Las Math 7 N 10

Republic of the Philippines
Department of Education
REGION VII CENTRAL VISAYAS
CITY OF NAGA DIVISION
TAGJAGUIMIT NATIONAL HIGH SCHOOL
TAGJAGUIMIT, CITY OF NAGA, CEBU
LEARNING ACTIVITY IN MATH 10
Name: ______________________________ Section: _____________ Score: _______
Activity Title: Synthetic Division of Polynomials
Learning Target: To divide polynomials using synthetic division.
Synthetic Division is a process of division for polynomials in one
variable where the divisor is of the form (𝒙 − 𝒄).
Example: Divide the polynomial 2𝑥3 − 9𝑥2 + 13𝑥 − 12 by (𝑥 − 3)
Solution:
First, write the coefficients of the power of 𝑥 in the dividend as
2, −9, 13, and 12. Write the value of 𝑐 = 3 to the left of the
coefficients, then follow the steps given below.
3 2 -9 13 -12
6 -9 12
2 -3 4 0
Step 1: Bring down 2. Multiply by c which, in this case, is equal to 3.

Step 2: 2(𝟑) = 6; then add −9 + 6 = −3
Step 3: −3(𝟑) = −9; then add 13 + (−9) = 4
Step 4: 4(𝟑) = 12; then add −12 + 12 = 0
The numbers 2, −3, and 4 in the bottom row are the coefficients of the quotient in
order of descending powers of 𝑥. We have, 2𝑥2 − 3𝑥 + 4. Thus, = 2𝑥2 − 3𝑥 + 4.
Exercises:
1. Check the answer above by multiplying (2𝑥2 − 3𝑥 + 4) by (𝑥 − 3). See
if you get the original dividend.
2. Use synthetic division to find the quotient and the remainder, if
any, of the following polynomials.
a) (3𝑥3 − 13𝑥2 + 8𝑥 − 16) by (𝑥 − 4)
b) (2𝑥3 − 𝑥2 + 3𝑥 + 12 ) by (𝑥 − 2)
Tagjaguimit National High School

Tagjaguimit, City of Naga, Cebu
Email: tagjaguimitnhs@deped.gov.ph
Name: ______________________________ Section: _____________ Score:
Activity Title: The Remainder Theorem
Learning Target: To apply the remainder theorem.
The Remainder Theorem

If a polynomial (𝒙) is divided by a binomial (𝒙 − 𝒄), then the remainder is
equal to 𝒑(𝒄).
Example: Determine the remainder when (𝑥) = 4𝑥2 − 10𝑥 + 6 is

divided by 𝑥 − 2.
Solution: To determine the remainder, evaluate (𝑥) where 𝑥 = 𝑐 or
simply find 𝑝(𝑐).
Step 1: Solve for 𝑐.

𝑥−𝑐=𝑥−2
𝑐=2
Step 2: Substitute 𝑐 = 2 in (𝑥) = 4𝑥2 − 10𝑥 + 6.
(2) = 4(2)2 − 10(2) + 6
= 4(4) − 20 + 6
=2
Therefore, the remainder of (4𝑥2 − 10𝑥 + 6) ÷ (𝑥 − 2) is 2.
Exercises: Determine the remainder of the given polynomial (𝑥)

divided by the given divisor 𝑥 − 𝑐.
1) 𝑝(𝑥) = 8𝑥3 + 2𝑥2 − 10𝑥 + 9 divided by (𝑥 + 3)
2) p(𝑥) = 2𝑥4 + 10𝑥3 − 20𝑥2 − 40𝑥 + 1 divided by (𝑥 − 4)

Type of Activity: Concept Notes
Activity Title: Translation of Verbal Phrases to Mathematical Phrases and Vice Versa
Learning Competency: The learner translates English phrases to mathematical phrases and vice-versa.
(M7AL-IIc-1)
Learning Target: Present the keywords/terms/clues/meaning and the different symbols of

operations
Translate verbal phrases to mathematical phrases and vice-versa.
References: Lesson 17 Math Grade 7 LG, by Armas page 3-4 Elementary Algebra by Bernabe, page 86-87
Concept Notes:
The language of algebra is composed of numerals, letters to represent unknown numbers and
symbol or signs for the operation. The symbols of operations and relations with their corresponding
meaning are as follows:
Symbol Meaning
+ increased by, addition, plus, added to, the sum of, more than
– Subtraction, minus, decreased by, subtracted from, less than, diminished
by
X, ∙ , () Multiplication, times, multiplied by, of, product of
÷ Division, divided by, ratio of, quotient of
= Equals, is equal to, is
< Is less than
> Is greater than
≤ Is less than or equal to, is at most
≥ Is greater than or equal to, is at least
≠ Is not equal to
Examples:
Translate each verbal phrase into a mathematical phrase.

