53 MB 00194 E - E Math - 7 - TRM - 01 30 24

EEMATH
Teacher's Resource Material
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First Edition
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Orlando A. Oronce
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Marilyn O. Mendoza
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Aarhus M. Dela Cruz
Authors
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Philippine Copyright 2024
by Rex Book Store, Inc.
RBSI Mathematics Series

E-Math 7
First Edition
ISBN 978-621-04-5310-2
Classification: Teacher’s Resource Material (53-MB-00194-E)
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Contents
Publisher’s Note ................................................................................. v
Preface ............................................................................................. vii
Curriculum Alignment Matrix ........................................................... ix
QUARTER 1
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MATH FUNDAMENTALS, ANGLE PAIRS, AND POLYGONS
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1.1 Building Blocks of Geometry ................................................... 1
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1.2 Angles and Pairs of Angles ..................................................... 5
1.3 Polygons .................................................................................... 8
1.4 a
Angles in a Polygon ............................................................... 11
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1.5 The Set of Rational Numbers ................................................. 14
1.6 Percentage ............................................................................ 16
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1.7 Financial Planning .................................................................. 19

1.8 Rate and Speed ..................................................................... 21
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QUARTER
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IRRATIONAL NUMBERS, MEASUREMENTS, AND SETS

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2.1 Irrational Numbers .................................................................. 23

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2.2 Measuring Lengths, Area, Surface Area,

Capacity, and Mass .............................................................. 26
2.3 Volume .................................................................................... 29
2.4 Basic Ideas of Sets .................................................................. 31
2.5 The Set of Real Numbers ....................................................... 34
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QUARTER 3
STATISTICS AND SET OF INTEGERS
3.1 Statistics and Basic Terms ...................................................... 36

3.2 The Set of Integers .................................................................. 39
3.3 Adding Integers ...................................................................... 42
3.4 Subtracting Integers .............................................................. 44
3.5 Multiplying Integers ................................................................ 46
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3.6 Dividing Integers ..................................................................... 49
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QUARTER 4
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ALGEBRA, FUNDAMENTAL COUNTING PRINCIPLE,
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AND SCIENTIFIC NOTATION
4.1 The Language of Algebra .................................................... 51

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4.2 Evaluating Algebraic Expressions ......................................... 54

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4.3 Linear Equations in One Variable ........................................ 56

4.4 Sample Space, Events, Outcomes, and Experiments ....... 58
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4.5 Scientific Notation .................................................................. 61

Answer Key ....................................................................................... 63
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Publisher’s Note
The E-Math Grade 7 K to 12 Edition was designed to address the goal of the
Department of Education’s Basic Education Program, which seeks to “produce holistically
developed learners who possess 21st century skills and are prepared for higher education,
middle-level skills development, employment, and entrepreneurship.”
This edition aims to achieve the goal of the K to 12 Mathematics Program to develop
the learners to become problem solvers and critical thinkers through the acquisition and
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application in real life of mathematical skills and processes such as knowing, understanding,
estimating, computing, solving, visualizing, modeling, representing, communicating,
conjecturing, reasoning, proving, and decision-making.
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Content areas include numbers and operations, geometry, measurement, data analysis,
probability and statistics, and algebra wherein mathematical concepts are organized in a
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special manner so that students continuously revisit ideas and concepts over a period of time
but in increasing complex level. Furthermore, lessons are presented in a direct, clear, and
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straightforward manner that the learners can easily follow. Hence, the series will help the
learners develop basic knowledge, understanding, and skills for them to function effectively
at home, in school, and in their community.
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The K to 12 Math Program’s underlying learning principle of experiential, situated,

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reflective, constructivist, cooperative, inquiry-based, and discovery learning were considered

in the preparation of this Teacher’s Resource Material.
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Different problem-solving strategies, interesting and varied learning activities are

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presented to provide choices to the learners in order to address their readiness, interest, and
learning profiles. A wide variety of routine and nonroutine word problems related to real-life
experiences that require strategy and careful thought are given to further motivate and make
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the learners connect mathematical concepts to the real world.

Transfer tasks that require learners to apply their learning in varied and realistic contexts,
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mindful of purpose, audience, and setting, have been included to cause learning and help the
learners make meaning of the acquired knowledge and skills.
Number properties and operations are geared toward doing mental computation and
toward understanding why shortcuts work. The use of a calculator is appropriately integrated
to allow checking of solutions to problems.
Formative assessments in the units will help the teacher gauge the students’ understanding
and serve as useful instructional tips on how to remediate in the absence of adequate
understanding. Varied tasks that help learners work individually and collectively on worthy
challenges, problems, and projects will further enhance their understanding and their ability
to use it.
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It is our hope that this E-Math Grade 7 K to 12 Edition will enable the learners to
apply and use math successfully in the real world while living and practicing the values
of accuracy, creativity, productivity, perseverance, and objectivity in their own spheres of
influence.
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vi
Preface
E-Math Grade 7 K to 12 Edition has been written with the students in mind. It is
in line with the K to 12 Curriculum Guide Learning Competencies and is enriched
with topics that supplement the minimum requirements. We bring out the basic ideas and
techniques as simply and clearly as possible and have related those ideas to other areas such
as science, music, and health to attract the reader’s attention. Every effort has been placed on
understanding the use of the various concepts that are introduced. An important aid to this
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goal will be found in the challenging exercises, which include hundreds of problems aside
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from the necessary routine drills.
E-Math has a consistent organization and many recurring features. It is important to
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know how the worktext is organized and what is the purpose of each feature.
E-Math Grade 7 for high school was written to give the students the control over
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the parts of their lives that involve numbers and mathematical ideas. As students gain
understanding and appreciation of mathematics, they would be able to participate fully in
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the 21st century. All concepts are carefully explained, important definitions and procedures
are set off in boxes, and worked-out examples that present solutions in a step-by-step manner
appear in every section.
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This Teacher’s Resource Material was prepared to help teachers develop among their
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students the interest in exploring concepts. This exploratory approach is operationalized in

the worktext by giving students series of questions and activities that will help them find out
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answers to problems by themselves.

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This resource material consists of lesson plans in all the topics that follow both the
guided and creative exploratory approach. Each lesson plan consists of objectives and
different teaching suggestions to be used in exploring each topic covered by the worktext.
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This resource material also includes the Syllabus and the Answer Key to exercises.
The Lesson Plans in this teacher’s resource material are only suggested; they should
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be used as such. Teachers are required to exercise discretion and judgment in adjusting the
lesson plan based on the ability of the students.
For a different perspective on the use of internet to us, Rex Book Store, Inc. developed
an online portal, www.rexinteractive.com. This portal is for teachers, students, parents,
and school administrators. It is equipped with various instructional materials to meet the
changing learning needs of the students today.
For review and mastery of mathematical concepts learned, each level of
E-Math Grade 7 K to 12 Edition comes with ready-to-print activity sheets from
www.rexinteractive.com. There are available activity sheets from first quarter to fourth
quarter. These exciting activity sheets/materials aim to enrich the students’ understanding
of secondary mathematics through crossword puzzles usually used in studying languages.
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More so, rexinteractive.com also provides online quizzes under the Grade Boosters section.
These Web-based quizzes are highly suggested materials to review students before their unit
tests.
Likewise, animate the classroom during Mathematics class with Choose Your Own
Adventure Card Game! This educational card game can be used to assess the students’
understanding of the concepts learned and allows them to decide how they are going to solve
the given problems in algebra, intermediate algebra, geometry, or trigonometry. Each level
comes with a set of cards that can be played all year round.
We hope that this resource material will make teaching of Mathematics easier and more
fruitful. Enjoy the pages of the book as you empower your students with the Mathematics
needed to succeed in their lives.
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Let us bring Mathematics to life.
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The Authors
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Curriculum Alignment Matrix
Learning
Lesson No. Lesson
Topic/Subtopic Competencies
and Title Objectives
Covered
Lesson 1.1 • Undefined Terms in • Represent point,
Building Blocks of Geometry line, and plane
• Circles and Related using concrete and
Geometry
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pictorial models.
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Terms
• Illustrate subsets of
a line.
• Construct bisector
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of a line segment
and perpendicular
a bisector of a
segment.
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• Illustrate a circle
and the terms
related to it: radius,
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diameter chord,
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center, arc, cord,

central angle, and
inscribed angle.
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Lesson 1.2 • Angles and Angle • Measure an angle.

Angles and Pairs Measures • Classify the different
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of Angles • Properties of Angle kinds of angles.

Pairs • Bisect an angle
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using compass and

straight edge.
• Construct an angle
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congruent to a given
angle.
• Derive relationships
of geometric
figures using
measurements and
inductive reasoning
on supplementary
angles,
complementary
angles, vertical
angles, adjacent
angles, and linear
pairs.
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Learning
Lesson No. Lesson
Covered
Lesson 1.3 • Plane Geometric • Draw and describe • Illustrate polygons;
Polygons Figures regular and irregular (a) convexity, (b)
• Polygonal Region polygons with 5, 6, angles, and (c)
• Triangle 8, or 10 sides based sides.
on measurements • Construct triangles,
• Quadrilaterals
of sides and angles squares, rectangles,
using a ruler and regular pentagons,
protractor. and regular
hexagons.
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• Solve problems
involving sides and
angles of a polygon.
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Lesson 1.4 • Measuring Angles in • Draw triangles, • Derive inductively
Triangles quadrilaterals, and the measures of the
Angles in a
Polygon
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• Angles in a Polygon regular polygons interior angles of
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(5, 6, 8, or 10 sides) a triangle and the
with given angle exterior angles and
measures. its remote interior
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• Describe and angles.

explain the
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relationships
between angle
pairs based on their
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measures.
• Classify polygons
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according to the
number of sides,
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whether they are

regular or irregular,
and whether they
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are convex or non-

convex.
• Deduce the
relationship
between the exterior
angle and adjacent
interior angle of a
polygon.
• Determine the
measures of angles
and the number of
sides of polygons.
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Learning
Lesson No. Lesson
Covered
Lesson 1.5 • Rational Numbers • Describe given • Express rational
The Set of • Ordering Rational rational numbers as numbers from
Numbers fractions, decimals, fraction form to
Rational Numbers
• Operations on or percentages. decimal form and
Rational Numbers • Order rational vice versa.
numbers on a • Arrange rational
number line. numbers on a
• Perform operations number line.
on rational numbers. • Perform operations
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on rational
numbers.
• Arrange real
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numbers in
increasing or
decreasing order.
Lesson 1.6 a
• Percentage, Rate, • Solve problems • Solve percentage
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Percentage and Base involving: (a) problems
• Percentage percentage increase including discount,
Increase and and (b) percentage commission, and
decrease. solve tax.
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Decrease
• Salary and • Solve money • Solve problems
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Commission problems involving including

• Graduated percentages percentage increase
Commission (e.g., discount, and percentage
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commission, sales decrease.

• Commission
tax, simple interest). • Identify and explain
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• Discount Sales
the uses of rate.
• Trade Discount
• Solve problems
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• Cash Discount involving speed.

• Sales Tax
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Lesson 1.7 • Financial Plan • Create a financial • Create a financial

Financial Planning plan. plan.
Lesson 1.8 • Rate • Identify and explain • Identify and explain

Rate and Speed • Speed the uses of rates. the use of rate.
• Solve problems • Solve problems
involving rates (e.g., involving speed.
speed).
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Learning
Lesson No. Lesson
Covered
Lesson 2.1 • Square Roots • Determine the • Determine the
Irrational Numbers • Irrational Numbers square roots of square roots of
perfect squares and perfect squares and
the cube roots of the cube roots of
perfect cubes. perfect cubes.
• Identify irrational • Identify irrational
numbers involving numbers involving
square roots and square roots and
cube roots, and cube roots, and
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their locations on their locations on
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the number line. the number line.
Lesson 2.2 • Units of Measure • Convert units of • Illustrate what it
measure within means to measure.
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Measuring • Measuring Lengths
the International • Identify and use the
Lengths, Area, • Measuring
Perimeter and System of Units following prefixes in
Surface Area,
Capacity, and a
Circumference (SI) and across
different systems of
the metric system:
kilo-3ectorto-, deka-
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Mass • Measuring Area and
measure. , deci-, centi-, and
Surface Area
mili-.
• Measuring Capacity
• Convert length,
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• Measuring Mass
capacity, and mass
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measurements from
one unit to another.
• Solve problems
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involving capacity
and mass.
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Lesson 2.3 • Volume of a Cube • Explain inductively • Explain inductively

Volume and Rectangular the volume of a the volume of a
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Prism cylinder using the cylinder using the

• Volume of a area of a circle, area of a circle,
Cylinder leading to the leading to the
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• Volume of Pyramids identification of the formula.

formula. • Find the volume of a
• Find the volume of a cylinder.
cylinder. • Solve problems
• Solve problems involving the
involving the volumes of cylinder.
volumes of • Explore inductively
cylinders. the volume of
• Explore inductively square and
the volume of rectangular
square and pyramids using
rectangular rectangular prisms,
pyramids using leading to the
formula.
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Learning
Lesson No. Lesson
Covered
rectangular prisms, • Estimate volumes
leading to the of square and
identification of the rectangular
formula. pyramids.
• Estimate volumes • Solve problems
of square and involving volumes
rectangular of square and
pyramids. rectangular
• Solve problems pyramids.
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involving volumes
of square or
rectangular
pyramids.
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Lesson 2.4 • Sets • Describe sets and • Describe well-
Basic Ideas of a
• Notation and their subsets, the
union of sets, and
defined sets,
subsets, universal
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Sets Description of Sets
• Equal Sets and the intersection of sets, null sets, and
Equivalent Sets sets. cardinality of sets.
• Illustrate sets and • Illustrate the union
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• Universal Sets and

Subsets their subsets, the and intersection
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union of sets, and of sets and the

• Operations on Sets
the intersection difference of two
• Venn Diagram of sets, through sets.
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the use of Venn • Use Venn diagrams

diagrams. to represent sets,
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subsets, and set

operations.
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• Solve problems
involving sets.
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Lesson 2.5 • Subsets of Real • Illustrate the • Illustrate the

The Set of Real Numbers different subsets of different subsets
• Properties of Real real numbers. and properties of
Numbers
Numbers operation on the set
of real numbers.
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Learning
Lesson No. Lesson
Covered
Lesson 3.1 • Statistics and Basic • Investigate different • Explain the
Statistics and Terms data collection importance of
• Collection of Data and sampling statistics.
Basic Terms
• Organization of Data techniques. • Pose problems that
• Presentation of Data • Organize statistical can be solved using
data in a frequency statistics.
distribution table. • Gather statistical
• Use appropriate data.
graphs to represent • Organize data
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organized data: pie in a frequency
graph, bar graph, distribution table.
line graph, and • Use appropriate
stem-and-leaf plot.
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graph to represent
• Interpret statistical organized data: pie
graphs. chart, bar graph,
a line graph, and
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pictograph.
• Use statistical
tables to represent
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data.
Lesson 3.2 • The Set of Integers • Describe the set of • Represent the
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The Set of • Absolute Value integers. absolute value

• Use positive and of a number on
Integers
negative numbers to a number line as
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describe directions a distance of a

number from 0.
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or opposites in real-
life situations.
• Locate integers on
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the number line.

• Compare and order
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integers.
• Identify the absolute
value of an integer,
and its meaning on
the number line.
Lesson 3.3 • Adding Integers • Add integers using • Perform addition on

Adding Integers concrete models integers.
(e.g., counters, • Solve problems
integer chips), involving integers.
pictorial models
(e.g., bar models,
number lines), and
with integers written
as numerals.
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Learning
Lesson No. Lesson
Covered
Lesson 3.4 • Subtracting Integers • Subtract integers • Perform subtraction
Subtracting using concrete on integers.
models (e.g., • Solve problems
Integers
counters, integer involving integers.
chips), pictorial
models (e.g., bar
models, number
lines), and with
integers written as
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numerals.
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Lesson 3.5 • Multiplying Integers • Multiply integers. • Perform
Multiplying multiplication on
integers.
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Integers
• Solve problems
involving integers.
Lesson 3.6 a
• Dividing Integers • Divide integers. • Perform division on
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Dividing Integers • Simplify numerical integers.
expressions • Solve problems
involving integers involving integers.
using number
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• Solve problems
properties and the using PEMDAS.
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order of operations
(GEMDAS).
Lesson 4.1 • Algebraic • Translate • Translate verbal
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The Language of Expressions verbal phrases phrases to

• Classifying into algebraic mathematical
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Algebra
Polynomials expressions. phrases and vice
versa.
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• Differentiate
between constants
and variables in
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given algebraic
expressions.
Lesson 4.2 • Evaluating Algebraic • Evaluate algebraic • Evaluate algebraic
Evaluating Expressions expressions given expressions.
the value/s of the
Algebraic
variable/s.
Expressions
Lesson 4.3 • Equations and Its • Solve simple • Illustrate linear
Linear Equations Properties equations equation in one
• Solving Equations represented by variable.
in One Variable
Using Addition or bar models to find • Translate verbal
Subtraction unknowns. sentences into
• Distinguish a mathematical
variable from sentences and
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Learning
Lesson No. Lesson
Covered
• Solving Equations a constant in vice versa.
Using Multiplication an algebraic • Illustrate and
or Division expression. model the different
• Solving Multi-Step • Illustrate the properties of
Equations properties of equality.
• Linear Equations equality. • Find the solution
• Solve one variable of linear equation
in terms of the using addition or
other variables in a subtraction.
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formula. • Solve problems
• Write equations in involving equations
algebraic form. by using addition or
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• Find the value of subtraction.
an unknown in an • Use models and
equation where the algebraic methods
a unknown is non- to solve number
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negative. problems.
• Solve problems • Write a number
involving algebraic problem with your
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expressions and favorite number as

formulas. the answer.
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Lesson 4.4 • Sample Space, • Collect data from • Illustrate an

Sample Events, Outcomes, experiments (e.g., experiment,
and Experiments number of heads outcome, sample
Space, Events,
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obtained when space, and event.

Outcomes, and
tossing a coin, a
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• Count the number

Experiments
number of times, of occurrences
number of prime of an outcome in
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numbers obtained an experiment:

when rolling a die a (a) table, (b)
number of times). tree diagram, (c)
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• Express outcomes systematic listing,

in words and/ and (d) fundamental
or symbols, counting principle.
and represents
outcomes in tables
and/or graphs.
• Solve problems
using the outcomes
of experiments.
Lesson 4.5 • Scientific Notation • Write numbers in • Write numbers in
Scientific Notation scientific notation scientific notation.
to represent very
large or very small
numbers, and
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Learning
Lesson No. Lesson
Covered
vice versa. • Determine
• Perform operations the number of
on numbers significant digits.
expressed in
scientific notation.
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Lesson Plan
QUARTER 1
MATH FUNDAMENTALS, ANGLE PAIRS,
AND POLYGONS
Lesson 1.1
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Building Blocks of Geometry
I. Subject Matter: Fundamentals of Mathematics
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II. Lesson Objectives:
A. a
Represent point, line, and plane using concrete and pictorial models.
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B. Illustrate subsets of a line.
C. Construct bisector of a line segment and perpendicular bisector of a
segment.
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D. Illustrate a circle and the terms related to it: radius, diameter chord, center,
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arc, chord, central angle, and inscribed angle.

III. Procedures:
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A. Opening Activities
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1. Present and discuss the objectives of the lesson.

2. Ask the students to do the activity presented in Exploration.
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3. Using a Three-column Chart, assess the students’ prior knowledge

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on the geometric words they found on the previous activity.

What I still don’t
What I knew about What I know about
know about the
the geometric words the geometric words
geometric words
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B. Developmental Activities
1. Introduce the undefined terms in geometry using the discussion in
Extension. Explain to the class why these mathematical terms are
called undefined terms.
2. Discuss to the class terms like collinear, coplanar, space, and other
geometric terms with the aid of examples.
Guide Questions:
• What is a point, and why is it the simplest geometric object?
• What is a line, and what do you imagine when you hear the
word “line”?
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• How would you describe a plane? Is it similar to flat surface?
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• What does it mean for points to be collinear?
• How would you define coplanar points or objects?
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• How do you define “space” in geometry?
• What comes to your mind when you hear the term “congruent”?
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How does the concept of congruence help us compare
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geometric figures?
• What does the word “midpoint” suggest in the context of
geometry?
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• How would you define a segment bisector?

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• What does it mean for two lines or line segments to be

perpendicular?
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3. After the discussion, ask the students to answer Try it. Observe
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for any misconceptions, and provide relevant examples to clarify

concepts and reinforce their understanding.
4. Check students’ progress using Thumbs Up/Sideways/Down. Provide
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support to students who raised Thumbs Sideways and Down through

focus teaching or by providing additional examples.
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• Thumbs Up: I understand and can explain.

