LESSON EXEMPLAR

Subject : Mathematics
Grade Level : Seven 7
Competency : Finds the solution of Linear Equations in one variable.
Topic : Finding the solution set of a linear equations and inequalities in one
variable.
Prepared by : Editha J. Quito

I. Discussion :

An equation is a mathematical sentence indicating that two expressions are equal. The
symbol “ = “ is used to denote equality.

A linear equation in one variable is one which can be written in the form of
ax + b = 0,where a and b are real number constants and a≠0.

Examples of Linear Equations :

1. 3x = 9 3. 4x + 2 = 10
2. 12- a = 12 4. x – 4 = 6

Solving Linear Equations in one variable

To solve an equation means to find its solution .The solution of the equation is the value of
the variable that will make the equation a true statement.

To solve equations, we need to use the following properties of equalities.

1. Reflexive Property – any number or expression is equal to itself.

a=a
Examples : 2=2 ; 10 = 10

2. Symmetric Property – states that if a = b, then b = a. This allows interchanging the members of an
equation without affecting its equality.
Example : 8 = x + 3 is equal to x + 3 = 8

3. Transitive Property – states that if a = b and b = c, then a = c. In other words, two quantities which
are equal to the same quantity are also equal.
Example : If 6 + 1 = 7 and 7 = 8 – 1, then 6 + 1 = 8 – 1

4. Addition Property of Equality (APE) – states that if the same quantity is added to both sides of
the equation, the resulting equation is equivalent to the original equation.
If a, b, and c are real numbers and a = b,
Then , a+c = b+c
Example : If 6+3 = 9
Then, 6 + 3 + 4 = 9 + 4
13 = 13

5. Multiplication Property of Equality (MPE) – states that multiplying both sides of an equation by
the same number not equal to zero yield a new equation which is equivalent to the original.
For any three real numbers a, b, and c, if a = b and c ≠ 0, then
a(c ) = b(c)
Example : If 2(3) = 6
Then, 2(3)× 5 = 6 ×5
30 = 30
Note :
Multiplicative Inverse are two numbers whose product is equal to 1.
1
Example : is the multiplicative inverse of 4
4
1
Since : 4
× 4 = 1
Illustrative Examples :
1. Solve x + 9 = 15 using Addition Property of Equality (APE)
Solutions :
x + 9 = 15 Given
x + 9 + (-9) = 15 + ( - 9 ) APE
x = 6 By addition
The solution of the equation is 6.

Checking : (Replacing 6 to the variable )

x + 9 = 15
6 + 9 = 15
15 = 15

2. Solve x – 7 = 5 using APE

Solutions :
x–7 = 5 Given
x–7+7 = 5+7 APE
x = 12 By addition
The solution of the equation is 12.

Checking : ( Replacing 12 to the variable )

x - 7 = 5
12 - 7 = 5
5 = 5

3. Solve 5x = 30 using MPE

Solution :
5x = 30 Given
1 1
(5) x = 30 ( ) MPE
5 5
x =6 By Multiplication
The solution of the equation is 6

Checking : ( Replacing 6 to the variable)

5x = 30
5 ( 6 ) = 30
30 = 30

1
4. Solve x = 12 Using MPE
3
Solution :
1
x = 12 Given
3
1
3 ( x ) = 12 (3) MPE
3
x = 36 By Multiplication

The solution of the equation is 36.

Checking : (Replacing 36 to the variable)

1
(36 ) = 12
3
12 = 12
5. Solve x + 13 = 20
Solution : ( Short Method )
x + 13 = 20 Given
x = 20 – 13 Isolate the variable by transposing 13 to the other side of
the equation, change the sign from positive to negative.
x = 7 Combine the numerical terms.
By Checking :
x + 13 = 20
7 + 13 = 20 Replacing 7 to the variable since x = 7
20 = 20 The solution of the equation is 7, it makes the equation
a true statement.
II. Activity :
Solve the following equations by applying the missing terms :

Procedure Reason
1. x + 13 = 20 _______________________________
x + 13 + = 20 + _______________________________
x = _______________________________

2. x + 16 = 9 _______________________________
x + 16 + = 9 + _______________________________
x = _______________________________

3. x - 7 = 21 _______________________________
x - + = 21 + _______________________________
x = _______________________________

4. y + 8 = 15 _______________________________
y + + = 15 + _______________________________

5. 8 x = 96 _______________________________
( ? )(8x) = ( ? )(96) _______________________________
x = ? _______________________________

2
6. x = 8 ______________________________
3
2
( ? )( x ) = 8 ( ? ) ______________________________
3
x = ( ? )

_______________________________

7. –x = - 25 ________________________________
( ? ) ( - x ) = ( -25 ) ( ? ) ________________________________
x = ( ? ) ________________________________

1
8. y = 72 _______________________________
6
1
( ? )( y ) = 72 ( ? ) _______________________________
6
y = ( ? ) ________________________________

III. Assessment :
Solve for the variable, using APE and MPE.
1. 4x + 3 = 7
2. 3x – 2 = 13
3. 5x + 2x = 21
4. 5x – 8 = 22
5. 3x – 8 = 2x + 6
1
6. x - 9 = 13
2
3
7. x + 6 = 22
4
8. 5x – 8x = - 15
3 1
9. x - 3 = x +7
5 5
10. 3x + x - 8 = 16
 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Performs operations on rational numbers in fraction form
( Adds and Subtracts of Dissimilar Fractions )
Topic : Addition and Subtraction of dissimilar fractions.
Prepared by : Editha J. Quito

I. Discussion

Similar Fractions - These are fractions that have same or common denominator. They are also called
Like Fractions.

Dissimilar Fractions - These are fractions that have no common denominator.

They are also called Unlike Fractions.
Examples :

Least Common Multiple (LCM)

Least Common Multiple - is the smallest multiple that is exactly divisible by every member
of a set of numbers. This is used to make a dissimilar fraction be similar by changing it into
an equivalent fraction having LCM as their common denominator. It is also called the
Least Common Denominator (LCD).

Illustrative Example : Find the LCM/LCD of 12 and 18.

Solutions :
A. Listing Method :
Multiples of 12 : 12 , 24 , 36, 48, 60, 72, 84, 96
Multiples of 18 : 18, 36, 54, 72, 90, 108, 126.

 We have two common multiples in the list, (36 and 72)

then, least common multiple is 36.

B. Factoring Method :
Factors of 12 : 2x2x3
Factors of 18 : 2x3x3
LCM/ LCD : 2 x 2 x 3 x 3 = 36

 Multiply common factor only once ( 2 ).

