7

Quarter 1
Worksheet for Week

Mathematics 7

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for Mathematics Grade 4
Quarter 1: Week 7
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot
implementation of the MATATAG K to 10 Curriculum during the School Year 2023-2024. It
aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
unauthorized reproduction, distribution, modification, or utilization of this material beyond the
designated scope is strictly prohibited and may result in appropriate legal actions and
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represent nor claim ownership over them.

Development Team

Writer: Olivia L. Alvarez

Content Editor: Alexander M. Morron Jr. and Aurelia G. Vivas
Mechanical Editor:
Illustrator: Gilbert R. Esguerra
Layout Artist: Alan E. Medenilla

Management Team
Alberto T. Escobarte, CESO II, Viernalyn M. Nama,
Dianne Catherine Teves – Antonio, Paul Gence Ocampo,
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Every care has been taken to ensure the accuracy of the information provided in this
material. For inquiries or feedback, please write or call the Office of the Director of the
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Mathematics Quarter: 1

Week: 7 Day: 1
Lesson Title/ Topic: Rational Numbers
Name: Grade & Section:

Activity 1: Identify Me!

Objective(s): The learners will recall the different types of numbers as whole numbers, fractions,
mixed numbers, decimal numbers (terminating and repeating decimals)

Materials Needed: flashcards or PowerPoint presentations, laptop, projector or smart tv, chalk
and blackboard.
Duration: 5 minutes
Directions: Determine whether the following numbers are whole numbers, fractions, mixed
numbers, decimal numbers (terminating and repeating decimals).

Questions:
1. Which of the following numbers are classified as a whole number? Fraction? Mixed
number? Terminating decimal? Repeating decimal?
2. Can you give another number of these forms?

Activity 2: Let us do some vocabs!

Objective(s): The learners will be able to understand the different definitions of the key word/s
or terms related to the lesson.

Materials Needed: WORD WALL illustration, PowerPoint presentations, laptop, projector or

smart tv, chalk and blackboard.
Duration: 5 minutes
Directions: Choose the correct word/s from the MATH WORD WALL that corresponds to the
given definition below. Write your answer on a separate sheet of paper.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

1. It comprises all types of numbers that you use and apply in everyday living. It
includes both rational and irrational numbers.
a
2. Any number that can be expressed as a quotient of two (2) integers, , where b ≠
b
0.
3. These are numbers that cannot be expressed as a quotient of two (2) integers.
4. Numbers without a decimal or fractional part. It is a set of counting numbers,
zero, and the negative of the counting numbers.
5. These are numbers with two parts, a whole number part and a fractional part
separated by a decimal point. They lie between integers on a number line.
6. It is a number that represents an equal part of a set, a number, or an object.
Expressed as a quotient where the numerator defines the part of a whole or a set
that is taken, whereas the denominator tells the total number of equal parts in a
whole or a set being divided.
7. These are numbers consisting of the set of natural or counting numbers and zero.
8. It is the set of positive whole numbers excluding zero. These numbers are used in
counting and are also called natural numbers.

Activity 3: Understanding the Real Number System!

Objective(s): The learners will identify the different subsets of real numbers.
Materials Needed: Diagram or PowerPoint presentations, laptop, projector or smart tv, chalk
and blackboard.
Duration: 10 minutes
Directions: Examine and analyze the given “tree” diagram of the Real Number System, and then
answer the following questions below.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Questions:
1. What are the two sets of real numbers?
2. Describe rational and irrational numbers. Can you identify numbers that belong to
the set of rational numbers? How about irrational numbers?
3. Identify subsets of rational numbers.
4. Can you identify numbers that belong to each subset of rational numbers?
5. How are they related?

Activity 4: Justify Rational Numbers!