• Thumbs Sideways: I can explain most of the concepts.
• Thumbs Down: I need assistance to explain.
5. Extend the discussion on circles and related terms.
Guide Questions:
• What is a circle, and how does it differ from other geometric
shapes?
• What is the significance of the center of a circle, and how is it
related to other points on the circle?
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• How would you define an arc, and what role does it play in
understanding circles?
6. As a brain break activity, ask the students to perform Engage.
Matches can be used to make the activity more engaging.
7. For independent work, ask the students to answer Exercises.
Monitor their progress and address any misconceptions or challenges
that arise during the practice session.
8. Offer Enrichment exercises to students who have demonstrated
a strong understanding of the topic and are looking for additional
opportunities to extend their learning.
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C. Closing Activities
1. Recap the key concepts covered in the lesson. Address any remaining
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questions or concerns from the students.
2. Have the students fill the last column in the Three-column Chart.
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Ask the students to prepare a concept block for any of the following
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geometric concepts discussed in the lesson.
A. Points F. Midpoint
B. Lines G. Segment Bisector
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C. Planes H. Perpendicular Lines

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D. Collinear Points I. Encircle

E. Coplanar Lines J. Arc
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Concept Example
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Non-example Rules, Procedures, and

Properties
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IV. Suggested Remediation and Learning Intervention
1. Form small groups of students with similar areas of difficulty based on the
assessment results during the lesson. Each group can focus on reviewing
and reinforcing specific concepts related to the lesson.
2. Offer one-on-one support and additional assistance to students who
may require extra help in mastering certain geometric concepts. Provide
individualized guidance and practice as needed.
3. Incorporate hands-on activities, such as constructing geometric shapes
with physical materials or using interactive software, to reinforce learning
and engage students with various learning preferences.
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Lesson 1.2
Angles and Pairs of Angles
I. Subject Matter: Angles and Its Properties
A. Measure an angle.
B. Classify the different kinds of angles.
C. Bisect an angle using compass and straight edge.
D. Construct an angle congruent to a given angle.
E. Derive relationships between geometric figures using measurements and
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inductive reasoning on supplementary angles, complementary angles,
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vertical angles, adjacent angles, and linear pairs.
III. Procedures:
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Start by presenting the objectives of the lesson to provide context.
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2. Engage students with a relatable question: “How should you position
your face for a good picture?” See Engage.
3. Encourage students to think critically about the question and discuss
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their ideas, to consider the concept of angles when positioning their

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faces for photos.

4. Guide the discussion to help students make the connection between
angles and photography. For example, they might mention the angle
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of their head or the angle of the camera when taking a selfie.

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1. Discuss the definition of angles and how to use a protractor in

measuring angles.
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2. Ask the students to do the Exploration activity. Walk around the

classroom to provide guidance and support as students work on
measuring and recording the angle measures.
3. Build on the angle measurement activity and introduce different types
of angles (e.g., acute, right, obtuse) using visual aids and examples.
4. Transition to the concepts of constructing congruent angles and
bisecting angles. Provide step-by-step demonstrations on how to
construct an angle congruent to a given angle and how to bisect an
angle using a compass.
5. Extend the discussion by introducing the concept of angle
relationships, such as supplementary, complementary, vertical,
adjacent, and linear pairs. Engage students in discussion and
explorations of these angle relationships using examples.
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Guide Questions:
• What do we mean when we say two angles are supplementary?
• How do we define complementary angles?
• What are vertical angles, and how are they formed?
• When do we refer to two angles as adjacent?
• What is a linear pair of angles?
6. As a way to gauge their understanding, have the students respond
to the exercises in Try It as a formative assessment. Follow this with
a comprehensive classroom review section, where students are
encouraged to actively engage by sharing their thoughts and insights.
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This session is also an opportunity to address any misconceptions or
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challenges they faced while working on the exercises.
7. For individual practice, provide the students with extra practice
exercises from Practice and Application. Encourage them to review
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their work carefully to ensure accuracy and to seek assistance if they
encounter any difficulties.
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Participate in a classroom-wide discussion to go over the exercise
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solutions once the exercises are completed. This discussion allows
students to share their answers, pinpoint any misunderstandings,
and tackle any challenges faced.
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1. Summarize the key concepts covered in the lesson, emphasizing

the practical applications of angle measurement and relationships.
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Encourage students to reflect on how their understanding of angles

can be applied beyond the classroom.
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Sample prompt: “In what real-life situations do you think understanding

angles can be useful?”
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2. Ask each student to self-assess their understanding of the lesson by

rating their confidence on a scale from 1 (low) to 5 (high). Have them
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write down one concept or skill they feel most confident about and
one they want to improve in the next lesson.
3. As homework or extended task, ask the students to answer
Enrichment.
1. Identify students who may need additional support in grasping angle
concepts. Offer one-on-one or small group assistance, either during
or after class, to address specific challenges or misconceptions. Tailor
explanations and exercises to their needs and pace.
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2. Utilize interactive geometry software or online resources that allow
students to practice measuring, classifying, and manipulating angles in a
dynamic digital environment. Provide links or recommendations for such
resources that align with the lesson’s objectives.
3. Consider rearranging students into flexible groups based on their
understanding and progress. This allows for differentiated instruction,
with each group receiving tailored lessons and assignments to address
specific needs.
4. Encourage fast-learner or advanced students to serve as peer tutors to
their classmates who may be struggling with certain concepts.
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Lesson 1.3
Polygons
I. Subject Matter: Polygons
A. Illustrate polygons: (a) convexity, (b) angles, and (c) sides.
B. Construct triangles, squares, regular pentagons, and regular hexagons.
C. Solve problems involving sides and angles of a polygon.
III. Procedures:
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1. Start by presenting the objectives of the lesson to provide context.
2. Elicit the students’ prior knowledge of polygons. Ask open-ended
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questions such as:
• Can anyone share what they already know about polygons?
•
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Have you encountered or worked with polygons before?
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• What are some examples of polygons you can think of?
Allow students to share their responses and ideas. Encourage
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them to describe any polygonal shapes they are familiar with

and their properties.
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3. Recall the concept of angles and its properties.

4. Scaffold the lesson by allowing the students to apply their knowledge
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in angles and their properties in doing Exploration.

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1. Start by discussing what a polygon is. Then, introduce the concept

of regular polygons, polygonal region, and the difference between
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convex and concave polygons.

Guide questions:
• What is a polygon, and how can we recognize one?
• What makes a polygon a regular polygon?
• What is a polygonal region, and how is it related to a polygon?
• What is the main difference between convex and concave
polygons?
2. Transition into the discussion of triangles. Using illustration and
examples, discuss the classification of triangles and the secondary
parts of a triangle.
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3. Provide step-by-step demonstrations on how to construct triangles
using a compass and straightedge. Show students how to construct
various types of triangles. Encourage students to follow along and
practice the constructions.
4. Assess understanding and encourage self-assessment using
A Thumbs Up/Sideways/Down activity. Ask students to use hand
gestures to indicate their level of comprehension and ability to
explain the concepts discussed.
• Thumbs Up: I understand and can confidently explain the
concepts.
• Thumbs Sideways: I can explain most of the concepts but may
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need some assistance.
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• Thumbs Down: I need assistance to fully explain the concepts.
5. Extend the discussion by discussing the concept of quadrilaterals.
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Engage the students in the discussion of properties of quadrilaterals
using illustrative examples of quadrilaterals with markings.
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Guide students through the construction of a square, pentagon,
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and hexagon using a compass and straightedge. Emphasize the
importance of accurate measurements and construction techniques.
Show how to construct regular polygons with equal sides and angles.
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7. Have the students work in pairs in doing Try It exercises. Encourage

students to work together, share their reasoning, and provide
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feedback to one another. After completing the exercises, review

the answers as a whole class, discussing any misconceptions or
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difficulties encountered.
8. As a brain break activity, allow the students to play a tangram. Ask
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them to create different shapes using the tans. Have the students
present their work with the class.
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9. For independent practice, assign the students additional practice

exercises from Practice and Application. Encourage the students
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to check their work for accuracy and to ask for help if needed.
1. Summarize the key concepts covered in the lesson, emphasizing the
properties that define polygons, such as convexity, angles, and sides.
Review the differences between convex and non-convex polygons.
2. Ask students to reflect on the construction of polygons. Have them
share their experiences, challenges, and insights gained from
constructing triangles, squares, regular pentagons, and regular
hexagons.
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3. Discuss real-life applications of polygons. Explore how understanding
polygons can be useful in fields such as architecture, design, and
engineering. Prompt students to think about how polygons are used
in everyday life.
4. As homework or extended task, ask the students to answer
Enrichment.
1. Identify students who may need additional review or practice with polygon
concepts. Offer review sessions or additional practice problems to
reinforce understanding.
2. Utilize interactive geometry software or apps that allow students to explore
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and manipulate polygons virtually.
3. Encourage students to work in pairs or small groups to construct polygons
collaboratively.
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4. Organize virtual experiences where students can observe polygons in
real-life contexts, such as viewing architectural structures or exploring
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geometric patterns in art.
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Lesson 1.4
Angles in a Polygon
I. Subject Matter: Angles in a Polygon
II. Lesson Objective: Derive inductively the measures of the interior angles of a
triangle and the exterior angles and its remote interior angles.
III. Procedures:
1. Begin by introducing the objectives of the lesson.
2 Elicit students’ prior knowledge on Angles in a Polygon using the
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“Hot Potato Strategy.” In this strategy, students form groups, and
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each student is given a sheet of paper with a topic related to angles
in a polygon. They have a brief time to brainstorm and write down key
points on their assigned topic before passing the paper to the next
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student. This process continues until the paper returns to its original
owner. The key rule is that key points cannot be repeated.
Topics:
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• Angle Sum of a Triangle
• Third Angles Congruency
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• Polygon Interior Angle Sum

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• Exterior Angle
• Remote Interior Angles
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• Exterior Angle of a Triangle

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3. Spark the students’ curiosity using Engage and by presenting an

image of a gazebo.
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Pose the following questions:

• What do you notice about the shape of the gazebo?
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• How many sides does it have, and what does it look like?
1. Assign students the Exploration activity and encourage them to
share their findings and insights with the class.
2. Building up from the previous activity, discuss the concept of angles
in a polygon. See Extension for discussion and examples.
Guide Questions:
• How many degrees are there in the sum of the interior angles of
a triangle?
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• How does the Third Angles Congruency theorem relate to
congruent angles?
• How do you find the sum of the interior angles of a polygon with
n sides?
• What is an exterior angle of a polygon?
• How are remote interior angles related to one another within a
triangle?
• How does the exterior angle of a triangle relate to the measures
of its interior angles?
3. Offer additional practice examples for students to deepen their
understanding.
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4. Assess understanding and encourage self-assessment using a
Thumbs Up/Sideways/Down Activity. Ask the students to use hand
gestures to indicate their level of comprehension and ability to explain
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the concepts discussed.
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5. Use Try It exercises as a formative assessment. Conduct a

comprehensive review session to address misconceptions and
challenges faced by students during the exercises.
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6. Prompt students to share situations or scenarios where the

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application of angles in a polygon can be valuable for problem-

solving. Encourage critical thinking and reasoning in their chosen
examples.
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7. Assign Practice and Application for independent work and provide

individualized support as students work through the exercises.
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8. As an additional challenge, encourage students to work collaboratively

to solve the Five-point Star problem in the Enrichment section.
1. Summarize the key strategies and concepts covered in the lesson,
emphasizing practical applications and relevance in everyday
scenarios. Encourage students to ask any remaining questions or
seek clarification on any topics covered.
2. For an extended task or homework assignment, instruct students to
write a short essay discussing the practical applications of angles in
a polygon. They should provide concrete examples and explain the
reasoning behind their choices.
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3. Engage students in a reflective activity where they identify three
important concepts that captured their interest during the lesson.
Instruct them to write down two questions they have about the topic
and one idea or concept they would like further clarification on.
1. Monitor students’ performance and participation during class discussions
and activities. Identify students who may be struggling to grasp concepts
related to angles in a polygon. Conduct one-to-one or small group sessions
during or after class to provide personalized assistance.
2. Introduce interactive geometry software and online resources that allow
students to practice measuring, classifying, and manipulating angles
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within a dynamic digital environment. Provide links or recommendations
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for such resources that align with the lesson’s objectives.
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Lesson 1.5
The Set of Rational Numbers
I. Subject Matter: The Set of Rational Numbers
A. Express rational numbers from fraction form to decimal form and
vice versa.
B. Arrange rational numbers on a number line.
C. Perform operations on rational numbers.
D. Arrange real numbers in increasing or decreasing order.
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III. Procedures:
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1. Begin the lesson by presenting the objectives to the students and explain
that you will be exploring rational numbers.
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Display examples of fractions and decimals on the board, briefly review
the concepts of fractions and decimals.
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3. Share the following problem to assess prior knowledge and engage
students.
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Problem:
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• Convert the fraction 34 into a decimal.

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1. Engage the students with the question posted in Exploration.

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Encourage them to share their thoughts and understanding.

2. Define rational numbers and explain that they include fractions and
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decimals, which can be expressed as ratios or quotients of two

integers.
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Guide Questions:
• What is the definition of a rational number?
• How are rational numbers different from whole numbers and
integers?
3. Discuss how to convert fractions to decimals and vice versa.
Use examples to illustrate the conversion process.
4. Introduce the concept of a number line and explain how it helps
represent and visualize rational numbers. Discuss where fractions
and decimals fall on the number line.
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5. Check students’ progress using response cards. Ask students to
hold up the appropriate card to indicate their level of comprehension
of rational numbers discussed. Provide support to students who
raised Card 2 and 3 through focus teaching or by providing additional
examples.
• CARD 1: Understands fully
• CARD 2: Minimal understanding
• CARD 3: No understanding
6. Extend the discussion by discussing how to perform basic operations
with rational numbers. Use examples for each operation.
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7. After the discussion, ask the students to answer Try It exercises.
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Observe for any misconceptions and provide relevant examples to
clarify concepts and reinforce their understanding.
8. Explore real-life problems that require students to apply their
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knowledge of rational numbers. Encourage them to solve related
problems in small groups.
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Instruct students to work individually on the exercises on Practice
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and Application. Monitor students’ progress and address any
misconceptions or challenges that arise during the practice session.
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1. Summarize the key concepts covered during the lesson, including

converting between fractions and decimals, arranging rational
numbers on a number line, performing operations, and understanding
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the broader context of rational numbers.

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2. Have students rate their understanding of the lesson’s content on a

scale from 1 to 5, with 1 indicating low understanding and 5 indicating
high understanding. Encourage them to provide comments on what
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they found challenging.

3. Assign homework problems related to converting fractions to
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decimals and vice versa, arranging rational numbers on a number

line, and performing operations with rational numbers.
4. Prompt students to find examples of rational numbers in real life,
such as calculating sale discounts or comparing sizes.
1. For students who may need additional support, provide additional practice
exercises, and encourage them to use online tools or calculators for
converting between fractions and decimals.
2. Conduct a review session for students struggling with specific aspects of
the lesson, offering extra guidance and practice.
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Lesson 1.6
Percentage
I. Subject Matter: Percentage
A. Solve percentage problems including discount, commission, and
solve tax.
B. Solve problems including percentage increase and percentage decrease.
III. Procedures:
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1. Start by presenting the lesson’s objectives to provide context for
the students.
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2. Assess the students’ prior knowledge on percentage using a
KWLH chart.
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What I know What I want to What I How can I learn
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about the know about learned about more about
percentage the percentage percentage percentage
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3. Engage students with a real-life scenario using Engage. See problem

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below as an alternative:
Imagine you are shopping, and you come across two items–one
offering a 20% discount and the other a 15% discount. How do
you decide which item is the better deal? What factors would you
consider?
4. Encourage students to share their initial thoughts and discuss the
importance of understanding percentages in everyday situations like
shopping, finance, and more.
1. Begin by explaining the basics of percentages, including converting
percentages to decimals and fractions.
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2. Introduce the concept of percentage increase and decrease. Provide
examples to demonstrate how to calculate both scenarios.
3. Engage students in discussions and explorations of these concepts
using relevant examples.
What are some real-world examples of percentage increase and
decrease?
4. Do a Pause and Reflect activity using this question:
How often do you think we encounter and use percentages in our
daily lives, knowingly or unknowingly? Can you think of any specific
examples or situations where understanding percentages would be
particularly useful?
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5. Extend the discussion to calculation of discounts and tax. Use
examples to illustrate the process.
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• For instance, if an item originally costs ₱300 and is discounted
by 20%, how much is the discount, and what will be the final
price?
•
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Discuss sales tax and how it affects the final price.
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6. Ask the students to work in pairs and do Try It exercises. Monitor
their progress and provide support as needed.
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7. For independent practice, ask the students to answer the problems in

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Practice and Application section. Encourage the students to check

their work for accuracy and to ask for help if needed.
8. Offer more challenging exercises for students who demonstrate a
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strong understanding and are looking for additional practice.

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practical applications of percentages in various situations.

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2. Ask the students: “How can understanding percentages help you

make informed decisions in daily life?”
3. Ask the students to complete the KWLH chart.
4. Address any remaining questions or concerns from the students.
5. Assign Enrichment as homework to reinforce the lesson’s concepts.
6. Encourage students to share examples of real-life situations where
they have encountered and applied percentage.
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1. Form small groups based on students’ understanding and progress.
Provide additional explanations and practice to those who require extra
help in mastering percentage concepts.
2. Consider creating differentiated assignments to meet the diverse needs of
students in the class.
3. Encourage students to seek help from their peers or participate in tutoring
for challenging problems related to percentage.
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Lesson 1.7
Financial Planning
I. Subject Matter: Financial Planning
II. Lesson Objective: Create a financial plan.
III. Procedures:
1. Start the lesson by reviewing the concept of percentage.
2. Spark the students’ interest of the lesson by presenting the question
in Engage. An alternative to the question can be seen below:
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Why do you think planning your finances is important?
3. Encourage students to engage in a brief class discussion where they
can share their experiences and thoughts on managing money.
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Ask the students to look at the Monthly Cash Record Summary on
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the Exploration section.
2. Encourage students to analyze the record critically and offer insights
into financial management and budgeting.
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Guide Questions:
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• Can you identify the different months included in this summary?

Why is it important to keep a record of monthly finances?
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• Are there any noticeable patterns or variations in income or

expenses across the different months?
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• What percentage of income is allocated to savings each month?

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• Based on the record, what financial goals or priorities can you

infer for this individual or household?
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• How can financial planning be improved for better financial

stability?
3. Discuss the concept of financial planning in simple terms, using
relatable examples.
4. Introduce the essential components of a financial plan.
5. Discuss the role of budgeting in financial planning and how it helps
individuals monitor their financial progress.
6. Provide a step-by-step guide on creating a personalized financial
plan. Encourage students to establish their own financial goals.
7. Have a quick check by asking the students to answer Practice and
Application activities.
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8. Ask students to work individually to create a simple financial plan
based on their goals. Invite some students to share their plans with
the class for peer feedback.
1. Conclude the lesson with discussions on the importance of taking
control of one’s finances through planning.
2. As homework, instruct students to refine their financial plans or
create one if they have not already. Encourage them to consider
using actual financial data if applicable.
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1. Offer additional resources for students who may require extra guidance or
have questions about specific financial planning aspects.
2. Suggest exploring online tools and apps that can assist with budgeting
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and financial planning.
3. Facilitate one-on-one or small group discussions for students who may
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need extra support or have unique financial situations.
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Lesson 1.8
Rate and Speed
I. Subject Matter: Rate and Speed
A. Identify and explain the use of rate.
B. Solve problems involving speed.
III. Procedures:
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1. Begin the lesson by sharing the scenario on Engage.
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2. Present the lesson’s objectives, emphasizing the importance of
understanding rate and speed in everyday life.
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3. Elicit the students’ prior knowledge using a Knowledge Rating Chart.
Knowledge Rating Chart – Rate and Speed
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Encircle the number that represents your learning experience on rate
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and speed.
1. I’ve never heard of this before.
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2. I’ve heard of this, but I’m not sure how it works.

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3. I know about this and how to use it.
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1. Ask the students to do Exploration activity. Encourage students to

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share ideas on how to compare the prices on the given scenario.

2. Engage students in a discussion about what they think “rate” means.
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Encourage them to share their ideas and thoughts on the concept.

3. Introduce the concept of speed as a specific application of rate.
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Discuss why speed is an essential concept, especially in activities

like sports, transportation, and daily life. Share a formula to calculate
speed.
4. Provide students with a series of real-life scenarios where speed
needs to be calculated. Ask students to work with you in solving
these problems.
5. Assign students in groups and ask them to do Try It exercises.
Discuss their reasoning and compare different solving strategies.
6. Instruct students to work individually on the exercises on Practice
and Application section. Monitor students’ progress and address
any misconceptions or challenges that arise during the practice
session.
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1. Summarize the key concepts of the lesson. Ask students to reflect on
what they have learned about rate and speed.
2. Engage students in a discussion about how understanding rate and
speed can be applied in their daily lives. Encourage them to share
examples from their experiences.
3. Assign Enrichment exercises as homework activity.
4. Ask students to rate their level of understanding on the topic from 1 to
5 (1 being the least, 5 being the highest). Encourage them to provide
comments about any areas they find challenging.
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1. For students who may need additional support or practice, provide extra
worksheets or problems with varying levels of difficulty for calculating rate
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and speed.
2. Offer one-on-one assistance for students struggling with rate and speed
concepts. a
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QUARTER 2
Lesson 2.1
Irrational Numbers
I. Subject Matter: Irrational Numbers
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A. Determine the square roots of perfect squares and the cube roots of
perfect cubes.
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B. Identify irrational numbers involving square roots and cube roots, and
their locations on the number line.
III. Procedures:
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fo e
1. Begin the lesson by introducing the topic of irrational numbers. Elicit

students’ prior knowledge of the topic by asking if they know what
ot nc
irrational numbers are and if they can provide any examples.

