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3

rd
Quarter Mathematics 7 LAS 1 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Introduction to Equations Activity No.: 01
Value/s: Truthfulness
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 224 - 228
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGETS
At the end of the lesson the students should be able to:
1. Differentiate between mathematical expressions and mathematical equations
2. Identify conditional, inconsistent and identity equations
3. Identify if the given number is a solution of the given equation

II. LEARNING EXPERIENCES
A. Explore Activities
Pair Activity: (Ask students the following questions) Do not copy!!!

Choose two numbers for the left part of the scale and two numbers for the right part of the scale so that the two sums are
equal.
a. 22, 29, 46, 53
b. 32, 34, 53, 55

B. Concept Notes

Equation is a statement that shows that the two numbers or expressions are equal.
In the equation x + 9 = 15, the expression x + 9 is called the left-hand side and 15 is called the right-hand side. To
solve an equation means to find all of the solutions to the equation. Any value of the variable that makes the equation a true
statement is a root or solution to the equation.
Equations that have
the same solution are
equivalent
equations.
Examples:
x + 2 = 4 and x = 2
Equations that is satisfied by every
number for which both sides are
defined are identity equations.
Examples:
3a = 2a + a and 2( a + 1 ) = 2a + 2
Equation that has no
solution is inconsistent
equation.
Examples:
4b = 4b 1 and x + 3 = x
Equation that has at least
one solution but not an
identity is conditional
equation.
Examples:
5y + 3 = 13
Examples:
Is the given number a solution of the equation?
a. x 4 = 12 ; 16 b. a + 5 = 15; 20 c. 2x + 3 = 15 ; 4 d. 9
3
n
= ; 27

You are given a bag of marbles, all of which are of the same shape and appearance. All marbles are also of the same weight
except for one of which is heavier than the rest. You are to use a balance to make exactly two weighings to pick out the heavier
marble from the rest of the marbles. Describe clearly how you can do it and explain it to your partner if the bag contains exactly 6
marbles.
An equation can be represented with an equality sign =.
Two algebraic expressions that are equal form an algebraic equation.
These are some examples of equations:

x 5 = 7 2x + 7 = 26 2 3
2
5
=
+
x
x

K:_______
S:_______
U:_______
P:_______
SCORE
3
rd
Quarter Mathematics 7 LAS 2 | P a g e

Solution:
a. Substitute 16 for x in the equation and then solve.
x 4 = 12
16 4
?
= 12
12 = 12
Yes, 16 is a solution of x 4 = 12.

b. Substitute 20 for a in the equation and then solve.
a + 5 = 15
20 + 5
?
= 15
25 = 15
No, 20 is not a solution.

C. Firm-Up Activity (Knowledge)
A. Fill in the blanks to make the statement true.
1. An ___________________ is a mathematical statement indicating that two expressions are equal.
2. Any number that makes an equation true when substituted for its variable is called a ___________________ or
___________________ to the equation.
3. Two equations are ___________________ when they have the same solution.
4. To ___________________ the solution of an equation, you substitute the value of the variable in the original
equation and see of the result is a ___________________ statement.
B. Choose the correct meaning. Write only the letter of your answer.
5. inconsistent equation
a. an equation with two variables c. an equation that has no solution
b. an equation that is not correct d. an equation is sometimes consistent
6. identity
a. an equation that is identical c. an equation that is wrong
b. an equation that has 1 as its solution d. an equation that is satisfied by every real number for which
both sides are defined.
7. conditional equation
a. an equation that is correct c. an equation that is true or false
an equation that you are not sure how d. an equation that is satisfied by at least one real number but is
to solve not an identity.
C. Identify each equation as a conditional, inconsistent or identity equation.
1. 15 = 11 x 2. b - 2 = 2 - b 3. a + 5 = a 4. 2(x + 3) = 2x + 6 5. n 5 = 11
C. Deepen Activity (Knowledge)
A. Which of the following numbers had shown in the parentheses a solution for the given equation?
1. a + 7 = 19 (-12, 4, 12, 26) 2. 3(x + 5) = 3x + 15 ( -1, 2, 5, 9) 3. 3b 5 = 10 (-5, 3, 0, 5)

D. Synthesis (Skills)
The five symbols in the box represent the numbers 0, 1, 2, -1, and 2. Examine the equation and write the number
represented by each symbol. (Answers only)

E. Reflection
To find the solution in a given equation we substituted the given and check if this will make the both sides of equation
equal. In real life how do you determine if you able to find the solution to your problem? Cite an example.

c. Substitute 4 for x in the equation and then solve.
2x + 3 = 15
2(4) + 3
?
= 15
8 + 3
?
= 15
11 = 15
No, 4 is not a solution.

d. Substitute 27 for n in the equation and then solve.