 Addition and Subtraction of Dissimilar Fraction

Illustrative Examples :

5 7
1. Find the sum of and .
12 18

5 7
+
12 18

A. Get the LCM/LCD of 12 and 18 :

By Factoring :
Factors of 12 : 2x2x3
Factors of 18 : 2x3x3
LCM/LCD : 2 x 2 x 3 x 3 = 36

B. Make dissimilar fractions similar fractions where in the

denominator is the LCM which is equal to 36.

Note : To find the numerator of the equivalent fractions, divide the LCD by the given
denominator and multiply their results to the given numerators then, proceed to the
execution of the operations.

5 ? 5 3 15
= = × =
12 36 12 3 36

36
=3
12

7 ? 7 2 14
= = × =
18 36 18 2 36

36
=2
18

C. Perform the indicated operations. Reduce your answer to lowest term

if necessary.

15 14 29
+ =
36 36 36
29
Answer :
36

2. Addition of Mixed number.

 1 2 1
3. + −
4 3 2

Solution :
Factors of 4 : 2 x 2
Factors of 3 : 3 x 1
Factors of 2 : 2 x 1
LCM/LCD : 2 x 2 x 3 = 12

1 2 1 1 3 2 4 1 6
+ − = (4 𝑥 )+(3 𝑥 )−( x )
4 3 2 3 4 2 6

3 8 6
= + −
12 12 12

5
=
12

II. Activity : Coloring Math. Perform the indicated operations

Follow the list of color codes below :

Equals to 4/9 - color it pink Equals to 5/ 18 - color it yellow

Equals to 2 4/15 - color it red Equals to 13/20 - color it orange
Equals to 19 - color it violet Equals to 25/36 - color it blue
Equals to 1 2/21 - color it green

III. Assessment :

Perform the indicated operations and then, express your answers in simplest forms.

1. 2/9 + 3/9 + 1/9 6. 6/5 + 3/5 + 4/5

2. 2/5 + 7/10 7. 16/24—6/12

3. 2 5/12—2/3 8. 7/9—1/12

4. 11 5/9—7 5/6 9. 1/4 = 2/3—1/2

5. 10—3 5/11 10. 7/20 + 3/8 + 2/5

 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Translates English phrases to mathematical phrases and vice versa
Topic : Translating English phrases to mathematical phrase and vice vesa.
Prepared by : Editha J. Quito

I. Discussion :

One of the many uses of algebra is to provide a short hand for mathematics. It allows
us to write long verbal phrase in symbols.

Symbols are often used in real life to express a message. What do these symbols mean ?

Airplane places Recyclable materials Impaired Persons

In mathematics, what do these symbols mean ?

+ - x ÷

Now let us translate English phrases (verbal phrases) to algebraic expressions (mathematical
expressions).

Terms to Remember :

An algebraic expression (mathematical expressions) is a group of terms separated by the plus or

minus sign. It may consists of numbers and one or more variables associated by an operation,

Examples : a. 5a b. 2x -1 c. n2 d. x3 + 3 y

Numerical expression is an expression consists of a group of numbers only also associated by

an operations.

Examples : a. -2 ( 5 + 3 ) b. ( -6 x 30 ) + ( - 1 x 8 ) 3. 3 ( 7 + 1 )2 + 4 - 2
 In translating verbal phrases into algebraic expressions, it is important to know the words that
are used to indicated mathematical operations. Some of these words are shown in the chart that
follows.

Addition ( + ) Subtraction ( - ) Multiplication ( x ) Division ( + )

plus minus times divided by
more than less than multiplied by the ratio of
increased by decreased by the product of the quotient of
the sum of the difference of
the total of subtracted from
added to

Illustrative Examples 1 :

Translate the verbal phrases into algebraic expressions.

Verbal Expressions (English Phrases) Algebraic Expressions (Mathematical Phrases)

1. the sum of x and y x + y

2. 6 more than a a + 6
3. twice m 2m
4. the difference of b and 10 b - 10
5. 9 less than x x - 9

Illustrative Examples 2 :

Translate these phrases into their algebraic equivalent .

1. the difference of twice a number and 3.

Solution:
If x represents a number, then
“ twice a number “ = 2x
“ the difference of twice a number and three “ = 2x - 3

2. the sum of three consecutive odd integers.

Solution:
If x represents the first odd integers, then
x + 2 = the second odd integer
x + 4 = the third odd integer
“ the sum of three consecutive odd integers” = x + (x + 2) + (x + 4)

3. six less than 8 times a number.

Solution :
“8 times a number” = 8x
“six less than 8 times a number” = 8x - 6

Illustrative Example 3 :

Express each of the following as a formula.

1. The area of the square is equal to the square of its side. Answer : A = s2
2. The perimeter of a triangle is equal to the sum of the lengths of
the three sides. Answer : P = a + b + c
3. The temperature reading on the Centigrade scale C is equal to five-ninths of the reading on the
𝟓
Fahrenheit scale F decreased by 32°. Answer : °C = 𝟗
( °F - 32° )
 II. Activity
Say the word “ I LOVE YOU” in different ways or languages. Choose your answer
below with its corresponding ways or translations.

A. Translate the following verbal expressions to algebraic expressions.

Algebraic Translations
Expressions
_________ 1.the sum of 10 and x. German _______________________
_________ 2.12 less than m Italian ________________________
_________ 3 the product of 2, a and c. Chinese ________________________
_________ 4.the sum of x, y, and z Arabic ________________________
_________ 5. The sum of a and b divided by 2 Japanese ________________________

B. Translate the following algebraic expressions to verbal expressions.

Verbal Expressions Translations

𝑥𝑦
______________ 6. Indonesian __________________________
4
_______________ 7. 6b + 2 Cuban ___________________________
_______________ 8. x2 + y 2 Portuguese __________________________
_______________ 9. x2 + 8 African __________________________
______________ 10. 2d - 10 Dutch __________________________

m - 12 a + b 10 + x x + y + z 2ac
2
Ti amo Ai shite Ich liebe Ana ba Wa ai ni
imasu dich hibeck

The square of x The product of x The sum of the ten less than the product of
increased by 8 and y divided by 4 squares of x and y twice d 6 and b
increased by 2
Ek is life vir jou Acu cinta padamu Eu te sa mu Ik hou van jou Tevivnol
EE

III. Assessment :

A. Translate the following to mathematical expression.

1. Two subtracted from a.

2. Thrice the difference of x and y
3. Three more than twice a number
4. The product of 2 and the total of x and 6.
5. The sum of two consecutive integers.

B. Translate the following to verbal expression.

1. 5m – 6
2. X + 2
3. 10 y - 2
4. 8(a + b )
5. 2x + y
3
 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Multiply Polynomials
Topic : Multiplying Polynomials.
Prepared by : Editha J. Quito

I. Discussions :

Terms and Definitions

 A polynomial is a kind of algebraic expression where each term is a constant, a variable or a product of a
constant and variable in which the variable has a whole number (non-negative number) exponent.

