Measurement is an indispensable process in many aspects

of daily life. We describe the sizes, capacities and values of many things, from the large distances
involved in space travel, to the very small quantities in computer design. To do this, we must be able
to choose an appropriate level of accuracy for a measurement; to select what measuring instruments
to use and correctly determine the measures of objects, space and time, these activities requires us
to use standard instruments including rulers, volume and capacity measures, timer and emerging
measurement technologies found in the home and workplace.

How does one make an accurate and precise measurement? How are different measuring devices
useful? When do we need to convert one unit of measure to another? How can one tell that a
reasonable estimate has been made? When is it appropriate to express measurements in scientific
notation?

In this module you will try to answer the question above. You will acquire deeper understanding
of what measurement is by knowing the importance of precision and accuracy in measurement, the
tools used in measurement, and its many uses in life.

LEARNING OUTCOMES:

Content Standards:

The learner demonstrates understanding of key concepts of measurements.

Performance Standards:

The learner is able to formulate real-life problems involving measurements and solve these using
a variety of strategies.

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 SCORE:
Let us check what you already know about this Module!

Directions: Read each item carefully. Choose the letter of the best answer and write it on a separate
sheet of paper.
1. What unit of measure do medicines in capsule usually have?
A. milliliter
B. hectogram
C. milligram
D. nanometer
2. Which is the best estimate of temperature of cold glass of fruit juice in degree Celsius?
A. 0
B. 10
C. 32
D. 100
3. Estimate the given angle on the right.
A. 10°
B. 30°
C. 45°
D. 60°
4. A baby weighs 3.35 kilograms at birth. Suppose the baby’s weight constantly increases every two
months by 1.2 kilograms, what is his weight, in the same unit, on the 5th month?
A. 5.33
B. 5.35
C. 6.33
D. 6.35
5. Convert 36 inches into feet.
A. 3.5 ft
B. 3 ft
C. 2.5 ft
D. 2 ft
6. Convert 89.89 °F to ° C.
A. 32.89 ° C
B. 32.16 ° C
C. 93.80 ° C
D. 41.20 ° C
7-10.What mathematical operation corresponds to the following words. Write your answer the space
provided.

Mathematical term Mathematical symbol/ operations

Sum

Increased by

Less than

LESSON 1 Measurement of Length WEEK

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  Approximates the measure of length
 Converts measurement of length from one unit to another in both metric and English system.
 Solves problems involving conversion of measurement of length.

Measurement is a number that characterized an object or event, which can be compared

with other objects or events. You use basic unit of measure for length, time, weight/mass,
electric current, volume, angles, temperature and rate. There are two systems of measures, the
Metric System or the International System of Units (SI) and the English System. Most countries,
including the Philippines, use the SI Unit of measure.

100 centimeters or 100 cm = 1 meter or 1 m

1,000 m = 1 kilometer or 1 km

Complete the statement below.

The length of an object is the number of units from one end of the object
to the other end. Using a centimeter as a unit, this pencil is 16 centimeters long.
Various instruments are used to measure length like ruler, meter stick, tape measure, trundle
wheel, caliper and micrometer.

While the number of objects should be exact, measurements are never exact.
Consider the following.
Number of Objects Measurement
(Exact) (Approximation)
3 or 4 books but not 148.4 cm tall person which means
between 3 and 4 books the person can be 148cm tall or any
number near it.
Below are the common units for measuring length.
English System Metric System
Inches Millimeter
Feet Centimeter
Yard Meter
Mile Kilometer

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 The meter (m) is the basic unit of length in the metric system. Units of measurements of lengths
can be converted from one unit to other. The metric converter can be used in converting from one unit of
measure to another.

Km hm dam m dm cm mm
(kilometer (hectometer (dekameter) (meter) (decimeter (centimeter) (millimeter
) ) 10 1 ) 0.01 )
1000 100 0.1 0.001
Largest Smallest

Main Idea
If the direction in the metric converter is from
 Left to right, multiply by the number of converters
 Right to left, divide by the number of converters.

Consider converting the following:

1. 15 000 m to km

1 km 15 000 km
15 000 m × = = 15 km
1 000 m 1 000

2. 750 000 mm to m

1 cm 1m
750 000 mm × × = 750 m
10 mm 100 cm

A conversion factor can also be used to convert from one unit to another within the system
and from one system to another.
Some common conversion factors are shown below.
1 foot = 12 inches 1 mile = 1760 yards = 5280 feet
1 yard = 3 feet 1 meter = 3.28 feet
1 inch = 2.54centimeters

Examples:
1. 48 in to m

2.54 cm
×
48 in 1m = 1.22 m
1∈¿× ¿
100 cm

2. A hiker walks 1428 feet away from his home. How many meters has he walked?

1m 1 km
1428ft× × = 0.44 km
3.28 ft 1000 m

LESSON 2 Measurement of Weight/Mass and Volume capacity

 Estimate or approximates the measure of weight/mass and volume/capacity

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  Converts weight/mass and volume/capacity from one unit to another in both metric and English
system.
 Solves problems involving weight/mass and volume/capacity.

Volume is the measure of how much amount of space is occupied by a 3-dimensional

figure. Capacity is the amount contained in a 3-demensional figure. Volume can be measured
using SI units like cubic meter (m3 ) for solid, which is the basic unit for volume. Other unit of
measure is Liter for liquid which is equivalent to 1000 cubic centimeter. For English System,
gallon, pints or fluid ounce are used to measure the capacity of liquid
contained in a 3-dimentional figures.
Mass is a measure of the amount of matter in a sub stance or an
object. The basic SI unit for mass is the kilogram (kg), but smaller
masses may be measured in grams (g), for great amount of mass, the
unit of measure is ton. To measure mass, you would use a balance or
weighing scale. Weighing scales can be in different forms according to
its use. There are weighing scales intended for kitchen use, for markets
and some for heavy weights. At the right are samples of weighing
scales.

