7 





Mathematics– Grade 7
Alternative Delivery Mode
Quarter 1 – Module 7: Operations On Rational Numbers
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
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over them.

Published by the Department of Education, Division of Palawan

Schools Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida Palay-Adornado, Ph.D.
Felix M. Famaran

Development Team of the Module

Writer: Lea L. Gumandoy
Editors:Althea J. Pancho, Joy E. Galgo, Luzviminda D. Diamamos
Reviewers: Astrid N. Agbanlog
Davy M. Gonzales
Illustrator: Lea L. Gumandoy
Layout Artist: Lea L. Gumandoy
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Astrid N. Agbanlog

Printed in the Philippines, by ________________________

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

ii
 7
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



iii
Introductory Message
For the facilitator:
Welcome to the Mathematics7 Alternative Delivery Mode (ADM) Module 7 on
Operations On Rational Numbers!
This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module 7 on

Operations On Rational Numbers
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

iv
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

In this portion, the new lesson will be

What’s New
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given to
Additional Activities
you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
Answer Key
module.

v
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

The module consists of 2 lessons, namely:

• Lesson 1-Addition and Subtraction of Rational Numbers
• Lesson 2- Multiplication and Division of Rational Numbers

After going through this module, you are expected to:

1. add, subtract, multiply, and divide rational numbers, and
2. perform operations on rational numbers involving real-life problems

vi
 What I Know

Let’s find out how much you already know about this module. After taking and checking
this short test, take note of the items that you were not able to answer correctly and
look for the right answer as you go through this module.

Directions: Choose the letter of the correct and best answer. Write the chosen letter
on a separate sheet of paper.

5 1
1. In adding or subtracting similar fractions like this (6 ± 6) you simply add or
subtract_______.
a. 5 and6 c. 1 and 6
b. 6 and 6 d. 5 and 1

4 2
2. Which of the following process is correct when you multiply 7 𝑏𝑦 7?
a. (4)(2) ÷ (7)(7) c. (4)(7) ÷(2)(7)
b. (7)(7) × (4)(2) d. (7)(2) ÷ (7)(4)

3 9
3. Which of the following process is correct when you divide8 ÷ 2 ?
3 9 8 9
a. × c. 3 ×
8 2 2

3 2 8 2
b. × d. 3 ×
8 9 9

7 9
4. Which of the fractions below is equal to 4 − 4
?
1 1
a. 2
c.− 2

1 1
b. d. − 4
4

3 4
5. Which of the following numbers is equal to 5 + 3?
12 7
a. c. 15
15

4 14
b. 15 d. 115

1
 1 15
6. Which fraction below is the product of 26 and39 ?

13 5
a. c.
39 6

5 6
b. d.
39 5

1 7 1
7. Which of the following is equivalent to the quotient of23 and 3added to 95?
1 1
a. 105 c. 6 5

1 1
b. 10 d. 6
3 3

9 2
8. Simplify: 8 + -6
10 5
5 7
a. c. 5
2

7 11
b. d. 10
3

5 3 5 3
9. Simplify: ( 7 + 10) ÷ (12) (5).

142 71 35 280
a. b. 280 c. 142 d.
35 71

1 4
10. What is half the product of 87 𝑎𝑛𝑑 7 5?
a. 63.514 c. 31.575

b. 31.757 d. 63.145

11. A speed of 451.84 m/s is increased by 8.5 m/s. Find the new speed.

a. 443.34 m/s c. 459.69 m/s

b. 452.69 m/s. d. 460.34 m/s

12. A multivitamin tablet costs 5.75 pesos. How many tablets can be bought with
300 pesos?

a. 52.17 c. 53

b. 52 d. 189.75

2
13. If gasoline costs 42.50 pesos per Liter, will 200pesos be enough to buy 5 liters
of gasoline?

a. Yes, it is more than enough.

b. Yes, it is more than 12.50PhP.
c. No, it is not enough. The driver should add 12.50PhP.
d. No, it is enough. The driver should double the amount.

