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G7-Q1-WS - practice

Bachelor of Science in Mathematics (Polytechnic University of the Philippines)

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7
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

Mathematics
Quarter 1 – Work Sheet

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 1: Numbers and Number Sense: Sets
First Edition, 2020

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over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Ma. Christine R. Reyes Ma. Clariza R. Javier Ofelia C. Alcantara
Analyn I. Cirilo Mark Anthony T. Tagaycay Amelita B. Domdom
Rowena J, Besa Matias B. Caliguiran Roger P. Turingan
Edna M. Mercado Gracella P. Retrita Mary Jane S. Gamboa
Kristiana Mae Dela Cruz Shyrrel M. Codizal Jay Ann B. Baldonaza
Ma. Liza C. Paguila Liezl C. Razon Darwin P. Calimlim
Almira D. Lacsina Keith Lynne F San Agustine Carmina Marie T. lolong
Nimfa R. Rodriguez Carina S. Protacio Rosemarie T. Raton
Azucena A. Ardon Roman N. Indemne May D. Flores
Maybellin S Regalado Aira Jean B. Corteza Ma. Carmen A. Lacatan
Rebecca T. Perido Emily T. Bunao Jennylene M. Feria

Editor: Gina L. Aguitez

Reviewers: Dr. Ma. Lanie Socoro
Illustrator: Darwin P. Calimlim
Layout Artist: Aira Jean Corteza
Management Team Leader: Liezl C. Razon

Printed in the Philippines by ________________________

Department of Education – Bureau of Learning Resources (DepEd-BLR)

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Office Address: ____________________________________________
____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________

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Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

Mathematics
Quarter 1 – Work Sheet 1:
Numbers and Number Sense:
Sets

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 1 – Day 1-2

MOST E SSENTIAL LEARNING COMPETENCY

Illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets,
union and intersection of sets and the different of two sets
OBJECTIVE
to Illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets, union
and intersection of sets and the different of two sets

Choose the correct answer inside the box and write on the space provided before each
number.
1. A group of collection of distinct objects.
2. Also known as the member of the set.
3. The number of elements in a set.
4. A set with no members.
5. All subsets except the set itself.
6. If A = {a, b, c, d, e} then f is ________ of A.
7. Contains all elements being considered in a given situation.
8. If A = {a, b, c, d, e} and B = {a, b, c, d, e} then A is a ________ of B.
9. It is also named as Listing Method.
10. It is the formula to get the number of proper subsets.
11. It is the formula to get the number of subsets.
12. All the subjects in grade 7 is an example of_______.
13. The favorite subjects of a student is an example of _________.
14. A = {x|x * Z, -5<x<5} is an example of a set written in __________.
15. It is a set of all subsets.

Universal set Cardinality ā�㖏 2 Ā

Element Proper subsets Set
ā�㖏 Well-defined Roster method
Empty set Not well-defined Power set
Not an element Set-Builder Form Subset

ERASER OR
Symbol/Notation
Meaning
in Sets
1. *
2. +
3. ⊆
4. ⊈
5. ⊂
6. ⊄
7. ∅
8. A = { }
9. n(A) or n|A|
10. P(A)
1

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 1 – Day 3-4
MOST E SSENTIAL LEARNING COMPETENCY
Illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets,
union and intersection of sets and the different of two sets
OBJECTIVE
to Illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets, union
and intersection of sets and the different of two sets

A. Write each of the following sets using roster method. State the number of
elements of each set.
B. The set of states of matter
C. The set of layers of the earth
D. The set of dynamic duo
E. The set of 8 Division Filipino Boxing Champs
F. The set of members of BTS

B. Decide whether the set is finite or infinite.

A. The set of grains of salt
B. The set of cashiers in a grocery store
C. The set of points in a plane
D. The set of mathematics books in the library
E. The set of security guards in a hotel

C. Decide whether the pair of sets is equal or equivalent.

A. The set of letters in the word <BATS= and the set of letters in the word <STAB=
B. A = {�㕥|�㕥 * �㕍, 23 ≤ �㕥 < 7 } and B = {-3, -2, -1, 0, 1, 2, 3, 4, 5, 6}
C. The set of whole numbers less than 5 and {4, 0, 2, 3,1}
D. The set of continents in the world and the set of oceans in the world
E. B = {�㕥|�㕥 * �㕁, �㕥 < 20 } and A = {Set of counting numbers}

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Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 2 – Day 1-2
MOST E SSENTIAL LEARNING COMPETENCY
Solve problems involving sets with the use of Venn Diagram
OBJECTIVE
to Solve problems involving sets with the use of Venn Diagram
Activity 1: Let’s compare!
Inside the box are the things that worn by men and women.
T-shirt short blouse boxer ties bikini
Trunks dress jeans socks pants
Answer the following:
1. Identify the things worn by men and women. Write your answer in the
table provided.
Men Women

Activity 2: Let’s draw!