Complete the statement below.

When we want to know how heavy an object is, we are quantifying a

physical attribute of that object called mass. Mass is the amount of matter an object contains. In the
metric system, the basic unit of mass is the kilogram (kg) or 1000 grams.
The table below shows the relationship of the metric units for mass to gram.
Kg Hg dag g dg cg mg
(kilogram) (hectogram (dekagram) (gram) (decigram) (centigram (milligram
1000 ) 10 1 0.1 ) )
100 0.01 0.001

Various instruments are used to measure weight/mass of an object like spring scales, kitchen scales,
bathroom scales, beam and digital weighing scales.

Main Idea
Mass is not the same as weight. But they are often times used in interchangeably. Weight is
the force of gravity acting upon a person or an object.
In symbol, weight is
W = mg, where m is the mass and g is the acceleration due to gravity which is
approximately 9.8m/s2.

Consider converting the following:

1. 45.6 kg to g

1000 g
45.6 kg× = 45 600 g
1 kg
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 2. 750 g to hg

1 hg
750 g× = 7.5 g
100 g

A conversion factor can also be used to convert from one unit to another within the system
and from one system to another.
Some common conversion factors are shown below.
1 ounce (oz) ≈ 28.3 g
1 kg ≈ 2.2 lb
1 metric ton = 1000 kg
Examples:
1. 8.6 ounce to kg

28.3 g 1 kg
8.6oz× = 243.38 g× ≈ 0.24 kg
1 oz 1000 g

2. A bridge can support a mass of 2.8 metric tons. How many kilograms can the bridge support?

1000 kg
2.8 mt× = 2800 kg
1 mt

The amount of liquid a container holds when filled to the brim gives the liquid volume of the
container. The maximum amount of liquid the container holds is its capacity. Capacity is measured in
the same units as liquid volume. In the metric system, liter is the standard unit for liquid volume or
capacity. Cubic meter is the standard unit for solid volume.

Main Idea
Volume is the amount of space that is occupied by an object. Capacity is the amount of
liquid or solid a container can hold when it is full. For liquid volume or capacity, a liter or milliliter
is the standard unit. For solid volume, a cubic centimeter or cubic meter is the standard unit.

kL hL daL L dL cL mL
(kiloliter) (hectoliter) (dekaliter (liter) (deciliter) (centiliter (milliliter
1000 100 ) 1 0.1 ) )
10 0.01 0.001

Example:
1. 0.6 L to mL
1000 mL
0.6 L × = 600 L
1L

In terms of solid volume, the decimal point is moved thrice the number of spaces between units
since volume involves three dimensions.
Here is how we convert units of volume or capacity.
Consider converting 25.97 cm3 to m3. Count the number of connectors from cm to m, that is to
the left.

km hm dam m dm cm mm

Since we are referring to cubic units, multiply 2 by 3 then move the decimal point 2 × 3 or 6
places to the left.
Therefore, 25.97 cm3 = 0.00002597 m3

The relationship among the units of measure of volume for liquid and solid
are shown below.
1 milliliter (mL) = 1 cubic centimeter (cm3)
1 liter= 1 cubic decimeter (dm3) Page|6
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 To convert English units of volumes, the following conversion
factors must be used
1 gallon (gal) = 4 quarts ≈ 3.78 liters
1 quart (qt) = 57.75 cubic inches (in3)
Example
2. Convert 25 gal to cm3
3.78 L 1000 cm3
25 gal × × ≈ 94 500 cm3
1 gal 1L

3. A family uses 600 L of water daily. How many cubic meters of water do the family use in a
month?
1000 cm 3 1 m3
600 L × × =0.6 m3
1L 1000 000 cm3

Name of Learner: __________________________ Grade Level: ____________

Section: _______________________ Date: ___________________
Lesson 1
Activity 1:
Directions: Circle the approximate measurement that is the most appropriate for each given.
1. Length of a car 4 dm 4m 4 km

2. Width of a window 10 cm 10 dm 10 km

3. Length of a marker 8 cm 8 mm 8 dm

4. Diameter of a 25-centavo coin 15 mm 15 cm 15 km

5. Length of a crayon 6 cm 6m 6 mm

Activity 2:
Directions: Converts measurement of length from one unit to another in both metric and English system.
Show your solution in the space provided.

1. 975 cm to m.

2. 8.73 km to cm

3. 100 mm to m

Activity 3:
Directions: Solves problems involving conversion of measurement of length. Show your solutions inside
the box.

4. A track and field athlete ran a distance of 6.5 kilometers. How many meters did he run?
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 5. A book is 52 millimeters thick. How thick is the book in centimeters.

Lesson 2
Activity 1:
Directions: Choose the best estimate measurement for the mass of the following objects. Underline your
answer.
1. A guava (250 kg, 250 g)
2. Medicine capsule(5 mg, 50 g)
3. A softball (500 g, 500 kg)
4. A crayon (100 g, 100 kg)
5. A ping-pong ball (20 g, 20 kg)

Activity 2:
Directions: Converts weight/mass and volume/capacity from one unit to another in both metric and
English system.
1. 11 g to kg

2. 3.5 kg to dg

3. 700 mL to L

4. 92 gal to L

5. The content of one bag of powdered juice is 750 g. how many pounds are in the bag?

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LESSON 3 Measuring Angles, Time and Temperature WEEK
2

 Estimate or approximate measures of angles, time and temperature;

 Converts measurements from one unit to another in both Metric and English systems.
 Solves problems involving time, speed and temperature.

