Mathematics

Quarter 1 – Module 16:

Solving Systems of Linear
Equations in Two Variables

CO_Q1_Mathematics8_M16
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 16: Solving Systems of Linear Equations in Two Variables
First Edition, 2020

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 8

Mathematics
Quarter 1 – Module 16:
“Solving Systems of
Linear Equations in Two
Variables”
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

ii
 What I Need to Know

This module was designed and written with you in mind. It is here to help you solve
problems involving systems of linear equations in two variables using graphical and
algebraic (substitution and elimination) methods. Throughout this module, you will
be provided with varied activities to process your knowledge and skills acquired,
deepen, and transfer your understanding of the algebraic methods of solving systems
of linear equations in two variables. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module contains:

Lesson 1: Solving Problems Involving Systems of Linear Equation in Two

Variables

After going through this module, you are expected to:

1. solve systems of linear equations in two variables by substitution and
elimination methods;
2. solve problems involving systems of linear equations in two variables by
graphing, substitution and elimination; and
3. determine the most efficient method in solving system of linear equations in
two variables.

1 CO_Q1_Mathematics8_M16
 What I Know

Directions: Read the questions carefully and choose the letter of the correct answer.
Write your answer on a separate sheet of paper.

1. What do you call the process of adding the equations to eliminate either 𝑥 or 𝑦
from the system of linear equations?

A. cancellation C. graphing
B. elimination D. substitution

5𝑥 + 𝑦 = 14
2. Determine which coordinates satisfy the system { .
4𝑥 − 𝑦 = 4

A. (−4, 6) C. (2, 4)
B. (4, −2) D. (6, 4)
𝑥 + 2𝑦 = 2
3. Is the ordered pair (2, 0) a solution to the system of linear equations { ?
2𝑥 − 𝑦 = 4
A. No, (2, 0) is not a solution.
B. Yes, (2, 0) completely satisfies the system.
C. The given is NOT a system of linear equation.
D. There is not enough data given to solve the system.

4. What do you call the process of solving one of the equations for one variable and
replacing the resulting expression to the other equation to solve for the other
variable without changing the value of the original expression?

A. elimination C. substitution
B. graphing D. transformation

5𝑥 − 3𝑦 = −2
5. What is the first step to solve this system of linear equations { by
4𝑥 + 3𝑦 = 20
elimination?

A. Add the 2 equations. C. Multiply the second equation

B. Subtract the 2 equations. by 3.
D. Multiply the first equation
1
by .
5
6. Which of the following is the most efficient method to use in solving the system
4𝑥 + 𝑦 = 5
of linear equations { ?
2𝑥 − 𝑦 = 1

A. cancellation C. graphing
B. elimination D. substitution
2 CO_Q1_Mathematics8_M16
 𝑥 + 3𝑦 = 2
7. What is the value of 𝑦 in the system of linear equations { ?
2𝑥 + 2𝑦 = 8

A. −5 C. 1
B. −1 D. 5
8. Using the elimination method, what is the value of variable 𝑥 in this system of
𝑥 − 2𝑦 = 6
linear equations { ?
𝑥 + 2𝑦 = 12

A. 𝑥 = −6 C. 𝑥 = 9
B. 𝑥 = 3 D. 𝑥 = 18

3𝑥 + 6𝑦 = 6
9. In this system of linear equations { , what should we multiply to
6𝑥 − 12𝑦 = 24
equation 1 so that the coefficients of 𝑥 in both equations will become opposites?

A. −3 C. 2
B. −2 D. 3

10. Which ordered pair is the solution to this system of linear equations
𝑥 + 5𝑦 = 4
{ ?
−𝑥 − 2𝑦 = 5
A. (−11, 3) C. (−1, 3)
B. (11, −3) D. (3, −11)

𝑥 + 2𝑦 = 5
11. Gio was asked by his teacher to solve the system of linear equations { .
𝑦=𝑥−4
He then presented his solution in the following manner:

𝑥 + 2𝑦 = 5 Given (Equation 1)
Step 1. 𝑥 + 2𝑥 − 4 = 5 Substitute for 𝑦: 𝑦 = 𝑥 − 4
Step 2. 3𝑥 − 4 = 5 Combine like terms
Step 3. 3𝑥 − 4 + 4 = 5+4 Add 4 to both sides
Step 4. 3𝑥 = 9 Simplify
Step 5. 1 1 1
(3𝑥) = (9) Multiply both sides by
3 3 3
Step 6. 𝑥 = 3 Solve for x

What was Gio’s computational error?

A. In Step 1, Gio wrongly substituted the value of 𝑦. It should have been

𝒙 + 2(𝑥 − 4) = 5.
B. In Step 3, Gio wrongly added 4 to both sides of the equation. It should
have been 3𝑥 − 4 − 4 = 5 − 4.
1
C. In Step 5, Gio wrongly multiplied to both sides of the equation. It should
3
have been 3(3𝑥) = 3 (9).

3 CO_Q1_Mathematics8_M16
 D. Gio did not commit any computational error. All the steps are performed
logically and accurately.

12. Below are the steps in solving problems involving systems of linear equations in
two variables. Which of the following is arranged in a chronological order?

I. Read and understand the problem.

II. Check to see if all information is used correctly and that the answer makes
sense
III. Translate the facts into a system of linear equations.
IV. Solve the system of equations using one of the methods in solving system of
linear equations.

A. I, II, III, and IV

B. I, II, IV and III
C. II, I, III and IV
D. I, III, IV and II

13. Clarissa has 2 apples and 3 oranges with a total cost of P105.00 while her friend
has 1 apple and 4 oranges cost P90.00. Which of the following steps would be the
best way to begin with in finding the cost of an apple and the cost of an orange?

2𝑥 + 3𝑦 = 105 (equation 1)
𝑥 + 4𝑦 = 90 (equation 2)

A. Multiply equation 2 by −2.

B. Multiply equation 1 by 4 and 2.
C. Add equation 1 and 2.
D. Multiply equation 2 by 2 and add.

14. A farm-to-market road (FMR) is soon to be constructed in one of the secluded

barangays of Surigao del Sur. To ensure the maximum number of farmers to
benefit the project, the Department of Agricultural (DA) in coordination with the
Local Government Unit (LGU) and the residents of the barangay mapped the area
where the road will be constructed. They mapped Road 𝐴 to be on the line 𝑥 +
𝑦 = 4 and Road 𝐵 on the line – 𝑥 + 𝑦 = 6. The two roads will cross at the existing
barangay road. What are the coordinates of the intersection of Roads 𝐴 and 𝐵?