2
14. According to standard, a basketball should bounce back 3 of the distance from
which it is dropped. How high should a basketball bounce when it is dropped
3
from a height of 104 feet (ft)?
1 1
a. 7 6 ft. c. 9 6 ft.
1 1
b. 8 6 ft. d. 10 6 ft.

15. Von received an Aguinaldo in the form of cash worth PhP15,000 last December.
2 1
If he spent of his money on rent and of the remaining money on food, how
5 2
much was left from his Aguinaldo?

a. PhP2 500 c. PhP4 500

b. PhP3 500 d. PhP5 500

3
 Lesson Addition and Subtraction of
1 Rational Numbers
Rational numbers are used all the time! From buying and selling products using money
and terminating decimals to cooking with fractions, people use rational numbers just
about every day! In addition, by giving the group of numbers a name and
characteristics, we can study them, learn about their properties and even expand our
horizon to determine what other types of numbers are used when rational numbers
don't get the job done.

What’s In

The next activity will help you check your prior understanding and learnings as to the
operations on rational numbers.

Notes to the Teacher

Begin the lesson by letting the students do Activity No 1 as a
motivation of the lesson. Allow the learners to read, understand and
answer the question which will explore their prior knowledge on
rational numbers.

Activity 1: Let Me Decide

Directions: Read and comprehend the given problem and try to answer the guide
question?

Mr. Santos owns two companies. One of his

1
companies earned million last year, while the
4
1
other company earned million. How much did
2
Mr. Santos earn last year?

o Guide Question: How would you answer the question?

4
 What’s New

To perform addition or subtraction of fractions you need to take note the following
terms and be able to follow
patterns:

Similar fractions are those

fractions with the same or
common denominators. Notes to the Learner

Dissimilar fractions are those

fractions with unlike or different
denominators.

To change mixed number to

improper fraction, multiply the
whole number to the
denominator plus the numerator
then copy the denominator.

What is It

This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.

To add and subtract rational numbers, let us consider the following illustrative
examples:

1. Use problem on Activity 1.

Let us answer the question by adding ¼ and ½.

Guide questions:

➢ What are the denominators?

Answer: The denominators are 4 and 2

5
 ➢ What is the least common denominator (LCD) or least common
multiple (LCM) of the fractions?
Answer: The LCD is 4 and the LCM is also 4

Notes:
To find the least common denominator, simply list the
multiples of each denominator (multiply 2, 3, 4, etc. Out about 6 or
seven usually works) then look for the smallest number that
appears in each list.
In the example, the multiples of 4 are 4, 8,12, 16,.. and the
multiples of 2 are 2, 4, 6, 8, ..
Now, when you look at the list of multiples, you can see that
4 is the smallest number that appears in each list. Therefore, the
1 1
least common denominator and least common multiple of 𝑎𝑛𝑑
4 2
is 4.

➢ How do we add fractions with unlike denominators?

Answer: To add fractions with unlike denominators, rename the
fractions with a common denominator. Then add and simplify.

Using LCD, Using LCM,

1 1 1 2 3 1 1 1 2 3
+ = + = + = + =
4 2 4 4 4 4 2 4 4 4
Note: The LCD is 4. Note: The LCM is 4.

Take a look at the final answer of two different processes, they appear to be
equal.
𝑎 𝑐 𝑎(𝑑) 𝑏(𝑐) 𝑎𝑑+𝑏𝑐
Pattern: 𝑏 + = + = , where 𝑏 ≠ 0 𝑎𝑛𝑑 𝑑 ≠ 0.
𝑑 𝑏𝑑 𝑏𝑑 𝑏𝑑

Note: Do the same process in subtracting fractions

Using LCD, Using LCM,

1 1 1 2 1 1 1 2 4 −2 −1
− = − = − − = − = =
4 2 4 4 4 4 2 8 8 8 4
Note: The LCD is 4. Note: The LCM is 8.

