INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION

AND INEQUALITIES

Lesson 1
REVISITING THE CARTESIAN COORDINATE SYSTEM

TIME

1 session

SETTING

Classroom with enough space for the activity

OBJECTIVES

At the end of this lesson, students should be able to:

 review graphing using the coordinate plane;
 locate and plot points on a Cartesian coordinate plane;
 identify the quadrants where a point lies;
 appreciate the application of the coordinate system in real-life
situations.

RESOURCES

 old but clean calendar (a clean and wide calendar is

preferred).
 marker pen
 Nips chocolate candies
 straightedge/ruler

PREREQUISITE

Prepare the resources needed for this session before class begins.

PROCEDURE
Opening Activity

1. Begin by asking students the following questions:

Have you encountered any personal experience in life, which had

negative or positive results/outcomes?

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2. After hearing their answers, cite or give your own.

Did the negative and positive outcomes/results occur at the same
time? If yes, why?
3. Relate the students’ responses with the Cartesian coordinate
system.
In mathematics, the negative and positive signs may or may not be
located at the same place or location. You will discover why as we
go along in the discussion of the Cartesian coordinate system.

4. Give the students sets of packed Nips chocolate candies. Let color
coding help them identify positive and negative y’s. This activity
should lead the students to the idea of the four quadrants.
If a real number can be associated with a unique point on a number
line, an ordered pair of numbers can also be associated with a
point on a plane.

Recall that the graph of the solution of an open sentence in one

variable can be shown as a point or a segment on a number line.
To show the graph of the solution of an open sentence in two
variables, two intersecting number lines in a plane perpendicular to
each other are needed. Two numbers lines perpendicular to each
other make up what we call the coordinate plane. The plane is
divided into four regions or sections called quadrants.

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5. Discuss and define for the students the common terms used in the
Cartesian coordinate system.

CARTESIAN PLANE: A two-dimensional space made up of points

which can be identified by their relation to the origin, the x-axis and
the y-axis. Also sometimes called the coordinate plane.
AXES: Reference lines used in a graph or coordinate system.
X-AXIS: The horizontal number line in the coordinate system.
Y-AXIS: The vertical number line in the coordinate system.

ORIGIN: A fixed point from which measurements are taken.  The

origin (Point O) has coordinates (0,0) and is found at the point of
intersection between the x-axis and the y-axis.

QUADRANT: One of the four regions formed by the intersection of

the x-axis and the y-axis.  Quadrant I - all points (+,+), Quadrant II -
all points (-,+), Quadrant III - all points (-,-), Quadrant IV - all points
(+,-).

COORDINATES: Numbers that define the position of a point, or a

set of points.  Every point has an x-coordinate and a y-coordinate.

ORDERED PAIR: A pair of numbers (x coordinate, y coordinate)

indicating the position of a point in the Cartesian Plane, for example
P(6,3), a positive 6 x-value and a positive 3 y-value. Each point can
be represented by a unique pair of numbers called an ordered pair. 

6. Also discuss independent and dependent variables. Given the

personal life experiences (ups and downs) shared by the students,
ask them to identify the dependent and independent variables
based on the given circumstances. Ask them:

Based on your experiences, what negative or positive factors or

reasons were responsible for the occurrence of your (+ or -)
experience? Were these factors/reasons dependent on something
else?

Main Activity “POINT” ME A PICTURE

To further practice the graphing and reading of points, group the class
by counting off from 1 to 5. All number 1’s will be group 1 and all
number 2’s will be group 2 and so on.

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AND INEQUALITIES

Have each group identify a picture, message or art design as a

representation of their common positive or negative experience (s).

Each group will plot their picture/message/art design with a minimum

of 10 points on the calendar provided.

Discussion Ideas

After the activity, facilitate class interaction using guide questions:

1. Describe the picture, message or design created by your group.
2. What quadrant was frequently used in your picture/message/
design?
3. What was the most difficult part of the activity?

Closing Statement

After processing the results of the activity, summarize the salient

features of the Cartesian coordinate plane and its application.

ASSESSMENT

Draw a Cartesian plane and plot the following points. Then connect all
the points and identify the figure formed as follows:
1. L (2, -4)
2. E (-2, 0)
3. A (2, 0)
4. R (-2, -4)
5. N (0, 2)

Given the following sets of points, answer the questions below:

I (2, -3) M (-2, 0)

L (-4, 2) A (4, 5)
O (0, 2) T (0, -3)
V (4, 8) H (-3, 0)
E (0, 0)
1. Are points O and M identical? Why?
2. Compare points T and H.

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AND INEQUALITIES

3. In what quadrant is point L located?

4. In what axis is point O located?

HOMEWORK

Indicate whether the coordinates of the point in a particular quadrant

are positive or negative.

1. in Quadrant I x__________, y__________

2. in Quadrant II x__________, y__________
3. in Quadrant III x__________, y__________
4. in Quadrant IV x__________, y__________
5. on the x-axis between QI and QIV __________
6. on the y-axis between QI and QII __________
7. on the x-axis between QII and QIII __________
8. on the y-axis between QIII and QIV __________

REFERENCES

Go, Angelito, Evangelista, Julian, et al. New Secondary Mathematics

II. FNB Education, Inc.

Bernabe, Julieta, C. De Leon, and L. Marquez. Integrated Mathematics

II. SEDP Series

www.askjeeves.com

www.aj.com.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 2
LINEAR EQUATIONS IN TWO VARIABLES

TIME

1 session

SETTING
The activity should be done outside the classroom. If it is not possible,
use a classroom where the chairs of students are arranged in a circular
fashion so as to give enough space for the activity.

OBJECTIVES

At the end of this lesson, students shall be able to:

 determine the graph of linear equations in two
variables.
 graph linear equations in two variables.

RESOURCES

 2 rolls of masking tape

 construction paper to form Quadrants I-IV (1 blue
paper and 1 red paper)
 string (as long as the diagonal of the coordinate
system)
 graphing paper, ruler

PROCEDURE

Opening Activity: GRAPHING FLOOR

1) Conduct a review of linear equations in two variables and cite some

applications of linear systems in the real world:

Systems of linear equations and inequalities can be illustrated in a

variety of real-life situations. Because of their usefulness and
versatility, they are used extensively in various sciences. Uniform
motion problems, mixture and mesh problems, maximum and
minimum problems, investment problems, and even puzzle
problems are some examples of their applications.

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AND INEQUALITIES

Linear equations are best understood by graphing using the

Cartesian coordinate plane. To review the Cartesian plane, use the
floor as graphing paper.

2) Have the “graphing floor” ready for the activity. Stand and point to
the different parts of the coordinate plane and ask the students to
identify your exact position. You may ask: What is my location?
Can you locate my exact location?

