3rd Quarter Assessment Task (Take Home Activities)

Activity Title: Introduction to Equations Activity No.
: 01
Reference/s: Yeo, Joseph, et al (2015) New Syllabus Singapore Math 7 Work text, Manila, Rex Bookstore p. 159
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
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.
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
Note: You may also use balance equilizer or download an application.
Notes:
Equations that have Equations that is satisfied by Equation that has no Equation that has at least
the same solution are every number for which both sides solution is inconsistent one solution but not an
equivalent are defined are identity equation. identity is conditional
equations. equations. Examples: equation.
Examples: Examples: 4b = 4b – 1 and x + 3 = x Examples:
x + 2 = 4 and x = 2 3a = 2a + a and 2( a + 1 ) = 2a + 5y + 3 = 13
2
B. Formative Assessments:
1. 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
2. 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)
Activity Title: Introduction to Equations Activity No.: 02

Reference/s: Yeo, Joseph, et al (2015) New Syllabus Singapore Math 7 Work text, Manila, Rex Bookstore p. 159
I. LEARNING TARGET
1. Translate English sentences to mathematical equations and vice versa.
Formative Assessments:
A. Match the given sentence in Column A with the correct mathematical equation in Column B. Write the letter of your
answer.
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
B. 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.
3rd Quarter Mathematics 7 LAS 1 | P a g e

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.
C. Journal Writing (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.
Activity Title: Solving Simple Equations Using Addition or Activity No.: 03

Subtraction Property of Equality (APE or SPE)
Reference/s: Yeo, Joseph, et al (2015) New Syllabus Singapore Math 7 Work text, Manila, Rex Bookstore pp. 159 - 168
I. LEARNING TARGET
1. Solve 1st degree equations in one variable using APE or SPE.
A. EXPLORE ACTIVITY: Pair Activity. Study the given examples below in solving linear equations using algebra tiles and answer
the guide questions with your partner.
1. The equation x + 2 = 6 can be represented by algebra tiles as follows.
X+2=6
Subtract 2 on both
sides
x+2–2=6-2
Simplify both sides
x=4
2. The equation x – 3 = 5 can be modelled as follows.
x–3=5
Add 3 on both sides
x–3+3=5+3
x=8
Guide Questions:
1. Describe the solutions in examples 1 and 2.
2. When will you add or subtract a constant in solving for linear equation in one variable? Describe the type of equation involve.

3. Give an example of linear equation that can be solve by adding a constant number on both sides and a linear equation that can be
solve by subtracting a constant number on both sides. Show your solution.
Based on the explore activity the following properties were established.
A. 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
B. Exercise 1: Answer Exercisee 6A no.1 (a - e) on page 167

Exercise 2: 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
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
Was not able to identify Incorrectly identifies and Correctly identifies and Correctly identifies and
Explanation and explain the error in explain the error in the explains the error in the explains the error in the
(3pts.) the solution. solution. solution but did not show the solution and shows the
correct solution. 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
Solve your own equation.
Criteria 0 1 2
Solution does not correctly apply
addition or subtraction property of Solution contains minor error in applying Solution correctly applies addition or subtraction
Solution
equality addition or subtraction property of equality property of equality
Example Not able to set-up an equation Set-up 1 addition/subtraction equation Set-up 2 addition/subtraction equations
Activity Title: Solving Equations Using Addition or Subtraction Property of Equality (APE or SPE) Activity No.: 04
I. LEARNING TARGET
1. Solve 1st degree equations in one variable using APE or SPE.
1. 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
2. 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

3. 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. 4 b. – 3
Journal Writing (Skills)

1. 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?
Andy
Haley
-3x - 6 = - 4x + 8
-3x - 6 = - 4x + 8 -3x + 4x - 6 = -4x + 4x + 8
-3x + 3x - 6= -4x + 3x + 8 x-6 =8
-6 = x + 8 x–6+6=8+6
-6 - 8 = x + 8 - 8 x = 14
2 = x or x = 2
Criteria 0 1 2 3
Was not able to explain Correctly identifies and Correctly identifies the correct Correctly identifies and
Explanation
the given answers. explains only the correct or and incorrect answer but explains the correct and
(3pts.)
incorrect answer. explains incompletely. incorrect answer.
2. 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 does not correctly apply addition or Solution contains minor error in applying
Solution correctly applies addition or
Solution subtraction property of equality addition or subtraction property of
subtraction property of equality
equality
Creates a completely correct real-life
Creates a real-life problem using inappropriate Creates a real-life problem but some
problem using appropriate quantities
Problem quantities which do not match the given quantities do not match those (values is
that can be solved using the given
equation off) in the given equation
equation
Activity Title: Quiz # 1 Activity No.: 05

