Math

25/01/2022
Mathematics
Arithmetic Operations
Copyright 2016-2022 Frontlearners, Inc. All rights reserved. Some texts on these slides were copied from the DepEd Copyright 2016-2022 Frontlearners, Inc. All rights reserved. Some texts on these slides were copied from the DepEd
K-12 Curriculum Guide. Contains AT&T Natural Voices text to speech technology licensed from Wizzard Speech LLC K-12 Curriculum Guide. Contains AT&T Natural Voices text to speech technology licensed from Wizzard Speech LLC
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Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Representing and Explaining MDAS Correctly Representing and Explaining MDAS Correctly
Representing and Explaining MDAS MEANING OF MDAS

Correctly
M – Multiplication
D – Division
A – Addition
S – Subtraction
Hi! In this lesson, we will learn how to represent and explain MDAS correctly. MDAS stands for Multiplication, Division, Addition and Subtraction. The order from multiplication to subtraction
tells us which operation to perform first when solving an equation with more than one operation.
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29 + 12 × 3 – 12 = ?
29 + 12 × 3 – 12 = ?
12 × 3 = 36
For example, let’s find the answer to this equation. By MDAS, we need to perform multiplication first, so twelve times three equals thirty-six.
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29 + 36 – 12 = ? 65 – 12 = ?
65 – 12 = 53
29 + 36 = 65
After multiplication comes division. There is no division in the equation so we will proceed with addition. Twenty- Finally, we subtract twelve from sixty-five. The difference is fifty-three.
nine plus thirty-six is sixty-five.
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29 + 12 × 3 – 12 = 53
2 × 30 ÷ 5 = ?
So, by performing MDAS, we have solved this equation. Twenty-nine plus twelve times three minus twelve is What if the operations given are multiplication and division. What should we operate first?
equal to fifty-three.
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2 × 30 ÷ 5 = ?
60 ÷ 5 = 12 –
2 × 30 = 60 –
If this is the case, we operate from left to right. Thus, we multiply two and thirty first. So, we get the product of Next is we divide sixty by five. So sixty divided by five is equal to twelve.
sixty.
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2 × 30 ÷ 5 = 12 15 ÷ 3 × 10 ÷ 2 = ?
Two times thirty divided by five is twelve. For another example, let’s solve fifteen divided by three times ten divided by two.
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15 ÷ 3 × 10 ÷ 2 = ? 5 × 10 ÷ 2 = ?
15 ÷ 3 = 5 5 × 10 = 50
Since the operations are only multiplication and division, we operate from left to right. Thus, fifteen divided by Next we multiply five and ten. Five times ten is equal to fifty.
three is equal to five.
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50 ÷ 2 = ?
15 ÷ 3 × 10 ÷ 2 = 25
50 ÷ 2 = 25
Finally, fifty divided by two is equal to twenty-five. Now, we know that fifteen divided by three times ten divided by two is equal to twenty-five.
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Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ij-62.1

Representing and Explaining MDAS Correctly Performing a Series of Two or More Operations
Performing a Series of Two or More

Operations
✓ MDAS refers to the order of operation in equations having
more than one operation involved.
✓ MDAS means multiplication, division, addition, then
subtraction.
✓ If multiplication and division are the only operation in the
equation, we operate from left to right.
Remember! MDAS refers to the order of operation in equation having more than one operation involved. MDAS Hi! In this lesson we will learn about how to perform a series of two or more operations.
means multiplication, division, addition, then subtraction. If multiplication and division are the only operation in
the equation, we operate from left to right.
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Math 4 M4NS-Ij-62.1 Math 4 M4NS-Ij-62.1

Performing a Series of Two or More Operations Performing a Series of Two or More Operations
(41 + (12 ÷ 3) × 8) – 31 = ?
(41 + (12 ÷ 3) × 8) – 31 = ? (41 + (12 ÷ 3) × 8) – 31 = ?
(41 + 4 × 8) – 31 = ?
Let’s consider this equation. How would we find the answer to this equation? In solving equations with two or more operations, we start operating in the innermost parenthesis whatever the
operation may be. In this case, we start with division. Twelve divided by three is four.
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(41 + 4 × 8) – 31 = ? (41 + 32) – 31 = ?

(41 + 4 × 8) – 31 = ? (41 + 32) – 31 = ?
(41 + 32) – 31 = ? 73 – 31 = ?
Now, we perform multiplication within the parenthesis. Four times eight equals thirty-two. Now, we add. Forty-one plus thirty-two equals seventy-three.
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73 – 31 = 42
(((41+ 13) ÷ 3) × 4) – 21 = ?
(41 + (12 ÷ 3)× 8) – 31 = 42
Lastly, we subtract thirty-one from seventy-three. The difference is forty-two. So, the final answer to the equation Let’s consider this next equation. How would we find the answer to this equation?
is forty-two.
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(((41 + 13) ÷ 3) × 4) – 21 = ? ((54 ÷ 3) × 4) – 21 = ?

(((41 + 13) ÷ 3) × 4) – 21 = ? ((54 ÷ 3) × 4) – 21 = ?
((54 ÷ 3) × 4) – 21 = ? (18 × 4) – 21 = ?
First, we operate on the innermost parenthesis. Forty-one plus thirteen equals fifty-four. Next, we operate again on the next innermost parenthesis. Fifty-four divided by three equals eighteen.
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(18 × 4) – 21 = ?
(18 × 4) – 21 = ? (((41+ 13) ÷ 3) × 4) – 21 = 51
72 – 21 = ?
72 – 21 = 51
Then, we operate on the last parenthesis. Eighteen times four equals seventy-two. Finally, seventy-two minus The final answer to the equation is fifty-one.
twenty-one equals fifty-one.
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Math 4 M4NS-Ij-62.1 Math 5 M5NS-Ic-61.2

Performing a Series of Two or More Operations Stating, Explaining, and Interpreting PMDAS or GMDAS
Stating, Explaining, and Interpreting

PMDAS or GMDAS
Here are the steps in performing a series of operations involving
addition, subtraction, multiplication, and division:
✓ Perform the operations inside the parenthesis first before the

operations outside the parenthesis.
✓ Perform MDAS as the order of operation.
Remember! Here are the steps in performing a series of operations involving addition, subtraction, Hi! In this lesson, we will learn how to state, explain, and interpret PMDAS or GMDAS.
multiplication, and division. Perform the operations inside the parenthesis first before the operations outside the
parenthesis. Perform MDAS as the order of operation.
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Math 5 M5NS-Ic-61.2 Math 5 M5NS-Ic-61.2

Stating, Explaining, and Interpreting PMDAS or GMDAS Stating, Explaining, and Interpreting PMDAS or GMDAS
P - parenthesis () G - grouping ()
M - multiplication × M - multiplication ×
D - division ÷ D - division ÷
A - addition + A - addition +
S - subtraction - S - subtraction -
In PMDAS: P stands for parenthesis; M stands for multiplication; D stands for division; A stands for addition; and In GMDAS: G stands for grouping; M stands for multiplication; D stands for division; A stands for addition; and S
S stands for subtraction. stands for subtraction.
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We use PMDAS or GMDAS in solving Parenthesis/Grouping

equations with one or more operations.
𝟏𝟓 + 𝟐𝟒 − 𝟗 × 𝟑
= 𝟏𝟓 + 𝟏𝟓 × 𝟑
𝟏𝟓 + 𝟐𝟒 − 𝟗 × 𝟑
We use PMDAS or GMDAS in solving equations with one or more operations. For example, how would we The rule states that the numbers enclosed in a parenthesis must be solved first whatever the operation might
solve fifteen plus the quantity, twenty-four minus nine, times three? be. If there are more than one pair of parentheses, then, we first solve the innermost pair of parentheses. So
twenty-four minus nine equals fifteen.
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Multiplication Division
𝟏𝟓 + 𝟏𝟓 × 𝟑 𝟏𝟓 + 𝟏𝟓 × 𝟑
= 𝟏𝟓 + 𝟏𝟓 × 𝟑 = 𝟏𝟓 + 𝟏𝟓 × 𝟑
= 𝟏𝟓 + 𝟒𝟓 = 𝟏𝟓 + 𝟒𝟓
After operating on the numbers within the parenthesis, we operate with multiplication. So fifteen times three After performing multiplication, we operate on division. But since our example does not have division in the
equals forty-five. equation, we move on to the next.
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Addition Subtraction
𝟏𝟓 + 𝟐𝟒 − 𝟗 × 𝟑
𝟏𝟓 + 𝟒𝟓 = 𝟏𝟓 + 𝟏𝟓 × 𝟑
= 𝟏𝟓 + 𝟒𝟓 = 𝟏𝟓 + 𝟒𝟓
= 𝟔𝟎 = 𝟔𝟎
Now we perform addition. So, fifteen plus forty-five equals sixty. After performing addition, the last operation we perform is subtraction. In this example, we don’t have
subtraction so we skip it. The final answer to fifteen plus the quantity, twenty-four minus nine, times three is
sixty.
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Math 5 M5NS-Ic-61.2 Math 5 M5NS-Id-62.2

Stating, Explaining, and Interpreting PMDAS or GMDAS Simplifying a Series of Operations on Whole Numbers Involving More Than Two Operations Using the PMDAS or GMDAS Rule
Simplifying a Series of Operations on

Whole Numbers Involving More Than
Two Operations Using the PMDAS or
GMDAS Rule
✓ PMDAS or GMDAS stands for parenthesis or grouping,
multiplication, division, addition and subtraction.
Remember! PMDAS or GMDAS stands for parenthesis or grouping, multiplication, division, addition, and Hi! In this lesson we will learn how to simplify a series of operations on whole numbers involving more than two
subtraction. operations using the PMDAS or GMDAS rule.
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Math 5 M5NS-Id-62.2 Math 5 M5NS-Id-62.2

Simplifying a Series of Operations on Whole Numbers Involving More Than Two Operations Using the PMDAS or GMDAS Rule Simplifying a Series of Operations on Whole Numbers Involving More Than Two Operations Using the PMDAS or GMDAS Rule
(325 – (1000 ÷ 5)) × (1 + (5 – 4)) (325 – (1000 ÷ 5)) × (1 + (5 – 4))

= (325 – 200) × (1 + 1)
Let’s simplify this equation by applying PMDAS or GMDAS. Let’s simplify the equation by applying PMDAS or GMDAS. First, we operate on the innermost parentheses. So,
one thousand divided by five is two hundred and five minus four is one.
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(325 – (1000 ÷ 5)) × (1 + (5 – 4))

(325 – (1000 ÷ 5)) × (1 + (5 – 4))
= (325 – 200) × (1 + 1)
= (325 – 200) × (1 + 1)
= 125 × 2
= 125 × 2
= 250
Now, let’s operate on the remaining parentheses. Three hundred twenty-five minus two hundred is one hundred Finally, let’s multiply one hundred twenty-five by two. Thus, we get two hundred fifty.
twenty-five and one plus one is two.
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((25 × (25 – 5 + 12)) ÷ 5) – 39 ((25 × (25 – 5 + 12)) ÷ 5) – 39

= ((25 × 32) ÷ 5) – 39
Let’s simplify this equation by applying PMDAS or GMDAS. First, we operate on the innermost parenthesis. So, first, we subtract five from twenty-five and add twelve
because addition and subtraction are carried out from left to right. We get thirty-two.
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((25 × (25 – 5 + 12)) ÷ 5) – 39

= ((25 × 32) ÷ 5) – 39
• In simplifying a series of operations involving
= (800 ÷ 5) – 39 more than two operations, we need to apply
= 160 – 39 the rules of PMDAS or GMDAS.
= 121
Now, we operate on the next innermost parenthesis. Twenty-five times thirty-two is eight hundred. Then, we Remember! In simplifying a series of operations involving more than two operations, we need to apply the
divide eight hundred by five to get one hundred sixty. Finally, we subtract thirty-nine from one hundred sixty and rules of PMDAS or GMDAS.
the answer is one hundred twenty-one.
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Math 6 M6NS-IIf-148 Math 6 M6NS-IIf-148

Interpreting and Explaining GEMDAS Interpreting and Explaining GEMDAS
GEMDAS
Interpreting and Explaining -GEMDAS is a rule used when evaluating series of operations.
-It indicates the order of operations when solving expressions.
GEMDAS
G Grouping
E Exponents
M Multiplication
D Division
A Addition
S Subtraction
Hi! In this lesson we will learn how to interpret and explain GEMDAS. GEMDAS is a rule used when evaluating series of operations. It indicates the order of operations when solving
math problems. G stands for grouping, E stands for exponents, M stands for multiplication, D stands for division,
A stands for addition, and S stands for subtraction.
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Grouping
Grouping The three symbols are of equal importance. In the event
- The common grouping symbols used in math problems are that all three are used in a single expression, evaluate
parentheses, brackets, and braces. the numbers within the parentheses first followed by the
numbers within the brackets, and finally the numbers
Parentheses ( ) within the braces.
Brackets [ ] Parentheses ( )
Braces { } Brackets [ ]
Braces { }
The common grouping symbols used in math problems are parentheses, brackets, and braces. The three symbols are of equal importance. In the event that all three are used in a single expression, evaluate
the numbers within the parentheses first followed by the numbers within the brackets, and finally the numbers
within the braces.
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Exponents Multiplication and Division

- Multiplication and Division are interchangeable when
solving problems involving different operations as
After performing the operations inside the parentheses, long as the problem is solved from left to right.
brackets, or braces, the next thing we need to perform
is to simplify the exponents. - Multiplication and division are only solved after the
groupings in the expression have been evaluated.
After performing the operations inside the parentheses, brackets, or braces, the next thing we need to perform is Multiplication and Division are interchangeable when solving problems involving different operations as long as
to simplify exponents. the problem is solved from left to right. Multiplication and division are only solved after the groupings in the
expression have been evaluated.
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Addition and Subtraction

(82 + 2) ÷ [62 ÷ (6 × 1)] + 4 – 1 × 5
- Addition and subtraction are interchangeable when
solving problems involving different operations as Solution
long as the problem is solved from left to right.
(82 + 2) ÷ 62 ÷ 6 × 1 + 4 – 1 × 5
- Addition and subtraction are only solved after the
groupings in the problem have been evaluated.
(64 + 2) ÷ (62 ÷ 6) + 4 – 1 × 5
66 ÷ (36 ÷ 6) + 4 – 1 × 5
Addition and subtraction are interchangeable when solving problems involving different operations as long as Let’s have an example. In this problem, let us start by solving the numbers within the groupings. Let us start with the
numbers in the parentheses, and those are 8 squared plus 2 and 6 times 1. Evaluating the expressions inside the
the problem is solved from left to right. Addition and subtraction are only solved after the groupings in the parentheses, we will have 64 plus 2 and 6 squared divided by six. 64 plus 2 is 66 and 6 squared is 36. We will have
problem have been evaluated. the expression 36 divided by 6.
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(82 + 2) ÷ [62 ÷ (6 × 1)] + 4 – 1 × 5 (82 + 2) ÷ [62 ÷ (6 × 1)] + 4 – 1 × 5
66 ÷ (36 ÷ 6) + 4 – 1 × 5 11 + 4 – 1 × 5
11 + 4 – 5
(66 ÷ 6) + 4 – 1 × 5
11 + 4 – 5
11 + 4 – 1 × 5
15 – 5 = 10
36 divided by 6 is equal to 6. Next, we will divide 66 by 6 which is equal to eleven. Now that we don’t have any more groupings, we will operate based on the hierarchy of the operations. Since the
operations remaining in the expressions are addition, subtraction and multiplication, we will perform multiplication
first. Thus, one times five is five. Next, we perform the operations from left to right. So, 11 plus 4 is equal to 15.
Fifteen minus five is equal to 10.
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✓ The order of operations when solving numerical problems

2 2 is Grouping, Exponents, Multiplication, Division, Addition,
8 + 2 ÷ 6 ÷ 6 × 1 + 4 – 1 × 5 = 10 and Subtraction, or GEMDAS.
✓ We perform operations from left to right if all the groupings

are eliminated.
Therefore, the expression is equal to ten. Remember: The order of operations when solving numerical problems is Grouping, then Exponents, followed
by Multiplication, Division, Addition, and Subtraction, or GEMDAS. We perform operations from left to right if all
the groupings are eliminated.
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Performing Two or More Different Operations on Whole Numbers With or Without Exponents and Grouping Performing
Performing Two
TwoororMore
MoreDifferent
DifferentOperations
Operationson on
Whole Numbers
Whole WithWith
Numbers or Without Exponents
or Without and Grouping
Exponents Symbols
and Grouping
Symbols Symbols
Performing Two or More Different PERFORMING OPERATIONS WITHOUT EXPONENTS AND GROUPING
Operations on Whole Numbers With or
Without Exponents and Grouping
Symbols
23 × 5 + 42 ÷ 6 − 4
Hi! In this lesson we will learn how to perform two or more different operations on whole numbers with or without Let’s perform operations without exponents and grouping. For example, let’s find the answer to the expression
exponents and grouping symbols. twenty-three times five plus forty-two divided by six minus four.
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Performing
Performing Two
TwoororMore
MoreDifferent
DifferentOperations
Operationson on
Whole Numbers
Whole WithWith
Exponents Symbols
and Grouping Performing
Performing Two
TwoororMore
MoreDifferent
DifferentOperations
Operationson on
Whole Numbers
Whole WithWith
Exponents Symbols
and Grouping
Symbols Symbols
PERFORMING OPERATIONS WITHOUT EXPONENTS AND GROUPING PERFORMING OPERATIONS WITHOUT EXPONENTS AND GROUPING
23 × 5 + 42 ÷ 6 − 4 105 + 7 − 4
23 × 5 + 42 ÷ 6 − 4 112 − 4
105 + 7 − 4 108
23 × 5 + 42 ÷ 6 − 4 = 108
Since there is no grouping in this equation, we perform the rules of operation. First, we multiply and divide. Next, one hundred five plus seven is equal to one hundred twelve. Then, one hundred twelve minus four is
Twenty-three times five is equal to one hundred five. Forty-two divided by six is equal to seven. equal to one hundred eight. Therefore, the expressions twenty-three times five plus forty-two divided by six
minus four is equal to one hundred eight.
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Performing
Performing Two
TwoororMore
MoreDifferent
DifferentOperations
Operationson on
Whole Numbers
Whole WithWith
Exponents Symbols
Performing Two
TwoororMore
MoreDifferent
DifferentOperations
Operationson on
Whole Numbers
Whole WithWith
Exponents Symbols
and Grouping
Symbols Symbols
PERFORMING OPERATIONS WITH EXPONENTS AND GROUPING PERFORMING OPERATIONS WITH EXPONENTS AND GROUPING
(42 – 25 ÷ 5)2 + 2 (42 – 25 ÷ 5)2 + 2

(16 – 25 ÷ 5)2 + 2
(16 – 25 ÷ 5)2 + 2
(16 – 5)2 + 2
Let’s perform operations with exponents and grouping. For example, let’s find the answer to the expression, the Since we have exponents and groupings, we will perform the operations first inside the grouping. Since four has
quantity of four squared minus twenty-five divided by five close quantity squared plus two. an exponent of two, we need to operate first on the exponent. Thus, four squared is equal to sixteen. Then, we
divide twenty-five by five which is equal to five.
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Performing
Performing Two
TwoororMore
MoreDifferent
DifferentOperations
Operationson on
Whole Numbers
Whole WithWith
Exponents Symbols
Performing Two
TwoororMore
MoreDifferent
DifferentOperations
Operationson on
Whole Numbers
Whole WithWith
Exponents Symbols
and Grouping
Symbols Symbols
PERFORMING OPERATIONS WITH EXPONENTS AND GROUPING
(16 – 5)2 + 2 ✓ In performing operations without exponents and

grouping, we operate on the numbers according
112 + 2 to MDAS rule.
121 + 2
✓ In performing operations with exponents and
123 grouping, we operate on the numbers according
to GEMDAS rule.
4 – 25 ÷ 5 2 + 2 = 123
2
Next, we subtract five from sixteen. That will give us eleven. Now that we have simplified the numbers inside the groupings, Remember! In performing operations without exponents and grouping, we operate on the numbers according to
we can now operate on the second exponent. Thus, eleven squared is equal to one hundred twenty-one, and one hundred MDAS rule. In performing operations with exponents and grouping, we operate on the numbers according to
twenty-one plus two is equal to one hundred twenty-three. Therefore, the quantity of four squared minus twenty-five divided GEMDAS rule.
by five close quantity squared plus two is equal to one hundred twenty-three.
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Math 7 M7NS-Ic-1 Math 7 M7NS-Ic-1

Representing the Absolute Value of A Number on A Number Line as the Distance of the Number from Zero Representing the Absolute Value of A Number on A Number Line as the Distance of the Number from Zero
Number Line
Representing the Absolute Value of A
Number on A Number Line as the An infinite line on which points represent the real numbers
Distance of the Number from Zero
It is divided into two symmetric halves by the origin, that is the
number zero.
... -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 ...
7
Hi! Our topic is about representing the absolute value of a number on a number line as the distance of the A number line is an infinite line on which points represent the real numbers. It is divided into two symmetric
number from zero. Let’s begin. halves by the origin, that is the number zero.
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Absolute Value Absolute Value

Absolute value of number is the distance of a number on the
number line from zero
What is the absolute value of 5?
It is indicated by the symbol ││, two bars, enclosing a number
or numbers
... -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 ...
7
|5| = 5
... -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 ...
7
Absolute value of number is the distance of a number on the number line from zero. It is indicated by two bars, Here is an example: What is the absolute value of five? Since the number five is five units away from zero, its
enclosing a number or numbers. absolute value is five.
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Absolute Value Absolute Value
Similarly, -5 is five units away from zero Let us find the absolute value of -2 .
... -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 ...
... -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 ... 7
7
|-5| = 5
│-2 │ = 2
Similarly, negative five is five units away from zero. In other words, five and negative five have the same Here is another example: Let us try finding the absolute value of negative two. As seen on the number line, the
absolute value. absolute value of negative two is equal to two.
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Absolute Value
1) │2 │ = 2 4) -│-231│ = - 231
The absolute value of any number is always its positive value,
whether the given number is positive or negative.
2) │-6 │ = 6 5) -|2048| = - 2048
3) -|21| = 21 6) -|-4084| = -4084
If the given number has a negative sign outside the absolute value symbol, we first find the absolute value of the In summary, we have learned that the absolute value of any number is always its positive value,
number inside the parallel lines, then place a negative sign before its absolute value. Please refer to the whether the given number is positive or negative.
examples shown.
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Math 7 M7NS-Ic-d-1 Math 7 M7NS-Ic-d-1

Performing Fundamental Operations on Integers Performing Fundamental Operations on Integers
Integers
Performing Fundamental Operations on
Integers Integers are numbers that can be written without a fractional
part.
It includes the positive numbers (1, 2, 3, …), the negative

numbers (-1, -2, -3, …) and zero (0)
Hi! Our topic is about performing fundamental operations on integers. Let’s begin. Integers are numbers that can be written without a fractional part. It includes the positive numbers (1, 2, 3, …),
the negative numbers (-1, -2, -3, …) and zero (0).
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Fundamental Operations Fundamental Operations

Addition
It is getting the sum by combining two or more numbers.
Addition Multiplication
Case 1: Both integers are positive.

Subtraction Division (+20) + (+8) = (+28)
Case 2: Both integers are negative.

(-20) + (-8) = (-28)
The fundamental operations on integers are: Addition, Subtraction, Multiplication, and Division. Let us first discuss addition. Case one is when both integers are positive. All you need to do is add the integers
and put a positive sign on your answer. Case two is when both integers are negative. Simply add the integers
too, but put a negative sign on your answer.
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Addition Addition
Case 3: One of the two integers is positive and the other is negative. Subtract the smaller integer from the larger integer.
(+20) + (-8) = (12) 20 – 8 = 12
Find the Absolute Value of both integers. The final answer should take the sign of the larger
|20| = 20 number.
& 20 – 8 = +12
|-8| = 8
Case three is when one of the two integers is positive and the other is negative. First, find the absolute value of Then subtract the smaller number from the larger number. After doing this, apply the appropriate sign. The final
both integers. answer should take the sign of the larger number.
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Zero Property of Addition
It is the process of taking away a number from another number.
Adding zero to any number is always equal to the same number.
Solve for (-20) – (+8) = __

9 + 0 = 9 32 + 0 = 32 (-365) + 0 = (-365)
KEEP the first number.
(-16) + 0 = (-16) 124 + 0 = 124 2048 + 0 = 2048 (-20) – (+8) = __
Zero property of Addition states that adding zero to any number is always equal to the same number. Here are Now let us discuss subtraction. When subtracting integers just remember the words “keep, change, change”.
some examples Step 1: Keep the first number. Do not change it.
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Subtraction Multiplication
It is repeated addition. It is adding a number, the multiplicand, to itself a
certain number of times. The number of times is denoted by the
Solve for (-20) – (+8) = __ multiplier.
CHANGE the operation from subtraction to addition.

(-20) – (+8) → (-20) + (+8) Case 1: A positive number multiplied to a positive number is positive.
5 × 7 = (+35)
CHANGE the sign of the last number and apply the rules in
adding integers. Case 2: A negative number multiplied to a negative number is positive.
(-5) × (-7) = (+35)
(-20) + (+8) → (-20) + (-8) = -28
Again, remember the words “keep, change, change.” Step 2: Change the operation from subtraction to addition. Multiplication is repeated addition. It is adding a number to itself a certain number of times. The number of times
Step 3: Change the sign of the last number and apply the rules in adding integers. The final answer is negative is denoted by the multiplier. In multiplying integers there are three possible cases. Just remember, multiplying
twenty-eight. integers with similar signs results to a positive product.
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Multiplication Multiplication
Zero Property of Multiplication
This property states that any number multiplied to zero is always equal to
zero.
Case 3: A positive number times a negative number is negative.
(-5) × (+7) = (-35)
OR
(+5) × (-7) = (-35) 9×0 = 0 32 × 0 = 0 (-365) × 0 = 0
(-16) × 0 = 0 124 × 0 = 0 2048 × 0 = 0
On the other hand, multiplying integers with different signs results to a negative product. Zero property of multiplication states that any number multiplied to zero is always equal to zero. Here are some
examples.
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Multiplication Division
Identity Property of Multiplication
It is the process of determining how many times one number is contained
in another.
Any number multiplied to one is always equal to that number.
Case 1: A positive number divided by a positive number is always positive.

9×1 = 9 32 × 1 = 32 (-365) × 1 = -365 81 ÷ 9 = (+9)
Case 2: A negative number divided by a negative number is always positive.

(-16) × 1 = -16 124 × 1 = 124 2048 × 1 = 2048
(-81) ÷ (-9) = (+9)
Identity property of multiplication states that any number multiplied to one results to the same number. Here are Division, like multiplication has three possible cases. Just remember that when dividing integers with similar
some examples. signs, the quotient is always positive.
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Division Division
Zero Property of Division
• It states that zero divided by any number is always equal to 0.
• Any number divided by zero is undefined.
Case 3: A positive number divided by a negative number is always
negative.
(-81) ÷ (+9) = (-9)
OR
(+81) ÷ (-9) = (-9) 0 ÷ -9 = 0 0 ÷ 143 = 0 -365 ÷ 0 is undefined
0 ÷ 16 = 0 124 ÷ 0 is undefined 2048 ÷ 0 is undefined
On the other hand, positive number divided by a negative number is results to a negative quotient. Zero property of division states that zero divided by any number is always equal to zero, and that any number
divided by zero is undefined. Here are some examples.
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Math 7 M7NS-Ic-d-1 Math 7 M7NS-Id-2

Performing Fundamental Operations on Integers Illustrating the Different Properties of Operations on the Set of Integers
Illustrating the Different Properties of

In performing fundamental operations on integers, remember Operations on the Set of Integers
the following:
✓ Determine the type of operation to be used in the
problem.
✓ Check the signs of the given integers carefully.
✓ Indicate the correct sign of the answer by applying the
rules we have discussed in this lesson.
In summary we have learned the steps in performing fundamental operations on integers. Hi! Our topic is about illustrating the different properties of operations on the set of integers. Let’s begin.
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Math 7 M7NS-Id-2 Math 7 M7NS-Id-2

Illustrating the Different Properties of Operations on the Set of Integers Illustrating the Different Properties of Operations on the Set of Integers
Properties of Operations on the Set of Integers Properties of Operations on the Set of Integers
Closure Property
an integer added or multiplied to another integer or set of
Closure Property Distributive Property integers results to an integer
Commutative Property Identity Property

(12) + (-8) = 4 (5) x (-3) = -15
Associative Property Inverse Property
(-15) + (5) = -10 (-4) x (-6) = 24
Here are the properties of operations on the set of integers: Closure, Commutative, Associative, Distributive, Closure property states that any integer added or multiplied to another integer results to an integer. In
Identity, and Inverse. Remember that the set of integers contains the set of positive and negative numbers our example, the sum of twelve and negative eight is four, which is part of the set of integer. The
including zero. product of five and negative three is negative fifteen, which is also an integer. Here are more
examples.
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Commutative Property Associative Property
changing the order of adding and multiplying integers does not changing the grouping of integers in adding or multiplying does
affect the value of the answer not change the value of the answer
ADDITION MULTIPLICATION
(5) + (-2) = (-2) + (5) (5) x (-2) = (-2) x (5)

(-5 + 4 ) + (-2) = (-5) + (4 + (-2)) (-5 x 4 ) x (-2) = (-5) x (4 x (-2))
(-1) + (-2) = (-5) + (2) (-20) x (-2) = (-5) x (-8)
(-3) = (-3) (40) = (40)
The commutative property states that changing the order of adding and multiplying integers does not The associative property states that changing the grouping of integers in adding or multiplying does
affect the value of the answer. Even if we change the order of the numbers, the answer stays the not change the value of the answer. Here are some examples
same.
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Distributive Property Identity Property of Addition
when the sum of integers is multiplied to any given factor, the result is the any number added to zero is equal to the same number
same when we multiply each addend by the factor and then add the Note: Zero is called the additive identity
products together
(3 + 4) x (-2) (9) + (0) = 9 (165) + (0) = 165

(3 + 4) x (-2)
= (3) x (-2) + (4) x (-2)
= (7) x (-2)
= (-6) + (-8)
= (-14) (-12) + (0) = -12 (-128) + (0) = -128
= (-14)
The distributive property states that when the sum of integers is multiplied to any given factor, the The identity property of addition states that any number added to zero is equal to the same number.
result is the same when we multiply each addend by the factor and then add the products together. In For this reason, zero is called the additive identity. Here are some examples.
our example we show the application of this property.
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Identity Property of Multiplication Inverse Property of Addition
any number multiplied to one is equal to the same number
the sum of any number and its additive inverse is equal to zero
Note: One is called the multiplicative identity
(6) x (1) = 6 (143) x (1) = 143 (6) + (-6) = 0 (24) + (-24) = 0
(-8) x (1) = -8 (-2048) x (1) = -2048 (-20) + (20) = 0 (-325) + (325) = 0
On the other hand, the identity property of multiplication states that any number multiplied to one is The inverse property of addition states that the sum of any number and its additive inverse is equal to
equal to the same number. One is called the multiplicative identity. Here are some examples. zero. For example, 6 plus -6 is equal to 0. -20 plus 20 is equal to 0. -6 and 20 are the additive
inverses because they make the equations equal to zero. Here are more examples.
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Properties of Operations on the Set of Integers

Inverse Property of Multiplication
the product of any number and its multiplicative inverse or
reciprocal is equal to one an integer added or multiplied to another integer or
Closure Property
set of integers results to an integer
Commutative changing the order of adding and multiplying integers
Property does not affect the value of the answer
Associative changing the grouping of integers in adding or
1 1 Property multiplying does not change the value of the answer
6 × =1 −13 × − =1
6 13 Distributive when the sum of integers is multiplied to any given factor, the result is
the same when we multiply each addend by the factor and then add
Property the products together
Inverse property of multiplication states that the product of any number and its multiplicative inverse or In summary we have learned the different properties of operations on the set of integers. Here are the first four
reciprocal is equal to one. In our examples, the reciprocal of six is one over six, while the reciprocal of properties.
negative thirteen is negative one over thirteen.
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Math 7 M7NS-Id-2
Illustrating the Different Properties of Operations on the Set of Integers

Identity Property of any number added to zero is equal to the same
Addition number Mathematics
Numbers and Units
Identity Property of any number multiplied to one is equal to the same
Multiplication number
Inverse Property of the sum of any number and its additive inverse is equal
Addition to zero
Inverse Property of the product of any number and its multiplicative
Multiplication inverse or reciprocal is equal to one
Here are the other properties of operations on the set of integers.
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Math 3 M3ME-IVa-8 Math 3 M3ME-IVa-8

Converting Time: Seconds to Minutes, Minutes to Hours, Hours to Days, and Vice Versa Converting Time: Seconds to Minutes, Minutes to Hours, Hours to Days, and Vice Versa
Converting Time: Seconds to Minutes, Conversion of Some Common Units of Time

Minutes to Hours, Hours to Days, and
Vice Versa
60 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 = 1 𝑚𝑖𝑛𝑢𝑡𝑒
60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 1 ℎ𝑜𝑢𝑟
24 ℎ𝑜𝑢𝑟𝑠 = 1 𝑑𝑎𝑦
Hi! Our topic is about converting time from seconds to minutes, minutes to hours, hours to days, and vice versa. Here are conversion of some common units of time. Sixty seconds is equal to one minute. Sixty minutes is
Let’s begin. equal to one hour. Twenty four hours is equal to one day.
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Converting minutes to seconds Converting minutes to seconds
Note that 60 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 = 1 𝑚𝑖𝑛𝑢𝑡𝑒.

How many seconds are there in 2 minutes? 2 × 60 = 120 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
2 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 120 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
Let us have an example on converting minutes to seconds. How many seconds are there in two minutes? Here, Note that there are sixty seconds in one minute. To know how many seconds are there in two minutes, we
we are converting from a larger unit of measurement into a smaller unit. If we are converting from a larger unit of multiply two minutes by sixty. Two times sixty equals one hundred twenty. Therefore, there are one hundred
measurement to a smaller unit, we use multiplication. twenty seconds in two minutes.
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Converting seconds to minutes Converting from seconds to minutes
Note that 60 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 = 1 𝑚𝑖𝑛𝑢𝑡𝑒.

How many minutes are there in 360 seconds? 360 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 ÷ 60 = 6 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
360 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 = 6 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
Let us now have an example on converting seconds to minutes. How many minutes are there in three hundred Note that there are sixty seconds in one minute. This time, let us think: How many set of sixty seconds are there
sixty seconds? Here, we are converting from a smaller unit of measurement to a bigger unit. If we are converting in three hundred sixty seconds? To solve, we divide three hundred sixty seconds by sixty. Therefore, three
from a smaller unit of measurement to a bigger unit, we use division. hundred sixty seconds is equal to six minutes.
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Converting hours to minutes Converting hours to minutes
Note that 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 1 ℎ𝑜𝑢𝑟.

How many minutes are there in 3 hours? 3 × 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 180 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
3 ℎ𝑜𝑢𝑟𝑠 = 180 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
Now, let us have an example on converting hours to minutes. How many minutes are there in three hours? Note that there are sixty minutes in one hour. To know how many minutes are there in three hours, we multiply
Here, we are converting from a bigger unit of measurement to a smaller unit. three by sixty minutes. Thus, we have that three hours is equal to one hundred eighty minutes.
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Converting minutes to hours Converting minutes to hours
Note that 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 1 ℎ𝑜𝑢𝑟.

How many hours are there in 600 minutes? 600 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 ÷ 60 = 10 ℎ𝑜𝑢𝑟𝑠
600 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 10 ℎ𝑜𝑢𝑟𝑠
Let us have an example on converting minutes to hours. How many hours are there in six hundred minutes? Note that there are sixty minutes in one hour. Now, let us think: How many sets of sixty minutes are there in six
Here, we are converting from a smaller unit of measurement to a bigger unit. hundred minutes? We divide six hundred minutes by sixty. Thus, six hundred minutes is equal to ten hours.
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Converting days to hours Converting days to hours
Note that 24 ℎ𝑜𝑢𝑟𝑠 = 1 𝑑𝑎𝑦.

How many hours are there in 5 days? 5 × 24 ℎ𝑜𝑢𝑟𝑠 = 120 ℎ𝑜𝑢𝑟𝑠
5 𝑑𝑎𝑦𝑠 = 120 ℎ𝑜𝑢𝑟𝑠
Let us now have an example on converting days to hours. How many hours are there in six hundred minutes? Note that there are twenty four hours in one day. To solve, we multiply five by twenty four hours. Thus, five days
Here, we are converting from a bigger unit of measurement to a smaller unit. is equal to one hundred twenty hours.
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Converting hours to days Converting from hours to days
Note that 24 ℎ𝑜𝑢𝑟𝑠 = 1 𝑑𝑎𝑦.

How many days are there in 72 hours? 72 ℎ𝑜𝑢𝑟𝑠 ÷ 24 = 3 𝑑𝑎𝑦𝑠
72 ℎ𝑜𝑢𝑟𝑠 = 3 𝑑𝑎𝑦𝑠
Let us now have an example on converting hours to days. How many days are there in seventy two hours? Note that there are twenty-four hours in one day. Let us now think: How many sets of twenty-four hours are
Here, we are converting from a smaller unit of measurement to a bigger unit. there in seventy-two hours? To solve, we divide seventy-two hours by twenty-four. Thus, seventy-two hours is
equal to three days.
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Math 3 M3ME-IVa-8 Math 3 M3ME-IVb-39

Converting Time: Seconds to Minutes, Minutes to Hours, Hours to Days, and Vice Versa Converting Common Units of Measure
Converting Common Units of Measure

When converting from a larger When converting from a smaller
unit of time to a smaller unit, we unit of time to a bigger unit, we
use multiplication. use division.
• Minutes to seconds • Seconds to minutes

• Hours to minutes • Minutes to hours
• Days to hours • Hours to days
Remember that when converting from a larger unit of time to a smaller unit, we use multiplication. These include Hi! Our topic is about converting common units of measure. Let’s begin.
conversion of minutes to seconds, hours to minutes, and days to hours. When converting from a smaller unit of
time to a bigger unit, we use division. These include conversion of seconds to minutes, minutes to hours, and
hours to days.
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Math 3 M3ME-IVb-39 Math 3 M3ME-IVb-39

Converting Common Units of Measure Converting Common Units of Measure
Conversion of Some Common Units of Measure
For mass:
1,000 grams (g) = 1 kilogram (kg)
When we convert from a larger unit of measure
to a smaller unit, we use multiplication.
For capacity:
1 liter (L) = 1,000 milliliters (mL) When we convert from a smaller unit of measure
to a larger unit, we use division.
For length and distance:
1 meter (m) = 100 centimeters (cm)
Here are the conversion of some common units of measure. For mass, 1000 grams is equal to 1 kilogram. For Note that when we convert from a larger unit of measure to a smaller unit, we use multiplication. When we
capacity, 1 liter is equal to 1000 milliliters. For length and distance, 1 meter is equal to 100 centimeters. convert from a smaller unit of measure to a larger unit, we use division.
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Jamie is baking a cake. The recipe book indicates that

he needs 400 milliliters of milk for the cake. However, Note that 1,000 𝑚𝑖𝑙𝑙𝑖𝑙𝑖𝑡𝑒𝑟𝑠 𝑚𝐿 = 1 𝑙𝑖𝑡𝑒𝑟 (𝐿).
he bought 1 liter of milk. Will the milk Jamie bought be
enough to make the cake? Since 1,000 milliliters is greater than 400 milliliters, the milk that
Jamie bought will be enough to make the cake.
When can we use conversion of units of measure? Consider the following example that needs conversion from Note that there are one thousand milliliters in one liter. Since one thousand milliliters is greater than four
liters to milliliters. Jamie is baking a cake. The recipe book indicates that he needs four hundred milliliters of milk hundred milliliters, the milk that Jamie bought will be enough to make the cake.
for the cake. However, he bought one liter of milk. Will the milk Jamie bought be enough to make the cake?
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Converting grams to kilograms Converting grams to kilograms
Note that 1,000 𝑔𝑟𝑎𝑚𝑠 𝑔 = 1 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚 (𝑘𝑔).
How many kilograms are there in 5,000 grams? 5,000 ÷ 1,000 = 5
5,000 𝑔𝑟𝑎𝑚𝑠 = 5 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚𝑠
Now, let us have an example on converting grams to kilograms. How many kilograms are there in five thousand Note that there are one thousand grams in one kilogram. Now, let us think: How many sets of one thousand
grams? Here, we are converting from a smaller unit of measure into a larger unit so we use division. grams are there in five thousand grams? To solve, we divide five thousand by one thousand. Thus, we have five
thousand grams is equal to five kilograms.
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Converting kilograms to grams Converting kilograms to grams
Note that 1,000 𝑔𝑟𝑎𝑚𝑠 𝑔 = 1 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚 (𝑘𝑔).
How many grams are there in 8 kilograms? 8 × 1,000 = 8,000
8 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚𝑠 = 8,000 𝑔𝑟𝑎𝑚𝑠
Let us have an example on converting kilograms to grams. How many grams are there in eight kilograms? Here, Note that there are one thousand grams in one kilogram. To know how many grams are there in eight kilograms,
we are converting from a larger unit of measure into a smaller unit so we use multiplication. we multiply eight by one thousand. Thus, eight kilograms is equal to eight thousand grams.
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Converting liters to milliliters Converting liters to milliliters
Note that 1,000 𝑚𝑖𝑙𝑙𝑖𝑙𝑖𝑡𝑒𝑟𝑠 𝑚𝐿 = 1 𝑙𝑖𝑡𝑒𝑟 (𝐿).
How many milliliters are there in 9 liters? 9 × 1,000 = 9,000
9 𝑙𝑖𝑡𝑒𝑟𝑠 = 9,000 𝑚𝑖𝑙𝑙𝑖𝑙𝑖𝑡𝑒𝑟𝑠
Let us have an example on converting liters to milliliters. How many milliliters are there in nine liters? Here, we Note that there are one thousand milliliters in one liter. To know how many milliliters are there in nine liters, we
are converting from a larger unit of measure into a smaller unit so we use multiplication. multiply nine by one thousand. Thus, nine liters is equal to nine thousand milliliters.
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Converting milliliters to liters Converting milliliters to liters
Note that 1,000 𝑚𝑖𝑙𝑙𝑖𝑙𝑖𝑡𝑒𝑟𝑠 𝑚𝐿 = 1 𝑙𝑖𝑡𝑒𝑟 (𝐿).
How many liters are there in 2,000 milliliters? 2,000 ÷ 1,000 = 2
2,000 𝑚𝑖𝑙𝑙𝑖𝑙𝑖𝑡𝑒𝑟𝑠 = 2 𝑙𝑖𝑡𝑒𝑟𝑠
Let us have an example on converting milliliters to liters. How many liters are there in two thousand milliliters? Note that there are one thousand milliliters in one liter. Let us now think: How many sets of one thousand
Here, we are converting from a smaller unit of measure into a larger unit so we use division. milliliters are there in two thousand milliliters? To solve, we divide two thousand by one thousand. Therefore,
two thousand milliliters is equal to two liters.
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Converting meters to centimeters Converting meters to centimeters
Note that 1 𝑚𝑒𝑡𝑒𝑟 𝑚 = 100 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠 (𝑐𝑚).
How many centimeters are there in 4 meters? 4 × 100 = 400
4 𝑚𝑒𝑡𝑒𝑟𝑠 = 400 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠
Let us have an example on converting meters to centimeters. How many centimeters are there in four meters? Note that there are one hundred centimeters in one meter. To know how many centimeters are there in four
Here, we are converting from a larger unit of measure into a smaller unit so we use multiplication. meters, we multiply four by one hundred. Therefore, four meters is equal to four hundred centimeters.
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Converting centimeters to meters Converting from centimeters to meters
Note that 1 𝑚𝑒𝑡𝑒𝑟 𝑚 = 100 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠 (𝑐𝑚).
How many meters are there in 700 centimeters? 700 ÷ 100 = 7
700 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠 = 7 𝑚𝑒𝑡𝑒𝑟𝑠
Let us have an example on converting centimeters to meters. How many meters are there in seven hundred Note that there are one hundred centimeters in one meter. Now, let us think: How many sets of one hundred
centimeters? Here, we are converting from a smaller unit of measure into a larger unit so we use division. centimeters are there in seven hundred centimeters? To solve, we divide seven hundred by one hundred. Thus,
seven hundred centimeters is equal to seven meters.
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Math 3 M3ME-IVb-39 Math 4 M4ME-IIIi-54

Converting Common Units of Measure Converting Square Centimeter (sq. cm) to Square Meter (sq. m) and Vice Versa
Converting Square Centimeter (sq. cm)

Here are conversion of some
common units of measure: to Square Meter (sq. m) and Vice Versa
When we convert from a larger
unit of measure to a smaller
For mass: unit, we use multiplication.
1,000 grams (g) = 1 kilogram (kg)
For capacity: When we convert from a
1 liter (L) = 1,000 milliliters (mL) smaller unit of measure to a
For length and distance: larger unit, we use division.
1 meter (m) = 100 centimeters (cm)
Here are the conversion of some common units of measure. Also, remember that when we convert from a larger
unit of measure to a smaller unit of measure, we use multiplication. When we convert from a smaller unit of Hi! In this lesson, we will learn how to convert square centimeter to square meter and vice versa.
measure to a larger unit, we use division.
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Math 4 M4ME-IIIi-54 Math 4 M4ME-IIIi-54

Converting Square Centimeter (sq. cm) to Square Meter (sq. m) and Vice Versa Converting Square Centimeter (sq. cm) to Square Meter (sq. m) and Vice Versa
Meter Square Meter

- basic unit of length of the Metric System - basic unit of area of the Metric System
- a square with a measurement of one meter each
side is equivalent to one square meter
1m
1m
1m
Meter is the basic unit of length of the Metric System. The figure shows a line that measures one meter. Square meter is the basic unit of area of the metric system. A square with a measurement of one meter each
side is equivalent to one square meter.
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Centimeter Square Centimeter

- on hundredth of a meter - centimeter × centimeter
- a centimeter is one-hundredth of a meter
(0.01 or 1/100)
1
meter = 1 centimeter 1 1 1
100 × = of a square meter
100 100 10,000
= 1 square centimeter
Centimeter means one hundredth of a meter. In fraction, one hundredth meter is equal to one centimeter. Square centimeter is the unit when we multiply centimeter by itself. A centimeter is one-hundredth of a meter or
zero point zero one or one over one hundred. A square centimeter is equivalent to one ten-thousandth of a
meter.
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Square Centimeter
1 Situation
1 cm² = m² or 0.0001 m²
10,000
Consider converting 32 cm2 to m2.
1 m² = 10,000 cm²
Hence, the conversion unit is given as: “One square centimeter is equal to one ten-thousandth square meters.” Now, let’s try converting thirty-two square centimeters to square meters.
One square meter is equal to ten thousand square centimeters.
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Step 1: Step 2:
Multiply the given by the appropriate conversion unit. Cancel the same units and simplify.
𝟏 𝒎𝟐 𝟏 𝒎𝟐 𝟑𝟐 𝒎𝟐
𝟑𝟐 𝒄𝒎𝟐 × 𝟑𝟐 𝒄𝒎𝟐 × = = 𝟎. 𝟎𝟎𝟑𝟐 𝒎𝟐
𝟏𝟎𝟎𝟎𝟎 𝒄𝒎𝟐 𝟏𝟎𝟎𝟎𝟎 𝒄𝒎 𝟐 𝟏𝟎𝟎𝟎𝟎
The first step that we will do is to multiply the given by the appropriate conversion unit. In this example, since we Then we will cancel the same units to simplify our answer. We cancel square centimeters, so we have thirty-two
are converting square centimeters to square meters, we would want to eliminate square centimeters. square meters over ten thousand. By dividing, we get the converted value, which is thirty two ten-thousandths
square meters.
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Step 1:
Multiply the given by the appropriate conversion unit.
Situation
Consider converting 67 m2 to cm2. 10,000 cm2

67 m2 ×
1 m2
For another example, let’s consider converting sixty seven square meters to square centimeters. Again, we will multiply the given by the appropriate conversion unit to get centimeter square. In this example,
since we are converting square meters to square centimeters, we would want to eliminate square meters.
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Step 2:
Cancel the same units and simplify.
Here are the steps in converting square centimeters to
square meters and vice versa:
10,000 cm2 1. Multiply the given by the appropriate conversion

67 m2 × = 670,000 cm2 unit.
1 m𝟐
2. Cancel the same units and simplify.
Then, we will cancel the same units and simplify our answer. We will cancel the unit of square meters. Then, we Remember! Here are the steps in converting square centimeters to square meters and vice versa. First, multiply
will multiply sixty-seven times ten thousand square centimeters. Therefore, the converted value of sixty-seven the given by the appropriate conversion unit. Second, cancel the same units and simplify.
square meters is six hundred seventy thousand square centimeters.
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Math 5 M5ME-IVd-80 Math 5 M5ME-IVd-80

Converting Cubic Centimeter to Cubic Meter and Cubic Centimeter to Liter and Vice Versa Converting Cubic Centimeter to Cubic Meter and Cubic Centimeter to Liter and Vice Versa
Basic Conversion Rule

Converting Cubic Centimeter to Cubic
Meter and Cubic Centimeter to Liter and
Vice Versa We multiply when converting from a larger unit to a
smaller unit.
We divide when converting from a smaller unit to a larger

unit.
Hi! Our topic is about converting cubic centimeter to cubic meter and cubic centimeter to liter and vice versa. Here are the basic conversion rules when converting. We multiply when converting from a larger unit to a
Let’s begin. smaller unit. We divide when converting from a smaller unit to a larger unit.
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Converting Cubic Centimeter to Cubic Meter Converting Cubic Centimeter to Cubic Meter
100 𝑐𝑚 = 1 𝑚
Let us compute for the value of 1 𝑐𝑚3 in 𝑚3 .
Let us recall that 𝟏𝟎𝟎 𝒄𝒎 = 𝟏 𝒎. 1𝑚 1𝑚 1𝑚
We will use this conversion to convert cubic centimeter to 1 𝑐𝑚3 × × ×
cubic meter. 100 𝑐𝑚 100 𝑐𝑚 100 𝑐𝑚
1 𝑚3 𝟏
1 𝑐𝑚3 × = 𝒎𝟑
1,000,000 𝑐𝑚3 𝟏, 𝟎𝟎𝟎, 𝟎𝟎𝟎
Let us first recall that one hundred centimeters is equal to one meter. We will use this conversion to convert Now, let us convert one cubic centimeter to cubic meter. We can see that centimeter and cubic centimeters are
cubic centimeter to cubic meter. not of the same unit, so we will multiply the conversion factor thrice. It resulted to one over one million cubic
meters.
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Converting 𝒄𝒎𝟑 to 𝒎𝟑 and Vice Versa
Convert 𝟒 𝒎𝟑 to cubic centimeters.

When converting cubic centimeter to cubic meter, divide
Cubic meter is larger than cubic centimeter, so we will multiply by 1,000,000.
cubic centimeter into 1,000,000.
4 × 1,000,000 = 4,000,000
When converting cubic meter to cubic centimeter, multiply
Therefore,
cubic meter into 1,000,000.
𝟒 𝒎𝟑 = 𝟒, 𝟎𝟎𝟎, 𝟎𝟎𝟎 𝒄𝒎𝟑
Here are the conversion in converting cubic centimeter to cubic meter and vice versa. When converting cubic Let us have an example. Convert four cubic meters to cubic centimeters. Cubic meter is larger than cubic
centimeter to cubic meter, divide cubic centimeter into one million. When converting cubic meter to cubic centimeter, so we will multiply by one million. Therefore, four cubic meters is equal to four million cubic
centimeter, multiply cubic meter into one million. centimeters.
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Converting Cubic Centimeter to Liter
Convert 𝟏, 𝟖𝟎𝟎, 𝟎𝟎𝟎 𝒄𝒎𝟑 to cubic meters. 𝟏 𝒄𝒎𝟑 = 𝟏 𝒎𝒍

Cubic centimeter is smaller than cubic meter, so we will divide by 1,000,000.
1,800,000 ÷ 1,000,000 = 1.8 𝟏 𝑳 = 𝟏, 𝟎𝟎𝟎 𝒎𝒍
Therefore,
We will use these conversion to convert cubic centimeter
to liter.
𝟏, 𝟖𝟎𝟎, 𝟎𝟎𝟎 𝒄𝒎𝟑 = 𝟏. 𝟖 𝒎𝟑
Let us have another example. Convert one million eight hundred thousand cubic centimeters to cubic meters. We will use the conversions, one cubic centimeter is equal to one milliliter and one liter is equal to one thousand
Cubic centimeter is smaller than cubic meter, so we will divide by one million. Therefore, one million eight milliliter, to convert cubic centimeter to liter.
hundred thousand cubic centimeters is equal to one point eight cubic meters.
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Converting Cubic Centimeter to Liter Converting 𝒄𝒎𝟑 to 𝑳 and Vice Versa
1 𝑐𝑚3 = 1 𝑚𝑙
When converting cubic centimeter to liter, divide cubic
1 𝐿 = 1,000 𝑚𝑙
centimeter into 1,000.
Let us compute for the value of 1 𝑐𝑚3 in liter.
When converting liter to cubic centimeter, multiply liter
1 𝑚𝑙 1𝐿 𝟏
1 𝑐𝑚3 × × = 𝑳 into 1,000.
1 𝑐𝑚3 1000 𝑚𝑙 𝟏, 𝟎𝟎𝟎
Now, let us convert one cubic centimeter to liter. We multiplied the conversions to one cubic centimeter. By Here are the conversion in converting cubic centimeter to liter and vice versa. When converting cubic centimeter
division, we cancelled the units and the only remaining unit is liter. It resulted to one over one thousand liters. to liter, divide cubic centimeter into one thousand. When converting liter to cubic centimeter, multiply liter into
thousand.
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Convert 𝟏. 𝟕 𝑳 to cubic centimeters. Convert 𝟐𝟓𝟎, 𝟎𝟎𝟎 𝒄𝒎𝟑 to liters.

Liter is larger than cubic centimeter, so we will multiply by 1,000. Cubic centimeter is smaller than liter, so we will divide by 1,000.
1.7 × 1,000 = 1,700 250,000 ÷ 1,000 = 250
Therefore, Therefore,
𝟏. 𝟕 𝑳 = 𝟏, 𝟕𝟎𝟎 𝒄𝒎𝟑 𝟐𝟓𝟎, 𝟎𝟎𝟎 𝒄𝒎𝟑 = 𝟐𝟓𝟎 𝑳
Let us have an example. Convert one point seven liters to cubic centimeters. Liter is larger than cubic Let us have an example. Convert two hundred fifty thousand cubic centimeters to liters. Cubic centimeters is
centimeter, so we will multiply by one thousand. Therefore, one point seven liters is equal to one thousand smaller than liter, so we will divide by one thousand. Therefore, two hundred fifty thousand cubic centimeters is
seven hundred cubic centimeters. equal to two hundred fifty liters.
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Conversions
If converting from cubic meter to cubic centimeter, multiply the amount

of cubic meter by 1,000,000.
If converting from cubic centimeter to cubic meter, divide the amount of
cubic centimeter by 1,000,000.
𝟏 𝒎𝟑 = 𝟏, 𝟎𝟎𝟎, 𝟎𝟎𝟎 𝒄𝒎𝟑
If converting liter to cubic centimeter, multiply the amount of liter by
𝟏 𝑳 = 𝟏, 𝟎𝟎𝟎 𝒄𝒎𝟑 1,000.
If converting cubic centimeter to liter, divide the amount of cubic
centimeter by 1,000.
Note these conversions. One cubic meter is equal to one million cubic centimeters. One liter is equal to one Remember! If converting from cubic meter to cubic centimeter, multiply the amount of cubic meter by one
thousand cubic centimeters. million. If converting from cubic centimeter to cubic meter, divide the amount of cubic centimeter by one million.
If converting liter to cubic centimeter, multiply the amount of liter by one thousand. If converting cubic centimeter
to liter, divide the amount of cubic centimeter by one thousand.
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Math 7 M7ME-IIb-1 Math 7 M7ME-IIb-1

Converting Measurements from One Unit to another in Both Metric and English Systems Converting Measurements from One Unit to another in Both Metric and English Systems
English System
Converting Measurements from One
Unit to another in Both Metric and • used in ancient times but only 3 countries are using it today
English Systems (United States, Liberia, Burma)
• based on a non-universal way of measuring which uses human

body parts or other instruments
Hi! Our topic is about converting measurements from one unit to another in both metric and english systems. The English System is used in ancient times but only 3 countries are using it today namely the United States,
Let’s begin. Liberia, and Burma. It is based on a non-universal way of measuring which uses human body parts or other
instruments. It is considered less accurate.
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Metric System Conversion: Units Of Distance

English System Metric System
12 in = 1 ft 10 mm = 1 cm
• used in modern times by over 95% of the world
3 ft = 1 yd 100 cm = 1 m
• based on a decimal system that uses multiples of ten 1760 yds = 1 mi 1000m = 1 km
5280 ft = 1 mi
English to Metric System
1 inch = 2.54 cm
1 mile = 1.61 km
The Metric System is used in modern times by over 95% of the world. It is also based on a decimal system that Now, let us see the conversion of measurements in this table. We have one unit of distance to another in
uses multiples of ten. English System and in Metric System. Presented also is the conversion from English to Metric System.
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Conversion: Units Of Area Conversion: Units Of Volume

English System Metric System 57.75 in3 = 1 qt 1 cm3 = 1 ml
144 in2 = 1 ft2 10,000 cm2 = 1 m2 4 qt = 1 gal 1000 ml = 1 liter
43,560 ft2 = 1 acre 10,000 m2 = 1 hectare 32 qt = 1 bushel 1000 liter = 1 m3
640 acres = 1 mi2 100 hectare = 1 km2 42 gal (petroleum) = 1
English to Metric System barrel
1 in2 = 6.45 cm2 English to Metric System
1 mi2 = 2.59 km2 16.39 cm3 = 1 in3
3.79 liters = 1 gal
In this next table, we can see the conversion of measurements from one unit of area to another in English On the other hand, in this table, we can see the conversion of measurements from one unit of volume to another
System, in Metric System, and from English to Metric System. in English System, in Metric System, and from English to Metric System.
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Conversion: Units Of Mass Conversion: Units Of Temperature

437.5 grains = 1 oz 1000 mg = 1 g Fahrenheit-Celsius-Kelvin
16 oz = 1 lb 1000 g = 1 kg 5
T(°C) = 𝑇 ℉ − 32 ×
2000 lb = 1 short ton 1000 kg = 1 metric ton 9
9
42 gal (petroleum) = 1 T(°F) = 𝑇 ℃ × 5 + 32
barrel
T(K) = 𝑇 ℃ + 273.15
453 g = 1 lb
2.2 lb = 1 kg
In this table, we can see the conversion of measurements from one unit of mass to another in English System, Here in the final table, we can see the conversion of measurements from one unit of temperature to another in
in Metric System, and from English to Metric System. English System, in Metric System and from English to Metric System.
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How to Convert: How to Convert:

Metric-Metric, English-English Metric-Metric, English-English
2.) Multiply the conversion factor to the given.

1.) Find the conversion factor that gives the appropriate ratio to
the given in fraction form, where the denominator is in the same 3.) Cancel out similar units in both numerator and denominator.
unit as the given.
4.) Solve.
Let us now learn conversion. This only applies to direct conversion within one system, for example, Metric to Second, multiply the resulting conversion factor to the given. Third, Cancel out similar units in both numerator
Metric System and English to English System. First, find the conversion factor that gives the appropriate ratio to and denominator. Lastly, solve.
the given in fraction form, where the denominator is in the same unit as the given.
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Convert: 7.8 yd to ft. Convert: 25.1 gal to liter

1 yd = 3 ft 1 gal = 3.79 L
𝟑 𝒇𝒕 𝟑. 𝟕𝟗 𝑳
𝟕. 𝟖 𝒚𝒅 × = 𝟐𝟑. 𝟒 𝒇𝒕 𝟐𝟓. 𝟏 𝒈𝒂𝒍 × = 𝟗𝟓. 𝟏𝟐𝟗 𝑳
𝟏 𝒚𝒅 𝟏 𝒈𝒂𝒍
Let us have an example: Convert 7.8 yards to foot. We know that 1 yard is equal to 3 feet. Multiply the given, 7.8 Here is another example where we apply conversion from Metric to English System and vice versa. In this
yards, and the corresponding unit conversion. We get, 23.4 feet as the answer. case, we should use English to Metric conversion to 25.1 gallon to n liters. Follow step one to four of the
previous slides and we get the answer for the conversion, which is 95.129 liters.
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Convert: 8.21 grains to pounds

437.5 grains = 1 oz • When converting measurements from one unit to
16 oz = 1 lb another, it is very important that we know the table of
conversion because this serves as our reference.
• There are measurements that have no direct

𝟏 𝒐𝒛 𝟏 𝒍𝒃 conversion in the table, so we should know the easiest
𝟖. 𝟐𝟏 𝒈𝒓𝒂𝒊𝒏𝒔 × × = 𝟎. 𝟎𝟎𝟏𝟐 𝒍𝒃𝒔
𝟒𝟑𝟕.𝟓 𝒈𝒓𝒂𝒊𝒏𝒔 𝟏𝟔 𝒐𝒛 conversion factor to start with.
But what if there is no direct conversion in the table? For example, we need to convert 8.21 grains to n pounds. Remember: When converting measurements from one unit to another, it is very important that we know the table
Check the nearest conversion factor until you get the required unit value. So, we need to convert grains to of conversion because this serves as our reference. There are measurements that have no direct conversion in
ounces, then ounces to pounds, until we get 0.0012 pounds as the answer. the table, so we should know the easiest conversion factor to start with.
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Solving Problems Involving Conversion of Units of Measurements Solving Problems Involving Conversion of Units of Measurements
Solving Problems Involving Conversion

of Units of Measurements One side of a square board measures 24 inches.
Find the following:
a) length of each side in yards

b) perimeter in feet
c) area in square meter.
Hi! Our topic is about solving problems involving conversion of units of measurements. Let’s begin. Our first example is for conversion involving length, perimeter, and area. One side of a square board measures
twenty-four inches. First find A; the length of each side in yards, next find B; the perimeter in feet, and lastly, find
C; the area in square meter.
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a) Length of each side in yards 24 in.

1 𝑓𝑡 1𝑦𝑑 𝟐
24 𝑖𝑛 × × = 𝒚𝒂𝒓𝒅
12 𝑖𝑛 3 𝑓𝑡 𝟑
24 in.
c) Area in square meter
b) Perimeter in feet
𝑃 = 4𝑠 = 4 × 24 𝑖𝑛 = 𝟗𝟔 𝒊𝒏 𝐴 = 𝑠 2 = (24 𝑖𝑛)2 = 24 𝑖𝑛 × 24 𝑖𝑛 = 𝟓𝟕𝟔 𝒊𝒏𝟐
2 2
1 𝑓𝑡 2.54 𝑐𝑚 1𝑚
96 𝑖𝑛 × = 𝟖𝒇𝒕 576 𝑖𝑛2 × × = 𝟎. 𝟑𝟕𝟏𝟔 𝒎𝟐
12 𝑖𝑛 1 𝑖𝑛 100 𝑚
For A, we first convert 24 inches to feet by multiplying it with 1 over 12. The product is then multiplied to 1 over 3 For letter C, the area is computed by squaring 1 of the sides. The result is 576 square inches. The area in
to get the measurement in yards. For B, We first compute the perimeter by multiplying 1 side by 4. Since the unit square meter is computed by multiplying the square of 2.54 and the square of 1 over 100. The result is 0.3716
is in inches, we convert to feet by multiplying 1 over 12 as well. square meters.
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Given: 0.5 gal
Our body needs half a gallon of water everyday. Convert this a) Liter
volume in: 3.785 𝑙
0.5 𝑔𝑎𝑙 = 0.5 𝑔𝑎𝑙 × = 𝟏. 𝟖𝟗𝟐𝟓 𝒍
1 𝑔𝑎𝑙
a) Liter
b) Milliliter
c) Cubic centimeter b) Milliliter
3.785 𝑙 1000 𝑚𝑙
0.5 𝑔𝑎𝑙 = 0.5 𝑔𝑎𝑙 × × = 𝟏, 𝟖𝟗𝟐. 𝟓 𝒎𝒍
1 𝑔𝑎𝑙 1𝑙
This next example is about measurement of liquids: Our body needs half a gallon of water everyday. Convert For A, we first convert half gallon to liter by multiplying 3.785, resulting to 1.8925 liters. For B, half gallon is
this volume in liter, milliliter, and cubic centimeter. converted to milliliters by multiplying the answer from A; 1.9825 liters, by 1,000. The result is 1,892.5 milliliter.
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Given: 0.5 gal
The hottest temperature recorded in the Philippines

c) Cubic centimeter happened on May 11, 1969 when Tuguegarao City in Cagayan
1 𝑐𝑚3 experienced extreme heat at 42.2 °C. Convert this
0.5 𝑔𝑎𝑙 = 1,892.5 𝑚𝑙 × = 𝟏, 𝟖𝟗𝟐. 𝟓 𝒄𝒎𝟑 temperature in:
1 𝑚𝑙
a) ℉
b) Kelvin
For C, since 1 milliliter equals 1 cubic centimeter, half gallon is equal to 1,892.5 milliliter, also equal to 1,892.5 Here is an example about temperature: The hottest temperature recorded in the Philippines happened on May
cubic centimeters. 11, 1969 when Tuguegarao City in Cagayan experienced extreme heat at 42.2 °C. Convert this temperature in
degree Fahrenheit and in Kelvin.
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Given: 42.2 °C
b) K Mother bought 800 grams of powdered milk for her baby.

a) °F Convert it into:
9 𝐾 = 273.15 + ℃
℉= ℃ + 32°
5 a) kilogram
9 𝐾 = 273.15 + 42.2
℉ = (42.2°) + 32° b) pound
5 𝑲 = 𝟑𝟏𝟓. 𝟑𝟓 c) ounce
℉ = 𝟏𝟎𝟕. 𝟗𝟔°
We convert 42.2 degree Celsius to degree Fahrenheit by multiplying it first the constant 9 over five and then Here is another example, this time for weight: Mother bought 800 grams of powdered milk for her baby. Convert
adding 32 degrees, resulting to 107.96 degree Fahrenheit. However, must also we convert degrees Celsius to it into kilogram first, then pound, and finally, ounce.
Kelvin by adding constant 273.15 resulting to 315.35 Kelvin.
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Given: 800 grams
a) Kilogram
1 𝑘𝑔
800 𝑔 = 800𝑔 × = 𝟎. 𝟖 𝒌𝒈
1000 𝑔
b) pound The complete revolution of the earth around the sun is 365
1 𝑘𝑔 2.2 𝑙𝑏 days. Convert this into hours, minutes and seconds.
800 𝑔 = 800𝑔 × × = 𝟏. 𝟕𝟔 𝒍𝒃
1000 𝑔 1 𝑘𝑔
c) ounce
16 𝑜𝑧
800 𝑔 = 1.76 𝑙𝑏 × = 𝟐𝟖. 𝟏𝟔 𝒐𝒛.
1 𝑙𝑏
For A, we convert 800 grams by multiplying 1 over 1000 to get 0.8 kilograms. For B, we convert 800 grams to Now, let’s have an example concerning time: The complete revolution of the earth around the sun is 365 days.
pound by multiplying 0.8 kg by 2.2 to get 1.76 lbs. For C, we convert 800 g to ounce by multiplying 1.76 pound Convert this into hours, minutes and seconds.
to get 28.16 ounces.
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Given: 365 days
a) Hours
24 ℎ𝑟
365 𝑑𝑎𝑦𝑠 = 365𝑑 × = 𝟖, 𝟕𝟔𝟎 𝒉𝒐𝒖𝒓𝒔
1𝑑 The automobile is travelling 40 km/hr. Convert its speed in:
b) Minutes
24 ℎ𝑟 60 𝑚𝑖𝑛 (a) mi/hr
365 𝑑𝑎𝑦𝑠 = 365𝑑 × × = 𝟓𝟐𝟓, 𝟔𝟎𝟎 𝒎𝒊𝒏𝒔 (b) ft/s.
1𝑑 1ℎ𝑟
c) seconds
24 ℎ𝑟 60 𝑚𝑖𝑛 60 𝑠𝑒𝑐
365 𝑑𝑎𝑦𝑠 = 365𝑑 × × × 1 𝑚𝑖𝑛 = 𝟑𝟏, 𝟓𝟑𝟔, 𝟎𝟎𝟎 𝒔𝒆𝒄
1𝑑 1ℎ𝑟
We convert 365 days to hours by multiplying with 24 since one day is 24 hours. To get the number of minutes in For our last example, let’s convert units in relation to speed: The automobile is travelling 40 km/hr. Convert its
365 days, we multiply 365 by 24 and 60, since there are 60 minutes in a day. To get the number of seconds, we speed in (a) mi/hr and (b) ft/s.
multiply 365 by 24, 60, and 60 again, since there are 60 seconds in a minute.
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Given: 40 km/hr Given: 40 km/hr
b) ft/sec
a) mi/hr
40𝑘𝑚 𝑘𝑚 1 𝑚𝑖 5280 𝑓𝑡 1 ℎ𝑟
= 40 × × ×
40𝑘𝑚 𝑘𝑚 1 𝑚𝑖 ℎ𝑟 ℎ𝑟 1.61 𝑘𝑚 1 𝑚𝑖 3600 𝑠𝑒𝑐
= 40 × = 𝟐𝟒. 𝟖𝟒 𝒎𝒊/𝒉𝒓
ℎ𝑟 ℎ𝑟 1.61 𝑘𝑚
= 𝟑𝟔. 𝟒𝟒 𝒇𝒕/𝒔𝒆𝒄
For A, we convert forty kilometers per hour into miles per hour by dividing the given by 1.61. Therefore, 40 km, For B, we convert forty kilometers per hour by converting kilometers to feet, and hours to seconds
when converted to miles is 24.84. So, 40 kilometers is equal to 24.84 miles per hour. simultaneously. Forty kilometers is converted to miles and then to feet while hours is multiplied by 3600 to get
the number of seconds.
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Here are the steps in solving problems involving conversion of

units of measurements: 4. Proceed to problem solving by cancellation of given units.
1. Read the problem carefully. 5. Upon cancellation and computation, check the answer to
2. Identify what unit/s is/are being asked. make sure the desired unit is achieved.
3. Identify which conversion factor must be used.
Here are the steps in solving problems involving conversion of units of measurements: First, read the problem Fourth, proceed to problem solving by cancellation of given units. Fifth, upon cancellation and computation,
carefully. Second, identify what units are being asked. Third, identify which conversion factor must be used. check the answer to make sure the desired unit is achieved.
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Math 3 M3NS-Ie-31
Estimating the Sum of 3- to 4-Digit Addends with Reasonable Results
Estimating the Sum of 3- to 4-Digit

Addends with Reasonable Results
Mathematics
Estimation
Hi! In this lesson, we will learn how to estimate the sum of three- to four-digit addends with reasonable results.
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Math 3 M3NS-Ie-31 Math 3 M3NS-Ie-31

Estimating the Sum of 3- to 4-Digit Addends with Reasonable Results Estimating the Sum of 3- to 4-Digit Addends with Reasonable Results
Estimation is a skill that you can use in everyday life

like guessing how many cookies are in a container or One technique in estimating the sum of three- to
how many people are in a room. four-digit numbers is rounding off.
Estimation is finding a number that is close enough to

the correct answer.
Estimation is a skill that you can use in everyday life like guessing how many cookies are in a container or how One technique in estimating the sum of three- to four-digit numbers is rounding off.
many people are in a room. Estimation is finding a number that is close enough to the correct answer.
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If the value of the digit to right of the highest place If the value of the digit to right of the highest place
value number is 1,2,3, or 4, we round down. value number is 5,6,7, 8, or 9, we round up.
24 ≈ 20 77 ≈ 80
If the value of the digit to right of the highest place value number is one, two, three, or four, we round down. For If the value of the digit to right of the highest place value number is five, six, seven, eight, or nine, we round up.
example, twenty-four can be rounded down as twenty. For example, seventy-seven can be rounded up as eighty.
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ESTIMATION BY ROUNDING ESTIMATION BY ROUNDING

Step 1
Find the estimated sum of the following numbers. Round off each addend to the highest place value.
450 + 826 450 →

826 →
Find the estimated sum of four hundred fifty and eight hundred twenty-six. Step one: Round off each addend to the highest place value.
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Step 2
Step 1
Add the rounded numbers.
Round each addend to the highest place value
450 →500
450 → 500 + 826 →800
826 → 800 1,300
In this case, four hundred fifty is rounded up to five hundred; eight hundred twenty-six is rounded down to eight Step two: Add the rounded off numbers. Five hundred plus eight hundred is one thousand three hundred. The
hundred. estimated sum then, is one thousand three hundred.
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ESTIMATION BY ROUNDING
450 → 500 The actual sum
+ 826 → 800 of 450 and 826 1,630
is 1,276.
1,300 + 2,380
The actual sum of four hundred fifty and eight hundred twenty-six is one thousand two hundred seventy-six. Let us try another example. Let us estimate the sum of one thousand six hundred thirty and two thousand three
This is not far from the estimated sum, which is one thousand three hundred. hundred eighty.
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1,630 → 2,000 1,630 → 2,000

+ 2,380 → 2,000 + 2,380 → 2,000
4,000
If we will round off the numbers to their highest place value, one thousand six hundred thirty will be two We can now proceed to addition. Two thousand plus two thousand is four thousand. Our estimated sum is four
thousand; two thousand three hundred eighty will be two thousand as well. thousand.
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✓ We need to align and add digits within the same place value.
1,630 → 2,000 ✓ We use rounding off in estimating the sum of three to four
digit addends.
+ 2,380 → 2,000
4,010 4,000
Our actual sum is four thousand ten. It means that our estimate is quite close to our actual sum. Remember: We need to align and add digits within the same place value. We use rounding off in estimating the
sum of three to four digit addends.
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Math 3 M3NS-Ih-36 Math 3 M3NS-Ih-36

Estimating the Difference of Two Numbers with Three to Four Digits Estimating the Difference of Two Numbers with Three to Four Digits
Estimating the Difference of Two

Numbers with Three to Four Digits
One technique in estimating the sum of three-
to four-digit numbers is rounding off.
Hi! In this lesson, we will learn how to estimate the difference of two numbers with three to four digits. One technique in estimating the sum of three- to four-digit numbers is rounding off.
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Step 1
Estimate the difference. Round the minuend and the subtrahend to the highest place value.
842 – 275 842 →

275 →
For example, estimate the difference of eight hundred forty two minus two hundred seventy-five. Step one: Round the minuend and the subtrahend to the highest place value.
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Step 1 Step 2
Round the minuend and the subtrahend to the highest place value. Subtract the rounded numbers.
842 → 800
842 → 800 - 275 →300
275 → 300 500
In this case, eight hundred forty-two is rounded down to eight hundred; two hundred seventy-five is rounded up Step two: Subtract the rounded numbers. Eight hundred minus three hundred is five hundred. The estimated
to three hundred. difference then is five hundred.
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842 → 800 The actual difference

between 842 and 275 5,630 →
- 275 → 300
500
is 567.
- 2,380 →
The actual difference between eight hundred forty-two and two hundred seventy-five is five hundred sixty-seven. Let us try another example. Let us estimate the difference between five thousand six hundred thirty and two
This is not far from the estimated difference, which is five hundred. thousand three hundred eighty.
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5,630 → 6,000 5,630 → 6,000

- 2,380 → 2,000 - 2,380 → 2,000
4,000
Five thousand six hundred thirty can be rounded up to six thousand while two thousand three hundred eighty We can now proceed to subtraction. Six thousand minus two thousand is four thousand. Our estimated
can be rounded down to two thousand. difference is four thousand.
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✓ We can use rounding off in estimating the difference of three-
to four-digit minuend and subtrahend.
6,630 → 2,000
✓ If the digit next to the number with the highest place value is
- 2,380 → 2,000 0, 1, 2, 3, or 4, we round down.
✓ If the digit next to the number with the highest place value is
4,250 4,000 5, 6, 7, 8, or 9, we round up.
Our actual difference is four thousand two hundred fifty. It means that our estimate is quite close to our actual Remember! We can use rounding off in estimating the difference of three- to four-digit minuend and subtrahend.
difference. If the digit next to the number with the highest place value is zero, one, two, three, or four, we round down. If the
digit next to the number with the highest place value is five, six, seven, eight, or nine, we round up.
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Estimating the Products of 3- to 4-Digit Numbers by 2- to 3-Digit Numbers With Reasonable Results Estimating the Products of 3- to 4-Digit Numbers by 2- to 3-Digit Numbers With Reasonable Results
Estimating the Products of 3- to 4-Digit ESTIMATION

Numbers by 2- to 3-Digit Numbers With
• Estimation is the process of finding a value close enough
Reasonable Results to the given number.
• Rounding numbers is one way to find the estimate of the

product of two numbers.
Hi! Our topic is about estimating the products of 3- to 4-digit numbers by 2- to 3-digit numbers with reasonable Estimation is the process of finding a value that is close enough to the given number. Rounding numbers is one
results. Let’s begin. way to find the estimate of the product of two numbers.
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Round both factors.

Multiply 125 by 43.
𝟏𝟐𝟓 𝟏𝟑𝟎
𝟏𝟐𝟓 × 𝟒𝟎
× 𝟒𝟑
× 𝟒𝟑
Let us have an example. Let us multiply one hundred twenty-five by forty-three. The first step in estimating is to round both factors. In this example, 125 is rounded up to 130 while forty-three is
rounded down to forty.
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Multiply the rounded factors.

𝟏
𝟏𝟑𝟎 𝟏𝟐𝟓 𝟏𝟑𝟎

× 𝟒𝟎 × 𝟒𝟑 × 𝟒𝟎
𝟎𝟎𝟎 𝟓, 𝟑𝟕𝟓 𝟓, 𝟐𝟎𝟎
+ 𝟓𝟐𝟎𝟎 Actual Product Estimated Product
𝟓, 𝟐𝟎𝟎
Next, we multiply the rounded factors. One hundred thirty times forty is equal to five thousand two hundred. The computed actual value of the product of one hundred twenty-five and forty-three is five thousand three
hundred seventy-five, which is close to our estimated product, five thousand two hundred.
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Multiply 3,176 by 429. Multiply 3,176 by 429.
𝟑, 𝟏𝟕𝟔 𝟑, 𝟏𝟕𝟔 𝟑, 𝟐𝟎𝟎

× 𝟒𝟐𝟗 × 𝟒𝟐𝟗 × 𝟒𝟎𝟎
Let us have another example. Let us multiply 3,176 by 429. The first step in estimating is to round both factors. In this example, 3,176 is rounded up to 3,200 while 429 is
rounded down to 400.
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Multiply 3,176 by 429. Multiply 3,176 by 429.
𝟑, 𝟐𝟎𝟎 𝟑, 𝟏𝟕𝟔 𝟑, 𝟐𝟎𝟎

× 𝟒𝟎𝟎 × 𝟒𝟐𝟗 × 𝟒𝟎𝟎
𝟏, 𝟐𝟖𝟎, 𝟎𝟎𝟎 𝟏, 𝟑𝟔𝟐, 𝟓𝟎𝟒 𝟏, 𝟐𝟖𝟎, 𝟎𝟎𝟎
Actual Product Estimated Product
Three thousand two hundred times four hundred is equal to one million two hundred eighty thousand. The actual value of the product of 3,176 and 429 is one million three hundred sixty-two thousand five hundred
four.
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Math 4 M4NS-Ic-44.2 Math 4 M4NS-Ig-55.2

Estimating the Products of 3- to 4-Digit Numbers by 2- to 3-Digit Numbers With Reasonable Results Estimating the Quotient of 3- to 4-Digit Dividends by 1- to 2-Digit Divisors
Estimating the Quotient of 3- to

4-Digit Dividends by 1- to 2-Digit Divisors
• Estimation is the process of finding a value close enough to the
given number.
• Rounding numbers is one way to find the estimate of the

product of two numbers.
Summary. Estimation is the process of finding a value that is close enough to the given number. Rounding Hi! In this lesson, we will learn how to estimate the quotient of 3- to 4- digit dividends by 1- to 2- digit divisors by
numbers is one way to find the estimate of the product of two numbers. rounding up or rounding down dividends or divisors.
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Math 4 M4NS-Ig-55.2 Math 4 M4NS-Ig-55.2

Estimating the Quotient of 3- to 4-Digit Dividends by 1- to 2-Digit Divisors Estimating the Quotient of 3- to 4-Digit Dividends by 1- to 2-Digit Divisors
PJ baked a lemon pie which

Write the mathematical phrase.
measures 336 square centimeters
(336 cm2). She divided it into 8
smaller pieces, each with the same
area. Estimate the area of each
𝟑𝟑𝟔 ÷ 𝟖
smaller pastry.
PJ baked a lemon pie which measures 336 square centimeters. She divided it into 8 smaller pieces, each with Step one is to write the mathematical phrase. The mathematical phrase is three hundred thirty-six divided by
the same area. Estimate the area of each of the smaller piece. eight.
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Round up or round down the dividend.

Round up or round down the divisor.
𝟑𝟑𝟔 ÷ 𝟖 𝟑𝟑𝟔 ÷ 𝟖
𝟏𝟎 𝟑𝟎𝟎 ÷ 𝟏𝟎
The second step is to round up or round down the divisor. In this case, we round up eight to ten. The third step is to round up or round down the dividend. We round down three hundred thirty-six to three
hundred.
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Perform the operation.
The area of each smaller piece is

𝟑𝟎𝟎 ÷ 𝟏𝟎 = 𝟑𝟎 approximately 30 cm2.
After rounding off, the last step is to perform the operation. Three hundred divided by ten equals thirty. Therefore, the area of each smaller piece is approximately thirty square centimeters.
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original expression: 7,380 ÷ 12

Estimate the quotient of
7,380 ÷ 12
rounded off expression: 7,000 ÷ 10
Let’s have another example. Estimate the quotient of seven thousand three hundred eighty divided by twelve. By rounding off the divisor and the dividend, seven thousand three hundred eighty divided by twelve becomes
seven thousand divided by ten.
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estimated quotient: 7,000 ÷ 10 = 𝟕𝟎𝟎 ✓ To estimate a quotient, round off the divisor and the
dividend to the desired place value.
✓ Rounding off to the lower place values will yield a more
accurate estimate of the quotient.
actual quotient: 7,380 ÷ 12 = 𝟔𝟏𝟓 ✓ Rounding off to the higher place values will yield a less
accurate estimate of the quotient but it will make the
division easier.
The estimated quotient is seven hundred. However, the actual quotient of seven thousand three hundred eighty Remember, to estimate a quotient, round off the divisor and the dividend to the desired place value. Rounding
divided by twelve is equal to six hundred fifteen. off to the lower place values will yield a more accurate estimate of the quotient. However, rounding off to the
higher place values will yield a less accurate estimate of the quotient but it will make the division easier.
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Math 7 M7NS-Ig-3 Math 7 M7NS-Ig-3

Estimating the Square Root of a Number to the Nearest Tenth Estimating the Square Root of a Number to the Nearest Tenth
Estimating the Square Root of a Number Perfect Squares

to the Nearest Tenth
1 = 1 36 = 6
4 = 2 49 = 7
9 = 3 64 = 8
16 = 4 81 = 9
25 = 5 100 = 10
Hi! Our topic is about estimating the square root of a number to the nearest tenth. Let’s begin. Let us recall the list of perfect squares with their corresponding square roots.
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Square Root of a number to the nearest tenth

Let us look at this number line.
Estimate the square root of nineteen ( 19 ) to the nearest tenth.
𝟒 𝟗 𝟏𝟔 𝟐𝟓 𝟑𝟔
Find the two nearest perfect squares where the given number lies.
2 3 4 5 6
19
What is the value of 19 ? 1, 4, 9, 16, 25, 36, 49
Let us look at the number line and see how the perfect squares are illustrated. Based from this, how For this example, estimate the square root of nineteen to the nearest tenth. Step 1: Determine
can we estimate the values of imperfect squares such as the square root of 19? between what two perfect squares the square root of the given number lies. Thus, 19 is between
16 and 25.
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Estimate the square root of nineteen ( 19 ) to the nearest tenth. Estimate the square root of nineteen ( 19 ) to the nearest tenth.
Use the root of the smaller number as the starting point.

