MA

TH
EM
AT
IC
S

1
MATHEMATICS
(Quarter 4)
7

2
Table of Contents

3
 ALGEBRAIC EXPRESSION

Learning Objectives
The learners should be able to:
distinguish a variable from a constant in an algebraic expression.
evaluate algebraic expressions given the value/s of the variable/s.
translate verbal phrases into algebraic expressions.
solve problems involving algebraic expressions and formulas.

4
What is Algebraic Expression?
An algebraic expression is a set of terms with combinations of letters, numbers, and
arithmetic operations such as addition, subtraction, multiplication, and division.

Parts of an Algebraic Expression

coefficient constant
variable

2
2x + 6
term expression

operator
exponent
Coefficient - a constant value represented by a number or other symbol that is multiplied by
the variable.
Variable - a variable is a symbol whose value is unknown. It can have any value and is
represented by small letters.
Constant - a value that has a specific and unchanging numerical value.
Exponent - a number that indicates how many times the number has been multiplied by itself.
Operator - a symbol (such as +, −, ×, etc.) that shows mathematical operation.
5
 Parts of an Algebraic Expression

Types of Algebraic Expression

Monomial - it consists of 1 term
Example:

Binomial – it consist of 2 terms

Example:

Polynomial – it consist of 3 or more terms

Example:

6
Translating Verbal Phrases Into Algebraic Expressions
It involves identifying the mathematical relationships and operations described in words and
converting them into symbols.

To make it easy to make, there’s a step that you need to follow the steps below.
Step 1: Identify the variables - it is always the unknown values/quantities
For example: “ a number” - it represented as an variable such as a, b, c ,d, x, y, z and
alphabetical letters because it doesn’t have any value yet or it still unknown.

Step 2: Identify Keywords - there are words or phrases that signify the Arithmetic operation
For example: “ the sum of”, “increase by”, “reduce by”, “half of”

Step 3: Write the expression - By combining the recognized words and variables that gives by
the definition to translate it into algebraic expression

7
 To help us easily to translate the Verbal phases into mathematical expression, we can use
the following table as a mathematical library:

Word or Phrases Mathematical Operation / Symbol

- Sum of - More than Addition

- Added to - Plus +
- Increased by

- Difference - Reduced from Subtraction

- Subtracted from - Less than -
- Decreased by - Minus

- Twice - Product of Multiplication

- Thrice - Times x
- Multiplied by - of () – by distributing property

- Quotient - A half of Division

- Ratio - Divided by ÷

- Equals - Become to Equal

- The result is - is equal to =

8
Examples:
A number minus five
Twice a number is equal to ten
Twelve more than a number
A half of a number is two
A quantity is equal to fifty
Twenty subtracted from a number
Fifty is the quotient of a hundred and a number
Some quantity increased by thirteen
Thirty divided by 6 is a number
The unknown quantity is eight
Thirty subtracted from a quantity becomes ten
Double the nine to be a quantity
Ten increased by five become to a quantity
The ratio of ten and a number is five

9
Activity 1
Direction: Translate the Verbal phrases into algebraic form

1.) The difference of a number by three

2.) A number decreased from two

3.) Three times a number is equal to fifteen

4.) A number is the product of three and five
5.) One third of three is equal to some quantity
6.) One fourth of a number is twenty
7.) Seven more than a quantity become ten
8.) A product of two and four is the quantity
9.) A quantity reduce by four
10.) Ten times a number is five more than

twice the same number

10
Activity 1 ANSWERS

Direction: Translate the Verbal phrases into algebraic form

1.) The difference of a number by three 3
2.) A number decreased from two

3.) Three times a number is equal to fifteen

4.) A number is the product of three and five

5.) One third of three is equal to some quantity

6.) One fourth of a number is twenty

7.) Seven more than a quantity become ten

8.) A product of two and four is the quantity

9.) A quantity reduce by four

10.) Ten times a number is five more than

twice the same number

11
Simplifying Expressions
Combining Like Terms
To simplify an algebraic expression, we need to combine the like terms first. Then apply the
basic mathematical operations by following the PEMDAS rule.

According to the PEMDAS rule, the computation enclosed in brackets or the brackets comes
first in the order of operations. After that, we do operations on exponents (square roots or
degrees), then multiplication and division, and finally addition and subtraction. Let's talk about it
briefly.

