7

Mathematics
Quarter 2 – Module 9:
Solving Linear Equations and
Inequalities in One Variable

CO_Q2_Math7_Module 9
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 2 – Module 9: Solving Linear Equations and Inequalities in One Variable
First Edition, 2020

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need
to ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Solving Linear Equations and Inequalities in One Variable. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module is comprised of only one lesson:

 Solving Linear Equations and Inequalities in One Variable

After going through this module, you are expected to:

1. find the solution of linear equation or inequality in one variable;

2. solve linear equation or inequality in one variable involving absolute value by:
(a) graphing; and (b) algebraic methods; and,
3. solve problems involving equations and inequalities in one variable.

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CO_Q2_Math7_Module 9
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What do you call the set of values that would make an equation or inequality
a true statement?
A. Equation set
B. Inequality value
C. Set value
D. Solution set

2. Which of the following values of x will satisfy the equation 6x – 10 = 8?

A. 2
B. 3
C. 4
D. 5

3. Which of the following values would make the inequality 7x + 5 ≥ 9 correct?

A. -2
B. -1
C. 0
D. 1

4. Which of the following values of x will satisfy the inequality -6x - 4 ≤

10?
A. -5, 4
B. -4, -3
C. -3, -2
D. -2, -1

6. Which of the following statements is NOT correct?

A. 7x – 2x = 15 if x = 3.
B. 4x + 2 ≥ 8 if x = 2.
C. – 3 (x + 2) < 10 if x = -6.
D. 4x + 11 = 15 if x = 1.

7. What is/are the possible value/s of x in the

equation │x│ = 9?
A. 9
B. -9
C. 9 0r -9
D. 99

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CO_Q2_Math7_Module 9
7. What are the values of x in the equation? │x - 7│= 4?
A. x = -3 and x = -11
B. x = 3 and x = 11
C. x = -3 and x = 11
D. x = 3 and x = -11

8. Which of the following are possible values of x in the equation │3x - 5│- 4=
10? A. x = 3 and x = 19
3
19
B. x = 3 and x =
3
- 19
C. x = -3 and x = - 3
19
D. x = -3 and x = 3

9. What is the solution set of the inequality │x + 1│< 5?

A.{ x│ -6 < x < 4}
B.{ x│ -6 < x > 4}
C.{ x│ -6 > x > 4}
D.{ x│ -6 > x < 4}

10. What values of a will satisfy the inequality │6a + 3│ >

9? A.{ a│ a < - 2or a > 1}
B.{ a│ a > - 2or a > 1}
C.{ a│ a < - 2or a < 1}
D.{ a│ a < - 2or a < 1}

11.The product of a number and -8 gives eight times the

sum of that number and
36. What is the
number? A. −36
B. −18
C. 8
D. 18

12.The sum of two numbers is twelve and their difference is 2. What are the
numbers?
A. 10 and 2
B. 8 and 4
C. 7 and 5
D. 6 and 6

13. If 5 times a number is increased by 4, the result is at least 19. What is the least
possible number that satisfies these conditions?
A. 1
B. 2
C. 3
D. 4

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CO_Q2_Math7_Module 9
14. The sum of twice a number and 5 is at most 15. What is the largest possible
value for the number?
A. 4
B. 5
C. 6
D. 7

15. The cost of a gallon of orange juice is Php 175.00? What is the maximum
number of containers can you buy for Php 750.00?
A. 3
B. 4
C. 5
D. 6

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CO_Q2_Math7_Module 9
 Lesson Solving Linear Equations
1 and Inequalities in One
Variable
In the previous lessons, you have learned that relationships between two quantities
which can either be an equation or an inequality. Do you know that many practical
problems in the real world require knowledge and skills in dealing with equations
and inequalities?

What’s In

Before finding the solutions of linear equation or inequality in one variable, let us
review the basic concepts of equations or inequalities.

Recall that:

A linear equation in one variable is an equation that can be written in the

form ax + b = c, where a, b and c are real numbers and a ≠ 0. Linear
equations are also first-degree equations because the exponent on the variable
is always 1.

Examples: 𝑥 + 4 = 10 , 2𝑦 – 3 = 7, 3𝑝 + 1 = 4

A linear inequality in one variable is a mathematical statement that relates a

linear expression as either less than or greater than another. It can be written
in one of the following forms where a, b and c are real numbers and a ≠
0. ax + b < c; ax + b > c; ax + b ≤ c; ax + b ≥ c;

Examples: 𝑥 + 4 > 10 2𝑦 – 3 < 7 3𝑝 + 1 ≥ 4

The absolute value of a number is the distance on the number line between
the number and zero without any regards to its direction. Thus, the absolute
value of any number is a non-negative.
Examples: │0│ = 0 │4│ = 4 │ − 12│ = 12
│7 − 2│ = 5 │2-7│= 5

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CO_Q2_Math7_Module 9
Try this!

A. Identify which of the following is an equation or an inequality. Write E if it

is
an equation and I if it is an inequality.

1. x – 5 = 15 4. 5x – 1 ≥ 24

2. 12 + y ≠ 10 5. 2y – y = 4

3. y + 8 > 10 6. 3x > -1

B. Give the absolute value of the following values:

1. │ − 17│ 3. │5 − 10│

2. │10 − 2│ 4. │9│ + │ − 6│

What’s New

Complete the following table by placing a check mark on the cells that
correspond to x values that will make the given statement true.

𝑥 = −3 𝑥 = −2 𝑥 = −1 𝑥 = 2 𝑥 = 3
Expressions
1. 𝑥 + 10 = 7
2. 3𝑥 – 4 ≤ 2
3. −4𝑥 ≥ 1
4. 3𝑥 – 5 = 4
5. 7𝑥 = −14

1. In the table, are there any examples of linear equations that have more than
one solution?

2. Do you think that there can be more than one solution to a linear inequality
in one variable? Explain.

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CO_Q2_Math7_Module 9
 What is It

There are three (3) different ways to solve an equation or inequality by inspection.