9 9
9
3
27
9
3
n
?
=
=
= yes, 27 is a solution.

3
rd
Quarter Mathematics 7 LAS 3 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Introduction to Equations Activity No.: 02
Value/s: Truthfulness
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 224 - 228
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Translate English sentences to mathematical equations and vice versa.

II. LEARNING EXPERIENCES

A. Concept Notes
Translating sentences into algebraic equations is just the same on how you translated phrases into algebraic
expressions. However, the verb is in the sentence is translated as = in the equation.
Examples:
Write a mathematical equation for each sentence.
a. A number increased by 4 is 20. c. Four times a number increased by 3 is 15.
b. Twenty diminished by a number is 6. d. The quotient of a number and 5 is 7.
a. c.

b. d.

B. Firm Up Activity (Knowledge)
Match the given sentence in Column A with the correct mathematical equation in Column B. Write the letter of your
Column A Column B
1. 8 more than a number is 28. a. x 28 = 8
2. A number subtracted from 28 is 8. b. x + 28 = 8
3. 28 less than a number is 8. c. x + 8 = 28
4. The product of a number and 8 is 28. d. 28 x = 8
5. The sum of a number and 28 is 8. e. 8x = 28
C. Deepen Activity (Skills)
Write an algebraic equation for each.
1. The quotient of 15 and a number is 5. 4. Twice a number increased by 4 is 16.
2. One-third of a number is 30. 5. The difference between 9 times a number and 16 is 74.
3. The product of a number and 15 is 3.
D. Synthesis (Skills)
S is the number of students in a school. T is the number of teachers. There are 20 times as many students as
teachers. Write down an equation using S and T.
Is the answer 20S = T or is it 20T = S? Give your reason.

A number increased by 4 is 20
x
+ 4
=
25
x + 4 = 20
Twenty
diminished by a number is 6
20
-
n
=
6
20 - n = 6
The quotient of a number and 5
is 7

=
7

K:_______
S:_______
U:_______
P:_______
SCORE
Four times a number increased by 3 is
4 x + 3
=
4x + 3 = 15
15
15
3
rd
Quarter Mathematics 7 LAS 4 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Solving Simple Equations Using Addition or Activity No.: 03
Subtraction Property of Equality (APE or SPE)
Value/s: Equality
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 235 - 241
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Solve 1
st
degree equations in one variable using APE or SPE.
II. LEARNING EXPERIENCES
A. Exploration (Do not copy just study and answer!!!)
Mark has been asked to solve the equation x + 7 = 12. He explains to the class

Fill in both flowcharts for each equation. Use the steps in the inverse flowchart to find the value of the variable. Number
1 is done for you.
1. x 9 = 17 Solution: 26 3. b 18 = 30 Solution: ______

2. a + 12 = 53 Solution: _____ 4. c + 25 = 62 Solution: ______

B. Concept Notes
In algebra, there are operations that undo each other, such as addition and subtraction. For example, if you start
with 5 and add 2, you can get back to 5 by subtracting 2.

1. The equation x + 2 = 6 can be represented by algebra tiles as follows.

Note: Do not copy the tiles anymore just the solution

X
- 9
17 17
+ 9
26

x + 2 2 = 6 - 2

+

+

+

+ +

+

+

+

+
An addition equation is an equation involving the sum of a number and a variable. An addition equation can be solved by
subtracting the same number from each side of the equation so that the variable is isolated on one side of the equation.
To get the variable x alone on the left side, subtract 2 on both sides. The circled tiles can be removed.
K:_______
S:_______
U:_______
P:_______
SCORE

+

+

+

+

+

+

+

+
+
3
rd
Quarter Mathematics 7 LAS 5 | P a g e

2. The equation x 3 = 5 can be modelled as follows.

- Since there is only one x-tile on the left side of the equation, the number of tiles on the right side is the solution to the equation.