3) Illustrate the Cartesian coordinate system on the floor and ask the
students to identify and define the x and y axis, the origin,
quadrants and ordered pairs.

Review the concept and use of coordinates:

Coordinates are numbers that define the position of a point or

a set of points.  Every point has an x-coordinate and a y-
coordinate. Coordinates are used to describe your location on
or above the earth. For example, coordinates are used in
geological survey topographic maps.

Main Activity

a. Using the coordinate plane, discuss how to graph a linear equation

in two variables.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

We will be looking at a system of linear equations that has two

or more linear equations in the same variable. We can find the
linear equation on the coordinate plane using the graphical
method, which gives a picture of the solution set.

While the algebraic method gives us a number pair that

represents a unique solution of the system, a number pair that
shows many solutions, or an absence of a number pair indicates
no solution at all.

A system of linear equations is a collection of two or more linear

equations each containing one or more variables.

b. Have the students determine whether a given point is a solution or

not. They can find the solutions by making a table of values.

Select an equation, such as y = x-3, then have the students test

possible solutions. From previous experience, they should be able
to find the solution if they substitute a value for the variable.

c. Next, have the students give one example of a linear equation. Ask
why they picked that particular value. Ask if they can make other
substitutions. Encourage the use of the different numbers for both
variables. List the different values for x and y in the table below:

x
y

d. Ask students to graph y =2x + 1

Have the students plot a minimum of 3 points. Then, using a piece

of string, have students hold it along the three points. At this point
review the concept of a line.
y = 2x + 1

(1,1),  (0, 1),  (1, 3),  (2, 5)

Plot these points on the plane:

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AND INEQUALITIES

Observe that all these ordered pairs lie on a straight line.  What can you
say about the line formed after joining all the points?

Every coordinate pair (x, y) is equivalent to (x, 2x + 1), where

y = 2x + 1

The line, therefore, is called the graph of the equation y = 2x + 1.  And

y = 2x + 1 is called the equation of that line.
Every first–degree equation has for its graph a straight line. For that
reason, functions or equations of the first degree-where 1 is the highest
exponent – are called linear equations.
The solution set of the equation in two variables has an infinite number of
points that shall satisfy the equation. Another thing that characterizes a
line is its orientation. Looking at the table of values for the line y= 2x + 1,
we can describe its orientation by saying that for every two unit increase in

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES
the y-coordinate, there corresponds a one-unit increase in the x-
coordinate. This orientation is called the slope of the line.

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AND INEQUALITIES

x -1 0 1 2
y -1 1 3 5

Discussion Ideas

What is the relationship between the slope of the line and its defining
equation?

Closing Statement

Sum up the key learning points by emphasizing:

In general, a solution of a system in two variables is an ordered pair

that makes BOTH equations true.  In other words, it is exactly one
point on the plane, which is named by an ordered pair of numbers.  So,
if an ordered pair is a solution to one equation, but not to the other,
then it is NOT a solution to the system.

ASSESSMENT

Graph the following linear equations in two variables by finding the

values of y:

y=x y = x+1 y = x+2

x y x y x y
-2 -2 -2
-1 -1 -1
0 0 0
1 1 1
2 2 2

Guide Questions
1. How are the 3 graphs different from one another?
2. How are the 3 equations different from one another?

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

HOMEWORK

A. Graph the following linear equations:

1. y = 3 + 2x
2. 3x + y = 7
3. 2y – 6x = 10

REFERENCES

Go, Angelito, Reynaldo Cruz, Cesar Barundia, Filipina Cruz, Julian

Evangelista, Minerva C. Amores New Secondary School
Mathematics II. 84–85.

Torreliza, Elizabeth A., Benes, Salita C, Misa, Estrelita L. Moving

Ahead with Mathematics II. pp. 25–28

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 3
SLOPE OF A LINE
TIME

2 sessions

SETTING
This lesson is intended for rooms where the students will have enough
space for the activity. There should be enough space for the students to
move in groups.
OBJECTIVES
At the end of this lesson, students shall be able to:
 find the slope of a line using the rule rise/run.
 find the slope of a line given two different points on
the line.
 graph a line given its slope and a point on the line.
RESOURCES
 meter stick
 ruler
 worksheet
PREREQUISITE
Prepare 6 or more stations around the room. The number of stations
may vary according to class size, but there should be no more than 10
students per station.

Station 1
Station 2
Station 5

Station 3

Station 6
Station 4

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PROCEDURE

Opening Statement

Review the concept of linear equations by asking:

How are linear equations in two variables graphed?

Ask a follow-up question to introduce the slope of the line using a

familiar situation to which the students can relate. Ask something like:

During summer, what do people usually do aside from going out for
a swim? Some people enjoy going to a cool place as in the forest
or in the highlands. Why? What can you say about these places?

Uplands like mountains connote elevation. Connect the concept of

slope using the idea of rise and run, which is present in an elevation or
in a stepladder.

Main Activity RISE AND RUN MEASURES

Group the students and then give each group a copy of the worksheet
for the activity. Guide the students in measuring the vertical distance of
the wall and the horizontal distance of the floor.

Let them sketch what the ruler/meter stick looks like when leaning
against the wall. Let the students go back to their seats, then ask them
to divide the vertical distance by the horizontal distance. Allow the
students to use a calculator.

DISCUSSION IDEAS

Tell the students to look at the numbers they obtained from dividing
two numbers, and to answer the guide questions.

a. At station 1 and station 2, the ruler was lying

flat on the floor. What slope did you obtain at this station?

Answer: m = vertical/horizontal = 0/x = 0

Conclusion: Horizontal lines always have a slope of zero

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 INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES
b. At stations 3 and 4, the ruler was straight up
against the wall. What slope did you get at this station?
Answer: m = vertical/horizontal = x/0 = undefined

Note! Have students explain why the slopes in these stations are
undefined. Emphasize that we can never divide a number by
zero.
Conclusion: Vertical lines always have NO slopes.

c. At stations 5 and 6, what slope did you get?

Note! Let the students explain how they found it.

Key Learning Points

Sometimes, you will be given 2 points on a line. Using this information
you can find the slope.

Example 1) Given (-2, 3) and (-4, 1)

y 2  y1
General rule: m =
x 2  x1

1 3
m = vertical/horizontal =  4  (2) = -2/-2 = 1

A linear equation can be written in the standard form: Ax + By = C

Example 2) Solve for y: 2y = 6 – 3x

6  3x
y=
2
3x
y=3–
2

The slope is always the coefficient of x, so: m = -3/2

Let P(x, y) be a point on a line and m be a real number. There is one

and only one line L through P having the slope m.

An equation of L is y – y1 = m( x – x1)
m = rise/run

EXTENSION IDEAS

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

The concept of slope is used in everyday life. Engineers, construction

workers, and many other occupations must consider the concept of
slope in their jobs. Engineers constructing a basketball stadium/gym
are concerned with the slope of ramps to the bleachers while
construction workers are concerned with the slope of roofs.