𝑎 𝑐 𝑎𝑑 𝑏𝑐 𝑎𝑑−𝑏𝑐
Pattern: − = − = , where 𝑏 ≠ 0 𝑎𝑛𝑑 𝑑 ≠ 0
𝑏 𝑑 𝑏𝑑 𝑏𝑑 𝑏𝑑

6
 2. How can we calculate the shaded area?

A. (8 − 3) + (8 − 3) + (8 − 3) + (8 − 3)

𝟖 𝟖 𝟖
B. 𝟑 + 𝟑 + 𝟑

𝟑 𝟑 𝟑 𝟑
C. 𝟖 + 𝟖 + 𝟖 + 𝟖

Answer: C, but how do you add similar fractions or fractions with common
denominator?
3 3 3 3
Since C. is 8 + + + 8 , it appears that the denominator(8) is similar, so
8 8
12 3
simply copy and add the numerators and therefore it is equal to =
8 2

3. Pedro and Clara were playing a video game and trying to

get all of the treasure boxes. Pedro got 2 1/3 treasure
boxes. Clara got 1 5/9 treasure boxes. Together, Pedro
and Clara got how many treasure boxes?

Guide Questions:
➢ What are given?
1 5
Answer: 2 3 𝑎𝑛𝑑 1 9
➢ What kinds of numbers are given?
Answer: mixed numbers
➢ How would you operate the mixed numbers?
1 5
Answer: Add the mixed numbers (2 3 𝑎𝑛𝑑 1 9)

➢ How would u add or subtract mixed numbers?

Answer: Change the mixed number to improper fraction
1 7 5 14
2 = ; 1 = thenproceed to the rule/pattern of
3 3 9 9
adding fractions.

7
 4.
Leo has 4,522.08PhP in his bank account. He
deposits another 875.50Php, and then
withdraws 300PhP in cash. How much is left in
his account?

➢ How would you operate decimal numbers?

4,522.08 + 875.50 – 300, to do this, arrange the numbers with

decimal point aligned.

4,522.08

+ 875.50

5,397.58

Activity 2. Dora and the Pizza

A. Find Those Missing!

Directions: Fill-in the missing number for each box.
3 6 −3
1. − 11 =
11
4 2 3 3
2. + 15 − 15 = 15 =
15
3 1 3 3 6
3. +2−4= + −8 =
8 8 8
1 3 5 5 9 7
4. 5 + 2 2 − 1 4 = +2− =4+ −4= =3
1 4 4
5. 5.023 – 6.3 + 2.22 =

B. Solving Word Problem

Dora ate 2 slices of pizza while Kardo ate

3 slices. If there were initially 8 equal
slices, what fraction of the pizza is
remaining?

8
 What’s More

The next activity will solidify your understanding and skills of the topic.
Activity 3: MESSAGE DECODER
Directions: Solve each problem and write the matching letter on the blank above the
answer.

(0.8)(−8.5)(0.9)
(0.8)+(-8.5)+(0.9) (−2.5) + (−7.3) + 3.3
A G
−6 −8 −4 −5 3 −3
C 3
+
4
+
8
H 4
+ +
2 4

3 −4 1 −3
Y + I −5 + 2
5 4
99 6 9
8
D 6.6 − (−1.6) − 7.2 N − (−3.75)
12
9 9
4
9−1 + (−0.3) 9 6.6 − (−1.6) − 7.0
T 11 O
3
E 3 + (−6) P 3.3 + (−15)
4
9 9
9 3.3 + (−3 3 ) 1
R 10 S 2
+ (−1.5)
9

9
What is the best safety measure to avoid virus attack?
9

_________
9 _________ _________ _________
9
−6.5 1.2 1.2 1

_________ _________ _________ _________ _________ _________ _________

1 1 −6.5 19 1 4.416 1
− − −7 −2 −2
2 3 20 4 4

_______ _________ _________ _________ __________________ _________ _________

__−11.7 -6.8 1 −1.661 19 1 1
0 −6.12
−4 −2 −7 −4 −2
2 4 20 2 4

9
 What I Have Learned

In the next activity, you are asked to complete each statement as to the insights you
have gained from the lesson.

