MATH

WORK BOOK
Grade
Mae Corlign Camanzo

Clarisse Gail Andres

Cristine Joy Garcia

Jhonel Herbito 7
Sets
 Sets

A set is a group or collection of objects or numbers, considered as an entity unto itself. Sets are
usually symbolized by uppercase, italicized, boldface letters such as A, B, S, or Z. Each object or number in a
set is called a member or element of the set. Examples include the set of all computers in the world, the set
of all apples on a tree, and the set of all irrational numbers between 0 and 1

Worksheet 1.1

Choose the letter of the correct answer on the space provided before each number.

1. If A = {3, 6, 9, 12} and B = {6, 8, 9} then intersection of A and B is

A. {3, 6}
B. {3, 12}
C. {6, 9}
D. {9, 12}
2.Individual Objects in a set are called
A. element
B. set
C. list
D. None of above
3. A set with no elements is
A. a subset
B. a universal set
C. a null set
D. a superset
4.A group or collection of objects is called
A. element
B. set
C. list
D. group

5. Set of vowels in English alphabet contains elements

A. {a, b, c, d, e, f}
B. {a, e, i, o, u}
C. {p, q, r, s, t}
D. {l, m, n, o, p}
6. If E= {3, 5, 7, 9, 11, 13, 15} and A = {3, 5, 7} then its complement is
A. {3, 5, 7}
 B. {9, 11, 13, 15}
C. {2, 4, 6, 8}
D. None of above
7.Odd element in set {8, 1, 64, 75, 27} is
A. 8
B. 1
C. 27
D. 75
8. Set {x: x is an odd number between 10 and 18}
A. {11, 12, 13, 15, 17}
B. {12, 16, 15, 13}
C. {11, 13, 15, 17}
D. {12, 14, 16, 18}
9.If C = {a, b, x, y} and D = {m, n, o, p} then C union D is
A. {a, b, x, y, m, n, o, p}
B. {m, n, o, P, x}
C. {a, b, m, n}
D. {a, x, m, n}
10.If E = {a, b, c, d, e} and A = { a, b, c} then A is
A. Universal set
B. Subset of E
C. Superset
D. null set
https://www.mcqlearn.com/grade7/math/set-language-and-notation.php
 Worksheet 1.2

Venn Diagram

Determine the shaded region

1) 2)
U U
A B A B

3) 4)
U U
A B A B

5) 6)
U U
A B A B

Printable Math Worksheets @ www.mathworksheets4kids.com

Worksheet 1.3

Worksheet on union and intersection of sets will help us to practice different types of
questions using the basic ideas of the 'union' and 'intersection' of two or more sets.

1. State whether the following are true or false:

(i) If A = {5, 6, 7} and B = {6, 8, 10, 12}; then A ∪ B = {5, 6, 7, 8, 10, 12}.
(ii) If P = {a, b, c} and Q = {b, c, d}; then p intersection Q = {b, c}.
(iii) Union of two sets is the set of elements which are common to both the sets.
(iv) Two disjoint sets have atleast one element in common.
(v) Two overlap sets have all the elements common.
(v) If two given sets have no elements common to both the sets, the sets are said to me
disjoint.
(vii) If A and B are two disjoint sets then A ∩ B = { }, the empty set.
(viii) If M and N are two overlapping sets then intersection of two sets M and N is not the
empty set.

2. Let A, B and C be three sets such that:

Set A = {2, 4, 6, 8, 10, 12}, set B = {3, 6, 9, 12, 15} and set C = {1, 4, 7, 10, 13, 16}.
Find:
(i) A ∪ B
(ii) A ∩ B
(iii) B ∩ A
(iv) B ∪ A
(v) B ∪ C
(vi) Is A ∪ B = B ∪ A?
(vii) Is B ∩ C = B ∪ C?

https://www.math-only-math.com/worksheet-on-union-and-intersection-of-sets.html
2
 Real
Numbers
 Real Numbers

A real number is a value that represents any quantity along a number line. Because they lie
on a number line, their size can be compared. You can say one is greater or less than
another, and do arithmetic with them.

Worksheet 2.1

1. (-18)−(-13)=

2. (-19)+(-15)=

3. (-7)+18=

4. (-18)−(-8)=

5. (-11)−(-14)=

6. 12+(-1)=

7. (-17)−(-15)=

8. (-14)+(-12)=

9. (-13)-11=

10. 11−(-12)=

https://www.dadsworksheets.com/worksheets/negative-numbers/negative-numbers-
addition-subtraction-3-v1.html
Worksheet 2.2

2.2.1 Find each quotient.

1) 10 ÷ 5=

2) −24 ÷ 12=

3) −20 ÷ −2=

4) −300 ÷ −20 =

5) 65 ÷ 5 =

6) −66 ÷ −6=

7) 75 ÷ −15 =

8) −56 ÷ −14 =

9) 102 ÷ −17=

10) −72 ÷ −4=

2.2.2 Find each product.

1) −11 × 9=

2) −7 × −12=

3) −8 × −11 =

4) −6 × 4 =

5) −3 × −11=

6) −5 × −9 =

7) 9 × −7 =

8) −9 × −3=
9) 12 × −12=

10) 11 × −6=

http://www.kutasoftware.com/FreeWorksheets/Alg1Worksheets/Multiplying+Dividing%
20Rational%20Numbers.pdf
Worksheet 2.3

