NLC23 - Grade 7 Enhancement Mathematics Notes To Teachers - Final

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Enhancement
Learning Camp
Mathematics
Teacher Notes
Contents
Notes to Teachers ........................................................................................................................................................ 1
Part A: Introduction to Mathematics in the 2023 Learning Camp ..................................................................... 1
Part B: Commentary on Lesson Components in All Lessons .............................................................................. 3
Part C: Syllabus References, Matters for Students to Observe, and Worked Answers for the Individual
Lessons ................................................................................................................................................................ 7
Lesson 1: Solving Problems using Venn Diagrams ........................................................................................... 7
Lesson 2: Performing the Four Operations on Integers and Fractions.......................................................... 10
Lesson 3: Solving Problems involving Real Numbers .................................................................................... 12
Lesson 4: Solving Problems involving Conversion of Units of Measurement ............................................... 14
Lesson 5: Evaluating Algebraic Expressions and Using Models and Algebraic Methods to find Algebraic
Products ....................................................................................................................................................... 16
Lesson 6 Consolidation: Solving Problems using Venn Diagrams, involving Real Numbers, and involving
Conversion of Units of Measurement ................................................................................................................ 18
Lesson 7: Solving Problems involving Algebraic Expressions ........................................................................ 20
Lesson 8: Solving Problems involving Linear Equations and Inequalities in One Variable ............................ 22
Lesson 9: Identifying and Applying Relationships of Angles at a Point and on a Straight Line ..................... 24
Lesson 10: Identifying and Applying Relationships among Angles formed by Parallel Lines cut by a
Transversal ....................................................................................................................................................... 27
Lesson 11: Identifying and Applying Relationships among the Parts of a Circle ............................................. 29
Lesson 12 Consolidation: Solving Problems involving Algebraic Expressions; Solving Problems involving
Linear Equations and Inequalities in One Variable; Identifying and Applying Relationships of Angles at a Point
and on a Straight Line; Identifying and Applying Relationships among Angles formed by Parallel Lines cut by a
Transversal; Identifying and Applying Relationships among the Parts of a Circle ............................................. 31
Lesson 13: Solving Problems involving Sides and Angles of a Polygon ........................................................... 33
Lesson 14: Organizing Data in Tables and Using Appropriate Graphs to represent Organized Data ............. 35
Lesson 15: Calculating the Measures of Central Tendency of Ungrouped Data ............................................. 38
Lesson 16: Calculating the Range and Standard Deviation of Ungrouped Data ............................................. 40
Lesson 17: Using Appropriate Statistical Measures in Analyzing and Interpreting Statistical Data ................ 43
Lesson 18 Consolidation: Organizing Data in Tables and Using Appropriate Graphs to represent Organized
Data; Calculating the Measures of Central Tendency of Ungrouped Data; Calculating the Range and Standard
Deviation of Ungrouped Data; Using Appropriate Statistical Measures in Analyzing; and Interpreting
Statistical Data ............................................................................................................................... 46
Dear Reader,
Every care has been taken to ensure the accuracy of the information provided in this Booklet.
Nevertheless, if you identify a mistake, error, or issue, or wish to provide a comment, we would appreciate
you informing the Office of the Director of the Bureau of Learning Delivery via telephone numbers (02)
8637-4346 and 8637-4347 or by email at bld.od@deped.gov.ph Thank you for your support.
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Notes to Teachers
Part A: Introduction to Mathematics in the 2023 Learning Camp
The Mathematics section of the 2023 Learning Camp for students, who have recently completed Grade 7, consists
of 15 ‘main’ lessons each focused on a single Key Idea (KI), and 3 ‘consolidation’ lessons each week. All 18 lessons
are designed for a lesson duration of 45 minutes.
The set of 15 main lessons consists of single lessons addressing each of 15 key ideas of the Grade 7 curriculum
content. The Key Ideas are based on selected Most Essential Learning Competencies (MELCs) for the four
Quarters of the Grade 7 content.
The three consolidation lessons, Lessons 6, 12 and 18, are each delivered at the end of Week 1, 2 and 3 of the 2023
Learning Camp. The lessons are designed to reinforce learning from the Key Idea lessons of the week.
The 15 Key Ideas listed by Quarter are:
Quarter 1: KI 1 Solve problems using Venn diagrams
KI 2 Find results of performing the four operations on integers and fractions
KI 3 Solve problems involving real numbers
Quarter 2: KI 4 Solve problems involving conversion of units of measurement
KI 5 Evaluate algebraic expressions and use models and algebraic methods to find algebraic
products
KI 6 Solve problems involving algebraic expressions
KI 7 Solve problems involving linear equations and inequalities in one variable
Quarter 3: KI 8 Identify and apply relationships of angles at a point and on a straight line
KI 9 Identify and apply relationships among angles formed by parallel lines cut by a transversal
KI 10 Identify and apply relationships among the parts of a circle
KI 11 Solve problems involving sides and angles of a polygon
Quarter 4: KI 12 Organize data in tables and use appropriate graphs to represent organized data
KI 13 Calculate the measures of central tendency of ungrouped data
KI 14 Calculate the range and standard deviation of ungrouped and grouped data
KI 15 Use appropriate statistical measures in analyzing and interpreting statistical data
The Key Ideas are representative of the five content sections of the Grade 7 curriculum as follows:
Numbers and Number Sense: KI 1, KI 2, KI 3
Measurement: KI 4
Patterns and Algebra: KI 5, KI 6, KI 7
Geometry: KI 8, KI 9, KI 10, KI 11
Statistics and Probability: KI 12, KI 13, KI 14, KI 15
The 15 main lessons, where each addresses one (only) of the Key Ideas listed above, are:
Lesson 1: Solving Problems using Venn Diagrams
Lesson 2: Performing the Four Operations on Integers and Fractions
Lesson 3: Solving Problems involving Real Numbers
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Lesson 4: Solving Problems involving Conversion of Units of Measurement
Lesson 5: Evaluating Algebraic Expressions and Using Models and Algebraic Methods to find Algebraic Products
Lesson 6 Solving Problems using Venn Diagrams; Solving Problems involving Real Numbers; Solving Problems
involving Conversion of Units of Measurement – Consolidation:
Lesson 7: Solving Problems involving Algebraic Expressions
Lesson 8: Solving Problems involving Linear Equations and Inequalities in One Variable
Lesson 9: Identifying and Applying Relationships of Angles at a Point and on a Straight Line
Lesson 10: Identifying and Applying Relationships among Angles formed by Parallel Lines cut by a Transversal
Lesson 11: Identifying and Applying Relationships among the Parts of a Circle
Lesson 12: Solving Problems involving Algebraic Expressions and Equations and Inequalities in One Variable;
Identifying and Applying Relationships of Angles at a Point and on a Straight Line, among Angles formed
by Parallel Lines cut by a Transversal and among the Parts of a Circle – Consolidation
Lesson 13: Solving Problems involving Sides and Angles of a Polygon
Lesson 14: Organizing Data in Tables and Using Appropriate Graphs to represent Organized Data
Lesson 15: Calculating the Measures of Central Tendency of Ungrouped Data
Lesson 16: Calculating the Range and Standard Deviation of Ungrouped Data
Lesson 17: Using Appropriate Statistical Measures in Analyzing and Interpreting Statistical Data
Lesson 18: Organizing Data in Tables and Using Appropriate Graphs to represent Organized Data; Calculating the
Measures of Central Tendency of Ungrouped Data; and Calculating the Range and Standard
Deviation of Ungrouped Data – Consolidation
Note: The three consolidation lessons each addresses and corresponds to multiple Key Ideas. The Consolidation
lessons, with the associated Content Section/s and Key Ideas are:
Lesson 6: Content Section: Numbers and Number Sense; Key Ideas: KI 1, KI 2, KI 3
Lesson 12: Content Sections: Patterns and Algebra, Geometry; Key Ideas: KI 6, KI 7, KI 8, KI 9, KI 10
Lesson 18: Content Section: Statistics and Probability; Key Ideas: KI 12, KI 13, KI 14
Each of the 15 main lessons and three consolidation lessons is written in a standard format, made up of five
sequential lesson components.
The components are:
Lesson Component 1: Lesson Short Review
Lesson Component 2: Lesson Purpose/Intention
Lesson Component 3: Lesson Language Practice
Lesson Component 4: Lesson Activity
Lesson Component 5: Lesson Conclusion – Reflection/Metacognition on Student Goals
The nature of these lesson components for all 18 Mathematics KI lessons is described and discussed in Part B.
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Part B: Commentary on Lesson Components in All Lessons
Lesson Component 1 (Lesson Short Review)
Component 1 offers teachers the chance to:
• settle the class quickly,
• review or preview previously encountered information,
• address previous content in the form of a few targeted questions that are relevant to the
current lesson,
• note what students already know,
• elicit answers from the class to reinforce the important content needed for the lesson, and
• briefly address issues that may arise.
Overall, Component 1 acts as a partial advance organizer. When done carefully, this replay of previous
information directed at what is to come in the lesson helps students prepare for future memory recall
and decision-making.
Reminding students of relevant information at the beginning of a lesson, prior to encountering the main
lesson learning focus, can enhance the brain’s ability to:
• access information to be used in problems/questions/information to come,
• prepare, and have some oversight, for the direction of future learning, and
• further consolidate ideas in long-term memory.
Purpose of Component 1 set questions
The questions set for the Lesson Short Review component are designed to remind students of their
previous work in the topic area addressed, and should also have relevance to the activities to be
undertaken in the current lesson.
Further assistance to students
The teacher could provide some further assistance to students by providing additional information in
giving answers to the set questions. For example, when providing the answer ‘pie chart’ to a set
question, the teacher could remind students that a pie chart is also referred to as a ‘sector graph’.
Other issues that may have arisen in student answers
The teacher should note any issues that may have arisen in student answers. This may be addressed
later in the lesson if relevant.
Lesson Component 2 (Lesson Intention)
This component offers teachers the opportunity to explain to the class the intention or purpose of the
lesson. The explanation should link with student prior knowledge or experience. This may mean
connecting the purpose to the responses and levels of understanding which are evident from the
students in Component 1. The words and phrases used by the teacher should be familiar to and
understandable by students. The information could include ideas personal to students that could
facilitate student engagement in the lesson such as:
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• the provision of a relevant context,
• asking a question that sounds interesting to that age group, and/or
• addressing an aspect that has a special interest to the class.
In addition, this component is an appropriate time to address what students might expect/aim to
achieve, i.e., their lesson goal(s). Teachers should clarify, in clear language, the learning intention for the
students as well as what success will look like. (Note: Evaluation of the degree of success or partial
success of student learning intention should occur as part of Component 5.)
Overall, this component is about activating, in the student brain, ideas already relevant to the students.
The purpose is to help students contextualize their new learning experiences and assist them to make
sense of any new information.
Design considerations in statements of the lesson intention
Promoting student engagement and enthusiasm is best done by stating things in ways that make sense
to as many students as possible in the class. In terms of timing, this component is relatively brief. Its
presence, as one of five components, lies in its importance to the student brain and learning. It is
important not to overwhelm students with excessive and unnecessary detail that could disengage them
at this early point in the lesson.
Lesson Component 3 (Lesson Language Practice)
Component 3 concerns language use – speaking, hearing, listening, and comprehending. The focus is on
words or phrases that are important to the lesson to come. It maybe language that has the potential to
cause difficulties for the students through speech, interpretation, or understanding, or simply a
reminder that these words will be used in this lesson. Typically, the language identified is restricted to
about 6 words/phrases so that there is enough time to use them in practice.
Deliberate practice concerns repeating some aspect of learning that was ‘deliberately’
identified/selected because it is where the student is making an error that needs to be corrected, or
because of its important role in learning. In the case of unfamiliar or unknown textual or symbolic
language, deliberate practice can help students reduce cognitive load (reduce working memory) by
making some aspect more familiar, enabling students to re-allocate resources to a problem solution,
comprehending a passage, answering a question, explaining a concept, or describing some event or
story, etc.
Overall, Component 3 can help achieve language familiarity by saying the word/phrase, being able to
spell it, or using it in a specific context. This may also involve helping students to understand or unpack a
visual text, diagram or graph, e.g., for a graph, the teacher may need to point out such things as the
graph heading, the axes, units, data points, or trend lines.
Lesson Component 4 (Lesson Activity)
Addressing the ‘key idea’ for the lesson is the focus of Component 4. It involves students applying
known content to solve non-routine problems or interpreting new texts. This requires students to
interpret/understand the meaning of the stem of the problem correctly and then answer a few
questions of varying degrees of complexity related to the stem. The stem holds the needed information
that will be the basis for the questions. Following the stem is a small number of questions that can be
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answered by utilizing the students’ background content knowledge, skills, and understanding, together
with information in the stem.
From a learning perspective, the lessons are intended to help students consolidate their understanding
at different levels of difficulty, e.g., the early questions are at an elementary level allowing the students
to get started, then the next level is directed at the majority of students and usually requires a number
of steps to reach a conclusion, and finally the third question attempts to offer all students the
opportunity to be challenged and experience enhancements of their learning through seeing how ideas
are connected.
(Note: The level of difficulty of the questions should not stop any students from being given the
opportunity to experience, with support, questions at higher levels, including the more challenging
questions, and to hear about, and be involved in, discussions about the answers. Most students should
be able to make some progress and be acknowledged for that. The point of question levels is to at least
have students experience these more demanding questions and their answers as the start of the
process for their learning journey. It is also designed to offer teachers a more realistic view of potential
expectations of students in their class.
Component 4 has three aspects, 4A, 4B, and 4C. Students are first presented in 4A with the stem
(stimulus or passage/text or diagram or …) and are given the time/chance to understand the stem.
Then, in 4B and 4C, two separate set of questions related to the same stem are presented. This process
involves a set of three questions based on the same stem, which is then repeated, resulting in one set of
questions in each of 4B and another set of questions in 4C.
(Note: The early components, Components 1, 2 and 3, can be seen as bringing together the pre-
requisite information that will place the student in the best possible position to be successful in
Component 4.
Component 4 begins with 4A.
4A Reading and Understanding the stem
4A involves understanding the language of the stem. The purposes here are for – the teacher:
• to model fluent reading of the stem (first)
• to be identified any unfamiliar language (possibly addressed in Component 3
the student:
• to read the passage or describe the figure, etc
• to hear and experience fluency in reading the stem.
Other activities here could include students:
 reading to each other;
 reading silently to themselves; and
 exploring the meaning of the vocabulary.
4B Solving the First Set of Questions
In 4B, students are asked to address the questions associated with the stem. The students will recognize
that they have a stem (previously met in 4A) and that this is followed by a small set of questions.
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Students find their own way to a response for each question in the set. The students write down
responses or attempts at each question. It is important that every student in the class is expected to
have a response. To achieve this desired result, it is important for teachers to ensure all students start
on time at the same time.
When the students are finished, or sufficient time has been allocated, students provide answers to the
questions and the teacher marks the questions. Discussion takes place about:
• the quality of the answers;
• the implications of errors; and
• what this information tells the class about the content.
The time allocated for 4B provides teachers with an opportunity to observe the quality and levels of
student response, which they can build on as a base of what the student knows.
(Note: It is important that students start the questions promptly. This involves student self-regulation
concerning focus and attitude to work and may need to be consistently encouraged by the teacher.)
Teachers can seek out different responses or approaches or thinking exhibited. Errors made by students
should be acknowledged and valued for their contribution to the class discussion and student learning.
Those who achieve correct answers on different questions should also be acknowledged. (Note: The
questions are usually arranged in increasing difficulty from basic to more challenging.)
Component 4C Solving the Second Set of Questions
Using the same Stem, 4C repeats the same process as 4B by presenting students with a second batch of
questions, again in order of increasing difficulty. When all questions are completed, as was the case in
4B, students provide answers to all questions, i.e., the students write down responses to, or attempts
at, each question. When they are finished, the questions are marked (either using teacher or student
answers) and discussion takes place about the quality of correct answers and the implications of errors
and what this tells the class about the content.
(Note: 4C offers a new start for students regardless of how they performed in 4B. It allows all students
to see 4C as a new starting point and the class focus for all students should now be around the content
and answers in 4C.
For teachers this approach serves two purposes. First, it is a practical way to ensure all students have
experiences and are able to contribute perspectives with all questions asked. Second, the teacher will
have the opportunity to practice further problem-solving questions where different sets of questions
can be used with a familiar Stem. This approach is efficient as students obtain more problem-solving
practice on the same underlying content.
Facilitating students’ reading and interpretation of the stems of items (Part 4A)
To help facilitate students’ reading and interpretation of the stem, they are designed to include several
sentences and few paragraphs in length, with usually no more than one diagram for each item. The
teacher could have students read the stems together or individually to assist the development of their
fluency with the language used.
What students employ in answering the questions in Component 4
In answering the questions, students provide their answers using:
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• factual knowledge
• application of skills and procedures (fluency)
• understanding
• communicating skills
• reasoning and justification.
Importance of clear feedback to students
In giving the answers and marking the questions, the teacher needs to provide clear feedback to
students to assist them in addressing any issues that have arisen in undertaking and answering the
questions.
Lesson Component 5
Component 5 is designed to offer a student-focused summary to the main intention of the lesson. In
particular, the focus is about helping students reflect on their progress, achievement, or partial
achievement of goals (lesson intention) and their performance and understanding during the lesson. It
picks up comments from Component 2 about teacher expectations. There is the chance here to confirm
student progress during the lesson. Teachers need to be honest and as positive as circumstances permit,
including the long-term impact of effort and persistence.
Component 5 has a high metacognitive aspect for students – thinking about their own thinking – which
can be further enhanced by teacher modelling.
Part C: Syllabus References, Matters for Students to Observe, and Worked Answers
for the Individual Lessons
Information provided in Part C includes matters that are important for students to observe, in the 15 main lessons
and three consolidation lessons. This information, together with the ‘Syllabus Codes’ from the K to 12
Mathematics Curriculum Guide (Grade 1 to Grade 10) August 2016 are listed as well as worked answers to the
Component 1 and Component 4 questions. This is provided for assistance, as needed, in working through the
respective lessons.
Lesson 1: Solving Problems using Venn Diagrams

