#Make Every Learner Love Mathematics Page |i

SDO ALBAY LAS DEVELOPMENT TEAM FOR

MATHEMATICS 7

Norma B. Samantela, CESO VI Schools Division Superintendent

Ma. Jeany T. Abayon, Ed.D. Assistant Schools Division Superintendent
Fatima D. Buen, CESO VI Assistant Schools Division Superintendent

DIVISION EVALUATION TEAM

CID Chief, Dr. Sancita B. Peñarubia

PSDS/Division Mathematics Coordinator, Dr. Felma A. Bonito

WRITERS:

Jaycie S. Almuena
Hernaldo P. Ocaña
Adrian S. Silvano
Hidelisa R. Nobleza
Joel L. Morata
Jonathan T. Paunil
Angela Mae M. Mayores
Edelyn D. Dave
Jaira M. Kharil
Ener D. Millano
Robert R. Buiza Jr.
Maribel C. Alcantara
Chester Lyn N. Ugalino
Lilian G. Rangel
Domingo B. Tuazon II

TEAM LEADER: Lourdes L. Marjalino

CONTENT EDITORS: Diana P. Benasa
LANGUAGE EDITOR: Cheryll L. Marollano
TECHNICAL SUPPORT/ LAYOUT ARTIST: Robert R. Buiza, Jr.

#Make Every Learner Love Mathematics P a g e | ii

 TABLE OF CONTENTS
WEEK NO COMPETENCIES PAGE NO.
1 Approximating the measures of quantities particularly 1–5
length, weight or mass, volume, time, angle,
temperature and rate (M7ME-IIa)
2A Converting Metric Unit Measures to Another Metric 6 – 11
Unit Measures
2B Converting English Measures to Another English Unit 12 – 17
Measures
2C Converting Metric to English Measures and Vice 18 – 21
Versa
2D Solving Problems Involving Conversion of Units or 22 – 26
Measurements
3A Translating English Phrases to Mathematical Phrases 27 – 32
and English Sentences to Mathematics Sentences
3B Illustrating and differentiating related terms in Algebra 33 – 38
4A Evaluating Algebraic Expressions Given the Values of 39 – 43
the Variables
4B Adding and Subtracting Polynomials 44 – 47
5A Deriving the Laws of Exponents 48 – 52
5B Multiplying Polynomials 53 – 59
5C Dividing Polynomials 60 – 65
6 Using Models and Algebraic Methods to Find the: (a) 66 – 73
Product of Two Binomials; (b) Product of the Sum and
Difference of Two Terms; (c) Square of Binomial; (d)
Cube of Binomial; (e) Product of a Binomial and a
Trinomial
7&8 A Illustrating Linear Equations and Inequalities in One 74 – 77
Variable
7&8 B Differentiating Algebraic Expressions, Equations, and 78 – 82
Inequalities
7&8 C Solving Problems Involving Algebraic Expressions 83 – 87
9A Finding the Solution of Linear Equations or 88 – 95
Inequalities in One Variable
9B Solving Linear Equation or Inequality in One Variable 96 – 101
Involving Absolute Value by (a) Algebraic Method and
(b) Graphing
9C Solving Problems Involving Equations and 102 – 109
Inequalities in One Variable

#Make Every Learner Love Mathematics P a g e | iii

 MATHEMATICS 7
Quarter 2 Week 1
Name: ____________________________Section: _______________ Date: ____________

LEARNING ACTIVITY SHEET

APPROXIMATING THE MEASURES OF QUANTITIES PARTICULARLY LENGTH, WEIGHT/
MASS, VOLUME, TIME, ANGLE, TEMPERATURE AND RATE

I. BACKGROUND INFORMATION FOR LEARNERS

In this learning activity sheet, you will explore the development of
measurement, the different units and measuring devices used for a particular
quantity. Also, you will learn the concept that any continuous measurement is inexact
– that it is bests an “estimate”, a concept that must be developed throughout the
grades. Use measurements to describe things such as the size of the apartment or
house, the distance you travel to school, the weight you gain after a vacation, the
temperature of your room, the number of paint gallons you need for your bathroom,
and the cost of carpeting your room. In the Philippines, both the English and Metric
are used for measurements.
During the ancient times, there was an Egyptian carpenter who uses his body
parts for measurement. Some of the units are shown below:

SPAN is PALM is the DIGIT is the

the distance across thickness or
distance the base of the width of the
from the tip four fingers that index finger.
of the little form the palm.
finger to
the tip of the thumb of an
outstretched hand.

FOOT is the CUBIT is the

length of a distance
foot. from the tip
of the middle
PACE is the distance of
finger of the
one full step.
outstretched
hand to the
front of the
elbow.

Then, people began to use different units of measure and developed some
methods for weighing and measuring things regardless of what period of time we
examine.

#Make Every Learner Love Mathematics Page |1

 The following are the basic quantities being measured and the respective
units used:

Some common
Quantity Some common units used
Instruments used
Metric System English System
1. Length For small objects and short distances meterstick
-describes how millimeter(mm) inch(in) ruler
long something is centimetre(cm) foot(ft)
meter(m) yard(yd)
For long distances mileage (for vehicle)
kilometer(km) mile(mi)

2. Mass milligram(mg) ounce(oz) weighing scale

-describes how gram(g) pound(lb) beam balance
heavy something kilogram(kg) ton
is

3. Volume milliliter(mL) fluid ounce(fl oz) measuring cup

-describes how cubic cetimeter(cm3) cup graduated cylinder
much liquid is liter(L) quart(qt)
contained by gallon(gal)
something pint

4. Temperature Celcius scale (oC) thermometer

-describes how Fahrenheit scale(oF) thermal scanner
hot or cold Kelvin scale(K)
something is

5. Time second(s) week(wk) clock

-describes how minute(m) month(mo) calendar
heavy something hour(h) year(yr) watch
is day(d)

Non-Standard Units of Measurement uses body

parts for measurement such as foot length, cubit,
span etc. (for length) and objects like stones,
marble, blocks etc.( for weight), which are
inaccurate and varied from person to person or with
the object with which it is weighed.

Standard Units of Measurement is a value that is

fixed and cannot be changed. It is needed to have
uniformity in measurement. The measurement is
measured as feet, inches, and pounds in the United
States and meters, centimeters and kilograms in the
metric system.

#Make Every Learner Love Mathematics Page |2

II. LEARNING COMPETENCY
Approximates the measures of quantities particularly length, weight/ mass,
volume, time, angle, temperature, and rate. (M7ME-IIa-3)

III. ACTIVITIES

ACTIVITY 1
Let’s Find Out
Directions: Approximate the dimensions of the following using parts of the body and the
specified English units only. Ask one member of the family to do the same activity. On
your answer sheet, make a copy of the table and record the results.

Body Parts Used Measurement

Given Span Palm Digit (in inches)
Length Width Length Width Length Width Length Width
Self-Learning
Module
Sheet of
Intermediate Paper
A. Directions: Determine the dimension of the following using parts of the arm and
Dining Table
the specified English units only. Ask one member of the family to do the same
Foot Pace (In meters)
Given
activity. On your answer sheet, make a copy of the table and record the results.
Length Width Length Width Length Width
Bedroom
House

Guided Questions:
1. Did you experience any difficulty when you were doing the actual
measuring?
2. Were there differences in your data and your family member’s data when
you used non- standard units of measurement? Were the differences
significant? What do you think caused those differences?

3. How about when you both used standard units of measurement? Did you get
the same measurement? What is the importance of using standard units in
measurements?

ACTIVITY 2
What’s Light and What’s Heavy?
Directions:
A. List down 5 objects/things inside your bedroom or home that weigh about 10
pieces of 1-peso coin. Estimate and compare the weight of the two objects using
your two hands.
B. Make a conclusion of your findings and observations.

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 ACTIVITY 3
How Many Cups?
Directions: Estimate the number of cups of water needed to fill the container.
Materials: 1 and 1.5 liter of empty plastic bottle, disposable plastic cup available at
home
Directions: Estimate the volume each object can hold. Fill in the box with the number of
a.1 L
cups fill the container. cups
needed to with b.1.5 L with cups

IV. REFLECTION

Let’s Reflect

Read the synthesis of the story “How Big Is a Foot” by Rolf Myller. Answer
the questions that follow:
Materials: 1 and 1.5 liter of empty plastic bottle, disposable plastic cup available
at home
The King wishes to give the Queen a special bed for her birthday. The King had
to figure how big the bed should be, so he asked the queen to lie down on the
floor and then walked in a circle around her. The King’s apprentice, who
happened to be very small man, was given the job of making the bed. When the
King comes to look at the bed the apprentice created, he discovered that the
bed is too small for the queen! The King got very angry that the apprentice
couldn’t follow his simple directions and measure correctly, so he threw him
into jail. After days in jail and lots of thinking, the apprentice realized why the
bed was too small—her feet are smaller than the King’s feet! The apprentice
fixes the measurements and builds a new bed just in time for the queen’s
birthday. The King is happy with the apprentice that he makes him a royal
prince.
1. Does the apprentice right in using his foot in measuring for the bed of
the queen?
2. What have you learned from the story?

VI. REFERENCES
• Oronce, O.A. (2012). E-Math Worktext in Mathematics 7. Rex Book Store. Physical
Quantities and their Determine
C. Directions: units. Ipracticemath. (2021).
the dimension of Retrieved October
the following using26, 2021,
parts fromarm
of the
http://www.ipracticemath.com/learn/measurement/measurements-units.
and the specified English units only. Ask one member of the family Vistro-Yu,
to do the
C.P. (Ed.). (2013). Mathematics-Grade 7 Learner’s Material. DepEd IMCS
same activity. On your answer sheet, make a copy of the table and record the
Prepared by:
results.
JAYCIE S. ALMUENA
Buga National High School
#Make Every Learner Love Mathematics Page |4
 VII. ANSWER KEY

students’ answers may vary.

For Activities 1, 2 and 3,

#Make Every Learner Love Mathematics Page |5

 MATHEMATICS 7
Quarter 2 Week 2A
Name:_____________________________ Section: _______________ Date:___________

LEARNING ACTIVITY SHEET

CONVERTING METRIC UNIT MEASURES TO ANOTHER METRIC UNIT
MEASURES
I. BACKGROUND INFORMATION FOR LEARNERS
This learning activity sheet serves as a guide for the learners in understanding the
basic concepts on measurement as it focuses on converting one unit of measure to another
both from Metric and English system. Analyzing different situation is much easier if the
students have mastered how to convert different unit of measures either from metric to metric,
English to English or even English to metric or vice versa. It serves as a gateways of
measuring things in the English system as well as in the metric system.

Man has always developed some methods for weighing and measuring things
regardless of what period time we examine.

MEASUREMENT is the determination of a physical quantity and assessed by units;

each unit is specific to:

✓ Length is measured in meters

✓ Volume is measured by liters
✓ Mass is measured by grams
✓ Time is measured by seconds
✓ Temperature is measured by degree Celsius.

The basic unit of length for metric measure is the meter (m). Other commonly used
units include the kilometer (km), the centimeter (cm), and the millimeter (mm). The table below
summarizes the units related to meter. Note that the first part of the units indicates the prefix
and the second part indicates meter.

METRIC UNITS OF LENGTH

thousands hundreds tens ones tenths hundredths thousandths
WORD Kilometer hectometer dekameter meter decimeter centimeter millimeter
SYMBOL km hm dam m dm cm mm
MEANING 1000 100 meters 10 meters 1 meter 0.1 meter 0.01 meter 0.001 meter
meters

RULE
1. To change from a larger unit to smaller unit (moving to the right in the diagram)
multiply by a power of ten. Thus, move the decimal point in the given quantity one
place to the right for each larger unit until the decimal unit is reached.

x 10
km hm dam m dm cm mm

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 2. To change from a smaller unit to larger unit (moving to the left in the diagram)
divide by a power of ten. Thus, move the decimal point in the given quantity one
place to the left for each smaller unit until the decimal unit is reached.

km hm dam m dm cm mm
÷ 10
EXAMPLE 1

Complete each to make a true statement.

STATEMENT SOLUTION
a. To change from m to dm, divide by ___________. a.10 (there are 10 meters in a dekameter)
b. To change from m to mm, ___________ by 1 000. b. Multiply (changing from larger unit to smaller unit)
c. To change from dm to dam, divide by _________. c. 100 (there are 100 decimeters in a dekameter.
Km hm da m dm cm mm

EXAMPLE 2
Convert each to the indicated unit.
a. 15 hm to dm b. 543 m to km

Solution:
a. To convert from hectometer to dekameter, we start at hectometer and move three (3)
steps to the right to obtain decimeter (from larger unit to smaller unit).

X 10 km hm dam m dm cm mm
Hence, 15 hm= 15 000 dm or 15 x 1000 =15 000 dm

b. To convert from meter to kilometer, we start at meter and move three (3) steps to the
left to obtain kilometer (from smaller to larger unit).
÷ 10
km hm dam m dm cm mm

Hence, 543 m = 0.543 km or 543 ÷ 1000 =0.543 km

METRIC UNITS OF CAPACITY

thousands hundreds tens ones tenths hundredths thousandths

WORD Kiloliter hectoliter dekaliter liter deciliter centiliter milliliter
SYMBOL kL hL daL L dL cL mL
MEANING 1000 liters 100 liters 10 liters 1liter 0.1 liter 0.01 liter 0.001 liter
RULE

3. To change from a larger unit to smaller unit (moving to the right in the diagram),
multiply by a power of ten. Thus, move the decimal point in the given quantity one
place to the right for each larger unit until the decimal unit is reached.

X 10
kL hL daL L dL cL mL

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 4. To change from a smaller unit to larger unit (moving to the left in the diagram) divide
by a power of ten. Thus, move the decimal point in the given quantity one place to
the left for each smaller unit until the decimal unit is reached.

kL hL daL L dL cL mL
÷ 10

EXAMPLES:
Complete the following.
kL hL daL L dL cL mL
a. 0.24 kL = ______ L
b. 235 L = ______ hL
Solution:
a. To convert from kiloliter to liter, we start at kiloliter and move three (3) steps to the right
to obtain liter (from larger unit to smaller unit).

X 10
kL hL dL L dL cL mL
Hence, 0.24 kL = 0 240 L or 0.24 x 1 000 = 240 L
b. To convert liter to hectoliter, we start at liter and move two (2) steps to the left to obtain
hectoliter (from smaller unit to larger unit).

KL hL daL L dL cL mL ÷ 10

Hence, 235 L = 2.35 hL or 235 ÷ 100 = 2. 35 hL

METRIC UNITS OF WEIGHT

thousands hundreds tens ones tenths Hundredths thousandths

WORD Kilogram hectogram dekagram gram decigram Centigram milligram
SYMBOL kg hg dag g dg cg mg
MEANING 1000 grams 100 grams 10 grams 1 gram 0.1 gram 0.01 gram 0.001 gram

RULE

5. To change from a larger unit to smaller unit (moving to the right in the diagram) multiply
by a power of ten. Thus, move the decimal point in the given quantity one place to the
right for each larger unit until the decimal unit is reached.

X 10 kg hg dag g dg cg mg

6. To change from a smaller unit to larger unit (moving to the left in the diagram) divide
by a power of ten. Thus, move the decimal point in the given quantity one place to
the left for each smaller unit until the decimal unit is reached.

kg hg dg g dg cg mg
÷ 10

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EXAMPLES:
Convert the following.
a. 0.3 g = _____mg
b. 2 400 mg= _____ kg
Solution:
a. To convert from gram to milligram, we start from gram and move three (3) steps to the
right to obtain milligram (from larger unit to smaller unit).

X 10
kg hg dag g dg cg mg
Hence, 0.3 g = 0.300 mg or 0.3 x 1 000 = 300 mg

b. Move the decimal point six (6) places to the left.

÷ 10
kg hg dag g dg cg mg

2 400 mg = 0 .002400 kg or 2 400 mg ÷ 1 000 000 = 0.0024 kg

II. LEARNING COMPETENCY

Converts measurements from one unit to another in both metric and English system.
(M7ME-IIb-1)
III. ACTIVITIES
FILL ME UP
ACTIVITY 1
Directions: Fill in the blank to make a true statement.
1. To change kilogram to gram, multiply by __________________.
2. To change gram to milligram, _______________by 1 000.
3. T change from L to _______________, divide by 1 000.
4. To change from mg to dag, multiply by ______________.

COMPLETE ME
ACTIVITY 2
Directions: Complete each blank by converting to its equivalent unit of
measure. Show your solution.

UNITS OF LENGTH UNITS OF CAPACITY UNITS OF WEIGHT

1. 7 m = ______cm 1. 2 L =______mL 1. 30 kg =_____g
2. 300cm = ______m 2. 0.5 kL =______mL 2. 5.6 hg =_____dg
3. 2 000 mm = ______m 3. 1.25 kL =______cL 3. 80 hg =_____mg

#Make Every Learner Love Mathematics P a g e | 15

 COMPARE IT TO BELIEVE IT
ACTIVITY 3
Directions: Compare each. Write ˃ , = , ˂ in the . Show your
solution.
1. 1.5 m 390 cm
2. 50 L 82 mL
3. 600 L 0.6 kL
4. 85 mg 8.5 g
5. 8.3 kg 8 300 g

IV. REFLECTION
1. Which type of conversion did you find challenging? Why?
________________________________________________________________
________________________________________________________________
2. Is learning conversion important in real-life? Why?
________________________________________________________________
_______________________________________________________________
3. For you, what are the advantages of knowing how to convert one unit of measure
to another? Cite one instance.
________________________________________________________________
________________________________________________________________

V. REFERENCES

• https://www.google.com/search?q=measurement +meaning+in+math
• https://www.google.com/search?qenglish+system
• D. V. Javier, Ph.D,J.G. Macapagal, F. Adbon (2016). InfoMATH.COM 7-A textbook in
K to 12 Mathematics 7

Prepared by:

HERNALDO P. OCAÑA
Masarawag National High School

er

#Make Every Learner Love Mathematics P a g e | 16

 P a g e | 17 #Make Every Learner Love Mathematics
ACTIVITY 1
FILL ME UP
1. 1 000 2. Multiply 3. kL 4. 10 000
ACTIVITY 2
COMPLETE ME
1. 700 cm 1. 2000 mL 1. 30 000 g
2. 3 m 2. 500 000 mL 2. 5 600 dg
3. 2 m 3. 125 000 cL 3. 8 000 000 mg
ACTIVITY 3
COMPARE IT, TO BELIEVE IT
1. >
2. >
3. =
4. <
5. =
ANSWER KEY VI.
 MATHEMATICS 7
Quarter 2 Week 2B
Name:_____________________________ Section: _______________ Date:___________

LEARNING ACTIVITY SHEET

CONVERTING ENGLISH MEASURES TO ANOTHER ENGLISH UNIT
MEASURES
I. BACKGROUND INFORMATION FOR LEARNERS
The partial list of English measures for length is indicated below:
UNIT OF MEASURES UNIT OF MEASURES FOR MASS UNIT OF MEASURES FOR
FOR LENGTH CAPACITY
12 inches = 1 foot 1 pound (lb.) =16 ounces (oz) 8 fluid ounces (fl oz) = 1 cup (c)
3 feet = 1 yard 1 U. S. short ton (T) = 2 000 pounds (lb) 2 c = 1 pint (pt)
8 furlongs = 1 mile 1 metric ton (t) = 2 200 pounds (lb) 2 pint (pt)= 1 quart (qt)
5 feet = 1 pace 4 qt. =1 gallon (gal)
12 furlongs = 1 league
5 280 feet = 1 mile
125 paces = 1 furlong
Another way to convert from unit to another is called DIMENSIONAL ANALYSIS. In
this procedure, we use unit fractions.
A unit fraction has two properties: the numerator and the denominator contain different
units, and the value of the unit fraction is 1. The following are examples of unit fractions.
1 𝑓𝑡 12 𝑖𝑛. 1 𝑦𝑑 36 𝑖𝑛 1 𝑦𝑑 3 𝑓𝑡 1 𝑚𝑖 5 280 𝑓𝑡
; ; ; ; ; ; ;
12 𝑖𝑛 1 𝑓𝑡 36 𝑖𝑛 1 𝑦𝑑 3 𝑓𝑡 1 𝑦𝑑 5 280 𝑓𝑡 1 𝑚𝑖
EXAMPLE
A. Convert 8 ft to inches
Solution:
We need to eliminate feet and introduce inches. The unit we need to introduce, inches
must appear in the numerator and the unit we need to eliminate, feet must appear in the
12 𝑖𝑛
denominator. Hence, we use the unit fraction as multiplicand and proceed as follows:
1 𝑓𝑡

8 𝑓𝑡 12 𝑖𝑛
8 ft= ∙ = 96 in
1 1 𝑓𝑡
B. Convert 57 yd to ft
Solution:
Because we want to convert 57 yards to feet, feet should appear in the numerator and
3 𝑓𝑡
yards in the denominator. We use the unit fraction and proceed as follows:
1 𝑦𝑑

57 𝑦𝑑 3 𝑓𝑡
57 yd = ∙ = 171 ft.
1 1 𝑦𝑑
C. Convert 144 in = yd
Solution:
To convert 144 inches to yards, yards should appear in the numerator and inches in
1 𝑦𝑑
the denominator. We use the unit fraction and proceed as follows:
36 𝑖𝑛

144 𝑖𝑛 1 𝑦𝑑 144
144 in = ∙ = 𝑦𝑑 = 4 yd
1 36 𝑖𝑛 36

#Make Every Learner Love Mathematics P a g e | 18

 EXAMPLE 2

Convert the following:

A. 50 qt to gal C. 1.25 gal to c
Solution: Solution:
4 𝑞𝑡
4 qt = 1 gal 4 qt = 1 gal 1.25 gal 𝑥 = 5 𝑞𝑡
1 𝑔𝑎𝑙
1 𝑔𝑎𝑙 2 𝑝𝑡
50 qt 𝑥 = 12.5 gal 2 pt =1 qt 5 qt 𝑥 = 10 𝑝𝑡
4 𝑞𝑡 1 𝑞𝑡
2𝑐
2 c =1 pt 10 pt 𝑥 = 20 𝑐
1 𝑝𝑡

B. 5 qt to pt D. 10 pt = ft oz
Solution: Solution:
2𝑐
2 pt = 1 qt 2 c = 1 pt 10 pt 𝑥 = 20 𝑐
1 𝑝𝑡
2 𝑝𝑡 8 𝑓𝑙 𝑜𝑧
5qt 𝑥 = 10 pt 8 ft oz = 1 c 20 c 𝑥 = 160 𝑓𝑡 𝑜𝑧
1 𝑞𝑡 1𝑐

EXAMPLE 3

Convert the following:

A. 128 oz to lb C. 120 lb to oz
Solution: Solution:
1 lb = 16 oz 1 lb = 16 oz
1 𝑙𝑏 16 𝑜𝑧
128 oz x = 8 𝑙𝑏 120 lb x = 1920 𝑜𝑧
16 𝑜𝑧 1 𝑙𝑏

B. 15 T to lb D. 10 lb 8 oz to oz
Solution: Solution:
2 000 lb = 1 T 1 lb = 16 oz
2 000 𝑙𝑏 16 𝑜𝑧
15 T X = 30 000 𝑙𝑏 10 lb x = 160 𝑜𝑧 + 8 𝑜𝑧 = 168 𝑜𝑧
1𝑇 1 𝑙𝑏

II. LEARNING COMPETENCY

Converts measurements from one unit to another in both metric and English system.
(M7ME-IIb-1)
III. ACTIVITIES
FIND MY MATCH
ACTIVITY 1
Directions: Match column A with the correct conversion in column B.
Write only the letter of the correct answer in a separate answer sheet
or on the space provided.
COLUMN A COLUMN B
_________1. 15 ft A. 96 qt
_________2. 23 mi B. 11 gal
_________3. 24 gal C. 3.25 lb
_________4. 44 qt D. 180 in
_________5. 52 oz E. 9.5 T
F. 121 440 ft

#Make Every Learner Love Mathematics P a g e | 19

 FIND ME
ACTIVITY 2
Directions: Solve and find the equivalent value of the following unit of
measures. Show your solution.
1. 8 yd =________ft
2. 5 yd 18 in =________in
3. 28 pt =________gal
4. 100 gal =________pt
5. 18 lb 8 oz =________oz

SOLVE FOR ME
ACTIVITY 3
Directions: Solve the given problem below.
If a person breathes 210 gal or air in one hour, how many quarts of air
does a person breath in one minute?
IV. RUBRIC (For Activity 3)

Score 4 3 2 1
Gives a correct Gives a correct Gives an answer Gives an
answer with answer and and solution, but answer but no
Description
complete and solution with solution is solution.
correct solution. minimal errors. incorrect.

