DEPARTMENT OF EDUCATION

REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

in

First Quarter
(Grade 7 Regular)
Prepared by:
Aurea M. Almojera Loida R. Maglanque
Maya Renea M. Bondoc Jayvee R. Morales
Rosalie M. Cabrera Efraime S. Quizon
Joan B. Gonzales Vina R. Reyes
Lorna N. Guintu

i
 Table of Contents
Week Contents Page
 Sets
- Empty Set or Null Set
- Cardinality of a Set
- Equal and Equivalent Set
- Finite and Infinite Set
1 - Universal Set
- Subsets and Proper Subsets
1
- Operations on Sets
a. Union of Sets
b. Intersection of Sets
c. Difference of Two Sets
 Venn Diagram
- History of Venn Diagram
2 - Venn Diagram to represent Sets, Subsets, and Set
Operations
19
- Solve Problems Involving Sets Using Venn Diagram
 Integers
- Absolute Value of a Number
- Fundamental Operations on Integers
3 - Solve Problems Involving the Fundamental Operations
on Integers
36
- Properties of the Operations on Integers
 Rational Numbers
- Fractions
a. Ordering Fractions
b. Comparing Fractions
4 c. Converting Fractions to Decimals
d. Converting Decimals to Fractions
64
- Fundamental Operations on Fractions
- Fundamental Operations on Decimals
- Solve Problems Involving Rational Numbers
 Real Numbers
- Rational or Irrational Numbers

5 a. Principal Square Roots

b. Approximating Square Roots
c. Plotting Irrational Numbers on a Number Line
88
- Subsets of Real Numbers
 Arranging Real Numbers
 Scientific Notation
6 - Standard Form to Scientific Notation
- Scientific Notation to Standard Form
107
 Solve Problems Involing Real Numbers

7  Summative Test 120

ii
 SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 7 – Regular

August 24 - 28, 2020 (Week 1)

I. OBJECTIVES

Content Standards: The learner demonstrates understanding of key concepts of sets

and the real number system.
Performance Standards: The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
A. Learning Competencies
The learner
1. illustrates well-defined sets, subsets, universal sets, and the null set and cardinality
of sets. M7NS-Ia-1
2. illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
B. Objectives
At the end of the lesson, the learners should be able to:
1. describe and illustrate well – defined sets and null set.
2. identify the elements of a set and cardinality of a set.
3. illustrate and describe relation on sets (finite and infinite sets), (equal and
equivalent sets).
4. describe and illustrate universal set and subset.
5. appreciate the use of sets in daily life.

II. CONTENT
SETS
a. Language of Sets
b. Relation on Sets
c. Operations on Sets

Learning Resources
A. Reference
1. Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp.4-22
2. E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp.2-9
3. Learner’s Material Mathematics Grade 7 First Edition 2013 pp.1-3

B. Other Learning Resources

Merriam Webster
Lingonomad.com

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Week 1: DAY 1 Annyeonghaseyo

TRIVIA: 안녕하세요 (Annyeonghaseyo) is probably one of the

most common form of greeting that people come across. It is a
safe, formal way to say "Hello". Literally, the phrase means "Be
well" or "Please be well".

In this time that we have experience the covid19 pandemic in our country, I hope
that you and your family are safe and well.

This time let us do an activity 1 which called “TAKE ME OUT”. In the following
collection of object, take out the one that is out the group by crossing it. Write your
answers in your MATH NOTEBOOK.

1
Now, check your work by turning to page 15 for the key to correction

If your score is at least 3 out of 4, give yourself a and you may now proceed to
next part of the discussion.

B. Establishing a purpose for the lesson

I hope that you’re doing great in your first task under section A.

Now before we start the discussion I want you to answer the activity 2 “GROUP
ME” below by observing the following objects

2
 Answer the following questions base on your observation. Write your answers in
your MATH NOTEBOOK.

1. How can you group the objects?

2. Name each group.
3. How many groups can you form?
4. Is there an object that belongs to more than one group? If yes, name the object.
5. Is there an object that the color is purple? If yes, name the object.
Now, check your work by turning to page 15 for the key to correction

C. Presenting examples/instances of the new lesson

Based on your answer in activity 2 above, let us now define what a set is?

Sets – a well-defined group or collection of objects. Each object in a set is called a

“member” or an “element” “∈” of a set. The symbol “∈” is read as “is an
element” or “is a member of” we use capital letters such as A, B, C . . .to
denote sets and lowercase letters as a, b, c, . . . to denote the elements of a set.
It is also a common practice to list the elements of a set in braces { }, and
separate these elements by commas.

Thus, in the activity 1, we have set of fruits were in the elements are
apple, banana, and mango. So we denote as F = {apple, banana, mango}. To
indicate apple as an element of set F, we write “apple ∈ F“ and read as “apple is
an element of set F” or “apple is a member of set F”. The notation ∉ is read as
“is not an element of”. Using our previous example, we may say that banana ∈
F, banana ∈ F, mango ∈ F, grapes ∉ F, and orange ∉ F.

A set with no element is an empty set or null set. Thus, in the activity 2
question number 5 is a null set because we do not have any objects that the
color is purple. The symbol for an empty set is 𝜙 or { }. G. If a set contains many
elements, we often use three dots, . . ., called ellipsis, to indicate that there are
elements in the set that have not been written down. The following are some
examples of sets where we list some elements and then use an ellipsis to
indicate that the pattern is to be continued infinitely.
O = {1, 3, 5, 7, 9, . . .} E = {2, 4, 6, 8, 10, . . .}

TRY THIS: COLOR ME! Write your answers in your MATH Score Description
NOTEBOOK. Identify which is the set and element in each given. Color 9 - 10 Very Good
the set RED and the elements YELLOW. Good
7-8
a. Colors of the rainbow – Red, orange, yellow, green, violet, 5-6 Fair
blue, indigo 3-4 Turn to page
sec. J and
work on the
b. Favorite games – Mobile legend, Minecraft, DOTA 0-2 enrichment
activities
c. BTS – V, Jungkook, Jimin, Suga, Jin, RM, J-Hope

d. G = { Marian, Kim, Angel, Maja}

e. S = { a, e, i, o, u }

3
 “Am I an Element or Not”
This is a usual game done by teenagers which is plucking the petals of a Score Description
flower while saying alternately “he/she loves me, he/she loves me
15 - 18 Very Good
not”. In this activity, instead of getting real flowers and plucking its
Good
petals, you’ll just draw the symbol ∈ for the petals which are element 11 - 14
and the symbol ∉ if it is not an element of the given set. Write your 7 - 10 Fair
answers in your MATH NOTEBOOK. 4-6 Turn to page
sec. J and
work on the
0-3 enrichment
activities

Now, check your work by turning to page 15 for the key to correction. Give yourself
1 point for every correct answer.
How many correct answers did you get? Rate your result using the table above.

If your score is at least 8 out of 15, you may now proceed to next part of the
discussion.

There are three ways in which we can describe a set. These are the following:
Week 1: DAY 2
1. The Roster Notation or Listing Method
It is a method describing a set by listing each element of the set inside the
symbol { }. In listing the elements of the set, each distinct element is listed once and
the order of the elements does not matter. For example:

A = {1, 2, 3, 4} C = {p, h, i, l, n, e, s}
B = {5, 10, 15, . . .} D = {sun}
TRY THIS 1: Now it’s your time to give at least 1 example based on the objects in
the activity 2 on page 3. Write your answer in your MATH NOTEBOOK.
Now, check your work by turning to page 15 for the key to correction.

2. The Verbal Description Method

It is a method of describing a set in words. We can describe the sets named in
number 1 as follows:
Set A is the set of counting number less than 5.
Set B is the set of multiple of 5.
Set C is the set of letters in the word “Philippines”
Set D is the set of a natural Earth satellite.

We can also write the verbal description method this way,

A = {counting number less than 5}
B = {multiple of 5}
C = {letters in the word “Philippines”}
D = {natural satellite of the Earth}

4
 TRY THIS 2: Now it’s your time to give at least 1 example based on the objects in
the activity 2 on page 3: Write your answer in your MATH NOTEBOOK.

Now, check your work by turning to page 16 for the key to correction.

3. The Set Builder Notation

It is a method that list the rules determine whether an object is an element of the
set rather than the actual elements. We can describe the sets in number 1, in set
builder notation as follows:

A = {x|x is counting numbers less than 5} read as “the set of all x’s such
that x is a counting numbers less than 5.” The vertical bar after the
first x is translated as “such that”.
B = {x|x is a multiples of 5}
C = {x|x is a letter in the word “Philippines”}
D = {x|x is a natural satellite of the Earth}

TRY THIS 3: Now it’s your time to give at least 1 example based on the objects in
the activity 2 on page 3. Write your answer in your MATH NOTEBOOK.

Now, check your work by turning to page 16 for the key to correction.

After we describe the given set using the three ways, Let us have now the
cardinality of a set. What is cardinality of a set?

Cardinality of a Set

The cardinal number of a set A, denoted by n(A), is the number of elements in

the set. Loosely speaking, the answer to the question “how many?” is a cardinal
number. Thus, in set A = {1, 2, 3, 4}, and the cardinal number is 4 because set A
contains 4 elements, written n(A) = 4.

Alternate example: E = {a, e, i, o, u}. what is the cardinal number of set E? __

Additional example:
D = { 2, 4, 6, . . . , 30}. Thus, the elements(even numbers) are 2, 4, 6, 8, 10, 12,
14, 16, 18, 20 22, 24, 26, 28 and 30. Therefore, n(D) = 15.

E = {x/x is a whole number between 10 and 20} Thus, the elements (whole
numbers) are 11, 12, 13, 14, 15, 16, 17, 18, and 19. Therefore, n(E) = 9

Just count the elements and that is the cardinal number. Its easy right? Just like
counting 1, 2, 3. . . Now let us have equal set and equivalent sets? What is the
difference between the two? Let us find out!

Equal Sets and Equivalent Sets

Two sets that contain exactly the same number of elements are called
equivalent sets. If we are given A = {1, 2, 3, 4} and G = {l, o, v, e}, we say that set A
is equivalent to set G (A≈G). Both sets contain four elements; hence they are
equivalent. Same cardinal number but different elements.

Two sets that contain exactly the same elements regardless of the position is
called equal sets. If we are given E = {a, e, i, o, u} and H = {e, u, a, o, i}, then we can

5
say that set E = H. These two sets contain exactly the same elements and therefore,
are equal.
TRY THIS 4: Are the following sets equal? Write your solutions and answers in
your MATH NOTEBOOK.
a. A = {m, a, t, h} B = {t, a, m, h}
b. C = {3, 6, 9, . . .} D = {4, 8, 12, . . .}

TRY THIS 5: Are the following sets equivalent? Write your solutions and
answers in your MATH NOTEBOOK.
a. A = {m, a, t, h} B = {l, o, v, e}
b. C = {3, 6, 9} D = {4, 8, 12, . . .}

Now, check your work by turning to page 16 for the key to correction.

Again, when we say that the two sets are equivalent, if and only if they have the
same cardinal number but different in elements while the two sets are equal, if and
only if they have the same elements regardless of the position.

Since you understand equivalent and equal sets, let us have finite set and infinite
set. What is finite set and infinite set?

Finite Set and Infinite Set

A set is said to be a finite set if and only if the elements are countable or can be
listed. For example, W = { set of whole numbers less than 5 }. So if we list down the
elements in set W we have {0, 1, 2, 3, 4}. If the elements are not countable or cannot
be listed, the set is called infinite set. For example, N = { set of natural numbers
greater than 5 }. So if we list down the elements in set N we have {6, 7, 8, 9, 10, . . .}
Finite Set is written in the form {1,2,3, . . ., N} where N is a counting number. For
example, { 5, 10, 15, . . . , 50}. Using set builder notation, we have A = {x/x is an odd
number less than 9}
TRY THIS 6: State whether the given set is finite or infinite set. Write your
solutions and answers in your MATH NOTEBOOK.

a. The set of natural numbers less than 7.

b. The set of natural numbers greater than 3.
c. The set of subjects that you have in school.
d. The set of stars in the sky.

Now, check your work by turning to page 16 for the key to correction.

To make it short, finite set are countable elements while infinite set are not.
Let us have now well-defined set. How can we say that the set is well defined set?

Well Defined Set – we know exactly if an object is an element of the set, for
example, J = { a subject in Grade 7}, so if we list down the elements in set J we have
{math, science, english, filipino, values, tle, mapeh, aralin panlipunan}. If you don’t
know the elements we call it as not well defined set for example, K = { honest
student}

6
 TRY THIS 7: State whether the collection is a well-defined set or not. Write your
solutions and answers in your MATH NOTEBOOK.
a. {a favorite fruit}
b. {days in a week}

Now, check your work by turning to page 16 for the key to correction.

Hephep hurray in getting the first stage of our lesson.

D. Discussing new concepts and practicing new skills #1

Week 1: DAY 3 Now, let us have Universal Set. From the word “universal”, what comes into your
mind?

According to Merriam-Webster dictionary, it means including or covering a whole

collectively. In other words, everything is included.

Now,Set
Universal let’s see what universal set means in Math.
The universal set, or simply the universe, denoted by U, contains all
elements being considered in a given situation.

Example:

If I gave you 10 number cards, then the set of numbers in the 10 cards is U = {1,
2, 3, 4, 5, 6, 7, 8, 9, 10}. This is now our universal set.

From this set, we may form other set. Let’s have A = {2, 4, 6, 8} and B = {1, 2, 3,
4, 5, 6, 7, 8}.

There are cases where two or more sets contain some, but not all the same
elements. Let’s consider the two sets we have formed from the universal set.

A = {2, 4, 6, 8} We see that 2 ∈ A and 2 ∈ B, similarly, we

B = {1, 2, 3, 4, 5, 6, 7, 8} note that 8 ∈ A and 8 ∈ B. In fact, every element that
is in A is also contained in Set B. Therefore, we can
say that Set A is contained in Set B, or, in symbols,
we can write A  B.

Subset
Set A is a subset “⊆” of set B, written as A ⊆ B, if and only if every element
in set A is also an element in set B.

Every set is a subset of itself. A subset of a given set that is not the set itself is
called a proper subset. If Set A is a proper subset of Set B, then two conditions must be
satisfied: first, A must be a subset of B; second, Set B must contain at least one element
that is not found in Set A.

