Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY
ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 1 - Approximates the measures of quantities particularly length, weight/mass,
volume, time, angle and temperature and rate.
Measurements should be as accurate and precise as possible. Accuracy pertains to the closeness of
the measurements to the true value while precision refers to the degree to which successive measurements
agree with each other.
However, no matter how accurate the act of measurement is considered an approximate value.
Measuring Length
Length is the term used for identifying the size of an object or distance
from one point to Length is a measure of how long an object is or the distance
between two points. It is used for identifying the size of an object or distance
from one point to another. The length of an object is its extended dimension,
that is, its longest side.
Use the millimeters to measure the small objects like the thickness of a
book, a paper clip or microchips. To measure bigger ones like length of a fork,
a pencil or a book, use only centimeter and to measure longer lengths like
flagpole or a piece of land, use meters. To measure distance between towns, use kilometers.
Measuring Mass
When you want to know how heavy an object is, you are quantifying a
physical attribute of that object called mass. We buy things in cans, jars, and
sachets. Written in these containers are the net weight of the contents. Mass is
the amount of matter an object contains.
Objects like gold ring, a cup of sugar, and a small pack of peanuts are
measured in terms of grams. Heavier measures like the weight of a person and a
sack of rice are expressed in kilograms. Very light objects such as solid medicine
quantity is measured in terms of milligrams.
Measuring Capacity
The volume of a container is the number of a cubic units of space it
encloses. The units of capacity are used to describe how much container will hold.
In the laboratories, the most common device used for measuring
volume of liquid is the graduated cylinder. Most graduated cylinders are calibrated
to the nearest millimeters.
Medicine syrups and soft drink capacities are express in millimeters,
while gasoline and water tanks are given in liters.
“Measuring Temperature
The measure of the hotness and coldness of an object is called
temperature. Gabriel Fahrenheit created the Fahrenheit scale in the early years
of 18th century. He set the freezing point of water at 32 degrees and the boiling
point at 212 degrees.
In the latter part of the 18th century, Anders Celsius, a Swedish
astronomer, devised the Celsius scale. He determined the freezing point as 0
degrees and boiling point as 100 degrees.
There is a limit to how cold something can be. The Kelvin scale is designed to
go to zero at this minimum temperature.
Thermometer are used to measure temperature.

1
 The formula for temperature:
K = 273.15 + C
5 𝐹−32
C = (F -32) or C =
9 1.8
9
F= (C) +32 or F = 1.8 C + 32
5

Convert 27°C to degree Convert 122°F to degree Convert 59°F to K

Farenheit Celsius 𝐹−32 59−32
C= =
1.8 1.8
Solution: Solution: 27
F = 1.8 C + 32 𝐹−32 122−32 C= = 15° C
C= = 1.8
1.8 1.8
F = (1.8 x 27) + 32 90
K = C + 273.15
C= K = 15 + 273.15
F= 48.6 + 32 1.8
80.6°F 50° C K = 288.15 K

Measuring Time
Time is one 80.6°F
of the fundamental quantities of the physical world. It is a period
during which an action or event occurs.
Some of the instruments used in measuring time are the common wristwatch,
pendulum clock, atomic clock, cesium clock, and quartz crystal clock. These are
collectively called chronometers. These instruments are used to measure fractions of
a day. For longer periods of time, the calendar is used.
Measuring Angle
Angles are formed when two rays that are not on the same line meet or
intersect at a common endpoint. A protractor is used for measuring angles.
The common endpoint is called the vertex and the rays are called the side s
of an angle from the latin word angulus which means corner.
revolving ray or terminal side The vertex of the angle is C and the side are rays, CA and CB.
A Angles are named by the vertex, by three letters or by number.
We can name the angle from the left side as C, ACB,
1. The amount of opening between the two sides of an
1 B angle determines its measure. The opening of an angle is
C
stationary ray or initial side measured in terms of degrees, which is the unit for angles.

Illustrative Examples:
Angles are classified according to their measure:
1. Acute Angle – greater than 0° but less than 90°
75° 45°
30°
2. Obtuse Angle – greater than 90° but less than
180° 125° 160°

3. Right Angle – measure is 90°

90°
4. Straight Angle – measure is 180°
180°

5. Reflex Angle – measure is greater than 180°

210°
but less than 360°

2
 To measure the given angle, place the point the protractor on the vertex of the given angle. Place the
zero mark on initial side of the angle. Then read the measure of the angle. It is the degree corresponding to
the terminal side of the angle.
RATE
The rate is the quantity expressed as percent.
𝑷
To solve for the rate: R = x 100% where R= rate, P = Percentage, B= Base
𝑩
Example 1 What percent of 150 is 30?

Rate Base Percentage

𝑷 𝟑𝟎 𝟏
R= x 100% = x 100% = x 100% = 20%
𝑩 𝟏𝟓𝟎 𝟓
Example 2 What percent of 400 is 25?
𝑷 𝟐𝟓 𝟏
R= x 100% = x 100% = x 100% = 6.25%
𝑩 𝟒𝟎𝟎 𝟏𝟔

Activity 1: Determine the most appropriate metric unit to use in expressing the following quantities.
Write your answer in the answer sheet.
1. Length of the book.
2. Distance from Mariveles to Balanga City.
3. Amount of a pail of water.
4. Volume of acid solution in a test tube.
5. Mass of a ring.
Activity 2: Name the appropriate instrument to use in solving each problem.
Write your answer in the answer sheet.
1. Who is heavier: Diane or Carla?
2. What is your waistline?
3. How cold is it inside a refrigerator?
4. How fast can your classmate run the 100m dash?
5. What is the sum of all angles in a triangle?
Activity 3: Choose the best approximation of temperature for the following and write your answer in the
answer sheet.
1. A good day to go to swimming a. 15°C b.32°C c. 80°C
2. A feverish condition a. 29°C b. 38 °C c. 66°C
3. A glass of hot lemon juice a. 10°C b. 5°C c. 40°C
4. Coldest temperature a. -5°C b. 12°F c. 0°C
5. Hottest temperature a. 30°C b. 86°F c. 50°F
Activity 4: Solve each problem. Answer each question and write your answer in the answer sheet.
1. Grandma knitted a scarf for me in 2 weeks. How many days did it take her?
2. Tom rode a hot air balloon across the ocean. He was on the balloon for 3 days how many hours
was he on the balloon?
3. Hunter ran in a track race on Tuesday. He finished in 420 seconds. How many minutes did it take
him to run the race?
4. It takes 1.5 hours to travel from Manila to Davao by plane. If the plane leaves Manila at 12:40 pm,
at what time will it arrive in Davao?
5. If 2016 was a leap year, when will the next leap year?
Activity 5: Classify the angle according to measure between the hands of the clock and write your answer
in the answer sheet.
1. 3:00 2. 1:00 3. 6:00 4. 4:00 5. 9:30
𝑷
Activity 6: Find the rate to complete the table. R = x 100% and write your answer in the answer sheet.
𝑩
Base Percentage Rate
180 90
75 25
160 40
500 100
80 20
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 ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 2 - a) Converts measurements from one unit to another unit in both Metric and
English System. b) Solves problems involving conversion of units of measurement.
A. METRIC SYSTEM
The metric system is an internationally agreed decimal system of measurement created in France
in 1799. The International System of Units (SI), the official system of measurement in almost every
country in the world, is based upon the metric system.
In the metric system, each basic type of measurement (length, weight, capacity) has one basic
unit of measure (meter, gram, liter). Conversions are quickly made by multiplying or dividing by factors
of 10. It is as simple as moving the decimal point to the right (for smaller prefixes) or to the left (for larger
prefixes).
To remember the proper decimal movement, arrange the prefixes from largest to smallest:
The Metric Converter

km hm dam meter dm cm mm
kg hg dag gram dg cg mg
kL hL daL Liter dL cL mL
m3 dm3 cm3
To convert units to another unit using the metric converter, move the decimal point to the left or
right depend upon the direction of movement to the converter, the number of movements are depend
upon the number of spaces corresponds to the power of 10 needed to convert one unit to another.
1. Convert 10.25 kilometers to meters.
Notice in the listing above that meter is three
places to the right of the prefix kilo. This tells
us to move the decimal point three places to
the right. The answer is 10,250 meters.
2. Convert 650 mL to daL. [mL is milliliters and
daL is decaliters].
Notice in the listing above that the prefix deca is
four places to the left of the prefix milli. This tells
us to move the decimal point four places to the
left. The answer is 0.0650 daL. (Note: dL is
deciliters, daL is decaliters.)
3. Convert 750 grams to milligrams.
Notice in the listing above that the prefix milli is
three places to the right of gram. This tells us to
move the decimal point three places to the
right. The answer is 750,000 milligrams.