12
 Example:
1.) 2.) 3.)
= = =
= =
= =
=

Adding and Subtracting

In this method of simplifying, we add or subtract all the like terms.
Example:
1.)
Step 1: Combine like terms
=
=

Using the Distributive Property

According to the distributive property, an expression of the form

A (B + C) = AB + A
13
 Example:
1.) 2.)
= =
= =
=

Evaluating Expressions
Substituting Values
Substitution refers to changing the variables of an expression with their numerical values to
determine the value of the expression.
Example:
1.) Find the value of , if: a = 2 and b = -1
Step 1: Substitute the given value of the variable
=
=
=

14
 Your turn!
Direction: Solve the algebraic expression to find out where the letters are
located.

E E E
11 20 7 21 11 20 7 4 15 6 4 6 7 21 18 20 3 2 17 20 2

O E E E , D
12 7 21 17 3 4 16 8 6 20 3 4 7 6

B O E E O E D
6 14 11 18 6 20 8 7 21 3 7 6 20 3

E O E
8 6 7 6 12 4 7 6 4 3 12 4 3 4 7

P O
6 14 11 21 3 14

15
 If Sarah is 3 years younger than twice John's
Y F
age, and Sarah is 21, how old is John?
G
Twice a number decreased by 5 is 11. Find
C R
the number.
N
If you have 24 candies and want to share
A S
them equally among 4 friends, how many
candies will each friend get?
U

H If Tom is 3 times as old as his son, and his

V son is 7 years old, how old is Tom?

I Katie's grandmother baked 5 cookies for Katie

M and 2 cookies for each of her friends. How
T many cookies did she bake in all?
L

16
 ANSWERS
Y 2 (2n - 1) n=4 N (x - 1) (x + 1) x=2
= 2 [2 (4) - 1] = (2 - 1) (2 + 1)
= 2 (8 - 1) = (1) (3)
= 2 (7) =3
= 14
A 2ab + 4ac - 6ab a=5 b=6 c=7
2n + 4 n=4 = 4ac - 4ab
G
6 = 4 (5) (7) - 4 (5) (6)
2 (4) + 4 = 4 (35) - 4 (30)
=
6 = 20
8+4
=
6
12 U -6b + 14b - 3c b = 7 c = 13
= = 8b - 3c
6
=2 = 8 (7) - 3 (13)
= 56 - 39
= 17
C n 2- 1 n=4
= (4) 2 - 1
= 16 - 1
= 15
17
V 2a (3b - 2) a=2 b=2 F If Sarah is 3 years younger than twice John's age, and
= 6ab - 4a Sarah is 21, how old is John?
= 6 (2) (2) - 4 (2)
= 6 (4) - 8 Solution:
= 24 - 8 Let John's age be x. Then, Sarah's age is 2x - 3.
= 16 2x - 3 = 21
2x = 21 + 3
I -n + 5 (-6 +7n) n=1 2x 24
= - (1) + 5 [ -6 + 7 (1) ] 2 2
= 4 (-6 + 7) =
x = 12 Therefore, John is 12 years old.
= 4 (1)
=4

T 4m 2 + 8m2 - 5m m=1 R Twice a number decreased by 5 is 11. Find the

2 number.
= 12m - 5m
2
= 12 (1) - 5 (1)
= 12 - 5 Solution:
=7 Let x be the number.
2x - 5 = 11
L -6 (j -2 -3k) j=2 k=1 2x 16
=
= -6j + 12 + 18k 2 2
= -6 (2) + 12 + 18 (1) x=8 ANSWERS
= -12 + 12 + 18
= 18
18
S If you have 24 candies and want to share them equally among 4 friends, how many
candies will each friend get?
ANSWERS
Solution:
x = 24 / 4
x=6 Therefore, each friend will receive 6 candles

H If Tom is 3 times as old as his son, and his son is 7 years old, how old is Tom?

Solution:
Let x be the age of Tom.
x = 7 (3)
x = 21 Therefore, Tom is 21 years old.

M Katie's grandmother baked 5 cookies for Katie and 2 cookies for her 3 friends. How many
cookies did she bake in all?

Solution:
Let x be the number of total cookies baked.
x = 5 + 2 (3)
=5+6
x = 11 Therefore, Katie’s grandmother baked a total of 11 cookies.
19
 Your turn! ANSWERS

Direction: Solve the algebraic expression to find out where the letters are
located.

M A T H E M A T I C S I S T H E L A N G U A G E
11 20 7 21 11 20 7 4 15 6 4 6 7 21 18 20 3 2 17 20 2

O F T H E U N I V E R S E , A N D I T S
12 7 21 17 3 4 16 8 6 20 3 4 7 6

S Y M B O L S A R E T H E N O T E S A N D
6 14 11 18 6 20 8 7 21 3 7 6 20 3

R E S T S O F I T S I N F I N I T E
8 6 7 6 12 4 7 6 4 3 12 4 3 4 7

S Y M P H O N Y
6 14 11 21 3 14

20
References
Algebraic Equations - Definition, types, formulas, examples. (n.d.). Cuemath.
https://www.cuemath.com/algebra/algebraic-equations/

ChiliMath. (2024, July 19). Algebraic expressions. ChiliMath.

