Q2 SIPacks GRADE 7 WEEK 3 Watermark 2

SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7
Week 3
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
algebraic expressions, the properties of real numbers as applied in linear
equations, and inequalities in one variable.
B. Performance Standards: The learner is able to model situations using oral, written,
graphical, and algebraic methods in solving problems involving algebraic
expressions, linear equations, and inequalities in one variable.
C. Learning Competencies:
The learner:
1. translates English phrases to mathematical phrases and vice versa.M7AL-IIc-1
2. illustrates and differentiates related terms in algebra: a n where n is a positive
integer. M7AL-IIc-2
3. illustrates and differentiates related terms in algebra: constants and variables,
literal coefficients and numerical coefficients, algebraic expressions,
terms and polynomials, number of terms, degree of the term and degree
of the polynomial. M7AL-IIc-3
D. Objectives
At the end of the lesson, the learners should be able to:
1. translate verbal phrases to mathematical phrases and vice versa.
2. differentiate constants and variables,
3. identify the terms in an expression and the literal and numerical coefficients in a
term.
4. identify the number of terms, degree of a term and degree of a polynomial.
II. CONTENT Algebraic Expressions
Learning Resources
A. Reference
 Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 170 - 198
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 203 - 220
 Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 112 - 125
 Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B, Mercado, J.P,
Suzara, J.L, Manalo, C.B pp. 229 – 243
B. Other Learning Resources

 www.ck12.org/book/ck-12-middle-school-math-concepts-grade-7/section/1.6/
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Week 3: DAY 1 How are you today?

Did you enjoy your weekend at home with your family?
We are done with our lessons about measurements last week.
We will start our first lesson about Algebra today.
Do you have an idea of what Algebra is?
Algebra is the branch of Mathematics characterized by the used of variables and

operations relating these variables.
In our discussion you will discover that one of the many uses of Algebra is to provide us
with a shorthand for Mathematics.
40
Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Symbols are often used in real life to express a message. In this time of pandemic, we
usually see symbols anywhere that would save our lives. What do these symbols mean?
Yes, you are correct. Social distancing, wash and disinfect always, wear face mask
when going out, and stay at home especially for children like you.
In Mathematics, we also have four important symbols. These are
In translating verbal phrases into algebraic expressions, it is important to know the words
that are used to indicate mathematical operations. Some of these words are shown in the chart
below.
Addition ( + ) Subtraction ( - ) Multiplication ( x ) Division ( ÷ )
 plus minus  times  divided by

 more than less than  multiplied by  the ratio of
 increased by decreased by  the product of  the quotient
 the sum of the difference of of
 the total of subtracted from  average of
 added to deduct
 total take away
 altogether left
remove
Can you think of some other words that would mean the four basic operations?
B. Establishing a purpose for the lesson
Did you know that…?
Diophantus, a Greek mathematician in the 3rd century, was

for some time called the “Father of Algebra” because of his use of
an algebraic approach in solving problems. But Diophantus was
interested only in positive rational solutions and his works had little
impact to other mathematicians during his days.
Did you know that…?
Musa al-Khowarizmi, an Arabian mathematician in the 9th

century, published a treatise entitled Hisab Al-jabr w’al muqabalah in
which he discussed how to solve linear and quadratic equations. His
work was so influential, he was awarded the title the
“Father of Algebra.” It is from the title of his treatise “Al-jabr” that
we take the word “Algebra.”
Now, since we already know the origin of Algebra, let us continue with our exploration
activity.
Example 1. Miggy helps feed the chickens in his farther’s farm.

Each day, a chicken eats 70 g of growing mass.
He must prepare a food budget for the chickens.
41
a. Complete the table.
Number of chickens 1 2 3 4 5 6 7 8 9
Amount of food (g) 70 140
b. In your own words, describe how to find the amount of food needed for a day if
you know the number of chickens.
c. Write the relationship between the amount of food needed and the number of
chickens in symbols.
Solutions:
a. Complete the table.

Number of chickens 1 2 3 4 5 6 7 8
Amount of food (g) 70 140 210 280 350 420 490 560
b. To find the amount of food needed for a day, multiply the number of chickens
by 70 g, that is, number of chickens x 70.
c. Let r = number of chickens
The amount of food needed by r number of chickens is r x 70 or 70r
Note. In Algebra,
Let’s check if the expression 70r is correct. In the expression, r is the number of
chickens and 70 is the amount of food per chicken in grams.
For r = 1, 70 ( 1 ) = 70 g
r=2 70 ( 2 ) = 140 g
r=3 70 ( 3 ) = 210 g
r=4 70 ( 4 ) = 280 g
r=5 70 ( 5 ) = 350 g
r=6 70 ( 6 ) = 420 g
r=7 70 ( 7 ) = 490 g
r=8 70 ( 8 ) = 560 g
Since r can take the place of different values, we say that r is a variable. Its value
varies. On the other hand, 70 is constant since the amount of food for each chicken each day is
a fixed value.
An algebraic expression is any combination of one or more constants and

variables along with at least one mathematical operation.
A variable is any symbol representing possible values of a quantity.
A constant is any symbol representing one fixed value.
The expression 70r, where r represents the number of chickens to be fed, is an example
of an algebraic expression.
There are many ways to express products in Algebra. For instance, 70r can be written
as follows:
70r, 70(r), 70 r or 70 x r
Note: To avoid confusions, using x to express products is discouraged because x is

used also as a variable.
3
Fraction bars are used to indicate division. The quotient 3 ÷ 𝟒 is written as , just as the
4
3𝑥
quotient 3x ÷ 2y is written as .
2𝑦
42
Example 2. Identify the constants, variables, and the operations involved in the following
algebraic expressions.
𝑎+3
a. 5x - 1 b. 4𝜋r c.
𝑏
Solutions: a. constants : 5 and 1

variable : x
operations: multiplication and subtraction
b. constants : 4 and 𝜋
variable : r
operation : multiplication
c. constant : 3
variables : a and b
operations : addition and division
Note: If there is no constant written before the variable, it is understood to be 1.
Example 3. Decide whether each quantity is constant or variable.

a. the electric bill each month
b. the number of days in a week
c. the number of hours of daylight in a day
Solutions: a. variable b. constant c. variable
TRY THIS 1: Write your answers in your MATH NOTEBOOK.

