JHS - MATH 7 - 2nd Grading Module - GERRY R. LOMBRES

DAVAO CENTRAL COLLEGE
Juan dela Cruz St. Toril Davao City

BASIC EDUCATION DEPARTMENT
JUNIOR HIGH SCHOOL PROGRAM
ACSCU-ACI Accredited
SY 2021-2022
Name: __________________________ Grade and Section: ____________
LEARNING ACTIVITY SHEET #1
Topic : DEVELOPMENT OF MEASUREMENT, MEASURES OF

LENGTH
MELC: Approximates the measures of quantities particularly
length, weight/mass, volume, time, angle and
temperature and rate.
Learning Target(s) : a. I can approximate the measures of quantities
particularly length; and
b. I can convert measurements from one unit to another
in both metric and English system.
Peace Value : INTEGRITY: Every one of us is unique. Don’t measure
and
compare your worth to others because we are all equal
in
the eyes of the Lord.
The image was taken from https://www.google.com/search?

q=measurement
Hello! Good day! How are you doing? How did you find your first-quarter
learning experience? Great! I'd like to congratulate you all on completing the
first quarter with a bang! I hope you still have the energy and enthusiasm for
learning as we begin our Second Quarter lessons.
Most of us don’t realize that our daily activities depend on measurement. We

buy fruits, meats and fish by kilogram (a measure of weight). We buy crude oil and
MATHEMATICS 7: MODULE 2 1
gasoline to fuel our cars by liter (a measure of volume). We work by the hour or
per day (measures of time) and we buy land by square meter (a measure of area).
In terms of body temperature, we are being checked with the use of thermo guns
every time we go to a certain establishment to follow certain protocols due to the
COVID-19 pandemic (a measure of temperature).
Measurement is one of the most useful and common processes ever

developed. Almost everything we use and do every day is measured. Can you imagine
what the world would be like without a system of measurements? In this lesson, we
will trace the development of measurement from the past to the present and get
to know more about measuring lengths. Are you ready to learn? Great! So, hang on
and have fun learning! But first, let’s have an activity!
ACTIVITY 1A.2: COMPARE WITH MY BODY PARTS

Direction: Determine the dimension of the following materials found in your house
using the specified units only. Record your results in the table below.
Choose one member of your family and compare your results. Answer
also
the process questions that follow.
YOUR DATA
Parts of the body Dining Table sofa/chair
foot
Hand span
Your parent’s/sibling’s data

Parts of the body Dining Table sofa/chair
foot
Hand span
Note: Hand span – the distance from thumb of an outstretched hand to the smaller
finger.
PROCESS QUESTIONS:
1. How did you find the activity?
_________________________________________________________
_________________________________________________________
2. Did you experience any difficulty when you were doing the actual measuring?
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. Were there differences in your data and your parent’s/sibling’s data?
_________________________________________________________
_________________________________________________________
4. What do you think caused those differences?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Let’s deepen our understanding about the activity we’ve done

earlier!
In your activity, you were able to use your body parts in performing non-
standard measurements. But what really is the meaning of measurement? Are
there any standard systems of measures that we need to consider? Let’s find out!
Measurement – is a process of comparing an unknown quantity to a standard known

quantity.
The Standard Systems of Measures

Two standard systems of measurement were developed: U.S. customary or
the “English” system and the metric system.
ENGLISH SYSTEM
The unit of measurement used in ancient times where chosen for
convenience rather that accuracy. Historical records indicate that the first units
of length were based on human feet, hands, and arms. Long distances were
measured by paces and volume were measured using common household items such
as pails, cups, and baskets.
The foot, hand span and cubit appear in the early records of Babylonians and
Egyptians. Our Filipino ancestors, on the other hand, used hakbang, dangkal, dipa,
dakot and talampakan.
q=measurement+of+hand+span%2C+foot%2C+and+arms.
The following are some of the measurements and their equivalents in the English
System:
12 inches (in) = 1 foot (ft)

3 feet = 1 yard (yd)
5280 ft = 1 mile
3 teaspoons (tsp) = 1 table spoon (tbsp)
16 tbsp = 1 cup (c)
1 c = 8 oz
2 c = 1 pint (pt)
16 ounces (oz) = 1 pound (lb)
2 pt = 1 quart (qt)
4 qt = 1 gallon (gal)
2, 000 lb = 1 ton
Let’s try to convert this:
1. Convert 42 inches to feet.
SOLUTION:
1 foot
42 inches x Look for the conversion factor and
12inches
cancel out the common units.
42 feet
=
12
= 3.5 feet
METRIC SYSTEM
The Metric System of measurement is a modern system. It is scientific
and simple to follow. It is easier to use than the English System of Measurement
since its conversion factors would consistently be in decimal system, unlike English
System of Measurement where the units of lengths have different conversion
factors. All its measurements are based on multiples or powers of 10.
In 1960, the metric system underwent an extensive simplification and

revision. The name International System of Units (SI) refers to this modern
metric system.

q=international+system+of+units.
The base unit for length is the meter and units longer or shorter than the
meter would be achieved by adding prefixes to the base units. These prefixes may
also be used for the base units for mass, volume, time, and other measurements.

q=prefixes+for+metric+system.
MEASURE OF LENGTH
The first standard unit for length was cubit, the distance from the elbow
to the extended finger of an adult. Cubit was developed by the Egyptians in 3, 000
B.C.
The image was taken from https://www.google.com/search?q=cubit.
In today’s measurement, a cubit can be compared to 1 foot. Among the

different measurements, namely length, capacity/volume, weight, temperature, and
rate, length is the most commonly used. When we talk of height of a person, lot
area, distance, and size of clothes or any object in the house, they are all about
length. There is an appropriate unit for each length. It is important that we know
the approximate size of each unit.
Examples:
About an inch About a millimeter thick
About a meter A 1-minute run, about a kilometer
Length, a physical quantity, is a measure of distance. The ruler, tape

measure, and meter stick are often used to measure the length of an object. The
standard unit of length in the metric system is meter. The following equivalents
show how meter is related to other related units.
10 millimeters (mm) = 1 centimeter (cm)
10 cm = 1 decimeter (dm)
10 dm = 1 meter (m)
10 m = 1 dekameter (dam)
10 dam = 1 hectometer (hm)
10 hm = 1 kilometer (km)
Other equivalents that are often used are:
1 mile = 1.6 km
1 hectare (ha) = 10,000 square meter (sq m)
Let’s try to convert this:
1. Convert 5 m into millimeters.
Solution:
1,000 mm
5m x = 5,000 mm Find a conversion factor
1m
and cancel out the common units.
(For more examples and have a better understanding about standard systems of
measures, you can refer to your Math book on pages 114-127.)
ACTIVITY 1B.2: APPROXIMATION

