Compendium of Notes in Math 7

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE
TABLE OF CONTENTS
LESSON K TO 12 CG
MELC DURATION PG
NO. CODE
Illustrates well-defined sets, subsets,
1.1 3
universal sets, null set, cardinality of
Week 1
sets, union and intersection of sets and
1.2 10
the different of two sets.
Solves problems involving sets with the
2 Week 2 12
use of Venn Diagram.
Represents the absolute value of a
3 number on a number line as the distance Week 3 M7NS-Ic-1 18
of a number from 0.
Performs fundamental operations on
4 Week 3 M7NS-Ic-d-1 22
integers.
Illustrates the different properties of
5.1 Week 4 M7NS-Id-2 26
operations on the set of integers.
Expresses rational numbers from
5.2 fraction form to decimal form and vice Week 4 M7NS-Ie-1 30
versa.
Performs operations on rational
5.3 Week 5 M7NS-If-1 35
numbers
Describes principal roots and tells
6 Week 6 M7NS-Ig-1 48
whether they are rational or irrational.
Determines between what two integers
the square root of a number is.
Estimates the square root of a whole
number to the nearest hundredth.
Plots irrational numbers (up to square
roots) on a number line.
Illustrates the different subsets of real
8 Week 8 M7NS-Ih-1 56
numbers.
Arranges real numbers in increasing or
8 Week 8 M7NS-Ih-1 58
decreasing order and on a number line
Writes numbers in scientific notation
and vice versa represents real-life
9 Week 9 M7NS-Ii-1 60
situations and solves problems involving
real numbers.
Address: Macabulos Drive, San Roque, Tarlac City

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Email Address: tarlac@deped.gov.ph
REGION III
Lesson 1.1: WELL-DEFINED SET

What is Set?
A set is a well-defined collection or group of objects. Each object in a set is called
element. The set is well-defined if its element can be determined without doubt or question or
elements are bound together by a rule or common characteristics.
Sets are usually denoted by capital letters A, B, C, …, X, Y, Z and the elements, on the
other hand, are usually denoted by lowercase letters.
There are two ways in writing sets:
1. Roster Form/Method or Listing Method
2. Set-Builder Form/Notation or Rule Method
In the roster method or listing method, we use braces or curly brackets, { }, and capital
letters to name or represent the set.
Examples:
1. If you were to list the elements of “the set of vowels of the alphabet”, the set can be
denoted as this:
V = {a, e, i, o, u}
V is the name of the set and the elements are a, e, i, o and u.
2. If you were to list the elements of “the set of colors of the rainbow”, the set could be
denoted as this:
R = {red, orange, yellow, green, blue, indigo, violet}
R is the name of the set and the elements are red, orange, yellow,
green, blue, indigo and violet.
3. If you were to list the elements of “the set of chess characters”, the set could be
denoted as this:
C = {king, queen, rook, bishop, knight, pawn}
C is the name of the set and the elements are king, queen,
rook, bishop, knight and pawn.
NOTE
You may use any capital letter in naming a set.
In the set-builder form/notation or rule method, a set is defined by stating the property
or properties that describe all members of the set. In this method we use the vertical symbol |
which is read as “such that”. Another notation for this is a colon.
Examples:
Write each set listed below in set-builder notation.
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1. A = {+, −, ×, ÷}
2. L = {5, 10, 15, 20, 25, …}
3. B = {Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday}
Solution:
1. A = {x|x is a symbol of fundamental operation in arithmetic}.
This is read as “Set A is a set of x’s such that x is a symbol of fundamental operation
in arithmetic.
2. L = {y|y is a number that is multiple of 5}
This is read as “Set L is a set of y’s such that y is a number that is multiple of 5.”
3. B = {z|z is a day in a week}
This is read as “Set B is a set of z’s such that z is a day in a week.”
The symbol ∈ is used to indicate that a specific number/object is a member of a set

and ∉ indicates that a given number/object is not an element of the set.
In the given set, V = {a, e, i, o, u}
a ∈ V, read as “a is an element of V ” or “a is a member of V ”
o ∈ V, read as “o is an element of V ” or “o is a member of V ”
On the other hand,
d ∉ V, read as “d is not an element of V ” or “d is not a member of V ” since
there is NO “d” in set V.
m ∉ V, read as “m is not an element of V ” or “m is not a member of V ” since
there is NO “m” in set V.
NOTE
Elements of a set are unique. It means that each element
will only appear once in every given set.
Examples:
1. The set of all the letter in the word “dikaniyamahal”.
T = {d, i, k, a, n, y, m, h, l}
2. The set of all the letter in the word “coronavirus”.
C = {c, o, r, n, a, v, i, u, s}
What Cardinality of a Set?

Cardinality of a set is the number of elements in the given set. It answers the question
“how many?” and written as n(A), where A is the name of the set.
Examples:
Give the cardinality of each set:
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1. A = {+, −, ×, ÷}
2. B = {Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday}
3. V = {a, e, i, o, u}
4. The set of all the letter in the word “mahalkaniya”.
5. M = {m|m is a month of the year with 31 days}
Solutions:
1. Since there are 4 elements in set A, therefore the cardinality of the set is 4 or
n(A) = 4
2. n(B) = 7
3. n(V) = 5
4. The set written in set-builder form si D = {m, a, h, l, k, n, i, y}, thus the cardinality
of the set is n(D) = 8
5. M = {January, March, May, July, August, October, December}, n(M) = 7
What is a Finite and Infinite Set?

A set is said to be finite set if it is possible to count the number of its elements. It is an
infinite set if the elements cannot be counted nor listed.
Examples:
Determine if the given sets are finite or infinite set.
1. A = {+, −, ×, ÷}
2. G = {Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday}
3. U = {a, e, i, o, u}
4. S = {m|m is a month of the year with 31 days}
5. The set of all the letter in the word “mahalkaniya”.
6. O = {5, 10, 15, 20, 25, …}
7. L = {0, 1, 2, 3, 4, 5, …}
8. M = {1, 2, 3, 4, 5, …,19, 20}
9. N = {x|x is an even number}
10. K = { y|y is an even prime number}
Solutions:
Numbers 1, 2, 3, 4, 5, 8, and 10 are finite set because of definite number of elements
or the elements can be counted, while numbers 6, 7, and 9 are infinite set.
Number 10 is a finite set because you only have 1 element, K = {2}, 2 is the only even
number that is prime.
NOTES
1. Ellipsis (…) written at the end, at the beginning, or both indicates infinite set,
such as:
D = {1, 2, 3, ...}
E = {..., –3, –2, –1}
M = {..., –3, –2, –1, 0, 1, 2, 3, ...}
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2. Ellipsis written between numbers or objects represents finite set, such as:
F = {5, 10, 15, ..., 1000}
What is a Universal Set?

The universal set is the set that contain all objects under consideration. It is denoted
by the symbol U.
Examples:
1. Set of all the President of the Republic of the Philippines.
U = {Emilio Aguinaldo, Manuel L. Quezon, Jose P. Laurel, Sergio Osmeña Sr.,
Manuel Roxas, Elpidio Quirino, Ramon Magsaysay, Carlos P. Garcia, Diosdado
Macapagal, Ferdinand E. Marcos, Corazon C. Aquino, Fidel V. Ramos, Joseph
Estrada, Gloria M. Arroyo, Benigno Aquino III, Rodrigo R. Duterte}
2. Set of all letters of English alphabet.
U = {a, b, c, d, e, f, g, h, i, j, k, …, x, y, z}
What is Null Set?

Null set or empty set is a set that has NO element. It is denoted by the symbol ∅ or by
empty pair of braces, { }. An empty set is considered as finite set.
Examples:
1. Set X is a set of all the months of the year with 32 days.
Since there is NO month of the year that has 32 days, therefore X = { } or ∅.
2. Set P is a set of all the President of the Republic of the Philippines whose name
starts with X.
There is NO President of the Republic of the Philippines whose name starts with X,
so P = { } or ∅.
3. W = { x|x is a whole number between 5 and 6} or W = {x|5<x<6, x is a whole
number}.
W = { } or ∅, because there is no whole number between 5 and 6.
NOTE
The empty set or null set, { } or ∅, is not the same as {∅}.
What is Subset?
The subset of a set is a set of things that can be found in the given set or they further
subdivided. Set A is said to be a subset of Set B if every element of Set A is also an element of
Set B. In symbol:
A ⊆ B, read as “A is a subset of B”.

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Examples:
1. Set M = {1, 4, 3} and Set N = {3, 4}.
N is a subset of M, since all the elements of N are in M. In symbol, N ⊆ M.
2. A is a set of whole numbers and B = {1, 5, 7, 9}.
B is a subset of A, since every elements of B are in A. In symbol, B ⊆ A.
3. Set Q = {c, r, y} and Set P = {y, c, r}.
Q is a subset of P or P is a subset of Q, since all the elements of Q are in P as well
as all the elements of P are in Q . In symbol, P ⊆ Q or Q ⊆ P.
A proper subset is a subset where there is at least one (1) element of the given set that
is not in the subset. Meaning the cardinality of the proper subset is lesser than the cardinality
of the given set.
If Set A is a proper subset of set B, so we can write it as A ⊂ B.
Examples:
1. Set D = {3, 4, 5} and Set E = {1, 2, 3, 4, 5}.
Since every elements of D are in E but not all elements of E. Therefore, D is a proper
subset of E. In symbol, D ⊂ E.
2. N is a set of natural numbers and M = {2, 4, 6, 8}.
Since every elements of M are in N but not all elements of N. Therefore, M is a
proper subset of N. In symbol, M ⊂ N
3. Set Q = {m, a, t, h} and Set P = {h, a, t, m}.
Since all elements of Q are in P, therefore, Q is a NOT proper subset of P but still Q
is a subset of P. So, we can use the symbol ⊆ and NOT ⊂ or P ⊆ Q.
The notation ⊆ is usually used for subsets in general and ⊂ is exclusively for proper
subsets.
NOTE
1. Every set is a subset of itself.
2. The null set or empty set is a subset of every set.
3. If the subset and the given set have the number of cardinality then it is said
to be improper subset.
Examples:
1. If set K = {t, v}. List down all the subset of K.
Solution:
{ }, {t}, {v}, {t, v}
2. Consider set T = {1, 3, 7, 9}. What are the subsets of set T.
Solution:
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To make the listing organize, we will write the subsets in increasing order of
cardinality.
{ },
{1}, {3}, {7}, {9},
{1, 3}, {1, 7}, {1, 9}, {3, 7}, {7, 9}, {7, 9},
{1, 3, 7}, {1, 3, 9}, {1, 7, 9}, {3, 7, 9},
{1, 3, 7, 9}.
3. F = {x|x is a factor of 9}. How many subsets that F have?

Solution:
Since the problem is in set-builder notation, we rewrite it first to roster method:
R = {1, 3, 9}
The subsets are: ∅, {1}, {3}, {9}, {1, 3}, {1, 9}, {3, 9}, {1, 3, 9}. The set have 8
subsets, including the null set and the set itself.
To determine the number of subsets of the given set, used the formula 2n where n is
the cardinality of the given set.
Examples: Determine the number of subsets of the given set.
1. If set K = {t, v}.
Solution:
Since the set has 2 elements, therefore the cardinality of the set is 2. Using the
formula:
2n = 22 = 4
Therefore, we have 4 subsets.
2. Consider set T = {1, 3, 7, 9}.
Solution:
Since the set has 4 elements, therefore the cardinality of the set is 4. Using the
formula:
2n = 24 = 16
3. F = {x|x is a factor of 16}. How many subsets that F have?
Solution:
Since the problem is in set-builder notation, we rewrite it first to roster method:
R = {1, 2, 4, 8, 16}
The set has 5 elements, therefore the cardinality of the set is 5. Using the
formula:
22 = 25 = 32
What are Equal Sets?