C. Firm-Up Activity (Knowledge)
What number would you add or subtract on both sides of the given equation to find the value of the variable
(solution)?
1. x - 15 = 17 4. 8.5 + y = 13.2
2. 19 = m 3 5. x 5 = 10
3. 19 + a = 19
D. Deepen Activity (Skills): Solve for the value of x and evaluate your answer.
a. x + 5 = 9 d. x + 4 = - 5
b. x 6 = 14 e. x 8 = 0
c. 7 = x 10
E. Synthesis (Understanding)
1. One student solved the equation 4 x = 12 by subtracting 4 from both sides and got 8 as a result. What is wrong
with the procedure? Explain and show the correct solution.
Criteria 0 1 2 3
Explanation
(3pts.)
Was not able to identify
and explain the error in
the solution.
Incorrectly identifies and
explain the error in the
solution.
Correctly identifies and
explains the error in the
solution but did not show the
correct solution.
Correctly identifies and
explains the error in the
solution and shows the
correct solution.
2. Create two equations each that can be solved by using: [8 points]
a. Addition property of equality b. Subtraction property of equality
Criteria 0 1 2
Solution
Solution does not correctly apply
equality

Solution contains minor error in applying
addition or subtraction property of equality
Solution correctly applies addition or subtraction
property of equality
Example Not able to set-up an equation Set-up 1 addition/subtraction equation Set-up 2 addition/subtraction equations

x = 4
+

+

+
+

+
A subtraction equation is an equation involving the difference between a variable and a number. You can solve a subtraction
equation by adding the same number on each side of the equation. The goal is the same: to isolate the variable on one side of
the equation.
x = 8

-
-
+
-

+

+

+

+

+
To get the variable x alone on the left side, add 3 on both sides. The circled tiles can be removed.
x 3 + 3 = 5 + 3

+

+

+

+

+

+

+

+

+
A process of subtracting the same number/term on both sides of
the equation is subtraction property of equality (SPE)
x + a = b x + a a = b - a

-
-
- +

+

+

+

+

+

+

+

+

+

+
The process of adding the same number on both side of an equation
to produce a new equation having the same solution as the original is
x a = b x a + a = b + a

1. Undo each operation performed on the variable by using the inverse operations.
2. Continue until the variable is isolated on one side of the equal sign.
3. Check your solution by substituting it in the original equation.

3
rd
Quarter Mathematics 7 LAS 6 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Solving Equations Using Addition or Subtraction Property of Equality (APE or SPE) Activity No.: 04
Value/s: Equality
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 235 - 241
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Solve 1
st
degree equations in one variable using APE or SPE.
II. LEARNING EXPERIENCES
A. Concept Notes
We can also solved 1st degree equations containing variable on both sides by applying APE or SPE.
Examples: Solve each equation.
1. 3(m 4) = 2m + 3
Solution:
3m 12 = 2m + 3 Simplify the equation by applying distributive property
3m 2m 12 = 2m 2m + 3 Eliminate first the variable on one side with the lesser numerical coefficient (SPE)
m 12 = 3 Combine similar terms
m 12 + 12 = 3 + 12 Isolate the variable on one side of the equation by applying APE
m = 15
2. -5x = 18 6x
Solution:
-5x + 6x = 18 6x + 6x Add 6x on both sides (APE)
x = 18 Combine similar terms
B. Firm-Up Activity (Skills)
Solve for the value of x to make the equation true.
a. 9x 10 = 8x d. 6x 7 = 5x + 2
b. 2x + 4 = x + 7 e. 2 + 7x = 3 + 6x
c. 3x = 2x + 8
C. Deepen Activity (Skills)
1. Solve for the value of x to make the equation equal.
a. 7x = 6x + 5 b. 5 + 8x = 7x + 11 c. 10x 4 = 9x + 7
2. Write two equations containing variable on both sides that can be solved by using addition or subtraction
property of equality in which the solution is: a. 3 b. 6
D. Synthesis (Understanding)
Haley and Andy each solved the equation -3x - 6 = - 4x + 8 on the board. Whose process and answer is/are correct?
Explain the reasoning for your choice and why the others is/are incorrect?

