8

Mathematics
Quarter 1 – Module 9:
Slope of a Line
Mathematics – Grade 8
Self-Learning Module (SLM)
Quarter 1 – Module 9: Slope of a Line
First Edition, 2020

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Development Team of the Module

Writer: Leslie A. Aban
Editor: Margie T. Javier, Floramae A. Dullano
Reviewers: Zaida N. Abiera, Mark R. Bubungan
Illustrator: Leslie A. Aban
Layout Artists: Jaydan March C. Panis
Cover Art Designer: Reggie D. Galindez
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Jade T. Palomar – REPS, Mathematics
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 8

Mathematics
Quarter 1 – Module 9:
Slope of a Line
Introductory Message
For the facilitator:

Welcome to the Mathematics 8 Self-Learning Module (SLM) on Slope of a Line!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Mathematics 8 Self-Learning Module (SLM) on Slope of a Line!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Slope of a Line. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. 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.

In this module, you will be able to:

 illustrate and find slope of a line given two points, equation and
graph.

Specifically, you are expected to:

1. illustrate a slope of a line; and
2. find the slope of a line given two points, equation and graph.
 What I Know

Let us check your prior knowledge about linear equation in two variables and
slope of a line by answering the questions below.

Direction: Encircle the letter of the correct answer.

1. Which of the following words is essential in finding the missing coordinate?

a. Point
b. Line
c. Slope
d. Graph

2. What do you call the equation of a line in the form of y = mx + b?

a. Standard Form
b. Slope – intercept Form
c. Point – slope Form
d. General Form

For item numbers 3 – 6, refer to the figure at the right.

3. Which line has a positive slope?
a. s
m
b. m
c. z z
d. q
s
4. Which line has a negative slope?
a. s
b. m
c. z
d. q

5. Which line has an undefined slope?

a. s q
b. m
c. z
d. q

6. Which line has a zero slope?

a. s
b. m
c. z
d. q
7. Find the slope of the line that passes through the points (0, 8) and (8, 0).
a. 1
b. 0
c. -1
d. undefined

8. What is the slope of the roof indicated at the right?

2
a.
3
2
b.
5
1
c.
5
5
d.
2

9. Determine the slope of the line 2y – 3x = 7.

2
A.
3
3
B.
2
2
C. −
3
3
D. −
2

10. Find the slope given the graph at the right.

A. 1
B. 2
C. -1
D. -2

11. Find the value of x so that the slope of the line containing the points P(2, – 3)
5
and Q(5, x) is .
3
A. 5
B. 3
C. 2
D. 1

12. Find the slope of the given points (-1, 1) and (0, 2).
A. 1
B. 0
C. -1
D. Undefined

13. Find the slope of the line 2y – 3 = 8x + 7.

A. 4
B. -4
C. 5
D. -5
14. Find the slope given the graph below.
1
A.
6
1
B. −
6
C. 6
D. -6

15. Find the value of 𝑥 such that the slope of the line containing the points, A (9,
x) and B (6, -2) is -1.
A. 1
B. 0
C. -1
D. -2
 Lesson

9 Slope of a Line

Do you know that there are a lot of real-life experiences that you can apply
using slope of a line? Have you ever asked yourself how the steepness of the
mountain affects the speed of a mountaineer? How can the value of a quantity given
the rate of change be predicted? Roads, hills, stairways, or a tilted chair-back are all
application of slope.

What’s In

I know you already have the knowledge of the basic concepts on Rectangular
Coordinate Plane. To review our previous lesson, try to answer the Activity 1 below.

Activity 1: What is your point?

Direction: Answer the following questions correctly based on the given figures at the
right. Write your answers on the space provided.

1. Name the point that has the

coordinates of: L I N
a. (5, 0) __________
b. (-5, 4) __________ D F
c. (-2, -4) __________ A

H J
2. Write the coordinates of each point.
a. H __________ M
b. E __________
c. G __________ K B
d. F __________ A

E C G
3. In what quadrant/axis is each point
located?
a. C __________
b. B __________
c. L __________
 What’s New

Have you tried riding a bicycle? Is there any difficulty you have encountered
in riding one? Here is an activity in which you can relate.