Activity 4: Complete Me!

Complete the given statement with the knowledge you acquired or if there are unclear
concepts that concern you from this lesson. Bear in mind to accomplish the task with
honesty in mind.
I Understand Example
I learned… I need help with…
The lesson helped me… I have a question…
I Need Practice I Want More
I am still confused about… I could use this information…
I need to practice… I need to practice more on…

What I Can Do

This activity will help you transfer into real-life situations the knowledge and skills
which you have gained or learned.
Activity 5. Make It Real
Learners will comprehensively read and perform addition and subtraction of rational
numbers on real-life problems.
1. To visit his grandmother, Luis takes a bus 6.37 kilometers and a tricycle
5.45 kilometers. How many kilometers is Luis’s journey in total?
3
2. One glass of milk gives you 10 of the recommended amount of calcium per
day. Three glasses of milk will give you what fraction of the recommended
amount of calcium per day?
3. Lilia is growing Banana trees and studying their heights. Here is her data:
Banana Tree Height (in feet)
Lakatan 𝟏
3𝟒

Tundan 7
28

Saba 1
32

What is the difference between the heights of the Lakatan and Tundan
banana trees?

10
 Lesson Multiplication and Division of
2 Rational Numbers
Rational numbers are used all the time! From buying and selling products using money
and terminating decimals to cooking with fractions, people use rational numbers just
about every day! In addition, by giving the group of numbers a name and
characteristics, we can study them, learn about their properties and even expand our
horizon to determine what other types of numbers are used when rational numbers
don't get the job done.

What’s In
Activity 6: You Puzzle Me!
Complete the crossword by filling in the number that fits the clues found on the puzzles.
1 2

3 4

5 6

7 8

9 10

11 12

ACROSS DOWN
1. Half time 24 1. Twenty times two-thirds
2. Three-fifths times 25 2. Three-sixths times 28
3. Two-sevenths times 49 3. 26 times three-sixths
5. One-fourth times 52 4. Half of 34
6. One-third times 51 5. One-sixth of 96
7. Twenty-four divided by three-halves 6. Three-fourths of 24
8. Twenty-seven divided by three- 7. Two-thirds time 18
halves. 8. Two-fifths of 25
9. Eighty time one-fourth 9. One-fifth of 100
11. One-sixth time 60 10. Half of twenty-eight
12. Six-ninths times 21

11
 What’s New
Let us check your understanding by performing the next activity.

Activity7. Think of This

Mrs. Ramos gave ½ of a whole pizza to her son

Jepoy. Jepoy ate ¼ of what was given to him. What
part of the whole pizza did Jepoy eat?

o Guide Question: How would you answer

this question?

What is It
Activity 8: Just Give Me Reason

To multiply and divide rational numbers, let us study the following illustrative
examples:

1. Use problem on Activity 6. Let us analyze ¼ of ½.

Guide questions:
➢ What does ¼ of ½ mean?
1 1
Answer: ×2
4
➢ What are the denominators? Numerators?
Answer: Numerator is 1 and the denominators are 4 and 2.

➢ How we multiply fractions?

Answer: Multiply the numerators and multiply the denominators.

1 1
➢ What is the product of and ?
4 2
1 1 𝟏
Answer: × =𝟖
4 2

2. What if we divide ¼ by ½?
➢ How do we divide fractions?
Answer: Copy the first number, change division to multiplication and
invert the second number.
1 1 1 2 2 𝟏
÷ = × = =
4 2 4 1 4 𝟐
12
 3. A baby’s T-shirt requires 4/5 yards of fabric. How
many T-shirts can be made from 48 yards?
Guide Questions:
➢ What are the given?
Answer: 48 yards of fabric
4
yards of fabric for a shirt
5

➢ How would you operate the given and what is the quotient?
4
Answer: Divide 48 by
5
4 48 5 240
48 ÷ 5 = ×4= = 𝟔𝟎baby’s T-shirt
1 4

In multiplying fractions, multiply numerators and multiply denominators.