A. (5, −1)
B. (1, 5)
C. (−1, 5)
D. (1, 5)

15. Four years ago, Luna was 6 times as old as her cousin, six years ago, her age was
2 years more than eight times her cousin’s age. How old is Luna?
A. 20 years old C. 30 years old
B. 25 years old D. 40 years old

4 CO_Q1_Mathematics8_M16
 Solving Problems
Lesson
Involving Systems of
1 Linear Equations in Two
Variables

In the previous module, you learned about solving systems of linear equations
in two variables by graphical method. How did you find the lesson? Was it easy to
determine the ordered pair that satisfies both equation? Have you ever wondered if
there are other ways of finding the solutions of the system of equations other than
graphing?

Let us start this lesson by reactivating your knowledge in solving linear

equations for a given variable.

What’s In

Activity 1: Transform Me!

Directions: Express each equation in terms of the indicated variable then answer
the questions that follow. The first item is done for you.

Original Equation Transformed Equation

1. 𝑥 + 𝑦 = 2 𝑥 = −𝑦 + 2
2
2. 𝑥 − 𝑦 = 𝑥 = ____________________
3

3. 3𝑥 + 2𝑦 = 6 𝑥 = ____________________
1
4. 𝑥 + 𝑦 = 2 𝑦 = ____________________
4

5. 4𝑥 − 3𝑦 = −33 𝑦 = ____________________

Questions:

1. Was it easy to solve for one variable in terms of the other?

5 CO_Q1_Mathematics8_M16
 2. In Item No. 4, was it easy to solve for 𝑦 in terms of 𝑥? How would it be
different if you were asked to solve for 𝑥 in terms of 𝑦?
3. If you will graph the equation in Item No. 5 in one Cartesian Plane, would
it be easy for you to locate the points? Why or why not?

What’s New

Activity 2: Charlie’s Candies

Directions: Read and analyze the problem below. Solve for what is asked by
answering the guide questions that follows.

Charlie bought 12 candies and pay P20.00 for it. Orange flavored candies
cost P1.00 each and mint candies cost P2.00 each, given the system of linear
equation below find the number of orange flavored candies and mint candies he
bought.
𝑥 + 𝑦 = 12 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
{
𝑥 + 2𝑦 = 20 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2

Guide Questions:
1. In the given Cartesian Plane, graph the
two linear equations provided in the
problem. (You can make use of Module
15 as your reference in graphing).

1.1 Find the point of intersection of the

two graphs. What do you think does
this point represents?

2. Transform equation 1 into 𝑦 = 𝑚𝑥 + 𝑏.

2.1 Find the coordinate that satisfies the equation by

replacing the corresponding variables from equation 1 to equation 2.

2.2 Did you get the same coordinates with your answer in 1.1?

3. Subtract Equation 2 from Equation 1. What is the result?

3.1 Did you arrive with the same 𝑥 and 𝑦 values from items 1.1 and
2.1?

6 CO_Q1_Mathematics8_M16
 4. By answering the questions above, have you identified how many
orange flavored candies and mint candies Charlie bought?

What is It

Solving Systems of Linear Equations in Two Variables by Substitution

There are several methods for solving system of linear equations other than
graphing. One of these is the substitution method. When using the substitution
method, we use the fact that if two expressions 𝑦 and 𝑥 are of equal value 𝑥 = 𝑦, then
𝑥 may replace 𝑦 or vice versa in another expression without changing the value of
the expression.

Below are the illustrative examples to help you solve systems of linear
equations in two variables using substitution method.

Illustrative example1
𝑥+𝑦 =3 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
Solve the system by substitution: {
𝑦 =𝑥−1 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2

Step 1. Solve an equation for one variable.

𝒚 = 𝒙−𝟏 Equation 2 is already solved for 𝑦 in

terms of x

Step 2. Substitute the value 𝑥 − 1 for 𝑦 in Equation 1 to solve for 𝑥.

𝒙+𝒚 = 3 Given (Equation 1)

𝑥 + (𝑥 − 1) = 3 Substitute (𝑥 − 1) for 𝑦
(𝑥 + 𝑥) − 1 = 3 Associative Property of Addition
2𝑥−1 = 3 Combine like terms
2𝑥 − 1 + 1 = 3+1 Add 1 (the additive inverse of -1) to both
sides of the equation; Addition Property of
Equality
2𝑥 = 4 Simplify
1
(2𝑥) = (4)
1 By Multiplication Property of Equality,
2 2
multiply both sides by 1/2 (the
multiplicative inverse of 2)
𝒙 = 𝟐 Simplify
Step 3. To find the value of 𝑦, substitute the value of 𝑥 obtained in Step 2 in
either of the original equations. For this example, we use equation 2
since 𝑦 is already expressed in terms of 𝑥:

7 CO_Q1_Mathematics8_M16
 𝒚 = 𝒙−𝟏 Given (Equation 2)
𝑦 = 2−1 Substitute 2 to 𝑥 in the equation

𝑦 = 1 Simplify

Therefore, the ordered pair obtained is (2, 1).

Step 4. Check if the obtained value of 𝑥 and 𝑦 in Step 3 satisfies both

equation 1 and equation 2.

For equation 1: For equation 2:

𝑥+𝑦 = 3 𝑦 = 𝑥−1
2+1 = 3 1 = 2−1
3 = 3  1 = 1

Both values of 𝑥 and 𝑦 satisfy both of the equations; hence, the ordered pair
𝑥+𝑦 = 3
(2, 1) is a solution to the system of linear equations { .
𝑦=𝑥−1

𝑦 = 2𝑥 + 5
Illustrative example 2: Solve the system {
2𝑥 = 𝑦 + 3

Step 1. Solve an equation for one variable.

𝑦 = 2𝑥 + 5 Equation 1 is already solved for 𝑦 in

terms of x
Step 2. Substitute the expression (2𝑥 + 5) for 𝑦 in the other linear equation to find 𝑥.

2𝑥 = 𝑦+3 Given (Equation 2)

2𝑥 = (2𝑥 + 5) + 3 Substitute the value of y
obtained in Step 1
2𝑥 = 2𝑥 + 8 Combine like terms
2𝑥 − 2𝑥 = 2𝑥 + 8 − 2𝑥 Add (−2𝑥) to both sides by
Addition Property of equality
𝟎 = 𝟖 FALSE

The result 𝟎 = 𝟖 is a false statement. This means that for any values
of 𝑥 and 𝑦, there is no ordered pair (𝑥, 𝑦) that would satisfy the system of
equations. Hence, the system has no solution.

8 CO_Q1_Mathematics8_M16
Illustrative Example 3:
𝑥+𝑦 =3
Solve the system of linear equations { .
3𝑥 + 3𝑦 = 9

Step 1. Solve an equation for one variable.

𝑥+𝑦 = 3  𝑦 = −𝑥 + 3 Solve for 𝑦 in terms of x

Step 2. Substitute the value −𝑥 + 3 in Step 1 for 𝑦 in Equation 2 and solve for 𝑥.