2. Display the lesson objectives and explain to the students that they
N e
will explore the concept of irrational numbers and their relevance in

real-world applications.
er
3. Engage the students on the discussion of the discovery of irrational

numbers.
ef
Guide Questions:
R
• Who is credited with the discovery of irrational numbers?

• What was the first irrational number that was discovered, and
how was it represented mathematically?
• What makes irrational numbers unique compared to rational
numbers, and how can we identify them?
• Can you think of real-world examples where irrational numbers
might be encountered or used in particular applications?
4. Use Exploration section as a warm-up activity, asking students to
work in pairs. Ask students to share their work in class and compare
it with the other pairs.
23
1. Start with square roots and cube roots. Explain the process of
finding square roots and cube roots, emphasizing the importance of
understanding perfect squares and perfect cubes. Provide sufficient
examples to ensure understanding of the concept.
2. Introduce the number line as a visual aid to represent the placement
of radical numbers. Show students how to plot radical numbers on
the number line.
a. Display 31, 1 024 , 900 , and 1 225 on the board.
b. Ask students to identify on what numbers does the given radicals
are in between.
g l
lin ria
c. Demonstrate how to plot these numbers on the number line.
3. Engage students in a collaborative activity to practice finding square
el te
roots and cube roots and plotting them on a number line using Try It
exercises. Check for any misconceptions and identify students who
are having difficulty with the concept. Provide guidance to students.
4.
a
Extend the discussion to the characteristics of irrational numbers,
rS M
especially those arising from square roots and cube roots, and
clarify that these numbers cannot be expressed as fractions or finite
decimals.
fo e
Guide Questions:
ot nc
• What distinguishes irrational numbers from rational numbers

and finite decimals? How can you identify an irrational number
N e
based on these characteristics?

er
• Can you provide examples of irrational numbers that result from

taking the square root or cube root of a non-perfect square or
non-perfect cube, respectively?
ef
• Why is it impossible to express irrational numbers as fractions?

What happens when you attempt to represent an irrational
R
number as a fraction?
• Could you share a real-life scenario or application where
understanding irrational numbers is essential or relevant?
How do these numbers play a role in such situations?
5. Provide examples of well-known irrational numbers such as 2 and
π, and discuss their significance and origin. Ask the students to think
of specific fields or contexts where irrational numbers are particularly
useful.
6. Ask the students to work independently in doing Practice and
Application. Encourage the students to check their work for accuracy
and to ask for assistance if needed.
24
1. Summarize the key concepts covered in the lesson by revisiting the
objectives. Ask students to share what they have learned and any
questions they may have.
2. Conclude the lesson with a thought-provoking question related to
irrational numbers.
Why do you think irrational numbers are essential in various scientific
and engineering applications?
3. Assign a few practice exercises or problems for homework to
reinforce the learning. Ensure students understand the significance
of irrational numbers in real-life scenarios.
g l
lin ria
1. Offer additional practice problems that involve square roots and cube
el te
roots for students who require more reinforcement.
2. Provide visual aids, such as diagrams and number lines, to help students
a
understand the placement of irrational numbers.
rS M
3. Encourage students to research and present real-world applications of
irrational numbers in various fields.
fo e
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25
Lesson 2.2
Measuring Lengths, Area, Surface Area, Capacity, and Mass
I. Subject Matter: Measurements
A. Illustrate what it means to measure.
B. Identify and use the following prefixes in the metric system: kilo-, hector-,
deka-, deci-, centi-, and mili-.
C. Convert length, capacity, and mass measurements from one unit to
another.
g l
D. Solve problems involving capacity and mass.
lin ria
III. Procedures:
el te
1. Begin the lesson by introducing the main objectives to the students,
a
highlighting the importance of measurement in everyday life.
rS M
2. Share a real-life scenario or story that involves the need for
measurements, such as a recipe that requires specific quantities of
ingredients. This narrative serve as the “Get Ready” activity.
fo e
3. Gauge the students’ prior knowledge regarding measurements and

the metric system. Distribute an Anticipation-Reaction Guide with
ot nc
questions like:
• Do you know what a measurement is?
N e
• Can you name some units of measurement you’ve encountered?

er
• Are you familiar with any metric prefixes, like kilo-, hecto-, or
milli-?
ef
4. Review basic concepts of measurements as a class, clarifying any

uncertainties and reinforcing prior knowledge.
R
5. Assign the Exploration activity to the students. Ask them to work in

pairs in answering the questions given on the activity.
1. Introduce the metric system, emphasizing the use of prefixes such
as kilo-, hector-, deka-, deci-, centi-, and milli-. Explain how these
prefixes modify the base unit to represent larger or smaller quantities.
2. Discuss the metric units of length. Provide examples of conversion
between metric units and metric units to customary units, and vice
versa. Encourage students to practice conversion for length using
Try It exercises.
26
3. Shift the focus to measuring perimeter and circumference,
demonstrating how these measurements are calculated using metric
units. Present real-world examples like finding the perimeter of a
rectangular garden.
4. Continue with measuring area and surface area, showing students
how to compute these values using metric units. Include practical
applications, such as calculating the surface area of a room for
wallpapering.
5. Transition to measuring capacity, explaining how metric units like
liters are used for measuring volume. Introduce exercises that involve
converting metric units to customary units (e.g., liters to quarts or
gallons).
g l
lin ria
6. Extend the discussion by discussing measuring mass using the metric
system. Describe how grams and kilograms are used for weight
measurements. Include conversion tasks for metric to customary
el te
units (e.g., grams to ounces or kilograms to pounds).
7. For a brain break activity, ask the students to answer Just for Fun.
a
Allow them to share their guesses with the class.
rS M
8. Conclude the lesson by asking the students to work independently
in doing Practice and Application. Monitor students’ progress and
address any misconceptions or challenges that arise during the
fo e
practice session.
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1. Summarize the essential concepts covered in the lesson, emphasizing
N e
the role of the metric system in measurements, unit conversions, and

practical applications.
er
2. Address any lingering questions or concerns students may have

about the lesson content.
ef
3. Engage students in a self-assessment activity where they reflect on

their learning. Pose questions or present measurement challenges
R
for students to solve. Enrichment activities may be used in this task.

4. Assign homework or a challenge task that requires students to apply
their knowledge of measurements, conversions, and the metric
system to real-world scenarios. Encourage them to show their work
and explain their reasoning.
1. For students who may need additional support, offer extra practice
problems and hands-on activities that involve measurement conversions.
2. Provide visual aids, such as charts and diagrams, to help students better
grasp the metric system and metric prefixes.
27
3. Encourage students to create mnemonic devices or memory aids for
remembering the order and meaning of metric prefixes.
Examples:
• King Henry Died by Drinking Chocolate Milk
• Kangaroos Hopped Down, Drinking Chocolate Milk
• Keep Healthy Dogs, Don’t Chase Mice
• King Henry’s Daughters Usually Drink Chocolate Milk
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lin ria
el tea
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fo e
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28
Lesson 2.3
Volume
I. Subject Matter: Volume
A. Explain inductively the volume of a cylinder using the area of a circle,
leading to the formula.
B. Find the volume of a cylinder.
C. Solve problems involving the volumes of cylinder.
D. Explore inductively the volume of square and rectangular pyramids using
g l
rectangular prisms, leading to the formula.
lin ria
E. Estimate volumes of square and rectangular pyramids.
F. Solve problems involving volumes of square and rectangular pyramids.
el te
III. Procedures:
A. a
Opening Activities
rS M
1. Begin the lesson by presenting and discussing the objectives of the
lesson.
2. Spark the students’ interest by presenting the Engage section.
fo e
An alternative to this is by showing students a cylindrical container

ot nc
(e.g., a soda can) and ask them to discuss what volume means in the
context of such a shape.
3. Facilitate a class discussion to elicit students’ prior knowledge about
N e
volume and cylinders.

er
4. Use Exploration section as a warm-up activity, asking students to

work in pairs, to share their work in class and to compare it with the
ef
other pairs.
R
1. Before diving into volume, review the metric system and its units.
Briefly introduce the metric prefixes from the previous lesson to
refresh their memory.
2. Start by introducing the concept of volume, specifically for cylinders.
Discuss how the volume of a cylinder can be inductively determined
using the area of a circle as the base.
3. Present a visual representation of a cylinder, highlighting its circular
base. Explain that the area of this base can be calculated using the
formula A = πr2 where r is the radius of the base.
29
4. Guide students in understanding that volume is the measure of how
much space is occupied by a three-dimensional object. In the case
of a cylinder, is like stacking the circular bases on top of each other.
5. Introduce the formula for the volume of a cylinder.
6. Provide examples of cylinders with different dimensions, and walk
students through calculating their volumes using the formula.
7. Encourage students to work in pairs or small groups to calculate the
volumes of cylinders.
8. Transition to the exploration of square and rectangular pyramids.
Inductively discuss how the volume of these pyramids can be related
to the volume of rectangular prisms.
g l
9. Use diagrams and hands-on models to demonstrate the connection
lin ria
between the volume of a pyramid and the volume of a rectangular
prism.
el te
10. Provide examples of square and rectangular pyramids, guiding
students in finding their volumes by relating them to the volumes of
corresponding rectangular prisms.
a
11. Encourage students to apply this understanding to practical situations
rS M
and real-world examples.
12. Engage students in problem-solving activities involving the volumes
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of cylinders, square pyramids, and rectangular pyramids. Use

Practice and Application.
ot nc
13. Emphasize the importance of estimating volumes when dealing with

real-life scenarios, such as packing objects into boxes or calculating
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the capacity of containers.

er
1. Recap the key concepts related to volume, including the formulas
ef
for cylinders and the relationship between pyramids and rectangular

prisms.
R
2. Encourage students to evaluate their own understanding of the

material by completing a self-assessment activity.
3. Assign the Enrichment as homework to provide an opportunity for
students to practice and apply their knowledge.
1. Offer additional practice problems and exercises to students who may
need extra reinforcement.
2. Encourage peer teaching and group discussions to enhance understanding
and reinforce the concepts related to volume.
3. Provide online resources, interactive tools, or simulations to support
independent learning and exploration of volume concepts.
30
Lesson 2.4
Basic Ideas of Sets
I. Subject Matter: Sets
A. Describe well-defined sets, subsets, universal sets, null sets, and
cardinality of sets.
B. Illustrate the union and intersection of sets and the difference of two sets.
C. Use Venn diagrams to represent sets, subsets, and set operations.
D. Solve problems involving sets.
g l
lin ria
III. Procedures:
el te
1. Start the lesson by introducing the topic of sets. Ask students what
comes to mind when they hear the word “set.” Record their responses
a
on the board.
rS M
2. Present the objectives of the lesson and explain that they will explore
the fundamental concepts of sets.
3. Check students’ prior knowledge using Engage section. Use the
fo e
following questions in drawing their prior knowledge and experiences

on sets:
ot nc
• How many students are in the Math Club, the Glee Club, or
both? Can you think of a way to represent this information using
N e
sets or diagrams?
er
• In the scenario, it mentions that 8 students are in both the Math

Club and the Glee Club. Can you explain what this means in
ef
terms of sets?
• Based on what you understand about sets, can you calculate
R
how many students are neither in the Math Club nor the Glee
Club?
• How would you find out how many students are in either the
Math Club or Glee Club? What set operations might be involved
in this?
4. Use Exploration as a warm-up activity. Ask the students to work in
pairs in accomplishing this task.
31
1. Discuss what is a well-defined set and an empty set. Explain the
three ways in describing a set namely the Roster Notation or Listing
Method, Verbal Description Method, and the Set Builder Notation or
Rule Method. Provide examples, such as “the set of even numbers”
or “the set of prime numbers.”
2. Transition to the discussion of Equal Sets and Equivalent Sets.
Emphasize the difference between these two sets by providing
examples.
3. Discuss Universal Sets and Subsets. Emphasize that a subset is a
set that contains only elements that are also in another set. Provide
g l
examples and encourage students to identify and discuss subsets in
lin ria
various contexts.
4. Introduce set operations. Use real-world examples to illustrate these
operations. For instance, the union of “the set of fruits” and “the set
el te
of red things” includes red fruits like apples and cherries.
a
rS M
examples.
fo e

ot nc

N e
6. Extend the discussion to the concept of Venn diagrams. Lead the

er
students back to the Engage section and use the following guide
questions.
ef
Guide Questions:
• How might we represent the members of the Math Club and the
R
Glee Club using a Venn diagram?

• In the case of Venn diagrams, what does the overlapping region
between two sets represent? How could you interpret it in the
context of our school clubs scenario?
• If we want to use a Venn diagram to illustrate the number of
students who are in either the Math Club, the Glee Club, or
both, how would you show this in the diagram?
• Can you provide examples of other real-life situations where
Venn diagrams could be useful in visually representing
overlapping groups or categories?
32
7. Engage students in a guided practice using Try It activities.
Encourage discussions and group work to explore different strategies
for solving set-related problems.
and Application section. Monitor students’ progress and address
any misconceptions or challenges that arise during the practice
session.
1. Recap the key concepts learned in the lesson, including well-defined
sets, subsets, universal sets, null sets, cardinality, set operations,
and Venn diagrams.
g l
lin ria
2. Allow students to ask questions and seek clarification on any aspects
of the lesson.
3. Assign a self-assessment activity to allow students to evaluate their
el te
understanding and apply it to new situations.
4. Conclude the lesson by assigning Enrichment as homework, where
a
students can solve more complex problems related to sets.
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1. Provide additional practice problems and examples for students who may
fo e
need further reinforcement.

ot nc
2. Encourage peer discussions and group work to reinforce understanding

and practice working with sets.
3. Suggest online resources, interactive tools, or tutorials that support
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independent learning and exploration of set concepts.

er
ef
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33
Lesson 2.5
The Set of Real Numbers
I. Subject Matter: Real Numbers
A. Describe principal root and tell whether they are rational or irrational.
B. Determine between what two integers the square root of a number is.
C. Estimate the square root of a whole number.
D. Plot irrational numbers on a number line.
E. Illustrate the different subsets and properties of operation on the set of
g l
real numbers.
lin ria
III. Procedures:
el te
1. Start by presenting the lesson’s objectives to provide context for the
students. a
rS M
2. Assess the students’ prior knowledge about the set of real numbers
by discussing their understanding of different types of numbers, such
as whole numbers, fractions, and decimals.
fo e
3. Engage students with a thought-provoking question:

ot nc
What do you think it means when we say “real numbers” in

mathematics?
N e
4. Encourage students to share their initial thoughts about the concept

of real numbers.
er
ef
1. Begin by explaining the concept of real numbers and how they

encompass all possible numbers on the number line, including
R
rational and irrational numbers.

2. Discuss the different subsets of real numbers, including natural
numbers, whole numbers, integers, rational numbers, and irrational
numbers. Use visual aids, such as a number line or diagrams, to
illustrate these subsets.
3. Engage students in discussions about each subset and their unique
properties.
Guide Questions:
• What are natural numbers, and where do they fall on the
number line?
• How are integers different from rational numbers?
34
• Can you provide examples of irrational numbers, and why are
they considered real numbers?
4. Do a Pause and Reflect activity using the following question:
In what real-life situations do you think we encounter different types
of real numbers?
5. Explain operations on real numbers, including addition, subtraction,
multiplication, and division. Use examples to illustrate these
operations.
6. Provide practice exercises for students to work on in pairs,
emphasizing the application of operations on real numbers. Use
Try It for this task.
g l
lin ria
7. Ask students to work individually in doing Practice and Application.
Monitor their progress and address any misconceptions or challenges
that arise during the practice session.
el te
1. a
Summarize the key concepts covered in the lesson, emphasizing the
inclusiveness of real numbers and their subsets.
rS M
2. Ask the students to reflect on the importance of understanding real
numbers in mathematics and its relevance to real-life scenarios.
fo e
3. Encourage students to share any questions or insights they have

gained during the lesson.
ot nc
4. Assign Enrichment as homework to reinforce the concepts discussed

in the lesson.
N e
5. Challenge advanced students with additional problems that require

er
critical thinking about real numbers and their operations.

ef
1. Provide extra guidance and practice to students who may be struggling

with understanding subsets of real numbers or performing operations.
R
2. Consider offering differentiated assignments to meet the diverse needs of

students in the class.
3. Encourage peer collaboration for problem-solving and support, especially
for complex problems related to real numbers and their operations.
35
QUARTER 3
Lesson 3.1
Statistics and Basic Terms
I. Subject Matter: Statistics
g l
lin ria
A. Explain the importance of statistics.
B. Pose problems that can be solved using statistics.
el te
C. Gather statistical data.
D. a
Organize data in a frequency distribution table.
rS M
E. Use appropriate graph to represent organized data: pie chart, bar graph,
line graph, and pictograph.
F. Use statistical tables to represent data.
fo e
III. Procedures:
ot nc
1. Begin by presenting the lesson’s objectives to provide context for the
N e
students.
er
2. Using a Three-column Chart, assess the students’ prior knowledge

on statistics.
ef

know about
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statistics statistics
statistics
36
3. Discuss the importance of statistics in decision-making, research,
and understanding trends. You can use the Engage section in the
discussion. Encourage students to share their initial thoughts about
the relevance of statistics.
1. Explain the foundational concepts of statistics and its significance in
various fields, such as business, healthcare, and social sciences.
2. Pose real-life problems that can be addressed using statistical
analysis and data interpretation. Provide examples related to surveys,
opinion polls, or market research.
3. Discuss the process of gathering statistical data, emphasizing the
g l
lin ria
need for accurate and representative data sources.
Though-provoking question:
How can we ensure that our data is reliable and unbiased?
el te
4. Introduce the concept of organizing data in a frequency
distribution table. Explain how this table helps in summarizing and
a
visualizing data.
rS M
5. Discuss various types of graphs and charts used in statistics,
including pie charts, bar graphs, line graphs, and pictographs.
Provide examples of when each type of graph is appropriate.
fo e
Guide Question:
ot nc
What type of graph would you use to represent survey results,

and why?
N e
6. Using Exploration section, engage students in gathering data and

create a frequency distribution table. This task can be done in pair or
er
group.
7. Instruct students on how to represent their data using appropriate
ef
graphs. Encourage them to select the most suitable graph for

their dataset.
R
8. For independent practice, ask students to do the activities on the

Practice and Application section.
the role of statistics in various fields.
2. Have the students fill the last column in the Three-column Chart.
3. Encourage students to share any questions or insights they have
gained during the lesson.
4. Assign Enrichment as homework to reinforce the concepts discussed
in the lesson.
37
5. Challenge advanced students with additional problems related to
advanced statistics or data interpretation.
1. Provide additional support to students who may find statistical concepts
challenging, including one-on-one assistance or extra practice.
2. Encourage peer collaboration for problem-solving and data analysis,
promoting a cooperative learning environment.
3. Consider using real-life examples and case studies to make statistical
concepts more relatable and engaging for students with diverse learning
preferences.
g l
lin ria
el tea
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fo e
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38
Lesson 3.2
The Set of Integers
I. Subject Matter: Integers
II. Lesson Objective: Represent the absolute value of a number on a number line
as a distance of a number from 0.
III. Procedures:
1. Start the lesson by introducing the concept of integers. Elicit students’
prior knowledge about integers by asking if they know what integers
g l
are and if they can provide any examples.
lin ria
2. Show the lesson objective and explain to the students that they
will explore the concept of integers and their representation on a
number line.
el te
3. Engage the students in a discussion about the importance of integers
a
and their applications in mathematics and the real world.
Guide Questions:
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• What do you think integers are, and how are they different from
other types of numbers, such as whole numbers or fractions?
fo e
• Can you think of everyday situations where integers are used to

ot nc
represent quantities or values?

4. Ask the students to work in pairs in doing Exploration. Allow them to
N e
share their findings with the class.

er
1. Begin by defining integers and explaining that they include positive
ef
whole numbers, negative whole numbers, and zero.