Syllabus Codes: M7NS-Ib-1, M7NS-Ib-2
K to 12 Mathematics Curriculum Guide (Grade 1 to Grade 10) August 2016
Quarter: Grade 7 – First Quarter
Content Section: Numbers and Number Sense
Content Standard
The learner demonstrates understanding of key concepts of sets and the real number system.
Performance Standard
The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety
of strategies.
Most Essential Learning Competency
The learner solves problems involving sets with the use of Venn Diagrams.
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Key Idea
Solve problems using Venn diagrams.
Matters for Students to Observe
Students need to:
• know well how to read the symbols ∩ (read ‘𝐴𝐴 intersection 𝐵𝐵’ or ‘the intersection of 𝐴𝐴 and 𝐵𝐵’) and ∪
(read ‘𝐴𝐴 union 𝐵𝐵’ or ‘the union of 𝐴𝐴 and 𝐵𝐵’), and to take care not to confuse the meaning of the two
symbols.
• be sure to follow the order of operations indicated by the brackets in (𝐽𝐽 ∩ 𝐾𝐾) ∪ (𝐾𝐾 ∩ 𝐿𝐿) i.e., first shade
the region of the Venn diagram representing the set 𝐽𝐽 ∩ 𝐾𝐾 and then the region representing 𝐾𝐾 ∩ 𝐿𝐿,
before including all of the shading as the answer, because the union of 𝐽𝐽 ∩ 𝐾𝐾 and 𝐾𝐾 ∩ 𝐿𝐿 is the set of all
elements in 𝐽𝐽 ∩ 𝐾𝐾 or 𝐾𝐾 ∩ 𝐿𝐿, or both.
• know well that, in the diagram given for Question 1 in Item 1, the rectangle represents the universal set
(the set that includes all of the elements in all of the sets under consideration).
• be able to recognize immediately that the central region within the three circles represents the students
who play all three of the sports, because it is the only region that lies within all three of the circles.
• be able to recognize immediately that the intersection of any two of the sets in the given diagram is
made up of two sections, one of which is the central region described in the previous dot point. The
other region in each case represents the students who play only the two sports represented by the two
sets considered.
• know well that the region inside a circle representing a particular set and outside of any overlap with
another set, represents those elements belonging to that particular set only.
Worked Answers to Component 1 and Component 4 Questions

Component 1
(Full answers are already provided in Lesson Booklet.)
Component 4
Part 4B Item 1
1. (Full answer are already provided in Lesson Booklet.)
2. 1 student (15 – (3 + 4 + 7) = 1)
3. 5 students (14 – (3 + 4 + 2) = 5, given that a total of 14 students play football)
4. 6 students (30 – (7 + 3 + 5 + 4 + 2 + 1 + 2) = 6, using information entered/calculated in answer
diagrams for 2. and 3. above, and given that there is a total of 30 students, with 2 playing none of the 3
sports)
Part 4C Item 2
1. 9 students (6 + 2 + 1 = 9, from diagram in answer to 4. above)
2. 4 students (2 + 2 = 4, obtained after changing 3 to 2 in the answer to 4. above and adding the 2 students
who play none of the 3 sports)
3. 17 students (7 + 5 + 5 = 17, obtained after changing 4 to 5 in answer to 4. above, as Angelo now plays
football and volleyball only, and adding these 5 students to the 7 who play basketball and volleyball only,
and the 5 who play basketball and football only)
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Lesson 2: Performing the Four Operations on Integers and Fractions
Syllabus Codes: M7NS-Ic-d-1, M7NS-If-1
Content Standard
of strategies.
Most Essential Learning Competencies
The learner performs fundamental operations on integers.
The learner performs operations on rational numbers.
Key Idea
Find results of performing the four operations on integers and fractions.
Students need to:
• be readily aware that ‘the four operations’ means addition, subtraction, multiplication, and division.
• know that an ‘integer’ is a whole number and that the set of integers consists of the set of positive
whole numbers, the set of negative whole numbers, and zero.
• know well the rules for order of operations (PEMDAS – Parentheses, Exponents, Division and
Multiplication, and Addition and Subtraction, with the operations performed from left to right)
• be readily aware that when + and – signs occur together, such as in (−8 + −4) ÷ −6 − 7, they need
to be resolved first to a single sign, as follows: if the two signs occurring together are different
(i.e., + − or − +), they are resolved to a single ‘ − ‘ sign; if they are the same (i.e., + + or − −) they are
resolved to a single ‘ + ’ sign.
• be aware that the expression ‘closer numerically’ means ‘closer in terms of numbers’, such as in ‘1 is
closer to 2 than it is to 3’. This is as opposed to the physical closeness of two numbers written down at
different locations on a piece of paper.
Component 1
1. (i) −1 + 3 − 6 = 2 − 6
= −4
(ii) −4 + 2 × −3 = −4 + −6
= −4 − 6
= −10
1 3 2 3
2. (i) 2 + =2 +
5 10 10 10
5
=2
10
1
=2
2
10
7 2 1 7 1
(ii) × − = − (after ‘cancelling’ a factor of 2 from the numerator 2 and the denominator 8)
8 3 4 12 4
7 3
= −
12 12
4
=
12
1
=
3
3. (i) (−8 + −4) ÷ −6 − 7 = −12 ÷ −6 − 7

