7

Mathematics
Quarter 1 – Module 1:
Sets
Mathematics – Grade 7
Quarter 1 – Module 1: Sets
First Edition, 2020

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Mathematics
Quarter 1 – Module 1:
Sets
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

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 Let Us Learn

Good day leaners! Today, you are going to learn and discover new
concepts and skills in Mathematics. To be specific, today you are expected to:

1. illustrates well-defined sets, subsets, universal sets, null sets,

cardinality of sets, union and intersection of sets and the difference
of two sets (M7NS-Ia-1 & M7NS-Ia-2); and

2. Solves problems involving sets with the use of Venn Diagram (M7NS-
Ib-2).

Let Us Try

Choose the letter that best answers the question. Write your answer on
the space provided before each number.

_____ 1. What do you call a collection of well-defined objects?

a. Set b. Null Set
b. Universal Set d. Subset

_____ 2. Which among the follow set is written in the roster method?
a. Set A is the set containing the elements 1, 2, 3, 4, and 5
b. A = {x | x ∈ N, 0 < x < 6}
c. A = {1, 2, 3, 4, 5}
d. Both b and c

_____ 3. What do you call a set that does not contain any element?
a. Set c. Null Set
b. Universal Set d. Subset

_____ 4. What is the cardinality of set G, if G = {a, b, c, d, e}?

a. 6 b. 4 c. 6 d. 5

_____ 5. How many subsets do set D has, if D = {1, 2, 3}?

a. 3 b. 6 c. 8 d. 10

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 Let Us Study

A set is a collection of well-defined objects. These objects are called

elements of the given set.

Examples of Sets:

1. Set of countries in Southeast Asia.

The elements of this set are Brunei, Cambodia, East Timor,
Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore,
Thailand, and Vietnam.

(It is a well-defined set, since we can differentiate

Southeast Asian countries from other countries)

2. Set of first five Philippine Presidents

The elements of this set are Pres. Emilio Aguinaldo, Pres.

Manuel Quezon, Pres. Jose P. Laurel, Pres. Sergio Osmeña Sr., and
Pres. Manuel Roxas.

(It is a well-defined set, since we can identify who are

the first five Philippine Presidents)

3. Set of honest students in your class.

(It is not a well-defined set, since there is no specific
criteria or common agreement as to what it meant by
honest people)

Now, the examples above are some sets that we see every day or sets
that are found in other areas of discipline, such as in Araling Panlipunan. In
Mathematics, there are different sets, and these are:

Examples of Sets in Mathematics:

4. Set of natural numbers; N = {1, 2, 3, 4, 5, …}

5. Set of whole numbers; W = {0, 1, 2, 3, 4, 5, …}
6. Set of integers; Z = {… -3, -2, -1, 0, 1, 2, 3, …}

Examples 4, 5, and 6 have three dots or ellipsis their sets. This indicates
that the list continues on the same pattern. Example, the set of natural
numbers can also be N = {1, 2, 3, 4, 5, 6, 7, 8, 10, …}. Observe that even if the
elements 6, 7, 8, 9, and 10, had been added to set of natural numbers, the
three dots are still written after the element 10. This kind of set is called an

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infinite set. On the contrary, a set wherein the number of elements can be
counted is called a finite set. Examples of a finite set are the sets of Southeast
Asian Countries in example 1, the set of the first five Philippine Presidents in
example 2, and the set A = {1, 2, 3, 4, 5}.

In Mathematics, there are certain symbols that denote something. In

order for us to write that 4 is an element of the set {1, 2, 3, 4, 5} we use the
symbol ∈ (read “is an element of).

4 ∈ {1, 2, 3, 4, 5}

Read as 4 is an element of the set {1, 2, 3, 4, 5}.

To show that 7 is not an element of {1, 2, 3, 4, 5}, we draw a slash on the

symbol ∈.

7 ∈ {1, 2, 3, 4, 5}

Read as 7 is not an element of the set {1, 2, 3, 4, 5}.

SET NOTATIONS

We will now discuss, how to write sets. Traditionally, we use uppercase

letters to denote sets; example A, B, C, D, N, W, and Z. Lowercase letters such
as a, b, c, d, and e, are used to denote elements of a set. We also used braces,
{ }, in listing the elements of a set and commas to separate them.

Examples:

1. A = {1, 2, 3, 4, 5} ➔ This is read as “A is a set with elements 1, 2, 3,

4, and 5”
2. B = {e, f, g} ➔ This is read as “B is a set with elements e, f, and g”
3. C = {l, m, n, x, y} ➔ This is read as “C with elements l, m, n, x, and
y”

There are three ways that you can describe a set.

1. Verbal Description

When describing set using this method, all you need is to state the set in
sentence form.

Examples:
1. Set A is the set of natural numbers less than 7

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 2. Set B is the set of integers between 1 and 10.
3. Set C is the set of letters in the word “brother”
4. Set D is the set of natural numbers greater than 8

2. Roster Method or Listing Method

When describing set using this method, you need to list each element of a
set inside the symbol { }. Note that the order of the elements and repetition
of elements are immaterial, meaning, elements can be written only once
and in any order.

Examples: Examples 1, 2, 3, and 4 can be written in roster notation as

5. A = {1, 2, 3, 4, 5, 6 ➔ Remember that the set of natural

numbers starts at 1
6. B = {2, 3, 4, 5, 6, 7, 8, 9}

7. C = {b, r, o, t, h, e} ➔ Note that the element r is only

written once.
8. D = {9, 10, 11, 12, …} ➔ Note that this is an infinite set.

3. Set-builder Notation or Rule Method

When writing set using this method, you need to list the rules that
determine whether an object is an element of the set or not. Set-builder
notation is of the form.

A={x | x has property P }

The set of all elements x such that x has property P

Examples: Examples 1, 2, 3, and 4 can be written in set-builder notation.

5. A = { x | x ∈ N, x < 7}

➔ Read as “the set of all elements x such that x is an

element of natural number, N and x is less than 7”

6. B = { y | y ∈ Z, 0 < y < 10}

➔ Read as “the set of all elements y such that y is an

element of Z and y is between 0 and 10”

7. C = { z | z is a letter in the word “brother”}

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 ➔ Read as “the set of all elements z such that z is a letter
in the word “brother”.

8. D = { x | x is a natural greater than 8}

➔ Read as “the set of all elements x such that x is a natural

number greater than 8”

Note: The variables used to denote an element may vary. Using “x” is just a
tradition. You may use “a”, “b”, or “c” instead.

NULL SET

There are some sets that does not contain any element, these are called
null sets or empty sets, usually written Ø or { }.

Examples of Null Sets:

1. Set of negative natural numbers

 This is an empty set since there is no negative natural
numbers. Hence, this may be written as { }.
2. Set of months in a year with 33 days.
 This is an empty set since there is no month in a year that has
33 days. Hence, this may be written as { }.

NOTE: Do not write {Ø} for the empty set; the notation {Ø} has one element
which is Ø.

UNIVERSAL SET & SUBSET

Before we proceed to the universal set and subset, let us first visualize
a set using a Venn diagram. A Venn diagram is an illustration used in
mathematics to show the relationship, similarities and differences among
things or group of things. Further, it commonly uses geometrical figures such
as rectangles and circles to show these relationships. Venn diagrams are very
useful in showing the relationship between sets. Look at the figure below.

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1 5
2
6
7
4

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 The figure above, consists of one rectangle with 2 circles inside it.
Numbers are also present inside the rectangle and the circles. Analyzing the
figure leads to interesting facts. The numbers 1, 5, and 7 are grouped under
one circle and numbers 2 and 6 are grouped in another circle. Meanwhile, 3
and 4 are outside both circles. Relating this to our discussion about sets, we
can associate the numbers as elements and the circle as sets. Hence, one
circle can be named as set A and the other as set B. Now, the rectangle
contains both sets A and B, with some addition elements 3 and 4. The
rectangle is also a set, which is called the universal set denoted as U.

A B U
3

1 5 2
6
7
4

We can write these sets using roster method,

U = {1, 2, 3, 4, 5, 6, 7} ➔ this is the universal set

A = {1, 5, 7}

B = {2, 6}

A universal set, denoted as U, is a set that contains all the elements

under consideration.
Let us consider another Venn diagram,

U
B
11
13
A
17
14
13
12 16

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 The sets in this Venn diagram are,
U = {11, 12, 13, 14, 15, 16, 17}
B = {11, 13, 16, 17}
A = {13, 16}
Notice that from the both Venn diagrams and set notations all the
elements of set A are contained in set B. When a set is contained in another
set, then we say that the smaller set is a subset of the bigger set. Hence, from
the given example, we say that set A is a subset of set B, or in symbol, A ⊆ B.
Set A is considered to be a subset of another set B if ALL of the elements
of set A are elements of set B. This means that set A is contained inside set
B. We can write this as A ⊆ B, which read as “set A is a subset of set B”.
We can also determine subsets of a set by considering each element and
combination of elements as a set. Moreover, every set is a subset of itself and
the empty set is also a subset of every set.
Examples:
1. Determine all the subsets of A = {a, b}
Answer: {a, b} ➔ every set is a subset of itself
{ } ➔ empty set is a subset of every set
{a}, {b} ➔ each element is a subset of a set
Therefore, the subsets of set A are {a, b}, { }, {a}, and {b}
2. Determine all the subsets of B = {1, 2, 3}
Answer: {1, 2, 3} ➔ since every set is a subset of itself
{ } ➔ since empty set is a subset of every
set
{1}, {2}, {3} ➔ each element is a subset of a set
{1,2}, {1,3}, {2, 3} ➔combination of elements is a subset
Therefore, the subsets of set B are {1, 2, 3}, { }, {1}, {2}, {3}, {1,2}, {1,3},
and {2,3}.
Some problems might only be concerned on the number of subsets in a
set, like there are only 4 subsets in example 1 and 8 subsets for example 2.
These problems contained small number of elements, however, there are sets
that contain at least 5 elements and determining every subset is not a
practical way in determining the number of subsets within that set. Hence,
there is a mathematical formula that could help us easily determine the
number of subsets in a set. The formula is,

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 2n(A)
where 2 is a constant term and n(A) is the cardinality of the set.
Before using the formula, let us first define the cardinality of set.
The cardinality of a set is the number of elements in a finite set. The
notation for the cardinality of set A, is n(A).
Examples:
1. What is the cardinality of set A, if A = {a, b, c, d, e}?
Answer: Since set A has 5 elements, we have n(A) = 5.
Note: To determine the cardinality of a set, all you need to
do is to COUNT the number of elements of the set.
2. Given that B = {11, 12, 13, 16, 17, 18, 19}, determine the
cardinality of B.
Answer: Since set B has 7 elements, then n(B) = 7.
Now that we already know how to compute for n(A), let us now try some
problems about determining the number of subsets of a set.
Examples:
3. How many subsets do the set C = {e, f, g, h, k, i} have?
Solution: First, we identify n(C) by counting the number of
elements of set C. Since there are 6 elements in set
C, so n(C) = 6. Substituting this to our formula, we
have,
remember that we need to
2n(C) = 26 ➔ multiply 2 by itself six times.
= 2×2×2×2×2×2
= 32
Therefore, there are 32 subsets in set C.
4. How many subsets do the set D = {1, 2, 3, 4, 5, 6, 7, 8} have?
Solution: 2n(D) = 28 ➔ since n(D) = 8.
= 2×2×2×2×2×2×2×2
= 256
Therefore, there are 256 subsets in set D.
Let us proceed to set operations. There are four set operations that
you’ll be learning today.

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UNION OF SETS

Definition:

The union of two sets A and B, is

the set which consists of all elements
that belong either to A or to B.

Figure 1. The colored region is the union of

Notation: two sets

Given two sets A and B, the union is written as;

A ∪ B

Read as “A union B”

Examples:

Perform the given set operation and sketch its Venn diagram.

1. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and the sets

A = {1, 2, 3, 4} and B = {6, 7, 8}, what is A ∪ B?
Answer: A ∪ B = {1, 2, 3, 4, 6, 7, 8}
Venn Diagram:

In the Venn diagram, the colored region is the union of set A and set B. Also,
example 1 is called a disjoint set. If two sets do not have a common element,
then it is called a disjoint set or mutually exclusive set.

2. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and the sets

C = {1, 2, 3, 4, 5} and D = {2, 4, 6, 8}, what is C ∪ D?
Answer: C ∪ D = {1, 2, 3, 4, 5, 6, 8} ➔ Observe that we only write the
elements 2 and 4 once since repetition of elements is
immaterial.

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 Venn Diagram:

In the Venn diagram, the colored region is the union of set C and set D.

INTERSECTION OF SETS

Definition:

The intersection of two sets A and B, is

the set of all elements common to both A and
B

Figure 2. The colored region is the

intersection of two sets

Notation:

Given two sets A and B, the intersection is written as;

A ∩ B

Read as “A intersection B”

Examples:

Perform the given set operation and sketch its Venn diagram.

1. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and the sets

A = {1, 2, 3, 4} and B = {6, 7, 8}, what is A ∩ B?
Answer: A ∩ B = { } ➔ Remember that this symbol is the empty set

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 Venn Diagram:

In the Venn diagram above, there is no colored region, therefore the

intersection of sets A and B is an empty set or null set. Which means that
set A and set B does not have any common element.

2. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and the sets

C = {1, 2, 3, 4, 5} and D = {2, 4, 6, 8}, what is C ∩ D?
Answer: C ∩ D = {2, 4}
Venn Diagram:

In the Venn diagram, the shaded region is the intersection of set C and set D,
which contains 2 and 4.

DIFFERENCE OF SETS

Definition:

The set difference of set B from set A

is the set of all elements in A that are not in
B.

Figure 3. The colored region is

the difference of two sets.

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Notation:

Given two sets A and B, the set difference of set B from set A is written as;

A ─ B

Read as “A minus B”

Examples:

Perform the given set operation and sketch its Venn diagram.

1. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and two sets

A = {1, 2, 3, 4} and B = {6, 7, 8}, what is A ─ B?
Answer: A ─ B = {1, 2, 3, 4}
Venn Diagram:

In the Venn diagram, the colored region is the set difference of set B
from set A, which contain the elements 1, 2, 3, and 4 or set A itself.

2. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and the sets

A = {1, 2, 3, 4} and B = {6, 7, 8}, what is B ─ A?
Answer: B ─ A = {6, 7, 8}
Venn Diagram:

In a Venn diagram, the shaded region is the set difference of set A from
set B, which contain the elements 6, 7, and 8 or set B itself.

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 Notice that examples 1 and 2 have different answers even if the same
sets were being used.

3. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and the sets

C = {1, 2, 3, 4, 5} and D = {2, 4, 6, 8}, what is C ─ D?
Answer: C ─ D = {1, 3, 5}
Venn Diagram:

In the Venn diagram, the colored region is the set difference of set D
from set C, which contains the elements 1, 3, and 5.

COMPLEMENT OF SETS

Definition:

The complement of a set A, is the set

of all elements in the universal set U that are
not elements of A.

Figure 4. The colored region is

the complement of A

Notation:

Given set A, the complement of set A is written as:

AC

Read as “A complement”. Some reference uses A’ as a notation for A

complement.

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Examples:

Perform the given set operation and sketch its Venn diagram.

1. Given U = {1, 2, 3, 4, 5, 6, 7} and A = {3, 4, 5}, what is AC?

Answer: AC = {1, 2, 6, 7} ➔ The complement of a set are the elements in
the universal set that are not elements of set A.

Venn Diagram:

In the Venn diagram, the colored region is the complement of set A

which contain the elements 1, 2, 6, and 7.

2. Given the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and the sets

C = {1, 2, 3, 4, 5} and D = {2, 4, 6, 8}, what is Cc?
Answer: Cc = {6, 7, 8, 9, 10}

Venn Diagram:

In the Venn diagram, the colored region is the complement of set C

which contain the elements 6, 7, 8, 9, and 10.

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 Let Us Practice

Identify the following. Write your answers on the space provided before
the number.

_____________ 1. A collection well-defined objects.

_____________ 2. Objects within a set.

_____________ 3. A method of writing a set where the elements are listed inside the
symbol { }.

_____________ 4. A method of writing a set where the rules that determine an element
of a set is stated.

_____________ 5. A set that does not contain an element.

_____________ 6. A set that contains all the elements under consideration.

_____________ 7. The number of elements in a finite set.

_____________ 8. A set operation which consists of all elements that belong to either
of the two sets.

_____________ 9. A mathematical term used for two sets that do not have a common
element.

_____________ 10. The set of all elements in the universal set that are not in a set.

Let Us Practice More

Perform the indicated set operation and illustrate it using a Venn

diagram. Draw your Venn diagram clearly and color/shade your answer.
Consider the rubric. (Perform this in a separate sheet of paper)

1. Given the sets

U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10},
C = {2, 3, 4, 5} and
D = {4, 5, 6, 7, 8},
what is C ∩ D?

Answer:

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 Illustration:

2. Given the sets

U = {a, b, c, d, e, f, g, h, i, o, u}
M = {a, e, i, o, u},
What is MC?

Answer:

Illustration:

Rubric:

10 5 1
The given answer is The student’s work is partly
The student attempted to
correct and the Venn correct. The given answer is
answer the problem. The
diagram was correctly correct however the Venn
given answer and the Venn
drawn and shaded. diagram is drawn incorrectly
Diagram is incorrect.
and not shaded.

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 Let Us Remember
Let’s summarize the terms you’ve encountered for this module. Also,
there are missing words that you need to fill as we list the terms we’ve
discussed.