Angle is formed by two rays intersecting at a point called the vertex of the angle. The two rays are
called the sides of the angle. The amount of the opening of the two sides determines the measure of the
angle.
Time is very important and the fundamental quantities of physical world. As the saying goes “Time
is gold”. Everything you do is bounded with time. Time is a period during which an action or event
occurs.
Temperature refers to the measure of the hotness or coldness of an object or substance with reference
to some standard value. The instrument used to determine temperature is a thermometer. It is measured
by Kelvin (K), degree Celsius (°C), and degree Fahrenheit (⁰F) The commonly used units of measure for
temperature are degree Celsius and degree Fahrenheit.

 Angles
In real life, there are many instances where we make an educated guess about the measure of an
angle. We ponder and estimate the size of an angle when we look at the hands of the clock, a ramp at the
park, and many more. Angle estimation is part and parcel of everyday life. Now, look at the given
picture and try to estimate the size of an angle.

 Time and speed

1 hr = 60 minutes
1 minute = 60 seconds

It’s the second week of answering learning module for the second
quarter. The start of the class is 7:00 am. Creng wake up early to prepare
for her class. She looks at the clock to see the time.

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 1. How many hours Creng needs to consume in preparing for the class? Refer to the given
clock.__________
2. How many more minutes?______________
3. How many more seconds? _____________

 Temperature
The human body has a normal temperature; it varies based on
ages and body parts. Refer to the chart, complete the statement
below.

I am __________________________. ______ years old. My

normal axillary temperature is ______ °C or _____ °F. My
mother is _____ years old. Her normal oral temperature is ______
°C or _____ °F. My father is _____ years old. Her normal oral
temperature is ______ °C or _____ °F.

Angles
Derived from the Latin word “angulus”, which means corner, an angle is defined as a figure
formed when two rays share a common endpoint called the vertex. Angles are measured either in degree
or radian measures. A protractor is used to determine the measure of an angle in degrees. In suing the
protractor make sure that the cross bar in the middle of the protractor is aligned with the vertex and one
of the legs of the angle is aligned with one side of the line passing through the cross bar. The
measurement of the angle is determined by its other leg.

Examples:

Time and Speed

Time is one of the fundamental quantities of the physical world. It is the period during which an
action or events occurs. Clocks and watches are devices used to indicate the passage time.
The standard unit of time is second.

Units of Time
60 seconds (s) = 1 minute (min) 12 months (mo) = 1 year
60 minutes = 1 hour (hr) 365 days = 1 year
24 hours = 1 day (da) 366 days = 1 leap year
7 days = 1 week (wk) 1 decade = 10 years
52 weeks = 1 year (yr) 1 century = 100 years

Example:
1. Convert 4 hours to minutes
60 min
4 hr× = 240 min
1hr

The amount of time that has passed from a given time to another given times is called elapsed
time.

Example:

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 1. If the work on the project started at 8:40 a.m. and was done for 2 hours and 45 minutes, at what
time will it be finished?
Solution: Add the times.
8 hr 40 min
+ 2 hr 45 min
10 hr 85 min But 60 min = 1 hr

So, 85 min = 60 min + 25 min

Therefore, 11 hr 25 min = 11 hr + 25 min
The project will be finished at 11:25 a.m.

Speed is the rate of an object’s change in position along a line. Average speed is determined
distance
by dividing the distance travelled by the time spent to cover the distance (Speed = ). The
time
m
base SI unit for speed is meters per second ( ). The commonly used unit for speed is kilometers per
s
km
hour ( ).
Example:h
1. A car left the house and travelled at an average speed of 60 kph. How many minutes will it take
for the car to reach the school which is 8 km away from the house?
Solution:
d
T=
S
8 km
=
60 kph
2
= hours or 8 minutes
15
Temperature
In your everyday life and in your study of Math and Science, you are likely to encounter three
different temperature scales. When you watch the weather report on the news, they will report the
temperature on one scale, yet you measure temperature in the laboratory on a different scale. Clearly,
you can see the importance of the use of units when reporting temperature. You can also see the need,
for a student, to be able to convert temperatures from one scale to another.
Temperature is the measurement of the degree of hotness or coldness of an object or substances.
While the commonly used units are Celsius (ºC) for the Metric system and Fahrenheit (ºF) for the
English system, the base SI unit for temperature is the Kelvin.

Here under are some conversion factors:

5
ºC = ( ¿ ( ℉ −32 ) or ºF = (1.8) (℃) + 32
9

9 F−32
ºF = ( ) (ºC) + 32 or ºC =
5 1.8

K = ºC + 273.15

Examples:
1. Convert 100ºC to ºF
9
ºF = ( )(100ºC) + 32
5
= 180 + 32
= 212 ºF

2. 122 ºF to ºC
122ºF−32
ºC =
1.8
90
=
1.8
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 = 50 ºC

3. The temperature for the day cools down to 77ºF. What is the temperature in ºC? in K?
5 5
ºC = ( ¿ (77 ℉−32) = (45) = 25ºC
9 9
K = ºC + 273.15 = 25 + 273.15 = 298.15 K

Name of Learner: __________________________ Grade Level: ____________

Section: _______________________ Date: ___________________

Lesson 3
Activity 1:

A. Directions: Be creative! Follow the step by step procedures below. Place your answer in a
separate coupon bond.

Step 1: In a clean sheet of coupon bond draw the first letter of your name.

Step 2: Draw intersecting lines inside the lines to show different angles.

Step 3: Show your creativity by coloring or design your work.

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Step 4: Using protractor, measure at least 5 angles and write down respectively to its location. Example
was shown in step 3.

B. Directions: Estimate the measurement of the given angles and then check your estimates by
measuring the same angles using your protractor.

