QUARTER 2

Mathematics G7
 Republic Act 8293, section 176 states that: No copyright shall subsist
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This module was carefully examined and revised in accordance

with the standards prescribed by the DepEd Regional Office 4A
and CLMD CALABARZON. All parts and sections of the module
are assured not to have violated any rules stated in the
Intellectual Property Rights for learning standards.
The Editors
PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

PIVOT 4A CALABARZON Math G7

 Mathematics
Grade 7
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead

Jisela N. Ulpina
Content Creator & Writer

Jhonathan S. Cadavido & Angelo D. Uy Internal

Reviewer & Editors

Lhovie A. Cauilan & Jael Faith T. Ledesma Layout

Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno Graphic

Artist & Cover Designer

Ephraim L. Gibas IT
& Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
Guide in Using PIVOT 4A Learner’s Material

PIVOT 4A CALABARZON Math G7

 For the Parents/Guardians
This module aims to assist you, dear parents, guardians, or siblings of the
learners, to understand how materials and activities are used in the new
normal. It is designed to provide information, activities, and new learning
that learners need to work on.
Activities presented in this module are based on the Most Essential
Learning Competencies (MELCs) in Mathematics as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in guided and
independent learning activities at their own pace. Furthermore, this also
aims to help learners acquire the essential 21st century skills while taking
into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the learner’s
mastery of the subject matter. Be reminded that learners have to answer all
the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
gradelevel knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are arranged
according to graduated levels of difficulty—from simple to complex. You are
expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time and
date agreed upon.

Parts of PIVOT 4A Learner’s Material

K to 12 Learning
Descriptions
Delivery Process

PIVOT 4A CALABARZON Math G7

 This part presents the MELC/s and the desired
What I need to know
learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples. This
maximizes awareness of his/her own knowledge
as regards content and skills required for the
What is new lesson.

What I know This part presents activities, tasks and contents of

value and interest to learner. This exposes him/her
on what he/she knew, what he/she does not know
What is in and what he/she wants to know and learn. Most of
the activities and tasks simply and directly revolve
around the concepts of developing mastery of the
What is it target skills or MELC/s.

In this part, the learner engages in various tasks

and opportunities in building his/her knowledge,
What is more skills and attitude/values (KSAVs) to meaningfully
connect his/her concepts after doing the tasks in
the D part. This also exposes him/her to real life
situations/tasks that shall: ignite his/ her
What I can do interests to meet the expectation; make his/her
performance satisfactory; and/or produce a
product or performance which will help him/her
fully understand the target skills and concepts .

What else I can do

This part brings the learner to a process where

he/she shall demonstrate ideas, interpretation,
What I have learned mindset or values and create pieces of information
that will form part of his/her knowledge in
reflecting, relating or using them effectively in
any situation or context. Also, this part
encourages him/her in creating conceptual
What I can achieve structures giving him/her the avenue to integrate
new and old learnings.

This module is a guide and a resource of information in understanding the Most

Essential Learning Competencies (MELCs). Understanding the target contents and
skills can be further enriched thru the K to 12 Learning Materials and other
supplementary materials such as Worktexts and Textbooks provided by schools
and/or Schools Division Offices, and thru other learning delivery modalities,
including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Math G7

 Measuring Quantities
Lesson
WEEKS
I
1-2 Measurement is a number that characterized an object or event, which can be
compared with other objects or events. You use basic unit of measure for length, time,
weight/mass, electric current, volume, angles, temperature and rate. There are two

systems of measures, the Metric System or the International System of Units (SI) and
the English System. Most countries, including the Philippines, use the SI Unit of
measure.

PIVOT 4A CALABARZON Math G7 6

Learning Task 1. Identify the appropriate unit of measure that can be used to the
following quantities.
Physical Quantity Unit of measure Physical Quantity Unit of measure

1. table 5. distance of your

place to Manila

2. handkerchief 6. baking cake

3. ice cream 7. balikbayan box

4. ball pen 8. size of the shoes

Each unit of measure has its own use in any physical quantities.
1. Length describes how long a physical quantity is. It
includes distance, height, depth and the like. In the
previous page you can see the different units of
measures used in measuring length. The smallest unit
of measure for length is millimeter (mm) and the
biggest unit of measure is kilometer (km). Length is use
to determine perimeter and area of other geometric
figures. The basic instrument used in measuring
length is a ruler. It has four units of measure,
millimeter (mm), centimeter (cm), inches (in), and foot.
Meter
stick is used to measure longer length like measur- Instruments Used to Measure Length ing
the floor of your house, the distance between the floor and the ceiling and
many more. In English System , yard stick is used. Distance from one town
to another is measured by kilometers in metric system or miles in English
System. The instrument use is odometer.
One unit of measure can be expressed in another unit of measure. It can
be from smaller to bigger unit and vice versa or from Metric unit to English unit of
measure and vice versa.
The table below shows the equivalent measure of one unit to meter since it is the
basic unit of measure in metric system.

7 PIVOT 4A CALABARZON Math G7

 Unit Meaning In converting smaller unit to
bigger unit, divide the given by
the corresponding powers of
Millimeter (mm)
0.001 meter 10 while from bigger to smaller
multiply the given powers of
Centimeter (cm) 0.01 10.
meter
meter
Decimeter (dm)
0.1
Dekameter (dam) 10 meters

Hectometer (hm)
100 102
meters
Kilometer (km) 1000 103
meters
Every step
x n
10 should be
multiplied by
km hm dam m dm cm mm 10
Every step n
should be 10
divided by
10
Examples:
1. Convert 3 km to a) m b. cm
Solution: Given : 3 km to be converted to smaller unit. Hence you multiply
by powers of 10.
Since meter is 3 steps from kilometers, them 3 km = 3 x 103 = 3,000 meters
Centimeter is 5 steps from km, the 3 km = 3 x 105 = 300 000 cm
2. Convert 560,000 cm to a) dam b) km
Solution: Given: 560,000 cm to be converted to bigger units. Hence you divide
by powers of 10.
Since dam is 3 steps from cm, then 560,000 cm = 560,000 ÷ 103 = 560 dam
Kilometer is 5 steps from centimeter, then 560 000cm = 560,000÷105 = 5.6 km
3. The length of the rectangular lot is 12 m and the width is 550 cm. Find the
perimeter and the area.
Solution: Given L = 12m w = 550 cm
Before solving for the perimeter and the area of the rectangular lot, make sure
that the length and the width have the same unit of measure. Hence you can
convert one unit in terms of the other unit. In this case centimeter is converted to
meters. 550 cm = 550 ÷ 102 = 5.5 m. The width now is w = 5.5 m
P = 2l + 2w ( formula for the perimeter) A = lw ( formula for the area)
= 2(12) + 2(5.5) = 12(5.5)

= 24 + 11 = 35 meters = 66 m2 ( square meter)

PIVOT 4A CALABARZON Math G7 8

 The table below shows how to convert the English unit to metric unit of measure and
vice versa.
Converting to Multiply by Result