1. A set is a collection of well-defined objects. These objects are called

elements of the given set.

2. Verbal description method is a way of writing a set where it is stated in a

sentence form.

3. Roster or list method is a way of writing a set where the elements of the set
is listed inside the symbol { }.

4. Set-builder or rule method is a way of writing a set where the rules in

determining the elements of a set is stated.

5. A Venn diagram is an illustration used in mathematics to show the

relationship, similarities and differences among things or group of things.

6. A universal set, denoted as U, is a set that contains all the elements under
consideration.

7. Set A is considered to be a subset of another set B if all of the elements of

set A are elements of set B.

8. The cardinality of a set is the number of elements in a finite set. The

notation for the cardinality of set A, is n(A).

9. The union of two sets A and B, is the set which consists of all elements
that belong either to A or to B.

10. The intersection of two sets A and B, is the set of all elements common to
both A and B.

11. The set difference of set B from set A is the set of all elements in A that are
not in B.

12. The complement of a set A, is the set of elements in the universal set U
that are not elements of A.

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 Let Us Assess
Choose the letter that best answers the question. Write your answer on
the space provided before each number.

_____ 1. What do you call a collection of well-defined objects?

a. Set c. Null Set
b. Universal Set d. Subset

_____ 2. Which among the follow set is written in the roster method?
a. Set A is the set containing the elements 1, 2, 3, 4, and 5
b. A = { x | x ∈ N, 0 < x < 6}
c. A = {1, 2, 3, 4, 5}
d. Both b and c

_____ 3. What do you call a set that does not contain any element?
a. Set c. Null Set
b. Universal Set d. Subset

_____ 4. What is the cardinality of set G, if G = {a, b, c, d, e}?

a. 6 b. 4 c. 6 d. 5

_____ 5. How many subsets do set D has, if D = {1, 2, 3}?

a. 3 b. 6 c. 8 d. 10

_____ 6. What set operation is describe from the statement, “the set which
consists of all elements that belong to either set A or set B”?

a. Intersection of Sets c. Complement of Sets

b. Union of Sets d. Difference of Sets

_____ 7. Which among the Venn Diagrams below, show the intersection of two
sets?

a. c.

b. d.

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_____ 8. Which among the Venn Diagrams below, show the difference of two
sets?

a. c.

b. d.

_____ 9. What set operation is describe from the statement, “the set of all
elements in the universal set that are not in set A”?

a. Complement of Sets c. Difference of Sets

b. Union of Sets d. Intersection of Sets

For numbers 10 – 15, refer to the given below

Let: U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

A = {1, 3, 5, 7, 9}
B = {5, 6, 7, 8}
C = {2, 4, 6, 8, 10}

_____ 10. What is CC?

a. {1, 3, 5, 7, 8, 9} c. {1, 3, 5, 7, 9}
b. {2, 4, 6, 8, 10} d. {2, 4, 8}

_____ 11. What is A – B?

a. {1, 3, 9} c. {5, 7}
b. {6, 8} d. {1, 3, 5, 7, 8, 9}

_____ 12. What is A ∪ C?

a. {1, 2, 3, 4, 5, 6, 7, 8, 9} c. { } or Ø
b. {1, 3, 5, 6, 7, 8, 9} d. {1, 2, 3, 4, 5, 6, 7, 8, 9,
10}

_____ 13. What is B ∩ C ?

a. {6, 8} c. {2, 4, 10}
b. {2, 4, 5, 6, 7, 8, 10} d. {5, 7}

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_____ 14. What is B – A?
a. {5, 7} c. {1, 3, 5, 7, 8, 9}
b. {6, 8} d. {1, 3, 9}

_____ 15. What is (A ∩ B) ∪ (B ∩ C}

a. {1, 2, 3, 4, 9, 10} c. { } or Ø
b. {5, 7, 6, 8} d. {1, 2, 3, 4, 5}

Let Us Enhance

Perform the given activity below. Be detailed with your answer. Take
note of the given rubric below.

1. Give 1 example of a set that you can find at your home or at your
community and sketch its Venn diagram.

Rubric:

20 15 5
The student showed his/her
The student’s work is partly The student
complete work with correct
correct. The Venn diagram attempted to
representation of the Venn
does not match with the answer the problem
diagram. The Venn diagram is
given example. but did not finish it.
correctly labeled.

Let Us Reflect

It may not be that obvious to us but set is important to each one of us.
It is not appreciated much since most of us rarely heard the word set being
used. We might not notice this most of the time, but we are using the concept
of set in almost every aspect of daily lives. The collection of books that we have
or your cabinet where all your clothes are placed, you can think of your
cabinet as the rectangle in a Venn diagram and the universal set is the set of
clothes that we have and the groupings of t-shirts, pants, and handkerchiefs
as subsets, these are just few things that we unconsciously use the idea of a
set. In Mathematics, the study of set is also regarded with utmost importance.
The idea of a set is one of the foundations of modern Mathematics, without it,
many fields in math would not have flourished.

20
 21
Let Us Practice More
1. Answer: C ∩ D = {4, 5}
2. Answer: MC = {b, c, d, f, g, h}
Let Us Enhance
Answers may vary.
Let Us Assess Let Us Practice Let Us Try
1. a 1. Sets 1. a
2. c 2. Elements
3. Roster or Listing 2. c
3. c
4. d Method
3. c
5. c 4. Set-builder or Rule
6. b Method 4. d
5. Null Set
7. a
6. Universal Set 5. c
8. c
7. Cardinality of a Set
9. a
8. Union of Sets
10. c
9. Disjoint Sets or
11. a Mutually Exclusive
12. d Sets
13. a 10. Complement of Sets
14. b
15. b
Answer Key
 References

Edilberto T. Sorupia, Jr., Grade 7: Math for Today’s Learners, ed. Antonio
Causing Posadas Llanura, Ed.D. Lucena: Kampana Publishing House,
Inc., 2014, 10 – 15.

Orlando A. Oronce and Marilyn O. Mendoza, E-math Geometry; Worktext in

Mathematics for Third Year High School Manila: Rex Book Store, Inc.,
2007, 6 -13.

Margret L. Lial, John Hornsby, and Terry McGinnis, Algebra; 9th edition. New
Jersey: Pearson Education, Inc. 2004, 1 – 2.
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

7
Mathematics
Quarter 1 – Module 2:
Absolute Value of a Number and
Fundamental Operations on
Integers
Mathematics – Grade 7
Quarter 1 Module 2: Absolute Value of a Number and Fundamental Operations on
Integers
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: Alfredo N. Tuan
Editors: Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
May Ann M. Jumuad
Antonio A. Apat

Printed in the Philippines by _______________________________________

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 1 – Module 2:
Absolute Value of a Number and
Fundamental Operations on
Integers
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

ii
 Let Us Learn

At the end of this module, you should be able to represent the absolute
value of a number on a number line as a distance of a number from 0 (M7NS-
Ic-1) and perform fundamental operations on integers (M7NS-Ic-d-1).
Specifically, you will:

1. determine the distance of the absolute value of a number in a number

line;
2. evaluate expressions involving absolute value;
3. identify and compare integers; and
4. add, subtract, multiply and divide integers.

Let Us Try

Directions: Find out how much you already know about this module. Choose
the letter of the correct answer. Write your answer on a separate sheet of
paper.

1. Which of the following is the absolute value of -4?

A. -4 B. -2 C. 4 D. 8

2. What is |5 – 7 |?
A. -2 B. 2 C. 12 D. 35

3. What is the sum of |-3|and |2|?

A. -6 B. -1 C. 5 D. 6

4. Which of the following symbol is the correct for |-5|____ |5|?

A. < B. > C. ≠ D. =

5. Which of the following is NOT an example of integers?

A. -4 B. 0 C. ½ D. 100

6. What is the sum of -5 + 10?

A. -10 B. -5 C. 5 D. 10

7. Which of the following is the product of -4 and - 7?

A. -28 B. -11 C. 11 D. 28

3
 −8
8. What is quotient of −2
?
A. -6 B. -4 C. 4 D. 6

9. What is the difference when you subtract -3 from -10?

A. -13 B. -7 C. 7 D. 13

10. Which of the following computation is correct?

A. 5 – 3 + 4 – 1 = 5 C. -3 - 5 + 4 + 7 = -3
B. -4 + 2 – 6 +3 = 8 D. 8 - 2 – 6 + 3 = 7

Let Us Study

Absolute value of a number is the distance from zero to any given

number in a number line. This is the reason why the absolute value of a
number is always positive. Its idea is of the distance and not of the direction.
The symbol used is the bars “ | |” and not a bracket, braces, or a
parentheses.

Example 1. Find the absolute value of 5.

5 units

Thus, |5 |= 5

Example 2. Find the absolute value of -7.

7 units

Thus, |-7 |= 7.

4
Example 3. Find the sum of |-4|and |3|.

4 units 3 units

7 units

Thus, |-4|+ |3 |= 4 + 3 = 7

INTEGERS

Integer is a number that can be expressed without a fractional or

decimal component. It is the union of whole numbers and negative numbers.
The set of integers includes zero, set of natural numbers (counting numbers)
and their additive inverses. There are three types of integers namely: positive
integers , negative integers and zero integer. If a number is written without a
sign, it is understood to be a positive integer like 5 it means +5. The set of
integers can be best illustrated in a number line:

Negative Integers Zero Positive Integers

Example: Determine whether the given is an integer or not.

1. 100 integer
1
2. - not
2
3. – 53 integer
4. 0.75 not
3
5. not
4

To compare between two integers, you need to determine their position

in the number line, like, which has a greater value 2 or 5? The answer is 5
and if you look at the number line 5 is at the right side of 2 , that is , those
integers positioned at the right side has a greater value than the integers
positioned at the left side of the number line.

5
Example. Compare the given integers by writing >, < or = signs.

1. 7 > 4 7 is at the right side of 4 in the number line

2. -6 < -2 -2 is at the right side of -6 in the number line
3. -5 > -10 -5 is at the right side of -10 in the number line
4. -15 < 3 3 is at the right side of -15 in the number line
5. -8 < -1 -1 is at the right side of -8 in the number line

ADDITION OF INTEGERS

Integers can be added either in vertical or horizontal arrangements. The

integers to be added is what we call the addends while the answer is called
sum or total.

Rule 1: To add integers with the same signs, add the integers and copy their
common sign.

Example: Find the sum of the following:

1. -8 2. 5 3. (-7) + (-3) = -10 4. 4 + 5 = 9

+ (-11) + 3
-19 8

Rule 2: To add integers with different signs, subtract the integers and copy
the sign of the integer with greater absolute value.

Example: Find the sum of the following:

1. -8 2. 5 3. -7 + 3 = -4 4. -4 + 5 = 1
+ 11 + (-3)
3 2

SUBTRACTION OF INTEGERS

Rule: To subtract integers, the first step is to change the sign of the
subtrahend (the number to be subtracted) then proceed to the rule of addition
of integers, that is, if they have the same sign, you add and copy the common
sign and if they have different signs, you subtract and copy the sign of the
integer with greater absolute value.

6
Example: Find the quotient of the following:

1. -7 Minuend -7
- 2 Subtrahend - 2
-9 Difference
Change the sign of the
subtrahend and proceed to
the rule of addition

2. -7 Minuend -7
- -2 Subtrahend - 2
-5 Difference
Change the sign of the
subtrahend and proceed to
the rule of addition

MULTIPLICATION OF INTEGERS

Rule: To multiply integers, the first step is to find the product of their positive
equivalent. If the integers (multiplicand and multiplier) have the same signs,
the product is positive but if they have different signs, the product is negative.

In Arithmetic, “x” is the symbol for multiplication but in Algebra we use

parentheses ( ) and dot “·’’

Examples:

1. (-3) (-2) = 6 like signs the product is positive

2. (3) (2) = 6 like signs the product is positive
3. (-3) (2) = -6 different signs the product is negative
4. (3) (-2) = -6 different signs the product is negative
5. (-2) (-3) (-5) = -30 the product of -2 and -3 is 6 multiplied by -5 is -30
6. (-1) (4) (-3) = -30 the product of -1and 4 is -4 multiplied by -3 is 12

DIVISION OF INTEGERS

Rule: To divide integers, the first step is to find the quotient of their positive
equivalent. If the integers (dividend and divisor) have the same signs, the
quotient is positive but if they have different signs, the quotient is negative.

7
Examples:

6
= -2 The dividend and divisor have different signs, so the quotient
1. −3
is negative.
6
= 2 The dividend and divisor have the same signs, so the quotient
2. 3
is positive.
−6
=2 The dividend and divisor have the same signs, so the quotient
3. −3
is positive.
−6
= -2 The dividend and divisor have different signs, so the quotient
4. 3
is negative.

Let Us Practice

Activity 1: Solve Me!

A. Show the absolute value of -6 using a number line.

B. Find the sum of the following integers:

1. 9 2. -20 3. -10 4. 30 5. -300

+ (-6) + 18 + (-15) + 20 + 500

C. Perform the indicated operation:

1. -7 2. 30 3. 20 4. -50 5. 800
+ 6 - 10 - 15 - 40 - 200

D. Find the product of the following integers:

1. (5) (-3) = 4. (8) (2) =

2. (-7) (-2) = 5. (-9) (-10) =

3. (-4) (6) =

E. Find the quotient of the following integers:

−10 8
1. = 4. =
−5 4

12 −9
2. = 5. =
−3 3

−10
3. =
2

8
 Let Us Practice More

Activity 2: Solve Me More!

A. Show the absolute value of 8 and absolute value of -10 using a number
line.

B. Find the sum of the following integers:

1. 2 2. -24 3. 100
-6 18 -350
+ 5 + 10 250
+ -130

4. 30 – 40 + 50 = 5. -300 + 150 + 200 – 100 =

C. Perform the indicated operation:

1. -75 2. 34 3. 200
- 62 - -34 - 150

4. (-500) – (400) = 5. (800) – (-100) =

D. Find the product of the following integers:

1. (-4) (5) = 4. (1) (-2) (-3) (-4) =

2. (-7) (-3) = 5. (-9) (-10) (2) (-1) (-2) =

3. (-5) (-3) (5) =

E. Find the quotient of the following integers:

100 18
1. = 4. =
−50 3

−25 35
2. = 5. =
−5 −7

−40
3. =
8

9
 Let Us Remember

Absolute value is the distance from zero to any given number in a

number line. Its symbol is “||”.

Integers is the union between the set of whole numbers, its additive
inverse and zero. To find the sum of two integers with the same signs, add the
integers and copy the common sign. If the integers have different signs,
subtract the integers and copy the sign of the integers with the greater
absolute value.

Multiplication and division shared with the same rule, like signs the
product or quotient is positive, if they are unlike signs the product or quotient
is negative.

Let Us Assess

Directions: Choose the letter of the correct answer. Write your answer on the
separate sheet of paper.

1. What is the absolute value of -8?

A. -8 B. -4 C. 4 D. 8

2. Which of the following is the result of |2-8|?

A. -6 B. 6 C. 8 D. 10

3. What is the sum of |-10|and |-2|?

A. -12 B. -8 C. 12 D. 20

4. Which of the following symbol is the correct for -4 ____ -2?

A. > B. < C. ≥ D. ≤

5. Which of the following is NOT an example of integers?

A. -100 B. 1.5 C. 24 D. 150

6. What is the sum of 25 and -5?

A. -20 B. -10 C. 5 D. 20

7. Which of the following is the product of -10 and -4?

A. -40 B. -14 C.14 D. 40

10
 75
8. What is quotient of ?
−3

A. -72 B. -25 C. 25 D. 72

9. What is the difference when you subtract 15 from -20?

A. -35 B. -5 C. 5 D. 35

10. Which of the following computation is correct?

I. -5 +1 – 6 = -10 III. (6) (-4) = -24
−21
II. (7) - (-3) = 4 IV. 3 = -7

A. I and II only C. I, II and III only

B. II and III only D. I, III and IV only

Let Us Enhance

Direction. Give one example on how to add and multiply integers. Show the
checking by using the reverse process of subtraction for addition and division
for multiplication.

Examples

Find the sum of 40 and -10. Find the product -5 and 10.

Solution 40 Solution: (-5) (10) = -50

+ -10
30
−50
Checking: + 30 30 Checking: −5
= 10
- - 10 + 10
40

11
 Let Us Reflect

Try to evaluate your learning regarding the different topics in this

module by shading the “Building of Learnings” Activity. Shade the 1st floor or
ground floor if you learn a little only and shade up to the 10th floor if you learn
all the lessons.

10th Floor

5th Floor

Ground Floor

Absolute Addition Subtraction Multiplication Division

Value of Integers

12
 13
Let Us Assess Let Us Practice
1. D B C D E
2. B 1. 1 1. -137 1. -20 1. -2
3. C
2. 4 2. 68 2. 5 2. 5
4. B
3. -130 3. 50 3. -5 3. -5
5. B
4. 40 4. -900 4. -24 4. 6
6. D
7. D 5. -50 5. 900 5. 360 5. -5
8. B
9. A
10. D
Let Us Practice More
A.
10 units 8 units
Let Us Practice
A.
6 units
Let Us Practice Let Us Try
B C D E 1. C
2. B
1. 3 1. -13 1. -15 1. 2
3. C
2. -2 2. 20 2. 14 2. -4
4. D
3. -25 3. 5 3. -24 3. -5
5. C
4. +50 4. -90 4. 16 4. 2
6. C
5. +200 5. 600 5. 90 5. -3 7. D
8. C
9. B
10. A
Answer Key
 References

Joseph Yeo, Keng Seng Teh, Cheng Yee Loh, Ivy Chow, Guoliang Yeo, Wei
Lin Ting, and Ban Har Yeap. New Syllabus Mathematics. Singapore:
Shinglee Publishers Pte Ltd, 2017

Elizabeth Stapel, “Introduction to Negative Numbers.”, Purplemath,

retrieved August 19, 2020 from
https://www.purplemath.com/modules/negative.htm.