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Two sets are equal if and only if they contain exactly the same elements. In symbol:
A = B.
Examples:
1. A = {d, e, t, a, i, l} and B = {t, a, i, l, e, d}
Rearranging the elements, we find that the sets have the same elements.
Therefore, the sets are EQUAL SETS.
2. C = {p, a, r, t, y} and D = {t, a, r, p, y}
3. E = {1, 2, 3, 4, 5, 6, 7} and F = {4, 2, 1, 7, 3, 6, 5}
What are Equivalent Sets?

Two sets are equivalent if and only if they have the same cardinality but not the same
elements.
Examples:
1. A = {1, 3, 5, 7, 9} and B = {2, 4, 6, 8, 10}
Since the sets have the cardinality but not the same element, then the sets are
EQUIVALENT SETS.
2. C = {r, o, y, g, b, i, v} and D = {Mon, Tue, Wed, Thu, Fri, Sat, Sun}
EQUIVALENT SETS.
3. M = {c, o, v, i, d} and N = {v, i, r, u, s}

EQUIVALENT SETS.
NOTE
All equal sets are equivalent sets, but all equivalent set are equal set.

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Lesson 1.2: OPERATIONS ON SETS
What are Union and Intersection of Sets?

The union of two sets A and B is the set of all elements that are either in A or in B or
both. The union of A and B is denoted by A ∪ B and read as “A union B”.
Examples: If A = {1, 3, 5, 7, 9}, B = {2, 4, 6, 8} and C = {1, 2, 3, 4, 5, 6}, find:
1) A ∪ B 2. B ∪ C 3. C ∪ A
Solutions:
1. Combine all the elements in A and B to find A ∪ B.
Since, A = {1, 3, 5, 7, 9} and B = {2, 4, 6, 8}, then
A ∪ B = {1, 2, 3, 4, 5, 6, 7, 8, 9}
2. Combine all the elements in B and C to find B ∪ C.
Since B = {2, 4, 6, 8} and C = {1, 2, 3, 4, 5, 6}, then
B ∪ C = {1, 2, 3, 4, 5, 6, 8}
3. Combine all the elements in C and A to find C ∪ A.
Since C = {1, 2, 3, 4, 5, 6} and A = {1, 3, 5, 7, 9}, then
C ∪ A = {1, 2, 3, 4, 5, 6, 7, 9}
The intersection of two sets, A and B, is the set of all elements that are both in A and in
B. The intersection of A and B is denoted by A ∩ B and read as “A intersection B”.
Examples: If A = {1, 3, 5, 7, 9}, B = {2, 4, 6, 8} and C = {1, 2, 3, 4, 5, 6}, find:

1) A ∪ B 2. B ∪ C 3. C ∪ A
Solutions:
1. Combine all the elements that are both in A and B to find A ∪ B.
A = {1, 3, 5, 7, 9} and B = {2, 4, 6, 8}
Since set A and set B has NO element in common,
then A ∩ B = { } or ∅.
2. Combine all the elements that are both in B and C to find B ∪ C.
B = {2, 4, 6, 8} and C = {1, 2, 3, 4, 5, 6}.
The elements 2, 4, 6 are both in B and C, thus
B ∩ C = {2, 4, 6}
3. Combine all the elements that are both in C and A to find C ∪ A.
C = {1, 2, 3, 4, 5, 6} and A = {1, 3, 5, 7, 9}
The elements 1, 2, and 5 are both in C and A, thus
C ∩ A = {1, 2, 5}
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What is Complement of a Set?
Complement of a set is the set of all elements that are NOT in the given set. The
complement of set A is denoted by A’ or Ac, read as “A prime or A complement”.
Examples: If universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and

A = {1, 3, 5, 7, 9},
B = {2, 4, 6, 8}, and
C = {1, 2, 3, 4, 5, 6}, find:
1. A’ 2. B’ 3.C’
Solutions:
1. Since U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and A = {1, 3, 5, 7, 9}, just remove all elements
of set A that are in the universal set, U. Therefore,
A’ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} or
A’ = {2, 4, 6, 8, 10}.
2. Since U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and B = {2, 4, 6, 8}, just remove all elements
of set B that are in the universal set U. Therefore,
A’ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} or
A’ = {1, 3, 5, 7, 9, 10}.
3. Since U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and C = {1, 2, 3, 4, 5, 6}, just remove all
elements of set C that are in the universal set U. Therefore,
A’ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} or
A’ = {7, 8, 9, 10}.
What is the Difference of Two Sets?

The difference of two sets, A and B, is the set whose elements belong to set A but do
not belong to set B. In symbols, the difference of A and B is A – B and the difference of B and A
is B – A.
Examples: If A = {2, 5, 8, 9, 10} and B = {1, 3, 5, 7, 9}, find:
1. A – B 2. B – A
Solutions:
1. A = {2, 5, 8, 9, 10}
B = {1, 3, 5, 7, 9}, since the elements 2, 8 and 10 are NOT in Set B, then
A − B = {2, 8, 10}
2. B = {1, 3, 5, 7, 9}
A = {2, 5, 8, 9, 10}, since the elements 1, 3 and 7 are NOT in Set A, then
B − A = {1, 3, 7}
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Lesson 2: SOLVING PROBLEMS

INVOLVING SET WITH THE USED OF
VENN DIAGRAM
What is Venn Diagram?
A Venn Diagram is a diagram used to illustrate the relationship among sets. A particular
set may be highlighted by shading the regions containing the elements of the set.
Illustrative examples:
Given two sets A and B, the following Venn diagrams represent some relationship and
operation.
U
A B
1. A 2. B
U U
A B A B
3. A ∪ B 4. A ∩ B
U U
A B A B
5. A’ or Ac 6. B’ or Bc
U U
A B A B
7. A − B 8. B − A
U U
A B A B
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9. (A ∪ B)C 10. (A ∩ B)C
U U
A B A B
In this section, we will understand how we can used Venn diagram in solving worded
problems from real life situations.
Venn Diagram with Two Sets Venn Diagram with Three Sets
In the figure, we can see that set A and In the figure, we can see that set A, set B
set B divided the Universal set into 4 and set C divided the Universal set into 8
regions. regions.
Example 1: A group of 40 students where asked whether they use either Facebook or Twitter
or both. 23 of these students use Facebook and 25 use Twitter.
a. How many use Facebook only?
b. How many use Twitter only?
c. How many uses both Facebook and Twitter?
Solution:
Using Venn Diagram
U
F T The shaded part of the Venn diagram
represents the 23 students use
Facebook.
U
The shaded part of the Venn diagram
F T
represents the 25 students use Twitter.
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We need to find the intersection of the two sets by adding the n(F) and n(T),
then subtract the sum to the total number of students.
n(F) and n(T) = 23 + 25 = 48

U
then, 48 – 40 = 8.
F T
8 Therefore, the n(F ∩ T) = 8.
Thus, 8 students uses Facebook and
Twitter
Based on the diagrams, 15 students uses Facebook only, 17 uses Twitter only,
and 8 uses both Facebook and Twitter.
Example 2: In an interview, 154 students play Mobile Legend (M) and 232 students play Candy
Crush (C) and 26 students play both Mobile Legend and Candy Crush. If each student
plays at least one of these games, how many students were interviewed?
Solution: Let
M be the set of students who play Mobile Legend, so, n(M) = 154
C be the set of students who play Candy Crush, so, n(C) = 232
M ∩ C be the students who play both Mobile Legend and Candy Crush, n(M∩C) = 26
U
M C The shaded part of the Venn diagram
26 represents the 26 students who play both
Mobile Legend and Candy Crush.
U The shaded part of the Venn diagram

M C represents the 154 students who play
26 Mobile Legend. So, the students who play
ML only is 154 – 26 = 128.
The shaded part of the Venn diagram

U
represents the 232 students who play
M C
26 Candy Crush. So, the students who play
CC only is 232 – 26 = 206.
To get the total number of students interviewed, just add 128 (students who play ML
only), 206 (students who plays Candy Crush only) and 26 (students who play both ML and Cancy
Crush). Thus 128 + 206 + 26 = 360 students.
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Example 3: A total of 250 students visited an education booth. 100 students visited the Math
booth, while 125 visited Science booth and 13 visited both the Math and Science
booth.
a. How many students visited the Math booth only?
b. How many students visited the Science booth but not the Math booth?
c. How many students visited either the Math booth or the Science booth?
d. How many students visited neither the Math booth nor the Science booth?
Solution:
Let M be the set of students visited Math booth
S be the set of students visited Science booth
Given:
250 – total number of students who visited the education booth, U =250.
100 – students visited the Math booth, n(M) = 100
125 – students visited the Science booth, n(S) = 125
13 – students visited both Math and Science booth, (M ∩ S) = 13
U U
M 13
S M S
87 13
Step 1: Always start with the Step 2: Since n(M) = 100, so the
intersection of two sets if it is students visited Math only is 100 –
given. M ∩ S = 13 13 = 87
U U
M S M 13
S
13
87 112 87 112
38
Step 3: Since n(S) = 125, so the Step 4: The students who did
students visited Science only is 125 visited M nor S, since U = 250, and
– 13 = 112. M ∪ S = 87+13+112 = 212. Hence,
250 – 212 = 38.
Therefore:
a. There were 87 students visited the Math booth only.
b. There were 112 students visited the Science booth only.
c. There were 212 students visited either the Math booth or the Science
booth.
d. The students visited neither the Math booth nor the Science booth were
38.
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Example 4: Five hundred fifty students were enrolled for the School Year 2020 – 2021 online
classes due to pandemic.
170 of them enrolled in Math class,
211 enrolled in Science class and
224 rolled in English class.
39 enrolled for both Math and Science,
40 enrolled for both Math and English and
56 enrolled in both Science and English.
21 students enrolled in 3 subjects.
a. How many students are enrolled in Math only?
b. How many students are enrolled in Science only?
c. How many students are enrolled in English only?
d. How many students will not be taking up any of the 3 subjects?
Solution:
Step 1: Start from the Step 2: n(S ∩ E) = 56. Step 3: n(M ∩ E) = 40.
intersection of 3 sets. So, 56 – 21 = 35. So, 40 – 21 = 19.
Step 4: n(M ∩ S) = 39. Step 5: n(E) = 224. So, Step 6: n(S) = 211. So,
So, 39 – 21 = 18. 224 – (19+21+35) = 149. 211 – (18+21+35) = 137.
Step 7: n(M) = 170. Step 8: Since there are 550 students

So, 170 – (19+21+18) = 112. and n(M ∪ S ∪ E) =
112+18+21+19+137+35+149 = 491.
Hence, 550 – 491 = 59.
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Therefore:
a. Students are enrolled in Math only = 112.
b. Students are enrolled in Science only = 137.
c. Students are enrolled in English only = 149.
d. Students will not be taking up any of the 3
subjects = 59.
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Lesson 2: THE ABSOLUTE VALUE OF A

NUMBER
What is Absolute Value?

