7°

MATHEMATICS MAKE-UP TEST

WORKSHOP
NAME: __________________________________________________ GRADE: _________ DATE: _________________

FIRST TERM
Achievement No. 1: Orders and operates integer numbers, solves arithmetic polynomials
applying properties of signs and order of operations and operates and simplifies powers by
applying properties of exponents.

The following workshop is organized as follows:

 Review
 Solved exercises. Highlighted in green
 Practice exercises. Highlighted in purple

ABSOLUTE VALUE

Explanation: Absolute Value

Practice exercises
1. Tell whether each statement is true (T) or false (F). When false, justify.
a. The result of −3±4−(2.5) is not an integer. ______
b. The set of integers is formed by all positive numbers, cero, and their opposites. ______
c. When a negative integer is subtracted from a positive integer, the result is always a
negative number. _______

2. Find each absolute value.

INTEGERS

Explanation: Order and Compare Integers

Explanation: Adding and subtracting integers

Subtracting integers: We will learn how to transform subtraction problems into addition problems.
The technique for changing subtraction problems into addition problems is extremely mechanical.
There are two steps:

1. Change the subtraction sign into an addition sign.

2. Take the opposite of the number that immediately follows the newly placed addition sign.

Explanation: Multiplying and dividing integers

Rules for multiplication: The best place to start with multiplication, is with the rules:
Teacher: Dayana Guantiva
“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
 Rules for Multiplication
Positive x
Positive
Positive
Positive x
Negative
Negative
Negative x
Negative
Positive
Negative x
Positive
Negative

The rules for division are exactly the same as those for multiplication. If we were to take the rules for
multiplication and change the multiplication signs to division signs, we would have an accurate set of
rules for division.
Taken from: http://www.mathguide.com/lessons/Integers.html#subtract

Explanation: Order of operations

Solved exercises:

Practice exercises

3. Answer parts a through refer to the information below.

f
4. Solve each word situation.

a. Roman Civilization began in 509 B.C. b. A submarine was situated 800 feet below
and ended in 476 A.D. How long did sea level. If it ascends 250 feet, What is
Roman Civilization last? its new position?

c. On Tuesday the mailman delivers 3 d. Mary has $267 in her checking account.
checks for $5 each and 2 bills for $2 She writes checks for $33, $65, and
each. If you had a starting balance of $112. What is the balance in her account
$25, what is the ending balance? now?

Taken from: http://mrlator.weebly.com/uploads/5/1/5/3/5153251/step_by_step_solutions_subtract_integers.pdf

5. Solve

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
EXPONENTS

Explanation: Laws of exponents

We know how to calculate the expression 5 x 5. This expression can be written in a shorter way using
something called exponents. 5 ⋅5=5 2. An expression that represents repeated multiplication of the
same factor is called a power. The number 5 is called the base, and the number 2 is called the
exponent. The exponent corresponds to the number of times the base is used as a factor.

Solved exercises:

Practice exercises

6. Click in here to find practice exercises and the answer key.

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
Scientific notation

Explanation: Conversion

Solved exercises:

Practice exercises

7. Solve the following exercises.

Taken from https://1.cdn.edl.io/pLgYNzL3ChaemZ5FdzGm1PObN3XOOhwhwTNqWnZVM6zBifSC.pdf

8. Write each number in scientific notation or standard form.

Taken from https://www.dvusd.org/cms/lib/AZ01901092/Centricity/Domain/4912/scientific%20notation%20worksheet.pdf

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
 7°
MATHEMATICS MAKE-UP TEST
WORKSHOP
NAME: __________________________________________________ GRADE: _________ DATE: _________________

Second term

Achievement 2: Solves One and Two-step equations in one variable by applying properties of
the set of integer numbers such as the distributive property and applies them to solve real-life
situations.

