Math6 LM 2

e'
e
-
Text.00 c
Marjoseph H. Perez
Donnel P. Placer
• Jaime R. Burgos
ii Arsenio S. Dimaranan
Authors
Mercurio T. Elenzano, EdD

Chin Uy, PhD
Editors
àrtment of Educati of the Philippine

Book Record
School: _________ I
District:
Division:
Region:
Date received by school:
issued to Date Date

Condition Condition
(Name of Learner) !ssued Returned
To the Teacher
Write the learner's name clearly under the column 'issued to."
Use the following letters in recording the condition of the book:
A New Book
B Used Book in Good Condition
C Used Book in Fair Condition
D Used Book in Poor Condition

6
GOP-Textbook Funds
21st Century
MATUletes
Textb ok
a Marjoseph H. Perez
aDonnel P. PIace
a Jaime R. BurgoS
Authors
• Mercurio 1. Elen ano, EdD

• Chin Uy, Ph.D.
Editors
GOVERNMENT P OPERTY
NOT FOR S LE
ALLOTTED -O
District/School:
Division:
1st School Year Introduced:
21st Century Mathletes 6
Textbook for Grade 6
ISBN 978-971-07-3884-7
Copyright © 2016 by Vibal Group, Inc.
All rights reserved. No part of this book may be reproduced or transmitted in

any form or by any means—electronic or mechanical, including photocopying,
recording, or any information storage and retrieval system without permission
in writing from the publisher and authors.
Published by Vibal Group, Inc. with main office at 1253 G. Araneta Avenue,
Quezon City Philippines.
Regional Offices: 0290 Nivel Hills, Lahug, Cebu City and Kalamansi St. cor.
1st Ave., Juna Subdivision, Matina, Davao City.
Authors: Jalme R. Burgos, Marjoseph H. Perez, and Donnel P. Placer

Editor: Chin Uy and Mercurlo Elenzano
Printed in the Philippines by: Book Media Press, Inc.

21-E Boni Serrano Avenue, Quezon City
Tel. No.: (02) 721-2803 I 726-6647 Fax No.: (02) 727-9190
Reviewers: Racquel Y. Francisco, Imelda T. Mercado, Ronald C. Donceras,

and CIndy C. Paguirlgan
PREFACE
Dear Pupils,
This book, Mathematics for Grade 6, is written, to further improve your critical thinking and
problem solving skills. These acquired skills would soon be applied in your everyday lives.
This book contains nine chapters that cover the following content areas namely, numbers and
number sense, measurement, geometry, patterns and algebra, and statistics and probability. Each chapter
starts with a real-life problem that engages you to explore and explain this problem in relation to the
topic that you are about to learn. These topics are presented in such a way that it is easy to understand
and visualize.
The following are the special and unique features of the book:
Apart from the series of exercises in the Evaluate part, this book also contains Math Challenges.
These exercises require a higher level of thinking on your part. It may be in a form of a
riddle or any problem that you experience every day.
Integration of Learning includes unique activities that will allow you to apply what you
have learned in other subject matter, such as Science, Arts, Technology and Livelihood
Education, and others.
• Think A bout This enhances your critical think ng by asking a trick question that is aligned on
the topic discussed in the chapter. It aims to chi ,ck on your understanding of the subject matter.
• It also includes a hands-on activity or proje t that can be done individually or by group.
This can be found in the Enigma part at the nd of each chapter.
Learning mathematics is fun. It is not as difficult s you think. We hope that this book can help
you explore the world of mathematical concepts in relati n to your everyday life.
The Authors
Fractions
—. BIG QUESTION:
This question should
be answered briefly
ätthe end of the unit. 2015. 0l.0. M.iI. .Sd I2M. .. .10 250 ($ .((5?!d I0
T)..,,ffrdk...b5,.50.lWpW.th .,20.2I&.bI,20.W&
b.,15 ,iI0..li5 .5111,
,.(20,SIY,,.Il S*ll $k)--5..2'., 0,,il d...,, I,.,.' p1..s , 1,52.1,
.M.jçl) 5, 2,2 f,5,,0,I N511,5,5 j,2.I,1,g,h,,5].
HI
ruo,.1 Addition and Subtraction of Fractions
• ENGAGE: This poses real-life situation or
problem that will motivate you in learning
more about the subject matter.
• EXPLORE: This shows the complete
solution for the problem presented in
the Engage part using blocks, number
lines, etc.
BIG IDEA:
ENOAOE
This is a statement that gives a general
<
s.C.,., ,,,.,s thf.A jrn - nSd.Iw. H i%S idea of what you will learn in the entire
chapter.
EXPtO5E
Th.I,p,S,,.bL*,,,St.dd! .t!.
EVPLAIN
L&!!th dd Mh.@ ft.dj .. Wjdath, ,ltiAk.tk ''"
EXPLAIN: Anchored to the solution presented in U
the Explore segment of the lesson, this is where the

discussion of the subject matter begins. Concepts,
terminologies and formula are introduced and
explained to the pupils. Understanding of these
new concepts are further fortified through a series
of sample problems and applications wherein Ds.,d €th, II $*t
solutions are demonstrated in detail.
EVALUATE
• EVALUATE: This includes a series of exercises

and problem sets that are now given to gauge your
understanding and mastery of the mathematical
concept presented.
• &,.th. a.fm.s1,ch.m...
iv
MATH CHALLENGE: This involves a
more complex problem-solving activity that . MATh CHALLENGE
will challenge your critical thinking skills. 00 .096. 20.l*PII.SO.l . *05*2,1 .0 0*2 002 b.,y 2 726 109. P600*07
coot. *115501*125*06602, *1625.50*1 y*d 1000.006015* dli.

Ill 01.602200.0200,760.125500600,7
2, fl5gl*0*2*bPSIO Abl.1*00*c0A*fl7O *01207205*50022.

t.*26* 200 yRthSI bI 000101 720*1 5.6.60 A Sop. 00.1.00.01220
M.WSb.M.d*fM0*20020710WTh.0*fl.500*1
fld..bo*100PIII2O. .p.AAcMoSp.pn100112072. .,65y0
W10000.Wdb.l.0ol6Wfl.02011* I d..ob.05.29.d.A2So,.dp.0..
S ld,olSdb.0100005.pjdpl*0O020th.*501
KEY IDEAS: This enumerates and S Thy lçl*M 0021060,5th, .0020. 1.. 0061 0,55.2,0*1. 0S900At*S2016
lb. .yi.I.*5, 2 5.50,0. *0.0*20.0*2060 hi. lIPS 201201*2,
25.150000 hI 0.0062* 020.00. 2,010* 05 000.6* Eo*1..0020,. 0200.120
summarizes all the key terms, formulas,
and concepts in bullet form. KEY IGEAS
01000.,.,*0.
*5 005 00 II S. 550.0.0200
0. ,00200022000*05.00*12100.0501W0.60S.00.0600.
• 550.10*1..flWthWqbyo2*06.0. O.*070502*5500*50*5b
Sdp.*0,0.Sb1020.25.SSSp•0i.0,0.td000il0S
CI4APTERNEbyEW
SUMMARY OP KEY IDEAl

(
Thy - --2,6.52522 222, Thy.. .y. 56d by t.
• 6.252 S 55,6.5
• blgya 55.5 bs .56.Sfrgfl Thfl252 d

.5t.2gt2AWl.5t.,25.y5.
• Th2tQ5.52AySWW y*!SWWP*55!IOIMOS.
• flS.5WQ.Sp.(.).O.b2.(-2y.l2.*t2d,h.
1*0 W6.gl. .5 Oy5C$255y.y 005051 - 0*2, Th.y a
• I0S&.92*gotyth..dd.,6.hS*t..S*2&Obth.a.02...0..dd.dfl
SUMMARY OF KEY IDEAS: This summarizes all the
200,.Syl 01,.IMy.. th.go$2Mb*ld.Ndtd.
V'.y 12*0,5*06.
SW 0* 25.6. b.1., 0,. byS.,. S 02,6.2.0 Th yçl A 2* - key terms, formulas, and concepts of all the lessons
• £MltSSWb2W0*fl6.ISSdO225flS
I0S5SlSg.b .dll. .60205 kbadth. SWS,SSbth. ,S.y,t
in a specific chapter in bullet form.
• 2,556.22*5 61•y5. S. 0,10660W. yodby. 26.25.60. ,60y. 6dsyo
• .O•I•lO• 0,6.51. -2*0,02*60 Al.. p.A.. ilbyst 000* *5
A6.y.,.S. yao.. 1215.
00.5.55.s. 0*2522*00.05205 .d.y.o SW. 0.o.l, 26.50W
• *5*502*02, 152 lIe *22.52W 2,010120* *6.0.5.1*10.10*.
- s_0__t______t100thl__
- €o.452..,.00.o*I.*0.0400.
- 000WISW*S.,.S.y*000*y.11020100lb*lll
- 00255. 00.002,0, 0.1 7.2 lm*ltodghl
*02566166. *2002,006.02 10'*. 00*255.02*05*202,. .5*52,.
00..00060O.d616
INTEGRATION OF LEARNING: Provides

different activities and exercises that integrates .
> 550*.00C
the concepts learned to other subject areas. It can 00 00 5*252 6 I2,dp. 02 .0.62,00605 pa SW 520* 20* 005
200bolio*5*1d..W*.os5*Wplda C150*0. 200021 SWS.55,O 0.26
be a real-life situation or any other type of activity. -y
020201 r 015220,105 0206*05 22512655021
REFLECTION: Values-based self-assessment . - - -f :-

jc*j P20001 2216
that is connected to the lessons discussed in the 00 --.
T
--. 0- -
0011420 P53010
-
5%
00
02005*1*520.05.dlbol 5
chapter. [ r 0*001
>
THINK ABOUT THIS: Atnck question that is related lb. .0.60.0.6 141l0 2%VAlp.260521.dr*o)50*0200.0.7 E60O.00
0*10110•0•ladlV0l 52,.6002012%6TbSoSIES5001.,50**5
to one of the topics in the chapter.

TWNKAROU1THIS
>.
o.yt.,05120.52tS..9y.00.b.90. 550 En*500.
'4.-.
ENIGMA: An output-based hands-on activity or

project. This allows you to apply mathematical >
ENIGMA
concept discussed in real-life context.
V
CONTENTS
CHAPTER
a
Fractions 2
LESSON I Addition and Subtraction of Fractions 3
LESSON 2 Multiplication of Fractions 16
LESSON 3 Division of Fractions 30
CHAPTER
a
Decimals 44
LESSON I Addition and Subtraction of Decimals 45
LESSON 2 Multiplication of Decimals 56
LESSON 3 Division of Decimals 66
CHAPTER
a
Ratio and Proportion 82
LESSON I The Concept of Ratio 83
LESSON 2 The Concept of Proportion 88
LESSON 3 Types of Proportion 92
CHAPTER Understanding Percent 98

LESSON I Fractions, Decimals, and Percents 99
LESSON 2 Percentage, Rate, and Base 112
LESSON 3 Percent of Change 122
LESSON 4 Applications of Percent 130
CHAPTER The Set of Integers 144

LESSON I The Set of Integers and
the Number Line 145
LESSON 2 Addition of Integers 152
LESSON 3 Subtraction of Integers 158
LESSON 4 Multiplication and Division of Integers 166
LESSON 5 Exponents and Exponential Notation 174
LESSON 6 Order of Operations Involving Integers 180
CHAPTER Geometry 186
LESSON I Solid Figures 187
LESSON 2 Nets of Solid Figures 200
CHAPTER Patterns and Algebra 212

LESSON I Writing Rules for Sequences 213
LESSON 2 Algebraic Expressions 224
LESSON 3 Algebraic Equations 232
LESSON 4 Solving Equations 238
CHAPTER \'LU Measurement 252

LESSON I Speed, Distance, and Time 253
LESSON 2 Area of Composite Figures 260
LESSON 3 Surface Area 272
LESSON 4 Volume of Solid Figures 288
LESSON 5 Meter Readings 302
CHAPTER Statistics and Probability 316

LESSON I Data Collection 317
Lesson 2 Pie Graph 324
Lesson 3 Probability 334
Lesson 4 Prediction and Outcomes 342
Glossary 358
Bibliography 362
Fractions
IN THIS
CHAPTER
I Addition and
Subtraction of
Fractions
;4
2 Multiplication
of Fractions
3 Division of Source: http:I/www.shutterstock. corn

Fractions
Every year, an American company Mercer, surveys the different
cities around the world to determine which is the most and least livable.
In 2015, Metro Manila ranked 136th out of the 230 cities around the
world. Such low ranking has a negative impact on our country's image
to potential multinational investors. So, what do you think we can do
to improve ourselves and solve this dilemma?
Proper urban planning is one way. Urban planning aims to
maximize land and environment to ensure public welfare. Architects and
engineers play an important role in urban planning. They create and follow
blueprints to ensure every infrastructure would be erected as planned.
The mastery of fractions is essential to properly interpret these blueprints.
BIG QUESTION
In getting accurate measurements, basic arithmetic skills are
important. The study of arithmetic begins with whole numbers and
How do we solve later on with fractions. A weak knowledge on fractions can make a
mathematical supposedly well-built skyscraper break down into pieces and impair
problems and public safety.
•real-life situations
involving fractions? In this chapter, we will learn to classify the different sets of fractions
and apply the four fundamental operations involving them.
2
LESSON I Addition and Subtraction of Fractions
OBJECTIVES
1 Add and subtract

simple fractions
and mixed
numbers without
or with regrouping.
solve routine
and non-routine
problems
involving
addition and/or
subtraction of
fractions using
appropriate
problem solving
strategies and
tools.
Create problems
(ith reasonable
ahswers)
inyolving
addition and/or
subtraction of
fractions.
ENGAGE
Steven prepared dalandan juice for his daughter. He mixed
3
cup of dalandan juice and cup of water. How many cups of liquid
did he mix?
BIG IDEA
EXPLORE
There re different
ways by which we
To solve the problem alone, we need to add ! and add or subtract
5 similar 'and dissimilar
13
Number Sentence: — + — = fractions.
55
3
To find the sum of! and ., consider the following models below.
5 5
1
5
+
3
4
5
5
555
Answer: Steven mixed cup of liquid.
EXPLAIN
Similar Fractions
Addition involving fractions corresponds to combining or putting things together, just like
what you do in adding whole numbers, On the other hand, subtraction involves taking away or
deducting things just like subtraction of whole numbers.
Similar fractions are fractions with the same denominators. The procedure below will help
us to easily add or subtract fractions with common denominators.
To add or subtract similar fractions:

I Add or subtract the numerators
2 Write the sum or difference over the common denominator
Simplify or write the answer In lowest terms If necessary
4
51
Example 1 Add: +
51
STEPI: —+— Write the given.
5+1
STEP 2. Add the numerat9rs and copy the
9 common denomiiiator.
6
STEP 3: Simplify. (Write th answer in lowest
9 terms.)
2
Answer: —
51
Example 2 Subtract: —
51
STEP 1: Write the given.
88
5-1
STEP 2: Subtract the numerators and copy
the common denoriinator.
4
STEP 3: — Simplify. (Write the answer in lowest
terms.)
1
Answer:
Dissimilar Fractions
Dissimilar fractions are fractions with different denominators. To add or subtract dissimilar
fractions, rewrite them as similar fractions first. The sum will be represented by adding the
numerators over the common denominator while the difference will be represented by subtracting
the numerators over the common denominator. Simplify the sum or difference : f needed.
To add or subtract dissimilar fractions:

I Determine the least common denominator (LCD)
Get the equivalent fractions using this denominator
Add or subtract the numerators. Then write the sum or difference
over the common denominator.
Simplify or write the answer in lowest terms if possible.
5
12
Example 3 Add: +
Solution:
Method 1:
1 2 — 9
2 5 10
Method 2:
12
—+- Write the given.
25
Determine the LCD. The LCD of 2 and 5 is 10.

2 5 10 10
_ + Get the equivalent fractions.

10 10
5+4
Add the numerators over the common
10 denominator.
i+ =--
2 5 10
9
Answer: —
10
9 4
Example 4 Subtract: — — —
24 15
Solution:
—9 —— 4
Write the given.
24 15
— 4
9 ——
Determine the LCD. The LCD of 15 and 24 is 120.
24 15120120
45 32
— —— Get the equivalent fractions.
120 120
45-32
— Subtract the numerators over the common denominator.
120
9 413
24 15 120
13
Answer:
120
6
3 (5 1''
Example 5 Add: -+I---
4 6 2
Solution:
3 (5 1
—+1--- Write the given.
4 6 2
3 (5 1 3 (5 3 Find the LCD of the fractions inside the parenthesis

—+I---l= —+1 (The LCD of 6 and 2 is 6.). Gt the equivalent
4 6 2) 4 6 6
fractions.
32 Perform the indicated operation inside the

= -+-- parenthesis.
46
94 Find the LCD of the fractions (The LCD of 4
=-+-
12 12 and 6 is 12.). Get the equivalen fractions.
13
Perform the indicated operatio
12
3 (s i 1
- + I - - I = 1-
- Convert the fraction into simplst form.
4 6 2) 12
1
Answer: 1-
12
Mixed Fractions
Mixed fractions are fractions that have a whole number part and a propr fraction part,
1 2 I
such as 1— and 10—. How will you add or subtract mixed fractions? We first add or subtract
the whole numbers then the fractions, and express the answer in lowest terms if possible. Take
a look at the next example.
Example 6 Add: 3- + 1-
44
Solution:
31± i2 = (3 + 1) (1 1 2
~I-+- 1= 4- Addthewholenumbersandthenthefractions.
4 4 4) 4
441 Simplify the answer.

4 2
31 11 42
4
i.
UI IlilU
1
Answer: 4
7
Sometimes we must first write the fractional parts as fractions with a common denominator
before we can add or subtract.
Example 7 Subtract: 10 - 7
6 8
Solution:
Find the LCD of the given fractions.

10-7--
24 24 The LCD of 6 and 8 is 24.
(20 9'\ Subtract the whole numbers and then

= (10 - 7) + — - — I
24 24) the fractions.
=3i
24
11
Answer: 3-
24
(i 1 5
Example 8 What is the difference when the sum of + + is subtracted from the
6
(5 2
difference of 5;j - 1)9
Solution:
First, find the sum of + +
936
Find the LCD of the given fractions. The LCD
9 3 6 18 18 18 of 9,3, and 6 is 18.
14+ 6+ 15
Add the fractions.
18
35
- i17
18 18
Second, find the difference of 5 - 1.
5-1 =5--1.-
7 3 21 21
"15 14 Find the LCD of the given fractions. The LCD
21 21 of 7 and 3 is 21.
=4+ Subtract the whole numbers and then the

21 fractions.
21
8
Finally, find the difference of 4 j —
41 1 =4---- 1-- The LCD of2l and 18 is 126.

21 18 126 126
[ (126 6 'i1 119
We cannot subtract 119 from 6. We
= [3 i)j—'i
regroup 1 or from 4.
_132 119
126 — '126
/ . (132 119
= 13—li+i Subtract the whole numbers and
" / L126 126 then the fractions.
=2-u-
126
The final answer is 2
Applications and Problem Solving

Problem solving requires an imaginative mind to be able to arrive at an answer easily and
systematically. Sometimes an illustration is a great help to answer some problems. Let us solve
the given problem by following the steps below.
Example 9 Anton spent of his money on books. He spent another of his nioney on buying
pens. What fraction of his money was left?
Understand.
a. What is asked?
The fraction of money left with Anton.
b. What are the given facts?
He spent of his money on books.
He spent of his money on buying pens.
9
Plan. What operations shall we use to solve the problem? Select your own strategy.
Using Bar Model
total money of Anton
spent on spent on ______ fraction of his

books pens money left
The total money of Anton at the beginning represents 1 whole or . Add

the fractions of money he spent, then subtract it from his money at the beginning.
Solve. Show the computation.

1. Add the fractions of money he spent.
213
—+—=-
555
2. Subtract the total amount of money spent (Step 1) from his money at the
beginning.
5 32
5
2
Answer: Therefore, the fraction of money left with Antoh was
Check. Check your answer. This is one way to check if the answer is correct.
2125
—+—+=—=1
5555
2 1 1
Example 10 Aling Marissa bought meter of yellow cloth, meter of blue cloth, and meter
of red cloth to make a dress for her daughter. What is the total length of cloth that
Aling Marissa bought?
Understand.
a. What is asked?
The total length of cloth that Aling Marissa bought.

2 1 1
meter of yellow cloth, meter of blue cloth, and meter of red cloth
10
First, find the least common denominator. Then write equivalent fractions
using this denominator. Finally, add the fractions.
Yellow cloth
2
5
Blue cloth
1
3
Red cloth
1
6

211
Add:
Find the LCD of the fractions. The LCD of 5, 3, and 6 is 30. Then get the
equivalent fractions.
2 1 1 12 10 5
-+- +- = - + - + -
5 3 6 30 30 30
2. Perform the indicated operation.
12+10+5 27
30 30
3. Write the fraction in lowest terms. Divide the numerator and denominator
by the greatest common factor, 3.
27~3 9 -
30~3 10
Answer: Therefore, the total length of the cloth that Aling Marissa bought is
9
meter.
11
Check. Check your answer. This is one way to check if the answer is correct.
Go back to your illustration.
Yellow Blue Red
Since or is shaded, then, is the total length of the cloth.
Example 11 Mang Jose changed the color of his tricycle. He consumed 3 liters of blue paint
2
and 2 liters of red paint. How many liters of paint did Mang Jose use?
Understand.
a. What is asked?
The amount of paint Mang Jose used
1 . . 2.
3 liters of white paint and 2.. liters of red paint
Plan. What operation shall we use to solve the problem?

Add the two mixed fractions.
3! + 2
4 3
1. Find the LCD of the fractions, then get the equivalent fractions.
1 2 3 8
3—+2— = 3--1-2-- LCD is 12.
4 3 12 12
12
2. Perform the indicated operation.
3 8 (3+8 11
3—+2—=(3+2)+I =5-
12 12 12} 12
11
Answer: Therefore, Mang Jose used 5j- liters of paint.
Check. Check your answer. You can simply go back to your solution or you may
try to do the following.
5_3!5±_3
12 4 12 12
= 2-p- = 2
12 3
Working backward, by subtracting one of the given fractions from the answer,
we will get the other given fraction.
EVALUATE
A. Find the sum or difference of the following fractional parts.
1.
2.
3.
4.
5.
13
B. Shade each model to show the answer to the following mathematical sentences.
I I I
1
444 I I
1 I I I
2. 2+= I I I I I I
I I I I I I I I I I I I I I
3. 1+2= I I I
I I I I LI I I I I
I I I I
4. 3—.= I I I I
I 1111 1111111 1111111 111111 I

5. 1111111
111111 1111111 1111111 1111111 III III
C. Perform the indicated operation. Express your answer in simplest form.

511
1. —+—+—= 5. 6+7 1 2.=
12 4 18 7 2 3
2. 4!.+3-+9i= 6. 2O..-18+3--=
8 12 4 4 3 11
813 2 I 1'
3. 2+6--+1O= 7.
5 15 9 \ 4 5 — 4
I
7 8
4. 16--12—= 8. 32--12— —2=
14 21 4 12
D. Solve each problem.
1. For the school's intramurals, a group of students prepared 23 liters of lemonade to
sell. At the end of the day, they had 3 liters leftover. How many liters of lemonade
were sold?
2. My mother bought 3 kg of beef, 2 kg of pork and 5 kg of chicken. How many
kilograms of meat did she buy?
3. Mr. De Guzman bought 7. kg of meat. He used 2.. kg for afritada, 3.1 kg for
menudo, and the rest for pochero. How many kilograms of meat did he use for
pochero?
4. How much greater is the difference of 8 . and 4.1 than the sum of 1 and I
5. Karen's father has 18 m nylon string. He gave 10 m of it for his friend's fishing
rod. About how long is the nylon string that is left?
14
MATH CHALLENGE
A. Solve each problem.
1. What is 5 cm minus mm? Express the answer in terms of mm.
2. Whatisthevalueof1— + 2--- ?
3
3. Luigi spent of his money on books. He spent another of his money on pens.
What fraction of his money was left?
4. Mrs. Baclaya made some muffins and gave them to Vincent and Brylle. Vincent
received of the number of muffins and Brylle received of the remainder. How
many muffins did Mrs. Baclaya make if she had 9 muffins left?
B. Create your own problem using the following information.

i 1 1 1 3
1. — added to — 3. 2— added with 1—, then less I —
2 5 8 2 4
1 3
2. — subtracted from —
3 4
KEY IDEAS -
• To add or subtract similar fractions:
1. Add or subtract the numerators.
2. Write the sum or difference over the common denominator.
3. Write the answer in lowest terms if possible.
• To add or subtract dissimilar fractions:
1. Find the least common denominator (LCD).
2. Multiply both the numerator and denominator of each fraction by a number that will
make the denominator equal to the LCD.
3. Continue the process using the steps in adding and subtracting similar fractions.
• To add or subtract mixed fractions with similar fractions:
1. Add or subtract the fractional parts.
2. Add or subtract the whole numbers.
3. Write the answer in lowest terms, if possible.
• To add or subtract mixed fractions with dissimilar fractions:
1. Rewrite the fractional parts to similar fractions using the LCD.
2. Regroup the similar fractions if necessary, then perform the indicated operation.
J
15
LESSON 2 Multiplication of Fractions
ENGAGE
U Multiply fractions
Mary has kg of sugar. She used of it for champorado. How
in simple and
mixed forms. much sugar did Mary use for champorado?
U Solve routine
or non-routine
problems
involving
multiplication
EXPLORE
with or without
The illustrations below illustrate the given fractions.
addition or
subtraction of
fractions and
mixed numbers
using appropriate
problem solving
strategies and
tools. 6 1
U Create problems 7
(with reasonable
answers) To find - o4, we have:
involving
multiplication
6
with or without 7
addition or
1
subtraction of
fractions and 2
mixed numbers.
After overlapping the models for and the double-shaded

part represents of the whole. -- is also equal to
14 14 7
Answer: Mary used kg of sugar.
We can also solve the problem this way:
6—1x6 Multiply the numerators.
2 7—2x7 Multiply the denominators.
— 6 3
Simplify the product, if possible.
14 7
16
EXPLAIN
Multiplying Fractions
Let us visualize the product of two fractions. We consider the multiplication sentence X
This is equivalent to of
Illustration:
I I I
I I I
3 3 3
Based on the illustrations above, we can say that

1 111
— of — = — x —
2323•
1
6
This leads us to the steps for multiplying a fraction by another fraction.
ractlonS:
Multiply the numerators
Multiply the denominators
3 Simpflfy or write the product In lowest terms If possible
17
25
Example 1 a. Multiply: - 7
2 5 2x5
Multiply both numerators and denominators.
3 7 3x7
10
Answer: —
21
39
b. Multiply: - x
3 9 3x9
5 10 5x10
27
Answer: —
50
2 3
Example 2 a. Multiply:
4
2 3 2x3
—x—= Multiply both numerators and denominators.
.6 4 6x4
2x3
Get the common factors of both numerators
— 2x3x4
and denominators.
231
=— x— x- Group them according to their common factors.
234
1
=1 xix Simplify the numerator and denominator with
common factor. Then, multiply.
Answer:
4
18
27 7
b. Multiply: x
27 7 27x7
—x--= Multiply both numerators and denominators.
28 9 28x9
— (9x3)x7
Get the common factors of both numerator and
— (7x4)x9
denominator.
973
=— x — x — Group them according to their common factors.
974
3
1X1X Simplify the numerator and denominator with
common factor. Then multiply.
• Answer:
4
Multiplying Mixed Numbers

We notice that when we multiply fractions, we get the product of the numerators and the
denominators correspondingly. Now what if the given numbers are .mixed numbers? We need
to review first how to convert a mixed number to improper fraction. Consider the steps below.
Convert 5! to improper fraction.

Steps:
1. Multiply the whole number by the denominator: 5 x 2 = 10
2. Add the result to the numerator: 10 + 1 = 11
3. Write the sum over the denominator.

Now, to convert an improper fraction to a mixedfraction, divide the numerator by
the denominator.
DivIsor 4 becomes
the denominator of
the mixed number.
Quotient 3 becomes
I the whole number of
3 the mixed number.
15
-- 15 33
4 ) 4 4*—
— 12
3 Remainder 3 becomes
the numerator of the
mixed number.
19
Multiplication of Mixed Numbers
To multiply mixed numbers you must first convert the mtxed numbers to
improper fractions, then multiply Convert the answer to a mixed number
and write it in lowest terms whenever necessary
1
Example 3 Multiply: 8 x 2'
1 9
8x2- =8x Convert mixed number to improper fraction.
89
=— x — Express the whole number as a fraction.
14

(4 x 2) x 9
Get the common factor of both numeratorand
1x4 denominator.
4 2x9 Group the fractions according to their common

=— x
4 factor.
18
=1x Simplify the numerator and denominator.
T
Answer: 18
Example 4 Multiply: 4! x—.

24
1393
4— x — = — x — Convert mixed number to improper fraction.
2424
9x3
2x4
= .:.z 33
Convert improper fraction to mixed number.
8
3
Answer.' 3 —
8
20
3 4
Example 5 Multiply: 5 x 3
3 4 28 25
5— x 3— = — x — Convert mixed numbers to improper fractions.
5 7 5 7
— 28 x 25
5xi
(7 x 4) x (5 x 5)
Find the common factors of both numerator
5x7 and denominator.
5x—
=— 7 x4x5
Group the fractions according to their common
5 7 1 factors.
20
=lxlx- Simplify.
1
Answer. 20
2 5
Example 6 Multiply: 4 x >< 3
2 5 1 14 5 7
4—x—x3—=— x— x- Convert the mixed numbers to
38 2 3 82 improper fractions.
— 14 x 5 x 7 — (7 x 2) x 5 x
Multiply the numerators and
—3X8X 2 3x8x2 then the denominators. Find the
common factors.
2 x 7x5x7
Group the fractions according to
2 3x8 their common factor.
7x5x7 245
=1x — Simplify the fractions.
3x8 24
= Convert the improper fraction to
24 mixed number.
5
Answer: 10—
21
Example 7 Abuko salad recipe uses 3 cups of milk. How much milk is needed if 2- times
of the recipe will be prepared?
Understand.
a. What is asked?
The number of cups of milk needed if 2 times of the recipe will be prepared.
The recipe uses 3 cups of milk.
Plan. What operation shall we use to solve the problem? Select your own strategy.
Multiply the number of cups of milk by the number of times the recipe is
to be prepared. That is, 3 x2

(5x3)x(4x2)
3.. x2 = 15 < 8_
4 3 4 3 4x3
4 3 5x2 5x2
=—x—x — lxix — 10
43 1 1
Answer: Ten cups of milk are needed to prepare 2 times of the recipe.
Check. Check your answer. We check by repeating the calculation. This is one
way to check if the answer is correct.
Example 8 Marcia has seven packages of peanuts. Each pack contains cup. She needs
8 cups of peanuts to make peanut brittle. How many more cups does she need?
Understand.
a. What is asked?
The number of cups of peanuts Marcia needs to make peanut brittle.
There are 7 packages of peanuts. Each package contains cup. Eight

cups of peanuts are needed to make peanut brittle.
22
4 4 4 4
5 5 5
4
7x-
5
4 4
5 5
(4
8—i 7x—
I. ' 5
___________ -I
7
Subtract the product of 7 and from 8 (the number of cups needed to make
(
4
peanut brittle). That is, 8 — 7x—
'\ 5
Solve:8— 7x
5
(7
( 4" 8 4 8 28 8x5 28
8—i7x--i=-- —x —I=--- = —
5) 1 \ 1 5) 1 5 1x5 5
40 281222
5 5 5 5
Answer: 2 cups are needed to complete the 8 cups for making a peanut brittle.
Check. Check your answer. One way to check if the answer is correct is to go to
back to your illustration.
4 4 4 4
5 5 5 5
&
4
7x-
5
4 4 4
5 5 5
23
4
x-
5
_________ -I
I A '\
2
2—+ 7x—i =8
5 5)
2 28 ?
2—+— =8
5 5
12 28 ?
—+— =8
5 5
40
Example 9 Aling Linda sells food at the school canteen. Her daily marketing budget is P3,500.00.
She allots for the purchase of meat, for fish, and the rest for vegetables and
other ingredients. How much money is allotted for buying fish, vegetables, and
other ingredients?
Understand.
a. What is asked?
The amount of money allotted for buying fish, vegetables, and other
ingredients.
Marketing budget is P3,500.00, for the purchase of meat, for fish, and
(zi 2"l 6
1—i —+— 1=1----
L 7) 7
76
= for vegetables and other ingredients.
24
An illustration below can help you understand this problem.
P3,500.00
A
meat fish vegetables and other

ingredients
" I
2 i' 2 1
n=3500xI_+_Iorn=3500X— + 35O0x—
7 7) [ 7 7

Method 1: Method 2:
(2 1
3500x I3500x.') + I3500x!
7) 7
=35ØØx (3 =(500x2)+(500x 1)
= 500 x 3 =1000+500
= 1500 =1500
Answer: The amount allotted for fish, vegetables, and other ingredients is P1,500.00.
Check. Check your answer. One way to check if the answer is correct is to go
P3,500
f -
500 500 500 500

V
meat fish vegetables and other
ingredients
25
EVALUATE
A. Use the given models to show your answer to the following mathematical
sentences.
1.
12
2 —x—=
33
3. .,
31
4. —x—=
82
B. Solve for the product of the following fractions. Express your answer In simplest
form.
25
1.
13
2.
41
3.
51
4. jX.
11
5 2x
26
21
6. -x-
35
34
7. -x-
85
54
8. -x-
16 7
6 33
9. -x----
11 40
10. 12x2
11. 1--x2O
15
12. 6x--
58
13. 3x2
14. 3--x2-1
15. 4x2
8 5
16. 10--x1x4
2 7 5
17. 3-p- x 2 x 2_i.

15 8 17
27
C. Solve each problem.
1. There were 90 children at the birthday party. If - of them were boys, how many
were girls?
2. On a highway, there are billboards located every 1 kilometers. There are 14

billboards in that highway. How long is the highway?
21
3. In Sir Seth's art class, there are 12 boys and 10 girls. If cartolina makes one
mask, how many cartolina is needed to make masks for the whole class?
4. For her youngest son's birthday party, Mother bought 6 kg of hotdog and 5
dozens bread rolls. Hotdogs cost P160.00 per kilogram and a dozen of bread rolls
costs P25.00. How much did she spend in all?
5. Carmie works in the National Library. In 3 weeks, she spent 3 hours working daily.
She was paid P175.00 per hour.
a. What was her total working hours each week?
b. How much did she receive at the end of 3 weeks?
6. Amiel celebrates his birthday alone by buying himself a cake. He ate of the cake
for lunch and put the remaining cake on the freezer. After taking his dinner, he ate
of the cake left. How much cake did Amiel eat?
7. Mark can paint 8- square meters per hour. At the same rate, how many square
meters can he paint in 2 hours?
8. A fish vendor sells kilos of tilapia for P73.50. If you will buy 2 kilos of tilapia,
how much will it cost?
9. A vacant lot near your residence is for sale. The lot is in rectangular form having
2. . 3. .
a length of 23 units and width of 33 units. The piece of lot per square unit is
P765.00. What is the total value of the lot?
10. Dennica needs 3 cups of flour to make a full size cake. If she wanted to make a
cake that is 3. of the size, how many cups of flour would she need?
28
MATH CHALLENGE
1. In a local supermarket, kilogram of squid costs p156.00. How much do 4 kilo-
grams of squid cost?
2. A gasoline tank is full. When 25 liters of gasoline were added, it became full.
How many liters more is needed to fill it?
I
3. A clock was set right at 6:00 a.m. If it gains 3 minutes per hour, what time will it
show at 6:00 p.m on the same day?
2
4. A supermarket had a buko pie sale. In the morning, of the pies were sold and
.1
I
in the afternoon of the pies were sold. If 150 pies were left, how many pies had
• been sold?
5. A square lot, which is 6 m on each side, is covered with Bermda grass. The
• I
lot is surrounded by a cemented path 1 m wide. Find the area of the cemented path.
KEY IDEAS
• To multiply fractions:
1. Multiply the numerators and then the denominators.
2. Write the product in lowest terms if possible.
• To multiply mixed numbers:

1. Convert mixed numbers into improper fractions.
2. Multiply the numerators and then the denominators.
3. Write the product in lowest terms if possible.
I
29
LESSON 3 Division of Fractions
ç OBJECTIVES ENGAGE
U Divide simple
An j m piece of wood is cut equally into shorter pieces of m
fractions and
mixed numbers. each. How many shorter pieces will there be?
U Solve routine
or non-routine
problems
involving division
with or without EXPLORE
any of the other
operations of Illustration:
fractions and
mixed numbers 8
using appropriate 10
problem-solving -'I
strategies and
tools.
U Create problems
(with reasonable
answers)
involving division
with or without I I
I I
any of the other
i i
operations of .:'
fractions and 5 5 5 5
mixed numbers.-
1 . 8
Based on the model, we can say that fits into four times.
Therefore, we can write the division equation as
10 5
Hence, there are four pieces of m of wood.
30
EXPLAIN
Reciprocals
If the product of two numbers is 1, then they are reciprocals or multiplicative inverse of
eachother. To find the reciprocal of a fraction, interchange the numerator and klenominator.
2 . 2.3 .
Let us take -. The reciprocal of -is Multiplying the number and it reciprocal, we
-.
236 2 3
have -x = = 1. So, and are reciprocals or the multiplicative inverse of each other.
- - -
326 3 2.
Dividing Fractions
To divide fractions, rewrite the division as a related multiplication in whic you multiply
the dividend by the reciprocal of the divisor.
Example 1 Divide: - ±
Multiply the dividend by the reciprocal of the

7573 divisor.
3x5
Multiply the numerators and the denominators.
7x3
15 3 -
5 Divide the numerator and the denominator by
21 - 7 the GCF.
Answer:
7
12 8
Example 2 Divide: - ~ -
13 39
12 8 12 39 12x39 Multiply the dividend by the
13 39 13 8 13 x 8 reciprocal of the divisor.
(4 X 3) X (3 X 13) 4 13 3 X 3 Get the common factors of both

-
13 x (4 x 2) 4 13 2 numerator and denominator.

3x3 9
=1x1x - Simplify the fraction.
2 2
Convert improper fraction to
2 mixed number.
Answer: 4
31
Example 3 Divide: 5 -- -
1 53
5~— =—x- Multiply the dividend by the reciprocal of the
311 divisor.
5x3
Multiply the numerators and then the
lxi denominators.
15
Simplify.
1
Answer: 15
Example 4 Divide: ~4
Multiply the dividend by the reciprocal of the

9 94 divisor.
8x1
Multiply the numerators and then the denominator.
9x4
(4 x 2) x 1
-
Find the common factor of both numerator and
9x4 denominator.
4 2x1
= —x Group the fractions according to their common
4 9 factor.
22
= lx—=- Simplify the fraction. Then, multiply.
99
2
Answer: -
(3 l'\[i 1
Example 5 Divide: I + I
- - . - -
4 2) 3 6
( i (i i (3+2
I -+- 1~1--- 1=1 Find the LCD. Then, rewrite as similar
4 2) 3 6) 4 fractions.
51 Perform the operations inside
46 the parentheses.
56 Multiply the dividend by the reciprocal
= —x-
41 of the divisor.
32
-
5x3x2 Find the common factor of both numerator and denominator.
2x2x1
2 5x3 Group the fractions according to their common factor.
= —x
2 2x1
15 15
=lx Simplify the fraction. Then, multiply.
22
15
Answer: -
Dividing Mixed Numbers
To divide mixed numbers, convert the mixed numbers to improper fractions. Then, convert
the answer to mixed number in lowest terms, if necessary
Example 6 Divide: 16 ~ 2!
1 16 11
16~2 Convert mixed number into improper fraction.
-
= T ~
=
! x ! Multiply the dividend by the reciprocal of the divisor.
1 11
-
16 x 5 Multiply the numerators and then the denominators.
lxii
80 3
= Convert the improper fraction to mixed number.
=
7-j-j-
Answer: 7-
23
Example 7 Divide: 5 ~
2 3 17 3 .
5—. ~ = + Convert mixed number to improper fraction.
= Multiply the dividend by the reciprocal of the divisor.

33
17x4 .
Multiply the numerators and then the denominator.

- 3 3
68 5
= ---
=7 Convert improper fraction to mixed number.
Answer: 7-
9
33
Example 8 Divide: 2! ~ I
Convert mixed numbers into improper fractions.

2424
54 Multiply the dividend by the reciprocal of
= —x-
25 the divisor.
5 x (2 x 2) Find the common factor of both numerator and
2x5 denominator.
522. Group the fractions according to their common
=
5 2 1 factor.
= lxlx2=2 Simplify the fractions. Then multiply.

Answer: 2
Example 9 Divide: [2 -iJ + 2

+
12 4 -
4)
~ 12 + = 1 ~ 2! Perform the operations inside the parentheses.
8) 4 8
3 17
Convert mixed numbers to improper fractions
2' 8
- is reduced to
2
38
= —x- Multiply the dividend by the reciprocal of the
2 17
divisor.
3 x (4 x 2)
Multiply both numerators and denominators,
2 x 17 then get their common factor.
2 3x4 Group the fractions according to their common
= —x
2 17 factor.
12 12 Simplify the fractions. Then, multiply.
=lx—=-
17 17
12
Answer: -
17
34
Example 10 Mrs. Cruz bought a loaf of bread for breakfast. It measures 18 inches long. How
many slices can she make if each slice measures 1 - inches long?
Understand.
a. What is asked?
The number of slices that can be cut from a loaf of bread.
The loaf of bread is 18 inches long.
Each slice of bread is 1!inches long.
inches
8
18 inches
Divide the length of the loaf of bread by 1 inches.
Solve. Show your computation.
Divide: 18~ 1
18 ~ 1 = 18 ~
8 8
18 8 18x8
=—x-.-=
1 9 1x9
9x2x8 9 2x8
=
1x9 9 1
2x8
=lx =16
1
Answer: There are 16 slices that can be cut from the loaf of bread.
back to the illustration.
1— inches
8
1 16 9,169x169xix 29 x 2 1 l8 18
1
818x1 $'xi 1 - 1
35
Example 11. Each costume for a school play requires 3 - yards of cloth. How many costumes
can be made from 87 yards?
Understand.
a. What is asked?
The number of costumes that can be made from 87 yards of cloth.
There are 87 yards of cloth. Each costume requires 3 yards of cloth.
Solve.
87j yards
,0 St
I Divide 87j yards by 3 yards.

3— yards
Divide: 871~3!
2 2
87!~3!= !Zi + ?
2 2 2 2
- -
(25 x 7) x 2
- 2 7 2x7
2 7 25 25
= -x x- =1x1x
- =25 -
271 1
1
Answer: There are 25 costumes that can be made out of 87 yards of cloth.
Check. Check your answer. One way to check if the answer is correct is to multiply
the quotient by the divisor. The product must be equal to the dividend.
1 25 7 25x7 175
25x3—=—x—=
2 1 2 1x2 2 2
36
Example 12 MangAmbo makes decorative candles to sell on 'All Souls Day'. He has 15 kg
of wax. He bought 20 kg more. If he uses 1 kg for each candle, how many
candles can he make?
Understand.
a. What is asked?
The number of candles that Mang Ambo can make.
• MangAmbo has 15-i kg of wax.
He bought 20 kg more.
• He uses 1 kg for each candle.
Add 15 kilograms and 20 kilograms of wax. Then, divide the sum by 1
115!+201 ~11=n
2 4) 5)

1 ( 3'\
( 1
Solve: 15—+20— 1~1 1-
2 4) 5)
Let's add first the mixed fractions inside the parenthesis.
11512+ 201) = (is + 20) +11+ !)=s+ 1 + =

4) 2 4) 4 4) 4
Now, divide the sum by the divisor 1
35 ~ i = ~
4 5 4 5
143 5 143x5
4 8 4x8
715 _2211
32 32
Answer: Mang Ambo can make 22 candles.
37
Check. Check youf answer. One way to check if the answer is correct is to go
back to your solution.
2211 x13 715 8 715x8

- --.--------x--=
32 5 32 5 32x5
143x5x8 5 8 143
= =—x--x---
8x4x5 5 8 4
143 143 3
= Ix1x = = 35-
4 4 4
EVALUATE
A. Divide the following.
1. 6.
3 43
2.
52
7.
3 85
3. 2~-i- 8. 7~1
4 9
4. 9. 2~9
5. 10. 4--~1
42 2 6
B. Perform the following operations. Express your answer in simplest form.

