7

PROPERTIES OF THE OPERATION

ON INTEGERS / CONVERTING
FRACTION FORM TO DECIMAL FORM
AND VICE-VERSA
Learner's Module in Mathematics 7
Quarter 1 ● Module 4

BEVERLY T. WANAWAN
Developer
Department of Education • Cordillera Administrative Region

NAME:________________________ GRADE AND SECTION ________________

TEACHER: ____________________ SCORE _____________________________

i
 TABLE OF CONTENTS

Page

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
What I Need to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 1
Learning objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
What I Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 2
Lesson Proper
Day 1: Properties of the Operations on Integers . . . . . . . . . . . . . . . . . . . . . 3
Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 5
Assessment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Day 2: Properties of the Operations on Integers . . . . . . . . . . . . . . . . . . . . . 6
Activity 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
Assessment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Day 3: Converting Fraction Form to Decimal Form . . . . . . . . . . . . . . . . . . . 10
Activity 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Day 4: Converting Decimal Form to Fraction Form . . . .. . . . . . . . . . . . . . . 14
Activity 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Assessment 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Day 5:
What I Can Do: Performance Output #4 . . . . . . . . . . . . . . . . . . . . . . . . 18
Post-Assessment: Written Output #4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 21
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

i
 WHAT I NEED TO KNOW

Welcome to this module on PROPERTIES OF OPERATIONS ON THE SET OF

INTEGERS AND CONVERTING FRACTION FORM TO DECIMAL FORM AND
VICE-VERSA!
This module is intended to help you, learners, understand and master the
concepts of integers. It is designed to equip you with essential knowledge
about the said topic and skills on solving problems involving integers,
fractions and decimals.

HOW TO USE THIS MODULE

This module contains several lessons. To make the most out of them, you
need to do the following:
1. Scan the list of Learning Objectives to get an idea of the knowledge and
skills you are expected to gain and develop as you study the module. These
outcomes are based on the content standards, performance standards, and
learning competencies of the K to 12 Curriculum Mathematics 7.
2. Take the What I Know. Your score will determine your knowledge of the
lessons in the module. If you get 100% of the items correctly, you may
proceed to the next module. Otherwise, you must go through the lessons.
3. Each Lesson aims to develop one of the learning objectives set for the
module. It starts with an activity that will help you understand the lesson
and meet the required competencies.
4. Take your time in reading this module. Write down points for clarification.
You may discuss these points with your teacher.
5. Perform all activities and answer all worksheets. The activities and
assessments are designed to enhance your understanding of integers,
fraction form and decimal form. The activities will also give you an idea how
well you understand the lessons. Review the lessons if necessary, until you
have achieved a satisfactory level of understanding.
6. At the end of the module, take the Post-Assessment to evaluate your
overall understanding about the lessons.

LEARNING OBJECTIVES
At the end of the module, you should be able to:
1) illustrates the different properties of operations on the set of integers.
2) expresses rational numbers from fraction form to decimal form and vice
versa.

1
 WHAT I KNOW

Instruction: Let us determine how much you already know about integers,
fractions and decimals. Read each item carefully. Provide the
correct answer by writing it on your answer sheet.

For items 1 to 7, identify the property of operations on integers being

illustrated in each mathematical expression.

1) 15 + 0 = 15 Choices:

2) 9 (3 + 10) = (9)(3) + (9)(10) a) closure property

3) 33 + 12 = 45 b) commutative property

4) (8 + 1) + 4 = 8 + (1 + 4) c) associative property

5) (7)(1) = 7 d) distributive property

6) 64 + (-64) = 0 e) identity property

7) 9 + 8 = 8 + 9 f) inverse property

For items 8 to 15, match the fractions and decimals in column A to its
equivalent decimal and fractions respectively in column B.

Column A Column B
6
8) 39
25 a)
99
3
9) b) 0.25
12
5
c) 0.2083̅
10) 9
24 d)
3 12
11) e) 0.24
11
12) 0.4 7
f)
9
13) 0.75
̅̅̅̅
g) 0. 27
14) 0.7̅
2
̅̅̅̅
15) 0.39 h)
5

2
Day 1
Lesson 4.1 PROPERTIES OF THE OPERATIONS ON INTEGERS

What’s In?

