MATH 7 QUARTER 2 Week 3

NAME: ____________________________________ YR & SEC: _____________________

Competency
1. The learner translates English phrases to mathematical phrases and English sentences to
mathematical sentences, and vice versa.
2. The learner illustrates and differentiates related terms in algebra:
a. , where n is a positive integer;
b. constants and variables;
c. literal coefficients and numerical coefficients;
d. algebraic expressions, terms, and polynomials and;
e. number of terms, degree of the term, and degree of the polynomial.

Expectations
This module was designed to help you master translation of English phrases to mathematical phrases
and vice versa, as well as illustrate and differentiate related terms in algebra.

After going through this module, you are expected to:

1. rewrite English phrases to mathematical phrases and English sentences to mathematical sentences,
and vice versa;
2. illustrate , where n is a positive integer;
3. determine and differentiate constants from variables;
4. determine, illustrate and differentiate literal coefficients and numerical coefficients;
5. identify and differentiate algebraic expressions and polynomials;
6. determine the terms, number of terms, degree of each term of a polynomial, degree of the polynomial
and;
7. classify polynomials based on the number of terms and on the degree.

Pretest
Choose the letter of the correct answer. Write your answer on a separate sheet of paper.
1. If x stands for a real number, what is the mathematical phrase that represents three more than the
number?
A. x - 2 C. x – 3
B. x + 3 D. - 3 + x
2. What is the English phrase of x - 7?
A. A number is differed by seven C. A number decreased by two
B. Seven is differed by a number D. A number less than seventy
3. What is the numerical coefficient of the term −𝑥 2 ?
A. −1 C. x
B. 2 D. −𝑥
4. What is the literal coefficient of the term – 𝑥 2 ?

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MATH 7 QUARTER 2 WEEK 3
 A. −1 C. 𝑥 2
B. 2 D. −𝑥 2
5. What is the degree of the given polynomial 6𝑥 2 + 5𝑥 + 1?
A. 4 C. 2
B. 3 D. 1

Looking Back at your Lesson

From your previous module, you have learned how to convert measurements from one unit to another
in both Metric and English system. You have also learned how to solve problems involving conversion of units
of measurements. You have been able to formulate real life problems and solve these problems involving
measurements using a variety of strategies.
Before we proceed to our new topic, let us recall some words associated with mathematical operations
by answering the activity below.
Write the word/words from the box to the appropriate column that corresponds to its operation.

Added to of multiplied by increased by diminished by

the product of minus plus differed by the quotient of

times divided by more than less than the ratio of

Addition Subtraction Multiplication Division

Introduction of the Topic

Lesson 1: English Phrases and Algebraic Expressions

One of the goals of algebra is to apply mathematical logic to real-life situations and solving problems.
One needs to enhance their skills in translating simple English phrases or English sentences to mathematical
expressions or equations. A correct interpretation of mathematical situations will help solve the problem.

Translation of English Phrases to Algebraic Expressions and Vice Versa

In translating English phrases to mathematical phrases, take note of the following:

1. Assign any letter of the English alphabet to one unknown quantity.

2. Write a mathematical expression for any unknown quantities in the term of the same letter of the
English alphabet you have chosen.
3. Identify keyword and phrases that refer to operations with regards to mathematics i.e. addition,
subtraction, multiplication, and/or division)

Example 1: If u stands for a real number, write a mathematical phrase that will represent the following:

a. four more than the number 𝑢 + 4

b. twice the number less three 2𝑢 – 3

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MATH 7 QUARTER 2 WEEK 3
 c. cube of twice the number (2𝑢)3
𝑢2
d. half the square of the number 2
𝑢
e. fourth of a number decreased by itself − 𝑢
4

Example 2: Let c be the age of Cardo Dalisay.

a. How old was he 2 years ago? 𝑐−2

b. How old will he be five years from now? 𝑐+5
c. How old will he be in a decade? 𝑐 + 10
d. How old will he be five years hence? 𝑐+5

Example 3. Write an English phrase for each algebraic expression.

a. 2𝑣 + 5 five more than twice of a number

b. 𝑏(𝑏 + 5) the product of a number and, 5 more than the number
c. 3𝑟 − 𝑟 a number less than thrice itself