Criteria 0 1 2 3
Explanation
(3pts.)
Was not able to explain
Correctly identifies and
explains only the correct or
Correctly identifies the correct
explains incompletely.
Correctly identifies and
explains the correct and

K:_______
S:_______
U:_______
P:_______
SCORE
Andy
-3x - 6 = - 4x + 8
-3x + 4x - 6 = -4x + 4x + 8
x - 6 = 8
x 6 + 6 = 8 + 6
x = 14

Haley
-3x - 6 = - 4x + 8
-3x + 3x - 6= -4x + 3x + 8
-6 = x + 8
-6 - 8 = x + 8 - 8
2 = x or x = 2

3
rd
Quarter Mathematics 7 LAS 7 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Solving Equations Using Addition or Subtraction Property of Equality (APE or SPE) Activity No.: 05
Value/s: Equality
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 235 - 241
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Solve problems involving 1
st
degree equations in one variable using APE or SPE.
II. LEARNING EXPERIENCES
A. Concept Notes

Solution:
1. Representation: Let x be the weight of the marbles
Equation: x + 1.5 = 8.6
Solution: x + 1.5 = 8.6
x + 1.5 1.5 = 8.6 1.5 SPE
x = 7.1 pounds
2. Representation: Let n be the total number of students in the room
Equation: n 5 = 21
Solution: n 5 = 21
n 5 + 5 = 21 + 5 APE
n = 26 students
B. Firm-Up Activity (Skills)
Write an algebraic equation for each sentence. Then solve the equation. Use any variable to represents the unknown.
1. The sum of a number and 30 is 1.
2. The difference between a number and 24 is 24.
3. A book was on sale for 450. The sale price was 125 lower than the regular price. Find the regular price.
4. May has read 210 pages of novel. That is 25 more pages than Bob has read. How many pages has Bob read?
C. Deepen Activity (Skills)
Create one real life problem that can be solved using the equation x + 25 = 75 and solve your own problem. Show all your
workings.
Criteria 0 1 2
Solution
Solution does not correctly apply addition or
subtraction property of equality

Solution contains minor error in applying
equality
subtraction property of equality
Problem
Creates a real-life problem using inappropriate
quantities which do not match the given
equation
Creates a real-life problem but some
quantities do not match those (values is
off) in the given equation
Creates a completely correct real-life
problem using appropriate quantities
that can be solved using the given
equation

D. Synthesis (Understanding)
Create one problem each that forms an equation that can be solved using addition and/or subtraction properties of equality and
Criteria 0 1 2
Solution
Solution does not correctly apply addition
or subtraction property of equality

Solution contains minor error in applying
addition or subtraction property of equality
subtraction property of equality
Equation Was not able to provide an equation
Creates an incorrect equation that do not
match the given problem
Creates a correct equation that match
the given problem
Problem Was not able to create a real-life problem
Creates a correct real-life problem but some
unclear quantities.
Creates a completely correct real-life
problem using appropriate quantities.

K:_______
S:_______
U:_______
P:_______
SCORE
Write an algebraic equation for each problem and then solve the equation.
1. An empty box weighs 1.5 pounds. When the box is filled with marbles, the total weight is 8.6 pounds. Find the weight of the
marbles.
2. Five students left a room and 21 students remained. How many students were in the room before any student left?
3. Elena has 5 500 in her savings account. This is 2 100 more than Dennis. Find the amount Dennis has in his savings
account.

3. Representation: Let a be the amount Dennis has in
his savings account
Equation: a + 2 100 = 5 500
Solution: a + 2 100 = 5 500
a + 2 100 2 100 = 5 500 2 100 SPE
a = 3 400
3
rd
Quarter Mathematics 7 LAS 8 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Quiz # 1 Activity No.: 06
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 224 - 241
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGETS
At the end of the lesson the students should be able to:
1. Give an example of conditional, inconsistent and identity equations
2. Solve problems involving 1
st
degree equations in one variable using APE or SPE.