Inch (in) Foot cm 2.54 1 in = 2.54 cm

(ft) cm 30.5 1 ft = 30.5 cm
Yard (yd) m 0.9 1 yd = 0.914 m
cm 90 = 91.4 cm
Mile (mi) km 1.61 1 mi = 1.61 km
Centimeter (cm) in 0.4 1 cm = 0.4 in
Meter (m) in 39.4 1m = 39.4 in
ft 3.28 = 3.28 ft
Kilometer (km) yd mi 1.1 = 1.1 yd
0.62 I km = 0.62 mi
Examples:
1. What is 4.2 inches in centimeter?
Solution: Since 1 in = 2.54 cm , then 4.2 in = 4.2(2.54) = 10.67 cm
2. What is 10.5 m in yards?
Solution: Since 1 m = 1.1 yd, then 10.5m = 10.5(1.1) = 11. 55 yds.
3. Three yards of ribbon will be cut into 7 equal pieces. How long in centimeters
is each piece?
Solution: Convert 3 yards to centimeters.
Since I yd = 91.4 cm, then 3 yd = 3(91.4) = 274.2 cm
To get the length of each piece : 274.2 ÷ 7 = 39.17 cm per piece.

2. Volume and Capacity

Volume is the measure of how much amount of space is occupied by a 3-
dimensional figure. Capacity is the amount contained in a 3-demensional figure.
Volume can be measured using SI units like cubic meter (m3 ) for solid, which is
the basic unit for volume. Other unit of measure is Liter for liquid which is
equivalent to 1000 cubic centimeter. For English System, gallon, pints or fluid ounce
are used to measure the capacity of liquid contained in a 3-dimentional
figures.
The illustration at the right is a cube whose edge
measures 10 cm. The volume of the cube is 1000
cm3 or cc (cubic centimeter). This means that it can
hold a capacity of 1000cc or of liquid equivalent to
1 Liter (L). Your water consumption is measured in
cubic centimeter. You can verify it through your
water bill. For larger capacity , cubic meter is used.
Smaller capacity is measured using milliliter (mL) ,
which is commonly used for liquid medicine
prescriptions.
9 PIVOT 4A CALABARZON Math G7
Below is the conversion table for volume.

Unit Equal to Unit Equal to

Cubic kilometer (km3) 109 m3 Cubic meter (m3 ) 1000 L

Cubic hectometer (hm3 ) 106 m3 Hectoliter (hL) 100 L
Cubic dekameter (dam3 ) 103 m3 dekaLiter (daL) 10 L
Cubic meter (m3) 100 m3 =1 Cubic decimeter (dm3) 1L

Cubic decimeter (dm3) 10-3 m3 Deciliter (dL) 0.1 L

Cubic centimeter (cm3) 10-6 m3 Centiliter (cL) 0.01 L

Cubic millimeter (mm3) 10-9 m3 Milliliter (mL) = cc 0.001 L

Examples:
1. Convert 8 m3 to mm3 .
Solution: Since the conversion is from bigger unit to smaller unit, you have to
multiply every step by 103. Cubic millimeter (mm3 ) is 3 steps from m3, therefore
8m3 = 8(109) = 8 x 109 cubic millimeter.
2. Convert 340,000 cm3 to km3
Solution: Since the conversion is from smaller to bigger unit, you have to divide
every step by 103. Cubic kilometer (km3 ) is 5 steps from cm3 , therefore 430000
cm3 = 430 000 ÷ 1015 = 430 00 x 10-15 or 4.3 x 10-19 km3.
3. The rectangular prism measures 0.054 m in length , the height is 5 cm and the
width is 42 mm, what is the volume of the prism in cubic centimeter. How many
liters of liquid can it hold?
Solution. All unit of measure must be in centimeter. Convert 0.054 m and 42mm to
cm. 0.054 m = 0.054 x 102 = 5.4 cm; 42 mm = 42 ÷ 10 = 4.2 cm The volume of
the prism is V = lwh = 5.4(4.2)(5) = 113.4 cm3
Since 1 cc = 0.001 L, then 113.4 cm3 or cc = 113.4 x 0.001 = 0.1134 L

Other measures for capacity that are very useful in your home are shown in the table
below:
Convert to Multiply by Result

Teaspoon (tsp) mL 5 1 tsp = 5 mL

Tablespoon (tbsp) mL 15 1 tbsp = 15 ml

Fluid ounce (fl.oz) mL 30 1 fl.oz = 30 mL

Cup (c) L 0.28 1 c = 0.28 L

Pint (pt) Lc 0.47 1 pt = 0.47 L

qt 2 =2c
0.5 = 0.5 qt
Quart (qt) Lc 0.95 1qt = 0.95
pt 4 =4c
2 = 2 pt

PIVOT 4A CALABARZON Math G7 10

3. Mass is a measure of the amount of matter in a sub
stance or an object. The basic SI unit for mass is the
kilogram (kg), but smaller masses may be measured in
grams (g), for great amount of mass, the unit of
measure is ton. To measure mass, you would use a
balance or weighing scale. Weighing scales can be in
different forms according to its use. There are
weighing scales intended for kitchen use, for markets
and some for heavy weights. At the right are samples
of weighing scales.
The table below shows the metric unit of measure and its equivalent in

Unit Equivalent
Milligrams (mg) 1 mg = 0.001g Converting bigger unit to smaller unit,
Centigram (cg) 1 cg = 0.01 g multiply every move by 10
x10
Decigram (dg) 1dg = 0.1 g
dag mg
kg hg g dg cg
Gram (g) 1g = 1 g
Dekagram (dag) 1 dag = 10 g ÷ 10

Hectogram (hg) 1 hg = 100 g Converting smaller unit to bigger unit,

divide every move by 10
Kilogram (kg) 1 kg = 1000 g
Metric ton (t) 1 t = 1 000 000 g
= 1000 kg

Every cup cake needs 2250 mg of flour . How many grams of flour is needed

Solution: Convert first 2250mg to g. Since converting smaller unit to bigger

divide every step by 10. Gram is 3 steps from mg, then
2250mg = 2250÷ 103 = 2. 25 g

Gallon (gal) L 3.8 1gal = 3.8 L

Examples:
1. How many liters is 16 cups of milk?
Solution: Since 1 cup is 0.28 L, then 16 cups = 16 x 0.28 = 4.48 L.
2. A bottle of cough syrup contains 5 fl.oz . If you are going to drink the medicine
and the doctor prescribed 5 mL three times a day, how many days you’re going
to drink the one bottle of medicine?
Solution: Convert 5 fl.oz to mL. 5 fl.oz = 5 x 30 = 150 mL. If you are going to
drink 5mL , 3 times a day, in one day you will consume 15 mL.
The number of days you can consume the medicine is 150 ÷ 15 = 10 days

grams.

11 PIVOT 4A CALABARZON Math G7

Examples:

1. E
for12 cup cakes?

12 cup cakes need 2. 25 g x 12 = 27 g of flour

2. In your village, the garbage collector collects 980 kg of garbage everyday. How
many metric ton of garbage in 30 days can they collect?
Solution: 1 metric ton = 1000 kg , therefore 980 kg = 980 ÷ 1000 = 0.98 t
In 30 days they can collect 0.98 x 30 = 29.4 t of garbage.

