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Learning Activity Sheets - Week 4

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Mary Grace Encarnacion
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3 views

Learning Activity Sheets - Week 4

Uploaded by

Mary Grace Encarnacion
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Learning Activity Sheets for Week 4

A C T I V I T Y No. 17

Type of Activity : Concept Notes


Activity Title : Describing the Rectangular Coordinate System and Its Uses
Learning Competency : The learner illustrates the rectangular coordinate system and its uses. M8AL-Ie-1
Learning Target : Describe the Rectangular Coordinate System and Its Uses
References : Mathematics Learner’s Module pp. 122-123

The Cartesian coordinate plane name after the 17th century French mathematician Rene
Descartes. The rectangular plane consists of two perpendicular number lines that meet at the
point of origin ( 0, 0) and divided the plane into four regions called quadrants. It is composed
of infinitely many points. Each point on a coordinate plane corresponds one ordered pair (x,
y) where x and y The first coordinate of a point is called the x-coordinate or abscissa
and the second coordinate is called the y-coordinate or ordinate.
QUADRANT I x > 0, or x is positive y > 0, or y is positive or (+,+);
QUADRANT II x < 0, or x is negative y > 0, or y is positive or (-,+);
QUADRANT III x < 0, or x is negative y < 0, or y is negative or (-,-);
QUADRANT IV x > 0, or x is positive y < 0, or y is negative or (+,-);
Figure 1 y

3 Ordered Pair
Quadrant II

Quadrant I

(3, 2)
2 .

3 =abscissa;
1
2 = ordinate
origin

Quadrant III
1

Quadrant IV
Exercises: Answer the following questions.
1. What is the Rectangular Coordinate System composed of?
2. Where do you see the origin?
3. What are the signs of coordinates of the points in each quadrant?
a. Quadrant I c. Quadrant III
b. Quadrant II d. Quadrant IV
4. What is the use of Rectangular Coordinate System?

A C T I V I T Y No. 18

Type of Activity : Concept Notes


Activity Title : Illustrating linear equations in two variables
Learning Competency : The learner illustrates linear equations in two variables. M8AL-Ie-3
Learning Target : Identify linear equations in two variables.
Reference : Mathematics Learner’s Module pp. 181 -183

Linear Equations

A linear equation defined by y= mx + b can be represented by its equation where m is the slope and b is
the y-intercept.

Illustrative Example:

Question 1:
Does the equation 3x + 2y = 6 describe a linear? If yes, determine the slope and the y-intercept.

Solution:
The equation 3x + 2y = 6 can be solved for y:
3x + 2y = 6 Given
3x + 2y + (-3x) = 6 + (-3x) Addition Property of Equality
2y = -3x + 6 Simplification
½ (2y) = ½ (-3x + 6) Multiplication Property of Equality
y = -32x + 3 Simplification

The equation y = -32x + 3 can be expressed in the form 3x + 2y = 6 with slope m = -32 while the y-intercept b =
3.

Question 2:
Does the equation x2 + y = 6 describe a linear equation?
Solution:
No, because the degree is 2.

EXERCISES:
Determine whether the equation is a linear equation. If yes, determine the slope and the y – intercept.
1.) y = x + 1

2.) 3x – 2y + 7 = 0

3.) 2x2 + 3x – 1 = 10

4.) 3y + 4x = 5

A C T I V I T Y No. 19

Type of Activity : Illustration


Activity Title : Illustrating the Slope of a line
Learning Competency : The learner...
1. illustrates the slope of a line. M8AL-Ie-4
2. finds the slope of a line given two points, equation, and graph. M8AL-Ie-5
Learning Target : 1. Illustrate the slope of the line
2. Find the slope of a line given two points
Reference : Mathematics Learner’s Module pp. 183 -184
Slope of a Line
Shown at the right is the Mount Mayon. It is one of the fascinating volcanoes in the Philippines
because of its almost symmetrical conical shape. The approximate steepness of the volcano is labelled by the
line. The slope of the line can be used to describe how steep Mount Mayon is.

slope
A line can be described by its steepness or slope. The slope m of a line can be computed by finding the

quotient of rise and run. That is, m = . The rise refers to the vertical change or change in y-coordinate while

the run is the horizontal change or change in x-coordinate.


That is,

Second point on line rise =3


(2,3) run = 3

Slope = =1
x-intercept = -1
(-1,0)
The two points are (-1,0) and (2,3)
The slope m of the line passing through two points P1(x1, y1) and P2(x2, y2) is given by m = y2-y1
x2-x1
where x1 x2.
Using the two points, to find the slope of the line we have,
Solution:
Given: x1 = -1 ; y1 = 0 x2 = 2 ; y2 = 3

Substitute to the formula: m = y2-y1


x2-x1

Therefore the slope of the line given the two points (-1,0) and (2,3) is 1.
EXERCISES: Illustrate and find the slope of the line given two points.
1. ( 0, 5) and (-2, 3) 2. ( -1, 4) and (2, -6)

A C T I V I T Y No. 20

Type of Activity : Concept Notes


Activity Title : Identifying the Slope of a line represented by the equation
Learning Competency : The learner finds the slope of a line given two points, equation, and graph. M8AL-Ie-
5
Learning Target : Identify the slope of a line represented by the equations and graphs.
Reference : Mathematics Learner’s Module pp. 183 -184
Any equation in two variables can be transformed into an equivalent linear equation y= mx + b, where
m is the slope and b is the y intercept.
Illustrative Example: Find the slope of 4x + 2y = 6.
Solution: Rewrite the equation in the form y= mx + b
4x + 2y = 6
S1. 4x + ( -4x) + 2y = (-4x) + 6
0 + 2y = -4x + 6
S2. (½ ) 2y = (-4x + 6) (½ )
y = -2x + 3
S3. Therefore, m = -2
Rules for Finding the Slope of a Line Given the graph
 Find two points on the line.
 Count the rise (How many units do you count up or down to get from one point to the next?) Record
this number as your numerator.
 Count the run (How many units do you count left or right to get to the point?) Record this number as
your denominator.

 Simplify your fraction if possible.

IMPORTANT NOTE:
If you count up or right your number is positive.
If you count down or left your number is negative.

Exercises:

Identify the slope of the line represented by the equations and graphs
1.) y = -x – 2
2.) 3x + y = 6
3.) 4.) 5.)

• •

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