32
4 • 5
2.
93
25 10
3.
11
51 17
4.
50 20
38
5. 13~
27
6. —+18
31
7.
4 15
8. 4.~2.1
1.
8 3
9. 3-~1
10. 2-p-
13 39
(4 (3 1
11. i-x3 1~1---
l9 ) l5 3
1'
12.
9 ii) 4-•J
1. A bamboo is 26 meters long. If it is cut into 12 pieces, how long will each
piece be?
2. If each of 7 cakes is cut into eights, how many pieces will there be?
3. Myra has a 12 m long cloth. How many blouses can she make if each blouse
uses 1 m of cloth?
3
4. Sam can answer a dozen of math problems in hour. How many problems can
4
he answer in 4 hours?.
25 7
5. Find the average of — and
, -.
36 12
6. If the quotient of and 2 is subtracted from the product of 1 and -j, what is
the difference?
39
7 Ashipis carrying 200 passengers. This is of its full capacity. What is the capacity
of the ship?
8. If of 80 is divided by of 90, what is the quotient?
9. In one school year, - of the Grade 6 pupils had perfect attendance records.
Twenty-eight pupils did not have perfect attendance records. How many children
were in the class?
10. Jason spent of his money for paper and of it for pencils. How much money
did he start with if he had P15.00 left?
MATH CHALLENGE
1. Sheila has 4 meters of cloth to be made into handbags. She uses meter for
each handbag. If she sells each handbag for P50.00, how much money will
she earn?
2. Mark uses a strip of leather 18 - cm long to make a baIler. How many baIler can
he make from a m strip of leather? (Note: 1 m = 100 cm)
3. If a certain number is added to of itself, and the result is 1, what is the number?
4. A cheetah can run as fast as 64 miles per hour. At that speed, how far could a
cheetah run in -- hour?
5. One pipe can fill a tank in 3 hours, and another pipe can fill the tank in 6 hours. How
long will it take to fill the tank if both pipes are used at the same time?
40
KEY IDEAS
• To divide fractions:
1. Rewrite the division operation as a related multiplication in which you multiply the
dividend by the reciprocal of the divisor;
2. Multiply the numerators and then the denominators; and
• To divide mixed numbers:
1. Convert each mixed number to improper fraction.
2. Rewrite the division operation as a related multiplication in which you multiply the dividend
by the reciprocal of the divisor;
3. Multiply the numerators and then the denominators; and
I
CHAPTER REVIEW
INTEGRATION OF LEARNING
Math in Music
Jennelyn wants to write a song for a victory celebration. She knows that the staff is the
basis of written music. The signatures define the amount and type of notes that each measure
contains.
The time signature at the beginning of a piece of music tells the number of beats per
measure and the kind of note that receives one beat. For example, in a piece of music with a
time signature of there are three beats in a measure and a quarter note receives one beat.
Exercises
1. For a time signature of , how many sixteenth notes can there be in one measure?
2. For a time signature of , how many beats will a quarter note receive?
3. For a time signature of , with one half note in the measure, how many sixteenth
notes can there be?
41
.4
4. What note must be added to complete this measure? The time signature is
For each of these measures, a quarter note receives one beat. What is the
time signature for each measure?
Source: Music in Math; HBJ Fundamentals of Mathematics; Dritsas, Linda etal.; page 146.
REFLECTION
Sharing is giving a portion of what you have with others. As a student, you must have
been taught on the importance of sharing. Cite situations at home and in school where sharing
is being applied.
,1
MAINTAIN YOUR SKILLS

In this activity, you have to form groups. Each group must have a team leader who will
help your teacher in facilitating the given tasks.
The Carpenter
Mang lsko is a carpenter. In his work, he must be able to make careful measurements.
Oftentimes, he needs to use fractions and mixed numbers. Today, your group will help Mang
Isko do his project.
Task 1. If Mang Isko will use a board 9 ft. long and is going to cut it into sections of the given
lengths, how many sections are there if:
a. each section is ft. long?
b. each section is 1 ft. long?
42
Task 2. If Mang Isko will use a board 7 ft. long and will cut it into equal parts, how long is
each part if it is cut into:
a. 6equalparts?
b. lOequal parts?
Task 3. Create your own drawing to represent the board used by Mang lsko.
Discuss the results of your task with your group. Then, share it to the class.
ENIGMA
Fractions in Cooking
Nowadays, tiealthy and delicious foods become a necessity to everyone. Achef is responsible
for preparing the food we eat outside A chef is a person who cooks professtonally for other
people andwho is an expert in all aspects of food preparation. His job it*olv. easuring. The
things that he needs to measure most of the time are in fractional amounts. Sometimes he adds,
subtracts, multiplies, or divides fractions to figure out the exact amount. In order for him to do
his job riht, he must understand how to work with fractions.
For now, try tobe achef in your own kitchen. You can cook delicious food by cc.rrecfly
using the fraction of ingredients in a recipe. Below is the list of ingredientain cOokingAdobb.
Fill in the sheet at the right and then the blanks in the cooking procedures'with yourdesired
fractional amount of ingredients to make a delicious version of this recipe.
Chef Name:
PORK ADOBO
PORK ADOBO
Ingredients:
V pork, cut into cubes Ingredients:
V cup vinegar kg.pork, cut into cubes
V cloves garlic, crushed cup vinegar
V bay leaf cloves garlic, crushed
V soy sauce bay leaf
V salt tablespoon soy sauce
V pepper salt to taste
V water teaspoon pepper
cup water
Cooking Procedures;
lna saucepan, put pork, vinegar, garlic,
bay leaf, soy sauce, ... salt and pepper
Bring to a boil then simmer uncovered LWtil: pork is tender. If it dries up then add water.
Remove meat from sauce,
In a skillet heat oil then sauté remaining garlic.
Add meat and fry until light brown. Add back the sauce.
43
Decimals
IN THIS
CHAPTER
I Addition and
Subtraction of
Decimals
2 Multiplication
of Decimals
3 Division of
Decimals
Source: http://www.shutterstock.com/
Nowadays, money takes a very big role in our day-to-day living

such as buying basic necessities like food and clothing, and payment
for transportation fares, celiphone loads, computer rentals, electric
consumption and others.
As of 2014, the minimum daily wage of an employee in Metro
Manila is p466.00. This amount will then get deductions from tax,
BIG QUESTiON
PhilHealth and SSS contributions, and sometimes even loans. Indeed,
every centavo counts and in order to survive in this challenging world,
How do we solve smart budgeting of our earnings is needed.
mathematical The idea of budgeting becomes vital and it is highly imperative
problems and
that we give importance to every centavo that we earn. This chapter
real-life situations
involving decimals? focuses on decimals which include the four basic operations and their
applications to the real-world.
44
LESSON I Addition and Subtraction
of Decimals
OBJECTIVES
Estimate the
sum or difference
of decimal.
numbers with
reasonable
results.
J Round decimal
numbers to
the nearest
hundredth and
thousandth.
i Add and subtract
decimals and
Source: http://www.shutterstock.com
mixed decimals
through ten
thousandths
ENGAGE without or with
regrouping.
Miss Cruz asked her two pupils to write on the board the proper L Solve and/or
way of reading the decimal number 3 5.008. The two pupils gave their create 1 or more
steps routine
answers as shown below. and non-routine
Name of Pupil Answer problems
involving
Rachel thirty-five and eight thousandths addition and!
Wally thirty-five eight thousandths or subtraction
of decimals and
mixed decimals
using appropriate
EXPLORE problem solving
To answer the question, let us use the place value chart below to strategies and
tools.
represent the decimal number property.
Whole Numbers Decimal Part
Decimal
Tens Ones Tenths Hundredths Thousandths B1G IDEA
Point
3 5 . 0 0 8
A place value chart
is a way to make.
A decimal point separates the whole number and the decimal part sure that the digits
of a decimal number. It is read as "and". Thus, the decimal number in a decimal number
35.008 is read as "thirty—five and eight thousandths." are in the correàt
places.
Therefore, among the two pupils, Rachel gave the correct answer.
45
EXPLAIN
The word decimal comes from the Latin word decima, meaning tenth part. Although we
are using different notation, we are still considering the nonnegative rational numbers.
In Chemistry, the atomic mass of hydrogen is 1.00794 amu. Use the place value chart to
read and understand this decimal number.
Decimal Ten Hundred

Ones Tenths Hundredths Thousandths
Point Thousandths Thousandths
1 0 0 7 9 4
1 1 I I I
1
10 100 1000 10000 100000
Use the place value chart to find the value of each digit of the atomic mass.
Digit Place Value

1 Ones(1) 1X11
0 Tenths(0. 1) 0 x 0.1 = 0
0 Hundredths(0.01) 0 x 00.1 = 0
7 Thousandths(0.001) 7 x 0.00 1 = 0.007
9 Ten Thousandths(0.0001) 9 X 0.000 1 0.0009
4 Hundred Thousandths(0.00001) 4 x 0.0000 1 = 0.00004
The decimal notation 1.00794 means:

(1 xl) + (0 x0.1) + (0 xO.01) + (7 x 0.001) + (9 x 0.0001) + (4 x 0.00001) = 1.00794.
We read it as one and seven hundred ninety-four hundred thousandths.
Read: one and seven hundred ninety-four hundredthousandths
Standard Form: 1 M0794
Expanded Form:
(1 x1)+(Oxftl)+ (OxO01)+ (7 x0.001)+(9x0.000l)+(4x0.0000l)
1+0 0 -0007+000O9+OQ0004
46
To write a word name for decimal notation:
Write a word name 591:.412
for the whole
number (the number > Five hundred ninety-one
on the left of the
decimal point.)
Write the word "and" 59t412
for the decimal point. L.._3 Five tnjnclred ninety-one and
Write a word name
for the number 591.412
on the right of the L Five hundred ninety-one and
decimal point, four hundred twelve thou-
followed by the place sindths
value of the last
digit.
Example 1 Write a word name for 111.11.
One hundred eleven and eleven hundredths.
Example 2 Write 225.013 in words.
Two hundred twenty-five and thirteen thousandths.
Rounding Decimals
Rounding a decimal is a technique used to estimate or approximate values. Rounding is
commonly used to limit the number of decimal places.
To round a decimal number, determine first the rounding place. Then, look at the digit to
its right.
47
When to Round Up?
If the digit to the right of the rounding place is greater than or equal to
5, add I to the digit in the rounding place and drop all the digits to its right
For example, if we round 2 36 to the nearest tenths it can be rounded
up to 24
When to Round Down?

I
If the digit to the right of the rounding place is four or less (4, 3, 2, 1, 0
we round down This is done by leaving the last decimal place as it is given
and discarding all the digits to its right
For example if we round 74 924 to the nearest hundredths, it can be
rounded down to 7492
Example 3 Round 0.27 to the nearest tenth.
Here is part of a number line.
<I I I 1 :i I I I I I I>
0.20 0.21 0.22 0.23 0.24 0.25 0.26 0.27 0.28 0.29 0.30
We see that 0.27 is closer to 0.30 than 0.20. Thus, 0.27 rounded to the nearest
tenths is 0.3.
Example 4 Round 785.840783 to the nearest:
a. hundreds 800
b. tens 790
c. thousandths 785.841
d. ten thousandths 785.8408

e. hundred thousandths 785.84078
48
Estimating Sums and Differences
Kryzzia bought these items at the groceiy: bath soap — p28.60, shampoo — P8.30, powder
1O.25, and toothpaste — p35.55. About how much did she spend?
We can answer the question without computing for the exact sum. Let's just estimate the
amount she spent. Examples 5 and 6 show how estimation works using two different methods.
Example 5 Estimate: 28.60 + 8.30 + 10.25 + 35.55
Method I
Using front-end estimation
28+8+10+35=81 Add the whole numbers.
0.60 + 0.30 + 0.25 + 0.55 Adjust the sum.
Estimate: p83.00
Method 2
Rounding to the nearest whole number
29+8+10+36=83 Round each number to the nearest

whole number. Then, add.
Estimate: 83.00
Answer: Kryzzia spent about 83.00.
Example 6 Estimate the difference: 674.5923 — 233.4054
Using front-end estimation

674-233=441 Subtract the whole numbers.
0.5923 — 0.4054 Adjust the difference.
Estimate: 441
Rounding to the nearest tenths

674.6-233.4 441.2 Round to the nearest tenths, then
subtract.
441.2 441 Round the result.
Estimate: 441
49
Adding and Subtracting Decimals
Adding and subtracting decimals is similar to the process of adding and subtracting
whole numbers.
To add or subtract decimal numbers:

I Arrange tha digits in columns and ahgn the decimal points
2. Insert zeros in empty decimal place values (if needed) so that all
of the numbers have the same number of decimal places
Add or subtract as with whole numbers.
Place the decimal point between the digits vertically aligned to all
the addends.
Example 7 Add: 0.25 + 0.33 + 0.18. Example 8 Find the sum of 2.4 and 123.057.
mpty decimal
place value so t
5 2.4Q alt of the
33 + 123.057 ie the
125.457 : bero
1.36
Example 9 What is the difference when (43.67 + 125.5) is subtracted from (453.45-234.56)?
Find the difference of (453.45 —234.56).

453.45 —234.56 = 218.89
Find the sum of (43.67 + 125.5).

43.67 + 125.5 = 169.17
Subtract the sum (step 2) from the difference (step 1). 218.89— 169.17 = 49.72
Answer: 49.72
50
Solving problems with decimals is like solving applied problems from the previous chapter.
We need to understand first the given problem and plan for which operation(s) to use. You may
draw an illustration to help you visualize your plan. Then solve and check.
Example 10 Alliyah, Lyka, and Abigail went to the school clinic to find out their weights.
Alliyah's weight is 32.58 kilograms. Lyka's weight is 33.56 kilograms, while
Abigail weighs 35.84 kilograms. What is the total weight of the three pupils?
Understand.
a. What is asked?
The total weight of the three pupils.
• Alliyah's weight is 32.58 kilograms
• Lyka's weight is 33.56 kilograms
• Abigail weighs 35.84 kilograms
Add the weights of the three students. That is, 32.58 + 33.56 + 35.84.

Add: 32.58 + 33.56 + 35.84
1. Line up the decimal points.
32.58
33.56
+ 35.84
2. Add as with whole numbers.

11 1
32.58
33.56
+ 35.84
101.98
Answer: The total weight of the three students is 101.98 kg.
Check. Check your answer. Mentally compute the total weight using estimation. Is
the answer reasonable? This is one way to check if the answer is correct.
51
Example 11 In a sale, a washing machine costs P3,999.99. Its price has been reduced by
P5O0.00.What was its price before the sale?
Understand.
a. What is asked?
The price of the washing machine before the sale.
b., What are the given facts?
A washing machine costs p3,999.99. This price has been reduced by 50O.0O.
Plan. What operations shall we use to solve problem? Select your own strategy.
Add 500.00 to 3,999.99 to find the price of the washing machine before
the sale.

Add: 3999.99 + 500.00
1. Line up the decimal points.
399' 99
50
2. Add the numbers.
3999.99
+ 500.00
4499.99
Answer: The price of the washing machine before the sale was 4,499.99.
Check. Check your answer. This is one way on how to check if the answer is
correct.
4499.99 the price of washing machine before the sale
— 500.00 reduced amount
3999.99 the price during the sale
52
EVALUATE
A. Round the following decimals to the indicated place value.
Thousandths Hundredths Tenths Tens Hundreds
1.)123.5201
2.)424.9832
3.)675.0608
4.)1247.0057
5.)5653.5074
B. Solve the indicated operations.

6. 2.53 7. 9.78 8. 7.254
+ 4.26 + 7.36 + 8.733
9. 15.826 10. 28.32 11. 45.6

+ 72.344 + 72.53 + 3.7
12. 65.96 13. 73.401 14. 63.24

+ 72.38 - 3.7 - 7.527
C. Solve the following. Write the correct answer on the space provided before
each number.
15. The sum of 23.456, 90.354, and 345.1
16. 234.45 added to the difference of 89 and 23.765
17. Increase 234.57 by the difference of 5.23 and 2.678.
18. Take away 45.32 from 890.45.
19. Subtract 68.501 from the sum of 21.54 and 80.27.
20. The sum of the difference of 56.78 and 19.452, and 14.23
21. Reduce the sum of 78.451 and 69.354 by the sum of the 12.03
and 16.54.
22. Increase 27.4578 by 5.783.
23.. Take away 28.567 from the sum of 19.54 and 27.69.
24. Deduct 15.729 from the sum of 26.84 and 4.5.
25. Add 15.729 to the difference of 26.84 and 4.5.
53
D. Solve each problem. Show all the steps.
1. Marissa bought a dress worth P1,966.99. If she gave P2,000.00 to the cashier, how
much is her change?
2. In the 100 meter-dash category in the last Olympic Games, a Jamaican runner ran
9.889 seconds, while a U.S. runner ran 9.890 seconds. Who ran faster? By how
many seconds less?
3. A wooden crate containing 48 papayas weighs 32.5 kg. If 24 of the papayas are
removed, the weight of the crate with the remaining papayas is 17 kg. What is the
weight of the 24 papayas?
4. The water bill costs P875.50 while the phone bill costs P687.25 more. How much
will be needed to pay for the bills?
5. Raffy and Rafa have a combined weight of 118.42 kilograms. If Raffy is heavier by
8.06 kilograms, how much do each of them weigh?
6. A bag costs P650.50 while a pair of shoes costs P1,250.25 more. The next day,
the cost of each item increased by P200.75. How much is the total cost of the two
items after the increase?
7. Anna went to the department store to buy gifts for her cousins. She bought a bag
worth P1,645.25 and a dress worth P1,595.75. If she gave the cashier four 1000-
peso bills, how much change will she receive?
For numbers 8-10, refer to the table below of liquid and its weight.
Pounds per
Liquid
Gallon
Seawater 8.58
Drinking Water 8.33
Gasoline 5.664
Kerosene 6.664
Oil 7.497
8. How heavy is 4 gallons of kerosene?

9. How much more does a gallon of seawater weigh than a gallon of drinking water?
10.. Which weigh more, 1 gallon of oil or 2 gallons of gasoline? How much more?
54
MATH CHALLENGE
1. An apple costs P11.50 eac . How many apples can you buy if you have P200.00?
2. Christine is making han' erchiefs, each 2.5 dm on a side. How much lace does
she need to put aroun 4 handkerchiefs?
3. A large bottle of juice cists P8.30. Asmall bottle of juice costs P5.70. Robert buys
one large bottle ofjuice ach school day. If Robert buys small bottles of juice instead
of large ones, how much money will he save each week?
4. Marie is buying materials for her school portfolio. The store is selling supplies such
as clearbook for P149.25, a pack of colored papers for P126.75, and accessories
(such as sequins) for P50.00.
a. What would be the total if she buys 1 clearbook, 2 packs of colored paper,
and accessories?
b. How much would be her change if she pays P500.00 at the cashier?
5. The highest mountain in the world, Mount Everest, has a height of 8.85 km. The deepest
part of the world's oceans, the Mariana Trench, has a known depth of 10.994 km.
What would be the vertical distance from the top of Mount Everest to the bottom of the
Mariana Trench?
KEY IDEAS
• In rounding decimals,
1. round up if the digit to the right of the rounding place is greater than or equal to five; and
2. round down if the digit to the right of the rounding place is four or less (4, 3, 2, 1, 0).
• There are two ways of estimating sums and difference. One is by using front-end estimation,
and the other one is by rounding to the nearest whole number.
• To add or subtract decimal numbers:

1. Arrange the digits in columns and align the decimal points.
2. Insert zeros in empty decimal place values (if necessary) so that all of the numbers have
the same number of decimal places.
3. Then, add or subtract.
55
LESSON 2 Multiplication of Decimals
ENGAGE
U Multiply decimals
and mixed In a local market, one apple costs ?20.25. How much will 4 dozens
decimals with of apples cost?
factors up to
decimal places.
U Multiply decimals
mentally up to 2
decimals places
by 0.1,0.01, 1O,A
EXPLORE
and 100.
We can present the solution visually as shown below.
U Estimate the
products of P20.25
decimals
1 dozen
numbers with
reasonable
results.
4 dozens
U Solve routine
and non-routine
problems
involving To find the cost of 4 dozens of apples, multiply 48 by 20.25.
multiplication of
decimals and 4x 12=48 Total number of apples
mixed decimals
including money
using appropriate
Number Sentence: 48 x 20.25 =
problem solving
strategies and
Solution:
tools. 12
24
U Create problems
20.25 -+ 2 decimal places Multiply as in whole numbers.
(with reasonable
answers) x 48 -* 0 decimal place Count the number of decimal places
involving 162 00 in both factors.
multiplication
withput or with 8100
addition or 972 -~ 2 decimal places The number of decimal places in the
subtraction of
product is the number of decimal
decimals, mixed
decimals and places in the factors.
whole numbers
including money. Answer: Four dozens of apples will cost P972.00.
56
EXPLAIN
Multiplying Decimals by Whole Numbers

Multiplying a decimal by a whole number will result to a product with the same number
of decimal places as to the given decimal. Look at the next examples.
Examplel 4x1.2=
1.2
1.2 1.2 — 1 decimal place
1.2 >
+ 1.2 4.8 E— 1 decimal place
4.8
Example 2 Multiply 42.25 x 12
42.25 — 2 decimal places

12 —* 0 decimal places
8450
+ 422 5
507.00 —. 2 decimal places
Answer: 507
Zero in the Product

Sometimes when we multiply decimals, we need to insert zeros in the product to make
the correct number of decimal places.
Example 3
a. Multiply: 0.05 x 0.07 b. Multiply: 0.23 x 0.05

0.05 2 decimal places 0.23 2 decimal places
x 0.07 2 decimal places x 0.05 2 decimal places
0.0035 4 decimal places 0.0 115 4 decimal places
tnsert 2 zeros \ rsrt i zero to
> make 4 decma > niake 4 decimal
places p'aces
57
Multiplying Decimals
In multiplying a decimal by another decimal, multiply them as if they are whole numbers.
In placing the decimal point in the product, get the sum of the number of decimal places in
each factor.
Example 4 Multiply: 0.86 x 0.05 Example 5 Multiply: 12.19 X 6.3

0.86 4— 2 decimal places 12.19 f— 2 decimal places
x 0.05 — 2 decimal places x 6.3 4— 1 decimal place
430 3657
+000 +7314
000 76.797 4-- 3 decimal places
0.0430 4-- 4 decimal places
To multiply decimals:
1. Ignore the decimal points and multiply as if they are

whole numbers
2 Place the decimal point in the product based on the total
number of decimal places in the factors
Note Count the number of decimal places from the right
Multiplication by Powers of 10
Now, let us consider some special kind of products. The first involves multiplying 10,
100, and 1000. Next is multiplying by 0.1, 0.01, and 0.001. Look at the following products.
Example 6 Consider the following examples.

5.17 x 10 = 51.7 move the decimal point one step to the right
5.17 x 100= move the decimal point two steps to the right
5.17 x 1000 = 5jj, move the decimal point three steps to the right
5.17 x 0.1 0.517 move the decimal point one step to the left
5.17 x 0.01 = 0.05 17 move the decimal point two steps to the left
5.17 x 0.001 = 0.00517 move the decimal point three steps to the left
Eiample 7 Multiply 5.17 by 10 million

5.17 x 10 000 000 = 5.1700000, move 7 decimal plces to the right
Example 8 Multiply 5.17 by 1 millionth

5.17 x 0.000001 = 099. 905 17 move the decimal point 6 decimal places
to the left
58
To multiply a decimal by 10, 100, or 1000:
1 count the number of zeros in 10 100 or 1000
2 move the decimal point to the right based on the number
of zeros.
To multiply decimals by 0.1, 0.01. or 0.001:

count the number of decimal places in the tenth,
hundredth, or thousandth
move the decimal point to the left based
of decimal places
Estimating Products
We can find the estimated product of decimals by rounding each number to its largest
place value.
Example 9 Estimate the product of 5.23 x 4.547.
Solution:
5.23 -+ 5 Round off both factors to the nearest whole number.
x 4.54 -+ 5j Then, multiply.
25
Answer: The estimated product is 25.
Example 10 Estimate the product: 12.3 x4.8

12.3 -+ 12 Round off both factors to the nearest
x 4.8 -~ whole number. Then, multiply.
60
Example 11 Estimate the product: 62.11 x 9.75

62.11 -* 62 Round off both factors to the nearest
x 9.75 - x 10 whole number. Then, multiply.
620
59
Example 12 How many centavos are there in p123.50?

Understand.
a. What is asked?
The number of centavos in N23.50.
p123.50
Plan. What operations shall we use to solve the problem? Select your own
strategy.
P1.00 = 100 cents
Multiply: fl23.50 x 100 cents

fl23.50x1.00
= 123.50 x 100 cents —) Substituting 100 cents for l.00: P1.00 = 100 cents
= 12 350 cents > Multiply 123.50 x 100.
Answer. There are 12 350 cents in p123.50.
Check. This is one way to check if your answer is correct.

If you have:
Number of Piece (s) Amount Number of Centavos
I PIOO.00b111 Ix100x100=I0000
I P20.00b111 1x20x100=2000
3 Pl.00co1n 3xlxl00 =300
2 P0.25 coin 2 x 0.25 x 100 = 50
Total P123.50 12350
Example 13 Jason and Mark are best friends. One day, Mark borrowed money from Jason. Jason
lent him p35.00 consisting of 5-peso and 25-centavo coins. Jason gave 26 coins
to his best friend. How many pieces of each coin did Jason give to Mark?
Understand.
a. What is asked?
The number of P5 .00 coins and P0.25 coins Jason gave to Mark.
There are 26 coins—combination of p5.00 and P0.25. The total amount of
the coins is P3 5.00.
60
strategy.
Strategy: Guessing and checking can help us solve this problem.
Applying the strategy.
Guess 1 Check
21 25-centavo coins 21 x O.25 = ?5.25
5 5-peso coins 5 x 5.00 = + 25.O0
?30.25
Guess 2 Check
20 25-centavo coins 20 x O.25 = 5.0O
6 5-peso coins 6 x 5.O0 = + ?30.00
35.00
Answer: Jason gave his best friend six pieces of5 coins and twenty pieces of25Ø.
Check. To check our answer, we can go back to our calculation.
Example 14 The large block on the left of the weighing scale weighs the same as the
small blocks on the right. If the total weight of 3 small blocks and 2 large blocks
is 82.5 kg, what is the weight ofthe large block and one small block?
61
Understand.
a. What is asked?
The weight of each block (small and large).
• The weight of each large block on the left is equal to the weight of
small blocks on the right.
• The total weight of 3 small and 2 large blocks is 82.5 kg.
• The weight of one large block is equal to 4 small blocks.
strategy.
Consider the following conversion:
The 3 small and 2 large blocks weighs. 82.5 kg as shown by the illustration
below.
Solve. Show your computation. Use Guess and Check strategy.

Let us approximate the weight for each block.
Large Block Small Block

Total (kg)
(kg) (kg)
10 2.5 (10 x 2) + (2.5 x 3) =27.5
20 5 (20x2)+(5x3)=55
30 7.5 (30 x 2) + (7.5 x 3) = 82.5
Answer: Each large block weighs 30 kg and each small block weighs 7.5 kg.
(30x2)+(7.5 x3)=60+22.5=82.5
62
EVALUATE
A. Find the product of the following decimals mentally.
1. 2x0.1
2. 3x0.1
3. 13x0.01
4. 22 x 0.01
5. 3•4 x 0.001
6. 6.5 x 0.001
7. 54.8x10
8. 89.7x10
9. 635.89x 100
10. 8745.3774 x 10 000
Estimate the product of the following.

11. 2.5x2.3
12. 3.2x7.6
13. 4.75x1.7
14. 6.63x2.5
15. 7.41 x 3.56
16. 8.32 x464
17. 3.14 x 2.31
18. 5.41 x 3.61
19. 10.32 x 574
20. 12.02 x4.84
Find the product of the following decimals. Round your answers to the nearest tenth.
21. loxo.5
22. 175x0.25
23. 0.28 x 0.85
24. 8.25 x 0.42
25. 42.56 x 0.25
26. 55.26 x 0.52
27. 72.52 x 0.23
28. 72.502 x 0.45
29.. 6.25 x21.63
30. 7.75x 30.15
63
B. Solve each problem.
1. A kilo of grapes costs P200.50. How much will you pay if you buy 3 kilos?
2. Crio consumed 1:956 liters of water in one day. How many liters of water can Crio
consume in one week?
3. Apaule decides to save P20.25 each week from her allowance to buy a gift for his
father's birthday. If she saves for 5 weeks, how much is the most expensive gift that
she can buy using all her savings?
4. Teacher Ruby celebrated her birthday party with her 12 friends at Laiya Beach.
They ate in one of the restaurants there. The average price of the food they bought
is P235.45 per person. How much did Teacher Ruby pay to the cashier?
5. Mother bought 3 cans of sardines at P14.50 each, 5 cans of milk at P23.50 each,
3 kg of sugar at P48.50 per kilo and 2 cans of corned beef at P27.80 each.
a. What is the total amount of the items she bought?
b. What would be her change if she gave a P1,000—bill?
For numbers 6-10, refer to the table of foreign currency exchange rate below.
Country Value in Philippine Peso

Currency
(Php)
USA US Dollar(USD) 44.55
India Indian Rupee (INR) 0.7084
Malaysia Ringgit (MYR) 12.17
Thailand Baht (THB) 1.367
Hongkong Hongkong Dollar (HKD) 5.757
Source: http://www.travelex.com/
6. Give the value of the following in Philippine peso.

a. 5 dollars b. 10 dollars c. 50 dollars d. 100 dollars
7. Suppose you bought a dress worth USD 25, sunglasses worth INR 900, and a pair
of pants worth MYR 95. What would be the total cost inPhilippine peso?
8. How much money in Philippine peso can you get if you exchange your MYR 50?
9. Which will buy more, HKD 150 orTHB 400? By how much?
10. Give the value of the following in Philippine peso:
a. INR 230.75 b. THB 750.25
c. MYR 214.45 d. HKD 256.50
64
MATH CHALLENGE
1. If 3.45 x 5613 = 19 364.85, what is the product of 3450 and 5613?
2. The product of a number n and 7.3 is 30.66. What is the value of n?
3. A vendor bought 80 pineapples at P18.50 each. Three pineapples got rotten but he
sold the rest at P25.00 each. How much did he gain?
4. In a school play, an adult ticket costs P25.50 and a student ticket costs P15.50.
How much will 3 adult tickets and 4 student tickets cost?
5. Mother gave half of her money to her daughter and half of the remaining money to
her son. If she has exactly P23.50 left, how much money did she have at first?
KEY IDEAS
• To estimate products, round each number to its largest place value.

Note: Look for factors that are nearest to 1 or 0.5.
• To multiply a decimal by a whole number:

1. Multiply as with whole numbers.
2. Count the number of decimal places in the factors. Starting from the right and moving
to the left, count the same number of decimal places in the product. Insert the decimal
point.
• To multiply decimals by 10, 100, or 1000:

1. Move the decimal point of the other factor one, two, or three places to the right, respectively.
2. When necessary, annex zeros in order to have the correct number of decimal places.
• To multiply decimals by 0.1, 0.01, or 0.001:

1. Move the decimal point of the other factor one, two, or three places to the left, respectively.
2. When necessary, annex zeros in order to have the correct number of decimal places.
65
LESSON 3 Division of Decimals
ENGAGE
U Divide whole Shiela would like to pour 3.5 liters of cooking oil equally into
numbers by 5 bottles. How much cooking oil will there be in each bottle?
decimals up to 2
decimal places
and vice versa.
U Divide decimals
up to 2 decimal EXPLORE
places.
U Divide decimals To solve the problem, divide 3.5 by 5.
up to 4 decimal Number sentence: 3.5 ~ 5 =
places by 0.1,
0.01, and 0.001. Solution:
U Divide decimals Dividing a decimal by a whole number is like dividing whole
up to 2 decimal
numbers. The important thing to do is identify the position of the decimal
places by 10,
100, and 1 000 point in your dividend.
mentally.
U Differentiate 0.7
terminating s) 3.5
from repeating,
non-terminating - 3.5
decimal quotients. 0
U Estimate
quotients of We can present the solution visually as follows.
decimal numbers UUSSSuUR
and determine .U........
with reasonable
results.
U Solve routine UuSURSUU•
and non-routine usuuuu•
....uu..s
problems •uu..uuu
•Uuuuuu
involving
division of I + I
decimals, mixed 3.5
decimals, and
whole numbers
including money
using appropriate
problem solving
strategies and
tools.
I +0.1 +0.1 +0.1 +0.1 +0.1
66
_______ -I _____ -I
0.7 0.7 0.7
______ _______ _______ -I
0.7 0.7
Separate the blocks into five groups. There are five groups of 0.7. So, 3.5 +5 = 0.7.
Answer: Each bottle will contain 0.7 liters of cooking oil.
EXPLAIN
Dividing Decimals by Whole Numbers
We use the following method when we divide a decimal quantity by a whole number.
t
To divide a decimal by a whole number:
Place the decimal point in the quotient directly above the
decimal point in the dividend.
Divide as in whole numbers.
Insert zeros to the dividend when needed.
Example 1 Divide: 34.75 ~ 5

1. Place the decimal point directly above the decimal point in the dividend.
34.75
)
67
2. Divide.
6.95
5)34.75
Dividing Decimals by Decimals
To divide a decimal by another decimal:

Change the divisor to a whole number by moving the decimal
point to the rightmost place.
Move the decrmal point in the dividend to as many places as
the decimal point in the divisor is moved.
Divide like whole numbers.
Example 2 Divide: 23.8 ±0.7

1. Change the divisor to a whole number by moving the decimal point to the
rightmost place.
O23.
> Move one decimal place to the right.
Divide like whole numbers.
34
7)238.
—21
28
—28
0
Answer: 34
Example 3 Divide 281.25 by 2.25.

2281. ve tihr"d cimni poitzLfii4kc diuiand
the dividend 2 laces to the vi hr.
/II I
68
I
125
225) 28 125
- 225
562
- 450
1125
- 1125
0
Answer: 125
Dividing Decimals by Powers of 10

Rather than doing the long method, it is a great help if we can learn a faster way of dividing
decimals by powers of ten.
Consider the following examples.
5.29 ± 10 = 0,29 Move the decimal point one decimal place to the left.
5.29 ± 100 = 0929 Move the decimal point two decimal places to the left.
5.29 ± 1000 = 0.00529 Move the decimal point three decimal places to the left
5.29 ~ 0.1 = 59 Move the decimal point one decimal place to the right.
5.29 - 0.01 = 5, Move the decimal point two decimal places to the right.
5.29 ~ 0.00 1 = Move the decimal point three decimal places to the right.
Example 4 Divide: 3.0745 ~ 100
3.0745 ± 100 = 0.030745 Move two decimal places to the left.
When dividing decimals by 10, 100, or 1000, move

the decimal point in the dividend to the left based on the
number of zeros tn the power of 10
69
Example 5 Divide: 1.8942 0.001
1.8942 ± 0.001 = 1894.2 Move three decimal places to the right.
When dividing decimals by 0.1, 0.011.or 0.001, move the decimal

point in the dividend to the nght based on the number of zeros in the
power of 10
Changing Fractions to Decimals and Vice Versa

Fractions can be changed to decimals by dividing the numerators by their denominators. In
the following examples, find out what happens when the numerators of the fraction are divided
by their denominators.
Example 6 Example 7
3 0.375 8 0.888.!.
8 8)3.000
—24
60
—56
40
— 40
0
The remainder is zero. The division The remainder will never be zero. ye
ends or terminates. The division does not end.
= 0.375 — = 0.8888... or 0.
8
0.3 75 is a terminating decimal.
In Example 7, the digit 8 in the quotient keeps on appearing. When the digits repeat, it is
described as a repeating decimal. The three dots (...) or a bar are used to indicate the repeating
part of a decimal number.
Decimals are often used instead of fractions to represent rational numbers because they
take less space and make it easier to compare two numbers. Reading a decimal correctly provides
a way to write it in fraction form.
70
Decimal form Read as... Fraction Form
84
0.8 "eight tenths" - -
10 5
2 3 20 3 23
0.23 "twenty-three hundredths" - + - - + --
10 100 100 100100
3 8 2 300 80 2
"three hundred eighty-two 10 + + 1000 1000 + 1000 + 1000
0.382
thousandths" 382 191
= 1000 500
5 7 50 7
2+—+--2+—~
10 100 100 100
2.57 "two and fifty-seven hundredths"
57
Estimating Quotients
Estimating has many uses. It can be done before solving a problem to get a hint to the
answer. It can also be done afterwards for checking. We usually estimate by rounding the
numbers to one or two non-zero digits, depending on how accurate we want our estimate to be.
To estimate the quotient of decimals, round the dividend

and divisor to the greatest place value before dividing
Example 8 Divide: 52.7 ~ 5.25

____
10
5.25)52.7 ) 5j 10 is our estimated decimal quotient.
In some instances rounding numbers are not easy to divide mentally. That is why we should
look for compatible numbers. These numbers are close to the dividend and divisor which are
easy to divide.
71
Example 9 Divide: 50.7 ~ 7.25.
? 7
7.25)50.7 -* 7Ji -* Use 7J 7 is the estimated decimal quotient.
Estimating a quotient first is a good way to check if the answer is reasonable. Sometimes
you will need to insert zeros in the quotient as placeholders.
Example 10 Divide: 0.3924 ~ 18. Check if your answer is reasonable.
1. Estimate using compatible numbers. 2. Divide.
0.0200 0.0218
20)0.4000 -* 20)0.4000 18)0.3924
—36
32
—18
144
-144
0
Since 0.0218 is close to 0.0200, the answer is reasonable.
Example 11 In Mang Lucio's computer shop, Bryce paid p156.80 for 7 hours of surfing the
net for his project. How much is the computer rent per hour?
Mang Luclo's
Computer Shop
OFELCIAL RECEIPT
Total Number of Hours 7
Other P000
Total Amount: P156.80
72
Understand.
a. What is asked?
The amount of computer rent per hour.
7 hours of computer rent cost N56.80
Divide 156.80 by 7 to get the one-hour rental fee.

Divide: p156.80 ~ 7
22.40
7)156.80
- 14
16
-14
28
—28
0
0
0
Answer: The computer rent per hour is p22.40.
Check. One way of checking your answer is by multiplying P22.40 x 7.
Example 12 Sipnayan magazine had an introduction offer of p2,3 88.75 for sixty-five issues.
What was the cost of a single issue?
Understand.
a. What is asked?
The cost of Sipnayan's single issue.
?2,388.75 for sixty-five issues
Divide P2,388.75 by 65 to get the cost of a single issue.
73
Divide: p2,3 88.75 ± 65
1. Write the decimal point in the quotient directly above the decimal point in
the dividend.
65)2388.75
2. Divide like dividing whole numbers.

36.75
65)2388.75
—195
438
— 390
487
—455
325
—325
0
Answer: A single issue of Sipnayan magazine costs p36.75.
Check. Check your answer. This is one way to know if the answer is conect.
36.75 x 65 = p2388.75
Example 13 Ricky is studying in an international school. To get B in Math; Ricky must score
an average of 80.75 on five tests. On the first four tests, his scores were 80.25,
78.10,73.15, and 89.What is the lowest score that Ricky must get on the last test
to have a grade of B?
Understand.
a. What is asked?
The lowest score that Ricky must get on the last test to have a grade of B.
• There are 5 tests.
• The average score to get a grade of B is 80.75.
• The following are the scores in first four tests:
80.25, 78.10, 73.15, and 89
74
Strategy: Make a Table
Test Score
1 80.25
2 78.10
3 73.15
4 89.00
5 ?
Average 80.75
Solve.
Multiply the average score (80.75) by 5 (the total number of Math tests).
80.75
x 5
403.75
2. Get the sum of the first four tests.
80.25
78.10
+ 73.15
89.00
320.50
3. Subtract the sum of the first four tests (step 2) from the product of the average
score and the total number of Math tests (step 1).
403.75
— 320.50
83.25
Answer: The lowest score that Ricky must get on the last test to have a grade of
B is 83.25.
Check. Check your answer. This is one way to know if the answer is correct.
Get the sum of the five tests, then divide it by 5 (the total number of Math tests).
• Get the sum of the five tests.
80.25
78.10
73.15
89.00
+ 83.25
403.75
75
Divide the sum (from step 1) by 5 (the total number of Math tests).
80.75
5)403.75
-40
3
-0
37
-35
25
-25
0
Since the average score of 80.75 is attained after adding 83.25 (the score in
the last test to the sum of the four tests), therefore, the answer is correct.
EVALUATE
A. Divide the following decimals mentally.
1. 2.3 ~ 0.1 4. 95.67 + 1.000
2. 76.563+0.001 5. 90.1647+ 10000
3. 6.56 + 0.01
Find the quotient.

6. 9+0.6 9. 65.60 +4.56
7. 18.75 + 2.50 10. 133.75 + 12.75
8. 29.21 + 6.23
Write each fraction as a decimal. State whether the decimal is terminating or repeating.
7
11. 14. 5
11
12. 15. 2
5
13.
8
76
Write each decimal as a fraction in lowest terms.
16. 0.77 19. 0.456
17. 0.28 20. 1.56
18. 0.123
Estimate the decimal quotient.
21. 3.25)10.17 24. 99.99)999.99
22. 5.3)45.35 25. ioo.oi)io 000.64
23. 10.13)100.32

1. Montealegre family has a catering business. In one birthday party, they charged their
customer P11,767.50 for a party of 90 persons and a service charge of P2,500.50.
How much was the average cost per person?
2/ Harry and Denzi repaired a washing machine and were paid P3,675.00. Harry
worked for 11 hours and Denzi for 9 hours. If they were paid per hour, how much
should each receive?
3. Mr. Frejas was able to harvest 5076.75 kilos of Ianzones from his I 3-hectare farm.
His friend, Mr. Resuma, was able to harvest 2345 kilos from h 7-hctare farm.
Who harvested more lanzones per hectare and by)ow mM'cll?
4. The mass of a plastic containertogetherwith 12 basketballs is 19.25 kg. If the mass
of the plastic container is 14.75 kg, what is the mass of each basketball?
5. Abigail bought 9.8 meters of satin cloth. One-fourth of the cloth was damaged by
rats and the rest was used to make 5 similar blouses.
a. How much cloth did she use for each blouse?
7 b. If she sold each blouse for p1 30.25, how much money would she receive
all?
MATH CHALLENGE
1. A bathroom is 2.4 meters long and 1.8 meters wide. How many square tiles 1 dm
on each side are to be used to cover it?
2. Nardo delivers an average of 20 kilograms of fish to the market daily, If he earns
P3,573.50 a week, how much is his daily income assuming that he works 7 days a
week? If he spends P72.25 daily for food, how much will be left on his weekly income?
77
3. Ms. Perez hired a carpenter and a painter to do some repairs in her house. She
paid the carpenter P2,524.50 and the painter P2,431.20 for working for 6 days. How
much did Ms. Perez pay them per day?
4. Arnold receives P1,035.87 from exchanging his dollars into pesos. If he had 22 dollars,
what is the exchange rate of a dollar to the Philippine currency at that moment?
5. Write each digit of the decimal in each box. Give the decimal if:
a. It names the largest number possible and has no two digits alike.
b. It names the smallest number possible and has no two digits alike.
KEY IDEAS
• To divide a decimal by a whole number:

1. Place the decimal point in the quotient directly above the decimal point in the dividend.
2. Divide as with whole numbers.
3. Insert zeros to the dividend when needed..
• To divide a decimal by another decimal:

1. Change the divisor to a whole number by moving the decimal point to the rightmost place.
2. Move the decimal point in the dividendto as many places as the decimal point in the
divisor is moved.
3. Divide like whole numbers.
Note: Don't forget to place the dcimal point in the quotient directly above the decimal
point in the dividend.
• To divide decimals by 10, 100, or 1000:

1. Move the decimal point one, two or three places to the left, respectively.
2. When necessary, annex zeros in order to have correct number of decimal places.
• To divide decimals by 0.1, 0.01, or 0.001:

1. Move the decimal point in the dividend one, two, or three places to the right, respectively.
2. When necessary, annex zeros in order to have correct number of decimal places.
• To change fractions to decimals, divide the numerator by the denominator.
• To estimate quotients, round the dividend and divisor to the greatest place value before dividing.
78
CHAPTER REVIEW
Net Pay
Andrea works for M. Perez Company. Every month she is paid by check. For the month
of March she worked for 25 days. The stub of her paycheck gives information about her
earnings and deductions.
Earnings
Period Ending Regular Pay Overtime Gross Earnings
March 27, 2015 P11,650.00 P80385 P12,453.85
Deductions
SSS Philhealth Tax Loan Total Deductions
P250.00 P100.00 P1,195.29 P325.00 P1,870.29
Net Pay
P10,583.56
The gross earnings or gross pay is the total amount of money earned from regular
and overtime pays.
The deductions are all the various amounts subtracted such as SSS, Philhealth, loan,
tax and other purposes.
The net pay is the amount Andrea receives after the total deductions is subtracted.
Use the stub from Andrea's paycheck to answer the following questions.
1. What is Andrea's regular pay?
2. How much greater is Andrea's regular pay than her overtime pay?
3. Which of the four types of deductions is the greatest amount?
4. How much greater is the deduction for tax than loan?
REFLECTION
Saving money is important. Why do you think it is important to save? Do you save a part
of your allowance or do you spend it all?
79
THINK ABOUT THIS
0.65 0.33 8.82
1.39 7.8
Study the given numbers above. Then answer the questions that follow:
1. Which two numbers will give the biggest sum? smallest sum?
2. Which two numbers will give a difference of 1.06?
3. Which two numbers, when rounded, gives a product closest to 5?
4. Which two numbers will give a quotient of 23.64?
5. Which of the following numbers, when rounded, will give a value of 8?
I
MAINTAIN YOUR SKILLS

Checking Accounts
If you have a checking account, it is important to keep an accurate record of your
balance. The balance is the amount of money that is in the account.
When you write a check, subtract that amount to find the new balance. When you make
a deposit, add that amount to find the new balance.
ENGR. VINCENT BACLAYA CHECKBOOK RECORD

Check Description of Amount of Amount of
Date . . Balance (0)
Number Transaction Check (0) Deposit (0)
0250,000.00
101 3/15/2015 SM Dept. Store 8590.75
241 409.25
3/18/2015 Deposit 15 000
256409.25
The checkbook record shows a beginning balance of 0250, 000.00. On 3/15/2015,

Vincent wrote a check for 08,690.75 to SM Dept. Store. The new balance was 0241,409.75.
On 03/18/2015, Vincent deposited 015,000.00. The new balance was 0256,409.25.
80
Find each new balance after the given transaction.
Check Description of Amount of Amount of

Date . . Balance (P)
Number Transaction Check (P) Deposit (P)
15395. 75
101 4/6/2015 Deposit 4000
102 4/10/2015 Meralco 5750.83
103 4/12/2015 National Bookstore 875.6
104 4/16/2015 Deposit 9000
105 4/20/2015 PLDT 3500
ENIGMA
th your.hdme.eccn.brtics class, Is.è assigned to cook fried rice. You are given by your
teacher the freedom to choose how much ingredients to use and how much you will pay for that
Explain how you made your decision
Gid:de;
Ingredients for Fried Rice
• 3 cups of cooked rice ll
2 tablespoons cooking oil

1 sgiall white union
I
2 cup chopped baby onion
cup fr&h'green peas
2 eggs
• 2-3 tablespoons soy sauce (more
:iFleStO
2tab1epoons spring onion
Cóst;Of Ingredients:
Icup of cooked rice: p10.00
1 small sachet of cooking oil: P5MO
1 small white onion: p5.00
1 baby carrots: p15.00
1 green peas (small can): i2,00
1 egg: p6.00
1 soy s .t:(L11ali sachet): 10.O0
A string of spilig onons: p10.00
81
Ratio and Proportion
IN THIS
CHAPTER
I The Concept
of Ratio
2 The Concept
of Proportion
3 Types of
Proportion
Source: https://upload. wikimedia.org/
A common application of numbers in real-life is through ratio and

proportion. Sometimes, we compare things between each other to make
better decisions, and ratio and proportion deals with such comparisons.
Also, through this concept, we can determine how much of a material,
ingredient, thing, or object is needed, for example, in baking, cooking,
and budgeting.
In budgeting, ratio and proportion comes in many forms. How
much allowance do you receive from your parents? Does your older
sibling receive the same amount? Could you tell the ratio of your allow-
BIG QUESTION
ance to that of your older sibling? Ratio and proportion is also useful
in describing quantities as well. How many boys and how many girls
How do we apply the are in your class? Is the ratio of boys to girls in your class the same as
concept of ratio and the ratio of that in the other section?
proportion in real-life
situations?
Questions such as these can be answered accurately by learning
the concepts and applications of ratio and proportion discussed in
this chapter.
82
LESSON I The Concept of Ratio
U Express one
value as a
fraction of
another given
their ratio and
vice versa
U Find how many
times one value
is as large as
another given
their ratio and
vice versa
U Define and
In Mrs. Dela Rosa's Grade 6 Math class, there are 22 girls and 19 illustrate the
boys. Compare the number of girls to the number of boys and vice versa. meaning of ratio
using concrete or
pictorial models
EXPLORE
To compare, let us use the concept of ratio. Ratio is a comparison
of two quantities. If there are 22 girls and 19 boys, we can say that 22
is to 19. Other ways to express such comparison, is by writing them
using a colon, 22:19 or writing them in fraction fonn, . Therefore,
comparing the number of boys to the number of girls can be expressed as:
19 is to 22, 19:22, or
EXPLAIN
BIG IDEA
Ratio is the spoken language of arithmetic. It is a way of comparing
two or more quantities having the same units — the quantities may be The concept of ratio
separate entities or they may be different parts of a whole. is used to compare
two or more
We can write the ratio of a and b in three ways: quantities with the
a same units.
word form — a is to b colon form —* a:b fraction form —
83
Ratio must be expressed in simplest form, which means that the terms are relatively prime
to each other.
If there are 15 boys and 12 girls in a class, then, the ratio of the boys to the girls is 15 is
to 12 and the ratio of the girls to the boys is 12 is to 15. In the ratio 15 is to 12, the first term
is 15 and the second term is 12. It may also be written as 15:12 or Even if the ratio is in
12
fractional form, we say fifteen is to twelve. Since the ratio is not yet in its simplest form, we
can express it as:
15 x 55
12 IX4 4.
The order in which the ratio is expressed is important. Therefore, the order of the terms
in a ratio must correspond to the order of objects being compared.
In a ratio, a part can be compared to its whole.
In the preceding example, the ratio of the number of boys to the total number of students
is 15 is to 27 and the ratio of the number of girls to the total number of students is 12 is to 27.
If we compare the part to the total, the ratio of the part to the total has the same meaning
as a fraction.
Example 1 Compare the number of vowels to consonants and vice versa in the word
MATHEMATICS, in word, colon, and fraction forms.
Vowels —A, B, and I—* 3
Consonants - M, T, H, C, and S -~ 5
Ratio of vowels to consonants:
word form -~ 3 is to 5 colon form -* 3:5 fraction form - -

5
Ratio of consonants to vowels:
word form -p 5 is to 3 colon form -* 5:3 fraction form -* -
Example 2 Express the ratio of two 25-centavo coins to 2.5O coins in colon form.
Simplify.
We need to make sure that the two quantities have the same units. 2.5O may
consist often 25-centavo coins. Thus, we can express the ratio of the two quantities
as 2:10. In simplest form, the ratio of two 25-centavo coins to P2.50 coins is 1:5.
Remember: The ratio of two quantities has NO unit of measure.
Example 3 Write ratios equivalent to

3x2 6 3x4 12 3x618 3x927
5x2 - 10 5x4 - 20 5x630 5x945
84
As we have seen in the previous examples, the quantities being compared in any given
ratio have the same unit or classification. For example, when we compare the lengths of two
objects measuring 45 cm and 1 m respectively, we say that the ratio of the lengths is 45 to 100
or 9:20. This is because there are 100 cm in 1 m. Both terms, 45 and 100, are expressed in the
same unit—that is, cm. Another example is when we compare the number of boys to the number
of girls. The terms of the ratio are of the same classification—they are.both persons. We say, the
ratio of 15 boys to 20 girls is 3:4.
There are instances when the terms of the ratio do not have the same units or classifications.
For example, 60 kilometers to an hour or 60 kilometers per hour. This special ratio is called rate.
Example 4 Joshua scored 168 points in 7 basketball games. Express in lowest terms, the average
rate of the number of points that Joshua scored in every game.
168 points — 24 points = 24 points/game

Rate= —
7 games igame
Example 5 Joana can type 288 words in 8 minutes. How many words can she type per minute?
288 words — 36 words = 36words/niinute

Rate — —
8 minutes 1 minute

Example 6 Sheena and Nikka joined the ladies' basketball tryout. Sheena scored 34 points in
her two games while Nikka scored 51 in her three games. Whose average .point
per game is higher?
Understand.
a. What is asked?
Who between Sheena and Nikka hasthe highest average point per game.
b. What is given?
24 • Sheena scored 34 points in two games
• Nikka scored 51 points in 3 games
Plan.
What strategy can we use to solve the problem? We can solve for each lady's
average points per game and compare them to know who has the higher average.
Solve.
Sheena's Average Points:
34 points = 17 points = 17 points/game
2 games 1 game
85
Nikka's Average Points:
51 points 17 points
- 17 points/game
3 games 1 game
Answer: Therefore, between the two of them, no one scored higher. Both
Sheena and Nikka's average points per game is 17.
Check.
We can check if our answer is correct by dividing the number of points by
their number of games.
34 ~ 2 = 17 and 51 ~ 3 = 17. Thus, our answer is correct.
EVALUATE
A. Write a ratio for each of the following in three ways.
1.
NNNN is to _/\_/\_
NNNN _/\_/\_
2 is to
3.
ftftftftft
4 wins to 2 losses in a basketball 7. 3 months to 8 weeks
4. 10 decimetres to 10 centimeters 8. 30 seconds to 6 minutes
5. 6 weeks to 12 days 9. 24 girls to 18 boys
6. 3daysto36hours 10. 8 melons to 36 fruits
B. Express each rate in lowest terms.
1. The ratio of 36 apples to 18 children
2. The ratio of 48 patients to 6 nurses
3. The ratio of P5,760.00 to 12 hours
4. The ratio of 468 students to 9 classrooms
5. The ratio of P504.00 to 14 L of gasoline
6. The ratio of 112 persons to 16 tables
7. The ratio of P306.00 pesos to 9 m of cloth
8. The ratio of 312 m to 13 seconds
9. The ratib P6,480.00 to 12 families
10. The ratio of 368 students to 8 buses
86
C. Write three ratios equivalent to the given ratio.
3 8
1. —= = = 6. —= = =
4 13
5 3
2. —= = 7. = =
8 5
3. 4= = 9 = =
= 8.
7 11
4. 2= = 10
= 9.
9 11
5. 6= = = 10. 56 - = =
7 18
MATH CHALLENGE
A. Solve the following problems:
1. A student solved six out of ten problems correctly. What is the ratio of the number
of correct answers to the number of wrong answers?
2. A recipe calls for 6 cups of milk to 8 cups of flour. Write, in simplest form, the ratio
of the number of cups of flour to the number of cups of milk in this recipe.
3. The ratio of boys to girls in our Math Club is 4:3. After 8 more girls joined the Club,
the ratio became 1:1. How many members are there in the club now?
4. Rio and Kim had the same amount of money at the start. When Rio gave ?300.00
to Kim, the ratio of Rio's money to Kim's money became 2:3. How much money did
each have at first?
5 The ratio of ducks to chicken in the farm is 3:5. The total number of chickens and
ducks together is 72. If 6 chickens have shown symptoms of flu and had to be
removed from the farm, what is the new ratio of ducks to chickens?
B. Make your own word with the following information.
a. Eighteen cups of milk to make 6 cakes
b. Constant speed of an automobile is 60 km/h; Distance traveled is 210 km.
KEY IDEAS
• Ratio is a comparison of two quantities which can be written in colon, word or
fraction form.
• Rate is a comparison of two quantities but may have different units of measures and
their ratio has a unit of measure.
]
87
LESSON 2 The Concept of Proportion
OBJECTIVES ENGAGE
U Define and
Mrs. Reyes bought 9 different kinds of pastries for P324.O0. At the
illustrate same price, how much will she pay for 15 different kinds of pastries?
proportion using
concrete or
pictorial models.
U Set up proportions
for groups of 4_A.1 EXPLORE
objects or numbers
and f0r given To solve this problem, write equal ratios.
situations.
Let n be the price of 15 different kinds of pastries
U Find a missing
term in a 9 15
proportion. 324 — n
To solve the problem of Mrs. Reyes:
9 15
324 — n
9'n =324•15
9n = 4860
9n — 4860
9 9
n =540
Therefore, she has to pay P540.00 for 15 different kinds of pastries.
88
EXPLAIN
When two ratios are equal, a proportion is formed.
A proportion is a statement of equality between two ratios. Each part of a proportion is a
term. The first and the last terms are called extremes while the second and the third terms are
called means.
In the proportion -2-- = or 9:324 = 15:n, 9 and n are the extremes, while 324 and 15
are the means. 325 12
In a proportion, the cross products of equal ratios are equal.
If-=-,then ad=bc.
Thus, the product of the means is equal to the product of the extremes.
means
II
a:b = c:d
I I
extremes
If in a given proportion a term is missing, it can be solved using cross multiplication.
Example 1 Tell whether the ratios form a proportion.