II. LEARNING EXPERIENCES
A. Give two examples each of conditional, inconsistent and identity equations. Explain your answer. [ 9 pts.]

Criteria 1 2 3
Explanation
Correctly explains only 1 type of
equation
Correctly explains the 2 types of
equations
Correctly explains the 3 types of
equations
Example
(per type)
Correctly gives only 1 example of
equation per type
Correctly gives 2 examples of
equations per type

B. Solve for the value of the variable. [2 pts. Each]

1. c + 5 = - 2 3. 5x + 3 = 4x - 7
2. k 1.6 = -0.4 4. 7 10x = - 9x - 11

C. that can be solved using the equation 2x = 3x 24 and solve your own problem. Show all your workings.

Criteria 0 1 2
Solution
Solution does not correctly apply
equality

Solution contains minor error in
property of equality
or subtraction property of equality
Problem
Creates a real-life problem using
inappropriate quantities which do not
match the given equation
Creates a real-life problem but
some quantities do not match
those (values is off) in the given
equation
Creates a completely correct real-
life problem using appropriate
quantities that can be solved
using the given equation

K:_______
S:_______
U:_______
P:_______
SCORE
3
rd
Quarter Mathematics 7 LAS 9 | P a g e

+

+

+

+

+

+

+

+

+ +

+

+

+

+

+
ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Solving Simple Equations Using Multiplication or Division Activity No.: 07
Property of Equality (MPE or DPE)
Value/s: Equality
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 242 - 247
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Solve 1
st
degree equations that can be solved using MPE or DPE
II. LEARNING EXPERIENCES
A. Exploration Activity
To solve multiplication and division equations, a flowchart and its inverse flowchart can be used.
Equation: 7x = 84 Equation: 9
5
=
n

Complete the flow chart and the inverse for each given equation.
1. 12b = 48 2. 11c = 99 3. 9
8
=
x
4. 12
10
=
a

B. Concept Notes

- Using algebra tiles, represent the equation 3x = 12

X
Multiplied by 7
84
84
Divided by
7
x

X = 12
84 7 = 12
n
divided by 5
9 9
Multiplied by 5
n
9 x 5 = 45
b = ______

c = ______

x = ______
a = ______
A multiplication equation is an equation involving a product of a variable and a number. You can solve a multiplication equation
by dividing the same nonzero number on each side of the equation. The goal is the same: to isolate the variable on one side of
the equation.

+

+

+

+

+

+

+

+

+ +

+

+

+

+

+
K:_______
S:_______
U:_______
P:_______
SCORE
n = 45
3
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Quarter Mathematics 7 LAS 10 | P a g e

- Divide each side of the equation into three equal parts.
3
12
3
3
=
x

- Each part has a single x-tile on the left.

- Just as we have un-added or un-subtracted to undo what had been done to a variable in an equation, we can also un-multiply
by dividing both sides of an equation by a number other than zero. We can also un-divide by multiplying both sides of the equation
by any nonzero number.
Example:
1. 4x = 124
Solution:
4x = 124
4
124
4
4
=
x
Divide both sides by 4
x = 31 Simplify

Examples:
1. 40
3
=
x

Solution:
40
3
=
x

) (
x
40 3
3
3 = - Multiply both sides by 3
x = 120 Simplify
To Check:
- 40
3
120
=
40 = 40

C. Firm-Up Activity (Knowledge)
Write the number by which you could multiply or divide both sides to solve the equation. Do not solve.
1. -9y = 81 4. 8
6
b
=
2. 4.3a =12.9 5.
10
17
5
h
=

3. 15d = 60 6.
7
5
3
x 2
=
D. Deepen Activity (Skills)
Solve and check the following equations.
1. 3x = 63 3. 15 x
4
3
=
2. 8x = 17 4. 7
4
x
=
E. Synthesis (Skills)
Write a multiplication and division equation that has the given number as its solution. Solve the equation.
a. 3 b. 11

+ + +
+

+
x = 4
To check:
4(31) = 124
124 = 123

A division equation is an equation involving a quotient of a variable and a nonzero number. You can solve a division equation by
multiplying the same nonzero number on each side of the equation. The goal is the same: to isolate the variable on one side of
the equation.
The process of dividing the same nonzero number on
both sides of an equation to produce a new equation
having the same solution as the original is division
property of equality (DPE).
ax = b 0 = = a where
a
b
a
ax