A. Guess and Check

In this method, one guesses the solution and then substitute the guessed value
into the problem to see if the answer is correct.

In the previous activity, we saw that linear equation in one variable may have a
unique solution, but linear inequality in one variable may have many solutions.
The following examples further illustrate this idea.

Example 1. Determine if the given values of x are solutions to the equation 2𝑥 − 6 =

4.
2𝑥 – 6 = 4
𝐹𝑜 𝑟 𝑥 = 3 F𝑜𝑟 𝑥 = 4 F𝑜 𝑟 𝑥 = 5 𝐹𝑜𝑟 𝑥 = 6 𝐹𝑜 𝑟 𝑥 = 7
2𝑥 – 6 = 4 2𝑥 – 6 = 4 2𝑥 – 6 = 4 2𝑥 – 6 = 4 2𝑥 – 6 = 4
2 (3) – 6 = 4 2 (4) – 6 = 4 2 (5) – 6 = 4 2 (6) – 6 = 4 2 (7) – 6 = 4
6– 6 = 4 8– 6 = 4 10 – 6 = 4 12 – 6 = 4 14 – 6 = 4
0 ≠ 4 2 ≠ 4 4 = 4 6 ≠ 4 8 ≠ 4

FALSE FALSE TRUE FALSE FALSE

Based on the evaluation, the equation is true if x = 5, while the rest are not a
solution. Therefore, we can say that the equation has a unique solution.

Example 2. Verify if the given values of x are solutions to 6𝑥 − 2 ≤ 4.

6𝑥 − 2 ≤ 4.
𝐹𝑜 𝑟 𝑥 = 3 𝐹𝑜 𝑟 𝑥 = 2 𝐹𝑜𝑟 𝑥 = 1 𝐹𝑜 𝑟 𝑥 = F𝑜𝑟 𝑥 = −2
6𝑥 − 2 ≤ 4 6𝑥 − 2 ≤ 4 6𝑥 − 2 ≤ 4 −1 6𝑥 − 2 ≤ 6𝑥 − 2 ≤ 4
6(3) – 2 ≤ 6(2) – 2 ≤ 6(1) – 2 ≤ 4 6(−2) – 2 ≤ 4
4 4 4 6(−1) – 2 ≤ −12 – 2 ≤ 4
18 – 2 ≤ 4 12 – 2 ≤ 4 6– 2 ≤ 4 4 −14 ≤ 4
16 ≤ 4 10 ≤ 4 4 ≤ 4 −6 – 2 ≤ 4
−8 ≤ 4 TRUE
FALSE FALSE TRUE
TRUE
Based on the evaluation, the values 1, -1 and -2 are solutions to the
inequality.

What happens if x is substituted with any negative number, or a number that

is less than or equal to 1? Can we consider all numbers less than or equal to
1 solution to the given inequality?

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CO_Q2_Math7_Module 9
B. Cover –up

In this method, one covers up the term with the variable.

Example1. 2𝑥 − 6 = 4

−6 = 4

Thus, to result in a true statement, the must

be 10. Therefore, 2x must be 10, and x must be 5, since 2(5)

= 10.

Example2. 𝑥 − 4 > 2

−4 > 2

Thus, to result in a true statement, the must be greater than 6.

Since 7 is a number greater than 6, 7 – 4 > 2 is true. Thus all real

numbers greater than 6 is the solution.

C. Working Backwards

In this method, the reverse procedure is used.

Example1. 2𝑥 − 6 = 4

The equation tells that 𝑥 is multiplied by 2 and 6 is subtracted to the

product will give 4. Thus, if -6 is subtracted from 4 and divided by 2, the
value of x can be obtained, so x = 5.

The diagram below illustrates this.

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CO_Q2_Math7_Module 9
Linear equations and inequalities in one variable can also be solved algebraically
by using the properties below.
Properties of Equality

Let a, b and c be any real numbers.

1. Addition Property of Equality
(APE) If 𝑎 = 𝑏, then 𝑎 + 𝑐
= 𝑏 + 𝑐.
2. Subtraction Property of Equality
(SPE)
If 𝑎 = 𝑏, then 𝑎 − 𝑐 = 𝑏 − 𝑐.
3. Multiplication Property of Equality
(MPE) If 𝑎 = 𝑏, then 𝑎𝑐 =𝑎 𝑏𝑐𝑏.
If 𝑎 = 𝑏 and 𝑐 ≠ 0, then 𝑐 = 𝑐 .
4. Division Property of Equality (DPE)
5. Substitution Law
If 𝑎 + 𝑏 = 𝑐 and 𝑎 = 𝑏, then 𝑏 + 𝑏 = 𝑐 or 𝑎 + 𝑎 = 𝑐 .

Note: The Subtraction Property of Equality and the Division Property of Equality are
special cases of the Addition and Multiplication Properties of Equality, respectively.
Think of subtracting 1 both sides of an equation as adding -1 on both sides. Also,
dividing on both sides by 2 of the equation is also the same as multiplying both
sides
by 1. To complete the properties of equality, we state the following properties.
2

Other Properties of Equality

For any real value of a, b, and c,
1. Reflexive Property. Any number is equal to itself.
𝑎 = 𝑎, 𝑏 = 𝑏, 𝑐 = 𝑐
2. Symmetric Property. The expressions on the both sides of the equation
may be interchanged.
If a = b, then b = a.
3. Transitive Property
If a = b and b = c, then a = c.