1. A chocolate candy costs php 5.
a. How much will Shirlee pay if she buys 10 of these candies?
b. Fill up the table of values
No. of chocolate candies 1 2 3 4 5 6 7 8 9 10 20 50
Cost 5 10 15
c. Write the pattern in words and in symbols

d. Identify the constant and variables
2. Identify the constants, variables, and the operations involved.

1 3𝑎−𝑏
a. 2xy+z b. bh c.
2 𝑎+𝑏
3. Decide whether each quantity is constant or variable

a. number of sides in a pentagon
b. the length of time that a volleyball game is played
c. the number of eggs in a dozen
d. the number of enrollees in your school each year
e. the length of a meter
Now, check your work by turning to the key to correction.
C. Presenting examples/instances of the new lesson
Week 3: DAY 2 Translating English Phrases to Mathematical Phrases and Vice Versa
Algebra is about representing the unknown that is why we are using variables together
with the constant. Just like Diophantus, we use algebra in solving problem. Remember the “n”
43
we use when we make the number sentence? We use “n” to represent the number we do not
know yet. Then we solve for n.
See? Even when you were in grade school and solving worded problems, you were
already using algebra. There’s nothing to worry about! It’s as easy as 1, 2, 3!
In solving worded problems, it is important to know how to interpret the English phrases
into Mathematical phrases. In here, we will be translating English phrases to Mathematical
phrases.
What are the important ingredients in translating English phrases? These are the
mathematical operations – addition, subtraction, multiplication, and division. You must know the
words or phrases having the same meaning with these operations. As mentioned in section A
(refer on page 42).
There are phrases that does not translate as it is when you read them, for example we
have “a number plus 2” which will be directly translated as 𝒏 + 𝟐.
Note: “A number” can be expressed using any letter in the English alphabet.
Now, what are the phrases that does not translate as it is when you read them? These
are more than, added to, less than, and subtracted from. Here, the first quantity you have
read will be written last, while the second quantity you have read will be written first.
Note: “More than” and “less than” are different from the inequality symbol > and <.
For > it is read as “is more than” or “is greater than” while < is read as “is less than.”
Example 1: Translate the verbal phrases into mathematical phrases.
a. the sum of x and y

Solution: You must understand the verbal phrase and look for the word or phrase having the
same meaning as the basic operations. You may also look at the table above.
Have you found the key word or key phrase for the operations? What is it? Correct! It is
“the sum of.”
What is the operation? Right! It’s addition! And what do we add? We add x and y.
Answer: 𝒙 + 𝒚
b. 6 more than a
Solution: What is the key word for the operation? “more than.”
What is the operation? Addition!
Therefore, we add 6 to a. As I said a while ago, when we use “more than” the first
quantity will be written last, and the second quantity will be written first.
Answer: 𝒂 + 𝟔
c. the difference of b and 10

Solution: What is the key word for the operation? “the difference of”
What is the operation? Subtraction!
Answer: 𝒃 − 𝟏𝟎
44
d. twice m
Solution: What is the key word for the operation? “twice”
When we say twice, it means two times or double the number, therefore, the operation is
multiplication, and we double m.
Answer: 𝟐𝒎
Note: We will not be using the symbol × for multiplication because it will be
confusing with the letter x since we are using letters as the variable. Instead, we will
be using the symbol “⋅” or parentheses, or if we are multiplying a variable and a
constant or two or more variables, then we write them together without a space. We
can also express the answer above as 𝟐 ⋅ 𝒎 or (𝟐)(𝒎).
e. a number divided by 2
Solution: What is the key word for the operation? “divided by”
What is the operation? Division!
𝒏
Answer:
𝟐
Note: Like in the operations of integers, we will be using the fraction bar to express
division.
Example 2: Translate the verbal phrases into mathematical phrases.
a. The difference of twice a number and 3

Solution: Here, we have two operations and their key words/ phrases, and these are “the
difference of” and “twice.” The operations are subtraction and multiplication, respectively.
Look closely, what are we subtracting? We are subtracting “twice a number” and 3.
Answer: 𝟐𝒙 − 𝟑
Trivia: The use of x (as well as y and z) became common because of

Rene Descartes’ use of the last three letters of the alphabet to
represent unknown quantities in his treatise La Geometrie.
b. The sum of three consecutive odd integers

Solution: What is the key word or phrases for the operation? “the sum of.”
Therefore, the operation is addition. But there are other condition in this example which
is “three consecutive odd integers.” Can you think of three consecutive odd integers?
They can be 1, 3, and 5. Or 3, 5, and 7. They can also be as large as 115, 117, and 119.
Or as small as -201, -203, and -205.
Let us have 1, 3, and 5 as the three consecutive odd integers. Let us also represent 1 as
x. If 1 is x, then how do we get 3? We add 2, therefore, we represent 3 as 𝑥 + 2. Now,
how do we get 5 from 3? We add 2 again, therefore, we represent 5 as 𝑥 + 2 + 2 or
simply 𝑥 + 4.
The three consecutive odd integers are 𝑥, 𝑥 + 2, and 𝑥 + 4.
45
Answer: 𝒙 + (𝒙 + 𝟐) + (𝒙 + 𝟒)
What if you are asked to translate “three consecutive numbers” or “three

consecutive even numbers”? It is just like the process in our previous example. You
have to remember that when we are representing the first number, we have to think of it
as the number 1, x = 1.
Translate “the sum of three consecutive numbers.”
Let’s say that these numbers are 1, 2, and 3. And as we have said a while ago,
let x be 1, therefore, our first number is x. How do we get 2 if our first number is 1?
Correct! We add 1! Therefore, it will be 𝑥 + 1. And how do we get the third number,
which is 3? We add another 1 and it will be 𝑥 + 1 + 1. Simplify it, it will be 𝑥 + 2.
The three consecutive numbers are 𝑥, 𝑥 + 1, and 𝑥 + 2.
Answer: 𝒙 + (𝒙 + 𝟏) + (𝒙 + 𝟐)
Now, let us translate “the sum of three consecutive even numbers.”