ASSESSMENT

Given the graph, solve for the slope of the following:

Please indicate the different points on the graphs.

1. AC 3. BE 5. HF
2. HD 4. CD

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

HOMEWORK

Solve for y and determine the slope of the given equations:

1) 8 + 2y = 7x

1 3
2) x+ y=5
4 8

3) 3y = 2x + 1

4) 2y = 4x + 2

5) 5y = -x + 10

REFERENCES

CORD Applied Mathematics Teacher’s Guide. A Contextualized

Approach to Integrated Mathematics. Unit 26 Systems of
Equations.6–8.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Student Worksheet
RISE AND RUN MEASURES

A. At each station, do the following:

1. Measure the vertical distance.

2. Measure the horizontal distance.
3. Sketch what the ruler/meter stick looks like.

B. Round off the vertical and horizontal distances to the nearest hundredth.

Station 1 __________________
Station 2 __________________
Station 3 __________________
Station 4 __________________
Station 5 __________________
Station 6 __________________

C. When you are finished

1. Sit down with your group.

2. Divide the vertical distance by the horizontal distance. You may
use a calculator.
3. Round off your answers to the nearest hundredth.
4. Look at the numbers you got from dividing the two numbers,
then answer the questions below:

Guide Questions

 How does the number you have computed correspond to the

number derived from the sketch drawn at each station?

 What can you conclude about the number you got, after dividing the
vertical distance by the horizontal distance? Relate the number you got
to your sketches.

 In mathematics, what do you call the number obtained from dividing

the vertical by the horizontal distance?

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 4
FINDING SYSTEMS OF LINEAR EQUATIONS
IN TWO VARIABLES

TIME

1 session

SETTING
This lesson is best done outside the classroom. It can be done in a
gym for the students to be able to perform and enjoy the activity while
learning.

OBJECTIVES

At the end of this lesson, students shall be able to:

 explain the system of linear equations in
two variables
 find systems of linear equations in two
variable.

RESOURCES

 3” x 5” index cards (enough for the class)

PREREQUISITE

Before the class starts, prepare pairs of activity cards. On one side of
the card write the first equation. At the back of the card, write Pair A at
the right hand corner. In another card write the other equation and also
label it at the back as Pair A. Do the same for the other pairs of cards.

PROCEDURE

Opening Activity ARE SWEETHEARTS TRUE PAIRS?

Ask the students if they know of sweethearts who are very much in
love with each other. Ask them to share some observations and ideas
as to how these pair of sweethearts met each other. After hearing their
answers, introduce the idea of plotting ordered pairs in the Cartesian
plane.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Main Activity MY PAIR OF EQUATION CARDS

1) Randomly distribute the sets of cards to the class, making

sure that every student has a card. Ask students to look for their
pair of card, which has a letter similar to the one at the back of their
card. Ask them to put together what they have at their cards, for
example: Pair “A”
2x – 3y = 7 and 4x + 5y = 3, when put together:
2x – 3y = 7
4x + 5y = 3

2) After the students put the cards together, ask them:

What type of equations are these?

3) Emphasize that what they have are examples of linear

equations in two variables. Further ask the students:
Why do you call these examples linear equations in two
variables?
4) Ask the students to get another equation from their
classmates, for example, 3x + y = 12 and –x + y = 4.

Point out that when two or more equations are considered

together, a common solution for them is desired. Equations
taken together that have two variables are called SYSTEMS of
LINEAR EQUATIONS in TWO VARIABLES.

5) Give more examples of linear and non-linear equations.

Further explain that :

The equations in a system are to be solved simultaneously to

determine a common solution. That is why it is called a system.
The values of x and y are called solution sets.

Discussion Ideas

1. When do we say an equation is a linear equation?

2. Give examples of linear equations.
3. How many points do you have to plot in order to graph a linear
equation in two variables?

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Closing Statement

Wrap up the session with emphasis on the following:

A solution of a system of equations consists of values for the

variables that make each equation of the system a true statement.
To solve a system of equations in the variables x and y is to find
an ordered pair (x, y) of real numbers, that satisfies each equation
in the system.

ASSESSMENT

Solve and identify which of the given sets are systems of linear
equations.

1. 2x – 3y = 1 3. 2x = 5 5. 6x – 8 = 4y
x + 3y = -2 3x + y = 18 x+y=8

2. x + y = 4 4. 4+y=5
x–y=2 2x + 5 = y

HOMEWORK

Give ten (10) examples of systems of linear equations.

REFERENCES

Carr, Stephen. ([email protected]) SC’s Education and Fun Index.

FUN with MATH. www.AskJeeves.com. Saturday, September 19,
22:01:15 PDT 1998. CHS, Colton Ca.

Dilao. Soledad J. Ed. D. and Julieta G. Bernabe. Intermediate Algebra.

7–8.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 5
GRAPHING SYSTEMS OF LINEAR EQUATIONS
IN TWO VARIABLES

TIME

1 session

SETTING

The lesson is to be discussed inside the classroom.

OBJECTIVES

At the end of this lesson, students shall be able to:

 identify linear equations;
 identify the graph of linear equations;
 sketch the graph of linear equations in two variables
using any of the following:
 any two points
 x–and y– intercepts
 slope and y intercepts
 find the equation of a line given two points.

RESOURCES

 graphing paper
 marker pen
 Manila paper

PREREQUISITE

The teacher may use a graphing board for the fast plotting of points. A
graphing board should be available in the classroom.

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PROCEDURE

Opening Activity

Ask a student to go to the board and explain how to get the slope of a
line. If the student explains it well, you may add some important terms
associated with slope, and then proceed to the topic to be discussed.
Otherwise, review the concept of slope.

Stimulate the discussion by asking:

What things can you graph? What relationships do you run into
everyday?
Sample responses:
We can graph the demand for medicine in a certain hospital or the
rate of the Philippine peso vis-a-vis the US dollar.

Main Activity DERIVING THE EQUATION GIVEN TWO POINTS

Ask students what they can find if they know two points on a line. Once
they have identified “slope”, have the students form groups of two.
Each pair is to pick two points and find the slope of the line containing
those two points. Then, have each student choose one of the points
and using the slope, derive the equation of the line from that
information the way they did in the last lesson.
Also have the students compare their results with each other, form a
hypothesis about what they noticed, and then repeat the process with
another set of points.
Finally, ask them to select the points and find the slope to obtain the
equation of the line.

Key Learning Points

As a General Rule: y – y1 = m(x – x1)

OR: y = mx + b

Compare the slope and the y-intercept in this example. Consider the
points: (2, 1) and (0, 2).

