DEPARTMENT OF EDUCATION

REGION IV – A CALABARZON
DIVISION OF BATANGAS

SAN LUIS ACADEMY, INC.

Calumpang, San Luis, Batangas
Tel. NO. 09176274154
sanluisacademyinc@gmail.com

Mathematics 7
First Quarter
Week 1

Lesson 1 SETS : AN INTRODUCTION

BUILDING YOUR UNDERSTANDING

A SET is an undefined term in mathematics and is described as a well-defined collection of

objects.

“Well-defined” means that a given object can be categorically identified to belong to the
collection or not.

Each object of a set is called an element or member of the set.

A set is usually denoted by capital letters, and its element are enclosed by braces.

For example, if a set A contains the letters a,b,c,d, and e, then we write the set as:

A = {a, b, c, d, e}.

This method of listing the elements of a set is called the roster method. The order of listing the
elements does not matter, and each element is written only once. The set {a,b,c,d,e} is the same as the
set {a,e,d,c,b}.

Another method of writing a set is by set builder notation. A description of the elements of the
set is specifically written. The description refers to one element of the set, and so it must be in singular
form. The set A above can be written in set-builder notation as follows:

A = { x | x is one of the first five letters of the English alphabet }

Where the vertical line “ | ” is read as “such that”. Thus, the set A is read as “the set of all x such
that x is one of the first five letters of the English alphabet.”

 The symbol “ “ is used to indicate that an object is an element or a member of the set.
 To indicate that an object is not an element of the set, we use the symbol “ “.
 Referring to set A above, we have b A which is read as “b is an element of set A” or “b
belongs to set A”. The letter h is not an element of set A, and we write this as h A.

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Mathematics, Grade 7
  Consider the sets B and D given below:
B = { 1,2,3,4,5 } and D = { 2,4,5 }
 Each element of set D is an element of set B. In this case, we say that D is a subset of B,
denoted by D B. The set B has elements that are not in set D, and we say that D is a
proper subset of B, denoted by D B.

Subset of a Set

The set X is a subset of the set Y, written as X Y, if every

element of X is an element of Y. If Y has at least one
element that is not in X, then X is called a proper subset of Y.

 Subsets are usually used to define equality of two sets.

Equality of Sets

Two sets X and Y are equal, written X = Y, if X Y and Y X;

that is, the two sets have exactly the same elements.

 If H is the set of boys in a school exclusively for girls, then H has no elements since there
are no boys in that school. In this case, H is called an empty set, or a null set, which is
denoted by the symbol { } or Ø. Because it has no element to compare with, Ø is consider
a subset of any set A.
 The sets { 1,3,5,7 } and { 2,4,6,8 } do not have elements in common. They are called disjoint
sets.
Disjoint Sets

Two sets are disjoint if they have no elements in common.

CHECK YOUR UNDERSTANDING

ACTIVITY 1

Use the roster method and the set-builder notation to write the following sets.

For Example: The set of letters in the word “ MATHEMATICS ”

Roster method : A = { m,a,t,h,e,m,a,t,I,c,s }
Set-builder notation : A = { x|x is the set of letters in the word MATHEMATICS }

1. The set of counting numbers from 1 to 10.

2. The set of vowels in the English alphabet.
3. The set of consonants in the English alphabet.
4. The set of counting numbers divisible by 3 and less than 19.
5. The set of consonants in the word “ ALGEBRA”
6. The set of months in the year that begins with the letter J
7. The set of letters in the word “CALCULATOR”
8. The set of even numbers from 1 to 10

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Mathematics, Grade 7
 DEPARTMENT OF EDUCATION
REGION IV – A CALABARZON
DIVISION OF BATANGAS

SAN LUIS ACADEMY, INC.

Calumpang, San Luis, Batangas
Tel. NO. 09176274154
sanluisacademyinc@gmail.com

Mathematics 7
First Quarter
Week 2

Lesson 2 SETS OPERATIONS AND THE VENN DIAGRAM

BUILDING YOUR UNDERSTANDING

 A Venn diagram is used to represent relationships between a collection of objects or sets.

 As shown below, a Venn diagram usually has a rectangle with circles inside. The rectangle
represents the universal set and the circles inside represent the different subsets in the universal
set. The letter name of the set is written beside it.

 In the illustration, the universal set contains natural

numbers from 1 to 10, or
U= { 1,2,3,4,5,6,7,8,9,10 }
 Set A= { 1,3,5,7,9 }
 Set B= { 6,7,8,9,10 }
 Notice that 2 and 4 are outside the circles that represent
sets A and B. This means that both numbers are not
elements of either A or B.