Let’s recall division of integers by analyzing the situation below.

ATM

Carina needs to withdraw the cash donation in response

to the COVID-19 pandemic amounting to Php 45 000
from an ATM. The ATM can dispense a maximum of
Php 10 000 at a time. How many times will she have
to withdraw from the ATM to obtain the needed amount?

What’s New?

Word Game

Rearrange the jumbled letters to come up with the properties of the

operations on integers.
a) eouclrs __________________ d) eiiivtbrtsdu ________________
b) aeioucmmttv __________________ e) eiidntty ________________
c) aaeiiossctv __________________ f) eeisrnv ________________

What’s in it?

Properties on the Operations of Integers

A. Closure Property
➢ Closure Property of Addition integer + integer = integer

If a and b are integers, then the sum c = a + b (integer)(integer) = integer

is also an integer.
Examples: a. 5 + 9 = 14 5, 9 and 14 are integers
b. 11 + 6 = 17 11, 6, and 17 are integers

3
 c. (-3) + 16 = 13 -3, 16, and 13 are integers
d. (-1) + (-4) = -5 -1, -4, and -5 are integers

➢ Closure Property of Multiplication

If a and b are integers, then the product c = (a)(b) is also an integer.
Examples: a. (5)(9) = 45
b. (−6)(−3) = 18

B. Commutative Property
➢ Commutative Property of Addition
The order of the
addends or
If a and b are integers, then a + b = b + a. factors does not
Examples: a. 5+9=9+5 change the sum
or product
To check 14 = 14 respectively.
b. 11 + (-6) = (-6) + 11
c. (-22) + (-14) = (-14) + (-22)

➢ Commutative Property of Multiplication

If a and b are integers, then (a)(b) = (b)(a).
Examples: a. (5)(9) = (9) (5)
b. (11)(-6) = (-6)(11)
c. (-2)(-4) = (-4)(-2)

C. Associative Property
➢ Associative Property of Addition
If a, b and c are integers, then (a + b) + c = a + (b + c).
Examples: a. (5 + 9) + 28 = 5 + (9 + 28)
The groupings of
addends or
To check 14 + 28 = 5 + 37 factors does not
change the sum
42 = 42 or product
b. [11 + (−6)] + 4 = 11 + [(−6) + 4] respectively.

➢ Associative Property of Multiplication

If a, b and c are integers, then (a . b) (c) = (a)(b . c).
Examples: a. (5 . 9) (28) = (5)(9 . 28)
b. [(11)(-6)] (4) = (11) [(-6)(4)]

4
 What’s More?

Activity 1

Complete each statement to show the given property.

1. 6 + 21 = _______________ Closure Property
2. (6)(4) = _______________ Closure Property
3. 48 + 71 = _______________ Commutative Property
4. (-90) + 39 = _______________ Commutative Property
5. 3 + (8 + 12) = _______________ Associative Property
6. (-2) [(10)(5)] = _______________ Associative Property

Assessment 1

Identify the property illustrated in each mathematical sentence.

Given Property
(Closure Property, Commutative
Property, Associative Property)
1. 3 + (5 + 10) = (3 + 5) + 10
2. (-8)(2 . 3) = (-8 . 2)(3)
3. 7 + 14 = 21
4. 3 + 9 = 9 + 3
5. (2 . 4)(7) = (2)(4 . 7)
6. (12)(3) = 36
7. (4)(8) = (8)(4)
8. (6 + 14) + 23 = 6 + (14 + 23)
9. 16 + 78 = 78 + 16
10. 31 + 9 = 40

What I Have Learned?

Instruction: Describe in your own words the following properties of

operation on integers.

Closure Property

Commutative Property

Associative Property

5
Day 2
Lesson 3.2 PROPERTIES OF THE OPERATIONS ON INTEGERS

What’s In?

Recall the first three properties of the operations on integers.

Complete Me!
Arrange the jumbled letters to complete the statements.
❖ Closure Property – Two integers that are added and multiplied remain
as tensgire =_______________.
❖ Commutative Property – Changing the redor =_______________ of two
numbers that are either being added or multiplied does not change the
value.
❖ Associative Property – Changing the pigroung =_______________ of
numbers that are either being added or multiplied does not change its
value.

What’s New?