2.3.1 Convert the Fractions to Decimals

2 1
1.) 2.)
6 2
2 3
3.) 4.)
5 4
3 5
5.) 6.)
5 6

2.3.2 Convert the Decimal to Fraction

1.) 0.5 2.) 0.667

3.) 0.333 4.) 0.167

5.) 0.8 6.) 0.6

https://0.tqn.com/z/g/math/library/fradecimals1a.pdf
Worksheet 2.4

1. Identify the point that represents the fraction 3232 on the number line.

a. D

b. C

c. B

d. A

2. Identify an irrational number.

a. 4949

b. 24−−√24

c. 169−−−√169

d. 2.5

3. Which of the following is simultaneously a natural number, a whole number, a

rational number and an integer?

a. - 13

b. - 9.5

c. 5757

d. 36

4. Which of the following is a rational number and a real number at the same time?
 a. 45

b. 3.1412
96...

c. 112

d. - 54

5. Identify a true statement.

a. All rational numbers are whole numbers.

b. All natural numbers are rational numbers.

c. All integers are irrational numbers.

d. All real numbers are integers.

https://worksheets.tutorvista.com/rational-and-irrational-numbers-worksheet.html
Worksheet 2.5

1. Convert each of the following into scientific notation.

a) 3427 b) 0.00456 c) 123,453

d) 172 e) 0.000984 f) 0.502

g) 3100.0 x 102 h) 0.0114 x 104 i) 107.2

j) 0.0000455 k) 2205.2 l) 30.0 x 10-2

2. Determine the number of significant figures in each of the following:

a) 3427 b) 0.00456 c) 123,453

d) 172 e) 0.000984 f) 0.502

g) 3100.0 x 102 h) 0.0114 x 104 i) 107.2

j) 0.0000455 k) 2205.2 l) 30.0 x 10-2

http://myweb.astate.edu/mdraganj/Sigfig1.htm
3
 Physical
Qualities, Units
and
Measurements
 Physical Qualities

In the SI system, there are seven such base unitsand corresponding physical quantities:
meter (m) for length, kilogram (kg) for mass, second (s) for time, kelvin (K) for
temperature, ampere (A) for electric current, candela (cd) for luminous intensity, and mole
(mol) for the amount of substance.

Units of Measurements

A unit of measurement is a definite magnitude of a quantity, defined and adopted by

convention or by law, that is used as a standard for measurement of the same kind of
quantity. Any other quantity of that kind can be expressed as a multiple of the unit of
measurement. For example, a length is a physical quantity.

Worksheet 3.1

1. What is the SI unit of weight?

a. newtons

b. grams

c. pounds

d. kilograms

2. Which of the following is a valid unit for measuring the amplitude of light?

a. volts per meter

b. candelas

c. watts

d. meters per second

3. Electric current is a vector quantity.

a. True

b. False

4. What is the SI unit of heat?

a. kelvins

b. calories

c. degrees Celsius

d. joules

5. The Planck constant has what dimension?

a.energy

b. linear momentum

c. angular momentum

d. velocity

6. Gauss's law states that the divergence of the electric field is directly proportional to the
charge density. What is the SI unit of the divergence of the electric field?

a. volts per square-meter

b. ampere-meters

c. volt-meters

d. Joules
7. Which of the following is NOT a fundamental quantity of physics?

a. energy

b. electric current

c. mass

d. luminous intensity

8. The "strength" of an everyday magnet is defined as its magnetic dipole moment. What is
the SI unit of magnetic dipole moment?

a. joule-tesla

b. tesla-meter

c. ampere square-meter

d. coulomb-meter

9. Volume is a measure of the amount of matter that makes up an object.

a. True

b. False

10. Which of the following is a dimensionless quantity?

a. elastic modulus

b. dielectric constant

c. spring constant

d. the gravitational constant

http://www.funtrivia.com/playquiz/quiz3109092397fa0.html

Worksheet 3.2

CONVERTING UNITS

1. 1 mi = yd 11. 5.6 yd. = ft.

2. 4 1/2 ft = yd 12. 4 mi. = ft.

3. 330 ft. ¹ = m. 13. 6.3 m = ft.

4. 2 m. ² = ft. 14. 12 in. = cm.

5. 55 mph ³ = km/h 15. 1mi. = km.

6. 100 km/h 4 = mph 16. 1 1/4lb. = oz.

7. 15 kg. 5 = oz. 17. 3 lb. = kg.

8. 80kg. = lb. 18. ¼ lb. = oz.

9. ¼ ft. = in. 19. 1/8 m = in.

10. 6.5 cm. 6 = in. 20. ¼ lb. 7 = g.

Basic algebra
and Algebraic
Manipulation
 Basic algebra and and algebraic manipulation

The key to solving simple algebraic equations containing a single unknown (e.g. x + 6 =
10) is to realize that the equation is an equality. As long as you do the same mathematical
operation (e.g. add a constant, subtract a constant, multiply by a constant, and divide by a
constant) to both sides of the equation, the equality is still an equality. This includes squaring
both sides of the equation or taking the square root of both sides of the equation.

Worksheets 5 “simplify”

Solve. Using the quadratic formula; 3x2 – 5 = 4x

1. Solve: x2 + 3 – 6x = 0

2. Solve: 2 x2 + x + c

Solving equations that are “quadratic in form”

1. 2x2/3 + 5x1/3 – 3 = 0
 2. X-3 + 4x-1 – 7 = 0

Finding the intercepts, axis of symmetry, vertex and range of a quadratic function.

1. F(x) = x2 – 6x + 9

2. G(x) = - x2 – x + 20
 Further
algebraic
manipulation
 Further algebraic manipulation

Among the powerful features of DERIVE is its ability to manipulate expressions and
equations algebraically. These steps normally include combining like terms, applying the laws
and exponents to integer exponents, expanding products and integer powers of polynomial,
finding common denominators.