𝑎 𝑐 𝑎(𝑐)
Pattern: 𝑥 = 𝑏(𝑑), where 𝑏 ≠ 0 𝑎𝑛𝑑 𝑑 ≠ 0
𝑏 𝑑

In dividing fractions, copy the first fraction, change division to multiplication

and invert the second fraction.

𝑎 𝑐 𝑎 𝑑 𝑎𝑑
Pattern: ÷ = 𝑏𝑥𝑐 = , where 𝑏 ≠ 0 𝑎𝑛𝑑 𝑑 ≠ 0
𝑏 𝑑 𝑏𝑐

You may try this next task.

Activity 9: “I Wish I Could”

Complete each blank box.

3 6
1. × =
11 11 121
4 2 3 4 15 8
2. × 15 ÷ 15 = 15 × × =
15 3 45
1 3 5 2 70
3. 5 ÷ 2 × 1 4 = 1 ____ 5 × =
2 4
2 2
4. 2 ÷ × 0.2 = × × =1
5 1 5

Activity 10: It’s Your Turn!

Learners will apply what they have learned from multiplication and division of
fraction.
A. Perform the indicated operation:
1 10
1. -3 ÷
3 3

13
 1 1 5
2. × 13 ÷ 3
5

B. Read and understand each problem before solving.

3. Nilda’s cleaning service charges PhP1000 to clean 8 offices. What is

the company’s price for cleaning a single office?
1
4. Julie spent 3 hours doing her assignment. Ken did his assignment for
2
2
1 3 times as many hours as Julie did. How many hours did Ken spend
doing his assignment?

What’s More

Activity 11: Practice More!

Directions: Match the operations in Column A with the answers in Column B.
COLUMN A COLUMN B

5 2 110
_____ 1. ( )(−2 ) a.
6 3 3
5 −20
_____ 2. (-7)(−5 ) b.
21 9
4 21 4
_____ 3. ( ) ÷ (− ) c.
16 9 9
9 3 1 325
_____ 4. ( ) ÷ ( ) ÷ ( ) d.
16 4 6 9
1 2 3
_____ 5. (4 )(5 ) e.
2 3 10
5 1 9
_____ 6. (10 )(3 ) f.
6 3 2
5 2 12 51
_____ 7. (− )( )(− ) g.
6 3 15 2
1 −5
_____ 8. (13 ) ÷ (−2) h.
6 12
15 2 i. −79/12
_____ 9. ( ÷ 3) ÷ (−9)
6
9 4 3
____10. (− )( )(−2) j. − 28
16 15

14
 What I Have Learned
In the next activity, you are asked to analyze the statement as to the insights you have
gained from the lesson.
1. What’s the main difference between multiplying fractions and dividing
fractions?
a. You must cross multiply when you multiply fractions and not when
dividing fractions.
b. You find the reciprocal of the first fraction when dividing fractions
and not when multiplying fractions.
c. You don’t have to simplify when multiplying fractions.
d. You have to find the reciprocal of the second fractions when
dividing fractions and not when multiplying fractions.

What I Can Do

This activity will help you transfer into real-life situations the knowledge and skills
which you have gained or learned.

Activity 12: Solutions That Matter

Directions: Choose the letter of the best answer.

1. The length of the rectangle is 4 ¾ and the width is 3 3/5. What is

the area of the rectangle?

a. 12 9/20 b. 18 c. 17 1/10 d. 8 ½

2. Alex paints 1/6 of his fence everyday for several days, how many
days will it take him to paint ¾ of his fence? Make sure your final
answer make SENSE.

a. 2 ¼ days b. 4 ½ days c. 3/24 of a day d. 4 days

15
 Assessment

Directions: Choose the letter of the correct and best answer. Write the chosen letter
on a separate sheet of paper.
4 2
1. When you multiply 7 by 7, which process do you follow?
a. (4)(2) ÷ (7)(7) c. (4)(7) ÷ (2)(7)
b. (7)(7) ÷ (4)(2) d. (7)(2) ÷ (7)(4)

