RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.

SCIENCE LABORATORY SCHOOL

Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 11

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: Absolute Value
Learning Target: To define absolute value; and to solve a value of an expression involving absolute value.
Reference: Oronce, Orlando A., et. al, e - math 7, pp 25 – 28.

Distance is always a positive value (or zero). Mathematicians use absolute value to describe
distance on a number line. The absolute value of an integer is equal to its distance from 0. The
concept of absolute value is so important in mathematics that it has its own symbol. The absolute
value of x is written as |x|.
Absolute Value
If x is a positive integer or zero, then the absolute value of x is x.
|x| = x, if x > 0
|x| = x, if x = 0
If x is negative integer, then the absolute value of x is the opposite of x.
|x| = - x, if x < 0

Examples:
1. Find the absolute value of the following.

a. -|6| = - 6 b. |-5| = - (-5) = 5 c. |0| = 0

2. Find the value of each expression involving absolute value.

a. |-9| + |9| b. |-24| - |20|

=9+9 = 24 – 20
= 18 =4
Exercises:
A. Find the absolute value of the following integers.
1. -|11| 4. -|-22+22|
2. |-15| 5. |0 -11|
3. |-15 – 17| 6. |8 – 8|

B. Find the value of each expression below. Show your complete solution.
(USE BACKPAGE if necessary)
1. -|34| + |-15| 4. |-98| - |-89|
2. |-19| - |-45| 5. -|96| - |-90|
3. |-78| + |78| 6. |-18| - |-18|
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.
SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 12

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: Adding and Subtracting Integers
Learning Target: To perform the rules in adding and subtracting integers.
Reference: Oronce, Orlando A., et. al, e - math 7, pp 29 – 41.

Rules for Adding Integers

LIKE SIGNS: (+) + (+) or (-) + (-)
Find the sum of their absolute values and use the sign common to both integers.
For example,
1. (-9) + (-3)
Solution:
Find the absolute values: |-9| = 9; |-3| = 3
Since the signs are the same, add the absolute values: 9 + 3 = 12.
The addends are both negative. Therefore, the sum is negative: (-9) + (-3) = -12.

UNLIKE SIGNS: (+) + (-) or (-) + (+)

Find the difference of their absolute values and use the sign of the integer with the greater absolute
value.
For example,
1. (-9) + 6
Solution:
Find the absolute values: |-9| = 9; |6| = 6
Since the signs are different, subtract the absolute values: 9 – 6 = 3
The negative addend has the greater absolute value.
Therefore, the sum is negative: (-9) + 6 = -3

Exercise:

Add the following integers. Show your step by step solutions.

1. 12 + (-3)

2. (-15) + (-23)

3. 56 + (-45)

4. (-67) + 76

5. (-89) + (-78)
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.
SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 13

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: Subtracting Integers
Learning Target: To perform the rules in subtracting integers.
Reference: Oronce, Orlando A., et. al, e - math 7, pp 29 – 41.

Subtraction is the inverse of addition.

Rule for Subtracting Integers

To subtract two integers, change the sign of the subtrahend and add the integers. For
any integers a and b.
a – b = a + (-b)
Examples:
1. 7 – 9
Solution:
7 – 9=7+(−9)=−2

2. (-15) – 8
Solution:
(−15)– 8=(−15)+(−8)=−23

3. 15 – (-8)
Solution:
15 – (−8)=15+8=23

Exercise:

Subtract the following integers. Show your step by step solutions.

1. 12−(−3)

2. (−15)−(−23)

3. (−4)−6

4. (−89)−(−78)

5. 3+(−2)−8

6. 6+2−17
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.
SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 14

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: Multiplying Integers
Learning Target: To perform the rules in multiplying integers.
Reference: Oronce, Orlando A., et. al, e - math 7, pp 42 – 47.

Rules in Multiplying Integers

1. When you multiply two numbers with the same sign, the product is positive.
(+)(+) = (+) or (-)(-) = (+)
For example,
1. (13)(2) = 26 2. (-13)(-2) = 26

2. When you multiply two numbers with different signs, the product is negative.
(-)(+) = (-) or (+)(-) = (-)
For example,
1. (-7)(8) = -56 2. (7)(-8) = -56

3. Any number multiplied by 0 gives a product of 0.

(0)(any number) = 0 or (any number)(0) = 0
For example,
1. (-4)(0) = 0 2. (0)(4) = 0

Exercise:

Multiply the following integers.

1. (-25)(2) 7. (-65)(12)
2. (34)(4) 8. (89)(0)
3. (-42)(-4) 9. (0)(-89)
4. (-7)(32) 10. (-34)(10)
5. (-36)(-35 11. (-65)(-32)
6. (-26)(-32) 12. (125)(-15)

RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.

 SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 15

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: Dividing Integers
Learning Target: To perform the rules in dividing integers.
Reference: Oronce, Orlando A., et. al, e - math 7, pp 42 – 47.