B. ENGLISH SYSTEM
While the metric system was lawfully accepted for use in the United States in 1866, the US has not adopted
the metric system as its "official" system of measurement. The US English System of measurement grew out
of the manner in which people secured measurements using body parts and familiar objects. For example,
shorter ground distances were measured with the human foot and longer distances were measured by paces,
with one mile being 1,000 paces. Capacities were measured with household items such as cups, pails
(formerly called gallons) and baskets.
Obviously this system allowed for discrepancies between measurements obtained by different individuals. A
standard was eventually set to ensure that all measurements represented the same amount for everyone.

4
 Length: Weight: Capacity:
1 foot (ft) = 12 inches (in) 1 pound (lb) = 16 ounces (oz) 1 tablespoon (tbsp) = 3 teasponns (tsp)
1 yard (yd) = 3 feet 1 ton = 2000 pounds 1 cup (c) = 16 tablespoons
1 mile (mi) = 5280 feet 1 cup = 8 fluid ounces (oz)
1 mile = 1760 yards 1 pint (pt) = 2 cups
1 quart (qt) = 2 pints
1 gallon (gal) = 4 quarts
Conversion Ratio (or Unit Factor): While the Metric System simply moves the decimal point to convert
between its measurements' prefixes, the English System requires a conversion ratio (or unit factor) to move
between measurements. In the Metric System, the prefix itself gives the needed conversion ratio.
A conversion ratio (or unit factor) is a ratio equal to one. This ratio carries the names of the units to be used
in the conversion. It can be used for conversions within the English and Metric Systems, as well as for
conversions between the systems. The conversion ratio is based upon the concept of equivalent values. In
the example below, one foot is substituted for its equivalent measure of 12 inches.

1. Convert 84 inches to feet.

A proportion can be set up using the appropriate conversion ratio.
In a proportion the product of the means equals the product of the
extremes. Use this "cross multipy" concept to find the answer.
ANSWER: 7 feet
2. Find the number of cups in two gallons.
There is no stated conversion for cups to gallons, so we have to be
a bit more creative. Since there are 4 cups in 1 quart, and 4 quarts
in 1 gallon, we can set up the conversion ratio based on "quarts".
Two gallons is 8 quarts. ANSWER: 32 cups
3. Convert 16 tons to pounds.
Set up the conversion ratio and solve for the missing value.

ANSWER: 32,000 pounds

Activity 1
A. Use the metric conversion chart to convert the metric units and solve the word problems below.
Write your answer in the provided answer sheet.

Metric Conversion Chart

5
 A. ENGLISH SYSTEM
Direction: Answer the following questions below and write your answers in the answer sheet.
i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i
n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n n
c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c c
h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h
foot foot foot
yard
1. How many inches in 1 yard? 2. How many feet in 3 yards? 3. How many yards in 15 feet?

Activity 2
A. Use the metric conversion chart to convert the metric units and solve the word problems below.
Write your answer on the provided answer sheet.
Metric Conversion Chart

1. Taylor drinks 2 liters of water during every Taylor drank _______ milliliters of water.
concert. How many milliliters did she drink
during two concerts?
2. Sia’s leggings weigh 6 grams. How many Sia’s leggings weigh __________
milligrams do they weigh? milligrams.

3. Niall poured 2.5 liters of sports drink on each of Niall poured _________ centiliters of sports
his two bandmates’ heads after a concert. How drink on his friend’s head.
many centiliters did he dump all together?
A. ENGLISH SYSTEM
Direction: Answer the following questions below. Write your answers in the answer sheet.
GALLON
QUART QUART QUART QUART
PINT PINT PINT PINT PINT PINT PINT PINT
CUP CUP CUP CUP CUP CUP CUP CUP CUP CUP CUP CUP CUP CUP CUP CUP
1. How many cups in 1 gallon? 2. How many pints in 4 quarts? 3. How many gallons in 8 quarts?
Activity 3
Use greater than (), less than () or equals (=) to compare the amounts. Write your answers in the answer
sheet.
1. 1 L _____ 590 mL 4. 2 yard _____ 6 feet
2. 20 mm _____ 2 cm 5. 1 mile _____ 1000yards
3. 1200 g _____ 1 kg 6. 1 meter _____ 30 inches

6
Activity 4
Which is the most? Choose the largest amount among the group. Write your answers in the answer sheet.
1. 10 kg,1000 hg, 4000 dag 4. 36 yards, 4 ft, 120 inches
2. 50 m, 5000 cm, 5 hm 5. 2 yards, 1 m, 3 feet
3. 0.5 L, 500 mL, 5000 daL 6. 2 gallons, 12 quarts, 32 cups

Activity 5
Convert the following to the indicated unit using metric converter. Write your answer in the
answer sheet.

1. 10 kg = _____ g 4. 1 yard = _____ feet

2. _____ m = 1000 mm 5. _____ inches = 1 foot
3. 2 L = _____ mL 6. 1 yard = _____ inches

Activity 6
Read and understand the problem carefully. Solve and convert your answer in the desired unit.
Write your answers in the answer sheet.

1. Trudy wants to surround her garden on all four sides with fencing. Her rectangular garden is 270 cm
by 130 cm. How many meters of fencing will she need? ________ meters
2. Jin is training for the 50-meter dash. Each day that he trains, he runs the dash six times. Last week,
he trained for four days. This week, he trained for five days. In two weeks, how far has Jin run?
________ kilometers
3. Mrs. Smith is planning a class party for 18 students. She will be serving apple juice. If she serves
250 ml per student, how many liters of juice will she need to buy? ________ liters
4. While Justin is in training, he is to drink 500 milliliters of water 4 times per day. How many liters of
water will that be for one week? _________ liters
5. Mr. Snow bought 90 grams of Christmas candy for each of his 14 grandchildren. How many total
kilograms of candy did he buy? _________ kilograms

7
 ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 3a - Translates English Phrases to Mathematical Phrases and English Sentences
to Mathematical Sentences, and Vice-Versa.
In this lesson, the students are expected to:
Translate English phrases to Mathematical phrases and English sentences to Mathematical sentences, and
vice-versa.
In Mathematics, symbols are indispensable. Different mathematical symbols are used. Symbols
used for operations are called operational symbols. The following table shows some symbols and their
meanings. You can use those in translating mathematical phrases to verbal phrases and vice-versa.
Symbol Meaning
+ Addition, increased by, more than, sum of, added to
Subtraction, decreased by, diminished by, difference of, subtracted from, less than
x, · , ( ) Multiplication, multiplied by, product of, times
÷,/ Division, the quotient of, divided by, the ratio of
The symbols used to show the relation between two quantities are called relation symbols.
Symbol Meaning
= Is equal to
< Is less than Note: a number may be represented by
> Is greater than any variables
≠ Is not equal to
≤ Is less than or equal to
≥ Is greater than or equal to
Examples:
1. x – 2 2. 2 – y 3. p ÷ 3
-A number x decreased by two -Two decreased by a number y -A number p divided by three
-A number x minus two -Two minus a number y -The quotient of p and three
-Subtract two from a number x -Subtract a number from two
-Two less a number y 6. 3n
-Two less than a number x -Three times a number n
5. d < 6
4. 3 ÷ p -A number d is less than six -The product of three and a
-Three divided by a number 8. 5n + 12 number n
-The quotient of three and x Twelve more than five times a -Thrice a number n
𝟐+𝒎 number n 9. 10 ≥ k
7.
𝟑 Five times a number n -Ten is greater than or equal to
-The quotient of two plus a increased by twelve a number k
number m and three The sum of five times a number
-The sum of two and a number n and twelve
m divided by three
2nd Quarter, Week 3b - Illustrate and differentiate related terms in Algebra
In this lesson, the students are expected to:
Illustrate and differentiate related terms in Algebra:
a. 𝑎𝑛 where n is a positive integer b. constants and variables
c. literal coefficients and numerical coefficients d. algebraic expressions, terms, and polynomials
e. number of terms, degree of the term and degree of a polynomial
An algebraic expression is an expression that contains a variable, a constant or a combination of
constant and variables. It may or may not have operation symbol.
A variable is a letter or symbol used to represent an unknown number, while a constant is one with
a fixed value; it is usually referred to as the term without a variable. Term is a constant, a variable or a
product of constant and variable.