63 69
a. -,- b. -,-
14 7 11 16
Solution a. - - Write proportion.

14 7
6•7 14 • 3 Form cross products
42 42 Multiply.
Answer: The ratios form a proportion.
6 9
b. Write proportion.
11 16
6' 1611•9 Find the cross products
96 ~ 99 Multiply.
Answer: The ratio do not form a proportion.
Example 2 6:9 = 8:x Example 3 n:4 = 6:8

6x=9'8 n'8 =4'6
6x72 8n24
66 88
x12 n3
89
Example 4 In a basketball game, Mike made 5 shots in 7 tries. At this rate, how many shots
can he make in 14 tries?
Understand.
a. What is asked?
The number of shots Mike can make in 14 tries.
Mike made 5 shots in 7 tries.
Plan.
Strategy: Write a proportion and use cross products.
Solve.
number of shots number of shots
number of tries — number of tries
5 n
7 — 14
7•n =5'14
7n — 70
7 7
n = 10
Answer: Mike can make 10 shots in 14 tries.
Check.
Substitute n = 10 to verif' if the answer is correct.
5x14r7x n
5x 147x 10
7070
EVALUATE
A. Determine whether each is a proportion or not. Write Yes or No.
2 4 12 4
1. -and 4.
4 8 2 4
2. —and— 5. —and -
5 9 6 10
3 4 8 4
3. and 6.
90
6 24 15 5
7 -and--- 9. —and-
7 28 20 6
2 4
8. -and- 10. and
5 12 42 3
B. Solve each proportion.

n - 180
1. 6.
12 n
39 - n 18 - 21
2. 7.
24 n 28
27 - 9 10 - n
3. 8.
n_S 16 56
n - 24 1.4 _4
4. 9.
46 1.05 ;
3 - 24 7 - 0.6
5. 10.
n - 5.6 n 3
MATH CHALLENGE
Solve each problem.
1. For every 8 mango trees in the orchard, there are 4 star apple trees. If there are
1320 trees, how many trees of each kind are there?
2. A philanthropist gave 3,000,000 to two orphanages and a health institution. The
two orphanages received equal amount twice that of the health institution. How
much did each receive?
3. A wire 105 cm long is bent to form a rectangle. The ratio of its length to its width is
2:1. Find the area of the rectangle.
KEY IDEAS
• A proportion is a statement of equality between two ratios.
• Each part of a proportion is a term.
. The first and the last terms are called extremes, while the second and the third terms
are called means.
• The product of the means is equal to the product of the extremes.
91
LESSON 3 Types of Proportion
ENGAGE
IJ Solve problems
In the relief operations for typhoon victims, 120 families in the
involving direct evacuation center had consumed 1500 kilos of NFA rice for 3 weeks.
proportion, If there were only 1000 kilos of NFA rice, how long will the families
partitive
consume this volume of rice?
proportion,
and inverse
proportion in
different contexts
such as distance EXPLORE
rate and time
using appropriate This problem clearly shows the relationship among the number
strategies and
tools.
of families, the number of kilos of rice and the number of days to con-
sume the rice.
Create problems
involving ratio From the given situation above, we can see that the more the kilos
and proportion, of rice there is, the longer it will last for 120 families. This situation is
with reasonable an example of a direct proportion. Thus, we have
answers.
no. of kilos of rice = no. of kilos of rice
no. of weeks no. of weeks
1500 1000
3 = n
1500n 3000
n =2
Therefore, 1000 kilos of NFA rice will be consumed in 2 weeks.
EXPLAIN
In a dire ct proportion, as one quantity increases, the other quantity
increases at the same rate and vice versa.
Can you cite an example of real-life situation that involves direct
proportion?
In an inverse proportion, one quantity increases as the other quan-
tity decreases at the same rate, and vice-versa.
Speed varies inversely with time of travel because the faster we
go, the shorter the time of travel.
92
Example 1 It takes Kevin 20 minutes to ride hi bicycle at 20kph from home to the grocery
store. To shorten his travel time to 16 minutes for the same distance, how fast
should he cycle?
Solution:
Let the desired speed be x kph. Then we have the following table.
Speed (kph) 20 x
Time (in minutes) 20 16
The faster the bicycle is driven, the less time is required to reach the destination.
So, this is an inverse proportion.
Hence,
speed needed to speed needed to
shorten travel time reach a travel time
to 16 minutes —4 x — 204- of 20 minutes
time taken when -+20 16+- time taken when
the speed is the speed is x kph
20 kph
16•x=20•20 Get the cross products.

16x — 400
Divide both sides by 16.
16 — 16
x=25
Answer: Kevin should cycle at 25 kph.
Check.
25? 20
20 16
x =25
In a partitive proportion, a whole is divided into parts that are proportional
to the given ratio.
Example 2 A glass ofjar has 64 chocolates. Mark, Dave, and Ralph will share the chocolates
in the ratio 1:1:2. How many chocolates will each one of them get?
Understand.
a. What is asked?
The number of chocolates that each will get.
• 64 chocolates
• Chocolates will be shared in the ratio 1:1:2.
Plan.
Strategy: Write a partitive proportion to solve the problem.
93
Solve.
Let n be the number of chocolates each of them will get.
Let 2n be the number of chocolates one of them with two parts will get.
Write the ratio 1:1:2 as n:n:2n.
Adding the numbers,
1+1+2=4
n+n+2n=64
4n =64
n=16
Since 2n = 2 x 16 = 32, then n:n:2n 16:16:32.
Answer: Mark and Dave will both have 16 chocolates each, while Ralph will have
32 chocolates.
Check.
Add all the chocolates received by Mark, Dave, and Ralph.
7
16+16+32 =64
64 64
EVALUATE
Identify the type of proportion that the following problems illustrate. Then solve
the problems.
1. A car is able to travel 210 km in 3 hours. How far can it travel in 5 hours?
2. Five people can finish painting a wall in 5 hours. If only 2 people are available, how
many hours do they have to work to finish the same job?
3. At 65km/h, Alfred can reach home in 50 minutes. At what speed should he drive
his car so that he can reach home 10 minutes earlier?
4. A land area was divided among the three heirs in the ratio 5:2:4. If the largest share
was 20 hectares of land, what is the total area of the land?
5. A certain amount of money is divided among Rio, Kim and Leo in the ratio 5:7:3. If
Leo gets P24,000.00, how much is the total amount?
94
MATH CHALLENGE
A. Solve the following problems.
1. Aicel, Bessy, and Cynthia went to the farm to pick guavas. They picked 120 guavas
in all. Aicel picked twice as many as Bessy did, and Bessy picked 3 times as many
as Cynthia did. How many guavas did each of them pick?
2. Alex's bike ride to work usually takes 22 minutes at 9 kph. One morning he found
a new bike route that was 5 minutes faster. If he decides to use this new route
again and wants to reach home by an additional 2 minutes earlier, how fast should
he cycle?
3. Five trucks can transfer 150 tons of fruit a. day. How many days does it take for
7 trucks to transfer 630 tons of fruits?
4. There are 80 animals in Mang Pablo's farm. The ratio of cows to carabaos to goats
to horses is 4:2:3:1. How many animals of each kind are there in Mang Pablo's
farm?
5. The ratio of boys to girls in a Junior-Senior Promenade is 4:3. Jane counted that
there are 12 more boys than girls. How many boys and girls are there in the prom?
B. Create your own problem using the following information.

1. ratio is 2:5:6:n
2. speed is 80 km/hr; Increased speed to 120 km/hr; distance is 720 km
3. ratio is 1:6:8; amount to be shared is '52,500.00
KEY IDEAS
• In direct proportion, when one quantity increases, the other quantity increases at the same
rate and vice versa.
• In inverse proportion, when one quantity increases, the other quantity decreases, and
vice-versa.
• In partitive proportion, a whole is divided into parts that is proportional to the given ratio.
95
CHAPTER REVIEW
Math and Money
Name of Activity: Using Pocket Money Clues
This is an activity for 2 people. You will need a copy of Pocket Money clues.
In this activity, you will be sorting out information to find:
• the names of six students
• how much each student receives as pocket money for each week.
• the age of each student
Instructions:
1. Cut out the 16 clues from the Pocket Money Clues
2. Sort out the information in a table to help you answer the following questions.
In this activity, you will

• consolidate understanding of the relationship between ratio and proportion
• reduce a ratio to its simplest form
• divide a quantity into two or more parts in a given ratio
• interpret and use ratio in range of contexts, including solving word problems
POCKET MONEY CLUES
The sum of Ricky and Aimee's pocket money The ratio of Ricky's pocket money to Aimee's pocket
is P160.00. money is 3:5
The ratio of John's pocket money to Ricky's
The sum of Frank, Tom and John's ages is 32 years
pocket money is 1:2
The sum of the all ages of the six is 55 years The ratio of the ages of Frank, Tom and John is 4:3:1
The ratio of Aimee's age to Ricky's age is 2:1 The sum of Aimee's and Ricky's age is 15 years
The ratio of Frank's pocket money to John's The sum of Frank's and John's pocket money is
pocket money is 5:1. P180.00.
The ratio of Tom's pocket money to John's
The sum of Tom and Bob's pocket money is P210.00.
pocket money is 3:1.
The ratio of Bob's pocket money to Ricky's
The sum of all their pocket money is P550.00.
pocket money is 2:1
The ratio of John's age toAimee's age is 2:5. The ratio of Bob's age to Tom's age is 2:3.
I
i uu
Have you been wise enough to divide your time for your activities for the day? Do you
consider your priorities? Or do you just want to have fun?
96
THINK ABOUT THIS
Write two fraction statements for each of the following:
There are 6 coaches for every 42 players.
2.Kim earns P18,000.00 and saves P4,000.00 per month.
3. The ratio of the number of boys to the number of girls in a class is 3:5.
L
ENIGMA
Work with a partner. Photocopy this page and cut the puzzle pieces. Then,
take turns in locating cards with edges that have matching numbers.
Example: The cards with edges that contain 3:1 and 9 is to 3 match.
22 3:1
31
6 is to 12
30 is to 50 14:1 4 is to 14 1:1 1:18 16 is to 8

9 6 I
27 7 2
1:3
4isto I 36:42
2 is to 2 8 81:9
3:5 13 9 is to I
16 I
4 3 is to I 15
4:8 26:30
2 is to 3
10:9 2 5 is to 7 6 2:1 3
7 10 5
13 is to 15 3 is to 4 9 is to 3
97
Understanding Percent
LOfl
IN THIS
CHAPTER
I Fractions,
Decimals,
and Percents
2 Percentage,
Rate, and Base
Source: http://www. shutterstock. corn
3 Percent of
Change
Different establishments, such as shopping malls, banks, restaurants,
coffee shops andpawnshops, come up with catchy advertisements and
promos to attract clients or customers. Examples of these include the
4 Applications following:
of Percent • a shopping mall during its clearance sale offering up to 70%
discount on its products
• a bank offering loans for as low as 6.5% interest per year
• a fast-food chain offering a new budget meal that costs 25%
less of its original price
Such promotions have signboards that are usually placed in
prominent areas so that prospective customers or clients could see them.
But, when strolling through these establishments, it is important
that we always think twice before availing something. Even though a
certain product or service claims to be on sale, we should still consider
if we are really saving money from these promotions. Our understanding
BIG QUESTION of percent and consumer education can help us compare one promo
over another.
In what way do we
use our knowledge In this chapter, we will have a broader understanding of percent.
of percentage in We will discuss topics on finding percentage, rate, and base, applications
real-life situations? of percent (i.e., discounts, commissions, sales tax, and simple interest),
and finding percent of change.
98
LESSON I Fractions, Decimals, and Percents
OBJECTIVES
Define and illustrate

percentage through
models.
Source: http.//www. shutferstock. corn
ENGAGE
Arvin has 20% fewer marbles than Luigi. When Arvin gave 80
marbles to Luigi, the number of marbles that he has left is half of what
Luigi currently has. How many marbles did Arvin have at first?
EXPLORE
9
Before: Arvin
20%
Luigi
BIG IDEA
You will notice that 20% is equivalent to in fraction. Arvin
Percent can be
owns 20% fewer marbles than Luigi, which means that if Luigi has 100 expressed as
ratio, fraction, and
marbles then Arvin owns only 80 marbles or 80% or of the number decimal.
that Luigi has.
99
After: Arvin U. 80
SI
Luigi
The illustration above shows that Arvin gave 80 marbles to Luigi; Arvin's number of
marbles became half that of Luigi 's.
Notice that the 2 equal parts represent 80 marbles. So, 80 ±2 40.
Hence, each part is 40, and 8 x 40 = 320. Therefore, Arvin has 320 marbles at first.
EXPLAIN
Definition of Percent
The word percent comes from the Latin term "per centum," which means per hundred.
Percent is the ratio that compares a number to 100. You can write percent as a fraction with a
denominator of 100. The symbol % is called the percent sign. In general, the notation n% means
"n per hundred".
This definition leads us to different ways of expressing percent.
The notation n% can be expressed using:
ratio - = the ratio of n to 100

100
fraction notation — =nx or
decimal notation —+n% = n x 0.01 = O.Olti
100
Writing Fractions as Percents
The figure at the right shows that a whole is divided into 100
1
equal parts. Each part is of the whole or 1 out of 100 parts.
• uuau•uuu
We can also say that each part is 1% of the whole. In the figure,
33 parts out of a hundred are shaded. This means or 33%.
• UUURRUU
33 parts of a hundred
are shaded
To write a fraction as percent:
Wnte an equivalent fraction with a denominator of 100 Or,

think of a number that, when multiplied by the denominator
will result to 100. Multiply the same number by the
numerator. Then, write as percent.
Example 1 Write each fraction as percent.

11x25_ 25_
25/a
4 4x25 100
22x20 40
— —=40%
5 — 5 x 20 — 100
11 — 11x5 — 55
— —=55%
20x5 100
Example 2 a. Change the following to percent.

127x4 508
508%
25 25 25x4 100
b. Change 82. to percent.

10
10 10 l0xlO 100
101
A proportion can also be used to express a fraction to percent. Consider the given example
below.
5
Example 3 Change — to percent.
Solution:
Write a proportion wherein the fraction is equivalent to Find the
value of n by getting the product of the extremes and the means.
5:8 n:100
500 = 8n Write the equation.
500 8n
8 8
62.5 =n
Thus, = = 62.5%.
8 100
To write a fraction as percent using a proportion:
I Write on the right side of a proportion,
2 Wnte the gwen fraction on the other side and

3 Solveforn
2
Example 4 Change to percent.
Solution:
n
77 100
65 n
7 — 100
65:7=n: 100
7 x n = 65 x 100
7n 6500
7 7
n= 928
7
Answer: 928-°
7 7
102
Example 5 Three out of 20 playing cards were sold. What percent of the cards were sold?
Solution:
3 n
-=--- 3:20n:100
20 100
20xn3x 100
20n 300
20 20
n15
Answer: 15% of the playing cards were sold.
Example 6 Julie got 54 out of a 60—item math quiz. What percent of the total items did she
answer correctly?
Solution:
—54:60=n:100
60 100
60xn=54x 100
60n -
5400
60 - 60
n 90
-
Answer: Julie answered 90% of the total items correctly.
Writing Percents as Fractions
To write percent as a fraction:

n
Use the ratio. - where n is the given percent.
2. Write in lowest terms if needed.
Example 7 Write each percent as fraction.

35 35~5 7
a.
100 100~5 20
86 86~2 43
b.
86=i1002=
250 250~10 25 5
c. 250%= =
100~10 i
103
Example 8
1
a. Wnte 15—% as a fraction.
4
Solution:
15!% = _A
4 100
=15!~ 100
4
61 1
=- x -
4 100
61
400
1 61
Answer. 15—%-
4 400
b. Write 18% asafraction.

7
Solution:
18%= 18
7 7
100
18~ 100
7
130 1
7 100
130
700
13
70
4 13
Answer: 18—% = -
7 70
Writing Decimals as Percents

To change decimals to percents, use either of the following methods.
I
Method I
To change decihaJ to percent, multiply the decimal

number by 100, then write the percent sign (%)
104
Example 9
a. Write 0.35 as a percent.

0.35 =0.35 x 100=35%
b. Write 1.25 as a percent.

1.25=1.25 x 100= 125%
c. Write 2.63 as a percent.

2.63 =2.63 x 100=263%
d. Write 0.45 as a percent.

0.45 =0.45 x 100=45%
In example 9, notice that when you multiply the decimal numbers by 100, the decimal
point is moved two places to the right. This leads us to method 2.
Method 2
To change decimal to percent, move the decimal point

two places to the right and write the percent sign (%)
Example 10 Change the following decimals as percents.

a. 0.26 26%
b. 0.534 04 53.4%
C. 5.75Q,z570%
Example 11 a. Change 0.3333... to an exact percent.
0.3333... 33.33... — Move 2 decimal places to the right
= 33 — Since we have a repeating decimal, write the

10 — 1 repeating digit 3 in the numerator over 10— 1 (if we
have a one—digit repeating decimal).
= 33 — Write in lowest terms, then attach the percent sign.
= 33.%
105
b. Change 2.666... to an exact percent.
2.6666... = 266.66... -+ Move 2 decimal places to the right.
6
= 266 -+ Since we have a repeating decimal, write the
hi 1
repeating digit 6 in the numerator over 10— 1 (if we
have one—digit repeating decimal).
= 266 - Write in lowest terms, then attach the percent sign.

9
= 266%
3
Writing Percents as Decimals

We can write any percent as a decimal. To easily express a percent to a decimal, let us
review first how to divide numbers with 10, 100, or 1000 as a divisor.
25 ~ 10=2.5
25~100=0.25
25 ± 1000 = 0.025
Looking at the quotient of these numbers, you will notice a certain pattern. We can simply
move the decimal point to the left of the dividend depending on the number of zero(s) we have
in our divisor.
25 ± 10 = 2.5 -p One zero in the divisor, one movement of the decimal point to the
left.
25 ~ 100 = Two zeros in the divisor, two movements of the decimal point to
the left.
25 ± 1000 = Three zeros in the divisor, three movements of the decimal

point to the left.
Now, we can use this technique to easily write percent to decimal.
To write a percent to a decimal;
Write as a fraction with the denominator of 100.

Dividing, a number by 100 means moving the decimal point
two decimat places to the left.
Drop the % sign.
106
Example 12 Change the following percents as decimals.
a. 97%
This is the same with 97 ~ 100.
97%=-= 0.97 Use the technique in dividing
00 numbers with 100 as divisor.
b. 5.7%
5.7% = 0.057
=

Example 12 Richmond took a Math test and got 35 correct answers and 15 incorrect answers.
What was the percentage of correct answers?
Understand.
a. What is asked?
The percentage of the correct answers
35 correct answers and 15 incorrect answers
Plan.
Strategy: Make a Table
Solve.
Correct Answers 35 35 correct answers

Incorrect Answers ?% 15 +15 incorrect answers
Total Answers 100% 50 50 total answers
Think: 35 is what percent of 50?

Finding the percentage of the correct answers, we have
35 n
—*35:50=n:100 Setup aproportion.
50xn35x 100 Find the cross products.

50n3500
SOn 3500 -
50 50 -
n =70
Answer: 70% is the percentage of the correct answers.
107
Check.
Substitute n = 70 in the proportion:

35:50 n:100
50n=3500
50(70) 3500
3500 3500
The answer is correct.
EVALUATE
A., In each figure, find what percent of the figure is shaded.
1. 2.
3. 4.
hUh
'hi"
"U'.
U"
'I"
• •
5. 6.
iiiuii
iii••ii
,I_ UIII
I.,, hill
I,. II Ill
108
For numbers 7-10, use the figure below.
•SUURU•
..uuuuu
• uuau..
U.N....
7. What fraction of the figure is shaded? What percent?
8. If you were to shade of the figure, how many squares would you shade?
9. If of the figure is shaded, what percent is not shaded?
10. Since = = 25%, then = C%. Find the value of C.
Complete the following tables.
Fraction Decimal Percent

I
11.
4
2
12.
5
13. 0.44
14. 0.08
15. 78%
16. 8.5%
17. 0.125
18. 0.1825
19. 88.67%
20. 93.09%
109
1. Edwin pays tax at the rate of 25% of his income. What fraction of Edwin's income
is this?
2. Vida correctly answered 18 of a 20 item test. Express her score in percent.
3. Today, a runner ran 150% of the distance yesterday. What is 150% in decimal?
4. A map has a scale of 0.5%. Write the scale in decimal.
5. In an inventory-sale, a department store offers 60% off on the original price of their
selected clothes. What fraction is taken off the price?
6. In a survey, 250 out of 1000 people said that they preferred a particular brand of
shampoo. What is the result of the survey in percent?
7. A student receives 20% discount on jeepney fare. What fraction of the fare is this?
8. Romar wants to own a house and lot in a subdivision in Taytay. He has to give a
down payment of 0.175 of the total amount. What percent of the amount will be
given by Romar?
9. I bought rubber shoes in a January sale with 33% off the original price.
What decimal, rounded to the nearest hundredths, is taken off the price of the
rubber shoes?
10. Mathew answered 25 questions correctly on a 55—item test. The passing grade
was 65%. Did Mathew pass? By how much is his score lower or above the
passing grade?
11. A shirt marked at P450.00 was sold with 20% discount. How much was the dis-
counted price of the shirt?
12. Dave had P 120.00. He spent 44.00 for sandwich and P28.00 for the drinks. What
percent of his money was left?
13. The original price of a pair of pants is 630.00. It was sold for a discount of ?90.00.
What fraction of the original price was paid for the pants?
14. Joseph earned 300.00 from the books he sold. This represents 6% of the cost of
the books. How much was the cost of the books?
15. There were 18 chinese chickens in a poultry house. This is 15% of the total number
of animals in the farm. How many animals are there in all?
110
MATH CHALLENGE
1. The grade 6 class of Ms. Santos held a class election. Julie and Jean were the
only two candidates running for class president. Jean received 21 votes and Julie
received 29 votes. What percent of the votes did Julie receive?
2. Forty percent of the pupils in Ms. Alcantara's grade 6 class are 12 years old. Another
0.25 are 13 years old, and the rest of the class is 11 years old. Write the number
of pupils that are 11 years old as a fraction, decimal, and percent.
3. Cris was asked to paint a wall with an area of 84 m2. After an hour, he had painted
21 m2. What percent of the wall was left unpainted?
4. Aling Sonya made 1500 pieces of polvoron. 35% of them are chocolate-flavored,
28% are strawberry-flavored, and the next are ube-flavored. How many pieces of
ube-flavored polvoron did Aling Sonya make?
5. A vendor has 128 mangoes. He has 50% more apples than mangoes and 25% less
Oranges than mangoes. Find the total number of mangoes, apples and oranges
that the vendor has.
KEY IDEAS
• The notation n% means "n per hundred".

• The notation n% can be expressed using:
n
ratio -+ n% = the ratio of n to 100 =
1 n
fraction notation -p n% = fl X , or
decimal notation - n% = n x 0.01 = 0.0ln
111
LESSON 2 Percentage, Rate, and Base
ENGAGE
I Find the Mark's daily allowance is P40.00. He spends P12.00 for snacks.
percentage, This is 30% of his daily allowance.
rate or base in a Identif' which information represents the percentage, the rate,
given problem.
and the base.
J Solve routine
and non-routine
problems
involving
percentage, rate
and base using EXPLORE
appropriate
strategies and In the situation given above, we can say that:
tools. 30% of P40.00 is P12.00.
In this case, we can now easily identifr which is the percentage,
the rate, or the base. We let P be the percentage, R be the rate, and B
be the base.
P12.00 is the percentage (P) — It is the number or the amount that
represents a part of a whole.
30% is the rate (R) —* It is the number compared to 100. It
usually has either a percent sign (%)
or the word "percent" with it.
P40.00 is the base (B) —+ It is the number that represents the
whole or the entire amount.
EXPLAIN
The situation above can also be described as:
30% of 40 is 12 —+30% x40= 12
Rate (R) x Base (B) = Percentage (P)
Based on this, we can now generate formula for finding the per-
centage (P), the rate (R), and the base (B).
112
Formulas for FInding Percentage, Rate, and Base
P = percentage; R = rate; B = base
The Techan's triangle above can help you remember the three formulas. To find the
percentage (F) cover F; since R and B are next to each other, it means multiplication. To find
the base (B), cover the B; since P is over R, it means division. And to find rate (R), cover R;
since P is over B, it means division.
Let us study the following examples.
Finding the percentage (F)

Example 1 Find 75% of 80.
Solution:
We can solve the problem in two ways.
Using Decimal Using a Proportion

75% of 80= n Percentage
Rate =
.1- Base
0.75 x 80n
60= n 75 — n 75
Think: 75% =
* Change the rate to decimal. 100 — 80
lOOn 6000
lOOn — 6000
100 — 100
n = 60
Answer: 75% of 80 is 60.
113
Example 2 There are 360 pupils in a school. If 15% of them are Boy Scouts, how many Boy
Scouts does the school have?
Solution:
R=15%;B=360;P=?
a. Using decimal b. Using a proportion
Percentage
15% of 360 = n Rate =
Base
0.15x360n
100 360
54=n 15x360100xn
5400 = lOOn
5400 — lOOn
100 — 100
54 = n
Answer: There are 54 Boy Scouts in the school.
Finding the Rate (R)

Example 3 36 is what percent of 60?
Solution:
Think: n% of 60 36
L.
rate base percentage
Using Fraction Using a Proportion

n%of60=36 Percentage
Rate =
Base
1
--x60=36 100 x 36 = 3600
100
n 36 I
60n —=--n: 100=36 :60
100 60
=36 n x 60 = 60n
60n36x 100 60n 3600

60n = 3600 60n — 3600
60n — 3600 60 60
60 — 60 n =60
n =60
Answer: 36 is 60% of 60.
114
Example 4 In example 2, if 72 of the pupils in the school are Girl Scouts, what percent of the
pupils are Girl Scouts?
Solution:
R =n% ;B=360;P=72
a. Using Fraction
n% of 360=72
x 360 = 72
100
360n =72
100
100 1360') = 72 x 100 Multiply both sides by 100.

100 )
360n = 7200
360n 7200
360 — 360
n =20
b. Using a Proportion
Percentage
Rate =
Base
100 x 72 = 7200
= -3 n: 100 = 72 :360 Findtheproductofthemeansandextremes.

n x 360 = 3600n
360n = 7200 Write the equation.

360n 7200
360 = 360
n =20
Answer: 20% of the pupils in the school are Girl Scouts.
Finding the Base (B)
Example 5 40% of a number is 240. What is the number?

Solution:
Think: 40% of n = 240
'l'
rate base percentage
115
Using Decimals Using a Proportion
40% of n = 240 Percentage
Rate =
'I, Base
0.4xn=240
-- = — 40:100 = 240:n
0.4n240 100 n
0.4n — 240 40n = 24 000
0.4 — 0.4 40n 24000
n = 600 40 — 40
n = 600
Answer: 40% of 600 is 240.
Example 6 In Ms. Aguilar's class, 6 pupils received an A on the last Math test. This is 20%
of the number of pupils in her class. How many pupils are there in Ms. Aguilar's
class?
Solution:
R = 20%; P =6; B =?
a. Using Decimal
20% of n = 6
0.20xn=6
0.20n=6
0.20n 6
0.20 — 0.20
n=30
b. Using a proportion
Percentage
Rate =
Base
.1
20 — 6 Write as a proportion.
— --->20:100=6:n
100 — n
20xn= 100x6 Find the product of the means and
extremes.
20n = 600 Write the equation.
20n — 600
20 — 20
n30
Answer: There are 30 pupils in Ms. Aguilar's class.
116
Example 7 In an international conference, 300 people who attended were Filipinos. If 30% of
these were Filipino male professionals, how many Filipino female professionals
were there?
Understand.
a. What is asked?
The number of Filipino female professionals in the international
conference. We are looking for percentage.
A total of 300 Filipinos were there. Of the total, 30% were male.
Plan.
300
Female: 70% Male: 30%
If there were 30% male professionals, 100% — 30% = 70%. Therefore, 70%
comprises the number of female professionals. To solve the exact number of female
professionals, we can use the formula for finding percentage: P = R x B.
Solve.
Using the formula, we have
P=RxB
=70% x 300
=0.70x 300
P = 210 —* the number offemale professionals
Answer. There were 210 Filipino female professionals in the international
conference.
Check. This is one way to know if our answer is correct.
30% x 300=0.30x 300

=90 —p the number of male professionals
210 +90= 300 — total number of Filipino professionals
I
female male
Therefore, our solution is correct.
117
Example 8 Camilo has saved 3,150.00 in the past 3 months. If the bike he wanted to buy is
worth 9,0OO.00, what percent of the cost of the bike has he saved?
Understand.
a. What is asked?
The percent of the bike's amount that Camilo has saved. We are looking for
the rate.
He saved P3,150.00. The bike is worth p9,000.00.
Plan.
Apply the concept of proportion to find the percent of the cost of the bike.
Solve.
Percentage
Rate =
Base
100 x 3150
n 3150
— —n:100=3150:9000
1009000 9000 nx
x 9000= bOx 3150

9000n — 315 000
9000 — 9000
n=35
Answer: Camilo has saved 35% of the cost of the bike.
Check.
This is one way to know if the solution is correct. Let us find 35% of 9,0000.
9000
x 0.35
3150.00 —* this is the amount Camilo has saved.
118
Example 9 Twenty—four percent of Jared's marble collections are blue. If he has 48 blue
marbles, how many marbles does he have in all?
Understand.
a. What is asked?
The total number of Jared's marbles.
Jared has 48 blue marbles, which is 24% of the total number of his marbles.
Plan.
Apply operations on decimals to compute for the total number of marbles.
Solve.
Translate the sentence in mathematical symbols.
24% of what number is 48?
L LI
24% x n =48
24% x n=48 —O.24 x n=48

0.24n = 48
0.24n — 48
0.24 — 0.24
n 200
Answer: Jared has 200 marbles in all.
Check.
To check our answer, multiply the base by 24%.
24%xn48
24% x 200=48
0.24 x200=48
48 = 48
Therefore, the answer is correct.
119
EVALUATE
A. Solve the following mentally.
1. 65% of 100 11. 1 is what percent of 10?
5. 25% of 60 15. 7.5 is what percent of 75?
6. 75% of 20 16. 12.5 is what percent of 50?
7. 200% of 100 17. What percent of 45 is 9?
Identify whether the following problems are looking for the percentage, rate, or base.
Then, solve for the unknown.
21. 85% of P78.00 is what amount?
22. 45% of 70 is what number?
23. 7 is 35% of what number?
24. 110% of what amount is P660.00?
25. P120.00 is 180% of what amount?
26. 125 is 250% of what number?
27. What percent of 16 is 64?
28. 85 is what percent of 340?
29. 131- is 26 % of what number?

3 3
30. 0.5% of what number is 2.5?

1. In 2014, female students made up 40% of grade 11 students are studying Science
and Engineering at Quezon National High School. Write this percent as a decimal
and as a fraction in simplest form.
2. In a survey, 18 teenagers prefer dancing than singing. If this represented 60% of
the respondents, how many respondents were there in all?
3. In a conference, 500 people who attended were Filipinos. If 65% of these were
Filipino male professionals, how many Filipino male and female professionals were
there in all?
120
4. A painter can finish painting a house in 30 days. If he has been painting for 24 days,
what percent of the painting job has he not completed yet?
5. Mang Ramon harvested green mangoes in his farm and put them in a basket. After
3 days, he found out that 15 of the mangoes in the basket were rotten. He said,
"nakapanghihinayang dahil katumbas ito ng 12.5% ng pinitas ko". What is the total
number of mangoes Mang Ramon had harvested?
MATH CHALLENGE
1. Arrange the following numbers from smallest to largest.
16-%, 1.6, -%, -, 0.2,1.6%, 1-%, 0.5%, 0.54
2. Write the decimal notation for .!%. Round your answer to the nearest hundredths.
3. A businessman lost 35% of his capital in one operation, and lost 40% of the remainder
in a second operation. If he has p15,600.00 left, how much did he have at first?
KEY IDEAS
. Percentage (P) is the number or amount that represents a part of a whole.
• Rate (R) is the number compared to 100. Usually has either a percent sign (%) or the
word "percent" with it.
• Base (B) is the number that represents the whole or entire amount.
• Formulas for finding Percentage (P), Rate (R), and Base (B):
= Percentage (P)
Rate (R) Percentage = Base x Rate
Base (B)
Percentage (P)
Base (B)
Rate (R)
J
121
LESSON 3 Percent of Change
OBJECTIVES ENGAGE
Solve percent of The table below shows the population of the two largest cities in the
increase or decrease Philippines. By about what percent did the population in each city
problems. increase from 2000 to 2010? Which city had the greater percent of
change in population?
City 2000 2010

Manila 1 581 082 1 652 171
Quezon 2173831 2761720
www. census-ncrl.ph
EXPLORE
To determine which city had the higher population change, let
us find the change in population from the bensus of year 2000 to the
census of 2010 in each city. Manila's population increased by 71 089,
while Quezon City's population has increased by 587 889.
Bar Graph of Manila and Quezon City Population
___
3 000 000
2 500 000
2 000 000 I- Year 2000

I Population
1500000
a I Population
1 000 000 L
500 000
0
Manila Quezon City
Place
Now, to determine which city had the greater percent of change

in its population, find the increase in population of each city in percent
for us to compare them.
Manila: 71 089 ~ 1 581 082 0.045 (rounded to the nearest
thousandths)
x
0.045 100% =4.5%
Manila's percent of increase is about 4.5%.
122
Quezon City: 587 889 ~ 2 173 831 0.2704
0.2704 x 100%= 27.04%
Quezon City's percent of increase is about 27.04%.
Based on its percent of change, Quezon City had the bigger percent of change in population
compared to Manila.
EXPLAIN
A percent of change indicates how much a quantity increases or de'creses with respect
to the original amount. Whenever there is a change (increase or decrease), it can be expressed
as a percent of increase or of decrease. If the new amount or value is greater than the original
amount or value, the percent of change is calledpercent of increase. If the new amount or value
is less than the original amount or value, the percent of change is called percent of decrease.
To find the percent of change, use the following formula.
Amount of increase or decrease
Percent of change -
Original amount
Finding Percent of Increase

To find the percent of increase, consider the following examples.
Example 1 Find the percent of increase from 8 to 14.

Solution:
Amount of increase
Percent of increase =
Original amount
14 - 8
-
Amount of increase: 14 8 = 6
-
8
63
Simplify.
84
n _3
Write the fraction as a percent.
100 4
-
4n =300 Find the product of the extremes and the means.

4n 300
-
4 4
n = 75
Answer: The percent of increase is 75%.
123
Example 2 The number of members of Sipnayan Society from the last two school years is
listed on the table below.
School Year Number of Members
2011-2012 243
2012-2013 652
What is the percent of increase in membership of Sipnayan Society?

Solution:
Amount of increase
Percent of increase =
Original amount
— 652 — 243 Amount of increase is 652 — 243 = 409.

243
— 409
— Divide.
— 243
1.683 Round to the nearest thousandths.
x
1.683 100 = 168.3% Write the decimal as a percent.
Answer: The number of members of Sipnayan Society had increased by
about 168.3%.
Finding Percent of Decrease

When a particular amount is getting lower from its original value, we describe the change(s)
as a decrease and we represent this using percent.
Example 3 Find the percent of decrease from p1,278.00 to M,150.20.

Amount of decrease
Percent of decrease =
Original amount
= 1278-1150.20 Subtract:
Amount of decrease: = 1278— 1150.20
1278 = 127.80
127.80
Divide.
1278
=0.1 x 100 Write decimal as a percent.
= 10%
Answer: The percent of decrease is 10%.
124
Example 4 At Local Bookstore, Jane makes p500.00 a week working part-time. Last week,
she received 550.00. What was the percent of increase in Jane's salary last week?
Local Bookstore Local Bookstore

Payslip Pays lip
Salary Period Salary Period

4/6/20 1 5-4/12/201 5 4/13/2015-4/19/2015
Amount: Amount:
P500.00 P 550.00
Received by: Jane Received by: Jane

Signature Signature
Understand.
a. What is asked?
The percent of increase in Jane's salary.
She earns P5O0.00 a week. Her salary is raised to 55O.0O last week.
Plan.
Use the formula:
Amount of increase
Percent of mcrease =
Origmal Amount
Solve.
Amount of increase
Percent of mcrease =
Ongmal Amount
— 550-500 Compute for the amount of increase.

500
50
500
1
Simplify.
10
— 1x10 — 10 — 10% Write as a percent.

— 10 x 10 — 100 —
Answer: The percent of increase in Jane's salary last week was 10%.
125
Check.
We can check the answer by multiplying 500 by 10%, then adding the prod-
uct to 500.
500+(500x 10%) =550
500+50550
550 550
Example 5 The price of an LPG tank has decreased by 5% from its original price of710.00.
By how much has the amount decreased? What is the new price of an LPG tank?
Understand.
a. What is asked?
An LPG tank's amount of decrease from its original price and its new price.
Original price is P7 10.00, the LPG's new price has decreased by 5%.
Plan.
We can use the following formulas to solve the problem.

To get the amount of decrease:
amount of decrease percent of decrease x original amount
To get the new price:
new price = original amount x (100% — percent of decrease)
Solve.
Finding the amount of decrease, we have:
amount of decrease = percent of decrease x original amount
= 5% x 710
=0.05 x 710
= 35.50
Answer: The amount has decreased by p35.50.
new price = original amount x (100% — percent of decrease)

= 710x (100% — 5%)
=710x95%
=710x0.95
= 674.50
Answer: The new price of tl LPG tank is p674.50.
126
Check.
To check if we have the exact answer, add the amount of decrease and the
new price.
- 'p674.50 + p35.50 = 710.O0 -+ original amount
EVALUATE
A.. Complete the table. For percent of change, indicate whether the change is an increase
or a decrease. Round off your answer to the nearest hundredths (if rounding is
needed).
Original Quantity New Quantity Difference Percent of Change

1.10 20
2.25 75
3.42 24
4. 100 300
5.89 33
6. 256 500
7.667 243.25
8.999 673.30
9.1245.50 900
10.2456.30 15000

1. Due to a typhoon, the harvest of cabbage in Baguio this month decreased from
125 tons to 80 tons. What is the percent of decrease?
2. The price of a kilo of galunggong increased from '73.O0 to 85.0O per kilo. Find
the percent of increase.
3. There were 12 pupils in a Grade 6 class who failed in the first quarterly test. In the
last quarterly test, only 5 failed. What is the percent of decrease in failure?
4. The price of a lot in an exclusive subdivision is '3. I million for every 100 square
meters. This year, the price has increased to ?3.348 million. What is the percent
of increase in the price?
5. Your small intestine is about 20 ft long. Your large intestine is 75% shorter. How
long is your large intestine?
127
6. Two hundred parents attended the Grade 6 orientation last year. Only 160 parents
attended the Grade 6 orientation this year. Find the percent of decrease in attendance.
7. The price of a certain lot in Laguna increased from P4,000.00 per square meter to
P6,000.00 per square meter. Express the increase in percent.
8. The April sales in a Local Bookstore totaled 3500 books sold. In May, the sales
were up by 8%. How many books were sold in May?
9. Enrollment in the swimming lesson had increased by 30% this year. There are now
182 students. How many students were there last year?
10. A sweater is being sold at an online auction. The minimum bid is P1,190.00. At the
end of the auction, the sweater is sold for 75% above the minimum bid. What is the
selling price of the sweater?
MATH CHALLENGE
1. Following a raise in the cost of health insurance by Philhealth, 250 out of 3000
employees of a company dropped their health coverage. What percent of the
employees cancelled their insurance?
2. A man invested an amount of money in a fund that earns 5% interest in a year. After
how many years will his money be doubled?
3. A manager of a bank has an annual salary of P430,200.00. He also receives an 8%

raise in his annual salary. How much will be his new monthly salary next year?
4. A number is increased by 30%. Explain how you can find the new amount without
first calculating the amount of increase.
5. Suppose an original amount decreases by 75%. By what percent must the new
amount increase in order to return to the original amount? Justify your answer.
128
KEY IDEAS
• Percent of change indicates how much a quantity increases or decreases with respect to
the original amount.
• We compute for the percent of increase if the new amount is greater than the original amount.
• We compute for the percent of decrease if the new amount is less than the original amount.
Formulas:
Amount of increase
• Percent of increase =
Original amount
Amount of decrease
Percent of decrease -
Original amount
• Amount of increase = Percent of increase x original amount
• Amount of decrease = Percent of decrease x original amount
• New amount = original amount x (100% + percent of increase) or original amount x (100%
- percent of decrease)
129
LESSON 4 Applications of Percent
OBJECTIVES ENGAGE
LI Solve percent Fritz is selling ethnic sandals from his father's factory. One day,
problems such he decided to rent a stall in a market to sell his products. A customer
as discounts, can get a 10% discount for each pair of ethnic sandals if he buys 3 pairs.
original price,
Each costs N,000.00, each exclusive of the 12% VAT (Value Added
rate of discount,
sale price, Tax). For every pair of sandals that Fritz can sell, he gets 40% of the
marked-up price, profit and the rest will be used for the payment of other expenses. If
commission, he gets the ethnic sandals from his father's factory at '650.00 each,
sales tax, and
simple interest.
how much is Fritz's total gain amount if he sells 120 ethnic sandals?
How much will be remitted to BIR (Bureau of Internal Revenue) for
U Create problems
involving percent, the 12% VAT?
with reasonable
answers.
EXPLORE
Fritz's Discount
If the discount for each ethnic sandal is 10% and each costs
?1,000.00, then we have
Discount for each pair of sandals 1,000.00 x 10%
100
Discount for 3 pairs of sandals = '300.00
Since we have 120 sandals sold, then:
120x100=12,000.00or120~3x300=l2,000.00
So, the total amount of discounts given for all the sandals is
''12,000.00.
Fritz's Profit
To solve for the profit or gain amount, analyze the data below.
Selling Price Rate of Discount Discount Sale Price Total Sales Amount
P1,000.00 10% P100.00 P900.00 P108,000.00
Based on the table, the sale price of each pair of ethnic sandals
after the discount is P900.00.If Fritz sells 120 pairs, the amount of total
sales would be 120 x 900 = 108,000.00.
'
130
d Total Gain for 120 Sandals:
ing amount of 120 sandals 120 x 1000 = P120,000.00
le amount = P 108,000.00
,' price of each sandal = P650.00
ital = 120 x P650.00 = P78,000.00
fit = P 108,000.00 — P78,000.00
= P30 000 00
Since Fritz will only get 40% of the profit, then the total gain for 120 sandals shall
0.40 x P30,000.00 = P12,000.00
Sales Tax
Total Sales Amount 12% VAT

P108,000.00 P12,960.00
EXPLAIN
Discount, Sale Price, and Markup
Sometimes, you see an advertisement of a sale where the prices are reduced. The amount
of reduction is called discount. If the discount is 50%, it means that the items are sold at "50%
ofF' or at "half price." To get the amount of discount, use this formula:
Discount (D) = Discount Rate (DR) x Original Price (OP) or D = DR x OP
The following terms are used in dealing with discount problems.