= 2−7
= −5
(ii) +2 × −1 = −2
−2 − 3 = −5
−5 ÷ −1 = 5
5 + −6 = −1 (Ahmed’s required answer)
Component 4
Part 4B Item 1
1. Maria should move to her ‘– 7’ square (since (+2) – 9 = – 7)
2. Juan should move to his ‘ + 15’ square (since – 1 + – 2 = – 1 – 2 = – 3 and – 3 × – 5 = (+) 15)
3. (i) Maria will end her move on her ‘– 6’ square, while Juan will end his move on his ‘– 5’ square.
Since – 5 > – 6, Juan ends his move on the square with the larger value.
(ii) In numerical terms, Maria is 9 units from her ‘Home’ square, since 3 – – 6 = 9, while Juan is 10 units
from his ‘Home’ square, since 5 – – 5 = 10. So, Maria is closer.
Part 4C Item 2
1 9 10
1. to her ‘2’ square (since 1 + =1 = 2)
10 10 10
1 3 4 12 3 3 1 6 5 1
2. to his ‘ ’ square (since × = = and − = − = )
10 4 5 20 5 5 2 10 10 10
11 7 3 7 4 27 4 4
3. Maria will end her move on her ‘1 ’ square (1 ÷ × = × = 1 (after ‘cancelling’
=1 a factor of 4
20 20 4 20 3 20 3 5
4 1 16 5 11
from the numerator 4 and the denominator 20) and 1 − = 1 − = 1 .
5 4 20 20 20
3 11 15 11 4 1
Therefore, in numerical terms, Maria is 1 − 1 =1 − 1 = = units from her ‘Home’ square.
4 20 20 20 20 5
1 1 6 3 4
Juan will end his move on his ‘2’ square. (1 × 1 = × = 1 (after ‘cancelling’ a factor of 2 from the
5 2 5 2 5
4 1 3
numerator 6 and the denominator 2) and 1 5 − 5
= 1 .
5
4 3 1
Therefore, in numerical terms, Juan is 1 − 1 = units from his ‘Home’ square.
5 5 5
1
Therefore, Maria and Juan are equally close ( units) to their nominated ‘Home’ squares after these moves.
5
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Lesson 3: Solving Problems involving Real Numbers
Syllabus Code: M7NS-Ij-1
Content Standard
of strategies.
The learner represents real-life situations and solves problems involving real numbers.
Key Idea
Solve problems involving real numbers.
Students need to:
• have clear knowledge that multiplication of fractions involves, where possible, cancelling out factors
that are common in numerators and denominators, whereas addition and subtraction of fractions
requires the use of common denominators.
• know that converting any fraction or decimal (or, in fact, any number) to a percentage simply requires
the multiplication of that number by 100.
• have a good understanding of how to translate expressions in words, such as ‘3 years more’, and ‘2
years less’, into mathematical expressions.
• be aware that small companies often have more than one owner, and that these owners are often
referred to as ‘co-owners’. The share in the company that a co-owner owns might be expressed as a
1
fraction or as a percentage (e.g., Eve has a , or 25% share, in XYZ Enterprises).
4

Component 1
2 5 5
1. (i) × = (after ‘cancelling’ a factor of 2 from the numerator 2 and the denominator 8).
3 8 12
5 3 25 18
(ii) − = −
6 5 30 30
7
=
30
7 7 100
2. = × %
8 8 1
7 25
= × % (after ‘cancelling’ a factor of 4 from the numerator 100 and the denominator 8)
2 1
175
= %
2
1
= 87 %
2
3. Sam’s age is 𝑥𝑥. His sister Jo is 2 years more than 1.1 times his age.
(i) Jo’s age = 2 + 1.1 × Sam′ s age.
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= 2 + 1.1𝑥𝑥 or 1.1𝑥𝑥 + 2
(ii) Sam’s age + Jo’s age = 𝑥𝑥 + 1.1𝑥𝑥 + 2 = 2.1𝑥𝑥 + 2
Therefore, equation to find 𝑥𝑥 is 2.1𝑥𝑥 + 2 = 44 (or 2.1𝑥𝑥 = 42).
Component 4
Part 4B Item 1
2 7 2 7
1. James sold of his share to Paul= ×
5 8 5 8
7
= (after ‘cancelling’ a factor of 2 from the numerator 2 and the
20
denominator 8).
7 7 7
2. James’ share after the sale to Paul= 8 − 20 (using 20 result found in Question 1.)
35 14
= −
40 40
21
=
40
11 1 21 11 10 1
3. (i) James needs to sell of share to retain a 25% or share, since − = or .
40 4 40 40 40 4
11 1
Therefore, percentage of the company James needs to sell = × 100% = 27 %.
40 2
9 1 19 9 10 1
(ii) Paul needs to sell of share to retain a 25% or share, since − = or .
40 4 40 40 40 4
21
(Noting that if James’ held a share after 2022 sale to Paul (shown in 2.), Paul held the remainder i.e.,
40
19
a 40
share.)
9 1
Therefore, percentage of the company Paul needs to sell = × 100% = 22 %.
40 2
Part 4C Item 2
1. Bella said that: “James is 1 year more than 1.55 times my age and Paul is 3 years less than 0.95 times my
age.”
Since James is 1.55 times Bella’s age, he is older than Bella and, since Paul is 0.95 times Bella’s age, he is
younger than Bella.
Therefore, from youngest to oldest, the three 2023 owners are: Paul, Bella, James.
2. If Bella’s age = 𝑥𝑥, James’ age is 1 + 1.55 × 𝑥𝑥 or 1.55𝑥𝑥 + 1 and Paul’s age is 0.95 × 𝑥𝑥 − 3 i.e., 0.95𝑥𝑥 − 3.
3. Using 1) “The sum of our ages is 138.” and the results in 2.,
1.55𝑥𝑥 + 1(James ′ age) + 𝑥𝑥(Bella′ s age) + 0.95𝑥𝑥 − 3 (Paul′ 𝑠𝑠 age) = 138
Simplifying, 3.5𝑥𝑥 − 2 = 138
3.5𝑥𝑥 = 140
𝑥𝑥 = 40
Therefore, Bella is 40, James is 1.55 × 40 + 1 = 63, and Paul is 0.95 × 40 − 3 = 35.
13
Lesson 4: Solving Problems involving Conversion of Units of Measurement
Syllabus Code: M7ME-IIb-2
Quarter: Grade 7 – Second Quarter
Content Section: Measurement
Content Standard
The learner demonstrates understanding of the key concepts of measurement.
The learner is able to formulate real-life problems involving measurements and solve these using a variety of
strategies.
The learner solves problems involving conversion of units of measurement.
Key Idea
Solve problems involving conversion of units of measurement.
Students need to:
• have ready recall of important conversions between units, such as: kilometers and meters; hectares and
square meters; square kilometers and hectares; tonnes and kilograms, etc.
• be reminded that a cube is a special type of rectangular prism.
• have ready recall of the formulae: 𝑉𝑉 = 𝑙𝑙 × 𝑏𝑏 × ℎ, for determining the volume of a rectangular prism;
and
𝑉𝑉 = 𝑠𝑠 3 , for determining the volume of a cube.
Component 1
80 000
1. 80 000 meters = kilometers
1000
= 80 kilometers
2. 12.5 km2 = 12.5 × 100 hectares = 1250 hectares
3. (i) Volume of container in cubic meters = 3 m × 3 m × 3 m (since 300 cm = 3 m)
= 27 m3
(ii) Number of tonnes of material container holds = 27 × 100 kilograms
= 2700 kilograms
= 2.7 tonnes
Component 4
Part 4B Item 1
1. Number of meters of outside fencing= 2 × (3500 + 2500) meters
= 12 000 meters
12 000
Number of work hours for Jack to inspect outside fencing= hours
400
= 30 hours
14
30
Number of workdays for Jack to inspect outside fencing =
8
= 3.75
2. From 1., number of meters of outside fencing = 12 000 m
= 12 km
Number of kilometers Jack will drive along the outside fencing = 12 km
3. Space available for other crops = total area of paddock − area of section occupied by wheat crop
= (3500 m × 2500 m) − (1.5 km × 1.5 km)
= (3.5 km × 2.5 km) − 2.25 km2
= 8.75 km2 − 2.25 km2
= 6.5 km2
= 6.5 × 100 hectares
= 650 hectares
Part 4C Item 2
560 000
1. Number of tonnes of wheat yielded = tonnes
1000
= 560 tonnes
2. Volume in cubic meters a hopper car can hold = (10 × 3 × 5) m3
= 150 m3
3. Number of kilograms of wheat a full hopper car can transport = 150 × 800 kg
= 120 000 kg
560 000
Number of hopper cars needed =
120 00
2
=4
3
Therefore, the number of hopper cars needed is 5 (4 cars full and 1 car two—thirds full).
15
Lesson 5: Evaluating Algebraic Expressions and Using Models and Algebraic Methods to find
Algebraic Products
Syllabus Codes: M7AL-IIc-4, M7AL-IIe-g-1
Content Section: Patterns and Algebra
Content Standard
The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers
as applied in linear equations and inequalities in one variable.
The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems
involving algebraic expressions, linear equations, and inequalities in one variable.
The learner uses models and algebraic methods to find algebraic products.
Key Idea
Use models and algebraic methods to find algebraic products.