Examples :
Polynomials Not Polynomials
1 12 6 1
a. 12a2 c. x2 - a. c. -
2 𝑎2 𝑥2 2

𝑥2
b. x4 y4 d. 5x b. d. √5𝑥
𝑦4

 A term is a constant, a variable or a product of constant and variable.

Example :

a. 5 b. x c. 3x2

In a term 3x:
3 - is called the numerical coefficient
x2 - is called the literal coefficient

Kinds of Polynomials According to the number of Terms

 Monomial is a polynomial which consists of only one term. Example : x2

 Binomial is a polynomial which consists of 2 terms. Example : x2 + 2

 Trinomial is a polynomial which consists of 3 terms. Example : x2 + 2x - 2

 Multinomial is a polynomial which consists of 4 or more terms. Example : x3 + 2x2 - 2x + 2

Multiplication of Polynomials

A. Multiplying two monomials

To multiply two monomials, multiply the numerical coefficients and combine the literal
coefficients according to the laws of exponents and the properties of multiplication.

Illustrative Examples :

1. ( 6 x2 )( 5x3 ) = ( 6 • 5 )( x2 • x3 ) = 30 x5 3. ( -4m3x5 )3 = (-4m3x5 )( -4m3x5)( -4m3x5 )

= (-4 • -4 • 4 )(m3 • m3 • m3)(x5•x5•x5)
= - 64 m9 x15
2. 8ax2 • 6a3x3 = (8 • 6)( a • a3 )(x2 • x3 )
= 48 a4 x5
B. Multiplying a monomial and a polynomial

To multiply a monomial and a polynomial, apply the distributive property of multiplication

over addition ; that is, multiply each term of the polynomial by the monomial factor.

Illustrative Examples :

1. -3m4 (2b2 + 3b – 9) = (-3m4)(2b2) + (-3m4)(3b) + (-3m4)(-9)

= -6 b2 m4 - 9 b m4 + 27m4

2. 3ab2c ( 4a5b4c2 – 6a3x) = (3ab2c)(4a5b4c2) + (3ab2c)(-6a3x)

= 12 a6 b6 c3 - 18 a4 b2 c x

C. Multiplying two binomials

 To multiply a polynomial by another, multiply each term of the first binomial by each term
of the second binomial and then take the algebraic sum of these products.

Illustrative Examples :
1. (3x + 4 )( x - 8 ) = 3x (x - 8) + 4(x - 8)
= 3x2 - 24 x + 4 x - 32
= 3x2 - 20x - 32

 Another way of multiplying this is by applying the method used in multiplying

numbers which is shown below :
3 x + 4
X x - 8
3 x2 + 4 x
-24 x - 32
3x2 - 20 x - 32

 We can also use the so-called FOIL Method to shorten the multiplication process
of two binomials. Under this method , the product of two binomials is the sum of the product of:

F - the first terms,

O - the outer terms,
I - the inner terms and
L - the last terms

Illustrative Examples :
First terms Last terms F (3x)(x) = 3 x2
( 3 x + 4 )( x - 8 ) O ( 3 x ) (-8 ) = -24 x
I ( 4 )( x ) = 4x 20x
Outer terms Inner terms L ( 4 )(- 8) = -32

Answer : 3x2 - 20x - 32

D. Multiplying Polynomial to another Polynomial

 To multiply a polynomial to another polynomial, multiply each term of the first

polynomial by each term of the second polynomial and then take the algebraic sum of these products.
Illustrative Examples :

(y + 5)(y2 – 8y + 1) = y ( y2 – 8y + 1 ) + 5 ( y2 – 8y + 1)
= y3 – 8y2 + y + 5y2 – 40y + 5
= y3 – 3y2 – 39y + 5
II. Activity:

(To get the answer, compute the product of the given exercises below. Write the letter of
the problem corresponding to the answer found in each line below.

Find the product of the two Monomials

1. ( - 4 a ) ( 2 a ) 2. ( 8 x2 y3 z4 ) ( - 6 x4 y3 z3 ) 3. ( 2 x3 ) ( - 3 x ) (7 x4 )
2
O. – 8 a N. – 48x6y6z7 R. 6x
2
P. 8 a O. 48x6y6z7 S. – 42x8
Q. 8 a P. -48x8y9z12 T. 13 x8
R. – 6 a2 Q. 48x2yz U. 42x
Multiply Monomial by Binomial
4. 5 y ( 3 y3 – 6 x y ) 5. – 5 x2 y ( 8 x y2 – 6 x2 y ) 6. – x2 ( 8 y2 – x2 )
2
H. 15 y – 30 x y A. 30 x3 y3 + 40 x4 y2 U. – 8 x2 y2 + x4
3 2
P. 15 y – 30 x y B. 40 x3 y3 – 30 x4 y2 V. x2 y2 + 8 x3
4 2
A. 15 y – 30 x y C. – 40 x3 y3 + 30 x4 y2 W. 8 x2 y2 – x4
K. 15 y4 + 30 x y2 D. -30 x3 y3 – 40 x4 y2 X. –x2 y2 – 8 x2
Get the product of Monomial and Polynomial’
7. 3abc (6a2 – 5 b2 + 4 c) 8. (3a – 4b + 2a2b – 7ab2)5ab2 9. 3y2 ( 4a – 9b + 3c )
3 3 3
R. -18 a bc + 15 ab c - 12abc B. 15a2b2 – 20ab3 + 10a3b3- 35a2b4 O. -12ay2 + 27by2 – 9cy2
3 3 3
G. 18abc – 15 a b c + 12abc C. – 15ab + 20ab3 – 10a3b + 35a2b4 P. 12ay2 – 27by2 + 9cy2
H. 18 a3bc – 15ab3cc + 12abc3 D. 15ab - 20ab3 + 10a3b3 – 35 a2b2 Q. 12y2 -27by + 9cy
3 3 3
I. – 18 a bc + a5ab c + 12abc E. -15a2b2 + 20ab3 – 10a3b3 – 35a2b4 R. – 12a2 + 27y2 + 9
Multiply the two Binomials
10. (x – 3)( x + 9 ) 11. (x + 9)2 12. ( b + 12 )( b – 12 )
2
I. x + 6x – 27 B. x2 + 9x + 81 Q. b 2 + 144
J. x2 – 27 C. x2 -18x + 81 R. b 2 - 144
2
K. – x – 6x + 27 D. – x2 + 18x- 81 S. b 2 + 24 b - 144
2
L. x + 27 E. x2 + 18x + 81 T. b 2 – 24b + 144
III. Assessment :

Direction: Write the letter that corresponds to the best answer.