Find the two nearest perfect squares where the given number lies.
19
19 19
16 25
1, 4, 9, 16, 25, 36, 49
16 25 4
The square root of 19 lies between the perfect squares 16 and 25. Step 2: Use the root of the smaller number as the starting point.
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Solve for the difference of the given number and the smaller
Add the answer obtained in step 3 to the whole number in the
perfect square. Then, divide it by the difference of the perfect
final answer.
squares in which the given number lies. Round it off to the
nearest tenth. 𝟏𝟗
19 − 16 = 3 𝟏𝟔
𝟏𝟗 4 + 0.3 = 4.3
Then, 𝟐𝟓 16 19
3 ÷ (25 − 16) 𝟏𝟔 4 +
16 25
3 ÷ 9 = 0.33
𝟐𝟓 16 19 Thus, our final answer is 4.3
4 + 3
3 ÷ 9 = 0.3 16 25 4 +
9
Step 3: Solve for the difference of the given number and the smaller perfect square. Then, divide it by Step 4: Add the answer obtained in step 3 to the whole number in the final answer.
the difference of the perfect squares in which the given number lies and round it off to the nearest
tenth.
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Estimate 33 to the nearest tenth. Estimate 33 to the nearest tenth.
(33 − 25) ÷ (36 − 25)

33 lies between 𝟐𝟓 and 𝟑𝟔
8 ÷ 11 = 0.72
8 ÷ 11 = 0.7
25 = 5
5 + 0.7 = 5.7
Let’s have another example. Estimate √33 to the nearest tenth. Applying steps 1 and 2, we can Applying steps 3 and 4, we obtain the final answer that is equal to 5.7.
identify in which perfect squares the given number lies in between. We can also determine the whole
number in the final answer.
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Math 7 M7NS-Ig-3
Estimating the Square Root of a Number to the Nearest Tenth
✓ If the given number is not a perfect square, the answer to Mathematics

be obtained is not a whole number. Percent, Ratios, and
Proportions
✓ It is important to familiarize, if not memorize, the perfect
squares and its corresponding whole numbers.
In summary we have learned that if the given number is not a perfect square, the answer to be
obtained is not a whole number. It is important to familiarize, if not memorize, the perfect squares and
its corresponding whole numbers.
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Math 5 M5NS-IIh-122 Math 5 M5NS-IIh-122

Visualizing the Ratio of Two Given Numbers Visualizing the Ratio of Two Given Numbers
Visualizing the Ratio of Two Given How many blue circles are there for every red circle?
Numbers
Hi! In this lesson, we will learn how to visualize the ratio of two given numbers. How many blue circles are there for every red circle?
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How many blue circles are there for every red circle?
Ratio is used to compare two or more
objects or quantities.
It tells us how greater or lesser one

object is from another object.
There are 3 blue circles to 1 red circle.
We can say the there are three blue circles for every one red circle. Ratio is used to compare two or more objects or quantities. It tells us how greater or lesser one object is from
another object.
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What is the ratio of blue squares to The ratio of blue squares to green
green squares? squares is 2 is to 3.
For example, let’s consider this figure. What is the ratio of blue squares to green squares? We have two blue square and three green squares. The ratio of blue squares to green squares is two is to
three.
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There are 17 children playing in a playground. 11 of them

are boys and 6 are girls. What is the ratio of the boys to
the girls? What is the ratio of the girls to the total number The ratio of boys to girls is 11 is to 6.
of children playing?
For another example, let’s consider the situation. There are 17 children playing in a playground. Eleven of them The ratio of boys to girls is eleven is to six.
are boys and six are girls. What is the ratio of the boys to the girls? What is the ratio of the girls to the total
number of children playing?
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The ratio of girls to the number of children ✓ Ratio is used to compare two or more objects or
quantities.
playing is 6 is to 17.
✓ It tells us how greater or lesser one object is from
another object.
The ratio of girls to the number of children playing is six is to seventeen. Remember! Ratio is used to compare two or more objects or quantities. It tells us how greater or lesser one
object is from another object.
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Expressing Ratio Using Either Colon or Fraction Expressing Ratio Using Either Colon or Fraction
Ratio is used to compare two or more

Expressing Ratio Using Either Colon or
objects or quantities.
Fraction
It can be written in two manners:
1. Colon form – “𝑎: 𝑏”
𝑎
2. Fraction form – “ ”
𝑏
Both can be read as “a is to b.”
Hi! In this lesson, we will learn how to express ratio using either colon or fraction. Ratio is used to compare two or more objects or quantities. It can be written in colon form or in fraction form.
Both can be read as a is to b.
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What is the ratio of the blue triangles to the

red triangles?
A ratio compares two quantities, no matter
how big or small the quantities may be.
On the other hand, a fraction represents a

part of a whole.
A ratio compares two quantities, no matter how big or small the quantities may be. On the other hand, a fraction For example, let’s consider the figure. What is the ratio of the blue triangles to the red triangles?
represents a part of a whole.
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There are 15 children playing in a playground, 9

of them are boys and 6 are girls. What is the
ratio of the girls to the boys?
“Five blue triangles is to three red triangles”

5
“5 ∶ 3” “ ”
3
The ratio is five blue triangles is to three red triangles. We can write the ratio as five colon three, or, five over For another example, let’s consider this situation. There are 15 children playing in a playground, 9 of them are
three. boys and 6 are girls. What is the ratio of the girls to the boys?
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The ratio of girls to boys is 6 girls is to 9 boys. In a zoo, there are 7 pandas and 8 monkeys. What
is the ratio of the monkeys to the pandas?
6
“6 ∶ 9” “ ”
9
The ratio of girls to boys is six girls is to nine boys. We can write the ratio as six colon nine or six over nine. For another example, let’s consider this situation. In a zoo, there are seven pandas and eight monkeys. What is
the ratio of the monkeys to the pandas?
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The ratio of monkeys to pandas is 8 monkeys is

✓ Ratio can be written in two manners:
to 7 pandas.
• Colon form – “a: b”
a
• Fraction form – “b”
• Both can be read as “a is to b.”
✓ Ratio in fraction form is not the same as fractions. A ratio

8 compares two quantities while a fraction represents a
“8 ∶ 7” “ ” part of a whole.
7
The ratio of monkeys to pandas is eight monkeys is to seven pandas. We can write the ratio as eight colon seven Remember! Ratio can be written in two manners: first, in colon form; and second, in fraction form. Both can be
or eight over seven. read as “a is to b”. Ratio in fraction form is not the same as fractions. A ratio compares two quantities, while a
fraction represents a part of a whole.
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Math 5 M5NS-IIi-124 Math 5 M5NS-IIi-124

Identifying and Writing Equivalent Ratios Identifying and Writing Equivalent Ratios
Identifying and Writing Equivalent Ratios

Equivalent ratios are ratios with similar meanings.
We can find equivalent ratios by either multiplying

or dividing both sides by the same number.
Hi! In this lesson, we will learn how to identify and write equivalent ratios. Equivalent ratios are with similar meanings. We can find equivalent ratios by either multiplying or dividing both
sides by the same number.
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If we say that two mangoes will be mixed with six apples, To find equivalent ratios of 2 : 6, we either multiply
then the ratio of mangoes to apples is 2 : 6. or divide both sides by the same number.
This means that for every two mangoes, we need six apples.
2∶6
× 10 × 10
20 ∶ 60
“2 ∶ 6”
Let’s consider this example. If we say that two mangoes will be mixed with six apples, then the ratio of mangoes To find the equivalent ratios of two is to six, we can either multiply or divide both sides by the same number. Two is to
six multiplied by ten on both sides is equivalent to twenty is to sixty. They are equivalent ratios because they have
to apples is two is to six. This means that for every two mangoes, we need six apples. similar meanings. On the other hand, two is to six is different from twenty is to sixty, because of the scale of the
number of mangoes and apples.
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To find equivalent ratios of 2 : 6, we either multiply To find equivalent ratios of 2 : 6, we either multiply
or divide both sides by the same number. or divide both sides by the same number.
2∶6
2∶6 × 10 × 10
× 10 × 10 20 ∶ 60
20 ∶ 60
×4 ×4 ×4
×4 80 ∶ 240
80 ∶ 240
÷ 80 ÷ 80
1∶3
Let’s find another equivalent ratio of two is to six. Let’s multiply twenty is to sixty by four. Twenty is to sixty Now, dividing eighty is to two hundred forty by eighty is equal to one is to three. One is to three is still an
multiplied by four on both sides is equal to eighty is to two hundred forty. Again, the ratios are equivalent, but equivalent ratio, because they have the same meaning.
they differ in scale.
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Cross-product technique is another technique that

we can use to know if two ratios are equivalent. 6 2
Determine if and are equivalent ratios.
15 5
If the cross-product are equal, then the two ratios
are equivalent.
Cross-product technique is another technique that we can use to know if two ratios are equivalent. If the cross- For example, let’s determine if six over fifteen and two over five are equivalent ratios using the cross product
product are equal, then the two ratios are equivalent. technique.
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6 2
Determine if and are equivalent ratios. ✓ Equivalent ratios are ratios with similar meanings.
15 5
6 2 6 2 6 × 5 = 30 ✓ We can find equivalent ratios by multiplying or dividing

= = both sides by the same number.
15 5 15 5 2 × 15 = 30
✓ We can use the cross-product technique to know if ratios
Since the cross-products are equal, the two are equivalent.
ratios are equivalent.
By using the cross-product technique, we can see that six times five is thirty and two times fifteen is also thirty. Remember! Equivalent ratios are ratios with similar meanings. We can find equivalent ratios by multiplying or
Since the cross-products are equal, the two ratios are equivalent. dividing both sides by the same number. We can use the cross-product technique to know if ratios are
equivalent.
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Expressing Ratios in Their Simplest Form Expressing Ratios in Their Simplest Form
Expressing Ratios in Their Simplest Form

Ratios can be expressed in simplest form just like
fractions. We say that a ratio is in its simplest
form if the terms do not have common factors
aside from 1.
Hi! In this lesson, we will learn how to express ratios in their simplest form. Ratios can be expressed in simplest form just like fractions. We say that a ratio is in its simplest form if the terms
do not have common factors aside from one.
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In simplifying ratios:
• Find the GCF of the terms.

• Divide both terms by their GCF. Let’s express the ratio 9 : 15 in its simplest form.
In simplifying ratios, one of the techniques that we can use is the GCF. First, find the GCF of the terms. Second, Let’s try this example. Let’s express the ratio nine is to fifteen in its simplest form.
divide both terms by their GCF.
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Let’s express the ratio 9 : 15 in its simplest form. Let’s express the ratio 9 : 15 in its simplest form.
Factors of 9 1, 3, and 9 Divide 9 by 3 9÷3=3
Factors of 15 1, 3, 5 and 15 Divide 15 by 3 15 ÷ 3 = 5
GCF of 9 and 15 3 Ratio in simplest form 3:5
First, let’s find the factors of nine and fifteen. The factors of nine are one, three, and nine. The factors of fifteen Now, let’s divide both terms by their GCF. Nine divided by three is equal to three. Fifteen divided by three is
are one, three, five, and fifteen. The GCF of both numbers is three. equal to five. Therefore, the ratio three is to five is the simplest form of nine is to fifteen.
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Let’s express the ratio 32 : 24 in its simplest form.
Factors of 32 1, 2, 4, 8, 16 and 32
Let’s express the ratio 32 : 24 in its simplest form.
Factors of 24 1, 2, 3, 4, 6, 8, 12 and 24
GCF of 32 and 24 8
Here is another example. Let’s express the ratio thirty-two is to twenty-four in its simplest form. First, let’s find the factors of thirty-two and twenty-four. The factors of thirty-two are one, two, four, eight, sixteen,
and thirty-two. The factors of twenty-four are one, two, three, four, six, eight, twelve, and twenty-four. The GCF
of both numbers is eight.
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Let’s express the ratio 32 : 24 into its simplest form. ✓ A ratio is in its simplest form if its terms do not have
common factors aside from 1.
Divide 32 by 8 32 ÷ 8 = 4
✓ In simplifying ratios:
• First, find the GCF of the terms.
Divide 24 by 8 24 ÷ 8 = 3
• Second, divide both terms by their GCF.
Ratio in simplest form 4:3
Now, let’s divide both terms by their GCF. Thirty-two divided by eight is equal to four. Twenty-four divided by Remember! A ratio is in its simplest form if its terms do not have common factors aside from one. In simplifying
eight is equal to three. Therefore, the ratio thirty-two is to twenty-four in simplest form is four is to three. ratios: First, find the GCF of the terms. Second, divide both terms by their GCF.
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Finding the Missing Term in a Pair of Equivalent Ratios Finding the Missing Term in a Pair of Equivalent Ratios
Finding the Missing Term in a Pair of

Equivalent Ratios
We can use cross multiplication in
finding the missing term in a pair of
equivalent ratios.
Hi! In this lesson, we will learn how to find the missing term in a pair of equivalent ratios. We can use cross multiplication in finding the missing term in a pair of equivalent ratios.
303 304

What is the missing term in the

equivalent ratios 20 : 50 and 30 : ___ ?
What is the missing term in the pair of
equivalent ratios 20 : 50 and 30 : ___ ? 20 30
=
50 𝑛
Let’s try this example. What is the missing term in the pair of equivalent ratios twenty is to fifty and thirty is to First, let us write the ratios in fraction form. Let’s denote the missing term as n.
blank?
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What is the missing term in the What is the missing term in the
equivalent ratios 20 : 50 and 30 : ___ ? equivalent ratios 20 : 50 and 30 : ___ ?
20𝑛 1,500
20 30 20 × 𝑛 = 20𝑛 = 𝑛 = 75
= 20𝑛 = 1,500 20 20
50 𝑛 30 × 50 = 1,500
20 ∶ 50 = 30 ∶ 𝟕𝟓
Since they are equivalent ratios, their-cross product must be equal. Now, let’s perform cross-multiplication. Next, we divide both sides by twenty. Twenty divided by twenty is one, so we will have n on the left side of the
Twenty times n is equal to twenty n. Thirty times fifty is equal to one thousand five hundred. Now, we have the equation, which is what we want to find. One thousand five hundred divided by twenty is equal to seventy-five.
equation twenty n equals one thousand five hundred. Therefore, the missing term is seventy-five.
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What is the missing term in the pair of

What is the missing term in the pair of equivalent ratios 15 : ___ and 45 : 180?
equivalent ratios 15 : ___ and 45 : 180? outer terms
15 ∶ 𝑛 = 45 ∶ 180
inner terms
Let’s consider another example. What is the missing term in the pair of equivalent ratios fifteen is to blank and Let’s denote the missing term as n. We can perform cross multiplication without converting the ratios into
forty-five is to one hundred eighty? fraction from. We can simply multiply the inner terms together and the outer terms together.
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What is the missing term in the pair of What is the missing term in the pair of
equivalent ratios 15 : ___ and 45 : 180? equivalent ratios 15 : ___ and 45 : 180?
45𝑛 = 2,700
45𝑛 2,700 15 ∶ 𝟔𝟎 = 45 ∶ 180
=
45 45
𝑛 = 60
Multiplying forty-five times n is equal to forty-five n. Multiplying fifteen times one hundred eighty is equal to two Therefore, the missing term in the pair of equivalent ratios is sixty.
thousand seven hundred. Next, we divide both sides by forty five. Forty-five divided by forty-five is one, so we will
have n on the left side of the equation which is what we want to find. Two thousand seven hundred divided by forty-
five is equal to sixty.
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Math 5 M5NS-IIi-126 Math 5 M5NS-IIj-127

Finding the Missing Term in a Pair of Equivalent Ratios Defining and Describing a Proportion
Defining and Describing a Proportion

✓ We can use cross multiplication in finding the
missing term in a pair of equivalent ratios.
✓ We can also skip converting the ratios into

fraction form and just multiply the inner terms
and the outer terms.
Remember! We can use cross multiplication in finding the missing term in a pair of equivalent ratios. We can Hi! In this lesson, we will learn how to define and describe a proportion.
also skip converting the ratios into fraction form and just multiply the inner terms and the outer terms.
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Math 5 M5NS-IIj-127 Math 5 M5NS-IIj-127

Defining and Describing a Proportion Defining and Describing a Proportion
A proportion means that two ratios are equal.

Consider the ratio 12 : 15
GCF of 12 and 15 3
Divide 12 by 3 12 ÷ 3 = 4
Consider the two ratios:
Divide 15 by 3 15 ÷ 3 = 5
12 : 15
16 : 20 Ratio in simplest form 4:5
A proportion means that two ratios are equal. For example, let us consider the two ratios: twelve is to fifteen and To know the answer for this, we need to simplify the two ratios first. Let’s simplify the first ratio twelve is to
sixteen is to twenty. Do they show proportion? fifteen. The GCF of twelve and fifteen is three. Dividing twelve by three is four and dividing fifteen by three is
five. Thus, the simplest form of twelve is to fifteen is four is to five.
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Consider the ratio 16 : 20

Since both ratios are equal to 4 : 5, we can say that
GCF of 16 and 20 4 12 : 15 = 16 : 20.
Divide 16 by 4 16 ÷ 4 = 4 Since the two ratios are equal, they are a proportion.
Divide 20 by 4 20 ÷ 4 = 5
We can also read this as “ 12 is to 15 as 16 is to 20”
Ratio in simplest form 4:5
Now, let’s consider the second ratio which is sixteen is to twenty. The GCF of sixteen and twenty is four. Dividing Since both ratios are equal to four is to five, we can say that twelve is to fifteen is equal to sixteen is to twenty.
sixteen by four is four and dividing twenty by four is five. Thus, the simplest form of sixteen is to twenty is four is Since the two ratios are equal, they are a proportion. We can also read this as twelve is to fifteen as sixteen is to
to five twenty.
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We can write a proportion in the form: In a proportion, the product of the means is equal to
the product of the extremes.
a : b :: c : d
or This statement is called the law of proportion.
a : b = c : d
means a : b = c : d
extremes means
extremes
The second and third terms of a proportion are called means.
a × d = b × c
The first and fourth terms of a proportion are called extremes.
We can write a proportion in the form of “a is to b double colon c is to d” or “a is to b equals c is to d.” The In a proportion, the product of the means is equal to the product of the extremes. This statement is called the
second and third terms of a proportion are called means; the first and fourth terms of a proportion are called law of proportion. In the following proportion, a times d is equal to b times c.
extremes.
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Let’s determine if the following is a proportion.

7 : 3 = 21 : 9
7 : 3 = 21 : 9
63
3 × 21 = 63
For example, let’s determine if “seven is to three as twenty-one is to nine” is a proportion. First, let’s multiply the means, three times twenty-one is equal to sixty-three.
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Since the product of the means is
7 : 3 = 21 : 9 equal to the product of the extremes,
63
7 : 3 = 21 : 9 is a proportion.
7 × 9 = 63
Then, let’s multiply the extremes, seven times nine is equal to sixty-three. Since the product of the means is equal to the product of the extremes, “seven is to three as twenty-one is to
nine” is a proportion.
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Defining and Describing a Proportion Recognizing When Two Quantities Are in Direct Proportion
Recognizing When Two Quantities Are in

Direct Proportion
✓ A proportion means that two ratios are equal.
✓ A proportion has four terms, the first and fourth terms

are called the extremes, while the second and third terms
are called the means.
✓ The law of proportion states that the product of the

means is equal to the product of the extremes.
Remember! A proportion means that two ratios are equal. A proportion has four terms, the first and fourth terms Hi! In this lesson, we will learn how to recognize when two quantities are in direct proportion.
are called the extremes while the second and third terms are called the means. The law or proportion states that
the product of the means is equal to the product of the extremes.
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Recognizing When Two Quantities Are in Direct Proportion Recognizing When Two Quantities Are in Direct Proportion
Direct proportion happens when the

terms of one ratio is increased with the You have a part-time job and you are paid
same number of times as the terms of PHP 70 per hour. How much will you get if
another ratio. you work for 3 hours?
Direct proportion happens when the terms of one ratio is increased with the same number of times as the terms Let’s try to answer this question. You have a part-time job and you are paid seventy pesos per hour. How much
of another ratio. will you get if you work for three hours?
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You have a part-time job and you are 1 : 70 = 3 : p

paid PHP 70 per hour. How much will
you get if you work for 3 hours? p = 70 × 3
1 hour : PHP 70 = # of hours : pay p = 210
1 : 70 = 3 : p Therefore, if you work for 3 hours, you will

earn PHP 210.00.
We can interpret the situation as the proportion “one hour is to seventy pesos as the number of hours is to pay.” By multiplying the means and the extremes, we will get p is equal to two hundred ten. Therefore, if you work for
We can set up the proportion as one is to seventy as three is to p. Let’s denote the pay as the letter p. three hours, you will earn two hundred ten pesos.
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Number of Formula for Earnings (Php)

What if you work for 7 hours? Hours Proportion
10 p = 70 × 10 700
1 : 70 = 7 : p
15 p = 70 × 15 1,050
p = 70 × 7 30 p = 70 × 30 2,100
p = 490 Notice that if you work for more hours, you will earn
more. This means that the number of hours you work
Therefore, if you work for 7 hours, you is directly proportional to your earnings.
will earn PHP 490.
However, if you work for seven hours, we will replace three by seven and multiply the means and the extremes. By looking at the table, we can see the relationship of the number of hours you work and the amount you earn.
Therefore, if you work for seven hours, you will earn four hundred ninety pesos. Notice that if you work for more hours, you will earn more. This means that the number of hours you work is
directly proportional to your earnings.
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Math 5 M5NS-IIj-128 Math 6 M6NS-IIa-129

Recognizing When Two Quantities Are in Direct Proportion Expressing One Value as a Fraction of Another Given their Ratio and Vice Versa
Expressing One Value as a Fraction of

Another Given their Ratio and Vice Versa
Direct proportion happens when the
terms of one ratio is increased with the
same number of times as the terms of
another ratio.
Remember! Direct proportion happens when the terms of one ratio is increased with the same number of times Hi! In this lesson, we will learn how to express one value as a fraction of another given their ratio and vice versa.
as the terms of another ratio.
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Math 6 M6NS-IIa-129 Math 6 M6NS-IIa-129

Expressing One Value as a Fraction of Another Given their Ratio and Vice Versa Expressing One Value as a Fraction of Another Given their Ratio and Vice Versa
Given that the ratio of boys to girls is 2:4, we can

The ratio of the boys to girls is 2:4. express boys as a fraction of girls.
𝟐 𝟏
=
𝟒 𝟐
This means that there are 2 boys for every
4 girls or 1 boy for every 2 girls.
Therefore, the number of boys is 1 the
2
number of girls.
For example, the ratio of the boys to girls is two is to four. Given that the ratio of boys to girls is two is to four, we can express boys as a fraction of girls. The fraction is
two-fourths, which is equal to one-half. This means that there are two boys for every four girls or one boy for
every two girls. Therefore, the number of boys is one-half the number of girls.
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We can also express girls as a fraction of the The ratio of the bicycles to boys is 4 : 10.
total number of boys.
𝟒
=𝟐
𝟐
This means that there are 4 girls for every 2 boys or
2 girls for every 1 boy.
Therefore, the number of girls is twice the number of
boys.
We can also express girls as a fraction of boys. The fraction is four-halves which is equal to two. This means For example, the ratio of the bicycles to boys is four is to ten.
that there are four girls for every two boys or two girls for every one boy. Therefore, the number of girls is twice
the number of boys.
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Given that the ratio of bicycles to boys is 4:10,

We can also express boys as a fraction of bicycles.
we can express bicycles as a fraction of boys.
4 2
= 10 5
10 5
4
=2
This means that there are 4 bicycles for every 10 boys or
This means that there are 5 boys for every 2 bicycles.
2 bicycles for every 5 boys. 5
2 Therefore, the number of boys is 2 the number of bicycles.
Therefore, the number of bicycles is the number of boys.
5
Given that the ratio of bicycles to boys is four is to ten, we can express bicycles as a fraction of boys. The We can also express boys as a fraction of bicycles. The fraction is ten-fourths, which is equal to five-halves.
fraction is four-tenths, which is equal to two-fifths. This means that there are four bicycles for every ten boys or This means that there are five boys for every two bicycles. Therefore, the number of boys is five-halves the
two bicycles for every five boys. Therefore, the number of bicycles is two-fifths the number of boys. number of bicycles.
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Expressing One Value as a Fraction of Another Given their Ratio and Vice Versa Finding How Many Times One Value is as Large as Another Given Their Ratio and Vice Versa
Finding How Many Times One Value is as

Large as Another Given Their Ratio and
✓ Given a ratio, we can express each term’s value as a
fraction of the other.
Vice Versa
✓ If we want to express the first term as a fraction, the first
term will be in the numerator while the second term will
be in the denominator.
✓ If we want to express the second term as a fraction, the
second term will be in the numerator while the first term
will be in the denominator.
Remember! Given a ratio, we can express each term’s value as a fraction of the other. If we want to express the first Hi! In this lesson, we will learn how to find how many times one value is as large as another given their ratio and
term as a fraction, the first term will be in the numerator while the second term will be in the denominator. If we want
to express the second term as a fraction, the second term will be in the numerator while the first term will be in the vice versa.
denominator.
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Finding How Many Times One Value is as Large as Another Given Their Ratio and Vice Versa Finding How Many Times One Value is as Large as Another Given Their Ratio and Vice Versa
The ratio of bananas to carrots is 2:3. How many bananas We can write the ratio as the proportion:
are there if we have 6 carrots?
2:3=n:6
3n = 6 × 2
3n = 12
n=4
Let’s consider this example. The ratio of bananas to carrots is two is to three. How many bananas are there if We can write the ratio as the proportion two is to three as n is to six, where n is the missing number of bananas.
we have six carrots? To solve for n, we multiply the means and the extremes or cross-multiply. After multiplying, we will have the
equation three n equals twelve. Dividing both sides by three, n is equal to four.
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Therefore, if we have 6 carrots, we will have 4 bananas. The For every 12 pencils, we have 4 rulers. What is the simplest
proportion can be written as 2:3 = 4:6. form of the ratio of the rulers to pencils?
Therefore, if we have six carrots, we will have four bananas. The proportion can be written as two is to three as Let’s consider another example. For every 12 pencils, we have 4 rulers. What is the simplest form of the ratio of
four is to six. the rulers to pencils?
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To find another ratio that is simpler than 4:12, we need to To find another ratio that is simpler than 4:12, we need to
find the GCF of 4 and 12. find the GCF of 4 and 12.
Factors of 4: 1, 2 and 4 Divide 4 by 4: 4 ÷ 4 = 1
Factors of 12: 1, 2, 3, 4, 6, and 12 Divide 12 by 4: 12 ÷ 4 = 3
GCF of 4 and 12: 4 Simplest Form: 1 : 3
To find another ratio that is simpler than four is to twelve, we need to find the GCF of four and twelve. The Now, we divide the terms by the GCF. Four divided by four is equal to one, while twelve divided by four is equal
factors of four are one, two, and four. The factors of twelve are one, two, three, four, six, and twelve. The GCF of to three. Thus, the simplest form of the ratio four is to twelve is one is to three.
four and twelve is four.
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Therefore, the ratio of the rulers to pencils is 1 : 3.
We can use proportion in finding how much one ratio is

larger or smaller than the other.
Therefore, the ratio of the rulers to pencils is one is to three. Remember! We can use proportion in finding how much one ratio is larger or smaller than the other.
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Math 6 M6NS-IIb-131 Math 6 M6NS-IIb-131

Defining and Illustrating the Meaning of Ratio and Proportion Using Concrete and Pictorial Models Defining and Illustrating the Meaning of Ratio and Proportion Using Concrete and Pictorial Models
Defining and Illustrating the Meaning of

Ratio and Proportion Using Concrete and RATIO
Pictorial Models • a comparison between two values
• tells how one number is related to another number
Hi! In this lesson, we will learn how to define and illustrate the meaning of ratio and proportion using concrete Ratio is a comparison between two values. It tells how one number is related to another number.
and pictorial models.
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RATIO RATIO
Consider these tiles. The ratio of white tiles to
The ratio of circles to squares is 2:3. blue tiles is 3 : 5.
For example, the ratio of circles to squares is two is to three. It can be illustrated by this model. Now, consider these tiles. The ratio of white tiles to blue tiles is three is to five.
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RATIO PROPORTION
• Is the equality of ratios.
2:1
This example shows the ratio of the boys to the girl. The ratio of the boys to the girl is two is to one. A proportion is the equality of ratios.
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PROPORTION PROPORTION
1:2 2:4 2:3 4:6

Here is an example of a proportion of circles and squares. One is to two is in proportion with two is to four. In this example, a proportion of white tiles and blue tiles is shown. Two is to three is in proportion with four is to
six.
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PROPORTION
✓ A ratio tells how one number is related to

another number.
✓ Equal ratios form a proportion.
2:1 4:2
Here is an example of proportion of boys to girls. Two is to one is in proportion with four is to two. Remember! A ratio tells how one number is related to another number. Equal ratios form a proportion.
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Setting Up Proportions of Objects or Numbers and for Given Situations Setting Up Proportions of Objects or Numbers and for Given Situations
Setting Up Proportions of Objects or Proportion

Numbers and for Given Situations
• two ratios having the same value
• the equality of two ratios
Hi! In this lesson, we will learn how to set up proportions of objects or numbers and for given situations. A proportion consists of two ratios having the same value. It is also known as the equality of two ratios.
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Proportion Proportion
extremes
a : b = c : d
The product of the means is equal to the product of the extremes.
a : b = c : d
a× d = b× c
means
A proportion has four terms. It has two means and two extremes.
A proportion has four terms. It has two means and two extremes. The product of the means is equal to the product of the extremes.
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Lorenz bought eight jars for PHP 320. How much would 3 jars cost? Lorenz bought eight jars for PHP 320. How much would 3 jars cost?
Set up a proportion. Ratio of the jars : Amount Find the product of the extremes and the means, and solve for what
is asked.
8 𝑗𝑎𝑟𝑠 3 𝑗𝑎𝑟𝑠 8 𝑗𝑎𝑟𝑠 3 𝑗𝑎𝑟𝑠
= =
320 𝑝𝑒𝑠𝑜𝑠 𝑛 𝑝𝑒𝑠𝑜𝑠 320 𝑝𝑒𝑠𝑜𝑠 𝑛 𝑝𝑒𝑠𝑜𝑠
320 × 3 = n × 8
Let’s have an example. Lorenz bought eight jars for three hundred twenty pesos. How much would three jars Next, let’s find the product of the extremes and the means to find the value of the unknown. We will have three
cost? The first step is to set up a proportion. hundred twenty times three equals n times eight, where n is the unknown.
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Lorenz bought eight jars for PHP 320. How much would 3 jars cost?
Marco can write 9 pages of his report using one pen. How many
pages can Marco write if he has three pens?
960 = n × 8
960
= 𝑛
8
𝒏 = 120 pesos
Therefore, 3 jars would cost PHP 120.
Three hundred twenty times three is nine hundred sixty. Nine hundred sixty divided by eight is one hundred Marco can write nine pages of his report using one pen. How many pages can Marco write if he has three pens?
twenty. Therefore, three jars would cost one hundred twenty pesos.
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PROPORTION
Therefore, if Marco has 3 pens, he can write 27 pages of his
We can write the ratio as 1 : 9 = 3 : n, where n is the report.
number of pages Marco can write using three pens.
1 𝑝𝑒𝑛 3 𝑝𝑒𝑛𝑠
=
9 𝑝𝑎𝑔𝑒𝑠 𝑛
27 = n
We can write the ratio as one pen is to nine pages as three pens is to n pages, where n is the number of pages Therefore, if Marco has three pens, he can write twenty-seven pages of his report.
Marco can write using three pens. Cross multiplying the terms, we can find the value of n which is twenty-seven.
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Setting Up Proportions of Objects or Numbers and for Given Situations Finding a Missing Term in a Proportion (Direct, Inverse, and Partitive)
Finding a Missing Term in a Proportion

(Direct, Inverse, and Partitive)
✓ We can use proportions in solving situations with
ratios.
Remember! We can use proportions in solving situations with ratios. Hi! In this lesson we will learn how to find a missing term in either direct, inverse, or partitive proportion.
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Finding a Missing Term in a Proportion (Direct, Inverse, and Partitive) Finding a Missing Term in a Proportion (Direct, Inverse, and Partitive)
DIRECT PROPORTION DIRECT PROPORTION
Suppose a and b represent values. If a and b are directly a = kb

proportional, then a will change in the same manner as b.
where k is the constant representing the direct
change between a and b which is usually called the
proportionality constant.
Suppose a and b represent values. If a and b are directly proportional, then a will change in the same manner as Direct proportion behaves like a equals k times b. k is the constant representing the direct change between a
b. and b which is usually called the proportionality constant.
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DIRECT PROPORTION
DIRECT PROPORTION
Find the proportionality constant k:
When a is 6, b is 2, what is b when a is 18?

6=k×2
a = kb 6 =k
2
k=3
Consider the following example. When a is six and b is two, what is b when a is 18? The first step is to find the proportionality constant, k. k is equal to three.
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DIRECT PROPORTION
INVERSE PROPORTION
Apply the proportionality constant k:
18 = 3b Suppose a and b represent values. If a and b are indirectly

proportional, then a changes in an opposite manner as b.
18
= b
3
b=6
Using the proportionality constant k equals three, b becomes six when a is eighteen. Suppose a and b represent values. If a and b are indirectly proportional, then a changes in an opposite manner
as b.
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INVERSE PROPORTION
INVERSE PROPORTION
𝒌
𝒂=
𝒃
When a is 3 and b is 2, what is a when b is 8?
It acts wherein k is the constant representing the
k
indirect change between a and b. It is usually called a=
the proportionality constant. b
Inverse proportion acts wherein k is the constant representing the indirect change between a and b. It is usually When a is three and b is two, what is a when b is 8?
called the proportionality constant.
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INVERSE PROPORTION INVERSE PROPORTION

Find the proportionality constant k: Apply the proportionality constant k:
𝒌 𝟔
𝟑= 𝒂=
𝟐 𝟖
𝟑×𝟐=𝒌 𝟑
𝒌=𝟔 𝒂=
𝟒
The first step is to find the proportionality constant, k. k is equal to six. By using the proportionality constant k equals six, a becomes three-fourths when b is eight.
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PARTITIVE PROPORTION
ak + bk = c
Suppose a and b represent values. A partitive
proportion describes a total amount which is to be
distributed to a and b. where k is the constant representing the proportional
share of the values and c is the total amount.
Suppose a and b represent values. A partitive proportion describes a total amount which is to be distributed to a Partitive proportionality behaves like a times first k plus b times second k is equal to c. In this equation, k is the
and b. constant representing the proportional share of the values and c is the total amount.
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Find the constant k:
𝟓𝒌 + 𝟒𝒌 = 𝟏𝟖
When a is 5 and b is 4, we arrive at a total value 18.
Find b when a is 9 and the total value is 26. 𝟗𝒌 = 𝟏𝟖
𝟏𝟖
𝒌=
ak + bk = c 𝟗
𝒌=𝟐
When a is five and b is four, we arrive at a total value eighteen. Find b when a is nine and the total value is The first step is to find the constant k. k is equal to two.
twenty-six.
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Apply the constant k:
9 × 2 + b × 2 = 26 2b = 8 ✓ Direct proportionality behaves like a = kb.

8
18 + 2b = 26 b=2 ✓ Indirect proportionality behaves like a = k/b.
2b = 26 - 18 b=4 ✓ Partitive proportionality behaves like ak + bk = c
By using the constant k, which is equal to two, b becomes four when a is nine, and the total value is twenty-six. Remember that direct proportionality behaves like a is equal to k times b. Indirect proportionality behaves like a
is equal to k divided by b. Partitive proportionality behaves like a times k plus b times k is equal to c.
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Math 6 M6NS-IIc-134 Math 6 M6NS-IIc-134

Solving Problems Involving Direct Proportion, Inverse Proportion, and Partitive Proportion Solving Problems Involving Direct Proportion, Inverse Proportion, and Partitive Proportion
Solving Problems Involving Direct Direct Proportion

Proportion, Inverse Proportion, and as one quantity increases/decreases, the
Partitive Proportion other quantity also increases/decreases at
the same rate.
Quantity Quantity Quantity Quantity
A B OR A B
This proportion is in the form of:
Quantity A : Quantity B = change in Quantity A : change in Quantity B
Hi! In this lesson, we will learn how to solve problems involving direct proportion, inverse proportion, and Direct proportion describes the proportion of quantities when one quantity increases or decreases, and the other
partitive proportion. quantity also increases or decreases at the same rate. This proportion is in the form of Quantity A is to Quantity
B equal to change in Quantity A is to change in Quantity B.
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What is asked?
The number of lessons PJ can
make in a week.
PJ can make 15 lessons a day. How
many lessons can he make in a week? What are given?
15 lessons in 1 day
and
1 week
Let us start our lesson with this problem. “PJ can make fifteen lessons a day. How many lessons can he make What is asked in the problem? The problem asks for the number of lessons that PJ can make in a week. The
in a week?” given in the problem are “fifteen lessons in one day” and “one week”.
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What is the operation to be used? Solve.

We will use the techniques in solving direct 15 lessons : 1 day = N lessons : 1 week
proportion. Multiplication and division are 15 lessons : 1 day = N lessons : 7 days
the operations we will use. means
Write the number sentence. 15 : 1 = N : 7 105 = N N = 105

15 lessons : 1 day = N lessons : 1 week extremes
N is the number of lessons PJ can make in a week.
Complete the answer.
PJ can make a total of 105 lessons in a week.
In solving the problem, we will use the techniques we learned in solving direct proportions. Multiplication and Now, let’s solve the problem. First, convert one week to days. That will be equivalent to seven days. Next, get
division are the operations we will use. We can express the problem as “fifteen lessons is to one day as N the product of the extremes and the means of the proportion. Their products are 105 and N, respectively. Thus,
lessons is to one week.” N here is the number of lessons PJ can make in a week. the equation becomes N equals 105. Hence, PJ can make a total of 105 lessons in a week.
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Inverse Proportion
In this proportion, as one quantity
increases/decreases, the other quantity
decreases/increases with the same rate. PJ can draw 50 illustrations within 30
Quantity Quantity Quantity Quantity days. If Dave and Eloisa will help him,
how many days will they need to finish
A B OR A B all the illustrations?
This proportion is in the form of:
Greater Quantity A : Lesser Quantity A = Greater Quantity B : Lesser Quantity B
Inverse Proportion describes the proportion of quantities when one quantity increases/decreases, but the other Let’s try this problem. PJ can draw 50 illustrations within 30 days. If Dave and Eloisa will help him, how many
quantity decreases/increases at the same rate. This proportion is in the form of Greater Quantity A is to Lesser days will they need to finish all the illustrations?
Quantity A as Greater Quantity B is to Lesser Quantity B.
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What is asked? What is the operation to be used?

the number of days needed to We will use the techniques in solving inverse
draw 50 illustrations proportion. multiplication and division are
the operations we will use.
What are given? Write the number sentence.

30 days 3 members : 1 member = 30 days : N days
N is the number of days needed to finish the 50
illustrations.
What is asked in the problem? The problem asks for the number of days needed to finish the 50 illustrations. We will use Inverse Proportion in solving this problem. We will use multiplication and division. The problem can
The given in the problem is “30 days”. be translated to a number sentence as “three members is to one member as thirty days is to N days” where N
is the number of days needed to finish the 50 illustrations.
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Partitive Proportion
Solve.
In this proportion, a whole is divided into parts
3 members : 1 member = 30 days : N days
proportional to a given ratio.
3 ∶ 1 = 30 ∶ N This proportion can be
𝟑 𝟑𝟎 𝟑𝐍 𝟑𝟎 visualized as follows:
= = 𝐍 = 𝟏𝟎 4
This is
𝟏 𝐍 𝟑 𝟑 2 proportional
6 to the given
1
Complete the answer. ratio, 2:4.
RATIO 2
1:2
PJ, Dave, and Eloisa will finish the illustrations within 10 days.
WHOLE = 6
We solve the problem. Three is to one as thirty is to N can be expressed as three over one is equal to thirty over N. Now, we will In this proportion, a whole is divided into parts proportional to a given ratio. To better understand, this proportion can be
cross multiply the equation. Three times N is three N, one times thirty is thirty. The equation becomes three N equals thirty. visualized as follows. The given ratio is one is to two, the given whole is six. We divide this whole with respect to the given
Dividing both sides of the equation, N is equal to ten. Therefore, PJ, Dave, and Eloisa will finish the 50 illustrations within 10 ratio. The ratio two is to four is proportional to the given ratio one is to two; also, two plus four is equal to the whole, which is
days. six.
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What is asked?
The number of modules PJ and
Dave need to work on.
What are given?
PJ and Dave agreed to divide the remaining 25 25 modules
modules to work on. They also agreed that for and
every three modules that PJ will make, Dave will for every three modules that PJ makes,
Dave will make two modules
make two modules. How many modules should
PJ and Dave make? What operation should be used?
We will use the techniques in solving partitive proportion.
Addition, subtraction, multiplication and division are the
operations that we will use.
Let’s read the problem. “PJ and Dave agreed to divide the remaining twenty-five modules to work on. They also The problem asks for the number of modules PJ and Dave need to work on. The given are “twenty-five modules” and
agreed that for every three modules that PJ will make, Dave will make two modules. How many modules should “for every three modules that PJ makes, Dave will make two modules”. We will use partitive proportion in solving.
PJ and Dave make?” Addition, subtraction, multiplication and division are the operations that we will use to solve the problem.
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Solve. Solve.
Add the numbers in the given ratio. 5 Multiply each terms in the ratio by the quotient
𝟑∶𝟐 from Step 2.
𝟑+𝟐 = 𝟓 𝟑: 𝟐 𝟑 × 𝟓 ∶ 𝟐 × 𝟓 = 𝟏𝟓 ∶ 𝟏𝟎
3 2 5 5 5 5 5
Divide the given whole by the sum from Step 1.
𝟐𝟓 ÷ 𝟓 = 𝟓 25 15 10
State the complete the answer.
5 5 5 5 5 PJ and Dave need to work on 15 and 10
modules, respectively.
Let us represent the problem using a diagram. Step one. Add the numbers in the given ratio. The ratio in our problem is Step 3. Multiply each terms in the ratio by the quotient from Step 2. The original ratio is three is to two. We
three modules is to two modules. Let’s add these two numbers. Three plus two is equal to five. Step two. Divide the given multiply each term by the quotient, five, from Step 2. The resulting ratio is fifteen is to ten. Therefore, PJ and
whole by the sum from Step 1. The given whole in the problem is 25 modules. The expression becomes twenty -five Dave need to work on fifteen and ten modules, respectively.
divided by five; the quotient is five.
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✓ Direct Proportion
There are basic steps in solving problems:
As one quantity increases/decreases, the other quantity 1. Identify what is asked.
also increases/decreases at the same rate. 2. Take note of the given.
✓ Inverse Proportion 3. Know the operation to be used.
As one quantity increases/decreases, the other quantity 4. Write the number sentence
decreases/increases at the same rate. 5. Solve the problem.
✓ Partitive Proportion 6. State the complete answer.
A whole is divided into parts proportional to a given ratio.
Remember. In direct proportion, as one quantity increases/decreases, the other quantity also increases/ decreases at These are the basic steps in solving problems. First, identify what is asked. Second, take note of the given.
the same rate. In inverse proportion, as one quantity increases/decreases, the other quantity decreases/increases at Third, know the operation to be used. Fourth, write the number sentence. Fifth, solve the problem. Sixth, state
the same rate. In partitive proportion, a whole is divided into parts proportional to a given ratio. the complete answer.
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Math 5 M5NS-IIIa-136 Math 5 M5NS-IIIa-136

Visualizing Percent and its Relationship to Fractions, Ratios, and Decimal Numbers Using Models Visualizing Percent and its Relationship to Fractions, Ratios, and Decimal Numbers Using Models
Grid/Area Model
Visualizing Percent and its Relationship
to Fractions, Ratios, and Decimal
Numbers Using Models
Hi! In this lesson, we will learn how to visualize percent and its relationship to fractions, ratios, and decimal We can use models in visualizing percent. In particular, we can use grid or area model.
numbers using models.
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Percent
Percent is a part of 100 parts. It means “for
every one hundred” or “a hundredth.”
A whole is divided into
100 equal parts.
We use the symbol % to denote percent.
Percent is a part of one hundred parts. It means “for every one hundred” or “a hundredth.” We use this symbol A whole is divided into one hundred equal parts as shown in the figure.
to denote percent.
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𝟏 1%
Each part has a value of
𝟏𝟎𝟎
or 1 out of 100 parts.
This means that each How can we visualize 50%, 87% and 25%?
individual part is 1% of the
whole.
Each part has a value of one over one hundred or one out of one hundred parts. This means that each For example, how can we visualize fifty percent, eighty-seven percent and twenty-five percent?
individual part is one percent of the whole. Thus, if there are one hundred parts, there will be one hundred
percent.
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We can visualize 50% as We can visualize 87% as
We can visualize fifty percent as fifty shaded squares out of one hundred squares. We can visualize eighty-seven percent as eighty-seven shaded squares out of one hundred squares.
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Ratio Percent
56 : 100 56%
We can visualize 25% as
We can visualize twenty-five percent as twenty-five shaded squares out of one hundred squares. Now, how can we relate ratio and percent? The ratio fifty-six is to one hundred can be visualized by shading
fifty-six boxes out of one hundred. The same number of boxes will also be shaded to visualize percent.
Therefore, we can say that ratio is just like percent.
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Fraction Percent Decimal Percent

56
56% 0.56 56%
100
Now, how can we relate fraction and percent? The fraction fifty-six over one hundred can be visualized by Now, how can we relate decimal and percent? The decimal fifty-six hundredths can be visualized by shading
shading fifty-six boxes out of one hundred. The same number of boxes will also be shaded to visualize percent. fifty-six boxes out of one hundred. The same number of boxes will also be shaded to visualize percent.
Therefore, we can say that fractions is like percent. Therefore, we can say that decimals is just like percent.
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Fractions, decimals, ratios, and percent are related to each

other. Each term can be expressed as part of a whole.
Ratio Decimals ✓ Percent is a part of 100 parts. It means “for every

one hundred” or “a hundredth.” We use the symbol
56 : 100 is 56% 0.56 is 56% % to denote percent.
✓ Fractions, decimals, ratios and percent are related
Fraction to each other. Each term can be expressed as part of
56 a whole.
is 56%
100
Fractions, decimals, ratios, and percent are related to each other. Each term can be expressed as part of a Remember! Percent is a part of one hundred parts. It means for every one hundred or a hundredth. We use the
whole. symbol percent to denote percent. Fractions, decimals, ratios, and percent are related to each other. Each term
can be expressed as part of a whole.
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Defining Percentage, Rate or Percent, and Base Defining Percentage, Rate or Percent, and Base
Defining Percentage, Rate or Percent, Rate or percent is the number compared to 100
and Base and is written with the % sign.
20%, 75%, 90%
Hi! In this lesson, we will learn how to define percentage, rate or percent, and base. Rate is the number compared to one hundred and is written with the percent sign. Twenty percent, seventy-five
percent, and ninety-percent are examples of rates.
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Percentage is the number that represents a part

Base is the number that represents the
of a whole. It is the product of the base and rate.
whole.
Rate – 25%
500, 1,000, 7,500 Base – 2,000
Percentage - ?
Base is the number that represents the whole. Five hundred, one thousand, and seven thousand five hundred Percentage is the number that represent a part of a whole. It is the product of the base and rate. For example, if
are examples of base. the rate is twenty-five percent and the base is two thousand, what is the percentage?
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Percentage is the number that represents a part

In order to find the percentage, we need to convert of a whole. It is the product of the base and rate.
the rate to decimals by:
1. Removing the percent sign; and

2. Move the decimal point of the remaining 25% 25 0.25
whole number two decimal places to the left.
Percentage = 2,000 × 0.25 = 500
In order to find the percentage, we need to convert the rate to decimals by: removing the percent sign and Converting twenty-five percent to decimal form, we get twenty-five hundredths. Now, we can compute for the
moving the decimal point of the remaining whole number two decimal places to the left. percentage, two thousand times zero point twenty-five is equal to five hundred.
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✓ Rate is the number compared to 100 and is In order to find the percentage, we need to convert the
written with the % sign. rate to decimals by:
✓ Base is the number that represents the whole. 1. Removing the percent sign;
✓ Percentage is the number that represents a part 2. Move the decimal point of the remaining whole
of a whole. It is the product of the base and rate. number two decimal places to the left.
Remember! Rate is the number compared to one hundred and is written with the percent sign. Base is the In order to find the percentage, we need to convert the rate to decimals by first removing the percent sign and
number that represents the whole. Percentage is the number that represents a part of a whole. It is the product moving the decimal point of the remaining whole number two decimal places to the left.
of the base and rate.
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Identifying the Base, Percentage, and Rate in a Problem Identifying the Base, Percentage, and Rate in a Problem
Situation
Identifying the Base, Percentage, and Cherry is working as a writer. During payday,
Rate in a Problem she receives PHP 26,000. Cherry gives 25% of
her salary, which is PHP 6,500, to her mother
for her medications.
Which of the following is the base, the rate,

and the percentage in the situation?
Hi! In this lesson, we will learn how to identify the base, percentage and rate in a problem. Here is a situation. Cherry is working as a writer. During payday, she receives 26,000 pesos. Cherry gives
twenty-five percent of her salary which is 6,500 pesos to her mother for her medications. Which of the following
is the base, the rate, and the percentage in the situation?
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Cherry is working as a writer. During payday, she receives PHP Cherry is working as a writer. During payday, she receives PHP
26,000. Cherry gives 25% of her salary which is PHP 6,500 to 26,000. Cherry gives 25% of her salary which is PHP 6,500 to
her mother for her medications. her mother for her medications.
In the given situation, we can say that 25% of

In the given situation, we can say that 25% of PHP 26,000 is PHP 6,500.
PHP 26,000 is PHP 6,500.
Rate – 25% Base – 26,000 Percentage – 6,500
In the given situation, we can say that twenty-five percent of 26,000 pesos is 6,500 pesos. The rate is twenty-five percent. It is the number compared to one hundred and with the percent sign. The base
is 26,000. It is the number that represents the whole. The percentage is 6,500.It is the number that represents a
part of the whole.
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Cherry is working as a writer. During payday, she receives PHP Situation

26,000. Cherry gives 25% of her salary which is PHP 6,500 to
her mother for her medications. The original price of the t-shirt Dianne wants
to buy is PHP 450. The mall offered to pay
only 65% of the price so Dianne got the t-shirt
for only PHP 292.50.
We can represent the situation by the equation:
25% of PHP 26,000 is PHP 6,500 Which of the following is the base, the rate,
and the percentage in the situation?
25% × PHP 26,000 = PHP 6,500
We can represent the situation by the equation: twenty-five percent times 26,000 pesos is equal to 6,500 pesos. Here is another situation. The original price of the t-shirt Dianne wants to buy is 450 pesos. The mall offered to
pay only 65% of the price so Dianne got the t-shirt for only PHP 292.50. Which of the following is the base, the
rate, and the percentage in the situation?
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The original price of the t-shirt Dianne wants to buy is PHP The original price of the t-shirt Dianne wants to buy is PHP
450. The mall offered to pay only 65% of the price so Dianne 450. The mall offered to pay only 65% of the price so Dianne
got the t-shirt for only PHP 292.50. got the t-shirt for only PHP 292.50.

PHP 450 is PHP 292.50.
PHP 450 is PHP 292.50.
Rate – 65% Base – 450 Percentage – 292.50
In the given situation, we can say that thirty-five percent of 450 pesos is 292.50 pesos. The rate is thirty-five percent. It is the number compared to one hundred and with the percent sign. The base is
450. It is the number that represents the whole. The percentage is 292.50. It is the number that represents a
part of the whole.
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The original price of the t-shirt Dianne wants to buy is PHP

450. The mall offered to pay only 65% of the price so Dianne
got the t-shirt for only PHP 292.50.
✓ In identifying the base in a problem or situation, it is
usually the largest number given.
✓ In identifying the rate in a problem or situation, it is
We can represent the situation by the equation: usually the number with the % symbol.
65% of PHP 450 is PHP 292.50 ✓ In identifying the percentage in a problem or situation,
it is usually the smaller number given.
65% × PHP 450 = PHP 292.50
We can represent the situation by the equation: sixty-five percent times 450 pesos is equal to 292.50 pesos.
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Math 5 M5NS-IIIb-139 Math 5 M5NS-IIIb-139

Finding the Percentage in a Given Problem Finding the Percentage in a Given Problem
Finding the Percentage in a Given Finding the Percentage

Problem
1. Find the rate and base in the problem.
2. Multiply the base and the rate to find the
percentage.
Hi! In this lesson, we will learn how to find the base, percentage and rate in a problem. Here are the steps in finding the percentage in a given problem. First, find the rate and base in the problem.
Next, multiply the base and the rate to find the percentage.
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Twenty-five percent were absent in Mr. Castro’s class due to

the dengue outbreak. If he has a total of 48 pupils in his
class, how many were absent?
Twenty-five percent were absent in Mr. Castro’s class

due to the dengue outbreak. If he has a total of 48
Given and Asked
pupils in his class, how many were absent? The given in the problem are:
Rate – 25%
Base – 48 pupils
Percentage = ?
Consider this example. Twenty-five percent were absent in Mr. Castro’s class due to the dengue outbreak. If he The given in the problem are the rate and the base. The rate is twenty-five percent while the base is forty-eight
has a total of forty-eight pupils in his class, how many were absent? pupils. We are asked to solve for the percentage.
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Twenty-five percent were absent in Mr. Castro’s class due to Twenty-five percent were absent in Mr. Castro’s class due to
the dengue outbreak. If he has a total of 48 pupils in his the dengue outbreak. If he has a total of 48 pupils in his
class, how many were absent? class, how many were absent?
Solution Answer
Percentage = base × rate
Percentage = 48× 25% Therefore, there are 12 pupils absent in Mr.
Castro’s class because of the dengue outbreak.
Percentage = 48 × 0.25
Percentage = 12
Now, we multiply the base and the rate. Forty-eight times twenty-five percent is equal to forty-eight times zero Therefore, there are approximately twelve pupils absent in Mr. Castro’s class because of the dengue outbreak.
point twenty-five which is equal to twelve.
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The finance team sold 82% of all the cupcakes they need to
sell for their fundraising campaign. If they have a total of 450
cupcakes, how many cupcakes were sold?
The finance team sold 82% of all the cupcakes
they need to sell for their fundraising campaign. If Given and Asked
they have a total of 450 cupcakes, how many
The given in the problem are:
cupcakes were sold?
Rate – 82%
Base – 450 pupils
Percentage = ?
Let’s consider another example. The finance team sold eighty-two percent of all the cupcakes they need to sell The given in the problem are the rate and the base. The rate is eighty-two percent while the base is four
for their fundraising campaign. If they have a total of 450 cupcakes, how many cupcakes were sold? hundred fifty pupils. We are asked to solve for the percentage.
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The finance team sold 82% of all the cupcakes they need to The finance team sold 82% of all the cupcakes they need to
sell for their fundraising campaign. If they have a total of 450 sell for their fundraising campaign. If they have a total of 450
cupcakes, how many cupcakes were sold? cupcakes, how many cupcakes were sold?
Solution Answer
Percentage = 450 × 82% Therefore, the finance team sold 369 cupcakes
Percentage = 450 × 0.82 out of 450 cupcakes during their fundraising
campaign.
Percentage = 369
Now, we multiply the base and the rate. Four hundred fifty times eighty-two percent is equal to four hundred fifty Therefore, the finance team sold 369 cupcakes out of 450 cupcakes during their fundraising campaign.
times zero point eighty-two which is equal to three hundred sixty-nine.
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Finding the Percentage in a Given Problem Solving Routine and Non-Routine Problems Involving Percentage
Solving Routine and Non-Routine

Problems Involving Percentage
✓ In finding the percentage in a given problem, the
rate and base are usually given.
✓ Identify the base and the rate then multiply them
to find the percentage.
Remember! In finding the percentage in a given problem, the rate and base are usually given. Identify the base Hi! In this lesson, we will learn how to solve routine and non-routine problems involving percentage.
and the rate then multiply them to find the percentage.
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Solving Routine and Non-Routine Problems Involving Percentage Solving Routine and Non-Routine Problems Involving Percentage
These are the steps in solving word problems:
1. Know what are given and what is asked, Christian deposited 40% of his salary
2. Know which operation should be used and to the bank. How much did he
write the expression of the problem,
3. Solve the problem, and
deposit if his salary is PHP 23,000?
4. Check your answer.
These are the steps in solving word problems. One, know what are given and what is asked. Two, know which For example, let’s consider this problem. Christian deposited forty percent of his salary to the bank. How much
operation should be used and write the expression of the problem. Three, solve the problem. Four, check your did he deposit if his salary is 23,000 pesos?
answer.
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Given Operation
We will use multiplication.
40% and PHP 23,000
Solution
What is asked? 23,000 × 0.4 = 9,200
We are asked about how much Christian
deposited in the bank. Thus, Christian deposited
PHP 9,200 in the bank.
The given in the problem are forty percent and 23,000 pesos. We are asked about how much Christian The operation we will use is multiplication. The solution is to multiply the base which is 23,000 to the rate which
deposited in the bank. is forty percent. Forty percent is zero point four in decimal form. 23,000 times zero point four is equal to 9,200.
Thus, Christian deposited 9,200 pesos in the bank.
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Given
40% and PHP 23,000
Christian deposited 40% of his salary in
the bank. If his salary is PHP 23,000, What is asked?
how much was left from his salary?
We are asked about how much of Christian’s
salary was left.
For another example, let’s consider this next problem: Christian deposited 40% of his salary in the bank. If his The given in the problem are forty percent and 23,000 pesos. Then, we are asked about how much of
salary is 23,000 pesos, how much was left from his salary? Christian’s salary was left.
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Operation
Multiplication and Subtraction
Solution These are the steps in solving word problems:
23,000 × 0.4 = 9,200 1. Know what are given and what is asked,
23,000 − 9,200 = 13,800 2. Know which operation should be used
and write the equation of the problem,
3. Solve the problem, and
Therefore, Christian has PHP 13,800 left after
depositing 40% of his salary in the bank.
To find the answer, we need to multiply 23,000, which is the base, by forty percent, which is the rate. Forty percent is Remember. Here are the steps in analyzing and solving word problems. One, know what are given and what is
zero point four in decimals. Hence,23,000 times zero point four is 9,200. Now, subtracting 9,200 from 23,000, the asked. Two, know which operation should be used and write the equation of the problem. Three, solve the
difference is 13,800. Therefore, Christian has 13,800 pesos left after depositing forty percent of his salary in the bank. problem. Four, check your answer.
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Math 6 M6NS-IId-142 Math 6 M6NS-IId-142

Finding the Percentage or Rate or Percent in a Given Problem Finding the Percentage or Rate or Percent in a Given Problem
Finding the Percentage or Rate or

Percent in a Given Problem RATE
• It is the percentage of a number in relation to
the base number.
• It always has a percentage sign (%).
Hi! In this lesson, we will learn how to find the percentage or rate or percent in a given problem. Rate is the percentage of a number in relation to the base number. It always has a percentage sign.
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BASE
• It is the largest number in the problem.

• It represents the whole amount. What percent of 45 is 9?
Base is the largest number in the problem. It represents the whole amount. Let’s try this problem. What percent of forty-five is nine?
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What percent of 45 is 9?
Step 1: Identify the base number. Step 3: Multiply 0.2 by 100.
Base: 45 Percentage: 9 Rate: ?
Step 2: Divide 9 by 45. 0.2 × 100 = 20
First, we identify the base number. In our problem, the base number is forty-five and the percentage is nine. Third, multiply two-tenths by one hundred. The answer is twenty.
This problem is asking for the rate since it used the word “percent.” Second, we divide nine by forty-five. Nine
divided by forty-five is two-tenths.
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Antonette’s mother bought 6 cupcakes. She ate

What percent of 45 is 9? 83% of the cupcakes. How many cupcakes did
Antonette eat?
Answer:
9 is 20% of 45.
Therefore, nine is twenty percent of forty-five. Let’s solve this next problem. Antonette’s mother bought six cupcakes. She ate eighty-three percent of the
cupcakes. How many cupcakes did Antonette eat?
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Percentage = Base × Rate

Antonette’s mother bought 6 cupcakes. She ate
83% of the cupcakes. How many cupcakes did = 𝟖𝟑% × 𝟔
Antonette eat?
= 𝟎. 𝟖𝟑 × 𝟔
Rate: 83% Base: 6 = 𝟒. 𝟗𝟖
Percentage: ? ≈𝟓
The given are the rate, which is eighty-three percent, and the base number, which is six. We are asked to find To solve for the percentage, we will use the formula: percentage equals base times rate. Substitute the given
the percentage, which is the number of cupcakes that Antonette ate. values of base and rate in the formula. The answer is four point ninety-eight or approximately five.
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Antonette’s mother bought 6 cupcakes. She ate Here are the formulas in finding the rate and percentage:
83% of the cupcakes. How many cupcakes did
Antonette eat? 𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆
𝑹𝒂𝒕𝒆 =
𝑩𝒂𝒔𝒆
Answer: 𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 = 𝑩𝒂𝒔𝒆 × 𝑹𝒂𝒕𝒆

Antonette ate 5 cupcakes.
Therefore, Antonette ate five cupcakes. Here are the formulas in finding the rate and percentage. First, rate is equal to percentage over base. Second,
percentage is equal to base times rate.
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Solving Routine and Non-routine Problems Involving Finding the Percentage, Rate, and Base Solving Routine and Non-routine Problems Involving Finding the Percentage, Rate, and Base
Solving Routine and Non-routine

Problems Involving Finding the
Percentage, Rate, and Base The Grade 6 class is composed of 45
students. If 40% of the class is male, how
many are male students? How many are
female students?
Hi! In this lesson we will learn how to solve routine and non-routine problems involving finding the percentage, Let us solve this problem. The Grade 6 class is composed of forty-five students. If forty percent of the class is
rate, and base. male, how many are male students? How many are female students?
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The Grade 6 class is composed of 45 students. If 40% The Grade 6 class is composed of 45 students. If 40%
of the class is male, how many are male students? of the class is male, how many are male students?
How many are female students? How many are female students?
GIVEN: ASKED:
Base = 45 Rate = 40% Percentage/number of the male students

Percentage/number of the female students
Let us first identify the information given in the problem. The given are the base number, which is forty-five, and Now, let’s look at what is being asked in the problem. We are asked to find the percentage or the number of the
the rate of male students, which is forty percent. male students and female students in the class.
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The Grade 6 class is composed of 45 students. If 40%

The Grade 6 class is composed of 45 students. If 40% of the class is male, how many are male students?
of the class is male, how many are male students? How many are female students?
How many are female students?
SOLUTION:
FORMULA: Percentage (No. of male) = 45 × 40%
Percentage = Base × Rate = 45 × 0.40
= 18
We can solve this problem using the formula, “Percentage is equal to base times rate.” In order to find the percentage of the male students, we are going to multiply the base number by the rate.
Forty-five times forty percent is equal to eighteen.
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The Grade 6 class is composed of 45 students. If 40% The Grade 6 class is composed of 45 students. If 40%
of the class is male, how many are male students? of the class is male, how many are male students?
How many are female students? How many are female students?
SOLUTION: ANSWER:
No. of females = No. of students – No. of males There are 18 male students and
= 45 – 18
= 27
27 female students.
Next, to find the number of female students, we will subtract the number of male students to the total number of The final answer is eighteen male students and twenty-seven female students.
Grade six students. Forty-five minus eighteen is equal to twenty-seven.
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There are 36 members in an organization. At a certain

event, 27 were present. What percent of the members
There are 36 members in an organization. At a were present at the event?
certain event, 27 were present. What percent of GIVEN:
the members were present at the event?
Total members = 36 Present = 27
ASKED:
Percent of the present members
Let’s solve another problem. There are thirty-six members in an organization. At a certain event, twenty-seven Similar to our previous example, we will first identify the given of the problem. The given are the total number of members,
were present. What percent of the members were present at the event? which is thirty-six, and the number of members present in the event, which is twenty-seven. After identifying the given, we
will identify what is asked in the problem. We are asked to find the percent of the members who were present in the event.
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There are 36 members in an organization. At a certain There are 36 members in an organization. At a certain
event, 27 were present. What percent of the members event, 27 were present. What percent of the members
were present at the event? were present at the event?
FORMULA: SOLUTION:
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝟐𝟕
𝑹𝒂𝒕𝒆 = 𝑹𝒂𝒕𝒆 = = 𝟎. 𝟕𝟓 × 𝟏𝟎𝟎 = 𝟕𝟓%
𝑩𝒂𝒔𝒆 𝟑𝟔
Here is the formula in finding the rate. The rate is equal to the percentage divided by the base. By substituting the values in the formula, we will get seventy-five percent.
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There are 36 members in an organization. At a certain

event, 27 were present. What percent of the members Here are the steps in solving word problems:
were present at the event?
1. Identify the given.
2. Identify what is being asked.
ANSWER: 3. Identify the formula to be used.
4. Solve the problem.
Therefore, 75% of the members were
present at the event.
Therefore, seventy-five percent of the members were present at the event. Remember! Here are the steps in solving word problems. First, identify the given. Second, identify what is being
asked. Third, identify the formula to be used. Fourth, solve the problem.
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Math 6 M6NS-IIe-144 Math 6 M6NS-IIe-144

Solving Percent Problems such as Percent of Increase/Decrease Commission, Sales Tax, and Simple Interest Solving Percent Problems such as Percent of Increase/Decrease Commission, Sales Tax, and Simple Interest
Solving Percent Problems such as Term Definition

Percent of Increase/Decrease of Discount • a deduction from the original price
• (Original price – Sale price)
Commission, Sales Tax, and Simple
Original Price • the price without discount or tax
Interest • (Sale price + Tax or discount)
Rate of • rate of the price deducted from the original price
• usually written with percentage sign (%)
Discount • (Discount × 100%)
Marked-up • price added to the sale price to be paid by the consumers

• price added by retailers
price
Hi! In this lesson, we will learn how to solve percent problems such as percent of increase or decrease of Before we solve percent problems, we need to be familiar with these terms and formulas first. Discount is a
commission, sales tax, and simple interest. deduction from the original price. Original price is the price without discount or tax. Rate of discount is the rate of
the price deducted from the original price. Marked-up price is the price added to the sale price.
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Term Definition
Sale price • the new price or the discounted price
• price consumers pay
• (Original price – Discount or marked-up price)
Commission • percentage of the retail price for every sold product Marked-up price Original Discount
• (Price sold × Commission rate)
Sales tax Price/Amount Rate of Discount
Sales Tax • tax added for selling products
Simple interest
Simple • amount added to the principal amount in a fixed rate and
period
interest
• (Original amount × Rate of interest × Period)
Sale price is the discounted price. Commission is the percentage of the retail price. Sales tax is the tax added Note that the concepts we encountered earlier either increases or decreases the original price or amount.
for selling products. Simple interest is the amount added to the principal amount in a fixed rate and period.
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The price of a pair of shoes is on a 30% discount. Its original cost is

PHP 600. What is its new price?
The price of a pair of shoes is on a
30% discount. Its original cost is Step 1: Find what is asked.
PHP 600. What is its new price? 30% off Discounted price of the shoes
Step 2: List down the necessary information.

Original price: PHP 600
Discount: 30%
Now, let’s try to solve this problem. The price of a pair of shoes is on a 30-percent discount. Its original price is In solving this problem, we can use the basic problem solving steps. First, find what is asked. Here, we are
600 pesos. What is its new price? looking for the new or discounted price of the shoes. Next, we will list down the given information. The given
facts in the problem are, “The original price of the shoes is 600 pesos.” and, “The given discount is 30 percent.”
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The price of a pair of shoes is on a 30% discount. Its original cost is The price of a pair of shoes is on a 30% discount. Its original cost is
PHP 600. What is its new price? PHP 600. What is its new price?
Step 3: Identify the operations to be used.

Step 4: Solve.
Multiplication and Subtraction
Discount:
𝟔𝟎𝟎 × 𝟎. 𝟑𝟎 = 𝟏𝟖𝟎
Discount:
(Original price × Rate of Discount)
New price:
New price: 𝟔𝟎𝟎 − 𝟏𝟖𝟎 = 𝟒𝟐𝟎
(Original price – Discount)
In step 3, we will identify the operations to be used. We need to get the discounted price by multiplying the rate Now, let us solve the problem. In order to get the amount of discount for the shoes, we will multiply 600 by thirty
to the original price, then we need to subtract the product from the original price. With these, the operations that percent or thirty hundredths. The discount is one hundred eighty pesos. Now, we will subtract one hundred
we will use are multiplication and subtraction. eighty from six hundred to get the new price. The new price will be four hundred twenty pesos.
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The price of a pair of shoes is on a 30% discount. Its original cost is

PHP 600. What is its new price? Natalie deposited PHP 24,000 in a bank
that offers 6% interest per year. In 5
Step 5: Write the complete answer. years, how much money will she save?
The new price of the pair of shoes is

PHP 420.
The new price of the pair of shoes is four hundred twenty pesos. Let’s try another problem! Natalie deposited twenty-four thousand pesos in a bank that offers six percent interest
per year. In five years, how much money will she save?
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Natalie deposited PHP 24,000 in a bank that offers 6% interest per Natalie deposited PHP 24,000 in a bank that offers 6% interest per
year. In 5 years, how much money will she save? year. In 5 years, how much money will she save?
Step 1: Find what is asked. Step 3: Identify the operations to be used.
Amount of Natalie’s savings in 5 yrs Multiplication and Subtraction
Step 2: List down the necessary information. Total Interest:

(Principal amount × Rate) × 5 years
Principal amount: PHP 600
Rate: 6% New amount:
Period: 5 years (Principal amount + Total interest)
Let’s first find what is asked in this problem. We are being asked about the amount of money that Natalie will be In step 3, we will have to identify the operation that we will use to solve the problem. In order to get the total interest
of Natalie’s savings, we will multiply the principal amount by the rate of interest, then multiply their product by five.
able to save in five years. In step 2, we will list down the necessary information given in the problem. We are Subsequently, we will add the principal amount to the total interest to get the amount of money that Natalie will save
given with the principal amount, rate, and period. in five years.
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Natalie deposited PHP 24,000 in a bank that offers 6% interest per Natalie deposited PHP 24,000 in a bank that offers 6% interest per
year. In 5 years, how much money will she save? year. In 5 years, how much money will she save?
Step 4: Solve.
Total Interest: Step 5: Write the complete answer.
𝟐𝟒, 𝟎𝟎𝟎 × 𝟎. 𝟎𝟔 = 𝟏, 𝟒𝟒𝟎 × 𝟓 = 𝟕, 𝟐𝟎𝟎
After 5 years, Natalie’s money in the
New price: bank will be PHP 31,200.
𝟐𝟒, 𝟎𝟎𝟎 + 𝟕, 𝟐𝟎𝟎 = 𝟑𝟏, 𝟐𝟎𝟎
In order to get the annual interest, we will multiply twenty-four thousand by six percent or six hundredths. The annual The final answer is that, after five years, Natalie’s money in the bank will be thirty-one thousand two hundred
interest is one thousand four hundred forty. After getting the annual interest, we will multiply it by five to get the total pesos.
interest. The total interest is seven thousand two hundred. Now that we know the total interest, we will add the principal
amount, which is twenty-four thousand, and the total interest, which is seven thousand two hundred.
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Math 6 M6NS-IIe-144
Solving Percent Problems such as Percent of Increase/Decrease Commission, Sales Tax, and Simple Interest
Here are the steps in solving percent

problems: Mathematics
Measurements
1. Find what is asked.
2. List down the necessary information.
3. Identify the operation/s to be used.
4. Solve.
5. Give the final answer.
Remember! Here are the steps in solving percent problems. Step one. Find what is asked. Step two. List down
all the necessary information. Step three. Identify the operation/s to be used. Step four. Solve the equation. Step
five. Give the final answer.
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Math 7 M7ME-IIa-1 Math 7 M7ME-IIa-1

Describing what it Means to Measure Describing what it Means to Measure
To Measure
Describing what it Means to Measure • To measure is to assign numbers to objects or events to show
size or amount.
• It is very useful in most natural sciences, technology,
economics, quantitative research, and in other social sciences.
Hi! Our topic is about describing what it means to measure. Let’s begin. To measure is to assign numbers to objects or events to show size or amount. It is very useful in most natural
sciences, technology, economics, quantitative research, and in other social sciences.
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To Measure Quantities to Measure
• To measure is to ascertain the dimensions, quantity, or capacity • Length

of objects. • Area
• Volume
• It is also used to evaluate and compare certain degrees or levels • Mass
of quantities through estimation. • Temperature
• Time
It also means to ascertain the dimensions, quantity, or capacity of objects. It is also used to evaluate and We can measure many different things but mostly we measure length, area, volume, mass, temperature, and
compare certain degrees or levels of quantities through estimation. time.
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System Of Measurement Length
It is a set of units of measurement used to specify anything • Length measures how long, how tall, or how far things are.
which can be measured. • The most common units of measurements are: millimeter,
centimeter, meter, and kilometre.
• We can use tools such as meter stick, measuring tape, and
ruler.
A system of measurement is a set of units of measurement used to specify anything which can be measured. Length measure how long, or how tall, or how far things are. The most common units of measurements are:
millimiter, centimeter, meter, and kilometer. The common tools that we use are meter stick, measuring tape, and
ruler.
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Area Volume
• It is the length by length measurement of the whole object. • It measures the amount of space occupied by an object
enclosed in a container.
• The most common units of measurements used are: square
millimiter, square centimeter, square meter, square kilometre, • The most common units of measurements used are: millilitre,
and hectare and liter.
• We used tools such as graduated cylinder.
Area is the length by length measurement of the whole object. The most common units of measurements used Volume measures the amount of space occupied by an object enclosed in a container. The most common units
are: square millimiter, square centimeter, square meter, square kilometre, and hectare. of measurements used are: millilitre, and liter. We used tools such as graduated cylinder.
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Mass Temperature
• It is the amount of matter in an object. • We measure how hot or how cold the object is.
• The most common units of measurements used are: gram, • The most common units of measurements used are: Celsius
kilogram, tonne. and Fahrenheit.
• We measure mass by using a weighing scale. • We usually use a thermometer.
Mass is the amount of matter in an object. The most common units of measurements used are: gram, kilogram, Temperature measure hot or how cold an object is. The most common units of measurements used are Celsius
tonne. We measure mass by using a weighing scale. and Fahrenheit. We usually use a thermometer.
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Time and Day
• These tell how long or short something takes; events in the

past, present, and future.
• To measure is to assign numbers to objects or events
• The most common units of measurements used are: second, to show size or amount.
minute, and hour.
• We use tools such as stopwatch and clock to measure these. • We measure length, area, volume, mass, temperature,
and time.
Time and day tell how long or short something takes, like events in the past, present, and future. The most Remember that to measure is to assign numbers to objects or events to show size or amount. We measure
common units of measurement we use are second, minute, and hour. We also use time to measure these, like length, area, volume, mass, temperature, and time.
the stopwatch and the clock.
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Describing what it Means to Measure Describing the Development of Measurement from the Primitive to the Present International System of Units
Describing the Development of

Measurement from the Primitive to the
• Measuring is already part of society. It is used to Present International System of Units
make easy action for evaluation and comparison.
• It is also used to make standards and criteria for many

things, in order to distinguish levels and different
dimensions.
Measuring is already part of society. It is used to make easy action for evaluation and comparison. It is also Hi! Our topic is about describing the development of measurement from the primitive to the present international
used to make standards and criteria for many things, in order to distinguish levels and different dimensions. system of units. Let’s begin.
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Describing the Development of Measurement from the Primitive to the Present International System of Units Describing the Development of Measurement from the Primitive to the Present International System of Units
Development of Measurement Development of Measurement

Phase 1: Primitive Measurements
Phase 1: Primitive measurements Cubit: from the point of the Span: from the end of the
Phase 2: English system of measurement elbow to the tip of the middle thumb to the tip of the little
Phase 3: Metric system of measurement finger finger
Phase 4: International system of units (SI)
The development of measurement can be summarized into four phases. The primitive measurements, English In phase 1, body parts were the standard of measurement. Ancient people used cubit from the point of the
system of measurement, metric system of measurement, and the international system of units. elbow to the tip of the middle finger. Span is from the end of the thumb to the tip of the little finger.
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Phase 1: Primitive Measurements Phase 2: English System of Measurement
Palm: the width of the fingers Digit: the width of the
• English system of measurement use familiar objects and body
without the thumb index finger
parts as measuring devices.
• Common units are yard, foot, cubit, mile, quart, pint, gallons,
etc.
Steps and days: used to measure distance
Palm is the width of the fingers without the thumb. Digit is the width of the index finger. Steps and days is used Back then, the English system of measurement was used for more standardized measurements. It used familiar
to measure distance. objects such as eggshells, carob seeds, and some body parts as measuring devices. Common units are yard,
foot, cubit, mile, quart, pint, gallons, and others.
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Phase 2: English System of Measurement Phase 3: Metric System of Measurement
Measurement Unit
• Introduced by Gabriel Mouton
Length Yard- distance from the tip of nose to the end of thumb
• It has three units:
Inch- three grains of barley
Meter – Length
Mile- 5280 feet
Kilogram – Mass
Mass Pounds
Second – Time
Volume Eggshells, animal horns, seashells
Value of gems Carat- quantity of carob seeds
Liquid measure Bushel and Gallon
The table shows how each unit was measured using the English System. The Metric system was introduced by Gabriel Mouton. This system used three units: meter for length, kilogram
for mass, and second for time.
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Phase 4: International System of Units (SI) Phase 4: International System of Units (SI)
• It is used as standard measurements at present Measurement Unit Symbol
• It is the modern version of metric system. Energy Joule J
Power Watt W
Temperature Degree Celsius oC
1. Meter (m) - to measure length 5. Kelvin (K) – temperature
2. Kilogram (kg) - to measure mass 6. Candela (cd) - to measure Electric charge Coulomb C
3. Second (s) - to measure time luminous intensity (of light)
Angle Radian rad
4. Ampere (A) - to measure electric 7. Mole (mol) - to measure the
current amount of chemical substance Frequency Hertz Hz
The international system of units is the standard measurement used at present. It is the modern version of the Many units have been derived from the seven base units. Here are some examples.
metric system. It has seven base units: meter, kilogram, second, ampere, kelvin, candela, and mole.
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Describing the Development of Measurement from the Primitive to the Present International System of Units Approximating Measurement of Quantities Like Length, Weight, Mass, Volume, Time, Angle, and Temperature
Approximating Measurement of
Quantities Like Length, Weight, Mass,
Development of Measurements
Volume, Time, Angle, and Temperature
Phase 1 – Phase 2 – Phase 3 – Phase 4 –
Primitive English Metric Internatio-
measure- system of system of nal system
ment measure- measure- of units (SI)
ment ment
Here is the summary of the lesson. Hi! Our topic is about approximating the measures of quantities like length, weight, mass, volume, time, angle,
and temperature. Let’s begin.
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Approximating Measurement of Quantities Like Length, Weight, Mass, Volume, Time, Angle, and Temperature Approximating Measurement of Quantities Like Length, Weight, Mass, Volume, Time, Angle, and Temperature
Approximate Approximate
Length
To approximate is to come close or similar to the true quantity. Common unit of measurements:
• Millimeters (mm)
• Centimeters (cm)
In approximating measurement of quantities: • Meter (m)
• know the possible unit of measure for the object • Kilometer (km)
• think of something which size is familiar to you and has the
same unit of measure as the object
To approximate is to come close or similar to the true quantity. In approximating measurement of quantities, first Recall that the common units of measurement in length are millimeters, centimeters, meter, and kilometer. In
know the possible unit of measure for the object. Think of something which size is familiar to you and has the approximating the measure of a flagpole, the right unit to be used is meter.
same unit of measure as the object.
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Mass Volume
Common unit of measurements:

Common unit of measurements:
• Gram (g)
• Milliliter (ml)
• Kilogram (kg)
• Liter (L)
• Ton (ton)
The common unit of measurement in getting the mass are gram, kilogram, and tonne. In approximating the The common unit of measurement in getting the volume are milliliter, and liter. In approximating the measure of
weight of a truck, the right unit to use is tonne. the milk in the glass, the right unit to use is milliliter.
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Time Angle Right angle is equal to 90°.
Ana goes to school before 7AM and goes home around 2:50 in
the afternoon. Approximately, how many hours did she stay in 1. 2.
school?
Answer: 8 hours A. 110° B. 82°
Let us try an example: Ana goes to school before 7AM and goes home around 2:50 in the afternoon. A right angle measures 90 degrees. Let us try to answer the given examples.
Approximately, how many hours did she stay in school? The answer is approximately 8 hours.
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The normal body temperature is 37℃, above
Angle Temperature it is considered hot, and below it is considered
cold.
1. 2.
During summer time, the temperature is about 38℃ or 20℃ ?
B. 82° A. 110° Answer: 𝟑𝟖℃
The approximate answer for number one is 82 degrees. And for number two is 110 degrees. The normal body temperature is 37 degrees Celsius, above it is considered hot, and below it is considered cold.
For example, during summer time, the temperature is about 38 degrees Celsius or 20 degrees Celsius? The
right approximate is 38 degrees Celsius.
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Math 7 M7ME-IIa-3 Math 7 M7ME-IIb-1

Approximating Measurement of Quantities Like Length, Weight, Mass, Volume, Time, Angle, and Temperature Converting Measurements from One Unit to another in Both Metric and English Systems
Converting Measurements from One

Unit to another in Both Metric and
English Systems
To approximate measure of quantities:
• We must know the possible unit of measure of the object.
• Comparison with familiar things may help.
To approximate measure of quantities: We must know the possible unit of measure of the object. Comparison Hi! Our topic is about converting measurements from one unit to another in both metric and english systems.
with familiar things may help. Let’s begin.
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• used in ancient times but only 3 countries are using it today

(United States, Liberia, Burma) • used in modern times by over 95% of the world
• based on a non-universal way of measuring which uses human • based on a decimal system that uses multiples of ten
body parts or other instruments
The English System is used in ancient times but only 3 countries are using it today namely the United States, The Metric System is used in modern times by over 95% of the world. It is also based on a decimal system that
Liberia, and Burma. It is based on a non-universal way of measuring which uses human body parts or other uses multiples of ten.
instruments. It is considered less accurate.
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Conversion: Units Of Distance Conversion: Units Of Area

12 in = 1 ft 10 mm = 1 cm
144 in2 = 1 ft2 10,000 cm2 = 1 m2
3 ft = 1 yd 100 cm = 1 m
43,560 ft2 = 1 acre 10,000 m2 = 1 hectare
1760 yds = 1 mi 1000m = 1 km
640 acres = 1 mi2 100 hectare = 1 km2
5280 ft = 1 mi
1 in2 = 6.45 cm2
1 inch = 2.54 cm
1 mi2 = 2.59 km2
1 mile = 1.61 km
Now, let us see the conversion of measurements in this table. We have one unit of distance to another in In this next table, we can see the conversion of measurements from one unit of area to another in English
English System and in Metric System. Presented also is the conversion from English to Metric System. System, in Metric System, and from English to Metric System.
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Conversion: Units Of Volume Conversion: Units Of Mass

English System Metric System English System Metric System
57.75 in3 = 1 qt 1 cm3 = 1 ml 437.5 grains = 1 oz 1000 mg = 1 g
4 qt = 1 gal 1000 ml = 1 liter 16 oz = 1 lb 1000 g = 1 kg
32 qt = 1 bushel 1000 liter = 1 m3 2000 lb = 1 short ton 1000 kg = 1 metric ton
42 gal (petroleum) = 1 42 gal (petroleum) = 1
barrel barrel
English to Metric System English to Metric System
16.39 cm3 = 1 in3 453 g = 1 lb
3.79 liters = 1 gal 2.2 lb = 1 kg
On the other hand, in this table, we can see the conversion of measurements from one unit of volume to another In this table, we can see the conversion of measurements from one unit of mass to another in English System,
in English System, in Metric System, and from English to Metric System. in Metric System, and from English to Metric System.
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Conversion: Units Of Temperature How to Convert:

Metric-Metric, English-English
Fahrenheit-Celsius-Kelvin
5
T(°C) = 𝑇 ℉ − 32 ×
9
1.) Find the conversion factor that gives the appropriate ratio to
9
T(°F) = 𝑇 ℃ × 5 + 32 the given in fraction form, where the denominator is in the same
unit as the given.
T(K) = 𝑇 ℃ + 273.15
Here in the final table, we can see the conversion of measurements from one unit of temperature to another in Let us now learn conversion. This only applies to direct conversion within one system, for example, Metric to
English System, in Metric System and from English to Metric System. Metric System and English to English System. First, find the conversion factor that gives the appropriate ratio to
the given in fraction form, where the denominator is in the same unit as the given.
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How to Convert:
Metric-Metric, English-English
Convert: 7.8 yd to ft.
1 yd = 3 ft
2.) Multiply the conversion factor to the given.
3.) Cancel out similar units in both numerator and denominator.
4.) Solve. 𝟑 𝒇𝒕
𝟕. 𝟖 𝒚𝒅 × = 𝟐𝟑. 𝟒 𝒇𝒕
𝟏 𝒚𝒅
Second, multiply the resulting conversion factor to the given. Third, Cancel out similar units in both numerator Let us have an example: Convert 7.8 yards to foot. We know that 1 yard is equal to 3 feet. Multiply the given, 7.8
and denominator. Lastly, solve. yards, and the corresponding unit conversion. We get, 23.4 feet as the answer.
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Convert: 25.1 gal to liter Convert: 8.21 grains to pounds

1 gal = 3.79 L 437.5 grains = 1 oz
16 oz = 1 lb
𝟑. 𝟕𝟗 𝑳
𝟐𝟓. 𝟏 𝒈𝒂𝒍 × = 𝟗𝟓. 𝟏𝟐𝟗 𝑳 𝟖. 𝟐𝟏 𝒈𝒓𝒂𝒊𝒏𝒔 ×
𝟏 𝒐𝒛
×
𝟏 𝒍𝒃
= 𝟎. 𝟎𝟎𝟏𝟐 𝒍𝒃𝒔
𝟏 𝒈𝒂𝒍 𝟒𝟑𝟕.𝟓 𝒈𝒓𝒂𝒊𝒏𝒔 𝟏𝟔 𝒐𝒛
Here is another example where we apply conversion from Metric to English System and vice versa. In this But what if there is no direct conversion in the table? For example, we need to convert 8.21 grains to n pounds.
case, we should use English to Metric conversion to 25.1 gallon to n liters. Follow step one to four of the Check the nearest conversion factor until you get the required unit value. So, we need to convert grains to
previous slides and we get the answer for the conversion, which is 95.129 liters. ounces, then ounces to pounds, until we get 0.0012 pounds as the answer.
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Converting Measurements from One Unit to another in Both Metric and English Systems Solving Problems Involving Conversion of Units of Measurements
Solving Problems Involving Conversion

• When converting measurements from one unit to of Units of Measurements
another, it is very important that we know the table of
conversion because this serves as our reference.
• There are measurements that have no direct

conversion in the table, so we should know the easiest
conversion factor to start with.
Remember: When converting measurements from one unit to another, it is very important that we know the table Hi! Our topic is about solving problems involving conversion of units of measurements. Let’s begin.
of conversion because this serves as our reference. There are measurements that have no direct conversion in
the table, so we should know the easiest conversion factor to start with.
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a) Length of each side in yards

One side of a square board measures 24 inches. 1 𝑓𝑡 1𝑦𝑑 𝟐
Find the following: 24 𝑖𝑛 × × = 𝒚𝒂𝒓𝒅
12 𝑖𝑛 3 𝑓𝑡 𝟑
24 in.
a) length of each side in yards
b) perimeter in feet b) Perimeter in feet
c) area in square meter. 𝑃 = 4𝑠 = 4 × 24 𝑖𝑛 = 𝟗𝟔 𝒊𝒏
1 𝑓𝑡
96 𝑖𝑛 × = 𝟖𝒇𝒕
12 𝑖𝑛
Our first example is for conversion involving length, perimeter, and area. One side of a square board measures For A, we first convert 24 inches to feet by multiplying it with 1 over 12. The product is then multiplied to 1 over 3
twenty-four inches. First find A; the length of each side in yards, next find B; the perimeter in feet, and lastly, find to get the measurement in yards. For B, We first compute the perimeter by multiplying 1 side by 4. Since the unit
C; the area in square meter. is in inches, we convert to feet by multiplying 1 over 12 as well.
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24 in.
Our body needs half a gallon of water everyday. Convert this
volume in:
c) Area in square meter a) Liter

b) Milliliter
𝐴= 𝑠2
= (24 𝑖𝑛)2 = 24 𝑖𝑛 × 24 𝑖𝑛 = 𝟓𝟕𝟔 𝒊𝒏𝟐
2 2 c) Cubic centimeter
2.54 𝑐𝑚 1𝑚
576 𝑖𝑛2 × × = 𝟎. 𝟑𝟕𝟏𝟔 𝒎𝟐
1 𝑖𝑛 100 𝑚
For letter C, the area is computed by squaring 1 of the sides. The result is 576 square inches. The area in This next example is about measurement of liquids: Our body needs half a gallon of water everyday. Convert
square meter is computed by multiplying the square of 2.54 and the square of 1 over 100. The result is 0.3716 this volume in liter, milliliter, and cubic centimeter.
square meters.
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Given: 0.5 gal Given: 0.5 gal
a) Liter
3.785 𝑙 c) Cubic centimeter
0.5 𝑔𝑎𝑙 = 0.5 𝑔𝑎𝑙 × = 𝟏. 𝟖𝟗𝟐𝟓 𝒍
1 𝑔𝑎𝑙 1 𝑐𝑚3
0.5 𝑔𝑎𝑙 = 1,892.5 𝑚𝑙 × = 𝟏, 𝟖𝟗𝟐. 𝟓 𝒄𝒎𝟑
1 𝑚𝑙
b) Milliliter
3.785 𝑙 1000 𝑚𝑙
0.5 𝑔𝑎𝑙 = 0.5 𝑔𝑎𝑙 × × = 𝟏, 𝟖𝟗𝟐. 𝟓 𝒎𝒍
1 𝑔𝑎𝑙 1𝑙
For A, we first convert half gallon to liter by multiplying 3.785, resulting to 1.8925 liters. For B, half gallon is For C, since 1 milliliter equals 1 cubic centimeter, half gallon is equal to 1,892.5 milliliter, also equal to 1,892.5
converted to milliliters by multiplying the answer from A; 1.9825 liters, by 1,000. The result is 1,892.5 milliliter. cubic centimeters.
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Given: 42.2 °C
The hottest temperature recorded in the Philippines

a) °F b) K
happened on May 11, 1969 when Tuguegarao City in Cagayan
experienced extreme heat at 42.2 °C. Convert this 9 𝐾 = 273.15 + ℃
℉ = ℃ + 32°
temperature in: 5
9 𝐾 = 273.15 + 42.2
a) ℉ ℉ = (42.2°) + 32°
5 𝑲 = 𝟑𝟏𝟓. 𝟑𝟓
b) Kelvin ℉ = 𝟏𝟎𝟕. 𝟗𝟔°
Here is an example about temperature: The hottest temperature recorded in the Philippines happened on May We convert 42.2 degree Celsius to degree Fahrenheit by multiplying it first the constant 9 over five and then
11, 1969 when Tuguegarao City in Cagayan experienced extreme heat at 42.2 °C. Convert this temperature in adding 32 degrees, resulting to 107.96 degree Fahrenheit. However, must also we convert degrees Celsius to
degree Fahrenheit and in Kelvin. Kelvin by adding constant 273.15 resulting to 315.35 Kelvin.
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Given: 800 grams
a) Kilogram
Mother bought 800 grams of powdered milk for her baby. 1 𝑘𝑔
800 𝑔 = 800𝑔 × = 𝟎. 𝟖 𝒌𝒈
Convert it into: 1000 𝑔
b) pound
a) kilogram 1 𝑘𝑔 2.2 𝑙𝑏
800 𝑔 = 800𝑔 × × = 𝟏. 𝟕𝟔 𝒍𝒃
b) pound 1000 𝑔 1 𝑘𝑔
c) ounce c) ounce
16 𝑜𝑧
800 𝑔 = 1.76 𝑙𝑏 × = 𝟐𝟖. 𝟏𝟔 𝒐𝒛.
1 𝑙𝑏
Here is another example, this time for weight: Mother bought 800 grams of powdered milk for her baby. Convert For A, we convert 800 grams by multiplying 1 over 1000 to get 0.8 kilograms. For B, we convert 800 grams to
it into kilogram first, then pound, and finally, ounce. pound by multiplying 0.8 kg by 2.2 to get 1.76 lbs. For C, we convert 800 g to ounce by multiplying 1.76 pound
to get 28.16 ounces.
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Given: 365 days
a) Hours
24 ℎ𝑟
365 𝑑𝑎𝑦𝑠 = 365𝑑 × = 𝟖, 𝟕𝟔𝟎 𝒉𝒐𝒖𝒓𝒔
1𝑑
The complete revolution of the earth around the sun is 365 b) Minutes
days. Convert this into hours, minutes and seconds. 24 ℎ𝑟 60 𝑚𝑖𝑛
365 𝑑𝑎𝑦𝑠 = 365𝑑 × × = 𝟓𝟐𝟓, 𝟔𝟎𝟎 𝒎𝒊𝒏𝒔
1𝑑 1ℎ𝑟
c) seconds
24 ℎ𝑟 60 𝑚𝑖𝑛 60 𝑠𝑒𝑐
365 𝑑𝑎𝑦𝑠 = 365𝑑 × 1𝑑
× 1ℎ𝑟
× 1 𝑚𝑖𝑛 = 𝟑𝟏, 𝟓𝟑𝟔, 𝟎𝟎𝟎 𝒔𝒆𝒄
Now, let’s have an example concerning time: The complete revolution of the earth around the sun is 365 days. We convert 365 days to hours by multiplying with 24 since one day is 24 hours. To get the number of minutes in
Convert this into hours, minutes and seconds. 365 days, we multiply 365 by 24 and 60, since there are 60 minutes in a day. To get the number of seconds, we
multiply 365 by 24, 60, and 60 again, since there are 60 seconds in a minute.
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Given: 40 km/hr
The automobile is travelling 40 km/hr. Convert its speed in: a) mi/hr
(a) mi/hr 40𝑘𝑚 𝑘𝑚 1 𝑚𝑖

(b) ft/s. = 40 × = 𝟐𝟒. 𝟖𝟒 𝒎𝒊/𝒉𝒓
ℎ𝑟 ℎ𝑟 1.61 𝑘𝑚
For our last example, let’s convert units in relation to speed: The automobile is travelling 40 km/hr. Convert its For A, we convert forty kilometers per hour into miles per hour by dividing the given by 1.61. Therefore, 40 km,
speed in (a) mi/hr and (b) ft/s. when converted to miles is 24.84. So, 40 kilometers is equal to 24.84 miles per hour.
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Given: 40 km/hr
b) ft/sec
Here are the steps in solving problems involving conversion of
40𝑘𝑚 𝑘𝑚 1 𝑚𝑖 5280 𝑓𝑡 1 ℎ𝑟 units of measurements:
= 40 × × ×
ℎ𝑟 ℎ𝑟 1.61 𝑘𝑚 1 𝑚𝑖 3600 𝑠𝑒𝑐 1. Read the problem carefully.
2. Identify what unit/s is/are being asked.
= 𝟑𝟔. 𝟒𝟒 𝒇𝒕/𝒔𝒆𝒄
3. Identify which conversion factor must be used.
For B, we convert forty kilometers per hour by converting kilometers to feet, and hours to seconds Here are the steps in solving problems involving conversion of units of measurements: First, read the problem
simultaneously. Forty kilometers is converted to miles and then to feet while hours is multiplied by 3600 to get carefully. Second, identify what units are being asked. Third, identify which conversion factor must be used.
the number of seconds.
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Math 7 M7ME-IIb-2
Solving Problems Involving Conversion of Units of Measurements
Mathematics
Geometric
4. Proceed to problem solving by cancellation of given units. Approximation
5. Upon cancellation and computation, check the answer to
make sure the desired unit is achieved.
Fourth, proceed to problem solving by cancellation of given units. Fifth, upon cancellation and computation,
check the answer to make sure the desired unit is achieved.
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Math 6 M6ME-IIIh-89 Math 6 M6ME-IIIh-89

Finding the Area of Composite Figures Formed by Any Two or More of the Following: Triangle, Square, Finding the Area of Composite Figures Formed by Any Two or More of the Following: Triangle, Square,
Rectangle, Circle, and Semi-Circle Rectangle, Circle, and Semi-Circle
Finding the Area of Composite Figures

Formed by Any Two or More of the
Following: Triangle, Square, Rectangle, Composite Figures
Circle, and Semi-Circle
are figures that can be formed by combining
two or more other figures.
Hi! In this lesson we will learn how to find the area of composite figures formed by any two or more of the Composite figures are figures that can be formed by combining two or more other figures.
following: triangle, square, rectangle, circle, and semi-circle
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10 cm
10 cm
4 cm
5 cm
4 cm 5 cm 1 2
1.5 cm
1.5 cm
Let us have an example. How are we going to compute the area of the given composite figure? The given composite figure is composed of a rectangle and a triangle. So, to get the area the given figure, we
need to get the area of each shape.
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10 cm 10 cm
4 cm 4 cm
5 cm 5 cm 1
𝐴 = 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ 𝐴 = (𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡)
2
1.5 cm 𝐴 = 10 𝑐𝑚 × 5𝑐𝑚 1.5 cm
1
𝐴 = (8 𝑐𝑚 × 4 𝑐𝑚)
𝐴 = 50 𝑐𝑚2 2
𝐴 = 16 𝑐𝑚2
First, let us solve for the area of the rectangle. The formula of the area of a rectangle is “length times width”. Let Second, let’s compute for the area of the triangle. The formula of the area of a triangle is one-half times base
us substitute the values, ten centimeters times five centimeters. The area of the rectangle in the given times height. If we substitute the given values, we will have one-half times eight centimeters times four
composite figure is 50 square centimeters. centimeters. Therefore, the area of the triangle is sixteen square centimeters.
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7 cm
𝐴 = 50 𝑐𝑚2 𝐴 = 16 𝑐𝑚2
10 cm
𝐴 = 50 𝑐𝑚2 + 16 𝑐𝑚2 14 cm
𝑨 = 𝟔𝟔 𝒄𝒎𝟐
The area of the rectangle is fifty square centimeters and the area of the triangle is sixteen square centimeters. Let us have another example. Let us solve the area of the composite figure shown.
Now, we need to add the area of the two shapes to get the area of the composite figure. Fifty plus sixteen is
equal to sixty-six. The area of the composite figure is sixty-six square centimeters.
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𝐴 = 𝜋 × 72 ÷ 2
𝐴 = 𝜋𝑟 2 ÷ 2
𝐴 = 76.93 𝑐𝑚2
𝐴 = 14 𝑐𝑚 × 10 𝑐𝑚
𝐴 = 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑤𝑖𝑑𝑡ℎ
𝐴 = 140 𝑐𝑚2
We can divide the composite figure into a semi-circle and a rectangle shape. The formula for the area of the By substituting the given values into the formula, we will get the following: the area of the semi-circle is 76.93
square is equal to pi r-squared. We need to divide it by two since we only have a semi-circle shape. On the square centimeters while the area of the rectangle is 140 square centimeters.
other hand, the formula of the area of a rectangle is length times width.
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𝐴 = 76.93 𝑐𝑚2 𝐴 = 140 𝑐𝑚2 To find the area of a composite figure:
1. Break the figure into several shapes.