I. LEARNING TARGETS
1. Give an example of conditional, inconsistent and identity equations
2. Solve problems involving 1st degree equations in one variable using APE or SPE.

A. Give two examples each of conditional, inconsistent and identity equations. Explain your answer. [ 9 pts.]
Criteria 1 2 3
Correctly explains only 1 type of Correctly explains the 2 types of Correctly explains the 3 types of
Explanation
equation equations equations
Example Correctly gives only 1 example of Correctly gives 2 examples of
(per type) equation per type 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. Create a real-life problem that can be solved using the equation 2x = 3x – 24. Solve your own problem. Show all your
workings.

Criteria 0 1 2
Solution does not correctly apply
Solution contains minor error in
addition or subtraction property of Solution correctly applies addition
Solution applying addition or subtraction
equality or subtraction property of equality
property of equality
Creates a real-life problem but Creates a completely correct real-
Creates a real-life problem using
some quantities do not match life problem using appropriate
Problem inappropriate quantities which do not
those (values is off) in the given quantities that can be solved
match the given equation
equation using the given equation
Activity Title: Solving Simple Equations Using Multiplication or Division Activity No.: 06
Property of Equality (MPE or DPE)
I. LEARNING TARGET
1. Solve 1st degree equations that can be solved using MPE or DPE
A. Exploration Activity: Study examples on pages 161- 163, case 2 - 4 using the balance method and answer journal
writing on page 163. Discuss your answer with your seatmate.
B. Notes
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.
 Using algebra tiles, represent the equation 3x = 12
+ + + + + +
+ + +
+ + +
+ + + + + +
+ + +
+
+ + + + +
+ + +
3 x 12 The process of dividing the same nonzero number on

 Divide each side of the equation into three equal parts. 
3 3 both sides of an equation to produce a new equation
 Each part has a single x-tile on the left. having the same solution as the original is division
property of equality (DPE).
+ + + + + x=4
ax b
ax = b  where a  0
a a
 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: To check:
4x = 124 4(31) = 124
4 x 124 124 = 123
 Divide both sides by 4
4 4
x = 31 Simplify
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.
Examples: 3
x 2. x  12
1.  40 7
3 Solution:
Solution: 3
x x  120
 40 7
3 7 3 7 7
x  x  ( 12) Multiply both sides by
3   3( 40) Multiply both sides by 3 3 7 3 3
3 x = 28 Simplify
x = 120 Simplify
To Check: The process of multiplying the same nonzero number on both sides of an
120 equation to produce a new equation having the same solution as the
  40 original is multiplication property of equality (MPE).
3
40 = 40 x x
b a  b a where a  0
a a
C. Formative Assessments:
1. Answer Exercise 6A nos.2 (a , c, e, f , g and i) on page 167
2. Solve and check the following equations.
3
a. – 3x = 63 c.  x  15
4
x
b. 8x = 17 d.    7
4
Journal Writing (Skills)
Write a multiplication and division equation that has the given number as its solution. Solve the equation.
a. – 3 b. 11
Activity Title: Solving Multi-step Equations Activity No.: 07

I. LEARNING TARGET
1. Solve 1st Degree Equations in one variable using two or more properties of equality.

Exercise 1: Answer exercise 6A no. 4 (c, g and m) 5 (d, d, e) 9 (b and d) on pages 167-168
Exercise 2: Solve each of the following equations.
x  1 2x  5
1. 5x + 2(4 – x) = 38 3. 
3 7
2 12 2x  1 4
2. x  2  x  11 4. 
5 5 3x  5 7
Exercise 3: Make a 1st degree equations with:

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

Activity Title: Solving Multi-step Equations Activity No.: 8
Value/s: Equality
I. LEARNING TARGET
A. (Knowledge)
Solve for the value of x.
x 2x  3 x5
1.  2  37 4. 1
5 4 3
12 3
2. 40 + (4x + 5) = 9x 5. x  5  29  x
5 5
3. 3x – 2 ( x + 3 ) = 9 – 2x
B. (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.