4. Temperature refers to the measure of the hotness or coldness of an object or

substance with reference to some standard value. The instrument used to
determine temperature is a thermometer. It is measured by Kelvin (K), degree
Celsius (0C), and degree Fahrenheit (0F) The commonly used units of measure for
temperature are degree Celsius and degree Fahrenheit.
Comparing the three units of measure as you can
see in the figure the boiling point of water, body
temperature, room temperature and freezing point
of water are different from each other. You can
convert one unit of measure to the other using
these formulas:
Fahrenheit to Celsius

0C = (05F 32) or 0C = 0.56(0F - 32)

9
Celsius to Fahrenheit
0F = 9 ( 0C) 32 or 0F = 1.8(0C) + 32
5
Celsius to Kelvin
K = 0C + 273 Examples:
1. A butter melts at 310C while a candle melts at about 550 C. How much higher
is the melting point of candle in Fahrenheit?

PIVOT 4A CALABARZON Math G7 12

 Solution: Find how much higher the meting point of candle than butter:
550C - 310C = 240C. Convert 240C to 0 F. 0F = 1.8(24) + 32 = 75.2
The melting point of candle is 75.20F higher than the butter.
2. The recipe for a certain cake to be baked in an oven calls for a 4750F tempera
ture. If your oven is set in degree Celsius, what should be your temperature
setting?
Solution: Change 0F to 0C: 0C = 0.56(475 - 32) = 0.56(443) = 248.08 0C or

you may round off to 2500C in your oven setting.

5. Time is very important and the fundamental quantities of physical world. As
the saying goes “Time is gold”. Everything you do is bounded with time. Time is
a period during which an action or event occurs.
Earth revolves around the sun for 365 days, 5 hours, 48 minutes and 46
seconds. However , the 365 days is adapted as equivalent to one year. Nevertheless,
the 5 hours, 48 minute and 46 seconds are still considered that is why we have
leap year, which 366 days every 4 years.
The table shows the unit of time:
60 seconds (s) = 1 minute 366 days = 1 leap year

60 minute (min) = 1 hour 10 years = 1 decade

24 hours (h) = 1 day 20 years = 1 score

12 months (mo) = 1 year (yr) 100 years = 1 century

365 days = 1 year 1000 years = 1 millennium

Examples:
1. Joy recorded a song for 140 minutes. How many hours did she spend in
recording the song?

Solution: Since 1 h = 60 minutes, then 140 min = 140 ÷ 60 = 2.33 hours

2. Approximately it takes 1575.5 minutes to travel by sea from Manila to Leyte.
How many days, hours, minute and seconds does it take to travel from Manila to
Leyte?
Solution: Convert 1575.5 min to hour. 1575.5 min = 1575.5 ÷ 60 = 26.26 hours
Convert 26.26 hours to days. 26.26 h = 26.26 ÷ 24 = 1. 09 days
Convert 0.09 days to hour . 0.09 day = 0.09( 24) = 3.06 hours
Convert 0.06 hour to min. 0.06 hr = 0.06(60) = 3.6 min
Convert 0.6 min to second. 0.6min = 0.6(60) = 36 seconds
Thus, it takes 1 day, 3 hours, 3 minutes and 36 seconds to travel from Manila to
Leyte.
6. Angle is formed by two rays intersecting at a point called the vertex of the
angle. The two rays are called the sides of the angle. The amount of the opening
of the two sides determines the measure of the angle. The unit of measure is
degrees and the instrument used to meas-
ure the angle is a protractor. The protrac- P

13 PIVOT 4A CALABARZON Math G7

 N
tor has inner and outer scale. The inner scale is read in a counter
clockwise direction while the outer scale is read in a clock wise direction.
The angle can be
M
named using the letter assigned to the vertex. However if there are several angles
with the same vertex you use the 3 letters
in naming the angle. In the figure at the right , you can name several angles like
BAC o r CAB (the symbol is read as angle) The measure of this angle is
450 , reading the inner scale. Make sure that one side of the angle lies on the zero
line. This angle is an acute angle. Any angle that measures less than 900 is an
acute angle. BAD 90 . This angle is a right angle. Right angle measures
0

900. An angle whose measure is more than 900 is an obtuse angle

like , the measure is read using the outer scale. FAC 1350
Examples:
Using the figure above determine the measure and kind of angles are the following:
a. FAE b BAE c

DAF d EAC Solution: a. 400 , acute angle c. 900 right

angle b 1400, obtuse angle d. 0

EAC FAC FAE 95 obtuse angle

7. Rate is a ratio of two different quantities. Among these ratios are speed, which
is the ratio between distance and time, water consumption is the ratio of the
price per cubic meter and many more.
Examples:
1. What is the speed of the car if it travels 100 kilometer in 2 hours?
Solution: The ratio between the distance and the time is the speed.

PIVOT 4A CALABARZON Math G7 14

 100
2

E
Learning Task 2.
A. Convert to the indicated unit of measure

1. 708 mm = ______m 6. 3,569 sec = _____days

2. 15.6 km = ______ dam 7. 4 score = ______ mo.

3. 108 cc = ______mL 8. 299 K = _______0C

4. 8 tbsp = ______ mL 9. 2000F = ______0C

5. 16.5 L = _____ gal 10. 10,866 mg = ______kg

B. Identify what kind of angle with the given measure are the following:
1. 470 4. 100
2. 1600 5. 910
3. 890

C. Solve the following;

1. Elisse has 20 meters of ribbon. How many 15 cm of ribbon can be cut from it?
2. Mr. JB has a rectangular lot that measures 550 meters by 0.75 km. What is
the area of the land in square meter. He is selling the whole lot for 206,
250,000 pesos, how much is the price per square meter?
55 The speed is 55 km per hour or 55kph

15 PIVOT 4A CALABARZON Math G7

3. Drinking 8 glasses of water a day is good for your health. If each glass of water is
equivalent to 148 mL, how many liters of water you need to consume everyday.
4. Your baby brother has a body temperature of 1000 F. What is his body
temperature in 0C? Does he has a normal body temperature?
5. Your mother asked you to buy 2.5 kg of sugar. Each pack of sugar in the store
weighs 250 grams. How many packs of sugar will you buy?
6. The 120 grams powdered milk make 12 cups of milk. How many kilograms of
powdered milk can produce 60 cups of milk. How many liters is 60 cups of milk?

Ingrediemts Measure for one cake Measure for 3 cakes

Cake flour 12,000 mg ________g

Milk 2 cups ________mL

Brown sugar 1 pint ________cups

butter 5 mg _______ g

PIVOT 4A CALABARZON Math G7 16

 walter 0.006 L ________ml

Chocolate chips 100 mg ________ g

Subject Number of Subject Number of

Math 45 MAPEH 30
Science 40 EPP 30

English 40 ESP 25
Filipino 35

A. How many hours in a day you spend studying all these subjects?
B. If you will add the number of minutes you spend in each subject in one
week, how many hours you spend in one week for each subject.
C. You mother gives you 2700 seconds playtime everyday, how many minute is
your playtime.
D. Refer to the figure at the right. Find the measure and identify the kind of
angle.

