MATHEMATICS

GRADE 87
STUDENT'S
STUDENT TEXTBOOK
TEXT BOOK
AUTHORS
AUTHORS
Bezuneh Mekonnen
Tolosa DiribaBurka Mulatu
Melesse Abate
Mequanint Teshome
Motuma Eticha
Sewalem Alameneh Tejinesh Bekele
Afework Awlachew
Editors
Editors andand Evaluators
Evaluators
Fekadu Fantaye Mustefa Teshome
Kedir Degefa
Gesset Assefa
Gesset Assefa Fromsa Nemera
Rodas DiribaMustefa Kedir
Rodas Diriba
Lay out and Illustration design
Leyout and Illustration Design
Girma
Girma Darge
Darge
Girma Darge HileGiorgis Temesgen
Hailegiorgis Temesgen
Coordinator
Mesfin Abrham
Coordinator
Mikiyas Mengistu
HileGiorgis Getachew
Temesgen Talema Atinafu
HileGiorgis Temesgen
Getachew Talema Atinafu
Coordinators
Getachew Talema
ADDIS ABABA CITY ADMINISTRATION EDUCATION BUREAU
Robi Wami
ADDIS ABABA CITY ADMINISTRATION EDUCATION BUREAU
General Science GRADE 7 Teachers’ Guide

Acknowledgement
Above all, Dr. Zelalem Mulatu, AAEB Head, should receive the most
acknowledgements for his outstanding leadership from the outset to the end of the
Textbook and Teacher’s guide preparation. Just to mention his chief roles but a
few: he generated valuable ideas, shared his vast experience during most panels,
initiated and convinced his conviction to all stakeholders that the Addis Ababa
City Government School teachers have to take the lion’s share in the Textbook
and Teacher Guide development. His unabated inspiration and urge to the team
for diligence, deep sense of patriotism, synergy and true professional ethics has
been energy to all actors partaking in the task.
The next bottom-heart gratitude has to be extended to the following management
members of the bureau: Ato Admasu Dechasa, Deputy Head of the Curriculum
Division, Ato Dagnew Gebru, Deputy Head of the Education Technology, Ato
Samson Melese, deputy Head of Teacher Development Division, W/ro Abebech
Negash, Bureau Head Advisor, Ato Desta Mersha, Bureau Technical Advisor and
Ato Sisay Endale, Head of Education Bureau Office. Members of the AAEB
management, have to be commended for their painstaking efforts in addressing
instantly each issue of challenge, reviewing all drafts and providing immediate
feedbacks. Without their unreserved devotion, the timely and successful
realization of this huge work would not have been possible.
The Last deepest acknowledgement needs to go to the school principals for
allowing the textbook writers to be free of their regular job of teaching and to
focus on the material preparation. Moreover, their earnest and consistent moral
support deserves special words of praise.

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The collection of five most talented writers of Ethiopia.

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 ymbol

The set of natural numbers greater than 4 is {5,6,7,…}, hence it is infinite set.

3
e. A={0}

this

4
5
 inin
in B, for example c A, but c B.

6
{1,2,3},

7
A B

8
9
 e. If A B = Ø, then A = B = Ø
∩
f. If A ∩ B = Ø, then A=B= Ø
g. A ∩ Ø = A, for any set A
h. A Ø = A, for any set A
∩

6. Let A= { 4,6,8,10,12}and B= {5,6,7,8,9} then show that A B and A ∩ B by using venn diagram.
∩

10
 this

.
.
?
?
.
.
[Link] is the difference between natural numbers and whole numbers?

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Definition 2.2 : Whole number is set of numbers containing natural numbers and

All whole numbers are not natural numbers.

.
.

12
 s
this

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s

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 natural numbers, zero
and negetive of natural
natural numbers.
numbers,
natural The setzero
zero
numbers, natural
of integers is numbers,
denoted
natural
natural by zero
numbers,
numbers, zero
zero
tural and
[Link] and
setnegetive
The setofof
negetive
ofnegetive
numbers.
and integers isnatural
of
of denotednumbers.
natural
integers
natural numbers.
by
is denoted
numbers. The
bysetset
The
The ofof
set integers
of is is
integers
integers denoted
is byby
denoted
denoted by

Integers(ℤ)

Zero Positive Integers (𝑍𝑍 + ) = 𝑁𝑁

Negative Integers (𝑍𝑍 − )

= {..., -3,-2,-1} and ={1,2,3,...}

15
List five positive integers

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17
a .12 b. 413 c. 0 d -564

413
Solution:
a.0The opposite of 12 is -12 c. the opposite of 0 is 0
b. The opposite of 413 is -413 d. The opposite of -564 is 564

Note: For any integer � ≠ 0

�) The opposite of � is −�
��)For integer �, −(−�) = �
���) the opposite of positive number is negative number
��) the opposite of negative number is positive number
�) the opposite of zero is zero.