2. Get the area of each shape.
𝐴 = 76.93 𝑐𝑚2 + 140 𝑐𝑚2
3. Add the computed area of each shape.
𝑨 = 𝟐𝟏𝟔. 𝟗𝟑 𝒄𝒎𝟐
Now, we will get the sum of the two areas to get the area of the composite figure. The area of the composite Remember! To find the area of a composite figure: first, break the figure into several shapes. Second, get the
figure is 216.93 square centimeters. area of each shape. Third, add the computed area of each shape.
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Finding the Area of Composite Figures MULTIPLE CHOICE

Find the area of the given composite figure.
Formed by Any Two or More of the
Following: Triangle, Square, Rectangle,
Circle, and Semi-Circle
A. 56 cm2 B. 57 cm2 C. 58 cm2 D. 48 cm2
Now, let’s practice what we have learned about finding the area of composite figures formed by any two or more Find the area of the given composite figure. Choose the correct answer.
of the following: triangle, square, rectangle, circle, and semi-circle
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MULTIPLE CHOICE MULTIPLE CHOICE

Find the area of the given composite figure. Find the area of the given composite figure.
A. 56 cm2 B. 57 cm2 C. 58 cm2 D. 48 cm2 A. 119 cm2 B. 109 cm2 C. 115 cm2 D. 105 cm2
The correct answer is 58 square centimeters. Find the area of the given composite figure. Choose the correct answer.
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A. 350.96 B. 300.72 D. 200.96

A. 119 cm2 B. 109 cm2 C. 115 cm2 D. 105 cm2 C. 150 cm2
cm2 cm2 cm2
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A. 350.96 B. 300.72 D. 200.96

C. 150 cm2 A. 26 cm2 B. 36 cm2 C. 24 cm2 D. 38 cm2
cm2 cm2 cm2
The correct answer is 300.72 square centimeters. Find the area of the given composite figure. Choose the correct answer.
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A. 54.78 B. 67.28 C. 42.78 D. 61.06

A. 26 cm2 B. 36 cm2 C. 24 cm2 D. 38 cm2
cm2 cm2 cm2 cm2
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Finding the Area of Composite Figures Formed by Any Two or More of the Following: Triangle, Square, Solving Routine and Non-Routine Problems Involving Area of Composite Figures Formed by Any Two or More of
Rectangle, Circle, and Semi-Circle the Following: Triangle, Square, Rectangle, Circle, and Semi-Circle
MULTIPLE CHOICE Solving Routine and Non-Routine

Find the area of the given composite figure.
Problems Involving Area of Composite
Figures Formed by Any Two or More of
the Following: Triangle, Square,
Rectangle, Circle, and Semi-Circle
A. 54.78 B. 67.28 C. 42.78 D. 61.06

cm2 cm2 cm2 cm2
The correct answer is 54.78 square centimeters. Hi! In this lesson we will learn how to solve routine and non-routine problems involving area of composite figures
formed by any two or more of the following: triangle, square, rectangle, circle, and semi-circle.
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Solving Routine and Non-Routine Problems Involving Area of Composite Figures Formed by Any Two or More of Solving Routine and Non-Routine Problems Involving Area of Composite Figures Formed by Any Two or More of
the Following: Triangle, Square, Rectangle, Circle, and Semi-Circle the Following: Triangle, Square, Rectangle, Circle, and Semi-Circle
These are the steps in solving word problems:

Mr. Rivera wants to equally distribute
1. Identify what are the given and what is asked. his land among his two sons. However,
2. Identify the shapes used in the composite figure. … he is not sure about the area of the
3. Identify the formula of the area of the shapes whole land.
used in the composite figure.
4. Solve.
These are the steps in solving word problems. First, identify what are the given and what is asked in the Mr. Rivera wants to equally distribute his land among his two sons. However, he is not sure about the area of
problem. Second, identify the shapes used in the composite figure. Third, identify the formula of the area of the the whole land.
shapes. Fourth, solve the problem. Fifth, check your answer.
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He asked one of his workers to Given:

get the measurements of his
land. The worker was only able to land measurement
measure straight path distances. 2 sons
Here is the data in his report.
Based from these data, how
much land will each son receive?
He asked one of his workers to get the measurements of his land. The worker was only able to measure straight Analyze the question asked and involve the given data in order to come up with the correct solution. The land
path distances. Here is the data in his report. Based from these data, how much land will each son receive? measurement is presented in the figure. This needs to be divided among Mr. Rivera’s two sons.
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Solution:
Let’s try to find the basic figures that compose the whole land.
Asked:
How much land will
each son receive?
Let us understand what is really being asked in the problem. The problem requires us to find the total area of Now, let us compute for the total land area. First, using the illustration, identify and separate the basic figures
land owned by Mr. Rivera in order to divide it equally among his two sons. composing the whole shape of the land. Next, find the needed measurements out of the given. Then, use the
measurements in finding the area by using the appropriate formula.
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Solution: Solution: A = (𝜋𝑟 2 ) ÷ 2

A = ½ (b × h) A = (𝜋)(222 ) ÷ 2
A = ½ (25 × 20) A = 𝟕𝟓𝟗. 𝟖𝟖 𝒎𝟐
A = 𝟐𝟓𝟎 𝒎𝟐
A= l×w
A = 44 × 35
A= s×s A = 𝟏, 𝟓𝟒𝟎 𝒎𝟐
A = 20 × 20 A=½b×h
A = 𝟒𝟎𝟎 𝒎𝟐 35m A = ½ × 35 × 10
A = 𝟏𝟕𝟓 𝒎𝟐
First, we will compute the area of the triangle at the left side. One half times twenty-five times twenty is equal to Now, we will compute the area of the semicircle. Pi times twenty-two squared divided by two is equal to 759.88
square meters. Then, we will compute the area of the rectangle. Forty-four times thirty-five is equal to 1,540 square
250 square meters. Then, we will compute the area of the square. Twenty times twenty is equal to 400 square meters. Then, we will compute the area of the triangle on the right side. One half times thirty-five times ten meters is
meters. equal to 175 square meters.
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Solution: Solution:
A = 𝟕𝟓𝟗. 𝟖𝟖 𝒎𝟐
A = 𝟏𝟕𝟓 𝒎𝟐 A = 𝟑, 𝟏𝟐𝟒. 𝟖𝟖 𝒎𝟐
35m
A = 𝟐𝟓𝟎 𝒎𝟐 A = 𝟒𝟎𝟎 𝒎𝟐 A = 𝟏, 𝟓𝟒𝟎 𝒎𝟐
A = 250 𝑚2 + 400 𝑚2 + 759.88 𝑚2 A = 𝟑, 𝟏𝟐𝟒. 𝟖𝟖 𝒎𝟐 ÷ 𝟐

+ 1,540 𝑚2 + 175 𝑚2 A = 𝟏, 𝟓𝟔𝟐. 𝟒𝟒 𝒎𝟐
A = 𝟑, 𝟏𝟐𝟒. 𝟖𝟖 𝒎𝟐
We will now add all the computed areas to get the total land area owned by Mr. Rivera. 250 plus 400 plus The last thing to do is to divide the total land area by two, so we can get the total land area that each son will
759.88 plus 1,540 plus 175 is equal to 3,124.88 square meters. get. The answer is 1,562.44 square meters.
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Answer:
The land property measures 3,124.88 m2. These are the steps in solving word problems:
Mr. Rivera’s two sons will have 1,562.44 m2 of 1. Identify what are the given and what is asked.
land each. 2. Identify the shapes used in the composite figure.
3. Identify the formula of the area of the shapes used
in the composite figure.
4. Solve.
The land property measures 3,124.88 square meters. Mr. Rivera’s two sons will have 1,562.44 square meters of Remember the steps in solving problems involving area of composite figures.
land each.
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Solving Routine and Non-Routine MULTIPLE CHOICE

Kevin wanted to paint his dog on a canvass that matches his dog’s
Problems Involving Area of Composite real size. The estimated size of the dog is illustrated below. Find how
Figures Formed by Any Two or More of much space the figure will consume on the canvass.
the Following: Triangle, Square,
Rectangle, Circle, and Semi-Circle
C.
A. 607𝑐𝑚2 B. 567𝑐𝑚2 D. 670𝑐𝑚2
575.5𝑐𝑚2
Now, let’s practice what we have learned about solving routine and non-routine problems involving area of Kevin wanted to paint his dog on a canvass that matches his dog’s real size. The estimated size of the dog is
composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and semi-circle. illustrated below. Find how much space the figure will consume on the canvass.
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A = 15 × 24 = 360
Sonya has a favorite doll house. She is planning to make a box to keep
A = 10 × 4 = 40
it safe. Help her get the area of the doll house using this figure:
A = 9 × 7 = 63
A = 8 × 3 = 24
A = 8 × 3 = 24
A = 12 × 4 = 48
A = 12 × 4 = 48
A. 607𝑐𝑚2 B. 567𝑐𝑚2 C.575.5𝑐𝑚2 D. 670𝑐𝑚2 A.207 𝑐𝑚2 B.165 𝑐𝑚2 C.195 𝑐𝑚2 D.159𝑐𝑚2
The correct answer is 607 square centimeters. Sonya has a favorite doll house. She is planning to make a box made to keep it safe. Help her get the area of
the doll house using this figure. What is the area of the doll house?
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Lara and Tony plan to surprise their mother on her birthday. They are
1 cutting out letters to spell the words “Happy Birthday”. They are
A = 2 × 15 × 8 = 60 making sure every letter has the same size. Help them by solving for
A = 12 × 11 = 132 the area of the following letter:
A=3×1 = 3
A.207 𝑐𝑚2 B.165 𝑐𝑚2 C.195 𝑐𝑚2 D.159𝑐𝑚2 A. 13 𝑐𝑚2 B. 23 𝑐𝑚2 C. 22 𝑐𝑚2 D. 19 𝑐𝑚2
The correct answer is 195 square centimeters. Lara and Tony plan to surprise their mother on her birthday. They are cutting out letters to spell the words
“Happy Birthday”. They are making sure every letter has the same size. Help them by solving for the area of the
following letter. What is the area of the letter?
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Gilbert is joining a competition. He painted an ice cream
A=1×3 = 3 with the following dimensions. What is the area of the ice
cream Gilbert painted?
A = 2 × 5 = 10
A = 2 × 5 = 10
A. 13 𝑐𝑚2 B. 23 𝑐𝑚2 C. 22 𝑐𝑚2 D. 19 𝑐𝑚2 A.34.13 𝑚2 B. 26.63 𝑚2 C. 43.26 𝑚2 D. 29.13 𝑚2
The correct answer is 23 square centimeters. Gilbert is joining a competition. He painted an ice cream with the following dimensions. What is the area of the ice
cream Gilbert painted? Choose the correct answer.
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Mila is going to cover her study table with a wrapping paper. The
following figure shows the shape and measurement of her study
2
A= 𝜋∙3 ÷ 2 = 14.13 table. What is the area of the wrapping paper she will need?
A = 5 × 2 = 10
1
A = 2 × 2.5 × 4 = 5
A.34.13 𝑚2 B. 26.63 𝑚2 C. 43.26 𝑚2 D. 29.13 𝑚2 A. 1.54 𝑚2 B. 1.79 𝑚2 C. 2.04 𝑚2 D. 1.97 𝑚2
The correct answer is 29.13 square meters. Mila is going to cover her study table with a wrapping paper. The following figure shows the shape and
measurement of her study table. What is the area of the wrapping paper she will need?
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Math 6 M6ME-IIIh-90
Solving Routine and Non-Routine Problems Involving Area of Composite Figures Formed by Any Two or More of
the Following: Triangle, Square, Rectangle, Circle, and Semi-Circle
MULTIPLE CHOICE
A = 0.2 × 0.2 = 0.04

Mathematics
A = 1.5 × 0.5 = 0.75 Geometric Objects
Relationship
A = 2 × 0.5 = 1
A. 1.54 𝑚2 B. 1.79 𝑚2 C. 2.04 𝑚2 D. 1.97 𝑚2
The correct answer is 1.79 square meters.
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Math 8 M8GE-IIId-1 Math 8 M8GE-IIId-1

Illustrating Triangle Congruence Illustrating Triangle Congruence
Congruent Triangle
Illustrating Triangle Congruence
Two triangles are congruent if the measure of their sides and angles
are equal.
Hi! Our topic is about illustrating triangle congruence. Let’s begin. Two triangles are congruent if the measure of their sides and angles are equal.
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Congruent Triangle
• Angles are congruent if they have the same measure.
• Segments (sides) are congruent if they have the same length. ∠𝐴 ≅ ∠𝐵 means that m∠𝐴 = 𝑚∠𝐵
• The symbol for congruence is the symbol: ≅. and
𝐴𝐵 ≅ 𝐶𝐷 means that 𝐴𝐵 = 𝐶𝐷.
Angles are congruent if they have the same measure. Segments are congruent if they have the same length. Angle A is congruent to angle B means that they have the same angle measure. Segment AB is congruent to
The symbol for congruence is given above. segment CD means that they have the same length.
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∠𝐴 ≅ ∠𝐵 m∠𝐴 = 𝑚∠𝐵 Triangle Congruence

𝐴𝐵 ≅ 𝐶𝐷 𝐴𝐵 = 𝐶𝐷 Given a correspondence ABC ⟷ DEF between the vertices of two
triangles. If every pair of corresponding sides are congruent, and
every pair of corresponding angles are congruent, then the
Each of the equations on correspondence ABC ⟷ DEF is called a triangle congruence.
Each of the congruence is a
the right is an equation
congruence between
between numbers.
geometric figures.
Each of the equations on the right is an equation between numbers. Each of the congruence on the left is a Given a correspondence ABC to DEF between the vertices of two triangles. If every pair of corresponding sides
congruence between geometric figures. We do not write equals between two names of geometric figures. are congruent, and every pair of corresponding angles are congruent, then the correspondence ABC to DEF is
called a triangle congruence.
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We write △ 𝐴𝐵𝐶 ≅△ 𝐷𝐸𝐹 to mean that the correspondence We write △ 𝐴𝐵𝐶 ≅△ 𝐷𝐸𝐹 to mean that the correspondence
𝐴𝐵𝐶 ⟷ 𝐷𝐸𝐹 is a congruence. 𝐴𝐵𝐶 ⟷ 𝐷𝐸𝐹 is a congruence.
𝐴𝐵 ≅ 𝐷𝐸 ∠𝐴 ≅ ∠𝐷
𝐴𝐶 ≅ 𝐷𝐹 ∠𝐵 ≅ ∠𝐸
𝐵𝐶 ≅ 𝐸𝐹 ∠𝐶 ≅ ∠𝐹
We write triangle ABC is congruent to triangle DEF as seen above. The expression tells us six things: First, Fourth, angle A is congruent to angle D. Fifth, angle B is congruent to angle E. Sixth, angle C is congruent to
segment AB is congruent to segment DE. Second, segment AC is congruent to segment DF. Third, segment angle F.
BC is congruent to segment EF.
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We write △ 𝐴𝐵𝐶 ≅△ 𝐷𝐸𝐹 to mean that the correspondence

𝐴𝐵𝐶 ⟷ 𝐷𝐸𝐹 is a congruence.
Two triangles are congruent if the six parts of the first

triangle are congruent to the six corresponding parts of
the second triangle.
△ 𝐴𝐵𝐶 ≅△ 𝐷𝐸𝐹.
In this case, the six congruence indicated by the marks tell us that triangles ABC and triangles DEF are Summary. Two triangles are congruent if the six parts of the first triangle are congruent to the six corresponding
congruent. parts of the second triangle.
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Math 8 M8GE-IIId-e-1 Math 8 M8GE-IIId-e-1

Illustrating the SAS, ASA, and SSS Congruence Postulates Illustrating the SAS, ASA, and SSS Congruence Postulates
Congruence Postulate
Illustrating the SAS, ASA, and SSS There are at least three situations which we can conclude that a
Congruence Postulates correspondence between two triangles is a congruence. The three
cases are:
• SAS correspondence;
• ASA correspondence; and
• SSS corresponden2ce
Hi! Our topic is about illustrating the SAS, ASA, and SSS Congruence Postulates . Let’s begin. There are at least three situations which we can conclude that a correspondence between two triangles is a
congruence. The three cases are the SAS correspondence, the ASA correspondence and the SSS
correspondence.
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SAS Correspondence
• Stands for “Side-Angle-Side” Consider triangle ABC and triangle DEF.
• Two sides and the included angle of the first triangle are
congruent to the corresponding parts of the second triangle.
B E
A C D F
SAS stands for side-angle-side. It means that two sides and the included angle of the first triangle are congruent Consider triangle ABC and triangle DEF.
to the corresponding parts of the second triangle.
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ASA Correspondence
• Stands for “Angle-Side-Angle”
• Two angles and the included side of the first triangle are
In this case it follows that △ 𝑨𝑩𝑪 ≅△ 𝑫𝑬𝑭.
Segment AB is congruent to segment FE, angle A is congruent to angle F and segment AC is congruent to ASA stands for angle-side-angle. It means that two angles and the included side of the first triangle are
segment FD. In this case it follows that triangle ABC is congruent to triangle DEF. In this case it follows that congruent to the corresponding parts of the second triangle.
triangle ABC is congruent to triangle DEF.
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Consider triangle ABC and triangle DEF.
B E
A C D F
In this case it follows that △ 𝑨𝑩𝑪 ≅△ 𝑫𝑬𝑭.
Consider triangle ABC and triangle DEF. Angle A is congruent to angle F, segment AC is congruent to segment FD and angle C is congruent to angle D.
In this case it follows that triangle ABC is congruent to triangle DEF.
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SSS Correspondence
• Stands for “Side-Side-Side” Consider triangle ABC and triangle DEF.
• All three sides of the first triangle are congruent to the
corresponding sides of the second triangle. B E
A C D F
SSS stands for side-side-side. It means that all three sides of the first triangle are congruent to the Consider triangle ABC and triangle DEF.
corresponding sides of the second triangle.
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The SAS Postulate

Every SAS correspondence is a congruence.
The ASA Postulate

Every ASA correspondence is a congruence.
The SSS Postulate

In this case it follows that △ 𝑨𝑩𝑪 ≅△ 𝑫𝑬𝑭. Every SSS correspondence is a congruence.
Segment AB is congruent to segment FE, segment AC is congruent to segment FD and segment BC is Note. The SAS Postulate states that every SAS correspondence is a congruence. The ASA Postulate states
congruent to segment ED. In this case it follows that triangle ABC is congruent to triangle DEF. that every ASA correspondence is a congruence. The SSS Postulate states that every SSS correspondence is a
congruence.
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SAS (Side-Angle-Side) SSS (Side-Side-Side)

Two sides and the included angle of the first triangle are All three sides of the first triangle are congruent to the
congruent to the corresponding parts of the second triangle. corresponding sides of the second triangle.
ASA (Angle-Side-Angle)
Two angles and the included side of the first triangle are
Summary. The SAS correspondence means that the two sides and the included angle of the first triangle are The SSS correspondence means that all three sides of the first triangle are congruent to the corresponding
congruent to the corresponding parts of the second. The ASA correspondence means that the two angles and sides of the second triangle.
the included segment of the first triangle are congruent to the corresponding parts of the second.
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Math 8 M8GE-IIIf-1 Math 8 M8GE-IIIf-1

Solving Corresponding Parts of Congruent Triangles Solving Corresponding Parts of Congruent Triangles
Solving Corresponding Parts of

Congruence Postulates for Triangles
Congruent Triangles
1. SSS (side-side-side) congruence postulate
2. SAS (side-angle-side) congruence postulate
3. ASA (angle-side-angle) congruence postulate
Hi! Our topic is about solving corresponding parts of congruent triangles. Let’s begin. In solving corresponding parts of congruent triangles, we must first be familiar to the congruence postulates for
triangles. These are the SSS or the side-side-side congruence postulate, SAS or the side-angle-side
congruence postulate and ASA or the angle-side-angle congruence postulate. These postulates will help us as
we learn from this module.
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Let ∆𝐴𝐵𝐶 and ∆𝐷𝐸𝐹 be congruent triangles. Find the measure of 𝑨𝑩, 𝑩𝑪 and Let’s recall that congruent triangles
𝑪𝑨 if 𝐹𝐷 = 10, 𝐷𝐸 = 8 and 𝐸𝐹 = 6. have similar sides, angles, areas, and
sizes even when rotated, flipped, or A
A F
F reflected.
10
Corresponding parts: 6
𝐴𝐵 ≅ 𝐷𝐸 or 𝐴𝐵 = 𝐷𝐸
𝐵𝐶 ≅ 𝐸𝐹 or 𝐵𝐶 = 𝐸𝐹 D
C E 8
C D 𝐶𝐴 ≅ 𝐹𝐷 or 𝐶𝐴 = 𝐹𝐷 B
B E
For our first problem, let triangle ABC and triangle DEF be examples of congruent triangles. Find the measure As a solution, let’s recall that congruent triangles have similar sides, angles, areas, and sizes even when
of line segment AB, line segment BC and line segment CA if side FD is equal to ten, side DE is equal to eight rotated, flipped, or reflected. With this thought, we can say that the corresponding parts of the triangles are
and side EF is equal to six. Triangle ABC and triangle DEF are illustrated on the figure below. congruent to each other. So, here are the corresponding parts of the triangles.
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Let ∆𝑋𝑌𝑍 and ∆𝐺𝐻𝐼 be congruent triangles. Find the value of

𝑯𝑰, 𝒀𝒁, 𝑮𝑯, 𝑰𝑮, 𝒁𝑿, ∠𝑯, ∠𝑰, ∠𝑮, ∠𝑿 and ∠𝒁
A 2
if 𝑚∠𝑌 = 65°, 𝑌𝑍 = 3 𝑥, 𝐺𝐻 = 𝑥 and 𝑋𝑌 = 10.
F
We can also conclude that by SSS X
congruence postulate, the H I
10 10
corresponding sides are congruent. 8 6
So, 𝑨𝑩 = 𝟖, 𝑩𝑪 = 𝟔 and 𝑪𝑨 = 𝟏𝟎.
D
C E 8
6 B
Y Z
G
We can also conclude that by SSS congruence postulate, the corresponding sides are congruent. So, the side For our second problem, let triangle XYZ and triangle GHI be examples of congruent triangles. Find the value of line segment
AB is equal to eight, side BC is equal to six and side CA is equal to ten. HI, line segment YZ, line segment GH, line segment IG, line segment ZX, angle H, angle I, angle G, angle X and angle Z if
angle Y measures sixty-five degrees, side YZ is equal to two-thirds of x, side GH is equal to X and side XY is equal to ten.
Triangle ABC and triangle DEF are illustrated on the figure below. We can see that these are isosceles triangles.
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Let’s recall that congruent triangles From the congruence of corresponding

implies that the corresponding parts parts, we can conclude that
𝟐 X H I
are congruent. X H I 𝑌𝑍 = 𝑯𝑰 = 𝟑 𝒙 𝟔𝟓°
Corresponding parts: 𝑚∠𝑌 = 𝒎∠𝑯 = 𝟔𝟓°
𝑋𝑌 ≅ 𝐺𝐻 or 𝑋𝑌 = 𝐺𝐻 𝒙 = 𝟏𝟎 𝟏𝟎
𝒙 𝟏𝟎 𝟏𝟎
𝑌𝑍 ≅ 𝐻𝐼 or 𝑌𝑍 = 𝐻𝐼 𝟏𝟎
By the definition of an isosceles
𝑍𝑋 ≅ 𝐼𝐺 or 𝑍𝑋 = 𝐼𝐺 𝟔𝟓°
𝟔𝟓° triangle, two of its sides are equal. Y Z G
∠𝑋 ≅ ∠𝐺 or 𝑚∠𝑋 = 𝑚∠𝐺 Y Z 𝟐
𝟐 G From ∆𝑋𝑌𝑍, 𝑿𝒀 and 𝒁𝑿 are equal. So, 𝒙
∠𝑌 ≅ ∠𝐻 or 𝑚∠𝑌 = 𝑚∠𝐻 𝒙 𝟑
𝟑
𝐺𝐻 = 𝐼𝐺. Since 𝑋𝑌 = 10,
∠𝑍 ≅ ∠𝐼 or 𝑚∠𝑍 = 𝑚∠𝐼
𝒁𝑿 = 𝑮𝑯 = 𝑰𝑮 = 𝟏𝟎. Thus, 𝒙 = 𝟏𝟎.
As a solution, let’s recall that congruent triangles implies that the corresponding parts are congruent. So, these From the congruence of corresponding parts, we can conclude that side HI is equal to two-thirds of x. The measure of angle H
are the corresponding parts of the triangles. is equal to sixty-five degrees. By the definition of an isosceles triangle, two of its sides are equal. From triangle XYZ, side XY
and side ZX are equal. So, side ZX is equal to side GH and side IG which is equal to ten. Thus, x is equal to ten.
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X X
𝟓𝟓°
To solve 𝑚∠𝑋 and 𝑚∠𝐺,
Another definition of an isosceles triangle is that 𝟏𝟎 𝟏𝟎
𝑚∠𝑋 + 𝑚∠𝑌 + 𝑚∠𝑍 = 𝟏𝟖𝟎° 𝟏𝟎 𝟏𝟎
its base angles are congruent. From ∆𝑋𝑌𝑍, 𝑚∠𝑋 = 180° − 𝑚∠𝑌 − 𝑚∠𝑍
𝑚∠𝑌 and 𝑚∠𝑍 are equal. So, 𝑚∠𝐻 = 𝑚∠𝐼. Since 𝟔𝟓° 𝟔𝟓° 𝟔𝟓° 𝟔𝟓°
Y Z 𝑚∠𝑋 = 180° − 65° − 65° Y Z
𝑚∠𝑌 = 65°, 𝒎∠𝒁 = 𝒎∠𝑯 = 𝒎∠𝑰 = 𝟔𝟓°. 𝟐
𝒙 = 𝟔. 𝟔𝟕 𝑚∠𝑋 = 180° − 135° = 55° 𝟔. 𝟔𝟕
𝟑
𝒎 ∠𝑿 = 𝒎∠𝑮 = 𝟓𝟓° 𝟔. 𝟔𝟕
H 𝟔. 𝟔𝟕 I H I
We know that 𝒙 = 𝟏𝟎, 𝑌𝑍 and 𝐻𝐼 can now be 𝟔𝟓° 𝟔𝟓°
𝟔𝟓° 𝟔𝟓°
determined. The corresponding parts are:
2
𝑥 ⇒ 𝑥 = 10 𝒙 = 𝟏𝟎 𝟏𝟎 𝑋𝑌 = 10 𝐺𝐻 = 10 𝑚∠𝑋 = 55° 𝑚∠𝐺 = 55° 𝟏𝟎 𝟏𝟎
3
2 20 𝟓𝟓°
⇒ 3 (10) = = 𝟔. 𝟔𝟕 𝑌𝑍 = 6.67 𝐻𝐼 = 6.67 𝑚∠𝑌 = 65° 𝑚∠𝐻 = 65°
3
𝒀𝒁 = 𝑯𝑰 = 𝟔. 𝟔𝟕 𝑍𝑋 = 10 𝐼𝐺 = 10 𝑚∠𝑍 = 65° 𝑚∠𝐼 = 65°
G G
Another definition of an isosceles triangle is that its base angles are congruent. So, we can conclude the To solve the measure of angle X and angle G, we add the measures of angles X, Y and Z that has a sum of 180
measurement of angle Z, angle H and angle I which are all equal to sixty-five degrees. By substitution, side HI degrees. From it, we can compute the measure of angle X and angle G to be equal to fifty-five degrees. Now,
which is equal to six point sixty-seven. these are the value for all the corresponding parts.
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Math 8 M8GE-IIIf-1 Math 8 M8GE-IIIg-1

Solving Corresponding Parts of Congruent Triangles Proving Two Triangles are Congruent
Proving Two Triangles are Congruent

The corresponding parts of congruent triangles are congruent to one
another.
Congruent triangles have the same sides and angles even though
they are flipped, reflected or rotated.
The measure of the sides or angles also depends on the kind of
triangle, whether it is an scalene, isosceles or equilateral triangle.
The total angular measure of a triangle is 180°.
In summary for solving corresponding parts of congruent triangles, we must remember that the corresponding parts of Hi! Our topic is about proving two triangles are congruent. Let’s begin.
congruent triangles are congruent to one another. Congruent triangles have the same sides and angles even though
they are flipped, reflected or rotated. The measure of the sides or angles also depends on the kind of triangle,
whether it is an scalene, isosceles or equilateral triangle. The total angular measure of a triangle is 180 degrees.
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Math 8 M8GE-IIIg-1 Math 8 M8GE-IIIg-1

Proving Two Triangles are Congruent Proving Two Triangles are Congruent
Given: 𝐴𝐵 ∥ 𝐷𝐶 and 𝐴𝐷 ∥ 𝐵𝐶
The congruence postulates are: Prove: ∆𝐷𝐴𝐵 ≅ ∆𝐵𝐶𝐷
• SAS (Side-Angle-Side)
• ASA (Angle-Side-Angle)
• SSS(Side-Side-Side)
Recall that the congruence postulates are Side-Angle-Side, Angle-Side-Angle, and Side-Side-Side. Let’s have some examples about proving triangle congruence. For the first example: given that segment AB is
parallel to segment DC, and segment AB is parallel to segment BC, prove that triangle DAB is congruent to
triangle BCD.
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Given: 𝐴𝐵 ∥ 𝐷𝐶 and 𝐴𝐷 ∥ 𝐵𝐶 Given: 𝐴𝐵 ∥ 𝐷𝐶 and 𝐴𝐷 ∥ 𝐵𝐶

Prove: ∆𝐷𝐴𝐵 ≅ ∆𝐵𝐶𝐷 Prove: ∆𝐷𝐴𝐵 ≅ ∆𝐵𝐶𝐷
Statements Reasons Statements Reasons
𝐴𝐵 ∥ 𝐷𝐶 Given 𝐴𝐵 ∥ 𝐷𝐶 Given
∠𝐴𝐵𝐷 ≅ ∠𝐶𝐷𝐵 If 2 parallel lines are cut by a transversal, alternating ∠𝐴𝐵𝐷 ≅ ∠𝐶𝐷𝐵 If 2 parallel lines are cut by a transversal, alternating
interior angles are congruent interior angles are congruent
𝐵𝐷 ≅ 𝐵𝐷 Reflexive property
∆𝐷𝐴𝐵 ≅ ∆𝐵𝐶𝐷 ASA congruence postulate
Given that segment AB and DC are parallel, segment BD is a transversal that cuts the parallel lines. Angle ABD Segment BD is congruent to segment BD by virtue of reflexive property. So far, we have angle ABD congruent
and CDB are congruent because they are alternating interior angles. Also, segment AD parallel to segment BC to CDB, angle ADB congruent CBD, and segment BD congruent to BD. Therefore, triangle DAB is congruent to
is another given cut by the same transversal BD. Angle ADB is congruent to angle CBD are congruent since triangle BCD because of ASA congruence postulate.
they are alternate interior angles.
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Given: 𝑌𝑊 bisects 𝑋𝑍 and 𝑌𝑊 ⊥ 𝑋𝑍

Prove: ∆𝑋𝑌𝑊 ≅ ∆𝑍𝑌𝑊

Prove: ∆𝑋𝑌𝑊 ≅ ∆𝑍𝑌𝑊 Statements Reasons
𝑌𝑊 bisects 𝑋𝑍 Given
𝑋𝑊 ≅ 𝑊𝑍 Definition of segment bisector
𝑌𝑊 ⊥ 𝑋𝑍 Given
∠𝑌𝑊𝑋 and ∠𝑌𝑊𝑍 are right Definition of perpendicular lines
angles
Here is another example: given that segment YW bisects XZ and YW is perpendicular to segment XZ, prove Given YW bisects XZ, segment XW and WZ are congruent because of the definition of angle bisector. Given
that triangle XYW is congruent to ZYW. that segment YW is perpendicular to segment XZ, then angle YWX and YWZ are right angles because of the
definition of perpendicular segments.
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Prove: ∆𝑋𝑌𝑊 ≅ ∆𝑍𝑌𝑊
Statements Reasons
∠𝑌𝑊𝑋 ≅ ∠𝑌𝑊𝑍 All right angles are congruent. Two triangles can be proven congruent using SSS, SAS,
𝑌𝑊 ≅ 𝑌𝑊 Reflexive property ASA, and AAS congruence postulates supported by other
∆𝑋𝑌𝑊 ≅ ∆𝑍𝑌𝑊 SAS Congruence postulate concepts learned in Math.
Angle YWX and YWZ are congruent because they are both right angles. Segment YW is congruent to segment Summary. Two triangles can be proven congruent using SSS, SAS, ASA, and AAS congruence postulates
YW by virtue of reflexive property. So far, we have angle YWX congruent to YWZ, segment XW congruent to supported by other concepts learned in Math.
ZW, and segment YD congruent to YD. Therefore, triangle XYW is congruent to triangle ZYW because of SAS
congruence postulate.
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Math 8 M8GE-IIIh-1 Math 8 M8GE-IIIh-1

Proving Statements on Triangle Congruence Proving Statements on Triangle Congruence
Proving Statements on Triangle

Congruence
Two triangles are congruent if their six corresponding parts are
congruent.
Hi! Our topic is about proving statements on triangle congruence. Let’s begin. Recall that two triangles are congruent if their six corresponding parts are congruent. This pertains to its three
sides and three segments.
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If two segments bisect each other, then the segments joining the ends of the
given segments are congruent.
If two segments bisect each other, then the segments joining

the ends of the given segments are congruent.
Proof:
By definition of the midpoint of a segment, we can conclude
that 𝐵𝐶 ≅ 𝐷𝐶 and 𝐴𝐶 ≅ 𝐸𝐶.
Let us have an example. If two segments bisect each other, then the segments joining the ends of the given Let us prove the statement. By definition of the midpoint of a segment, we can conclude that segments BC and
segments are congruent. DC and segments AC and EC are congruent.
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If two segments bisect each other, then the segments joining the ends of the If two segments bisect each other, then the segments joining the ends of the
given segments are congruent. given segments are congruent.
Proof: Proof:
We want to show that 𝐴𝐵 ≅ 𝐸𝐷. To do this, we need to set From the figure, the correspondence can be
up a correspondence between the triangles in the figure. 𝐴𝐶𝐵 ↔ 𝐸𝐶𝐷. Two pairs of sides are already congruent,
because 𝐵𝐶 ≅ 𝐷𝐶 and 𝐴𝐶 ≅ 𝐸𝐶.
We want to show that segment AB and segment ED are congruent. To do this, we need to set up a From the figure, the correspondence can be ACB to ECD. Two pairs of sides are already congruent, because
correspondence between the triangles in the figure. segments BC and DC and segments AC and EC are congruent.
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If two segments bisect each other, then the segments joining the ends of the
STATEMENTS REASONS
given segments are congruent.
1. 𝐴𝐸 and 𝐵𝐷 bisect each other 1. Given
2. 𝐴𝐶 ≅ 𝐸𝐶 2. Definition of midpoint
3. 𝐵𝐶 ≅ 𝐷𝐶 3. Definition of midpoint
Proof:
4. ∠𝐴𝐶𝐵 ≅ ∠𝐸𝐶𝐷 4. Vertical angles are congruent
Also, ∠𝐴𝐶𝐵 ≅ ∠𝐸𝐶𝐷 since they are vertical angles. 5. ∆𝐴𝐶𝐵 ≅ ∆𝐸𝐶𝐷 5. SAS postulate
Therefore, by the SAS postulate, ∆𝐴𝐶𝐵 ≅ ∆𝐸𝐶𝐷. The sides
6. 𝐴𝐵 ≅ 𝐸𝐷 6. Definition of triangle
𝐴𝐵 and 𝐸𝐷 are corresponding sides, so the two triangles are congruence
congruent.
Also, angle ACB is congruent to angle ECD since they are vertical angles. Therefore, by the SAS postulate, Here is the summary of the proof presented in double-column form.
triangle ACB is congruent to triangle ECD. The sides segment AB and segment ED are corresponding sides, so
the two triangles are congruent.
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STATEMENTS REASONS
Given: 𝐿𝑀 ≅ 𝑁𝑀 and ∠𝐿𝑀𝑂 ≅ ∠𝑁𝑀𝑂 1. 𝐿𝑀 ≅ 𝑁𝑀 1. Given

Prove: ∠𝐿 ≅ ∠𝑁 2. ∠𝐿𝑀𝑂 ≅ ∠𝑁𝑀𝑂 2. Given
3. 𝑀𝑂 ≅ 𝑀𝑂 3. Reflexive Property
4. ∆𝐿𝑀𝑂 ≅ ∆𝑁𝑀𝑂 4. SAS postulate
5. ∠𝐿 ≅ ∠𝑁 5. Definition of triangle
congruence
Let us have another example. Given segment LM is congruent to segment NM and angle LMO is congruent to Statements 1 and 2 are given. Segments MO is congruent to segment MO by reflexive property. Using the
angle NMO, prove that angle L is congruent to angle N. previous statements, triangle LMO is congruent to triangle NMO by SAS postulate. Therefore, we can say that
angle L is congruent to angle N by the definition of triangle congruence.
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Math 8 M8GE-IIIh-1 Math 8 M8GE-IIIi-j-1

Proving Statements on Triangle Congruence Applying Triangle Congruence to Construct Perpendicular Lines and Angle Bisectors
Applying Triangle Congruence to

Construct Perpendicular Lines and Angle
The steps in proving statements on congruence: Bisectors
1. Read the problem.
2. Draw a figure and label it.
3. State the hypothesis and conclusion in terms of the
labeling of the figure.
4. Prove.
Summary. The steps in proving statements on congruence: First, read the problem. Second, draw a figure and Hi! Our topic is about applying triangle congruence to construct perpendicular lines and angle bisectors. Let’s
label it. Third, state the hypothesis and conclusion in terms of the labeling of the figure. Fourth, prove. begin.
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Math 8 M8GE-IIIi-j-1 Math 8 M8GE-IIIi-j-1

Applying Triangle Congruence to Construct Perpendicular Lines and Angle Bisectors Applying Triangle Congruence to Construct Perpendicular Lines and Angle Bisectors
Constructing a Perpendicular to a Point on a Line
Construct a line perpendicular to 𝐴𝐵 and passes through point O.

• Perpendicular lines are two lines that meet to form
congruent adjacent angles.
• Angle bisector is the ray that separates the given angle

into two congruent angles. A O B
Recall. Perpendicular lines are two lines that meet to form congruent adjacent angles. Angle bisector is the ray For our first example, construct a line perpendicular to line AB and passes through point O.
that separates the given angle into two congruent angles.
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Constructing a Perpendicular to a Point on a Line Constructing a Perpendicular to a Point on a Line

Construct another set of congruent segments 𝐶𝐸 and 𝐷𝐸 such that
Construct congruent segments 𝐶𝑂 and 𝑂𝐷 collinear to 𝐴𝐵.
their endpoints meet at E.
Step one is to construct congruent segments CO and OD collinear to line AB. Segment CO and segment OD Step 2 is to construct congruent segments CE and DE such that their endpoints meet at point E. Segment CE
are corresponding sides of the triangle that we are going to use to construct perpendicular lines. and segment DE are corresponding sides of the triangle that we are going to use to construct perpendicular
lines.
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Constructing a Perpendicular to a Point on a Line Constructing a Perpendicular to a Point on a Line
Construct 𝐸𝑂 that passes though E and 𝐴𝐵. Erase all previously drawn segments. 𝐸𝑂 ⊥ 𝐴𝐵 .
Step 3 is to construct line EO that passes through line AB, point E, and point O. Using the figure that was drawn The final step is to delete all the line segments that were drawn from the previous steps. We now have line OE
from the previous steps, triangles ECO and EDO are congruent since segment EO equals EO, by virtue of that is perpendicular to line OB, which was constructed using the congruent triangles.
reflexive property.
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Constructing an Angle Bisector Constructing an Angle Bisector

Construct congruent segments 𝐵𝐷 and 𝐵𝐸 such that 𝐵𝐷 is collinear
Construct a ray that bisects ∠𝐴𝐵𝐶.
to 𝐵𝐴 and 𝐵𝐸 is collinear to 𝐵𝐶.
For the next example, construct a ray that bisects angle ABC. The first step is to construct congruent segments BD and BE such that BD is collinear to BA and BE is collinear
to BC. Segments BD and BE are corresponding sides of the triangle that we are going to use to construct angle
bisector.
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Constructing an Angle Bisector Constructing an Angle Bisector

Construct another set of congruent segments 𝐷𝐹 and 𝐸𝐹 that
Construct 𝐵𝐹 such that it intersects point F.
intersects at F. Make sure that ∠BDF ≅ ∠BEF .
Step two is to construct congruent segments DF and EF such that their endpoints meet at point F. Make sure Step three is to construct ray BF such that it intersects points B and F. Triangle BDF and BEF are congruent by
that the angle BDF is congruent to angle BEF. Segments DF and EF are corresponding sides while BDF and virtue of SAS congruence postulate. Since they are congruent triangles, their corresponding parts are also
BEF are corresponding angles. congruent.
679 680

Constructing an Angle Bisector

Erase all line segments that was drawn previously.
𝐵𝐹 bisects ∠ABC.
We can use triangle congruence to construct

perpendicular lines and angle bisectors.
The final step is to erase all line segments drawn previously. If angle ABF is congruent to angle CBF, then BF Summary. We can use triangle congruence to construct perpendicular lines and angle bisectors.
bisects angle ABC .
681 682

Illustrating Similarity of Figures Illustrating Similarity of Figures
Illustrating Similarity of Figures
A B
Hi! Our topic is about illustrating similarity of figures. Let’s begin. Observe the figures in sets A and B. Notice that figures in each set have the same shapes. They only differ in
sizes.
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Similar Triangles
𝐴 𝐷
7 cm
14 cm
𝐸 𝐹
12 cm
𝐵 𝐶
24 cm
A B
When figures have the same shape, they are called similar figures. When figures are similar, the ratios of the Let’s say for example. We have two similar figures. We could use the measurements indicated to prove and see
lengths of their corresponding sides are equal. that they are similar in terms of the ratio of its sides.
685 686

𝐴𝐵 𝐷𝐸
= <𝐴↔<𝐷
𝐵𝐶 𝐸𝐹
<𝐵 ↔<𝐸
14 7
= <𝐶 ↔<𝐹
24 12
They are similar because the ratio of the corresponding sides is similar. We just have to multiply two to seven Angles are also considerations in identifying if two figures are similar. Angle A corresponds to angle D, angle B
and twelve to come up with fourteen and twenty-four, respectively. Segment AB corresponds to segment DE, corresponds to angle E, and angle C corresponds to angle F.
and segment BC corresponds to segment EF.
687 688

Similar Triangles
Δ𝐴𝐵𝐶 ~ Δ𝐷𝐸𝐹
Therefore, triangle ABC is similar to triangle DEF. We can write this using special symbol, tilde. Presenting two figures may not always be in the same position. One of the two figures may be rotated.
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Similar Triangles
𝐹 6 cm
5 cm 𝐻 Similar figures have the same shape but may differ in size and
𝐴
10 cm position.
𝐵
3 cm
Figures are similar because their corresponding sides and angles
𝐶 are equal.
𝐷
𝐸
𝐺
Like this example, the two figures are still similar figures because the corresponding sides are equal. Segment Remember that similar figures have the same shape but may differ in size and position. They are similar
AC or segment BD corresponds to segment FH or segment EG and segment AB or segment CD corresponds to because their corresponding sides and angles are equal.
segment EF or segment GH. This happens because a parallelogram has two parallel sides.
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Math 9 M9GE-IIIg-h-1 Math 9 M9GE-IIIg-h-1

Proving the Conditions for Similarity of Triangles Proving the Conditions for Similarity of Triangles
Similarity of Triangles
Proving the Conditions for Similarity of
Triangles Triangles are similar if they satisfy the following
conditions or theorems:
• AA Similarity Theorem
• SSS Similarity Theorem
• SAS Similarity Theorem
• Right Triangle Similarity Theorem
• Special Right Triangle Theorems
Hi! Our topic is about proving the conditions for similarity of triangles. Let’s begin. Triangles are similar if they satisfy the following conditions or theorems.
693 694

AA Similarity Theorem AAA (Angle-Angle-Angle) Postulate

If two angles of one triangle are congruent to two If the three angles of one triangle is congruent to the three
angles of another triangle, then the triangles are angles of the second triangle, then the triangles are
similar. congruent.
𝐴 𝐴
𝑋 𝑋
Given:∠𝐴 ≅ ∠𝑋
∠𝐶 ≅ ∠𝑍 If ∠𝐴 ≅ ∠𝑋, ∠𝐵 ≅ ∠𝑌 and ∠𝐶 ≅ ∠𝑍,
then ∆𝐴𝐵𝐶~∆𝑋𝑌𝑍.
𝑌 𝑍 Prove: ∆𝐴𝐵𝐶~∆𝑋𝑌𝑍 𝑌 𝑍
𝐵 𝐶 𝐵 𝐶
AA Similarity Theorem states that if two angles of one triangle are congruent to two angles of another triangle, In order to prove the AA Similarity Theorem, we must first need to recall the AAA or Angle-Angle-Angle
then the triangles are similar. From the given triangles, angle A is congruent to angle X and angle C is congruent Postulate. It states that if three angles of one triangle is congruent to the three angles of the second triangle,
to angle Z. Then, we will prove that triangles ABC and XYZ are similar. then the triangles are congruent. In the figure, if the angles A and X, B and Y, and C and Z are congruent, then
triangles ABC and XYZ are similar.
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Proof of AA Similarity Theorem SAS Similarity Theorem

Statements Reasons 𝐴 If an angle of one triangle is congruent to an angle of a
∠𝐴 ≅ ∠𝑋, ∠𝐶 ≅ ∠𝑍 Given second triangle and the pairs including the angle are
𝑚∠𝐴 + 𝑚∠𝐵 + 𝑚∠𝐶 = 180° Sum of interior angles of ∆ proportional, then the triangles are similar.
𝑚∠𝐵 = 180° − (𝑚∠𝐴 + 𝑚∠𝐶) Addition Property of Equality
𝐷
𝑚∠𝑋 + 𝑚∠𝑌 + 𝑚∠𝑍 = 180° Sum of interior angles of ∆ 𝐵 𝐶 𝐴
Given: ∠𝐸 ≅ ∠𝐵
𝑚∠𝑌 = 180° − (𝑚∠𝑋 + 𝑚∠Z) Addition Property of Equality 𝑋 𝐷𝐸 𝐸𝐹
𝑚∠𝑌 = 180° − (𝑚∠𝐴 + 𝑚∠C) Substitution =
𝐴𝐵 𝐵𝐶
𝑚∠𝑌 = 𝑚∠𝐵 Substitution
𝐵 𝐶 Prove: ∆𝐷𝐸𝐹~∆𝐴𝐵𝐶
∆𝐴𝐵𝐶~∆𝑋𝑌𝑍 AAA postulate 𝑌 𝑍 𝐸 𝐹
So, here is the proof of the AA Similarity Theorem. Given the hypothesis, it follows that if two angles of the first SAS Similarity Theorem states that if an angle of one triangle is congruent to an angle of a second triangle and
triangle are congruent to the second triangle, then the third angles are congruent. Therefore, the triangles are the pairs including the angle are proportional, then the triangles are similar. From the given triangles, angles E
similar by AAA postulate. and B are congruent and segment DE and segment EF are proportional to segment AB and segment CE. Then,
we will prove that triangles DEF and ABC are similar.
697 698

Proof of SAS Similarity Theorem SSS Similarity Theorem

𝐷
𝑋 If the three sides of one triangle are proportional to
the three corresponding sides of a second triangle,
then the triangles are similar.
𝐸 𝐹 𝑆
𝑌
𝑀
𝐴 𝑆𝑅 𝑅𝑇 𝑇𝑆
Given: 𝑀𝐿 = 𝐿𝑁 = 𝑁𝐿
Prove: ∆𝑆𝑅𝑇~∆𝑀𝐿𝑁
𝐿 𝑁
𝐵 𝐶 𝑅 𝑇
The strategy of the proof is by constructing triangle XEY inside the triangle DEF. Using the properties of parallel SSS Similarity Theorem states that if the three sides of one triangle are proportional to three corresponding
lines cut by transversal. We prove the congruence of triangles XEY and ABC. Finally, triangles DEF and ABC is sides of a second triangle, then the triangles are similar. From the given triangles, segments SR, RT, and TS are
proven similar using the AA Similarity Theorem. proportional to segments ML, LN, and NM. Then, we will prove that triangles SRT and MLN are similar.
699 700

Proof of SSS Similarity Theorem Right Triangle Similarity Theorem

𝑆 In any right triangle, the altitude to the hypotenuse
separates the triangle into two triangles which are
similar to each other and to the original triangle.
𝑃 𝑄
𝑅 𝑇 𝐶
𝐷
𝑀 Given: ⊿𝐴𝐵𝐶, 𝐴𝐷 ⊥ 𝐵𝐶
Prove: ⊿𝐴𝐵𝐶~⊿𝐷𝐴𝐶~⊿𝐷𝐵𝐴
𝐿 𝑁 𝐴 𝐵
The strategy in proving SSS Similarity Theorem is like proving SAS Similarity Theorem. A line segment parallel Right Triangle Similarity Theorem states that in any right triangle, the altitude to the hypotenuse separates the
to segment RT was constructed to make a triangle SPQ that is congruent to triangle MLN. Triangle SPQ was triangle into two triangles which are similar to each other and to the original triangle. From the given right
proven similar to SRT using AA Similarity Theorem. Consequently, triangles SRT and MLN were also proven triangle ABC, segment AD is perpendicular to segment BC. Then, we will prove that right triangles ABC, DAC
similar. and DBA are similar.
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Proof of Right Triangle Similarity Theorem Special Right Triangle Theorems
Special Right Triangle Theorems are divided into:

1. 45-45-90 Similarity Theorem
2. 30-60-90 Similarity Theorem
Angles BAC, ADB, and ADC are all right angles which means that these angles are congruent. Angles ABC Special Right Triangle Theorems are divided into the forty-five-forty-five-ninety Similarity Theorem and the thirty-
and ABD are also congruent by transitivity, so as angles ACD and ACB. Triangles ABC and DBA, and ABC sixty-ninety Similarity Theorem.
and DAC are similar because of the AA similarity theorem. Triangles DAC and DBA are similar because they
are both similar to triangle ABC.
703 704

45-45-90 Similarity Theorem 30-60-90 Similarity Theorem

All 45-45-90 triangle are similar triangles since All 30-60-90 triangle are similar triangles since
they have the same angle measures. they have the same angle measures.
45° 60°
45° 30°
All forty-five-forty-five-ninety triangles have the same angle measures. With this, they are similar triangles All thirty-sixty-ninety triangles have the same angle measures. With this, they are similar triangles because of
because of AA similarity postulate. AA similarity postulate.
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Math 9 M9GE-IIIg-h-1 Math 9 M9GE-IIIi-1

Proving the Conditions for Similarity of Triangles Applying the Theorems to Show That Given Triangles are Similar
Applying the Theorems to Show That

Given Triangles are Similar
Two triangles are similar if they satisfy the following conditions or
theorems: AA Similarity Theorem; SSS Similarity Theorem; SAS Similarity
Theorem; Right Triangle Similarity Theorem; and Special Right Triangle
Theorems.
These conditions proves that the corresponding angles are congruent and
the corresponding sides are proportional. The symbol ∼ is used to
indicate the similarity.
Remember! Two triangles are similar if they satisfy the following conditions or theorems: AA Similarity Theorem; Hi! Our topic is about applying the theorems to show that given triangles are similar. Let’s begin.
SSS Similarity Theorem; SAS Similarity Theorem; Right Triangle Similarity Theorem; and Special Right Triangle
Theorems. These conditions proves that the corresponding angles are congruent and the corresponding sides
are proportional.
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Applying the Theorems to Show That Given Triangles are Similar Applying the Theorems to Show That Given Triangles are Similar
5
3
AA Similarity Postulate - If two SSS Similarity Postulate - If the 4

angles of one triangle are congruent lengths of the corresponding sides of
to two angles of another, then the two triangles are proportional, then
triangles must be similar. the triangles must be similar. 15
9
12
Before we show if two triangles are similar, let us recall the different similarity postulates. The first is the AA Next is the SSS similarity postulate or the side-side-side postulate. It states that if the lengths of the
similarity postulate or the angle-angle postulate. It states that if two angles of one triangle are congruent to two corresponding sides of two triangles are proportional, then the triangles must be similar.
angles of another, then the triangles must be similar.
709 710

4 Determine if the triangles are similar or not.

SAS Similarity Postulate - If an angle
of one triangle is congruent to an B M
4
angle of a second triangle and the 84 14
lengths of the sides including these 8 48 8
angles are proportional, then the C L N
8 A 72 12
triangles must be similar.
The third is the SAS similarity postulate or the side-angle-side postulate. It states that if an angle of one triangle Let us have an example. Let us determine if the triangles are similar or not.
is congruent to an angle of a second triangle and the lengths of the sides including these angles are
proportional, then the triangles must be similar.
711 712

𝑀𝐿 corresponds to 𝐵𝐶 𝑀𝐿 corresponds to 𝐵𝐶
𝑀𝑁 corresponds to 𝐵𝐴
𝐿𝑁 corresponds to 𝐶𝐴
𝑀𝑁 corresponds to 𝐵𝐴
𝐿𝑁 corresponds to 𝐶𝐴
𝑀𝐿 = 8 𝑀𝑁 = 8 𝐿𝑁 = 12
𝐵𝐶 = 48 𝐵𝐴 = 48 𝐶𝐴 = 72
𝐵𝐶 48 𝐵𝐴 84 𝐶𝐴 72
= = =
𝑀𝐿 8 𝑀𝑁 14 𝐿𝑁 12
=6 =6 =6
Let us see if the two triangles are similar. We are given the measures of each side of each triangle. First, let us Let us check if the corresponding sides are proportional. Let us divide segment BC by segment ML, 48 divided
find the corresponding parts in each triangle. Segment ML corresponds to segment BC. Segment MN by 8 is equal to 6. Let us divide segment BA by segment MN, 84 divided by 4 is equal to 6. Lastly, let us divide
corresponds to segment BA. Segment LN corresponds to segment CA. Now that we know the correspondence segment CA by segment LN, 72 divided by 12 is equal to 6.
between the two triangles, let us see if they can be similar.
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Determine if the triangles are similar or not.

The segments are proportional in length,
thus, by the SSS similarity theorem,
triangle LMN and triangle CAB are
𝑀𝐿 = 8
similar. 𝑀𝑁 = 8 𝐿𝑁 = 12
𝐵𝐶 = 48 𝐵𝐴 = 48 𝐶𝐴 = 72 65° 60°
Triangle A 55° 60°
𝐵𝐶 48 𝐵𝐴 84 𝐶𝐴 72 Triangle B
= = =
𝑀𝐿 8 𝑀𝑁 14 𝐿𝑁 12
=6 =6 =6
The segments are proportional in length, thus, by the SSS similarity theorem triangle LMN and triangle CAB are similar. Let us have another example. Let us determine if these triangles are similar or not.
715 716

We are given only one pair of

Triangle A𝑥 Triangle A Now, we can see that both triangle A
congruent angles which is 60°. 55 ° and triangle B have two congruent
angles, sixty degrees and fifty-five
Looking at triangle A, we could equate
65° 60° the angle measure as:
65° 60° degrees, respectively.
By the AA similarity theorem, triangle

Triangle A 65° + 60° + x = 180° Triangle B A and triangle B are similar.
55 ° 𝑥 = 180° − 65° − 60°
𝑥 = 180° − 125°
65° 60° 𝑥 = 55°
55° 60°
We are given only one pair of congruent angles which is sixty degrees. Looking at triangle A, we could equate Now, we can see that both triangle A and triangle B have two congruent angles, sixty degrees and fifty degrees,
the angle measure as 65° + 60° + x = 180° since the sum of the interior angles of a triangle is equal to 180°. respectively. By the AA similarity theorem, triangle A and triangle B are similar.
Now, after simplifying, the missing angle in triangle A measures 55°.
717 718

Determine if the triangles are similar or not. We know that angle A is congruent to
A itself.
A
12 12 Now, 𝐴𝐵 = 12 and 𝐴𝐶 = 17.
9 9
E 5 D3 E 5
D AD 𝐴𝐸
3 C
Let us check if , 𝐴𝐵 = 𝐴𝐶 .
B C B
Let us have another example. Let us determine if the triangles are similar or not. Given two triangles ADE and ABC, we know that angle A is congruent to itself. Now, the measure of segment AB
is twelve and the measure of segment AC is seventeen. Let us check if the two segments will be proportional.
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AD 𝐴𝐸
AA Similarity Postulate - If two
= angles of one triangle are
𝐴𝐵 𝐴𝐶
A 9
=
12 congruent to two angles of SAS Similarity Postulate - If an
12 17 another, then the triangles must angle of one triangle is congruent
12 be similar. to an angle of a second triangle
9 12 ∙ 12 = 9 ∙ 17
? and the lengths of the sides
D E 5 144 ≠ 153
3 including these angles are
C Thus, triangle ADE and triangle ABC are not SSS Similarity Postulate - If the proportional, then the triangles
B lengths of the corresponding sides
similar because they do not satisfy the SAS must be similar.
similarity postulate. of two triangles are proportional,
then the triangles must be similar.
Checking for proportionality of the sides, we can see that the sides are not proportional. Thus, triangle ADE and In showing that given triangles are similar, we use the angle-angle similarity postulate, the side-side-side
triangle ABC are not similar because they do not satisfy the SAS similarity postulate. similarity postulate, and the side-angle-side similarity postulate.
721 722

Proving the Pythagorean Theorem Proving the Pythagorean Theorem
Pythagorean Theorem
Proving the Pythagorean Theorem Pythagorean Theorem is a theorem about right triangles.
The square of the hypotenuse of a right triangle is equal to
the sum of the squares on its two legs.
𝑐 Formula: 𝑎2 + 𝑏 2 = 𝑐 2
𝑎
where 𝑎 and 𝑏 are the legs
𝑐 is the hypotenuse
𝑏
Hi! Our topic is about proving the Pythagorean Theorem. Let’s begin. Pythagorean Theorem is a theorem about right triangles. It states that the square of the hypotenuse of a right
triangle is equal to the sum of the squares its two legs. The formula for this is a squared plus b squared equal to
c squared where a and b are the legs and c is the hypotenuse.
723 724

Proof of the Pythagorean Theorem Proof of the Pythagorean Theorem

𝑏 𝑎 𝑏 𝑎
𝑐 𝑏 𝑐 𝑏
𝑎 𝑐 𝑎 𝑐
Area of the large square:
Prove that 𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐 . 𝐴 = 𝑎+𝑏 2
𝑐 𝑐 𝑎
𝑎
𝑏 𝑐 𝑏 𝑐
𝑎 𝑏 𝑎 𝑏
For the proof of the Pythagorean Theorem, let us prove that a squared plus b squared equals c squared. First, we can see from the figure that the area of the large square is equal to the square of the length of two
Consider this large square with a smaller tilted square inside. Each side has labels a, b, and c. sides, a plus b.
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𝑏 𝑎 𝑏 𝑎
𝑐 𝑐
Area of the small triangle:
𝑏 𝑏
𝑎 𝑐 𝑎 𝑐 𝟏
𝑨⊿ = (𝒂𝒃)
𝟐
Area of the small square:
Sum of the areas of the triangles:
𝐴 = 𝑐2 1
𝑐 𝑎 𝑐 𝑎 𝑨⊿ = 4 (𝑎𝑏)
𝑏 𝑐 𝑏 𝑐 2
= 𝟐𝒂𝒃
𝑎 𝑏 𝑎 𝑏
Now, let us get the area of the smaller square. Its area is equal to c squared. On the other hand, the area of each formulated triangle is one-half times a times b. Since there are four
triangles inside the large square, let us get the sum of the areas of the four triangles. We know that the formula
for the area of a triangle is equal to one-half of a times b. After simplifying, the sum is equal to two ab.
727 728


𝑏 𝑎 𝑏 𝑎
𝑐 𝑏 𝑐 𝑏
𝑎 𝑐 𝑎 𝑐
Sum of the area of the pieces: The area of the larger square
𝑨 = 𝐴 + 𝐴⊿ must be equal to the combined
area of the pieces inside it.
𝑐 𝑎
= 𝒄𝟐 + 𝟐𝒂𝒃 𝑐
𝑏 𝑐
𝑎 𝑨 = 𝒄𝟐 + 𝟐𝒂𝒃
𝑏 𝑐
𝑎 𝑏 𝑎 𝑏
We now add the areas of the pieces inside the larger square which is the area of the smaller square and the Let us prove that the area of the larger square is equal to the combined area of the pieces inside it.
areas of the triangles. We have c squared plus two ab.
729 730

Proof of the Pythagorean Theorem

𝑏 𝑎
𝑐 𝑏 𝐴 = 𝑐 2 + 2𝑎𝑏
𝑎 𝑐
Pythagorean Theorem states that the square of the
𝑎 + 𝑏 2 = 𝑐 2 + 2𝑎𝑏 hypotenuse of a right triangle is equal to the sum of the
𝑎 + 𝑏 𝑎 + 𝑏 = 𝑐 2 + 2𝑎𝑏 squares of its two legs or the formula 𝑎2 + 𝑏 2 = 𝑐 2 .
𝑎 2 + 2𝑎𝑏 + 𝑏2 = 𝑐 2 + 2𝑎𝑏
𝑐 Many proofs exist to explain Pythagorean Theorem. We
𝑎 𝑎 2 + 𝑏2 = 𝑐 2 + 2𝑎𝑏 − 2𝑎𝑏
𝑏 𝑐 can use these proofs in solving problems involving or
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
related to right triangles.
𝑎 𝑏
We equate the area of the larger square to the combined area of the pieces inside it. Perform the indicated In summary, Pythagorean Theorem states that the square of the hypotenuse of a right triangle is equal to the
operation. We get a squared plus b squared equal to c squared. We see how the Pythagorean Theorem works sum of the squares of its two legs or the formula a squared plus b squared equal to c squared. Many proofs
through this proof. exist to explain Pythagorean Theorem. We can use these proofs in solving problems involving or related to right
triangles.
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Math 9 M9GE-IIIj-1 Math 9 M9GE-IIIj-1

Solving Problems That Involve Triangle Similarity and Right Triangles Solving Problems That Involve Triangle Similarity and Right Triangles
Triangle Similarity 𝑋
Solving Problems That Involve Triangle

Similarity and Right Triangles
∆𝑋𝑌𝑍 ∼ ∆𝐷𝐸𝐹 𝑌 𝑍
It satisfies the conditions: 𝐷
(1) ∠𝑋 ≅ ∠𝐷, ∠𝑌 ≅ ∠𝐸 and ∠𝑍 ≅ ∠𝐹

𝑋𝑌 𝑌𝑍 𝑍𝑋
2 = = .
𝐷𝐸 𝐸𝐹 𝐹𝐷
𝐸 𝐹
Hi! Our topic is about solving problems that involve triangle similarity and right triangles. Let’s begin. Before we solve problems, let us first recall triangle similarity. Consider the two triangles in the figure where triangle XYZ is
similar to triangle DEF. The markings on triangle XYZ and triangle DEF indicate that the two triangles are similar. This means
that two conditions have been satisfied. First is that angle X is congruent to angle D, angle Y is congruent to angle E, and angle
Z is congruent to angle F. Second condition is that the corresponding sides of triangle XYZ and triangle DEF are proportional.
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𝑃
𝑃𝑄 𝑄𝑅
𝑇 =
𝑇𝑆 𝑆𝑅
10 10 12
=
? 𝑥 8
(10)(8)
𝑥=
12
𝑄 𝑆 𝑅
𝟐𝟎
8 𝒙 = 𝑻𝑺 =
𝟑
12
As an example problem, the figure shows a right triangle PQR with angles P, Q, and R and sides PQ, QR, and If the corresponding sides of similar triangles are proportional, then segment PQ over segment TS is equal to
RP. A line segment parallel to PQ is drawn such that its endpoints intersect points T and S. Using the Triangle segment QR over segment SR. We use this equation to solve for the value of segment TS. Replacing segment
Similarity Theorem, we can say that triangle PQR is similar to triangle TSR and we can solve for the value of TS by variable x and the other sides by their respective values, we can evaluate the value of side TS and that is
line segment TS. equal to twenty over three.
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On an early morning, a tall Narra tree casts a shadow

16.1 meters long. At the same time, a meter stick held
vertically casts a shadow 3.5 meters long. How tall is 𝒙
the Narra tree? What is the shortest distance between
the top of the meter stick and the end of the shadow? 1m
3.5 m
16.1 m
Let us have another example problem. On an early morning, a tall Narra tree casts a shadow sixteen point one This is the illustration of the problem to better understand the problem. The given are: x as the height of the tree;
meters long. At the same time, a meter stick held vertically casts a shadow three point five meters long. How tall one meter is the height of the meter stick.; sixteen point one is the length of the shadow of the tree; and three
is the Narra tree? What is the shortest distance between the top of the meter stick and the end of the shadow? point one is the shadow of the meter stick.
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∆𝑨𝑩𝑪 ∼ ∆𝑴𝑵𝑪
∠𝐴 ≅ ∠𝑁𝑀𝐶
𝒙 𝑀 ∠𝐵 ≅ ∠𝑀𝑁𝐶
∠𝐶 ≅ ∠𝑀𝐶𝑁
1m
𝐴𝐵 𝐵𝐶 𝐴𝐶
= =
3.5 m 𝑀𝑁 𝑁𝐶 𝑀𝐶
𝐵 𝐶
𝑁
16.1 m
This is the geometric illustration of the problem with corresponding labels. Now, we can form two similar By the definition of similar triangles, we get the following conditions.
triangles. These triangles are triangle ABC which is formed by the Narra tree and its shadow, and triangle MNC
which is formed by the meter stick and its shadow. We use the definition of similar triangles to solve for the
value of the unknown in the given problem.
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What is the shortest distance between

How tall is the Narra tree? 𝑎2 + 𝑏 2 = 𝑐 2
the top of the meter stick and the end
of the shadow? 𝑀𝑁 2 + 𝑁𝐶 2 = 𝑀𝐶 2
𝐴𝐵 𝐵𝐶 𝑀𝐶 = 𝑀𝑁 2 + 𝑁𝐶 2
= 𝑀
𝑀𝑁 𝑁𝐶 = 12 + 3.52
𝑥 16.1 = 1 + 12.25
= 1m
1 3.5
𝒙 = 𝟒. 𝟔 meters 𝑁 𝐶 = 13.25
3.5 m
𝑴𝑪 ≈ 𝟑. 𝟔𝟒 meters
In the problem, we have two questions that is needed to be solved. The first one is how tall the Narra tree is? To The second question asks for the shortest distance between the top of the meter stick and the end of the shadow. It
solve this, we let x be the height of the Narra tree. So, we will use the proportionality of the sides. That is, side represents the side MC of the triangle MNC inside the triangle ABC. To solve this, we will use the Pythagorean
AB or x over side MN is equal to side BC over side NC. After substituting the respective values, the height of the Theorem. We let side MN and side NC be the legs of the triangle. After substituting the respective values, the
Narra tree is four point six meters. shortest distance between the top of the meter stick and the end of the shadow is three point sixty-four meters.
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Math 9 M9GE-IIIj-1
Solving Problems That Involve Triangle Similarity and Right Triangles
The definition of Triangle Similarity Theorem states that two

triangles are similar if for the given correspondence, the Mathematics
corresponding angles are congruent and the corresponding sides Coordinate Systems
are proportional.
This definition is useful in solving problems involving triangle
similarity and right triangles.
A clear understanding of the problem or illustration helps in
solving problems.
In summary, the definition of Triangle Similarity Theorem states that two triangles are similar if for the given
correspondence, the corresponding angles are congruent and the corresponding sides are proportional. This
definition is useful in solving problems involving triangle similarity and right triangles. A clear understanding of
the problem or illustration helps in solving problems.
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Math 8 M8AL-Ie-1 Math 8 M8AL-Ie-1

Illustrating the Rectangular Coordinate System and its Uses Illustrating the Rectangular Coordinate System and its Uses
Illustrating the Rectangular Coordinate • A number line is represented as a straight line on which every
System and its Uses point is assumed to correspond to a real number and every real
number to a point.
• It is used to visualize real number and their relation to each
other.
Hi! Our topic is about illustrating the rectangular coordinate system and its uses. Let’s begin. A number line is represented as a straight line on which every point is assumed to correspond to a real number
and every real number to a point. It is used to visualize real number and their relation to each other.
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RECTANGULAR COORDINATE SYSTEM
• The rectangular coordinates system or Cartesian coordinate

system is a coordinate system that specifies each point in the
plane uniquely by a pair of numerical coordinates.
• It was developed by Rene Descartes in the 17th century.
Now, we merge the horizontal and vertical number line such that zeroes met, the negative integers are to the left The rectangular coordinates system or Cartesian coordinates system is a coordinate system that specifies each
and below, and the positive integers are to the right and above. point in the plane uniquely by a pair of numerical coordinates. It was developed by Rene Descartes in the 17 th
century.
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Coordinate axes RECTANGULAR COORDINATE SYSTEM

• x-axis
• y-axis
This is a rectangular coordinate plane. It is formed by two intersecting perpendicular lines. The origin is the The coordinate axes divide the plane into four regions or quadrants. Quadrant I is above the x-axis and right of
point were zeroes met. The horizontal line is the x-axis or abscissa while the vertical line is the y-axis or the y-axis. Quadrant II is above the x-axis and left of the y-axis. Quadrant III is below the x-axis and left of the y-
ordinate. The x- and y- axes are called coordinate axes. axis. Quadrant IV is below the x-axis and left of the y-axis.
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RECTANGULAR COORDINATE SYSTEM RECTANGULAR COORDINATE SYSTEM
• ordered pair (x, y)
• The value of x and y

are the coordinates of
the point.
Each quadrant has its own set of signs of coordinates in the form of ordered pairs. Observe the signs of the x For clarity in plotting points, we will use a coordinate system similar to a graphing paper. It is made up of
and y coordinates indicated on their respective quadrant. horizontal and vertical lines that are perpendicular to each other. Every point in the plane can be represented in
terms of an ordered pair (x, y).
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Ordered Pair (3,5) (3,5) (5,3)

• The x-coordinate of a point • The y-coordinate of a point
is the distance of the point is the distance of the point
from the y-axis. from the x-axis.
The order of the numbers in an ordered pair is important. The x-coordinate of a point is the distance of the point In these examples, we can see the difference between plotting the ordered pair (3,5) and the ordered pair (5,3)
from the y-axis and the y-coordinate of a point is the distance of the point from the x-axis. Below is the example in the rectangular coordinate system.
of plotting the ordered pair (3,5).
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• All points on the x-axis have • All points on the y-axis have
an y-coordinate of 0. an x-coordinate of 0.
• (x,0) • (0,y)
• Every point in the plane can be represented in terms

of an ordered pair (x, y).
• The rectangular coordinates system or Cartesian
coordinates system is a coordinate system that
specifies each point in the plane uniquely by a pair of
numerical coordinates.
All points on the x-axis have y-coordinate of zero and all points on the y-axis have an x-coordinate of zero. In summary, every point in the plane can be represented in terms of an ordered pair (x, y). The rectangular
coordinates system or Cartesian coordinates system is a coordinate system that specifies each point in the
plane uniquely by a pair of numerical coordinates.
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Illustrating Linear Equations in Two Variables Illustrating Linear Equations in Two Variables
Linear Equation
Illustrating Linear Equations in Two
• An equation with the highest degree or exponent of one.
Variables
• Its standard form is
𝐴𝑥 + 𝐵𝑦 + 𝐶 = 0
where A, B, and C are real numbers
and 𝐴 ≠ 0 and 𝐵 ≠ 0.
Hi! Our topic is about illustrating linear equations in two variables. Let’s begin. A linear equation is an equation with the highest degree or exponent of one and can be written in the standard
form: Ax plus By plus C equals zero, where A, B, and C are real numbers and A and B are both non-zero.
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Equation Linear Equation

• An equation is a statement containing two equal numbers or
The graph of a linear equation in a rectangular coordinate system is
expressions.
a straight line.
• The expression on the left side is called the left-hand side.
• The expression on the right side is called the right-hand side.
Variables
• The two variables are 𝑥 and 𝑦.
An equation is a statement containing two equal numbers or expressions. The expression on the left side is The graph of a linear equation in a rectangular coordinate system is a straight line.
called the left-hand side of the equation. The expression on the right side is called the right-hand side of the
equation. The two variables are x and y.
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Identify which of the following is a linear equation in two variables: Linear Equation
2x + y = 1 y = 1 – 3x 2x + y = 1
xy = 10 x2 + y2 = 1 y = 1 – 3x
x
=3 x = 5y – 8 x = 5y – 8
y
Let us identify which of the following is a linear equation in two variables. Here are the answers. These are the examples of a linear equation in two variables.
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Non-Linear Equation
xy = 10 Quadratic equation • The linear equation in two variables is a first-degree

equation.
x2 + y2 = 1 Quadratic equation
• The linear equation in two variables is in the standard
x
=3 form
y Rational equation 𝐴𝑥 + 𝐵𝑦 + 𝐶 = 0
While, these are examples of non-linear equations. Summary. The linear equation in two variables is a first-degree equation and follows a standard form, Ax plus
By plus C equals zero.
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Illustrating the Slope of a Line Illustrating the Slope of a Line
Slope of a Line
Illustrating the Slope
of a Line • The slope of a line is the measure of the steepness of a line.
• The slope of a line is
𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒚−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 𝒓𝒊𝒔𝒆

Slope= 𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒙−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 = 𝒓𝒖𝒏
Hi! Our topic is about illustrating the slope of a line. Let’s begin. The slope of a line is the measure of the steepness of a line. The slope of a line is the ratio of the change in y-
coordinate to the change in x-coordinate between two points in a line, or also called rise over run.
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𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒚−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 𝒓𝒊𝒔𝒆 𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒚−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 𝒓𝒊𝒔𝒆

Slope= 𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒙−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 = Slope= 𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒙−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 =
𝒓𝒖𝒏 𝒓𝒖𝒏
This is an illustration of a slope of a straight line that is not vertical. The first ordered pair has the set of ordered The horizontal line shows the change in x while the vertical line shows the change in y. Notice that the change in
pair x sub-one and y sub-one and the second ordered pair has the set of ordered pair x sub-two and y sub-two. x-coordinates cannot be zero since the line is not vertical.
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Point 1: (1,2) Point 1: (3,6)

Point 2: (3,6) Point 2: (1,2)
𝑟𝑖𝑠𝑒 4 𝑟𝑖𝑠𝑒 −4
Slope = = =2 Slope = = =2
𝑟𝑢𝑛 2 𝑟𝑢𝑛 −2
Consider this line as an example. From point 1 to point 2 there is a change of positive two in the x-coordinate Let us reverse the given points. From point 1 to point 2 there is a change of negative two in the x-coordinate and
and a change of positive four in the y-coordinate. Therefore, the slope of the line is two. a change of negative four in the y-coordinate. Notice that we will get the same slope of the line which is equal to
two.
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Slope of a Line
Point 1: (−5,2)
• The slope (𝑚) of a line that is not vertical is given by
Point 2: (−2, −1)
𝒚𝟐 − 𝒚𝟏
𝒎=
𝑟𝑖𝑠𝑒 −3
𝒙𝟐 − 𝒙𝟏
Slope = = = −1
𝑟𝑢𝑛 3
where points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) are any distinct points in the
line.
Let us have another set of points. Point one is the ordered pair of negative five and two. Point two is the The slope, m, of a line that is not vertical is given by the formula m equals y sub-two minus y sub-one all over x
ordered pair negative two and negative one. The slope of the line is negative one. sub-two minus x sub-one.
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𝒚𝟐 − 𝒚𝟏 𝒚𝟐 − 𝒚𝟏
𝒎= 𝒎=
𝒙𝟐 − 𝒙𝟏 𝒙𝟐 − 𝒙𝟏
Positive slope Negative slope Zero slope No slope
𝒎>𝟎 𝒎<𝟎 𝒎=𝟎 𝒎 𝒊𝒔 𝒖𝒏𝒅𝒆𝒇𝒊𝒏𝒆𝒅
Here are the possibilities for the slope of a line. It can be a positive slope if its slope is greater than zero and the For a horizontal line the slope is equal to zero. While for the vertical line the slope is undefined.
line rises from left to right. Otherwise, it is a negative slope, wherein the slope is less than zero and the line falls
from left to right.
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Finding the Slope of a Line Given Two Points, Equation, and Graph Finding the Slope of a Line Given Two Points, Equation, and Graph
Finding the Slope of a Line Given Two

Points, Equation, and Graph
𝒚𝟐 −𝒚𝟏
The slope of a line is given by the formula 𝒎 = .
𝒙𝟐 −𝒙𝟏
Hi! Our topic is about finding the slope of a line given two points, equation, and graph. Let’s begin. Recall that the slope of a line is given by the formula m equals y sub-two minus y sub-one all over x sub-two
minus x sub-one.
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𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙𝟐 − 𝒙𝟏
Find the slope of the line that passes through the given pair of points. 𝒙𝟏 , 𝒚𝟏 = (𝟒, 𝟐) 𝒙𝟏 , 𝒚𝟏 = (𝟏, −𝟐)
𝒙𝟐 , 𝒚𝟐 = (𝟔, 𝟑) 𝒙𝟐 , 𝒚𝟐 = (𝟑, −𝟐)
a) (𝟒, 𝟐) and (𝟔, 𝟑)
𝒚𝟐 − 𝒚𝟏
b) (𝟏, 𝟐) and (−𝟐, −𝟕) 𝒎= 𝒚𝟐 − 𝒚𝟏
c) (−𝟔, 𝟒) and the origin 𝒙𝟐 − 𝒙𝟏 𝒎=
𝒙𝟐 − 𝒙𝟏
𝟑−𝟐
= −𝟐 − (−𝟐)
𝟔−𝟒 =
𝟑−𝟏
𝟏
= =𝟎
𝟐
Let us have some examples. Find the slope of the line that passes through the given pair of points. Using the formula for slope, we will substitute the given points in the to get the answer. The slope of the ordered
points for the first example is one-half and the slope for the second example is zero.
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𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙𝟐 − 𝒙𝟏
𝒙𝟏 , 𝒚𝟏 = (−𝟔, 𝟒) Find the slope of the line of the given the equation.
𝒙𝟐 , 𝒚𝟐 = (𝟎, 𝟎)
a) 𝐲 = 𝟑𝐱 + 𝟓
𝒚𝟐 − 𝒚𝟏
𝒎= b) 𝐱 + 𝟐𝐲 = 𝟏
𝒙𝟐 − 𝒙𝟏
𝟎−𝟒 c) −𝟒𝐱 + 𝐲 = −𝟐
=
𝟎 − (−𝟔)
−𝟐
=
𝟑
The slope for the third example is negative two-thirds. Now, let us find the slope of the line of the given equations.
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Find the slope of the line of the given the equation. Find the slope of the line of the given the equation.
𝒙𝟏 , 𝒚𝟏 = 𝟎, 𝟓 𝟏
𝒙𝟏 , 𝒚𝟏 = 𝟎,
𝐲 = 𝟑𝐱 + 𝟓 𝒙𝟐 , 𝒚𝟐 = (𝟏, 𝟖) 𝐱 + 𝟐𝐲 = 𝟏 𝟐
𝒙𝟐 , 𝒚𝟐 = (𝟏, 𝟎)
Let 𝒙 = 𝟎 Let 𝒙 = 𝟏 𝒚𝟐 − 𝒚𝟏 Let 𝒙 = 𝟎 Let 𝒙 = 𝟏
𝒎= 𝒚𝟐 − 𝒚𝟏
𝒚=𝟑 𝟎 +𝟓 𝒚=𝟑 𝟏 +𝟓 𝒙𝟐 − 𝒙𝟏 𝟎 + 𝟐𝒚 = 𝟏 𝟏 + 𝟐𝒚 = 𝟏 𝒎=
𝒚=𝟓 𝒚=𝟖 𝟏 𝒙𝟐 − 𝒙𝟏
𝟖−𝟓 𝒚=𝟐 𝒚=𝟎 𝟏
= 𝟎−𝟐
(𝟎, 𝟓) (𝟏, 𝟖) 𝟏−𝟎 =
𝟏
(𝟎, 𝟐) (𝟏, 𝟎) 𝟏−𝟎
𝟏
=𝟑 =−
𝟐
First, we will get two points by substituting x with different values. In this equation, let us use the values zero and one for For this example, let us use zero and one as the values of x. When we substitute zero to the value of x in the
x. When we substitute the value of x equal to zero, we will get two as the value of y. So our first ordered pair is zero, equation, we will get the ordered pair zero and one-half. And when we substitute one to the value of x in the
five. Now, we substitute the value of x equal to one, we will get eight as the value of y. Our second ordered pair is one, equation, we will get the ordered pair one and zero. Using these ordered pairs, the slope of the given equation
eight. Lastly, substitute the points on the slope formula. The slope of the given equation is three. is negative one-half.
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Find the slope of the line of the given the equation. Find the slope of the given line.
𝒙𝟏 , 𝒚𝟏 = 𝟏, −𝟔
𝟒𝐱 + 𝐲 = −𝟐 𝒙𝟐 , 𝒚𝟐 = (−𝟏, 𝟐)
Let 𝒙 = 𝟏 Let 𝒙 = −𝟏 𝒚𝟐 − 𝒚 𝟏
𝟒 𝟏 + 𝒚 = −𝟐 𝟒 −𝟏 + 𝒚 = −𝟐 𝒎=
𝒙𝟐 − 𝒙𝟏
𝒚 = −𝟐 + (−𝟒) 𝒚 = −𝟐 + 𝟒
𝒚 = −𝟔 𝒚=𝟐 𝟐 − (−𝟔) 𝟖
= =
−𝟏 − 𝟏 −𝟐
(𝟏, −𝟔) (−𝟏, 𝟐)
= −𝟒
For the last example, let us use one and negative one as the values of x. When we substitute one to the value Now, let us find the slope of the given line.
of x in the equation, we will get the ordered pair one and negative six. And when we substitute negative one to
the value of x in the equation, we will get the ordered pair negative one and two. Using these ordered pairs, the
slope of the given equation is negative four.
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Find the slope of the given line. Find the slope of the given line.
𝒙𝟏 , 𝒚𝟏 = −𝟒, 𝟑
𝒙𝟐 , 𝒚𝟐 = (𝟓, 𝟑)
𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙𝟐 − 𝒙𝟏
𝟑−𝟑
=
𝟓 − (−𝟒)
=𝟎
Using the two points in the line, we will substitute it in the formula for the slope of a line. The line that passes Here is the second example.
through the points (-4,3) and (5,3) has a slope equal to zero.
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Find the slope of the given line. Find the slope of the given line.
𝒙𝟏 , 𝒚𝟏 = 𝟎, −𝟑
𝒙𝟐 , 𝒚𝟐 = (𝟐, 𝟎)
𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙𝟐 − 𝒙𝟏
𝟎 − (−𝟑)
=
𝟐−𝟎
𝟑
=
𝟐
For the second example, the slope of the line that passes through points two-zero and zero-negative three is Here is the third example.
equal to three-halves.
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Find the slope of the line of the given line.