Direction: Choose the appropriate measurement for each of the following
dimensions of objects/materials. Encircle the letter of your answer.
1. Diameter of a 1-peso coin

a. 1.5 inches b. 2.5 cm
2. Gap between two steps of a stair case

a. 7 cm b. 7 inches
3. Length of a fork
a. 18 cm b. 9 inches
4. Height of a flagpole
a. 7 yd b. 7 ft
5. Thickness of an ID card
a. 1 mm b. 1 cm
TIME TO REFLECT!
All human beings are born equal. Do you believe it? Explain your answer.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_________________________________________________
REMEMBER:
Measurement tools make our lives easier and safer, while also
improving the quality and quantity of life. The ability to accurately measure
physical properties has arguably tremendous survival value, providing humans
with an adaptive, evolutionary advantage honed over many years of natural
selection.
ACTIVITY 1C.2: CHECK YOUR UNDERSTANDING 1

Direction: Convert the indicated measurement. If the answer is not an exact
number, express the answer to the nearest hundredth.
1. 97 km = _________ m
2. 86 m = _________ dm
3. 7 ha = _____________ sq m
4. 1,458 m = ____________ dm
5. 305 yd = _______________________ in
REFERENCES:
Mercado, J. P., Orines, F. B., Suzara, J. L., & Manalo, C. B. (2012). Next Century Mathematics
7 (First Edition, Vol. 1). Phoenix Publishing House, INC.
Nivera, G. C. (2018). Grade 7 Mathematics Patterns and Practicalities (Revised Edition, Vol.
1). SalesianaBooks by Don Bosco Press, Inc.
Padilla, J. R. C., & Domingo, A. E. C. (2017). Empowering through Math 7 (First Edition, Vol.
1). EPHESIANS Publishing Inc.
Tuliao, A. L., Escasenas, R. M., Jimenez, E. P., de Gracia, M. M. B., & Firmalino, S. B. F.
(2017). Realistic Math Scaling Greater Heights (First Edition, Vol. 1). Sibs Publishing
House, Inc.
SY 2021-2022
LEARNING ACTIVITY SHEET # 2
Topic : MEASURES OF MASS AND VOLUME

particularly weight/mass, and volume/capacity.
b. I can convert measurements from one unit to
another in both Metric and English systems.
Peace Value : INTEGRITY: If you are feeling empty and down due to
big and heavy burdens in life, just let God fill that
emptiness in your heart with his love and carry that
burden with his mighty hands.
Hello! Good day! How are you? I

hope that you still have the energy
and passion for learning as we go
through our new lesson.
What was our last lesson all
about?
____________________________
____________________________
____________________________
____________________________
In our previous lesson, we talked about history of measurement and
measuring length. Now let’s proceed to measuring other fundamental quantities
such as mass and volume.
Now I want you to ponder this:
Baby Gerry is brought to his pediatrician regularly. Part of the regular

checkup is to monitor his weight, change the dosage of his vitamins, increase the
volume of milk, and the like.
The doctor may consider the concept of measuring the mass and volume of a
substance or an object. But what are the units used to measure the mass of bigger
objects? How about smaller objects? We usually encounter beverages in the
supermarket. What are the units used to measure the volume of smaller
beverages? How about the bigger ones? Are you ready to learn? Great! But first,
let’s have an activity!
ACTIVITY 2A.2: ESTIMATED AND ACTUAL WEIGHTS
Direction: Perform the activity and answer the questions that follow.
Materials:
 1 book
 4 notebooks
 8 one-peso coins
 5 five-peso coins
 Pencil case
 Platform balance/ weighing scale
Procedures:
 Method 1: Estimated weights

-Before using the platform balance, decide which object in each pair has a
greater mass by writing a relationship symbols (>, <, and =) in the blank.
SET A Relationship Symbols SET B

4 notebooks 1 book
1 notebook 1 pencil case
8 one-peso coins 5 five-peso coins
 Method 2: Actual weights

-Find the actual mass of items.
SET A Actual mass SET B Actual mass

4 notebooks 1 book
1 notebook 1 pencil case
8 one-peso coins 5 five-peso coins
Process questions:

_________________________________________________________
2. Are the estimates in Method 1 close to the actual mass obtained in Method
2?
_________________________________________________________
3. What other kinds of instruments for measuring weight do you know?

_________________________________________________________
4. What other units of weight do you know?
_________________________________________________________
ACTIVITY 2A.2: ESTIMATED CAPACITY
Direction: Estimate the capacity of the following materials. Underline your answer.
About how much liquid can a juice box hold?
7 liters 7 fluid ounces
Estimate the capacity that this can could hold.
1 cup 2 cups 10 cups
Process questions:
1. What is your basis in estimating the capacity of the materials above?
_________________________________________________________
_________________________________________________________
2. Are you familiar with the units used in the choices above?
_________________________________________________________
_________________________________________________________
In your activities, you were able to measure the mass of certain objects and
estimate the capacity of a certain material. Sometimes, we interchangeably used
the term mass and weight. Are they related to each other? How about volume and
capacity? What are the SI units used in these kinds of quantities? Let’s find out!
Mass and weight are often used interchangeably. However, they are not
exactly the same. The weight of an object measures the pull of the earth’s gravity
on it. It changes when the object’s location on earth changes. However, mass
measures the amount of matter in an object. It does not change even when the
object’s location changes.
The instruments commonly used to measure mass are weighing scale and the
balance. A weighing scale for commercial use is more convenient and easier to
manipulate, but not as accurate. A digital weighing scale is available in the market
right now that can provide an accurate result.
1
The SI standard unit of mass is kilogram (kg). The gram is of a
1000
kilogram. It is used for small weights such as ingredients in recipes or nutritional
contents of various foods.
Volume is the amount of space an object contains or occupies. The volume of

a container is considered to be the capacity of the container. This is measured by
the number of cubic units or the amount of fluid it can contain and not the amount
of space the container occupies. For measures of capacity, the most commonly used
units are the liter and milliliter.
Here are the related units of measures of mass and capacity:
Measures of mass Measures of capacity