8
 Examples: Identify the constant and variable/s in each algebraic expression.
Algebraic Expressions Constant Variables
3 2
1. 7a -4a +8a None a
2. 3x2+1 1 x
3. 10a+2b-12 -12 a, b
2 2
4. 25m +10n -5 -5 m, n
5. 40x5y4+11 11 x, y

Algebraic expressions are classified according to the number of terms.

𝑎𝑏
A. Monomial Ex. 5x 3(x+2) 12x2y33 abc
2
1 2𝑥
B. Binomial Ex. 3b+8 5y2-6y 15x+4y ab+4 –7
2 5
C. Trinomial Ex. a + b – c 2
4x -2x + 9 x3y2+3x2y+y
4 3 2 2 2
D. Multinomial Ex. 8x +16x -3x +15 a b+4ab -6ab+32-4b 10x3y3-7x2y2-5xy+12

Base, Coefficient and Exponents

Identify the base, exponent, numerical and literal coefficients of the given algebraic expressions.
Illustrative Examples
1. 15x2 2. 5x2-24+7
2
15 is the numerical coefficient of x 5 is the numerical coefficient of x2
2
x is the literal coefficient of 15 -2 is the numerical coefficient of y
2 is the exponent x2 is the literal coefficient of 5
x is the base of the exponent of 2 y is the literal coefficient of -2

Polynomials are also classified according to degree.

1. Linear polynomial Ex. 3x + 10 5 – 8x 9x – 6
2. Quadratic polynomials Ex. 7x2 + 4x + 3 x2 – 2x + 1 15x2 + 8x – 16
3. Cubic polynomials Ex. 100x3 + 1 x3 + 10x2 – 7x – 9 4x3 + 2x2 + 4x + 5
4. Quartic polynomials Ex. x4 – 5x3 – x2 + 3x – 7 35x – 23x + 41x + 20
4 3
-29y4 + 64y3 – 26
5. Quintic polynomials Ex. x5 – x + 13 10b5 – 8b4 + 4b3 – 2b2 + b – 4

Note: The next degree has no universal name yet, so they are just called “polynomial of degree _______”
Ex. 3x8 + 2x3 – 4x – 6 Polynomial of degree 8

Activity 1
Express the following into mathematical phrase. Write your answer in the answer sheet.
_____________ 1. The quotient of x and y. _____________ 2. Six decreased by a.
_____________ 3. Ten is less than or equal to g. _____________ 4. Four more than twice a number n.
_____________ 5. A number h increased by ten.

Activity 2
Translate the phrases in Column B into Mathematical phrase and look for the correct answers in Column C.
Write your answers in the provided answer sheet.
Answer Given Choices
1. The quotient of y and negative five A. 24 - c
2. Twenty-four is decreased by a number c. B. 6 ( 7 + a)
3. A number w is greater than nine. C. (3)(7) – 5
4. The product of three and seven diminished by five D. w > 9
𝑦
5. Six multiplied by the sum of seven and a E.
−5

9
Activity 3
Translate the given English phrases below into Mathematical expression. Write your answers in the
provided answer sheet.
1. a + b
2. y ≤ 8
𝑥+𝑦
2.
5
3. 3m + 1
4. 3 (x + 2)

Activity 4
Identify the parts being asked in each expression.
Example: a. -12𝑥 2 exponent =2
3
1. 5x y literal coefficient
2. 2. -pq numerical coefficient
3. a2b3 base
4. (5a)n exponent
5. (x-y)2 base

Activity 5: Complete the table and identify the constant, variable and classify the algebraic expressions
according to the number of terms. Write your answers in the provided answer sheet.
Algebraic Expressions Constant Variable Number of Terms
1. 2x+7
2. 9a-4b+3
3. 8x-5y
4. 10m+2n-8
5. 6x4-5x3+2x2-2x+1

Activity 6: Complete the table by identifying the degree and classify the polynomial according to its
degree. Write your answers in the provided answer sheet.

Given Degree Classification of polynomial according to

degree.
1. 5x + 7
2. 4x2 + 3x -1
3. -6x3 + x2 – x + 6
4. -5x + x4 + 5x3 – 15
5. 3x5 – 2x4 + 3x3 – 2x + 2

10
 ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 4a - Evaluates algebraic expressions for given values of the variables.
To evaluate algebraic expressions means to substitute the variable in the expression with the given values.
Example 1: Evaluate 5a if a = 6 Example 2: Find the value of (x – 2y) + 4 if x = 20 and y = 3
Solution: 5a = 5(6) Solution: (x – 2y) + 4 = [20 – 2(3)] + 4
= 30 = (20 – 6) + 4
= 14 + 4
= 18
𝑐−𝑑
Example 3: If c = 28 and d = 4, what is ?
6
𝑐−𝑑 28−4
Solution: =
6 6
24
=
6
=4
Example 4: Complete the table.
N 1 2 3 4 5
2n – 1 2(1) – 1 = 1 2(2) – 1 = 3 2(3) – 1 = 5 2(4) – 1 = 7 2(5) – 1 = 9
Example 5: Evaluate 5ab + 4a if a = 2 and b = 8
Solution: 5ab + 4a = 5(2)(8) + 4(2)
= 80 + 8
= 88
Steps in evaluating algebraic expressions:
a. Simplify terms with exponents.
b. Multiply and divide from left to right.
c. Add and subtract from left to right
Remember:
Multiplication in an algebraic expression can be done in three ways.
1. Writing the factors side by side Example: 5mn
2. Using dots between factors Example: 2a · c
3. Using parentheses to separate factors Example: 4(x + y)
2nd Quarter, Week 4b - Adds and Subtracts Polynomials
Addition and Subtraction of Polynomials
In this lesson, the students are expected to:
a. Add and subtract monomials b. Add and subtract polynomials
A. Addition of Monomials
Similar terms – are terms which have the same literal coefficients and exponents
Dissimilar terms – are terms which do not have the same literal coefficients.
Points to remember: Only similar terms may be added in monomial terms.
Examples:
1. 8m + 13m
Add the numerical coefficients using the rules in addition of integers.
8 and 13 are both positive numbers. Therefore, add. 8 + 13 = 21
Then, copy the similar literal coefficients and exponents. The final answer is 21m.
2. (-8𝑥 2 ) + (-13𝑥 2 )
Add the numerical coefficients using the rules in addition of integers.
-8 and -13 are both negative numbers. Therefore, add. -8 + -13 = -21
Then, copy the similar literal coefficients and exponents. The final answer is -21𝑥 2 .
3. 8𝑥𝑦 3 + (-13𝑥𝑦 3 )
Add the numerical coefficients using the rules in addition of integers.
11
 8 and -13 are two opposite signed numbers. Therefore, subtract. 8 + -13 = -5
Then, copy the similar literal coefficients and exponents. The final answer is -5𝑥𝑦 3 .
4. (-8𝑦 4 𝑧 ) + 13𝑦 4 𝑧
Add the numerical coefficients using the rules in addition of integers.
-8 and 13 are two opposite signed numbers. Therefore, subtract. -8 + 13 = 5
Then, copy the similar literal coefficients and exponents. The final answer is 5𝑦 4 𝑧.
B. Addition of Polynomials
Polynomials can be added in either vertical or horizontal form.
Example 1: (5x + 10) + (6x + 15)
In vertical form, align the like terms In horizontal form, use the Associative and Commutative
and add: Properties to regroup and combine like terms:
5x + 10 (5x + 10) + (6x + 15)
+ 6x + 15 (5x + 6x) + (10 + 15)
11x + 25 11x + 25
Example 2: (5𝒙𝟐 + 6x + 1) + (2𝒙𝟐 − 15x + 2)
In vertical form, align the like terms In horizontal form, use the Associative and Commutative
and add: Properties to regroup and combine like terms:
2
5𝑥 + 6x + 1 (5𝑥 2 + 6x + 1) + (2𝑥 2 − 15x + 2)
2
+ 2𝑥 − 15x + 2 (5𝑥 2 + 2𝑥 2 ) + (6x − 15x) + (1 + 2)
2
7𝑥 − 9x + 3 7𝑥 2 + − 9x + 3
Example 3: (2𝒙𝒚𝟐 + 3x – 4y) + (𝟖𝒙𝒚𝟐 – 2x + 3)
In vertical form, align the like terms In horizontal form, use the Associative and Commutative
and add: Properties to regroup and combine like terms:
2
2𝑥𝑦 + 3x – 4y (2𝑥𝑦 2 + 3x – 4y) + (8𝑥𝑦 2 – 2x + 3)
2
+ 8𝑥𝑦 – 2x +3 (2𝑥𝑦 2 + 8𝑥𝑦 2 ) + (3x – 2x) + (– 4y) + (3)
2
10𝑥𝑦 + x – 4y + 3 10𝑥𝑦 2 + 1x + – 4y + 3
10𝑥𝑦 2 + x – 4y + 3
C. Subtraction of Monomials
To subtract the numerical coefficients, change the sign of the subtrahend and proceed to the rule in
addition of integers.
Example 1: 8m – 10m Example 4: –48mn – (–40mn)
= (8m) – (10m) =(–48mn) – (–40mn)
= 8m + (–10m) = –48mn + (40mn)
= –2m = –8mn
Example 2: –12c – 8c Example 5: –10𝒂𝟐 – 25𝒂𝟐
= (–12c) – (8c) =(–10𝑎2 ) – (25𝑎2 )
= –12c + (–8c) = –10𝑎2 + (–25𝑎2 )
= –20c = –35𝑎2
Example 3: 8a – (–25a)
= (8a) – (–25a)
= 8a + (25a)
= 30a
D. Subtraction of Polynomials
To subtract polynomials, change the sign of the subtrahend and proceed with the addition of signed
numbers, and copy the literal coefficients.
Example 1: 6𝑥 2 𝑦 – 4x + 3y
6𝑥 2 𝑦 – 4x + 3y (+) (–)
– (–5𝑥 𝑦 + 7x)
2 –5𝑥 2 𝑦 + 7x