Let’s say these even numbers are 2, 4, and 6. If x is 1, how do we represent 2?
We add 1, therefore 2 is 𝑥 + 1. How do we represent 4? We already have 𝑥 + 1, then we
add 2, 𝑥 + 1 + 2. Simplify it, it will be 𝑥 + 3. To represent 6, add another 2, 𝑥 + 3 + 2.
Simplify it, it will be 𝑥 + 5.
The three consecutive even numbers are 𝑥 + 1, 𝑥 + 3, and 𝑥 + 5.
Answer: (𝒙 + 𝟏) + (𝒙 + 𝟑) + (𝒙 + 𝟓)
Or we can also represent x as 2 already. And it will be the same as the

representation in our original example which is “the sum of three consecutive odd
numbers.” If 𝑥 = 2, we add another 2 to represent 4, then it will be 𝑥 + 2. To represent 6,
we add another 2, it will be 𝑥 + 2 + 2, then simplify it and it will be 𝑥 + 4.
The three consecutive even numbers are 𝑥, 𝑥 + 2, and 𝑥 + 4.
Answer: 𝒙 + (𝒙 + 𝟐) + (𝒙 + 𝟒)
Therefore, we have two ways on how to represent “the sum of three consecutive
even numbers” which are (𝑥 + 1) + (𝑥 + 3) + (𝑥 + 5) or 𝑥 + (𝑥 + 2) + (𝑥 + 4), and we
will still have the same final answer if we are to solve a problem involving these.
c. The reciprocal of a number decreased by 7

Solution: What are the key words or phrases for the operations? “reciprocal” and “decreased
by.”
Reciprocal is the multiplicative inverse of a number, or simply, we write the given fraction
inversely where the numerator be written on the denominator, and the denominator be
written on the numerator. Since reciprocal involves fraction, the operation involved is
division.
Let us have this piece by piece. “The reciprocal of a number,” let’s represent the number
𝑥 𝑥 1
as x and x can be written as . What is the reciprocal of ? It is .
1 1 𝑥
1 1
decreased by 7, the next operation is subtraction. We subtract by 7.
𝑥 𝑥
𝟏
Answer: − 𝟕
𝒙
46
TRY THIS 2: Translate the verbal phrases into mathematical phrases: Write your answers
in your MATH NOTEBOOK.
a. 7 times p e. 6 less than 8 times a number
b. r increased by 5 f. the sum of twice a number and 8
c. thrice a certain number g. 3 less than thrice a number
d. a number decreased by 8
We’re done translating verbal phrases into mathematical phrases. Now, let’s do it the
other way around. We will be translating mathematical phrases into verbal phrases.
The procedure is the same with translating verbal phrases to mathematical phrases. We
must understand the phrase, we must know the key words but this time we must know the key
words fitted in the given operation/s. The only difference is that, there can be a lot of answers in
translating from mathematical phrases into verbal phrases.
Remember, you can always look at the table with the key words or phrases provided
above.
Example 3: Express each mathematical phrases in at least 2 different verbal phrases:
a. 𝑥 + 4
Solution: The operation is addition and we have a lot of words/ phrases having the same
meaning as addition. You may choose two on the table provided above and construct your own
first before looking at the answer. You can do it!
Answers: i. The sum of a number and 4.

ii. 4 added to a number.
b. 4𝑚 − 3
Solution: We have two operations involved, these are multiplication and subtraction. Look for
words or phrases having the same meaning as the said operations.
Answers: i. the product of 4 and a number decreased by 3.

ii. the difference of the product of 4 and a number, and 3.
2𝑚
c.
5
Solution: What are the operations involved? Multiplication and division.
Answers: i. The quotient of 2m and 5

ii. The product of 2 and a number divided by 5
Remember, be careful with the participles you use because it can change the
meaning of the verbal phrases and it can be translated differently.
TRY THIS 3: Express each mathematical phrases in at least 2 different verbal phrases:
Write your answers in your MATH NOTEBOOK.
a. 𝑥 + 7 b. 𝑎 − 4 c. 3𝑥 − 1
47
D. Discussing new concepts and practicing new skills #1
Week 3: DAY 3
Exponential notation
Area and Volume
a. Find the area of the square. s

s
b. Find the volume of the cube. s
s s
a. To find the area of square, we multiply its sides. Thus, A = s x s = s 2

b. To find the volume of a cube, we multiply its sides. Thus, V = s x s x s = s 3.
Speaking mathematically
s2 is read as “s squared”
s3 is read as “s cubed”
s4 is read as “s to the fourth power” or “s to the fourth”
As you have seen in the examples, exponents are used to abbreviate repeated
multiplication. For instance, 6 ∙ 6 ∙ 6 ∙ 6 can be written as 64, where 6 is the base and 4 is the
exponent. Since 6 ∙ 6 ∙ 6 ∙ 6 = 1 296, we say that 1 296 is the fourth power of 6.
Long Notation Exponential Notation

6 ∙6∙6∙6 = 1 296 = 64 Exponent
Power base
The base gives the number that is being multiplied. The exponent tells you how many
times the base is used as a factor. The power is the product of equal factors.
Example: Write each of the following in exponential notation.

a. 9 ∙ 9 ∙ 9 ∙ 9 ∙ 9 b. (-2)(-2)(-2) c. 𝑥𝑦 ∙ 𝑥𝑦 ∙ 𝑥𝑦 ∙ 𝑥𝑦
Solutions:
a. 9 ∙ 9 ∙ 9 ∙ 9 ∙ 9 = 95 b. (-2)(-2)(-2) = (-2)3 c. 𝑥𝑦 ∙ 𝑥𝑦 ∙ 𝑥𝑦 ∙ 𝑥𝑦 = (xy)4
TRY THIS 4: Write each of the following in exponential notation. Write your answers in
your MATH NOTEBOOK.
−1 −1 −1 −1
a. ( ) ( ) ( ) ( ) b. 3𝑥 ∙ 3𝑥 ∙ 3𝑥 c. 5 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦
2 2 2 2
Algebraic expression and polynomials

You already know what algebraic expressions, constants, and variables are. You also
know how to work with sign numbers and exponential notations.
Now, we will focus on a special kind of algebraic expression called polynomial.
Study these examples.
x2 has one term. x2 + xy + 1 has three terms.
x2 + 1 has two terms. x2 + xy – y2 + 1 has four terms.
What is meant by a term of an algebraic expression?

48
Terms are the parts of an algebraic expression separated by plus or minus signs. A
term is a number, a variable, or a product of numbers and variables.
Example 1. Identify the number of terms in these expressions.