1. Your friend did the following solutions on the board:
x 3 b. 2[ 3(3 + 2x) – (3 – x)] = 5(2x + 3) – (1 – 2x)
a. 5
x4 2[ 3(3 + 2x) – 3 – x] = 5(2x + 3) – 1 – 2x
x 3 2[ 3x] = 5(2)
(x  4 ) 5 6x = 10
x4 x = 10 - 6
x–3= 5 x=4
x=2
a. Comment on your friend’s solution.

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

I. LEARNING TARGETS
1. Solve 1st degree equations using MPE or DPE

I. (Knowledge) Solve for the value of the variable to make the equation true. Show your solutions. [ 3 pts. Each]
4k  5
1. 4d – 5 = 2d + 7 3.  2k  7
3
2. 5(2f – 1) + 6 = 7f - 8
II. (Skills) Answer the following.

x
1. Tommy solved the equation 3x – 7 =  9 and found x = 5. He then shakes his head and starts over. How did
2
he know so quickly that he made a mistake? Explain your answer. Solve the equation. (Adapted from the Art of
Problem Solving Introduction to Algebra 2007 by Richard Rusczyk p. 69)
Rubric
Level 0 1 2
Solution does not correctly apply Solution contains minor error in applying Solution correctly applies properties of
Solution
properties of equality properties of equality equality
Identifies inconsistencies in the solution
Cannot identify the inconsistencies in Correctly explains and justifies
Explanation but was not able to explain clearly why he
the solution inconsistencies in the solution
made a mistake
2. Figure it out
This all that is left of your homework.

Your dog ate the question and also parts of the solution.
x=2
Your teacher wants you to write the equation for the given answer. You must also provide a complete solution
a. The question is:
----------------------------------------------------------------------------------------------------------------------------------------------------------------
b. My solution is:
Criteria 0 1 2 3
Solution does not correctly apply Solution contains minor error in Solution correctly applies
Solution
properties of equality applying properties of equality properties of equality
Creates an equation that
Creates an equation that match Creates an equation that
match the given answer
the given answer that can only match the given answer that
Equation Does not create an equation that can be solved using 2
be solved using 1 property of can be solved using 2
or more properties of
equality properties of equality
equality
Activity Title: Absolute Value Linear Equation Activity No.: 10

I. LEARNING TARGET
1. Solve absolute value linear equations
A. Notes
ì x, if x > 0
ï
ï
The absolute value of x, denoted by x , is defined by: x = í0, if x = 0
ï
ï
î-x, if x < 0
Examples:
7 =7 0 =0 -7 =-(-7) = 7
From these, we know that the equation
x = 7 has two solutions: 7 and - 7
The examples above can be generalized by the property of absolute value below.
If x = k, where k ³ 0 , then x = k or x = -k

Example 1: Solve each absolute value equation.
a. 3 x - 7 = 13
Solution:
3 x - 7 = 13
3x - 7 = 13 or 3x - 7 = -13 Apply the property
3x = 20 3x = -6 Add 7 on both sides
20
x= x = -2 Divide 3 on both sides
3
ìï üï
The solution set is í-2, 20 ý . Check this to the original equation.
ïî 3 ïþ
b. 3 x - 6 - 2 = 11
3x - 6 = 13 Add 2 on both sides of the equation
3x - 6 = 13 or 3x - 6 = - 13 Apply the property
3x = 19 3x = -7 Add 6 on both sides
19 7
x= x=- Divide 3 on both sides
3 3
ìï üï
The solution set is í- 7 , 19 ý . Check this to the original equation.
ïî 3 3 ïþ
c. -2 x + 3 + 4 = - 2
-2 x + 3 = - 6 Subtract 4 from both sides
x+3 =3 Divide each by -2
x+3=3 or x + 3 = -3 Apply the property
x=0 x = -6 Subtract 3 on both sides
The solution set is {-6, 0}
B. Formative Assessment:
Answer exercise 6D nos. 3 (a - d) and 5 (b and d) on page 176
Activity Title: Linear Inequalities Activity No.: 11