A
Learning Task 3: P
N

1. FAP 3. NAM
EAN
2. DAC 4. NAP 5.

B. Below is a recipe of a cake . Find the equivalent amount for 3 cakes.

7. You have 8 modules to study in a day. Your teacher gave you this schedule for 5
days from Monday to Friday.

1. If the cost of all the ingredients for 3 cakes is P 360.00, how much the ingredients
per cake costs?
2. If a cake was sold for P220.00, how much is the profit for the three cakes?

Algebraic Expressions
Lesson
I
In the English subject you learn about phrases and sentences. Mathematics has also
mathematical phrases and sentences. You have to translate verbal phrases to
mathematical symbol to form mathematical phrases. Mathematical phrase consists
of operational symbols like +, -, ( ) or x , ÷ or /. There is/are corresponding word(s) for

17 PIVOT 4A CALABARZON Math G7

 these symbols. Aside from operational symbols, it also includes variables and
numbers.

WEEK
D
Learning Task 1: What mathematical operation corresponds to the following words.
3 Do this in a separate sheet of paper.
Mathematical Mathematical Mathematical Mathematical
term symbol/ term symbol/
operations operations

sum Product

Increased by Quotient

difference Times

Decreased by Divided by

Less than More than

In mathematics you cannot do away with symbols. Mathematical word problems
cannot be solved unless you translate it into symbols. Symbols used for operations
are called operational symbols while symbols used to determine relation between
quantities are called relational symbols.
Operational Words associated to Operational Words related to
symbols symbols symbols symbols

Plus sign (+ ) Plus, add, increased Division sign Divide, quotient,

by, more than, sum of ÷, / or bar ratio

Minus sign Minus, subtract Involution Raised to the

( -) from, decreases by, power of, squared,
(exponents)
diminished, differ- cube ..,

Multiplication Evolution nth Roots,

Multiply, multiplied
sign {x, where
by, the product of, Radical sign
( ), } times (no symbol n is any positive
between variables integer
means multiplication

In grammar, a phrase is a group of words that does not express complete thoughts.
Mathematical phrase does not express a complete thought also unless it becomes an
equation.
Examples: Translate the following to mathematical symbols:
1. Thrice the sum of 5 and a number.
Solution: let m be the number
Sum of 5 and number ( 5 + m)
Thrice means 3 times
The mathematical phrase is 3(5 + m)
PIVOT 4A CALABARZON Math G7 18
2. Subtract two thirds of the number from thirty
Solution: let x be the number
Two thirds of the number - the word “of” means multiply. x

2
The mathematical phrase is 30 x
3
2
3. One half the square root of twice the
3 square of the number .
Solution: Let y be the number. Twice the square of the number : 2y2
Square root of 2y2 : 2y2

2y2
The mathematical phrase is
2
4. Translate 2x - 5 to verbal phrase .
Solution: 2x means twice a number
Possible verbal phrase : Twice a number decreased by 5 or Subtract 5 from
twice a number.
In the above examples the mathematical phrases are called algebraic expressions.
Algebraic expression can be a number, a single variable or a combination of letters,
numbers and operational symbols.
Examples:
A. 3, m, -5x, 3y, 7xy are algebraic expressions with one term
B. 4x2 - 8xy , xy + 5 are algebraic expressions with two terms.

Terms in algebraic expression are separated by plus (+) or minus (-) signs. When
the operations between variables or variable and number is multiplication or 24x
division, it is considered as one term only. 4xyz is a single term algebraic ab expression
so as since the operations involve are multiplication and division.
Algebraic expressions are named according to number of terms.
A. Monomial is an algebraic expression with one term
B. Binomial is an algebraic expression with two terms
C. Trinomial is an algebraic expression wit 3 terms
D. Multinomial or polynomial is an algebraic expression with more than 3 terms.
The degree of the algebraic expressions is the highest exponent of a n
expression with one variable or the highest sum of the exponents of the variables in
a term of the expressions. The constant of the algebraic expressions is a number
with fixed value. A variable is a letter which represents a number.
Examples:
1. 5x4 - 3x + 12. The expression is trinomial, the degree is 4 which is the highest
exponent, the variable is x and the constant is 12.

19 PIVOT 4A CALABARZON Math G7

2. 3x2yz + x3yz2– 2xyz + 4xy2z. This is a multinomial with variables xyz. The highest

E
Learning Task 2:
A. Match the verbal phrase in column A with mathematical phrase in column B.

COLUMN A COLUMN B
1. The difference between a number and 5 A. (m + 2)2 + 5

2. Five times the sum of a number and 6 B. 4(p - 6)

3. Divide the sum of the squares of a and b by the square of c C. m - 5

4. The square of the sum of a number and 2 increased by 5. D. 5(a + 6)

2 2
5. The difference of a number and 6 multiplied by 4 E. a b
2
c
B. Identify the kind of algebraic expression and determine the degree, variables
and constant .

Algebraic Expression Type/kind Variables Degree Constant

1. 7x + 4x3 - 17

2. 3abc 2 + a2bc2-abc + 2

3. x + 2x2 - 6x3 + 9x4 +1

4. 3xyz2 + 12

5. 14
sum of the exponent is 6 which is on the second term, hence the degree is 6 and
there is no constant in this expression.

PIVOT 4A CALABARZON Math G7 20

 A
Learning Task 3: Express the following to Mathematical symbol. Write your answers
in your answer sheet.
1. Zab is x years old now. What is his age 7 years from now?
2. Joan is twice as old as her sister now. What is her age 6 years ago?
3. A square has a side 3x - 2 , what is the perimeter?
4. His income is 7x + 6 every day. What is his total income in x days?

Addition and Subtraction of Polynomials

Lesson
I
Algebraic expressions are said to be similar if the expressions has the same literal
coefficients or variables, like 3x and x are similar while x and x2 are
not.
In general, algebraic expressions are called polynomials. You can only per-
form addition and subtraction to polynomials that are similar.
In the previous lesson you define variables as a letter that represents a
number. An expression can have a value if you replace the variable with a number
and perform the operations involved.

The terms in the expression 3x + 5 are not similar, hence you cannot add
them. However if you give value to x, then you can perform the operations.

Solution: 3x + 5 = 3(2) + 5 = 6 + 6 = 11.