Examples. Solve each equation using the properties.

a. 2𝑥 – 4 = 𝑥 + 6 c. 3(𝑥 + 4) = −3
3
b. 4
𝑥+5=8 d. 2(𝑥 − 3) = 𝑥 + 1
Solution:
a. 2𝑥 – 4 = 𝑥 + 6 Write the original equation
2𝑥 − 4 + 𝟒 = 𝑥 + 6 APE (Add 4 on both sides)
+𝟒 Simplify
2𝑥 = 𝑥 + 10 SPE (Subtract 𝑥 from both sides)
2𝑥 − 𝒙 = 𝑥 − 𝒙 + 10 Simplify
𝑥 = 10
The graph of the solution of the equation 2𝑥 – 4 = 𝑥 + 6 which
is 𝑥 = 10 is shown below.

-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11

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CO_Q2_Math7_Module 9
 3
b. 𝑥+5=8 Write the original equation
4
3
𝑥+5−𝟓=8−𝟓 SPE (Subtract 5 from both sides)
4
3
𝑥=3 Simplify
4
4 3 4 4
( ) 𝑥 =3( ) MPE (Multiply both sides by ,
3 4 3 3

the inverse of 43)

𝑥 = 4 Simplify

3
The graph of the solution of the equation 4
𝑥 + 5 = 8 which is x
= 4 is shown below.

-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11

c. 3(𝑥 + 4) = −3 Write the original equation

3𝑥 + 12 = −3 Distributive Property (Multiply 3 to x
and 3 to 4)
3𝑥 + 12 − 12 = −3 − 12 SPE (Subtract 12 from both sides)
3𝑥 = −15 Simplify
𝑥 = −5 DPE (Divide both sides by 3)

The graph of the solution of the equation 3(𝑥 + 4) = −3 which is

𝑥 = −5 is shown below.

d. 2(𝑥 − 3 ) = 𝑥 + 1 Write the original equation

2𝑥 − 6 = 𝑥 + 1 Distributive Property (Multiply 2 to x
and 2 to - 3)
2𝑥 − 6 + 6 = 𝑥 + 1 + 6 APE (Add 6 to both sides)
2𝑥 = 𝑥 + 7 Simplify
2𝑥 − 𝑥 = 𝑥 − 𝑥 + 7 SPE (Subtract x from both sides)
𝑥=7 Simplify

The graph of the solution of the equation 2(𝑥 − 3) = 𝑥 + 1 which

is 𝑥 = 7 is shown below.

-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11

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CO_Q2_Math7_Module 9
Properties of Inequality
1. Trichotomy Property
For all real number a and b, only one of the following is true:
a < b, a =b, or a > b

Example: Let a = 1 and b = 2, by substitution we have 1 < 2, 1 = 2 , 1 > 2.

Of these 3, only one is true which is 1 < 2.

2. Transitive Property of Inequality

For all real numbers a, b and c:
If a < b and b< c, then a < c. If c
> b and b > a, then c > a.

Examples: Let a = 1 and b = 2 and c = 3:

If 1 < 2 and 2 < 3, then 1 < 3.
If 3 > 2 and 2 > 1, then 3 > 1.

3. Addition Property of Inequality (API)

For all real numbers a, b and c:
If a > b, then a + c > b + c. If a
< b, then a + c < b + c.

Examples:
If 3 > 2, then 3+ 1 > 2 + 1.
If 1 < 2, then 1+ 3 < 2 + 3.

4. Subtraction Property of Inequality (SPI)

For all real numbers a, b and c:
If a > b, then a - c > b - c.
If a < b, then a - c < b - c.

Examples:
If 3 > 2, then 3 - 1 > 2 - 1.
If 3 < 5, then 3 - 2 < 5 - 2.

5. Multiplication and Division Properties of Inequality by Positive Numbers

For all numbers a, b and c, with c positive,
If a > b then ac >bc and 𝑎𝑐 > 𝑏𝑐.
𝑎
If a < b then ac <bc and 𝑐
< 𝑏𝑐.

Examples:
If 5 > 3, then (5)(2) > (3)(2).
If 3 < 5, then (3)(2) < (5)(2).

6. Multiplication and Division Properties of Inequality by Negative Numbers

For all numbers a, b and c, with c negative,
If a > b then ac <bc and 𝑎𝑐 < 𝑏𝑐.
If a < b then ac >bc and 𝑎𝑐 > 𝑏𝑐
Examples:
4
If 4 > 2, then (4)(-1) < (2)(-1) and −1
< 2
−1.
1
If 1 < 3, then (1)(-1) > (3)(-1) and −1
> 3
−1.

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CO_Q2_Math7_Module 9
These properties can be used to solve inequalities. When you substitute a number
for the variable, you can determine whether that value will make the inequality a
true or a false statement. Any value that makes the sentence true is called a
solution of the open sentence. Since solutions of open sentences are real numbers,
you can graph them on a number line.

To graph an inequality:
1. If the symbol uses (≥ or ≤), draw a solid circle on a number line at the
indicated number. If the symbol uses > or <, draw an open circle on the
number line at the indicated number.
2. If the variable is greater than the indicated number, shade the area on the
number line on the right side of the indicated number. If the variable is less
than the indicated number, shade the area on the number line on the left
side of the indicated number.

Example:
Let us consider a point on the number line whose coordinate is 1.

3. The shaded portion of the graph shows all points whose coordinates are less
than 1, that is x < 1, are solution to the inequality. The small unshaded
circle on top of 1 means that 1 is not included in the solution of the
inequality.

In symbols, x = 1.
In symbols, x < 1.

2. The shaded portion on the graph which represents all numbers greater than
1 are solution of the inequality x > 1, except for 1.

In symbols, x > 1.
3. The shaded circle on top of 1 and the arrow from 1 to left on the number line
indicate that all numbers to the left of 1, including 1, are solutions of the
inequality.

In symbols, x ≤ 1.

4. The graph shows all numbers to the right of 1, including 1, are solutions of
the inequality.

In symbols, x ≥ 1.