The absolute value of a number refers to the distance of the number from zero. This
means that the absolute value of a number denoted by two bars, |1|, is never negative.
NOTE
The absolute-value notation is bars, not parentheses or brackets. Use the proper
notation; the other notations do not mean the same thing.
Examples:
1. Find the absolute value of 6 and -6.

Solution:
Let’s look at the number line:
In thinking about the absolute value of a number, one only asks "how far?" not
"in which direction?" Therefore, the absolute value of 6 and of -6 is the same, which is
3 because both numbers have the same distance from zero.
In symbols, we can write it as:
|6| = 6
|−6| = 6
Two integers that are the same distance from zero in opposite directions are
called opposites. The integers +6 and -6 are opposites since they are each 6 units from
zero.
2. Simplify −|5|.
Solution:
Given –|5|, first find the absolute value of 5. Now, take the negative of 5, thus:
− |5|= −(5)= −5
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This illustrates that if you take the negative of the absolute value of a number,
you will get a negative number for your answer.
3. Simplify −|−8|.
Solution:
Following the steps we did in Examples #2, we get:
−|−8|= −(8) = −8.
4. Simplify |11|.
Solution:
|11| = 11
5. Find the absolute value of +3, -3, +7, -5, +9, -8, +4, -4. You may refer to the
number line below. What should you remember when we talk about the absolute value
of a number?
Solutions:
|+3| = 3 |+7| = 7
|+9| = 9 |+4| = 4
|−3| = 3 |−5|= 5
|−8|= 8 |−4|= 4
6. Find the absolute value of: +11, -9, +14, -10, +17, -19, +20, -20. You may extend
the number line below to help you solve this problem.
Solutions:
|+11| = 11 |+14| = 14
|+17| = 17 |+20| = 20
|−9| = 9 |−10|= 10
|−19| = 19 |−20| = 20
7. Use the number line below to find the value of N: |N| = 5.1.
Solution:
This problem asks us to find all numbers that are a distance of 5.1 units from
zero on the number line. We let N represent all integers that satisfy this condition.
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The number +5.1 is 5.1 units from zero on the number line, and the number -
5.1 is also 5.1 units from zero on the number line. Thus both +5.1 and −5 satisfy the
given condition.
8. When is the absolute value of a number equal to itself?
Solution:
The absolute value of a number is equal to itself when the value of the number
is positive or zero.
Illustrative Examples:
1. THE BICYCLE JOY RIDE OR ARCHIEL AND ANGELICA

Problem: Archie and Angelica were at Aloys’ house. Angelica rode her bicycle 3 miles
west of Aloys’ house, and Archie rode his bicycle 3 miles east of Aloys’ house. Who
travelled a greater distance from Aloys’ house – Archie or Angelica?
Answer: Based on the picture, we can say that Archie and Angelica both travelled the
same distance. Without the picture, we can represent the distance travelled by
Angelica from Aloy’s house as -3 while the distance of Archie is +3, and Archie’s house
as 0. Since -3 and 3 are opposites so they have the same absolute value which is 3.
2. THE METRO MANILA RAIL TRANSIT (MRT) TOUR
Problem: Suppose the MRT stations from Pasay City to Quezon City were on a straight
line and were 500 meters apart from each other.
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a. How far would the North Avenue station be from Taft Avenue?
b. What if Elaine took the MRT from North Avenue and got off at the last
station? How far would she have travelled?
c. Suppose both Archie and Angelica rode the MRT at Shaw Boulevard and
the former got off in Ayala while the latter in Kamuning. How far would
each have travelled from the starting point to their destinations?
Solutions:
a. 6000 meters or 6 kilometers
b. 6000 meters or 6 kilometers
c. Both of them travelled the same distance of 2000 meters or 2 kilometers
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Lesson 4: FUNDAMENTAL OPERATIONS

ON INTEGERS
What are integers?

Integers are the result of the union of the set of whole numbers and the negative of
counting numbers. This set would look like this: {... -4, -3, -2, -1, 0, 1, 2, 3, 4...}.
Let us look at the number line:
Negative Integers Zero Positive Integers

The following are the rules that we follow for each of the fundamental operations on
integers:
Rules in Adding Integers
1. If the integers have the same sign, just add the positive equivalents of the integers and
attach the sign to the result. Let us represent positive integers as (+) while negative
integers as (−). If we add integers with the same sign:
(+) + (+) = (+) The sum of two positive

integers is positive.
The sum of two negative
(−) + (−) = (−)
integers is negative.
Examples:
1. 27 + 12 = +(|27|+ |12|)
= + (|39|)
= 39
2. (−20) + (−15) = −(|20| + |15|)
= −(|35|)
= −35
2. If the integers have different sign, get the difference of the positive equivalents of the
integers and attach the sign of the larger number to the result. Let us represent positive
integers as (+) while negative integers as (−). If we add integers with different signs:
(+) + (−) = The sum of two integers with different signs
(−) + (+) = depends on the sign of the larger number.
Examples:
1. (38) + (−20)
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Get the difference between 38 and 20, which is 18. Since 38 is greater than 20, the
sign of the sum is positive. Thus:
(38) + (−20) = 18
2. (−42) + (16)
Get the difference between 42 and 16, which is 26. Since 42 is greater than 16,
the sum will have a negative sign. Hence,
(−42) + (16) = −26
Rules in Subtracting Integers
In subtracting integers, add the negative of the subtrahend to the minuend. The further
understand this rule, let us represent positive integers as (+) while negative integers as (−):
Given Rule Answer
The operation Change the operation Apply the rules in adding
is subtraction into addition, then integers
change the sign of the
minuend with its
opposite
(+) − (+) = (+) + (−) =
sign of the larger number
(−) − (−) = (−) + (+) =
(+) − (−) = (+) + (+) = sign of the answer is positive
(−) − (+) = (−) + (−) = sign of the answer is negative
Examples:
1. 10 – 6 = 10 + (−6)
=4
2. 15 − (−8) = 15 + 8
= 23
3. −3 − (−2) = −3 + 2
= −1
4. −4 – 15 = −4 + (−15)
= −11
Rules in Multiplying Integers

In multiplying integers, find the product of their positive equivalent. Let us represent
positive integers as (+) while negative integers as (−):
Multiplying integers with the same sign:
If the integers have the same signs, their product is positive.
(+)(+) = (+)
(−)(−) = (+)
Examples:
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1. (4)(5) = 20
2. (−8)(−9) = 72
3. (7)(11) = 77
Multiplying integers with 𝒅𝒊𝒇𝒇𝒆𝒓𝒆𝒏𝒕 𝒔𝒊𝒈𝒏𝒔:

If the integers have different signs, their product is negative.
(+)(−) = (−)
(−)(+) = (−)
Examples:
1. (−5)(7) = −35
2. (14)(−3) = −42
3. (20)(−6) = −120
Rules in Dividing Integers

Let us represent positive integers as (+) while negative integers as (−):
Dividing integers with the same sign:
If the integers have the same signs, their quotient is positive
(+) ÷ (+) = (+)
(−) ÷ (−) = (+)
Examples:
1. (45) ÷ (5) = 9
2. (−81) ÷ (−9) = 9
77
3. =7
11
Dividing integers with different signs:
If the integers have different sign, their quotient is negative.
(+) ÷ (−) = (−)
(−) ÷ (+) = (−)
Examples:
1. (−35) ÷ (7) = −5
2. (42) ÷ (−3) = −14
3. (−120) ÷ (20) = −6
NOTE
When you divide a number by zero (0), the result is undefined. This means that
it is impossible to divide a number by 0.
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Worded Problems Involving the Fundamental Operations on Integers
Example 1: When Steve woke up. His temperature was 102° F. Two hours later it
was 3° lower. What was his temperature then?
Solution:
102° F − 3° F = 99° F
Example 2: Felix reported that the coldest day on record for his town was five times
colder than yesterday’s temperature, –4° C. What was the temperature
of the coldest day on record in Felix’s town?
Solution:
5(−4° C) = −20° C
Example 3: There are 336 oranges in 12 baskets. How many oranges are
there in 3 baskets?
Solution:
336 ÷ 12 = 28 oranges
Example 4: Maan deposited P53,400.00 in her account and withdrew
P19,650.00 after a week. How much of her money was left
in the bank?
Solution:
PHP 53,400.00 – PHP 19,650 = PHP 33,750.00
Example 5: A vendor gained P50.00 on the first day; lost P28.00 on the second day, and gained
P49.00 on the third day. How much profit did the vendor gain in 3 days?
Solution:
PHP 50.00 + (− PHP 28.00) + (PHP 49.00) = PHP 71.00
Example 6: A father has 976 sq. meters lot, he has to divide it among
his 4 children. What is the share of each child?
Solution:
976 ÷ 4 = 244 square meter each
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Lesson 5.1: PROPERTIES OF THE

