Mathematics

Quarter 2 - Module 8
Differentiating Algebraic Expressions,
Equations and Inequalities;
Illustrating Linear Equation and
Inequality in One Variable
M7AL-Ilh-4
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 2 – Differentiating Algebraic Expressions, Equations and Inequalities;
Illustrating Linear Equation and Inequality in One Variable
First Edition, 2020

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Published by the Department of Education - Region III

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Ariel R. Correa

Language Reviewer: Melba O. Cruz
Content Editor: Noemi C. Correa
Illustrator: Noemi C. Correa
Layout Artist: Ariel R. Correa

Management Team
Zenia G. Mostoles, Ed.D.,CESO V
Schools Division Superintendent
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Francisco B. Macale
Division Mathematics Focal Person
Glenda S. Constantino
Project Development Officer II
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]
 7

Mathematics
Quarter 2 - Module 8
Differentiating Algebraic Expressions,
Equations and Inequalities;
Illustrating Linear Equation and
Inequality in One Variable
M7AL-Ilh-4
 Introductory Message

For the facilitator:

Welcome to the Math 7 Alternative Delivery Mode (ADM) Module on Differentiating Algebraic
Expressions, Equations and Inequalities; Illustrating Linear Equation and Inequality in One
Variable.

This module was collaboratively designed, developed and reviewed by educators from public
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 Math 7 Alternative Delivery Mode (ADM) Module on Differentiating Algebraic
Expressions, Equations and Inequalities; Illustrating Linear Equation and Inequality in One
Variable!

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check what

What I Know
you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to
skip this module.
1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the

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

This comprises activities for independent practice to

What’s More
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.

This includes questions or blank sentence/paragraph

What I Have Learned to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

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!
2
 This module provides varied activities that will help you to learn about the
equations and inequality in one variable.
At the end of this module, you are expected to:

 differentiates algebraic expressions, equations and inequalities;

 illustrates linear equation and inequality in one variable;
 translates verbal phrase into mathematical phrase involving linear equation
and inequality in one variable: and
 write the given linear equation into the form of ax + b = 0.

Directions: Read each item carefully. Write the letter of the best answer in the blank
provided before each item.

__________1. Which of the following is a linear equation in one variable?

a. x3 = 27 c. x2 – 4 = 16
b. x = 7 d. x + y = 8
__________2. What must be added to both sides of the equation b – 13 = 7 to isolate the
variable?
a. -7 c. 13
b. -13 d. 7
__________3. Chloe is x years old. Lois age is 7 more than two times Chloe‟s age. Which of
the following expressions best represents Lois‟ age in terms of Chloe‟s age?
a. (7 + 2) x c. 2x + 7
b. 7x + 2 d. 7(2x)
__________4. Which of the following is in the standard form of linear equation in one
variable?
a. 4 + 2b = 7 c. c + 2 = 7
b. y – 8 = 9 d. 2x + 1 = 0
__________5. Suppose we have an equation x + 1 = 5. What rule must be applied to
transpose this equation to standard form of linear equation in one variable?
a. Addition Property of Equality c. Multiplication Property of Equality
b. Distributive Property of Multiplication d. Identity
__________6. Which of the following is an algebraic expression of 4 less than the product of
18 and a number?
a. 4 – 18n c. 4(18n)
b. 4 < 18n d. 18n – 4

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__________7. A sentence which states that two expressions are________ is called an
equation.
a. solution c. equal
b. unequal d. linear
__________8. Which of the following is an example of inequality?
a. 3a + 2 c. 4b = 1
b. 8c – 1 = 7 d. 5e > 2
__________9. Which of the following is an example of an algebraic expression?
a. 5x – 8 c. 5x > 7
b. 3x – 5 = 9 d. x + 2 ≥ 4
__________10. Which of the following is an example of Addition Property of Equality?
a. If a = b, then b = a c. if a = b, then ca = cb
b. a + b < b + a d. if a − b = c, then a – b + b = c + b, or a = c + b
__________11. Which of the following is the graph of the inequality x > -6?
a.

b.

c.

d.

__________ 12. What is the value of a in the linear equation 5x – 4 = 0?

a. 5 c. -5
b. 4 d. -4
__________13. Which of the following is the standard form of linear equation in one
variable?
a. x + b = 0 c. x – b = 0
b. ax + b = 0 d. ax – b = 0
__________14. Which of the following is the graph of the equation x = -5?
a.

b.

c.

d.

