Mathematics

Second Quarter – Module

12Algebraic Expression
and Equation
Mathematics – Grade 7
Alternative Delivery Mode
Second Quarter – Module 12: Algebraic Expression and Equation
First Edition, 2020
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 7
Mathematics
Second Quarter – Module
12
Algebraic Expression and
Equation
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 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Algebraic Expression and Equation.

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be able to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 Table of Contents

What I Need to Know ----------------------- 1

What I Know ----------------------- 2
LESSON 1
What’s In ----------------------- 3
What’s New ----------------------- 4
What is It ----------------------- 5
What’s More ----------------------- 8
What I Have Learned ----------------------- 8
What I Can Do ----------------------- 9
LESSON 2
What’s In ----------------------- 10
What’s New ----------------------- 11
What Is It ----------------------- 12
What’s More ----------------------- 15
What I Have Learned ----------------------- 15
What I Can Do ----------------------- 16
Assessment ----------------------- 17
Additional Activities ----------------------- 18
Answer Key ----------------------- 19
References ----------------------- 21
 What I Need to Know

This module is designed and written for you. It is here to help you master
algebraic expression and equation. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons follow the standard
sequence of the course but the order may be different from the textbook that
you are using.
This module is composed of two lessons, namely:
Lesson 1: Translating English Phrases/Sentences to Mathematical
Phrases/Sentences and Vice-Versa and
Lesson 2: Evaluating Algebraic Expression

After going through these lessons, you are expected to:

1. translate English phrases into Mathematical phrases (M7Al-IIc-1),

2. translate English sentences into Mathematical sentences (M7Al-IIc-1),
and
3. evaluate algebraic expressions (M7AI-IIc-4).

1
 What I Know

Multiple Choice
Directions: Read the questions carefully and write the letter of the answer on
your answer sheet.
1. What is the equivalent expression of “the sum of 4 and a number x”?
A. 4 + x C. 4 x
B. 4−x D. 4 ÷ x
2. Which of the expressions below represents the phrase “the product of m
and
a number p”?
m
A. m+ p C.
p
B. mp D. m− p
3. What is the equivalent expression of the phrase “the quotient of x and 7” ?
7
A. x +7 C.
x
x
B. 7 x D.
7
4. Which of the equations below represents the sentence “One hundred minus
a number n is negative fifty”?
A. n + 100 = -50 C. n – 100 = -50
B. n – 100 = -50 D. 100 – n = -50
5. What is the mathematical equation of the statement “Seventy-three
subtracted from a number x equals five”?
A. 73 + x = 5 C. 73 – x = 5
B. x – 73 = 5 D. 73x = 5
6. How do you represent “A number x increased by twelve is one hundred
thirty-
six” into a mathematical equation?
A. x + 12 = 136 C. 136 – 12 = 136
B. x – 12 = 136 D. 12x = 136
7. Which of the equations below represents the sentence “One-tenth of a

2
number x is equal to forty”?
1
A. + x = 40 C. 10x = 40
10
1
B. 10 – x = 40 D. x = 40
10
8. What is the exact value of the expression −3 xy−x 2 y 2+1 , when x=−1
and y=−1?
A. -3 C. 1
B. -1 D. 3
9. If x=0 and y=1 , what is the value of the expression 3 xy ?
A. 0 B. 1 C. 2 D. 3
10. Given the expression 2 x2 + 4 x−2 , what is its value when x=1?
A. 2 B. 4 C. 6 D. 8

Lesson Translating English Phrase/Sentence to

Mathematical Phrase/Sentence, and Vice
1 Versa

In Algebra, not all problems are written mathematically. There are

instances that mathematical problems are presented in a form of English
phrases/sentences. Thus, there is a need to translate these English
phrases/sentences into mathematical expressions/equations.

What’s In

Recall that variable is any letter that represents an unknown number. It

is also used to represent an unknown quantity when solving certain real-life
problems.
When a variable is joined by other variables or constants, through
addition, subtraction, multiplication or division, the result is called an
expression.

3
The following are examples of expressions:

y
1. 3 x+ y 2. y−5 3. 4 x 4.
2

Activity 1: Match Me!

Let’s Find Out: The Meaning of the Symbols
Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way: Choose the correct symbol in the box that
corresponds to the words/phrase below. Write the answer on your answer
sheet.

Number 1 is done for you.

+−× ÷3 √ 2 2 4
2

1. Addition answer: +
2. Subtraction
3. Multiplication
4. Four squared
5. Division
6. Square root of two
7. Twice
8. Three

What’s New

Now I will ask you these questions:

1. If you fail in a subject, would it be an increase or decrease of
happiness?
2. You win first prize in a Math quiz and you give money to your
classmates. What you do mean by that? Did you divide or multiply your
blessings?