The value of the expression 3x + 5 is 11 when x = 2.
2. Find the value of 6 ab c if a = 5; b = 3 ; c = 10
abc

6 ( 5 )( 3 ) 10 80 8
5 ( 3 )( 10 ) 150 15
Rules in Adding or Subtract Polynomials
Step 1. Arrange the polynomial in descending or ascending order if possible.
Step 2. Group Terms which are similar.
Step 3. Add/subtract the numerical coefficients, applying the rules in subtracting
and adding integers and copy the literal coefficients.
Examples:

Example:

21 PIVOT 4A CALABARZON Math G7

1. Find the value of 3x + 5 , if x = 2

WEEK
4

6ab c
Solution: =
abc

1. Add: 4x2 - 2x + 5 and 7 + 5x3 + 4x - x2

D
Learning Task 1: Find the value of the expression given the value of the variables

1. 3x + 5 ; x=2 4. 3( xy + 6); x = -6 and y –1

2. 5xy + x - 4, x = -3 and y = 5 5. 2x 5 x = -3 and y = -8

3. 6ab c ; a = 5; b = 3 ; c = 10 3x y

abc

Solution:
Step 1. 4x2 - 2x + 5 and 5x3 - x2 + 4x +7
Step 2. 5x3 + (4x2 - x2 ) + ( -2x + 4x) + (5 + 7)
Step 3. 5x3 + ( 4 - 1)x2 + (-2 + 4)x + 12
5x3 + 3x2 + 2x + 12
You can also solve it using the vertical method.
All similar terms must be in one column.
4x2 - 2x + 5

+
5x3 - x2 + 4x + 7
5x3 + 3x2 + 2x + 12

PIVOT 4A CALABARZON Math G7 22

2. Subtract 4xy + 5x –7y + 3 from xy - 6x + y + 6

Grouping Similar Terms Vertical Method

(xy - 6x + y + 6) - (4xy + 5x - 7y + 3) Similar terms must be placed in one

column, change the sign of the sub-
Change the sign of the subtrahend trahend then add.
xy - 6x + y + 6 – 4xy - 5x + 7y - 3
xy - 6x + y + 6
Group similar terms and perform the (-) ( +) (- )
(-)4xy + 5x –7y + 3 operation.
- 3xy - 11x + 8y + 3
(xy - 4xy) + (-6x –5x) + (y + 7y) + (6 -3)
Note: Terms without numerical coeffi-
-3xy + (-11x) + 8y + 3
cient written beside the variable, it is
-3xy - 11x + 8y + 3 understood the numerical coefficient is 1, like
xy, x , etc.

3. Add : 5a5 - 6a2 + 8; 3a3 + a2 - 8a; 4a4 + a3 - 6a2 + a - 10

Align similar terms vertically, you may replace the missing exponent with zero or
just provide a space.
5a5 + 0a4 + 0a3 - 6a2 + 0a + 8 ( the missing exponents are 4, 3 and 1)
+ 3a3 + a2 - 8a
4a4 + a3 - 6a2 + a - 10

5a5 + 4a4 + 4a3 - 11a2 - 7a - 2

4. Subtract 3x3 + 8x - 5 from the sum of x + 4 and x2 - 3
Add first ( x + 4) + ( x2 - 3) Subtract: (x2 + x - 7) - (3x3 + 8x - 5 )
(x2 + x - 4 - 3) x2 + x - 7 - 3x3 - 8x + 5
(x2 + x - 7) -3x3 + x2 + (x - 8x) + (-7 –5)
-3x3 + x2 - 7x - 12

E
Learning Task 2:

23 PIVOT 4A CALABARZON Math G7

B. Perform the indicated operations

cm?
2. The formula for the area of a triangle is A= If the base (b) = 10 cm and
2
the height (h) = 6 cm, what is the area of the triangle?

PIVOT 4A CALABARZON Math G7 24

3. The length (l) of the rectangle is x2 + 2x - 3 and the width (w) is 5x + 4, what is
the perimeter of the rectangle.

4. From the sum of 3x3 + 7x2 - 5 and 2x2 + 3x + 8 take away 5x2 + x -5. WEEK
5. What should be added to 3x3 + 4x2 -7 to have a sum of 4x3 + x2 + 5. 5

Laws of Exponents and Its Application

Lesson
I

25 PIVOT 4A CALABARZON Math G7

 Examples:

Any number raised to zero

is always equal to 1

3. Power of a Power Rule

Any numbers m and integers x and y, (mx )y = mxy

Example: a. (a2)3 = a2 a2 a2 a2 2 2 a6 or (a2 )3 a2(3)

2 2 2(2) 4
a a a
b . 3 3(2) 6
b b b

Any numbers m and n integers x, (mn)x = mxnx

3 3 3 3 3 3

x x
m m
Any numbers m and n integers x, n n
x
3 3
3 3 27
3
2 2 8

Multiplication and Division of Polynomials

You can apply the laws of exponents in multiplying or dividing polynomials.

Solution : 3xy(4xz) = 3(4)(x)(x)(y)(z) = 12x 2yz , multiply the numerical coeffi -

cients, add only the exponents of the same variable and copy the
rest of the variables
2. Find the product of 3abc and ( 4a2 + 3a - 5).
Solution: Use Distributive Property
3abc(4a2 + 3a - 5) = 3abc(4a2 ) +3abc(3a) + 3abc(-5)
= 12a3bc + 9a 2bc - 15abc
2

Solution:
6
a

4. Power of a Product

PIVOT 4A CALABARZON Math G7 26

 Example: (2ab) = 2ab = 8ab
5. Power of a Quotient Example:

Examples:
1. Multiply 3xy and 4xz.

3. What is the product of (m - 4)(m + 3m + 7)?

Distributive Method (Horizontal Form) Vertical Form

(m - 4)( 2m2 + 2m - 3) m(2m2 + 2m2 + 2m - 3

2m - 3) - 4(2m2 + 2m - 3)) m - 4
2m3 + 2m2 – 3m - 8m2 – 8m + 12
2m3 + 2m2 - 3m Partial
2m3 + (2m2 - 8m2 ) + (-3m - 8m) + 12
products
2m3 - 6m2 - 11m + 12 + -8m2 –8m +12

2m3 - 6m2 - 11m +12

4. Find the quotient : 25x5y2z3 ÷ 5xy3z2

Solution: 523 5 13 2

25x y z 5x z Divide the numerical coefficients, then apply the

5xy3z2 y3 2 quotient law of exponents

5. What is the quotient : 4x8 6x6 2x4 10x2

2x2

Solution: 4x8 6x6 22 x4 10x2 4x82 6x62 2x42 10x22 2x6 3x4 x2 5
2x 2x 2x 2x 2x

In dividing polynomial by another polynomial you have to apply the following steps:
1. Arrange both dividend and divisor in descending or ascending powers of common
variables, leaving a space or replacing the missing term with zero.
27 PIVOT 4A CALABARZON Math G7
2. Divide the first term of the dividend with the first term of the divisor to get the first
term of the quotient.
3. Multiply the entire divisor by term of the quotient and write the product under the
dividend of similar terms.
4. Subtract similar terms. Apply rules in subtracting polynomials
5. Bring down unused terms of the dividend.
6. Divide the first term of the difference by the first term of the divisor to get the
second term of the quotient.
7. Repeat steps 3 - 6 until the result of subtraction is zero or the degree of the term
of the difference is less than the degree of the divisor.

Example: Divide 15n2 - 2n –24 by 3n - 4.