Going back to our example A = {2, 4, 6, 8} and B = {1, 2, 3, 4, 5, 6, 7, 8}, all

elements of set A are elements of set B (first condition) and,1∈ B but 1 ∉ A (second
condition), we can say that A is a proper subset of B, then we say that A is properly
contained in B, and we write A  B.

Proper Subset
Set A is a proper subset “⊂ ” of set B, written as A ⊂ B, if there is at least
one element in set B not contained in set A.

7
 For you to further understand subset and proper subset, imagine that the Barangay
Captain gave your family an ecobag containing relief goods due to COVID-19, same
happened to your friend which is your neighbor. You compared the goods inside the
ecobag.

Your ecobag contains instant noodles, canned corned beef, canned tuna, and
a 3kg of rice. Let’s say, this is Set A.

While the ecobag of your friend contains instant noodles, canned corned beef,
canned meat loaf, canned tuna, and a 3kg of rice. And this is Set B.

What did you notice about the relief goods your friend received? Can we say that
A  B? Why?
If you answered yes, set A  B, because every goods you have is the same as
the goods your friend has except for the canned meat loaf, then you have truly understood
the concept of Subset and Proper Subset.

Consider an empty set, { }. The empty set has no element. This means that it is
impossible to find an element in the empty set that is not in Set A. Since an empty set has
no elements, there is none that can fail to be elements of A. Hence, the empty set is a
subset of A. By the same reasoning, the empty set is a subset of every set.

Example 1: Determine all the possible subsets of the set {1, 2}.

a. {1, 2} We know that every set is a subset of itself.

b. { } We also know that the empty set is the subset of all sets.
c. {1} 1 is an element of the given set, thus it is a subset.
d. {2} 2 is an element of the given set, thus it is a subset.

We can also determine all the possible subsets of the set {1, 2} by using a table:
Zero at a time One at a time Two at a time The number of column of the
{} {1} {1, 2} table depends on how many
{2} elements the set has.
Try Example 2: Determine all the possible subsets of the set {1, 2, 3}.

How many subsets you’ve determined? List all of them.

If your answer is 8 subsets, and they are { }, {1}, {2}, {3}, {1, 2}, {1, 3}, {2, 3},
{1, 2, 3}; then you can proceed to TRY THIS 8. If that is not your answer, then go
back to Example 1 and try again.

TRY THIS 8: Determine all the possible subsets of the set. Write your solutions
and answers in your MATH NOTEBOOK.
a. {head, tail} b. {1, 2, 7}
Now, check your work by turning to page 16 for the key to correction.

Operations on Set

What are the basic operations in Arithmetic? Yes! We have four basic operations
such as addition, subtraction, multiplication, and division. These enable us to combine or
break down numbers.

In sets, we also have operations. The first one is union of sets. A word synonymous
to union is unite which means to bring together. Therefore, if we are to talk about union of
sets, we will combine the two sets by listing all their elements together.

Union of Sets
The union of sets A and B, written as A U B, is the set of elements that
are members of A, or members of B, or members of both A and B.

8
 The symbol for union is the cup U. When we list the elements in the union of two
sets, we list all the elements in set A and all the elements in set B. If an element is in both
sets, we list it only once.

Example 1: Given:
A = {a, e, i, o, u} B = {a, b, c, d, e}
Find A U B.

Solution:
A U B = {a, e, i, o, u, b, c, d}
Notice that the elements of set A are written first, followed by the elements
of set B. Have you noticed that there are missing elements of set B? What are those two
elements? Why aren’t they written?

Very good! The missing elements are a and e, they are not written because
they are both members of set A and set B. Hence, we list each only once in our solution.

Answer Example 2.
Given:
A = {1, 3, 5} B = {2, 4, 6}
Find A U B.

Isn’t it easy ? Now check your solution. If your answer is

A U B = {1, 3, 5, 2, 4, 6} or A U B = {1, 2, 3, 4, 5, 6}, then you can proceed to the

next operation of sets. If not, go back to Example 1 and try again.
The next operation of sets is intersection of sets. How do you describe the
intersecting lines? Great! They are two lines that meet at a common point. Just like in the
intersection of sets, we find their common element.

Intersection of Sets
The intersection of sets A and B, written as A ∩ B, is a set of elements that are
members of both A and B.

The symbol for intersection is ∩ which is a special math symbol called upside down
cap.

Example 1:
Given: A = {1, 2, 3, 4, 5, 6}, B = {2, 4, 6}, and C = {1, 3, 5}
Find: a. A ∩ B b. A ∩ C c. B ∩ C

Solutions:
a. The elements in A that are also in B are 2, 4, 6. Hence, A ∩ B = {2, 4, 6}.

b. The elements in A that are also in C are 1, 3, 5. Hence,

A ∩ C = {1, 3, 5}.

c. Examining sets B and C, we see that there are no elements common to both.
Therefore, B ∩ C = { } or B ∩ C = 𝜙.

Answer Example 2. Given: A = {2, 4, 6, 8, 10, 12}, B = {3, 6, 9, 12}, and

C = {5, 10}.

Find: a. A ∩ C b. B ∩ C c. A ∩ B

Did you have some fun finding their common elements? Now, check your answer.
Solution: a. A ∩ C = {10} b. B ∩ C = { } c. A ∩ B = {6, 12}.

If you answer them all correctly, you may now proceed to TRY THIS 9. If not, go
back to Example 1 and try again.

9
 TRY THIS 9: Operations of Sets. Write your solutions and answers in your
MATH NOTEBOOK.

A. Given: A = {h, o, n, e, s, t} and B = {c, u, t, e}

Find A U B.

B. Given: A = {1, 4, 9, 16, 25, 36}, B = {1, 3, 5, 7, 9}, and C = {2, 4, 8, 16}
Find: a. A ∩ B b. A ∩ C c. B ∩ C

Now, check your work by turning to page 16 for the key to correction.

E. Discussing new concepts and practicing new skills #2

Week 1: DAY 4 The two operations on sets are very well explained. . .
I’m sure you got all the exercises, right? Great!
Let us now have another operation, The Difference of Two Sets.

Is the word “difference” sounds familiar to you? Yes it is. What operation is
applied? Exactly, it’s Subtraction.

If Union of sets represents combining/adding the elements and Intersection of

sets contains the common elements, how about difference of two sets?

Difference of Two Sets

The difference of set A and B, written as A – B, is a set of elements in A
that are not in B.

Example 1:
Given: A = {1,2,3,4,5} B = {4,5,6,7,8}
Find: A – B

Solution: Taking A and subtracting B means elements in A that are not in B.

Thus, A – B = {1, 2, 3} Remove all elements in A that are found in B
B – A = {6, 7, 8} Remove all elements in B that are found in A

Example 2:
Given: C = {triangle, square, pentagon, octagon}
D = {line, ray, square}
Find: a. C – D b. D – C

Let’s check if you got the correct differences. . .

Solutions: a. C – D = {triangle, pentagon, octagon}
b. D – C = {line, ray}

If you answered correctly, you may now answer the given exercises below.
If not, please go back to example 1 and try it again.
TRY THIS 10: Difference of Two Sets. Write your solutions and answers in your
MATH NOTEBOOK.
1. Let X = {apple, mango, banana}
Y = {orange, pineapple, mango}
Find: a. X – Y b. Y – X
2. Let W = {@, #, &, ?, +}
Z = {+, %}
Find: a. Z – W b. W – Z

Now, check your work by turning to page 16 for the key to correction.

B. Given: A = {1, 4, 9, 16, 25, 36}, B = {1, 3, 5, 7, 9}, and C = {2, 4, 8, 16} 10
Find: a. A ∩ B b. A ∩ C c. B ∩ C
 F. Developing mastery

In this part you have to use the code below to decode the name being described
on the statement. Solve each given and match up the answers by writing the corresponding
letter above the number. Write your solutions and answers in your MATH NOTEBOOK.
“DECODE MY NAME”
I am a French astrologer and physician. I am best known for my poetic quatrains
allegedly predicting future events. Recently, enthusiasts claim that I predicted the rise of
COVID-19 when I wrote, “Near the gates and within two cities/There will be two
scourges the like of which was never seen. Famine within plague, people put out by
steel/Crying to the great immortal God for relief.” Can you guess who I am?

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1 2 3 4 5 6 7 6 8 2 3

G. Finding practical applications of concepts and skills in daily living

We all have a group of some objects, collection of our favorite things, sets of
books, a list of cities and countries in our life. These all are sets, and we come to their usage in
our daily life.

Kitchen is the most relevant example of sets. Our mother always keeps the
kitchen well arranged. The plates are kept separate from bowls and cups. Sets of similar
utensils are kept separately.

11
 When we go shopping in a mall, we all have noticed that there are separate
portions for each kind of things. For instances, clothing shops are on another floor
whereas the food court is at another part of the mall.

As we all know that there are millions of galaxies present in our world
which are separated from each other by some distance. Here, the universe act as a set.

Every school has different sets of rules which to be followed by every student
and employee. There are disciplinary rules, rules for leave, timing rules, and many
others. Hence, all different types of rules are separated from others. And also in with
your things inside your bag. Set of notebooks, pen and pencils.

It’s your turn! Give three more examples of daily-life applications of sets in our lives

H. Making generalizations and abstractions about the lesson

Wrap it up !!!

Sets – a well-defined group or collection of objects

Null Set or Empty Set – a set with no elements “∅” or { }.
Cardinality of a set – number of elements in a given set
Finite Set – Finite sets are the sets having a finite/countable number of members
Infinite Set – number of elements in that set is not countable and also we cannot represent it in
Roster form
Equal Set – exact same elements regardless of the position.
Equivalent Set – different elements but have the same amount of elements (same cardinal
number)
Universal Set – set containing all elements being considered in a given situation, and of which
all other sets are subsets. It denoted by U.
Subset - Set A is a subset of set B if and only if every element in set A is also an element in set
B
Proper Subset - Set A is a proper subset of set B if there is at least one element in set B not
contained in A
Intersection of Sets- ∩ The intersection of two sets are those elements belong to both sets.
Union of Sets - ∪ The union of two sets are all the elements of both sets.
Disjoint Sets – no common element. If the intersection is empty
Difference of Two Sets - The difference of two sets A – B is a set of all elements of set A which
are not there in B.

12
 I. Evaluating learning

Week 1: DAY 5 Use YELLOW PAD PAPER in answering Worksheet #1 on page 18 and
to be returned to your MATH TEACHER.

J. Additional activities for application or remediation

Hey cheer up! If you did not make it doing the activities in the previous part of the
discussion, don’t you worry because this time, you have the chance to make it up. Write your
solutions and answers in your MATH NOTEBOOK.

1. Draw a if the set is well-defined. If not, draw a .

_____1) { favourite hobby }

_____2) { a dedicated teacher }
_____3) The set of graduates in 2019
_____4) The set of all factors of 21
_____5 The set of large numbers

If you scored at least 3 out of 5, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 3 - 4 and try again

2. Determine whether the set is a finite set or an infinite set.

1) The set of students in your class
2) The set of counting numbers less than 100
3) The set of all multiples of 6
4) The set of whole numbers greater than 0
5) The set of COVID confirmed cases in our country

If you scored at least 3 out of 5, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 6 and try again

3. List the elements of each set.

1) D = { first three letters in the English alphabet } Answer:
2) E = { letters in the word “ pandemic” } Answer:
3) F = { whole numbers less than 5 } Answer:
4) G = { counting numbers greater than 12 } Answer:
5) H = { months of the year with 32 days } Answer:

Write each set using the set-builder notation.

6) M = { 0,1, 2, 3, … } Answer:
7) N = { 0,1,2,3,4, …100 } Answer:
8) O = { 1,3,5,7,9, … } Answer:
9) P = { red, blue, yellow } Answer:
10) Q = { Monday, Tuesday, Wednesday, Thursday ,Friday }

If you scored at least 5 out of 10, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 4 – 5 and try again.

13
4. Let P = { c, o, v, i, d } and Q = { 2, 4, 6, 8, 10 }. Classify each statement as TRUE or FALSE.
1) c ∈ P 6) n (P) = 5
2) I ∉ P 7) n (Q) = 5
3) o ∈ P 8) P and Q are equal sets.
4) 2 ∈ Q 9) P and Q are equivalent sets.
5) 8 ∉ Q 10) P and Q are finite sets.

If you scored at least 5 out of 10, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 3 - 6 and try again

5. Write YES if it is a subset of { v, a, c, i, n, e }. If not, write NO.

1) a 4) { v, a, c, i, n, e }
2) { } 5) { v, a, c, i, n, e, s }
3) { v }

List all the possible subsets of { 2, 3, 4 }. Hint: There are 8 subsets.

Answers:

If you scored at least 6 out of 13, then you may proceed to the next part of the activity.

If not, you have to go back to the section D on pp. 7 - 8 and try again.

6. Let R = { 1, 3, 5, 7 }, S = { 0, 2, 4, 6 }, and T = { 0, 1, 2, 3, 4 }.
Find:
1) R U S 3) R U T 5) S Ո T
2) S U T 4) R Ո S 6) R Ո T

Given: V = { w, a, s, h } and Z = { h, a, n, d, s }.
Find:
1) V – Z 2) Z – V

If you scored at least 4 out of 8, then congratulations you’re doing GREAT!

If not, you have to go back to the section D and E pp. 7 - 10 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone number
or send him/her a private message thru his/her facebook account indicated on the last page of
this module.

14
ANSWER KEY: A. Reviewing previous lesson or presenting the new lesson

ANSWER KEY: B. Establishing a purpose for the lesson

Activity 1: “Group Me” Answer the following questions base on your observation.
1. How can you group the objects?
Possible answer: by color, by shape, by fruit, by toys.

2. Name each group.

Possible answer:
Red objects (toy car and apple)
Yellow objects (banana and mango)
Shapes (pentagon, square and triangle)
Fruit (apple, banana, and mango)
Toys (toy car, doll and teddy bear)

3. How many groups can you form? Answers may vary based on the observation of the learner

4. Is there an object that belongs to more than one group? If yes, name the object.
Possible answer: YES.
Toy car belongs to the group of red objects and toys.
Red apple belongs to group of fruit and red objects.
Banana and mango belongs to the group of yellow objects and fruit.