Activity 2: Pedal Up, Speed On

Due to COVID-19 pandemic, families are mandated to stay at home. To buy

his family’s essential needs, Laurenz is using his bike. He goes up two different hills
in order for him to reach the nearest convenience store.

Hill #1 Hill #2

Hill #3 Hill #4
Hill #1

Probing questions:

1. Which hill will be harder for Laurenz to pedal up?

___________________________________________________________________________
___________________________________________________________________________

2. Which hill will Laurenz gain more speed if he is going down two hills?
___________________________________________________________________________
___________________________________________________________________________

Roads, hills, stairways, or a tilted chair-back are all application of our next
lesson.
 What is It

Below are important terminologies, notations and symbols that you must
learn and remember about slope of a line in this module.

Definition of Slope

The steepness of a line can be measured by the ratio of the change in vertical
distance, 𝑦2 − 𝑦1 to the change in the horizontal 𝑥2 − 𝑥1 , between any two points on
the line. This numerical value called the slope of a line represented by m.

𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒗𝒆𝒓𝒕𝒊𝒄𝒂𝒍 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆

𝒔𝒍𝒐𝒑𝒆 (𝒎) =
𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒉𝒐𝒓𝒊𝒛𝒐𝒏𝒕𝒂𝒍 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒚𝟐 − 𝒚𝟏
𝒓𝒊𝒔𝒆
𝒎=
𝒓𝒖𝒏 𝒙𝟐 − 𝒙𝟏
𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙𝟐 − 𝒙𝟏

Finding the Slope Given Two Points

We can get the slope of a line without looking at the graph. In order to get the
rise over run, subtract the y – coordinates to get the “rise”, and subtract the x -
coordinates of two given points to get the “run”.

Examples:

1. Find the slope of the line passing through the points (2, 3) and (4, -5).
Step 1: Use the formula. Please note
𝑦2 − 𝑦1 𝑦2 − 𝑦1
𝑚= that regardless which value is your y1y2 𝑚=
𝑥2 − 𝑥1 and x1x2, you will still arrive with the 𝑥2 − 𝑥1
−5 − 3 same answer. 3 − (−5)
= Step 2: Substitute the values of the =
4−2 2−4
coordinates to the formula.
−8 8
= Step 3: Simplify. =
2 −2
𝒎 = −𝟒 Step 4: Reduce to lowest terms, if 𝒎 = −𝟒
possible.
 2. Find the slope of the line passing through the points (0, 1) and (1, 0).
𝑦2 − 𝑦1 𝑦2 − 𝑦1
𝑚= 𝑚=
𝑥2 − 𝑥1 𝑥2 − 𝑥1

1−0 0−1
= =
0−1 1−0
1 an Equation −1
Finding the Slope Given
= =
−1 1
If given an equation, there are two ways to find the slope. First, we identify the
𝒎 = −𝟏 𝒎 = −𝟏
slope given an equation by rewriting the given equation to the slope – intercept form,
y = mx + b, where m is the slope.

Example:

1. Identify the slope of the equation, 3𝑥 − 2𝑦 − 10 = 0.

3𝑥 − 2𝑦 = 10
−2𝑦 = −3𝑥 + 10
−2𝑦 −3𝑥 10
= +
−2 −2 −2
𝟑
𝒚= 𝒙−𝟓 𝟑
𝟐 Therefore, 𝒎 = .
𝟐

Another method to find the slope if given an equation of a line is to write the
𝑨
equation in the form Ax + By = C, where the slope (m) = − .
𝑩

Examples:

2. Identify the slope of the equation 8𝑥 + 11𝑦 = 7.

A=8 B = 11 Identify A and B.