11𝑥 2 𝑦 –11x + 3y
12
 Example 2: 15𝑥 2 – 8x + 1
15𝑥 2 – 8x + 1 (–) (+) (–)
– (9𝑥 2 – 3x + 4) 9𝑥 2 – 3x + 4)
6𝑥 2 – 5x – 3
Example 3:
–5𝑚2 – 7m + 4 –5𝑚2 – 7m + 4
(+) (–) (+)
– (–4𝑚2 + 6m – 7)
–4𝑚2 + 6m – 7
E. Generalization: –𝑚2 – 13m + 11
A. Addition of Monomials
Similar terms – are terms which have the same literal coefficients and exponents
Dissimilar terms – are terms which do not have the same literal coefficients.
*Only similar terms may be added in monomial terms.
Step 1: Add the numerical coefficients using the rules in addition of integers.
Step 2: Copy the literal coefficients
B. Addition of Polynomials
Polynomials can be added in either vertical or horizontal form.
In vertical form, align the like terms and add.
In horizontal form, use the Associative and Commutative Properties to regroup and combine like
terms.
C. Subtraction of Monomials
To subtract the numerical coefficients, change the sign of the subtrahend and proceed to the rule in
addition of integers.
D. Subtraction of Polynomials
To subtract polynomials, change the sign of the subtrahend and proceed with the addition of signed
numbers, and copy the literal coefficients.

Activity 1: Evaluate if m = 1, n =2, and p = 3. Write your answer in the answer sheet.
1. 3mn – 6p 2. m + 3n 3. 6m – 3n 4. 10mnp 5. m + 2n + 3p

Activity 2: Evaluate the algebraic expressions using the corresponding replacements. Write your
answers in the answer sheet.

1. 8x – 2 x=–1
2. (x + 3) + 4 x=2
3. 6 (h – 3) h = 10
5𝑠
4. s=4
𝑠
5. 2 (x + 3) + 4 x=2

Activity 3: Supply the missing values in the table. Write your answers in the answer sheet.

X 0 1 2 3 4
𝑥 2 – 3x + 1

13
Activity 4: Add/Subtract the following and write your answer in the answer sheet.
Add the following monomials.
1. 2x + 8x
2. –47abc + (–62abc) Subtract the following monomials.
3
3. –98𝑐 + 46𝑐 3 4. –40q – (–23q)
5. 𝒛𝟒 – (–6𝑧 4 )
6. 25𝑑 3 – 75𝑑 3

Activity 5: Perform the indicated operation. Write your answers in the answer sheet.

1. (–18y) – (5y) + (3y)

2. (4mn) + (–9mn) – (11mn)
3. (25ab) – (12ab) + (8ab)
4. (21𝑐 2 ) – (–8𝑐 2 ) – (–5𝑐 2 )
5. (7xyz) + (–12xyz) – (–14xyz)

Activity 6: Add the following given in vertical and horizontal form. Write your answers in the answer
sheet.

Given In Vertical form In Horizontal form

1. (8m + 4n – 5) + (6m – 5n + 10)
2. (6𝑥 2 + 7𝑦 2 + 9𝑧 2 ) + (5𝑥 2 + 3𝑦 2 + 2𝑧 2 )
3. (–2𝑥 2 – 4xy + 9y) + (–5𝑥 2 + 10xy –11y)
4. (7𝑚𝑛2 + 10𝑛2 ) + (8𝑚𝑛2 –13mn + 3𝑛2 )

5. (7m – 3n + 4x + 10) + (–8m + 5n + 3x + 9)

14
 ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 5 – a. Derives the laws of exponents. b) Multiplies and divides polynomials.
I. Laws of exponent in multiplication
For any real number x, where m and n are positive integers.
1. Product of a power law
xm • xn = xm+n To multiply two exponential expressions with the same base add the exponents and
copy the common base.
Examples:
1. x4 • x3 = x4+3 2. a7 • a = a7+1
= x7 = a8
2. Power of a Power Law
(xm)n = xmn To raise an exponential expression to a power keep the base and multiply the
exponents.
Examples:
1. (x3)5 = x3(5) 2. (a2)3•a4 = a6•a4
= x15 = a10
3. Power of a product law
(xy)m = xmym To find a power of a product find the power of each factor and then multiply.
Examples:
1. (xy)3 = x3y3 2. (x2y3) = x6y9
II. Quotient of Power Law
1. To divide power with the same base copy the base and subtract the exponent of the divisor from
the exponent of the dividend. For any real number x, m and n, where x ≠ 0
𝑥𝑚 𝑥5
a. = xm - n if m > n = x5-2 = x3
𝑥𝑛 𝑥2
𝑥𝑚 𝑥2 1
b. = xm - n if m < n = x2-5 = x-3 =
𝑥𝑛 𝑥5 𝑥3
𝑥𝑚 𝑥2
c. = xm - n if m = n = x2-2 = x0 = 1
𝑥𝑛 𝑥2
Power of quotient law
2. The quotient of two numbers raised into a power can be expressed as quotient of the individual
numbers raised into the given power.
𝑎 𝑚 𝑎𝑚
( ) = where b ≠ 0 and m is a positive integer
𝑏 𝑏𝑛
𝑎 2 𝑎2
Examples: ( ) = 2
𝑏 𝑏
III. Multiplication of Polynomials
Examples:
1. (-2x2y) (5xy7) = (-2) (5) (x2) (x) (y) (y7) = -10x3y8
2. (-15abc) (-10ab) = (-15) (-10) (a) (a) (b) (b) (c) = 150a2b2c
6𝑛2
3. (3m-3n) (2mn) = (3) (2) (m-3) (m) (n) (n) = 6m-3n2 = 3
𝑚
Examples:
a. (-2x) (x2 + 3x -8) = (-2x) (x2) – 2x (3x) – 2x (-8) = -2x3 + 6x + 16x
b. 5x2 (-2x4 + 3y -6) = 5x2 (-2x4) + 5x2 (3y) + 5x2 (-6) = -10x6 +15x2y – 30x2
DIVISION OF POLYNOMIALS
1. Division by Monomial: Each term of the polynomial is divided by the monomial and it is simplified
as individual fractions.
Examples:
3𝑥 2 −9𝑥+14 3𝑥 2 9𝑥 14 14 10𝑦 2 −25𝑦+20 10𝑦 2 25𝑦 20 4
𝑎. = − + =x–3+ 𝑏. == − + = -2y + 5 −
3𝑥 3𝑥 3𝑥 3𝑥 3𝑥 −5𝑦 −5𝑦 −5𝑦 −5𝑦 𝑦

15
Division by Binomial or Larger Polynomial:
Use the long division format as follows:
• Both the divisor and the dividend must be
written in descending order.
• Any missing powers should be replaced by zero.
• All remainders are in fraction form (remainder
divisor ⁄) and are added to the quotient.