4
___________15. Which of the following is the standard form of the linear equation 6x = -8?
a. 6x – 8 = 1 c. 6x + 8 = 0
b. 6x + 8 = 1 d. 6x – 8 = 0

Directions: Match the verbal phrases in Column A with the mathematical expressions in
Column B. Write the letter of your answer on the space provided before each
number.

Column A Column B
(verbal phrase) (mathematical expression)

__________ 1. 7 is greater than 5 a. y–9

__________ 2. 9 subtracted from y b. 10 + 2 = 12
__________ 3. 10 added by 2 is 12 c. x+3
__________ 4. 7 subtracted 12 is less than 8 d. y–8
__________ 5. the sum of x and 3 e. 7>5
__________ 6. the product of 2 and a f. 12 – 5 = 7
__________ 7. the difference of y and 8 g. 12 – 7 < 8
__________ 8. 25 is greater than 16 h. 24 < 52
__________ 9. 5 subtracted from 12 is 7 i. 12 – 7 > 8
__________10. 24 is less than 52 j. 7<5
k. 9–y
l. 25 > 16
m. 2a

What is the graph of a linear equation and

inequality in one variable?

1 2 3 4 5 6 7 8

9 10 11 12

5
 To answer the question, solve the mathematical expressions below. Write the
letter inside the box above each ordinal number. The ordinal in the alphabet is equal to
your answer.

For example: if your answer is 5, therefore the letter that you will write is E;
while if your answer is 10, therefore you will write the letter J
and so on…

1. twice 8 added by 3 7. 6 increased by 2

2. the sum of 8 and 12 8. 2 times 6 increased by 8
3. the difference of 24 and 6 9. 3 times 6 diminished by 6
4. 24 subtracted from 25 10. 21 subtracted by 12
5. the sum of 4 and 5 11. 8 added to 6
6. 18 diminished by 11 12. 3 subtracted from 8

Algebraic Expressions, Equations and Inequalities

An equation is a mathematical sentence indicating that two expressions are equal.

The symbol “=” is used to denote equality.

Examples:

15 + 6 = 21 ; 2 (5) = 7 - 3
11 – 8 = 3 ; 9/3 + 1 = 2 (2)

Whereas, an inequality is a mathematical sentence indicating that two expressions

are not equal. The relation symbols <, ≤, >, ≥ and ≠ are used to denote inequality.

Examples:

24 > 11 + 1
8 (4) < 35
13 + 5 ≠ 42 – 9
relation between the number of male and female students in section Rizal
relation between the academic grade in Math and in English class

On the other hand, algebraic expression is a variable, a constant or a combination

of both which may be related by any of the four fundamental operations. An algebraic
expression does not require the use of an equal sign or an inequality symbol/s.

Examples of algebraic expression in one variable are as follows:

x+5 ; 7 – 2x
2m -3 ; 3y
6y + 1 ; 12 + 6x – 2x

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 Do you understand the differences of an algebraic
expression, an equation and an inequality? ….. Great!
You may now proceed to the next lesson….

Linear Equation and Inequality

in One Variable

Differences Equation Inequality

 A statement in which  A mathematical
Definition two expressions, at sentence which
least one containing states that two
the variable, are expressions are
equal. The unequal.
expressions are
called the sides of
the equation

Inequality symbols such as:

Equal sign (=) less than (<)
Symbol/s greater than (>)
less than or equal to (≤)
greater than or equal to (≥)
not equal to (≠)

Number of Solution exactly one many

in x =3, in x>3,

the solution is only 3 the solutions are all

numbers greater than 3,
such as 4,5,6…and so on.

Example left side x +5 = 8 right side left side x>3 right side

equal sign inequality symbol


 where x = 3 the values of x are all
numbers greater than 3

Graph x=3 x>3

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

x≥3

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

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 x<3

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

x≤3

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

note: the shaded parts are

the values of x

A linear equation in one variable is an equation which has a maximum of one

variable with a highest power of 1. This equation has only one solution. Few examples are:

 5x = 1
 17x – 1 = 0
 3x – 6= -11

Let us try to identify whether each of the following example is a linear equation in one
variable or not.