V. REFLECTION
1. Which type of conversion did you find challenging? Why?
________________________________________________________________
________________________________________________________________
2. Is learning Conversion important in real-life? Why?
________________________________________________________________
________________________________________________________________
3. For you, what are the advantages of knowing how to convert one unit of measure
to another? Cite one instance.
________________________________________________________________
________________________________________________________________

VI. REFERENCES

• https://www.google.com/search?q=measurement +meaning+in+math
• https://www.google.com/search?qenglish+system
• V. Javier, Ph.D,J.G. Macapagal, F. Adbon (2016). InfoMATH.COM 7-A textbook in K
to 12 Mathematics 7

Prepared by:

HERNALDO P. OCAÑA
Masarawag National High School

#Make Every Learner Love Mathematics P a g e | 20

 P a g e | 21 #Make Every Learner Love Mathematics
ACTIVITY 1
FIND MY MATCH!!!
1. D 2. E 3. A 4. B 5. C
ACTIVITY 2 Writer
HERNALDO P. OCAÑA
FIND ME!!!
Prepared by:
7
1. 24 yd 2. 198 in 3. 2 𝑔𝑎𝑙 4. 800 pt 5. 296 oz
ACTIVITY 3
14 qt
ANSWER KEY VII.
 MATHEMATICS 7
Quarter 2 Week 2C
Name:_____________________________ Section: _______________ Date:___________

LEARNING ACTIVITY SHEET

CONVERTING METRIC TO ENGLISH MEASURES AND VICE VERSA

I. BACKGROUND INFORMATION FOR LEARNERS

Metric is simply a better system of units than English system. The metric system is a
consistent and coherent system of units. In short, it fits together very well and calculations
are easy because it is decimal. This is a big advantage for use in the home education,
industry and science in the new normal.

The partial and common list of English and metric equivalent measures for length were
the following:

TABLE 1. Approximate English and Metric Equivalent (Length)

ENGLISH SYSTEM METRIC VALUE
1 inch (in) ≈ 2.54 centimeters (cm)
1 foot (ft) ≈ 30.38 centimeters (cm)
1 yard (yd) ≈ 0.9 meter (m)
1 mile (mi) ≈ 1.6 kilometers (km)

EXAMPLES:
A. Convert 384 400 km to mile (mi)

Solution:

To convert 384 400 kilometers to miles, we use a unit fraction with mile unit in
0.6 𝑚𝑖
the numerator and kilometer unit in the denominator: , then proceed as follows:
1 𝑘𝑚

384 400 𝑘𝑚 0.6 𝑚𝑖

384 440 km= ∙ = 384 400 (0.6)𝑚𝑖 = 𝟐𝟑𝟎 𝟔𝟒𝟎 𝒎𝒊𝒍𝒆𝒔
1 1 𝑘𝑚

B. Convert 2.5 meters to feet (ft)

Solution:

To convert 2.5 meters to feet, we need first to convert meters to centimeters

using metric to metric units conversion and refer to the given table 1 to proceed.

2.5 m = 250 cm

Now, we need to convert 250 centimeters to feet. We use a unit fraction with
1 𝑓𝑡
feet in numerator and centimeter unit in the denominator:
30.48 𝑐𝑚

250 𝑐𝑚 1 𝑓𝑡
2.5 m = 250 cm = ∙ = 𝟖. 𝟐𝟎 𝒇𝒆𝒆𝒕
1 30.48 𝑐𝑚

#Make Every Learner Love Mathematics P a g e | 22

 C. 7 feet to meter (m)
Solution:
1 𝑦𝑑
We begin by changing feet to yards to use the unit fraction for table 1:
3 𝑓𝑡
7 𝑓𝑡 1 𝑦𝑑 7
7 ft = ∙ = 𝑦𝑑
1 3 𝑓𝑡 3
7
Now, convert 𝑦𝑎𝑟𝑑𝑠 to meters. We use the unit fraction with meters in the
3
0.9 𝑚
numerator and yards in the denominator:
1 𝑦𝑑
Thus,
7
𝑦𝑑 0.9 𝑚
7 ft.= 3 ∙ = 𝟐. 𝟏 𝒎𝒆𝒕𝒆𝒓𝒔
1 1 𝑦𝑑

TABLE 2. Metric Conversion Factors (Capacity)

1 Teaspoon (tsp) = 5 mL 1 Cup (c) = 0.24 L 1 Gallon (gal) = 3.8 L
1 Tablespoon (tbsp) = 15 mL 1 Pint (pt) = 0.47 L 1 Cubic Foot (ft3) = 0.03m3
1 Fluid ounce (fl oz) = 30 mL 1 Quart (qt) = 0.95 L 1 Cubic Yard (yd3) = 0.76 m3
1 Ounce (oz) = 28 Kilogram (kg) 1 Pound (lb) = 0.45 kg 1 Tons = 0.9 Tonnes

ILLUSTRATIVE EXAMPLES:
D. Covert 2.53 milliliters (mL) to Fluid ounces ( fl oz)
Solution:
0.03 𝑓𝑙 𝑜𝑧
To convert milliliters to fluid ounces we use the table 2 with a unit fraction
1 𝑚𝐿
1 mL = 0.03 fl oz
2.53 𝑚𝐿 0.03 𝑓𝑙 𝑜𝑧
2.53 mL= ∙ = 0.0759 fl oz
1 1 𝑚𝐿

E. Convert 56.8 gallons to liters.

Solution:
3.8 𝐿
To convert 56.8 gallons to liters, we will follow table 2 with a unit fraction
1 𝑔𝑎𝑙
1 gal = 3.8 L
56.8 𝑔𝑎𝑙 3.8 𝐿
56.8 gal = ∙ = 𝟐𝟏𝟓. 𝟖𝟒 𝑳𝒊𝒕𝒆𝒓𝒔
1 1 𝑔𝑎𝑙

F. Convert 25.5 oz to grams

Solution:
1 oz = 28 grams then 25.5 X 28 = 714 grams

G. Convert 0.75 kg to ounces

Solution:
Convert first kg to g
1000 𝑔
0.75 kg x = 750 grams
1 𝑘𝑔
Multiply the number of grams by 0.035
750 0.035 = 26.25 ounces

H. Convert 142 pounds to kilograms

Solution:
Multiply the number of pounds by 0.45
142 x 0.45 = 63.9 kilograms

#Make Every Learner Love Mathematics P a g e | 23

 II. LEARNING COMPETENCY
Converts measurements from one unit to another in both metric and English
system. (M7ME-IIb-1)

III. ACTIVITIES
FIND MY MATCH
ACTIVITY 1
Directions: Match column A with the correct conversion in column B.
Write only the letter of the correct answer in a separate sheet or on the
space provided.
COLUMN A COLUMN B
__________1. 15 ft A. 96 qt
__________2. 23 mi B. 11 gal
__________3. 24 gal C. 3.25 lb
__________4.44 qt D. 180 in
__________5. 52 oz E. 121 440 ft
F. 121 404 ft
FIND ME
ACTIVITY 2
Directions: Convert the following unit of measures to its equivalent
value. Show your solution.
1. 8 yd = ________ ft
2. 5 yd 18 in = ________ in
3. 28 pt = ________ gal
4. 100 gal = ________ pt
5. 18 lb 8 oz = ________ oz

Do I conserve water right?

ACTIVITY 3
It is estimated that a person could live comfortably using only
100 L of water for a week. This includes water for drinking, cooking, and
washing.
Keep a tally of the activities you do that need water. Some of the activities you do that
require water are given in the table. Estimate the amount of water you use for the said activity.
AVERAGE WATER CONSERVE
ACTIVITY AVERAGE (Liter each time)
1. Get a drink
2. Wash hands or face
3. Brush teeth
4. Wash clothes
5. Flush toilet
6. Take a bath
7. Cook a meal
8. Others

Think of a way on how you could reduce the amount of water you need. Devise a plan to
save water. Show any chart you use to organize your data.

#Make Every Learner Love Mathematics P a g e | 24

 IV. RUBRICS

CRITERIA RATING
5 4 3 2 1
Neatness The work is The work is The work is The work is The work is
and presented in presented in presented in more very messy,
Organization neat, clear, neat and an organized messily than unorganized
organized organized fashion but neat and is and can’t be
fashion that fashion that may be hard hard to read read
is easy to is usually to read at most of the properly
read. easy to read. times. time.
Completion All the items All but one All but two Several of Most of the
are (1) of the (2) of the the items are items are not
answered items are items are not answered.
with solution. answered answered answered.
without without
solution. solution

V. REFLECTION

1. Which type of conversion did you find challenging? Why?

________________________________________________________________
________________________________________________________________
2. Is learning conversion important in real-life? Why?
________________________________________________________________
_______________________________________________________________
3. For you, what are the advantages of knowing how to convert one unit of measure
to another? Cite one instance.
________________________________________________________________
________________________________________________________________

VI. REFERENCES

• https://www.google.com/search?q=measurement +meaning+in+math
• https://www.google.com/search?qenglish+system
• V. Javier, Ph.D,J.G. Macapagal, F. Adbon (2016). InfoMATH.COM 7-A textbook in K
to 12 Mathematics 7

Prepared by:

HERNALDO P. OCAÑA
Writer

#Make Every Learner Love Mathematics P a g e | 25

 P a g e | 26 #Make Every Learner Love Mathematics
ACTIVITY 1
FIND MY MATCH!!!
2. D 2. E 3. A 4. B 5. C
ACTIVITY 2
Writer
FIND ME
HERNALDO P. OCAÑA
7
2. 24 yd 2. 198 in 3. 2 𝑔𝑎𝑙 4. 800 pt 5. 296 oz Prepared by:
ACTIVITY 3
Answers may vary
ANSWER KEY VII.
 MATHEMATICS 7
Quarter 2 Week 2D

Name:___________________________________Section:____________Date:_______

LEARNING ACTIVITY SHEET

SOLVING PROBLEMS INVOLVING CONVERSION OF UNITS OR MEASUREMENTS

I. BACKGROUND INFORMATION FOR THE LEARNERS

This learning activity sheets provide activities designed to have a concrete

understanding on conversion of units or measurements. It also contains real-life problems with
solution showing various techniques on how to solve problems involving units of
measurements.

To solve problems involving conversion of units or measurement, apply these steps in

Problem-solving:

What
Look Back
What does the information do
Carry out your (does your
problem ask you need to Make a plan
plan answer match
you to find? solve the
the question?)
problem?

Sample Problem 1: Length / Distance

David travels 60 kilometers in two hours. How many meters of distance will he cover in one
minute?

• What does the problem ask you to find?

How many meters of distance will he cover in one minute?

• What information do you need to solve the problem?

travels 60 kilometers in two hours

• Make a Plan
compute the distance travelled in one hour and convert it into meter. Lastly, divide it by
60 so that we will get the value of the distance travelled in one minute.

• Carry out your plan

Distance covered in two hours = 60 kilometers
Distance covered in one hour = 30 kilometers
We know that,
1 hour = 60 minutes
1 kilometer = 1000 meters

#Make Every Learner Love Mathematics Page |6

 Then,
2 hours 60km
1 hour (60/2)km
1 hour 30 km
60 minutes (30∙1000) meters
60 minutes 30000 meters
1 minute (30000/60) meters
1 minute 500 meters

So, 500 meters distance covered in 1 minute.

Sample Problem 2: Weight / Mass

Mrs. Moore handed out 4 grams of almonds to each of her 22 students. How many
dekagrams of almonds did Mrs. Moore hand out?

• What does the problem ask you to find?

How many dekagrams of almonds did Mrs. Moore hand out?
• What information do you need to solve the problem?
4 grams of almonds
22 students
• Make a Plan
Compute the total grams of almonds needed to 22 students and convert it into
dekagrams.
• Carry out your plan
Total no. of grams of almonds handed out is
= 4 ˑ 22
= 88
Here, convert smaller unit (grams) into bigger unit (dekagrams) then divide.

You know that,

1 dekagram = 10 grams

Then, the total no. of dekagrams handed out is

= 88/10
=8.8
So, Mrs. Moore handed out 8.8 dekagrams of almonds.

Sample Problem 3: Capacity/Liquid Volume

Mrs. Smith is planning a class party for 18 students. She will be serving apple juice. If
she serves 250 ml per student, how many liters of juice will she need to buy?
• What does the problem ask you to find?
how many liters of juice will she need to buy?

• What information do you need to solve the problem?

18 students
250 ml per students

• Make a Plan
Compute the total milligrams of juice needed to 18 students and convert it into liters.

• Carry out your plan

Total amount of juice needed in ml.
= 18 ˑ 250 (no. of students multiplied by serving per student)
=4500 ml
Here, we convert smaller unit (milliliter) into bigger unit (Liter)
So, we have to divide.
We know that,
1 liter = 1000 milliliters

#Make Every Learner Love Mathematics Page |7

 Then, the total amount. of liters needed is
= 4500/1000
=4.5 L
So, Mrs. Smith needed 4.5 liters of apple juice.

Sample Problem 4: Time

A Bus leaves Pampanga on Sunday at 7:45 PM and reaches Sorsogon on Monday at

8:10 AM. Find the total time taken in minutes by the train to reach Sorsogon.

• What does the problem ask you to find?

Find the total time taken in minutes by the train to reach Sorsogon.

• What information do you need to solve the problem?

Leaves at 07:45 PM
Reaches on 08:10 AM

• Make a Plan
Compute the total time it takes from 07:45PM to 08:10AM and convert it into minutes.

• Carry out your plan

We all know that,
07:45 PM to 12:00 midnight = 4 hours and 15 minutes
12 midnight to 08:10 AM = 8 hours and 10 minutes

Therefore,
From 07:45 PM to 08:00 AM = 12 hours and 25 minutes.
Here, we need to convert 12 hours in minutes so we have to multiply.

we know that,
1 hour = 60 minutes
Then the total time travelled in minutes is

= (12 hrs x 60 min) + 25 min

= 720 min+ 25min
= 745 min

Sample Problem 5: English System to Metric System

A car is travelling at rate of 42 inches per second. How fast is it travelling in meters per minute?

• What does the problem ask you to find?

How fast is it travelling in meters per minute?

• What information do you need to solve the problem?

rate of 42 inches per second

• Make a Plan
Convert inches per second to centimeters per second and the answer will be converted
to meters per second. Lastly, convert it to meters per minute.

• Carry out your plan

42 𝑖𝑛𝑐ℎ𝑠 2.54 𝑐𝑚 1𝑚 60 𝑠
x x x
1𝑠 1 𝑖𝑛𝑐ℎ 100𝑐𝑚 1 𝑚𝑖𝑛

64 𝑚𝑒𝑡𝑒𝑟𝑠
= = 64 meters per minute
1 𝑚𝑖𝑛

#Make Every Learner Love Mathematics Page |8

II. LEARNING COMPETENCY
Solves problems involving conversion of units or measurement. (M7ME-IIb-2)

III. ACTIVITIES

Activity 1: MATCH-BOX
Directions: Read each problem below carefully and answer it correctly. Draw the emoticon that
Match your answer in a separate sheet of paper.

=800 = 14 = 1.26

= 250 =3 = 0.6
_____________1. While Justin is in training, he is to drink 500 milliliters of water 4 times per
day. How many liters of water will that be for one week?
_____________2. A door is 2.5 meters top to bottom. How tall is the door in centimeters?
_____________3. Drew jogged 15,840 feet in 45 minutes, how many miles did he jog?
_____________4. The truck owned by Alex can ship 1200 pounds of rocks, what is the weight
of rocks in tons?
_____________5. Mr. Snow bought 90 grams of Christmas candy for each of his 14
grandchildren, how many total kilograms of candy did he buy?

Activity 2: WATCH ME!!

Directions: Read each problem below carefully and answer it correctly. Complete the table
below.

1. While going to his village, Ram travelled for 2 hours 40 minutes by bus and 4 hours 30
minutes by train. How much time did he take to reach his village?
2. David was hospitalized on 20th June 2003 and was discharged from there on 10th July,
2003. How many days was he under treatment?
3. The PBA Cup matches started on March 4, 2003 and ended on April 6, 2003. How long
did the matches continue? (Express your answer in hr)

Write your answer here Convert it to minutes

Example: Refer to Sample Problem 2
on Weight/Mass
12hrs and 25 min 745 min
1.
2.
3.

Activity 3: Problem is Real

Directions: Carefully read the problems below and answer it correctly. Write your answers with
solution in a clean sheet of paper.
1. Tommy uses 40 grams of cheese in each pizza he makes. How many kilograms of
cheese does Tommy need to make 28 pizzas?
Tommy uses 40 grams of cheese in each pizza he makes.
Solution:
1 pizza 40 grams of cheese
28 pizzas 28 ˑ 40 grams of cheese
28 pizzas 1120 grams of cheese
28 pizzas (1120/1000) kilograms of cheese
28 pizzas 1.12 kilograms
So, Tommy needs 1.12 kilograms of cheese to make 28 pizzas.

#Make Every Learner Love Mathematics Page |9

 2. Eric has two dogs. He feeds each dog 250 grams of dry food each, twice a day. If he
buys a 10-kilogram bag of dry food, how many days will the bag last?
3. Jin is training for the 50-meter dash. Each day that he trains, he runs the dash six times.
Last week, he trained for four days. This week, he trained for five days. In two weeks,
how far has Jin run? Express your answer in kilometer.
4. A swimming pool with a capacity of 200000 L. If there is 115730 L of water in the pool,
how much more gallon of water can be put in the pool?
IV. RUBRIC

POINTS 4 3 2 1
Indicator Gives a correct Gives a correct Gives an Gives an
answer with answer and answer and answer but
complete and solution with solution, but no solution.
correct solution. minimal error. solution is
incorrect.

V. REFLECTION

How do you find the activity? Draw on your answer sheet the emoticon that best
describes your feelings after finishing the activities given to you.

_______ I am feeling excited, and I will be looking for some more

_______ This is fairly OK! I just need to focus more.

_______ I am ok but I need a little help.

_______ I think I don’t get the topic and I need someone to explain it to me.

_______ I think I need to go back to the very first topic/lesson for me to

understand this topic.