𝒙𝟏 , 𝒚𝟏 = 𝟓, 𝟔
𝒙𝟐 , 𝒚𝟐 = (𝟓, 𝟏) • Given two points, we can find the slope of a line using
𝒚 −𝒚
𝒚𝟐 − 𝒚𝟏 the formula 𝒎 = 𝟐 𝟏.
𝒙𝟐 −𝒙𝟏
𝒎=
𝒙𝟐 − 𝒙𝟏
𝟏−𝟔 • Given an equation or a graph, we need to find two
= points to be substituted in the formula for the slope of
𝟓−𝟓
a line.
𝒖𝒏𝒅𝒆𝒇𝒊𝒏𝒆𝒅
For the third example, the slope of the line that passes through points five-six and five-one is undefined. The Given two points, we can find the slope of a line using the formula m equals y sub-two minus y sub-one all over
given line is a vertical line, when the value of x are the same, the slope of the line is undefined. x sub-two minus x sub-one. Given an equation or a graph, we need to find two points to be substituted in the
formula for the slope of a line.
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Math 8 M8AL-If-1 Math 8 M8AL-If-1

Writing the Linear Equation 𝑎𝑥 + 𝑏𝑦 = 𝑐 in the form 𝑦 = 𝑚𝑥 + 𝑏 Writing the Linear Equation 𝑎𝑥 + 𝑏𝑦 = 𝑐 in the form 𝑦 = 𝑚𝑥 + 𝑏
Writing the Linear Equation

𝒂𝒙+𝒃𝒚=𝒄 in the form
𝒚=𝒎𝒙+𝒃
𝒂𝒙 + 𝒃𝒚 = 𝒄 Standard Form
𝒚 = 𝒎𝒙 + 𝒃 Slope-Intercept Form
Hi! Our topic is about writing the linear equation ax plus by equals c in the form y equals mx plus b. Let’s begin. The equation of the line in standard form is a-x plus b-y equals c. While the slope-intercept form is y equals mx
plus b.
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Standard Form to Slope-Intercept Form
Write the given equation into slope-intercept form.

1. Add the opposite of x term on both sides of the equation
2. If the coefficient of y is not equal to one, multiply the reciprocal 𝟐𝒙 + 𝟑𝒚 = 𝟓

of the coefficient on both sides of the equation.
Here are the steps in writing the equation from standard form to slope-intercept form. First, add the opposite of x For our first example, write the given equation into slope-intercept form.
term on both sides of the equation. Second, if the coefficient of y is not equal to one, multiply the reciprocal of
the coefficient on both sides of the equation.
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Write the given equation into slope-intercept form. Write the given equation into slope-intercept form.
𝟐𝒙 + 𝟑𝒚 = 𝟓 𝟐𝒙 + 𝟑𝒚 = 𝟓
𝟑𝒚 = −𝟐𝒙 + 𝟓
𝟐𝒙 + 𝟑𝒚 = 𝟓 𝟏 𝟏
∙ 𝟑𝒚 = (−𝟐𝒙 + 𝟓) ∙
−𝟐𝒙 + 𝟐𝒙 + 𝟑𝒚 = −𝟐𝒙 + 𝟓 𝟑 𝟑
−𝟐 𝟓
𝟑𝒚 = −𝟐𝒙 + 𝟓 𝒚= 𝒙+
𝟑 𝟑
First, add negative 2x on both sides. We will have 3y equals negative 2x plus five. Second, multiply both sides by the reciprocal of the coefficient of y. The reciprocal of three is one-third. The
result is y equals negative two-thirds x plus five-thirds.
795 796

Standard Form Slope-Intercept Form

−𝟐 𝟓
𝟐𝒙 + 𝟑𝒚 = 𝟓 𝒚= 𝒙 + −𝟑𝒙 − 𝟑𝒚 = 𝟗
𝟑 𝟑
Therefore, 2x plus 3y equals five in slope-intercept form is y equals negative two-thirds x plus five-thirds. Let us have another example. Write negative 3x minus 3y equals nine into slope-intercept form.
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Write the given equation into slope-intercept form. Write the given equation into slope-intercept form.
−𝟑𝒙 − 𝟑𝒚 = 𝟗 −𝟑𝒙 − 𝟑𝒚 = 𝟗
−𝟑𝒚 = 𝟑𝒙 + 𝟗
−𝟑𝒙 − 𝟑𝒚 = 𝟗 −𝟏 −𝟏
∙ −𝟑𝒚 = (𝟑𝒙 + 𝟗) ∙
−𝟑𝒙 + 𝟑𝒙 − 𝟑𝒚 = 𝟗 + 𝟑𝒙 𝟑 𝟑
−𝟑𝒚 = 𝟑𝒙 + 𝟗 𝒚 = −𝒙 − 𝟑
First, add positive 3x on both sides. We will have negative 3y equals 3x plus nine. Second, multiply both sides by the reciprocal negative one-third. The result is y equals negative x minus three.
799 800

Slope-Intercept Form to Standard Form

Standard Form Slope-Intercept Form
1. Multiply both sides of the equation by the denominator of the
fraction, if there is any.
−𝟑𝒙 − 𝟑𝒚 = 𝟗 𝒚 = −𝒙 − 𝟑
2. Add the opposite of x term on both sides of the equation.
3. If the coefficient of x is negative, multiply both sides by (−1)

to make the coefficient of x positive.
Therefore, negative 3x minus 3y equals nine in slope-intercept form is y equals negative x minus three. Here are the steps in writing the equation from slope-intercept form to standard form. First, multiply both sides of
the equation by the denominator of the fraction, if there is any. Second, add the opposite of x term on both
sides of the equation. Third, if the coefficient of x is negative, multiply both sides by negative one to make the
coefficient of x positive.
801 802


Write the given equation into standard form. −𝟑𝒙
𝒚= −𝟐
𝟒
𝟑𝒙
𝒚= −𝟐 −𝟑𝒙
𝟒 𝒚= −𝟐
𝟒
−𝟑𝒙
𝟒∙𝒚 =( − 𝟐) ∙ 𝟒
𝟒
𝟒𝒚 = −𝟑𝒙 − 𝟖
Write the given equation into standard form. First, multiply the denominator four on both sides of the equation. We will have 4y equals negative 3x minus
eight.
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𝟒𝒚 = −𝟑𝒙 − 𝟖 Write the given equation into standard form.

𝟒𝒚 + 𝟑𝒙 = −𝟑𝒙 + (𝟑𝒙) − 𝟖
𝟑𝒙 + 𝟒𝒚 = 𝟖 𝒚 = 𝟓𝒙 + 𝟐
−𝟑𝒙
𝒚= − 𝟐 𝟑𝒙 + 𝟒𝒚 = 𝟖
𝟒
Second, add 3x on both sides of the equation. We will have 3x plus 4y equals eight. Therefore, y equals For our last example, write the given equation into standard form.
negative three-fourths x minus two in standard form is 3x plus 4y equals eight.
805 806


Slope-Intercept Form Standard Form
𝒚 = 𝟓𝒙 + 𝟐
𝒚 = 𝟓𝒙 + 𝟐 𝒚 = 𝟓𝒙 + 𝟐 𝟓𝒙 − 𝒚 = −𝟐
−𝟓𝒙 + 𝒚 = 𝟓𝒙 + (−𝟓𝒙) + 𝟐
−𝟓𝒙 + 𝒚 = 𝟐
(−𝟏) ∙ (−𝟓𝒙 + 𝒚) = (𝟐) ∙ (−𝟏)

𝟓𝒙 − 𝒚 = −𝟐
Since there is no fraction part we will directly add negative 5x on both sides of the equation. We will have Therefore, y equals 5x plus two in standard form is 5x minus y equals negative two.
negative 5x plus y equals two. Notice that the coefficient of x is negative, so we will multiply negative one on
both sides to make the coefficient of x positive. We will have 5x minus y equals negative two.
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Writing 𝒂𝒙 + 𝒃𝒚 = 𝒄 to 𝒚 = 𝒎𝒙 + 𝒃 Writing 𝒚 = 𝒎𝒙 + 𝒃 to 𝒂𝒙 + 𝒃𝒚 = 𝒄
1. Multiply both sides of the equation by the denominator of the
1. Add the opposite of x term on both sides of the equation
fraction, if there is any.
2. If the coefficient of y is not equal to one, multiply the
2. Add the opposite of x term on both sides of the equation.
reciprocal of the coefficient on both sides of the equation.
3. If the coefficient of x is negative, multiply both sides by (−1)
to make the coefficient of x positive.
In summary, here are the steps in writing the equation from standard form to slope-intercept form And here are the steps in writing the equation from slope-intercept form to standard form.
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Graphing a Linear Equation Given (a) any Two Points; (b) the x– and y– intercepts; (c) the Slope and a Point on the Line Graphing a Linear Equation Given (a) any Two Points; (b) the x– and y– intercepts; (c) the Slope and a Point on the Line
Graphing a Linear Equation Given (a)

any Two Points; (b) the x– and • Every point in the plane can be represented in terms of an
y– intercepts; (c) the Slope and a Point ordered pair (x, y).
on the Line
(𝒙, 𝒚)
• The x-coordinate of a point • The y-coordinate of a point

is the distance of the point is the distance of the point
from the y-axis. from the x-axis.
Hi! Our topic is about graphing a linear equation given (a) any two points; (b) the x– and y– intercepts; (c) the Recall that every point in the plane can be represented in terms of an ordered pair (x, y). The x-coordinate of a
slope and a point on the line. Let’s begin. point is the distance of the point from the y-axis and the y-coordinate of a point is the distance of the point from
the x-axis.
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Graphing a Point Graphing Ordered Pairs
• Locating a point in the rectangular coordinate system. (𝒙, 𝒚)

• Also called as plotting a point.
• From the origin, move x units to the right and y units upward.
(𝒙, 𝒚) (𝒙, −𝒚) (𝒙, −𝒚)

• From the origin, move x units to the right and y units
(−𝒙, 𝒚) (−𝒙, −𝒚) downward.
Graphing a point is locating a point in the rectangular coordinate system. It is also called as plotting a point. To graph the ordered pair (x,y), from the origin, move x units to the right and y units upward. To graph the
There are four types of ordered pairs that we can plot in the rectangular coordinate system. ordered pair (x,-y), from the origin, move x units to the right and y units downward.
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Graphing Ordered Pairs
(−𝒙, 𝒚) Plot on the graph the given points.

• From the origin, move x units to the left and y units upward.
a) (−𝟑, 𝟓) and (𝟑, 𝟐)
(−𝒙, −𝒚) b) (−𝟐, −𝟓) and (𝟒, 𝟎)

• From the origin, move x units to the left and y units downward.
To graph the ordered pair (-x,y), from the origin, move x units to the left and y units upward. To graph the Let us have some examples of plotting the points on the graph.
ordered pair (-x,-y), from the origin, move x units to the left and y units downward.
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(−𝟑, 𝟓) (𝟑, 𝟐) (−𝟑, 𝟓) and (𝟑, 𝟐)
Let us graph the first example. For the ordered pair (-3,5), we will move three units to the left and five units The two points are plotted on the rectangular coordinate system, the final step is to connect the two points using
upward. And for the ordered pair (3,2), we will move three units to the right and two units upward. a line.
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(−𝟐, −𝟓) (𝟒, 𝟎) (−𝟐, −𝟓) and (𝟒, 𝟎)
Let us graph the second example. For the ordered pair (-2,-5), we will move two units to the left and five units Here is the graph of points (-2,-5) and (4,0).
downward. And for the ordered pair (4,0), we will move four units to the right only since the y-coordinate is zero.
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x- intercept
• x- intercept is where the line crosses the x-axis
• The value of y is zero. Plot on the graph given the x- intercept and the y- intercept.
y- intercept a) 𝒙 −intercept is (−𝟓, 𝟎) and 𝒚 −intercept is (𝟎, 𝟓)
• y- intercept is where the line crosses the y-axis b) 𝒙 −intercept is (𝟑, 𝟎) and 𝒚 −intercept is (𝟎, −𝟒)
• The value of x is zero. c) 𝒙 −intercept is (−𝟕, 𝟎) and 𝒚 −intercept is (𝟎, −𝟕)
The x- intercept is where the line crosses the x-axis and it has a value of y equal to zero. While the y- intercept For the next set of examples, we will graph a linear equation using the x-intercept and the y-intercept.
is where the line crosses the y-axis and it has a value of x equal to zero.
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(−𝟓, 𝟎) and (𝟎, 𝟓) (𝟑, 𝟎) and (𝟎, −𝟒)
First, plot the points on the rectangular coordinate system. Second connect the two points using a line. Here is the graph of the second example that has x-intercept of (3,0) and y-intercept of (0,-4).
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(−𝟕, 𝟎) and (𝟎, −𝟕)
𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒚−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 𝒓𝒊𝒔𝒆

Slope= 𝒄𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒙−𝒄𝒐𝒐𝒓𝒅𝒊𝒏𝒂𝒕𝒆 = 𝒓𝒖𝒏
The last example is the graph of x-intercept of (-7,0) and y-intercept of (0,-7). Recall that the slope of a line is the ratio of the change in y-coordinate to the change in x-coordinate between
two points in a line, or also called rise over run.
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𝟏 𝒓𝒊𝒔𝒆
(𝟐, 𝟑) Slope
𝟐 𝒓𝒖𝒏
Plot on the graph the given slope and a point on a line.
𝟏
a) slope is 𝟐 and (𝟐, 𝟑)
b) slope is 0 and (𝟒, 𝟐)
𝟐
c) slope is − 𝟑 and (𝟏, 𝟏)
For our last set of examples, plot on the graph the given slope and a point on a line. Let us graph the first example. First, plot the point (2,3) on the rectangular coordinate system. Second, use the
slope to locate the second point. The slope is one half, from the point rise one unit and run two units to locate
the second point.
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𝟏 Slope 𝟎 and (𝟒, 𝟐)

Slope and (𝟐, 𝟑)
𝟐
Step three is to connect the points using a straight line. Here is the second example. The line is vertical since the slope is zero.
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−𝟐
Slope and (𝟏, 𝟏)
𝟑
• In graphing an ordered pair, always start from the

origin.
• Next, we either move to the right or to the left
depending on the x-coordinate.
• Then, move upward or downward depending on the
y-coordinate.
• Lastly, we will connect the points using a straight line.
Here is the last example. Summary. In graphing an ordered pair, always start from the origin. Next, we either move to the right or to the
left depending on the x-coordinate. Then, move upward or downward depending on the y-coordinate. Lastly,
we will connect the points using a straight line.
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Describing the Graph of a Linear Equation in Terms of its Intercepts and Slope Describing the Graph of a Linear Equation in Terms of its Intercepts and Slope
Meaning of Slope
Describing the Graph of a Linear
Equation in Terms of its Intercepts and 1. If the slope of the line is greater than 0, the line of the graph is
Slope increasing.
2. If the slope of the line is less than 0, the line of the graph is
decreasing.
3. If the slope of the line is equal to 0, the line of the graph is
constant.
4. If the slope of the line is undefined, the line is vertical.
Hi! Our topic is about describing the graph of a linear equation in terms of its intercepts and slope. Let’s begin. Here are the meanings of a slope of a line. If the slope of the line is greater than zero, the line of the graph is
increasing. If the slope of the line is less than zero, the line of the graph is decreasing. If the slope of the line is
equal to zero, the line of the graph is constant. If the slope of the line is undefined, the line is vertical.
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𝟐𝒙 + 𝟖𝒚 = 𝟖 𝒚 = 𝒎𝒙 + 𝒃
Find the slope and the intercepts of the line and tell whether the 𝟖𝒚 = −𝟐𝒙 + 𝟖
line is increasing, decreasing or constant. 𝟏 𝟏
∙ 𝟖𝒚 = (−𝟐𝒙 + 𝟖) ∙
𝟖 𝟖
2x + 8y = 8 𝟏
𝒚 = − 𝒙+𝟏
𝟒 slope
−𝟏
𝒎=
𝟒
For our second example. Find the slope and the intercepts of the line using the linear equation and tell whether We will find the slope of the given equation by writing the given into a slope-intercept form. The slope is
the line is increasing, decreasing, or constant. negative one-fourth.
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𝟐𝒙 + 𝟖𝒚 = 𝟖 The graph of linear equation, 2𝑥 + 8𝑦 = 8, is decreasing. Since the

−1
slope is 4 the line falls left to right.
𝒚 − intercept 𝒙 − intercept
𝟐𝒙 + 𝟖𝒚 = 𝟖
𝟐 𝟎 + 𝟖𝒚 = 𝟖 𝟐𝒙 + 𝟖(𝟎) = 𝟖
𝟖𝒚 = 𝟖 𝟐𝒙 = 𝟖
𝒚=𝟏 𝒙=𝟒
(𝟎, 𝟏) (𝟒, 𝟎)
Let x be equal to zero to find the y-intercept. The y- intercept is (0,1). While let y be equal to zero to find the x- Let us plot the points on the rectangular coordinate system. The graph of the linear equation 2x plus 8y equals
intercept. The x-intercept is (4,0). eight is decreasing. Since the slope is negative one-fourth, the line falls from left to right.
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𝒙𝟏 , 𝒚𝟏 = −𝟏, −𝟓 and (𝒙𝟐 , 𝒚𝟐 ) = (𝟑, −𝟓)

𝒚𝟐 − 𝒚𝟏
𝒎=
𝒙𝟐 − 𝒙𝟏
Find the slope of the line using the given points and tell whether
the line is increasing, decreasing, or constant. −𝟓 − (−𝟓)
=
𝟑 − (−𝟏)
−𝟏, −𝟓 and (𝟑, −𝟓)
−𝟓 + 𝟓
=
𝟑+𝟏
=𝟎
For our second example. Find the slope of the line using the given points and tell whether the line is increasing, Let us use the formula for the slope of a line. Substitute the values of x and the values of y in the formula. We
decreasing, or constant. will get the slope equals to zero.
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The graph of (−1, −5) and (3, −5) is constant. Since the slope is 0
the line is horizontal.
Describe whether the line is increasing, decreasing, or constant.
−𝟏, −𝟑 and (𝟎, 𝟏)
𝒎=𝟒
Let us plot the points on the rectangular coordinate system. The graph of points (-1,-5) and (3,-5) is constant. For our third example. Describe whether the line is increasing, decreasing, or constant using the given points
Since the slope is zero, the line is horizontal. and its slope.
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The graph of (−1, −3) and (0,1) is increasing. Since the slope is 4
the line rises left to right.
• If the slope is positive, the line rises from left to right.

• If the slope is negative, the line falls from left to right.
• If the slope is zero, the line is horizontal.
• If the slope is undefined, the line is vertical.
Let us plot the points on the rectangular coordinate system. The graph of points (-1,-3) and (0,1) is increasing. Summary. If the slope is positive, the line rises from left to right. If the slope is negative, the line falls from left to
Since the slope is positive four, the line rises from left to right. right. If the slope is zero, the line is horizontal. If the slope is undefined, the line is vertical.
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Math 8 M8AL-Ig-1 Math 8 M8AL-Ig-1

Finding the Equation of a Line Given (a) Two Points; (b) the Slope and a Point; (c) the Slope and its Intercepts Finding the Equation of a Line Given (a) Two Points; (b) the Slope and a Point; (c) the Slope and its Intercepts
Equation of a Straight Line

Finding the Equation of a Line Given (a)
Two Points; (b) the Slope and a Point; (c) The equation of the line through (𝑥1 , 𝑦1 ) with
the Slope and its Intercepts slope 𝑚 in point-slope form is
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ).
Hi! Our topic is about finding the equation of a line given (a) two points; (b) the slope and a point; (c) the slope The first equation of a straight line is the point-slope form. It states that the equation of the line through ordered
and its intercepts. Let’s begin. pairs x sub-one and y sub-one with slope m in point-slope form is y minus y sub-one equals m times the
quantity x minus x sub-one.
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Substitute 𝒎 = −𝟔 and (−𝟐, 𝟓) in the equation

Find the equation of a line given the following slope and point.
𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 )
1) 𝒎 = −𝟔 and (−𝟐, 𝟓). 𝑦 − 5 = (−6)[𝑥 − −2 ]
𝑦 − 5 = −6𝑥 − 12
𝟐 𝑦 = −6𝑥 − 12 + 5
2) 𝒎 = and (𝟑, 𝟓).
𝟑
𝑦 = −6𝑥 − 7
Let us have some examples. Find the equation of a line given the following slope and point. To obtain the equation of a line, substitute m equals negative six and the point (-2,5) in the equation y minus y
sub-one equals m times the quantity x minus x-sub-one to get the equation. The equation that we will obtain is
y equals negative 6x minus seven.
847 848

𝟐
Substitute 𝒎 = and (𝟑, −𝟓) in the equation
𝟑
Find the equation of the line that passes through the given the
𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 ) points.
2
𝑦 − −5 = (𝑥 − 3)
3
2 1) (−𝟑, −𝟐) and (𝟓, 𝟐)
𝑦+5= 𝑥−2
3
2
𝑦 = 𝑥 −2−5 2) (−𝟐, 𝟏) and (𝟑, −𝟒).
3
2
𝑦 = 𝑥−7
3
For our second example. Substitute m equals two-thirds and the point (3,-5) in the equation y minus y sub-one In this set of examples, we will see that given two points we can also find the equation of a line.
equals m times the quantity x minus x-sub-one. The equation that we will obtain is y equals two-thirds x minus
seven.
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Substitute (−𝟑, −𝟐) and (𝟓, 𝟐) in the equation 𝟏

Substitute 𝒎 = 𝟐 and (−𝟑, −𝟐) in the equation
𝒚𝟐 − 𝒚𝟏
𝒎= 𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 )
𝒙𝟐 − 𝒙 𝟏 1
𝑦 − (−2) = 2 [𝑥 − −3 ]
2 − (−2) 1
𝑚= 𝑦 +2 = 2𝑥 +3
5 − (−3)
1
1 𝑦 = 2𝑥 +3−2
𝑚=
2 1
𝑦 = 2𝑥 +1
In finding the equation of a line, we need a slope and a point. So in this example, we will first know the slope Now that we already have a slope, we can find the equation of the line. We can use any of the two points in the
using the formula m equals y sub-two minus y sub one all over x sub-two minus x sub-one. The slope is one- given, we will arrive at the same answer. Substituting m equals one-half and the point (3,2) in the point-slope
half. form, we will obtain the equation y equals one-half x plus one.
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Substitute (−𝟐, 𝟏) and (𝟑, −𝟒) in the equation Substitute 𝒎 = −𝟏 and (𝟑, −𝟒) in the equation
𝒚𝟐 − 𝒚𝟏 𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 )
𝒎=
𝒙𝟐 − 𝒙 𝟏
𝑦 − −4 = −1(𝑥 − 3)
−4 − 1
𝑚= 𝑦 + 4 = −𝑥 + 3
3 − (−2)
−5 𝑦 = −𝑥 + 3 − 4
𝑚= = −𝟏
5 𝑦 = −𝑥 − 1
For our second example. In this example, we will substitute the given points in the formula m equals y sub-two In this example, we will use the second point. Substituting m equals negative one and the point (3,-4) in the
minus y sub one all over x sub-two minus x sub-one. The slope is negative one. point-slope form, we will obtain the equation y equals negative x minus one.
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Equation of a Straight Line

The equation of the line in slope-intercept form is Find the equation of a line given the following slope and y- intercept.
𝑦 = 𝑚𝑥 + 𝑏
1) 𝒎 = −𝟓 and 𝒚 − intercept 𝟒.
where 𝑚 is the slope and 0, 𝑏 is the 𝑦 − 𝟏
intercept. 2) 𝒎 = and 𝒚 − intercept −𝟖.
𝟐
The second equation of a straight line is the slope-intercept form. It states that the equation of the line in slope- Find the equation of a line given the following slope and y- intercept.
intercept form is y equals mx plus b where m is the slope and the ordered pair (0,b) is the y- intercept.
855 856

Substitute 𝒎 = −𝟓 and 𝒚 − intercept: 𝟒 in the equation 𝟏

Substitute 𝒎 = and 𝒚 − intercept: −𝟖 in the equation
𝟐
𝒚 = 𝒎𝒙 + 𝒃
𝒚 = 𝒎𝒙 + 𝒃
𝑦 = (−5)𝑥 + (4)
1
𝑦 = −5𝑥 + 4 𝑦= 𝑥−8
2
To find the equation of a line, substitute m equals negative five and the y-intercept four in the equation y equals For our second example. Substitute m equals one-half and the y-intercept negative eight in the equation y
mx plus b. The equation of the given slope and intercept that we will obtain is y equals negative 5x plus four. equals mx plus b. The equation that we will obtain is y equals one-half x minus eight.
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Math 8 M8AL-Ig-1
Finding the Equation of a Line Given (a) Two Points; (b) the Slope and a Point; (c) the Slope and its Intercepts
Mathematics
Point-Slope Form 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) Algebraic Expressions
Slope-Intercept Form 𝑦 = 𝑚𝑥 + 𝑏
Summary. These are forms for the equations of a line.
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Math 7 M7AL-IIc-1 Math 7 M7AL-IIc-1

Translating English Phrases to Mathematical Phrases Translating English Phrases to Mathematical Phrases
Mathematical Phrases
Translating English Phrases to
Mathematical Phrases
• Mathematical phrases are expressions only.
• These do not have an equal sign.
Hi! Our topic is about translating English phrases to mathematical phrases and vice versa. Let’s begin. Mathematical phrases are expressions only and do not have an equal sign.
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English Phrases to Mathematical Phrases
This is a process of translating English phrases English Phrase:

containing math-related keywords into mathematical
phrases involving mathematical symbols, operations, the number subtracted from twice another number
expressions, and equations.
This is a process of translating English phrases containing math-related keywords into mathematical phrases Consider this English phrase: the number subtracted from twice another number.
involving mathematical symbols, operations, expressions, and equations.
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English Phrase: Keywords Mathematical Meaning
the number subtracted from twice another number Variable

number
(e.g. x, y, z)
Subtraction
subtracted from
Look for keywords: (e.g. x - y)
number, subtracted from, twice, another number another number Different variable
2 times a variable
twice
(e.g. 2x)
To translate this to mathematical phrase, we have to look for keywords. The keywords here are: number, Next, we need to know the mathematical meaning of each keyword. Number corresponds to any variable such
subtracted from, twice, and another number. as x, y, and z. Subtracted from denotes subtraction, another number suggests a different variable, and twice
means two times a variable like two times x.
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English Phrase: Mathematical Phrase: English Phrase: Mathematical Phrase:

the number subtracted from the number subtracted from
twice another number 𝟐𝒚 − 𝒙 twice another number 𝟐𝒚 − 𝒙
the number →x
subtracted from →−
2y comes first because it is the number being
another number →y
subtracted from and x is the number being subtracted
that is twice as itself → 2y
to 2y. 2 is multiplied to y because of the word twice.
From the corresponding keyword meanings, we now derive a mathematical phrase: 2y minus x; where x comes Note that in the example, 2y comes first because it is the number being subtracted from, while x is the number
from the number, minus from subtracted from, y from another number and two from twice. being subtracted to it. 2 is multiplied to y because of the word twice.
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Other Examples of English Phrases: Other Examples of English Phrases:
Phrase Mathematical Example Phrase Mathematical Example

Operation Operation
Sum of x and y Addition 𝑥 + 𝑦 Increased by 2 Addition 𝑥+ 2
Difference of x and y Subtraction 𝑥 − 𝑦 Decreased by 2 Subtraction 𝑥− 2
One-third of a number Multiplication of 1 A number added to a Addition 𝑥 + 𝑦
𝑥
fraction 3 number
In this table, we present examples of English phrases with corresponding mathematical meaning and sample In this table, we present other examples of English phrases with corresponding mathematical meaning and
expression. sample expression.
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Mathematical Phrase: English Phrase: Mathematical Phrase: English Phrase:

a number multiplied from a number multiplied from
𝟑𝒛 − 𝒚 thrice another number 𝟑𝒛 − 𝒚 thrice another number
y → a number
− → subtracted from a number comes first because it is the variable being
3z → thrice another number subtracted from a number thrice itself, which is
another number times three.
How about translating a mathematical phrase to an English phrase? For example, we have three z minus y. The Note that a number comes first because it is the variable being subtracted from a number thrice itself, which is
equivalent English phrase is: a number subtracted from thrice another number. another number times three.
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Translating English Phrases to Mathematical Phrases Interpreting the Meaning of an where n is a Positive Integer
Interpreting the Meaning of an where n

is a Positive Integer
• The order of resulting terms in a mathematical phrase
is not always the same as that of the original English
phrase.
• Keywords sometimes vary in mathematical meaning,

depending on the way it is used in the phrase.
Just remember that in translating English phrases to mathematical phrases and vice versa, the order Hi! Our topic is about interpreting the meaning of a raised to n where n is a positive integer. Let’s begin.
of resulting terms in a mathematical phrase is not always the same as that of the original English
phrase. Keywords sometimes vary in mathematical meaning, depending on the way it is used in the
phrase.
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Interpreting the Meaning of an where n is a Positive Integer Interpreting the Meaning of an where n is a Positive Integer
Illustration
What should we do given the following phrase? First part: an
an where n is a positive integer Second part: where n is a positive integer
What should we do given the following phrase: “a raised to n where n is a positive integer”? From the given mathematical phrase, we can identify two parts. The first part is “a raised to n” and the second
part is the phrase “where n is a positive integer”.
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Illustration Illustration
First part: an
Second part: where n is a positive integer
• It contains two variables a and n.
• Given condition or rule that must be satisfied
• a is called the base while n is called the exponent.
• n must always be positive.
• It also contains the operation of multiplying a by
• a could be any other number or expression.
itself n times.
• an is equivalent to a × a × a × … × a, wherein the
number of a's is n.
The first part contains the variables and how they can be used. a is called the base while n is called the The second part is the given condition “where n is a positive integer”. It is composed of rules to be applied to the
exponent. The operation in this case is multiplication wherein a is multiplied by itself n times. The expression “a variables involved in the operation. Here, n in our phrase must always be a positive integer, while a is any other
raised to n” is equivalent to a times a, times a, and so on, wherein the number of a‘s is n. number or expression.
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Illustration
Interpret the meaning of the following expressions.

Given an where n is a positive integer:
1. y3
• Allowable values of a: any number or expression
2. 32
• Allowable values of n: any positive integer
3. (-c)4
In summary, given the statement “a raised to n where n is a positive integer”, the allowable value for a is any Here are some examples: Interpret the meaning of the following expressions.
number or expression while the value of n is any positive integer.
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1. y3 1. y3
Answers: 2. 32
Answers: 2. 32
3. (-c)4 3. (-c)4
1. In the expression y3, the value of a here is y and the value

of n is 3. Since 3 is a positive integer, the statement is 3. In the expression (-c)4, the value of a here is -c and the
satisfied. The expression is equivalent to y × y × y. value of n is 4. Since 4 is a positive integer, the
statement is satisfied. The expression is equivalent to
2. In the expression 32, the value of a here is 3 and the value
(-c) × (-c) × (-c) × (-c).
of n is 2. Since 2 is a positive integer, the statement is
satisfied. The expression is equivalent to 3 × 3.
In the expression “y raised to three”, the value of a here is y and the value of n is 3. Since 3 is a positive integer, In the expression “quantity negative c raised to 4”, the value of a here is negative c and the value of n is 4.
the statement is satisfied. The expression is equivalent to y times y times y. In the expression “3 squared”, the Since 4 is a positive integer, the statement is satisfied. The expression is equivalent to negative c times negative
value of a here is 3 and the value of n is 2. Since 2 is a positive integer, the statement is satisfied. The c times negative c times negative c.
expression is equivalent to three times three.
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Interpreting the Meaning of an where n is a Positive Integer Differentiating Constants and Variables in a Given Expression
Differentiating Constants and Variables

in a Given Expression
The mathematical phrase “an where n is a positive
integer” has two parts. The first part contains the
operation over the variables. The second part contains
the condition or rule.
Remember that the mathematical phrase “a raised to n where n is a positive integer” has two parts. The first part Hi! Our topic is about differentiating constants and variables in a given expression. Let’s begin.
contains the operation over the variables. The second part contains the condition or rule.
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Differentiating Constants and Variables in a Given Expression Differentiating Constants and Variables in a Given Expression
Constant
• A constant is the number contained in an algebraic expression

An algebraic expression is an expression made up of that does not change its value.
variables, constants, operations, and rational exponents.
• Any given numeral is a constant.
𝟑𝒙 − 𝒚 𝒂+𝒃+𝒄
𝟒𝟓𝒂𝟐 𝒎−𝒏
𝟕, −𝟔, 𝝅
An algebraic expression is an expression made up of variables, constants, operations, and rational exponents. A constant is the number contained in an algebraic expression that does not change its value. Any given
Here are some examples of algebraic expressions. numeral is a constant. Other examples are 7, negative 6, and the constant pi.
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Variable
• A variable is a letter that represents a number. Identify the constants and the variables in the following
expressions.
• Any letter or symbol can be used as a variable.
1. 𝑥 + 4
2. 78 − 𝑦𝑧
3. 3 + 𝑟
𝒙, 𝒚, 𝒕, 𝜽
A variable is a letter that represents a number. Any letter or symbol can be used as a variable. Some examples For example, let us identify the constants and the variables in the following algebraic expressions.
of a variable are x, y, t, and theta.
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1. 𝑥 + 4 Parts of an Algebraic Expression

2. 78 − 𝑦𝑧
3. 3 + 𝑟 • Numerical coefficient – the number in an algebraic term
Expression Constant/s Variable/s • Literal coefficient – the letter used to represent a number
𝐱+𝟒 𝟒 𝐱
• Algebraic term – either a single number or a letter or the
𝟕𝟖 − 𝐲𝐳 𝟕𝟖 𝐲 and 𝐳
product of several numbers or letters
𝟑+𝐫 𝟑 𝐫
The constants and variables in the given examples are shown in this table. The other parts of an algebraic expression are as follows: The numerical coefficient is the number in an
algebraic term. The literal coefficient is the letter used to represent a number. The algebraic term is either a
single number or a letter or the product of several numbers or letters.
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Identify the parts of the given algebraic expression:

• Constants, variables, and coefficients make up
𝟕𝒙 + 𝟒 algebraic expressions.
• 7 ⟶ numerical coefficient • A constant is the number contained in an algebraic

• 𝑥 ⟶ literal coefficient, variable expression that does not change its value.
• 4 ⟶ constant
• 7𝑥 and 4 ⟶ algebraic terms • A variable is a letter that represents a number.
For example, the parts of algebraic expression 7x plus 4 are the following: the first term, 7x, has 7 as numerical Constants, variables, and coefficients make up algebraic expressions. A constant is the number contained in an
coefficient and x as literal coefficient and variable at the same time. The second term is 4 which also the algebraic expression that does not change its value. A variable is a letter that represents a number.
constant of the expression.
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Evaluating Algebraic Expressions for Given Values of Variables Evaluating Algebraic Expressions for Given Values of Variables
Evaluating Algebraic Expressions for

Given Values of Variables
An algebraic expression is an expression made up of
variables, constants, operations, and rational exponents.
Hi! Our topic is about evaluating algebraic expressions for given values of variables. Let’s begin. Let us recall. An algebraic expression is an expression made up of variables, constants, operations, and rational
exponents.
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Evaluation Steps in Evaluation
The process of replacing variables in a given algebraic expression 1. Replace the variables with the given numerical value.
with the respective given numerical values and then simplifying the
result is called evaluation. 2. Perform the indicated operations in the algebraic expression.
The process of replacing variables in a given algebraic expression with the respective given numerical values The steps in evaluation of algebraic expressions are: 1) Replace the variables with the given numerical value. 2)
and then simplifying the result is called evaluation. Perform the indicated operations in the algebraic expression.
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Steps in Performing indicated Operation in the

Algebraic Expression
Evaluate 7𝑥 + 4 when
1. Simplify expressions within grouping symbols.
2. Simplify exponents or powers. a) 𝑥 = 4
3. Simplify products and quotients from left to right. b) 𝑥 = −2.
4. Simplify sums and differences from left to right.
Here are the steps in performing indicated operation in the algebraic expression: 1) Simplify expressions within For example, evaluate 7𝑥 + 4 when (a) 𝑥 = 4 and (b) 𝑥 = −2.
grouping symbols. 2) Simplify exponents or powers. 3) Simplify products and quotients from left to right. And 4)
Simplify sums and differences from left to right.
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Evaluate 7𝑥 + 4.
𝒚𝟐
Evaluate − 𝐲 + 𝟏 when
𝟑
a) at 𝒙 = 𝟒, b) at 𝒙 = −𝟐, a) 𝑦 = 0
b) 𝑦 = 6
7𝑥 + 4 = 7 4 + 4 7𝑥 + 4 = 7 −2 + 4
c) 𝑦 = −6
= 28 + 4 = −14 + 4
= 𝟑𝟐 = −𝟏𝟐
Following the steps in evaluating algebraic expression, we compute that the expression 7x plus 4 s equal to 32 𝑦2
For another example, evaluate − 𝑦 + 1 when (a) 𝑦 = 0 (b) 𝑦 = 6, and (c) 𝑦 = −6.
when x is equal to 4. It yields negative 12 when x is equal to negative 2. 3
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𝒚𝟐 𝒚𝟐
Evaluate − 𝐲 + 𝟏. Evaluate − 𝐲 + 𝟏.
𝟑 𝟑
b) at 𝑦 = 6, (c) at 𝑦 = −6
(a) at 𝑦 = 0, 𝑦2 −6 2
𝑦2 6 2
−y+1= −6+1 −y+1= − −6 + 1
𝑦2 02 3 3 3 3
−y+1= −0+1 36 36
3 3
= −5 = +6+1
3 3
=0−0+1
= 12 − 5 = 12 + 6 + 1
=𝟏
=𝟕 = 𝟏𝟗
𝑦2 𝑦2
Following the steps in evaluating algebraic expressions, we compute that the expression − 𝑦 + 1 yields 1 Following the steps in evaluating algebraic expressions, we compute that the expression − 𝑦 + 1 yields 19
3 3
when y is equal to 0. It yields 7 when y is equal to 6. when y is equal to negative 6.
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𝒃
Evaluate 𝒂𝒃𝒄 − when 𝑎 = 1, 𝑏 = 2 and 𝑐 = −4.
𝒄 The steps in evaluating algebraic expressions are:
𝑏 −2 1. Replace the variables with the given numerical
𝑎𝑏𝑐 − = 1 2 −4 −
𝑐 4 value.
−1
= −8 −
2
1 2. Perform the indicated operations in the algebraic
= −8 + 2 expression.
𝟏
= −𝟕
𝟐
For another example, let us evaluate abc minus b over c when 𝑎 = 1, 𝑏 = 2, and 𝑐 = −4. Following the steps in Take note of the following steps in evaluating algebraic expressions. First, replace the variables with the given
evaluating algebraic expressions, we compute that the expression abc minus b over c yields -7½ when 𝑎 = 1, numerical value. Then, perform the indicated operations in the algebraic expression.
𝑏 = 2, and 𝑐 = −4.
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Math 7 M7AL-IId-1 Math 7 M7AL-IId-1

Classifying Algebraic Expressions which are Polynomials According to Degree and Number of Terms Classifying Algebraic Expressions which are Polynomials According to Degree and Number of Terms
Polynomial
Classifying Algebraic Expressions which
are Polynomials According to Degree • A polynomial is the sum of one or more terms, each of which is
and Number of Terms the product of collection of numbers and letters.
• It is an expression that contains one or more variables and

involves operations such as addition, subtraction, and
multiplication.
Hi! Our topic is about classifying algebraic expressions which are polynomials according to degree and number A polynomial is the sum of one or more terms, each of which is the product of collection of numbers and letters.
of terms. Let’s begin. It is an expression that contains one or more variables and involves operations such as addition, subtraction,
and multiplication.
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Polynomial Expressions Not Polynomial Expressions
3
3𝑥
𝑥
𝑦2
𝑦2 + 2 3𝑧 2 + 2𝑧 − 1 3 𝑧
𝑦+2
Here are some polynomial expressions. However, the expressions 3 over x and y squared over y plus 2 are not polynomials because of the variable in
its denominator. Also, 3 square root of z in not a polynomial because of the variable inside the radical sign.
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Classifications of Polynomials according to

Number of Terms
Expression Number of Classification
• A monomial is a polynomial with one term.
terms
• A binomial is a polynomial with two terms. 5x 1 Monomial
5x2 + 2 2 Binomial
• A trinomial is a polynomial with three terms.
5x3 + 2x + 7 3 Trinomial
Here are the classifications of polynomials according to number of terms: A monomial is a polynomial with one Here are some examples of a monomial, a binomial, and a trinomial.
term. A binomial is a polynomial with two terms. A trinomial is a polynomial with three terms.
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Degree of a Polynomial
• The degree of a polynomial that has only one variable is the

highest power appearing in any of the terms.
Determine the degree of the polynomial in
• The degree of a polynomial in more than one variable is equal to 2𝑥 5 + 3𝑥 3 − 7𝑥 + 9.
the highest sum of the exponent of the variables in any of the
terms.
Let us now define the degree of a polynomial. The degree of a polynomial that has only one variable is the Example. Determine the degree of the polynomial.
highest power appearing in any of the terms. The degree of a polynomial in more than one variable is equal to
the highest sum of the exponent of the variables in any of the terms.
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2𝑥 5 has a degree 5
3𝑥 3 has a degree 3
Determine the degree of the polynomial
−7𝑥 has a degree 1
2𝑥𝑦 5 + 3𝑥 3 𝑦 4 − 7𝑦.
9 has a degree 0
Since 5 is the highest power, the polynomial

2𝑥 5 + 3𝑥 3 − 7𝑥 + 9 has a degree 5.
Since in the given polynomial, 5 is the highest power, we can say that the polynomial has a degree 5. Let us have another example. Determine the degree of the polynomial.
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Classifications of Polynomials according to

Degree
2𝑥𝑦 5 has a degree 6 (1+6) Degree Name Example
3𝑥 3 𝑦 4 has a degree 7 (3+4)
0 Constant 8
−7𝑦 has a degree 1
1 Linear 8x + 2
Since 7 is the highest sum of exponents in the term 3𝑥 3 𝑦 4 , 2 Quadratic 8x2 + 2x + 1
the polynomial 2𝑥𝑦 5 + 3𝑥 3 𝑦 4 − 7𝑦 has a degree 7.
3 Cubic 8x3 + x + 3
Since 7 is the highest sum of exponents in the term 3𝑥 3𝑦 4, the polynomial 2𝑥𝑦 5 + 3𝑥 3𝑦 4 − 7𝑦 has a degree 7. Here are some special names for a polynomials with their corresponding degrees.
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• A polynomial could be classified according to the • The degree of a polynomial that has only one variable
number of terms. It could be a monomial, a binomial is the highest power appearing in any of the terms.
or a trinomial.
• The degree of a polynomial in more than one variable
• A polynomial could also be classified according to is equal to the highest sum of the exponent of the
degree. variables in any of the terms.
Always remember, a polynomial could be classified according to the number of terms. It could be a monomial, a The degree of a polynomial that has only one variable is the highest power appearing in any of the terms. The
binomial or a trinomial. Also, a polynomial could also be classified according to degree. degree of a polynomial in more than one variable is equal to the highest sum of the exponent of the variables in
any of the terms.
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Illustrating Rational Algebraic Expressions Illustrating Rational Algebraic Expressions
Rational Algebraic Expressions

Illustrating Rational Algebraic
• It is a ratio of two polynomials provided that the denominator is
Expressions not equal to zero.
𝐏
• It can be expressed as , such that P and Q are polynomials
𝐐
and Q ≠ 0.
Hi! Our topic is about illustrating rational algebraic expressions. Let’s begin. A rational algebraic expression is a ratio of two polynomials provided that the denominator is not equal to zero. It
can be expressed as P over Q, such that P and Q are both polynomials and Q is not equal to zero.
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Rational Algebraic Expressions Rational Algebraic Expressions
• Rational algebraic expressions that can be evaluated using a 𝑥2 + 𝑥 + 1 numerator

finite number of additions, subtractions, multiplications, and
divisions. 2𝑥 − 3 denominator
• No operations beyond the basic four arithmetic operations are
required to evaluate a rational algebraic expression. The expression above is a rational algebraic expression because it is
a ratio of two polynomials. It is also a fraction but the numerator
and the denominator are both polynomials
Rational algebraic expressions can be evaluated using finite number of additions, subtractions, multiplications, Look at this example. The expression above is a rational algebraic expression because it follows the given
and divisions. No operations beyond the basic four arithmetic operations are required. definition.
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𝑥+1
1 This is a rational algebraic expression
1.2𝑥 + 3𝑥 2 because 1 in the numerator is also a
𝑥 2 + 2𝑥 − 1 𝑥2 − 1 𝑥2 − 1 polynomial.
This is a rational algebraic expression because

24 − 𝑥 𝑥 2 + 2𝑥 − 1 it can be written as
𝑥 2 +2𝑥−1
, where 1 in the
1
𝑥2 numerator is also polynomial.
The three expressions above are additional examples of rational algebraic expressions. The expressions above are additional examples of rational algebraic expressions.
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Indicate which of the following is a rational algebraic expression.

1+3𝑤
1+3𝑤 𝑥 a) is a rational algebraic expression.
a) c) 𝑥
𝑥 𝑦
13 𝑞 −2 𝑥
b) d) b) is NOT a rational algebraic expression because
0(𝑥−1) 𝑝 𝑥
the denominator is not a polynomial.
For this examples, indicate which of the following is a rational algebraic expression. The first expression is a rational algebraic expression. The second is not a rational algebraic expression
because the denominator is not a polynomial. It contains square root of x.
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13
c) is NOT a rational algebraic expression
0(𝑥−1)
because of a zero denominator. A rational algebraic expression is a ratio of two
polynomials provided that the denominator is not equal
𝑞 −2 to zero.
d) is NOT a rational algebraic expression
𝑝
because the numerator is not a polynomial.
The third expression is also not a rational expression because there is a zero factor in the denominator. It will Just always remember, a rational algebraic expression is a ratio of two polynomials provided that the
result to an undefined expression. The last one is not rational as well, because of the negative exponent in the denominator is not equal to zero.
numerator.
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Simplifying Rational Algebraic Expressions Simplifying Rational Algebraic Expressions
Simplifying Rational Expressions

Simplifying Rational Algebraic
Here are the general steps in simplifying rational
Expressions
expressions:
1. Factor the numerator and the denominator.

2. Divide each by the greatest common factor.
3. “Cancel” the common factor/s of the numerator
and denominator.
Hi! Our topic is about simplifying rational algebraic expressions. Let’s begin. Here are the general steps in simplifying rational expressions. First is to factor the numerator and the
denominator. And then divide each by the greatest common factor. Next is to cancel the common factor/s of the
numerator and the denominator.
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𝟑𝟎𝒂𝒃𝟐 𝒄
𝟑𝟔𝒂𝟐 𝒃𝒄𝟐
Simplify the following rational expression: Find the prime factors of the numerator and the denominator.
Numerator: Denominator:
𝟑𝟔𝒂𝟐 𝒃𝒄𝟐
30𝑎𝑏 2 𝑐 = 2 × 3 × 5 × 𝑎 × 36𝑎2 𝑏𝑐 2 = 2 × 2 × 3 ×
𝑏×𝑏×𝑐 3×𝑎×𝑎×𝑏×𝑐×𝑐
To illustrate how to factor rational expressions, let us have an example. Simplify 30ab squared c over 36 a The first step in simplifying rational algebraic expression is to find the prime factors of the numerator and the
squared b c squared. denominator.
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𝟑𝟎𝒂𝒃𝟐 𝒄 𝟑𝟎𝒂𝒃𝟐 𝒄
𝟑𝟔𝒂𝟐 𝒃𝒄𝟐 𝟑𝟔𝒂𝟐 𝒃𝒄𝟐
Rewrite the factors and cancel factors that are both present to the Omit the cancelled factors because they are all equal to 1.
numerator and the denominator.
30𝑎𝑏 2 𝑐 2×3×5×𝑎×𝑏×𝑏×𝑐
= 30𝑎𝑏 2 𝑐 2×3×5×𝑎×𝑏×𝑏×𝑐 5×𝑏
36𝑎2 𝑏𝑐 2 2 × 2 × 3 × 3 × 𝑎 × 𝑎 × 𝑏 × 𝑐 × 𝑐 =
36𝑎 2 𝑏𝑐 2 2 × 2 × 3 × 3 × 𝑎 × 𝑎 × 𝑏 × 𝑐 × 𝑐
=
2×3×𝑎×𝑐
The second step is to rewrite the factors and cancel factors that are both present in the numerator and the The third step is to omit the cancelled factors because they are all equal to 1.
denominator.
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𝟑𝟔𝒂𝟐 𝒃𝒄𝟐
Multiply the remaining factors. Simplify the following rational expression:
𝟑𝒙𝟐 + 𝒙 − 𝟐
𝒙𝟐 + 𝟕𝒙 + 𝟔
30𝑎𝑏 2 𝑐 5×𝑏 𝟓𝒃
= =
36𝑎2 𝑏𝑐 2 2 × 3 × 𝑎 × 𝑐 𝟔𝒂𝒄
The final step is to multiply the remaining factors of the original expression. The simplified form of 30 a b Let’s try another example: Simplify the expression 3x squared plus x minus 2 all over x squared plus 7x plus 6.
squared c over 36 a squared b c squared is 5b over 6ac.
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𝟑𝒙𝟐 + 𝒙 − 𝟐 𝟑𝒙𝟐 + 𝒙 − 𝟐
𝒙𝟐 + 𝟕𝒙 + 𝟔 𝒙𝟐 + 𝟕𝒙 + 𝟔
Find the factors of the numerator and the denominator. Cancel the common factors.
Numerator: Denominator: 3𝑥 2 + 𝑥 − 2 𝑥 + 1 (3𝑥 − 2)

=
𝑥 2 + 7𝑥 + 6 (𝑥 + 6)(𝑥 + 1)
3𝑥 2 + 𝑥 − 2 𝑥 2 + 7𝑥 + 6
= 𝒙 + 𝟏 (𝟑𝒙 − 𝟐) = (𝒙 + 𝟔)(𝒙 + 𝟏) 𝟑𝒙 − 𝟐
=
𝒙+𝟔
The first step is to get the factors of the numerator and the denominator. The factors of the numerator are x plus Next is to cancel the common factors and simplify the remaining terms. The common factor to the numerator
1 and 3x minus 2, while the factors of the denominator are x plus 6 and x plus 1 and the denominator is x plus 1. The simplified form of the expression is 3x minus 2 all over x plus 6.
937 938

𝟐𝒙 − 𝟐𝒚
𝒚𝟐 − 𝒙𝟐
Simplify the following rational expression: Find the factors of the numerator and the denominator.
𝟐𝒙 − 𝟐𝒚
Numerator: Denominator:
𝒚𝟐 − 𝒙𝟐
2𝑥 − 2𝑦 = 𝟐(𝒙 − 𝒚) 𝑦 2 − 𝑥 2 = 𝒚 − 𝒙 (𝒚 + 𝒙)
For our last example, let us simplify the expression two x minus two y all over y squared minus x squared. The factors of the denominator is 2 and x minus y, while the factors of the denominator are y minus x and y plus
x.
939 940

𝟐𝒙 − 𝟐𝒚 𝟐𝒙 − 𝟐𝒚
𝒚𝟐 − 𝒙𝟐 𝒚𝟐 − 𝒙𝟐
Cancel the common factors. Cancel the common factors.
𝒙 − 𝒚 = (−1)(−𝑥 + 𝑦)
2𝑥 − 2𝑦 𝟐(𝒙 − 𝒚)
= = (−𝟏)(𝒚 − 𝒙)
𝑦2 − 𝑥2 𝒚 − 𝒙 (𝒚 + 𝒙)
There is no common factor in the numerator and the denominator at this point. One of the factors in the numerator, x minus y is equivalent to negative 1 times negative x plus y. This
expression can be rearranged into negative 1 times quantity y minus x. We will substitute this expression in the
numerator.
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𝟐𝒙 − 𝟐𝒚
𝒚𝟐 − 𝒙𝟐
𝟐𝒙 − 𝟐𝒚 2(𝑥 − 𝑦) 2(−1)(𝑦 − 𝑥) The steps in simplifying rational algebraic expressions are the
= = following:
𝒚𝟐 − 𝒙𝟐 𝑦 − 𝑥 (𝑦 + 𝑥) 𝑦 − 𝑥 (𝑦 + 𝑥)
2(−1) 1. Get the prime factors of the numerator and
= denominator.
(𝑦 + 𝑥)
−𝟐 2. Cancel common factors and similar terms.
= 3. Simplify the remaining terms.
𝒚+𝒙
We now substitute the expression x minus y into negative 1 times y minus x. The common factor to the In summary, here are the steps in simplifying rational algebraic expressions. First, get the prime factors of the
numerator and the denominator is y minus x. Cancel the common factors, the result is negative 2 over y plus x. numerator and denominator. Then cancel common factors and similar terms. Finally, simplify the remaining
Therefore, the simplified form of the expression is negative 2 over y plus x. terms to arrive with the final answer.
943 944
Math 8 M8AL-Ic-d-1 Math 8 M8AL-Ic-d-1

Performing Operations on Rational Algebraic Expressions Performing Operations on Rational Algebraic Expressions
Performing Operations on Rational

Algebraic Expressions
(Part 1)
A rational algebraic expression is a fraction whose
numerator and denominator are both polynomials,
provided that the denominator is not zero.
Hi! Our topic is about performing operations on rational algebraic expressions. Let’s begin. First, let us recall what a rational algebraic expression is. A rational algebraic expression is a fraction whose
numerator and denominator are both polynomials, provided that the denominator is not zero.
945 946

Multiplication of Rational Algebraic Expression

𝑎 𝑐 𝑎𝑐
Property of fractions: ∙ =
𝑏 𝑑 𝑏𝑑
Addition, subtraction, multiplication, and division are some

mathematical processes that can be used to perform
operations on rational expression.
4𝑥 15
Since rational algebraic expressions are also fractions, then Multiply and 8𝑥 2 .
5
the properties of fractions also apply to them. 4𝑥 15 (4𝑥)(15)
Then, we have ∙ 8𝑥 2 = (5)(8𝑥 2 ).
5
4 𝑥 5 3 𝟑
This can be simplified into = 𝟐𝒙.
5 4 2 𝑥 (𝑥)
Addition, subtraction, multiplication, and division are some mathematical processes that can be used to perform In multiplication of rational algebraic expression, we can use this property of fractions. For an example, suppose
operations on rational expression. Since rational algebraic expressions are also fractions, then the properties of we are asked to multiply four x over five and fifteen over eight x squared. This can be simplified into three over
fractions also apply to them. two x by cancelling the common factors between the numerator and denominator.
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Division of Rational Algebraic Expression Addition of Rational Algebraic Expression

𝑎 𝑐 𝑎 𝑑 𝑐 𝑎 𝑐 𝑎+𝑐
Property of fractions: ÷ = ∙ , such that ≠0 Property of similar fractions: + =
𝑏 𝑑 𝑏 𝑐 𝑑 𝑏 𝑑 𝑏
𝑥+2 2𝑥+4
Find the quotient of 𝑥 2 −𝑥−30 ÷ . 𝑥 2 +2𝑥+3 𝑥 2 −𝑥−4
𝑥−6
Use and in order to know its sum and difference.
𝑥𝑦+4 𝑥𝑦+4
𝑥+2 2𝑥+4 𝑥+2 𝑥−6
Then, we have 𝑥 2 −𝑥−30 ÷ 𝑥−6
=
𝑥 2 −𝑥−30 2𝑥+4
∙ .
𝑥 2 +2𝑥+3 𝑥 2 −𝑥−4 𝑥 2 +2𝑥+3+(𝑥 2 −𝑥−4) 𝑥 2 +2𝑥+3+𝑥 2 −𝑥−4 𝟐𝒙𝟐 +𝒙−𝟏
𝑥+2 𝑥−6 𝑥+2 𝑥−6 𝟏 SUM: 𝑥𝑦+4
+ 𝑥𝑦+4
= 𝑥𝑦+4
= 𝑥𝑦+4
= 𝒙𝒚+𝟒
This can be simplified into 𝑥 2 −𝑥−30 ∙ 2𝑥+4 = ∙2 = 𝟐(𝒙+𝟓).
𝑥−6 𝑥+5 𝑥+2
In multiplication of rational algebraic expression, we can use this property of fractions. Let us have an example, In this module, we will only discuss the addition and subtraction of rational algebraic expression with the same denominator or the
find the quotient of the quantity x plus two all over the quantity x squared minus x minus thirty divided by the similar fractions. We will use this property for addition of similar fractions. As an example, we will use the quantity x squared plus two x
quantity two x plus four all over the quantity x minus six. This can be simplified into one all over two times the plus three all over the quantity xy plus four, and the quantity x squared minus x minus four all over the quantity xy plus four, in order to
quantity x plus five by cancelling the common factors between the numerators and denominators. know its sum and difference. For the sum, we get the quantity two x squared plus x minus one all over the quantity xy plus four.
949 950

Subtraction of Rational Algebraic Expression

𝑎 𝑐 𝑎−𝑐
Property of similar fractions: − =
𝑏 𝑑 𝑏
Perform the indicated operations on the following rational expressions.
Simplify, if necessary.
𝑥 7(𝑥−3) 5𝑡 13𝑡−4
𝑥 2 +2𝑥+3 𝑥 2 −𝑥−4
1. ∙ 3. +
3+5𝑥 8𝑥 9𝑡−2 9𝑡−2
Use and in order to know its sum and difference.
𝑥𝑦+4 𝑥𝑦+4
9(𝑦−7) 𝑦 2 −49 𝑧−1 3
2. ÷ 4. − 𝑧 2 −16
𝑥 2 +2𝑥+3 𝑥 2 −𝑥−4 𝑥 2 +2𝑥+3− 𝑥 2 −𝑥−4 𝑥 2 +2𝑥+3−𝑥 2 +𝑥+4 3𝑦 27 𝑧 2 −16
DIFFERENCE: 𝑥𝑦+4
− 𝑥𝑦+4
= 𝑥𝑦+4
= 𝑥𝑦+4
𝟑𝒙+𝟕
= 𝒙𝒚+𝟒
In subtraction of rational algebraic expression with the same denominator, we will use these property of similar Since we have already discussed the properties of fractions for different operations, we will now proceed with
fractions. For the difference of the quantity x squared plus two x plus three all over the quantity xy plus four, and the application. Let us now perform the indicated operations on the following rational expressions. Simplify, if
the quantity x squared minus x minus four all over the quantity xy plus four, we get the quantity three x plus necessary.
seven all over the quantity xy plus four.
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Perform the indicated operations on the following rational expressions. Perform the indicated operations on the following rational expressions.
Simplify, if necessary. Simplify, if necessary.
𝒙 𝟕(𝒙−𝟑) 𝟗(𝒚−𝟕) 𝒚𝟐 −𝟒𝟗
1. ∙ 2. ÷
𝟑+𝟓𝒙 𝟖𝒙 𝟑𝒚 𝟐𝟕
𝑎 𝑑 𝑎𝑑 𝑎 𝑐 𝑎 𝑑 𝑐
From the property of fractions, 𝑏 ∙ 𝑐 = . From the property of fractions, 𝑏 ÷ 𝑑 = 𝑏 ∙ 𝑐 , such that 𝑑 ≠ 0.
𝑏𝑐
𝑥 7 𝑥−3 𝑥[7 𝑥−3 ] 9(𝑦−7) 𝑦 2 −49 9(𝑦−7) 27 9 27 𝑦−7 (3)(3)(27)(𝑦−7)
∙ = ÷ = ∙ 𝑦 2 −49 = =
3+5𝑥 8𝑥 8𝑥(3+5𝑥) 3𝑦 27 3𝑦 3𝑦 𝑦 2 −49 3𝑦 𝑦+7 (𝑦−7)
𝟕 𝒙−𝟑 𝟖𝟏
= =
𝟖(𝟑 + 𝟓𝒙) 𝒚(𝒚 + 𝟕)
For the first example, we will use the property of fractions in multiplying x over the quantity three plus five x, and For the second example, we will use the property of fractions in dividing nine times the quantity y minus seven
seven times the quantity x minus three all over eight x. By cancelling x on the numerator and denominator, the all over three y, by y squared minus forty-nine over twenty-seven. By cancelling x the common factors between
simplified expression is equal to seven times the quantity x minus three all over eight times the quantity three the numerator and denominator, the simplified expression is equal to eighty-one over y times the quantity y plus
plus five x. seven.
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𝒛−𝟏 𝟑
𝟓𝒕 𝟏𝟑𝒕−𝟒 4. − 𝒛𝟐 −𝟏𝟔
3. + 𝒛𝟐 −𝟏𝟔
𝟗𝒕−𝟐 𝟗𝒕−𝟐 𝑎 𝑐 𝑎−𝑐
𝑎 𝑐 𝑎+𝑐 From the property of fractions, − = .
From the property of fractions, 𝑏 + 𝑏 = 𝑏
. 𝑏 𝑏 𝑏
𝑧−1 3 𝑧−1−3 𝑧−4 𝑧−4
5𝑡 13𝑡−4 5𝑡+13𝑡−4 18𝑡−4 2(9𝑡−2) − 𝑧 2 −16 = = 𝑧 2 −16 = (𝑧+4)(𝑧−4)
+ = = = 𝑧 2 −16 𝑧 2 −16
9𝑡−2 9𝑡−2 9𝑡−2 9𝑡−2 9𝑡−2
𝟏
=𝟐 =
𝒛+𝟒
For the third example, we will use the property of similar fractions in adding five t over nine t minus two, and For the last example, we will use the property of similar fractions in subtracting z minus one over the quantity z
thirteen t minus four all over nine t minus two. By cancelling nine t minus two, the simplified expression is equal squared minus sixteen, and three over z squared minus sixteen. By cancelling z minus four, the simplified
to two. expression is equal to one over z plus four.
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Performing Operations on Rational Algebraic Expressions Performing Operations on Rational Algebraic Expressions (Part 2: Addition and Subtraction)
Performing Operations on Rational

Properties for the Operations on Algebraic Expressions
Rational Algebraic Expressions (Part 2: Addition and Subtraction)
Division Addition of Similar Subtraction of Similar

Multiplication
𝑎 𝑐 𝑎 𝑑 Fractions Fractions
𝑎 𝑑 𝑎𝑑 ÷ = ∙ 𝑎 𝑐 𝑎−𝑐
∙ = 𝑏 𝑑 𝑏 𝑐 𝑎 𝑐 𝑎+𝑐
𝑏 𝑐 𝑏𝑐 + = − =
𝑐
such that 𝑑 ≠ 0 𝑏 𝑏 𝑏 𝑏 𝑏 𝑏
Simplify the resulting rational algebraic expressions, if necessary.

In summary for performing operations on rational algebraic expressions, we will use the following properties. Hi! Our topic is about performing operations on rational algebraic expressions. Let’s begin.
After performing the operations, we need to simplify the resulting rational algebraic expressions if necessary.
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Performing Operations on Rational Algebraic Expressions (Part 2: Addition and Subtraction) Performing Operations on Rational Algebraic Expressions (Part 2: Addition and Subtraction)
Adding and Subtracting Rational Algebraic Expression Adding and Subtracting Rational Algebraic Expression
with Unlike Denominators
𝑎 𝑐 𝑎+𝑐 𝑎 𝑐 𝑎−𝑐
If 𝑏 ≠ 0, then + = and − = .
𝑏 𝑏 𝑏 𝑏 𝑏 𝑏 If the rational expressions has different denominators, we need
to follow these steps:
• Rational expressions that has the same denominator are
1. Find the least common denominator (LCD).
added or subtracted like fractions.
2. Change each rational expression into an equivalent
expression with the LCD as the denominator.
• Add or subtract the numerators and copy the 3. Add or subtract rational expressions with like denominators.
denominator. 4. Simplify if necessary.
In adding and subtracting rational algebraic expression, we can use this property of fractions. Rational Here are the steps in adding or subtracting rational expressions with unlike denominators. First is to find the
expressions that has the same denominator are added or subtracted like fractions. Add or subtract the least common denominator or the LCD. Second, change each rational expression into an equivalent expression
numerators and copy the denominator. with the LCD as the denominator. Third, add or subtract rational expressions with like denominators. Lastly,
simplify if necessary.
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3𝑥−4 2𝑥−6
Add and .
2𝑥−4 2𝑥−4
3𝑥−4 2𝑥−6
Add and . 𝟑𝒙 − 𝟒 𝟐𝒙 − 𝟔 5𝑥 − 10
2𝑥−4 2𝑥−4 + =
𝟐𝒙 − 𝟒 𝟐𝒙 − 𝟒 2𝑥 − 4
𝟑𝒙 − 𝟒 𝟐𝒙 − 𝟔 3𝑥 − 4 + 2𝑥 − 6 5(𝑥 − 2)
+ = =
𝟐𝒙 − 𝟒 𝟐𝒙 − 𝟒 2𝑥 − 4 2(𝑥 − 2)
𝟓𝒙−𝟏𝟎 5
= =
2
𝟐𝒙−𝟒
To illustrate how to add rational expressions with the same denominator, add the given rational expressions. To We can factor the answer into five times x minus two and two times x minus two. Cancelling the common
get the answer, we will copy the denominator, 2x minus four. Then, add the numerators. The answer is 5x factors, we will get five over two as the final answer.
minus 10 all over 2x minus four.
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9−𝑧 2 𝑧 2 −3𝑧+6
Subtract and .
𝑧−5 𝑧−5
9−𝑧 2 𝑧 2 −3𝑧+6
Subtract and .
𝑧−5 𝑧−5
𝒛𝟐 − 𝟑𝒛 + 𝟔 𝟗 − 𝒛𝟐 𝑧 2 − 3𝑧 + 6 − 9 + 𝑧 2
𝒛𝟐 − 𝟑𝒛 + 𝟔 𝟗 − 𝒛𝟐 𝑧 2 − 3𝑧 + 6 − (9 − 𝑧 2 ) − =
𝒛−𝟓 𝒛−𝟓 𝑧−5
− =
𝒛−𝟓 𝒛−𝟓 𝑧−5 2𝑧 2 − 3𝑧 − 3
2 2 =
𝑧 − 3𝑧 + 6 − 9 + 𝑧 𝑧−5
=
𝑧−5
To illustrate how to subtract rational expressions with the same denominator, subtract the given rational The final answer is 2z squared minus 3z minus three all over z minus five. The answer can no longer be
expressions. To get the answer, we will copy the denominator, z minus five. Then, subtract the numerators. factored out.
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with Unlike Denominators 8

+
3𝑥
LCD: 𝑥(𝑥 + 1)
𝑥+1 𝑥
8 3𝑥 8∙𝑥 3𝑥(𝑥 + 1)
Perform the indicated operation. + = +
𝑥+1 𝑥 𝑥(𝑥 + 1) 𝑥(𝑥 + 1)
8 3𝑥 𝑥 𝑥−3
1. + 2. + 8𝑥 + (3𝑥 2 + 3𝑥)
𝑥+1 𝑥 𝑥 2−1 𝑥 2 +𝑥
=
𝑥(𝑥 + 1)
𝟑𝒙𝟐 + 𝟏𝟏𝒙
=
𝒙(𝒙 + 𝟏)
Let us try to solve rational expressions that have unlike denominators. Perform the indicated operation. First, let us find the LCD. The LCD is x times the quantity x plus one. Then, change each expression into an
equivalent expression with the LCD as the denominator. Lastly, add the numerators. The answer is 3x squared
plus 11x all over x times the quantity x plus one.
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8 3𝑥 𝑥 𝑥−3
+ LCD: 𝑥(𝑥 + 1) + LCD: (𝑥 − 1)(𝑥 + 1)(𝑥)
𝑥+1 𝑥 𝑥 2 −1 𝑥 2 +𝑥
𝑥 𝑥−3 𝑥 𝑥−3
+ 2 = +
8 3𝑥 𝑥(3𝑥 + 11) 𝑥2 − 1 𝑥 + 𝑥 (𝑥 − 1)(𝑥 + 1) 𝑥(𝑥 + 1)
+ =
𝑥+1 𝑥 𝑥(𝑥 + 1) 𝑥∙𝑥 𝑥−3 𝑥−1
= +
3𝑥+11 (𝑥 − 1)(𝑥 + 1)(𝑥) 𝑥−1 𝑥+1 𝑥
= 𝑥 2 + 𝑥 2 − 4𝑥 + 3
𝑥+1 =
𝑥−1 𝑥+1 𝑥
The answer can still be factored out. We will cancel the common factor which is x. Then the final answer is 3x Let us solve the second example. The LCD is quantity x minus one times the quantity x plus one times x.
plus eleven all over x plus one. Change each expression into an equivalent expression.
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𝑥
+
𝑥−3
LCD: (𝑥 − 1)(𝑥 + 1)(𝑥) with Unlike Denominators
𝑥 2 −1 𝑥 2 +𝑥
Perform the indicated operation.

𝑥 2 + 𝑥 2 − 4𝑥 + 3 𝑥+𝑦 𝑦 𝑥𝑦 𝑥−3
= 1. − 2. −
𝑥−1 𝑥+1 𝑥 𝑥𝑦 𝑥2𝑦 𝑥−𝑦 𝑥 2 −𝑦2
𝒙 𝒙−𝟑 𝟐𝒙𝟐 − 𝟒𝒙 + 𝟑
+ 𝟐 =
𝒙𝟐 − 𝟏 𝒙 + 𝒙 (𝒙 − 𝟏)(𝒙 + 𝟏)(𝒙)
Then add the numerators. The answer is 2x squared minus 4x plus three all over the quantity x minus one For our last examples, let us solve subtraction of rational expressions that has unlike denominators.
times the quantity x plus one times x.
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𝑥+𝑦 𝑦 𝑥𝑦 𝑥−3
𝑥𝑦
− 2
𝑥 𝑦 LCD: 𝑥 2 𝑦 −
𝑥 − 𝑦 𝑥2 − 𝑦2 LCD: (𝑥 − 𝑦)(𝑥 + 𝑦)
𝑥+𝑦 𝑦 𝑥+𝑦 ∙𝑥 𝑦 𝑥𝑦 𝑥−3 𝑥𝑦(𝑥 + 𝑦) 𝑥−3

− 2 = − 2 − = +
𝑥𝑦 𝑥 𝑦 𝑥 2𝑦 𝑥 𝑦 𝑥 − 𝑦 𝑥 2 − 𝑦 2 (𝑥 − 𝑦)(𝑥 + 𝑦) (𝑥 − 𝑦)(𝑥 + 𝑦)
𝑥 2 + 𝑥𝑦 − 𝑦 𝑥 2 𝑦 + 𝑥𝑦 2 − (𝑥 − 3)
= =
𝑥2𝑦 (𝑥 − 𝑦)(𝑥 + 𝑦)
2
𝑥 + 𝑥𝑦 − 𝑦 𝑥 2 𝑦 + 𝑥𝑦 2 − 𝑥 + 3
= =
𝑥2𝑦 (𝑥 − 𝑦)(𝑥 + 𝑦)
Just like the steps in adding rational expressions, we need to find the LCD. The LCD for this example is x For the last example, the LCD is quantity x minus y times the quantity x plus y. Performing the operation, the
squared times y. After performing the operation, the answer that we get is x squared plus xy minus y all over x answer is x squared y plus xy squared minus x plus three all over the quantity x minus y times the quantity x
squared y. plus y.
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If the rational expressions has different denominators, we need to

Properties for the Operations on Rational Algebraic Expressions
follow these steps:
If 𝑏 ≠ 0, then If 𝑏 ≠ 0, then 1. Find the least common denominator (LCD).
𝑎 𝑐 𝑎+𝑐 𝑎 𝑐 𝑎−𝑐 2. Change each rational expression into an equivalent expression
+ = . − = . with the LCD as the denominator.
𝑏 𝑏 𝑏 𝑏 𝑏 𝑏
3. Add or subtract rational expressions with like denominators.
4. Simplify if necessary.
In summary for performing operations on rational algebraic expressions, we will use the following properties. We need to find the LCD for rational expressions that does not have the same denominator especially in
After performing the operations, we need to simplify the resulting rational algebraic expressions if necessary. addition and subtraction.
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Math 8 M8AL-Ig-2
Solving Problems Involving Linear Equations in Two Variables
Solving Problems Involving Linear

Equations in Two Variables
Mathematics
Equations and
Inequalities
Hi! Our topic is about solving problems involving linear equations in two variables. Let’s begin.
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Solving Problems Involving Linear Equations in Two Variables Solving Problems Involving Linear Equations in Two Variables
Linear Equations in Two Variables Linear Equations in Two Variables
The linear equation is of the form

𝑨𝒙 + 𝑩𝒚 = 𝑪 𝑨𝒙 + 𝑩𝒚 = 𝑪
where 𝒙 and 𝒚 are variables and 𝑥 and 𝑦 has infinitely many solutions.
𝑨, 𝑩, and 𝑪 are the coefficients
The linear equation is of the form ax plus by plus c where x and y are variables and A, B, and C are the In a linear equation involving two variables, there are infinitely many solutions. It means that there are infinitely
coefficients. In solving linear equations in two variables, we deal with possible solutions which is the set of many possible solutions to a given linear equation.
ordered pair or the value of x and y that makes the linear equation true.
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Find the solution to the linear equation 𝑦 = 2𝑥 + 2.

Check: 𝑦 = 2𝑥 + 2.
Let 𝑥 = 0. Let 𝑥 = 1.
𝑦 = 2𝑥 + 2 𝑦 = 2𝑥 + 2 If 𝑥 = 0 and 𝑦 = 2. If 𝑥 = 1 and 𝑦 = 4.
=2 0 +2 = 2 1 +2 𝑦 = 2𝑥 + 2 𝑦 = 2𝑥 + 2
=0+2 = 2+2 2=2 0 +2 4=2 1 +2
𝑦=2 𝑦=4 2=0+2 4=2+2
𝑺𝑺: (𝟎, 𝟐) 𝑺𝑺: (𝟏, 𝟒) 2=2 4=4
For example, let’s find the solution to the given linear equation, y equal to two x plus two. If x is equal to zero, By substituting the sets of ordered pairs, we see that both sets satisfy the given linear equation. Meaning to
the value of y is equal to two. Also, if x is equal to one, y is equal to four. The solution set or SS are the set of say, there is more than one solution. This shows that there are infinitely many solutions to a linear equation.
ordered pairs zero comma two and one comma four.
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𝒚 = 𝟒𝒙 + 𝟑; 𝟑, 𝟏𝟓
Determine whether the given ordered pair
15 = 4 3 + 3 Substitute the values of 𝑥 and 𝑦.
is a solution to the given linear equation.
15 = 12 + 3 Simplify.
𝑦 = 4𝑥 + 3; (3, 15)
15 = 15
Let’s have another example about solving linear equations in two variables: Determine whether the given We need to substitute the values of x and y to the linear equation. Substituting ordered pairs three five. By
ordered pair is a solution to the given equation. We have y equal to four x plus three and the ordered pair three simplifying, we arrive with the left-hand side; fifteen equals the right-hand side; fifteen, as well. Therefore, the
comma fifteen. ordered pairs three, fifteen is a solution to the given equation.
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A man exercises together with his sister Let 𝑡 = number of hours Represent the given and the unknown.
every day. He loses 300 calories per hour. 𝐶 = number of calories
The number of calories denoted by 𝐶
expended after hours denoted by t is 𝑪 = 𝟑𝟎𝟎𝒕 Identify the working equation.
represented by this model: 𝐶 is equal to
300 times 𝑡. How many calories does the
man expend in 10 hours?
Consider this word problem: A man exercises together with his sister every day. He loses three hundred calories Here is the solution to the given problem. First, represent the given and the unknown. We have t as the number
per hour. The number of calories denoted by C expended after hours denoted by t is represented by this model: of hours and C as the number of calories. Next, identify the working equation. Here, the given working equation
C is equal to three hundred times t. How many calories does the man expend in ten hours? is C equal to three hundred times t.
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In solving problems involving linear equations in two variables,

Let 𝑡 = number of hours Represent the given and the unknown. there are infinitely many solutions.
𝐶 = number of calories
We can assume a value for one variable to solve the value of the
𝑪 = 𝟑𝟎𝟎𝒕 Identify the working equation.
other variable.
= 300(10) Substitute. In order to solve problems in real-life situations, we need to:
= 3,000 • Represent the given and the unknown.
The man expends 3,000 calories in 10 hours. • Identify the working equation.
• Substitute.
Now we substitute the given value ten, to the equation. Then the answer to our problem is three thousand Remember! In solving problems involving linear equations in two variables, there are infinitely many solutions.
calories. The man expends three thousand calories in ten hours. We can assume a value for one variable to solve the value of the other variable. In order to solve problems in
real-life situations, we need to do these steps.
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Math 8 M8AL-Ih-1 Math 8 M8AL-Ih-1

Illustrating a System of Linear Equation in Two Variables Illustrating a System of Linear Equation in Two Variables
System of Linear Equations in Two Variables

Illustrating a System of Linear Equation • A system of linear equations in two variables consists two
in Two Variables equations that work together.
• The values of two variables should satisfy both equations.
• The pair of values that satisfies both equations is called

solution.
Hi! Our topic is about illustrating a system of linear equation in two variables. Let’s begin. A system of linear equations in two variables consists of two equations that work together. The values of two
variables should satisfy both equations. The pair of values that satisfies both equations is called solution.
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Methods
We can get the solution to the system of linear equations using the Linear Equations Non-Linear Equations
following methods.
2𝑥 + 5𝑦 = −5 2𝑥 2 − 𝑦 = 4
• By graphing 3𝑥 − 2𝑦 = −17 𝑥2 + 𝑦2 = 4
• By substitution
• By elimination 𝑎 − 2𝑏 = 3 𝑚3 − 2𝑛 = −6
2𝑎 − 4𝑏 = 7 5𝑚 + 𝑦 4 = 10
We can get the solution to the system of linear equations using the following methods. By graphing, by The equations on the left are examples of systems of linear equation. While the equations on the right are non-
substitution, and by elimination. linear equations.
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Solutions Graphs
• One solution There are three possibilities of a graph of two linear equations.
• No solution • Two lines intersect in a point
• Infinite number of solution • Two lines are parallel
• Two lines coincide.
Consistent System Inconsistent System
• One solution • No solution
• Infinite number of solution
A system of linear equations can have one solution, no solution or an infinite number of solution. If there is one When graphing a linear system of two equations, there are three possibilities of graphs that may occur. First,
solution or an infinite number of solution, the system is consistent. If there is no solution, the system is the two lines intersect in a point. Second, the two lines are parallel. Third, the two lines coincide.
inconsistent.
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Graphs Graphs
Two lines intersect in a point. Two lines are parallel.
Here is the graph of two lines that intersect in a point. The point of intersection is the solution of the system. Here is the graph of two lines that are parallel. It has no solution since the lines do not intersect. This is an
This is an example of a consistent system. example of an inconsistent system.
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Graphs
Two lines coincide.
The following illustrates a system of linear equations in

two variables:
• consists of two linear equations and two variables
• with or without a solution
• graph of two lines are intersecting, parallel, or
coincide.
Here is the graph of two lines that coincide. It has an infinite solution since they are just in the same line. This is Summary. The following illustrates a system of linear equations in two variables: it consists of two linear
also an example of a consistent system. equations and two variables, it may be with or without a solution, and lastly, the graph is a line of two lines are
intersecting, parallel, or coincide.
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Graphing a System Of Linear Equations in Two Variables Graphing a System Of Linear Equations in Two Variables
Graphing a System Of Linear Equations Solve by graphing.

in Two Variables
a) 𝟐𝒙 + 𝒚 = 𝟏 b) 𝟔𝒙 − 𝟐𝒚 = 𝟔 c) 𝟐𝒙 − 𝟐𝒚 = 𝟐
𝒙+𝒚 = 𝟏 𝟑𝒙 − 𝒚 = 𝟔 𝒙−𝒚=𝟒
Hi! Our topic is about graphing a system of linear equations in two variables. Let’s begin. Solve the following system of linear equations by graphing.
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𝟐𝒙 + 𝒚 = 𝟏 𝒙+𝒚=𝟏
𝟐𝒙 + 𝒚 = 𝟏 𝒙+𝒚=𝟏
𝒚 = 𝟏 − 𝟐𝒙 𝒚=𝟏−𝒙
x -1 0 1 x -1 0 1
y 3 1 -1 y 2 1 0
Let us graph the first example. First, solve the equation for y. Then, arbitrarily assign values for x to find three Do the same for the second equation.
points. Plot the points on the coordinate system to determine the graph of 2x plus y equals one.
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𝟐𝒙 + 𝒚 = 𝟏 and 𝒙+𝒚=𝟏 𝟔𝒙 − 𝟐𝒚 = 𝟔
𝟔𝒙 − 𝟐𝒚 = 6
−𝟐𝒚 = 𝟔 − 𝟔𝒙
𝒚 = −𝟑 + 𝟑𝒙
x 0 1 2
y -3 0 3
Lastly, we will graph both equations on the same coordinate axes. The two equations intersect at the point For our second example, we will use points zero, one, and two as values for x to get the values of y. Then we
(0,1). will plot the points on the coordinate axes to determine the graph.
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𝟑𝒙 − 𝒚 = 𝟔 𝟔𝒙 − 𝟐𝒚 = 𝟔 and 𝟑𝒙 − 𝒚 = 𝟔
𝟑𝒙 − 𝒚 = 6
−𝒚 = 𝟔 − 𝟑𝒙
𝒚 = −𝟔 + 𝟑𝒙
x 0 1 2
y -6 -3 0
We will do the same for the second equation. The resulting graph of the two lines is parallel.
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𝟐𝒙 − 𝟐𝒚 = 𝟐 𝒙−𝒚=𝟒
𝟐𝒙 − 𝟐𝒚 = 𝟐 𝒙−𝒚=𝟒
−𝟐𝒚 = 𝟐 − 𝟐𝒙 −𝒚 = 𝟒 − 𝒙
𝒚 = −𝟏 + 𝒙 𝒚 = −𝟒 + 𝒙
x -1 0 1 x -1 0 1
y -2 -1 0 y -5 -4 -3
The values of x that we will substitute in the equation are negative one, zero, and one. Next, we will plot the We will do the same on the second equation.
points on the coordinate axes.
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𝟐𝒙 − 𝟐𝒚 = 𝟐 and 𝒙−𝒚=𝟒
Here are the steps in graphing a system of linear equations in

two variables:
• Solve the equation for y.