Solutions of inequalities can be represented using set notations. For example, the
inequality x > 1 can be written in set notation as

{ 𝑥 | 𝑥 > 1}

The set of all x such that x is greater than 1.

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CO_Q2_Math7_Module 9
Example: Solve each inequality then graph the solution.

a. 𝑥 + 2 > 5 b. −8
≥ 𝑥 − 5

Solution:a. 𝑥 + 2 > 5 Write the original inequality

𝑥 + 2−2 > 5−2 Subtract 2 from both sides
𝑥 > 3 Simplify

Any number greater than 3 will make the statement true. Therefore,
the solution set is {x|𝑥 > 3}.

To check the solution, try any number greater than 3.

Check:
𝑥 + 2 > 5 Write the inequality
4+ 2>5 Replace x with 4
6>5 This statement is
true.

b. −8 ≥ 𝑥 – 5 Write the original inequality

−8 + 5 ≥ 𝑥 – 5 + 5 Add 5 to both sides
−3 ≥ 𝑥 Simplify

The solution set is {x |−3 ≥ 𝑥} or {𝑥|𝑥 ≤ −3}.

To check the solution, try any number less than -3.

Check:
−8 ≥ 𝑥 – 5 Write the inequality
−8 ≥ −4 – 5 Replace x with -4
−8 ≥ − 9 This statement is
true.

Many absolute value equations and inequalities are not easy to solve by the guess
and check, cover-up and working backwards methods. These can be solved by
graphing and applying the properties of absolute value.

Properties of Absolute Value

Let 𝑎 > 0.

1) If |𝑥| = 𝑎, then 𝑥 = 𝑎 or 𝑥 = −𝑎 .

2) If |𝑥| < 𝑎 , then – 𝑎 < 𝑥 < 𝑎.

3) If |𝑥| > 𝑎, then 𝑥 < −𝑎 or 𝑥 > 𝑎 .

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CO_Q2_Math7_Module 9
Example 1. Solve each equation.
a. │3𝑎 − 4│ b. │𝑐 − 7│ = │2𝑐 − 2│
Solution: − 11 = 15
a. │3𝑎 − 4│ − 11 = 15 Write the original equation
│3𝑎 − 4│ − 11 + 11 = 15 + 11 Add 11 on both sides of the equation

|3𝑎 − 4│ = 26 Simplify
or
3𝑎 – 4 = 26 3𝑎 – 4 = −26 Apply Property 1
3𝑎 – 4 = 26 3𝑎 – 4 = −26
3𝑎 = 30 3𝑎 = −22
𝑎 = 10 22
𝑎 = −
3
e solution set {𝑥 | 𝑥 = 10, 𝑥 = − 22
This }.
3

b. │𝑐 − 7│ = │2𝑐 − 2│ Write the original equation

𝑐 − 7 = +(2𝑐 – 2) 𝑐 − 7 = −(2𝑐 – 2)
𝑐 − 7 = +(2𝑐 – 2) 𝑐 − 7 = −(2𝑐 – 2) Apply Property 1
𝑐 – 7 = 2𝑐 – 2 𝑐 – 7 = −2𝑐 + 2
−𝑐 – 7 = −2 3𝑐 – 7 = 2
−𝑐 = 5 3𝑐 = 9
𝑐 = −5 𝑐 = 3

The solution set is {𝑥 |𝑥 = −5, 𝑥 = 3}.

Example 2. Solve and graph each inequality.

a. │𝑥 − 3│ < 4 b. │ −
2𝑥 + 3│ ≥ 7

Solution:
a. Use the fact
│𝑥that │𝑥<− 43│ < 4 is equivalent to −4
− 3│ <𝑥 −
Write 3<
the 4.
original equation
−4 < 𝑥 − 3 < 4 Apply Property 2
−4 + 3 < 𝑥 < Add 3 to both sides
4+3 Simplify
−1 < 𝑥 < 7
The solution set is (−1, 7), or the real numbers between −1 and 7 or
{𝑥| − 1 < 𝑥 < 7}. The graph is shown below.

Note that -1 and 7 are not included in the solution set since an open circle is
being used in the graph.

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CO_Q2_Math7_Module 9
 b. │ − 2𝑥 + 3│ ≥ 7 Write the original equation
−2𝑥 + 3 ≤ −7 −2𝑥 + 3 ≥ 7 Apply Property 3
Subtract 3 from both sides
or Simplify
−2𝑥 + 3 − 3 ≤ −7 − 3 −2𝑥 + 3 − 3 ≥ 7 – Divide
3 both sides by -2
−2𝑥 ≤ −10 −2𝑥 ≥ 4
𝑥 ≥ 5 𝑥 ≤ −2
Note that multiplying and dividing an inequality with a negative number
means you must reverse the inequality sign. Recall that when you multiply or
divide both sides by a negative value, the sign of the resulting product or quotient
changes. This means that there is now a change in value of the numbers in both
sides. Here, you make the side that is of greater value to have a “bigger” negative
number, which actually means it is now less than the value on the other side. To
make the statement true, you must reverse the inequality sign whenever you
multiply or divide by a negative number.

Thus, the solution set is {x|𝑥 ≤ −2 or 𝑥 ≥ 5} and the graph is shown

below.

Note that -2 and 5 are included in the solution set that will satisfy the given
equation since a solid circle is being used in the graph.

To solve word problem, one must know how to write equations. There are
steps to follow in writing the equation and finding the solution.

Steps in Problem Solving

1. Read and explore the problem. Choose the variable to represent the unknown
number in the problem. This is called defining the variable.
2. Use this variable in writing expressions for other unknown numbers in the
problem.
3. Read the problem again and decide how the unknown relates to the other
information in the problem.
4. Write an equation to represent the relationship.
5. Solve for the unknown.
6. Check by going back to the original statement.