2. 12
7
3
= x
Solution:
120
7
3
= x
) ( x 12
3
7
7
3
3
7
= - Multiply both sides by
3
7

x = 28 Simplify

The process of multiplying the same nonzero number on both sides of an
equation to produce a new equation having the same solution as the
original is multiplication property of equality (MPE).
0 = - = - = a where a b a
a
x
b
a
x

3
rd
Quarter Mathematics 7 LAS 11 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Solving Simple Equations Using Multiplication or Division Activity No.: 08
Property of Equality (MPE or DPE)
Value/s: Equality
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 242 - 247
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Solve problems involving 1
st
degree equations that can be solved using MPE or DPE
II. LEARNING EXPERIENCES
A. Concept Notes
Examples:
1. The height of Building A is 10 times greater than the height of Building B. Find the height of Building B if Building
A is 170 ft.
2. The family business had an average monthly profit of 23 000 for the first quarter of the year. Find the total
profit for the quarter.
Solution:
1. Representation: Let x be the height of Building B
Equation: 10x = 170
Solution: 10x = 170

10
170
10
x 10
= DPE
x = 17 ft.

B. Firm-Up Activity (Skills)
Write an algebraic equation for each sentence. Then solve the equation. Use any variable to represents the unknown.
1. The product of a number and -6 is 30.
2. Fifteen equals the quotient of a number and -15.
3. A rectangular garden with an area of 120 m
2
has a length of 15 m. Solve its width.
4. Mrs Centeno bought paper and pencils for her pupils. She bought papers and pencils of the same quantity. The pencils
cost 8 each and the papers cost 11 each. She spent 722 in all. How many of each did she buy?
C. Deepen Activity (Understanding)
You are given an equation like this 5x 2 = 33. Make a problem that will lead to the information of the given equation and then
Note: Do NOT use x as part of your problem.

Criteria 0 1 2
Solution
Solution does not correctly apply addition or
subtraction property of equality

Solution contains minor error in applying
equality
subtraction property of equality
Problem
Creates a real-life problem using inappropriate
quantities which do not match the given
equation
Creates a real-life problem but some
quantities do not match those (values is
off) in the given equation
Creates a completely correct real-life
problem using appropriate quantities
that can be solved using the given
equation

K:_______
S:_______
U:_______
P:_______
SCORE
2. Representation: Let x be the total profit per quarter
Equation: Average profit per month
quarter a in months of Number
quarter per profit Total

3
x
000 23 =
Solution:
- =
=
3
x
) 000 23 ( 3
3
x
000 23

69 000 = x
3
rd
Quarter Mathematics 7 LAS 12 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Solving Multi-step Equations Activity No.: 09
Value/s: Equality
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 248 - 256
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Solve 1
st
Degree Equations in one variable using two or more properties of equality.
II. LEARNING EXPERIENCES
A. Concept Notes

Examples: Solve each equation
1. -
3
x 7
- 2 = 3
-
3
x 7
- 2 + 2 = 3 + 2 APE
-
3
x 7
= 5
-
3
x 7
-
7
3
= 3 -
7
3
Multiply both sides by -
7
3

x = -
7
9

3.
4
m 5 4
3
m 3 5
=

12
4
m 5 4
3
m 3 5
12
|
.
|

\
|
=
|
.
|

\
|
Multiply both sides by LCM (12)
4(5 3m) = 3(4 5m) Simplify
20 12m = 12 15m Use the Distributive property
20 12m + 15m = 12 15m + 15m Add 15m on both sides
20 + 3m = 12 Simplify
20 - 20 + 3m = 12 - 20 Isolate the variable on one side by subtracting 20 on both sides
3m = - 8