Objective(s): The learners will prove the rationality of a given number by using the definition of
rational numbers. (Rational number is any number that can be expressed as a ratio or quotient
a
of two integers where b≠ 0.
b
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, paper and pen.
Duration: 10 minutes
Directions: Answer the following questions.
1. How can you prove that 9 is a rational number? Can that be applied to all
integers?
1
2. Prove that 8 is a rational number. Can that be extended to all fractions and
4
mixed numbers?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

3. How can you prove that 0.5 is a rational number? Can that be employed to all
terminating and repeating decimals?

Activity 5: Sort and Find the Word of the Day

Objective(s): The learners will sort the given numbers as rational or irrational numbers.
Numbers identified as rational numbers will be written as a quotient of two integers.
Materials Needed: pockets for sorting (Rational and Irrational Pockets), number chips,
PowerPoint presentations laptop, projector or smart tv, chalk and blackboard, manila papers,
pentel pens, paper and pen.
Duration: 10 minutes
Directions: Sort and store the number chips in the corresponding Rational and Irrational
Pockets. Identified rational numbers will be written as a ratio or quotient of two integers and use
the letter codes to find the WORD of the Day.

Questions:
1. How did you find the activity?
2. How did you accomplish all the given tasks?
3. What ideas or concepts need further discussion?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Activity 6: Assessment of the Day

Objective(s): The learners will answer the assessment to measure what they have lesson in the
lesson.
Materials Needed: PowerPoint presentations laptop, projector or smart tv, chalk and
blackboard, paper and pen.
Duration: 10 minutes
Directions: Multiple Choice. Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
a
1. These are numbers that can be expressed as a quotient of two (2) integers, ,
b
where b ≠ 0.
a. Irrational Numbers c. Rational Numbers
b. Non-terminating and d. None of these
non-repeating decimals
a
2. These are numbers that cannot be expressed as a quotient of two (2) integers, .
b
a. Irrational Numbers c. Rational Numbers
b. Non-terminating and d. None of these
non-repeating decimals

3. Which of the following is a rational number?

a. 1.4142135…. c. 0. 45
b. 3.1415926…. d. π
4. Which of the following is NOT a rational number?
5
a. c. 0. 45
17
b. 2.25 d. π
5. Which of the following shows that 0.75 is a quotient of two integers in simplest
form.
75 15
a. c.
100 20
3 1
b. d.
4 75

Activity 7: Get Challenged!

Objective(s): The learners will answer additional exercise for

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, paper and pen.

Directions: Answer the following questions. Write your answer on a separate sheet of paper.
1. Prove that zero (0) is a rational number.
2. All fractions are rational numbers, is the converse of the statement true? Justify.
3. Are all integers rational? Justify your answer with examples.
Reflection:
How do you feel about the day’s lesson? Encircle one emoji.

Why?
List at least three things you learned from the lesson.

Additional Resources (Optional): Include any optional resources such as readings, videos,
websites, or reference that learners can explore for deeper understanding.

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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Mathematics Quarter: 1

Week: 7 Day: 2
Lesson Title/ Topic: Describing Rational Numbers as fractions, decimals, or percentages
Name: Grade & Section:

Activity 1: Model representations!

Objective(s): The learners will represent model of parts of a hundredth in three (3) different
ways, as a fraction, decimal, and percentage.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 5 minutes
Directions: Represent the following into percentage, fraction, and decimal.

1. Represent 73 out of 100 in three ways. 2. Represent 87 out of 100 in three ways

Represent 73 out of 100 as a: Represent 87 out of 100 as a:

PERCENTAGE PERCENTAGE

FRACTION FRACTION

DECIMAL DECIMAL

Questions:
1. How are the notations related to each other?
2. Are these numbers rational?
3. Do you recall conversion techniques between percentage, fraction, and decimal?

Activity 2: Math Word Puzzle

Objective(s): The learners will be able to familiarize themselves with the key words related to the
day’s lesson.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, paper and pen.
Duration: 10 minutes
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Directions: Eleven different words are hidden in this puzzle. How many can you find? You may
look up, down, across, backward, and diagonally. Good luck!

N U M E R A T O R E O S
A O B L N W C X E P T H
J W I J E D O E B E Y O
C P C T C I N S M R M L
G Z O P C B V G U C L A
V K N U X A E F N E K M
F X V D Y L R H M N N I
M A E C V N S F J T O C
U Q R R A T I O N A L E
R E T B R S O I K G P D
Z C A Q C D N E E E W Y
R O T A N I M O N E D L

Questions:
1. Name all the math related words you find in the puzzle.
2. Can you define them in your own words?

Activity 3: Express differently!