1
a. -3x4y2 b. 4x2 + 5x – 3 c. 𝑥3 − 1
2
Solutions:
a. -3x4y2 has only one term. The sign in front of the product is
considered part of the term.
b. 4x2 + 5x – 3 has three terms: 4x2, 5x, and -3
1 3 1
c. 𝑥 − 1 has two terms: 𝑥 3 , and -1.
2 2
TRY THIS 5: Identify the number of terms in these expressions. Write your answers in
your MATH NOTEBOOK.
a. 4y3 + 3y2 b. 9x5 – 3x4 +2x3 + x2 – x + 5
Terms in an expression with the same literal coefficients are called like terms.
Example 2: List the like terms in each expression.

a. 2x – 5 + 8x b. 3x3 – 4x + 3x2 + 7 – 2x3 – 5
Solution:
a. 2x and 8x are like terms.
b. 3x3 and – 2x3 are like terms.
7 and -5 are like terms.
4x and 3x2 are NOT like terms since their exponents are different.
The numerical factor of a term containing variables is the coefficients of the term. Let us have
the expression :
5x2 – 2x + 3
This is a variable term. This a constant
term.
The coefficient of x2 is This is a variable term.
5.
The coefficient of x is -2.
In the expression 5x2 – 2x + 3, the term 5x2, 5 is also called the numerical coefficient
2
and x is called the literal coefficient. In -2x, -2 is called the numerical coefficients and x called
the literal coefficients. 3 is called a constant term.
A numerical coefficient is the number in an algebraic expression.

A literal coefficient is the letter used to represent a number.
Identifying polynomials
Consider the following examples and non-examples of polynomials.

All of these are polynomials.
1 𝑎+𝑏
5, 2x3 – y2, 𝑔𝑡 2 , , -8x3y5z2, √5𝑥𝑦 2
2 2
All of these are NOT polynomials.

1
𝑎 𝑥+𝑦
, , 9x-3, √𝑦 + 3, 5𝑥 2, 3√𝑥
𝑏 2𝑦
What is a polynomial?
49
A polynomial is a special kind of expression where each terms is a constant,
a variable, or a product of constants and variables raised to whole number
exponents.
Are all algebraic expressions polynomial? Justify your answer.
What do you think? Yes, it’s a big NO.
Thus, an algebraic expression is NOT a polynomial:

2
 When the variable is in the denominator, e.g.,
𝑦
1
 When the exponent of the variable is NOT a whole number, e.g., 3x-1 , 𝑥 4
 When the variable is under a radical sign, e.g., √𝑥
Example 2. Determine whether the given expression is a polynomial or not.

2
2
a. 3a b. -4x3y7 c. d. √3𝑥 5 e. √𝑥 − 1 f. 4𝑥 − 3
𝑥
Solutions:
a. It is a polynomial.
b. It is a polynomial.
c. It is not a polynomial because the variable (x) is in the denominator.
d. It is a polynomial.
e. It is not a polynomial because the variable (x) is under the radical sign (√ )
2
f. It is not a polynomial because the exponent is not a whole number. (− )
3
TRY THIS 6: Determine whether the given expression is a polynomial or not. Write your
answers in your MATH NOTEBOOK.
𝑎+𝑏 5
a. -7x-1 b. -5x3 + 3x – 4 c. d.
5 𝑎+𝑏
Example 3. Copy and complete the table in your MATH NOTEBOOK.

Numerical coefficients of Number of
Polynomials x y Constant Term Terms
1) 3x – y – 1
2) 7y – 10x + 6
3) -7x + y
4) -3x – 4y + 5
1 2
5) 𝑥 − 4𝑦 +
3 5
Solution:
1) 3x – y – 1 3 -1 -1 3
2) 7y – 10x + 6 -10 7 6 3
3) -7x + y -7 1 2
4) -3x – 4y + 5 -3 -4 5 3
1 2 1 2
5) 𝑥 − 4𝑦 +
3 5 -4 3
3 5
50
TRY THIS 7: Copy and complete the table in your MATH NOTEBOOK.
1) 5 + 6y
2) 15x – 5y – 11
3) -45
4) -6x
3
5) − 𝑦 + 𝑥 + 7
5
E. Discussing new concepts and practicing new skills #2
Week 3: DAY 4 I know you’re doing fine with your lesson… Good job! Keep focus…
Now, there are special names for polynomial with one, two, three or four and more
terms.
Classification of Polynomials according to number of terms

Study the table below.
POLYNOMIALS
Monomial Binomial Trinomial Multinomial
3 5 2 4
- 7x3 + 9x2 - x
2𝑥 𝑦 4a - 5 3x - 4x + 2 8x
−3𝑚 2z2 + 6z 3m4n + 2m3n2 - m2m3 x2y + 2xy2 - 4xy + 5x - 3y
4
As you can see, a polynomial of one term is called monomial. That of two terms is
called binomial, three terms is trinomial and four or more terms is multinomial.
They are all referred to as polynomial. As mentioned in section D, terms are the parts of an
algebraic expression separated by plus or minus signs. A term is a number, a variable, or a
product of numbers and variables.
Example: Tell whether the following is monomial, binomial, trinomial or multinomial.

6𝑥 2 𝑦 3 𝑧 4
1. 3ab2 - 5 3.
2
2. 2m3 - 7n + 4 4. abc + 3a2b2c2 - 5a3b3c3 + 7
Let’s check if your answers are correct…

So, 1 is binomial, 2 is trinomial, 3 is monomial and 4 is multinomial.
Very good!
Let’s proceed to the next lesson…
1. The degree of a term is the exponent of the variable or the sum of the exponents of the
variables in the term.
Examples: 1. x3 - - - the degree is 3 or third degree.

2. 5abc2 - - - the degree is 4 or fourth degree.
2. The degree of a polynomial with one variable is the value of the largest exponent of the
variable that appears in any term.
Examples: 1. 2a + 6a3 – 9a4 - - - the degree is 4 or fourth degree.

2. 10x2 - 5x + 8x3 – 7 - - - the degree is 3 or third degree.
51
3. The degree of a polynomial with 2 or more variables is the highest degree for a term with
nonzero coefficient.
Examples: 1. 2mn2 + m2n3 - 3m3n4 - - - the degree is 7 or seventh degree.