1. Draw a Venn diagram showing the relationship between men and women. Use
your answer in #1(Activity 1) as your guide in drawing a Venn diagram.
2. Given sets A and B,
Set A Set B
Students who play Students who play
basketball Volleyball
Allan Leslie
Christian Elvis
Diane Christian
Leslie Allan
David Ethan
Draw a Venn diagram to show the relationships between the two sets (set A and B).
For numbers 3-4, draw a Venn diagram to show the relationships between the following
pairs of sets.
3. C = {2, 4, 6, 8}
D = {0, 1, 4}
4. V = {1, 3, 5, 7, 9, 11, 15}
W = {2, 4, 6, 8, 10, 12, 14}
5. P = {4, 8, 12, 16}
Q = {2, 4, 6, 8, 10, 12, 14, 16, 18}
Activity 3: Let’s analyze!
Given the pairs of sets in Activity 2, identify the relationships between each pairs of sets.
1. What is the relationships between men and women?
2. What is the relationship between set A (students who play basketball) and
set B (students who play volleyball)?
3. What is the relationship between set C and D?
4. What is the relationship between set V and W?
5. What is the relationship between set P and Q?

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 2 – Day 3-4
MOST E SSENTIAL LEARNING COMPETENCY
Solve problems involving sets with the use of Venn Diagram
OBJECTIVE
to Solve problems involving sets with the use of Venn Diagram

A. Given: A={J,U,S,T,I,C,E}
B= { T,W,I,C,E,}
C = {N,I,C,E }
Find:

1. A + B
2. A , B
3. A , C
4. B + C
5. A+ B + C
B. Given: A= {2,4,6,8 }
B= {0,1,4}
1. What element/s may be found in the intersection of set A and set B ?_____
2. Locate/place/write the elements of intersection of two sets in the proper
regions in the given Venn diagram below.

3. Then shade/color (use pencils or crayons, use light colors) the region/s that
shows intersection of sets.
C. Given three sets P, Q and R such that:
P = {x :x is a natural number between 10 and 16},
Q = {y:y is an even number between 8 and 20}, and
R = {7, 9, 11, 14, 18, 20}
Solve the following:
1. Find the difference of two sets P and Q
2. Find Q – R
3. Find R – P
4. Find Q – P
D. Refer to the diagram to answer the questions below. What set notation would
you use to represent the following regions?

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N a t i o n a l C a pi t a l Re g i o n
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Example: Example: Region 3 could be written as A B

2. 3.

4. 5.

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________
____ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 3 – Day 1-2
MOST E SSENTIAL LEARNING COMPETENCY
Represents the absolute value of a number on a number line as the distance of
a number from 0
OBJECTIVE
to represent the absolute value of a number on a number line as the distance of a
number from 0

One hundred thirty parents were asked about what support can they provide
for their children to cope with the challenges in education due to COVID `19. There
are choices: Internet Connection, Strict Monitoring and Academic guidance. The
results of the survey were as follows:
 5 answered all the three
 20 answered Internet Connection and Strict Monitoring
 25 answered Internet Connection and Academic guidance
 15 answered Strict Monitoring and Academic guidance
 50 answered Academic guidance
 70 answered Strict Monitoring
 40 answered Internet Connection

Create a Venn diagram to model the information.

a) How many parents did not answer any of the three?
b) How many parents answered Strict Monitoring or Academic guidance?
c) How many answered Internet connection or Strict Monitoring but not
Academic guidance?
d) How many answered exactly one support only?
e) How many answered Internet connection only?

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Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 3 – Day 3-4
MOST E SSENTIAL LEARNING COMPETENCY
Represents the absolute value of a number on a number line as the distance of
a number from 0
OBJECTIVE
to represent the absolute value of a number on a number line as the distance of a
number from 0

A. Graph the opposite of each integer on the number line below. Label each correctly.
1. −5 2. −10 3. 8 4. -7 5. 0

B. Read the situation carefully and write your answer on the space provided.

Cardo is comparing the temperatures of three days in June. The

temperatures on Monday and Tuesday were opposites. The temperature on
Wednesday was neither positive nor negative. The temperature dropped below
zero on Monday. Write the 3 days in order from the highest to the lowest
temperature.