Discount (D) is a decrease in the price of an item. It refers to the amount to be
deducted from the original price.
Original Price (OP) is the regular price charged of the item.
Discount Rate (DR) is the percent taken off from the original price
Sale Price (SP) is also known as the net price or discounted price. It is the price of
the item after the discount has been deducted.
131
Discount and net price both represent percentage, original price represents the base,
the discount rate represents the rate.
The following formulas are used in solving discount problems.

a. Discount (0) = Discount Rate (DR) x Original Price (OP)
or 0= DR x OP
Discount (D) 0
Original Price (OP) - . or OP = —
Discount Rate (DR) DR
Discount (D) D
c. Discount Rate (OR) = x 100% or DR = — x 100%
Original Price (or) op
Sale Price (SP) = Original Price (OP) - Discount (0)
SP = OP - D
Sale Price (SP) = Original Price (OP) x (100% - Discount Rate (OR))
Example 1 Lyka waited until after summer to buy a dress. She found one amo'unting to
p2,500.00 and was selling at a discount of 40%. How much did she save by
waiting? How much did she pay for the dress?
Solution:
DR = 40%, OP = p2,500.00, D =?
Using the discount formula, we have:
D = p2,500 x 40%
= ?2,500 x 0.40
D = !l,000.00
Computing for the sale price:
SP = OP—D
= 2,500 — 1,000
SP = ?l,500.00
Answer: Lyka saved 1,000.00 and paid 1,500.00 for the dress.
Example 2 A wristwatch was sold for 2,100.00 with a 16% discount. What was the original
price of the wristwatch?
Solution:
SP = 2,100.00, DR = 16%, OP =?
Using the formula for sale price, we have:
SP=OPx(100%—DR)
2100 = OP x (100% — 16%) Substitute the given.
132
I
2100=OPx84%
2100 = OP x 0.84 Change 84% to decimal.
2100 OP x 0.84
0.84 - 0.84 Divide both sides by 0.84.
p2,500.00 = OP
Answer. The original price of the wristwatch is p2,500.00.
Let's say, the owner wants to add a particular amount on items or goods that he/she sells
for profit. From its original amount, the amount to be added is the markup and the new amount
is called the selling price.
Study the following terms.
• Markup (M) is the increase in the price of an item.
• Markup Rate (MR) is the percent to be added to the cost of the item.
• Cost (C) s the original amount of the item.
• Selling Price (SP) i the amount of the item after the markup has been added to
the cost.
Markup and selling price both represent percentage, cost represents the base, and the
markup rate represents the rate.
Formula:
• Markup (M) = Cost (C) x Markup Rate (MR)
Markup (M)
Markup Rate
(MR) - Cost (C)
Markup (M)
Cost=
Markup Rate (MR)
Selling Price (SP) = Cost (C) + Markup (M) = C x (100% + MR)
Example 3 In a bookstore, the owner adds a markup of p3.30 on all the products. What is the
markup rate of a notebook that costs 33.00?
Solution:
M= 3.30,C= 33.00,MR=?
Using the markup rate formula, we have:
MR = - x 100%
C
3.30
X 100 Substitute the given.
=
= 0.1 x 100 Divide. Then multiply by 100.
MR = 10%
Answer: The markup rate of the notebook is 10%.
133
Commission
When someone sells or buys goods for another, one usually receives a certain percent of
the sales or purchases. The amount received is called the commission.
• Commission (C) is an amount of money a person receives for selling something.
• Total Sales (TS) is the total amount of sales made by the salesperson.
Commission Rate (CR) is the percent taken off from the selling price.
Sale Proceeds (SP) is the amount that remains after the commission has been deducted
from the total sales.
The commission and sale proceeds both represent percentage, total sales represents the
base, and the commission rate represents the rate.
Formulas:
Commission (C) = Total sales (TS) Commission Rate (CR)
C = TS x CR
Commission (C)
Total Sales (TS) = . or TS
Commission Rate (CR)
Commission (C)
Commission Rate (CR) = x 100% or CR
Total Sales (TS)
Sale Proceeds (SP) = Total Sales (TS) — Commission (C)
SP = TS — C
TSx(100%—CR)
Example 4 Mr. Baclaya, a real estate agent, receives a 5% commission on the property he
sells. What is his commission if he sold a lot at P1,04O,O0O.O0?
Solution:
TS=l,040,000;CR=5%;C=?
Using the commission formula, we have:
C=TSx CR
= 1,040,000 x 5% Substitute the given.
= P1,040,000 x 0.05 Change 5% to decimal.
C= p52,000.00
Answers. Mr. Baclaya's commission is P52,000.00.
134
Example 5 Last month, Mr. Baclaya was given a commission of 80,O00 at 8% commission
rate for selling some properties. Find the total amount of the properties he sold.
Solution:
C= p80,000, CR = 8%, TS=?
Using the total sales formula, we have:
TS=--
CR
— P80,000
8%
= 80,000 Change 8% to decimal.
0.08
TS = N,000,000.00
Answer: Mr. Baclaya had a total sales of 1,000,000.00.
Sales Tax
When someone buys goods or items in a supermarket, restaurant or fast food, the purchases
are subject to sales tax. This form of sales tax is commonly known as VAT (Value Added Tax).
SALES TAX FORMULA

Sales Tax = Total amount of products x Rate of sales tax
However, not all types of sales use the term VAT. For instance, a real estate property may
have different forms of taxation aside from the VAT.
Consider the next problem.
Example 7 A group of Grade 6 pupils ate in a fast food restaurant. If their orders totaled
750.00 plus a 12% VAT, how much is the total amount they paid to the cashier?
Given: Total amount of products = p750.00
Rate of sales tax = 12% (VAT)
Find: The total amount the group paid to the cashier.
Solution:
Sales tax Total amount of products x Rate of sales tax
=75Øx 12% Substitute.
=750x0.12 Change 12% to decimal.
Sales tax = 90.00
135
Computing for the total amount, we have:
Total amount = P75O + sales tax
=75O+9O
=84O
Answer: The total amount they paid to the cashier is 84O.00.
Simple Interest
When someone deposits his money in a savings bank, the bank will pay him a small amount
for the use of his money. This amount is called interest.
• Interest (1) is an amount of money earned for using another's money over a period
of time.
• Principal (P) is the amount of money deposited, invested, or borrowed.
• Rate of Interest (R) is the percent added to the principal amount borrowed or invested.
• Time (I) is the length of time the money has been deposited or borrowed. Time is
always computed in terms of year.
• Amount Due (AD) is the total amount to be paid or received after a certain period
of time that the principal has been borrowed or deposited.
•Formulas:
• lnfrc (A = P'iri t) x Rate of Interest (R) x Time (T)
I-PxRxT
Interest (I)
Principal (P) = . or P
Rate of Interest (R) x Time (t) Pxt
Interest (I)
x100% orR
Principal () x Time (T)
Amount Due (AD) = Pnnctpal (P) + Interest (I)

AD= P+I
= P + PRT
AD = P(1 + PD)
136
Example 8 Jaypee opens a savings account in National Commercial Bank where the money
earns 1.5% interest per year. If he has p7,500.00 in his account, how much interest
will the money earn in one year?
Solution:
P=7,500.00,R= 1.5%, T= 1 year,I=?
Using the interest formula, we have:
J=pxRxT
= P7,500 x 1.5% x 1 Substitute the given.
= P7,500 x 0.015 x 1 Change 1.5% to decimal. Then, multiply.
I = N12.50
Answer: The amount of interest the money will earn in one year is 112.50.
Example 9 Coach Bernard borrowed money from his friend at 8% simple interest. If he paid
an interest of p480.00 after 18 months, how much money did he borrow?
Solution:
1= p480.00, R = 8%, T= 18 months or 1.5 years, P =?
Using the Principal formula, we have:
I
RxT
p480
Substitute the given.
8% x 1.5
480
Change 8% to decimal.
— 0.08x1.5
480
MultiplyO.08x 1.5=0.12.
= 0.12
P = p4,000.00
Answer: Coach Bernard borrowed ?4,000.00.
Note: Always express time in terms of years.
137
Example 10 A man sold a celiphone for 24,O0O.00 and received 3,600.0O as commission.
What was his rate of commission?
Understand.
a. What is asked?
The rate of commission
Sold a celiphone for p24,000.00 and received p3,600.00 as commission.
Plan.
Use the formula for finding the commission rate.
CR= x100%
Solve.
Given: TS = p24,000.00, C p3,600.00
Find: CR =?
Solution:
CR= xl00% Write the formula.
= !3,600
x 100% Substitute the given.
24, 000
=0.15 x 100% Divide 3600 by 24 000.
CR= 15% Multiply 0.15 by 100%.
Answer: His rate of commission is 15%.
Check.
One way to check the answer is by using the formula in finding the commission.
C = TS x CR Write the formula.
9
3600 24 000 x 15% Substitute.
3600 24 000 x 15% Change 15% to decimal.
3600 3600 Multiply.
138
EVALUATE
A. Complete the following tables.
Selling Price Rate of Discount Discount Sale Price

1. P500.00 20%
2. P950.00 35%
3. 25% P250.00
4. 12% 0574.20
5. P9,455.00 P3,782.00
Original Price Mark-up Rate Mark-up Price Selling Price

6. P300.00 10%
7. P1,055.00 12%
8. 25% P275.00
9. . 18% P1,713.60
10.P11,563.00 P1,734.45
Total Sales Rate of Commission Commission

11.P5,000.00 5%
12.012,560.00 8%
13. . 14% P2,864.12
14. 15% P8,350.50
15.P112,545.00 P28,136.25
Principal Amount Rate Time Simple Interest

16. P8,000.00 1% 1 year
17. P12,000.00 2% 2 years
18. P15,500.00 5% 18 months
19. P21,680.00 0.5% 5years
20. P24,742.00 1.25% 9 months
21. P4,200.00 4 years 0252.00
22. P6,700.00 6 months 073.70
23. 4% 0.25 year 0120.00
24. 12% 3.5 years 015,000.00
25. 049,900.00 10% 03,742.50
139
Solve each problem.
1. An accessories store pays P12.50 for each hair clip to its supplier. The store's percent of
markup is 75%. Find the mark up.
2. A wristwatch that regularly sells for P570.00 is on sale at 20% off. What is the sale price?
3. A pair of pants priced at P700.00 is marked 15% off. Find the discount.
4. A clothing store pays P150.00 for a jacket to its supplier. The store's percent of markup is
25%. Find the selling price of the jacket.
5. A computer store pays P45.00 for a computer mousepad to its supplier. The percent of
markup is 30%. Find its selling price.
6. The sale price of an old laptop is P11,000.00. If 33-1% discount rate is given, how much is
the price of the laptop without the discount?
7. Mr. lgnacio paid P13,693.75 for a television set that originally costs P15,650.00. Find the
rate of discount.
8. The sales tax on a P10,800.00 appliance is 01,620.00. What is the rate of sales tax?
9. Mr. Gomez sells used cellphones. His commission for every celiphone sold is 20%. If his
total sales is 033,850.00, how much is his commission?
10. A real estate agent sold a lot for P550,000.00. If his agency pays a 10% commission, how
muchcommission will he/she receive?
11. Bianca sold P18,500.00 worth of advertisements for the school yearbook. If she is given a
commission of 8%, how much did she earn for the advertisements?
12. Mrs. Vargas is a car sales agent who earns P5,850.00 monthly plus a 4% commission on
all her sales. During a month, she sold a car worth P740,000.00. How much is her total
earnings?
13. Sally deposits P22,000.00 in her savings account. If the bank pays 1.5% interest per year,
how much will she receive at the end of the year?
14. Mr. Santos borrowed P18,000.00 at 1.5% interest for 1 year. What was the total amount he
paid at the end of the 1-year term?
15. Shuyen wanted to save some money. She deposited 0300.00 in a bank which pays 0.5%
interest per annum. After nine months, she needed the money to buy some gifts. How much
will she be able to get if she withdraws all her money from the bank?
16. Monica left 900 pesos to Bianca. When Monica asked for it after six months, Bianca decided
to give 945 pesos instead because she was able to use the money. What interest rate on
Monica's money was used by Bianca?
140
For numbers 17-21, create word problems with reasonable answers using the advertisements below.
SALE TO THE MAX

Low prices eveiyday!
Pants: P350.00
SUMMER SALE Shoes: P500.00
Where great shopping begins!
Tshids: P100.00
March 30-April 30
Pants: P500.00
Shoes: P850.00
T-shirts: P250.00
SHOP NOW, SAVE BIG

Come and Save More!
Pants: P600.00
Scoring Rubric
• relevance of the created problem to Shoes: P650.00
the lesson (2 points) T-shirts: P250.00
• reasonableness/validity of answers or
solutions (2 points)
• clarity (sentence structure, grammar, etc.)
(1 pt.)
MATH CHALLENGE
1. How much money did Mr. Valera deposit to his bank account if at the end of a year, it earned
an interest of P402.50 at 3.5% interest rate?
2. Richie borrowed some money from Carlo. Carlo gave him P2,000.00 and Richie promised
to pay him back after 6 months with a 2% per month interest rate. How much will Richie
pay back Carlo?
3. A salesman has a basic salary of P4,500.00 a month. He gets a commission of 6% on all
sales above P50,000.00. How much did he get in a month when his sales amounted to
P497,550.00?
4. If p is 120% of q, then q is what percent of p?
5. Arnel invested P30,000.00. One part at 15% simple interest and the rest at 10%. After two
years, the amount invested at 15% earned P3,000.00. If the total income from both invest-
ment after two years was P7,000.00, how much did he invest at 10%?
14.1
KEYIDEAS-- -
• Discount is the amount deducted from the original price.

• Markup is an increase in the price of an item.
• Commission is an amount of money added to the principal amount borrowed or invested
after a period of time.
• Sales Tax, commonly known as Value Added Tax (VAT), is a certain percent added to the
amount of purchases.
Formulas in solving discount problems:

• D = OPx DR • DR = x 100%
Op
D
OP= • SP=OP—D
QPx(100%_DR)
D — Discount, OP — Original Price, DR — Discount Rate, SP — Sale Price
Formulas in solving markup problems:
• M = Cx MR • MR -x 100%
C
• C= M • SP=C+M
MR —Cx(100%+MR)
M — Markup, C — Cost, MR — Markup Rate, SP — Selling price
Formulas in solving commission problems:
• C=TSxCR • CR--x100%
• TS= -9_ • 5PTSC

CR
= TSx(100%—CR)
C — Commission, TS — Total Sales, CR — Commission Rate, SP — Sale Proceeds
Formula in solving sales tax problems:

• Sales Tax = Total amount of products x Rate of sales tax
Formulas in solving interest problems:
• I=PxRxT • R= xl00%
PxT
• P= • AD=P+l
RxT
Px(1+RxT)
• T=
PxR
/—Interest, P—Principal, T—Time, R— Rate of Interest, AD —Amount Due
142
CHAPTER REVIEW
SALES INVOICE
An invoice is an itemized list of goods or services specifying the price and terms of sale. Some
invoice use codes for description of products. Complete the invoice below of electronic parts.
SEGUNDA'S ELECTRONIC PARTS AND SUPPLIES INC.

Sold to: Date:
Address:
QUANTITY DESCRIPTION UNIT PRICE DISCOUNT NET AMOUNT
7 2SB1073 P2,412.50 40%
5 SB1073-R P3,450.35 30%
4 CDC-R5O4MP P999.99 20%
10 LS15HAB P1,567.80 25%
9 1008HA P534.60 5%
Cashier/Authorized Representative SUBTOTAL
12% VAT
Signature TOTAL
REFLECTION
The government collects 12% VAT (Value Added Tax) on the goods we buy. Explain why
the government collects VAT. Do you think 12% VAT is just? Explain your answers.
THINK ABOUT THIS

When will be greater than the number itself? Explain and give
ENIGMA
THE. PARADOX OF UNEXPECTED EXAM
A teacher announces that a test wdl be given on one of the five week days of next week
but tells the class You will not know which day It is until you are informed at 8 00 a m of your
100pm testthatday"
Why isn't the test acing to be given?

Source The Joy of Mathematics by Theoni Pappas p 147
143
The Set of Integers
LØF1
IN THIS
CHAPTER
I The Set of
Integers and
the Number
Line
2 Addition of
Integers
Source: https://commons. wikimedia. orgl

3 Subtraction
of Integers Numbers play a very vital role in our daily lives. Almost all
the things that we do involve the use of numbers in particular and
4 Multiplication mathematics in general. Whether we like it or not, our life revolves
and Division
of Integers
around numbers from the time we were born.
The following are some of the uses of numbers in our daily lives:
5 Exponents and Using a mobile phone to call a member of a family or a friend
Exponential Calculating your daily budget for expenses and savings
Notation
Viewing the number of people who liked your post in your
social media account
6 Order of
Operations Computing for the time you spent on work and recreation
Involving What are the kinds of numbers that you have encountered so far?
Integers
There are whole numbers such as 0, 1, 2, 3, 4, 5 and so on. There are
also fractions and decimals.
BIG QUESTIONS In our everyday life, there are quantities that can be best represented
by numbers other than whole numbers, fractions or decimals. For
1. What are example, temperatures below zero are best represented by a negative
integers?
number. If there are positive numbers, there are also negative numbers.
2. Howdowe
perform the
The set of positive and positive numbers including zero is called the
fundamental set of integers.
operations In this chapter you will learn what integers are and how to perform
involving
the fundamental operations involving them. You will also learn the many
integers?
applications of integers and how to solve problems involving them.
144
LESSON I The Set of Integers
and the Number Line
OBJECTIVES
U Describe the set

of integers
U Identify real-life
situations that
make use of
integers
U Represent
integers on the
number line
U Compare
Rent integers with
Savings
other numbers
such as whole
numbers,
fractions, and
decimals
Miscellaneous
(telecommunication, U Compare and
recreation, etc.) arrange integers
Electricity from least to
q Food allowance
greatest and vice
Source: http://www.shutterstock.com versa
ENGAGE
This morning your mother gave you P30.00 as your allowance.
During recess time you went to the school canteen to buy your snack.
The following are the prices of the snacks:
Sandwich P 10.00
Pancit P 15.00
Drinks 12.00
Will your allowance be enough to buy all desired snacks? BIG IDEA
Integers are
EXPLORE composed of positive
and negative
What numbers representyour allowance and the expenses at the counting numbers,
school canteen? and zero.
Since your allowance is not enough to buy your desired snack,

knowing the total cost is p37.00, this means you still need P7.00 to
buy your snack.
145
In this case, your expenses is more than your allowance. This situation gives us the idea
of negative numbers. Negative numbers have values less than 0. Positive numbers are. the
counting or natural numbers. Zero and positive numbers make up the set of whole numbers.
Positive numbers together with zero and negative numbers are called integers. In the set of
integers, your income is represented by a positive number while the expenses are represented
by negative numbers.
EXPLAIN
Real-life situations can be represented by integers. For example, if a temperature reading is
25 degrees above zero, we say it is +25, and -25 if it is 25 degrees below zero. Another example
is when you gained weight of 2 kg, which can be represented by +2. If you lose weight of 3 kg,
it can be represented by -3.
Example 1 Write an integer to represent each situation:

a. gain of 5 points +5
b. 8 steps backward -8
c. a loss of 100 pesos -100
The set of integers consists of the following:

{. . . ,-5,-4,-3,--2,-1,0, 1,2,3,4,5,..
One way to represent integers is through a number line.
Observe the number line below.
I I I I I I I II I I I I I I I I I-
-10 —9 —8 —7 —6 —5 —4 —3 —2 —1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
To the right of 0 are the positive integers, while to its left are the negative integers.
Imagine folding the line at point 0, you will notice that I will fall at -1, 2 at -2, and 3 at
-3. They are called the mirror images or opposites.
Any integer has its opposite. The opposite of +7 is -7. The opposite of +8 is -8. Two
integers are opposites if they are of the same distance from 0.
Opposites
I I I I I I I I I I I I I I I
—7 —6 —5 —4 —3 —2 —1 0 +1 +2 +3 +4 +5 +6 +7
Negative integers Positive integers
146
We can use the number line to compare and arrange integers.
-10 9 8 7 6 5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Integers can be positioned and ordered on a number line.

As we move to the right on the number line, the numbers get larger in value. As we move
to the left, the values get smaller. From the number line above, we can see that a positive integer
is greater than zero. Similarly, negative integers are less than zero. How do we compare both
positive or both negative numbers? Study the following examples.
Example 2 Compare the following pair of integers.
a. +8,+7 b. —6,-7 c. +ll,+13 d. —12,—li

Answers:
By observing the number line, we can say the following:
a. +8 is to the right of +7. Therefore, +8 > +7.
b. —6 is to the right of-7. Therefore, —6 > —7.
c. +11 is to the left of+13. Therefore, +11 <+13.
d. —12 is.to the left of—il. Therefore, —12 <-11.
Example 3 Write the integer represented by each situation.

a. The temperature is 18°C below 0.
b. The altitude is 75 m above sea level.
c. The corals are 15 m below sea level.
d. He has a weight loss of 5 kg.
e. She spent P375.00 for a dress.
Solution:
The word "above" implies an increasing value of a number and is referring
to a positive integer, while the word "below" implies a decreasing value and is
referring to a negative integer.
Answers:
a. —18 d —5
b. +75 e. —375
C. —15
147
Example 6 A messenger forgot on what floor in a building he would deliver his package. With
no one to ask for directions, he rode the elevator up to the 10th floor. Then he went
down 5 floors and went up again 4 floors. Still, he could not find the right floor.
So he went up again 6 floors, then down again 3 floors and decided to stop for a
while. On what floor did the messenger stop?
Understand.
a. What is asked?
The floor where the messenger stopped.
• First stop: 10th floor
• down 5 floors
• up 4 floors
• up 6 floors
• down 3 floors
Plan.
Strategy: Use a number line to find the location of the messenger.

Solve.
Using a number line, we will follow the directions of the elevator and locate
where the messenger stopped. We will start at 0 as the starting point of the elevator's
movement.
1. On his first ride, the elevato.r went up to the 10th floor.
10th floor
l I I • I I I I I I I I I $ I I l.
-3-2-1 0 1 2 3 4 5 6 7 8 910111213
2. He went down 5 floors, so from 10, we will move 5 units to the left.
(2)----.,,---\ --\(1)
II I 'III I4IIII+1Il
-4-3-2-1 0 1 2 3 4 5 6 7 8 910111213
3. He went up again 4 floors, so from 5, we will move 4 units to the right.

9th floor
l I•l I I I$I I 1+1 II
-2-1 0 1 2 3 4 5 6 7 8 910111213
148
4. He went up again 6 floors, so from 9, we will move 6 units to the right.
(4)15th floor
—2-1 0 1 2 3 4 5 6 7 8 910111213141516
5. He went down again 3 floors, so from 15, we will move 3 units to
the left.
12th floor
(5) 'W'V\(4 )
—2 —1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Answer: Therefore, the messenger stopped at the 12th floor.
Check.
We can check if our answer is correct through addition and subtraction.

Following the elevator's directions, the upward movement represents addition
while the downward movement represents subtraction. So, we have the elevator's
movement as follows:
up to the 10th floor —* down 5 floors —+ up 4 floors —+ up 6 floors —+ down 3 floors
10 —5 +4 +6 —3
Thus, our formulated equation is:
10-5+4+6-3 12
1212
Therefore, the answer is correct..
EVALUATE
A. Give the opposite of the following.
1. 8 6. —235
2. —79 7. —23
3. —12 8. .100
4. 93 9. 48
5. 65 10. 38
149
Write an integer to represent the following situations.
II. loss of 5 kilograms 16. gain of 253.00
12. 10 degrees below zero 17. 230 m below sea level
13. overtime pay of 85.00 18. going 4 km downstream
14. 8hoursago 19. 12 years from now
15. 5kmnorth 20. spending ?50.00
B. Arrange the following integers from the least to the greatest.

i. —3,--8,0,-5,9,6
2. —2,5,7,-8,--1,-5
3. —11, —5,8,14,6, —3
4. 15, —9, 12, —17, 6, 19
5. 13, 0, —13, 17, —8, 3
Arrange the following integers from the greatest to the least.

6. 7, —7, 14, —14, 0, —2
7. 30, —20, —50, 10, —60, 40
8. —145,451, —451, 501, —514, 505
9. 37,-73,83,-217,91,18
10. —13,-31, 13, 31, —25,-17
Write> or < to make each statement true.

11. 16. 89E73
12. 9fl_8 17. —58-51
13. 18. _32J4
14. 19. 1723
15. —32 —24 20. 18fl-36
150
Solve each problem.
21. Rio walked 5 steps forward, 8 steps backward, 9 steps forward, and 3 steps backward.
How many steps is Rio from where he started?
22. A submarine was situated 850 meters below sea level. If it ascends 72 meters, what
is its new position?
23. A monkey sits on a limb of a tree that is 14 m above the ground. He swings up
7 m and climbs up 8 m more, then jumps down 15 m. How far off the ground is the
monkey now?
24. Mr. Faustino has bank balance of P5,700.00. He withdrew P800.00, and P500.00.
He then deposited P750.00. What is his new balance?
25. Daniel was at the ground floor when he decided to go to the fourth floor. He then
went down two floors, and went up seven more floors. Where is he now?
MATH CHALLENGE
1. Using the integers —1, 4, 40, and —25, create as many equations you can with an
answer of 34. You can use each integer only once.
2. Give 5 pairs of integers whose product is less than zero nd whose sum is —26.
3. Two negative consecutive integers have a sum of —21. What are they?
4. Determine the pair of numbers whose product is 64 and whose sum 20.
5. Give 10 pairs of integers whose product is greater than zero and whose sum is less
than 50.
KEY IDEAS
• The number line goes indefinitely in both directions. These are indicated by the arrows.
• Integers greater than zero are called positive integers. These integers are found on the
right side of zero on the number line.
• Integers less than zero are called negative integers. These integers are found on the left
side of zero on the number line.
• The integer zero is neutral. It is neither positive nor negative.
• The sign of an integer is either positive (+) or negative (—), except zero, which has no sign.
• Two integers are opposites if they are each of the same distance from zero. They are on
opposite sides of the number line. One has a positive sign, the other a negative sign.
151
LESSON 2 Addition of Integers
ENGAGE
Describe and Mrs. Reyes bought fruits which cost 700.00 from a
interpret addition wholesaler and sold them in her fruit stand. On Monday, her sales
on integers using was 'P'800.00; and on Tuesday, 500.00. But on Wednesday,
materials such
she lost P400.00 because some of the fruits were already rotten.
as algebra tiles,
counters, chips, Considering the sales from Monday to Wednesday, did Mrs. Reyes
and cards gain or lose?
LI Perform addition
on integers
Li Solve routine
and non-routine
problems
EXPLORE
involving addition
To know whether Mrs. Reyes gained or lost, we have to combine
of integers using
approfriate her total sales which will then be compared with her capital. By solving,
strategies and we have:
tools
(+800) + (+500) + (-400) = 900
Therefore, the total sales from Monday to Wednesday is P'900.00.
Comparing this to the capital of '700.00, we can say that Mrs. Reyes
gained '200.00 since her total sales of'900.00 is more than her capital
which is '700.00.
EXPLAIN
Addition is the same as "combining". How do we combine integers?
Study the number line below.
Examples:
(+4) + (±3) = -1-7
4-7
I +3
+4
—7 —6 —5 —4 —3 —2 —1 0 +1 +2 +3 +4 +5 +6 +7
152
(-4)+(-3)=-7
-7
-3 -4
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
(-7) +4= -3
+4 - -3
-7
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
In using the number line for adding integers:

• Always start at zero.
• Add a positive integer by moving to the right on the number line.
• Add a negative integer by moving to the left on the number line.
Shown below are the tiles colored white and black. Let the black tiles represent positive
integers, while the white tiles represent negative integers.
What happens when we put together 1 black tile and another black tile?
I
This will produce 2 black tiles.
U
Now, how about if we put together 1 white tile and another white tile?
Efl
This will produce two white tiles.
What will happen if we put together 1 black tile and 1 white tile?
Observe that the two tiles represent opposite signed numbers which are positive and negative.
Any number paired to its opposite will produce a "zero pair." They cancel each other out.
A zero pair is a pair of numbers whose sum is zero.
153
Example 1 Show the sum of +2 and +4 using tiles.
Let us show first +2 using the tiles.
Then do the same for +4.
Now, we get the sum of +2 and +4. To get the sum of two positive integers,
we simply put them together. Now, the result will be
As we combine the tiles, we can see that the result will be 6 tiles.
Therefore, the sum of +2 and +4 is +6.
Example 2 Show the sum of +5 and —2 using tiles.

Let us show fIrst +5 using the tiles.
Then do the same for —2. But note that we will use white tile since it is a
negative integer.
fin
Now, we get the sum of +5 and —2. To get the sum, we will use the zero pair.
We do this by eliminating the tiles with pair. Then, the result will be:
There are 3 black tiles remaining.

Therefore, the sum of +5 and —2 is +3.
Observe the signs of the addends and the sum. From the above examples, we may
conclude that:
• If the addends have the same sign, the numbers are added and the common sign is
affixed to the sum.
If the addends have different signs, the signs are first disregarded and the difference
between the numbers is obtained. The sign of the greater number is affixed to the
answer. (Take note that signs are also disregarded when determining the greater
number.)
154
Example 3 Add the following integers.
a. (-8)+(-7)= d. (-59)+(+73)=
b. (+1l)+(--23)= e. (+102)+(-102)
c. (-43)+(+17)=
Answer:
a. —15 d. +14or14
b. +34or34 e. 0
c. —26
Example 4 In a certain place, the temperature was —14°C in the morning. The temperature in
the afternoon dropped further by —7°C. What was the temperature in the afternoon?
Understand.
a. What is asked?
The temperature in the afternoon
• The temperature was —14°C in the morning.
• The temperature dropped further by —7°C in the afternoon.
Plan. What strategy can you use to solve the problem?
We can use the tiles to solve the problem.
Solve.
To solve the problem, we will use the tiles.'
flEIIIIEEEE1EL1E1flE—14
EEEI E —7
Now, we will put together the tiles
EI1EEEEE
combining all the white tiles will give us —21.
We put together the given. We now have:
(-14)+(--7)=?
(-14) + (-7) = —21
Answer: The temperature in the afternoon was —21 °C.
155
Check.
To check if our answer is correct, we may use-a number line.

Moving 7 units (temperature in the afternoon) away
from —14 (temperature in the morning)
4 I I I I 1 1 1 1 I I I I
-22 -21 -20 -19 -18 -17 -16 -15 -14 -13 -12 -11 -10
Thus, our answer is correct.
EVALUATE
A. Add the following integers.
1. (-25)+(+17) 6. (~63)+(-171)
2. (+73) + (-29) 7. (-13) + (+21) + (-17)
3. (-89)+(-103) 8. (+23)+ 0 + (-34)+ (-11)
4. (+194)+(+57) 9. (+9) + (-5) + (-2) + (+8)
5 (-217)+(+104) 10. (-12) + (-43) + (+38)

1. Kris gets on the elevator on the eleventh floor. The elevator goes down two floors
and stops. It then continues to go down four more floors where Kris got off. In what
floor did he get off the elevator?
2. Mrs. Reyes lost 3 kg when she was ill. After recovering, she gained 7 kg. She went
to a fitness center and lost 2 kg. How much did she finally lose or gain?
3. Carlo saved p2,550.00 from his daily allowance. He spent P850.00 to buy a pair
of jeans and p450.00 to buy a shirt. How much of his money was left?
4. In a game, each team receives 3 points for each correct answer and loses I point for
each incorrect answer. Rio's team answered 7 questions correctly and 3 questions
incorrectly. What was the team's final score?
5. A car is located 40 km north of Antipolo. If it travelled 35 km north then 45 km south,

how far from Antipolo was the car at the end of its travel?
156
MATH CHALLENGE
1. One number is 13 more than another. The sum of twice the smaller number and
thrice the larger is 99. What are the two numbers?
2. There are 13 blue marbles. The blue marbles are three more than twice the number
of red marbles. How many red marbles are there?
3. The sum of the ages of Sam and Matt is 29. The sum of the ages of Sam and Ben
is 26. The sum of the ages of Matt and Ben is 31. How old is the youngest among
the three boys?
4. Michael saved P600.00 in his wallet. For the last four weeks, he saved P100.00,
P235.00, P460.00, and P340.00. How much did he save in all?
5. Luisa took P80.00 from her coin bank on Thursday. Then on the following day, she
took another P50.00. What was the total amount she took from her coin bank.
KEY IDEAS
When adding integers,
• If the addends have the same sign, the numbers are added and the common sign is affixed
to the sum.
• If the addends have different signs, the signs are first disregarded and the difference between
the numbers is obtained. The sign of the greater number is affixed to the answer. (Take note
that signs are also disregarded when determining the greater number.)
157
LESSON 3 Subtraction of Integers
OBJECTIVES
ENGAGE
U Describe and
interpret the The temperature in Baguio City was 12°C in the morning. It
basic operations dropped to 8°C in the evening. What is the difference between these
on integers using temperatures?
materials such
as algebra tiles,
counters, chips
and cards EXPLORE
U Perform
subtraction on To get the difference between the two temperatures, we need to
integers subtract 8°C from 12°C. We can formulate the number sentence
U Solve routine (+12)—(+8)- -n.
and non-routine
problems Subtracting integers is adding the opposite of the subtrahend to
involving the minuend. In this case, the opposite of +8 is —8. We add —8 to +12,
subtraction of giving us +4. Therefore, Baguio City's temperatures between morning
integers using
appropriate
and evening differ by 4°C.
strategies and
tools
EXPLAIN
Referring to the previous example, we can see that by using the
operation on subtraction we arrived at the answer which is 4. One of
the ways to subtract integers is by using tiles.
Study the following examples.
Example 1 (+5) — (+2) =
II t
Take away 2 black tiles from 5 black tiles. Three black tiles remain.
Answer: +3
158
Example 2 (-4) — (-3)
r - - , r - - , r - -
, II II
I. - - J I. - - .1 S. - - J
Take away 3 tiles from 4 tiles. One tile remains.

Answer: —1
Let us study the meaning of opposites using the number line.
—3 —2 —1 0 +1 +2 +3
You will notice that +3 and —3 are 3 units away from zero. These pair of numbers are called
opposites. Two numbers are opposite if they are of equal distance from zero. For example, the
opposite of +5 is —5 and the opposite of-7 is +7.
A number and its opposite are called additive inverses. Look at the sum of an integer and
its additive inverse below. What do you notice?
(+4)+(-4)=O (+13)+(-13)=O
(-17)+(+17)=0 (-23)+(+23)=O
The sum of two opposite integers is zero.
Additive Inverse Property

For every n, n + (—n) = 0.
The idea of additive inverses can be used to subtract integers.
Subtraction Addition
8-3=5 8+(-3)=5
17-9=8 17+(-9)=8
Subtracting an integer therefore, is equivalent to adding its additive inverse.
Examples:
1. 17-5 = 17 + (-5) = 12 1 28 —(-7) = 28 + 7 = 35
2. (-23)-8=--23+(---8)=-31 4. —43—(--18)=-43+18=-25
159
Example 3. (-4) — (+1) =?
We cannot take away 1 black tile from 4 white tiles. Then we must add 1 zero pair. Then,
Removing 1 black tile, there remains 5 white tiles. The difference therefore, is —5.
Answer: —5
Example 4 +3— (-5) =?

Solution:
Obviously we cannot take away 5 white tiles from 3 black tiles. We have to
bring in 5 zero pairs, consisting of 1 black and 1 white tile each. Since adding zero
pairs does not change the value of the set, we now have:
Now, remove 5 white tiles. Since 8 black tiles remain, then the difference is 8.
Answer: 8
Application and Problem Solving
Example 5. John and Carl participated in a race. John ran a distance of 6 km. Carl ran a distance
of 5 km. What was the difference in the distance they ran in the race?
Understand.
a. What is asked?
The difference in the distance they ran in the race
John ran a distance of 6 km.
Carl ran a distance of 5 km.
In solving the problem, we will use tiles.
160
Solve.
We will take away 5 black tiles from 6 black tiles.
r, r--, r-- r-, r-- _____
I I II II I I I _______ _______ _______
L__J I.__J L__J L_...J L_J
One tile remained after taking away 5 tiles.
+6—(+5)=1
Answer: The difference in distance is 1 km.
Check.
To check if our answer is correct, we may use a number line.
difference
in distance
• Carl's distance ---
John's distance
4I I III 11111 IFI
.-6.5-4-.3-2-1 0 1 2 3 4 5 6 7 8 91011
Example 6. What change in temperature does a worker experience in a grocery when he goes
from the vegetable section at 4°C to the meat section with a temperature of—i 8°C?
Understand.
a. What is asked?
The change of temperature in two different sectiOns in a grocery
The vegetable section has a temperature of 4°C.
The meat section has a temperature of—i 8°C.
161
In solving for the problem, we will use tiles.
_____}+4
Solve.
Obviously, we cannot take away 18 white tiles from 4 black tiles. We have
to bring in 18 zero pairs, consisting of 1 black and 1 white tile each. Since adding
zero pairs does not change the value of the set, we now have:
Now, remove 18 white tiles. Since 22 black tiles remain, the difference would
be the number of the remaining black tiles.
4—(-18)=?
4—(-18)=22
Answer The change in temperature is 22°C.
Check.
To check if our answer is correct, we may use a number line.
temperature at temperature at
meat section vegetable section
L change in temperature
.4
18 16 14 12 10 —8 —6 —4 —2 0 2 4 6 8 10 12 14 16 18 2022
162
EVALUATE
A. Write the opposite of each integer.
1. +2 6. 0
2. —17 7. —93
3. —56 8. +78
4. —89 9. —101
5. +5 10. —2
Subtract the first integer from the second integer.

11. —5,+8
12. +76134+52129
13. —13,-9
14. 101,93
15. —217,+710
16. 345,-762
17. —3985,-4209
18. —793, +512
19. —291,0
20. 10 938, —11 359
Find the value of the following.

21. (-17)—(-19)-21
22. 280— (-105)— (-134)
23. —13-15—(-18)
24. (-45) — (-63) — 97
25. 79 — 81 — (-83)— (-85)
.163
1. RJ was able to save p895.00 from his weekly allowance. If he wants to buy a second
hand mobile phone for 1 ,050.00, how much more money does he still need?
2. Thea invested ?15,000.00 in buying and selling items. After a month, she was able
to sell the items for a total amount of18,350.00. How much did she gain?
During summer, Jake weighed 65 kg. When he came back to school, he realized that
he lost 3 kg. He lost another 2 kg in December. What was his weight in December?
4. The temperature at noon was 39°C. At 9 p.m., it was 28°C. How many degrees
did the temperature fall?
5. What is the distance between an airplane that is 890 m above the sea level and a
submarine that is 102 m below sea level?
6. The highest peak in Asia is Mount Everest which measures 8850 meters. The shore
of the dead sea, which is the lowest peak in Asia, measures 410 meters below sea
level. What is the difference between these elevations?
7. CaesarAugustus, the first Roman Emperor, was born in 63 B.C. and died in 14A.D.
How many years did he live?
8. Arnold and Jay try the roller coaster of the newly opened amusement park. This
roller coaster begins at 90 feet above ground level. Then it descends 105 feet. What
would be the height of the roller coaster after the first descent?
9. A submarine was seen at 80 feet below sea level. It ascends 250 feet. What is its
new position?
10. Angeline is doing an experiment on the effect of the low temperatures on bacteria.
She made one sample of bacteria cool at a temperature of —51°C and another at
—76°C. What was the temperature difference in the two experiments?
164
MATH CHALLENGE
1. The sum of two integers is —457. If one of the integers is 192, what is the other integer?
2. At the beginning, Kim has 25 cards. He then gave 11 cards to his friend. His cousin
came over and gave him 17 cards. His uncle also came and gave him 18 cards.
How many cards does he have now?
3. One integer is 2 more than 5 times another integer. If the difference of the two
integers is 26, what is the smaller integer?
4. Anna was born in the year 1995. If she subtracted her birth year from the birth year
of her father, the difference is —30. In what year was her father born?
5. From the ground floor, an elevator goes up 8 floors and then goes down 6 floors.
At what floor did the elevator stop?
6. Find two integers whose sum is 2 and whose difference is 8.
7. A group of hikers on a mountain started climbing at an elevation of 3350 feet above

sea level and stopped to take their meal atan elevation of 2160 feet above sea level.
a. What was the change in elevation between the two points?
b. Based on the answer on a, were the hikers going up or down the mountain?
8. A professional diver dives from a ledge 65 feet above the surface of the water. The
diver reaches an depth of 15 feet underwater before returning to the surface. What
was the diver's change in elevation from the highest point to the lowest point of
the dive?
KEY IDEAS
• Two integers are opposites if their distances from 0 on the number line are the same.
• A number and its opposite are called additive inverses.
• In subtracting integers, add the additive inverse of the subtrahend to the minuend.
165
LESSON 4 Multiplication and
Division of Integers
ENGAGE
U Use algebra After a community campaign on reducing waste, the amount of
tiles as aid in garbage in Rita's household decreased by 2 kilograms per day. By how
multiplication much will their garbage decrease after 6 days? What is the average
and division of
reduced waste by each person in Rita's household if there are 4 of them
integers
in the family?
U Perform
multiplication
and division on
integers
U Solve routine
and non-routine
EXPLORE
problems
involving
Since Rita's household had a decrease of 2 kg in their garbage,
multiplication we can represent it with —2. If such decrease happens for 6 days, then
and division of we can have:
integers using
appropriate
—2 x 6= n.
strategies and Multiplying integers is the same as multiplying whole numbers.
tools We just need to be careful ofthe sign we use in the product. The product
of two integers with different signs is negative. Otherwise, the product
is positive. In the above example, multiplying 2 and 6 is 12, but since
the signs of the factors are different, then the product is —12. Therefore,
after 6 days, Rita's household will have a decrease of 12 kilograms in
their garbage.
To know the average reduced waste of each person in Rita's
household, we will have to divide their total decrease in their garbage
by 4. Since there are four members in their household, each one of them
will have an average decrease in waste represented as:
—12±4n.
Dividing integers is the same as dividing whole numbers. As in
multiplication of integers, the quotient of two integers with different
signs is negative. Otherwise, the quotient is positive. Twelve divided
by 4 is 3. Since 12 and 4 have different signs, then our final answer will
be —3. Thus, each of the four members of Rita's household reduced 3
kilograms in their garbage.
166
EXPLAIN
Multiplication of integers
When we study whole numbers, one way of introducing multiplication is using the repeated
addition process.
Let us use tiles to model the multiplication of integers. Remember that a black tile represents
a positive integer and a white tile represents a negative integer. The counter indicates how many
rows to make. It has this meaning if it is positive. If the counter is negative, it will mean "take
the opposite of or flip-over the tiles".
Example 1 Find the product of (+3) and (+4).

Place 4 rows of 3 black tiles on the mat.
Since there are 12 black tiles, the product is 12. Thus ,(+3) x (+4) 12.
Example 2 Multiply (+4) by (-3).

Place 3 rows of 4 black tiles on the mat.
Going back to the given, the other factor is negative, which means all the tiles in the
3 rows should be flipped over.
Since there are 12 white tiles, the product is —12. Thus, (+4) x (-3) = —12.
167
Example 3 Find the product: (-3) x (+2).
Place 2 rows of 3 white tiles on the mat.
Since there are 6 white tiles on the mat, the product is —6. Thus, (-3) x (+2) = —6.
Example 4 Multiply (-5) by (-3).

Place 3 rows of 5 white tiles on the mat.
Going back to the given, the other factor is negative, which means all the tiles in the
3 rows should be flipped over.
Since there are 15 black tiles, the product is 15. Thus, (-5) x (-3) = 15.
From the examples above, we can say that:
• The product of a positive integer and a negative integer is a negative integer.
• The product of two positive integers or two negative integers is a positive integer.
Division of Integers
Let us illustrate division of integers through the following examples.
Example 5 Divide: (+6) ± (+2)
From the 6 black tiles, make 2 groups with equal number of tiles.
'
I ___
_____ - _____
There are 3 black tiles in each group. Therefore, (+6) ± (+2) = +3, or simply 3.
168
Example 6 Divide: (-6) ± (+2)
From the 6 white tiles, make 2 groups with equal number of tiles.
-I
There are 3 white tiles in each. Therefore, (-6) ~ (+2) = —3.
Example 7 Divide: (+6) ± (-2)

Note that a negative divisor will mean to take the opposite of or flip over. Therefore, from
the 6 black tiles, make 2 groups with equal number of white tiles.
-I
There are 3 white tiles in each group. Therefore, (+6) ~ (-2) = —3.
Example 8 Divide: (-6) ~ (-2)

Since the divisor is negative, from the 6 white tiles, make 2 groups with equal number
of black tiles.
There are 3 black tiles in each group. Therefore, (-6) ± (-2) = 3.
Additional examples:
1. (-36)~9=--4 3. 63~3=21
2. 56—(-4)=-14 4. (-156)~(-13)= 12
From the above examples, we can say that:

• The quotient of a positive integer and a negative integer is a negative integer.
• The quotient of two positive integers or two negative integers is a positive integer.
169
Example 9 Maine's hourly wage is P57.00. If she worked for a total of 48 hours a week,
how much pay will she receive?
Understand.
a. What is asked?
The pay she will receive for working for 48 hours

Maine's hourly wage is 57.00.
Plan.
Strategy: Write a mathematical sentence.
Solve.
It is given that Maine got 57.O0 per hour and worked for 48 hours. So,
we have:
57 x48=n
57 x 48 =2736
Answer: Maine will receive 2,736.0O for working for 48 hours.
Check.
We can check if our answer is correct by division. We will divide
2,736.00 by 48 hours to get the hourly wage of Maine which should be ?57.0O.
We have
57
48)2736
—240
336
—336
0
Since we got 57, therefore, our answer is correct.
170
Example 10 Jojo owes the sari-sari store P135.00. Each of his 5 friends will help him pay
off his debt. How much will each friend equally share to pay his debt?
Understand.
a. What is asked?
The amount each friend will equally share to pay Jojo's debt.