3𝑥 + 3𝑦 = 9 Given (Equation 2)
3𝑥 + 3(−𝑥 + 3) = 9 Substitute the value of y
obtained in Step 1
3𝑥 − 3𝑥 + 9 = 9 Distributive Property
𝟗 = 𝟗 TRUE
Notice that in Step 2, the resulting equation 9 = 9 is a true statement. Since
the statement is true for any value of 𝑥 and 𝑦, this means that the system has
infinitely many solutions.

Solving Systems of Linear Equations in Two Variables by Elimination

Another method of solving systems of linear equations in two variables is the

elimination method. The objective of this method is to eliminate one of the variables
in the equation to find the value of the other variable. This can be done by addition
or subtraction.
However, in some instances, addition or subtraction cannot be directly
performed to eliminate either of the variables. Hence, either one or both equations in
the system has to be multiplied first with a number in order to obtain numerical
coefficients of one variable which are opposites or additive inverses.
For your guide, consider the examples below.

Illustrative Example 1: Solve the systems of equation by elimination:

𝑥+𝑦 = 3
{
𝑥−𝑦 = 1
Step 1. Write the equations in the standard form 𝐴𝑥 + 𝐵𝑦 = 𝐶. If the given
equations are already in standard form, proceed to Step 2.

Note that each equation in the system is already in the form 𝐴𝑥 + 𝐵𝑦 =

𝐶, hence, proceed to Step 2.

Step 2. Add or subtract the equations to eliminate one variable, and then solve
for the value of the other variable. In this example, note that the y-terms
of both equations 1 and 2 have opposite numerical coefficients, 1 and
−1. Hence, addition can be used.

9 CO_Q1_Mathematics8_M16
 𝑥+𝑦 = 3 Given (Equation 1)
𝑥−𝑦 = 1 Given (Equation 2)
2𝑥 + 0 = 4 Eliminate 𝑦 by addition
2𝑥 = 4 Additive Identity
1 By Multiplication Property of Equality,
(2𝑥) 1
2 = 2
(4) multiply both sides of the equation by
1/2
𝒙 = 𝟐 By simplification

Step 3. Substitute the value of 𝑥 in either of the equations and solve for the value
of 𝑦.

𝑥+𝑦 = 3 Given (Equation 1)

2+𝑦 = 3 Substitute 𝑥 by 2
2 + (−2) + 𝑦 = (−2) + 3 By Addition Property, add (-2)
to both sides of the equation
𝒚 = 𝟏 By simplification
Hence, the ordered pair obtained from Step 2 and Step 3 is (2,1).

Step 4. Check. Using the ordered pair (2,1), substitute the value of 𝑥 and 𝑦 to
both equation 1 and equation 2.

For equation 1: For equation 2:

𝑥+𝑦 = 3 𝑦 = 𝑥−1
2+1 = 3 1 = 2−1
3 = 3  1 = 1

Both values of 𝑥 and 𝑦 satisfy the equations; therefore, the solution to the
system is 𝑥 = 2 and 𝑦 = 1 or the ordered pair (2, 1).
−5𝑦 = −2𝑥 + 3
Illustrative Example 2: Solve the system { by elimination.
3𝑥 + 𝑦 = −4

Step 1. Write the equations in the standard form 𝐴𝑥 + 𝐵𝑦 = 𝐶.

−5𝑦 = −2𝑥 + 3 ⟹ 2𝑥 − 5𝑦 = 3 Standard form of Equation 1

3𝑥 + 𝑦 = −4 Equation 2 is already in
standard from
2𝑥 − 5𝑦 = 3
The system is now {
3𝑥 + 𝑦 = −4

10 CO_Q1_Mathematics8_M16
Step 2. Add the equations if the coefficients of the variable to be eliminated are
opposites. Subtract the equations if the coefficients are the same.

2𝑥 − 5𝑦 = 3 Standard form of Equation 1

3𝑥 + 𝑦 = −4 Equation 2
Observe that none of the numerical coefficients of x and y are additive
inverses, hence, addition or subtraction cannot be directly performed.
This means that multiplication must be done first. Multiply Equation
2 with 5 to eliminate the variable y and solve for x.

Multiply each term in equation 2 by 5 so

5(3𝑥 + 𝑦) = 5(−4)
that the coefficients of 𝑦 in both
Equations 1 and 2 become opposites
𝟏𝟓𝒙 + 𝟓𝒚 = −𝟐𝟎 Distributive Property
2𝑥 − 5𝑦 = 3 Equation 1
15𝑥 + 5𝑦 = −20 Equivalent of Equation 2
17 𝑥 + 0 = −17 Eliminate 𝑦 by adding the 2 equations

17𝑥 = −17 Additive Identity

1 1
(17𝑥) 1 Multiply both sides by by
17 = (−17) 17
17
Multiplication Property of Equality
𝒙 = −𝟏 By simplification.

Step 3. Substitute the value of 𝑥 in either of the equations and solve for the value
of 𝑦.

−5𝑦 = −2𝑥 + 3 Given (Equation 1)

−5𝑦 = −2(−1) + 3 Substitute 𝑥 by −1
−5𝑦 = 2+3
Simplify
−5𝑦 = 5
1 Multiply both sides by − by
1
− (−5𝑦) 1 5
5 = − (5)
5 Multiplication Property of
Equality
𝒚 = −𝟏 By simplification.

Therefore, the ordered pair obtained is (−1, −1).

Step 4. Check. Using the ordered pair obtained in Step 3, substitute the
values of 𝑥 and 𝑦 in both equations.

For equation 1: For equation 2:

−5𝑦 = −2𝑥 + 3 3𝑥 + 𝑦 = −4
−5(−1) = −2(−1) + 3 3(−1) + (−1) = −4

11 CO_Q1_Mathematics8_M16
 5 = 2+3 −3 − 1 = −4
5 = 5  −4 = −4 

Both values of 𝑥 and 𝑦 satisfy the equations; therefore, the solution to the
system is 𝑥 = −1 and 𝑦 = −1 or the ordered pair (−1, −1).

Note: There are equations that contain fractions or parentheses. These should be
simplified or transformed first to the standard form of linear equations 𝐴𝑥 + 𝐵𝑦 = 𝐶
before proceeding to addition or subtraction.
6 1
𝑥 +2= 𝑦
7 7
Illustrative Example 3: Solve the system 1 3
𝑦 − 𝑥=4
2 5

Step 1. Eliminate the fractions by multiplying each side of the equation by a

common denominator, then write the simplified equation in standard
form.