14
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

7
Mathematics
Quarter 1 – Module 3:
Properties on the Operations on
Integers
Mathematics – Grade 7
Quarter 1– Module 3: Properties on the Operations on Integers
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Development Team of the Module

Writers: Mellicent U. Daigdigan
Editors: Alfred N. Tuan and Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
May Ann M. Jumuad
Antonio A. Apat

Printed in the Philippines by _________________________________________________

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 1 – Module 3:
Properties on the Operations on
Integers
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in
mind that you are not alone. We hope that through this material, you
will experience meaningful learning and gain deep understanding of
the relevant competencies. You can do it!

ii
 Let Us Learn!

After going through this module, you are expected to illustrate the
different properties of operations on the set of integers (M7NS-Id-2).

Specifically, you will:

1. state and illustrate the different properties of the operations on integers;

2. rewrite given expressions according to the given property; and
3. apply a given property in a real-life situation.

1
 Let Us Try!

Perform the indicated operations.

a. 5 + 3 = 3 + 5 c. (3 + 4) + 1 = 3 + (4 + 1)
= +1=3+
=

b. -4 ● -2 = -2 ● -4 d. (-3 ● 2) ● 1 = -3 ● (2 ● 1)
= ● 1 = -3 ●

Questions:

1. What have you observed with the order of the numbers being added in
a? being multiplied in b?

2. What have you observed with the results inside the boxes?

3. Did the order of the addends or factors affect the result?

4. What have you observed with the grouping of the numbers being added
in c? being multiplied in c?

5. What have you observed with the results inside the boxes?

6. Did the grouping of the addends or factors affect the result?

When adding and multiplying, the order of addends and factors does
not matter, therefore, addition and multiplication is commutative. The
grouping of numbers does not also affect the result in addition and
multiplication, this property is known as associative. In the next discussion,
you will learn more about the different properties on the operations of
integers.

2
 Let Us Study

The properties of real numbers are useful in performing operations, and

later, in simplifying algebraic expressions. Written on the table below are the
different properties, its meaning, notation and symbols, and examples.

Notation and
Properties Meaning Examples
Symbols
1. Closure The sum of If a, b ∈ I, then a + b ➢ 2 and 3 are integers,
Property of any two ∈I then 2 + 3 is an
Addition integers is an integer.
integer. (Read as: If a and b
are elements of the ➢ -7 and -2 are integers,
set of integers, then then -7 + (-2) or -9 is
the sum of a and b is an integer.
also an element of
the set of integers.) ➢ 10 and -30 are
integers, then 10 + (-
30) or -20 is an
integer.

2. Closure The product If a, b ∈ I, then a • b ➢ 12 and 4 are integers,

Property of of any two ∈I then 12 • 4 or 48 is an
Multiplication integers is an integer.
integer. (Read as: If a and b
are elements of the ➢ -20 and -5 are
set of integers, then integers, then (-20) (-
the product of a and 5) or 100 is also an
b is also an integer.) integer.

➢ -8 and 5 are integers,

then (-8) (5) or -40 is
also an integer.

3. Commutative Two integers a+b=b+a ➢ 12 + 7 = 7 + 12

Property of can be added 19 = 19
Addition in any order.
➢ -7 + (-2) = -2 + (-7)
-9 = -9

➢ 10 + (-30) = (-30) = 10
-20 = -20

3
4. Commutative Two integers a•b=b•a ➢ 12 • 4 = 4 • 12
Property of can be 48 = 48
Multiplication multiplied in
any order. ➢ (-20) (-5) = (-5) (-20)
100 = 100

➢ (-8) (5) = (5) (-8)

-40 = -40

5. Associative If three (a+b) + c = a + (b+c) ➢ (2+15)+8 = 10+(15+8)

Property of integers are 25 + 8 = 10 + 23
Addition added, 33 = 33
changing the
grouping of ➢ [-3+(-7)] + 8 = -3 + [(--
numbers that 7+8]
are added -10 + 8 = -3 + 1
does not -2 = -2
change the
sum. ➢ [-5+10] + 5 = -5 +
(10+5)
5 + 5 = -5 + 15
10 = 10

6. Associative If three (a•b) • c = a • (b•c) ➢ (10•2) • 3 = 10 • (2•3)

Property of integers are 20 • 3 = 10 • 6
Multiplication multiplied, 60 = 60
changing the
grouping of ➢ [(-3) (-7)]•8 = -3•[(-7)
numbers that (8)]
are added 21 • 8 = -3 (-56)
does not 168 168
change the
product. ➢ (-5•10) • 5 = -5 •
(10•5)
-50 • 5 = -5 • 50
-250 = -250

4
7. Distributive Multiplying ➢ 7 • (5+3) = 7•5 + 7•3
Property the sum of a • (b + c) = ab + 7 • (8) = 35 + 21
two or more ac 56 = 56
addends by a
number will ➢ -2 • (-2+6) = (-2)(-2) +
give the same (-2)(6)
result as (-2) (4) = (4) + (-12)
multiplying -8 = -8
each addend
individually by ➢ -1 • (-2+-2) = (-1)(-2) +
the number (-1)(-2)
and then -1 • (-4) = 2 + 2
adding the 4=4
products
together.

8. Additive The sum of a+0=a ➢ 5+0=5

Identity any number
Property and 0 is the ➢ 0 + (-3) = -3
number itself.
➢ -100 + 0 = -100

9. Multiplicative The product of a•1=a ➢ 5•1=5

Identity any number
Property and 1 is the ➢ 1 • (-3) = -3
number itself.
➢ -100 • 1 = -100

10. Inverse The sum of a a + (-a) = 0 ➢ 12 + (-12) = 0

Property in number and (The additive inverse
Addition its additive of 12 is -12.)
inverse is
zero. The ➢ -5 + 5 = 0
additive (The additive inverse
inverse of a of 5 is -5.)
number a is -a
➢ -50 + (50) = 0
(The additive inverse
of -50 is -50.)

11. Inverse The product of a•

1
=1 ➢ 12 •
1
=1
𝑎 12
Property in a number and
(The multiplicative
Multiplication its 1
inverse of 12 is .)
multiplicative 12
inverse (also
1
called as ➢ -4 • - = 1
4
reciprocal) is

5
 1. The (The multiplicative
multiplicative inverse of -4 is - .)
1
4
inverse of a
1
number a is . 1
𝑎 ➢ -30 • - =1
30
(The multiplicative
1
inverse of 30 is - .)
30

Illustrative Examples
Identify the property that is illustrated in each statement.
1. 100 + 200 = 200 + 100 (Commutative Property of Addition)
2. 12 + (-12) = 0 (Inverse Property of Addition)
3. -50 ● 1 = -50 (Identity Property of Multiplication)
4. 5 (4 + 1) = 5(4) + 5(1) (Distributive Property)
5. -9 +(3 + 2) = (-9+3) + 2 (Associative Property of Addition)

Rewrite the given expression in a different form using the property stated.
1
1. Inverse Property in Multiplication 6● 6
=1
2. Distributive Property 4 (5 + 3) = 4(5) + 4(3) = 20 + 12 = 32
3. Commutative Property -20 + -50 = -50 + (-20)
There are also situations in real life which illustrate properties of
operations on integers.

Examples:

a. Closure Property
Mixing soy sauce and vinegar which result into another liquid mixture.

b. Commutative Property
In preparing fruit juice, putting the powder first before the water or putting
the water first before the powder will still result into the same fruit juice.

c. Associative Property
Adding coffee and sugar before adding water or adding the sugar and water
before adding coffee will still produce the same coffee drink.

d. Distributive Property
Your mother gave you four 5-peso coins, and your father gave you four 20-
peso bills. You now have Php. 20 worth of 5-peso coins and Php.80 worth
of 20-peso bill. You also have four sets Php.25 each consisting of a 5-peso
coin and a 20-peso bill.

6
e. Identity Property
You will still have the same amount of allowance if your mother will not
increase or decrease your allowance.

f. Inverse Property
Depositing Php. 500.00 in the bank and withdrawing Php. 500 again will
leave a zero balance in your account.

Now, think of your own example of situations which illustrate each property.

Let Us Practice

Understanding the properties of operations on the sets of integers will

help us simplify numerical and algebraic expressions, solve equations, and
more as you progress in studying algebra.

A. Choose the property of operation of integers that is illustrated in each

statement. Write the letter of the correct answer on the space provided.

a. Commutative Property of Addition f. Multiplicative Identity Property

b. Commutative Property of Multiplication g. Distributive Property

c. Associative Property of Addition h. Inverse Property in Addition

d. Associative Property of Multiplication i. Inverse Property in Multiplication

e. Additive Identity Property j. Closure Property of Addition

e 1. 11 + 0 = 11 6. 22 • 1 = 22
2. x • (y • z) = (x • y) • z 7. 4 + 5 = 9
3. 8 + (-8) = 0 8. (19+12)+8 = 19+(12+18)
4. 14 + 20 = 20 + 14 9. a • 9 = 9 • a

5. 2 •
1
=1 10. 7 (4 +11) = 7(4) + 7(11)
2

7
 Let Us Practice More

A. Use the given property to rewrite the given expression in a different form.

1. 2 (12-5) → Distributive Property Answer: 2 (12) – 2 (5)

2. 4 • (5 • 2) → Associative Property Answer: 24 – 10 = 14
3. 8 + 5 → Commutative Property of Addition Answer:
4. 1 • -4 → Multiplicative Identity Property Answer:
1
5. 6 • → Inverse Property of Multiplication
6 Answer:
6. 3 (1 + 3) → Distributive Property Answer:
7. 20 + (-20) → Inverse Property of Addition Answer:
8. 0 + 4 → Identity Property of Addition Answer:
9. m + (n+p) → Associative Property of Addition Answer:
10. x • (y•z) → Associative Property of Multiplication Answer:

B. Complete the statement based on the property or properties being shown

in each item. The first one is done for you.

Statement Property

1. 4 (x + 5) = 4x + (4) (5) Distributive Property

2. 5x + (2x+3y) = (5x + ____) + 3y

3. 6 + ________________ = 0

4. -5 • 1 = ________________

5. (-14 + 14) + 7 = _______ + 7 = ____

6. 5 • (2 • ____) = 5 • 1 = _____________

8
 Let Us Remember

The lesson on the properties or real numbers explains how numbers or

values are arranged or related in an equation. It further clarifies that no
matter how these numbers are arranged and what processes are used, the
composition of the equation and the final answer is still the same. Our society
is much like these equations- composed of different numbers and operations,
different people with varied personalities, perspectives, and experiences. We
can choose to look at the differences and forever highlight our advantage or
superiority over the others. Or we can focus on the commonality among people
and altogether work for the common good. A peaceful society and harmonious
relationship start with recognizing, appreciating and fully maximizing the
positive traits that we, as a people, have in common.
Source: Mathematics 7 Learner's Material. Department of Education, 2013, 41

Let Us Assess

Multiple Choice. Choose the letter of the best answer.

1. What property states that changing the order of two or more terms in
addition does not change the sum?
a. Commutative Property of Addition
b. Associative Property of Addition
c. Identity Property of Addition
d. Inverse Property of Addition

2. What property states that the product of any integer and its inverse is 1?
a. Identity Property of Addition
b. Identity Property of Multiplication
c. Inverse Property of Addition
d. Inverse Property of Multiplication

3. What property states that the product of any two integers is also an integer.
a. Closure Property of Multiplication
b. Commutative Property of Multiplication
c. Identity Property of Multiplication
d. Inverse Property of Multiplication

9
4. Which expression results from using the Distributive Property on the
expression -4 (5+3)?
a. (-4) (5) + (-4) (3) c. (-4) (3) + (5) (3)
b. (-4) (5) + (5) (3) d. (3) (5) + (5) (3)

5. Which addition property shows that 9 + 0 = 9?

a. Distributive Property c. Identity Property
b. Associative Property d. Commutative Property

6. Which addition property shows that 4+(-5) = -5+4?

a. Distributive Property c. Identity Property
b. Associative Property d. Commutative Property

7. Which of the equations below shows a correct use of the multiplicative

inverse property?
a. 3 x 1 = 3 c. 3 x (-1 + 2) = 3 (-1) + 3 (-2)
1
b. 3 x 1 = 1 x 3 d. 3x 3= 1

8. Which of the following defines the identity property of addition?

a. The numbers can be added in any order.
b. The numbers can be grouped in any order.
c. The factors can be multiplied in any order.
d. The sum of any number and 0 is that number.

9. Which of the following defines the associative property of multiplication?

a. The product of any number and 1 is that number.
b. The product of any number and 0 is zero.
c. The factors can be multiplied in any order.
d. You can group the factors in any order.

10. Which of the following equations illustrate the Inverse Property of

Addition?
a. 4 + (-4) = 0 c. 4 + 4 = 8
b. b. 4 + 0 = 4 d. 4 x 0 = 0

11. What number must be written on the blank to complete the equation 8 x
11 = x 8.
a. 0 b. 1 c. 11 d. 8

10
12. Which statement explains the identity property of multiplication?
a. Multiply 9 times 0 and the product is 0.
b. Multiply 9 times 1 and the product is 9.
1
c. Multiply 9 times and the product is 1.
9
d. Multiply 9 times -9 and the product is 81.

13. What is the result when you multiply a number to its reciprocal?
a. the same number b. 1 c. -1 d. 0

14. Honey bought 5 ballpens that cost ₱18.00 each. To find the total cost, she
added the products of 5 x 10.00 and 5 x 8.00, for a total of ₱90.00, what
property did Honey use?
a. Commutative Property of Multiplication
b. Commutative Property of Addition
c. Associative Property of Multiplication
d. Distributive Property

15. Jane rearranged an expression to make it easier to solve. He changed 2 +

(3 + 5) to (2 + 3) + 5. Which of the following properties tells us that it is
okay for Drew to arrange the problem that way?
a. Associative Property of Addition
b. Distributive Property
c. Identity Property of Addition
d. Commutative Property of Addition

Let Us Enhance

Answer the following questions and justify your answer briefly.

1. Which of the situations below is commutative and which is not? Explain

your answer.
a. To put on your shoes and to put on your socks.
Not commutative, order is important. You must put on your socks first
before wearing your shoes.
b. To fetch water and to chop the wood.
c. To wash your clothes and dry them.

2. What property of operation of integers is illustrated when you are looking

at your own reflection in the mirror? Justify your answer.

11
3. Give a real-life situation wherein Associative Property of Addition can be
applied.

4. Mr. Cruz opened a bank account and deposited Php. 10 000. 00. After a
week, he went to the bank and withdrew the same amount of money. What
property of operations of integers is illustrated in this situation? Justify
your answer.

Let Us Reflect

#3Things
Using the three hashtags, explain what you have learned, where you
can apply what you learned, and what you want to know more about our topic
for this week.

1. #IlearnedSomethingToday
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. #ICanUseThis
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. #IWantToKnowMore
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

12
 13
Let Us Enhance
1.
a. Not commutative, order is important
b. Commutative, order is not important.
c. Not commutative, order is important.
2. Identity Property; explanation may vary
3. Answers may vary
4. Inverse Property; explanation may vary
Let Us Assess Let Us Practice More Let Us Practice
1. A A. 1. e
2. D 1. 14 6. 12 2. d
3. A 2. (4 • 5) • 2 7. 0 3. h
4. A 3. 5+8 8. 4 4. a
5. C 4. -4 9. (m + n) + p 5. i
6. D 5. 1 10. (x • y) (z) 6. f
7. D 7. j
8. D B. 8. c
9. D 1. (4) (5); Distributive Property 9. b
10. A 2. 2x; Associative Property of 10. g
11. C Addition
12. B 3. -6; Inverse Property of Addition
13. B 4. -5; Multiplicative Identity
14. D Property
15. A 5. 0, 7; Inverse Property of Addition
and Additive Identity Property
6. ½, 5; Multiplicative Inverse and
Identity Property of Multiplication
Answer Key
 References

Gladys C. Nivera, Grade 7 Mathematics Patterns and Practicalities. Don

Bosco Press, 2014

Orlando A. Oronce and Marilyn Mendoza, Exploring Mathematics Geometry,

Rex Book Store, Inc., 2003

14
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

15
7
Mathematics
Quarter 1 – Module 4:
Rational Numbers
Mathematics – Grade 7
Quarter 1– Module 4: Rational Numbers
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
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Published by the Department of Education

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Office Address: DepEd Davao City Division, E. Quirino Ave.

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E-mail Address: [email protected]
 7

Mathematics
Quarter 1 – Module 4:
Rational Numbers
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in
mind that you are not alone. We hope that through this material, you
will experience meaningful learning and gain deep understanding of
the relevant competencies. You can do it!

ii
 Let Us Learn!

After going through this module, you are expected to express rational
numbers from fraction form to decimal form and vice versa (M7NS-Ie-1) and
perform operations on rational number. (M7NS-If-1)

Specifically, you will:

1. define rational number;
2. express rational numbers from fraction form to decimal form and vice
versa;
3. perform operations on rational numbers; and
4. solve problems involving operations on rational numbers.

