Name: ____________________________________ Control No.

: _________________
Address: _________________________________ Parent’s Signature: __________
Contact No.: ___________________

Learning Module in Math 7

Date Most Essential Learning
Competencies
Represents the absolute value of a
number on a number line as the
September 7 – 11,
distance of a number from 0.
2020
Performs fundamental operations on
integers.
M7NS-Ic-1, M7NS-Ic-d-2
September 14 – 18,
2020

Week 3—Day 1
Quarter I:
Lesson 1: Absolute Value

ABSOLUTE VALUE
Numbers that are on the same distance from zero (the origin) but on the other
sides of zero are called opposites.

If x is a positive integer or zero, then the absolute value of x is x.

|x| = x, if x ˃ 0 |x| = x, if x is ˂ 0
If x is a negative integer, then the absolute value of x is the opposite of x.
|x| = - x, if x is ˂ 0
Example:
Find each value.
1. |9| 2. |-9| 3. |0| 4. |8| + |-2| 5. |-10| - |-5|
Solution:
1. Since 9 is 9 units from zero, the absolute value of 9 is 9.
2. Since -9 is 9 units from zero, the absolute value of 9 is -9.
3. The absolute value of 0 is 0.
4. |8| + |-2| = 8 + 2 = 10
5. |-10| - |-5| = 10 – 5 = 5
 Activity No. _______
Absolute Value
Direction: Evaluate each expression.
1. |8| + |5| = __________
2. |-5| + |-15| = __________
3. |32 - 62| = __________
4. |6 ∙ 5| ∙ |-2| = __________
5. |-250|÷10 = __________
6. |-5| ∙ |-4| ∙ |-6| = __________
7. |27 - 7| ∙ |-2| = __________
8. |-8| - |-5| = __________

Week 3—Day 2
Quarter I:
Lesson 2: Adding Integers

ADDITION OF INTEGERS

Rules for Adding Integers

LIKE SIGNS: ( + ) + ( + ) or ( - ) + ( - )
Find the sum of their absolute value and use the sign common to both
integers.
UNLIKE SIGNS: ( + ) + ( - ) or ( - ) + ( + )
Find the difference of their absolute values and use the sign of the integer
with the greater absolute value

Example:
Add.
a. -9 + (-3) b. -9 + 6 c. -11 + (-6) d. 3 + (-11)
Solution:
a. Find the absolute values: |-9| = 9; |-3| = 3
Since the signs are the same, add the absolute values:
9 + 3 = 12.
The addends are both negative. Therefore, the sum is negative:
-9 + (-3) = -12.

b. Find the absolute values: |-9| = 9; |6| = 6

Since the signs are the same, add the absolute values:
9 – 6 = 3.
The negative addend has the greater absolute value. Therefore, the sum
is negative:
-9 + 6 = -3

c. -11 + (-6) + (-2) = -19

d. 3 + (-11) + (15) = 7

Activity No. ______

Adding Integers
Direction: Find the sum of the following.
1. 8 + (-14) = _______________
2. -23 + -9 = _______________
3. -18 + 15 = _______________
4. 37 + (-24) = _______________
5. 52 + 76 = _______________
6. -170 + (-80) + 97 = _______________
7. (-22) + 33 + (-18) = _______________
8. (-30) + (49) + 90 = _______________
 9. (+34) + (+17) + (-10) + 4 = _______________
10. (-42) + 63 + (-48) + 77 + (-54) = _______________

Week 3—Day 3
Quarter I:
Lesson 3: Subtracting Integers

SUBTRACTING INTEGERS

Rule To subtract an integer, add its opposite.

or
For all numbers a and b
a – b = a + (–b)

To convert 9 – (–3) into a sum, change “minus” to “plus” and get the opposite of
–3 which is 3, to have 9 + 3.
Thus, 9 – (–3) = 9 + (3).

