7

Quarter 1
Lesson 1 2
Lesson Exemplar Lesson

for Mathematics 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 2: Lesson 1 (Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
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• Renato V. Herrera Jr. (West Visayas State University)

Validator:
• Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

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MATHEMATICS / QUARTER 2 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of square roots of perfect squares, cube roots of perfect
Standards cubes, and irrational numbers.

B. Performance By the end of the quarter, the learners are able to determine square roots of perfect squares and cube roots of perfect
Standards cubes, and identify irrational numbers. (NA)

C. Learning The learners determine the square roots of perfect squares and the cube roots of perfect cubes.
Competencies 1. The learners define perfect square and perfect cube.
and Objectives 2. The learners identify perfect squares and perfect cubes.
3. The learners define square root and cube root.
4. The learners determine the square roots of perfect squares.
5. The learners determine the cube roots of perfect cubes.
The learners identify irrational numbers involving square roots and cube roots, and their locations on the
number line.
1. The learners define irrational numbers.
2. The learners identify irrational numbers involving square roots and cube roots.
3. The learners determine the location of irrational numbers involving square roots and cube roots by plotting them
on a number line.

D. Content Perfect square and perfect cube

Square root and cube root
Irrational numbers (involving square root and cube root)

E. Integration

II. LEARNING RESOURCES

Department of Education. (2020). Alternative Delivery Mode. Quarter 1-Module 7: Principal Roots and Irrational Numbers.
Department of Education. (2020). Alternative Delivery Mode. Quarter 1-Module 8: Estimating Square Roots of Whole Numbers and Plotting
Irrational Numbers
Sipnayan. (2020, October 10). How to Plot Irrational Numbers on the Number Line Part 1 [with English subtitles] [Video]. YouTube.
https://www.youtube.com/watch?v=ESGkaZnrwrI

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 (10 minutes)

Knowledge 1. Short Review Lead the students to the
Compute the area of each square. concept that the area of the
Square sxs Area square is obtained by
multiplying a number (length of
1x1 _______________________ the side of the square) to itself.
s=1
Follow up by reviewing the
2x2 lesson on exponents.
_______________________
s=2

_____ x _____ _______________________

s=3

_____ x _____ _______________________

s=4

Find the volume of each cube.

Cube sxsxs Volume
Lead the students to the
1x1x1 concept that the volume of the
s=1 _______________________ cube is obtained by multiplying
the number (length of the side
of the cube) to itself three
2x2x2 times. Follow up by reviewing
_______________________
s=2 the lesson on exponents.

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 s=3 ___ x ___ x ___ _______________________

s=4 ___ x ___ x ___ _______________________

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose (15 minutes)

Lesson Purpose Perfect square and cube
1. Can you form a square with the given unit squares? This activity may be explored
a. using manipulatives (physical
# of unit squares: ________ or virtual).
Can you form a square? _______
b.
This may also be given as a
whole class activity or
# of unit squares: ________
discussion as the teacher
Can you form a square? _______
presents the figure through
c.
slides presentation.
# of unit squares: ________
Can you form a square? _______
d.

# of unit squares: ________

Can you form a square? _______

• Which of the four given figures formed a square? ________________________

• Observe the # of unit squares in a, b, and d. What can you say about the
numbers? ______________________________________________________________

2. Can you form a cube with the given unit cubes?

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 a.

# of unit cubes: ________

Can you form a cube? _______
b.

# of unit cubes: ________

Can you form a cube? _______
c.

# of unit cubes: ________

Can you form a cube? _______
d.