Union
Ceddieof Sets
and Sarah counted the books on the bookshelves in two different
ways.

There are There are 4 rows of 5

altogether 4 rows books on the left shelf
of (5 + 2) books. and 4 rows of 2 books on
the right shelf.

Who do you think was correct?

Is (4)(5 + 2) = (4)(5) + (4)(2)? Let’s find out by learning the other properties of
the operations on integers.

6
 What’s in it?

This is the continuation of your lesson yesterday on the different properties of

the operations on integers.

D. Distributive Property

➢ Distributive Property of Multiplication Over Addition

If a, b and c are integers, then
(a)(b + c) = (a)(b) + (a)(c).
Examples: a. (4)(5 + 3) = (4)(5) + (4)(3)
To check:
Multiplication is
(4)(5 + 3) = (4)(5) + (4)(3) said to be
distributive over
(4)(8) = 20 + 12 addition and
32 = 32 subtraction.

b. (2)(10 + 1) = (2)(10) + (2)(1)

➢ Distributive Property of Multiplication Over Subtraction

If a, b and c are integers, then
(a)(b - c) = (a)(b) - (a)(c).
Examples: a. (4)(5 – 3) = (4)(5) – (4)(3)
To check:
(4)(5 – 3) = (4)(5) – (4)(3)

(4)(2) = 20 – 12
8 = 8
b. (2)(10 – 1) = (2)(10) – (2)(1)

E. Identity Property

The sum of any

➢ Identify Property of Addition integer and 0 is
If a is an integer, then equal to the
integer.
a+0=a (-a) + 0 = -a
0 + a = a 0 + (-a) = -a
Zero (0) is the additive identity element.
Examples: a. 5 + 0 = 5

7
 Checking:
5+0=5

5 =5
b. 0 + 9 = 9
c. (-6) + 0 = -6
d. 0 + (-18) = -18

➢ Identify Property of Multiplication

If a is an integer, then
(a)(1) = a (-a)(1) = -a The product of
(1)(a) = a (1)(-a) = -a any integer and
1 is equal to the
One (1) is the multiplicative identity element. integer.

Examples: a. (8)(1) = 8
b. (1)(17) = 17
c. (-23)(1) = -23
d. (1)(-56) = -56

F. Inverse Property

➢ Inverse Property of Addition

If a is an integer, then there exists another integer (-a) such that

a + (-a) = 0
The sum of an
Examples: a. 10 + (-10) = 0 integer and its
b. (-21) + 21 = 0 additive inverse is 0.

➢ Inverse Property of Multiplication

If a is an integer, and a ≠ 0, then there

𝟏
exists a real number ( ) such that The product of an
𝒂
1 integer and its
(𝑎) ( ) = 1. multiplicative inverse is
𝑎
1.
1 25
Examples: a. (25) ( ) = =1
25 25
1 32
b. (−32) (− ) = =1
32 32

8
 What’s More?

Activity 2

Solve the following equation to show distributive, identity, and inverse

properties.

➢ Distributive Property
1. (3)(10 + 5 ) = (3)(10) + (3)(5) 2. (7)(4 – 1) = (7)( _____) – (7)(1)
(3)( _____ ) = 30 + 15 (7)(3) = 28 – ____
45 = _____ 21 = 21
➢ Identity Property
3. 29 + 0 = _____ 7. (35)(1) = _____
4. 0 + _____ = 36 8. (1)(_____) = 26
5. _____ + 0 = -72 9. (-18)( _____) = -18
6. -89 + _____ = -89 10. (_____) (1) = -90
➢ Inverse Property
1 49
11. 6 + (-6) = _____ 13. (49)( ) = = _____
49 49
63
12. (-10) + _____ = 0 14. (-63)(− ) = =1
63 63

Assessment 2

Complete the equation by applying the different properties. Identify the

property being used.

Equation Property
(Distributive Property, Identity
Property, Inverse Property)

1. 3 (12 + 7) = (3)(12) + (3)( ___)

2. 5 (___ - 9) = (5)(2) – (5)(9)
3. 98 + (___) = 0
4. (−21)(1) = ___
5. (-7) + ____ = 0

6. ___ (11 + 23) = (5)(11) + (5)(23)

1
7. (___) ( ) = 1
18
8. 13 + (___) = 13

9
 What I Have Learned?

Instruction: Complete the 3-2-1 Words Table below.