5. Is there an object that the color is purple? If yes, name the object. None

ANSWER KEY: C. Presenting examples/instances of the new lesson

COLOR ME:
RED YELLOW
1. Colors of the rainbow 1. Red, orange, yellow, green, violet,
blue, indigo
2. Favorite games 2. mobile legend, Minecraft, DOTA
3. BTS 3. V, Jungcook, Jimin, Suga, Jin, RM,
J-Hope
4. G 4. Marian, Kim, Angel, Maja
5. S 5. a, e, i, o, u

AM I AN ELEMENT OR NOT:

TRY THIS 1:
Possible answers:
A = {toy car, apple} C = {pentagon, square, triangle} E = {toy car, doll, teddy bear}
B = {banana, mango} D = {apple, banana, mango}

15
TRY THIS 2:
Possible answers:
Set A is the set of red objects or A = {objects that are red}
Set B is the set of yellow objects or B = {objects that are yellow}
Set C is the set of shapes or C = {objects that are shapes}
Set D is the set of fruits or D = {objects that are fruits}
Set E is the set of toys or E = {objects that are toys}

TRY THIS 3:
Possible answers:
A = {x|x is a red object} C = {x|x is a shape} E = {x|x is a toy}
B = {x|x is a yellow object} D = {x|x is a fruit}

TRY THIS 4.
YES, sets A and B are equal sets since they have the same elements regardless of the position.
NO, sets C and D are not equal sets because they do not contain exactly the same elements.

TRY THIS 5.
YES, set A and B are equivalent sets because they contain each four elements.
NO, because set D contains an infinite number of elements.

TRY THIS 6: State whether the given set is finite or infinite set.
a. The set of natural numbers less than 7. Answer: finite set
b. The set of natural numbers greater than 3. Answer: infinite set
c. The set of subjects that you have in school. Answer: finite set
d. The set of stars in the sky. Answer: infinite set

TRY THIS 7: State whether the collection is a well defined set or not. Write your answer in the
space provided.
a. {a favorite fruit}. Answer: not well defined set
b. {days in a week}. Answer: well defined set

ANSWER KEY: D. Discussing new concepts and practicing new skills #1

TRY THIS 8: Determine all the possible subsets of the set.
a. {head, tail} b. {1, 2, 7}
i. { } i. { }
ii. {head} ii. {1}
iii. {tail} iii. {2}
iv. {head, tail} iv. {7}
v. {1, 2}
vi. {1, 7}
vii. {2, 7}
viii. {1, 2, 7}

TRY THIS 9: Operations of Sets

A. A U B = {h, o, n, e, s, t, c, u} or A U B = {c, e, h, n, o, s, t, u}
B. a. A ∩ B = {1, 9} b. A ∩ C = {4, 16} c. B ∩ C = { }

ANSWER KEY: E. Discussing new concepts and practicing new skills #2

TRY THIS 10: Difference of Two Sets
1. a. X – Y = {apple, banana} 2. a. Z – W = {%}
b. Y– X = {orange, pineapple} b. W – Z = {@, #, &, ?}

ANSWER KEY: F. Developing mastery. Nostradamus

16
ANSWER KEY: J. Additional activities for application or remediation
I. II.

1) P 1) finite
P
2) 2) finite

3) 3) infinite

4) 4) infinite

5) 5) finite

III.
1) D = { a, b, c }
2) E = { p, a, n, d, e, m, i, c }
3) F = { 0, 1, 2, 3, 4 }
4) G = { 13, 14, 15, … }
5) H = { } or Ф
For numbers 6-10, you can use any letter to represent the element/s.
6) M = { c/c is a whole number }
7) N = { n/n is a whole number from 0 to 100 }
8) O = { x/x is an odd number }
9) P = { c/c is a primary color }
10) Q = { d/d is a weekday }

IV.
1) TRUE 3) TRUE 5) FALSE 7) TRUE 9) TRUE
2) FALSE 4) TRUE 6) TRUE 8) FALSE 10) TRUE

V.
1) NO 2) YES 3) YES 4) YES 5) NO

possible subsets: { }, { 2 }, { 3 }, { 4 }, { 2, 3 }, { 2, 4 }, { 3, 4 }, { 2, 3, 4 }
NOTE: The order of the subsets does not matter.

VI.
1) { 0, 1, 2, 3, 4, 5, 6, 7 } 3) { 0, 1, 2, 3, 4, 5, 7 } 5) { 0, 2, 4 }
2) { 0, 1, 2, 3, 4, 6 } 4) { } or Ф 6) { 1, 3 }

1) { w }
2) { n, d }

17
Use a YELLOW PAD PAPER to answer WORKSHEET#1 following the given instructions and it
is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Week 1 Parent’s signature:______________
Worksheet #1

WORKSHEET # 1

Rewrite each set using the indicated set notation.

1. F = {x/x is a weekday} Roster Method

2. G = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} Verbal description method

3. H = {colors in the rainbow} Set-builder notation

Fill each blank with  or  to form true statement. Use the given in item nos.1-3
4. 15 ____ G 6. Saturday ____ F
5. Green ____ H 7. 4 ____ G

Give the cardinal number for each set.

8. M= { months ending with “ber” }
9. N = { 5, 10, 15 }
10. O = { 10, 20,30,…, 150 }
11. P = {x/x is an even number between 14 and 20}

State whether the sets are equal or equivalent.

12. L= {t, e, a} and O = {a, t, e}
13. V = {2, 4, 6, 8} and E = {4, 8, 12, 16}
14. S = {g, r, a, c, e} and T = {b, r, a, c, e}

Tell whether each set is finite or infinite.

15. The set of whole numbers
16. The set of counting numbers between 20 to 50
17. The set of subjects in Grade 7

Draw a after each well-defined set. Otherwise, draw a .

18. {colors of the Philippine flag} 20. {countries in Asia}
19. {gorgeous actors} 21. {excellent students}

Given X = { 0 , 2, 4, 6, 8} and Y = {3, 6, 9 12}, find:

22. X ∪ Y
23. X ∩ Y
24. X – Y
25. Y – X

18
 SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 7 – Regular

September 1 – 4, 7, 2020 (Week 2)

I. OBJECTIVES
Content Standards: The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standards: The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
A. Learning Competencies
The learner
1. uses Venn diagrams to represent sets, subsets, and set operations. M7NS-Ib-1
2. solves problems involving sets. M7NS-Ib-2
B. Objectives
At the end of the lesson, the learners should be able to:
1. recall on the operations of sets; union and intersection
2. use Venn diagrams to represent sets, subsets and set operations.
3. solve problems involving sets using Venn diagrams.

II. CONTENT
Venn Diagram

Learning Resources
A. Reference
1. Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp.21-30
2. E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp.10-14
3. Learner’s Material Mathematics Grade 7 First Edition 2013 pp.3-9
B. Other Learning Resources
http://www.learnalberta.ca/

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Week 2: DAY 1

Based on the picture above, both Kim Chu and Coco Martin like mangoes. If A is
the set of Kim Chu’s favorite fruits {apple, mango, banana} and B is the Coco Martin’s
favorite fruits {orange, pineapple, mango}, then mango represents the intersection of sets
A and B, denoted by A ∩ B. “Mango” is the only element of A ∩ B. The word “and”
suggests intersection. In this case, “mango” refers to the fruit that Kim Chu and Coco
Martin both like.

19
 Now, based on the statement above, what intersection of set is?

If Kim Chu and Coco Martin combine their fruits, what kinds of fruits do they have
in all?

By combining the fruits, we form a union of the fruits belonging to either Kim Chu
or Coco Martin or both, written A U B.

A U B = {mango, apple, banana, orange, pineapple}

Based on the given above, what do union of sets means?

The word “or” suggests union. In fact, “or” is to union as “and” is to intersection.

B. Establishing a purpose for the lesson

Did you know that. . .

The history of Venn Diagrams

The use of circular diagrams has been traced to as early

as the 13th century. Venn diagrams were popularized by the
English logician John Venn in 1880 and may also be referred to
as a primary diagram, logic diagram or set diagram.

John Venn was inspired by the 18th – century Swiss

mathematician and logician Leonhard Euler, who had used similar
approach to organizing data with circles – although his circles did
not overlap. Euler’s invention is sometimes referred to as Euler
diagrams, and Venn called his own invention s “Eulerian circles”.
Around 30 years later, the name Venn diagram was coined.

Venn Diagrams were invented for use in a branch of mathematics

called set theory. Set theory deals with well – defined categories
or sets of objects, including, but not limited to numbers.

C. Presenting examples/instances of the new lesson

Venn diagram are very useful in showing the relationship
between sets. The Venn diagram which consists of rectangle
represent the universal set and a circle or circles inside the rectangle
to represent the set or sets being considered in the discussion. As
illustrated on the right. It is understood that the elements in set A are
inside the circle which are also part of the universal set.
U = Universal Set
20
Note:
A Venn diagram is a diagram used to picture sets and the relationships
between them. Circles and their interiors usually represent the sets, but almost
any shape can be used.

Let us have now an illustration of intersection of sets, union of sets, difference of

two sets and subset using Venn diagram.

Intersection of Sets
Overlapping areas represent the intersection of
the sets. Elements that belong to more than one set are
placed where the circles overlap. The shaded region
represents A ∩ B

Union of Sets
Areas of sets taken together represent the union of
the sets. The shaded region represents A ∪ B

Difference of two sets

A – B means, in set A but not in set B
B – A means, in set B but not in set A

Subset
B⊂A

What if your intersection has no element or an empty set? Like the figure below.

Set A and set B are Disjoint Set if and only if no

elements of set A are in set B

Note: The size of the circles (or shapes) do

not imply that one set is larger, smaller or
the same size as another set.

Since you understood the illustrations above let us have now an example of a Venn
Diagram showing the realtionship of two sets.

Example 1.
Given U = {red, orange, yellow, green, blue, indigo, violet, black, pink, white}
A = {red, yellow, green, black}
B = {yellow, green, white}

Use the Venn Diagram to represent:

a. A ∩ B b. A ∪ B c. A – B d. B – A

Note: lines represent the shaded region

21
 Solution:
a. A ∩ B = {yellow, green} c. A – B = {red, black}

b. A ∪ B = {red, yellow, green, black, white} d. B – A = {white}

TRY THIS 1: U = {1, 2, 3, 4, 5, 6}

A = {2, 4, 6}
B = {1, 2, 3, 6}

Use Venn diagram to represent the following:

a. A ∩ B b. A ∪ B c. A – B
Write your solutions and answers in your MATH NOTEBOOK.

Now, check your work by turning to page 32 for the key to correction. Give yourself
1 point for the solution set for every correct answer and 1 point for Venn diagram.

How many correct answers did you get? If your score is at least 3 out of 6, you may
now proceed to next part of the discussion.

Week 2: DAY 2
D. Discussing new concepts and practicing new skills #1

Let us now have worded problems involving sets using Venn diagram.

Example 1: One hundred forty students were surveyed. The Venn diagram
shows the number of students who enjoy singing and/ or dancing. How many students
enjoy
U
a. dancing but not singing? Singing Dancing
b. singing or dancing?
c. singing and dancing?
d. neither singing nor dancing? 43 55 32

10
Solution:

22
 U U
Singing Dancing Singing Dancing

43 55 32 43 55 32

10 10

But this overlapping region also Therefore, only this

represents students who enjoy singing. region will be left
and these are the
If we are only asked about the number
students who only
of students who enjoy dancing but not
enjoy dancing.
singing, then we have to disregard the
overlapping part.

There are 32 students who enjoy dancing but not singing.

U Here, we are asked about the

b. number of students who enjoy either
Singing Dancing
singing or dancing. When we say
“either” it mean the one or the other.
43 55 32 The students may enjoy singing or
10 dancing as indicated on the shaded
region.

U But if we look at each U

set being shaded, the
Singing Dancing Singing Dancing
overlapping part is also
shaded when
43 55 32 combined. 43 55 32

10 Therefore, we have to 10
include all the students.
We add 43, 55, and 32,
and the total is 130.

U
Singing Dancing
There are 130 students who enjoy
43 55 32 singing or dancing.

10

23
 U Let’s say you are one of the students who
c. were surveyed. You checked the box for
Singing Dancing
singing, and you also checked the box for
dancing.
43 55 32
Recall the examples for illustrating Venn
10 diagram. If names are written instead of
numbers, where will your name be written?

Now, let’s think about all the names

of the students who answered the
survey just like how you answered it.
Their names will all be written in the
overlapping region.
U Neither is the opposite of either. If in letter b,
Singing Dancing students enjoy singing or dancing, when we say
neither singing nor dancing it means students do
d. not enjoy singing or dancing.
43 55 32
Perhaps, these students enjoy other hobbies
10 such as drawing, writing, etc.

Since, it is the opposite of either, we just invert

the shaded region. Have you seen a roll of film
of photos? It is the negative of the actual photo.

You have to look at the Venn diagram as if it is There are 10 students

the negative of either. who enjoy neither
Therefore, we subtract 43, 55, and 32 singing nor dancing.
from the total students surveyed which
is 140, and we’ll have 10.

Example 2: Out of 50 students, 20 are members of Math Club and 34 are

members of Science Club. If 8 are in both clubs, how many students are in a) neither of
the clubs and b) either clubs?

Solution:
U

Draw the universal set for

the 50 students with two
overlapping circles and
label it with the total in each.

Because 8 students belong to

both clubs, put “8” in the overlap.
8

24
 U
Subtract 8 from the Math Club
members, leaving 12 students
who are members of the Math
Club but are not members of the
12 8
Science Club.

U
Subtract 8 from the 34 Science
Club members, leaving 26
students who are members of the
Science Club but are not
members of the Math Club. 12 8 26

U
This shows that a total of 12 + 8
+ 26 or 46 students are in either
Math Club or Science Club. This
leaves 4 students not included, 12 8 26
so these students must be the
4
a. There are 4 students that are in neither of
the clubs and
b. There are 46 students that are in either
clubs.
TRY THIS 2: Write your solutions and answers in your MATH NOTEBOOK.
1. One hundred students are surveyed on their preference in movies. Find the number of
students who
a. like comedy but not horror? c. like both comedy and horror?
b. like either comedy or horror? d. like neither comedy nor horror?