Translation of English Sentences to Equations

Phrases are expressions without a complete thought while a sentence gives the reader a statement
which has a complete thought. Analogically speaking if phrases are for algebraic expressions, sentences
focuses on the algebraic equations (and inequalities) in mathematical sentences. The following lesson below
will give us more understanding on translating mathematical sentences.
The Linking Verb “is” is commonly translated as the equal sign, in symbol “= “.
Example 1. Translating English Sentences to Equations
English Sentence Explanation Equation
𝐸𝑖𝑔ℎ𝑡 𝑚𝑜𝑟𝑒 𝑡ℎ𝑎𝑛 𝑠𝑒𝑣𝑒𝑛 𝑡𝑖𝑚𝑒𝑠
Eight more than thrice a number is { } is { }
𝑡ℎ𝑟𝑖𝑐𝑒 𝑎 𝑛𝑢𝑚𝑏𝑒𝑟 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑖𝑡𝑠𝑒𝑙𝑓 𝟑𝒙 + 𝟖 = 𝟕𝒙
seven times the number itself.
3𝑥 + 8 = 7𝑥
𝑇ℎ𝑒 𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑟𝑒𝑒
The sum of three consecutive { } is {𝑠𝑖𝑥}
𝑐𝑜𝑛𝑠𝑒𝑐𝑢𝑡𝑖𝑣𝑒 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝒙 + (𝒙 + 𝟏) + (𝒙 + 𝟐) = 𝟔
number is six 𝑥 + (𝑥 + 1) + (𝑥 + 2) = 6

Example 2. Translating Equations in English Sentences

Equation Illustration English Sentences

𝑛+8 = 15
𝑛 + 8 = 15 𝐸𝑖𝑔ℎ𝑡 𝑚𝑜𝑟𝑒 𝑡ℎ𝑎𝑛 Eight more than a number is 15.
{ } is {𝐹𝑖𝑓𝑡𝑒𝑒𝑛}
𝑎 𝑛𝑢𝑚𝑏𝑒𝑟
𝑘 + (𝑘 + 2) = 3𝑘 A number added to two more than
𝑘 + (𝑘 + 2) = 3𝑘 𝑛𝑢𝑚𝑏𝑒𝑟 𝑎𝑑𝑑𝑒𝑑 𝑡𝑜
{ }is{𝑡ℎ𝑟𝑖𝑐𝑒 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟} the number is thrice the number.
𝑡𝑤𝑜 𝑚𝑜𝑟𝑒 𝑡ℎ𝑎𝑛 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟

Lesson 2: Introduction to Algebra

Algebra is a branch of mathematics that deals with unknown numbers through the use of symbols and
operations. To fully understand algebra, let’s start first with the pattern form given below:

𝒙𝒏 n is called the exponent; it is the number

of times the base is multiplied by itself.
x is called the base n can be any integer.

The above expression can be read as “x to the power of n or x to the nth power” and this expression is
called exponential form. In this part of module, we are going to consider n as a nonnegative integer. In other
words, the exponent of the base comes from the set of number {0, 1, 2, 3, 4, 5…}. Thus,

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MATH 7 QUARTER 2 WEEK 3
 If 𝑛 = 0, then 𝑥 0 , read as “x to the power of zero”
If 𝑛 = 1, then 𝑥 1 , read as “x to the first power”. Usually, if the given variable has no visible exponent,
automatically it is raised to the power of 1.
If 𝑛 = 2, then 𝑥 2 , read as “x to the second power or x-squared”
If we can expand each of the given expression:
Exponent Expanded Form Explanation
1 1∙𝑥
𝑥 Since the exponent of the base is 1, then the number of times you
multiply the base by itself is only 1. This is the same as multiplying the
base with 1.
2 1∙𝑥∙𝑥
𝑥 Since the exponent of the base is 2, then you multiply the base by itself
twice.
3 1∙𝑥∙𝑥∙𝑥
𝑥 Since the exponent of the base is 3, then you multiply it by itself 3 times.
𝑥0 1 Since the exponent of the base is 0, thus there is no base to multiply by.
Thus, the result is 1.
We can conclude that any variable or expression, except zero, raise to the power of 0 is equal to 1.
Thus, 𝐱 𝟎 = 𝟏.