Measurement

Activity 2:
Directions: Convert the indicated unit of time, speed and temperature. Show your solutions in the space
provided.
1. 35 minutes = _______ seconds

2. 6 years = __________ months

3. 5ºC to ºF

4. 58.5 ºF to ºC

5. 53 ºC to K

Activity 3:
Directions: Solve each problem involving time and speed. Show your solution in a separate sheet of
paper.
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 1. How many minutes have elapsed between 11:30 a.m. and 4:45 p.m. of the following day?
2. Randy worked 3 hours and 20 minutes in his vegetable garden. If he started at 5:30 a.m., at
what time did he stop working?
3. Sebastian stood at the edge of the cliff and shouted facing down. He heard the echo of his
voice 4 seconds after he shouted. Given that the speed of sound in air is 340 m/s, how deep is
the cliff? (Use the formula: d = St)

LESSON 4 Verbal Phrases and Mathematical Phrases WEEK

3

 Translates english phrases to mathematical phrases and English sentences to mathematics

sentences, and vice versa

In the English subject you learn about phrases and sentences. Mathematics has also mathematical
phrases and sentences. You have to translate verbal phrases to mathematical symbol to form
mathematical phrases. Mathematical phrase consists of operational symbols like +, -, ( ) or x , ÷ or /.
There is/are corresponding word(s) for these symbols. Aside from operational symbols, it also includes
variables and numbers.

I am Angel, a student of Grade

7 Ilang-Ilang. We are 42 in the
class. We are 1 more than
Sampaguita class.
I am Princess, a student of
Grade 7 Sampaguita. We are
41 in the class. We are 1 less
than Ilang-ilang class.

Answer the following question.

1. What mathematical symbol will you use for the phrase “less than”? ________
2. What mathematical symbol will you use for the phrase “more than”?_______

The language of algebra makes use of letters or combinations of letters to

represent certain values or numbers. The following table shows some symbols with their meanings. You
can use these in translating mathematical phrases to verbal phrases, and vice versa.

Words/Phrases Symbols

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 plus, sum, total, added to, increase, by, more than, exceeded by +
minus, less than, subtracted, take away, diminished by, decreased by, -
difference
multiply, times, product •, ( ), x
divide, quotient ÷, /
equals, is equal to =
is not equal to ≠
is less than <
is greater than >
is less than or equal to, is at most ≤
is more than or equal to, is at least ≥
is an element of ϵ
is a subset of ⊂
Union ∪
Intersection ∩

Examples:
A. Take a look how each verbal phrase is translated into a mathematical phrase.

Verbal Phrase Mathematical Phrase

1. 6 increased by number n 6+n
2. Nine less than x x–9
3. The product of 9 and y 9y
4. Divide a number x by 8 x
8
5. Twice the sum of y and 7 2(y + 7)
6. Twice a number n increased by 5 2n + 5
7. The sum of twice x and half of y 1
2x + y
2
8. Thrice x added to twice y 3x + 2y
9. The square of the sum of x and y (x + y)2
10. Half of the sum of a and b 1
(a+b)
2

B. Write at least two word phrases to represent the given algebraic expressions.
1. (a + b)2 + 1 The square of the sum of a and b increased by one.
 One plus the square of the sum of a and b.

2. 4 – 2a Four decreased by twice a.

 Twice the number a subtracted from four.

LESSON 5 Algebraic Expressions

 Illustrates and differentiates related terms in algebra:

a. an where n is a positive integer;
b. constants and variables;
c. literal coefficients and numerical coefficients;
d. algebraic expressions, terms and polynomials;
e. number of terms, degree of the term and degree of the polynomial.

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 To understand the new terms better, let’s look at some word prefixes. The chart shows some
common terms and the meaning of their prefixes.

In math these prefixes are used

often. Each prefix will give a hint as to the type of expression that you are dealing with.
The prefix mono, for example, means one, a monomial is a single piece or term. Let’s explore more
about each term!

Definition of Terms
 In the algebraic expression 3x2 – x + 5, 3x2, -x and 5 are called the terms.
 Term is a constant, a variable or a product of constant and variable.
 In the term 3x2, 3 is called the numerical coefficient and x2 is called the literal coefficient.
 In the term –x has a numerical coefficient which is -1 and a literal coefficient which is x.
 The term 5 is called the constant, which is usually referred to as the term without a variable.
 Numerical coefficient is the constant/number.
 Literal coefficient is the variable including its exponent.
 The word Coefficient alone is referred to as the numerical coefficient. In the literal coefficient
x2, x is called the base and 2 is called the exponent.
 Degree is the highest exponent or the highest sum of exponents of the variables in a term.
In 3x2 – x + 5, the degree is 2.
In 3x2y3 – x4y3 the degree is 7.
 Similar Terms are terms having the same literal coefficients.
3x2 and -5x2 are similar because their literal coefficients are the same.
5x and 5x2 are NOT similar because their literal coefficients are NOT the same.
2x3y2 and –4x2y3 are NOT similar because their literal coefficients are NOT the same.

Algebraic Expression Constant Variable

3x + 5 3 and 5 X
1 ½ and -4 Y
y−4
2
6xy + 5z 6 and 5 x,y and z
2 2 and -10 y
– 10
y
4x2 - √ x + 8 4 and 8 x

Note:
An exponent is a number that indicates the number of times a variable or a number is used as
a factor.
Ex. 23 = (2)(2)(2)
y2 = (y)(y)

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 A polynomial is a kind of algebraic expression where each term is a constant, a variable or a
product of a constant and variable in which the variable has a whole number (non-negative number)
exponent. A polynomial can be a monomial, binomial, trinomial or a multinomial.
An algebraic expression is NOT a polynomial if
1) the exponent of the variable is NOT a whole number {0, 1, 2, 3..}.
2) the variable is inside the radical sign.
3) the variable is in the denominator.