2. In a batch of 250 students, 62 are members of Sports Club, 170 students are members
of Drama Club, and 40 students are in both clubs. How many students are:
I know
a. in either the youClub
Sports enjoyed learning
or Drama to solve/draw
Club? two – set
b. ina neither of Venn diagram.
the clubs?
Are you excited what lesson comes next?
For now, we will solve problems using three – set Venn diagram.

Now, check your work by turning to page 32 for the key to correction. Give yourself
1 point for every correct answer and 2 points for the Venn diagram in number 2.

How many correct answers did you get?

If your score is at least 3 out of 6, you may now proceed to next part of the
discussion.

25
 E. Discussing new concepts and practicing new skills #2
Week 2: DAY 3
I know you enjoyed learning to solve/draw a two – set Venn diagram.
Are you excited what lesson comes next?
For now, we will solve problems using three – set Venn diagram.

Example 1: Fifty people are asked about the pets they keep at home.
The Venn diagram shows the results. Illustrated on the right.
Let
D = {people who have dogs}
F = {people who have fish}, and
C = {people who have cats}

How many people have

a. dogs?
b. dogs and fish?
c. dogs or cats?
d. fish and cats but not dogs?
e. dogs or fish but not cats?
f. all three?
g. neither one of the three?

Solutions: a. This refers to all people that are in D. So, n(D) = 39.

b. This is the intersection of D and F. So, n (D ∩ F) = 8.

c. This is the union of D and C. So, n (D ∪ C) = 42

26
 d. This refers to the intersection of F and C but excluding D. So, n (F ∩ C) ∩ D = 0.

e. This refers to the union of D and F but excluding C. So, n (D ∪ F) ∪ C = 32.

f. This is the intersection of D, F and C. So, n (D ∩ F ∩ C) = 1.

g. This does not include any D, F, or C. First, we need to get D ∪ F ∪ C, and that is 48.
Subtract 48 from the total number of people to get those people without a cat, dog, or a fish.
So, n (D ∪ F ∪ C) = 2.

Now your turn . . . Try solving Example 2

Example 2: One hundred (100) students are surveyed on their preference in movies.
Let U = {all students}, H = {students who like horror films}, F = {students who like
fantasy}, and C = {students who like comedy}. Find the number of students

27
 a. who like comedy only?
b. who like horror and fantasy?
c. who like horror or fantasy?
d. who like horror and comedy but not fantasy?
e. who do not like horror?
f. who like horror, fantasy, and comedy?
g. who do not like any of these three?
Write your solutions and answer in your MATH
NOTEBOOK.

Have you encountered difficulty in answering the questions?

It seems you’re doing good, right?

Let’s find out if you did well. . . Now, check your work by turning to page 32
for the key to correction

If you answered correctly and completely, you may now proceed to Try This 3.
If not, please go back to Example 1 and try it again

TRY THIS 3: Answer the following questions below based from the given three-set Venn
diagram. Write your solutions and answers in your MATH NOTEBOOK.

Let
M = {favorite subject is Math}
S = {favorite subject is Science}
E = {favorite subject is English}

If a group of 50 students were asked about their favorite subjects,

a. how many of the students like Math only?
b. how many of the students like Science only?
c. how many like English only?
d. how many did not like any of the three subjects?

Now, check your work by turning to page 32 for the key to correction. Give yourself
1 point for every correct answer

F. Developing mastery
Week 2: DAY 4 Answer the following problems. Illustrate it using Venn diagram. Write
your solutions and answers in your MATH NOTEBOOK.

1. There are 42 students who will take a test in Mathematics. There are 30
students who passed Test I, 28 students who passed Test II and there are 20
students who passed both tests. Find the maximum number of students who did
not pass both tests.

2. There are 2100 Grade 7 students at PHS. 920 like Science subject, 1080 like
Mathematics and 400 like both Science and Mathematics.
a. Find the number of students who like Science but not Mathematics
b. Find the number of students who like Mathematics but not Science
c. Find the number of students who like either Mathematics or Science

28
 3. In a group of 100 persons, 72 people can speak Kapampangan and 43 can
speak Tagalog.
a. How many can speak Kapampangan only?
b. How many can speak Tagalog only?
c. How many can speak both Kapampangan and Tagalog?

4. In a survey of 150 high school students it was found that:

80 students have laptops, 110 students have cell phones, and 125 students have
iPods
62 students have both a laptop and a cell phone
58 students have both a laptop and iPod
98 students have both a cell phone and an iPod
50 students have all three items

a. How many students have just a cell phone?

b. How many students have none of the mentioned items?
c. How many students have an iPod and laptop but not a cellphone?

G. Finding practical applications of concepts and skills in daily living

Here are some of the many practical applications of Venn diagram.
1. Venn Diagrams can be used to compare characteristics of a dog and frog

2. In this Venn diagram, it shows the relationship between solid, liquid and gas.

29
 3. Venn Diagram can also be used to see what groups of numbers have things in common.

The circle
The circle
has
has even
multiples of
numbers
3

Where the circles

overlap has even
numbers that are
also multiples of 3

H. Making generalizations and abstractions about the lesson

Week 2: DAY 5
The Venn diagram is consists of a rectangle which represents the universal set.
It also consists of multiple overlapping closed curves, usually circles each representing
a set. The combined region of the sets is called their union while the region where the
sets overlap is called their intersection.

I. Evaluating learning

Use YELLOW PAD PAPER in answering Worksheet #2 on page 34 - 35 and to be

returned to your MATH TEACHER.

J. Additional activities for application or remediation

I’m pretty sure you enjoyed doing the activities about Venn diagram! Now, let’s
practice more using the Venn diagram. Write your solutions and answers in your MATH
NOTEBOOK.

1. Write the elements in the figure at the right to illustrate sets A and B.
A = { 1, 2, 3, 4, 5 }
B = { 2, 3, 5, 7, 11 }

Give the elements of the following, then illustrate them using the Venn diagram.

a) A Ո B b) A U B

c) A – B d) B – A

30
 If you got a score of at least 5 out of 10, then you may proceed to the next part of the
activity.

If not, you have to go back to the section C on pp 20 - 21 and try again.

2. Among the 70 kids in barangay Magana, 53 like eating in Jollibee while 42 like eating
in Mcdonalds. Answer the following questions. Let J = {eating in Jollibee} M = {eating in
Mcdonalds}. Write your solutions and answers in your MATH NOTEBOOK.

a) How many like eating both in Jollibee and

in Mcdonalds?
b) How many like eating in Jollibee only?
c) How many like eating in Mcdonalds only?

If you got a score of at least 2 out of 3, then you may proceed to the next part of the
activity.
If not, you have to go back to the section D on pp. 22 - 25 and try again.

3. Study the Venn diagram, then answer the questions that follow. Write your solutions and
answers in your MATH NOTEBOOK.

Let M = {student ride by MRT}

J = {student ride by Jeepney}
C = {student ride by Car}

a) How many ride in a car, a jeep and the MRT

in going to school?
b) How many ride in both a car and a jeep?
c) How many ride in both a car and the MRT?
d) How many ride in both a jeep and the MRT?
e) How many go to school in a car only? in the
MRT only? in a jeep only? by walking?
f) How many grade 7 students of Ramon
Magsaysay High School are there?

If you got a score of at least 4 out of 9, then congratulations you’re doing GREAT!

If not, you have to go back to the section E on pp. 26 - 28 and try again.

Need more help? You may reach your math teacher with his/her cellphone number or
send him/her a private message thru his/her facebook account indicated on the last page of this
module.

31
ANSWER KEY: C. Presenting examples/instances of the new lesson

TRY THIS 1: U = {1, 2, 3, 4, 5, 6}

A = {2, 4, 6}
B = {1, 2, 3, 6}

Use Venn diagram to represent the following:

a. A ∩ B = {2, 6} b. A ∪ B = {1, 2, 3, 4, 6} c. A – B = {4}

5 5 5

ANSWER KEY: D. Discussing new concepts and practicing new skills #1

TRY THIS 2:
1. a. There are 34 students who like comedy but not horror.
b. There are 87 students who like either comedy or horror.
c. There are 26 students who like both comedy and horror.
d. There are 13 students who like neither comedy nor horror.

U
Sports Drama
2.
Club Club
22 40 130

58

a. There are 192 students that are in either Sports Club or Drama Club.
b. There are 58 students that are in neither clubs.

ANSWER KEY: E. Discussing new concepts and practicing new skills #2

Example 2. a. 35 b. 22 c. 54 d. 0 e. 74 f. 10 g. 11

TRY THIS 3: a. 11 b. 1 c. 4 d.16

ANSWER KEY: F. Developing Mastery

1. 4 students did not passed both test 3. a. 57 b. 28 c. 15

2. a.520 b. 680 c. 1600 4. a. none b. 3 c. 8

32
ANSWER KEY: J. Additional activities for application or remediation

a) A Ո B = {2, 3, 5} c) A – B = {1, 4}

b) A U B = {1, 2, 3, 4, 5, 7, 11} d) B – A = {7, 11}

2. a. 25 b. 28 c. 17

3. a. 15 b. 34 c. 35 d. 32 e. C = 55, M = 67, J = 76, Walking = 100 f. 369

33
Use a YELLOW PAD PAPER to answer WORKSHEET#2 following the given instructions and it
is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Week 2 Parent’s signature:______________
Worksheet #1

WORKSHEET #2

A. Tell whether the illustration shows joint set, disjoint set, or subset.

1. 2. 3.

B. Shade the region(s) in the Venn diagram to illustrate the set.

4. B∩ C 6. D–E

5. B ∪ C 7. E–D

C. Read and analyze the problem and answer the questions.

120 college freshmen were interviewed about the class they enrolled. The result is shown in the
Venn diagram below.

E = {students signed up for an English class}

M = {students signed up for an Math class}

8. How many signed up for the English class?

9. How many signed up only for Math class?

10. How many signed up only for English class?

11. How many signed up for Math and English class?

12. How many signed up for either Math or English class?

13. How many signed up neither Math nor English class?

34
D. Encircle the letter of your answer.

50 students were asked on the special class they prefer.

Let A= {students who like arts}, D= {students who like dance}, S = {students who like sports}

Find the number of students

14. who like arts only

a. 21 b. 12 c. 9 d. 8

15. who like dance

a. 12 b. 13 c. 29 d. 37

16.who like dance and arts

a. 13 b. 12 c. 9 d. 8

17. who like dance or sports

a. 38 b. 29 c. 17 d. 7`

18. who like dance and sports but not arts

a. 46 b. 25 c.7 d. 4

19. who like arts, dance and sports

a. 13 b. 7 c.4 d. 3

20. who do not like any of the three

a. 13 b. 7 c.4 d. 3

35
 SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 7 – Regular

September 8 – 11, 14 - 16, 2020 (Week 3)

I. OBJECTIVES
Content Standards: The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standards: The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
A. Learning Competencies
The learner
1. represents the absolute value of a number on a number line as the distance of a
number from 0. M7NS-Ic-1
2. performs fundamental operations on integers. M7NS-Ic-d-1
3. illustrates the different properties of operations on the set of integers. M7NS-Id-2
B. Objectives
At the end of the lesson, the learners should be able to:
1. use negative numbers in practical situation
2. represent integers on the number line
3. compare and order integers
4. describe and illustrate the absolute value of a number on the number
line as the distance from zero (0)
5. perform the operations of integers
6. solve problems involving the operation of integers.
7. illustrates the different properties of operations on the set of integers

II. CONTENT
Integers

Learning Resources
A. Reference
1. Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp.40-73
2. E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp.44-74
3. Learner’s Material Mathematics Grade 7 First Edition 2013 pp.19-41

B. Other Learning Resources

http://mathcentral.uregina.ca
https://www.yourdictionary.com/number-line
https://www.mathopenref.com/integer.html

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Week 3: DAY 1 Before we start our lesson, let us have an the activity 1 “Sea Level”
Materials: Bond Paper, ruler, pencil, coloring materials

Procedure:
1. Draw a mountain/cliff beside the sea.
2. Draw a vertical number line, designating the sea level as zero (0).
3. Write numbers 1 – 3 as you move up the number line with 0 as the starting point and
numbers 1 – 3 as you move down.
4. Draw a bird 3 meters above sea level and a fish 3 meters below sea level.
Now, check your work by turning to page 59 for the key to correction, if you got the
procedure correctly. Then, you may now proceed to answer the guide questios below.

Guide Questions: Write your answers in your MATH NOTEBOOK.

1. How far is the bird from sea level?
2. How far is the fish from sea level?

36
 3. What sign can we use to designate ‘above sea level or above 0?
4. What sign can we use to designate ‘below sea level or below 0?

Now, check your work by turning to page 59 for the key to correction.

Based on your answer, let us separate the vertical number line.

Two integers are opposites if they are of the same distance from zero (0).

A number and its opposite are called additive inverses.

A positive sign (+) is usually used to express a number above 0, while negative
sign (-) is usually used to express a number below zero.

TAKE NOTE:

A number line can be horizontal as shown below.

Numbers on the right of zero are the positive natural number, while numbers on
the left of zero are the negative natural numbers.

Positive natural numbers, negative natural numbers and 0 make up the set of
INTEGERS.

As number goes further above or to the right of zero the value of the integer
increases and as number goes further below or the left of zero the value of the
integer decreases.

Again, let us consider the integers on the number line.

Both 2 and –2 are 2 units away from zero. Hence, we say that the absolute value of both
2 and –2 is 2.

Distance is always a positive value. Mathematicians use absolute value to describe

distance between two points on a number line. The absolute value of a number is equal to its
distance from 0. It is denoted by two bars ( ǀ ǀ ).

Based on the figure above, we say that ǀ 2 ǀ = 2 and ǀ- 2 ǀ = 2, since both 2 and –
2 are 2 units away from zero. In short, the absolute value of a number is the magnitude
of the number without regard to sign.

37
 SPEAKING MATHEMATICALLY
|2| = 2 is read as “the absolute value of 2 is 2”.
|−2| = 2 is read as “the absolute value of negative 2 is 2”

Example 1. Find the absolute value of each number.

a. ǀ8ǀ b. ǀ -3 ǀ c. ǀ0ǀ

Solutions:
a. ǀ8ǀ=8 b. ǀ -3 ǀ = 3 c. ǀ 0 ǀ = 0

TRY THIS 1: Find the absolute value of each number. Write your answers in your
MATH NOTEBOOK.
a. ǀ - 7 ǀ b. ǀ 13 ǀ

Now, check your work by turning to page 59 for the key to correction.