2. Use visual aids like number lines to illustrate the concept of integers.
R
Show how numbers can be placed on a number line, emphasizing

the idea that integers are equally spaced.
3. Discuss the concept of absolute value, which is the distance of a
number from zero on the number line.
Guide Questions:
• How do we calculate the absolute value of a number?
• What does the absolute value tell us about a number’s distance
from zero?
4. Engage students in an interactive activity where they practice finding
the absolute value of different integers. Use examples like |−5|, |0|,
and |7|.
39
5. Assess understanding and encourage self-assessment using a
Thumbs Up/Sideways/Down activity. Ask students to use hand
gestures to indicate their level of comprehension and ability to explain
the concepts discussed.
concepts.
6. Transition to the discussion of the concept of inequality. Provide
examples to strengthen their understanding of the concept.
g l
lin ria
Guide Questions:
• What does the term “inequality” mean in everyday language,
el te
and how do we use it in different situations?
• How do we represent inequality in mathematics? What symbols
a
or signs are commonly used?
rS M
• Can you explain the difference between an equation and an
inequality?
• Can you provide examples of real-life situations or problems
fo e
where you need to solve inequalities? How can understanding

inequalities help in solving such problems?
ot nc
7. Ask students to work on Try It exercises individually or in pairs to

reinforce their understanding of absolute values.
N e
8. Encourage students to work on Practice and Application exercises

er
independently, checking their work for accuracy and seeking

assistance if needed.
ef
R
1. Summarize the key concepts covered in the lesson, particularly

the representation of integers on a number line and the concept of
absolute value.
2. Ask students to share what they have learned and any questions or
insights they may have gained.
3. Conclude the lesson by revisiting the objective and reinforcing the
importance of understanding integers in mathematics and daily life.
4. Assign a few practice exercises or problems for homework to solidify
the learning and emphasize the practical applications of integers.
40
1. Identify students who are struggling to grasp the concept of integers
and provide them with extra practice problems that gradually increase in
complexity.
2. Encourage students who excel in the topic to act as peer tutors for their
peers who are facing difficulties.
3. Encourage cooperative group work where students work together to solve
problems and discuss integer concepts.
4. Encourage students to explore integers outside the classroom. Assign
them to look for examples of integers in their daily lives and report back
on how they encountered them.
g l
lin ria
el tea
rS M
fo e
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N e
er
ef
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41
Lesson 3.3
Adding Integers
I. Subject Matter: Operations on Integers
A. Perform addition on integers.
B. Solve problems involving integers.
III. Procedures:
g l
1. Start the lesson by presenting the objectives to provide context for
lin ria
the students.
2. Assess the students’ prior knowledge on addition of integers by
el te
challenging them to find the sum of the following integers: 3, −5, −2,
4, and −1.
3. a
Ask the students to work in groups of three in doing Exploration.
Allow them to share their findings with the class.
rS M
4. Share a real-world story or headline involving the addition of
integers. It could be about tracking a team’s score in a sports game,
fo e
calculating household’s profit and expenses, or understanding

changes in population. Discuss the importance of integer addition in
ot nc
these contexts and how it helps in making informed decisions.

N e
1. Begin with a brief review of positive and negative numbers. Emphasize

er
the concept of opposites.

2. Introduce the addition of integers with the help of a number line.
ef
Explain that adding a positive integer moves to the right on the

number line, while adding a negative integer moves to the left.
R
3. Provide several examples of adding positive and negative integers,

both with the same sign and with different signs. Encourage students
to solve these examples on the board.
4. Discuss the “Rule of Signs” in adding signed numbers.
Guide Questions:
• What are the two main rules we follow when adding integers
with the same sign (both positive or both negative)? Can you
explain why these rules make sense?
• How do you add integers with different signs (one positive and
one negative)? What is the general approach for handling these
situations?
42
5. Engage the students in a guided practice session with a variety
of integer addition problems. Discuss each step of solving these
problems.
6. Encourage students to apply what they have learned by solving
additional integer addition problems in the Practice and Application
exercises.
7. Conduct a class discussion to review the Practice and Application
exercises, addressing any misconceptions or difficulties.
8. Present real-life scenarios where adding integers is necessary, such
as calculating temperature changes or financial transactions.
g l
lin ria
1. Summarize the key concepts of the lesson, highlighting the rules and
strategies for adding integers.
2. Ask students to reflect on how understanding integer addition can be
el te
useful in everyday life. Have them share examples.
3. Assign Enrichment exercises for homework to reinforce the learning.
4.
a
Encourage students to seek help from peers or during class hours if
rS M
they encounter challenges while completing their homework.
fo e
1. Conduct a treasure hunt wherein students can move along a path with
ot nc
positive and negative integers, and they must correctly add the integers
they encounter to progress in the game.
2. Use a large physical number line in the classroom. Provide students
N e
with integer addition problems and ask them to physically move along
er
the number line to solve them. For example, if the problem is 2 + (−3),
students start at 2, move three steps to the left (in the negative direction),
ef
and end at −1.

3. Encourage peer teaching by forming pairs or small groups. Each group
R
can be assigned a specific rule of signs for adding integers. They can
create mini-lessons or presentations to explain their assigned rule to
the class.
4. For students who need additional assistance, offer one-on-one support
or tutoring sessions. Work through examples and provide explanations
tailored to their specific areas of difficulty.
43
Lesson 3.4
Subtracting Integers
A. Perform subtraction on integers.
III. Procedures:
g l
1. Begin by presenting the objectives of the lesson to give students a
lin ria
clear understanding of what they will learn.
2. Do a quick review of integer addition to refresh students’ memories.
el te
Discuss the basic concept of adding integers, emphasizing the use
of the rules of signs.
3. a
Present the Engage section or a real-life scenario to engage
their interest. For example, describe a situation in which a person
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withdraws money from their bank account and then makes a purchase.
Ask students to think about the changes in balance and how to
calculate the final balance.
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4. Use Exploration as a warm-up activity. Ask the students to share

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with the class their findings.

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1. Explain the concept of subtracting integers. Emphasize that

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subtraction can be thought of as adding the opposite (additive

inverse) of a number.
ef
2. Use visual aids, such as a number line, to demonstrate the process

of subtracting integers. Start with simple examples.
R
3. Present the rules for subtracting integers. Discuss how they are
related to addition.
Guide Questions:
• What happens when we subtract two integers with the
same sign?
• How do we handle subtraction when the signs are different?
• What is the role of the absolute value in subtraction?
4. Provide students with straightforward integer subtraction problems.
Work through these problems together as a class, applying the
rule of signs.
44
5. Gradually introduce more complex scenarios and word problems that
require subtracting integers. Encourage students to identify relevant
integers in the problems and apply the rules of signs. Discuss and
compare strategies for solving these problems.
6. For brain break activity, ask the students to answer Just for Fun
activities. Ask them to share their answers in class.
7. Provide Practice and Application exercises for individual practice.
Monitor students who have difficulties and provide assistance if
necessary.
1. Summarize the key concepts of the lesson, highlighting the
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importance of integer subtraction in real-life scenarios.
2. Ask students to consider practical applications of integer subtraction,
such as financial transactions or temperature changes.
el te
3. Engage students in a discussion about the benefits of understanding
integer subtraction in daily life. Pose questions such as:
•
a
How can knowledge of integer subtraction help you manage
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your finances?
• In what situations might you need to use integer subtraction,
fo e
knowingly or unknowingly?
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4. Assign a set of subtraction problems involving integers as homework.

Encourage students to apply the rules of signs and show their work
clearly. The problems can range from simple to challenging to
N e
accommodate different skill levels.

er

1. Encourage peer collaboration by having students work in pairs or small
ef
groups. Students can create subtraction problems for each other, ensuring
that they apply the rule of signs correctly.
R
2. Offer additional practice sets for students who need more reinforcement.
Include a mix of problems to cater to various skill levels.
3. Provide links to online interactive tools or apps that allow students to
practice integer subtraction in a gamified or interactive format.
4. For students who require additional help, provide one-on-one support or
tutoring sessions. Address specific challenges and misconceptions they
may have about subtracting integers.
45
Lesson 3.5
Multiplying Integers
A. Perform multiplication on integers.
III. Procedures:
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1. Begin the lesson by presenting the objectives of the lesson to give
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students a clear understanding of what they will learn.
2. Explain to the students why multiplying integers is an essential
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concept in mathematics. You can use everyday examples like
calculating profits or losses.
3. a
Present to the class the Engage section or pose a thought-provoking
question to spark students’ interest.
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Have you ever wondered how we calculate changes in temperature,
including temperature drops during wet season or temperature
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increases in science experiments?

Explain that multiplying integers plays a vital role in answering such
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questions.
4. Ask the students to work in pairs in doing Exploration. Allow them to
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share their observed patterns in the activity.

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1. Start with the basics of multiplication, emphasizing the relationship
ef
between repeated addition and multiplication. Use positive integers

for clarity.
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2. Introduce multiplication of positive integers. Begin with scenarios

where students can relate to the concept.
3. Progress to multiplication involving a positive integer and a
negative integer. Use visual aids or real-life scenarios to demonstrate
the process.
4. Move on to the multiplication of two negative integers. Show that
multiplying two negatives results in a positive. Use real-life examples
to make the concept relatable.
46
examples.
6. Provide a mix of problems for students to practice multiplication of
integers as a group. Include various scenarios, both with real-life
applications and abstract mathematical problems.
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and Application. Monitor students’ progress and address any
misconceptions or challenges that arise during the practice session.
el te
1. a
Summarize the key concepts covered in the lesson. Ask students to
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explain the rules for multiplying integers.
2. Engage students by discussing real-world scenarios where
multiplying integers is crucial. For example, you can discuss the
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concept of elevation above and below sea level, where negative and
positive integers are used.
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3. Encourage students to think critically by posing questions such as:

• Can you think of other real-life scenarios where multiplying
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integers is important?
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• Why is understanding the rules for multiplying integers valuable

in everyday life?
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4. Assign a set of multiplication problems involving integers as

homework. Include a variety of scenarios and difficulty levels to
R
accommodate different skill levels.

1. Provide access to interactive online platforms or apps that allow students
to practice multiplying integers in a gamified or interactive format.
2. Encourage students to work in pairs or small groups to explain multiplication
of integers to each other.
47
3. Use visual aids, such as number lines or counters, to help students
visualize multiplication of integers, especially for those who are
visual learners.
4. Provide one-on-one support for students who require additional
assistance, addressing specific challenges and misconceptions they may
have about multiplying integers.
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el tea
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48
Lesson 3.6
Dividing Integers
A. Perform division on integers.
C. Solve problems using PEMDAS.
III. Procedures:
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1. Begin the lesson by presenting the objectives of the lesson,
giving students a clear understanding of what they will learn.
el te
2. Explain to the students why dividing integers is important and how it is
applicable in everyday life. For example, you can mention situations
a
like sharing expenses among friends.
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3. Set the stage for discussing the need for dividing integers by posing
a thought-provoking question.
Example: Have you ever wondered how to fairly divide resources
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or expenses among people? What challenges do you face when

doing this?
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4. Do a quick review of basic division concepts using positive integers.

Remind students of the relationship between division and sharing.
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1. Discuss division involving integers. Specifically focus on positive

divided by negative, negative divided by positive, and negative
ef
divided by negative scenarios. Emphasize the rules of signs.

2. Introduce the acronym PEMDAS (Parentheses, Exponents,
R
Multiplication and Division, Addition and Subtraction) and its

significance when dealing with order of operations.
3. Provide examples and exercises that involve division of integers using
the order of operations. Ensure students understand the importance
of correctly applying PEMDAS to avoid errors.
4. Engage students with real-life word problems that require dividing
integers using PEMDAS. For instance, present a scenario where
expenses are to be divided among a group, but some expenses are
incurred before others.
5. Ask the students to work independently in doing Practice and
Application. Encourage the students to check their work for accuracy
and to ask for assistance if needed.
49
rules for dividing integers and the application of PEMDAS.
2. Discuss real-world scenarios where dividing integers and using
PEMDAS are important. You can use examples like sharing a pizza
among friends or splitting costs on a road trip.
3. Encourage students to think critically by posing questions such as:
• How does understanding the order of operations and dividing
integers help in making fair decisions in resource-sharing
situations?
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• Why is it important to apply PEMDAS correctly when solving
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math problems?
4. Assign a set of problems that involve dividing inters and applying
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the order of operations as homework. Ensure that students are well-
prepared for this.
IV. a
Suggested Remediation and Learning Intervention
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1. Provide access to interactive online platforms or apps that allow students
to practice dividing integers with a focus on using PEMDAS.
2. Encourage students to work with a peer or in small groups to solve division
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problems involving integers.

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3. Introduce educational games or activities that involve order of operations

and dividing integers.
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4. Offer one-on-one support for students who may require additional

assistance. Address specific challenges or misconceptions related to
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dividing integers and applying PEMDAS.

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50
QUARTER 4
Lesson 4.1
The Language of Algebra
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I. Subject Matter: Algebra
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A. Translate verbal phrases to mathematical phrases and vice versa.
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B. Differentiate between constants and variables in given algebraic
expressions.
a
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III. Procedures:
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1. Begin the lesson by presenting the objectives to the students,

emphasizing the importance of understanding algebraic language in
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mathematics.
2. Share a real-life scenario that involves the use of algebraic
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expressions, such as budgeting for expenses or calculating the cost

of items at the store. This scenario serves as a “Get Ready” activity.
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3. Asses the students’ prior knowledge by asking questions like:

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• What comes to mind when you hear the term “algebra”?

• Can you think of any situations where you might use algebra in
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your daily life?

• Have you encountered variables or constants in math before?
4. Engage students in a class discussion based on their responses to
the prior knowledge assessment. Clarify any misconceptions and
discuss how algebra can be applied in various contexts.
5. Assign the Exploration activity to students, asking them to work in
pairs to solve word problems that require translating verbal phrases
into mathematical expressions.
51
1. Start by introducing the basic concepts of algebraic language,
emphasizing the use of symbols like variables (e.g., x, y) and
constants (e.g., numbers).
2. Explain how to translate verbal phrases into mathematical
expressions. Provide examples of common phrases and their
algebraic representations. For instance, “three times a number”
could be represented as “3x.”
3. Demonstrate how to translate algebraic expressions into verbal
phrases. Use examples like “2y” and show how it can be interpreted
as “twice a number.”
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4. Engage students in exercises where they translate various phrases
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into algebraic expressions and vice versa. Allow them to work in pairs
or small groups, encouraging discussion and sharing of solutions.
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5. Differentiate between constants and variables in algebraic
expressions. Provide clear examples of each and highlight their
significance.
6.
a
Check students’ progress using response cards. Ask students to
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examples.
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er
7. Introduce polynomials, defining them as expressions with multiple

terms. Provide examples of various polynomial forms, including
ef
monomials, binomials, and trinomials.

8. Conduct an activity where students classify given algebraic
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expressions into categories such as monomials, binomials, or

trinomials. Discuss their answers as a class.
practice session.
importance of algebraic language and understanding the distinction
between constants and variables.
52
2. Discuss real-world scenarios where algebra is used, such as
budgeting, calculating distances, or pricing items. Highlight the role
of variables and constants in these scenarios.
3. Encourage students to think critically by posing questions like:
• How can understanding algebraic language help us solve real-
life problems more efficiently?
• What are some examples of situations where you might
encounter polynomials in everyday life?
4. Assign a set of problems that require students to translate phrases
into algebraic expressions, vice versa, and classify expressions as
monomials, binomials, or trinomials. Encourage them to show their
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work and explain their reasoning.
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1. Provide extra practice problems for students who may need more
practice in translating phrases into algebraic expressions and classifying
polynomials. a
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2. Utilize visual aids, such as diagrams and charts, to help students better
understand the concepts of constants, variables, and polynomials.
3. Encourage students to work with a peer or in small groups to solve
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algebraic language problems. Peer teaching can reinforce understanding.

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4. Offer one-on-one support for students who may require additional

assistance or have specific questions related to algebraic language and
polynomials.
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53
Lesson 4.2
Evaluating Algebraic Expressions
II. Lesson Objective: Evaluate algebraic expressions.
III. Procedures:
1. Begin the lesson by presenting the objective to the students,
emphasizing the importance of evaluating algebraic expressions in
solving mathematical problems.
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2. Encourage students to actively participate by providing a real-
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world scenario or problem that requires the evaluation of algebraic
expressions. See Engage section. An alternative is a scenario
involving calculating expenses for a school event and asking the
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students how they would calculate the total cost using algebraic
expressions.
3.
a
Use a Three-column Chart to assess students’ prior knowledge
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about evaluating algebraic expressions.
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know about
the evaluation the evaluation
evaluation
of algebraic of algebraic
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of algebraic
expressions expressions
expressions
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4. Discuss and share students’ responses from the assessment,

clarifying any misconceptions and reinforcing their understanding of
evaluation of algebraic expressions.
1. Start by reviewing algebraic expressions. Provide examples of
algebraic expressions like “2x + 3” and “4y − 5.”
2. Explain the concept of evaluating algebraic expressions, emphasizing
that it involves substituting specific values for variables and simplifying
the expression to find a numerical result.
54
3. Demonstrate the step-by-step process of evaluating algebraic
expressions using examples. Start with simple expressions and
gradually move to more complex ones. Encourage students to follow
along and participate in solving the examples.
4. Engage students in exercises that require them to evaluate various
algebraic expressions. Encourage students to work individually or in
pairs, providing guidance as needed.
5. Discuss practical applications of evaluating algebraic expressions,
such as calculating the cost of multiple items, determining the
perimeter of a complex shape, or finding the final score in a
sports game.
6. For independent work, ask the students to answer Practice and
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Application. Monitor their progress and address any misconceptions
or challenges that arise during the practice session.
7. Offer Enrichment exercises to students who have demonstrated
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a strong understanding of the topic and are looking for additional
opportunities to extend their learning.
C.
a
Closing Activities
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the process of evaluating algebraic expressions and its relevance in
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problem-solving.
2. Present a challenge problem that requires students to apply what
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they have learned. For instance, provide an algebraic expression and

ask students to evaluate it based on a real-life scenario.
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3. Open the floor for a class discussion where students can share their
solutions to the application challenge. Encourage them to explain
er
their thought process and reasoning.

4 Assign a set of problems for homework that involves evaluating
ef
algebraic expressions. Encourage students to practice independently

and seek help if needed.
R

reinforcement in evaluating algebraic expressions. Include problems with
varying levels of complexity.
2. Offer individualized assistance to students who require extra help in
understanding the evaluation process. Provide personalized guidance
and practice.
3. Incorporate interactive software or online tools that allow students
to practice evaluating algebraic expressions in an engaging and
interactive way.
55
Lesson 4.3
Linear Equations in One Variable
A. Illustrate linear equations in one variable.
B. Translate verbal sentences into mathematical sentences and vice versa.
C. Illustrate and model the different properties of equality.
D. Find the solution of linear equation using addition or subtraction.
E. Solve problems involving equations by using addition or subtraction.
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F. Use models and algebraic methods to solve number problems.
G. Write a number problem with your favorite number as the answer.
el te
III. Procedures:
1.
a
Begin the lesson by presenting the objective to the students,
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emphasizing the importance of linear equations in mathematics and
everyday problem-solving.
fo e
2. Display examples of linear expressions and equations on the board.

Briefly review the concept of an algebraic expression versus an
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equation.
3. Share a problem to assess students’ prior knowledge and
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engage them.
Problem: Translate the following sentence into a mathematical
er
equation:
Twice a number increased by 5 is equal to 17.
ef
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1. Define linear equations and their components, including variables,

constants, coefficients, and the equal sign. Explain that solving linear
equations helps find the value of the variable.
2. Using the earlier problem as an example, show students how
to translate verbal sentences into mathematical equations.
Work through the problem step by step, demonstrating how to convert
the sentence into an equation.
3. Introduce the properties of equality, such as Addition Property and
Subtraction Property. Explain how these properties allow us to
manipulate equations while maintaining equality.
56
4. Model how to solve linear equations in one variable. Start with
simple equations and gradually progress to more complex ones.
Demonstrate solving equations by adding or subtracting terms to
isolate the variable.
5. Engage students with exercises that require them to translate
sentences into equations and to solve these equations using
properties of equality. Encourage students to work individually or in
pairs, providing guidance as needed.
6. Discuss practical applications of solving linear equations, such as
calculating the cost of items on sale or determining the time it takes
to reach a destination. Show how equations can model real-world
situations.
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7. Present a variety of word problems that involve linear equations. Ask
students to use their knowledge to model and solve these problems.
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a
practice session.
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1. Summarize the key concepts covered in the lesson, including
fo e
translating sentences into equations, using properties of equality,

and solving linear equations.
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2. Invite students to share their translated sentences and solved

equations from the opening activity. Discuss different approaches in
N e
solving the problem.

3. Open the floor for a class discussion where students can share their
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strategies for solving word problems involving linear equations.

4. Assign a set of problems that require students to practice translating
ef
sentences into equations, applying properties of equality, and solving

linear equations. Encourage students to practice independently and
R
seek help if needed.

reinforcement in translating sentences into equations and solving linear
equations. Include problems with varying levels of complexity.
2. Offer individualized assistance to students who require extra help
in understanding the process of solving linear equations. Provide
personalized guidance and practice.
3. Incorporate interactive software or online tools that allow students to
practice solving linear equations in an engaging and interactive way.
57
Lesson 4.4
Sample Space, Events, Outcomes, and Experiments
I. Subject Matter: Probability
A. Illustrate an experiment, outcome, sample space, and event.
B. Count the number of occurrences of an outcome in an experiment:
(a) table, (b) tree diagram, (c) systematic listing, and (d) fundamental
counting principle.
III. Procedures:
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1. Begin the lesson by presenting and discussing the lesson’s
objectives. Emphasize that this lesson is about understanding the
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fundamental concepts of probability.
2. To capture students’ interest, present a real-life scenario that involves
a
probability, such as drawing colored marbles from a bag or tossing a
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coin. Ask students to discuss what probability means in this context
and what factors may influence the outcome.
3. Facilitate a class discussion to gauge students’ prior knowledge
fo e
about probability, outcomes, and events. Ask questions like:

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• Can you define what an outcome is in a probability context?

