Translation of English phrases/sentences to Algebraic

expressions/equations

A. Objectives:
At the end of the lesson, the students must be able to:
1. Translate English phrases or sentences into algebraic expressions or equations, and vice versa.
2. Use appropriate mathematical operator between two quantities representing their relationship
given in a phrase or sentence.
3. Apply translation skills in formulating the working equation for a given word problem.
B. Lesson Proper:
Let us discuss the lesson
Translations
The ability or skill of translating English phases or sentences to algebraic expressions or equations
requires good comprehension to both the medium and the language of Mathematics. The language of
Mathematics involves the use of syntaxes called operators. To translate a verbal phrase into an algebraic
expression, assign a variable to one unknown quantity, then write an expression for any other unknown
quantities involved in terms of that variable, if possible. If not, then use other variable/s to represent the
other unknown quantities. The following table shows some of the English phrases involving addition,
subtraction, multiplication, and division operations and their corresponding translations in Mathematics.
Observe each given verbal phrase and its equivalent algebraic expression. It is important to note that the
order of constants and variables cannot be changed in subtraction and division.
Let n be any real number representing the unknown number

Study the translations below

Directions: Translate the following English phrases into Mathematical phrases.
1. Let n be the unknown quantity or number.
There are instances where several unknowns/quantities are to be represented.

2. Let n be the unknown quantity or number.

3. Let m and n be any two real numbers representing unknown quantities.

4. Translate the following algebraic expressions into English phrases.

Facts to Remember

How do you start to work a word problem?

C. How much did you learn?
Directions: Translate the following English phrases into Mathematical phrases.

Note: Let m and n be any two real numbers representing unknown quantities.

Directions: Translate the following Algebraic Expressions into English phrases.

D. Be Enlightened:
Think about these: Justify your answers.
1. If 3 m is an integer, what expression represents the next higher integer?
2. If 3 m−2 is a multiple of 5, what expression represents the higher multiple of 5?
3. If 3−5 m is an even integer, what expression represents the next higher even integer?
4. If 3 m−5 is the first odd integer, what expression represents the third odd integer?

Solving Number – Related Problems

A. Objectives:
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a number-related word problem,
2. Formulate an appropriate first-degree working equation in one variable in a number-related problem,
and
3. Solve number-related word problems using one variable.

B. Lesson Proper

Let us discuss the lesson

Number- Related Problems

Number problems are word problems about relationships between or among numbers. The usual
unknown is a whole number, not a fraction nor a mixed number. It is almost always a positive number. In
some problems the numbers are referred to as integers, which you may remember as positive integers,
negative integers or zero.
Study the following illustrative examples below
Example 1:
Example 2:

Example 3:
Example 4:
C. How much did you learn?
Directions: Solve the following number-related problems using one variable only. Represent properly the
unknown/s by defining what the variable represents, formulate the working equation, then solve for the
value of the variable and the solution/s to the problem.
1. The sum of two integers is 30 while their difference is 4. What are the integers?
2. Find 4 consecutive integers such that the sum of the 𝟐𝒏𝒅 and the 𝟒𝒕𝒉 is 𝟏𝟕 less than thrice the first.
3. Take a number. Double the number. Subtract 6 from the result and divide the answer by 2. The quotient
will be 20. What is the number?
4. The difference of two numbers is 8 and the difference of their squares is 20 more than 13 times the
larger number. What are the two numbers?
5. A carpenter needs to cut a 14-foot board into three pieces so that the second piece is twice as long as
the first and the third is twice the second. How long is each piece?
6. Separate 71 into two parts such that one part exceeds the other by 7.
7. Find three consecutive even integers such that the largest is three times the smallest.
8. One number is 11 more than three times another. Their sum is 111. What are the numbers?
9. There are two numbers whose sum is seventy-two. One number is twice the other. What are the
numbers?
10. The sum of two numbers is 41. The larger number is 1 less than twice the smaller number. Find the
numbers.
11. The denominator of a fraction is 24 more than the numerator. The value of the fraction is one-third.
Find the original fraction.
12. There were 104,830 people who attended a concert at the park. If there were 8,110 more boys than
girls, and 24,810 fewer adults over 50 years of age than there were girls. How many of each group
attended the concert?
13. Manny went on shopping for some canned goods which were on sale. He bought three times as many
cans of tomatoes as cans of peaches and two times as many cans of tuna as cans of peaches. If he
purchased a total of 24 cans, how many of each did he buy?