a) Ten added to twice a number x --------- 10 + 2x
b) A number y multiplied by seven -------- 7y
2a
c) Twice a number a divided by 3 ------- 2 a ÷ 3 or
3

Translate each mathematical phrase to verbal phrase.
a. 5x – 4 four subtracted from the product of five and a number x
b. 3(x + 6)
thrice the sum of a number x and six
c. P = 2 (L + W)
The perimeter (P) of a rectangle is twice the sum of the length (L) and width (W).
Exercises:
A. Match each verbal phrase under Column A to its mathematical phrase under Column B. A letter
may be used more than once.
Column A Column B
_____ 1. The sum of a number and three A. x + 3
_____ 2. Four times a certain number decreased by one B. 3 + 4x
_____ 3. One subtracted from four times a number C. 4 + x
_____ 4. A certain number decreased by two D. x + 4
_____ 5. Four increased by a certain number E. 4x – 1
_____ 6. A certain number decreased by three F. x – 2
_____ 7. Three more than a number G. x – 3
_____ 8. Twice a number decreased by three H. 3 – x
I. 2x – 3
B. Translate the following mathematical phrases and sentences into verbal phrases or sentences.
1. 4 + 3x
2. 6x – 5
3. P = 4s where s is the side of a square
4. V = lwh where l (length), w (width), h (height)


Type of Activity : Concept Notes
Activity Title : OPERATIONS INVOLVING DECIMAL NUMBERS
Learning Competency : The learner performs operations on rational number. (M7NS-If-1)
Learning Target : To add, subtract, multiply and divide rational numbers in decimal form
Reference : Lesson 8 Math Grade 7 LG Gina Guerra and Catherine P. Vistro-Yu, Ed.D. pages 5-6
Elementary Algebra by Bernabe, pages 66-67
In adding and subtracting decimals, arrange the decimal numbers in a column such that the decimal points
are aligned, then add or subtract same with integers.
EXAMPLES: Add: 2.3 + 7.21 Subtract: – 9.6 – (–3.25)
2.3 –9. 6
+ 7. 21 + 3. 25
9. 51 –6. 35
Rules in Multiplying Rational Numbers in Decimal Form
1. Arrange the numbers in a vertical column.
2. Multiply the numbers, as if you are multiplying whole numbers.
3. Starting from the rightmost end of the product, move the decimal point to the left the same number of
places as the sum of the decimal places in the multiplicand and the multiplier.
EXAMPLES:
1) Multiply: 3.24 x 0.56 2) 6.25 x (-8.6)
SOLUTIONS:
3.24 2 decimal places 6.25
x 0.56 2 decimal places x - 8.6
1944 3 750 (Disregard the signs in this process.)
1 620_ 50 00
1.8144 4 decimal places -53.750 (Product is negative since factors
have unlike signs
Rules in Dividing Rational Numbers in Decimal Form
1. If the divisor is a whole number, divide the dividend by the divisor applying the rules of a whole number.
The position of the decimal point is the same as that in the dividend.
2. If the divisor is not a whole number, make the divisor a whole number by moving the decimal point in the
divisor to the rightmost end, making the number seem like a whole number.
3. Move the decimal point in the dividend to the right the same number of places as the decimal point was
moved to make the divisor a whole number.
4. Lastly divide the new dividend by the new divisor.
EXAMPLES : 1. 3.666 ÷ 23.5 2. – 53.75 ÷ 6.25
SOLUTIONS : Replace 3.666 ÷ 23.5 by 36.66 ÷ 235 Replace – 53.75 ÷ 6.25 by – 5375 by 625
where the divisor is a whole number. where the divisor is a whole number.
Apply the long division process. Apply the long division process.
0.156 – 8.6
235 36.660 625 (–) 5375.0 Set aside the sign of the
23 5 5000 dividend in this part.
13 16 3750
11 75 3750
1 410 0
1 410 The sign of the quotient is negative because
0 the dividend and divisor have different signs.
EXERCISES:
A. Perform the indicated operation.
1. 0.77 + 0. 9768 + 0.05301
2. 7.3 – 5.182
3. 1.902 – 21. 36 +8.7
4. – 51.005 – 21. 4591
5. 3.24 ÷ Tagjaguimit,
0.5 City of Naga, Cebu
6. 27.3 x 2.5
7. 53.61 x (–1.02)
8. –12.02 ÷ (–0.004)