Worksheets 5 “Root me”

1. Expand the following and collect like terms:

(a) (x + 2)(x + 5)

(b) (x + 4)(x + 1)

(c) (y + 2)(y − 3)

(d) (m + 7)(m − 5)

(e) (x + 8)(x − 3)

(f) (2x + 1)(x + 2)

(g) (3m + 2)(m − 4)

(h) (x + 3)(x − 3)

(i) (y + 5)(y − 5)
(j) (m + 5)2

2. Expand the following and collect like terms:

(a) (2x + 3(x + 1)) + 4(x + 2)

(b) (8x − 2(x + 3)) + 3(x + 4)

(c) (2x + 4(x + 1)) + 2(x + 3(x + 4))

(d) (2m + 3(m + 4)) − 2(m + 1)

(e) 2(4m − 6) − 5(2m + 3(m + 1))

 LINEAR
EQUATIONS
 Linear Equations

A linear equation is an equation for a straight line and can be defined as an equation in
which the highest exponent of the equation variable is one. When graphed, the equation is shown
as a single line.

A linear equation has only one solution. The solution of a linear equation is equal to the
value of theunknown variable that makes the linear equation true.

“Holla me Amega!”

Activity

1. Using the given point, what is the equation of this straight line in Point-Slope Form?

A. y = 3x - 1
B. y - 2 = 1/3(x - 1)
C. y - 2 = 3(x - 1)
D. y - 1 = 3(x - 2)

2. Using the given point, what is the equation of this straight line in Point-Slope Form?

A. y = 5x + 2
B. y - 3 = 5(x - (-1))
C. y - (-3) = 5(x -(-1))
D. y - (-3) = 5(x -1)
3. What is the equation of this straight line in Slope-intercept Form?

A. y = 0.8x - 3.6
B. y = 0.8x - 4.5
C. y - (-2) = 1.25(x - 2)
D. y = 1.25x - 4.5

4. What is the equation of this straight line in Slope-intercept Form?

A. y = -4/3x + 2/3
B. y = -4/3x + 32/3
C. y = 4/3x + 2/3
D. y - 6 = -4/3(x - (-4))

5. What is the General Form of the equation of a straight line for this graph?

A. 3x - 5y - 10 = 0
B. 3x + 5y - 10 = 0
C. 3y - 5x - 6 = 0
D. 3y + 5x - 6 = 0
6. What is the General Form of the equation of a straight line for this graph?

A. 4x + 7y + 28 = 0
B. 4x + 7y - 28 = 0
C. 7x + 4y + 28 = 0
D. 7x + 4y - 28 = 0

7. What is the general form of the equation?

2 1
The slope intercept form of the equation of a straight line is 𝑦 = − 3 + 2 2 .

A. 2x + 3y - 7 = 0
B. 2x - 3y - 7 = 0
C. 2x + 3y + 7 = 0
D. 2x - 3y + 7 = 0

8. What is the general form of the equation?

2
The point slope form of the equation of a straight line is 𝑦 + 3 = − 7 (𝑥 − 5).

A. 2x - 7y + 11 = 0
B. 2x - 7y + 31 = 0
C. 2x + 7y + 11 = 0
D. 2x + 7y + 31 = 0

9. The General form of the equation of a straight line is 3x + 5y - 15 = 0.

What is the slope-intercept form of the equation?
 3
A. 𝑦 = − 5 𝑥 − 3
3
B. 𝑦 = − 5 𝑥 + 3
3
C. 𝑦 = 5 𝑥 + 3
3
D. 𝑦 = 5 𝑥 − 3

10. The General form of the equation of a straight line is 5x - 9y + 55 = 0 and it passes
through the point (-2, 5).

Using this point, what is the point - slope form of the equation?

5
A. 𝑦 + 5 = − 9 (𝑥 − 2)
5
B. 𝑦 + 5 = 9 (𝑥 − 2)
5
C. 𝑦 − 5 = − 9 (𝑥 + 2)
5
D. 𝑦 − 5 = 9 (𝑥 + 2)
Answers

1. C

2. C

3. D

4. A

5. B

6. A

7. A

8. C

9. B

10. D
References

https://www.mathopolis.com/questions/quiz.php
https://www.mathsisfun.com/algebra/linear-equations.html
https://www.epcc.edu/CollegeReadiness/Documents/Linear_Equations_41-70.pdf
LINEAR
INEQUALITIES
 LINEAR INEQUALITIES

When we use the equal sign in an equation we are stating that both sides of the
equation are equal to each other. In an inequality, we are stating that both sides of the
equation are not equal to each other. It can also be seen as an order relation; that is, it tells
us which one of the two expressions is smaller, or larger, than the other one. A linear
inequality is an equation in which the highest variable exponent is one.

Worksheet 7.1 “WHO AM I?”

The worksheet in this unit introduces you to people who have fought against
inequality in America.

Who said “We are a nation of many nationalities, many races, many religions bound
together by a single unity, the unity of freedom and equality. Whoever seeks to set one
nationality against another, seeks to degrade all nationalities.”

Solve and graph each Find the inequality statement

inequality. Find the solution in that matches each graph in the
the box. Write the letter of the box. Write the letter for the
solution in the spot for the statement in spot for the
number below. number below:
Worksheets 7.2 “COMPLETE ME!”
The worksheet in this unit introduces you on how inequalities can be used to solve
problems in real-world contexts.

A. Solve the following problems and complete the table.

PROBLEM SOLUTION ANSWER

1. A box of chocolates cost
₱70. By setting up an
inequality, find the
maximum number of dozens
of eggs that can be bought
with ₱2000.
2. Christine scored 66 and
72 grades respectively for
his two minor subjects. By
setting up an inequality,
what is the lowest mark he
must score in a third test, if
he wants to get an average
score of at least 75?
 B. Check what symbol corresponds to the given conditions.