• Find three points by giving arbitrary value for x.
• Substitute each value of x to the equation.
• Plot the points.
The graph of the two equations is parallel lines. Summary. Here are the steps in graphing a system of linear equations in two variables: First, solve the equation
for y. Second, find three points by giving arbitrary value for x. Third, substitute each value of x to the equation.
Fourth, plot the points.
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Categorizing when a Given System of Linear Equations in Two Variables has Graphs that are Parallel, Categorizing when a Given System of Linear Equations in Two Variables has Graphs that are Parallel,
Intersecting, and Coinciding Intersecting, and Coinciding
Categorizing when a Given System of Graphs of a System of Linear Equation

Linear Equations in Two Variables has
Graphs that are Parallel, Intersecting, A system of linear equations has graphs that are:
and Coinciding
1. intersecting
2. parallel
3. coinciding
Hi! Our topic is about categorizing when a given system of linear equations in two variables has graphs that are A system of linear equations in two variables has graphs that are intersecting, parallel, and coinciding.
parallel, intersecting, and coinciding. Let’s begin.
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Intersecting Lines Intersecting Lines

• The system of linear equations
has one solution.
𝟐𝒙 − 𝒚 = 𝟓
• Intersecting lines meet at one
point. 𝟑𝒙 − 𝟐𝒚 = 𝟏𝟒
• The point of intersection is the
solution of the system.
When a system of linear equations has one solution, the graph of the lines is intersecting. Intersecting lines Let us have an example. The graph of the given system of linear equations is an intersecting line. The line
meet at one point. The point of intersection is the solution of the system. intersects at point (3,-2). Therefore, the solution of the systems of linear equation is x equals three and y equals
negative two.
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Parallel Lines Parallel Lines

• The system of linear
equations has no solution.
• Parallel lines do not 𝒙 − 𝟑𝒚 = 𝟓

intersect.
𝟐𝒙 − 𝟔𝒚 = 𝟐𝟎
• It has no solution.
• It has the same slope.
When the system of linear equations has no solution, the graph of the lines are parallel. At the same time, the Let us have an example. The graph of the given system of linear equations is a parallel line. Therefore, the
linear equations have the same slope. given equations have no solution.
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Coinciding Lines Coinciding Lines

• The system of linear
equations has an infinite
number of solution.
𝒙 + 𝟒𝒚 = 𝟏𝟎
• Coinciding lines overlap each
other on the same line. −𝟐𝒙 − 𝟖𝒚 = −𝟐𝟎
• All the points on the line is a

solution.
Lastly, when a system of linear equations has an infinite number of solutions, the graph of the lines are For this example, the given system of linear equations has a graph of coinciding lines. All the points that lie on
coinciding. Coinciding lines overlap each other on the same line. All the points on the line is a solution. the line are solutions to the given system.
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Math 8 M8AL-Ih-3 Math 8 M8AL-Ii-j-1

Categorizing when a Given System of Linear Equations in Two Variables has Graphs that are Parallel, Solving a System of Linear Equations in Two Variables by (A) Graphing; (B) Substitution; (C) Elimination
Intersecting, and Coinciding
Solving a System of Linear Equations in

Two Variables by (A) Graphing; (B)
• When a given system of linear equations has one Substitution; (C) Elimination
solution, the graph of lines are intersecting.
• When a given system of linear equations has no solution,
the graph of lines are parallel.
• When a given system of linear equations has an infinite
number of solution, the graph of lines are coinciding.
Summary. When a given system of linear equations has one solution, the graph of lines are intersecting. When Hi! Our topic is about solving a system of linear equations in two variables by (a) graphing; (b) substitution; (c)
a given system of linear equations has no solution, the graph of lines are parallel. When a given system of elimination. Let’s begin.
linear equations has an infinite number of solution, the graph of lines are coinciding.
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Math 8 M8AL-Ii-j-1 Math 8 M8AL-Ii-j-1

Solving a System of Linear Equations in Two Variables by (A) Graphing; (B) Substitution; (C) Elimination Solving a System of Linear Equations in Two Variables by (A) Graphing; (B) Substitution; (C) Elimination
By Graphing
x + y =3
Solve the following system of linear equations
x + y =3 x -1 0 1
-2x + 3y = -1 y 4 3 2
a) by graphing -2x + 3y = -1
b) by substitution
x -1 0 1
c) by elimination 1 1
y −1 −
3 3
Solve the following system of linear equations by graphing, by substitution, and by elimination. Let us graph the linear equations. In solving system of linear equations by graphing, construct a table of values.
The graph of the linear equations intersects. The point of intersection is the solution of the system of linear
equations. The lines intersect at point (2,1).
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By Substitution x + y =3 (1) By Substitution x + y =3 (1)

-2x + 3y = -1 (2) -2x + 3y = -1 (2)
x + y =3 (1) y =3-x
Substitute x = 2.
y=3–x
Substitute y = 3 – x to equation 2
y=3–2
-2x + 3(3 – x) = -1
y=1
-2x + 9 -3x = -1
-5x = -1 – 9
−10 Solution: (2,1)
x= x=2
−5
Now, let us solve the systems of linear equations by substitution. Solve the first equation for y. Then, substitute We now substitute the value of x equals two in either equation. The computed value of y is equal to one.
y equals three minus x to the second equation. We can compute for the value of x equals two. Therefore, the solution for the system of linear equations is the ordered pair (2,1).
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By Elimination x + y =3 (1) By Elimination x + y =3 (1)

-2x + 3y = -1 (2) -2x + 3y = -1 (2)
2(x + y = 3) 2x + 2y = 6 Substitute y = 1.
-2x + 3y = -1 -2x + 3y = -1 x+y=3
x+1=3
2x + 2y = 6 x=3–1
+ -2x + 3y = -1 x=2
5y = 5
y=1 Solution: (2,1)
Lastly, let us solve the systems of linear equations by elimination. First, multiply positive two on both sides of Third, substitute y on either equation to get the value of x. We will get x equals two. Therefore, the solution of
the first equation. Second, add the two equations. The result is y equals one. the system of linear equations is the ordered pair (2,1).
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Check x + y =3 (1)
-2x + 3y = -1 (2)
Substitute x = 2 and y = 1. Substitute x = 2 and y = 1. Solve the following system of linear equations
6x – 2y = 9
x+y=3 -2x + 3y = -1 3x – y = 12
2+1 3 -2(2) + 3(1) -1
3 =✓3 -4 + 3 -1 a) by graphing
-1 =✓-1 b) by substitution
c) by elimination
Let us check if the values of x and y are correct. Substitute x equals two and y equals one in both equations. For our second example, solve the following system of linear equations by graphing, by substitution, and by
The values satisfy both equations. Therefore, the ordered pair (2,1) is a solution of the system of the linear elimination.
equations.
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By Graphing By Substitution 6x – 2y = 9 (1)

3x – y = 12 (2)
6x – 2y = 9
3x – y = 12 (2) y = -12 + 3x
x -1 0 1
y -7.5 -4.5 -1.5 Substitute y = -12 + 3x to equation 1
6x – 2(-12 + 3x) = 9
3x – y = 12 6x + 24 - 6x = 9
6x – 6x = 9 – 24
x -1 0 1 0x = -15
y −15 −12 −9 0 ≠ -15 Impossible
Let us graph the linear equations. The graph of the linear equations is a parallel lines. Therefore, the system of Now, let us solve the systems of linear equations by substitution. Solve the first equation for y. Then, substitute
the linear equations has no solution. y equals negative 12 plus 3x to the first equation. By using the substitution method , we see that solving the
equation is impossible. Therefore, the system of the linear equations has no solution.
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By Elimination 6x – 2y = 9 (1)
3x – y = 12 (2)
6x – 2y = 9 6x – 2y = 9 Solve the following system of linear equations

-2(3x – y = 12) -6x + 2y = -24 -x + 2y = -4
x – 2y = 4
6x – 2y = 9
+ -6x + 2y = -24 a) by graphing
b) by substitution
0x + 0y = -15
c) by elimination
0 ≠ -15 Impossible
Lastly, let us solve the systems of linear equations by elimination. First, multiply negative two on both sides of For our third example, solve the following system of linear equations by graphing, by substitution, and by
the second equation. Second, add the two equations. The result is impossible. Zero is not equal to fifteen. elimination.
Therefore, the system of the linear equations has no solution.
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By Graphing By Substitution -x + 2y = -4 (1)

x – 2y = 4 (2)
-x + 2y = -4
x – 2y = 4 (2) x = 4 + 2y
x -1 0 1
y -2.5 -2 -1.5 Substitute x = 4 + 2y to equation 1
-(4 + 2y) + 2y = -4
x – 2y = 4 -4 – 2y + 2y =? -4
-4 + 0y =? -4
x -1 0 1 -4 =✓-4 True
y −2.5 −2 −1.5
Let us graph the linear equations. The graph of the linear equations coincides. Therefore, the system of the Now, let us solve the system of linear equations by substitution. Solve the first equation for x. Then, substitute x
linear equations has infinitely many solutions. equals 4 plus 2y to the first equation. The result is true, negative four is equal to negative four.
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By Substitution -x + 2y = -4 (1) By Elimination -x + 2y = -4 (1)

x – 2y = 4 (2) x – 2y = 4 (2)
1
-x + 2y = -4 (1) y = -2 + x -x + 2y = -4
2
1
+ x – 2y = 4
Substitute y = -2 + x to equation 2
2 0x + 0y = 0
1
x – 2(-2 + x) = 4 0=0 True
2
x + 4 – x =? 4
This is an example of a system with infinitely many solutions.
0x + 4 =? 4
True Any values that lie on the line is a solution of the equations.
4 =✓4
Now, let us solve the second equation for y. Then, substitute y equals negative two plus one-half x to the second Lastly, let us solve the system of linear equations by elimination. Adding the two equations, it will give us zero
equation. The result is true, four is equal to four. Since the values are different but true for both equations. The equals zero. This is an example of a system with infinitely many solutions. Any values that lie on the line is a
system of linear equations has infinitely many solutions. solution of the equations.
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Math 8 M8AL-Ii-j-1 Math 8 M8AL-Ij-2

Solving a System of Linear Equations in Two Variables by (A) Graphing; (B) Substitution; (C) Elimination Solving Problems involving Systems of Linear Equations in Two Variables
Solving Problems involving Systems of

• Graphing – uses a table of values and plots the Linear Equations in Two Variables
points.
• Substitution – solves for one variable and substitutes
it to the other equation to solve for the other
variable.
• Elimination – cancels one variable by addition then
proceeds to substitution.
Summary. There are three ways to solve for the solution of a system of linear equations: by graphing, by Hi! Our topic is about solving problems involving systems of linear equations in two variables. Let’s begin.
substitution, and by elimination. Graphing uses a table of values and plots the points. Substitution solves for one
variable and substitutes it to the other equation to solve for the other variable. And elimination cancels one
variable by addition then proceeds to substitution.
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Math 8 M8AL-Ij-2 Math 8 M8AL-Ij-2

Solving Problems involving Systems of Linear Equations in Two Variables Solving Problems involving Systems of Linear Equations in Two Variables
Natalie took an exam in her history subject. There were 50 items for 1 point or
3 points each. The total number of points in the exam was 100. She wants to
know how many of these points were from 1-point items, and how many were
from 3-point items.
Natalie took an exam in her history subject. There were 50
items for 1 point or 3 points each. The total number of points
in the exam was 100. She wants to know how many of these
points were from 1-point items, and how many were from 3- Let x be the number of items for 1-point question
point items. y be the number of items for 3-point question
Let us have an example. Natalie took an exam in her history subject. There were 50 items for 1 point or 3 points First, let us represent the variables. We will let x be the number of items for the 1-point question and let y be the
each. The total number of points in the exam was 100. She wants to know how many of these points were from number of items for the 3-point question.
1-point items, and how many were from 3-point items.
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3 points each. The total number of points in the exam was 100. She wants to 𝑥 + 𝑦 = 50 (1)
know how many of these points were from 1-point items, and how many were 𝑥 + 3𝑦 = 100 (2)
Solve by Elimination:
from 3-point items.
(−1)(𝑥 + 𝑦 = 50) −𝑥 − 𝑦 = −50

𝑥 + 3𝑦 = 100 + 𝑥 + 3𝑦 = 100
𝑥 + 𝑦 = 50 (1) 2𝑦 = 50
𝑥 + 3𝑦 = 100 (2) 𝑦 = 25
Second, write the working equation. In the problem, we have two linear equations. The first equation is the total Third, solve for the values of x and y using the working equation. Let us solve by elimination. Multiply both
number of items and the second equation is the total number of points. sides of the first equation by negative one to eliminate x, we will have y equals 25.
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𝑥 + 𝑦 = 50 (1)
𝑥 + 3𝑦 = 100 (2)
Solve by Elimination: Check: 𝑥 = 25 and 𝑦 = 25
Substitute 𝑦 = 25 to 𝑥 + 𝑦 = 50.
𝑥 + 𝑦 = 50 𝑥 + 3𝑦 = 100
𝑥 + 𝑦 = 50 25 + 3(25) =? 100
𝑥 + 25 = 50 25 + 25 =? 50
25 + 75 =? 100
𝑥 = 50 − 25 50 =✓50 100 =✓ 100
𝑥 = 25
Substitute y equals 25 in the first equation to get the value of x. We will get x equals to twenty-five. Fourth, check your answer by substituting the resulting values to the two original equations. In this case, the
values of x and y satisfy both equations.
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3 points each. The total number of points in the exam was 100. She wants to
know how many of these points were from 1-point items, and how many were
from 3-point items.
A limited edition bookmark was for sale. The cost was PHP 12
𝑥 = 25 for one bookmark or PHP 20 for two bookmarks. The total
Check the answer: 𝑦 = 25 number of bookmarks that was sold is 880 and the total
amount is PHP 9,840. How many people ordered two
bookmarks?
There are 25 items equivalent to 1 point and 25 items
equivalent to 3 points in Natalie’s history exam.
Fifth, write the complete answer. There are 25 items equivalent to 1 point and 25 items equivalent to 3 points in Let us have another example. A limited edition bookmark was for sale. The cost was 12 pesos for one
Natalie’s history exam. bookmark or 20 pesos for two bookmarks. The total number of bookmarks that was sold is 880 and the total
amount is 9,840 pesos. How many people ordered two bookmarks?
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A limited edition bookmark was for sale. The cost was PHP 12 for one A limited edition bookmark was for sale. The cost was PHP 12 for one
bookmark or PHP 20 for two bookmarks. The total number of bookmarks that bookmark or PHP 20 for two bookmarks. The total number of bookmarks that
was sold is 880 and the total amount is PHP 9,840. How many people ordered was sold is 880 and the total amount is PHP 9,840. How many people ordered
two bookmarks? two bookmarks?
Let x be the number of people who bought 1 bookmark

𝑥 + 2𝑦 = 880 (1)
y be the number of people who bought 2 bookmarks
12𝑥 + 20𝑦 = 9840 (2)
Let x be the number of people who bought one bookmark and let y be the number of people who bought two Second, write the working equation. The first equation is the total number of bookmarks sold and the second
bookmarks. equation is the total amount of money earned.
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𝑥 + 2𝑦 = 880 (1) 𝑥 + 2𝑦 = 880 (1)

12𝑥 + 20𝑦 = 9840 (2) 12𝑥 + 20𝑦 = 9840 (2)
Solve by Substitution: Solve by Substitution:
𝑥 + 2𝑦 = 880 𝑥 = 880 − 2𝑦 Substitute 𝑦 = 180 to 𝑥 = 880 − 2𝑦.
12𝑥 + 20𝑦 = 9840 𝑥 = 880 − 2𝑦

12 880 − 2𝑦 + 20𝑦 = 9840 𝑥 = 880 − 2(180)
10560 − 24𝑦 + 20𝑦 = 9840 𝑥 = 880 − 360
−24𝑦 + 20𝑦 = 9840 − 10560
𝑥 = 520
−4𝑦 = −720
𝑦 = 180
Third, solve for the values of x and y using the working equation. Let us solve by substitution. Solve the first Substitute y equals 180 to x equals 880 minus 2y to get the value of x. The value of x is equal to 520.
equation for x and substitute it in the second equation. The value of y is equal to 180.
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A limited edition bookmark was for sale. The cost was PHP 12 for one
bookmark or PHP 20 for two bookmarks. The total number of bookmarks that
was sold is 880 and the total amount is PHP 9,840. How many people ordered
Check: 𝑥 = 520 and 𝑦 = 180 two bookmarks?
𝑥 = 520
𝑥 + 2𝑦 = 880 12𝑥 + 20𝑦 = 9840 𝑦 = 180
520 + 2(180) =? 880 12(520) + 20(180) =? 9840
520 + 360 =? 880 6240 + 3600 =? 9840
880 =✓880 9840 =✓ 9840 Therefore, 180 people ordered for two bookmarks.
Fourth, check your answer. The values of x and y satisfy both equations. Therefore, 180 people ordered for two bookmarks.
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Math 8 M8AL-Ij-2 Math 8 M8AL-IIa-1

Solving Problems involving Systems of Linear Equations in Two Variables Illustrating Linear Inequalities in Two Variables
Illustrating Linear Inequalities in Two

Variables
Here are the steps in solving problems:
1. Represent the given and the unknown.
2. Write the working equation.
3. Solve for the value of the variables.
5. Write the final answer.
Summary. Here are the steps in solving problems: First, represent the given and the unknown. Second, write Hi! Our topic is about illustrating linear inequalities in two variables. Let’s begin.
the working equation. Third, solve for the value of the variables. Fourth, check your answer. Fifth, write the
final answer.
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Math 8 M8AL-IIa-1 Math 8 M8AL-IIa-1

Illustrating Linear Inequalities in Two Variables Illustrating Linear Inequalities in Two Variables
Linear Inequality in Two Variables Linear Inequality in Two Variables
• It is consists of two variables working together. • Linear inequality in two variables uses the inequality
• It can be written in the following forms: signs < , > , ≤ , ≥.
𝑨𝒙 + 𝑩𝒚 > 𝑪
• It divides the coordinate plane into two parts.
𝑨𝒙 + 𝑩𝒚 < 𝑪
𝑨𝒙 + 𝑩𝒚 ≥ 𝑪 • One-half of the side is where the solutions of the linear
𝑨𝒙 + 𝑩𝒚 ≤ 𝑪 inequality lies. It is also called half-plane.
Linear inequality in two variables is consist of two variables working together. It can be written in the following Linear inequality in two variables uses the inequality signs < , > , ≤ , ≥. Linear inequality divides the coordinate
forms. plane into two parts. One-Half of the side is where the solutions of the linear inequality lies. It is also called
half-plane.
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Solution of Linear Inequality Graph of Linear Inequality

• The solution of the linear inequality is the ordered pair • The graph of a linear inequality in two variables is a half-
(x, y) that satisfies the inequality when the values of x plane.
and y are substituted in the inequality.
Cases:
• The ordered pair is in a half-plane of a rectangular
coordinate system and is usually shaded.
If the inequality is ≥ or ≤, If the inequality is > or <,
• The boundary of the plane is determined using a solid
the boundary is a solid line. the boundary is a dashed
line or a dashed line.
line.
The solution of the linear inequality is the ordered pair (x, y) that satisfies the inequality when the values of x and The graph of a linear inequality in two variables is a half-plane. If the inequality is ≥ or ≤, the boundary is a solid
y are substituted in the inequality. The ordered pair is in a half-plane of a rectangular coordinate system. The line. If the inequality is > or <, the boundary is a dashed line.
boundary of the plane is determined using a solid line or a dashed line.
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Graph of Linear Inequality Graph of Linear Inequality

≤ and ≥
≤ and ≥
• The points on the solid line are included in the solution of
the linear inequality.
• It will satisfy the inequality.
Here are the possible graphs of an inequality of less than or equal to and greater than or equal to. The points on the solid line are included in the solution of the linear inequality. It will satisfy the inequality.
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Graph of Linear Inequality Graph of Linear Inequality

> and <
> and <
• The points on the dashed line are not included in the
solution of the linear inequality.
• It will not satisfy the inequality.
While here are the possible graphs of an inequality of greater than and less than . The points on the dashed line are not included in the solution of the linear inequality. It will not satisfy the
inequality.
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Illustrating Linear Inequalities in Two Variables Differentiating Linear Inequalities in Two Variables from Linear Equations in Two Variables
Differentiating Linear Inequalities in Two

Variables from Linear Equations in Two
Variables
Linear inequality in two variables is in the forms:
𝑨𝒙 + 𝑩𝒚 > 𝑪
𝑨𝒙 + 𝑩𝒚 < 𝑪
𝑨𝒙 + 𝑩𝒚 ≥ 𝑪
𝑨𝒙 + 𝑩𝒚 ≤ 𝑪
Summary. Linear inequality in two variables is written in the following forms. Hi! Our topic is about differentiating linear inequalities in two variables from linear equations in two variables.
Let’s begin.
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Differentiating Linear Inequalities in Two Variables from Linear Equations in Two Variables Differentiating Linear Inequalities in Two Variables from Linear Equations in Two Variables
Linear Inequality Linear Equation Linear Inequality Linear Equation

Linear equation in two
Linear inequality in two Linear equation in two Linear inequality is in forms: variables is in the form:
variables uses inequality variables uses equal sign. 𝑨𝒙 + 𝑩𝒚 > 𝑪
signs. 𝑨𝒙 + 𝑩𝒚 < 𝑪 𝑨𝒙 + 𝑩𝒚 = 𝑪
≥, ≤, >, < = 𝑨𝒙 + 𝑩𝒚 ≥ 𝑪
𝑨𝒙 + 𝑩𝒚 ≤ 𝑪
A linear inequality uses inequality signs like not equal to, less than, greater than, greater than or equal to, or less The standard form of linear inequality uses the same elements but with an inequality symbol while the standard
than or equal to a linear equation in two variables uses an equal sign . form of linear equation is Ax plus By equals C.
1063 1064

Linear Inequality Linear Equation Linear Inequality Linear Equation
The solutions are in the It has infinitely many

boundary of the region in solutions.
𝐚) 𝟑𝒙 + 𝟒𝒚 < 𝟏𝟐 𝐚) 𝒙 + 𝟐𝒚 = 𝟏𝟎 the coordinate plane.
𝐛) 𝒚 − 𝒙 > 𝟐 𝐛) − 𝟓𝒙 + 𝟏𝟎𝒚 = −𝟐𝟎
𝐜) 𝟒𝒙 + 𝟐𝒚 ≥ 𝟖 𝐜) 𝒙 − 𝟒𝒚 = 𝟏𝟐
𝐝) 𝟐𝒙 + 𝟒𝒚 ≤ 𝟏𝟎
Here are the examples of linear inequalities in two variables and linear equations in two variables. In terms of the number of solutions, in a linear inequality solutions are in the boundary of the region in the
coordinate plane but there can be infinitely many solutions in a linear equation
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Linear Inequality Linear Equation

Linear Inequality Linear Equation
The solution can be solved The solution can be solved

by graphing and shading the by
region of the coordinate • two point form
plane following the • point-slope form
inequality symbol. • slope-intercept form
Linear inequalities can be solved by graphing and shading the region of the coordinate plane following the The graph of the solution of a linear inequality are the points in the region restricted by a boundary line which
inequality symbol. On the other hand, a linear equation has many approaches. It can be solved by two-point can either be a solid line or dashed line. On the other hand, the graph of the solution of a linear equation is a
form, point- slope form, and a slope-intercept form. line which means that the possible solutions are the points on the line.
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Differentiating Linear Inequalities in Two Variables from Linear Equations in Two Variables Graphing Linear Inequalities in Two Variables
Graphing Linear Inequalities in Two

Variables
Summary. Here is a table showing the differences between linear inequalities in two variables and linear Hi! Our topic is about graphing linear inequalities in two variables. Let’s begin.
equations in two variables.
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Graphing Linear Inequalities in Two Variables Graphing Linear Inequalities in Two Variables
Steps:
1. Replace the inequality sign with an equal sign and plot the line.
2. Choose any point that is not on the line as a test point. If the
• The graph of a linear inequality in two variables is a half- origin is not on the line, it is the most convenient choice.
plane. 3. Substitute the coordinates of the test point into the inequality.
• If the inequality is ≥ or ≤, the boundary is a solid line. a) If the test point satisfies the inequality, then the coordinates of
• If the inequality is > or <, the boundary is a broken every point in the half-plane that contains the point will satisfy
line. the inequality.
b) If the test point does not satisfy the inequality, then the points
in the half-plane on the other side of the line that will satisfy
the inequality.
Recall. The graph of a linear inequality in two variables is a half-plane. If the inequality is greater than or equal Here are the steps in graphing linear inequalities.
or less than or equal, the boundary is a solid line. If the inequality is greater than or less than, the boundary is a
broken line.
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1) 𝑥 + 𝑦 ≥ 5
Replace the inequality sign with an equal sign and plot the line.
1) 𝑥 + 𝑦 ≥ 5
2) 2𝑦 − 3𝑥 < 12
3) 3𝑥 − 5𝑦 > 15
𝑥+𝑦 ≥5 𝑥+𝑦 = 5
Let us have some examples. Let us do the first example. Replace the inequality sign, greater than or equal to with an equal sign.
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𝑥+𝑦 =5 1) 𝑥 + 𝑦 ≥ 5
Choose any point Substitute the

that is not on the coordinates of the test
line as a test point. point into the inequality.
We will choose (0,0) since 𝑥+𝑦 ≥5

the line does not pass 0+0≥5
through the origin. 0≱5
Then, plot the line in a rectangular coordinate system. We will choose the ordered pair (0,0) as a test point since the line does not pass through the origin. Substituting
(0,0) into the equality, it will give us a false answer. Zero is not greater than or equal to five. Therefore, (0,0)
does not satisfy the inequality.
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1) 𝑥 + 𝑦 ≥ 5 2) 2𝑦 − 3𝑥 < 12
2𝑦 − 3𝑥 < 12 2𝑦 − 3𝑥 = 12
The points that will satisfy the inequality are above the half-plane. Thus, the graph of the inequality is consists Let us do the second example. Replace the inequality sign, less than, with an equal sign.
of the half-plane above together with the line. Since the inequality used is greater than or equal, the boundary is
a solid line.
1077 1078

2) 2𝑦 − 3𝑥 < 12
Choose (0,0) and substitute it in the inequality.
2𝑦 − 3𝑥 < 12
2 0 − 3 0 < 12
0 < 12
Then, plot the line in a rectangular coordinate system. We will choose the ordered pair (0,0) as a test point since the line does not pass through the origin. Substituting
(0,0) into the equality, it will give us a true answer. Zero is less than twelve. Therefore, (0,0) satisfies the
inequality and thus a solution.
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3) 3𝑥 − 5𝑦 > 15
3𝑥 − 5𝑦 > 15 3𝑥 − 5𝑦 = 15
The points that will satisfy the inequality are below the half-plane including the origin. Thus, the graph of the Let us do the last example. Replace the inequality sign, greater than, with an equal sign.
inequality is a dashed line and consists of the half-plane below.
1081 1082

3) 3𝑥 − 5𝑦 > 15
Choose (0,0) and substitute it in the inequality.
3𝑥 − 5𝑦 > 15
3(0) − 5(0) > 15
0 ≯ 15
Then, plot the line in a rectangular coordinate system. Substituting (0,0) into the equality, it will give us a false answer. Zero is not greater than to fifteen. Therefore,
(0,0) does not satisfy the inequality.
1083 1084

1. Replace the inequality sign with an equal sign and plot the
line.
2. Choose any point that is not on the line as a test point. If
the origin is not on the line, it is the most convenient choice.
The points that will satisfy the inequality are below the half-plane. Thus, the graph of the inequality is a dashed Summary. The steps in graphing a linear inequality in two variables are. First, replace the inequality sign with
line and consists of the half-plane below the origin. an equal sign and plot the line. Second, choose any point that is not on the line as a test point. If the origin is
not on the line, it is the most convenient choice.
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Graphing Linear Inequalities in Two Variables Solving Problems Involving Linear Inequalities in Two Variables
Solving Problems Involving Linear

3. Substitute the coordinates of the test point into the Inequalities in Two Variables
inequality.
a) If the test point satisfies the inequality, then the
coordinates of every point in the half-plane that contains
the point will satisfy the inequality.
b) If the test point does not satisfy the inequality, then the
points in the half-plane on the other side of the line that
will satisfy the inequality.
Third, substitute the coordinates of the test point into the inequality. If the test point satisfies the inequality, then Hi! Our topic is about solving problems involving linear inequalities in two variables. Let’s begin.
the coordinates of every point in the half-plane that contains the point will satisfy the inequality. If the test point
does not satisfy the inequality, then the points in the half-plane on the other side of the line that will satisfy the
inequality.
1087 1088

Solving Problems Involving Linear Inequalities in Two Variables Solving Problems Involving Linear Inequalities in Two Variables
A linear inequality can be any of the following:

• 𝐴𝑥 + 𝐵𝑦 > 𝐶 • The solution to an inequality, say 𝐴𝑥 + 𝐵𝑦 > 𝐶, is the
• 𝐴𝑥 + 𝐵𝑦 ≥ 𝐶 ordered pair (𝑥, 𝑦) such that if (𝑥, 𝑦) are substituted to
• 𝐴𝑥 + 𝐵𝑦 < 𝐶
• 𝐴𝑥 + 𝐵𝑦 ≤ 𝐶 the inequality, 𝐴𝑥 + 𝐵𝑦 > 𝐶 is true.
• The ordered pair (𝑥, 𝑦) that makes the inequality true is
where 𝐴, 𝐵 and 𝐶 are constants.
not unique. This means that there are many solutions to
an inequality.
First, let us recall the form a linear inequality can take. A linear inequality can be any of the following. A x plus B Note that the solution to an inequality, say A x plus B y greater than C, is the ordered pair x, y such that if x and
y greater than C, A x plus B y greater than or equal to C, A x plus By less than C, A x plus B y less than or equal y are substituted to the inequality, A x plus B y greater than C is true. The ordered pair x, y that makes the
to C. where A, B and C are constants. inequality true is not unique. This means that there are many solutions to an inequality.
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Is (5, 4) a solution to the inequality given by 5𝑥 + 2𝑦 ≤ 100?
To determine if an ordered pair is a solution to an inequality, we substitute Which values of 𝑥 would make the ordered pair
the values for 𝑥 and 𝑦. (𝑥, 4) be a solution to the inequality 4𝑥 + 3𝑦 > 12?
Then, we have
5(5) + 2(4) = 25 + 8
⇒ 5(5) + 2(4) = 33
Since 33 < 100, the ordered pair (5, 4) makes the given inequality true.
Thus, (5, 4) is a solution to the inequality 5𝑥 + 2𝑦 ≤ 100.
Let us consider this example. Is the ordered pair five, four, a solution to the inequality given by five x plus two y less In this example, we will determine a solution set for an inequality. Which values of x would make the ordered
than or equal to one hundred? To determine if an ordered pair is a solution to an inequality, we substitute the values
for x and y. Then we have the following. Since thirty three is less than one hundred, the ordered pair five, four, makes pair x, four, be a solution to the inequality four x plus three y greater then twelve?
the given inequality true. Thus, the ordered pair five, four, is a solution to the inequality five x plus two y less than or
equal to one hundred.
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To determine the values of 𝑥 that would satisfy the inequality, we substitute

the value of 𝑦 and solve for 𝑥.
Then, we have George wants to play songs from a playlist for no more than
4𝑥 + 3 4 > 12 60 minutes. There are 2 kinds of songs from his playlist:
⇒ 4𝑥 + 12 > 12 dance songs and non-dance songs. Each dance song is 5
⇒ 4𝑥 > 0 minutes long and each non-dance song is 3 minutes long. If
⇒ 𝑥>0 George already played 6 dance songs, how many non-dance
Therefore, the ordered pair (𝑥, 4) is a solution to the given inequality for all songs can he still play?
values of 𝑥 greater than 0.
To determine the values of x that would satisfy the inequality, we substitute the value of y and solve for x. Then, Now, let us solve for a word problem involving inequalities with two variables. Consider the following situation. George
we have the following. We now have that x is greater than zero. Therefore, the ordered pair x, four, is a solution wants to play songs from a playlist for no more than sixty minutes. There are two kinds of songs from his playlist:
to the given inequality for all values of x greater than zero. dance songs and non-dance songs. Each dance song is five minutes long and each non-dance song is three minutes
long. If George already played six dance songs, how many non-dance songs can he still play?
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First, determine what are the given.

• no more than 60 minutes of Since there are already six 5-minute songs that have been played, we
We are asked to find the number
playtime have the following inequality.
of 3-minute songs that can still
• songs of length 5 and 3 minutes 5(6) + 3𝑦 ≤ 60
be played after six 5-minute
• 6 songs of length 5 minutes have ⇒ 30 + 3𝑦 ≤ 60
songs have already been played.
already been played. ⇒ 3𝑦 ≤ 30
Let 𝑥 be the number of 5-minute ⇒ 𝑦 ≤ 10
Then, we have the inequality
songs and
5𝑥 + 3𝑦 ≤ 60.
𝑦 be the number of 3-minute Therefore, George can play at most ten 3-minute songs.
songs.
First, let us determine what are the given. In the problem, the total playtime of songs must be no more than sixty minutes. There are Since there are already six five-minute songs that have been played, we have the following inequality. Then, we
songs of length five and three minutes. Six songs with five minutes of playtime have already been played. Let x be the number of five- have computed that y is less than or equal to ten. Therefore, George can play at most ten three-minute songs.
minute songs and y be the number of three-minute songs. We are asked to find the number of thee-minute songs that can still be played
after six five-minute songs have already been played. Then, we have the inequality five x plus three y less than or equal to sixty.
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The solution to an inequality, say 𝐴𝑥 + 𝐵𝑦 > 𝐶, is the ordered Solving word problems involving inequalities usually includes the
pair (𝑥, 𝑦) such that if (𝑥, 𝑦) are substituted to the inequality, following steps:
𝐴𝑥 + 𝐵𝑦 > 𝐶 is true. 1. Determine what are the given in the problem.
One way to determine if an ordered pair is a solution to an 2. Define the variables that will be used.
inequality, we substitute the values for 𝑥 and 𝑦. 3. Determine what is asked.
If we are asked to determine the values of 𝑥 𝑜𝑟 𝑦 that would 4. Set up the inequality.
satisfy the inequality, we substitute the value of the given 5. Solve the inequality.
variable and solve for the missing variable. 6. Conclude in connection with the problem.
Remember! In solving problems involving linear inequalities in two variables, the solution to an inequality, say A x plus B y is greater It also includes the following steps: Determine what are the given in the problem; Define the variables that will
than C, is the ordered pair x, y, such that if x and y are substituted to the inequality, A x plus B y is greater than C, is true. One way to be used; Determine what is asked; Set up the inequality; Solve the inequality; and Conclude in connection with
determine if an ordered pair is a solution to an inequality, we substitute the values for x and y. If we are asked to determine the values
of x or y that would satisfy the inequality, we substitute the value of the given variable and solve for the missing variable.
the problem.
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Math 8 M8AL-IIb-1 Math 8 M8AL-IIb-1

Solving a System of Linear Inequalities in Two Variables Solving a System of Linear Inequalities in Two Variables
System of Linear Inequalities

Solving a System of Linear Inequalities in
Two Variables
The system of linear inequalities consists of
two or more linear inequalities.
Example:
𝐴𝑥 + 𝐵𝑦 < 𝐶
ቊ
𝐴𝑥 + 𝐵𝑦 > 𝐶
Hi! Our topic is about solving a system of linear inequalities in two variables. Let’s begin. When we say a system of linear inequalities, it consists of two or more linear inequalities. An example shows
that A, B, and C are the coefficients of the system.
1099 1100

1. Graph the linear inequalities.
6
Solve for the system of linear inequalities. 4
1 −𝟐, 𝟏 2
ቐ 𝑦 ≤ 2𝑥 + 2 -8 -6 -4 -2 0 2 4 6
𝑦 < −2𝑥 − 3 𝟏
𝒚≤ 𝒙+𝟐 -2
𝟐
-4
𝒚 < −𝟐𝒙 − 𝟑
For example, we have y less than or equal to one-half x plus two and y less than negative two x minus three. The first step is to graph each inequality. Note that that we use a dashed line if the symbol is less than or greater
The following are the steps in solving a system of linear inequalities in two variables. than. Otherwise, we use a solid line. Observe the graph shown here. They intersect at point negative two
comma one.
1101 1102

Shaded region of Shaded region of

𝟏
𝒚 ≤ 𝟐𝒙 + 𝟐 𝒚 < −𝟐𝒙 − 𝟑
8 8
6 6
2. Shade the part of the solution 4 2. Shade the part of the solution 4
of each inequality. 2 of each inequality. 2
-8 -6 -4 -2 0 2 4 6 -8 -6 -4 -2 0 2 4 6
-2 -2
-4 -4
Then, shade the part of the solution of each inequality. This is the region of the first linear inequality shaded in This is the region of the second linear inequality shaded in red.
green.
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4. Test a point to verify the solution.
8
3. Find the region where the graphs 6 8
overlap. 4 Let (−2, −2) be the test point. 6
2
1 4
𝑦 ≤ 𝑥+2
2 2
-8 -6 -4 -2 0 2 4 6
1
𝟏 -2
−2 ≤ 2 (−2) + 2 Substitute the test point. -8 -6 -4 -2 0 2 4 6
Region where the graphs of 𝒚 ≤ 𝟐 𝒙 + 𝟐
and 𝒚 < −𝟐𝒙 − 𝟑 overlap -4 −2 ≤ 1 -2
-4
Next, we find the region where the graphs overlap. The point of intersection is the ordered pair, negative two Next is to test a point to verify the solution. Our test point is the ordered pair negative two comma negative two.
comma one. The arrow shows the region where the graphs overlap. By substituting this to the first linear inequality, we arrive at negative two greater than or equal to one which is
true.
1105 1106

8
8 Generally, the solution to the given system of
linear inequalities 6
6
Let (−2, −2) be the test point. 4
4 1
𝑦 < −2𝑥 − 3
2 ቐ 𝑦 ≤ 2𝑥 + 2 2
−2 < −2 −2 − 3 Substitute the test point. 𝑦 < −2𝑥 − 3 -8 -6 -4 -2 0 2 4 6
-8 -6 -4 -2 0 2 4 6
−2 ≤ −1 is the region shaded in the graph or the region -2
-2
where the graphs overlap. -4
-4
By substituting the test point to the second linear inequality, we arrive at negative two greater than or equal to Therefore, we can generalize that the solution to the given system of linear inequalities is the region shaded in
negative one which is also true. the graph or the region where the graphs overlap.
1107 1108

𝟐𝒙 + 𝒚 < 𝟒
8
6
Solve for the system of linear inequalities.
4
𝑥 − 4𝑦 ≤ 12 2
ቊ
2𝑥 + 𝑦 < 4
-8 -6 -4 -2 0 2 4 6 𝟐𝟖 𝟐𝟎
,−
-2 𝟗 𝟗
𝒙 − 𝟒𝒚 ≤ 𝟏𝟐 -4
For another example, we have to solve the linear inequalities x minus four y greater than or equal to twelve and The first step is to graph each inequality. We use a dashed line for the symbol less than. Observe the graphs
two x plus y less than four. shown here for both inequalities. The lines intersect at point twenty-eight over nine comma negative twenty over
nine.
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Shaded region of Shaded region of

𝒙 − 𝟒𝒚 ≤ 𝟏𝟐 𝟐𝒙 + 𝒚 < 𝟒 8
8 8
6
6 6
4
4 4
2
2 2
-8 -6 -4 -2 0 2 4 6
-8 -6 -4 -2 0 2 4 6 -8 -6 -4 -2 0 2 4 6
-2
-2 -2
-4
-4 -4
Next is to shade the part of the solution of each inequality. These are shaded region of each inequality. The The region where the graphs overlap is shaded in yellow.
region shaded in green is the first inequality while the second inequality is shaded in red.
1111 1112

8 8
6 6
Let (0,0) be the test point. Let (0,0) be the test point.
4 4
𝒙 − 𝟒𝒚 ≤ 𝟏𝟐 𝟐𝒙 + 𝒚 < 𝟒
2 2
0 − 4 0 ≤ 12 Substitute the test point. 2 0 +0<4 Substitute the test point.
-8 -6 -4 -2 0 2 4 6 -8 -6 -4 -2 0 2 4 6
0 ≤ 12 -2
0<4 -2
-4 -4
Now, let us test a point to verify the solution. Our test point is the ordered pair zero comma zero. By substituting By substituting the test point to the second linear inequality, we arrive at zero less than four which is also true.
this to the first linear inequality, we arrive at zero less than or equal to twelve which is true.
1113 1114

8 In solving a system of linear inequalities in two variables, these

Generally, the solution to the given system of 6 are the steps:
linear inequalities
4
1. Graph the linear inequalities.
𝑥 − 4𝑦 ≤ 12 2. Shade the part of the solution of each inequality.
ቊ 2
3. Find the region where the graphs overlap.
2𝑥 + 𝑦 < 4
-8 -6 -4 -2 0 2 4 6
is the region shaded in the graph or the region
-2
where the graphs overlap. Generally, the solution is the region shaded in the graph or the
-4
region where the graphs overlap.
Therefore, we can generalize that the solution to the given system of linear inequalities is the region shaded in Remember! In solving a system of linear inequalities in two variables, these are the steps. Generally, the
the graph or the region where the graphs overlap. solution is the region shaded in the graph or the region where the graphs overlap.
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Solving Problems Involving System of Linear Inequalities in Two Variables Solving Problems Involving System of Linear Inequalities in Two Variables
Solving Problems Involving System of The solution to a system of linear inequalities, say
Linear Inequalities in Two Variables 𝐴𝑥 + 𝐵𝑦 > 𝐶
ቊ
𝐷𝑥 + 𝐸𝑦 > 𝐹
where 𝐴, 𝐵, 𝐶, 𝐷, 𝐸, and 𝐹 are constants, is the ordered
pair (𝑥, 𝑦) such that if (𝑥, 𝑦) are substituted to the
system, both inequalities are true.
The ordered pair (𝑥, 𝑦) that makes the system of inequalities
true is not unique. This means that there are many solutions to
a system of inequalities.
Hi! Our topic is about solving problems involving system of linear inequalities in two variables. Let’s begin Note that the solution to a system of linear inequalities, say A x plus B y greater than C and D x plus E y greater
than F, where A, B, C, D, E, and F are constants, is the ordered pair x, y, such that if x and y are substituted to
the system, both inequalities are true. The ordered pair x, y, that makes the system of inequalities true is not
unique. This means that there are many solutions to a system of inequalities.
1117 1118

To determine if an ordered pair is a solution to the system, Solving word problems involving system of linear inequalities
substitute the values of 𝑥 and 𝑦 to every inequality. If all usually include the following steps:
inequalities are true after substituting, then the ordered pair 1. Determine what are the given.
is a solution to the system. 2. Define the variables that will be used.
3. Determine what is asked.
To find solutions to problems involving system of linear 4. Set up the inequality.
inequalities, we need to graph the inequalities and identify 5. Solve the inequality by using graph.
the region where the graphs overlap. 6. Conclude in connection with the problem.
To determine if an ordered pair is a solution to the system, substitute the values of x and y to every inequality. If Solving word problems involving system of linear inequalities usually include the following steps: one, determine
all inequalities are true after substituting, then the ordered pair is a solution to the system. To find solutions what are the given. Two, define the variables that will be used. Three, determine what is asked. Four, set up the
involving system of linear inequalities, we need to graph the inequalities and identify the region where the inequality. Five, solve the inequality using a graph. Lastly, conclude in connection with the problem.
graphs overlap.
1119 1120

Is (7,8) a solution to the following system of linear inequalities?

𝑥 + 𝑦 ≥ 12
ቊ
32𝑥 + 15𝑦 ≥ 146
Carl works for more than 40 hours a week for two jobs. He
would like to spend at least 15 hours more on his first job
Substituting to the second than on his second job. How will the system of inequalities
Substituting to the first inequality, for this problem be represented?
inequality, we have
we have
32𝑥 + 15𝑦 ≥ 146
𝑥 + 𝑦 ≥ 12
⇒ 32(7) + 15(8) ≥ 146
⇒ 7 + 8 ≥ 12
⇒ 224 + 120 ≥ 146
⇒ 15 ≥ 12
⇒ 344 ≥ 146
Let us consider this example. Is the ordered pair seven, eight, a solution to the following system of linear inequalities? Wh at we will do is Now, let us have another example. Carl works for more than forty hours a week for two jobs. He would like to
substitute the values of the given ordered pair to every inequality in the system. Substituting to the first inequality, the result is fifteen greater spend at least fifteen hours more on his first job than on his second job. How will the system of inequalities for
than or equal to twelve. Substituting to the second inequality, the result is three hundred forty four greater than or equal to one hundred forty
six. After the substitution, note that both inequalities are true. This means that the ordered pair seven, eight, is a soluti on to the system. this problem be represented?
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First, let us determine what are the given. In the problem, Carl works for
more than 40 hours for two jobs and wants to spend at least 15 hours more Carl works for more than 40 hours a week for two jobs. He
on his first job than on his second job. would like to spend at least 15 hours more on his first job
Let 𝑥 be the number of hours spent on the first job and than on his second job. The system of linear inequalities for
𝑦 be the number of hours spent on the second job. this scenario is the following:
𝑥 + 𝑦 > 40 𝑥 + 𝑦 > 40
Then, we have ቊ ቊ
𝑥 ≥ 𝑦 + 15 𝑥 ≥ 𝑦 + 15
• 𝑥 + 𝑦 > 40 represents the number of hours spent for the two jobs. Graph the solution of the given system.
• 𝑥 ≥ 𝑦 + 15 represents the phrase “at least 15 hours more on the first job
than on the second job”.
First, let us determine what are the given. In the problem, Carl works for more than forty hours for two jobs and wants to sp ent at least fifteen Consider this next example. Carl works for more than forty hours a week for two jobs. He would like to spend at
hours more on his first job than on his second job. Let x be the number of hours spent on the first job and y be the number o f hours spent on least fifteen hours more on his first job than on his second job. The system of linear inequalities for this scenario
the second job. Then, we have the following system of linear inequalities. “x plus y greater than forty” represents the numbe r of hours spent
for the two jobs. “x greater than y plus fifteen represents the phrase “at least fifteen hours more on the first job than on the second job”. is the following. Graph the solution of the given system.
1123 1124

The graph of 𝑥 + 𝑦 > 40 is given in The graph of 𝑥 ≥ 𝑦 + 15 is given by

the figure. the blue graph in the figure.
First, let us graph x plus y greater than forty. The graph of x plus y greater than forty is given in the figure. Now, let us graph x greater than or equal to y plus fifteen. The blue graph represents x greater than or equal to y
plus fifteen and the red graph represents x plus y greater than forty. Notice that the red line is not as solid as the
blue line. For this module, it means that the red line is a dashed line. The region shaded with black is the
solution to the system.
1125 1126

Carl works for more than 40 hours a week for two jobs. He
would like to spend at least 15 hours more on his first job
than on his second job. The system of linear inequalities for
this scenario is the following: To identify solutions easier,
𝑥 + 𝑦 > 40 look at the graph and choose
ቊ a point/ordered pair on the
𝑥 ≥ 𝑦 + 15
region shaded with black.
What are two solutions to the system of inequalities given
above?
Let us consider the next question. Carl works for more than forty hours a week for two jobs. He would like to To identify solutions easier, look at the graph and choose a point or an ordered pair on the region shaded with
spend at least fifteen hours more on his first job than on his second job. The system of linear inequalities for this black.
scenario is the following. What are two solutions to the system of inequalities given above?
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• From the graph, (40,10) and

(45, 20) are points on the region The solution to a system of linear inequalities, say
shaded with black. Thus, two 𝐴𝑥 + 𝐵𝑦 > 𝐶
ቊ
solutions to the system are (40,10) 𝐷𝑥 + 𝐸𝑦 > 𝐹
and (45,20). where 𝐴, 𝐵, 𝐶, 𝐷, 𝐸, and 𝐹 are constants,
• Note that (40,10) and (45,20) are is the ordered pair (𝑥, 𝑦) such that if (𝑥, 𝑦) are substituted to the
not the only solutions to the system, both inequalities are true.
system. (47, 1) is also a solution. To determine if an ordered pair is a solution to the system, substitute the
• This confirms that the ordered pair values of 𝑥 and 𝑦 to every inequality. If all inequalities are true after
that makes the inequality true is substituting, then the ordered pair is a solution to the system.
not unique.
From the graph, the ordered pairs forty, ten, and forty five, twenty are points on the region shaded with black. Remember: The solution to a system of linear inequalities is the ordered pair x, y such that if x and y are
Thus, two solutions to the system are forty, ten, and forty five, twenty. Note that the ordered pairs forty, ten, and substituted to the system, both inequalities are true. To determine if an ordered pair is a solution to the system,
forty five, twenty, are not the only solutions to the system. The ordered pair forty seven, one, is also a solution. substitute the values of x and y to every inequality. If all inequalities are true after substituting, then the ordered
This confirms that the ordered pair that makes the inequality true is not unique. pair is a solution to the system.
1129 1130
Math 8 M8AL-IIb-2
Solving Problems Involving System of Linear Inequalities in Two Variables
To find solutions to problems involving system of linear inequalities, we

need to graph the inequalities and identify the region where the graphs
overlap. Mathematics
Solving word problems involving system of linear inequalities usually Functions
include the following steps:
1. Determine what are the given.
2. Define the variables that will be used.
3. Determine what is asked.
4. Set up the inequality.
5. Solve the inequality by using graph.
6. Conclude in connection with the problem.
To find solutions to problems involving system of linear inequalities, we need to graph the inequalities and identify the
region where the graphs overlap. Solving word problem involving system of linear inequalities usually include the
following steps: one, determine what are the given. Two, define the variables that will be used. Three, Determine
what is asked. Four, set up the inequality. Five, solve the inequality by using graph. Lastly, conclude in connection
with the problem.
1131 1132

Illustrating a Relation and a Function Illustrating a Relation and a Function
Relation
A relation is a set of ordered
Illustrating a Relation and a Function pairs (𝑥, 𝑦). A relation A B
between two sets is a
collection of ordered pairs 5 8
containing one object from 4 2
6
each set. 1
(5,8) 4,2 0
9
(4,0) 1,6 4
(9,0) (3,6) 3
(3,4)
Hi! Our topic is about illustrating a relation and a function. Let’s begin. Let us define a relation. A relation is a set of ordered pairs x, y. A relation between two sets is a collection of
ordered pairs containing one object from each set. In the figure on the right, the ordered pairs are: five, eight;
then four, two; then four, zero, then one, six; then nine, zero; then three, six; and three, four.
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Relation Relation
Domain Domain Range
A B A B
5 8 The second elements, 𝑦, of 5 8
The first elements, 𝑥, of the 2 2
4 6 the ordered pair forms the 4 6
ordered pair forms the
1 range. 1
domain.
9 0 9 0
Range: {8, 2, 6, 0, 4}
Domain: {5, 4, 1, 9, 3}
3 4 3 4
The first elements, x, of the ordered pair forms the domain. The domain in our examples is the set of all first The second elements, y, of the ordered pair forms the range. The range in our examples is the set of all second
elements which are five, four, one, nine, and three. elements which are eight, two, six, zero, and four.
1135 1136

A vertical line may intersect a relation in more than Function

one location.
A function is a set of ordered

pairs 𝑥, 𝑦 , in which each 𝑥-
element correspond only to
ONE 𝑦-element.
Note that a vertical line may intersect a relation in more than one location. This means that one value of x can Now let us define a function. A function is a set of ordered pairs x, y, in which each x-element correspond only to
be mapped to two different values of y. one y-element.
1137 1138

Function
This relation consists of
the ordered pairs:
Our example of relations 5 8 (5,8)
4 2 (4,2)
shown on the right are not 6
functions because certain x- 1 (1,6)
elements are paired with 9 0 (9,0)
more than one y-element. 4 (3,4)
3
Our example of relations shown on the right are not functions because certain x-elements are paired with more This mapping shows that this relation consists of the ordered pairs : five and eight, four and two, one and six,
than one y-element. nine and zero, three and four. Notice that no y-values is assigned to the same x-values. All x-values have a
unique y-value, thus making it a function.
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This graph is a graph of • A relation is a set of ordered pairs (𝑥, 𝑦). A relation between two
a function because the sets is a collection of ordered pairs containing one object from
vertical lines would only each set.
intersect at only one
point.
• A function is a set of ordered pairs 𝑥, 𝑦 , in which each 𝑥-
element correspond only to ONE 𝑦-element.
This graph is a graph of a function because the vertical lines would only intersect at only one point. Summary! A relation is a set of ordered pairs x, y. A relation between two sets is a collection of ordered pairs
containing one object from each set. A function is a set of ordered pairs x, y, in which each x-element
correspond only to one y-element.
1141 1142

Verifying if a Given Relation is a Function Verifying if a Given Relation is a Function
Verifying if a Given Relation is a Function

• A relation between two sets is a collection of
ordered pairs containing one object from each
set
• In simple terms, a relation is a set of ordered

pairs.
Hi! Our topic is about verifying if a given relation is a function. Let’s begin. Before we proceed with our topic, let us recall about relations and functions. A relation between two sets is a
collection of ordered pairs containing one object from each set. In simple terms, a relation is a set of ordered
pairs.
1143 1144

Determine if this relation is a function or not.
• For a relation to be a function, ordered pairs may 8

5
not have two y-values corresponding to the 4 2
same x-value. 6
1
9 0
• All functions are relations, but not all relations 4
are functions. 3
A B
For a relation to be a function, ordered pairs may not have two y-values corresponding to the same x-value. Let us have an example. Consider this relation. Determine if this relation is a function or not. This is the mapping
Lastly, all functions are relations, but not all relations are functions. of the relation from set A to set B.
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This relation consists of Determine if this relation is a function or not.

the ordered pairs:
(5,8) 5 8
5 8 1
2 (4,2) 4
4 6 2
1 (1,6)
(9,0) 3
9 0 4
4 (3,4) 1
3
A B
This mapping shows that this relation consists of the ordered pairs : five and eight, four and two, one and six, Let us have another example. Consider this relation. Determine if this relation is a function or not. This is the
nine and zero, three and four. Notice that no y-values is assigned to the same x-values. All x-values have a mapping of the relation from set A to set B.
unique y-value, thus making it a function.
1147 1148

This relation consists of This relation consists of

5 8 the ordered pairs: 5 8 the ordered pairs:
4 1 (5,8) 4 1 (5,8)
2 (4,1) 2 (4,1)
3 (2,1) 3 (2,1)
4 (4,3) 4 (4,3)
1 (1,4) 1 (1,4)
A B A B
This mapping shows that this relation consists of the ordered pairs : five and eight, four and one, two and one, Notice that the number four in set A was assigned to two different y-values in set B which are one and three.
four and three, one and four. This violates the definition of a relation being a function. Therefore, this relation is not a function.
1149 1150

Determine if this relation is a function or not.

5 8 5 8 the ordered pairs:
4 1 4 1 (5,8)
2 2 (4,8)
3 3 (2,1)
4 4 (1,4)
1 1
A B A B
Let us have our last example. Consider this relation. Determine if this relation is a function or not. This is the This mapping shows that this relation consists of the ordered pairs : five and eight, four and eight, two and one,
mapping of the relation from set A to set B. and one and four.
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5 8 the ordered pairs:
4 1 (5,8) • A relation between two sets is a collection of ordered pairs
2 (4,8) containing one object from each set.
3 (2,1)
4 (1,4) • For a relation to be a function, ordered pairs may not have two y-
1 values corresponding to the same x-value.
A B
Each value on set A has a corresponding value on set B. This satisfies the definition of a function. Therefore, Summary! A relation between two sets is a collection of ordered pairs containing one object from each set. For a
this relation is a function. relation to be a function, ordered pairs may not have two y-values corresponding to the same x-value.
1153 1154

Determining Dependent and Independent Variables Determining Dependent and Independent Variables
Determining Dependent and

Independent Variables A B
5 8
A relation is a set of ordered 4 2
6
pairs. In the ordered pair 1
(𝑥, 𝑦), the letters 𝑥 and 𝑦 are
called variables. 9 0
3 4
Hi! Our topic is about determining dependent and independent variables. Let’s begin. Let us recall that a relation is a set of ordered pairs. In the ordered pair x, y, the letters x and y are called
variables.
1155 1156

Which are the dependent and independent variable? Which is the dependent and independent variable?
𝑦 = 2𝑥 + 6 𝑦 = 2𝑥 + 6 𝒙 𝒚
1 9
0 6
-1 4
Let us have an example. In the equation y equals two x plus six, which are the dependent and independent Let us try to solve for some values. Looking at the table, if x is equal to one, y is equal to nine. If x is equal to
variable? zero, y is equal to six. And if x is equal to negative one, y is equal to four.
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Which is the dependent and independent variable?

On your science quiz, you will 𝒒 𝒑
earn 5 points if you get one
𝑦 = 2𝑥 + 6 𝒙 𝒚 question correct. In the table on 0 0
1 9 the right, 𝑞 represents the 1 5
number of questions you
independent 0 6 2 10
answered correctly and
variable
-1 4 𝑝 represents the total points you 3 15
dependent earned.
variable
Notice that the value of y depends on the value of x. Because of this, we can say that y is dependent on the Let us have another example. On your science quiz, you will earn 5 points if you get one question correct. In the
value of x whatever it may be. Thus, x is the independent variable and y is the dependent variable. table on the right, q represents the number of questions you answered correctly and p represents the total
points you earned.
1159 1160

The relationship between 𝑝 and 𝑞 𝒒 𝒑 The relationship between 𝑝 and 𝑞 𝒒 𝒑

can be represented by: can be represented by:
0 0 0 0
𝑝 = 5𝑞 1 5 𝑝 = 5𝑞 1 5
This means that the number of 2 10 2 10
Therefore, q is the independent
points you will get is dependent 3 15 3 15
variable and p is the dependent
on the number of questions you
variable.
can answer correctly.
The relationship between p and q can be represented by the equation p equals five q. This means that the Therefore, q is the independent variable and p is the dependent variable.
number of points you will get is dependent on the number of questions you can answer correctly.
1161 1162
Math 8 M8AL-IIc-3 Math 8 M8AL-IId-1

Determining Dependent and Independent Variables Finding the Domain and Range of a Function
Finding the Domain and Range of a

Function
• A dependent variable is a variable whose value is dependent to
the independent variable.
• Usually, 𝑥 is the independent variable and 𝑦 is the dependent

variable.
Summary! A dependent variable is a variable whose value is dependent to the independent variable. Usually, x Hi! Our topic is about finding the domain and range of a function. Let’s begin.
is the independent variable and y is the dependent variable.
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Finding the Domain and Range of a Function Finding the Domain and Range of a Function
A B A B
Range
Domain 5 8 • Comprised of all second 5 8
• Comprised of all first 4 2 elements, 𝑦, of the 4 2
6 6
elements, 𝑥, of the 1 ordered pair 𝑥, 𝑦 1
ordered pair 𝑥, 𝑦 • set of all possible output
• set of all input values we 9 0 values which result from 9 0
can have in our functions 3 4 using a particular 3 4
function.
Recall that the domain is comprised of all first elements, x, of the ordered pair x, y. We can also say that the Now let us recall that the range is comprised of all second elements, y, of the ordered pair x, y. We can also say
domain is the set of all possible input values, x, that we can have in our functions. In our mapping from set A to that the range is the set of all possible output values which result from using a particular function. In our
set B, the domain is the set A which is comprised of five, four, one, nine, and three. example, the set B is the range since for every input in set A, all the output is in the set B.
1165 1166

Find the domain and range of the mapping from set

A to B.
1 28 Domain:
2 56 {-3, -1, 0, 1, 2}
1 28 -84
-1
2 56
-84 -3 0
-1 Range:
-3 0 0 -28 {-84, -28, 0, 28, 56}
-28 A B
0
A B
Let us have an example. Let us find the domain and range of the mapping from set A to set B. The domain is the set containing negative three, negative one, zero, one, and two. On the other hand, the range
is the set containing negative eighty-four, negative twenty-eight, zero, twenty-eight, and fifty-six.
1167 1168

Find the domain and range of the mapping of the Find the domain and range of the mapping of the
function whose ordered pairs are: function whose ordered pairs are:
{ 2, −3 , 3, −8 , 6, −12 , 1, −1 , 0,0 } { 2, −3 , 3, −8 , 6, −12 , 1, −1 , 0,0 }
Domain: Range:
{−3, −8, −12, −1, 0}
{2, 3, 6, 1, 0}
Let us have another example. Find the domain and range of the mapping of the function whose ordered pairs The domain will be the set containing two, three, six, one, and zero. On the other hand, the range will be the set
are: two, negative three; three, negative eight; six, negative twelve; one, negative one; and zero, zero. containing negative three, negative eight, negative twelve, negative one, and zero.
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𝑓 𝑥 = 2𝑥 + 1
Which is the domain and range of the function? Which is the domain and range of the function?
𝑓 2 =2 2 +1 =5 𝒙 𝒚
𝑓 𝑥 = 2𝑥 + 1 2 5
𝑓 1 =2 1 +1 =3
𝑓 0 =2 0 +1 =1 1 3
0 1
𝑓 −1 = 2 −1 + 1 = −1
-1 -1
𝑓 −2 = 2 −2 + 1 = −3
-2 -3
Let us have another example. Which is the domain and range of the function given by f of x equals two x plus Let us use the table of values to find some coordinates of the graph of the function. Notice that x can be any real
one? number. For any real number we input, the value of y will also be a real number.
1171 1172

𝑓 𝑥 = 2𝑥 + 1
Domain: set of real numbers 𝒙 𝒚
2 5
𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1
Notation: ℝ or −∞, +∞
1 3
Range: set of real numbers 0 1
Notation: ℝ or −∞, +∞ -1 -1
-2 -3
Therefore, the domain and range of the function two x plus one is the set of real numbers. Let us have our last example. Which is the domain and range of the function given by f of x equals x squared
plus two x plus one?
1173 1174

𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1
𝑓 2 = 22 + 2 2 + 1 = 9 𝒙 𝒚 Domain: set of real numbers 𝒙 𝒚
𝑓 1 = 12 + 2 1 + 1 = 4 2 9 2 9
1 4 Notation: ℝ or −∞, +∞ 1 4
𝑓 0 = 02 +2 0 +1=1
0 1 0 1
𝑓 −1 = (−1)2 +2 −1 + 1 = 0
Range: set of real numbers greater
-1 0 than or equal to 0 -1 0
𝑓 −2 = (−2)2+2 −2 + 1 = 1 -2 1 -2 1
Notation: 0, +∞
𝑓 −3 = (−3)2+2 −3 + 1 = 4 -3 4 -3 4
Let us use the table of values to find some coordinates of the graph of the function. Notice that x can be any real Therefore, the domain of the function x squared plus two x plus one is the set of real numbers while the range is
number. Since the function is a parabola opening upward, for any real number we input in x, notice that y will be the set of real numbers greater than or equal to zero. Take note that the use of a square bracket in the notation
a real number that is greater than or equal to zero. for the range implies that zero is included in the set. If zero is not included in the set, then a parenthesis is used
instead.
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Use of parentheses and square brackets

𝑎, 𝑏 : set of numbers from 𝑎 to 𝑏, including both 𝑎 and 𝑏
𝑎, 𝑏 : set of numbers from 𝑎 to 𝑏, excluding both 𝑎 and 𝑏
𝑎, 𝑏 : set of numbers from 𝑎 to 𝑏, including 𝑎 but excluding 𝑏
𝑎, 𝑏 : set of numbers from 𝑎 to 𝑏, excluding 𝑎 but including 𝑏
𝑎, +∞ : greater than 𝑎
𝑎, +∞ : greater than or equal to 𝑎
−∞, 𝑏 : less than 𝑏
−∞, 𝑏 : less than or equal to b
The following are examples illustrating the proper use of parentheses and square brackets in writing sets of If the endpoint of a graph is included, it is denoted by a closed dot. If it is not included, it is denoted by an open
numbers. dot. Refer to the given examples.
1177 1178

Finding the Domain and Range of a Function Illustrating a Linear Function
Illustrating a Linear Function

• In finding the domain of a function, we need to know the
admissible values of x.
• In finding the range of a function, we need to know the set of all

resulting values of y.
Summary! In finding the domain of a function, we need to know the admissible values of x. In finding the range Hi! Our topic is about illustrating a linear function. Let’s begin.
of a function, we need to know the set of all resulting values of y.
1179 1180

Illustrating a Linear Function Illustrating a Linear Function
Linear Functions Linear Functions
Linear functions are functions

𝑓 𝑥 = 𝑎𝑥 + 𝑏 𝑓 𝑥 = 𝑎𝑥 + 𝑏
whose graphs are straight lines. We call b, the constant term, as
the y-intercept. It is the value of
It is usually of the form: the function when x is equal to
zero.
𝑓 𝑥 = 𝑎𝑥 + 𝑏
where 𝑎 and 𝑏 are constants.
Before we illustrate linear functions, let us first define it. Linear functions are functions whose graphs are straight We call b, the constant term, as the y-intercept. It is the value of the function when x is equal to zero.
lines. It is usually of the form f of x equals a x plus b, where a and b are constants.
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Linear Functions
On the other hand, 𝑎 is the 𝑓 𝑥 = 𝑎𝑥 + 𝑏 The points of a

coefficient of the independent
variable, x. It is also known as linear function
the slope and gives the rate of form a line.
change of the dependent
variable, y.
On the other hand, a is the coefficient of the independent variable , x. It is also known as the slope and gives the Let’s describe a linear function by its points. The points of a linear function form a line. In this
rate of change of the dependent variable, y. example, all the blue points form a line. The orange points are not included in the line.
1183 1184

𝑓 𝑥 = −2𝑥 + 1
1
All the points that 𝑓 𝑥 = 𝑥 + 100
3
lie within this line Linear functions is
are points in a 𝑓 𝑥 = 𝑥 − 0.0052
raised to the first
linear function. degree. 𝑓 𝑥 = 55𝑥 − 55
2
𝑓 𝑥 = 𝑥
3
In this example, the blue points are not included. All the points that lie within the orange line are points Next, let’s describe a linear function by its equation. Here are examples of linear functions. A function will be
in a linear function. linear if the independent variable is raised to one.
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Linear functions are The points of a linear

The graph of a functions whose graphs are function lie within a line.
straight lines.
linear function is The equation of a linear
a straight line. It is usually of the form: function is raised to the first
degree.
where 𝑎 and 𝑏 are The graph of a linear
constants. function is a straight line.
Lastly, let’s describe a linear function by its graph. All the blue lines are linear functions because they are Summary! Linear functions are functions whose graphs are straight lines. It is usually of the form f of x equals a
straight lines while the orange lines are not graphs of linear functions. x plus b, where a and b are constants. The points of a linear function lie within a line. The equation of a linear
equation is raised to the first degree, and the graph of a linear function is a straight line.
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Math 8 M8AL-IId-e-1 Math 8 M8AL-IId-e-1

Graphing a Linear Function’s Domain, Range, Table of Values, Intercepts, and Slope Graphing a Linear Function’s Domain, Range, Table of Values, Intercepts, and Slope
Graphing a Linear Function’s Domain,

Range, Table of Values, Intercepts, and
Slope Linear functions are functions
whose graphs are straight lines.
It is usually of the form:
where 𝑎 and 𝑏 are constants.
Hi! Our topic is about graphing a linear function’s domain, range, table of values, intercepts, and slope. Let’s Let us recall that linear functions are functions whose graphs are straight lines. It is usually of the form f of x
begin. equals a x plus b, where a and b are constants.
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Steps in Graphing Linear Functions
1. Find two points which will

satisfy the function.
Graph the function
2. Plot the points in the
coordinate plane. 𝑓 𝑥 =𝑥−2
3. Connect the points with a
straight line.
Here are the steps in graphing linear functions. First, we need to find two points which will satisfy the function. Let us have an example. Let us graph the function f of x equals x minus two.
Second, we plot the points in the coordinate plane. Lastly, we connect the points with a straight line.
1191 1192

Step 1:
𝒙 𝒚 4
𝟎 −𝟐 𝑓 𝑥 =𝑥−2
Graph the function 2
𝑓 𝑥 =𝑥−2 𝟏 −𝟏 𝒙 −𝟐 −𝟏 𝟎 𝟏 𝟐
-4 -2 2 4
(𝟏, −𝟏)
𝒚 −𝟒 −𝟑 −𝟐 −𝟏 𝟎 (𝟎, −𝟐) -2
𝑓 0 = −2; 𝑓 1 = 1 − 2 = −1
-4
Ordered Pairs: (0,-2) and (1, -1)
First, let us find two points. Using table of values, we can come up with two points in the coordinate plane. For Next, we plot the points on the coordinate plane. We can add more values of x to find more values of y so that
simplicity, we let x equals zero which will give us negative two. Also, we let x equals one which will give us we will not only have two points.
negative one. Thus the two points are the ordered pairs zero, negative two; and one, negative one.
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𝑟𝑖𝑠𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
𝑠𝑙𝑜𝑝𝑒 = =
𝑟𝑢𝑛 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥
4𝑓𝑥 =𝑥−2
4𝑓𝑥 𝑦2 − 𝑦1
x-intercept: if 𝑦 = 0, =𝑥−2 𝑚=
2 𝑥2 − 𝑥1
then 𝑥 = 2 2 −2 − −1
=
-4 -2 2 4
(𝟏, −𝟏) -4 -2 2 4 0−1
y-intercept: if 𝑥 = 0, -2 (𝟏, −𝟏) 1
(𝟎, −𝟐)
(𝟎, −𝟐) -2 =−
then 𝑦 = −2 -4
−1
-4 =1
Next, we connect the points by a straight line. As we can see in the graph, the x-intercept is equal to two and the Now that we have two points, we can find the slope of the function. The slope is defined as the ratio of the
y-intercept is equal to negative two. vertical change between two points, the rise, to the horizontal change between the same two points, the run.
Thus computing for the slope will give us one.
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4𝑓𝑥 =𝑥−2
Domain: ℝ
2 Graph the function
𝑓 𝑥 = 3𝑥 − 1
-4 -2 2 4
(𝟏, −𝟏)
Range: ℝ
(𝟎, −𝟐) -2
-4
If we extend the graph of the function, it will extend in both sides. This implies that the domain and range of the Let us have another example. Let us graph the function f of x equals three x minus one.
function is the set of all real numbers.
1197 1198

•Domain: { 𝑥 | 𝑥  ℝ }
•Range: {𝑦|𝑦ℝ}
8 Here are the steps in
•Table of values: graphing a linear function:
6 The slope is defined as the
𝒙 −𝟏 0 1 2 3
4 ratio of the vertical change
2 𝒚 −𝟒 −1 𝟐 5 8 1. Find two points which
between two points, the
•Intercepts: will satisfy the function.
rise, to the horizontal
-8 -6 -4 -2 2 4 6 8 2. Plot the points in the
-2 x-intercept: 1/3 change between the same
-4 y-intercept: -1 coordinate plane.
two points, the run
-6 3. Connect the points with
•Slope: 3 a straight line.
-8
Here is the graph of the function. The domain and range is the set of all real numbers. The x intercept is one- Summary! Here are the steps in graphing linear functions. First, we need to find two points which will satisfy the
third while the y-intercept is negative one. The slope is three. function. Second, we plot the points in the coordinate plane. Lastly, we connect the points with a straight line.
The slope is defined as the ratio of the vertical change between two points, the rise, to the horizontal change
between the same two points, the run.
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Math 8 M8AL-IIe-2 Math 8 M8AL-IIe-2

Solving Problems Involving Linear Functions Solving Problems Involving Linear Functions
Solving Problems Involving Linear These are the steps in solving problems involving linear
Functions functions:
1. Identify the given and what is being asked.
2. Analyze the situation and try to model a linear
equation representing the situation
3. Strategize and solve.
Hi! Our topic is about solving problems involving linear functions. Let’s begin. Here are the steps in solving problems involving linear functions. First, identify the given and what is being
asked. Second, analyze the situation and try to model a linear equation representing the situation. Third,
strategize and solve. Lastly, check your answer.
1201 1202

Given:
Php 50 cost for every attendee
Gina’s birthday party costs Php 50 for every attendee.
Write the linear equation that shows the relationship Equation of the problem
between the number of attendees x and the cost y.
𝒚 = 𝟓𝟎𝒙
Let us have an example. Gina’s birthday party costs fifty pesos for every attendee. Write the linear equation that Here is our solution. The given in the problem is the cost for every attendee amounting to fifty pesos. The
shows the relationship between the number of attendees x and the cost y. equation of the problem can be written as y equals fifty x.
1203 1204

Given: Asked:
Eddie visits the Department store and sees a pair of
shoes on sale. The promo says he can get the shoes Discount : 20% How much is the original
with a discount of 20%. He buys it at a price of PHP Discounted price : PHP price of the pair of shoes?
368.00. How much is the original price of the pair of 368.00
shoes?
Let us have another example. Eddie visits the Department store and sees a pair of shoes on sale. The promo The given says the discount is twenty percent and the discounted price is three hundred sixty-eight pesos. We
says he can get the shoes with a discount of twenty percent. He buys it at a price of three hundred sixty-eight are asked how much is the original price of the pair of shoes.
pesos. How much is the original price of the pair of shoes?
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Operation: Number Sentence: Computation:

Answer:
Subtraction and Division Let x be the original price: x - 0.2x = 368
0.8x = 368 The shoes Eddie bought
𝒙 − 𝟎. 𝟐𝒙 = 𝟑𝟔𝟖
x = 368/0.8 at a discounted price of
20% originally costs
x = 460
PHP460.
The operation we will use are subtraction and division. The number sentence will be x minus zero point two x Now let us compute. Three hundred sixty-eight divided by zero point eight is equal to four hundred sixty.
equals three hundred sixty-eight Therefore, the shoes that Eddie bought at a discounted price of twenty percent originally costs four hundred
sixty pesos.
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Math 8 M8AL-IIe-2
Solving Problems Involving Linear Functions
These are the steps in solving problems involving linear

functions: Mathematics
Growth Phenomena
1. Identify the given and what is being asked.
2. Analyze the situation and try to model a linear equation
representing the situation
3. Strategize and solve.
Summary. Here are the steps in solving problems involving linear functions. First, identify the given and what is
being asked. Second, analyze the situation and try to model a linear equation representing the situation. Third,
strategize and solve. Lastly, check your answer.
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Math 10 M10AL-Ib-1 Math 10 M10AL-Ib-1

Illustrating an Arithmetic Sequence Illustrating an Arithmetic Sequence
Sequence
Illustrating an Arithmetic Sequence
• A sequence is an ordered set of mathematical objects or
numbers;
• The objects or numbers in this set are called “elements” or
“terms” of the sequence;
• A sequence is infinite if it goes on forever. Otherwise, it is finite.
Hi! Our topic is about illustrating an arithmetic sequence. Let’s begin. A sequence is an ordered set of mathematical objects or numbers. The objects or numbers in this set are called
“elements” or “terms” of the sequence. A sequence is infinite if it goes on forever. Otherwise, it is finite.
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Arithmetic Sequence
• An arithmetic sequence is a sequence of numbers that
1) {1, 2, 3, 4, 5, 6, 7, 8, . . .} has a constant difference between every two
2) {5, 10, 15, 20, 25, 30} consecutive terms.
3) {1, 2, 4, 8, 16, 32, 64 . . . }
4) {1, 1, 2, 3, 5, 8, 13, 21, . . . } • The formula to find the common difference is:
𝑑 = 𝑥𝑛 − 𝑥𝑛−1
Examples. Number 1, the sequence of numbers from one to infinity. Number 2, the sequence of terms whose An arithmetic sequence is a sequence of numbers that has a constant difference between every two
difference is 5. Number 3, the sequence whose terms are twice as the previous. Number 4, is the Fibonacci consecutive terms. The formula to find the common difference is: d equals x sub n minus x sub n minus 1.
sequence.
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Consider the arithmetic sequence {3, 18, 13, 18, 23, 28,
Consider the arithmetic sequence 33, . . .}
Solution
{1, 4, 7, 10, 13, 16, . . .}
𝑥1 = 3; d = 5
The difference between each term is 3. 𝑥𝑛 = 3 + 5 n − 1 = 3 + 5n − 5 = 5n − 2
Consider the arithmetic sequence {1, 4, 7, 10, 13, 16, . . .}. The difference between each term is 3. Example. Consider the arithmetic sequence {3, 18, 13, 18, 23, 28, 33, . . .} . Solution. Substitute the 1 st term and
the common difference in the rule. Thus, we have x sub n equals 3 plus 5 times the quantity n minus 1 equals
5n minus 2.
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Let’s start by evaluating the formula 𝑥𝑛 = 2𝑛 + 1

Find the common difference for the arithmetic for n=1, 2, 3, 4, 5
sequence whose formula is 𝑥𝑛 = 2𝑛 + 1. 𝑥1 = 2 1 +1=3
𝑥2 = 2 2 +1=5
𝑥3 = 2 3 +1=7
𝑥4 = 2 4 +1=9
𝑥5 = 2 5 + 1 = 11
Example. Find the common difference for the arithmetic sequence whose formula is x sub n equals 2n plus 1. Evaluate the formula sub n equals 2n plus 1 for n equals 1 to 5. The first term will be 3. The second term will be
5. The third term will be 7. The fourth term will be 9. And the fifth term is 11.
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Graphing an Arithmetic Sequence

• The domain consists of the counting numbers or the n
So, we have the sequence {3, 5, 7, 9, 11, . . .}. values;
• The range consists of the terms of the sequence;
Therefore, the common difference of the arithmetic • Equal changes in the domain give rise to equal changes
in the range; and
formula 𝑥𝑛 = 2𝑛 + 1 is 2.
• Always graph as points (scatter plot).
So, we have the sequence {3, 5, 7, 9, 11, . . .}. Therefore, the common difference of the arithmetic formula x sub In graphing an arithmetic sequence, the domain consists of the counting numbers or the n values. The range
n equals 2n plus 1 is 2. consists of the terms of the sequence. Equal changes in the domain give rise to equal changes in the range.
And, always graph as points.
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Consider the arithmetic sequence {4, 7, 10, 13, . . .}. Consider the arithmetic sequence {10, 4, -2, -8, . . .}
Example. Consider the arithmetic sequence {4, 7, 10, 13, . . .} . To graph this sequence, the term will be in the y- In this next example, we consider the arithmetic sequence {10, 4, -2, -8, . . .}. The ordered pairs for the graph
axis and the n values will be at the x-axis of the Cartesian plane. Thus, the ordered pairs will be (1, 4), (2, 7), (3, will be (1, 10), (2, 4), (3, -2), (4, -8), and so on.
10), (4, 13), and so on.
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• A sequence is an ordered set of mathematical objects • In graphing an arithmetic sequence, the domain
or numbers which we call terms of the sequence. consists of the counting numbers or the n values and
• An arithmetic sequence is a sequence of numbers that the range consists of the terms of the sequence.
has a constant difference between every two • A graph of an arithmetic sequence consists only of
consecutive terms. points in the Cartesian plane.
Summary. A sequence is an ordered set of mathematical objects or numbers which we call terms of the In graphing an arithmetic sequence, the domain consists of the counting numbers or the n values and the range
sequence. An arithmetic sequence is a sequence of numbers that has a constant difference between every two consists of the terms of the sequence. A graph of an arithmetic sequence consists only of points in the
consecutive terms. Cartesian plane.
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Math 10 M10AL-Id-1 Math 10 M10AL-Id-1

Illustrating a Geometric Sequence Illustrating a Geometric Sequence
Illustrating a Geometric Sequence Sequence

A sequence is an ordered set of mathematical objects or
numbers which we call terms of the sequence.
Hi! Our topic is about illustrating a geometric sequence. Let’s begin. Recall. A sequence is an ordered set of mathematical objects or numbers which we call terms of the sequence.
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Geometric Sequence Geometric Sequence

• A geometric sequence is a sequence where each term
is multiplied by a constant not equal to zero to find the {2, 4, 8, 16, 32, 64, 128, . . . }
next term.
• The constant multiplier is called the common ratio, • Each term, except the 1st, is found by multiplying the
denoted by r. previous term by 2.
• The common ratio is 2.
A geometric sequence is a sequence where each term is multiplied by a constant not equal to zero to find the Example. Consider the sequence {2, 4, 8, 16, 32, 64, 128, . . . }. Each term, except the 1 st, is found by
next term. The constant multiplier is called the common ratio, denoted by r. multiplying the previous term by 2. The common ratio is 2.
1227 1228

Geometric Sequence
{1, 2, 4, 8, 16, . . .}
• In general, we can write a geometric sequence in the
form:
{𝑥1 , 𝑥1 𝑟, 𝑥1 𝑟 2 , 𝑥1 𝑟 3 , 𝑥1 𝑟 4 , . . . } 𝑥1 = 1; 𝑟 = 2
• 𝑥1 is the first term 1, 1 × 2, 1 × 22 , 1 × 23 , 1 × 24 , . . .

