A set is a fundamental concept in Mathematics.

It refers to any well-

definedcollection or list of distinct objects. Sometimes, it is simpler to study
thecommoncharacteristics of related objects which are grouped together in a set
thantoinvestigate the objects individually. The objects in a set are called theelements
or members of the set.
Conventionally, sets are denoted by capital letters, like A, B, C, X, etc.
Theelements are represented by lowercase letters, like a, b, c, d, e, etc.

There are many ways of

representing or defining a set. We can
defineaset
by actually listing its elements. This is called the roster notation or thetabularform of a set.
In this case, the members are separated by commas andenclosedbetween a pair of braces { }.

Examples

Determine how each set is defined by its elements.

1. Let P be a set of numbers consisting of 1, 4, 6, 8, and 10. N = {1, 4, 6, 8,10}
2. Let L be the set of Jovian planets Jupiter, Saturn, Uranus, Neptune. P = {Jupiter, Saturn,
Uranus, Neptune}
3. Let C be the set of honor students Angelo, Victor, Vincent, Alfred. H = {Angelo, Victor,
Vincent, Alfred}

Finite or Infinite Sets

A set may contain certain number of elements. It may also holdtenurableand uncountable
collection of elements. Intuitively, one can drawthelinebetween a finite or an infinite set. A set
is said to be finite if, andonlyif, it consists of a specific number of distinct elements. If the
particular elementsof afinite set are counted, the process of counting must terminate or stopat
acertainpoint. A set that is not finite is called infinite.

Examples
1. Let I be the set of months in the Gregorian calendar.
I = {January, February…December}
This is a finite set because there are only 12 months or 12 elements intheset.
2. Let M = {x │ x is odd}
Set M is infinite since for an odd number, one can identify another oddnumber by adding 2
units from the previous odd number. 3. Let V = {x| x is consonants}
V is finite.

LEARNER’S MODULE IN MATHEMATICS 7 11

Empty Sets
A set that contains no element is called an empty set. The symbol Øor { }
denotes an empty set.
The following are examples of empty sets. Explain why these arecalledempty
sets.
1. Let P be the set of months with 33 days.
2. Let L be the set of squares with three sides.
3. Let C= {x: 3<x<4, is a whole number}
 Illustrate the following sets, using roster notation. Denote the sets as A 1, A2, A3, …,
A10, respectively.
1. The Jovian planets. 2. The perfect squares less than100

3. The days of the week. 4. The standard (French

style)playing card suits.

5. The consonants in the Englishalphabet.

6. The first nine positive evennumbers.

7. The star in the solar system 8. The basic mathematical

operations

9. The 29 10. The set of first five

th
letter in the Filipinoalphabet evennaturalnumbers.

Activity 1: Give five(5) examples of well-defined sets.

 Activity 2: Give five(5) not examples of well-defined sets. LEARNER’S MODULE

IN MATHEMATICS 7 2

Universal Set
All the sets under certain study or theory are most likely containedinasingle and fixed set
called the universal set or universe of discourse, usuallydenoted by U. this fixed set
consists of all elements and sets, includingitself, withthe scope of certain theory.
For example, Biology is the branch of Science that deals with thestudyof life. Thus, the
universal set of Biology consists of all living organisms. U = {all living organisms}
Astronomy deals with the different phenomena that happen outsidetheatmosphere of Earth.
U = {all phenomena that happen outside the atmosphere of Earth} The universal set of
Demography is human populations and subpopulations. U = {human populations and
subpopulations}
In the study of Plane Geometry, the universal set consists of all points intheplane.
U = {all points in the plane}
Cardinality of a Set
The number of elements in a set is called the cardinality of aset. TheCardinality of A denotes
│A│, where A can be any set.

How many elements do the following sets contain? Express the cardinalityof each set.
1. M = {a, b, c, d, e} │M│ = 5
2. P = {r, s, t} │P│ = 3
3. W = {x, y} │W│ = 2
4. Ø │Ø│ = 0

Power Set
The collection of all subsets of a given set is called the power set. Thepower set of A is
denoted as P(A).
In determining the subsets of a given set A, you raise 2 by the power of thenumber of
elements of A.
Thus, │P (A)│ = 2
│A│

Analyze some examples in getting the power set. First, determinethenumber of elements
contained in the set. Then, raise 2 to the power of thecardinality of the given set.
1. Let B = {2}
B contains one element.
Thus, │P (B)│ = 2
│
│B = 2
1
= 2.

LEARNER’S MODULE IN MATHEMATICS 7 33

The power set of B contains 2 subsets, namely, Ø and {2}.

2. Let C = {a, b, c}
C consists of 5 elements.
Then, │P (C)│ = 2
3
= 8.
The power set of C contains 8 subsets.

3. Let E = {red, orange, yellow, green, blue, indigo, violet}

E has 7 elements.
│P (E) │ = 2
7
= 128 subsets.
The power set of E contains 128 subsets.

Disjoint Sets
Two or more sets are said to be disjoint or mutually exclusiveif thereisno common element
among the given sets.
A = {a, b, c, d, e}
B = {f, g, h, i, j}

Sets A and B are disjoint sets. There is no element in A that may befoundinB, and there is no
element in B that may be found in A.

Study the following examples showing disjoint or not disjoint sets. 1. Let A = {x │ x is even}
Let B = {y │ y is odd}
A and B are disjoint because there is no number that is both oddandeven.

2. Let C = {0, 1, 2, 3, 4}
Let D = {4, 5, 6, 7, 8}
There is an element that is common to both C and D; andthat is4. Therefore, C and D are not
disjoint.

3. Let E = {a, b, c, d, e}
Let F = {v, w, x, y, z}

Sets E and F are disjoint sets. They do not have

common elements.
A. Find the cardinality of each set. How many elements does the set contain?Write your
answer on the space provided.
_____ 1. A1 = {Ø}
_____ 2. A2 = {0}
_____ 3. A3 = {1, 3, 5,7}
_____ 4. A4 = {0, 1, 2, 3, 4}
_____ 5. A5 = {0, 2, 4, 6, 8}
B. Form the power set of each set. Determine the number of subsets that maybe derived from
the given set. Write your answer on the space provided. _____ 1. B 1 = {Ø}
_____ 2. B2 = {0, 1, 2, 5}
_____ 3. B3 = {0}

LEARNER’S MODULE IN MATHEMATICS 7 44

_____ 4. B4 = {(0, 0), (0, 1), (1, 2)}

_____ 5. B5 = {a, b, c, d, e, f}
In this lesson, the basic set operations, namely, union, intersection, difference, and
complements of sets will be discussed. Find out thesimilaritybetween these basic set
operations and the fundamental operations whichinvolve numbers.

Union of Sets
The union of sets shows the merging together of two or more sets. Youcando this by listing
down all the elements of the sets that are being merged. Thesymbol ∪ denotes union of sets.

Study more about the union of sets by analyzing the following examples. 1. Show the union of
J and K.
Let J = {a, b, c} and K = {d, e, f, g}
Combining all elements of J and K, you have
J ∪ K = {a, b, d, e, f, g}

2. Show the union of M and P.

Let M = {m, a, r, y} and P = {p, a, u, l}
Both M and P have the element a, but account for this element onlyonce. M ∪ P = {a, l, m, p, r,
u, y}

3. Show the union of C and E.

Let C be the set of counting numbers from 1 to 20. Let E be and empty set.
C = {1, 2, 3, …, 10}
E has no element
C ∪ E = {1, 2, 3, …, 10}

Intersection of Sets
The intersection of two sets A and B, denoted by A∩B, is the set of all elements that belong to
both A and B.

Study the following. Analyze the intersection of the given sets. 1. Show G∩H.
Let G = {a, b, c} and H = {c, d, e}
There is only one element common to both G and H. G∩H = {c}
2. Show S∩T.
Let S = {m, a, t, h} and T = {c, l, u, b}
There is no common element between S and T.