D. Be Enlightened
Think about these: Justify your answers
1. Can the value of the variable in a number-related equation be an imaginary number?
2. In a well-constructed number-related problem involving one variable only, can the problem have more
than one solution?

Solving Age-Related Problems

A. Objectives:
1. Represent unknown/s in an age-related word problem,
2. Formulate an appropriate first-degree working equation in one variable in an age-related problem,
and
3. Solve age-related word problems using one variable

B. Lesson Proper
Let us discuss the lesson
Age-Related Problems
Age problems usually follow a certain pattern. That is, they usually have certain basic facts.
Frequently, they refer to ages at different points in time.
The following terms/phrases imply different periods or points in time:
With the translation exercises above, we now solve age-related word problems. Study the example
below.

Example 1:
Example 2:
Example 3:
Example 4:
C. How much you learn?
Directions: Solve the following age-related problems using one variable only. Represent properly the
unknown/s by defining what the variable represents, formulate the working equation, then solve for the
value of the variable and the solution/s to the problem.
1. A man, 32 years old, has a son 8 years of age. In how many years so that the man will be twice as old
as his son?
2. Two years ago, May was thrice as old as Joy. Five years hence, the difference of their ages will be 12.
How old is May?
3. Jay’s father is twice as old as Jay. In 20 years, Jay will be two-thirds as old as his father. How old will
each be next year?
4. Abby is 8 years older than Cynthia. Twenty years ago, Abby was three times as mold as Cynthia. How
old will each be 5 years from now?
5. Cherry’s age in 20 years will be the same as Terry’s age now. Ten years from now, Terry’s age will be
twice Cherry’s. How old was each 5 years ago?
6. Chuck is 22 years older than Jack. When Jack is as old as Chuck is now, he will be three times his
present age. How much is each?
7. Three years ago, Larry was twice as old as Ben. Three years from now, Larry will be one and one-half
times as old as Ben. How old is Larry?
8. In four years, Cindy’s age will be the same as Tina’s age now, in two years, Tina will be twice as old as
Cindy. Find the age of Cindy in three years.
9. Mary is twice as old as Helen, if 8 is subtracted from Helen’s age and 4 is added to Mary’s age, Mary
will then be four times as old as Helen. How old will each 3 years from now?
10. Abigail will not reveal her age but says she is 3 years younger than her sister Kate. Ninety years ago,
Kate was twice as old. How old was each 5 years ago?
D. Be Enlightened
Think about these: Justify your answers.
1. Is the difference of the ages of two specific persons constant all the time?
2. Does the ratio of the age of a younger person to the age of an older person increase or decrease as time
passes by?

Solving Distance-Related Problems

A. Objectives:
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a distance-related word problem.
2. Formulate an appropriate first-degree working equation in one variable in a distance-related problem,
and
3. Solve distance-related word problems using one variable.

B. Lesson Proper:
Let us discuss the lesson
Distance-Related Problems

If you travel for two hours at 50 kph to reach a destination, you know that you would have traveled 100
km. In short, time (number of hours) multiplied by rate equals distance, 𝑡 𝒙 𝒓 = 𝑫. There are usually two
moving objects. (Sometimes there is one moving object traveling at two different speeds at different
times.). It is convenient to have a diagram in time, rate, and distance problems.
Study the following examples below:
Example 1:

Example 2:
Example 3:
Example 4:
C. How much did you learn?
Directions: Solve the following distance-related problems using one variable only. Represent properly
the unknown/s by defining what the variable represents, formulate the working equation, then solve for
the value of the variable and the solution/s to the problem.
1. Two cars are headed for San Pablo City. One car is 50 km ahead of the other on the same road. The one
in front is travelling 60 kph while the second car is travelling 70 kph. How long will it be as the second
car overtakes the first car?
2. Timothy leaves home for Ilocos Norte 400 kilometers away. After 2 hours, he has to reduce his speed
by 20 kph due to rain. If he takes 1 hour for lunch and gas and reaches Ilocos Norte 9 hours after he left
home, what was his initial speed?
3. Ben rides his bike at 6 kph to the bus station. He then rides the bus to work, averaging 30 kph. If he
spends 20 minutes less time on the bus than on the bike, and the distance from his house to work is 26
kilometers, what is the distance from his house to the bus station?
4. Two planes leave Zamboanga City at 1 PM. Plane A heads east at 450 kph and plane B heads due west
at 600 kph. How long will it be when the planes are 2,100 kilometers apart?
5. A freight train travelling due west at 40 kph passes a passenger train travelling due east at 90 kph. How
long after they pass each other will the trains be 325 km apart?

6. Dan makes a business trip from his house to Ilagan in two hours. One hour later, he returns home in
traffic at a rate of 20 kph less than his rate going. If Dan is gone a total of 6 hours, how fast did he travel
on each leg of the trip?
7. Jake and Jerry went on camping trip with their motorcycles. One day, Jerry left camp on his motorcycle
to go to the village. Ten minutes later, Jake decided to go too. If Jerry was travelling at 30 kph and Jake
travelled 35 kph, how long was it as Jake caught up with Jerry?
8. A train averaging 50 kph leaves Tutuban station at 1 PM for Naga City 440 kilometers away. At the
same time another train leaves Naga City headed for Tutuban station on the same track and travelling at
an average rate of 60 kph. At what time will they be at the same point?
9. A highway patrolman spots a speeding car. He clocks it at 700 kph and takes off after he is 0.5
kilometer behind. If the patrolman travels at an average rate of 90 kph, how long will take as he overtakes
the car?
10. A boat travels in still water at 15 kph. It travels downstream from A to B in two-fifths of an hour. It
then goes back upstream from B to C which is 2 kilometers downstream from A in three-fifths of an hour.
Find the rate of the current?
D. Be Enlightened
Think about these: Justify your answers.
1. If a traveler leaves the station earlier, can another traveler overtake the first traveler if they go in the
same direction?
 Solving Work-Related Problems

A. Objectives
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a work-related word problem.
2. Formulate an appropriate first-degree working equation in one variable in a work-related problem, and
3. Solve work-related word problems using one variable.

B. Lesson Proper
Let us discuss the lesson
Work-Related Problems
Problems involving people or machine doing a job are called work-related problems. If a piece of work is
to be done in 𝒕 units of time, then in a unit of time 1/ t of the work can be accomplished.
Example:
Jerry can build a garage in three days, and Sam can build the same garage in 5 days. How long
would it take them to build the garage working together?

We can make a table to help solve this type of problem. Usually, the table for this type of problem has
three columns. Other work-related problems may require a greater number of columns.
To learn how to solve work-related word problems, study the following examples below:
Example 1:
Example 2:

Example 3:
Example 4:
C. How much did you learn?
Directions: Solve the following work-related problems using one variable only. Represent properly the
unknown/s by defining what the variable represents, formulate the working equation, then solve for the
value of the variable and the solution/s to the problem.
1. Two women paint a barn. Baby can paint it alone in 5 days, Sarah in 8 days. They start to paint
together, but after two days Sarah gets bored and Baby finishes alone. How long does it take Baby to
finish the work?
2. Tom, Dick, and Harry decided to fence a vacant lot adjoining their properties. If it would take Tom 4
days to build the fence, Dick 3 days, and Harry 6 days, how long would it take them to finish the job
when they work together?
3. A tank can be filled separately in 10 and 15 minutes respectively by two pipes. When a third pipe was
used simultaneously with the first two pipes, the tank can be filled in 4 minutes. How long would it take
the third pipe alone to fill the tank?
4. Kel, Del, and Mel are painters. Kel can paint a room in 5 hours, Del in 4 hours, and Mel in 6 hours.
One day, they all start to work on a room, but after an hour, Del and Mel are called to another job and Kel
finishes the room. How long will it take Kel to finish the job?
5. A high school hiking club held a car wash to raise money for equipment. Rudy, Cheryl, Tom, and Pat
volunteered to help. Rudy could wash a car in 10 minutes, Cheryl in 12 minutes, Tom in 8 minutes, and
Pat in 15 minutes. They all started on the first car, but after 2 minutes another car came in and Pat and
Tom went to work on it. One minute later Rudy quit taking care of another costumer. How long did it
take Cheryl to finish the first car alone?
6. One machine can complete a job in 10 minutes. If the same job is done by this machine and an older
machine working together, the job can be completed in 6 minutes. How long would it take the older
machine to do the job alone?
7. James can paint a car in 8 hours. Sonny can paint the same car in 6 hours. They start to paint the car
together. After 2 hours, James leaves for lunch and Sonny finishes painting the car alone. How long does
it take Sonny to finish the job?

D. BE ENLIGHTENED
Think about these: Justify your answers.
1. If worker A works faster than worker B, does it follow that the rate of A is higher than the rate of B

Solving Money or Investment-Related Problem

A. Objectives
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a money or investment-related word problem,
2. Formulate appropriate first-degree working equation in one variable in a money or investment-related
problem, and
3. Solve money or investment-related word problems using one variable

B. Lesson Proper
Let us discuss the lesson
Money or Investment-Related Problems
There are many types of problems involving money. They should be easy to understand because their
principles are familiar to everyone. You should know that investments involve three basics: the amount of
money invested (principal), the rate of interest paid (rate of return in percent), and the actual yearly
interest in pesos (often referred to as the return of the investment). Interest, income, and return all refer to
the same thing for these problems and any may be used in the examples for these problems. Interest (𝐼) is
equal to the product of the time (𝑡), rate (𝑟), and the principal (𝑃), hence 𝐼 = 𝑃𝑟𝑡.
We can make a table to help solve this type of problem. Usually, the table for this type of problem has
four columns
Example 2:
Example 3:
Example 4:
C. How much did you learn?
Direction: Solve the following investment-related problems using one variable only. Represent properly
the unknown/s by defining what the variable represents, formulate the working equation, then solve for
the value of the variable and the solution/s to the problem.
1. A man has 𝑃1,000,000 invested at 7.4% interest rate. How much must he invest at 5% in order to make
6.6% in his total investment?
2. Jane has 𝑃180,000 invested and gets an income of 𝑃14,700. Part of the investment pays 10%, and the
remainder pays 7%. How much is invested at each rate?
3. Abi invested some money at 3% and 𝑃4,000 less than that amount at 5%. The two investments
produced a total of 𝑃200 interest in a year. How much were invested at each rate?
4. Rose made two investments totaling 𝑃25,000. On one investment, she made a 12% profit, but on the
other, she took an 18% loss. If her net loss was 𝑃1,200, how much was the investment that earned 12%
profit?
5. A man invested 𝑃4,000 at a certain rate of interest and 𝑃7,200 at 2% less than the first rate. The yearly
income from both investments is 𝑃640. Find the rate of interest for the 𝑃4,000 investment.