Activity 1:
Solve the following by applying the laws of exponent in multiplication and division. Match the given in
Column A to your answer in Column B. Write your answers in the answer sheet.
COLUMN A COLUMN B
1. x(x5)
a. x15
2. x4 (x4)
3. (x5)3 b. x8
4.
𝑥2 c. x6
𝑥
𝑥6 d. x
5. ( 4)5
𝑥 e. x10

Activity 2:
Solve the following by applying the laws of exponent in multiplication and division. Match the given in
Column A to your answer in Column B. Write your answers in the answer sheet.
𝑦 12 𝑦8 100𝑦 6
1. y(y20) 2. y4 (y5) 3. (5y) (3y4) 4. 5. ( 4)2 6. ( )
𝑦 𝑦 20𝑦 2

Activity 3:
Solve for the correct answer. Color the box of your answer to navigate through the maze in your answer
sheet.

16
Activity 4:
Solve for the correct answer. Color the box of your answer to navigate through the maze in your
answer sheet.

Activity 5:
Solve the following. Write your solutions in your answer sheet.
Find the product of the following by applying the Find the quotient of the following by applying the
laws of exponent in multiplication. laws of exponent in division.
1. 3x (x + 2) 5𝑥 6
4. 2
𝑥
2. - x2(-2x3 + 5x – 3 −36𝑐 4 𝑑 3
5.
12𝑐 7 𝑑 −4
3. -2x2y3(-5x2y5– 2xy4 – 3y5) 2𝑥 2
2
6. ( 3 )
3𝑦

Activity 6:
Solve the following. Write your solution in your answer sheet.
Find the product of the following by applying the Find the quotient of the following by applying the
laws of exponent in multiplication. laws of exponent in division.
1. 2mn (-2m2n2 – 3m2n3 + 6mn) 4.
64𝑥 3 𝑦 4 𝑧 5
4𝑥𝑦𝑧
2. -3ab (-5a + 6ab – 9b )
2 2
5.
225𝑎3 𝑏−4𝑐 2
15𝑎2 𝑏−6 𝑐 −1
3. -2x3y3(5x3 + 5y3) 2
2𝑝3 𝑞2
6. ( )
5𝑥 3 𝑦 2

17
 ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 6 - Uses models and algebraic methods to find the: (a) product of two
binomials; (b) product of the sum and difference of two terms; (c) square of a binomial; (d) cube of
a binomial; (e) product of a binomial and a trinomial.
A. Product of Two Binomials
Either the algebra tiles or Distributive Property can be used to find the product of two binomials.
X+3
Example: Find the product of (x + 2) (x + 3)
+ + + +
= x (x + 3) + 2 (x + 3)
= (x)(x) + (x)(3) + (2)(x) + (2)(3)
= x2 + 3x + 2x + 6 +

+
+
= x2 + 5x + 6

X+2
+ + + +

+
+ + +

+
+
Counting the algebra tiles in the product gives x2 + 5x + 6
Another method in finding the product of binomials is called FOIL method:

FOIL method stands for:

F-irst Terms
O-uter Terms
ac+ad+bc+bd I-nner Terms
L-ast Terms

Example:
Find the product of (x + 2) (x + 3) using FOIL method:
1. Multiply the First terms of (x + 2) ( x + 3 ) = (x)(x) = x2
2. Multiply the Outer terms of (x + 2 ) ( x + 3) = (x)( 3) = 3x
3. Multiply the Inner Terms of (x + 2 ) ( x + 3) = ( 2)(x) = 2x
4. Multiply the Last Terms of (x + 2 ) ( x + 3) = ( 2)(3) = 6
5. Combine like terms in the answers: x2 + 3x + 2x + 6, therefore the final answer is x2 + 5x + 6

B. Product of the Sum and Difference of Two Terms

The product of the binomial sum and difference is equal to the square of the first term minus the square of
the second term. For all numbers x and y: → ( x + y ) ( x – y ) = x2 – y2
Example: Multiply (5x + 1) (5x – 1)
Square the first term: (5x)2 = 25x2
Square the last term: (1)2 = 1
Square of the first term minus the square of the second term = 25x2 – 1
Therefore the final answer is 25x2 – 1

B. Square of a Binomial

The square of binomial is the square of the first term plus (or minus) twice the product of the two terms
plus the square of the last term.

18
For all numbers x & y: → ( x + y )2 = x2 + 2xy + y2 → ( x – y )2 = x2 – 2xy + y2
Example: Find the square of (2x – 4)2

4x2 - 16x + 16 or simply 4x2 – 16x +16

D. Cube of a Binomial
- The cube of binomial (x + y) is the sum of four terms where each term can be obtained as follows:
First Term: The cube of x
Second Term: Three times the product of x 2 and y
Third Term: Three times the product of x and y2
Fourth Term: The cube of y
For all numbers x and y:
( x + y )3 = x3 + 3x2y + 3xy2 + y3
( x – y)3 = x3 - 3x2y + 3xy2 - y3
Example 1: Expand: (a + b)3 , (x + 2)3 , (a – b)3 ,(2x– 3)3

E. Product of a Binomial and a Trinomial

The product of a binomial and trinomial. Using the distributive property, each term in the binomial must be
multiplied by each of the terms in the trinomial.
Example: Find the product of (2x + 1) (3x2 + 4x -1)
(2x + 1) (3x2 + 4x – 1)
= 2x (3x2) + 2x (4x) + 2x (-1) + 1 (3x2) + 1(4x) + 1(-1)
= 6x3 + 8x2 – 2x + 3x2 + 4x – 1
= 6x3 + 11x2 + 2x – 1

Activity 1:
Match Column A to Column B with the correct answer by multiplying binomials using FOIL Method. Write
your answer on the provided answer sheet.
______1. ( 4x – 5 ) ( x – 3) A. 6x2+16x +10
______2. ( 4x – 4) ( x – 4 ) B. 4x2 – 17x + 15
______3. ( 2x + 2) (3x + 5) C. 12x2 +6x – 6
______4. ( 4x – 2 ) ( 3x + 3 ) D. 4x2 – 20x +16
______5. ( x – 1) ( 2x + 5 ) E. 2X2 + 4X - 5
Activity 2:
Find the product of the sum and difference of two terms. Write your answers in the provided answer sheet.
1. (x + 4) ( x – 4) 2. ( 3x +2) (3x – 2)
3. (6a + b) (6a – b) 4. (2x – 5)(2x + 5)
5. (7a3 b2 c + 4d2) (7a3 b2 c – 4d2)
Activity 3:
Find the square of each of the following binomials. Write your answers in the provided answer sheet.
1. (x + 5)2 _______________________________________________________________________
2. (2x + 4)2 _______________________________________________________________________
3. ( a – 5)2
_______________________________________________________________________
4. (5k3 – 2p2)2 _______________________________________________________________________
5. (6a2 + 5bc)2_______________________________________________________________________

19
Activity 4:
Decode the message below by putting the letter of the correct answer in your answer sheet.

I am the TAGALOG term for “Square” or “Second Power” ( 2 )

______ , ______, ______, ______, ______ , ______, ______, ______

(1) (2) (3) (4) (5) (6) (7) (8)

Column A (Find its square) Column B

1. ( x + 7)2 I 49x2 – 42x + 9

2. ( x – 10)2 M 100x2 – 20x + 1
3. (2x – 4)2 A x2 – 20x + 100
4. (3x+ 6)2 R 16x2 – 16x + 4
5. (4x – 2)2 A 4x2 + 20x + 25
6. (2x + 5)2 I 9x2 + 36x + 36
7. (10x – 1)2 P x2 + 14x + 49
8. (7x – 3)2 R 4x2 – 16x +16

Activity 5:
Fill in the blanks to make each statement true: Write your answers in the provided answer sheet.
In the product of (4a + 3b)3

1. the first term is the cube of ________________.

2. the second term is 3 times the ____________ of (4a)2 and 3b.
3. the third term is __________ the product of 4a and ____________.
4. The fourth term is the __________ of 3b.