LEARNER’S MODULE IN MATHEMATICS 7 55

Thus, the intersection of S and T contains no element.
S∩T = Ø
Difference of Two Sets
The difference of sets A and B is the set of elements which is containedinAbut not in B. The
difference of A and B can be denoted as A – B read as “AminusB” or “A difference B”.
Study the following examples to understand how to find the difference betweentwo sets.
1. Find P – Q.
Let P = {a, b, c, d} and Q = {c, d, e, f}
The elements a and b are in P but not in Q.
Thus, P – Q = {a, b}
2. Find T – S.
Let S = {m, a, t, h} and T = {c, l, u, b}
The elements c, l, u, and b are not present in S.
So, include all the elements of T in the difference.
Thus, T – S = {c, l, u, b}

Complement of a Set
Let A be a subset of the universal set U. Then, the complement of set Aincludes the elements
which do not belong to A. the complement of Ais denotedby the symbol A’ or AC.
Study the following examples.
Let U = {1, 2, 3, ..., 15}
Use the roster notation to list down the elements of the complement of eachset. 1. Let P = {1,
2, 3}
To get the elements of the complement, list down all the elements inUwhich are not included
in P.
Therefore, P’ = {4, 5,6, …, 15}

2. Let Q = {2, 4, 6, …, 14}

Q’ = {1, 3, 5, …, 13, 15}

3. Let R = {1, 2, 3, …, 10}

R’ = {11, 12, 13, 14, 15}

A. Using the given data, use the roster notation to list down the elements of the sets.
Given: U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
A = {1, 2, 3, 4}
B = {2, 4, 6, 8}
C = {7, 8, 9}
4. A ∩ C =__________
1. A ∪ B =__________
2. B ∪ C =__________
5. C’ =__________
6. C’ ∩ A =__________
3. B ∩ C =__________

LEARNER’S MODULE IN MATHEMATICS 7 66

7. A’ ∩ B’ =__________
9. (A∪B)’ =__________
8. (A∩B)’ =__________
10.(A∩B) ∪ (A∩C)=__________
Mathematics is the abstract science of number, quantity, and space. Sincethis subject deals
a lot about numbers, it is necessary to reviewyour basicconcepts of numbers.
When you first learned about ‘Arithmetic’, you started with thecountingnumbers. You learned
how to count 1, 2, 3… The numbers that you firs learnedwere the set of positive numbers.
Whole numbers consist of a set of natural numbers, including zero. Then, you were taught
the negative numbers or the number less thanzero, {…, -3, -2, -1}.
The number which consist of the negative numbers and the wholenumbers(zero, and the

positive number) are called the set of integers.

negative numbers zero positive numbers -3 -2 -1 0 1 2 3

If there are integers, there are also the nonintegers. Nonintegers arethe1
, decimals (0.03), and
2 percent (25%).
opposite of whole numbers. Examples are fractions

, where a and
Rational numbers consists of all numbers which can be writtenasfractions, ��
b are both integers, and b is not equal to zero.
Numbers which cannot be written as fractions
are calledirrationalnumbers, such as π, 2, 3 11. Other examples are decimal numbers
whicharenonrepeating and nonterminating, such as 2.71827…, 4.31246….
Put together, rational and irrational numbers are classifiedas realnumbers.
LEARNER’S MODULE IN MATHEMATICS 7 77

Figure 2.1 Concept Map of the Real NumberSystem

Direction: Check(√) the column that indicate the classification of thegivennumber.

Given Whole Integer Noninteger Rational Irrational
Number Number Number
Number

1. -3

2.14

3.2

4.−147

5.�

6.02

7. -4

8. 59

9. 0.23

10.38
LEARNER’S MODULE IN MATHEMATICS 7 8

8
 Numbers can be represented by the coordinates of points on thenumberline. You
can add, subtract, multiply, or divide integers on a number line.

Addition of two positive numbers

Add: 3 + 2 = 5 2 units
5 units 3 units

-5 -4 -3 -2 -1 0 1 2 3 4 5

Addition of two negative numbers

Add: (-3) + (-2) = -5

5 units

2 un
3 units
its

-5 -4 -3 -2 -1 0 1 2 3 4 5

Addition of a positive and a negative number

Add: (-3) + (2) = -1

-5 -4 -3 -2 -1 0 1 2 3 4 5

Addition of number with like signs

Add: (-13) + (-5) = -18
Solution: (-13) + (-5)
= │ -13 │ + │ -5 │ Take the absolute value of each addend. = 13 + 5 Add the absolute values.
= 18 Simplify.
= -18 Use the same sign as the addends to indicate thesum.

LEARNER’S MODULE IN MATHEMATICS 7 99

Addition of numbers with unlike signs

Add: (13) + (-23) = -10
Solution: (13) + (-23)
= │ 13 │ + │ -23 │ Take the absolute value of each addend. = 23 – 13 Subtract the smaller
absolute value fromthegreaterabsolute value
= -10 Affix the sign of the greater value to the sum.
In subtracting integers, you need to understand the addition of integersand additive inverse.

Subtract: 4 – 6
= 4 – 6 This means +4 less +6.
= 4 + (-6) Change to addition; add the additive inverse. = │ 4 │ + │ -6 │ Subtract the smaller
absolute value fromthegreaterabsolute value.
= - 2 Affix the sign of the greater absolute value │ -6│.

Subtract: -14 – (-15)

= -14 – (-15) This means -14 less -15.
= -14 +[-(-15)] Change to addition; add the additive inverse; then, simplify.
= -│-14│ + │15│ Subtract the smaller absolute value fromthegreaterabsolute value.
= 1 Affix the sign of the greater absolute value │15│.

Subtract: 13 – (-23)
= 13 – (-23) This means 13 less -23.
= 13 + [-(-23)] Change to addition; add the additive inverse. = │13│ + │23│ Add both absolute
values.
= 36 Affix the sign of the absolute values.

Subtract: -15 – (21)

= -15 – (21) This means -15 less 21.
= -15 +[(-21)] Change to addition; add the additive inverse. = │-15│ + │-21│ Add the two
absolute values.
= -36 Affix the sign of the absolute values.

LEARNER’S MODULE IN MATHEMATICS 7 1010

Multiplication is a repeated addition of real numbers.
Two numbers with the same sign
To multiply two positive or two negative numbers, multiplytheir

absolute values. The product is positive. ( + ● + = + or - ● - = +)

Multiply: -3 ● (-7)
= │-3│ ● │-7│ Find the absolute values of each multiplier. = -3 ● (-7)
Multiply their absolute values.
= 21 For two numbers with the same sign, theproduct is positive.

Two numbers with different signs

To multiply a positive and a negative number, multiply their absolutevalues.
The product is negative. ( - ● + = - or + ● - = -) Multiply: 5 ● (-3)
= │5│ ● │-3│ Take the absolute values of each multiplier. = 5 ● 3 Multiply
their absolute values.
= -15 For two numbers with different signs, theproduct is negative.
 Multiplication and division are inverse operations. To solve a divisionproblem, you

must think of the related multiplication process.

Two numbers with unlike sign
To divide a positive number by a negative number, dividetheir
absolute values. The quotient is negative. ( + ÷ - = - or - ÷ + = -) Divide: (-20) ÷ 5
= -20 ÷ 5 Divide a negative number by a positivenumber. = -4 The quotient is
negative.