Example How many What is the highest What is the Is it a

variables are exponent/power of relation symbol linear
there? the variable in the used in the equation
example? example or not?
(Yes/No)
1. x + 6 = 0 1 1 = yes
2. 2y – 3 = 0 1 1 = yes
3. a = 0 1 1 = yes
4. x + 2x = 4 1 1 = yes
5. m2 – 2 = 4 1 2 = no
6. 3f > 4 1 1 > no
7. y – ¼ = 0 1 1 = yes
x 1 1 = yes
+6=1
8. 2

2 +6=1 1 1 = yes
9. x

x 1 2 = no
+ 6=0
10. 2 x

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 Standard Form of Linear Equations in One Variable
The standard form of linear equations in one variable is represented as:
ax + b = 0
Where,
 „a‟ and „b‟ are real numbers, and
 „a‟ is not equal to 0

From the given examples on the table above, numbers 1,2,3 and 7 are all written in
its standard form ax + b = 0. Now, let us try to write the remaining linear equation in one
variable in this form.

Example Step 1: Step 2: Step 3

Equate the right side of Combine similar Write in the form
the equation to 0. terms on the left ax + b = 0 where a is a
*Apply the Addition Property of side of the whole number.
Equality (APE) equation Then, identify the
values of a and b.
4. x + 2x = 4 *(+4) is the number at the x + 2x – 4 = 0 3x – 4= 0
right side of the equation, 3x – 4= 0
therefore, we need to where:
add (-4) to both side of a=3
the right side of the b=-4
equation zero (0)

x + 2x = 4
x + 2x + (-4)= 4 + (-4)
x + 2x – 4 = 0

x Add (-1) to both side of Apply the

8. 2 + 6 = 1 the equation. x Multiplication Property
+ 6 -1 = 0
2 of Equality (MPE) to
x
+6=1 x make the value of a
+5=0
2 2 whole number.
*multiply both side of the
equation by the least common
denominator (LCD)
x + 6 + (-1) = 1 + (-1)
2
x +5=0
x
+ 6 -1 = 0 2
2
*the LCD is 2
(2) x
+ 5 = 0 (2)
2

2x + 10 = 0
2
x + 10 = 0

where: a = 1, b = 10

9
 9. 2 Add (-1) to both side of 2 +6-1=0 Apply the
+6=1
x the equation. x Multiplication
2 +5=0 Property of Equality
2 x (MPE) to make the
+ 6 + (-1) = 1 + (-1)
x value of a whole
2 +6-1=0 number.
x * multiply both side of the
equation by the least common
denominator (LCD)

2 +5=0
x
*the LCD is x

(x) 2
+ 5 = 0 (x)
x

2x + 5x = 0
x
2 + 5x = 0
or 5x + 2 = 0

where: a = 5, b = 2
In Example No.10, given as x + 6 = 0,
2 x

you will see that the highest exponent of variable x is 1 but if you will try to write it in the form
of ax + b =0, here‟s what you can get:
STEP 1: The right side of the equation is already
x + 6 = 0, equal to zero (0).
2 x STEP 2: There is no similar terms to combine.
STEP 3: Make the value of a, whole number by
multiplying both sides of the equation
by the LCD which is 2x

(2x) x + 6 = 0 (2x) *Applying the Distributive Property of

2 x Multiplication (DPM)

(2x) (x) + (2x) (6) = 0 (2x)

2
2x2 + 12x = 0
2
x2 + 12x = 0

After trying to write it in the form ax + b = 0, you will notice that the highest power of variable
x is 2. Therefore, x + 6 = 0 , is not an example of a linear equation.
2 x

Thus, writing an equation in the form of ax + b = 0, helps you identify whether the given
equation is a linear equation in one variable or not.

10
 Translating Verbal Statement into a Mathematical
Statement Involving Linear Equation and Inequality
in One Variable
In translating verbal statement into a mathematical statement, it is important to know
the words that are used to indicate mathematical operations. Some of these words are
shown in the table below.

Addition (+) Subtraction (-) Multiplication (x) Division (÷)

plus minus times divided by
more than less than twice the ratio of
increased by decreased by thrice the quotient of
the sum of the difference of multiplied by
the total of subtracted from the product of
added to subtracted by
added by diminished by

In identifying whether the given verbal phrase is an equation or an inequality, the words
below will help you find it easily.