Let us proceed now to the next lesson.

B. Establishing a purpose for the lesson

Consider the integers on the number line.

The order of integers on the number line tells us which number has a greater value.
Observe that 3 is on the right of 1, and 3 is greater than 1; 1 is to the right of 0, and 1 is
greater than 0. Since 0 is to the right of –1, we say that 0 is greater than –1. Similarly, -1 is
to the right of –5, hence –1 is greater than –5.

On the number line, the numbers increases as you move from left to right. Thus, -5 < -1
and – 4 > -7.
SPEAKING MATHEMATICALLY
The symbol > is used to denote “is greater than”.
The symbol < is used to denote “is less than”.
The symbol = is used to denote “is equal to”.
The symbol ≠ is used to denote “is not equal to”.
The symbol ≥ is used to denote “is greater than or equal to”.
The symbol ≤ is used to denote “is less than or equal to”.

Hence, -5 < -1 read as “negative 5 is less than negative 1” and – 4 > -7 read as
“negative 4 is greater than negative 7

Example 2. Replace each with <, >, or =.

a. 5 4 b. –6 –7 c. –8 3
Solution:

Use number line to compare integers.

38
 a. Since 5 is to the right of 4, 5 > 4

b. Since –6 is to the right of –7, –6 > –7

c. Since –8 is to the left of 3, –8 < 3.

TRY THIS 2: Replace each with <, >, or =. Write your answers in your MATH
NOTEBOOK.
a. 9 12 b. –21 –19 c. –10 2
Now, check your work by turning to page 59 for the key to correction.

Example 3. Arrange the integers 6, -2, -8, 0, 3

a. ascending order b. descending order

Solutions:

a. Numbers arranged in ascending order begin with the least in value and end with the
greatest in value. -8, -2, 0, 3, 6

b. Numbers arranged in descending order start with greatest in value and end with the least in
value. 6, 3, 0, -2, -8

TRY THIS 3: Arrange the integers 7, -6, 4, -5, -13. Write your answers in your
MATH NOTEBOOK.
1. ascending order b. descending order

Now, check your work by turning to page 59 for the key to correction.

C. Presenting examples/instances of the new lesson

Week 3: DAY 2

Jame’s Savings
James saves Php 10 from day’s allowance. However, he has to
pay Php 3 to the class treasurer.

After paying the class treasurer, how much is left of his savings
for the day?

If your answer is Php 7. You got it correct.

For todays’ lesson, which is all about operation of integers, just like solving the four
basic operations in arithmetic - - -addition, subtraction, multiplication and division but
this time we will used the idea of signed numbers (positive and negative) that you
encountered in section A page 37 and we need to follow some rules in operations of
integers.

I know that you are excited to learn on how to add, subtract, multiply, and divide
integers. So let us start with addition of integers.

39
Addition of Integers

Let us use the number line that we taken up in section A page 38.

In adding integers using the number line. Start at 0. Then move to the right to add
a positive integer and move to the left to add a negative integer.

Example 1: Use the number line to add the following integers.

a. 1 + 3 b. 7 + (- 6) c. (- 4) + (- 4) d. (- 8) + 6

Solution:
a. 1 + 3

1 3

Begin at 0. Move 1 place to the right, then 3 places more. The stopping point is 4.
1+3=4

b. 7 + (- 6)
-6
7

Begin at 0. Move 7 places to the right. Then, move 6 places to the left. The
stopping point is + 1. 7 + (- 6) = 1

c. (- 4) + (- 4)

-4 -4

Begin at 0. Move 4 places to the left. Then, move 4 places more. The stopping
point is - 8. (- 4) + (- 4) = - 8

d. (- 8) + 6

-8

Begin at 0. Move 8 places to the left. Then, move 6 places to the right. The
stopping place is - 2. (- 8) + 6 = - 2
TRY THIS 4: Use the number line to add the following integers. Write your
solutions and answers in your MATH NOTEBOOK.
a. (- 3) + (- 6) b. 10 + (- 6) c. 2 + 3

40
 Now, check your work by turning to page 60 for the key to correction.

Rules for Adding Integers

LIKE SIGNS: (+) + (+) or ( - ) + ( - )
Find the sum of their absolute values and use the sign common to both
integers.

UNLIKE SIGNS: (+) + (-) or ( - ) + (+)

Find the difference of their absolute values and use the sign of the integer
with the greater absolute value.

Example 2: Add the following integers.

a. (- 9) + (- 3) b. (- 5) + 2

Solution:
a. Find the absolute values: |−9| = 9; |−3| = 3
Since the signs are the same, add the absolute values: 9 + 3 = 12.
The addends are both negative. Therefore, the sum is negative. (- 9) + (- 3) = - 12

b. Find the absolute values: |−5| = 5; |2| = 2

Since the signs are different, subtract the absolute values: 5 – 2 = 3.
The negative addend has the greater absolute value. Therefore, the sum is
negative. (- 5) + 2 = - 3
TRY THIS 5: Add the following integers. Write your solutions and answers in
your MATH NOTEBOOK.
a. 12 + (- 4) b. (- 15) + (- 20)

Now, check your work by turning to page 60 for the key to correction
Here are examples of adding more two integers

Example 3. Add the following integers.

a. 4 + 7 +12 b. (- 3) + (- 8) + (- 14) c. 17 + (- 4) + 10 + (- 5)

Solution:
a. The signs are the same. Add their absolute values. 4 + 7 +12 = 23
Since the signs of the addends are all positive, the sum is positive. 4 + 7 +12 = 23

b. The signs are the same. Add their absolute values. 3) + 8 + 14 = 25

The addends are all negative. So, the sum is negative. (- 3) + (- 8) + (- 14) = - 25

c. The signs are different. Find the sums of integers with the same signs.
17 + (- 4) + 10 + (- 5)
Combined like terms

-9
27
Then add the sums according to the rule for adding integers with different signs.
27 + (- 9) = 18
TRY THIS 6: Add the following integers. Write your solutions and answers in
your MATH NOTEBOOK.
a. (- 6) + (- 10) + 10 b. 3 + (- 27) + (- 13) + 17

Now, check your work by turning to page 60 for the key to correction

Example 4. Nadine receives two items in the mail. One is a check worth Php 2 000 while
the other is a house rental bill for Php 4 000. How much is her net gain and loss?

41
 Solution:
Check + Rental Bill = Net worth
So, 2 000 + (- 4 000) = N
The absolute values of the numbers are: |2 000| = 2 000; |−4 000| = 4 000

The difference between the absolute value is 2 000. Since the negative number
integer has the greater absolute value, the sign of the answer is negative. So the answer
is – 2 000. This example suggest the rule on adding integers with different signs.
TRY THIS 7: Solve the worded problem: Write your solutions and answers in
your MATH NOTEBOOK.
Electrons have a charge of -1. Protons have a charge of +1. The total charge
of an atom is the sum of its electron charges and its proton charges. Find the total
charge of an atom with 16 protons and 18 electrons.

Now, check your work by turning to page 60 for the key to correction

Since you enjoy adding integers, let us have now subtracting integers.
Week 3: DAY 3 Subtraction of Integers

Distance Between

A submarine cruises at the depth of 50 meters.

Directly above it, an airplane flies at an altitude of 195 meters.
How far apart are they?

To find the distance between the submarine and airplane, we represent then depth
of 50 m as – 50 and the height of 195 m as + 195. To obtain the difference between the
two, we write
195 – (- 50)
Base on the illustration above, it is clear that the distance form the plane to the
submarine is 245 meters that is 195 + 50 = 245. Thus, we say that these two
expressions
195 – (- 50) = 195 + 50
245 = 245
Subtracting – 50 has the same effect as adding + 50. We state this finding as a
rule on subtracting signed numbers.

Note: Additive
Rules for Subtracting Integers
Inverse – the
To subtract a signed number, add the additive
opposite of a
inverse of the subtrahend.
number. Example:
For any real numbers x and y:
additive inverse of
x – (- y) = x + (+y)
– 5 is + 5
x – (+y) = x + (- y)

Example 1. Use a number line to subtract the following integers.

a. 3 – (- 2) b. (- 2) – (- 7) c. 4 – 3

Solution:
a. 3 – (- 2) = 3 + (+2)
3 2

42
 Based to the rule of subtraction of integers, add the additive inverse of the
subtrahend. In this case, our subtrahend is (- 2). The additive inverse of (- 2) is +2. Then
proceed to addition rule. 3 + (+2) = 5

In all cases, change the subtraction to addition.

b. (- 2) – (- 7) = (- 2) + (+7)

7
-2

Based to the rule of subtraction of integers, add the additive inverse of the
subtrahend. In this case, our subtrahend is (- 7). The additive inverse of (- 2) is +7. Then
proceed to addition rule. (- 2) + (+7) = 5

c. 4 – 3 = 4 + (- 3)

Based to the rule of subtraction of integers, add the additive inverse of the
subtrahend. In this case, our subtrahend is (+3). The additive inverse of (+3) is - 3. Then
proceed to addition rule. 4 + (- 3) = 1

TRY THIS 8: Use a number line to subtract the following integers. Write your
solutions and answers in your MATH NOTEBOOK.
a. (- 3) - (- 8) b. 5 - 6

Now, check your work by turning to page 60 for the key to correction

Example 2. Subtract the following integers.

a. 7 – 9 b. (- 12) – (- 17)

Solution:
Following the rule of subtracting integers.
a. 7 – 9 = 7 + (- 9) = - 2 b. (- 12) – (- 17) = (- 12) + (+17) = 5

TRY THIS 9: Subtract the following integers. Write your solutions and answers in
your MATH NOTEBOOK.
a. 12 - (- 4) b. (- 15) - (- 20)

Now, check your work by turning to page 64 for the key to correction

The following are examples of subtracting expressions containing more than two terms.

Example 3. Subtract the following integers.

a. (- 10) – (- 6) – (- 14) b. (- 20) – 5 – (16) – (- 11)

Solution:
Change all the signs of the subtrahend then proceed to addition.

43
 a. (- 10) – (- 6) – (- 14) = (- 10) + (+6) + (+14) = (- 10) + 20 = 10

Subtrahend 20
b. (- 20) – 5 – (16) – (- 11) = (- 20)
10 + (- 5) + (- 16) + (+11) = (- 41) + (+11) = - 30

Combined like terms - 25

- 41

- 30
TRY THIS 10: Subtract the following integers. Write your solutions and answers
in your MATH NOTEBOOK.
a. 25 - (- 24) – (30) b. (- 38) - (- 26) – (18) – (22)
Now, check your work by turning to page 60 for the key to correction

Example 4. Find the difference in altitude between a mountain 3 900 feet high and a valley
785 feet below sea level.

Solution:
Land that is below sea level is considered to have negative altitude. Hence, the
valley is said to have an altitude of -785 feet. The difference in altitudes between the
mountain and the valley is found by subtracting -785 ft from 3 900 ft.
3 900 ft – (- 785 ft) = 4 684 ft
TRY THIS 11: Solve the worded problem. Write your solutions and answers in
your MATH NOTEBOOK.
Find the difference in altitude between a mountain 2 853 feet high and a
valley 375 feet below sea level.
Now, check your work by turning to page 61 for the key to correction

D. Discussing new concepts and practicing new skills #1

Week 3: DAY 4
Do you still remember how to multiply numbers? Great! On the previous part, you have
learned how to add and subtract integers.

Isn’t it multiplication a repeated addition? Like when we multiplied 2 by 3, we add 2 three

times:

2 + 2 + 2 = 6.

Before we go in depth with multiplication of integers, let me introduce to you

Simeon the Bunny, our friendly bunny. Since, you are friends now, he would like you to
call him “Myon the Bunny” because that’s his nickname. Myon the Bunny is here to help
you with multiplication of integers using the number line.

Just like you

And he can also face
and me, Myon can
left.
face right.

44
 In addition to that, he
can hop forward…

And he can also hop

backwards.

Myon the Bunny is now ready to help you with multiplication of integers.

Multiplication of Integers
Take NOTE of the
Example 1.1: Multiply using a number line. following:

2×3=? We have two

direction: Right
Look at our example, we have to factors. Which is our first factor? and Left
It’s 2. Our first factor always indicates which direction will Myon the
And we can go
Bunny will face, either left or right. forward and
backwards.
How will we know the direction? By its sign-- positive or negative.

If it is positive, then Myon will face right.

If it is negative, then Myon will face left.

Let’s see! Our first factor is 2 and its sign is positive, therefore,

Myon will face right.

Remember, Myon has to
always start on zero.

The first factor also indicate the hop size. Therefore, our hop size is 2

While the second factor will tell Myon to hop forward or to hop backwards. And again,
we will know where to go by the sign of our second factor.

Myon will go forward if the sign is positive.

Myon will go backwards if the sign is negative.

The second factor is 3, and its sign is positive. Therefore, Myon will go forward.

The second factor also indicates how many times Myon must hop. Now let’s see
what is the answer to our example.

The answer to our

example 2 × 3 is 6.

45
 Note: 2 × 3 can also be written as (2) (3).

Example 1.2: Multiply using a number line. (2)(-3) = ?

Now let’s see, which direction will Myon face? He will face right because the sign
of 2 is positive. And our hop size is 2.

Where do we go? We go backwards because the sign of 3 is negative, and we

will hop 3 times.

The answer to
our example
(2)(-3) is -6.

Example 1.3: Now let’s try (-2)(3).

Which direction will Myon face? Left! Why? Because the sign of our first factor is
negative. But still, our hop size is 2.

Where do we go? Forward! Why? Because the sign is positive. And we will hop 3 times.

The answer to
our example (-
2)(3) is -6.

Are you getting the hang of it now? Great! Let’s continue!

Example 1.4: How about (-2)(-3)?

Which direction will Myon face? Left! Why? Because the sign of our first factor is
negative, and our hop size is 2.
Where do we go? Backwards! Why? Because the sign of our second factor is negative,
and we will hop 3 times.

The answer to
our example
(-2)(-3) is 6.

It’s now time for you to try. Answer Example 2.

Example 2: Multiply using the number line: (3)(-3).

46
 Myon will watch you but he will still guide you, that’s why he prepared these
questions for you.

a. Which direction will you face? b. What is the hop size?

c. Where will you go? d. How many times will you hop?