6 1
𝑥+2 = 𝑦 Given (Equation 1)
7 7

6 1 The LCD is 7. Multiply each term of the

7( 𝑥 + 2 = 𝑦)
7 7 equation by 7.
6𝑥 + 14 = 𝑦 Distributive Property. Simplification.
𝟔𝒙 − 𝒚 = 𝟏𝟒 Standard form of Equation 1

1 3
𝑦− 𝑥 = 4 Equation 2
2 5

1 3 The LCD is 10. Multiply each term by the

10 ( 𝑦 − 𝑥 = 4)
2 5 LCD.
5𝑦 − 6𝑥 = 40 Distributive Property. Simplification.
−𝟔𝒙 + 𝟓𝒚 = 𝟒𝟎 Standard form of Equation 2

𝟔𝒙 − 𝒚 = −𝟏𝟒
Hence, the simplified system of linear equations is {
−𝟔𝒙 + 𝟓𝒚 = 𝟒𝟎

Step 2. Eliminate one variable by addition or subtraction. To do this, add the

equations containing variable with opposite numerical coefficients or
subtract the equations with variable having the same numerical
coefficients. In this example, the numerical coefficients of the x-terms of
equation 1 and equation 2 are opposites, 6 and -6, hence, add the two
equations.

𝟔𝒙 − 𝒚 = −𝟏𝟒 Equation 1

12 CO_Q1_Mathematics8_M16
 −𝟔𝒙 + 𝟓𝒚 = 𝟒𝟎 Equation 2
4𝑦 = 26 Eliminate the variable x by addition.
1 1
(4𝑦) =
1
(26) Multiply both sides by , by
4 4
4
Multiplication Property of Equality
𝒚 𝟐𝟔 𝟏𝟑
= 𝒐𝒓 By simplification
𝟒 𝟐

Step 3. Substitute the value of 𝑦 in either of the equations and solve for the value
of 𝑥.

𝟔𝒙 − 𝒚 = −𝟏𝟒 Given (Equation 1)

13 −14 13
6𝑥 − = Substitute y by
2 2
13
2 (6𝑥 − ) = 2(−14) Multiply both sides by the LCD 2.
2
12𝑥 − 13 = −28 Distributive Property
12𝑥 − 13 + 13 = −28 + 13 Add 13 to both sides of the equation by
Addition Property of Equality
12𝑥 = −15 Additive Inverse
1 1 Multiply both sides by
(12𝑥) = (−15) 1
12 12 𝑏𝑦 Multiplication Property of Equality
12
−𝟏𝟓 −𝟓
𝒙 = 𝒐𝒓 By simplification.
𝟏𝟐 𝟒
𝟓 𝟏𝟑
Therefore, the ordered pair obtained is (− , )
𝟒 𝟐

Step 4. Check. Using the ordered pair obtained in Step 3, substitute the values of
x and y in both equations.
6 1 1 3
For equation 1: 𝑥 + 2 = 𝑦 For equation 2: 𝑦− 𝑥 =4
7 7 2 5
6 5 = 1 13 1 13 3 −5
(− ) + 2 ( ) ( )− ( ) = 4
7 4 7 2 2 2 5 4
30 = 13 13 15 = 4
− +2 +
28 14 4 20
−30+56 13 5(13)+15 =
= 4
28 14 20
26 13 80
= = 4
28 14 20
13 = 13
 4 = 4 
14 14

Both values satisfy the equation; therefore, the solution to the system is 𝒙 =
𝟓 𝟏𝟑 𝟓 𝟏𝟑
− and 𝒚 = or may be written as (− , ).
𝟒 𝟐 𝟒 𝟐

4𝑥 − 2𝑦 = 8
Illustrative example 4: Solve the system {
2𝑥 − 𝑦 = 9

13 CO_Q1_Mathematics8_M16
 Step 1. Write the equations in the standard form 𝐴𝑥 + 𝐵𝑦 = 𝐶.

Since equations 1 & 2 are already expressed in the standard form

𝐴𝑥 + 𝐵𝑦 = 𝐶, then the next step could be done.

Step 2. Eliminate one variable by addition or subtraction. Since none of the

variables have coefficients which are the same or opposite, multiply one
or both of the equations by a number or numbers which will make the
coefficients of one variable the same or opposite in both equations and
perform addition or subtraction.

2𝑥 − 𝑦 = 9 Equation 2
−2(2𝑥 − 𝑦 = 9) Multiply both sides by −2

−𝟒𝒙 + 𝟐𝒚 = −𝟏𝟖 Distributive Property

New Equation 2

4𝑥 − 2𝑦 = 8 Equation 1
−4𝑥 + 2𝑦 = −18 Equivalent of Equation 2
0 = −10 Elimination by Addition

Notice that 0 = −10 is a false statement. The fact that statement 0 = −10 is
not true for any values of 𝑥 and 𝑦, then the system has no solution.

𝑥 − 4𝑦 = 12
Illustrative example 5: Solve the system {
2𝑥 − 8𝑦 = 24
Since both equations are already in the standard form 𝐴𝑥 + 𝐵𝑦 = 𝐶, then you
can proceed directly to the next step. To eliminate one variable, multiply one or both
equations by a number or numbers which will make the coefficients of either 𝑥 or 𝑦
the same or opposite in both equations and perform addition or subtraction.

𝑥 − 4𝑦 = 12 Equation 1
−2(𝑥 − 4𝑦 = 12) Multiply both sides by −2
−𝟐𝒙 + 𝟖𝒚 = −𝟐𝟒 Distributive Property, New Equation 1

−2𝑥 + 8𝑦 = −24 Equivalent of Equation 1

2𝑥 − 8𝑦 = 24 Equation 2
0 = 0 Elimination by Addition
Notice that 0 = 0 is a true statement. This means that the statement is true
for any value of 𝑥 and 𝑦, hence, the system has infinitely many solutions.

Recall that in Activity 2: Charlie’s Candies, you are asked to solve a problem
represented by the system:

14 CO_Q1_Mathematics8_M16
 𝑥 + 𝑦 = 12 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
{
𝑥 + 2𝑦 = 20 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2

Recall further that in Guide Questions 2 and 3, you are asked to solve the
system using substitution and elimination, respectively. Were you able to arrive at
the correct answers? If your answer is NO, then try to work again on that problem
following the examples presented above. If your answer is YES, then you are now
ready to proceed.

Solving Problems Involving Systems of Linear Equations in Two Variables

You have learned the three methods of solving systems of linear equations in
two variables: graphing (in Module 15), substitution, and elimination. Hence, you
can now use these methods to solve real-life problems that can be translated into
systems of linear equations in two variables. You will also use the problem-solving
procedures enumerated below.

Steps in problem-solving: (Polya’s Approach)

1. Understand the problem. Read the problem carefully and decide
which quantities are unknown.
2. Develop a plan (Translate). Study the stated facts until you
understand their meaning. Then translate the related facts into
equations in two variables.
3. Carry out the plan (Solve). Use one of the methods for solving
systems of equations. State the conclusions clearly. Include unit of
measure if applicable.
4. Looking back. Check answers directly against the facts of the
problems. Write a statement to answer the question being asked in the
problem.
Below are the illustrative examples applying the different methods of solving
systems of linear equations in two variables you learned in the previous modules.

