Professional Documents
Culture Documents
Grade 7 Module Quarter II
Grade 7 Module Quarter II
Module 1
Measurements
In order to achieve the objectives of this module, here’s a simple guide for you:
4. Compare your answers against the key to answers found at the end of the
module.
5. Do the activities to fully understand each lesson.
7. Answer the post-test after you have gone over all the lessons.
6. “Kilo” means
a. 1000x
b. 100x
c. 10x
d. 5x
7. 6 m=____ cm
a. 6
b. 600
c. .06
d. .006
8. 333 cm=3.33__
a. Dm
b. Km
c. M
d. Mm
Sheet of
Intermediate Teacher’s Table Classroom
Paper
Length Width Length Width Length Width
Arm Part
Used
Measuremen
t
Comparison
to: (name of
classmate)
* For the arm part, please use any of the following only: the palm, the handspan and the
forearm length
If you and your partner vary a lot in height, then chances are your forearm length,
handspan and palm may also vary, leading to different measurements of the same thing.
History of Measurement
One of the earliest tools that human beings invented was the unit of measurement.
In olden times, people needed measurement to determine how long or wide things are;
things they needed to build their houses or make their clothes. Later, units of measurement
were used in trade and commerce. In the 3rd century BC Egypt, people used their body
parts to determine measurements of things; the same body parts that you used to measure
the assigned things to you.
The forearm length, as described in the table below, was called a cubit. The
handspan was considered a half cubit while the palm was considered 1/6 of a cubit. Go
ahead, check out how many handspans your forearm length is. The Egyptians came up
with these units to be more accurate in measuring different lengths.
However, using these units of measurement had a disadvantage. Not everyone had
the same forearm length. Discrepancies arose when the people started comparing their
measurements to one another because measurements of the same thing differed,
depending on who was measuring it. Because of this, these units of measurement are
called non-standard units of measurement which later on evolved into what is now the
inch, foot and yard, basic units of length in the English system of measurement.
1. Can you name other body measurements which could have been used as a
nonstandard unit of measurement? Do some research on other non-standard
units of measurement used by people other than the Egyptians.
2. Can you relate an experience in your community where a non-standard unit of
measurement was used?
What you will do
Activity 1.3:
Instructions: Determine the dimension of the following using the specified English units
only. Record your results in the table below. Choose a classmate and compare your results.
Sheet of
Intermediate Teacher’s Table Classroom
Paper
Length Width Length Width Length Width
Unit used
Measuremen
t
Comparison
to: (name of
classmate)
For the unit used, choose which of the following SHOULD be used: inch or foot.
1 foot = 12 inches
1 yard = 3 feet
For long distances, the mile is used:
1 mile = 1,760 yards = 5,280 fee
Converting from one unit to another might be tricky at first, so an organized way of
doing it would be a good starting point. As the identity property of multiplication states,
the product of any value and 1 is the value itself. Consequently, dividing a value by the
same value would be equal to one. Thus, dividing a unit by its equivalent in another unit is
equal to 1. For example:
1 foot / 12 inches = 1
3 feet / 1 yard = 1
These conversion factors may be used to convert from one unit to another. Just
remember that you’re converting from one unit to another so cancelling same units would
guide you in how to use your conversion factors. For example:
Again, since the given measurement was multiplied by conversion factors which are
equal to 1, only the unit was converted but the given length was not changed. Try it
yourself.
3. Sarah is running in a 42-mile marathon. How many more feet does Sarah need to
Additional Information
History of Measurement (Continuation)
The Metric System
The metric system is a system of measurement that uses the meter, liter, and gram
as base units of length (distance), capacity (volume), and weight (mass) respectively. To
measure smaller or larger quantities, we use units derived from the metric units.
The given figure shows the arrangement of the metric units, which are smaller or
bigger than the base unit.
The units to the right of the base unit are smaller than the base unit. As we move to
the right, each unit is 10 times smaller or one-tenth of the unit to its left. So, a ‘deci’
means one-tenth of the base unit, ‘centi’ is one-tenth of ‘deci’ or one-hundredth of
the base unit and ‘milli’ is one-tenth of ‘centi’ or one-thousandth of the base unit.
The units to the left of the base unit are bigger than the base unit. As we move to the
left, each unit is 10 times greater than the unit to its right. So, a ‘deca’ means ten
times of the base unit, ‘hecto’ is ten times of ‘deca’ or hundred times of the base unit
and ‘killo’ is ten times of ‘hecto’ or thousand times of the base unit.
So, the units for length, weight (mass) and capacity(volume) in the metric system are:
Length: Millimeter (mm), Decimeter (dm), Centimeter (cm), Meter (m), and Kilometer
(km) are used to measure how long or wide or tall an object is. Examples include
measuring the thickness or length of debit card, length of cloth, or distance between two
cities
Weight: Gram (g) and Kilogram(kg) are used to measure how heavy an object, using
instruments. Examples include measuring weight of fruits or, our own body weight.
Capacity: Milliliter (ml) and Liter (l) are used to measure how much quantity of liquid an
object can hold. Examples include measuring the amount of juice in a juice can, or amount
of water of in a water tank.
Time: Second is the base unit for time. The other metric units of time are:
Here’s how we can multiply or divide for making metric conversions. To convert a
bigger unit to the smaller unit, we move left to write, we multiple by 10. Moving right to
left, from smaller unit to bigger, we divide by 10.
Example 1: Convert 5 km to m.
As 1 km = 1000 m
as: 1 kg = 1000 g
Example 4: Covert 3 km to m
1. 2000 mm=_____m
2. 0.05 mL=_____L
3. 30mg=_____g
4. 0.101mm=_____cm
5. 20g=_____mg
1. 3 m ______300 cm
2. 5000mL_____50kL
3. .001g_____cg
4. 1000km_____1000000cm
5. 1L_____1000mL
6.
Zusätzliche Informationen
Let’s summarize
1. Measurement is the assignment of a number to a characteristic of an object or event
which can be compared to other objects or events.
3. The most common used to measure is measuring length, mass, capacity, time and
temperature
4. There are two known system of measurement, the English system and the Metric
5. The English system includes units for mass, volume, time, temperature and angle
Fun Facts
Since the 1960s the metric system is called the "International System of Units" or "SI"
(from the French "Système International").
The prefixes of the metric system can be remembered using the mnemonic “King
Henry Died of Drinking Cold Milk”
There are units greater than the kilo as well. These have prefix mega, giga and tera. A
mega is 1000 times of kilo. A giga is 1000 times of mega and a tera is 1000 times of a
giga.
The metric system has its beginnings back 1670 by a mathematician called Gabriel
Mouton.
Post-test
A. Encircle the letter of your choice
1. 39 kg measures
a. Weight
b. Mass
c. Force
d. Volume
2. Which lists metric units, in order from smallest to largest?
a. Milligram, centigram, gram
b. Kilogram, gram, centigram
c. Decagram, hectogram, milligram
d. Kilogram, hectogram, decagram
Key to Answers
Pre-Test
1. d 6. a
2. c 7. b
3. b 8. c
4. d 9. d
5. c 10. a
Activity 1.1
Sample Answer
Table-palm, span, centimeter, meter, inches, foot
Pencil-centimeter, inchers, pam, span
Door- palm, span, centimeter, meter, inches, foot
Water-milliliter, litter, galloon
Logs- palm, span, centimeter, meter, inches, foot
Rice-kilogram, grams
Books- palm, span, centimeter, meter, inches, foot
Road-kilometer, meter, foot
Weight-kilograms, grams
Questions
1. To identify what instrument to use in the different objects, we should consider
how big or small the objects is in order to use the appropriate measuring tool
Example: water cannot be measured by meters and centimeters
The book cannot be measured and represented using kilometers since
it involves bigger values
2. We measure objects by using measuring tools appropriate for each given object.
We then convert measures to another unit if necessary fro comparison and other
purposes.
Activity 1.2
The answers on the table will differ from each student depending on the
size of the given objects measured. Feed backing should be done upon submission of the
activity.
Question to Ponder:
1. What is the appropriate arm part to use in measuring the length and width of the
sheet of paper? of the teacher’s table? Of the classroom? What was your reason for
choosing which arm part to use? Why?
While all of the units may be used, there are appropriate units of
measurement to be used depending on the length you are trying to measure.
For the sheet of paper, the palm is the appropriate unit to use since the
handspan and the forearm length is too long.
For the teacher’s table, either the palm or the handspan will do but the
forearm length might be too long to get an accurate measurement.
For the classroom, the palm and handspan may be used but you may end up
with a lot of repetitions. The best unit to use would be the forearm length.
2. Did you experience any difficulty when you were doing the actual measuring?
The difficulties you may have experienced might include having to use too
many repetitions.
3. Were there differences in your data and your classmate’s data? Were the
differences significant? What do you think caused those differences?
If you and your partner vary a lot in height, then chances are your forearm
length, handspan and palm may also vary, leading to different measurements
of the same thing.
Exercise 1
1. Sample answers:
cubit, arm span,
2. Sample answers:
When somebody will survey a land area, number of steps is used to locate the
demarcation line and the boundary.
Activity 1.3
The answers on the table will differ from each student depending on the
size of the given objects measured. Feed backing should be done upon submission of the
activity.
Questions to Ponder
1. What was your reason for choosing which unit to use? Why?
For the sheet of paper, the appropriate unit to use is inches since its length
and width might be shorter than a foot.
For the table and the classroom, a combination of both inches and feet may
be used for accuracy and convenience of not having to deal with a large
number.
2. What difficulty, if any, did you experience when you were doing the actual
measuring?
3. Were there differences in your data and your classmate’s data? Were the
differences as big as the differences when you used non-standard units of
measurement? What do you think caused those differences?
If you and your partner used the steel tape correctly, both your data should
have little or no difference at all. The difference should not be as big or as
significant as the difference when non-standard units of measurement were
used. The slight difference might be caused by how accurately you tried to
measure each dimension or by how you read the ticks on the steel tape. In
doing actual measurement, a margin of error should be considered.
Self-Test 1
1. 2.5 ft
2. 4680 inches
3. 29,040 ft
Self-Test II
A.
1. 2 m
2. 0.00005 L
3. 0.030 g
4. 1.01cm
5. 20,000mg
B.
1. >
2. <
3. <
4. >
5. =
Post-Test
A.
1. b
2. a
3. b
4. b
5. c
B.
1. 10
2. 53
3. 19,000
4. 0.66
5. 0.0017
6. 250
7. 60
8. 39.37
9. 1
10. 0.650
Module 3
Constants, Variables, Algebraic Expressions and Translation of
Verbal Phrases and Mathematical Phrases and vice versa
What this module is about
4. Compare your answers against the key to answers found at the end of the
module.
7. Answer the posttest after you have gone over all the lessons.
II. Directions: Match each verbal phrase under Column A to its mathematical
phrase under Column B. Each number corresponds to a letter which will reveal a
quotation if answered correctly. A letter may be used more than once.
Column A
_____ 1. The sum of a number and three
_____ 2. Four times a certain number decreased by one
_____ 3. One subtracted from four times a number
_____ 4. A certain number decreased by two
_____ 5. Four increased by a certain number
_____ 6. A certain number decreased by three
_____ 7. Three more than a number
_____ 8. Twice a number decreased by three
_____ 9. A number added to four
_____ 10. The sum of four and a number
_____ 11. The difference of two and a number
_____ 12. The sum of four times a number and three
_____ 13. A number increased by three
_____ 14. The difference of four times a number and one
Column B
A. x + 3 B. 3 + 4x E. 4 + x I. x + 4 L. 4x – 1 M. x – 2
N. x – 3 P. 3 – x Q. 2 – x R. 2x – 3 U. 4x + 3
****************************************************************************************************
****************************************************************************************************
Familiarity with the following terms will help you get the most from this module:
+ =5 x+y=5
In the last expression, x and y may take values from the set of integers that make the
statement true. For example:
5+0=5 2+3 = 5 -1 + 6 = 5
4+1=5 1+ 4= 5 -2 + 7 = 5
There is an infinite number of values that can take the places of x and y. These letters
are called variables and the number 5, which remains unchanged, is called contant.
Consider the expression
4x2 + 3y +2.
***Remember***:________________________________________________________
Variables – are symbols or letters that may take one or more than one value.
These variables may represent elements of set of real numbers.
Notation
Since the letter x is now used as a variable in Algebra, it would not only be funny
but confusing as well to still use x as a multiplication symbol. Imagine writing the
product of 4 and a value x as 4xx! Thus, Algebra simplifies multiplication of
constants and variables by just writing them down beside each other or by
separating them using only parentheses or the symbol “ ” . For example, the
product of 4 and the value x (often read as four x) may be expressed as 4x, 4(x) or
4x. Furthermore, division is more often expressed in fraction form. The division sign
÷ is now seldom used.
Hence therefore, the term 4x2 means 4 times x times x. It can also be written as 4 • x •
x, (4)(x)(x), or (4) (x 2). A dot (•) midway between constants and variables, or
parenthesis ( ) to separate constants and variables, is a multiplication sign used to avoid
the confusion.
Hence, to learn more…
Illustrative Example:
Discussion: All of the equations are true. In each of the equations, both sides of the
equal sign give the same number though expressed in different forms. In a) 17 is the
same as the sum of 12 and 5. In b) the sum of 8 and 9 is 17 thus it is equal to the
sum of 1 2 and 5. In c) the sum of 6 and 11 is equal to the sum of 2 and the product
of 3 and the sum of 4 and 1.
Problem: Let x be any real number. Find the value of the expression 3x (the product
of 3 and x, remember?) if
a) x = 5 b) x = 1/2 c) x = -0.25
The letters such as x, y, n, etc. do not always have specific values assigned to them.
When that is the case, simply think of each of them as any number. Thus, they can
be added (x + y), subtracted (x – y), multiplied (xy), and divided (x/y) like any real
number.
Examples:
B. x + 2y, -x2y + xy2, These are called binomials because the algebraic
2
-a – 4 expressions are made up of two terms.
Consider the trinomial 8x – y + 32. The three terms of the trinomial are 8x, -y,
and 32. In 8x, 8 is the numerical coefficient of x, and x is the literal coefficient of 8.A
numerical coefficient of 1 can be omitted in a term such as that in the term –y which
means -1y.
Terms with the same literal coefficients of the same degree are similar terms.
Otherwise, they are called dissimilar terms.
Base 2 4 exponent
Similarly, x • x • x can be written as x3. The variable x is the base and the number
3 is the exponent. The exponent tells how many times the base is used as a factor.
***Remember***________________________________________________________
An exponent is a symbol or a number at the upper right hand corner of a
variable,constant,or expression. It indicates the number of times the variable,constant ,
or expression is used as a factor. The variable,constant, or expression on which the
exponent is applied is called the base.
Coefficient
Expression Exponent Base Numerical Literal
6. 7a3
7. 3x2
8. 10a
9. 25m3
10. 40x5
Lesson 2 Translation of Verbal Phrases and Mathematical Phrases
and vice versa
The symbol of operations and relations with their corresponding meanings are as
follows:
Symbol Meaning
Addition,plus,increased by,added to , the
+ sum of, more than
Subtraction,minus,decreased
- by,subtracted from,less than,diminished by
X, • ,( ) Multiplication,times,multiplied by,product of
/ ,÷ Division,divided by,ratio of,quotient of
= Equals,equal to
< Is less than
> Is greater than
< Is less than or equal to, is at most
> Is greater than or equal to, is at least
‡ Is not equal to
Illustrative Examples
Translate each verbal phrase into mathematical phrase.
A. 10 added to twice a number x -------------------------------------- 10 + 2x
B. a number n decreased by 5 ----------------------------------------- n – 5
C. a number y multiplied by 7------------------------------------------- 7y
D. twice a number a divided by 3-------------------------------------- 2a ÷ 3 or 2a/3
E. the product of x and the square of y------------------------------- xy 2
Directions: Choose the words or expressions inside the boxes and write it under its
respective symbol.
TEST YOURSELF
1. 4 + 3x
2. 3x – 4
3. 2 (x + 3)
4. 5 + 1/3 x
5. 2a + 3b
Formulas are equations that state relationships between quantities. These formulas
can be translated into verbal sentences.
A = lw The area A of a rectangle is the product of the length l and the width w of
the rectangle.
P = 2l + 2w The perimeter P of a rectangle is the sum of twice its length l and twice its
width w.
d = rt The distance d travelled
Let’s summarize
In this lesson, you learned about constants, letters and variables, and algebraic
expressions. You learned that the equal sign means more than getting an answer to
an operation; it just means that expressions on either side have equal values. You
also learned how to evaluate algebraic expressions when values are assigned to
letters.
We also learned that verbal phrases can be written in both words
and in mathematical expressions. You learned common phrases associated with
addition, subtraction, multiplication, division, the inequalities and the equality. With
this lesson, you must realize by now that mathematical expressions are also
meaningful.
Posttest
I. COMPLETE THE TABLE: Fill – in the table with the corresponding answers.
Standard Form Constant Variable Base Exponent Kind of
polynomial
according to
the number of
terms
1. 2x + 5
2. 2πr
3. 5x3 + 3x3 - x
4. X2 - 9
5. 100 x 3
II. MATCHING TYPE: Match the verbal phrase with the mathematical phrase.
____1. A number a subtracted from 8 a. n÷ 4
____2. Twice the product of 3 and x b. 5y
____3. A number n divided by 4 c. 8 – a
____4. A number x increased by 6 d. x + 6
____5. Five times the number y e. 5 + 3x
____6. The sum of five and thrice the number x f. 9/n
____7. Twice the square of a number x g. 2 (3x)
____8. nine divided by n h. 2x2
____9. Twice the sum of 3 and x i. 3x – 1
____10. One less than the product of 3 and x j. 2 ( 3 + x )
1. (-9)4 =
2. -22(-4)3 =
Find the value of the following expressions given the value of the variable;
a=1 b= -1 c= 2 x= -2 y=1 z=0
3.8ab + 3bc – 12
4.3x3 + 7y – 4z
5.6a2 – b( y + z )
Numerical Literal
2x + 5 2,5 x x 1 2 x
2πr 2,π r r 1 2 r
5x3 + 3x3 - x 5,3,-1 x x 3 5 x
X2 - 9 -9 x x 2 -9 x
100 x 3 100 x x 3 100 x
Key to Answers
Pretest
1. A
2. L
3. L
4. M
5. E
6. N
7. A
8. R
9. E
10. E
11. Q
12. U
13. A
14. L
Lesson 1
Self – Test 1.1
Expression Constant Variable
3
1. 7a 7 a
2. 3x2 + 1 3,1 x
3. 10a + b 10 a,b
4. 25m3 + 10n2 25,10 m,n
5. 40x5y4 + 11 40,11 x,y
Self-Test 1.2
1. c
2. b
3. c
4. b
5. d
Self-Test 1.3
1. monomial
2. trinomial
3. binomial
4. binomial
5. monomial
Coefficient
Expression Exponent Base Numerical Literal
6. 7a3 3 a 7 a
7. 3x2 2 x 3 x
8. 10a 1 a 10 a
9. 25m3 3 m 25 m
10. 40x5 5 x 40 x
Lesson 2
Self-Test 2.1
+ – x ÷ < > < > ≠
added to the
difference
of
more diminishe
than d by
less than
Self-Test 2.2
A.
1. 8 - a
2. 2 ( 3x )
3. n ÷ 4
4. x + 6
5. 5y
B.
1. four added by the product of 3 and a number x
2. the product of 3 and x subtracted by 4
3. twice the sum of a number x and 3
4. 1/3 of a number x added to 5
5. the sum of the product of a number a and 2 and a number b and 3
NOTE: these are just few of the suggested answer.the teacher must also evaluate
otherpossible answers of the learners.
Self-Test 2.3
1. P = 4s the perimeter P of a square is equal to 4 times the side s
2. C = 2¶r the circumference C of a circle is equal to the product of 2,the value of pie
and radius r
2
3. A = s the area A of a square is equal to the square of the side s
4. V = lwh the volume V of a rectangle is equal to the product of the length l ,width w
and height h
5. I = PRT the interest I is equal to the product of the principal p, the rate r , and time
t.
Posttest
I.
4. X2 - 9 -9 x x 2 binomial
II.
1. c
2. g
3. a
4. d
5. b
6. e
7. h
8. f
9. j
10. i
III.
1. (-9)4 = 6561
2. -22(-4)3 = -256
Find the value of the following expressions given the value of the variable;
a=1 b= -1 c= 2 x= -2 y=1 z=0
=7
***End of module***
Module 5
Laws of Exponents, Addision, Subtraction and Multiplication of
Polynomials
What is this module about…
This lesson is all about the laws of exponents. Wherein the students would be able to:
define and interpret the meaning of an where n is a positive integer
derive the laws of exponents (restricted to positive integers)
illustrate the laws of exponents
add and subtract polynomials
multiply polynomials
Exercises
1) Which of the following is/ are correct?
a) 42 = 4x4 = 16
b) B) 24 = 2x 2 x 2 x 2= 8
c) C) 25 = 2 x 2 x 2 x 2 x 2 = 32
d) 33= 3 x 3 x 3 =27
Activity 2
Evaluate the following. Investigate the result. Make a simple conjecture on it.
The first two are done for you.
1) (23)2 = 23 *23 = 2* 2* 2* 2* 2* 2 = 64
2) (x4)3 = x4 * x4 * x4 = x *x *x *x *x *x *x *x *x *x *x *x = x12
3) (32)2 =
4) (22)4=
5) (a2)4 =
Did you notice something?
What can you conclude about(an)m? What will you do with a, n and m ?
Activity 3
Evaluate the following. The first example is done for you.
1. (23)(2)2 = 2 x 2 x 2 x 2 x 2 = 25 = 32
2. (x5)(x4) =
3. (32)(34) =
4. (23)(24) =
Did you notice something aside from the bases are the same?
What can you conclude about an * am ? What will you do with a, n and m ?
Activity 4
Evaluate each of the following. Notice that the bases are the same. The first example is
done for you.
1. 27 /23 = 128/8 = 16 ------remember that 16 is the same as 2 4
2. 35 / 33 =
3. 43 / 42 =
4. 28 /26 =
Did you notice something?
What can you conclude about an / mn? What will you do with a, n and m?
Summary:
Laws of exponent
1) an = a * a * a *a * a …….(n times)
2) (an)m = anm power of powers
3) an * am = an+m product of a power
4) an / am = an-m quotient of a power
5) a0=1 whare a is not equal to zero law for zero exponent
Can you rewrite the fractions below using exponents and simplify them?
a) 2/4
b) 4 / 32
c) 27 / 81
What did you notice?
What about these?
d) X-2
e) 3-3
f) (5-3)-2
Can you represent the following quantities using the above tiles?
1. x-2
2. 4x+1
2. (5x – 4) – 4x
Get five (+x) tiles and four more (-x) tiles to represent (5x – 4). Add four (-x) tiles.
[Recall that subtraction also means adding the negative of the quality.]
Now, recall further that a pair of one (+x) and one (-x) is zero. What tiles do you have
left?
That’s right. If you have with you one (+x) and four (-1), then you are correct. That
means the sum is (x-4).
Do you think you can add polynomials now with the tiles?
Perform the operation.
1) Add 5a – 2b + 3c, 6a + 7b - 9c and -10a +c
5a – 2b + 3c
6a + 7b – 9c
+ -10a +c_
(x2 + 12x – 5) cm
4) If you have (100x3 – 5x + 3) pesos in your wallet and you spent (80x3 – 2x2 + 9)
pesos in buying foods, how much money is left in your pocket?
5) What must be added to 3x + 10 to get a result of 5x – 3?
Summary
In this lesson, you learned about tiles and how to use them to represent algebraic
expressions. You learned how to add and subtract terms and polynomials using these
tiles. You were also able to come up with the rules in adding and subtracting
polynomials. To add polynomials, simply combine similar terms. To combine similar
terms, get the sum of the numerical coefficients and annex the same literal coefficients.
If there is more than one term, for convenience, write similar terms in the same column.
To subtract polynomials, change the sign of the subtrahend then proceed to the addition
rule.
What to know..
In this lesson, we use the context of area to show how to multiply polynomials.
Tiles will be used to illustrate the action of multiplying terms of a polynomial. Other ways
of multiplying polynomials will also be taught.
Now, find the following products and use the tiles whenever applicable:
1) (3x)(x) 2) (-x)(1 + x) 3) (3 – x)(x + 2)
Examples:
1) (x3)(x5) = x8
2) (3x2)(-5x10) = -15x12
3) (-8x y )(-9xy8) = 72x3 y11
2 3
Examples:
1) 3x(x2 – 5x + 7) = 3x3 – 15x2 + 21x
2) -5x2y3(2x2y – 3x + 4y5) = -10x4y4 + 15x3y3 – 20x2y8
C. To multiply binomial by another binomial, simply distribute the first term of the
first binomial to each term of the other binomial then distribute the second term to
each term of the other binomial and simplify the results by combining similar
terms. This procedure is also known as the F-O-I-L method or Smile method.
Another way is the vertical way of multiplying which is the conventional one.
Examples
1) (x + 3)(x + 5) = x 2 + 8x + 15
1) x + 7x
2) 3x – 8x
3) 3x – 4x – 6x + 2x
4) x2 + 3x – 8x + 3x2
5) x2 – 5x + 3x – 15
B. Call a student or ask for volunteers to recite the basic laws of exponent but focus
more on the “product of a power” or ”multiplying with the same base”. Give follow up
exercises through flashcards.
1) x12 ÷ x5
2) a-10 • a12
3) x2 • x3
4) 22 • 23
5) x100 • x
Summary
In this lesson, you learned about multiplying polynomials using different approaches:
using the Tiles, using the FOIL, and using the vertical way of multiplying numbers.
In this lesson, students will continue to work with Tiles to help reinforce the
association of terms of a polynomial with some concrete objects, hence helping them
remember the rules for dividing polynomials.
What you are expected to learn…
In order to achieve the objectives of this module, here’s a simple guide for you:
1) divide polynomials such as:
a) polynomial by a monomial and
b) polynomial by a polynomial with more than one term.
2) solve problems involving division of polynomials.
I. Activity 1: Decoding
“ I am the father of Archimedes.” Do you know my name?
Find it out by decoding the hidden message below.
Match Column A with its answer in Column B to know the name of Archimedes’ father.
Put the letter of the correct answer in the space provided below.
Column A (Perform the indicated operation) Column B
2 2 2
1) (3x – 6x – 12) + (x + x + 3) S 4x + 12x + 9
2) (2x – 3)(2x + 3) H 4x2 – 9
2 2
3) (3x + 2x – 5) – (2x – x + 5) I x 2 + 3x - 10
4) (3x2 + 4) + (2x – 9) P 4x2 – 5x - 9
5) (x + 5)(x – 2) A 2x2 – 3x + 6
6) 3x2 – 5x + 2x – x 2 + 6 E 4x2 – 6x – 9
7) (2x + 3)(2x + 3) D 3x2 + 2x – 5
V 5x3 – 5
4x2
=12x4 _ 16x3 + 8x2
4x2 4x2 4x2
=3x2 -4x + 2
_3x2 – 4x + 2____
b) 4x2 ) 12x4 -16x3 +8x2
12x4
-16x3
-16x3
8x2
8x2
0
To divide polynomial by a polynomial with more than one term (by long division), simply
follow the procedure in dividing numbers by long division.
Examples:
1) Divide 2485 by 12.
2) Divide x2 – 3x – 10 by x+ 2 ____x – 5
Summary:
In this lesson, you have learned about dividing polynomials first using the Tiles then
using the long way of dividing.
Answer Key:
Lesson 21:
A.
1. 128
2. 49
3. 1/6
4. 1/12
5. 1
6. 1983
7. 128
B.
1. x 22
2. y 5
3. m 45
4. 1/d6
5. a 16
6. z 8
7. 1/b4
8. c5
9. x 4 y 5
10. a 3 /b3
Lesson 22:
A.
1) 13x
2) -6y
3) -2x3
4) -9x3
5) 2x – 3y
6) 2xy
7) 50x2 y 2
8) 0
9) 10x2 y 3 – 10x3 y 2
10) 0
B.
1. 21x2 + 9x – 88
2. 3x3 + 9x2 + 7x – 14
3. 6x2 + 10x + 2) cm
Lesson 23
A.
1. 13x
2. -5x
3. -5x
4. 4x2 – 5x
5. x2 – 2x -15
B.
1. x7
2. a2
3. x5
4. 25
5. X101
C.
1.
a. -156ax5 y 3 z 5
c. x 3 - 3x2 + 7x – 10
Lesson 24
1.
a. -6x
b. 1 – 2x2 -3x4
c. x 2 + 2x + 11 r. 16
2. x + 4 pesos
3. 2x – 3
4. x2 – 1 cm
Module 6
Special Products and Solving Problems Which Involves
Algebraic Expressions
Lesson 25: Special Products
Prerequisite Concepts: Multiplication and Division of Polynomials
What to know…
This is a very important lesson. The applications come much later but the skills will
always be useful from here on.
Problem:
1. What is the area of a square whose sides are 3cm?
2. What is the area of a rectangle with a length of 4cm and a width of 2 cm?
3. Demonstrate the area of the figures using algebra tiles.
Problem:
1. What are the areas of the different kinds of algebra tiles?
2. Form a rectangle with a length of x + 2 and a width of x + 1 using the algebra
tiles. What is the area of a rectangle?
Solution:
1. X2 , x and 1 square units.
2. The area is the sum of all areas of the algebra tiles.
Area = x2 + x + x + x + 1 + 1 = x2 + 3x + 2
Problem:
1. Use algebra tiles to find the product of the following:
a. (x+2)(x+3)
b. (2x+1)(x+4)
c. (2x+1)(2x+3)
2. How can you represent the difference x-2 using algebra tiles?
Problem:
1. Use algebra tiles to find the product of the following?
a. (x-2)(x-3)
b. (3x-1)(x-2)
c. (x+2)(x-3)
d. (2x-3)(x-2)
I II
c
III IV
2. Derive the general formula for the product of two binomials (a+b)(c+d).
F L
(x + 3) (x+5)
O
First: x * x = x2
Outside: x * 5 = 5x
Inside: 3*x = 3x
Last: 3*5=15
Concepts to Remember
The factors in the activity are called the sum and difference of two terms. Each
binomial factor is made up of two terms. One factor is the sum of the terms and the
other factor being their difference. The general form is (a + b) (a – b).
The product of the sum and difference of two terms is given by the general formula (a +
b) (a – b) = a2 – b 2.
(a + b) (a – b) = a(a – b) + b(a – b)
= a2 – ab + ba + b2
= a2 – b 2
What you will do
III. Exercises
C. Square of a Binomial
I. Activity 1.
Concepts to Remember
For squaring a binomial we need to know the formulas for the sum of squares and the
difference of squares.
Sum of squares: (a + b)2 = a2 + b2 + 2ab
Difference of squares: (a – b)2 = a2 + b2 – 2ab
D. Cube of a binomial
I. Activity
A. The cube of the binomial (x + 1) can be expressed as (x + 1) 3. This is equivalent to (x
+ 1)(x + 1)(x + 1). 1. Show that (x + 1)2 = x2 + 2x + 1.
2. How are you going to use the above expression to find (x + 1) 3?
3. What is the expanded form of (x + 1)3?
B. Use the techniques outlined above, to find the following:
1. (x + 2)2
2. (x – 1)2
3. (x – 2)2
II. Questions to Ponder
1. How many terms are there in each of the cubes of binomials?
2. Compare your answers in numbers 1 and 2?
a. What are similar with the first term? How are they different? 150
b. What are similar with the second terms? How are they different?
c. What are similar with the third terms? How are they different?
d. What are similar with the fourth terms? How are they different?
3. Craft a rule for finding the cube of the binomial in the form (x + a) 3. Use this rule to
find (x + 3)3. Check by using the method outlined in the activity.
4. Compare numbers 1 and 3 and numbers 2 and 4.
a. What are the similarities for each of these pairs?
b. What are their differences?
5. Craft a rule for finding the cube of a binomial in the form (x –a) 3. Use this rule to find
(x – 4)3.
6. Use the method outlined in the activity to find (2x + 5) 3. Can you apply the rule you
made in number 3 for getting the cube of this binomial? If not, modify your rule and use
it to find (4x + 1)3.
Concepts to Remember
For cubing a binomial we need to know the formulas for the sum and difference of
cubes.
Sum of cubes:
The sum of cubed of two binomial is equal to the cube of the first term, plus three times
the square of the first term by the second term, plus three times the first term by the
square of the second term, plus the cube of the second term.
= a3 – 3ab(a +b) – b3
What you will do
III. Exercises
Expand.
1. (x + 5)3
2. (x – 5)3
3. (x + 7)3
4. (x – 6)3
5. (2x +1)3
6. (3x – 2)3
7. (x2 – 1)3
8. (x + 3y)3
9. (4xy + 3)3
Concepts to Remember
The product of a trinomial and a binomial can be expressed as the sum or difference of
two cubes if they are in the following form.
(a2 – ab + b2)(a + b) = a3 + b3
(a2 + ab + b2)(a – b) = a3 – b3
Example:
(x + 3)(2x2 – 5x + 8) (x + 3)(2x2 – 5x + 8)
1. (x2 – 3x + 9)(x + 3)
3. (x2 – 6x + 36)(x + 6)
Solution:
4m2 + 12mn = (2m)2 + 2(2m)(3n)
Thus, to make it a perfect square, (3n)2 must be added
Therefore, then new expression = 4m2 + 12mn + 9n2
Solution:
= (3a*2a)+(3a*(-4b))+(2a*2b)+(-4b*2b)
= 6a2 + -12ab + 4ab + -8b2
= 6a2 - 8ab - 8b2
Solution:
We know (a + b)(a – b) = a2 – b2
Here a = 2x and b = 7y
= (2x)2 – (7y)2
= 4x2 – 49y2
Exercises 1:
Solve the following the problems.
1. What should be added to 9m2 + 24mn to make it a perfect square? What is
the perfect square expression?
2. x2 + 12x + 32
3. x2 – 6x + 24
4. x2 – 4x – 5
5. 2x2 + 13x + 15
6. 12x2 – 5x – 2
7. 2x3 – x 2 + 8x – 4
2. x2 – 4
3. 9x2 – 1
4. 4x2 – 9
5. x2 – y 4
6. x4 – 100
7. 16x2 y 2 – 9z6
8. 9x6 – 16
9. x2 + 2xy + y2 – 1
Square of Binomial
Exercise:
1. x2 + 10x + 25
2. x2 – 10x + 25
3. x2 + 8x + 16
4. x2 – 8x + 25
5. 4x2 + 12x + 9
6. 9x2 – 12x + 4
7. 16 – 40x + 25x2
8. 1 + 18x + 81x2
9. X4 + 6x2y + 9y4
Cube of a Binomial
Exercise:
1. x3 + 15x2 + 75x + 125
5. 8x3 + 12x2 + 6x +1
7. X6 – 3x4 + 3x2 – 1
2. X3 – 64
3. X3 – 216
4. X3 – 1000
5. 8x3 - 125
Exercise 1:
In order to achieve the objectives of this module, here’s a simple guide for you:
1. Read and follow instructions carefully.
2. Answer the pretest before going through the lessons.
3. Take note and record points for clarification.
4. Do the activities to fully understand each lesson.
5. Answer the self-check to monitor what you learned in each lesson.
6. Answer the posttest after you have gone over all the lessons.
a. P = 21 = 2w c. x2 – 3x > x- 2
b. x2 – 1 = 0 d. x2 + 7x = -10
2. What is the equivalent mathematical sentence for “The sum of twice a number
and five is equal to thirteen?
a. 2x + 5 = 13 c. 2(5) + x = 13
b. 2(x + 5)= 13 d. 2x = 5 + 13
a. x + 4 = 0 c. b + 9 = 1
b. 3x – 4 = 10 d. 25a
5. Which of the following is the algebraic equivalent of the phrase “half the
difference of a number and five?
a. (5x) c. (x-5)
b. (x+5) d. x- 5
6. Which of the following is a mathematical phrase?
b. 3m2 + 2n -16 = 0 d. x2 + 4x + 1
7. Translate this verbal sentence into an equation: “Two less than a number is
twenty-one”.
a. 2y = 21 c. y = 21 - 2
b. 2 – y = 21 d. y – 2 = 21
8. How will you translate “the quotient of a number and two diminished by 5” into
mathematical phrase?
a. 2x + 5 c. + 5
b. 2x – 5 d. – 5
9. Which of the following mathematical sentence represents an inequality?
a. 5x + 9 = 6 c. 8x = -7
b. 6x > 5 d. x – 11 = -12
Notice that the phrases do not form a complete sentence because the phrase does not
have a verb. An equation is two expressions linked with an equal sign. When you read
the words the symbols represent in an equation, you have a complete sentence in
English. The equal sign gives the verb. Here are some examples of equations:
Equation Sentence
SELF-CHECK 1
Determine if each is an expression or an equation:
1. 16 – 6 = 1016 – 6 = 10
2. 4⋅2 + 14⋅2 + 1
3. x ÷ 25x ÷ 25
4. y + 8 = 40y + 8 = 40
Now, let us use the phrases and their corresponding symbols given in the chart
to translate English sentences into equations or inequalities.
Translation 3 n = 9
Mathematical sentence: 3n = 9 or 3n = 9
Example 2. Mathematical sentence: x y = 16
English Sentence: The product of x and y is sixteen.
Example 3. Mathematical sentence: 5 - 2y = -3
English Sentence: “Five subtracted by twice a number is negative three”
or “Two times a number subtracted from five equals
negative three”
SELF-CHECK 2
A. Translate the following phrases into mathematical expressions or equations.
1. Six less than twice a number is forty five.
2. A number minus seven yields ten
3. A total of six and some number
4. Twelve added to a number
5. Eight times a number is forty-eight
Now, let us look at the given mathematical sentences. The first four mathematical
sentences namely, 20 -12 = 8, 2b = 4, 7 = x + y and 5s = t are called equations. An
equation is a mathematical sentence that makes use of the symbol =. The symbol =
implies that the two sides of the equation are equal. This means that whatever is the
value of the left side of the equation is also the value of the right side.
This time, let us focus on the last four mathematical sentences namely, 3 + 4 < 0,
-7c ≤ 1, e – 4d >2 and 2v + w ≥ 9a. These mathematical sentences are called
inequalities. An inequality is a mathematical sentence that makes use of the relation
symbols <, ≤,> or ≥. The symbols < and > imply that the left side of the inequality is not
equal to the right side of the inequality. This means further that the symbol < is used
when the value of the left side of the inequality is less than the value of the right side,
while the symbol > is used when the value of the left side of the inequality is greater
than the value of the right side.
The symbol ≤ means that the value of the left side of the inequality is either less than or
equal to the value of the right side, while the symbol ≥ means that the value of the left
side of the inequality is either greater than or equal to the value of the right side.
SELF-CHECK 3
Write YEHEY if the following mathematical sentences are inequalities and if not write
HUHU.
1. 3(x – 2) = 2(x + 5)
2. y – 5 ≤ 7
3. 2x + 21 ≥ 4
4. n – (n + 2) = 13
5. 11 + 5x < 3x – 1
What to do after (Posttest)
Direction: Choose the letter of the best answer and write this on your answer
sheet.
1. The following are inequalities EXCEPT
a. 2x – 5 > x + 2 c. 3x + 5 < 2x - 7
b. 3n2 + 5n – 2 <3n + 4 d. x2 –x = 2
2. Which of the following is an English sentence for the inequality 3x ≥ 12?
a. Three times a number is greater than twelve.
b. Thrice a number multiplied by three is greater than or equal to twelve.
c. Thrice a number is at least twelve.
d. Three times a number is at most twelve.
3. Which of the following is an equation?
a. 5 + 7 c. x > y
b. 2x – y d. 6 = a
4. What equation represents the distance d traveled by a bus at the rate of 80 kph
in 2 hours?
a. d = 80 (2) c. 2 = 80d
b. 80 = 2d d. d = 80 + 2
Answer Key
Pretest page 2
1. C
2. A
3. C
4. D
5. C
6. D
7. D
8. D
9. B
10. D
SELF-CHECK 1 page 4
1. Equation
2. Expression
3. Expression
4. Equation
SELF-CHECK 2 page 6
A.
1. 2x - 6 = 45
2. x – 7 = 10
3. 6 + x
4. x + 12
5. 8x = 48
B.
1. Twelve added to a number is the same as eight
2. Three times a number equals fifteen
3. The ratio of a number to fifteen
4. Ten divided by a number
5. Six subtracted from a number
SELF-CHECK 3 page 8
1. HUHU
2. YEHEY
3. YEHEY
4. HUHU
5. YEHEY
Posttest page 8
1. D
2. C
3. D
4. A
5. A
6. C
7. D
8. B
9. B
10. D
Activity 1:
In the previous activity, we saw that linear equations in one variable may have a unique
solution, but linear inequalities in one variable may have many solutions. The following
examples further illustrate this idea.
Example 1. Given, x + 5 = 13, prove that only one of the elements of the replacement set {–8,
–3, 5, 8, 11} satisfies the equation x + 5 = 16.
x + 5 = 16
For x = –8: For x = –3: For x = 5: For x = 8: For x = 11:
–8 + 5 = –3 –3 + 5 = 2 5 + 5 = 10 8 + 5 = 13 11 + 5 = 16
–3 ≠ 13 2 ≠ 13 10 ≠ 13 13 ≠ 13 16 = 16
Therefore –8 Therefore –3 is Therefore 5 is Therefore 8 is Therefore 11 is
is not a not a solution. not a solution. not a solution. a solution.
solution.
Based on the evaluation, only x = 11 satisfied the equation while the rest did not. Therefore,
we proved that only one element in the replacement set satisfies the equation.
We can also use a similar procedure to find solutions to a mathematical inequality, as the
following example shows.
Example 2. Given, x – 3 < 5, determine the element/s of the replacement set {–8,–3, 5, 8, 11}
that satisfy the inequality.
x–3<5
For x = –8: For x = –3: For x = 5: For x = 8: For x = 11:
–8 – 3 = –11 –3 – 3 = –6 5–3=2 8–3=5 11 – 3 = 8
–11 < 5 –6 < 5 2<5 5<5 8 < 13
Therefore –8 Therefore –3 is Therefore 5 is Therefore 8 is Therefore 11 is
is a solution. a solution. a solution. a solution. not a solution.
Based on the evaluation, the inequality was satisfied if x = –8,–3, 5, or 8. The inequality was
not satisfied when x = 11. Therefore, there are 4 elements in the replacement set that are
solutions to the inequality.
Activity 2:
Given the replacement set {–3, –2, –1, 0, 1, 2, 3}, determine the solution/s for the following
equations and inequalities. Show your step-by-step computations to prove your conclusion.
1) x + 8 < 10
2) 2x + 4 = 2
3) x – 5 > – 3
4) x > – 4 and x < 2
5) x < 0 and x > 2.5
Activity 3:
Solve for the value of x to make the mathematical sentence true. You may try several values
for x until you reach a correct solution.
1) x + 3 = 6 5) 6 + x = 10
2) x – 2 = 10 6) –4x = –12
3) 2x = 4 7) 2x + 3 = 13
4) 5 – x = 3 8) 3x – 1 = 14
Activity 4:
Match the solutions under Column B to each equation or inequality in one variable under
Column A. Remember that in inequalities there can be more than one solution.
COLUMN A COLUMN B
_____ 1. 3 + x = 1 A. –9
_____ 2. 2x – 2 = 4 B. –1
_____ 3. x – 1 < 10 C. –5
_____ 4. 2x – 9 ≥ –7 D. 1
_____ 5. 2x > –10 E. –2
_____ 6. x – 5 = 13 F. 4
_____ 7. 1 – x = 11 G. –4
_____ 8. –3 + x > 1 H. 6
_____ 9. –3x = 15 I. 10
_____ 10. 14 – 5x ≤–1 J. 2
_____ 11. –x + 1 = 10 K. 18
_____ 12. 1 – 3x = 13 L. 11
M. –10
N. 3
O. –12
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? Why or why not?
Activity 2:
1. Is −1 a solution of 4x +3= −1?
2. Is 0 a solution of 3(x + 2) − 2 = 4(x − 1) - 2?
3. Is 11/3 a solution of 5(x − 2) = 2x + 1?
4. Is 3 a solution of 3x − 2 = −x − 4?
5. Is −1/4 a solution of x +2=3x − 2(x − 1)?
6. Is −1 a solution of 3x + 2 < −2?
7. Is 1/3 a solution of 3x + 2 < −2?
8. Is 3 a solution of 2x2 − 5x = 3?
9. Is −1/2 a solution of 2x2 − 5x = 3?
10. Is −3 a solution of 2x2 − 5x = 3?
11. Is −1/2 a solution of 4x3 + 12x2 − x = 3?
12. Is (2, 3) a solution of x − 3y = −7?
13. Is (−7, 0) a solution of x − 3y = −7?
14. Is (1, 1) a solution of x − 3y ≥ −7?
15. Is (−4, 1) a solution of x − 3y ≥ −7?
Summary
In this lesson, you learned how to evaluate linear equations at a specific value of x. You also
learned to determine whether particular values of x are solutions to linear equations and
inequalities in one variable.
References
https://en.m.wikipedia.org/wiki/International _System_of_Units
https://www.mtiinstruments.com/knowledge -center/history-of-
measurements/
https://www.google.com/search?sxsrf= ALeKk00URmyHijo_C9iafR8vfjV2r-hlSg
%3A1588905265777&ei= McW0Xr76LomvmAXYzLToDw&q=
The+metric+system&oq=The+metric+system&gs _lcp=
ChNtb2JpbGUtZ3dzLXdpei1zZXJwEAMyBQgAEJEC
MgIIADICCAAyBwgAEBQQhwIyAggAMgIIADICCA
AyAggAOgQIABBHUJITWLk5YLBAaABwAXgAgAG
xCYgB3RKSAQM3LTKYAQCgAQGwAQA&sclient=
mobile-gws-wiz-serp#sbfbu=1&pi=The%20metric %20system
https://www.hobbyprojects.com/dictionary_of
_units/brief_history_of_measurement.html?no _redirect=true
https://study.com/academy/practice/quiz -worksheet-converting-english-
measurement -units.html
https://www.thoughtco.com/metric-to-metric -conversions-quiz-4052360
https://study.com/academy/practice/quiz -worksheet-converting-units-in-the-
metric -system.html
https://www.google.com/search?sxsrf=
ALeKk02khw8EAHqCpgQOjpFWKY4hqqId2Q %3A1588905555967&ei=
U8a0XvHBOtvywQOYqrP4BA&q= The+metric+system+activity&oq=
The+metric+system+activity&gs_lcp=
ChNtb2JpbGUtZ3dzLXdpei1zZXJwEAMyBggAEBY
QHjIICCEQFhAdEB46BAgjECc6AggAOgcIABAUEIc
COgQIABBDOggIABAWEAoQHlCQGljwKGDULmg
BcAB4AIABoAeIAd0lkgELMi0yLjMuMS4zLjGYAQC gAQE&sclient=mobile-gws-
wiz-serp#sbfbu=1&pi= The%20metric%20system%2