1. What is the product of x2 – 2x + 1 and x + 3?

a. x3 + 5x2 + 7x + 3 b. x3 – 5x2 – 7x + 3 c. x3 + x2 – 5x + 3 d. x3 – x2 + 5x – 3

2. Find the product of y2 – 3 and y – 5.

a. y3 – 5y2- 3y + 15 b. y3 + 5y2 – 3y + 15 c. y3 – 5y2+ 3y – 15 d. y3 – 5y2 – 3y – 15

3. What is the product of ( -3a + 2b – 4) and -2 ?

a. 6a + 4b + 8 b. 6a + 4b – 8 c. 6a – 4b – 8 d. 6a – 4b + 8
4. What is the product of x – 3 and x – 6?

a. x2 + 18 b. x2 – 9x + 18 c. x2 + 9x + 18 d. x2- 18

5. What is the product of y – 7 and y – 3?

a. y2 – 21 b. y2 – 10y + 21 c. y2 + 21 d. y2 + 10y + 21

6. What is the product of ( x- 0.6) and ( x + o.6)?

a. x2 + 3.6 b. x2 – 0.36 c. x2 – 36 d. x2 + 0.36

7. What is the square of x- 9?

a. x2 – 81 b. x2 + 81 c. x2 – 18x + 81 d. x2 + 18x + 81

8. -3(x – 2xy + 4) = _____________.

a. -3x + 6xy + 12 b. -3x + 6xy – 12 c. -3x -6xy + 12 d. -3x -6xy -12

9. (x + 3)(x2 -3x + 9) = _______________.

a. x3 – 27 b. x2 + 27 c. x3 + 3xy – 27 d. x3 – 2xy + 27

10. (5- 2a)(3 – 2a) = _______________.

a. 15 + 2a2 – 4a b. 15 + 2a2 + 4a c. 4a2 + 16a + 15 d. 4a2 – 16a + 15

 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Calculates the measure of central tendency ( Mean, Mode, Median)
Topic : Calculating the mean , mode and median.
Prepared by : Editha J. Quito

I. Discussion :

Measures of Central Tendency

You know how to collect, organize, and present data. While graphs are extremely useful for

visual description of a set of data, they are not always the most convenient. So now, you will explore ways of

summarizing and describing numerical data using information from the measures of central tendency, the

mean, mode and median.

Range for a data set is the difference between the largest value and smallest value contained in the

data set.

Examples :
Data Set = 2,5,9,3,5,4,7
Reordered = 2,3,4,5,5,7,9
Range = 9 - 2
= 7

A. Mean is a single, central value that summarizes a set of numerical data. It is referred to as the average.

To find the mean, add all the numbers and divide by how many numbers there are.

Examples : 1. Find the mean of the following scores 18,15,14,9,14

Solutions :

 First add all the scores 18 + 15 + 14 + 9 + 14 = 70

 Then divide the number of scores (n = 5), since there 5 scores in the list.

𝟕𝟎
Mean = = 14
𝟓
2. The number of hours each student spends studying and doing school projects each day is

shown in the table. Find the mean amount of time the students spend studying and doing

school projects.

Kristel Roger Roland Liza April Gabriel Anabel

4 3 3 4 5 4 3.5

4+3+3+4+5+4+3.5 26.5
Mean number of hours = = = 3.8 hours
7 7

 The mean or average time the students spend studying and doing school projects

each day is 3.8 hours.

B. Median is the middle number of the set of data when the data are arranged in numerical order. It is the

𝑛+1
value of the ( )th item or position.
2

Examples : Find the median of these scores : 17,16,17,18,30,19,18.

Solutions :

 First, arrange the scores in ascending or descending order

16,17,17,18,18,19,30

 There are 7 scores. Since 7 is an odd number, simply get the middle score.(n=7)

n+1 7+1
Middle Position = = = 4 (Fourth Position)
2 2

 The fourth position is 18.

2. The table below shows the distribution of the daily allowance of 21 students.

Daily Allowance Php 20 Php 25 Php 50 Php 75 Php 100 Php 120
Number of students 3 7 6 3 1 1

Find the median daily allowance.

Solution :

 Arrange the number of students in ascending or descending order.( n = 21)



Daily Allowance P h p 100 P h p 120 P h p 20 P h p 75 P h p 50 P h p 25

Number of students 1 1 3 3 6 7
1st 2nd 3rd 4th 5th 6th
7th 8th 9th 10th 11th 12th

21 +1
Middle Position = = 11 ( Eleventh position)
2

 The eleventh position is P h p 50.

C. Mode is that number that occurs most frequently in the data.

Examples : 1. The scores of 10 students in a 5- item quiz are 2,2,3,3,4,4,4,4,4 and 5. What

Is the mode ?

Solution : The mode is 4 since it occurs most frequently. It is unimodal, It has one mode.

2. The scores of 7 students are 2, 5,2,3,5,4,7.

Solution : The modes are 2 and 5. It has 2 modes. It is bimodal.

3. The scores of 7 students in a quiz are 2,5,2,7,5,4,7.What is the mode

Solution : The modes I are 2,5,and 7.It has 3 modes. It is trimodal.

II. Activity :
III. Assessment

1. In a times table test, a group of 9 children score 25,17,21,25,23,21,27,21 and 18 out of a total of 30. Find their
mean, median, mode and range

A. 22,21,21,21 B. 22,22,21,10 C. 22,21,21,10 D. 22,22,21,21

2. The salamanders have a competition to see how far they can jump. Their results are as follows:

Captain Sally Quadra Tyger Fraser Quadra

2.3m 3.5 m 1.7m 4.3m 2.1m 1.7m

Find the mean, mode and median and range of their jumps.

A.2.6, 2.2, 1.7,2.6 B. 2.6, 1.7, 2.2,2.6 C. 1.7, 2.2, 2.6,2.6 D. 2.2, 2.6, 1.7,2.6

3. On a day in January the temperatures for 7 places around the world are as follows:

Amsterdam 5 °C Hong kong 15°C Moscow -17°C Toronto -17°C

Cape Town 20°C Minneapolis -21°C New York -6°C

Find the mean, mode and median and range of temperatures.

A. 3,6,17,-41 B. -3,-6, -17, 41 C. -3, -6, 17, -41 D. -3,-6,-17,-1

4. Mr. Ramos times the speed of his sprinters every Friday. This week he had them run from one school
building to the next. There times in seconds were 52, 6, 61, 3, 74, 8, 78, 2, 86,2, 48, 7, 98, 2,78, 2, 49, 8, 73, 5

What was the mean time, median time, most frequent time and the range of time?