4
 What Is It

Here are the keywords that would indicate when to use the four fundamental
operations.
Addition Subtraction Multiplication Division
+¿ −¿ × ÷
plus minus times divided by
increased by decreased by multiplied by ratio of
added to subtracted from the product of the quotient of
the sum of the difference of twice
more than less than thrice
total diminished by

Study the following examples in translating English phrase to Mathematical

phrase, and English sentence to Mathematical sentence:
English phrase/sentence Mathematical phrase/sentence
10 −¿ n
ten less a number n
Ten less a
number
n−10

number less ten

ten less than a number n note: “Than” is a switch word and in
cases like this, the second term
comes the first and first term comes

5
 first term second term the last.

n÷3

a number n divided by three

a number divided by three

n
or
3

Remember:
Addition and Multiplication are commutative operations.
Commutative means that interchanging the place of the addends does not
affect the sum and interchanging the factors does not affect the product.

7+ n
seven plus a number n
seven plus a number
It can be written also as,
n + 7

5(n) or 5●n 5n

five product of number

the product of five and a number n
note: In Algebra, the letter “x” may
not be used in multiplication. It will
lead to confusion because “x” is also
used as a variable.
Instead we can use a dot (●)
or
a parenthesis ( ) such as 5(n).

What if we have the phrase, “the difference of three and twice a number plus
one”?
Know that “difference” represents subtraction, “twice” means multiplied by
2 and a number is a variable. The first term is three and the second term is

6
twice a number
Three more thanplus one;
twice a hence, the second term is a group, enclosed into
number n to
parenthesis results to seventeen.
separate independent grouping.

3−(2 p+1)

the difference of three and twice a

three difference twice a number plus one
number p plus one”
or
3−(2 p+1)

the quotient of thrice a number n

and four 3n÷4
Note: Quotient represents division.
Thrice means multiplied by 3. thrice a number divided by four
Eight decreased by twice a number is four

Eight decreased by twice a

number t is four.

note: The word “is” uses the equal (=)

symbol.
Three more than twice a number results to seventeen.

The quotient of a number z and six

equals five.

Remember: 8 - 2t = 4

1. Addition indicates an increase, a putting together, or

combining. Phrases like increased by, more, and added to
represent addition.
2. Subtraction indicates a diminishing action or lessening.
Phrases like decreased by, less, diminished by represent
subtraction.
3. Multiplication indicates a multiplying action. Phrases like
7 2n + 3 = 17
multiplied by or n times represent multiplication.
4. Division indicates partitioning, a quotient, and a ratio. Phrases
such as divided by, ratio of, and quotient of represent division.
 What’s More

Activity 2: Translate Me!

Let’s Find Out: Translation of English Phrases/Sentences into Mathematical
Phrases/Sentences
Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way: Translate each English phrase/sentence into

Mathematical phrase/sentence. Write the answer on your answer sheet.

Number 1 is done for you.

1. The sum of 4 and a number n. Answer: 4 + n or n + 4

2. Six less than a number n.
3. The product of m and a number n.
4. The product of 4 and z is the same as 16.
5. The difference of y and 23 is 12.

What I Have Learned

Activity 3: Choose Me!

Let’s Find Out: The Right Word
Let’s Use These Materials: Answer sheet and ballpen

8
Let’s Do It This Way: Choose the correct answer from the words inside the
parenthesis to complete each item below. Write the
answer on your answer sheet.

1. A (variable , constant) is used to represent a number.

2. The phrase “decreased by “can be used to represent (addition,

subtraction).

3. A (circle , parenthesis) is used to enclosed independent groupings.

What I Can Do

Real-life problems can be solved using your knowledge in Algebra.

Sometimes problems are presented in a form of phrases or sentences.
Take a look at this:
Mr. John paid his water bill for the month of April in the amount of 200
pesos. But for the month of May, Mr. John has paid 322 pesos.
Questions:
1. What have you noticed about Mr. John’s water bill for the month of May?
Is there an increase or a decrease?
Answer: Mr. John’s water bill for the month of May has increased.
2. Write an equation to represent the situation. (Use the variable n to
represent the unknown.)
Answer: 200 pesos + n = 322 pesos

Activity 4. Try Me!

Let’s Find Out: Translation of Word Problems
Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way: Translate this word problem into a Mathematical

sentence. Write the answer on your answer sheet.

It’s your turn:

9
 Ana bought 12 pieces of coloring pens. She paid 360 pesos for 12
pens. Write an equation to represent the situation. (Use c to represent
the unknown)

Lesson
Evaluating Algebraic Expression
2

We have used operations on whole numbers, integers, fractions, and

decimals. Now, we will evaluate algebraic expressions to find the value of the
unknown such as profit from sales or compute the monthly wages.