OPERATIONS ON INTEGERS
What are the Properties of the Operations on Integers?
There are a few properties of integers which determines its operations. These
principles or properties help us to solve many equations. To recall, integers are any positive or
negative numbers including zero. The integer properties will help to simplify and solve a series
of integers easily.
All properties and identities for addition, subtraction, multiplication and division of
numbers are applicable to all the integers. Integers include the set of positive numbers, zero
and negative numbers which can be represented with the letter Z.
The following are the properties of the operations on integers:
1. Closure Property
The closure property states that two integers that are added and multiplied remain as
integers. The set of integers is closed under addition, subtraction and multiplication.
Notations: If a, b ∈ Z, then:
a. a + b ∈ Z
Examples:
1. 2 + 5 = 7
Since 2 and 5 are both integers, their sum, 7, is also an integer.
2. −3 + 11 = 8
b. a − b ∈ Z
Examples:
1. 4 − 11 = −7
Since 4 and 11 are both integers, their difference, −11, is also an integer.
2. −12 − 4 = −16
c. a × b ∈ Z
Examples:
1. 4 × 5 = 20
Since 4 and 5 are integers, their product, 20, is also an integer.
2. −3(9) = −27
In the examples above, the sum, difference and product of the integers are also
integers.
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2. Commutative Property
The commutative property states that changing the order of two numbers that are
either being added or multiplied does not change the value.
Notations: If a, b ∈ Z, then:
a. a + b = b + a
Examples:
1. 4 + 5 = 5 + 4
9 = 9
Since 4 + 5 = 9 and 5 + 4 = 9, we can say that 4 + 5 = 5 + 4.
2. −3 + 6 = 6 + (−3)
b. a × b = b × a
Examples:
1. (−3)(−4) = (−4)(−3)
12 = 12
Since (−3)(−4) = 12 and (−4)(−3) = 12, we can say that (−3)(−4) = (−4)(−3).
3. Associative Property
The commutative property states that changing the grouping of numbers that are
either being added or multiplied does not change its value.
Notations: If a, b, c ∈ Z, then:
a. (a + b) + c = a + (b + c)
Examples:
1. (1 + 2) + 3 = 1 + (2 + 3)
3+3=1+5
6=6
In this example, the grouped numbers which is enclosed by a parenthesis, are
different on both sides. On the left side, 1 and 2 are together while on the right
side, 2 and 3 are together. Even if we apply the GEMDAS Rule on both sides,
we will arrive with a common answer which is 6. Same rule applies to
multiplication.
2. (−1 + 2) + 2 = −1 + (2 + 2)
1 + 2 = −1 + 4
3 =3
b. (a × b) × c = a × (b × c)
Examples:
1. (2 × 5) × 4 = 2 × (5 × 4)
10 × 4 = 2 × 20
40 = 40
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2. (−3 × 4) × 5 = −3 × (4 × 5)
4. Distributive Property
The distributive property states that When two numbers have been added / subtracted
and then multiplied by a factor, the result will be the same when each number is multiplied by
the factor and the products are then added / subtracted.
Notations: If a, b, c ∈ Z, then:
a. a × (b + c) = (a × b) + (a × c)
Examples:
1. 4 × (2 + 3) = (4 × 2) + (4 × 3)
4 × 5 = 8 + 12
20 = 20
In this example, the multiplier on the left side is 4. This multiplier was
distributed and multiplied to both 2 and 3. When we apply GEMDAS Rule on
both sides of the equation, we will arrive with a common answer which is 20.
2. −3 × (1 + 2) = (−3)(1) + (−3)(2)
b. a × (b − c) = (a × b) − (a × c)
Examples:
1. (−5)(4 – 7) = (−5)(4) − (−5)(7)
−5(−3) = −20 + 35
15 = 15
2. 2 × (5 − 3) = (2 × 5) – (2 × 3)
5. Identity Property
The additive identity states that the sum of any number and 0 is the given number.
Zero, “0” is the additive identity.
Notation: If a ∈ Z, then a + 0 = a.
Examples:
1. 2 + 0 = 0
2. 0 + (−3) = −3
3. −10 + 0 = −10
These examples show that the sum of any integer and zero is the number itself.
The multiplicative identity states that the product of any number and 1 is the given
number. One (1) is the multiplicative identity.
Notation: if a ∈ Z, then a × 1 = a.
Examples:
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1. 5 × 1 = 5
2. 1 × (−4) = −4
3. −12 × 1 = −12
These examples show that the product of any integer and one is the number itself.
6. Inverse Property
The inverse property of addition states that the sum of any number and its additive
inverse, is zero. The additive inverse of the number a is –a.
Notation: If a ∈ Z, then a + (−a) = 0.
Examples:
1. 4 + (−4) = 0
The additive inverse of 4 is -4.
2. −11 + 11 = 0
The additive inverse of -11 is 11.
The inverse property of multiplication states that states that the product of any number
1
and its multiplicative inverse or reciprocal, is 1.The multiplicative inverse of the number a is .
a
1
Notation: If a ∈ Z, then a × = 1.
a
Examples:
1
1. 4 × = 1
4
1
The multiplicative inverse or reciprocal of 4 is .
4
−1
2. −11 × = 11
11
−1
The multiplicative inverse or reciprocal of −11 is .
11
1
3. 6( ) =1
6
1
The multiplicative inverse or reciprocal of 6 is .
6
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Lesson 5.2: RATIONAL NUMBERS IN

DIFFERENT FORMS
What is a Rational Number?
The word rational is derived from the word “ratio” which means quotient. Rational numbers
a
are numbers which can be written as a quotient of two integers, , where b ≠ 0.
b
The following are examples of rational numbers in different forms:
a. Integers
Examples:
4
1. The integer 4 is a rational number which can be written as .
1
11
2. The integer −11 is a rational number can be written as − .
1
b. Fractions
Examples:
2
1. The fraction − is a rational number which shows the quotient of the integers −2 and 3.
3
5
2. The fraction is a rational number which shows the quotient of the integers 5 and 8.
8
Converting Rational Numbers from One Form to Another.

Rational numbers can be converted from one form to another. The following are the
methods on how we convert rational numbers from one form to another.
A. Converting fractions to decimals
Remember that a rational number is a quotient of 2 integers. To change a rational
number in fraction form, you need only to divide the numerator by the denominator.
Examples:
1
1. Convert into its decimal form.
4
Solution 1:
Divide the numerator by the denominator.
1
Since 1 ÷ 4 = 0.25, we can write = 0.25.
4
Solution 2:
Multiply the fraction by a number to make the denominator a power of 10.
(Powers of 10 are 10, 100, 1000, 100000, …)
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1 25 25
× = = 0.025
4 25 100
25
We multiplied the fraction by to make the denominator a power of 10, then
25
we expressed the product as a decimal.
2
2. Express as a decimal.
5
Solution:
2 2 4
× = = 0.4
5 2 10
9
3. Convert into decimal form.
11
Solution:
9
̅̅̅, then we can write
Since 9 ÷ 11 = 0.81 ̅̅̅.
as 0.81
11
1
4. Convert − into decimal form.
3
Solution:
1
̅̅̅, then we can write − as −0.33
Since −1 ÷ 3 = −0.33 ̅̅̅.
3
1
5. Express 1 as a decimal.
6
Solution:
1 625 625
1 × =1 = 1.625.
6 625 10000
B. Converting decimals to fractions

Terminating Decimals
To change rational numbers in decimal forms, express the decimal part of the numbers as a
fractional part of a power of 10.
Examples:
1. Write −4.5 as a fraction.
Solution:
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5 5
The fraction −4.5 can be written as 4 . The fraction can be reduced to its
10 10
1
lowest term which is . So we can write:
2
1
−4.5 = 4
2
2. Express −2.713 into fractional form.
Solution:
−2.713 can be written as:
713 2713
−2.713 = −2 =−
1000 1000
25 1
3. The fractional form of 0.25 is or when reduced to lowest term.
100 4
Non-terminating but Repeating Decimals

In converting a non-terminating but repeating decimal into fraction we use the
following rules:
1. Identify the repeating digit/s.
2. Count the number of repeating digits.
3. Write the numerator and the denominator using the rule below:
Numerator = the repeating digit or digits
Denominator = number of 9s base on the number of repeating digits
Examples:
1. Change 0.2̅ into fraction.
Step 1: Identify the repeating digit. The repeating digit is 2.
Step 2: Count the number of repeating digit. There is only 1 repeated digit.
Step 3: Write the numerator and the denominator.
numerator = 2 (the repeating digit)
denominator = 9 (one 9 for the number of repeating digit)
Hence:
2
0. 2̅ =
9
̅̅̅ to its fraction form.
2. Change −1.35
Step 1: In this example, the repeating digits are 3 and 5 (35).
Step 2: There are 2 repeating digits. We will use 99 as a denominator.
̅̅̅ as:
Step 3: We write the fractional part of the −1.35
numerator = 35
denominator = 99
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We just have to attached the −1 to the fractional part to complete the solution.
Hence:
35
−1. ̅̅̅
35 = −1
99
̅̅̅̅̅ as a fraction.
3. Write 7.215
Step 1: The repeating digits are 215.
Step 2: There are 3 repeating digits. We will use 999 as a denominator.
̅̅̅̅̅ as:
Step 3: We write the fractional part of 7.215
numerator = 215
denominator = 999
We will affix 7 to the fractional part to complete the solution.
̅̅̅̅̅ = 7 215
7.215
999
If the decimal part have a repeating and non-repeating digits, we use the following
rule:
1. Identify the non-repeating digit/s.
2. Count the number of non-repeating digits.
3. Count the number of repeating digits.
4. Subtract the non-repeating digits to the decimal part. This is your numerator.
5. The denominator is composed of 9s followed by 0s. The number of 9s is based on the
number of repeating digits and the 0s are based on the number of non-repeating digits.
Examples:
̅̅̅ into fraction.
1. Write 0.211
Step 1: Identify the non-repeating digits. The non-repeating digit is 2.
Step 2: Count the number of non-repeating digit. In our example there is only 1
non-repeating digit.
Step 3: Count the number of repeating digits. There are 2 repeating digits.
Step 4: The numerator is 211 (the decimal part) – 2 (the non-repeating decimal) =
209.
Step 5: The denominator is 990 (two 9s for the 2 repeating decimal and one 0 for
the 1 non-repeating decimal)
Hence:
̅̅̅ = 209
0.211
990
̅̅̅ as a fraction.
2. Express 2.3215
Step 1: The non-repeating digits are 32.
Step 2: There are 2 non-repeating digits.
Step 3: There are 2 repeating digits.
Step 4: Numerator = 3215 – 32 = 3183.
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Step 5: Denominator = 9900 (2 repeating digits and 2 non-repeating digits)
3183
Hence, the fractional part of the solution is . Affix the whole number 2 to
9900
complete the solution.
̅̅̅ = 2 3183
2.3215
9900
̅̅̅̅̅ as a fraction.
3. Write −3.81547
Step 1: The non-repeating digits are 81.
Step 2: There are 2 non-repeating digits.
Step 3: There are 3 repeating digits.
Step 4: Numerator = 81547 − 81 = 81466.
Step 5: Denominator is 99900 (3 repeating digits and 2 non-repeating digits)
81466
Hence, the fractional part of the solution is . Affix −3 to complete the
99900
solution.
̅̅̅̅̅ = −3 81466
−3.81547
99900
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Lesson 5.3: OPERATIONS ON

RATIONAL NUMBERS
Operations on Fractions
I. Addition and Subtraction of Fractions
A. Addition and Subtraction of Similar Fractions and Mixed Numbers
1. To add or subtract similar fractions, add or subtract the numerators. Write the sum or
difference over the common denominator. Reduce the answer to lowest term if needed.
Examples:
3 1 4 2
a. Add and . b. Subtract −
5 5 10 10
Solution: Solution:
3 1 3+1 4 4 2 4−2 2 1
+ = = − = = or
5 5 5 5 10 10 10 10 5
2. To add or subtract mixed numbers with similar fractional parts, add or subtract the whole
numbers. Add or subtract the numerators and write the sum or difference over the
common denominator. Reduce the answer to lowest term if needed.
Examples:
1 2 7 2
a. Add 4 and 5 . b. Subtract: 23 −2
9 9 28 28
Solution: Solution:
1 2 1+2 3 1 7 2 7−2 5
4 + 5 = (4 + 5)( ) = 4 or 4 23 − 2 = (23 −2)( ) = 21
9 9 9 9 3 28 28 28 28
3. To subtract a fraction or a mixed number from a whole number, rename the whole number
as a mixed number whose denominator is the same as that of the fraction. Then, subtract
in the same way you subtract fractions or mixed numbers. Reduce the answer to lowest
term, if needed.
Examples:
2
a. Subtract: 5 − .
3
15
The whole number 5 can be written as .
3
Solution:
2 15 2 15 − 2 13 1
5− = − = = or 4 .
3 3 3 3 2 3
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3
b. Subtract: 9 − 3 .
16
16
The whole number 9 can be written as 8 .
16
Solution:
3 16 3 16 − 3 13
9−3 = 8 − 3 = (8 − 3)( )=5
16 16 16 16 16
B. Addition and Subtraction of Dissimilar fractions and Mixed Number
1. To add or subtract dissimilar fractions, change them to similar fractions by finding their
Least Common Denominator (LCD). Add or subtract the numerators and write the sum or
difference over the common denominator. Reduce the answer to lowest term.
Examples:
1 2
a. Add and .
3 4
Solution:
Step 1: First find the LCD by identifying the least common multiple (LCM) of the
denominators 3 and 4.
• The multiples of 3 are 3,6,9,12,15,…
• The multiples of 4 are 4,8,12,16,…
• 12 is the least common multiple of 3 and 4. This will be the LCD.
Step 2: Rewrite the addends as similar fractions, having the LCD their denominator.
1 4 2 6
• = and =
3 12 4 12
Step 3: Add the similar fractions.
4 6 4 + 6 10 3
• + = = or
12 12 12 12 10
3 1
b. Subtract: − .
6 5
Solution:
The LCD is 30, hence:
3 15 1 6
= and =
6 30 5 30
15 6 15 − 6 9 3
− = = or
30 30 30 30 10
2. To add or subtract dissimilar fractions with dissimilar fractional parts, change the fractional
parts, change the fractions to similar fractions by finding their LCD. Add or subtract the
whole numbers. Then, add or subtract the numerators and write the sum or difference
over the common denominator. Reduce the answer to lowest term.
Examples:
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3 2
a. Add 2 and 1 .
5 8
Solution:
3 24 2 10
= and =
5 40 8 40
Affixing the whole numbers, we have:
24 10
5 and 1
40 40
Find the sum:
24 10 24 + 10 34 17
+ 1 = (5 + 1)(
5 ) = 3 or 3
40 40 40 40 20
1 1
b. Subtract: 3 − 2 .
4 6
1 3 1 2
= and =
4 12 6 12
Affixing the whole numbers, we have:
3 2
3 and 2
12 12
Performing the operation:
3 2 3−2 1
3 − 2 = (3 – 2)( )=1
12 12 12 12
Worded Problems Involving Addition and Subtraction of Fractions