Objective(s): The learners will be able to convert percentage to its equivalent fraction and
decimal; and convert fraction to its equivalent decimal and percentage.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 5 minutes
Directions: Examine the given exercises, then answer the following problems below

Ana ate one-fourth of the buko pie.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Questions:
1. How would you describe one-fourth as a fraction, a decimal, or a percentage?
2. Do these numbers have the same value?

Activity 4: Conversion Techniques.

Objective(s): The learners will be able to convert fractions, decimals, and percentages.
Materials Needed: Conversion Chart, PowerPoint presentations, laptop, projector or smart tv,
chalk and blackboard.
Duration: 10 minutes
Directions: Examine and analyze the given Conversion Chart, then answer the following
problems below.

Questions:
1. How do we convert percentage to fraction? How about percentage to decimal?
2. State the process in converting a fraction to its equivalent decimal? How about
fraction to percentage?
3. Determine and state the conversion techniques/processes from decimal to
percentage and to fraction.
4. Which among the conversions do you find easy? Why?
5. Which among the conversions do you find challenging? Can you think of another
way to make it easier?

Activity 5: Percentages to Fractions & Decimals and Fractions to Decimals & Percentage

Objective(s): The learners will be able to convert among fractions, decimals, and percentages.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, paper and pen.
Duration: 10 minutes
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Directions: Fill out the missing fractions, decimals, and percentages in the table below. Express
fractions in simplest form.
Percentages Fractions Decimals
Example: 3
0.6
60% 5

1. 26%
2. 42%
3. 9%
3
4.
10
7
5.
4
13
6.
50
7. 1.07

8. 0.072

9. 1.75

10. 0.44

Activity 6: Let us measure your learnings.

Objective(s): The learners will answer the assessment to measure what they have lesson in the
lesson.
Materials Needed: PowerPoint presentations laptop, projector or smart tv, chalk and
blackboard, paper and pen.
Duration: 10 minutes
Directions: Multiple Choice. Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
2
1. Which of the following means the same as ?
5
a. 40% c. 2.5
b. 0.04 d. 0. 44
2. Convert 0.56 as percentage and fraction in its simplest form?
5 56
a. 5.6% ; c. 56% ;
6 100
14 56
b. 56% ; d. 5.6% ;
25 100

3. Which of the following shows 3% as a decimal?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

a. 3.0 c. 0.0.3
b. 0.3 d. 0.003
▭
4. Fill in the box to make an equivalent rational number: 96% = = 0.96
25
a. 100 c. 25
b. 96 d. 24
5. Which of the following is not equal to 1?
a. 1.0 c. 10%
1
b. 100% d.
1

Activity 7: Mastering conversion!

Objective(s): The learners will answer additional exercise on converting fractions, decimals, and
percentages.

Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, paper and pen.
Directions: Fill in each box with fraction, decimal, and percentage to correctly complete the
statements below. Write your answer on a separate sheet of paper.
Fraction Decimal Percentage

13
1.
50

2. 0.42

3. 44%

4. 0.875

7
5.
20

Reflection:
3-2-1 Reflection
3 things I’ve learned today.
2 things I found interesting.
1 question I still have.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Additional Resources (Optional): Include any optional resources such as readings, videos,
websites, or reference that learners can explore for deeper understanding.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Mathematics Quarter: 1

Week: 7 Day: 3
Lesson Title/ Topic: Order Rational Numbers on a number line.
Name: Grade & Section:

Activity 1: Describe the output!

Objective(s): The learners will identify a number between two rational numbers.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 5 minutes
Directions: Name one number a that satisfies the descriptions below

1. 1 < a < 3 4. –1 < a < 0

2. –2 < a < 0 5. 2.0 < a < 3.0
3. 0 < a < 1
Questions:

1. Are all the numbers rational?

2. Identify which subset of rational number they belong to.
3. Plot the numbers on a number line.

Activity 2: Define in your own words.

Objective(s): The learners will be able to familiarize themselves with the key words related to the
day’s lesson.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 5 minutes
Directions: The diagram below shows an example or illustration of terms related to the day’s lesson. In
your own words, define each term and write your answer on the space provided.

Number Line

Ascending Order
2, 5, 6, 8, 11, 15

Descending Order
15, 11, 8, 6, 5, 2

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Activity 3: Convert and arrange!

Objective(s): The learners will write expressions in decimals and arrange them in ascending or
descending order.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 10 minutes
Directions: Answer the following questions.