6. What amount of money invested at 8 1/4 % that yields a P 2,475 return in annum?

7. A store advertised dresses on sale at 20% off. The sale was P76 per piece. What was the original price
of each dress?
8. When Mrs. Yabes sold her house recently, she received P210,000 for it. This was 40% more than she
paid for it 10 years ago. What was the original purchase price?
9. Dr. Wellness has P100,000 invested at 5%. How much more would he have to invest at 8% so that his
total interest per year would equal to 7% of the two investments?
10. John invested P10,000. Part of it, he put in the bank at 5% interest. The remainder, he put in bonds
that pay a 9% yearly return. How much did he invest in each if his yearly income from the two
investments was P660?
11. John wished to invest a sum of money so that the interest each year would pay his son’s college
expenses. If the money was invested at 8% and the college expenses were P100,000 per year, how much
should John invest?
12. Tickets to the school play sold at P4 each for adults and P1.50 each for children. If there were four
times as many adult tickets sold as children’s tickets and the total receipts were P3,500, how many
children’s tickets were sold?
13. A scholarship trust fund has P65,000 in capital. Some of the money is invested in a bank at an annual
1 1
interest rate of 4 % and the rest at 6%. If the income from the amount invested at 4 % exceeds the
2 2
income from 6% investment by P300 after one year, how much is invested at each rate?
14. Large supermarkets often tag miscellaneous merchandise at a price they know will sell fast and
determine what they can pay for it by this selling price. The MS supermarket bought men’s T-shirts to sell
at P100 each. If they allow 40% of the selling price for expenses and profit, what will they be willing to
pay for the shirts?

D. Be Enlightened
Think about these: Justify your answers
1. Is there always a return or interest if a certain amount is invested?
2. Can two different amounts of investment earn the same interest at different rates of interest?

Solving Geometry-Related Problems

A. Objectives
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a geometry-related word problem,
2. Formulate an appropriate first-degree working equation in one variable in a geometry-related problem,
and
3. Solve geometry-related word problems using one variable.
B. Lesson Proper
Let us discuss the lesson
Geometry-Related Problems

Theorems:
15. The ratio x of the P if any 2 similar polygon is proportional to the ratio of the corresponding
dimensions.
16. The ratio of the areas of 2 similar polygon is equal to the square of the ratio of the corresponding
dimension.
17. The ratio of the volumes of 2 similar solids is equal to the cube of the corresponding dimensions.
C. How much did you learn?
Directions: Solve the following geometry-related problems using one variable only. Represent properly
the unknown/s by defining what the variable represents, formulate the working equation, then solve for
the value of the variable and the solution/s to the problem.
1. A rectangle has a length which is 4 cm less than three times the width. The perimeter is 224 cm. What
are the dimensions of the rectangle?
2. A square and an equilateral triangle have equal perimeters. If a side of the square is 3 units less than a
side of the triangle, what is the area of the square?
3. The first side of a triangle is 3 inches less than twice the second side. The third side is 10 inches longer
than the second. If the perimeter is 12 feet, find the length of each side.
4. The perimeter of a triangular lawn is 42 cm. The first side is 5 cm less than the second side, and the
third side is 2 cm less than the first. What is the length of each side of the lawn?
5. The length of one rectangle is twice the width. If the length is decreased by 5 cm and the width is
increased by 5 cm, the area is increased by 75 squared cm. Find the dimensions of the original rectangle.
6. A rectangular box of cereal contains 252 cubic inches of products. It is 12 inches tall and 7 inches
wide. How deep is the box?
7. The length of rectangle is 8 feet more than the width. If the width is increased by 4 feet and the length
is decreased by 5 feet, the areas of the two rectangles remain the same. Find the dimension of the original
rectangle.
D. Be Enlightened
Think about these: Justify your answers.

1. What will happen to the area of a triangle if the measure of its base is increased by 100% and the
altitude remains the same?

2. The measure of the longest side of a triangle is 3 more than twice the measure of the shortest side. The
measure of the longer side is 3 less than thrice the shortest side. The perimeter of the triangle is 30 cm.
What is the area of a similar triangle whose measure of its shortest side is twice the measure of the
shortest side of the given triangle?

Solving Digit-Related Problems

A. Objectives
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a digit-related word problem,
2. Formulate an appropriate first-degree working equation in one variable in a digit-related problem, and
3. Solve digit-related word problems using one variable.