Consider the puzzle below:

-4=7
What is the missing number? If your answer is 11, you are correct because 𝟏𝟏 − 4 = 7. In algebra,
instead of writing a blank or a box, we use letters or symbols to represent the unknown. So, we write the above
as:
𝒙−𝟒=𝟕
The letter (any letter or symbol) used to represent the unknown is referred to as variable.
Any number, variable, or collection of variables and numbers separated by at least one operation or
grouping symbol is called algebraic expression. Some examples of algebraic expression are:
4𝑥 2 𝑦
8, 𝑦 5, 𝑏 + 6, 𝑧
, √2𝑥 + 𝑦, −2𝑐 + 4(𝑑 + 𝑒)

An algebraic term is a mathematical expression that is divided into two parts:

Number factor 𝟑 𝒃𝟐 Literal factor

In a term, the operation between the number factor and the literal factor is multiplication. Since we are
relating to the topic in algebra, instead of writing 3 × 𝑏 2 , we are going to write it as 3𝑏 2 . If the number factor is
beside the literal factor, automatically the operation between them is multiplication.
Number factor of the term is any number like -3, ½, 4.2, etc. It is usually called coefficient also known
as numerical coefficient.
Literal factor of the term consists of one or more variables with their exponent/s like 𝑥 2 , 𝑎3 𝑏 5 etc. We
call the literal factor as literal coefficient.

Example of terms
Algebraic Numerical Literal Remark
Terms Coefficient Coefficient
If there is no variable present, it only means that the given
8 8 none variable is raised to zero. Note that any variable raise to zero
is equal to 1.
If there is no number factor present in the term, it
𝑥3 1 𝑥3 automatically means 1. Usually, 1 is invisible in both the
number factor and the exponent.
𝜋𝑎2 𝑏 4 𝑐 5 𝜋 𝑎2 𝑏 4 𝑐 5 𝜋 is an irrational number therefore, it is the number factor.

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MATH 7 QUARTER 2 WEEK 3
 Even though the number part and the variable part exchange
5
Z 5 Z their position, it is still conventional to write the number part
before the variable part, thus z5 is the same as 5z.

An algebraic expression is a combination of one or more terms. Terms can be separated from another
term with the use of operational symbol plus (+) or minus (-) sign only. Consider the example below:
Algebraic Expression Number of terms Explanation
Only 1 term because there are no plus or minus sign present on
-5 1 the expression. A term with no variable is called the constant
term.
4𝑥 2 𝑦 Only term only because there is no plus or minus sign that
1
𝑧 separate the expression.
There are 2 terms. The first term is b and the second term is 6.
𝑏+6 2
These terms are separated by a plus sign.

5𝑎2 − 2𝑎 + 6 3 There are 3 terms separated by a minus sign and a plus sign.

.
A polynomial is a special kind of algebraic expression where in each term, (constant, variable or a
combination of both) the variable/s is/are raised to whole number exponents. Thus, all polynomials are
algebraic expression but not all algebraic expressions are polynomials.
Polynomial Conclusion
𝑎 2 +𝑏 These are all polynomials since the exponents of the variables are whole numbers.
5, 𝑥 2 , 5

3𝑥 4 − 5𝑥 + 1 This is a polynomial because the exponents of the variable x are all whole numbers.
This polynomial has 3 terms.

𝑥√5 + 3 This is a polynomial which can be written as √5𝑥 + 3. The exponent of x is 1 which
is a whole number. This is a polynomial with two terms.
𝑥 This is a polynomial since the exponents of x are 4 and 1 which are whole numbers.
−3𝑥 4 −
2 1
It can also be written as −3𝑥 4 − 2 𝑥 . This polynomial has 2 terms.

Not Polynomial Conclusion

1 If at least one variable is found in the denominator then the given algebraic expression
𝑥2 is NOT a polynomial.
−3
4𝑥 + 5𝑥 − 4 If there is at least one variable raise to a negative power, then the given algebraic
expression is NOT a polynomial.

√𝑥 − 4 If the variable is inside the radical sign (√ ) then the algebraic expression is NOT a
polynomial.
1 If one of the variables is raised to a fraction, then the given algebraic expression is
2𝑥 3 − 21
NOT a polynomial.