A verbal statement is an equation if it uses A verbal statement is an inequality if it uses

the word “is” before a number or an the words “is less than”, “is greater than”
algebraic expression , “is at least” or “is at most” before a
number or an algebraic expression
Example 1. x added by 6 is 10 Example 1. x less than 6 is greater than 10

x + 6 = 10 x – 6 > 10

Translation: x + 6 = 10 Translation: x – 6 > 10

Example 2. twice y subtracted by 4 is 12 Example 2. y subtracted by 4 is less than 12

2y – 4 = 12 y – 4 <
12
Translation: 2y – 4 = 12
Translation: y – 4 = 12
Example 3. 3 subtracted from m is thrice m Example 3. 12 diminished by x is at least 5
m should be
the first to m – 3= 3m 12 – x ≥ 5
write
Translation: m – 3 = 3m Translation: 12 – x ≥ 5

Example 4. 6 times x increased by 4 is 1 Example 4. the ratio of x and 2 is at most 1

6x + 4= 1 x ≤ 1
2
Translation: 6x + 4 = 1
Translation: x ≤ 1
Example 5. 7 added to y is twice y 2
y should be
the first to y + 7= 2y
write

Translation: y + 7 = 2y

11
 With that, let us practice your knowledge and
skills by answering the activities I have
provided for you. You can do it!

Independent Activity 1

Directions: Identify whether each example is an algebraic expression, an equation or an

inequality. Write the given examples under each corresponding column on the
table that follows.

Examples:

3+4=7
x+4

2m y-3
15 + 6 = 30 - 9 14 > 2 +6

12 – 4 < 10 25 = 18 + 7

21 ≠ 11 - 4

17 < 50 -12

Algebraic Expression Equation Inequality

12
Independent Assessment 1

Directions: On the blank provided before each number, draw a circle ( ) if the given
verbal phrase expresses an algebraic expression, a square ( ) if the verbal
phrase expresses equation and a triangle ( ) if the verbal phrase expresses
an inequality.

________ 1. a number x added by 6

________ 2. the sides of the square
________ 3. twice x diminished by 9
________ 4. the relation between the salary of a teacher and a call center agent
________ 5. the relation between the weight of 1 kg cotton and 1 kg metal

Independent Activity 2

A. Directions: Identify the graph of the given linear equation and inequality in one variable.
Match the linear equation or inequality in Column A with the graph in Column B.
Write the shapes that corresponds to your answer on the space provided before each
number.

Column A Column B

_______ 1. x = -2

_______ 2. x = 5

_______ 3. x ≤ 2

_______ 4. x ≥ 2

_______ 5. x > -5

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B. Directions: Complete the table below. The first one is done for you.

Linear Equations in the form: a b

ax + b = 0
1. 3x – 4 = 0 3 -4
2. 9y + 1 = 0
3. 8a + 12 = 0
4. 17m – 8 = 0
5. 4z + 6 = 0

Independent Assessment 2

A. Directions: Illustrate the graph of the solution on the given linear equations and
inequalities in one variable. Use the number line in each item.

1. 1. x=6

2. 2. x=-4

3. 3. x = -1

4. 4. x>2

5. 5. x≤4

B. Directions: Write the following linear equation in one variable in its standard form
ax + b = 0, then identify the values of a and b.

standard form ; a ; b

1. x – 3 = 7 __________________________ ; _____; _____

2. 2x + 1 = x __________________________ ; _____; _____

3. y – 12 = -5 __________________________ ; _____; _____

4. 3m = 5 __________________________ ; _____; _____

5. 4z + 3 – 1 = -10 __________________________ ; _____; _____

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Independent Activity 3
Directions: On the first column before each number, draw a happy face ( ) if the
mathematical phrase is correct for the given verbal phrase. If not, draw a sad face ( )
instead.

verbal phrase mathematical phrase

___ 1. a number x subtracted by 9 is 14 x – 9 = 14
___ 2. the sum of 24 and 6 is less than 42 24 + 6 > 42
___ 3. the quotient of 63 and 9 is 8 63 ÷ 9 < 8
___ 4. 5 times x is at least 56 5x ≥ 56
___ 5. 4 subtracted from x is at most 11 4 – x ≤ 11
___ 6. twice y is equal is equal to 7 2+y=7
____7. a more than b is greater than 6 b+a>6
____8. b less than 3 is at least 12 3 – b ≥ 12
____9. eight times the difference of y and 5 is 72 8y – 5 = 72
___10. the sum of twice a number x and 6 is less than 18 2x + 6 < 18
___11. 5 increased by 4 is at most 11 5 + 4 ≤ 11
___12. 4 less than thrice a number c is 50 4 – 3c = 50
___13. the sum of a and b is 4 a+b≥5
___14. Twice b is 4 2b = 4
___15. 9 times the sum of x and 7 is 2 9(x + 7) = 2

Independent Assessment 3

Directions: Translate the given verbal phrases into mathematical phrases. Write your answer
on the blank provided for each number.