Exercise 2.2.2
1. Find the opposite of each integers given below.
a. 70 b. -23 c. -170 d. 0
18
2. Find the opposite of the following
this

40 c Above zero

19
of 3

20
21
These

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23
 101

24
25
 this

Addition of integers
Activity 2.4.1

Profit Birr 15 Loss Birr 15

Profit Birr 15 Loss Birr 15
Profit Birr 15 Loss Birr 15
Profit Birr 10 Profit Birr 12
Profit Birr 10 Profit Birr 12
Profit Birr 10 Profit Birr 12

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27
Put the sign you got in step 1 in front of the difference

but the sign of 43 is ( ) , hence the sum is ( )

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Determine the sign of the sum ( the sign of the sum is always
negative)

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Properties of addition of Integers

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 +210

6. If you add a certain number on x, then it gives x [Link] is the number?

31
Mathematics: Grade 7 ( Chapter 2 )

Subtracting an integer b from a is the same as adding opposite of b to a.

i.e. for any integers a and b , a — b = a + (— b )
Example 1: Find the difference of the following integer by expressing in the form
of sum.
a. 5 - 2 b. 4 - 7 c. 62 - 6

Solution:
a. 5 — 2, subtracting 2 means adding the opposite of 2
5-2 = 5 + (-2)
=3
b. 4 — 7 subtracting
,
= +(
4 - 7 4 - 7)
7
means adding the opposite of 7

= -( 7 - 4)
= -3
—
c. 62 6, subtracting 6 means adding the opposite of 6
62 - 6 = 26 + (- 6)
= 0-(6 - 2)
= -4
Example 2: Find the difference of the following integer by expressing in the form
of sum.
a. 25 - (-30) b. -12 - (-18) c. -55 - (-20) d. 8 - (-9)

Solution:

a . 25 — ( — 30), subtracting -30 means adding the Note: For any two-
integer a and b
opposite of -30
25 - (-30) = 25 + 30
= 55
a — (— ) = a +
b b

b. —opposite
12 — ( —18) subtracting -18 means adding the
-
of 18
,

-12 - (-18) = -12 + 18

= + (18 - 12)
=6
c. — 55 — ( — 20), subtracting -20 means adding the opposite of -20
-55 - (-20) = -55 + 20

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( ( Chapter
Chapter 2 )2 ) Mathematics : Grade
: Grade
Mathematics 7 7

= -(55 55)- 20)

= -(20
= -35= -35
d. — —— —
8d . ( 89), (subtracting
9), subtracting -9 means
-9 means addingadding of -9 of -9
the opposite
the opposite
8 - (-89- )=(-89)+=9 8 +=917 = 17
Example
Example 3: 3:
Find
Find the the difference
difference of the of the following
following integerinteger
by expressing in the in
by expressing form
theof
form . sum.
sumof

a. --12
a. -21 21 - 12 b. -
b. -248 125-125
-248

Solution
Solution : : Note: For : Fortwo
Noteany - two-
any
integer a and b
a ——1221 —
integer a and b
a. —opposite
21 . 12 subtracting
,
subtracting
,
of 12 of 12
opposite
12 means
12 means the the
addingadding -a - -b a=--b(a=+-b()a + b )

- 2 1 --1221 - 2 2 1=+-(2-11+2)(- 1 2)
=1 -
= - ( 21=- 21) + 12)
+ (12
= -33= -33
b. b. — 248
— 248 125—, subtracting
125, subtracting 125 means
125 means addingadding
the opposite of 125of 125
the opposite
-248 - 125
-248 - 125 = + (-125
-248 (-125)
= -248 + )
= + 125+) 125)
= -(248-( 248

= -373
= -373

Exercise
Exercise
Exercise .2 2.4.2
2.4.2
2.4

1. express express
1.1. Express
E the the the following
following
following differences
differences
differences ininthe in
theform the
of sum
form of sumof sum
form
a. a. 3 (- (-)10) c. . 9 - 12 e. e. -178
a. 3 - (-10) c. 9 -c12 e. - 57 - 57
-178
b. ( ) d. f.
. -
5b-
b. 2.-Find (-5following
the 6-
) (-6)differences. 25 - 17
d.17
d. 25 - f. -
f. -365 -365 - 1000
1000
2. Find Find
2. the the following
following differences
differences . .
a. c. e. ( )

a. 0 - a. 0 - 3 cd.. -75c.--15
75 - 15 . 465
e. 465e- - ()-778)
(-778
b. 3 ( ) ( ) f.

b. 3.7 -The 8-) (-8and

b(.-7melting ) boiling -1789
d. point . -dry
dof 1789
- - (-)1000and
(-1000
ice are
is the boiling point above the melting point?
25 - 75How many
) f. 25, respectively.
-f. 75 degrees

4. If you subtract a certain number from , then the result you get is itself. What is the number?
3. The melting
5.3. Compare
The melting point
the following
point of of
dryby dry
iceusing
is -ice
the is
109 °-109
symbol °
“ F .The boiling. point of dry ice is 109 F
F .The boiling point of dry ice is 109 F ° °
a. ( )
, how many degrees is the boiling point above the melting point?
thenmany
then,[Link] degrees is the boiling point above the melting point?
c.
c. ( ) ( )

2.5. Multiplication and Division of Integer numbers

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this

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 Note: The product of positive
and negative integer is negative
4 (-3)
integer.