Example:
Subtract.
a. (–5) – (–3) b. 6 – (–3) c. –7 – (4) d. 4 – 10

Solution:
There are several ways to subtract integers.
a. (–5) – (–3) (using tiles)
Show –5. Then, Subtract 3 tiles. – – – – –
Two tiles remain. (–5) – (–3) = –2

b. In all cases, change subtraction to addition

6 – (–3) = 6 + 3
+6 +3

6 – (–3) = 9
c. –7 – (4) = –7 + (–4) = –11
d. 4 + (–10) = –6

Activity No. 3
Subtracting Integers
Direction: Find the missing number in each subtraction sentence.
1. 9 – =2

2. – (–5) = –8

3. –11 – =0

4. 30 – = –42

5. –6 – = –12

Evaluate the following expressions.

1. 4 – 11 + (–5) = _________
2. –8 – (–3) + 2 = _________
3. –4 – 7 + (–6) = _________
4. 7 – 12 – (–9) = _________
5. 15 – (–24) – 25 = ________
 Week 1—Day 4
Quarter I:
Lesson 4: MULTIPLYING AND DIVIDING INTEGERS

MULTIPLYING AND DIVIDING INTEGERS

RULE Rules in Multiplying and Dividing Integers

1. When you Multiply or Divide two numbers with the same
sign, the product or quotient is positive.
(+) ∙ (+) = (+) (–) ∙ (–) = (–)
(+) (+) = (+)
÷ (–)÷ (–) = (–)

2. When you Multiply or Divide two numbers with different

signs. The product or quotient is negative.
(+) ∙ (–) = (–) (–) ∙ (+) = (–)
(–) ÷ (+) = (–) (+)÷ (–) = (–)

3. Any number Multiplied by 0 gives a product of 0.

4. The rules for dividing zero by a nonzero number and for a
division by zero still hold
0 any number
=0 =undefined
nonzero number 0

Example:
Multiply
a. –6 x 9 b. –7 x –6 c. 4 x (–5) x 8 d. (–2)(–3)(5)

Solution:
a. –6 x 9 = 54. The product is negative because the signs of the factors are not the same.
b. –7 x –6 = 42. The product is positive because the signs of the factors are the same,
c. 4 x (–5) x 8 = (–5) x 32 = –160. The product is negative because the signs of the factors
are not the same.
d. (–2)(–3)(5) = (6)(5) = 30

Divide
a. (48)÷ (8) c. (72)÷ (–9)
b. (–40)÷ (–8) d. (–49)÷ (7)

Solution:
48
a. Positive÷ Positive: =6
8

– 40
b. Negative ÷Negative: =5
−8
72
c. Positive ÷ Negative: = –8
−9

−49
d. Negative ÷Positive: = –7
7

Activity No. ________

MULTIPLYING AND DIVIDING INTEGERS
Direction: Write the missing term in the to complete each
sentence.

1. −¿5 ∙ = −¿15

2. ∙ 9 = –9
 3. –12 ∙ =0

42
4. = –2

5. −12 = –9

Evaluate the following

1. (–5)( –4)(–2)(–1) = ________

2. (–2)(–3)(–3)(–3)(–3) = ________

3. (–63) ÷ 9 = ________

4. (–50) ÷ (–10) = ________

5. 56 ÷ –7 = ________

Week 2—Day 1 – 3
Quarter I:
Lesson 5: Difference and Complement of Sets
VENN DIAGRAM
Venn Diagrams are very useful
U U A B
in showing the relationship
A
between sets. The Venn diagram
B
consists of a rectangle which
represents the universal set and
a circle or circles inside the
rectangle which represent the B⊂A The shaded region represents
set. It is understood that the A⋂B
elements in the set are inside the circle.

U U A B U
A B A B

The shaded region represents The shaded region represents The shaded region represents
(A⋂B)’ A⋃B (A⋃B)’

Example:
Given: ⋃ = { q ,r , s ,t , u , v , w , x , y , z }
A = {q , s , t , x }
B = {s,t , z}

Use Venn Diagram to represent:

a. A ⋃ B
b. A ⋂ B
c. A – B
 d. A’
e. B’
f. (A ⋂ B)’
g. A’ ⋂ B’
h. (A ⋃ B)’