1. the product of x and 5 is 92 ___________________________________

2. 3 times m plus 24 is at most 11 ___________________________________

3. 23 subtracted from x is at least -52 ___________________________________

4. y decreased by 7 is 9 ___________________________________

5. three fourths of a number b is 15 ___________________________________

6. the difference of c and 2 is greater than 68 ___________________________________

7. one third of a number x is at least 2 ___________________________________

8. the sum of 6 and y is 9 ___________________________________

9. 6 diminished by twice x is at most 8 ___________________________________

10. 12 multiplied by a number a is 4 ___________________________________

11. The product of 3 and a number d is 21 ___________________________________

12. 5 times a number y plus 4 is 11 ___________________________________

15
13. the quotient of a and b is 9 ___________________________________

14. 5 subtracted from x is 3 ___________________________________

15. the quotient of d and g is at least 9 ___________________________________

Directions: Rate your understanding from the lessons discussed in this module and
explain it in two or three sentences. Can you give an example of a real life
situation which can be related to these lessons? Write your example
below.

4 – Outstanding
3 – Very Satisfactory
2 – Satisfactory
1 – Poor

Rating:
Explanation:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Example:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________

According to Newton, whenever objects A and B interact with each other, they exert
forces upon each other. When you sit in your chair, your body exerts a downward force on
the chair and the chair exerts an upward force on your body. There are two forces resulting
from this interaction - a force on the chair and a force on your body. These two forces are
called action and reaction forces and are the subject of Newton's third law of motion.

16
 v
Newton‟s third law of motion states that :

“For every action, there is an equal and

opposite reaction”.
m

Directions: To reveal Newton‟s third law of motion, arrange the jumbled letters inside the box

Directions: Put a check ( ) mark on the blank provided before each number if the
statement is correct. Otherwise, put a cross ( ) mark.

_______ 1. An equal sign is used to denote equality.

_______ 2. An inequality is a mathematical sentence indicating that two expressions are

equal.

_______ 3. The graph of a linear equation is always a straight line.

_______ 4. An inequality uses the relation symbols “>, <, ≤, ≥, and ≠”.

_______ 5. An algebraic expression may contain two or more terms.

_______ 6. A linear equation in one variable is one which can be written in the form
ax + b = 0, where a and b are real numbers and a ≠ 0.

_______ 7. An equation has exactly one solution.

_______ 8. The relation symbol “≥” denotes that one expression is less than or equal to the
other expression in an inequality.

_______ 9. In a verbal phrase “15 is subtracted from a number y is 45”, the corresponding
mathematical phrase is “ 15 – y = 45 “.

_______10. An equation is linear if the highest power is 1.

17
 An equal sign (=) was introduced by an English mathematician to mean that two
expressions are names or descriptions of exactly the same objects.

? ?

?
?

? ?
Image source:
https://en.wikisource.org/wiki/
Author:Robert_Recorde
?

1 2 6 5 1 4

1 5 3 2 1 7 5

Directions: Match the linear equation in one variable in Column A with its standard form
in Column B. Write the corresponding letter inside the box above to reveal the name of
the mathematician.

Column A Column B
1. x = - 3 I. 3x + 6 = 0
2. x + 9 = 12 T. 4x – 7 = 0
3. 3x + 1 = 7 R. x+3=0
4. 4x – 2 = 5 D. y + 12 = 0
5. y + 7 = 5 C. 3x – 6 = 0
6. 9y -6 = 8y + 6 O. x–3=0
7. y + 18 = 6 E. y+2=0
A. 4x + 3 = 0
B. y – 12 = 0

18
19
 References
Nivera, Gladys C. Ph.D. Grade 7 Mathematics: Patterns and Practicalities. Salesiana
BOOKS, Don Bosco Press. Revised Edition. 2018.

Bernabe, Julieta G. Elementary Algebra: textbook for First Year. SD Publications and
Julieta G. Bernabe

Byju’s Classes. Date accessed October 04, 2020. Standard Form of Linear Equations in
One Variable
https://byjus.com/maths/linear-equation-in-one-
variable/#:~:text=The%20linear%20equations%20in%20one,and%20has%20only%20one
%20solution.

The Physics Classroom. Date accessed October 04, 2020.Newton's Laws - Lesson 4 -
Newton's Third Law of Motion
https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-Third-Law

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 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan2deped.gov.ph