 There are four basic set operations that are best understood using Venn diagrams. These are
union, intersection, complement and difference.

SET OPERATIONS

 Given two sets A and B:

 Union (U) – A U B is the set that contains all the elements in either A or B.
 Intersection ( ) – A B is the set that contains all common elements between sets A
and B.
 Complement ( ) – A is the set that contains all elements in the universal set that are
not in set A.
 Difference ( - ) - A – B is the set that contains all elements of A that are not in B.

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Mathematics, Grade 7
 EXAMPLE:

 Consider this Venn diagram.

 Find A U B
A B A U B = { 1,3,5,6,7,8,9,10 }
5 3 9 6
 Find A B
1 7 8 10 A B = { 7,9 }

 Find A
A = { 2,4,6,8,10 }
U
2 4  Find A – B
A – B = { 1,3,5 }

CHECK YOUR UNDERSTANDING

ACTIVITY

A. TRY IT! Draw a Venn Diagram. Illustrate the given sets A and B using a Venn Diagram and perform
the following operations: (10 pts.)

A = { 1,2,3,4 }
B = { 2,4,6,8 }
1. A U B
2. A B
3.B
4. A – B

B. TRY IT! Draw a Venn Diagram. Illustrate the given sets C and D using a Venn Diagram and perform
the following operations: (10 pts.)

C = { a,b,c,d,e }
D = { c,a,f,e,g }

1. C U D
2. C D
3. C
4. C – D

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Mathematics, Grade 7
 DEPARTMENT OF EDUCATION
REGION IV – A CALABARZON
DIVISION OF BATANGAS

SAN LUIS ACADEMY, INC.

Calumpang, San Luis, Batangas
Tel. NO. 09176274154
sanluisacademyinc@gmail.com

Mathematics 7
First Quarter
Week 3

Lesson 3 ABSOLUTE VALUE

BUILDING YOUR UNDERSTANDING

A number line is a line with numbers placed in the right order. It is an infinite line which points
represent the real numbers. It is divided into two symmetric halves by the origin that is the number
zero.

The absolute value of a number is the distance on the number line between the number and zero
without any regard to its direction. Since you are only counting the distance, absolute values are always
positive values. Absolute value bars surround the number being evaluated. Two vertical bars | | denote
the absolute value of a number. For example: |5| = 5 and |-5| = 5. The absolute value of a positive number
is the number itself. The absolute value of a negative number is the opposite of the negative number
and the absolute value of zero is zero. This is best illustrated on the number line below:

Expressions with absolute value symbol can be simplified. The absolute value of a number is the
number of units it is away from 0 on the number line. For example: |x| = 2. Using the number line, the
distance from 0 to x is 2 units. Therefore x = -2 and x = 2.

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Mathematics, Grade 7
ACTIVITY 1 GIVE ME MY VALUE!
Give the absolute value of each of the following. Each correct answer corresponds to 1 point.

1. |10| 6. |93|

2. |13| 7. |-103|

3. |48| 8. |-127|

4. |-74| 9. |133|

5. |-85| 10. |165|

ACTIVITY 2 COME AND ILLUSTRATE

Illustrate using the number line. Each correct illustration corresponds to 2 points each.

Example: |x| = 6 6 units 6 units

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Mathematics, Grade 7
 REGION IV – A CALABARZON
DIVISION OF BATANGAS

SAN LUIS ACADEMY, INC.

Calumpang, San Luis, Batangas
Tel. NO. 09176274154
sanluisacademyinc@gmail.com

Mathematics 7
First Quarter
Week 4

Lesson 4 FUNDAMENTAL OPERATIONS ON INTEGERS

BUILDING YOUR UNDERSTANDING

LESSON 4.1 ADDITION OF INTEGERS

Integers are whole numbers that are positive or negative including zero. Negative integers are
numbers less than zero found at the number line from the left of zero and hold a negative sign.
Examples are -1, -5, -8, -12, -18, etc. while positive integers are numbers greater than zero located at the
right side of zero in the number line. This sign(+) indicates positive integer. However, the sign is not
always needed. Numbers like +3 or 3, +6 or 6, +9 or 9, +13 or 13, etc. are examples of positive integers.
Zero on the otherhand is located in between the positive and negative integers in the number line.

A number line is a horizontal line with numbers that are placed equal distance apart and are
sequentially numbered. Below is an illustration of negative and positive integers using the number line.

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Mathematics, Grade 7
LESSON 4.2 SUBTRACTION OF INTEGERS
Subtraction of an integer is just by adding its opposite.