3 Things I Learned 2 Things I Mastered 1 thing I want to

Learn More

Instruction:
Day 3
Lesson 4.3 CONVERTING FRACTION FORM TO DECIMAL
FORM

What’s In?

Recall the properties of the operations on integers.

Matching Game
Match the properties of the operations on integers in Column A to its
description in Column B.

Column A Column A

____ 1. Closure Property a. swapping/ interchange

____ 2. Commutative Property b. one and the same/ alike
____ 3. Associative Property c. share out/ spread out
____ 4. Distributive Property d. stays the same
____ 5. Identity Property e. opposite/ contrary
____ 6. Inverse Property f. bracket together/ group together

The answers are: d, a, f, c, b, e.

If you answered 1 to 2 items correctly – Needs Improvement, 3 to 4
correct answers – Good and 5 to 6 correct answers – Excellent.

10
 What’s New?

Equate Me!

Identify which of the following shapes are equal.

What’s in it?

Before you learn how to convert fraction form to decimal form,

let’s define first what is a rational number.

𝑝
Rational number = { , 𝑤ℎ𝑒𝑟𝑒 𝑝 𝑎𝑛𝑑 𝑞 𝑎𝑟𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑎𝑛𝑑 𝑞 ≠ 0}
𝑞
➢ All integers are rational numbers.
8
Example: 8 can be written as , therefore it is a rational number
1
2
is not a rational number since 𝜋 is not an integer
𝜋
➢ Fractions that can be converted into terminating decimals.
➢ Fractions that can be converted into repeating and nonterminating
decimals.

Converting Fractions to Decimals

Nana Sela bought the following in the market. What was the total
weight of these items?
1 1
chicken = 1 𝑘𝑔 garlic = 𝑘𝑔
2 4
3 3
pork = 𝑘𝑔 potatoes = 𝑘𝑔
5 4

1 3 1 3
Convert the fractions 1 , , 𝑎𝑛𝑑 to decimals, then add.
2 5 4 4

11
 1
1 = 1.50
2
Remember:
3 1 1 50 50 1
= 0.60 2
= (2) (𝟓𝟎) = 𝟏𝟎𝟎 = 0.50 therefore, 1 2 = 1.5
5
3 3 20 60
1 = (5) (𝟐𝟎) = 𝟏𝟎𝟎 = 0.60
= 0.25 5
4
1 1 25 25
= (4) (25) = 𝟏𝟎𝟎 = 0.25
3 4
= 0.75
4 3 3 25 75
= (4) (25) = 𝟏𝟎𝟎 = 0.75
4
Total = 3.10

➢ To convert fractions to decimals, simply perform the operation that is

indicated by the fraction bar. That is, dividing the numerator by the
denominator.

𝑎 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟
a÷b
𝑏 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟

Examples:

❖ Fractions can be changed to decimal numbers which give exact

values called terminating decimals.
3
a) = 0.75 7
4 b) − since -7 and 8 are
8
7
integers and - = -0.875
8
is a terminating decimal

❖ Fractions can be changed to decimal numbers which repeats

indefinitely called repeating and nonterminating decimals.
2 10
c) = 0.666… or 0. 6̅ d) = 0.833… or 0.83̅
3 12

12
 10
e) ̅̅̅̅
= 0.9090… or 0.90
11 A bar called the
vinculum is place
above the repeating
digit/s called the
repetend.

What’s More?

Activity 3

A. Use a bar (vinculum) to indicate the repeating digit/s in the decimals.

1) 0.555… = 0. 5̅ 5) 0.222… = _________
Answer
2) 0.512512… = 0. ̅̅̅̅̅
512 6) 0.3939… = _________ these
3) 0.6888… = 0.68̅ 7) 0.839444… = _________
̅̅̅̅
4) 0.753131… = 0.7531 8) 0.9562727… = _________

B. Indicate whether it is terminating or repeating decimals.

2
1) = 0.4 _________________________
5
4
2) = 0.25 _______________________
16
4
3) = 0. 4̅ _________________________
9
11
4) = 0.6111 … ___________________
18
7
5) = 0.875 ______________________
8
56
6) = 0.565656 … ________________
99

13
Assessment 3

Convert the given fractions to decimals. Identify if it is terminating or

repeating decimals. Show your solution.