Illustrative Example 1: (Age Problem)

The sum of Janna age and Mark’s age is 40. Two years ago, Janna was twice
as old as Mark. Find Janna’s age now.

Step 1: Understand the problem.

Read and understand the problem. Since you are looking for Janna’s age,
let
𝒙 = Janna's age,
𝒚 = Mark's age

Step 2: Devise a plan (translate).

Since there are 2 unknowns, you need to form a system with two equations.

15 CO_Q1_Mathematics8_M16
 For equation 1: The sum of Janna and Mark's age is 40.  𝒙 + 𝒚 = 𝟒𝟎
For equation 2: Two years ago, Janna was twice as old as Mark.
Janna (two years ago) = 2 times Mark’s age (two years ago)

𝑥 − 2 = 2(𝑦 − 2) Simplify. Use distributive Property

𝑥 − 2 = 2𝑦 – 4 Combine like terms

𝒙 − 𝟐𝒚 = − 𝟐

Putting the two equations together in a system, you get:

Equation 1 𝑥 + 𝑦 = 40
Equation 2 𝑥 − 2𝑦 = −2

Step 3: Carry out the plan (solve).

Use one of the methods for solving systems of equations. For this example,
use elimination method. Since the numerical coefficients of the variable x in
equation 1 and 2 are the same or equal, then elimination by subtraction can
be used.

𝑥 + 𝑦 = 40 Equation 1
𝑥 − 2𝑦 = −2 Equation 2
To find Mark’s age,
− 𝑥 + 𝑦 = 40 Eliminate x by subtraction & solve
𝑥 − 2𝑦 = −2 for y
3𝑦 = 42
1 = 1 Multiply both sides by
1
by
(3𝑦) (42) 3
3 3
Multiplication Property of Equality
𝒚 = 𝟏𝟒 By simplification

To find Janna’s age

𝑥 + 𝑦 = 40 Use equation 1 to find Janna’s age
𝑥 + 14 = 40 Substitute the value of y obtained
𝑥 + 14 − 14 = 40 − 14 Add both sides by −14 by Addition
Property of Equality
𝒙 = 𝟐𝟔 By simplification

Step 4: Look back (check and interpret).

Check answers directly against the facts of the problems. Substitute the
value of 𝑥 and 𝑦 to both equations

Sum of Janna’s and Mark’s age 𝑥 + 𝑦 = 40

26 + 14 = 40
40 = 40

16 CO_Q1_Mathematics8_M16
Two years ago, Janna was twice as old as Mark −𝑥 + 2𝑦 = 2
−26 + 2(14) = 2
−26 + 28 = 2
2= 2
Therefore, Janna’s age is 26.

Illustrative Example 2: (Number Problem)

The sum of two numbers is 10. The larger number is 8 more than the smaller
number. Find the two numbers.

Step 1: Understand the problem.

Read and understand the problem. Since you are asked to find the two
numbers, then let 𝒙 = larger number and 𝒚 = smaller number.

Step 2: Devise a plan (translate).

For equation 1: The sum of two numbers is 10  𝑥 + 𝑦 = 10

For equation 2: The larger number is 8 more than the smaller number
 𝑥 =𝑦+8

Putting the two equations together in a system, you get:

𝑥 + 𝑦 = 10 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1
{
𝑥 =𝑦+8 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2

Step 3: Carry out the plan (solve).

In this example, notice that in Equation 2, 𝑥 is expressed in terms of 𝑦.

Hence, you can substitute 𝑥 with 𝑦 + 8 in Equation 1:

Use Equation 1 to solve for 𝑦:

𝑥 + 𝑦 = 10 (𝑦 + 8) + 𝑦 = 10 Substitute 𝑥 with 𝑦 +

8 from Equation 2
2𝑦 + 8 = 10 Combining like terms
2𝑦 + 8 − 8 = 10 − 8 Addition Property of
Equality
2𝑦 = 2 Additive Inverse
Property
1 = 1 Multiplication Property of
(2𝑦) (2)
2 2 Equality
𝒚 = 𝟏 Multiplicative Inverse
Property

17 CO_Q1_Mathematics8_M16
 Use Equation 2 to solve for 𝑥:

𝑥 = 𝑦+8 Equation 2
𝑥 = 1+8 Substitute the value of 𝑦
𝑥 = 9 By simplification
Hence, the two numbers obtained are x = 9 and y = 1.

Step 4: Look back (check and interpret).

Check whether the obtained values of x and y satisfy both of the equations.

𝑥 + 𝑦 = 10 𝑥 = 𝑦+8
9 + 1 = 10 9= 1+8
10 = 10  9= 9 

Therefore, the larger number is 9, and the smaller number is 1.

Illustrative Example 3: (Break-even Point Problem)

Mr. Perez is trying to decide between two hotels to be the venue of his
daughter’s 18th birthday celebration. Both venues are spacious and elegant and can
provide LED screen. Hotel A charges Php12,000.00 for the first five hours venue
rental, plus an additional Php500.00 per hour for the extended hours used. Hotel B
charges Php10,500.00 for the first five hours venue rental, plus Php1,000.00 per
hour for the extended hour used. At how many hours will the two hotels charge the
same amount of money? If you are to recommend to Mr. Perez as to which of the two
hotels shall be the venue of his daughter’s 18th birthday celebration, which will you
recommend? Why?

Step 1: Understand the problem.

Read and understand the problem. Since you are looking for an ordered
pair, let
x = number of hours of extended use
y = total cost (rental cost plus the additional charge per hour)

Step 2: Devise a plan (translate).

Since there are 2 unknowns, we need to form a system with two equations

For equation 1 𝑦 = 500𝑥 + 12,000

For equation 2 𝑦 = 1,000𝑥 + 10,500

18 CO_Q1_Mathematics8_M16
Step 3: Carry out the plan (solve).

Use one of the methods for solving systems of equations. Since the problem
asks us to determine the number of hours where the two hotels charge the same
amount of money, we can solve this graphically.

To graph the equations obtained in step 2, simply determine the slopes and y-
intercepts of the equations since the two equations obtained in step 2 are already in
slope-intercept form.

For eq.1 𝑦 = 500𝑥 + 12,000 ; m = 500; b = 12,000

For eq.2 𝑦 = 1,000𝑥 + 10,500; m = 1,000; b = 10,500

The point of intersection of the graphs refers to a point where the two hotels charge
the same amount of money.

Step 4: Look back (check and interpret).

Check answers directly against the facts of the problems. Substitute the value of x
and y to both equations.

19 CO_Q1_Mathematics8_M16
 𝑦 = 500𝑥 + 12,000 𝑦 = 1000𝑥 + 10,500

13,500 = 500(3) + 12,000 13,500 = 1000(3) + 10,500

13,500 = 1, 500 + 12,000 13,500 = 3, 000 + 10,500

13,500 = 13,500 13,500 = 13,500

Therefore, the number of hours the two hotels charges the same
amount is when the extended hours reach 3 hours at Php13,500.00
To answer Question No. 2, let us find the value of y when the extended number
of hours is less than 3 hours and when the extended number of hours is more than
3 hours. Suppose we solve for 𝑦 in both equations when 𝑥 = 2 and when 𝑥 = 4.