Rules in Dividing Integers

1. When two numbers with the same sign are divided, the quotient is always positive.
¿ ¿ = (+) or ¿ ¿ = (+)
For example,
(−45)
1. 45 ÷ 5 = 9 2. =9
(−5)

2. When two numbers with different signs are divided, the quotient is always negative.
¿ ¿ = (-) or ¿ ¿ = (-)
For example,
(−45) (45)
1. = (-9) 2. = (-9)
(5) (−5)

3. The rules for dividing zero by a nonzero number and for division by zero still hold.

0 nonzero number 0
= 0 and = undefined and = indeterminate
nonzero number 0 0

For example,
0 6
1. =0 2. = undefined
−4 0

Exercise:

Divide the following integers.

−15 −15 0 72 −108

1. 2. 3. 4. 5.
5 0 −5 −8 −9
100 150
6. 7.
−20 10
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.
SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 16

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: Exercises on Operations of Integers
Learning Target: To perform the operations on integers.
Reference: Naima S. Uy. OBILP. Learning Activities.

Exercises:

Perform the indicated operations. Show the necessary solutions.

1. 7 + 6

2.(−8)+(−7)

3. −15−(−5)

4. (−4)(−7)

5. 16+(−9)

36
6.
−9

4 (−5)(−2)(−1)
7.
2(−1)(3)(−2)

4 (−2)(0)(−3)
8.
−4−2

−4 +5
9.
−7+7

10. −9+5−(−4)
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.
SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 17

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: Order of Operations involving Integers.
Learning Target: To perform the PEMDAS rule involving integers..
Reference: Oronce, Orlando A., et. al, e - math 7, pp 47 – 49.

Order of Operations involving Integers

To perform expression with more than one operation, we must follow the so called PEMDAS rule.

P is for parentheses this pair of operation must be executed first from left to right in any order.
E is for exponent
M is for multiplication this pair of operation must be executed next to P and E from left to right in
D is for division order they occur.
A is for addition this pair of operation must be executed next to M and D from left to right
S is for subtraction in order they occur.

For example,
Simplify each expression below.
1. 102 + 13 · 3 – [15 + (-9)] ÷ 6 2. (12 · 2) – 150 ÷ 15 + 92 · 2
Solution: Solution:
102 + 13 · 3 – [15 + (-9)] ÷ 6 (12 · 2) – 150 ÷ 15 + 92 · 2
100 + 13 · 3 – 6 ÷ 6 24 – 150 ÷ 15 + 81 · 2
100 + 39 – 1 24 – 10 + 162
139 – 1 14 + 162
138 176

Exercise:

Perform the following expressions using the PEMDAS rule. Show your step by step solutions.

1. 90 – 10 · 8 + 32 ÷ 8
2. 52 ˗ [3 · 4 + (8 ÷ 2)]
3. [4 + (8 · 3)] – [17 – (9 + 6)]
4. 62 + [12 – (25 ÷ 5 + 10)] – 22
5. 8−2{5−3+ ( 36÷ 6 ∙ 2 ) +3 [ 2−( 5+2 ) ] }
4 (5−9)
6. 42 · 3 ÷ 8 – - 4 · 6 ÷ 23
2
7. 56 ÷ 8 + {7 · [14 – (7 · 2)]}
8. 5 · 13 ÷ (23 – 2 · 5)
3(9−11)
9. (-6)2 · 5 ÷ 5 – - 4 · 3 ÷ 22
2
 (−15 ) (−4)
10. - (-3)2
(−2 )(−3 ) (−5)

RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.

SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 18

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: The Set of Rational Numbers (Part I)
Learning Target: To define rational numbers; and to convert rational numbers into terminating or repeating non-terminating decimal.
Reference: Oronce, Orlando A., et. al, e - math 7, pp 47 – 49.

a
Rational Number is any number that can be written in the form , where a and b are integers,
b
and where b, the integer in the denominator, is not equal to 0. The set of rational numbers is
represented by

{ba ∨a∧b are integers , b ≠ 0}.

The symbol ≠ is read “is not equal to.” Thus, b ≠ 0 means b is not equal to 0.
a
A number of the form means a ÷ b, where a is the numerator and b is the denominator. Also,
b
a
if a and b are both positive, is called proper fraction if a < b, an improper fraction if a > b, and a
b
whole number if b divides exactly a.
Look at the following examples:
3 a 1 −1 a
1. 3 = = , where a = 3 and b = 1 4. - = = , where a = -1 and b = 4.
1 b 4 4 b

0 a −3 a
2. 0 = = , where a = 0 and b = 1 5. -0.3 = = , where a = -3 and b =
1 b 10 b
10
−1 a 1 −13
3. -1 = = , where a = -1 and b = 1 6. -3 = , where a = -13 and
1 b 4 4
b=4