• 𝑟 is the common ratio
{1, 2, 4, 8, 16, . . . }
In general, we can write a geometric sequence in the form: x sub 1, x sub 1 times r, x sub 1 times r squared, x Example. Consider the sequence : {1, 2, 4, 8, 16, . . .}. Solution, the givens are x sub 1 equals 1 and r equals 2.
sub 1 times r cube, x sub 1 times r to the fourth, and so on. Where x sub 1 is the first term and r is the common Writing the sequence in general form will be 1, 1 times 2, 1 times 2 squared, 1 times 2 cube, 1 times 2 to the
ratio. fourth, and so on.
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Finding the Common Ratio Finding the Common Ratio

There are two ways to find the common ratio:
• Finding the common factor between terms; or Find the common ratio of the sequence :
• Dividing the second term by the first term 3 3
{6, -3, ,− , . . .}
2 4
Note that 𝑟 cannot be zero because the sequence
will not be geometric.
There are two ways to find the common ratio: f inding the common factor between terms; or dividing the Example. Find the common ratio of the sequence : 6, negative 3, 3/2, negative ¾.
second term by the first term. Note that r cannot be zero because the sequence will not be geometric.
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3 3 Geometric Sequence as a Rule

{6, -3, ,− , . . .}
2 4
We can divide the second term by the first: We can also write a geometric sequence as a rule:
3 1
𝑟=− =−
6 2 𝑥𝑛 = 𝑥1 𝑟 (𝑛−1)
To check, multiply r to the terms:
1 3
𝑥1 - first term of the sequence
𝑥1 = 6 𝑥3 = −3 × − = 𝑟 – common ratio
2 2
𝑥2 = 6 × −
1
= −3 𝑥4 = × −
3 1
= −
3 𝑛 – nth term
2 2 2 4
We can divide the second term by the first to find r, r equals -1/2. To check, multiply r to the terms. The first term We can also write a geometric sequence as a rule: x sub n equals x sub 1 times r to n minus 1, where x sub 1 is
is 6. The second term is 6 times -1/2 equals -3. The third term is -3 times -1/2 equals 3/2. The fourth term is 3/2 the first term of the sequence, r is the common ratio and n is the nth term.
times -1/2 equals -3/4.
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{20, 60, 180, 540, . . .} {4, 2, 1, 0.5, . . .}
𝑥1 = 20; r=3 𝑥1 = 4; r = 0.5
The rule for the sequence is: The rule for the sequence is:
𝑥𝑛 = 𝑥1 𝑟 (𝑛−1) = 20 × 3(𝑛−1) 𝑥𝑛 = 𝑥1 𝑟 (𝑛−1) = 4 × 0.5(𝑛−1)
Example. Consider the sequence 20, 60, 180, 540, and so on. Solution, the givens are x sub 1 equals 20, r Example. Consider the sequence : 4, 2, 1, 0.5, and so on. Solution, the givens are x sub 1 equals 4, r equals
equals 3. The rule for the sequence is: x sub n equals x sub 1 times r to the n minus 1 equals 20 times 3 to the 0.5. The rule for the sequence is x sub n equals x sub 1 times r to the n minus 1 equals 4 times 0.5 to the n
n minus 1. minus 1.
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A geometric sequence can be written as a rule:

• A geometric sequence is a sequence where each term
is multiplied by a constant not equal to zero to find 𝑥𝑛 = 𝑥1 𝑟 (𝑛−1)
the next term.
• The constant multiplier is called the common ratio, 𝑥1 - first term of the sequence
denoted by r. 𝑟 – common ratio
𝑛 – nth term
Summary. A geometric sequence is a sequence where each term is multiplied by a constant not equal to zero to A geometric sequence can be written as a rule: x sub n equals x sub 1 times r to the n minus 1 where x sub 1 is
find the next term. The constant multiplier is called the common ratio, denoted by r. the first term of the sequence, r is the common ratio and n is the nth term.
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Differentiating a Geometric Sequence from an Arithmetic Sequence Differentiating a Geometric Sequence from an Arithmetic Sequence
Arithmetic Sequence
Differentiating a Geometric Sequence • An arithmetic sequence is a sequence of numbers that
from an Arithmetic Sequence has a common difference between every two
consecutive terms.
• The formula to find the common difference is:

𝒅 = 𝒙𝒏 − 𝒙𝒏−𝟏
Hi! Our topic is about differentiating a geometric sequence from an arithmetic sequence. Let’s begin. An arithmetic sequence is a sequence of numbers that has a constant difference between every two
consecutive terms. The formula to find the common difference is: d equals x sub n minus x sub n minus 1.
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Geometric Sequence Geometric Sequence Arithmetic Sequence

• A geometric sequence is a sequence where each term is
multiplied by a constant not equal to zero to find the
next term.
{2, 4, 8, 16, 32, 64, . . . } {2, 4, 6, 8, 10, 12, 14, ...}
• The constant multiplier is called the common ratio,
denoted by r Exponential Linear
𝑥𝑛
𝑟=
𝑥𝑛−1
A geometric sequence is a sequence where each term is multiplied by a constant not equal to zero to find the The difference between a geometric sequence to an arithmetic sequence can be seen in the rate of growth of
next term. The constant multiplier is called the common ratio, denoted by r. r is equal to x sub n divided by x sub the sequence. Geometric sequences usually increase or decrease at an exponential rate while arithmetic
n minus 1. sequences increase or decrease linearly.
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Geometric Sequence Arithmetic Sequence Geometric Sequence Arithmetic Sequence
𝑥𝑛
• 𝑟= • 𝑑 = 𝑥𝑛 − 𝑥𝑛−1
𝑥𝑛−1
• 𝑥𝑛 = 𝑥1 𝑟 (𝑛−1) • 𝑥𝑛 = 𝑥1 + 𝑑(𝑛 − 1)
In geometric sequences, there is a common ratio between each term while in arithmetic sequences there is a The graph of a geometric sequence increases or decreases exponentially while the graph of an arithmetic
common difference between each term. Both the arithmetic and geometric sequences can be written as an sequence increases or decreases linearly.
additive and multiplicative rule, respectively.
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Is {1, -1/2, 1/4, -1/8, . . .} an arithmetic sequence? Is {1, -1/2, 1/4, -1/8, . . .} an arithmetic sequence?
1 1 1 1 𝟑
𝑑 = 𝑥3 − 𝑥2 = − − = + =
Check if there is a common difference between the terms. 4 2 4 2 𝟒
1 𝟑
1 1 3 𝑑 = 𝑥2 − 𝑥1 = − − 1 = −
2 𝟐
𝑑 = 𝑥4 − 𝑥3 = − − = −
8 4 8 The sequence is not an arithmetic sequence.
Example. Is {1, -1/2, 1/4, -1/8, . . .} an arithmetic sequence? Solution. Check if there is a common difference D equals x sub 3 minus x sub 2 equals ¼ minus negative ½ equals ¼ plus ½ equals ¾. D equals x sub 2 minus
between the terms. D equals x sub 4 minus x sub 3 equals negative 1/8 minus 1/4 equals negative 3/8. x sub 1 equals negative ½ minus 1 equals negative 3/2. Since the difference between the terms is not the same,
the sequence is not an arithmetic sequence.
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Is {1, -1/2, 1/4, -1/8, . . .} an arithmetic sequence? Is {1, -1/2, 1/4, -1/8, . . .} an arithmetic sequence?
1 1
To check if there’s a common ratio, 𝑥3 4 1 𝑥2 −2 1
𝑟= = 1 =− 𝑟= = =−
𝑥2 − 2 𝑥1 1 2
2
1
𝑥4 − 8 1
𝑟= = =− Since all the ratios between the terms are equal to 1/2, the
𝑥3 1 2
4 sequence {1, -1/2, 1/4, -1/8, . . .} is geometric.
We can’t say that the sequence 1, negative 1/2, 1/4, negative 1/8, and so on, is a geometric sequence yet r equals x sub 3 divided by x sub is equal to negative ½. R equals x sub 2 divided by x sub 1 is equal to
unless we show that there is a common ratio between the terms. To check if there’s a common ratio, r equals x negative ½. Since all the ratios between the terms are equal to negative 1/2, the sequence 1, negative 1/2, 1/4,
sub 4 divided by x sub 3 equals negative 1/8 divided by ¼ equals negative ½. negative 1/8, and so on is a geometric sequence.
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Differentiating a Geometric Sequence from an Arithmetic Sequence Differentiating a Finite Geometric Sequence from an Infinite Geometric Sequence
Differentiating a Finite Geometric

Sequence from an Infinite Geometric
A geometric sequence is a An arithmetic sequence is a Sequence
sequence where each term sequence of numbers that
is multiplied by a constant has a constant difference
not equal to zero to find the between every two
next term. consecutive terms.
Summary. A geometric sequence is a sequence where each term is multiplied by a constant not equal to zero to Hi! Our topic is about differentiating a finite geometric sequence from an infinite geometric sequence. Let’s
find the next term. While an arithmetic sequence is a sequence of numbers that has a constant difference begin.
between every two consecutive terms.
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Differentiating a Finite Geometric Sequence from an Infinite Geometric Sequence Differentiating a Finite Geometric Sequence from an Infinite Geometric Sequence
Sequence
Geometric Sequence
A sequence is infinite if the terms go on forever. Otherwise,
• A geometric sequence is a sequence where each term is the sequence is finite.
multiplied by a constant not equal to zero to find the next term.
• The constant multiplier is called the common ratio, denoted by

𝑥𝑛
r, 𝑟= .
𝑥𝑛−1
Recall. A geometric sequence is a sequence where each term is multiplied by a constant not equal to zero to A sequence is infinite if the terms go on forever. Otherwise, the sequence is finite.
find the next term. The constant multiplier is called the common ratio, denoted by r. R equals x sub n divided by
x sub n minus 1.
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Finite Geometric Sequence Finite Geometric Sequence

Consider the sequence {2, 4, 8, 16, 32, 64, 128}. Consider the sequence {2, 4, 8, 16, 32, 64, 128}.
There are 7 terms or elements in the sequence. Hence, this is

Computing for the common ratio:
a finite sequence.
𝒙𝒏 𝟏𝟐𝟖 𝟔𝟒 𝟑𝟐 𝟏𝟔 𝟖 𝟒
However, it is not sufficient to say that the sequence is 𝒓= = = = = = = =𝟐
geometric. 𝒙𝒏−𝟏 𝟔𝟒 𝟑𝟐 𝟏𝟔 𝟖 𝟒 𝟐
Example. Consider the sequence 2, 4, 8, 16, 32, 64, and 128. Solution. There are 7 terms or elements in the Computing for the common ratio: r equals x sub n divided by x sub n minus 1 equals 128 over 64. So, the
sequence. Hence, this is a finite sequence. However, it is not sufficient to say that the sequence is geometric. common ratio of the sequence is 2.
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Finite Geometric Sequence Infinite Geometric Sequence

Consider the sequence {2, 4, 8, 16, 32, 64, 128}. Consider the sequence {-11, 22, -44, 88, . . .}.
Clearly the sequence goes on forever so this is an infinite

Since there is a common ratio between the terms, the sequence.
sequence is a finite geometric sequence.
We compute the ratio to know if this is a geometric sequence.
Since there is a common ratio between the terms, the sequence is a finite geometric sequence. Example. Consider the sequence negative 11, 22, negative 44, 88, and so on. Solution. Clearly, the sequence
goes on forever so this is an infinite sequence. We compute the ratio to know if this is a geometric sequence.
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Infinite Geometric Sequence Infinite Geometric Sequence

Consider the sequence {-11, 22, -44, 88, . . .}. Consider the sequence {-11, 22, -44, 88, . . .}.
𝑥𝑛 88 −44 22 Since the ratios between each term are equal, the sequence
𝑟= = = = = −2 is an infinite geometric sequence.
𝑥𝑛−1 −44 22 −11
R equals x sub n divided by x sub n minus 1 is equal to 88 over negative 44. So, the ratio is equal to negative Since the ratios between each term are equal, the sequence is an infinite geometric sequence.
2.
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Consider the sequence {20, 60, 180, 550, 1650, . . .}. Consider the sequence {20, 60, 180, 550, 1650, . . .}.
Clearly, the sequence goes on forever so this is an infinite 𝑥𝑛 1650 𝑥𝑛 550

𝑟= = =3 𝑟= = = 3.05
sequence. 𝑥𝑛−1 550 𝑥𝑛−1 180
We will compute the ratio to know if this is a geometric Since the ratios are not equal, the sequence is infinite but is
sequence. not a geometric sequence.
Example. Consider the sequence 20, 60, 180, 550, 1650, and so on. Clearly, the sequence goes on forever so R equals x sub n divided by x sub n minus 1 is equal to 1,650 over 550 equals 3. R equals x sub n divided by x
this is an infinite sequence. We will compute the ratio to know if this is a geometric sequence. sub n minus 1 is equal to 550 over 180 equals 3.05. Since the ratios are not equal, the sequence is infinite but
is not a geometric sequence.
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Math 10 M10AL-Id-3 Math 10 M10AL-If-1

Differentiating a Finite Geometric Sequence from an Infinite Geometric Sequence Illustrating Other Types of Sequences
Illustrating Other Types of Sequences

• A sequence is infinite if the terms go on forever.
Otherwise, the sequence is finite.
• A sequence will be an infinite geometric sequence if

and only if the sequence is infinite and geometric.
Summary. A sequence is infinite if the terms go on forever. Otherwise, the sequence is finite. A sequence will be Hi! Our topic is about illustrating other types of sequences. Let’s begin.
an infinite geometric sequence if and only if the sequence is infinite and geometric.
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Illustrating Other Types of Sequences Illustrating Other Types of Sequences
Types of Sequences Types of Sequences

We can divide sequences as per the number of elements We can also divide sequences according to the definition of
which are present in any given sequence such as: the sequence such as:
• Finite sequence • Arithmetic sequence

• Infinite sequence • Geometric sequence
• Fibonacci sequence • Harmonic sequence
We can divide sequences as per the number of elements which are present in any given sequence such as: We can also divide sequences according to the definition of the sequence such as: arithmetic sequence,
finite sequence, infinite sequence, and Fibonacci sequence. geometric sequence, and harmonic sequence.
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Types of Sequences Fibonacci Sequence

Fibonacci Sequence The Fibonacci sequence can be written as a rule. First, the
terms are numbered from 0 onwards
• The Fibonacci sequence is the series of numbers:
𝒏 0 1 2 3 4 5 6 7 8 9 1 1
1, 1, 2, 3, 5, 8, 13, 21, 34, . . . 0 1
𝒙𝒏 0 1 1 2 3 5 8 1 2 3 5 8
• The next term is found by adding the two previous terms Term number 6 is 𝑥6 = 8. 3 1 4 5 9
before it. So, 𝑥8 = 𝑥7 + 𝑥6 = 13 + 8 = 21.
The Fibonacci sequence is the series of numbers: 1, 1, 2, 3, 5, 8, 13, 21, 34, and so on. The next term is found The Fibonacci sequence can be written as a rule. First, the terms are numbered from 0 onwards as shown in
by adding the two previous terms before it. the table. Term number 6 is x sub 6 equals 8. So x sub 8 equals x sub 7 plus x sub 6, equals 13 plus 8 equals
21.
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Fibonacci Sequence
So we can write the rule as:
Find the 13th term of the Fibonacci sequence.
𝑥𝑛 = 𝑥𝑛−1 + 𝑥𝑛−2
𝑛 0 1 2 3 4 5 6 7 8 9 1 1
• 𝑥𝑛 is the term number 0 1
• 𝑥𝑛−1 is the previous term
• 𝑥𝑛−2 is the term before 𝑥𝑛−1 𝑥𝑛 0 1 1 2 3 5 8 1 2 3 5 8
Since we already know the value of3 𝑥111 we4 need
5 to
9
compute for the value of 𝑥12 to find 𝑥13 .
So we can write the rule as: x sub n equals x sub n minus 1 plus x sub n minus 2, where x sub n is the term Example. Find the 13th term of the Fibonacci sequence. Solution. Since we already know the value of x sub 11
number, x sub n minus 1 is the previous term and x sub n minus 2 is the term before x sub n minus 1. from the table, we need to compute for the value of x sub 12 to find x sub 13.
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Types of Sequences
Harmonic Sequence
𝑥12 = 𝑥11 + 𝑥10 𝑥12 = 89 + 55 = 144
𝑥13 = 𝑥12 + 𝑥11 𝑥13 = 144 + 89 = 233. A harmonic sequence is a sequence such that the reciprocals
of each term form an arithmetic sequence.
Thus, the 13th term in the Fibonacci sequence is 233.
x sub 12 equals x sub 11 plus x sub 10 becomes x sub 12 equals 89 plus 55 equals 144. So the 12 th term in the A harmonic sequence is a sequence such that the reciprocals of each term form an arithmetic sequence.
Fibonacci sequence is 144. We add both 144 and 89 and we get the sum of 233 which is the 13th term in the
Fibonacci sequence.
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Harmonic Sequence
2 1 2 1 2
Consider the sequence { , , , , , . . . }.
3 2 5 3 7
The reciprocal of the terms of the sequence is given by:

1 1 1 1 1 1 1
1, , , , , , , , . . . {1, 2, 3, 4, 5, 6, 7, 8, . . . }
2 3 4 5 6 7 8 3 5 7
{ , 2, , 3, , . . . }
2 2 2
Example. 1, 1/2, 1/3, 1/4, 1/5, 1/6, 1/7, 1/8, and so on. The reciprocal of the sequence is the set of natural Example. Consider the sequence 2/3, 1/2, 2/5, 1/3, 2/7, and so on. The reciprocal of the terms of the sequence
numbers 1, 2, 3, 4, 5, 6, 7, 8, and so on. is given by: 3/2, 2, 5/2, 3, 7/2, and so on.
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To check that the sequence is an arithmetic sequence, we find

the common difference. • The Fibonacci sequence is the series of numbers:
1, 1, 2, 3, 5, 8, 13, 21, 34, . . .
7 𝟏 5 𝟏
𝑑 = 𝑥5 − 𝑥4 = − 3 = 𝑑 = 𝑥4 − 𝑥3 = 3 − =
2 𝟐 2 𝟐
• The next term is found by adding the two previous
5 𝟏 3 𝟏
𝑑 = 𝑥3 − 𝑥2 = − 2 = 𝑑 = 𝑥2 − 𝑥1 = 2 − = terms before it.
2 𝟐 2 𝟐
To check that the sequence is an arithmetic sequence, we find the common difference. The common difference Summary. The Fibonacci sequence is the series of numbers: 1, 1, 2, 3, 5, 8, 13, 21, 34, and so on. The next
between each term is 1/2 so the reciprocated sequence is an arithmetic sequence. Thus, the sequence 2/3, 1/2, term is found by adding the two previous terms before it.
2/5, 1/3, 2/7, and so on is harmonic.
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Math 10 M10AL-If-1
Illustrating Other Types of Sequences
Mathematics
Counting Principles
A harmonic sequence is a sequence such that the
reciprocals of each term form an arithmetic sequence.
A harmonic sequence is a sequence such that the reciprocals of each term form an arithmetic sequence.
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Math 8 M8GE-IVf-1 Math 8 M8GE-IVf-1

Illustrating an Experiment, Outcome, Sample Space, and Event Illustrating an Experiment, Outcome, Sample Space, and Event
Experiment
Illustrating an Experiment, Outcome,
Sample Space, and Event
An experiment is any activity with an observable result.
Hi! Our topic is about illustrating an experiment, outcome, sample space, and event. Let’s begin. First, let us define the word experiment. An experiment is any activity with an observable result.
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Outcome
• tossing a coin
• rolling a die The outcome is the result of the experiment.
• choosing a card
Tossing a coin, rolling a die, and choosing a cards from a deck are examples of experiments. These show The outcome is what happens after or the result of the experiment.
results that are observable.
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Sample Space
The sample space is the set of all possible outcomes of

• tossing a coin • rolling a die
an experiment.
S = ℎ𝑒𝑎𝑑, 𝑡𝑎𝑖𝑙 S = 1, 2, 3, 4, 5, 6
It is written as:
S = 𝑒𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑎𝑙𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
The sample space is the set of all possible outcomes of an experiment. It is written as s equals all possible For example, tossing a die results to a sample space of S equals head, then tail, enclosed in brackets. Rolling a
outcomes. die results to a sample space of S equals one, two, three, four, five, and six, enclosed in brackets.
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Event
• tossing a coin E= 𝐻𝑒𝑎𝑑 , (𝑇𝑎𝑖𝑙)

• An event is a subset of the sample space.
• It is one or more possible outcomes of an experiment. 𝐸𝑣𝑒𝑛𝑡ℎ𝑒𝑎𝑑 = {ℎ𝑒𝑎𝑑} 𝐸𝑣𝑒𝑛𝑡𝑡𝑎𝑖𝑙 = {𝑡𝑎𝑖𝑙}
It is written as:
E = 𝑠𝑢𝑏𝑠𝑒𝑡 𝑜𝑓 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒 • rolling a die
E = 1 , 2 , 3 , 4 , (5), (6)
An event is a subset of the sample space. It is one or more possible outcomes of an experiment. It is written as For example, tossing a die may result to an event of head, or an event of tail. Rolling a die, on the other hand,
E equals subset of a sample space, enclosed in brackets. may result to an event of one, an event of two, an event of three, an event of four, an even of five, or an event of
six.
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Sample Space:
S = Head, Tails
A coin is tossed and the side facing up is noted.
Events:
E= Head , (Tail)
Let us take this experiment as an example: A coin is tossed and the side facing up is noted. Tossing a coin and taking note of the side facing up result to a Sample Space of S is equal to Head and Tails.
The resulting event is E which is Head, and another event, which is tail.
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Sample Space:
S = HH, HT, TT, TH
A coin is tossed twice and the sides facing
up are noted. What are the possible
outcomes of the experiment? Events:
E= HH , HT , TT , (TH)
𝑬𝟏 = {𝑯𝑯} 𝑬𝟐 = {𝑯𝑻, 𝑻𝑯} 𝑬𝟏 = {𝑻𝑻}
Let us consider another example: A coin is tossed twice and the sides facing up are noted. What are the Tossing a coin and taking note of the side facing up result to a Sample Space of S equals Head and Tails.
possible outcomes of the experiment? Meanwhile, the resulting events are: E sub-one is the event of getting two heads, E sub-two is the vent of
getting one head and one tail, and E sub-three is the event of getting two tails.
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• The sample space is the set of all possible outcomes

• An experiment is any activity with an observable or sample points of an experiment.
result. S = 𝑒𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑎𝑙𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
• An outcome is the result of an experiment. • An event is a subset of the sample space.

E = 𝑠𝑢𝑏𝑠𝑒𝑡 𝑜𝑓 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒
Summary. An experiment is any activity with an observable result. An outcome is the result of an experiment. The sample space is the set of all possible outcomes or sample points of an experiment. An event is a subset
of the sample space.
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Math 8 M8GE-IVf-g-1 Math 8 M8GE-IVf-g-1

Counting the Number of Occurrences of an Outcome in an Experiment: (a) Table; (b) Tree Diagram; Counting the Number of Occurrences of an Outcome in an Experiment: (a) Table; (b) Tree Diagram;
(c) Systematic Listing; and (d) Fundamental Counting Principle (c) Systematic Listing; and (d) Fundamental Counting Principle
Counting the Number of Occurrences of

an Outcome in an Experiment: (a) Table;
(b) Tree Diagram; (c) Systematic Listing;
Outcome
and (d) Fundamental Counting Principle
The outcome is the result of the experiment.
Hi! Our topic is about counting the number of occurrences of an outcome in an experiment: (a) table; (b) tree Recall. The outcome is what happens after or the result of the experiment.
diagram; (c) systematic listing; and (d) fundamental counting principle. Let’s begin.
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Ways to Organize the Outcomes of an Experiment

Table
• Table
• Tree Diagram Table is used to organize outcomes from the
• Systematic Listing experiment by putting them into rows and columns.
• The Fundamental Counting Principle
There are different ways to organize an outcome. It can be done through a table, tree diagram, systematic Table is used to organize outcomes from the experiment by organizing them into rows and columns.
listing, or through the fundamental counting principle.
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Possible Results
1st coin Head Tail Head, Tail
2nd coin Head Tail Head, Tail
Two coins were tossed at the same time and Head, Head Tail, Tail
the sides facing up are noted. What are the
possible outcomes of the experiment?
Results:
S = (Head, Head), (Head, Tail), (Tail, Head), (Tail, Tail)
Two coins were tossed at the same time and the sides facing up are noted. What are the possible outcomes of Constructing a table to organize the outcomes of the experiment gives us the following results: Head, Tail;
the experiment? Head, Tail; Head, Head; and Tail, Tail.
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Tree Diagram
Tree diagram allows us to see all possible outcomes of an Marina wants to buy a jewellery box as a gift. It comes
event and calculate the probability. Each branch in a tree in red, blue, yellow, and has either gold or silver lock.
diagram represents a possible outcome of an experiment. What are all of Marina’s possible options?
The Tree Diagram on the other hand, allows us to see all possible outcomes of an event and calculate the Let us have an example. Marina wants to buy a jewellery box as a gift. It comes in red, blue, yellow, and has
probability. Each branch in a tree diagram represents a possible outcome of an experiment. either gold or silver lock. What are all of Marina’s possible options?
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Step 1: Step 2:
Identify the starting point of the experiment. Place branches and identify the next option from the starting
point.
Starting Point
Branches Red
Jewellery Box Jewellery Box Blue
Yellow
Step 1: Identify the starting point of the experiment. In this case, the starting point is the jewelry box. Step 2: Place branches and identify the next option from the starting point. Our options are red, blue, and yellow.
The lines that connect the starting point to the options are called branches.
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Step 3: Step 4:
Add the next options on the diagram. Identify and list down the terminal notes.
Gold Gold Red Box with Gold lock

Red Red
Silver Silver
Gold Gold
Jewellery Box Blue Jewellery Box Blue
Silver Silver
Gold Gold
Yellow Yellow
Silver Silver
Step 3: Add the remaining options on the diagram. Step 4: Identify and list down the terminal notes. This can be done by tracing down the branches from the
starting point to the last option. Do this with the remaining branches in the diagram.
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Step 4: Systematic Listing

Identify and list down the terminal notes.
Gold Red Box with Gold lock

Red Systematic Listing organizes outcomes and groups them
Silver Red Box with Silver lock
Gold Blue Box with Gold lock in a systematic way for easier enumeration of results.
Jewellery Box Blue
Silver Blue Box with Silver Lock
Gold Yellow Box with Gold Lock
Yellow
Silver Yellow Box with Silver Lock
For the experiment, we have a total of six options. They are composed of Red Box with Gold lock, Red Box The next technique is systematic listing. This organizes outcomes and groups them in a systematic way for
with Silver lock, Blue Box with Gold lock, Blue Box with Silver Lock, Yellow Box with Gold Lock, and Yellow easier enumeration of results.
Box with Silver Lock.
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Yellow
Yellow Daisy, White Lily Yellow Gumamela, White Lily
Yellow Daisy, Red Rose Yellow Gumamela, Red Rose
Yellow Daisy, Red Sta.Ana Yellow Gumamela, Red Sta. Ana
Consider the flowers yellow daisy, white lily, red rose,
yellow gumamela, red Sta.ana. Red Red Sta. Ana, Yellow Daisy
Red Rose, Yellow Daisy
Red Rose, White Lily Red Sta. Ana, White Lily
List the possible outcomes of putting two flowers in Red Rose, Yellow Gumamela Red Sta. Ana, Yellow Gumamela
a vase granted that they are not of the same color.
White
White Lily, Yellow Daisy White Lily, Yellow Gumamela
White Lily, Red Rose White Lily, Red Sta. Ana
Let us take this example. Consider the flowers yellow daisy, white lily, red rose, yellow gumamela, red Sta.ana. List down all possible combinations in a systematic way. For example, we can list down the outcomes wherein
List the possible outcomes of putting two flowers in a vase granted that they are not of the same color. there is one yellow flower. Do the same with the other combinations, this time, list the red and the white
combinations.
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6 Fundamental Counting Principle
6 Fundamental Counting Principle identifies the total

number of possible final selections or outcomes by
4 multiplying the number of choices for each decision.
𝟔 + 𝟔 + 𝟒 = 𝟏𝟔
Based on our systematic listing, there is a total of sixteen options of flower combinations for the flower vase. Now let’s discuss the fundamental counting principle. This method identifies the total number of possible final
selections or outcomes by multiplying the number of choices for each decision.
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A. Studio type, One bedroom,

Two bedrooms 3
A housing complex offers apartments with three different
B. First floor, Second floor, Third
options, designated through A to C.
floor 3
A. studio type, one bedroom, two bedrooms C. With room service, without
B. first floor, second floor, third floor Room service 2
C. with room service, without room service
How many options are available? 𝟑 × 𝟑 × 𝟐 = 𝟏𝟖
Consider this problem: A housing complex offers apartments with three different options, designated through A First, identify each number of options per category as designated in the experiment. Second, multiply the
to C. A: studio type, one bedroom, two bedroom. B: first floor, second floor, third floor. C. with room service, options per category. There are a total of eighteen options available as offered by the housing complex.
without room service. How many options are available?
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Math 8 M8GE-IVf-g-1 Math 10 M10SP-IIIa-1

Counting the Number of Occurrences of an Outcome in an Experiment: (a) Table; (b) Tree Diagram; Illustrating the Permutation of Objects
(c) Systematic Listing; and (d) Fundamental Counting Principle
Illustrating the Permutation of Objects
There are different ways to organize the outcomes of an

experiment. It can be done through a table, tree diagram,
systematic listing, or through the Fundamental Counting
Principle.
There are different ways to organize the outcomes of an experiment. It can be done through a table, tree Hi! Our topic is about illustrating the permutation of objects. Let’s begin.
diagram, systematic listing, or through the Fundamental Counting Principle.
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Math 10 M10SP-IIIa-1 Math 10 M10SP-IIIa-1

Illustrating the Permutation of Objects Illustrating the Permutation of Objects
Permutation of Objects Permutation of Objects
• It is the list of all possible arrangement of objects.

A permutation of a set of objects is an ordered
arrangement of the objects. • The order of objects in an arrangement is
important.
A permutation of a set of objects is an ordered arrangement of the objects. In the permutation, we can have the list of all the possible arrangement of objects where the order is
considered important.
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How many ways can we arrange {A, B, C} ?
Possible arrangements:
How many ways can we arrange {A, B, C} ?
Let us have an example. How many ways can we arrange the letters A, B, and C? We can arrange the letters A, B, and C in six different ways. Here are the possible arrangements.
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The three students can be arrange in a row in 6 different ways.
How many ways can we arrange three students in a row?
Let us have another example. How many ways can we arrange three students in a row? The three students can be arranged in a row in six different ways.
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Permutation of Objects
• The number of permutations of n different How many ways can we arrange {1, 3, 5, 7} ?
objects is n factorial, denoted by 𝑛!.
• ! is a factorial function.
𝑛! = 𝑛 × 𝑛 − 1 × 𝑛 − 2 × ⋯ × 1 𝑛=4
0! = 1 and 1! = 1 4! = 4 × 3 × 2 × 1
4! = 24
How about if we have a large set to arrange? It would take a long time to write all the possible arrangements. Let us have an example. How many ways can we arrange the given set of numbers? Let us solve this, n is
Therefore, we have a formula that we can use to get the number of permutations of n different objects. The equal to 4 since we have a total of four numbers. Four factorial is equal to twenty-four.
formula is n factorial. Note that zero factorial and one factorial are both equal to one.
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How many ways can we arrange {1, 3, 5, 7} ?

Possible arrangements:
1, 3, 5, 7 3, 1, 5, 7 5, 1, 3, 7 7, 1, 3, 5 • In permutation of a set of objects, the order of the
1, 3, 7, 5 3, 1, 7, 5 5, 1, 7, 3 7, 1, 5, 3 arrangement of objects is important.
1, 5, 3, 7 3, 5, 1, 7 5, 3, 1, 7 7, 3, 1, 5
1, 5, 7, 3 3, 5, 7, 1 5, 3, 7, 1 7, 3, 5, 1 • The number of permutation of 𝑛 objects is
1, 7, 3, 5 3, 7, 1, 5 5, 7, 1, 3 7, 5, 1, 3 𝑛! = 𝑛 × 𝑛 − 1 × 𝑛 − 2 × ⋯ × 1.
1, 7, 5, 3 3, 7, 5, 1 5, 7, 3, 1 7, 5, 3, 1
Therefore, the permutation of four numbers is twenty-four. Here are the possible arrangements of the numbers Remember. In permutation of a set of objects, the order of the arrangement of objects is important. The
one, three, five, and seven. number of permutation of n objects is n factorial.
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Deriving the Formula for Finding the Number of Permutations of n Objects taken r at a time Deriving the Formula for Finding the Number of Permutations of n Objects taken r at a time
Permutations of n objects taken r

Deriving the Formula for Finding the
Number of Permutations of n Objects
taken r at a time 𝑷 𝒏, 𝒓
where
𝒏 is the total number of objects in a given set
𝒓 is the number of objects to arrange
𝒓<𝒏
Hi! Our topic is about deriving the formula for finding the number of permutations of n objects taken r at a time. Let us consider the different arrangements of r objects from a given set of n objects where n is the total number
Let’s begin. of objects in a given set and r is the number of objects to be arranged and r is less than n. It is written as P of n
taken r. It is read as “permutation of n objects taken r at a time”.
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Permutations of n objects taken r
How many ways can you arrange 𝑃(𝑛, 𝑟) × 𝑃(𝑛 − 𝑟)

3 pencils from a set of 5 pencils?
For example, we have a set that contains five pencils. How many ways can you arrange three pencils from a set Supposed we will get r objects from a set that has a total of n objects. Then there will be n minus r objects
of five pencils? In order to answer this, let us derive the formula for the number of permutations of n objects remaining in the set. The number of ways to arrange n minus r objects is the number of permutation of n taken r.
taken r at a time. For each arrangement of permutation of n taken r objects, there are permutation of n minus r objects ways.
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𝑃(𝑛, 𝑟) × 𝑃(𝑛 − 𝑟) 𝑃 𝑛, 𝑟 × 𝑃 𝑛 − 𝑟 = 𝑃(𝑛)
𝑃 𝑛, 𝑟 × 𝑃 𝑛 − 𝑟 = 𝑷(𝒏) 𝑃 𝑛, 𝑟 × 𝑃 𝑛 − 𝑟 = 𝑛!
But the number of ways of arranging r objects and arranging n minus r objects is equal to arranging n objects. The number of permutation of n objects is equal to n factorial.
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𝑃 𝑛, 𝑟 × 𝑃 𝑛 − 𝑟 = 𝑃(𝑛) 𝑃 𝑛, 𝑟 × 𝑛 − 𝑟 ! = 𝑛!
𝑛!
𝑃 𝑛, 𝑟 × 𝑛 − 𝑟 ! = 𝑛! 𝑃 𝑛, 𝑟 =
𝑛−𝑟 !
Also, the number of permutations of n minus r objects is quantity n minus r factorial. We will transpose quantity n minus r factorial to the right side of the equation to get the number of permutation
of n objects taken r at a time which is equal to n factorial over quantity n minus r factorial.
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𝑛!
How many ways can we 𝑃 𝑛, 𝑟 =
𝑛−𝑟 ! 1) 𝑃(6,4) 2) 𝑃(15,8)
arrange 3 pencils from a
set of 5 pencils? 5!
𝑃 5,3 = 𝟔!
5−3 ! 𝑷 𝟔, 𝟒 =
5! 𝟔−𝟒 !
= 𝟔!
2! =
5∙4∙3∙2∙1 𝟐!
= 2∙1 𝟔∙𝟓∙𝟒∙𝟑∙𝟐∙𝟏
=
𝟐∙𝟏
= 60
= 𝟑𝟔𝟎
Now, let us answer our previous example. How many ways can we arrange three pencils from a set of five Let us have some examples. For our first example, permutation of six taken four, we will have six factorial over
pencils? Applying the formula for the number of permutation of n objects taken r at a time that we derived, n quantity six minus four factorial. Computing for six factorial divided by two factorial, we get an answer of 360.
factorial over quantity n minus r factorial. Five factorial over two factorial is equal to sixty.
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1) 𝑃(6,4) 2) 𝑃(15,8) Permutation of n objects taken r at a time

𝟏𝟓!
𝑷 𝟏𝟓, 𝟖 =
𝟏𝟓 − 𝟖 !
𝟏𝟓! 𝒏!
=
𝟕!
𝑷 𝒏, 𝒓 =
𝟏𝟓 ∙ 𝟏𝟒 ∙ 𝟏𝟑 ∙ 𝟏𝟐 ∙ 𝟏𝟏 ∙ 𝟏𝟎 ∙ 𝟗 ∙ 𝟖 ∙ 𝟕 ∙ 𝟔 ∙ 𝟓 ∙ 𝟒 ∙ 𝟑 ∙ 𝟐 ∙ 𝟏 𝒏−𝒓 !
=
𝟕∙𝟔∙𝟓∙𝟒∙𝟑∙𝟐∙𝟏
= 𝟐𝟓𝟗, 𝟒𝟓𝟗, 𝟐𝟎𝟎
For our second example, permutation of fifteen taken eight, we will have fifteen factorial over quantity fifteen The formula that we derived for the number of permutation of n objects taken r at a time is n factorial over
minus eight factorial. Fifteen factorial over seven factorial is equal to 259,459,200. quantity n minus r factorial.
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Math 10 M10SP-IIIb-1 Math 10 M10SP-IIIb-1

Solving Problems Involving Permutations Solving Problems Involving Permutations
Cases:
Solving Problems Involving Permutations
1. Permutation of distinct objects without Repetition
2. Permutation of distinct objects with Repetition
3. Circular Permutation
4. Permutation of similar objects
Hi! Our topic is about solving problems involving permutations. Let’s begin. Let us first look at cases that we might encounter in solving permutations of objects, these are permutations of
distinct objects without repetition, permutation of distinct objects with repetition, circular permutation, and
permutation of similar objects.
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Permutation without Repetition Permutation without Repetition

𝑷 𝒏 = 𝒏! 𝑷 𝒏 = 𝒏!
How many permutations can we have of numbers 0-9?
How many permutations can we have of numbers 0-9? 𝑷 𝟏𝟎 = 𝟏𝟎!

= 𝟏𝟎 ∙ 𝟗 ∙ 𝟖 ∙ 𝟕 ∙ 𝟔 ∙ 𝟓 ∙ 𝟒 ∙ 𝟑 ∙ 𝟐 ∙ 𝟏
= 𝟑, 𝟔𝟐𝟖, 𝟖𝟎𝟎
In permutation of distinct objects without repetition, we will use the formula “n factorial”. Let us have an We have here n equals to ten. Using the formula for the permutation of ten objects, ten factorial is equal to 3,
example. How many permutations can we have of numbers zero to nine? 628,800. This is the total number of arrangements that we can have using the numbers zero to nine without
repetition.
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Permutation without Repetition

𝒏!
𝑷 𝒏, 𝒓 = If there are 12 flags of different color, how many different
(𝒏 − 𝒓)! signals can be formed using 6 flags in a line?
𝟏𝟐! 𝟏𝟐!
𝑷 𝟏𝟎, 𝟒 = =
(𝟏𝟐−𝟔)! 𝟔!
If there are 12 flags of different color, how many different 𝟏𝟐 ∙ 𝟏𝟏 ∙ 𝟏𝟎 ∙ 𝟗 ∙ 𝟖 ∙ 𝟕 ∙ 𝟔 ∙ 𝟓 ∙ 𝟒 ∙ 𝟑 ∙ 𝟐 ∙ 𝟏

signals can be formed using 6 flags in a line? =
𝟔∙𝟓∙𝟒∙𝟑∙𝟐∙𝟏
= 𝟔𝟔𝟓, 𝟐𝟖𝟎
In the case of having n objects in a given set but we will only arrange r objects, we will use the formula “n N is equal to 12 and r is equal to six. The number of permutations of twelve flags taken six at a time is equal to
factorial over quantity n minus r factorial”. Let us have an example. If there are twelve flags of different color, 665,280. From a given set of 12 flags, we can form 665,280 signals.
how many different signals can be formed using six flags in a line?
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Permutation with Repetition Permutation with Repetition

𝑷 𝒏 = 𝒏𝒓 𝑷 𝒏 = 𝒏𝒓
How many ways can a 4-letter password be generated from

the alphabet letters, if a letter can be used repeatedly?
How many ways can a 4-letter password be generated from
the alphabet letters, if a letter can be used repeatedly? 𝑷 𝒏 = 𝒏𝒓
𝑷 𝟐𝟔 = 𝟐𝟔𝟒
= 𝟒𝟓𝟔, 𝟗𝟕𝟔
Now, for the permutation of distinct objects with repetition, we can use the formula n raised to r. Let us have an There are 26 letters in the alphabet. We need to choose four letters, in which we can repeat each letter, to form
example. How many ways can a 4-letter password be generated from the alphabet letters, if a letter can be a password. Using the formula, twenty-six raised to four is equal to 456,976.
used repeatedly?
1341 1342

Circular Permutation Circular Permutation

𝑷 𝒏 = (𝒏 − 𝟏)! 𝑷 𝒏 = (𝒏 − 𝟏)!
How many ways can 6 persons be seated around a circular table?
How many ways can 6 persons be seated around a circular 𝑷 𝒏 = (𝒏 − 𝟏)!

table? 𝑷 𝟔 = 𝟔−𝟏 !
= 𝟓!
= 𝟏𝟐𝟎
In the case of arranging objects in a circle, we can use the formula quantity n minus one factorial. Let us have Applying the formula, quantity six minus one factorial is equal to five factorial. Five factorial is equal to one
an example. How many ways can six persons be seated around a circular table? hundred twenty. Therefore, we can arrange six persons around a circular table in 120 ways.
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Permutation with alike Objects

𝒏!
𝑷 𝒏 = Donna has 4 yellow balls, 3 blue balls, and 6 green balls. How
𝒓𝟏 ! 𝒓𝟐 ! ∙∙∙ 𝒓𝒏 ! many ways can she arrange the balls in a row?
𝒏!
𝑷 𝒏 =
𝒓𝟏 !𝒓𝟐 !∙∙∙𝒓𝒏 !
𝟏𝟑!
𝑷 𝟏𝟑 =
𝟒!𝟑!𝟔! 32
Donna has 4 yellow balls, 3 blue balls, and 6 green balls. How 𝟏𝟑∙𝟏𝟐∙𝟏𝟏∙𝟏𝟎∙𝟗∙𝟖∙𝟕∙𝟔∙𝟓∙𝟒∙𝟑∙𝟐∙𝟏
many ways can she arrange the balls in a row? =
𝟒∙𝟑∙𝟐∙𝟏∙𝟑∙𝟐∙𝟏∙𝟔∙𝟓∙𝟒∙𝟑∙𝟐∙𝟏
= 𝟔𝟎, 𝟎𝟔𝟎
The last case is the permutation of similar objects, we can use the formula n factorial over r sub one factorial Donna has a total of thirteen balls to arrange. Applying the formula, we have thirteen factorial over four factorial
times r sub two factorial and so on. Let us have an example. Donna has four yellow balls, three blue balls, and times three factorial times six factorial. The answer is 60,060. Therefore, Donna can arrange the thirteen balls
six green balls. How many ways can she arrange the balls in a row? in a row in 60,060 ways.
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Math 10 M10SP-IIIb-1 Math 10 M10SP-IIIc-1

Solving Problems Involving Permutations Illustrating the Combination of Objects
Permutation of distinct objects Permutation of distinct objects with Illustrating the Combination of Objects
without repetition repetition
𝒏!
𝑷 𝒏 = 𝒏! 𝑷 𝒏, 𝒓 =
(𝒏 − 𝒓)! 𝑷 𝒏 = 𝒏𝒓
Circular Permutation Permutation of similar objects
𝒏!
𝑷 𝒏 = (𝒏 − 𝟏)! 𝑷 𝒏 =
𝒓𝟏 ! 𝒓𝟐 ! ∙∙∙ 𝒓𝒏 !
In solving problems involving the different cases for permutation, we can use the following formula. Hi! Our topic is about illustrating the combination of objects. Let’s begin.
1347 1348
Math 10 M10SP-IIIc-1 Math 10 M10SP-IIIc-1

Illustrating the Combination of Objects Illustrating the Combination of Objects
Combination of Objects Combination of Objects

• The number of subsets from a set of n objects is being
determined.
Combination of objects is a selection or collection of
objects where the order of objects is not important. • The selection of objects in each subset is in no
particular order.
• The keyword that we can use for combinations are:

choices, selections.
A combination of objects is a selection or collection of objects where the order of objects is not important. The number of subsets from a set of n objects is being determined. The selection of objects in each subset is in
no particular order. In combinations, we can use the keywords, choices and selections. Let us have some
examples where combinations of objects are illustrated.
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How many ways can we select 2 letters from the letters A, B, Selecting your order from the menu.
C, and D?
How many ways can we choose an order from a menu

that is composed of 4 appetizers, 6 main courses, 5
AB AC AD BC BD desserts, and 4 drinks?
In our first example, we can show combination in objects when selecting two letters from a set of four letters. For our second example, we can use combination when selecting order from the menu. How many ways can we
Notice that the combination of letters A and B is selected once, we did not include BA since they are just the choose an order from a menu that is composed of 4 appetizers, 6 main courses, 5 desserts, and 4 drinks?
same letters.
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Selecting people to compose a team from a group of

Selecting clothes to wear from a set of clothes. people.
Six class officers are to be selected from 15 students,

Margaux has 5 blouses, 3 skirts, and 6 pants. How in which 7 are girls and 8 are boys. If the officers
many combinations of clothes are possible? must be composed of 3 girls and 3 boys, how many
ways can the officers be chosen?
For our third example, we can use combination when selecting clothes to wear from a set of clothes. Margaux For our fourth example, we can use combination when selecting people to compose a team from a group of
has five blouses, three skirts, and six pants. How many combinations of clothes are possible? people. Six class officers are to be selected from 15 students, in which 7 are girls and 8 are boys. If the officers
must be composed of 3 girls and 3 boys, how many ways can the officers be chosen?
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Selecting questions to answer from a set of questions

in the exam.
A student needs to answer 15 questions from a

set of 20 questions. How many ways can he
3 3 choose the questions to be answered?
From a group of eight boys, we will only choose three boys. Also, from a set of seven girls, we will choose three For our fifth example, we can use combination when selecting questions to answer from a set of questions in the
girls. The three boys selected and the three girls selected will be the class officers. exam.
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Illustrating the Combination of Objects Differentiating Permutation from Combination of n Objects taken r at a time
Differentiating Permutation from

Combination of n Objects taken r at a
time
A combination is a selection or collection of objects from
a given set of objects without giving importance in the
order.
A combination is a selection or collection of objects from a given set of objects without giving importance in the Hi! Our topic is about differentiating permutation from combination of n objects taken r at a time. Let’s begin.
order.
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Differentiating Permutation from Combination of n Objects taken r at a time Differentiating Permutation from Combination of n Objects taken r at a time
Permutation Combination Permutation Combination
If we are interested in If we are interested in

If we are interested in finding If we are interested in finding
finding the number of finding the number of
the number of ways of the number of ways of
arrangements of a set of arrangements of a set of
selecting objects, and the selecting objects, and the
objects in which orders of objects in which orders of
order of selection of objects order of selection of objects
the same objects are the same objects are
does not matter, we use does not matter, we use
counted, we use counted, we use
combination. combination.
permutation. permutation.
Here are some points to consider in determining if a given problem is asking for a number of permutation or Next, let us discuss combination. If we are interested in finding the number of ways of selecting objects, and the
number of combinations. Let us start with permutations. If we are interested in finding the number of order of selection of objects does not matter, we use combination.
arrangements of a set of objects in which orders of the same objects are counted, we use permutation.
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Permutation
How many ways can we take 2 letters from a set of 3 letters? How many number of permutations can we have in the letters L, M,
and N?
Let us illustrate their difference by answering some examples. How many ways can we take 2 letters from a set If we will answer the given question using permutation, we will arrive at six different answers. Shown here are
of three letters? Supposed we will use the letters L, M, and N for our illustration. the six different arrangements of letters L, M, and N. Note that the order of the letters is counted.
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Permutation vs Combination
Combination
How many number of permutations can we have in the letters L, M, Let us take three students from a group of five students.
and N?
3
Note that in finding the number of permutations, the order is not important. So, the answer that letters L and M Let us have another example, we will differentiate the number of permutation and combination using these five
and letters M and L are considered as one. Therefore, the number of combinations of three objects taken two students taken three at a time.
at a time is equal to three.
1363 1364

Permutation Combination
How many ways can a homeroom teacher rank his student as first, How many ways can a homeroom teacher choose 3 students to
second, and third? compete in Quiz bee?
An example of a permutation question is, “How many ways can a homeroom teacher rank his student as first, An example of a combination question is, “How many ways can a homeroom teacher choose 3 students to
second, and third?”. Ranking students require an arrangement. In this example, the order of how the top compete in Quiz bee?”. In this example, the order of how the students will be chosen is not important or
students are chosen is important. considered. The combination of students who will compete is the important factor considered.
1365 1366
Math 10 M10SP-IIIc-2 Math 10 M10SP-IIId-1

Differentiating Permutation from Combination of n Objects taken r at a time Deriving the Formula for Finding the Number of Combinations of n Objects taken r at a time
Deriving the Formula for Finding the

Number of Combinations of n Objects
Permutation Combination taken r at a time
Ordered Arrangement Selection
The difference between permutation and combination is that permutation is an ordered arrangement while a Hi! Our topic is about deriving the formula for finding the number of combinations of n objects taken r at a time.
combination is a selection. Let’s begin.
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Math 10 M10SP-IIId-1 Math 10 M10SP-IIId-1

Deriving the Formula for Finding the Number of Combinations of n Objects taken r at a time Deriving the Formula for Finding the Number of Combinations of n Objects taken r at a time
Permutation of n objects taken r at a time Permutation of n objects taken r at a time
𝑷 𝒏, 𝒓 (number of selection of n objects taken r at a time) × (number of ways to

order r objects)
• number of selection of n objects taken r at a time

• number of ways to order r objects 𝑷 𝒏, 𝒓 = 𝑪(𝒏, 𝒓) × 𝑷(𝒓, 𝒓)
In general, the number of permutation of n objects taken r at a time can be determined by the number of So we will have, the number of permutation of n objects taken r at a time is equal to the number of combinations
selection of n objects taken r at a time and second by the number of ways to order the r objects selected. of n objects taken r at a time multiplied by a number of permutations of r objects.
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𝑷 𝒏, 𝒓 = 𝑪(𝒏, 𝒓) × 𝑷(𝒓, 𝒓) 𝑷(𝒏, 𝒓)

= 𝑪(𝒏, 𝒓)
𝑷(𝒓, 𝒓)
𝑷(𝒏, 𝒓) 𝒏!
= 𝑪(𝒏, 𝒓)
𝑷(𝒓, 𝒓) 𝒏−𝒓 !
= 𝑪(𝒏, 𝒓)
𝒓!
Since we want to derive the formula for the number of combination of n objects taken r at a time, we will Permutation of n taken r is equal to n factorial over quantity n minus r factorial. While permutation of r things is
transpose the permutation of r objects in the left side of the equation. equal to r factorial. So, we have n factorial over quantity n minus r factorial all over r factorial.
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𝒏! Combination of n objects taken r at a time

𝒏−𝒓 !
= 𝑪(𝒏, 𝒓)
𝒓!
𝒏!
= 𝑪(𝒏, 𝒓)
𝒏 − 𝒓 ! 𝒓!
𝒏! 𝟏
∙ = 𝑪(𝒏, 𝒓)
𝒏 − 𝒓 ! 𝒓!
Simplifying the equation, n factorial over quantity n minus r factorial multiplied by the reciprocal of r factorial Therefore, the formula for the number of combination of n objects taken r at a time is equal to n factorial all over
which is one over r factorial, we will get the formula for the number of combinations of n taken r. quantity n minus r factorial times r factorial.
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𝒏! 𝒏!
𝑪 𝒏, 𝒓 = 𝑪 𝒏, 𝒓 =
(𝒏 − 𝒓)! 𝒓! (𝒏 − 𝒓)! 𝒓!
1) C(5,2) 2) C(20,12) 1) C(5,2) 2) C(20,12)
𝟓!
𝑪 𝟓, 𝟐 = 𝟐𝟎!
𝟓 − 𝟐 ! 𝟐! 𝑪 𝟐𝟎, 𝟏𝟐 =
𝟓! 𝟐𝟎 − 𝟏𝟐 ! 𝟏𝟐!
= 𝟐𝟎!
𝟑! 𝟐! =
𝟓∙𝟒∙𝟑∙𝟐∙𝟏 𝟖! 𝟏𝟐!
= 𝟑∙𝟐∙𝟏∙𝟐∙𝟏
= 𝟏𝟐𝟓, 𝟗𝟕𝟎
= 𝟏𝟎
Let us have some examples. For our first example, a combination of five taken two, we will have five factorial For our second example, a combination of twenty taken twelve, we will have twenty factorial over quantity
over quantity five minus two factorial times two factorial. Computing for five factorial divided by three factorial twenty minus twelve factorial times twelve factorial. Computing for twenty factorial divided by eight factorial
times two factorial, we get an answer of ten. times twelve factorial, we get an answer of 125,970.
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Math 10 M10SP-IIId-1 Math 10 M10SP-IIId-e-1

Deriving the Formula for Finding the Number of Combinations of n Objects taken r at a time Solving Problems Involving Permutations and Combinations
Solving Problems Involving Permutations

Combination of n objects taken r at a time and Combinations
𝒏!
𝑪 𝒏, 𝒓 =
𝒏 − 𝒓 ! 𝒓!
The formula that we derived for the number of combination of n objects taken r at a time is n factorial over Hi! Our topic is about solving problems involving permutations and combinations. Let’s begin.
quantity n minus r factorial times r factorial.
1377 1378
Math 10 M10SP-IIId-e-1 Math 10 M10SP-IIId-e-1

Solving Problems Involving Permutations and Combinations Solving Problems Involving Permutations and Combinations
Permutation: Combination:
Sheena has 7 Harry Potter and 5 Percy Jackson books. In how many
𝒏! 𝒏!
𝑷 𝒏, 𝒓 = 𝑪 𝒏, 𝒓 = ways can she arrange 8 books, consisting of 5 Harry Potter and 3
(𝒏 − 𝒓)! (𝒏 − 𝒓)! 𝒓! Percy Jackson books, on a bookshelf?
Here are the formulas for counting permutations and combinations of n objects taken r at a time. Let us have our first example. Sheena has seven Harry Potter and five Percy Jackson books. In how many
ways can she arrange eight books, consisting of five Harry Potter and three Percy Jackson books, on a
bookshelf?
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Sheena has 7 Harry Potter and 5 Percy Jackson books. In how many ways can
she arrange 8 books, consisting of 5 Harry Potter and 3 Percy Jackson books,
on a bookshelf?
7! 5! A group of 20 students are preparing for a class presentation. If 8
Harry Potter: 𝐶 7,5 = Percy Jackson: 𝐶 5,3 =
2!5! 2!3! students need to prepare for a drama, 7 students need to prepare for
a dance number, and 5 students need to prepare for a song number
8 books on a shelf: 𝑃 8,8 = 8!
how many ways can they assign themselves?
7! 5! 8!
𝐶 7,5 ∙ 𝐶 5,3 ∙ 𝑃 8,8 = ∙ ∙ = 8,467,200
2! 5! 2! 3! 1!
The Harry Potter books can be selected in a combination of seven taken five ways. The Percy Jackson books Let us have our second example. A group of twenty students are preparing for a class presentation. If eight
can be selected in a combination of five taken three ways. Eight books can be arranged on a bookshelf in eight students need to prepare for a drama, seven students need to prepare for a dance number, and five students
factorial ways. Therefore, we can arrange the books on a bookshelf in 8,467,200 ways. need to prepare for a song number how many ways can they assign themselves?
1381 1382

A group of 20 students are preparing for a class presentation. If 8 students A group of 20 students are preparing for a class presentation. If 8 students
need to prepare for a drama, 7 students need to prepare for a dance number, need to prepare for a drama, 7 students need to prepare for a dance number,
and 5 students need to prepare for a song number how many ways can they and 5 students need to prepare for a song number how many ways can they
assign themselves? assigned themselves?
𝒏!
𝟐𝟎! 𝟏𝟐! 𝟓! 𝒓𝟏 ! 𝒓𝟐 ! 𝒓𝟑 !
𝑪 𝟐𝟎, 𝟖 ∙ 𝑪 𝟏𝟐, 𝟕 ∙ 𝑪 𝟓, 𝟓 = ∙ ∙ = 𝟗𝟗, 𝟕𝟔𝟖, 𝟐𝟒𝟎
𝟏𝟐! 𝟖! 𝟓! 𝟕! 𝟎! 𝟓!
𝟐𝟎!
= 𝟗𝟗, 𝟕𝟔𝟖, 𝟐𝟒𝟎
𝟖! 𝟕! 𝟓!
We need to assign twenty students in three different groups. For the drama presentation, we have a We can also compute for the answer using a different formula, n factorial over r sub one factorial times r sub 2
combination of twenty taken eight. We now have twelve remaining students. For the dance group, we have a factorial times r sub three factorial. Twenty factorial divided by eight factorial times seven factorial times five
combination of twelve taken seven. And for the song number group, we have a combination of five taken five. factorial equals 99,768,240. We got the same result in our computation earlier using combination.
Therefore, we can assign the twenty students in 99,768,240 ways.
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In how many ways can a committee of 4 women and 4 men be selected from a
group of 10 women and 12 men?
𝟏𝟎! 𝟏𝟐!
Women: 𝑪 𝟏𝟎, 𝟒 = 𝟔!𝟒! Men: 𝑪 𝟏𝟐, 𝟒 = 𝟖!𝟒!
In how many ways can a committee composed of 4 women and 4
men be selected from a group of 10 women and 12 men? 𝟏𝟎! 𝟏𝟐!
𝑪 𝟏𝟎, 𝟒 ∙ 𝑪 𝟏𝟐, 𝟒 = ∙ = 𝟏𝟎𝟑, 𝟗𝟓𝟎
𝟔! 𝟒! 𝟖! 𝟒!
Let us have our third example. In how many ways can a committee composed of four women and four men be To select four women from a group of ten, we have a combination of ten taken four ways. To select four men
selected from a group of ten women and twelve men? from a group of twelve, we have a combination of twelve taken four ways. By multiplying the two combinations,
we will get 103,950. Therefore, there are 103,950 ways to form a committee composed of four women and four
men.
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A bag contains 8 green balls, 4 red balls, and 6 blue balls. How many ways can
6 balls be selected if:
A bag contains 8 green balls, 4 red balls, and 6 blue balls. How many
A) Balls selected can be of any color
ways can 6 balls be selected if:
𝟖 green balls + 𝟒 red balls + 𝟔 blue balls = 𝟏𝟔
A) Balls selected can be of any color
B) Composed of 2 green balls, 1 red ball, and 3 blue balls. 𝟏𝟖!
𝑪 𝟏𝟖, 𝟔 = = 𝟏𝟖, 𝟓𝟔𝟒
𝟏𝟐! 𝟔!
Let us have our fourth example. A bag contains eight green balls, four red balls, and six blue balls. How many To solve for the first question, we need to get the total number of balls. Eight green balls plus four red balls plus
ways can six balls be selected if: a) Balls selected can be of any color, b) Composed of two green balls, one red six blue balls equals sixteen. We will now compute, the combination of eighteen taken six is equal to 18,564.
ball, and three blue balls. Six balls of any color can be selected from the box containing sixteen balls in 18,564 ways.
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A bag contains 8 green balls, 4 red balls, and 6 blue balls. How many ways can
6 balls be selected if:
B) Composed of 2 green balls, 1 red balls, and 3 blue balls.

How many ways are there to choose a valedictorian and a
Green: 𝑪(𝟖, 𝟐) Red: 𝑪(𝟒, 𝟏) Blue: 𝑪(𝟔, 𝟑) salutatorian from a group of 10 people?
𝟖! 𝟒! 𝟔!
𝑪 𝟖, 𝟐 ∙ 𝑪 𝟒, 𝟏 ∙ 𝑪 𝟔, 𝟑 = ∙ ∙ = 𝟐, 𝟐𝟒𝟎
𝟔! 𝟐! 𝟑! 𝟏! 𝟑! 𝟑!
For our second question, we will compute for the combination of eight taken two times combination of four taken Let us have our fifth example. How many ways are there to choose a valedictorian and a salutatorian from a
one times combination of six taken three. Therefore, six balls in which two are green, one is red, and three is group of ten people?
blue can be selected from a box in 2,240 ways.
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How many ways are there to choose a valedictorian and a salutatorian

from a group of 10 people?
In solving problems, we need to look for keywords that can help us in
determining if a problem is a permutation or combination.
Valedictorian: 10 choices Salutatorian: 9 choices

If a problem is asking for the If a problem is asking for the
selection of objects, it is a arrangement of objects, it is
𝟏𝟎! combination. a permutation.
𝑷 𝟏𝟎, 𝟐 = = 𝟏𝟎 ∙ 𝟗 = 𝟗𝟎
𝟖!
There are ten choices for the valedictorian. There are nine choices for the salutatorian since a valedictorian is In solving problems, we need to look for keywords that can help us in determining if a problem is a permutation
already chosen. So, we can choose the valedictorian and salutatorian in a permutation of ten taken two. There or combination. If a problem is asking for the selection of objects, it is a combination. If a problem is asking for
are ninety ways to choose the valedictorian and the salutatorian. the arrangement of objects, it is a permutation.
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Math 6 M6SP-IVi-23
Making Simple Predictions of Events Based on the Results of the Experiment
Making Simple Predictions of Events

Based on the Results of the Experiment
Mathematics
Chance and Probability
Hi! Our topic is about making simple predictions of events based on the result of the experiment. Let’s begin.
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Math 6 M6SP-IVi-23 Math 6 M6SP-IVi-23

Making Simple Predictions of Events Based on the Results of the Experiment Making Simple Predictions of Events Based on the Results of the Experiment
Event
An Event is an outcome of an experiment.
• One way to predict events
is to use the concept of The weather forecaster reported that
“chance” or “probability”. the chance of rain tomorrow is 80%.
Since the chance of rain is tomorrow is
• observing the number of even outcomes from rolling a die • We can also make high, it is most likely to happen that it
predictions based on the will rain tomorrow. Thus, we predict
• observing the number of points a football player makes in a game that it is going to rain tomorrow.
results of an experiment.
First, let’s discuss about event. An event is an outcome of an experiment. Examples of events are observing the Note that one way to predict events is to use the concept of “chance” or “probability”. We can also make
number of even outcomes from rolling a die and observing the number of points a football player makes in a predictions based on the results of an experiment. For example, the weather forecaster reported that the chance
game. of rain tomorrow is eighty percent. Since the chance of rain tomorrow is high, it is most likely to happen that it
will rain tomorrow. Thus, we predict that it is going to rain tomorrow.
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A basketball player attempts ten shots in one quarter of a game. Out Based on the results, there are 10 attempts and 3 misses. This means
3
of the 10 shots, there are 3 misses. If we are to make a prediction, that there is a 3-out-of-10 or 10 or 0.3 chance that the next shot will
what is the chance that in the next quarter of the game, his shot will miss. Thus, we predict that it is unlikely for the basketball player to
miss? Is the event of missing the next shot unlikely to happen? miss the next shot.
Let us take a look at this next example. A basketball player attempts ten shots in one quarter of a game. Out of Based on the results, there are ten attempts and three misses. This means that there is a three-out-of-ten or
the ten shots, there are three misses. If we are to make a prediction, what is the chance that in the next quarter three tenths or zero point three chance that the next shot will miss. Thus, we predict that it is unlikely for the
of the game, his shot will miss? Is the event of missing the next shot unlikely to happen? basketball player to miss the next shot.
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• In the problem, we are asked about the expected number of times the
Alex plays a game where he has to spin a wheel. The wheel is wheel will stop on green.
divided into six equal parts. If Alex spins the wheel 24 times,
what is the expected number of times that the wheel will stop • Finding the expected number of times the wheel will stop on green is
on green? the same as predicting the number of times the wheel will stop on
green based on the experiment.
Alex plays a game where he has to spin a wheel. The wheel is divided into six equal parts. If Alex spins the wheel In the problem, we are asked about the expected number of times the wheel will stop on green. Finding the
twenty four times, what is the expected number of times that the wheel will stop on green? expected number of times the wheel will stop on green is the same as predicting the number of times the wheel
will stop on green based on the experiment.
1399 1400

Then, we have the following:

We are given that the wheel is To predict the number of times
divided into six equal parts. This the wheel will stop on green, Expected number of times the wheel will stop on green
means that the probability of we multiply the probability that = probability that the wheel stops on green
1 the wheel will stop on green × (number of times Alex spins the wheel)
stopping on each color is 6. Also,
and the total number of times = 16 × 24
Alex will spin the wheel 24 times. Alex spins the wheel. =4
From the problem, we are given that the wheel is divided into six equal parts. This means that the probability of Then we have the following: the expected number of times the wheel will stop on green is equal to the
stopping on each color is one sixth. Also, Alex will spin the wheel twenty times. To predict the number of times probability that the wheel stops on green times the number of times Alex spins the wheel. Then, we have one-
the wheel will stop on green., we multiply the probability that the wheel will stop on green and the total number sixth times twenty four, which is equal to four. Thus, the expected number of times the wheel will stop on green
of times Alex spins the wheel. is four.
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In general, to predict the expected number of outcome, we multiply the

Therefore, we predict that there will be four times that the wheel probability of the outcome and the total number of trials in the
stops on green if Alex spins the wheel 24 times. experiment.
𝑬𝒙𝒑𝒆𝒄𝒕𝒆𝒅 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒖𝒕𝒄𝒐𝒎𝒆
= 𝒑𝒓𝒐𝒃𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒐𝒇 𝒐𝒖𝒕𝒄𝒐𝒎𝒆 × 𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒕𝒓𝒊𝒂𝒍𝒔
Therefore, we predict that there will be four times that the wheel stops on green if Alex spins the wheel twenty In general, to predict the expected number of outcome, we multiply the probability of the outcome and the total
four times. number of trials in the experiment. That is, expected number of outcome equals probability of outcome times
total number of trials.
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Making Simple Predictions of Events Based on the Results of the Experiment Making Listings and Diagrams of Outcomes and using these to Tell the Number of Favorable Outcomes and Chances
Making Listings and Diagrams of

Outcomes and using these to
One way to predict events is to use the concept of “chance” or
Tell the Number of Favorable Outcomes
“probability”.
We can also make predictions based on the results of an experiment. and Chances
In general, to predict the expected number of outcome, we multiply
the probability of the outcome and the total number of trials in the
experiment.
𝐸𝑥𝑝𝑒𝑐𝑡𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒
= 𝑝𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒 × 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠
Remember: One way to predict events is to use the concept of “chance” or “probability”. We can also make Hi! Our topic is about making listings and diagrams of outcomes and using these to tell the number of favorable
predictions based on the results of an experiment. In general, to predict the number of outcome, we multiply the outcomes and chances. Let’s begin
probability of the outcome and the total number of trials in the experiment.
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Making Listings and Diagrams of Outcomes and using these to Tell the Number of Favorable Outcomes and Chances Making Listings and Diagrams of Outcomes and using these to Tell the Number of Favorable Outcomes and Chances
The numbers on the face of a die

Suppose a die is rolled once. are
Outcomes are the Outcomes can be presented and
results of an organized in a listed form or in a
What are the possible
experiment. diagram form (tables, graphs, charts). outcomes of the This means that the possible
experiment? outcomes of rolling a die once can
be listed as 1, 2, 3, 4, 5, and 6.
First, let us recall what outcomes are. Outcomes are the results of an experiment. They can be presented and Let us consider the following experiment. Suppose a die is rolled once. What are the possible outcomes of the
organized in a listed form or in a diagram form, either using tables, graphs or charts. experiment? The numbers on the face of a die are given in the figure. This means that the possible outcomes of
rolling a die once can be listed as: one, two, three, four, five, and six.
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Possible Favorable
Outcomes Outcomes To get the chance that the
Suppose a die is rolled once 1 favorable outcome happens, we
divide the total number of
and we observe the number Since we are observing the 2 2
favorable outcomes by the total
of even outcomes. What is number of even outcomes, the 3 number of possible outcomes.
the number of favorable favorable outcomes are 2, 4, and
4 4
outcomes of the 6. Therefore, there are three 𝐶ℎ𝑎𝑛𝑐𝑒 𝑜𝑓 𝑎𝑛 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒
experiment? favorable outcomes. 5 = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
= 36
6 6
= 12
6 3
Total Number of Outcomes
Now, suppose we roll a die once and we observe the number of even outcomes. What is the number of Let us now present the outcomes in a table. The possible outcomes are listed on the second column and the
favorable outcomes of the experiment? Since we are observing the number of even outcomes, the favorable favorable outcomes are listed on the third column. The total number of possible outcomes is six and the total
outcomes are two, four, and six. Therefore, there are three favorable outcomes. number of favorable outcomes is three. To get the chance that the favorable outcome happens, we divide the
total number of favorable outcomes by the total number of possible outcomes. That is, three over six or one half.
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• The probability/chance of getting a favorable outcome is called

The term “chance” can be interpreted as probability. theoretical probability.
• For example, the theoretical probability of getting a tail outcome from
For example, when we say that the chance of getting a tail from tossing a coin once is 12 since there are two possible outcomes and there
tossing a coin is 12, this also means that the probability of getting a is one favorable outcome, which is a tail.
tail from tossing a coin is 12. • To get the chance that the favorable outcome will happen,
𝑪𝒉𝒂𝒏𝒄𝒆 𝒐𝒇 𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆 = 𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔

𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
Note that the term “chance” can be interpreted as probability. For example, when we say that the chance of The probability or chance of getting a favorable outcome is called theoretical probability. For example, the
getting a tail from tossing a coin is one half, this also means that the probability of getting a tail from tossing a theoretical probability of getting a tail outcome from tossing a coin once is one half since there are two possible
coin is one half. outcomes and there is one favorable outcome, which is tail. To get the chance that the favorable outcome will
happen, we divide the total number of favorable outcomes by the total number of possible outcomes.
1411 1412

Gary Thelma Outcomes

Blue Red, Blue
A crayon box has three colors: red, blue, and yellow. Gary and Thelma Red
Yellow Red, Yellow
each picks a color from the crayon box without looking. Suppose the There are a total of six possible
first to pick a color is Gary and he does not return the color he picked Red Blue, Red
outcomes. The possible outcomes are
Blue
in the crayon box. What are the possible outcomes of this Yellow Blue, Yellow red-blue, red-yellow, blue-red, blue-
experiment? Red Yellow, Red
yellow, yellow-red, and yellow-blue.
Yellow
Blue Yellow, Blue
Consider the following scenario for the next example. A crayon box has three colors: red, blue, and yellow. Gary To have an organized listing of all possible outcomes, let us create a tree diagram. Suppose Gary picked red, then
and Thelma each picks a color from the crayon box without looking. Suppose the first to pick a color is Gary and Thelma can pick either blue or yellow. If Gary picked blue, then Thelma can pick either red or yellow. If Gary picked
he does not return the color he picked in the crayon box. What are the possible outcomes of this experiment? yellow, then Thelma can pick either red or blue. Therefore, there are a total of six possible outcomes and the possible
outcomes are red-blue, red-yellow, blue-red, blue-yellow, yellow-red, and yellow blue.
1413 1414


Blue Red, Blue Since Gary wants to have blue and
Thelma wants to have yellow, the
Yellow Red, Yellow
each picks a color from the crayon box without looking. Suppose the favorable outcome is blue-yellow.
first to pick a color is Gary and he does not return the color he picked Red Blue, Red
Blue From the list of all possible outcomes,
in the crayon box. If Gary wants to have blue and Thelma wants to Yellow Blue, Yellow the favorable outcome is having blue-
have yellow, what is the number of favorable outcomes in this yellow. Thus, there is only one
Red Yellow, Red
experiment? Yellow favorable outcome.
Blue Yellow, Blue
A crayon box has three colors: red, blue, and yellow. Gary and Thelma each picks a color from the crayon box Since Gary wants to have blue and Thelma wants to have yellow, the favorable outcome is blue-yellow. Let us
without looking. Suppose the first to pick a color is Gary and he does not return the color he picked in the crayon take a look at the possible outcomes. From the list of all possible outcomes, the favorable outcome is having
box. If Gary wants to have blue and Thelma wants to have yellow, what is the number of favorable outcomes in blue-yellow. Thus, there is only one favorable outcome.
this experiment?
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Blue Red, Blue From the list of all possible outcomes,
there is only one favorable outcome
Yellow Red, Yellow
each picks a color from the crayon box without looking. Suppose the which is blue-yellow.
first to pick a color is Gary and he does not return the color he picked Blue
Red Blue, Red
in the crayon box. If Gary wants to have blue and Thelma wants to Yellow Blue, Yellow
𝐶ℎ𝑎𝑛𝑐𝑒 𝑜𝑓 𝑏𝑙𝑢𝑒 − 𝑦𝑒𝑙𝑙𝑜𝑤 𝑜𝑢𝑡𝑐𝑜𝑚𝑒
have yellow, what is the chance that Gary picks blue and Thelma = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑙𝑢𝑒−𝑦𝑒𝑙𝑙𝑜𝑤 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Red Yellow, Red
picks yellow? Yellow = 16
Blue Yellow, Blue
A crayon box has three colors: red, blue, and yellow. Gary and Thelma each picks a color from the crayon box From the list of all possible outcomes, there is only one favorable outcome which is blue-yellow. To get the
without looking. Suppose the first to pick a color is Gary and he does not return the color he picked in the crayon chance of a blue-yellow outcome, we divide the number of blue-yellow outcomes by the total number of possible
box. If Gary wants to have blue and Thelma wants to have yellow, what is the chance that Gary picks blue and outcomes. Therefore, we have one-sixth.
Thelma picks yellow?
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Math 6 M6SP-IVi-22 Math 6 M6SP-IVh-21

Making Listings and Diagrams of Outcomes and using these to Tell the Number of Favorable Outcomes and Chances Performing Experiments and Recording Outcomes
Performing Experiments and Recording

• Outcomes can be presented and organized in a listed form or
Outcomes
in a diagram form (tables, graphs, charts).
• Listing of possible outcomes can be used to determine the
number of favorable outcomes and the chance that the
favorable outcome will happen.
• To get the chance that the favorable outcome will happen,
𝐶ℎ𝑎𝑛𝑐𝑒 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒 = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Remember: Outcomes can be presented and organized in a listed form or in a diagram form such as tables, Hi! Our topic is about performing experiments and recording outcomes. Let’s begin
graphs and charts. Listing of possible outcomes can be used to determine the number of favorable outcomes
and the chance the favorable outcome will happen. To get the chance that the favorable outcome will happen,
we divide the total number of favorable outcomes by the total number of possible outcomes.
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Math 6 M6SP-IVh-21 Math 6 M6SP-IVh-21

Performing Experiments and Recording Outcomes Performing Experiments and Recording Outcomes
Experiments Outcomes
In a mathematical sense, an experiment is performed to obtain Outcomes are the results of an experiment. In order to make
outcomes and to use the outcomes to come up with predictions. experiments useful, outcomes should be recorded.
tossing a coin ten times and observing the number of times a tail
appears Out of ten trials of tossing a coin, 4 are heads and 6 are tails.
There are 12 times an even number occurred after rolling a die 18
rolling a die and observing the number of times an even number
times.
occurs on the top face
A spin wheel stopped on red 2 times and on green 1 time after the
recording the color where a spin wheel stops wheel has been spun 3 times.
First, let us discuss experiments. In a mathematical sense, an experiment is performed to obtain outcomes and Now, let us consider outcomes. Outcomes are the results of an experiment. In order to make experiments
to use the outcomes in order to come up with predictions. Some examples of mathematical experiments are: useful, outcomes should be recorded. Some examples of outcomes from experiments are the results of tossing
tossing a coin ten times and observing the number of times a tail appears, rolling a die and observing the a coin, the number of times an even number occurred after rolling a die, and the numbers of times a spin wheel
number of times an even number occurs on the top face, and recording the color where a spin wheel stops. stopped on red or green after the wheel has been spun for several times.
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Trial Result
1 green
2
3
Trial 1: 4
Consider the experiment using a spin wheel.
5
6
Suppose the wheel is to be spun 10 times and we record the color
7
where the wheel stops on each trial.
The spin wheel stops on green. 8
9
10
Let us consider performing the following experiment and recording its outcome. Consider the experiment using We want our record to be organized so that it is clear to us how we can use the results of the experiment. This is
a spin wheel. Suppose the wheel is to be spun ten times and we record the color where the wheel stops on why we make use of a table. In the first trial, suppose the spin wheel stops on green. Thus, we record green on
each trial. the table.
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Trial Result Trial Result

1 green 1 green
2 red 2 red
3 3 violet
Trial 2: 4 Trial 10: 4 red

5 5 green
6 6 yellow
7 7 yellow
The spin wheel stops on red. 8 The spin wheel stops on blue. 8 orange
9 9 blue
10 10 blue
On trial two, suppose the spin wheel stops on red. Suppose we have finished the experiment and now we have a record of the results on the table on the right.
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Trial Outcome
1 head
Suppose a coin is tossed five Trial 1: 2
times.
3
The top face of the coin shows a
We record the top face of the head.
4
coin after it landed. 5
head tail
For our next example, let us consider the experiment of tossing a coin. Suppose a coin is tossed five times and Let us use again a table to record the outcomes. In the first trial, suppose the top face of the coin shows a head.
we record the top face of the coin after it landed. There are two outcomes in this experiment: either head or tail. So, we record head on the table.
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Trial Outcome Trial Outcome

1 head 1 head
Trial 2: 2 head Trial 5: 2 head
3 3 tail
The coin also shows a head.
4 The coin face shows a tail. 4 head
5 5 tail
On trial two, suppose the coin also shows a head. Suppose we have finished all the trials for the experiment and the outcomes are recorded on the table on the
right.
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Let’s do an experiment.
Materials needed: In a mathematical sense, an experiment is performed to obtain
• marbles with different colors
• small box outcomes and to use the outcomes in order to come up with
• pen and paper (for recording) predictions.
Instructions: Outcomes are the results of an experiment. In order to make
1. Put the marbles inside the box. experiments useful, all outcomes should be recorded.
2. Pick a marble from the box without looking.
3. Record the color of the chosen marble on a table. Outcomes can be listed in an organized way so that it is clear to
4. Repeat steps 2 and 3 five times. us how to use the results of the experiment.
Now, we can apply what we have learned. Let’s do an experiment. The materials we need are marbles with Remember: In a mathematical sense, an experiment is performed to obtain outcomes and to use the outcomes
different colors, a small box, and pen and paper for recording. Here are the instructions: Number one, put the in order to come up with predictions. Outcomes are the results of an experiment. In order to make experiments
marbles inside the box. Number two, pick a marble from the box without looking. Number three, record the color useful, outcomes should be recorded. Outcomes can be listed in an organized way so that it is clear to us how
of the chosen marble in a table. Number four, repeat steps two and three five times. to use the results of the experiments.
1431 1432

Quantifying the Phrases "Most Likely to Happen" And "Unlikely to Happen" Quantifying the Phrases "Most Likely to Happen" And "Unlikely to Happen"
Quantifying the Phrases "Most Likely to

Happen" And "Unlikely to Happen"
Suppose Cheryl picked one fruit from any of the fruits above. If she
picked without looking, what fruit is she most likely to pick?
Hi! Our topic is about quantifying the phrases “most likely to happen” and “unlikely to happen”. Let’s begin For us to be able to quantify “most likely to happen” and “unlikely to happen,” let us first understand how they
are used. First, let us have an illustration for the phrase “most likely”. Suppose Cheryl picked one fruit from any
of the fruits above. If she picked without looking, what is she most likely to pick?
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Consider the following:
• The probability that it will rain tomorrow is 30%.

Since there are 6 lemons, 2 bananas, and 3 watermelons, there is a total of 11 • The probability that it will be sunny tomorrow is 70%.
fruits. Also, there are more lemons than any other fruits. Thus, Cheryl is most • The probability that it will snow tomorrow is 0%.
likely to pick lemon.
6
In the context of probability, there is a 6-out-of-11 or 11 chance that lemon is Which of these statements is most likely to happen?
chosen.
Since there are six lemons, two bananas, and three watermelons, there is a total of eleven fruits. Also, there are For our next example, let us consider the following statements: The probability that it will rain tomorrow is thirty
more lemons than any other fruits. Thus, Cheryl is most likely to chose lemon. In the context of probability, there percent. The probability that it will be sunny tomorrow is seventy percent. The probability that it will snow
is a six-out-of-eleven or six over eleven chance that lemon is chosen. tomorrow is zero percent. Which of these statements is most likely to happen?
1435 1436

• The probability that it will rain tomorrow is 30%.

• The probability that it will be sunny tomorrow is 70%.
• The probability that it will snow tomorrow is 0%.
Suppose there are eight umbrellas. One umbrella is green and seven
Thus, the event that is most likely to happen is that it will be sunny umbrellas are red. If Aileen picks one umbrella without looking, which
color of umbrella will Aileen unlikely to pick?
tomorrow.
Take a look at the highlighted text. Notice that the highest value is seventy percent. Thus, the event that is most Let us have an illustration for the phrase “unlikely to happen”. Suppose there are eight umbrellas. One umbrella
likely to happen is that it will be sunny tomorrow. is green and seven umbrellas are red. If Aileen picks one umbrella without looking, which color of umbrella will
Aileen unlikely to pick?
1437 1438

Consider the following:
• There is a 60% chance that Frederick will be the next class

president.
Since there are eight umbrellas and only one of them is green, it is unlikely
that Aileen will pick the green umbrella. • The probability that Anthony will be the next class president is
25%.
In the context of probability, there is a 1-out-of-8 or 18 or 12.5% chance that • There is a 15% chance that Grace will be the next class president.
Aileen will pick the green umbrella.
Which of these statements is unlikely to happen?
Since there are eight umbrellas and only one of them is green, it is unlikely that Aileen will pick the green For our next example, let us consider the following statements: There is a sixty percent chance that Frederick
umbrella. In the context of probability, there is a one-out-of-eight or one over eight or twelve point five percent will be the next class president. The probability that Anthony will be the next class president is twenty five
that Aileen will pick the green umbrella. percent. There is a fifteen percent chance that Grace will be the next class president. Which of these statements
is unlikely to happen?
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• There is a 60% chance that Frederick will be the next class To quantify the phrases “most likely” and “unlikely”, we can
president. view them in the context of probability.
• The probability that Anthony will be the next class president is
25%.
The event with the highest probability value is “most likely
• There is a 15% chance that Grace will be the next class president.
to happen.”
This means that the event that Grace will be the next class president
is unlikely to happen. The event with the lowest probability value is “unlikely to
happen.”
Take a look at the highlighted text. Notice that the lowest value is fifteen percent. This means that the event that Remember: To quantify the phrases “most likely” and “unlikely,” we can view them in the context of probability.
Grace will be the next class president is unlikely to happen. The event with the highest probability value is “most likely to happen.” On the other hand, the event with the
lowest probability value is “unlikely to happen.”
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Math 6 M6SP-IVg-19 Math 6 M6SP-IVg-19

Describing the Meaning of Probability Such as "50% Chance of Rain" and "One in a Million Chance of Winning" Describing the Meaning of Probability Such as "50% Chance of Rain" and "One in a Million Chance of Winning"
Describing the Meaning of Probability

Such as “50% Chance of Rain” and “One Probability
in a Million Chance of Winning”
• It is the likelihood or the chance of an event to happen.
• It ranges from 0% to 100% depending on the chance of

the event to happen.
Hi! Our topic is about describing the meaning of probability such as “fifty percent chance of rain" and "one in a Before we proceed on our lesson, let us first recall the meaning of probability. Probability is the likelihood or the
million chance of winning". Let’s begin. chance of an event to happen. It ranges from zero percent to one hundred percent depending on the chance of
the event to happen.
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Probability Meter 50% Chance

• It means that the event is equally likely to happen or
IMPOSSIBLE UNLIKELY EQUALLY LIKELY LIKELY CERTAIN
not.
• There are always two options to consider.

0% 25% 50% 75% 100%
• There is a 50% chance that the event will happen and a

50% chance that the event will not happen.
Now, let us take a look at this probability meter. A probability meter is used to know the meaning of each probability that occurs. Now, let us explain the meaning of the fifty percent chance that an event will happen. It means that the event is
Zero percent probability means that the event is impossible to happen. Twenty-five percent probability means that the event is equally likely to happen or not to happen. There are always two options to consider. There is a fifty percent
unlikely to happen. Fifty percent probability means that the event is equally likely to happen. Seventy-five percent probability chance that the event will happen and a fifty percent chance that the event will not happen.
means that the event is likely to happen. One hundred percent probability means that the event is certain to happen.
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50% Chance of Rain

Two Cases for the Event
There is a 50% chance
that when the coin is
There is a 50% chance that There is a 50% chance that
tossed, the result will
There is a 50% either be a head or a tail. it will rain. it will not rain.
chance for the
baby to be a
male or a
female. There is a 50% chance of
getting an even number
in rolling a die.
To understand more the meaning of the fifty percent chance, here are some examples. First is a pregnant Now, let us explain what fifty percent chance of rain means. There are two cases for the event of fifty percent
woman. There is a fifty percent chance for the baby to be a male or a female. Second is tossing a coin. There is chance of rain. First, there is a fifty percent chance that it will rain. Second, there is a fifty percent chance that it
a fifty percent chance that the result will be either a head or a tail. Third is rolling a die. There is a fifty percent will not rain so the weather will be sunny.
chance of getting an even number in rolling a die.
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One in a Million Chance of Winning
The Philippine Atmospheric, Geophysical and Astronomical Services

Administration (PAGASA) predicted that there is a 50% chance of rain in Manila • It is a chance that has a very low probability of
tomorrow.
happening.
Case 1: There is a 50% chance that it will rain in Manila tomorrow. People must
bring their umbrellas or raincoats for protection. • Out of a million people, there is only one chance of
winning an event.
Case 2: There is a 50% chance that it will not rain in Manila tomorrow. It will be
a sunny day tomorrow and children can play outdoors.
Let us have this example. The Philippine Atmospheric, Geophysical and Astronomical Services Administration predicted that the re Now, let us explain one in a million chance of winning. It is a chance that has very low probability of
is a fifty percent chance of rain in Manila tomorrow. So to describe it, we can have two cases. For case one, there is a fifty percent
chance that it will rain in Manila tomorrow. People must bring their umbrellas or raincoats for protection. For case two, there is a
happening. Out of a million people, there is only one chance of winning an event.
fifty percent chance that it will not rain in Manila tomorrow. It will be a sunny day tomorrow and children can play outdoors.
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The probability of “50% chance of rain” means that the rain

is equally likely to happen or not to happen.
Winning in a raffle
The probability of “one in a million chance of winning”
means that it has a very low probability of happening.
To understand more the meaning of one in a million chance of winning, we have here an example. There is a As a summary, the probability of “fifty percent chance of rain” means that the rain is equally likely to happen or not
one in a million chance of winning in a raffle. There are so many contestants in a raffle which will have only one to happen. The probability of “one in a million chance of winning” means that it has a very low probability of
winner. happening.
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Math 6 M6SP-IVj-24 Math 6 M6SP-IVj-24

Solving Problems Involving Experimental and Theoretical Probability Solving Problems Involving Experimental and Theoretical Probability
Experimental Probability Theoretical Probability

Solving Problems Involving Experimental
and Theoretical Probability
Theoretical Probability
Experimental Probability
tells what is likely to
tells what actually
happen based on the
happens when an
possible outcomes of
experiment is performed.
event.
Hi! Our topic is about solving problems involving experimental and theoretical probability. Let’s begin. Before we begin, let us first differentiate experimental and theoretical probabilities. Experimental probability tells
what actually happens when an experiment is performed. On the other hand, theoretical probability tells what is
likely to happen based on the possible outcomes of event.
1453 1454

Paul and Ben decided to answer a 10-point

questionnaire to review for a subject in
school. They decided to use a board with
different colors to determine who answers
a question. If a die falls into the blue or
orange spaces, Paul answers. If a die falls GIVEN: ASKED:
into the other colors, Ben answers. Who
has a bigger chance of answering most Paul’s turn: Blue and Orange Who has a bigger chance of
questions? Ben’s turn: Green and Red answering most out of the 10
questions?
Let us consider this example. Paul and Ben decided to answer a 10-point questionnaire to review for a subject The figure above shows the board Paul and Ben are going to use. The given are: Paul’s turn to answer the
in school. They decided to use a board with different colors to determine who answers a question. If a die falls question if the die lands on either blue or orange and Ben’s turn to answer the question if the die lands on either
into the blue or orange spaces, Paul answers. If a die falls into the other colors, Ben answers. Who has a bigger green or red. The question asked is, Who has a bigger chance of answering most out of the ten questions?
chance of answering most questions?
1455 1456

THEORETICAL PROBABILITY: THEORETICAL PROBABILITY:

Paul’s turn: 3 + 3 = 6 questions Ben’s turn: 2 + 2 = 4 questions
𝟑 𝟑 𝟔 𝟐 𝟐 𝟒
𝐏 𝐁𝐥𝐮𝐞 = 𝒐𝒓 𝐏 𝐎𝐫𝐚𝐧𝐠𝐞 = × 𝟏𝟎 = 𝟔 𝐏 𝐆𝐫𝐞𝐞𝐧 = 𝐨𝐫 𝑷 𝑹𝒆𝒅 =
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 × 𝟏𝟎 = 𝟒
𝟑 𝟑 𝟔 𝟏𝟎 𝟐 𝟐 𝟒 𝟏𝟎
+ 𝟏𝟎 = 𝟏𝟎 + 𝟏𝟎 = 𝟏𝟎
𝟏𝟎 𝟏𝟎
Hence, Paul will answer 6 questions. Hence, Ben will answer 4 questions.
Let’s first take the theoretical probability; which is the probability based on the number each color consists of on Now, let us compute for the probability of Ben answering the question. The probability that the die will land on
the board without support of any experiment results. The probability that the die will land on either blue or either green or red is four over ten. Hence, Ben will answer four out of ten questions.
orange is six over ten. We will multiply the probability by ten, since Ben and Paul have ten questions to answer.
Hence, Paul will answer six out of ten questions.
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EXPERIMENTAL PROBABILITY:
The probability based on the results of an actual experiment.
Question Color Question Color

1 Red 6 Orange EXPERIMENTAL PROBABILITY:
2 Red
Paul’s turn: 2 + 2 = 4 questions
7 Green
3 Blue 8 Orange 𝟐 𝟐
4 Red 9 Red 𝐏 𝐁𝐥𝐮𝐞 = 𝐨𝐫 𝐏 𝐎𝐫𝐚𝐧𝐠𝐞 =
𝟏𝟎 𝟏𝟎
5 Green 10 Blue 𝟐 𝟐 𝟒
+ =
𝟏𝟎 𝟏𝟎 𝟏𝟎
Now, let us solve the problem using experimental probability which is probability based on the results of an Based on the results obtained from the experiment, the die fell on the blue and orange spaces four times out of
actual experiment. Paul and Ben threw the die over the board ten times and got the results listed on the tables ten. This means four questions for Paul.
above.
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Ben’s turn: 2 + 4 = 6 questions
Theoretically, we assumed that Paul has a bigger chance of answering most
𝟐 𝟒 out of the ten questions, but the actual experiment proves otherwise. It
𝐏 𝐆𝐫𝐞𝐞𝐧 = 𝐨𝐫 𝐏 𝐑𝐞𝐝 =
𝟏𝟎 𝟏𝟎 was Ben who had to answer six out of the ten questions.
𝟐 𝟒 𝟔
+ =
𝟏𝟎 𝟏𝟎 𝟏𝟎
On the other hand, the die fell on the red and green spaces six times out of ten. This means six questions for Theoretically, we assumed that Paul has a bigger chance of answering most out of the ten questions, but the
Ben. actual experiment proves otherwise. It was Ben who had to answer six out of the ten questions.
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Fred and Rick has one bar of chocolate left.