1 1
1. Benny was able to read of a book on Monday and continued reading of
3 4
the same book on Tuesday. What part of the book was she able to answer
after 2 days?
Solution:
1 1
+
3 4
1 1 4 3 4+3 7
+ = + = =
3 4 12 12 12 12
7
Benny was able to read of the book after 2 days.
12
1 5
2. Jenny is 5 feet tall, while his father is 6 feet tall. How much taller was Jenny’s father
6 10
than her?
Solution:
5 1
6 −5
10 6
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5 15 1 5
= and =
10 30 6 30
Affixing the whole number:
15 5
6 and 5
30 30
Performing the operation:
15 5 15 − 5 10 1
6 − 5 = (6 − 5)( ) = 1 or 1
30 30 30 30 3
1
Jenny’s father is 1 taller than her.
3
II. Multiplication of Fractions

1. To multiply fractions, multiply the numerator to get the numerator of the product. Multiply
the denominators to get the denominator of the product. Then, simplify the product if
need.
Examples:
2 1
a. Multiply 3 and 2.
Solution:
2 1 2×1 2 1
× = = or
3 2 3×2 6 3
2 1
b. Multiply and .
3 5
Solution:
2 1 2×1 2
× = =
3 5 3 × 5 15
A shorter way of multiplying fractions is by using the cancellation method. If

cancellation method is done properly, there is no need to simplify the product. The fraction will
already be in its lowest term.
2 1
c. Multiply and .
3 4
Step 1: Find a common factor of any of the numerators and any of the denominators.
2×1=2 2 1
× 2×2=4
3 4
2, 1
2 1
×
3 24, 2
Step 2: Cancel common factors between a numerator and a denominator. The common factor
is 2. 2, 1
2 1
×
3 24, 2
Step 3: Rewrite the fractions using the uncancelled factors then multiply.
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REGION III
1 1 1×1 1
× = =
3 2 3×2 6
3 8
d. Multiply and .
4 9
3×1=3 3 8 4×2=8
4×1=4 × 3×3=9
4 9
3, 1 4, 2
3 8
×
4 9
4, 1 3, 3
1 2 1×2 2
× = =
1 3 1×3 3
2. To multiply a fraction and a whole number, write the whole number as a fraction with 1 as
its denominator. Cancel common factors between a numerator and a denominator.
Simplify the fraction by expressing an improper fraction in mixed form.
Examples:
3
a. Multiply by 6.
4
Solution:
Rewrite 6 as a fraction using 1 as a denominator.
3 3 6
×6= ×
4 4 1
Using the cancellation method:
3, 2 3, 2
3 6 3 6 3 3 9 1
× = × = × = or 4
4 1 4 1 2 1 2 2
2, 2 2, 2
2 1
b. 2 × 3 = ?
6 2
Rewrite the mixed fractions into improper fractions:
2 14 1 7
2 = ,3 =
6 6 2 2
Perform the operation using the cancellation method:
7, 2
2 1 14 7 7 7 49 1
2 ×3 = × = × = or 8
6 2 6 2 6 1 6 6
2, 1
Worded Problem Involving Multiplication of Fractions

1 3
1. Renee had a box of cupcakes, of which she gave to her friend Juan. Juan gave of his
2 4
share to his friend Elena. What fractional part of the original box of cupcakes did Elena get?
Solution:
Multiply the two fractions to get the solution:
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REGION III
1 3 1×3 3
× = =
2 4 2×4 8
3
Elena got of the original box of cupcakes.
8
5
2. If it takes yards of fabric to make a dress, then how many yards will it take to make 8
6
dresses?
Solution:
5
Multiply by 8:
6
4, 2
5 5 8 5 × 4 20 2
×8= × = = or 6
6 6 1 3×1 3 3
3, 2
2
It will take 6 yards of fabric to make 8 dresses.
3
4 3
3. Nina's math classroom is 6 and meters long and 1 and meters wide. What is the area of
5 8
the classroom?
Solution:
Area is simply the product of the sides so we just have to multiply the two mixed numbers.
4 3
6 ×1
5 8
Rewrite the mixed number into improper fractions:
4 34 3 11
6 = and 1 =
5 5 8 8
Multiply the resulting fractions:
17, 2
34 11 34 11 17 11 17 × 11 189 7
× = × = × = = or 9
5 8 5 8 5 4 5×4 20 20
4, 2
7
The area of Nina’s room is 9 square meters.
20
III. Division of Fractions

1. To divide fractions, find the reciprocal of the divisor and multiply. Use cancellation
whenever possible.
Example:
6 3
a. ÷ =?
8 4
Solution:
Step 1: Find the multiplicative inverse or reciprocal of the divisor.
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REGION III
3 4
Reciprocals are two numbers whose product is 1. The reciprocal of the divisor 4 is 3.
The reciprocal of a fraction is obtained by interchanging the numerator and
denominator.
Step 2: Change the operation from division to multiplication. Multiply the dividend by the
reciprocal of the divisor. Use cancellation whenever possible.
3, 2 4, 1
6 3 6 4 6 4 2 1 2×1 2
÷ = 8 × 3 = 8 × 3 = 2 × 1 = 2 × 1 = 2 or 1
8 4
4, 2 3, 1
2. To divide a whole number by a fraction or vice versa, rewrite the whole number as a
fraction. Find the reciprocal of the divisor and change the operation from division to
multiplication. Use cancellation whenever possible.
Examples:
1
a. 3 ÷ = ?
2
Solution:
3
The whole number can be written as 1, so we have :
3 1
÷
1 2
Apply the rule in dividing fractions:
3 1 3 2 3×2 6
÷ = × = = or 6
1 2 1 1 1×1 1
2
b. ÷6=?
3
Solution:
6 1
We can write 6 as , and its reciprocal is . Hence:
1 6
2, 1
2 2 1 1 1 1
÷6= × = × =
3 3 6 3 3 9
3, 2
3. To divide a mixed number by a fraction or vice versa, change the mixed number to an
improper fraction. Find the reciprocal of the divisor and change the operation from
division to multiplication. Use cancellation whenever possible.
Examples:
4
a. 3 ÷ 5 = ?
5
Solution:
4
Write 3 as an improper fraction:
5
4 19
3 =
5 5
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REGION III
5 1
5 can also be written as , and its reciprocal is .
1 5
Perform the operation:
19 5 19 1 19 × 1 19
÷ = × = =
5 1 5 5 5×5 25
1
b. 8 ÷ 1
4
Solution:
8 1 5 5 4
8 can be written as and 1 as . The reciprocal of is . Hence,
1 4 4 4 5
1 8 5 8 4 8 × 4 32 2
8÷1 = ÷ = × = = or 6
4 1 4 1 5 1×5 5 5
4. To divide mixed numbers, rewrite them as improper fractions. Find the reciprocal of the
divisor and change the operation to multiplication. Use cancellation whenever possible.
Examples:
1 1
a. 7 ÷ 1 = ?
2 2
Solution:
Write the mixed numbers into improper fractions:
1 15 1 3
7 = and 1 =
2 2 2 2
3 2
The reciprocal of the denominator is . Hence:
2 3
5, 3 1
15 3 15 2 15 2 5 1
÷ = × = × = × =5
2 2 2 3 2 3 1 1
1 1
Worded Problem:
3 1
Lita has 2 liters of juice. If she pours liters of juice in each glass, how many glasses
4 8
will she be able to fill?
Solution:
3
Write 2 as an improper fraction:
4
3 11
2 =
4 4
11 1
Divide 4 by 8:
4, 2
11 1 11 8 11 8 11 × 2 22
÷ = × = × = = or 22.
4 8 4 1 4 1 1×1 1
1
Lita can fill 22 glasses of juice.
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REGION III
Operations on Decimals
I. Addition and Subtraction of Decimals
To add or subtract decimals, follow these steps:
Step 1: Write the decimals in columns. Make sure to align the decimal points of the
addends.
Step 2: Make the number of decimal places equal by annexing zero(s) to the decimal
number(s).
Step 3: Add or subtract the numbers from right to left in the same way you add whole
numbers. Regroup if needed. Align the decimal points of the sum with the
decimal point of the addends.
Examples:
1. Add 0.456, 0.5 and 0.9812.

Solution:
0.456 0.4560
0.5 0.5000
+ 0.9812 + 0.9812
1.9372
2. Add 0.241, 0.1221, 0.0002 and 0.1234.
Solution:
0.2410
0.1221
0.0002
+ 0.1234
0.4867
3. Subtract 1.9372 from 4.025.
Solution:
1.9372 1.9372
− 4.025 − 4.0250
2.0878
4. 4 – 2.75 = ?
Solution:
4 4.00
− 2.75 − 2.75
1.25
5. 89.78456 – 2.573 = ?
89.78456 89.78456
− 2.573 − 2.57300
43 87.21156

Telephone No.: (045) 982-0374
REGION III
II. Multiplication of Decimals
To multiply decimals, multiply them as you would multiply whole numbers. Count the
number of decimal places in both factors. The total number of decimal places in the factors
should be equal to the number of decimal places in the product.
Examples:
1. 0.375 × 346 = ?
Solution:
0.375 3 decimal places
× 346
2250
1500
+ 1125
129.750
2. 0.03 × 0.02 = ?
3. Solution:
× 0.02 2 decimal places
006
000
+ 000
00006
Since the factors have 4 decimals places, move the decimal point of the product 4
places from right to left.
0.0006.
4 3 2 1
Hence:
0.03 × 0.02 = 0.0006
3. 0.41 × 0.52 = ?
Solution:
× 0.52 2 decimal places
082
205
+ 000
4. Find the product of 4.73 and 1.2.