2. 3xyz – x2y2z2 + 5x3y3z3 – 7 - - -the degree is 9 or ninth degree.
4. The degree of a constant term is zero (0).
Examples: 1. 2 - - - the degree is zero

2. – 10 - - - the degree is zero
Classification of Polynomials according to degree

1) Constant – a polynomial of degree zero. Ex: 7
𝑥
2) Linear – a polynomial of degree one. Ex: 2m, n + 1,
2
3) Quadratic – a polynomial of degree two. Ex: -3x2, a2 - 18
4) Cubic – a polynomial of degree three. Ex: 6y3, -9k3 + 11k2 – k + 15
5) Quartic – a polynomial of degree four. Ex: 8a4, 22b4 + 10b2 - 3
6) Quintic – a polynomial of degree five. Ex: -10z5, 14d5 - 7d4 + d3 – 2d2 – d + 17
A polynomial is written in standard form when the highest degree term is written first,
the next highest second and so on.
Examples: 1. 6x2 – 5x4 + 2x + x3 – 5
standard form: -5x4 + x3 + 6x2 + 2x – 5 or -5x4 + x3 + 6x2 + 2x1 – 5x0, where x0 = 1 so, we have
5(1)
2. ab + 4a2b – 6ab2 + 1 standard form: 4a2b – 6ab2 + ab + 1
Now let us have some examples…
A. Write each polynomial in descending order. Find the degree of each and decide whether
it is a monomial, binomial, trinomial or multinomial.
1. 6ab2 third degree, monomial

2. 7m - 3m2 + 2 second degree, trinomial
-3m2 + 7m + 2
3. 5z + 6z3w2 fifth degree, binomial
6z3w2 + 5z
4. 2y + 4y3 - 3y5 + 6 fifth degree, multinomial
-3y5 + 4y3 + 2y + 6
Now try on your own…
B. Write each polynomial in descending order. Find the degree of each and decide whether
it is a monomial, binomial, trinomial or multinomial. Write your answers in your MATH
NOTEBOOK.
1. -4 + mn2 3. 7y2 - 3y5 + 4y - 6y4 - 8

−1
2. 5a - 2a3 + 4 4. 𝑥3
5
Check your work by turning to page 61 for the key to correction.

If you get the correct answers, you may proceed to example C.
If not, please go back to example A and try it again.
Let us have another example.
52
C. Tell whether each of the following is a monomial, binomial, trinomial or multinomial.
Identify the degree.
1. 4x3 - 8x2 + 7 trinomial, third degree

2. 12x4y4z monomial, ninth degree
3. 2a + 3b + 4c2 - 1 multinomial, second degree
4 1
4. m2n2 - binomial, fourth degree
7 3
Now your turn, try answering example D.
D. Classify the following according to number of terms and identify the degree of each.
Write your answers in your MATH NOTEBOOK.
𝑚2 +5
1. 5 (x - 3) 3.
4
2. a2 - 4ab + 6b3 4. 3x4y2 - 6x3y + 9x2 - 2
Check your work by turning to page 61 for the key to correction.

If you get the correct answers you may proceed to Try This 8.
If not, please go back to example A and C and try it again.
TRY THIS 8: Copy and complete the table in your MATH NOTEBOOK. Number 1 is done for you.
Polynomial Standard Degree No. of Classification Classification
Form terms according to according to
number of terms degree
1. -5 -5 0 1 monomial constant
2. 14 - 2c
3. 3y – 10 + 4y2
2𝑥 3
4.
3
5. a2b3 + 2a3b2 -
ab – a4b

If your answers are correct, you may now proceed to the next part of the discussion.
F. Developing mastery
SECRET MATCHING MESSAGE
I. Directions: Match Colum A with the correct answer on column B. Copy the box
on your MATH NOTEBOOK to decode the message.
Can you decode the message why decimals always win arguments? Because they?
Column A Column B
1
1. 𝑥 A. The difference of a number and
3
21
2. x 21 D. 3n
3. 8 (x – 3) E. a number is decreased by 3
4. x–3 G. thrice the sum of a number and 3
5. 3 (x + 3) I. x – 10
6. The sum of a number and 3 K. Eight is multiplied to the
difference of x and 3
7. The product of 3 and a number M. One third of a number
8. The quotient of 48 and a number N. 8x – 3
9. the difference of x and 10 O. x + 3
53
48
10. 3 less than 8 times a number P.
𝑥
11. the sum of three consecutive odd integers T. x + (x + 2) + (x + 4)
2𝑥
12. Twice x divided by the difference of 1 and x S.
1−𝑥
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
1 2 3 4 5 6 6 7 8 6 9 10 11 12
II. Identify the base and the exponent in each expression. Then evaluate the following.
Copy and complete the table in your MATH NOTEBOOK.
Expression Base Exponent
6
a. 7
b. (−3)4
c. −52
2
d. ( )2
3
−1
e. ( )5
2
Write the following in exponential notation. Write your answers in your MATH
NOTEBOOK.
f. -8 · -8 · -8 · -8 · -8 i. (-3x) (-3x) (-3x)
g. (2y) (2y) j. 7 · a · a · a · a
h. 4mn · 4mn · 4mn
III. Identify the constants, variables, and the operations involved in each algebraic
expression. Copy and complete the table in your MATH NOTEBOOK.
EXPRESSIONS CONSTANT VARIABLE OPERATION

1. 2x + 5
2. 2l + 2w
3xy
3.
z
4. 3x(-6y)
m+4
5.
m−2
IV. Identify the numerical and literal coefficient. Write your answer in your MATH
NOTEBOOK.
Polynomial Numerical Literal

1. 3x
2. 4x – 2
3. 6x – 7y + 3
4. 4x2 – 3x – 4
5. 5x4 – 3x2 + 4x -1
V. Tell whether the algebraic expression is a polynomial or not. If it is a polynomial,

classify it according to number of terms and determine its degree. Write your answer on your
Math notebook.
4x
1. – 7x + y 3. 5. 3x-2
y
2. 7𝑎3 − 3𝑎2 + 2𝑎 − 5 4. 2
𝑥 − 5𝑥𝑦 + 7𝑦 2
Write the polynomial in standard form of x and classify the polynomial according to
degree.
54
6. −3𝑥 + 5𝑥 2 − 6𝑥 3 + 1 8. 2𝑥𝑦 + 3𝑥𝑦 2 − 𝑥 3 𝑦 10. 8
7. 𝑥 5 − 2𝑥 + 4𝑥 3 − 7 − 𝑥 2 9. 5x – 2y
G. Finding practical applications of concepts and skills in daily living

You can use a variable expression to describe a real-world situation where one or more
quantities have an unknown value or can change in value.
Examples:
1. Ralph is a baker who makes the same number of loaves of bread each day. He uses 5 cups
of flour in each loaf of bread. Write an expression to represent the number of cups of flour he
uses each day making bread.
First, decide on your variable. You don't know how many loaves of bread Ralph makes each
day, but you know every day it is the same.
Let l equal the number of loaves of bread Ralph makes each day.
Next, write a variable expression using l. For each of the l loaves of bread Ralph uses 5 cups
of flour. This means he uses 5l cups of flour to make l loaves of bread. The answer is Ralph
uses 5l cups of flour each day.
2. John is an athlete who runs the same number of miles each day. Write an expression to
represent the number of miles John ran in June last year.
Let m equal the number of miles John runs each day.