I. LEARNING TARGET
1. Solve simple linear inequalities
A. Explore Activity: Study and answer the investigation on pages 181 - 182.
Notes: Properties of Inequalities
1. We can multiply or divide both sides of an inequality by a positive number without having to reverse the inequality
sign, i.e.
𝑥 𝑦
If x ≥ y and c > 0, then cx ≥ cy and 𝑐 ≥ 𝑐
.
2. If we multiply or divide both sides of an inequality by a negative number, we will have to reverse
the inequality sign, i.e. 𝑥 𝑦
If x ≤ y and d < 0, then dx ≤ dy and 𝑑 ≥ 𝑑
.
Example 1: Solve each of the following inequalities and illustrate the solutions on a number line.
1. 15x < 75 2. -4x ≤ 16

Solutions:
1. 15x < 75
x < 5 (since 15 > 0, no change in the inequality sign)
x<5
2. -4x ≤ 16
-1 (-4x) ≤ (-1) 16 (since -1 < 0, change in the inequality sign)
4x ≥ -16
x ≥ - 4 (since 4 > 0, no change in the inequality sign)
x ≥ -4
Other Properties of Inequalities

We now look at the other properties of inequalites.
We can add or subtract a positive number from both sides of an inequality without having to reverse the inequality sign,
i.e.
If x ≥ y and a > 0, then x + a ≥ y + a and 𝑥 − 𝑎 ≥ 𝑦 − 𝑎 .
This is true for a negative number b.

If x ≥ y and b < 0, then x + b ≥ y + b and 𝑥 − 𝑏 ≥ 𝑦 − 𝑏.
For any three numbers x, y and z,

If x > y and y > z, then x > z.
This is known as the transitive property of inequalities.

Example 2: Solve each of the following inequalities and illustrate the solutions on a number line.
1. x - 5 > 8 2. 7 – x < -3 3. x – 7 ≤ 5 – 2x
We solve linear inequalities using almost the same way as linear equations.
Solutions:
1. x - 5 > 8
x - 5 + 5 > 8 + 5 (Add 5 to both sides)
x > 13
2. 7 – x < -3
7 – x - 7 < -3 – 7 (subtract 6 from both sides)
-x < - 10
x > 10 (multiply by -1 on both sides)
3. x – 7 ≤ 5 – 2x
x – 7 + 2x ≤ 5 – 2x + 2x (add 2x to both sides)
3x – 7 ≤ 5
3x – 7 + 7 ≤ 5 + 7 (add 7 to both sides)
3x ≤ 12
x ≤4 (divide both sides by 3)
Answer exercise 7A nos. 2 (a & c) 3 (b and e) and 9 (b & c) on page 187

Activity Title: Linear Inequalities in One Variable Activity No.: 22
Designer: Miss Mary Jane A. Palattao RCBN-ES School: BSCS
I. LEARNING TARGET
1. Solve simultaneous linear inequalities
A. Concept Notes
When there are two or more linear inequalities which are connected by the word ‘and’, the solution(s) to each inequaltiy
must satisfy all the others simultaneously.
That is, we should only consider the common solutions.
Example 1: Solve the inequalities 5x – 3 > 7 and 2x + 9 < 17. Illustrate the solutions on a number line.
Solution: Solving the two inequalities separately,
5x – 3 > 7 and 2x + 9 < 17
5x > 7 + 3 2x < 17 – 9
5x > 10 2x < 8
x>2 x<4
Therefore, 2 < x < 4
Example 2: Solve the inequalities 7x – 5 ≥ 3x – 1 and 3x – 8 < - 11. Illustrate the solutions on a number line.
7x – 5 ≥ 3x – 1 and 3x – 8 < - 11
7x – 3x ≥ - 1 + 5 3x < -11 + 8
4x ≥ 4 3x < -3
x≥1 x < -1
The number line shows that the two arrows do not have any overlapping regions, i.e. there is no solution satisfying both
inequalities simulatneously. Therefore, the linear inequalities have no solutions.
Example 3: Solve the inequalities 3x – 8 ≤ 2x – 6 < 7x + 4. Illustrate the solutions on a number line.
3x – 8 ≤ 2x – 6 and 7x + 4 > 2x – 6
3x – 2x ≤ - 6 + 8 7x – 2x > -6 – 4
x≤2 5x > -10
x > -2
Therefore, -2 < x ≤ 2
Example 4: For the integer value of x for which 2x > 5x – 3 and 4x – 11≤ 7x - 2. Illustrate the solutions on a number line.
2x > 5x – 3 and 4x – 11≤ 7x – 2
2x – 5x > - 3 4x – 7x ≤ - 2 + 11
- 3x > -3 -3x ≤ 9
x<1 x≥-3
Therefore, -3 ≤ x < 1
The integer values of x are -3, -2, -1 and 0.
Example 5: Given that 2x + 3 ≤6x – 1 ≤ 4x + 10, find
a. the smallest integer x,
b. the greatest integer x,
c. the greatest prime number x, that satisfies the above inequalities.