VI. REFERENCES
• Math Antics - Intro to the Metric System. (2018, August 21). [Video]. YouTube.
https://www.youtube.com/watch?v=ZNX-a-5jGeM
• Metric Units of Length | Convert mm, cm, m and km. (2020, March 23). [Video].
YouTube. https://www.youtube.com/watch?v=kOJFSH_Bn9U
• Nelson, R. Math measurement word problems no problem
• Converting Metric Units Word Problems. (2021). Onlinemath4all.
https://www.onlinemath4all.com/converting-metric-units-word-problems.html
• Measurement conversion word problems. (2013). Abcteach.Com.
https://www.absteach.com/free/m/md_conversion_wordproblems_metric.pdf

Prepared by:

ADRIAN SIARON SILVANO

Manuel Andaya Bustamante High School

#Make Every Learner Love Mathematics P a g e | 10

 P a g e | 11 #Make Every Learner Love Mathematics
Activity 1: MATCH-BOX
1.
2.
3.
4.
5.
Activity 2: WATCH ME
Write your answer Convert it to
here minutes
12hrs and 25 min 745 min
1. 7hrs and 10 min 430 min
2. 20 days 28 800 min
3. 792 hrs 47 520 min
Activity 3: Problem is Real
1.) 1.12 kg
2.) 5 days
3) 2.7 kilometers
4.) 22,234.83 gallons
VII. ANSWER KEY
 MATHEMATICS 7
Quarter 2 Week 3A
Name: ___________________________ Section: ______________ Date: ______________
LEARNING ACTIVITY SHEET
TRANSLATING ENGLISH PHRASES TO MATHEMATICAL PHRASES AND ENGLISH
SENTENCES TO MATHEMATICS SENTENCES

I. BACKGROUND INFORMATION FOR LEARNERS

This learning activity sheet will guide you on how to translate English phrases to
Mathematical phrases and English sentences to Mathematical sentences. Learning this
concept allow the learners to analyze an algebraic situation and arrive with a solution to a
given problem.
In Algebra, it is easier to write expressions using symbols instead of words. Translating
word expressions to symbols and symbols to words is an important skill.
Algebraic expressions are composed of a constant, a variable, or a combination of
both. A Mathematical phrase is a verbal phrase that contains words and/or numbers which
does not express complete thought. Example 16 + x.
Mathematical sentence is a statement that tells about two expressions which uses
symbols or words like equals, greater than or less than. Example 16 + x = 24
The following words are used to represent the mathematical operations used in
Algebra.

MATHEMATICAL WORD OR PHRASE

SYMBOL
+ plus, increased by, added to, the sum of, more than, greater
than, exceeds by, total
– minus, decreased by, subtracted from, less than, diminished
by, the difference of, take away
*, ×, ●, ( ) multiplication, times, multiplied by, product of
÷, / division, divided by, the ratio of, the quotient of, all over

= equals, is equal to, is the same as

≠ is not equal to
< is less than
> is more than or is greater than
≤ is less than or equal to, is at most
≥ is greater than or equal to, is at least

#Make Every Learner Love Mathematics P a g e | 27

 Example: Translating English phrases to Mathematical phrases.
English Phrase Mathematical Phrase
1. the sum of x and y ----------------→ x+y
2. the product of x and y ----------------→ xy , x·y , (x) (y)
3. the sum of twice a number and 7 -----------------→ 2x + 7
3𝑥
4.the quotient of thrice a number and 15 -----------------→ or 3x ÷ 15
15

5. four less than 8 times the square of a number -----------------→ 8𝑥 2 - 4

Example: Translating Mathematical phrases to English phrases.

Mathematical Phrase English Phrase
1. 2x + 5 ----------------------------> the sum of twice a number and five
2. x – 3y --------------------------- > the difference of x and thrice y
3. 5(x+4) ---------------------------- > five times the sum of a number and four
4. b 2 - 8 ---------------------------- > eight subtracted from the square of a number b
2𝑥 12
5. + --------------------------- > twelve over nine more than twice x over six
6 9

Examples: Translate English sentences to Mathematical sentences.

English Sentence Mathematical Sentence
1. The sum of twice a number and 6 is 12. ---------------------------------------> 2x + 6 = 12
2. Thrice the square of c is not equal to 20. -------------------------------------> 3c 2 ≠ 20
3. The product of 14 and a number, decreased by 5 is at least 10. -------> 14x – 5 ≥ 10
𝑥
4. The quotient of a number x and 11 is less than 7. ------------------------- > <7
11

5. 9 times the square of a number diminished by 4 is greater than 8. --- > 9x 2 – 4 > 8

Examples: Translate Mathematical sentence to English sentence.

Mathematical Sentence English Sentence
1. 4x – 29 = 11 ------------- > Four times a number minus twenty-nine is eleven.
2. 7(3a + 9) = 30 ------------- > Seven times the sum of thrice a number and nine is thirty.
1
3. 6x - =1 -------------- > One-fourth less than six times x is one.
4
10𝑚
4. ≤ 20 -------------- > The quotient of 10 times m and 5 is at most 20.
5

5. b2 – 2c > 8 -------------- > The square of b diminished by 2 times c is greater than 8.

#Make Every Learner Love Mathematics P a g e | 28

KEEP IN MIND:
In Addition and Subtraction, you must be careful about the order of the number.
ADDITION SUBTRACTION
2 more than x x+2 2 less than x x-2
2 added by x x+2 2 subtracted from x x-2
2 greater than x x+2
II. LEARNING COMPETENCY
Translates English phrases to mathematical phrases and English sentences to
mathematics sentences, and vice versa.
III. ACTIVITIES
ACTIVITY 1: MULTIPLE CHOICE
Directions: Choose and encircle the letter that best completes the statement or
answers the question. Write the phrase or sentence on your notebook as a variable
expression. Use y to represent “a number”. (5 points)
1. six more than twice a number

A. 2(6) + y C. 6 – 2y

B. 6+y D. 2y + 6

2. Four times the quantity of eight minus a number is 16.

A. 4 ( 8 – y ) = 16 C. 4( y – 8) = 16

B. 4 (8) – y = 16 D. 4y – 8 = 16

3. the quotient of 25 times a number and -1

A. 25 y + 1 C. 25y - 4

𝟐𝟓𝒚 −𝟏
B. D.
−𝟏 𝟐𝟓𝒚

4. Nine more than y is more than twice the difference of y and 10.

A. 9 + y > 2y - 10 C. y + 9 > 2y - 10

B. 9 + y > 2(y-10) D. y + 9 > 2( y – 10 )

5. ratio of y and 8 added to 6

𝟖 𝒚
A. +6 C. +6
𝒚 𝟖

𝒚
B. 6 +
𝟖 D. 6 +
𝟖
𝒚

#Make Every Learner Love Mathematics P a g e | 29

ACTIVITY 2: MATCH ME!
What did the big flower say to the little flower? To answer the question, match each
verbal phrase or sentence to its mathematical phrase using only the letter.

E 1. sixty-six subtracted from a number p

M 2. Four thirds of a number increased by twelve, the result is five
A 3. ten divided by the product of a and b.
E 4. Twice the cube of a number is the same as fifteen
L 5. subtract four from one – half of z
N 6. Eight times a number is increased by five, is equal to twenty- three.
V 7. the sum of a number and two
L 8. Three times the quantity two more than x is nine
O 9. thrice a number plus one

Answer: ____ _____ _____ _____ __E___ _______ ______

10 4
3(x + 2) = 9 p – 66 x+2 x + 12 = 5 p – 66
𝑎𝑏 3

_____ ______ ______ ______ ___E___

10
3(x+2) = 9 3x + 1 8x + 5 = 23
𝑎𝑏

ACTIVITY 3: TRANSLATION PROBLEM!

Directions: Translate the problem into an equation. (5pts each)
1. Mercy bought face mask and face shield on sale for PhP 30, which is one-half the
original price.
2. Currently, Alfred is three times Joshuas’ age. In ten years, Alfred will be twelve
years older than Joshua.
3. The cost of Temperature Scanner with Tripod Wall Mounted Non-Contact Infrared
is PhP 1 968. This amount is PhP 399 less than the cost without the tripod. Find
the cost of the Temperature scanner without the tripod.

IV. REFLECTION
What I do well in the given activities? What I need to work on?

#Make Every Learner Love Mathematics P a g e | 30

V. REFERENCES
• Tarepe, D.Ph.D & Zara, E. Practical Mathematics Grade 7, Copyright United Efreza
Academic Publications, Co. 2012
• Morante, S. Exploration & Application Elementary Algebra First year, Copyrighted
Reprinted 2009 VICARISH PUBLICATION & Trading, INC.
• Math 7 Learner’s Materials pp, 117-121, Department of Education Republic of the
Philippines

Prepared by:

HIDELISA R. NOBLEZA
Sabino Rebagay Memorial High School

#Make Every Learner Love Mathematics P a g e | 31

P a g e | 32 #Make Every Learner Love Mathematics
ACTIVITY 1: Multiple Choice
1. D
2. A
3. B
4. D
ACTIVITY 2: Match Me!
5. L 1. E 10. A 7. V E 2. M 4. E
3. A 8. L 9. O 6. N E
1. Answers may vary
2. Answers may vary
ACTIVITY 3:
1. Php 30 = 1/2p
2. 3J + 10 = (J + 10 ) + 12
3. Php 1968 = C - 399
VI. ANSWER KEY
 MATHEMATICS 7
Quarter 2 Week 3B
Name:_____________________________ Section: _______________ Date:___________

LEARNING ACTIVITY SHEET

ILLUSTRATING AND DIFFERENTIATING RELATED TERMS IN ALGEBRA
I. BACKGROUND INFORMATION FOR LEARNERS

Algebra is a branch of mathematics dealing with

symbols and the rules for manipulating those symbols.
Muhammad ibn Musa al-Khwarizmi, a Muslim mathematician
wrote a book in 9th century named "Kitab Al-Jabr" from which the
word "ALGEBRA" derived.
Algebra teaches you to follow a logical path to solve
a problem. This is chock-full of words that are useful but often
misunderstood. To strengthen your understanding about
Mathematics, you should be able to define these important terms:
variable, constant, exponent, degree, term, and coefficient.

IMPORTANT TERMS IN ALGEBRA

▪ Variable. This is any letter that stands for a number. The most used letters are x and y,
but you can use any letter.
▪ Constant. This is a number without a variable.
For example, the equation 6m + 7 = m has one constant, the number 7.
▪ Exponent. This is a quantity representing the power to which a given number or
expression is to be raised, usually expressed as a raised symbol beside the number
or variable.
For example, the exponent is 3 in 23 = 2 × 2 × 2 = 8.

▪ Coefficient. This means the coefficient of constant term or variable present in

the term. A constant multiplier of the variables in a term, including the sign that
precedes it (+ or –) is called numerical coefficient while a variable used to represent
a number is called literal coefficient.

Note: Every term has a coefficient. When a term appears to have no coefficient, its
coefficient is either 1 or –1, depending on the sign. For example,

Given Numerical Coefficient Literal Coefficient

3x 3 x
-9y -9 y
-z2 -1 z2

#Make Every Learner Love Mathematics P a g e | 33

 ▪ Term. This refers to mathematical expressions that are made up of two different parts
– number and variable part. This is any part of an expression that’s separated from the
other parts by either a plus sign (+) or a minus sign (–). Important: A term always
includes the sign that immediately precedes it.
For example,
1. The expression 3x – 7 has two terms: 3x and –7.
2. The expression –x2 – 9x + 11 has three terms: –x2, –9x, and 11.
TYPES OF TERM EXAMPLES
Similar Terms or Like Terms. These are terms which have • x, 4x, -5x
the same literal coefficients raised to the same powers but • -y, ½ y, 12y
may only differ in numerical coefficient. • 2z2, 4z2, -5z2
• 2a2b, -a2b
• -7ab2c
Dissimilar Terms. The terms which do not have the same ▪ x, -4y, -5z
literal coefficients raised to the same powers are. ▪ -y, ½ y2, 12y3
▪ 2z2, 4y2, -5x2

▪ Polynomial. This is a combination of many terms. It is kind a chain of terms that are
all linked together using addition or subtraction. This can be made from any number of
terms joined together, but there are a few specific names that are used to describe
polynomials with a certain number of terms.

CLASSIFICATION OF POLYNOMIALS ACCORDING TO NUMBER OF TERMS

POLYNOMIAL DEFINITIONS EXAMPLES

1. Monomial A polynomial with exactly one term. 3x2

2. Binomial A polynomial with exactly two terms. 3x2 + x

3. Trinomial A polynomial with exactly three terms. 3x2 + x – 5

4. Multinomial A polynomial with four or more terms. 3x3 + x2 – 3x + 4

NOTE: Polynomials with four or more terms are either classified according to degree
or just described with the generic (and not very helpful) label "multinomial." (It's just as
specific as labeling you a "human being.")

#Make Every Learner Love Mathematics P a g e | 34

 ▪ Degree. For a term with one variable, the degree is the variable's exponent. With
more than one variable, the degree is the sum of the exponents of the variables.

Illustrative Examples:
Term -5x7 3x 9x2y3 ab 12
Degree 7 1 5 2 0

CLASSIFICATION OF POLYNOMIALS ACCORDING TO DEGREE

POLYNOMIAL DEFINITIONS EXAMPLES

1. Constant A polynomial of degree 0. -24

2. Linear A polynomial of degree 1. 5x – 24

3. Quadratic A polynomial of degree 2. 2x2 + 2x – 24

4. Cubic A polynomial of degree 3. 3x3 – 24

5. Quartic A polynomial of degree 4. x4 – 2x2 + 12

6. Quintic A polynomial of degree 5. 3x5 + 2x3 – 2

NOTE: The polynomial with more than five as degree can be classified as “A
polynomial of degree __.”
▪ Standard Form. To write a polynomial in standard form is to put the terms with the
highest degree first.
For example, express in standard form the polynomial 3x 2 – 7 + 4x3 + x6
The highest degree is 6, so that goes first, then 3, 2 and the constant last:
x6 + 4x3 + 3x2 – 7

II. LEARNING COMPETENCY

Illustrates and differentiates related terms in algebra

III. ACTIVITIES

ACTIVITY 1: CHOOSE IT RIGHT

Directions: Encircle the letter of the correct answer.

1. The following are similar terms to 3x2y, EXCEPT one. Which is not?
a. 2x2y c. 3xy2
b. -x2y d. x2y

#Make Every Learner Love Mathematics P a g e | 35

 2. In the expression 12abc, what is the numerical coefficient of the term?
a. 12 c. b
b. a d. c
3. If the terms have different literal coefficients, it is considered as __________ terms.
a. Dissimilar c. Three
b. Similar d. Two

4. Identify the constant in the given expression, 5x – 5.

a. 5 c. 5 and -5
b. -5 d. Cannot be determined

ACTIVITY 2: CLASSIFY ME
Directions: Complete the table below. The first item is done for you.
Given Variable Constant Term Numerical Literal
Coefficient Coefficient
1. 3x + 5 x 5 3x, 5 3 x
2. -9xy – 12
3. -z2 + 2x – y
4. abc – 1
5. -x + 5bh + 4

ACTIVITY 3: COMPLETE ME
Directions: Complete the table below.
Polynomial Standard Number Classification Degree Classification
Form of of of
Terms Polynomial Polynomial
According to According to
No. of Terms Degree
1. 3 – 7x – 9x2 3
2. 5 – 6x3 3
3. -4 Monomial
4. -10ab + 5x4 5x4 – 10ab
5. -x + 5bh + 4 Quadratic

IV. REFLECTION
Complete the statement in each column.
I learned that… My favorite part was … I have difficulties in …

#Make Every Learner Love Mathematics P a g e | 36

 V. REFERENCES
• Understanding Basic Algebra Vocabulary. (2016, March 26). Dummies.
https://www.dummies.com/education/math/algebra/understanding-basic-
algebra-vocabulary/
• Six Important Algebra Terms You Must Know for the ACT. (2016, March 26).
Dummies. https://www.dummies.com/test-prep/act/six-important-algebra-
terms-you-must-know-for-the-act/
• Infoplease. (2020, July 30). Classifying Polynomials.
https://www.infoplease.com/math-science/mathematics/algebra/classifying-
polynomials
• Classifying Polynomials. (2012). Retrieved from:
https://www.djuhsd.org/cms/lib/CA02208718/Centricity/Domain/461/10.1_A%
20Classifying%20Polynomials_E_Preferred%20-%20Copy.pdf

Prepared by:

ROBERT R. BUIZA, JR.

San Agustin Integrated School

#Make Every Learner Love Mathematics P a g e | 37

 P a g e | 38 #Make Every Learner Love Mathematics
Activity 1: Choose It Right
1. C
2. A
3. A
4. B
Activity 2: Classify Me
Given Variable Constant Term Numerical Literal
Coefficient Coefficient
1. 3x + 5 x 5 3x, 5 3 x
2. -9xy – 12 x,y -12 -9xy, -12 -9 xy
3. -z2 + 2x – x,y,z None -z2,2x, – y -1, 2, -3 z2, x, y
3y
4. abc – 1 a,b,c -1 abc, -1 1 abc
5. -x + 5bh + 4 b,h,x 4 -x, 5bh, 4 -1, 5 x, bh
Activity 3: Complete Me
Polynomial Standard Number Classification Degree Classification
Form of of of
Terms Polynomial Polynomial
According to According to
No. of Terms Degree
1. 3 – 7x – 9x2 9x2 – 7x – 3 3 Trinomial 2 Quadratic
2. 5 – 6x3 -6x3 + 5 2 Binomial 3 Cubic
3. -4 -4 1 Monomial 0 Constant
4. -10ab + 5x4 5x4 – 10ab 2 Binomial 4 Quartic
5. -x + 5bh + 4 5bh – x + 4 3 Trinomial 2 Quadratic
ANSWER KEY VI.
 MATHEMATICS 7
Quarter 2 Week 4A
Name: ______________________________ Section: ______________ Date: _________

LEARNING ACTIVITY SHEET

EVALUATING ALGEBRAIC EXPRESSIONS GIVEN THE VALUES OF THE VARIABLES

I. BACKGROUND INFORMATION FOR LEARNERS

This activity sheet is a supplementary material designed to reinforce and enhance your
learning of mathematics concept in evaluating algebraic expressions. Specifically, this activity
sheet will help you evaluate algebraic expressions given the values of the variables.
First, there are several terms which you need to know about this lesson.
Definition of Terms
1. Algebraic expression is an expression which is composed of a constant, a variable,
product of a constant and a variable, and are separated by addition or subtraction.

Examples: 3, 3b, 3x + 4y – 7, 4z – 10

2. Variable is a symbol or a letter which may take its own value.

Examples: b, x, y, z

3. Evaluating Algebraic Expression.

When you are asked to evaluate an algebraic expression, you need to substitute a
given value for the variable into the expression and solve. The steps in evaluating an algebraic
expression are the following:

a. Identify the variable and its value. Then substitute the given value for the variable.

b. Complete the necessary calculations following the order of operations.

ILLUSTRATIVE EXAMPLES:

1. Evaluate 2x +5 when x = 4. 2. Evaluate -5m2 + 4n + mn when

Solution: m = -2, n = 3
a. x = 4 Solution:
b. Substitute the value of the given a. m = -2, n = 3
variable then complete the necessary b. -5m2 + 4n + mn
calculations. (-5)(-2)2 + (4)(3) + (-2)(3)
(-5)(4) + 12 – 6
2x + 5 = 2(4) + 5 -20 + 12 – 6
= 8 +5 -8 – 6
= 13 - 13

#Make Every Learner Love Mathematics P a g e | 39

 3. Evaluate 3x2 + 5y + 2 when 3. Evaluate
𝟑𝒙𝟐 + 𝟓𝒚 + 𝟐
when
𝒙𝒚
x = 3, y = -1
x = 2, y = -1
Solution:
Solution:
a. x = 3, y = -1
a. x = 2, y = -1
b. 3x2 + 5y + 2
𝟑𝒙𝟐 + 𝟓𝒚 + 𝟐 𝟑(𝟐)𝟐 + 𝟓(−𝟏) + 𝟐
(3)(3)2 + (5)(-1) + 2 b. = =
𝒙𝒚 (𝟐)(−𝟏)
(3)(9) – 5 + 2
𝟑( 𝟒 ) − 𝟓 + 𝟐 𝟏𝟐−𝟓+𝟐 𝟕+𝟐
27 – 7 + 2 = = =
−𝟐 −𝟐 −𝟐
20 + 2 𝟗 𝟏
= −𝟒
−𝟐 𝟐
22

II. LEARNING COMPETENCY

Evaluates algebraic expressions for given values of the variables. (M7AL-IIc-4)

III. ACTIVITIES
ACTIVITY 1: COMPLETE THE TABLE
Directions: Complete the table by evaluating the given expression. Follow the given example.
Example
Given 2 4 3 5 -4 -7
x + 7 2 + 7
Answer 9

ACTIVITY 2: FIND ME
Directions: Evaluate the expressions below when a = 10, b = 9, and c = 4. Match the algebraic
expression in Column A to the answer in Column B. Write the letter only in your answer sheet.
A B
1. 2a + 3 A. 9
5
2. 4c2 – 7bc + 2d B.
8

3. a2b – 2abc C. 165

𝟐𝟕−𝒃𝒅
4. D. 126
𝒂𝟐 𝒄𝟑
5. abcd + 2ab – 3cd E. 84
F. 213

#Make Every Learner Love Mathematics P a g e | 40

ACTIVITY 3: REPRESENT ME (A Performance Task)
Directions: To transfer your learning of the concept to real-life, represent the given situations
in algebraic expressions. Be able to relate your answer to the algebraic expression formulated.
Your answer will be rated using the given rubrics.

1. A boy is washing a car for hours (h). If the boy will be paid PhP 250.00 per hour, how much
will the boy earn if he works for 2 hours?
Algebraic Expression: ___________________
Solution/Answer:

2. For snacks, you bought 5 sandwiches (s) that costs PhP 10.00 each. How much did you
spend?
Algebraic Expression: ____________________
Solution/Answer:

3. Shiela is running a 150-m run. After running a distance (d) of 90 meters, how far does she
still need to run in meters?
Algebraic Expression: ____________________
Solution/Answer:

IV. RUBRIC (For Activity 3)

Criteria 3 points 2 points 1 point
Correctness of the Both the algebraic Only one of the two Both answers are
algebraic expression expression and answers is correct. incorrect.
and final answer answer are correct
Neatness/ Solution has no Solution has few Solution has many
workmanship alterations or alterations/erasures. alterations/erasures.
erasures.
Completeness of Solution follows Solution has few Solution lacks most
solution each step. missing parts. parts.