Students need to:
• know the terms ‘expand’, ‘simplify’ and ‘evaluate’, and what to do in response to these instructions.
• be able to explain the meanings of ‘algebraic expression’ and ‘algebraic product’ and to be able to
provide examples readily.
• (following their work on setting up and using models to find different types of algebraic products)
develop fluency in finding the different products using algebraic methods only.
Component 1
1. (i) 𝑥𝑥 × 2𝑥𝑥 = 2𝑥𝑥 2
(ii) 2𝑥𝑥 × 3𝑦𝑦 = 6𝑥𝑥𝑥𝑥
2. (i) 6𝑥𝑥 + 5𝑥𝑥 = 11𝑥𝑥
(ii) 2𝑎𝑎𝑎𝑎 − 9𝑎𝑎𝑎𝑎 = −7𝑎𝑎𝑎𝑎
3. (i) 2𝑥𝑥(𝑥𝑥 + 2) = 2𝑥𝑥 2 + 4𝑥𝑥
(ii) (3𝑥𝑥)2 = 9𝑥𝑥 2
(iii) 2𝑦𝑦(𝑦𝑦 2 + 3𝑦𝑦 + 1) = 2𝑦𝑦 3 + 6𝑦𝑦 2 + 2𝑦𝑦
Component 4
Part 4B Item 1
1. 2𝑥𝑥(5𝑥𝑥) = 10𝑥𝑥 2
2. (i) Area 1 = 2𝑥𝑥 × 3𝑥𝑥 = 6𝑥𝑥 2
Area 2 = 2𝑥𝑥 × 5 = 10𝑥𝑥
Area 3 = 3 × 3𝑥𝑥 = 9𝑥𝑥
Area 4 = 3 × 5 = 15
16
(ii) (2𝑥𝑥 + 3)(3𝑥𝑥 + 5) = 6𝑥𝑥 2 + 10𝑥𝑥 + 9𝑥𝑥 + 15 (using 2. (i))
= 6𝑥𝑥 2 + 19𝑥𝑥 + 15
3. (5𝑥𝑥 + 3𝑦𝑦)(2𝑥𝑥 − 𝑦𝑦) = 5𝑥𝑥(2𝑥𝑥) + 5𝑥𝑥(−𝑦𝑦) + 3𝑦𝑦(2𝑥𝑥) + 3𝑦𝑦(−𝑦𝑦)
= 10𝑥𝑥 2 − 5𝑥𝑥𝑥𝑥 + 6𝑥𝑥𝑥𝑥 − 3𝑦𝑦 2
= 10𝑥𝑥 2 + 𝑥𝑥𝑥𝑥 − 3𝑦𝑦 2
Part 4C Item 2
1. 4𝑥𝑥(2𝑥𝑥 − 1) = 8𝑥𝑥 2 − 4𝑥𝑥
2. (i) Area 1 = 2𝑥𝑥 × 2𝑥𝑥 = 4𝑥𝑥 2
Area 2 = 2𝑥𝑥 × 3 = 6𝑥𝑥
Area 3 = 3 × 2𝑥𝑥 = 6𝑥𝑥
Area 4 = 3 × 3 = 9
(ii) (2𝑥𝑥 + 3)2 = (2𝑥𝑥 + 3)(2𝑥𝑥 + 3)
= 4𝑥𝑥 2 + 6𝑥𝑥 + 6𝑥𝑥 + 9 (using 2. (i))
= 4𝑥𝑥 2 + 12𝑥𝑥 + 9
3. (i) (7𝑥𝑥 − 5𝑦𝑦)2 = (7𝑥𝑥)2 − 2(7𝑥𝑥 × 5𝑦𝑦) + (5𝑦𝑦)2
= 49𝑥𝑥 2 − 70𝑥𝑥𝑥𝑥 + 25𝑦𝑦 2
(ii) (2𝑥𝑥 − 𝑦𝑦)(4𝑥𝑥 2 + 2𝑥𝑥𝑥𝑥 + 𝑦𝑦 2 ) = 2𝑥𝑥(4𝑥𝑥 2 + 2𝑥𝑥𝑥𝑥 + 𝑦𝑦 2 ) − 𝑦𝑦(4𝑥𝑥 2 + 2𝑥𝑥𝑥𝑥 + 𝑦𝑦 2 )
= 8𝑥𝑥 3 + 4𝑥𝑥 2 𝑦𝑦 + 2𝑥𝑥𝑦𝑦 2 − 4𝑥𝑥 2 𝑦𝑦 − 2𝑥𝑥𝑦𝑦 2 − 𝑦𝑦 3
= 8𝑥𝑥 3 − 𝑦𝑦 3
17
Lesson 6 Consolidation: Solving Problems using Venn Diagrams, involving Real Numbers,
and involving Conversion of Units of Measurement
Syllabus Codes: M7NS-Ib-1, M7NS-Ib-2, M7NS-Ij-1, M7ME-IIb-2
Content Standards
The learner demonstrates understanding of the key concepts of measurement.
of strategies.
The learner solves problems involving sets with the use of Venn Diagrams.
The learner represents real-life situations and solves problems involving real numbers.
The learner solves problems involving conversion of units of measurement.
Key Ideas
Solve problems using Venn diagrams.
Solve problems involving real numbers.
Solve problems involving conversion of units of measurement.
(see above for notes for Lessons 1–4 and relevant to this lesson)
Component 1
1. The shaded area of the Venn diagram represents the set (𝐽𝐽 ∪ 𝐾𝐾) ∩ (𝐾𝐾 ∪ 𝐿𝐿):
5 5 100
2. = × %
6 6 1
5 50
= × % (after ‘cancelling’ a factor of 2 from the numerator 100 and the denominator 6)
3 1
250
= %
3
1
= 83 %
3
65 200
3. (i) 65 200 mm = m
1000
= 65.2 meters
18
(ii) Volume of tank = 𝑙𝑙 × 𝑏𝑏 × ℎ
= 2 × 1.5 × 0.7
= 2.1 m3
= 2100 liters
Component 4
Part 4B Item 1
W 7
1
2 B
4
5 6
3
C
1. Number of farms that grow wheat only = 12 − (4 + 1 + 5)

=2
2. Number of farms that grow canola and barley only = 18 − (3 + 4 + 5)
=6
3. Number of farms that grow barley only = 29 − (1 + 4 + 1 + 5 + 6 + 2 + 3)
=7
Part 4C Item 2
1. Total floor area = (12.3 × 2.4) + (9.5 ×2.4)
= (12.3 + 9.5) × 2.4
= 21.8 × 2.4
= 52.32 m2
2. Total volume of two trailers = (12.3 × 2.4 × 2.5) + (9.5 × 2.4 × 2.5)
= (12.3 + 9.5) × 2.4 × 2.5
= 130.8 m3
3. Amount of barley that truck can carry at one time = (130.8 × 600) kg
= 78 480 kg
= 78.48 tonnes
19
Lesson 7: Solving Problems involving Algebraic Expressions
Syllabus: K to 12 Mathematics Curriculum Guide (Grade 1 to Grade 10) August 2016
Content Standard
as applied in linear equations, and inequalities in one variable.
The learner solves problems involving algebraic expressions.
Key Idea
Solve problems involving algebraic expressions.

Students need to:
• develop a good understanding of how to translate expressions in words, such as ‘3 more than’, ‘5 less
than’, ‘2 years younger’ and 6 years older’, into mathematical expressions.
• have a good understanding of what it means to ‘write down an algebraic expression’.
• know the importance of reading information carefully to identify the correct values to substitute into
the algebraic expressions that they have written, in order to obtain the required solutions.
Component 1
1. (i) Number 7 more than 𝑥𝑥 = 𝑥𝑥 + 7
(ii) Number 5 less than 9 times 𝑥𝑥 = 9× 𝑥𝑥 − 5
= 9𝑥𝑥 − 5
2. Jennifer is 𝑘𝑘 years old.
Clare is (𝑘𝑘 + 5) years old.
Helen is (𝑘𝑘 − 7) years old.
Total of ages = (𝑘𝑘 + 𝑘𝑘 + 5 + 𝑘𝑘 − 7) years
= (3𝑘𝑘 − 2) years
3. Algebraic expression to represent the given information: = 30 000𝑏𝑏 + 4500
Cost of buying four pallets of bricks from Mac’s = (30 000 × 4 + 4500) Philippine pesos = 124 500
Philippine pesos
Component 4
Part 4B Item 1
1. Number of dollars for hiring a car from Bob’s for one day = 100 × 𝑑𝑑 + 35
= 100𝑑𝑑 + 35
20
2. Number of dollars for hiring a van from Joe’s for one day = 140 × 𝑑𝑑 + 55
= 140𝑑𝑑 + 55
3. Total amount that Amanda and Michael will be charged = 100(3) + 35 + 140(5) + 55 + 30(3) + 50(5)
= 300 + 35 + 700 + 55 + 90 + 250
= $1430
Part 4C Item 2
1. Number of dollars for hiring a car from Bob’s for one day = 90 × 𝑑𝑑 + 75
= 90𝑑𝑑 + 75
2. Number of dollars for hiring a van from Joe’s for one day = 180 × 𝑑𝑑 + 150
= 180𝑑𝑑 + 150
3. (i) Total amount that Jan and Brian will be charged = 90(3) + 75 + 180(5) + 150
= 270 + 75 + 900 + 150
= $1395
(ii) Amount that Amanda and Michael will pay more than Jan and Brian= $1430 − $1395
= $35
21
Lesson 8: Solving Problems involving Linear Equations and Inequalities in One Variable
Syllabus Code: M7AL-IIj-2
Content Standard
as applied in linear equations and inequalities in one variable.
The learner solves problems involving equations and inequalities in one variable.
Key Idea
Solve problems involving linear equations and inequalities in one variable.
Students need to:
• have a good understanding of:
– translating expressions in words, such as: ‘3 more than’, ‘5 less than’, ‘2 years younger’, ‘6
years older’, ‘twice as old’, ‘consecutive numbers’, ‘consecutive odd numbers’, ‘consecutive even
numbers’, ‘between 10 and 20’; into mathematical expressions.
– the meaning of special mathematical terms such as ‘sum’.
– the meaning of ‘equation’ and ‘inequation’, the difference between them, and when they are
used.
• be aware that equations and inequalities can be read correctly in either direction e.g., 𝑥𝑥 + 2 = 7 is also
written and read correctly as 7 = 𝑥𝑥 + 2; 𝑥𝑥 > 𝑦𝑦 + 2 is read as ‘𝑥𝑥 is greater than 𝑦𝑦 + 2’ and can also be
written correctly as ‘𝑦𝑦 + 2 < 𝑥𝑥’ and read correctly as ‘𝑦𝑦 + 2 is less than 𝑥𝑥’
• notice and remember that the ‘point’ of the inequality signs > and < always face the smaller quantity
e.g., in the inequality 5 > 4, the point of the sign points to the smaller quantity 4.
• have a good understanding of what it means to ‘Set up and solve an equation’ and ‘Set up and solve an
inequation’.
Component 1
1. (i) Age in years of a person 5 years younger than a person of age 𝑦𝑦 years = 𝑦𝑦 − 5
(ii) Age in years of a person 3 years more than twice as old as a person of age 𝑚𝑚 years = 2 × 𝑚𝑚 − 3
= 2𝑚𝑚 − 3
2. The next two even numbers after 𝑥𝑥 if 𝑥𝑥 is even are: 𝑥𝑥 + 2 and 𝑥𝑥 + 4.
3. If Steve’s age is 𝑥𝑥, Brian’s age is 2 × 𝑥𝑥 − 5 = 2𝑥𝑥 − 5.
If the sum of their ages is between 28 and 40:
28 < 𝑥𝑥 + 2𝑥𝑥 − 5 < 40, or
22
28 < 3𝑥𝑥 − 5 < 40.
Component 4
Part 4B Item 1
1. The boys’ ages are consecutive odd numbers, so if 𝑥𝑥 is taken to be the youngest boy’s age,
the next oldest boy is (𝑥𝑥 + 2) years, and the oldest boy is (𝑥𝑥 + 4) years.
2. Equation: 𝑥𝑥 + (𝑥𝑥 + 2) + (𝑥𝑥 + 4) = 45
Solution:
3𝑥𝑥 + 6 = 45
3𝑥𝑥 = 39
𝑥𝑥 = 13
Therefore, the three boys are 13, 15, and 17 years old.
3. If 𝑦𝑦 is taken to be the age of the boys’ sister, their Aunt Liz is (𝑦𝑦 + 31) years old.
In 7 years, their ages will be (𝑦𝑦 + 7) years and (3(𝑦𝑦 + 7) + 1) years.
Equation: (𝑦𝑦 + 31) + 7 = 3(𝑦𝑦 + 7) + 1
Solution:
𝑦𝑦 + 38 = 3𝑦𝑦 + 22
2𝑦𝑦 = 16
𝑦𝑦 = 8
Therefore, the boys’ sister is 8 years old and Aunt Liz is (8 + 31) = 39 years old.
Part 4C Item 2
1. (i) If 𝑦𝑦 is taken to be her father’s age, Jane’s mother is (𝑦𝑦 − 9) years old.
2. Equation: 𝑦𝑦 + (𝑦𝑦 − 9) = 85
Solution:
2𝑦𝑦 − 9 = 85
2𝑦𝑦 = 94
𝑦𝑦 = 47
Therefore, Jane’s father is 47 years old and her mother is 47 − 9 = 38 years old.
3. If 𝑧𝑧 is taken to be Jane’s age, Marilyn’s age is 2 × 𝑧𝑧 − 3 = 2𝑧𝑧 − 3.
Inequation: If the sum of Jane’s and Marilyn’s ages is greater than 33 but less than 42:
33 < 𝑧𝑧 + 2𝑧𝑧 − 3 < 42, or
33 < 3𝑧𝑧 − 3 < 42
Solution:
33 < 3𝑧𝑧 − 3 < 42
36 < 3𝑧𝑧 < 45
12 < 𝑧𝑧 < 15
Therefore, the greatest age that Jane could be is 14.
23
Lesson 9: Identifying and Applying Relationships of Angles at a Point and on a Straight Line
Syllabus Codes: M7GE-IIIa-3, M7GE-IIIb-1
Quarter: Grade 7 – Third Quarter
Content Section: Geometry
Content Standard
The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric
relationships.
The learner is able to create models of plane figures and formulate and solve accurately authentic problems
involving sides and angles of a polygon.
The learner derives relationships of geometric figures using measurements and by inductive reasoning.
The learner classifies the different kinds of angles.
Key Idea
Identify and apply relationships of angles at a point and on a straight line.