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Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 4 – Day 1-2
MOST E SSENTIAL LEARNING COMPETENCY
Perform fundamental operation on integers
OBJECTIVE
to Perform fundamental operation on integers

When people speak, they often use absolute values instead of negative numbers.
Complete the table below by giving your own examples of real-life situation like this.

Situation Number we write Absolute Value Words we say

Bought Php 100 of -100 |2100| <spent Php 100=
Milk Tea

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 4 – Day 3-4
MOST E SSENTIAL LEARNING COMPETENCY
Perform fundamental operation on integers
OBJECTIVE
to Perform fundamental operation on integers

Determine the solution/s of the following.

1. If a = 7, b =4, and c = 5, show that;
a. Commutative Property for Addition and Multiplication
b. Associative Property for Addition and Multiplication
c. Distributive Property

2. If a = 12, b = 7, and c = 5, show that;

a. Commutative Property for Addition and Multiplication
b. Associative Property for Addition and Multiplication
c. Distributive Property

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 5 – Day 1
MOST E SSENTIAL LEARNING COMPETENCY
Illustrate the different properties of operation on the set of integers
OBJECTIVE
to Illustrate the different properties of operation on the set of integers

I. Activity 1: Write the following fractions as decimals.

1. 5/25 =
2. 19/50 =
3. 4/5 =
4. 7/20 =
5. 61/100 =

II. Activity 2: Write the following fractions as decimals.

1. 7 11/13 =
2. 6/18 =
3. 8 3/12 =
Play Time!

Fraction-Decimal Game

Roll 2 dice. Choose one number for the numerator ?

and another number for the denominator.
Now convert this fraction into a decimal!
Round your decimal to 3 decimal point and cover ?
the part of the grid.

0.2 5 0.167 0.333 1 0.6

0.5 1.333 1.25 0.667 6 0.75
0.4 1.2 0.25 0.833 1.5 2
3 1.5 2.5 0.8
1.667 0.667
0.333 270 0.6 4 0.5 1.25

The first player to get three in a row is the winner!

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 5 – Day 2
MOST E SSENTIAL LEARNING COMPETENCY
Express rational numbers from fraction form to decimal form and vice versa
OBJECTIVE
to express rational numbers from fraction form tp decimal form and vice versa

I. Activity 1: Write the following decimals as fractions.

1. 0.16 =
2. 0.75 =
3. 0.19 =
4. 0.76 =
5. 0.14 =
II. Activity 2: Write the following decimals as fractions.
1. -0.33 =
2. 0.8174 =
3. 0.3663 =
Art Time!
Decimal Designs: A Math/Art Integration Activity
Overview: Today you are going to use what you know about the tenths and
hundredths to create a beautiful and original design.
Remember that you can put the hundredths in any design you want (not just in
a line)!
The Rules:
 2 tenths of your design are blue
 15 hundredths of your design are yellow
 ¼ of your design is purple or red
 0.05 of your design is green
 0.1 of your design is rainbow colored
 1/10 of your design is (you pick)
 0.15 of your design is (you pick)
RATIONAL NUMBERS ON NUMBER LINE
A. Using the number line below fill in the spaces with correct relations
Greater than > or Less than <

1. -7 ______ -3 ½ 2. 5/2 _____ 9.333

3. 2/3 _____ -9.5 4. √49 _______ 5
5. 2/3 _______5/2
B. Arrange the rational numbers from the least to the greatest.
1. 4/12, -7/12,6/12, -3/12,5/12 2. 1/4 , 2/5, -1/3,-3/4, 5/6
3. 0.5, -0.8,0.7, 0.4.-0.9 4. -5.5, -3.8, -2.7, -2.4, -5.1
5. -8.04, -8.05,8.1, -8.2, 8.6

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________

WORKSHEET IN MATHEMATICS 7
First Quarter
Week 5 – Day 3
MOST E SSENTIAL LEARNING COMPETENCY
Express rational numbers from fraction form tp decimal form and vice versa
OBJECTIVE
to express rational numbers from fraction form tp decimal form and vice versa