Solution:
× 1.2 1 decimal place
946
+ 473
III. Division of Decimals
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REGION III
To divide decimals, multiply the divisor by a power of 10 or move the decimal point to the
right to make the decimal number a whole number. Multiply the dividend by the same power
of 10 or move the decimal point to the right as many places as you moved the decimal point of
the divisor.
Divide the decimals as you would divide whole numbers. Annex zero(s) to the right of the
decimal point of the dividend until the quotient terminates or the digit(s) in the quotient
repeats.
Place the decimal point in the quotient directly above the decimal point of the dividend.
Examples:
1. 84 ÷ 1.2 = ?
Solution:
Since the divisor has one decimal place, multiply both the dividend and the divisor by
10.
84 × 10 = 840 and 1.2× 10 = 12
Hence, we will have:

84 ÷ 1.2 = 840 ÷ 12
Using long division:
70
12 ̅̅̅̅̅̅
)840
− 84
0
−0
0
So, 84 ÷ 1.2 = 70.
2. Divide 269.75 by 5.
Solution:
Using long division:
53.95
̅̅̅̅̅̅̅̅̅̅
5)269.75
− 25
19
− 15
47
− 45
25
− 25
0
Hence, 269.75 ÷ 5 = 53.95
3. 46.5 ÷ 1.5 = ?
Solution:
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REGION III
Since the divisor have 1 decimal place, multiply the dividend and the divisor by 10.
46.5 × 10 = 465 and 1.5 × 10 = 15
So, 46.5 ÷ 1.5 = 465 ÷ 15. Using long division:
31
̅̅̅̅̅̅
15)465
− 45
15
− 15
0
Hence, 46.5 ÷ 1.5 = 31.
4. 4125 ÷ 27.5 = ?
Solution:
4125 ÷ 27.5 = 41250 ÷ 275
150
̅̅̅̅̅̅̅̅̅
275)41250
− 275
1375
− 1375
0
Worded Problems
1. Lita used 1.35 kilograms (kg) of flour and 0.375 kg of sugar for baking.
How many kilograms of ingredients did she use?
Solution:
1.350
+ 0.375
1.725
Lita used 1.725 kg of ingredients.
2. Mang Pedro harvested a total of 445.5 kg. of lanzones last year. He

harvested 335.15 kg in September and 154.6 kg in October this year.
How many more kilograms of lanzones did he harvest this year than
last year?
Solution:
335.15 kg of lanzones harvested this year
+ 154.60
499.75
− 445.50 kg of lanzones harvested last year
44.25
Mang Pedro harvested 44.25 kg more lanzones this year than last year.
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REGION III
3. Mr. Chan own three pieces of land in the province. These pieces of land measures 26.35
ha, 56.45 ha, and 17.5 ha. What is the total land measure of Mr. Chan’s property?
Solution:
26.35
56.45
+ 17.50
100.30
Mr. Chan owns 100.3 hectares of land.
4. If each liter of gasoline costs PHP 38.00, about how much would 0.75 L of gasoline cost?
Solution:
38.00 × 0.75 = 28.50
A 0.75 liters of gasoline is worth PHP 28.50.
5. A meat vendor has 84 kg of meat. He plans to repack the meat with 1.2
kg in one pack. How many packs of meat will he be able to make?
Solution:
84 ÷ 1.2 = 70
The vendor can make 70 packs of meat.
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REGION III
Lesson 6: ROOTS OF NUMBERS
What is square root?

The square root of any number is a number whose square is the given number. For
example, 5 and -5 are both square roots of 25 since (5)2 = 5 x 5 = 25 and (-5)2 = -5 x -5 = 25.
Square root of 25 can be written in symbol as √25, where the symbol used to indicate
the square root is called a radical sign. The number under the radical sign is the radicand and
the combination of the radical sign together with the number is the radical.
Radical Sign √25 radicand
radical
Perfect Squares are numbers that have rational numbers as square roots. The square
roots of perfect squares are always rational numbers.
NOTE
The square root of any perfect squares is always the positive and negative root
integers and always rational.
Some common square roots of perfect squares whose roots are rational:
Perfect Squares Roots

4 2 -2
9 3 -3
16 4 -4
25 5 -5
64 8 -8
81 9 -9
a a
The square root of the rational number of the form or √ can be written and
b b
a √a
simplified by getting the roots of each term such as √ = .
b √b
4
Examples: Find √ .
25
Solution:
4 √4
from the definition
√ can be written as
25 √25
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REGION III
√4 2
= roots of 4 and 25 are 2 and 5
√25 5
2 2
The roots are and − Solution.
5 5
Irrational numbers are any numbers that cannot be expressed as a quotient of two
integers and are the roots of non-perfect squares. Decimal numbers that are non-repeating
and non-terminating are irrational numbers.
NOTE
The square root of non-perfect squares are irrational numbers.
Examples of roots of non-perfect squares that are irrational numbers:

1. √7 = 2.6457… (non-repeating and non-terminating)
Classifying the Roots of Real Numbers as Rational or Irrational
Given Roots Classification Analysis

non-repeating and
√12 3.4641… irrational
non-terminating decimal
√1000 10 and -10 rational Perfect square
Perfect square and terminating
√0.25 +0.5 and -0.5 rational
decimal
non-repeating and
√0.4 0.63245… irrational
non-terminating decimal
Principal nth Root

The principal nth root of a positive number is the positive nth root.
The principal nth root of a negative number is the negative nth root if n is odd.
The principal nth root of a negative number is not defined if n is even.
n
The notation for the principal nth root of a number b is √b.
Some common cube root, 4th root, and 5th root of integers whose roots are rational:
3 4 5
Cube root, √b 4th root, √b 5th root, √b
3 4 5
√1 1 √1 1 √1 1
3 4 5
√8 2 √16 2 √32 2
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REGION III
3 4 5
√27 3 √81 3 √243 3
3 4 5
√64 4 √256 4 √1024 4
3 4 5
√125 5 √625 5 √3125 5
3 4 5
√216 6 √1296 6 √7776 6
3 4 5
√343 7 √2401 7 √16807 7
3 4 5
√512 8 √4096 8 √32768 8
3 4 5
√729 9 √6561 9 √59049 9
3 4 5
√1000 10 √10000 10 √100000 10
Find the nth root of the following:

3
1. √8 = 2 Since the radicand (8) is a positive number, the
principal nth root of a positive number is the positive
nth root (definition). From (2)3 = 8, this means that
cube root of 8 is 2.
5
2. √−1024 = 4 Since the radicand (-1024) is a negative number and
the root (5) is odd, the principal nth root of a negative
number is the negative nth root if n is odd,
(definition). From (-4)5 = -1024, this means that the
5th root of -1024 is -4.
4
3. √−81 = not defined Since the radicand (-81) is a negative number and the
root (4) is even, the principal nth root of a negative
number is not defined if n is even (definition).
Therefore, the roots are not defined.
Analyzing and Classifying the Principal Roots of Numbers
nth root Radicand, b Root, n Principal Root

√100 +100 2 10
√−81 −81 2, even Not defined
5
√−32 −32 5, odd −2
4
√1296 +1296 4 6
3
√−125 −125 3, odd −5
4
Determining between which two integers the square root of a number lies
To approximate the value of roots in a given number, we must determine between
which two integers the square root of a number lies.
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REGION III
Example 1: Between which two integers does √20 lies?
Solution:
16 and 25 are the two perfect squares from which 20
20 lies between 16 and 25
lies
16 < 20 <25
mathematical analysis
√16 < √20 < √25
4 < √20 < 5 √20 lies between 4 and 5

Solution:
64 and 81 are the two perfect squares from which 75
lies.
64 < 75 < 81
√64 < √75 < √81
8 < √75 < 9 √75 lies between 8 and 9

Solution:
225 and 256 are the two perfect squares from which
247 lies
225 < 247 < 256
√225 < √247 < √256
15 < √247 < 16 √247 lies between 15 and 16
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REGION III
Lesson 6: ESTIMATING SQUARE ROOTS

Estimating square root of whole number up to the nearest hundredths using divide-
and-average method
Steps:
1. Find the two consecutive perfect square integers between which the given number lies.
2. Estimate the square root of the number by comparing the distance from each integer.
3. Divide the radicand by the estimated root up to the nearest hundredths.
4. Get the average of the estimated root and the quotient.
Example 1: Find the √40. Answer must be to the nearest hundredths.

Solution:
Step 1: Find the two perfect square consecutive

√36 < √40 < √49 integers between which the given number lies.
40 lies between the two perfect squares 36 and 49.
Step 2: Estimate the square root of the number by
comparing the distance from each integer. 40 is 4
√36 < √40 < √49 units away from 36 and 9 units away from 49.
Therefore, it is closer to 36. Estimated root must
4 9
be from 6.1 to 6.4. We will use the estimate root 6.3
40 ÷ 6.3 = 6.34 Step 3:Divide the radicand by the estimated root up
radicand estimated root to the nearest hundredths.
6.3 + 6.34 Step 4: Get the average of the estimated root and the
= 6.32 quotient.
2
√40 = 6.32 Answer

Solution:
Find the two perfect square consecutive integers

√16 < √23 < √25 between which the given number lies. 23 lies
between the two perfect squares 16 and 25.
Estimate the square root of the number by

Therefore, it is closer to 25. Estimated root must be
7 2 from 4.6 to 4.9. We will use the estimate root 4.8
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REGION III
23 ÷ 4.8 = 4.79 Divide the radicand by the estimated root up to the

nearest hundredths.
4.8 + 4.79 Get the average of the estimated root and the
= 4.79
2 quotient.
√23 = 4.79 Answer

Solution:
Find the two consecutive perfect square integers

Estimate the square root of the number by

Therefore, it is closer to 100. Estimated root must be
10 11 from 10.1 to 10.4. We will use the estimate root 10.2.
Divide the radicand by the estimated root up to the

110 ÷ 10.2 = 10.78
nearest hundredths.
10.2 + 10.78 Get the average of the estimated root and the
= 10.49 quotient.
2
√100 = 10.49 Answer
Conversion of Radical Numbers to Fraction by Approximation Method
Steps:
1. Find the two consecutive perfect square integers between which the given number lies.
2. Find the distance from each integer. The distance of the radicand to the first integer is the
numerator while the distance of the two perfect squares is the denominator of the
fraction.
3. The square root of the first perfect square integer will be the whole number and affix the
fraction formed to form a mixed number.
Example 1: Convert the √40 in fraction form.
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REGION III
Find the two consecutive perfect square integers
Find the distance from each integer. The distance of
40 – 36 = 4 (numerator)
the radicand to the first integer is the numerator
while the distance of the two perfect squares is the
√36 < √40 < √49 denominator of the fraction. 40 – 36 = 4 will be the
numerator and 49 – 36 = 13 will be the denominator
49 – 36 = 13 (denominator)
4
thus, the fraction formed was .
13
The square root of the first perfect square integer will

√36 = 6 be the whole number and affix the fraction formed
to form a mixed number.
4
√40 = 6 13 Answer
Approximating Square Roots to Fraction Form
Consecutive Square Root of Approximate

Perfect the First Square Root
Square Root
Squares N-A B-A Integer in Fraction
√N
Integers √A Form
A and B
1
√5 4 and 9 5–4=1 9–4=5 √4 = 2 2
5
4
√29 25 and 36 4 11 5 5
11
14
√78 64 and 81 14 17 8 8
17
18
√162 144 and 169 18 25 12 12
25
NOTE
The approximation method to fraction is just an approximate value. Although it
a
is an irrational number (cannot be converted to form), the method can be
b
used in approximating its position in a number line easily.
Plotting Irrational Numbers
1. Plot the following in a number line using the divide-average-method.
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REGION III
a. √3 b. √7 c. √15 d. π
Solution:
Notice what happens when you find their square roots. They are irrational numbers
with non-terminating and non-repeating decimals. To graph irrational numbers on the
number line, you can use calculator or find the estimate roots using the divide-and-
average method or the approximating using fraction form.
b. √3 = 1.73 b. √7 = 2.64 c. √15 = 3.87 d. π = 3.14
√3 √7 π √15
0 1 2 3 4 5 6
2. Plot the following in a number line using approximation method.
a. √5 b. √29 c. √78 d. √162
Solution:
Find the fraction form of the radicals (refer to the table in approximating square roots
to fraction form)
1 4 14 18
a. 2 b. 5 c. 8 c. 12
5 11 17 25
√5 √29 √78 √162
0 1 2 3 4 5 6 7 8 9 10 11 12 13
3. Plot the following in a number line using calculator.
a. √2 b. √32 c. √67 d. √155
Solution:
Find the fraction form of the radicals (refer to the table in approximating square roots
to fraction form)
b. 1.4142… b. 5.6568… c. 8.1853… d. 12.4498…
√2 √32 √67 √155
0 1 2 3 4 5 6 7 8 9 10 11 12 13
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REGION III
Lesson 8: THE REAL NUMBERS AND ITS

SUBSETS
What are Real Numbers?