3 1 8 5
1) 2) 3) 4)
10 8 9 12

What I Have Learned?

Instruction: Answer the question below:

How to convert fraction form to decimal form?
____________________________________________________________
____________________________________________________________

Day 4

Lesson 4.4 CONVERTING DECIMAL FORM TO FRACTION

What’s In?

Recall how to convert fraction form to decimal form.

Complete the statement:

To convert fractions to decimals, simply perform the operation that
is indicated by the ____________ bar. That is, dividing the
_____________ by the denominator.

14
 What’s New?

Describe Me!
Describe the process in the given illustration.

Create the top. Create the bottom. Reduce the fraction.

45 45 ÷ 5
45 2 𝑑𝑖𝑔𝑖𝑡𝑠 =
0.45 = 45 100 100 ÷ 5
100 2 𝑧𝑒𝑟𝑜𝑠
9
=
20

What’s in it?

Converting Decimal Form to Fraction Form

➢ To convert decimal numbers to fractions, consider the place value of

the digits.
Examples: Convert the decimal numbers to fraction.
1) 0.7 2) 0.25 3) 0.33… 4) 0.2929…
Solutions: 1) 0.7 read as “7 tenths”
7
0.7 = 7 all over ten
10

2) 0.25 read as “twenty five hundredths”

25
0.25 = 25 all over 100
100

1
= Reduce the resulting fractions
4
into its lowest term if possible.
3) 0.33…
✓ Let x = 0.33…
✓ Multiply both sides by 10 since the repeated number
has only 1 digit which is 3.
(10)(x) = (10)(0.33…)
10x = 3.33…
✓ Subtract x = 0.33… from 10x = 3.33…
10x = 3.33…
- x = 0.33…
9x = 3

15
 3
✓ Solve x: x =
9
1
=
3
1
Therefore, 0.33… =
3

4) 0.2929…
✓ Let x = 0.2929…
✓ Multiply both sides by 100 since the repeated numbers
has 2 digits which is 29.
(100)(x) = (100)(0.2929…)
100x = 29.29…
✓ Subtract x = 0.2929 from 100x = 29.29…
100x = 29.29…
- x = 0.2929…
99x = 29
29
✓ Solve x: x =
99
29
Therefore, 0.2929… =
99

What’s More?

Activity 4: Fill in the boxes to complete the solutions in order to convert the given decimal
numbers to fraction form.

1) 3) 0.22…
✓ Let x = 0.22…
✓ Multiply both sides by 10
since the repeated number
has only 1 digit which is 2.
(10)(x) = (10)(0.22…)
10x = 2.22…
✓ Subtract x = 0.22… from
2) 10x = 2.22…
10x = 2.22…
- x = 0.22…
9x =
✓ Solve x:

16
Assessment 4
Convert the decimal form to fraction form. Reduce into its simplest form.

1) 0.9 = _____ Solutions:

2) 0.35 = _____
3) 0.136 = _____
4) 0.77… = _____
̅̅̅̅
5) 0. 35 = _____

What I Have Learned?

Instruction: Explain how to convert decimal form into fraction form.

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

17
 What I Can Do?

Day 5: (Performance Output #4)

Instruction: Just like the different properties of the operations on integers,

there are also properties to be considered in cooking. Write the ingredients
of your favorite dish. Apply the concept on properties of integers, fractions
and decimals.

Example

Chicken A La King

2 tablespoons butter
1 tablespoon flour
1
cup chicken stock
2
1
cup evaporated milk
2
1
cup green pepper, diced
4
1
cup pimientos, diced
8
1
teaspoon salt
2
1 cup boiled
chicken, diced
10-12 pcs. Loaf
bread, toasted
1 egg yolk, slightly
beaten

18
 POST ASSESSMENT

Day 5: (Written Output #4)

Instruction: Let us determine how much you already know about integers,
fractions and decimals. Read each item carefully. Provide the
correct answer by writing it on your answer sheet.

For items 1 to 7, identify the property of operations on integers being

illustrated in each mathematical expression.