PROBLEMS < > ≤ ≥

If x >y, then
5x____5y
If x<y, then
𝑥 𝑦
____
−20 −20

If x≥y, then
-3x____-3y
If x≤y, then
𝑥 𝑦
____
10 10

Worksheets 7.3

A. Write in the box the solutions in every number and encircle the final
answer.
 B. Complete the table and write check on what type of solution corresponds to the
given problem.

TYPES OF SOLUTION

PROBLEM SOLUTION NUMBER LINE NO OVERLAPPING

SOLUTIONS REGION
Solve the
inequalities 3x +
4>13 and 4x-
13<11.
Solve the
inequalities 4x +
9>x + 15 and 2x +
17≤11.
Worksheets 7.4
The worksheet in this unit introduces you about the absolute value linear
inequalities.

Inequalities involving absolute value are solved in a similar manner to equations

involving absolute value. Since the variable inside the absolute value sign can be either
positive or negative, both positive and negative values are used to solve for the variable.
However, in the case of linear inequalities involving absolute value, the inequality is placed
between the two values rather than in two different equations.

PROBLEMS SOLUTION ANSWER

1. 3x≤27
2. -5X ≤40
3. −6x +3 ≥ 21
4. 3 − 2x ≥− 8 + 3 x
5. 3 (2x + 1) <−8
BASIC
GEOMETRY
 BASIC GEOMETRY

The word geometry is derived from two Greek words: geo, meaning “earth”, and
metrein, which means “to measure”. Thus, when taken literally, geometry involves
measuring earthly objects. Consider the words points, lines, and planes as undefined
terms. These are said to be building blocks of geometry. Although a point has no dimension,
it can be represented by a dot, and it is denoted by a capital letter. A line has no width and
no thickness yet it can be extended infinitely in opposite directions. Also, a flat surface that
extends infinitely in all directions suggests the idea of a plane.

Worksheet 8.1

A. Tell whether each of the following suggests a point, a line, or a plane. Write PO if it’s
a point, write L if it’s a line and write PL if it’s a plane.
1. Top of a box
2. A corner of a room
3. Star in the sky
4. Cover of a book
5. Tip of a pen
6. A taut clothesline

B. Illustrate each of the following and label the diagram

1. Point B lies in plane M.

2. Lines l and m intersect at point E.
3. Plane A contains line CD.
4. Plane A and plane B intersect at
line PR.
C. Complete the table.

Description Figure Symbol

Point P or Point P

It is a collection of
points along a
straight path with
no end points.

E T

G
F

P Q

X Y
Worksheet 8.2

An angle is a figure formed by two rays with a common endpoint, and which are not
on the same line. The two rays are called the sides of the angle. The common endpoint of
the sides of an angle is called the vertex. An angle divides the plane into three parts: the
interior angle, the exterior angle and the angle itself. Also, angles are measured using a
protractor.

A. Complete the table.

Type of angles Definition Illustration Example

Acute angle

Right angle

Obtuse angle

Reflex angle

B. Classify each of the following as an acute, obtuse, right or reflex angle.

a.
b.

c.
349°

d.

e.
47°

C. Calculate the value of a.

Worksheet 8.3

When two lines lying on the same plane do not intersect, they are known as parallel
lines. It can be represented by either single or double arrowheads pointing in the same
direction. We use the symbol “//” to denote “is parallel to”.

A. Calculate the values of a, b, c and d

1. P R

48° 61°
A B
b°

a° c°
C D
d°

Q S
 B. Calculate the value of a.

2.

A E

C 52°

96° a°
40°
D
B F

Worksheet 8.4

TEST YOURSELF

1. Without using a ruler, construct segments congruent to each of the following

segments.

J K
E

L
G H
Worksheet 8.5

A. Solve the following problems.

1. Construct ABC such that AB= 10cm, BC=17 cm and AC= 3 cm.

i. AX, BY, and CZ are the altitudes.

2.

2. Construct MNO such that MN= 20cm, NO=27 cm and MO= 13 cm.

i. MS, NR, and OT are the altitudes.

9
Triangles,
Quadrilaterals
and

Polygons
Worksheet 9.1 B

A triangle is a polygon with three sides. If a triangle has vertices A, B

and C, we name the triangle as triangle ABC, or in symbols, △ABC.

A C

A. Identify the classification of triangles.

Name Definitions Classification of Figure

triangle

Equilateral triangle According to sides

A triangle with 3
acute angles

Isosceles triangle

A triangle with no
equal sides

Right- angled
triangle

A triangle with 1
obtuse angle
B. “FIND THE MISSING ME”
 Worksheet 9.2
A quadrilateral is a polygon with four sides. It is denoted by its
vertices, written consecutively in clockwise or counter clockwise
direction. Also it can be defined according to the number of pairs of
parallel sides that they have.

A. Complete the table and mark x to a certain type of quadrilaterals that satisfy to the
given property.

Quadrilaterals Parallelogram Rectangle Rhombus Square Trapezoid Kite

Opposite sides are
parallel
Opposite sides are
congruent
Diagonals are
congruent
Diagonals bisect each
other
Diagonals
perpendicular
Opposite angles are
congruent
Adjacent angles are
supplementary
Only one set of
opposite angles is
congruent
Adjacent sides are
congruent
Worksheet 9.3
Polygon is a closed plane figure with three or more straight line segments as it
sides.