3 9
2. When you divide ÷ 2 , which process do you follow?
8
3 9 8 9
a. × c. ×
8 2 3 2
3 2 8 2
b. × d. ×
8 9 3 9
3 4
3. Which of the numbers is equal to + ?
5 3
12 7
a. c.
15 15
4 14
b. 15 d. 1
15
5 1
4. In adding or subtracting similar fractions like these ( + ) you simply add or
6 6
subtract
a. 5 and 6 c. 1 and 6
b. 6 and 6 d. 5 and 1
1 15
5. Which fraction is the product of 2 and ?
6 39
13 5
a. c.
39 6
5 6
b. d.
39 5

1 7 1
6. Which is equivalent to the fraction quotient of 2 and when added to 9 ?
3 3 5
1 1
a. 105 c. 6
5
1 1
b. 10 3 d. 6
3

9 2
7. Simplify: 8 + 10 - 65
5 7
a. c.
2 5
7 11
b. d.
3 10

16
 5 3 5 3
8. Simplify: ( + 10) ÷ (12) (5).
7
142 71 35 280
a. b. c. d.
35 280 142 71

1 4
9. What is half the product of 8 𝑎𝑛𝑑 7 ?
7 5
a. 63.514 c. 31.575
b. 31.757 d. 63.145

10. A speed of 451.84 m/s is increased by 8.5 m/s. Find the new speed.
a. 443.34 m/s c. 459.69 m/s
b. 452.69 m/s d. 460.34 m/s

7 9
11. Which fraction is equal to − ?
4 4
1 1
a. c.−
2 2
1 1
b. d. −
4 4

12. A multivitamin tablet costs 5.75 pesos. How many tablets can be bought with
300 pesos?
a. 52.17 c. 53
b. 52 d. 189.75

13. If gasoline costs 42.50 pesos per liter, will 200pesos be enough to buy 5 liters
of gasoline?
a. Yes, it is more than enough.
b. Yes, it is more than 12.50PhP.
c. No, it is not enough. The driver should add 12.50PhP.
d. No, it is enough. The driver should double the amount.
2
14. According to standard, a basketball should bounce back of the distance from
3
where it is dropped. How high should a basketball bounce when it is dropped
3
from a height of 10 feet (ft)?
4
1 1
a. 7 6 c. 9
6
1 1
b. 8 6 d. 10
6
15. Von received an Aguinaldo in the form of cash worth 15 000PhP in December.
2 1
If he spent of his money on rent and of the remaining money on food, how
5 2
much was left from his Aguinaldo?
a. PhP2 500 c. PhP4 500
b. PhP3 500 d. PhP5 500

17
 Additional Activities

Let us reinforce the skills/knowledge that you have gained from this lesson by doing
the next activity.
Activity 13: How Well Did I Understand?
2 3
A. Mathematical Reasoning: In adding and ,
3 4
1. Explain why a common denominator is needed.

1 1 2
B. Communicating: A classmate thinks
5
+ 4
= 9. Draw the fraction and
2
explain why cannot be an answer.
9

18
 Answer Key

19
References
Nivera, Gladys, and Minie Rose Lapinid.Grade 10 Mathematics. Patterns and
Practicalities. Makati City: Don Bosco Press, Inc., 2015.

Callanta, Melvin et. al. Grade 10 Learner’s Module. Pasig City: Department of
Education, 2015.

https://courses.lumenlearning.com/introstats1/chapter/measures-of-the-location-of-
the-data/

https://www.mathsisfun.com/data/percentiles.html

https://www.chicagomanualofstyle.org/tools_citationguide/citation/citation-guide-
1.html

https://www.ideaedu.org/idea-notes-on-learning/learning-appropriate-methods-for-
collecting-analyzing-and-interpreting-numerical-information/

20
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