A. Perform indicated operations

9 7
1. 4
+ 4
4 7
2. 2
5 5
2 1
3. 12 5 2 4 5
8 2 1
4. 3
2 3 + [2 3]
1
5. 10 - 2
4 1
6. [2 5 ÷ 2] �㕥 [26]
5 2 12
7. 2 6
�㕥 �㕥 [2 ]
3 15

4 1 3
8. [ �㕥 ] ÷ [2 ]
5 3 4

3 7 3
9. [3 4
2 2 8] ÷ 16

2 3 4 2
10. [5 + 3 5] ÷ [4 5
�㕥 3]

B. Solve the following problems using QLESA method.

1 7 1 1
1. Find the perimeter of a pentagon whose sides measures 12 cm, 4
cm, 3 3 cm, 2 3
1
cm and 2 cm.
12
250 65
2. A drum full of rice weights 6 kg. If the empty drum weights 4 kg. Find the weight
of rice in the drum.
15 35 15
3. From a yarn 15 m long, thru pieces of lengths 4 m , 8 m and 8 m are cut off.
What is the length of the remaining yarn ?
4 1
4. Originally, there was 42 gallons of gasoline in Mr.Dominic’s car. After 26 gallons
5 5
1
of the gasoline was used. Mr. Dominic filled his car with 19 gallons of gasoline. How
2
much gasoline is there in Mr. Dominic’s car in the end ?
4 2
5. Jen made strawberry jam and raspberry jam to fill of a jar. If she made as much
9 5
as raspberry jam as strawberry jam, what part of the jar will the raspberry jam fill?

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Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 5 – Day 4
MOST E SSENTIAL LEARNING COMPETENCY
Express rational numbers from fraction form tp decimal form and vice versa
OBJECTIVE
to express rational numbers from fraction form tp decimal form and vice versa

Fill me Up!
(Note to Students: You can have as many possible answers but have at least one number
in each description.)
Think of an expression a real number that fits the given description in the table below.
Use a separate paper for your answer.

CLASSIFYING RATIONAL AND IRRATIONAL NUMBERS

Rational Numbers Irrational Numbers

Radical Expression
Non-terminating
repeating decimal
Terminating decimal
Non-terminating non-
repeating
decimal
Is it Rational?
For each of the numbers below, decide whether it is rational or irrational.
Cite the number value as basis for your reason. Explain your reasoning in detail. (Write
a brief and precise answer)
You may use calculator.
Numbers Reason:
1. √1/81
3
2. √0.008
3. √32
4. √18
5. √196
6. √28
3
7. √280
8. √4000
√4
9. 100

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 6 – Day 1-4
MOST E SSENTIAL LEARNING COMPETENCY
Perform operation on rational numbers
OBJECTIVE
to Perform operation on rational numbers

A. 1. Supply the missing number in the space provided.

a. The smallest circle represents the rational number closest to but
less than and the biggest circle represents the rational number
closest to but greater than the number given.
Use item number 1 as your guide.
b. Use a tracing paper to copy the figures. If not available draw the
figures in another piece of bond paper (legal size or long bond paper)
c. Use different colored pencils or coloring materials to color the circles.
Think of the different color combinations if you can or you may
choose your favorite color. The first one is an example of Primary
Colors (red, yellow, and blue).

36 ___
48 15
___
49

1. 2.

___ ___
75 88
___ ___

3. 4.

___ ___
68 28

___ ___

5. 6.

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___ ___
78 2

___ ___

7. 8.

___ ___
17 24

___ ___

9. 10.
2. Name two consecutive integers between which the square root of the following
number lies. Show your Solution.

1. √20 9. √201
2. √77 10. √21
3. √30 11. √301
4. √38 12. √227
5. √56 13. √408
6. √280 14. √237
7. √312 15. √123
8. √45

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N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 7 – Day 1-2
MOST E SSENTIAL LEARNING COMPETENCY
Describe principal roots and tell whether they are rational or irrational
OBJECTIVE
to describe principal roots and tell whether they are rational or irrational

SCAVENGER HUNT!

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y
Activity 1: Estimate √ÿĀ to the nearest hundredth.