Solution:
a. A ⋃ B = { q , s , t , x , z } e. B’ = { q ,r , u , v , w , x , y }
U A B U A B
r
q x st uq
z
𝑣 𝑥
𝑤 𝑦

b. A ⋂ B = { s , t } f. A ⋂ B = { s , t }
U A B (A ⋂ B)’ = { q ,r , u , v , w , x , y , z }

st Ur A B
uq z
𝑣 𝑥
𝑤 𝑦

c. A – B = { q , x } g. A’ ⋂ B’= { r , u , v , w , y }
U A B U A B
r
qx u
𝑣
𝑤 𝑦

d. A’ = { r , u , v , w , y , z } h. A ⋃ B = { q , s , t , x , z }
(A ⋃ B)’= { r , u , v , w , y }
U A B
r U
r A B
u
𝑣 u
𝑤 𝑦 𝑧 𝑣
𝑤 𝑦

Activity No. ________

Venn Diagram
Direction: Draw a Venn Diagram to represent the following.
1. M ⋂ O

2. X ⋃ Y
3. H ⊂ K

4. (P ⋂ Q)’

5. (R ⋃ S)’

Activity No. _________

Venn Diagram
Direction: Represent the given set using Venn diagram
Given U =
{ Arnold , Ben ,Carlos , Dennis , Efren, Fred , Gerald , Henry , Isaac , Joseph }
A = { Arnold ,Carlos , Dennis , Henry }
B = { Carlos , Dennis , Joseph }
1. A ⋃ B

2. A ⋂ B

3. A – B

4. A’
 5. B’

6. (A ⋂ B)’

7. A’ ⋂ B’

Activity No. _________

Venn Diagram
Direction: Describe the intersection and union of sets.
1. U A B ________________________________________________
________________________________________________
________________________________________________
________________________________________________

2. U A B ________________________________________________
________________________________________________
________________________________________________
________________________________________________

3. U A B ________________________________________________
________________________________________________
________________________________________________
________________________________________________

Scoring Rubrics:
3 2 1
Describe and Explain the Explain the diagram with clear Explain the diagram with
diagram with clear representation in one way. unclear representation.
representation in multiple
ways.

Week 2—Day 4
Quarter I:
Lesson 6: Venn Diagram Application
APPLICATION OF VENN DIAGRAM
Example:
Out of 50 students, 20 are members of the Math Club and 34 are members of
the Glee club. If 8 are in both clubs, how many students are in
a) neither of the clubs b) either clubs

Solution:
U
Draw the universal set for the 50 Math Club Glee Club
students with two overlapping circles 20 34
and label it with the total in each.

U
Math Club Glee Club
Because 8 students belong to both 20 8 34
clubs, Put 8 in the overlap.

U
Account for 8 of the 20 Math Club Math Club Glee Club
Members, leaving 12 students who are 20 12 8 34
members of the Math Club but are not
members of the Glee Club.

U
Account for 8 of the 34 Glee Club Math Club Glee Club
Members, leaving 26 students who 20 12 8 26 34
are members of the Glee Club but
are not members of the Math Club.

This shows that a total of 12 + 8 + 26 U

or 46 students are in either Math Club Math Club Glee Club
or Glee Club. This leaves 4 students 20 12 8 26 34
unaccounted for so these students
must be the ones that are in neither
clubs. Thus,

a. There are 4 students that are in neither of the clubs.

b. There are 46 students that are in either clubs.

Activity No. ________

Venn Diagram Application
Direction: Solve each of the following using Venn Diagram
1. In Mrs. Cruz’s advisory class with 30 students, 20 like
Mathematics, 15 like English, and 6 do not like Mathematics or English.
How many students like both Mathematics and English?
 2. There were 42 students who took a test in Mathematics. There were 36
students who passed Test I, and there were 38 students who passed Test
II. Find the maximum number of students who did not pass both tests.

3. A class adviser surveyed 35 of his students on the kind of pets they have
at home. He found that 15 have dogs, 12 have birds. 5 have dogs and
cats, 4 have dogs and birds, and 2 have cats and birds. If no one has all
three kinds of pets, how many students have none of these pets?

References:
A. Books
Orlando A. Oronce & Marilyn O. Mendoza. 2019. E-Math. Manila,
Philippines: REX Book Store. pp. 1-32

B. Government Publications
Government of the Philippines. 2010. Philippine Statistics. Series No. 13.
Manila.

C. Online and Other Sources

Department of Education. http://www.deped.gov.ph/
Math is Fun. http://www.mathisfun.com/sets
Math Goodies. http://www.mathgoodies.com/lesson/sets