“Kinds of Polynomial according to the number of terms”

1) Monomial – is a polynomial with only one term
2) Binomial – is polynomial with two terms
3) Trinomial – is a polynomial with three terms
4) Polynomial – is a polynomial with four or more terms

“Kinds of Polynomial according to its degree”

1) Constant – a polynomial of degree zero
2) Linear – a polynomial of degree one
3) Quadratic – a polynomial of degree two
4) Cubic – a polynomial of degree three
5) Quartic – a polynomial of degree four
6) Quintic – a polynomial of degree five
4) Polynomial – is a polynomial with four or more
terms
Exponents of the
Algebraic Expression Variables Classification
Variables
1. 8y – 7 Y 1 Binomial
2. 4x2 – 16x + 15 X 2 and 1 Trinomial
3. 9x3y2 x, y 3 and 2 Monomial
4. 5√ x – 3 X ½ Not a Polynomial

Name of Learner: __________________________ Grade Level: ____________

Section: _______________________ Date: ___________________

Lesson 4
Activity 1:
Directions: Translate each mathematical expression into a verbal phrase.
1. 2x + 10  ____________________________________________________
2. n – 5  ____________________________________________________
3. 7y  ____________________________________________________
2a
4. ____________________________________________________
3
5. 3(x + 6)  ____________________________________________________
Activity 2:
Directions: Match each verbal phrase under Column A to its mathematical phrase under Column B.
Each number corresponds to a letter which will reveal a quotation if answered correctly. A letter may be
used more than once.

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 Lesson 5
Activity 3:
Directions: Complete the table below. Answer the indicated terms in each given.
Exponents
Algebraic Polynomial Kinds of
Constant Variable of the Degree
Expression or Not Polynomial
Variable
1. 8x3y + 2
2. 3x - √ y
3. 8x2 – 5x + 2
4. 5x5 – 3x
5. -4x2 +3x – 4

Activity 4:
Directions: Express the following to Mathematical symbol. Write your answers in the space provided.
1. Zab is x years old now. What is his age 7 years from now?

2. Joan is twice as old as her sister now. What is her age 6 years ago?

3. A square has a side 3x - 2 , what is the perimeter?

4. His income is 7x + 6 every day. What is his total income in x days?

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LESSON 6 Evaluation of Algebraic Equation WEEK
4

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

This man, Sultan Kösen, is one of the tallest

men on Earth. He is 251 cm tall, and his brother
Hasan, who is standing next to him, is 178 cm tall.
“A rule of thumb is an easy-to-remember guide for making
an estimate.”One rule of thumb is that an adult’s ideal weight in
kilograms is 100 less than his or her height in centimeters. Use this
rule of thumb to estimate the weights in kilograms of Sultan Kösen
and his brother.

What is Sultan Kösen estimated weight?

What is his brother's weight?

In a previous lesson, verbal phrases were translated to algebraic expressions.

An algebraic expression can be given meaning by way of assigning a specific value to each variable.
This mathematical process is called the evaluation of an algebraic expression. This process involves
finding a numerical value for an algebraic expression by substituting a given set of numbers in place of
the corresponding variables.
Some terms have variables with exponents.
An exponent tells how many times a number, called the base is used as a factor. Thus,
3 • 3 • 3 • 3 • 3 can be written as 35
7 • 7 • 7 • 7 • 7 • 7 • 7 can be written as 77
a • a • a • a • a • a can be written as a6
xy • xy • xy • xy can be written as (xy)4

In the given exponential notations above; 3, 7, a, and xy are the bases, and 5, 7, 6, and 4 are the
exponents.

Note:
An exponent is a symbol or number at the upper right hand corner of a variable or
a constant. It indicates the number of times the base is used as a factor.
The base is the repeated factor in a product
c
base a exponent

Example:
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MATHEMATICS 7
 Consider 2x2 + 3y – 4. What is its value if x = 3 and y = 5?
Solution:
If 3 is substituted for x and 5 for y, then the value of the expressions
2x2 + 3y – 4 = 2(3)2 + 3(5) – 4 *Substitute the value of x and y
= 2(3)(3) + 15 – 4 *Simplify the expressions with the parenthesis first.
= 2(9) + 15 – 4 *Simplify expressions with exponents.
= 18 + 15 – 4 *Using PEMDAS rule, perform all indicated
= 33 – 4 operations, and simplify the result.
= 29

LESSON 7 Addition and Subtraction of Polynomials

 adds and subtracts polynomials

Algebraic expressions are said to be similar if the expressions has the same
literal coefficients or variables, like 3x and x are similar while x and x² are not. In general, algebraic
expressions are called polynomials. You can only perform addition and subtraction to polynomials that
are similar. In the previous lesson you define variables as a letter that represents a number. An
expression can have a value if you replace the variable with a number and perform the operations
involved.

In order to add or subtract polynomials, it's important to understand like terms first.  Like terms
are terms that have the exact same variable part, they must have the same variables raised to the
same powers.  Like terms can have a different coefficient (the number in front of the variable), but
the variable parts must match exactly.
Put a check mark inside the box if the following are like terms. Explain why.

Why?

Polynomials may be written in descending order, in ascending order, or

neither. Generally, we write the polynomials in descending or ascending order in a way we can easily
identify like terms or similar terms.
When terms have the same literal coefficients, they are called like or similar terms. Unlike
terms have the same variables but with different exponents. They can also have different literal
coefficients. The following shows like and unlike terms.
Like Terms Unlike Terms
2 2 2
x , 3x , and 5x 6x y , -11x2y5, and 8x3y3
5 2

3 2 3 2
4x y , -7x y 2ay5, - 15yz3, and 13x

To add polynomials, simplify by combining similar terms, using the commutative, associative,
and distributive properties.

Consider the following polynomials.