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

y 2  y1
Find: m =
x 2  x1
2 1 1
m = = -
02 2

y – y1 = m(x – x1) y – y1 = m(x – x1)

1
y-2= ( x  0)
1 2
y-1= ( x  2)
2 1
y –2 = x
2
1 1
y–1= x 1 y = - x +2
2 2

1
y= x2
2

If the slopes and the y–intercepts are equal, the two equations are the
same.

DISCUSSION IDEAS

Properties of a Linear Function

1) What is a linear function?

A linear function is a function in which successive output values
increase at a constant rate.
2) How is this constant rate related to the appearance of
the graph of the linear function?
If the function’s output values increases at a constant rate, the
slope of the graph is positive, and the graph is increasing from left
to right.
If the function’s output values decreases at a constant rate, the
slope of the graph is negative, and the graph is decreasing from left
to right.
If the function’s output values are constant, the slope of the graph is
zero, and the graph is horizontal.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
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Key learning Points

The graph of a line in slope-intercept form (y = mx + b) can be
obtained by using what we know about slope; m is the slope which is
defined as the ratio of the change in y (rise) to the change in x (run)
and b is the y–intercept.

EXTENSION IDEAS
Let the students make their own equations, graph the equations and
discuss them in class.

ASSESSMENT

Express the equation in terms of y and find the value of y when x=2
1. x+y–6=0
2. 3x + 2y +5 = 0
3. 5x = y + 7

HOMEWORK
Graph each sentence:
1. x + y = 3
2. 2x + y = -4
3. y = x – 2
4. 2x + 2y = 12

Give the equation of the line passing through each pair of points.
1. (2, 4) and (-2, 3)
2. (5, 1) and (0, -3)
3. (-4, 1) and (2, -3)
4. (1, -1) and (7, 6)
5. (5, -3) and (0, 6)

REFERENCES
A Contextual Approach to Integrated Mathematics.
Teacher’s Guide, CORD Applied Mathematics. 6–8.
De Leon, Cecile M., Soledad Dilao. Ed. D, Julieta G. Bernabe
Geometry. Textbook for Third Year. 234–235.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 6
SOLVING SYSTEMS OF LINEAR EQUATION
IN TWO VARIABLES BY THE GRAPHICAL METHOD

TIME

1 session

SETTING
Classroom

OBJECTIVE

At the end of this lesson, students shall be able to:

 demonstrate acquired skills in graphing
linear equations in two variables.
 given linear equations in two variables,
identify those whose graphs are parallel, intersect or coincide.
 find the solution of an independent
system of linear equations in two variables by graphing

RESOURCES
 ruler
 graphing board
 colored chalks

PREREQUISITE

Prepare the graphing board for the class demonstration.

PROCEDURE

Opening Activity

1) Review the process of solving linear equations in two variables and

graphing its solution set. Tell them that this lesson will further help
develop theirs skills in graphing lines. They will also discover when
two lines intersect, coincide or are parallel to each other.

26
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES
2) Emphasize that the coordinates of the point of intersection of the
graphs of the two equations in the system form the solution set.
3) Present the process of solving a system of linear equations in two
variables by discussing the examples below:

a) x + y = 10 b) x +y=6 c) x–y=2
2x – y = 2 2x + 2y = 5 2x – 4 =2y

4) Let the class sketch the graph of the equations and find the solution
set of the systems.
5) Call some students to show the results of the graph for the given
solution sets of 1, 2, and 3, then ask:

When do the graphs of 2 lines intersect in exactly one point?

Coincide? Are parallel?

DISCUSSION IDEAS

The nature of the graph of a system of equations can be easily

determined by expressing the equations in the slope–intercept form. If
the slopes are unequal, then the graphs intersect at exactly one point
and the system has exactly one solution. The system of this type is
said to be consistent–independent.

If the slopes are equal and the y–intercepts are equal, the equations
are equivalent and their graphs coincide. The system has many
solutions and is called consistent–dependent.

If the slopes are equal and the y – intercepts are unequal, then the
graphs are parallel. The system has NO solution and is called an
inconsistent system.

EXTENSION IDEAS

Convert each equation of the following systems into the slope-intercept

form. Make a conclusion/generalization about the slope and y-intercept
of the graphs of the lines in a dependent system, in an inconsistent
system and in an independent system.

x + 2y = 5 x + 3y = 5 y = 2x
x–y=2 2x + 6y = 5 3 x – 2y = 2

27
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Closing Statement

Provide a summary based on the statements below:

An ordered pair of numbers (x, y) that satisfies both equations of

the system is the solution of the system of equations.

It is easier to find a solution to a system of equations by examining

the graphs of the system. When the linear equations in a given
system are graphed in the same Cartesian coordinate system, one
of these three possibilities occurs.
 the lines intersect at exactly one point;
 the lines coincide; or
 the lines are parallel

ASSESSMENT

Without graphing, determine whether each given system is

independent, inconsistent, or dependent.

1. 3y = 2x + 3 3. 2x + 6y = 6
2y = x + 2 3y = 3 - x

y  3x
2. 4x - 2y = 1 4.  1 2x +
1 1 2
x y 1 y
2 2 x
3

REFERENCE

De Leon, Cecile M., Soledad Dilao, Ed. D and Julieta G. Bernabe

Geometry. Textbook for Third Year. 234–235.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 7
SOLVING INDEPENDENT SYSTEM
BY THE ALGEBRAIC METHOD

TIME

2 sessions

SETTING

Classroom setting

OBJECTIVES

At the end of this lesson, the students shall be able to:

 state the advantage of solving a system
of linear equations in two variables by substitution or using the
elimination over the graphical method;
 determine the solution of an
independent system of linear equations in two variables by
graphing and by algebraic methods;
 compare solutions obtained by graphing
and by algebraic methods.

RESOURCES

 graphing board
 ruler

PROCEDURE

Opening Statement

Link the previous topic with the new lesson by saying:

We learned in the previous lesson how we solve systems of

equations graphically. The graphical method of solving systems
of equations is only approximate. We need to consider better
methods of solving systems of equations. Aside from graphing, a
system of linear equations in two variables may also be solved
algebraically by substitution, elimination and comparison.

29
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Main Activity LINEAR DRILL EXERCISE

1. Let the class see examples of solving a system of linear equations

in two variables and illustrate each method. Consider the system:

x+y=2 Eq. 1
x – 3y = -2 Eq. 2
1.1 Name the first equation
1.2 Name the second equation
1.3 Change the system into one equation in one
variable.