10 milligrams (mg) = 1 centigram 10 milliliters (mL) = 1 centiliter (cL)
10 cg = 1 decigram (dg) 10 cL = 1 deciliter (dL)
10 dg = 1 gram (g) 10 dL = 1 liter (L)
10 g = 1 dekagram (dag) 10 L = 1 dekaliter (daL)
10 dag = 1 hectogram (hg) 10 daL = 1 hectoliter (hL)
10 hg = 1 kilogram (kg) 10 hL = 1 kiloliter (kL)
The base unit for mass or weight is gram (g). We can change all units into
grams by multiplying the conversion factor.
UNIT Conversion factor in grams (g)
milligram (mg) 1 mg = 0.001 g
centigram (cg) 1 cg = 0.01 g
decigram (dg) 1 dg = 0.1 g
gram 1 g= 1 g
dekagram (dag) 1 dag = 10 g
hectogram (hg) 1 hg = 100 g
kilogram 1 kg = 1,000 g
The base unit for capacity is liter (L).
UNIT Conversion factor in liters (L)

milliliter (mL) 1 mL = 0.001 L
centiliter (cL) 1 cL = 0.01 L
deciliter (dL) 1 dL = 0.1 L
Liter (L) 1L=1L
dekaliter (daL) 1 daL = 10 L
Hectoliter (hL) 1 hL = 100 L
Kiloliter (kL) 1 kL = 1,000 L
Let’s us try to convert the following:
1. 1 g to mg
1 mg
Solution: 1g x = 1,000 mg Find a conversion factor to cancel
0.001 g
out
common units.
Answer: 1 g = 1,000 mg
2. 1 kg to mg
1,000 g 1 mg
Solution: 1 kg x x = 1,000,000 mg
1 kg 0.001 g
Answer: 1 kg = 1,000,000 mg
3. 50 mL to L
0.001 L
Solution: 50 mL x = 0.05 L
1 mL
Answer: 50 mL = 0.05 L
4. 600 cL to kL
0.01 L 1 kL
Solution: 600 cL x x = 0.006 kL
1 cL 1,000 L
Answer: 600 cL = 0.006 kL
(For more examples and have a better understanding about mass and volume, you
can refer to your Math book on pages 131-146.)
ACTIVITY 2B.2: I HAVE IT ALL!
Direction: Write <, >, or = on the lines to make the statement true.
1. 56 g _____ 0.56 kg
2. 0.098 kg _____ 98 g
3. 94 dag ______ 49,000 cg
4. 234 hL _____ 2,300 daL
5. 0.0526 kL _____6,520 mL
TIME TO REFLECT!
At the wet market, have you experienced buying a kilogram of fish or fruits only to
find out later (using another weighing scale) that it was short by 100 or 50 grams?
What prompts some market vendors and businessmen to make dishonest gains?
Consider this quote from Construction Digest: “Prefer a loss to dishonest gain.
The one brings pain at the moment, the other for all time to come.”
______________________________________________________________
______________________________________________________________
______________________________________________________________
REMEMBER:
Measurement provides a standard for everyday things and processes.

From weight, temperature, length even time is a measurement and it does play a
very important role in our lives. The money or currency we use is also a
measurement. 7: MODULE 2
MATHEMATICS 15
ACTIVITY 2C.2: CHECK YOUR UNDERSTANDING 2
Direction: Open your Math book on page 141 and you will see the MENTAL MATH
part. Answer only items # 1 - # 5. Read the instructions carefully and please
put/reflect your answers below.
1. ______________ 4. __________________
2. ______________ 5. __________________
3. ______________
REFERENCES:
House, Inc.
SY 2021-2022
Topic : Measures of Time, Angle, Temperature, and Rate

particularly angles, time, temperature, and rate.
b. I can convert measurements from one unit to
another.
Peace Value : DISCIPLINE: Just be patient waiting for your time! TIME
for breakthroughs!
Hello! Good day! How are you? I

hope that you still have the energy and
passion for learning as we go through our
new lesson.
What was our last lesson all about?
_______________________________
_______________________________
_______________________________
_______________________________ 17
MATHEMATICS 7: MODULE 2
In our previous lesson, we’ve tackled about measures of quantities of
mass and volume. Now, let’s proceed to the measures of the remaining
quantities namely, angle, time, temperature, and rate.
Temperature and time are two of the many variables we monitor on a

daily basis. It is critical to consider the forecasted temperature on a daily
basis in order to dress appropriately and decide whether or not to bring a cap,
an umbrella, bottled water, and other items. The angle formed by the hands on
an analog clock makes it easy to read the time. Time is measured in units
ranging from very small to very large. We can calculate the rate at which an
object moves in relation to time. It is critical to understand how to measure
these quantities in our daily lives. As we progress through our lesson, we will
become familiar with the various units and their related units that are used
with these types of quantities! Are you ready to learn? Great! But first, let’s
have an activity!
ACTIVITY 3A.2: CHARLIE’S ANGLES
Direction: Estimate the measurement of the given angles, then check your
estimates by measuring the same angles using the protractor.
A B C D
ANGLE
ESTIMATE
MEASUREMENT
PROCESS QUESTIONS:

_________________________________________________________
_________________________________________________________
2. What difficulties did you encounter in using your protractor to measure the
angle?
_________________________________________________________
_________________________________________________________
3. What can be done to improve your skill in estimating angle measurements?
_________________________________________________________
_________________________________________________________
In your activity, you were able to recall how to measure angles using a
device called protractor. Let’s deepen our understanding about angles, and try to
convert and approximate other fundamental quantities, namely, time, temperature,
and rate.
ANGLES
- derived from the Latin word angulus, which means center
- defined as a figure formed when two rays share a common endpoint called
the vertex.
- are measured either in degrees, or radians or revolutions
A protractor is used to determine the measure of an angle in degrees. In

using the protractor, make sure that the cross bar in the middle of the protractor
is aligned with the vertex and one of the legs of the angle is aligned with one side
of the line passing through the cross bar. The measurement of the angle is
determined by its other leg.
The image was taken from https://www.google.com/search?q=protractor.
Notice that there are two scales, one reading from the right to left and the
other from left to right. These help us in measuring an angle in any position.
TIME
- A clock measures the passage of time.
- Time is measured in hours, minutes, and seconds.
- There are two types of notation in stating time, the 12-hour notation
(standard time) or the 24-hour notation (military and astronomical time).
- The standard time makes use of a.m. and p.m. to distinguish between the
time from midnight to 12 noon ( a.m. or ante meridiem) and from 12 noon to
midnight (p.m. or post meridiem).
The calendar is tied up with our idea of the passage of time, and the
following will be helpful in measuring it.
60 seconds (s) = 1 minute (min)