1) (7)(1) = 7 Choices:

2) (8 + 1) + 4 = 8 + (1 + 4) a) closure property

3) 9 + 8 = 8 + 9 b) commutative property

4) 9 (3 + 10) = (9)(3) + (9)(10) c) associative property

5) 33 + 12 = 45 d) distributive property

6) 15 + 0 = 15 e) identity property

7) 64 + (-64) = 0 f) inverse property

For items 8 to 15, match the fractions and decimals in column A to its
equivalent decimal and fractions respectively in column B.

Column A Column B
5
8) 39
24 a)
99
3
9) b) 0.25
11
c) 0.2083̅
10) 0.4
9
11) 0.75 d)
12
12) 0.7̅
e) 0.24
6
13) 7
25 f)
9
̅̅̅̅
14) 0.39 ̅̅̅̅
g) 0. 27
3
15) 2
12 h)
5

19
 ADDITIONAL ACTIVITIES

Instruction: A. Convert the fraction form to decimal form.

2
1) = _______
10

4
2) = _______
10

72
3) = _______
100

23
4) = _______
100

46
5) = _______
100

B. Convert the decimal form to fraction form.

1) 0.29 =

2) 0.81 =

3) 0.99 =

4) 0.67 =

5) 0.527 =

20
 ANSWER KEY

WHAT I KNOW Activity 1 Assessment 1

1) e 6) f 11) g 1) 27 1) associative property

2) 24 2) associative property
2) d 7) b 12) h
3) 71 + 48 3) closure property
3) a 8) e 13) d 4) 39 + (-90) 4) commutative property
5) (3 + 8) + 12 5) associative property
4) c 9) b 14) f
6) [(-2)(10)](5) 6) closure property
5) e 10) c 15) a 7) commutative property
8) associative property
9) commutative property
10) closure property

Activity 2 Assessment 2
➢ Distributive Property
1) 7, distributive
1. (3)(10 + 5 ) = (3)(10) + (3)(5) 2. (7)(4 – 1) = (7)( __4__) – (7)(1)
(3)( _15_ ) = 30 + 15 (7)(3) = 28 – _7___ 2) 2, distributive
45 = _45____ 21 = 21
3) -98, inverse
➢ Identity Property
4) -21, identity
3. 29 + 0 = __29___ 7. (35)(1) = _35_
4. 0 + __36___ = 36 8. (1)(_26_) = 26 5) 7, inverse
5. _-72_ + 0 = -72 9. (-18)( _1_) = -18
6) 5, distributive
6. -89 + _0_ = -89 10. (_-90_) (1) = -90
7) 18, inverse
➢ Inverse Property
11. 6 + (-6) = __0___
1
13. (49)(49) =
49
= _1_ 8) 0, identity
49
1 63
12. (-10) + __10___ = 0 14. (-63)(− 63) = =1
63

Activity 3 A Activity 3 B Assessment 3 Activity 4 Assessment 4

5) 0.2̅ 1) terminating 1) 0.3 1) 2 and 5 1)

9
4)
7
10 9
6) 0.39
̅̅̅̅ 2) terminating 2) 125 and 1
2) 0.125 2)
7
5)
35
3) repeating 20 99
7) 0.8394̅ 3) 2 and 2 17
4) repeating 3) 0.8̅ 3) 125
8) 0.95627
̅̅̅̅
5) terminating 4) 0.416̅
6) repeating

POST ASSESSMENT

1) e 6) e 11) d

2) c 7) f 12) f

3) b 8) c 13) e

4) d 9) g 14) a

5) a 10) h 15) b

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 REFERENCES

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De leon, C.M. and Bernabe, J.G. (2002). Elementary Algebra. Quezon City,
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Nivera, G. C. (2012).Grade 7 Mathematics Patterns and Practicalities. Makati

City, Philippines: Salesiana Books by Don Bosco Press, Inc.

Orines, F. B. et al. Next Century Mathematics. Quezon City, Philippines:

Phoenix Publishing House, Inc.

Oronce, O. A. and Mendoza, M. O. (2012). Worktext in Mathematics E-Math

(3rd edition). Quezon City, Philippines: Rex Printing Company, Inc.

Tarepe, D. A. and Zara, E. (2012). Practical Mathematics. Lipa City,

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Villano, M. V. et al. (2012). 21st Century Mathematics: A Vision for a Better

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