Activity 6:
Complete the answers below by expanding and simplifying their product. Write your answers in the
provided answer sheet.

1. ( x + 2 ) ( x2 – 2x + 5 )
= x3 – 2x2 + _____ + 2x2 - _____ + 10
= x3 + _____ + 10
2. (2x – 3) (4x2 + x – 6 )
= 8x3 + 2x2 - _____ - 12x2 - _____ + 18
= 8x3 – ______ - ______ + 18
3. (x + 3) ( x2 + 2x – 5 )
= x3 + 2x2 – _____ + 3x2 + ____ - 15
= x3 + ____ + _____ - 15

20
 ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 7 - 8 - Solves problems involving algebraic expressions, differentiates algebraic
expressions, equations and inequalities and Illustrates linear equation and inequality in one variable
There are many problems that can be solved using Linear Equations. The following steps are
suggested in solving problems using equation.
1. Read and understand the problem.
2. Draw a sketch to visualize the problem
3. Use a variable to represent the quantity being asked. If there are other unknown quantities in the
problem, represent them in terms of the variable used.
4. Write a thought process relating the quantities involved. Write the thought process as an equation
5. Solve equation for the variable.
6. Answer the questions asked.
7. Check the answer if they satisfy all the conditions given in the problem.
Ex: a number relation problem:
The larger of two numbers is 5 less than twice the smaller, and their sum is 28. What are the
numbers?
Solution:
Defining the variable:
Let n = the smaller number
2n – 5 = the larger number
Thought process
[Smaller number) + (the larger number) = 28
Equation:
n + (2n – 5) = 28
Solving Equation:
n + (2n – 5) = 28
n + 2n – 5 = 28
3n = 28 + 5
3n = 33
n = 11
2n – 5 = 2(11) – 5 = 17
Answering the question:
The numbers are 11 and 17
Checking the answer:
The larger number 17 is less than twice the smaller number 11, and the sum of 17 and 11 is 28.
There are two common types of mathematical statement.
1. Equation 2. Inequalities.
Equation and Inequalities contain Expression.
Expressions - It is an expression that contains a variable, a constant or a combination of constant and
variable. It may or may not have an operation symbol.
Ex: 2, 8, x, y, 2x, 4x, 2 + 5, 2x + 47.
Algebraic expressions like phrases in English are incomplete.
Mathematical phrase – it is number phrase that does not express a complete thought.
An equation, like a sentence, is complete. You will notice the inclusion of a very special symbol.
An equation is made up of numbers, variables, and an equal sign.
Equation – is a mathematical sentence indicating that two expressions are equal. The symbol = is used to
denote equality.
Ex: 2 + 5 = 7; x+y=4
An inequality - is a mathematical sentence indicating that two expression are not equal. The relation symbol
>, ≥, <, ≤, ≠ is used to denote inequality:
Ex: a. 5 – 1 > -4 b. 3 + (-8) < 2
21
The equation which contains only one variable x, is called a linear equation in one variable.
A linear equation in one variable is one which can be written in the form of ax + b = c, where a, b, and c
are any real numbers and a ≠ 0.
The inequality which contains only one variable x, is called a linear inequalities in one variable.
A linear inequalities in one variable is one which can be written in the form of
ax + b > c, ax + b < c, ax + b ≥ c, ax + b ≤ c ax + b ≠ c
where a, b, and c are any real numbers and a ≠ 0.

Activity 1
Determine whether each statement defines an Expression, Equation or inequality. Write your answers in
the answer sheet.
1. 3x = 7 2. 7 > 5 3. 5x + 4 = 25 4. x < 10 5. 15 – 20y < 35

Activity 2
REPRESENTATION. Represent the numbers in the problem. Write your answer in the answer sheet.
1. The larger number is four times the smaller 4. An angle and its complement.
number. measure of the angle = _______________
larger number = ______________ measure of its complement =___________
smaller number = _____________ 5.The perimeter of an equilateral triangle is 33 cm.
2. Three consecutive even integers. side = ____________
first even integer = ______________ perimeter = ____________
second even integer = _____________
third even integer = _____________
3. The length of a rectangle is 1 meter more than
twice the width.
length = ________ width = _______________

Activity 3
Determine whether each statement defines a linear equation or inequality in one variable or neither. Write
your answer in the answer sheet.
1. 3x – 5 > 4x + 4 2. y = 2x – 4 3. x > 3 + x
4. x2 – x(x + 2) = -5 5. 5x + 1 ≥ 9

Activity 4
COMPLETE THE TABLE. Complete the information in the table. Do not solve the problem. Write your
answer in the answer sheet.
2 Elmer can paint the ceiling of Dante can build a dog house
Joy is as old as Lyd. Six
3 the house in 2 days. Marvin in 8 hours. After working 2
years ago, Joy is 20 less
can do the same job in 4 hours, he called a carpenter to
than Lyd’s age. How old are
days. How long will it take help him. Working together
they 6 years ago?
them to do the job if they work they finished the job in two
together? more hours. How ling will the
carpenter do the whole job if
he worked alone?
Age 6
Age years Name Rate Time Work
Name Name Rate Time Work
Now from
now Elmer (5) (6) (7) Dante (11) (12) (13)
Marvin (8) x (9) Carpenter 1 14) (15)
Lyd x (1)
Joy (2) (3) Equation (10) 𝑥
Equation (16)
Equation (4)

22
Activity 5

A. Write an Algebraic Expression that correspond to each of the following descriptions. Write your
answer in the answer sheet.
1. the sum of s and 12
2. the product of 15 and some number
3. n to the seventh power
B. Let’s write equations for these sentences.
1. Forty-three less than n is equal to 35.
2. Seven more than y is 13.
3. The sum of a number and seven is 12

Activity 6

Solve each of the following problems. Write your answers in the answer sheet.
1. Five times a number increased by 8 is 33. Find the number.
2. Twice the sum of a number and 10 is 44. Find the number.
3. The difference between 5 times a number and 14 is 16. Find the number.
4. Seven less than 4 times a number is equal to twice the number increased by 3. Find the number.
5. If 3 times a number is added to twice the same number, the result is the sum of thrice the number
and 10. What is the number?

23
 ACTIVITY SHEETS IN MATHEMATICS 7
2nd Quarter, Week 9 a - Finds the solution of linear equation or inequality in one variable
I. Find the solution of an equation involving one variable by applying:
A. Addition Property of Equality
If the same number is added to both sides of an equation, the result on both sides are equal in value.
Thus, for any numbers a, b, and c, if a = b then a + c = b + c.
Illustrate examples:
1. x - 4 = 7 2. y + 9 = -13 3. x + 2 = 10
x–4+4=7+4 y + 9 + (-9) = -13 + (-9) x + 2 + (-2) = 10 + (-2)
x + 0 = 11 y + 0 = -22 x+0=8
x = 11 y = -22 x=8
check: if x = 11 check if x = -22 check if x = 8
x–4=7 y + 9 = -13 x + 2 = 10
11 – 4 = 7 -22 + 9 = -13 8 + 2 = 10
7 =7 -13 = -13 10 = 10
B. Multiplication Property of Equality
An equivalent equation is produced when both sides of an equation is multiplied by the reciprocal of
the numerical coefficient of the variable.
Illustrate examples:
1. 5x = -35 𝑚 2 2
2. = 3. 𝑛 = 12
1 1 3 9 3
5x (5) = −35 (5) 𝑚
(3) =
2
(3) 2 3 3
3 9
𝑛 (2) = 12 (2)
3
x = -7 6
m=9 n = 18
check: if x = -7
𝟐 check if n = 18
5x = -35 m=𝟑 2
5 (-7) = -35 2
(18) = 12
3
check if x = 3 36
-35 = -35 = 12
𝑚 2 3
= 12 = 12
3 9
2
3 2
=
3 9
2 1 2
( )=
3 3 9
2 2
=9
9