• Jojo's debt is M35.00.
• He has 5 friends who will equally share to pay his debt.
Plan.
Strategy: Write a mathematical sentence.
Solve.
Since there are 5 of Jojo's friends who will help him pay off his debt, we
will divide his M35.00 debt by 5. So, we have:
135±5=n
135 ~5 = 27
Answer: Therefore, each of Jojo's friend will pay 27.00.
Check.
We can check if our answer is correct by multiplication. We will multiply

27.00 by 5 which is the number of Jojo's.friends. We should get 135.00 as the
product. We have
27
x 5
35
+10
135
Since we got I 35, therefore, our answer is correct.
I7
EVALUATE
A. Find the product of the following.
1. 6x7 4. 9x(_8)x(_3)
2. (_23)x0x43 5. 17x(_18)xox(_19)
3. 17x(-13)
Find the quotient.

6. (-56)~(-8) 9. (-420) ~ (-70)
7. (-120)~8 10. 124~(-4)
8. 144+(-6)
Evaluate the following.

II. (-5)(3) 14. -(-6)
12. -(-4)(3) 15. -(--7)(4)
13. (-2)(4)
Perform the indicated operations.

16. (_36)x3~(-6) 21. 9x(_8)~6x3
17. 42 ~3x6 22. (_12)x6x3~(_8)
18. 7x(_5)x8 23. 48~(_3)~4x5
19. 56+(-4)x7 24. 17x(_4)x(_1)~(-2)~(_1)
20. 8x9+(-3) 25. 28 x (-4) + (-8)

1. Mr. Cruz went to market to buy some fruits and vegetables. He bought 5 apples
at P30.00 each and 3 cabbages at 10.00 each. He gave the vendor a 500-peso
bill. How much change did he get?
2. Mrs. Tan has p500.00 to buy some groceries. Can she buy 10 can goods that cost
p40.00 each? Explain and show your solution.
3. There were 15 rows of 50 chairs arranged in an auditorium. Each chair was rented
for p40.00. How much was paid for the rental?
172
MATH CHALLENGE
1. I am an integer greater than —10 but less than 10. If you divide me by —6, my quotient
is a positive integer. Who am I?
2. The sum of two numbers is 96 and one of them is five times the other. What are the
two numbers?
3. The quotient of two integers is —6. The dividend is greater than —10 but less than
30. What are the possible pairs of integers?
4. If(n + 1)2_3 is equal to 22, what is the value of(n + 1)2_5?
5. If the temperature dropped from 25°C three times by 3°C during the night, what is
the temperature reading after the third drop?
KEY IDEAS
• When multiplying integers, the product of a positive integer and a negative integer is a
negative integer, while the product of two positive integers or two negative integers is a
positive integer.
• When dividing integers, the quotient of a positive integer and a negative integer is a negative
integer, while the quotient of two positive integers or two negative integers is a positive integer.
173
LESSON 5 Exponents and Exponential
Notation
ENGAGE
U Describe the Cindy saved p2.00 on Monday, p4.00 on Tuesday, p8.00 on
exponent and the Wednesday, p16.00 on Thursday, and so on. If the pattern continues,
base in a number how much will she save on Sunday? How much will her total savings
expressed in
exponential
be in that week?
notation.
U Give the value
of numbers
expressed in
EXPLORE
exponential
notation.
What do you observe in the pattern?
The pattern shows that Cindy was able to save twice as much as
she saved the previous day. In this case, she will be able to save p32.00
on Friday, P64.00 on Saturday. Therefore Cindy will save 128.00 on
Sunday. From this pattern, it shows that: her savings on Tuesday is twice
her savings on Monday or 2 x 2 =4; Wednesday is twice her savings
on Tuesday or 2 x (2 x 2) = 8, and so on. We can write this as follows:
Monday: 2' =2 Friday: 2 32
Tuesday: 22 =4 Saturday: 26=64
Wednesday: 2 =8 Sunday: 2 = 128
Thursday: 2 = 16
Adding all her savings, Cindy will save a total of p254.00.
The expression 2 x 2 x 2 x 2 can also be expressed as 2.

2
exponent
base
The expression 2 is called an exponential notation or exponential

form. The number 2 is called the base and the number 4 is called the
exponent. The exponent tells how many times the base is used as a
factor. Thus, in the expression 2, the exponent 4 tells that the base 2 is
used as a factor 4 times.
174
Therefore, we can say that 2 = 2 x 2 x 2 x 2 = 16.
The table below shows some examples of exponential expression, how to read it, and
its value.
Exponential
Read Meaning and Value
Expression
42 four to the second

4x416
power, or four squared
2 twotothethird power, 2 2 2=8

or two cubed
74 seventothefourth 7x7x7x72401
power
Let's try the following examples.

Example 1 Write 3 x 3 x 3 x 3 in exponential notation. Then, evaluate.
Solution:
The base is 3. Since 3 is used as a factor four times, the exponent is 4. Therefore,
3 x 3 x 3 x 3=3=81.
Example 2 Evaluate each expression.
a. 45 =4x4x4x4x4 4 is used as a factor 5 times.
= 1024
b. 93 = 9x9x9 9 is used as a factor 3 times.

= 729
c. (-6) (-6) x (-6) x (-6) x (-6) x (-6) —6 is used as a factor 5 times.

= —7776 An odd power of a negative number
is negative.
Exponents are also useful when writing powers often. Numerical expressions such as 101,
102, 10, and so on are called powers of 10.
Study this example.
100000= lOx lOx lOx lOx 10
Observe that there are five zeros in 100 000, so 10 is used 5 times as a factor.
Thus, to write 100 000 in exponential notation we have,
100000= lOx lOx lOx lOx 10=l0.
1. 1000 = 10 x 10 x 10 = 10
2. 10000=10 x lOx lOx 10= 10
3. 1000000=l0xl0xl0xlOxlOxl0=106
175
When a number, except 0, is raised to the zero power, the result will always be 1.
So,-18°1 and 140=1.
Example 3 Evaluate each expression iff= 2, g 5, and h = 6.

1. g± 4. gh -f
2. h3 —g2 5. fg—h
3.2ft.
Solution:
1. g+f2 5+22 Substitute the given values of the variables.
=5+4 Evaluate 22 (2 x 2=4). Then, add.
=9
2. h3 —g2 =63 -52 Substitute the given values of the variables.
=216-25 Evaluate 6 and 52(6 X 6 x 6=216; 52 =5 x 5 25).
Then, subtract.
= 191
3. 2J=2(2) Substitute the given values of the variables.
= 2(8) Evaluate 2 (2 x 2 x 2= 8). Then, multiply.
= 16
4. gh — f = (5) (6) — 2 Substitute the given values of the variables.
= 30— 8 Evaluate 2 (2 x 2 x 2). Then, subtract.
=22
5. fg2 — h3 = (2)3(5)2 — (6) Substitute the given values of the variables.
= (8)(25) —216 Evaluate powers (2, 52, and 6). Then, multiply.
= 200-216 Subtract.
=-16

Example 4 You sent an e-mail to 3 of your friends. Each of your 3 friends sent the e-mail to
3 more friends. And, each of those friends sent it to 3 other friends, and so on.
a. Copy and complete the table below.
Stage E -mail Sent, as a power Value of Power
1 31 3
2 32 9
3 ? ?
4 ? ?
5 ? ?
b.. Find the number of e-mails sent at stage 7.
176
Understand.
a. What is asked?
The number of e-mails sent at stage 7
You sent an e-mail to 3 friends. Each of your friend send it to 3 more friends
and each of those friends sent it to 3 friends, and so on.
Plan. Complete the given table by using the concept of exponents.
Solve.
a. Complete the table.
Stage E-mail sent, as a power Value of Power
1 31 3
2 32 9
3 33 27
4 34 81
5 35 243
b. To find the number of e-mails sent at stage 7, we have

37 = 3 x 3 x 3 x 3 x 3 x 3 x 3 Express the c-mails sent at stage 7 as a
power, then find the value.
= 2187
Therefore, there are 2187 c-mails sent at stage 7.
Check. One way to check the answer is by continuing the table up to stage 7.
Stage E-mail sent, as a power Value of Power
1 31 3
2 32 9
3 33 27
4 34 81
5 35 243
6 36. 729
7 37 2187

Example 5 Last Monday, Jenny invited 2 friends to her birthday party. The next day, Tuesday,
each of her 2 friends invited 2 other friends. This pattern continued until Friday.
How many friends were invited on Friday? How many friends were invited all
in all?
177
Understand.
a. What are asked?
The number of friends invited on Friday
The total number of friends invited
Jenny invited 2 friends to her birthday party. Each of these friends invited 2
other friends. The pattern continued until Friday.
Plan. Strategy: Make a Table

Solve. Make a table to organize the given information.
No. of friends,
Days No. of friends
as a power
Monday 21 2
Tuesday 22 2x24
Wednesday 2 2x2x2=8
Thursday 2 2x2x2x216
Friday 2 2x2x2x2x232
Total: 62
Answer: There are 32 friends invited on Friday and the total number of friends
invited is 62.
Check. One way to check the answer is to go back to your solution.
EVALUATE
A. Write each of the following in expanded form and find its value.
Exponential Notation Expanded Form Value

1O
(_3)3
(_7)4
178
B. Evaluate each expression if a = —3, b = 6, and c 4.
1. 2a2 +7c 6. 2a3 +5b2
8b3
2. a2 -3b+5c2 7.
2ac2
3. a3b+6& 8. a3bc2
4. —2a3 c2 +b3 9. 2bc3
5. 3b3 c2 4-2ab2 +c2 10. —5abc2
C. Solve the following problems.

1. Jordan is enlarging a photo on his computer screen. The photo starts at 4 cm wide.
Each time he enlarges the photo, its width is doubled. Jordan enlarged the photo
four times. What is the final width of the photo on his computer screen?
2. Suppose a bacterium splits into two bacteria every 15 minutes. How many bacteria
will be there in 3 hours?•
3. Ruel, who washes high-rise windows, is assigned to a section of 10 rows of windows.
Each row contains 10 windows.
a. How many windows are there in the section? Write the answer as a power.
b. Ruel estimates that it takes 5 minutes to wash one window. How long will the
entire job take?
c. Can Ruel complete the job in 8 hours? Explain.
MATH CHALLENGE
I
For any nonzero number n and any integer x, n =
I I
Example: 5-2 = = 0.04
Solve the following.

1. 2'-4 3. 4x4-
2. 3-3+9-2 4. 3x3
KEY IDEAS
• A number in exponential notation has a base and exponent. The base is the repeated factor.
The exponent tells how many times the base is used as a factor.
• Any nonzero number with a zero exponent is equal to 1.
• Any number raised to the exponent I is equal to the number itself.
• The number of zeros found after the digit I in a power of 10 corresponds to the exponent
of 10.
179
LESSON 6 Order of Operations
Involving Integers
OBJECTIVES ENGAGE
I Interpret and Richard and Robert are both working on the value of the expression:
explains the 2 + 4 x 3 6 ± 2. However, they have different answers. Richard
-
Grouping, answered 6, while Robert answered 11. Of the two students, who
Exponent,
answered correctly?
Multiplication,
Division, Addition
and Subtraction
(GEMDAS) rule.
LI Perform twoor
more different EXPLORE
operations on
integers with or In a series of operations without grouping symbols, multiplication
without exponent. and division are performed first from left to right, followed by addition
and subtraction, whichever comes first from left to right.
Thus, to so1ve2+4 x 3-62,
Multiplication: 2 + (4 x 3) 6 ~ 2
-
Division: 2 + 12 (6 ~ 2)
-
Addition: (2 + 12) 3-
Subtraction: 14 —3
Answer: 11
Therefore, Robert got the correct answer by following the
MDAS rule.
EXPLAIN
A series of operations may also involve grouping symbols and
exponents. In solving series of operations, the following rules can be used:
RULE 1: Simplify the operations inside the grouping symbols first.
Grouping symbols are always done from the innermost set
outward.
RULE 2: Evaluate exponential expressions.
RULE 3: Multiply and divide in the order they appear from left to right.
RULE 4: Add and subtract in the order they appear from left to right.
180
This is what we now call the GEMDAS rule (Grouping symbols, Exponents, Multiplication,
Division, Addition and Subtraction).
Let us apply the GEMDAS rule:
Example 1 Simplify: 2 + (7 X 3) 5 -
2+7x3-5 Multiply7and3first.
=2 + 21 —5 Add and subtract from left to right.
= 18
Answer: 18
Example2 Simplify:3 x4±(7_5)_12~4
= 3 x 4 ± (7 - 5) 12 ± 4 Simplify first the expression inside the parenthesis.
-
=3 x 4±2— 12~4 Then, perform the multiplication and division from

left to right.
= 12±2-12±4
=6 - 3 Subtract.
=3
Answer: 3
Example 3 Simplify: 7 + [2(12 —5) + 32] 18 ~ 3
-
= 7 + [2(12 - 5) + 32] 18 ± 3 Simplify flrstthe expression. inside the parenthesis.

-
=7+[2(7)+32]-18-3 Next, multiply 2 and 7 inside the bracket.

=7+[14+32]-18~3 Add the number inside the bracket.
=7 +46— 18 ± 3 Perform the division. Divide 18 by 3.
=7 +46-6 Then, add and subtract the numbers from left
to right.
47
Answer: 47
Example4 Simplify:4+{-1(-2-1)]
= 4 + [-1(-2 - 1)] Simplify first the expression inside the parenthesis.
= 4 + [_-1(-3)] Next, simplify the expression inside the square bracket.
=4 + (3) Perform the indicated operation. In this case, we have
addition.
=7
Answer: 7
Example 5 Simplify: 5 [(4 + 2 • 2) 10].
-
= 5 - [(4 + 2• 2) ± 10] Simplify first the expression with exponent.

= 5 - [(4 + 2 .8) ± 10] Next, multiply the expression inside the parenthesis.
= 5 - [(4 + 16) ~ 10] Perform addition to simplify the expression inside the
parenthesis.
= 5 - (20 ~ 10) Divide 20 by 10.
= 5-2 Subtract.
=3
Answer: 3
181
Example 6 Simplify: 42 4 • 32 + 2(5 — 2)
= 42 4 • 32 + 2(5 — 2) Simplify first the expression inside the parenthesis.
= 42 —4 • 32 + 2(3) Simplify expressions with exponent.
42 — 4 • 9 + 2(27) Perform multiplication.
42-36 + 54 Add and subtract the numbers in the order from
left to right.
=60
Answer: 60

Example 7 The school library contains 10 books. Before the opening of classes, the municipal
mayor donates 1500 books. If there are 100 bookshelves that could store equal
number of books, how many books are there in each bookshelf?
Solution:
Understand.
• a. What is asked?
The number of books in each shelf
• 10 books
• 1500 books donated by the mayor
• 100 book shelves, with equal number of books
Plan.
To find the number of books in each shelf, simply get the total number of
books and divide it by the number of bookshelves.
Solve.
Number of books in each bookshelf = (10 + 1500) ± 100
= (10 000 + 1500) ± 100
= 11500±100
= 115
Answer: There are 115 books in each bookshelf.
Check.
Working with the operations backward, we can check if our answer is corrects
115 x 100 11 500 —* the total number of books
11 500 11 500
11 500-1500 10000-4 original number of books
10000 10000
182
EVALUATE
A. Perform the indicated operations.
1. 2(-5)+(-3)(-7) 4. 42~7x[39-3--8]
2. (27)+(-9)--(3)(-2) 5. 32+2[5x(24-6)]-48-24
3. 16+(42-2x3)-34
B. Solve each problem

1. Kim, Rio and Jason got different answers for this problem:
40-2 x[(8x3+6)+ 12+2]
Kim's answer was 26. Rio's answer was 20 and Jason's answer was 18.
a. Who got the correct answer?
b. Show and explain how the other two students got the wrong answers.
2. Klein had 42,500.00 in his bank account. Over the summer period, he made 3
withdrawals of 8,500.00 each and a deposit of ?13,250.00. Write an order of
operations to represent this situation then solve it.
3. Multiply the sum of 4 and 10 by 7.
4. Subtract 4 from 10, then multiply by the quotient of 24 and 3.
5. Divide the sum of 24 and 4 by 7 then subtract from the cube of 5.
MATH CHALLENGE
Using the following values a = 5, b = 10, and c = 15, perform the indicated operations.
1. (a~b)-5(c~a) 4. (2ab-45)+a
2. (bxc)~10 (ax2) 5. (2bc - 5ab) ~ ab
3. (a-b)+(b+a)
KEY IDEAS
• Rules in solving more than one arithmetic operation:
- Simplify the operations in grouping symbols. Start from the innermost grouping
symbol.
- Evaluate exponential expressions.
- Multiply and divide in the order they appear from left to right.
- Add and subtract in the order they appear from left to right.
• GEMDAS rule means Grouping symbols, Exponents, Multiplication, Division, Addition, and
Subtraction.
+11
1 J
183
CHAPTER REVIEW
Integers are useful in many facets of our lives, for example in budgeting and other
applications involving money. Positive numbers usually denote income or generation of profit,
while negative numbers are associated with having debts. Likewise, store transactions can
also be considered as one of its applications. When we buy some foods or products in a store
or in a market, we usually look for good quality products.
1. Why do quality becomes an important factor for product consumption?
2. What do you usually buy in a store or in a market?
3. What makes you close a transaction with the vendor?
4. In your own words, how do you represent the money you had given to the vendor?
5. When someone owes you money, how do you represent it?
REFLECTION
It is important to appreciate the positive traits of a person for them to strengthen it, and
understand their negative traits to help them make some self-improvement or changes. List
your positive and negative traits below and make a reflective summary on how important these
I traits are to you as an individual.
I
My Positives My Negatives
1.
2.
3.
4.
5.
6. 6
7. = 7
Reflection:
184
THINK ABOUT THIS I'
In the given diagram, choose an integer from the Integer Pool and place it in each blank
box so that the integer in a box is the product of the two integers directly below it.
I
2
—3
I
—16 L6 —
162
Integer Pool
4 6 _±
24 3 8
.1 _ -36
3 8 48 27
.4,
ENIGMA
L
Have a rote playing,, them to prepare a short script about Buy and Set L
Give each students play m ;nd ask them to bdng some materials for their
prø.. Rave the students p buyt and setting' transaction for each of the
the pair. Have • wfe the sell an object and subtract
!" ;:mtheirtctal wh transaction madeby
pen the board 'I Y ransaction is correct.
.'tShowthegroi dersta ç them the concept of
numbers is like pt of o smon ing an unpaid amount
yto af4cr
J II1b vi,Ii7I,
185
Geometry
Lefl
IN THIS
CHAPTER
I Solid Figures
2 Nets of Solid
Figures
Source: ofad.ust.edu.ph; https://www.flickr. corn © Kr/s Car/I/o
This is the Main Building of the University of Santo Tomas, one

of the oldest universities in the Philippines. It was used as an interment
camp fbr non-Filipino hostages during the Second World War. This
historical building is recognized as a Natural Cultural Treasure and is
the first earthquake-resistant building in the country.
More than its historical and cultural significance, the UST Main
Building is a sight to behold. It is a rectangular building with two interior
patios. It was built and designed with 40 separate structures that are
independent to one another. The Main Building's renaissance revival
architecture is further improved and developed through the years. Look
closely at the picture. How many plane and solid figures can you see?
BIG QUESTION Are they similar to each other? Look at the columns. Are they of the
same size and equally far from each other?
How can we
In this chapter, we will learn the geometrical concepts to describe
construct and
describe different the things around us. We will draw ilhistrations of different figures and
solid figures? discover the geometry in some objects. Furthermore, we will also discuss
the concepts of different, solid figures, and the nets.
186
LESSON I Solid Figures
OBJECTIVES
Visualize and
describe the
different solid
figures: cube,
prism, pyramid,
cylinder, cone,
and sphere.
Li Differentiate
solid figures from
plane figures.
Li Identify the
faces, vertex,
and edges
of a solid figure.
ENGAGE
Li Illustrate the
Imagine that we have an aquarium and a wooden box. If we will different solid
figures using
fill up both of them with water until they become entirely full, which various concrete
of them will take more amount of water? Explain. and pictorial
models.
EXPLORE
To illustrate, let us have the two figures.
Based on the illustration, the aquarium will take a greater amount

of water as compared to the wooden box because it has more space to
hold more amount of water. These objects are examples of solid figures.
187
EXPLAIN
The big box below is another example of a solid figure. What kind of solid figure is this?
To be able to answer the question, look at the illustration of the box and try to answer the
following' questions:
What is the shape of the bottom part of box? Is it the same with the shape of the top part?
What is the shape of the right side of the box? Does it have the same shape with the one
on the left side?
DO the back and front sides of the box have the same shape?
How many faces does the box have?

r
How many edges and vertices does the box have?

Objects in the real world are called three-dimensional if they have length, width, and
height. In mathematics, the three-dimensional objects are known as solid figures.
188
4 vertex
, l/!('"'"'f
face
edge
This box is a rectangular prism, because of its rectangular base. A rectangular prism has
six faces, 8 vertices and 12 edges.
Definition of Polyhedron
A oolyhedron is a solid figure whose sides are all polygons. Each side is called face. Two faces
that intersect in a line segment is called an edge. Two edges that intersect in a point is called a
.'ertex.
A prism is a polyhedron that has two congruent parallel faces called bases. There are many
different kinds of prisms. A prism is named according to the shape of its base.
Shape of Number of
Name Definition Exampi.
the Base Lateral Faces
Composed of two
triangular bases and
Triangular prism Triangle
three rectangular
lateral faces.
Composed of two
Rectangular rectangular bases
Rectangle 4
prism and four rectangular
lateral fades.
A cube is a prism
with a square base.
Cube Square 4
All its faces are
square.
Has two pentagonal
Pentagonal
Pentagon 5 bases and five rec-
prism
tangular lateral faces.
The lateral faces are the faces that join the bases of a solid figure. Each face is a polygon.
1$
Drawing Cubes and Rectangular Prisms
To make a sketch of a cube or rectangular prism look realistic, you should think of its
perspective.
1. Draw two overlapping rectangles 2. Connect the corresponding vertices.

with the corresponding sides parallel Use dashed lines for the edges that
and congruent. would be hidden from view.
Example 1 Name the figure. Count the number of faces, edges and vertices.
Observation:
The sides are all polygons.
The figure is a prism.
Its bases are hexagons.
Answer:
The figure is a hexagonal prism.
It has 8 faces, 18 edges, and 12 vertices.
Similar to prisms, pyramids are also named according to the shape of its base.
Number of
Name Shape of the Base Example
Lateral Faces
Triangular pyramid Triangle 3
Rectangular pyramid Rectangle 4
Square pyramid Square 4
190
Definition of a Pyramid
A pyramid is a polyhedron whose base is a polygon and the lateral faces are triangles.
Drawing Pyramids
You can sketch a pyramid by first drawing the base and then connecting the vertices of
the base to the vertex of the pyramid.
Let us draw a square pyramid.
1. Draw a square that is laid flat and will serve as the base. Draw a point that is above
the square.
.
2. Connect each vertex of the square to the point above the square. Use dashed lines for the
edges that would be hidden from your view.
Example 2 Name the figure. Count the number of faces, edges, and vertices.
Observation: The lateral faces are all triangles. The figure is a pyramid.
The base is a pentagon.
Answer: The figure is a pentagonal pyramid.

It has 6 faces, 10 edges, and 6 vertices.
191
Other solid figures have curved surfaces.
Name Definition Example
Has two circular bases that are

Cylinder
congruent and parallel.
Cone Has one circular base.
-1
Is a curved surface of points that are all of
Sphere
the same distance from the center. 7
Example 3 Identify whether the following statement is true or false.

Statement: The circular bases of a cylinder can have different sizes.
Answer: The statement is false. According to the definition of a cylinder, the
circular bases must be congruent.
Drawing a Cylinder, a Cone, and a Sphere

Here is how to sketch a cylinder, a cone, and a sphere.
Cylinder
1. Draw two ovals (as ifyou are looking 2. Connect the bases. Use dashes to
at circles from the side). These will be show the part that would be hidden from
the bases, your view.
C.
Cone
1. Draw an oval to show the circular base as it 2. Draw the two lines to cornect the base
would look from the side. Draw a point above and the point. Use dashes to show the
the base. part of the base that would be hidden from
your view.
A
\\\
/
C. /
192
Sphere
1. Draw a circle 2. Draw an oval inside the circle. Use dashed
line for the part at the back of the sphere.
• HS
Example 4 What kind of solid figure is the gasoline tank?
Observation: A gasoline tank has 2 circular and congruent bases.

Answer: Therefore, it is a cylinder.
Here are some of the real-life examples of solid figures.

1. refrigerator
2. ice cube
3. can of sardines

Example 5 Tony bought a robot for his little brother. He customized every part of the robot
by putting a design on each part and the robot appears as shown below.
He wants to challenge his little brother by asking him to identify the different
solid figures in each of the corresponding parts of the robot. What are the different
solid figures that make up the robot?
193
Understand.
a. What is asked?
The different space figures you can see in the robot.
The word solid figures. Different solid figures associated to each correspond-
ing parts of the robot.
Plan.
Strategy. Classifying solid figures.
Solve.
Classification of Solid Figures
Lateral Face!
Name Shape of Base
Curved Surface
Right Triangular Prism Triangle 3 lateral faces
Rectangular Prism Rectangle 4 lateral faces
Cylinder Circle I curved surface
Cone Circle I curved surface with

a vertex
Sphere no definite base I curved surface
Cube Square 4 lateral faces
Answer: The space figures in the robot are:

1—Cone 7—Cube
2— Sphere 8— Cylinder
3 — Cylinder 9— Cylinder
4— Rectangular prism 10 — right triangular prism
5 — Cylinder 11 — right triangular prism
6— Cube
194
Check.
Classification of Polygons in the Robot
Number Illustration Classification
I curved surface Cone
2 curved surface Sphere
3 curved surface Cylinder
4 lateral faces Rectangular prism
6 4 lateral faces Cube
IJJ 4 lateral faces Cube
10 3 lateral faces Right triangular prism
11 3 lateral faces Right triangular prism
195
Example 6 A boy visited a toy store and he found the following:
mu-
SHOP
Artiris Colat 0000Cr
toy Car 1 110.00
Cash T.n461.d 110.00

'/at.bl* 011*1 00.20
VAT
U1H
From the items that he found, identif' which of them are plane figures and
which of them are solid figures.
Use the four-step plan to solve the problem.
Hint: (Recall the definition of plane figures.)
196
Understand.
a. What is asked?
The items that are plane and solid figures.
A toy store containing plane and solid figures.
Plan.
Strategy: Use the definition (to identif' plane and solid figures)
Solve.
Plane figures are closed figures whose points lie on the same surface. They
are flat and have only two dimensions — the length and width. Solid figures are
three-dimensional objects having length, width and height.
Answer: The top of the table, floor, wall, receipt, and the face of a card are
plane figures, while the ball, toy car, toy plane, dice, robot, toy block, and chinese
bagua are solid figures because they are not flat and have three dimensions.
Check.
Top of the table, card, floor, wall, and receipt are flat and have only two
dimensions -. length and width. Therefore, they are plane figures. And ball, toy
car, toy plane, dice, robot, toy block, and chinese bagua have three dimensions —
length, width and height. Therefore, they are solid figures.
EVALUATE
A. Identify the solid figure that is represented by each real object below. Write the
name of the solid figure on the blank before each number.
1 an ice cream cone
2. an orange
3. a shoe box
4. acoin
5. a soccer ball
6. adie
197
7. acanofmilk
8. a globe
9. a box of chocolate
10. water tank
B. Complete the table.
Illustration Number of Number of Number of

oIid igure
(Draw the figure) vertices faces edges
11. Rectangular
prism
12. Square
pyramid
13. Cylinder
14. Cone
15.Sphere
198
MATH CHALLENGE
A father wanted to buy a water container. He is thinking on which is best to buy — the
rectangular shape or a cylindrical shape.
1. Imagine that the 2 containers have the same height and width/diameter, does the
shape have something to do with quantity of water that the container can hold?
2. Which of the 2 containers will you suggest to Mr. Cruz is best to buy? Explain your
answer.
3. How does manufacturer save money by choosing the right figures for packaging
their product?
KEY IDEAS
A polyhedron is a solid figure whose sides are all polygons. Each side is called face. Two
faces intersect in a line segment called an edge. Two edges intersect in a point called a
vertex.
A prism is a polyhedron whose bases are congruent polygons and whose lateral faces are
parallelograms.
A pyramid is a polyhedron whose base is a polygon and the lateral faces are trtangles.
Prisms and pyramids are named according to the shape of its base.
Solid figures with curved surfaces and its corresponding properties:
— Cylinder has two circular bases that are congruent and parallel.
— Cone has one circular base.
— Sphere is a curved surface of points that are all of the same distance from the center.
I,
199
LESSON 2 Nets of Solid Figures
OBJECTIVES ENGAGE
Visualize and Every morning, we take our breakfast to jumpstart our day.
describe the Breakfast is the first and most important meal of the day. People have
different solid different preferences for breakfast. Some prefer to have a light breakfast,
figures: cube,
prism pyramid,
while others want it heavy. One good example of a healthy breakfast is
cylinder, cone, a bowl of cereals. All cereals are available in a similar box. What kind
and sphere using of solid figure is it? Have you ever tried unfolding your cereal box?
plane figures.
Identify the nets
of the following
space figures: EXPLORE
cube, prism,
pyramid, cylinder, Let us unfold a cereal box.
cone, and sphere
using plane
figures.
V
ercdl
Source: http://www.shutterstock.com
Based on the illustration, if we unfold the cereal box we will come

up with a closed plane figure.
This two-dimensional figure is called a net.
EXPLAIN
A net is a closed plane figure that can be folded into a closed
3-dimensional figure. It is a pattern you can use to form solid figures.
Plane figures are used to show the nets of solid figures. All the flat
parts of a solid figure are calledfaces. The line where two faces meet
is called an edge. The point where three edges meet is called a vertex.
200
Example 1 Draw the solid figure that can be formed from each net.
Solution
Net Solid Figure
a.
bA
Tnangular pnsm
c.
Sphere
Example 2 Draw the net of each container, and then name the solid figure it represents.
The net shows two rectangular bases, and two pairs of rectangular lateral faces.
Thus, the solid figure that can be formed is a rectangular prism.
201
b.
This can is a cylinder. You can unroll a cylinder so that it shows a net with two circular
bases which are congruent, parallel, and has a rectangular lateral face.
c. +
A birthday hat is a cone. The net shows a curved face and a circular base.
Example 3 Name the solid figure you can form from the following nets.
a.
With two pentagonal bases and four faces that are squares, the net can form a pentagonal prism.
b.
The two bases are triangles, and there are three rectangular lateral faces. We can form a
triangular prism.
202
C.
The base is a square, and it has four triangular faces. The net can form a square pyramid.
Example 4 Is the pattern below a net for a cube? If so, name the letters that will appear on
opposite faces.
A B C D
Solution
Yes, the pattern is a net for a cube because you can fold it to form the required figure.
A and C, B and D, and E and F are opposite faces.
E D
203
Example 5 The figure below represents an unfolded box with designs on several panels.
*"
Which of the following boxes can match above when folded?
A. B. C.
*/
Understand.
a. What is asked?
The boxes in the choices that will match the given net abovewhen folded.
The unfolded box that represents the net of the figure to be formed.
Plan.
Strategy: Visualize the net of each box in the choice by unfolding each box
in the choices.
Solve.
Let us unfold each box in the choices:
A. B. C.
* * V
A A
Answer: Option C will match the box above when folded.
204
Check.
Folding the net in option C will result to a box that is the same as the
given. Therefore, the net of the box in C matches the given net.
Example 6 Using the net provided below, try to identify the

solid figure that will be formed when the net is E G
AB
folded. Name the faces, edges, and vertices of the
solid figure once you are done constructing it. F CD H
Understand.
a. What is asked?
• The figure that will be formed when the net is folded.
• The names of the faces, edges and vertices of the solid figure.
The net of the solid figure is composed of 6 square faces.
Plan.
Strategy: Folding the net to construct the figure that will be formed.
Solve.
To illustrate the figure when the net is folded, we have:
• Answer: The figure formed when the net was folded is a cube.
The faces are quadrilaterals ABDC, CDHF, HFEG, GEAB, ACFE, and BDHG.
The edges are AB, BD, DC, CA, EG, GH, HF, FE, AE, CF, BG, and DH.
The vertices are A, B, D, C, E, G, H, and F.
Check.
By using the properties of a cube:
The figure formed has 6 faces, 12 edges and 8 vertices.
A cube has 6 faces, 12 edges, and 8 vertices.
Therefore, the figure formed is a cube.
205
EVALUATE
Name each solid figure. Then, draw its net.
Name of solid figure Net
Guide
•....
2.
3.
____________ -
.
4.
5.
206
For numbers 6-15, identify the solid figure that can be formed by each net.
6. 7.
14. 15.
207
MATH CHALLENGE
1. Below is a net of a cube. Which arrow is opposite the A face of the cube?
I*
2. Which of the following nets can form a pyramid?
B D.
3. Six faces of a cube are shown below. Write a possible group of 2 faces that are
opposite to each other.
B C D E
4. What figure will be formed when you construct the given net below?
208
5. How many faces, edges, and vertices will the net below have when folded?
The large cube is formed by putting together 27 small cubes. Suppose that the six
faces of the large cube are painted.
How many small cubes will have a paint on:

a. just one face?
b. two faces?
c. three faces?
d. How many small cubes will not have any face painted?
KEY IDEAS
A net is a closed plane figure that can be folded into a closed 3-dimensional figure. It is a
pattern you can form into solid figures.
Plane figures are used to construct or draw the nets of solid figures.
209
CHAPTER REVIEW
The Great Pyramid of Giza (also called the Khufu's Pyramid) became remarkable in
world history. It was considered as one of the ancient and the largest of the three pyramids in
Giza. This Great Pyramid was regarded as the tallest man-made structure in the world for over
3800 years. It was constructed around 2560 BC.
Guide Questions:
1 What kind of figure is the pyramid of Egypt? Is it a plane or a solid figure?
2. How many faces, edges, and vertices does the pyramid of Egypt have?
3. Is the pyramid of Egypt a polyhedron? Why?
REFLECTION
Geometry is used in everyday life for building and construction, home decorating, outdoor
projects and professional works.
Now, take a minute to look and observe the things around you. Can you name particular
shapes that you see? What are those? What do you think will happen if Geometry does not
exist? Why is it important in our life?
THINK ABOUT THIS

Several identical cubes are fused together to form a solid object. Given the following five
external views of such an object, draw the sixth external view. Clockwise or counterclockwise
of the sixth view are acceptable, but a mirror image (the sixth side as viewed from inside the
solid) is not acceptable.
210
ENIGMA
Parol Making
Christmas wlll always be part of Filipino traditions. For many of us, the appearance of the
bright star-lantern along the roads is an indication of the start of this wonderful season Usually,
these star-shaped lanterns called "parol" will show up as early as September with different sizes
and colors Do you know how to make a parol?
The following are the matenals and procedures on how to make a parol'
10 bamboo sticks 5 pegs rubber bands

glue stick and glue gun scissors
cellophane or 'papel de hapon" or any kind of paper
Procedures:
Tie a pair of bamboo sticks together on one end with rubber bands to form a V shape
Make three more pairs You will have four Vs and two unattached sticks Lock two Vs together
to form an A shape and tie the two ends together with rubber bands.
Thread one of the single sticks through the center of the A to form a star and tie the two
loose ends together with rubber bands (3) Do the same for the other two Vs and remaining
stick
4. Tie the two stars together in all five points using rubber bands to form a single star.
5. Carefully pull apart the center of the frame and place a peg in one corner of the pentagon.
6 Place a peg in each of the other four corners
7. Secure each peg with glue using a glue gun.
8. Cut strips of cellophane, newspaper, or "papel de hapon" big enough to cover the individual
panels. Glue the strips of paper onto the frame with a glue stick.
CUt the extra paper around the panel as close as you can to the frame. Clean up the edges
by gluing and wrapping the uncut edges of paper around the frame. Continue until all panels
are covered.
What are the plane figures in your "parol"? How about solid figures? Can you identify and
describe them?
211
Patterns and Algebra
Løfl!
IN THIS
CHAPTER
I Writing Rules
for Sequence
2 Algebraic
Expressions
Source: http:llrnaps.google. corn

3 Algebraic
Equations Numbers are not oniy used for counting or measuring. It is also
used to identif' order and sequences. One good example is the use of
numbers for identif'ing locations and one's addresses. Most addresses
4 Solving
Equations
follow a certain process or sequence. There is a good reason why most
streets are named as 1st street, 2nd street, 3rd street, and so on. This
makes it easier for us to locate one's residence or business address.
- In addition, we also use numbers in our everyday life. When we
wake up in the morning, most of us look at the time first and mentally
calculate if we would be late for school or not. Once we are already in
school, numbers are also used to refer to a lot of things. For example, we
use numbers to refer to the things that we should accomplish for the day.
? BIG QUESTION Numbers, indeed, play an important role in setting and organising
our routine for the day. We follow a certain pattern and doing so makes
How do we apply
things predictable to us.
our knowledge
of sequence, In this chapter, we will enter the world of algebra and explore how
expressions, and numbers can be used in different ways using letters or symbols combined
equations in real-life
with the basic operations. We will also learn how to find the rule for the
situations?
nth term of a sequence or pattern, and about algebraic expressions and
equations, and their applications in solving real-life problems.
212
LESSON I Writing Rules for Sequences
OBJECTIVES.
Formulate the rule

in finding the nth
term using different
strategies (looking
for a pattern,
guessing and
checking, working
backwards).
Given a set of domino pieces, you can construct different patterns in

many ways. Source: http://wikimedia.org
Below are Fibonacci Numbers in Pascal's Triangle. Write the next

three numbers in the pattern.
15 6 1
BIG IDEA
A sequence is a set
EXPLORE of numbers written
in a special order by
The four basic operations (Addition, Subtraction, Multiplica- the application of a
tion and Division) are commonly used in a sequence of numbers. In definite rule.
the Fibonacci numbers above, you start with the first two numbers.
The succeeding numbers are the sum of the previous two.
213
_4_._2 5 ____ 2 3 5 8 1321 34
>1L2, 3, 5, 8,j, 21 4
____-t- 1321
51
20 15 6 1
35 35 21 7 1
28 56 70 56 28 8 1
Therefore, following the pattern, the next three terms in the sequence are 13, 21, and 24.
Try to find the next four terms.
EXPLAIN
Numbers, figures, objects, or symbols arranged in a definite order or sequence is often
encountered in mathematics. For instance,
(a) 2,4,6,... (b) (c) A,D,G,J,...
Numbers in (a), figures in (b) and letters in (c) are arranged in a definite order. Using the
given sequences:
1. What is the next number in (a)?
+2 +2 Notice that the next number will be obtained by adding 2 to

2, 4, 6 the previous number. The next number on the pattern is 8.
2. What is the next figure in (b)?
Observe that the shaded triangle is rotating clockwise around the square. Therefore,
the next figure is
214
3. What is the next letter in (c)?
A, D, G, J,
The letters in the sequence. consist of every third letter of the alphabet. Skip two
letters K and L. So, the 5th letter is M.
The Nth Term of a Sequence

A sequence is a set of numbers written in a special order by the application of a definite
rule. Each number in the sequence is called a term. To look for some patterns or rules will help
us to continue a given sequence of numbers, figures, or to fill in the missing numbers or symbols.
Example 1 By following a certain pattern, the following sequences show the rules and the
next three terms.
Mh term Next three

Sequence - Rule
rule terms
Every term after the first is obtained by
adding 3 to the number preceding it.
(O+3),(3+3),(6+3),(9+3), ... I
a. 36912... 3n 151821
or
Multiples of three.
(3 x 1), (3 x 2), (3 x 3), (3 x 4),
Multiply the counting numbers by itself or

b. 1,4, 9, 16, squaring counting numbers. 25, 36, 49
(1 xl), (2 x 2), (3 x 3),
The numerator in this sequence is con-

stant, the denominator is obtained by
111 . 1 1 1 111
C. - - - ... adding Iafter the other. -, , -,-, -
2 3 'I 1+1 1+2 n+1 5 6 7
1
1+3'
Every term after the first is obtained by

—2"n — 1' + 3
d. 3, 1, —1, —3, ... adding (-2) to the number preceding it. ,
or 5 — n
3, [3 + (-2)], [1 + (-2)], [-1 + (-2)],
215-
Example 2 For each sequence, look for a pattern and then write the next three terms.
Sequence Next three terms

a. y,y2,y3,y4,...
b. a, 2b, 3c, 4d, ... 5e, 6f, 7g
c. a,a+b,a+2b,... a+3b,a+4b,a+5b
d. 7a, 5a, 3a, ... a, —a, —3a
Example 3 Formulate the rule in finding the nth term for each sequence. Use counting numbers
to easily find the rule.
COUNTtNG NUMBERS
•:The set..of:nulrrjbers 1, 2,3, 4, without 0 (zero) is called
counting numbers
a. 2,3,4,5,...
First term = 1 + (1) = 2
Second term =2 + (1) = 3
Third term = 3 + (1) = 4
Fourth term =4+ (1) = 5
Since the rule of the sequence is adding 1 to the preceding number to be able to get the
next term(s), the nth term rule for this sequence is n + 1.
b. 2,4,6,8,...
First term = 2 x (1) = 2
Second term =2 x (2) =4
Third term = 2 x (3) = 6
Fourth term =2 x (4) = 8
Since the pattern is multiplying 2 by every counting number, the nth rule for this sequence is
2 x n or 2n.
c. 2,5,8,11,...
3 3 3
2, 5, 8, 11...
5-2 8-5 11-8
216
Working backwards, you will notice a pattern that subtracts 3 to get the next term on the
left. Now, think of a way on how you will get each term having a common difference of 3.
Using guess-and-check strategy:

Let n représént a counting number.
Guess Check
— This rule is wrong as we check for
3 xj+ 3 x + 1=4
the first term. Let's try another one
with lower result.
n-2 3 xl —2=1 #— This is lowerthantlefirstterm. Try
another one.
3 x n--i 3 x1—1=2 — The rule is exact fo the first term.
Try it with the remaining terms.
3x2-1=5
3 x3—1=8 — The rule is also exact for the other
three terms.
3 x4_ 1=11
So, the nth rule for this sequence is 3 x n — 1 or 3n — 1.
d. 1 3 5 7
Observe that we have increasing odd numbers in the numerator and same denominator.
+2±2+2
i, , , ,
2x1-1 1
Firstterm=
—
Hceflt itflg
2x2-1 3 number.
Second term =
— 5 $o get the next nth term in this
2x3-1 5 equence, we can use the ru'e
Third term = 2xn - 1 2n - 1
5 5 or
2x4-1 7
Fourth term =
5 5
217
An increasing counting number by 2 is our pattern for the numerator. The denominator 5
is constant. Since only the numerator can be manipulated using counting numbers, the rule of
2n-1
the sequence is
1134
e. —,—,—,—,...
To easily find the pattern for this sequence, let's make the denominators all the same.
1134 14916
Do you see the pattern now? Looking at the numerators, you will see perfect square num-
bers and a fixed denominator. We can rewrite this as:
1 4 9 16 12 22 32 42
n2
Thus, the rule for this sequence is
Example 4 Every year, Mang Ramon's kinalabaw mango tree produces 2 more kilos of
mangoes than the previous year. If 25 kilograms were harvested in year 2012, how
many kilos will it produce in 2017? What is the total number of kilos of mangoes
that the tree will produce from 2012 to 2017?
Understand.
a. What are asked?
• The number of kilos the mango tree will produce in 2017.
• The total no. of kilos of mangoes the tree will produce from year 2012
to 2017.
• Mang Ramon harvested 25 kilos in 2012 (the starting year).
• The mango tree produces 2 more kilos of mangoes than the previous year.
Plan. What strategy can we use to solve the problem?
Let us construct a table to see the pattern in the sequence of numbers. We shall
then add the kilos of mangoes from each year to find the total.
218
Solve. Show your computation. Look for patterns to find the sum.
Year Kilos of Mango
2012 25
2013 25+2=27
2014 —* 27 +2 = 29
2015 -4 29 +2=31
2016 -4 31+2=33
2017 -4 33 +2 = 35
Total
Total no. of kilos of mangoes:

60
60
60
25+27+29+31+33+35=180
Answer: The kinalabaw mango tree will produce 35 kilograms in 2017. The
total kilograms of mangoes that the tree will produce in 6 years
is 180.
Check. Check your answer. This is one way to know if our answer is correct:
Go back to the diagram and look at the sequence of numbers. Are they consistent?
Was the pattern of the additional two kilos of mangoes per year strictly followed?
If you have completely done all of these, you can confidently write down your
final answer.
Erica saves twice as much as what she saved the day before. If she starts sav-
ing p2.00 on March 1, how much will she save on March 10? How much money
will she have in all after March 10? What rule can be used to find the amount she
can save on a specific day if she will continue saving in the future?
Understand.
a. What is asked?
The amount of money that Erica can save on March 10.
The total amount of money Erica can save after March 10.
Formulate a rule in finding the nth term.
She starts saving ?2.00 from March 1.
Erica saves twice as much as she saved the day before.
2t9
Plan. What strategy shall we use to solve the problem?
Let us make a table of values following the rule that she saves twice as much as
she saved the day before.
Day in March Amount (in P)

1 2 . Twice means
mutipy by 2
2 2x2=4
3 2x4=8
4 2x8=16
5 2x16=32
6 2x32=64
7 2x64128
8 2x128=256
9 2x256=512
10 2<512=1024
If Erica continues to save, the sequence will be 2, 4, 8, 16,
Total amount Erica saved:

4+8+ 16+ 32 + 64 + 128 + 256 + 512+ 1024 = 2046
The nth term rule:
2, 4, 8, 16, ... —* 2', 22, 2, 2
Answer: On March 10, Erica saved '1,024.00. The total amount she saved
on the 10-day period was p2,046.00. If she continues to save, the
amount of savings on any specific date can be obtained using the rule 2.
Check. You may try the following in checking your answer.
Using the rule we formulated, let us check the amounts from the table with these
randomly picked dates.
March6(Day6):26 =2 x2 x2x2 x2 x2=64

March 9 (Day 9): 2 = 2 x 256 = 512
March 10 (Day 10): 2'° = 2 x 512 = 1024
Note: The letter n in the rule is not the date on the calendar.
220
EVALUATE
A. Supply the next three letters, figures, symbols, or combination of numbers and
letters in the following patterns.
1. A,C,E,G,I,... 2. z,y,x,w,v,....
4.
uuuia•iii•aiiva
>
auuaiiu•i 1IIUU
auau ••• iii•ia
ii ii u•i u•i••ii
• ii ••• •••.u••
• I I Ilil
5. How many square tiles are needed to build figure 10 in this pattern?
• ui•iuusui••i liii
••iilllli III liii
• IIII III III liii
• III III III liii
I I I III
Figure 1 Figure 2 Figure 3 Figure 4
6. How many square tiles are shaded and

not shaded for the 8th figure?
U.
U.
Figure 1
Figure 2
Figure 3
7. 2a, 3b, 4c, 8. z,z3,z5,...
9. x, 2x, 3x,_. 10. x+y, 2x+y, 3x+y
11. a+b,a+3b,a+5b,... 12. c—d,c,c+d,
14 x+1 x+2 x+3

13. f+ g, 2f+ 2g, 3f+ 3g,
2 * 3 ' 4
221
Find the next three terms in each sequence. Then, write the rule for finding the nth term.
15. 10, 15, 20, 25, —, ,— 16. 20,16, 12, 8, —, ,—

Rule: Rule:
17. 3,5,7,9,_, ,— 18. 2,5,8, 11,_, ,—
Rule: Rule:
1111 i 9 11
19. , -,- 20. 7I7I
2' 3' 4' ••' 7
Rule: Rule:
21. —2, —4, —6,_,, 22. —10, —4, 2,_,,_
Rule: Rule:
23. 1,3,9,27,__,_, 24. 1,-3,9,-27,_,_,__

Rule: Rule:
25. 1,8,27,_,_,__ 234

26.
3' 4' 5'
Rule: Rule:
1. Complete the pattern: 7, 12, 22, ____, 57, 82,
2. What are the missing numbers in the sequence 6, 11, 9, 14, ____, 17,
3. Given the sequence 8, 5, 2, —1, ..., at what nth term will the number become —25?
4. What is the sum of the first 10 odd numbers?
5. Justin saved P100.00 in January, P200.00 in February, P300.00 in March and so

on until December. In which month did he save P1,000.00? How much did Justin
save for the entire year?
6. In a mini-theatre, the first row has 8 seats, the second row has 10, and the third
row has 12. If there are 20 rows in the theatre, which row has 38 seats? How many
seats are there in all?
7. Write the first four terms of a sequence in which the first term is 2 and each term is
4 more than the preceding term.
8. Carmi gets a starting salary of P13,000.00 a month and an increase of P500.00

annually. What will be her salary during the fifth year?
222
9. Mrs. Torres increased her son's allowance who is studying in a university. She gave
him P3,000.00 on the first month, P3,300.00 on the second month, P3,600.00 on
the third month and so on. How much will her son receive on the 7th month?
10. A pile of blocks has 40 blocks in the bottom row, 36 blocks in the second row, 32
blocks on the third row and so on until there are only 4 blocks on the top row. How
many blocks are there in the 7th row? How many blocks are there in all?
MATH CHALLENGE
1. A frog is at the bottom of a 12 m hole. During the day, it climbed up 3 m but slid
down I m at night. Howmany days will it take for the frog to climb up the hole?
2. The table below shows a pattern of numbers.
Column I Column 2 Column 3 Column 4

Rowl 2 4 6 8
Row2 10 12 14 16
Row3 18 20 22 24
Row 4
In which column and row will the number 222 appear?
3. The table below shows the charges for printing services of shop XYZ.
Number of Pages Cost per Page

First 10 pages P5.00
Subsequent Pages P3.50
Oliver wants to print 3 sets of documents. Each document consists of 75 pages.