3
8
3
m 3
= Divide both sides by 3

3
8
m

=

Solving Equations with Parentheses
1. Combine similar terms that are either free (not within the parentheses) or within the same parentheses.
2. Multiply to clear parentheses looking for similar terms after each clearing.
3. After the elimination of all parentheses and the combination of similar terms on both sides of the equation, collect all terms
containing the variable on one side of the equation and all numerical terms on the other side.
4. Un-add and/or un-subtract (or use transposition)
5. Un-divide (by multiplication)
6. Un-multiply ( by division)
K:_______
S:_______
U:_______
P:_______
SCORE
2. 5 (2f 1) + 6 = 7f - 8
10f 5 + 6 = 7f 8 Use the Distributive property
10f + 1 = 7f 8 Simplify the left side expression
10f 7f + 1 = 7f 7f 8 Subtract 7f from both sides (SPE)
3f + 1 = - 8 Simplify
3f + 1 - 1 = - 8 1 Subtract 1 from both sides (SPE)
3f = - 9

3
9
3
f 3
= Divide both sides by 3 (DPE)
f = - 3
3
rd
Quarter Mathematics 7 LAS 13 | P a g e

B. Firm-Up Activity (Skills) Solve each of the following equations.
1. 5x + 2(4 x) = 38 3.
7
5 x 2
3
1 x +
=

2. 11 x
5
12
2 x
5
2
+ = 4.
7
4
5 x 3
1 x 2
=

+

C. Deepen Activity (Skills)
Make a 1
st
degree equations with:
a. involving two operations
b. with fractions involving two or more operations
Solve the equations.
Criteria 0 1 2
Solution
Solution does not correctly apply
properties of equality
Solution contains minor error in applying
properties of equality
Solution correctly applies
properties of equality
Equation
Not able to set-up two 1
st
degree
equations:
a. involving two operations
b. with fractions involving two or more
operations

Set-up (one) 1
st
degree equations
involving
a. two or more operations (or)
b. with fractions involving two or more
operations

Set-up two 1
st
degree equations
a. involving two operations
b. with fractions involving two or
more operations

3
rd
Quarter Mathematics 7 LAS 14 | P a g e

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBN-ES, Inc.)
Good Shepherd Cathedral, Regalado Ave., Fairview Park, Quezon City
Telephone 430-7819

MATHEMATICS 7
S.Y. 2013 2014

Name: ____________________________________________________________ Date: ___________________________
Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Solving Multi-step Equations Activity No.: 10
Value/s: Equality
Reference/s: Oronce, O.A., Mendoza, M.O., (2013) e-Math 7, Manila, Rex Bookstore pp. 248 - 256
Designer: Miss Mary Jane A. Palattao RCBN-ES School: OLLCS

I. LEARNING TARGET
At the end of the lesson the students should be able to:
1. Solve 1
st
Degree Equations in one variable using two or more properties of equality.
II. LEARNING EXPERIENCES
Note: Provide a review.
A. Firm-Up Activity (Skills)
Solve for the value of x.
1. 37 2
5
x
= + 4.
3
5 x
1
4
3 x 2 +
=

2. 40 + (4x + 5) = 9x 5. x
5
3
29 5 x
5
12
= +
3. 3x 2 ( x + 3 ) = 9 2x

B. Deepen Activity (Skills)
1. Write two-step equation involving addition and division that has -10 as its solution.
2. Write two-step equation involving subtraction and multiplication that has 4 as its solution.

C. Synthesis (Understanding)
1. Your friend did the following solutions on the board:
a. 5
4 x
3 x
=
+

5
4 x
3 x
) 4 x ( =
+

+
x 3 = 5
x = 2

a. Comment on your friends solution.
b. How would you solve the equations? Explain.
Criteria 0 1 2
Solution
Solution does not correctly
apply properties of equality
Solution contains minor error in applying
properties of equality
Solution correctly applies properties of
equality
Comment
Not able to identify
inconsistencies in the solution
and no explanation
Identifies inconsistencies in the solution but
was not able to explain what and why (e.g.
incorrect properties of equality used for
computation)
Correctly explain and justify
inconsistencies in the solution (e.g.
identifies and explain incorrect properties
of equality used for computation)

K:_______
S:_______
U:_______
P:_______
SCORE
b. 2[ 3(3 + 2x) (3 x)] = 5(2x + 3) (1 2x)
2[ 3(3 + 2x) 3 x] = 5(2x + 3) 1 2x
2[ 3x] = 5(2)
6x = 10
x = 10 - 6
x = 4