What’s In

Activity 5: Fill Me!

Let’s Find Out: Simplified Expressions
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way: Study the given example below. Copy the table and fill
in the blanks to complete the solution. Write the answer
on your answer sheet.
Example
Simplify: -2 + 3 [ (-1-1¿3 + ( -3 +2¿2]
Solution Processes

-2 + 3 [ (-1-1¿3 + ( -3 +2¿2 ] Perform the operations in the

grouping symbol.
-2+ 3 [ (-2¿3 + (-1¿2 ] Raise numbers to its powers.

10
 -2 + 3 [ -8 + 1] Add.

-2 + 3 ( -7 ) Multiply.

-2 + ( -21) Add.

-23 The answer is -23.

Now, it’s your turn to answer the activity.

Simplify: 5∙ 4 ÷ 10 +¿ 6 2

Solution Processes

5∙ 4 ÷ 10 +¿ 6 2 Given

5∙ 4 ÷ 10 +¿ 36
Multiply and divide from left to right
2 + 36
Final answer

What’s New

Activity 6: Find My Value!

Let’s Find Out: The Value of the Expression
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way: Suppose numbers are assigned to the letters of the
alphabet as follows: A = 1, B = 2, C = 3, D = 4,
and so on, up to Z = 26. Substitute the values to the
given expression.
Example:
Find the value of a name MARY by adding the values of its letters.
M = 13 A=1 R = 18 and Y = 25
So, 13 + 1 + 18 + 25 = 57.
Now, do the following:

11
 1. List down five (5) first names of your close friends.
2. Find the numerical value of each name.
3. Write the answer on your answer sheet.

What Is It

Remember that replacing a variable with a number demonstrates the

Substitution Property of Equality.

Substitution Property of Equality

If two quantities are equal,

then one quantity can be replaced by the other.
In symbols:
For all numbers a and b, if a = b,
then a may be replaced by b.

To evaluate an algebraic expression means to find the value of the

expression when the variable is replaced by a given number. There are at
least two steps involved in evaluating algebraic expressions:
1. Replacing the variable by the given number value through
substitution, and
2. Performing the indicated arithmetic following the order of
operations.
Here are the steps in simplifying the order of operations:
A. Simplify expressions within grouping symbols.
B. Simplify powers.
C. Simplify products and quotients in order from the left to
right.

12
 D. Simplify sums and differences in order from left to right.

Example 1:

Evaluate the expression 6 x 2+ 3 when:

a. x=0 b. x=3 c. x=−4

Solutions:

a. When x = 0. We will substitute 0 for x. Then, evaluate the resulting

expression.

6 x 2+ 3=6 ( 0 )2+3
¿ 6 ( 0 ) +3
¿ 0+3
¿3

b. When x = 3. We will substitute 3 for x. Then evaluate the resulting

expression.

6 x 2+ 3=6 ( 3 )2+3
¿ 6 ( 9 ) +3
¿ 54+3
¿ 57

c. When x = -4. We will substitute -4 for x. Then, evaluate the resulting

expression.

2 2
6 x + 3=6 (−4 ) +3
¿ 6 ( 16 ) +3
¿ 96+ 3
¿ 99

13
 When an expression contains more than one variable, you need a
value for each variable to get the numerical value of the polynomial.

Example 2:

4 x−3
Evaluate when:
3 y−4
a. x=1∧ y=−1 b. x=2∧ y=3

Solutions:
4 x−3
a.
3 y−4

4 ( 1 )−3
¿
3 (−1 )−4

4−3
¿
−3−4

1
¿
−7

−1
=
7

4 x−3
b. 3 y−4

4 ( 2 ) −3
¿
3 ( 3 )−4

8−3
¿
9−4

5
¿
5

¿1

14
 What’s More

Activity 7: Complete the Web!

Let’s Find Out: The Value of Algebraic Expressions
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way: Evaluate each expression using n = 15. Write the value
you obtained inside its corresponding box. Copy the
web and write the answer on your answer sheet.

n
2n-11
+ 20
2 5
n
n
3
( n−5 )2
3 n+5 30−4 n
n+7
11

What I Have Learned

Activity 8: Replace Me!

Let’s Find Out: The Value of Algebraic Expressions
Let’s Use These Materials: Answer sheets and ballpen

15
Let’s Do It This Way: Evaluate the given algebraic expression below. Write
the answer on your answer sheet.

Evaluate : 3 x 2−4 xy −6 y 2 when x=−2∧ y=1.

What I Can Do

Activity 9: Can I Have my Value?

Let’s Find Out: The Cost of Slippers
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way: Solve each problem. Write the answer on your
answer sheet. Number 1 is done for you.

The following mathematical statements describe cost and income in

pesos from the production and sale of x numbers of slippers.