B. Lesson Proper
Let us discuss the lesson
Digit-Related Problems
Digit problems are problems involving numbers with two or more digits. In order to understand them, you
understand what each digit in a number means. One must recall what place value is. The concept “place
value” is significant in solving digit-related problems. You may not be able to formulate the required
number if you know how to associate a digit to its appropriate place value. Place value is the power of
ten occupied by a digit in a given number. For example, the number 8,325 means

In a digit-related word problem, the unknown which is the value of the variable in the equation must be
any of the ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 𝑜𝑟 9. The value of the variable cannot be negative, or cannot
be any number other than the ten digits.
C. How much did you learn?
Directions: Solve the following digit-related problems using one variable only. Represent properly the
unknown/s by defining what the variable represents, formulate the working equation, then solve for the
value of the variable and the solution/s to the problem.
1. The tens’ digit of a number is twice the units’ digit. If the digits are reversed, the new number is 27 less
than the original number. Find the number.
2. A three-digit number has a tens’ digit 2 greater than the units’ digit and the hundreds’ digit is 1 greater
than the tens’ digit. The sum of the tens’ and hundreds’ digits is three times the ones’ digit. What is the
number?
3. A two-digit number has a tens’ digit 1 greater than the ones’ digit. The sum of the number and the
number formed by reversing the digits is 77. Find the original number.
4. The tens’ digit of a two-digit number is 5 more than the ones’ digit. If 3 is subtracted from the number
and 2 is added to the reversed form of the number, the former will be twice the latter. What is the
number?
5. Eight times the sum of the digits of a certain two-digit number exceeds the number by 19. The tens’
digit is 3 more than the ones’ digit. Find the number.
D. Be Enlightened
Think about these: Justify your answers.
1. There is a two-digit number whose ones’ digit is 6 less than the tens’ digit. Four times the tens’ digit
plus five times the ones’ digit equals 51. Find the number.
2. The tens’ digit of a two-digit number is 2 less than the ones’ digit. If the digits are reversed, the sum of
the new number and the original number is 154. Find the product of the two numbers.
3. In a 3-digit number, the hundreds’ digit is 4 more than the units digit and the tens digit is twice the
hundreds’ digit. If the sum of the digits is 12, what are the digits and what is the number?
4. The sum of the digits of a three-digit number is 6. The hundreds’ digit is twice the ones’ digit and the
tens’ digit equals the sum of the other two. Find the number.
Solving Mixture-Related Problems
A. Objectives
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a mixture-related word problem,
2. Formulate an appropriate first-degree working equation in one variable in a mixture-related problem,
and
3. Solve mixture-related word problems using one variable.

B. Lesson Proper
Let us discuss the lesson
Mixture-Related Problems

There are two types of mixture problems, those dealing with percent and those involving price. The
mechanics of the problems are exactly the same, even they sound quite different. There are two important
facts about problems involving percent: the percent in each mixture and the amount. There will be two
mixtures and put them into one pot to make a third mixture. You need to know the percent in each of the
two mixtures and also the percent in the total mixture. The amount of one of them will be given.
The equation for a mixture problem involving percent when all the percentages are given is based on the
following fact: The amount in the mixtures times the percent of pure stuff equals the amount of
pure stuff (i. e. pure boric acid, pure silver, pure alcohol, etc.). Example, “Twenty quarts of mixture
containing 15% alcohol would contain 20(0.15) = 3 quarts pure alcohol.”
If you mix two solutions, the amount of pure stuff in the first plus the amount of pure stuff in the
second will equal the amount of pure stuff in the total mixture. (The percent of pure stuff in the total
mixture is not equal to the sum of the other two percentages.)