They decide to use toss coin to determine
who gets the chocolate. They performed
five coin tosses. If more heads appear, Fred
GIVEN: ASKED:
gets the chocolate. If more tail appears,
Rick gets the chocolate. Using theoretical More heads: Fred will get the Using theoretical probability,
probability, who has the higher chance of chocolate. who has the higher chance of
getting the chocolate? Using experimental getting the chocolate?
probability, who has the higher chance of More tails: Rick will get the
getting the chocolate?
chocolate.
Let us have another example. Fred and Rick has one bar of chocolate left. They decide to use toss coin to From the problem, we are given that if more heads appear, Fred will get the chocolate and if more tail appears,
determine who gets the chocolate. They performed five coin tosses. If more heads appear, Fred gets the Rick will get the chocolate. We are asked about who has the higher chance of getting the chocolate, using
chocolate. If more tail appears, Rick gets the chocolate. Using theoretical probability, who has the higher chance theoretical probability.
of getting the chocolate? Using experimental probability, who has the higher chance of getting the chocolate?
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THEORETICAL PROBABILITY:
There are two outcomes in tossing a coin: either head or tail. This means
that there is an equal chance of getting a head or getting a tail. That is, the
1 GIVEN: ASKED:
theoretical probability that head will occur is 2 and the theoretical
1
probability that tail will occur is also 2. More heads: Fred will get the Using experimental
chocolate. probability, who has the
Since the chance of getting a head or tail is equal, we can say there is an higher chance of getting the
equal chance of Fred or Rick getting the chocolate. chocolate?
More tails: Rick will get the
chocolate.
There are two outcomes in tossing a coin: either head or tail. This means that there is an equal chance of From the problem, we are given that if more heads appear, Fred will get the chocolate and if more tail appears,
getting a head or getting a tail. That is, the theoretical probability that head will occur is one half and the Rick will get the chocolate. We are asked about who has the higher chance of getting the chocolate using
theoretical probability that tail will occur is also one half. Since the chance of getting a head or tail is equal, we experimental probability.
can say there is an equal chance of Fred or Rick getting the chocolate.
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Trial Outcome
1 head Trial Outcome
2 tail 1 head
3 tail 2 tail
4 tail 3 tail
5 tail 4 tail
5 tail
Suppose Fred and Rick tossed the coin five times and the results are listed above. EXPERIMENTAL PROBABILITY:
Based on the results, we see that in five tosses, tail appeared four times. This
4
From the results, we observe that the experimental probability of getting a
means that the experimental probability of getting a tail is 5. Also, since head tail is higher than the experimental probability of getting a head.
1
appeared once, the experimental probability of getting a head is . This means that Rick has a higher chance to get the chocolate than Fred.
5
Suppose Fred and Rick tossed the coin five times and the results are listed above. Based on the results, we see From the results, we observe that the experimental probability of getting a tail is higher than the experimental
that in five tosses, tail appeared four times. This means that the experimental probability of getting a tail is four probability of getting a head. This means that Rick has a higher chance to get the chocolate than Fred.
fifths. Also, since head appeared once, the experimental probability of getting a head is one fifth.
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Theoretical Probability tells what is likely to happen in an

experiment. We just need to use the given data to find
the probability of an event.
Theoretically, we assumed that Fred and Rick have equal chance of getting
the chocolate. However, outcome from the experiment gave a different Experimental Probability tells what actually happens in
result. Tail appeared four times while head appeared only one time.
an experiment. We need to conduct an experiment
before we can find the probability of an event.
Theoretically, we assumed that Fred and Rick have equal chance of getting the chocolate. However, outcome Remember that theoretical probability tells what is supposed to happen in an experiment. We just need to use
from the experiment gave a different result. Tail appeared four times while head appeared only one time. the given data to find the probability of an event. On the other hand, experimental probability tells what actually
happens in an experiment. We need to conduct an experiment before we can find the probability of an event.
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Math 8 M8GE-IVh-1 Math 8 M8GE-IVh-1

Finding the Probability of a Simple Event Finding the Probability of a Simple Event
Probability
Finding the Probability of a
Simple Event • Probability is the extent to which an event is likely to
occur.
• It is measured by the ratio of the favorable cases to the
whole number of cases possible.
• It is denoted by P(event).
Hi! Our topic is about finding the probability of a simple event. Let’s begin. Probability is the extent to which an event is likely to occur. It is measured by the ratio of the favorable cases to
the whole number of cases possible. It is denoted by the letter P open and close parenthesis of the event.
1471 1472

Probability Probability
The following are examples of situations involving probability that
take place in our everyday lives :
• Weather Forecasting P(A) = # of favorable outcomes to event A

• Lottery total # of outcomes
• Sports: batting averages, free throw percentage, field goal
percentage
• Medical decisions: operation success rates
The following are examples of situations that take place in our everyday lives that involve the use of probability: We use the following formula in calculating the probability of an event, let’s say event A. Probability of A is equal
Weather Forecasting, Lottery, Sports including batting averages, free throw percentage, field goal percentage, to the number of favorable outcomes to event A divided by the total number of outcomes.
and in Medical decision including operation success rates.
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Probability
• 0≤p≤1
• P=0 Impossible event In rolling a dice, what is the probability of
• P=1 Sure event getting an odd number?
• ∑P=1
The value of a probability also always lie between zero and one. If the probability of an event is equal to zero, it Let us have an example. In rolling a dice, what is the probability of getting an odd number?
is an impossible event. If the probability of an event is equal to one, it is called a sure event. Meanwhile, the sum
of all probabilities of an event is always equal to one.
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𝑆 = {1,2,3,4,5,6}
Let A be the event of getting an odd number

𝐴 = {3,5,6}
A box contains 15 balls of different colors, in which 5 are red,
𝑜𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 6 are blue and 4 are green. If one ball is to selected from the
P(A) = box, what is the probability of selecting a green ball?
𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒
3
P(A) =
6
1
P(A) =
2
In rolling a dice, there are 6 possible numbers that will appear. Let A be the event of getting an odd number, the Let us have another example. A box contains 15 balls of different colors, in which 5 are red, 6 are blue and 4
odd numbers are three, five, and six. Therefore, the probability of getting an odd number is three over six or are green. If one ball is to selected from the box, what is the probability of selecting a green ball?
one-half.
1477 1478

Let A be the event of selecting a green ball.
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑟𝑒𝑒𝑛 𝑏𝑎𝑙𝑙 The probability of a simple event is given by

P(A) =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑎𝑙𝑙𝑠
4 # 𝒐𝒇 𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝒕𝒐 𝒆𝒗𝒆𝒏𝒕 𝑨
P(A) = 15 𝑷 𝒆𝒗𝒆𝒏𝒕 =
𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
Let A be the event of selecting a green ball. The probability of a event A is equal to the number of green balls Summary. The probability of a simple event is given by the formula, number of favourable outcomes to event
over the total number of balls in the box. There are four green balls in the box. Therefore, the probability of over the total number of outcomes.
selecting a green ball is four over fifteen.
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Math 8 M8GE-IVi-1 Math 8 M8GE-IVi-1

Illustrating an Experimental Probability and a Theoretical Probability Illustrating an Experimental Probability and a Theoretical Probability
Illustrating an Experimental Probability Probability

and a Theoretical Probability
• Probability is the extent to which an event is likely to
occur.
• It is measured by the ratio of the favorable cases to the
whole number of cases possible.
# 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
𝑃 𝐸 =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Hi! Our topic is about illustrating an experimental probability and a theoretical probability. Let’s begin. Recall. Probability is the extent to which an event is likely to occur. It is measured by the ratio of the favorable
cases to the whole number of cases possible.
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Types of Probability Experimental Probability
• Experimental probability shows what actually

• Experimental Probability happens in an experiment.
• Theoretical Probability
• In experimental probability, several trials are
conducted.
There are two types of probability, these are theoretical probability and experimental probability. Experimental probability, on the other hand, shows what actually happens in an experiment. Several trials are
being conducted.
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Experimental Probability Experimental Probability
A coin is flipped 100 times. The number of times a head

appear is 45. What is the probability of getting a head?
𝑛𝑜. 𝑜𝑓 𝑡𝑖𝑚𝑒𝑠 𝑒𝑣𝑒𝑛𝑡 𝑜𝑐𝑐𝑢𝑟𝑠
P(E) =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠 𝑖𝑛 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡
45 9
𝑃 ℎ𝑒𝑎𝑑 = or 𝑃 ℎ𝑒𝑎𝑑 =
100 20
It is computed using the formula, probability of an event equals number of times event occurs over the total Let us have an example. A coin is flipped 100 times. The number of times a head appear is 45. What is
number of trials in an experiment. the probability of getting a head? The probability of getting ahead is equal to 45 over 100 or nine over twenty.
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Experimental Probability Experimental Probability
35
A dice is rolled 150 times. The result 𝑃 2 =
was recorded in the table. What is the 150
probability of getting a number 2? 7
𝑃 2 =
30
Let us have another example. A dice is rolled150 times. The result was recorded in the table. What is the The number two appeared 35 times. Therefore, the probability of getting a number two is equal to thirty-five over
probability of getting a number 2? 150 or seven over thirty.
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Theoretical Probability Theoretical Probability
𝑛𝑜. 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

Theoretical probability shows what we expect P (E) =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑜. 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
to happen in an experiment.
Now, let us Theoretical probability shows what should happen in an experiment. The formula is probability of an event equals the number of favorable outcomes over the total number of
possible outcomes.
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Theoretical Probability Theoretical Probability
In rolling a dice, what is the probability of getting an even A card is drawn from a deck of cards. What is the probability
number? that it is an Ace?
Let A be the event of getting 3

an even number. 𝑃 𝐴 =
6 4 no. of Aces (Clover, Heart, Spade, Diamond)
𝐴 = {2, 4, 6} 1
P (ace) = total no. of cards in the deck
52
=
𝑆 = {1,2,3,4,5,6} 2
Let us have an example. In rolling a dice, what is the probability of getting an odd number? Let A be the event of For our another example, a card is drawn from a deck or cards. What is the probability that it is an Ace? There
getting an even number. The even numbers in a dice are two, four, and six. There are a total of six numbers in a are four cards of Ace in a deck of cards. The probability of getting an ace is equal to four over fifty-two.
dice. Therefore, the probability of getting an even number is three over six or one-half.
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Math 8 M8GE-IVi-1 Math 8 M8GE-IVi-j-1

Illustrating an Experimental Probability and a Theoretical Probability Solving Problems involving Probabilities of Simple Events
Solving Problems involving Probabilities

of Simple Events
Experimental probability Theoretical probability
shows what actually happens shows what we expect to
in an experiment happen in an experiment.
P(E) = P (E) =
𝑛𝑜. 𝑜𝑓 𝑡𝑖𝑚𝑒𝑠 𝑒𝑣𝑒𝑛𝑡 𝑜𝑐𝑐𝑢𝑟𝑠 𝑛𝑜. 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠 𝑖𝑛 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡 𝑡𝑜𝑡𝑎𝑙 𝑛𝑜. 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Summary. Experimental probability shows what actually happens in an experiment. While theoretical probability Hi! Our topic is about solving problems involving probabilities of simple events. Let’s begin.
shows what we expect to happen in an experiment.
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Solving Problems involving Probabilities of Simple Events Solving Problems involving Probabilities of Simple Events
A bag contains 10 balls composed of 4 blue balls and

6 red balls. What is the probability that the ball that
we pick is red?
A bag contains 10 balls composed of 4 blue Let A be the event of picking a red ball.
balls and 6 red balls. What is the probability
𝑛 (𝐴)
that the ball that will be picked is red? P(A) =
𝑛 (𝑆)
6 3
P(red ball) = or P(red ball) =
10 5
Let’s analyze this problem: A bag contains 10 balls composed of 4 blue balls and 6 red balls. What is the In the problem, we are asked about the probability of picking a red ball out of the 10 balls in the box. Let A be
probability that the ball that will be picked is red? the event of picking a red ball. Using the formula, we come up with six, which is the number of red balls, over
ten, which is the total number of balls in the bag. Therefore, the probability of getting a red ball is equal to six
over ten or three-fifths.
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What is the probability of choosing a vowel from the

letters in the alphabet?
Let B be the event of choosing a vowel.

What is the probability of choosing a vowel 𝐵 = {𝐴, 𝐸, 𝐼, 𝑂, 𝑈}
from the letters in the alphabet?
5
P(vowel) =
26
Here is our second example. What is the probability of choosing a vowel from the letters in the alphabet? Let B be the event of choosing a vowel from the alphabet. There are five vowels from the letters in the alphabet.
Therefore, the probability of choosing a vowel is equal to five over twenty six.
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A card is randomly drawn from a deck of 52 cards.

What is the probability of getting a red card?
Let A be the event of getting a red card.

A card is randomly drawn from a deck of 52 cards. 𝑛 (𝐴)
What is the probability of getting a red card? P(A) =
𝑛 (𝑆)
26
P(red card) = or P(red card) = 0.5
52
Here is our third example. A card is randomly drawn from a deck of 52 cards. What is the probability of getting a The probability of getting a red card is equal to twenty six over fifty-two. The result is equal to 0.5. Therefore,
red card? there are equal chances of drawing a red card or a black card from the deck.
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A number from 1 to 20 is chosen in random. What is

the probability of choosing a prime number?
Let B be the event of choosing a prime number.

A number from 1 to 20 is chosen in random. 𝐵 = {2,3,5,7,11,13,17,19}
What is the probability of choosing a prime number?
8 2
P(prime) = or P(prime) =
20 5
Here is our fourth example. A number from 1 to 20 is chosen in random. What is the probability of choosing a Let B be the event of choosing a prime number. The prime numbers from 1 to 20 are 2, 3, 5, 7, 11, 13 17, and
prime number? 19. Therefore, the probability of choosing a prime number is equal to eight over twenty or two-fifths.
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Math 8 M8GE-IVi-j-1 Math 10 M10SP-IIIf-1

Solving Problems involving Probabilities of Simple Events Illustrating Events, and Union and Intersection of Events
Illustrating Events, and Union and

Intersection of Events
The probability of a simple event is given by
# 𝒐𝒇 𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝒕𝒐 𝒆𝒗𝒆𝒏𝒕

𝑷 𝒆𝒗𝒆𝒏𝒕 =
𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
Summary. The probability of a simple event is given by the formula, number of favourable outcomes to event Hi! Our topic is about illustrating events, and union and intersection of events. Let’s begin.
over the total number of outcomes.
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Math 10 M10SP-IIIf-1 Math 10 M10SP-IIIf-1

Illustrating Events, and Union and Intersection of Events Illustrating Events, and Union and Intersection of Events
Event
It is a set of all outcomes in the sample space.

𝑆 = {1,2,3,4,5,6,7,8,9,10}
An event is a set of all outcomes in the sample space. Let us consider this sample space as an example. The set containing numbers from one to ten.
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𝑆 = {1,2,3,4,5,6,7,8,9,10} Types of Event
• Independent Events
𝐸1 = even number 𝐸2 = odd number • Dependent Events
{2,4,6,8,10} {1,3,5,7,9} • Mutually Exclusive Events
𝐸3 = greater than 6 𝐸2 = prime number

{7,8,9,10} {2,3,5,7}
We can have several number of events from the given sample set. Event one can be a set of even numbers, Events can be independent, dependent, and mutually exclusive.
Event two is a set of odd numbers, event three is a set of numbers greater than six, and event four is a set of
prime numbers.
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Independent Event Dependent Event
Events 𝐴 and 𝐵 are said to be independent if the chance of Events 𝐴 and 𝐵 are said to be dependent if the chance of
occurrence of 𝐴 is not affected by the occurrence of 𝐵. occurrence of 𝐴 affects the occurrence of 𝐵.
Events A and B are said to be independent if the chance of occurrence of A is not affected by the occurrence of Events A and B are said to be dependent if the chance of occurrence of A affects the occurrence of B.
B.
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Mutually Exclusive Event Union of Events

• Events 𝐴 and 𝐵 are said to be mutually exclusive if both • The union of two events is the set of all the elements
events cannot happen at the same time. in 𝐴 and 𝐵.
• Events 𝐴 and 𝐵 have no common elements. • It is consists of the following:

Elements of 𝐴 but not in 𝐵
Elements in 𝐵 but not in 𝐴
Elements both in 𝐴 and 𝐵
• It is denoted by the symbol, ⋃.
Events A and B are said to be mutually exclusive if both events cannot happen at the same time. It means that The union of two events is the set of all the elements in A and B. It is consists of the following: elements of A
events A and B have no common elements. but not in B, elements in B but not in A, elements both in A and B. It is denoted by the symbol u.
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𝑆 = {1,2,3,4,5,6,7,8,9,10} 𝑆 = {1,2,3,4,5,6,7,8,9,10}
𝐸2 = odd number 𝐸4 = prime number 𝐸2 = odd number 𝐸4 = prime number

{1,3,5,7,9} {2,3,5,7} {1,3,5,7,9} {2,3,5,7}
𝑬𝟐 ∪ 𝑬𝟒 = {𝟏, 𝟐, 𝟑, 𝟓, 𝟕, 𝟗} 𝑬𝟐 ∪ 𝑬𝟒 = {𝟏, 𝟐, 𝟑, 𝟓, 𝟕, 𝟗}
To illustrate this, let us use events two and four in our previous example. The union of the two events is the Notice that numbers three, five and seven are present in both sets. If this is so, we should not repeat those
numbers present in both events. numbers or elements in its union. We just need to include it in the union set once.
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Intersection of Events 𝑆 = {1,2,3,4,5,6,7,8,9,10}

• The intersection of two events is the set of elements
common to both 𝐴 and 𝐵. 𝐸2 = odd number 𝐸4 = prime number
• It is denoted by the symbol, ∩. {1,3,5,7,9} {2,3,5,7}
𝑬𝟐 ∩ 𝑬𝟒 = {𝟑, 𝟓, 𝟕}
The intersection of two events is the set of elements common to both A and B. It is denoted by the symbol, Using the same events, we will take its intersection. We see that all the numbers or elements common in the
inverted u. given sets are included.
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Math 10 M10SP-IIIf-1 Math 10 M10SP-IIIg-1

Illustrating Events, and Union and Intersection of Events Illustrating the Probability of a Union of Two Events
Illustrating the Probability of a Union of

• Event is the set of all outcomes in the sample space. Two Events
• Event can be independent, dependent, or mutually
exclusive.
• The union of two events is the set of all the elements in
𝐴 and 𝐵, denoted by symbol, ∪.
• The intersection of two events is the set of elements
common to both 𝐴 and 𝐵, denoted by symbol, ∩.
Summary. An event is the set of all outcomes in the sample space. An event can be independent, dependent, Hi! Our topic is about illustrating the probability of a union of two events. Let’s begin.
or mutually exclusive. The union of two events is the set of all the elements in A and B, denoted by symbol big
u. While, the intersection of two events is the set of elements common to both A and B, denoted by symbol
inverted u.
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Math 10 M10SP-IIIg-1 Math 10 M10SP-IIIg-1

Illustrating the Probability of a Union of Two Events Illustrating the Probability of a Union of Two Events
Probability of an Event
Union of Events
The probability that an event will occur is given by:
• The union of two events is the set of all the elements in 𝑛(𝐸)
𝐴 and 𝐵. 𝑃 𝐸 =
𝑛(𝑆)
• It is denoted by the symbol, ⋃.
Recall. The union of two events is the set of all the elements in A and B. The probability that an event will occur is given by the number of favorable outcomes of event E over the total
number of the elements in the sample space.
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Probability of a Union of Two Events Probability of a Union of Two Events

• The probability of a union of two events is the
probability that events A or B will occur.
𝑃 𝐴 ∪ 𝐵 = 𝑃 𝐴 + 𝑃 𝐵 − 𝑃(𝐴 ∩ 𝐵)
• It is denoted by 𝑃(𝐴 ∪ 𝐵).
The probability of a union of two events is the probability that two events, A or B, will occur. It is denoted by P of To get the probability of a union of events A and B, we should subtract the probability of the intersection of two
A union B. events from the sum of the probability of A and the probability of B.
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Law of Addition Law of Addition

𝑃 𝐴 ∪ 𝐵 = 𝑃 𝐴 + 𝑃 𝐵 − 𝑃(𝐴 ∩ 𝐵)
𝑃 𝐴 ∪ 𝐵 = 𝑃 𝐴 + 𝑃 𝐵 − 𝑃(𝐴 ∩ 𝐵)
Outcomes from the overlapping area might come from

both events. These may be counted twice if we simply add
𝐴∩𝐵
A B the probabilities of both events.
The probability of a union of two events follows the law of addition. Outcomes from the overlapping area might come from both events. These may be counted twice if we simply
add the probabilities of both events.
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Law of Addition 𝑆 = {1,2,3,4,5,6,7,8,9,10}
𝑃 𝐴 ∪ 𝐵 = 𝑃 𝐴 + 𝑃 𝐵 − 𝑃(𝐴 ∩ 𝐵)
𝐴 = even number 𝐵 = prime number
To prevent the double counting of the common outcomes, {2,4,6,8,10} {2,3,5,7}

we should subtract the probability of the intersection of
both events.
𝑷 𝑨 ∪ 𝑩 = 𝑷 𝑨 + 𝑷 𝑩 − 𝑷(𝑨 ∩ 𝑩)
𝟓 𝟒 𝟏 𝟖
𝑷 𝑨∪𝑩 = + − =
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎
To prevent the double counting of the common outcomes, we should subtract the probability of the intersection Let us have an example. Given the sample space of numbers from one to ten, the probability of a union of an
of both events. event that a number is even and the event that a number is prime is equal to eight over ten. Notice that both
events have a common element, which is the number two, that is why we subtract one over ten.
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Probability of a Union of Two Events 𝑆 = {1,2,3,4,5,6,7,8,9,10}

Mutually Exclusive Events Mutually Exclusive Events
𝐴 = even number 𝐵 = odd number

𝑃 𝐴∪𝐵 =𝑃 𝐴 +𝑃 𝐵 {2,4,6,8,10} {1,3,5,7,9}
𝑷 𝑨 ∪ 𝑩 = 𝑷 𝑨 + 𝑷(𝑩)
𝟓 𝟓
𝑷 𝑨∪𝑩 = + =𝟏
𝟏𝟎 𝟏𝟎
Note that for mutually exclusive events, it is impossible for both events to occur. So we have this special case Here is an example. Let A be the event that a number is even and let B be the event that a number is odd. The
for the law of addition. two events are mutually exclusive. Therefore, the probability of the union of these events is equal to one.
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Math 10 M10SP-IIIg-1 Math 10 M10SP-IIIg-h-1

Illustrating the Probability of a Union of Two Events Finding the Probability of (𝐴 ∪ 𝐵)
Finding the Probability of (𝐴∪𝐵)

In getting the probability of a union of two events, we
follow the law of addition where we do not only get the
sum of the probabilities of two events, but we also
subtract it to its intersection.
𝑃 𝐴 ∪ 𝐵 = 𝑃 𝐴 + 𝑃 𝐵 − 𝑃(𝐴 ∩ 𝐵)
Summary. In getting the probability of a union of two events, we follow the law of addition where we do not only Hi! Our topic is about finding the probability of A union B. Let’s begin.
get the sum of the probabilities of two events, but we also subtract it to its intersection.
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Finding the Probability of (𝐴 ∪ 𝐵) Finding the Probability of (𝐴 ∪ 𝐵)
Probability of A union B
Let A and B be events.
Then, the probability of the Union of two events is given by:

𝑷 𝑨 ∪ 𝑩 = 𝑷 𝑨 + 𝑷 𝑩 − 𝑷(𝑨 ∩ 𝑩) If a card is drawn from a well-shuffled deck of 52 cards, what
is the probability of getting a king card or a heart?
Let A and B be events. Then, the probability of the union of two events given by probability of A union B is For our first example, “If a card is drawn from a well-shuffled deck of 52 cards, what is the probability of getting
probability of A plus probability of B minus the probability of A intersection B. a king card or a heart?”.
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If a card is drawn from a well-shuffled deck of 52 cards, what is the

probability of getting a king card or a heart?
P (king or heart) = P (king) + P (heart) – P (king and heart) A die is rolled. What is the probability of getting an odd
𝟒 𝟏𝟑 𝟏
number or greater than 2?
P (king or heart) = + −
𝟓𝟐 𝟓𝟐 𝟓𝟐
𝟏𝟔
P (king or heart) = 𝟓𝟐
The probability of getting a king card is four over fifty-two. The probability of getting a card of heart is thirteen For our second example, “A die is rolled. What is the probability of getting an odd number or greater than two?”.
over fifty-two. The probability of getting a king of heart is one over fifty-two. Substituting the values in the
formula, the probability of getting a king or heart is sixteen over fifty-two.
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A die is rolled. What is the probability of getting an odd number or

greater than 2?
Let A: event of getting an odd number: {1,3,5} Stephen is planning to enroll in a recreational class this summer.
B: event of getting a number greater than 2: {3,4,5,6} The probability of enrolling in a piano class is 0.92, the
probability of enrolling in a swimming class is 0.85, and the
P (A or B) = P (A) + P (B) – P (A and B) probability enrolling in both is 0.80. What is the probability of
𝟑 𝟒 𝟐 enrolling in piano or swimming?
P (A or B) = 𝟔 + 𝟔 − 𝟔
𝟓
P (A or B) = 𝟔
The probability of getting an odd number is three over six. The probability of getting a number greater than two For our third example, “Stephen is planning to enroll in a recreational class this summer. The probability of
is four over six. The probability of getting an odd number that is greater than two is two over six. Substituting enrolling in a piano class is 0.92, the probability of enrolling in a swimming class is 0.85, and the probability
the values in the formula, the probability of getting an odd number or a number that is greater than two is five enrolling in both is 0.80. What is the probability of enrolling in piano or swimming?”.
over six.
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Stephen is planning to enroll in a recreational class this summer. The

probability of enrolling in a piano class is 0.92, the probability of enrolling in a
swimming class is 0.85, and the probability enrolling in both is 0.80. What is
the probability of enrolling in piano or swimming?
A pair of dice is rolled. Let A be the event of one die shows 4
Let A: event of enrolling in a piano class
and B be the event of getting the sum of 6. What is the
B: event of enrolling in a swimming class
probability of A union B?
P (A or B) = P (A) + P (B) – P (A and B)
P (A or B) = 𝟎. 𝟗𝟐 + 𝟎. 𝟖𝟓 − 𝟎. 𝟖𝟎
P (A or B) = 𝟎. 𝟗𝟕
The probability of enrolling in a piano class is zero point ninety-two. The probability of enrolling in a swimming For our fourth example, “A pair of dice is rolled. Let A be the event of one die shows four and B be the event of
class is zero point eighty-five. The probability of enrolling in both class is zero point eighty. Substituting the getting the sum of six. What is the probability of A union B?”.
values in the formula, the probability of enrolling in either piano or swimming class is zero point ninety-seven.
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A pair of dice is rolled. Let A be the event of one die shows 4 and B be the
event of getting the sum of 6. What is the probability of A union B?
In finding the probability of union of two events:
Let A = { (1,4), (2,4), (3,4), (5,4), (6,4), (4,1), (4,2), (4,3), (4,5), (4,6) } • Know the probability of each event
B = { (1,5), (2,4), (3,3), (4,2), (5,1) } • Know the probability of intersection of two events.
P (A or B) = P (A) + P (B) – P (A and B)
𝟏𝟎 𝟓 𝟐 The probability is given by 𝑷 𝑨 ∪ 𝑩 = 𝑷 𝑨 + 𝑷 𝑩 −
P (A or B) = 𝟑𝟔 + 𝟑𝟔 − 𝟑𝟔
𝑷(𝑨 ∩ 𝑩)
𝟏𝟑
P (A or B) = 𝟑𝟔
The probability of event A is ten over thirty-six. The probability of event B is five over thirty-six. The probability In finding the probability of union of two events: first, know the probability of each event, Second, know the
of intersection of both events is two over thirty-six. Substituting the values in the formula, the probability of the probability of intersection of two events. Lastly, the probability of union of two events is given by the formula
union of two events is thirteen over thirty-six. “probability of event A plus probability of event B minus the probability of intersection of events A and B”.
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Math 10 M10SP-IIIi-1 Math 10 M10SP-IIIi-1

Illustrating Mutually Exclusive Events Illustrating Mutually Exclusive Events
Mutually Exclusive Event

Illustrating Mutually Exclusive Events • Events that do not occur at the same time.
• The occurrence of one event is not influenced or
caused by another event.
• Events have no shared outcomes.
Hi! Our topic is about illustrating mutually exclusive events. Let’s begin. Mutually exclusive events are events that do not occur at the same time. The occurrence of one event is not
influenced or caused by another event, meaning it does not share outcomes.
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Mutually Exclusive Event Mutually Exclusive Event

Two events are mutually exclusive if their intersection is an
• Two events do not overlap. empty set.
• In two events A and B, if A occurs then B is excluded or
if B occurs then A is excluded. That is, A and B cannot
happen together.
A∩B=∅ A B
In mutually exclusive events, two events do not overlap. In two events A and B, if A occurs then B is excluded or Also, two events are mutually exclusive if their intersection is an empty set.
if B occurs then A is excluded. That is, A and B cannot happen together.
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Mutually Exclusive Events Mutually Exclusive Events
A = all suits of queens B = all suits of kings A = odd numbers B = even numbers
A B A B
1 2
5 6
4 8
3 7 9
11 10 12
An example of mutually exclusive events is the event of having all suits of queens and all suits of kings from a Another example of mutually exclusive events is the event of having odd numbers and the event of having even
standard deck of cards. We could see here that queen cards cannot occur in the other event because it requires numbers.
all kings. Same with the other way around.
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Mutually Exclusive Events Non-Mutually Exclusive Events

A = head B = tail A = heart cards B = king cards
A B
Another example is tossing a coin. The event of having a tail as a result and the event of having a head are Let’s have a different example. Here, we have a common element which is the king of hearts. This is not a
mutually exclusive. We cannot have an outcome of a tail and a head at the same time after tossing it. mutually exclusive event because the king of hearts was picked twice and is included in two events. This
illustration means that these two events can happen at the same time.
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Math 10 M10SP-IIIi-1 Math 10 M10SP-IIIi-j-1

Illustrating Mutually Exclusive Events Solving Problems Involving Probability
Solving Problems Involving Probability
Mutually exclusive events have no intersection or common

elements because they cannot happen at the same time.
Summary. Mutually exclusive events have no intersection or common elements because they cannot happen at Hi! Our topic is about solving problems involving probability. Let’s begin.
the same time.
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Math 10 M10SP-IIIi-j-1 Math 10 M10SP-IIIi-j-1

Solving Problems Involving Probability Solving Problems Involving Probability
The independent probabilities that two people, X and Y, are alive after 25 years
are 0.40 and 0.35, respectively. Given that they don’t know each other, what is
The independent probabilities that two people, X and Y, are alive after 25 years the probability that:
are 0.40 and 0.35, respectively. Given that they don’t know each other, what is
the probability that: a) Both of them will be alive
a) Both of them will be alive 𝑷=𝑷 𝑿 ×𝑷 𝒀

b) Only one of them will be alive = 𝟎. 𝟒𝟎 × 𝟎. 𝟑𝟓
c) At least one of them will be alive = 𝟎. 𝟏𝟒
Let us answer our first example. The independent probabilities that two people, X and Y, are alive in 25 years To compute for the probability that both persons are alive, we will multiply each probability since the events are
are 0.40 and 0.35, respectively. Given that they don’t know each other, what is the probability that: a) Both of independent. The probability that person X is still alive after 25 years is zero point forty. The probability that person Y
them will be alive, b) Only one of them will be alive, c) At least one of them will be alive. is still alive after 25 years is zero point thirty-five. Zero point forty times zero point thirty-five is equal to zero point
fourteen. Therefore, the probability that both persons are still alive after twenty-five years is zero point fourteen.
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The independent probabilities that two people, X and Y, are alive after 25 years The independent probabilities that two people, X and Y, are alive after 25 years
are 0.40 and 0.35, respectively. Given that they don’t know each other, what is are 0.40 and 0.35, respectively. Given that they don’t know each other, what is
the probability that: the probability that:
b) Only one of them will be alive c) At least one of them will be alive
𝒄 𝒄
𝑷 = 𝑷 𝑿 × 𝑷 𝒀 + [𝑷 𝑿 × 𝑷 𝒀 ] 𝑷 = 𝟏 − [𝑷(𝑨𝒄 ) × 𝑷 𝑩𝒄 ]
= 𝟎. 𝟒𝟎 × 𝟏 − 𝟎. 𝟑𝟓 + [(𝟏 − 𝟎. 𝟒𝟎) × 𝟎. 𝟑𝟓] = 𝟏 − [(𝟏 − 𝟎. 𝟒𝟎) × (𝟏 − 𝟎. 𝟑𝟓)]
= 𝟎. 𝟒𝟕 = 𝟏 − 𝟎. 𝟑𝟗
= 𝟎. 𝟔𝟏
The probability that only one of them will be alive can be computed using the given formula. Therefore, the The probability that at least one person will be alive after twenty-five years is computed by the given formula.
probability that only one person will be alive after twenty-five years is equal to zero point forty-seven. Therefore, the probability is equal to zero point sixty-one.
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A bag contains 6 red balls and 5 blue balls. If two balls will be chosen
randomly, what is the probability that the two balls are of the same color?
randomly, what is the probability that the two balls are of the same
color? 𝟔 𝟓 𝟑𝟎 𝟓 𝟒 𝟐𝟎
𝑷 𝑹 = ⋅ = 𝑷 𝑩 = ⋅ =
𝟏𝟏 𝟏𝟎 𝟏𝟏𝟎 𝟏𝟏 𝟏𝟎 𝟏𝟏𝟎
Let us answer our second example. A bag contains six red balls and five blue balls. If two balls will be chosen Let us get the probability of each event. There is a total of eleven balls in the bag. To get the probability of
randomly, what is the probability that the two balls are of the same color? choosing two red balls, we have six red balls during the first selection and we have five red balls during the
second selection. For the probability of choosing two blue balls, we have five blue balls during the first selection
and we have four blue balls during the second selection.
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randomly, what is the probability that the two balls are of the same color?
𝟔 𝟓 𝟑𝟎 𝟓 𝟒 𝟐𝟎
𝑷 𝑹 = ⋅ = 𝑷 𝑩 = ⋅ = Cindy prepares a souvenir for her son’s birthday. She prepared 30 white mugs,
𝟏𝟏 𝟏𝟎 𝟏𝟏𝟎 𝟏𝟏 𝟏𝟎 𝟏𝟏𝟎
20 brown mugs, and 25 black mugs to be given to the visitors. What is the
probability that the mug given to the first visitor is either white or black?
𝑷=𝑷 𝑹 +𝑷 𝑩
𝟑𝟎 𝟐𝟎 𝟓𝟎
𝑷= + =
𝟏𝟏𝟎 𝟏𝟏𝟎 𝟏𝟏𝟎
𝟓
𝑷=
𝟏𝟏
The probability of getting two red balls is thirty over one hundred ten. The probability of getting two blue balls is Let us answer our third example. Cindy prepares a souvenir for her son’s birthday. She prepared thirty white
twenty over one hundred ten. Adding the two probabilities, we will get fifty over one hundred ten or five over mugs, twenty brown mugs, and twenty-five black mugs to be given to the visitors. What is the probability that
eleven. the mug given to the first visitor is either white or black?
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Cindy prepares a souvenir for her son’s birthday. She prepared 30 white mugs,
20 brown mugs, and 25 black mugs to be given to the visitors. What is the
probability that the mug given to the first visitor is either white or black?
Let A be the event of giving white mug A card is selected randomly from a box containing white card and red
B be the event of giving black mug card. The probability that a white card will be selected is 0.20 and
the probability that a red card will be selected is 0.35. What is the
𝑷 𝑨∪𝑩 =𝑷 𝑨 +𝑷 𝑩
𝟑𝟎 𝟐𝟓
probability that the card that will be selected is not white or red?
𝑷 𝑨 ∪ 𝑩 = 𝟕𝟓 + 𝟕𝟓
𝟓𝟓
𝑷 𝑨∪𝑩 =
𝟕𝟓
There is a total of seventy-five mugs to be given away. The events are mutually exclusive. Therefore, we will Let us answer our fourth example. A card is selected randomly from a box containing white card and red card.
just get the sum of the probability of the event of giving white mug and the probability of giving black mug. The The probability that a white card will be selected is 0.20 and the probability that a red card will be selected is
probability that the first visitor will receive either a white mug or a black mug is fifty-five over seventy-five. 0.35. What is the probability that the card that will be selected is not white or red?
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A card is selected randomly from a box containing white card and red card. The
probability that a white card will be selected is 0.20 and the probability that a
red card will be selected is 0.35. What is the probability that the card that will
be selected is not white or red?
The probability that Cecille will get a grade of 92 in Math is 0.70 and the
𝑷 𝑾 = 𝟎. 𝟐𝟎 𝑷 𝑹 = 𝟎. 𝟑𝟓 probability that she will get a grade of 90 in English is 0.60. What is the
probability that she will get both grades?
𝑷=𝟏− 𝑷 𝑾 +𝑷 𝑹
𝑷 = 𝟏 − 𝟎. 𝟓𝟓
𝑷 = 𝟎. 𝟒𝟓
The probability that a white card will be selected is zero point twenty and the probability that a red card will be Let us answer our fifth example. The probability that Cecille will get a grade of ninety-two in Math is 0.70 and the
selected is zero point thirty-five. We are asked for the probability that a card that will be selected is not red or probability that she will get a grade of ninety in English is 0.60. What is the probability that she will get both
white. We will get the complement of the probability of getting a white or a red card. One minus zero point fifty- grades?
five is equal to zero point forty-five.
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The probability that Cecille will get a grade of 92 in Math is 0.70 and the
probability that she will get a grade of 90 in English is 0.60. What is the
probability that she will get both grades? In solving probability problems:
Let M be the event of getting 92 in Math 1. Identify the events in which probability is given or will be
E be the event of getting 90 in English computed.
2. Identify if the events are dependent, independent, or
𝑷 𝑴∩𝑬 = 𝑷 𝑴 ∙𝑷 𝑬 mutually exclusive.
𝑷 𝑴 ∩ 𝑬 = 𝟎. 𝟕𝟎 ∙ (𝟎. 𝟔𝟎) 3. Compute for the probability of each event.
𝑷 𝑴 ∩ 𝑬 = 𝟎. 𝟒𝟐 4. Solve for the probability asked in the problem.
In this example, we will get the probability of the intersection of two events. The probability that Cecille will get In solving probability problems: First, we need to identify the events in which the probability is given or will be
ninety-two in Math and ninety in English is zero point forty-two. The probability of M intersection E is computed computed. Second, identify if the events are dependent, independent, or mutually exclusive. Third, compute for
by multiplying the probability of M by the probability of E. the probability of each event. Lastly, solve for the probability asked in the problem.
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Conditional Decision Making

(currently not in the curriculum)
Mathematics See sample PISA Adapted Released Item

Conditional Decision
Making
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MATHEMATICS ?
Tiling
Question 2/5 TILING
Refer to the "Tiling" on the right. Use drag-and-drop to
complete the problem.
The tiler wants to make a set of instructions that he can
give to people who want to make the same tiling pattern.
Drag and drop the elements into the spaces to complete
the instructions that will produce the pattern on the right. Tile A Tile B
Mathematics
Samples and Sampling
TILING INSTRUCTIONS
Row 4
For row = 1 to 4
"First determine the left hand tile in the row"
Row 3
IF the row is an odd numbered row
THEN the first tile is Row 2
ELSE the first tile is
"Complete the row by adding tiles" Row 1
IF the previous tile is TILE A
use
use
Next row
This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed in this adaptation are the sole responsibility of the author or authors ofK-12 Curriculumand
the adaptation Guide.
shouldContains AT&T Natural
not be reported Voices text
as representing to speech
the official technology
views licensed
of the OECD or of itsfrom Wizzard
member Speech LLC
countries. K-12 Curriculum Guide. Contains AT&T Natural Voices text to speech technology licensed from Wizzard Speech LLC
Source: OECD. (2018). PISA 2021 Mathematics Framework (Draft). Downloaded from https://www.oecd.org/pisa/sitedocument/PISA-2021-mathematics-framework.pdf.
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Math 7 M7SP-IVa-1 Math 7 M7SP-IVa-1

Explaining the Importance of Statistics Explaining the Importance of Statistics
Explaining the Importance of Statistics STATISTICS

Statistics is defined as the science of collecting, organizing,
presenting, analyzing, and interpreting numerical data to
arrive at a more effective decision.
Hi! In this lesson we will learn how to explain the importance of statistics. Statistics is defined as the science of collecting, organizing, presenting, analyzing, and interpreting numerical
data to arrive at a more effective decision.
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POPULATION
TYPES OF STATISTICS Population is a collection of all objects, individuals, or
anything under study.
1. DESCRIPTIVE STATISTICS – describes and summarizes the basic
feature of the sample one is concerned with. Population size is the number of entities in the population.
It is represented by N.
2. INFERENTIAL STATISTICS – derives conclusions from the sample
and generalizes it to a population.
Parameter is a descriptive measure of a population.
The two types of statistics are descriptive and inferential statistics. Descriptive statistics describes and Population is a collection of all objects, individuals, or anything under study. The number of entities belonging to
summarizes the basic feature of the sample one is concerned with, while inferential derives conclusions from the it is called population size represented by capital letter N. The descriptive measures of a population are called
sample and generalizes it to a population. parameters.
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SAMPLE
Sample is a part or subset of a population.
VARIABLE
Variable refers to the specific characteristics or property of
an object under study.
Sample size is the number of entities in the sample. It is
represented by n.
INFERENCE
Statistic is a descriptive measure of a sample. Inference is a generalization about a population based on
information provided by the sample.
Sample is a part or subset of a population. The number of entities in the sample is expressed by the sample size A variable refers to the specific characteristics or property of an object under study. An inference is a
represented by small letter n. Statistic is a descriptive measure of a sample. generalization about a population based on information provided by the sample.
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DATA Classification of data:

Data are facts and figures collected from which we can make
conclusions. 1. Qualitative – Data that deal with description. Data can
be observed but not measured.
Data sets are data gathered from a specific study. 2. Quantitative – Data that deal with numbers. Data can
be measured.
Data are the facts and figures collected from which we can make conclusions. Data gathered from a specific Data can be classified as qualitative or quantitative. Qualitative data deal with description. Data can be observed
study are called data sets. but not measured. On the other hand, quantitative data deal with numbers. Data can be measured.
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LEVELS OF MEASUREMENT LEVELS OF MEASUREMENT

Levels of measurement help us determine the appropriate 2. Ordinal Scale – non-numeric but can be ranked according
statistical analyses we can use over the data. to some characteristics.
1. Nominal Scale – classifies the variable in terms of their

names or category
Class ranks: First, Second, Third, Fourth, Fifth

Gender: Male or Female
Religion: Catholic, Christian, Muslim
The levels of measurement help us determine the appropriate statistical analyses we can use over the data. The Second is the ordinal scale. It is non-numeric but can be ranked according to some characteristics.
scales of measurement include nominal scale. It classifies the variable in terms of their names or category.
Some examples are gender and religion.
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LEVELS OF MEASUREMENT LEVELS OF MEASUREMENT

3. Interval Scale – the measure of distance between 4. Ratio Scale – has the properties of interval data and
successive data are equal. No zero value. includes the zero value.
Scores on aptitude or ability tests Heart rate

Level of temperature Weight
Third is the interval scale. Interval scale says that the measure of distance between successive data are equal. Fourth is the Ratio Scale. It has the property of interval data and includes zero value. Some of the examples are
Zero value is not included in this scale. A common example is the score on aptitude or ability test. heart rate and weight.
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LEVELS OF MEASUREMENT
IMPORTANCE OF STATISTICS
• It can give precise description of data.
• Statistics is important because it aids in making sound
• It can predict the behavior of objects under study. decisions and it also gives meaningful interpretations of
the data around us.
• It is used to test a hypothesis.
• It serves as backbone and guide in making sense of our
experiences.
Statistics has many uses and we consciously and unconsciously utilize it to make our daily decisions. It can give Statistics is a tool of importance to humans because it aids in making sound decisions and it also gives
precise description of data, predict the behavior of objects under study, and it is also used to test a hypothesis. meaningful interpretations of the data around us. It serves as backbone and guide in making sense of our
experiences.
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IMPORTANCE OF STATISTICS
• Since it can distinguish trends, we learn what to do with ✓ Understanding statistics does not end on its
things and predict the consequences of our actions. definition, concepts, uses, and importance. It is
equally important to know how statistics is applied
in our daily lives.
Since it can distinguish trends, we learn what to do with things and predict the consequences of our actions. Remember that understanding the statistics does not stop on its definition, concepts, uses and
importance. It is more important to know how these things are applied in our daily lives.
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Posing Problems that may be Answered Using Statistics Posing Problems that may be Answered Using Statistics
Posing Problems that may be Answered

Using Statistics
Dengue is one of the widely spread diseases all over the
Philippines. In an article by Dr. Maria Rosario Capeding, it was
stated that dengue resulted to 285 deaths of children alone as
of September 2011. It was also said that in the country, the
disease occurs every 3-4 years, usually during the wet season.
Hi! In this lesson we will learn how to pose problems that may be answered using statistics. Dengue is one of the widely spread diseases all over the Philippines. In an article by Dr. Maria Rosario Capeding,
it was stated that dengue resulted to 285 deaths of children alone as of September 2011. It was also said that in
the country, the disease occurs every three to four years, usually during the wet season.
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POSSIBLE QUESTIONS: POSSIBLE QUESTIONS:

• How wide is the spread of Dengue? • How wide is the spread of Dengue?
• How intense is the effect of Dengue to people? ❑ List places affected by Dengue
• What promotes Dengue?

• How intense is the effect of Dengue to people?
• When does Dengue mostly occur? ❑ Record events resulting from Dengue
Let us analyze the problem. Here are some of the possible questions that we can ask. How wide is the spread We can find the answers to the posed question by gathering and analyzing data in order to find relevance to the
of dengue? How intense is the effect of Dengue to people? What promotes Dengue? When does Dengue problem at hand. In the first question, we can list places that are affected by dengue. In the second question,
mostly occur? we can record events resulting from dengue.
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POSSIBLE QUESTIONS: PROBLEM
• What promotes Dengue? Dengue is one of the widely spread diseases all over the
❑ List factors that increases the dengue outbreak Philippines. In an article by Dr. Maria Rosario Capeding, it was
stated that dengue resulted to 285 deaths of children alone by
September 2011. It was also said that in the country, the disease
• When does Dengue mostly occur? occurs every 3-4 years, usually during the wet season.
❑ Track the occurrence of Dengue every period
In question three, we can list the factors that increases the dengue outbreak. In question four, we can track the We can find the answers from the data provided to us. These data came from summarizing the observations
occurrence of dengue every period. These solutions require the use of Statistics. taken from a population; in this case, the Filipinos.
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DATA TABLE
✓ Statistics can answer many of our everyday questions

and problems. We study statistics in order to properly
use data and make sound decisions.
Table 1. Age distribution of Dengue cases in the Philippines

Source: http://www.denguematters.info/content/issue-7-dengue-philippines
This is one way of processing the data gathered. As we can see, there are classifications which give meaning to Remember that statistics can answer many of our everyday questions and problems. We study statistics in order
the numerical data. to properly use data and make sound decisions.
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Formulating Simple Statistical Instruments Formulating Simple Statistical Instruments
Formulating Simple Statistical INSTRUMENTS

Instruments Instruments are things used in order to achieve the goals of a certain
study.
STATISTICAL INSTRUMENT
A statistical instrument is a tool in performing statistical activities
such as data gathering.
Hi! In this lesson we will learn how to formulate simple statistical instruments. Researchers use instruments in order to achieve the goals of their studies. In statistics, researchers use
statistical instruments in performing statistical activities such as data gathering.
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STATISTICAL INSTRUMENT SURVEY or QUESTIONNAIRE

• Survey or questionnaire • A survey contains a series of questions about the study, made
• Observation form to be answered by the subject (person).
• Tally sheet
• A survey presents all necessary information as clear, concise,
and precise as possible.
In this lesson, we will learn how to formulate three of the usually used instruments: surveys or questionnaires, A survey contains a series of questions about the study, made to be answered by the subject (person). A survey
observation forms, and tally sheets. presents all necessary information as clear, concise, and precise as possible.
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School Cafeteria Survey Form
1. Do you bring home-made food for recess, or do you buy food from the
The school cafeteria manager wanted to improve the menu. To canteen? __Yes __No
know the best options, he created a survey to be distributed to his 2. What do you usually eat during recess?
__Bread __Meat __Biscuits __Others
frequent customers. 3. What is your favorite snack? __________________________
4. During schooldays, what time do you usually get hungry?
__Before recess __During recess __After recess __Afternoon
5. Do you eat vegetables? If yes, please write down your favorite vegetable.
__No __Yes [ _________________ ]
We have an example situation here. The school cafeteria manager wanted to improve the menu. To know the These are some of the questions included in the questionnaire made by the manager. Notice that the questions
best options, he created a survey to be distributed to his frequent customers. aim to know the likes and dislikes of students in relation to food preference and eating habits.
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OBSERVATION FORM
• An observation form contains things that help record and rate In order to ensure excellent quality of teachers in school, the
what has been observed. principal regularly observes classes while taking note of her
observations in observation forms.
• An observation form is usually used in an experiment.
An observation form contains things that help record and rate what has been observed. An observation form is Consider this example: In order to ensure excellent quality of teachers in school, the principal regularly observes
usually used in an experiment. classes while taking note of her observations in observation forms.
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TALLY SHEET
Teaching Method used: • A tally sheet helps the researcher get updated on changes
Relationship to student: [Formal] [Informal] related to the study. It checks, records, or scores properties of
Clarity of Lesson: variables.
Control over learning environment:
• A tally sheet is often in tabular form.
Rater’s note:
Notice on the sample observation form that the observer must note specific information needed for the A tally sheet helps the researcher get updated on changes related to the study. It checks, records, or scores
assessment. Teachers’ performance can be rated this way. properties of variables. It is often in tabular form.
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The class needed a president so they conducted an election. After Marie – IIII – IIII - I
the nomination, the students voted for their desired candidates.
The teacher tallied the votes to determine the winner. Bernard – IIII - II
Ella Mae – IIII - IIII
This is an example of problem using a tally sheet: The class needed a president so they conducted an election. The figure shows the result of the election and the instrument used to determine who the next class president
After the nomination, the students voted for their desired candidates. The teacher tallied the votes to determine will be. This is a tally sheet.
the winner.
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Math 7 M7SP-IVa-3 Math 7 M7SP-IVb-1

Formulating Simple Statistical Instruments Gathering Statistical Data
Gathering Statistical Data

✓ Statistical Instruments are tools used to perform statistical
activities, in order to achieve a goal.
✓ These are not limited to what we have discussed in this lesson.
Statistical instruments may also include tests, interview
questions, scales, and log forms.
✓ Statistical instruments must be accurate and reliable, as much
as possible.
Remember that statistical instruments are tools used to perform statistical activities, in order to Hi! In this lesson we will learn how to gather statistical data.
achieve a goal. It may also include tests, interview questions, scales, and log forms. These are
expected to be accurate and reliable, as much as possible.
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Math 7 M7SP-IVb-1 Math 7 M7SP-IVb-1

Gathering Statistical Data Gathering Statistical Data
METHODS OF GATHERING DATA

TWO TYPES OF DATA
1. Direct or Interview Method
1. Primary Data – refers to information which are gathered In this method, there is direct communication between the
directly from the original source. researcher and the respondents. It is more accurate because the
2. Secondary Data – refers to information which are taken from researcher can directly clarify ambiguous information. However, this
published or unpublished data previously gathered by other method can be costly and is time-consuming.
individuals
There are two types of data: primary and secondary data. Primary data refers to information which are gathered The first method is the direct or interview method. In this method, there is direct communication between the
directly from the original source. Secondary data refers to information which are taken from published or researcher and the respondents. It is more accurate because the researcher can directly clarify ambiguous
unpublished data previously gathered by other individuals. information. However, this method can be costly and is time-consuming.
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2. Indirect or Questionnaire Method/Survey
This method resembles with the interview because it can also
1. Direct or Interview Method be a direct way of gathering data. The only difference is that,
The Mayor wanted to know the major problems of most questions are answered by respondents in written form. In this
families in his town. So, she asked a social worker to go from house method, the researcher uses a questionnaire. This helps save time,
to house and conduct interviews with families about their problems. but it can still be costly.
This is one example of a situation where an interview method is used. The Mayor wanted to know the major The second method of gathering statistical data is through a survey. The main difference of this method from the
problems of most families in his town. So, she asked a social worker to go from house to house and conduct interview is that, questions are answered by respondents in written form. In this method, the researcher uses a
interviews with families about their problems. questionnaire. This helps save time, but it can still be costly.
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3. Registration Method
In this method, the researcher depends on existing records.
2. Indirect or Questionnaire Method/Survey The information is enforced by certain laws, such as registration of
The school nurse distributed questionnaires to be filled out births, deaths, and marriages. He may review past studies regarding
by students to know the number of students who resort to eating the subject of his study. The problem with this method is timeliness
junk food than eating healthy food. and availability of sources.
This is example shows how questionnaire method can be used. The school nurse distributed questionnaires to The third method of gathering statistical data is through the use of existing records. The information is enforced by
be filled out by students to know the number of students who resort to eating junk food than eating healthy food. certain laws, such as registration of births, deaths, and marriages. He may review past studies regarding the
subject of his study. The problem with this method is timeliness and availability of sources.
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4. Experimental Method
The researcher who uses experimental method conducts
3. Registration Method experiments in order to determine the cause and effect relationships
Dina would like to know the number of girl babies born in the of the objects or concepts under study. One of the disadvantages of
their province yearly so she visited the National Statistical Office to using this method is the varying validity of results.
check documents that may contain data necessary for her research.
This is example displays how registration method is used. Dina would like to know the number of girl babies The last method is done using experiments. The cause and effect relationship between objects or concepts
born in the their province yearly so she visited the National Statistical Office to check documents that may under study are determined. However, the results of experiments may vary and its validity may be in question.
contain data necessary for her research.
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4. Experimental Method ✓ There are four methods of gathering statistical data:

The school principal wanted to know the best method of
teaching fit for their students. He asked the teachers of all class • Direct or Interview Method
sections to use different methods of teaching. At the end of the • Indirect or Questionnaire Method
month, the faculty will determine the best technique used by • Registration Method
assessing student response and performance.
• Experimental Method
For our example. The school principal wanted to know the best method of teaching fit for their students. He asked Remember that there are four methods of gathering statistical data: Direct or Interview Method,
the teachers of all class sections to use different methods of teaching. At the end of the month, the faculty will Indirect or Questionnaire Method, Registration Method, and Experimental Method.
determine the best technique used by assessing student response and performance.
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Math 7 M7SP-IVb-1 Math 7 M7SP-IVc-1

Gathering Statistical Data Organizing the Data in a Frequency Table
Organizing the Data

in a Frequency Table
✓ In order to ensure the accuracy of data, we must know
the right sources and methods of collecting them.
✓ The efficiency and effectivity of the methods vary in
accordance to the field of study.
In order to ensure the accuracy of data, we must know the right sources and methods of collecting Hi! In this lesson we will learn how to organize the data in a frequency table.
them. The efficiency and effectivity of the methods vary in accordance to the field of study.
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Math 7 M7SP-IVc-1 Math 7 M7SP-IVc-1

Organizing the Data in a Frequency Table Organizing the Data in a Frequency Table
FREQUENCY DISTRIBUTION TABLE FREQUENCY DISTRIBUTION TABLE
• A frequency table is a table which shows how many times • The first column is designated for intervals.
the data value occurs. • The amount of intervals is determined by the range of the
• It is used when the data consist a large number of values or data values.
when very few of the numbers are exactly the same. • If the range of the data values is small, we can list it by ones.
• It is composed of three columns: interval, tally, and • If the range of the data values is big, we use large intervals.
frequency.
A frequency table is a table which shows how many times the data value occurs.. It is used when the data The first column is designated for intervals. The amount of intervals is determined by the range of the data
consist a large number of values or when very few of the numbers are exactly the same. It is composed of three values. If the range of the data values is small, we can list it by ones. If the range of the data values is big, we
columns: interval, tally, and frequency. use large intervals.
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Age of Student Tally
The following are the ages of 15 students who enrolled in a music 10 II

class. Create a frequency table to display the data. Tally the number of 11 II
12, 13, 11, 14, 12, 10, 13, 12, 14, 13, 10, 12, 14, 11, 13 times the data value 12 IIII
occurs. 13 IIII
14 III
Let us try an example that has small range of data values. The following are the ages of 15 students who First, tally the number of times the data value occurs.
enrolled in a music class. Create a frequency table to display the data.
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Score Tally Frequency

10 II 2 The data below shows the time 25 students spend (in minutes) in
11 II 2 using the computer every day. Create a frequency table to display
Add the tally marks and
12 IIII 4 the data.
record the frequency.
13 IIII 4 8, 5, 10, 13, 15, 18, 25, 20, 30, 15, 10, 60, 45, 35, 50, 28, 18, 30, 25,
55, 59, 10, 40, 36, 50
14 III 3
Second, add the tally marks and record the frequency. Now, let us have an example that has wide range of data values. The data below shows the time 25 students
spend (in minutes) in using the computer every day. Create a frequency table to display the data.
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Number of Tally Number of Tally Frequency

minutes minutes
1 – 10 IIIII 1 – 10 IIII 5
11 – 20 IIIIII 11 – 20 IIII - I 6
Tally the number of 21 – 30 IIIII Add the tally marks and 21 – 30 IIII 5
times the data value record the frequency.
31 – 40 III 31 – 40 III 3
occurs.
41 – 50 III 41 – 50 III 3
51 – 60 III 51 – 60 III 3
Because we have a wide range of data, we use an interval of ten. Second, add the tally marks and record the frequency.
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Math 7 M7SP-IVc-1 Math 7 M7SP-IVd-e-1

Organizing the Data in a Frequency Table Using Appropriate Graphs to Represent Organized Data: Pie Chart, Bar Graph, Line Graph, and Histogram
Using Appropriate Graphs to Represent

Organized Data: Pie Chart, Bar Graph,
✓ The frequency table is a way of presenting data. It is called the Line Graph, and Histogram
frequency table because it records the number of times data
occurs.
✓ Tallying is one technique used to easily identify frequency of
data.
✓ Use intervals when the data gets too large.
Remember! The frequency table is a way of presenting data. It records the number of times data occur. Tallying Hi! In this lesson we will learn how to use appropriate graphs to represent organized data: pie chart, bar graph,
is one technique used to easily identify frequency of data. Use intervals when the data gets too large. line graph, and histogram.
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Math 7 M7SP-IVd-e-1 Math 7 M7SP-IVd-e-1

Using Appropriate Graphs to Represent Organized Data: Pie Chart, Bar Graph, Line Graph, and Histogram Using Appropriate Graphs to Represent Organized Data: Pie Chart, Bar Graph, Line Graph, and Histogram
GRAPHS
GRAPHS Advantages:
Graphs are visual representations of relationships of • Graphs enable students to easily grasp/understand essential
variables, symbols, and quantities. facts that a numerical set of data intends to show/convey.
• Graphs can easily attract attention and are more readily
understood.
• Graphs simplify concepts that could have been expressed in so
many words.
Graphs are visual representations of relationships of variables, symbols, and quantities. These are some of the advantages of using graphs: Graphs enable students to easily grasp/understand essential
facts that a numerical set of data intends to show/convey. Graphs can easily attract attention and are more readily
understood. Graphs simplify concepts that could have been expressed in so many words.
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PIE CHART
GRAPHICAL PRESENTATION • Pie Chart is a circular chart divided into sectors.
Graphical presentation provides visual representations • Each sector is proportional in size to the quantity or
of the distributional properties of the data. percentages they represent.
• It represents quantities that make up a whole
This is the most efficient way to show the trend of data.. • Its main use is to show comparison.
Graphical presentation provides visual representations of the distributional properties of the data. This is the Pie Chart is a circular chart divided into sectors. Each sector is proportional in size to the quantity or
most efficient way to show the trend of data.. percentages they represent. It represents quantities that make up a whole. Its main use is to show comparison.
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PIE CHART
Pie Chart is used for the following purposes:
50 Grade 7 students were asked about their favorite subject. The
• to show percentage distribution
data below shows their answers.
• to compare the categories of a whole
• to represent qualitative data or descriptive data that can be
English -23 Math – 13 Filipino – 7 Science - 7
observed but not measured
English Math Filipino Science
23 ÷ 50 13 ÷ 50 7 ÷ 50 7 ÷ 50
= 46% = 26% = 14% = 14%
The pie chart is used to show percentage distribution. It is used to show the distribution or the breakdown of a Fifty Grade 7 students were asked about their favorite subject. The data below shows their answers. To get the
whole, to compare the categories of a whole, and to represent qualitative data or descriptive data that can be percentage, divide the answer by the total number of students.
observed but not measured.
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BAR GRAPH
Bar Graph is a graphical display of data using bars of different sizes.
14% 26%
It is used to for the following purposes:
English
• to show relative sizes
46% Math
14%
Filipino • to emphasize the maximum and minimum
Science • to compare facts
Figure 1. Favorite Subjects of Grade 7 Students
The pie chart helps represent the percentage distribution per subject. Bar graph is a graphical display of data using bars of different sizes. It is used to show relative sizes. It
emphasizes the maximum and minimum of a set of data for comparison.
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BAR GRAPH
30
25
20
Teacher Maria listed the Math exam scores of her Grade 7 Number of 15
students
students. She found out that 6 students got 95 points, 27 students 10
got 87 points, 12 got 81 points, and 3 got 78 points. 5
0
95 87 81 78
Figure 2. Math Exam Scores of Grade 7 Students

Teacher Maria listed the Math exam scores of her Grade 7 students. She found out that 6 students got 95 points, In this example, the bar graph helps emphasize the scores achieved by most of the Grade 7 students. We can
27 students got 87 points, 12 got 81 points, and 3 got 78 points. easily conclude that most of the students got eighty seven points for the exam.
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LINE GRAPH LINE GRAPH

Line Graph is a graph that uses line segments to connect data
points and shows changes in data over time.
• used for a continuous data (e.g. over time) Aunt May harvested apples for one week. On Monday,
• show trend she got 30 apples, on Tuesday 56 apples, on Wednesday 40, on
• show the relationships between two variables Thursday 35, on Friday 45, on Saturday, 50, and on Sunday 20
• can show movement of a variable over time apples.
Line graph is a graph that uses line segments to connect data points and shows changes in data over time. It is Aunt May harvested apples for one week. On Monday, she got 30 apples, on Tuesday 56 apples, on
used for a continuous data, trends, and relationships between two variables, as well as the movement of a Wednesday 40, on Thursday 35, on Friday 45, on Saturday, 50, and on Sunday 20 apples.
variable over time.
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HISTOGRAM
60
Histogram is a bar graph where data is represented in equal
50
40 intervals. There is no space between bars because of the
30 interval.
20
10
0
It is used for the following purposes:
• to know range of independent values
• to plot frequencies of continuous data
Figure 3. Graph showing the harvests of Aunt May for a week

In this example, we see the progress of Aunt May’s harvests for one week. She gathered the most number of Histogram is a bar graph where data is represented in equal intervals. There is no space between bars because
apples on Tuesday and the least on Sunday. of the interval. Histogram is used for a range of independent values and to plot frequencies of continuous data.
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HISTOGRAM
100
75
Mr. Rivera took note of the children who were named
“Maria” from 1970 to 2010. He found out that there are 76 50
children named Maria from 1970-1980, 40 from 1981-1990, 65

25
from 1991-2000, and only 18 from 2001-2010.
0
1971- 1981- 1991- 2001-
1980 1990 2000 2010
Figure 4. Number of children named “Maria” from 1970-2010

Mr. Rivera took note of the children who were named “Maria” from 1970 to 2010. He found out that there are 76 In this example, we see that from nineteen seventy to nineteen eighty, many children were named “Maria.”
children named Maria from 1970-1980, 40 from 1981-1990, 65 from 1991-2000, and only 18 from 2001-2010.
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Math 7 M7SP-IVd-e-1
Using Appropriate Graphs to Represent Organized Data: Pie Chart, Bar Graph, Line Graph, and Histogram
✓ When dealing with a whole, use pie chart.

Mathematics
✓ When comparing the relationship of two variables, use Data Collection
bar graph.
✓ When comparing the relationship of a variable over time
that involves continuous data, use line graph.
✓ When trying to see the frequencies/distribution of a set
of continuous data, use histogram.
Here are some tips to remember when representing organized data: First, when dealing with a whole, use a pie
chart. Also, when comparing the relationship of two variables, use bar graph. When comparing the relationship
of a variable over time that involves continuous data, use line graph. When trying to see the
frequencies/distribution of a set of continuous data, use histogram.
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Math 5 M5SP-IVg-1.5 Math 5 M5SP-IVg-1.5

Collecting Data on One to Two Variables Using Any Source Collecting Data on One to Two Variables Using Any Source
Methods of Data Collection

Collecting Data on One to Two Variables
Using Any Source
1. Objective Method
2. Subjective Method
3. Use of Existing Records
Hi! Our topic is about collecting data on one to two variables using any source. Let’s begin. There are three methods in collecting data on one to two variables using any source. These are the objective
method, the subjective method, and the use of existing records.
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Methods of Data Collection Objective Method
Objective Method One Variable
• collects data by directly measuring or observing the

topic Mary Joy wants to know the weight, in kilograms, of
• measuring: measuring device her four siblings. Using the objective method, she
collects data by directly recording the weight of each
• observing: five senses of her siblings as indicated by the weighing scale.
In the objective method, the researcher collects data by directly measuring or observing the topic. In measuring, Here is an example of collecting data on one variable using the objective method. Mary Joy wants to know the
weight, in kilograms, of her four siblings. Using the objective method, she collects data by directly recording the
the researcher needs to use a measuring device, while in observing, the researcher needs to use his or her five weight of each of her siblings as indicated by the weighing scale. In this example, the only variable is the weight of
senses. Mary Joy’s four siblings. She asked her siblings to stand on a weighing scale, the measuring device used, as she
recorded the results.
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Objective Method Methods of Data Collection

Two Variables Subjective Method
• collects data through interviews or surveys on people

Jasmin wants to know the weight in kilograms,
and the height in feet, of her four siblings to involved
know who among them is the heaviest and the
tallest. To get their weight, she asks each of her • surveys: person-to-person or mailed
siblings to stand on a weighing scale as she
records the results. To get their height, Jasmin • based on opinions or personal statements
uses the meter stick.
Here is an example for collecting data using the objective method for two variables. Jasmin wants to know the weight in kilograms, and the height In the subjective method, the researcher collects data through interviews or surveys on people involved. Since it
in feet, of her four siblings to know who among them is the heaviest and the tallest. To get their weight, she asks each of her siblings to stand on uses these instruments, the presence of the researcher is not needed in collecting data. Survey questionnaires
a weighing scale as she records the results. To get their height, Jasmin uses the meter stick. In this example, two variables are considered in can either be delivered person-to-person or through mail. Simply put, collected data is based on the opinions or
collecting data, the weight and the height of Jasmin’s siblings. A weighing scale and a meter stick were used as measuring devices. personal statements of the people being interviewed and surveyed.
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Subjective Method Subjective Method

One Variable Two Variables
Some teachers are willing to tutor for

Angelo wants to find out the age of his friends’ additional hours to accommodate
fathers. In order to know it, he interviews eight students having difficulty in their subjects.
of them and gets the following data: They gave questionnaires asking students
32 40 28 35 who among them would like to join and
37 30 38 33 what is the specific time they would want
to be taught.
Here is an example of collecting data using the subjective method for one variable. Angelo wants to know the Here is an example of collecting data using the subjective method for two variables. Some teachers are willing to tutor for
age of his friends’ eight fathers. To find out how old they are, he interviews them and gets the following data: additional hours to accommodate students having difficulty in their subjects. They gave questionnaires asking students who
thirty-two, forty, twenty-eight, thirty-five, thirty-seven, thirty, thirty-eight, and thirty-three. Here, the only variable among them would like to join and what is the specific time they would want to be taught. In this example, two variables are
being considered is the age of the fathers of Angelo’s friends. considered in collecting data, the students who like to join the tutoring service of teachers and its specific time.
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Methods of Data Collection Use of Existing Records
Use of Existing Records One Variable

Grade on the Grade on the
Subjects
First Grading Second Grading
Mona is an honor student. She
• data collected through past studies and records by wants to know if her grades English 85 85
other researchers (e.g. books, charts, tables, etc.) improved, so she compares her Filipino 83 84
grades from the first grading to
• most convenient those from the second grading. Mathematics 82 84
Here is a table showing Mona’s
Filipino 86 85
grades from the first and second
grading. Social Studies 85 84
In using existing records, data is collected through past studies and records by other researchers. Some of the Here is an example of using existing records for one variable. Mona is an honor student. She wants to know if
examples are books, charts, tables, et cetera. This is the most convenient method of data collection. her grades improved, so she compares her grades from the first grading to those from the second grading. Here
is a table showing Mona’s grades from the first and second grading. In this example, the only variable being
considered is Mona’s grades.
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Use of Existing Records

Two Variables
Methods of Data Collection
Jun won as the Class President. He wants to Objective Method Subjective Method Use of Existing
know how many voted for him in the class Records
along with the names of the Class Officers. A Data is gathered Data consists of Data comes from past
tally of votes per candidates was provided firsthand by opinions or personal studies or records.
for him. The principal gave him also the list measuring and accounts gathered
of the officers he would be working with. observing. through interviews or
surveys.
An example for collecting data using existing records for two variables was presented in this slide. Jun won as the Class President. Remember, there are three methods of data collection. First is the objective method, where data is gathered
He wants to know how many voted for him in the class along with the names of the Class Officers. A tally of votes per candidates firsthand by measuring and observing. Second is the subjective method, where data consists of opinions or
was provided for him. The principal gave him also the list of the officers he would be working with. The two variables being personal accounts gathered through interviews or surveys. Third and last is the use of existing records, where
considered in the example are the tally of votes and the list of class officers. data comes from past studies or records.
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Organizing Data in a Tabular Form and Presenting Them in a Line Graph Organizing Data in a Tabular Form and Presenting Them in a Line Graph
Organizing Data in a Tabular Form and A group of people were asked which of the following sports they
prefer to watch: basketball, volleyball, football, or swimming. Here
Presenting Them in a Line Graph are the results:
Basketball Volleyball Volleyball

Volleyball Football Volleyball
Basketball Swimming Basketball
Basketball Basketball Football
Football Basketball Swimming
Swimming Volleyball Basketball
Football Football Volleyball
Hi! Our topic is about organizing data in a tabular form and presenting them in a line graph. Let’s begin. Let us start with this example. A group of people were asked which of the following sports they prefer to watch:
basketball, volleyball, football, or swimming. Here are the results. Which sport is preferred most? Which sport
is preferred least?
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Raw Data
Which sport is preferred most? Which sport is preferred least?
To make it easier to answer these questions, we can organize the data in
tabular form.
• The answers given are what we call raw data. The sports chosen by the respondents are shown in the following table.
Sports Preferred by the Group

Tally of People who were Asked
• Raw data is unorganized and has not been classified. This Sport Frequency
type of data is also difficult to interpret. Basketball 7

Volleyball 6
Football 5
Swimming 3
The answers given are what we call raw data. Raw data is unorganized and has not been classified. This type Let us go back to the example. Which sport is preferred most? Which sport is preferred least? To make it
of data is also difficult to interpret. easier to answer these questions, we can organize the data in tabular form. The sports preferred by the
respondents are shown in the following table.
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After organizing the data in a tabular form, we can now present

Sports Preferred by the Group of People who were Asked
them in a graph.
Sport Tally Frequency
Basketball 7 There are many ways to present data in a table. We can present
Volleyball 6 them using bar graphs, pictographs, and line graphs, among
Football 5 others.
Swimming 3
In this lesson, we will learn how to present data in a line graph.
From the table, we see that basketball is the most preferred sport to
However, not all data in a table can be presented using a line
watch and swimming is the least preferred to watch.
graph. When is it best to use line graphs in presenting data?
From the table, we see that basketball is the sport that is most preferred, and swimming is the least. After organizing the data in a tabular form, we can now present them in a graph. There are many ways to
present data in a table. We can present them using bar graphs, pictographs, and line graphs, among others. In
this lesson, we will learn how to present data in a line graph. However, not all data in a table can be presented
using a line graph. When is it best to use line graphs in presenting data?
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Line Graph Line Graph
• Line graphs are used to represent trends over a period of time; they
help us visualize them. Here is an example of a line graph of Mark’s grades from the first to
fourth quarter.
• In line graphs, data are represented by points connected to form a
Mark’s Math Grades
line.
100
95
• Note that in the previous example, it is not appropriate to use a line 90

Grade
85
graph to present the data. This is because the data in the previous 80
example shows no trend. 75

70
First Second Third Fourth
Quarter
Line graphs are used to represent trends over a period of time; they help us visualize them. In line graphs, data Here is an example of a line graph of Mark’s grades from the first to fourth quarter.
are represented by points connected to form a line. Note that in the previous example, it is not appropriate to
use a line graph to present the data. This is because the data in the previous example shows no trend.
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Electric Bill of a Household 1600
Month Electric Bill (in pesos) • The first step in constructing 1400
July 900 a line graph is to make the 1200
Electric bills of a household horizontal and vertical axes,

950 1000
August and determine the scale and
for the last six months of
September 980 interval of the vertical axis. 800
2014 are summarized in
600
the table on the right. October 1200
• We can use a scale of 0 to
400
November 1400 1600, with an interval of
200. 200
December 1550
0
To construct a line graph, let us consider the following example. Electric bills of a household for the last six The first step in constructing a line graph is to make the horizontal and vertical axes and determine the scale and
months of twenty fourteen are summarized in the table on the right. interval of the vertical axis. Since our example includes numbers from nine hundred to one thousand five hundred
fifty, we can use a scale of zero to one thousand six hundred with an interval of two hundred. When choosing the
interval, we must keep in mind that there should be enough space for all the data points to be plotted.
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1600 1600
• The second step is to label 1400 1400

the vertical and horizontal 1200
Electric Bill (in pesos)
1200
axes.

1000 1000
• The third step is to draw the
800
• In the figure on the right, points representing the 800
600
we label the vertical axis data, and connect these 600
400
“Electric Bill (in pesos)” and points. 400
200
the horizontal axis “Month” 200
0
with the last six months of Jul. Aug. Sept. Oct. Nov. Dec. 0
the year. Month

Jul. Aug. Sept.
Month
Oct. Nov. Dec.
The second step is to label the vertical and horizontal axes. In the line graph on the right, we label the vertical The third step is to draw the points representing the data, and connect these points.
axis “Electric Bill (in pesos)” to reflect the amount due each month, and the horizontal axis “Month” with the last
six months of the year.
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Electric Bill in Last Six Months of 2014
1600
• The last step is to include a 1400

Steps in Organizing Data in a Table
title. 1200
Classify obtained Tally each classified Count the marks,
1000
data (ex. kinds of data using marks and record the
• In the line graph on the 800
right, we entitle the graph 600 sports, types of frequency of each

“Electric Bill in Last Six 400 books, etc.) classified data
Months of 2014.” 200
0
Jul. Aug. Sept. Oct. Nov. Dec.
Month
The last step is to label the graph with a title. In the line graph on the right, we label the graph with the title Remember that raw data can be organized by using a table. To make a table for raw data, we can consider the
“Electric Bill in Last Six Months of twenty fourteen.” following: First, classify the obtained data. Examples of data classification are kinds of sports and types of
books of each data entry. Second, tally each classified data using marks. Third, Count the marks and record
the frequency of each classified data.
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Math 5 M5SP-IVg-2.5 Math 5 M5SP-IVh-3.5

Organizing Data in a Tabular Form and Presenting Them in a Line Graph Interpreting Data Presented in Different Kinds of Line Graphs (Single to Double-Line Graph)
Interpreting Data Presented in Different

Kinds of Line Graphs (Single to Double-
Steps in Constructing a Line Graph Line Graph)
Make the Label the Draw points to Include a title
horizontal and horizontal and represent the
vertical axes, vertical axes data, and
determine the connect these
scale and points
interval
After organizing data in a table, we can present them in a line graph. Line graphs are best used to represent Hi! Our topic is about interpreting data presented in different kinds of line graphs. Let’s begin.
trends over a period of time. To construct a line graph, we can consider the following steps: First, make the
horizontal and vertical axes and determine the scale and interval. Second, label the horizontal and vertical
axes. Third, draw the points representing the data and connect these points. Fourth, label the graph with a title.
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Math 5 M5SP-IVh-3.5 Math 5 M5SP-IVh-3.5

Interpreting Data Presented in Different Kinds of Line Graphs (Single to Double-Line Graph) Interpreting Data Presented in Different Kinds of Line Graphs (Single to Double-Line Graph)
Kinds of Line Graphs

Line Graph Single-Line Graph
• composed of one independent variable Single-line Graphs
can be interpreted
• data are represented by points connected to form a line Variable X according to:
segment 6
- General pattern
5
4
- Range
• composed of horizontal and vertical axes 4
3 - Extreme values
2
1 (highest and
• used to visualize the pattern/s of data over a time period 1
0 lowest)
a b c d
Let us first recall the definition of a line graph. Data in a line graph are represented by points connected to form The first kind of line graph is the single-line graph, which is composed of one independent variable. As an
a line segment. Line graphs are composed of both horizontal and vertical axes, and are used to visualize the example, here is a line graph that shows the direction of single independent variable X. Single-line graphs can
pattern or patterns of data over a time period. be interpreted according to the general pattern of the data, the range of values presented, and the extreme
values, which are the highest and lowest values.
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A mango farm in Batangas has recorded in kilograms the number of mangoes

The data on the graph has different Mangoes Harvested from January to October 2015
harvested per month. The harvests from January to October 2015 are
patterns.
presented in this line graph. 100
Number of Mangoes
The pattern is increasing on the following 90
80
Mangoes Harvested from January to October 2015 months: 70
60
Number of Mangoes
100
90
80
- January to February 50
40
70
60
- March to April 30
20
50
40
30
- April to May 10
0
20
10 - July to August Jan Feb Mar Apr May Jun Jul Aug Sep Oct
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct - August to September
Month Mangoes are Harvested
Month Mangoes are Harvested - September to October.
Let’s have an example. A mango farm in Batangas has recorded in kilograms the number of mangoes harvested Looking at the graph, we can see that the data has different patterns; it is either increasing or decreasing. The
per month. The harvests from January to October two thousand fifteen, are presented in this line graph. pattern is increasing on the following months: January to February, March to April, April to May, July to August,
August to September, and September to October.
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Mangoes Harvested from January to October 2015 Mangoes Harvested from January to October 2015
100 100
90
90 90
The number of harvested mangoes, in
Number of Mangoes
Number of Mangoes
80 80
The pattern is decreasing on the 70 kilograms, ranges from 29 to 90, from 70
following months: 60 January to October. 60
50 50
- February to March 40 40
29
- May to June 30 The lowest number of mangoes is 29 30
- June to July. 20 kilograms, while the highest is 90 20
10
0
kilograms. 10
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Jan Feb Mar Apr May Jun Jul Aug Sep Oct
Month Mangoes are Harvested Month Mangoes are Harvested
The pattern is decreasing on the following months: February to March, May to June and June to July. The number of harvested mangoes, in kilograms, ranges from twenty-nine to ninety, from January to October.
The lowest number of mangoes is twenty-nine kilograms, while the highest is ninety kilograms.
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Kinds of Line Graphs

A mango farm in Batangas has recorded in kilograms the number of mangoes
Double-Line Graph Double-line graphs harvested per month. Data was classified into mangoes on which fertilizer was
• composed of two independent variables. can be interpreted used, and those on which fertilizer was not used. The harvests from January to
according to: October 2015 are presented in this line graph.
Variable X and Y
6
- General pattern Mangoes Harvested from January to October 2015
Number of Mangoes
5 - Relationship of 100
4 variables 75
3
2
- Range 50 With Fertilizer
1 - Extreme values 25 Without Fertilizer
0
a b c d
(highest and 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct
lowest)
Month Mangoes are Harvested
Another kind of line graph is the double-line graph, which is composed of two independent variables. As an Let’s consider this next example. A mango farm in Batangas has recorded in kilograms the number of mangoes
example, here is a line graph that shows the pattern of two independent variables, X and Y. Double-line graphs harvested per month. Data was classified into mangoes on which fertilizer was used, and those on which
can be interpreted according to the general pattern of the data, the relationship between the two variables, the fertilizer was not used. The harvests from January to October two thousand fifteen, are presented in this line
range of values presented and the extreme values, which are the highest and lowest values. graph.
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The values between harvested mangoes on which fertilizer was used is higher Range of harvested mangoes with fertilizer: 29 to 90
than those on which fertilizer was not used. Range of harvested mangoes without fertilizer: 15 to 54
The pattern between harvested mangoes on which fertilizer was used and Highest values of harvested mangoes with and without fertilizer: 90 and 54, respectively
those on which fertilizer was not used is the same. Lowest values of harvested mangoes with and without fertilizer: 29 and 15, respectively
Mangoes Harvested from January to October 2015 Mangoes Harvested from January to October 2015
Number of Mangoes
Number of Mangoes
100 100
75 75
50 With Fertilizer 50 With Fertilizer
25 Without Fertilizer 25 Without Fertilizer
0 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Jan Feb Mar Apr May Jun Jul Aug Sep Oct
Month Mangoes are Harvested Month Mangoes are Harvested
Here is an interpretation of the given line graph. The values between harvested mangoes on which fertilizer was Per month, the number of harvested mangoes with fertilizer ranges from twenty-nine to ninety, while the number of
used is higher than those on which fertilizer was not used. The pattern between harvested mangoes on which harvested mangoes without fertilizer ranges from fifteen to fifty-four. The highest values of harvested mangoes with and
fertilizer was used and those on which fertilizer was not used is the same. That is, if the pattern from January to without fertilizer are ninety and fifty-four, respectively, while the lowest values of harvested mangoes with and without
February for mangoes with fertilizer is increasing, then the pattern for mangoes without fertilizer is also increasing. fertilizer are twenty-nine and fifteen, respectively.
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Interpreting Data Presented in Different Kinds of Line Graphs (Single to Double-Line Graph) Solving Problems Using Data Presented in a Line Graph
Solving Problems Using Data Presented

in a Line Graph
Line graphs visualize the pattern/patterns of data from differences
between line segments. Patterns may be increasing, decreasing, or
unchanging.
Data can be interpreted according to the general pattern of the data, the
relationship between variables, the range of values presented, and the
extreme values.
Here are things to remember in interpreting data presented in both single- and double-line graphs. First, line graphs Hi! Our topic is about solving problems using data presented in a line graph. Let’s begin.
visualize the pattern or patterns of data from differences between line segments. Patterns may be increasing, decreasing,
or unchanging. Second, data can be interpreted according to the general trend of the data, the relationship between
variables, the range of values presented, and the extreme values.
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Solving Problems Using Data Presented in a Line Graph Solving Problems Using Data Presented in a Line Graph
Steps in Solving Problems

Line Graph
1. Understand and interpret the data presented in a line
• A line graph is used to visualize the pattern of the data graph.
over a time period. 2. Determine what is asked in the problem.
• The two kinds of line graphs are the single-line graph and 3. Determine the data needed to solve the problem.
the double-line graph. 4. Solve the problem using the given data.
Before we solve problems using data presented in a line graph, let us first recall the definition of the line graph. In solving problems, there are four steps. Step one is to understand and interpret the data presented in a line
A line graph is used to visualize the pattern of the data over a time period. The two kinds of line graphs are the graph. Step two is to determine what is asked in the problem. Step three is to determine the data needed to
single-line graph and the double-line graph. solve the problem. Step four is to solve the problem using the given data.
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Single-Line Graph Single-Line Graph

Exam Score in Mathematics
Question 1: Which grading periods have the
Billy is a Grade 5 student. His scores from last year’s exams are illustrated in the same scores from the line graph on the right? 100 97
line graph below. 95
Given: First grading- 97
Exam Scores
90
84 84
Second grading- 84 85 81
Third grading- 81 80
Exam Scores
97
100 Fourth grading- 84
95 75
90 84 84
81
85 70
80
Answer: From the given and the line graph, it First Grading Second Third Grading Fourth
75
70
can be seen that second grading and fourth Grading Grading
First Grading Second Grading Third Grading Fourth Grading grading have the same scores which is 84.
Grading Period Grading Period
For an example for single-line graph, here is a sample situation. Billy is a Grade five student. His scores from Let us use the situation from the previous slide to answer the problem. The first question is: Which grading periods have the same scores
last year’s exams are illustrated in the line graph below. We can see that his lowest score is eighty-one in the from the line graph on the right? First, we must know the given values for us to answer the question. First grading has a sco re of ninety-
third grading and his highest score is ninety-seven in the first grading. seven; Second grading has a score of eighty-four; Third grading has a score of eighty-one; and Fourth grading has a score of eighty-four.
From the given and the line graph, it can be seen that second grading and fourth grading have the same scores which is eighty -four.
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Single-Line Graph Double-Line Graph

Question 2: What is the average between the Allotment of Expenses per Week
lowest and highest scores? 100 97
Mommy Anna budgets 3000
95 3000
Given: Third grading- 81 the money given by her
Exam Scores
90
First grading- 97 84 84 husband for their needs.
2500 2800
Amount (PHP)
85 81 2000
She recorded their 1500
Solution: 81 178 ÷ 2 = 89 80 1500 Week 1
+97
expenses for the last 800
1300
Week 2
75 1000
178 two weeks and created a 500
400
70 500
First Grading Second Third Grading Fourth line graph to represent 0
200
Grading Grading
Answer: The average between the lowest and it. Food Electricity Water Other
highest score is 𝟖𝟗. Budget allocation

Grading Period
Here is another question for the situation given. The second question is: What is the average between the lowest and highest For an example for a double-line graph, here is the situation. Mommy Anna budgets the money given by her husband for their
scores? The given values are the lowest score which is eighty-one in third grading and the highest score which is eighty-five in needs. She recorded their expenses for the last two weeks and created a line graph to represent it. It can be seen that the
first grading. As a solution, eighty-one and ninety-seven are added and then divided by two as a formula for the average of two highest amount spent for two weeks is for food which ranges from two thousand eight hundred to three thousand pesos. The
numbers. It resulted to eighty-nine. So, the average between the lowest and highest scores is eighty-nine. lowest amount spent for week one is for water and for week two is for water also.
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Double-Line Graph Double-Line Graph

Question 1: How much is the budget allotted Allotment of Expenses per Week
for two weeks? Given: Table of Weekly Expenses
3000 3000
Given: The budget allotted for food on week 1
and week 2 is PHP 3,000 and PHP 2,800, 2500
2800 Week 1 Week 2
Question 2: What is the average Budget Wee Wee
respectively. Amount (PHP)
2000
daily expenses of the family of Allocation k1 k2
1500
Mommy Anna for two weeks?
Solution: 3,000
1500
1300
Food 3000 2800
800
+2,800 1000
5,800 500
500
400
200
Electricity 800 500
Answer: The total budget allocated for food and

0
Food Electricity
Budget allocation
Water Other Water 400 200
beverages for two weeks is PHP 𝟓, 𝟖𝟎𝟎.
Let us use the situation from the previous slide to answer a problem. The first question is: How much is the budget allotted for food for two
Other 1500 1300
Here is another question for the situation given. The second question is: What is the average daily expenses of
weeks? First, we must know the given values for us to answer the question. The budget allotted for food on week one and week two is three the family of Mommy Anna for two weeks? The given values are summarized into a table of weekly expenses
thousand pesos and two thousand eight hundred pesos, respectively. As a solution, four thousand and two thousand eight hundre d are added
and has a sum of five thousand eight hundred. So, the total budget allocated for food and beverages for two weeks is five tho usand eight that has the amount spent per budget allocation for two weeks.
hundred pesos.
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Answer: The average daily expenses of

the family of Mommy Anna for two
3,000 1 week= 7 days weeks is PHP 𝟕𝟒𝟐. 𝟖𝟔. A line graph is used to visualize the pattern of the data over a
800 2 × 7 = 14 days time period.
Allotment of Expenses per Week
400
1,500 There are 14 days in two
2,800 weeks.
3000 To solve problems using data presented in a line graph, here are
Amount (PHP)
Week 1 Week 2
500
2500
2000
the steps:
200 10,400 ÷ 14 = 742.8571429 1500 1. Understand and interpret the data,
+ 1,200
10,400
1000
500
2. Determine what is asked in the problem,
0
Food Electricity Water Other
3. Determine the data needed, and
Budget allocation
To solve for the average, the expenses must be added altogether. The total is ten thousand four hundred pesos. In order to know the daily As a summary of the topic, a line graph is used to visualize the pattern of the data over a time period. In order to
expenses, we must know the total number of days in two weeks. So, we must convert weeks into days by multiplying to seven, thus, resulting to solve problems using data presented in a line graph, here are the steps. First, understand and interpret the data
fourteen days. To get the average, the total expenses for two weeks is divided by the total number of days. ten thousand four hundred divided by presented in a line graph; Second, determine what is asked in the problem; Third, determine the data needed to
fourteen results to approximately seven hundred forty-two pesos and eighty-six centavos. Therefore, the average daily expenses of the family of
Mommy Anna for two weeks is seven hundred forty-two pesos and eighty-six centavos.
solve the problem; and Fourth, Solve the problem using the given data.
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Drawing Inferences Based on Data Presented in a Line Graph Drawing Inferences Based on Data Presented in a Line Graph
Inference
Drawing Inferences Based on Data
Presented in a Line Graph
• Inference is “the act or process of reaching a conclusion
about something from known facts or evidence”.
• Based on the line graph, we can make an inference by
forming a conclusion on how the data behaves.
Hi! Our topic is about drawing inferences based on data presented in a line graph. Let’s begin. To draw inferences based on data presented in a line graph, we must first define inference. According to the
Merriam-Webster Dictionary, inference is “the act or process of reaching a conclusion about something from
known facts or evidence”. Based on the line graph, we can make an inference by forming a conclusion on how
the data behaves.
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Billy's Exam Score Billy's Exam Score
90 90
84 86 Inference: 84 86
84 84
Inference:
85 81
Billy is not consistent with his 85 81
80 80
For the last three exams, Billy
Score
Score
80 exam scores. His score is low in 80
managed to improve his exam
the first take but, he managed
75 75
scores, which now range from
to make it up on the second
70 70 81 to 86.
First Second Third Fourth Fifth take. First Second Third Fourth Fifth
Exam Taken Exam Taken
Let us have an example of a line graph that we will be drawing inferences from. Here is a line graph that shows Another inference is that for the last three exams, Billy managed to improve his exam scores, which now range
Billy’s exam score. We can infer from the graph that Billy is not consistent with his exam scores. He scored low from eighty-one to eighty-six.
in the first exam, but managed to make up for it on the second take.
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Billy's Exam Score Length of Hair of May per Grade Level