# of unit cubes: ________

Can you form a cube? _______

• Which of the four given figures formed a cube? __________________________

• Observe the # of unit cubes in b and d. What can you say about the
numbers? _____________________________________________________________

3. How can you find the length of the sides of a square if its area is given?
_________________________________________________________________________
4. How can you find the length of the sides of a cube if its volume is given?
_________________________________________________________________________

2. Unlocking Content Area Vocabulary Questions 3 and 4 maybe given

• The number of square units that can form a square is called a perfect as a whole class discussion.
square.
• The number of cube units that can form a cube is called a perfect cube.
• The square root of the area of the square (perfect square) is the length of
the side of the square. (5 minutes)
• The cube root of the volume of a cube (perfect cube) is the length of each
side of the cube.
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C. Developing and SUB-TOPIC 1: Perfect Square and Square Root (20 minutes)
Deepening 1. Explicitation
Understanding When a number n is multiplied by itself, such as when we compute the
area of a square, we write 𝑛2 and read it “n squared”. The result is called the
square of n. That is, if 𝑛2 = 𝑚, then m is a square of n and m is a perfect
square.

2. Worked Example
Example: Complete the following table to show the squares of the whole
All the given activities here may
numbers.
be done individually or
Number 0 1 2 3 4 5 6 7 8 9 10 11 12 collaboratively, depending on
Square 0 1 16 81 the type of students the teacher
has.
The numbers in the second row are called perfect square numbers.

What can you say about the square of negative numbers?

Sometimes, we will need to look at the relationship between numbers and
their squares in reverse. For example: Because 102 = 100, we say 100 is the
square of 10. We also say that 10 is the square root of 100. A number whose
square is m is called a square root of m.
The symbol, √𝑚, is read “the square root of m”, where m is called the
radicand, and √⬚ is called the radical sign.

3. Lesson Activity
A. Complete the table below.
Perfect Exponential Form Square
(a number that when multiplied by itself, the
Square answer is the number in column one)
Root
9 3x3 3
36 6x6 6
49 7x7
81
121
625
4/25

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DAY 2
B. Perfect Square and Square Root. Place each number in its appropriate
column:
0, 25, 40, 49, 121, 625, 8, 18/2, ¼, 27 Begin Day 2 with recalling
Perfect Square Number Not Perfect Square Number concepts covered in the
previous day.
(10 minutes) for review
Square Root of Perfect Square Numbers
(10 minutes) for the activity

Questions for discussion:

1. How did you decide which column the given number should be placed in?
2. Were all your answers correct? If not, why do you think some of your
answers were not correct? What will you do to avoid this error next time?
3. How did you compute the square roots of the perfect square numbers?
Let the students discuss their
SUB-TOPIC 2: Perfect Cube and Cube Root answers.
1. Explicitation
A perfect cube is a number that is obtained by multiplying the same integer
three times. For example, multiplying the number 2 three times results in 8.
Therefore, 8 is a perfect cube.
When a number is cubed, we write 𝑛3 and read it “n cubed”. The result is
called the cube of n. That is, if 𝑛3 = 𝑚, then m is a cube of n and m is a
perfect cube.

2. Worked Example
Example: Complete the following table to show the cubes of the following
integers.
Number –5 –4 –3 –2 –1 0 1 2 3 4
Cube –125 –8
The numbers in the second row are called perfect cube numbers.
When a number is cubed, it means that it is multiplied three times. Cube
root is reversing the process of cubing a number. For example, when a number (15 minutes)
5 is cubed, then it is multiplied 3 times: 5 x 5 x 5, which is 125. The cube root
of 125 is 5. This is because 125 is obtained when the number 5 is multiplied
three times.
3 3
The symbol for cube root is √⬚. The √𝑚 is read as “cube root of m”.

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3. Lesson Activity
A. Complete the table below.
Perfect Exponential Form
(a number that when multiplied three times, the Cube Root
Cube
result is the given perfect cube)
1 1x1x1 1
–8 –2 x –2 x –2 –2
(15 minutes)
125
–216
1,000
1/8
8/27

B. Perfect Cube and Cube Root. Place each number in its appropriate column:
–27, 0, 9, 64, 81, 512, 729, –1/27, 4/64
Perfect Cube Number Not Perfect Cube Number

Cube Root of Perfect Cube Numbers

Questions for discussion:

1. How did you decide which column the given number should be placed in?
2. Were all your answers correct? If not, why do you think some of your
answers were not correct? What will you do to avoid this error next time?
3. How did you compute the cube roots of the perfect cube numbers?