60 min = 1 hour (h)
24 h = 1 day (d)
7 d = 1 week (wk)
12 months (mo) = 1 year (y)
10 y = 1 decade
10 decades = 1 century
Let’s try to convert these!
1. 80 min to h
1h
80 min x
60 min
= 1.3 h
2. 9 h to min
60 min
9h x
1h
= 540 min
TIME AND ANGLE
- A circle has 3600. The hour hand of a circular analog clock turns 360 0 in 12
hours, while the minute hand turns 3600 in 60 minutes. The angle made by
the two hands is 900 when the time is 3 o’clock. Therefore, 1-hour interval
corresponds to 300.
Example:
How many degrees are formed by the hands of an analog circular clock at 4 o’clock?
Solution:
Since at 3 o’clock, the hands form 90 0. At 4 o’clock, the hands of the clock will
form 900 + 300, which is equal to 1200.
ANSWER = 1200
-
RATE
Speed is the rate of an object’s change in position along a line.
- Average speed is determined by dividing the distance travelled by the time
spent to cover the distance.
distance d
Speed = or S =
time t
The base SI unit for speed is meter per second (m/s). The commonly used
unit for speed is kilometer/hour (Kph or km/h) for the English System.
Let’s try to convert this!
1. What is 150 kilometers per hour in meters per second?
Solution:
Let’s convert first the given into the required unit.
150 km = ____ meters

1000 m
150 km x
1 km
= 150 000 m
1 hour = ____ seconds

60 min 60 s
1h x
1h
x
1min
= 3 600 s
Now let’s solve the problem!
150 km 150 000m 41. 67 m

h
=
3 600 s
= s
or 41.67 m/s
TEMPERATURE
- It refers to the degree of hotness or coldness of a body.
- The metric unit of temperature is degree Celsius (0C) by Andres Celsius.
- The instrument used for measuring temperature is thermometer.
- Another unit of temperature is degree Fahrenheit (0F) by Gabriel
Fahrenheit.
The following formulas will help us convert from Fahrenheit to Celsius and vice
versa.
1. Fahrenheit Celsius 5 0
0
C= ( F – 32)
9
9 0
2. Celsius Fahrenheit
0
F= C + 32
5
Let’s try to convert this!
1. 98.6 0F to 0C
5 0
Solution: 0
C= ( F – 32)
9
5
0
C= (98.6 – 32) Substitute the given.
9
5
0
C= (66.6)
9
0
C = 37 or 37 0C
2. 100 0C to 0F
9 0
Solution: 0F = C + 32
5
9
0
F= (100) + 32 Substitute the given. Follow PEMDAS rule.
5
0
F = 180 + 32
0
F = 212 or 212 0F
(For more examples and have a better understanding of the lesson, you can
refer to your Math book on pages 122-127.)
ACTIVITY 3.1: WHAT TIME IS IT?

Direction: Determine how many degrees will be formed by the hands of a clock at
the following times.
1. 7 o’clock = ______________
2. 9 o’clock = ______________
3. 10 o’clock = ______________
4. 6 o’clock = ______________
5. 2 o’clock = ______________
TIME TO REFLECT!
“The speed that thrills is the speed that kills.”
Talk about the statement above. Do you agree or disagree with it? Explain your answer.
Cite common traffic violations that lead to road mishaps.
__________________________________________________________________
__________________________________________________________________
Why is it important to follow the prescribed speed limits?
__________________________________________________________________
__________________________________________________________________
REMEMBER:
We need to know the speed of an object so that we can predict the time it
takes to travel at a certain speed and distance. For example, a GPS tells you
the time it takes to arrive at your destination depending on the speed you are
going.
ACTIVITY 3C.2: CONVERT M3!
Direction: Convert the following measurements to the indicated units. If the

answer has decimals, limit your answer into hundredth place.
1. 15 min = _______ seconds
2. 216 h = ______ days
3. 52 weeks = _______ days
4. 1310F = ________0C
5. 350C = ________0F
REFERENCES:
House, Inc.
SY 2021-2022
Topic : ALGEBRAIC EXPRESSION

MELC: Translates English phrases to mathematical phrases and
English sentences to mathematics sentences, and vice
versa.
Learning Target(s) : a. I can translate English phrases to mathematical
phrases and vice versa.
b. I can evaluate algebraic expressions.
Peace Value : COMPETENCE: Knowing the language of communication
makes the people understand each other leading to
unity
and harmony.
The image was taken from https://www.google.com/search?q=algebracartoon.
Hello! Good day! How are you class? I hope everything is fine! Let’s
embrace this week with full energy and passion for learning as we go through in
our new topic.
We have our first language, so to speak. As we grow, we get our second

language. More often than not, our first language is not only about words to call
attention or to describe things but also some basic counting words.
In our study of mathematics, we put numbers together with some symbols

and letters and then we make sense out of them. Such representation is in itself a
language called algebra. In this lesson, you are going to translate words into
mathematical symbols to form algebraic expressions. Are you ready to learn?
Great! So hang on and have fun learning! But first, let’s have an activity!
ACTIVITY 4A.2: PERFECT MATCH!

Direction: Match each verbal phrase under column A to its corresponding
mathematical phrase under column B. Write the letter of your answer on
the blank space provided before each number.
Column A Column B
____1. 7 less than the product of 3 1
a.
2
t +5
and a number a.
____2. The product of 7 and w divided b. 24 – 3x
by the product of 8 and x.
____3. 5 years younger than Danny c. P - 5
(P=Danny’s age)
____4. Half as big as last night’s y
d.
crowd (y= size last night’s crowd) 2
____5. Three times a number x e. 7w ÷ 8x
subtracted from 24.
____6. 5 greater than half a number t. f. 3a - 7
____7. A number added to 10. g. Y + 10
PROCESS QUESTIONS:
1. Which phrases were easy to translate?