1. Five grade 7 learners measured their pencils, the following pencil lengths in inches are:
13 −17
, , √ 16 , 3.77…
5 4
a. Which pencil is the longest in measure?
b. Which pencil is the shortest?
c. Arrange the pencil lengths is ascending order.
d. Arrange the pencil lengths in descending order.

Recall that rational numbers are any number that can be expressed as a
a
quotient of two (2) integers, , where b ≠ 0. We can order and plot them on a
b
number line. To do so, express first each given number to decimal, order from
least to greatest or greatest to least, then rewrite the decimals to their original
form with their new order.
13 −17
Example 1: Arrange
5
,
4
, √ 16 , 3.77… in increasing order and plot the numbers on a
number line.
Solution:
Change the following numbers to decimals.
13 = 2.6 ( 13 ÷ 5 = 2.6)
5
−17
= –4.25 ( –11 ÷ 5 = 2.2)
4

√ 16 = 4 ( The square root of 16 is 4)

3.77… ≈ 3.78 (Round off to the nearest hundredths)

Now arrange 2.6, –4.25, 4 and 3.78 from least to greatest, and that is –4.25, 2.6, 3.78, 4.
−17 13
Change the decimal forms to their original form , , 3.77…, √ 16.
4 5
−17 13
Therefore, the order from least to greatest is , , 3.77…, √ 16.
4 5
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

You can now plot the points on the number line.

Activity 4: Order on the number line

Objective(s): The learners will order rational numbers on a number line.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, straight edge, pencil, paper and pen.
Duration: 10 minutes
Directions: Arrange rational numbers in ascending order and plot them on the number line.

11 −16
1. √ 25, , 3 , 4.66…, 7

−5 27
2. , , –4.33…, √ 1.
3 7

−22 23
3. 2.28…, √ 9, , ,
4 3

Activity 5: Order on the number line, v.2

Objective(s): The learners will order rational numbers on a number line.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, straight edge, pencil, paper and pen.
Duration: 10 minutes
Directions: Arrange rational numbers in descending order and plot them on the number line.

34 −24
1. √ 4, , 7 , 6.32…,
3

−28 17
2. , , –3.88…, √ 81.
5 2

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

−32 39
3. 4.68…, √ 49, , ,
5 3

Activity 6: Let us take a short quiz!

Objective(s): The learners will answer the given quiz to measure what they have learned.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, paper and pen.
Duration: 10 minutes
Directions: Answer the following problems.
1. Place a >, <, or = symbol to compare the following rational numbers below.
1
a. ___ 0.5 d. 4.7 ____ 7.4
2
2 5
b. ___ e. √ 100 ____ √ 81
3 3
3 5
c. ___
2 2

2. Arrange the following rational numbers in ascending order and then plot on a
−28 17
number line: , , –3.88…, √ 81.
5 2

3. Arrange the following rational numbers in descending order and then plot on a
−32 39
number line: 4.68 …, √ 49 , , ,
5 3

Activity 7: Something More

Objective(s): The learners will order rational numbers on a number line.

Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard, straight edge, pencil, paper and pen.
Directions: Answer the following problems.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

1. Identify two rational number x that satisfies the given description and then plot
the numbers on a number line.

a. 0 < x < 8 ; x = _____, x = _______

3 17
b. 2 < x < 2 ; x = _____, x = _______

−7 2
c. 3 <x< 3 ; x = _____, x = _______

2. Arrange the following rational numbers in ascending order and then plot on a
−15 7
number line: , , –6.42…, √ 144.
3 5

3. Arrange the following rational numbers in descending order and then plot on a
−31 47
number line: 3. 42…, √ 81, , ,
2 3

Reflection:
3 – 2 – 1 Reflection
3 things I’ve learned today.

2 things I found interesting.

1 question I still have.

Additional Resources (Optional): Include any optional resources such as readings, videos,
websites, or reference that learners can explore for deeper understanding.

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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Mathematics Quarter: 1

Week: 7 Day: 4
Lesson Title/ Topic: Addition and Subtraction of Rational Numbers in Fraction Form with
the Same Denominators
Name: Grade & Section:

Activity 1: Find the sum/difference!