To do this, solve Equation 1 for x:

x+y=2
x = -y + 2

1.4 Substitute the value of x into Equation 2:

x – 3y = -2
-y + 2 –3y = -2
1.5 Solve the resulting equation for the value of y

-y + 2 –3y = -2
-4y + 2 = -2
-4y = -2 - 2
-4y = -4
4
y
4
y=1

1.6 Substituting the value of y into either equations 1 or

2, we can then solve for x. Suppose we use Equation 2.

x – 3y = -2
x – 3(1) = -2
x = -2 + 3
x=1

1.7 The obtained value of x is the x-coordinate of the

solution. Thus the ordered pair (1, 1) is the solution of the
given system of equations.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

2. Present the other algebraic method, which is elimination following

the steps used in the illustrated example.

Consider the same system

x+y=2
x – 3y = -2

If x is to be eliminated, multiply equation (2) by –1:

x+y= 2 x+y =2
-1( x -3y )= -1(-2) -x + 3y = 2
4y = 4
y=1
Substituting 1 for y in equation (1) results in:
x+1=2
x =1
Hence, the solution of the system is x = 1 and y=1, or (1,1)

3. Graph also each system and compare answers obtained

graphically and algebraically.
4. Let the students do the exercises individually or by pairs.

DISCUSSION IDEAS
Summarize the procedure of solving a system of equations using the
substitution and elimination methods.
Systems of linear equations may be solved by eliminating one
variable through the addition of the two given equations; the value
of the other variable is found by substitution in either of the given
equations. For some systems, there may be a need to find
equivalent equations before addition is performed.

EXTENSION IDEAS

1. Suppose in the process of solving a system of equations using the

substitution method, we obtain an equation 2x = 2x. What does
this tell us about the system?

2. Suppose in the process of solving a system of equations using the

elimination method we obtain an equation such as 0 = 3. What
does this tell us about the system?

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

ASSESSMENT

Solve the following linear systems by either substitution or elimination

2. 2x = y 1. x+y=6
x = 3y + 4 x–y=4
4. 3x = 9 3. 3x + y = 4
x–y=7 8x + y = -6

6. y–3=0 5. 2x – y = 4
2x + y = 7 x – 2y = 5

HOMEWORK
Solve the following systems of linear equations by the comparison
method.

3. x–y=1 2. x=y+3 1. x–y=5

3x + y = 1 x + 2y = 9 2x - y = 4

32
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 8
SOLVING REAL-WORLD PROBLEMS
USING SYSTEMS OF LINEAR EQUATIONS
IN TWO VARIABLES

TIME

1 session

SETTING

Classroom

OBJECTIVES

At the end of this lesson, students should be able to:

 translate certain situations in real life into linear
equations in two variables.
 apply knowledge and skills related to systems of
linear equations into variables and problem solving skills to solve
real–life problems.

RESOURCES

 Sample problems written on Manila paper

PREREQUISITE

Before the class starts prepare at least 2 sets of problems on Manila

paper for exercise and assessment.

PROCEDURE

Opening Statement

Begin, the session by saying:

Some of the word problems that we solved using one variable can
be easily solved by translating them into a system of linear
equations in 2 variables. Consider some word problem examples
related to the students’ experiences.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

In this lesson, you will practice solving word problems by translating

them into equations in two variables.

Main Activity

1. Present the problems and solve each with the participation of the
class. Give problems that are familiar to the students.

Example

Daisy’s grades in Science and Mathematics differed by 5. When

added, the grades summed up to 175. If her grade in Science was
higher than in Mathematics, what was her grade in Math?

1.1 Show the step by step solution to the class by letting x be the
grade of Daisy in Science, and y in Math

1.2 The problem is then translated into

x–y=5
x + y = 175

1.3 Adding the two equations, we have

2x = 180
x = 90

1.4 Substituting x = 90, the first equation becomes

90 – y = 5 90 – 5 = y
y = 85

1.5 Therefore, Daisys’s grade in Mathematics was 85.

2. Give similar problems, letting the students work in pairs or in small

groups of 5.

3. Let the students solve the problems in the exercise individually.

DISCUSSION IDEAS

How do you compare your age with your partner? Suppose your
partner says “My age differs from your age by 3 years. “What is his/her
age?

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

EXTENSION IDES

If three times the smaller number is increased by two times the larger,
the result is 42. Find the two numbers if their sum is 17.

ASSESSMENT

Solve this problem by first translating it to a system of equations.

Jennilyn Mercado’s initial concert was attended by 1, 000 fans some
paying Php250 each for reserved seats and the rest is paying Php100
each for the general admission. How many tickets of each kind were
sold given that the total amount received from the sales was Php148,
000?

HOMEWORK

Give 5 problems for the students to solve at home.

35
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 9
SYSTEM OF LINEAR INEQUALITIES
IN TWO VARIABLES

TIME

3 sessions

SETTING

Classroom

OBJECTIVES

At the end of this lesson, students should be able to:

 define a system of linear inequalities.
 graph linear inequalities in two variables
 work neatly for accurate results

RESOURCES

 graphing paper
 ruler

PREREQUISITE

Before the class starts prepare on Manila paper at least 2 sets of

problems for exercise and assessment.

PROCEDURE

Opening Activity

Begin, the session by saying:

An open sentence that makes use of the “=” symbol is called an

equation. On the other hand, an open sentence that makes use of
any of these order relation symbols, <, >,  ,  is called an
inequality.

36
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES
Here are examples expressed in algebraic symbols and in
sentences.

SYMBOLS SENTENCES
x + 8 > 10 x plus 8 is greater than 10
2x – 6 < 20 2x minus 6 is less than 20
4x  16 4x is less than or equal to16
5x – 1  24 5x minus 1 is greater than or
equal to 24
12 + x  10 12 plus x is not equal to 10

Main Activity

1. By inspection, solutions to inequalities are easy to find. Try

these:

1. 12 + x <8 Solution x < 4

2. x-5 > 12 Solution x >17
3. 6x  30 Solution x  5
4. 20  4(x) Solution x  5
2. Deal with inequalities in the same manner as equations.
3. Transform to y = mx + b form
1. 2x + y = 3
2. 3x –y = 6
3. y –4x +2 = 0
4. 2y = 4
5. y+x-1 = 0
4. Present the following inequalities:
1. 3x – y > 2
2. 5x – y  2
3. 3x – y  2
A linear inequality in two variables, x and y, where a, b, and c are
real numbers or constants, can be written in any of the following
forms:
a + by > c ax + by  c

37
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

ax + by < c ax + by  c
A solution to such inequality is an ordered pair of numbers which
when substituted to x and y will give a true statement. Determining
all the ordered pairs that will make the inequality true by
replacement will be a very long process. Hence, graphing will be
very useful here. The set of all solutions to a linear inequality in two
variables can be presented clearly in a Cartesian coordinate
system by graphing.

In 3x–y > 2, replace the inequality symbol with an equal sign to get
3x–y = 2. Do you remember how to graph this?