A. Find the sum of the measures of the interior angles of each polygon.

Pentagon
Octagon
Decagon
Nonagon
Dodecagon

B. Find the number of sides of the regular polygon when the sum of the measures of its
interior angle is given.

1260°
1620°
1980°
4320°

C. Find the number of sides of the regular polygon when the measure of an exterior angle
is given.

30°
10°
24°
45°
 Answer key

Worksheet 9.1
A.

Name Definitions Classification of Figure

triangle

Equilateral triangle A triangle with three According to sides

equal sides

Acute-angled A triangle with 3

triangle acute angles According to angles

A triangle with at
Isosceles triangle least 2 equal sides According to sides

Scalene triangle A triangle with no According to sides

equal sides

Right- angled A triangle with 1

triangle right angle According to angles

Obtuse- angled A triangle with 1

triangle obtuse angle According to angles
 B.

He didn’t have any guts

Worksheet 9.2
A.

Quadrilaterals Parallelogram Rectangle Rhombus Square Trapezoid Kite

Opposite sides are x x x x
parallel
Opposite sides are x x x x
congruent
Diagonals are x x
congruent
Diagonals bisect each x x x x
other
Diagonals x x
perpendicular
Opposite angles are x x x x
congruent
Adjacent angles are x x x x X
supplementary
Only one set of x
opposite angles is
congruent
Adjacent sides are x
congruent

Worksheet 9.3
A.

Pentagon 540
Octagon 1080
Decagon 1440
Nonagon 1260
Dodecagon 1800
B.

1260° 9
1620° 10
1980° 13
4320° 24

C.

30° 12
10° 36
24° 15
45° 8
10
STATISTICS
 STATISTICS
Statistics is a branch of applied mathematics concerned with collecting, organizing, and
interpreting data. The data are represented by means of pictogram, bar graph, pie charts and line
graphs. Statistics, thus attempts to infer the properties of a large collection of data from
inspection of a sample of the collection thereby allowing educated guesses to be made with a
minimum of expense. There are basically three kinds of averages commonly used in statistics.
They are: mean, median, and mode.

10.2 PICTOGRAMS AND BAR GRAPH

Pictogram is used to represent a category. A legend is used to show the number
represented by each figure.

Worksheet 10.2.1

The pictograph shows the number of variety of apples stored at a supermarket. Use the
following data to answer the questions.

______1.What is the total number of apples stored in

the supermarket?
______ 2. What is the greatest number of variety of
apples in the food store?
______ 3. Which variety of apple has the least number in
the food store?

______ 4.What is the sum of Red Delicious and McIntosh

apples?
______ 5. What is the sum of Jonathan, Red Rome and
Source:https://www.mathsisfun.com/definitio Golden Delicious apples?
ns/bar-graph.html
 Bar Graphis a graph drawn using rectangular bars to show how large each value
is. The bars can be horizontal or vertical.

Worksheet 10.2.2
An ice cream store kept track of the different flavored ice cream cones they sold in a day.
They recorded the results in the bar graph below. Use their graph to answer
the questions.

____________ 1) How many cherry cones were sold?

____________ 2) Were there more cotton candy or more bubble gum cones sold?

____________ 3) Were there fewer vanilla or fewer chocolate cones sold?

____________ 4) Which flavor sold exactly 3 cones?

____________ 5) What is the difference in the number of cotton candy cones and the number
of chocolate cones sold?
____________ 6) What is the combined number of bubble gum cones and cotton candy cones

sold?

____________ 7) Which flavor sold the best?

____________ 8) Which flavor sold the worst?

____________ 9) How many more chocolate cones were sold than vanilla cones?

____________ 10) How many fewer bubble gum cones were sold than vanilla cones?
Worksheet 10.2.3

Kevin bought a jumbo bag of Fruit-o candy. Before chowing down, he decided to seehow
many pieces of each flavor there were. Use his graph below to answer thequestions.

____________ 1) How many pieces were strawberry?

____________ 2) Were there more orange pieces or lime pieces?

____________ 3) Were there fewer watermelon pieces or banana pieces?

____________ 4) Which flavor had exactly 3 pieces in the bag?

____________ 5) What is the difference in the number of watermelon pieces and the number of
orange pieces?
____________ 6) What is the combined number of lime and orange pieces?

____________ 7) Which flavor had the most pieces in the bag?

____________ 8) Which flavor had the fewest pieces in the bag?

____________ 9) How many more watermelon pieces were there than strawberry pieces?

____________ 10) How many fewer lime pieces were there than orange pieces?
10.3 PIE CHART
Pie Chart is used when we want to show the relative size of each data set in
proportion to the entire data set. In such situations, the numerical value is of less
importance.

Worksheet 10.3.1
The table shows Kate’s expenses on Christmas Day.
Item Foods Gifts Grocery Others TOTAL
Amount Spent 4,500 5,200 7,900 3,500 21,100

Construct a Pie Chart Using the table.

Item Angle of Sector

Foods

Gifts

Grocery

Others
10.4 Line Graph
- A graph with points connected by lines to show how something changes in value:
a. as time goes by or;
b. as something else changes.
Worksheet 10.4.1
Steven works as a salesman in an authorized car showroom. He records the number of
cars sold in five days (Monday to Friday) on a line graph. Study the graph and answer the
questions.

Car Sales
10

0
Monday Tueday Wednesday Thursday Friday

Days

1. How many cars were sold in 5 days?

2. On which day was the maximum number of cars sold?

3. How many cars were sold on Wednesday?

4. Which day had the minimum sales of cars?

5. How many more cars were sold on Tuesday than on Monday?

10.5 Frequency Tables and Histograms
A frequency distribution table is a chart that summarizes values and their frequency.
It's a useful way to organize data if you have a list of numbers that represent the frequency of a
certain outcome in a sample. A frequency distribution table has two columns. The first column
lists all the various outcomes that occur in the data, and the second column lists the frequency of
each outcome. Putting this kind of data into a table helps make it simpler to understand and
analyze.