Real numbers (ℝ) are union of the set of rational numbers and irrational numbers.
They are all the numbers that can be represented on a number line.
This is the Venn diagram of the set of real numbers.
The following are subsets of real numbers.
Natural numbers (ℕ) or Counting numbers

ℕ = {1, 2, 3, 4, 5, …}
Whole Numbers (𝕎) are union of the set

of zero and natural numbers.
𝕎 = {0, 1, 2, 3, 4, 5, …}
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REGION III
Integers (ℤ) are union of the set of whole

numbers and negative natural numbers.
ℤ = {…, –5, –4, –3, –2, –1, 0, 1, 2, 3, 4, 5, …}
3 subsets of ℤ
+
Z = {1, 2, 3, 4, 5, …}
Z– = {…, –5, –4, –3, –2, –1}
Z0 = {0}
Rational numbers (ℚ) are union of the set of

integers, fractions and decimals (terminating
and repeating decimals).
They are numbers that can be
expressed as ratio or quotient of two
𝑎
integers, where b ≠ 0.
𝑏
2
ℚ = {…, –5, − , …, 0, …, 3.75, 5, …}
3
Irrational numbers (ℚ′) are numbers that are

non-terminating, non-repeating decimals or
radicals whose roots are not exact.
ℚ′ = {…, −√5, −1.1234567890246 …, √2,
…, 𝜋, … }
Illustrative Examples:
5
1. Given 15, −12, 0, 9.35, , √12, 8. ̅̅̅
25, 8.253748654…, √9.
7
a. Which is irrational numbers?
b. Which are rational numbers?
c. Which are integers?
d. Which are whole numbers?
Solution:
a. The irrational numbers are √12 and 8.253748654…
5
b. The rational numbers are 15, −12, 0, 9.35, , 8. ̅̅̅
25 and √9.
7
c. The integers are 15, −12, 0 and √9.
d. The whole numbers are 15 and 0.
2. Determine which of the following is true or false using the following notation.
ℕ = the set of natural numbers
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REGION III
𝕎 = the set of whole numbers
ℤ = the set of integers
ℚ = the set of rational numbers
𝕀 = the set of irrational numbers
ℝ = the set of real numbers
a. 18 ∈ 𝕎
b. 25 ∈ ℕ Solution:
c. 1.125 ∈ ℚ a) True f) False, 0 is a 𝕎 but not ℕ
3 b) True g) False, it has an exact root of 10.
d. − ∈ ℤ
5 c) True Hence it is rational.
e. √39 ∈ 𝕀 3
d) False, − is not an integer, it is a fraction or
5
f. 0∈ℕ rational number.
e) True, because its root is not exact.
g. √100 ∈ 𝕀
Arranging real numbers in decreasing (descending) order or increasing (ascending) order.

Example:
1. Plot the given set of real numbers in the number line. Then rearrange the element
in increasing and decreasing order.
3 15
{4, –5, 10, 1.8, , √40, − }
4 8
Solution:
3 15
Since = 0.75, √40 ≈ 6.32, − = −1.875, then
4 8
15 3
–5 −
8 4 1.8 4 √40 10
15 3
Increasing order: {–5, − , , 1.8, 4, √40, 10}
8 4
3 15
Decreasing order: {10, √40, 4, 1.8, , − , –5}
4 8
2. Plot the set of real numbers in the number line, then rearrange it in increasing
order.
11 7
{5, –8, 0, , − , √6, −π}
3 9
Solution:
11 7
Since ≈ 3.67, − ≈ – 0.78, √6 ≈ 2.45 and −π ≈ –3.14, then
3 9
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7 11
− √6
–8 −𝜋 9 0 3 5
7 11
Increasing order: {–8, −π, − , 0, √6, , 5}
9 3
3. Plot the set of real numbers in the number line, then rearrange it in decreasing
order.
2
{−7 , 𝜋, 0.4, –4.7, 2, −√8}
3
Solution:
2
Since −7 ≈ −7.67, 𝜋 ≈ 3.14 and −√8 = –2.83, then
3
2
−7
3 −4.7 −√8 0.4 2 𝜋
2
Decreasing order: { 𝜋, 2, 0.4, −√8, –4.7, {−7 }
3
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Lesson 9: SCIENTIFIC NOTATION
What is a Scientific Notation?

A number expressed in the form a × 10n, where a is a decimal number with 1 ≤ |a|<
10, and n is an integer. In words, the number in scientific notation is written as a number with
one nonzero digit to the left of the decimal point multiplied by a power of 10. The number of
digits to the right of the decimal point in a depends on the degree of accuracy you want to
show.
3.56 × 104 Integer exponent
Decimal number between 1 and 10, including 1
Examples:
Which of the following is written in scientific notation?
1. 12.78 × 108
2. 0.134 × 105
3. 6.53 × 100.2
4. 1 × 10−3
5. 2.1 × 106
Solutions:
1. 12.78 × 108 is not in scientific notation because the decimal number 12.78 is greater
than 10.
2. 0.134 × 105 is not in scientific notation because the decimal number 0.134 is less than
1.
3. 6.53 × 100.2 is not in scientific notation, although the decimal number 6.53 is greater
than or equal to 1, less than 10, but the exponent 0.2 is not an integer.
4. 1 × 10−3 is in scientific notation because the decimal number 1 is equal to 1, less than
10, and the exponent -3 is an integer.
5. 2.1 × 106 is in scientific notation because 2.1 is greater than or equal to 1, less than 10
and the exponent 6 is an integer.
Changing the Decimal Notation to Scientific Notation

1. Place the decimal point after the first nonzero digits.
2. Count the number of places the decimal point is moved, and use that number as the
number or integer exponent.
3. If the original number is greater than 10, the exponent is positive.
4. If the original number is between 0 and 1, the exponent is negative.
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NOTE
• If the movement of the decimal place is to the left, the exponent is positive
• If the movement of the decimal place is to the right, the exponent is negative
Examples of positive integer exponent. Write each in scientific notation.
1. 240,000,000
2. 9877.234
3. 42
Solution:
1. 240,000,000
The decimal point of whole number is always
240,000,000
placed on the rightmost part.
2 4 0,0 0 0,0 0 0 Place the decimal point after the first nonzero
Initial position of the decimal point digits.
Count the number of places the decimal point is

2 4 0,0 0 0,0 0 0 moved, and use that number as the number or
8 7 6 5 4 3 2 1
integer exponent.
If the movement of the decimal place is to the left,

the exponent is positive (definition). To check, the
2.4 × 108 decimal number 2.4 is greater or equal to 1, less
than 10, and the exponent 8 is an integer.
Therefore, it is now written in scientific notation.
2. 9877.234
The decimal number is obviously placed on the

9877.234
given number.
9 8 7 7.234 Place the decimal point after the first nonzero

Initial position of the decimal point
digits.

9 8 7 7.234 moved, and use that number as the number or
3 2 1
integer exponent.
Answer, If the movement of the decimal place is

9.87 × 103
to the left, the exponent is positive (definition).
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3. 42
The decimal point of whole number is always placed
42. on the rightmost part.
4 2. Place the decimal point after the first nonzero digits.

4 2.
1 moved, and use that number as the number or
integer exponent.
Answer, If the movement of the decimal place is to
the left, the exponent is positive (definition). Take
4.2 × 10
note, since the exponent is 1, we can simplify it by
not writing the exponent 1 anymore.
Examples of negative integer exponent.

Write each in scientific notation.
1. 0.00042
2. 0.0000125
3. 0.25
Solutions:
1. 0.00042
0.00042 Determine where the decimal point is placed
0.0 0 0 4 2 Place the decimal point after the first nonzero digits.

0.0 0 0 4 2
1 2 3 4 moved, and use that number as the number or
integer exponent.
Answer. If the movement of the decimal place is to
the right, the exponent is negative (definition). To
4.2 × 10−4 check, the decimal number 4.2 is greater or equal to
1, less than 10, and the exponent -4 is an integer.
Therefore, it is now written in scientific notation.
2. 0.0000125
0.0 0 0 0 1 25 Place the decimal point after the first nonzero digits.

0.0 0 0 0 1 25 moved, and use that number as the number or
1 2 3 4 5
integer exponent.
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Answer. If the movement of the decimal place is to

1.25 × 10−5
the right, the exponent is negative (definition).
3. 0.25
0.2 5 Place the decimal point after the first nonzero digits.
0.2 5 moved, and use that number as the number or
1 integer exponent.
Answer, If the movement of the decimal place is to
the right, the exponent is negative (definition). Take
2.5 × 10−1
note, since the exponent is 1, we can simplify it by
not writing the exponent 1 anymore.
Writing Scientific Notation in Decimal Notation Form (Standard Form).
A. With Positive Integer Exponent
1. 6.25 × 105 = 6.25 × 10 × 10 × 10 × 10 × 10

= 62.5 × 10 × 10 × 10 × 10
= 625 × 10 × 10 × 10
= 6250 × 10 × 10
= 62,500 × 10
= 625,000
The number 6.25 × 105 is in scientific notation with positive integer exponent.
To convert to decimal notation form, we multiply the decimal number 6.25 by 10 five
times. This means that the integer exponent indicates the number of times it will be
multiplied to 10. Note that each multiplication by 10 moves the decimal point one place
to the right.
2. 9.68 × 103 = 9.86 × 10 × 10 × 10