Students need to:
• have a good understanding of ‘adjacent angles’, the ‘measure’ of an angle, ‘intersecting lines’, and
‘angles at a point’.
• have a good understanding of the meaning, and as appropriate the measures, of angles described as
‘acute’, ‘obtuse’, reflex’, ‘right’, ‘straight’, ‘complete revolution’, ‘complementary‘, ‘supplementary’, and
‘vertically opposite’.
Component 1
1. (i) An acute angle measures less than 90 degrees.
(ii) An obtuse angle measures between 90 degrees and 180 degrees.
2. (i) The measures of angles at a point add to 360 degrees.
(ii) The measures of vertically opposite angles are equal.
3. (𝑥𝑥 + 20)° = 80° (vertically opposite angles)
𝑥𝑥 = 60
(𝑦𝑦 − 20)° + 80° = 180° (angles on a straight line)

𝑦𝑦 + 60 = 180
𝑦𝑦 = 120
Component 4
Part 4B Item 1
1. (i) A pair of angles that together make a right angle are complementary angles.
(ii) ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 90° − ∠ 𝐷𝐷𝐷𝐷𝐷𝐷
24
= 90° − 20°
= 70°
2. (i) ∠ 𝐸𝐸𝐸𝐸𝐸𝐸, ∠ 𝐹𝐹𝐹𝐹𝐹𝐹 and ∠ 𝐸𝐸𝐸𝐸𝐸𝐸 together form an angle of revolution (360°).
Therefore, 110° + 80° + 𝑥𝑥° = 360°
𝑥𝑥° = 360° − 190°
𝑥𝑥 = 170
(ii) ∠ 𝐸𝐸𝐸𝐸𝐸𝐸 is a reflex angle.
3. Since 𝐽𝐽𝐽𝐽 and 𝐿𝐿𝐿𝐿 are straight lines, ∠ 𝐽𝐽𝐽𝐽𝐽𝐽 and ∠ 𝐾𝐾𝐾𝐾𝐾𝐾 are equal vertically opposite angles.
Therefore, (3𝑥𝑥 + 35)° = (110 − 2𝑥𝑥)°
3𝑥𝑥 + 2𝑥𝑥 = 110 − 35
5𝑥𝑥 = 75
𝑥𝑥 = 15
∠ 𝐽𝐽𝐽𝐽𝐽𝐽 and ∠ 𝐾𝐾𝐾𝐾𝐾𝐾 = (3𝑥𝑥 + 35)° (𝑜𝑜𝑜𝑜 (110 − 2𝑥𝑥)°)
= (3(15) + 35)°
= 80°
∠ 𝐽𝐽𝐽𝐽𝐽𝐽 and ∠ 𝐾𝐾𝐾𝐾𝐾𝐾 are also equal vertically opposite angles and equal supplements to
∠ 𝐽𝐽𝐽𝐽𝐽𝐽 and ∠ 𝐾𝐾𝐾𝐾𝐾𝐾 respectively, because they lie on the straight line 𝐿𝐿𝐿𝐿.
∠ 𝐽𝐽𝐽𝐽𝐽𝐽 = ∠ 𝐾𝐾𝐾𝐾𝐾𝐾 = 180° − 80°
= 100°
Part 4C Item 1
1. (i) A pair of angles that together make a straight angle are called supplementary angles.
(ii) ∠ 𝑃𝑃𝑃𝑃𝑃𝑃 + ∠ 𝑆𝑆𝑆𝑆𝑆𝑆 = 180° (∠ 𝑃𝑃𝑃𝑃𝑃𝑃 is a straight angle)
∠ 𝑃𝑃𝑃𝑃𝑃𝑃 + 65° = 180°
∠ 𝑃𝑃𝑃𝑃𝑃𝑃 = 115°
2. (i) ∠ 𝑋𝑋𝑋𝑋𝑋𝑋 + ∠ 𝑉𝑉𝑉𝑉𝑉𝑉 + ∠𝑌𝑌𝑌𝑌𝑌𝑌 = 180° (∠ 𝑉𝑉𝑉𝑉𝑉𝑉 is a straight angle)
𝑥𝑥° + 3𝑥𝑥° + 𝑥𝑥° = 180°
5𝑥𝑥 = 180
𝑥𝑥 = 36
(ii) ∠ 𝑉𝑉𝑉𝑉𝑉𝑉 = 3𝑥𝑥°
= 3 × 36°
= 108°
Therefore, ∠ 𝑉𝑉𝑉𝑉𝑉𝑉 is an obtuse angle.
3. ∠𝐴𝐴𝐴𝐴𝐴𝐴 = ∠ 𝐵𝐵𝐵𝐵𝐵𝐵 (vertically opposite angles)
(84 − 𝑥𝑥)° = (100 − 3𝑥𝑥)°
3𝑥𝑥 − 𝑥𝑥 = 100 − 84
2𝑥𝑥 = 16
𝑥𝑥 = 8
Therefore, ∠𝐴𝐴𝐴𝐴𝐴𝐴 = (84 − 𝑥𝑥)°
25
= (84 − 8)°
= 76°
= ∠ 𝐵𝐵𝐵𝐵𝐵𝐵
∠𝐴𝐴𝐴𝐴𝐴𝐴 + ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 180° (∠𝐵𝐵𝐵𝐵𝐵𝐵 is a straight angle)
∠𝐴𝐴𝐴𝐴𝐴𝐴 + 76° = 180°
∠𝐴𝐴𝐴𝐴𝐴𝐴 = 104°
= ∠𝐶𝐶𝐶𝐶𝐶𝐶 (vertically opposite angles)
Therefore, ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 76°; ∠ 𝐵𝐵𝐵𝐵𝐵𝐵 = 76°, ∠ 𝐴𝐴𝐴𝐴𝐴𝐴 = 104°, ∠ 𝐶𝐶𝐶𝐶𝐶𝐶 = 104°
26
Lesson 10: Identifying and Applying Relationships among Angles formed by Parallel Lines cut
by a Transversal
Syllabus Code: M7GE-IIIc-1
Content Standard
relationships.
The learner derives relationships among angles formed by parallel lines cut by a transversal using measurement
and by inductive reasoning.
Key Idea
Identify and apply relationships among angles formed by parallel lines cut by a transversal.
Students need to:
• have a good understanding of ‘horizontal lines’, ‘vertical lines’, ‘oblique (sloping) lines’, and ‘angles at a
point’.
• have a good understanding of ‘parallel lines’, ‘transversal lines’, and the symbol || for ‘is parallel to’.
• begin to develop skills in setting out reason/s for geometric results that they have obtained. This
includes remembering to name the relevant pair of parallel lines when saying that particular alternate
angles are equal, particular corresponding angles are equal, and particular co-interior angles are
supplementary.
Component 1
1. When a transversal meets two or more parallel lines:
(i) the alternate angles formed are equal.
(ii) the co-interior angles formed are supplementary.
(iii) the corresponding angles formed are equal.
2. (i) 𝑎𝑎 = 110 (corresponding angles, 𝐴𝐴𝐴𝐴||𝐶𝐶𝐶𝐶)
(ii) 𝑎𝑎 = 95 (co-interior angles, 𝐴𝐴𝐴𝐴||𝐶𝐶𝐶𝐶)
(iii) 𝑎𝑎 = 80 ((exterior) alternate angles, 𝐴𝐴𝐴𝐴||𝐶𝐶𝐶𝐶)
Component 4
Part 4B Item 1
1. ∠𝐸𝐸𝐸𝐸𝐸𝐸 = ∠𝐴𝐴𝐴𝐴𝐴𝐴 (corresponding angles, 𝐴𝐴𝐴𝐴||𝐸𝐸𝐸𝐸)
= 84°
𝑎𝑎° = 84°
27
𝑎𝑎 = 84
2. ∠𝐵𝐵𝐵𝐵𝐵𝐵 = 180° − ∠𝐴𝐴𝐴𝐴𝐴𝐴 (co-interior angles, 𝐴𝐴𝐴𝐴||𝐵𝐵𝐵𝐵)
= 180° − 84°
= 96°
∠𝐴𝐴𝐴𝐴𝐴𝐴 = 180° − ∠𝐵𝐵𝐵𝐵𝐵𝐵 (co-interior angles, 𝐴𝐴𝐴𝐴||𝐶𝐶𝐶𝐶)
= 180° − 96°
= 84°
𝑏𝑏° = 84°
𝑏𝑏 = 84
3. ∠ 𝐵𝐵𝐵𝐵𝐵𝐵 = 74° ((exterior) alternate angles, 𝐴𝐴𝐴𝐴||𝐶𝐶𝐶𝐶)
∠𝐸𝐸𝐸𝐸𝐸𝐸 = 90° − ∠ 𝐵𝐵𝐵𝐵𝐵𝐵 (given ∠𝐸𝐸𝐸𝐸𝐸𝐸 is a right angle)
= 90° − 74°
= 16°
𝑥𝑥° = 16°
𝑥𝑥 = 16
Part 4C Item 2
1. 𝑐𝑐° = ∠ 𝐸𝐸𝐸𝐸𝐸𝐸 (alternate angles, 𝐸𝐸𝐸𝐸||𝐺𝐺𝐺𝐺)
= 96°
𝑐𝑐 = 96
2. ∠ 𝐹𝐹𝐹𝐹𝐹𝐹 + ∠ 𝐸𝐸𝐸𝐸𝐸𝐸 = 180° (co-interior angles, 𝐸𝐸𝐸𝐸||𝐾𝐾𝐾𝐾)
∠ 𝐹𝐹𝐹𝐹𝐹𝐹 + 96° = 180°
∠ 𝐹𝐹𝐹𝐹𝐹𝐹 = 180° − 96°
= 84°
∠ 𝐽𝐽𝐽𝐽𝐽𝐽 = ∠ 𝐹𝐹𝐹𝐹𝐹𝐹 (corresponding angles, 𝐹𝐹𝐹𝐹||𝐽𝐽𝐽𝐽)
𝑑𝑑° = 84°
𝑑𝑑 = 84
3. ∠ 𝐽𝐽𝐽𝐽𝐽𝐽 = ∠𝑇𝑇𝑇𝑇𝑇𝑇 ((exterior) alternate angles, 𝐽𝐽𝐽𝐽||𝐿𝐿𝐿𝐿)
= 150°
∠𝑃𝑃𝑃𝑃𝑃𝑃 = ∠ 𝐽𝐽𝐽𝐽𝐽𝐽 − 90° (given ∠ 𝐽𝐽𝐽𝐽𝐽𝐽 is a right angle)
= 150° − 90°
= 60°
𝑥𝑥° = 60°
𝑥𝑥 = 60
28
Lesson 11: Identifying and Applying Relationships among the Parts of a Circle
Syllabus Code: M7GE-IIIg-1
Content Standard
relationships.
The learner illustrates a circle and the terms related to it: radius, diameter, chord, center, arc, chord, central angle,
and inscribed angle.
Key Idea
Identify and apply relationships among the parts of a circle.
Students need to:
• develop the ability to readily recall the following parts of a circle: center, arc, circumference, semi-circle,
radius, diameter, chord, central angle, inscribed angle.
• be able to recall from their earlier learning in Mathematics: that the largest side of a triangle is always
opposite the longest side (and smallest side is opposite smallest angle, etc.); and how to calculate the
area of a triangle given the length of the base and the perpendicular height of the triangle.
Component 1
1. (i) Each of the circle parts 𝐴𝐴𝐴𝐴, 𝐵𝐵𝐵𝐵, 𝐵𝐵𝐵𝐵 and 𝐴𝐴𝐴𝐴 that make up the circumference of the circle is called an arc.
(ii) A radius of a circle is a straight line that joins the center of the circle to a point on the circumference.
2, (i) A straight line joining any two points on the circumference of a circle is called a chord.
(ii) A straight line joining any two points on the circumference of a circle and passing through the center of
the circle is called a diameter.
3. An inscribed angle is an angle whose vertex lies on the circumference of a circle and whose arms are two
chords of the circle.
Component 4
Part 4B Item 1
1. (i) 𝐴𝐴𝐴𝐴 = 2 𝑂𝑂𝑂𝑂 (𝐴𝐴𝐴𝐴 is a diameter, 𝑂𝑂𝑂𝑂 is a radius)
Therefore, two times longer.
(ii) 𝐴𝐴𝐴𝐴 is a diameter; 𝑂𝑂𝑂𝑂 is a radius.
2. (i) The shape formed by arc 𝐴𝐴𝐴𝐴𝐴𝐴 and line 𝐴𝐴𝐴𝐴 is a semi-circle.
(ii) The central angle ∠ 𝐵𝐵𝐵𝐵𝐵𝐵 of the shaded area 𝑂𝑂𝑂𝑂𝑂𝑂 (a ‘sector’) is 60°.
The central angle ∠ 𝐴𝐴𝐴𝐴𝐴𝐴 of the semi-circle formed by arc 𝐴𝐴𝐴𝐴𝐴𝐴 and line 𝐴𝐴𝐴𝐴 is 180°.