Objective(s): The learners will add or subtract whole numbers.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 10 minutes
Directions: Answer the following:
1. Add 230 and 112. 4. 75 + 214 –164 = ____
2. Subtract 435 from 502. 5. 63 – 25 + 108 = ____
3. Subtract the sum of 24 and 76 from 235.

Activity 2: Fill Me In.

Objective(s): The learners will be able to familiarize themselves with the key words related to the
day’s lesson.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 10 minutes
Directions: Fill in the missing word in the blank. Choose the correct answer from the box below.

FRACTION DENOMINATOR DIFFERENCE

ADDITION SIMILAR FRACTIONS NUMERATOR

SUM SUBTRACTION DISSIMILAR FRACTIONS

1. _______ is the part of a fraction that determines the number of fractional parts.
2. Fractions with the same denominators are called __________ __________.
3. The _______ is the result obtained by adding numbers.
4. A ________ is a number that describes a relationship between a part (represented by the
numerator) and a whole (represented by the denominator).
5. Fractions with different denominators are called __________ ___________
6. When you take away one number from another to get the difference is called ________.
7. _______ is the part of a fraction that determines the total fractional parts.
8. When subtracting numbers, the result is called the ____________.
9. ____________ means putting together 2 or more groups or set of things.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Activity 3: Examine and Formulate!

Objective(s): The learners will add or subtract rational numbers in fraction form with the same
denominators.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 10 minutes
Directions: Formulate the rule in adding and subtracting rational numbers in fraction form with the same
denominators using the given examples below.

5 8 5+8 13 5 3 5−3 2
Example 1: + = = Example 4. – = =
6 6 6 6 9 9 9 9
5 15 5+15 20 10 15 3 15−3 12
Example 2: + = = = Example 5. – = = =
6 6 6 6 3 9 9 9 9
4
3
11 7 11+7 18 20 2 20−2 18
Example 3. + = = =3 Example 6. – = = =
6 6 6 6 9 9 9 9
2

Questions:

1. What have you noticed with the denominator of the sum or difference of two rational numbers in
fraction form?
2. From the examples above, how do you obtain the numerator of the sum and difference?
3. In your own words, give the rule in adding and subtracting rational numbers in fraction form.

Activity 4: Try It Out!

Objective(s): The learners will add or subtract rational numbers in fraction form with the same
denominators.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 10 minutes
Directions: Perform the indicated operations. Express the answer in simplest form.

3 4 9 6
1. + 6. –
5 5 4 4
15 7 17 1 5
2. + 7. – –
6 6 12 12 12
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

13 8 3 45 9 6
3. + + 8. – –
9 9 9 14 14 14
15 23 11 35 3 16 4
4. + + 9. + + –
7 7 7 22 22 22 22
19 6 25 3 9 5
5. – 10. + – –
11 11 14 14 14 14

Activity 5: Add and Subtract More!

Objective(s): The learners will add or subtract rational numbers in fraction form with the same
denominators to measure what they have learned.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Duration: 10 minutes
Directions: Perform the indicated operations. Express the answer in simplest form.

1 7 33 27
A. 1. + 6. –
3 3 14 14
6 7 19 5
2. + 7. –
11 11 7 7
14 6 36 3
3. + 8. –
5 5 22 22
11 9 14 25 3 8
4. + + 9. – –
2 2 2 4 4 4
12 17 21 32 5 9
5. + + 10. – –
5 5 5 6 6 6

Activity 6: Find out the answer to the riddle!

Objective(s): The learners will add or subtract rational numbers in fraction form with the same
denominators to find out the answer to the given riddle.
Materials Needed: PowerPoint presentations, laptop, projector or smart tv, chalk and
blackboard.
Directions: Solve each problem, then write the letter corresponding to it in the box below containing the
answer.

Riddle:

Why can’t banks keep secrets?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

M 4 8 R 14 7
+ –
7 7 3 3

T 7 3 Y 18 2 4
+ – –
5 5 9 9 9
O 12 8 7 S 23 7 8
+ + – –
9 9 9 12 12 12
N L
9 20 6 9 11 9 1
+ + + + –
A 7 7 7 E 7 7 7 7
7 5 16 22 6 5
– + – –
8 8 3 3 3 3

Answer: Because there are……

12 1 4 7 2
2 3 3 5 2 9 4 4 9
7 4 3 3 3

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