Let us study the following examples on how to solve mixture-related problems:

Example 1:
C. How much did you learn?
Direction: Solve the following mixture-related problems using one variable only. Represent properly the
unknown/s by defining what the variable represents, formulate the working equation, then solve for the
value of the variable and the solution/s to the problem.
1. A 20% nitric acid solution and a 45% nitric acid solution are to be mixed to make 6 liters of 30% nitric
acid. How much of each must be used?
2. Mary needs a 50% solution of alcohol. How many liters of pure alcohol must she add to 10 liters of
40% alcohol solution to get the proper solution?
3. A farmer wants to mix milk containing 3% butterfat with cream containing 30% butterfat to obtain 90
gallons of milk which is 8% butterfat. How much of each must he use?
4. A doctor orders 20 grams of a 52% solution of a certain medicine. The pharmacist has only bottles of
40% and bottles of 70% solution. How much of each must he use to obtain the 20 grams of the 52%
solution?
5. A chemist needs a solution of tannic acid that is 70% pure. How much distilled water must she add to 5
gallons of acid which is 90% pure to obtain the 70% solution?

D. Be Enlightened
Think about these: Justify your answers.
1. How much water must be evaporated from 170 liters of a 75% salt solution in order to obtain an 85%
salt solution?
2. How much pure alcohol must a nurse add to 10 cubic centimeters (cc) of a 60% alcohol solution to
strengthen it to a 90% alcohol solution?
3. Forty liters of a 60% salt solution are reduced to a 45% solution. How much must be drained off and
replaced with distilled water so that the resulting solution will contain only 45% salt?
4. A food processing plant wants to makem1,200 liters of jam that is 55% sugar. If the plant has jam A
that is 30% sugar and jam B is 70% sugar, how much of each kind should be used?
5. A gardener has 26 kilograms of a mixture of a fertilizer and weed killer. If one kilo of the mixture is
replaced by weed killer, the result is a mixture that is 5% weed killer. What percent of the original
mixture was weed killer?
 Solving Coin-Related Problems

A. Objectives
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a coin-related word problem.
2. Formulate an appropriate first-degree working equation in one variable in a coin-related problem, and
3. Solve coin-related word problems using one variable.

B. Lesson Proper
Let us discuss the lesson
Coin-Related Problems
Problems about money, either metal or paper, stamps, or any objects of value, are, for want of a better
classification, grouped under the heading “Coin Problems”. It is particularly important to identify and
label whether it is how many things or how much money you are representing.
In dealing with coin-related problems, one must be familiar with the terms representing the coins, paper
bills or stamps and the corresponding face value. Below is the list of the coins and the corresponding face
value.
C. How much did you learn?
Directions: Solve the following coin-related problems using one variable only. Represent properly the
unknown/s by defining what the variable represents, formulate the working equation, then solve for the
value of the variable and the solution/s to the problem.
1. A collection of coins has a value of 64 cents. There are two more nickels than dimes and three times as
many pennies as dimes. How many of each kind of coins are there?
2. Tony has 10 bills in his wallet. She has a total of P40. If he has one more 5-peso bills than 10-peso
bills, and two more 1–peso bills than 5-peso bills, how many of each kind of bills does he have?
3. A coin collector had a collection of silver coins worth P205. There were five times as many quarters as
half-peso (50 centavos) coins and 200 fewer dimes (10 centavos) than quarters. How many of each kind
of coin did the collector have?
4. Terry bought some gum and some candies. The number of packages of gums was one more than the
number of mints. The number of mints was three times the number of candy bars. If gum was P24 a
package, mints were P10 each, and candy bars were P35 each, how many of each did he get for P572?
5. The boys have a small game going in the back room. Mr. X decides to pull out and finds he has P194.
If he has four times as many 1-peso coins as 5-peso coins, one-fifth as many 2-peso coins as 5-peso coins,
and the same number of 50-peso bills as 2-peso coins, how many of each type of money does he have?