Activity Title : ADDITION OF INTEGERS
Learning Competency : The learner performs fundamental operations on integers. (M7NS-Ic-d-1)
Learning Targets : To add integers with like and unlike signs
References : E-math K-12 Edition, Orlando A. Oronce & Marilyn O. Mendoza
A. Addition Using Number Line:

1. Find the sum of 7 and (-3).
On the other line, start from 7 and count 3 units going to the left. Since the sign of 3 is negative.
At what point does it stop?
It stops at point 4; hence, 7 + (-3) = 4
B. Addition Using Signed Tiles:
This is another device that can be used to represent -1 and flexible represents 0.
Recall that a number and its negative cancel each other under the operation of addition. This
means 4 + (-4) = 0, 15 + (-15) = 0
-6 + 2
________________________ _________________________
= +2 or 2 =–4
Rules for Adding Integers:

1. LIKE SIGNS: (+) + (+) or (–) + (–)
Find the sum of their absolute values and use the sign common to both integers.
EXAMPLE: (–9) + (–3) -------- Find the absolute values: |–9| = 9; |–3|=3.
Since the signs are the same, add the absolute values: 9 + 3 = 12.
The addends are both negative. Therefore the sum is negative: –9 + (–3) = –1 2
2. UNLIKE SIGNS (+) + (–) or (–) + (+)
Find the difference of their absolute values and use the sign of the integer with the greater absolute
value.
EXAMPLE: –9 + 6---------- Find the absolute values: |–9| = 9; |6|=6
Since the signs are different, subtract the absolute values: 9 – 6 = 3.
The negative addend has the greater absolute value. Therefore the sum is negative: –9 + 6 = –3
If there are more than two addends in the problem, the first step to do is to combine addends with
same signs and then get the difference of their sums. DO NOT FORGET TO ATTACH THE CORRECT
SIGN TO THE FINAL ANSWER.
EXAMPLE:
31 + 70 + 9 + (-155) = (31 + 70 + 9) + (-155)
= (110) + (-155)
= -45
EXERCISES: Add the following integers.
1. 25 +95
2. (- 30) + (-20)
3. 38 + (-15)
4. (-45) + 20
5. (-65) + (-40) +
Tagjaguimit (-5) High School
National
6. (-7) + 8 +(-21)City
Tagjaguimit, + (10)
of Naga, Cebu
7. 6 +Email:
(-20)tagjaguimitnhs@deped.gov.ph
+ (-12) + 15
8. (-120) + (-35) + (40)


Activity Title : SUBTRACTION OF INTEGERS
Learning Targets : To subtract integers
Reference : Grade VII Math Lesson 4.2
Subtraction is the reverse operation of addition. This means that when we ask “what is 5 minus 2?”
We are also asking “What number do we add to 2 in order to get to 5?”
a. Suppose you want to compute (–4) – 3. You ask “what number must be added to 3 to get –4?
To get from 3 to -4, you need to move 7 units to the left. This is equivalent to adding –7 to 3.
Hence, in order to get –4, –7 must be added to 3. Therefore, (–4) –3 = –7.
b. Compute (–8) – (–12)
To go from –12 to –8, move 4 units to the right, or equivalently, add 4.