Next, write a variable expression using m. In one day, John runs m miles. In 2 days, John
runs 2 m miles. The question asks for an expression that represents how many miles John
ran in June. June is a month with 30 days. So, your expression is
The answer is John ran 30 m miles in June last year
H. Making generalizations and abstractions about the lesson
Wrap it up!!!
Algebra - is the branch of Mathematics characterized by the used of variables and operations
relating these variables.
Algebraic expression - is any combination of one or more constants and variables along with
at least one mathematical operation.
Variable - is any symbol representing possible values of a quantity. Symbols like letters from a
to z, 𝛼, 𝛽, 𝜃 can be used a variables
Constant - is any symbol representing one fixed value.
Terms – are the parts of an algebraic expression separated by plus or minus signs. A
term is a number, a variable, or a product of numbers and variables.
Numerical coefficient - is the number in an algebraic expression.
Literal coefficient - is the letter used to represent a number. For example, the term 8yz, the
numerical coefficient is 8 and the literal coefficients are yz.
Polynomial - is a special kind of expression where each terms is a constant, a variable, or a
product of constants and variables raised to whole number exponents.
Classification of Polynomials according to number of terms

Kind of Definition Examples
Polynomial
𝑧
Monomial polynomial with only one term 9𝑎2 𝑏, −8𝑥, 53𝑦,
4
Binomial polynomial with two terms 5𝑝 3 − 2𝑝 2 , 11𝑥 2 𝑦 + 4𝑥𝑦,
Trinomial polynomial with three terms −18𝑎2 + 7𝑎 + 2
Multinomial polynomial with four or more −11𝑎5 − 𝑎3 + 𝑎2 − 2
terms
Degree of a Term - is the highest exponent or the highest sum of exponents of the variables in
a term.
55
Classification of Polynomials according to degree
1) Constant – a polynomial of degree zero. 4) Cubic – a polynomial of degree three.
2) Linear – a polynomial of degree one. 5) Quartic – a polynomial of degree four.
3) Quadratic – a polynomial of degree two. 6) Quintic – a polynomial of degree five.
I. Evaluating learning
Week 3: DAY 5
Use a YELLOW PAD PAPER to answer WORKSHEET# 3 following the
given instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 2 Week 3 Parent’s signature:______________
Worksheet #1
WORKSHEET # 3
WRITTEN WORK (ITEMS #1 - 35)

A. Translate these verbal phrases into algebraic expressions
1. b decreased by 10 4. the ratio of twice x and y
2. the product of 4 and c 5. 10 less than thrice z
3. 15 added to d
B. Which among the three choices is NOT the correct verbal translation of each expression?
6. a–5 5 subtracted from a a less than 5 a decreased by 5
7. 3z + 1 the product of 3, z, and 1 3 times z plus 1 1 more than thrice z
𝑚+𝑛
8. half the sum of m and n m plus n divided by 2 the ratio m and n over 2
2
9. 2y – 8 twice y decreased by 8 2 and y minus 8 2 times y diminished by 8
C. Decide whether each quantity is constant or variable.

10. the number of passenger in a jeepney
11. the number of months in a year.
12. the number of wheels of a bicycle
13. the number of text messages you receive each day
D. Identify the constants, variables, and the operations involved in each algebraic expression.
CONSTANT VARIABLE OPERATION
14. 3p + 5
15. 5ab
𝑥−𝑦
16.
9𝑧
E. Identify the base and the exponent in each expression.
BASE EXPONENT
6
17. 7
18. (−10)4
19. −𝑥 2
20. (5𝑦)2
F. Identify the literal coefficient and the numerical coefficient.

Numerical Coefficient Literal Coefficient
21. -ab
22. 4m2n3
3
23. 𝑥5
4
56
G. Write a check (/) in your YELLOW PAD PAPER if the given expression is a polynomial and
a cross (X) if it is not polynomial.
𝑎
24. 11xy 25. 5𝑦 − √4𝑎 26. 𝑚 + n2 27. + 3
𝑏
H. Tell whether the polynomial is a monomial, binomial, trinomial, or multinomial.

28. -3ab + 2b + 7 29. x6 – 2x + 4x3 – 7 – x2 30. 16xyz 31. –5m + 7n
D. Give the degree of each polynomial and then classify according to degree.
32. 6 + x2 33. 5y3 – y2 + y – 3 34. 3 35. c3d2 – 8d4
J. Additional activities for application or remediation

YOU CAN DO MORE!!! NOTE: Answer the following in your MATH NOTEBOOK.
I. A. Identify the constants, variables and the operations involved in each expression.
5𝑏
Example: constant: 5 variables: b, c operations: multiplication, division
𝑐
−1 5𝑐𝑑 𝑥+1 4𝑎−𝑏

1) 3a + 2b 2) 𝑥3 3) 4) 2x(-4y) 5) 6)
2 𝑒 𝑥−2 𝑎+𝑏
B. Decide whether each quantity is constant or variable.
7) daily sales of a store 10) the number of a person’s heartbeat per minute
8) monthly expenses of a family 11) the length of an inch
9) the number of COVID cases in a day 12) the number of sides of a triangle
If you got a score of 7, then you may proceed to the next part of the activity.
If not, you have to go back to the section B on pp. 41 - 43 and try again.
II. A. Translate each into an algebraic expression.

NOTE: You can use any variable to represent “a number”.
1) the sum of a number and three 4) thrice the difference of a number and ten
2) twice a number decreased by five 5) the sum of three consecutive even integers
3) the quotient of 9 less than a number and eight
B. Translate each algebraic expression in a verbal phrase.