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 b.

b.

e. ( 3+2) x ( 5) = (3 x ( 5)) + (2x ( 5))

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 1. The product of any two integers is an integer.

Example a. 2x5= 10, 10 is integer b. 4 x ( 6 ) = 24 , 24 integer

2. Commutative property of multiplication

3. Associative property of multiplication

For any three integer a, b and c,

4. Distributive property of multiplication over addition

5. properties of zero on multiplication

Note: The product of any integer and zero is zero.

Let ‘a’ be any integer, then a x 0 = 0 or 0 x a = 0

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 only

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Determine the sign of the product only

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For instance

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a d, do you observe ?

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he gained 13 points.

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Let the number is y .
a .
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the
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-20y and y are like terms.

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The intersection point of x-axis and y-axis is called origin.

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a K.
And

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IF

IF

Any constant number

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the
common factor of a and b is only 1. where a and b are natural numbers.

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2x = 2x 300 = 600

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a c
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b d

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13 14 Total
Male 15 6 21
Female 18 9 21

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Properties of Rhombus

i. All properties of parallelogram are properties of rhombus.

ii. All sides of rhombus are congruent( i.e:- ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅̅
iii. The diagonals of rhombus are perpendicular to each other (i.e:- ̅̅̅̅ ̅̅̅̅
iv. The diagonals of rhombus bisect the angle at the vertices. For example, in the
above rhombus ∠ CDA is bisected by the diagonal ̅̅̅̅ ,
so that m( ∠ CDB) = m( ∠ ADB).

166
 S

Properties of Square:-

i. Square satisfies all properties of parallelogram, rectangle and rhombus.

ii. The diagonals of square are
 Perpendicular to each other.
 Congruent and
 Bisect each other.
iii. The diagonals bisect the angle at the vertices. Hence the diagonal
0
forms 45 with its side.

167
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=24cm

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10m

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BD = .

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Given

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.

xx 0 1 2 3 4 5

y 0 1 1 3 2 53 7 4 95 11
y
(x,y)
(x,y)

Score
Score 44 5 5 6 6 7 8 9
7 8 9 10 10
Number
Number
ofof 2 6 8 12 7 5 5
Students
Students

221
 .

222
223
 .

Time

224
 .

r
sector .
O
r

225
 1st
sector
1st 2nd
360
sector
4th 360 2nd s ec t
o
540 r
sector 540
4th sector
sector
1640 40
163rd
sector 3rd
1080 sector
1080

226
 saving 200
others 360

Food 1200

house rent
900
Eduction
540

Clothing 400

30% 25%

227
 Grade 8
10% Grade 4
Grade 7 20%
20% 360
540 720

900 1080

Grade 5
20%
Grade 6
20%

228
 .
others food .
540 860
.
education
600 house .
saving
rent 700 .
clothing
400 .
500

229
 ment banana

coffe 600
270 1080
450
chocolate 480 720
strawbery
orange

230
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 given by:

19

232
233
Mathematics: Grade 7 ( Chapter 7 )

4. The mean of three numbers is 18 and the mean of five other numbers is 24, then
find the mean of all 8 numbers.
5. Find the value of x, so that the mean of the given data 16, 2x, 6, 10 and 4 is 8.

B. Mode

Activity 7.3.2
1. Which number occurs most frequently?
a. 6 12 10 6 23 12 6 25
b. 23 22 21 24 23 0 23 24 25 24
c. 100 500 600 700 800 900
2 . Define Mode of data by your own words.

Definition 7.5: The mode of list of data is the value which occurs most
frequently.

Example 4: find the mode of given data below .

a. 20 30 40 20 20 30 50
b. 12 14 12 14 13 14 12
c. 25 28 50 60 70 50 60 70 90
d. 21 78 90 40 20 10 15 25 35
Solution:
a. 20 occurs more frequently than any other values of data, then mode is 20.
b. 12 and 14 occurs three times, hence three are two modes 12 andl 4.
c. 50, 60 and 70 occurs two times equally, then there are three modes 50, 60
and 70.
d. Each value occurs only once, so there is no mode for the given data.

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 .
.

or decreasing order.

given set of data:

235
236
 .

237
238
 Grade 5
15%
Grade 8
35%
Grade 6
30%
Grade 7
20%

239
240
 c5,900 c1,1080

c4,360
c2,5
40
c3,720

241
242
.

243
 Clubs
Club Girls
Girls HIV
HIVClub
Club Maths
Maths Sports
Sports Mini
Mini
Club
Club Club
Club Club
Club Media
Media
Club
Club
Number
Number
ofof
Students
Students 180
180 150
150 240
240 270
270 360
360

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245