Worksheet 10.5.1

The table shows the scores of 50 students in a class for an English test. The total
score of the test is 15 marks.

15 13 11 9 13 14 13 6 8 13
12 10 7 6 12 7 8 13 7 14
13 8 13 5 4 15 10 5 10 12
14 4 2 13 2 11 3 4 3 4
5 3 1 10 4 13 8 1 9 15

a. Construct a Frequency Distribution Table for the data.

b. Draw a histogram to illustrate the data.

a. Frequency Distribution Table for the data

Score Tally Frequency

0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
b. Draw the histogram to illustrate the data.
11
 MEAN,
MEDIAN
AND MODE
 11.1 Mean

Mean is the most commonly used measure of central position. It is used to describe a set
of data where the measures cluster or concentrate at a point.As the measures cluster around each
other, a single value appears to represent distinctively the typical value.

It is the sum of measures x divided by the number N of measures in a variable. It is

symbolized as x (read as x bar). To find the mean of an ungrouped data, use the formula

𝒙
𝒙=
𝑵
Where ∑x = the summation of x (sum of the measures) and N = number of values of x.

Worksheet 11.1.1

Gail’s grades in the 1stquarter to the 3rd quarter are 83,90 and 78 respectively. What grade
must she obtain in the 4th quarter to have an average of 85?

11.2 Median
Median is the middle value when the data is rearranged in ascending order.

Worksheet 11.2.1

1. The library log book show that 22 ,59, 78, 15, and 90 books, respectively, were borrowed form
Monday to Friday last week. Find the median.

2. Christine’s scores in 10 quizzes during the first quarter are 8, 7, 6, 10, 9, 5, 9, 6, 9, 6, 10 and 7.
Find the median.
11.3 Mode
The mode is the measure or value which occurs most frequently in a set of data. It is the
value with the greatest frequency.
Worksheet 11.3.1
Find the modein the given sets of scores.
________ 1. {10, 12, 9, 10, 13, 11, 10}
________ 2. {15, 20, 18, 19, 18, 16, 20, 18}
________ 3. {5, 8, 7, 9, 6, 8, 5}
________ 4. {7, 10, 8, 5, 9, 6, 4}
________ 5. {12, 16, 14, 15, 16, 13, 14}

11.4 Mean, Median and Mode

Worksheet 11.4.1

Choose the letter of the correct answer on the space provided before each number.
_____ 1. Which measure of central tendency is generally used in determining the size of the
most saleable shoes in a department store?
a. mean c. mode
b. median d. range
_____ 2. For the set of data consisting of 8, 8, 9, 10, 10, which statement is true?
a. mean = mode c. mean = median
b. median = mode d. mean < median
_____ 3.Jane has grades 86, 68 and 79 in her first three tests in Algebra. What grade must she
obtain on the fourth test to get an average of 78?
a. 76 c. 78
b. 77 d. 79
_____ 4. What is the median age of a group of employees whose ages are 36, 38, 18, 10 16 and
15 years?
a. 10 c. 16
b. 15 d. 17
_____ 5. If the heights in centimetres of a group of students are 180, 180, 173, 170, and 167,
what is the mean height of these students?
a. 170 c. 174
b. 173 d. 180
12
MEASURES
OF
VARIABILITY
12.1 Measures of Variability
 Measures of Variability-are used to indicate the spread of a set of data.
 Range of Ungrouped Data
The range is the simplest measure of variability. The range of a
frequency distribution is simply the difference between the mid-values of the
first and last class intervals.
Range = Largest mid-value –Lowest mid-value

Worksheet 12.1.1
The table shows the scores of the students in a Science class.
Calculate the range of the data.

Grades Frequency Mid-value

100 < x ≤ 95 6
95< x ≤ 90 8
90< x ≤ 85 7
85 < x ≤ 80 4
80 < x ≤ 75 3
75 < x ≤ 70 2
 Range of Grouped Data
For grouped data, the formula for range is;
Range = Upper Class Boundary – Lower Class Boundary

 Variance of Grouped Data (𝜎 2 )

Variance is the average of the square deviation from the mean. For
large quantities, the variance is computed using frequency distribution with
columns for the midpoint value, the product of the frequency and midpoint
value for each interval; the deviation and its square; and the product of the
frequency and the squared deviation.

To find variance of a grouped data, use the formula:

2
𝑋−𝑥 2
𝜎 =
𝑓−1
where;
f = class frequency
X = class mark
𝑥 = class mean
Σf = total number of frequency

 Standard Deviation (s)

The standard deviation is considered the best indicator of the degree
of dispersion among the measures of variability because it represents an
average variability of the distribution. Given the set of data, the smaller the
range, the smaller the standard deviation, the less spread is the distribution.