Equation 1:𝑦 = 500𝑥 + 12,000 (Hotel A) Equation 2 :𝑦 = 1000𝑥 + 10,500 (Hotel B)

Solve for 𝑦, when 𝑥 = 2 Solve for 𝑦, when 𝑥 = 2
𝑦 = 500𝑥 + 12,000 𝑦 = 1000𝑥 + 10,500
𝑦 = 500(2) + 12,000 𝑦 = 1000(2) + 10,500
𝑦 = 1,000 + 12,000 𝑦 = 2,000 + 10,500
𝒚 = 𝟏𝟑, 𝟎𝟎𝟎 𝒚 = 𝟏𝟐, 𝟓𝟎𝟎

At 𝑥 = 2, the cost of Hotel A is higher than the cost of Hotel B.

Equation 1: 𝑦 = 500𝑥 + 12,000 (Hotel A) Equation 2 :𝑦 = 1000𝑥 + 10,500 (Hotel B)
Solve for 𝑦, when 𝑥 = 4 Solve for 𝑦, when 𝑥 = 4
𝑦 = 500𝑥 + 12,000 𝑦 = 1000𝑥 + 10,500
𝑦 = 500(4) + 12,000 𝑦 = 1000(4) + 10,500
𝑦 = 2,000 + 12,000 𝑦 = 4,000 + 10,500
𝒚 = 𝟏𝟒, 𝟎𝟎𝟎 𝒚 = 𝟏𝟒, 𝟓𝟎𝟎

At 𝑥 = 4, the cost of Hotel A is lower than the cost of Hotel B.

This means that Hotel B is recommended if the extended number of hours is
less than 3 hours, both hotels A & B can be recommended if the extended number
of hours is exactly 3 hours, and Hotel A is recommended if the extended number of
hours is more than 3 hours.

20 CO_Q1_Mathematics8_M16
 What’s More

Activity 3: Substitute!

Directions: Solve each system of equations by substitution. Check your solutions.

𝑦 = 2𝑥 5𝑥 + 10𝑦 = 3 𝑦 − 𝑥 = 3𝑥 + 2
1. { 2. { 1 3. {
𝑥+𝑦=6 𝑥= − 𝑦 2𝑥 + 2𝑦 = 14 − 𝑦
2

Activity 4: Who Will Be Eliminated?

Directions: Identify the terms that can be eliminated. If elimination by addition or

subtraction cannot be directly performed, state first the number or
numbers that should be multiplied to one or both equations (see
example). Then solve each system by elimination. Check your solutions.
𝟑𝒙 − 𝟒𝒚 = −𝟕 Multiply first equation 2 by 4, then
𝑬𝒙𝒂𝒎𝒑𝒍𝒆: { eliminate (−4𝑦) and 4𝑦.
𝟐𝒙 + 𝒚 = 𝟏𝟎

𝒙 + 𝒚 = −𝟏
1. { 3.
𝒙−𝒚= 𝟑

2. 4.
𝒙+𝒚 = 𝟓
{
𝒙 + 𝟐𝒚 = 𝟖

Questions:

1. How did you identify the terms to be eliminated?

2. What have you noticed with the numerical coefficients of the variables of the
terms to be eliminated?
3. What operation should be used to eliminate a variable in item 1? in item 2?
4. Can any of the variable be directly eliminated in items 3, and 4? Why or Why
not?
5. Is there a need to find equivalent equations in 3, and 4 to eliminate a variable?
What are these new equations?

21 CO_Q1_Mathematics8_M16
Activity 5: Following Protocols

Directions: Solve the problem below by illustrating the process of finding solution.
Write your answer on a separate sheet of paper.

Matt and Ming are selling fruit for a school fundraising activity. Customers can buy
small and large pieces of oranges. Matt sells 3 small pieces and 14 large pieces of
oranges for a total of P203. Ming sells 11 small pieces of oranges and 11 large pieces
of oranges for a total of P220. Find the cost of a small pieces and large pieces of
oranges.

Step 1. Understand the problem Let x _________

Let y _________

Step 2. Devise a plan Equation 1:_____________

(translate)
Equation 2:_____________

Step 3. Carry out the plan (solve). Solution:

Step 4. Look back Check:

(Check and interpret)

What I Have Learned

Activity 6: You Complete Me!

Directions: Complete each statement below.

In this lesson, I learned the steps in solving a system of linear equations in two
variables using substitution method.

First, I _________________________________________________________________
After that, I _____________________________________________________________
Then, _________________________________________________________________
Finally, ________________________________________________________________
When I have completed these steps, I have shown that __________________________
______________________________________________________________________.

22 CO_Q1_Mathematics8_M16
Activity 7: Put Me in My Right Place!

Directions: Fill in the blank spaces of the paragraph below with correct word/s or
expression/s which you can choose from the box. Word/s or expression/s in the
box may be used more than once.

add eliminate solution 3 variable subtract

adding substitute (10,3) 10 𝑦 2𝑦 + 4

I can solve systems of linear equations in two variables by graphing or by

algebraic method. In the elimination method, I can either ___ or ______ the equations
to eliminate one ______. When the coefficients of one variable are opposite, I can ___
the two equations to eliminate that variable. When the coefficients of one variable are
equal, I can ______ the equations to eliminate that variable.

𝑥 = 2y + 4
In the system { , equation 1 is already solved for 𝑥 in terms of _____.
𝑥 + 3𝑦 = 19
Therefore, by substitution method, we can ______ the expression _______ for 𝑥 in the
other linear equation to find 𝑦 and the result would be y = ___. To find the value of 𝑥,
substitute 𝑦 = 3 in either of the original equations. Hence, the value of x = ___. To
check whether the ordered pair (10, 3) satisfies both equations we must substitute it
to both equations. Since both equations are true after substituting the obtained
values of 𝑥 and 𝑦, this means that coordinate _________ is a _______ to the system.

What I Can Do

Activity 8: Problems Solved!

Directions: Read each problem carefully and solve as required. Then answer the
questions that follow. Use a separate sheet of paper.

A. The Number Game

The sum of two numbers is 90. The larger number is 14 more than 3 times
the smaller number. Find the numbers.

Questions:
1. What equations can be formed to determine the two numbers?
2. What method of solving systems of linear equation in two variables
can best be applied to solve this problem?
3. What are the two numbers?

23 CO_Q1_Mathematics8_M16
B. Chocolate Desires

White chocolate costs 𝑃ℎ𝑝 20.00 per bar, and dark chocolate costs 𝑃ℎ𝑝 25.00
per bar. If Janine bought 15 bars of chocolate for 𝑃ℎ𝑝 340, how many bars of dark
chocolate did she buy?