29
180° 1
Therefore, the shaded area 𝑂𝑂𝑂𝑂𝑂𝑂 is = of the area of the semi-circle.
60° 3
3. The two smaller triangles in Design 1 part (b) consist of the side lengths 𝑂𝑂𝑂𝑂, 𝑂𝑂𝑂𝑂, 𝐴𝐴𝐴𝐴, 𝑂𝑂𝑂𝑂, 𝑂𝑂𝑂𝑂 and 𝐵𝐵𝐵𝐵.
Length of string needed to form the two triangles = lengths of 𝑂𝑂𝑂𝑂, 𝑂𝑂𝑂𝑂, 𝐴𝐴𝐴𝐴, 𝑂𝑂𝑂𝑂 and 𝐵𝐵𝐵𝐵 (Note: 𝑂𝑂𝑂𝑂 is not
formed twice and 𝐵𝐵𝐵𝐵 is 25 cm since triangle 𝑂𝑂𝑂𝑂𝑂𝑂 is an equilateral triangle.)
= (25 + 25 + 43.3 + 25 + 25) cm
= 143.3 cm
Part 4C Item 2
1. Conclusion that Carl can draw from what he observed in Design 1 part (c): ‘For a semi-circle, the measure of
the central angle, ∠ 𝐴𝐴𝐴𝐴𝐴𝐴, is twice the measure of the inscribed angle, ∠ 𝐴𝐴𝐴𝐴𝐴𝐴.
2. Side 𝐴𝐴𝐴𝐴 is the longest side, because it is the side opposite the largest angle (∠ 𝐴𝐴𝐴𝐴𝐴𝐴 = 90°).
1
3. Area triangle 𝐴𝐴𝐴𝐴𝐴𝐴 = × base × height
2
1
= × 𝐴𝐴𝐴𝐴 × 𝐷𝐷𝐷𝐷
2
1
= × 50 × 24
2
= 600 cm2
30
Lesson 12 Consolidation: Solving Problems involving Algebraic Expressions; Solving Problems
involving Linear Equations and Inequalities in One Variable; Identifying and
Applying Relationships of Angles at a Point and on a Straight Line; Identifying and
Applying Relationships among Angles formed by Parallel Lines cut by a
Transversal; Identifying and Applying Relationships among the Parts of a Circle
Syllabus Codes: M7AL-IIg-2, M7AL-IIj-2, M7GE-IIIa-3, M7GE-IIIb-1, M7GE-IIIc-1, M7GE-IIIg-1
Key Ideas
Solve problems involving algebraic expressions.
Solve problems involving linear equations and inequalities in one variable.
Identify and apply relationships of angles at a point and on a straight line.
Identify and apply relationships among angles formed by parallel lines cut by a transversal.
Identify and apply relationships among the parts of a circle.
Component 1
1. 3𝑦𝑦° = 87° (vertically opposite angles)
𝑦𝑦° = 29°
𝑦𝑦 = 29
2. ∠ 𝐸𝐸𝐸𝐸𝐸𝐸 + ∠ 𝐺𝐺𝐺𝐺𝐺𝐺 = 180° (co-interior angles, 𝐸𝐸𝐸𝐸||𝐺𝐺𝐺𝐺)
(𝑎𝑎 + 20)° + (2a + 25)° = 180°
3𝑎𝑎 = 135
𝑎𝑎 = 45
∠ 𝐸𝐸𝐸𝐸𝐸𝐸 + ∠ 𝐸𝐸𝐸𝐸𝐸𝐸 = 180° (∠ 𝑀𝑀𝑀𝑀𝑀𝑀 is a straight angle)
(𝑎𝑎 + 20)° + (b − 20)° = 180°
𝑎𝑎 + 𝑏𝑏 = 180
45 + 𝑏𝑏 = 180
𝑏𝑏 = 135
3. 𝑃𝑃𝑃𝑃 = 2𝑂𝑂𝑂𝑂 (𝑃𝑃𝑃𝑃 is a diameter and 𝑂𝑂𝑂𝑂 is a radius)
= 2(3𝑥𝑥 + 15) m
= (6𝑥𝑥 + 30) m
1
𝑆𝑆𝑆𝑆 = 𝑃𝑃𝑃𝑃
3
1
= (6𝑥𝑥 + 30) m
3
= (2𝑥𝑥 + 10) m
Component 4
Part 4B Item 1
1. ∠ 𝑃𝑃𝑃𝑃𝑃𝑃 = ∠ 𝑆𝑆𝑆𝑆𝑆𝑆 (vertically opposite angles)
31
4𝑎𝑎 − 30 = 2𝑎𝑎 + 10
2𝑎𝑎 = 40
𝑎𝑎 = 20
2. ∠ 𝑆𝑆𝑆𝑆𝑆𝑆 = (5𝑎𝑎 − 45)°
= (5(20) − 45)°
= 55°
3. ∠ 𝑄𝑄𝑄𝑄𝑄𝑄 = ∠ 𝑆𝑆𝑆𝑆𝑆𝑆 (alternate angles, 𝑃𝑃𝑃𝑃||𝑆𝑆𝑆𝑆)
= 55° from 2. above.
∠ 𝑃𝑃𝑃𝑃𝑃𝑃 = 180° − (∠ 𝑄𝑄𝑄𝑄𝑄𝑄 + ∠ 𝑃𝑃𝑃𝑃𝑃𝑃) (angle sum of triangle 𝑄𝑄𝑄𝑄𝑄𝑄)
= 180° − (55° + 50°) (including calculation that ∠ 𝑃𝑃𝑃𝑃𝑃𝑃 = (4𝑎𝑎 − 30)° = (4(20) − 30)° = 50°)
= 180° − 105°
= 75° Therefore, 𝑏𝑏 = 75
Part 4C Item 2
1. 𝑂𝑂𝑂𝑂 = (𝑥𝑥 − 25) m (radius of circle)
𝑂𝑂𝑂𝑂 = 𝑂𝑂𝑂𝑂 = (𝑥𝑥 − 25) m (𝑂𝑂𝑂𝑂 and 𝑂𝑂𝑂𝑂 are also radii of circle.)
𝐴𝐴𝐴𝐴 = 2 × 𝑂𝑂𝑂𝑂 (𝐴𝐴𝐴𝐴 is a diameter of the circle.)
= 2 × (𝑥𝑥 − 25) m
= (2𝑥𝑥 − 50) m
1
2. If 𝐵𝐵𝐵𝐵 = 𝐴𝐴𝐴𝐴,
2
1
𝐵𝐵𝐵𝐵 = (2𝑥𝑥 − 50) m
2
= (𝑥𝑥 − 25) m
Therefore, 𝐵𝐵𝐵𝐵 = 𝑂𝑂𝑂𝑂 = 𝑂𝑂𝑂𝑂 = (𝑥𝑥 − 25) m.
Therefore, triangle 𝑂𝑂𝑂𝑂𝑂𝑂 is equilateral.
Since, 𝑂𝑂𝑂𝑂 = 𝑂𝑂𝑂𝑂 ≠ 𝐴𝐴𝐴𝐴, triangle 𝐴𝐴𝐴𝐴𝐴𝐴 is isosceles.
180°
3. Since triangle 𝑂𝑂𝑂𝑂𝑂𝑂 is equilateral, 𝑥𝑥° = 60° (each of three angles of equilateral triangle = = 60°)
3
Therefore, 𝑥𝑥 = 60.
Since ∠ 𝐵𝐵𝐵𝐵𝐵𝐵 = 𝑥𝑥° = 60°, ∠ 𝐴𝐴𝐴𝐴𝐴𝐴 = 180° − 60° = 120° (∠ 𝐴𝐴𝐴𝐴𝐴𝐴 is a straight angle. )
1
∠ 𝑂𝑂𝑂𝑂𝑂𝑂 = (180° − 120°) (one of equal base angles of isosceles triangle 𝐴𝐴𝐴𝐴𝐴𝐴)
2
= 30°
Therefore, 𝑦𝑦 = 30.
𝑂𝑂𝑂𝑂 = 𝑂𝑂𝑂𝑂 = (𝑥𝑥 − 25) m; 𝐴𝐴𝐴𝐴 = (2𝑥𝑥 − 50) m
Since 𝑥𝑥 = 60,
𝑂𝑂𝑂𝑂 = 𝑂𝑂𝑂𝑂 = (60 − 25) m
= 35 m, and
𝐴𝐴𝐴𝐴 = (2(60) − 50) m
= 70 m
32
Lesson 13: Solving Problems involving Sides and Angles of a Polygon
Syllabus Codes: M7GE-IIIj-1
Content Standard
relationships.
The learner solves problems involving sides and angles of a polygon.
Key Idea
Solve problems involving sides and angles of a polygon.
Students need to:
• be aware that a polygon is simply a two-dimensional shape with straight sides. The polygon with the
smallest number of sides (3) is the triangle. Squares, rectangles, parallelograms, etc. are four-sided
polygons.
• know the names of common polygons with more than four sides, such as pentagon, hexagon, octagon,
decagon.
• know that a regular three-sided polygon is an equilateral triangle and that a regular four-sided polygon
is a square; and that regular polygons have equal sides, equal interior angles, and equal exterior angles.
• know that the exterior angles of any polygon add to 360°; and that the exterior angles of any regular
360°
polygon measure, therefore, , where 𝑛𝑛 is the number of (equal) sides.
𝑛𝑛
• know the meaning of ‘bisect’ i.e., cut in half. If a diagonal of a regular polygon bisects an interior angle
of the polygon, it cuts the angle into two equal halves.
Component 1
1. A regular polygon has equal sides, equal interior angles, and equal exterior angles.
360°
2. The formula , where 𝑛𝑛 is the number of sides of the polygon, gives the measure of each exterior angle
𝑛𝑛
of a regular polygon.
This measure for a regular polygon with 4 sides (i.e., a ‘square’) is 90 degrees.
3. A triangle is a three-sided polygon.
A triangle with 2 equal sides is called an isosceles triangle.
A triangle with 3 equal sides is called an equilateral triangle.
Component 4
Part 4B Item 1
360°
1. Exterior angle of a regular polygon = , where 𝑛𝑛 is the number of sides of the polygon
𝑛𝑛
33
360°
Exterior angle of a regular hexagon (six sides) =
6
= 60°
𝑥𝑥° = 60°
Therefore, each exterior angle of a regular hexagon = 60°
𝑥𝑥° + 𝑦𝑦° = 180° (𝑥𝑥° and 𝑦𝑦° together make a straight angle)
𝑦𝑦° = 180° − 60°
= 120°
Therefore, each interior angle of a regular hexagon = 120°
2. Length of the timber edging needed for outside border = (5 × 4) m (hexagonal part of garden)
+(4 × 4) m (pentagonal part of garden)
= 36 m
360° 360°
3. Each exterior angle of pentagon= = = 72°. Therefore, each interior angle = 180° − 72° = 108°.
𝑛𝑛 5
The sum of all of the interior angles of the garden is equivalent to the sum of all of the interior angles of the
hexagon and pentagon. Therefore, the sum of all of the interior angles of the garden = (6 × 120°) +
(5 × 108°) = 1260°.
Part 4C Item 2
1. Two of the triangles each have two sides that are equal sides of the regular pentagon. By symmetry in the
regular pentagon, the third triangle also has two equal sides. Therefore, all three triangles are isosceles
triangles.
2. Since the diagonal borders in the hexagonal part of the garden bisect the interior angles of the hexagon, the
120°
other two angles in the triangle containing the angle 𝑎𝑎° are equal and measure = 60°.
2
Therefore, 𝑎𝑎° = 180° − (2 × 60°)