1
 Let Us Try!

Consider the following examples and answer the questions that follow:
7
a. 4 ÷ 2 = 2 c. 7 ÷ 2 = 2

4 4 2 2
b. 6 ÷ 6 = 1 d. 4 ÷ 6 = 6 =6 ÷ 3 = 3

Questions:
1. Are all answers of the division above integers?
Answer: No. Quotients of c and d are not integers.
2. What do you call the numbers that can be expressed as a quotient of
two integers?
Answer: Numbers that can be expressed as a quotient of two integers are
called RATIONAL NUMBERS.
3. How do we convert fractions to decimals? (refer to the discussion)
4. How do we convert decimal to fractions? (refer to the discussion)

Observe the following examples:

1 3 4 2 3 6
1. 7 + 7 = 3. ⦁ = 35
7 5 7

1 1 1 2 1 8 1 8 9 72
2. + (− 2) = + (− 4) = − 4 4. −9 ÷9 =−9⦁1 = − = -8
4 4 9

Answer the following questions:

1. What have you observed in adding fractions with the same

denominator? With different denominators?
2. What have you observed in multiplying fractions? Is it the same with
multiplying integers?
3. What have you observed in dividing fractions? What happened to the
divisor?
4. Can you give the rules in performing operations of rational numbers?

In this lesson, you will learn how to express rational numbers from
fraction form to a decimal form and vice versa. You will also learn the rules in
adding, subtracting, multiplying, and dividing rational numbers. You will
learn how to perform operations with the two forms as well as how fractions
and decimals are needed in our daily lives.

2
 Let Us Study
𝑎
Recall: A rational number is a number that can be expressed as a quotient 𝑏
of two integers where b≠0. The integer a is called numerator while the integer
b is the denominator.

Examples:
4 4 4 4
a. = ; where a = 4 and b = 5 d. - 3 =- 3; where a = -4 and b = 3
5 5
3 7
b. 3 = ; where a = 3 and b = 1 e. 0.7 = ; where a = 7 and b = 10
1 10
0 1 11
c. 0 = ; where a = 0 and b = 1 f. 5 = ; where a = 11 and b = 2
1 2 2

A rational number can be expressed as a ratio of two integers. Any

integer can be expressed as a fraction; thus, all integers are also rational
numbers.

Converting Rational Numbers from Fraction Form into Decimal Form

A rational number can be represented by a fraction form or a decimal

form which can be a terminating decimal or a non-terminating and repeating
decimal. There are cases when we need to transform the rational numbers to
is equivalent form, thus we need to learn how to transform a fraction to
decimal form and vice versa.

Examples: When you divide numbers,

there are times when the
Write each as a decimal. answer (quotient) is not an
1
a. exact number. On cases like
8 this, you need to add zero as
Solution: Find 1 ÷ 8
placeholders.

Adding zero placeholders at

the end of a decimal does not
change the value of the
decimal. You may add as many
zeroes as needed.
1
Therefore, can be transformed into its decimal form 0.125. The
8
decimal 0.125 is called a Terminating Decimal because the final remainder is
0 and the division ends.

3
 7
b.
12
Solution: Find 7 ÷ 12

7
Therefore, 12 can be transformed into 0.5833… The decimal 0.5833… is
called a non-terminating and repeating decimal because the digit 3 continues
to repeat without end. We usually write 0.583333… as 0.583 with a bar over
the block of digit/digits that repeats.

To transform a fraction into a decimal form, divide the numerator by

the denominator. When the division ends with a remainder of 0, the fraction
is transformed into a terminating decimal but when the division continues to
repeat without end, the fraction is transformed into a repeating decimal, for
convenience, we will write the decimal with a bar over the block of digit/s that
repeats.

Converting Rational Numbers from Decimal Form into Fraction Form

As fractions can be transformed into its decimal form, a terminating

and non-terminating and repeating decimal can also be expressed into its
fraction form.

In expressing a non-terminating and repeating decimal into fraction,

1) if the repeating decimal consists of 1 digit, multiply both sides of the

equation by 10 and subtract n from 10n.,

2) if the decimal consists of 2 digits, multiply both sides of the equation

by 100 and subtract n from 100n,

3) if the decimal consists of 3 digits, multiply both sides of the equation

by 1000 and subtract n from 1000n, and so on.

4
Examples:

Write each as a fraction in lowest term.

a. -0.125
Solution: Rewrite the decimal as a fraction whose denominator is a power
of 10. Since there are three decimal places, then our denominator will be
written as 103 or 1000. Then reduce to its lowest term.

125 125÷125 1
-0.125 = - =- =-
1000 1000÷125 8

𝟏
Therefore, -0.125 = -
𝟖

b. 3.21
Multiply both sides by a power of 10, where the exponent is determined by
the number of digits in the block of repeating digits.

Let n = 3.21 (Equation 1)

100n = (3.21) (100) Multiply both sides by 102 or 100
100n = 321.21 (Equation 2)
- n = 3.21 Solve for n
99n = 318 Solve for n
318 106
n= =
99 33
106 7
Therefore, 3.21 = or 3 33.
33
c. 0.5
Let n = 0.5 (Equation 1)
10n = (0.5) (10) Multiply both sides by 101 or 10 because there
is one digit that repeats
10n = 5.5 (Equation 2)
- n = 0.5 Subtract equation 1 from equation 2
9n = 5 Solve for n
5
n=
9
5
Therefore, 0.5 =
9

5
Performing Operation with Rational Numbers in Fraction Form

𝑎 𝑐
If and are rational numbers, then:
𝑏 𝑑

𝑎 𝑐 𝑎+𝑐
Addition: + =
𝑏 𝑏 𝑏

𝑎 𝑐 𝑎𝑑 𝑏𝑐 𝑎𝑑+𝑏𝑐
+ = + =
𝑏 𝑑 𝑏𝑑 𝑏𝑑 𝑏𝑑

𝟒 𝟐
Example 1. Find the value of +
𝟕 𝟕

To add like fractions (fractions with the same denominators), add the
numerators and write the sum over the denominator.
4 2 4+2 6
+ = =
7 7 7 7
𝟑 𝟓 Review: To find the LCD of
Example 2. Find the value of + .
𝟒 𝟔 the fractions, we find the
For unlike fractions, find its LCD then convert least common multiple
(LCM) of their denominators.
each into equivalent fractions.
1. List down all multiples
3 5
The LCD of and is 12. 2. Find the least common
4 6
multiple of the two
Change each fraction into its equivalent
number.
fraction whose denominator is 12. 4 is
multiplied by 3 to make it 12, so the Example:
numerator 3 will also be multiplied by 3 For
3
𝑎𝑛𝑑
5
, the
making it 9. 4 6
denominators are 4 and 6.
3 3 9
• = List down all multiples of 4
4 3 12 and 6
6 is multiplied by 2 to make it 12, so 5 will 4 - 4, 8, 12, 16, 20, 24, 28,
also be multiplied by 2 resulting to 10. 32, 36, …
6 - 6, 12, 18, 24, 30, 36, …
5 2 10
• = Since the
6 2 12 Find the least common
denominator of the
multiple of the two numbers.
3 5 9 10 fractions are already
+ = + the same, we now The common multiples of 4
4 6 12 12
have like fractions. and 6 are 12, 24, 36, … but
9+10 In adding like the least among the
=
12 fractions, just add multiples is 12, thus, the
the numerators and LCM is 12, and the LCD of
19 7
= or 1 12 write the sum over 3
𝑎𝑛𝑑
5
is 12.
12 the denominator. 4 6

6
 𝑎 𝑐 𝑎−𝑐
Subtraction - =
𝑏 𝑏 𝑏

𝑎 𝑐 𝑎𝑑 𝑏𝑐 𝑎𝑑−𝑏𝑐
- = - =
𝑏 𝑑 𝑏𝑑 𝑏𝑑 𝑏𝑑

𝟐 𝟏
Example 3. Find the value of - .
𝟑 𝟐
2 1
The LCD of and is 6.
3 2
2 1 To subtract fractions, express
- fractions to a least common
3 2
denominator; subtract the
4 3
= - numerators and put the answer
6 6 over the same denominator;
1 simplify the fraction.
=
6

𝑎 𝑐 𝑎𝑐
Multiplication • =
𝑏 𝑑 𝑏𝑑
𝟑 𝟏
Example 4. Find the value of • .
𝟓 𝟐 ➢ Multiply numerator by
3 1 3•1 numerator. Then multiply
• =
5 2 5•2 denominator by
denominator.
3
=
10
➢ Express fraction into its
𝟓 −𝟏 lowest term if possible.
Example 5. Find the value of • .
𝟔 𝟓
5 −1 5 • (−1)
• =
6 5 6•5
−5
=
30
1
=-
6

7
 𝒂 𝒄 𝒂 𝒅 𝒂𝒅
Division ÷ = • = ; (c≠0)
𝒃 𝒅 𝒃 𝒄 𝒃𝒄
𝟏𝟐 𝟒
Example 6. Find the value of ÷ .
𝟐𝟓 𝟓
12 4 12 5 ➢ To divide fractions, multiply the dividend by the
÷ = •
25 5 25 4 reciprocal of the divisor.
4
12 • 5 ➢ The divisor in this expression is . The reciprocal
5
= 4 5
25 • 4 of is .
5 4
12 5
60 3 ➢ Multiply the dividend by .
= = 25 4
100 5 ➢ Follow the rules in multiplying fractions.
➢ Express fraction into its lowest term if possible.

Operations with Rational Numbers in Decimal Form

As discussed in the previous lesson, rational numbers can be written

in fraction and decimal form. In performing operations with rational numbers
in decimal form, you may express the decimal number in fractions then
perform operation as discussed above. But there is also another way in
performing operations in decimal numbers.

1. In adding and subtracting rational numbers in decimals,

a. arrange the decimal numbers in a column such that the decimal points
are aligned; and
b. add or subtract like operating in whole numbers.

Example: ➢ Arrange vertically.

2.32 + -1.6 = 0.72 ➢ Line up decimal point.
➢ Fill in zeros as placeholder.
2.32 ➢ Add like you are adding integers (Different
+ -1.60 signs subtract.)
0.72 ➢ Put decimal point straight down.
➢ Keep the sign of the number with the larger
absolute value.

Example: ➢ Arrange vertically.

-48.35 - -3.221 = -45.129 ➢ Line up decimal point.
➢ Fill in zeros as placeholder.
-48.350 ➢ Subtract like you are subtracting
- -3.221 integers.
-45.129 ➢ Put decimal point straight down.

8
2. In multiplying rational numbers in decimals,
a. arrange the numbers in column;
b. multiply the numbers, as if you are multiplying whole numbers;
c. starting from the rightmost end of the product, move the decimal point
to the left the same number of places as the sum of the decimal places
in the multiplicand and the multiplier.

Example: ➢ Arrange vertically.

(-4.12) (-2.6) = 10.712 ➢ Line up decimal point.
➢ Multiply as with integers.
-4.12 ➢ Count all the digits behind the decimal point
x -2.6 of the factors. There are 2 digits after the
2472 decimal point of the multiplicand and 1 digit
+ 824 after the multiplier. All in all, there are 3
10.712 digits, so there should be 3 digits after the
decimal point in the answer.
➢ Multiplying integers with same signs is
positive, while multiplying integers with
different signs is negative.
➢ Both numbers multiplied have the signs,
negative and negative, therefore the final
answer is positive.

3. In dividing rational numbers in decimal,

a. if the divisor is a whole number, divide the dividend by the divisor
applying the rules of integers. The position of the decimal point is the
same as that in the dividend. If the divisor is not a whole number, make
the divisor a whole number by moving the decimal point of the divisor
to the rightmost end, making the number seem like a whole number.
b. Move the decimal point in the dividend to the right the same number of
places as the decimal point was moved to make the divisor a whole
number.
c. Lastly divide the new dividend by the new divisor.

Example:
➢ The divisor is already a whole number, so divide
-42.36 ÷ 3 = 14.12 by applying the rules of dividing whole
numbers.
➢ Decimal point goes straight up.
➢ Dividing integers with same signs is positive,
while dividing integers with different signs is
negative.
➢ Dividing different signs will result to a negative
number, therefore, the final answer is negative.

9
Example:

2.254 ÷ 0.02 = 112.7

Move the divisor 0.02 two places to the right to make it a whole number.
Then move the dividend 2 places to the right. The new equation is 225.4 ÷
2.

➢ The divisor 0.02 is not a whole number, so move the

decimal point 2 places to the rightmost end, the divisor
becomes 2, a whole number.
➢ Since we moved the decimal point of the divisor 2
places to the right, we would also move the decimal
point of the dividend 2 places to the right, making the
new dividend as 225.4.
➢ Divide the new dividend by the new divisor. 225.4 ÷ 2
➢ Divide as if you are dividing whole numbers.
➢ Decimal point goes up.

Fractions and decimals are used so much daily that we do not even realize
when we are utilizing them. Here are some examples of word problems
involving rational numbers.
3 9
Example 1. Father sold 98 kilograms of mangoes. If he harvested 102
5 10
kilograms of mangoes, how many kilograms of mangoes were not sold?
9 3
Solution: 102 kg - 98 kg
10 5
1029 986
= -
10 10
1029 − 986
=
10
43
=
10
3
=4
10
3
Therefore, 4 kilograms of mangoes were not sold.
10

10
 1
Example 2. Julie spent 3 hours doing her assignment. Ken did his
2
2
assignment for 1 times as many hours as Julie did. How many hours did
3
Ken spend doing his assignment?
1 2
Solution: 3 •1
2 3
7 5
= •
2 3
7•5
=
2•3
35
=
6
5
=5
6
5
Therefore, Ken spent 5 hours doing his assignment.
6
Example 3. Uncle Manuel needs small pieces of bamboo poles to be used
as posts in his backyard garden. He had a 20.7meter bamboo pole, if he
needs the small pieces to be 0.9 meter long, how many small pieces of
bamboo poles can he cut down from the bigger pole?

Solution: Move the divisor 0.9 one place to the right to make it a whole
number. Then move the dividend 1 place to the right. The new equation is
207 ÷ 9.

23
̅̅̅̅̅̅̅
9)207.
- 18
27
- 27
0
Therefore, Uncle Manuel cut down 23 pieces of smaller bamboo poles.

11
 Let Us Practice

A. Transform each rational number from fraction form into decimal form. The
first one is done for you.

15 1
1. = 7.5 4. = __________
2 3

9 7
2. = __________ 5. - = __________
100 9

15 2
3. 2 = __________ 6. -4 = __________
2 3

B. Transform each rational number from decimal form into fraction form. The
first one is done for you.

𝟏
1. 2.25 = 2 4. 0.0333… = __________
𝟒

2. 0.36 = __________ 5. 3.23 = __________

3. -0.03 = __________ 6. 4.5 = __________

Let Us Practice More

Pick Me! From the box below, pick the correct rational number to
complete each equation. The first one is done for you.

8 1 4 1 7
9 8 9 2 3

4 17
4.56 49.2 - 8.74
5 20

3 11
0 -3 - 8.2
20 24

12
 1 1 1 7 3
1. • = 9. ÷ = ___
2 4 8 10 10

6 3 13 9 1
2. + = 10. - = ___
5 5 5 10 20

4 4
3. ___ - = 11. 4.36 + 0.2 = ___
9 9

5 −3
4. + = ___ 12. 6.2 • ___ = - 18.6
6 8

4
5. • ___ = 0 13. ___ ÷ 12.3 = 4
5

3 1
6. • ___ = 14. 8.2 + ___ = 0
20 15

4 8
7. ÷ ___ = 15. 11.62 - ___ = 20.36
3 3

2 1 3
8. (5 • 2) • 4 = ___

Let Us Remember

Rational numbers are numbers that are written as ratios or quotient of

two integers in which the denominator is not equal to zero. It could be a whole
number, a fraction, or a decimal. A fraction form can be expressed into a
decimal form by dividing the numerator and the denominator. A decimal form
of a rational number can be terminating or repeating.

We use rational numbers every day in dealing with money, weight,

length, etc. Decimals and fractions are used in situations where more
precision is required than the whole numbers can provide. Fractions and
decimals are used so much daily that we do not even realize that we are
utilizing them. You may not realize it, but you deal with fractions and
decimals every day like when you prepare the ingredients for the food you are
about to cook, when you go to the market and run some errands, etc.

13
Fractions and decimals are not only found in Math class, but these are also
found everywhere around us; thus, it is necessary that we know how to do
the fundamental operations to get the exact values and measurements that
we need.

Let Us Assess

Multiple Choice. Choose the letter of the best answer.