A. 96,2,28,37.1 B. 37.1, 28,2,96 C. 2,96,28,37.1 D. 37.1, 28,2,96

5. Mrs. Jenkins’s job is to see if her company’s employees are being paid relatively equally based on their
responsibilities. She needs to review all employee records floor by floor. The third floor manager, Larry,
volunteers to go first. Mrs. Jenkins surveyed the salaries of all the third floor staff and finds the following
annual salaries: P 35,000, P 42,000, P 36,000, P74,000, P 38,000, P 42,000, P 39,000. What is the mean,
median, mode and range of the salary?

A. P 43,714.29, 39,000, 42,000, 39,000 C. P 39,000, 42,000, 39,000, 43,714.29

B. P 43,714.29, 39,000, 39,000, 42,000 D. P 42,000, 39,000, 39,000, 42,00

6. The number of students that used public transportation during one week shown in the table below

What is the mean of the data ?

A. 61.4 B. 60 C. 59 D. 8
7. Using the data in item # 6, what is the median?
A. 61.4 B. 60 C. 59 D. 8
8. Using the data in item in # 6, what is the mode ?
A. 61.4 B. 60 C. 59 D.8
9. Using the data in item # 6, what is the range?
A. 61.4 B. 60 C. 59 D.8
10.Which of the following is NOT true about the data in item # 6?
A. The data has no mode
B. It is uni-modal.
C. It is bi-modal.
D. It is tri-modal
 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Derives relationships among angles formed by parallel lines cut by a transversal
using measurements and inductive reasoning
Topic : Deriving relationships among angles formed by parallel lines cut by a transversal
Using measurements and inductive reasoning.
Prepared by : Editha J. Quito

I. Discussion

Angles Formed by Parallel Lines Cuts by the Transversal Line

Parallel Lines ( // ) – are two coplanar lines which do not intersect. In the figure, line 𝓹 and line 𝓵 are
Parallel lines ( 𝓹 // 𝓵 )

Transversal Line – is a line that intersects two or more lines at different points. In the figure, line 𝓽 is a
Transversal line. It intersects two parallel lines, line 𝓹 and line 𝓵.

1 2
𝓹 3 4

5 6
𝓵 7 8

 In the figure, ∠ 1, ∠ 2, ∠ 3, ∠ 4, ∠ 5, ∠ 6, ∠ 7 𝑎𝑛𝑑 ∠8 are angles formed by the two parallel lines cuts by the
transversal line.

 Angles formed in the figure can be identified as follows :

Exterior Angles – angles formed outside the two parallel lines. ∠ 1, ∠ 2, ∠ 7 and ∠ 8 are exterior
angles.

Interior Angles – angles formed within the two parallel lines. ∠ 3, ∠ 4, ∠ 5 and ∠ 6 are interior
Angles.

Corresponding Angles – pairs of angles, one interior and one exterior angle on the same side of the
transversal line. ∠ 1 and ∠ 5, ∠ 2 and ∠ 6 , ∠ 3 and ∠ 7 , ∠ 4 and ∠ 8 are pairs
of corresponding angles.

Alternate Interior Angles – pair of two interior angles with different vertices on opposite sides of the
transversal line. ∠ 3 and ∠ 6, ∠ 4 and ∠5 are pairs of alternate interior
angles.

Alternate Exterior Angles – pair of two exterior angles with different vertices on opposite sides of
of the transversal line. ∠ 1 and ∠ 8, ∠ 2 and ∠ 7 are pairs of alternate
exterior angles.
  Properties of pairs of angles formed by parallel lines cuts by the transversal line.
 Corresponding angles are equal. ∠ 1 = ∠5, ∠2 = ∠6, ∠3 = ∠7, ∠4 = ∠8
 Alternate interior angles are equal. ∠3 = ∠6, ∠4 = ∠5
 Alternate exterior angles are equal. ∠ 1 = ∠8, ∠2 = ∠7
 Two interior angles on the same side of a transversal are supplementary
.𝑚∠3 + ∠5 = 180 and m∠4 + ∠6 = 180
 A transversal is perpendicular to each of two given parallel lines.
 A line perpendicular to one line is perpendicular to another.

Illustrative Examples :

∠1= 60° ∠2 =120°

∠3 =120° ∠4 = 60°

∠5 = 60° ∠6=120°
∠7 = 120° ∠8= 60°

II. Activities

A. For each of the following, tell whether line t is a transversal line. Write Agree if it is transversal and
Disagree if it is Not transversal on the space provided for.
t
1. 2. 3.

a t
t r
b s

_____________________ ________________________ _______________________________

4. 5.

_______________________ ________________________

B. In the given figure, name the following :

1. pairs of alternate interior angles.

2. pairs of interior angles on the same side of
a transversal.
3. pairs of corresponding angles 1 2 3 4
8 7 6 5

9 10 11 12
16 15 14 13
 III. Assessment

Write the letter of the correct answer.

1. It is a line which cuts two or more parallel lines.
A. Parallel line B. Perpendicular line C. Transversal line D. Skew line

2. Two coplanar lines which do not intersect with each other.

A. Parallel line B. Perpendicular line C. Transversal line D. Skew line

3. Which of the following shows that line s is a transversal line?

A. B. C. D.

s
s
s
s

4. Which of the following is NOT the property of parallel lines cut by the transversal line ?
A. Two interior angles on the same side of a transversal are complementary.
B. Corresponding angles are equal.
C. Alternate interior angles are equal.
D. Alternate exterior angles are equal.

For Item 5-10 : In the accompanying figure, m // n and s is a transversal line. What is the measure of
each numbered angles if m∠1 = 120°. Choose your answer from the choices below.

A. 120° C. 60° m n
B. 180° D. 90° 1 4 5 8
2 3 6 7 n
5. m ∠ 3 = _______________

6. m ∠2 = _______________

7. m∠ 4 = ________________

8. m∠ 5 = ________________

9. m∠ 7 = ________________

10. m∠8 = ________________

 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Uses Venn Diagram to represents sets, subsets and set operations.
Topic : Using Venn Diagram to represent sets, subsets and set operations.
Prepared by : Editha J. Quito

I. Discussions

Venn Diagram – named after the English logician James Venn, is a pictorial representation involving
relations between and among sets. It is usually consists of a rectangle which
represents the universal set U, and at least one closed curve drawn within the
rectangle which represents a subset of U.

U
T
w
y
x z
Type equation here.

In the figure, the universal set U is represented by the region on the plane enclosed by
the rectangle. The subset T consists of points within the circle. z ∈ 𝑻 𝒂𝒏𝒅 𝒛 ∈ U , but w ∈ 𝑼 𝒂𝒏𝒅 𝒘 ∉ 𝑻.
Therefore, T ⊂ 𝑼.