1. 3x2 + 5x – 8 and x2 – 3x + 2

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 Solution:
(3x2 + 5x – 8) + (x2 – 3x + 2) *Arrange in descending order indicated addition
=3x2 + 5x – 8 and x2 – 3x + 2 *Remove parentheses.
2 2
= (3x + x ) + (5x – 3x) + (-8 + 2) *Group similar terms
= (3+1)x2 + (5 – 3)x + (-6) *Use the Distributive Property.
2
= 4x + 2x – 6
Another way of adding polynomials is to arrange similar terms in vertical columns as illustrated
below.
3x2 + 5x – 8
+ x2 – 3x + 2
2
4x + 2x – 6
2. 3x2y + 2y – xy2, –5x2y – 4y + 8, and 12xy2 – 10 – y
Solution:
3x2y – xy2 + 2y
2
–5x y – 4y + 8 *Notice the missing term xy2
+ + 12x2y – y –10 *Notice the missing term x2y
2 2
–2x y + 11x y – 3y – 2 *Align similar terms and add by columns
The terms are arranged in descending order in terms of the variable x to avoid forgetting a term.

For subtraction of polynomials, the rules in subtracting integers apply. The opposite or additive
inverse of subtrahend is added to the minuend.

Note:
That is, for all real numbers r and s, the following relationships hold.
a. r – s = r + (–s)
b. –(r + s) = –1(r ) + (–1)s
= –r – s
c. –(r – s) = –1{r + (–s)}
= (–1)r + (–1)(–s)
= –r + s

Study the following subtraction of polynomials.

1. Subtract 5y – 12y2 from 8 – 3y – 2y2
Solution:
(–2y2 – 3y + 8) – (–12y2 + 5y) *Arrange in descending order and indicate subtraction
= –2y2 – 3y + 8 + 12y2 + 5y *Remove parentheses
2 2
= (–2y + 12y ) + (–3y – 5y) + 8 *Regroup. Combine similar terms
= 10y2 – 8y + 8
Another way:
–2y2 (–)
– 3y + 8
(+ )
– –12y2 + 5y
10y2 – 8y + 8

Name of Learner: __________________________ Grade Level: ____________

Section: _______________________ Date: ___________________

Lesson 6
Activity 1:
Directions: Evaluate the following algebraic expressions using the given values for the variables. Show
your solution inside the box.
1. x2 – 2x + 1, when x = 2

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 2. x2 – 7xy + 6y2, when x = 3, y = 5

Lesson 7
Activity 2:
Directions: Add the following polynomials.
1. (3x + 5) + (–4x + 3)

2. (–6x + 2) + (x2 + x – 3)

3. (6x2 – 3x + 1) + (4x2 – 3x – 3)

Activity 3:
Directions: Subtract the second polynomial from the first. Show your solution inside the box.

1. –23m + 18n and 2m – 13n

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 2. (8s + 3t + 1) – (7s + 2t + 6)

WEEK
LESSON 8 Law of Exponents
5

 Derives the laws of exponent.M7AL-IIe-1

In the process of multiplication and division of polynomials you

need to apply the laws of exponents. Remember that exponent tells how many times the base will
be multiplied by itself. Any number an , a is the base and n is the exponent. 53 means . In , the
variable x is multiplied by it self 5 times, hence you can write it as x5 . Here, the base is x and
the exponent is 5.

Exponents are used to express repeated multiplication of a number. The exponent tells us how
many times the base is multiplied by itself.
Rewrite the following exponents using repeated multiplication and calculate the value.
For example,

 First Law of Exponents

Product of Powers: To multiply powers of the same base, add the exponents. In symbols, for
any number a and positive integer m and n,
am • an = am+n
Example:
Consider simplifying 32 • 34.
Using the definition of exponent,
32 • 34 = (3•3)(3•3•3•3)
= 36
Therefore, 32 • 34 = 36.
Notice that the same product results from just adding the exponents. In general, when
multiplying numbers with the same base, just copy the common base and add their exponents.

 Second Law of Exponents

Quotient of Powers: If a is any real number except 0 and m, n, and m – n are positive
integers, then
am m−n
n
=a
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Main Idea
Zero exponent: If a is any number except 0, then a0 = 1.
1
Negative exponent: If a ≠ 0 and n is a positive integer, then a –n= .
an
Examples:
37 3 ∙3 ∙ 3∙ 3 ∙ 3∙ 3 ∙3 7−4 3
1. 4
= =3 =3 =27
3 3 ∙3 ∙ 3 ∙3
42 4∙4 2−5 1 1
2. 5
= =4 = 3 =
4 4∙4∙4∙4 ∙4 4 64
52 2−2 0
3. 2 =5 =5 =1(Since any number, expect 0, if divided by itself is equal to 1.)
5

 Third Law of Exponents

Powers of Products: If a and b are any numbers, and n is a positive integer, then
(ab)n = anbn

Example:
(3 • 5)3 = 33 • 53
= (3•3•3)(5•5•5)
= 27 • 125
= 3,375
 Fourth Law of Exponents
Powers of Quotient: If a and b are any numbers, and n is a positive integer, then
a n an
( ) = n; b ≠ 0
b b
Example:
2 2 2 23
¿ = • • ∨ 3
3 3 3 3
2∙ 2 ∙2
=
3∙ 3 ∙3
8
=
27

 Fifth Law of Exponents

Power of a Power: If a, m, and n are real number, then
(am)n = amn

Example: (32)4 = (32)(32)(32)(32)

= 32+2+2+2
= 38
= 6,561

LESSON 9 Multiplication of Polynomials

 Multiplies polynomials using algebraic methods .M7AL-IIe-2

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 There are binomials or trinomials that when you multiply the products form a pattern.
Such are called special products. Using the laws of exponents you will be able to find the product
of a) square of a binomial b) sum and difference of binomials, c) cube of a binomial d) square of
a trinomial.

There is a handy way to help us remember to multiply each term called "FOIL". It stands for
"Firsts, Outers, Inners, Lasts"

Foil method is applicable for the above example. Now, Let us try this on a more complicated example.

"FOIL" won't work here, because there are more terms now.
Let’s discover more different ways on multiplying polynomials!

In multiplying polynomials, the rule on product of powers is used repeatedly.