How much does he need to pay?
• A sequence is a set of numbers written in a special order by the application of a definite rule.
• Each number in a sequence is called a term.
• To formulate the rule in finding the nth term of a sequence, we can look for a pattern, guess
and check, or work backwards.
LESSON 2 Algebraic Expressions
OBJECTIVES ENGAGE
Li Define a variable Imagine a fare for the first 4 km is P8.00 and an additional of
in an algebraic 1.00 for every kilometer. Richie will go to Cubao from Antipolo and
expression. the distance is about 28 km. How much does she need to pay?
Li Give the
translation of
real-life verbal
expressions into
letters or symbols EXPLORE
and vice versa.
Li Represent Study the illustration below.
quantities in
using algebraic 28km
expressions.
4 km
Antipolo ___.____ - Cubao
18.00 An additional P1.00 for every kilometer
If the first 4 km is p8.00, we need to find the amount of fare for

the remaining distance to get the amount which Richie needs to pay.
The remaining distance is 24 km. Let y= the fixed amount of 1.00
for every kilometer. To find the total amount fare, we will use the
expression 24y + 8.
Evaluate: 24y + 8 —> 24(1) + 8 32.
Therefore, Richie needs to pay P32.00.
224
EXPLAI N
Consider this problem:
Glen is a newly hired messenger in a multinational company in Makati. As a trainee, he
needs to wear a polo-shirt every day. He was given a clothing allowance of 6,000.00. How
many polo-shirts can he buy using this amount?
Study the table of prices for typical brands of clothes.
Brand Price per Shirt - Numerical Expression Number of Shirts

Brand A 5O0OO 6000 ~ 500 12
Brand B p400.00 6000+400 15
Brand C p250.00 '6000 ~ 250 24
Brand D 3OO.00 6000 + 300 20
BrandE 60O.0O 6000~600 10
The answer to the question depends on the brand of clothes he will buy.
The third column gives the numerical expression for each brand for the number of shirts that he
can buy. Our constant is 6,OOO.00. If you do not know the price of a poio shirt, we can use a
variable to stand for a price. Then we can write an algebraic expression for the number of shirts.
DEFINITIONS
I A numerical expression is an expression that combines
numbers and one or more operation symbols
A variable is any letter or symbol that represents a number.
A constant has a fixed value that does not change
An algebraic expression is a mathematical phrase that

uses variables numerals and operation symbols
225
To represent the price of each brand of shirt, we make use of a variable and write an
algebraic expression to represent the number of shirts that Glenn can buy for 'P'6,000.00.
Number of Shirt
Let (variable): (in Algebraic
Expression)
p = the price of each Brand A shirt -* 6000 ~ p
q = the price of each Brand B shirt -* 6000 ~ q
r = the price of each Brand C shirt -* 6000 ~ r
s = the price of each Brand D shirt -~ 6000 ~ s
t = the price of each Brand E shirt - 6000 ± t
Translating Word Phrases into Algebraic Expressions
To translate word phrases into algebraic expressions, familiarity with words and phrases
associated with symbols or operations are important. The table below lists some keywords that
are used to describe common mathematical operations.
Symbol Key Words! Phrases
+ addition, plus, the sum of, morethan, added to, increased by, the total of
subtraction, minus, the difference of, less than, decreased by, diminished by, subtracted
- from, less
x,.,
o multiplication, times, the product of, twice, multiplied by, of
+, -, I division, divided by, the quotient of, the ratio of
= is equal to, equals, is, is the same as
In the following table, study how the different word phrases can be translated or written
as algebraic expressions.
Word Phrases Algebraic Expression
m plus 3
the sum of m and 3
m increased by 3 m+3
3 added to m
3 more than m
226
n minus 11
the difference of n and 11
n decreased by 11
ndiminishedbyll n—Il
11 less than n
n less 11
11 subtracted from n
2 times w
twice of w
w multiplied by 2 2w
the double of w
the product of 2 and w
x divided by 5
one-fifth of x
the quotient of x and 5
the ratio of x to 5
Example 1 Translate to algebraic expression: Six more than twice a number.

Let a = the number.
lI[ 4 i
2a + 6+— Six more than twice a number
Algebraic expression: 2a + 6
Example 2 Translate to algebraic expression: The sum of a number and eight divided by two.
Let b = the number.
Translate:
the sum of a number and eight divided by two

b+8 ~ 2
b+8
Algebraic expression: (b + 8) ~ 2 or 2
227
Example 3 Translate to algebraic expression: Eighteen less than half a number.
Let n = the number.
Translate:
n — 18 i— Eighteen less than half a number
1 n
Algebraic expression: n — 18 or — 18

Example 4 A kite is flying at an altitude of m meters.
a. Express algebraically its new altitude after rising for 25 meters.
Translate:
m meters increased by 25
m + 25
Algebraic expression: m + 25 —* The kite's new altitude is 25 meters more

than m meters.
b. Express algebraically its new altitude after falling 10 meters. [Note: Not
related to (a)]
m meters diminished by 10
-
m — 10
Algebraic expression: m — 10 —* The kite's new altitude is 10 meters less

than m meters.
c. Represent algebraically its new altitude after tripling its altitude.

Translate:
3 multiply by mmeters
3 x m
Algebraic expression: 3 x m or 3m or 3 • m or (3)(m) —* The kite's new

altitude is the product of three and m meters.
228
Example 5 Express the number of weeks in terms of y days.
Translate:
1 week 7 days
y days divided by 7
y ~ 7
Algebraic expression: y ~ 7 or -* Since there are 7 days in a week, the
quotient of the number of days (y) divided by 7 will give us the number of weeks.
EVALUATE
A. Determine the constant(s) and the variable(s) in each algebraic expression.
1. 2a 2. —3c
3. x+3 4. y-4
5. 2f+5 6. —5g+4h
7. —3(m+n) 8.
q+r
9. 10. m+2Tr
8
Translate the following word phrases into algebraic expressions.

11. five more thanx
12. eightaddedtoz
13. seven subtracted from k
14. m increased by ten
15. twicey
16; nine less than w
17. pdividedbysix
18. half ofk
19.. twenty decreased by p
20. y less than one hundred
21. thricer
229
22. c multiplied by eleven
23. the quotient of h and three
24. six times the sum of twelve and t
25. twice z added to seventy
26. thirty taken from five times k
27. fifteen subtracted from ten times k
28. five times x decreased by twenty-five
29. twice the difference between ninety and q
30. seven multiplied to the sum of twelve and four
Translate each algebraic expression into word phrases.

31. 8-6k 32. 9a+7
33. t-1 34. w+3
35. 2p 36.
37. 5n+2 38. 6-3x
39. 2(x + 6) 40.

3 (m_ 2]
I. Migo weighed s kilograms. Express algebraically his weight after he gained 2.7
kilograms.
2. Express algebraically the number of feet in z inches. (1 foot = 12 inches)
3. Samantha is y years old now.
a. Represent her age 5 years from now.
b. Represent her age 2 years ago.
4. Aki is g centimeters tall. Pierre's height is 4 less thrice the height of Aki. How tall is
Pierre algebraically?
5. Romar is twice as old as Mavic. If Mavic is q years old, Jaypee is 2 years older than
Romar.
a. If Mavic is q years old, how old is Romar algebraically?
b. Express Jaypee's age algebraically.
c. Write an expression for the sum of Romar and Mavic ages.
230
MATH CHALLENGE
1. The average of 3 numbers is 6m. Assume that two of those numbers are 5m and
4m. What is the value of the third number?
2. A is half of B. B is half of C. C is half of D. Which of the following statements is
correct?
a. AisofC
b. Dis4timesofA
c. Dis4timesofB
d. Ais-'ofD
4
KEY IDEAS
A variable is any letter or symbol that represents a number. (Examples: a, b, c, d, etc.)
• A constant has a fixed value that does not change. (Examples: 2, —1, ii, etc.)
• An algebraic expression i's a mathematical phrase that uses variables, numerals, and
operation symbols.
L .
231
LESSON 3 Algebraic Equations
ENGAGE
Li Define a variable
Maricel buys 5 star apples for 5.00 each and 3 guyabanos for
in an algebraic 32.50 each. She gives the cashier a P200.00 bill. Write an expression
equation. for the total cost of the fruits she buys and an equation for the amount
Li Give the of change the cashier should give to her.
translation of
real-life verbal
equations into
letters or symbols
and vice versa.
EXPLORE
Li Represent
quantities in Let us use variables to represent the price of each fruit.
using equations. Let: m be the price of each star apple which is 5.00
n be the price of each guyabano which is 32.50
p be the amount of change
Now translate the phrases:

3 guyabanos for
5 star-apples for P5.00 each plus 32.50 each
Sm + 3n
Algebraic Expression: Sm + 3n — This represents the total cost of

5 star-apples for P5.00 each and 3 guyabanos
for P32.50 each.
200 minus total cost of the fruits is the amount of change

200 — (5m + 3n) p
Algebraic Equation: 200 — (5m + 3n) = p +— The amount of 5m + 3n

when subtracted from P200.00 bill will result to
the amount of change (p).
232
EXPLAIN
An equation is a mathematical sentence with an equal sign (=) which shows that two
expressions on either side are equal.
The symbol "=" is read "equals" and separates an equation into two parts: the left member
and the right member.
For example, in the equation 3x + 5 = 20, the left member is 3x + 5 and the right member
is 20.
Consider Glen's problem presented from the previous lesson:
Glen is a newly hired messenger in a multinational company in Makati. As a trainee to
the company, he needs to wear a polo-shirt every day. He was given a clothing allowance of
6,O00.00. How many polo-shirts can he buy using his p6,000.00?
Our equations to get the exact number of polo-shirts per brand are listed in the third colunm.
The variable in each algebraic equation represents the number of shirts per brand.
Common Words Translated as.'
equals
is, are, were, was
is equal to
result is
yields
Brand .
Price per Shirt Equations Number of Shirts
Brand A P500 6000 ~ 500 = n n = 12
Brand B P400 6000~400p p = 15
Brand C P250 6000 ~ 250 = q q = 24
Brand D P300 6000 ~ 300 = r r= 20
BrandE P600 6000~600s s10
So, the number of shirts he can buy using his 6,000.00 clothing allowance depends on
the brand he prefers.
One of the most important skills in math that we have to acquire, especially when it comes
to solving word problems, is the ability to translate verbal phrases or sentences to equations.
Aside from the fact that this could be one of the easiest ways to get an accurate answer, it also
shows a clean flow of solution which becomes understandable to many if properly presented.
To translate verbal phrases or sentences to algebraic equations, mastery of the previous
lesson (translating to algebraic expression) is necessary.
233
Example 1 Translate into an algebraic equation: The sum of a number and five is twelve.
Let a be the number. We have:
the sum of a number and five is twelve

_____________ -A
_Y____
a+5 = 12
or
a number plus five is twelve
a + 5 12
Algebraic equation: a +5 = 12
Example 2 Translate into an algebraic equation: Twice a number decreased by six is equal to
sixteen.
Let b be the number. We have:
twice a number decreased by six is equal to sixteen

-Y
-, '- _________J __________________
2b — 6 = 16
Algebraic equation: 2b — 6 = 16
Example 3 Translate into an algebraic equation: If nine is added to the difference of a number
and nineteen, the sum is ninety.
Let b be the number. We have:
difference of a number and nineteen plus nine is ninety

________ HA
b-19 + 9 = 90
Algebraic equation: b — 19 +9=90 or (b — 19) +9=90
Example 4 Translate into an algebraic equation: Twice the sum of a number and two is
twenty-two.
Let c be the number. We have:
twice the sum of a number and two is twenty-two
2 c+2 = 22
Algebraic equation: 2(c + 2) = 22
234
Example 5 Translate into an algebraic equation: The product of thirteen less than thrice a
number, and five will result to forty-five.
Let d be the number. We have:
The phrase "thirteen less than thrice a number" is similar to "thrice a number
minus thirteen". So,
3d— 13 — thirteen less than thrice a number
5(3d— 13) = 45 *— the product of thirteen less than thrice a number, and five will
result to forty-five
Algebraic equation: 5(3d — 13) = 45
Example 6 Mr. and Mrs. Panen own a laundry shop. They had 134 customers this week, 18
fewer than last week. Write an algebraic equation for the number of customers they
had last week.
Let c be the number of customers they had last week.
Translate:
eighteen fewer than the number last week is 134
c-18 = 134
Algebraic equation: c — 18 = 134
Example 7 Aling Martha, when asked about her age, replies, "I am six years older than twice
the age of my youngest child." Express her age in algebraic equation if her age
now is 66.
Let a be the age of Aling Martha's youngest child.
Translate:
six years older than twice the age of my youngest child is 66

HH
2a +6 66
Algebraic equation: 2a +6 66 —* Aling Martha's age
235
Example 8 The Grade 6 basketball team scored three less than thrice as many points as their
opponent. Their total score at the end of the game was 108. Write an algebraic
equation for the number of points they scored.
Let s be the score of the Grade 6's opponent team.
Translate:
three less than thrice as many points as their opponent is 108
3s-3. = 108
Algebraic equation: 3s - 3 108
b ij •
EVALUATE
A. Translate each sentence into an algebraic equation.
1. A number increased by four is twelve.
2. A number decreased by nine is equal to eleven.
3. Five times a number is fifty.
4. The quotient of a number and seven is eight.
5. The sum of a number and ten is twenty.
6. The difference between six and a number is two.
7. Three times a number increased by six is fifteen.
8. Eight less than twice a number is sixteen.
9. Thirty is equal to twice a number decreased by four.
10. If four times a number is added to nine, the result is forty-nine.
B. Translate each algebraic equation into words.

1 2
1. x-t-3=18 2.
3. 3k+7=34 4. 2n-13=9
5. 5(b + 28) = 150 6. a+2=9
8. 4(32-3x)=2
9. (5n_1)-5 10. 5y-9=13

2
236
1. Write an algebraic equation for the cost of 21 liters of gasoline, if x pesos per liter
is P'2,092.00.
2. Samantha is y years old now. Write an algebraic equation for Samantha's age if
her age 5 years from now is 17.
3. Aki is g centimeter tall. Pierre's height is 4 less than thrice the height of Aki. Write
an algebraic equation showing the difference Aki's height when subtracted from
Pierre's height will result to 240 centimeters.
4. In three years, the price of a new model of an S6-mobile phone will be six more than
twice its current price. If the projected price of the new S6 phone is '40,000.00,
what is the algebraic equation to express its current price?
5. Romar is twice as old as Mavic. Jaypee is 2 years older than Romar. Write an
algebraic equation showing that twice the sum of Romar and Mavic ages will result
to Jaypee's age.
MATH CHALLENGE
1. Aldrin bought 5 pencils and 7 notebooks. A notebook costs P10.80 more than a
pencil. Write an algebraic equation showing that the total amount of the school
supplies bought is 210.00.
2 Art is twice as old as Ken. Ten years ago, he was four times as old as Ken. Write
the algebraic equation for their ages ten years ago.
3. Vincent's weight is 6 kilograms more than Ezekiel's weight. Daniel's weight is

3 kilograms less than Ezekiel's weight. Write an algebraic equation for the weight
of the three boys having an average weight of 63 kilograms.
KEY IDEAS -
• An algebraic equation is a mathematical sentence with an equal sign (=) which shows that
two expressions on either side are equal.
• Common words translated as "=" are equals, is, are, were, was, is equal to, and result is.
237
LESSON 4 Solving Equations
ENGAGE
Li Solve routine Consider the following verbal sentences.
and non-routine 1. A number increased by 5 is 12.
problems
involving
2. The sum of two numbers is 8. If the first number is 3, what
different types is the second number?
of numerical If we let x be the unknown number, how can these sentences be
expressions and
translated into mathematical equations? What is the value of x?
equations.
Li Create routine
and non-routine EXPLORE
problems
involving The first sentence can be translated to mathematical equation as:
numerical is 12
A number increased by 5
expressions and
equations. x + 5 = 12
Solving the equation, we have:
x+5 =12
x+5 5 - 12 5- Subtract 5 from both sides.
x+O 7
x=7
To check the solution, substitute 7 for x in the equation.
x+5=12-7+5 12
12 12
The second sentence can be translated to mathematical equation as:
Let x be the second number. Since, the first number is 3, then, the
equation is3 +x= 8.
Solving the equation, we have:
3 +x8
3 —3 ± x = 8-3 Subtract 3 from both sides.
O+x=5
x-5
To check the solution, substitute 5 for x in the equation.
3 +x=8 —~3+5=8
8=8
238
EXPLAIN
There are different ways to solve equations of the form ax + b = c. Consider the following
example.
Example 1 Solve the equation 2x +3 = 17.

Solution:
METHOD 1: Guess and Test guess values for the variable and substitute to see
-
if a true equation results.

x 1 4 7
2x+3 2(1)+3=5 2(4)~3=11 2(7)+3=17
2x+3=17 5~17 11~17 1717
Therefore, 7 is a solution of the equation.

METHOD 2: Cover Up - In this method, we cover up the term with the variable.
0+3= 17
To make a true equation, the value of 0 must be 14. Thus, 2x = 14,

x must be 7. Since 2 • 7 = 14, x must be 7.
METHOD 3: Work Backwards
The left side of the equation shows thatx was multiplied by 2 and then
3 was added to obtain 17. Thus, if we subtract 3 from 17 and divide
by 2, we can work backwards to the value of x.
17 —3 = 14 and 14 —2 = 7
Therefore, the value of x is 7. The diagram below shows the process.
,x2 P.+3..
3 /
METHOD 4: Balancing Method

The weight on the left and right sides must be the same. If you add or
subtract a weight from one side, you must do the same on the other
side to keep it balanced.
23
marbles ...•
'
-'--S
•... marbles
U.....
A
Remove the three marbles from each side.
• ..S
....
.__.0 •Ø
A
Divide the marbles into two equal piles. (one pile for each square).
lti both si
U.
2
1enty, divkle both side)
A 2x )14
2
Each square corresponds to 7 marbles.
SOLUTION OF AN EQUATION
A solution of an algebraic equation is a number that
makes the sentence true
From the previous lesson, we have learned that we can use a letter in an equation. We call
it a variable because it represents any number. If a replacement for a variable makes an equation
true, it is a solution of the equation.
To solve an equation for n, means to get n alone on one side of the equation. To solve an
equation, we use the idea of opposites.
Example 2 Solve and check: n +5 = —5
The sum of an integer and its opposite equals 0 (zero).

Examples: —4+4Q
240
a. Use to represent n, • to represent 1, and o to represent —1.
n + 5 = —5
I + = 00000
b. To get n alone, add the opposite of 5 to the left side of the equation. To keep
the equation in balance, also add the opposite of 5 to the right side.
n + 5+(-5) = —5 + (-5)
00000
I +
••••U
00000
'
00000
c. Since U + 0 represents 1 + (-1), • + 0 equals 0. Remove each pair of and

0 from the equation.
00000
I 00000
n = —10
d. Check: Replace n in the original, equation by —10.
n + 5 = —5
—10 + 5 = —5
00000
Z 00000
00000
Remove pairs of U and 0.

I.,
00000 = 00000
V
—5 = —5
Thus, n = —10 is correct. Our solution is —10.
Example 3 What value for y will make the equation 5y —2 = 18 true?

Strategy: Guess and Check
Guess Check True or False?
I If y = 1 5y —2 = 18 False
5(1) —2 18
I 3~18
241
Ify=2 5y-2=18 False
5(2)-2 18
8 ~ 18
lfy=3 5y-2=18 False
5(3)-2 18
13 ~ 18
lfy=4 5y-2=18 True
5(4)-2 18
1818
Only y =4 makes the equation true. Therefore, the solution to the equation is 4.
Four Basic Properties Used to Solve Equations
1 Addition Property of Equality If the same quantity is added to both

sides of an equation the resulting equation is equivalent to the
original equation
2 Subtraction Property of Equality If the same quantity is subtracted
from both sides of an equation the resulting equation is equivalent
to the original equation
3 Mu'tiplication Property of Equality If both sides of an equation are
multiplied by the same (nonzero) quantity the resulting equation is
equivalent to the original equation
4 Division Property of Equality If both sides of an equation are divid-
ed by the same (nonzero) quantity, the resulting equation is equiva-
lent to the original equation
Consider the following examples:

Example 4 Solve: c + 18 = 29
Solution.
c+ 18 =29
c + 18— 18 =29— 18 By Subtraction Property of Equality, subtract
18 from both sides.
c+011
c= 11
To check the answer, we replace 11 for c in the original equation.
242
Check:
c + 18 = 29
9
11 + 18 =29
2929 True
Therefore, the solution is 11.
Example 5 Solve: —32 = 15 + d

Solution:
—32= 15+d
—32 — 15 = 15 + d — 15 Subtract 15 from both sides.
—47=O+d
—47 = d
Check:
—32= 15+d
—32= 15+(-47)
—32 = —32 True
Therefore, the solution is —47.
Example 6 Solve: 3 'f —12
Solution. Check:
3 .f=-12 3 .f-12
3.f —12
Division Property of Equality 3 ._4r —12
3 3
I,
f=-4 —12-12 True
Therefore, the
solution is —4.
Example 7 Solve: —13 = —5g + 32

Solution: Check:
—13 =-5g+32 —13 —5g+32
—13 — 32 = —5g + 32— 32 Addition Property —13 —5 • 9 + 32
of Equality
—45 —5g +0 Identity Property —13 —45+32
—45 = — 5g of Addition —13=-13 True
—45 —5g
Division Property of Equality Therefore, the
—5 —5 solution is 9.
9=g
243
Example 8 Solve: =8
Solution: Check:
h h2
=8
5
h 40 ?
• 5=8•5 By Multiplication Property
of Equality, multiply both
sides by 5. 88 True
h =40 Therefore, the

solution is 40.
Example 9 Solve: —7=35
Solution:
—7=35
4
—7+7=35+7 Add 7 on both sides.
4
Adding —7 + 7 on the left side is 0.
42 Rewrite 42 as a fraction with denominator
Multiply both sides by 4.

;x
z= 168
Check.
—7=35
4
168 ?
--7 =35
168 — 28 1
35
4
140
4 :35
35 35 True
Therefore, the solution is 168.
244
Example 10 MangAmbo is an egg dealer. He needs to sell 1000 dozens of eggs every 2 weeks
for him to meet the quota requirement. On the first week, he sold 453 dozens of
eggs. On the third day of the second week, he delivered again and sold 364 dozens.
How many more dozens of eggs does MangAmbo needs to sell to meet the quota?
Understand.
a. What is asked?
The remaining dozens of eggs Mang Ambo still needs to sell to meet the quota.
• Mang Ambo needs to sell 1000 dozens of eggs.
• 453 dozens of eggs were sold on the first week.
• On the third day of the second week, 364 dozens were sold.
Plan. What equation shall we use to solve the problem? Select your own strategy
in creating the equation.
We let d = the remaining dozens of eggs Mang Ambo still needs to sell to
meet the quota.
Translate the statement to an equation:
The eggs sold on the first week plus eggs sold on the 3rd day of the second
week plus the eggs that he needs to sell equals two-week's quota. That is,
453 +364+d= 1000
Two-weeks quota: 1000 dozens
Eggs sold on the first week Sold on the 3rd day of the second d
453 dozens of eggs week 364 dozens of eggs

453 +364+d= 1000
817 +d= 1000
—817 + 817 + d= 1000 + (-817)
-Y.
0 +d=183
d= 183
Answer: Mang Ambo still needs to sell 183 dozens of eggs to meet the quota.
245
Check. To check, you may go back to the illustration and estimate if our answer
183 dozens is reasonable. Another way to check is to go back to your
original equation and replace d with 183 as shown.
453+364+ d = 1000
9
453 + 364+ 183 =1000
1000 1000 True
Example 11 The price of a 32" LED television is 15,500.00 less than twice the price of an
old model. If it costs P29,078.00 to buy the new 32" LED television, what is the
price of the old model?
Understand.
a. What is asked?
The cost of buying an old model television.
• The price of the 32" LED television is p15,500.00 less than twice the
amount of the old model.
• It costs P29,078.00 to buy a new 32" LED television.
Plan. What equation shall we use to solve the problem? Let's translate the statement
to an equation.
We letp the price of the old television model
the price of 32" is p15,500.00 less than twice the price of

LED television an old model
V
I
29078 = 2p-15 500

29 O782p —15500
29078+15500 =2p— 15500+15500
44578 =2p
44 578 =
2 2
22 289 p
Answer: Therefore, the price of the old television model is 22,289.00.
246
Check. To check your answer, go back to your original equation and replace p
with 22 289. This is one way to know if your answer is correct.
29078 2(22 289)— 15 500
29078 44578-15 500
29 078 29 078
EVALUATE
A. Write and solve the equation for each model. Use to represent any variable, U to
represent 1, and o to represent -1.
1. U= 2. 111=•••
3. = 0 0 4. = ODD
5. . = 0 0
I 6.
B. Solve and check. Show your complete solutions.

1. x+5=2 6. x-(-27)=35-12
2. x-1O=22 7. 5x+(-55)=20
3. x-278+1O 8. 96-4x=--28
4. -11+x+(-48)=25 9. -41+3x=-23-18
5. x-(-16)=12+13 10. -45x-13=77+90
C. Solve each problem. Show your complete solution.

1. If thrice a number is increased by 11, the result is 35. What is the number?
2. If twice a number is decreased by 13, the result is 9. What is the number?
3. Seven less than twice a number is 15. What is the number?
4. Karen saved P200.00 this week from her allowance. If this amount is P50.00 more
than twice the amount she saved last week, how much did she save last week?
5. Margaret went to the mall to buy some clothes. As she waits for her turn to pay,
she was thinking of how much she needs to pay. The cashier told her that the total
amount she needs to pay was P3,262.00. She chose to buy 2 blouses for P356.00
each and 3 pairs of pants. How much is the price of each pair of pants?
247
6. A family of three adults and three children visited the circus. They went to the ticket
booth to purchase tickets for all the rides and games. The total cost of the family's
ticket is P1,560.00. If an adult ticket costs P280.00, how much is the ticket cost for
each child?
7. In Baguio City, a horse ride costs P120.00 per person for the first 30 minutes and
P50.00 for every additional 10 minutes. If you spent P270.00 for a horse ride, for
how long did you ride?
For numbers 8-10, create word problems that can be solved using the equations below.
8. c+ 12=9 9.2b-8=16 10.d+10=25
MATH CHALLENGE
1. The difference between two-thirds of a number and one-sixth of the same number
is seventy-five. What is the number?
2. The average of 6 numbers is 15. The average decreases by I when the 7th number
is added. What is the value of the 7th number?
3. Mary is 5 years older than her younger sister. If Mary will be n years after 7 years,
find their total age in terms of n.
KEY IDEAS
•. To solve equations for x in the form: x + m = n, where m and n are constants, subtract m
from both sides.
• To solve equations for x in the form: x — m = n, where m and n are constants, add m on both
sides.
• To solve equations for x in the form: = n, where m and n are constants, multiply both
sides by m. m
• To solve equations for x in the form: m • x = n, where m and n are constants, divide both
sides by m.
248
CHAPTER REVIEW
Algebra behind Math Tricks
There are many forms of math tricks performed by magicians and friends. The following
is an example of a short trick.
Daniel: "Think of a counting number but do not tell me the number."
Ezekiel: "Okay, I have a number." (Ezekiel's number is seven.)
Daniel: "Now add two to your number."
Ezekiel: "Okay, I have done that." (Now Ezekiel's number is 9.)
Daniel" "Multiply by three."
Ezekiel: "Okay, that is done." (Ezekiel's number is 27 now.)
Daniel: "Subtract 6 from this number you have."
Ezekiel: "All right." (Ezekiel's number is now 21.)
Daniel: "Okay, Ezekiel, tell me the number you have now and I'll tell you the original
number you chose."
Ezekiel: Sure my number is now 21."
Daniel: "Hmm, 21. Well, I guess your original number was 7."
Ezekiel: "Wow! That was great! How did you do it?"
What did Daniel do to figure out Ezekiel's number? Use algebra to figure out this trick.
To help, let the counting number chosen be represented by n.
Once you see how this trick works algebraically, you can easily make up your own
similar trick. Each person in the group should try to make up a trick like this and test it on the
other members. The example above and the algebraic expression that represents the steps
will help you.
REFLECTION
Using styro saves you time? Think again. It takes 500 years for your garbage to dissolve,
but you only need 5 minutes to wash the dishes. What other routine do you have that is becoming
an unwise practice over time?
249
THINK ABOUT THIS
The Slippery Cricket
Christopher, the slippery cricket, was hopping near a well one evening. He miscalculated
the distance of a hop and fell 45 feet to the bottom of a well. He was so tired and discouraged
that he waited until morning to start the climb to the top of the well. Christopher climbed 3 feet
each day. However, Christopher slipped back 2 feet at night because the walls of the well
were slippery.
Problem How many days did it take Christopher to reach the top of the well?
Think End of first day: 3 feet above the bottom
Second morning: 1 foot above the bottom
End of second day: 4 feet above the bottom
There is more than one way to solve this problem.
Method I Making a Drawing

Make a drawing for the third morning, the end of the third day, the fourth
morning, and so on until you reach 45 feet.
End of 1st day 2nd morning End of 2nd day
Method 2 Making a Table

Continue this table until you reach a height of 45 feet.
The number of the

1 2 3 4 5 6 ?
day
The height in feet at
end of day
Method 3 Finding a Pattern

Complete only as much of the table as you need to see a pattern that you
can use to predict the answer to the problem.
Exercises
1. Solve the problem using the method that you prefer.
2. If you can see the pattern between "the number of the day" and the "height in feet at the
end of the day", write an equation that describes the pattern.
Source: HBJ Fundamentals of Mathematics by Dritsas, L. et al. p.4 14
-I
250
ENIGMA
................... ToDo..U&j...
Everyday, we do things that need to be done in an orderly manner We do them in pro
gressive manner What are your daily activities that you do progressively?
Make a To Do List of the TopS activitIes that you do everyday including its progression from
Monday to Friday. Be guided by the following illustration. An example is given as your outline,
MONDAY TUESDAY . WEDNESDAY

1. Save P5.00 1. SaveP10.00 1. SaveP15.00
2. 2. 2.
3. 3. 3.
1
4. 4. 4.
5. 5. I , 5•
251
t1 apter.
Measurement
IN THIS
CHAPTER
I Speed,
Distance, and
Time
2 Area of
Composite
Figures
3 Surface Area
4 Volume of Solid
Figures
5 Meter
Readings
Source: https://commons. wikimedia. org
Imagine a world where people build things without paying attention

to its shape and measurement. What would it be like if the wheels on
your car or on your bike were made out of prisms instead of cylinders?
At the same time, what would the roads be like if all the drivers do not
BiG QUESTION have knowledge about speed, distance and time? What would it be like
to live in a spherical house instead of a prism or where the floors are
How do we apply our spherical instead of flat?
knowledge of speed,
area, and surface In this chapter, we will calculate speed, distance, and time and
area of plane and apply such knowledge in everyday scenario. We will also compute for
solid figures in real- the area of plane figures, surface area, and volume of plane and solid
life situations?
figures. In addition, we will also learn how to read water and electric
meters and apply it in real-life situations.
252
LESSON I Speed, Distance, and Time
OBJECTIVES
U Calculate speed,
distance, and
time.
U Solve problems
involving average
rate and speed.
Source: https://commons.wikimedia.org
ENGAGE
Jonathan bought a new car. He drove his car from Manila to
Baguio City at an average speed of 65 kilometers per hour, for a total
of 4.5 hours. How far did he travel?
total distance
Manila Baguio
EXPLORE
In this problem, we were given a speed of 65 kilometers per hour,
and time of 4.5 hours. To find the total distance traveled, we can simply
multiply the given speed and time: BIG IDEA
Distance =65 x 4.5 —, 65
Speed, distance,
x 4.5
and time can be
325 computed using the
following equation:
± 260
292.5
Answer: He traveled 292.5 kilometers.
253
EXPLAIN
The relationship between speed, distance, and time can be expressed in the following
equations:
Speed, Distance, and Time Formula

distance
SDeed =
time
Distance speed x time
distance
Time =
speed
To further understand the relationship between these three terms (speed, distance, and
time) in the formula, analyze the situation below.
When we say a track event at the Palarong Pambansa is 500 meters long, we are defining
its distance. Yet most people are interested in the time taken to run it.
Equally, however, we could consider them to run a longer distance in the same time. Both
points of view are exactly the same. All that we are talking about is their average speed, which
is defined by:
Definition of Average Speed

Average speed is a measure of the distance traveled in a given period
of time, it is sometimes referred to as the ratio of distance and time
Average speed - distance

time
Why is the term average speed used? Think about how the race happens—they start from
being at rest, speed up, and run at almost the same speed throughout.
In everyday life, we use speeds like kilometers per hour (kmlh), whereas in this race we
use meter per second (mis).
Definition of Speed
Speed is a scalar quantity that refers to "how fast an object is moving."
Speed can be thought of as the rate by which an object covers distance.
A fast-moving object has a high speed and covers a relatively long distance in a short
amount of time. Contrast this to a slow-moving object that has a low speed and covers a relatively
small, amount of distance in the same amount of time. An object with no movement at all has
a zero speed.
254
Definition of Distance and Time
Distance is the total length between two positions
Time is the quantity measured or measurable period during which an
action, process, or condition exists or continues.
The equation for speed can be remembered from the unit itself: rn/s — m is meters
(distance), s is seconds (time). It can, of course, be rearranged to give:
distance
time — - and distance = speed x time
speed
The following table lists units in common use for speed and their abbreviations.
Distance Time Speed Abbreviation

miles hours miles per hour mph
kilometers hours kilometers per hour km/h or kph
meters seconds meters per second m/s
feet seconds feet per second f.p.s or ft. per sec.
centimeters per
centimeters seconds cm/sec or cm/s
second
Example 1 If a car travels 100 kilometers in 2 hours, find the average speed.
Solution:
Using the average speed formula:
distance 100
Average speed = — — 50 kph
time 2
Answer: The average speed of the car is 50 kph.
Take note that the car does not travel at a constant speed of 50 kph; its speed
varies during the journey.
Example 2 A world-record holder ran 800 meters in 86 seconds. What was his average speed
rounded to the nearest tenth?
Solution:
distance 800 m
Average speed = — — 9.3 ni/S
time 86 s
Answer: The average speed of the world record holder was 9.3 mIs.
255
Example 3 Roy drives at an average of 45 mph on ajourney of 135 miles. How long does the
journey take?
Solution:
distance 135 miles
Average speed = . — — 3 hours
time 45 mph
Answer: The journey takes 3 hours.
Example 4 Vincent's motorcycle's average speed on a motorcycle is 50 km/h. If he drives it
1
for 4 hours, how far does he travel?
Solution:
Using the formula to find the distance:
distance = speed x time
1
=50x4
distance = 225 kilometers

Answer: He can travel a distance of 225 kilometers.
Example 5 Daniel can type 840 words in 20 minutes. Calculate his typing speed in:
a. words per minute b. words per hour
Solution:
His typing speed can be calculated as:
840
a. Typing speed = =42 words per minute.
In 1 hour we have 60 minutes, so:

b. Typing speed =42 x 60=2520 words per hour.
Example 6 Nandy has to travel a total of 476 kilometers. He travels the first 224 kilometers
in 4 hours.
a. Calculate his average speed for the first part of the journey.
b. If his average speed remains the same, calculate the total time for him to
complete the journey.
Solution:
To calculate the average speed:
distance
a. Average speed =
time
— 224 kilometers
56 km/h
4 hours
Answer: Nandy's average speed is 56 km/h.
256
It follows that the:
distance
b. Time =
speed
— 476 kilometers —
8.5 hours
56km/hr
Answer: Nandy traveled 476 km for 8.5 hours.
%' 'a f
EVALUATE
A. For numbers 1-5, calculate the distance that you would travel if you drove for:
1. 2hoursat30km/h 4. 45 minutes at 80 km/h
2. 7 hours at 65 km/h 5. 1 — hours at 55 km/h
3. hours at 46 km/h
For numbers 6-10, how long does it take to travel:

6. 100 kilometers at 20 km/h?
11. A car travels 200 kilometers in 8 hours. Calculate the average speed of the car in:
a. kilometers per hour
b. kilometers per minute

1. Marvin took a 5-hour bicycle trip. In all, he traveled 120 kilometers. What was his
average rate of speed?
2. Pea and Sam leave their home at the same time. Pea has 180 kilometers to travel
and drives at 80 km/h. Sam has 200 kilometers to travel and also drives at 80 km/h.
a. How long does Pea's journey take?
b. How much longer does Sam spend driving than Pea?
3. Adrian travels from Lucena City to Manila every Saturday to visit his mother. The
trip takes 3.5 hours and he usually travels at an average rate of 64 km/h. How many
kilometers does Adrian travel from Lucena City to Manila?
257
4. Pepny decided to travel to Palawan one summer. The airplane flew at an average
rate of 300 mph and covered 367.45 miles. How long did the flight take?
5. LRT-2 train left Santolan station at 8:00 a.m. and arrived at the Recto station at
8:30 a.m. If the distance between the two stations is 13 kilometers, what was the
average speed of the, train?
6. A man drove 40 km/h for 2 hours, and then 60 km/h for another 3.5 hours. What
was the total distance the man traveled?
MATH CHALLENGE
1. Jack jogged at an average speed of 12 km/h from his home to the nearby park and
jogged back at an average of 7 km/h with the same route. If it took him a total of
57 minutes, how long did he jog from his home to the nearby park?
2. Marissa drives for 3 hours at 60 km/h. Maricel drives 260 kilometers in 4 hours. How
far would Marissa travel if she drove for 3 hours at the same speed as Maricel?
3. Alfred drives for I hours at 75 km/h, then drives 120 kilometers at 60 km/h,
and finally drives for 30 minutes at 65 km/h. Calculate his average speed for the
whole journey?
4. Steven drove from place A to place B at an average speed of 50 km/h. At the same
time, Joseph drove from place B to place A at an average speed of 60 km/h using
the same route. If the distance between A and B were 300 km, what is the distance
between Steven and Joseph after I hours?
5. An owner jeep traveling at an average speed of 70 km/h left the town at 2:00 p.m.
If it arrived in another town at 6:00 p.m., how far are the two towns?
258
KEY IDEAS
Speed, Distance, and Time Formula
I
distance . . distance
Speed = ; Distance = speed x time; Time =
speed speed
Average speed is a measure of the distance traveled in a given period of time; it is some-
times referred to as the ratio of distance and time.
• Speed is a scalar. quantity that refers to "how fast an object is moving." Speed can be thought
of as the rate at which an object covers distance.
• Distance is the amount of space between two objects or the state of being far apart.
• Time is the measured or measurable period during which an action, process, or condition
exists or continues.
259
LESSON 2 Area of Composite Figures
ENGAGE
Li Find the area Aidrin works for a company that remodels kitchens. In one kitchen,
of composite he builds the rectangular island shown below. What is the size of the
figures formed by granite tiles that he needs to cover its countertop?
any two or more
of the following:
triangle, square,
rectangle, circle,
and semi-circle.
L1 Solve routine
and non-routine
problems
involving area
of composite
figures formed by
any two or more
of the following:
triangle, square, EXPLORE
rectangle, circle,
and semi-circle. To find the size of the granite tiles, we need to find the area of
the rectangle.
To find the area of the rectangle, multiply the length by the width.
Area = length x width
=6 ftx 2.5 ft
Area = 15 ft2
So, Aldrin needs 15 ft2 of granite tiles to cover the countertop.
EXPLAIN
Definition of Area
Area is the number of square units needed to
cover the surface of a plane figure.
260
A polygon and its interior form a plane region. We can find the area of the rectangular
region or rectangle by filling it in with square units. The illustration below shows two units,
square inch and a square centimeter.
Square inch Square centimeter
1cm
Example 1 What is the area of this region?
5cm
4cm
We have a rectangular array. Since the region is filled with 20 square

centimeters, its area is 20 square centimeters (sq. cm), or 20 cm2. The number of
square units is 5 x 4=20.
Area of a Rectangle
The area of a rectang'e is the product of the length (I) and width (w).
Example 2 Find the area of a rectangle that has a dimension of 8 meters by 3 meters.
3m
8m
261
Solution:
A 1'w
=8m•3m
A =24 m2
We think of m • m as m2 and denote it as m2. Thus, we read "24 m2" as

"24 square meters."
Area of a Square
A = s • s, orA =
Example 3 Find the area of a square with sides 12 cm.

Solution:
A =s•s
12cm
= (12 cm)(12 cm)
A = 144cm2 12cm
Example 4 Find the area of the friangle at the right.

Solution:
A =--•b•h
2
= •5ft
2
lift
— 115fi2
2
A =27.5 ft2
262
Area of a Circle
A = it • r • r, or A =
22
Example 5 Find the area of the circle at the right. Use it
7
Solution:
A =jtr•r
22
= —'7 m • 7 m
7
22
= — .49 m 2
7
A = 154m2
The area is about 154 m2.
Area of Composite Figures

To find the area of composite figures, you can sometimes separate it into figures with areas you
know how to find.
Example 6 Find the area of each shaded region. Assume that all angles that appear to be right
angles are right angles.
a.
We can separate the figures into two: a triangle and a square. Now, let us find
the area of each figure.
263
Solution:
Area of the triangle Area of the square
A =—•b•h A =s. s 7cm

2
= 7 cm • 7 cm
1
=—•7cm•6cm A =49 cm2
2
• 42 cm2 7cm
2
A = 21cm2
We can see that the area of
49 criY
Therefore, the area of the composite figure is 70 cm2.