Illustrative Examples

A. Number Relation Problem

A number is 3 less than another number. If their sum is 49, find the
two numbers.
Step 1: Let x be the first number.
Step 2: 𝑥 – 3 is the other number.
Step 3: The sum of the two numbers is 49.
Step 4: 𝑥 + (𝑥 – 3) = 49

15
CO_Q2_Math7_Module 9
 Step 5: 𝑥 + 𝑥 – 3 = 49 Remove the parentheses
2𝑥 − 3 = 49 Combine like terms
2𝑥 − 3 + 3 = 49 Add 3 to both sides
+3 Simplify
2𝑥 = 52 Divide both sides
Since𝒙 𝑥= =2626, substitute 26by
in2the second number, that is 𝑥 – 3
second number = 𝑥 – 3
= 26 − 3
= 23
Step 6: Check: The two numbers, 26 and 23, when added is equal to
49, and 23 is 3 less than 26.
Answer: The first number is 26 and the other number is 23.

B. Consecutive Numbers Problem

The sum of three consecutive even integers is 96. Find the largest of
these integers.
Step 1: Let x be the first even integer.
Step 2: 𝑥 + 2 is the second even integer.
𝑥 + 4 is the third and largest even integer.
Step 3: The sum of the three consecutive even integers is 96.
Step 4: (𝑥) + (𝑥 + 2) + (𝑥 + 4) = 96
Step 5: 𝑥 + 𝑥 + 2 + 𝑥 + 4 = 96
3𝑥 = 96 − 6
3𝑥 = 90
𝒙 = 30 the first even integer
Since 𝑥 = 30, substitute 30 in 𝑥 + 2 and 𝑥 + 4
second even integer = 𝑥 + 2
= 30 + 2
= 32
third even integer = 𝑥 + 4
= 30 + 4
= 34
Step 6: Check: The consecutive even integers, 30, 32 and 34 when added
is equal to 96.
Answer: The largest of the three even integers is 34.

C. Geometric Relation Problem

The area of a rectangle is three times the area of a square. If four
times the area of the square is twelve square centimeters bigger than the
area of the rectangle, what is the area of the square and the area of the
rectangle in
square centimeters?
Step 1: Let 𝑥 be the area of the square. 𝑥 3𝑥
Step 2: 3𝑥 is the area of the rectangle.
Step 3: 4𝑥 is 12 𝑐𝑚2 bigger than 3𝑥.
Step 4: 4𝑥 = 3𝑥 + 12
Step 5: 4𝑥 − 3𝑥 = 12
𝒙 = 12 𝑐𝑚2 The area of the square
3𝑥 = 3(12𝑐𝑚2)
𝟑𝒙 = 36 𝑐𝑚2 The area of the rectangle

16
CO_Q2_Math7_Module 9
 Step 6: Check: The area of the rectangle, 36 𝑐𝑚2, is three times the area
of the square 12 𝑐𝑚2.
Answer: The area of the square is 12 𝑐𝑚2 and the area of the rectangle is
36𝑐𝑚2.

D. Age Problem
Mark is now 25 years older than his son. In 7 years, he will be 3 years
more than thrice as his son’s age. What are their present ages?

Step 1: Let 𝑥 be the age of Mark’s son.

Step 2: Let 𝑥 + 25 be Mark’s present age
Step 3: After 7 years, each age is
increased
Son’s age: by
𝒙 +7𝟕 Mark’s age: 𝑥 + 25 + 7 = x + 32
Step 4: In 7 years, Mark’s age will be 3 years more than thrice his son’s
age, we have 𝑥 + 32 = 3(𝑥 + 7) + 3
Step 5: 𝑥 + 32 = 3(𝑥 + 7) + 3
𝑥 + 32 = 3𝑥 + 21 + 3
𝑥 + 32 = 3𝑥 + 24
32 − 24 = 3𝑥 − 𝑥
8 = 2𝑥
4 = 𝑥 son’s age at present
𝑥 + 25 = 4 + 25 = 29 Mark’s age at present
Step 6: Check: Mark’s age is 25 years more than his son’s age: 29 = 4
+
25. In 7 years, their ages will be 36 and 11, respectively. Thus,
Mark’s age is 3 years more than thrice his son’s age: 36 =
Answer: 3(11) + 3
Mark’s present age is 29 and his son’s age is 4.

E. Distance Problem
Two cars leave Manila and travel in opposite directions. One of the
cars’ average speed is12 km/h less than the other. After 3 hours, they are
396 km apart. What is the average speed of each car?

Note: The distance covered by a moving body/object is the product of

the time spent and the rate of the moving body.
𝑑 = 𝑟𝑡
Step 1: Let 𝑟 be the rate of the first car in km/h.
𝑟 − 12 is the rate of the second car.
Step 2: 3𝑟 is the distance covered by the first car after 3 hours.
3(𝑟 − 12) is the distance covered by the second car after 3 hours.
Step 3: The total distance covered by the car is 396.
Step 4: 3𝑟 + 3(𝑟 − 12) = 396
Step 5: 3𝑟 + 3(𝑟 − 12) = 396
3𝑟 + 3𝑟 − 36 = 396
6𝑟 =
396 + 36
6𝑟𝑟 == 432
72 𝑘𝑚/ℎ rate of the first car
𝑟 – 12 = 60 𝑘𝑚/ℎ rate of the second car

17
CO_Q2_Math7_Module 9
 Step 6: Check: The sum of the distances covered by the two cars
should be 396 km. Thus,
3𝑟 + 3(𝑟 − 12) = 396
3(72) + 3(60) = 396
216 + 180 = 396
396 = 396
Answer: The average speed of the first car and second
car are 72 𝑘𝑚/ℎ
and 60 𝑘𝑚/ℎ, repectively.