Therefore, (–8) – (–12) = 4.
Rule in Subtracting Integers:

In subtracting integers, add the opposite of the subtrahend to the minuend.
a – b = a + (–b)
a – (–b)= a + b
EXAMPLES:
1. 10 – 6 = 10 + (–6) 3. 4 – 9 = 4 + (–9)
=4 = –5
2. –3– (–2) = –3 + 2 4. 2 – (–4) = 2 + 4
= –1 =6
EXERCISES: Find the difference of the following.
1. 53–25
2. (–6) –123
3. (–4) –(–9)
4. 25 – 43
5. (–30) – (–20)
6. (–19) – 2
7. 12 – 29 – 4
8. (–30) –Tagjaguimit,
(–20) – 25City of Naga, Cebu

Activity Title : MULTIPLICATION AND DIVISION OF INTEGERS
Learning Target : To multiply and divide integers
Reference : Grade 7 Math Lesson 4.3
We learned that with whole numbers, multiplication is a repeated addition. For example, 4x3
means three groups of 4. Or putting it into real context, 3 cars with 4 passengers each, how many
passengers in all? Thus, 4 x 3 = 4 + 4 + 4 = 12
We extend this definition to multiplication of a negative integer by a positive integer. Consider the
situation when a boy loses ₱6 for 3 consecutive days. His total loss for three days is (-6) x3. Hence, we could
have (-6) x 3= (-6) + (-6) + (-6) = -18. One number multiplied by another is called a product.
On the other hand, division is the inverse operation of multiplication. It’s defined as multiplication
by a reciprocal. One number divided by another is called a quotient.
In multiplying and dividing integers, the same rules are followed in terms of the sign of the product
or quotient.
EXAMPLES:
MULTIPLICATION DIVISION
2x3=6 8÷4=2
(–2) x (–3) = 6 (–8) ÷ (–4) = 2
(–2) x 3 = –6 (–8) ÷ 4 = –2
2 x (–3) =– 6 8÷ (–4) = –2
Rules in Multiplying/Dividing Integers:
1. If the integers have the same sign, their product/quotient is positive.
2. If the integers have different signs, their product/quotient is negative.
In multiplying/dividing series of integers:
1. The product/quotient is positive if the number of negative integers is even.
2. The product/quotient is negative if the number of negative integers is odd.
EXAMPLES:
Multiply (2)( –3)( –1)(4)( –5) = -120; the sign of the product is negative since there is an odd number
of factors.
Divide (–10 ÷ 2) ÷ (–5) = 1; the sign of the quotient is positive since there is an even number of
negative integers.
EXERCISES:
A. Find the product of the following.
1. (5)(12) 4. (-8)(4)
2. (-10)(-6) 5. (-5)(3)(2)
3. (9)(-7) 6. (-7)(4)(-2)(5)(-6)
B. Find the quotient of the following.
1. 72 (-6)
2. 20 5
3. (-252) 7
4. 18 (-6)
5. (-72) (-8)
6. (-56) (-8)

Type of Activity : Problem Solving
Activity Title : PROBLEM SOLVING INVOLVING ADDITION OF INTEGERS
Learning Targets : To solve problems involving addition of integers
To aid people in problem solving, George Polya created the Polya’s Four Step Problem Solving
Process.
Step 1: Understand the problem. NOTE:
Step 2: Make a plan (translate). In dealing with integers, remember
Step 3: Carry out the plan (solve). the rules and be careful with the sign of the
Step 4: Look back (check and interpret) numbers being operated.
EXAMPLES:
1. Electrons have a charge of – 1. Protons have a charge of +1. The total charge of an atom is the sum
of its electron charges and its proton charges. Find the total charge of an atom with 16 protons and
18 electrons.
SOLUTION:
Represent 16 protons as +16 and 18 electrons as – 18. To find the total charge, add +16 and – 18.
(+16) + (– 18) = –2
Therefore, the total charge of the atom with 16 protons and 18 electrons is –2.
2. A monkey sits on a limb that is 25 ft above the ground. He swings up 10 ft, climbs up 6 ft more then
jumps down 13 ft. How far off the ground is the monkey now?
SOLUTION: Starting from 25 ft above the ground
swings up 10ft may be expressed as +10; climbs up 6 ft may be expressed as +6
jumps down 13 ft may be expressed as – 13
25 + 10 + 6 + (-13) = 28
Therefore, the monkey is now 28 ft far off the ground.
EXERCISES. Solve the problems. Show your solution.
1. In a football game, Team Azcals lost 5 yards in one play but gained 7 yards in the next play. What
was the actual yardage gain of the team?
2. A vendor gained P50.00 on the first day, lost P28.00 on the second day and gained P49.00 on the
third day. How much profit did the vendor gain in 3 days?
3. Mary has P267 000.00 in her checking account. She writes checks and withdraws
P33 000, P65 000, and P112 000. Finally, she deposits P50 000. What is the balance in her account
now?