3x–y = 2

The graph of 3x-y = 2 is a line that divides the plane into a region
above the line, the line itself, and the region below the line. Which
region is the graph of
3x–y > 2?
Select a test point. It is more convenient to use (0,0). Why?
3(0) – 0>2, 0>2 is false
Since this is false, the graph is the region not containing the test
points. When a true statement is obtained, the graph is the region
containing the test point.

5) Illustrate this on the graphs of:

1. 3x – y < 2
2. 3x – y  2
3. 3x – y  2

38
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Notice that for the inequality symbols  or , a solid line is used to indicate
that the boundary line is a part of the graph. See figures 3 and 4 below.
But for > or <, a dashed line is used to show that the boundary line is not a
part of the graph. See figures 1 and 2. Looking at the graph 3x – y >2, give
another ordered pair which is a solution to the inequality. We can write the
solution set in set notation as:
S.S. = {( x, y ) | 3 x  y  2, ( x, y )  IR}

This is read as the solution set - a set of all ordered pairs (x,y) such that
3x–y>2, where x and y are real numbers.

Graphical Illustrations

1) 2)

Test point
Test point
(0,0)
(0,0)

3x-y <2
3x-y >2

4)
3)

Test point
Test point
(0,0)
(0,0)

3x-y 2
3x-y 2

6. Ask students to graph 2x + 5y < 0

39
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

DISCUSSION IDEAS

To determine the graph of a linear inequality such that 2x + 5y < 0,

select any point on the line as a test point. What if you use (0,-1)?

EXTENSION IDEAS

Find the solution set of the line 3x + y = 6.

ASSESSMENT

Complete the graph by shading the appropriate region.

1) 3x > -4 2) 3x – 6  0
y
y

(0,1) (0,1)
x

Illustrate the following inequalities by graphing.

1. 1 - y  0
2. 1 - y > 0

HOMEWORK
Graph each linear inequality and find the solution set.

1. x + y > 5
2. x + y  17
3. x – y < 3
4. 3x + 4y > 12

40
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Lesson 10
SOLVING SYSTEMS OF LINEAR INEQUALITIES
BY GRAPHING

TIME

3 sessions

SETTING

Classroom

OBJECTIVES

At the end of this lesson, students shall be able to:

 sketch the graph of a linear inequality in
two variables;
 translate certain situations in real life to
linear inequalities by graphing;
 describe the solution of a system of
linear inequalities in two variables by graphing.
RESOURCES

 Manila paper with sample groups

PROCEDURE
Opening Activity

The graph of a linear equation separates the plane into two half planes
or regions, one on each side of the line. Each of these regions is the
graph of a linear inequality.

An inequality can be written in any one of the forms below, where a, b,

and c are constants. A solution to such an inequality is an ordered pair
of numbers (x, y) such that, when substituted to the variables x and y,
yields a true statement.
ax + by < c ax +by  c
ax + by > c ax +by  c

41
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Main Activity
a. In the inequalities given, lead the students in determining whether
(0, 0) is a solution to each of the following:

1) 3x – y > 2 2) 3x – y < 2
3(0) – 0 > 2 3(0) – 0 < 2
0 > 2 is false 0 < 2 is true

3) 3x – y  2 4) 3x – y  2
3(0) – 0  2 3(0) – 0  2
0  2 is false 0  2 is true
b. Emphasize that determining all the ordered pairs that will make an
inequality true by replacement is a very long process. Here is
where graphing will be very useful.

c. The set of all solutions to a linear inequality in two variables can be

presented clearly in a Cartesian coordinate system by graphing.
In 3x – y > 2, replace the inequality symbol by an equal sign, giving
3x – y = 2. Expressing the equation in the slope-intersect form will
make it easier to graph.

Determine: What is m? What is b?

y
y

The graph of 3x – y = 2 is a line that divides the plane into a region

above the lines, the line itself, and the region below the line. Which
region is the graph of 3x – y > 2? Select a test point. It is more
convenient to use (0, 0). Why? 3 (0) – 0 > 2, 0 > 2 is false. Since
this is false, the graph is the region not containing the test point.

42
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES
When a true statement is obtained, the graph is the region
containing the test point. When a false inequality is obtained, shade
the region that does not contain the test point.

y
Test point

(0, 0) x

(5, 2)
(1, 0)
(5, -2)
Test point

DISCUSSION IDEAS

Let the students, in pairs or individually, graph the following linear

inequalities.

1) x + y > 5
2) x – y  -3
3) x – y < 3
4) x + 4y < 4
5) 2y – 8  0

EXTENSION IDEAS

Describe the solution set and graph the system below:

y>x–3
y > -x + 2

ASSESSMENT

Graph the following systems of inequalities.

1. y < 2x
2x + y < 12

43
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

2. 2x + y > 3
y < 5 – 2x

3. 2x + y  3
y  5 – 2x

4. 2x + y > 3
y  5 – 2x

5. 2x + y  0
x–y  0

HOMEWORK

Describe the region bounded by the graphs of each of the following

systems of inequalities in terms of its shape (triangle, square,
rectangle, etc.) and the coordinates of the vertices on its boundary.

1. x+y>4 2. y  3
5x + 7y < 5 y  -3
x  -3
x  3

Test point

(1, 0)

44 (5, -2)
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Unit Integration Plan

APPLICATIONS OF SYSTEMS OF EQUATIONS

AND INEQUALITIES IN TWO VARIABLES

A. You have decided to set up a business in school during break. But

you need to decide on the products that would sell best because the
consumers want it at a reasonable price. Decide on the best price for your
product or products. Develop, display and advertise to help you sell your
product and acquire the maximum profit given the constraints. Calculate the
price so you can realize profit after selling the product. Write a profit equation
for your business. Solve equations and inequalities numerically, graphically
and algebraically. See the Sample Integration Plan entitled: “The Promising
Entrepreneur.”

B. Record a SARI-SARI store’s inventory costs and quantities.

Determine the best time to re-order stocks of goods and how much will be
needed to supply the weekly demand of consumers/buyers in your
neighborhood. Formulate equations and solve them numerically, graphically
and algebraically.

C. Write a document that describes 3 one-day trips using a rented car.

The first trip should be less than 100 kilometers, the second trip should be
between 100 and 200 kilometers, and the last trip should be over 250
kilometers. The three rates for rental cars are Php2,000 a day plus Php30 a
kilometer over 100 km, Php1500 a day plus P40 a mile over 80 km, and
Php4,000 a day plus Php50 a km over 200 miles. On a rectangular
coordinate system graph the cost per mile traveled by each car rented.
Examine the car rental graph and make conclusions based on the graph.
Determine which car gives the minimum cost for each trip and justify your
results. 

D. Analyze the cost purchase of two cars, both four years old. One
car costs Php130,000 and gets 20 km a gallon. The other costs Php145,000
and gets 35 km a gallon. Which car is the better buy if you plan to keep it for
two years? Represent the answer graphically and algebraically.