Illustrative Example :

Let the universal set U consisting of the counting numbers less than 26.
Let the two subsets of U, namely, the set A consisting of the even factors of 24 and the
Set B consisting of the even counting numbers less than 11. Then, we have

U = { 1,2,3,4,5,6,7…25}
Subsets :
A = { 2,4,6,8,12,24} and B = { 2,4,6,8,10 }

To draw the Venn Diagram to visually represent the above data.

U 14 17 25

1 3 15
2 B
7 9 q2 19
A
12 6 4
11 20
8 10
24 5

13 18 16

22 23 21

Observe that the circles representing sets A and B overlap. In the region where the circles overlap,
we find the elements common to set A and set B. In the region outside the circles, we find the elements that belong
to the universal set U, but not to set A and B.
 Operations on Sets

Union of Sets ( ∪ ) – is the set of all elements found in the given subsets of the universal set.

Let set A and set B are subsets of the universal set U. The union of sets A and B, denoted by
A ∪ B ( read as “ A union B”) , is the set of all elements found in A or B or in both A and B. In symbols,
We write A ∪ B = { x l x ∈ A or x ∈ B }.

U
In the figure on the right, the rectangle represents the
Universal set, the circles represents sets A and B, and the shaded
area represents the union of A and B A
B

Illustrative Example :
U
Let set U is the universal set.
Let sets A and B are subsets of set U A B
Subsets : A = { 1 ,7, 8 } 1 8
7
B = { 8 ,9 } 8 9
Then : A ∪ B = { 𝟏, 𝟕, 𝟖, 𝟗 }
Note :
Each element in A ∪ B is listed only once.

B. Intersection of Sets { ∩ } – is the set of all elements common to both A and B.

Consider two sets, set A and set B, the intersection of sets A and B , denoted by A ∩ 𝐵 ( read as “ A
Intersection B") , is the set of all elements common to both A and B. In symbols, we write A ∩ 𝑩 = { x l x ∈ A and x
∈B}.

The overlap of the circle, as shaded in the figure on the U

right, shows the intersection of sets A and B. It consists of all elements
A B
that belong to both A and B.

Illustrative Example :

If A = { 2, 3, 4, 5 } and B = { 2, 4, 6, 8 }
Then, A ∩ B = { 2, 4, } A 3 B
2 6
5
8
4

C. Complement of a set – is the set of all elements in the universal set that are not found in a given set .

Consider set A, the complement of set A, denoted by A’ ( read as “ A prime” or A complement” ), is the
Set of all elements in the universal set that are not found in set A. In symbol, A’ = { x l x ∈ U and x ∉ A }

The figure on the right shows the relation between set A and its
U
vcomplement within the universal set which is represented by a rectangle.
Set A is represented by the circle while the shaded area outside the circle A
but within the rectangle is the complement of set A. A’

2 4

3 6

7 8
 Let U = { 1,2,3,4,5,6,7,8,9 } and A = { 1, 5, 9 } A
Then A’ = { 2,3,4,6,7,8 } 1
5
9

II. Activities

A. Replace each ? with a roster of elements appropriate to the given Venn Diagram.

1. { ? } ⊂ { north, east, south, west } 2. { ? } ⊆ { ? }

6
North
South 2 4

west 8
east

3. { e, f } ⊂ { ? } 4. { ? } ⊆ { ? }

a b c

% @
d e f
&

• #

B. Draw Venn Diagram to show:

1. { 2,4,7 } ⊂ { 1,2,3,4,5,6,7,8 } 4. {a,b,c} ⊂ { a,b,c,d,e } ⊂ { a,b,c,d,e,f,g,h }
2.{ a, c } ⊂ { a,b,c,d,e } 5. { $, +, >, < } ⊆ { $, +, >, < }
3. { 1,3,5 } ⊂ { 1,3,5,7,9 } ⊂ { 1,3,5,7,9,11,13,15 }

III. Assesment
A. Refer to the given diagram on the right.Which U 14 17 25
of the following are correct. Write True if it is correct
and False if it is Not correct. 1 3 15
2 B
7 9 q2 A 19
1. n (A) =2 6. B’ = {12, 24 } 12 6 4
2. n (U) = 18 7. 6 ∈ A 11 20
3. 8 ∈ U 8. A ∩ B = {2 ,4 ,6, 8} 8 10
4. 10∉U 9.A∪B = {2 ,4 ,6, 8, 10, 12 ,24} 24
5
5. 21∈ U 10. A’= { 1 ,3, 5,7,9,10,11,13,14,15,16,
17,18 ,19 ,20 ,21 ,22 ,23 ,25 } 13 18 16

22 23 21

B. Illustrate various operations on set as indicated by the shaded portion. Choose your answer from the choices
below.

A. B’ = { w, x } B. A ∪ B = { x, y, z } C. A ∩ B = { y } D. A’ = { w, z }

1. 2. 3. 4.
U U U U
A A
A A
x X
x B
B X
B Y B Y
y y y y w
w w z w z
 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Performs Operations on Integers
Topic : Performing operations on integers
Prepared by : Editha J. Quito

I. Discussion

Integer – is a set of positive and negative numbers including zero.

OPERATIONS ON INTEGERS
A. Addition of Integers

Rules for Addition

 If the integers have the same sign, just add the positive equivalents of the integers and
attach the common sign to the result

Examples :

1. 27 + 30 = 57 3. 31 + 70 + (9) + 155 = 265

2. (-20) + (-15) = - 35 4. (-14) + (-22) + (-8) + (-20) = - 64

 If the integers have different signs, get the difference of the positive equivalents of the
integers and attach the sign of the larger number to the result.

Examples :

1. 38 + (-20)
Get the difference between 38 and 20 : 38-20 = 18
Since 38 is greater than 20, the sign of the sum is positive
Answer : 38 + (-20) = + 18 or just simply 18

2. - 42 + 16
Get the difference between 42 and 16 : 42- 16 = 26
Since 42 is greater than 16, the sign is negative therefore the sum will have negative sign
Answer : - 42 + 16 = - 26

B. Subtracting Integers

Rules for Subtraction

The technique for changing subtraction problems into addition problems is extremely
mechanical. There are two steps:

 Change the subtraction sign into an addition sign.

 Take the opposite of the number that immediately follows the newly placed addition sign.

Example 1: 3-4

According to step #1, we have to change the subtraction sign to an addition sign.
According to step #2, we have to take the opposite of 4, which is -4. Therefore the problem
becomes:

3 + (-4)

Using the rules for addition, the answer is -1.

 Here are a few other examples:

Example 2: -2 - 8 = -2 + (-8) = -10

Example 3: 6 - (-20) = 6 + 20 = 26

Example 4: -7 - (-1) = -7 + 1 = -6

C. Multiplying Integers

Rules for Multiplication

In multiplying integers, find the product of their positive equivalents,

 If the integers have the same signs, their product is positive.