1. What are rational numbers?

a. Numbers that can be written as a fraction
b. Numbers that never repeat and never end
c. Numbers which have radicals in them
d. Numbers which are only positive

2. Which part of the following types of number is NOT rational?

a. Pi c. Terminating Decimals
b. Repeating Decimals d. Mixed Fractions

3. What is the remainder if a fraction is converted to a decimal and resulted

into a terminating decimal?
a. added c. zero
b. less d. repeated

4. Which of the following is NOT correctly transformed to decimal form?

1 1 13 4
a. = 0.5 b. = 0.333… c. = 1.4 d. = 0.4999…
2 3 9 9

5. What is 0.8 in fraction form?

4 4 8 8
a. b. c. d.
3 5 100 1000

3 1
6. What is the sum of and ?
4 4
4 3 6
a. 1 b. c. d.
8 16 8

3 1
7. What numbers should be added to get ?
8 24
7 5 31 2
a. - b. - c. d.
24 12 72 33

14
 8. The product of two numbers is -18/5. If one of the numbers is 5, find the
other number.
7 5 31 2
a. - b. - c. d.
24 12 72 33

9. How many places to the right must you move the decimal point to divide
36.257 by 5.81?
a. 1 b. 2 c. 3 d. 0

10. What is 3.6 x 5.3?

a. 1908 b. 190.8 c. 19.08 d. 1.908

11. What is 4.5 – 6.75?

a. 11.25 b. 2.25 c. -11.25 d. -2.25

12. Choose the operation that would help you solve this problem. Hanna
bought 6.5 kg of guava. She gave each of her 4 friends equal weight of
guava. How many kilograms of guava did each of her friend get?
a. Addition c. Multiplication
b. Subtraction d. Division

13. Mary bought 60.8 grams of candies. She gave each of her 4 friends equal
weight of candies and gave the remaining candies to her sister. If she gave
each friend 10.02 grams of candies, how many grams of candies did her
sister receive?
a. 20.72 g b. 20.08 g c. 22.62 g d. 26.38 g

14. Choose the operation that would help you solve this problem. Hannah has
3 1
5 m of cloth. She needs only 4 m for her dress. How many meters of
4 2
cloth will be left?
a. Addition c. Multiplication
b. Subtraction d. Division

3 1
15. Hannah has 5 m of cloth. She needs only 4 m for her dress. How many
4 2
meters of cloth is left?
1 1 1 1
a. 14 m b. 10 m c. 1 m d. 9 m
4 4 4 4

15
 Let Us Enhance

Answer the following questions and justify your answer briefly.

6
1. Miguel is 1 m tall while Anton is 1.5 m tall. If both are equally good in
11
other aspects, and the taller guy will make it to the basketball team, who,
between Miguel and Anton, will join the team?

1 1
2. Francis was making cookies. He mixed 2 2 cups of flour, 1 cups of sugar
4
1
and cup of brown sugar together in a bowl. How many cups of ingredients
2
did he have altogether?

16
 Let Us Reflect

Using the three hashtags, explain what you have learned, where you
can apply what you learned, and what you want to know more about our topic
for this week.

1. #IlearnedSomethingToday
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. #ICanUseThis
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. #IWantToKnowMore
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

17
 18
Let Us Enhance
1. Miguel’s height is 1.54 m tall, while Anton is
1.5 m tall. Miguel is taller than Anton by
0.04m. Since Miguel is taller than Anton, he
will make it to the basketball team.
1
2. Francis has 4 cups of ingredients altogether.
4
Let Us Assess Let Us Practice More Let Us Practice
1. A 1 A.
1. 11. 4.56
8
2. A 4 1. 7.5
3. C 2. 12. -3 2. 0.09
5
4. D 8 3. 2.75
5. B 3. 13. 49.2 4. 0.333…
9
6. A 11 5. -0.777…
7. B 4. 14. -8.2 6. -4.666…
24
8. A 5. 0 15. -8.74
9. B 4 B.
6.
10. C 9 1
11. D 1 1. 2
7. 2
12. D 2 9
13. A 3 2.
8. 25
14. B 20 3
7 3. -
15. C 9. 100
3 1
17 4.
10. 30
20 33
5. 3
99
1
6. 4
2
Answer Key
 References

Gladys C. Nivera, Grade 7 Mathematics Patterns and Practicalities. Don

Bosco Press, 2014

Orlando A. Oronce and Marilyn O. Mendoza, Exploring Mathematics

Geometry. Rex Book Store, Inc., 2003

19
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

20
7
Mathematics
Quarter 1 – Module 5:
Roots of Rational and Irrational
Numbers
Mathematics – Grade 7
Quarter 4 – Module 3: Roots of Rational and Irrational Numbers
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
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Writer: Mark Laurence C. Aldepolla and Niño Lito R. Salvan
Editors: Alfred N. Tuan and Jessica B. Sarmiento
Reviewer: Jessica B. Sarmiento
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Layout Artist:
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Printed in the Philippines by Davao City Division Learning Resources Management

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Telefax: (082) 224 0100
E-mail Address: [email protected]
7

Mathematics
Quarter 1 – Module 5:

Rational and Irrational Numbers

Introductory Message

For the facilitator:

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own

learning. Take time to read, understand, and perform the different activities
in the module.

As you go through the different activities of this module be reminded of

the following:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module,

do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

ii
 Let Us Learn

At the end of this module, you should be able to (a) describe principal roots and tells whether
they are rational or irrational (M7NS-Ig-1); (b) determine between what two integers the square
root of a number is (M7NS-Ig-2); (c) estimate the square root of a whole number to the nearest
tenth and hundredth. (M7NS-Ig-3); and (d) plot irrational numbers (up to square roots)
on a number line.(M7NS-Ig-4), specifically you will be able to:

Let Us Try

Directions: Find out how much you already know about this module. Choose the letter of the
correct answer. Write your answer on a separate sheet of paper.
3
1. Which of the following is the principal root of √125
a. 25 c. -5
b. 15 d. 5
2. What is 42?
a. 8 because 4 + 4 = 8 c. 8 because (4)(2) = 8
b. 16 because (4)(4) = 16 d. 2 because 4 divided by 2 = 2

3. What are the two square roots of 64?

a. +8 and -8 c. +16 and -16
b. +16 and -4 d. -16 and +4

4. Between what two numbers does the square root of 28 fall?

a. 4 and 5 c. 3 and 4
b. 5 and 6 d. 6 and 7
5. What is the principal square root of 144?
a. 12 c. 14
b. 13 d. 15
6. Estimate the square root of 108 to the nearest tenth.
a. 10.9 c.10.4
b. 11 d. 10
7. Joey has a square bedroom with an area of 121 square feet. What is the side length of a wall
in his room?
a. 10.9 c.10.4
b. 11 d. 10
8. Approximate √230 to the nearest hundredth.
a. 11.57 c.17.15
b. 15.17 d. 17.11

9. Which statement is true?

a. √18 is between 5 and 6
b. √36 is greater than 6
c. √11 is between 3 and 4
d. √10 is less than 3

3
10. Which of the following graphs best describes the location of √31 ?
a.

1 2 3 4 5 6 7 8 9 10 11

b.
1 2 3 4 5 6 7 8 9 10 11
c.

1 2 3 4 5 6 7 8 9 10 11

d.
1 2 3 4 5 6 7 8 9 10 11

Let Us Study
LESSON 1: Describing Principal Roots and telling whether they are Rational
or Irrational

Questions to Ponder:

1. Can you tell the time?________

2. What time is shown in the clock?_____
𝟑
3.What do you get when you take √𝟏?
𝟒
√𝟒? √𝟗 ? √𝟏𝟔?______________________

4. How will you describe the result? _______________

5. How would you describe the numbers in the clock?____
6. Using a calculator can you take the value of √𝟏𝟏𝟔 ?______
What value could you get?__________

In this lesson, you will learn how to determine the square, cube roots and nth roots of a
given number and be able to describe whether the principal root is rational or irrational number
by adhering to its properties.

PARTS OF RADICALS

Taking the square root or any root of a certain number is the same as doing the reverse
operation of squaring, cubing, or multiplying the number to itself by how many times it is used as
a factor. For example, both 5 and -5 are square roots of 25 since (5)2 = (5)(5) = 25 and

4
(−5)2 =(-5)(-5) = 25. Integers such as 1, 4, 9, 16, 25 and 36 are called perfect squares since they
are products of two identical numbers.

Recall:
Rational numbers are numbers that can be expressed as a quotient of two integers such
4
that the denominator is not equal to zero. 0.25, and 10.89 are also perfect squares since
49
2 2 4
(0.5)(0.5) = 0.25, ( )( ) = , and (3.3)(3.3) = 10.89 are product of two identical numbers.
7 7 49

Irrational numbers are any numbers that cannot be expressed as a quotient of two
integers. In decimal form, irrational numbers are non-repeating and non-terminating.

5
For example: 2.5 is rational because it can be written as the ratio of . 9 is rational because it can
2
9
be written as the ratio of and 0.777… (7 is repeating) is also rational, because it can be written
1
777
as . On the other hand, √2 or 1.414213562… is irrational since its decimal form is non-
1000
terminating (infinite) and non-repeating.

Determining the Principal nth Roots

𝑛
√𝑎 is read as “nth root of one a number a”. This means that we have to find a number that if
multiplied to itself nth times will give us a product equal to our radicand.

For Example:

3
√64 read as “cube root of sixty- four”. We have to find a number that if multiplied to itself
three times will give us a product of 64, so by multiplication, we have (4)(4)(4) = 64, therefore the
principal root of the given is 4.

4
√81 read as “fourth root of eighty- one”. We have to find a number that if multiplied to itself
four times will give us a product of 81, so by multiplication, we have (3)(3)(3)(3) = 81, therefore the
principal root of the given is 3.

√100 read as “square root of one hundred”. We have to find a number that if multiplied to
itself two times will give us a product of 100, so by multiplication, we have (10)(10) = 100, therefore
the principal root of the given is 10.

The three given examples have a positive radicand. You may argue that it has negative roots
as well. But since we are only determining the principal root so we only consider its positive roots.

All positive real numbers have two square roots, one positive square root, and one negative
square root. The positive square root is referred to as the principal square root.

42 = (4)(4) = 16
(-4)2 = (-4)(-4) = 16

Notice that the product is just the same.

5
 3
√−8 read as “cube root of negative 8”. We have to find a number that if multiplied to itself
three times will give us a product of -8, so by multiplication we have (-2)(-2)(-2) = -8. Therefore,
the principal root of the given is -2.

4
√−256 read as “fourth root of negative 256”. We have to find a number that if multiplied to itself
four times will give us a product of -256, so by multiplication we have (-4)(-4)(-4)(-4) = 256 or
(4)(4)(4)(4) = 256. Notice that the resulting answer is always positive. Therefore, the principal root
of a negative number whose index is even is not defined.

In Summary: The principal nth root of a positive number is the positive nth root. The principal nth root
of a negative number is the negative nth root, given that n is odd. If n is even and the radicand is
negative, the principal nth root is not defined.

Classifying Principal nth Roots as Rational

or Irrational Numbers

To determine whether a principal root is a rational or irrational number, determine if the

radicand is a perfect nth power or not. If it is, then the root is rational, if NOT it is irrational.

Find the principal roots of the following numbers and identify further whether the principal
root is rational or irrational.

1. √36 Notice that there is NO index. If this is the case, the one being asked is the square
root of the radicand.

Solution:
We want to find a number whose square is 36. 62 = (6)(6) = 36 therefore, the square root of
36 is 6.
The principal root of a number is Rational, since the radicand is a perfect nth power.

𝟑
𝟐. √𝟐𝟐𝟓

Solution:
We want to find a number whose cube is 225. 15 is the square root of 225 since (15)(15) =
225, but since the cube root is being asked, we try (5)(5)(5) which is eventually not equal to 225,
therefore 225 is not a perfect cube. The radicand is NOT a perfect n th power, so the principal root
of the given is irrational.

3. √𝟎. 𝟎𝟒

Solution:
We want to find a number whose square is 0.04. We notice that (0.2)(0.2) = 0.04. Since the
radicand is a perfect nth power, then the principal root of the given, which is 0.2, is rational.

6
 𝟒
4. √𝟔𝟐𝟓

Solution:
We want to find a number that when raise to the power of 4 will result to 625. Since
(4)(4)(4)(4) = 625, so the radicand is a perfect n th power. It follows that the principal root of the
given, which is 4, is rational.

LESSON 2: Determining between what two integers the square root of a number is

Activity: Observe the given Examples and answer the guide questions that follow it

1.) √30 The square root of 30 is between 5 and 6.

2.) √300 The square root of 300 is between 17 and 18.
3. ) √19 The square root of 19 is between 4 and 5.

Guide Questions:
1. Are the √𝟑𝟎, √𝟑𝟎𝟎, and √𝟏𝟗 perfect squares?
2. Are the principal square roots of 30, 300, and 19 rational? Explain your answer.
3. How are we going to determine between what two integers the square root of a number is?

Answers to the Guide Questions:

1. √30 , √300 , and √19 are not perfect squares.
2. The principal square roots of 30, 300 and 19 are irrational, since they are radicands which
are not perfect nth power.
3. (Refer to the discussion below.)

If a principal root is irrational, the best you can do is to give an estimate of its value.
Estimating is very important for all principal roots that are not roots of perfect nth powers. To
determine between what two integers the square root of a number is, simply take note of
the closest perfect squares before and after the given radicand.

Examples:
1. ) √30
25 is a perfect integer square and 5 is its principal square root, since (5)(5) = 25. 36 is the next
perfect integer square and 6 is its principal square root, since (6)(6) = 36. Therefore, √30 is between
5 and 6.

2.) √300

289 is a perfect integer square and 17 is its principal square root, since (17)(17) = 289. 324 is the
next perfect integer square and 18 is its principal square root, since (18)(18) = 324. Therefore,
√300 is between 17 and 18.

3.) √19

16 is a perfect square and 4 is its principal square root, since (4)(4) = 16. 25 is the next perfect square
and 5 is its principal square root, since (5)(5) = 25.Therefore, √19 is between 4 and 5.

7
4.) √70

64 is a perfect integer cube and 8 is its principal square root since (8)(8) = 64. 81 is the next perfect
integer square and 9 is its principal square root since (9)(9) = 81. Therefore, √70 is between 8 and 9.

LESSON 3: Estimating the square root of a number to the nearest hundredth

Activity. Using calculator determine the equivalent square root of the following by matching
column A to column B.
A B
1.) √21 6.86
2.) √90 8.54
3.) √47 4.58
4.) √77 12.33
5.) √73 9.49
8.77
Guide Questions:
1. Is it possible to estimate the square root of an irrational number without using a
calculator?
2. Without using a calculator, how are you going to estimate the square root of a given
number to the nearest hundredth?

Estimate the square root of the given number to its nearest hundredth

1.) √47

Determine between what two consecutive integers does the

STEP 1
square root of the given number lies.

36 is a perfect integer square nearest to √47 and 6 is its

principal square root, since (6)(6) = 36

49 is a perfect integer square nearest to √47 and 7 is its

principal square root, since (7)(7) = 49

Therefore, √47 is between 6 and 7. It follows that our whole number part of the final answer is 6.

8
 To Illustrate further we have
Given Principal
Roots
√𝟏𝟔 4 √𝟒𝟕 is between √𝟑𝟔 and
√𝟐𝟓 5 √𝟒𝟗 whose principal
√𝟑𝟔 6 square roots are 6 and
√𝟒𝟕 7, respectively.
√𝟒𝟗 7
√𝟔𝟒 8

Estimate the decimal part (tenths place) of the square

STEP 2
root of the given number by squaring each possible answer.
Consider the two answers closest to the value of the given
number.

By Estimation: We can try

(6.1) 2 = 6.1 X 6.1 = 37.21 which is too far, we can move to:

.
. √𝟒𝟕 is between(𝟔. 𝟖)𝟐 and(𝟔. 𝟗)𝟐,
. we have to find its hundredths
(6.8) 2 = 6.8 X 6.8 = 46.24 place, therefore we have to try
(6.9) 2 = 6.9 X 6.9 = 47.61 values such as {6.81, 6.82,
6.83… up to 6.89}

Continue the estimation up to the hundredths place,

taking into consideration the decimal value in the tenths
place derived from step 2. Square each possible answer.
STEP 3 Consider the answer closest to the radicand of the given
problem.

Continue the estimation to the hundredths place: We can try:

(6.81)2 = 46.3761, which is too far, thus we can try

(6.83)2 = 46.6489, which is also not close enough,
.
.
We have to choose which of these two,
(6.85)2 = 46.9225
that if multiplied to itself, would give
(6.86)2 = 47.0596
a product closer to 47

Since 47 is closer to 47.0596, by estimation, √𝟒𝟕 is approximately equal to 6.86.

9
2.) √77
Determine between what two consecutive integers
STEP 1 does the square root of the given number lies.

64 is a perfect integer square nearest to √77 and 8 is its

principal square root. since 8 X 8 = 64

81 is a perfect integer square nearest to √77 and 9 is its

principal square root. since 9 X 9 = 81

Therefore, √77 is between 8 and 9. It follows that our whole number part of the final answer is 8.

To Illustrate further we have

Given Principal
Roots
√𝟑𝟔 6
√𝟒𝟗 7 √𝟕𝟕 is between √𝟔𝟒 and
√𝟔𝟒 8 √𝟖𝟏 whose principal square
√𝟕𝟕
√𝟖𝟏 9 roots are 8 and 9, respectively.
√𝟏𝟎𝟎 10

Estimate the decimal part (tenths place) of the square

STEP 2 root of the given number by squaring each possible answer.
Consider the two answers closest to the value of the given
number.

By Estimation: We can try

(8.5) 2 = 8.5 X 8.5 = 72.25 which is too far, we can move to:
(8.7) 2 = 8.7 X 8.7 = 75.69
(8.8) 2 = 6.9 X 6.9 = 77.44 √𝟕𝟕 is between(𝟖. 𝟕)𝟐 and(𝟖. 𝟖)𝟐,
we have to find its hundredths
place, therefore we have to try
values such as {8.71, 8.72,
8.73,… up to 8.79}

Continue the estimation up to the hundredths place,

STEP 3 taking into consideration the decimal value in the tenths place
derived from step 2. Square each possible answer. Consider
the answer closest to the radicand of the given problem.