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. Did you get all correct? If not, what was your mistake?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
In your activity, you were actually translating words into

mathematical phrases. But are there things that we need to consider and
remember upon performing translation? Let’s find out!
Consider the situation below.
Dennis helps his mother sell corncobs every day. Each corncob costs Php
18.00. There income depends on the number of corncobs sold each day. The
number of corncobs sold varies each day but the price of corncob is the same. The
expression 18n, or “18 times n” where n is the number of corncobs sold represents
the sale for each day.
In Algebra, n is called a variable and 18n is an algebraic expression. A

variable is a symbol or letter used to represent a number or quantity. Letters are
used to represent variables. An algebraic expression is a mathematical phrase that
consists of variables, numbers, and operations.
Here are some common words and phrases that express addition,
subtraction, multiplication, and division.
Algebraic Expression Addition Phrase

x plus 2
2 added to a number x
x+2 2 more than a number x
a number x increased by 2
the total of a number x and 2
the sum of a number x and 2
Algebraic Expression Subtraction Phrase

a minus 5
5 less than a number a
a-5 a number a decreased by 5
take away 5 from a number a
5 subtracted from a number a
the difference between a and 5
Algebraic Expression Multiplication Phrase

twelve times m
12m twelve multiplied by a number m
the product of 12 and a number m
Algebraic Expression Division Phrase

c divided by 4
c a number c shared among 4
4 a number c partitioned into 4
the quotient of a number c and 4
More examples:
Verbal phrase Algebraic Expression

A number x plus 5 x+5
Nine less than a number y y-9
The product of 12 and a number b 12b
The quotient of a number m and 15 m
15
Twice a number c added to 23 23 + 2c
The product of three consecutive (x)(x+1)(x+2)
integers, where x is the first integer
Determine the number of terms in the given algebraic expressions.
Algebraic Expression Solution (# of terms)

1. 3a + 7a 2 terms
2. 2x + 6y – 5x + 8y 4 terms
3. 12x2 – 13x + 15x2 + 9x 4 terms
4. 6x2y3z + 10x2y2z - xyz 3 terms
5. 2ab + 8ab – 5ab – 6ab + 4ab 5 terms
6. 7ab2cd3f 1 term
Addition and subtraction separate the algebraic expressions in items # 1
to 5 into terms. 2x + 3y + 5 is another algebraic expression which has 3 terms. A
term can be a number, a variable, or a product of numbers and variables.
operation
2x + 5 has 2 terms
Numerical
coefficient constant
variable
Variable – a symbol used to represent a number or quantity.

Constant – is a fixed value.
Numerical coefficient – is a prefix of a term or the number attached to the
variable or product of variables.
Examples
Algebraic Variables/Literal Numerical Constant

Expression coefficients Coefficients
3a + 5b + 7 a, b 3, 5 7
x – 10 x 1 -10
c + 5d + 4e c, d, e 1, 5, 4 0
8mn m, n 8 0
5 – 9k k -9 5
When we substitute a specific value for each variable in the expression 2x

+ 3y + 5, and then perform the operations and simplify it, then we get the value of
the expression. Such process is called evaluating the expression.
EXAMPLES
1. Evaluate 2x + 3y + 5 for x = 4 and y = 5.
Solution:
2x + 3y + 5 = 2(4) + 3(5) + 5 Substitute the value of the given variables.
= 8 + 15 + 5 Perform the operations.
= 28
2. Evaluate x2 – 4xy + 4y2 for x = 5 and y = 1.
Solution:
x2 – 4xy + 4y2 = (5)2 – 4(5)(1) + 4(1)2
= 25 – 20 + 4
=9
ACTIVITY 4B.2: IT’S YOUR TURN!

Direction: A. Write each phrase as an algebraic expression. Use x as
the variable.
Write your answer on the line provided below.
1. The sum of 9 and a number

________________________________________________________
2. Twice a number
________________________________________________________
3. Ten increased by thrice a number

________________________________________________________
Direction: B. Write each algebraic expression into a verbal phrase. Write your
answer on the line provided below.
1. 6n + 1 = ________________________________________________
2. 12 – n = ________________________________________________
3. n – 7 = ________________________________________________
TIME TO REFLECT!
In translating a verbal statement to an algebraic expression, a single
word can make a difference. Thus, it is important to interpret every word in
the statement correctly. In our dealings with others, what we say and how we
say it are without doubt very important. In what ways can misinterpretation of
what has been said lead to trouble? Cite some examples.
__________________________________________________________
__________________________________________________________
__________________________________________________________
REMEMBER:
When translating phrases into algebraic expressions, you need to identify

keywords and phrases which specifically refer to a mathematical operation
(addition, subtraction, multiplication, and division). Usually, you can write out
the algebraic expression of the verbal description in the order that it is said.
ACTIVITY 4C.2: TEST YOURSELF!
Direction: Evaluate each expression for a = 7, b = 4, and c = -3.
1. 3a – 5b
2. a2 – b2 + c2
3. 2a – 7b – 8c
4. ab – 6b + 9c
5. 7 + 2a + b
REFERENCES:
House, Inc

SY 2021-2022
Topic : ADDITION AND SUBTRACTION OF POLYNOMIALS

MELC: Add and subtract polynomials.
Learning Target(s) : a. I can identify the polynomials of polynomials.
b. I can add polynomials.
c. I can subtract one polynomial from another
polynomial
Peace Value : COMPASSION: People come in variety of races. We
should respect different beliefs, traditions, and
customs because there is one thing that is common to
us
– we are all humans.
embrace this week with full of energy and passion for learning as we go through
in our new topic.
In our previous discussion, we’ve tackled about mathematical symbols to

form algebraic expressions. We already know how to translate words with some
symbols and letters then we make sense out of them. In this lesson, we will dig
deeper about algebraic expressions in its various forms. We will also learn
about the operations involving algebraic expression. Are you excited to learn?
Great! But first, let’s have an activity!
ACTIVITY 5A.2: COMPLETE ME!

Direction: Complete the following words by filling in the missing letters. The blank
____ indicates the missing letter/s.
E __ P __ N __ N __
__
__
M __ N O M __ A L
__ B
__ I __ O M I __ L
A S
L __
What are the words formed?
______________________________________________________________
______________________________________________________________
How are they related to each other?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
In your activity, you were able to form the different words that involve in
the study of polynomials. How are these words related to polynomials? Let’s find
out!
In algebraic expression 7y 3 + y2 – y – 7,
7y3, y2, –y, and –7, are called terms. Therefore, term is a constant, a variable, or a
product of constant and variable.
Literal coefficient
Numerical coefficient
7y3
In the term 7y3, 7 is called numerical coefficient and y2 is called the literal
coefficient. Likewise, in the term -y has a numerical coefficient which is -1 and a
literal coefficient which is y.
The term -7 is called the constant, which is usually referred to as the term
without a variable.
Numerical coefficient is the constant/number.
Literal coefficient is the variable including the exponent.
The word coefficient alone is referred to as the numerical coefficient. In

the literal coefficient y2, y is called the base and 2 is the exponent.
exponent
base
Y2
A polynomial is a kind of algebraic expression where

each term is a constant, a variable, or a product of a constant
and variable which has a whole number (non-negative number)
exponent. It also does not have infinite number of terms.
The following are examples of polynomials:
x2 + 2x + 1, 3xy -7yz, 10m 4 – 8m3 +2m – 1, abcd
The following are not polynomials:
2 1
m + n-4 9x – 2x2 + 3x3 + …
x 2
A prefix is a syllable or group of syllables attached to

the beginning of a word to modify its meaning. Examples of such
prefix are mono, bi, and tri. In Algebra, prefixes such as mono,
bi, and tri represent the number of terms.
Polynomials with one term, two terms, and three terms are called monomial,
binomial, and trinomial, respectively.
Polynomial Prefix Number of terms Example