E. Given fees for two health club programs that offer monthly dues vs. annual
membership, with each including a one-time initiation fee determine when the
cost of membership in either club will be the same. Illustrate the solution on a
graph and describe how the graph can be used to solve the problem

45
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

THE PROMISING ENTREPRENEURS

OVERVIEW

This culminating activity focuses on graphing systems of linear

inequalities and solving systems of linear equations. Although the
central problem is in the field of linear programming, the major goal of
the unit is for students to learn how to manipulate equations, make
generalizations and justify results using graphs

Students begin by considering a classic type of linear programming

problem, in which they are asked to maximize the profits of an
enterprise that make native delicacies like puto and kutsinta. They are
constrained by the amount of ingredients they have on hand and the
costs of oven time and labor time available.

First, students work toward a graphical solution of the problem. They

see how the linear equation can be maximized or minimized by
studying the graph. Since the maximum or minimum point that they are
looking for is often at the intersection of two lines, they are motivated to
investigate a method for solving two equations in two unknowns. They
then return to work on the problem in groups. Each group presents
both a solution and a proof that its solution does maximize profits.
Finally, each group makes its own linear programming problem and
presents the problem and its solution to the class.

OBJECTIVES
At the end of the culminating activity, students should be able to:
 write a profit equation for a simple business;
 solve equations numerically, graphically and algebraically
 solve inequalities numerically, graphically and algebraically

PROCEDURE
Preparatory Activity

Present the overview of the culminating activity to the students:

You are entrepreneurs of a classroom business. You have decided to
open your business in school. You want to make products that will sell
with your classmates. You also want to realize profit from your capital
venture.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

To accomplish your role, you will work together in groups to model a

real-world business situation using systems of linear equations and
inequalities. You will brainstorm about the number of goods to be sold
to break even. Your group will calculate the break-even point and
graph the profit and loss.

The project will be conducted in cooperative groups. You will be given

two days to prepare the needed materials for your small business (e.g.
sell native delicacies like “puto” and “kutsinta”. The initial cost is P200
plus. The start-up costs include the purchase of sticky rice, sugar, and
condiments. Write a report based on your analysis. Using your data
and business plans, you will develop equations, graph these equations
and use this information to answer questions in a persuasive
report/essay. The report should state how your group should manage a
profitable business. You will need to back up your decision with your
data and analysis.
In the real world, no one needs to convince you that you have a viable
business proposal. But how are you going to convince others,
particularly the banks and other investors who will be putting your
business plans under close scrutiny? How will you prove that your
business that it is not going to be a risky investment? In other words,
what separates the safe bets from foolish gambles?

Let the students come up with questions to determine how well their
business plan will work. Allow them to write their thoughts on the board
for all to see.

Possible Questions
 How many puto and kutsinta will you sell before you make a profit?
 How many puto and kutsinta can reasonably be sold at the school?
 Is P1.500 per puto and P2.00 per kutsinta a reasonable selling
price?

Focus Question
How many dozens of “putong-puti” and “kutsinta” should you sell to
make your profit as high as possible?

Activity Proper
Explain the following specific guidelines to the students:

A. You are given the following information and constraints.

47
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

 A dozen of putong-puti and a dozen of “kutsinta” require 1

kilogram of rice flour each.
 Each dozen of plain putong-puti requires 25 minutes of
preparation time, while each dozen of “kutsinta” requires 30
minutes of preparation time.
No matter how many of each kind you make, your mission is to
sell them all. Your decision is limited by the following factors:
 The ingredients on hand: 2 kilograms of rice flour.
 The amount of cooking space. You have room to cook 10
dozens of putong puti and kutsinta.
 The amount of preparation time available. You have 12
hours.
The putong puti sells for P15 a dozen and costs P10 a dozen to
make. The kutsinta sells for P20 a dozen and costs P15 a
dozen to make.

B. Your Group’s Task

 Prepare a business plan.

 Procure the necessary ingredients/materials.
 Cook/prepare your food product.
 Advertise your products.
 Distribute/sell your food products to market outlets.

C. Follow the steps and answer all the questions by solving the
problems using tables, graphs and equations.

1. Convert the constraints into inequalities.

2. On graphing paper, graph the inequalities to form a feasible

region and profit lines. The feasible region is the set of points
that satisfy the constraints. Label your axes and show the
scales.

3. Create a table starting with the number of “puto/kutsinta” sold

and increase this in increments of 50. The table should reflect
the revenues.

Total Sales and the Net Profit to get the break-even point as
shown below:

48
INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

No. of Revenues (Php) Profit (Php)

Goods
Sold
50
100
150
N

4. Write the formulas that can be used to find the values for both the
revenue and the profit.
Example
Revenue = Selling price x No. of goods sold
Profit = Revenue – Costs
If selling price of puto is P1.50 per piece and that of kutsinta is
P2.00 per piece:
Profit equation (1) is P = 1.5N – 200
Profit equation (2) is P = 2N – 200
where: P represents the profit, and N the number of goods.

5. Find the break-even point using a graph. Discuss with your group
members the possible values that they should select for the graph’s
scale. Determine which point on the graph represents the break-
even point.

6. Find the break-even point using algebra. Let P = 0, and then solve
the equation for N.

7. Compare your data using the three different methods (i.e. using
table of values, graph and equation). Did you get the same
solution? Which method do you prefer and why?

8. How many pieces of each product must be sold to produce a profit

of at least P 100? Solve this problem using tables, graphs and
equations.

9. Suppose that your group decided that P300 would be a reasonable

profit. Find three different combinations of “putong puti” and
“kutsinta” that would earn a profit of exactly P300.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

10. Mark these three number pairs on your graph from question # 1.

11. Suppose your group wanted to earn only P150 in profit. Find three
different number combinations of kutsinta and putong puti that will
earn a profit of exactly P150. Using a different-colored pencil, plot
those points on your graph.

12. Suppose your group wanted to earn P200 in profit. Find three
different number combinations of kutsinta and putong puti that will
earn a profit of exactly P200. Using a different–colored pencil, plot
those points on your graph.

13. Suppose your group has decided to compete with other groups in
profit–making. Your group needs to figure out the most profit you
can earn within the given constraints. Prove to the other groups that
it is really the maximum amount.

14. Find the maximum possible profit your group can earn and the
combination of “putong puti” and “kutsinta” necessary to earn that
profit.

15. Write a report and prepare a presentation to convince the class that
your answer is correct.

Post Activity: Teacher’s Role

1. Allow students to summarize what they learned from the

presentations.

2. Give them the opportunity to make their own linear programming

problem and a presentation of the problem and its solution to the
class. They will write problems that are meaningful to them to give
them a chance to facilitate a part of the lesson. This will give them a
sense of power and responsibility over their own learning

3. After the presentation of group results, discuss the meaning of each

variable, equation, or inequality in the context of the problem.