Examples :
1. ( 5 ) ( 12 ) = 60 3. ( 9 )( 8 ) ( 9 ) = 648
2. ( - 8 ) ( - 4 ) = 32 4. ( -9 ) ( -8 ) = 72

 If the integers have different signs, their product is negative.

Examples :
1. ( 4 )( -8 ) = - 32 3. (9)(8)(-9) = -648
2. ( -6 )( 8 ) = - 48 4. (-9)(-8)(-9) = -648

D. Dividing Integers

 The rules for division are exactly the same as those for multiplication. If we were to
take the rules for multiplication and change the multiplication signs to division
signs, we would have an accurate set of rules for division.

Examples:
1. ( 9 ) ÷ 3 = 3 3. ( - 9 ) ÷ ( 3 ) = - 3
2. ( -20 ) ÷ ( - 4 ) = 5 4. ( 18 ) ÷ ( - 3 ) = - 6
II. Activities :

A. What number should be in the box to make the statement true ?

1. (- 3 ) + =8 6. 6 – 11 =

2. 3 + = 2 7. – 23 = 9

3. 5 + (-2) = 8. – (-12) = 20

4. (-2) + (-10) = 9. (-15) - =0

5. + (-9) = 3 10. 0 - = 18

B. Give the value of n in each of the following : Write your answer on the space provided for.

_______1. -3(n) = 24 _______6. (-30) ÷ n = -6

_______2. (-29)(31)= n _______7. (-20) ÷ (-2) = n

_______3. (-41)(n) = 205 _______8. (-132) ÷ (-11) = n

_______4. (-15)(3)(-3) = n _______9. (-100) ÷ n = -5

_______5. (-1)(n) = 23 ______10. n ÷ (-7) = -12

III. Assessment Write the letter from column B that corresponds to the correct answer for column
A on the space provided

A B

_______________1. -3 + -11 + 34 a. -10

_______________2. 12- 29 + 11 b. -7

(12)(3)
______________3. c. -6
6

_______________4. 22 – 32 d. -5

_______________5. -27 + 20 e. -1.4

_______________6. (-3)(6)(-11) f. 3.5

_______________7. (7)(-5)(-7) g. 4

______________8. 24 ÷ (3)(2) h. 6

_______________9. 10 – (3)(5) i. 10

____________10. (2)(3)(3) – 25 ÷5 j. 13

k. 16

l. 20

m. 3

n 198 o. 24
LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Express rational numbers in fraction form to decimal form and vice versa
Topic : Expressing rational numbers in fraction form to decimal numbers and vice versa
Prepared by : Editha J. Quito

I. Discussion

𝑎
Rational Numbers – a number which can be written as quotient ( ), of two integers where the
𝑏
divisor should not be equal to zero.

Forms of Rational Numbers

𝑎
 Fraction form - a rational number written in the form ( ) . It has a numerator and a
𝑏
denominator.

Examples : ½ , ¼, ¾,

 Decimal Form – another form of rational numbers.

Examples : 0.25, 0.50, 0.75, 1.25

A. Expressing Fraction to Decimal Numbers

Steps :

 To express a fraction to decimal, we may express the fraction with a denominator that is a
power of ten or divide the numerator by the denominator.

 Divisions are continued until the remainder 0 is reached. In such cases the decimal is a
terminating decimal. We can determine whether a fraction in lowest terms can be
expressed as terminating decimal by examining the denominator.

 If the denominator has no prime factors other than 2 and 5, the fraction is
equal to a terminating decimal.


Examples :

1. ¼ = .25 2. ½ = .5 3. ¾ = .75 4. 3/8 = .375

.25 .5 .75 .375

4 1.00 2 1.0 4 3.00 8 3.000
- 8 - 10 - 28 - 24
20 0 20 60
- 20 - 20 - 56
0 0 40
 - 40
0

 If the denominator of a fraction in lowest term has a prime factor other than
2 and 5, the remainder o is not reached. Instead, some remainders keep
producing repeating digits in the quotient. Such a decimal is a repeating
decimal.

Examples :

1. 31⁄55 = 0.56363… Note : The 3 dots is called Ellipses means that the digits 63
Repeats without ending.
.56363...
55 31.00000
- 275
350
- 330
200
- 165
350
- 330
200
- 165
35
 Every fraction can be expressed as either a terminating decimal or a
repeating decimal.

B. Expressing Decimal to Fraction

 Every decimal numbers can also be expressed as fraction.

Illustrative Examples :

1. Express 0.64 as a fraction in lowest terms

64 16
Solution : 0.64 = =
100 25

2. Express 2.384 as a mixed number in simple form.

Solution : 2.384 = 2 + 0.384

384 384 ÷ 8
= 2+
1000
= 2+ 1000 ÷ 8

48 48
= 2 +
125
= 2 125

3. Express 0.22… as a fraction in lowest term

Solution : Let n = 0.22…

10n = 2.22… Multiply both sides by 10
9n = 2

2
n = Divide by 9
9

4. Express 0.1313… as a fraction

Solution : Let n = 0.1313…

 100n = 13.1313… Multiply both sides by 100
99n = 13

13
n = Divide by 99
99
II. Activity

A. Express each fraction as terminating or a repeating decimal.

11
1 3/8 4. 7
12

291
2. 2/5 5.
40

3. 5/6

B. Express each decimals as fraction in lowest term or a mixed number.

1. 0.4 4. 0.088…

2. 2.33 5. 2.17333…

3. 6.775

III. Assessment

Write the letter that corresponds to the best answer.

47
1. can be written as ________.
4
3
i. 11 ii. 11.75
4
A. I only B. ii only C. both I and ii D. neither I nor ii
2. Which fraction will give a repeating decimal?
1 2 3 8
A. B. C. D.
4 3 5 10
3. 0.1616… in fraction form is _______________.
1616 202 77 16
A.
10000
B. C. 1 125 D. 99
125
0.02
4. The value of in fraction is _________.
0.04
1 1 2 3
A. 2
B. 4 C. 5
D. 7

5. Find the fraction equivalent to 1.0777…

07777 10777 97 7
A. 1
10000
B.
10000
C. 90
D. 1 90
1
6. The decimal form of
3
is ________.
A. 0.33 B. 0.33… D. 0.3 D. 3.3
7. 10.005 is equivalent to _________.
5 1 2001
A. 10 B. 10 C. D. B and C
100 200 200
201
8.
50
in decimal form is _________.
A. 40.2 B. 4.2 C. 4.02 D. A,B and C
9. Which of the following gives a terminating decimals ?
14 5 15 4
A. B. C. D.
11 6 60 9
10. Which of the following will give a fractional form of 4.1616…?
412 412 412 412
A. 99 B. 9 C. 999 D. 9999
 LESSON EXEMPLAR
Subject : Mathematics
Grade Level : Seven 7
Competency : Solve word problems involving linear equations
Topic : Solving word problems involving linear equations
Prepared by : Edithan J. Quito

I. Discussion

 To solve a word problem, one must know how to write equations. There are steps to follow when
writing the equation and finally finding its solution.