F. Money Problem

Jane has some 1-peso coins and 4 more 5-peso coins than 1-peso
coins, making a total of 22 coins. How much money does she have?

Step 1: Let 𝑥 be the number of 1-peso coins.

𝑥 + 4 is the number of 5-peso coins.
Step 2: 1.00𝑥 is the amount of 1-peso coins.
5.00(𝑥 + 4) is the amount of 5-peso coins.
Step 3: The total number of 1-peso and 5-peso coins is 22.
Step 4: 𝑥 + (𝑥 + 4) = 22
Step 5: 𝑥 + 𝑥 + 4 = 22
2𝑥 = 22
−4
2𝑥𝑥 = 918 number of 1-peso coins
𝑥 + 4 = 9 + 4 = 13 number of 5-peso coins
1.00(9) = Php 9.00 amount of 1-peso coins
5.00(13) = Php 65.00 amount of 5-peso coins
Php 9.00 + Php 65.00 = Php 74.00 total amount of money Jane has
Step 6: Check: The nine 1-peso coins added to thirteen 5-peso coins is
equal to 22 coins. Also, nine 1-peso coins is equal to Php 9.00
and the thirteen 5-peso coins is equal to Php 65.00, making a
total of Php 74.00.
Answer: Jane has a total money of Php 74.00.

G. Inequality Problems

1. Khiff has Php 300 to ride a roller coaster and play games in the
amusement park. If a ticket to a roller coaster ride costs Php 60.00,
what is most amount he can spend on games?

Step 1: Let 𝑥 be the amount of money Khiff can spend on games.

Step 2: 60 + 𝑥 is the amount he can spend in the amusement park
Step 3: At most means less than or equal to
Step 4: 60 + 𝑥 ≤ 300
Step 5: 60 + 𝑥 ≤ 300
60 − 60 + 𝑥 ≤ 300 − 60 Subtract 60 from both sides
𝑥 ≤ 240 Simplify
Step 6: Check by choosing an amount less than or equal to Php 240 or
an amount greater than Php 240.

18
CO_Q2_Math7_Module 9
 Php 200 − 𝑎𝑚𝑜𝑢𝑛𝑡 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑃ℎ𝑝 240 Php 250 − 𝑎𝑚𝑜𝑢𝑛𝑡 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 𝑃ℎ𝑝 240
Let’s check if Php 200 is a possible Let’s check if Php 250 is a possible
solution if 𝑥 ≤ 240. solution if 𝑥 ≤ 240.
60 + 𝑥 ≤ 300 60 + 𝑥 ≤ 300
60 + 200 ≤ 300 60 + 300 ≤ 300
260 ≤ 300. 360 ≤ 300
CORRECT INCORRECT
Comparing the two solutions above, we can say that the most
amount Khiff can spend on games is Php 240.00.
Answer: Khiff can spend at most Php 240.00 on games.

2. Khaye is saving money for a field trip. She has Php 1, 500 but her goal is
to save at least Php 8,000. What is the least amount Khaye needs to save
to reach her goal?

Step 1: Let 𝑥 be the amount of money Khaye still needs to save.

Step 2: 1500 + 𝑥 is the total amount Khaye needs to save to reach her goal
Step 3: At least means greater than or equal to
Step 4: 1500 + 𝑥 ≥ 8000
Step 5: 1500 + 𝑥 ≥ 8000
1500 − 1500 + 𝑥 ≥ 8000 − 1500 Subtract 1500 from both sides
𝑥 ≥ 6500 Simplify
Step 6: Check by choosing an amount greater than or equal to Php
6500
or an amount less than Php 6500, then compare its result.
Php 6500 − 𝑎𝑚𝑜𝑢𝑛𝑡 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑃ℎ𝑝 6500 Php 6000 − 𝑎𝑚𝑜𝑢𝑛𝑡 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 𝑃ℎ𝑝 6500

Let’s check if Php 6500 is a possible Let’s check if Php 6000 is a possible
solution if 𝑥 ≥ 6500. solution if 𝑥 ≥ 6500.
1500 + 𝑥 ≥ 8000 1500 + 𝑥 ≥ 8000
1500 + 6500 ≥ 8000 1500 + 6000 ≥ 8000
8000 ≥ 8000. 7500 ≥ 8000.
CORRECT INCORRECT

Comparing the two solutions above, we can say that the least
amount Khaye needs to save is Php 6500.00.
Answer: The least amount Khaye needs to save to reach her goal is
Php 6500.00.

Points to Remember:
 The values of the variable that result in a true statement are called solutions
or roots of the equation.
 To solve an equation means to find all the solutions of the equation.
 The solution set of an inequality is the set of values that makes
the inequality a true statement.
 Solving Inequalities is the same as solving an equation. You see the
same steps as in solving equations, but the only difference is if you
multiply or divide by a negative number. Multiplying and dividing an
inequality with a negative number means you must reverse the inequality
sign.
Example: -4x <
12 x >
-3 19
CO_Q2_Math7_Module 9
 What’s More

Let us try to answer more challenging set of problems.

A. Match the solutions under Column B to each equation or inequality in one

variable under Column A. Remember that inequalities can have more than
one solution. List all acceptable solutions.

COLUMN A COLUMN B
1. 4𝑥 12 A. −1
− 4 =
2. 2𝑥 3 B. 0
− 1 =
3. 𝑥– C. 1
2> 7
4. 4𝑥 D. 2
7. 12
> 7𝑥 – 5 = 16 G. 5
5.
8. 5𝑥 = 30𝑥 – E. 6
H. 3
5
9. >3𝑥3 – 1 < −1 I. 9
6.
10.𝑥2𝑥+– 45 == 513 F. 10
J. 4

B. Match the following inequalities with its graph. Write the letter that
corresponds to the graph of the given equations and inequalities.
1. │x│≤ 3
2. │x - 2│≤ 3
3. │x - 1│≤ 3
4. x – 4 ≤ -1

5. x + 3 > 5

6. 2x -1 ≥ - 5

C. Use the variable x to represent the unknown.

1. Julie is 15 years old now. Represent her age 𝑥 years ago.
2. Represent “four less than a given number” if the given number is
represented by 3𝑥.
3. The number of days is at most than 14.
4. Express 72 as the sum of three consecutive even integers.
5. A number is 9 times the other and their sum is 100.