LEARNER’S MODULE IN MATHEMATICS 7 1111

Two numbers with like signs

To divide a positive number by a positive number, divide their absolutevalues. The quotient is
positive. ( + ÷ + = +).
Divide: (30) ÷ 6
= 30 ÷ 6 Divide positive number by a positive number. = 5 The quotient is positive.
Direction: Perform the following operations.
A. Find the sum.
1. 51 + 17 _______________
2. 7 + (-6) _______________
3. (-100) + 9 _______________
4. (-75) + (-5) _______________
5. (-88) + 7 _______________

B. Subtract the following.

1. 45 – 24 _______________
2. -27 – (-45) _______________
3. 99 – (-98) _______________
4. -14 – (21) _______________
5. -84 – (-99) _______________

C. Find the product.

1. -3 ● (-7) _______________
2. 5 ● 35 _______________
3. -2 ● (12) _______________
4. 2 ● 320 _______________
5. 9 ● (-3) _______________

D. Solve for the quotient.

1. 18 ÷ 3 _______________
2. 12 ÷ (-4) _______________
3. (-20) ÷ 5 _______________
4. 35 ÷ (-5) _______________

LEARNER’S MODULE IN MATHEMATICS 7 1212

5. (-35) ÷ (-7) _______________

A fraction is a quotient of two integers. It consists of a numerator (topnumber) and a

denominator (bottom number) which is not equal to zero.

Let us explore some examples of rational numbers and study their accompanyingdescriptions.
8 5 6
1. 1 1 1
There are rational numbers that are equivalent to whole numbers.
1 1 1
2. 2 4 3
These are rational numbers that are less than one whole.
5 4 7
3. 2 3 4
These are rational numbers that are greater than one whole.

2
1
5
2
2
4. 1
1
3
3
3
These are rational numbers with one or more fractions.

Conversion of Fractions
Fractions can be represented as mixed number or improper fraction. But how is a mixed
number converted to an improper fraction?
Analyze the procedures in the following examples about convertingmixednumbers to improper
fractions. Deduce a conclusion about the standardwayof conversion.
5
1. Convert 2
to an improper fraction.
8 Solution:
= 2 ● 8 = 16 Multiply the denominator by the wholenumber.
258 16 + 5 = 21 Add the numerator
Use the sum as the new numerator andretainthe
to product. 258 =218 denominator

LEARNER’S MODULE IN MATHEMATICS 7 1313

34
2. Convert 3to a mixed number.

Apply long division to find the

Since the remainder is 1, divideit by
whole number (the quotient) and
the divisor (3) as fractional part
the remainder.

1
which is
Solution: 3.

34
1
3 = 11
3
Thus, the quotient will be thewholenumber, the
remainder will bethenumerator, and the divisor
will bethe denominator.

A. Convert the following mixed

B. Convert the following
numbers to improper fractions. 3 2. 12
1. 5 improper fractions tomixednumbers.
79
7 =___________ 5 1. 11 =___________
 8 =___________
9 3. 9 73
2. 19 =___________

10 =___________
147
3.

23 =___________
Rule in Adding Similar Fractions
If �� and�� are rational numbers, then their sum is defined by the expression� �
+�� =�+� �.

LEARNER’S MODULE IN MATHEMATICS 7 1414

Below are examples of adding fractions with common

denominators. Analyzetheprocedures and reduce your own conclusion.
2 1 3 Add the numerators andretainthe
1. 13 + 13 = 13 denominator.

5 7 12 3 Add the numerator andretainthe

2. 8 + 8 = 8 = 2 denominator. Reduce therational
number by cancelling commonfactors.

3. 257 + 3
4
 19 25 44 Convert the mixed numbers into
7= 7+ 7= 7 improper fractions. Add the
numeratorsand retain the denominator. It is more
convenient to use improper fractions
than mixed numbers whenadding
fractions.

Rule in Adding Dissimilar Fractions

If �� and�� are rational numbers, then the sum is defined by the expression� �
+�� =��+�� ��.

Below are examples of adding rational numbers with

different denominators. Analyze the procedures.
1. 27+35 =5●2 + (7●3) =4432
7●5
10+21 =118
= Multiply the denominators. Cross multiply the
35
denominators andnumerators; add the product
=3135 andwritethe sum as numerator.
2 5 8●2 + (5●3)
2. 3+ 8=
3●8 Multiply the denominators. Cross multiply the
16+15 denominators andnumerators; add the product
=
24 andwritethe sum as numerator. When
=3124 multiplying, you will find it moreconvenient to
use improper fractionsthan mixed numbers.

Multiply the denominators. Cross multiply the

3●8 + (4●5)
3 5
denominators andnumerators; add the product
3. 4+ 8 =
4●8
andwritethe sum as numerator.
24+20
Reducetherational number by
= cancellingcommonfactors.
32

LEARNER’S MODULE IN MATHEMATICS 7 1515

 Rule in Subtracting Similar Fractions
If �� and�� are rational numbers, then the difference is defined by the expression� �
+�� =�+� �.

Below are examples of subtracting rational numbers with common denominators. Find
out the rules in subtracting similar fractions.
9 6 3 Subtract the numerators andretainthe
1. 17 − 17 = 17 denominator.

5 11 6 1 Subtract the numerators andretainthe

2. 12 − 12 =− 12 =− 2 denominator. Reduce
therational number by cancelling
commonfactors.

3. 329 − 5
29 52 23 Convert the mixed numbers intoan
9 = 9 − 9 =− 9 improper fraction. Subtract the
7

numerator and retain the denominator.

Take the sign of the subtrahend. When
subtracting, you will findit more
convenient to use improper fractions
than mixed numbers.

Rules in Subtracting Dissimilar Fractions

If �� and�� are rational numbers, then the difference is defined by the expression� �
−�� =��−�� ��.

Below are examples of subtracting rational numbers with different denominators.

7●3 − (5●2)
Multiply the denominators. Cross
3 2
1. 5− 7=
7●5 =
21−10 as the numerator.
35

=1135
multiply the denominators andnumerators,
subtract the products, andwrite the difference Multiply the denominators. Cross
 2 7 2●8 − (3●7)
2. 3− 8=
3●8 multiply the denominators and

LEARNER’S MODULE IN MATHEMATICS 7 1616

=16−21 24 numerators, subtract the products, takethe

sign of the number withgreater
= −524
value, and write the differenceasthe
numerator.

3●8 − (4●5)
Multiply the denominators. Cross
3 5
3. 4− 8=
4●8 =
24−20 subtract the products, andwrite the difference
32
as the numerator. Reduce the rational number
=432 =18 bycancelling common factors.
multiply the denominators andnumerators,

13 8
A. Add or subtract the following rational numbers with common denominators. 1. 17 + 17 =
_____________________________________ 2. −13
−17
29 +
29 = _____________________________________ 8
3. −727 − −
27 = _____________________________________
9
4. −514+ −
14 = _____________________________________
5. 1319 +1219 −819 = _____________________________________ B. Add or subtract the following rational
numbers with different denominators. 1. 56 +79 = _____________________________________ 2. −37 + −
5
9= _____________________________________
3. 345 − 2
7
9 = _____________________________________ 4. −37 −59 = _____________________________________ 5. 4
5
+37 = _____________________________________
LEARNER’S MODULE IN MATHEMATICS 7 1717
 Multiplication of Rational Numbers
If �� and�� are rational numbers, then the product is defined by the expression� �
��
�= ��.
�

Analyze the following examples in multiplying rational numbers. 1. Find

.
the product of 34and57 Solution
4●7 =
15
28Multiply all numerators andall
3●5 denominators.
= 2

2. Find the product of 8 and

.
5 Solution
8
=8125Convert the whole number into a fraction:
1.

1●5 = 5Then,
16
multiply all numerators andall
8●2 denominators.
=
.
3. Find the product of − −29 and −37 Solution
3●3 − 7Factor
3
each fraction.
2
=−
=23 −17Cancel common factors. =23 −17 =−221Multiply all numerators andall denominators.
Division of Rational Numbers
If �� and�� are rational numbers, then the quotient is defined by the expression� �÷�� =��
●�� =�� ��.