To get the value of the standard deviation (s), just simply get the
square root of the variance (σ2):

𝑠= 𝜎2
Worksheet 12.1.2
The frequency distribution table below shows the scores in Grade 8 Jade in
Mathematics VIII. Complete the following table and solve for the mean, range,
variance and standard deviation of the grouped data.
Scores Frequency Class Mark (X) 𝑓𝑋 2
𝑓 𝑋−𝑥
(f)
46-50 1
41-45 10
36-40 10
31-35 16
26-30 9
21-25 4
𝑓 =50
 ANSWER KEY

Worksheet 1.1

1. C 6. B
2. A 7. D
3. C 8. C
4. B 9. A
5. B 10. B

Worksheet 1.2
1. A 4. B’
2. (A U B)’, (A – B’)‘, (A’ U B’) or (B – A‘)’ 5. (B – A)‘, (A U B’), (A’U B)’ or (A‘ – B’)’
3. (A U B), (A‘ – B)‘, (A’U B‘)’ or (B’ – A)’ 6. (A – B), (A U B’), (A’ U B)’ or (B’ – A’)

Worksheet 1.3

1. (i) True
(ii) True
(iii) False
(iv) False
(v) False
(vi) True
(vii) True
(viii) True

2. (i) {2, 3, 4, 6, 7, 9, 10, 12, 15}

(ii) { }
(iii) {6, 12}
(iv) {2, 3, 4, 6, 8, 9, 10, 12, 15}
(v) {{1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16}
(vi) Yes, A ∪ B = B ∪ A
(vii) No, B ∩ C ≠ B ∪ C

Worksheet 2.1

1. -5 6. 11
2. -34 7. -2
3. 11 8. -26
4. -10 9. -24
5. 3 10. 23

Worksheet 2.2

2.2.1
1. 2 6. 11
2. -2 7. -5
3. 10 8. 4
4. 15 9. -6
5. 13 10. 18
2.2.2
1. -99 6. 45
2. 84 7. -63
3. 88 8. 27
4. -24 9. -144
5. 33 10. -66
Worksheet 2.3

2.3.1
1. 0.333 4. 0.75
2. 0.5 5. 0.6
3. 0.4 6. 0.833

2.3.2
2 4
1. 4.
4 6
2 4
2. 5.
3 5
1 3
3. 6.
3 5

Worksheet 2.4
1. a
2. b
3. d
4. d
5. b

Worksheet 2.5
Scientific notation.
a) 3.427 x 103 b) 4.56 x 10-3 c) 1.23453 x 105

d) 1.72 x 102 e) 9.84 x 10-4 f) 5.02 x 10-1

g) 3.1000 x 105 h) 1.14 x 102 i) 1.072 x 102

j) 4.55 x 10-5 k) 2.2052 x 103 l) 3.00 x 10-1

Significant figures
a) 4 b) 3 c) 6

d) 3 e) 3 f) 3

g) 5 h) 3 i) 4

l) 3
j) 3 k) 5

Worksheet 3.1
1. a 6. a
2. a 7. a
3. b 8. c
4. d 9. b
5. c 10. b
Worksheet 3.2
1. 1760 yd 11. 16.8 ft.

2. 1.5 yd 12. 21120 ft.

3. 100.6m. 13. 20.67 ft.

4. 6.56 ft. 14. 30.48 cm.

5. 88.5 km/h 15. 1.61 km.

6. 62.1 mph 16. 20 oz.

7. 534 oz. 17. 1.36kg.

8. 176 lb. 18. 4 oz.

9.3 in. 19. 4.92 in.

10. 2.56 in. 20. 113g.

Worksheet 7.1
  Franklin Roosevelt

Worksheet 7.2

A.

1. 28

2. 87

B.

1. > 3.≥

2. <4.≤

Worksheet 7.3

A.

B.

1. 3 < x < 6

 The solutions satisfying both inequalities lie in the overlapping shaded region.

2. -3 ≥ x > 2

 It shows that the two arrows do not have any overlapping regions. Therefore, there
is no solution satisfying both inequalities simultaneously.

Worksheet 7.4

11
1. x≤ 9 4. x ≤ 5
 11
2. x ≥ -8 5. x ≤ − 6

3. x ≤ -3
Worksheet 8.1
A.

1. Top of a box Point

2. A corner of a room Point
3. Star in the sky Point
4. Cover of a book Plane
5. Tip of a pen Point
6. A taut clothesline Line

B.
1. Point B lies in plane M.

2. Lines l and m intersect at point E. m l

3. Plane A contains line CD.

C

D
A

4. Plane A and plane B intersect at P

line PR.

B A

C.
 Description Figure Symbol
A geometric
Point element that has P P or Point P
zero dimensions.

Line It is a collection of E EB
points along a B
straight path with
no end points.

A plane is a flat E T
Plane surface that extends Plane EFG or Plane
F G
to infinity. T
A ray is a line with a
Ray single endpoint that
goes on and on in P Q PQ
one direction.
It is a part of a line
Line Segment that contains every
point on the line X Y XY or YX
between its
endpoints.
Worksheet 8.2

A.

Type of angles Definition Illustration Example

Acute angle It is an angle 30°

between 0° and 90°.

Right angle It is an angle equal

to 90°.
90°

Obtuse angle It is an angle

120°
between 90° and
180°.

235°
Reflex angle It is an angle
between 180° and
360°.

B.

a.

Acute angle
b.
Reflex angle

c.
349° Reflex angle

d.

Right angle

e.
47° Obtuse angle

C.

Supplementary angles

a. 105°

b. 20°

c. 0°

d. 117°

Complementary angles

a. 45°

b. 33°

c. 90°

d.1°
Worksheet 8.3

A.

1.

a°= 48° ( corr. <s, AB//CD)

Therefore a=48°

b°= 61° ( vert. opp. <s)

Therefore b=61°

c° + b° = 180° ( int. <s, AB//CD)

c° + 61° = 180°

c°= 180° - 61°

c°= 119°

d°= b°

d°= 61° (corr. <s, AB//CD)

d°=61°

2.

w°= 40° ( alt. <s, BA//QP)

x°= 96° - 40°

x°= 56°

x°= y°

x°= 56° (alt. <s, QP//SR )

z°= 52° (alt. <s, SR//FE )

a°= y° + z°

a°= 56° + 52° Therefore a°= 108°

 Worksheet 8.4
1.