= 98.6 × 10 × 10
= 986 × 10
= 9860
The number 9.86 × 103 is in scientific notation with positive integer exponent.
To convert to decimal notation form, we multiply the decimal number 9.86 by 10 three
times. This means that the integer exponent indicates the number of times it will be
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multiplied to 10. Note that each multiplication by 10 moves the decimal point one place
to the right.
NOTE
To convert a scientific notation with positive integer exponent to decimal
notation form, move the decimal point to the right by the number of integer
exponent.
Examples:
Write the following scientific notation in decimal notation form:
a. 4.12 × 106
b. 7 × 104
c. 1.04 × 103
Solution:
a. 4.12 × 106 = 4.1 2 0 0 0 0. Move the decimal point 6 places to the right.
= 4,120,000
b. 7 × 104 = 70,000 Move the decimal point 4 places to the right.
c. 1.04 × 103 = 1,040 Move the decimal point 3 places to the right.
B. With Negative Integer Exponent
1 1 1
3. 2.17 × 10−3 = 2.17 × 10 × 10 × 10
1 1
= 0.217 × 10 × 10
1
= 0.0217 × 10
= 0.00217
The number 2.17 × 10−3 is in scientific notation with negative integer

exponent. To convert to decimal notation form, we multiply the decimal number 9.86
1
by 10 three times. This means that the integer exponent indicates the number of times
1 1
it will be multiplied to 10. Note that each multiplication by 10 moves the decimal point
one place to the left.
1 1 1 1 1
4. 7.25 × 10−5 = 7.25 × × × × ×
10 10 10 10 10
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1 1 1 1
= 0.725 × × × ×
10 10 10 10
1 1 1
= 0.0725 × × ×
10 10 10
1 1
= 0.00725 × ×
10 10
1
= 0.000725 ×
10
= 0.0000725
The number 7.25 × 10−5 is in scientific notation with negative integer

exponent. To convert to decimal notation form, we multiply the decimal number 7.25
1
by five times. This means that the integer exponent indicates the number of times
10
1 1
it will be multiplied to . Note that each multiplication by moves the decimal point
10 10
one place to the left.
NOTE
To convert a scientific notation with negative integer exponent to decimal
notation form, move the decimal point to the left by the number of integer
exponent.
Examples:
Write the following scientific notation in decimal notation form:
a. 1.86 × 10−4
b. 9 × 10−3
c. 5.4 × 10−6
Solutions:
a. 1.86 × 10−4 = 0.0 0 0 1.86 Move the decimal point 4 places to the left.
= 0.000186
b. 9 × 10−3 = 0.009 Move the decimal point 3 places to the left
c. 5.4 × 10−6 = 0.0000054 Move the decimal point 6 places to the left
Problem Solving Involving Scientific Notation

Problem 1: Philippine’s national debt as of today 2020 jumps to PHP 8 600 000 000 000.00. If
there were 110 000 000 people in the country today, how much would each individual have to
pay off the debt?
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Solution: Divide the total national debt by the number of people:
8.6 × 1012 8.6 1012

= (1.1) × ( 108 ) - converting the given to scientific notation
1.1 × 108
= 7.8 × 104 - divide 8.6 by 1.1 and subtract the integer

exponents of 10 (for division)
In decimal form, this is approximately
= 7.8 × 104
= PHP 78 000.00 per person
Problem 2: A computer can perform 3.75 × 104 calculations in a single second. How many
calculations can it perform in 30 hours?
Solution: Multiply the computer calculations per second by 30 hours. Convert first 30 hours to
seconds.
60 minutes 60 seconds
30 hours × × = 108 000 seconds or 1.08 × 105
1 hour 1 minute
= (3.75 × 104 ) × (1.08 × 105 )
= (3.75)(1.08) × (104 )(105 ) - multiply 3.75 by 1.08 and add the integer
exponents of 10 (for multiplication)
= (4.05) × (109 ) - simplify
= 4.05 × 109 - convert to decimal form
= 4 050 000 000 calculations in 30 hours
Problem Solving Involving Real Numbers
Problem 1: In a survey made by the grade 7 students of ECNVHS-STE in math 7, the following
are the results of the number of hours spent in online portals such as games, social media,
educational networks, and entertainment platforms per week of the student-respondents.
a. How many more hours did they spend the social media Facebook than Kumu?
b. How many more hours did they spend watching YouTube than Netflix?
c. Find the average number of hours they spend using the social media portals
(Instagram, Twitter, Kumu, and Facebook).
d. Find the average number of hours they spend in online gaming (Mobile Legend and
DOTA).
e. Find the average number of hours they spend in entertainment portal (Wattpad,
YouTube, and Netflix).
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16
15
14
AVERAGE NUMNER OF HOURS SPENT PER WEEK
13
12
11
10
9
Facebook
YouTube
8
7
Wattpad
Mobile Legends
6
Instagram
5
Twitter
Netflix
DOTA
3
Others
2
Kumu
1
0
ONLINE PORTALS
Solutions:
a. 15 − 3 = 12 hours
b. 14 − 6 = 8 hours
10 + 8 + 3 + 15 36
c. = = 9 hours
4 4
9 + 6 15
d. 2 = 2 = 7.5 hours
13 + 14 + 6 33
e. 3 = 3 = 11 hours
3 9
Problem 2. Human bones are living tissues, minerals, and the rest water. What fraction
10 20
of the human bone is water?
Solution:
The human bones consist of living tissue, minerals, and water
Let n be the fraction form of water
3 9
Human bone = ( living tissues) + ( minerals)+ (water)
10 20
3 9
1= + +n The LCD is 20
10 20
1 3 9
= + +n Raise all fractions to 20
1 10 20
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1 × 20 3×2 9
= + +n
1 × 20 10 × 2 20
20 6 9
= + +n
20 20 20
20 6+9
= +n
20 20
20 15 Add similar fractions
= +n
20 20
20 15
n= −
20 20
20 − 15 15 20
n= To solve n, subtract from .
20 20 20
5 1
n= or
20 4
Problem 3: A man can make 255 facemasks for the front liners in 8.5 hours. If he continuously
makes a facemask for 12.25 hours, how many facemasks did he make?
Solution: Analyzing the problem, the man can make 255 facemasks in 8.5 hours.
Therefore, we need to solve how many facemasks can he make in an hour.
255 facemasks
Total mask he can make in an hour =
8.5 hours
255
=
8.5
= 30 facemasks in an hour
To find the total number of facemasks he can make in 12.25 hours, multiply it
on how many he can make in an hour .
Total mask he can make in 12.25 hours = 12.25 ×30
= 367.5 ≈ 368 facemasks
Problem 4. The final round in a mathematics quiz consists of 5 questions. The marking scheme
is as follows: 5 points for every correct answer; -3 points for every incorrect answer; and 0 point
for every question not answered.
a. What is the minimum score for the quiz?
b. What is the maximum score for the quiz?
c. Write a situation where a contestant’s final scores is -7.
d. Write a situation where a contestant’s final scores is -1.
Solution:
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a. The minimum score pertains to the lowest value in the marking scheme, therefore
the minimum score is (5 questions) × (−3 minimum points) = 5 × (−3) = −15
points.
b. The maximum score pertains to the highest value in the marking scheme, therefore
the minimum score is (5 questions) × (5 maximum points) = 5 × 5 = 25 points
c. Sample answer:
Q1 5
Q2 −3 Therefore, to get −7 score, you must have 1
Q3 −3 correct answer and 4 incorrect answers
Q4 −3 respectively.
Q4 −3
−7 SCORE
d. sample answer:
Q1 5
Q2 0 Therefore, to get −1 score, you must have 1
Q3 0 correct answer, 2 questions which are
Q4 −3 unanswered, and 2 incorrect answers
Q4 −3 respectively.
−1 SCORE
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References
Antonio, Janice F. et al. (2013). Math Connection in the Digital Age
Arsenon, Elizabeth R., et.al (2013), Department of Education: Mathematics 7 Learner’s

Material,First Edition, 2013 ISBN: 978-971-9990-60-4
Dominguez, Vilma S. and Yusingco, Juanito D. (2015), Math for Today’s Generation (with KPUP
Learning Guide, Bright House Publishing, 1st edition.
Department of Education (2013). Learner’s Module for Mathematics Grade 7
Mendoza, Marilyn O. and Oronce, Orlando A. (2012), Worktext in Mathematics 7: e-math, Rex
Bookstore Publishing, 3rd edition.
Sites for Online Learning
• Types of Set - https://www.youtube.com/watch?v=VBzlvKP-2yI

• Set Operations - https://www.youtube.com/watch?v=uT9WC6lVpK0
- https://www.youtube.com/watch?v=4TlCToZZ5gA
- https://www.youtube.com/watch?v=Mhip1rljvRo
• Intersection of Sets, Union of Sets and Venn Diagram
- https://www.youtube.com/watch?v=xZELQc11ACY
• Set: Union, Intersection, Complement
- https://www.youtube.com/watch?v=fLMN0wtiz-4
- https://www.youtube.com/watch?v=nI7h8_7Cj_E
• Set Operations and Venn Diagram
- https://www.youtube.com/watch?v=W8zXWxT_H7A
- https://www.youtube.com/watch?v=b6t0994ZZDA
• Absolute Value of a Number
- https://www.khanacademy.org/math/arithmetic/arith-review-
negative-numbers/arith-review-abs-value/v/absolute-value-of-
integers
• Fundamental Operations on Integers
- https://www.youtube.com/watch?v=_y6y-k4Yv7Q
- https://study.com/academy/lesson/operations-with-integers-add-
subtract-multiply-divide.html
• Properties of the Operations on Integers
- https://www.youtube.com/watch?v=TPmiS5Z74tk
• Rational Numbers in Different Forms
- https://www.youtube.com/watch?v=FRXFqEQQ83g
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• Operations on Rational Numbers
- https://www.youtube.com/watch?v=Rx74okVCDow
• Real Numbers and Its Subset
- https://www.youtube.com/watch?v=0ewJvfzveOg
- https://www.youtube.com/watch?v=tC7NkH5xwBM
APPROVAL SHEET
CONTENT WRITERS:
DENNIS F. SANTILLAN MARVIN Y. ARCE WELLA A. CARIÑO
REUBEN A. OLONAN MARY JANE C. PALARA
Reviewed by:
AUGUSTO L. BALLESTEROS DR. BOBBY P. CAOAGDAN

EPSvr - Math Secondary EPSvr – LRMDS
Recommended by:
DR. PAULINO D. DE PANO DR. MELISSA S. SANCHEZ

Chief-Education Supervisor – CID Asst. Schools Division Superintendent
APPROVED:
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Schools Division Superintendent
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Republic of the Philippines

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Lesson 1.1: WELL-DEFINED SET

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The symbol ∈ is used to indicate that a specific number/object is a member of a set

What Cardinality of a Set?

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What is a Finite and Infinite Set?

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What is a Universal Set?

What is Null Set?

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3. F = {x|x is a factor of 9}. How many subsets that F have?

What are Equal Sets?

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What are Equivalent Sets?

3. M = {c, o, v, i, d} and N = {v, i, r, u, s}

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Lesson 1.2: OPERATIONS ON SETS

What are Union and Intersection of Sets?

Examples: If A = {1, 3, 5, 7, 9}, B = {2, 4, 6, 8} and C = {1, 2, 3, 4, 5, 6}, find:

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Examples: If universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and

What is the Difference of Two Sets?

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Lesson 2: SOLVING PROBLEMS

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n(F) and n(T) = 23 + 25 = 48

U The shaded part of the Venn diagram

The shaded part of the Venn diagram

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Step 7: n(M) = 170. Step 8: Since there are 550 students

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Lesson 2: THE ABSOLUTE VALUE OF A

What is Absolute Value?

1. Find the absolute value of 6 and -6.

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1. THE BICYCLE JOY RIDE OR ARCHIEL AND ANGELICA

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Lesson 4: FUNDAMENTAL OPERATIONS

What are integers?

Negative Integers Zero Positive Integers

(+) + (+) = (+) The sum of two positive

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Rules in Multiplying Integers

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Multiplying integers with 𝒅𝒊𝒇𝒇𝒆𝒓𝒆𝒏𝒕 𝒔𝒊𝒈𝒏𝒔:

Rules in Dividing Integers

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Lesson 5.1: PROPERTIES OF THE

What are the Properties of the Operations on Integers?

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Lesson 5.2: RATIONAL NUMBERS IN

Converting Rational Numbers from One Form to Another.