Type of Activity : Problem Solving
Activity Title : PROBLEM SOLVING INVOLVING SUBTRACTION OF INTEGERS
Learning Targets : To solve problems involving subtraction of integers
EXAMPLES:
1. Find the difference in altitude between a mountain 3 900 feet high and a valley 785 feet below sea
level.
SOLUTION: Land that is below sea level is considered to have negative altitude. Hence, the valley
is said to have an altitude of –785 ft.
So, 3 900 ft – (–785 ft) = 4 684 ft
2. The school’s budget is ₱8 000 000. The school actually spends ₱12 000 000. What is the school’s
deficit?
SOLUTION: ₱8 000 000 – ₱12 000 000 = –₱4 000 000
So, the school’s deficit is ₱4 000 000.
3. The melting points of Mercury, Nitrogen, Lithium, and Sulfur are –39oC, –210 oC, 181 oC,
and 113 oC respectively. What is the difference between the melting point of Lithium and the
melting point of Nitrogen?
SOLUTION: Melting point of Lithium minus Melting point of Nitrogen
181 – (–210) = 391
Therefore, the difference ins 391 C.o
EXERCISES:
1. Pythagoras was born about 582 BC. Isaac Newton was born in 1643 AD. How many years apart were
they born?
2. Kenneth deposited ₱65, 400.00 in his account and withdrew ₱15, 550.00 after a week. After a
month he withdrew ₱12, 500. How much of his money was left in the account?
3. During the Christmas season, the student gov’t association was able to solicit 2, 356 grocery items
and was able to distribute 2, 198 to one barangay, If this group decided to distribute 1, 201 grocery
items to the next barangay, how many more grocery items did they need to solicit?
4. Mt. Everest, the highest elevation in Asia, is 29 028 ft above sea level. The Dead Sea, the lowest
elevation, is 1 312 feet below sea level. What is the difference between these two elevations?


Las Math 7 N 10

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Republic of the Philippines

Step 1: Bring down 2. Multiply by c which, in this case, is equal to 3.

Tagjaguimit National High School

The Remainder Theorem

Example: Determine the remainder when (𝑥) = 4𝑥2 − 10𝑥 + 6 is

Step 1: Solve for 𝑐.

Therefore, the remainder of (4𝑥2 − 10𝑥 + 6) ÷ (𝑥 − 2) is 2.

Exercises: Determine the remainder of the given polynomial (𝑥)

1) 𝑝(𝑥) = 8𝑥3 + 2𝑥2 − 10𝑥 + 9 divided by (𝑥 + 3)

2) p(𝑥) = 2𝑥4 + 10𝑥3 − 20𝑥2 − 40𝑥 + 1 divided by (𝑥 − 4)

Tagjaguimit National High School

Learning Target: Present the keywords/terms/clues/meaning and the different symbols of

X, ∙ , () Multiplication, times, multiplied by, of, product of

÷ Division, divided by, ratio of, quotient of

= Equals, is equal to, is

< Is less than

> Is greater than

≤ Is less than or equal to, is at most

≥ Is greater than or equal to, is at least

Translate each verbal phrase into a mathematical phrase.

Tagjaguimit National High School

Tagjaguimit National High School

LEARNING ACTIVITY IN MATH 7

LEARNING ACTIVITY IN MATH 7

Type of Activity : Concept Notes

A. Addition Using Number Line:

Rules for Adding Integers:

LEARNING ACTIVITY IN MATH 7

Type of Activity : Concept Notes

To go from –12 to –8, move 4 units to the right, or equivalently, add 4.

Rule in Subtracting Integers:

LEARNING ACTIVITY IN MATH 7

LEARNING ACTIVITY IN MATH 7

EXERCISES. Solve the problems. Show your solution.

Tagjaguimit National High School

Tagjaguimit National High School

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