• Have you ever encountered probability in your daily life?
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How did you use it?

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• What do think a sample space is when dealing with probability?

4. Use the Exploration section as a warm-up activity. Ask students
ef
to work in pairs to list possible outcomes for simple probability

experiments. Encourage them to share their work with the class and
R
compare it with other pairs.

1. Before delving into specific concepts, review the basics of probability,
including the notion of likelihood, favorable outcomes, and the
importance of equally likely outcomes.
2. Introduce the idea of an experiment in the context of probability.
Define an experiment as any situation where you can observe or
measure outcomes. Explain that an outcome is a result or a possible
occurrence of an experiment.
58
3. Discuss the concept of a sample space as the set of all
possible outcomes of an experiment. Explain that events are subsets
of the sample space, representing specific outcomes or combinations
of outcomes.
4. Teach students how to count the number of occurrences of an
outcome using various methods, including the following:
• Table: Create a table to systematically list outcomes and their
occurrences.
• Tree Diagram: Use a tree diagram to represent possible
outcomes and their probabilities.
• Systematic Listing: List outcomes systematically, especially in
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situations with limited possibilities.
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• Fundamental Counting Principle: Explain how to calculate the
total number of outcomes for compound events by multiplying
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the number of outcomes for each component.
5. Illustrate the importance of these concepts in real-life scenarios.
a
Show examples related to probability, such as drawing cards from a
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deck or rolling dice, and guide students in counting outcomes.
6. Engage students in problem-solving activities involving probability,
sample spaces, and counting outcomes. Encourage them to work on
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Practice and Application exercises to apply their knowledge.

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1. Summarize the key concepts related to probability, sample spaces,
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events, and counting outcomes. Encourage students to reflect on

what they have learned.
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2. Ask students to evaluate their understanding by rating their

comprehension of the lesson on a scale from 1 to 5, with 1 indicating
ef
low understanding and 5 indicating high understanding. Encourage

them to provide comments on challenging areas.
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3. Assign homework problems related to probability, sample spaces, and

counting outcomes. Encourage students to practice independently
and seek help if needed.
1. For students who struggle with grasping the fundamental concepts, offer
extra practice problems at varying levels of difficulty.
2. Use visual aids, such as diagrams, charts, and models, to illustrate the
concept of sample space, events, and outcomes.
3. Organize small group discussions where struggling students can
collaborate with their peers who have a better grasp of the material.
59
4. Utilize interactive simulations or online tools that allow students to
experiment with probability scenarios.
5. Encourage students to think critically about the consequences of different
outcomes and how they affect the sample space and events.
6. Guide students through problem-solving exercises and show them
step-by-step solutions to build their problem-solving skills.
7. Encourage students to self-assess their undesirable of the material and
reflect on areas that are still unclear.
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el tea
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60
Lesson 4.5
Scientific Notation
I. Subject Matter: Scientific Notation
A. Write numbers in scientific notation.
B. Determine the number of significant digits.
III. Procedures:
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1. Begin the lesson by presenting a real-world scenario. Use Engage
lin ria
or show a large astronomical number, such as the Earth’s distance
from the Sun, and ask students how they would express it in a more
concise and manageable form.
el te
2. Present the objectives of the lesson, stressing the practical
significance of scientific notation in simplifying large or small numbers.
3.
a
Elicit students’ prior knowledge and confidence levels using a
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Knowledge Rating Chart for scientific notation:
Knowledge Rating Chart – Scientific Notation
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Encircle the number that represents your learning experience on

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scientific notation.
1. I’ve never heard of this before.
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2. I’ve heard of this, but I’m not sure how it works.

3. I know about this and how to use it.
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4. Invite students to participate in an Exploration activity. Ask them to

brainstorm how scientific notation differs from the numbers on the
ef
second column.
5. Facilitate a class discussion to explore students’ initial perceptions of
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scientific notation. Discuss their ideas and interpretations, providing

gentle guidance as needed.
1. Define scientific notation as a concise way to express very large
or very small numbers using a base and an exponent. Use simple
examples to illustrate this concept.
2. Introduce the procedure for converting numbers into scientific
notation, emphasizing the significance of the exponent.
3. Present several numbers in standard form and guide students through
the process of converting them into scientific notation. Encourage
active participation and questions.
61
4. Divide the class into pairs or small groups and provide a set of
numbers for them to convert into scientific notation. Encourage
collaboration and peer support.
5. Engage students in a problem-solving session. Present real-
world scenarios involving scientific notation, such as astronomical
distances, nanometer measurements, or population figures. Guide
students through converting these numbers into scientific notation.
practice session.
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1. Summarize the essential concepts covered in the lesson, emphasizing
the purpose of scientific notation and its application in simplifying
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numbers.
2. Engage students in a class discussion about where they might
a
encounter scientific notation in daily life. Encourage them to provide
examples from their own experiences.
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3. Assign Enrichment exercises as homework, allowing students to
challenge themselves further.
fo e
4. Encourage students to rate their understanding of scientific notation

on a scale of 1 to 3, along with providing comments about any
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challenging aspects.
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1. For students struggling with the concept of scientific notation, create

er
interactive online exercises or games that allow them to practice converting

numbers into scientific notation.
ef
2. Use visual aids such as diagrams or animations to visually represent the

process of converting numbers into scientific notation.
R
3. Implement peer tutoring or collaborative learning groups where students

who have a strong understanding of scientific notation can work with peers
who need additional support.
4. Offer a supplementary worksheet with extra examples and problems for
students to work on.
5. Implement formative assessments during the lesson to identify students’
misconceptions or areas of difficulty in real time.
62
Answer Key
QUARTER 1
MATH FUNDAMENTALS, ANGLE PAIRS, AND
POLYGONS
Lesson 1.1:
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Building Blocks of Geometry
Vocabulary and Concepts
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A. Building Blocks of Geometry
a
I. 1. b 3. e 5. j 7. f 9. h
2. g 4. a 6. c 8. d 10. i
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II. 11. True 13. False 15. True
12. True 14. True 16. False
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III. 17. plane 19. ray/segment 21. point 23. segment

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18. plane 20. segment 22. point 24. point
B. Circles and Related Terms

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1. radius 3. secant 5. tangent

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2. chord/diameter 4. chord 6. point of tangency

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Practice and Application

A. Building Blocks of Geometry
R
I. 1. 9. T and S
2. 10. plane EDT and plane EAT
3. S and R 11. plane SRC and
4. S and R or D and C 12. E
5. plane ABQP 13. planes ABC, TSR, ABQ, BCR, DCR,
EDS, and APT
6. plane BFD or plane BFQ 14 hidden segments
7. 15. Yes
8.
II. 16. 17. plane BUS M •U

C A R
•B •S
63
18. C
20.
D Q
R
T A M
19.
A C D E B
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III. 21. D C A B E 22.
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IV. 23. AB ≅ BC ≅ CD ≅ DE ≅ EF ≅ AF 25. CE ⊥ AD
24. AP ≅ CP 26. AE ≅ CE
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BE ≅ DE
V. 27. a
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64
28.
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29.
30. a. c.
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b. d.
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31.
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32. P
1.5 cm
A 2.5 cm B
7 cm
33. The answers may vary but constructed lines should be parallel with one another.
65
B. Circles and Related Terms
I. 1. a. diameter b. radius c. radius
2. a. secant b. chord
3. 6π ; 9π
II. 4. exterior
5 OB, AC, CD
6. x<4;x>4;x=4
7. interior of the circle; exterior of the circle; on the circle
8. on the circle; exterior of the circle; interior of the circle; exterior of the circle
9. exterior of the circle; on the circle; interior of the circle
III. 10. DAB, DCB , ABC , ADC
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11. ∠AOB and ∠COD; ∠AOD and ∠BOC
12. major arc BAC; minor arc BC
13. semicircle ADC ; semicircle ABC
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14. inscribed angle
15. inscribed angle
a
rS M
fo e
ot nc
N e
er
ef
R
66
Lesson 1.2:
Angles and Pairs of Angles

A. Angles and Angle Measures
I. A B
∠1, ∠4, ∠5, ∠6, ∠7, ∠9, ∠10 ∠2, ∠3, ∠8
g l
lin ria
II. 1. ∠VNM 3. ∠MCQ 5. ∠MPS 7. ∠MTP 9. ∠CQM
2. ∠QCM 4. ∠QMS 6. ∠MPT 8. ∠PLM 10. ∠QMS
el te
B. Properties of Angle Pairs
1. ∠TPA and ∠IPU a
rS M
2. ∠LPA and ∠APB
3. ∠APT and ∠UPI
4. ∠APU
fo e
5. ∠UPS and ∠SPT, ∠UPA and ∠APT, ∠UPB and ∠BPT, ∠IPT and ∠TPA, ∠IPB
and ∠BPA, ∠TPI and ∠IPU, and ∠IPS and ∠SPA
ot nc

N e
A. Angles and Angle Measures

er
I. 1. m∠1 = 28° 6. m∠6 = 64°

2. m∠2 = 89° 7. m∠7 = 82°
3. m∠3 = 128° 8. m∠8 = 97°
ef
4. m∠4 = 50° 9. m∠9 = 32°

5. m∠5 = 83° 10. m∠10 = 42°
R
II. 11. 13.
120°
70°
12. 14.
35°
130°
67
15. 16.
185°
65°
III. 17. ∠APB, ∠APT, ∠APL, and ∠APU

18. ∠CAP and ∠PAL
19. B and C
20. ∠LUP and ∠PUM
21.
22. Yes
23. No
g l
lin ria
24. ∠LPA or ∠APB or ∠BPT or ∠UPS
25. ∠UPB or ∠LPT or ∠SPI or ∠BPI
26. ∠BPL
el te
IV. 27. a. b. c.
a
rS M
fo e
ot nc
N e
er
ef
R
28.
68
29.
30.
g l
lin ria
31.
el tea
rS M
V. 32. 35.
fo e
ot nc
N e
33. 36.
er
ef
R
34. 37.
69
B. Properties of Angle Pairs
I. 1. complementary 5. complementary
2. neither 6. supplementary
3. supplementary 7. neither
4. neither 8. complementary
II. 9. m∠D = 122 and m∠I = 58 10. 40° and 70°
III. 11. 40° 13. 90° 15. 56° 17. 60°

12. 68° 14. 110° 16. 54° 18. 142°
IV. 19. m∠1 = 70 and m∠2 = 70

20. m∠3 = 99 and m∠4 = 99
g l
lin ria
21. m∠5 = 20, m∠6 = 80, m∠7 = 80, m∠8 = 20, m∠9 = 80, and m∠10 = 80
V. 22. 12 24. 9.3 26. 10 28. 38

23. 12 25. 15 27. 14
el te
VI. 29. 1 Definition of supplementary angles
2 180
3 TPE
a
rS M
4 SPE
30. 1 Definition of supplementary angles

fo e
2 180
ot nc
3 Definition of supplementary angles

4 360
5 APE
N e
6 360
7 SPE
er
ef
R
70
Lesson 1.3:
Polygons

I. 1. opposite angles 6. diagonal
2. consecutive angles 7. side
3. opposite angles 8. vertex
4. opposite angles 9. alternate interior angles
5. opposite sides 10. opposite vertices
II. 11. rectangle and square

12. parallelogram, rhombus, rectangle, and square
g l
13. rhombus and square
lin ria
14. parallelogram, rhombus, rectangle, and square
15. rectangle and square
16. isosceles trapezoid
el te
I. 1. adjacent
a
rS M
2. adjacent sides
3. consecutive angles
fo e
4. a. ∠S and ∠T; There are other possible answers.

b. ST and TA; There are other possible answers.
ot nc
c. SA and TR
5. a. ∠P and ∠R; There are other possible answers.
N e
b. PR and RI; There are other possible answers.

c. PI and PM; There are other possible answers.
er
II. 6. a. JY and OY c. ∠Y e. JO g. JY
ef
b. JO d. 90 f. OY
7. a. AD and GD c. GD e. GL g. 90
R
b. LD and GD d. AG f. 90 h. 180
8. a. AC c. ∠AEC and ∠BED; e. 90 g. 90

∠BEC and ∠AED
b. BC d. ∠BEC f. 180
9. a. GE and GA c. ∠A and ∠E e. ∠G
b. AE d. ∠G f. AG
10. a. ∆HEO e. HE and HO i. ∠E m. HO

b. ∆HPE and ∆HPO f. EO j. ∠EPH
c. HP and OP g. HO k. ∠E and ∠O
d. HP and EP h. HP l. HE
71
III. 11. BP 13. FR 15. GT 17. GS 19. NV
12. BC 14. EQ 16. HU 18. JK 20. MO
IV. 21. ST ⊥ AN 23. ∠ACD ≅ ∠NCD 25. ∠PQS ≅ ∠RQS

22. ET ≅ RT 24. LP ≅ MP and ∠OPL ≅ ∠OPM
V. 26. a. b.
g l
lin ria
27. a. b.
el tea
rS M
fo e
28.
ot nc
N e
er
ef
29. a a
R
1 1
b b
30. a. c.
b. d.
72
VI. 31. x = 4; y = 2 35. x = 2; y = 4
32. x = 6; y = 15 36. x = 4; y = 11
33. x = 4; y = 13 37. x = 40°; y = 50°
34. x = 8; y = 21 38. x = 67.5°; y = 12.5°
VII.
39. a.
g l
lin ria
b.
el tea
rS M
fo e
40. a.
ot nc
N e
er
ef
R
b.
73
41. a.
g l
lin ria
b.
el tea
rS M
fo e
ot nc
N e
er
VIII.
ef
42. 36 44. 26 46. 17

43. 40 45. 5
R
74
Lesson 1.4:
Angles in a Polygon

A. Measuring Angles in Triangles
I. 1. 180
2. m∠E
3. acute
II. Exterior Angle Adjacent Angle Remote Interior Angles

4. ∠1 ∠11 ∠12 and ∠13
g l
lin ria
5. ∠7 ∠15 ∠14 and ∠16
6. ∠9 ∠16 ∠14 and ∠15
7. ∠4 ∠12 ∠11 and ∠13
el te
8. ∠8 ∠15 ∠14 and ∠16
9. ∠1 ∠11 ∠12 and ∠13
10. ∠10 a ∠16 ∠14 and ∠15
rS M
B. Angles in a Polygon
1. 360 4. 360
fo e
2. 180(p − 2) 5. 360
ot nc
180(p − 2)
3.
p
N e

er
A. Measuring Angles in Triangles

I. 1. 72° 3. 45° 5. 44°
ef
2. 58.5° 4. 57.5°
R
II. 6. 57° 8. 115° 10. 122° 12. 57°

7. 65° 9. 58° 11. 58° 13. 123°
III. 14. m∠P = 24, m∠O = 24, and m∠S = 132

15. m∠A = 50, m∠B = 100, and m∠C = 30
16. m∠R = 23, m∠B = 67
17. m∠B = 40, m∠E = 95, and m∠C = 45
18. m∠P = 60, m∠H = 50, and m∠I = 70
IV. 19. 30°, 60°, 90° 20. 20°, 50°, 110° 21. 50°, 40°, 90°
V. 22. 113° 24. 10° 26. 75°

23. 15° 25. 128°
75
VI. 27. 70° 29. 70° 31. 65° 33. 17°
28. 47° 30. 45° 32. 135°
B. Angles in a Polygon
I. 1. 69° 5. 145°
2. 99° 6. m∠T = 83, m∠E = 131, m∠A = 85, and m∠M = 61
3. 126° 7. m∠W = 34, m∠O = 110, m∠R = 103, and m∠K = 113
4. 72°
II. 8. 75 10. 136° 12. 73°

9. 42 11. 122°
III. 13. m∠U = 60; m∠S = 60; 15. 80° and 100°
g l
m∠E = 120; m∠D = 120
lin ria
14. m∠P = 100; m∠R = 125; 16. 80°, 120°, 160°
m∠I = 120; m∠D = 100;
el te
m∠E = 95
IV. 17. 900° 18. 1 800° 19. 8 640° 20. (x − 2)180
V. 21. 10 22. 8 23. m

a
rS M
3 780° 72
VI. 24. 26. 180 −
23 m
fo e
360x − 900
25. 168° 27.
ot nc
2x + 7
VII. 28. 88° 30. 32°
29. 65° 31. 26°
N e
VIII. 32. 65 each

er
33. 120°; 70°, 90°, and 80

34. 60; 75; 55; 80; 90
ef
35. 75
36. m∠b = 135
R
m∠f = 75
m∠g = 45
m∠h = 70
37. 1 440°
38. 2 880°
IX. 39. 90, 90, 90, 135, 135

40. 45°
76
Lesson 1.5:
The Set of Rational Numbers

I. 1. rational number II. 5. UY + XY
2. ad ; bc 6. UY − XY
a+b
3. 7. UX
2
4. rational number 8. UY
g l
lin ria
I. 1. 12.5 2. 0.07 3. 3.4 4. 0.36 5. 0.5
38 241 17 233 4 321

II. 6. 7. 8. 9. 10.
el te
1 20 50 99 99 900
1 2 7 13 9 4 7 14 7 8 1 9 7
III. 11. , , 12.
2 3 9
, ,
24 16 5 a 13. 2 , ,
10 5 2
14. , , ,
37 4 32 15
rS M
4 45 18
IV. 15. 16. 17.
5 52 25
fo e
125 13 25
V. 18. 19. − 20.
368 18 26
ot nc
7 1 1
VI. 21. 23. 18 −3 25.
9 4 18
N e
1 3 11
22. 5 24. 24 26.
er
6 4 16
3 34 7
VII. 27.−36 29. 3 31. 33.
5
ef
63 12
3
28. 6 30. 32. 4
5
R
1 15
VIII. 34. 36. lb 38. a. 2 cups 39.
5 16
b. 1 cup
7 1
35. 3 °F 37.
10 4
77
Lesson 1.6:
Percentage

1. i 6. g
2. c 7. j
3. e 8. c
4. h 9. a
5. b 10. d

A. Percentage, Base, and Rate
g l
lin ria
I. 1. 0.7% 4. 108% 7. 10 000% 10. 1 830% 13. 85.3%
2. 24.5% 5. 1 520% 8. 500% 11. 667% 14. 1 210.5%
3. 1 200 6. 512.5% 9. 15% 12. 531.2% 15. 10.8%
el te
II. 16. 0.4, 40% 21. 0.4167, 41.67% 26. 0.375, 37.5%
17.
18.
a
1.75, 175% 22.
18. 3.125, 312.5% 23.
0.3, 30% 27.
4.7, 470% 28.
10.0667, 1 006.67%
6.0333, 603.33%
rS M
19. 0.75, 75% 24. 0.4444, 44.44% 29. 0.9, 90%
20. 8.4286, 842.86% 25. 8.12, 812% 30. 0.15, 15%
fo e
III. 31. 0.255 34. 0.75 37. 0.0273 40. 0.00225

ot nc
32. 0.95 35. 1.25 38. 0.587

33. 0.086 36. 0.107 39. 1.55
IV. A. 41. 94.5 44. 16 47. 6 50. 9

N e
42. 30 45. 16 48. 90

er
43. 14 46. 24 49. 100
B. 51. 16% 56. 25%

ef
52. 25% 57. 33.33%

53. 50% 58. 1 000%
R
54. 70% 59. 120%

55. 500% 60. 80%
C. 61. 1 600 66. 16

62. 10 311.11 67. 1 840
63. 2 900 68. 1 272
64. 1.46 69. 805
65. 1 840 70. 40
V. 71. 9.10 billion 73. 825 000 75. 8%

72. 18 74. 30%, 70%
78
B. Percentage Increase and Decrease
I. A. Original Value Increased Value Increase Percentage Increase
1. 20 cm 25 cm 5 cm 25%
2. 16 g 20 g 4g 25%
3. 40 L 52 L 12 L 30%
4. 20 m 23 m 3m 15%
5. 55.56 ft 50 ft 5.56 ft 10%
6. 35 votes 40 votes 5 votes 14.29%
7. 50 shares 60 shares 10 shares 20%
g l
B. Original Value Decreased Value Decrease Percentage Decrease
lin ria
8. 40 cups 35 cups 5 cups 12.5%
9. 5 min 3 min 2 min 40%
el te
10. 60 mm 45 mm 15 mm 25%
11. 45 sq. m 35 sq. m 10 sq. m 22.22%
12. 11.11 kg a 10 kg 1.11 kg 10%
rS M
13. 20 ft 16 ft 4 ft 20%
14. 65 dm 50 dm 15 dm 23.08%
15. 1 250 1 050 ₱200 16%
fo e
II. 16. 33.33% 19. 16.67% 22. 75% 25. 100%

ot nc
17. 20% 20. 50% 23. 66.67%

18. 300% 21. 50% 24. 300%
N e
III. 26. 25% 28. 39 homes 30. ₱63.04

er
27. 25% 29. 15%
C. Salary and Commission

ef
I. A. Item Quantity Commission on Each Total Commission

1.
R
shirts 50 ₱5 ₱250
2. cell phones 10 ₱100 ₱1 000
3. books 10 000 ₱2 ₱20 000
4. lanterns 200 ₱10 ₱2 000
5. pots 5 000 ₱3 ₱15 000
B. Total Sales Rate of Commission Total Commission

6. ₱40 000 5% ₱2 000
7. ₱60 000 8.5% ₱5 100
8. ₱500 000 7.5% ₱37 500
9. ₱1 500 000 10% ₱150 000
10. ₱2 000 000 8% ₱160 000
79
II. 11. ₱7 200 13. ₱3 375
12. ₱4 674 14. ₱3 077
D. Graduated Commission
I. Total Sales Commission on Each Total Commission
5% on first ₱100 000,
1. ₱150 000
8% on sales over ₱100 000
₱9 000
3% on first ₱50 000,

2. ₱100 000
₱4 000
4% on first ₱20 000,

3. ₱50 000
₱1 700
2% on first ₱500 000,

4. ₱1 000 000 ₱25 000
g l
lin ria
3% on first ₱8 000 000,
5. ₱10 000 000
5% on sales over ₱8 000 000
₱340 000
el te
II. 6. ₱7 800 8. ₱2 200 000
7. ₱8 000 9. ₱400 000
E. Commission
a
rS M
I. Commission
Sales
Amount Rate
fo e
1. ₱5 000 ₱500 10%

ot nc
2. ₱10 000 ₱500 5%

3. ₱6 500 ₱800 12.31%
4. ₱20 000 ₱2 000 10%
N e
5. ₱15 000 ₱2 000 13.33%

er
II. 1. 13.33% 3. 3.2% 5. ₱800 000

2. 23.33% 4. ₱ 420 000
ef
F. Discount and Sales Discount

R
I. Regular Price Rate of Discount Sales Discount Sale Price

1. ₱200 5% ₱10 ₱190
2. ₱500 10% ₱50 ₱450
3. ₱200 25% ₱50 ₱150
4. ₱800 12.5% ₱100 ₱700
5. ₱400 25% ₱100 ₱300
II. 6. ₱900 8. ₱1 912.50 10. ₱5 250

7. ₱5 600 9. ₱750
80
G. Trade Discount
I. List Price Trade Discount Invoice Price Amount of Trade Discount
1. ₱5 400 10%, 5% ₱4 617 ₱783
2. ₱2 350 15%, 10% ₱1 797.75 ₱55 225
3. ₱7 800 20%, 15% ₱5 304 ₱2 496
4. ₱18 000 25%, 10% ₱1 250 ₱5 850
5. ₱65 300 10%, 10% ₱52 893 ₱12 407
6. ₱350 400 20%, 10%, 10% ₱252 288 ₱98 112
7. ₱125 600 20%, 20%, 10% ₱882 432 ₱343 168
8. ₱550 000 40%, 20%, 10% ₱297 000 ₱253 000
g l
9. ₱1 250 000 30%, 20%, 10% ₱787 500 ₱462 500
lin ria
10. ₱10 565 000 30%, 15%, 15% ₱6 286 175 ₱4 278 825
II. 11. ₱61 200
el te
12. ₱26 335.13
13. ₱82 080
H. Cash Discount
a
rS M
I. Date of Amount
Invoice Terms Date Paid Discount
Invoice Paid
fo e
1. ₱15 000 2
10,
n
30 March 6 April 15 None ₱15 000
ot nc
2. ₱8 500 1
10,
n
30 June 1 June 5 1% ₱8 425
3. ₱10 000 2
10,
1
20,
n
30 June 26 July 12 1% ₱9 900
N e
4. ₱11 450 2/10 EOM February 3 February 28 2% ₱11 221

er
5. ₱125 310 1/10 EOM January 4 February 15 None ₱125 310
II. 6. ₱225
ef
7. ₱9 900
8. ₱12 000
R
I. Sales Tax
I. Invoice Amount of Sale Tax
1. laptop ₱45 000 ₱2 250
2. running shoes ₱3 590 ₱179.50
3. wristwatch ₱2 450 ₱122.50
4. coffee maker ₱2 500 ₱125
5. blender ₱3 125 ₱156.25
II. 6. ₱9 720 9. ₱537 500

7. ₱1 080 10. ₱850
8. ₱1 898.75
81
Lesson 1.7:
Financial Planning

1. Budget
2. Cash payment
3. Cash receipts record
4. Budgeting
5. Cash receipts
6. Cash flow
g l
lin ria
1. ₱18 847.50
2. ₱17 842.30
3. ₱18 093.60
el te
4. ₱34 000
5. ₱13 102.45
6.
7.
₱1 275 500
70%
a
rS M
8. a. 4 500; 2 250; 1 500; 750; 1 500; 750; 750; 450; 1 500; 1 050
b. Additional 10% on each expenses
9. 5 000; 5 400; 1 000; 3 200; 3 400; 1 000
fo e
10.72%
ot nc
11. 24%; 7.2%; 4%; 4.8%; 4%; 10%; 2.8%; 4.8%; 3.2%; 8%; 6%
12. a. 25% b. 15%
13. 400; 700; 300; 300; 300
N e
er
ef
R
82
Lesson 1.8:
Rate and Speed

1. 400 m
2. 210 m
3. 100
4. 3
5. Speed
6. Distance
7. Speed
g l
lin ria
A. Rate
I. 1. ₱0.03
el te
2. ₱40
3. ₱4
4. ₱2.50 a
rS M
5. ₱0.07
6. ₱0.40
7. ₱120
fo e
8. ₱0.60
ot nc
II. 9. 12 km/hr; ₱250/gal; ₱66.12/liter

10. 20 km/liter; ₱40/liter
11. 36 pages/hour; ₱4.17
N e
12. 75 units/₱100
13. 0.24 liters; ₱2.50/liter
er
14. a. ₱600
b. ₱1 200
ef
15. a. ₱1 000
b. ₱45 000
R
16. a. ₱416.67
b. ₱8 333.33
B. Speed
I. Distance Travelled Time Taken Average Speed
1. 80 km 2 hr 40 km/hr
2. 60 km 3 hr 20 km/hr
3. 200 m 4 sec 50 m/s
4. 150 km 5 hr 30 km/hr
5. 100 km 2 hr 50 km/hr
83
II. 6. 8.33 m/s
7. 16.67 m/s
8. 27.78 m/s
9. 22.22 m/s
10. 11.11 m/s
11. 25 m/s
III. 12. 720 km/hr

13. 360 km/hr
14. 540 km/hr
15. 1 080 km/hr
16. 1 440 km/hr
17. 36 km/hr
g l
lin ria
IV. 18. 83.33 m/s
19. 90 m
el te
20. 12 km
21. 18.75 nautical miles
22.
23.
62 km/hr
62 km/hr
a
rS M
24. 63 km/hr
25. 11.43 km/hr
26. 428.75 m
fo e
ot nc
N e
er
ef
R
84
Preparatory to Examination
I. 1. Point
2. Angle
3. Parallel
4. Line
5. Point
6. Acute angle
7. Square
8. Rectangle
9. Protractor
10. Sides
g l
lin ria
11. Angles
12. A
13. QR
el te
14. Plane
15. Tangent
16.
17.
Diameter
Cube
a
rS M
18. Pyramid
19. Polyhedron
20. Regular Polygon
fo e
II. 1. B
ot nc
2. D
3. A
N e
4. A
5. B
er
6. D
7. D
ef
III. 1. a. They form a right angle

b. Perpendicular lines form right angle
R
2. a. R is the midpoint
b. Definition of Line Bisector
3. a. The angle measure greater than 90°
b. Definition of Obtuse Angle
4. a. The sum is 180°
b. Definition of linear pair
5. a. T lies between A and E
b. Collinear points
6. a. 5 and 6 form Linear Pair
b. Definition of Linear Pair
85
7. a. Both angles measure 90°
b. Definition of Right Angle
8. a. The sum is 90°
b. Definition of Complementary angles
IV. 1. C 6. C
2. C 7. D
3. D 8. C
4. A 9. A
5. B 10. D
V. 1. True 6. False
g l
2. True 7. False
lin ria
3. True 8. True
4. True 9. False
5. True 10. True
el tea
rS M
fo e
ot nc
N e
er
ef
R
86
QUARTER 2
Lesson 2.1:
Irrational Numbers

1. base, exponent
g l
lin ria
2. radical sign
3. radicand
4. a2 = b
el te
5. square root
6. negative
7.
8.
two
real
a
rS M
9. 0
10. positive
11. radical
fo e

ot nc
3 13
I. 1. 17 3. 5.
11 14
N e
2. 29 4. 25
er
11
II. 6. 5 8. 12 10.
13
ef
7. 15 9. 7
III. 11. > 13. <

R
12. < 14. =
IV. 15. 8 17. −8 19. 11

16. −9 18. between −3 and −4 20. −30
4 25 38 11 44 64 14 15
V. 21. 4 5 6 7 8 9 10 11 12
24. 6 8 10 12 14 16
11 3.5 4 17 900 31 1 024 1 225

22. 2.5 3 3.5 4
25. 30 32 34 36 38
121 12 165 15
23. 11 12 13 14 15
87
VI. 26. Square Root Value Rational or Irrational
100 10 rational
15 3.873 irrational
25 5 rational
35 5.916 irrational
20.25 4.5 rational
30.25 5.5 rational
9 3 rational
g l
16 4 rational
lin ria
26 5.099 irrational
27.
el te
Square Root Value Rational or Irrational
1 1 rational
11
a 3.317 irrational
rS M
21 4.583 irrational
31 5.568 irrational
fo e
41 6.403 irrational
ot nc
81 9 rational
121 11 rational
N e
0.01 0.1 rational

er
6.25 2.5 rational

ef
1.21 1.1 rational
VII.
R
28. 24.5 29. −49 30. −20 31. 86.6 32. 84.9
VIII.
33. 5.92 34. −69.28 35. −0.71 36. −0.73 37. 0.28
88
Lesson 2.2:
Measuring Lengths, Area, Surface Area, Capacity, and Mass

A. Metric Conversion
1. g 3. h 5. f 7. d 9. e
2. c 4. j 6. a 8. b 10. i
B. Measuring Lengths
I. 1. 10 3. multiply 5. 0.16 7. 0.09
2. 1 000 4. divide by 6. 0.4
g l
lin ria
II. 8. right; 3 10. right; 2 12. left; 1 14. left; 4
9. left; 3 11. left; 2 13. right; 1 15. right; 2
el te
C. Measuring Capacity
I. 1. 1 000 2. kL 3. multiply 4. dL 5. 1 000
a
II. 6. a 7. b 8. c 9. a 10. c
rS M
D. Measuring Mass
1. 1 000 3. 0.035 5. 2 204.62
fo e
2. multiply 4. 0.45
ot nc

A. Metric Conversion
N e
I. 1. 1 000 3. 100 5. 0.001

er
2. 10 4. 0.01 6. 0.01
II. 7. 10 9. 100 11. 0.1

ef
8. 0.1 10. 100 12. 0.01

R
III. 13. 0.33 15. 0.0033 17. 330

14. 3 300 16. 0.033 18. 33
IV. 19. 700 21. 2 23. 9 000 25. 4.7 27. 1 680 000
20. 3 22. 5 300 24. 50 26. 5.240 28. 0.53
V. 29. 180 31. 198 33. 222

30. 121 440 32. 24
VI. 34. 160.02 36. 1.65 38. 133.86

35. 8.23 37. 6.12
VII. 39. 39.97 41. 5.11 43. 3.86

40. 5.68 42. 7.25
89
VIII. 44. > 46. = 48. < 50. > 52. >
45. > 47. < 49. > 51. > 53. <
B. Measuring Lengths
1. 5 148 3. 4 819 5. 3 641 7. 3 120 9. 0.008 yds
2. 2 703 4. 5 209 6. 3 472 8. 0.049 ft 10. 0.003 in
C. Measuring Perimeter, Circumference, Area, and Surface Area

I. 1. 54 cm 3. 16.8 m 5. 15 in 7. 80 in
2. 30 ft 4. 12 m 6. 86 ft
II. 8. 28π m 9. 80π m 10. 45π ft 11. (18π + 9π) m 12. 16π cm
g l
lin ria
III. 13. 144 sq. in 16. 48 sq. m 19. 30 sq. in 22. 1 600π sq. in
14. 112.48 sq. m 17. 140 sq. m 20. 18π sq. cm
15. 450 sq. mm 18. 35 sq. m 21. 342.25π sq. cm
el te
IV. 23. 108 sq. m 24. 94.25 sq. ft 25. 192.99 sq. in
D. Measuring Capacity a
rS M
I. 1. 3 000 3. 10 000 5. 0.05
2. 4 000 4. 1 200
II. 6. 24 8. 288 10. 320

fo e
7. 10 9. 9
ot nc
III. 11. > 13. < 15. >

12. > 14. >
N e
IV. 16. unreasonable 18. reasonable

er
17. unreasonable 19. reasonable
E. Measuring Mass
ef
I. 1. a 2. a 3. a
R
II. 4. 30 000 6. 0.034 8. 0.036

5. 4.732 7. 0.04
III. 9. 3.25 11. 1 786.71 13. 9.52

10. 8.62 12. 296
IV. The answers may vary for items 14 to 16.
V. 17. < 18. > 19. >
F. Real-World Problems
1. ₱448 000.00 4. 20π
2. 80 plants 5. ₱37 500.00
3. 19.5 m
90
6. a. 904.32 cu. cm c. 226.08 cu. cm 10. 14.27 kg
b. 561.18 cu. m d. 169.56 cu. cm 11. 16 bottles
7. 12 000 cu. m 12. 151 lb
8. The answers may vary. 13. 108.96 mg
9. 3.5 g 14. 5.94 lb
g l
lin ria
el tea
rS M
fo e
ot nc
N e
er
ef
R
91
Lesson 2.3:
Volume

1. d
2. e
3. a
4. b

I. 1. 45 cm3
g l
2. 64 in3
lin ria
3. 800 yd3
4. 175 yd3
5. 471 cm3
el te
II. 6. 828.96 ft3
7. 4 191.9 cm3
8. 1.385 m3 a
rS M
9. 67 824 cm3
10. 2 135.2 cm3
11. 3 391.2 cm3
fo e
12. 5 438.48 cm3

13. 921.5 cm3
ot nc
14. 527.52 cm3

15. 6 602.4 cm3
16. 128 cm3
N e
17. 20.78 cm
er
18. 664 m3
19. 304 m3
ef
20. 666.6 m3
R
92
Lesson 2.4:
Basic Ideas of Sets

I. 1. e 3. f 5. c II. 7. i 9. j
2. b 4. d 6. a 8. g 10. h

A. 1. not 3. not 5. well-defined 7. not
2. not 4. well-defined 6. well-defined
B. I. 1. Set D is a set whose elements are multiples of 5.
g l
lin ria
2. Set E is a set whose elements are the English alphabets.
3. Set F is a set whose elements are multiples of 4 less than 97.
el te
II. 4. M = {7, 9, 11, 13, 15 …}
5. { }
6. T = {Manila, Quezon City, Caloocan, Malabon, Navotas, Valenzuela, Pasig,
a
Pasay, Parañaque, Las Piñas, Makati, Mandaluyong, Marikina, Muntinlupa}
rS M
7. H = {5, 6, 7, ..., 27}
8. { }
fo e
III. 9. A = {x‌‌‌‌ | x is a vowel of the English alphabet.}

10. M = {x‌‌‌ | x is the set of all multiples of 5 from 5 to 30}
ot nc
11. E = {x‌‌‌‌ | x is a day of the week.}

12. L = {x‌‌‌‌ | x is a month with 30 days.}
13. Y = {x‌‌‌‌ | x is an odd integer greater than 1.}
N e
C. 1. True 2. True 3. True 4. False 5. True

er
D. 1. { }, {c}, {d}, {c, d}

ef
2. { }, {1}, {2}, {3}, {4}, {5}, {1, 2}, {1, 3}, {1, 4}, {1, 5}, {2, 3}, {2, 4}, {2, 5},
{3, 4}, {3, 5}, {4, 5}, {1, 2, 3}, {1, 2, 4}, {1, 2, 5}, {1, 3, 4}, {1, 3, 5}, {1, 4, 5},
R
{2, 3, 4}, {2, 4, 5}, {3, 4, 5}, {2, 3, 5}, {1, 2, 3, 4}, {1, 2, 3, 5}, {1, 2, 4, 5}, {1, 3, 4, 5},
{2, 3, 4, 5},{1, 2, 3, 4, 5}
3. { }, {m}, {a}, {t}, {h}, {m, a}, {m, t}, {m, h}, {a, t}, {a, h}, {t, h}, {m, a, t}, {m, a, h}, {a, t ,h},
{m, t, h}, {m, a, t, h}
4. { }, {7}, {5}, {3}, {7, 5}, {7, 3}, {5, 3}, {7, 5, 3}
5. { }, {∅}
E. I. 1. {2, 4, 5, 6} 6. {1, 2, 3, 4, 5, 6} 11. {0, 1, 3, 7, 8, 9}

2. {1, 6} 7. {1, 2, 3, 4, 5, 6} 12. {0, 7, 8, 9}
3. {1, 2, 3, 4, 5, 6} 8. {0, 7, 8, 9} 13. {0, 2, 3, 4, 5, 7, 8, 9}
4. {1, 2, 3, 4, 5, 6, 7} 9. {0, 1, 3, 7, 8, 9} 14. {1, 3}
5. {1, 2, 4, 5, 6} 10. {0, 7, 8, 9} 15. {2, 4, 5}
93
II. 16. 19.
17. 20.
18.
g l
lin ria
III. 21. a. {a, c} 26. a. Z = {f, r, j, c, m, h}
el te
b. {a, b, c, d, e, f, g, h, i} b. D = {f, h, p, m, g, n, v, r}
c. 2 c. U = {f, r, j, c, h, m, p, g, n, v}
d. 9 a d. {f, h, r, m}
rS M
22. x = 8 27.
y=9 5
fo e
2
23. 35 2 11
ot nc
24.
28.
M E
N e
9 11 4
er
25. a. 25 29. 6
ef
b. 0
c. 35 30. Clara reported that she interviewed
36 persons, which is not consistent
R
d. 0
with the data she provided. That’s why
she was relieved from her post.
94
Lesson 2.5:
The Set of Real Numbers

A. Set of Real Numbers
1. set 6. integers
2. subset 7. irrational
3. 16 8. rational number
4. counting numbers 9. proper subset
5. whole 10. number
B. Properties of Real Numbers
g l
lin ria
1. real 3. (x + y) 5. x 7. x 9. identity
1
2. y 4. x 6. xy 8. x 10.
x
el te
A. Set of Real Numbers
I. 1. { }, {1}, {2}, {1, 2} a
rS M
2. { }, {1}, {2}, {3}, {4}, {1, 2}, {1, 3}, {1, 4}, {2, 3}, {2, 4}, {3, 4}, {1, 2, 3},
{1, 2, 4}, {1, 3, 4}, {2, 3, 4}, {1, 2, 3, 4}
fo e
3. { }, {a}, {c}, {c}, {a, b}, {a, c}, {b, c}, {a, b, c}
ot nc
4. { }, {∅}
II. 5. { }, {1}, {2}

N e
6. { }, {1}, {2}, {3}, {4}, {1, 2}, {1, 3}, {1, 4}, {2, 3}, {2, 4}, {3, 4}, {1, 2, 3},
er
{1, 2, 4}, {1, 3, 4}, {2, 3, 4}

7. { }, {a}, {b}, {c}, {a, b}, {a, c}, {b, c}
ef
8. { }
III.
R
9. 10. 11. 12. 13. 14.
Set 4 −5 0 5 −3 0.1122333...
1
Natural numbers 
Whole numbers  
Integers    
Rational numbers    
Irrational numbers  
Real numbers      
95
IV. 15.
16.
17.
18.
8
19.
−3 −2 −1 0 1 2 3 4
−0.45
20.
−3 −2 −1 0 1 2 3 4
g l
15
lin ria
21.
−3 −2 −1 0 1 2 3 4
− 3.8
22.
el te
−3 −2 −1 0 1 2 3 4
B. Properties of Real Numbers

I. 1.
a
rS M
Commutative Property of Addition
2. Distributive Property
3. Associative Property of Multiplication
fo e
4. Inverse Property of Addition

5. Commutative Property of Multiplication
ot nc
6. Identity Property of Addition

7. Identity Property of Multiplication
8. Inverse Property of Multiplication
N e
9. Distributive Property
er
10. Inverse Property of Multiplication
II. 11. x + n
ef
12. 10(x + 1)
13. (9p)m
R
1
14. (n + 1)
3
15. x + (7 + 2)
1
16.
4
17. 1
18. −9
19. 0
20. −0.12
96
III. 21. 8m + 24
22. nm3
23. 5+7
24. (q + n) + p
25. 8 + 8q
26. x
27. m(np)
28. q
29. 1
1 1 1 2
IV. 30. 5 +6 + 7 +8
2 2 3 3
= 12 + 16
g l
lin ria
= 28
1
31. • 10 + 4 • 25
el te
5
= (2)(100)
= 200
a
rS M
32. (6.85 + 7.15) + (2.48 + 4.52)
= 14 + 7
= 21
fo e
33. 8(5 − 0.02)

ot nc
= 40 − 0.16
= 39.84
N e
34. 4(12 − 0.03)