Questions:
1. What two equations can be formed to represent the number of chocolate
bars?
2. What method of solving systems of linear equations in two variables can best
be applied to solve this problem? Why do you think the method you chose is
appropriate to solve this type of problem?
3. How many bars of dark chocolate did Janine buy?

C. Bonding, Bonding…
It’s vacation time of the year and Luigi’s family agreed to go to a famous beach
resort in their province. Upon entering the resort, they were asked to pay tickets
which cost 𝑃ℎ𝑝200.00 for children (5 to 12 years old) and 𝑃ℎ𝑝450.00 for adults. If the
resort were able to sell 250 pieces of beach ticket amounting to 𝑃ℎ𝑝76, 000.00, how
many children and adults were in the beach?
Questions:

5. What are the two equations that can be used to find the number of
children and adults in the beach?
6. How many children and adults were in the beach?

Assessment

Directions: Read the questions carefully and choose the letter of the correct answer.
Write your answer on a separate sheet of paper.

1. Which method is best to use when the numerical coefficients of the variables are
either 1 𝑜𝑟 − 1?
A. algebraic C. graphical
B. elimination D. substitution

𝑦 = 3𝑥 − 2
2. Which method is best to apply to solve the system { ?
2𝑥 + 𝑦 = 8
A. algebraic C. graphical
B. elimination D. substitution

24 CO_Q1_Mathematics8_M16
3. Which of the following equations can best be solved using elimination by
addition?
2𝑥 + 𝑦 = 10 𝑥 + 𝑦 = 10
A. { C. {
2𝑥 + 𝑦 = 8 2𝑥 + 𝑦 = 8

𝑥+𝑦=5 𝑥 − 3𝑦 = 5
B. { D. {
𝑥−𝑦=7 3 + 𝑥 = −2𝑦

𝑦 = 2𝑥 − 9
4. The system of linear equation { is solved by substitution. After the
𝑥 + 3𝑦 = 8
initial substitution in the second equation, which of the following is the
resulting expanded equation?
A. 𝑥 + 3𝑦 − 9 = 8 C. 𝑥 + 3(2𝑥) − 9 = 8
B. 𝑥 + 3(2𝑥) − 9 = 8 D. 𝑥 + 3(2𝑥 − 9) = 8

5. The first thing to do when solving systems of linear equation by elimination is

rewriting equations into the standard form 𝐴𝑥 + 𝐵𝑦 = 𝐶. Which of the following is
3𝑥 + 2𝑦 + 1 = 5
the resulting system of equations when { is written in standard
3 (𝑥 − 1) = −2𝑦 − 4
form?

3𝑥 + 2𝑦 = 6 3𝑥 + 2𝑦 = 4
A. { C. {
3𝑥 + 2𝑦 = 7 3𝑥 + 2𝑦 = −1

3𝑥 + 2𝑦 = 4 3𝑥 + 2𝑦 = 6
B. { D. {
3𝑥 + 2𝑦 = 7 3𝑥 − 2𝑦 = −3

3𝑥 + 12𝑦 = −12
6. The system of linear equation { is to be solved using elimination
𝑥 − 3𝑦 = 10
method. What should be the first step to solve this system?

A. Add the two equations.

B. Subtract the equations.
C. Multiply the first equation by −4
D. Multiply the second equation by 4

2𝑥 − 3𝑦 = 10
7. Given { , which of the following is its equivalent system with same
3𝑥 − 2𝑦 = −5
𝑥 −coefficients?

6𝑥 − 9𝑦 = 10 6𝑥 − 9𝑦 = 30
A. { C. {
6𝑥 − 2𝑦 = −10 6𝑥 − 4𝑦 = −10

6𝑥 − 3𝑦 = 10 6𝑥 − 9𝑦 = 30
B. { D. {
6𝑥 − 2𝑦 = −5 6𝑥 − 4𝑦 = 10

25 CO_Q1_Mathematics8_M16
 2𝑥 − 𝑦 = 5
8. Given { , which of the following is its equivalent system with opposite
𝑥 + 2𝑦 = −5
𝑦 − 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡𝑠?

8𝑥 − 4𝑦 = 20 8𝑥 − 2𝑦 = 10
A. { C. {
2𝑥 + 4𝑦 = −10 4𝑥 + 2𝑦 = −20

−4𝑥 − 2𝑦 = 20 4𝑥 − 4𝑦 = 10
B. { D. {
8𝑥 + 2𝑦 = −10 −8𝑥 + 4𝑦 = −20

9. In three more years, Miguel's grandfather will be six times as old as Miguel was
last year. When Miguel's present age is added to his grandfather's present age,
the total is 68. How old is Miguel now?

A. 9 C. 11
B. 10 D. 12

10. The sum of two numbers is 15. If twice the first number is added to thrice the
second number their sum would be 35. What are the numbers?

A. 7 and 8 C. 10 and 5
B. 9 and 6 D. 12 and 3
11. A total of 315 Grade 8 students participated in a community outreach program
organized by the local government. Some students rode in vans which hold 9
passengers each and some students rode in buses which hold 22 passengers
each. How many of each type of vehicle did they use if there were 22 vehicles in
total?
A. 9 vans and 13 buses C. 15 vans and 7 buses
B. 13 vans and 9 buses D. 7 vans and 15 buses

12. 3 bags and 2 pairs of shoes cost Php1, 500.00 while 5 bags and 8 pairs of shoes
cost Php4 950.00. What is the cost of each bag and a pair of shoes?

A. Each bag cost Php250.00 and each pair of shoes cost Php425.00.
B. Each bag cost Php275.00 and each pair of shoes cost Php400.00.
C. Each bag cost Php200.00 and each pair of shoes cost Php475.00.
D. Each bag cost Php150.00 and each pair of shoes cost Php525.00.

13. A farmyard has dogs and chickens. The owner said that his dogs and chickens
had a total of 148 legs and 60 heads. How many dogs and chickens were in the
farmyard?

A. 22 dogs and 38 chickens C. 14 dogs and 46 chickens

B. 38 dogs and 22 chicken D. 46 dogs and 14 chickens

26 CO_Q1_Mathematics8_M16
 −𝑥 + 4𝑦 = 6
14. After solving the system { , Arnold says that it has exactly one
𝑥 + 𝑦 = −3
solution. Which of the following reasons would support his statement?

18 3
I. An ordered pair (− , ) satisfies both equations.
5 5
18 3
II. An ordered pair ( , − ) satisfies both equations.
5 5
III. The system becomes a true statement after eliminating a variable.
IV. The system becomes a FALSE statement after eliminating a variable.

A. I only C. II and III

B. I and II D. IV only

𝑥 = 2𝑦 + 3
15. John was asked by his Mathematics teacher to solve the system { .
2𝑥 + 3𝑦 = −3
He decided to use substitution method to solve the system. Which of the
following statements justify his choice of method?