Classifying Polynomials

A. Classification according to Number of Terms

Number of terms Type of polynomial Example
1 Monomial (“mono” means 1) 𝑏2
2 Binomial (“bi” means 2) 𝑎+4
3 Trinomial (“tri” means 3) 2
𝑥 + 5𝑥 − 6
4 or more terms Multinomial (“Multi” means multiple) 𝑥 3 + 4𝑥 2 − 4𝑥 + 1
𝑎5 − 𝑎3 + 2𝑎2 − 3𝑎 + 5

Degree of the Polynomial

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MATH 7 QUARTER 2 WEEK 3
 Term Remarks Degree
6𝑥 4 Since the exponent of the variable part is 4 then the degree of the term is 4. 4
There are two variables in the term; the exponent of x is 1 while y has an
1 3
𝑥𝑦 exponent of 3. To get the degree of the term, you need to add the all the 4
2
exponents of the variables, thus: 1 + 3 = 4. The degree of the term is 4
Notice that the term has no variable, thus, there is no exponent present on the
18 0
variable part. We can conclude that the degree of the term is 0.
Degree of the term is determined by the exponent/s of the variable/s. If there are 2 or more
variables in each term, we add their exponents.
Degree of the polynomial is based on the highest degree among the terms of the polynomial.
Example: Find the degree of the given polynomial below.
2 3
3𝑥 − 5𝑥 + 2 − 𝑥
To find the degree of the polynomial, identify first the degree of each term.
Term 3𝑥 2 −5𝑥 3 2 −𝑥
Degree of the term 2 3 0 1

The highest degree of the term is 3 from the term −5𝑥 3 . Therefore, the degree of the polynomial
𝟑𝒙𝟐 − 𝟓𝒙𝟑 + 𝟐 − 𝒙 is 3 or the given polynomial is a 3rd degree polynomial.
B. Classification according to Degree
Example Degree Type of polynomial
2 0 Degree is Zero - Constant
3𝑥 + 1 1 First Degree Polynomial – Linear
2
5𝑥 − 2𝑥 + 3 2 Second Degree Polynomial – Quadratic
4𝑥 3 − 2𝑥 − 5 3 Third Degree Polynomial – Cubic
𝑥 4 − 3𝑥 2 + 5𝑥 − 4 4 Fourth Degree Polynomial – Quartic
8𝑥 5 + 1 5 Fifth Degree Polynomial - Quintic

Standard Form
In writing polynomial in standard form, we need to arrange the degree of the terms in ascending order.
Example:
5𝑥 2 − 3𝑥 4 + 2𝑥 3 − 𝑥 + 5

First, identify the degree of each term.

Term 5𝑥 2 −3𝑥 4 2𝑥 3 −𝑥 5
Degree of the term 2 4 3 1 0

After identifying the degree of each term, arrange them according to their degree. Note that the sign of
the term follows when you arrange it by their degree.
Term −3𝑥 4 2𝑥 3 5𝑥 2 −𝑥 5
Degree of the term 4 3 2 1 0

The standard form of 5𝑥 2 − 3𝑥 4 + 2𝑥 3 − 𝑥 + 5 is −𝟑𝒙𝟒 + 𝟐𝒙𝟑 + 𝟓𝒙𝟐 − 𝒙 + 𝟓.

The advantage of arranging the polynomial in standard form is you can easily identify the degree of the
polynomial, the leading term, and the constant term
Degree of the polynomial

Leading term is −𝟑𝒙𝟒 + 𝟐𝒙𝟑 + 𝟓𝒙𝟐 − 𝒙 + 𝟓 Constant term

the term with the
highest degree out
of all the terms.

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MATH 7 QUARTER 2 WEEK 3
 Activities:
Activity 1:
A. Translate each English phrase to mathematical phrases/ expressions. Draw a line to match each footprints.

B. Express each English sentence to mathematical sentence or vice versa.

1. Three more than a number is 15.

2. x – 5 = 20

3. Five less than twice a number is equal to three more than the same number.

Activity 2: Follow the instruction given to identify the parts of the polynomial.

LEADING TERM: Draw a circle LEADING COEFFICIENT: Color it red.

CONSTANT TERM: Draw a diamond DEGREE OF THE POLYNOMIAL: Color it blue.
.Example:

1
1) 3𝑥 3 + 4𝑥 − 2) 2𝑥 − 1 + 2𝑥 4
2

3) 14𝑏 4 − 3 4) 6𝑦 7 + 3𝑦 3 − 3𝑦 2 + 7

Remember

In translating an English phrase to mathematical phrase, always take note of the following:
✓ Assign any letter of the English alphabet to one unknown quantity.
✓ Write a mathematical expression for any unknown quantities in the term of the same letter of the
English alphabet you have chosen.
✓ Identify keyword and phrases that refers to operations with regards to mathematics i.e. addition,
subtraction, multiplication, and/or division)
The Linking Verb “is” is commonly translated as the equal sign, in symbol “= “.
𝒂𝒏 is the exponential expression whose exponent is raised to a whole number.
Variable is any letter or symbol to represent the unknown.
Constant is a term without a variable. Fixed value
Numerical coefficient is the number part on the given algebraic term, usually called the coefficient.
Literal coefficient is the variable part on the given term.
Algebraic expressions are any number, variable or collection of variables and numbers separated by at
least one operation or grouping symbols.
Algebraic terms or simply term is a mathematical expression that is divided into two parts: number part
and variable part. The operation between the two parts is multiplication.