#Make Every Learner Love Mathematics P a g e | 41

V. REFLECTION
Directions: Draw the given figures on your answer sheet. Write the words or concepts in the
leaves which you find easy in the lesson then write the difficult words or concepts in the trunk.
In the sun draw your facial expression on your overall reaction (whether happy, sad, etc.) to
the lesson.

VI. REFERENCES

• Quarter 2 Learner’s Material Grade 7 Mathematics

• Rocena, L. M., Rosete, H. P., & Sibbaluca, L. M. (2015). Math World 7. C&E Publishing
Inc.

Prepared by:
JOEL L. MORATA
Tobog High School

#Make Every Learner Love Mathematics P a g e | 42

P a g e | 43 #Make Every Learner Love Mathematics
ACTIVITY C
1. Algebraic expression: 250h
Solution: Php250h = 250(2 hours)
= Php 500.00
2. Algebraic expression: Php 10s
Solution: Php 10 s = Php 10.00 (5)
= Php 50.00
3. Algebraic ecxpression: 150 - d
Solution: 150 - d = 150 m - 90 m
= 60 m
ACTIVITY B
1. C
2. A
3. B
4. E
5. D
ACTIVITY A
Given 2 4 3 5 -4 -7
x + 7 2 + 7 4+7 3+7 5+7 -4 + 7 -7 + 7
Answer 9 11 10 12 3 0
VII. ANSWER KEY
 MATHEMATICS 7
Quarter 2 Week 4B
Name:_____________________________ Section: _______________ Date:___________

LEARNING ACTIVITY SHEET

ADDING AND SUBTRACTING POLYNOMIALS

I. BACKGROUND INFORMATION FOR LEARNERS

The addition or subtraction of polynomials is very simple to perform, all you

need to do is to keep some steps in mind. To perform the addition and subtraction on
polynomials, you can arrange vertically for complex expressions. For simpler
calculations, you can perform the operation using the horizontal arrangement.

ADDITION OF POLYNOMIALS

The addition of polynomials is simple. While adding polynomials, you

simply add like terms. You can use columns to match the correct terms together in a
complicated sum. Keep the two rules in mind while performing the addition of
polynomials.

➢ Rule 1: Always take like terms together while performing addition.

➢ Rule 2: Signs of all the polynomials remain the same.

Illustrative Examples:
Add 3x3 – 2x + x2 – 1 Procedures Add 3x + 2x2 +2 and
and 3 + 6x + x3 -1 – 5x + 3x2
(3x3 + x2 – 2x – 1) + Write the given polynomials in (2x2 + 3x + 2) +
(x3 + 6x + 3) standard form. (3x2 – 5x – 1)
(3x3 + x3) + (x2) + Combine like terms in the (2x2 + 3x2) + (3x – 5x) +
(-2x + 6x) + (-1 + 3) given polynomials (2 – 1)
4x3 + x2 + 4x + 2 Perform the indicated 5x – 2x + 1
2

operation and simplify.

Note: You can identify the answer is final if the terms of the polynomial is
dissimilar.

SUBTRACTION OF POLYNOMIALS

In subtraction of polynomials, you can use the KCF (Keep, Change, Flip)
Method. Keep the three rules in mind while performing the subtraction of polynomials.

➢ Rule 1 (KEEP): Copy as it is the minuend.

➢ Rule 2 (CHANGE): Change the subtraction symbol into addition symbol.
➢ Rule 3 (FLIP): Flip each term of the subtrahend. When flipping, you change the
negative into positive and vice versa.

#Make Every Learner Love Mathematics P a g e | 44

 Illustrative Examples:
Subtract -5x – 1 + 3x2 Procedures Subtract -5x – 1 + 3x2
by -2 + 2x2 + 3x from -2 + 2x2 + 3x
(3x2 – 5x – 1) – Write the given polynomials in (2x2 + 3x – 2) –
(2x + 3x – 2)
2
standard form. (3x2 – 5x – 1)
(3x – 5x – 1) –
2
Copy the minuend as it is. (2x2 + 3x – 2) –
(2x2 + 3x – 2) (3x2 – 5x – 1)
(3x2 – 5x – 1) + Change the subtraction (2x2 + 3x – 2) +
(2x + 3x – 2)
2
symbol into addition symbol. (3x2 – 5x – 1)
(3x2 – 5x – 1) + Flip each term of the (2x2 + 3x – 2) +
(-2x – 3x + 2)
2
subtrahend. (-3x2 + 5x + 1)
(3x – 2x ) + (-5x – 3x) +
2 2
Combine like terms in the (2x2 – 3x2) + (3x + 5x) +
(-1 + 2) given polynomials (-2 + 1)
x – 8x + 1
2
Perform the indicated -x + 8x – 1
2

operation and simplify.

➢ Note: You can identify the answer is final if the terms of the polynomial is
dissimilar.

II. LEARNING COMPETENCY

Adds and subtracts polynomials using the rules of adding and subtracting polynomials.
(M7AL-IId-2)

III. ACTIVITIES

ACTIVITY 1: WHICH IS WHICH?

Directions: Encircle the letter of the correct answer.

1. The sum of two polynomials is 5x2 – 6x. If one of the polynomials is 3x2 – 2x, what
is the other polynomial?
a. 2x2 – 8x c. 8x2 – 8x
b. 2x2 – 4x d. 8x2 – 4x

2. Subtract 3a + 3b + c from 4a + 5b – 3c.

a. 2a + 3b + c c. a + 8b – 4c
b. a + 2b + 3c d. -5a + 5b + 5c

3. Add two polynomials, 3x + 2y and 4y + 5z.

a. 3x + 6y + 5z c. x + 6y
b. 3x + y d. x + 6y + 5z

4. Find the sum of (2x + 5y + 2z) and (3x – 5y – 7z)

a. 5x – 5z c. 5x - y + 5z
b. 5x + 5z d. 5x + y – 5z

#Make Every Learner Love Mathematics P a g e | 45

 ACTIVITY 2: ADD ME UP
Directions: Add the following polynomials in each item.
1. 2x² + 3x³ + 4x⁴ and x² + 4x³ + 4x⁴
2. x² + x³ + x⁴ and 2x² + 3x³ + 4x⁴
3. 2x + 6 + x² and x + x²
4. 5x – 2 + y and –3y + 5x + 2
5. (3x3 – 5x + 9) and (6x3 + 8x – 7)

ACTIVITY 3: TAKE IT AWAY

Directions: Subtract the following polynomials in each item.
1. 2x – 5y + 3z and 5x + 9y – 2z.
2. 3x3 + 5x2 – 7x + 10 and 6x3 – 8x2 + x + 10
3. Subtract 3x3 + 5x2 – 7x + 10 from 6x3 – 8x2 + x + 10
4. Subtract 10a + 6b from 9a – 7b
5. Subtract 2x – 7bh by -x + 5bh

IV. REFLECTION
Complete the statement in each column.
I learned that… My favorite part was … I have difficulties in …

V. REFERENCES
• Adding and Subtracting Polynomials. (2021). Cuemath.
https://www.cuemath.com/algebra/adding-and-subtracting-polynomials/
• (2021, March 22). General Data Protection Regulation(GDPR) Guidelines
BYJU’S. BYJUS.
https://byjus.com/maths/polynomial/#:%7E:text=Polynomials%20are%20algeb
raic%20expressions%20that%20consist%20of%20variables%20and%20coeff
icients.&text=We%20can%20perform%20arithmetic%20operations,x2%2Bx%
2D12.

Prepared by:

JONATHAN T. PAUNIL
San Agustin Integrated School

#Make Every Learner Love Mathematics P a g e | 46

P a g e | 47 #Make Every Learner Love Mathematics
Activity 1 Activity 3
1. B 1. -3x – 14y + 5z
2. B 2. -3x3 + 13x2 – 8x
3. A 3. 3x3 – 13x2 + 8x
4. A 4. -a – 13b
5. 3x – 12bh
Activity 2
1. 8x4 + 7x3 + 3x2
2. 5x4 + 4x3 + 3x2
3. 2x2 + 2x + 6
4. 10x – 2y
5. 9x3 + 3x + 2
ANSWER KEY VI.
 Mathematics 7
Quarter 2 Week 5A
Name: _____________________________ Section: ________________ Date: _______

LEARNING ACTIVITY SHEET

DERIVING THE LAWS OF EXPONENTS

I. BACKGROUND INFORMATION FOR LEARNERS

This activity sheet serves as the self-learning guide for the learners. It facilitates lesson
as it focuses on the mastery of deriving the laws of exponents. Understanding the concept on
how to derive the laws of exponents will help you in simplifying polynomials.

Definition of Terms
Exponents also known as powers, is a number or variable written on the upper right
part of a mathematical expression called the base. Exponents are values that indicates the
number of times the base will be multiplied by itself.
Base is the number being raised by a power.

Examples:
1. Exponent 23 is read as “two cubed” or “two raised to the third power”
23 To expand, multiply the base three (3) times by itself.
Base 23 = 2 ⋅ 2 ⋅ 2
23 = 8
The meaning of exponent in mathematical symbols:
𝑎 𝑥 = 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ … ∙ 𝑎 (𝑥 𝑡𝑖𝑚𝑒𝑠)

2. 𝑎5 is read as “a raised to five” or “a to the fifth power”

𝑎5 = 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎
3. 3𝑥 6 𝑦 5 = 3 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦

NOTE: If there is no exponent in the given base, the exponent is always 1.

Example:
𝑥 → x is the base and there is no exponent written on the upper right part of the
number, therefore the exponent is 1.

Laws of Exponents
A. Multiply the following:
1. (𝑎5 )(𝑎3 ) expand (𝑎5 ) 𝑎𝑛𝑑 (𝑎3 )
= (𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎)(𝑎 ⋅ 𝑎 ⋅ 𝑎)
= 𝑎∙𝑎∙𝑎∙𝑎∙𝑎∙𝑎⋅𝑎⋅𝑎
= 𝒂𝟖

#Make Every Learner Love Mathematics P a g e | 48

What are the other ways of getting the product of (𝑎5 )(𝑎3 )?
Notice that you can also get the same answer by adding the exponents
(𝑎5 )(𝑎3 )
= 𝑎5+3 Copy the base and add the exponents
𝟖
=𝒂

2. (23 )(24 )(22 ) expand (23 ), (24 ) 𝑎𝑛𝑑(22 )

= (2 ⋅ 2 ⋅ 2) (2 ⋅ 2 ⋅ 2 ⋅ 2) (2 ⋅ 2)
= 2⋅2⋅2⋅2⋅2⋅2⋅2⋅2⋅2
= 29
= 𝟓𝟏𝟐
Hence, (23 )(24 )(22 ) = 23+4+2 = 29 = 𝟓𝟏𝟐
Even without expanding the exponential expressions, you can multiply them by
copying the same base and adding the exponents.

B. Study the given below and look for another pattern.

1. (𝒈𝟐 )𝟐 = (𝑔2 )(𝑔2 ) 2. (𝟐𝟑 )𝟒 = (23 )(23 )(23 )
= 𝑔⋅𝑔⋅𝑔⋅𝑔 =2∙2∙2∙2∙2∙2∙2∙2∙2∙2∙2∙2
4
=𝑔 = 212 𝑜𝑟 4096
What have you noticed to the product of the given expression?
Is there any way to find the product?
Notice that the product of the of the powers of the base is equal to the exponents of
the product.
Examples:
1. (𝑚2 )4 = (𝑚2 )(𝑚2 )(𝑚2 )(𝑚2 ) 2. (𝑐 5 )2 = (𝑐 5 )(𝑐 5 )
= (𝑚 ∙ 𝑚)(𝑚 ∙ 𝑚) (𝑚 ∙ 𝑚)(𝑚 ∙ 𝑚) = (𝑐 ∙ 𝑐 ∙ 𝑐 ∙ 𝑐 ∙ 𝑐) (𝑐 ∙ 𝑐 ∙ 𝑐 ∙ 𝑐 ∙ 𝑐)
𝟖
=𝒎 = 𝑐 10
2 4
Hence, (𝑚 ) Hence, (𝑐 5 )2 = 𝑐 5⋅2 = 𝑐 10
2∙4
=𝑚
= 𝒎𝟖

C. Evaluate the following and investigate the results.

1. (𝑥𝑦𝑧)2 2. (𝑎2 𝑏)3 = (𝑎2 𝑏)(𝑎2 𝑏)(𝑎2 𝑏)
= (𝑎2 ⋅ 𝑎2 ∙ 𝑎2 )(𝑏 ⋅ 𝑏 ⋅ 𝑏)
= (𝑥𝑦𝑧)(𝑥𝑦𝑧)
= (𝑎 ⋅ 𝑎 ⋅ 𝑎 ⋅ 𝑎 ⋅ 𝑎 ⋅ 𝑎)(𝑏 ⋅ 𝑏 ⋅ 𝑏)
= (𝑥 ⋅ 𝑥)(𝑦 ⋅ 𝑦)(𝑧 ⋅ 𝑧)
= 𝒂𝟔 𝒃𝟑
= 𝒙𝟐 𝒚𝟐 𝒛𝟐
Hence, (𝑎2 𝑏)3 = 𝑎2⋅3 𝑏1⋅2
Hence, (𝑥𝑦𝑧)2 = 𝑥 1⋅2 𝑦 1⋅2 𝑧 1∙2
= 𝒂𝟔 𝒃𝟑
= 𝒙𝟐 𝒚𝟐 𝒛𝟐
c. (𝑚𝑎3 𝑡 2 ℎ)3 = (𝑚𝑎3 𝑡 2 ℎ)(𝑚𝑎3 𝑡 2 ℎ)(𝑚𝑎3 𝑡 2 ℎ)
= (𝑚 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑡 ∙ 𝑡 ∙ ℎ)(𝑚 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑡 ∙ 𝑡 ∙ ℎ)(𝑚 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑡 ∙ 𝑡 ∙ ℎ)
= (𝑚 ∙ 𝑚 ∙ 𝑚)(𝑎 ∙ 𝑎 ∙ 𝑎 ⋅ 𝑎 ∙ 𝑎 ∙ 𝑎 ⋅ 𝑎 ∙ 𝑎 ∙ 𝑎)( 𝑡 ∙ 𝑡 ∙ 𝑡 ∙ 𝑡 ∙ 𝑡 ∙ 𝑡)(ℎ ∙ ℎ ∙ ℎ)
= 𝒎𝟑 𝒂𝟗 𝒕𝟔 𝒉𝟑
Hence, (𝑚𝑎3 𝑡 2 ℎ)3 = 𝑚1⋅3 𝑎3⋅3 𝑡 2∙3 ℎ1⋅3
= 𝒎𝟑 𝒂𝟗 𝒕𝟔 𝒉𝟑

#Make Every Learner Love Mathematics P a g e | 49

Division of Exponents
D. Study the given below:
𝑥6 𝑥∙𝑥∙𝑥∙𝑥∙𝑥∙𝑥
1. = = 𝒙𝟓 NOTE: Notice that we can also get the same
𝑥 𝑥
answer by subtracting the exponents. For instance
54 5∙5∙5∙5
2. 52 = = 𝟓𝟐 in item number one, we can have:
5∙5
54 𝑥6
Hence, =5 4−2
=𝟓 𝟐 = 𝑥 6−1 = 𝑥 5
52 𝑥
𝑝6 𝑝⋅𝑝⋅𝑝⋅𝑝⋅𝑝⋅𝑝 Same process may be applied to the preceding
3. 𝑝2 = = 𝒑𝟒 items.
𝑝∙𝑝
𝑝6
Hence, = 𝑝6−2 = 𝒑𝟒
𝑝2

E. Study the table below:

Exponential Expanded Form
Quotient
Form
53 5∙5∙5 1 𝟏
=
56 5∙5∙5∙5∙5∙5 53 𝟏𝟐𝟓

𝑒3 𝑒∙𝑒∙𝑒 𝟏
𝑒5 𝑒∙𝑒∙𝑒∙𝑒∙𝑒 𝒆𝟐

What have you observed to the pattern ?

Is there any other ways to solve the given?
𝑎3 𝑎∙𝑎∙𝑎 𝟏
= 𝑎∙𝑎∙𝑎∙𝑎∙𝑎∙𝑎∙𝑎∙𝑎∙𝑎 = 𝒂𝟔
𝑎9
1 𝟏
Hence, = =
𝑎9−3 𝒂𝟔

E. Study and investigate the given below:

𝑥3 𝑥∙𝑥∙𝑥 NOTE: Notice that if the exponent results to
a. 𝑥3
= 𝑥∙𝑥∙𝑥 = 𝑥 0 =𝟏
zero (0), the final answer is always one (1).
𝑦6 𝑦∙𝑦∙𝑦∙𝑦∙𝑦∙𝑦
b. = 𝑦∙𝑦∙𝑦∙𝑦∙𝑦∙𝑦 = 𝑦 0 = 𝟏
𝑦6
23 2∙2∙2
c. = 2∙2∙2 = 20 = 𝟏
23

II. LEARNING COMPETENCY

Derives the laws of exponents. (M7AL-IId-e-1)

III. ACTIVITIES
Activity 1: Complete the following by filling out the corresponding data for exponential and
expanded form.
Exponential Form Expanded Form
1. 𝑎4
2. 𝑏∙𝑏∙𝑏∙𝑏∙𝑏∙𝑏∙𝑏∙𝑏
3. 𝑥 7

4. 𝑦∙𝑦∙𝑦∙𝑧∙𝑧∙𝑧
2 3
5. 𝑥 𝑦

#Make Every Learner Love Mathematics P a g e | 50

Activity 2: Observe the patterns below and derive the formula for the laws of the exponents
being used.
1. (𝑐 2 )(𝑐 6) = (𝑐 ∙ 𝑐)(𝑐 ∙ 𝑐 ∙ 𝑐 ∙ 𝑐 ∙ 𝑐) = ___________________
= 𝒄𝟖
2. (𝑐 2 )3 = (𝑐 2 )(𝑐 2 )(𝑐 2) = ___________________
= (𝑐 ∙ 𝑐)(𝑐 ∙ 𝑐)(𝑐 ∙ 𝑐)
= 𝒄𝟔
3. (𝑦 5 𝑧)3 = (𝑦 5 𝑧)(𝑦 5 𝑧)(𝑦 5 𝑧) = ___________________
= (𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑧)(𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑧)(𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑧)
= (𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅ 𝑦 ⋅)(𝑧 ∙ 𝑧 ∙ 𝑧)
= 𝒚𝟏𝟓 𝒛𝟑
𝑥8 𝑥⋅𝑥⋅𝑥⋅𝑥⋅𝑥⋅𝑥⋅𝑥⋅𝑥
4. = = 𝒙𝟓 = ___________________
𝑥3 𝑥⋅𝑥⋅𝑥
𝑧3 𝑧∙𝑧∙𝑧 𝟏
5. = 𝑧⋅𝑧⋅𝑧⋅𝑧⋅𝑧⋅𝑧⋅𝑧 = 𝒛𝟒 = ___________________
𝑧7
103 10∙10⋅10
6. = 10⋅10⋅10 = 100 = 𝟏 = ___________________
103

Activity 3: Identify the Laws of Exponents used in simplifying the following expressions.
1. (𝑎3 )(𝑎4 ) = 𝑎7 = ___________________
2. (𝑏 2 )4 = 𝑏8 = ___________________
3. (𝑦 2 𝑧)4 = 𝑦 8 𝑧 4 = ___________________
𝑗 20
4. = 𝑗7 = ___________________
𝑗 13
10012
5. =1 = ___________________
10012
IV. REFLECTION
Directions: Answer the following questions below:
1. How did you feel about today’s activities? Choose the best emoticons that
best describe your feeling.