I. It is always the recommended method for systems with one solution.

II. It is recommended because one of the equations is not in standard form.
III. Substitution should be used since one of the equations is already solved
in terms of one variable.

A. I C. III
B. II D. I and II

Additional Activities

Activity 9: Let us Explore Further!

Directions: Answer each question as directed. Solve when necessary. Use a

separate sheet of paper.

1. Write the equivalent equations without fractions for each equation in the
system. Solve the system.
5𝑥 − 2 1 3𝑦 + 2
+ =
{ 4 2 2
7𝑦 + 3 𝑥 7
= +
3 2 3

27 CO_Q1_Mathematics8_M16
2. Is it possible to use substitution or elimination to solve a system of linear
equations in two variables if one equation represents a vertical line and the
other equation represents a horizontal line? Show and explain your answer.

3. Using a Venn Diagram, compare and contrast Graphing, Elimination, and

Substitution Methods in solving systems of linear equations in two variables.

28 CO_Q1_Mathematics8_M16
CO_Q1_Mathematics8_M16 29
What I Know What’s More WHAT HAVE I LEARNED
1. B Activity 3: SUBSTITUTE
1 2 4 30 Activity 6: You Complete
2. C 1. (2, 4) 2. (− , ) 3. ( , )
5 5 7 7 Me!
3. B
4. C Answers may vary.
Activity 4: Who will be
5. A
eliminated? Activity 7: Put Me in My
6. B
1. eliminate (+𝑦)𝑎𝑛𝑑 (−𝑦) Right Place!
7. B
Solution: (1, -2) I can solve systems of
8. C
2. subtract both equations and
9. B linear equations in two
then eliminate (𝑥)𝑎𝑛𝑑 (−𝑥).
10. A Solution: (2, 3) variables by graphing or by
11. A 3. multiply first equation by 2 algebraic method. In the
12. D and then eliminate elimination method, I can
13. A (2𝑦)𝑎𝑛𝑑 (−2𝑦) either add or subtract the
14. C 3 1
Solution: ( , − ) equations to eliminate one
15. D 2 2
4. multiply second equation by variable. When the
What’s In 2 and then eliminate coefficients of one variable are
Activity 1: Transform Me! 4𝑦 𝑎𝑛𝑑(−4𝑦) opposite, I can add the two
1
Solution: (1, ) equations to eliminate that
2
Original Transformed variable. When the
Equation Equation Activity 5: Following Protocols coefficients of one variable are
Step 1: let x be small pieces of oranges equal, I can subtract the
1. 𝑥 + 𝑦 = 2 𝑥 = −𝑦 + 2 Let y be large pieces of oranges equations to eliminate that
2 2 Step 2:
variable.
2. 𝑥 − 𝑦 = 3 𝑥 =𝑦+ Equation 1: 3𝑥 + 14𝑦 = 203
3 In the system
Equation 2: 11𝑥 + 11𝑦 = 220
2 Step 3: Solution:
𝑥 = 2y + 4
3. 3𝑥 + 2𝑦 = 6 𝑥 =− 𝑦+2 { , equation 1 is
3 −11(3𝑥 + 14𝑦 = 203) 𝑥 + 3𝑦 = 19
1 3(11𝑥 + 11𝑦 = 220) already solved for 𝑥 in terms of
1
4. 4 𝑥 + 𝑦 = 2 𝑦=− 𝑥+2 𝑦. Therefore by substitution
4
−33𝑥 − 154𝑦 = −2,233 method, we can substitute the
5. 4𝑥 − 3𝑦 = 4 33𝑥 + 33𝑦 = 660
𝑦= 𝑥 + 11 expression 2𝑦 + 4 for 𝑥 in the
−33 3 −121𝑦 −1,573
= other linear equation to find 𝑦
−121 −121
𝒚 = 𝟏𝟑 and the result would be y = 3.
WHAT’S NEW Substitute the value of y to the To find the value of 𝑥,
Activity 2: Charlie’s Candies 1st equation. substitute 𝑦 = 3 in either of
3𝑥 + 14𝑦 = 203
3𝑥 + 14(13) = 203
the original equations. Hence,
3𝑥 + 182 = 203 the value of x = 10. To check
3𝑥 = 203 − 182 whether the ordered pair
3𝑥 = 21 (10, 3) satisfies both equations
𝒙=𝟕 we must substitute it to both
Step 4: Check and Interpret.
equations. Since both
Equation 1: 3x + 14y = 203 equations are true after
1. substituting the obtained
1.1 (4, 8) 3(7) +14(13) = 203
21+182 = 203 values of 𝑥 and 𝑦, this means
2. 𝑦 = −𝑥 + 12
203 = 203
2.1 (4,8) that coordinate (10, 3) is a
2.2 Yes Equation 2: 11x + 11y = 220
solution to the system.
3. 𝑥 = 4 and 𝑦 = 8 11(7) + 11(7) = 220
3.1 Yes. (4, 8) 77 + 143 = 220
4. Yes. 220 = 220
4 pieces of orange flavored candies & Therefore, small pieces of
8 pieces of mint candies oranges costs P7.00 and the large
pieces of oranges costs P13.00
Answer Key
CO_Q1_Mathematics8_M16 30
What I Can Do
Activity 8: Problems Solved! Additional Activities:
Activity 9: Let’s Explore Further!
A. The Number Game
1. 𝑥 + 𝑦 = 90 𝑎𝑛𝑑 𝑥 = 3𝑦 + 14 5𝑥 − 6𝑦 = 4
1. { ; (2,1)
2. Substitution method 3𝑥 − 14𝑦 = −8
3. 71 and 19
2. No. Horizontal lines have a slope of 0 and is
B. Chocolate Desires represented by formula y=b so it always takes the
same value, the same goes with vertical lines, x only
takes one value thus, the equation is 𝑥 = 𝑎. Looking at
1. 𝑥 + 𝑦 = 15 and
these formulas, solving using substitution or
20𝑥 + 25𝑦 = 340 eliminations method is unapplicable.
2. Answers may vary. 3.
3. 8 bars of dark chocolate
C. Bonding, Bonding
1. 𝑥 + 𝑦 = 250 𝑎𝑛𝑑 200𝑥 + 450𝑦 = 76,000
2. 146 children and 104 adults
Assessment
1. B 6. D 11. B
2. D 7. C 12. D
3. B 8. A 13. C
4. D 9. C 14. A
5. C 10. C 15. C
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Jack Price, James N. Rath, William Leschensky. “Pre- Algebra, A Problem Solving
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Module-5-Lesson-1-Systems-of-Linear-Equation-in-Two-Variables

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31 CO_Q1_Mathematics8_M16
For inquiries or feedback, please write or call:

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32 CO_Q1_Mathematics8_M16