If your answer to (3)(-3) is -9, then you may proceed to Try This 12.

But if you arrived to a different answer, then go back to the Example 1.1 to 1.4.

TRY THIS 12: Multiply using the number line. Write your solutions and
answers in your MATH NOTEBOOK.
a. (4)(-1) b.(-2)(-4)

Now, check your work by turning to page 61 for the key to correction

Let’s look at all the answers for Example 1.1 to 1.4:

( 2)(3 )  6
As you can see, the answer without
the sign are all the same which is 6.
(2)(3)  6
The sign just differs.
( 2)(3)  6

( 2)(3)  6

What are the sign of the factors when the sign of the answer is positive? The first one
are both positive, while the fourth one are both negative. Therefore, the sign of the answer is
positive when the sign of both factors are the same.

What are the sign of the factors when the sign of the answer is negative? The second
example has different signs. Same is true with the third example, they have different signs.
Therefore, the sign of the answer is negative when the sign of the factors are different.

Let’s apply what we have concluded above with these examples:

Example 3: Multiply (5)(-3).

Basically, the answer is 15, but let us look at their signs. Do they have the same sign?
No!

Do they have different signs? Yes!

And when they have different signs, the sign of the product is negative.

Therefore, (5)(-3) = -15.

Try answering example 4 on your own.

Example 4: Multiply (-8)(-4)

Isn’t it easy? Now let’s verify if your answer is correct. If you answered 32, then
you may proceed to Try This 13. If not, go back to Example 3, and try all over again.

Rules for Multiplying Integers:

Multiplying LIKE SIGNS (+)(+) or (-)(-), the product is POSITIVE.

Multiplying UNLIKE SIGNS (+)(-) or (-)(+), the product is

NEGATIVE.
47
 TRY THIS 13: Multiply. Write your solutions and answers in your MATH
NOTEBOOK.
a. (5)(6) b. (- 3)(7) c. (- 9)(- 8)
Now, check your work by turning to page 61 for the key to correction

Example 5: Multiply (-5)(-3)(-10).

(-5)(-3)(-10)

15 The product is positive since the signs are the same.

-150 The product is negative since the signs are the different.

Try Example 6 on your own.

Example 6: Multiply

(6)(-5)(-2)

Did you enjoy multiplying the integers? Did you get 60 as your answer? If yes, you may
now proceed to the next example. If no, go back to Example 5 and try again.

Example 7: For each late arrival in class, a student gets 2 demerits. Romy arrives late in class
for the fifth time since the school year started. How many demerits has he received?

Solution:

Demerits are deduction points or minus points. Meaning, a student gets a deduction of 2
points every time he/ she arrives late in class.

2 demerits --> -2

Romy has been late for 5 times.

(-2)(5 late) = -10.

Therefore, Romy has received 10 demerits.

TRY THIS 14: Solve the worded problem. Write your solutions and answers in
your MATH NOTEBOOK.
In a test, there are 20 questions. The test awards 2 points if the answer is
correct, and deduct 2 points if the answer is incorrect. If Paula answered 5 questions
incorrectly, how many points did she lose?

Now, check your work by turning to page 61 for the key to correction
Week 3: DAY 5
Division of Integers
Hi! I’m back!

I also know how to divide integers using a

number line. Let’s get started!

48
Let’s have 8 ÷ 4 as an example. In this example, our destination is 8.

Our hop size is 4, and since the sign of

dividend divisor the divisor is positive, we will face right.

Our goal is to know whether we went

destination Direction FORWARD or BACKWARDS. The sign
where to face: of the quotient depends here.

Right or Left If we went forward, the sign is

Hop size POSITIVE.

If we went backwards, the sign is

NEGATIVE.

We also need to know how many times

we hopped to arrive in our destination.

To arrive to my destination,
which is 8, I moved
forward and I hopped 2
times. Therefore, the
answer to 8 ÷ 4 is 2.

Example 8: Divide by using the number line.

a. 8 ÷ (-4) b. (-8) ÷ 4 c. (-8) ÷ (-4)

Solution:

a. 8 ÷ (-4)
Where is our destination? We have to go to 8. Where do we face? Left! Why? Because
the sign of the divisor is negative. What is our hop size? 4.

Now let’s see how do we arrive to 8.

To arrive to my destination,
which is 8, I moved
backwards and I hopped 2
times. Therefore, the
answer to 8 ÷ (-4) is -2.

b. (-8) ÷ 4
Where is our destination? We have to go to -8. Where do we face? Right! Why?
Because the sign of the divisor is positive. What is our hop size? 4.

49
 To arrive to my destination,
which is -8, I moved
backwards and I hopped 2
times. Therefore, the
answer to (-8) ÷ 4 is -2.

c. (-8) ÷ (-4)

Where is our destination? We have to go to -8. Where do we face? Left! Why? Because
the sign of the divisor is negative. What is our hop size? 4.
To arrive to my destination,
which is -8, I moved
forward and I hopped 2
times. Therefore, the
answer to (-8) ÷ (-4) is 2.

Example 9: Now it’s your time to try it on your own.

Divide using a number line: 6 ÷ (-2)

a. Where is your destination? c. What is your hop size?

b. Where do you face? Why?

Did you arrive to your destination safely? Great! If your answer is -3, then you can go to
the next example. If not, go back to example 8 and try again.

Let’s see the answers to Example 8. As you can see, they all have the same quotient
without the sign. The sign just differs but the
8÷4=2 (-8) ÷ 4 = -2 number is the same which is 2.
8 ÷you
Do (-4)see
= -2the same
(-8)pattern
÷ (-4) =as
2 in multiplication of integers? Do you think they have the
same rule?

Exactly! They have the same rules. When we divide integers with like signs, the sign of
the quotient is positive. And when we divide integers with unlike sign, the sign of the quotient is
negative.

8
Note: 8 ÷ 4 can be written as also.
4

Are you ready for another example? Here we go!

Example 10: Divide.

 56
a. If we divide disregarding the signs, the quotient will be 8. Now, let’s look
7
at the signs. Are the signs of the dividend and the divisor the same? No! If we divide integers
with unlike signs, then the sign of the quotient is negative. Therefore, the quotient is -8.

50
  84
b.  ____ Are the signs of the dividend and divisor the same? What must be the sign of
 42
the quotient?
If your answer is 2, then you are ready for Try This 15. If not, go back to example 10
and try again.

Rules for Dividing Integers:

() ( )
Dividing LIKE SIGNS or , the quotient is POSITIVE.
() ( )

() ( )
Dividing UNLIKE SIGNS or , the quotient is NEGATIVE
( ) ()

TRY THIS 15: Divide. Write your solutions and answers in your MATH
NOTEBOOK.
 18 100  90
a. b. c.
3  25  15
Now, check your work by turning to page 61 for the key to correction

Example 11:

Rina needs to withdraw Php 20,000 from an ATM. The ATM can dispense a maximum
amount of Php 5,000 at a time. How many times will she have to withdraw from the ATM to
obtain the needed amount?

Solution:

Withdrawals of Php 20,000 and Php 5,000 can be represented as -20,000 and -5,000,
respectively. Remember that when you withdraw, the money you have in your bank account
get deducted.

Rina needs to withdraw Php 5,000 four times from the ATM to obtain Php 20,000.

So, (-20,000) ÷ (-5,000) = 4.

TRY THIS 16: Solve the worded problem. Write your solutions and answers in
your MATH NOTEBOOK.
In a test, there are 20 questions. The test awards 2 points if the answer is
correct. If Nina got 24 points, how many questions did she answered correctly?

Now, check your work by turning to page 61 for the key to correction

E. Discussing new concepts and practicing new skills #2

Let us now have another lesson that will strengthen your skills in performing the
fundamental operations of integers.

Properties of the Operations on Integers

1. Closure Property
Examples:
5 + 7 = 12 11 x 4 = 44

Two integers that are added and multiplied remain as integers.

51
2. Commutative Property
Examples:

Addition 10(-12) = (-12) + 10

-2 = -2

Multiplication (-3) x (-6) = (-6) x (-3)

18 = 18

This property states that changing the order of the addends or factors
does not change the sum or product.
If a and b represent integers, then a + b = b + a and a x b = b x a.

3. Associative Property
Examples:

Addition -6 + (10 + 4) = (-6 + 10) + 4

-6 + 14 = 4 + 4
8 = 8

Multiplication 3[(-8) (9)] = [3(-8)] (9)

3[-72] = [-24] 9
216 = 216

This property states that changing the grouping of the addends or

factors does not change the sum or product.
If a, b, and c represent integers, then (a + b) + c = a + (b + c) and (a x b) x c = a
x (b x c).

4. Distributive Property
Examples:

-4 x (6 + 3) = (-4) (6) + (-4) (3) 8 (4 – 10) = 8 (4) - 8 (10)

-4 x (9) = (-24) + (-12) 8 (-6) = 32 - (80)
-36 = -36 -48 = -48

This property states that multiplying a sum by a number is the same as

adding the products of the number and each addend.
If a, b, and c represent integers, then a (b + c) = (a x b) + (a x c)
a (b - c) = (a x b) – (a x c).

5. Identifying Property
Additive Identity
Example:

4+0=4 -5 + 0 = -5

This property states that the sum of any number and 0 is the given
number.
Zero, “0” is the additive identity, a + 0 = a.

Multiplicative Identity
Examples:
10 x 1 = 10 -10 x 1 = -10
This property states that the product of any number and 1 is the given
number.
One, “1” is the multiplicative identity, a x 1 = a.

6. Inverse Property
Additive Inverse
Example:
11 + (-11) = 0 -15 + (15) = 0

52
 This property states that the sum of a number and its opposite is 0. For
any number a, the additive inverse is –a.

Multiplicative Inverse
Example:
1 1
6× =1 −3 × − = 1
6 3
This property states that the product of a number and its multiplicative
1
inverse or reciprocal is 1. For any number a, the multiplicative inverse is .
𝑎
1
Thus, 𝑎 × = 1
𝑎

TRY THIS 17: Name the property illustrated in each number. Write your answers in
your MATH NOTEBOOK.
1. -20 (1) = -20 6. 0 + (-2) = -2
2. 10 (6 - 4) = 10 (6) + 10 (-4) 7. 15 + (-15) = 0
3. (6 x 7) x 8 = 6 x (7 x 8) 8. (-3) (4 + 9) = (-3) (4) + (-3)(9)
4. 4 + 5 + 6 = 6 + 5 + 4 9. -8 x – 1/8 = 1
5. 1 x ¼ = ¼ 10. (0.5 + 0.2) + 1.5 = 0.5 + (0.2 + 1.5)

Now, check your work by turning to page 61 for the key to correction. Give
yourself 1 point for every correct answer.

How many correct answers did you get?

If your score is at least 5 out of 10, you may now proceed to next part of the discussion.

F. Developing mastery

Week 3: DAY 6 Write your solutions and answers in your MATH NOTEBOOK.

1. PINK 2. BLACK 3. BLUE 4. 5. PINK ANSWER

-3 + 7 = 10 – (-12) = 6(-2)= BLACK -15 + 7 = A B C D E
24 -4 -5 22 4 -32
=
3 F G H J K
-8 -29 13 -76 -9
6. BLACK 7. PINK 8. WHITE 9. 10. BLACK L M N P Q
-2–3= -38 ( 2 ) = -42 + (-25 ) YELLOW −160 -67 -12 -38 0 8
=
= 1 – 30 = 5

11. YELLOW 12. BLACK 13. BLUE 14. 15. PINK

72 – 50 = 15 + (-2) = 76 YELLOW -5–4=
=
−2 2 + (-2 )
=

NOTE: COPY and DO the MATH MYSTERY

PICTURE ACTIVITY in your MATH NOTEBOOK

53
 MATH MYSTERY PICTURE
Solve the problems above. Find the answer in the box and color the letters in grid in your MATH
NOTEBOOK. Use the color from the problem box to reveal your Mystery Picture.

M N N G G P P G G P P G M N N

M N P G G G G G G P P G P N N

M G P G P P P G G P P G P P N

M P P G P P G G G L L L P P N

G P P G P P G P L L H L L P P

G P C Q B E P P L B Q B L P G

G C A P P C H P L L E L L P G

G P C P P C P P P L L L G P G

G P P P G G G G G P P P P P P

P P G G G A Q p Q A P P P P P

M G G p H F D A D F E P P P M

M G G p G E J K J E P P P P M

N M P G P P A K D P P P G N M

N M N P P P P Q P P P P N N M

N M N N P P P P P P P N N N M

G. Finding practical applications of concepts and skills in daily living

Daily-life Applications

It is easy to recognize numbers in the real world. Some examples are:

1. Highways have posted speed limits that are represented in numbers. People who have
obtained a driver’s license understand this system of numbers. They know that if the posted
limit is 110 km/h and they drive 120 km/h, they could be fined.
2. We see numbers on clocks and use them to understand time.
3. There are numbers on doors and buildings that state identifications.
4. Maps have numbers to give directions and information.
The above – mentioned examples represent positive numbers.

Now, consider the next set of examples.

1. Going Down
In general, negative integers represent decreasing or downwards movement, or to the left (in
relation to the number line).
 If we are describing a car slowing down for a stop sign, its acceleration is represented with
a negative value because its speed is decreasing.
 If you were digging a hole, your depth could be represented using negative integers.

54
 2. The Thermometer
A common example of negative integer usage is the thermometer. Thermometers are similar
to number lines, but vertical. They have positive integers above zero and negative integers
below zero. People use this number system to measure and represent the temperature of
the air. Also, if it -23°C outside, and the temperature drops 3 degrees, what is temperature
now? -26°C. If we picture the thermometer, we know that as the temperature drops, we look
downwards on the thermometer.

3. Altitude
Geographically, we represent sea level with integers. Obviously, below sea level is
represented with negative integers.
For example,
 Antarctica is 2,538 m below sea level and is represented by the integer (-2,538).
 When geography specialists study the difference between, say the top of Mount Everest in
Tibet, which is 8,848 m above sea level (8848), and the bottom of the Dead Sea which is
409 m below sea level (-409 ), they use negative representations of integers.