5n + 6 Quotient

3n 4 15n2 2n 24 Divide 15n2 by 3n, the quotient is 5n

15n2 - 20n Multiply (3n –4) by the quotient 5n
Divide 18n by 3n,
18n - 24 Subtract the product from the divi-
the quotient is 6.
dend, then bring down –24.
Multiply (3n - 4) by 18n - 24

the second quotient

0 The difference is zero
which is 6, then

subtract.
The quotient is 5n + 6.
To check if the answer is correct, multiply the divisor and the quotient to get the
dividend. 15n2 - 2n - 24 = (3n - 4)( 5n + 6)
= 3n(5n + 6) - 4(5n + 6) = 15n2 + 18n –20n - 24
= 15n2 - 2n - 24
2. Divide 6x3 - 3x2 + 2z + 3 ÷ x - 2

PIVOT 4A CALABARZON Math G7 28

1. What is the area of the rectangle whose length is (x + 5) and width (x - 5)?
2. What is the area of the square whose sides measure (3x + 4)?
3. The area of the rectangle is 3x2 + 7x - 6, what is the length if the width is (x + 3)
4. What is the average speed of the car that covers a distance of (2y3—7y2
+ 5y - 1) km in (2y—1) hour?
5. Multiply (m2 + 2m—2) by the sum of (m + 3 ) and (2m - 3)

Special Products
Lesson
I
There are binomials or trinomials that when you multiply the products form a
pattern. Such are called special products. Using the laws of exponents you will be
able to find the product of a) square of a binomial b) sum and difference of
binomials, c) cube of a binomial d) square of a trinomial.

29 PIVOT 4A CALABARZON Math G7

 Did you find a pattern in the product when you multiply the binomials or
trinomials in the Learning Task Number 1? These are special types of polynomials.
A. Square of a Binomial
WEEK (a + b)2 = a2 + 2ab + b2
6
1st 2nd Square of Twice the prod- Square of the term
term the 1st uct of the first 2nd term term and
the 2nd

Using the pattern above for (a - b)2 = (a)2 + 2(a)(-b) + (-b)2 = a2 - 2ab + b2

Square of Binomial
(a + b)2 = a2 + 2ab + b2 (a - b)2 = a2 – 2ab + b2

Examples:
1. (2x + 3)2 = (2x)2 + 2(2x)(3) + 32 = 4x2 + 12x + 9
2. (x - 2y)2 = (x)2 + 2(x)(-2y) + (-2y)2 = x2 - 4xy + 4y2
B. Square of a Trinomial
(a + b + c)2 = a2 + b2 + c2 + 2ab + 2ac + 2bc

1st term 2nd term 3rd term Square of Square of Square

of Twice the Twice the Twice the the 1st the 2nd the 3rd
1st and 1st and 2nd and

term term term 2nd term 3rd term 3rd term

Square of Trinomial : (a + b + c)2 = a2 + b2 + c2 + 2ab + 2ac + 2bc

Example: ( 2x + y - 3z)2 = (2x)2 + y2 + (-3z)2 + 2(2x)(y) + 2(2x)(-3z) + 2(y)(-3z)

= 4x2 + y2 + 9z2 + 4xy - 12xz - 6yz

C. Sum and Difference of two Binomials

( a + b) (a - b) = a(a) + a (-b) + a(b) + (b)(-b)
Product Product Product Product of
of the of outer of inner the 2nd
1st terms terms terms terms

Sum and Difference of two Binomials: (a + b)(a - b) = a2 - b2

Examples: (x + 2y)(x - 2y) = (x)2 - (2y)2 = x2 - 4y2
(2a2 - 3b)(2a2 + 3b) = (2a2)2 - (3b)2 = 4a4 - 9b2
[x + (3a –2)][x - (3a - 2)] = (x)2 - (3a - 2)2
= x2 - [(3a)2 - 2(3a)(2) + 22 ]
= x2 - (9a2 –12a + 4)

PIVOT 4A CALABARZON Math G7 30

 3 3

Cube of
the 1st term

3 3

3 2

1. (a + b)2
2. (a - b)
3. (a + b)(a - b)
31 PIVOT 4A CALABARZON Math G7
 1. (a + 5)2
2. (3xy - 7)2

WEEK
7 5. (3a - b + 2c)2 10. [(x+2) -(y+1)][(x+2) + (y + 1)] 15. [x + (y - 2)]3

A
Learning Task 3. Given the square figure at the right, find the:
1. Area of Fig. 1
2. Area of Fig. 2
3. Area of Fig. 3
4. Area of Fig. 4
5. Area of the whole figure

Linear Equations and Inequalities in One

Variable
Lesson
I
In the previous lesson, you translate verbal phrases to mathematical symbols which
become an algebraic expression. In grammar, a phrase does not
express a complete thought only sentence does. Similarly, in mathematics, a

mathematical phrase or expression does not express a complete thought, only

mathematical sentence does.
Mathematical sentence makes use of relational symbol like equal (=), less than
(<), greater than (>), less than or equal to , and greater than or equal ( ) to
. If the mathematical sentence uses equal sign (=), then it is an equation, ( ) other
wise it is an inequality.
Word problems can be solved if you will translate it into an equation or inequality.
An equation is a mathematical sentence that shows two equal expressions. 3x + 5
= 20 is an equation. The left side of equation 3x + 5 must be equal to the right side
of the equation which is 20. 3x + 5 = 20 is an example of a linear equation in one
variable. A linear equation is in the form of ax + b = c, where a, b and c are real
numbers and a ≠ 0.
An equation may either be true or false.
8 + 2 = 10 is a true equation since 8 + 2 is really 10.
2x + 5 = 15 is an equation that can either be true or false, depending on the
value of x. There is only one value of x that will make the equation true.
An inequality is a mathematical sentence that shows two unequal quantities.
One might be greater or lesser than the other.
5 > 1 is a true inequality.
2x + 1 < 10, may be true or false, depending on the values of x. More than
one value of x can make the inequality true.

You have to interpret or translate word problem correctly to be able to solve

equation or inequality.

PIVOT 4A CALABARZON Math G7 32

Examples.
1. The sum of three consecutive integers is 57.
Consecutive means that the next number must 1 greater than the previous.
If x represent the number, the next number is x + 1, this is one greater than
x, the third number is (x + 1) + 1, also 1 greater than the previous. When simplified
it is x + 2.
Hence the 3 consecutive integers are represented by: x, x + 1 and x + 2
The equation is: x + (x + 1) + (x + 2) = 57
2. Angels age is twice the age of Gideon 5 years ago. The sum of their ages now is
35.
You can represent the ages in tabular form.

Age now Age 5 year ago

Gideon x (x - 5)

Angel 2(x - 5) = 2x –10 2x - 15

33 PIVOT 4A CALABARZON Math G7

 Equation: x + 2x - 10 = 35
3. EJ drives her car 50kph. After 30 minutes her father followed her driving an
other car at 60 kph. How long will it take for the father to be at the side of her

Remember that the formula for distance is d = r t, where r is the rate or

Rate (r) Time (t) Distance (d)

EJ 50 t 50t
1
Father 60 t
1 60( t
2
)
2

There is a point where EJ and the father will be beside each other before he can
overtake her. Therefore they cover the same distance.
= d2
(t )
1
2 =60
4. The difference btween six times the number and eight is greater than 15.