𝑦
1) 2x 2) 3) 3( x + 1)
3
If not, you have to go back to the section C on pp. 44 -47 and try again.
III. Write each in exponential notation and evaluate, then identify the base and the exponent.
Example: 3 • 3 • 3 • 3 Answer: 34 = 81 base: 3; exponent: 4
1) 7 • 7 • 7 4) (-1)(-1)(-1)(-1)(-1)(-1)(-1)
−1 −1
2) x • x • x • x 5) ( a)( a)
10 10
3) (2xy)(2xy)(2xy)
If not, you have to go back to the section D on pp. 48 - 51 and try again.
IV. Write Yes if the given expression is a polynomial, if not write No.
1) 12 4) √3𝑥 2 - 5xy + 𝑥 3 + 5
1 3
2) 𝑥 2 - 5xy 5) x - 𝑥3 + 6
3 4
57
1
3
3) 𝑥 2 - 3x + 4 6) - 𝑥2 - 1
𝑥
V. Complete the table.

Algebraic Expression Numerical Literal Constant Number of Terms
Coefficient/s Coefficient/s Term
1) 6
2) 𝑦 5
3) 2x – 1
1
4) b – 8c + 9
4
5) 3𝑥 4 - 2𝑥 3 - 𝑦 2 + 3y + 8
VI. Complete the table.

Polynomial Standard form Degree Number According to According to the
of Terms the number of degree
terms
Ex. 1 + 4x 4x + 1 1 2 binomial linear
1) 121x3
2) 4 - 6x
3) 2 - 3x +
5𝑥 2
4) 𝑥 2 𝑦 2+
4𝑥 3 𝑦 - 2xy - 1
5) 3𝑥 3 - 5𝑥 2 +
𝑥5 - 7
If you got a score of 3, well CONGRATULATIONS FOR A JOB WELL DONE!!!

If not, you have to go back to the section D and E on pp. 51 - 53 and try again.
NEED MORE HELP? You may reach your math teacher with his/her cellphone number
or send him/her a private message thru his/her facebook account.
KEY TO CORRECTION
Section B. Establishing a purpose for the lesson
TRY THIS 1:
1. a. 50
b. Fill up the table of values
No. of chocolate candies 1 2 3 4 5 6 7 8 9 10 20 50
Cost 5 10 15 20 25 30 35 40 45 50 100 250
c. Let x = number of chocolate candies
The amount of ( x ) chocolate candies is 5x. To find the amount of chocolate candies,
multiply the number of candies by 5
d. constant : 5 variable ; x
2.
Constants Variables
2 x, y, z
1 b,h
2
3, -1, 1 a,b
58
3. a. constant b. variable c. constant d. variable e. constant
Section C. Presenting examples/instances of the new lesson

TRY THIS 2: Translate the verbal phrases into mathematical phrases:
a. 7 times p - 𝟕𝒑 or 𝟕 ⋅ 𝒑 or (𝟕)(𝒑) e. 6 less than 8 times a number - 𝟖𝒙 − 𝟔

b. r increased by 5 - 𝒓 + 𝟓 f. the sum of twice a number and 8 - 𝟐𝒙 + 𝟖
c. thrice a certain number - 𝟑𝒙 g. 3 less than thrice a number - 𝟑𝒙 − 𝟑
d. a number decreased by 8 - 𝒙 − 𝟖
TRY THIS 3: Express each mathematical phrases in at least 2 different verbal phrases:
a. 𝑥 + 7
- The sum of a number and 7
- 7 more than a number
b. 𝑎 − 4
- A number decreased by 4
- 4 less than a number
c. 3𝑥 − 1
- The product of 3 and a number decreased by 1
- The difference of thrice a number and 1
Section D. Discussing new concepts and practicing new skills #1

−1
TRY THIS 4: a. ( )4 b. (3x)3 c. 5y4
2
TRY THIS 5: a. 2 b. 6
TRY THIS 6: a. not b. polynomial c. polynomial d. not
TRY THIS 7:
1) 5 + 6y 6 5 2
2) 15x – 5y – 11 15 -5 -11 3
3) -45 -45 1
4) -6x -6 1
3 3
5) − 𝑦 + 𝑥 + 7 1 7 3
5 −
5
Section E. Discussing new concepts and practicing new skills #2

Example:
B
1. mn2-4 third degree, binomial
2. -2a3+5a+4 third degree, trinomial
3. -3y5-6y4+7y2+4y-8 fifth degree, multinomial
−𝟏 𝟑
4. 𝒙 third degree, monomial
𝟓
D
1. binomial, first or 1
2. trinomial, third or 3
3. monomial, second or 2
4. multinomial, sixth or 6
TRY THIS 8: Complete the table below. Number 1 is done for you.
Polynomial Standard Degree No. of Classification Classification
Form terms according to according to
number of terms degree
1. -5 -5 0 1 monomial constant
2. 14 - 2c -2c + 14 1 2 binomial linear
59
3. 3y – 10 + 4y2 + 3y - 2 3 trinomial quadratic
4y2 10
4.
2𝑥 3 2𝑥 3 3 1 monomial cubic
3
3
5. a2b3 + 2a3b2 –ab+
4
5 4 multinomial quintic
-ab – a4b 2a3b2 +
a2b3 - ab
Section F. Developing Mastery

I. Decoding Message: Make good points
II. Identify the base and the exponent in each expression. Then evaluate the following
Expression Base Exponent
a. 76 7 6
b. (−3)4 -3 4
c. −52 -5 2
2 2 2
d. ( )2 3
3
−1 −1 5
e. ( )5 2
2
Write the following in exponential notation.
f. (-8)5 g. (2y)2 h.(4mn)3 i. (-3x)3 j. 7a4
III. Identify the constants, variables, and the operations involved in each algebraic expression.
EXPRESSIONS CONSTANT VARIABLE OPERATION

1. 2x + 5 2,5 x addition and multiplication
2. 2l + 2w 2 l and w addition and multiplication
3xy 3 x, y and z multiplication and division
3.
z
4. 3x(-6y) 3 and -6 x and y multiplication
m+4 4 and -2 m addition, subtraction and
5. division
m−2
IV. Identify the numerical and literal coefficient.