Good job! Get ready for another learning battle ahead!

20
CO_Q2_Math7_Module 9
 What I Have Learned

Here is another activity that will let you apply what you have learned about
solving linear equations and inequalities in one variable. Choose the
word/expressions from the box to fill in each blank to make a statement true.

solution set divide 𝑥 < −𝑎 or 𝑥 > 𝑎

subtract working backward defining the variable
multiply –a<x<a cover-up
guess and check -3 Trichotomy Property of Inequality
1
add Symmetric Property of Equality
3

1. There are three (3) different ways to solve an equation or inequality in one
variable by inspection. These include the guess and check method, cover-up
method and the method.

2. The method will let one guesses and substitutes values to see
if the value being substituted will make the equation true.

3. The of an inequality is the set of values that makes the

inequality a true statement.

4. Subtracting 3 from both sides of the equation is the same as adding

to both sides of the equation.

5. To solve x + 8 = 12, 8 from both sides of the equation.

6. To solve -2x – 5 = -x, x on both sides of the equation.

7. The tells us that the expressions on the both sides of the equation may be
interchanged.

8. If |𝑥| < 𝑎 , then .

9. To solve 10𝑥 = 140, both sides of the equation by 10.

10. The first step in solving word problems is choosing the variable to represent the
unknown number in the problem. This is called .

Nice work! Now you’re up for the next challenge of this lesson.

21
CO_Q2_Math7_Module 9
 What I Can Do

Apply what you have learned about solving linear equations and inequalities in one
variable.

A. Find the solution of the equation or inequality using the three methods.
For items 1-3, use Guess and Check Method.
1. 4 (x + 2) = 6x + 6 if x = -1 , x = 1 , x = 2
2. -3 (x + 2) < 11 if x = 5 , x = 6 , x = -6
3. 2x + 5 ≥ - 1 if x = -3, x = 0, x = 3

For items 4-5, use Cover-up Method.

4. x + 9 = 14
5. 2x – 5 = 13

For items 6-7, use Working Backwards method by illustrating a

diagram.
6. 4x + 7 = 15
7. 6x – 4 = 20

B. Solve the following equation and inequality. Then show the graph of each
inequality.

1. -3 │x + 3│ + 6 = - 3 4. │x + 1│ < 3

2. │2x + 5│= 2 5. │x - 3│ > 2

3. │2x +4│≥ 12

C. Solve the following word problems on linear equations and inequalities in

one variable.

1. The sum of two numbers is 25. The second number is 5 more than the first
number. Find the numbers.

2. Find three consecutive even numbers whose sum is 72.

3. One angle of a triangle is thrice as large as another. The measure of the third
angle is 400 greater than that of the second angle. Find the measure of each
angle.

4. The difference between two numbers is less than or equal to 96. The larger
number is 245. Find the smallest possible number.

5. The sum of Ben’s age and Jul’s age is 53. Five years ago, Ben was 7 years
more than one-half as old as Jul then. How old is Jul?

Great work! You did a good job in applying what you have learned!

22
CO_Q2_Math7_Module 9
 Assessment

Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.

1. What is the value of x that would make the equation 4x – 8 = 12 correct?

A. 3
B. 5
C. 7
D. 9

2. Which of the following is a possible solution of -7x - 4 ≤ 10?

A. -5
B. -4
C. -3
D. -2

3. Which of the following values will satisfy the equation 12x - 14 = 10?
A. -3
B. -2
C. 2
D. 3

4. What is a possible solution of 7x + 5 ≥ 9?

A. -2
B. -1
C. 0
D. 1

5. What are the possible solutions of 6(x – 5) > 13?

A. 1, 3
B. 4, 5
C. 6, 7
D. 8, 9

7. What are the values of x in the equation│x + 5│ = 4?

A. x = -1 and x = -9
B. x = 1 and x = -9
C. x = -1 and x = 9
D. x = 1 and x = 9

8. What are the solutions to the equation │3x - 5│- 4=

10? A. x = 3 and x = 19
3
B. x = 3 and x = − 319
C. x = -3 and x = − 319
19
D. x = -3 and x =
3

23
CO_Q2_Math7_Module 9
8. What is/are the value/s of x in the equation │x│ = 2?
A. 2
B. -2
C. 2 or -2
D. 22

9. What is the solution set of the inequality │x + 2│<

6? A. { x│ -8 < x < 4}
B. { x│ -8 < x > 4}
C. { x│ -8 > x > 4}
D. { x│ -8 > x < 4}

11. What values of a will satisfy the inequality │4a + 1│

> 5?A. { a│ a < - 3 or a > 1}
2
B. { a│ a > - 23 or a > 1}
C. { a│ a < - 23 or a < 1}
D. { a│ a < - 23 or a > 1}

11. Ana weighs 3 𝑘𝑔 more than her sister Nina, and their total weight is 105 𝑘𝑔.
What is the weight of Nina?
A. 50 𝑘𝑔 C. 53 𝑘𝑔
B. 51 𝑘𝑔 D. 54 𝑘𝑔

12. The lengths of a triangle are consecutive integers. If the perimeter of the
triangle is 108 𝑐𝑚, what is the length of the longest side?
A. 35 cm C. 37 cm
B. 36 cm D. 38 cm

13. Jay’s father is twice as old as Jay. In 20 years, Jay will be two-thirds as old as
his father. How old is Jay’s father?
A. 35 C. 42
B. 40 D. 44

14. Mark earned 6, 7 and 10 points out of 10 on the first three quizzes.
What must he score on the fourth quiz to average at least 8?
A. at least 6
B. at least 7
C. at least 8
D. at least 9

15. Which statement can be modeled by 𝑥 + 3 ≤ 12?

A. Joan has 3 bottles of water. Together, Joan and her friend have at most
12 bottles of water.
B. Gayzel sold 3 facemasks. To reach her target sales, Gayzel must sell at
least 12 facemasks.
C. Glen has 2 baseball hats. Glen and his brothers have fewer than 12
baseball hats.
D. Daphne swam 3 laps in the pool this week. She must swim more than
12 laps.