= 48 − 0.12
er
= 47.88
35. 8(8 + 0.06)
ef
= 64 + 0.48
= 64.48
R
97
I. 1. B 5. A
2. C 6. C
3. B 7. B
4. B 8. C
II. 1. divide 12 6. multiply 1 000

2. multiply 2 000 7. divide 10
3. multiply 2 8. multiply 1 000
4. divide 2 9. multiply 10
5. multiply 1 000 10. divide 16
g l
lin ria
III. 1. 10, 1
2. 0.01, 0.1
3. 0.001, 0.1, 0.01
el te
IV. 1. 3, 10 9. 25, 0
2.
3.
3, 121.5 10.
24 11.
a 23 760
58
rS M
4. 9, 13 12. 58
5. 2, 1 950 13. 2.5
6. 28, 480 14. 0.002
fo e
7. 12, 6 15. 0.012

ot nc
8. 45, 0 16. 0.02
V. 1. 104.8 cm
N e
2. 8.5 in
3. 192 m
er
VI. 1. 18π cm
2. 20π cm
ef
3. 15π in
4. 84π ft
R
VII.
1. 112 m2 4. 216 cm2
2. 255 cm2 5. 256π cm2
3. 1 369 m 2
6. 900π cm2
VIII.
1. 412 m2
2. 1 016.47 in2
3. 225 ft2
4. 1 187 cm2
98
IX. 1. 3 rolls
2. a. 10
b. 8.33
c. 5
d. 4
3. 321 536 cm
4. a. 1 560 cu. m
b. 1 560 000 L
c. 1 784 m2
d. 198.22 L or 198 L
5. 10 648 cm3
g l
lin ria
6. 62 800 ft3
7. ₱3 740
el te
X. 1. D
2. D
3. A a
rS M
4. C
5. D
XI. 1. T 6. F
fo e
2. T 7. T
ot nc
3. T 8. T
4. T 9. F
5. T 10. T
N e
XII.
er
1. Negative
2. The square root
ef
3. 0
4. Radicand
R
5. Radical
6. Radical
7. Whole
8. Negative
9. Counting numbers
10. 25, 8
99
QUARTER 3
Lesson 3.1:
Statistics and Basic Terms

A. Statistics and Basic Terms
g l
lin ria
1. census 6. biased
2. population 7. random sample
3. Statistics 8. cluster sample
el te
4. qualitative data 9. nominal level
5. quantitative data 10. convenience sample
B. Collection of Data a
rS M
1. b 2. d 3. a 4. e 5. c
C. Organization of Data
fo e
1. Marks Frequency True Limits <cf < cpf

ot nc
91–100 5 90.5–100.5 100 100

81–90 11 80.5–90.5 95 95
71–80 14 70.5–80.5 84 84
N e
61–70 17 60.5–70.5 70 70
er
51–60 23 50.5–60.5 53 53
41–50 14 40.5–50.5 30 30
ef
31–40 8 30.5–40.5 16 16
21–30 4 20.5–30.5 8 8
R
11–20 2 10.5–20.5 4 4
1–10 2 0.5–10.5 2 2
N = 100
2. a. 10 3. 70 4. 70 5. 53%
b. 100
c. 31
d. 80.5
D. Presentation of Data
1. Circle graph 3. Circle graph 5. Bar graph
2. Bar graph 4. Line graph
100
A. Statistics and Basic Terms
I. 1. Population: Senior class at GEOM High School
Sample: 50 students from senior class at GEOM High School
2. Population: People
Sample: 1 000 people who bought the album
3. Population: Voters
Sample: Selected voters
4. Population: Voters
Sample: 250 voters
g l
lin ria
II. 5. stratified 7. cluster 9. stratified
6. convenience 8. random 10. cluster
el te
III. 11. Qualitative 19. Qualitative
12. Quantitative – Continuous 20. Quantitative – Continuous
13.
14.
a
Qualitative 21.
Qualitative 22.
Quantitative – Discrete
Quantitative – Discrete
rS M
15. Qualitative 23. Quantitative – Continuous
16. Quantitative – Continuous 24. Quantitative – Discrete
17. Qualitative 25. Quantitative – Continuous
fo e
18. Qualitative
ot nc
IV. 26. ordinal 31. ordinal

27. ratio 32. nominal
N e
28. interval 33. interval

29. nominal 34. nominal
er
30. ratio 35. nominal
B. Collection of Data
ef
I. 1. Reading Statistical Publication 6. Taking Measurements

R
2. Conducting Surveys 7. Conducting Surveys

3. Taking Measurements 8. Reading Statistical Publication
4. Observing the Outcomes of Events 9. Conducting Surveys
5. Conducting Surveys 10. Taking Measurements
II. 11. a. Observing the Outcomes of Events

b. The numbers 1, 2, 3, 4, 5, and 6.
12. a. Reading Statistical Publication
b. Conducting Survey
c. Observing the Outcomes of Events
101
C. Organization of Data
I. 1. a. Amount of Allowance in Pesos Tally Frequency

10 -||| 8
15 -| 6
20 -|| 12
25 || 2
30 -|| 7
40 ||| 3
50 || 2
Total 40
g l
b. ₱10.00 d. 7
lin ria
c. ₱50.00 e. 8
2. Height in
Tally Frequency
3. Ages in
Tally Frequency
el te
Centimeters Years
140 | 1 1 | 1
141
142
a 0
0
3
4
||
|
2
1
rS M
7 | 1
143 | 1 8 | 1
144 0 11 || 2
12 ||| 3
fo e
145 0 13 ||| 3
146 | 1 14 || 2
ot nc
15 | 1
147 || 2
16 | 1
148 | 1 17 | 1
N e
149 | 1 22 || 2
23 | 1
er
150 || 2
24 || 2
151 | 1 28 | 1
152 -| 6 35 | 1
ef
37 | 1
153 || 2 38 | 1
154 || 2 41 | 1
R
155 0 43 || 2
46 | 1
156 || 2 47 | 1
157 | 1 48 | 1
63 | 1
158 || 2
Total 35
159 | 1
160 0
161 | 1
162 || 2
163 | 1
Total 30
102
II. 4. a. Travel Time b. Class Interval f
Tally Frequency
in Minutes 47–52 1
5 || 2 41–46 0
15 |||| 4 35–40 3
29–34 2
20 - 10 23–28 8
25 -||| 8 17–22 10
11–16 4
30 || 2 5–10 2
35 | 1 N = 30
40 || 2
50 | 1
Total 30
g l
lin ria
5. a. Scores Tally Frequency b. Class Interval f
39 | 1 95–99 3
el te
43 | 1 90–94 6
48 1 85–89 5
49
a |
| 1 80–84 4
rS M
75–79 8
55 | 1
70–74 7
57 | 1
65–69 6
fo e
59 | 1
60–64 4
60 | 1
ot nc
55–59 3
63 || 2 50–54 0
64 | 1 45–49 2
N e
66 | 1 40–44 1
er
68 | 1 35–39 1
69 |||| 4 N = 50
ef
70 | 1
71 || 2
R
72 | 1
73 || 2
.. .. ..
. . .
95 | 1
96 | 1
98 | 1
Total 50
103
6. a. Salaries in pesos Tally Frequency b. Class Interval f
550 | 1 970–1 029 1
610 | 1 910–969 4
615 | 1 850–909 4
650 | 1 790–849 13
680 | 1 730–789 7
690 | 1 670–729 7
700 | 1
610–669 3
720 | 1
550–609 1
728 ||| 3
N = 40
750 |||| 4
760 | 1
g l
780 || 2
lin ria
.. .. ..
. . .
950 | 1
el te
960 | 1
985 | 1
a Total 40
rS M
III. 7. Class Interval True Limits f <cf >cf
47–52 46.5–52.5 1 30 1
41–46 40.5–46.5 0 29 1
fo e
35–40 34.5–40.5 3 29 4
ot nc
29–34 28.5–34.5 2 26 6
23–28 22.5–28.5 8 24 14
17–22 16.5–22.5 10 16 24
N e
11–16 10.5–16.5 4 6 28
er
5–10 4.5–10.5 2 2 30
N = 30
ef
8. Class Interval True Limits f <cf >cf

95–99 94.5–99.5 3 50 3
R
90–94 89.5–94.5 6 47 9
85–89 84.5–89.5 5 41 14
80–84 79.5–84.5 4 36 18
75–79 74.5–79.5 8 32 26
70–74 69.5–74.5 7 24 33
65–69 64.5–69.5 6 17 39
60–64 59.5–64.5 4 11 43
55–59 54.5–59.5 3 7 46
50–54 49.5–54.5 0 4 46
45–49 44.5–49.5 2 4 48
40–44 39.5–44.5 1 2 49
35–39 34.5–39.5 1 1 50
N = 50
104
9. Class Interval True Limits f <cf >cf
970–1 029 969.5–1 029.5 1 40 1
910–969 909.5–969.5 4 39 5
850–909 849.5–909.5 4 35 9
790–849 789.5–849.5 13 31 22
730–789 729.5–789.5 7 18 29
670–729 669.5–729.5 7 11 36
610–669 609.5–669.5 3 4 39
550–609 549.5–609.5 1 1 40
N = 40
g l
lin ria
IV. 10. a. 50 b. 83 c. 67.5
11. a. Test A
Stem
Test B
el te
8 1 6 6 9
4 7 9
a 8 5 2 0 7 3 5
rS M
3 5 4 9 8 2 1 9 6 4 3 8 4
1 0 9 7 2 4 3 5
fo e
b. Test A
Stem
Test B
ot nc
8 6 1 6 9
9 8 7 5 4 2 0 7 3 5
N e
9 5 4 3 8 1 2 3 4 4 6 8 9
er
1 0 9 2 3 4 5 7
ef
12. a. Grade 5 student spent 15 minutes doing his/her homework.

Grade 6 student spent 10 minutes doing his/her homework.
R
b. Both didn’t do homework.
13. 3 9
4 0 1 4 7 9
5 0 2 2 6 6 8
6 1 4 5 6 7 7
8 0 1 5 6 7 7
D. Presentation of Data
I. 1. months of the year 3. July, August, September 5. June to October
2. February 4. 750 mm
II. 6. a. DWAE
105
b. DWAF
c. 10
d. DWAF
e. 6 : 13
80
7.
70
60
50
40
g l
30
lin ria
20
10
el te
Chicken with Rice
Beef with Rice
Pork with Rice
Salad
French Fries
Noodles
a
rS M
8.
fo e
40 000
ot nc
35 000
30 000
N e
25 000
20 000
er
15 000
10 000
ef
5 000
0
Freshmen Sophomores Juniors Seniors
R
III. 9. a. supermarket c. more e. ₱5 600 000.00

b. 12% d. none
10. Sleeping and playing: 50%
Eating and dressing: 8.3%
Schooling: 25%
Surfing the Internet: 16.6%
11. a. 50°
1
b. 33 %
3
c. 1 080; 300
106
12. a. 20° – Parents, 160° – Seniors, 180° – Freshman
b. i) 360 ii) 320 iii) 40
c. 120°
d. 50%
13. a. Food
b. Medical
c. Taxes, Transportation, Medical
14.
25%
Money Market
g l
lin ria
50%
Housing
ts
uc
%
od
el te
15
Pr
ty
au
%
Be
od
a
10
Fo
rS M
15.
fo e
ot nc
16. ₱15 000.00; ₱1 500.00; ₱750.00

N e
17. a. 80°
b. ≈ 39%
er
c. i) ≈ 128.00 ii) 32
IV. 18. a. 380

ef
b. Math
c. Social Studies
R
d. 80
e. 20
19. a. Number of Registered Cars Using Gas (2008−2012)
b. 50 000 cars
c. 2009
d. 5
e. 1:2
20. a. 678
b. 78 099
c. 42.3%
d. 397; 1 105
107
Lesson 3.2:
The Set of Integers

1. whole numbers; opposites 7. −15
2. 0 8. is not equal to
3. greater than 9. is less than or equal to
4. less than 10. number
5. greater 11. +12 or 12
6. −100 12. absolute value
g l
lin ria
I. 1. +45 3. +1 050 5. −5 7. +2 000
2. −15 4. +50 6. −350
el te
II. 8.
9. a
rS M
10.
fo e
11.
ot nc
or
N e
12.
er
V
13.
ef
III. 14. a. −1 b. +1 c. −6 d. +7 e. −62

R
15. a. +6 b. +10 c. +25

16. a. −6 b. 0 c. −27
17. a. 10 < 38 < 44 b. 818 > 188 < 782 c. 259 < 655 > 529
18. a. 13 c. 30 e. 25 g. 40
b. 20 d. 60 f. 120 h. 3
19. a. > c. >
b. < d. >
20. a. 8 and −8 d. −9, −8, −7, −6, −5,−4, −3, −2, −1, 1, 2, 3, 4, 5, 6, 7, 8, 9
b. 15 and −15 e. 0
c. −2, −1, 0, 1, 2 f. −5, −6, −7, −8, −9, 5, 6, 7, 8, 9
21. ≥ 22. ≥ 23. ≥ 24. ≤
108
Lesson 3.3:
Adding Integers

1. True 2. True 3. True 4. False 5. True

I. 1. a. c.
b. d.
g l
lin ria
II. 2. 6 + 5 = 11 4. −6 + 2 = −4
3. −5 + 8 = 3 5. −4 + 8 = 4
III. 6. 8. 10.
el te
= −7
=4 = −7
a
rS M
7. 9. 11.
= −13 =0
fo e
=2
ot nc
N e
IV. 12.
er
= −11
−13 −12 −11 −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5
ef
13.
R
= −5
−13 −12 −11 −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5
+8
14. +−4
= −4
−13 −12 −11 −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5
109
+10
15. +−7
=8
−5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 8 9
V. 16. −153 18. 109 20. −125 22. −60

17. −7 19. 38 21. −45
VI. 23. −15 24. −29 25. −91
VII.
26. 0 times
g l
lin ria
27. 54 m
28. a. ₱950.00
b. ₱450.00. The class fund is ₱450.00.
el te
29.
9 -2 -8
a -5
rS M
3 12 1
-4 5 -6 -12
-5 4 -7 -13
fo e
ot nc
30. a. 496 mL, 493 mL, 509 mL b. 4 000 mL
VIII.
N e
31. −10 and 14; 9 and −5

32. −6 and 18; 15 and −3
er
33. −3 and 15
34. −24 and 48
ef
R
110
Lesson 3.4:
Subtracting Integers

1. addition, opposite, add
2. +7
3. −10
4. positive
5. negative
6. negative
7. positive
8. negative
g l
lin ria
I. 1. c
el te
2. a
3. e
4.
5.
d
b
a
rS M
II. 6. 7. 8.
fo e
= 10 = −3 = 14
ot nc
N e
III. 9. −12 =4
er
−1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
ef
10. −(−7) = 26
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
R
11. −(−4) =1
−5 −4 −3 −2 −1 0 1 2 3 4 5
12. −16
=4
−1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
13. −10
= −18
−18 −17 −16 −15−14 −13 −12 −11 −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4
14. −5
= −11
−12 −11 −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1 2
111
IV. 15. 17
16. 4
17. −25
V. 18. −12
19. −3
20. −17
21. 4
22. 4
VI. 23. 7
24. −13
25. −11
g l
26. 72
lin ria
27. 6
VII.
el te
28. >
29. <
30. > a
rS M
VIII.
31. a. 788°F
b. −91°F
fo e
c. 264°F
ot nc
32. 3 625 ft
33. a. 15°F
b. 12°F
N e
34. a. 11.5
er
b. 4.5
c. 1.0
ef
d. −3.0
e. −3.5
R
f. −4.0
35. 80 m
36. ₱48.00
112
Lesson 3.5:
Multiplying Integers

1. positive 3. zero 5. negative
2. different 4. positive

I. 1. 40 2. 0 3. −162
II. 4. 3 6. −7 8. 18
5. −1 7. 0
g l
lin ria
III. 9. Input Output 10. Input Output 11. x y x·y x+y
x −7x x 8x
−20 1
2 −14 2 16
el te
−3 −1
1 −7 1 8
4 −32
0 0 0 0
−1 7 a −1 −8
−5
−7
−25
−28
rS M
−2 14 2 −16
IV. 12. −₱3 000.00

fo e
13. −96 ft
ot nc
14. −16°F
15. a. ₱7 000.00 b. ₱1 000.00
N e
16. 120 m due south

er
17. a. −15 points

b. 25
ef
c. 1 correct answer and did not answer the rest of the questions.
R
d. 1 correct answer, two questions incorrectly answered, and did not answer the
other two questions.
18. ₱80.00
19. a. −20 b. −36 c. −40
20. 31 100 ft
113
Lesson 3.6:
Dividing Integers

1. a positive number 3. negative 5. positive
2. a negative number 4. negative

I. 1. −7
2. 5
3. 6
g l
4. 8
lin ria
5. undefined
6. 0
el te
II. 7. −21
8. 0
9. 105
10. 108 a
rS M
III. 11. >
12. >
fo e
13. >
ot nc
IV. 14. 11
15. 36
16. −26
N e
17. −11
er
V. 18. The price of sugar decreased ₱4.00 per day.

19. The temperature fell 5°F per day.
ef
20. The price of gasoline fell ₱10.00 per day.

21. The price increased ₱2.00 per day.
R
22. 20 cal
23. 30 min
114
I. 1. D
2. A
3. C
4. B
II. 1. A
2. D
3. C
4. B
5. A
g l
lin ria
6. D
7. A
8. D
el te
9. B
10. C
11. D
12. C a
rS M
13. A
14. D
15. B
fo e
16. C
17. C and D
ot nc
18. D
19. B
N e
20. C
21. D
er
22. D
23. A
ef
24. C
25. D
R
115
QUARTER 4
Lesson 4.1:
The Language of Algebra
g l
lin ria
A. Algebraic Expressions
1. e 3. a 5. b 7. i 9. d
el te
2. g 4. j 6. h 8. c 10. f
B. Classifying Polynomials a
rS M
1. False 3. False 5. True 7. True 9. True
2. True 4. False 6. False 8. False 10. True

fo e
A. Algebraic Expressions
ot nc
I. 1. sum 3. product 5. difference 7. quotient

2. square 4. square 6. difference 8. sum
N e
II. 9. The quotient of the sum of a and 3 and 2

er
10. The square of the sum of 4 and c

11. The sum of the cube of a and the cube of b
ef
12. The difference of 7 and 2x

13. The cube of abc
14. The product of a2 and b2
R
15. The product of 3m and the difference of n and 4

16. The quotient of n + 5 and m
III. 17. e 19. f 21. c 23. a

18. h 20. b 22. g 24. d
IV. 25. n − 9 28. (n + 7)11 31. 50 − cd 34. 8n + qr

26. 13 − n 29. 5(de) 32. 6x + 10
27. 9t + 14 30. 3(x + y + z) 33. (x + y) + 11
116
V. 35. 12y 41. a. x + 2 44. a. a + 5
36. 3y b. x + 1 b. x − 3
37. h − 8 c. x + (x + 1) 45. a. 6n
38. x + 2 d. x + (x + 2) b. r − 10
39. 15 − t 42. R − 5
f
40. 15 + 5 + y 43.
3
9
VI. 46. 8 47. 16 48. −7 49. 50. 234
5
VII. 51. 15 − (16 − 3) = 2 54. (3 × 6) − (4 − 12) = 26
g l
lin ria
52. −(10 + 3) + (12 − 4) = −5 55. (8 ÷ 4) − (2 − 3) = 13
53. −[11 − [(2 − 5) + 6] = −20
el te
VIII. 56. numerical coefficient: 6 59. numerical coefficients: 4 and 5
variable: x variables: x and y
constant: 5 constant: −7
a
57. numerical coefficient: −9 60. numerical coefficients: 9 and 4
rS M
variable: x variables: x and y
constant: −2
fo e
58. numerical coefficient: 3

variable: x
ot nc
constant: −7
B. Classifying Polynomials
N e
I. 1. polynomial 6. polynomial 11. polynomial

er
2. not a polynomial 7. polynomial 12. not a polynomial

3. polynomial 8. polynomial 13. polynomial
ef

R
II. 16. monomial 21. trinomial 26. trinomial

17. not a polynomial 22. monomial 27. not a polynomial
18. binomial 23. trinomial 28. binomial
19. binomial 24. trinomial 29. trinomial
20. trinomial 25. monomial 30. trinomial
III. 31.
32.
117
33.
34.
35.
36.
37.
g l
lin ria
38.
el tea
IV. 39. Terms: 7a2, 4a, −1 44. Terms: 3m4n6, −4m3n2, 7m2n4
Coefficients: 7, 4, −1 Coefficients: 3, −4, 7
rS M
40. Terms: 4x5, 5x3, −3x2, x 45. Terms: −4c6, 4c, −3
Coefficients: 4, 5, −3, 1 Coefficients: −4, −3
fo e
41. Terms: 9x5y6, −2x6y5 46. Terms: 4a6, −3a5, 4a3, −5

ot nc
Coefficients: 9, −2 Coefficients: 4, −5
42. Terms: 6x2y, 6xy2, −5y4 47. Terms: 7n12, 7n11p10, 4n5p11, −2n4p12
Coefficients: 6, 6, −5 Coefficients: 7, −7, 4, −2
N e
43. Terms: 4b3, 3bc, −4

er
Coefficients: 4, 3, −4
V. 48. 9x3 − 5x ; 3 50. 2x3 − 4x + 10; 3 52. −4x3 + 5x2 + 2x + 5 ; 3

ef
49. −3x3 + 7 ; 3 51. 5x5 − 4x4 + 2x3 ; 5 53. −4x2 − 8x + 9 ; 3

R
VI. 54. −x + 10 58. 13x − 6y + 5 62. 10abc − 6ab2c + a2bc

55. −2x 59. 7r2t2 + 11rt2 63. 3k2g − 10kg2
56. a−b 60. 6abc2 − 3abc + 2ab2c 64. 9a + 20b − 2
57. −2a + 11b 61. 9m3 − 9m2 − 2m − 4
65. (2x + 4) + 2x + 5 + 2x + 5 + 6 + 4x + 3 + 4x + 6 = 14x + 29