= 60°
𝑎𝑎 = 60
Since all three angles of the triangle measure 60°, the triangle is equilateral.
3. Since 𝐴𝐴𝐴𝐴 = 6.5 m, and each side of the equilateral triangle inside the hexagonal part of the garden measures
4 meters:
Total length of timber edging needed for all of new interior borders = (2 × 6.5) + (4 × 4)
= 29 m
34
Lesson 14: Organizing Data in Tables and Using Appropriate Graphs to represent Organized
Data
Syllabus Codes: M7SP-IVc-1, M7SP-IVd-e-1
Quarter: Grade 7 – Fourth Quarter
Content Section: Statistics and Probability
Content Standard
The learner demonstrates understanding of key concepts, uses and importance of statistics, data
collection/gathering and the different forms of data representation, measures of central tendency, measures of
variability, and probability.
The learner is able to collect and organize data systematically and compute accurately measures of central
tendency and variability and apply these appropriately in data analysis and interpretation in different fields.
The learner organizes data in a frequency distribution table.
The learner uses appropriate graphs to represent organized data: pie chart, bar graph, line graph, histogram, and
ogive.
Key Idea
Organize data in tables and use appropriate graphs to represent organized data.
Students need to:
• know that a column and bar graph are the same type of graph. When compared to a column graph, a
bar graph has horizontal bars rather than vertical columns, with the axes interchanged. In each case,
there should be an even gap between each column/bar, and the first column/bar needs to begin half a
unit (i.e., half the column/bar width) from the vertical axis (for column graph) or horizontal axis (for
bar graph).
• be aware that in a pie chart, there should be a legend explaining the shading of each sector, or each
sector should be individually labeled.
• be aware that in a histogram, columns should be of equal width and have no gaps between them.
Component 1
1. (i) Column or bar graphs should have columns or bars of the same width, an appropriate title, and clearly
labeled and scaled axes.
(ii) Pie charts (or ‘sector graphs’) have no axes and consist of a circle divided into sectors in proportion to
each quantity.
2. Frequency distribution tables show each of the scores in a data set and the number of times (’frequency’)
that each of the scores occur.
3. (Frequency) histograms are special column graphs, with no gaps between the columns, that show each of a
set of scores on the horizontal axis and the frequency of the scores on the vertical axis.
Component 4
Part 4B Item 1
35
1
1. (i) Since the sector angle in the pie chart for Hip-hop is 90° (which represents of the pie chart), 25% of
4
the Sumland teenagers surveyed gave Hip-hop as their main listening preference.
(ii) If Pop is eight times more popular than Jazz (5%), then 40% of the Sumland teenagers surveyed gave
Pop as their main listening preference.
Rock and Country together = (100% − (40% (Pop)+25% (Hip-hop)+5% (Jazz))
= 30%
Therefore, Rock and Country together are more popular (30% of those surveyed) than Hip-hop (25% of
those surveyed) as a main listening preference.
2. We do not know from the pie chart how many Sumland teenagers were surveyed because this pie chart
provides percentages only.
3. Since Country is twice as popular as Jazz (5%) as a main listening preference, 10% of the Sumland teenagers
surveyed gave Country as their main listening preference.
Therefore, remainder of Sumland teenagers gave Rock as their main listening preference.
i.e., (100% − (40% (Pop)+25% (Hip-hop)+5% (Jazz) + 10% (Country))
= 20% gave Rock as their main listening preference.
(i) If 1 unit represents 5% on the horizontal axis,
number of units long for bar representing Rock (20%) = 4 × 1 unit = 4 units.
(ii) Number of units long for bar representing Country (10%) = 2 × 1 unit = 2 units.
Completed bar chart:
Music Listening Preference of Sumland Teenagers
Jazz
Rock
Country
Hip-hop
Pop
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Part 4C Item 2
1.
Score Tally Frequency
(hours
listening to
music)
0 |||| 4
0.5 ||| 3
1 |||| 4
1.5 ||| 3
2 |||| 5
36
2.5 | 1
3 || 2
3.5 | 1
4 | 1
2. (i) The most common number of hours that the students were listening to music is the mode score i.e., the
score with the highest frequency: 2 hours (frequency of 5)
(ii) Number of students in Class 7R= sum of frequency column
=4+3+4+3+5+1+2+1+1
= 24
(iii) Number of students listening to music for 2.5 hours or more = 1 + 2 + 1 + 1
=5
Number of students listening to music for 1 hour or less = 4 + 3 + 4
= 11
Frequency histogram displaying the data in the frequency distribution table:
Hours of music listened to by students

in Year 7 class
6
5
Frequency
4
3
2
1
0
0 0.5 1 1.5 2 2.5 3 3.5 4
Scores (Hours of listening to music)
37
Lesson 15: Calculating the Measures of Central Tendency of Ungrouped Data
Syllabus Code: M7SP-IVf-g-1
Content Standard
The learner calculates the measures of central tendency of ungrouped and grouped data.
Key Idea
Calculate the measures of central tendency of ungrouped data.
Students need to:
• develop a good understanding of why mean, median, and mode are described as ‘measures of central
tendency’, as well as a good understanding of frequency and cumulative frequency. It is also important
that they know well how to calculate each measure of central tendency, including the mean with the
∑(𝑓𝑓 ×𝑥𝑥)
formula Mean = ∑ 𝑓𝑓
and the median through the use of cumulative frequency.
• have a good understanding of the effect on the measures of central tendency had by the addition of
specific additional scores to the set of scores being analyzed.
Component 1
0+1+2+5+6+6+8 28
1. (i) Mean = = =4
7 7
(ii) Median = 5 (the middle score. The score 5 has 3 scores below, and 3 scores above.)
(iii) Mode = 6 (has a frequency of 2. Each of the other scores has a frequency of 1.)
11+12
2. (i) Median = = 11.5 (average of the 2 middle scores 11 and 12)
2
(ii) The modes are 11 and 12 (i.e., the set of scores is bimodal, since both 11 and 12 have a frequency of 2,
while the other 2 scores have a frequency of 1.)
Component 4
Part 4B Item 1
1. Mode = 3 (since this is the score with the highest frequency (5))
3+4
2. (i) Median = = 3.5 (the 10th and 11th scores, the two middle scores, are 3 and 4)
2
sum of scores 72 12
(ii) Mean = = =3 = 3.6
number of scores 20 20
3. (i) The new mode is 4 (since 4 now has the highest frequency (6))
38
The new median is 4 since the new middle score, the 13th score, is a 4)
(ii) The new mean will be higher because the mean of the 5 additional scores
sum of scores 20
( number of scores) = = 4, which is higher than the mean of the first 20 scores (3.6), found in 2(ii).
5
72+20
(New mean is actually = 3.68)
20+5
Part 4C Item 2
1. Mode = 5 (since this is the score with the highest frequency (6))
The completed table for answering Questions 2 and 3 is shown below.