HAPPY LOVE CONFUSED SAD ANGRY

2. Give one real-life situation that illustrates the concepts of exponents.

______________________________________________________________

V. REFERENCES
• Deped Mathematics- Grade 7, Learner’s Module
• LAWS OF EXPONENT FOR MULTIPLICATION || GRADE 7 MATHEMATICS
Q2. (2021, February 6). [Video]. YouTube.
https://www.youtube.com/watch?v=55dQ_aWJKX0

Prepared by:

ANGELA MAE M. MAYORES

Cotmon National High School

#Make Every Learner Love Mathematics P a g e | 51

 P a g e | 52 #Make Every Learner Love Mathematics
Activity 1.
1. 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 4. 𝑦 3 𝑧 3
2. 𝑏 8 5. 𝑥 ∙ 𝑥 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦
3. 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥
Activity 2.
1. Power Rule
For all 𝑎, 𝑎 𝑥 ⋅ 𝑎 𝑦 = 𝑎 𝑥+𝑦
To multiply powers with the same base, copy the base and add the exponents.
2. Power of a Power Rule
For all a, (𝑎 𝑥 )𝑦 = 𝑎 𝑥𝑦
To raise a power to another power, copy the base and multiply the exponents.
3. Power of a Product Rule
For all a, (𝑎𝑏)𝑥 = 𝑎 𝑥 𝑏 𝑥
To find the power of a product, raise each factor to the given power, then multiply the
resulting powers.
4. Quotient Law of Exponents
For all nonzero x and positive integers m and n:
𝑥𝑚
𝐼𝑓 𝑚 > 𝑛, 𝑡ℎ𝑒𝑛 𝑥𝑛
= 𝑥 𝑚−𝑛
5. Quotient Law of Exponents
For all nonzero x and positive integers m and n:
𝑥𝑚 1
𝐼𝑓 𝑚 < 𝑛, 𝑡ℎ𝑒𝑛 𝑥𝑛
= 𝑥 𝑛−𝑚
6. Zero Exponent Rule
For all nonzero x and positive integers m and n:
𝑥𝑚
𝐼𝑓 𝑚 = 𝑛, 𝑡ℎ𝑒𝑛 = 𝑥0 = 1
𝑥𝑛
Activity 3.
1. Power Rule
2. Power Rule
3. Power of a Product Rule
4. Quotient Law of Exponents
5. Zero Exponent Rule
VI. ANSWER KEY
 MATHEMATICS 7
Quarter 2 Week 5B
Name: _____________________________ Section: ______________ Date: ___________

LEARNING ACTIVITY SHEET

MULTIPLYING POLYNOMIALS

I. BACKGROUND INFORMATION FOR LEARNERS

In this learning activity sheet, you will learn how to multiply polynomials. Multiplying
polynomials is the same as multiplying integers with the application of the Laws of
Exponents.
In this lesson, you will use the following Laws of Exponents:

LAWS OF EXPONENTS NOTATION EXAMPLE

1. Power Rule (𝑎𝑚 )(𝑎𝑛 )
= 𝑎𝑚+𝑛 (𝑥 2 )(𝑥 3 )
= (𝑥 2+3 ) = 𝒙𝟓
2. Power of a Power (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 (𝑥 4 )3 = 𝑥 (4)(3) = 𝑥 12
3. Power of a Product (𝑎𝑏)𝑚 = 𝑎𝑚 𝑏 𝑚 (𝑟𝑠)4 = 𝑟 4 𝑠4
1 1
4. Negative Exponent 𝑎−𝑛 = 𝑛 𝑏 −6 = 6
𝑎 𝑏
0 0
5. Zero exponent 𝑎 = 1, 𝑎 ≠ 0 𝑚 =1

DEFINITION OF TERMS:
Monomial is an algebraic expression of one term that includes a number, a variable or a
combination of both. Example: 5 , 2𝑥 , −8𝑦 2 , 3𝑥𝑦 4

Binomial is an algebraic expression consisting of two terms connected by a plus (+) and
minus (-) sign.
Example: 𝑥 + 𝑦, 2𝑥 − 3𝑦, 4𝑥 2 − 3𝑦

Trinomial is an algebraic expression consisting of three terms Example: 2𝑥 2 + 3𝑥 − 5

Monomial Binomial Trinomial

1 term 2 terms 3 terms

3𝑥 2 2𝑥 + 7 5𝑥 2 − 2𝑦 + 4𝑧

A. Multiplying a Monomial by a Monomial

1. (3)(4𝑥) 2. (5𝑥 2 )(4𝑥 3 ) 3. (3𝑧𝑦 3 )2 (𝑧 3 )3 For #3:
(3 ∙ 4)(𝑥) (5 ∙ 4)(𝑥 2 ∙ 𝑥 3 ) (32 𝑧 2 𝑦 3∙2 )(𝑧 3∙3 ) -apply laws of exponents to
2+3
𝟏𝟐𝒙 (5 ∙ 4)(𝑥 ) (9𝑧 2 𝑦 6 )(𝑧 9 ) simplify terms
𝟐𝟎𝒙𝟓 (9)(𝑧 2 ∙ 𝑧 9 )(𝑦 6 ) -In this case we apply Power
(9)(𝑧 2+9 )(𝑦 6 ) of a Power
𝟗𝒛𝟏𝟏 𝒚𝟔 -simplify
-apply Power Rule to simplify
𝑧2 ∙ 𝑧9

#Make Every Learner Love Mathematics P a g e | 53

 B. Multiplying a Binomial by a Monomial
METHOD 1: HORIZONTAL METHOD/DISTRIBUTIVE PROPERTY – multiply each term of the
binomial to the monomial. Apply Laws of Exponents and simplify.

(3𝑥 2 + 5)(4𝑥)
(3𝑥 2 )(4𝑥) + (5)(4𝑥)

(3 ∙ 4)(𝑥 2 ∙ 𝑥) + (5 ∙ 4)(𝑥)
𝟏𝟐𝒙𝟑 + 𝟐𝟎𝒙
METHOD 2: VERTICAL METHOD - multiply the METHOD 3: GRID/BOX METHOD
binomial and the monomial as if we are Steps:
multiplying numbers vertically. Apply Laws of 1. Place the polynomials, one at the top and the
Exponents and simplify. other one, down the left side by placing each
2
3𝑥 + 5 term and its signs to line up with a row or
x 4𝑥 column of the grid
2
(4𝑥)(3𝑥 ) + (4𝑥)(5) 2. Multiply each intersecting row and column to
fill the interior of the grid. Apply laws of
(4 ∙ 3)(𝑥 ∙ 𝑥) + (4 ∙ 5)(𝑥) exponents.
𝟏𝟐𝒙𝟑 + 𝟐𝟎𝒙 3. Copy and add all terms in the interior of the
grid.
4. Combine like terms.
3𝑥 2 +5
4𝑥 𝟑 𝟐𝟎𝒙
𝟏𝟐𝒙

𝟏𝟐𝒙𝟑 + 𝟐𝟎

C. Multiplying Trinomial by a Monomial

METHOD 1: HORIZONTAL METHOD/DISTRIBUTIVE PROPERTY – multiply each term of the
trinomial to the monomial. Apply Laws of Exponents and simplify.

(4𝑎3 − 2𝑎2 + 3)(2𝑎)

(4𝑎3 )(2𝑎) − (2𝑎2 )(2𝑎) + (3)(2𝑎)
(4 ∙ 2)(𝑎3 ∙ 𝑎) − (2 ∙ 2)(𝑎2 ∙ 𝑎) + (3 ∙ 2)(𝑎)
𝟖𝒂𝟒 − 𝟒𝒂𝟑 + 𝟔𝒂

METHOD 2: VERTICAL METHOD - multiply the METHOD 3: GRID/BOX METHOD

trinomial and the monomial as if we are *refer to the steps above
multiplying numbers vertically. Apply Laws of 4𝑎3 −2𝑎2 +3
Exponents and simplify. 2𝑎 𝟖𝒂𝟒 −𝟒𝒂𝟑 𝟔𝒂
4𝑎3 − 2𝑎2 + 3
x 2𝑎 𝟖𝒂𝟒 − 𝟒𝒂𝟑 + 𝟔𝒂
3 2
(2𝑎)(4𝑎 ) − (2𝑎)(2𝑎 ) + (2𝑎)(3)

(2 ∙ 4)(𝑎 ∙ 𝑎3 ) − (2 ∙ 2)(𝑎 ∙ 𝑎2 ) + (2 ∙ 3)(𝑎)

𝟖𝒂𝟒 − 𝟒𝒂𝟑 + 𝟔𝒂

#Make Every Learner Love Mathematics P a g e | 54

 D. Multiplying a Binomial by another Binomial
METHOD 1: HORIZONTAL METHOD/DISTRIBUTIVE PROPERTY – multiply each term of the
binomial to each term of the other binomial. Apply Laws of Exponents and simplify.

(2𝑥 + 5)(3𝑥 − 2)
(2𝑥 + 5)(3𝑥) + (2𝑥 + 5)(−2)

(2𝑥)(3𝑥) + (5)(3𝑥) + (2𝑥)(−2) + (5)(−2)

6𝑥 2 + 𝟏𝟓𝒙 − 𝟒𝒙 − 10→combine similar terms
𝟔𝒙𝟐 + 𝟏𝟏𝒙 − 𝟏𝟎

METHOD 2: VERTICAL METHOD - Multiply METHOD 3: GRID/BOX METHOD

each term of the multiplier to the multiplicand. *refer to the steps in B
Apply Laws of Exponents and simplify. Note that you can see similar terms diagonally.
2𝑥 + 5 2𝑥 +5
x 3𝑥 − 2 3𝑥 𝟔𝒙 𝟐 𝟏𝟓𝒙
(−2)(2𝑥) − (2)(5) −2 −𝟒𝒙 −𝟏𝟎
+(3𝑥)(2𝑥) + (3𝑥)(5)
𝟔𝒙𝟐 + 𝟏𝟏𝒙 − 𝟏𝟎 6𝑥 2 − 4𝑥 + 15𝑥 − 10
𝟔𝒙𝟐 + 𝟏𝟏𝒙 − 𝟏𝟎
𝟔𝒙𝟐 + 𝟏𝟏𝒙 − 𝟏𝟎

E. Multiplying Trinomial by a Binomial

METHOD 1: HORIZONTAL METHOD/DISTRIBUTIVE PROPERTY – multiply each term of the
trinomial to each term of the other binomial. Apply Laws of Exponents and simplify.

(2𝑥 2 − 3𝑥 + 4)(𝑥 + 3)

(2𝑥 2 − 3𝑥 + 4)(𝑥) + (2𝑥 2 − 3𝑥 + 4)(3)

(2𝑥 2 )(𝑥) − (3𝑥)(𝑥) + (4)(𝑥) + (2𝑥 2 )(3) − (3𝑥)(3) + (4)(3)
(2)(𝑥 2 ∙ 𝑥) − (3)(𝑥 ∙ 𝑥) + (4)(𝑥) + (2 ∙ 3)(𝑥 2 ) − (3 ∙ 3)(𝑥) + (4)(3)
𝟐𝐱 𝟑 − 𝟑𝒙𝟐 + 𝟒𝐱 + 𝟔𝒙𝟐 − 𝟗𝐱 + 𝟏𝟐 → combine similar terms
𝟐𝐱 𝟑 + 𝟑𝒙𝟐 − 𝟓𝐱 + 𝟏𝟐

METHOD 2: VERTICAL METHOD - Multiply METHOD 3: GRID/BOX METHOD

each term of the multiplier to the multiplicand. *refer to the steps in B
Apply Laws of Exponents and simplify. Note that you can see similar terms diagonally
2𝑥 2 − 3𝑥 + 4 2𝑥 2 −3𝑥 +4
x 𝑥+3 𝑥 𝟑 𝟐 𝟒𝒙
𝟐𝒙 −𝟑𝒙
2
(3)(2𝑥 ) − (3)(3𝑥) + (3 ∙ 4) +3 𝟔𝒙 𝟐 −𝟗𝒙 𝟏𝟐
2
+ (𝑥)(2𝑥 ) − (𝑥)(3𝑥) + (𝑥)(4)
𝟐𝐱 𝟑 + 𝟑𝒙𝟐 − 𝟓𝐱 + 𝟏𝟐 2𝑥 3 + 𝟔𝒙𝟐 − 𝟑𝒙𝟐 − 𝟗𝒙 + 𝟒𝒙 + 12
𝟐𝐱 𝟑 + 𝟑𝒙𝟐 − 𝟓𝐱 + 𝟏𝟐
𝟐𝐱 𝟑 + 𝟑𝒙𝟐 − 𝟓𝐱 + 𝟏𝟐

#Make Every Learner Love Mathematics P a g e | 55

 F. Multiplying Trinomial by a Trinomial
METHOD 1: HORIZONTAL METHOD/DISTRIBUTIVE PROPERTY – multiply each term of the
trinomial to each term of the other trinomial. Apply Laws of Exponents and simplify.

(2𝑥 + 3𝑦 + 5)(𝑥 + 𝑦 − 3)

(2𝑥 + 3𝑦 + 5)(𝑥) + (2𝑥 + 3𝑦 + 5)(𝑦) + (2𝑥 + 3𝑦 + 5)(−3)

(2𝑥)(𝑥) + (3𝑦)(𝑥) + (5)(𝑥) + (2𝑥)(𝑦) + (3𝑦)(𝑦) + (5𝑦) + (2𝑥)(−3) + (3𝑦)(−3) + (5)(−3)
2𝑥 2 + 3𝑥𝑦 + 5𝑥 + 2𝑥𝑦 + 3𝑦 2 + 5𝑦 − 6𝑥 − 9𝑦 − 15
𝟐𝒙𝟐 + 𝟓𝒙𝒚 − 𝒙 + 𝟑𝒚𝟐 − 𝟒𝒚 − 𝟏𝟓

Note: 5𝑥 − 6𝑥 = −𝑥, instead of −1𝑥 we simply write −𝑥

METHOD 2: VERTICAL METHOD - Multiply each term METHOD 3: GRID/BOX METHOD
of the multiplier to the multiplicand. Apply Laws of *refer to the steps in B
Exponents and simplify. Note that you can see similar terms
diagonally.
2𝑥 + 3𝑦 + 5 2𝑥 +3𝑦 +5
x 𝑥+𝑦−3 𝑥 𝟐𝒙 𝟐 𝟑𝒙𝒚 𝟓𝒙
(−3)(2𝑥) + (−3)(3𝑦) − 15 +𝑦 𝟐𝒙𝒚 𝟑𝒚 𝟐 𝟓𝒚
(𝑦)(2𝑥) + (𝑦)(3𝑦) + (𝑦)(5) −3 −𝟔𝒙 −𝟗𝒚 −𝟏𝟓
+ (𝑥)(2𝑥) + (𝑥)(3𝑦) + (𝑥)(5)
2𝑥 2 + 5𝑥𝑦 + 3𝑦 2 −𝑥 − 4𝑦 − 15 2𝑥 2 + 𝟑𝒙𝒚 + 𝟐𝒙𝒚 − 𝟔𝒙 + 𝟓𝒙 + 3𝑦 2 − 𝟗𝒚
+ 𝟓𝒚 − 15
𝟐𝒙𝟐 + 𝟓𝒙𝒚 − 𝒙 + 𝟑𝒚𝟐 − 𝟒𝒚 − 𝟏𝟓
𝟐𝒙𝟐 + 𝟓𝒙𝒚 − 𝒙 + 𝟑𝒚𝟐 − 𝟒𝒚 − 𝟏𝟓

Note that whatever method you use to multiply polynomials will give you the same answer.

II. LEARNING COMPETENCY

Multiplies and divides polynomials (M7AL-IIe-2)

III. ACTIVITIES
Activity 1: Fill in the missing parts.

1. (𝑥 + 4)(2𝑥 + 3)
(𝑥 + 4)(_______) + (𝑥 + 4)(3)

(𝑥)(2𝑥) + (4)(2𝑥) + (______)(3) + 12

𝟐𝒙𝟐 + 𝟏𝟏𝒙 + 𝟏𝟐

2.
𝑥+6
𝑥−3
(−3)(𝑥) − (____)(6)
+ (___)(𝑥) + (𝑥)(6)
𝟐𝒙𝟐 + 𝟑𝒙 − 𝟏𝟖

#Make Every Learner Love Mathematics P a g e | 56

 3.
2𝑥 −5
3𝑥 𝟐
𝟔𝒙 _____
+7 _____ −𝟑𝟓

Answer: _________________

Activity 2: Multiply the following using ANY METHOD YOU PREFER and find the
answer by matching column A with column B.

COLUMN A COLUMN B

1. (2𝑎2 𝑏)(8𝑎2 𝑏 3 ) a. 12𝑥 2 + 4𝑥𝑦 − 40𝑦 2

2. (3𝑥 + 2)(2𝑥 − 4) b. 6𝑎2 + 10𝑎𝑏 + 12𝑎 + 9𝑏 − 6𝑏 2
3. (3𝑥 − 5𝑦)(4𝑥 + 8𝑦) c. 16𝑎4 𝑏 4
d. 6𝑥 2 − 8𝑥 − 8
4. (4𝑎 + 3𝑏)(6𝑎 − 2𝑏 + 3)
e. 12x2 + 24xy – 40y2

Activity 3: Problem Solving:

A rectangular lot has a length measuring (𝑥 + 2)𝑚 and a width measuring (𝑥 − 5)𝑚.
What is the area of the rectangular lot? Show your solution and choose the method you prefer.

Area of a Rectangle = Length x Width

𝐴 = 𝐿∙𝑊

𝐴 =? (𝑥 − 5)𝑚

(𝑥 + 2)𝑚

IV. REFLECTION

Answer the following questions.

1. What have you learned after doing the different activities?
_________________________________________________________________________
_________________________________________________________________________

2. Among the 3 methods in multiplying polynomials, what method is the easiest to

use for you?
_________________________________________________________________________
_________________________________________________________________________
3. Express your feelings by drawing an emoticon on your answer sheet after doing
the 3 activities.

#Make Every Learner Love Mathematics P a g e | 57

 V. REFERENCES

• Leon, C. M., & Bernabe, J. G. (2007). Elementary Algebra. JTW Corporation.

• Multiply Polynomials-MathBitsNotebook(A1-CSS Math). (n.d.). Retrieved from

MathBitsNotebook.com:
https://mathbitsnotebook.com/Algebra1/Polynomials/POpolynomial.html

• Multiplying Polynomials using the Box Method Trick. (n.d.). Retrieved from
youtube.com: https://youtu.be/mYulWmQ9cAg

• Multiplyng binomials and polynomials | Algebra Basics | Khan Academy. (n.d.).

Retrieved from youtube.com: https://youtu.be/fGThIRpWEE4

Prepared by:

EDELYN D. DAVE
Manito National High School

#Make Every Learner Love Mathematics P a g e | 58

P a g e | 59 #Make Every Learner Love Mathematics
Activity 1 Activity 2 Activity 3
1. 2𝑥 , 𝑥 1. c (𝑥 2 − 3𝑥 − 10) 𝑠𝑞. 𝑚𝑒𝑡𝑒𝑟𝑠
2. 𝑥, 3 2. d
3. −15𝑥, 14𝑥 3. a
4. b
ANSWER KEY VI.
 MATHEMATICS 7
Quarter 2 Week 5C
Name: _______________________________ Section: _____________ Date: __________
LEARNING ACTIVITY SHEET
DIVIDING POLYNOMIALS
I. BACKGROUND INFORMATION FOR LEARNERS
In this learning activity sheet, you will learn how to divide polynomials. Dividing polynomials
is the same as dividing integers with the application of the Laws of Exponents.
In this lesson, you will use the following Laws of Exponents:

LAWS OF EXPONENTS NOTATION EXAMPLE

Power Rule (𝑎𝑚 )(𝑎𝑛 )= 𝑎𝑚+𝑛 (𝑥 2 )(𝑥 3 )= (𝑥 2+3 ) = 𝒙𝟓
Power of a Power (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 (𝑥 4 )3 = 𝑥 (4)(3) = 𝑥 12
Power of a Product (𝑎𝑏)𝑚 = 𝑎𝑚 𝑏 𝑚 (𝑟𝑠)4 = 𝑟 4 𝑠4
Negative Exponent 1 1
𝑎−𝑛 = 𝑛 𝑏 −6 = 6
𝑎 𝑏
Zero exponent 𝑎0 = 1, 𝑎 ≠ 0 𝑚0 = 1
𝑥9
𝑎𝑚 = 𝑥 9−3
Quotient Rule = 𝑎𝑚−𝑛 𝑥3
𝑎𝑛 𝒙𝟔
A. Dividing Monomial by another Monomial
EXAMPLE STEPS EXAMPLE
4𝑥 2 𝑦 2 1. Divide the coefficients/simplify to lowest term −21𝑎7 𝑏 4
2𝑥𝑦 (take note of the signs) 18𝑎2 𝑏 6
4 −21
( ) (𝑥 2−1 𝑦 2−1 ) 2. Subtract the exponent of the denominator from ( ) (𝑎7−2 𝑏 4−6 )
2 18
the numerator (Quotient Rule)
𝟐𝒙𝒚 −7 5 −2
3. When the resulting exponent of the variable is 𝑎 𝑏
6
negative, place it in the denominator and make −𝟕𝒂𝟓
the exponent positive. (Negative Exponent) 𝟔𝒃𝟐

B. Dividing Monomial with Negative Exponents

STEPS EXAMPLE
1. Divide the coefficients (take note of the signs) 48𝑥 3 𝑦 −2
2. Subtract the exponent of the denominator from the numerator 6𝑥 −1 𝑦
(Quotient Rule) 48
( ) (𝑥 3−(−1) 𝑦 (−2−1) )
6
3. Apply the rule in subtracting signed numbers (Copy-Change-
8𝑥 3+1 𝑦 −2+(−1)
Change)
8𝑥 4 𝑦 −3
4. When the resulting exponent of the variable is negative, place
𝟖𝒙𝟒
it in the denominator and make the exponent positive. (Negative
𝒚𝟑
Exponent)

#Make Every Learner Love Mathematics P a g e | 60

 C. Dividing Polynomial by a Monomial
EXAMPLE STEPS EXAMPLE
24𝑏3 𝑐 − 32𝑏5 𝑐 3 1. Distribute the monomial 18𝑥 2 𝑦 7 − 20𝑥 7 𝑦 12
8𝑏2 𝑐 4𝑥 3 𝑦 12
to each term of the
24𝑏3 𝑐 32𝑏5 𝑐 3 18𝑥 2 𝑦 7 20𝑥 7 𝑦 12
− numerator −
8𝑏2 𝑐 8𝑏2 𝑐 4𝑥 3 𝑦 12 4𝑥 3 𝑦 12
24 32 2. Treat each resulting 18 20
( ) (𝑏3−2 𝑐 1−1 ) − ( ) (𝑏5−2 𝑐 3−1 ) ( ) (𝑥 2−3 𝑦 7−12 ) − ( ) (𝑥 7−3 𝑦12−12)
8 8 term as if like you are 4 4
3𝑏1 𝑐 0 − 4𝑏3 𝑐 2 9
dividing monomial by ( ) (𝑥 −1 𝑦 −5 ) − 5𝑥 4
𝟑𝒃 − 𝟒𝒃𝟑 𝒄𝟐 2
another monomial 9
− 5𝑥 4
3. Apply the steps in 2𝑥𝑦 5

dividing monomials
(refer to table A)

D. Dividing Polynomial by another Polynomial

METHOD 1: LONG DIVISION

𝟕𝒙 + 𝟒
Divisor – the number Dividend – the
that divides the 𝑥 − 2√7𝑥 2 − 10𝑥 − 8 number to be
dividend − 7𝑥 2 − 14𝑥 divided.

