. x + y ≤ 270 2. A motorcycle has a reserved fuel of 0.5 liter which can be used if its 3-liter
b. possible answers: car = 65 km/hr and bus = 55 km/hr car = 70 km/hr fuel tank is about to be emptied. The motorcycle consumes at most 0.5 liters
and bus = 65 km/hr of fuel for every 20 km of travel.
a. What mathematical statement represents the amount of fuel that
c. 65 km/hr
would be left in the motorcycle’s fuel tank after travelling a certain
d. possible distance if its tank is full at the start of travel?
e. not possible b. Suppose the motorcycle’s tank is full and it travels a distance of 55 km,
about how much fuel would be left in its tank?
Teacher’s Note and Reminders 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.
Don’t 3. The total amount Jurene paid for 5 kilos of rice and 2 kilos of fish is less than
F rget!
o 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?

256
 Teacher’s Note and Reminders 4. 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
Don’t the maximum speed of the bus?
d. If the bus travels at a speed of 70 kilometers per hour, is it possible
Forget! that the car’s speed is 60 kilometers per hour? Explain or justify
your answer.
e. If the car’s 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, let’s go
deeper by moving on to the next part of this module.

What to
What to Understand
Understand
What to
What to Understand
Understand
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 In this part, you are going to think deeper and test further your understanding
understanding of the lesson by doing Activity 15. 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?
Answer Key
A ctivity 15
Activity 15 THINK DEEPER….
1. Linear inequalities in two variables are inequality that can be written in Directions: Answer the following questions. Give your Complete solutions or explanations.
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 1. How do you differentiate linear inequalities in two variables from linear
statements indicating that two expressions are equal and using the equations in two variables?
symbol “=” 2. How many values of the variables would satisfy a given linear inequality
2. Infinite/many in two variables? Give an example to support your answer.
3. Airen says any values of x and y satisfying the linear equation y = x + 5
3. No
also satisfy the inequality y < x + 5. Do you agree with Airen? Justify your
4. Maybe the amount of those canned goods she is buying is higher than answer.
what she is expecting. 4. Katherine bought some cans of sardines and corned beef. She gave the
x + y < 200 store owner Php 200 as payment. However, the owner told her that the
5. a. Possible answers: 6m by 4m; 8m by 3m; 12m by 2m amount is not enough. What could be the reasons? What mathematical
b. Yes statement would represent the given situation?
c. 2l + 2w = 20; 2l + 2w = 22; 2l + 2w = 28

257
Before the students move to the next section of this lesson, give a short test 5. Jay is preparing a 24-m2 rectangular garden in a 64-m2 vacant square lot.
(formative test) to find out how well they understood the lesson. 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 to
What to Transfer
Transfer
ES TI O What new insights do you have about linear inequalities in two
?

QU

NS
Give the students opportunities to demonstrate their understanding of linear variables? What new connections have you made for yourself?
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 Now extend your understanding. This time, apply what you have
they must come up with some linear inequalities in two variables. Before giving the learned in real life by doing the tasks in the next section.
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.

What to
What to Transfer
Transfer
Teacher’s Note and Reminders 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
LET’S 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

4 3 2 1
The situation is clear, The situation is The situation is not The situation is not
Don’t realistic and the use clear and the use of too clear and the use clear and the use of
of linear inequalities linear inequalities in of linear inequalities linear inequalities in
F rget!
o in two variables and two variables is not in two variables is not two variables is not
other mathematical illustrated. The problem illustrated. The problem illustrated. The problem
statements are formulated is related formulated is related formulated is not
properly illustrated. The to the situation and the to the situation and the related to the situation
problem formulated is answer is correct. answer is incorrect. and the answer is
relevant to the given incorrect.
situation and the
answer is accurate.

258
Teacher’s 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 family’s 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?