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

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 lOMoARcPSD|10419913

Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________

WORKSHEET IN MATHEMATICS 7
First Quarter
Week 7 – Day 3
MOST E SSENTIAL LEARNING COMPETENCY
Describe principal roots and tell whether they are rational or irrational
OBJECTIVE
to describe principal roots and tell whether they are rational or irrational

A. Use the symbols <, >, or = to compare the given numbers.

29
1. √17 _______
7

2. √55 _______ 7.874007874…

3. √40 _______ 5.916079783…

4. √99 _______ 9.949874371…

26
5. √33 _______
5

B. Order the following sets of numbers from least to greatest. Then plot them
on the number line.

6. 14, √18, 4�㔋

7. √425, √34 +20, 10 �㔋

9√22
8. , √196, √200
3

9. √25 + √100, √50 + √75, √35 + √90

10. 3√15, 2√21, 4√12

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________

WORKSHEET IN MATHEMATICS 7
First Quarter
Week 7 – Day 4
MOST E SSENTIAL LEARNING COMPETENCY
Determines between what two integers the square root of a number is
OBJECTIVE
to Determines between what two integers the square root of a number is

A. Answer the following.

1. Complete the statement using always, sometimes, or never. Explain.
a. A real number is ______________ a rational number.
b. An irrational number is ______________ a real number.
c. A negative integer is ______________ an irrational number.
2. What is a rational number? Use your own words.
3. How is the decimal form of a rational number different from the
decimal form of an irrational number?
4. In the definition of rational number, we say, <a number that can be
ÿ
put in the form , where a and b are integers and b ≠ 0.= Why could we
Ā
ÿ
not say, <a number of the form , where a and b are integers and b ≠
Ā
0?=
5. Why do we have to classify numbers?

A. Classify the given numbers by placing a check mark ( ) in the

appropriate row.

Ā
Set √Ā 2 0.398 √Āÿÿ �㖆
Ā
Natural numbers
Whole numbers
Integers
Rational numbers
Irrational numbers
Real numbers

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 8 – Day 1-2
MOST E SSENTIAL LEARNING COMPETENCY
Estimate the square root of a whole number to the nearest hundredth
OBJECTIVE
to estimate the square root of a whole number to the nearest hundredth

Activity 2: You’ve got a Message-

Direction: Arrange the following real numbers in increasing order. Write the
letter that corresponds to each real number to form the message.

1 1 2
22 0.857 47 23
A F
E E

-0.215 -6 10 0.71
P K E S

REAL NUMBERS: MESSAGE:

_____,_____,_____,_____, _____,_____,_____,_____,

_____,_____,_____,_____ _____,_____,_____,_____

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 lOMoARcPSD|10419913

Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________

WORKSHEET IN MATHEMATICS 7
First Quarter
Week 8 – Day 3-4
MOST E SSENTIAL LEARNING COMPETENCY
Plots irrational numbers(up to square roots) on a number line
OBJECTIVE
to plot irrational numbers(up to square roots) on a number line

IDENTIFYING THE SIGNIFICANT FIGURES OF THE GIVEN NUMBER:

ADDITIONAL ACTIVITI
A. Identify the number of Significant Figures of the following numbers:
1. 0.00678
2. 3.45670
3. 123
4. 67.075
5. 1234.560
6. 0.000056
7. 1.008
8. 300.9
9. 13.67
10. 35,000,000

B. Draw a happy face on the column of correct number of Significant

Figures for each number given.
Significant Figures
Numbers
2 3 4 5
1. 0.000023
2. 3.0000
3. 0.008900
4. 1,250,000
5. 67.890
6. 788
7. 36
8.0.000145
9.100,980,000
10. 65.01

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________

WORKSHEET IN MATHEMATICS 7
First Quarter
Week 9 – Day 1
MOST E SSENTIAL LEARNING COMPETENCY
Illustrates the different subsets of real numbers.
OBJECTIVE
to Illustrate the different subsets of real numbers

WRITES VERY BIG NUMBERS IN SCIENTIFIC NOTATION AND VICE VERSA:

ADDITIONAL ACTIVITIES

A. Write the Scientific Notation for each number given below:

1. 36 250 000 ________________________________
2. 146 400 000 ________________________________
3. 13 300 000 ________________________________
4. 4 500 ________________________________
5. 1 330 000 ________________________________
6. 3 600 ________________________________
7. 14 500 ________________________________
8. 63 300 ________________________________
9. 124 600 000 ________________________________
10. 23 000 000 ________________________________
B. Write the standard notation of the following scientific notation.
11. 3.467 x 1012