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MATH 7 QUARTER 2 WEEK 3
 Polynomial is a special kind of algebraic expression where in each term, the variable is raised to a whole
number exponents.
To determine the number of terms, consider the number of plus (+) or minus (-) sign present and count
the expression separated by them.
Degree of the term is determined by the exponent of the variable part.
Degree of the polynomial is based on the highest degree term.

Check your Understanding

General Instruction: Write your answer in a separate sheet of paper.

A. Translate each statement to mathematical statement. B. Answer the following questions based on
Use the variable x to represent the number. the expression below.
1. A number (x) increased by 2 is 210. 𝟒𝒔𝟒 + 𝒔𝟑 − 𝟐𝒔𝟐 + 𝟏𝟎𝒔 − 𝟏𝟓
2. The sum of three consecutive integers is 15. 1. How many terms does the given
3. Twice a number (m) increased by 6 is equal to 30. expression have?
4. The number (y) decreased by 9 is equal to 11. 2. What is/are the literal coefficient/s used
5. The product of thrice a number (k) and 6 is 42. in the given expression?
3. What is the numerical coefficient of 𝑠 3 ?
4. What is the degree of the term, -15?
5. What is the degree of the polynomial?

Post-test
Choose the letter of the correct answer. Write your answer on a separate sheet of paper.
1. If x stands for a real number, what is the mathematical phrase that represents three more than the
number?
A. x - 2 C. x – 3
B. x + 3 D. - 3 + x
2. What is the English phrase of x - 7?
A. A number is differed by seven C. A number decreased by two
B. Seven is differed by a number D. A number less than seventy
3. What is the numerical coefficient of the term −𝑥 2 ?
A. −1 C. x
B. 2 D. −𝑥

4. What is the literal coefficient of the term – 𝑥 2 ?

A. −1 C. 𝑥 2
B. 2 D. −𝑥 2
2
5. What is the degree of the given polynomial 6𝑥 + 5𝑥 + 1?
A. 4 C. 2
B. 3

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MATH 7 QUARTER 2 WEEK 3
 Reflection
Fill in answers to the different guide questions on what you have learned in doing your module.
Logically and critically formulated answers are much appreciated. Learn and Enjoy!

_______________________________
_______________________________
_______________________________
_______________________________
How much did you _______________________________
know about the _______________________________
subject before we _______________________________
started? What did _______________________________
you do when you _______________________________
find frustration
about the topic?

What process/es
did you encounter
to solve everyday
_______________________________
problems which
_______________________________ _______________________________
you find similar? In
_______________________________ what _______________________________
way/s did you
_______________________________ do it_______________________________
differently?
_______________________________ _______________________________
_______________________________ Give one thing you
would like to
_______________________________
_______________________________improve in solving _______________________________
_______________________________different problems _______________________________
in your life after
_______________________________ learning the lesson. _______________________________
_______________________________ Explain. _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
References:
_______________________________ _______________________________
Jacinto, Liwanag, et al, Conceptual Math and Beyond I: Elementary Algebra, Quezon City: Brilliant
_______________________________ _______________________________
Creations Publishing, Inc., 2012.
______________________________ ______________________________
Nivera, Gladys, Elementary Algebra: Patterns and Practicalities, Makati: Don Bosco Press, Inc.,
2007.
Orines, Fernando, et al, Next Century Mathematics 7, Quezon City: Phoenix Publishing House, 2012.
Oronce, Orlando and Mendoza, Marilyn, e-Math 7 (K to 12), Manila: Rex Bookstore, Inc., 2012.

9
 MATHEMATICS 7
Quarter 2 Week 3
ANSWER SHEET
Name: Math Teacher:
Section: Score:

BLESILDA G. MALLO / PRECIOUS AMOR C. MONTAÑO P a g e 11 | 10

MATH 7 QUARTER 2 WEEK 3