The following workshop is organized as follows:

 Review
 Solved exercises. Highlighted in green
 Practice exercises. Highlighted in purple

Two step equations

Explanation: Procedure

Solved exercises

a) Solve 3 x+ 4=15
This problem does not have the variable by
itself on one side. We need to get rid of the 4
that is added, so we’ll need to subtract 4 from
both sides. Even after doing that, there is still a
3 multiplied by the variable, so division will be
necessary to eliminate it.

b) Solve −2 a+5=18
The variable is not by itself on one side. We
will get rid of the 5 that is added by subtracting
5 from both sides. This still leaves a -2 in front
of the variable so we will have to divide both
sides by -2.

Practice exercises

1. Write and solve an equation to model the following situations.

a. To qualify for the Boston Marathon, Hillary must run a qualifying time of 3 hours 40 minutes
or less. Her best time so far is 4 hours 5 minutes. Write and solve an equation to find by
how many minutes Hillary must improve her time to qualify.
b. A baby elephant at the Bronx Zoo would get on a scale only with its mother. The zoo
weighted the mother as 5033 pounds. They weighted the mother and the baby together as
5396 pounds. Write and solve an equation to find the weight of the baby elephant.

2. Solve the equations

a. 4 y +1=13 b. 6 x +2=26
c. −3=5 k +7 n
d. + 4=−26
3
e. 7=−3 c−2 f. −8 p+3=−29
g. −5=2t +1 h. 3 r +3=−24

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
3. Solve the word problems

Taken from: http://www.mathx.net/downloads/two-step_equations_word_problems/MATHX.NET-Two-step_equations-

word_problems-integers-hard.pdf

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
 7°
MATHEMATICS MAKE-UP TEST
WORKSHOP
NAME: __________________________________________________ GRADE: _________ DATE: _________________

Second term

ACHIEVEMENT 3: Classifies angles between parallel lines, find their measurement;

classifies triangles and quadrilaterals, find their perimeter and area through movements
on the Cartesian plane.

The following workshop is organized as follows:

 Review
 Solved exercises. Highlighted in green
 Practice exercises. Highlighted in purple

Acute angle: The angle that
is between 0° and 90° is an
acute angle, ∠A in the figure
below.
Obtuse angle: The angle Right angle: The angle that is
that is between 90° and 180° 90° is a Right angle, ∠C as
is an obtuse angle, ∠B as shown below.
shown below.

Straight angle: The angle Supplementary angles:

that is 180° is a straight
angle.
Complementary angles:
∠COA + ∠AOB = 90°. If the
sum of two angles is 90° then
the two angles are called
complementary angles.
In the figure above, ∠AOC + ∠COB = ∠AOB = 180°. If the
sum of two angles is 180° then the angles are called
supplementary angles.
Two right angles always supplement each other. The pair of
adjacent angles whose sum is a straight angle is called a
linear pair.

Adjacent angles:
The angles that have a common arm and a common vertex
are called adjacent angles. In the figure above, ∠BOA and
∠AOC are adjacent angles. Their common arm is OA and
common vertex is ‘O’.
Vertically opposite angles:
When two lines intersect, the angles formed opposite to
each other at the point of intersection (vertex) are called
vertically opposite angles.

In the figure on the right,

x and y are two intersecting lines.
∠A and ∠C make one pair of vertically opposite angles
and
∠B and ∠D make another pair of vertically opposite
angles.

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
 Parallel lines:
Here, A and B are two parallel lines, intersected by a line
p.
The line p is called a transversal, that which intersects two
or more lines (not necessarily parallel lines) at distinct
points.
As seen in the figure on the right, when a transversal
intersects two lines, 8 angles are formed.

Let us consider the details in a tabular form for easy

reference:
When a transversal intersects
two parallel lines,
The corresponding angles are
Types of Angles
Angles equal.
Interior Angles
∠3, ∠4, ∠5, ∠6 The vertically opposite angles
Exterior Angles
are equal.
Vertically opposite ∠1, ∠2, ∠7, ∠8
The alternate interior angles are
Angles (∠1, ∠3), (∠2, ∠4), (∠5, ∠7), (∠6,
equal.
Corresponding Angles ∠8)
The alternate exterior angles
Interior Alternate (∠1, ∠5), (∠2, ∠6), (∠3, ∠7), (∠4,
are equal.
Angles ∠8)
The pair of interior angles on the
Exterior Alternate (∠3, ∠5), (∠4, ∠6)
same side of the transversal is
Angles (∠1, ∠7), (∠2, ∠8)
supplementary.
Same side interior (∠3, ∠6), (∠4, ∠5) We can say that the lines are
Angles
parallel if we can verify at least
one of the afore mentioned
conditions.