D. Be Enlightened
Think about these: Justify your answers.
1. There were 11,000 people at the recent UAAP basketball game who paid as total of P790,000 in
entrance fees. Students paid P30 each, and non-students paid P80 each. How many students attended?
2. At McDonald’s, hamburgers cost P30 each and a bag of French fries P25 each. How many hamburgers
and how many bags of French fries can a customer buy with P340 if he wants twice as many hamburgers
as bags of French fries?
3. A cashier has a total of 126 bills, made up of fifties and hundreds. The total value of the money is
P8,400. How many of each kind does she have?
4. The petty cash drawer of a small office contained P16.25. If there were twice as many 5-centavo coins
as 25-centavo coins and as many 10-centavo coins as 5-centavo and 25-centavo coins combined, how
many coins of each type were there?
5. How many kilograms of chocolate costing P46 per kg may be mixed with 6kg of chocolate costing P50
per kg to produce a mixture that can be sold for P49 per kg?

Solving Lever-Related Problems

A. Objectives
At the end of the lesson, the students must be able to:
1. Represent unknown/s in a lever-related word problem,
2. Formulate an appropriate first-degree working equation in one variable in a lever-related problem, and
3. Solve lever-related word problems using one variable.

B. Lesson Proper
Let us discuss the lesson
Lever-Related Problems
C. How much did you learn?
Directions: Solve the following lever-related problems using one variable only. Represent properly the
unknown/s by defining what the variable represents, formulate the working equation, then solve for the
value of the variable and the solution/s to the problem.
1. A 200-pound weight rests on one end of a lever 12 feet from the fulcrum. What weight, resting on the
opposite end and 3 feet from the fulcrum, would make a balance?
2. A weight of 60 pounds rests on the end of an 8-foot lever and is 3 feet from the fulcrum. What weight
must be placed on the other end of the lever to balance the 60-pound weight?
3. A lever 10 feet long has a 100-pound weight on one end and a 150-pound weight on the other end, If
the fulcrum is in the center, in what location must an 80-pound weight be put so that the lever will
balance?
4. An 88-pound boy sits on one end of a 15-foot board, 4 feet from the point of balance. His friend comes
along and gets on the other side at a position which enables them to balance. How far from the fulcrum
will the friend be if he weighs 64
pounds?
5. Two boys take a 12-foot-long board and rest it on a large rock to make a teeter-totter. If the boys sit on
opposite ends of the board and weigh 50 pounds and 70 pounds, respectively, how far from the fulcrum
will the 70-pound boy be if they balance?

D. Be Enlightened
Think about these: Justify your answers.
1. A 35-pound weight is 2 feet from the fulcrum, and a 75-pound weight on the same side is 10 feet from
the fulcrum. If a weight on the other end 6 feet from the fulcrum balances the first two, how much does it
weigh?
2. Tim was digging his yard to put up a garden. He hit a large rock and got a crowbar to raise the rock to
the surface. The crowbar was 6 feet long and the rock was later found to weigh 80 pounds. Tim used
another rock as the fulcrum and exerted a force equal to 16 pounds on one end of the crowbar in order to
raise the rock to a point of balance. How far was the fulcrum from the 80-pound rock?

Applications of Systems of FIRST-DEGREE Equations

INVOLVING TWO OR MORE VARIABLES
A. Objectives
At the end of the lesson, the students must be able to:
1. Represent the unknown/s in a word problem,
2. Formulate the system of working equations based on a given word problem,
3. Solve for the solution of the system of first-degree equations involving two or more variables, and
4. Solve for the solution of the given word problem involving system of equations with two or more
variables.

B. Lesson Proper
Let us discuss the lesson
Solving Word Problems Involving Systems of Equations with Two or more Variables
Solving word problems involving systems of equations makes us realize how useful and important
different lessons in Mathematics are in our daily lives. There are mathematics problems which cannot be
solved using one variable only. Two or more variables maybe needed to solve such problems. In this case,
solving definite values of two or more variables requires two or more equations, which form a system.
One can employ any of the methods of solving the solution of the system of equations. To help learners
recognize how systems of equations work in our daily activities, try study the following examples that
follow.
C. How much did you learn?
D. Be Enlightened