The difference between 6 time the number and 8 : 6x - 8

Greater than means that the problem is an inequality problem

daughter? speed and t is the

time.

Note: 30 minutes is one half hour.

Equation: d1
50t

Let x be the number

Six time the number: 6x

PIVOT 4A CALABARZON Math G7 34

 Inequality: 6x - 8 > 15

5. Ten divided by twice the number is less than one-fourth.

Let x be the number; twice the number: 2x
10
Ten divided by twice the number :
2x
101
Ine- quality: <
2x 4
6. Choi’s monthly commission plus monthly salary of 15,000.00 is at most
20,000.00
Choi’s commission is x; at most means it can be equal to or less than
Inequality: x + 15,000 ≤ 20,000.00

7. Elisse score in 3 of the 4 quizzes in math are 80, 78, 90. What score must she
get on the 4th quiz to have an average of at least 85.
Let x be the 4th score; average score is to add the 4 scores divided by 4
At least means equal to or greater than.
Inequality: 80 78 90 x
85
4

D
Learning Task 1: Translate the verbal sentence to mathematical sentence. Use
variable x to represent number. Do this in a separate sheet of paper.

Verbal Sentence Mathematical sentence

1. The sum of a number and 5 is 12.

2. Twice a number is 54
3. Thrice a number increase by 2 is less than 50.
4. One half the sum of a number and 4 is less than 28.
5. A number increased by one-third of the number is 5.

Learning Task 2: Translate the following sentence into equation. Use x as the var-
iable to represent number.
1. The perimeter of the rectangle is 96 when the length of a rectangle is twice the
width.
2. The perimeter of equilateral (equal sides) triangle is 24.
3. Two– third of the number is 72
4. The sum of two consecutive integers is 29.

5. Four times a number increased by 8 is 54.

35 PIVOT 4A CALABARZON Math G7

B. Translate the following sentence to inequality. Use y as the variable to represent
a number.
1. The discount is not less than 100
2. The costs of the book is at most 300.00
3. His monthly income is at least 20,000.00
4. Twice the number is at least 80
5. Twice the measure of the acute angle is not more than 90 degrees.

E
Learning Task 3: Write the equation or inequality described in the following
problems.
1. JP’s age is twice the age of Reyna. The sum of their ages does not exceed 51.
2. Twice the sum of a number and 10 is 55.
3. Cut a 60 cm ribbon into two such that one part is one-third of the other.
4. The sum of two consecutive even integers is 162.
5. The sum of three consecutive integers is not more than 57.
6. Nine subtracted from the quotient of a number and three is twenty-one.
7. If seven is subtracted from six times a number, the result is at least 10.
8. The sum of 6 times a number and fifteen is no more than forty -two.
9. Five times the measure of an angle is an cute angle.
10. The circumference of the circle with radius y is at most 25 .

A
Learning Task 4:

A. Find the value of x that will make the equality true or correct.
1. x + 2 = 8
2. 3x = 12
3. 2x - 3 = 1
4. 3(x + 5) = 18
5. 5x + 8 = - 7

B. Find 3 values of x to make the inequality true or correct

1. x < -1
2. 2x > 0
3. x + 2 < 7
4. x - 4 > - 1

PIVOT 4A CALABARZON Math G7 36

 5. 3x + 5 < - 1

Solving Linear Equations and Inequality in

WEEK One Variable
8
Lesson
I
Solving equation or inequality is finding the value or values of the variable that
will satisfy the equation or inequality.
The equation x + 5 = 12 is a mathematical sentence that is a conditional
equation because it can either be true or false. It can only be true if x = 7. By
substituting 7 to x, you have 7 + 5 = 12. Both sides of the equation name the same
number which is 12. Thus 7 is called the solution of the equation or sometimes it is
called the root of the equation.
The inequality x + 5 < 12 can either be true or false too. The value of x that will
make the inequality true are numbers that are less than 7. If you replace x with 6
which is less than 7 , then 6 + 5 < 12. 11 is really less than 12. You can substitute
any number to x as long as it is less than 7.

You have to consider properties or equality or inequality before you can solve
an equation or inequality.

For any real numbers a, b and c

Properties of Equality Properties of Inequality
Addition Property of Equality (APE) Axiom of comparison

If a = b, then a + c = b + c a<b a=b a>b

Multiplication Property of Equality Transitive Property of Inequality
(MPE) .
If a < b and b< c , then a < c
If a = b, then ac = bc
If a > b and b > c, then a > c
Reflexive Property of Equality Addition property of inequality (API)
Any number or expression is equal to it
If a < b then a = c < b + c
self. 3 = 3; m = m; x = x

37 PIVOT 4A CALABARZON Math G7

Symmetric Property of Equality (SPE) Multiplication Property of Inequality
The sides of the equation can be (MPI)
interchanged. If ab = cd, then cd = ab.
If a< b and c > 0, then ac < bc and a

Transitive Property of Equality (TPE) b

c c
If two equations are equal to a third

ab
If a < b and c < 0, then ac > bc and

c c
quantity, then they are all equal to each
ab
other. If a = b and b = c, then a = c If a > b and c > 0, then ac > bc and
cc
If a > b and c <0, then ac < bc and a b
c c

APE If x + 5 = 4, then x + 5 - 2 = 4 - 2 or x + 3 = 2

MPE If x = 10, then 2(x) = 2(10) or 2x = 20

API If x - 2 < 6, then x - 2 + 2 = 6 + 2 or x < 8

MPI If -x < 3 , then (-1)(-x) > (-1)(3) or x > -3

Linear Equation in One Variable
To solve equations, you apply the properties of equality and follow some steps.
1. Simplify both sides of the equation. This includes applying Distributive Property
of Multiplication over Addition (DPMA) and/ or combining similar terms.
2. If the equation has a fraction clear the denominators by multiplying both sides of
the equation by the LCD of all the denominators.
3. If equation has decimal, clear the decimal by multiplying every term of the equation
by powers of 10 depending on the greatest number of decimal places in the term
has.
4. If a constant is added to a term with a variable, add its opposite to both sides of
the equation or apply APE.
5. If a variable has a numerical coefficient other than 1, multiply both sides by the
reciprocal of the numerical coefficient or divide both sides of the equation by the
numerical coefficient or by MPE
6. Substitute the solved value to the variable in the equation to check if you get the
right answer.
Examples: Solve for the value of x.
1. 2x + 5 = 21
Solution. Since the equation is already in simplified form, the go to step 4.
By APE: 2x + 5 - 5 = 21– 5 ( the opposite of 5 is negative 5)
2x = 16 ( simplify)

PIVOT 4A CALABARZON Math G7 38

 By APE: (2x) (16) (the reciprocal of 2 is 1/2.

Simplify : x=8 the solution of the equation.