12
90
86 10
Length in Inches
84 84
85 81
8 Inference:
80
Inference:
Score
80 6 The length of hair of May

Billy passed all his exams which
increases as her grade level
75
ranges from 80 to 86. 4
2
increases.
70
First Second Third Fourth Fifth
0
Grade 1 Grade 2 Grade 3 Grade 4
Exam Taken
Grade Level
Lastly, we may conclude that Billy passed all his exams, with score ranging from eighty to eighty-six. Let us have another example of a line graph that we will be drawing inferences from. Here is a line graph that
shows the length of hair of May per grade level. We can infer from the graph that the length of hair of May
increases as her grade level increases.
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Length of Hair of May per Grade Level

12
10
Length in Inches
6 Inference: Based on the line graph, we can make an inference by

May has a long hair in Grade 4.
4
forming a conclusion on how the data behaves.
2
0
Grade 1 Grade 2 Grade 3 Grade 4
Grade Level
Another inference is that May has a long hair in Grade four. Remember! Based on the line graph, we can make an inference by forming a conclusion on how the data
behaves.
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Math 6 M6SP-IVe-1.6 Math 6 M6SP-IVe-1.6

Collecting Data with One to Two Variables Using Any Source Collecting Data with One to Two Variables Using Any Source
Things to Consider in Data Collection

Collecting Data with One to Two
In collecting data, there is always an objective.
Variables Using Any Source
Kinds of data to be collected

• Numerical data- quantitative data or data that uses
numbers for measurement
• Categorical data- qualitative data or data representing
values or observations
Hi! Our topic is about collecting data with one to two variables using any source. Let’s begin. There are four things to consider in collecting data with one to two variables using any source. First is the objective of
the data. Second is the kinds of data to be collected. It can either be one of the following: Numerical data is also called
quantitative data. it is data that involves numbers for measurement. The other type is categorical data or qualitative
data. It is data which represents values and observations.
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Things to Consider in Data Collection Collecting Data with One Variable
Method
Source of Data - how to get the data Mayor Santos wants to know the population of the
- where the data • Objective- unbiased data which town for the past year so he will have an idea on
came from (e.g. comes from observation and how many people he is going to serve.
observations, facts
surveys, polls, • Subjective- based on secondhand Objective:
interviews, agencies, information To know the population of the town that Chairman
etc.) • Using existing records- comes Santos will serve
from past records or researches Kind of data: Numerical (population)
Third is the source of data or where the data came from such as observations, surveys, polls, interviews, agencies, etc. Here is an example situation for collecting data with one variable. Mayor Santos wants to know the population of
Fourth is the method used or how to get the data. Three methods are used to collect data: The objective method is used the town for the past year so he will have an idea on how many people he is going to serve. The first thing to
for unbiased data which comes from observation or facts. The subjective method is based on secondhand information. consider is the objective. The objective is to know the population of the town that Chairman Santos will serve.
The use of existing records, on the other hand, comes from past records or researches. The second thing is the kind of data. As he wants to know the population, data should be numerical.
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Collecting Data with One Variable Collecting Data with One Variable
Mayor Santos wants to know the population of the Joy is given her allowance every morning before
town for the past year so he will have an idea on going to school. When she gets back from school,
how many people he is going to serve. she counts the money left in her wallet. She does
this everyday as she wants to know her average
expenses per week.
Source of data: National Statistics Office Objective:

Method: Use of existing records To know the average expenses Joy spent per week
Kind of data: Numerical (expenses)
The source of data for the population of the town is the National Statistics Office. The method to be used is the Here is another example situation for collecting data with one variable. Joy is given her allowance every morning
use of existing records which is from the National Statistics Office. before going to school. When she gets back from school, she counts the money left in her wallet. She does this
everyday as she wants to know her average expenses per week. Now, the objective is to know the average expenses
Joy spends per week. Next, the kind of data is numerical data as it involves the amount of money.
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Collecting Data with One Variable Collecting Data with Two Variables
Joy is given her allowance every morning before Martin wants to know the budget of each household
in a town and the percentage that they spend on
going to school. When she gets back from school, food. The data will be used to know the average
she counts the money left in her wallet. She does percentage allotted for food per household in the
this everyday as she wants to know her average town.
expenses per week.
Objective:
To know the budget of a family and the percentage
Source of data: Personal observation allotted for food per household
Method: Objective Method Kind of data:
Numerical (budget and percentage allotted for food)
The source of data for the expenses is by personal observation. The method to be used is the objective method For collecting data with two variables, let us consider this example. Martin wants to know the budget of each household in a
using observation. town and the percentage that they spend on food. The data will be used to know the average percentage allotted for food per
household in the town. The objective is to know the budget of families and the percentage allotted for food per household. The
kind of data is numerical as it involves the budget as well as the percentage allotted for food.
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Collecting Data with Two Variables Collecting Data with Two Variables
Martin wants to know the budget of each household

Doctor Cruz wants to know if the nutrients
in a town and the percentage that they spend on
needed by her patients are being met. So she
food. The data will be used to know the average
asked what food they are eating and checked
percentage allotted for food per household in the
the equivalent amount of nutrients under each
town.
food taken.
Objective:
Source of data: Surveys To know if the nutrients needed by Doctor Cruz’ patients are being met
Method: Subjective method Kind of data:
Categorical and numerical (food taken and equivalent amount of nutrients)
The sources of data for the budget of families and the percentage allotted for food per household are surveys. Here is another example for collecting data with two variables. Doctor Cruz wants to know if the nutrients needed by her
The method to be used is the subjective method which comes from the surveys. patients are being met. So she asked what food they are eating and checked the equivalent amount of nutrients under each
food taken. The objective is to know if the nutrients needed by the patients are being met. The kind of data is both categorical
and numerical as it involves the type of food as well as the amount of nutrients of each food, respectively.
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Collecting Data with Two Variables
Doctor Cruz wants to know if the nutrients Things to Consider in Collecting Data
needed by her patients are being met. So she
asked what food they are eating and checked Objective Kind of Data Source of Data Method Used
the equivalent amount of nutrients under each
food taken. -always present -is either -where data -the process
in collecting categorical or comes from used to get
Source of data: data numerical data (e.g. surveys, data (objective,
Interview and Recommended Energy and Nutrient Intakes (RENI) interviews, subjective, or
Method: observations, use of existing
Subjective method and use of existing records polls, etc.) records)
The source of data for the food taken is through interviewing the patients while the source for the equivalent Remember that there are four things to consider in data collection. First is the objective, which is always present in collecting
data. Second is the kind of data, which is either categorical or numerical data. Third is the source of data or where data comes
amount of nutrients is through the Recommended Energy and Nutrient Intakes or RENI. The methods used are from. Examples of these are surveys, interviews, observations, polls, etc. Fourth and last is the method used, which is the
the subjective method for the food taken and the use of existing records for the amount of nutrients. process in collecting data whether it is objective, subjective, or with the use of existing records.
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Constructing a Pie Graph Based on a Given Set of Data Constructing a Pie Graph Based on a Given Set of Data
Pie Graph
Constructing a Pie Graph Based on a
Given Set of Data
A pie graph is a circle
divided into sections that
represent the proportions
of a whole.
Hi! Our topic is about constructing a pie graph based on a given set of data. Let’s begin. A pie graph is a circle divided into sections that represent the proportions of a whole. A sample pie graph is on
the right with three sections comprising the whole.
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Pie Graph Parts of a Pie Graph

Title
A pie graph is also called a • Title- tells what the pie

“circle graph”. graph is about
• Partitions/Sections-
It show percentages with illustrates how the whole
the combined sections pie was divided
making up 100%. • Labels- list of categories
included in the pie graph
A pie graph is also called the “circle graph” and shows percentages with the combined sections making up one Let us study the parts of a pie graph. We have the title which tells us what the pie graph is about, the partitions
hundred percent. or sections which illustrates how the whole pie was divided, and the labels which is the list of categories
included in the pie graph.
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Favorite Sports of Grade 6 Students Favorite Sports of Grade 6 Students

Basketball Soccer Badminton Baseball Total
Basketball Soccer Badminton Baseball
15 7 8 10 15 7 8 10 40
Let us have an example. We have here a table that shows the favorite sports of Grade 6 students. Fifteen like In constructing a pie graph for our example, the first step is to get the total number of students. Adding them
basketball, seven like soccer, eight like badminton, and ten like baseball. together, the total number is forty.
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Favorite Sports of Grade 6 Students

15 7 8 10 40
15 7 8 10 40
15 ÷ 40 7 ÷ 40 8 ÷ 40 10 ÷ 40
× 100 × 100 × 100 × 100 15 ÷ 40 7 ÷ 40 8 ÷ 40 10 ÷ 40
= 37.5% = 17.5% = 20% = 25% 𝟏𝟎𝟎% × 360° × 360° = 63° × 360° = 72° × 360° = 90°
= 135° 𝟑𝟔𝟎°
The second step is to divide the number of students in each sport by forty then multiply the quotient by one Step three is to determine the angle measurement in degrees of each section of the pie graph. Divide the
hundred to get the percentage. numbers of students by the total, then multiply the quotient by three hundred sixty degrees. Basketball is one
hundred thirty five degrees, soccer is sixty-three degrees, badminton is seventy-two degrees, and baseball is
ninety degrees.
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Protractor Pie Graph

Favorite Sports of Grade 6 Students
𝟐𝟓%
𝟑𝟕. 𝟓%
𝟐𝟎%
𝟏𝟕. 𝟓%
Basketball Soccer Badminton Baseball
Since we already know the angle measurement of each section, we can now construct a pie graph. We can use Here is the constructed pie graph showing the favorite sports of forty Grade 6 students.
a protractor to divide the circle into four parts according to the angle measurements we have computed earlier.
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Population of a School
Population of a School 20%

16%
Grade 1
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total Grade 2
14%
29 25 27 31 33 35 180 Grade 3
18% Grade 4
Grade 5
15%
Grade 6
17%
Let us have another example. We have here a table that shows the population of a school. There are twenty Here is the constructed pie graph showing the population of a school. We can see that sixteen percent of the
nine Grade one students, twenty five Grade two students, twenty seven Grade three students, thirty one Grade school population is Grade one students, fourteen percent is Grade two students, fifteen percent is Grade three
four students, thirty three Grade five students and thirty five Grade six students. students, seventeen percent is Grade four students, eighteen percent is Grade five students, and twenty
percent is Grade six students.
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Math 6 M6SP-IVe-2.6 Math 6 M6SP-IVf-3.6

Constructing a Pie Graph Based on a Given Set of Data Interpreting Data Presented in a Pie Graph
Interpreting Data Presented

Here are the steps in constructing a pie graph: in a Pie Graph
1. Get the total number of the given set of data.
2. To get the percentage, divide the number per category by the

total number, then multiply by 100%.
3. To get the angle measurement in the graph, divide the number

per category by the total number, then multiply by 360 degrees.
Here are the steps in constructing a pie graph: Number one, get the total number of the given set of data . Hi! Our topic is about interpreting data presented in a pie graph. Let’s begin.
Number two, to get the percentage, divide the number per category by the total number, then multiply by 100.
Number three, to get the angle measurement, divide the number per category by the total number, then multiply
by 360 degrees.
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Math 6 M6SP-IVf-3.6 Math 6 M6SP-IVf-3.6

Interpreting Data Presented in a Pie Graph Interpreting Data Presented in a Pie Graph
Pie Graph
Pie Graph Pie Graph

25%
A pie graph is also called a
A pie graph is a circle “circle graph”. 46%
divided into sections that

represent the proportions It shows percentages with
of a whole. combined sections making
29%
up the 100%.
Let us first recall the definition of the pie graph. A pie graph is a circle divided into sections that represent the A pie graph is also called the “circle graph” and shows percentages with combined sections making up the one
proportions of a whole. A sample pie graph is on the right with three sections comprising the whole. hundred percent.
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Family Budget for a Week
Interpretation 10%
Interpretation:
A graph can be interpreted by: The budget allocated increases 20%
- General trend as to the need of the family. 50%

Food is the main need of the
- Relationship of variables
family that is why it has half or
- Range 50% of their family budget. 20%
- Extreme values (highest and lowest)
Food Allowance of Students Utilities Other
Let us also recall that a graph can be interpreted by the general trend of the data, relationship between Let us have an example. Here is a pie graph of the family budget for a week. Based on the data, we can say
variables, range of values, and extreme values or the highest and lowest values. But for pie graph, we will only that the budget allocated increases as to the need of the family. Food is the main need of the family that is why it
use the range and extreme values. has half or 50% of their family budget.
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Types of Food in a Filipino Meal

Family Budget for a Week
Interpretation:
1000, 10%
Using the range of values, we 18%
Interpretation:
can arrange the food 29%
The budget allocated to the
components from the highest to
allowance of students and 2000, 20%
Fruits
5000, 50% the lowest percentage.
utilities are the same having 12% Vegetables
Rice
PHP 2,000 each. Other expenses
Rice Meat
to be spent has a budget of PHP 2000, 20%
Meat
1000.
Fruits
Food Allowance of Students Utilities Other Vegetables 41%
For another interpretation, the budget allocated to the allowance of students and utilities are the same having Here is another example. This pie graph represents data about the types of food found in a common Filipino’s meal. We can
two thousand pesos each. Other expenses to be spent has a budget of one thousand pesos. interpret the data using the range of values. Here, we can arrange the food components from the one with the highest percentage
to the one with the lowest percentage. Thus, we can say that rice has the highest percentage with forty-one percent, next is meat
which makes up twenty-nine percent, then fruits with eighteen percent, and then vegetables with only twelve percent.
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Types of Food in a Filipino Meal
18%
Interpretation:
29%
With the highest percentage at
41%, it means that rice Fruits
comprises almost half of the 12% Vegetables A pie graph is divided into sections that make up the
diet of Filipinos. Vegetables, on Rice
Meat
proportions of a whole and shows percentages of each
the other hand, have the lowest section.
percentage which is 12%.
41%
We can also interpret the graph by using the extreme values. With the highest percentage at forty-one percent, As a summary of the topic, a pie graph is divided into sections that make up the proportions of a whole and
it means that rice comprises almost half of the diet of Filipinos. Vegetables, on the other hand, have the lowest shows percentages of each section.
percentage which is twelve percent.
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Solving Problems Using Data Presented in a Pie Graph Solving Problems Using Data Presented in a Pie Graph
Solving Problems Using Data Presented

Pie Graph
in a Pie Graph
A pie graph is divided into
sections that make up the
proportions of a whole.
It shows percentages of
each section.
Hi! Our topic is about solving problems using data presented in a pie graph. Let’s begin. Let us first recall the definition of the pie graph. A pie graph is divided into sections that make up the proportions
of a whole. It shows percentages of each section.
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Steps in Solving Problems

Time Spent by a Teacher in a Month (in days)
Teacher Bing listed the

1. Understand and interpret the data presented in a pie activities she did as a
3, 10%
Cleaning the room
7, 23%
graph teacher for a month along Checking papers
2. Determine what is asked in the problem with the days spent with
5, 17%
Preparing the exam
3. Determine the data needed to solve the problem each activity. A pie graph Exam day
4. Solve the problem using the given data was used in order to 2, 7% Preparing the lesson
visualize the divisions of 10, 33%

Rest
3, 10%
each activity.
Now, to solve problems, we must follow four steps. Step one is to understand and interpret the data presented in As an example, Teacher Bing listed the activities she did as a teacher for a month along with the days spent
a pie graph; Step two is to determine what is asked in the problem; Step three is to determine the data needed with each activity. A pie graph was used in order to visualize the divisions of each activity.
to solve the problem; and Step four is to solve the problem using the given data.
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Time Spent by a Teacher in a Month (in days) Time Spent by a Teacher in a Month (in days)
3, 10%
Cleaning the room
Given: 2 days for preparing for the 3, 10%
Cleaning the room
7, 23% exam and 10 days for preparing for the 7, 23%
Checking papers
lesson Checking papers
Question 1: What is the total 5, 17%

Preparing the exam
5, 17%
Preparing the exam
number of days spent on Exam day

Solution: 2
Exam day
+10
preparing for the exam and 2, 7% Preparing the lesson 12 days 2, 7% Preparing the lesson
the lesson? Rest Rest

10, 33% 3, 10% Answer: The combined days spent on 10, 33% 3, 10%
preparing for the exam and the lesson

is 12 days.
Let us use the situation from the previous slide to answer a problem. The first question is: What is the total First, let us determine the given values for us to answer the question. Two days was consumed for preparing for
number of days spent on preparing for the exam and the lesson? the exam and ten days for preparing for the lesson. From the given, we can add up the days spent on the two
activities. Thus, the total number of days spent on the two activities is twelve days.
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Time Spent by a Teacher in a Month (in days) Time Spent by a Teacher in a Month (in days)
3, 10% 3, 10%
Cleaning the room Given: 10 days for preparing for the Cleaning the room
7, 23% 7, 23%
Checking papers
lesson and 7 days for rest Checking papers
Question 2: What is the 5, 17% 5, 17%

Preparing the exam
Solution: 10 17 ÷ 2 = 8.5 days Preparing the exam
average of the two activities Exam day +7 Exam day
with the most number of 2, 7% Preparing the lesson

17
2, 7% Preparing the lesson
days spent?
Rest Answer: The average of the two Rest
10, 33% 3, 10% 10, 33% 3, 10%
activities with the most number of days
spent is 8.5 days.
Here is another example for the situation given. The question is: What is the average of the two activities with The given values are ten days for preparing for the lesson and 7 days for rest. For the solution, we will first add
the most number of days spent? ten and seven and then divide the answer by two to come up with the answer. By using the solution, we can see
that the answer is eight point five days. Thus, the average of the two activities with the most number of days
spent is eight point five days.
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Number of Male Students per Grade Level Number of Male Students per Grade Level
The number of male students

40, 14% 40, 14%
per grade level of Mount 55, 20%
Grade 1
55, 20%
Grade 1
Carmel Elementary School was Grade 2 Grade 2
recorded. To visualize more Grade 3
Question 1: How many Grade 3
clearly, it was put into a pie 50, 18% Grade 4 percent do grades 1 to 3 male 50, 18% Grade 4
Grade 5 Grade 5
graph that shows the percent it 51, 18%
Grade 6
students represent? 51, 18%
Grade 6
made up to the total population
of 277 male students. 35, 13% 35, 13%
46, 17% 46, 17%
Here is another example of a pie graph which shows the number of male students per grade level. The number Let us use the situation from the previous slide to answer a problem. The first question is: How many percent do
of male students per grade level of Mount Carmel Elementary School was recorded. To visualize more clearly, grades one to three male students represent?
the distribution of the two hundred seventy seven male students is presented in a pie graph. The distribution is
shown per grade level and in percentages.
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Given: Grade 1- 14%, Grade 2- 18%

40, 14% 40, 14%
and Grade 3- 13% 55, 20% 55, 20%
Grade 1 Grade 1
Question 2: With the current
Grade 2 Grade 2
Solution: 14% number of male students per
Grade 3 Grade 3
18% 50, 18% Grade 4 grade level, what will happen to 50, 18% Grade 4
+13% Grade 5 the total male population if Grade 5
51, 18% 51, 18%
45% Grade 6 Grade 6 students will triple on Grade 6
the next three school years?

Answer: Grades 1 to 3 comprise 45% 35, 13% 35, 13%
of the total number of male 46, 17% 46, 17%
students.
First, let us determine the given values. Grade one has fourteen percent of the total male population; Grade two has Here is another question for the situation given. The question is: With the current number of male students per
eighteen percent of the total male population; and Grade three has thirteen percent of the total male population. From the grade level, what will happen to the total male population if Grade six students will triple on the next three school
given, we can add up the percentages of grades one to three which has a total of forty five percent. So, Grade one, Grade years?
two, and Grade three comprise forty five percent of the total number of male students in Mount Carmel Elementary School.
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Given: 40, 14% Changes: 40, 14%

Total number of students - 277 55, 20%
Grade 1 387 − 277 = 110 students
55, 20%
Grade 1
Grade 6 - 55 students Grade 2 110 ÷ 387 = 28.42% Grade 2
Grade 3 Grade 3
50, 18% Grade 4 50, 18% Grade 4
In three years, Grade 5 Answer: The increase resulted to a Grade 5
3 × 55 = 165 male students 51, 18%
Grade 6 change of 110 male students. It 51, 18%
Grade 6
Total population after 3 years: represented an increase of 28.42%
277 − 55 = 222 35, 13% from the current male student 35, 13%
222 + 165 = 387 male students 46, 17% population. 46, 17%
The given values are the total number of male students which is two hundred seventy seven and the fifty five students from Grade six. For the It resulted to a change of one hundred ten male students from the last three years’ population. By dividing one
solution: The number of Grade 6 male students in three years will become one hundred sixty five. It comes from three times the current number of
male students in Grade six. In order to know the total population of the male students after three years, subtract fifty five from two hundred
hundred ten with three hundred and eighty seven, there will be an increase of twenty eight point forty two
seventy seven and then add one hundred sixty five students from it. The population after three years will now become three hundred eighty seven percent from the current male student population.
male students.
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Math 6 M6SP-IVf-4.6
Solving Problems Using Data Presented in a Pie Graph
A pie graph is divided into sections which make up the proportions of a

whole and is represented by the percentages of each section. Mathematics
Data Variability
To solve problems using data presented in a pie graph, here are the steps
1. Understand and interpret the data;
2. Determine what is asked in the problem;
3. Determine the data needed to solve the problem; and
In summary, A pie graph is divided into sections which make up the proportions of a whole and is represented by
the percentages of each section. Also, in order to solve problems using data presented in a pie graph, there are
steps to be followed. First, understand and interpret the data; Second, determine what is asked in the problem;
Third, determine data needed to solve the problem; and Fourth, Solve the problem using the given data.
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Math 7 M7SP-IVf-1 Math 7 M7SP-IVf-1

Illustrating the Measures of Central Tendency: Mean, Median, and Mode of Statistical Data Illustrating the Measures of Central Tendency: Mean, Median, and Mode of Statistical Data
Illustrating the Measures of Central MEASURES OF CENTRAL TENDENCY

Tendency: Mean, Median, and Mode of
• Central tendency refers to the tendency of quantitative
Statistical Data data to cluster around some variant value.
• The variant value(s) are also referred to as averages.
• Most commonly used averages are the mean, median, and
mode.
Hi! In this lesson we will learn how to illustrate the measures of central tendency: mean, median, and mode of Central tendency refers to the tendency of quantitative data to cluster around some variant value. The variant
statistical data. value or values are also referred to as averages. Most commonly used averages are the mean, median, and
mode.
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MEAN (ARITHMETIC MEAN) MEAN (ARITHMETIC MEAN)

• Mean is the sum of all observations in the data set divided by
the total number of observations.
39, 50, 55, 60, 25, 48, 75, 46, 76, 56
• There is only one mean in an observation.
• The mean is defined for quantitative data. 39 + 50 + 55 + 60 + 25 + 48 + 75 + 46 + 76 + 56
𝑀 =
10
530
=
10
= 𝟓𝟑
Let us first define the mean. It is the sum of all observations in the data set divided by the total number of To compute for the mean of the given data values, get the sum of all values then divide by the number of data
observations. There is only one mean in an observation. The mean is defined for quantitative data. which is equal to ten. The mean is fifty-three.
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MEDIAN MEDIAN
• If the number of data values is odd, the median is the middle
• Median is the middle value when the data values are arranged value.
in ascending or descending order of magnitude.
• There is only one median in a given data set.
53, 58, 60, 70, 71
The median is 60.
Now, let us define the median. It is the middle value when the data values are arranged in ascending or If the number of data values is odd, the median is the middle value. For example, find the median of the set of
descending order of magnitude. There is only one median in a given data set. observations. The median is 60, since it is the middle value.
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MEDIAN MODE
• If the number of data values is even, the median is the average
of two middle values. • Mode of a given set of data is/are the value(s) that
appear most frequently.
• The mode may not exist.
• If it exists, there can be more than one mode in a given
53, 58, 60, 62, 70, 71 data set.
• It is applicable for both quantitative and qualitative data.
60 + 62
𝑀𝑑 = = 𝟔𝟏 The median is 61.
2
If the number of data values is even, the median is the average of two middle values. For example, find the Now, let us define the mode. The mode of a given set of data is or are the value or values that appear most
median of the set of observations. The middle values are sixty and sixty-two. By getting the average of two frequently. The mode may not exist. If it exists, there can be more than one mode in a given data set. It is
values, our median is sixty-one. applicable for both quantitative and qualitative data.
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MODE
✓ The measures of central tendency are the mean, median and
mode.
Determine the mode of the Answer:
following set of observations: ✓ Mean is the sum of all observations in the data set divided by
A) The set has no mode.
A) 1, 2, 3, 4, 5 the total number of observations.
B) The mode is 5. It is unimodal.
B) 1, 2, 2, 3, 4, 5, 5, 5, 5 ✓ Median is the middle value when the data values are arranged
C) The modes are 3 and 4. It is
C) 1, 2, 3, 3, 4, 4, 5 in ascending or descending order of magnitude.
bimodal.
✓ Mode of a given set of data is the value(s) that appears most
frequently
Look at our examples. Letter A has no mode. For letter B, the mode is five and it is uni-modal since there is only Remember that the measures of central tendency are the mean, median and mode. Mean is the sum of all
one mode. For letter C, the modes are three and four, it is bimodal since there are two modes. observations in the data set divided by the total number of observations. Median is the middle value when the
data values are arranged in ascending or descending order of magnitude. Mode of a given set of data is the
value or values that appear most frequently.
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Math 7 M7SP-IVf-g-1 Math 7 M7SP-IVf-g-1

Calculating Measures of Central Tendency of Ungrouped and Grouped Data Calculating Measures of Central Tendency of Ungrouped and Grouped Data
Calculating Measures of Central UNGROUPED DATA

Tendency of Ungrouped and Grouped Ungrouped data refer to data not organized into frequency
Data distribution.
Hi! In this lesson we will learn how to calculate measures of central tendency of ungrouped and grouped data. Ungrouped data refer to data not organized into frequency distribution.
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UNGROUPED DATA MEAN

The following show a distribution of scores obtained by 10 students
in a qualifying examination:
The following show a distribution of scores obtained by 10 students 61, 86, 99, 96, 76, 76, 91, 91, 76, 81
in a qualifying examination: 61 + 86 + 99 + 96 + 76 + 76 + 91 + 91 + 76 + 81
61, 86, 99, 96, 76, 76, 91, 91, 76, 81 𝑀=
10
Find the: a) Mean 833
b) Median =
10
c) Mode = 𝟖𝟑. 𝟑
Let us answer the given example. The following show a distribution of scores obtained by 10 students in a To compute for the mean, we add the given scores, then divide it by the number of students, which is ten. We
qualifying examination: 61, 86, 99, 96, 76, 76, 91, 91, 76, and 81. For our example, find the mean, median, and get eighty-three point three. The working equation and computation is shown above.
mode.
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MEDIAN MODE
Arrange the following data in descending or ascending order, then 61, 76, 76, 76, 81, 86, 91, 91, 96, 99
find the middle value.
61, 76, 76, 76, 81, 86, 91, 91, 96, 99 Mode: 76
81+86
Md = = 83.5
2
To compute for the median, arrange the following data in descending or ascending order then, find the middle Next, to compute for the mode, we just need to look for the value that is repeatedly listed in the group of data.
value. Since the number of data is even, we get the average of eighty-one and eighty-six. Therefore, the Therefore, the mode is seventy-six since it is repeated 3 times. It is uni-modal.
median is eighty-three point five.
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GROUPED DATA
GROUPED DATA The following shows the distribution of 100 employees of Craft
Industries according to their age.
Grouped data refer to sets of data presented in forms of Age No. of Employees
frequency distribution. 18 – 23 5
24 – 29 11
30 – 35 30
36 – 41 24
42 – 47 18
48 – 53 11
54 – 59 1
Find the: a) Mean b) Median c) Mode
Grouped data refer to sets of data presented in forms of frequency distribution. Let us answer the given example. The following shows the distribution of 100 employees of Craft Industries
according to their age. Find the mean, median, and mode.
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MEAN MEDIAN
𝑛
Age Midpoint (x) No. of Employees fx +𝐹
18 – 23 20.5 5 102.5 Md = 𝐿 + 2 ∙𝑖
24 – 29 26.5 11 291.5
𝑓
30 – 35 32.5 30 975
36 – 41 38.5 24 924 L = exact lower limit of the median class
42 – 47 44.5 18 801 n = total number of observations
48 – 53 50.5 11 555.5 F = “less than” or “equal to” cumulative frequency before the
54 – 59 56.5 1 56.5 class interval containing the median class
n = 100 σ fx = 3706 f = frequency of the median class
i = class size
σ fx 3706
𝑀= = = 𝟑𝟕. 𝟎𝟔
n 100
To compute for the mean of the given grouped data, we need to get the midpoint of each class. Next, we need to This is the formula to get the median of a grouped data.
multiply the midpoint and the number of employees of each class. We get the sum of the products and divide it
by the total number of employees.
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MEDIAN MODE
Age No. of Employees F 𝑑1
18 – 23 5 5 Mo = 𝐿 + ∙𝑖
24 – 29 11 16 𝑑1 + 𝑑2
30 – 35 30 46
← 𝑏𝑒𝑓𝑜𝑟𝑒 𝑡ℎ𝑒 𝑚𝑒𝑑𝑖𝑎𝑛 𝑐𝑙𝑎𝑠𝑠
36 – 41 24 70
42 – 47 18 88 𝑀𝑜 = mode
48 – 53 11 99 L = exact lower limit of the modal class
54 – 59 1 100 𝑑1 = difference between the frequency of the modal class
and the frequency of the class next lower in value
𝑑2 = difference between the frequency of the modal class
𝑛 100
= 2 = 50
50 − 46
2 𝑀𝑑 = 36 + ∙ 6 = 𝟑𝟕 and the frequency of the class next higher in value
(class median is the fourth class) 24 𝑖 = class size
First, construct the cumulative frequency distribution. To determine the median class, divide the total This is the formula to get the modal value of grouped data.
frequency by 2. The median class is the 36-41 interval. The class size is 6. Substituting all the values
in the formula, the median is equal to 37.
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MODE
Age No. of Employees
18 – 23 5
24 – 29 11
30 – 35 30 ← ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 ✓ Ungrouped Data
𝚺𝒙
36 – 41 24 • Mean: 𝐌 =
𝒏
42 – 47 18
• Median: Arrange the data in descending or ascending
48 – 53 11
54 – 59 1
order. Then, find the middle value. If the number of data is
odd, the middle term is the median. If the number of data
is even, get the average of the two middle values.
30 − 11 • Mode: It is the most frequent value.
𝑀𝑜 = 30 + ∙ 6 = 30.76
30 − 11 + (30 − 24)
To compute for the modal value, get the modal class. The modal class, which is the interval with the highest These are the formulas and important things to remember in calculating the mean, median, and mode
frequency, is 30-35. Substituting all the values on the formula, the mode is 30.76. of ungrouped data.
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Math 7 M7SP-IVf-g-1 Math 7 M7SP-IVh-1

Calculating Measures of Central Tendency of Ungrouped and Grouped Data Illustrating the Measures of Variability of Statistical Data
Illustrating the Measures of Variability of

Statistical Data
✓ Grouped Data
𝚺 𝒇𝒙
• Mean: 𝐌 = 𝒏
𝒏
+𝑭
• Median: 𝐌𝐝 = 𝑳 + 𝟐 𝒇 ∙ 𝒊
𝒅𝟏
• Mode: 𝐌𝐨 = 𝑳𝑴𝑶 + ∙𝒊
𝒅𝟏 +𝒅𝟐
These are the formulas in calculating for the mean, median, and mode of grouped data. Hi! In this lesson we will learn how to illustrate the measures of variability of statistical data.
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Illustrating the Measures of Variability of Statistical Data Illustrating the Measures of Variability of Statistical Data
MEASURES OF VARIABILITY MEASURES OF VARIABILITY

• Measures of variability indicates the extent to which values in • Measures of variability indicates the extent to which values in
a distribution are spread around the central tendency. a distribution are spread around the central tendency.
• The higher the value, the greater the variability we have in the • The higher the value, the greater the variability we have in the
given distribution. given distribution.
• The common measures of variability used are range, average • The common measures of variability used are range, average
deviation, variance, and standard deviation. deviation, variance, and standard deviation.
Measures of variability indicates the extent to which values in a distribution are spread around the central The higher the value, the greater the variability we have in the given distribution. The common measures of
tendency. variability used are range, average deviation, variance, and standard deviation.
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RANGE RANGE
• The range is the simplest of the measures of spread or • The range is the simplest of the measures of spread or
variability. variability.
• It is the difference between the highest and the lowest values • It is the difference between the highest and the lowest values
in the distribution. in the distribution.
• In a frequency distribution table, the range is the difference • In a frequency distribution table, the range is the difference
between the upper limit of the highest class interval and the between the upper limit of the highest class interval and the
lower limit of the lowest class interval. lower limit of the lowest class interval.
The range is the simplest of the measures of spread or variability. It is the difference between the highest and In a frequency distribution table, the range is the difference between the upper limit of the highest class interval
the lowest values in the distribution. and the lower limit of the lowest class interval.
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RANGE AVERAGE DEVIATION
• It is a more reliable indicator of the variability or spread in a

Given set of observation:
distribution than the range.
Set A: 15, 15, 17, 18, 20
• It considers the value of each individual score and
The range for set A is (20 – 15) or 5. determines the amount by which each varies from the mean
distribution.
The range is dependent only upon the two extremes and does • We subtract the mean from each score to determine the
not consider the scatter of values in between these two deviation or the distance of each score from the mean.
extremes.
Set A is an observation that contains 15, 15, 17, 18, and 20. The range of set A is equal to 5. The range is The average deviation is a more reliable indicator of the variability or spread in a distribution than the range. It
dependent only upon the two extremes and does not consider the scatter of values in between these two considers the value of each individual score and determines the amount by which each varies from the mean
extremes. distribution.
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AVERAGE DEVIATION AVERAGE DEVIATION

If X is a score and 𝑋ത is the mean, then 𝑋 − 𝑋ത is the distance
• It is a more reliable indicator of the variability or spread in a deviation of the score from the mean. We use 𝑥 to denote a score’s
distribution than the range. deviation from the mean.
• It considers the value of each individual score and 𝑥 = 𝑋 − 𝑋ത
determines the amount by which each varies from the mean σ 𝑋−𝑋ത
𝐴𝑉𝐸𝑅𝐴𝐺𝐸 𝐷𝐸𝑉𝐼𝐴𝑇𝐼𝑂𝑁 =
𝑁
distribution.
where:
• We subtract the mean from each score to determine the σ 𝑋 − 𝑋ത =the sum of the absolute deviations from the mean
deviation or the distance of each score from the mean.
We subtract the mean from each score to determine the deviation or the distance of each score from the mean. If X is a score and 𝑋ത is the mean, then 𝑋 − 𝑋ത is the distance deviation of the score from the mean. We use 𝑥 to
denote a score’s deviation from the mean.
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VARIANCE VARIANCE
• Variance is a measure of spread which can be used for • A variance of zero indicates that all the values are identical.
statistical inference. • Variance is always non-negative.
• It measures how far a set of data or observation is spread out. • A small variance indicates that the data points tend to be very
• It is the average squared difference of the observations from close to the mean and hence to each other.
the mean. • A high variance indicates that the data points are very spread
ത 2
σ(𝑋 − 𝑋)
𝑠2 = out around the mean and from each other.
𝑁
Variance is a measure of spread which can be used for statistical inference. It measures how far a set of data or A variance of zero indicates that all the values are identical. Variance is always non-negative. A small variance
observation is spread out. It is the average squared difference of the observations from the mean. indicates that the data points tend to be very close to the mean and hence to each other. A high variance
indicates that the data points are very spread out around the mean and from each other.
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VARIANCE STANDARD DEVIATION
• A variance of zero indicates that all the values are identical. • Standard deviation is a special form of average deviation from
• Variance is always non-negative. the mean.
• A small variance indicates that the data points tend to be very • It is also affected by all the individual values of the items in the
close to the mean and hence to each other. distribution
• A high variance indicates that the data points are very spread • It is important to classify the measure of heterogeneity or
out around the mean and from each other. unevenness within a set of observations.
A high variance indicates that the data points are very spread out around the mean and from each other. Standard deviation is a special form of average deviation from the mean. It is also affected by all the individual
values of the items in the distribution. It is important to classify the measure of heterogeneity or unevenness
within a set of observations.
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STANDARD DEVIATION STANDARD DEVIATION
• The standard deviation is the positive square root variance.

• The formula is
ത 2
If the standard deviation of the IQ scores of a class of fifty
σ(𝑋−𝑋)
𝑠= 𝑁
or 𝑠 = 𝑠 2 students is numerically big, then we say that there is a
heterogeneity in their intelligence. If the standard
deviation is small, we can say that that there is a
homogeneity on their intelligence.
The standard deviation is the positive square root of variance. If the standard deviation of the IQ scores of a class of fifty students is numerically big, then we say that there is a
heterogeneity in their intelligence. If the standard deviation is small, we can say that that there is a homogeneity
on their intelligence.
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VARIANCE AND STANDARD DEVIATION

• It is the measure of spread which can be used for statistical
inference.
• When the variance is too big numerically, and its magnitude ✓ Variability is a measure that describes how spread out or
makes further computations and analysis inconvenient, scattered a set of data is.
standard deviation is preferred. ✓ Range is the difference between the highest and the
• The standard deviation and variance are the most reliable lowest data value.
measures of spread because aside form taking into account
✓ Average deviation is defined as the distance of the
each and every item in the distribution, they can be treated
measurements away from the mean.
mathematically for deeper analysis.
The standard deviation and variance are the most reliable measures of spread because aside form taking into Remember that variability is a measure that describes how spread out or scattered a set of data is. Range is
account each and every item in the distribution, they can be treated mathematically for deeper analysis. the difference between the highest and the lowest data value. Average deviation is defined as the distance of
the measurements away from the mean.
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Math 7 M7SP-IVh-1 Math 7 M7SP-IVh-i-1

Illustrating the Measures of Variability of Statistical Data Calculating the Measures of Variability of Grouped and Ungrouped Data
Calculating the Measures of Variability

of Grouped and Ungrouped Data
✓ The variance is defined as the sum of the squared
deviations of n measurements from their mean divided by
n.
✓ The standard deviation is defined as the positive square
root of the variance.
The variance is defined as the sum of the squared deviations of n measurements from their mean divided by n. Hi! In this lesson we will learn how to calculate the measures of variability of grouped and ungrouped data.
The standard deviation is defined as the positive square root of the variance.
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Math 7 M7SP-IVh-i-1 Math 7 M7SP-IVh-i-1

Calculating the Measures of Variability of Grouped and Ungrouped Data Calculating the Measures of Variability of Grouped and Ungrouped Data
The table shows the grades of four selected students. Find the
measures of variability of the data.
The measures of variability are range, average deviation, variance,
and standard deviation. Student Grade
1 87
2 88
3 78
4 89
Recall that the measures of variability are range, average deviation, variance, and standard deviation. The table shows the grades of four selected students. Find the measures of variability of the data. This is an
example of ungrouped data.
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RANGE of an ungrouped data AVERAGE DEVIATION of an ungrouped data

Student Grade Student Grade
1 87 1 87
2 88 2 88
3 78 minimum
3 78
4 89 maximum 4 89
𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝐷𝐴𝑇𝐴

𝑥ҧ =
𝑇𝑂𝑇𝐴𝐿 𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝐷𝐴𝑇𝐴
Range = 89 – 78 = 11
87+88+78+89
𝑥ҧ = = 85.5
4
Let’s compute the range of the given data. First, get the maximum and minimum value of the given data. Then, To get the average deviation, we should first calculate the average of the data. The average can easily be
get the difference of the two values. Therefore, the range is equal to eleven. computed by getting the sum of all data divided by the total number of data. The average is eighty-five point five.
1801 1802

AVERAGE DEVIATION of an ungrouped data VARIANCE of an ungrouped data

Student Grade Absolute deviation (Absolute
Student Grade Absolute deviation deviation)2
1 87 87−85.5 =1.5 1 87 87−85.5 =1.5 1.52 = 𝟐. 𝟐𝟓
2 88 88−85.5 =2.5 2 88 88−85.5 =2.5 2.52 = 𝟔. 𝟐𝟓
3 78 78−85.5 =7.5 3 78 78−85.5 =7.5 7.52 = 𝟓𝟔. 𝟐𝟓
4 89 89−85.5 =3.5 4 89 89−85.5 =3.5 3.52 = 𝟏𝟐. 𝟐𝟓
1.5+2.5+7.5+3.5 15 2.25+6.25+56.25+12.25 77
AVERAGE DEVIATION = = = 𝟑. 𝟕𝟓 VARIANCE = = = 𝟏𝟗. 𝟐𝟓
4 4 4 4
After we compute the average, we get the absolute difference between the data points and the average value. To compute for the variance, we first need to square the values of absolute deviation. Variance is the sum of the
The average deviation is the sum of all absolute deviation divided by the number of data. Therefore, we get squared absolute deviation divided by the total number of data. Therefore, the computed value of variance is
3.75. 19.25.
1803 1804

STANDARD DEVIATION of an ungrouped data GIVEN UNGROUPED DATA: GROUPED DATA:

Student Grade Absolute (Absolute Student Grade
deviation deviation)2 Grade Data points frequency
1 87
interval
1 87 87−85.5 =1.5 1.52 = 2.25 2 88 71-80 76, 78 2
2 88 88−85.5 =2.5 2.52 = 6.25 3 78
81-90 81, 87, 88, 89 4
3 78 78−85.5 =7.5 7.52 = 56.25 4 89
4 89 89−85.5 =3.5 3.52 = 12.25 91-100 92, 94 2
5 76
Total 8
6 92
7 94
Standard deviation = 19.25 = 4.387 8 81
The standard deviation is just the positive square root of variance. Therefore, the value of standard deviation is Given the table of ungrouped data on the left, we made a table of grouped data on the right. We grouped the
4.387. grades to three, in intervals of ten.
1805 1806
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RANGE of a grouped data AVERAGE DEVIATION of a grouped data

Grade interval frequency X fx
Grade interval frequency
71-80 2 75.5 2 × 75.5 = 151
71-80 2
81-90 4 85.5 4 × 85.5 = 342
81-90 4
91-100 2 95.5 2 × 95.5 = 191
91-100 2
Total 8 684
Total 8
71+80
Class average(1st group): 𝑥 = = 75.5
2
81+90 684
Class average(2nd group): 𝑥 = = 85.5 𝑥ҧ = = 85.5
Range = Highest class value – lowest class value 2
71+80 8
Range = 100 – 71 = 29 Class average(3rd group): 𝑥 = = 95.5
2
The range is calculated by subtracting the low class boundary value from the high class boundary. The lowest We first compute class average by dividing the sum of the lowest and highest values of each interval by two. To
class boundary is 71, while the highest class boundary is 100. By subtracting the two values, the range is 29. get the average value, the sum of all the products of frequency and class average is divided by the total
frequency.
1807 1808

VARIANCE of a grouped data

AVERAGE DEVIATION of a grouped data
Grade frequency X fx 𝒙−𝒙
ഥ f 𝒙−𝒙
ഥ Grade frequency x x2 fx2
interval interval
71-80 2 75.5 151 𝟖𝟓. 𝟓 − 𝟕𝟓. 𝟓 = 𝟏𝟎 𝟐 ∙ 𝟏𝟎 = 𝟐𝟎 71-80 2 75.5 𝟕𝟓𝟐 = 𝟓𝟕𝟎𝟎. 𝟐𝟓 𝟐 × 𝟓𝟕𝟎𝟎. 𝟐𝟓 = 𝟏𝟏𝟒𝟎𝟎. 𝟓
81-90 4 85.5 342 𝟖𝟓. 𝟓 − 𝟖𝟓. 𝟓 = 𝟎 𝟒 ∙ 𝟎=𝟎 81-90 4 85.5 𝟖𝟓. 𝟓𝟐 = 𝟕𝟑𝟏𝟎. 𝟐𝟓 𝟒 × 𝟕𝟑𝟏𝟎. 𝟐𝟓 = 𝟐𝟗𝟐𝟒𝟏
91-100 2 95.5 191 𝟖𝟓. 𝟓 − 𝟗𝟓. 𝟓 = 𝟏𝟎 𝟐 ∙ 𝟏𝟎 = 𝟐𝟎 91-100 2 95.5 𝟗𝟓. 𝟓𝟐 = 𝟗𝟏𝟐𝟎. 𝟐𝟓 𝟐 × 𝟗𝟏𝟐𝟎. 𝟐𝟓 = 𝟏𝟖𝟐𝟒𝟎. 𝟓
Total 8 684 40 Total 8 58882
Average: 𝑥ҧ = 𝟖𝟓. 𝟓
20+0+20 40
Average deviation = 8
= 8 =𝟓
After we get the average value, we subtract it to the class average to get the absolute deviation of each class. The first step in getting the variance is by squaring the class average that we have solved previously. The
Then, we multiply the absolute deviation and the frequency of each class. Therefore, we get five as the value of squared value is then multiplied to the frequency of each interval.
average deviation.
1809 1810

VARIANCE of a grouped data STANDARD DEVIATION of grouped data

Grade Frequency x fx 𝒙𝟐 𝒇𝒙𝟐
interval
71-80 2 75.5 151 𝟕𝟓𝟐 = 𝟓𝟕𝟎𝟎. 𝟐𝟓 𝟐 × 𝟓𝟕𝟎𝟎. 𝟐𝟓 = Standard deviation = 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝟏𝟏𝟒𝟎𝟎. 𝟓
81-90 4 85.5 342 𝟖𝟓. 𝟓𝟐 = 𝟕𝟑𝟏𝟎. 𝟐𝟓 𝟒 × 𝟕𝟑𝟏𝟎. 𝟐𝟓 = 𝟐𝟗𝟐𝟒𝟏
= 50
91-100 2 95.5 191 𝟗𝟓. 𝟓𝟐 = 𝟗𝟏𝟐𝟎. 𝟐𝟓 𝟐 × 𝟗𝟏𝟐𝟎. 𝟐𝟓 = 7.071
= 𝟏𝟖𝟐𝟒𝟎. 𝟓
Total 8 684 58882
2
(σ 𝑓𝑥) 6842
σ 𝑓𝑥 2 − 58882−
𝑁 8
VARIANCE = 𝑁
VARIANCE = = 50
8
We calculate the variance by subtracting the square of the product of frequency to the quotient of the square of Lastly, we get the standard deviation of grouped data which can be obtained by getting the positive square root
the class average, divided by the total number of frequency, all over the total number of frequency. We get fifty of the variance. The standard deviation is 7.071.
as our variance.
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Math 7 M7SP-IVh-i-1 Math 10 M10SP-IVa-1

Calculating the Measures of Variability of Grouped and Ungrouped Data Illustrating the following Measures of Position: Percentiles, Quartiles, and Deciles
Illustrating the following Measures of

The processes of calculating the measures of variability Position: Percentiles, Quartiles, and
of a grouped data and ungrouped data differ. Deciles
Ungrouped data Grouped data
σ 𝑋−𝑋ത σ 𝑓 𝑋−𝑋ത
𝐴𝑉𝐸𝑅𝐴𝐺𝐸 𝐷𝐸𝑉𝐼𝐴𝑇𝐼𝑂𝑁 = 𝐴𝑉𝐸𝑅𝐴𝐺𝐸 𝐷𝐸𝑉𝐼𝐴𝑇𝐼𝑂𝑁 =
𝑁 𝑁
ത 2 2
σ(𝑋−𝑋) (σ 𝑓𝑥)
Variance= 𝑁 VARIANCE =
σ 𝑓𝑥 2 −
𝑁
𝑁
Remember that the processes of calculating the measures of variability of a grouped data and ungrouped data Hi! Our topic is about illustrating the following measures of position: percentiles, quartiles, and deciles. Let’s
differ. begin.
1813 1814

Illustrating the following Measures of Position: Percentiles, Quartiles, and Deciles Illustrating the following Measures of Position: Percentiles, Quartiles, and Deciles
Measures of Position Measures of Position
Methods that determine the position of a particular value • Percentiles

within a given data set. • Quartiles
• Deciles
The measures of position are methods that determine the position of a particular value within a given data set. The different measures of position are percentiles, quartiles, and deciles.
1815 1816

Percentile Percentile
• Percentile is a measure of a position that indicates the

single value below which a percentage of data or group P1 , P2 , P3 , P4 , … , P97 , P98 , P99
of observations fall.
• It gives the relative position of a data value to the
entire data set.
• It is denoted by Pj
First, we have percentile. It is a measure of a position that indicates the single value below which a percentage It divides the data set into 100 equal parts.
of data or group of observations fall. In other words, it gives a relative position of a data value to the entire data
set. It is denoted by P sub j.
1817 1818
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Percentile Quartile
• It divides an array of data into 4 equal parts, each

Data in Pj has a greater value than j% having 25% of the data value.
of all the data in the data set.
• It is denoted by Q j .
Also, note that data in P sub j has a greater value than j percent of all the data in the data set. Another measure of position is the quartile. It divides an array of data into four equal parts, each having twenty-
five percent of the data value. It is denoted by Q sub j.
1819 1820

Quartile Decile
Q1 = P25 • It divides an array of data into 10 equal parts, each

Q2 = P50 having 10% of the data value
Q3 = P75 • It is denoted by Dj
The first quartile is equal to the twenty-fifth percentile, the second quartile is the fiftieth percentile, and the third We also have the decile as a measure of position. It divides an array of data into ten equal parts, each having
quartile is the seventy-fifth percentile. ten percent of the data value. It is denoted by D sub j.
1821 1822

Decile
D1 = P10 D6 = P60 The different measures of position are percentile, quartile,

and decile.
D2 = P20 D7= P70
D3 = P30 D8= P80 Percentile divides Quartile divides Decile divides the
the set of data the set of data set of data into
D4 = P40 D9= P90 into 100 equal into 4 equal 10 equal parts.
D5 = P50 parts. parts.
The first decile is equal to the tenth percentile, the second decile is the twentieth percentile, and so on. Summary. The different measures of position are percentile, quartile, and decile. Percentile divides the set of
data into one hundred equal parts. Quartile divides the set of data into four equal parts. Decile divides the set of
data into ten equal parts.
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Calculating a Specified Measure of Position of a Set of Data Calculating a Specified Measure of Position of a Set of Data
Calculating a Specified Measure of Percentile

Position of a Set of Data
Percentile is a measure of a position that indicates the
single value below which a percentage of data or group of
observations fall
Hi! Our topic is about calculating a specified measure of position of a set of data. Let’s begin. Recall. Percentile is a measure of a position that indicates the single value below which a percentage of data or
group of observations fall.
1825 1826

jth Percentile
• It is the value in the data set between 0 to 100.

Data 3 12 11 89 23 1 80 34
• It separates the bottom j% of data from the top
(100-j)%. Frequency
5 1 14 10 55 6 7 33
• It is denoted by Pj
Find the 80th percentile.
Now, let us study about jth percentile. It is the value in the data set that is between zero to one hundred. It Consider this data set. Using this, find the eightieth percentile.
separates the bottom j percent of data from the top one hundred minus j percent. It is also denoted by P sub j.
1827 1828

Find the position of P80 in the arranged data set using:

Arrange the values of the data set in increasing order.
𝑗
Data 1 3 11 12 23 34 80 89 𝐿 = 100 ∙ (𝑛 + 1)
where N = total no. of data

j = percentile value of interest
In finding the 80th percentile, the first step is to arrange the values of the data set in increasing order. Second, find the position of P sub j in the arranged data set using the formula L is equal to j over one hundred
times N plus one, where N is the total number of data and j is the percentile value we are trying to find.
1829 1830
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Data 1 3 11 12 23 34 80 89 Total
Frequency 6 5 14 1 55 33 7 10 131
If the obtained value of L is not a whole number, we

j need to interpolate.
L= xN
100 A. Get the difference between the first score and
80 the second score.
L= x (131+1)
100 B. Multiply the difference by the decimal value.
L = 0.8 x 132 C. Add the product to the first score.
L = 105.6
In our example, the total number of frequencies of data is one hundred thirty and the percentile value of interest Note that if the obtained value of L is not a whole number, we need to interpolate. First, get the difference
is eighty. We substitute these values to the formula, and we will get one hundred five point six as the value of L. between the first score and the second score. Second, multiply the difference by the decimal value. Third, add
the product to the first score.
1831 1832

Data 1 3 11 12 23 34 80 89 Total
Frequency 6 5 14 1 55 33 7 10 131
Determine the percentile. L = 105.6 8, 6, 9, 8, 5, 6, 7, 9, 10, 7, 5, 6, 8, 5, 7

𝐿+1 −𝐿
34 − 34 = 0 Find the third quartile (𝑄3 ).
𝑃80 = 34
0 ∙ 0.6 = 0
34 + 0 = 34
The third step is for determining the percentile. To find the 105 point 6 position, add the frequencies. The Let us have another example. Given the following data, find the third quartile.
location of 105 point six is in the data of 34. therefore, the 80th percentile is 34.
1833 1834

Arrange the values of the data set in increasing order.

5 5 5 6 6 6 7 7 7 8 8 8 9 9 10
5 5 5 6 6 6 7 7 7 8 8 8 9 9 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
𝑄3 = 𝑃75 75 Determine the 12th position..

𝐿= ∙ (15 + 1)
100
𝑄3 = 8
𝐿 = 12
First, arrange the data in increasing order. Second, compute the position of the third quartile. Note that third Third, determine the 12th position. The data in the 12th position is eight. Therefore, the third quartile in the given
quartile is equal to 75th percentile. The computed position is twelve. set of data is eight.
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Math 10 M10SP-IVb-1 Math 10 M10SP-IVc-1

Calculating a Specified Measure of Position of a Set of Data Interpreting Measures of Position
Interpreting Measures of Position

Steps in calculating a specified measure of position.
Step 1: Step 2: Step 3:

Arrange the data Compute for the Determine the
in increasing position of the computed
order. data. position in the
data.
Summary. Here are the steps in calculating a specified measure of position. Hi! Our topic is about interpreting measures of position. Let’s begin.
1837 1838

Interpreting Measures of Position Interpreting Measures of Position
Percentile
• Percentile indicates the location of a score in a set of observations.
• The set of observations (scores) are divide into 100 equal parts.
Mark scored at the 60th percentile on their Long Exam in Math.
𝑷𝟏 , 𝑷𝟐 , 𝑷𝟑 , 𝑷𝟒 , 𝑷𝟓 , … , 𝑷𝟗𝟗
Quartiles Deciles
• The set of observations (scores) • The set of observations (scores)
are divide into 4 equal parts. are divide into 10 equal parts. Mark scored better than the 60% of his classmates.
𝑸𝟏 , 𝑸𝟐 , 𝑸𝟑 , 𝑸𝟒 𝑫𝟏 , 𝑫𝟐 , 𝑫𝟑 , 𝑫𝟒 , 𝑫𝟓 , 𝑫𝟔 , 𝑫𝟕 , 𝑫𝟖 , 𝑫𝟗 , 𝑫𝟏𝟎
Percentile indicates the location of a score in a set of observations. Percentile divides the set of observations Let us have an example. Mark scored at the 60th percentile on their Long Exam in Math. Let us interpret Mark’s
into one hundred equal parts. Along with percentile are quartile and decile. Quartile divides the set of score. Being in the 60th percentile does not mean that Mark got 60 percent correct answer on the Exam. It
observation into four equal parts while decile divides the set of observations into ten equal parts. means that Mark scored better than the 60 percent of his classmates who took the exam.
1839 1840

Quartiles
𝑸𝟏 = 25th Percentile
The 25th percentile of the score in the Long Exam is 70. 𝑸𝟐 = 50th Percentile
𝑸𝟑 = 75th Percentile
It means that 25% of the scores in the Long Exam lies Deciles
𝑫𝟏 = 10th Percentile 𝑫𝟔 = 60th Percentile
below 70. 𝑫𝟐 = 20th Percentile 𝑫𝟕 = 70th Percentile
𝑫𝟑 = 30th Percentile 𝑫𝟖 = 80th Percentile
Or, 25% of the students who took the exam got a score 𝑫𝟒 = 40th Percentile 𝑫𝟗 = 90th Percentile
below 70. 𝑫𝟓 = 50th Percentile
Let us have another example. The 25th percentile of the score in the Long Exam is 70. What does it mean? It Here are the conversion of quartiles and deciles into a percentile.
means that twenty-five percent of the scores in the long exam lies below 70. We can also say, that twenty-five
percent of the students who took the exam got a score below seventy.
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The following are the Math scores of 15 students in their Long Exam. The following are the Math scores of 15 students in their Long Exam.
80, 83, 84, 85, 86, 86, 87, 88, 90, 91, 92, 95, 96, 99, 100 80, 83, 84, 85, 86, 86, 87, 88, 90, 91, 92, 95, 96, 99, 100
A) 𝑸𝟐 = 𝟖𝟖 𝑸𝟐 = 50th percentile
A) 𝑸𝟐 = 𝟖𝟖 B) 𝑫𝟓 = 𝟖𝟖 50% of the scores lies below 88.
Let us have an example. The following are the Math scores of fifteen students in their long exam. Interpret the Remember that second quartile is equal to the 50th percentile, it also denotes the median. Therefore, 50% of
following: a) the computed third quartile is eighty-eight and b) the computed fifth decile is eighty-eight. the scores lies below eighty-eight.
1843 1844

The following are the Math scores of 15 students in their Long Exam.
80, 83, 84, 85, 86, 86, 87, 88, 90, 91, 92, 95, 96, 99, 100 The percentile of scores of the students who took the entrance exam
at MLA University are the following:
B) 𝑫𝟓 = 𝟖𝟖 𝑫𝟓 = 50th percentile A) 25th percentile score is 452.

B) 40th percentile score is 550.
50% of the scores lies below 88.
The fifth decile is also equal to 50th percentile. Therefore, 50 percent of the scores lies below eighty-eight. For our example, the percentile of scores of the students who took the entrance exam at MLA University are the
following: a) the 25th percentile is 452 and b) the 40th percentile score is 550.
1845 1846

The percentile of scores of the students who took the entrance exam The percentile of scores of the students who took the entrance exam
at MLA University are the following: at MLA University are the following:
A) 25th percentile score is 452. B) 40th percentile score is 550.
Twenty-five percent of the Seventy-five percent of the Forty percent of the Sixty percent of the
students who took the students who took the students who took the students who took the
exam scored 452 or below. exam scored above 452. exam scored 550 or below. exam scored above 550.
For letter A, it means that 25 percent of the students who took the exam scored 452 or below. While 75 percent For letter B, it means that 40 percent of the students who took the exam scored 550 or below. While 60 percent
of them scored above 452. of them scored above 550.
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Math 10 M10SP-IVc-1 Math 10 M10SP-IVd-e-1

Interpreting Measures of Position Solving Problems Involving Measures of Position
Solving Problems Involving Measures of

Position
In interpreting the given percentile we can separate the
top group from the bottom group.
Percentile also tells us the percentage of the score which

is higher or better than the rest of the group.
In interpreting the given percentile we can separate the top group from the bottom group. Percentile also tells Hi! Our topic is about solving problems involving measures of position. Let’s begin.
us the percentage of the score which is higher or better than the rest of the group.
1849 1850

Solving Problems Involving Measures of Position Solving Problems Involving Measures of Position
Steps
1. Arrange the data in increasing order. The following are the Math scores of 15 students in their Long Exam.
2. Compute the position using the formula,
𝑃
𝐿= ∙ (𝑛 + 1) 88 84 96 91 87 86 95 92 91 80 84 83 86 90 99
100
3. Locate the obtained value of position on the data.
4. If the obtained value of the position is not a whole number, we A. Find the 75th percentile.
need to interpolate. B. Find the 3rd decile.
A. Get the difference between the first score and the second
score.
C. Find the 2nd quartile.
B. Multiply the difference by the decimal value.
C. Add the product to the first score.
Here are the steps in finding the location of the measures of position. Let us have an example. The following are the Math scores of fifteen students in their long exam. Find the a)
75th percentile, b) 3rd decile, and c) 2nd quartile.
1851 1852

80 83 84 84 86 86 87 88 90 91 91 92 95 96 99 80 83 84 84 86 86 87 88 90 91 91 92 95 96 99
1 2 3 4 5 6 7 8 9 10 11 12
A. Find the 75th percentile. A. Find the 75th percentile.
𝟕𝟓 𝟕𝟓
𝑳= ∙ 𝟏𝟓 + 𝟏 = 𝟏𝟐 𝑳= ∙ 𝟏𝟓 + 𝟏 = 𝟏𝟐
𝟏𝟎𝟎 𝟏𝟎𝟎
Therefore, 75% of the score in the Long exam lies below 92.
First, let us arrange the scores from lowest to highest. Next, compute for the position of the 75 th percentile in Now, we will see what score is in the 12th position. The score that is on the 12th position is 92. Therefore, the
the data that we arranged. Using the formula, seventy-five divided by one hundred times quantity fifteen plus 75th percentile of the score is 92. It means that, seventy-five percent of the score in the long exam lies below
one, we will get twelve. 92.
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80 83 84 84 86 86 87 88 90 91 91 92 95 96 99 80 83 84 84 86 86 87 88 90 91 91 92 95 96 99
1 2 3 4 5
B. Find the 3rd decile. 𝑫𝟑 = 30th percentile B. Find the 3rd decile. 𝑫𝟑 = 30th percentile
𝟑𝟎 𝟖𝟔 − 𝟖𝟒 = 𝟐
𝑳= ∙ 𝟏𝟓 + 𝟏 = 𝟒. 𝟖 𝟐 × 𝟎. 𝟖 = 𝟏. 𝟔
𝟏𝟎𝟎
𝟖𝟒 + 𝟏. 𝟔 = 𝟖𝟓. 𝟔
For letter B, let us find the third decile. The third decile is equal to 30th percentile. To compute for the location of Four point eight is between four and five, so we will look for the scores located in the fourth and fifth position.
the score, we have thirty divided one hundred times quantity fifteen plus one is equal to four point eight. Take These are eighty-four and eighty-six. Subtract eighty-four from eighty-six, we have two. Multiply the difference
note that it is not a whole number, so we have to interpolate. to the decimal point, two times zero point eight, we have one point six. Add the product to the score which is in
the lower position, eighty-four plus one point six is equal to eighty-five point six.
1855 1856

80 83 84 84 86 86 87 88 90 91 91 92 95 96 99 80 83 84 84 86 86 87 88 90 91 91 92 95 96 99
1 2 3 4 5
B. Find the 3rd decile. 𝑫𝟑 = 30th percentile C. Find the 2nd quartile. 𝑸𝟐 = 50th percentile
The 30th percentile of the scores is 85.6. 𝟓𝟎

𝑳= ∙ 𝟏𝟓 + 𝟏 = 𝟖
𝟏𝟎𝟎
Therefore, 30% of the score in the Long exam lies
below 85.6.
The 30th percentile of the scores is 85.6. Therefore, the thirty percent of the score in the long exam lies below For letter C, let us find the second quartile. The second quartile is also equal to 50 th percentile. Compute for
85.6. the position of the 50th percentile on the scores, fifty divided by one hundred times quantity sixteen is equal to
eight.
1857 1858

The following are the Math scores of 15 students in their Long Exam.
80 83 84 84 86 86 87 88 90 91 91 92 95 96 99
1 2 3 4 5 6 7 8
The height (in centimeters) of 12 students is recorded below:
C. Find the 2nd quartile. 𝑸𝟐 = 50th percentile 125 111 135 124 160 133 145 140 122 138 150 128
A. Find 𝑷𝟖𝟎 .
B. Find 𝑫𝟓 .
Therefore, 50% of the scores in the Long exam lies below 88. C. Find 𝑸𝟏 .
The score that is in the eight position is eighty-eight. The 50th percentile is eighty-eight. Therefore, we can say Let us have another example. The height in centimeters of twelve students is recorded below. Find the a) 80 th
that fifty percent of the scores in the long exam lies below eighty-eight. percentile, b) 5th decile, and c) 1st quartile.
1859 1860
310
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The height (in centimeters) of 12 students is recorded below: The height (in centimeters) of 12 students is recorded below:
111 122 124 125 128 133 135 138 140 145 150 160 111 122 124 125 128 133 135 138 140 145 150 160
1 2 3 4 5 6 7 8 9 10 11
A. Find 𝑷𝟖𝟎 . A. Find 𝑷𝟖𝟎 . 𝑳 = 𝟏𝟎. 𝟒

𝟏𝟓𝟎 − 𝟏𝟒𝟓 = 𝟓
𝟖𝟎 𝟓 × 𝟎. 𝟒 = 𝟐
𝑳= ∙ 𝟏𝟐 + 𝟏 = 𝟏𝟎. 𝟒
𝟏𝟎𝟎 𝟏𝟒𝟓 + 𝟐 = 𝟏𝟒𝟕
Therefore, 80% of the height of the students falls below 147 cm.
First, let us arrange the data in increasing order. Next, we will find the position of the 80 th percentile. Eighty Let us know the tenth and eleventh values. We have 145 and 150. Subtract 145 from 150, we have five.
divided by one hundred times quantity twelve plus one is equal to ten point four. We get an answer with a Multiply five by the decimal value zero point four, we have two. Add the product to 145, we have 147.
decimal value. Therefore, the 80th percentile is 147. It means that eighty percent of the height of the students falls below 147
centimeters.
1861 1862

111 122 124 125 128 133 135 138 140 145 150 160 111 122 124 125 128 133 135 138 140 145 150 160
1 2 3 4 5 6 7
B. Find 𝑫𝟓 . 𝑫𝟓 = 50th percentile B. Find 𝑫𝟓 .

𝟏𝟑𝟓 − 𝟏𝟑𝟑 = 𝟐
𝟓𝟎 𝟐 × 𝟎. 𝟓 = 𝟏
𝑳= ∙ 𝟏𝟐 + 𝟏 = 𝟔. 𝟓
𝟏𝟎𝟎 𝟏𝟑𝟑 + 𝟏 = 𝟏𝟑𝟒
Therefore, 50% of the height of the students falls below 134 cm.
For letter B, we will find the position of fifth decile or 50 th percentile. Fifty divided by one hundred times quantity The values that are in the sixth and seventh location are 133 and 134, respectively. Computing for the fifth
twelve plus one is equal to six point five. decile or 50th percentile, we have 134. Therefore, fifty percent of the height of the students falls below 134
centimeters.
1863 1864

111 122 124 125 128 133 135 138 140 145 150 160 111 122 124 125 128 133 135 138 140 145 150 160
1 2 3 4
C. Find 𝑸𝟏 . 𝑸𝟏 = 25th percentile C. Find 𝑸𝟏 . 𝑳 = 𝟑. 𝟐𝟓

𝟏𝟐𝟓 − 𝟏𝟐𝟒 = 𝟏
𝟐𝟓 𝟏 × 𝟎. 𝟐𝟓 = 𝟎. 𝟐𝟓
𝑳= ∙ 𝟏𝟐 + 𝟏 = 𝟑. 𝟐𝟓
𝟏𝟎𝟎 𝟏𝟐𝟒 + 𝟎. 𝟐𝟓 = 𝟏𝟐𝟒. 𝟐𝟓
Therefore, 25% of the height of the students falls below
124.25 cm.
For letter C, we will find the location of first quartile or 25th percentile. Twenty-five divided by one hundred times The values that are in the third and fourth position are 124 and 125, respectively. Computing for the first quartile
quantity twelve plus one is equal to three point twenty-five. or 25th percentile, we have 124.25. Therefore, twenty-five percent of the height of the students falls below
124.25 centimeters.
1865 1866
311
25/01/2022
Math 10 M10SP-IVd-e-1 Math 10 M10SP-IVf-g-1

Solving Problems Involving Measures of Position Formulating Statistical Mini-Research
Formulating Statistical Mini-Research
1. Arrange the data in increasing order.

2. Compute for the position.
3. Locate the obtained value of position in the data.
Summary. When solving problems involving a measure of position, here are the steps to consider. First, Hi! Our topic is about formulating statistical mini-research. Let’s begin.
arrange the data in increasing order. Second, compute for the position. Third, locate the obtained value
position in the data.
1867 1868

Formulating Statistical Mini-Research Formulating Statistical Mini-Research
Statistical Steps: Plan

Plan the questions to be asked in order to gather a
1. Plan statistical data.
2. Collect
3. Process • Objective
4. Discuss • Population
• Variables
• Study Design
In order to accomplish a statistical mini-research, we need to consider these four statistical steps. First, we need Plan the questions to be asked in order to gather a statistical data. Here are the things to consider: First, What
to plan. Second, we need to collect data. Third, we need to process. Fourth, we need to discuss. is the objective of the research? Second, Who are the population? Third, What are the variables? Fourth,
What is the study design?
1869 1870

Collect Data
1. Census
2. Sample Survey We should avoid collecting biased data. It is obtained when from
3. Controlled Experiment the beginning of the collection process, we already have expected
results in mind.
4. Observational Study
Data collection procedures are important when conducting a research to ensure the validity of the conclusion We should avoid collecting biased data. It is obtained when from the beginning of the collection process, we
and the relationship between the variables being examined. We can collect data by the census, sample survey, already have expected results in mind.
controlled experiment, and observational study.
1871 1872
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Process Discuss
Organize and summarize the data collected. We can We need to interpret the results. In interpreting, we need
present the data collected graphically or numerically. to use the different statistical methods that we know.
• Graph • measures of position
• Table • measures of central tendency
• Histogram
Organize and summarize the data collected. We can present the data collected graphically or numerically. We need to interpret the results. In interpreting, we need to use the different statistical methods that we know.
Examples are measures of position and measures of central tendency.
1873 1874

Census Experiment
Regina wants to determine if there is an effect on junior high school

The Department of Education would like to conduct a study regarding students academic performance when watching 3 or more hours of
the K-12 curriculum. TV after school.
• The objective is to evaluate the implementation of the • In this study, the best study design that she can do is to monitor
curriculum. the grades of randomly selected students. They will be divided
• The population is all the principal in urban school districts. into two groups: those who watch TV for 3 hours or under and
those who watch TV over 3 hours.
Let us have some examples. First, “The Department of Education would like to conduct a study regarding the Second example, “Regina wants to determine if there is an effect on junior high school students academic
K-12 curriculum.” performance when watching 3 or more hours of TV after school.”
1875 1876

Allan’s group decided to study the effect on blood pressure of

A study that an insurance company wants to conduct will
drinking 3 or more cups of caffeinated coffee per day.
determine the percentage of neurologists who had been sued
for malpractice for the past 8 years.
• The variables are the blood pressure and the number of
cups of coffee.
Third example, “Allan’s group decided to study the effect on blood pressure of drinking 3 or more cups of Fourth example, “A study that an insurance company wants to conduct will determine the percentage of
caffeinated coffee per day.” neurologists who had been sued for malpractice for the past eight years.”
1877 1878
313
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Math 10 M10SP-IVf-g-1 Math 10 M10SP-IVh-j-1

Formulating Statistical Mini-Research Using Appropriate Measures of Position and other Statistical Methods in Analyzing and Interpreting Research Data
Using Appropriate Measures of Position

and other Statistical Methods in
Plan Analyzing and Interpreting Research
Data
Collect data
Statistical Mini-
Research Process
Discuss
Summary. Here are the four statistical steps that we can follow when we formulate a statistical mini-research. Hi! Our topic is about using appropriate measures of position and other statistical methods in analyzing and
Plan. Collect Data. Process. Discuss. interpreting research data. Let’s begin.
1879 1880
Math 10 M10SP-IVh-j-1 Math 10 M10SP-IVh-j-1

Using Appropriate Measures of Position and other Statistical Methods in Analyzing and Interpreting Research Data Using Appropriate Measures of Position and other Statistical Methods in Analyzing and Interpreting Research Data
Height (in inches) of Grade 8 Students

55 56 56 56 58 58 58 59 59 59
Height (in inches) of Grade 8 Students 60 61 62 62 62 63 63 63 64 64
65 65 65 65 65 65 65 65 66 66
55 56 56 56 58 58 58 59 59 59 66 66 66 66 67 67 68 68 68 69
60 61 62 62 62 63 63 63 64 64 69 69 70 70 70 70 70 71 72 72
65 65 65 65 65 65 65 65 66 66
66 66 66 66 67 67 68 68 68 69 𝑷𝟓𝟎 = 𝟔𝟓
69 69 70 70 70 70 70 71 72 72
50% of the students has a height that falls below 65
inches.
The table shows the lists of height in inches of fifty grade 8 students in a middle school. The number of data is If we want to know in what height does the half of Grade 8 students falls, we must use percentile. Using the
only fifty. In this example, we can use percentile, decile, and quartile to interpret the data. formula for the 50th percentile, we can conclude that fifty percent of the Grade 8 students have a height that falls
below 65 inches.
1881 1882

Height (in inches) of Grade 8 Students Height (in inches) of Grade 8 Students
55 56 56 56 58 58 58 59 59 59 55 56 56 56 58 58 58 59 59 59
60 61 62 62 62 63 63 63 64 64 60 61 62 62 62 63 63 63 64 64
65 65 65 65 65 65 65 65 66 66 65 65 65 65 65 65 65 65 66 66
66 66 66 66 67 67 68 68 68 69 66 66 66 66 67 67 68 68 68 69
69 69 70 70 70 70 70 71 72 72 69 69 70 70 70 70 70 71 72 72
𝑸𝟑 = 𝟔𝟖 𝑫𝟑 = 𝟔𝟐. 𝟑
The 25% of the tallest students have height that is above The 30% of the shortest students have height that falls
68 inches. below 62 inches.
We want to know the 25 percent of the students which are tallest among the group. Using the formula for the We want to know the 30 percent of the students which are shortest among the group. Using the formula for the
third quartile, we can conclude that twenty-five percent of the tallest students have a height that is above 68 third decile, we can conclude that thirty percent of the shortest students have a height that falls below 62 inches.
inches.
1883 1884
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Five-Number Summary Scores of 50 students in a Social studies Quiz
1 0 0 1
1 2 2 3 3 3
• Minimum
1 4 4 4 4 4 4 5 5 5
• 𝑸𝟏
1 6 7 7 7
• Median
1 8 9 9 9
• 𝑸𝟑
2 0 0 1 1 1
• Maximum
2 2 3
2 4 4 5 5 5
2 6 6 6 7 7
2 8 8 8 8 8 9 9 9
In analyzing the data, we usually use the five-number summary. It includes the minimum, first quartile, median, Let us have another example. This is a stem and leaf plot of the scores of fifty students in a Social Studies Quiz.
third quartile, and maximum.
1885 1886

Scores of 50 students in a Social studies Quiz

Minimum = 10 Minimum = 10
Mean > Median
𝑸𝟏 = 14 𝑸𝟏 = 14
𝑄3 − median = 26 – 19.5 = 6.5
Median = 19.5 Median = 19.5
median − 𝑄1 = 19.5 – 14 = 5.5
𝑸𝟑 = 26 𝑸𝟑 = 26
Maximum = 29 Maximum = 29
Using the five-number summary test, we will have the following result. The minimum is ten, since it is the lowest Based on the result, we can say that the mean is greater than the median since the difference between the third
score. The first quartile is fourteen. The median is nineteen point five. The third quartile is 26. And the maximum quartile and the median is greater than the difference between the median and the first quartile. Note that the
is twenty-nine, the highest score. mean is the numerical average of the data values.
1887 1888

Scores of 200 students who took the entrance exam. Scores of 200 students who took the entrance exam.
The table shows the score of 200 students who took the entrance exam. We need to add a cumulative frequency column on the table. Cumulative frequency table is best used when we
are considering the proportion of data within specified intervals. Specially when reading where the 50% of the
data falls.
1889 1890
315
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Scores of 200 students who took the entrance exam.
𝑷𝟓𝟎 = 𝟗𝟓. 𝟓
• In analyzing and interpreting research data, we can

Fifty-percent of the use the five-number summary (minimum, 𝑄1 , median,
scores in the 𝑄3 , maximum).
entrance exam falls
below 95.5. • Percentile is best used when the data is presented in a
cumulative frequency table.
The appropriate measure of position to use to know where 50% of score falls is percentile. After some Summary. In analyzing and interpreting research data, we can use the five-number summary: minimum, first
computation, fifty percent of the scores in the entrance exam falls below 95.5. quartile, median, third quartile, and maximum. Percentile is best used when the data is presented in a
cumulative frequency table.
1891 1892
Computer Simulation
(currently not in the curriculum)
Mathematics See sample PISA Adapted Released Item

Computer Simulation
1893 1894
MATHEMATICS ? MATHEMATICS ?
Savings Simulation Savings Simulation
Introduction SAVINGS SIMULATION Introduction SAVINGS SIMULATION
Read the introduction. Then click on the NEXT arrow. Sizwe and her parents are discussing how best to save money to support her Using the simulator involves two steps: Step 1: Select what you want to simulate:
expenses when she starts college. They have identified an online saving simulation
application that allows them to explore different ways in which they can achieve the 1. Selecting what you want to simulate; and The total amount you will
amount that you willsave
save
outcome they require.
The monthly payment
payment you
you should
shouldmake
make
2. Entering the values of the relevant variables.
The simulation considers four variable: How long will it take
take you
you to
to save
savean
anamount
amount
The simulator allows you to save the details for up to five
●Monthly deposit: the amount of money that the family deposits into the savings simulations at a time. Step 2: Complete the required information using the highlighted arrows:
account every month;
●Savings period: the number of months for which the family makes a monthly Rounded numbers Units Click the Arrows to Adjust the Value
Explore the way that the simulator works then click on
deposit into the savings account; the NEXT arrow. Savings Period: 0 Months
1 10 1 10
●The annual interest rate that the savings account attracts; and
●Total Savings: the total amount that will be saved at the end of the savings period. Monthly Deposit:
10 100 10 100
0 Zeds
The application allow the user to perform three simulations: Annual Interest Rate: 0 % per year
1 10 1 10
●Total Savings: the total savings that will accumulate if the monthly deposit, interest 100 1000 100 1000
Total Savings: 0 Zeds
rate and savings period are known;
●Monthly deposit: the monthly deposit that is needed to achieve a desired total CALCULATE CLEAR
savings over a given time period and interest rate; and
●Savings period: the total period (number of months) that is needed to achieve a SAVE DATA CLEAR DATA
desired total savings for a given monthly deposit and interest rate.
Simulation Savings Period Monthly Deposit Annual Interest Total Savings
# (Months) (Zeds) Rate (%) (Zeds)
1 0 0 0 0
2 0 0 0 0
3 0 0 0 0
4 0 0 0 0
Copyright 2016-2022 Frontlearners, Inc. All rights reserved. Some texts on these slides were copied from the DepEd
5 0 0 0 0
Copyright 2016-2022 Frontlearners, Inc. All rights reserved. Some texts on these slides were copied from the DepEd
views licensed
member Speech LLC
countries. This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed in this adaptation are the sole responsibility of the author or authors ofK-12 Curriculumand
views licensed
member Speech LLC
countries.
Source: OECD. (2018). PISA 2021 Mathematics Framework (Draft). Downloaded from https://www.oecd.org/pisa/sitedocument/PISA-2021-mathematics-framework.pdf. Source: OECD. (2018). PISA 2021 Mathematics Framework (Draft). Downloaded from https://www.oecd.org/pisa/sitedocument/PISA-2021-mathematics-framework.pdf.
1895 1896
316
25/01/2022
MATHEMATICS ?
Performing Two or More Different Operations on Whole Numbers With or Without Exponents and Grouping Symbols
Savings Simulation
Question 1/3 SAVINGS SIMULATION
Use the simulator to calculate the unknown amount Step 1: Select what you want to simulate:
in each situation.
The total amount you will
amount that you willsave
save
1.How many Zeds will Sizwe save altogether if she: The monthly payment you
monthly payment you should
shouldmake
make
●Deposited 60 Zeds per month, How long will it take
take you
you to
to save
savean
anamount
amount
●For a period of 48 months,
●At an annual interest rate of 4%. Step 2: Complete the required information using the highlighted arrows:
Enter you answer here
Rounded numbers Units Click the Arrows to Adjust the Value
1 10 1 10
Savings Period: 0 Months
1.How many Zeds must Sizwe deposit every month

if she:
Monthly Deposit: 0 Zeds
10
1
100
10
10
1
100
10
Thank you!
●Wants to save 4,000 Zeds, Annual Interest Rate: 0 % per year
●Over a period of 36 months, 100 1000 100 1000
●At an annual interest rate of 8%. Total Savings: 0 Zeds
Enter you answer here CALCULATE CLEAR
SAVE DATA CLEAR DATA

Simulation Savings Period Monthly Deposit Annual Interest Total Savings
1.How long (in months) will it take Sizwe to: # (Months) (Zeds) Rate (%) (Zeds)
●Save 6,000 Zeds,
●If she deposits 100 Zeds per month, 1 0 0 0 0
●At an annual interest rate of 10%. 2 0 0 0 0
This is the end of the presentation. Thank you.
Enter you answer here 3 0 0 0 0
4 0 0 0 0
5 0 0 0 0
views licensed
member Speech LLC
countries. K-12 Curriculum Guide. Contains AT&T Natural Voices text to speech technology licensed from Wizzard Speech LLC
Source: OECD. (2018). PISA 2021 Mathematics Framework (Draft). Downloaded from https://www.oecd.org/pisa/sitedocument/PISA-2021-mathematics-framework.pdf.
1897 1898
317

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25/01/2022

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Representing and Explaining MDAS MEANING OF MDAS

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ii-61.1

Math 4 M4NS-Ii-61.1 Math 4 M4NS-Ij-62.1

Performing a Series of Two or More

Math 4 M4NS-Ij-62.1 Math 4 M4NS-Ij-62.1

Math 4 M4NS-Ij-62.1 Math 4 M4NS-Ij-62.1

(41 + 4 × 8) – 31 = ? (41 + 32) – 31 = ?

Math 4 M4NS-Ij-62.1 Math 4 M4NS-Ij-62.1

Math 4 M4NS-Ij-62.1 Math 4 M4NS-Ij-62.1

(((41 + 13) ÷ 3) × 4) – 21 = ? ((54 ÷ 3) × 4) – 21 = ?

Math 4 M4NS-Ij-62.1 Math 4 M4NS-Ij-62.1

Math 4 M4NS-Ij-62.1 Math 5 M5NS-Ic-61.2

Stating, Explaining, and Interpreting

✓ Perform the operations inside the parenthesis first before the

Math 5 M5NS-Ic-61.2 Math 5 M5NS-Ic-61.2

Math 5 M5NS-Ic-61.2 Math 5 M5NS-Ic-61.2

We use PMDAS or GMDAS in solving Parenthesis/Grouping

Math 5 M5NS-Ic-61.2 Math 5 M5NS-Ic-61.2

Math 5 M5NS-Ic-61.2 Math 5 M5NS-Ic-61.2

Math 5 M5NS-Ic-61.2 Math 5 M5NS-Id-62.2

Simplifying a Series of Operations on

Math 5 M5NS-Id-62.2 Math 5 M5NS-Id-62.2

(325 – (1000 ÷ 5)) × (1 + (5 – 4)) (325 – (1000 ÷ 5)) × (1 + (5 – 4))

Math 5 M5NS-Id-62.2 Math 5 M5NS-Id-62.2

(325 – (1000 ÷ 5)) × (1 + (5 – 4))

Math 5 M5NS-Id-62.2 Math 5 M5NS-Id-62.2

((25 × (25 – 5 + 12)) ÷ 5) – 39 ((25 × (25 – 5 + 12)) ÷ 5) – 39

Math 5 M5NS-Id-62.2 Math 5 M5NS-Id-62.2

((25 × (25 – 5 + 12)) ÷ 5) – 39

Math 6 M6NS-IIf-148 Math 6 M6NS-IIf-148

Math 6 M6NS-IIf-148 Math 6 M6NS-IIf-148

Math 6 M6NS-IIf-148 Math 6 M6NS-IIf-148

Exponents Multiplication and Division

Math 6 M6NS-IIf-148 Math 6 M6NS-IIf-148

Addition and Subtraction

Math 6 M6NS-IIf-148 Math 6 M6NS-IIf-148

(82 + 2) ÷ [62 ÷ (6 × 1)] + 4 – 1 × 5 (82 + 2) ÷ [62 ÷ (6 × 1)] + 4 – 1 × 5

Math 6 M6NS-IIf-148 Math 6 M6NS-IIf-148

✓ The order of operations when solving numerical problems

✓ We perform operations from left to right if all the groupings

Math 6 M6NS-IIf-149 Math 6 M6NS-IIf-149

Math 6 M6NS-IIf-149 Math 6 M6NS-IIf-149

Math 6 M6NS-IIf-149 Math 6 M6NS-IIf-149

(42 – 25 ÷ 5)2 + 2 (42 – 25 ÷ 5)2 + 2

Math 6 M6NS-IIf-149 Math 6 M6NS-IIf-149

PERFORMING OPERATIONS WITH EXPONENTS AND GROUPING

(16 – 5)2 + 2 ✓ In performing operations without exponents and

Math 7 M7NS-Ic-1 Math 7 M7NS-Ic-1

Math 7 M7NS-Ic-1 Math 7 M7NS-Ic-1

Absolute Value Absolute Value

Math 7 M7NS-Ic-1 Math 7 M7NS-Ic-1

Absolute Value Absolute Value

Math 7 M7NS-Ic-1 Math 7 M7NS-Ic-1

3) -|21| = 21 6) -|-4084| = -4084

Math 7 M7NS-Ic-d-1 Math 7 M7NS-Ic-d-1

It includes the positive numbers (1, 2, 3, …), the negative