https://www.chilimath.com/lessons/introductory-algebra/algebraic-
expressions/

Coefficient - Definition, examples | Coefficient of a variable. (n.d.). Cuemath.

https://www.cuemath.com/algebra/coefficient/

Exponents - Definition, Examples | Properties of exponents. (n.d.). Cuemath.

https://www.cuemath.com/algebra/exponents/

Libretexts. (2021, October 6). 1.4: Algebraic Expressions and Formulas

Mathematics LibreTexts.
https://math.libretexts.org/Bookshelves/Algebra/Advanced_Algebra/01%3AAl
gebra_Fundamentals/1.04%3A_Algebraic_Expressions_and_Formulas

Math Monks. (2024, May 30). Algebraic Expression - Definition, Examples,

parts, & Formulas. https://mathmonks.com/algebraic-expression

21
Monomial, Binomial, trinomial and Polynomials: videos and examples. (2020, April 29).
Toppr-guides.
https://www.toppr.com/guides/maths/algebraic-expressions/monomials-binomials-
trinomials-and-polynomials/

Operator Definition (Illustrated Mathematics Dictionary). (n.d.).

https://www.mathsisfun.com/definitions/operator.html

Saima. (2024, November 7). What is Term in Algebra? Simplified Explanation

with Examples - MathCity. MathCity. https://mathcity.co/term-in-algebra/

Third Space Learning. (2023, September 19). Algebraic Expressions - GCSE

Maths - Steps, Examples & Worksheet. https://thirdspacelearning.com/gcse-
maths/algebra/algebraic-expressions/

22
 ALGEBRAIC EQUATION

Learning Objectives
The learners should be able to:
solve simple equations represented by bar models to find unknowns.
illustrate the properties of equality.
find the value of an unknown in an equation where the unknown is non-negative.

In Mathematics, an Algebra is a branch that deals with symbols, variables, numbers and the
rules for manipulating it. It states the mathematical relationship are used to find the unknown
value by creating expressions and equations.

23
Let’s say that!

The College of Education in Earist Manila Campus is going on a Educational Field trip. The
educational field trip costs Php 3, 150.00 for each student. Included in that price is Php 75.00
for food stab and the cost of 2 passes, one for the lunch time and one for the dinner time. Each
of the passes cost the same price.

Write an equation representing the cost of the Educational Field trip and determine the price of
one pass.
Given:
X = the cost of one pass
Food stab = Php 75.00
Total cost = Php 3, 150.00

24
Let’s create a bar model visual,
x x Php 75.00

Php 3, 150.00

Equation: x + x + 75 = Php 3,150

Simplify it: 2x+75 = Php 3, 150.00
Take away the Php 75.00

x x
Php 3, 075.00

So, 3075 ÷ 2 = Php 1, 537.50

x = Php 1, 537.50
Solution: 2(1537.50) + 75 = Php 3, 150.00

25
Take Note!
Solving problems with bar modelling:

Part-Part-Whole Equal Parts of a Whole

Whole Whole

Part Part Part Part Part

Whole = Part x Number of Parts

Whole = Part + Part
Part = Whole ÷ Number of Parts
Part = Whole - Part Number of Parts = Whole ÷ Part

Comparison Part-Part-Whole & Comparison

A A

Whole
B B Difference
Difference
Difference = A - B Whole = A + B
A = B + Difference Difference = A - B

26
To further understand the illustration, here are some examples.

100
Addition: 40 60
Equation: 40 + 60 = 100
Whole
Part Part

Example:
Rio and Mor have Php 300.00 together. If Rio has Php 60.00, how much money does Mor have?
Given:
Rio and Mor: Php 300.00
Rio: Php 60.00
Mor: ?

27
Php 60.00 + Mor’s money = Php 300.00
Php 300.00
M = Mor’s Money
Php 60.00 + M = Php 300.00 Php 60.00 Mor’s money

Example:
We need to subtract the money of Rio
both sides. -60 Php 300.00

(60-60) + M = 300-60
Php 60.00 Mor’s money
M = Php 240.00
So, Mor has Php 240.00

If we substitute Mor’s money on the

equation, we have a total of:
Php 60.00 + Php 240.00 = Php 300.00 ✔

28
To further understand the illustration, here are some examples.

Subtraction
30
Minuend - Subtrahend = Difference
30 – 10 = 20 10 20

Example:
Mor lost 5 ballpens so far this year. He
currently has 10 ballpens left. How many
Original Amount
ballpens did Mor start the year with?
5 10

Original Amount – 5 = 10
Ballpens = Original Amount of Ballpens
B – 5 = 10
B = 5 + 10 (Here, we use fact family to rewrite the equation).
So, the B = 15
Therefore, Mor started with 15 ballpens.

