7 Quarter 2: Module 3

ALGEBRAIC EXPRESSIONS

1
 What I Need To Know

In this module, you will learn how to translate verbal phrases into mathematical
phrases.
A verbal expression is a mathematical statement that is expressed in words.

Example: A number y multiplied by 7.

A mathematical expression is a finite combination of symbols that is well-formed

according to rules that depend on context like 7y.

After going through this lesson, you are expected to:

 translate verbal phrases into mathematical phrases and vice versa. (M7 AL-llc-1 )

2
 What’s In
Activity:

Directions: Write the following words in symbols to supply the missing data in column 2.

1. The product of three and x.

2. The sum of 4 and 5.

3. The difference of x and 7.

4. 9 divided by 3.

5. 4 equals 2n.

What’s New
Translation of Verbal Phrases into Mathematical Phrases, and Vice Versa

The symbol of operations and relations with their corresponding meanings are as
follows:

Symbol Meaning
+ Addition: plus, increased by, added to, the sum of, more than
Subtraction: minus, decreased by, subtracted from, less than,
-
diminished by
x,·,() Multiplication: times, multiplied by
/,÷ Division: divided by, ratio of, the quotient of
= equals, is equal to, is the same, is similar
< is less than
> is greater than
≤ is less than or equal to
≥ is greater than or equal to
≠ is not equal to

3
 What Is It
Translate Verbal Phrase into Mathematical Phrase

Example1 Addition would indicate an increase,

putting together, or combining. Thus,
The sum of a number phrases like increased by, added to,
and 5 is 4. the sum of and more than are x+5=4
addition phrases.

Example 2 Subtraction would indicate a

lessening, diminishing action. Thus,
Twice a number phrases like decreased by, less,
decreased by 1 is diminished by, less than, the 2x – 1 = 1
equal to 1. difference of, subtracted from are
subtraction phrases.

Example 3 Division would indicate partitioning,

a quotient, and a ratio. Phrases such
A number x divided by as divided by, ratio of, and quotient
2 added to 7. of are common for division.

Example 4 Multiplication would indicate a

Twice the product of 3

multiplying action. Phrases like 2·3x or 2(3x)
multiplied by, n times, the product of
and x. are multiplication phrases.

Example5 Equalities are indicated by phrases

Seven added by a such as the same as, equal to, will
number x is equal to results to. 7 + x = 2x + 3
twice the same
number increased by
3.

4
Translate Mathematical Phrases into Verbal Phrases

Mathematical Phrases Verbal Phrases

 a number plus 5
 add 5 to a number
n+5
 sum of a number and 5
 5 more than a number

 a number minus 11
 subtract 11 from a number
x - 11  difference of a number and 11
 11 less than a number
 a number decreased by 11

 3 times a number
3m  3 multiplied by a number
 product of three and a number

 a number divided by 7
or a ÷ 7  7 divided into a number
 quotient of a number and 7

5
Activity

Directions: Supply the missing data in column 2 by translating the verbal phrase into
mathematical phrase.

1. Four times a certain number decreased by one.

Subtraction would indicate a lessening,

diminishing action. Thus, phrases like
decreased by, less, diminished by, the
difference of are subtraction phrases.

2. The sum of a number x and six multiplied by three.

Addition phrases: multiplied by, of, the

product of.

3. Twice a number divided by 3.

Division phrases: divided by, ratio of, and

quotient of

4. Two less than a number x results to 3.

Subtraction phrases: decreased by, subtracted

from, the difference of, less than, diminished
by

Equalities: same as, equal to, results to

6
 What’s more
Activity 1

Directions: Translate the verbal phrases in column A into mathematical phrases in

column B.

Column A Column B
1. Twice a number x added to 10.

2. Nine is divided by n.

3. The area of a trapezoid is half the

product of the base (b) and height (h).

4. A number n decreased by 5.

5. The perimeter (P) of a square is four

times its side (s).

Activity 2

Directions: Translate mathematical phrase into verbal phrase.

Mathematical Phrases Verbal Phrases

1. 4+3x

2. 6x-5

3. 15+

4. 2α + 3b

5. 4x - 6

7
 What I Have Learned

On a sheet of paper, summarize what you have learned from this lesson.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

8
 What I Can Do

Activity: Write as many verbal translations as you can for this mathematical
sentence.5x+2y

VI. Assessment
Directions: Read each item carefully. Choose the letter of the correct answer. Write
your answer on your answer sheet.

1. What is the mathematical translation of the verbal expression “a number added to

4?”

A. x + 4 B. 4 + x C. 4 ˃ x D. x ˃ 4
2. Three more than a number is __.

A. 3 + x B. x + 3 C. 3 ˃ x D. x ˃ 3

3. The difference of four times a number and one is ___.

A. 4x - 1 B. 1 - 4x C. 4 (x - 1) D. 4x ˂ 1

4. Thrice a number α decreased by one is ___.

A. 3a - 1 B. 1 - 3a C. 3 (a - 1) D. 3a ˃ 1

5. One less than the product of 3 and x is ___.

A. 3x ˂ 1 B. 1 ˂ 3x C. 1 - 3x D. 3x - 1

9
Key answer

A. What’s In

1. 3x
2. 4+5
3. x-7
4. 9/3
5. 4 = 2n

What is it
1. 4x – 1
2. 3 (x + 6)
3.
4. x – 2 = 3

What’s More

Activity 1
1. 2x + 10
2. 9 / n
3. A = bh /2
4. n-5
5. P = 4s

Activity 2
1. Three times the number x added to 4.
2. The product of six and a number diminished by 5.
3. A number x divided by 5 is added to fifteen.
4. Two times a increased by thrice b.
5. Four times a number x minus 6.

Assessment
1. B
2. B
3. A
4. A
5. D

10
References

Books

1. Moving Ahead With Mathematics 1- First Edition, 199

2. Millenium Series Integrated Mathematics 1 – First Edition 2000
3. Grade 7 teaching Guide
4. Learner’s Module

Development Team of the Module

Writer’s Name: Annabelle D. Jamisola

Reviewer’s Name: Ismael K. Yusoph

Reviewed and Edited by:

Beverlie E. Miranda

Maribel L. Sevilla

Cheenee A. Tingob

Management Team: SDS: Ma. Liza R. Tabilon

ASDS: Judith v. Romaguera

OIC-ASDS: Ma. Judelyn J. Ramos

OIC-ASDS: Armando P. Gumapon

CID Chief: Lilia E. Abello,Ed.D.

LR: Evelyn C. Labad

PSDS: Marilyn L. Tabarno

Principal: Arnulfo G. Subebe , EMD

11
12