Every rational number can be represented by either a terminating decimal or repeating non-
terminating decimal.
Examples:
Write each as a decimal.
−3 2
1. 2.
4 3
Solution:
0.75 0.66
1. 3 ÷ 4. 4 30 2. 3 20
28 18
20 20
20 18
0 2
 −3 2
Therefore, = - 0.75 Therefore, = 0.6666…
4 3
The decimal - 0.75 is called a terminating decimal because the final remainder is 0 and the division
ends.
The decimal 0.6666… is called a repeating non-terminating decimal because the digit 6 repeats
without end. We usually write 0.6666… as 0.6̅ with a bar over the digit that repeats.
Exercise:
1. What is a rational number?
2. Convert the following rational numbers as decimal and classify each as terminating or
repeating non-terminating decimal.
−4 7 5 −2 11 13
a. b. c. d. e. f.
5 8 6 3 9 −6
−4
g.
9
RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.
SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 19

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: The Set of Rational Numbers (Part II)
Learning Target: To convert rational numbers from decimal form to fraction form in lowest term.
Reference: Malaborbor, Pastor B., et. al, Elementary Algebra, pp 78 – 81.

Terminating Decimal form to Fraction form in Lowest Term

To write rational number from terminating decimal form to fraction form in lowest term, move the
decimal point to the right to make it an integer. This will be the numerator. The denominator will be 10, 100,
1000, and so on, the number of zeros depends upon the number of movements of the decimal point. Then
express the fraction in lowest term.
Examples
54 27 7
1. 0.54 = or , it is now in lowest term. 3. 0.7 = , it is already in lowest term.
100 50 10
324 81 225 9 1
2. 0.324 = or , it is now in lowest term. 4. 2.25 = or or 2
1000 250 100 4 4

Repeating Non-terminating Decimal form to Fraction form in Lowest Term

Follow the steps in the following examples below.

a. 0. 7́

Solution:

Step 1: Let x = 0. 7́, so that x = 0.7777…

Step 2: Multiply both sides of the equation x = 0.7777… by 10. (Use 10 since there is only one digit that
repeats.)
x = 0.7777…
10(x) = 10(0.7777…)
10x = 7.7777…
Step 3: Subtract 10x = 7.7777… by x = 0.7777…
10x = 7.7777…
- x = 0.7777…
9x = 7
Step 4: 9x = 7
 7
x= , it is already in lowest term.
9

7 7
Since x = 0.7777… and x = , then 0.7777… =
9 9

´
b. 0. 26

Solution:

´ so that x = 0.262626…
Step 1: Let x = 0. 26,
Step 2: Multiply both sides of the equation x = 0.262626… by 100. (Use 100 since there are two digits in
the part that repeats.)
x = 0.262626…
100(x) = 100(0.262626…)
100x = 26.262626…
RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION, INC.
SCIENCE LABORATORY SCHOOL
Barrio Marawi, National Highway, Marawi City
School ID: 478017
S.Y. 2020 - 2021

LEARNING ACTIVITY SHEET LAS No. 20

Name: ___________________________________________________
Grade Level & Section: Grade 7 - Score: ________
Subject: Math 7 (Integrated Mathematics) Date: _________
Please check the appropriate box.
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills/ Exercise/ Drills Drawing/ Art Informal Theme ______________
Activity Title: The Set of Rational Numbers (Part II)
Learning Target: To convert rational numbers from decimal form to fraction form in lowest term.
Reference: Malaborbor, Pastor B., et. al, Elementary Algebra, pp 78 – 81.

Step 3: Subtract 100x = 26.262626… by x = 0.262626…

100x = 26.262626…
- x = 0.262626…
99x = 26
Step 4: 99x = 26

26
x= , it is already in lowest term.
99

´ and x = 26 , then 0. 26
Since x = 0. 26 ´ = 26
99 99

c. 0.2 5́

Solution:

Step 1: Let x = 0.2 5́ so that x = 0.25555…

Step 2: Multiply both sides of the equation x = 0.25555… by 10.
10(x) = 10(0.25555…)
10x = 2.5555…
Step 3: Multiply both sides of the equation 10x = 2.5555… by 10.
10(10x) = 10(2.5555…)
100x = 25.5555…
Step 4: Subtract 100x = 25.5555… by 10x = 2.5555…
100x = 25.5555…
- 10x = 2.5555…
 90x = 23
Step 5: 90x = 23
23
x=
90
23 23
Since x = 0.2 5́ and x = , then 0.2 5́ =
90 90

Exercises:
A. Convert the following terminating decimal into fraction in lowest term.

1. 0.04 4. 0.765
2. 0.45 5. -0.55
3. 0.005 6. -4.6

B. Convert the following repeating non-terminating decimal into fraction in lowest term.

1. 0. 8́ 3. 1. 9́ 5. 0.4 7́
´
2. 0. 45 4. 5.7 3́ ´
6. 0.6 57