𝟖 𝐴
𝒎= − . Substitute to 𝑚 = − , then simplify.
𝟏𝟏 𝐵

3. Identify the slope of the equation -6x = 2y + 14.

Method 1:
−2𝑦 = 6𝑥 + 14 Rewrite in the form y = mx + b.
Add – 2y and 6x to both sides of the equation.
Addition Property of Equality (APE)

−2𝑦 6𝑥 + 14
= Divide both sides of the equation by -2. (DPE)
−2 −2

𝑦 = −3𝑥 − 7 Simplify.

Therefore, 𝒎 = −𝟑.
 Method 2:
− 6𝑥 − 2𝑦 = 14 Rewrite in the Ax + By = C.
Add – 2y to both sides of the equation. Addition
Property of Equality (APE)

𝐴 = −6, 𝐵 = −2 Identify A and B.

−6 𝐴
𝑚= − Substitute to 𝑚 = − , then simplify.
−2 𝐵

Therefore, 𝒎 = −𝟑.

Finding the Slope Given Graphs

To find the slope of a line from its graph, select any two arbitrary points on
the line.

Remember! The line never changes, so any pair of points you will get in the line will result
to the same slope.

Remember! After choosing the two points of the line, calculate the rise and run.
Remember! You can do “rise” (upward or downward), and you can only do “run” to the
right. If the point rise upward, the sign will always be positive, otherwise, it
will be negative.

Examples: Find the slope of a line.

Solution:
1.
Step 1: Select any two points on
the line.
A (-2, 0) B (0, -3)
Step 2: Calculate the rise and
A run.
3 “rise” downward = -3
2 “run” to the right = 2
Step 3: Use the formula in
B getting the slope.
𝒓𝒊𝒔𝒆 −𝟑 𝟑
𝒎= = =−
𝒓𝒖𝒏 𝟐 𝟐
 Solution:
2. Step 1: Select any two points on
the line.
A (0, 0) B (-4, 1)
B
Step 2: Calculate the rise and
A run.
1 “rise” downward = -1
4 “run” to the right = 4
Step 3: Use the formula in getting
the slope.
𝒓𝒊𝒔𝒆 𝟏
𝒎= =−
𝒓𝒖𝒏 𝟒

Given these examples, what have you observed between the direction of the
line and its slope?
___________________________________________________________________________
___________________________________________________________________________
Let us have more examples.

Solution:
3. A B Step 1: Select any two points on
the line.
A (-3, 3) B (3, 3)
Step 2: Calculate the rise and
run.
No “rise”
upward/downward = 0
6 “run” to the right = 6
Step 3: Use the formula in
getting the slope.
𝒓𝒊𝒔𝒆 𝟎
𝒎= = =𝟎
𝒓𝒖𝒏 𝟔
 Solution:
A
4. Step 1: Select any two points on
the line.
A (2, 3) B (2, -2)
Step 2: Calculate the rise and
run.
5 “rise”
B upward/downward = 5
No “run” to the right = 0
Step 3: Use the formula in
getting the slope.
𝒓𝒊𝒔𝒆 𝟓
𝒎= = = 𝒖𝒏𝒅𝒆𝒇𝒊𝒏𝒆𝒅
𝒓𝒖𝒏 𝟎

What have you observed with the slope of the line if it is parallel to the x –
axis?
__________________________________________________________________________________
__________________________________________________________________________________

What about if it is parallel to y – axis?

__________________________________________________________________________________
__________________________________________________________________________________

Please take note of the different slope trends below for you to master the
concept more.

Slope Trends

An increasing A decreasing
line from left line from left
to right to right defines
defines a a negative
positive slope. slope.

A horizontal A vertical line

line defines a defines an
zero slope. undefined
slope.
 What’s More

It is now the perfect time to practice what you have learned. The next activity
will lead you to the correct answers if you follow the provided step by step process.

Activity 3: Lead Me The Steps!

Direction: Use the guided steps provided for you to solve the following problems.
Write your answers on the space provided.

A. Find the slope of the line passing through (2, 3) and (4, -5).

𝑦2 − 𝑦1
𝑚= Step 1: Use the formula.
𝑥2 − 𝑥1
Step 2: Substitute the values of the
=
coordinates to the formula.

= Step 3: Simplify.

𝒎 = ________ Step 4: Reduce to lowest terms, if

possible.