Don’t 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.
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:
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.
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, 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.
260
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, 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.
GLOSSARY OF TERMS USED IN THIS LESSON:
1. Cartesian coordinate plane – the plane that contains the x- and y-axes
2. Coordinates of a point – any point on the plane that is identified by an ordered pair
of numbers denoted as (x, y)
3. Geogebra – a dynamic mathematics software that can be used to visualize and
understand concepts in algebra, geometry, calculus, and statistics.
4. Half plane – the region that is divided when a line is graphed in the coordinate plane
5. Linear equation in two variables/mathematical equation – a mathematical statement
indicating that two expressions are equal and using the symbol “=”
6. Linear inequality in two variables – a mathematical statement that makes use of
inequality symbols such as >, <, ≥, ≤ and ≠
7. Mathematical expression – the left or the right member of any mathematical
statement
8. Plane divider – the line that separates the cartesian coordinate plane into two half
planes
9. Slope of a line – the steepness of a non-vertical line
10. Solutions of linear equations – points in the coordinate plane whose ordered pairs
satisfy the equality
11. Solutions of linear inequalities – points in the coordinate plane whose ordered
pairs satisfy the inequality
12. Variables – any quantity represented by a letter of the alphabet
13. x-intercept – the x-coordinate of the point where a graph intersects the x-axis
REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:
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,
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. AMSCO’s 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 2, Applications, Equations, and Graphs. McDougal
Littell, A Houghton Mifflin Company, Illinois, 2008.
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
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. AMSCO’s 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 2, Applications,
Equations, and Graphs. McDougal Littell, A Houghton Mifflin Company, Illinois, 2008.
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.
Wilson, Patricia S., et. al. Mathematics, Applications and Connections, Course I, Glencoe
Division of Macmillan/McGraw-Hill Publishing Company, Westerville, Ohio, 1993.
 WEBSITE Links:
WEBSITE Links as References and for Learning Activities:
1. http://algebralab.org/studyaids/studyaid.aspx?file=Algebra2_2-6.xml
http://www.google.com.ph/imgres?q=budgeting&hl=fil&client=firefox- 2. http://edhelper.com/LinearEquations.htm
a&tbo=d&rls=org.mozilla:en-US:official&channel=np&biw=1024&bih=497& 3. http://www.kgsepg.com/project-id/6565-inequalities-two-variables
tbm=isch&tbnid=KVtCh7CW_sgkgM:&imgrefurl=http://www.lmnblog.com/ 4. http://library.thinkquest.org/20991/alg /systems.html
5. http://math.tutorvista.com/algebra/linear-equations-in-two-variables.html
lmn/2011/why-budgeting-is-the-answer-to-better-business-management-and- 6. https://sites.google.com/site/savannaholive/mathed-308/algebra1
better-productivity/&docid=mKdzgJNUMrdLxM&imgurl=http://www.lmnblog. 7. http://www.algebra-class.com/graphing-inequalities.html
com/lmn/wp-content/uploads/2011/04/budget.jpg&w=424&h=281&ei=Knm9U 8. http://www.beva.org/maen50980/Unit04/LI-2variables.htm
Ir4EqmOiAeptYDgCw&zoom=1&iact=hc&vpx=132&vpy=221&dur=7235&ho 9. http://www.classzone.com/books/algebra_1/page_build.cfm?id=lesson5&ch=6
vh=183&hovw=276&tx=155&ty=157&sig=103437241024968090138&page=- 10. http://www.mathchamber.com/algebra7/unit_06/unit_6.htm
1&tbnh=129&tbnw=224&start=0&ndsp=16&ved=1t:429,r:7,s:0,i:98 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
Answer Key 13. http://www.netplaces.com/algebra-guide/graphing-linear-relationships/graphing-
Summative Test linear-inequalities-in-two-variables.htm
14. http://www.netplaces.com/search.htm?terms=linear+inequalities+in+two+variables
Part I 15. http://www.personal.kent.edu/~rmuhamma/Algorithms/MyAlgorithms/MathAlgor/
linear.html
1. A 5. B 9. D 13. B 17. B
16. http://www.purplemath.com/modules/ineqgrph.html
2. D 6. B 10. C 14. D 18. D 17. http://www.saddleback.edu/faculty/lperez/algebra2go/begalgebra/index.
3. B 7. A 11. B 15. D 19. C html#systems
4. C 8. B 12. B 16. C 20. D 18. http://www.tutorcircle.com/solving-systems-of-linear-equations-and-inequalities-
t71gp.html#close_iframe#close_iframe
Part II 19. http://www.wyzant.com/Help/Math/Algebra/Graphing_Linear_Inequalities.aspx
1. 4x – y ≥ 12 and 5x – 2y < 9
WEBSITE Links for Videos:
2. 3x + y = 10 and 3x – 5 ≤ 6 1. http://www.phschool.com/atschool/academy123/english/academy123_content/wl-
4. book-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
to author paki nequalities
doble check po ito
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://
lazyblackcat.wordpress.com/2012/09/19/more-or-lex-striking-home-with-lexter-
maravilla/&docid=UATH-VYeE9bTNM&imgurl=http://lazyblackcat.files.wordpress.
com/2012/09/14-lex-chores-copy.png&w=1090&h=720&ei=4EC_ULqZJoG4iQfQro
Part III HACw&zoom=1&iact=hc&vpx=95&vpy=163&dur=294&hovh=143&hovw=227&tx=7
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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 Billy’s score and Alvin’s score in the test is not more than 4 points. Suppose Billy’s 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 c. 6.50x + 5y ≥ 400

b. 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. 10 cm

6 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.

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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 family’s 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 family’s 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 3 2 1
The budget proposal is clear, The budget proposal is clear, The budget proposal is not The budget proposal is not
accurate, practical, and the practical and the use of linear too clear and the use of linear clear and the use of linear
use of linear inequalities inequalities in two variables is inequalities in two variables is inequalities in two variables is
in two variables and other illustrated. not properly illustrated. not illustrated.
mathematical statements are
properly illustrated.

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