4. Banks
Banks and credit unions frequently use negative integers.
 Negative integers can be used to represent debits and positive integers represent
credits. For example, let’s say I deposited Php10000 into my personal bank account. My
balance is then Php10000. If I withdrew Php2000 from my personal bank account, then it
is represented by -2000. Then, my new balance is Php8000.If I buy two Php300 sweaters,
I will need Php600. If I buy both sweaters, my account will decrease by Php600. This is
often represented mathematically as -600. My account balance is then at Php7400.

It is easy to see how banks and credit unions use positive and negative integers to show
whether money is being put into an account or taken out.

Reference: http://mathcentral.uregina.ca

It’s your turn!

Give three examples of daily-life applications of integers in our lives.

Think Deeper!

Answer the following.

1. Ana enters the elevator from the basement of the parking garage and takes it to the 11th floor
for lecture. Then she takes the elevator two floors down for a workshop. On what floor will
Ana be if she then goes down seven floors for a snack?
2. John has a cell phone plan that allows him to talk 120 minutes anytime. He uses his cell
phone to speak to Tom for 75 minutes and uses it again to talk 50 minutes to Granny. How
many minutes did John talk on his cell phone? How many minutes are left on his plan or how
many minutes did he go over his allowed minutes?
3. In one of the classrooms at the PHS Main Building, there are 8 columns and 6 rows of chairs.
What is the maximum number of students that can be seated in this classroom?
4. Mrs. Mabait owes Php368, 000 on her car loan. Each of her 4 children is willing to pay an
equal share of this loan. Using integers, determine how much money each of her children will
pay.

55
5. Mrs. Mahinahon, the owner of Manyaman Fruit Stand, ordered apples from her supplier hen
delivered, there are 336 apples in 12 baskets. How many apples are there in 3 baskets?

H. Making generalizations and abstractions about the lesson

Week 3: DAY 7 Wrap it up!!!

Real Numbers – any number that can be found in number line.

Number Line - is a straight line with a "zero" point in the middle, with positive and negative
numbers listed on either side of zero and going on indefinitely.
Integer - is a number that has no fractional part, and no digits after the decimal point. An integer
can be positive, negative or zero.

Rules for Adding Integers

LIKE SIGNS: (+) + (+) or ( - ) + ( - )
Find the sum of their absolute values and use the sign common to both integers.

UNLIKE SIGNS: (+) + (-) or ( - ) + (+)

Find the difference of their absolute values and use the sign of the integer with the
greater absolute value.

Rules for Subtracting Integers

To subtract a signed number, add the additive inverse of the subtrahend.
For any real numbers x and y:
x – (- y) = x + (+y)
x – (+y) = x + (- y)

Rules for Multiplying Integers:

Multiplying LIKE SIGNS (+)(+) or (-)(-), the product is POSITIVE.

Multiplying UNLIKE SIGNS (+)(-) or (-)(+), the product is NEGATIVE.

Rules for Dividing Integers:

() ( )
Dividing LIKE SIGNS or , the quotient is POSITIVE.
() ( )

() ( )
Dividing UNLIKE SIGNS or , the quotient is NEGATIVE
( ) ()

56
 I. Evaluating learning

Use YELLOW PAD PAPER in answering Worksheet #3 on page 63 and to be

returned to your MATH TEACHER.

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE! Write your solutions and answers in your MATH
NOTEBOOK.

I. A. Write each absolute value.

1. |7| 2. |−3| 3. |−51| 4. |98| 5. |0|

B. Compare each of these pairs of numbers using the appropriate sign ( >, <, = ).

1. 7 ___ 9 3. – 16 ___ 12 5. 0 ___ - 6

2. – 8 ___ - 16 4. – 21 ___ 21

If you got a score of at least 5 out of 10, then you may proceed to the next part of
the activity.

If not, you have to go back to the section A and B on pp. 36 - 37 and try again.

II. A. Write the missing number.

1) -11 + ( -22 ) 6) -6 + ( -5 ) + ( -12 ) + ( -3 )

2) -13 + 30 7) ( -10 + 10 ) + ( -16 )

3) 20 + ( -25 ) 8) 18 + ( -11 ) + 3

4) 9 + ____ = -4 9) 8 + ( -2 ) + ( -4 )

5) -74 + ____ = -15 10) ( -15 + -12 ) + ( 12 + 15 )

B. Before subtracting these integers, rewrite each problem. The first one is done for you.

1) -6 – ( -8 ) = -6 + 8 = 2 6) -16 – ( -4 – 3 )

2) 7 – ( -5 ) 7) ( 30 – 17 ) – ( -12 )

3) -1 – ( -7 ) 8) ( -9 + 6 ) – ( 18 – 27 )

4) -4 – 3 9) 4 – (-25 ) + 20

5) 18 – (-8 ) – 7 10) ( -8 + 3 ) – ( -5 + 5 )

If you got a score of at least 10 out of 20, then you may proceed to the next part of the
activity.

57
 If not, you have to go back to the section C on pp. 40 - 43 and try again.

III. A. Perform the indicated operation.

−51
1) (-18)(2) 6)
3

−28
2) (-7)(-5) 7)
−7

40
3) (0)(-16) 8)
−40

−9
4) (-14)(-3)(-1) 9)
27

−200
5) (10)(-12)(-9) 10)
−25

B. Write the missing number.

9
1) ( -2 )( __ ) = -10 6) = −3

2) ( __ )(3) = -3 7) = 27
−3

3) ( -4 )( __ ) = 64 8) = −16
4

−11
4) ( -8 )( -2 )( __ ) = 32 9) =
11

5) ( -7 )( __ ) = 0 10) =0
−15

If you got a score of at least 10 out of 20, then you may proceed to the next part of the
activity.

If not, you have to go back to the section D on pp.44 - 51 and try again.

IV. Name the property illustrated in each of the following.

1
1) (-4)( − ) = 1 4) (7 + 9) + (-5) = 7 + (9 + -5)
4

2) (6)(8) = (8)(6) 5) 3 (10 – 8 ) = 3 (10) – 3 (8)

3) -25 + 25 = 0

If you got a score of at least 3 out of 5, then you are doing a good job

If not, you have to go back to the section E on pp. 52 - 53 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone number
or send him/her a private message thru his/her facebook account indicated on the last page of
this module.

58
ANSWER KEY: A. Reviewing previous lesson or presenting the new lesson

1. Draw a
mountain/cliff
beside the sea.

2. Draw a
vertical number
line, designating
the sea level as
zero (0).

3. Write numbers
1 – 3 as you
move up the
number line with
0 as the starting
point and
numbers 1 – 3
as you move
down.

4. Draw a bird 3
meters above
sea level and a
fish 3 meters
below sea level.

Guide Questions:

1. How far is the bird from sea level? ANSWER: 3 meters above sea level
2. How far is the fish from sea level? ANSWER: 3 meters below sea level
3. What sign can we use to designate ‘above sea level or above 0? ANSWER: Positive
4. What sign can we use to designate ‘below sea level or below 0? ANSWER: Negative

ANSWER KEY: B. Establishing a purpose for the lesson

TRY THIS 1: Find the absolute value of each number.
a. ǀ - 7 ǀ = 7 b. ǀ 13 ǀ= 13

TRY THIS 2:
a. 9 < 12 b. –21 < –19 c. –10 < 2

TRY THIS 3: Arrange the integers 7, -6, 4, -5, -13

a. ascending order -13, -6, -5, 4, 7 b. descending order 7, 4, -5, -6, -13

59
ANSWER KEY: C. Presenting examples/instances of the new lesson

Addition of Integers
TRY THIS 4: Use the number line to add the following integers.
a. (- 3) + (- 6) = - 9

b. 10 + (- 6) = 4

c. 2 + 3 = 5

TRY THIS 5: Add the following integers.

a. 12 + (- 4) = 8 b. (- 15) + (- 20) = - 35

TRY THIS 6: Add the following integers.

a. (- 6) + (- 10) + 10 = - 6 b. 3 + (- 27) + (- 13) + 17 = - 20

TRY THIS 7: Solve the worded problem:

Electrons have a charge of -1. Protons have a charge of +1. The total charge of an atom
is the sum of its electron charges and its proton charges. Find the total charge of an atom with
16 protons and 18 electrons. (16) + (- 18) = - 2

Subtraction of Integers
TRY THIS 8: Use a number line to subtract the following integers.
a. (- 3) - (- 8) = (- 3) + (8) = 5

b. 5 – 6 = 5 + (- 6) = -1

TRY THIS 9: Subtract the following integers.

a. 12 - (- 4) = 12 + (+4) = 16 b. (- 15) - (- 20) = (- 15) + (+20) = 5

TRY THIS 10: Subtract the following integers.

a. 25 - (- 24) – (30) = 25 + (+24) + (- 30) = 19
b. (- 38) - (- 26) – (18) – (22) = (- 38) + (+26) + (- 18) + (- 22) = - 52

60
 TRY THIS 11: Solve the worded problem:

Find the difference in altitude between a mountain 2 853 feet high and a valley 375 feet
below sea level. 2 853 ft – (- 375 ft) = 2 853 ft + (+375) ft = 3 228

ANSWER KEY: D. Discussing new concepts and practicing new skills #1

TRY THIS 12:

Multiply using the number line:

a. (4)(-1) = -4

b. (-2)(-4) = 8

TRY THIS 13: Multiply:

a. (5)(6) = 30 b. (-3)(7) = -21 c. (-9)(-8) = 72

TRY THIS 14: Solve the worded problem:

In a test, there are 20 questions. The test awards 2 points if the answer is correct, and
deduct 2 points if the answer is incorrect. If Paula answered 5 questions incorrectly, how many
points did she lose? (-2)(5) = -10; Paula lost 10 points.

TRY THIS 15: Divide.

 18 100  90
a. = -6 b. = -4 c. =6
3  25  15
TRY THIS 16: Solve the worded problem:

In a test, there are 20 questions. The test awards 2 points if the answer is correct. If Nina
got 24 points, how many questions did she answered correctly?

24 ÷ 2 = 12. Nina answered 12 questions correctly.

ANSWER KEY: E. Discussing new concepts and practicing new skills #2

TRY THIS 17: Name the property illustrated in each number.
1. Multiplicative Identity 6. Additive Identity
2. Distributive Property 7. Additive Inverse
3. Associative Property 8. Distributive Property
4. Commutative Property 9. Multiplicative Inverse
5. Multiplicative Identity 10. Associative Propert

ANSWER KEY:
F. Developing
Mastery

61
ANSWER KEY: G. Finding practical applications of concepts and skills in daily living

1. 0+11 + (-2) + (-7) = 2

Ana will be on the second floor.
2. 120 + (-75) + (-50) = 5
John went over 5 minutes of his allowed minutes.
3. 8 x 6 = 48
The maximum number of students that can be seated in the classroom is 48.
4. 368 000 / 4 = 92 000
Each of her children will share Php 92 000.
5. 336/12 = 28 x 3 = 84

ANSWER KEY: J. Additional activities for application or remediation

I.A. B.
1) 7 4) 98 1) < 4) <
2) 3 5) 0 2) > 5) >
3) 51 3) <

II.A.
1) -33 3) -5 5) 59 7) -16 9) 2
2) 17 4) -13 6) -26 8) 10 10) 0

B.
1) -6 + 8 = 2 6) -16 – (-7) = -16 + 7 = -9
2) 7 + 5 = 12 7) 13 – (-12) = 13 + 12 = 25
3) -1 + 7 = 6 8) (-3) – (-9) = (-3) + 9 = 6
4) -4 + (-3) = -7 9) 4 + 25 + 20 = 49
5) 18 + 8 + (-7) = 19 10) -8 + 3 – 0 = -5 – 0 = -5

III.A.
1) -36 3) 0 5) 1 080 7) 4 9) -1/3
2) 35 4) -42 6) -17 8) -1 10) 8

B.
1) 5 3) -16 5) 0 7) -81 9) -1
2) -1 4) 2 6) -3 8) -64 10) 0

IV.
1) Multiplicative Inverse Property 4) Associative Property
2) Commutative Property 5) Distributive Property
3) Additive Inverse Property

62
Use a YELLOW PAD PAPER to answer WORKSHEET#3 following the given instructions and it
is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Week 3 Parent’s signature:______________
Worksheet #1
WORKSHEET #3

A. Give the absolute value of the following.

1. |20| 2. |−9| 3. |16| 4. |−23|

B. Fill in the blank with the correct symbol  or .

5. (10) ____ (4) 6. ( 4 ) ____ (13)

7. ( 15 ) ____ ( 7 ) 8. (5 ) ____ ( 0 )

C. Arrange the following integers in

(a) ascending order

9. 5, 12, 4, 2, 0

10. 11, 19, 21, 3, 9

(b) descending order

11. 8, 17, 12, 20, 5

12. 4, 53, 12, 40, 19

D. Perform the indicated operation

13. (12) + (-7) 14. (10) + (13) 15. (-4) + (-15)

16. (16) – (-2) 17. (-7) – (-10) 18. (-15) +(25) – (6)

19. (5) (-9) 20. (-7) (-7) 21. (4) (-5) (-3) (10)
−100 60
22. 23.
−5 −15

E. Identify the property that justify the following.

24. 15 + (-15) = 0
25. 8 + (-4) = (-4) + 8
26. (-2)( 3+11) = (-2)(3)+(-2)(11)

F. Solve the following problem. Show your solution and box your final answer.
27. Hazel’s got a grade of 97 on a report. However, because she returned it in late, her teacher
is going to deduct 15 points. What will Hazel’s final score on the report be?

28. A submarine starts out at 135 feet below sea level. It dives 240 feet before rising 307 feet.
Represent the current depth of the submarine as an integer.

29. During summer the height of the water in a pool decreased by 4 inches each week due to
evaporation. What is the change in the height of the water over a six-week period?

30. Shaine wants to buy a computer table costing 1330 php per month. If the selling price of the
computer table in a installment basis is 7980 php, how many months will she pay it

63
 SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 7 – Regular

September 17 - 18, 21 – 24, 2020 (Week 4)

I. OBJECTIVES
Content Standards: The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standards: The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
A. Learning Competencies
The learner
1. expresses rational numbers from fraction form to decimal form and vice versa.
M7NS-Ie-1
2. performs operations on rational numbers. M7NS-If-1
B. Objectives
At the end of the lesson, the learners should be able to:
1. express rational numbers from fraction form to decimal form and vice
versa;
2. arrange rational numbers on a number line
3. perform operations on rational numbers;
4. arrange rational numbers in increasing or decreasing order;
5. solve problems involving rational numbers.