The process for finding the product of two monomials 8x3and –9x2 is illustrated below:

(8x3)(–9x2) = (8)(–9)(x3•x2) Associative Property

= (–72)(x3+2) Product of Powers Rule
= –72x5

The illustration above suggests the following steps in multiplying monomials:

1. Multiply the coefficients
2. Multiply the variables using the product rule, am•an = am+n

Multiplying a polynomial by a monomial involves repeated use of the distributive property and the
rules for multiplying monomial stated above. Likewise, other laws of exponents are to be used.

To find the product of monomial 12x and a binomial 5x + 4, we have

(12x)(5x+4) = (12x • 5x) + (12x • 4) Distributive Property
= 60x2 + 48x Multiplying the monomials
This can be done vertically.

5x + 4
×12x
60x2 + 48x the process yields the same result.

To multiply binomial by another binomial, simply distribute the first term of the first binomial to
each term of the other binomial then distribute the second term to each term of the other binomial and
simplify the results by combining similar terms. This procedure is also known as the F-O-I-L method or
Smile method. Another way is the vertical way of multiplying which is the conventional one.

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 To multiply a polynomial with more than one term by a polynomial with three or more terms, simply
distribute the first term of the first polynomial to each term of the other polynomial. Repeat the
procedure up to the last term and simplify the results by combining similar terms.

LESSON 10 Division of Polynomials

 Divides polynomials.M7AL-IIe-2

Division of polynomials might seem like the most challenging and intimidating of the operations to
master. Still, so long as you can recall the basic rules about the long division of integers, it’s a
surprisingly easy process. This lesson will show you how to carry out the division between two
monomials, a monomial and polynomial, and lastly, between two polynomials. Before getting into
this topic, let’s briefly explain a few important terms below.

Monomial- ________________________________________
Binomial- ________________________________________
Trinomial- _________________________________________
Polynomial- _______________________________________

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Rules in Dividing Polynomials
To divide polynomial by a monomial, simply divide each term of the polynomial by the given
divisor.
Example:

To divide polynomial by a polynomial with more than one term (by long division), simply follow the
procedure in dividing numbers by long division.

These are some suggested steps to follow:

1) Check the dividend and the divisor if it is in standard form.
2) Set-up the long division by writing the division symbol where the divisor is outside the
division symbol and the dividend inside it.
3) You may now start the Division, Multiplication, Subtraction and Bring Down cycle.
4) You can stop the cycle when:
a) The quotient (answer) has reached the constant term.
b) The exponent of the divisor is greater than the exponent of the dividend

Examples:

Name of Learner: __________________________ Grade Level: ____________

Section: _______________________ Date: ___________________

Lesson 8
Activity 1:
Directions: Find the value of the following using the laws of exponents. Write your answer in the space
provided.
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MATHEMATICS 7
 77
1. 52 • 52 = 2. =
74

3. (53)2 = 4. 52 • 32 =

5. 6 – 3 =

Lesson 9
Activity 2:
A. Directions: Supply the missing terms in the blank to obtain the correct product. Write your
answer in the space provided.

1. (x + 2)(x + 5) = _____ + 5x + 2x + 10
2. (m – 1)(m – 4) = m2 – _____ – m + 4
3. (2y + 3)(3y – 1) = 6y2 + 9y – ______– 3

B. Directions: Multiply the following binomials using the FOIL method. Show your complete
solutions in the space provided.
4. (x – 7)(x + 8)

5. (x + 6)(x – 9)

Lesson 10
Activity 3:

Directions: Perform division. Assume that no divisor is zero. Show your complete solutions in the
space provided.

4 x 3 y 2+ 8 xy 2 −12 x 2 y 3
1.
4 xy

9 m 3+27 m2 +18 m
2.
12 y 2

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MATHEMATICS 7
 3. 2x + 3 ¿ 6 x 3+ x2 ´+2 x+ 21

LESSON 11 Problem Solving Involving

WEEK
Algebraic Expressions
6

 Solves problem involving algebraic expressions.M7AL-IIg-2

In the previous lesson, you translate verbal phrases to mathematical symbols which
become an algebraic expression. In grammar, a phrase does not express a complete thought only
sentence does. Similarly, in mathematics, a mathematical phrase or expression does not express a
complete thought, only mathematical sentence does.
Mathematical sentence makes use of relational symbol like equal (=), less than (<), less
than or equal to (≤) , and greater than or equal to (≥) . If the mathematical sentence uses equal
sign (=), then it is an equation, otherwise it is an inequality.
Word problems can be solved if you will translate it into an equation or inequality. An
equation is a mathematical sentence that shows two equal expressions. 3x + 5 = 20 is an
equation. The left side of equation 3x + 5 must be equal to the right side of the equation which is
20. 3x + 5 = 20 is an example of a linear equation in one variable.

Alex scored 4 goals. Theresa scored g more goals than Alex. Write an expression using the
variable g. Evaluate the expression if g = 7 to find the number of goals Theresa scored.

So, Theresa scored 11 goals.

The world is full of word problems. How much money do I need to fill the car with gas? How
much should I tip the server at a restaurant? How many socks should I pack for vacation? How big a
turkey do I need to buy for Thanksgiving dinner, and what time do I need to put it in the oven? If my
sister and I buy our mother a present, how much will each of us pay?
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 Now that we can solve equations, we are ready to apply our new skills to word problems. Let’s
begin!

Word problems are important in learning mathematics. They help develop the
reasoning and thinking power which are useful in daily living.

To solve problems involving polynomials, read and analyze the problem carefully. Make use of
illustrations and formulas, if necessary.

1. The dimensions of a rectangle are (8x2 + 8x – 9)m by (5x2 – 7x + 2)m. What is the perimeter of the
given rectangle?
Solution:

Since the formula for finding the perimeter of a rectangle is P = 2L + 2W

P = 2L + 2W
P = 2(8x2 + 8x – 9) + 2(5x2 – 7x + 2)
P = 16x2 + 16x – 18 + 10x2 – 14x + 4
P = 16x2 + 10x2 + 16x – 14x – 18 + 4
P = 26x2 + 2x – 14 m
2. There are (4x + 2) pieces of chocolate packed in a plastic which costs 8x 3 + 24x2 – 2x – 6. How
much is one piece of chocolate?