6x – 1 ≥ 2x + 3 and 6x – 1 ≤ 4x + 10
6x – 2x ≥ 3 + 1 6x – 4x ≤ 10 + 1
4x ≥ 4 2x ≤ 11
11
x≥1 x£ or x £ 5 1
2 2
Therefore, 1≤ x £ 5 1
2
a. The smallest integer x that satisfies 1≤ x £ 5 1 is 1.
2
b. The greatest integer x that satisfies 1≤ x £ 5 1 is 5.
2
c. The greatest prime number x that satisfies 1≤ x £ 5 1 is 5.
2
B. Firm-Up Activity (Skills): Answer the following. Show your solutions.

Answer exercise 7B nos. 2, 4, 6 (a & d) and 5 on pages 193 - 194
ROMAN CATHOLIC BISHOP OF NOVALICHES K:_______

EDUCATIONAL SYSTEM (RCBN-ES, Inc.) S:_______
Corner P. Dela Cruz Quirino Highway, Quezon City
Telephone 417-3105
U:_______
P:_______
MATHEMATICS 7
S.Y. 2016 – 2017 SCORE
Name: ____________________________________________________________ Date: ___________________________

Year & Section: ____________________________________________________ Quarter: 3rd Quarter
Activity Title: Absolute Linear Inequalities Activity No.: 23
I. LEARNING TARGET
1. Solve absolute linear inequalities
A. Concept Notes
The absolute of x, denoted by x , is defined by
ì x, if x > 0
ï
x = í0, if x = 0
ïî-x, if x < 0
and the absolute value of x has the following properties.

1. If x = k, where k ≥ 0, then x = k or x -k.
On the number line, we express the property as follows
We mow consider the absolute value inequality x < k. This states that the absolute value of x is less than k. What this
means on the number line is that x lies to the right of -k and to the left of k.
Showing the inequality on the number line,
Hence,
2. If x < k, where where k ≥ 0, then -k < x < k.
Similarly, for x > k, the absolute value of x is greater than k. This means that on the number line, x lies to the left of -k or to
the right of k.
Showing the inequality on the number line,
Therefore,
3.If x > k, where k ≥ 0, then x <-k or x > k.
Examples: Solve for each of the following inequalities. Illustrate the solutions on a number line.
1. x + 8 £ 2
Solution:
-2 ≤ x + 8 ≤ 2
Solving the two inequalities separately,
x + 8 ≥ -2 and x+8≤2
x≥-2-8 x≤2-8
x ≥ - 10 x≤-6
Therefore, -10 ≤ x ≤ -6
2. x - 5 ³ 1
Solution:
x - 5 ≤ -1 and x-5≥1
x≤-1+5 x≥1+5
x≤4 x≥6
Therefore, x ≤ 4 or x ≥ 6
3. 2 £ x - 6 £ 4
Solution:
x -6 ³2 and x-6 £4
x -6 ³2 x-6 £4
x-6≤-2 or x-6≥2 -4 ≤ x - 6 ≤ 4
x≤-2+6 x≥2+6 x - 6 ≥ -4 and x-6≤4
x≤4 x≥8 x≥-4+6 x≤4+6
Therefore, x ≤ 4 or x ≥ 8 x≥2 x ≤ 10
Therefore, 2 ≤ x ≤ 10
Putting the two set of inequalities together,
Therefore, 2 ≤ x ≤ 4 and 8 ≤ x ≤ 10
B. Firm-Up Activity (Skills): Answer the following. Show your solutions.