B. Find the slope of this equation 3x + 5y = 10.

Method 1:
_____________________ Rewrite in the form y = mx + b.
Add –3x to both sides of the equation. Addition
Property of Equality (APE)

_____________________ Divide both sides of the equation by 5. (DPE)

_____________________ Simplify.

Therefore, 𝒎 = _________.
 Method 2:
_____________________ Is it written in the form Ax + By = C?
Yes or No?

_____________________ Identify A and B.

_____________________ Substitute and simplify.

Therefore, 𝒎 = _________.

C. Find the slope of the following graphs given at the right.

1. Blue Line
Step 1: Select two arbitrary points.
______________________

Step 2: Calculate the rise and run.

______________________
______________________

𝑟𝑖𝑠𝑒
Step 3: Use the formula 𝑚 = ,
𝑟𝑢𝑛
Then, substitute the values
of rise and run.
______________________

2. Red Line
Step 1: Select two arbitrary points.
______________________

Step 2: Calculate the rise and run.

______________________
______________________

𝑟𝑖𝑠𝑒
Step 3: Use the formula 𝑚 = ,
𝑟𝑢𝑛
Then, substitute the values
of rise and run.
______________________

Good job! I am so happy that you have understood the lessons. Now, get ready
for another learning battle ahead!
 What I Have Learned

The next activity will sum up what you have learned in your lesson in relation
to slope of a line. Let us get started!

Activity 4: Do It On Your Own!

Direction: Solve the following problems. Write your answers on the space provided.

A. Find the slope of the line containing the following points.

1. (3, 7) and (5, 19) __________
2. (4, 15) and (3, 21) __________
3. (5, -2) and (-5, -4) __________
4. (3, 4) and (-6, -2) __________
5. (-1, 4) and (4, -3) __________

B. Find the slope of the following equations.

1. 𝑦 = 2𝑥 − 5 __________
2. 𝑦 = −3𝑥 + 7 __________
3. 2x − 3y = 5 __________
4. 7𝑥 − 3𝑦 − 10 = 0 __________
5. y=5 __________

C. Find the slope of the following graphs given at the right.

1. Orange Line __________

2. Blue Line __________
3. Red Line __________
4. Violet Line __________
5. Green Line __________

Nice work! Now you’re up for the final challenge of this module.
 What I Can Do

Here is another activity that will let you apply what you have learned about
the slope of a line by relating it to real-life situations.

Activity 5: Level Up!

Direction: Read, analyze and solve the following problems.

1. A skateboard ramp has a rise of 15 inches and a run of 54 inches. What is

its slope? Show your complete solution below.

2. The graph below shows Manang Inday’s weekly sales of Lumpiang Tauge
at the school canteen.

a. Which week did the greatest increase in sales occur?

_________________________________________________________________

b. Which week did the greatest decrease in sale occur?

_________________________________________________________________

c. Name the week in which the sales did not change.

_________________________________________________________________

Great work! You did a good job in applying what you have learned!
 Assessment

Let us test how far you have understood the lessons by answering the
following questions.
Direction: Encircle the letter of the correct answer.

1. Which of the following equations is not true about slope?

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
a. 𝑚 =
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥
𝑟𝑖𝑠𝑒
b. 𝑚 = 𝑟𝑢𝑛
𝑦2 −𝑦1
c. 𝑚 =
𝑥2 −𝑥1
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
d. 𝑚 =
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒

3 1
2. Find the slope of the given points (1, ) and (2, − ).
2 2
a. 2
b. 0
c. -2
d. Undefined

3. Find the slope of the figure at the right.

a. 500
b. 2
1
c. 30
30 m
500
1 m
d.
2
15 15
km
4. Find the slope of the line 8x – 4y = -12.
a. 4 km
b. -4
c. 2
d. -2