4𝑥 − 8
− 4𝑥 − 8
0
STEPS:
1. Divide the first term of the dividend (7𝑥 2 ) by the first term of the divisor (𝑥). The result is 7𝑥
2. Write 7𝑥 on top of the dividend aligned to the term with the same exponent/degree which is
−10𝑥
3. Multiply (7𝑥) by the divisor (𝑥 − 2), obtaining 7𝑥 2 − 14𝑥
4. Subtract 7𝑥 2 − 14𝑥 from 7𝑥 2 − 10𝑥. The result is 4𝑥.
5. Bring down −8, obtaining 4𝑥 − 8 as the new dividend
6. Divide 4𝑥 by 𝑥. The result is 4. Add the result to the previous quotient 7𝑥
7. Multiply 4 by 𝑥 − 2. The product is 4𝑥 − 8 which is subtracted to the new dividend 4𝑥 − 8.
The result is 0.

METHOD 2: SYNTHETIC DIVISION is another way to divide a polynomial by a binomial in the form
(𝑥 − 𝑐), where 𝒄 is a constant.
7𝑥 2 − 10𝑥 − 8
𝑥−2

#Make Every Learner Love Mathematics P a g e | 61

Step 1: Set up the synthetic division and equate the divisor to zero, then solve.
𝑥 − 2 = 0 → the divisor in the form (𝑥 − 𝑐)
𝑥=2 → the value of 𝑐 is 2

Coefficients of the dividend

𝑐 (𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡) 2 7 -10 -8

Step 2: Bring down the leading coefficient

2 7 -10 -8

Step 3: Multiply 𝑐 by the value written on the bottom row. Place the result below the next coefficient
of the dividend

2 7 -10 -8
14
7

Step 4: Add the numbers in the column created.

2 7 -10 -8
14
7 4

Step 5: Repeat steps 3 and 4 until done.

2 7 -10 -8
14 8
Answer 7 4 0
Step 6: Write the answer.
Note that the last row is the coefficient of the quotient we have obtained. The degree of the
quotient is one less than the degree of the dividend.
DEGREE is the highest sum of exponents of all variables in a term.
Since the degree of the dividend is 2, then the degree of the obtained quotient is 1.
𝟕𝒙 + 𝟒 → answer

#Make Every Learner Love Mathematics P a g e | 62

 II. LEARNING COMPETENCY
Multiplies and divides polynomials (M7AL-IIe-2)

III. ACTIVITIES

Activity 1. Divide the following monomials and find the answer by matching column A
with column B.

COLUMN A COLUMN B
14𝑚2𝑛2 −3𝑚3
1. a.
7𝑚𝑛 𝑎 3 𝑛3
12𝑝6 𝑞6 𝑟 6
2. b. 2𝑚𝑛
−3𝑝4 𝑞2 𝑟
−36𝑎4𝑚5𝑛6
3. c. −4𝑝 2 𝑞4 𝑟 5
12𝑎7 𝑚2 𝑛9
2𝑚4
8𝑚𝑛−5 d.
4. 5𝑛7
20𝑚−3𝑛2
e. −3𝑎3 𝑚3 𝑛3

Activity 2. Divide the polynomial by a monomial

24𝑏2𝑐−32𝑏5𝑐 3
1.
8𝑏2 𝑐
28𝑚5𝑥 5 −44𝑚6 𝑥 6 −12𝑚4 𝑥 3
2.
−4𝑚7𝑥 2
32𝑎5𝑦 4−80𝑏𝑦 3 +64𝑐𝑦 2 −96𝑑𝑦
3.
16𝑦

−24𝑥 4 𝑦+15𝑥 8𝑦 3
4.
12𝑥 2 𝑦 5

Activity 3. Divide the following polynomials using a method you prefer.

𝑥 2 +7𝑥+10
1.
𝑥+5
𝑥 2 −9𝑥+18
2.
𝑥−3

Activity 4. Problem Solving

Directions: Read and solve the problem below.
A rectangular lot has an area of 𝑥 2 + 7𝑥 + 12 𝑚2 and a length measuring (𝑥 + 4)𝑚.
What is the measure of its width? Show your solution and choose the method you want to use.
Area of a Rectangle = Length x Width
𝐴 = 𝐿∙𝑊

𝐴 = 𝑥 2 + 7𝑥 + 12 𝑚2 𝑊 =?

(𝑥 + 4)𝑚

#Make Every Learner Love Mathematics P a g e | 63

 IV. REFLECTION
Answer the following questions:
1. What have you learned after doing the different activities?
_________________________________________________________________________
_________________________________________________________________________
2. Using the image below, draw on your notebook your over-all emotion in doing the
activity.

Male Female
V. REFERENCES
• Dividing a Polynomial by a Monomial. (n.d.). Retrieved from mesacc.edu:
https://www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/monomial/divide_m
onomial.html
• Leon, C. M., & Bernabe, J. G. (2007). Elementary Algebra. JTW Corporation.
• Worksheet on Dividing Monomials | Divide a Monomial by a Monomial | Answers.
(n.d.). Retrieved from www.math-only-math.com: https://www.math-only-
math.com/worksheet-on-dividing-monomials.html
• WTAMU Math Tutorials and Help. (n.d.). Retrieved from wtamu.edu:
https://www.wtamu.edu/academic/anns/mps/math/mathlab/col_algebra/col_alg_tut37
_syndiv.htm

Prepared by:

EDELYN D. DAVE
Manito National High School

#Make Every Learner Love Mathematics P a g e | 64

P a g e | 65 #Make Every Learner Love Mathematics
A.
1. 𝑏 C.
B.
2. 𝒄 1. 𝑥 + 2
1. 3 − 4𝑏 3 𝑐 2
3. 𝑎 −7𝑥 3 11𝑥 4 3𝑥 2. 𝑥 − 6
2. 𝑚2
+ 𝑚
+ 𝑚3
4. 𝑑
3. 2𝑎5 𝑦 3 − 5𝑏𝑦 2 + 4𝑐𝑦 − 6𝑑
−2𝑥 2 5𝑥 6
4. +
𝑦4 4𝑦 2
ANSWER KEY VI.
 MATHEMATICS 7
Quarter 2 Week 6
Name:_____________________________ Section: _______________ Date:___________
I.

LEARNING ACTIVITY SHEET

USING MODELS AND ALGEBRAIC METHODS TO FIND THE: (A) PRODUCT OF TWO
BINOMIALS; (B) PRODUCT OF THE SUM AND DIFFERENCE OF TWO TERMS; (C)
SQUARE OF A BINOMIAL; (D) CUBE OF A BINOMIAL; (E) PRODUCT OF A BINOMIAL
AND A TRINOMIAL

I. BACKGROUND INFORMATION FOR LEARNERS

In this activity sheet, you will learn how to use models and algebraic methods to find special
products. These are mathematical expressions in which factors are combined to form products.
It is called “special” because they do not need long solutions, you must analyze the structure of
the factors to come up with shortcuts or patterns in multiplying them.
Using the laws of exponents, you will be able to find the: (a) product of two binomials; (b)
product of the sum and difference of two terms; (c) square of a binomial; (d) cube of a binomial;
and (e) product of a binomial and a trinomial.
A. PRODUCT OF TWO BINOMIALS
When multiplying a binomial by another binomial, each term of the first binomial must be
multiplied by each term of the second binomial. Then, like terms are combined.

The general formula for the product of two binomials

(𝒂 + 𝒃)(𝒄 + 𝒅) = 𝒂𝒄 + 𝒂𝒅 + 𝒃𝒄 + 𝒃𝒅
Example: Find the product of (x + 1) and (x + 8).
(𝑥 + 1)(𝑥 + 8) = 𝑥 2 + 8𝑥 + 𝑥 + 8
= 𝑥 2 + 9𝑥 + 8
To help you remember how to obtain the product, use the acronym FOIL which
stands for First terms, Outer terms, Inner terms, and Last terms.
Thus, to multiply (x + 4) by 3x – 3, follow the steps below:

Multiply the First terms, x F L

and x, to get 𝑥 2 . x2 8
Multiply the Outer terms, x (x + 1) (x + 8)
and 8, to get 8x. x
Multiply the Inner terms, 1 I
and x, to get x. 8x
O
Multiply the Last terms, 1
and 8, to get 8.

Then combine similar terms of the resulting polynomial whenever possible. Thus,
(𝑥 + 1)(𝑥 + 8) = 𝑥 2 + 8𝑥 + 𝑥 + 8
= 𝒙𝟐 + 𝟗𝒙 + 𝟖

#Make Every Learner Love Mathematics P a g e | 66

 Aside from algebraic method, you can also use algebra tiles as models to find the
product of two binomials as follows:

x2 x 1 -x2 -x -1
By using these tiles, you can represent same binomials.
Example 1:

• x+1 →

• x+3 →

To multiply these models, you do it this way:

Fill out the tiles bounded by the
broken dots;

which is x2 + 4x + 3

Example 2
• 2x – 1 →

• -x + 1 → As observed, when is multiplied to

results to because (-)(+) results to (-).
Therefore, the product is

However, and results to zero and you

call them zero pairs. So, the remaining tiles
are:
or -2x2 + x + 1

#Make Every Learner Love Mathematics P a g e | 67

 B. SQUARE OF A BINOMIAL

The square of a binomial is the square of the first term plus (or minus) twice the product
of the two terms plus the square of the last term.
(𝒙 + 𝒚)𝟐 = 𝒙𝟐 + 𝟐𝒙𝒚 + 𝒚𝟐
(𝒙 − 𝒚)𝟐 = 𝒙𝟐 − 𝟐𝒙𝒚 + 𝒚𝟐
Example:
Simplify (4𝑥 − 2𝑦)2 .

(4𝑥 − 2𝑦)2 = (4𝑥 − 2𝑦)(4𝑥 − 2𝑦) = 16𝑥 2 − 16𝑥𝑦 + 4𝑦 2

When you use these special products patterns, remember that x and y can be
numbers, variables, or even algebraic expressions.
Trinomials of the form 𝑥 2 + 2𝑥𝑦 + 𝑦 2 𝑜𝑟 𝑥 2 − 2𝑥𝑦 + 𝑦 2 are called perfect square
trinomials because each is the result after squaring a binomial.
Example:

(𝑥 + 2)2 = (𝑥)2 + 2(𝑥)(2) + (2)2 = 𝑥 2 + 4𝑥 + 4

Square Twice Square
of the the of the
first product last
term of the term
two
terms
Using models, x + 2 →

Therefore, counting the tiles, you

will get x2 + 4x + 4.

C. PRODUCT OF THE SUM & DIFFERENCE OF TWO TERMS

The general form of the product of the sum and difference of two terms such as x and y
is:
(𝒙 + 𝒚)(𝒙 − 𝒚) = 𝒙𝟐 − 𝒚𝟐

#Make Every Learner Love Mathematics P a g e | 68

Example:
Find the product of (𝑥 + 2) 𝑎𝑛𝑑 (𝑥 − 2).
(𝑥 + 2)(𝑥 − 2) = 𝑥 2 − 2𝑥 + 2𝑥 − 4

= 𝑥2 − 4
Using models, (x + 2) → and (x – 2) →

Therefore, since there are two

zero pairs, and counting the
remaining tiles, you have x2 – 4.

D. CUBE OF A BINOMIAL
The cube of a binomial (x+y) is the sum of the four terms where each term can be outlined as
follows:
First term – the cube of x
Second term – three times the product of 𝑥 2 and y
Third term – three times the product of x and 𝑦 2
Fourth term – the cube of y

CUBE OF A BINOMIAL
(𝒙 + 𝒚)𝟑 = 𝒙𝟑 + 𝟑𝒙𝟐 𝒚 + 𝟑𝒙𝒚𝟐 + 𝒚𝟑
(𝒙 − 𝒚)𝟑 = 𝒙𝟑 − 𝟑𝒙𝟐 𝒚 + 𝟑𝒙𝒚𝟐 − 𝒚𝟑
Example:

Simplify (2𝑥 + 5)3 .

𝐹𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 − 𝑐𝑢𝑏𝑒 𝑜𝑓 2𝑥 𝑜𝑟 (2𝑥)(2𝑥)(2𝑥) 𝑜𝑟 𝟖𝒙𝟑

𝑆𝑒𝑐𝑜𝑛𝑑 𝑡𝑒𝑟𝑚 − 𝑡ℎ𝑟𝑒𝑒 𝑡𝑖𝑚𝑒𝑠 𝑡ℎ𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 (2𝑥)2 𝑎𝑛𝑑 5 𝑜𝑟 3(2𝑥)2 (5)𝑜𝑟 𝟔𝟎𝒙𝟐

𝑇ℎ𝑖𝑟𝑑 𝑡𝑒𝑟𝑚 − 𝑡ℎ𝑟𝑒𝑒 𝑡𝑖𝑚𝑒𝑠 𝑡ℎ𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 2𝑥 𝑎𝑛𝑑 (5)2 𝑜𝑟 3(2𝑥)(25)𝑜𝑟 𝟏𝟓𝟎𝒙

𝐹𝑜𝑢𝑟𝑡ℎ 𝑡𝑒𝑟𝑚 − 𝑡ℎ𝑒 𝑐𝑢𝑏𝑒 𝑜𝑓 5 𝑜𝑟 (5)3 𝑜𝑟 𝟏𝟐𝟓

So, (2𝑥 + 5)3 = 𝟖𝒙𝟑 + 𝟔𝟎𝒙𝟐 + 𝟏𝟓𝟎𝒙 + 𝟏𝟐𝟓.

#Make Every Learner Love Mathematics P a g e | 69

 E. PRODUCT OF A BINOMIAL AND A TRINOMIAL

In multiplying a binomial and a trinomial in the form (𝑥 ± 𝑦)(𝑥 2 ± 𝑥𝑦 + 𝑦 2 ), first, identify the
following characteristics of its factors before using the pattern:

1. The first term of the trinomial is the square of the first term of the binomial.
2. The second term of the trinomial is the additive inverse of the product of the first and
second terms of the binomial.
3. The third term of the trinomial is the square of the second term of the binomial.

Thus, the general form can be stated as follows:

(𝒙 + 𝒚)(𝒙𝟐 − 𝒙𝒚 + 𝒚𝟐 ) = 𝒙𝟑 + 𝒚𝟑 , the product is called sum of two cubes
(𝒙 − 𝒚)(𝒙𝟐 + 𝒙𝒚 + 𝒚𝟐 ) = 𝒙𝟑 − 𝒚𝟑 , the product is called difference of two cubes
Example:

Find the product of (𝑥 + 2) 𝑎𝑛𝑑 (𝑥 2 − 2𝑥 + 4).

(𝑥 + 2)(𝑥 2 − 2𝑥 + 4) = 𝑥 3 + (2)3 = 𝑥 3 + 8

II. LEARNING COMPETENCY

Uses models and algebraic methods to find the: (a) product of two binomials; (b)
product of the sum and difference of two terms; (c) square of a binomial; (d) cube of a
binomial; (e) product of a binomial and a trinomial. (M7AL-IIe-g-1)

III. ACTIVITIES
Activity 1
A. Directions: Use algebra tiles to find the product of the following items below.
1. (x + 4)(2x – 2)
2. (2x – 3)(2x + 3)
B. Directions: Given the models below, find the product of each item.
3. 4.

#Make Every Learner Love Mathematics P a g e | 70

 Activity 2: Complete Me
Directions: Complete the crossword polynomial by finding the indicated product below.
Show your solution in a separate sheet.

Across Down
1. (𝑎 + 3)(𝑎 + 3) 1. (𝑎 + 9)(𝑎 − 9)
4. (𝑏 + 4𝑎)2 2. (3 + 𝑎 + 𝑏)2
5. (2𝑎)(−8𝑎 + 3𝑎) 3. (3𝑏 − 4𝑎)(3𝑏 − 4𝑎)
6. (𝑏 − 2)(𝑏 − 4) 5. (−4𝑎 + 𝑏)(4𝑎 + 𝑏)

9. (−2𝑎)(𝑏 + 3 − 2𝑎) 7. (2 − 𝑎)(4 − 𝑎)

11. (5𝑏 2 + 7𝑎2 )(−5𝑏 2 + 7𝑎2 ) 8. (4𝑎3 − 5𝑏 2 )(4𝑎3 + 5𝑏 2 )

12. (𝑎 − 6𝑏)(𝑎 + 6𝑏) 10. (2𝑎 + 6𝑏)(2𝑎 − 6𝑏)

Activity 3
Directions: Find each product. Show your solution in a separate sheet.

1. (2𝑥 + 5)2 = _________

2. (2𝑥 − 1)(4𝑥 2 + 2𝑥 + 1) = _________
3. (𝑥 + 5)3 = _________
4. (7𝑥 − 3)(2𝑥 + 4) = _________
5. (2𝑥 − 4𝑦)((2𝑥 + 4𝑦) = ________

IV. REFLECTION
I learned that

I have questions on ____________________________________________________________

#Make Every Learner Love Mathematics P a g e | 71

 V. REFERENCES
• DEPED Mathematics- Grade 7 Learner’s module
• Bernabe, J. Elementary Algebra
• Villano, M.L., et.al. Math for the 21st Century Learners Grade 7

Prepared by:

JAIRA M. KHARIL
Jovellar National High School

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P a g e | 73 #Make Every Learner Love Mathematics
Activity 3
1. 4𝑥 2 = 20𝑥 + 25
2. 8𝑥 3 − 1
3. 𝑥 3 + 15𝑥 2 + 7𝑥 + 125
4. 14𝑥 2 + 22𝑥 − 12
5. 4𝑥 2 − 16𝑦 2
Activity 2 Complete Me!
ANSWER KEY VI.
 MATHEMATICS 7
Quarter 2 Weeks 7 & 8A
Name: __________________________________Section:___________ Date:
LEARNING ACTIVITY SHEET

SOLVING PROBLEMS INVOLVING ALGEBRAIC EXPRESSIONS

I. BACKGROUND INFORMATION FOR LEARNERS

In this activity sheet, you will learn and understand on how to solve problems involving
algebraic expressions. An algebraic expression is a variable, a constant, or a combination
of both that may relate to any of the four fundamental operations. Algebraic expressions may
be classified according to the number of terms. In solving problems involving algebraic
expression, follow these steps.

STEPS IN SOLVING WORD PROBLEMS INVOLVING ALGEBRAIC

EXPRESSIONS
STEP 1: Read through the problem carefully and figure out what it's about.
• What is asked in the problem?
• What information do you already have?
STEP 2: Represent unknown numbers with variables.
• Write the expressions or equations needed.
STEP 3: Solve for the value of the variables.
STEP 4: Write the answer.
• Does it answer the question to the problem?
STEP 5: Check your answer.

Illustrative Example 1: Emelia is 3 years older than Lily. The sum of their ages is 39. Find
the age of Emelia and Lily.
Solution:
Step 1: Read through the problem carefully and figure out what it's about.
The problem is asking the age of Emelia and Lily.
Step 2: Represent unknown numbers with variables.
Let 𝑥 =Emelia's age
𝑥 + 3 =Lily's age
Then 𝑥 + (𝑥 + 3) = 39
Step 3: Solve for the value of the variables.
In solving, we obtain
𝑥 + (𝑥 + 3) = 39
2𝑥 + 3 = 39 Add similar terms.
2𝑥 + 3 − 3 = 39 − 3 Subtract both sides of the equation by 3.
2𝑥 = 36
2𝑥 36
= Divide both sides of the equation by 2.
2 2
𝒙 = 𝟏𝟖
Substitute the value of 𝑥,
𝑥 = 18 Emelia's age 𝑥+3
18 + 3 = 21 Lily’s Age
Step 4: Write the answer.
Emelia's age is 21 while Lily's age is 18.

Step 5: Check your answer.

𝟐𝟏 + 𝟏𝟖 = 𝟑𝟗

#Make Every Learner Love Mathematics P a g e | 74

 Illustrative Example 2: A garden plot is plowed to form a rectangle measuring (3𝑎 + 5)
meters in length by (2𝑎) meters in width. What is the area of the garden plot?

Solution:
Step 1: Read through the problem carefully and figure out what it's about.
The problem is asking the area of the garden plot.
Step 2: Represent unknown numbers with variables.
Length = 3𝑎 + 5
Width = 2𝑎
Step 3: Solve for the value of the variables.
Since the formula in finding the perimeter of a rectangle is
𝑨𝒓𝒆𝒂 = 𝒍𝒆𝒏𝒈𝒕𝒉 𝒙 𝒘𝒊𝒅𝒕𝒉, we obtain,
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑙𝑜𝑡 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑥 𝑤𝑖𝑑𝑡ℎ
= (3𝑎 + 5)(2𝑎) Multiply binomial by monomial.
= (3𝑎)(2𝑎) + (3𝑎)(2𝑎)
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑙𝑜𝑡 = (6𝑎2 + 4𝑎) 𝑆𝑞𝑢𝑎𝑟𝑒 𝑀𝑒𝑡𝑒𝑟𝑠.
Step 4: Write the answer.
The area of the garden plot is (𝟔𝒂𝟐 + 𝟒𝒂) square meters.
Step 5: Check your answer.
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑙𝑜𝑡 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑥 𝑤𝑖𝑑𝑡ℎ
(6𝑎2 + 4𝑎) = (3𝑎 + 5)(2𝑎)
(6𝑎2 + 4𝑎) = (6𝑎2 + 4𝑎)

II. LEARNING COMPETENCY

Solves problems involving algebraic expressions (M7AL-IIg-2)

III. ACTIVITIES

ACTIVITY 1: FILL ME CORRECTLY

Directions: Read the problem below and answer the following questions:

Mary Ann is 5 years younger than her friend. If the sum of their ages is 61, how old is
her friend?