Continue the estimation to the hundredths place: We can try:

(8.75)2 = 76.5625, which is also too far, thus we can try

(8.76)2 = 76.7376, which is also not close enough,
(8.77)2 = 76.9129
We have to choose which of these
(8.78)2 = 77.0884 two that if multiplied to itself
would give a product closer to 77

10
 Since 77 is closer to 76.9129, by estimation, √𝟕𝟕 is approximately equal to 8.77.

Word Problems Involving Estimating square roots to the nearest hundredths place

In most cases, real life problems involving estimation of square root can be found in
geometric problems involving problems such as area of a square. As we all know that area of
square = side x side, thus, in order to find each side given the area, we are going to use
side = √𝒂𝒓𝒆𝒂 𝒐𝒇 𝒔𝒒𝒖𝒂𝒓𝒆 𝒊𝒏 𝒖𝒏𝒊𝒕𝒔

Illustrative example

A square backyard has an area of 152 square feet. What is the side length of the
backyard to its nearest hundredth?

Solution: To solve the problem we need to get the square root of the area by using the formula:
side = √𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑞𝑢𝑎𝑟𝑒 𝑖𝑛 𝑢𝑛𝑖𝑡𝑠. 144 is a perfect integer square nearest to √152 and 12
is its principal square root.169 is a perfect integer square nearest to √𝟏𝟓𝟐 and 13 is its
principal square root. Therefore, √152 is between 12 and 13.

By Estimation: We can try

(12.1) 2 = 12.1 X 12.1 = 146.41 which is too far, we can move to:
(12.3) 2 = 12.3 X 12.3 = 151.29
(12.4) 2 = 12.4 X 12.4 = 153.76 √𝟏𝟓𝟐 is between(𝟏𝟐. 𝟑)𝟐 and(𝟏𝟐. 𝟒)𝟐 ,
we have to find its hundredths
place, therefore we have to try
values such as {12.31, 12.32,
12.33,… up to 12.39}.

Continue the estimation to the hundredths place: We can try:

(12.31)2 = 151.5361, which is also too far, thus we can try

(12.32)2 = 151.7824, which is also not close enough,
(12.33)2 = 152.0289 We have to choose which of these
(12.34)2 = 152.2756 two that if multiplied to itself
would give a product closer to 152.

Since 152 is closer to 152.0289 than in 152.2756, therefore, by estimation √152 is

approximately equal to 12.33 feet.

11
 LESSON 4 Plotting Irrational Numbers on a number line

(Clouds of thoughts) Observe the given example and answer the questions that follow based on
what you have observed:

√𝟕 √𝟏𝟓

√𝟒 √𝟗 √𝟗 √𝟏𝟔

2 𝟑 3 𝟒

𝟐. 𝟔𝟓 𝟑. 𝟖𝟕

√𝟑𝟕 √𝟓𝟓

√𝟑𝟔 √𝟒𝟗 √𝟒𝟗 √𝟔𝟒

6 𝟕 7 𝟖

𝟔. 𝟎𝟖 𝟕. 𝟒2

Thoughts to Ponder:
1.) Are the given numbers perfect square? Why or Why not?
2.) How would you describe their roots?
3.) How can we plot irrational numbers on a number line?

12
 In this lesson we will be plotting irrational numbers (up to square roots) on a number
line. It is very important that we have a general background on the following concepts that
have been discussed previously:

(a) Identifying between what two numbers the square root of an irrational number lies.
(b) Estimating square roots of an irrational number to its nearest tenths and hundredths
place.

A number line can be defined as a horizontal straight line with numbers placed at
equal intervals or segments along its length. A number line can be extended infinitely in
opposite directions.

We must bear in mind that irrational numbers when written in decimal form, they are
non-repeating and non-terminating. These decimals when plotted on a number line are
located between two integers.

Steps in Plotting Irrational Numbers on a Number Line

1. Determine between which two perfect square integers the given irrational number lies.
2. Get the principal square roots of these two perfect square integers.
3. Plot the irrational number between these principal roots. Its distance from these roots
will vary depending on which perfect square it is closer to.

Example 1. Locate and plot √𝟓 on a number line.

Solution: √5 is between the perfect squares 4 and 9. Getting the principal square roots
of 4 and 9, we have √4 = 2 and √9 = 3. Therefore, √5 is located between 2 and 3. Since,
numerically, √5 is closer to √4 than it is to √9, so √5 will be plotted closer to 2.
As a starter, it would be convenient to place the perfect square integers above its
corresponding principal roots.

The plotting that we are doing is just an estimation of the location of the given irrational
number. But we are making sure that we arrive with the closest possible answer. Using our
previous knowledge √5 is approximately equal to 2.24 and looking at our answer, we can
verify that it is correct.

13
Example 2. Locate and plot √𝟏𝟗 on a number line.

Solution: √19 is between the perfect squares 16 and 25. Getting the principal square roots
of 16 and 25, we have √16 = 4 and √25 = 5. Therefore, √19 is located between 4 and 5. Since,
numerically, √19 is closer to √16 than it is to √25, so √19 will be plotted closer to 4.

Example 3. Locate and plot √𝟒𝟑 on a number line.

Solution: √43 is between the perfect squares 36 and 49. Getting the principal square roots
of 36 and 49, we have √36 = 6 and √49 = 7. Therefore, √43 is located between 6 and 7. Since,
numerically, √43 is almost halfway the same distance from √36 and √49, so √43 will be plotted
almost halfway of 6 and 7.

Example 4. Locate and plot √𝟗𝟎 on a number line.

Solution: √90 is between the perfect squares 81 and 100. Getting the principal square roots
of 81 and 100, we have √81 = 9 and √100 = 10. Therefore √90 is located between 9 and 10.
Since, numerically, √90 is almost halfway the same distance from √81 and √100, so √90 will
be plotted almost halfway 9 and 10.

Let Us Practice

I. Tell my short and long hand: Write the equivalent principal root of the number pointed
by the shorthand of the clock on the first box and the equivalent principal root of the
number pointed by the long hand on the second box.

3.

4.

14
II. Identify the following perfect square in Column A and its principal square root in
Column B.
Column A Column B

16 5

25 8

49 7

64 9

81 4

III.

Let Us Practice More

ACTIVITY 1: “Who am I?” I was born on December 26,1791. My greatest contribution is

the computer that you are enjoying nowadays. I am known as the “Father of Computer,
“Who am I?”

Instructions: Find the name of the person being described in the story by answering the
activity below. Write the letter of your answer on the space provided before each number
according to how each item is being asked.

𝐀. 𝟔. 𝟕𝟏 H. 4.8 A. 3.9 R. 9.6

𝐂. 3.6 L. 3.32 B. 7.4 B. 8.49

𝐁. 𝟒. 𝟏𝟐 A. 6.63 G. 6.24

𝐒. 5.57 E. 4.7 E. 9.1

15
 . Estimate the square of the following to is nearest…

______ 1.) √13 tenths ______8.) √17 hundredths

______ 2.) √23 tenths ______9.) √44 hundredths

______ 3.) √45 hundredths _____10.) √55 tenths

______ 4.) √92 tenths _____11.) √72 hundredths

______ 5.) √11 hundredths _____12.) √15 tenths

______ 6.) √22 tenths _____ 13.) √39 hundredths

______ 7.) √31 hundredths _____14.) √83 tenths

____________________________
15.) “WHO AM I?”

Activity II. From the box below, pick the correct pair of integers that defines between what
two integers the given square root of a number lies by writing the letter of your answer on
the space provided before each number. To answer the phrase: “What must be done
frequently to keep oneself clean and prevent from catching infectious diseases?”

16
 Let Us Remember

Taking the square root or any root of a certain number is the same as doing the reverse
operation of squaring, cubing, or multiplying the number to itself by how many times it is
n
used as a factor. In √a = read as “nth root of a number”, we have to find a number that if
multiplied to itself nth times will give us a product equal to our radicand.

The principal nth root of a positive number is the positive nth root. The principal nth root
of a negative number is the negative nth root, given that n is odd. If n is even and the radicand
is negative, the principal nth root is not defined.

To determine whether a principal root is a rational or irrational number, determine if the

radicand is a perfect nth power or not. If it is, then the root is rational, if NOT it is irrational.

To determine between what two integers the square root of a number is, simply take note
of the closest perfect squares before and after the given radicand.

In estimating for square root of an irrational number to its hundredths place we use
continuous multiplication and checking which square of a number gives a product nearest
to the given radicand.

We must bear in mind that square root of irrational numbers are decimals in form, which
are non-repeating and non-terminating. These decimals when plotted on a number line are
located between two integers. In plotting irrational numbers on a number line, we simply
follow the steps: (1) determine between which two perfect square integers the given irrational
number lies; (2) get the principal square roots of these two perfect square integers; and (3)
plot the irrational number between these principal roots. Its distance from these roots will
vary depending on which perfect square it is closer to.

Let Us Assess

Directions: Choose the letter of the correct answer. Write your answer on the separate sheet
of paper.

1. What are the two square roots of 121 and which is the Principal root?
a. Square Roots are +11 and -11, The Principal Root is +11
b. Square Roots are +11 and -12, The Principal Root is +12
c. Square Roots are +11 and -11, The Principal Root is -11
d. Square Roots are +11 and -12, The Principal Root is -12
2. Which number is rational?
a. 2/3 c. √5
b. 0.12131415… d. 3.14159265…
3. Which of the following has an irrational principal root?
𝟓 𝟑
a. √−𝟏𝟎𝟐𝟒 c. √𝟑𝟒𝟑
𝟒 𝟑
b. √−𝟏𝟐𝟗𝟔 d. √𝟖𝟏

17
4. Which of the following numbers is not a perfect square?
a. 36 c. 121
b. 46 d. 144
𝟑
5. Which of the following is the principal root of √−𝟐𝟏𝟔?
a. -3 c. -6
b. -4 d. 6
𝟒
6. Which of the following is the principal root of √−𝟏𝟐𝟗𝟔?
a. -6 c. 36
b. 6 d. not defined
7. The square root of 19 falls between what two consecutive integers?
a. 5 and 6 c. 3 and 4
b. 4 and 5 d. 6 and 7

8. What is the square root of 1?

a. 1 and -1 c. 3 and -3
b. 2 and -2 d. 4 and -4

9. Which number has a square root that is between 5 and 6?

a. 28 c. 48
b. 36 d. 81

10. The square root of 99 falls between which two consecutive integers?
a. 7 and 8 c. 8 and 9
b. 10 and 11 d. 9 and 10

11. Which number has a square root that is between 8 and 9?

a. 58 c. 68
b. 62 d. 82

12. A square box has a bottom with the area of 78 inches squared. What is the side length of the
box to its nearest tenths?
a. 6.8 c. 8.8
b. 7.8 d. 9.8

13. A tent was advertised in the newspaper as having an enclosed square area of 168 square ft.
What is the approximate length of the sides of the square? Round your answer to the nearest
hundredth foot.
a. 12.21 c. 12.44
b. 12.32 d. 12.96

14. What is the square of 14?

a. 4.37 c. 144
b. 3.7 d. 196

15. Estimate the square root of 18 to the nearest tenth.

a. 4 c. 4.8
b. 4.2 d. 5
16. Round √7 to its nearest hundredths
a. 2.57 c. 2.75
b. 2.65 d. 2.82
17. You want to sew a fringe on a square tablecloth with an area of 500 square inches. Calculate
the length of each side of the tablecloth to the nearest hundredth of an inch.
a. 22.36in c. 36.22in
b. 23.63in d. 33.23in
18
18. Between what two consecutive integers does √39 lies?
a. 6 and 7 c. 8 and 9
b. 5 and 6 d. 7 and 8

For Items (19 to 25). Refer to the given number line below and write the letter on the space
provided before each number the estimated location of the following irrational numbers.

E A G D C B F

1 2 3 4 5 6 7 8 9 10 11

________ 19.) √15 _________23.) √22

_________20.) √50 _________24.) √99

_________21.) √8 _________25.) √110

_________22.) √32

Let Us Enhance

Determine the location of the given irrational numbers on the number line. Take note of
the corresponding letter of your answer and use it to answer the question:

“What do students need to do in order to succeed in his/her studies?”

Example: 1.√𝟏𝟓 J

1. √𝟑𝟐 ____________ 6. √𝟏𝟏𝟓 ____________

2. √𝟒𝟓 ____________ 7. √𝟏𝟑𝟑 ____________
3. √𝟗𝟓 ____________ 8. √𝟑 ____________
4. √𝟕𝟑 ____________ 9. √𝟐𝟎𝟎 ____________
5. √𝟏𝟓𝟎 ____________ 10. ___________________________________
Hidden Message

19
 Let Us Reflect

Write a 3-2-1 chart based on the lesson on roots of rational and irrational numbers.

20
 21
Let us Practice More
Let Us Assess Let Us Enhance II
1. H
1. a 11. c 21. e 1. S 2. A
2. a 12. c 22. d 2. T 3. N
3. d 13. d 23. g 3. U 4. D
4. b 14. b 24. b 4. D 5. W
5. c 15. b 25. f 5. Y 6. A
6. a 16. b 6. H 7. S
7. b 17. a 7. A 8. H
8. a 18. a 8. R 9. I
9. a 19. a 9. D 10.N
10.d 20. c 10. Study Hard 11.G
12.Handwashing
Let Us Practice.
Let Us Practice More Let Us Practice. II
III
I
1. Rational 100
1.C 8. B 2. Irrational
2. H 9. A 3. Irrational
3. A 10. B 4. Irrational
4. R 11. B 5. Rational 3
5. L 12. A
6. E 13. G
7. S 14. E
Let Us Try
15. Charles Babbage 1. d
2. b
Let Us Study: Lesson 3 3. a
Let Us Practice. 4. b
I 5. a
1. 10 3 6. c
2. 11 5 7. b
3. 1 7 8. b
4. 2 11 9. c
10.c
Answer key to Activities
 References

Orlando A. Oronce and Marilyn O. Mendoza, K to 12 e-Math Teachers Guide, Manila: Rex
Bookstore, Inc., 2015

Gina Guerra and Catherine P. Vistro-Yu, Grade 7 Teaching Guide, retrieved June 25, 2020,
from https://cejerl.files.wordpress.com/2012/06/roots-and-irrationals-final-tg.pdf
The world of Math Online, (n.d.). retrieved June 27, 2020, from
https://www.google.com/imgres?imgurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.onlinemathlearning
.com%2Fimage-files%2Fxinteger-number-

22
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

7
Mathematics
Quarter 1 – Module 6:
The World of Real Numbers
Mathematics – Grade 7
Quarter 1 – Module 6: The World of Real Numbers
First Edition, 2020

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the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion

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Writer: Jayson P. Dela Baryo
Editors: Alfred Tuan and Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
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Printed in the Philippines by _________________________

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 1 – Module 6:
The World of Real Numbers
Introductory Message

For the facilitator:

As a facilitator, you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

ii
 Let Us Learn

At the end of this module, you should be able to illustrates the different subsets
of real numbers and arrange real numbers in increasing or decreasing order and on
a number line (M7NS-Ih-1). Specifically, you will:

1. describe and illustrate the different subsets of real number;

2. apply different procedures on the different subsets of real numbers; and
3. arrange real numbers in increasing or decreasing order and on a number line

Let Us Try

Activity 1: Get the correct word for each definition below by arranging the rumbled
letters.

1. It is a collection of objects called elements. (TSE) ____________

2. It is often called as counting numbers. (UTANLAR SRENMBU)

___________________
3. It is composed of the counting numbers and zero. (LEOWH SRENMBU)
__________________
4. It is composed of the set of whole numbers and the negative of counting
numbers, for example -3,-2,-1,0,1,2, and 3. (GERENIGTS) __________________

5. A set whose elements are contained within another set. (TESSUB)

_______________

6. Any number that can be written as a fraction with an integer in its

numerator and a nonzero integer in its denominator. (TIOARLAN SRENMBU)
________________

7. A number that cannot be expressed as a ratio of two integers. (IRTIOARLAN

SRENMBU) ___________________

8. Any number that is either rational or irrational. (LAER SRENMBU)

____________________

Guide Questions:

1. Which among these terms are you familiar with?

2. What are the subsets of real numbers?
3. Can you cite examples of numbers that belong to each subset? What are those
numbers?

3
Activity 2: Read and understand the story and answer the questions that follow it.

The Story of a Wise Farmer and His Sons

One afternoon, the farmer, together with his sons, is having fun harvesting
mangoes planted on their field. Meanwhile, the wise man got an idea how to make
their work faster. He made a challenge to his young sons to have a race in harvesting
mangoes and promised to reward whoever among them got the greatest. His sons
accepted the challenge and immediately run for a start. After an hour, the old man
called his sons and asks them to bring out their individual harvest. The youngest
3 1 1
son got sack of mango, the eldest got 1 sack of mango, and the middle son got 1
4 4 2
sack of mango.
Guide Questions:

1. Who do you think among them got the smallest harvest?

2. Who among the three sons do you think will be rewarded?
3. Can you arrange their harvests from least to greatest or vice versa? What specific
method or technique will you use?

Let Us Study

The Hierarchy Chart of the Set of Real Numbers shows the relationship of the
different types of numbers. Its subsets include rational numbers and irrational
numbers. Under rational numbers are integers, whole numbers and counting
numbers (natural numbers).