Monomial “mono” means one 1 term 5x
Binomial “bi” means two 2 unlike terms x – 3y
2
Trinomial “tri” means three 3 unlike terms x – 6x + 9
The degree of polynomial is the highest exponent or the highest sum of

exponents of the variables in a term.
Examples:
Polynomial Degree
24 0
6x + 7y – 3z 1
2 3
5a b + 3abc – 12a 5
9w3x4y5 -1 12
2 8
q7 + r8 – m2n3p
5
A polynomial can be written in descending order in which the exponents of
the variables are arranged from highest to lowest, or ascending order in which the
exponents of the variables are arranged from lowest to highest.
Examples:
x3 – 3x2 – 4x + 1 ------- descending order (Standard Form)
1 – 4x - 3x2 + x3 ------- ascending order
A polynomial is in standard
form if its terms are arranged from
the term with the highest degree,
up to the term with the lowest
degree.
ADDITION AND SUBTRACTION OF POLYNOMIALS

- When adding or subtracting polynomials, we need to consider the concept of
“similar terms”.
- SIMILAR TERMS – are terms having the same literal coefficients and its
corresponding exponents.
Examples:
7y2 and -10y2

 are similar because their literal coefficients are the same.
7y and 10y2
 are NOT similar because their literal coefficients are NOT the same.
There are two ways on how to add or subtract polynomials. These are the
horizontal method and the vertical method.
Examples:
1. Find (3x2 – 4x + 5) + (7x2 + 8x – 1)
METHOD I: Adding Vertically
3x2 – 4x + 5 Keep like terms aligned in a column.
+ 7x2 + 8x – 1 Then add the numerical coefficients
10x2 + 4x + 4
METHOD II: Adding Horizontally
Find (3x2 – 4x + 5) + (7x2 + 8x – 1)
- To add using horizontal method, group and combine like terms.
(3x2 – 4x + 5) + (7x2 + 8x – 1)
= 3x2 - 4x + 5 + 7x2 + 8x – 1
= 3x2 + 7x2 – 4x + 8x + 5 – 1
= 10x2 + 4x + 4
Now, let us do subtraction.
2. Find (5x2 + 3x + 6) – (x2 + 2x – 11)
METHOD I: Subtracting Vertically
- To subtract using the vertical method, align like terms in the same column;
change the sign of the subtrahend; then proceed to addition.
(5x2 + 3x + 6) - (x2 + 2x – 11)
Minuend Subtrahend
5x2 + 3x + 6 5x 2 + 3x + 6
(-) x2 + 2x – 11 (+) -x2 - 2x + 11
4x2 + x + 17
METHOD II: Subtracting Horizontally
Find (5x2 + 3x + 6) – (x2 + 2x – 11)
- To subtract using the horizontal method, distribute negative 1 to the

subtrahend, then group and combine like terms.
(5x2 + 3x + 6) – (x2 + 2x – 11)
= 5x2 + 3x + 6 – x2 - 2x + 11
= 5x2 – x2 + 3x – 2x + 6 + 11
= 4x2 + x + 17

Direction: Give the degree of each polynomial. Write your answer on the blank
space before each number.
_____ 1. a3b4c
_____ 2. 2 100
_____ 3. 5f2g – 3d9
_____ 4. 20x5y7 – 2wz9
_____ 5. 1
KEEP IN MIND
RULES FOR ADDING POLYNOMIALS
-To add polynomials, simply combine similar terms. To combine

similar terms, get the sum of the numerical coefficients and annex the
same literal coefficients. If there is more than one term, for
convenience, write similar terms in the same column.
RULES FOR SUBTRACTING POLYNOMIALS
-To subtract one polynomial from one another polynomial, change

the sign of the subtrahend then perform addition. Remember what
subtraction means: it is adding an additive inverse or the negative of
the subtrahend.
TIME TO REFLECT!
Just as it is important to simplify algebraic expressions, it
is also important to simplify our lives. What is meant by a
simple life?
____________________________________________
____________________________________________
____________________________________________
Reflect on these words from La Roche Foucald:
“Few things are needful to make the wise man happy, but
nothing satisfies the fool – and this is why so many of
mankind are miserable.”
ACTIVITY 5C.2: APPLY IT!
Direction: Perform the indicated operation of each of the following polynomials.

Write your answer in the box provided below.
1. (8a2 + 2b + 12) + (4a2 – 5b + 9)
2. (-3c3 + 9c – 5) + (11c3 – 15)
3. (3d2 + 4e – 1) – (-6d2 + 8e – 7)
4. (4f3 + 5f2 – 20f) – (10f2 + 19f – 70)
5. (4g2 + 5g + 10) + (4g + 60)
REFERENCES:
House, Inc.

SY 2021-2022
Topic : LAWS OF EXPONENT AND MULTIPLICATION AND

DIVISION OF POLYNOMIALS
MELCS: a. derives the laws of exponent.
b. multiplies and divides polynomials.
Learning Target(s) : a. I can apply the laws of exponent in simplifying
polynomials.
b. I can multiply polynomials.
c. I can divide one polynomial from another
polynomial.
Peace Value : COMPASSION: People come in variety of races. We
should respect different beliefs, traditions, and
customs because there is one thing that is common to
us
– we are all humans.
embrace this week with full of energy and passion for learning as we go through
our new topic.
In our previous lesson, we’ve tackled about the different terms

associated with polynomials as well as we performed operations involving
polynomials specifically addition and subtraction.
In this lesson, we will know the laws of exponent applied in polynomials

and we will perform the other operations involving polynomials like
multiplication and division. Are you ready to learn? Great! But first, let’s have
an activity!
ACTIVITY 6A.2: DISCOVER ME AFTER

Material: 1 bond paper
Procedure:
1. Get a sheet of bond paper.
2. Fold a sheet of paper in half. Notice that the line fold divides the paper into
2 rectangles.
3. Continue folding the bond paper in half until you cannot make another fold.
Keep track of your results in a table like the one below.
4. Complete the table to discover the Laws of Exponents.
Number of folds Number of Patterns Written in

rectangles Exponent
0 1
1 2 2 21
2 4 2*2 22
3
4
5
6
Process Questions:
1. What can you say about the activity?