29
 12
Example:
Multiplication: 4 4 4

Equation: 3 x 4 = 12
12

Fact Families
3 3 3 3
4 x 3 = 12 12 ÷ 3 = 4 12 ÷ 4 = 3

Rio bought 20 candies at the convenience store to share with his friends. If he shares his candies with 4 friends,
how many candies would each friend get?
C = amount of candies for each friend

20

C C C C

That would be, C + C + C + C = 20 or 4C = 20

By looking at the bar model, we can see that the 20 candies is divided in 4 categories which is his 4 friends.

30
 Example:
Solution:

C=5
So, each friend receives 5 candies.
4 x 5 = 20 ✔
Division: 16
Equation: 16 ÷ 4 = 4
4 4 4 4

Fact Families
Dividend
16 ÷ 4 = 4 4 x 4 = 16

Quotient Quotient Quotient Quotient

Take note that those Quotient are Divisor

31
 Example:
Three friends are paying the bill for their Samgyupsal Party Dinner. If each friend paid Php 199, what was the total
cost of the meal?

Total Cost of Meal

Php 199 Php 199 Php 199

Total Cost of Meal ÷ 3 friends = Php 199

T = Total Cost of Meal
T ÷ 3 friends = Php 199
T = 3 friends x Php 199 (Use again the fact family to rewrite the equation.)
T = Php 597
597 ÷ 3 friends = Php 199
So, the total cost of the meal was Php 597

32
 Activity : Bar it out!
Instruction: Complete the table below finding the value of the unknown using the bar
method.

EQUATION BAR METHOD VALUE OF THE UNKNOWN

a 60
60 + a = 140 a = 80
140

1.) 5 + c = 57

2.) 2a + 12 = 120

3.) 2b – 5 = 133

4.) 2d + 12 = 260

5.) f ÷ 3 = 1344
33
 Activity : Bar it out! ANSWERS
Instruction: Complete the table below finding the value of the unknown using the bar
method.

EQUATION BAR METHOD VALUE OF THE UNKNOWN

a 60
60 + a = 140 a = 80
140

c 5
1.) 5 + c = 57 c = 52
57

a a 12
2.) 2a + 12 = 120 a = 54
120

b b 5
3.) 2b – 5 = 133 b = 69
133

d d 12
4.) 2d + 12 = 260 d = 124
260

1344
5.) f ÷ 3 = 1344 f = 4032
f f f 34
References
2024 Lesson ExamPlar for Mathematics Grade 7 Quarter 4 lesson 3. (2024). Isabela e-Library.

BYJUS. (2022, July 5). What are Variables, Constants, Terms in Algebraic Expressions?
BYJUS.
https://byjus.com/maths/variables-and-constants-in-algebraic-expressions/

BYJUS. (2022, October 22). Difference between constants and variables (With examples).
BYJUS.
https://byjus.com/maths/difference-between-constants-and-variables/

35
 REARRANGING FORMULA

Learning Objectives

The learners should;

solve one variable in terms of the other variables in a formula.
solve problems involving algebraic expressions and formulas
Identifying the subject of a formula
Rearranging with multiple operation
Interpreting a formula in a given context

The Rearrangement formulas involve adjusting an equation to solve for a specific variable.
By applying inverse operation (addition, subtraction, multiplication or division) you can
manipulate terms to isolate the desired variable, making the equation easier to solve.

36
 Examples:

2.) y + 6x = 3
In this situation, we need to transpose the 6x to the other
Rearranging equation to y = mx + c
side to get the arrange equation.
1.) 4y = 8x - 12
y = -6x + 3
To get the arrange equation which is the y = mx + c
To transpose we need to change the sign
In order to get 4y into y we need to divide it both
If positive it will become negative
side by 4.
If negative it will become positive
4y/4 = 8x- 12/4
We transpose the given which is the positive 6x the
y = 2x-3
opposite is -6x.
y = -6x + 3

3.) y + 2x - 5 = 0 4.) 5x - 3 = y
Same as in example no. 2 we need to y = 5x - 3
transpose No need to change the sign because they
y = -2x + 5 are same

37
 6.) 2y - 2x - 8 = 0
Same as in example 1 and 3
1st we need to transpose the -2x - 8 to the other side
5. y - 5/6 x + 7 = 0
Same as in example 3 2y = 2x + 8
y = 5/6 x - 7
Then, to get 2y into y, divide both side by 2
2y/2 = 2x + 8 /2
y=x+4

Rearranging Equation n = a + b

1.) 4 = n - 2 2.) -6 + n - 3 = 0
To transpose the -2 it would be +2 because if we Transpose the -6 and -3
transpose we need to change into its opposite But why -6 and -3 not the n?
sign. Because n is the subject so we don't need to
4+2=n transpose it.