5m + 3m + 4 + m + 2m + 7 + 4m = 15m + 11
118
Lesson 4.2:
Evaluating Algebraic Expressions

1. False 3. False 5. False
2. False 4. True

I. 1. 33 4. −1 750
2
2. 27 5. 2
g l
5
lin ria
3. 45 6. 26
II. 7. 735 10. −2
el te
8. 1 738 11. 145
9. 904.32 12. 20
III. 13.
a
rS M
x x2 − 5
−3 4
−2 −1
fo e
−1 −4
0 −5
ot nc
1 −4
2 −1
3 4
N e
er
14. x −x2 + 4
−3 −5
ef
−2 0
−1 3
0 4
R
1 3
2 0
3 −5
15. x y x2 + 2y2 − 8
−3 6 73
−2 5 46
−1 4 25
0 3 10
1 2 1
2 1 −2
3 0 1
119
16.
x −3 −2 −1 0 1
y −10 −12 −12 −10 −6
17.
x −3 −2 −1 0 1
y 24 21 18 15 12
18.
x −3 −2 −1 0 1
5 1
y −4 − −1 2
2 2
g l
19. a. b.
lin ria
9 11
111
100 22 121 5
el te
n n
10 11
25 a 3
36 3
rS M
33 −10 36 −14
fo e
17 18
11 11
ot nc
IV. 20. ₱1 015.00

N e
21. ₱2 358.00
22. C + M = x2 + 17x + 23
er
23. ₱3 373.00
24. ₱5 300.00
ef
25. x2 − 11x − 23
R
26. ₱1 927.00
27. a. 1 320, 1 304, 1 256, 1 176, 1 064, 920, 744, 536, 296, 24
b. 920 feet
c. After 9 seconds
120
Lesson 4.3:
Linear Equations in One Variable

A. Introduction to Equations and Their Properties
I. 1. equation 2. root; solution 3. equivalent 4. check; true
II. 5. c 6. d 7. d
B. Solving Equations Using Addition or Subtraction

1. subtract 2. add 3. subtract 4. add 5. 15
g l
C. Solving Equations Using Multiplication or Division
lin ria
1. multiply 2. divide
el te
D. Solving Multistep Equations
c
1. 6 + 4n = 1 6. −3 = −4
6 − 6 + 4n = 1 − 6
a 5
c
rS M
−3 + 4 = − 4 + 4
5
m 7. 11n − 3.4 = 3.6
fo e
2. 11 = −5 +
2 11n − 3.4 + 3.4 = 3.6 + 3.4
ot nc
m
11 + 5 = −5 + 5 +
2
1 4
N e
3. = 10x + 3 8. + 4c = 8
2 5
er
1 4 4 4
− 3 = 10x + 3 − 3 − + 4c = 8 −
2 5 5 5
ef
4. 4x + 11 = 3 x
9. + 3 + 17
–5
R
4x + 11 − 11 = 3 − 11
x
+ 3 − 3 = 17 − 3
–5
5. −18 + 4m = 10
−18 + 18 + 4m = 10 + 18
E. Literal Equations
2A P − 2L A A
1. 2. 3. r = 4.
h 2 π W
121
A. Introduction to Equations and Their Properties
I. 1. No 4. Yes 7. Yes
2. Yes 5. Yes 8. Yes
3. No 6. Yes 9. Yes
II. 10. conditional 12. conditional 14. identity 16. conditional

11. inconsistent 13. identity 15. identity 17. conditional
III. 18. c 19. d 20. a 21. e 22. b
IV. 23. 2x + 5 = 6 24. 3x + 6 = x − 4 25. 4x + 8 = x + 15
g l
lin ria
15
V. 26. =5 28. 15x = 3 30. 2(x + 2x + 2) = 24
x
1
el te
27. x = 30 29. x(x + 7) = 78
3
VI. 31. APE 36. Commutative Property of Addition
32.
a
Law of Substitution 37. TPE
rS M
33. SPE 38. SPE
34. APE 39. DPE
35. SPE 40. MPE
fo e
VII. 41. a. APE 43. (1) SPE

ot nc
b. Simplify (2) MPE

c. DPE (3) DPE
N e
42. (1) MPE 44. (1) SPE

(2) APE (2) DPE
er
(3) Symmetric Property (3) MPE

ef
B. Solving Equations Using Addition or Subtraction

I. 1. d 3. c 5. a 7. h
R
2. e 4. g 6. b 8. f
II. 9. −24 11. 24 13. 15 15. 95

10. 26 12. −21 14. 8
III. 16. 17.

= =
x+4 = 9 x+3 = −2
x = 5
=
x = −5
122
18.
=
x+8 = 2
x = −6
19.
=
g l
lin ria
x−3 = 8
el te
=
x a = 11
rS M
20.
=
fo e
x−2 = 2
ot nc
=
N e
x = 4
er
IV. 21. x + 30 = −5 ; −35

ef
22. x − 24 = −8 ; 16
23. 25 = x + 10 ; 15
24. x + (− 3) = 12 ; 15
R
25. x + 2 100 = 5 500; ₱3 400.00

26. x – 125 = 450; ₱575.00
27. x + 25 = 210; 185 pages
28. x + 25 = 64; 39
29. a. x + 5 = 21; 16
b. 2x = 30 + (x − 5); 25
30. a. Write the original equation. b. Write the original equation.
SPE APE
Simplify. Simplify.
123
C. Solving Equations Using Multiplication or Division
I. 1. –9 3. 6 5. 15 7. 25 9. −5
2. 4.3 4. 3.3 6. 9 8. −1
II. 10. – Write the original equation. 11. – Write the original equation.
– DPE – MPE
– Simplify. – Simplify.
III. 12. c 13. e 14. b 15. f 16. g 17. a
IV. 18. 9 23. −256 28. 17 33. −42

19. 65 24. 5 29. 0 34. 29
20. −9 25. −11 30. 17
g l
21. 30 26. 289 31. −4
lin ria
22. −1 27. 0 32. −35
V. 35. −6x = −30; 5 43. 5x = 10; 4x = 8
el te
x x
36. 7x = −63; −9 44. = −1; = −3.5
7 2
37.
x
= −8; 64
a 45. a. C = 10.5x b. 20 min
rS M
−8
x
38. = 15; −225 46. 380 calories
−15
fo e
39. 10x = 170; 17 ft 47. 8x + 11x = 722; 38

ot nc
40. 15x = 120; 8 m 48. 180x + 250x = 21 500; 50 m

4(7.90) + 2(9.70)
N e
41. x = ; ₱8.50 49. 9 platters

6
er
1
42. 67x = 837.50; 12 hrs 50. 11 platters
2
ef
D. Solving Multistep Equations

I. 1. not a solution; 2 5. not a solution; 10.4
R
2. not a solution; −2 6. not a solution; −5

3. not a solution; 50 7. solution
4. solution 8. not a solution; −4
x
II. 9. 5x + 2 = 22; 4 11. + 2 = 9; 49
7
x
10. 7x − 8 = 34; 6 12. − 3 = 8; 66
6
13 20
III. 13. 15. −3 17. 7 19. −5 21. 23. −8
3 3
5 8
14. 4 16. −54 18. −7 20. 22. −7 24. −
2 3
124
IV. 25. 8x − 11 = 13; 3
26. 6x − 12 = 6; 3
27. 3x + 5 = 23; 6
28. 3x − 14 = 28; 14
29. 8x + 106 = 250; 18 weeks
30. 250x + 4 250 = 6 500; ₱2 250
31. 3 000x + 20 000 = 65 000; 15
32. 50x + 500 = 750; 5 hrs
33. x + x + 1 + x + 2 = 24; 7 ft, 8 ft, and 9 ft
34. 27x + 600 = 681; 3 hrs
g l
35. a. D = 15 h
lin ria
b. 60 km
c. 75 = 15 h
d. 5 hrs
el te
36. 75x + 600 = 1 050; 6 months
E. Literal Equations a
rS M
ab 8c − 2b
I. 1. 5.
y −3
y − bz 2ab − 3
2. 6.
fo e
a yz
ot nc
sd − c
3. 7. a + b
y
1 + 3vz t − a2
N e
4. 8.
6y b2
er
V 3V
II. 9. 12. 2
lw πr
ef
y−b
10. 2x − b 13.
x
R
S − 2r π + πr
2 2
ab − ay
11. 14.
2πr b
S A + πr2
III. 15. + 2 19.
180 x
9
16. C + 32; 381.2°F 20. 80
5
I
17. ; 6% 21. −2h + 34
Pt
2S − ft2
18.
2t
125
Lesson 4.4:
Sample Space, Events, Outcomes, and Experiments

1. c 3. e 5. a 7. b 9. f
2. g 4. h 6. i 8. d

I. 1.
g l
lin ria
el tea
rS M
fo e
ot nc
2. {( , ), ( , ), ( , ), ( , ), ( , ), ( , )}
N e
3.
er
ef
R
126
II. 4. a. H, H, H, H
b. {(HHTT), (HTTH), (THHT), (THTH), (TTHH), (HTHT)}
c. {(HHHT), (HHTH), (HTHH), (THHH)}
d. {(HHHH)}
5. a. A = {(H, 1), (H, 2), (H, 3), (H, 4), (H, 5), (H, 6)}
b. B = {(T, 1), (T, 2), (T, 3), (T, 4), (T, 5), (T, 6)}
c. C = {(H, 1), (T, 1)}
d. D = {(H, 5), (T, 5)}
e. F = {(H, 3), (H, 2), (H, 3), (H, 4), (H, 5), (T, 1), (T, 2), (T, 3), (T, 4), (T, 5)}
f. G = {(H, 3), (H, 5), (T, 3), (T, 5)}
g l
lin ria
g. H = {(H, 4), (H, 5), (H, 6)}
h. I = {(T, 2), (T, 4), (T, 6)}
{( ),( ),( ),( ),( ),( ),( ),( ),

el te
6. a.
a
( ),( ),( ),( ),( )}
rS M
{( ),( ),( ),( )}
fo e
b.
ot nc
{( ),( ),( ),( )}

N e
c.
er
d. {( )}
ef
III. 7. a. T ∪ V = { }; T ∩ V = {5}; T ∪ V = {5, 10, 20, 30}

R
b. V ∪ W = {5, 10, 15, 20, 25, 30}; V ∩ W = { }

c. W = {5, 20, 30}
d. No; No; Yes
e. Yes
8. a. X ∪ Y ∪ Z = {a, b, c, d, e}
b. X ∩ Y ∩ Z = { }
127
Lesson 4.5:
Scientific Notation

1. a × 10n 2. one; 10

I. 1. 3.8 × 105 4. 3.48 × 105 7. 4.56 × 10−9 10. −3.854 × 10−2
2. 7 × 106 5. 8.09 × 1011 8. 5.032 × 10−10
3. 3.53 × 109 6. 5.07 × 1011 9. −4.57 × 102
II. 11. 7 000 000 14. 5 900 000 000 17. 81 300 000 20. 7.002
g l
lin ria
12. 500 000 000 15. 0.000007 18. 539 000
13. 84 000 000 16. 0.00000082 19. 0.00000000649
III. 21. 1.36 × 106 26. 1.2 × 1012 31. 1.0714 × 10−5
el te
22. 1.92 × 104 27. 9.8 × 10−3 32. 1.26 × 1012
23. 8.12 × 10−5 28. 1.4 × 108 33. 2.4 × 10−9
24. 7.15 × 107 a29. 9.615 × 109 34. 2.048 × 102
rS M
25. 8.35 × 10−3 30. 9.33 × 1010 35. 9.07 × 10−7
IV. 36. 5.9 × 109

37. 1.2742 × 107
fo e
38. 1390000000
ot nc
39. 7 × 10−7
40. 0.00000000000000000000000167
41. 4.5 × 109
N e
42. 1400000
43. 2000000000000000000000000000000
er
44. 0.00000136
45. 1 × 10−9
ef
V. 46. 6.6 × 1021 48. 2.72 50. 6.3 × 10−8

R
47. 5.076 × 1010 49. 2.35
128
I. 1. T 4. F 7. T 10. F 13. F 16. F 19. F

2. F 5. T 8. T 11. T 14. T 17. F 20. F
3. T 6. T 9. F 12. F 15. F 18. F
II. 1. a. 10
b. −8
c. 1
d. −1
2. a. 4
g l
b. 100
lin ria
c. 1
3. a. Like
b. Unlike
el te
c. Like
4. a.
b.
15m2
80a3
a
rS M
c. 8b2c − 4bc
d. −8c4
fo e
5. a. 3x5 + 6x3 − 4; trinomial

b. −x2; monomial
ot nc
c. 6b4 − 3b3 − 2b2; trinomial

d. 2c3 − c2 − 4c + 3; none of these
N e
III. 1. B 6. C
er
2. C 7. A
3. C 8. C
4. B 9. A
ef
5. B 10. B
R
IV. A. 1. 12 + x 3. x − 10
x
2. 15x 4.
4
B. 5. 11, 16, 19, 23, 27, 31 7. 120, 60, 40, 30, 24, 20
6. 96, 93, 90, 87, 84, 81 8. 1, 6, 11, 16, 21, 26
C. 9. 16 12. 11 15. 54
10. 44 13. −58.4 16. 105
11. 13 14. 9
D. 17. x + 35 = 84; 49 19. 131 − x = 74; 57

57
18. x + 15 = 176; 161 20. = 3; 19
4
129
E. 21. −9 24. 0 27. 9
11
22. −33 25. 28. −576
12
23. 4.15 26. −17 29. −30
V. 1. 12 3. 21 5. 8
2. 26 4. 10
VI. 1. {(H, 1), (H, 2), (H, 3), (H,4), (H, 5), (H, 6)}
2. {(H, 1), (T, 1)}
3. {(H, 1), (H, 2), (H, 3), (H,4), (H, 5), (T, 1), (T, 2), (T, 3), (T,4), (T, 5)}
4. {(H, 4), (H, 5), (H, 6)}
5. {(T, 2), (T, 4), (T, 6)}
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VII.
1. {5, 10, 20, 30} 4. { }
2. {10} 5. {15, 20, 25, 30}
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3. {5, 10, 15, 20, 25, 30} 6. {10, 1, 25}
VIII.
3 2
a 5
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1. a. b. c.
4 7 14
1 1 1 1
2. a. c. e. 0 g. i.
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8 2 2 2
1 1 7 3 1
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b. d. f. h. j.
8 2 8 8 4
1 1 3 1
3. a. c. e. 0 g. i.
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36 2 4 2
er
1 3 2
b. 0 d. f. h. j. 1
2 13 13
ef
1 3 1 1 7
4. a. c. e. 0 g. i. k.
36 36 36 18 12
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35 5 5 1
b. d. f. h. 0 j l. 1
36 36 12 4
1 1 1
5. a. b. c. 0 d. e. 1
8 2 2
130
About the Authors
Orlando A. Oronce graduated magna cum laude from

the Far Eastern University with a BSE degree, major in
Mathematics and minor in Physics. He earned his Master
of Science in Mathematics degree from De La Salle
University.
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He spent his first three years of teaching at Don Bosco
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Technical College. He also taught for one year at Lourdes
School, Quezon City. In 1980, he taught Mathematics at
San Beda University (formerly San Beda College) where
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he was also a Math trainer, Math coordinator, prefect of
studies, and college professor.
a
Over the past 21 years, he has taught Mathematics. This has given him a broad
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perspective on the practical aspects of Mathematics, which he has used to his advantage as
a writer of Mathematics instructional materials.
He is an active member of the National Council of Teachers of Mathematics (NCTM),
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Reston, Virginia, USA.

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He has authored the following books:

Secondary Mathematics I–IV
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Science and Technology I–IV

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Mathematics Concepts, Structures, and Methods I–IV

Interactive Mathematics I–IV
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Journal:
Math Probe I–IV
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Workbook:
Workbook in Mathematics I–IV
The math books he has written have helped a lot of secondary school learners to
understand, appreciate, and love mathematics, as well as teachers to enjoy teaching the
subject more effectively.
131
Marilyn O. Mendoza holds two degrees. She graduated
from the University of the East with a BSE degree in
Mathematics and from Manuel L. Quezon University with a
BS degree in Chemical Engineering. She has earned graduate
credits from the Baker University School of Graduate Studies
in Overland Park, Kansas.
Her work experience includes secondary school teaching.
She also left for Saipan to teach Mathematics at the Grace
Christian Academy. She has authored a worktext and a
workbook in science and technology.
At present, she is the Mathematics coordinator and Math Count Trainer of Hopwood
Junior High School in Saipan, Commonwealth of the Northern Mariana Islands (CNMI).
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lin ria
She is also an active member and facilitator of Project Delta and the National Council of
Teachers of Mathematics (NTCM).
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Aarhus M. Dela Cruz is a passionate educator and
researcher with a background in mathematics and computer
ascience. He holds a Bachelor of Science in Mathematics with
a major in Computer Science from Bulacan State University,
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a Bachelor of Secondary Education (Uniting) from
La Consolacion University Philippines, and a Master of
Science in Mathematics Education from the Polytechnic
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University of the Philippines.

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Aarhus began his teaching career as a mathematics

instructor at the College of Science at Bulacan State University. He is currently a senior high
school teacher at the City of Malolos Integrated School-Atlag, Schools Division of the City
N e
of Malolos where he teaches Mathematics and Research. He is also a Mathematics trainer,

er
research coordinator, and resource speaker for data science and research writing.
Aarhus is an active researcher in the fields of mathematics education, artificial
ef
intelligence for education, and data science. He has published several papers in international
journals and conferences.
R
He is also an active member of the Mathematical Society of the Philippines and a peer
reviewer at the Cogent Journal of Education.
Aarhus is a dedicated educator who is passionate about empowering others with
knowledge. He is committed to nurturing the next generation of curious minds.
132
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er
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el tea
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EEMATH

Teacher's Resource Material

RBSI Mathematics Series

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1.7 Financial Planning .................................................................. 19

IRRATIONAL NUMBERS, MEASUREMENTS, AND SETS

2.1 Irrational Numbers .................................................................. 23

2.2 Measuring Lengths, Area, Surface Area,

3.1 Statistics and Basic Terms ...................................................... 36

4.1 The Language of Algebra .................................................... 51

4.2 Evaluating Algebraic Expressions ......................................... 54

4.3 Linear Equations in One Variable ........................................ 56

4.5 Scientific Notation .................................................................. 61

The K to 12 Math Program’s underlying learning principle of experiential, situated,

reflective, constructivist, cooperative, inquiry-based, and discovery learning were considered

Different problem-solving strategies, interesting and varied learning activities are

the learners connect mathematical concepts to the real world.

students the interest in exploring concepts. This exploratory approach is operationalized in

answers to problems by themselves.

center, arc, cord,

Lesson 1.2 • Angles and Angle • Measure an angle.

of Angles • Properties of Angle kinds of angles.

using compass and

• Describe and angles.

whether they are

are convex or non-

Commission problems involving including

commission, sales decrease.

• Cash Discount involving speed.

Lesson 1.7 • Financial Plan • Create a financial • Create a financial

Lesson 1.8 • Rate • Identify and explain • Identify and explain

Lesson 2.3 • Volume of a Cube • Explain inductively • Explain inductively

Prism cylinder using the cylinder using the

• Volume of Pyramids identification of the formula.

• Universal Sets and

union of sets, and of sets and the

the use of Venn • Use Venn diagrams

subsets, and set

Lesson 2.5 • Subsets of Real • Illustrate the • Illustrate the

The Set of • Absolute Value integers. absolute value

describe directions a distance of a

the number line.

Lesson 3.3 • Adding Integers • Add integers using • Perform addition on

The Language of Expressions verbal phrases phrases to

expressions and favorite number as

Lesson 4.4 • Sample Space, • Collect data from • Illustrate an

obtained when space, and event.

• Count the number

numbers obtained an experiment:

• Express outcomes systematic listing,

arc, chord, central angle, and inscribed angle.

1. Present and discuss the objectives of the lesson.

3. Using a Three-column Chart, assess the students’ prior knowledge

on the geometric words they found on the previous activity.

• How would you define a segment bisector?

• What does it mean for two lines or line segments to be

for any misconceptions, and provide relevant examples to clarify

support to students who raised Thumbs Sideways and Down through

• Thumbs Up: I understand and can explain.