J K
E

L
G H

Worksheet 8.5

1. B 2.

N
Z X 20 cm T
10 cm 17 cm 27 cm
M
13 cm O R

A C
Y
3 cm S
Worksheet 9.1
A.

Name Definitions Classification of Figure

triangle

Equilateral triangle A triangle with three According to sides

equal sides

Acute-angled A triangle with 3

triangle acute angles According to angles

A triangle with at
Isosceles triangle least 2 equal sides According to sides

Scalene triangle A triangle with no According to sides

equal sides

Right- angled A triangle with 1

triangle right angle According to angles

Obtuse- angled A triangle with 1

triangle obtuse angle According to angles
 B.

He didn’t have any guts

Worksheet 9.2
A.

Quadrilaterals Parallelogram Rectangle Rhombus Square Trapezoid Kite

Opposite sides are x x x x
parallel
Opposite sides are x x x x
congruent
Diagonals are x x
congruent
Diagonals bisect each x x x x
other
Diagonals x x
perpendicular
Opposite angles are x x x x
congruent
Adjacent angles are x x x x x
supplementary
Only one set of x
opposite angles is
congruent
Adjacent sides are x
congruent

Worksheet 9.3
D.

Pentagon 540
Octagon 1080
Decagon 1440
Nonagon 1260
Dodecagon 1800
E.

1260° 9
1620° 10
1980° 13
4320° 24

F.

30° 12
10° 36
24° 15
45° 8
Worksheet 10.2.1 Worksheet 10.2.2 Worksheet 10.2.3

1. 150 Apples 1. 6 1. 2
2. Red Rome 2. bubble gum 2. orange
3. McIntosh 3. vanilla 3. watermelon
4. 50 Apples 4. bubble gum 4. lime
5. 100 Apples 5. 8 5. 1
6. 4 6. 7
7. chocolate 7. banana
8. cotton candy 8. strawberry
9. 1 9. 3
10. 5 10. 1
Worksheet 10.3.1

Item Angle of Sector

Foods 4,500
× 360° = 76.78°
21,100

Gifts 5,200
× 360° = 88.72°
21,100

Grocery 7,900
× 360° = 134.79°
21,100

Others 3,500
× 360° = 59.72°
21,100

Others, 3500
Foods, 4,500

Grocery, 7900 Gifts, 5200

Worksheet 10.4.1

1. 27 Cars
2. Friday
3. 6 Cars
4. Monday
5. 2 Cars

Worksheet 10.5.1

Score Tally Frequency

0 0 0
1 ll 2
2 ll 2
3 lll 3
4 llll 5
5 lll 3
6 ll 2
7 lll 3
8 llll 4
9 ll 2
10 llll 4
11 ll 2
12 lll 3
13 llll-llll 9
14 lll 3
15 lll 3

10
9
8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
Worksheet 11.1.1
83+90+78+𝑥
1. = 85
4

251 + 𝑥
= 85
4
𝑥 = 340 − 251

𝑥 = 89

Worksheet 11.2.1

1.) 15,22,59,78,90

The median is 59

2.) 5, 6, 6, 7, 7, 8, 9, 9, 10, 10
7+8
𝑀𝑑 = 2

𝑀𝑑 = 7.5

Worksheet 11.3.1

1) 10
2) 18
3) 8
4) None
5) 16

Worksheet 11.4.1

1) c. mode
2) c. mean = median
3) d. 79
4) d. 17
5) c. 174
Worksheet 12.1.1

Grades Frequency Mid-value

100 < x ≤ 95 6 97
95< x ≤ 90 8 93
90< x ≤ 85 7 87
85 < x ≤ 80 4 83
80 < x ≤ 75 3 77
75 < x ≤ 70 2 73

Range=Largest mid-value – Smallest mid-value

=97-73
=24

Worksheet 12.1.2
Scores Frequency Class Mark (X) 𝑓𝑋 2
𝑓 𝑋−𝑥
(f)
46-50 1 48 48 179.56
41-45 10 43 430 705.6
36-40 10 38 380 115.6
31-35 16 33 528 40.96
26-30 9 28 252 392.04
21-25 4 23 92 538.24
𝑓 =50 𝑓 𝑋=1,730 𝑓 𝑋 − 𝑥 2 =1,972

Range= 50.5 – 20.5

= 30

𝑓𝑋 1,730
Mean (𝒙)= = = 34.60
𝑓 50

Variance
2
𝑓 𝑋−𝑥
𝜎2 =
𝑓−1
1,972
𝜎2 =
50 − 1
𝜎 2 = 40.2448 ≈ 𝟒𝟎. 𝟐𝟒

Standard Deviation
𝑠 = 𝜎2
𝑠 = 40.24
𝒔 = 𝟔. 𝟑𝟒
 References
https://www.mathsisfun.com/definitions/bar-graph.html

www. Mathworksheets4kids.com

https://www.mathsisfun.com/definitions/line-graph.html

https://study.com/academy/lesson/what-is-a-frequency-distribution-table-definition-
example.html

https://searchdatacenter.techtarget.com/definition/statistical-mean-median-mode-and-range

www.CommonCoreSheets.com

https://www.google.com.ph/url?sa=t&source=web&rct=j&url=https://richardoco.weebly.com/up
loads/1/9/7/2/19725327/module_10.pdf&ved=2ahUKEwjNoJ28meTdAhVbIIgKHQP-
BnsQFjAAegQIBhAB&usg=AOvVaw1Fc_E-s8tZJZ72nPq2ZyYj

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