C. Solving Linear Equations Involving More Than One Operations

In solving operations of the form ax + b = c, more than one operation is involved.
First, isolate the term with a variable (ax) on one side of the equation by applying the Addition
Property of Equality (APE). Then solve for the variable using the Multiplication Property of Equality
(MPE).
Illustrative Examples:
1. 7x + 23 = 72 2. -3 (x + 9) = -22 2𝑥−3 𝑥+4
3. = 2
6
7x + 23 + (-23) = 72 + (-23) -3x – 27 = -22
2 (2x – 3) = 6 (x +4)
7x + 0 = 49 -3x – 27 + 27 = -22 + 27
4x – 6 = 6x + 24
7x = 49 -3x + 0 = 5
1 1 1 1
4x – 6x = 24 + 6
7x (7)= 49 (7) -3x (− 3)= 5 (− 3) 4x + (-6x) = 30
𝟓 1 1
x=7 x = −𝟑 − 2(-2x) = 30(− 2)
x = -15
check if x = 7 𝟓
7x + 23 = 72 check if x = −
𝟑 Check if x = -15
7(7) + 23 = 72 -3 (x + 9) = -22 2𝑥−3 𝑥+4
49 + 23 = 72 5 = 2
-3 (− + 9) = -22 6
2(−15)−3 −15+4
72 = 72 3
5 27 =
-3 (− + ) = -22 6 2
3 3 −30−3 −11
22 =
6 2
-3 ( ) = -22 −33 −11
3 =
66 6 2
− 3 = -22 −11 −11
=
-22 = -22 2 2

24
II. Solve linear inequality in one variable involving one operation.
You solve inequalities like you solve equations. You use the same strategies adding or subtracting
the same quantities to both sides, multiplying both sides by the same number or expression, and so
on. However, when you multiply or divide each side of an inequality by the same negative number, the
inequality symbol must be reversed for the inequality to be true.
A. Using Addition Property
Illustrative Examples:
1. x + 11 > 17 2. -12 ≥ x – 11 3. f – 4 ≤ 15
x + 11 + (-11) > 17 + (-11) -12 + 11 ≥ x – 11 + 11 f – 4 + 4 ≤ 15 + 4
x>6 -1 ≥ x f ≤ 19
possible values x = (7, 8, 9, …) possible values x = (-1, 0, 1, …) possible values x = (19, 18,
Checking: a. if x = 7 Checking: a. if x = -1 17,…)
x + 11 > 17 -12 ≥ x – 11 Checking: a. if x = 19
7 + 11 > 17 -12 ≥ -1 – 11 f – 4 ≤ 15
18 > 17 -12 ≥ -12 19 – 4 ≤ 15
b. x = 8 b. x = 0 15 ≤ 15
x + 11 > 17 -12 ≥ x – 11 b. x = 17
8 + 11 > 17 -12 ≥ 0 – 11 f – 4 ≤ 15
19 > 17 -12 ≥ -11 17 – 4 ≤ 15
13 15
B. Using Multiplication Property
Illustrate Examples:
𝑥
1. 4x ≤ 32 2. -5x > -20 3. ≤ 2
4
4x ≤ 32 1
− (-5x) > (-20) (− )
1 𝑥
1 1 5 5 (4) ≤ 2 (4)
(4x) ≤ (32) 20 4
4
32
4 x< x≤8
5
x≤ x<4 possible values x = (8, 7, 6, …)
4
x≤8 possible values x = (3, 2, 1, …) Checking: a. if x = 8
𝑥
possible values x = (8, 7, 6, …) Checking: a. if x = 3 ≤2
4
Checking: a. if x = 8 5x > -20 8
≤2
4x ≤ 32 5(3) > -20 4
4(8) ≤ 32 15 > -20 2≤2
32 ≤ 32 b. x = 2 b. x=7
𝑥
b. x = 7 5x > -20 ≤2
4
4x ≤ 32 5(2) > -20 7
≤2
4(7) ≤ 32 10 > -20 4
3
28 ≤ 32 1 ≤2
4
Note: If you multiply/divide both sides by a negative number, reverse the direction of the inequality symbol.
C. Solving Linear Inequalities Involving More Than One Operations
You solve inequalities like you solve equations. You use the same strategies adding or subtracting
the same quantities to both sides, multiplying both sides by the same number or expression, and
so on. However, when you multiply or divide each side of an inequality by the same negative
number, the inequality symbol must be reversed for the inequality to be true.
Illustrative Examples:

25
 1. 3x – 7 > 14 2. 2(x – 7) > 2 3. 2x < 3x – 1
3x – 7 + 7 > 14 + 7 2x – 14 > 2 2x + (-3x) < 3x (-3x) – 1
1 1 2x -14 + 14 > 2 + 14 -x < -1
(3x) > (21)
3 3
21 2x > 16 -x(-1) > -1(-1)
x> 1 1 x>1
3 2x( ) > 16( )
x>7 2
16
2 possible values x = (1, 2, 3, …)
possible values x = (8, 9, 10, …) x> Checking: a. if x 1
2
Checking: a. if x = 8 x>8 2x < 3x – 1
3x – 7 > 14 possible values x = (8, 9, 10, …) 2(1) < 3(1) – 1
3(8) – 7 > 14 Checking: a. if x = 8 2<3–1
24 – 7 > 14 2 (x – 7) > 2 2<2
17 > 14 2 (8 – 7) > 2 b. x = 2
b. x = 9 2 (1) > 2 2x < 3x – 1
3x – 7 > 14 2>2 2(2) < 3(2) – 1
3(9) – 7 > 14 b. x = 9 4<6–1
27 – 7 > 14 2 (x – 7) > 2 4<5
20 > 14 2 (9 – 7) > 2
2 (2) > 2
4>2
4. x + 11 < 2 (x + 3) 2𝑥+3 3𝑥−1
5. ≤
3 6
x + 11 < 2x + 6
6 (2x + 3) < 3 (3x -1)
x + (-2x) < 6 + (-11)
12x + 18 < 9x – 3
-x < -5
12x + (-9x) < -3 + (-18)
-x(-1) > -5(-1)
3x < -21
x>5 1 1
possible values x = (6, 7, 8, …) ( )3x < -21( )
3 3
Checking: a. if x = 6 21
x< (− )
x + 11 < 2 (x + 3) 3
6 + 11 < 2 (6 + 3) x < -7
17 < 2 (9) possible values x = (-7, -8, -9, …)
17 < 18 checking: a. if x = -7
2𝑥+3 3𝑥−1
b. x = 7 ≤
3 6
x + 11 < 2 (x + 3) 2(−7)+3 3(−7)−1
≤
7 + 11 < 2 (7 + 3) 3 6
−14+3 −21−1
18 < 2 (10) ≤
3 6
18 < 20 −11 −22
≤
3 6
−11 −11
≤
3 3
b. x = -8
2𝑥+3 3𝑥−1
≤
3 6
2(−8)+3 3(−8)−1
≤
3 6
−16+3 −24−1
≤
3 6
−13 −25
≤
3 6
−26 −25
≤
6 6

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2nd Quarter, Week 9b - Solves linear equation or inequality in one variable involving absolute value
by: (a) graphing; and (b) algebraic methods
I. Solving absolute value of an equation.
The absolute value of a number is defined as follows:
If │x│= a, then x = a or –x = a, that is x = a or x = -a
x = +a
│x│= a
x = -a

The expression inside 7 is a solution of │x│= 7 The expression inside -7 is a solution of │x│= -7
the absolute value because │7│= 7 the absolute value because │-7│= 7
sign can be positive sign can be positive

Examples:
1.│3a - 4│- 11 = 15 Positive Negative 2.│5x + 4│+ 12 = 4 There is no solution because │5x
+ 4│
│3a - 4│ = 15 + 11 │3a - 4│= 26 │3a - 4│= -26 │5x + 4│ = 4 – 12 can never be negative, no matter
│3a - 4│= 26 3a – 4 = 26 3a – 4 = -26 │5x + 4│= -8 what we substitute for x.
3a = 26 + 4 3a = -26 + 4
3a = 30 3a = -22
3 3 3 3
a = 10 a = -22 or – 7.33..
3

3. │3x - 6│- 2 = 10 Positive Negative 4. │c - 7│= │2c - 2│

│3x - 6│= 10 + 2 │3x - 6│= 12 │3x - 6│= -12 Positive Negative
│3x - 6│= 12 3x – 6 = 12 3x - 6 = -12 │c - 7│= (2c – 2) │c - 7│= - (2c – 2)
3x = 12 + 6 3x = -12 + 6 c – 7 = 2c – 2 c – 7 = -2c + 2
3x = 18 3x = -6 c + (-2c) = -2 + 7 c + 2c = 2 + 7
3 3 3 3 -c = 5 3c = 9
x=6 x = -2 -1 -1 3 3
c = -5 c=3