1. What is being asked in the problem?

_________________________________________________________________________

2. What expression represents the age of Mary Ann?

_________________________________________________________________________

3. Write an expression that represents the age of Mary Ann's friend.

_________________________________________________________________________

4. Write an expression that represents the sum of Mary Ann and her friend's age.
_________________________________________________________________________

5. What is the answer to the problem "How old is Mary Ann's friend?"
_________________________________________________________________________

#Make Every Learner Love Mathematics P a g e | 75

Activity 2: WORDPLAY
"I am the Arabic word for Algebra."
Find it out by decoding the hidden message below.
Directions: Solve the following problems and match Column A with its answer in Column B
to know the Arabic word for algebra. Write the correct answer on your answer sheet.
COLUMN A COLUMN B
4 3 2
1. A rock garden has an area of 6𝑥 + 9𝑥 + 15𝑥 . If its B. 18 and 19
width is 3𝑥 2 , what is the length?
2. A rectangular measure 𝑥 + 7 m long and 𝑥 + 4 m wide. R. 29 and 21
What is the area?
3. Two brothers bought together 10 books. One bought four A. 2𝑥 2 + 3𝑥 + 5
books. How many books did the other brother buy?
4. The sum of two consecutive numbers is 37. What are the L. 𝑥 2 + 11𝑥 + 28
numbers?
5. A class of 50 students is divided into two groups; one J. 6
group has eight less than the other; how many are in
each group? E. 28 and 19
________ ________ - ________ ________ ________ _________
1 2 3 1 4 5
Activity 3: SOLVE ME COMPLETELY
Directions: Solve and show the complete solution on the following problems. Write your
answers on your answer sheet.
1. Robert is 30 years younger than his mother. In 7 years, the age of the mother is
twice his age. How old is his mother?
2. The perimeter of a square house is 20 m. How long is each side of the house?
3. The sum of a number and 15 is 50. What is the number?
IV. RUBRIC (For Activity 3)
Score 4 3 2 1
Gives a correct Gives a correct Gives an answer Gives an
answer with answer and and solution, but answer but no
Description
complete and solution with solution is solution.
correct solution. minimal errors. incorrect.
V. REFLECTION
After solving all the activities in this lesson, I learned that

I have questions on

VI. REFERENCES
• DepEd, Mathematics – Grade 7, Learner’s Module
• Bernabe, J. Elementary Algebra
• Passy World. (2012). Algebra Expressions in Word Problems. Slideshare.
https://pt.slideshare.net/bigpassy/algebra-expressions-in-word-problems
• Mid Michigan Community College. (2010). Word Problems in Algebra. Slideshare.
https://www.slideshare.net/kkerr/word-problems-in-algebra

Prepared by:

ENER D. MILLANO
Jovellar National High School

#Make Every Learner Love Mathematics P a g e | 76

P a g e | 77 #Make Every Learner Love Mathematics
ACTIVITY 1:
ACTIVITY 3
1. Age of Marry Ann’s
1. 53 YEARS OLD friend
2. 5 M 2. 𝑥−5
3. 35 3. 𝑥
4. (𝑥 − 5) + 𝑥 = 61
5. 33
ACTIVITY 2:
A L - J A B R
1 2 3 1 4 5
VIII. ANSWER KEY
 MATHEMATICS 7
Quarter 2 Weeks 7 & 8B

Name: __________________________ Section: ______________ Date: ___________

LEARNING ACTIVITY SHEET

DIFFERENTIATING ALGEBRAIC EXPRESSIONS, EQUATIONS, AND

INEQUALITIES
I. BACKGROUND INFORMATION FOR LEARNERS
In order to progress and do well in mathematics, you need to learn and understand on
how to differentiate algebraic expressions, equations, and inequalities. This lesson allows you to
be skilled in computations and manipulations of algebraic expressions and sentences. Thus, the
difference of these three contexts is given below.
Algebraic Expression Algebraic Equation Algebraic Inequality
Definition A combination of numbers A statement that the The relation between two
and letters with signs of values of two expressions that are not
operations and/or grouping mathematical equal, employing an
symbols. This has not expressions are equal inequality sign.
neither equality nor (indicated by the sign =)
inequality signs.
Parts

Add ons: Add ons:

Add ons:
The symbol for equal sign The signs for inequality are
➢ 5x, 4y, and -3 are called
separates the equation as follows:
TERMS (these are
into two parts. It may be ➢ ≠ “not equal to”
separated by plus or
named using any of the ➢ > “is greater than”
minus sign).
following: ➢ < “is less than”
➢ Each term has LITERAL
➢ Equals ➢ ≥ “is greater than or
COEFFICIENT (variables)
➢ Is equal to equal to”
and NUMERICAL
➢ Is ➢ ≤ “is less than or equal
COEFFICIENT (number
➢ Yields to”
part)
Illustrative 16 x=4 -2 ≠ -(-2)
Examples -25x 2x = -5 2n > -5
2a + 3b + 5 m + 5 = -2 x<4
4x3 – 9x2 + 8 3a – 5 = a + 2 p + 5 ≥ -2
𝟓𝒙𝟐 −𝟐𝒚𝟑 2 = y2 + 4y 3y – 5 ≤ y + 2
√𝟑𝒙𝒚
√𝒃𝟐 − 𝟒𝒂𝒄

#Make Every Learner Love Mathematics P a g e | 78

 II. LEARNING COMPETENCY
Differentiates algebraic expressions, equations, and inequalities.
(M7AL-IIh-1-3)

III. ACTIVITIES

Activity 1: WHICH IS WHICH?

Directions: Read and understand each item carefully and choose the correct answer.

1. What is the difference between an expression and an equation?

a. An expression can include numbers, variables, combination of both and
operations while equation is two expressions that are equal.
b. An equation can include numbers, variables, combination of both and
operations while expression is two expressions that are equal.
c. There is no difference between equation and expression since they both
involve numbers, variables, operations, and sets.
d. Equation has a greater number of terms than expression.

2. Which of the following can be identified as an equation?

a. 3𝑥 + 7 – 27 c. 4 + 2 = 6
b. 35 - 𝑤 ≥ 7 d. 9 < 10

3. The following are algebraic inequalities, EXCEPT one. Which is not?

a. 2a + 5b > 12 c. 4x2 < 1
b. m ≥ 16 d. 4x + 5y = 2

4. Which statement is true and correct?

a. Inequalities and equations are subsets of Algebraic Expressions.
b. Algebraic expression has neither equality nor inequality sign.
c. Expressions, equations, and inequalities are the same thing.
d. All of the above

Activity 2: USE IT
Directions: Given the following terms and symbols below, make four algebraic
expressions, equations, and inequalities on space provided.
m + ≥ ≤ 4 8
a - ≠ 1 -5 9
2
t > 2 -6 0
h < = 3 -7 /

Algebraic Expressions Algebraic Equations Algebraic Inequalities

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.

#Make Every Learner Love Mathematics P a g e | 79

Activity 3: MAKE ME ALIVE
Directions: Differentiate algebraic expressions, equations, and inequalities by coloring
the illustration according to its classification using the given legend below:
Color Description
Brown Algebraic Expression
Yellow Algebraic Equation
Green Algebraic Inequality

y+3
n=0

2x + 5 = -12

3x + 5 = x – 12

2a + 5b
x+1
5x
y2
2s2 34
-34
-12m
2 1
b +ab
n < -4

5xyz m y2

Note: You may use any

coloring materials as long as
you follow the given colors in
the legend. Make your art
neat and attractive. Enjoy!

#Make Every Learner Love Mathematics P a g e | 80

 IV. REFLECTION
Directions: How did you grow as a Mathematician today? Answer each item below:
1. Describe a new strategy you learned in differentiating expressions, equations,
and inequalities._________________________________________________
2. What math word you have learned today and what does it mean?
______________________________________________________________
3. Illustrate how you feel about the lesson by drawing a sad face,
happy face or other feelings you felt after completing the activities.
Draw on your notebook.

V. RUBRIC
This rubric for scoring will be used for Activity 3 only.
Indicators Poor (1 pt) Fair (2 pts) Good (3 pts) Very Good (4 pts)
Neatness Coloring is Coloring is Coloring is Coloring is neat.
Coloring is messy. neat in some generally neat. Strokes are all going
neat. Strokes Strokes are areas. Strokes Strokes are in one direction.
are going in one going in vary some in often going in
direction. different direction. one direction.
directions.
Color Control Coloring is Some of the Coloring is Coloring is always
Coloring is out of the coloring is mostly within within the confines
within the lines. within the the confines of of the lines.
confines of the confines of the the lines.
lines. lines.
Accuracy Some of the Most of the All of the All of the picture is
All required picture is picture is picture is colored accurately
parts of the uncolored or uncolored or colored and including areas
picture are with major with some done outside of the
colored. mistakes. mistakes. accurately. requirements.

VI. REFERENCES
• Eagle Coloring Pages. (2019). [Printable Illustration].
https://www.pinterest.ph/pin/619456123739524849/
• algebraic expression ~ A Maths Dictionary for Kids Quick Reference by Jenny
Eather. (2015). A Maths Dictionary for Kids (Quick Reference).
http://www.amathsdictionaryforkids.com/qr/a/algebraicExpression.html
• equation. (2021). The Merriam-Webster.Com Dictionary. https://www.merriam-
webster.com/dictionary/equation

Prepared by:

ROBERT R. BUIZA, JR.

San Agustin Integrated School

#Make Every Learner Love Mathematics P a g e | 81

P a g e | 82 #Make Every Learner Love Mathematics
Activity 1 WHICH IS WHICH?
1. A
2. C
3. D
4. B
Activity 2 USE IT
Answers may vary (Please refer to the definition of algebraic expression, equation,
and inequality for checking)
Activity 3 MAKE ME ALIVE
ANSWER KEY VII.
 MATHEMATICS 7
Quarter 2 Weeks 7 & 8C
Name: ________________________________ Section: ____________ Date: _________

LEARNING ACTIVITY SHEET

ILLUSTRATING LINEAR EQUATIONS AND INEQUALITIES IN ONE VARIABLE

I. BACKGROUND INFORMATION FOR LEARNERS

In the previous lesson, you translate verbal phrases to mathematical symbols which
become an algebraic expression. This learning activity sheet serves as your self-learning
guide and facilitates lesson comprehension as it specifically aims your mastery on
illustrating linear equations and inequalities in one variable.
A LINEAR EQUATION in one variable is a mathematical sentence of degree 1 that
can be written in the form of ax + b = 0, where a and b are real numbers and a ≠ 0.

LINEAR TERM CONSTANT TERM

ax + b = 0
In the equation, ax is the linear term and b is the constant term.
Example: 5x + 10 = 0, In the equation, 5x is the linear term and 10 is the constant
term.
Verbal Translation Mathematical Translation
The sum of a number and seven is fourteen. x + 7 = 14

LINEAR INEQUALITY contains polynomial whose highest exponent or degree is 1. An

inequality is like an equation, but instead of an equal sign (=) it has one of these symbols:
SYMBOL MEANING EXAMPLE READ AS
< Less than or “is less than” 𝑥<2 x is less than 2
> Greater than or “is greater 𝑥 +1>0 x + 1 is greater than zero
than”
≤ Less than or equal to y≤5 y is less than or equal to 5
≥ Greater than or equal to 6 ≥ 𝑥 +2 6 is greater than or equal
to x+2

#Make Every Learner Love Mathematics P a g e | 83

 Illustrative Examples:
These are linear inequalities because the degree is 1 and contains inequality symbols.
1. )𝑥 + 2 > 4 2. )3𝑠 − 𝑠 < 0 3. )5𝑦 ≤ 15
𝟐𝒙 + 𝟓𝒙 = 𝟑 → This is not linear inequalities since the degree is not 1 and has an
2

equal sign.

Examples: Translate the given statements into mathematical sentences and tell if they
illustrate linear equations, or linear inequality.
1. The difference between six times the number and eight is greater than 15.
Answer: 6x - 8 > 15 Linear Inequality
2. The sum of a number and seven is fourteen.
Answer: x + 7 = 14 Linear Equation

II. LEARNING COMPETENCY

Illustrates linear equations and inequalities in one variable. (M7AL-IIh-4)

III. ACTIVITIES
ACTIVITY 1: CHOOSE IT RIGHT
Directions: Read and understand the following problems. Choose the letter of the correct
mathematical representation for the given situations. Write the letter of your answer on the space
provided.

Problem 1 is done for you

_a____1. The sum of two consecutive even integers is 162.
a. x + (x + 2) = 162 c. x + (x + 1) = 162
b. x + 2x = 162 d. 2x + 1 = 162
2. Angel’s age is twice the age of Gideon 5 years ago. The sum of their ages now is 35.
Complete the table below.
Age now Age 5 years ago
GIDEON __________ (x – 5)
ANGEL 2(x - 5) = 2x –10 __________
______3) Based on item number 2. What is the equation formed?
a. 2x –10 b. (x - 5) c. x + 2x – 10 = 35 d. 2(x - 5) = 2x

#Make Every Learner Love Mathematics P a g e | 84

 ______4.) The perimeter of rectangular garden is 240 meters. The length of the garden is denoted
by x meters and the width is 2x meters. Find the resulting equation.
a. p = 2 + x + 2x b. 240 =2(x + 2x) c. 240 = 2(2x + 2x) d. 240 = 240

ACTIVITY 2: MATH PRACTICE

Directions: State an inequality that described in the following problems. Write your answer on
your notebook.
____________1.) If seven is subtracted from six times a number, the result is at least 20.
____________2.) Ana’s age is twice the age of Yna. The sum of their ages does not exceed 41.
____________3.) The sum of three consecutive integers is greater than 58.

ACTIVITY 3. TEST YOURSELF!

Directions: Write a verbal problem that will lead to the given linear equation and inequality in one
variable.
Given Verbal Problem
1. x + (y + 1) = 24

2. 3x – 4 < 5

IV. REFLECTION
Draw on your notebook the emoticon that best describes your feelings.

#Make Every Learner Love Mathematics P a g e | 85

V. RUBRIC (For Activity 3)

INDICATORS POINTS
1 2 3
Math Content Demonstrate a Demonstrate a Demonstrate a
limited knowledge general general
and application of knowledge and knowledge and
math. application of application of
math. math.
Use of Mathematical No mathematical Some Mathematical
Terminology terminology is mathematical Terminology is
used. terminology is presented and
presented but not used correctly.
correctly used.
Neatness/Presentation With more than 1 With erasures but Ideas were
erasures/Idea is Idea is logically logically
not logically presented. presented
presented without erasure.
Accuracy Illustrated verbal Illustrated verbal Illustrated verbal
problem is not problem is problem is very
accurate. moderately accurate.
accurate.

VI. REFERENCES
• Morante, S. Exploration and Application Elementary Algebra workbook, MBA Pages
104-106.
• Printed/Text-Based: DepEd SLM – Schools Division of Pasig City (Quarter 2- Self
Learning Module 15: Illustrating Linear Equations and Inequalities in one Variable

Prepared by:

MARIBEL C. ALCANTARA
Nagotgot High School

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P a g e | 87 #Make Every Learner Love Mathematics
Activity 1 Activity 2 Activity 3
2. x, 2x – 15 1.) 6x -7 ≥ 20 Student’s answer may
3. C vary.
2.) 2.) x+2x ≤ 41
4. A
3.) 𝑥 + ሺ𝑥 + 1) + ሺ𝑥 + 2) > 58
ANSWER KEY VII.
 MATHEMATICS 7
Quarter 2 Week 9A
Name: ________________________ Section: ________________ Date: ________
LEARNING ACTIVITY SHEET
FINDING THE SOLUTION OF LINEAR EQUATIONS OR INEQUALITIES IN ONE
VARIABLE

I. BACKGROUND INFORMATION FOR LEARNERS

The real power of equations is that they provide a very precise way to describe
various features of the world. (That is why a solution to an equation can be useful,
when one can be found). Predictions made based on the fundamental equations of
matter have been experimentally verified to many places of decimals.
A system of linear inequalities is often used to determine the best solution to a
problem. This solution could be as simple as determining how many of a product
should be produced to maximize a profit or as complicated as determining the correct
combination of drugs to give a patient.
➢ Properties of Equality
Let a, b, and c be real numbers.
Reflexive Property : a=a
Examples : 3=3 ; 7=7
Symmetric Property : If a = b, then b = a
Examples : If 3 + 5 = 8, then 8 = 3 + 5
If 20 = (4)(5), then (4)(5) = 20
Transitive Property : If a = b and b = c, then a = c
Examples : If 8 + 5 = 13 and 13 = 6 + 7,
then 8 + 5 = 6 + 7
If (8)(5) = 40 and 40 = (4)(10),
then (8)(5) = (4)(10)

Addition Property of Equality : If a = b, then a + c = b + c

Examples : If 3 = 3, then 3 + 2 = 3 + 2
Subtraction Property of Equality : If a = b, then a – c = b – c
Examples : If 3 = 3, then 3 - 2 = 3 - 2
If 3 + 5 = 8, then (3 + 5) - 3 = 8 – 3

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Multiplication Property of Equality : If a = b, then ac = bc
Examples : If 3 = 3, then (3)(2) = (3)(2)
If (4)(6) = 24, then (4)(6)(3) = (24)(3)
𝑎 𝑏
Division Property of Equality : If a = b, then =
𝑐 𝑐
(4)(6) 24
Examples : If (4)(6) = 24, then =
3 3

➢ Solving Linear Equations in One Variable

Recall that
• if the same number is added to the left and right members of an equation,
the resulting sums are equal.
• if the same number is subtracted from the left and right members of an
equation, the difference is equal.
• If the left and right members of an equation are multiplied by the same
number, the products are equal.
• If the left and right members of an equation are divided by the same
nonzero number, the quotients are equal.

To illustrate how this property is applied in solving linear equations in one

variable, study the illustrative examples that follow:
Illustrative Examples:
A. x–5=8
x–5+5=8+5 ; Add 5 to both sides of the equation
x + 0 = 13
x = 13

B. x – 12 = - 18
x – 12 + 12 = -18 + 12 ; Add 12 to both sides of the equation
x + 0 = -6
x = -6

C. x+4=6
x+4–4=6–4 ; Subtract 4 from both sides of the equation
x+0=2
x=2

D. x + 12 = -25
x + 12 – 12 = - 25 – 12 ; Subtract 12 from both sides of the equation
x + 0 = -37
x = -37

#Make Every Learner Love Mathematics P a g e | 89

 𝑥
E. =3
2
𝑥
2 ∙ =3∙2 ; Multiply both sides of the equation by 2.
2
x=6
𝑥
F. = -5
7
−𝑥
7 ∙ = -5 ∙ 7 ; Multiply both sides of the equation by 2.
7
-x = -35
(-1)(-x) = (-35)(-1) ; Multiply both sides by -1.
x = 35
G. 5x = 35
5𝑥 35
= ; Divide both sides of the equation by 5.
5 5
x=7
H. 12y = -72
12𝑦 −72
12
= 12
; Divide both sides of the equation by 12.
y = -6
I. 2x + 3 = 9
2x + 3 – 3 = 9 – 3 ; Subtraction property of equality.
2x = 6
2𝑥 6
=2 ; Division property of equality.
2
x=3
J. 5y – 4 = 12 – y
5y – 4 + 4 = 12 + 4 – y ; Addition property of equality.
5y = 16 – y
5y + y = 16 – y + y ; Addition property of equality.
6y = 16
6𝑦 16
= ; Division property of equality.
6 6
𝟖 2
y = 𝟑 or 𝟐 3
K. -3x + 15 = -2x – 3
-3x + 2x = -3 – 15 ; Subtraction property of equality
-x = -18 ; Note that the variable contains a negative
sign, So,
(-1) (-x) = (-18) (-1) ; Multiplication property of equality
x = 18

Note:

✓ The equation is divided into 2: the left-hand side and the right-hand side of the equation.
✓ It will be very helpful to isolate the terms with variable in one side of the equation and the
terms without variable on the other side.
✓ Remember to use the properties properly.
✓ Lastly, make sure that the sign of the variable is positive. When it happens to be negative,
➢ Properties of Inequality
multiply both sides by (-1) to make it positive.