4. Use triangles to investigate the profit lines. Discuss the inequalities

of the constraints and the equations of the profit lines. See Teacher
Notes.

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AND INEQUALITIES

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

ASSESSMENT

Criteria 0 1 2 3 4

 Does not  Demonstrate  Demonstrat  Discuss of  Discuss of

Knowledge and
demonstrate any an understanding of e an most of the all or almost all
understanding
understanding of a few of the understanding concepts of the concepts
the concepts concepts of some of the
 Has most  Masteral
concepts
 Little to no  Few skills skills skills
skills  Has most
 Requires  Requires  Works and
skills
constant assistance little assistance & solves problems
and encouragement  Requires no independently
occasional encouragement
assistance and
encouragement
Thinking and  Unable to  Follows simple  Follows  Follows  Follows
Inquiry make or even arguments moderately considerably complex
follow simple complex complex arguments
 Unable to
arguments arguments arguments
make arguments  Makes
 Unable to  Makes  Makes some complex
 Applies
apply an argument simple complex arguments
problem solving
arguments arguments
skills with limited  Applies
effectiveness  Applies  Applies problem solving
problem solving problem solving skills with high
skills with skills with degree of
moderate considerable effectiveness.
effectiveness effectiveness

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Criteria 0 1 2 3 4

Communication  Unable to  Poorly  Some  Mostly clear  Clearly

communicate communicates clarity when communication communicates
ideas ideas explaining ideas of ideas ideas
 Doesn’t use  Infrequent use  Sometimes  Most of the  Routinely
mathematical of mathematical uses time uses and correctly
symbols and symbols and mathematical mathematical uses
language language symbols and symbols mathematical
language language symbols and
 No evidence
language

Application  Can’t apply  Rarely able to  Sometimes  Usually  Always

concepts apply concepts applies concepts applies concepts applies concepts
 With major  With some  With few  With
errors minor errors minor errors practically no
errors
 Rarely  Sometimes  Usually
accurate accurate accurate  Always
accurate
 Always needs  Frequent  Occasional
assistance need for support need for teacher  Little to no
support need for
assistance

Presentation Involved only one Involved only 1/3 of Involved half of the  Involved 2/3  Involved all
group member who the group members group members of the group group members
showed little who showed some who showed some members who who showed

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Criteria 0 1 2 3 4

enthusiasm and enthusiasm but enthusiasm but showed some enthusiasm and
lacked a clear lacked a clear lacked a clear enthusiasm but clear
understanding of the understanding of the understanding of lacked a clear understanding of
material material the material understanding of the materials
the material

Criteria 0 1 2 3 4

Entrepreneurial Still a consumer Entrepreneur-in- New Entrepreneur Practicing Accomplished

Capability training Entrepreneur Entrepreneur
 A little or no  Demonstrat
understanding of  Demonstrates es an  Dem 
entrepreneurs. some understanding of onstrates a extensive
understanding of entrepreneurs. thorough knowledge on
 Tasks were
entrepreneurs. understanding of entrepreneurs.
done incorrectly or  All tasks
entrepreneurs.
not at all.  At least two are addressed. 
tasks are  All thoroughly
 Advertisemen  An
addressed. tasks are well addressed.
t was poorly advertisement is
addressed.
developed or not  An displayed. 
developed at all. advertisement was  An campaign is
 Presentatio
developed. advertisement is well displayed.
n of findings is
displayed.
 Presentation adequate. 
of findings was  Pres findings is well-
fairly organized. entation of organized, and
findings is quite well developed.
adequate.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Teacher Notes
GRAPHING A SYSTEM OF LINEAR INEQUALITIES
IN TWO UNKNOWNS

Solving a system of linear inequalities is finding an area, if possible, that will

satisfy all the given inequalities. To solve a system of two or more inequalities:

 Graph each inequality separately on the same coordinate system.

 Find the overlap area and shade it. This will be your solution.

Example a) Graph the solution of the following inequalities:

  2x - y 5
4x + 2y 3

1.  Graph each inequality on the same coordinate system:

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

2. Shade the overlap area:

The solution (S) is the

shaded, region. Any
point in the said region
will make both
inequalities true.
S

Example b) Graph the solution of the following inequalities:

3x + 4y 12

-2x + 3y 6

a. Graph each inequality on the same coordinate system:

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES
2. Shade the overlap area:

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Teacher Notes
IS YOUR BUSINESS VIABLE?

Break-even analysis can help convince others that your business is not going to
be a risky investment. It will tell you when you can recover your costs. When
does a business break even?
Quite simply when the level of sales is equal to the level of costs. In the example
below we show the sales of a ball pen manufacturer against the number of ball
pens produced. When the price of each ballpen is P13 how many ballpens have
to be sold to have P650 worth of revenue so that the break-even point is
reached? The business has to sell at least 50 ball pens to demonstrate its
viability.

Revenue
in Pesos

BEP in Pesos

Pesos

Units
There are two
components
of total cost - FIXED COST and VARIABLE COST. For example, a company
making sardines will be forced to pay for premises whether it produces one tin or
one million tins; this cost is fixed. But the amount spent on ingredients such as
tomato sauce depends on the number of tins produced; this cost will vary
between different levels of production.
Break-even analysis helps establish a level of CONTRIBUTION. Subtract the
variable cost per unit from the sales price and the remainder is the amount for
every unit produced that can be ‘contributed’ to paying fixed costs. In the above
example you can see that at break-even point, the contribution totally covers
fixed costs.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Career Connections

Health and
Physical Communication
Education skills

Enterprise Linear Equations Business

Preparation and and
Inequalities Economics

Language Technology
Arts

Communication Skills
Students are encouraged to communicate their thoughts and understandings
about mathematics in oral and written form, using the language of mathematics.
They are encouraged to discuss problems, justify their answers, and compare
ideas and strategies in the classroom.

English Language Arts

Students can use decoding skills to translate language into algebraic symbols.
They can write descriptions of solutions to algebraic systems and can add
definitions to their journal of key terms.

Health and Physical Education

Students can use simple equations related to life processes.

Business/Economics
Students can compute profit and loss and relate systems of equations and
inequalities to surveys of plotted land.

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INTERMEDIATE ALGEBRA: UNIT I - BALANCING WITH SYSTEMS OF LINEAR EQUATION
AND INEQUALITIES

Enterprise Preparation
Students can demonstrate their understanding of entrepreneurs, develop an
advertisement of their products and present their products and findings
convincingly.

Technology
Students can use a spreadsheet to create tables of values to solve and graph
real problems. They can use a graphing calculator (if available) to graph
solutions and find lines of best fit. They can also use the chart features of a
spreadsheet to solve and graph problems.

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