II. Solving absolute value of an inequality.

An absolute value inequality may be a “less than” or a “greater than” type of inequality
(either |x| < k or |x| > k). They result in two different solutions, as discussed below.
1. Let k be a positive number. Given |x| < k, then –k < x < k.
The solution may be represented on the number line. Observe that the solution consists of all
numbers whose distance from 0 is less than k.
-k 0
k
* If the inequality involves ≤ instead of <, then ±k will now be part of the solution, which gives
–k ≤ x ≤ k. This solution is represented graphically below.
-k 0 k
2. Let k be a positive number. Given |x| > k, then x < –k or x > k.
The solution may be represented on a number line. Observe that the solution consists of all numbers
whose distance from 0 is greater than k.
-k 0 k
* If the inequality involves instead of >, then k will now be part of the solution, which gives
x –k or x k. This solution represented graphically below.
-k 0 k

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Examples:
1. │x│> 2 if the absolute value of the variable is more than the constant term,
│x│> 2 ; │x│< -2 the graph will be two rays heading to infinity in opposite directions.
x > 2 ; x < -2

2. │x│< 2 if the absolute value of the variable is less than the constant term,
│x│< 2 ; │x│> -2 the graph will be line segment between two points.
x < 2 ; x > -2 - Reverse the symbol for negative

4. │2x + 4│≥ 12
3. │x + 2│≤ 3 │2x + 4│≥ 12 │2x + 4│≤ -12
│x + 2│≤ 3 │x + 2│≥ -3 2x + 4 ≥ 12 2x + 4 ≤ -12
x+2≤3 x + 2 ≥ -3 2x ≥ 12 + (-4) 2x ≤ -12 + (-4)
x ≤ 3 + (-2) x ≥ -3 + (-2) 2x ≥ 8 2x ≤ -16
x≤1 x ≥ -5 2 2 2 2
x≥4
x≤- 8

2nd Quarter, Week 9 c - Solves problems involving equations and inequalities in one variable
Solving word problems involving equations in one variable. The following is a list of suggestions when
solving word problems.
1. Read the problem cautiously. Make sure that you understand the meanings of the words used. Be
alert for any technical terms used in the statement of the problem.
2. Read the problem twice or thrice to get an overview of the situation being described.
3. Draw a figure, a diagram, a chart or a table that may help in analyzing the problem.
4. Select a meaningful variable to represent an unknown quantity in the problem (perhaps t, if time is
an unknown quantity) and represent any other unknowns in terms of that variable (since the
problems are represented by equations/inequalities in one variable).
5. Look for a guideline that you can use to set up an equation/ inequality. A guideline might be a
formula, such as distance equals rate times time, or a statement of a relationship, such as “The
sum of the two numbers is 28.”
6. Form an equation/ inequality that contains the variable and that translates the conditions of the
guideline from verbal sentences to equations.
7. Solve the equation/ inequality, and use the solution to determine other facts required to be solved.
8. Check answers to the original statement of the problem and not on the equation/inequality
formulated.
Examples:
1. The sum of two number numbers is 60. The larger is four times the smaller. Find the smaller
number.
Let: Solution: Checking:
x = smaller number x + 4x = 60 x = 12  smaller number
4x = larger number 5x = 60 4x = 4 (12) = 48 larger no.
5 5
x = 12
2. Find five consecutive odd integers whose sum is 55.
Let: Solution: Checking:
x = 1st odd number x + (x+2) + (x+4) + (x+6) + (x+8) = 55 x = 7 → 1st
nd
x + 2 = 2 odd number 5x + 20 = 55 x + 2 = 7 + 2 = 9 → 2nd
rd
x + 4 = 3 odd number 5x = 55 + (-20) x + 4 = 7 + 4 = 11 → 3rd
th
x + 6 = 4 odd number 5x = 35 x + 6 = 7 + 6 = 13 → 4th
th
x + 8 = 5 odd number 5 5 x + 8 = 7 + 8 = 15 → 5th
x=7 55

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 3. Margie is 3 times older than Lilet. In 15 years, the sum of their ages is 38 years. Find their present
ages.
Representation: Age Now In 15 years
Lilet x x + 15
Margie 3x 3x + 15

In 15 years, the sum of their ages is 38 years.

Solution: (x + 15) + (3x + 15) = 38 Checking: Age Now In 15 years
4x + 30 = 38 Lilet x=2 x + 15
4x = 38 + (-30) 2 + 15 = 17
4x = 8 Margie 3x = 3(2) = 6 3x + 15
4 4 3(2) + 15
x=2 6 + 15 = 21
The sum of these ages is 21 + 17 = 38.
4. The sum of two consecutive integers is less than fifteen. Find the numbers.
Let x = smaller number Solution: Possible Values:
x + 1 = bigger number x + x + 1 < 15 x = 6, 5, 4, …
2x + 1 < 15 x + 1 = 7, 6, 5, …
2x < 15 – 1
2x < 14
2 2
x<7

5. Sam and Alex play in the same soccer team. Last Saturday Alex scored 4 less goals than Sam, but
together they scored more than 10 goals. What are the possible number of goals Alex scored?
Let x = Sam Solution: Possible Values:
x - 4 = Alex x + x - 4 > 10 x = 7, 8, 9 …
2x + 4 > 10 x - 4 = 3, 4, 5, …
2x > 10 + 4
2x > 14
2 2
x>7

Activity 1
Match the solutions under Column B to each equation or inequality in one variable under Column A. Write
your answer in the answer sheet.
Column A Column B
1. 3 + x = 4 A. x < 11
2. 3x – 2 = 4 B. x = 1
3. x – 1 < 10 C. x = 2
4. 2x – 9 ≥ -7 D. x = - 18
1
5. x + 3 = -3 E. x ≥ 1
2

Activity 2
Solve each given and choose the correct answer. Write your answer in the answer sheet.
1. x + 5 = 11 a. 6 b. -6 c. 16 d. -16
1 1
2. 12x = 48 a. b. -4 c. 4 d. −
4 4
3. 6x -15 = 2x + 9 a. -6 b. 6 c. 7 d. -7
4. x – 20 < -12 a. x < 32 b. x > 32 c. x < 8 d. x > 8
5. 9c ≥ 45 a. c ≤ 45 b. c ≤ -45 c. c ≤ 5 d. c ≥ 5
6. 12 + 2x < 34 a. x < -11 b. x < 11 c. x > 22 d. x < -22

29
Activity 3
Fill in the blanks. Choose the answer inside the box. Write your answer in the answer sheet.
reverse positive reciprocal rays
line segment negative equal

1. If the same number is added to both sides of an equation, the result on both sides are _________
in value.
2. An equivalent equation is produced when both sides of an equation is multiplied by the _________of
the numerical coefficient of the variable.
3. If you multiply/divide both sides by a negative number, _________ the direction of the inequality
symbol.
4. The expression inside the absolute value sign can be _________.
5. If the absolute value of the variable is more than the constant term, the graph will be two
_________ heading to infinity in opposite directions.
6. If the absolute value of the variable is less than the constant term, the graph will be _________
between two points
7. There is no solution if the absolute value of an expression is equal to a _________ number.
Activity 4
Write the positive and negative values of x for each absolute equation/inequality graph in your answer
sheet.
1.

2.

3.

4.

5.

6.

Activity 5
Solve the value of the unknown variable. Write your answers in the answer sheet.
1. │x - 2│= 3 2. │3x + 4│= 11 3. │8 - x│+ 4 = 7
4. │w│< 9 5. │4r + 2│> 18 6. │2w + 4│+ 10 < 16
Activity 6
Read the problem then solve. Write your answers in the answer sheet.

1. Jack and Jill weigh 123 kg. if Jack weighs twice the weight of Jill, what is the weight of Jill?
2. Thrice the number increased by seven is at most thirty – seven. What is the number?
3. Karen is twice as old as Lori. Three years from now, the sum of their ages will be 42. How old is
Karen?
4. Carl went to the carnival with P500. He bought a hot dog and a drink for P150, and he wanted to
spend the rest of his money on ride tickets which cost P50 each. What is the maximum number
of ride tickets that he can buy?
5. Keith has P5,000.00 in a savings account at the beginning of the summer. He wants to have at
least P2,000.00 in the account by the end of the summer. He withdraws P250.00 each week for
food and transportation. How many weeks can Keith withdraw money from his account?

30