To get n we need to add the 4 and 2 n=6+3

6=n n=9

38
 Activity 2 : Compute it!
A. Solve the following equation. B. Find the n

1.) y - 3x + 6 = 0 1.) 3n = 15 - 6
2.) 3y = 6x -15 2.) 7n = 21-14
3.) 10x + 3 = y 3.) 21 = n - 18
4.) - 3/10 + 5 + y = 0 4.) 25 - n = 5
5.) 15x + 5y = 10 5.) 81 = 45 + n
6.) 3y - 9x = 15
7.) -21x + 15 - 3y = 0
8.) 15y = 30x - 45
9.) 16x + 4 = 8y
10.) 14y = 14x - 14

39
Activity 2 : Compute it! ANSWERS
A. Solve the following equation.

1. y - 3x + 6 = 0 5. 15x + 5y = 10 7. -21x - 15 + 3y = 0

y = 3x - 6 5y = -15x + 10 3y = 21x + 15

5y/5 = -15x + 10/5 3y/3 = 21x + 15/3

2. 3y = 6x - 15 y = -3x + 2 y = 7x + 5

3y/3 = 6x - 15/ 3
y = 2x - 5 6. 3y - 9x = 15 8. 15y = 30x - 45

3y = 9x + 15 15y/15 = 30x - 45/ 15

3. 10x + 3 = y 3y/3 = 9x + 15/3 y = 2x - 3

y = 10x + 3 y = 3x + 5

4. -3/10 x + 5 + y = 0
y = 3/10 x - 5

40
 ANSWERS
Activity 2 : Compute it!
B. Find the n

1.) 3n = 15-6 4.) 25 - n = 5

3n = 9 25 - 5 = n
3n/3 = 9/3 20 = n
n=3 n = 20

2.) 7n = 21 - 14 5.) 81 = 45 + n
7n = 7 81 - 45 = n
7n/7 = 7/7 36 = n
n=7

3.) 21 = n - 18
21-18 = n
3=n
n=3

41
References
Algebraic Equations - Definition, types, formulas, examples. (n.d.). Cuemath.
https://www.cuemath.com/algebra/algebraic-equations/

42
 MEASURES OF VARIABILITY

Learning Objectives
The learners should be able to:
collect data from experiments (e.g., number of heads obtained when tossing a coin, a
number of times, number of prime numbers obtained when rolling a die a number of times).
express outcomes in words and/or symbols, and represents outcomes in tables and/or
graphs.
solve problems using the outcomes of experiments.

What is Measures of Variability?

Measures of variability (also called measures of dispersion or spread) are statistical values
that describe how spread out or scattered a set of data is. They tell us how much the data
points differ from each other and from the center of the data (like the mean or median).

43
 Range - It's the difference between the highest and lowest data values in the set.

Find the MAD of the given data?

Example
10 9 15 8 11 10 12 12 12 8 13 14

- The average of the absolute differences between each data point

Mean Absolute Deviation (MAD)
and the mean.

44
 Steps
X Deviation Absolute Deviation
Step 1: Arrange the data from lowest to highest into
8 -3.17 3.17
table
8 -3.17 3.17
Step 2: Get the sum of all data
9 -2.17 2.17
Step 3: Solve for the mean by dividing the
10 -1.17 1.17
summation of data to total number of data.
10 -1.17 1.17
Mean
11 -0.17 0.17
Σx / N = 8+8+9+10+10+11+12+12+12+13+14+15 /
12 0.83 0.83
12 12 0.83 0.83
Σx / N = 134 ÷ 12 = 11.17 12 0.83 0.83
Step 4 : Subtract all the data to the computed 13 1.83 1.83
mean. (x - x̄ ) 14 2.83 2.83
Step 5: Then solve for the MAD = 22 ÷ 12 = 1.83 or 15 3.83 3.83
approximately 2 134 22

45
Interquartile Range (IQR) - The difference between the third quartile (Q3) and the first quartile
(Q1). It represents the spread of the middle 50% of the data.

Formula IQR = Q3 - Q1

Example:

To find the interquartile range of your 12 data points, you first find the values at Q1 and Q3.
8 8 9 10 10 11 12 12 12 13 14 15

Steps:

Step 1: Multiply the number of values in the data set (8) by 0.25 for the 25th percentile (Q1) and by
0.75 for the 75th percentile (Q3).
Q1 position: 0.25 x 12 = 9
Q3 position: 0.75 x 12 = 12
Q1 is the value in the 3rd position, which is 9. Q3 is the value in the 9th position, which is 12.
IQR = Q3 – Q1
IQR = 12 – 9 = 3 The interquartile range of your data is 3

46
 Variance - The average of the squared differences between each data point and the mean.

Formula:
X (x - x̄ ) (x - x̄ ) 2
8 -3.17 10. 0489
Example:
8 -3.17 10.0489
We have a list of 12 students with their scores on
9 -2.17 4.7089
statistics.
10 -1.17 1.3689
8 8 9 10 10 11 12 12 12 13 14 15
10 -1.17 1.3689
Steps: 11 -0.17 0.0289
Calculate the mean
12 0.83 0.6889
Mean x̄ = Σx / N = 134 / 12 = 11.17
12 0.83 0.6889
1. Subtract the mean from each score to compute the
12 0.83 0.6889
deviation from mean score
13 1.83 3.3489
2. Square each deviation score (multiply each score by
14 2.83 8.0089
itself)
15 3.83 14.6689
3. Add up the squared deviation score to give the sum
134 55.6668
4. Divide the sum by the number of scores
5. Then apply the formula of variance. O = √55.6668 / 12 = 2.1538
47
 Activity 1 : Answer the data needed.