LEARNER’S MODULE IN MATHEMATICS 7 1818

Analyze how the multiplicative inverse is applied in the division process. 1

1. 4 ÷
3
Solution
=4131Find the multiplicative inverse of the divisor. Then, multiply the numerators
andthe
121
= = 12
denominators.

5 7
2. 8÷ 6
Solution
=5867Find the multiplicative inverse of the divisor.
=5 Factor the rational numbers.
2●3
2●4
7
=5437Cancel common factors.
=1528Multiply the numerators and the denominators. 3. 237÷ 1
2
3
Solution
Convert mixed rational numbers to improper
=177÷53 rational numbers. =17735Find the
multiplicative inverse of the divisor. =5135Multiply the numerators and the denominators.

4. −37÷27
Solution
= −37÷27Simplify the divisor.
= −3772Find the multiplicative inverse of the divisor. = −3112Cancel common factors.
= −3112 =−32Multiply the numerators and the denominators.
LEARNER’S MODULE IN MATHEMATICS 7 1919

A. Find the product of the following:

1. 78●29 = _____________________________________
2. 34●57 = _____________________________________
3. 315 ● 414 = _____________________________________
4. 29● −
3
7= _____________________________________
2
23

7● −
5. 14 −

6 = _____________________________________

B. Find the quotient of the following:

5 7
1. 8÷ 6 = _____________________________________
1
2. 4 ÷
3 = _____________________________________
3. 237÷ 1
2
3= _____________________________________
4. −37÷27 = _____________________________________
5. − −525÷ −334 = _____________________________________
 Writing big numbers
may be difficult at times. It may not beeasytoaccount for the number of people who attend big

gatherings, such as concerts.

When you say that a football stadium can seat over 100 000 people, youcanwritethat number
in several ways as follows:
10 x 10 000
10 x 10 x 1 000
10 x 10 x 10 x 100
10 x 10 x 10 x 10 x 10
Still another way to write 100 000 is by using an exponent. An exponentshows how many
times a number, called the base, is used as a factor.

LEARNER’S MODULE IN MATHEMATICS 7 2020

Exponent Form Read as Value

101 The first power of 10 10

10 Ten squared or the second power of 10 100

10 x 10 Ten cubed or the third power of 10 1

000

In the previous lessons, you have learned to multiply integers. Considerthese

products of repeated numbers as factors and the powers of signednumbers. Analyze and
deduce conclusions about repeated multiplication.

Repeated Multiplication Product Exponent

1. (+3)(+3) = 9 = 3 2

2. (-3)(-3) = 9 = (-3 2)

3. –(3)(3) = -9 = -(3 2)

4. (-3)(-3)(-3) = -27 = (-3) 3

1 1 1 1 1
5. 3 3 3 = 27 = 33

Root of a Number
�
The symbol
� is a radical sign which indicates the k
th
root of anumber
(n). The number inside the radical sign (n) is called the radicand. Thecombination of a
radical sign and radicand is called the radical (� �). When � is an integer, the number n
is called perfect square. Belowareexamples of � with corresponding perfect squares.
Analyze the patternof extracting the square root of perfect squares.
� Factors Perfect Squares Square Roots 1. 4 2 ● 2 22= (-2)
2 =4
4 =+2

2. 16 2●2●2●2 42 = (-4)
2 = 16
16 =+4
 3. 64 2●2●2●2●2●2 82 = (-8)
2 = 64
64 =+8

Cube Root of a Number

The cube root of n is equal to a3 � = � , where n is the radicand, 3istheindex, and a is
called the cube root. It means that n is the product of thriceof a.

However, you can extract the cube roots of negative numbers. For

instance, 3 −64 = -4 because (-4)

3
= - 64. For the same reason, youcan
3
= -27; hence, 3 −27
extract any odd root of a negative number: For instance (-3) = -3. Likewise,
-3 is the cube root of -27. As (-3)
3
= -27; hence, -3 is thecuberoot
of -27. Likewise, - � indicates the negative square root of n.

LEARNER’S MODULE IN MATHEMATICS 7 2121

Study the following examples.

� Perfect Cubes 1. 3 −125 (-5)3 = (-5)(-5)(-5) 2. 3 −216 (-6)3 = (-6)(-6)(-6) 3. 3 −729 (-9)3 = (-9)(-9)(-

9) 4. 3 −2 197 (-13)3 = (-13)(-13)(-13) 5. 3 − 3 375 (-15)3 = (-15)(-15)(-15)

A. Expand each item.

1. (-3)
2
= ___________________________________ 2. -6
2
= ___________________________________ 3. (-9)
3
= ___________________________________ 3 = ___________________________________
1
4. –
3

5. −125 = ___________________________________

B. Find the square root of each item.

1. 169 = ___________________________________ 2. 529 = ___________________________________

C. Find the cube root of each item 1. 3 343 = ___________________________________

2. 3 729 = ___________________________________ 3. 3 1 000 = ___________________________________
LEARNER’S MODULE IN MATHEMATICS 7 2222

Evaluating arithmetic expressions must follow an order of operationscalled PEMDAS, which

stands for Parenthesis, Exponents, Multiplication, Division, Addition, and Subtraction. The
following sequence details theorder that must be followed.

1. Perform the operations inside the parenthesis first;

2. Evaluate the exponents;
3. Perform multiplication and division from left to right; and 4. Perform addition and
subtraction from left to right.
Study some examples on the following page. Analyze the solutions for eachitem. See how the
PEMDAS rule is applied.
1. Simplify: 6 +2Solution (5 + 1)
= 6 + (5 + 1)2= 6 + (6)
2

= 6 + 36 = 42
Simplify the equation inside the parenthesis.
Evaluate the exponent.
Perform addition.

2. Simplify: 26–2(6–3)2÷ -9
Solution
= 26–2(6–3)2÷= 26 –
Simplify the equation inside the parenthesis.
2(3)
2 -9
÷
Evaluate the exponent.
= 26 – 2(9) ÷= 26 – 18 ÷ -9 = 26
9
– (-2) = 26 + 2 = 28
-9
Perform multiplication. Perform
division. Perform subtraction.

A. Simplify each item, using PEMDAS. Write your answer before thenumber. __________ 1. 6 +
(5 + 2)
2

__________ 2. 26 – 2(6 - 3)
2
÷9
__________ 3. 4 + −1( − 2 −= 1)
2

__________ 4. 5 - 8 3 − 4 (6 − 9) ÷ 3

LEARNER’S MODULE IN MATHEMATICS 7 2323

__________ 5. 16 ÷2 8 − 3(4 − 2) + 1
__________ 6. 3 5 + 8 – 2
2
÷4 + 3
__________ 7. 60 ÷3 4 − 5(5 − 3) + 2(3 – 5)
__________ 8. [(4)(6) + 7] – 3(4 – 3)
2
÷3+4
__________ 9. 36 – 3 [5 – 3(5 – 3)] + 5(4 – 2)
__________ 10. 24 ÷2[6 – 2(4 – 3)] +2
Measurement requires the use of devices to describe certain quantities. These devices show
certain standard units. Take note that when quantitiesaremeasured, every value is considered
only as approximated value becauseof theexperimental errors that may be acquired during

measurement.
A. Instruments for Measuring Length
1. Foot rule or ruler is a common straightedge in measuring length. 2. Tape measure is a
flexible form of ruler used to measure longer length, such as those of metal bars, plastic tubes,
wood, and glass. 3. Other instruments used in measuring length are the vernier caliperand
micrometer.
B. Instruments for Measuring Mass
1. Balance uses weights to determine the weight of an object. 2. Other instruments used in
measuring mass are triple-beambalance,weighing scale and katharometer.
C. Instruments for Measuring Volume
1. Graduated Cylinder measures the volume of liquids andis usuallycalibrated in millimeters.
The standard unit used is liter.
2. Other instruments in measuring volume are measuringcups(forgrains and liquids), pipette
(for liquids), and eudiometer (for gases). D. Instruments for Measuring Temperature
1. Thermometer is derived from the Greek words thermo, meaning“warm”, and meter,
meaning “to measure”.
2. Other instruments used in measuring temperature are the pyrometer(measures extreme
temperature up to 4 000°C) and the micrometer. E. Instruments for Measuring Time
1. Clock is a device which indicates and synchronizes time.
2. Other instruments used in measuring time are the calendar, hourglass,sundial and
chronometer.

LEARNER’S MODULE IN MATHEMATICS 7 2424

Consider the algebraic expression.
 The letter z is called
a variable which can take any value.
The number 5 is considered to be a constant because it cannot bechanged.

Consider the algebraic expression.

5a3 – a
2
-14

5a2is defined as 5●a●a●a (read as 5a to the third power or 5a cubed). This whole algebraic
expression is of the third degree. Noticetheexponent of a
3
which is 3 or cubed.
This is considered to be a trinomial because it has three terms: 5a3, -a2and -14.

We can describe this algebraic expression in terms of the following: 1. The leading term is 5a
3
because it is the term that has thehighest
exponent.
2. The leading coefficient is 5 because it is the numerical coefficient of theleading term.
3. The constant term is -14 because it is the only term that does not haveanyvariable.
4. It is of the third degree(cubic) because the leading termis inthethirdpower. It will be
completely called a cubic trinomial.

Binomials and trinomials are considered as polynomials because theyconsist of more than
two terms. In contrast, the expression -4c
3
is called a monomial
because it has only one term.

LEARNER’S MODULE IN MATHEMATICS 7 2525

A. Arrange the following polynomials properly. Rewrite the terms ontheanswer line.
1. 5 – s
2
+ 6s ___________________________
2. -5y + 13 – 8y
3
+y
2
___________________________
3. f4 – 41f + 7 – 9f2 ___________________________
4. 11v
 4
f – 4 + 19v
2 3
f + 41vf2 ___________________________
5. 5 – cx
2
w + 8c
3
xw3 ___________________________

B. Analyze the following polynomials. List down the degree, number of terms, leading
term, leading coefficient, and constant term in the proper column.

Polynomial Degr Numberof

ee terms

1. 3m

2. h3 + 3h

3. 7ju

4. -5g

5. p7k + 7pk - 13
In adding and subtracting polynomials, focus on the like terms andarrangethem in decreasing
order.

1. Get the sum of two polynomials: (5 + 4k – 6u + 3d) and (–u + 7 +3d–7k). Solution: (5 + 4k –
6u + 3d) + (–u + 7 + 3d – 7k)
= (4k – 7k) + (-6u – u) + (3d + 3d) + (5 + 7)
= (-3k) + (-7u) + 6d + 12
= -3k -7u + 6d + 12
= 6d – 3k – 7u + 12

LEARNER’S MODULE IN MATHEMATICS 7 2626

2. Solve for the difference of three polynomials: (5z

2
-5z + 6z
3
), (7 – 4z +z2 +
4z3), and (-4z
3
+ 3z – 1).
Solution: (5z
2
-5z + 6z
3
) - (7 – 4z + z
2
+ 4z
3
) - (-4z
3
+ 3z – 1).
Identify the like terms and align these vertically.
6z3 + 5z
2
– 5z
- 4z
3
+z
2
- 4z + 7
- -4z
3
+ 3z – 1
Change the sign of each term of succeeding rows below the first row, andmake the operation
of all rows to addition.
6z3 + 5z
2
– 5z
+ -4z
3
-z
2
+ 4z - 7
+ 4z
3
- 3z + 1
Determine either the sum or difference of the like terms. 6z 3 + 4z
2
+ (-4z) + (-6)
Combine the remaining unlike terms, using addition or subtraction. 6z 3 + 4z
2
– 4z – 6

A. Use the rule on signed numbers and distribution of negative signs tosimplify the following
expressions.
1. 6 – (-3) _________________
2. 2d + (-6d) _________________
3. -11z – 1 + 6z _________________
4. -15 + (-11) _________________
5. 2k – (-7k) _________________
6. 6 – 5 + (-3) _________________
7. 2d + (-2) – 6d _________________
8. 5 – 11z – 1 + 6z _________________
9. -1 – 15 – (-11) _________________
10.4x – (-2k) + k _________________
 LEARNER’S
MODULE IN MATHEMATICS 7 2727

1. Solve for the product of 2g(1 – 3g + 5g2)

Solution: 2g(1 – 3g + 5g
2
)
= 2g(5g2 – 3g +1)
= 2g(5g
2
) + 2g(-3g) + 2g(1)
= 10g3 + (-6g2) + 2g
= 10g3- 6g2 + 2g
 This example
illustrates a shortcut of the distributive property calledtheFOIL method.
FL
(2x + 4)(5x + 7)=(2x)(5x) + (2x)(7) + (4)(5x) + (4)(7)
I
FOIL
O
product of the
product of the
product of the
product of the
FIRST terms
OUTER terms
INNER terms
LASTterms

Analyze the following examples.

1. Solve for (x + 5)(x + 3)
Solution:
(x + 5)(x + 3) = (x)(x) + (x)(3) + (5)(x) + (5)(3) = x
2
+ 3x + 5x + 15
=x
2
+ 8x 15

LEARNER’S MODULE IN MATHEMATICS 7 2828

2. Solve for (3x – 2)(x + 7)

Solution:
(3x – 2)(x + 7) = (3x)(x) + (3x)(7) + (-2)(x) + (-2)(7) = 3x
2
+21x – 2x – 14
= 3x
2
+ 19x – 14
Study the following examples.
1. Solve for (x + 5)2
Solution (x + 5)
2
= (x + 5)(x + 5)
= (x)
2
+ 2(x)(5) + (5)
2
=x
2
+ 10x + 25
2. Give the product of (3r – 2)2
Solution (3r – 2)
2
= (3r-2)(3r – 2)
= (3r
2
) – 2(3r) + (2)
2
= 9r
2
– 12r + 4
LEARNER’S MODULE IN MATHEMATICS 7 2929
Study the following examples.
1. Multiply (x + 4)(x – 4)
Solution (x + 4)(x – 4) = (x)
2
– (4)
2
=x
2
– 16
2. Find the product of (2m – 7)(2m + 7) Solution (2m – 7)(2m + 7) = (2m)
2
– (7)
2

= 4m2 – 49

A. Use the rule on signed numbers and distribution of negative signs tofindthe product of the
following expressions.
1. 2a(3b – 5 + 2x) ____________________
2. 6r
2
(-2 + 3r – 7r
2
) ____________________
B. Use the FOIL method to find the product.
1. (m + 9)(m – 2) ____________________
2. (2n + 3)(n – 5) ____________________
C. Perform the indicated operations.
1. (x – 4)
2
____________________
2. (b – 5)
2
____________________
D. Express each product as a binomial.
1. (w – 2)(w + 2) ____________________
2. (-m + 8)(-m – 8) ____________________
Essential Properties of Equality for Real Numbers
1. Commutative Property of Addition of Real Numbers Study the following examples.
a. 14 + 8 = 8 + 14 b. h + 11 = 11 + h c. v + w=w+vIn (a), the right – hand side of the
equation will give a sumof 22. Itsleft –hand side will also give a sum of 22. Therefore, the
equation holdstruebecause the left – hand side balances the right – hand side of the equation.

LEARNER’S MODULE IN MATHEMATICS 7 3030

2. Commutative Property of Multiplication of Real Numbers Study the following

examples.
a. 6 ● 7 = 7 ● 6 b. t ● 5 = 5 ● t c. r ● s = s ●r In (a), the right – hand side of the equation will
give a product of 42. Itsleft – hand side will also give a product of 42. From this, it can
besaidthat the equation holds true because the left – hand side is equal to theright –hand side
of the equation.
3. Associative Property of Addition of Real Numbers Find the sum of the following:
a. (6 + 1) + 4 = __________
b. 6 + (1 + 4) = __________
How do you describe the sum of (6 + 1) + 4 and 6 + (1 + 4)? Ingeneral, what do you say about
the two sums (t + r) + y and t + (r + y), for anyreal numbers such as t, r, and y?
4. Associative Property of Multiplication of Real Numbers Find the product of the
following:
a. (6 ● 2) ● 5 = __________
b. 6 ● (2 ● 5) = __________
How do you describe the product of (6 ● 2) ● 5 and 6 ● (2●5)?Ingeneral, what do you say about
the two products (j ● o) ● y andj ●(o●y), for any nonzero real numbers such as j, o, and y?

A. Using Distributive Property, write the missing term to solve thefollowingequations.

1. 7 ● 22 = 7 ● (20 + ___)
2. 17 ● 3 = (20 - ___) ● 3
3. (5 ●4) –(7●4)
= 7 ● 20 + 7 ● ___
= 20 ● 3 - ___ ● 3
=(___ - 7) ●4
= ___ + 14
= 60 - ___
=___ ●4
= ___ = ___ =___
4. (4 ● 3) – (4 ● 1) + (4 ● 8)
5. (11 ● 6) + (4 ● 6) – (15 ●6)
= 4 ● (3 - ___ + 8)
= (11 + 4 - ___) ● 6
= 4 ● ___ = ___ = ___ ● 6 = ___
 Geometry is the
branch of mathematics that deals withtherelationship and properties of different
figures such as points, lines, angles, and shapes. Geometry is learned by observing,
recognizing, anddescribing patterns and relationships among objects. This lessondeals

LEARNER’S MODULE IN MATHEMATICS 7 3131

with the different patterns discovered by people, howto recognizeanddescribe

patterns and make predictions accurately.

So by following the same pattern, the next figure (e) may be drawn. a b c d e

The visual pattern may not necessarily require adding or eliminatingparts from the
previous figure. The pattern may involve rotatingtheprevious figure to acquire the
succeeding illustration. The succeedingfigure of item number 2 is shown below.
Describe a pattern in the sequence of numbers. Predict the next threenumbers in the
given sequence.
a. 2, 5, 8, 11, 14, …
Answers: 17, 20, and 23
Reason: Each number in the series is acquired by adding3totheprevious number.
Hence, the next three numbers are 17, 20, and23. b. 2, 10, 50, 250, 1 250, … Answers:
6 250, 31 250, 156 250

Reason: Each number in the series is five times the previous number.

A. Sketch the next figure in the pattern.

1.

LEARNER’S MODULE IN MATHEMATICS 7 3232

2.

3.

4.

O O O O O OO O O O O
OOO

5.
012
123
234
120
231
342
201
312
421
B. Describe a pattern in the sequence of numbers. Determinethenext number.
1. 4, 0, -4, -8, … _______
2. 20, 15, 11, 8, … _______
3. 256, 16, 4, 2, … _______
4. 4, 12, 36, 108, … _______

5.

2, 5, 9, 14, … _______
Undefined Terms in Geometry

1. A point has no dimension and denotes an exact location. 2. A line is a

 collection of points that extend in opposite directions withoutend. It has no
dimension and no thickness and width. 3. A plane is a flat surface made up of
points and extends in two dimensions. Take note that a plane has no depth and
also extend without end.

LEARNER’S MODULE IN MATHEMATICS 7 3333

Lines and planes are named by the use of points. Points are denotedbycapital
letters. The letters of the points can be in any order. Examples: Point A, Line XY, etc.
Point Line Plane

Model ●A l T
●Y ●P
●R
●Q
●X

Description a straight linean with

arrowheadeach a shaded, slanted
at
4 – sidedfigure end

Identification a capital letter the lettersrepresenting

the letters two
points onor a three points the line
lowercasescript letter
the samelineoracapital
script letter

Symbol/Name point A line l,

lineXYorXY planePQR,
lineYXorYX planePRQ,

planeRPQ,

planeRQP,
planeQPR,
plane
planeT
 naming
not on

QRP, or

Points that lie on the same line are called collinear points,
whilepointsthat lie on the same plane are called coplanar points.
Given the figure, observe the following: 1. ●A
Points A, B, and E are collinear since they lie on
the same line. ●C ●B ●D

2. Points B, C, and D are coplanar since they lie ●E

on the same plane.
You can determine and define other important terms in Geometryfromthese
undefined terms. You can derive line segment and ray fromtheline. Consider the line
AB (AB or BA).
●
●
A
B
The line segment or segment AB (symbolized as AB) consists of theendpoints A
and B, and all points between A and B.
●A ●B

LEARNER’S MODULE IN MATHEMATICS 7 3434

The ray AB (symbolized as AB) consists of initial point (or endpoint) Aandall
points that lie on the same side of A, as point B. Ray AB (or AB) is illustratedbelow.
●A ●B

Here is another ray, which will be called Ray BA or (BA).

●A ●B
Take note that Ray AB and Ray BA are two different rays. BAcontains pointsto the
left of A, while AB does not have these points. Furthermore, the tworaysdonot have the
same initial point and extend in different directions.
 ●
●
●
A
C
B
●
●
A
C
●
●
B
C
Given AB and supposed there is a point C between the points AandB. Then CA and
CB are called opposite rays since they share common endpoint andextend to opposite
directions.

A. Decide whether the following statements are true or false. __________

1. Point F does not belong to any plane.
__________ 2. Points A, C, and G are noncollinear. ●G
__________ 3. Point D is on FC. __________ 4. A
Lines GH and HJ are coplanar. __________ 5. J●
●I
Points B, H, and J are coplanar. C ●
●E F
●B ●
● ●
●H
D
__________ 6. Rays CA and CE are opposite rays.
__________ 7. The intersection of plane ABC and DF is point H.
__________ 8. Line segment HJ is the same as HJ.
__________ 9. Line segment GH and point I lie on the same line. __________ 10.
Points D and H are collinear.

LEARNER’S MODULE IN MATHEMATICS 7 3535

 An angle is the union of two collinear or noncollinear rays with a commonendpoint. The

two rays are called the sides and the common point is calledthevertex

It is an angle whose measure is 0°. The

Kinds of Angles
and terminal side of this angle are in the same
Angles are classified according to their measure.

Acute Angle position because the initial side did not move. So L

An acute angle is an angle whose measure is greater than 0°

<JKL
but less than is<ABC
90°. a zeroisangle.
an acute angle.
Straight Angle

Right Angle
A straight angle is an angle which is 180°. The two M
It is an angle whose measure is 90°. <DEF is a right
angle. The symbol at E is used to show that m<E is sides of these angles are collinea
straight angle.
90°.

Obtuse Angle Reflex Angle

An obtuse angle measure greater than 90° but less

An angle which is greater than 180° but less than 360° is
than 180°. <GHI is an obtuse angle.
reflex angle. <PQR is a reflex angle.

Zero Angle
 LEARNER’S MODULE IN MATHEMATICS 7 3636

Any angle may be named by its

vertex. This angle can be named as
angle B or <B in symbol, or by three
letters, as <CBA o <1; or <ABC or <2.
Note that in using three letters to name
an angle, the name of the vertex must
always be in the middle.
From the given angle <ABC, addray
BD. The following angles arethus
formed.
<ABD or <1,
<CBD or <2,
<ABC or <3
In figure, <1 is equal to do unit, or the degree measure of the
angle. Theprotractor is the instrument used in measuring angles.
Many protractors havetwoscales from 0
o
to 180
o
. It can be read from left to right or fromright toleft. In
measuring an angle using the protractor, follow these steps.

Step 1
Align the protractor with one side of the angle [initial side].
Step 2
Position the center of the protractor on the vertex of the angle. Step 3
Then, read the measure of the angle on the correct scale up to theterminal side.

In the figure, the measure of an angle m<AVD = 120

o
. Study thegiven
figure. What is the measure of the m<BVD? What is m<CVD? Evaluate m<CVD+m<BVC.
Compare the sum to the measurement of m<BVD.

The answers to these questions are summarized in the Angle Addition Postulate.

LEARNER’S MODULE IN MATHEMATICS 7 3737

Postulate

Angle Addition Postulate (AAP)

If <AVC is composed of two adjacent
angles, <AVB and <BVC, then

m<AVC = m<AVB + m<BVC

A. Name ten angles in the given figure.

1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
6. _________________________
7. _________________________
8. _________________________
9. _________________________
10. _________________________

B. Find the measure of the following angles and classify each angle accordingto its
measure.

LEARNER’S MODULE IN MATHEMATICS 7 3838

 Measurement Type of Angle Measurement Type of Angle1. <AVF __________ __________ 6.
<DVE __________ __________2. <CVF __________ __________ 7. <DVF __________ __________3.
<BVE __________ __________ 8. <AVE __________ __________4. <AVC __________ __________ 9.
<BVF __________ __________5. <CVD __________ __________ 10.<AVD __________ __________
 Polygons are two – dimensional closed geometric figures borderedbythree or
more segments which are called sides. The intersections of everyendpoint of each
segment are called vertices. A segment is formedwhentwononconsecutive vertices
are connected. This is called the diagonal of thepolygon.

Classification of Polygons
There are several ways to classify polygons. One way to classify
themisbyconsidering their angle measures and the number of sides that they have.

Number of Sides Name of the Polygon Interior

AngleMeasure

3 Triangle or trigon 60°

4 Quadrilateral or tetragon 90°

5 Pentagon 108°

6 Hexagon 120°

7 Heptagon 128.571°

8 Octagon 135°

9 Nonagon or enneagon 140°

10 Decagon 144°

11 Hendecagon or 147.273°
LEARNER’S MODULE IN MATHEMATICS 7 3939

undecagon

12 Dodecagon 150°

. . .
. . .
. . .

n n - gon °
� −2 ●180�

LEARNER’S MODULE IN MATHEMATICS 7

40

Polygons whose sides are equal are called equilateral polygons, whilepolygons whose
angles are equal are called equiangular polygons. If theangle
and sides of a polygon are equal, then the polygon is called regular polygon. If the
measures of its angles or side length differ, then the polygon is calledanirregular
polygon.

Convex and Concave Polygons

 A polygon is convex if each interior angle
is less than 180°, while a polygon is
concave if one or more interior angles are
greater than 180°. A line drawn in a convex
polygon will intersect at two sides at most,
while a line drawn in a concave polygon
will intersect at more than two sides. In the
illustrations shown on the right, the triangle
and pentagon are convex polygons, while
hexagon and decagon are concave
polygons.

A. Write polygon on the first answer line if the figure refers to a polygon. Put a
cross(x), if it is not a [Link] polygons, indicate on the secondlineif they are
concave or convex.
1. _______________ _______________
1
2. _______________ _______________ 3. _______________ _______________
_______________ _______________ 4. 4
3

2
9
5. _______________ _______________
6. _______________ _______________ 7. 67
_______________ _______________
5
8. _______________ _______________
9. _______________ _______________
10
8

40

10. _______________ _______________

B. Identify the following.

__________________ 1. Polygon with 9 sides

__________________ 2. Any segment joining nonconsecutivevertices.

__________________ 3. Each interior angle is less than 180

degrees__________________ 4. Polygon with equal sides

__________________ 5. Polygon with 11 sides

__________________ 6. Polygon with 10 sides

__________________ 7. Polygon with equal interior angles __________________

8. Polygon with equal angles and equal sides__________________ 9. Polygon

with 4 sides

__________________ 10. Polygon that is both equilateral and

equiangular
 Triangles are very important to Mathematics. Find out why the triangleisthe basic
building blocks of all two – dimensional polygons. Fromtriangles, knowmore about other
geometric figures like rectangles, square, rhombuses, andparallelogram.

LEARNER’S MODULE IN MATHEMATICS 7 4141

Classification of Triangles by the Size of the Angles A
Acute Triangle ●
A triangle whose three angles are acute. If all threeangles
of a triangle measure less than 90°, it isacute triangle. an
Obtuse Triangle B●●C
A triangle that has one obtuse angle. ∆GHI isobtuse
triangle because <H is an obtuse angle. Right Triangle G●
●I
A triangle with one right angle. In other words, ifangle of a an
triangle is 90°, the triangle is atriangle.
●
Equiangular Triangle If all three angles of a triangle are O●
congruent, thetriangle is an equiangular triangle. In the H
figureon the right, ∆ABC is an equiangular triangleeach
one
interior angle measuring 60°.
right
M●●N
Classification of Triangles by the Length of the
Equilateral Triangle A triangle with three congruent sides.
●A
∆ABCequilateral triangle; at the same timeequiangular. So,
∆ABC by definition is apolygon.
shown
Isosceles Triangle A triangle that at least two congruent with
sides. Infigure shown on the left, ∆QRS is an isosceles C●●B
[Link] and RS are the legs, QS is the base. Scalene
Triangle
A triangle with no congruent sides. The figureright is a Sides
scalene triangle. B●
is an
it is also
A●
regular
●R

the
Q●

●S
L●
on the
●M
N●

LEARNER’S MODULE IN MATHEMATICS 7 42

●C
A. Classify each of the triangles below, based on the size of the angles andthelengths of the
sides.

42
 A quadrilateral is a four – sided closed geometric figure. This
polygonisformed by four segments called sides that intersect at their endpoint
whichartecalled vertices.

Classification of Quadrilaterals
Classificatio Figure Description Characteristics
n

Parallelogram AB andparallel DC are

AD Aquadrilateralwith
parallel twopairsof
AB =AD and BC are
oppositeside
that areparallel
DC,
= BC

Rectangle A, B, C, andare D
rightangles. Aparallelogra
AB││DC mwithfour
AD││BC
angles
and
Rhombus AB=BC=CD=DA Aparallelogra
mwithfour
congruent sides

Square A, B, C, andare Aparallelogram

rightangles.
D
AB=BC=CD=DA
withfour
angles andfour
congruent sides

Trapezoid AB││DC Aquadrilateralwith

onepairofoppositeparallel
sides

Kite JK=JM, KL=ML Aquadrilateralwith

<K =
twopairsofequal
adjacentsides andone
<M
pair of
oppositeequal
angles

right

right
LEARNER’S MODULE IN MATHEMATICS 7 43

43

A. Fill in the blanks with the appropriate words

1. A polygon with four sides is a ____________________.
2. A ____________ is an equilateral parallelogram.
3. A ____________ is a quadrilateral with two parallel sides are not equal. 4. A
quadrilateral with four equal sides and four equal right angle. 5. A parallelogram
with four congruent sides.
 A circle is a
plane curve that is equidistant from the given fixedpoint called the center. This shape is
not a polygon, because it does not haveavertexand corresponding sides.

Basic Parts of Circle

A radius is a segment from the center to
any point on the circle. The center of the figure segment CE, CS, and CK are
shown on the right is point C. Therefore, H
● radii of circle.
S● O ●
●C
A chord of a circle is a segment that joins any two points on the
circle. HT and SK are
●A
chords of the circle, but SK passes through ●
T●
the center. A chord that passes through the K
center is a diameter; SK is the diameter of the ● E
circle. CS and CK are two radii that
Y●
made up the diameter; therefore, the length
of the diameter of the circle is equal to
twice the length of its radius. So, d=2r.

A secant is a line that intersects a circle in two points. HA is a secant. A tangent to a circle is
a line that intersects the circle at exactly one point. Inthefigure above, OY is tangent to circle C
at point T. The point T is calledthepoint oftangency.

LEARNER’S MODULE IN MATHEMATICS 7 4444

Summary of Key Ideas

1. A circle is a plane curve that is equidistant from a given fixed point, calledcenter.
2. Any circle is named by its center.
3. The radius is a segment from the center to any point on the circle. 4. The chord of a circle is
a segment that joins any two points on the circle. 5. A chord that passes through the center is
called diameter. 6. A secant is a line that intersects a circle in two points.

7. A tangent is a line that intersects the circle at exact one point.

A. Refer to the figure shown on the right.

1. Name two radii of the small
circle X.
__________ __________
2. Name three chords on the big
circle X.
________ ________ ________
3. Name a tangent line.
__________
4. Name any diameter.
__________
5. Name any secant line.
__________

B. In the same figure, solve for the

following:
1. If HX = 20 cm, find the diameter of the big circle.

2. If the radius of the big circle is twice the radius of the small circleandCD = 6 cm, find CX,
DB, and AX.

C. Find the diameter of a circle with the given radius.

1. 14 mm ________________

2. 7.5 cm ________________

LEARNER’S MODULE IN MATHEMATICS 7 4545

3. 3.5 cm ________________

4. 32.5 m ________________

5. 12.6 cm ________________

ACTIVITY: Write True if the statement is correct and False if it is incorrect. ______ 1. A diameter

is a chord that contains the center of the circle. ______ 2. Arc is a broken part of a circle.

______ 3. All radii of the same circle are congruent.

______ 4. The circumference of a circle is the distance aroundthecircle. ______ 5. A chord never

passes through the center.

______ 6. A diameter is twice as long as the radius.

______ 7. All diameters intersect at one point.

______ 8. All chords have the same length.

______ 9. A radius is a chord.

______10. The center of the circle is in the circle.

Measures of central tendency are measures of location within a distribution. They summarize,
in a single value, the one score that best describesthecentrality of the data. There are many
scores in any data set. Nevertheless, onescore is most representative of the entire set of
scores. This is the measureof central tendency.

The Mean

The mean is the arithmetic average. To know the average score in a classtest, add up all
students’ score and divide by the number of students in the class. Theformula in computing
the mean is given below.

LEARNER’S MODULE IN MATHEMATICS 7 4646

−
where � = mean
−
� = �
=sum
X = raw score, and
�
N = number of cases

To use the formula, simply add up all the raw scores (X) and dividebythenumber of cases (N).
Whenever you divide anything by the number of cases, youget an average of the data you are
dividing. Of the three measure of central tendency, the mean is the most stable. That is, if
many samples of the samesizeare drawn from the same population and calculated, the mean
wouldnoylikelyvary much from sample to sample. However, this cannot be true for all cases,
asin data set with more extreme values.

Consider nine members of the basketball team who scored the followingnumberof points.

2, 2, 5, 7, 8, 9, 12, 15, 21
Using the formula to solve the mean:
���� = �
�

���� = 2+2+5+7+8+9+12+15+21
9
81
���� =
9
���� = 9

The mean is computed and the result is 9.

The Median

The median is the middle number of a data set arranged in ascendingorder. When the data are
arranged in order, the number of values less than or equal tothe median is equal to the
number of values greater than or equal to themedian.

Consider nine members of the basketball team who scored the followingnumberof points.
2, 2, 5, 7, 8, 9, 12, 15, 21

The numbers of players are 9 or 4 + 1 + 4. Therefore, enumerate the four scoresbelow the
median, the median, and four scores above the median.

2, 2, 5, 7, 8 9, 12, 15, 21

scores less than the median scores greater than themedianmedian

Note that the number of data values is odd and can be written as 2(4) +1. Themedian is the
(4+1) or 5
th
value from either end of the distribution. Themedian
number of points is 8.

LEARNER’S MODULE IN MATHEMATICS 7 4747

When the number of values in a set of data is even, then the medianistheaverage of the two
middle values. For example, eight members of a basketball team played in a game and scored
the following points:

4, 6, 6, 7, 11, 12, 18, 20

Separate the eight data values into two groups of 4 values.

4, 6, 6, 7 11, 12, 18, 20

Note that the two middle data are 7 and 11. The median is computed as follows:
7+11
18
2= 2= 9
Median =

The Mode

The mode is the value or values that occur most frequently in a set of data. If two or more
values appear with the same frequency, each value is a mode. Thedownside to using the mode
as a measure of central tendency is that a set of datamay have no mode, or it may have more
than one mode. However, the sameset of data will have only one mean and only one median.

The word modal is often used when referring to the mode of a data set. • If adataset has only
one value that occurs most often, the set is called unimodal. • Adataset that has two values
that occur with the same greatest frequency is referredtoas bimodal. • When a set of data has
more than two values that occur withthesame greatest frequency, the set is called
multimodal.

Example: In the set of numbers –

3, 4, 5, 5, 6, 6, 6, 6, 7, 7, 8, 10

The number that occurs most frequently is 6. Therefore, 6 is the mode for thisset of data.

A data set may have more than one mode. For example, in the set of numbers3, 4, 5, 5, 5, 5,

6, 6, 6, 6, 7, 7, 8, 10

The numbers 5 and 6 occurs four times, more frequently than any other number. Therefore, 5
and 6 are the modes for this set of data. The set of data is saidtobebimodal.

Quartiles

When a set of data is listed in ascending order, the median separates thedataintotwo parts.
The quartiles separate the data into four equal parts. Tofindthe

LEARNER’S MODULE IN MATHEMATICS 7 4848

quartiles, first separate the data into two equal parts and then, separateeachof these
parts into two equal parts.

Example: The grades of 20 students in a Math test are shown below: 58, 60, 65,

70, 72, 75, 76, 80, 81, 83, 84, 85, 87, 88, 88, 90, 93, 95, 98

th
Since there are 20 grades, the median is the average of the 10 and the 11th grade.

58, 60, 65, 70, 72, 76, 80, 80, 81 83, 84, 85, 88, 88, 90, 93, 95, 98

Lower half Upper half

81+83

2= 82
Median =

Now, separate each half into two. Find the median of the two lower
quartersandthe median of the two upper quarters.

58, 60, 65, 70, 72 75, 76, 80, 80, 81 83, 84, 85, 87, 88 88, 90, 93, 95,98

Median = 73.5 Median = 82 Median = 88 The numbers 73.5, 82, and 88 are the quartiles for

this data.

One quarter of the grades are less than or equal to 73.5. Therefore, 73.5isthefirst quartile
(Q1) or the lower quartile.

Two quarters of the grades are less than or equal to 82, hence, it is calledthesecond quartile
(Q2). The second quartile is always the median.

Three quarters of the grades are less than or equal to 88. Hence, 88 is thethirdquartile (Q3)
or the upper quartile.
A. Find the mean, median, mode of the following sets of data: 1. 19, 21, 18, 17, 18, 22, 46
2. 9, 8, 15, 8, 20
3. 36, 38, 33, 34, 32, 30, 34, 35
4. 4 000, 2 200, 3 500, 4 200, 3 800, 4 200
5. 14, 14, 10, 12, 11, 13, 11, 11, 14, 10, 13, 8

B. Directions: Identify if the following set of numbers are unimodal, bimodal. ormultimodal.
Write your answer on the blank provided before each number.

LEARNER’S MODULE IN MATHEMATICS 7 4949

__________________________ 1. 9, 8, 11, 20, 11, 25, 26, 28, 10 __________________________ 2.

15, 10, 87, 25, 23, 10, 15, 11, 13, 2 __________________________ 3. 4, 12, 85, 25, 26, 12, 22,
42, 32, 122 __________________________ 4. 52, 54, 50, 56, 54, 59, 50, 58, 57, 53
__________________________ 5. 25, 25, 26, 23, 27, 23, 26, 27, 28, 29, 32, 28
LEARNER’S MODULE IN MATHEMATICS 7 50

50