Number of cars Frequency f × 𝑥𝑥 Cumulative
passing intersection Frequency
each minute f
x
4 3 12 3
5 6 30 9
6 4 24 13
7 3 21 16
8 3 24 19
9 1 9 20
∑ 𝑓𝑓=20 ∑(𝑓𝑓 × 𝑥𝑥)=120
∑(𝑓𝑓×𝑥𝑥) 120
2. Mean= = =6
∑ 𝑓𝑓 20
3. Since there are 20 scores, the median is the average of the two middle scores (the 10th and 11th scores).
From the Cumulative Frequency column, the first 3 scores are 4, the next 6 scores are 5, and the next 4
scores are 6 (the first 2 of which are the 10th and 11th scores).
6+6 12
Therefore, the median = = = 6.
2 2
39
Lesson 16: Calculating the Range and Standard Deviation of Ungrouped Data
Syllabus Code: M7SP-IVh-i-1
Content Standard
The learner calculates the measures of variability of grouped and ungrouped data.
Key Idea
Calculate the range and standard deviation of ungrouped data.
Students need to:
• develop a good understanding of what is meant by dispersion and variability and why the range and
standard deviation are described as ‘measures of variability’. It is also important that they know well
how to calculate each measure of variability, and the role of the mean in the calculation of the
∑(𝑓𝑓 ×𝑥𝑥)
‘deviation’ of each score. Again, the formula Mean = ∑ 𝑓𝑓
and how to use it, is important for students
to know well.
• have a good understanding of percentages and how to calculate the percentage of scores in a
distribution within one or more standard deviations of the mean of the distribution.
Component 1
1. Lowest score = 1, Highest score = 5, Range = Highest score − Lowest score = 5 − 0 = 5
2. (i)
Score 1 2 3 4 5
Frequency 1 3 2 3 1
Total frequency = 1 + 3 + 2 + 3 + 1 = 10
sum of scores
(ii) Mean (𝑥𝑥̅ ) =
number of scores
1+2+2+2+ 3+3+ 4+4 + 4 +5
=
10
30
=
10
= 3
Component 4
Part 4B Item 1
40
1. Range = Highest score − Lowest score
= 7 −0
= 7
∑(𝑓𝑓×𝑥𝑥)
2. Mean (𝑥𝑥̅ ) = ∑ 𝑓𝑓
120
= 40
= 3
3. (i) Completion of Columns 4 (using 𝑥𝑥̅ = 3), 5 and 6 of the table for the first survey:
Number of Frequency f × 𝑥𝑥 d= 𝑥𝑥 − 𝑥𝑥̅ 𝑑𝑑2 f × 𝑑𝑑2

children per
f
household
x
0 2 0 –3 9 18
1 5 5 –2 4 20
2 11 22 –1 1 11
3 8 24 0 0 0
4 6 24 1 1 6
5 4 20 2 4 16
6 3 18 3 9 27
7 1 7 4 16 16
∑ 𝑓𝑓=40 ∑(𝑓𝑓 × 𝑥𝑥) =120 ∑(𝑓𝑓𝑑𝑑2 ) =114
∑(𝑓𝑓𝑑𝑑 2 )
(ii) Standard deviation = � ∑ 𝑓𝑓
114
= �
40
57
= �
20
= √2.85
≅ 1.69
Part 4C Item 1
= 5−0
= 5
2. Mean (𝑥𝑥̅ ) = ∑ 𝑓𝑓
40
= 20
= 2
41
3. (i) All scores of 1, 2 and 3 are less than 1 standard deviation from the mean (𝑥𝑥̅ = 2), since
2 – 1 < 1.26, 2 – 2 < 1.26 and 3 – 2 < 1.26
(Note: 2 – 0 > 1.26 and 4 – 2 > 1.26 and 5 – 2 > 1.26)
Therefore, 8 + 5 + 3 = 16 scores are less than 1 standard deviation from the mean.
16
i.e., or 80% of scores.
20
(ii) All scores of 0, 1, 2, 3 and 4 are less than 2 standard deviations (2 × 1.26 = 2.52) from the mean
(𝑥𝑥̅ = 2), since 2 – 0 < 2.52, 2 – 1 < 2.52, 2 – 2 < 2.52, 3 – 2 < 2.52 and 4 – 2 < 2.52
(Note: 5 – 2 > 2.52)
19
Therefore, 1 + 8 + 5 + 3 + 2 = 19 scores are less than 2 standard deviations from the mean, i.e., or
20
95% of scores.
42
Lesson 17: Using Appropriate Statistical Measures in Analyzing and Interpreting Statistical
Data
Syllabus Code: M7SP-IVj-1
Content Standard
The learner uses appropriate statistical measures in analyzing and interpreting statistical data.
Key Idea
Use appropriate statistical measures in analyzing and interpreting statistical data.
Students need to:
• develop a good understanding of what it means to ‘analyze’ and ‘interpret’ statistical data, as well as
what statistical measures are appropriate in analyzing and interpreting particular sets of statistical data.
• be aware that the key aspect of this work is to be able to make decisions about whether a particular
statistical measure is a better indicator than another of an attribute or characteristic being investigated.
Component 1
7+6+8+7+5+6
1. (i) Mean of Jack’s scores =
6
39
=
6
= 6.5
8+7+6+9+1+7
Mean of Jill’s scores = 6
38
=
6
≅ 6.3
(ii) Jack’s scores in ascending order are: 5, 6, 6, 7, 7, 8
Median = average of two middle scores
6+7
=
2
= 6.5
Jill’s scores in ascending order are: 1, 6, 7, 7, 8, 9
Median = average of two middle scores
7+7
=
2
43
= 7
(iii) The median gives a better indication of their abilities in Mathematics, since Jill’s mean was reduced
by one poor result.
2. Mode (suit size with the highest frequency (of sales))
Component 4
Part 4B Item 1
sum of scores
1. (i) Mean (𝑥𝑥̅ ) =
number of scores
32+37+27+35+40+28+37+44
=
8
280
=
8
= 35
(ii) Sarah’s scores arranged from lowest to highest are:
27, 28, 32, 35, 37, 37, 40, 44
As there is an even number of scores (8), the median is the average of the two middle scores (the 4th
and 5th scores, 35 and 37).
35+37
Median =
2
72
=
2
= 36
Mode is the score with highest frequency, so mode is 37. (37 has a frequency of 2, all other scores
have a frequency of 1.)
2. The coach needs to know Sarah’s average score in order to assess her performance. Therefore, the coach
should use the mean.
3. Sarah would be likely to use the mode, as it is the highest of the three measures.
Part 4C Item 2
sum of scores
1. (i) Mean (𝑥𝑥̅ ) =
number of scores
18+56+0 +18+105+15 +38+70
=
8
320
=
8
= 40
(ii) Dylan’s scores arranged from lowest to highest are:
0, 15, 18, 18, 38, 56, 70, 105
As there are an even number of scores (8), the median is the average of the two middle scores (the 4th
and 5th scores, 18 and 38).
18+38
Median =
2
56
=
2
= 28
(iii) Mode is the score with highest frequency, so mode is 18.
(18 has a frequency of 2, all other scores have a frequency of 1.)
44
2. In comparison to the mean, median and mode for Sarah, for Dylan the mean is higher, the median is lower,
and the mode is lower.
3. The coach should choose Sarah. Even though the mean for her scores is a little lower than that for Dylan’s
scores, Sarah is the more consistent player.
45
Lesson 18 Consolidation: Organizing Data in Tables and Using Appropriate Graphs to
represent Organized Data; Calculating the Measures of Central Tendency of
Ungrouped Data; Calculating the Range and Standard Deviation of Ungrouped
Data; Using Appropriate Statistical Measures in Analyzing; and Interpreting
Statistical Data
Syllabus Codes: M7SP-IVc-1, M7SP-IVd-e- 1, M7SP-IVf-g-1, M7SP-IVh-i-1
Content Standard
The learner organizes data in a frequency distribution table.
The learner uses appropriate graphs to represent organized data: pie chart, bar graph, line graph, histogram, and
ogive.
The learner calculates the measures of central tendency of ungrouped and grouped data.
The learner calculates the measures of variability of grouped and ungrouped data.
Key Ideas
Organize data in tables and use appropriate graphs to represent organized data.
Calculate the measures of central tendency of ungrouped data.
Calculate the range and standard deviation of ungrouped data.
Component 1
15+17+16+20+16+18
1. Mean =
6
= 17
In increasing order of size, the scores are: 15, 16, 16, 17, 18, 20
16+17
Median = (average of two middle scores)
2
=16.5
Mode = 16 (mode is the score with the highest frequency. 16 has a frequency of 2, the other scores have a
frequency of 1.)
Range = Highest score − Lowest score
= 20 − 15
46
=5
2. (i)
Score Frequency f × 𝑥𝑥 Cumulative
x f Frequency
0 1 0 1
1 1 1 2
4 2 8 4
6 1 6 5
∑ 𝑓𝑓= 5 ∑(𝑓𝑓 × 𝑥𝑥) = 15
(i) Mean = ∑ 𝑓𝑓
15
=
5
=3
3.
Score Frequency 𝑑𝑑 𝑑𝑑2 𝑓𝑓𝑑𝑑2
x f
0 1 -3 9 9
1 1 -2 4 4
4 2 1 1 2
6 1 3 9 9
Component 4
Part 4B Item 1
1. (i) 28 (∑𝑓𝑓 = 5 + 8 + 6 + 4 + 2 + 2 + 1 = 28)
(ii) Mode number of pets per household = 1 (mode is the score with the highest frequency. 1 has the
highest frequency (8).)
2.
Number of Tally Frequency f × 𝑥𝑥
pets per
f
household
x
0 |||| 5 0
1 |||| ||| 8 8
2 |||| | 6 12
3 |||| 4 12
4 || 2 8
5 || 2 10
6 | 1 6
∑𝑓𝑓 = 28 ∑(𝑓𝑓 × 𝑥𝑥) =56
Mean number of pets per household = ∑ 𝑓𝑓
56
=
28
=2
3.
47
Number of Tally Frequency Cumulative
pets per Frequency
f
household
x
0 |||| 5 5
1 |||| ||| 8 13
2 |||| | 6 19
3 |||| 4 23
4 || 2 25
5 || 2 27
6 | 1 28
Median is average of 14 and 15 scores (the middle two scores)

th th
2+2
Median number of pets per household =
2
=2
Part 4C Item 2
= 6−0 = 6
2. (i) Completion of Columns 6 (using 𝑥𝑥̅ = 2), 7 and 8 of table:
Number Frequency d= 𝑥𝑥 − 𝑥𝑥̅ 𝑑𝑑 2 𝑓𝑓𝑑𝑑 2
of pets
f
per
household
x
0 5 –2 4 20
1 8 –1 1 8
2 6 0 0 0
3 4 1 1 4
4 2 2 4 8
5 2 3 9 18
6 1 4 16 16
∑ 𝑓𝑓=28 ∑(𝑓𝑓𝑑𝑑 2 ) =74
∑(𝑓𝑓𝑑𝑑 2 )
(ii) Standard deviation = � ∑ 𝑓𝑓
74
= �
28
≅ 1.63
3. All scores of 1, 2 and 3 are less than 1 standard deviation from the mean (𝑥𝑥̅ = 2), since
2 – 1 < 1.63, 2 – 2 < 1.63 and 3 – 2 < 1.63
(Note: 2 – 0 > 1.63, 4 – 2 > 1.63, 5 – 2 > 1.63 and 6 – 2 > 1.63).
18
Therefore, 8 + 6 + 4 = 18 scores are less than 1 standard deviation from the mean, i.e., or
28
approximately 64%.
48

NLC23 - Grade 7 Enhancement Mathematics Notes To Teachers - Final

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7

Lesson 1: Solving Problems using Venn Diagrams

Worked Answers to Component 1 and Component 4 Questions

3. (i) (−8 + −4) ÷ −6 − 7 = −12 ÷ −6 − 7

Worked Answers to Component 1 and Component 4 Questions

Matters for Students to Observe

1. Number of farms that grow wheat only = 12 − (4 + 1 + 5)

Matters for Students to Observe

Matters for Students to Observe

(𝑦𝑦 − 20)° + 80° = 180° (angles on a straight line)

Therefore, 𝑎𝑎° = 180° − (2 × 60°)

Music Listening Preference of Sumland Teenagers

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Frequency histogram displaying the data in the frequency distribution table:

Hours of music listened to by students

The completed table for answering Questions 2 and 3 is shown below.

Number of Frequency f × 𝑥𝑥 d= 𝑥𝑥 − 𝑥𝑥̅ 𝑑𝑑2 f × 𝑑𝑑2

Median is average of 14 and 15 scores (the middle two scores)

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