Data : 23 57 19 34 57 41 5 14 60 26 4. Fill the missing table

X X - Mean (X - mean )
5 -28.6 2
1. Arrange the data to ascending order
14 384.16
_ _ _ _ _ _ _ _ _ _ _
19
23 -10.6

2. Find the range of the data set 26 7.6 57.76

34 0.16
R = ___ - ____
41 7.4
= ____ 57 547.56
57 23.4
60 696.96
3. Find the mean of the data set
3,432.4
Σx / N =

48
 ANSWERS
Activity 1 : Answer the data needed.

Data : 23 57 19 34 57 41 5 14 60 26 4. Fill the missing table

X (x - x̄ ) (X - X̄ )2
1. Arrange the data to ascending order
5 -28.6 817.96
5 14 19 23 26 34 41 57 57 60
14 - 19.6 384.16
2. Find the range of the data set 19 - 14.6 213.16

R = 60 - 5 23 -10.6 112.36
26 -7.6 57.76
= 55
34 0.4 0.16
3. Find the mean of the data set 41 7.4 54.76
Σx / N = 57 23.4 547.56

5+14+19+23+26+34+41+57+57+60 / 10 57 23.4 547.56

60 26.4 696.96
= 336 /10
Σx = 336 Σ = 3,432.4
= 33.6

49
 Experiments, Sample Space, Events, and Outcomes

Definitions Examples

Experiments are activities that produce an

outcome, but their results cannot be Experiment: flipping a coin and rolling
precisely predicted. a die.

A coin is flipped and a die is rolled. What is the

probability of getting a head of the coin, 4 on
Sample Space is the set of all possible the die?
outcomes of an experiment.
Sample Space, S = {(1, head), (1, tail), (2,
head), (2, tail), (3, head), (3, tail), (4, head), (4,
tail), (5, head), (5, tail), (6, head), (6, tail)}

50
Example
1. A die is rolled. If it lands on an even number, identify the experiment, outcomes, sample space,
and event in this scenario and make a table and tree diagram to illustrate this experiment.

Solution:

Experiment: Rolling a die

Outcomes: 1, 2, 3, 4, 5, or 6
Sample Space: S= {1, 2, 3, 4, 5, 6}
Event: When rolling a die and if it lands on an even number, then the event will be {2, 4, 6}.

51
Die

1 2 3 4 5 6

Coin

H 1, H 2, H 3, H 4, H 5, H 6, H

T 1, T 2, T 3, T 4, T 5, T 6, T

52
 Example:

Solution:
2. Green, yellow, blue, white, and
black marbles are placed in a Experiment: Drawing marble from a jar
covered jar. When a marble is
randomly drawn from the jar, it turns Outcomes: When the marbles are drawn, it is possible to
out to be green. In this context, get a Green, yellow, blue, white, or black marble.
identify the experiment, outcomes,
sample space, and event. Sample Space: S= {Green, yellow, blue, white, black}
Event: Green marble

The outcomes could be labeled according to the number

of dots on the top face of the die. Then the sample space
is the set S = {1, 2, 3, 4, 5, 6}
3. Write the sample space for the
experiment that consists of rolling a
The outcomes that are even are 2, 4 and 6, so the events
single die. Find the events that
that correspond to the phrase “an even number is rolled” is
correspond to the phrases “an even
the set {2, 4, 6} which it is natural to denote by the letter E.
number is rolled” and “a number
We write E = {2, 4, 6}.
greater than 2 is rolled.”
Similarly, the event that corresponds to the phrase “a
number greater than 2 is rolled” is the set T = {3, 4, 5, 6},
which we have denoted T.
53
Lesson Activity
The following activities will help learners enrich their knowledge about illustrating
an experiment, outcome, sample space, and event.
Fill me! Fill the missing information to complete the table.

Experiment Outcome Sample Space

1) ____________________ Head, Tail S = {Head, Tail}

Rolling a die once 2) ____________________ S = {1, 2, 3, 4, 5, 6}

Spinning a wheel 3) ____________________ S = {Red, Blue, Yellow, Green}

Playing lottery Win, Lose 4) ___________________

Taking exam Pass, Fail 5) ___________________

54
Lesson Activity ANSWERS
The following activities will help learners enrich their knowledge about illustrating
an experiment, outcome, sample space, and event.
Fill me! Fill the missing information to complete the table.