Solution:
To find the cost of the chocolate per piece, divide the amount by the amount by the number of
pieces.

2x2 + 5x – 3
4x + 2 |8x3 + 24x2 – 2x – 6
– 8x3 + 4x2
20x2 – 2x
– 20x2 + 10x
–12x – 6
(+)
– –12x – 6
0

LESSON 12 Expressions, Equations and Inequality

 Differentiates algebraic expressions, equations and inequalities. M7AL-IIg-2

Solving equation or inequality is finding the value or values of the variable that will satisfy the
equation or inequality. The equation x + 5 = 12 is a mathematical sentence that is a conditional
equation because it can either be true or false. It can only be true if x = 7. By substituting 7 to x, you
have 7 + 5 = 12. Both sides of the equation name the same number which is 12. Thus 7 is called the
solution of the equation or sometimes it is called the root of the equation. The inequality x + 5 < 12
can either be true or false too. The value of x that will make the inequality true are numbers that are
less than 7. If you replace x with 6 which is less than 7 , then 6 + 5 < 12. 11 is really less than 12.
You can substitute any number to x as long as it is less than 7.

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MATHEMATICS 7
 \

Let’s begin this lesson with this challenge. Identify the mathematical symbol given in the chart.
Write your answer beside the arrow.

An equation is a mathematical statement that shows the equal value of two

expressions while an inequality is a mathematical statement that shows that an expression is lesser than
or more than the other.

An equation shows the equality of two variables while an inequality shows the inequality of two
variables.

Although both can have several different solutions, an equation only has one answer while an
inequality can also have several.

An equation uses factors like x and y while an inequality uses symbols such as < and >.
Examples of Expression Examples of Equation Examples of Inequality
x+2 2x – 5 = 0 x–1>–4
3x – 3y 3x – 9 = 17 3+y≤2
x2 – 5 x 2x < – 5
= 15
5

Name of Learner: __________________________ Grade Level: ____________

Section: _______________________ Date: ___________________
Lesson 11
Activity 1:
Directions: Solve the following problems involving algebraic expressions. Show your solutions in the
box.
1. The length of a rectangle is 6x2 + 2x + 1 and the width is 2x + 2. Find the area of the rectangle?
(Formula: A = l×w)

2. What is the area of a square if the length of one of the sides is (4x2 – 2x + 3)m? (Formula: A =s2)

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MATHEMATICS 7
 3. What is the quotient if 3x3 – 5x2 – 17x is divided by x – 3?

Lesson 12
Activity 2:
Directions: Identify the following given if it is Algebraic Expression, Equation or Inequality.
__________________1. 12x + 8
__________________2. 9x2 – 4 = 5
__________________3. 6x – 15 > 5
__________________4. 7y + 5 = 3y + 17
__________________5. 10y < 5
__________________6.23x – 15y
__________________7. 4m – m – 9m = 24
3x
__________________8. >8
5
__________________9.(5y)(12y)
__________________10. 3x + x = –4

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each
given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.

- I was able to do/perform the task. It was quite challenging but it still helped
me in understanding the target content/lesson.

- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

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MATHEMATICS 7
 WEEK 1 LP WEEK 4 LP
Lesson 1 activity 1
Lesson 6 activity 1
Lesson 1 activity 2
Lesson 7 activity 2
Lesson 1 activity 3
Lesson 7 activity 3
Lesson 2 activity 1
WEEK 5 LP
Lesson 2 activity 2 Lesson 8 activity 1

Lesson 9 activity 2
WEEK 2 LP
Lesson 3 activity 1A Lesson 10 activity 3
Lesson 3 activity 1B
WEEK 3 LP
Lesson 11 activity 1
Lesson 3 activity 2
Lesson 12 activity 2
WEEK 3 LP
Lesson 4 activity 1

Lesson 4 activity 2

Lesson 5 activity 3

Lesson 5 activity 4

 Crisostomo, R.et al. Padua A. (2018).Our World of Math 7. Quezon City.Vibal Group
 Private Education Assistance Committee. Learning Module Mathematics Grade, Makati City
 Aseron, E. (2013). Mathematics 7 Learners Materials. Pasig City. Department of Education
 Algebraic Equations and Expressions. September 10,2021
 Jisela N. Ulpina.(2020) PIVOT 4A Learner’s Material Quarter 2 First Edition, Department of
Education Region IV-A CALABARZON
https://www.oercommons.org/courseware/lesson/3818/overview
 Introduction to Algebra. September 10,2021
https://www.mathsisfun.com/algebra/introduction.html
 Adding and Subtracting Polynomial. September 11, 2021
https://www.katesmathlessons.com/adding-and-subtracting-polynomials.html
 Recognize and Identify Monomials, Binomials and Trinomials. September 14, 2021
https://www.ck12.org/book/ck-12-middle-school-math-concepts-grade-8/section/12.1/
 Multiplying Polynomials. September 14,2021
https://www.mathsisfun.com/algebra/polynomials-multiplying.html

Prepared by:
MS. JERIECA LYKA S. RUBIO, LPT
MS. MARICRIS G. GARAO, LPT Head Teacher
Subject Teacher

Checked by: Recommending Approval by:

MS. MAYBELL C. GONZALEZ, LPT

Module Coordinator MS. NERISSE S. DELOS REYES, MAEd, SMRIEdr
VP/ Basic Education Principal
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MATHEMATICS 7
Approved by:

DR. RAMON E. WOO, JR., CPA, DFRIEdr

Dean of Studies

Noted by:

DR. ROSALINA S. ANDAYA, Ed. D.,DFRIEdr

President

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