1. Read and understand the problem. Identify what is given and what is unknown. Choose a
variable to represent the unknown number.
2. Express the other unknown , if there are any, in terms of the variable chosen in step 1.
3. Write an equation to represent the relationship among the given and unknown/s.
4. Solve the equation for the unknown and use the solution to find the quantities being asked.
5. Check by going back to the original statement.

Illustrative Examples:

A. Number Problem

1. One number is 3 less than another number. If their sum is 49, find the two numbers.

Solution :

Step 1 : Let x be the first number

Step 2 : x – 3 is the second number
Step 3 : x + ( x – 3 ) = 49
Step 4 : x + x – 3 = 49
2 x = 49 + 3
2 x = 52
x = 26 the first number
x – 3 =26 – 3 = 23 the second number

B. Age Problem

2. Six years ago, Mrs. De la Rosa was 5 times as old as her daughter Leila. How old is Leila now if her age
is one- third of her mother’s present age ?

Solution :

Step 1 : Let x be Leila’s age now.

3x is Mrs. De la Rosa’s age now.
Step 2: x – 6 is Leila’s age 6 years ago.
3x – 6 is Mrs. De la Rosa’s age 6 years ago.
Step 3 : 5 ( x – 6 ) = 3x - 6
Step 4 : 5 ( x – 6 ) = 3x - 6
5x – 30 = 3x – 6
2 x = 24
x = 12 Leila’s age now
3 x = 36 Mrs. De la Rosa’s age now.
Step 5 : Check :
Thrice of Leila’s present age, 12, is Mrs. De la Rosa’s present age, 36. Six years ago, Mrs. De la
Rosa was 36 – 6 = 30 years old which was five times Leila’s age, 12 – 6 = 6.
C. Work Problem

3. Christian can wash and wax one car in 3 hours. Jing can do the same in 4 hours. If they work together,
how long will it take them to wash and wax one car ?

Solution :

( rate of work ) ( time ) = ( work done )

rt = w

Step 1 : Let t be the time in hours for Christian and Jing to wash and wax one car
Step 2 : Christian can do one- third of the job in 1 hour.
Jing can do one-fourth of the job in 1 hour

Rate of work Time Work Done

Christian 1/3 t 1/3 t
Jing 1/4 t ¼t
.
Step 3 : t/3 + t/4 = 1 ( Together, they complete 1 job )
Step 4 : 4 t + 3t = 12 ( Multiply by 12 , the LCD )
7t = 12
12 5
t=
7
or 1 7
hours
Step 5 : Check :
12 1 4
The part of the work that Christian can do to one hour is ( )( 3 ) = while that of Jing is
7 7
12 1 3 4 3
( 7
)(4) = 7
. Working together,
7
+ 7
= 1, they can finish the work in one hour..

II. Activity

Answer the following problems, write your answer on the space provided for.

A. Number Problem
Five times a certain number equals 120. Find the number.

Solutions :

Step 1 : Represent the unknown/s 1. _______________________________________________

Step 2 : Form the equation 2. ________________________________________________
Step 3 : Solve the equation 3. _________________________________________________
_________________________________
_________________________________
Step 4 : Check : 4. _________________________________
_________________________________

B. Age Problem
Five years ago, Roma was twice as old as Joy. In 6 years, the sum of their ages will be 40 years. What
the present age of each ?

Solutions :

Step 1 : Represent the unknown/s 5. ________________________________________________

Step 2 : Form the equation by completing the table :

Age
5 years ago At present After 6 years
Roma 6. 8. 10.
Joy 7. 9. 11.
 Step 3 : Solve the equation 12. ______________________________________________________
_______________________________________________________
_______________________________________________________
________________________________________________________

Step 4 : Check : 13. _______________________________

___________________________________________________

C. Work Problem

Joseph can finish a project in 10 hours and Aaron can do the same project in 8 hours.
How it take them to finish the project together ?

Solutions :

Step 1 : Represent the unknown 14. ________________________________________________

Step 2 : Form the equation by completing the table :

Rate of work Time Work done

Joseph 15. 17. 19.
Aaron 16. 18. 20

Step 3 : Solve the equation 21. __________________________________________________

_____________________________
_____________________________
Step 4 : Check : 22. __________________________________
___________________________________________________

III. Assessment

Write the letter that corresponds to the correct answer.

1. If A stands for Alvin’s age and F for his father’s age, which of the following shows that Alvin is 27
Years younger than his father ?
A. A + F = 27 B. F – 27 = A C. A – 27 = F D. F + 27 = A

2. Twice the sum of two numbers is equal to three times their difference. In symbols, this is
A. 2x + y = x – y B. 2 ( x + y ) = 3 ( x – y ) C. 2 ( x + y ) = 3 –y D. 2 ( x + y ) = 3x – y

3. Joy weighs one third as much as her father. If Joy weighs 43.5 pounds, how much does her father
weigh ?
A. 62.5 pounds B. 95.7 pounds C. 130.5 pounds D. 150 pound

4. Annie is four times as old as Fe. Six years from now, she will be twice as old as Fe. How old is Annie
now ?
A. 12 B. 3 C. 16 D. 4

5. Referring to Item # 4, what is the age of Fe now ?

A. 12 B. 3 C. 16 D. 4

6. Faith is x years old now and her mother is k times as old as she is. In n years, how old will her mother be?
A. x + k + n B. k n + x C. k x + n D. k ( x + n )

7. Referring to item # 6, what will be the age of Faith in n years ?

A. x + k + n B. k n + x C. k x + n D. x + n

For Item 8-10

Gino can wax the floor in 45 minutes and Janno can do the same work in 30 minutes. How long will it
take them to finish the same work if they work together ?

8. Represent the work done of Gino and Janno respectively ?

1 1 1 1 45 30 1 3
A.
45
t , 30 t B. 30
t , 45 t C. 90 t , 90 t D. 90 t, 90 t
9. Which of the following equation shows the work done together by Gino and Janno?
1 1 45 30 1 1 45 30
A.
45
t + 30
t =1 B. 90 t + 90
t =1 C. 45 t + 30
t = 90 D. 90 t + 90
t = 90

10. How long will it take them to finish the work ?

A. 17 minutes B. 18 hours C. 18 minutes D. 17 hours