12. 5.678 x 106

13. 7.68 x 105

14. 5.987 x 107

15. 1.234 x 108

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________

WORKSHEET IN MATHEMATICS 7
First Quarter
Week 9 – Day 2
MOST E SSENTIAL LEARNING COMPETENCY
Writes numbers in scientific notation and vice versa.
OBJECTIVE
to write numbers in scientific notation and vice versa

WRITES VERY SMALL NUMBERS IN SCIENTIFIC NOTATION AND VICE VERSA:

ADDITIONAL ACTIVITIES

A. Write the Scientific Notation for each number given below:

1. 0.0003625 ________________________________
2. 0.00146 ________________________________
3. 0.0000013 ________________________________
4. 0.00000045 ________________________________
5. 0.000033 ________________________________
6. 0.0036 ________________________________
7. 0.00000145 ________________________________
8. 0.0000000063 ________________________________
9. 0.000000012 ________________________________
10. 0.00000000446 ________________________________

B. Write the standard notation of the following scientific notation.

11. 3.467 x 10-12

12. 5.678 x 10-6

13. 7.68 x 10-5

14. 5.987 x 10-7

-8
15. 1.234 x 10

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 9 – Day 3
MOST E SSENTIAL LEARNING COMPETENCY
Writes numbers in scientific notation and vice versa.
OBJECTIVE
to write numbers in scientific notation and vice versa

DESCRIBING NUMBERS IN SCIENTIFIC NOTATION: ADDITIONAL ACTIVITIES

In the column on the right, put the objects in order of their size, from the smallest
object to the largest object. List both name of the object and its size.

Object Smallest Object

Influenza virus 2 × 10−8 m 1. _________________________

DNA width 2.5 × 10−9 m 2. _________________________

Red blood cell 7 × 10−6 m 3. ________________________
Flea 2.5 × 10−3 m 4. _______________________
Head of a pin 2 × 10−3 m 5. _________________________
Largest Object

Evaluate by using a scientific notation and scientific calculator. Write your answer in
scientific notation.
1. (400 000)(250 000)

2. (70 000 000)2

(3 500 000)
3.
2 500

4. 0.000014 + 0.0000067

5. 1.28 × 1024 ÷ 3.2 × 106

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________
WORKSHEET IN MATHEMATICS 7
First Quarter
Week 9 – Day 4
MOST E SSENTIAL LEARNING COMPETENCY
Represent Real Numbers Situation
OBJECTIVE
to represent rel numbers situation
REPRESENTS REAL LIFE SITUATION INVOLVES REAL NUMBERS:

Represent the word problems in equations

1. On a certain day, temperature dropped from 3℃ at 5pm to 28℃ at 10p.m. Find the
change in temperature.
1
2. A baker needs to make 9 batches of cookies for a party. If each batch requires 3 cups
3
of flour, how many cups will she need?
3 5 1
3. Aling Mely, bought 14 kg of cashew nuts, kg of peanuts, and 12 kg of pili nuts. How
8
many kilograms of nuts did she buy?
4. Subtract the sum of 2982 and 3076 from the product of 964 and 11.
5. Suppose a liter of gas costs P48.75. How much will 17 liters of gas cost?
DO YOUR OWN:
Write at least 2 problems which involves real numbers that you encountered every day
in school or at home. Exchange the problem with your seatmate and let him/her
represent the problem in equations.
Solve the following problems involving numbers in scientific notation.

1. A tiny space inside a computer chip has been measured to be 0.00000256m

wide, 0.00000014m long and 0.000275m high. What is its volume?

2. The average distance from Earth to the sun is 1.5 x 1011 m. The speed of light
is 3 x 108 m/s. approximately how long does it take for light to travel from the
sun to Earth?

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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

Solve the following problem.

1. The elevation of the highest point in a region is 945 m above sea level. If the
difference between the highest point and the lowest point in the region is 1 025
m, find the elevation of the lowest point.

2. The price of a certain stock at the beginning of the week was P49.00. Here are
the changes in price during the week: +2, +3, -2, -3, -1. What is the price of the
stock at the end of the week?

3. Ana owes P1,000.00 at her favorite clothing boutique, so the balance in her
account is –P1,000.00. If she goes shopping and triples the amount she owes,
what will be the present balance in her account?

4. The price of cooking oil increased P30.00. If the increase was spread equally
over 15 days, how much did the price increase in one day?

1
5. A recipe for six servings call 1 cups of mushroom. Use this information to
2
solve the following:
a. If you want to make eight servings, how much mushroom is needed?
b. If you want to make four servings, how much mushroom is needed?

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