5. Find the slope given the graph at the right.

a. -4
b. 0
c. Undefined
d. No Slope

6. Find x so that the slope of the line containing the points A(3, -3) and
B(x, 7) is undefined.
a. 0
b. 3
c. 7
d. cannot be determined
7. Which of the following pair of points has a slope of 4?
a. (-4, 0) and (-4, 2)
b. (2, -4) and (0, 4)
c. (0, -4) and (2, 4)
d. (4, 2) and (4, 0)

8. Find the slope of the line 4y – 3x + 3 = 0.

3
a. −
4
4
b. −
3
4
c.
3
3
d.
4

9. Find the slope of the given the graph below.

3
a.
2
2
b.
3
3
c. −
2
2
d. −
3

10. Which of the following equations has an undefined slope?

a. y – 2 = 0
b. x + 8 = 0
c. x + 4y = 0
d. 3x – 2y = 0

11. Given the line y = mx + 7 that passes through the point (6, 13), what is the
slope of the line?
a. 1
b. 0
c. -1
d. Undefined

12. Find the value of x so that the slope of the line containing the points
5
P(2, – 3) and Q(5, x) is .
3
a. 5
b. 3
c. 2
d. 1
13. Determine x, so that the three points (x, – 3), (9, 1), and (13, 2) will lie on
a straight line.
a. -7
b. -8
c. -9
d. -10

14. What is the slope of the line crosses the y – axis at 10 and includes (6, 4)?
a. 1
b. -1
c. -5
d. no slope

15. A ladder is placed against a wall. The foot of a ladder is 3 feet away from
the wall and top of the ladder touches the wall at 15 feet off the ground.
What is the slope of the ladder?
3
a.
15
1
b.
5
c. 5
d. 15

Good Job! You did well on this module! Keep going!

 Additional Activities

Congratulations! You made it until the end of our lesson. Now, do the activity
below independently as your assignment.

Direction: On the grid paper provided below, mark the points that would lead you
to the treasure. You will be guided by applying the slopes below the point
where you last stop.

START
HERE

Procedure:
A. Mark your starting point (0, 0).

B. With the aid of the slopes starting with number 1, move to the next
point. A correct solution will trace the route to the treasure.
1. 4 4. 3 /2 7. 1 /4

2. 3/2 5. – 5 / 3 8. -1
3. 1 /2 6. 8 /3 9. 3/2

C. Give the coordinates of each stopping point.

D. Write your experience in finding the treasure especially when using

positive and negative slopes.
 What’s In What’s New What’s More
What I Know
Activity 3
1. C Activity 1: Activity 2:
A.
2. B 1. a. I
1. Hill #2 1. 𝑚 = −4
3. B b. D
2. Hill #4 2. 𝑚 = −4
4. D c. K B.
3.
5. C 2. a. (-5, 0) Method 1:
6. A b. (-5, -6) 1. 5y = -3x + 10
7. A c. (5, -6) 5𝑦 −3𝑥+10
2. 5 = 5
8. B d. (2, 4) 3
9. B 3. 𝑦 = − 𝑥 + 2
3. a. 5
3
10.C Quadrant IV 4. 𝑚 = − 5
11.C b. y – axis Method 2:
12.A c. 1. Yes
13.A Quadrant II 2. A = 3; B = 5
𝐴
14.D 3. 𝑚 = − 𝐵
15.C 3
4. 𝑚 = − 5
C. 1. 𝑚 = 1
2. 𝑚 = 4
What I Can Do Assessment
What I Have
Learned Activity 5 1. D
2. C
Activity 4 5
1. Slope is 3. C
A. 18
2. a. Week 4 4. C
1. 6
b. Week 1, 5. B
2. -6
1 Week 3 6. B
3.
5 7. C
2 c. Week 2
4. 3 8. D
7
5. − 5 9. B
B. 10.A
1. 2 11.A
2. -3 12.C
2 13.A
3.
3
7 14.B
4. 3
15.C
5. zero
C.
1. Zero
2
2. −
5
3
3.
2
4. 3
5. undefined
Answer Key
References
K to 10 Grade 8 Math Teachers Guide pages 138 – 154
K to 10 Grade 8 Math Learners Material pages 119 – 137
 DISCLAIMER
This Self-Learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

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