Rules in subtracting integers:

1. Copy the first number (minuend)

2. Change the operation from subtraction to addition.
3. Get the opposite sign of the second number (subtrahend)
4. Proceed with the addition of integers

LESSON 4.3 MULTIPLYING INTEGERS

In multiplying integers you just do as multiplying whole numbers, but you should be aware of the
signs. We have to remember the rules, the product of two positive integers is Positive. The product of
two negative integers is Positive. The product of a positive integer and a negative integer is Negative.
And remember too that any number multiplied by zero is equal to zero.

Examples.

1. (15) ( 10) = 150

2. (-25) (- 8) = 200
3. (-12) ( -30) = - 360
4. (-345) (0 ) = 0

LESSON 4.4 DIVIDING INTEGERS

If multiplication is spreading of numbers, division is the distribution of numbers. Dividing integers
is opposite operation of multiplication. But the rules for division of integers are same as multiplication
rules. Though, it is not always necessary that the quotient will always be an integer.

Rule 1: The quotient of two positive integers will always be positive.

Rule 2: The quotient of two negative integers will always be positive.

Rule 3: The quotient of a positive integer and a negative integer will always be negative.

Examples:

1. ( 45) ÷ ( 9) = 5
2. ( -100) ÷ ( -5) = 20
3. ( 88) ÷ ( -4) = -22
4. ( -14) ÷ (7) = -2

ACTIVITY 4.1

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Mathematics, Grade 7
Find the sum of each of the following.

1. 3 + 8 = _____________
2. -4 + -2 = _____________
3. -10 + 15 = _____________
4. 7 + -10 = _____________
5. 15 + 9 = ______________

ACTIVITY 4.2

Subtract the following. (Show your solutions)

1. 26 - (15) = ___________

2. -50 - (-32) = __________

3. 46 - (20) = __________

4. 100 - (-150) = __________

5. -33 - (18) = ___________

ACTIVITY 4.3

Direction: Find the products of the following :

1. ( 6) ( -3) = __________

2. (- 4) ( -8) = __________

3. ( 12 ) ( 9) = __________

4. ( - 7) ( 10) = __________

5. ( 42) ( - 15) = __________

ACTIVITY 4.4

Direction: Find the quotient of the following:

1. ( 18) ÷ ( 9) = _____

2. ( -75) ÷ ( - 5) = _____

3. ( - 40) ÷ (- 4) = _____

4. ( -156) ÷ ( 12) = _____

5. ( 66) ÷ ( -11) = _____

9|Page

Mathematics, Grade 7
 DEPARTMENT OF EDUCATION
REGION IV – A CALABARZON
DIVISION OF BATANGAS

SAN LUIS ACADEMY, INC.

Calumpang, San Luis, Batangas
Tel. NO. 09176274154
sanluisacademyinc@gmail.com

Mathematics 7
First Quarter
Week 5

Lesson 5 PROPERTIES OF OPERATIONS ON THE SET OF

INTEGERS

BUILDING YOUR UNDERSTANDING

Throughout the discussion, assume that the numbers represented by the letters a and b are
integers. Now, let us start our discussion on the different Properties.

1. Closure Property

Two integers that are added and multiplied remain as integers. The set of integers is
closed under addition and multiplication.

• The Closure Property of Addition for real numbers states that if a and b are real
numbers, then a + b is a unique real number.

Example 1: Adding two real numbers produces another real number.

The number "21" is a real number

• The Closure Property of Multiplication for real numbers states that if a and b are real
numbers, then a × b is a unique real number.

Example 2: Multiplying two real numbers produces another real number

The number "312" is a real number.

2. Commutative Property
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Mathematics, Grade 7
 Changing the order of two numbers that are either being added or multiplied does not
change the value.

a+b=b+a ab = ba

Examples:

1. 2 + 3 = 3 + 2, since 2 + 3 = 5 and also 3 + 2 = 5.

2. (-16) +( -5) = (-5) + (-16)
3. 100 + 99 = 99 + 100
4. (2) (3) = (3) (2), since (2)(3) = 6 and also (3)(2) = 6.
5. (-4) (-15) = (-15) (-4) 6. (10) (25) = (25) (10)
Note: Subtraction and Division are not commutative.

3. Associative Property

Changing the grouping of numbers that are either being added or multiplied does not
change its value.
(a + b) + c = a + (b + c)
(ab) c = a (bc)

Examples:
1. (2 + 3) + 4 = 2 + (3 + 4)
Checking:
(2 + 3) + 4 = 2 + (3 + 4)
5+4=2+7
9=9
2. (10 + 5) + 8 = 10 + (5 + 8)
Checking:
(10 + 5) + 8 = 10 + (5 + 8)
15 + 8 = 10 + 13
23 = 23
3. (4 x 3) x 5 = 4 x (3 x 5)
Checking:
(4 x 3) x 5 = 4 x (3 x 5)
12 x 5 = 4 x 15
60 = 60
4. (2 x 10) x 4 = 2 x (10 x 4)
Checking:
(2 x 10) x 4 = 2 x (10 x 4)
20 x 4 = 2 x 40
80 = 80
Note: Subtraction and Division are not associative.