DAY 3
SUB-TOPIC 3: Irrational Numbers
1. Explicitation
Place the following numbers in the appropriate columns:
3 3 3 3
1/2 , –3, √9, √7, √100, √17, √1, √−8, √9, √12
Rational Number Irrational Number

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 Questions for discussion:
1. Observe the numbers in the first column. What do you observe about the
rational numbers? Let the students discuss their
2. Observe the numbers in the second column. What do you observe about answers.
the irrational numbers? (What can you say about the number inside the
radical sign?)

Lead the students to the definition of irrational numbers:

If the radicand of a square root is not a perfect square, then it is considered Begin Day 3 with recalling
an irrational number. Likewise, if the radicand of a cube root is not a perfect concepts covered in the
cube, then it is an irrational number. These numbers cannot be written as a previous day.
fraction because the decimal does not end (or non-terminating) and does not (5 minutes) for review
repeat a pattern (or non-repeating). (15 minutes) for the activity
In plotting an irrational number involving square root or cube root on a
number line, estimate first the square root or cube root of the given irrational
number and to which two consecutive integers it lies in between.
Let student view the video on
2. Worked Example how to plot irrational numbers
For example, to locate and plot √3 on the number line, we identify two perfect involving square roots using
squares nearest to the radicand 3. These are 1 and 4. So, √3 is between 1 and this link:
2 (the square roots of 1 and 4, respectively). Since, 3 is closer to 4 than to 1, √3 www.youtube.com/watch?v=ES
is closer to 2. GkaZnrwrI.

√3

√1 √4 (10 minutes)

Locate and plot the following square roots and cube roots on a number line:
a. √90
b. √27
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c. √20

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 3
d. √75
3. Lesson Activity
Irrational Numbers.
A. Estimate the given square root or cube root and find the letter that
corresponds to it on the number line.

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1. √15 3. √99 5. √388
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2. √38 4. √20

B. Plot the points on a number line.

1. Point A: √26

2. Point B: √32

3. Point C: √68

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4. Point D: √40

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5. Point E: √−199

D. Making 1. Learner’s Takeaways (20 minutes)

Generalizations A. Define and give an example for each term: Let the students answer the
Perfect square Perfect cube questions and then afterward,
ask some learners to share
Square root Cube root their answers.

Irrational numbers (involving

square root and cube root)

B. Answer the following questions:

1. How do you compute the square root of a perfect square?
2. How do you compute the cube root of a perfect cube?
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 3. How do you plot irrational numbers involving square root and cube
root?
2. Reflection on Learning
Are there any challenges and misconceptions you encountered while studying
the lesson? What are those?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Assessment helps teachers

Learning 1. Formative Assessment gauge how well students
A. Find the square root if the given number is a perfect square. Find its cube understand mathematical
root if it is a perfect cube. concepts and principles. It
Square Root of the Number if Cube Root of the Number if it provides feedback on their
Number comprehension, problem-
it is a Perfect Square is a Perfect Cube
solving skills, and ability to
49
apply mathematical knowledge.
121 Let students answer all items
–27 here individually or
collaboratively.
1/4
9/25
216
–8
324
512
400

B. Solve the following problems.

1. Mr. Agra has a square vegetable plot which has an area of 144 square
meters. If Mr. Agra will put a fence around the vegetable plot, how long
should be the fencing material that he will need?
2. Mrs. San Jose has two cubic containers of different sizes. The larger of
the two has sides that measure 25 cm while the smaller one has sides
that measure 18 cm. Will the two containers be enough for 1,000 cubic

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 centimeters of water?

C. Plot the following numbers on a number line.

1. √17 3. √41 5. √100
3 3
2. √55 4. √25

2. Homework (Optional)
The teacher may give homework
to master the lesson.

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.

learner engagement/ Teachers may also suggest

interaction ways to improve the different
activities explored/lesson
others exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward

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What could I have done differently?
What can I explore in the next lesson?

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