Experiment Outcome Sample Space

1) Flipping a Coin Head, Tail S = {Head, Tail}

Rolling a die once 2) 1, 2, 3, 4, and 5 S = {1, 2, 3, 4, 5, 6}

Spinning a wheel 3) Red, Blue, Yellow Green S = {Red, Blue, Yellow, Green}

Playing lottery Win, Lose 4) S = {Win, Lose}

Taking exam Pass, Fail 5) S = {Pass, Fail}

55
 Evaluating Learning: Formative Assessment
1. Two coins are tossed and landed on head and tail, respectively.

a. Experiment:
b. Outcome:
c. Sample space:
d. Event:

2. A spinner consists of three colors: red, blue, and yellow. What is the chance that if the spinner is spun, the result is
blue?

a. Experiment:
b. Outcome:
c. Sample space:
d. Event:

3. A card is drawn randomly from a box containing cards numbered 1 to 10. How likely is it to get a number that is more
than 6?

a. Experiment:
b. Outcome:
c. Sample Space:
d. Event:

4. A die is rolled once. It landed on a prime number.

Sample Space:

56
 Evaluating Learning
ANSWERS
Formative Assessment
1. Two coins are tossed and landed on head and tail, respectively.
a. Experiment: Tossing two coins
b. Outcome: Heads and Tails
c. Sample space: S={HH,HT,TH,TT}
d. Event: Getting one Head and one Tail, which can happen in two ways: HT or TH.

2. A spinner consists of three colors: red, blue, and yellow. What is the chance that if the spinner is spun, the result is
blue?
a. Experiment: Spinning a Wheel with three colors.
b. Outcome: Red, Blue, and Yellow
c. Sample space: S={Red, Blue, Yellow}
d. Event: Landing on blue.

3. A card is drawn randomly from a box containing cards numbered 1 to 10. How likely is it to get a number that is more
than 6?

a. Experiment: Drawing a card randomly from a box containing cards numbered 1 to 10.
b. Outcome: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
c. Sample Space: S={1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
d. Event: 7, 8, 9, 10

4. A die is rolled once. It landed on a prime number.

a. Experiment: Rolling a die once.
b. Outcome: 1, 2, 3, 4, 5, 6
c. Sample Space: S={1, 2, 3, 4, 5, 6}
d. Event: 2, 3, 5
57
References
Algebraic Equations - Definition, types, formulas, examples. (n.d.). Cuemath.
https://www.cuemath.com/algebra/algebraic-equations/

58
 SCIENTIFIC NOTATIONS
Learning Objectives
write numbers in scientific notation to represent very large or very small numbers, and vice
versa.
perform operations on numbers expressed in scientific notation.

Definition
Scientific Notation is a system of notation used to express very large or very small numbers
conveniently. It uses exponents so as not to require the use of many zeros which can be
confusing and lead to errors.
It is written in the form 𝑎 × 10 , where 1 ≤ 𝑎 < 10 or the coefficient a is a number greater than or
equal to 1 but it should be less than 10 and the exponent n is a positive or negative integer. It is
written as a number from 1 through a number less than 10 multiplied by 10 raised to a nonzero
exponent.

59
 Examples:

Solution:

Example 1: First, move the decimal point of 150 000 000 000 to the left until

The distance of Earth from there is only one non-zero digit to the left of the decimal point.

the Sun is approximately Copy the significant digits to its right. So, we have,

150 000 000 000 meters. 1.50000000000 = 1.5

Express it in scientific Second, count how many places you moved the decimal point.

notation. Since you moved to the left 11 times, n = 11. Thus, the answer is
𝟏.𝟓 × 𝟏𝟎 meters. 11

Example 2: Solution:
The diameter of an Move the decimal point of 0.00000000000000282 to the right until
electron is there is only one non-zero digit to the left of the decimal point. Copy
0.00000000000000282 the significant digits to its right. So, 000000000000002.82 = 2.82
meters. Write it in Then, count how many places you moved the decimal point. Since
scientific notation. you moved to the right 15 times, n = 15. Therefore, the answer is 𝟐.
𝑎

𝟖𝟐 × 𝟏𝟎 meters. 15

60
 Solution:
Example 3:
Since the exponent, n = 6, is positive, move the decimal point 6
The human eye blinks around 4.2 ×
places to the right, adding zeros if needed. Hence, the answer is 4
10 times a year. Express it in decimal
200 000 times.
form
4.200000= 4 200 000

Solution:
Example 4:
Since the exponent, n = –3, is negative, move the decimal point 3
The width of a human hair is
places to the left, adding zeros if needed. Therefore, the answer is
approximately 1.7 × 10 cm. Write it in
0.0017 cm.
its decimal form
001.7 = 0.0017