3ft 3ft
b.
6ft 6ft
We can identify two rectangles from the figure, one that measures 3 feet by
4 feet (the smaller) and the 10 feet by 6 feet rectangle (the larger) where the smaller
one overlapped.
Let us solve the area of each rectangle.
Area of the smaller rectangle
A=l•w
z4ft.3ft 4ft
A(smaller) =12 ft2 31t
264
Area of the larger rectangle
A=1w
= lOft•6ft
6ft
A (larger) =60ft2
To get the area of the shaded region, subtract the area of the smaller rectangle
from the area of the larger rectangle.
Area of the shaded region:
A =A (larger)
(shaded)
—A (smaller)
=60ft2 — 12 ft2
=48 ft2
The area of the shaded

region is 48 ft2.
c. Find the area of the shaded region. Use it = 3.14.
12m
Area of the triangle:
A =!.b.h
2
—' 14 in '12 m 12m

2
= 168 rn2
2
A = 84 m2
265
Area of the circle:
A =1c•r•r
(3. 14)(4 m)(4 m)
= (3.14)(16)m2
A =50.24m2
Area of the shaded region
A(hdd) — A(triangle) — A(I1)

=84m2 -5O.24m2
12m
=33.76m2
Example 7 A roller-rink floor is shown below. Each end is a semi-circle. What is its area? If
hardwood flooring costs 22O.00 per square foot, how much will the flooring cost?
k 85ft >
Solution:
Let's analyze and identif' the figures. The figures that we can easily identify
are the rectangle and the two semi-circles.
Now, let's find the area of each figure.
Area of the rectangle: 85 ft

A 1w
=85 ft • 40 ft
A = 3400 ft2
40 ft
266
Combining the two semi-circles on both ends of the figure will result to a
circle. Having this, the combined area of both ends is:
A =lt•r•r
= (3.14)(20 ft)(20 ft)
= (3.14)(4000) ft2
A =1256ft2
The total area of the floor is:

A(total) = A(recngle) + A(cite)
=3400ft2 + 1256 ft2
A
(total)
=4656ft2
If hardwood flooring costs 220.00 per square foot, then 4656 ft2 • 220.00
= 1,024,320.00 is the total flooring cost.
Example 8 How much larger is a leche flan made in a 12-inch square moulder than a leche
flan made in a 12-inch-diameter circular moulder? (Use 7t = 3.14)
Solution:
First, we make illustration of each. Then compute the areas.
12 inches 12 inches
The area of the square is:

A =s.s
=l2in.l2in
A =144in2
The diameter of the circle is 12 inches, so the radius is 6 inches. The area of
the circle is:
A 7t•r•r
= (3.14)(6 in.)(6 in.)
= (3.14)(36) in2
A =113.04in2
The square leche flan is larger by about 144 in2 — 113.04 in2 = 30.96 in2.
267
EVALUATE
A. Computation. Do as indicated.
Find the area of each shaded region. Assume that all angles that appear to be right angles
are right angles.
1. 4.
8ft
7ft 3ft
12 ft
2. 5.
C,
B
4 cm
12cm
3. 4m5m 6.
5m 5m
5m 5m
5m 4m 5m
268
16cm
7. S 11.
12cm
6m
14cm
8. 12.
4cm
2cm 2cm
10cm
9.
10. 10cm 14.
10cm
Ji11p1;q
tI""5
269
B. Solve each problem. Provide illustration if necessary.
3
1. The length of a rectangle is 12 cm and its width is 2 cm less than of its length.
Find the area of the rectangle.
2. A circular wall clock with a circumference of 88 cm, is mounted on a wall. How much
area of the wall did it occupy? (Use: t =
3. The length of a rectangle is 52 cm and its perimeter is 200 cm. What is the area of
the rectangle?
4. Mang Pedro walks off a patch of garden for tomatoes. He walks 14 feet north,
7 feet west, and then 15 feet straight back to where he started. What is the area of
Mang Pedro's tomato patch.
5. How much larger is the pizza made in a circular pan with a 14 inch diameter than
a pizza made in square pan with sides measuring 14 inches?
6. A photograph measuring 10 cm by 4 cm is mounted on a rectangular cardboard,
leaving a margin of 3 cm all around.
a. What is the area of the photograph?
b. What is the area of the cardboard?
c. What area of the cardboard is NOT covered by the photograph?
7. The new HEdCen field is a rectangle, 100 yards by 40 yards, with a semicircle at
each of the short sides. A running track 10 yards wide surrounds the field. What is
the area of the running track?
100 yards
MATH CHALLENGE
• Solve the following probiems. Show your complete solutions.
1. The figure on the next page is made up of a semi-circle and a quadrant. Find the
perimeter and area of the shaded part, rounding your answers to the nearest whole
number. Use it = 3.14.
270
2. Suppose the height and base of a triangle are twice the length of the height and
base of another triangle. What is the ratio of the area of the smaller to the area of
the larger triangle? Justify your answer.
3. The length and width of one rectangle are each three times the length of another
rectangle. Is the area of the first rectangle three times the area of the other
rectangle? Explain.
KEY IDEAS
Area is the number of square units needed to cover the surface of a plane figure.
Summary of Formula for Area of Some Plane Figures
Plane Figure Figure Formula
Rectangle A-I•w
Square A=s•s,orA=&
Triangle
A= •b.h
Circle
271
LESSON 3 Surface Area
ENGAGE
L Visualize and Gerald owns an antique shop. He is refinishing a rectangular
describe surface jewelry box shown below. The can of varnish he is using has enough
area and names
liquid left in it to cover 30 cm2. Is there enough,varnish left in the can
the unit of
measure used to refinish the jewelry box?
for measuring 3cm
the surface area
of solid/space
figures.
LI Derive a formula
for finding the
surface area of
cubes, prisms,
pyramids,
cylinders, cones,
and spheres.
Note: The figure is not drawn to scale.
LI Find the surface
area of cubes,
prisms, pyramids,
cylinders, cones,
EXPLORE
and spheres.
Consider these questions.
LI Solve word
problems How many sides (or faces) does the box have?
involving What is the shape of the bottom and top faces of the box?
measurement of
surface area.
What is the shape of the side faces (left side, back, right side,
front) of the box?
Li Create problems
involving surface To find whether there is enough varnish left, let's
area of solid/ draw the net of the box.
space figures,
with reasonable
answers.
3cm
2cm 2cm
3cm 2cm 3cm 2 cm
1cm 1cm 1cm 1cm 1cm
3cm 2cm 3cm
2cm
3cm
272
One way to solve the surface area of a prism is to solve for the area of each face, and then
add them all.
Area of left side: 2 cm x 1 cm = 2 cm2 Area of right side: 2 cm x 1 cm = 2 cm2
Area of top: 3 cmx 2 cm = 6cm2 Area of bottom: 3 cmx 2 cm = 6cm2
Area of front: 3 cm x 1 cm = 3 cm2 Area of back: 3 cm x 1 cm 3 cm2
Thus, surface area of rectangular prism can be found as follows.
Area of left Area of top Area of front
Surface area = + +
and right sides and bottom and back
S.A = 2(2cm x 1 cm) + 2(3 cm x 2 cm) + 2(3 cm x 1 cm)
S..A = 4 cm + 12 cm2 + 6 cm2
S.A = 22 cm2
The total surface area of the jewelry box is 22 cm2. There is enough varnish left to refinish it.
EXPLAIN
Surface area (S.A) is the sum of the areas of the base(s) and the lateral faces of a solid
figure. One way to find the surface area of a solid figure is to find the area of its net. You measure
area in square units such as cm2, ft2, m2 and other units.
Another way to find the surface area of a prism is to use the lateral area and base areas.
Lateral area (L.A) of a prism is the sum of the areas of lateral faces.
Perimeter of base
a+b+c+d C
a b c d
a
L.A = Lateral Area = ph Surface Area = L.A + 2B
When you find the surface area of a prism, it is a good idea to find the lateral area first.
Surface Area of Prism

•The lateral area of prism is the product of the perimeter of the base and height.
L.A.-ph
The surface area of a prism is the sum of the lateral and the area of the two bases.
S.A = L.A. + 2B
273
Example 1 Find the surface area of the triangular prism below.
12m
Solution:
STEP 1. Find the lateral area. shape of the base is a triangle
L.A. =ph wtthstdesl2m 7m and lOm
The height of the prism is 14 m
=(12+7+ 10)(14)
= 406 m2
STEP 2. Find the surface area.
S.A. = L.A. + 2B
basebf a triangle.. So,
=L.A. + 21!.b. h
B = bh,
=406+21! :v.here b is the base of the triangle

and ii is the height of the triangle.
=406+48
=454
Answer: The surface area of the triangular prism is 454 m2.
Surface Areas of Cylinders
If we cut a label from a sardine can, we will see that the label is a rectangle. The height
(or width) of the rectangle is the height of the can. The base length of the rectangle is the
circumference of the can.
h Lateral Surface
area area
L.A = 2itrh Area of a base B = S.A. = L.A. + 2B
274
Surface Area of a Cylinder
The lateral area of a cylinder is the product of the circumference of the base and the
height of the cylinder.
• LA2irrh
The surface area of a cylinder is the sum of the lateral area and the areas of the
two bases.
S.A. = L.A. +28
Example 2 Find the surface area of the can of milk at the right Use IL = 3.14.
Solution:
STEP I Find the lateral area.
L.A. = 2itrh
= 2(3.14)(1.5)(4)
= 37.68 cm2
STEP 2. Find the surface area.

S.A.=L.A+2B
= L.A + 2irr2
= 37.68 + 2(3.14)(l.5)2
= 37.68 + 14.13
= 51.81 cm2
Answer: The surface area of the can is 51.81 cm2.
Surface Area of Pyramids
The surface area of a pyramid is the sum of the areas of all of the faces, including the base.
We can use the net to find a general formula that will help us find the surface area of any pyramid.
L.A.
Pyramid
275
To find the surface area (S.A.), we need to find the lateral area (L.A.) and the area of the
base (B), then add: S.A. = L.A. + B.
Surface Area of a Pyramid

The surface area of a pyramid is the sum of the lateral area and the area of the base
S.A. = L.A. + B
Example 3 Find the surface area of the right square pyramid at the right.
Solution:
STEP 1. Find the lateral area.
There are four congruent lateral faces. Let's find the areas of the triangles
using L.A. = 4( • b• hj.
L.A.=411.b.h
=41!.
= 1600
So, the lateral area is 1600 m2.
STEP 2. Find the surface area. Use the formula:
S.A. =L.A. +B
276
The base is a square, so:
B= s • s
=25 •25
B= 625 m2
So, the area of the base is 625 m2.
S.A.=L.A. +B
= 1600+ 625
S.A.=2225m2
Thus, the surface area of the pyramid is 2225 m2.
Surface Area of Cones
Let us use a net to help us see how the formula for the surface area of a right cone is derived.
r
Cone
The surface area of a cone is the sum of the lateral area (L.A.) and area of its base (B).
S.A = L.A. + B
To find L.A., imagine cutting the lateral surface into wedges and arranging the wedges to
form a figure like a parallelogram.
The base of the new figure is tr and the height is the slant height of the curved surface.
So, L.A. = mrs.
S.A =L.A.+B
mrs + mr2
277
Surface Area of a Cone
The surface area of a cone is the sum of the lateral area and the area of its base.
S.A. = ltrs + 7t12
Example 4 Find the surface area of the ice cream cone at the right.
Use it = 3.14.
Solution:
STEP 1. Find the lateral area using the formula L.A. = irrs.
L.A. = irrs
= (3.14)(2)(6)
L.A. = 37.68 cm2
STEP 2. Find the surface area. Use the formula: S.A. L.A. + B.
S.A.=LA. +B
= irrs + itr2
= 37.68 + (3.14)(22)
S.A. = 50.24 cm2
Answer: The surface area of the cone is 50.24 cm2.
Surface Area of Spheres

The area of the circle that contains the center of the sphere is irr2. It would take exactly
4 of these circles to wrap the sphere completely.
Surface Area of a Sphere

The surface area of a sphere with radius (r)
278
Example 5 Find the surface area of the basketball at the right
with a radius of 4.89 decimeters. Round your answer r=4.89dm
to the nearest tenths.
Solution:
Use the formula S.A. =4 nr to find the sutface area.
S.A.=4itr
=4(3.14)(4.892)
= 300.335976 300.3
Answer: The surface area of the basketball is approximately 300.3 dm2.
h=3m
Example 6 John works in a company that makes tents. His boss
assigned him to design tents for mountaineers. He need
to keep them light. To decide what fabrics are acceptable
to mountaineers, he needs to know the amount of fabric
it takes to construct tent like the one at the right. How
much fabric is required to construct this tent? m5n
Understand.
a. What is asked?
The measure of fabric required to construct the tent.
The illustration shows a rectangular pyramid with 4 meters by 1.5 meters
base and height of 3 meters.
Plan. Which formula(s) shall we use to solve the problem?
Let us use the formula below to find the surface area of the rectangular pyramid.
S.A.= L.A +B
LA.
S.A.2!.w.hJ+2!.l.hJ+
area of the rectangular base
Left and Right faces Front and Back
S.A.=2(!.w.hJ+2!.l.hJ+(l.w)
= 2!xl.5x3J+2(! x 4 x 3J+(4 x 1.5) m2
= 2(2.25) + 2(6) + 6 m2
=4.5+ 12+6m2
S.A.= 22.5 m2
Answer The amount of fabric needed to construct the tent is 22.5 m2.
279
Check. This is one way to check your answer. Go back to your computation.
Check if the given dimensions are properly substituted to the formula.
Check also the flow of the computation.
Example 7 Suppose you want to produce basketballs with 4.89 decimeter radius. What is the
least amount of rubber you would need if you want to produce 20 basketballs? Use
i=3.14.
Understand.
a. What is asked?
The amount of rubber needed to produce 20 basketballs.
Radius of 4.89 decimeters.

The ball is a sphere. Let us use S.A. = 4icr2 to find the surface area of the ball.

S.A. =4irr2
= 4(3.14)(4.892) dm2
= 4(3.14)(23.9121) dm2
= (12.56)(23.9121) dm2
S.A. =300.335976dm2
You need to produce 20 basketballs, so we need to multiply S.A. by 20.
300.335976 x 20 = 6006.7 1952 6006.7 dm2
Answer: You need at least 6006.7 square decimeters of rubber for 20 balls.
Check. This is one way to check your answer.
Go back to your computation. Check if the given dimension is properly
substituted to the formula. Check also the flow of the computation.
Example 8 About how much metal was used to make this tuna can? Use 7t = 3.14.
Understand. 12cm
a. What is asked?
The amount of metal used for the
tuna can. 1'
b. What are the given facts? 5cm
The tuna can has a diameter of
12 cm and height of 5 cm.
280
The can of tuna is a cylinder. Let us use the formula below to find its surface area.
S.A. = L.A. + 2B or S.A. = 2irrh + 2(v)
Since a diameter is equal to 2 times the radius. We have a 6 cm radius.
S.A. =2irrh+2(itr2)
= 2(3.14)(6)(5) + 2(3.14)(62 ) cm
= 188.4 + 2(3.14)(36) cm2
= 188.4 + 226.08 cm2

S.A. =414.48cm2
Answer: The amount of metal used for the tuna can is 414.48 cm2.
Go back to your computation. Check if the given dimensions are properly
substituted to the formula. Check also the flow of the computation.
EVALUATE
A. For numbers 1-8, refer to the illustration below.
Top
(im x 2m)
Left side Back Right side Front

(4m x im) (4m x 2m) (4m x im) (4m 2m)
Bottom
(im x 2m)
281
1. What is the shape of the bases?
2. What is the name of this solid figure?
3. What is the perimeter of the base?
4. What is the height of the prism?
5. Lateral area = base x of the prism.
6. What is the area of the base?
7. For any prism, Surface area = area +
8. For this prism, the surface area is m2.
For numbers 9-12, solve for the surface area of each prism.
9. 4cm 10.
15cm
7cm
II. 12.
For numbers 13-21, refer to the illustrations below.
2cm
cm
13. What is the shape of the bases?
282
14. What is the name of this solid figure?
15. What is circumference of the base?
16. What is the height of the cylinder?
17. Lateral area = base of the prism.
19. Surface area = area +
20. The formula to find the surface area of a cylinder is
21. For this cylinder, the surface area is in2.
For numbers 22 and 23, find the surface area of each cylinder.
22. 10.5mm 23. 12cm
4cm
21 mm
For numbers 24-31, refer to the illustration below.
24. What is shape of the base?

25. What is the shape of lateral faces?
26. How many faces are in the figure (including the base)?
27. What is the area of each face? Do you have common areas? Which part of the
figure (front, back, left side, right side)?
28. What is the lateral area?
30. What is the surface area of the solid figure?
31. What is the formula to find the surface area of this solid figure?
283
For numbers 32-34, find the surface area of each pyramid.
32. 33.
lOin
34.
For numbers 35-40, find the surface area of each solid figure.
35. — 12cm 36.
37. 15cm 38.
14cm
39. 40.
284
B. Solve each problem. Draw an illustration if necessary.
1. Jason is wrapping a present. The box he is using is a rectangular prism with a length
of 18 inches, a width 10 inches, and a height of 4 inches. Find how many square
inches of paper he needs to wrap the entire box.
2. A certain music box has the shape of a cube. Each side of the music box is 15
centimeters long. What is the surface area of the box?
3. A salt container has the shape of a cylinder. The radius of the container is 1.5 inches
and the height his 6 inches. Find the surface area of the container. Use 7t = 3.14.
4. A cylinder shaped water pitcher has a radius of 5 inches and a height of 12.5 inches.
Find the surface area of the pitcher.
5. If the length of each side of a cube is increased by 50%, what is the percent increase
in the surface area of the cube?
6. Find the amount of tin needed to make a milk tin can that has a radius of 2.5 cm
anda height of5cm.
7. Calculate the surface area of each prism. Write the surface area in square meters.
26m
4 50m
urn
8. A cosmetics company that makes small cylindrical bars of soap wraps the bars in
plastic prior to shipping. Find the surface area of a bar of soap if the diameter is
5 cm and the height is 2 cm. (Use: t = 3.14)
9. A library has an aquarium in the shape of a rectangular prism. Its base is 6 ft. by
2.5 ft. The height is 4 ft. How many sq. ft of glass was used to build the aquarium?
10. The lateral area of a cylinder is 94.2 cm2. The height is 6cm. What is the radius?
285
MATH CHALLENGE
Finding Surface Areas of Solids
Sketch each solid named in the chart below. Write a real-life question that involves
finding the surface area of the solid. Write the necessary dimensions that must be given
in your question in order to answer it. Write the formula for finding the surface area of
the solid, and use the given dimensions to calculate the surface area (S.A.). Explain
the process in words. The first example is done for you. Use another sheet of paper if
needed.
Real-life SA Given Formula Explanation of

Sketch of Solid
situation dimensions for SA process
Cube What is the Length = 4 cm S.A. = 682 I found the area of
minimum Width = 4 cm one face, which is
amount of Height 4 cm 4 x 4 or 16 cm2.
cardboard Then I multiplied
needed to the area of one
make a tissue face by 6 since
cube with a there are 6 con-
side length of gruent faces in
4cm? acube:36x6=
216 cm2
Rectangular
prism
Square Pyramid
Cylinder
286
Cone
Sphere
Sketch a pyramid having a base that is not rectangular or square.

Explain how you would find the surface area of this or any pyramid.
KEY IDEAS
• Surface area (S.A) is the sum of the areas of the base(s) and the lateral faces of a space figure.
• Surface Area of a Prism
The lateral area of a prism is the product of the perimeter of the base and height.
L.A = ph
The surface area of a prism is the sum of the lateral area and the areas of the two bases.
S.A = L.A + 2B
• Surface Area of a Cylinder
The lateral area of a prism is the product of the circumference of the base and the height
of the cylinder.
L.A = 2trh
The surface area of a cylinder is the sum of the lateral area and the areas of the two bases.
S.A = L.A + 2B
• Surface Area of a Pyramid
The surface area of a pyramid is the sum of the lateral area and the area of the base.
S.A = L.A + B
• Surface Area of a Cone
The surface area of a cone is the sum of the lateral area and the area of its base.
S.A = L.A + B or S.A = trs +
• Surface Area of a Sphere
The surface area of a sphere with radius (r) is S.A =
287
LESSON 4 Volume of Solid Figures
ç OBJECTIVES ENGAGE
U Determine the
This cube was painted on all sides and
relationship then cut into 27 equal smaller cubes.
of the volume a. How many smaller cubes have paint
between: a
rectangular prism
on only 2 sides?
and a pyramid; b. How many smaller cubes have paint
a cylinder and on only 1 side?
a cone; and a
cylinder and
sphere.
U Derive the
formula for
finding the
EXPLORE
volume of
cylinders,
The large cube has 12 edges and 6 faces.
pyramids, cones, a. After cutting, each edge contains 1 small cube with 2 painted
and spheres. faces; a total of 12.
U Find the volume b. After cutting, each face has 1 small cube with 1 painted face;
of cylinders,
pyramids, cones,
a total of 6.
and spheres.
U Solve routine
and non-routine EXPLAIN
problems
involving The volume of a prism is the amount of space inside the prism.
volumes of
Volume is measured in cubic units, which means it tells you how many
solids.
cubes of a given size it takes to fill the prism.
U Create problems
involving volume We can use the diagram below to show why the formula of any
of solid/space prism works.
figures, with
reasonable —base (B)
answers.
288
To find the volume (V) of a prism, multiply the number of cubic units needed to cover the
base (B) by the number of layers (h).
So, for any prism,
Volume (V) = base area (B) x height (h)
Volume of Prisms
The volume (V) of a pnsm is the product of the base area (B) and the
height (h).
V=B•h
SinceB=L• Wthen V=I'w
Example 1 Find the volume of the refrigerator at the right.

Solution:
The refrigerator at the right is a rectangular prism.
Using the formula, V=1 • w• h, we have:
V— l•w•h
= (3m) (2m) (6m)
V=36m3
Thus, the volume of the refrigerator is 36 m3.
Volume of Pyramids
The volume of a pyramid is the amount of space inside the pyramid. Volume is measured
in cubic units, which means it tells us how many cubes of a given size it takes to fill the pyramid.
It takes three pyramids of popcorn to fill the

rectangular box. The pyramid and the rectangular prism
have the same base and height.
Example 2 Complete the statement.

Volume of the pyramid = x volume of rectangular prism
For a rectangular prism, V = 1 x w x
lx wx h
Soforpyramid, V=lxwxorV=
9
1
The volume of a pyramid is the volume of a prism with same base area
(B) and height (h).
289
Volume of Pyramids
The formula for the volume of a pyramid is - the base area (B)
times the height (h).
Example 3 Find the volume of the pyramid at the right.

Solution:
1
V= (l•w•h)
1
= — x62x40x50
1
= — x 124000
V=41333.m3
So, the volume of the pyramid is 41 333. m3.
Volume of Cylinders
The volume of a cylinder is the amount of space inside the cylinder.
Finding the volume of a cylinder is similar to finding the volume of any other prism.
Volume of Cylinders
The volume (V) of a cylinder is the product of the circular base area
() and the height (h)
290
6 cm
Example 4 Find the volume of coffee in this mug at the right;
Solution:
V•r2 •h
=3.14x62 x 12
=3.14x36x12
V= 1356.48 cm3
So, the volume of this mug is 1356.48 cm3.
Volume of Cones
At Five-Six convenience store, you can buy a Big Gulp or a Little Gulp juice. The Big
Gulp comes in a can, while the Little Gulp is served in a cone.
How many bases does a cone have? What is the shape of the base of the cone?
The Big Gulp and Little Gulp containers have equal radii (plural for radius) and equal
heights. So, it takes three Little Gulps to fill one Big Gulp.
What fraction of the volume of the Big Gulp is the volume of Little Gulp?
1
The volume of cone is the volume of a cylinder with same base area (B) and height (h).
'ylinder B•h Vcone

=j
= •h = • .h
base area (B) base area (B)
291
Volume of Cones
The formula for the volume of a cone is e base area (B) times
the height (h).
•h
Example 5 Find the volume of the cone at the right.

Solution:
V =—•B•h
.3
1
=—'icr2 •h
3
= x 3.14 x 22 x 5 5 cm
3
= x 3.14 x 4 x 5
3
= — x 62.8
3
V = 20.93 cm3
So, the volume of this cone is 20.93 cm3.
Volume of Spheres
Volume is measured in cubic units. A circle on the sphere with the same center as the
sphere has an area of irr2. Imagine this same circle as the base of a cylinder that exactly contains
the sphere.
292
The volume of this cylinder would be the area of its base times its height, which is
.2
icr2 • 2r, or 27cr:3. The sphere does not fill the whole cylinder. In fact, its volume is — of the
volume of the cylinder:
2 4 3
—(21cr ) = —icr
3 3
Therefore, the volume of the sphere is icr.
Volume of Spheres
The volume of sphere with radius (r) is t times the cube of the
radius
Example 6 Find the volume of the sphere at the right.

Solution:
V = — • lcr
3
= • 3.14 • 503
3
* --. -..v 4
=x 3.14 x 125 000 i?iF U!!
3
= — x 392 500
3
V = 523 333.33 m3 50m
So, the volume of this sphere is 523 333.3 m.
293
Example 7 Emilio and Jose pitched a tent that has a shape of
a pyramid. The base of the tent is a rectangle that
is 2.5 meters wide and 2.8 meters long. The tent is
2 meters high. What is the volume of the tent?
Round your answer to the nearest hundredth.
Understand.
a. What is asked?
The problem is asking for the tent's volume.
The length of the rectangular base is 2.8 cm.
The width of the rectangular base is 2.5 m.
The height of the tent is 2 m.
The tent is rectangular pyramid. Let us use the formula below to find the
volume of the tent.
V = !.B.h or V=!.l.w .h
3 3
V =—.B•h
3
=—•l•w'h
3
= — x 2.8 x 2.5 x 2
3
= x 14
3
V 4.67 m3 — rounded to the nearest hundredths
Answer: The volume of the tent is approximately 4.67 m3.
Go back to your computation. Check if the given dimensions are properly
substituted to the formula. Check also the flow of your computation.
Example 8 One of the amenities of La Esperanza Resort is their cylindrical swimming pool.
Its water capacity is 180 m3. If the area at the bottom of the pool is 18 m2, what is
the depth of the pool? Round your final answer to the nearest tenth.
294
Understand.
a. What is asked?
The problem is asking for the depth of the pooi.
• The pooi is a cylinder.
• The pool's water capacity is 180 m3.
• The area at the bottom of the pool is 18 m2.
Plan.
The swimming pool is cylindrical in shape. Let us use the formula below to
derive the formula to find its depth or height.
V
Vit • r2 • h —' h
it
V
it r
Since A = itr2 and A = 18m2, then itr2 = 18m2. So,
— 180m3
h
— 18m2
h=lOm
Answer: The depth of the pool is 10 meters.
Go back to your computation. Check if the given values are properly substituted
to the formula. Check also the flow of your computation.
Example 9 A spherical tank for natural gas has a radius of 7 meters.

About how many cubic meters of natural gas can it
hold? Use it = . Round your answer to the nearest
hundredth.
Understand.
a. What is asked?
The amount of natural gas the tank can hold.
• The tank is spherical in shape.
• The radius of the tank is 7 meters.
• The value of it to be used is —.
295
The tank is spherical in shape. Let us use the formula below to find the vol-
ume of the sphere.
V = — • icr
3
4.
V = — • icr3
3
4 22
=—x—x7
37
4 22
=—x—x 343
37
V 1437.33 — rounded to the nearest hundredths
Answer: The tank can hold about 1437.33 m3 of natural gas.
Go back to your computation. Check if the given values are properly substituted
to the formula. Check also the flow of your computation.
EVALUATE
A. Find the volume of each solid figure. Use = 3.14.
1. 1cm 2.
10cm
12cm
296
5. 3.5m 6.
7. 8. 17.9cm
3.1 cm
9. 10.
B. Solve each problem. Draw an illustration if necessary.

1. A desk drawer is 24 centimeters long, 62.6 centimeters wide, and 38.1 centimeters
deep. Find its volume.
2. The volume of a cube is 27 cubic meters. Find the height of the cube.
3. One of the world's largest structures is the Pyramid of the Sun, near Mexico City.
The pyramid rises 66 meters above ground level and it measures approximately 200
meters by 230 meters at its base. The Great Pyramid of Giza has a square base.
The length of each side at the base is approximately 230 meters and its original
height is 147 meters. (Source: www.britannica.com)
a. Which has the greater volume, the Pyramid of the Sun or the Great Pyramid
of Egypt?
b. How much greater?
4. A water tank is shaped like a cylinder. It is 20 meters tall and has a radius of 7
meters. How many cubic meters of water can the tank hold? Round your answer
to the nearest whole number.
5. Find the volume of a volleyball that has a radius of 4— decimeters. Use for it.
2 7
297
6. Allan keeps tropical fish. His aquarium is 4 feet long, 1 foot wide, and 2 feet tall.
Each fish needs at least 0.5 ft3 of water. What is the maximum number of fish that
he can keep in the aquarium?
7. Cindy has a chocolate box whose length is 12 cm, height of 8 cm, and width of
6 cm. Find the volume of the box?
8. A cylindrical tank can hold 44 cubic meters of water. If the radius of the tank is 3.5
meters, how high is the tank?
9. A chocolate milk container in the form of a rectangular prism is 5 cm long, 3 cm
wide, and 9 cm high. How many cubic centimeters of chocolate milk can it hold?
10. Find the volume of a right circular cone-shaped building with a height of 9 cm and
a radius base of 7 cm.
MATH CHALLENGE
A. Solve the following problems. Show your complete solution.
1. A water pump brings out 500 cubic meters of water in one hour. Will the water pump
be able to fill up a rectangular swimming pool 15 meters long, 10 meters wide, and
3 meters deep in one hour? Explain your answer.
2. Cylinder P has a base radius of 1.4 m and a height of 3 m. Cylinder Q has a base
radius of 2 m and a height of 2.1 m. Find the ratio of their volumes.
3. A cubic tank with 4.6 m edges is filled with water. How much water will be left in
the tank if some is drained off to fill a cylindrical tank with a radius of 2.2 m and a
height of 4.6 m.?
4. A chocolate company produces different sizes of chocolate bars that are packaged
in equilateral triangular prisms. Here is the 100-g. chocolate bar.
3.5 cm
a. Calculate the volume of the box.

b. The company produces a 400i chocolate bar. It has the same shape as the
I 00-g bar.
i. What are the possible dimensions for the 400-g box?
ii. How are the dimensions of the two boxes related?
298
B. Finding Volumes of Solids
Sketch each solid named in the chart below. Write a real-life question that involves finding
the volume of the solid. Write the necessary dimensions that must be given in your question in
order to answer it. Write the formula for finding the volume of the solid, and use the given dimen-
sions to calculate the volume (V). Explain the process in words. The first example is done for you.
Use another sheet of paper if needed.
Real-life
Necessary Formula for Explanation of
Sketch of Solid Volume
dimensions Volume process
question
Cube What is the Length = 2cm V =B •h I multiplied

volume of an ice Width = 2 cm v s2 • h length and width
cube having a Height = 2 cm ,2 2 2 to get the area of
sidelengthof the base which
2cmx2cmx =8cm3
2 cm? is 4 cm2. Then
2cm
I multiplied the
base area by the
height to get the
volume which is
8 cm3.
Rectangular
prism
Square Pyramid
299
Cylinder
Cone
Sphere
Explain how the formula for finding the volume of a pyramid or cone is like the
formula for finding the volume of a prism or cylinder.
Explain how it is different.
300
KEY IDEAS
• The volume of a solid figure is the amount of space inside it. Volume is measured in cubic
units, which means it tells you how many cubes of a given size it takesto fill the solid figure.
• Volume of Prisms
The volume ('i') of a prism is the product of the base area (B) and the height (h).
V =Bh
• Volume of Cylinders
The volume (V) of a cylinder is the product of the circular base area (B) and the height (h).
v= it•r'h
• Volume of Cones
The formula for the volume of a cone is the base area (B) times the height (h).
V=.B.horV=L,u'.h
Volume of Spheres
The formula for the volume of a sphere with radius (r) is times the cube of the radius.
V=.itr2
301
LESSON 5 Meter Readings
OBJECTIVES ENGAGE
11 Read and Mr. De la Cruz is computing his monthly electrical consumption.
interpret electric Based on his electric bill, last month he was able to consume 00125
and water meter kWh. When he checked his digital electric meter, the reading is 00199
readings. kWh. How many kilowatt-hours did Mr. De la Cruz consume this month?
l Solve routine
and non-routine
problems
involving electric
and water
consumption. EXPLORE
Create problems Observe the meter readings below.
involving electric
and water
consumption, Present Reading
with reasonable
answers.
Previous Reading
For us to get the amount of electricity that Mr. De la Cruz con-

sumed, subtract the previous electric meter reading from the present
electric meter reading:
00199-00125 =74 kWh.
So, Mr. De la Cruz consumed 74 kWh of electricity for this month.
302
EXPLAIN
Your electric meter measures the amount of electricity you use. Just as you purchase kilo-
grams of meat, grams of milk or liters of gasoline, you buy kilowatt hours (kWh) of electricity.
Reading Electric Meter
A B C D
In an electromechanical meter, you will notice that there are five dials an4 inside each dial
is a pointer which indicates the number to be read. The pointers will alternately turn clockwise
and counterclockwise These dials measure the number of kilowatt-hour (kWh)
you use in is, lOs, lOOs, 1000s, and 10 000s.
Reading Electric Meters

To read electric meters:
Always read all the dials from right to left, starting from Dial E to
Dial A.
Read the number by the pointer of the dial When the pointer is
between two numbers, the lower number is recorded
If the pointer appears to be exactly on a number, check the dial to
the right to find out the correct reading
If the dial on the right has passed zero, then use the number
the pointer is pointing to on the dial you are reading
If the dial has not passed zero then make use of the smaller
number on the dial you are reading
303
Example 3 Draw the pointers on the dials to show 05630 kWh.
0 5 6 3 0
Reading a Water Meter

The older style of water meters are those with small dials. It looks like a series of small
clocks that turn clockwise (see picture below). The unit we use for this measurement is cubic
meters (m3). The rules of reading a water meter with dials are similar to the way an electric
meter is being read.
Reading Water Meters ...

To read water meters: . ... . . .:. :... ...
1. Start reading from right to left (clockwise). Read the number by the
pointer of the dial When the pointer is between two numbers, the
lower number is recorded
2 When the pointer is directly on the number, look at the dial to the
right If it has passed zero use the next higher number If the dial
has not passed zero use the tower number
3 Record the numbers from right to left
Example 4 Read and interpret the dials on the meter below. The rightmost dial has the
highest value.
305
To get the exact meter reading, start from right to left or the highest numbered
dial (clockwise).
So, the water meter shows 3518 m3.

Today, most households use a water meter with
odometer to measure the amount of water consumption.
See the picture at the right.
ComputingWater and EJectk. knSwnpt1on

To cornput€ for water o eIectic is tionføi. a:PattiUIar period of time,
simply subtract the previous reading from the present reading
Example 5 Menwer made a record of their 3-month electric consumption. The initial reading
is 973 kWh.
January: 1120 February: 1353 March: 1512
Assume that the basic charge for the first 30 kWh is P 120.00 and the
succeeding kilowatt-hour is charged p6.00.
a. How much will Menwer pay for each month?
b. In what month did he pay the most? the least?
c. What is the average monthly consumption?
Understand.
a. What are asked?
The amount that Menwer will pay for each month of electricity they
consumed.
The month with the highest and lowest electricity bill.
The average monthly consumption.
306
• The initial reading is 973 kWh.
• January, February, and March readings are 1120 kWh, 1352 kWh, and
1512 kWh, respectively.
• The basic charge for the first 30 kWh is 120.00 and the next
kilowatt-hour is charged p6.00.
To get the amount that Menwer will pay for each month: subtract the initial
reading from first month's reading. For the following month, subtract the previ-
ous month's reading from the current month's reading. Then, to get the amount
Menwer will pay for, subtract 30 kWh from the monthly kWh consumption, then
multiply the result by p6.00. Afterwards, add the amount for the first 30 kWh
which is p120.00.
To get the average monthly consumption, get the total consumption for three
months then divide it by 3.
a. To get every month's electric consumption:
January: 1120-973 = 147 kWh
February: 1352-1120=232kWh
March: 1512- 1352 = 160 kWh
Now, to get the amount for each monthly consumption with the conditions
that the first 30 kWh is 120.00 and 6.00 per remaining kilowatt-hour.
That is,
January: 147 kWh -+ 120 + [(147-30) x 6]
120+[(147-30)x6]=120+(117x6)
=120+702
= p822.00.
So, for January he will pay 822.00.
February: 232 kWh -3 120 + [(232 - 30) x 6]
120+[(232-30)x6] 120+(202x6)
= 120+ 1212
= p1,332.00
So, for February he will pay 1,332.00
March: 160kWh-' 120+[(160-30)x6]
120+[(160-30)x6} = 120+(130x6)
= 120+ 780
!900.00
So, for March he will pay 900.00.
307
b. See computation in (a). The month with the highest (most) electricity
consumption was on February with 232 kWh consumption. They consumed
the least amount of electricity on the month of January with 147 kWh.
c. The computation below shows the average monthly consumption.
147+232+160 540
Average monthly consumption = -- 179.67
3
So, the average monthly electricity consumption is approximately
179.67 kWh.
Answer: The following are the answers to the questions:
a. He will pay p822.00, N,332.00, and p900.00 for the months of January,
February, and March, respectively.
b. The month with the highest (most) electricity consumption, was on February.
They consumed the least amount of electricity on the month of January.
c. The average monthly electricity consumption is approximately 179.67 kWh.
correct:
Go back to your computation, check if all the given values are properly used
in reference to the given condition especially for computing the amounts.
Example 6 Menwer's record of their water consumption is as follows:

Initial Reading: 0113
January: 0254 February: 0458 March: 0648
a. On what month did they use most water?
b. How many cubic meters of water did they use for 3 months?
c. Solve for the average monthly consumption in cubic meters.
Understand.
a. What are asked?
• The month which they used the most amount of water.
• The total amount of water (in cubic meters) consumed within 3 months
periods.
• The average monthly consumption (in cubic meters).
• Initial Reading: 0113
January Reading: 0254
February Reading: 0458
March Reading: 0648
308
There are three questions in the problem. You may use the following method
to solve each question:
a. Find the amount of water they consumed every month by subtracting the
initial reading from first month's reading, then the previous month's reading
from the current month's reading, and so on to identify the month which they
used most water.
b. To get the total amount of water consumed, add all the water consumption
for three months.
c. To get the average monthly consumption, divide the total (from b) by 3, the
number of months covered.
a. Having an initial reading of 0113, so the water consumption for each month is:
January:
0254
— 0113
141 m3 4—water consumption for January
February:
0458
—0254
204 m3 - water consumption for February
March:.
0648
— 0458
190 m3 4—water consumption for March
b. To get the total amount of water consumed:
141 +204+ 190=535m3
c. To get the average monthly consumption:
535
Average monthly consumption = --
178.33 m3
Answer:
a. They consumed 141 m3 for January, 204 m3 for February, and 190 m3 for
March.
b. The total water consumption for 3 months is 535 m3.
c. The average monthly consumption is about 178.33 m3.
correct:
Go back to your computation, check if all the given values are properly used.
309
EVALUATE
A. For numbers I and 2, give the reading for each meter.
1.
kWh
2.
For numbers 3 and 4, draw the dials to show each meter reading.
3. 3231 kWh
4. 4678 m3
/(O \
/(n\
(8 2\ (8 2
& 5 Y' t5j/'
B. Solve the problem.

On the morning of March 1, the electric meter looked like this:
310
On the evening of March 31, the electric meter looked like this:
a. How many kilowatt-hours of electricity were used during March?

b. If the cost of electricity is 5.5O per kWh, how much did the electricity cost for March?
c. What is the average cost of electricity per day during March?
MATH CHALLENGE
Think of a story related to the use of water or electricity, and then create problems
involving electric and water consumption, with reasonable answers.
KEY IDEAS
• Reading Electric Meters
To read electric meters:
1. Always read all the dials from right to left, starting from Dial A to Dial E.
2. Read the number by the pointer of the dial. When the pointer is between two numbers,
the lower number is recorded.
3. If the pointer appears to be exactly on a number, check the dial to the right to find out
the correct reading.
• If the dial on the right has passed zero then use the number the pointer is pointing
to on the dial you're reading.
• If the dial has not passed zero then make use of the smaller on the dial you're
reading.
4. Read the numbers from left to right.
• Reading Water Meters
To read water meters:
1. Start reading from right to left (clockwise). Read the number by the pointer of the dial.
When the pointer is between two numbers, the lower number is recorded.
2. If the pointer appears to be exactly on a number, check the next lower dial to the right
to find out the correct reading.
If the dial on the right has passed zero then use the number the pointer is pointing to
on the dial you're reading.
If the dial has not passed zero then make use of the smaller on the dial you're reading.
3. Record the numbers from right to left.
311
CHAPTER REVIEW
My Electricity Diary
Family:
Starting Meter Reading:
Read the electric meter at the same time each day for one week. List the appliances and
activities involving electricity each day.
Day Ways my family

used electricity Meter reading (kWh) Electricity used (kWh)
I
2
3
4
5
6
7
Total Electricity Used
Review your electricity diary and answer the following questions.

I. Which day did you observe your family used the most electricity? Why?
2. Which day did you observe your family used the least amount electricity? Why?
3. What similarities or differences do you see in the list of activities on the day your
family used most and least amount of electricity?
4. Draw a conclusion of your findings from your answer in question 3.
5. What three things would your family be willing to do to lower the amount of house-
hold electricity consumed?
312
Sketch
Draw a picture of a real-life scene that includes three examples each of area, surface
area, and volume. Record these objects or situations in the chart after your sketch. Add details
and color to your sketch, and be prepared to share your examples of area, surface area and
volume with a partner.
Title:
Object in My Picture Area, Surface Area or Volume
Explain the difference between area and surface area.
REFLECTION
How much water do you consume each month? Look at your water bills for the past three
months. Was there an increase or decrease in your water consumption for the three months?
As a pupil, how can you help in conserving water?
313
THINK ABOUT THIS
Which has the greater effect on the surface area of a cylinder: doubling the base radius
L or doubling the height? Justify your answer.
ENIGMA
METR(C UNITS OF MEPSUREMENT (Length)
The base unit of length in the metric system is the meter. The other
Ilused units of length are the centimeter, the millimeter, nd Jom
table shows how other metric units of length are related tQ
each prefix s related to place value
1
Units of Length Prefix Meaning of Prefix
1 millimeter (mm) = 0.001 meter (m) milli- thousandths
1 centimeter (cm)= 0.01 meter centi- hundredths

Idecimeter (dm) = 0.1 meter deci- Tenths
1 dekameter (dam) = 10 meter deka- Tens
I I hectometer (hm) = 100 meter hecto- hundreds
1 kilometer (km) = 1000 meter kilo- Thousands
Nate: The value of each metric unit is 10 times the value of the ne stter unit.
Procedure
To change to a smaller metric unit, multiply by 10, or by 100, or by 1000,
and so on.
To change to a larger metric unit, divide by 10, or by 100, or by 1000, and
so on.
314
MNEMONIC DEVICE TO REMEMBER THE ORDER OF METRIC UNITS OF LENGTH
• .
Unit . kilometer hectometer dekameter meter decimeter centimeter millimeter
Abbreviation km hm dam m dm cm mm
1 1
Relationship 1000 100 10
meter 10 100 1000
to meter meters meters meters
meter meter meter
Mnemonic . Henry By Drinking Chocolate Milk."

Device KU1(kIlo)(ht)DIec)(t)(d.) (centi) (milli)
Example Complete.
a 85km m
Solution Larger — smaller Multiply
85x 100085000m
b 155mm= m
Solution Smatter — larger Divide
155' 1000=0 155m
•Exercises
Complete
1 35km ____ m 2 l8mm= cm
3 18 mm = ____ cm 4 35 dam = m
5 78dm m 6 924 mm= dam
7 2308 cm = km 8 5642 mm = hm
9 60 023 hm cm 10 3 528 035 mm =
315
Statistics and Probability
IN THIS
CHAPThR
I Data Collection
2 Pie Graph
3 Probability
4 Prediction and
Outcomes
Source: http://www. shutterstock. corn!
Statistics and probability are widely used in various industries.

They are used in business to make calculated decisions and project plan.
Weather forecasters use them to predict the daily weather. Also, statistics
.:1.BIG QUESTIONS.
and probability are used in the medical industry to develop a new
medicine or diagnose a sick patient. Can you name other instances that
1. Howdowe uses statistics?
interpret and
Indeed, a comprehensive background in statistics is very important
represent data
using tables and in any profession. In this chapter, we will tackle the basics of statistics
pie graph? and probability. Particularly, we will learn about collecting data, making
2. How do frequency tables, and how to construct and interpret pie graphs. Probability
we apply topics include applying experimental and theoretical probabilities using
experimental listings and diagrams in making predictions. The use of both statistics
probability
in real-life and probability in mathematical problems and real-life situations will
situations he discussed thoroughly.
316
LESSON I Data Collection
OBJECTIVES
Collect data on one

or two variables
using any source.
Source: https:llcommons. wikimedia.org
ENGAGE
Aidrin has a part-time job at the Body Fit Gym. His boss wants to
know the ages of the teenagers in the center's taekwondo class. Aidrin
records the ages of everyone in the class. Below are the ages of the
teenagers.
Ages of Students in the Taekwondo Class

14 15 18 16 13 15 16 17 16
15 18 17 14 16 13 16 17 19
a. How many teenagers are attending the Taekwondo classes?

b. What is the age of the oldest member of the Taekwondo BIG IDEA
class?
c. What is the age of the youngest member of the Taekwondo Collected data are
organized using
class? frequency tables.
d. How many teenagers belong to ages 13 to 15?
e. How many students have an age greater than 15?
317
EXPLORE
Let us organize the data using a table to make it easier to understand.
Age Number of Students

19 1
18 2
17 3
16 5
15 3
14 2
13 2
TOTAL 18
Now, let us answer each question.

a. How many teenagers are attending Taekwondo classes?
There are 18 teenagers attending in the Taekwondo classes.
b. What is the age of the oldest member of the Taekwondo class?
The age of the oldest member of the class is 19 years old.
c. Whaf is the age of the youngest member of the Taekwondo class?
The age of the youngest member is 13.
d. How many teenagers belong to ages 13 to 15?
There are 7 teenagers who belong to ages 13 to 15.
e. How many students have an age greater than 15?
Using the table above, the ages greater than 15 include students with ages 16 to 19
with 5, 3, 2, and 1 number of students, respectively. So, we have 11 students with
age greater than 15.
EXPLAIN
When you ask your friends about their favorite TV shows, the number of times they eat
in a restaurant, the brand of shampoo they use, or their height and weight, you are collecting
information. These pieces of collected information are called data.
When gathering data, whether we get it from the internet or from talking to people, we
need to keep track of that data. It helps us to collect information in an organized way. If we do
not do this, we might miss important information about the data and may result to difficulty in
interpreting the data we have gathered. Using a frequency table helps us to record, clarif', and
easily find what we are looking for our data. In a tally table, tally marks (I) are used to record
data, while in a frequency table, numbers are used instead of tally marks.
One of the first steps we follow after gathering data is to arrange the numbers in ascending
or descending order. In this way, we can easily see the highest and lowest values.
318
Let us study the following examples.
Example 1 By the end of the intramural's basketball tournament, Grade 6- F. Sionil Jose's
players had scored the following points: 19, 66, 32, 18, 33, 79, 49, 46, 60, 39.
What was the lowest score? What was the best score?
Solution:
Arrange the scores form least to greatest:
18, 19, 32, 33, 39, 46, 49, 60, 66, 79
Answer: The lowest score was 18. The highest score or the best score was 79.
Example 2 Airline A asked passengers on a flight to rate the quality of their service. The table
below hows the ratings of 24 passengers. Make a frequency distribution table of
the data collected. How many passengers gave a rating of 3 and below?
Service Ratings
3 5 4 2 4 3
4 2 1 4 3 5
5 1 2 5 3 1
4 '3 5 2 5 2
5: Excellent 4: Very Good 3: Good 2: Fair 1: Poor
Solution:
1. Arrange the service ratings in order.
2. Make a tally.
3. Count the tally marks. Write the frequencies.
4. Total all the frequencies.
Service Rating Tally Frequency

Excellent NI 6
VeryGood N 5
Good N 5
Fair '
N 5
Poor III 3
TOTAL: 24
Answer: The rates of 3 and below consist of good (3), fair (2), and poor (1).
Their frequencies are 5, 5, and 3, respectively. Adding these three frequencies will
result to 13, the number of passengers who gave a rating of 3 and below.
319
Example 3 Mr. Guce, a Grade 6 English teacher in San Antonio Central School, asked his
12 pupils about their weekly allowance. Make a frequency table of the following
data he collected. How many pupils have an allowance of, at least, P25O.00?
Weekly Allowance of Grade 6 Pupils
3OO.00 P25O.00 P225.00 P35O.00
P500.00 8O.00 P32O.00 P275.00
P5O.00 P75.00 4OO.00 P18O.00
When the data contains many different values, group the data into equal
intervals.
Solution:
Make a frequency table.
Allowance Tally Frequency
45O.00-549.00 I 1
35O.00-449.00 II 2
25O.00-349.00 1111
15O.00-249.00 Il 2
P5O.00-149.00 Ill 3
TOTAL 12
How many pupils have an allowance of "at least" P25O.00? The word
"at least" means "no less than" or "at the minimum". Let's start counting the
frequencies from 25O.00, it covers three intervals in our frequency table (25O.00—
P349.00, 35O.00-449.00, and P45O.00-549.00) with frequencies of 4,2, and 1,
respectively. So, the number of pupils with at least P25O.00 weekly allowance is 7.
Example 4 The following are the weights of Grade 6 pupils.

Grade 6 pupils' weights in lbs:
93 87 91 104 108 81 93 100 107
118 97 83 103 108 101 87 88 114
86 92 91 97 99 102 lii 101 95
80 110 96 96 98 104 101 106 94
Use a 5-point interval beginning with the lightest weight. How many pupils
weigh about100 ibs?
320
Solution:
Make a frequency table.
Weight (Ibs) Tally Frequency
80-84 III 3
85-89 tIM 4
90-94 NI 6
95-99 NUt 7
100-104 I.nj III 8
105-109 lIlt 4
110-114 III 3
115-119 1
TOTAL 36
To answer the question, the phrase "about 100 ibs" means estimation. The
weighs ranging 95 Ibs-104 lbs is about 100 lbs. Based on the frequency table
above, there are 7 pupils weighing 95-99 lbs and 8 pupils weighing 100-104 lbs.
Therefore, there are 7 + 8 = 15 pupils weighing about 100 lbs.
EVALUATE
A. The table below shows the favorite subjects in school of selected Grade 6 pupils of
Maugat West Elementary School. Complete the frequency table below then answer
the following questions.
Favorite School Subjects of Selected Grade 6 Pupils
of Maugat West Elementary School
Subject Tally Frequency
English N liii
Math NNI
Science N N II
Filipino NNNI
T.L.E. NNII
MAPEH NNNII
Total
1. What is the most favorite subject of the selected Grade 6 pupils?
2. What is their least favorite subject?
3. How many pupils chose Math as their favorite school subject?
321
4. How many pupils were in the survey?
5. Which subjects has equal frequencies?
For numbers 6-10, complete the frequency table below then answer the following questions.
Pulse Rates, Frequency

Tally
Beats per Minute
85-89 III
80-84 t14JNi lilt
75-79 1n1rh1lll
70-74 1UIUNI
65-69 tHJlI
60-64 II
Total
6. How many people were in the survey?