_________________________________________________________
_________________________________________________________
2. Did you find the patterns easy to determine? Why or why not?
_________________________________________________________
_________________________________________________________
In your activity, you were able to determine a certain

pattern using exponents. Are there things that we need to
consider when dealing exponents? And can we apply the concept
of exponents in performing multiplication and division? Let’s find
out!
An exponent indicates a repeated use of the same number as

a factor or the number of times the number is used as a factor.
an = ⏟
ax a xa x …a x
In symbols, n×¿¿
, where a is any real number called the base,
n is any positive integer called the exponent, and an is read as “ a to the nth
power” or “ a raised to the exponent n”, which means a is used as a factor n times.
EXAMPLES:
Expression Can be read as Expanded Form Value

42 4 squared 4x4 16
35 3 to the fifth 3x3x3x3x3 243
power
(0.2)3 0.2 cubed (0.2) (0.2) (0.2) 0.008
Here are the Laws of Exponents:
FIRST LAW: THE POWER RULE
¿¿ =a mn
- Any power raised to an exponent can be simplified by multiplying the two

exponents.
Example:
1. (22)2 2. (a 2)2
Solution: 22 x 2 = 24 = a2 x 2
=2x2x2x2 = a4
= 16
SECOND LAW: THE PRODUCT RULE
¿¿ =a m+n
- To multiply powers with the same base, use the same base and raise it to the
sum of the exponents.
Example:
1. (22) (23) 2. (a 2) (a3)
Solution: 22 + 3 = 25 = a2 + 3
= 2 x 2 x 2 x 2 x 2 = 32 = a5
THIRD LAW: THE POWER OF PRODUCT RULE
¿¿ =ab n n
❑❑
- The power of a product is equal to the product of their powers.
Example:
1. (3xy2)4
Solution: = 34x4y8 - distributive in nature
FOURTH LAW: THE QUOTIENT RULE
m
a
a
n =a m−n
- To divide two powers with the same base, use the same base and raised it to
the difference of the exponents.
Example:
5
a
1. a2
Solution: a
5−2
= a
3
Here is an extension to the quotient rule:

5
a
For m = n, 5
a
=a 5−5
= a0 =1
FIFTH LAW: THE POWER OF A QUOTIENT RULE
[ ]
am p
b
n =
amp
b
np
- The power of a quotient is equal to the quotient of their powers.
Example:
1. ¿
x2 x 3 x6
Solution:
y
5x 3 = y
15
We are done studying the rules of

exponents. These rules will help us in
performing multiplication and division
of polynomials.
MULTIPLYING POLYNOMIALS
MULTIPLYING A MONOMIAL BY A POLYNOMIAL

Example:
1. (3x3) (5x3 – 6x2 + 2x + 1)
Solution:
3x3 (5x3 – 6x2 + 2x + 1) - this is actually applying the distributive property
- distribute 3x 3 then apply the laws of exponents
= 15x6 – 18x5 + 6x4 + 3x3
MULTIPLYING A POLYNOMIAL BY A POLYNOMIAL

Example 1: binomial to binomial
1. (3x + 5) (x +5)
Solution:
In this problem we can use the FOIL method. FOIL method means First,
Outer, Inner, Last term.
O
F
(3x + 5) (x +5) = 3x(x) + 3x(5) + 5(x) + 5(5)
I
= 3x 2 + 15x + 5x + 25 - combine like terms
L
= 3x2 + 20x + 25
Example 2: Binomial to trinomial
2. (x +4) (2x2 + x – 3)
Solution:
(x +4) (2x2 + x – 3) -multiply each term of the first polynomial by the
terms of the second polynomial
= x (2x2 + x – 3) + 4 (2x2 + x – 3)
= 2x3 + x2 – 3x + 8x2 + 4x – 12 - combine like terms
= 2x3 + 9x2 + x - 12
DIVIDING POLYNOMIALS
DIVIDING A MONOMIAL BY A MONOMIAL
a. To divide a monomial by a monomial, divide the coefficients applying the laws
of signs for division.
b. Then each variable in the quotient an exponent equal to the difference
between the exponent of each variable in the dividend and that if the
corresponding variable in the divisor.
Example:
1. -12a3b3c ÷ 3ab
Solution:
3 3 3 3
−12 a b c −12 a b
3 ab
= 3 * a
* b
*c = -4a2b2c
DIVIDING A POLYNOMIAL BY A MONOMIAL
a. Divide each term of the polynomial by the monomial.
Example:
1. 4x3 – 28x2 – 16x + 20 ÷ 4x
Solution:
4 x 3−28 x 2−16 x +20 4 x3 28 x 2 16 x 20

4x
= 4x
- 4x
- 4x
+ 4x
5
= x2 – 7x – 4 + x
DIVIDING A POLYNOMIAL BY A POLYNOMIAL

In dividing polynomials, always arrange the polynomials in descending order
and insert 0 as a placeholder if a term is missing. The method used in dividing
polynomials is similar to the way numbers are divided. We use the usual long
division.
Example:
1. 6x2 – x – 12 ÷ 2x – 3
Solution:
3 x+ 4
→
2x – 3 6x2 – x – 12 - divide 6x 2 by 2x = 3x
- 6x2 – 9x - multiply 3x(2x-3) = 6x 2-9x, subtract 6x2 – x
8x – 12 by 6x2 – 9x = 8x (bring down -12) = 8x – 12
- 8x – 12 - divide 8x by 2x = 4, multiply 2x – 3 by 4 = 8x – 12
- subtract 8x – 12 by 8x – 12 = 0
0
2. 4x2 + 5x – 1 ÷ x + 1
Solution:
4x + 1 -Write the division in the same format you use to

divide whole numbers. Make sure that the
x+1 4x2 + 5x – 1
polynomials are in descending order.
- 4x2 + 4x -Divide 4x2 by x (the leading term of the divisor),
x–1 and it is equal to 4x. Align 4x with 5x.
-x+1 -Multiply 4x by the divisor x + 1, which gives 4x 2 +
-2 4x.
-Subtract 4x2 + 4x from 4x2 + 5x and it is equal to
x.
-Bring down -1; then divide x -1 by the leading term
x, and it is equal to 1.
-Multiply 1 by the divisor x + 1 which gives x + 1.
Remainder
-Subtract x + 1 from x – 1. It is equal to -2.
2
= 4x + 1 - x+1

Direction: Simplify the following polynomials. Write your answer
1. ( x 2 ¿ ( x 13 ¿
2. [ w ] 14 4
x3 y 9
3. xy 7
[]
5
2
4. 3
100
c
5. c
100
TIME TO REFLECT!
To multiply expressions correctly, we need to observe the rules of exponents. Why
are laws and rules important for peace and order in school and community?
_______________________________________________________________
_______________________________________________________________
What do you think will happen if people disregard the laws?
_______________________________________________________________
_______________________________________________________________
___________________________
REMEMBER:
In particular, for an expression to be a polynomial term, it must contain

no square roots of variables, no fractional or negative powers on the variables,
and no variables in the denominators of any fractions.
ACTIVITY 6C.2: PERFORM ME!
Direction: Perform the indicated operation of each of the following polynomials.