61
Activity 1 : Transform it!
a. 3940
b. 0.0062
c. 400
d 136 000 000

e. 0.0000235
5
f. 7 x 10
-7
g. 5.4 x 10
h. 2.86 x 104
-10
i. 7.11 x 10
6
j. 9.03 x 10

62
Activity 1 : Transform it!
ANSWERS

3
a. 3940 3.94 x 10
-3
b. 0.0062 6.2 x 10
c. 400 4 x 10 2
8
d 136 000 000 1.36 x 10
-5
e. 0.0000235 2.35 x 10
5
f. 7 x 10 700 000
-7
g. 5.4 x 10 0.00000054
4
h. 2.86 x 10 28 600
-10
i. 7.11 x 10 0.000000000711
6
j. 9.03 x 10 9 030 000

63
 Operations on Scientific Notation

Addition and Subtraction

In adding (or subtracting) numbers expressed in scientific notation, follow these steps:
1. Rewrite the number with the smaller exponent so that it has the same exponent as the number with the
larger exponent by moving the decimal point of its decimal number.
2. Add (or subtract) the decimal numbers. The power of 10 will not change.
3. Convert your result to scientific notation, if necessary.

Examples:

Example 1: Since the given numbers have different exponents, rewrite 5.7 × 104 so that

(5.7 × 10 4) + (4.87 × 105) its exponent becomes 5. Because you need to increase the exponent by 1,
= (0.57 × 105) + (4.87 × 10 5) you will need to move the decimal 1 place to the left.
= (0.57 × 105 )
5.7 = 0.57
+ (4.87 × 10 5) Add 0.57 and 4.87 then procced on getting the final answer.
5
5.44 x 10

64
 Example 2:
Since the given has different exponents, rewrite 3.3
-3 × 10 so that
(4.2 × 10 -2) - (3.3 × 10-3)
its exponent becomes –2. Because you need to increase the
= (4.2× 10-2) - (0.33 × 10-2 )
exponent by 1, you will need to move the decimal 1 place to the
-2
= (4.2 × 10 ) -2
left. 3.3 x 10-3= 0.33 x 10
- (0.33 × 10-2) Subtract 4.2 and 0.33 then procced on getting the final answer.
3.9 x 10-2

Multiplication and Division

In multiplying (or dividing) numbers expressed in scientific notation, here are the steps:
1. Multiply (or divide) the decimal numbers.
2. Multiply (or divide) the powers of 10 by adding (or subtracting) their exponents.
3. Convert your answer to scientific notation, if necessary.

65
 Examples:

Example 1:
-2 6
First, multiply 3.4 and 6.2. This will give us the product 21.08 Next, multiply the
= (3.4 × 10 ) (6.2 × 10 )
-2 6
(3.4 × 10 ) (6.2 × 10 ). powers of 10. In multiplying powers with the same base, we add their exponents

4
Finally, convert the result to scientific notation by rewriting 21.08 × 10
21.08 -2 +6
10 so that 1 ≤ 𝑎 < 10 . Move the decimal one place to the left and increase
4 5
21.08 x 10 the exponent by 1. Therefore, the answer is 2.108 × 10 .

Example 2:
5 -2 First, divide 8.4 and 1.4. This will give us the quotient 6. Next, divide the
(8.4 × 10 ) ÷ (1.4 × 10 )
powers of 10. In dividing powers with the same base, we subtract their
5 - (-2)
6 10
exponents
6 x 10 7

66
Activity 2 : Compute it!
Instruction: Perform the indicated operation in each item. And show
your solutions.
3 3
1. (3.1 × 10 ) + (4.3 × 10 )
-3 -6
2. (5 × 10 ) + (3.3 × 10 )
3 -1
3. (6.36 × 10 ) − (5.8 × 10 )
3 4
4. (3.48 × 10 ) (9.8 × 10 )
4 -4
5. (4 × 10 ) ÷ (1.25 × 10 )

67
Activity 2 : Compute it!
Instruction: Perform the indicated operation in each
item. And show your solutions. ANSWERS

3 3 3
1. (3.1 × 10 ) + (4.3 × 10 ) 7.4 x 10
-3
2. (5 × 10-3 ) + (3.3 × 10 -6) 5.0033 x 10
3
3. (6.36 × 103 ) − (5.8 × 10 -1) 6.35942x 10
8
4. (3.48 × 103 ) (9.8 × 10 4) 3.4104 x 10

5. (4 × 10 4) ÷ (1.25 × 10-4 ) 3.2 x 10 8

68
References
The How-To Scholar: Education. (2016, December 16). Rearranging formulas [Video].
YouTube.
https://www.youtube.com/watch?v=sfroXI1a4f0

69