4. Distributive Property

When two numbers have been added/subtracted and then multiplied by a factor, the
result will be the same when each number is multiplied by the factor and the products are then
added / subtracted.

a (b + c) = ab + ac
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Mathematics, Grade 7
 a (b - c) = ab - ac

Examples:

1. 2(3 + 4) = (2)(3) + (2)(4)

Checking:
2(3 + 4) = (2)(3) + (2)(4)
2(7) = 6 + 8
14 = 14

2. 5(8 - 3) = (5)(8) - (5)(3)

Checking:
5(8 - 3) = (5)(8) - (5)(3)
5(5) = 40 - 15
25 = 25

5. Identity Property

A. Additive Identity - states that the sum of any number and 0 is the given number. Zero is
the additive identity.

a+0=a

Examples:
1. 4 + 0 = 4
2. -10 + 0 = -10
3. 99 + 0 = 99

B. Multiplicative Identity - states that the product of any number and 1 is the given
number, a • 1 = a. One is the multiplicative identity.

a•1=a

Examples:
1. 12 x 1 = 12
2. -32 x 1 = -32
3. 99 x 1 = 99

6. Inverse Property

A. Additive Inverse - states that the sum of any number and its additive inverse is zero.
The additive inverse of a positive number is the negative of that number, that is

a + (-a) = 0.

And the additive inverse of a negative number is the positive of that number, that is

-a + a = 0.

Examples:
1. 9 + (-9) = 0
2. -58 + 58 = 0
3. 99 + (-99) = 0

B. Multiplicative Inverse Property states that the product of any number and its
multiplicative inverse or reciprocal is 1. The multiplicative inverse of the number 𝑎 is

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Mathematics, Grade 7
ACTIVITY
A. Identify the property used in each of the statements below.

1. (-7) + 0 = -7 _____________________________

2. 6 (3 - 5) = 6(3) - 6(5) _____________________________

3. (-8) + (-7) = (-7) + (-8) _____________________________

4. (-13) x 1 = -13 _____________________________

5. -4 x - 1 4 = 1 _____________________________

6. 2 x (4 x 7) = (2 x 4) x 7 _____________________________

7. 11 + (-11) = 0 _____________________________

8. 3(5) = 5(3) _____________________________

9. 2 5 • 5 2 = 1 _____________________________

10. (-3) (5 + 9) = (-3) (5) + (-3) (9) _____________________________

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Mathematics, Grade 7
 DEPARTMENT OF EDUCATION
REGION IV – A CALABARZON
DIVISION OF BATANGAS

SAN LUIS ACADEMY, INC.

Calumpang, San Luis, Batangas
Tel. NO. 09176274154
sanluisacademyinc@gmail.com

Mathematics 7
First Quarter
Week 6

Lesson 6 Expressing Rational Numbers from Fraction

form to Decimal form and Vice-Versa

BUILDING YOUR UNDERSTANDING

Throughout the discussion, let us express the Rational numbers from Fraction form to Decimal
form and vice-versa. There are some steps that you may follow.

To express fraction to decimal form, follow these steps:

 Step 1: Find a number you can multiply by the bottom of the fraction to make it 10, or 100, or
1000, or any 1 followed by 0s.

 Step 2: Multiply both top and bottom by that number.

 Step 3. Then write down just the top number, putting the decimal point in the correct spot (one
space from the right hand side for every zero in the bottom number)

Step 1: We can multiply 4 by 25 to become 100

Step 2: Multiply top and bottom by 25:

Step 3: Write down 75 with the decimal point 2 spaces from the right (because 100 has 2 zeros);

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Mathematics, Grade 7
 Step 1: There is no way to multiply 3 to become 10 or 100 or any "1 followed by 0s", but we can
calculate an approximate decimal by choosing to multiply by, say, 333

Step 2: Multiply top and bottom by 333:

Step 3: Now, 999 is nearly 1,000, so let us write down 333 with the decimal point 3 spaces from
the right (because 1,000 has 3 zeros):

Step 1: There is no way to multiply 9 to become 10 or 100 or any "1 followed by 0s", but we can
calculate an approximate decimal by choosing to multiply by, say, 11

Step 2: Multiply top and bottom by 11:

Step 3: Now, 99 is nearly 100, so let us write down 11 with the decimal point 2 spaces from the
right (because 100 has 2 zeros):

Step 1: There is no way to multiply 11 to become 10 or 100 or any "1 followed by 0s", but we can
calculate an approximate decimal by choosing to multiply by, say, 9

Step 2: Multiply top and bottom by 9:

Step 3: Now, 99 is nearly 100, so let us write down 09 with the decimal point 2 spaces from the
right (because 100 has 2 zeros):
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Mathematics, Grade 7
To express a Decimal number to a Fraction, follow these steps:

 Step 1: Write down the decimal divided by 1, like this:

 Step 2: Multiply both top and bottom by 10 for every number after the decimal point.
(For example, if there are two numbers after the decimal point, then use 100, if there are three
then use 1000, etc.)

 Step 3: Simplify (or reduce) the fraction

Example 1: Express 0.75 to fraction

Step 1: Write down 0.75 divided by 1:

Step 2: Multiply both top and bottom by 100 (because there are 2 digits after the decimal point
so that is 10×10=100):

(Turns you see how it turns the top number into a whole number?)

Step 3: Simplify the fraction by dividing 5 both top and bottom (this took me two steps):

Or we can simply get the Greatest Common Factor (GCF) of 75 and 100. Just follow these steps:

Step 1: List the multiple of 75 and 100 and find their GCF;

75 = 1, 3, 5, 15, 25, 75

100 = 1, 2, 4, 5, 10, 20, 25, 50, 100

Step 2: Simplify the fraction by dividing their GCF;

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Mathematics, Grade 7
 Note: 75/100 is called a decimal fraction and 3/4 is called a common fraction!

When there is a whole number part, put the whole number aside and bring it back at the end:

Example 2: Express 2.35 to a fraction

Put the 2 aside and just work on 0.35

Step 1: write down:

Step 2: multiply both top and bottom by 100 (2 digits after the decimal point so that is
10×10=100):

Step 3: Simplify the fraction by dividing their GCF (supposed our GCF of 35 and 100 is 5):

Bring back the 2 (to make a mixed fraction):

ACTIVITY
A. Express each Fraction in Decimal form. Round off your answers into thousandths place.

B. Express each Decimal number in Fraction in lowest terms or a mixed number in simple form.

6. 0.15
7. 0.225
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Mathematics, Grade 7
8. 2.33
9. 9.08
10. 4.404

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Mathematics, Grade 7
 DEPARTMENT OF EDUCATION
REGION IV – A CALABARZON
DIVISION OF BATANGAS

SAN LUIS ACADEMY, INC.

Calumpang, San Luis, Batangas
Tel. NO. 09176274154
sanluisacademyinc@gmail.com

Mathematics 7
First Quarter
Week 6

Lesson 7 Addition and Subtraction of Fraction

BUILDING YOUR UNDERSTANDING

In adding and subtracting fractions, we have to consider if they are similar fractions, dissimilar
fractions or mixed fractions.

A. Similar Fractions
Similar fractions are fractions that have the same denominator. Below are examples of similar fractions.

Take note that fractions can be added and subtracted only when these fractions are similar fractions.

If a, b and c denote integers, and b ≠ 0, then

B. Dissimilar Fractions
Dissimilar fractions are fractions with different denominators. Below are examples of dissimilar
fractions.

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Mathematics, Grade 7
Dissimilar fractions cannot be added or subtracted directly. First, you need to convert dissimilar
fractions to similar fractions.

Steps in Adding and Subtracting Fractions

1. With different denominators, and , where b ≠ 0 and d ≠ 0, Rename the fractions to make
them similar which denominator is the least common multiple of b and d.
2. Add or subtract the numerators of the resulting fractions.
3. Write the result as a fraction whose numerator is the sum or difference of the numerators and which
denominator is the least common multiple of b and d.
Examples:

C. Mixed Numbers

Mixed Numbers are quantities that have a whole number part and a fraction part. Below are examples
of mixed fractions.

Steps in Adding and Subtracting Mixed Numbers

1. Find the LCD of the fractions in the mixed numbers to make them similar fractions.
2. Add or subtract the whole numbers and the similar fractions.
3. Simplify if the resulting fraction is improper fraction.

Examples:

add the whole number and

fractions the LCM of 4 and 3 is 12,
so the LCD is 12.

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Mathematics, Grade 7
Simplify the improper fraction

Subtract the whole number and fractions

The LCM of 2 and 3 is 6, so the LCD is 6.

ACTIVITY

A. Perform the indicated operations and express your answer in simplest form.

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Mathematics, Grade 7