#Make Every Learner Love Mathematics P a g e | 90

 Let a, b, and c be real numbers.
Addition Property of Inequality : If a < b, then a + c < b + c
Example : If 2 < 3, then 2 + 1 = 3 + 1
Subtraction Property of Inequality : If a = b, then a – c = b – c
Example : If 2 < 3, then 2 - 1 = 3 - 1
Multiplication Property of Inequality : If a = b, then ac = bc
Examples : If 2 < 3, then 2(2) < (3)(2)
If 2 < 3, then 2(-2) > (3)(-2)
𝑎 𝑏
Division Property of Inequality : If a = b, then =
𝑐 𝑐
2 3
Example : If 2 < 3, then 4 < 4
2 3
If 2 < 3, then −4 > −4

Notice that the inequality symbol is reversed when both sides of the inequality
are multiplied or divided by the same negative number.
Graphing Inequalities on a Number Line
Recall that solution of a linear inequality in one variable is a real number which
makes the inequality true when substituted to the variable. The set of all solutions of
an equality is called the solution set of the inequality.
The solution set of inequality may be represented on a number line.
Consider the graph of an inequality on a number line.
Illustrative Examples

A. Graph 𝑥 > 6 on a number line.

0 1 2 3 4 5 6 7 8 9 10
The ray indicates that the solution set of 𝑥 > 6 consists of all numbers greater than 6.
The open circle on 6 indicates that 6 is not included in the solution set.
Solution Set: 𝑥 ∈ [6, ∞)
B. Graph 𝑥 ≤ −1 on a number line.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4
The ray indicates that the solution set of 𝑥 ≤ −1 consists of all numbers less than or
equal to -1. The solid circle on -1 indicates that -1 is included in the solution set.
Solution Set : 𝑥 ∈ (− ∞, −1)

#Make Every Learner Love Mathematics P a g e | 91

C. Solve 𝑥 − 2 > 6 and graph the solution set.
Solution:
𝑥−2>6
𝑥−2+2>6+2 Add 2 to both sides of the inequality.
𝑥+0>8 Additive inverse property
𝒙>𝟖
The graph of the solution set is:

0 1 2 3 4 5 6 7 8 9 10 11 12
Solution Set : 𝑥 ∈ [8, ∞)

D. Solve 𝑥 + 15 ≤ −7 and graph the solution set.

Solution:
𝑥 + 15 ≤ −7
𝑥 + 15 − 15 ≤ −7 − 15 Subtract 15 to both sides of the inequality.
𝑥 + 0 ≤ −22 Additive inverse property
𝒙 ≤ −𝟐𝟐

The graph of the solution set is:

-29 -28 -27 -26 -25 -24 -23 -22 -21 -20 -19 -18 -17
Solution Set: 𝑥 ∈ (−∞, −22)

II. LEARNING COMPETENCY

Finds the solution of linear equation or inequality in one variable (M7AL–IIi –1)

III. ACTIVITIES
A. Tell what property of equality or inequality is illustrated in each statement.
1. 13 = 13 ____________________

2. If 6 + 2 = 8 and 8 = 5 + 3, then 6 + 2 = 5 + 3. ____________________

3. If (3)(5) = 15, then (3)(5)(4) = (15)(4). ____________________

4. If 4 > 2, then 4 + 15 > 2 + 15. ____________________

4𝑥 12
5. If 4x < 12, then < . ____________________
4 4

#Make Every Learner Love Mathematics P a g e | 92

 B. Give the correct expression to make a true statement.
1. If 2 + 6 = 8, then (2 + 6) + 3 = __________. (Addition Property of Equality)

2. If 4 < 6, then (4)(-4) > _____________. (Multiplication Property of Inequality)

3. If 4 < 6, then 4 – 1 < _______________. (Subtraction Property of Inequality)

4. If (3)(5) = 15, (3)(5)(2) = ____________. (Multiplication Property of Equality)

(6)(5)
5. If (6)(5) = 30, then = ______________. (Division Property of Equality)
5

C. Solve each of the inequality and graph the solution set.

1. 𝑥 + 7 = 1
16
2. = −4
𝑥

3. 𝑥 + 12 ≤ 12

4. −8𝑥 ≤ 72

5. 12𝑥 + 45 > 3𝑥

IV. RUBRIC (To be used by the Teacher on Activity 3)

Category 4 3 2 1

The student The student The student

The student
completed completed completed just
Completion completed
MOST of the SOME of the a LITTLE part
ALL the work.
work. work. of the work.

ALL parts of
MOST parts of SOME part of LITTLE part of
the graph
Representation the graph were the graph the graph were
were
correct. were correct. correct.
accurate.

The student
The student The student
understood The student
completely understood the
PART of the did not
Understanding understood problem and
problem but understand the
the problem MOSTLY
could not problem.
and solve it. soled it.
solve it.

The student The student The student

The student
tried to do tried to do tried to do just
Effort tried to do
MOST of the SOME of the a LITTLE of
ALL the work.
work. work. the work.

#Make Every Learner Love Mathematics P a g e | 93

V. REFLECTION
Rating Scale Self-Assessment

1. How do you feel about you learned today?

I feel confident I am feeling I still have some I feel really

in the content good with a little questions confused
we learned more practice
today and review

2. What is one thing you did today that you are proud of?
________________________________________________________________
________________________________________________________________

3. What are you excited for tomorrow?

________________________________________________________________
________________________________________________________________

VI. REFERENCES
• Alferez, A.S., & Lambino, A.E. (2019). MSA, Geometry.
• Oronce, O.A., Nonato, G., & Oraa, M.I. (1996). Mathematics First Edition.
• Fair, J., & Bragg, S.C. (n.d.). Prentice Hall Algebra I.
• Quarter 2 DepEd Module

Prepared by:

CHESTER LYN N. UGALINO

Marcial O. Memorial School

#Make Every Learner Love Mathematics P a g e | 94

P a g e | 95 #Make Every Learner Love Mathematics
A.
B.
1. Reflexive Property 1. 8+3
2. Transitive Property 2. (6) (-4)
3. Multiplication Property of 3. 6–1
Equality 4. (15) (2)
4. Addition Property of Inequality 30
5.
5
5. Division Property of Inequality
C.
1. x = -6
2. x = -4
3. x ≤ 0 / 𝑥𝜖(−∞, 0)
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5
4. g ≥ -9/ 𝑥𝜖(−9, ∞)
-14 -13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2
5. x > -5/ 𝑥𝜖(−5, ∞)
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5
ANSWER KEY VII.
 MATHEMATICS 7
Quarter 2 Week 9B
Name: ________________________ Section: _______________ Date: _________

SOLVING LINEAR EQUATION OR INEQUALITY IN ONE VARIABLE

INVOLVING ABSOLUTE VALUE BY (a) ALGEBRAIC METHOD (b) GRAPHING

I. BACKGROUND INFORMATION FOR LEARNERS

This activity sheet focuses on how to solve linear equation or inequality in one
variable involving absolute value using algebraic methods and by graphing.

KEY CONCEPTS

The ABSOLUTE VALUE of a real number r, written as ǀ𝐫ǀ is the non-negative

distance of the real number from zero on the number line. Mathematically, you may
𝐫 𝐫 ≥𝟎
define the absolute value as ǀ𝐫ǀ = {
𝐫 𝐫 <𝟎
The definition requires us to determine first the value of what is inside of the
absolute value symbol. Applying the definition of absolute value, you will see that
if 𝑥 = 8, then |8| = 8
if 𝑥 = 0, then |0| = 0
if 𝑥 = −8, then |−8| = −(−8) = 8
Thus, the absolute value of any real number is either a positive number or
zero. In other words, the absolute value of any real number is a non-negative
number. The equation |𝑥 | = 2 is equivalent to a combined equation containing or, a
disjunction. The equation has two solutions. Can you find them?
In the equation, |𝑥| = 2, 𝑥 is a number whose graph is 2 units from the origin
on a number line. That is, 𝑥 = 2 or 𝑥 = −2.
2 units 2 units

| | | | |
−2 −1 0 1 2

#Make Every Learner Love Mathematics P a g e | 96

 This suggests that to solve an equation that involves absolute value, first write
it as a disjunction, then solve the two resulting equations.

An inequality involving absolute value can be written as a combined inequality

containing either “and” / or “or”.

CAPSULE REVIEW
Conjunction: 𝑟 < 5 and 𝑟 > −2 can be written as −2 < 𝑟 < 5
Disjunction: 𝑥 > 0 or 𝑥 = 0 can be written as 𝑥 ≥ 0

KEY TAKEAWAYS

1. To solve an absolute value equation, such as |𝑥 | = 𝑝, replace it with the two

equations 𝑥 = −𝑝 and 𝑥 = 𝑝.
2. To solve an absolute value inequality involving “less than”, such as |𝑥 | ≤ 𝑝,
replace it with the compound inequality −𝑝 ≤ 𝑥 ≤ 𝑝 and then solve as usual.

✓ How to solve equations involving absolute value?

Step 1: Isolate the absolute value expression.
Step 2: Set the quantity inside the absolute value notations equal to + and
− quantity on the other side of the equation.
Step 3: Solve for the unknown in both equations.
Step 4: Check your answer analytically or graphically.

✓ How to solve an inequality with absolute value?

Step 1: Isolate the absolute value expression on the left side of the
inequality.
Step 2: If the number on the other side of the inequality sign is negative,
your equation either has no solution or all real numbers as solutions.

#Make Every Learner Love Mathematics P a g e | 97

Illustrative Examples:

1. Solve |𝑥 − 5| = 6 by algebraic method and graphing.

a. Solution by algebraic method
|𝑥 − 5| = 6 or 𝑥 − 5 = −6
𝑥−5=6 𝑥 = −6 + 5
𝑥 = 6+5 𝒙 = −𝟏
𝒙 = 𝟏𝟏
b. Solution by graphing
|𝑥 − 5| = 6. Look for values of x that are 6 units from 5 on the number
line.
6 units 6 units

| | | | | | | | | | | | | | |
−2 −1 0 1 2 3 4 5 6 7 8 9 10 11 12
So, the solution set is {11, −1}.

2. Solve |𝑦 − 2| > 4. Graph the solution set.

a. Solution using algebraic method:
Write |𝑦 − 2| > 4 as a disjunction.
𝑦−2>4 or 𝑦 − 2 < −4
𝑦 > 4+2 𝑦 < −4 + 2
𝑦>6 𝑦 < −2
The solution set is {𝑦: 𝑦 > 6 𝑜𝑟 𝑦 < −2}.
b. Solution by graphing
| | | | | | | | | | | | |
−3 −2 −1 0 1 2 3 4 5 6 7 8 9
Since |𝑦 − 2| represents the distance between y and 2 on a number line,
|𝑦 − 2| > 4 means that y is more than 4 units from 2. This suggests that if the
absolute value of an expression is greater than a given positive number, a
disjunction result.

II. LEARNING COMPETENCY

Solves linear equation or inequality in one variable involving absolute value
by: (a) algebraic methods; (b) graphing. (M7AL-Iii-j-1)

#Make Every Learner Love Mathematics P a g e | 98

III. ACTIVITIES

ACTIVITY 1. Match Me
Directions: Match each inequality in A with one of the statements in B.
1. |𝑥 | < 2 a. values of x are more than 0 units from 2
2. |𝑥 | ≥ 2 b. values of x are less than 2 units from the origin
3. |𝑥 − 2| > 0 c. values of x are more than 0 units from -2
4. |𝑥 + 2| > 0 d. the distance from x to the origin is 2 or more units
e. the distance from x to the origin is exactly 2 units

ACTIVITY 2: Be My Pair
Directions: Choose the graph of each item in the choices below.
| | | | | | | | |
1. a. |𝑦| > 1
−4 −3 −2 −1 0 1 2 3 4

| | | | | | | | |
2. b. |𝑦 + 1| > 2
−4 −3 −2 −1 0 1 2 3 4

| | | | | | | | |
3. c. |𝑦| ≤ 4
−5 −4 −3 −2 −1 0 1 2 3

| | | | | | | | |
4. d. |𝑦 + 2| < 3
−4 −3 −2 −1 0 1 2 3 4

ACTIVITY 3. Solve and Graph

Directions: Use algebraic method and graph the solution set on the number line.
1. |𝑧 + 7| = 8 3. |𝑧 + 5| < 2
2. |𝑥 − 1| = 4 4. |3𝑡 − 1| ≤ 5

#Make Every Learner Love Mathematics P a g e | 99

 IV. REFLECTION
1. Draw on your notebook the emoji that BEST describes your feeling about the
lesson.

___________ __________ __________

2. On the space provided below, write your comments or suggestions about the
lesson.
___________________________________________________________
V. RUBRIC (For Activity 3)
CRITERIA 3 points 2 points 1 point

All the items Some of the Most of the

ACCURACY are answered items are items are not
correctly with answered answered
solution correctly with correctly.
solution.

Illustrations of Illustrations has Illustrations has

NEATNESS/WORKMANSHIP graph has no few erasures/ many erasures/
erasures/ alterations. alterations.
alterations.

VI. REFERENCES
• Alferez, A.S., & Lambino, A.E. (2019). MSA, Geometry.
• Oronce, O.A., Nonato, G., & Oraa, M.I. (1996). Mathematics First Edition.
• Fair, J., & Bragg, S.C. (n.d.). Prentice Hall Algebra I.
• Bookshelves – Mathematics LibreTexts (n.d.)
https://math.libretexts.org>Bookshelves,Algebra,206

Prepared by:

MRS. LILIAN G. RANGEL

Marcial O. Raňola Memorial School

#Make Every Learner Love Mathematics P a g e | 100

 VII. ANSWER KEY

#Make Every Learner Love Mathematics P a g e | 101

 MATHEMATICS 7
Quarter 2 Week 9C
Name: ________________________ Section: ________________ Date: _________
LEARNING ACTIVITY SHEET

SOLVING PROBLEMS INVOLVING EQUATIONS

AND INEQUALITIES IN ONE VARIABLE

I. BACKGROUND INFORMATION FOR LEARNERS

Solving word problems involving algebraic expressions require translating

sentences to equations and inequalities, then solving those equations and inequalities.
The equations and inequalities you need to write will only involve basic arithmetic
operations and a single or few variable/s. Usually, the variable represents an unknown
quantity in a real-life scenario.

Example 1. The length of a rectangular garden measures 2 𝑚 more than twice the
measure of its width.
Perimeter refers to the distance around any polygon. The perimeter of
a rectangle is given by,
𝑷 = 𝟐𝒍 + 𝟐𝐰 or
𝑷 = 𝟐(𝒍 + 𝒘)
where,
P is the perimeter of the rectangle,
𝒍 is the length, and width
𝒘 is the width
length

a. Write an algebraic expression for the perimeter of the rectangular

garden.
b. If the width of the garden measure 4m, what is its perimeter?

#Make Every Learner Love Mathematics P a g e | 102

Solutions:
a. Let P be the perimeter of the rectangular garden,
𝒍 be the length, and
𝒘 be the width

Translate the verbal sentences in the problem to algebraic expressions or

equations.
“The length of a rectangular garden measures 2m more than twice the measure
of its width” is written as;
𝒍 = (𝟐𝒘 + 𝟐) 𝑚𝑒𝑡𝑒𝑟𝑠 more than indicates addition and
twice means to double or multiply by 2

𝑷 = 𝟐(𝒍 + 𝒘) Formula for the perimeter of a rectangle

𝑷 = 𝟐(𝟐𝒘 + 𝟐 + 𝒘) Substitute the value of 𝒍
𝑷 = 𝟐(𝟐𝒘 + 𝟐 + 𝒘) Combine like terms
𝑷 = 𝟐(𝟑𝒘 + 𝟐) 𝑚 The perimeter of the rectangular garden whose
length is 2 𝑚 more than twice the measure of its
width is 𝟐(𝟑𝒘 + 𝟐) 𝑚𝑒𝑡𝑒𝑟𝑠.

b. To find the perimeter of the garden whose width measures 4m, let us use the
equation. If 𝒘 = 𝟒 𝑚𝑒𝑡𝑒𝑟𝑠, then

𝑷 = 𝟐(𝟑𝒘 + 𝟐)𝑚 Perimeter of the rectangle

𝑷 = 𝟐(𝟑(𝟒) + 𝟐) Substitute the value of 𝒘
𝑷 = 𝟐(𝟏𝟐 + 𝟐) Simplify
𝑷 = 𝟐(𝟏𝟒) Multiply
𝑷 = 𝟐𝟖 𝑚 The perimeter of the rectangular garden whose
width measures 4 𝑚, is 𝟐𝟖 𝑚𝑒𝑡𝑒𝑟𝑠.

#Make Every Learner Love Mathematics P a g e | 103

Example 2. Consider the given figure below to answer the questions.

a. What is the area of the whole

rectangle?
b. What is the area of the shaded
rectangle?
c. Determine the area of the unshaded
region.
Solution:
The formula in finding the area of a rectangle is, 𝑨 = 𝒍𝒘
where; 𝑨 is the area of the rectangle,
𝒍 is the length, and
𝒘 is the width.

a. 𝑨 = 𝒍𝒘
𝑨 = (𝟑𝒙 + 𝟏) (𝟐𝒙 − 𝟏) The area of the rectangle is
represented by the expression
(3𝑥 + 1) (2𝑥 – 1) sq. units.
b. 𝑨 = 𝒍𝒘
𝑨 = (𝟑𝒙 + 𝟏) (𝒙) The area of the shaded rectangle is
(3𝑥 + 1)𝑥 sq. units or (3𝑥2 + 𝑥) sq. units

c. There are two ways on how to find the area of the unshaded region.
First, you can subtract the area of the shaded region from the area
of the rectangle.
𝑨(𝒖𝒏𝒔𝒉𝒂𝒅𝒆𝒅) = 𝑨(𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆) − 𝑨(𝒔𝒉𝒂𝒅𝒆𝒅)
= [(𝟑𝒙 + 𝟏)(2𝒙 − 𝟏)] − [(𝟑𝒙 + 𝟏)(𝒙)]
= (𝟑𝒙 + 𝟏)[(2𝒙 − 𝟏) − (𝒙)]
= (𝟑𝒙 + 𝟏)(2𝒙 − 𝒙 − 𝟏)
𝑨 = (𝟑𝒙 + 𝟏)(𝒙 − 𝟏)

The area of the shaded region is (𝟑𝒙 + 𝟏)(𝒙 − 𝟏) m2.

#Make Every Learner Love Mathematics P a g e | 104

 Second, determine the width of the unshaded rectangle by
subtracting 𝒙 from 𝟐𝒙 − 𝟏(the width of the rectangle).
𝒘 = 𝟐𝒙 − 𝟏 − 𝒙
𝒘 = 𝟐𝒙 − 𝒙 − 𝟏
𝒘=𝒙−𝟏 width of the unshaded
rectangle
𝑨 = 𝒍𝒘
𝑨 = (𝟑𝒙 + 𝟏)(𝒙 − 𝟏) The area of the shaded region
is (𝟑𝒙 + 𝟏)(𝒙 − 𝟏) sq. meters

Example 3.
In the first four tests each of 100 marks, Peter got 95, 72, 73, 83 marks. If he
wants an average of greater than or equal to 75 marks and less than 80 marks, find
the range of marks he should score in the fifth test.

Solution:
Let x be the marks of Peter in fifth test.
95+72+73+83+𝑥 Working inequality
75 ≤ ( ) < 80
5
323+𝑥 Simplify the terms inside the quantity
75 ≤ ( ) < 80
5

375 ≤ (323 + 𝑥 ) < 400 Multiply each side by 5

52 ≤ (323 + 𝑥 ) < 77 Subtract 323 from each side

So, Peter should score between 51 and 77 marks in his fifth test.

How do we solve problems

involving equations and inequality?

Steps in solving problems involving equations and inequality:

1. Define a variable
2. Translate sentences into algebraic expressions, equations and
inequality using the variables.
3. Solve the equation or the inequality.

#Make Every Learner Love Mathematics P a g e | 105

II. LEARNING COMPETENCY
Solves problems involving equations and inequalities in one variable.
(M7AL-IIj-2)

III. ACTIVITIES

A. Write an expression that gives the value of each quantity.

1. 9 times the sum of 6 and s
2. 3 less than twice x
3. the distance travelled at a rate of 𝑘 kilometers per hour in 𝑝 hours
4. the length of a rectangle whose area is 125𝑐𝑚2 if its width is 𝑟 𝑐𝑚.

B. Write an algebraic equation or inequality for each situation using the data
provided in the table below.

1. the number of calories 𝐶 in 𝑥 slices of bacon Food Calories

and a cup of rice. banana 105
2. the number of calories 𝐶 in a fruit bowl with 𝑎 apple 95
bananas, 𝑏 apples, and 𝑐 guavas. guava 38
3. The product of x and 7 is not greater than 21.
bacon slice 43
4. The ratio of x to 4 is not less than 9.
a cup of rice 206

C. Let’s Solve.

1. The cost of two pen and three notebooks is PhP 99.00. If the A notebook
costs one peso more than twice the price of the pen, find the cost of a pen
and a notebook.
2. John has PhP 5,000.00 in a savings account at the beginning of summer
vacation. He wants to have at least PhP 2,000.00 in the account by the end
of the summer and PhP 250.00 for his personal expenses.
a. Write an inequality that represents John’s situation.
b. How many weeks can John withdraw money from his accounts?
Justify your answer?

#Make Every Learner Love Mathematics P a g e | 106

IV. REFLECTION

1. What did you learn about today’s lesson?

___________________________________________________________________
___________________________________________________________________
2. How do you feel about you learned today?

I feel confident I am feeling I still have some I feel really

in the content good with a little questions confused
we learned more practice
today and review

3. What is one thing you did today that you are proud of?
________________________________________________________________
________________________________________________________________

V. RUBRICS (For Problem Solving}

RATING
CRITERIA
5 4 3 2 1
Neatness The work is The work is The work is The work is The work is
and presented in presented presented in more very messy,
Organization a neat, in a neat an organized messily unorganized
clear, and fashion but than neat and can’t be
organized organized may be hard and is hard read properly.
fashion that fashion that to read at to read
is easy to is usually times most of the
read. easy to time
read.
Completion All the items All but one All but two of Several of Most of the
are of the items the items are the items items are not
answered are answered are not answered
with solution answered with solution. answered.
with
solution.

VI. REFERENCES

• Alferez, A.S., & Lambino, A.E. (2019). MSA, Geometry.

• Oronce, O.A., Nonato, G., & Oraa, M.I. (1996). Mathematics First Edition.
• Fair, J., & Bragg, S.C. (n.d.). Prentice Hall Algebra I.
• Quarter 2 DepEd Module

#Make Every Learner Love Mathematics P a g e | 107

 • Math Worksheets 4 Kids. (n.d.)
https://www.mathworksheets4kids.com/algebra/inequality-phrases/one-
step-1.pdf
• Solving Linear Inequalities in One Variable Word Problem (n.d.)
https://www.onlinemath4all.com/solving-linear-inequalities-in-one-variable-
word-problems.html
• Algebraic Expressions Worksheets (n.d.). https://www.math-
aids.com/Algebra/Pre-Algebra/Expressions/Translate.html.

Prepared by:

Mr. DOMINGO B. TUAZON II

Marcial O. Rañola Memorial School

#Make Every Learner Love Mathematics P a g e | 108

P a g e | 109 #Make Every Learner Love Mathematics
A. B. C.
1. 9(s + 6)
1. C = 43x + 206 1. Pen : PhP 12.00
2. 2x – 3
2. C = 105a +95b + 38c Notebook: PhP 25.00
3. kp
125 3. 7x > 21 2. a. 5000 – 250 w ≥ 2000
4. 𝑐𝑚 𝑥 b. 12 weeks
𝑟 4. ≥9
4
ANSWER KEY VII.