24
CO_Q2_Math7_Module 9
 Additional Activities

This section includes supplementary activities related to translating

and solving equations.
You have heard of number puzzles when someone asks you to
choose
numbers and perform some calculations, and then the person tells
you what the result is, or is able to tell you the number you chose.

Example:
Choose a number. 𝑥
Add three.
Double the result. 𝑥 + 3
Subtract two.
Divide by two. 2( 𝑥
2𝑥+4 + 3) = 2𝑥 + 6
2 = 𝑥+2
2𝑥
𝑥 ++26– −𝑥 2== 22𝑥 +
Subtract the number you chose.
4
The result is 2.

Try to use other numbers and follow the steps discussed in the example
above. Check whether the answer results to 2.

To see why the result is always 2, look at the expression for each step.

Your turn!
Write the expressions that show how the following number puzzles
work. Then explain how did you arrived with your answer.

1. Choose a number.
Add the next smaller number.
Add nine.
Divide by two.
Subtract the number you chose.
The result is 4.

2. Choose a number.
Double it.
Add six.
Double the result.
Divide by four.
Subtract the number you chose.
The result is 3.

3. Create your own number puzzle. Then show how it works for a
given number.

25
CO_Q2_Math7_Module 9
 CO_Q2_Math7_Module 9
26
What I Know What’s In What’s More
1. D A. B.
A. B.
2. B 1. E 1. 17 1. F 1. d
3. D 2. I 2. 8 2. D 2. f
4. D 3. I 3. 5 3. J 3. b
5. C 4. I 4. 15 4. F, G, H, I, J 4. c
6. C 5. E 5. I, J 5. a
6. I 6. C 6. e
7. B
What’s New 7. E
8. D
a. x = -3 8. H
9. A x = -3 , x = -2 , x = -1 , x = 2
b. 9. A
10.A c. x = -3 , x = -2 , x = -1 10.I
11.B d. x=3 C.
12.C e. x = -2 1. 15 − 𝑥
13.C 2. 3𝑥 − 4
14.B 1. No. 3. 𝑥 ≤ 14
15.B 2. Yes. 4. (𝑥) + (𝑥 + 2) + (𝑥 + 4) = 72
or
2𝑥 + (2𝑥 + 2) + (2𝑥 + 4) = 72
5. 9𝑥 + 𝑥 = 100
What I Can Do
What I Have A. 1. x = -1 (not solution)
Assessment
Learned x = 1 (solution) 1. B 11. B
x = 2 (not solution) 2. D 12. C
2. x = 5 (solution) 3. C 13. B
x = 6 (solution) 4. D 14. D
1. working backward x = -6 (not solution) 5. D 15. A
2. guess and check 3. x = -3, 0 3 (solutions) 6. A
3. solution set 4. x = 5 7. D
4. -3 5. x = 9 8. C
9. A
5. subtract 6. x = 2
10. A
6. add 7. x = 4
7. Symmetric B.
1. x = -6, x = 0 Additional Activities
Property of −7 −3 1. 𝑥
Equality 2. x= ,x=
2 2 𝑥 + 𝑥 – 1 = 2𝑥 − 1
8. –a<x<a 3. 2𝑥 – 1 + 9 = 2𝑥 + 8
4. 2𝑥 + 8
9. divide = 𝑥 +4
5. 2
10. defining the 𝑥+4−𝑥 =4
variable C.
2. 𝑥
1. 10 and 15 2𝑥
2. 22, 24, and 26 2𝑥 + 6
3. 20 0 , 600 and 100 0 4𝑥 + 12
= 𝑥 +3
4. 149 4
5. 29 𝑥+3−𝑥 =3
3. Answers may vary
Answer Key
References

1. Department of Education-Bureau of Learning Resources (DepEd-BLR) (2016)

Grade 7 Mathematics Teacher’s Guide. Lexicon Press Inc., Philippines

2. Oronce, Orlando A., et.al, E-Math I Elementary Algebra Revised Edition 2010.
Rex Book Store, Inc.

3. De Leon, Cecille M., et.al, Integrated Mathematics Textbook for First Year.
JTW Corporation 2000.

4. Mathematics – Grade 7 Learner’s Material First Edition, 2013, ISBN: 978-

971-9990- 60-4, pp. 76-82.

5. Julieta G. Bernabe (2009). Elementary Algebra. JTW Corporation., Quezon

City, Philippines

6. The New High School Mathematics First Year (2003) by Diwa Scholastics
Press Inc., Philippines

7. Grade 7 Mathematics – Patterns and Practicalities, Updated Edition,

ISBN: 978-971-9978- 17-6, pp. 280-282; 296-298.

8. Elementary Algebra Textbook For First Year, Pilot Edition, ISBN: 9781-
07-2168-2, pp. 280-282; 296-298.

9. https://www.expii.com/t/solving-inequalities-with-negative-multiplication-
or-division-rules-examples-4272#:~:text=When%20you%20multiply%20
both%20sides,multiply%20by%20a%20negative%20number

27
CO_Q2_Math7_Module 9
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph