St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

June 8, 2020

Dear Parents/ Guardians:

Warm Paulinian Greetings!

It’s been a while and I pray that your family is safe and healthy!

It has always been our mission at St. Paul University Philippines to provide our students with quality
Catholic Paulinian education. In this time of pandemic, we will continue to do so- but now in a
different way- as we transition into the new normal.

For the fourth quarter of School Year 2019-2020, we will take a systematic path and employ a very
manageable approach in administering class instruction. Over the past few weeks, teachers have been
working diligently on their Dynamic Instructional Plans (DIPs) which will be delivered to all the
learners to ensure continuity of learning.

On the succeeding pages, you will find the fourth quarter learning targets of Advanced Mathematics
(Number Theory). All learning tasks of the subject are anchored on the learning competencies your
child needs to master. Since these tasks are to be done at home, I ask that you take time to assist/guide
your child to assure his/her success of education.

Please do also take note that all accomplished tasks may be sent through email, messenger, other
social media platform, or be brought to the designated drop boxes strategically situated at the
university’s pedestrian gate.

I am fully aware that these difficult times are having a significant impact on you, your family, and the
school and so we will remain in constant communication with you and will be available for questions
during this transition. We are confident we can move into this new normal together.

Thank you and looking forward to seeing the accomplishment your child will create. I fervently pray
that we will all be blessed and that we will overcome all the difficulties during this time of
uncertainty. Let us continuously pray and work together, all for the greater glory of God!

Sincerely yours in Christ,

MR. JEROME V. MAPE

09756563633
MS. JAYNELYN O. YASTO
09555472495
 St. Paul University
Philippines Tuguegarao
City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III
ACCREDITED ISO CERTIFIED

DYNAMIC INSTRUCTIONAL PLAN

(SPECIAL EDITION)

ADVANCED MATHEMATICS
(NUMBER THEORY)
GRADE 8

FOURTH QUARTER

Prepared by: Checked and Reviewed by:

JANETTE T. FERMIN,
MR. JEROME V. MAPE DME
MS. JAYNELYN O. YASTO Subject Team Leader
Subject teachers

Approved by:

MRS. GLENDA P. CARONAN

Principal
 St. Paul University
Philippines
Tuguegarao City,
Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III
ACCREDITED ISO CERTIFIED

MODULE 1: WORD-PROBLEMS INVOLVING GCF AND LCM

INTRODUCTION:
In the previous quarters, you have learned the concepts of greatest common factor and
least common multiple. The different methods on how to find the two were also discussed. In this
module, you will learn to apply these concepts in real-life situations by means of solving worded
problems. Illustrative examples will be given for further understanding.

OBJECTIVES:
This module is designed for you to:
1. recall the definition of greatest common factor and least common
multiple; 2. solve the gcf and lcm of two or more numbers using different
methods; and
3. solve word-problems involving gcf and lcm.

LESSON PROPER/DISCUSSION:

Let’s recall what is greatest common factor and least common multiple.

1. Factors are numbers we multiply together to get another number.

Ex. 5 x 9 = 45, 5 and 9 are factors.

2. Common factors are numbers that are the same for two or more numbers.

Ex. 5 x 9 = 45
4 x 9 = 36, 9 is the common factor of the numbers 45 and 36.

3. Greatest Common Factor is the highest number that divides exactly two or more numbers. The
process in finding the largest factor of two or more numbers.

Now, in finding the greatest common factor of two or more numbers, we use any of the three
methods below.

3 METHODS:

1. LISTING METHOD
2. PRIME FACTORIZATION
3. DECOMPOSITION METHOD

1. LISTING METHOD

Steps:
1. List all the factors of each number.
2. Look for factors that both lists have in common 3. Pick out the largest factor
that both lists have in common.
EXAMPLES:

Find the greatest common factor of the following numbers (use the listing method).

1. 18 and 36 2. 12, 18, and 60

SOLUTIONS:

1. 18 - 1, 2, 3, 6, 9, 18
36 - 1, 2, 3, 4, 6, 9, 12, 18, 36
GCF = 18

2. 12 - 1, 2, 3, 4, 6, 12
18 - 1, 2, 3, 6, 9, 18
60 - 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
GCF = 6

2. PRIME FACTORIZATION

Steps:
1. List the prime factors of each number.
2. Multiply those factors both numbers have in common.
3. If there are no common prime factors, the gcf is 1.

EXAMPLES:

Find the greatest common factor of the following numbers (use the prime factorization).

1. 10 and 40 2. 12, 24, and 48

SOLUTIONS:

1. 10 - 2, 5
40 - 2, 5, 2, 2
GCF = 2 x 5

GCF = 10

2. 12 - 2, 2, 3
24 - 2, 2, 3, 2
48 - 2, 2, 3, 2, 2
GCF = 2 x 2 x 3
GCF = 12

3. DECOMPOSITION METHOD

Steps:
1. Find the smallest prime number which divides the numbers without remainder.
2. Divide again the quotients by the smallest prime number and repeat the process until the quotients
are no longer divisible by a prime number.

EXAMPLES:

Find the greatest common factor of the following numbers (use the decomposition method).
 1. 32 and 48 2. 24, 52, and 60

SOLUTIONS:

1. 2 32 48 GCF = 2 x 2 x 2 x 2
GCF = 16
2 16 24
2. 2 24 52 60 GCF = 2 x 2 GCF = 4
2 8 12

2 4 6

2 3

2 12 26 30 6

13 15

WORD-PROBLEMS INVOLVING GCF

In solving word-problems, you need to:

a. analyze the problem

b. identify the given and the unknown and
c. devise a plan to answer the problem

Word-problems involving GCF, may ask the following:

a. to split or divide into small parts

b. to determine the number of people invited for something
c. to equally distribute set of things into groups
d. to find the number of arrangements of different types of items
e. to make an arrangement into rows or columns

Key words for GCF:

a. greatest
b. largest
c. maximum
d. dividing something
e. cutting something into pieces

Examples:

1. Mrs. Villar is planting 50 mango trees and 30 banana trees in rows. She wants to mix the mango
and banana trees in rows and wants each row to be the same. What is the maximum number of trees
she can plant per row?

Solutions:

1. What is asked?
-the maximum number of trees she can plant in each row

2. What are the given? -50 mango and 30 banana trees

3. What is the plan?

-find the GCF (clue: maximum)

In finding the GCF, you can use any of the three methods.

By listing,

30 - 1, 2, 3, 5, 6, 10, 15, 30
50 - 1, 2, 5, 10, 25, 50
GCF = 10

So, she will have 10 trees per row

(5 mango trees and 3 banana trees)

2. Teacher Covid has 120 pieces of papers and 30 pens to give to his students. What is the largest
number number of students he can have in his class so that each student gets equal number of pens
and equal number of papers? Solutions:

1. What is asked?
-largest number number of students he can have in his class so that each student gets equal number of
pens and equal number of papers

2. What are the given? -120 pieces of papers and 30 pens

3. What is the plan?

-find the GCF (clue: largest)

In finding the GCF, you can use any of the three methods.

By prime factorization,

30 - 2, 3, 5
120 - 2, 3, 5, 2, 2
GCF = 2 x 3 x 5
GCF = 30

So, he can have 30 students in his class

(1 pen and 4 pieces of paper)

3. Catriona has two pieces of cloth. One piece is 72 inches wide and the other piece is 90 inches wide.
She wants to cut both pieces into strips of equal width that are as wide as possible. How wide should
she cut the strips?

Solutions:

1. What is asked?
-how wide should she cut the strips

2. What are the given?

-one piece of cloth is 72 inches wide and the other one is 90 inches wide

3. What is the plan?

-find the GCF (clue: cutting or dividing into smaller pieces)

Solutions:

In finding the GCF, you can use any of the three methods. By decomposition method,
2 72 90 GCF=2x2x3x3

2 36 45

3 12 15

3 4 5
 GCF=18

Each piece should be 18 inches wide.

MORE EXAMPLES:

4. Ms. Stephen has collected 91 U.S. stamps and 98 Philippines stamps. She wants to display them in
identical groups of U.S. and Philippines with no stamps left over. What is the greatest number of
groups she can display them in? Ans. 7 groups

5. Mang Kepweng has 42 liters of blue paint, 28 liters of red paint and 56 liters of white paint. He
wants to sell paints by filling the three paints in tins of equal volumes. What is the greatest volume
of such a tin? Ans. 14 liters

6. Teacher Aira is organizing her classroom supplies. She has 45 markers, 60 rulers and 30 glue
sticks. What is the maximum number of baskets Teacher Aira can make by using all the supplies?
Ans. 15 baskets

WORD-PROBLEMS INVOLVING LCM

Multiple -a multiple of a number is that number multiplied by an integer

Example: The multiples of 7 are 7 (7 x 1), 14 (7 x 2), 21 (7 x 3)...

Least Common Multiple - is the smallest multiple both two or more numbers have in common

3 METHODS:

1. LISTING METHOD
2. PRIME FACTORIZATION
3. DECOMPOSITION METHOD

1. LISTING METHOD

Steps:
1. List the multiples of each number.
2. Pick out the smallest multiple that both lists have in common.

EXAMPLES:

Find the least common factor of the following numbers (use the listing method).

1. 6 and 15 2.

14, 21, and 28

SOLUTIONS:

1. 6 - 6, 12, 18, 24, 30, 36, 42, ...

15 - 15, 30, 45, 60, 75, 90, 105, ...
LCM = 30

2. 14 - 14, 28, 42, 56, 70, 84, 98, ...

21 - 21, 42, 63, 84, 105, ...
28 - 28, 56, 84, 112, 140, ...
LCM = 84

2. PRIME FACTORIZATION

Steps:

1. List the prime factors

2. Multiply each factor that greatest number of times it occurs in either number.

EXAMPLES:

Find the least common factor of the following numbers (use the prime factorization).

1. 9 and 15 2.

24, 48, and 72

SOLUTIONS:

1. 9 - 3
15 - 3, 5
LCM = 3 x 5
LCM = 15

2. 24 - 2, 2, 2, 3
48 - 2, 2, 2, 3, 2
72 - 2, 2, 2, 3, 3
LCM = 2 x 2 x 2 x 3 x 2 x 3
LCM = 144

3. DECOMPOSITION METHOD

Steps:

a. write the given numbers in a horizontal line.

b. divide by a suitable prime number which exactly divides at least two of the given numbers.

c. put the quotient directly under the number in the next row. If the number is not divided exactly,
bring it down.

d. continue the process of step 2 and 3 until all co-prime numbers are left in the last row.

e. multiply all the prime numbers by which we have divided and the co-prime numbers left in the last
row.

EXAMPLES:

Find the least common factor of the following numbers (use the decomposition method).

1. 12 and 48
2. 14, 21, and 28

SOLUTIONS:

1. 2 12 48 LCM = 2 x 2 x 3 x 2 x 1 x 2
LCM
6 24 = 48 2

3 12 3

1 4 2

1 2

2. 7 14 21 28 LCM = 7 x 2 x 1 x 3 x 2
LCM = 84
2 3 4 2
1 3 2

WORD-PROBLEMS INVOLVING LCM

In solving word-problems, you need to:

a. analyze the problem

b. identify the given and the unknown and
c. devise a plan to answer the problem

Word-problems involving LCM, may ask the following:

a. event that is or will be repeating over and over

b. to purchase or get multiple items in order to have enough
c. to figure out when something will happen again at the same time

Key words for LCM:

a. smallest
b. minimum
c. repeated over and over
d. least
e. multiple items
f. when both will meet again
g. when both will be equal

Examples:

1. Kin exercises every 12 days and Kat exercises every 8 days. Kin and Kat both exercised today.
How many days will it be until they exercise together again?

Solutions:

1. What is asked?
-How many days will it be until they exercise together again

2. What are the given?

- Kin exercises every 12 days and Kat exercises every 8 days

3. What is the plan?

-find the LCM (clue: together again)

In finding the LCM, you can use any of the three methods.

By listing,
8 - 8, 16, 24, 32, 40
12 - 12, 24, 36, 48
LCM = 24

So, the two will exercise together after 24 days.

2. Six bells commence tolling together and toll at intervals of 2, 4, 6, 8, 10, and 12 seconds,
respectively. In 30 minutes, how many times do they toll together? (excluding the one at the start)

Solutions:2 2
4 - 2, 2
6 - 2, 3

1. What is asked?
-In 30 minutes, how many times do the six bells toll together?

2. What are the given?

-Six bells commence tolling together and toll at intervals of 2, 4, 6, 8, 10, and 12 seconds,
respectively.

3. What is the plan?

-find the LCM (clue: tolling together)

In finding the LCM, you can use any of the three methods.

By prime factorization,

8 - 2, 2, 2
10 - 2, 5
12 - 2, 2, 3

LCM = 2 x 2 x 3 x 2 x 5 = 120 seconds = 2 minutes

So, every 2 minutes, all bells toll together. In 30 minutes, they will toll together 15 times (30
min/2min)

3. Find the least number of soldiers in a regiment such that they stand in rows of 15, 20, 25 and form
a perfect square.

Solutions:

1. What is asked?
-least number of soldiers in a regiment such that they stand in rows of 15, 20, 25 and form a perfect
square

2. What are the given?

-rows of 15, 20, 25 and form a perfect square

3. What is the plan?

-find the LCM (clue: least)

In finding the LCM, you can use any of the three methods.

By decomposition method,

5 15 20 25 LCM = 5 x 2 x 3 x 2 x 5
LCM = 300
2 3 4 5

3 2 5

So, 300 soldiers are needed such that they can stand in rows of 15, 20, and 25.
But it has to form a perfect square (as per the question).

To form a perfect square, we have to multiply 300 by 3. Then, it is 900 which is a perfect square.
Hence, the least number of soldiers required is 900.

MORE EXAMPLES

4. Two neon signs are turned on at the same time. Both signs blink as they are turned on. One sign
blinks every 27 seconds. The other sign blinks every 36 seconds. In how many seconds will they
blink together again. Ans. 108 seconds

5. Matthew goes hiking every 32 days and swimming every 56 days. He did both kinds of exercises
today. How many days from now will he go both hiking and swimming? Ans. 224 days

6. Two bikers are riding a circular path. The first rider completes a round in 39 seconds. The second
rider completes a round in 26 seconds. If they both started at the same place and time and go in the
same direction, after how many seconds will they meet again at the starting point?
Ans. 78 seconds

FORMATIVE ASSESSMENT

Now, it is your turn to try these out! This formative assessment aims to help you practice the
skills you have acquired from the module. It will further help you master the concepts and skills, thus
prepares you for the summative assessment.

Directions: Problem Solving: Give what is/are being asked in each problem.

1. Auntie Quora is preparing dinner plates. She has 60 pieces of chicken and 72 rolls. If she
wants to make all the plates identical without any food left over, what is the greatest number of plates
she can prepare?

2. Amalia baked 48 oatmeal cookies and 72 chocolate chip cookies to package in plastic
containers for her friends. She wants to divide the cookies into identical containers so that each
container has the same number of each kind of cookie. If she wants each container to have the
greatest number of cookies possible, how many plastic containers does she need?

3. Uganda has a watering schedule for her plants. Her daisies get watered every 9 days while her
cacti get watered every 15 days. If she watered both sets of plants today, in how many days will be
the next time she has to water both sets?

4. Boxes that are 20 inches tall are being stacked next to boxes that are 56 inches tall. What is the
shortest height at which the two stacks will be the same height?
Note: After answering the 4 items, check your work by comparing your answers to the answer key at
the end of the module. For items which are incorrectly answered, try working on them again until you
will get the correct answer.

SUMMATIVE ASSESSMENT

At this point, you are now ready to take the summative assessment for module 1. Place your
answers on a whole sheet of paper. Show complete solution. (20 points)

Directions: Problem Solving: Give what is/are being asked in each problem.

1. The choir director of Saint Anthony University wants to divide the choir into smaller groups.
There are 56 sopranos, 32 tenors, and 48 altos. Each group will have the same number of each type of
voice. What is the greatest number of groups that can be formed?

2. Cedric is campaining for class president and plans to distribute some campaign materials: 98
flyers and 91 buttons. He wants each classroom to receive an identical set of campaign materials
without having any materials left over. What is the greatest number of classrooms Cedric can
distribute material to?

3. Kuya boy is printing white and black forms. He notices that 48 white forms fit on a page and
56 black forms fit on a page. If he wants to print exact the same number of white and black forms,
what is the minimum number of each form that he could print?

4. Mr. Guidicelli smiles at her wife, Ms. Guidicelli, every 32 seconds while Ms Guidicelli smiles
back every 56 seconds. When will both husband and wife smile at each other at the same time?

CONGRATULATIONS! YOU HAVE COMPLETED MODULE 1!

FORMATIVE ASSESSMENT (ANSWER KEY)

1. 12 plates
2. 24 containers
3. 45 days
4. 280 inches
 St. Paul University
Philippines
Tuguegarao City, Cagayan
3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

MODULE 2: WORD-PROBLEMS INVOLVING DIVISIBILITY RULES

INTRODUCTION:
In the previous quarters, you have learned the different rules in divisibility. These
rules are of great help in finding factors and multiples of certain numbers. Also, these rules help you in
performing the division process quickly. In this module, you will learn to apply the said rules in real-
life situations by means of solving worded problems. Illustrative examples will be given for further
understanding.

OBJECTIVES:
This module is designed for you to:
1. recall the definition of divisibility;
2. recall the divisibility rules; and
3. solve word-problems involving divisibility rules.

LESSON PROPER/DISCUSSION:

Let’s recall what is all about divisibility and its rules.

“Divisible by” means, if you divide one number by another, the result is a whole number WITHOUT
a remainder.

Example: 100 divided by 25 is equal to 4. We can say then that 100 is divisible by 25 because the
result is 4 which is a whole number and has no remainder.
DIVISIBILITY RULES are rules in testing whether one number is divisible by another without
having too much calculation or using the long division.

EXAMPLES: DIVISIBILITY RULE for 2

1. 84
2. 120
3. 258
All of the given numbers end with even number.

EXAMPLES: DIVISIBILITY RULE for 3

1. 39 (3 + 9 = 12)
2. 54 (5 + 5 = 9)
3. 357 (3 + 5 + 7 = 15)
The sum of the digits of all the numbers is divisible by 3. Therefore, the original numbers are
divisible by 3.

EXAMPLES: DIVISIBILITY RULE for 4

1. 48 (48 / 4 = 12)
2. 244 (44 / 4 = 11)
3. 580 (80 / 4 = 20)
The last two digits of each number is divisible by 4 so, numbers given are all divisible by 4.

EXAMPLES: DIVISIBILITY RULE for 5

1. 590
2. 1,365
3. 54,545
All numbers end with 0 or 5.

EXAMPLES: DIVISIBILITY RULE for 6

1. 24
2. 52
3. 420
All numbers are both divisble by 2 and 3.

EXAMPLES: DIVISIBILITY RULE for 7

Rule: Double the last digit and subtract it from the remaining digits. Repeat if you want. If the new
number is divisible by 7, then the original number is divisible by 7

1. 126

126 --- (6 x 2 = 12)

12 - 12 = 0

0 is divisible by 7. Therefore, 126 is divisible by 7.

2. 581

581 --- (1 x 2 = 2)

58 - 2 = 56

56 is divisible by 7. Therefore, 581 is divisible by 7.

EXAMPLES: DIVISIBILITY RULE for 8

1. 1, 024 (024 / 8 = 3)
2. 3, 416 (416 / 8 = 52)
3. 4, 536 (536 / 8 = 67)
The last three digits of all the numbers is divisible by 8, so the numbers are divisible by 8.

EXAMPLES: DIVISIBILITY RULE for 9

1. 504 (5 + 0 + 4 = 9)
2. 4, 914 (4 + 9 +1 +4 = 18)
3. 692, 046 (6 + 9 + 2 + 0 + 4 + 6 = 27)
The sum of the digits of all the numbers is divisible by 9. Therefore, the original numbers are
divisible by 9.

EXAMPLES: DIVISIBILITY RULE for 10

1. 200
2. 23, 040
3. 549, 790
All numbers end with 0 therefore these numbers are divisible by 10.

EXAMPLES: DIVISIBILITY RULE for 11

Rule: Subtract the last digit from the number formed by the remaining digits. If the new number is
divisible by 11, then the original number is divisible by 11.

1. 3, 795

3,795 --- 5
379 - 5 = 374

374 ---4
37 - 4 = 33
33 is divisible by 11, so 3, 795 is divisible by 11.

2. 5, 016

5, 016 ---6
501 - 6 = 495

495 ---5
49 - 5 = 44

44 is divisible by 11, so 5, 601 is divisible by 11.

EXAMPLES: DIVISIBILITY RULE for 12

1. 2, 580
2. 4, 272
3. 54,420
All numbers are both divisble by 3 and 4.

WORD-PROBLEMS INVOLVING DIVISIBILITY RULES

EXAMPLES:

1. I am a number between 80 and 90. I am divisible by 4, 3, and 7. What number am I?

Solutions:

Numbers between 80 and 90 are 81, 82, 83, 84, 85, 86, 87, 88, and 89. But the problem is telling us
that the number is divisible by 3. Hence, we only left with the numbers 81, 84, and 87. Also, the
number is divisible by 4 and among the three numbers only 84 is divisible by 4 and also by 7. So, the
number we are finding is 84.

2. Judith and Bombay are getting married. They have 342 guests that plan to attend. They are planning
their table set up and want the same number of guests at each table. Using the rules of divisibility,
how many guests could Judith and Bombay put at each table?

Solutions:

Only the numbers 2, 3, 6, and 9 divide the number 342 exactly. Therefore, Judith and Bombay could
have 2, 3, 6, and 9 guests in each table.

3. I am a number between 330 and 340. I am divisible by 8, 3, and 7. What number am I?

Solutions:

Numbers between 330 and 340 are 331, 332, 333, 334, 335, 336, 337, 338, and 339. But the problem is
telling us that the number is divisible by 3. Hence, we only left with the numbers 333, 336, and 339.
Also, the number is divisible by 7 and among the three numbers only 336 is divisible by 7 and also by
8. So, the number we are finding is 84.

4. Armando is arranging bottles of nail polish on his dresser. He has 585 bottles and she wants to
arrange the bottles so that there are the same number of bottles in each row. How many bottles of
nail polish could Armando put in each row?
 A. 10 B. 6 C. 4 D. 3

Solutions:
A. 585 is not divisible by 10 because it does not end with 0.
B. 585 is not divisible by 6 because it is not divisible by both 2 and 3 (only 3).
C. 585 is not divisible by 4 because the its last 2 digits 85 is not divisble by 4.
D. 585 is divisible by 3 because the sum of its digits is 18 and is divisible by 3.

Therefore, Armando could have put 3 bottles in each row.

5. There are 835 volleyball players who entered a tournament. Each team has the same number of
players. How many players could there be on a team?

A. 6 B. 5 C. 3 D. 2

Solutions:
A. 835 is not divisible by 6 because it is not divisible by both 2 and 3.
B. 835 is divisible by 5 because it ends with 5.
C. 835 is not divisible by 3 because the sum of its digits which is 16 is not divisible by 3.
D. 835 is not divisible by 2 because it does not end with even numbers.

It suggests that there could be 5 players in a team.

FORMATIVE ASSESSMENT

Now, it is your turn to try these out! This formative assessment aims to help you practice the
skills you have acquired from the module. It will further help you master the concepts and skills, thus
prepares you for the summative assessment.

Directions: Problem Solving: Give what is/are being asked in each problem.

1. Jamie was asked by her friend Airene to answer the daily problem posted on the board. The
question was, “if the number 4,68a,35b is divisible by 88,what is a and b?” What should her answer?

2. Singh and Andrew are playing math riddles. Andrew asked Singh with the problem “let n be
the number of different five-digit numbers, divisible by 4 with the digits 1, 2, 3, 4, 5, and 6, no digit
being repeated in the number. What is the value of n?” What should be his answer?
A. 168 B. 144 C. 192 D. None of these

3. The Grade 8 year level chairman ran a competition to guess the number of Smarties in a jar.
The prize for guessing the correct number was the jar of smarties, to be shared if more than one
student guessed the correct answer.

A. If there were 2,763 Smarties and nine people guessed correctly, would it be possible to share the
Smarties exactly between the nine winners?
B. How many Smarties would each of them get?

4. The classrom numbers on one side of the hallway are even numbers. The numbers show a pattern of
skip counting by 2. Mr. Mape’s classroom number is 142. Mrs. Chua’s classroom is 7 doors down
from Mr. Mape’s. Which shows Mrs. Chua’s classroom number?
A. 143 B. 155 C. 156 D. 160

Note: After answering the 5 items, check your work by comparing your answers to the answer key at
the end of the module. For items which are incorrectly answered, try working on them again until you
will get the correct answer.

SUMMATIVE ASSESSMENT
 At this point, you are now ready to take the summative assessment for module 2. Place your
answers on a whole sheet of paper. Show complete solution. (20 points)

Directions: Problem Solving: Give what is/are being asked in each problem.

1. Albert was asked by his Math teacher to answer the daily problem posted on their page. The
question was, “if 3,78x, 9y4 is divisible by 3 and 4, what is the least value of the sum of x and y?”
What should be his answer?

2. Anthony and Claire are playing math riddles. Claire asked Anthony with the problem “I am a
number between 880 and 890. I am divisible by 3 and 8. What number am I?” What sould be his
answer?

3. Samantha has 140 bags in his room at home. She wants to place an equal number of bags in
each cabinet. Using the rules in divisibility, what are the possible number of cabinets Samantha could
use?

4. The digits of a four-digit positive integer add up to 14. The sum of the two middle digits is
nine, and the thousands digit minus the units digit is one. If the integer is divisible by 11, what is the
integer?

5. What is the largest 3-digit number divisible by 2 that can be formed using the digits 5, 8, and 9
where repetitions are allowed?

CONGRATULATIONS! YOUHAVECOMPLETEDMODULE 2!
FORMATIVE ASSESSMENT (ANSWER KEY)

1. a=6, b=2
2. C = 192
3. a. Yes
b. 307 Smarties
4. C= 156
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

MODULE 3: WORD PROBLEMS INVOLVING LINEAR EQUATION IN ONE VARIABLE

INTRODUCTION
You have worked on the solution of equations. Now, you shall learn the process on how
to solve word problems involving linear equation in one variable and apply the appropriate properties.
The properties of equality as well as the steps in solving linear equation word-problems will be
discussed. Illustrative examples will be provided.

OBJECTIVES:
This module is designed for you to:
1. recall the different properties of equality;
2. recall the process in solving word problem involving linear equation;
3. solve equations using the appropriate properties of equality; and
4. solve simple word problems involving linear equations in one variable.

LESSON PROPER/DISCUSSION
There are six (6) properties of equality. The Addition Property of Equality (APE),
Multiplication Property of Equality (MPE), Reflexive Property of Equality, Symmetric Property of
Equality, Transitive Property of Equality and Substitution Property of Equality. The Subtraction
Property of Equality (SPE) and the Division Property of Equality (DPE) are special cases of the
Addition Property of Equality and the Multiplication Property of Equality respectively. These
properties will help you solve word problems involving linear equation. Let’s begin with:

1. Addition Property of Equality (APE)

 If x= y , then x + z= y + z .
Equals may be added on both side of the equation.

Example:
If x +3= y + 4 , then x +5= y+ 6. APE (Add 2 both sides.)

Subtraction Property of Equality (SPE)

If x= y , then x−z= y −z .
Equals may be subtracted from both sides of the equation.

Example:
If x= y + z ,then x−7= y+ z−7. SPE (Subtract 7 from both sides.)

2. Multiplication Property of Equality (MPE)

If x= y , then xz= yz .
Both sides of the equation may be multiplied by equals.

Example:
If 2 x=7 , then6 x=21. MPE (Multiply both sides by 3)

Division Property of Equality (DPE)

x y
If x= y ∧z ≠ 0 , then = .
z z
Both sides of the equation may be divided by a non-zero real number.

Example:
If 4 x=12then 2 x=6. DPE(Divide both sides by 2)

3. Reflexive Property of Equality

If x=x , y = y , z=z
Any number or expression is equal to itself.

4. Symmetric Property of Equality

If x= y , theny=x
The expressions on both sides of an equation may be interchanged.

5. Transitive Property of Equality

If x= y ∧ y=z ,then x =z .
If two quantities are both equal to a third quantity, then they are equal to each other.

6. Substitution Property of Equality

If x + y=z∧x= y , then y + y =z∨x+ x=z
Equals may be substituted for equals.

There are several problems which involve relations among known and unknown
numbers and can be put in the form of equations. With the help of equations in one variable, we have
already practiced equations to solve some real life problems. These are the steps in solving word-
problems involving linear equation.
:
 Understand the problem.
 Write the equation.
 Solve the equation and state the answer.
 Check that your answer satisfies the conditions stated in the problem.

Examples:
1. The sum of two numbers is 25. One of the numbers exceeds the other by 9. Find the
numbers. 

a. Understand the problem.

The sum of two numbers is 25. One of the numbers exceeds the other by 9.
Let x=first number
x +9=second number

b. Write the equation.

First number+ Second number=∑ ¿
x + x +9=25

c. Solve the equation and state the answer.

x + x+ 9=25
2 x+ 9=25 Combine like terms.
2 x=16 SPE (Subtract 9 from both sides).
x=8 DPE (Divide both sides by 2).

Hence:
x=8 the first number
8+ 9=17 the second number

d. Check.
x + x+ 9=25
8+ 8+9=25
25=25

2. Three times the least of three consecutive odd integers exceeds twice the greatest by 17.
Find the three integers.

a. Understand the problem.

Let x=¿ the least odd integer
x +2=¿ the second odd integer
x +4=¿ the greatest odd integer

b. Write the equation.

Three times the least of three consecutive odd integers exceeds twice the greatest by 17
3 x = 2(x +4 ) + 17

c. Solve the equation and state the answer.

3 x=2 ( x+ 4 ) +17
3 x=2 x+ 8+17 Distributive Property of Multiplication over Addition
3 x−2 x=25 SPE
x=25

Hence,
x=25 the least odd integer
x +2=27 the second odd integer
x +4=29 the greatest odd integer

d. Check.
3 x=2 ( x+ 4 ) +17
3(25)=2 ( 25+ 4 )+17
75=75
3. Krizel is 4 years younger than Mario. Three years from now, she will be two-thirds as old as
Mario. Find their present ages.

a. Understand the problem.

Mario’s age is the basis for comparison of their ages. A table will help solve the
problem.
Present Age Age 3 years from now
Mario x x +3
Krizel x−4 x−4+3

b. Write the equation.

Three years from now, she will be two-thirds as old as Mario.
2
Krizel’s age 3 years from now ¿ of Mario’s age 3 years from now
3
2
x−4+3= ( x +3)
3

c. Solve the equation and state the answer.

2
x−4+3= ( x +3)
3
2
x−1= ( x +3) Combine like terms.
3
3 x−3=2(x+ 3) MPE (Multiply both sides by 3).
3 x−3=2 x +6 Distributive Property.
3 x=2 x+ 9 APE (Add 3 both sides.
x=9 SPE (Subtract 2x from both sides).

Mario is 9 years old and Krizel is 5 years old.

d. Check
Krizel is 4 years younger than Mario at present
9−5=4.

In 3 years, Krizel’s age will be two-thirds of Mario’s age.

9+3=12
5+3=8
4. One side of a rectangle lot is four times longer than the other. Its perimeter fence is 70
meters long. Find the length and width of the lot.

a. Understand the problem.

P=70 m
l=?
w=?
Let x=width of thelot
4 x=length of thelot

b. Write the equation.

P=2 l+2 w
70=2(4 x )+ 2(x)

c. Solve the equation and state the answer.

70=2(4 x )+ 2(x)
70=8 x+2 x
70=10 x Combine like terms.
7=x DPE (Divide both sides by 10).
 The lot is 7 meters wide and 28 meters long.

d. Check.
70=2(28)+ 2(7)
70=56+14
70=70

FORMATIVE ASSESSMENT

Now, it is your turn to try these out! This formative assessment aims to help you practice the
skills you have acquired from the module. It will further help you master the concepts and skills, thus
prepares you for the summative assessment.

1. The difference of two numbers is 29. Their sum is 115. Find the smaller number.

2. Robert’s father is four times as old as Robert. After 5 years, father will be three times as old
as Robert. Find their present ages.

3. Miles buy for a triangular pennant for souvenir. The base of the pennant is 35 cm shorter
than the two other sides, which are equal. If the perimeter of the pennant is 145 cm, find its
dimensions.

4. In a bottle recycling drive of the school, Jenny collected 7 more bottles than Tessa.
Together, they collected 65 bottles in all. How many bottles did Jenny collect?

Note: After answering the 4 items, check your work by comparing your answers to the answer
key at the end of the module. For items which are incorrectly answered, try working on them
again until you will get the correct answer.

SUMMATIVE ASSESSMENT

At this point, you are now ready to take the summative assessment for module 3. Place your
answers on a whole sheet of paper. Show complete solution. (5 points each)

1. The length of a rectangle is twice its breadth. If the perimeter is 72 meter, find the length
and breadth of the rectangle.

2. Amber is 5 years younger than Sofia. Four years later, Sofia will be twice as old as Amber.
Find their present ages.

3. The difference in the measures of two complementary angles is 12°. Find the measure of the
angles.

4. The difference between the two numbers is 48. The ratio of the two numbers is 7:3. What
are the two numbers?

CONGRATULATIONS! YOU HAVE COMPLETED MODULE 3!

Formative Assessment (Answer Key)

1. x=43 smaller number

29+ 43=72 larger number

2. Robert’s present age is 10 years and that of his father’s age = 40 years.
 3. 25 cm+60 cm+60 cm=145 cm

4. Jenny collected 36 bottles.

Tessa collected 29 bottles.
36+29=65

St. Paul University Philippines

Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

MODULE 4: WORD PROBLEMS INVOLVING LINEAR INEQUALITIES

INTRODUCTION
You have learned how to write and solve equations. Now you’ll compare quantities that
cannot be written as equations. You are now ready to apply these skills in solving problems involving
inequalities. Inequalities can be solved in the same way you solve equations. Illustrative examples will
be provided for better understanding.

OBJECTIVES:
This module is designed for you to:
1. recall the different properties of inequality;
2. solve inequalities using the appropriate properties; and
3. solve word problems involving inequalities.

LESSON PROPER/DISCUSSION
An inequality is a mathematical sentence which states that two expressions are unequal.
There are 6 Properties of Inequality. The Addition Property of Inequality, Subtraction Property of
Inequality, Multiplication Property of Inequality, Division Property of Inequality, Transitive Property
of Inequality and Reversal Property of Inequality. Let’s begin with:

1. Addition Property of Inequality

If a> b , thena+ c>b +c
Adding the same value to both a and b will not change the inequality.

2. Subtraction Property of Inequality

If a< b , thena−c <b−c
Subtracting the same value to both a and b will not change the inequality.

Example:
Alex has less money than Billy. If both Alex and Billy get P100 more, then Alex
will
still have less money than Billy.

3. Multiplication Property of Inequality

If a< b ,∧c is positive , thenac <bc
If a< b ,∧c is negative , thenac >bc (inequality swaps over)
When we multiply both a and b by a positive number, the inequality stays the same.
When we multiply both a and b by a negative number, the inequality swaps over.

4. Division Property of Inequality

a b a b
If c <0 ,∧a>b , then < and a¿ b , then > .
c c c c
a b a b
If c >0 ,∧a>b , then > and a¿ b , then < .
c c c c

5. Transitive Property of Inequality

If a< b ,∧b <c ,then a<c.
If a> b ,∧b >c ,then a>c.

Example:
If Alex is older than Billy and Billy is older than Carol, then Alex must be older than
Carol also.

6. Reversal Property of Inequality

If a< b , thenb> c.
If a> b , thenb< c.

The word problems involving inequalities use the following keywords:

¿ ≥ ¿ ≤
is more than minimum is smaller than maximum
is greater than at least is less than at most
is larger than is not less than below is not more than
above or equal to or equal to

Just like the linear equation, these are the steps in solving word problem involving linear
inequalities:

 Understand the problem.

 Write the equation.
 Solve the equation and state the answer.
 Check that your answer satisfies the conditions stated in the problem.

Examples:
1. As a medical representative, Kyla gets a salary of Php 9,000 a month plus 5% of her sales.
Kyla wants to earn at least Php 12,000 a month. How much does she have to sell each
month?

a. Understand the problem.

The sum of two numbers is 25. One of the numbers exceeds the other by 9.
Let x=Kyl a' smonth sales
0.05 x=amount received∈commission
Total income≥ 12,000

b. Write the equation.

¿ salary+commission salary ≥ 12,000
9,000 + 0.05 x ≥ 12,000

c. Solve the equation and state the answer.

9,000 + 0.05 x ≥ 12,000
0.05 x ≥ 3,000 Subtraction Property of Inequality
x ≥ 60,000 Division Property of Inequality

Kyla must sell at least Php 60,000 worth of products.

d. Check.
Commission salary :60,000 ( 0.05 )=Php3,000
Commission salary +¿ salary ≥12,000
3,000+9,000 ≥ 12,000
12,000 ≥12,000

2. Erika has scored 88, 84, 85, 91, and 90 on five tests in Science. She has one last test to
obtain an average of 88 or more in the course to keep her scholarship. What possible values
can she obtain on her last test and still achieve her goal?

a. Understand the problem.

Let x=¿ score on her final test
The average of her six tests must be at least 88.
average ≥ 88

b. Write the equation.

∑ of all scores ≥ average
number of tests

88+84+ 85+91+90+ x
≥88
6

c. Solve the equation and state the answer.

88+84+ 85+91+90+ x
≥88
6
438+ x
≥ 88
6
438+ x ≥ 528 Multiplication Property of Inequality
x ≥ 90 Subtraction Property of Inequality

Erika should get at least 90 in the last test to get an average of 88 or higher.

d. Check.
 88+84+ 85+91+90+ x
≥88
6
528
≥ 88
6
88 ≥ 88

3. Keith has Php 50,000 in a savings account at the beginning of the summer. He wants to
have at least Php 20,000 in the account by the end of the summer. He withdraws Php 2,500
each week for food, clothes, and movie tickets. How many weeks can Keith withdraw
money from his account?

a. Understand the problem.

Let w=the number of weeks

b. Write the equation.

50,000−2,500 w ≥20,00

c. Solve the equation and state the answer.

50,000−2,500 w ≥20,00
−2,500 w ≥−30,00 Subtraction Property of Inequality
w ≤ 12 Division Property of Inequality

Reverse your sign since you divided by a negative number.

The number of weeks that Keith can withdraw money from his account is 12 weeks.

d. Check
50,000−2,500 w ≥20,00
50,000−2,500(12)≥ 20,00
20 , 000 ≥20,00

4. Fran is a hairstylist at a beauty salon. She gets paid Php 1,500 a week. The average tip she
gets is Php 25 per customer. If she needs to earn at least Php 2,000 per week to meet her
family’s needs, atleast how many customers must she have per week?

a. Understand the problem.

Let x=number of customer per week

b. Write the equation.

1,500+25 x ≥ 2,000

c. Solve the equation and state the answer.

1,500+25 x ≥ 2,000
25 x ≥ 500 Subtraction Property of Inequality
x ≥ 20 Division Property of Inequality

Fran should have at least 20 customers per week.

d. Check.
1,500+25 x ≥ 2,000
1,500+25( 20)≥ 2,000
2 , 000≥ 2,000

FORMATIVE ASSESSMENT

Now, it is your turn to try these out! This formative assessment aims to help you practice the
skills you have acquired from the module. It will further help you master the concepts and skills, thus
prepares you for the summative assessment.
 1. Ashley’s grades in 6 subjects are 83, 87, 90, 81, 88, and 78. What grade must she get in the
other two subjects to get an average of at least 85?

2. As a tour guide, Louie gets Php 2,100 per week plus tips. His average tip per trip is Php
400. If he needs to earn an average of at least Php 3,200 per week, how many trips must he
accept to meet his target?

3. To have an academic award, Joan needs an average of at least 88. Her grades in 5 subjects
are 90,91, 85, 88, and 87. What possible grades must she get in her 6 th subject and qualify
for an academic award?

4. Lalaine takes the airplane from Legazpi to Manila. Each passenger is allowed 15 kilos of
baggage on the airplane. Her suitcase weighs 13.8 kilos. What are the possible weights of
her other bag to stay within the 15-kilo limit?

Note: After answering the 4 items, check your work by comparing your answers to the answer
key at the end of the module. For items which are incorrectly answered, try working on them
again until you will get the correct answer.

SUMMATIVE ASSESSMENT

At this point, you are now ready to take the summative assessment for module 4. Place your
answers on a whole sheet of paper. Show complete solution. (5 points each)

1. Kristyn is preparing merienda for the guests. She buys a whole pizza at Php 325 and pancit
at Php 180. Each brownie costs Php 15. What are the different possible numbers of
brownies that she can buy without exceeding her budget of Php 600?

2. A movie theater needs to average 50 or more viewers per film viewing each day to make a
profit. On the first six viewings, the number of viewers were as follows: 38, 46, 48, 58, 65,
and 69. What possible number of viewers can it have in the last full show to still make a
profit?

3. A company needs a triangular banner. Two of the sides measure 3.5 meters each. If the
perimeter of the banner is not to exceed 10 meters, what are the possible measures of the
third side?

4. Jonathan wants to enroll two cousins in a vocational school. The tuition fee for each is Php
2,300. He now has Php 2,140. As a server in a fast food chain, he gets Php 60 per hour. At
least how many hours does he need to work to raise the needed amount?

CONGRATULATIONS! YOU HAVE COMPLETED MODULE 4!

Formative Assessment (Answer Key)

1. x ≥ 88
2. t≥3
3. x ≥ 87
4. x ≥ 1.013