Cost C of manufacturing: C=20 x+ 15

2
Cost M of marketing: M =x −3 x +8
Income C from sales: R=2 x 2 +6 x

1. What is the cost of manufacturing 50 pairs of slippers?

Solution:
We will use the mathematical statement C=20 x+ 15.
Now, we will substitute 50 to x.
We have C=20 ( 50 ) +15=₱ 1,015
So, the total cost of manufacturing 50 pairs of slippers is ₱1, 015.
2. What is the cost of marketing 50 pairs of slippers?
3. What is the income from selling 50 pairs of slippers?

16
 Assessment

Multiple Choice
Directions: Read the questions carefully and write the letter of the answer on
your answer sheet.
1. What is the equivalent expression of “the sum of a number x and three“?
A. x +3 B. 3−x C. 3 x D. x ÷ 3
2. What is the Mathematical expression of the phrase, “4 less than a number
y”?
A. 4 < y B. 4− y C. y−4 D. y + 4
3. Which of the expressions below represents the phrase, “the product of c
and a number d?
c
A. c +d B. cd C. D. c−d
d
4. What is the equivalent expression of the phrase, “the quotient of y and 5“?
5 y
A. y +5 B. 5y C. D.
y 5
5. Which equation below is the mathematical sentence of the statement,
“Seven
increased by a number x is eighteen.”?
A. 7 + x = 18 B. x - 7 = 18 C. 7 - x = 18 D. 7x =
18
6. What is the mathematical sentence of the statement, “A number c
decreased
by eight is five.”?
c
A. c + 8 = 5 B. c – 8 = 5 C. –8c = 5 D. =5
8
7. Which equation below is the mathematical sentence of the statement,
“Twice

17
 a number a minus four results to one-half.”?
1 1 1
A. 4a + 2 = B. 2a – 4 = C. 2a (4) = D.
2 2 2
4a 1
=
2 2
8. What is the exact value of the expression −3 xy−x 2 y 2+1 ,when x = -1 and
y = -1?
A. - 3 B. -1 C. 1 D. 3
9. What is the value of the expression 2 ab when a=1and b=−2?
A. -1 B. -2 C. -3 D. -4
10. Given the expression 2 x2 + 4 x−2 , what is its value when x=1?
A. 2 B. 4 C. 6 D. 8

Additional Activities

Activity 10: Can You Try Me?

Let’s Find Out: Translation of English Phrase/Sentence to Mathematical
Phrase/Sentence
Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way : Translate the following English phrases/sentences into

Mathematical phrases/sentences. Write the answer on
your answer sheet.
Number 1 is done for you.
1. three times b minus four Answer: 3b - 4
2. a number c increased by six
3. twelve decreased by a number m
4. Two times a number t added by three is seven.
5. Three more than a number v is nineteen.

Activity 11: How Much Do I Have?

Let’s Find Out: The Weekly Salary
Let’s Use These Materials: sheet of paper/s and ballpen

18
 Let’s Do It This Way: Analyze and solve the problem.

A cashier of a certain company is paid ₱550 per day for an 8-hour shift.
Each extra hour is paid ₱80. To compute for the cashier’s salary for the week
with 6 extra hours, the manager uses the expression:
550 x+ 80 y
where,
x = the number of days worked in a week (5days)
y = the numbers of extra hours (6 hours)
How much is the cashier’s salary for the week?

Answer Key

Lesson 1 What’s More (Activity 2)

What’s In (Activity 1) 1. 4 +n∨n+ 4
1. + 6. √2 2. n−6
2. - 7. 2 3. mn∨nm
3. x 8. 3 4. 4 z=16
4. 42 5. y−23=12
5. ÷

What I Have Learned (Activity

What I Can Do (Activity 4)
3)
12 c=360
1. variable
2. subtraction
3. parenthesis
Lesson 2
What’s In (Activity 5)
SOLUTION PROCESS
Given
Square 6
20 ÷ 10 + 36
Add.
28
19
What’s More (Activity 7)

Lesson 2
What I Have Learned (Activity
8) Answer: 14

Lesson 2
What I Can Do (Activity 9)

2. ₱2,388
3. ₱5,300

Additional Activities
(Activity 10)
2. c + 6
3. 12 – m
4. 2t + 3 = 7
5. 3 + v = 19

(Activity 11)
Answer: ₱3,230

What I Know
1. A 6. A
2. B 7. D
3. D 8. A
4. D 9. A
5. B 10. B

20
Assessment
1. A 6. B
2. C 7. B
3. B 8. A
4. D 9. D
5. A 10. B

References

Cecille M. De Leon, et.al, Elementary Algebra, SD Publications, Inc. 2009, p.

116-118

21
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22
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