Check: 2x + 5 = 21 2(8) + 5 = 21 16 + 5 = 21 21 = 21
2. The sum of three consecutive odd integers is 81. Find the numbers. Solution:
The difference between two odd numbers is 2.
If x is the first odd integer, then x + 2 is the second odd integer and
the third is (x + 2) + 2 or x + 4
Since the sum of these numbers is 82, then the equation is:
x + (x + 2) + (x + 4) = 81
3x + 6 = 81 (combine similar terms)
3x + 6 – 6 = 81– 6 ( by APE)
3x = 75 x = 25
( by MPE, multiplying both sides by 1/3
or dividing both sides by 3)
The first number is x = 25
Second number is x + 2 therefore 25 + 2 = 27
Third number is x + 4, therefore 25 + 4 = 29
Check if the sum of these odd numbers is 81: 25 + 27 + 29 = 81

3. Anton is 2 more than three times older than her daughter, Zab. In 16 years , he
will be twice as old as his daughter. What are their present ages?
Solution.
Present Age Age 16 from now Let x daughter’s age, x + 16 , age 16 years
from now
Zab x x + 16 2 more than 3 times = 3x + 2, Anton’s
age
Anton 3x + 2 (3x +2) + 16 Twice as old in as in 16years = 2(x + 16)
2(x + 16)
In forming an equation, consider equating the
same quantity expressed in different way. In this case, you can equate Anton’s age
16 years from now.
(3x + 2) + 16 = 2(x + 16)
3x + 18 = 2x + 32 simplify both sides
3x + 18 - 18 = 2x + 32 - 18 by APE
3x = 2x + 14 simplify
3x - 2x = 2x - 2x + 14 by APE - to combine 3x and 2x
x = 14 the age of Zab now
3(14) + 2 = 44 the age of Anton now

To check : If Zab’s age now is 14 , her age in 16 years is 14 + 16 = 30.

If Anton’s age now is 44, his age in 16 years is 44 + 16 = 60
The age of Anton is twice as the age of Zab’s 16 yrs from now, which is the condition
in the problem.
Linear Inequality in One Variable

39 PIVOT 4A CALABARZON Math G7

 To solve inequality you have to use the properties of inequality and follow the
same steps in solving for the equation.
Examples: Solve for x
1. x
4 5
3
Solution: Clear fraction by multiplying each term in the inequality by the de
nominator which is 3.

x 4 5 (3) x 4(3) 5(3) x 12 15

3 3

By API x + 12 - 12 > 15 - 12
x >3
The solutions of the inequality are all numbers that are greater than 3.
The solution of the inequality can be written in different ways:
(a) set notation: { x/ x > 3} read as set of all x such that x is greater
than 3 (b) interval notation (3, ) the symbol means infinity.
(c ) graphical method. -1 0 1 2 3 4 5 6

Take note that the point that corresponds to 3 is not solid, this means
that 3 is not included in the solution set of the inequality.
The point must be solid if the number corresponding to that point
is included as one of the solutions of the inequality. For interval notation,
a bracket is used if the number is a part of the solution set.

x
Suppose the inequality is , the inequality is equal or greater than. 4 5
3
The solution is x ≥ 3
(a) by set notation {x/x ≥ 3}
(b) By interval notation: [3, ∞), the bracket is used to indicate that 3 is included.
(c) Graphical method:
-1 0 1 2 3 4 5 6
The point that corresponds to 3 is solid, which means that 3 is included.

2. Find the value of x that satisfy both inequalities -3 < 2x + 1 and 2x + 1 ≤ 9 .

Solution: You can write the inequality as
-3 < 2x + 1 ≤ 9
-3 - 1 < 2x + 1-1 ≤ 9 - 1 by API
-4 < 2x ≤ 8 Simplify
-2< x ≤ 4 by MPI

The solution set are numbers between - 2 and 4 including 4.

Set notation : {x/ -2 < x ≤ 4}
Interval notation: (-2, 4] , parenthesis means that –2 is not included in the
solution set while bracket means that 4 is included in the solution set.

PIVOT 4A CALABARZON Math G7 40

 Graph: -4 -3 -2 -1 0 1 2 3 4 5
The point that corresponds to –2 is not solid while the point that
corresponds to 4 is solid.
3. The length of the rectangle is 4 more than twice the width. If the perimeter is not
more than 80 cm, find the possible dimensions of the rectangle.
Solution: Let x be the width
2x + 4 is the length ( 4 more than twice the width)
P = 2l + 2w, however in the problem it must not be more than 80.
2l + 2w ≤ 80, the perimeter can be 80 but not more than
2(2x + 4) + 2(x) ≤ 80
4x + 8 + 2x ≤ 80
6x + 8 ≤ 80 simplify
6x + 8 - 8 ≤ 80 - 8 by API
6x ≤ 72
x ≤ 12 by MPI
The possible width is 0 < width ≤ 12, since there is no negative measurement.

Since l = 2x + 4 , if x = 0 then the length is 4, however the width must be greater

than 0, therefore the length is greater than 4. The highest possible width is 12, then
the length is 2(12) + 4 = 28 , therefore the length can be equal or less than 28.

The possible length is 4< length ≤ 28.

Possible dimensions of rectangle are: w = 12, l = 28; w = 11, l = 26, etc.

D
Learning Task 1: What value or value of x that will make the equation or inequality
true.

1. 2x = 6 6. 5x > 5

2. 2x + 2 = 8 7. 3x - 4 < 5
x 2x
3
3. 8. 4
6 3

4. 3(x - 2) = 0 9. 2(x + 3) < 0

5. 3 + x = 2x - 1 10. 5 + x < 2x - 1

E
Learning Task 2: Do this in a separate sheet of paper.

A. Solve for x in the equation. 1.

41 PIVOT 4A CALABARZON Math G7

1. 5x + 12 = 2x - 3
2. 3x + 6 = -2x + 1

3.
x
4x 7
2
4. 1.4x - 3.8 = 0.4x + 6.2
5. 5(x - 2) + 2x = 7(x +4) - 38

B. Solve for x in the inequality. Write your answer in a) set notation, b) interval
notation and c) graph
1. 2x ≤ 4
2. -3 < 2x + 3 < 15
3. 5x - 4 > 6

2x 1
4. x 5
3 2

5. 0.8 + 0.6x ≥ 4.2

A
Learning Task 3
Solve the word problems
1. The sides of the quadrilateral are consecutive numbers. If the perimeter is 160,
how long is each side?

2. Inzo is 10 years older than Migz. Five years ago Migs is one-third as old as Inzo.
What are their present ages?
3. An express train travels 100 kph from station A to station B. A local train
travelling at 45 kph, takes 45 minutes longer for the same trip. How far apart is
station A from station B.
4. The sum of two consecutive even integers is less than 60 but greater than 24.
Find at least 3 pairs of numbers
5. The perimeter of the square is less than 152 m. Find the possible length of the
sides of the square.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

PIVOT 4A CALABARZON Math G7 42

 - I was able to do/perform the task without any difficulty. The task helped
me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still helped
me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.
1. 3
8

43 PIVOT 4A CALABARZON Math G7

For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
Email Address: lrmd.calabarzon@deped.gov.ph