The following are the terms that you have to remember:

1. Real numbers –are the union of rational and irrational numbers.

2. Rational numbers – are numbers that can be expressed as a quotient of two
integers a and b, written as . The integer a is the numerator while the integer b,
which cannot be 0 is the denominator. This set includes fractions and repeating or
terminating decimal numbers.
Example: -1, ¼ , 2/5, and

4
 3. Irrational numbers - are numbers that cannot be expressed as a ratio of two
integers. This set may be represented by a decimal that neither repeats nor
terminates.
Example: , 9.94 98743…, and

4. Integers - are the union of the set of whole numbers and the negative of counting
numbers.
Example: …, -2, -1, 0, 1, 2, 3, 4, …

5. Whole numbers – are numbers consisting of the set of natural numbers and zero.
Example: 0, 1, 2, 3, 4, …

6. Natural numbers/Counting numbers – these are numbers that we use in

counting things.
Example: 1, 2, 3, 4, 5, …

To further explain the relationship among the subsets of real numbers, a Venn
Diagram is shown below.

Comparing Two Rational Numbers

On the other hand, there are some instances that we need to arrange the real number in
ascending order or in descending order. Here are the methods and things to remember that can
be used to do so.

a. When the denominators are the same, the fraction with the bigger numerator has a
greater value.

Solution: Since the given rational numbers have

Example:
1
or
3
? the same denominators or are similar fractions,
4 4 then we can directly compare them through their
3 1
numerators. Thus, > .
4 4

5
b. When the numerators are the same, the fraction with smaller denominator has a
greater value.

7 7 Solution: Since the given fractions have the

Example: or ? same numerators, then the smaller
4 3
7 7
denominator is greater in value. Thus < .
4 3

c. When neither the numerator nor denominator are the same, there are two ways you
may use:

1. Find the LCD to make the fractions similar

Solution: Find the Least Common Denominator to

4 6
Example: make the denominators the same. and
5 7

• The LCD of 5 and 7 is 35. The number to be

multiplied to 5 to make it 35 must also be
multiplied to 4. In like manner, the number to be
multiplied to 7 to make it 35, must also be
multiplied to 6.

4 ×7 28 6 ×5 30
• = and =
5 ×7 35 7 ×5 35

4 6 28 30
• Therefore, < since < .
5 7 35 35

2. Comparison property for rational numbers

RULE: For all integers a and b and all positive integers c and d:
𝑎 𝑏
1. > if and only if ad > bc.
𝑐 𝑑
𝑎 𝑏
2. < if and only if ad < bc.
𝑐 𝑑

6
Arranging Real Numbers on the Number Line

A number line can be used to arrange real numbers in ascending order and through
it you can visualize its placement. On a number line if a real number lies on the right of
another number, then it is greater than the other real number. However, if a real number
lies on the left of another real number, then it is less than the other real number.
3 1
Example: How can we arrange the following real numbers , 2.1, 4 , -3 in an
4 2
ascending order?

As what you can observe on the illustration above, by only plotting the given real
numbers on the number line we are able to arrange them from least to greatest in value or
in ascending order. The -3 is found on the left most part of the number line which indicates
1
that it is the least among the given real numbers. On the other hand, 4 is observed on the
2
right most part of the number line which means that it is the greatest among the real
numbers given. Thus, we can arrange the given rational numbers into this particular order:
3 1
-3, , 2.1, and 4 .
4 2

Let Us Practice

I. List the numbers in the set {-10, 8, ½, √49, 9.5, √3, 4, 5.6, √25, ¾ , -3,
2.7182818…} that are:

1. Natural numbers (counting numbers) _____________________

2. Whole numbers (counting numbers including 0) _____________________
3. Positive integers _____________________
4. Negative integers _____________________
5. Integers (positive, negative and zero) _____________________
6. Rational Numbers _____________________
7. Irrational Number _____________________
8. Real number (either rational or irrational) _____________________

II. Arrange the numbers in each box below from least to greatest and drag
along the corresponding letters. What message is revealed?

1. 1st word
1 -8 4 12 16 -3 5 3
N C T N T O A S

7
2. 2nd word

-5 6 1 20 0 4 -18 7
5 5
R I C E A T P C

3. 3rd word
3 7 8 2 6
4 9 9 3
A K E M S

4. 4th word
3 8 -20 -12 5 7 -19
7 9 7 9
F T P R E C E

Message: ____________________________________________________________

Let Us Practice More

I. Place a tick (/) mark to the subset of real numbers to where each number
belongs.

Natural Whole Integer Rational Irrational

number number
1.) -20
2.) 9/10

3.)
4.) 17.8

5.)

8
 II. Arrange the following real numbers in ascending order by plotting each
point on a number line.

Let Us Remember

The following are the terms that you have to remember:

1. Real numbers –are the union of rational and irrational numbers.

2. Rational numbers – are numbers that can be expressed as a quotient of two
integers a and b, written as . The integer a is the numerator while the integer b,
which cannot be 0 is the denominator. This set includes fractions and repeating or
terminating decimal numbers.
Example: -1, ¼ , 2/5, and

3. Irrational numbers - are numbers that cannot be expressed as a ratio of two

integers. This set may be represented by a decimal that neither repeats nor
terminates.
Example: , 9.94 98743…, and

4. Integers - are the union of the set of whole numbers and the negative of counting
numbers.
Example: …, -2, -1, 0, 1, 2, 3, 4, …

5. Whole numbers – are numbers consisting of the set of natural numbers and zero.
Example: 0, 1, 2, 3, 4, …

6. Natural numbers/Counting numbers – these are numbers that we use in

counting things.
Example: 1, 2, 3, 4, 5, …

Arranging Real Numbers without a Number Line

a. When the denominators are the same, the fraction with the bigger numerator has a
greater value.

b. When the numerators are the same, the fraction with smaller denominator has a greater
value.

c. When neither the numerator nor denominator are the same, there are two ways you may
use:
1. Find the LCD to make the fractions similar
2. Comparison property for rational numbers

9
 RULE: For all integers a and b and all positive integers c and d:
𝑎 𝑏
3. > if and only if ad > bc.
𝑐 𝑑
𝑎 𝑏
4. < if and only if ad < bc.
𝑐 𝑑

Let Us Assess

Directions: Choose the letter of the correct answer. Write your answer on the
separate sheet of paper.

1. Which subset of real numbers does 6/7 belongs?

a. natural numbers c. rational numbers
b. integers d. whole numbers

2. Which subset of real numbers does 10.76 belongs?

a. irrational numbers c. whole numbers
b. rational numbers d. integer

3. What is the result of the union of the set of rational and irrational numbers?
a. integers c. counting numbers
b. real numbers d. fractions

4. Which subset of real numbers does 54 belongs?

a. negative integers c. whole numbers
b. irrational numbers d. decimals

5. Which among the following numbers belong to both the set of whole numbers
and integers?
a. -21 c. 0
b. -14 d. 7.5

6. Which subset of real numbers does belongs?

a. irrational numbers c. rational numbers
b. negative integers d. fractions

7. Which subset of real numbers does belongs?

a. positive integers c. irrational numbers
b. negative integers d. decimals

8. Which of the following numbers belong to the subset of negative integers?

a. – ½ c. -18
b. – ¾ d. -3.4

9. Carlos stands 167 cm tall, in which subset of real numbers does his height
belongs to?
a. natural numbers c. negative integers
b. irrational numbers d. decimals

10
10. Jessica divides equally the circular pizza to her four siblings. What type of
number does a single slice represents?
a. integers c. rational numbers
b. irrational numbers d. whole numbers

11. If you will arrange in ascending order the following numbers which comes 1 st?
a. -714 c. -1269
b. 615 d. -25176

12. If you will arrange in descending order the following numbers which comes 3 rd?
a. -714 c. -1269
b. 615 d. -25176

13. If you will arrange in ascending order the following numbers which comes 2 nd?
a. -714 c. -1269
b. 615 d. -25176

3
14. Which point best represent 1 on a number line?
4

a. B c. D
b. C d. A

3 1 5 2
15. Which of the following rational numbers , , and is the smallest?
2 4 6 3
3 5
a. c.
2 6
1 2
b. d.
4 3

1 3 7 2
16. Which of the following rational numbers 1 , , and 1 is the greatest?
2 4 6 3
1 7
a. 1 c.
2 6
3 2
b. d. 1
4 3
2 1 3
17. The arrangement of the following rational numbers -5, 5 , 4 , 5 in ascending
3 3 4
order is?
3 2 1 1 2 3
a. 5 , -5, 5 , 4 c. -5, 4 , 5 , 5
4 3 3 3 3 4
2 3 1 3 2 1
b. 5 , 5 , -5, 4 d. -5, 5 , 5 , 4
3 4 3 4 3 3

2 1 3
18. The arrangement of the following rational numbers -5, 5 , 4 , 5 in descending
3 3 4
order is?
2 3 1 3 2 1
a. 5 , 5 , -5, 4 c. 5 , 5 , 4 , -5
3 4 3 4 3 3
3 2 1 1 2 3
b. 5 , -5, 5 , 4 d. 4 , 5 , 5 , -5
4 3 3 3 3 4

11
 19. A basketball coach asks his players to fall in line according to their respective
heights in ascending order. The players heights are as follows: Reymond (6 ft),
Vincent (6’3 ft), Lito (5’11 ft), Jayson (5’9 ft) and Kelvin (6’5 ft.) Who among the
players is the shortest?
a. Vincent c. Jayson
b. Lito d. Kelvin

20. A Mathematics teacher requires her students to bring an extra paper during a
periodical test. The extra paper serves as scratch paper intended for the
1 1
solutions of the students. Gladys brought sheet of paper, Joan brought 1
2 2
1
sheet of paper, Rusell brought 1
sheet of paper and Jecilie brought 1 whole
8
sheet of paper. Who among the students brought the largest size of paper?
a. Jecilie c. Gladys
b. Joan d. Rusell

Let Us Enhance

I. Problem Solving:

1. A milk made by Axel contains 2 scoop of sugar, 2 scoop of powdered milk. Which
among the two ingredients is greater in amount?

3
2. A restaurant that opens from Monday to Wednesday used 6 kg. of meat in total
4
3 2
on Monday, 5 kg. of meat in total on Tuesday and 6 kg. of meat on Wednesday. In
4 3
what day does the restaurant used meat the most? In what day does it used meat
the least?

Let Us Reflect

Complete the reaction boxes by stating that concepts you have understood in
this module under ACCOMPLISHMENTS and writing the things that still confuses
you about the lesson under CHALLENGES.

REACTION
BOXES

ACCOMPLISHMENTS CHALLENGES

12
 13
Let Us Practice
I.
1. Natural numbers 8, 4
2. Whole numbers 8, 4
3. Positive integers 8, 4
4. Negative integers -10, -3
5. Integers -10, 8, 4, -3
6. Rational Numbers ½, , 5.6, , ¾, 9.5, ½, -10, 8, 4, -3
7. Irrational Number √3, 2.7182818…
8. Real number -10, 8, ½, , 9.5, √3, 4, 5.6, , 3/4 , -3, 2.7182818…
II.
1st word
-8 -3 1 3 4 5 12 16
C O N S T A N T
2nd word
-18 -5 0 1 4 6 7 20
5 5
P R A C T I C E
3rd word
2 3 7 8 6
3 4 9 9
M A K E S
4th word
-20 -19 -12 3 5 7 8
7 7 9 9
P E R F E C T
Message: CONSTANT PRACTICE MAKES PERFECT
Let Us Try
1. SET
2. NATURAL NUMBERS
3. WHOLE NUMBERS
4. INTEGERS
5. SUBSET
6. RATIONAL
NUMBERS
7. IRRATIONAL
NUMBERS
8. REAL NUMBERS
Answer Key
 14
Let Us Assess
1. C 11. D
2. B 12. C
3. B 13. C
4. C 14. C
5. C 15. B Let Us Enhance
6. C 16. D
3
7. A 17. C 1.) 2 scoop of powdered milk
4
8. C 18. C
9. A 19. C 2.) Most – Monday; Least - Tuesday
10. C 20. B
Let Us Practice More
I. Place a tick (/) mark to the subset of real numbers to where each number belongs.
Natural Whole Integer Rational Irrational
number number
1.) -20 / /
2.) 9/10 /
/ / / /
3.)
4.) 17.8 /
/
5.)
II. Arrange the following real numbers in ascending order by plotting each point on a number line.
 References

Orlando A. Oronce and Marilyn O. Mendoza, E-Math Elementary Algebra, Quezon

City, 2012, 12-15

15
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

7 [

Mathematics
Quarter 1 – Module 7:
Scientific Notation and Solving
Problems Involving Real
Numbers
Mathematics – Grade 7
Quarter 1 – Module 7: Scientific Notation and Solving Problems involving Real
Numbers

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: Leahcris B. Tuco
Editor: Alfred N. Tuan and Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
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Alma C. Cifra
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Antonio A. Apat

Printed in the Philippines by ________________________________

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100

E-mail Address: [email protected]

 7
Mathematics
Quarter 1 – Module 7:
Scientific Notation and Solving
Problems Involving Real
Numbers

ii
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
For the learner:
As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module, be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

iii
 Let Us Learn

Learning Competencies:
The learner:
• writes numbers in scientific notation and vice versa (M7NS-li-1)
• represents real-life situations and solves problems involving real
numbers(M7NS-lj-1)

Specifically, after the lessons, you will be able to:

Lesson 1:
1. determine the significant digits in a given situation;
2. write very large and very small numbers in scientific notation and vice
versa; and
3. represent and solve real-life problems involving scientific notation and
real numbers.
Lesson 2:
1. describe real-life situations which involve real numbers;
2. use real numbers to represent real-life situations; and
3. solve problems involving real numbers.

Let Us Try

Instruction: Read each item carefully. Write the letter of the best answer on a
separate sheet of paper.

1. Which of the following is used to simplify the writing of the very large and very
small numbers conveniently which provides an exact gauge for more precise
measurements?
A. Standard Form C. Scientific Form
B. Scientific Notation D. Real Numbers

2. Which of the following is true about significant digits?

A. All digits that are zeros are significant.
B. All digits that are not zeros are significant.
C. Zeros appearing between nonzero digits are not significant.
D. Zeros appearing in front of nonzero digits are significant.

3. Which of the following is written in a scientific notation?

A. 1.230 x 102 B. 1.3 x 104 C. 0.000143 D. 1.43 x 10000

4. Earth’s approximate distance from the moon is about 3.844 x 108 m. Which of
the following standard forms represent the distance?
A. 384,400 m C. 384,400,000 m
B. 38,440,000 m D. 384,400,000,000 m

1
5. How many significant digits are there in 0.000007?
A. 1 B. 2 C. 6 D. 7

6. What is the scientific notation of 0.000007?

A. 7 x 10-6 B. 7 x 106 C. 0.70 x 10-7 D. 0.07 x10-4

7. A certain computer can perform 45 000 calculations in a second. How many

calculations can it perform in 5 sec.? Write the answer in scientific notation.
A. 225.0 x 102 B. 22.5 x 103 C. 2.25 x 105 D. 2.25 x 104

8. In 1918, a pandemic called “Spanish Flu” happened. It killed about 10 million

people. What is the scientific notation of 10 million?
A. 1.0 x 107 B. 10.0 x10-6 C. 1.918 x 10-3 D. 19.18 x 102

9. Which of the following can be represented as negative number?

A. number of people in Davao City
B. number of schools in Davao Region
C. Money barrowed in a Bank
D. Consonants in the English Alphabet

10. “The weight of a person” is best represented as _____________.

A. Irrational Number C. Rational Number
B. Negative Number D. Zero

11. Paul saved P150.00 in the first month of school. At the next month at school, he
saved P165.00. Then he gave P143.00 of his savings to a community pantry.
How much money does Paul left?
A. Php 145.00 B. Php 112.00 C. Php 127.00 D. Php 172.00

12. John bought a book worth Php 450.00. This was P150 less than twice what he
spent for a bag. How much was the bag?
A. Php 300.00 B. Php 600.00 C. Php 950.00 D. Php 1,050.00

13. A Grade 7 class of 54 students is divided into two groups; one group has 4 less
than the other; how many members are there in each group?
A. 20 and 24 B. 26 & 30 C. 25 & 29 D. 23 & 31

14. The rabbit jumps forward 9.5 feet in a minute. It turns around and jumps 8.7
feet in the second minute. Finally, in the third minute, it turns around again
and jumps 9.1 more feet. How much forward progress did the rabbit make in 3
minutes?
A. 9.9 feet B. 9.2 feet C. 8.9 feet D. 8.2 feet

15. Mary receives a monthly allowance of Php 2 000. She spends 1/4 of it on her school
materials, another ¼ on mobile load, and 30% on food. How much money does she
have left for leisure activities?
A. Php 100.00 B. Php 200.00 C. Php 300.00 D. Php 400.00

2
 Lesson
Write Numbers in Scientific
1 Notation and Vice Versa

Let Us Study
This is a lesson which will allow you to learn about the significant digits and
the scientific notation combined. We will explore on how we are going to write very
large or very small numbers in an easier and more accurate way as we use them in
some real-life situations.

At this time, let us have some activities that will help you review your
previous topics and lead you in understanding our lesson at hand while recognizing
some of its real-life application.