Polynomial Numerical Literal
3x 3 x
4x – 2 4 x
6x – 7y + 3 6 and 7 x and y
4x – 3x – 4
2
4 and – 3 x
5x4 – 3x2 + 4x -1 5, -3 and 4 x
V. Tell whether the algebraic expression is a polynomial or not. If it is a polynomial, classify it

according to number of terms.
1. Yes, binomial 2. yes , multinomial 3. No 4. yes, trinomial 5. No
6. −6𝑥 3 + 5𝑥 2 − 3𝑥 + 1 cubic
7. 𝑥 5 + 4𝑥 3 − 𝑥 2 − 2𝑥 − 7 quintic
8. −𝑥 3 𝑦 + 2𝑥𝑦 + 3𝑥𝑦 2 quartic
9. 5x – 2y linear
Section J. Additional activities for application or remediation
60
I.A.
1) constants: 2, 3 variables: a, b operations: addition, multiplication
−1
2) constant: variable: x operation: multiplication
2
3) constant: 5 variables: c, d, e operations: multiplication, division
4) constants: 2, -4 variables: x, y operation: multiplication
5) constants: 1, 2 variable: x operations: addition,subtraction,division
6) constant: 4 variables: a, b operations: addition,subtraction,multiplication,division
B.
7) variable 8) variable 9) variable 10) variable 11) constant 12) constant
II.A. NOTE: You can use any variable to represent “a number”.

1) n + 3 4) 3(m-10)
2) 2x – 5 5) x + (x+2) + (x+4)
𝑦−9
3)
8
B.
1) twice x or two times a number x
2) the quotient of y and three or a number y divided three
3) thrice the sum of x and one or three times the quantity of x plus one
III.
1) Answer: 73 = 343 base: 7 exponent: 3
2) Answer: x4 base: x exponent: 4
3) Answer: 23x3y3 = 8x3y3 bases: 2, x, y exponent: 3
4) Answer: (-1)7 = -1 base: -1 exponent: 7
−1 1 2 −1
5) Answer: ( a)2 = a base: a exponent: 2
10 100 10
IV.
1) Yes 2) Yes 3) No 4) No 5) Yes 6) No
V.
Algebraic Numerical Literal Constant Number of
Expression Coefficient/s Coefficient/s Term Terms
1) 6 none none 6 1
5 5
2) 𝑦 1 𝑦 none 1
3) 2x – 1 2 x -1 2
1 1 b, c 9 3
4) b – 8c + 9 , -8
4 4
5) 3𝑥 4 - 2𝑥 3 - 𝑦 2 3, -2, -1, 3 𝑥 4 , 𝑥 3 , 𝑦 2, y 8 5
+ 3y + 8
VI.
Polynomial Standard Degree Number of According to According to
form Terms the number the degree
of terms
1) 121x3 121x3 3 1 monomial cubic
2) 4 - 6x -6x + 4 1 2 binomial linear
3) 2 - 3x + 5x2 - 3x + 2 2 3 trinomial quadratic
5𝑥 2
4)𝑥 2 𝑦 2 + 4x3y + x2y2 4 4 multinomial quartic
4𝑥 3 𝑦 - 2xy - – 2xy -1
1
5)3𝑥 3 - 5𝑥 2 x5 + 3x3 – 5 5 multinomial quintic
+ 𝑥5 – 7 + x 5x2 + x - 7
61

Q2 SIPacks GRADE 7 WEEK 3 Watermark 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Q2 SIPacks GRADE 7 WEEK 3 Watermark 2

Uploaded by

Copyright:

Available Formats

SELF – INSTRUCTIONAL PACKETS

II. CONTENT Algebraic Expressions

B. Other Learning Resources

Week 3: DAY 1 How are you today?

Algebra is the branch of Mathematics characterized by the used of variables and

 plus minus  times  divided by

B. Establishing a purpose for the lesson

Did you know that…?

Diophantus, a Greek mathematician in the 3rd century, was

Did you know that…?

Musa al-Khowarizmi, an Arabian mathematician in the 9th

Example 1. Miggy helps feed the chickens in his farther’s farm.

a. Complete the table.

An algebraic expression is any combination of one or more constants and

A variable is any symbol representing possible values of a quantity.

A constant is any symbol representing one fixed value.

Note: To avoid confusions, using x to express products is discouraged because x is

Solutions: a. constants : 5 and 1

Note: If there is no constant written before the variable, it is understood to be 1.

Example 3. Decide whether each quantity is constant or variable.

Solutions: a. variable b. constant c. variable

TRY THIS 1: Write your answers in your MATH NOTEBOOK.

c. Write the pattern in words and in symbols

2. Identify the constants, variables, and the operations involved.

3. Decide whether each quantity is constant or variable

Now, check your work by turning to the key to correction.

C. Presenting examples/instances of the new lesson

Example 1: Translate the verbal phrases into mathematical phrases.

a. the sum of x and y

What is the operation? Addition!

c. the difference of b and 10

What is the operation? Subtraction!

What is the operation? Division!

Example 2: Translate the verbal phrases into mathematical phrases.

a. The difference of twice a number and 3

Trivia: The use of x (as well as y and z) became common because of

b. The sum of three consecutive odd integers

The three consecutive odd integers are 𝑥, 𝑥 + 2, and 𝑥 + 4.

What if you are asked to translate “three consecutive numbers” or “three

The three consecutive numbers are 𝑥, 𝑥 + 1, and 𝑥 + 2.

Now, let us translate “the sum of three consecutive even numbers.”

The three consecutive even numbers are 𝑥 + 1, 𝑥 + 3, and 𝑥 + 5.

Or we can also represent x as 2 already. And it will be the same as the

The three consecutive even numbers are 𝑥, 𝑥 + 2, and 𝑥 + 4.

c. The reciprocal of a number decreased by 7

Example 3: Express each mathematical phrases in at least 2 different verbal phrases:

Answers: i. The sum of a number and 4.

Answers: i. the product of 4 and a number decreased by 3.

Solution: What are the operations involved? Multiplication and division.

Answers: i. The quotient of 2m and 5

Area and Volume

a. Find the area of the square. s

a. To find the area of square, we multiply its sides. Thus, A = s x s = s 2

Long Notation Exponential Notation

Example: Write each of the following in exponential notation.

Now, check your work by turning to the key to correction.

Algebraic expression and polynomials

Now, we will focus on a special kind of algebraic expression called polynomial.

Study these examples.

x2 has one term. x2 + xy + 1 has three terms.

x2 + 1 has two terms. x2 + xy – y2 + 1 has four terms.

What is meant by a term of an algebraic expression?

Example 1. Identify the number of terms in these expressions.