Answer exercise 7B nos. 8(a - d) and 10 ( a - b) on pages 193 - 194

Telephone 417-3105
U:_______
P:_______
MATHEMATICS 7
S.Y. 2016 – 2017 SCORE
Name: ____________________________________________________________ Date: ___________________________

Reference/s: Yeo, Joseph, et al (2015) New Syllabus Singapore Math 7 Work text, Manila, Rex Bookstore
I. LEARNING TARGETS
1. Solve absolute value linear equations
2. Solve simple linear inequalities
3. Formulate inequalities to solve problems in real-world context
4. Solve simultaneous linear inequalities
5. Solve absolute linear inequalities
I. KNOWLEDGE: Read every item carefully. Write the letter of the correct answer on the space provided before
each number.
_______1. Which inequality represents six less than three times a number is at least fifteen?
a. 3n - 6 £ 15 c. 3n - 6 < 15
b. 3n - 6 ³ 15 d. 3n - 6 > 15
_______2. Which graph represents the solution of inequality x + 3 < 2?

a. c.
b. d.
_______3. Which inequality represents twice a number is less than ten?

a. (5 + 2)n < 0 b. 10n < - 5 c. 10 < 2n d. 2n < 10
_______4. Which of the following is the solution set for 2x - 5 > x – 2?
a. x < 3 b. x > 3 c. x < -5 d. x > -2
_______5. Which of the following is the solution set for 9x  5  6x   3x  10 ?

a. x   5 b. x  5 c. all real numbers d. no solution
II. Solve the following show your solutions.
A. Solve for each of the following inequalities. Show your solutions and illustrate on a number line.
1. x – 7 ≤ 5 – 2x (3 pts)
2.3x5 x1 2 x1 (4 pts)
3. Given that 2x + 3 < 5x + 2, 5x + 2< 3x + 28, find (5pts )

a. the smallest integer x,
b. the greatest integer x,,
c. the smallest prime number x,
that satisfies the above inequalities.
B. Daniel scored 66 and 72 marks respectively for his two class tests. By setting up an inequality, what is the
lowest mark he must score in a third test, if he wants to get an average score of at least 75? [5 pts.]
C. An apple cost Php 8.00 and an orange costs Php 10.00. Eric has Php 500 and he has to buy at least 5 of
each fruit. By setting up an inequality, what is the maximum number of fruits he can buy with Php 500? How
much change will he get back? (5 pts)
Telephone 417-3105
U:_______
P:_______
MATHEMATICS 7
S.Y. 2016 – 2017 SCORE
Name: ____________________________________________________________ Date: ___________________________

Activity Title: Transfer Activity Activity No.: 25
Reference/s: Yeo, Joseph, et al (2015) New Syllabus Singapore Math 7 Work text, Manila, Rex Bookstore
I. LEARNING TARGET
1. Solve real-life problems applying the properties of equality and inequality
SNEAKER SALE
Two sporting goods stores are having sales. Addidas Philippines.com is offering Php 500 of the regular price of a pair of
sneakers. Nike Philippines.com is offering 30% off the regular price of the same pair of sneakers. Use the information below
to decide where to purchase the sneakers.
Part A: Let x represent the regular price of the sneakers at Addidas Philippines.com. Write an expression that represents
the sale price of one pair of sneakers. Then write two different expressions to represent the sale price of 3 pairs of
sneakers. What term in your expression shows the total discount on 3 pairs of sneakers? Explain your reasoning.
Part B: Let y represent the regular price of the sneakers in Nike Philippines.com. Write an expression that represents the
sale price of one pair of sneakers at Nike Philippines.com. Then write two different expressions that show how
much you would pay if your mom agreed to pay half.
Part C: At Addidas Philippines.com, customers must also pay a sales tax of 6%. Write an expression in terms of x that
represents the total purchase price of one pair of sneakers at Addidas Philippines.com.
Part D: At Nike Philippines.com, customers do not have to pay sales tax, but they must pay a flat shipping fee of Php
249.99. Write an expression in terms of y that represents the total purchase price of the sneakers at Nike
Philippines.com.
Part E: The regular price of the sneakers at Addidas Philippines.com, inclufding sales tax, is Php 3 699.55. The final
purchase price of the sneakers at Nike Philippines.com, including shipping, is Php 3 001.6. What is the final
purchase price of the sneakers at Addidas Philippines.com? What is the regular price of sneakers at Nike
Philippines.com? Use the expressions you wrote for Parts C and D as part of your solution and round of to the
nearest cent.
Part F: If you were going to purchase the sneakers, would you purchase them form Addidas Philippines.com or from Nike
Philippines.com? Explain your reasoning. What other factors besides purchase price might influence your decision?
Part G: You decide to purchase the sneakers from Nike Philippines.com, in addition to several pairs of socks that cost Php
134.55 each. Nike Philippines.com offers free shipping on orders of Php 3 250 or more. Write and solve an
inequality to find how many pairs of socks you must buy in order to get free shipping. Explain your reasoning.