7. How many people had a pulse rate of 75-79 beats per minute?
8. What is the most common number of beats per minute?
9. How many people had pulse rates of 80 and higher?
10. How many people had pulse rates of at least 70?
B. Create a frequency table for each set of data then answer the following questions.
1.
Grades in Math of Selected Grade 6-Section B Students
Outstanding Satisfactory Very Satisfactory Satisfactory
Very Satisfactory Very Satisfactory Satisfactory Outstanding
Satisfactory Outstanding Fairly Satisfactory Very Satisfactory
Fairly Satisfactory Very Satisfactory Very Satisfactory Fairly Satisfactory
a. How many pupils were asked about their grades in Math?

b. How many pupils got a "satisfactory" grade?
c. Which descriptor has the lowest number of frequency?
322
2. Use an interval of 10 000.
Capacity of 16 University Basketball Courts
52 000 50 000 66 000 59 000
47 000 66 000 35 000 52 000
46 000 42 000 72 000 30 000
70 000 58 000 50 000 32 000
a. What is the largest capacity of a university basketball court?

b. How many basketball court(s) has/have a capacity of "at least" 50 000?
c. How many basketball court(s) has/have a capacity of "at most" 50 000?
MATH CHALLENGE
Who are taller than me?

Materials to be used: tape measure, pencil, paper
Whattodo:
1. List down the height (in inches) of each member of the group.
2. From the data on heights, construct a frequency table. Separate the heights of boys
from those of girls. Use 5 inches as interval.
3. Write a summary of your findings.
KEY IDEAS
• Data are collected pieces of information.
• To make a frequency table:
1. Arrange the data in order. 3. Count the tallies. Write the frequencies.
2. Make a tally. 4. Total all the frequencies.
323
LESSON 2 Pie Graph
OBJECTIVES ENGAGE
U Construct a pie Mark surveyed 250 people at the Municipal Athletic Meet and
graph based on a asked them what event is their favorite. He made the pie graph below.
given set of data. What is the exact number of people who answered each event as their
U Interpret data favorite?
presented in a
pie graph. Favorite Event at the Municipal Athletic Meet
U Solve routine
and non-routine Other
problems using events
data presented in 10% Volleyball
a pie graph. 20%
U Create problems
that can be
answered using Basketball
information 30%
presented in a Football
pie graph. 22%
Track and field

18%
EXPLORE
There are 250 people surveyed. To get the number of people who
answered each event as their favorite, multiply the given percent by the
total number of respondents. We have:
Volleyball: 20% x 250 - 0.20
x 250
50.0 -3 50
Track and Field: 18% x 250 = 45
324
Football: 22% x 250 = 55
Basketball: 30% x 250 = 75
Other events: 10% x 250 = 25
There are 50, 45, 55, 75, and 25 people who answered volleyball, track and field, football,
basketball and other events, respectively, as their favorite event.
EXPLAIN
When we look for information to help us make important decisions, we often find the
information in the form of graphs. A lot of newspapers regularly use graphs to help readers to
compare amounts or see trends. One of these graphs is the pie graph.
Pie graphs ar used to show the percentage of a quantity in each of the several categories.
It can also be used to easily visualize the ratio of one category to another.
Drawing Pie Graphs

Example 1 The table below shows the distribution of Overseas Filipino Workers (OFW) in
6 different continents (North and South America combined). Make a pie graph of
the data.
Distribution of Overseas Filipino Workers in Six Continents
Continent Percentage
Asia 83%
Europe 7%
North and South America
Australia
Africa
Source: Philippine Statistics Authority 2014 Survey on Overseas Filipinos
To draw a pie graph:

.1 Find the angle measure for each section.
• Draw a circle using a compass.
Use a protractor to draw each angle measure. Then label each section.
Write a title for the graph.
325
Solution:
I. Find the angle measure for each section.
Asia: 83% of 360° 0.83 x 360°
= 298.8°
North and South America: 6% of 360° =0.06 x 360°
= 21.6°
Africa: 2% of 360° 0.02 x 360°
= 7.2°
Europe: 7% of 360° 0.07 x 360°
=25.2°
Australia: 2% of 360° = 0.02 x 360°
= 7.2°
2. Draw a circle using a compass.
3. Use a protractor to draw the angle measuring 298.8°. Then label the section
"Asia 83%".
4. Draw and label the remaining sections.

5. Write a title for the graph.
North and South

America 6%
Australia 2%
Europe 7%
Africa 2%
Example 2 Mr. Sinco surveyed 40 teenagers about their favorite sport. The results of the survey
are as follows. Draw a pie graph to display the data.
Basketball- 24 Badminton- 8
Football- 6 Table tennis- 2
326
For us to easily graph the data, let us write the result in percent.
Sports Votes Percent Angle Measure
Basketball 24 60% 216
Badminton 8 20% 72
Football 6 15% 54
Table tennis 2 5% 18
TOTAL 40 100% 360
Favorite Sports of 40 Teenagers
Badminton
Football
20%
15%
Table Tennis
5%
Basketball
60%
Reading and Interpreting Pie Graphs
Example 3 According to the National Statistics Authority, the number of Overseas Filipino
Workers (OFWs) who worked abroad at any time during the period of April to
September 2014 was estimated at 2.3 million.
North and South

America 6%
Australia 2%
Europe 7%
Africa 2%
83%
a. Which continent has the largest number of OFWs?

The largest section of the graph, 83%, represents those who are working
in Asia.
b. What percent of OFWs are working in Australia?
We see that 2% of the OFWs are working in Australia.
327
c. Which continent has 7% of the total number of OFWs?
Seven percent of the OFWs are working in Europe.
d. How many OFWs are working in Africa?
The section of the graph representing OFWs in Africa is 2%; 2% of
2.3 million is 46 000.
2% x 2.3 million -9 2 300 000
x 0.02
46 000.00 —, 46 000
Thus, 46 000 of the OFWs are working in Africa.
e. How many OFWs are working in North and South America?
The graph shows that 6% of the OFWs are working in North and South
America; 6% of 2.3 million is 138 000.
6% x 2.3 million —' 2 300 000
x 0.06
138 000.00 138 000
So, there are 138 000 Filipino workers in North and South America.
What percent of OFWs are working in Europe and Asia?
The percentage of OFWs working in Europe is 7%, while in Asia, it
is 83%. So, the percentage of Filipino workers in Europe and Asia is 90%.
g. How many OFWs are working in Europe and Asia?
The graph shows that 7% of the OFWs are working in Europe; 7% of
2.3 million is 161 000. In Asia, 83% of the OFWs; 83% of 2.3 million is
1 909 000.
Europe: 7% x 2.3 million -. 2 300 000
x 0.07
161 000.00 ' 161 000
Asia: 83% x 2.3 million -+ 2 300 000
x 0.83
1 909 000.00 4 1 909 000
Sum: 83% x 2.3 million - 1 909 000
7%x2.3 million -+ + 161000
2 070 000
The number of Filipinos workers working overseas in Europe and Asia
is 2 070 000.
h. How many more OFWs are working in North and South America than in
Africa?
The number of OFWs working in North and South America is 6% of
2.3 million (138 000). In Africa, it is 2% of 2.3 million (46 000). The differ-
ence when 46 000 is subtracted from 138 000 is 92 000.
328
Africa: 2% x 2.3 million - 2 300 000
x 0.02 w
46000.00 - 46 000
North and South America: 6% x 2.3 million -9 2 300 000
x 0.02
138000.00 - 138000
Difference: 6% x 2.3 million -, 138 000
2% x 2.3mi11ion -4 - 46 000
92000
Therefore, there are 92 000 more OFWs working in North and South
America than in Africa.
Example 4 Mr. Palma asked 50 'Grade 6 pupils if they use the Internet during weekends and
how many hours they spend in using it. The pie graph below shows the results.
Number of Hours Spent Using Internet During Weekends
10 hours or more
7-9 hours
a. How many pupils use the Internet for 0-3 hours during weekends?
30%x50=15 -' 50
x 0.70
15 -+ 15
Fifteen pupils are using Internet for 0-3 hours.
b. How many pupils use the Internet for at least 7 hours?
At least 7 hours cover the time usage of 7 hours and above. Based on
the graph, there are two percentages which satisfies this condition- 20%
(7-9 hours) and 10% (10-above hours). To get the exact number of pupils:
(20%+ 10%)x50=30%x50= 15
There were 15 pupils who use the Internet for at least 7 hours.
c. How many pupils use the Internet for no more than 6 hours?
No more than 6 hours covers the time 0-6, so:
(30% + 40%) x 50= 70% x 50 -' 50
x 0.70
35.00 - 35
Thus, 35 pupils use the Internet for no more than 6 hours.
329
EVALUATE
A. Answer the following. For numbers 1-5, use the scenario below.
Mr. Reyes asked his class to vote on where they would most like to go on a field
trip. The choices he gave them were: Museo Pambata, National Museum, Oceanarium,
Science Centrum, and Avilon Zoo. All 40 pupils cast one vote each. The pie graph below
shows the results.
Field Trip Destinations
Oceanarium Avilon Zoo

25% 20%
Museo Pambata
15%
Science Centrum National Museum

30% 10%
1. Which field trip destination got the highest percentage of votes?

2. Which field trip destination got the lowest percentage of votes?
3. How many pupils voted for Avilon Zoo as destination of their field trip?
4. How many more pupils chose the Science Centrum than the Oceanarium?
5. How many pupils chose out the Museo Pambata orAvilon Zoo?
For numbers 6-10, use the scenario below.

Leo works in Sweet Tooth Cafe', a newly opened ice cream parlor located near the
school. He asked 300 customers, ages 10-13 years old about their favorite ice cream
flavor. The pie graph below shows the results of his survey.
Favorite Ice Cream Flavor

Strawberry
Ube
13%
Va n U Ia
Chocolate
45%
330
6. Which ice cream flavor was chosen by most of the customers?
7. Which ice cream flavor got the lowest number of votes from the customers?
8. How many customers chose vanilla as their favorite ice cream flavor?
9. How many customers chose strawberry or vanilla as their favorite ice cream
flavor?
10. How many customers chose chocolate or ube as their favorite ice cream
flavor?
B. Complete the table then draw a pie graph for each set of data.
1. The table below shows the number of gold medals won on regular sports by the
top 5 delegates of 2016 Palarong Pambansa Albay, Philippines.
2015 Palarong Pambansa Gold Medal Tally in Elementary Level
NO. OF GOLD
DELEGATION PERCENT
MEDALS
NCRAA 36
Vl—WVRAA 19
X—NMRAA 17
lV—A—STCAA 16
Vll—CVIRAA 12
TOTAL
Source: DepEd Palarong Pambansa

Draw pie graph here:
331
2. The following table shows the cost of lunch eaten by 40 Grade 6 pupils in one private
school in Metro Manila.
Cost of lunch Eaten by 40 Grade 6 Pupils in a Private School

Cost Frequency Percent
130.0O—above 3
P110.00—P129.99 8
P90.00-109.99 14
P70.00-89.99 10
P50.00-69.99 5
TOTAL -
3. The table below show the data on Grade 6 pupils' favorite vegetables.
Favorite Vegetables of Grade 6 Pupils

Favorite Vegetable No. of Pupils Percent
Carrots 30
Potatoes 15
Corn 25
Broccoli 5
332
MATH CHALLENGE
My Favorite Cartoon Character
Task: Ask at least 20 pupils in your school about their favorite cartoon character. Create a
frequency table of the data and display the data using pie graph, and then present
the results of your survey to the class.
A. Frequency Table
B. Pie Graph
C. Summary of Results
KEY IDEAS
• Pie graphs are used to show the percent of a quantity in each of the several categories. It
can also be used to easily visualize the ratio of one category to another.
• To draw a pie graph:

1. Find the angle measure for each section.
2. Draw a circle using a compass.
3. Use a protractor to draw each angle measures. Then label each section.
4. Write a title for the graph.
__ -I
333
LESSON 3 Probability
OBJECTIVES ENGAGE
U Describe the The weather forecaster says that the probability that it will rain
meaning of today is 75%. Does it mean that there is a great chance that it will
probability such rain today?
as 50% chance
of rain and one in
a miDion chance
of winning.
EXPLORE
U Quantify the
phrases "most To answer the question above, we need to know the concept of
likely to happen"
and "unlikely to
probability.
happen". In the question above, the chance that it will rain today is 75%.
Using a number line ranging from 0 to 1, we can locate 75%.
75%=0.75
0 0.1 0:2 0:3 0.4 0.5 0.6 O.7° 0:8 0:9 1
Based on the number line, we can say that the event that it will
rain today is likely to happen because the number is closer to 1 or 100%.
The chance that something will happen is called Probability.
EXPLAIN
Probability is used to describe how likely or unlikely it is that
something will happen. Probability may be given in fraction, decimal, or
percent. The value of probability ranges from 0 to 1 (0 means the event
is impossible to happen, while 1 means the event is certain to happen).
Probability will help us decide how often something is likely to
happen, but it will never help you exactly when that event will happen
unless the probability is 0 (it will never happen) or 1 (it will surely
happen).
The event is unlikely to happen when its probability is closer
to 0, like winning a jackpot in a lottery where you only have one in a
million chance of winning. The most likely to happen an event is, the
closer its probability to 1.
334
Probability
Less probable More probable

than not than not
0 I 1 3
0.0 4 2 4 1.0
0% 0.25 0.75 100%
0.5
impossible 25% 75% certain
50%
unlikely As likely likely
As unlikely
Study the following examples.
Example 1 Use impossible, most unlikely, as likely as unlikely, most likely, and certain to
describe each of the following statements.
a. It will snow tomorrow.
The climate of the Philippines is tropical, it is impossible to snow.
b. The likelihood that 2 people in any group of 15 will have the same birthday
is about 8%.
Since the probability is closer to 0%, matching birthdays in a group of
15 is most unlikely (but not impossible).
c. The weather forecaster says there is a 50% chance of rain today.
This means that the chance to rain today is as likely as it is unlikely. It
does not mean that it will rain nor will not rain today.
d. The sports' analyst says that Manny Pacquiao has 75% chance of winning
his fight.
This means that Manny Pacquiao is likely to win his fight. It does not
mean that he will win the fight. So, if he does not win, don't say the analyst
is wrong.
e. The sun will rise tomorrow.
It is certain that the sun will rise every day. So, the probability of the
sun rising is 100%.
335
Example 2 Edward and Tim are playing a game. Edward has just flipped a coin to determine
who will have the first turn. Place a star on the line segment below to indicate the
probability of the coin landing on a head.
impossible As likely Certain

As unlikely
If Edward flipped a coin, it is as likely as unlikely to land as head or tail.
Example 3 There are I yellow, 2 blue, and 2 gray cubes in a box. Without looking, what is
the likelihood of picking a yellow cube out of the box?
There are a total of 5 cubes inside the box (1 yellow + 2 blue + 2 gray
5 total). This is represented as the denominator. The numerator tells how many
yellow cube is in the box, which is I. The chance of picking a yellow cube is -
(1 out of 5) or 20%. So, it is unlikely to pick yellow out of the box.
Y— yellow
B—Blue
G—Grey
Example 4 Observe the spinner below. What is the probability of the spinner landing on a
planet other than Jupiter?
It is likely to happen. There are three out of four or or 75 % chance of

landing on a planet other than Jupiter.
Example 5 Look at the spinner at the right. Write and describe the
probability of landing on:
a. 1 b. 3or5
c. even number d. 7
336
Solutions:
The spinner can land on 6 different regions numbered I to 6.
a. The chance of landing on I is 1 out of 6 or or 16.67%, so it is more unlikely to

happen that the spinner will land on i. 6
b. For the spinner to land on either 3 or 5 is unlikely to happen. The chance is 2 out of
6 or or 33.33%.
3
c. There are three even numbers (2, 4, 6) on the spinner. The probability of landing on
one of these numbers is - or or 50%. Therefore, we can describe the probability
as equally likely or as likely as unlikely.
d. It is impossible for the spinner to land on 7 because there is no 7 on the spinner.
Therefore, the probability of this event to happen is 0.
EVALUATE
A. Answerthefollowing. For numbers 1-5, usetheterms from thetext box. Correctly placethem
on the probability line segment.
nnn-
certain unlikely likely
as likely as unlikely impossible
(1) (2) (3) (4) (5)
For numbers 6-10, look at the spinners below. On the blank provided under each
spinner, write certain, likely, as likely as unlikely, unlikely, or impossible to describe the
probability of landing on black.
6. 7.
337
8. 10.
9.
B. Quantify each of the following events as certain, most likely, likely, unlikely, or
impossible to happen. Give a reason for each of your answers.
1. You are more than 10 years old.
2. You will be late for school tomorrow.
3. Your favorite basketball team will win their next game.
4. It is your teacher's birthday tomorrow.
5. You will obtain 7 when rolling a regular die.
6. Tossing an even number or tossing an odd number using a cube numbered 1-6.
• 7. Pulling a red marble from a bag with 10 yellow marbles, 6 red marbles, and I green
marble.
8. The pointer of a spinner numbered 1, 2, 3, 3, 3, 3, 3, 6, 6 stopping on 3.
For numbers 9-10, refer to the spinner below.
338
9. Is it certain or impossible that the pointer on the spinner will stop on a capital letter?
10. Is it certain or impossible that the pointer on the spinner will stop on letter B?
For numbers 11-15 observe the contents of the box below, and then complete the table.
Write and describe the probability of choosing each object.
Probability of Description of
Outcomes
Outcomes Probability
11. Triangle
12. Cylinder
13. Heart
14. Circle
15. Smiley
339
MATH CHALLENGE
Solve the following problems.
In her suitcase, Jenny has a green skirt, an orange skirt, a yellow blouse, a white blouse,
black shoes, and tan shoes. Jenny chooses an outfit to wear at random by spinning the
spinners in succession.
Skirt Blouse Shoes
1. How many different outfits are possible?
2. What is the probability of wearing a green skirt, white blouse, and tan shoes?
3. What is the probability of not wearing a white blouse?
4. What is the probability of not wearing an orange skirt and black shoes?
5. What is the probability of wearing orange skirt, no yellow blouse, and no black
shoes?
340
KEY IDEAS -
• Probability is used to describe how likely or unlikely it is that something will happen. It is the
number that we use to describe and express that likelihood.
• The event is unlikely to happen when its probability is closer to 0.
• The event is most likely to happen if its probability is closer to 1.
• As likely as unlikely events have the same chance of happening.
• An event that is certain must happen.
• An impossible event cannot happen.
• Possible outcomes are each of the outcomes that could result from an experiment.
341
LESSON 4 Prediction and Outcomes
ENGAGE
U Perform Alfred is one of the 20 guests at a Christmas party. All the guests
experiments and were asked to write their names on a card and place it in a box. The
record outcomes. cards are shuffled and one card is drawn at random to choose a winner
U Make listings for a prize. Since each card is as equally likely to be drawn as any other,
and diagrams of what is the chance that Alfred will win the prize?
outcomes and
tell the number
of favorable
outcomes and
chances using
these listings and
EXPLORE
diagrams.
There are 20 guests in the party and each have an equal chance
U Make simple
predictions of
to win the prize. Alfred wins only if his card is drawn. His chance of
events based winning the prize is shown below.
on the results
experiments.
Number of favorable outcomes = 1 0 05 =
U Solve routine 5%
and non-routine
Number of possible outcomes 20
problems
involving 1
experimental
Alfred has — or 5% chance to win the pnze.
20
and theoretical
probability.
U Create problems
involving EXPLAIN
experimental
and theoretical When dealing with probabilities, it is important to be able to identify
probability. all the possible outcomes. The following are some of the methods that
we can use.
Listing and Tree Diagrams

To calculate probability, we need to know all the different things
that can happen. A sample space is a list of all the possible outcomes
of an activity or experiments.
342
Example 1 Suppose you spin the spinner. Make a sample space for the spin.
Solution:
The spinner can land on 8 different regions. To
make the sample space, list all the possible outcomes
of the spin.
Answer: The sample space is: 3, 4, 5, 6, 7, 8, 1, 2.
Example 2 Look at the menu below. How many ways can you order snacks?
HAMBURGERS
Regularburger
Cheeseburger
Pizzaburger
BEVERAGES
Juice
Tea
There is more than one way to solve this problem.

Solutions:
LISTING: Use R for regular, C for cheese, P for pizza, J for juice, and T for tea.
Outcomes:
a. R,J b. R,T c. C,J d. C,T e. P,J f. P,T
The list shows there are 6 ways to order snacks.
TREE DIAGRAM
Outcomes:
Juice Regular burger and juice
Regular burger
Tea Regular burger and tea

Snacks Cheeseburger

Pizza burger
343
In the diagram, we can see that, for each of the three kinds of hamburgers, there are two
beverage choices. Thus, 3 x 2 6, there are 6 ways to order snacks.
Theoretical and Experimental Probability

We can also use theoretical probability to predict the results of a probability experiment.
In general, as the number of attempts in an experiment increases, experimental probability gets
closer to theoretical probability.
When we use a formula to find the probability of an event, we are finding the
theoretical probability.
Theoretical Probability of an event is the number of ways that an event can
occur divided by the total number of outcomes.
number of favorable outcomes
Theoretical Probability (event)
number of possible outcomes
Experimental Probability of an event is the ratio of the number of times an

event occurs to the total number of trials or times the activity is performed.
We can also find the probability of an event by doing an experiment. When we

do this, we are finding experimental probability.
number of times favorable outcomes occur

Experimental Probability (event)
number of trials in the experiments
Experimental probability is used in most real-life situations when the probabilities cannot
be determined theoretically.
Example 3 There are 6 possible ways for a die (singular of dice) to turn up.
S . . •. • • S S
S S • . •
S S S S • S • •
a. What is the probability of rolling a 1? a 2? a 5?

Each number is equally likely to occur, so:
number of favorable outcomes 1
Probability (1) = . —
number of possible outcomes 6

Probability (2) number of possible outcomes — 6
344
number of favorable outcomes — 1
Probabilit' (5)
b. How many ways will an even number occur?

There are 3 possible ways (2, 4, and 6) of rolling an even number.
c. What is the probability that an even number will occur?

We have 3 even numbers (2, 4, 6), so:
number of favorable outcomes 3 1
Probability (even number) — = = — or 50%
number of possible outcomes 6 2
Example 4 PhilJet Airlines offers its flight attendants a variety of uniform styles from which
they can choose. The jackets come in both red and blue. The blouses come in red,
white, and blue.
a. How many uniforms are possible?
b. What is the probability of wearing a uniform with a red jacket and blue
blouse?
c. What is the probability of wearing a uniform with red blouse?
Solution:
Let's make a tree diagram to show all the possible uniforms.
Red Red jacket, red blouse
Red White Red jacket, white blouse
Blue Red jacket, blue blouse

Uniform
Red Blue jacket, red blouse
Blue White Blue jacket, white blouse
Blue Blue jacket, blue blouse
Now, let's answer each question using the tree diagram.

a. How many uniforms are possible?
There are 6 possible uniforms.
b. What is the probability of wearing a uniform with a red jacket and a blue
blouse?
345
There are 6possible uniforms, and 1 uniform with red jacket and blue blouse;
so:
Probability (red jacket and blue blouse) = =
c. What is the probability of wearing a uniform with red blouse?
There are 2 possible ways to wear a uniform with red blouse and any of the
two jackets. Thus,
Probability(uniformwithredblouse) — =—=—
Sometimes we can make predictions using the data from past events. Consider example 5.
Example 5 The manager of Great Adventure Amusement Park took a random survey of 100
visitors to the park. They summarized the results in the following table:
Favorite Ride No. of Visitors Age No. of Visitors
Dragon Express 40 3-11 23
Bump Cars 30 12-20 35
Star Frisbee 18 21-40 26
Others 12 41—above 16
A crowd of 5000 visitors is expected at Great Adventure over the weekend.

Predict how many of these visitors will be under 21 years of age.
1. To find the probability:
a. Add the number of visitors ages 3-11 and 12-20, that is;
23
+ 35
58
b. Use theoretical probability formula.
number of favorable outcomes =
= 0.58
Probability (under 21) number of possible outcomes 100
346
2. Multiply the probability by the number of expected visitors.
5000
x 0.58
40000
+ 25000
2900.00 —' 2900
Great Adventure can expect 2900 of these visitors to be under
21 years of age.
Example 6 How many times would the coin land on heads if you tossed it 50 times?
Solution.
We can predict the number of times an outcome will occur by multiplying
its probability by the number of attempts.
1
Probability (heads) x number of tosses = x 50 = 25
Answer: The probability is that we can toss heads 25 times out of 50.
Example 7 A bag contains 12 red marbles, 8 blue marbles, and 4 yellow marbles. Find the
theoretical and experimental probabilities of getting a blue marble.
Method 1: Theoretical Probability

There are 8 blue marbles. Therefore, the number of favorable outcomes is 8.
There are a total of 24 marbles. Therefore, the number of possible outcomes
is24.
number of favorable outcomes = 8
Theoretical Pr obability(event) =
P(blue marble) = --
24
P(blue marble) =
Therefore, the theoretical probability of getting a blue marble is
Method 2: Experimental Probability

Solution:
1. Take a marble from the bag.
2. Record the color and return the marble in the bag.
3. Repeat the process (at least 10 times).
4.7
4. Count the number of times a blue marble was picked (suppose it is 4).
Experimental Probabilit' (event) =
number of trials in the experiment
P(blue marble) =
Theoretical probability is what we expect to happen, where experimental proba-

bility is what actually happens when we try it out. As more trials conducted, the
experimental probability generally gets closer to the theoretical probability.
Example 8 A medical study tests a new medicine on 4 800 participants. It is effective for 4200
participants. Find the experimental probability that the medicine is effective.
Experimental Probability (effective) = number of times favorable outcomes occur

number of trials in the experiments
4200 = =
87.5%
4800 8
.7
The expenmental probability that the medicine is effective is , or 87.5%.
Example 9 Carmi and Virgo are playing a baseball board game. The player at bat tosses a pair
of dice and records the sum of the dice.
Sum of Two Dice Play
2 Homerun
3,4,5 Single
6,7,8 Out
9, 10, 11 Double
12 Triple
a. Find the probability that the sum is 4 (single).

b. Find the probability that the sum is 2 or 12 (homerun or triple).
348
'Solution:
To be able to answer these questions easily, let's make a table of sums for all
the 36 possible ways that a pair of die can land.
S S S • S • S •
. . S • •
. S • • S S • S
• 2 3 4 5 6 7
S
3 4 5 6 7 8,
.
.
• 4 5 6 7 8 9
S
• S
5 6 7 8 9 10
• .
• •
• 6 7 8 9 10 11
• S
• S
• • 7 8 9 10 11 12
• S
We can get certain sums in more than one way. For example, there are 4 ways
to get the sum of 9:
land3 3andl 2and2
To find the probability that the sum is:
a. 4 (single).
There are three ways to get the sum of 4.
Probability (sum of 4) = . =— —
Thus, the probability that the sum is 4 is

1
b. 2 or 12 (homerun or triple).
There is only one way to get the sum of 2.
Probability (sum of 2) = . = =—
Also, there is only one way to get the sum of 12.
349
Probability (sum of 12) — = =—
The probability of getting the sum of 2 or 12 is:
1 1 2 1
Probability (sum of 2 or 12) + — = — or —
36 36 18
1
Therefore, the probability that the sum is 2 or 12 is
Example 10 A drawçr contains 6 black socks and 4 white socks. Two socks are drawn at
random, one after the other, without replacement. Find the probability of drawing
two black socks in a row.
Solution:
The equation we can use to solve this problem is:
P(black, then black) = P(black) x P(black)
Since we have the condition "without replacement":
First draw:
6 3
P(black) = — or — —* The first sock is not replaced.
10 5
Second draw:
P(black) = —+ There are now 5 black socks that can be drawn

out of 9 socks.
35
P(black, then black) = — x —
59
31
= — or —
93
Answer: Thus, the probability of drawing two black socks in a row is
350
EVALUATE
A. For numbers 1-3, perform an experiment for each event, and then list all the possible
outcomes.
1. Tossing 3 coins.
2. Tossing a coin and rolling one regular die.
3. Scheduling an appointment for a weekday during the morning or afternoon
For numbers 4-5, draw a tree diagram to show ALL the possible outcomes of each event.
4. There are 3 ways of performing Task A. There, are 4 ways of performing Task B.
Find the number of ways there are to perform Task A and then Task B.
5. There are 6 roads leading from Antipolo to Cubao and 3 roads leading from Cubao
to Batangas. How many possible routes from Antipolo to Batangas through Cubao?
351
For numbers 6-9, make listings or diagrams of outcomes and tell the number of favorable
outcomes and chances using these listings and diagrams. Write each answer as a fraction
in lowest terms and as a percent.
6. Two coins are tossed at the same time. To find all the possible ways the coins can
land, copy and complete the diagram below. Then answer the following questions.
Find the probability of:

a. getting two heads b. getting two tails
c. getting a head and a tail d. getting a tail on the second coin
7. Each of the 11 letters of the word "MATHEMATICS" is written on a separate card.

The cards are placed faced down and shuffled. A card is chosen at random. What
is the probability that it will show each of the following?
a. The letter M b. The letter E
c. A vowel d. The letter T
8. Find the probability of the spinner at the right stopping on each of the following.
a. An even number
b. Athree
c. An odd number
d. A number less than three
e. A number less than nine
9. There are two empty seats next to each other on a bus. Two boys and two girls get
on the bus.
a. What is the probability that two boys will sit in the empty seats?
b. What is the probability that a boy sits in the first seat and a girl seats
in the second.
c What is the probability that both seats are occupied by girls?
352
B. Solve the following problems. Make predictions based on the results of each
experiment.
1. Students were surveyed about the number of books inside their bags. The table
shows the results. Write each experimental probability as a fraction in simplest form.
Number of Books Number of Students

2or more 24
1 14
0 4
Find the probability that a student has:

a. one book b. no book
c. two or more books
If 1000 students will be in this survey, predict how many will have:
a. one book b. no book
c. two or more books
2. A spinner is divided into four equal sections numbered 1

through 4. It is spun 100 times. It is stopped at section 1
twenty-eight times, section 2 thirty-five times, section 3
twenty-five times, and section 4 twelve times. Find the
probability that a 3 will be spun.
3. A coin is tossed 80 times. The coin landed on heads 46 times and on tails 34 times.
Find the probability of landing on tails.
4. A drawer contains 6 black neckties, 2 white neckties, 4 red neckties, 2 maroon

neckties and 2 blue neckties. One necktie is picked at random and then replaced.
This is repeated 300 times. Predict how many times you can expect the color of
the necktie to be:
a. white c. red e. maroon
b. blue d. black f. not white
353
6. These ten names are written on slips of paper and placed in a box. One name is
written at random. Find each probability.
Mârissa Segunda Aifredo Roy Ezekiel

Daniel Laurence Vincent. Nandy Maricel
I
a. Drawing a name that begins with the letter A

b. Drawing a name that begins with the letter M
c. Drawing a name that ends with the letter "I"
7. A pair of dice is tossed once. Find each probability.

a. What is the probability of getting a sum of 11?
b. What is the probability of getting a sum of 8?
c. What is the probability of getting at most a total of 5?
8. A drawer contains 4 black socks, 6 white socks, and 2 brown socks. Two socks are
drawn at random, one after the other, without replacement. Complete to find each
probability.
a. P(black, then black) — First draw: P(black) =
Second draw: P(black) =
P(black, then black) =
b. P(white, then brown) - First draw: P(white) =
Second draw: P(brown) =
P(white, then brown) =
9. The Grade 6 class sell cold drinks. Customer can choose small, medium, or large.
There are four drinks: soft drinks, juice drink, milk, and water. Customers may choose
ice or no ice.
a. Find the total number of possible choices.
b. What is the probability that a customer will order a medium juice drink with
no ice?
354
MATH CHALLENGE
Make a model to solve the problem.

Richmond's spinner is divided into 5 unequal parts. The red and green parts are the
same size. Together they are of the spinner. The blue and orange parts are the same size
and together are — of the spinner. The yellow part is the same as the red part. Is Richmond's
spinner fair? Explain.
KEY IDEAS
A sample space is a list of all the possible outcomes of an activity or experiments.
• When we use a formula to find the probability of an event, we are finding the theoretical
probability.
Theoretical Probability (event) - number of possible outcomes
• When we find the probability of an event by doing an experiment, we are finding the
experimental probability.
Experimental Probability (event)
number of tnals in the expenments
• A simulation is a model used to find experimental probability. Experimental probability found
by simulation can differ from theoretical probability. The more trials you do in a simulation,
the closer the two types of probability values are likely to be.
• Independent events are events in which the occurrence of first event does not affect the
occurrence of the other events.
• Dependent events are events in which the occurrence of first event affects the occurrence
of the other events.
355
CHAPTER REVIEW
Math in Advertising
How do manufacturers determine which color to use on the packaging of their products
in order to attract customers? They do it by taking a sample. For example, they might ask
people entering supermarkets in several cities in different parts of the country which of two or
three packaging of their products they prefer. The designs and colors for new packaging are
based on the result of this sampling.
Survey selected pupils in your school about their favorite primary color. After gathering
data, create a report that contains the following:
1. Tell how you selected the pupils in your survey.
Create a circle graph of the data with interpretation.
Write the probability of choosing each color.
Predict how many pupils will select each color given a specific number of larger
samples. V
REFLECTION
Reflect on the quotation below and include your stand about destiny.
"Destiny is no matter of chance. It is a matter of choice. It is not a thing to be waited for;
it is a thing to be achieved." -William Jennings Bryan
THINK ABOUT THIS

Why can probability of any event never be greater than 1? Explain.
356
There are only four seats left for the concert. You are the first person in line. So you
have a choice of four seats. How many choices does the second person have? the third
person? the fourth person? In how many different ways could these four people be seated?
There is more than one way to solve this problem. Try using your own method and
then your teacher will check it.
Using a Tree Diagram
In our creating tree diagram:
F: First person has 4 choices. Draw 4 branches.
S: Second person has 3 choices. Draw 3 branches.
T: Third person has 2 choices. Draw 2 branches.
There are 24 possible ways. The tree diagram suggests a shorter way to solve the
problem ca led factonals
Computation: Factorials
In the tree diagram, you can see that for each of the 4 seats you could choose, there
are 3 choices left for the second person For each of these 3 choices, there are 2 choices
left for the third person So,
'Number of Number of Number of Number of 'Total
choices for x choices for choices for x choices for number of
first person second person; .third person, fourth person) \ cholces ,,
4 x 3 x 2 x I 24
The short cut way to write this product is to use the factorial symbol.
4 :x 3 x 2 x 1 can be written as 4! Read 4! as 4 factorial.
357
GLOSSARY
A
acute triangle — a triangle that has three acute angles
additive inverse — the opposite of a number
algebraic expression — a variable, a number, or a combination of both that are related by any of the
fundamental operations of algebra
area — the number of square units needed to cover the surface of a plane figure
angle — set of two points consisting of two rays with a common end point (vertex)
average speed — the measure of the distance traveled in a given period of time; it is sometimes
referred to as the distance per time ratio
B
base—the entire amount in an investment; usually followed by the word "of'
C
circle — the set of all points in a plane that are of the same distance from the center
commission — percent of total sales paid to a person
composite figures—a figure made up of two or more geometric figures
cone — a space figure with a circular base and one vertex
congruent — geometric figures that have the same shape and size are congruent
constant — a monomial with no variable or a fixed value that does not change
counting numbers — a set of numbers 1,2,3,4,5 without 0 (zero)
cube — a prism with six congruent sides
cylinder — a figure with two congruent and parallel circular bases connected by a curved surface; it
has no vertex
data — the collected pieces of information

decagon — a ten—sided polygon
decimal — a number that is written with a decimal point
decimal notation — a representation of a number containing a decimal point
denominator — the bottom part in a fraction that identifies the total number of equal parts a whole is
divided into
dependent events — when the outcome of the first event does affect the second event
direct proportion—the relation between quantities whose ratio remain constant; when X increases, Y
also increases, and vice versa
discount — the amount that is subtracted from the original price of an item
dissimilar fractions — fractions with different denominators
divisor — the number that is used to divide another number
E
edge — the segment where two faces of a polyhedron meet
equation — a mathematical statement indicating that two algebraic expressions are equal; uses the
symbol "="
358
equilateral triangle — a triangle in which all sides are the same length
equivalent — having the same value
equivalent fractions — fractions that name equal parts
estimate — a value that is close to the actual value
expanded form — a number written as sums of values of its digits
experimental probability — probability obtained by conducting an experiment
extremes—the first and last term in a sequence
F
face — a fiat polygonal surface of a polyhedron
factors — numbers to be multiplied
favorable outcome — the desired result of an experiment
Fibonacci numbers —the sequence of numbers 1, 1,2, 3, 5, 8, 13, 21, 34, 55, 89, 144,233, 377.....n,
with each succeeding term being the sum of the previous 2 terms
formula — a rule stated in words or symbols that can be used in solving problems
fraction — a number set that names a part of a whole or a set
fraction notation — a number written using a numerator and denominator
frequency table — a table that lists items and uses tally marks to record and shot the number of times
they occur
G
GEMDAS — Groupings, Exponents, Multiplication , Division, Addition and Subtraction
H
heptagon - a seven—sided polygon
hexagon — a six—sided polygon
hexagonal prism — a prism with a hexagonal base
I
independent events — when the outcome of the first event does not affect the outcome of the second
event
inverse proportion—a relationship between two variables in which the product is constant; as one
variable increases, the other decreases and vice versa
improper fraction — a fraction that is equal to one or greater than one
integer — the set of whole numbers and their opposites; {..., —3, —2, —1, 0 , +1, +2, +3, ... }
interest — percentage of an amount invested or borrowed
L
lateral afea—sum of the areas of the lateral faces
least common denominator (LCD) — the least common multiple of the denominators of two or more
fractions
M
mark-up — the additional amount added to the original price of an item usually for profit
means — the middle terms in a proportion
mixed number — a number which consists of a whole number and a fractio
359
N
net of a solid figure - a closed plane figure that can be folded into a closed 3-dimensional figure; it is
a pattern you can form into solid figures
nonagon •- a nine-sided polygon
numerator- the top part of a fraction that tells how many parts out of a whole are being counted
numerical expression - an expression that contains only numbers and operations
0
obtuse triangle - a triangle with an obtuse angle
opposites - two integers that are at the same distance from 0 on the number line but in different
directions
outcome - a result of an event
P
parallelogram - a four-sided polygon with two pairs of parallel sides
partitive proportion-a whole is divided into parts that is proportional to the given ratio
pentagon - a five-sided polygon
pentagonal prism - a prism with 7 faces, 10 vertices, and 15 edges
percent - the ratio of a number to 100; it uses the symbol %
percentage-the fractional part of the base
percent notation - a representation of a number as parts per 100
percent of change - the amount of change divided by the original amount and renamed as percent
pie graph - a graph in the shape of a circle used to show data; uses percents to show parts of the
whole
plane - a set of points forming a flat surface that extends in all directions without end
polygon - a closed plane figure formed by three or more line segments
possible outcomes-each of the outcomes that could result from an experiment
principal - the amount invested or borrowed
prism - a polyhedron with two congruent and parallel polygonal bases. The other faces are
parallelograms.
probability - the chance or likelihood that an event will occur. It is expressed as a fraction between
0 to 1, including 0 and 1; the ratio of favorable outcomes to the total number of possible
outcomes.
product - the result in multiplication
proper fraction - a type of fraction wherein the numerator is smaller than the denominator
proportion - a statement that two ratios are equal
Q
quadrilateral - a four-sided polygon
quotient - the result obtained by dividing one number by another
;60
R
i (as in statistics)—has a percent sign (%) or the word percent with it; a per cent value
,z7ratio a comparison of two quantities which be written in fraction form or colon form; for example, 3
-
to 4, 3:4, ~
reciprocal two numbers whose number product is 1 are reciprocals of each other
-
regular polygon a polygon with equal sides and angles

-
rectangular prism a prism with a pair of rectangular bases; has 6 faces, 12 edges, and 8 vertices
-
rectangular pyramid a pyramid with a rectangular base; has 5 faces, 8 edges, and 5 vertices
-
repeating decimal a decimal that cannot be written using finite number of decimal places
-
rhombus a parallelogram with sides of equal length

-
right triangle a triangle with a right angle

-
rounding approximating the value of a number; used when estimating

-
sale price the price of an item after the discount has been deducted
-
sales tax a tax added to the purchase price of an item

-
sample space a listing of all possible outcomes in a given situation

-
scalene triangle a triangle in which each side has a different length

-
selling price the amount of an item after marked—up price has been added
-
similar fractions fractions with the same denominator

-
simple interest amount of pay for the use of borrowed money

-
simulation a model used to find experimental probability

-
solid figures three-dimensional figures that have length, width, and height
-
solution (of an equation) a number that makes the equation true

-
square pyramid a pyramid with a square base

-
standard form a number written with commas or spaces separating groups of three digits
-
statistics values describing a set of data

surface area the sum of the areas of the base(s) and the lateral faces of a space figure
-
T
term a number or variable, or a prodtict or a quotient of numbers and variables
-
term (in a sequence) each number or expression in a sequence

-
theoretical probability the probability that is attained by using a formula

-
time the period during which an action, process, or condition exists or continues
-
trapezoid a four-sided polygon with two parallel sides

-
triangle a three sided polygon

-
total sales the sum of all the acquired sales transaction

-
V
variable a letter used to represent one or more numbers in an expression or equation
-
vertices of a polygon the points formed by the intersection of the sides

-
volume of a solid figure the amount of space inside it; volume is measured in cubic units, which
-
means it tells you how many cubes of a given size takes it to fill the solid figure
361
i BLIOGRAPHY
http://www.sciencehuddies.org/science-fairprojects/project_apa_format_exam
Bluman, A. (2008). Eiementaiy Statistics. 4th edition. New York: McGraw-Hill
Burger, E. et al. (2007). Algebra 1. Boston: Houghton Muffin Harcourt Pub1ishir
Burger, E. etal. (2011). Geometry. Boston: Houghton Muffin Harcourt Publishin&
Caidwell, J. (2012). Envision Math. Illinois: Pearson Education Inc.
Carter, J.et al. (2013). Algebra 1. New York: McGraw-Hill Publishing Inc.
Carter, J. etal. (2013). Algebra 2. New York: McGraw-Hill Publishing Inc.
Carter. J. etal. (2013). Math: Your Common Core Edition. Gourse 1, Vol. 1. New York: McGraw-Hill
Publishing Inc.
Casey, R. et al. (2013). Math: Your Common core Edition. Course 2, Vol. 1. New York: McGraw-Hill
Publishing Inc.
Casey, R. etal. (2013). Math: Your Common Core Edition. Course 3, Vol. 1. New York: McGraw-Hill
Publishing Inc.
Cuevas, G. etal. (2012). Geometry Illinois: McGraw-Hill Publishing Inc.
Charles, R. McNemar, B. & Ramirez, A. (2012). Mathematics. course 3. Boston: Pearson Education
Inc.
Charles, R. McNeniar, B. & Ramirez, A. (2008). Pre-aigebra. Teacher Edition. Boston: Pearson-
Prentice Hal!.
Day, R.et al. (2009). Math Connects: Concepts, Skills, and Problem Solving. New York: McGraw-Hill
Publishing 1n.
Day, R. et al. (2009). Mat/i Gonnects: Concepts, Skills, and Problem Solving. Couie 2. New York:
McGraw-Hill Publishing Inc.
Day, R. etal. (2009). Math Connects: ('oncepis, Skills, and Problem Solving. Course 3. New York:
McGraw-Hill Publishing Inc.
Dickson, A. et al. (2006). Mathematics. Singapore: Thomson Learning.
Sobecki, D. Bluman, A. & Matthews, A. (2011). Math in Our World. New York: McGraw-Hill
Publishing Inc.
362
4 >Take Care of Your Book
Dos:
1. Cover your book with plastic or manila paper. Old newspapers and
magazines will do.
2. Be sure your hands are clean when you handle or turn the pages.
3. When using a new book for the first time, lay it on its back. Open only a
few pages at a time. Press lightly along the bound edge as you turn the
pages. This will keep the cover in good condition.
4. Use a piece of paper or cardboard for bookmarks.
5. Paste or tape immediately any torn pages.
6. Handle the book with care when passing it from one person to another.
7. Always keep your book in a clean, dry place.
8. When you lose your book, report it to your teacher right away.
Don'ts:
1. Do not fold the pages.

2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.
5. Do not leave the book open or lying face down when not in use.
6. Do not use pencils, ballpens, or thick objects as bookmarks.
7. Do not force the book into a packed schoolbag.
8. Do not use the book to cover your head when it is raining.
9. Do not sit on the book.
For inquiries or feedback, please write or call:
Department of Education
Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 634-1054; 634-1072; 631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.Irpd©deped.gov.ph
VIBAL S
GROUP
B
N ]O fliIIU U U I UI I
978-971 -07-3884-7

Math6 LM 2

Uploaded by

Copyright:

Available Formats

Math6 LM 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

Math6 LM 2

Uploaded by

Copyright:

Available Formats

e'

Mercurio T. Elenzano, EdD

àrtment of Educati of the Philippine

Date received by school:

issued to Date Date

B Used Book in Good Condition

C Used Book in Fair Condition

D Used Book in Poor Condition

• Mercurio 1. Elen ano, EdD

Copyright © 2016 by Vibal Group, Inc.

All rights reserved. No part of this book may be reproduced or transmitted in

Authors: Jalme R. Burgos, Marjoseph H. Perez, and Donnel P. Placer

Printed in the Philippines by: Book Media Press, Inc.

Reviewers: Racquel Y. Francisco, Imelda T. Mercado, Ronald C. Donceras,

,.(20,SIY,,.Il S*ll $k)--5..2'., 0,,il d...,, I,.,.' p1..s , 1,52.1,

.M.jçl) 5, 2,2 f,5,,0,I N511,5,5 j,2.I,1,g,h,,5].

L&!!th dd Mh.@ ft.dj .. Wjdath, ,ltiAk.tk ''"

EXPLAIN: Anchored to the solution presented in U

the Explore segment of the lesson, this is where the

solutions are demonstrated in detail.

• EVALUATE: This includes a series of exercises

coot. *115501*125*06602, *1625.50*1 y*d 1000.006015* dli.

2, fl5gl*0*2*bPSIO Abl.1*00*c0A*fl7O *01207205*50022.

SUMMARY OP KEY IDEAl

• blgya 55.5 bs .56.Sfrgfl Thfl252 d

1*0 W6.gl. .5 Oy5C$255y.y 005051 - 0*2, Th.y a

INTEGRATION OF LEARNING: Provides

020201 r 015220,105 0206*05 22512655021

REFLECTION: Values-based self-assessment . - - -f :-

to one of the topics in the chapter.

ENIGMA: An output-based hands-on activity or

concept discussed in real-life context.

CHAPTER Understanding Percent 98

CHAPTER The Set of Integers 144

CHAPTER Patterns and Algebra 212

CHAPTER \'LU Measurement 252

CHAPTER Statistics and Probability 316

3 Division of Source: http:I/www.shutterstock. corn

1 Add and subtract

Answer: Steven mixed cup of liquid.

To add or subtract similar fractions:

To add or subtract dissimilar fractions:

Determine the LCD. The LCD of 2 and 5 is 10.

_ + Get the equivalent fractions.

3 (5 1 3 (5 3 Find the LCD of the fractions inside the parenthesis

32 Perform the indicated operation inside the

441 Simplify the answer.

Find the LCD of the given fractions.

(20 9'\ Subtract the whole numbers and then

Second, find the difference of 5 - 1.

=4+ Subtract the whole numbers and then the

41 1 =4---- 1-- The LCD of2l and 18 is 126.

Applications and Problem Solving

b. What are the given facts?

He spent of his money on books.

He spent of his money on buying pens.

spent on spent on ______ fraction of his

The total money of Anton at the beginning represents 1 whole or . Add

Solve. Show the computation.

coot. 11550112506602, 1625.501 yd 1000.006015* dli.

2, fl5gl02bPSIO Abl.100c0Afl7O 0120720550022.

10 W6.gl. .5 Oy5C$255y.y 005051 - 02, Th.y a