Explanation: Angles between parallel lines

Solved exercises

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
The picture below shows two parallel lines with a transversal. The angle 6 is 65°. Is there any
other angle that also measures 65°?

ANSWERS: 6 and 8 are vertical angles and are thus congruent which means angle 8 is also 65°.
6 and 2 are corresponding angles and are thus congruent which means angle 2 is 65°.
6 and 4 are alternate exterior angles and thus congruent which means angle 4 is 65°.

Taken from https://www.mathplanet.com/education/pre-algebra/introducing-geometry/angles-and-parallel-lines

180° because 111° because

they are they are
supplementary alternate interior
angles angles

125° because 47° because

they are they are
alternate interior alternate
angles exterior angles

x +96+( x+ 96)=180 20 x+ 5+ ( 24 x−1 )=180

2 x+192=180 44 x+ 4=180
2 x=−12 44 x=176
x=−6 x=4
Replacing Replacing
(−6)+96=90 ° 20 ( 4 ) +5=85°

6 x=5 x +10 x +109+ ( x+ 89 )=180

x=10 2 x+198=180
Replacing 2 x=−18
6 ( 10 ) =60° x=−9
Replacing
−9+ 89=80 °
Teacher: Dayana Guantiva
“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
Practice exercises

All of the exercises were taken from: https://cutt.ly/HEBrltL

Perimeter and area of triangles and quadrilaterals

Perimeter: the sum of the lengths of all sides. The shape does not matter
Area: it depends on the figure, check the formulas sheet

Classification of quadrilaterals:

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
 Taken from: https://math.stackexchange.com/questions/650161/why-study-quadrilaterals/650181#650181

Solved exercises

Determine the measure of angle h. Notice that this

triangle gives an angle outside of the triangle. There are
a couple of different ways you can use this information to
determine the measure of angle h. Here is one method:
Step 1: Determine the measure of the angle adjacent to
148°. The two angles make a straight line and therefore
have a sum of 180°, so: 180° - 148° = 32°
Step 2: Add together the two known angles inside the
triangle.
56° + 32° = 88°
Step 3: Subtract the sum from 180°.
180° - 88° = 92°
The measure of angle h is 92°.

a) Find the measure of each angle:

The sum of interior angles in a triangle is 180 °, so:

x +30+2 x+ 90−x=180
Add the numbers and then add the variables:
2 x+120=180
Solve the two-step equations:
2 x=60
x=30
Replace the value of x in each angle and check the sum:
x +30 2x 90−x
30+30 2(30) 90−30
60 ° 60 ° 60 °

b) Find the shaded area

Area of square: 10 ×10=100i n2

6 ×10
Area of triangle: =30 i n2
2

Area of shaded region: 100−30=70 i n2

Step 1: Find area of inner square = 2 cm× 2 cm=4 c m 2

Step 2: Find area of outer shape =
(2 cm× 3 cm)+(10 cm×3 cm)
                                                        ¿ 6 c m 2+30 c m 2
2
¿ 36 c m
Step 3: Area of shaded region = area of outer shape –
area of inner square                                ¿ 36 c m2 – 4 c m2
2
¿ 32 c m

Practice exercises
1. Find the value of x

2. Justify if the statement is true or false.

i) All parallelograms are squares v) Some kites are rhombus

ii) Some rhombus are squares vi) There are rectangles which are also

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.
 iii) Rectangles are also parallelograms squares
iv) A kite can be classified as a vii) Any rhombus can be a square
parallelogram viii) Any square can be a rhombus

3. Find the area of the shaded region

Teacher: Dayana Guantiva

“There is greatness where simplicity, kindness and truth abound” Adapted from León Tolstoi.