3rd Quarter Assessment Task (Take Home Activities)

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3rd Quarter Assessment Task (Take Home Activities)

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Activity Title: Introduction to Equations Activity No.

II. LEARNING EXPERIENCES

Activity Title: Introduction to Equations Activity No.: 02

B. Write an algebraic equation for each.

3rd Quarter Mathematics 7 LAS 1 | P a g e

C. Journal Writing (Skills)

Activity Title: Solving Simple Equations Using Addition or Activity No.: 03

Simplify both sides

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

Add 3 on both sides

3rd Quarter Mathematics 7 LAS 2 | P a g e

B. Exercise 1: Answer Exercisee 6A no.1 (a - e) on page 167

C. Journal Writing (Skills)

2. Create two equations each that can be solved by using: [8 points]

2. Solve for the value of x to make the equation equal.

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

Journal Writing (Skills)

Activity Title: Quiz # 1 Activity No.: 05

II. LEARNING EXPERIENCES

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

3rd Quarter Mathematics 7 LAS 4 | P a g e

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

3 x 12 The process of dividing the same nonzero number on

Activity Title: Solving Multi-step Equations Activity No.: 07

II. LEARNING EXPERIENCES

Exercise 3: Make a 1st degree equations with:

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

II. LEARNING EXPERIENCES

C. Journal Writing (Skills)

a. Comment on your friend’s solution.

Activity Title: Quiz # 2 Activity No.: 9

II. LEARNING EXPERIENCES

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

This all that is left of your homework.

a. The question is:

Activity Title: Absolute Value Linear Equation Activity No.: 10

3rd Quarter Mathematics 7 LAS 8 | P a g e

Activity Title: Linear Inequalities Activity No.: 11

Notes: Properties of Inequalities

1. 15x < 75 2. -4x ≤ 16

Other Properties of Inequalities

This is true for a negative number b.

For any three numbers x, y and z,

This is known as the transitive property of inequalities.

3rd Quarter Mathematics 7 LAS 10 | P a g e

That is, we should only consider the common solutions.

Therefore, 2 < x < 4

Solution: Solving the two inequalities separately,

B. Firm-Up Activity (Skills): Answer the following. Show your solutions.

ROMAN CATHOLIC BISHOP OF NOVALICHES K:_______

Name: ____________________________________________________________ Date: ___________________________

3rd Quarter Mathematics 7 LAS 12 | P a g e

and the absolute value of x has the following properties.

Putting the two set of inequalities together,

B. Firm-Up Activity (Skills): Answer the following. Show your solutions.

ROMAN CATHOLIC BISHOP OF NOVALICHES K:_______

Name: ____________________________________________________________ Date: ___________________________

_______2. Which graph represents the solution of inequality x + 3 < 2?

_______3. Which inequality represents twice a number is less than ten?

_______4. Which of the following is the solution set for 2x - 5 > x – 2?

a. x < 3 b. x > 3 c. x < -5 d. x > -2

_______5. Which of the following is the solution set for 9x  5  6x   3x  10 ?

II. Solve the following show your solutions.

2.3x5 x1 2 x1 (4 pts)

Name: __________________________________ Date: _

Name: __________________________________ Date: _

Name: __________________________________ Date: _