Write your answer inside the box provided below.
1. 3y2 (y3 – 4y2 + 6y + 2)
2. (2x + 3) (3x2 – 4x + 1)
3. (x + 3) (3x – 5)
4. (2d2 + 3d – 20) ÷ (d + 4)
5. (6h3 – h2 + 2h + 2) ÷ (3h + 1)
REFERENCES:
A sample is given for you to be guided.
SAMPLE:
MY DAILY MEAL PLAN
Note:
- You can use cutouts / printouts / drawings for your illustrations.

- Your Daily Meal Plan can be printed or drawn.
- You can use another paper for your output considering that it must be
properly attached when submitted. (Don’t forget to write your name and
section)
Be guided by the rubric located on the next page.
Criteria Excellent (3) Satisfactory (3) Fair (1)
Foods in every meal are very Foods in every meal Foods in every meal are
Realistic foods realistic. are somewhat not realistic.
in every meal realistic.
Thoughtfully and uniquely A few original Shows little

presented; clever at times in touches enhance the creativity, originality
Creativity and
showing understanding of the project to show and/or effort in
style
material some understanding understanding the
of the material material
The math calculations are 95% - The math calculations The math calculations
100% accurate and work is shown. are at least 70% are at least 50%
Math accurate and work is accurate and work is
calculations shown. shown.
Exceptionally attractive and Attractive and neat Acceptably

Neatness particularly neat in design and in design and layout attractive but may
layout be messy at times
and/or show lack of
organization
TOTAL
You can use the next page for your output.
A SAMPLE IS GIVEN FOR YOU TO BE GUIDED.
MY WEEKLY MEAL PLAN
Note: You can make your own weekly meal plan. It can be a brochure type / a
pamphlet type / or you can place it through construction papers or bond papers as
long as the contents are there.
Be guided by the rubric located on the next page.
Criteria Excellent (3) Satisfactory (3) Fair (1)
Foods in every meal are very Foods in every meal Foods in every meal are
Realistic foods realistic. are somewhat not realistic.
in every meal realistic.
Thoughtfully and uniquely A few original Shows little

presented; clever at times in touches enhance the creativity, originality
Creativity and
showing understanding of the project to show and/or effort in
style
material some understanding understanding the
of the material material
The math calculations are 95% - The math calculations The math calculations
100% accurate and work is shown. are at least 70% are at least 50%
Math accurate and work is accurate and work is
calculations shown. shown.
Exceptionally attractive and Attractive and neat Acceptably

Neatness particularly neat in design and in design and layout attractive but may
layout be messy at times
and/or show lack of
organization
TOTAL
PLEASE ATTACH YOUR OUTPUT HERE.

JHS - MATH 7 - 2nd Grading Module - GERRY R. LOMBRES

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DAVAO CENTRAL COLLEGE

Juan dela Cruz St. Toril Davao City

LEARNING ACTIVITY SHEET #1

Topic : DEVELOPMENT OF MEASUREMENT, MEASURES OF

The image was taken from https://www.google.com/search?

Most of us don’t realize that our daily activities depend on measurement. We

Measurement is one of the most useful and common processes ever

ACTIVITY 1A.2: COMPARE WITH MY BODY PARTS

Your parent’s/sibling’s data

Let’s deepen our understanding about the activity we’ve done

Measurement – is a process of comparing an unknown quantity to a standard known

The Standard Systems of Measures

12 inches (in) = 1 foot (ft)

Let’s try to convert this:

1. Convert 42 inches to feet.

In 1960, the metric system underwent an extensive simplification and

The image was taken from https://www.google.com/search?

The image was taken from https://www.google.com/search?

The image was taken from https://www.google.com/search?q=cubit.

In today’s measurement, a cubit can be compared to 1 foot. Among the

About an inch About a millimeter thick

About a meter A 1-minute run, about a kilometer

Length, a physical quantity, is a measure of distance. The ruler, tape

Let’s try to convert this:

1. Convert 5 m into millimeters.

ACTIVITY 1B.2: APPROXIMATION

1. Diameter of a 1-peso coin

2. Gap between two steps of a stair case

ACTIVITY 1C.2: CHECK YOUR UNDERSTANDING 1

LEARNING ACTIVITY SHEET # 2

Topic : MEASURES OF MASS AND VOLUME

Hello! Good day! How are you? I

Now I want you to ponder this:

Baby Gerry is brought to his pediatrician regularly. Part of the regular

ACTIVITY 2A.2: ESTIMATED AND ACTUAL WEIGHTS

 Method 1: Estimated weights

SET A Relationship Symbols SET B

 Method 2: Actual weights

SET A Actual mass SET B Actual mass

1. How did you find the activity?

3. What other kinds of instruments for measuring weight do you know?

ACTIVITY 2A.2: ESTIMATED CAPACITY

About how much liquid can a juice box hold?

7 liters 7 fluid ounces

Estimate the capacity that this can could hold.

1 cup 2 cups 10 cups

1. What is your basis in estimating the capacity of the materials above?

Volume is the amount of space an object contains or occupies. The volume of

Here are the related units of measures of mass and capacity:

Measures of mass Measures of capacity

The base unit for capacity is liter (L).

UNIT Conversion factor in liters (L)

Let’s us try to convert the following:

Answer: 600 cL = 0.006 kL

ACTIVITY 2B.2: I HAVE IT ALL!

3. 94 dag ______ 49,000 cg

4. 234 hL _____ 2,300 daL

Measurement provides a standard for everyday things and processes.

LEARNING ACTIVITY SHEET # 3

Topic : Measures of Time, Angle, Temperature, and Rate

Hello! Good day! How are you? I

Temperature and time are two of the many variables we monitor on a

ACTIVITY 3A.2: CHARLIE’S ANGLES