A. Find each product.

1. 0.0134 x 10 = _______________
2. 8.732 x 100 = ______________
3. 0.241 x 1000 = _____________
4. 2.0057 x 0.1 = ______________
5. 31.7 x 0.01 = _____________

B. Describe and give your numerical estimation about the following.

1. The diameter of a red blood cell

Your Answer: ________________________

_______________________________________

2. The distance between the earth and moon

GUIDE QUESTIONS:

1. Are you comfortable in writing very large/small numbers? Why or why not?
2. Is there a more convenient way of expressing very large and very small
numbers?
3. How are we going to write very small and very large numbers in scientific
notation?

3
Questions to Ponder (Post-Activity Discussion)

1.How about the diameter of a red blood cell?

It is about 0.000007 m.

How can it be written in scientific notation?

Decimal Form Scientific Notation
0.000007 m = 7 x 10-6 m

2. How about the distance from the earth to the moon?

The Moon is an average 384,400,000 meters away from Earth.

Represent the distance in standard notation.

Decimal Form Scientific Notation

384,400,000 m = 3.844 x 108 m

Important Terms to Remember

Very small and large numbers can be written in decimal or standard form
and scientific notation.
Scientific Notation is used to write very large and very small numbers
conveniently which provides an exact gauge for more precise measurements. It is
expressed in the form of a x 10n, where a is a number such that 1 ≤│a│<10 and n
is an integer. Each digit in a number that gives the degree of precision is called a
significant digit. This is determined by the value of the place of the last significant
digit on the right.

Rules for Determining Significant Digits

A. All digits that are not zeros are significant.
For example: 2781 has 4 significant digits
82.973 has 5 significant digits
B. Zeros may or may not be significant. Furthermore,
1. Zeros appearing between nonzero digits are significant.
For example: 20.1 has 3 significant digits
79002 has 5 significant digits

2. Zeros appearing in front of nonzero digits are not significant.

For example: 0.012 has 2 significant digits
0.0000009 has 1 significant digit

3. Zeros at the end of a number and to the right of a decimal are

significant digits. Zeros between nonzero digits and significant zeros
are also significant.
For example: 15.0 has 3 significant digits

4
 25000.00 has 7 significant digits
4. Zeros at the end of a number but to the left of a decimal may or
may not be significant. If such a zero has been measured or is the
first estimated digit, it is significant. On the other hand, if the zero
has not been measured or estimated but is just a place holder it is not
significant. A decimal placed after the zeros indicates that they are
significant
For example: 560000 has 2 significant digits
560000. has 6 significant digits

Changing Decimal Notations to Scientific Notation

1. Move the decimal point of the given number after the first significant digit and
copy the significant digits to the right of the first digit…

Example:

5 000 000 000 has one significant digit which 5. Place the decimal point
after 5, it will be written as 5.0

0.000 000 345 has three significant digits which are 345. Place the
decimal point after the first significant digit 3, it will be
written as 3.45

2. Multiply the acquired number from step 1 by a power of 10. Set the exponent of
which with the number of digits that the decimal point moved. The exponent will be
positive if the decimal point is moved to the left and negative if it is moved to the
right.
Example:
5 000 000 000 is written as 5.0 x 109 because the decimal point was moved
past 9 places to the left.

0.000 000 345 is written as 3.45 x 10-7 because the decimal point was
moved 7 places to the right past the first significant digit 3.

Changing Scientific Notation (Positive Exponents) to Standard Form

To change a number from scientific notation with positive exponent in

standard form, move the decimal point to the right the same number of places
indicated by the exponent.

Examples:

Scientific Notation Standard Form

1. 8.7 x 1022 m = 87 000 000 000 000 000 000 000 m

2. 8.14 x 1017 kg = 814 000 000 000 000 000 kg

5
Changing Scientific Notation (Negative Exponents) to Standard Form

To write a number expressed in scientific notation with negative exponent in

standard form, move the decimal point to the left, the same number of places as
the absolute value of the exponent.

Scientific Notation Standard Form

1. 4.5 x 10-7 m = 0.00000045 m

2. 1.23 x 10-11 kg = 0.0000000000123 kg

Scientific notations are used in many real-life situations that sometimes we

fail to realize. The following are some of its examples.

Example 1:

The Sun has an approximate mass of about 2 000 000 000 000 000 000 000
000 000 000 kilograms. Express its mass in scientific notation.

Decimal Form Scientific Notation

2 000 000 000 000 000 000 000 000 2.0 x 1030 kg
000 000 kg =

Example 2:

The smallest calculator in the world was created in Switzerland. Its diameter
is 0.0000012 meter. Express its diameter in scientific notation.

Decimal Form Scientific Notation

0.0000012 m = 1.2 x 10-6 m

Can you imagine how heavy the Sun is?

It is too heavy for you to compare with any weight you have carried.

Can you imagine how small the smallest calculator in the world is?
It is too small for your naked eyes to see.

Measurements can differ from very small to very large values. Such numbers
are tiresome to write, difficult to read, and hard to compute. Using our knowledge
of integral exponent, we can write these numbers in a form that makes them easier
to work with through scientific notation.

6
 Let Us Practice
I. Fill in the table by writing the number in standard notation or in scientific
notation as indicated.

Quantity Standard Notation Scientific Notation

1. Diameter of the Answer: 1.39 x 109 m

sun 1 390 000 000 m

2. Wave length of 1.36 x 10-6 cm

ultraviolet light
________________

3. Distance from 5 797 000 km

Pluto to sun
________________

4. Diameter of the 12 700 000 000m

Earth
________________

5. Frequency of an 1.4 x 106 hertz

AM radio wave
________________

Let Us Practice More

Instruction: Give what is asked for each item.

A. Express each in scientific form
1. The width of molecule is about 0.000008 m.
2. The star’s core temperature reaches close to 31 000 000 degrees
Fahrenheit.
3. The area of an ocean is 81 700 000 sq. meters.
B. Express each in decimal or standard form.
4. The mass of Jupiter is approximately 1.90 x 10 27 kg.
5. The radius of Saturn is approximately 6.04 x 107 meters.

Let Us Remember

The scientific notation is used to simplify our way of writing very large and
very small numbers in real-life situations. Numerical data become more precise

7
when significant digits are considered. Significant digits and the scientific notation
are often used in the area of measures and in the natural sciences.

Let Us Enhance

Research 3 real life examples where scientific notation is applied. In each

example, attach a picture or drawing.

Let Us Reflect

In this challenging time of pandemic, community pantries are built for the
purpose of extending help to those who needed most. Everyone who has the heart
to share is given the chance to help. GENEROUSITY is encouraged among Filipinos
for their fellow Filipinos. In giving, there is nothing too small or too big as you bless
others with your blessings. Whether it’s very small or very big amount of
contribution, everything has a significant value.

“Each of you should give what you have decided in your heart to give, not
reluctantly or under compulsion, for God loves a CHEERFUL GIVER.”

-2 Corinthians 9:7

Lesson Represents Real-Life

2 Situations and Solves Problems

Involving Real Numbers

Let Us Study
This lesson will help us intensify our understanding about the study of
mathematics as we discover the uses and importance of the sets of numbers in
dealing real life situations. We will apply the fundamental operations, rules and
properties as they are very helpful in solving real life problems involving real
numbers.

Activity: Give a real-life example of the following:

1. Natural numbers
(example: counting the number of saying “THANK YOU GOD” in 10 seconds)

8
 2. Whole numbers
(example: counting the number of crayons)
3. Integers
(example: temperature – can be negative)
4. Rational numbers
(example: the cost of a chocolate at the store)

Guide Question:
1. Why is it important for us to learn the real number system in real life?

Real numbers are part of human life. The moment we were born, our
parents perhaps noted the time, our length, our weight, and counted our toes. Real
numbers accompany us throughout life. We use numbers to measure our, height,
weight, age, keep track of our grades, allowances, and measure our wealth.

We use real numbers to represent things with values. These numbers give
us common understanding which help us in communicating easily.

Let us now recall the subsets of real numbers and how they are used in our
daily experiences.

Sets and Subsets of Real Numbers

Real Number - is the union of the set of rational numbers and the set of irrational
numbers. Examples of real numbers are: {…, -5, - 4, -2.89, -1.5, 0, 1, √2, 2,
3, √11,…}

Sample Real-life Application: measurements of varying quantities such as

size, time, temperature, finances, etc.

Rational Numbers - are numbers that can be written as quotient of two integers
and its denominator is not equal to zero. Examples of rational numbers are:
{-7.25, -1.5,0.34, 0.13131, 3, , 9}

Sample Real-life Situation: the cost we pay in buying our clothes.

Irrational Numbers - are real numbers that cannot be written as a quotient of two
integers. Examples of irrational numbers are: { , and π }
Sample Real-life Situation: some circumference of a 5-peso coin

Integers - are positive and negative whole numbers. Examples of integers are: {... -
4, -3, -2, -1, 0, 1, 2, 3, 4...}
Sample Real-life Situation: the gain and loss in weight

Whole Numbers - are numbers consist of the natural numbers and 0. Examples of
whole numbers are: {0, 1, 2, 3, 4...}

9
 Sample Real-life Situation: the number of years a plant can grow on the
ground
Natural Numbers - these numbers are used for counting. Examples of natural
numbers are: {1, 2, 3, 4...}

Sample Real-life Situation: the number of students in a class this school year

We have to know that…

In dealing daily life circumstances, we are using real numbers without giving
so much of our attention. In solving problems involving real numbers, we need to
keep in mind the different rules, properties, and basic operations.

Example 1:

Martin receives Php 400.00 for his weekly allowance. He spends half of it on
food, 40% of it on fare, Php 25.00 on supplies, and saves the rest. How much does
he save in a week? in a month?

To solve the problem, you need to:

STEP SOLUTION
1. Get half of Php 400 400 x ½ = 400/2 = Php 200
2. Find 40% of Php 400 400 x 0.4 = Php 160
3. Combine the expenses on food and fare Php 200 +Php 160 = Php 360
4. Add Php 25 Php 360 + Php 25 = Php 385
5. Subtract the total expenses from Php Php 400- Php 385 = Php 15
400

Answer: Martin saves Php 15.00 in a week.

Here is another way of solving the problem.

The expenses on food and fare add up to 90%. Thus, supplies and savings
combined represent 10% of 400 which is, Php 40.00. Take away Php 25.00 from
Php 40.00 and you get the amount that he saved, that is, Php 15.00.

Example 2:

Kelly saved Php 245.00 in April. She saved another Php 195.00 and spent
Php 123.00 for online products in May. She wants to buy a new dress she saw
from a store worth Php 350 in June. Will her money be enough to buy the dress?

To solve the problem, you need to:

STEP SOLUTION
1. Add 245 and 195 245 + 195 = Php 440
2. Subtract 123 from 440 440 – 123 = Php 317

10
 3. Subtract 350 from 317 317 – 350 = - Php 33

Answer: No, Kelly do not have enough money to buy the dress with her savings
because she lacks Php 33.00.

Example 3:

As a carpenter, Boboy gets Php 380 a day. He works for 6 days a week. If
2/5 of his weekly salary goes to food, how much money does he have for other
expenses?

To solve the problem, you need to:

STEP SOLUTION
1. Multiply 380 by 6 (Php 380) (6) = Php 2 280.00
2. Get the 2/5 of Php 2 280.00 (Php 2 280) (2/5) = Php 912.00
3. Subtract Php 912 from Php 2 280 Php 2 280 – Php 912 = Php 1 368

Answer: Boboy has Php 1 368.00 for other expenses.

Let Us Practice
I. Write 1 applicable situation and an example for each subset of the set of real
numbers. Use the table below.

Subset of Real
Applicable Situation Example
Numbers

(Example: the area of our (6𝜋 square meters)

Irrational Numbers circular table)

_________________________ _____________________________

(Example: the total cost for

the items I bought from a
Rational Numbers (Php 957.75)
grocery store)

_________________________ _____________________________

(Example: my mother’s
banking transaction this
(Deposit: Php 1000.00
Integers week- deposit and
withdrawal) Withdrawal: -Php 500.00)
_________________________ _____________________________

Natural Numbers (Example: my present age) (12 years old)

__________________________ _____________________________

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 Whole Numbers (Example: number of
siblings I have) (2 sisters and 0 brother)

__________________________ _____________________________

Let Us Practice More

“I am a Problem Solver!”
1. Dante has Php 2 000 to spend on these items.
Shoes: Php 560.95 Shirts: Php 199.95
Pants: Php 475.50 Socks: Php 45
He buys a pair of shoes, a pair of pants, 3 shirts, and 5 pairs of socks. How
much money does he have left?

2. The average depth of each ocean is shown on the table. What is the average
depth of the oceans?

Name Depth
Pacific 4 638 m
Atlantic 3 926 m
Indian 3 963 m
Southern 4 500 m
Arctic 1 205 m

Let Us Remember

In this lesson, we learned to recognize the application of real numbers in real

life situations. We also learned to solve problems applying the fundamental
operations, rules, and properties.

Let Us Assess

Instruction: Read each item carefully. Encircle the letter of the best answer.

1. It is used to simplify the writing of very large and very small number in a
compact form.
a. Real Numbers c. Scientific Notation
b. Scientific Form d. Standard Form

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2. Which of the following is NOT true about significant digits?
a. All digits that are not zeros are significant.
b. Zeros appearing between nonzero digits are significant
c. Zeros appearing in front of nonzero digits are not significant
d. Zeros at the end of a number but to the left of a decimal are always not
significant.

3. How many significant digits are there in 0.0000056?

a. 8 b. 6 c. 5 d. 2

4. What is the scientific notation of 0.0000056?

a. 0.56 x 10-5 b. 5.6 x 106 c. 5.6 x 10-6 d. 56.0 x 107

5. Which of the following has 4 significant digits?

a. 0.0004 b. 0.123 c. 4.001 d. 4.120

6. Write the scientific notation of 0.0000143.

a. 1.43 x 10-5 c. 14.3 x 10-4
b. 1.43 x 10 5 d. 143.0 x 10-7

7. Write the scientific notation of 3 652 000 000.

a. 3.652 x 109 c. 0.3652 x 10-10
b. 36.52 x 108 d. 3652.0 x 106

8. Which of the following is the standard form of 4.34 x 103?

a. 434 000 b. 43 400 c. 4 340 d. 434

9. A certain computer can perform 530 000 calculations in a single second. How
many calculations can it perform in 10 sec.? Write the answer in scientific
notation.
a. 5.3 x 106 c. 0.53 x 105
b. 5.3 x 107 d. 53.0 x 105

10. The age of the Earth is approximately 4.0 x 10 9 yr. How old is the Earth in
standard form?
a. 40 000 000 000 c. 400 000 000
b. 4 000 000 000 d. 40 000 000

11. Which of the following can be represented as a negative number?

a. Money borrowed
b. Number of students in a class
c. Weight of a dog
d. Vowels in English Alphabet

12. Which of the following is the best representation of “the height of a person”?
a. Rational Number c. Irrational Number
b. Negative Number d. Zero

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13. Dino saved P150.00 in October from his allowance. At the next month, Dino
saved P172.00. He wants to buy a pair of shoes worth 350, will his savings be
enough to buy the shoes?
a. Yes, he has the exact money.
b. Yes, he has more than enough money.
c. No, he needs Php 28 more.
d. No, he needs Php 52 more.

14. There are 231 oranges in 11 baskets. If there are equal number of oranges in each
basket, how many oranges are there in 3 baskets?
a. 63 b. 53 c. 33 d. 22
15. Gino is 0.13 m shorter than Jeff. If Jeff is 2.04 m tall. How tall is Gino?
a. 0.12m b. 1.91m c. 2.03m d. 2.15m

16. There are 360 students in an assembly. 25% of them are freshmen,110 are
sophomores, and the rest are juniors and seniors. There are as many juniors as
seniors. How many seniors are there in all?
a. 80 b. 85 c. 90 d. 100

17. 2/5 of a number is 128. What is the number?

a. 300 b. 310 c. 320 d. 325

18. John has 300 mangoes to sell. He sells 75 mangoes each day for 3 days. How
many mangoes does he have left to sell after 3 days?
a. 225 b. 210 c. 150 d. 75

19. Elaine receives a monthly salary of Php 12 000. She spends 1/3 of it on rent, ¼
of it on bills, and 30% on food. How much money does she have left for leisure
activities?
a. Php 2 000 b. Php 1 400 c. Php 1 100 d. Php 1 000

20. In a class, 21 dance hip-hop, 12 dance folkdance, 10 dance both genre, and 15
dance neither. How many learners are in the class?
a. 48 b. 46 c. 38 d. 23

Let Us Enhance

Look around you and find 3 situations where real numbers are applied.
Make a word problem in connection to your cited situation. You will be graded
using the following rubric.

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 Let Us Reflect

“All things are numbers.”

These are the words of Pythagoras, the famous philosopher of the

Pythagorean Theorem. Indeed, numbers are everywhere! But do we really know
them? Sometimes someone or something exists near us, but we do not even bother
to ask the name, identity, use and/or its importance. It is the same with numbers.
Yes, we recognize them. We are surrounded by these limitless figures, but do we
give importance in knowing what they really are?

“Blessed is the one who finds wisdom, and the one who gets
understanding.”

- Philippians 3:13

God bless!

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Answer Key

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 References

Gladys C. Nivera, Essay Grade 7 Mathematics Patterns and Practicalities.

Makati: Don Bosco Press, 2014

Mathematics 7 Learner's Material. Department of Education, 2013

Orlando A. Oronce and Marilyn O. Mendoza, e-Math Worktext in

Mathematics, Rex Bookstore, 2012

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For inquiries or feedback, please write or call:

Department of Education –Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

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