II. CONTENT
Rational Numbers

Learning Resources
A. Reference
1. Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp.74-93
2. E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp.75-87
3. Learner’s Material Mathematics Grade 7 First Edition 2013 pp.42-63

B. Other Learning Resources

https://www.wikihow.com
https://www.splashlearn.com/math-vocabulary

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Week 4: DAY 1 Let us recall our previous discussion about integers.
When you add, subtract, or multiply integers, the result is
always another integer. Study the following example.

1. 6 + (-5) = 1 2. 8 - (-3) = 11 3. (5)(7) = 35

(-11) + 10 = -1 11 – 14 = -3 (-6)(8) = -48
(-10) + (-3) = -13 (-14) – (-17) = 3 (-10)(-4) = 40
Is the sum of two integers Is the difference of two Is the product of two
always an integer? integers always an integer? integers always an integer?

4. Is the quotient of two integers always an integer?

Study the following examples:

64
 In the case number 4, the result is a fraction. So, there is a need to learn a bigger set of
numbers known as set of rational numbers. This will be discuss in section B. And that is our
next lesson.

B. Establishing a purpose for the lesson

Let’s
Connect
The quotient of two integers is not always an integer as
shown above. When the operation on a set of numbers always results in a
number that is in the set, the set of numbers is said to be closed under that
operation. As the examples shown above, the set of integers is closed under
addition, subtraction, and multiplication but not under division.

To obtain a set of numbers that is closed under all four operations, you
need to consider the set of rational numbers.

𝑎
A RATIONAL NUMBER is any number that can be written in the form ,
𝑏
where a and b are integers, and where b, the integer in the denominator, is not
equal to 0.

𝑎
A number in the form also means a ÷ b, where a is the numerator and b is the
𝑏
𝑎
denominator. Also, if a and b are both positive, is called a proper fraction if a < b or the
𝑏
numerator is less than the denominator,and it is improper fraction if a > b or the numerator is
greater than the denominator, and a whole number if b or the denominator divides the a or the
numerator exactly.
Look at the following examples.
3 𝑎 1 −1 𝑎
1. 3 = = , 𝑤ℎ𝑒𝑟𝑒 𝑎 = 3 𝑎𝑛𝑑 𝑏 = 1 4. − = = , 𝑤ℎ𝑒𝑟𝑒 𝑎 = −1 𝑎𝑛𝑑 𝑏 = 4
1 𝑏 4 4 𝑏

−1 𝑎 −3 𝑎
2. 1 = = , 𝑤ℎ𝑒𝑟𝑒 𝑎 = −1 𝑎𝑛𝑑 𝑏 = −1 5. −0.3 = = , 𝑤ℎ𝑒𝑟𝑒 𝑎 = −3 𝑎𝑛𝑑 𝑏 = 10
−1 𝑏 10 𝑏

−1 𝑎 1 −13 𝑎
3. −1 = = , 𝑤ℎ𝑒𝑟𝑒 𝑎 = −1 𝑎𝑛𝑑 𝑏 = 1 6. −3 = = , 𝑤ℎ𝑒𝑟𝑒 𝑎 = −13 𝑎𝑛𝑑 𝑏 = 4
1 𝑏 4 4 𝑏

Notice that a rational number can be expressed as a ratio of two integers. So all
simple fractions are rational numbers, as all are terminating and repeating decimals. Any
8 16
integer can be expressed as a fraction, such as 8 = = , so all integers are rational
1 2
numbers. The quotient of any two rational numbers is always a rational number.

Here are some examples of rational number.

Explain why each is a rational number.

4 5
a. b. −3 c. 18 d. 0.75 e. 0.3̅
5

65
Solutions:

4
a. The fraction is a rational number because it is a quotient of two integers and the
5
4 𝑎
denominator is not 0. The fraction is in the form , where a = 4 and b = 5.
5 𝑏
5 𝑎
b. The fraction − 3 is in the form 𝑏 , where a = - 5 and b = 3.

5 −5 5
(Note: −3 = = )
3 −3
18 16 24
c. The integer 18 is a rational number because it can be written as 𝑜𝑟 𝑎𝑠 , , 𝑒𝑡𝑐.
1 2 3
5
Obsevre that every integer can be expressed with a denominator of 1 such 5 = , −8 =
1
−8 0
, 0= .Thus, every integer is a rational number.
1 1
d. The decimal 0.75 is a rational number because it can be expressed as a quotient of two
75 3
integers. That is, 0.75 = = 𝑤ℎ𝑒𝑟𝑒 𝑎 = 3 𝑎𝑛𝑑 𝑏 = 4.
100 4
e. The repeating decimal 0.3 (meaning 0.3333…) is a rational number because it can be
1
expressed as a quotient of two integers. That is, 0.3 = .
3

TRY THIS 1: Explain why each is a rational number. Write your solutions and
answers in your MATH NOTEBOOK.

3 11
a. b. − c. 15 d. 0.25
4 5
Now, check your work by turning to page 83 for the key to correction

C. Presenting examples/instances of the new lesson

I hope that you understood on how to describe a number whether it is a rational

number or not.

Let us talk about how to arrange the rational numbers either in increasing
(ascending) or decreasing (descending) order. But before that let us explore first. Study
the given problem below.

Lisa's Samgy

Lisa bought four items in the market. Which item did she buy the
most? the least?
1 9
Pork: 1 2 𝑘𝑔 Lettuce: 𝑘𝑔
10
3 4
Potaatoes : 4 𝑘𝑔 Beef: 𝑘𝑔
5

Let us arrange the numbers in decreasing order, meaning form highest to lowest.

1 9
Pork: 1 2 𝑘𝑔 Lettuce: 𝑘𝑔
10

3 4
Potatoes: 𝑘𝑔 Beef: 𝑘𝑔
4 5
66
 1 9 4 3
Clearly, 1 2 > 10 > 5 > 4. So Lisa bought pork the most and potatoes the least.
Let us show these numbers on the number line.

1 9 1 9 1
1 2 is to the right of 10. Hence 1 2 > 10. 1 2 is greater than 109
9 4 9 4 4
is to the right of . Hence > . 10 is greater than .
9
5
10 5 10 5
4 3 4 3 4 3
is to the right of . Hence, 5 > 4. 5 is greater than 4.
5 4

There are techniques that you can use when comparing and ordering fractions.

Ordering Rational Numbers

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

Example 1: arrange in ascending order.

3 6 5 4
, , ,
7 7 7 7

Solution:
3 4 5 6
, , ,
7 7 7 7

2. When the numerators are the same, smaller denominator has a greater value.

Example 2: arrange in ascending order.

5 5 5 5
, , ,
4 2 6 7

Solution:
5 5 5 5
, , ,
7 6 4 2

3. When neither the numerators nor the denominators are the same, use the
comparison property for rational numbers

Week 4: DAY 2 Comparison Property for Rational Numbers

𝑎 𝑐
For any rational numbers 𝑎𝑛𝑑 𝑑, with b > 0 and d > 0.
𝑏
𝑎 𝑐 𝑎 𝑐
1 . 𝑏 < 𝑑 then ad<bc 2 . 𝑏 > 𝑑 then ad>bc
To illustrate, let us compare these fractions.

67
 2 4 4 5
Example 3: a. 𝑎𝑛𝑑 5 b. 𝑎𝑛𝑑 8
3 9
We can use the “cross ( x ) method”.

Solution:

a.

2 4 Multiply the numerator of the first given (2) by the

3 5 denominator of the second given (5). The product is 10

2 4 Multiply the numerator of the second given (4) by the

3 5 denominator of the first given (3). The product is 12

4 2
Since 12 >10, then >
5 3
b.

4 5
4 x 8 = 32, 5 x 9 = 45
9 8
4 5
Since 32 < 45, then <
9 8

TRY THIS 2: Compare each of these pairs of fractions using the appropriate sign
( >, <, = ). Write your answer on the space between the two fractions. Write your
solutions and answers in your MATH NOTEBOOK.

8 3 2 6
a. b.
9 11 7 7
Now, check your work by turning to page 83 for the key to correction

Example 4: Arrange these fractions in ascending order.

1 2 5 5 2 1 3 9
a. , , , b. − 5 , − 4 , − 10 , − 20
2 3 6 12
Solution:

a. Since we have different numerator and denominator, first, find the LCM or least common
multiple of 2, 3, 6, 12 to have a common denominator. So the LCM is 12

1 6 Divide the LCM (12) by the denominator (2). The quotient is

× = 12 6
2 6, then multiply it to the numerator (1). So we have
÷ 12

Divide the LCM (12) by the denominator (3). The quotient is

2 8
= 12 8
3 4, then multiply it to the numerator (2). So we have
12

68
 5 10 Divide the LCM (12) by the denominator (6). The quotient is
= 12 10
6 2, then multiply it to the numerator (5). So we have
12

5 2 Divide the LCM (12) by the denominator (12). The quotient

= 12 5
12 is 1, then multiply it to the numerator (5). So we have
12

Since we have a common denominator, we can use the first rule, when the
denominators are the same, bigger numerator has a greater value.

5 1 2 5
So we have ,2 ,3 ,6
12
Let us have the same procedure to arrange the fractions into ascending order in letter b.

b. The LCM of 4, 5, 10, 20 is 20

−
2=− 8 −
1=− 5 −
3 =− 6 −
9 =− 9
5 20 4 20 10 20 20 20
9 2 3 1
So we have − 20 , − 5 , − 10 , − 4

TRY THIS 3: Arrange these fractions in descending order. Write your solutions
and answers in your MATH NOTEBOOK.

2 3 4 1 1 2 3 1
a. , , , b. , , ,
3 5 7 2 3 5 8 2
Now, check your work by turning to page 83 for the key to correction

Converting Fractions to Decimals

Recall the items of Lisa bought on the market on page 4. What was the total weight of
these items.

1 9
Pork: 1 2 𝑘𝑔 Lettuce: 𝑘𝑔
10
3 4
Potatoes : 4 𝑘𝑔 Beef: 𝑘𝑔
5
1 3 1
In real-life, weights of objects do not come in neat fractions like , 4 𝑜𝑟 4. Adding
2
1 3
fractions like those on the list (1 + +
9 4
+ ) takes time and effort. It is far more
2 4 10 5
convenient to work with decimals than with common fractions.

1 3 9 4
Convert the fractions 1 2 , 4 , 10 𝑎𝑛𝑑 to decimal fractions, then add
5

69
 1 1
Since 1 2 is a mixed fraction (whole number and fraction) let us convert 2 into decimal
by dividing the numerator (1) to the denominator (2). In symbol we have 1 ÷ 2 = 0.50. Add the
3 9 4
whole number 1 so we have 1.50. Same with , 3 ÷ 4 = 0.75, , 9 ÷1 0 = 0.90, and 5, 4 ÷
4 10
5 = 0.80. Then add the decimal number. So we have 1.50 + 0.75 + 0.90 + 0.80 = 3.95

The total weight of the items that Lisa bought was 3.95 kg

To convert written fractions to decimals fractions, simply perform the operation that is
indicated by the fraction bar which is division.

4
For instance, ̅̅̅̅.
≈ 0.3636363636. . . ≈ 0. 36
11
Example 5: Convert the following written fractions to decimal fractions.

3 −3 1 −18
a. b. c. 23 d.
5 8 17
Solution:

3 −3
a. = 3 ÷ 5 = 0.6 b. = -3 ÷ 8 = -0.375
5 8
1
c. 23 ≈ 2.333333. . . ≈ 2. 3̅

−18
d. = -18 ÷ 17 = -1.059 (rounded to the nearest thousandths)
17

TRY THIS 4: Convert to decimal fractions. Write your solutions and answers in
your MATH NOTEBOOK.

3 2
a. b . 43
5
Now, check your work by turning to page 83 for the key to correction

To convert decimal fractions to written fractions, we take note of the place value of the
digits. Study these examples.

Example 6: Convert these decimal fractions to written fractions. Express the answers in lowest
terms.

a. 0.4 b. 0.125 c. 0.44. . . d. 0.1818. . .

Solution:

4 2
a. 0.4 is read as “4 tenths”. 0.4 = = change to lowest terms.
10 5
125 1
b. 0.125 is read as “one hundred and twenty-five thousandths” 0.125 = =8
1000
c. 0.44. . . is a repeating decimal. Observe the procedure shown below.

70
 0.44 ≈ 0. 4̅ Our repeating block is “4”. It has only one digit. It means that our
denominator is 10. Our numerator will be 4. And to get the denominator, subtract 10 by 1. So we
4
have 0.44. . .=
9
d. 0.1818. . . ≈ 0. ̅18
̅̅̅ Our repeating block is “18”. It has two digits. It means that our
denominator is 100. Our numerator will be 18. And to get the denominator, subtract 100 by 1.
18
So we have 0.1818. . .=
99

TRY THIS 5: Convert these decimals to fraction form. Express the answer in lowest
terms. Write your solutions and answers in your MATH NOTEBOOK.
a. 0.16 .
b 0. 7272. . .

Now, check your work by turning to page 83 for the key to correction.

Week 4: DAY 3
D. Discussing new concepts and practicing new skills #1

Adding and Subtracting Fractions

Do you like pizza? Isn’t pizza really delicious? When ordering pizza, do you
request how many slices you want with your pizza? Oh, you do? Great! Let’s read the
conversation of Juan and Pedro about ordering pizza.

Juan: How many slices do you like for our pizza?

Pedro: Last time I ordered pizza, I requested for 8 slices and I wasn’t able to eat all of it. So
have it 4 slices.

Juan: What size of pizza did you order last time?

Pedro: Large, why?

Juan: Then we will order medium this time because our ability to finish eating a pizza doesn’t
depends on the number of its slices.

Did you have the same experience as Pedro and Juan? A large whole pizza is still a
large whole pizza no matter how many times you slice it.

Just like in fraction, we have fractions because we have a whole.

Do you still remember how to simplify fractions? We have this basic rule of fractions.

Basic Rule of Fractions

ac a
For any real numbers a, b, c, where b  0 and c  0 : 
bc b

8
To further understand this rule, let’s have . Let’s factor out 8 and 18, both having
18
same one factor other than 1.

For 8 we have 1 and 8, 2 and 4. For 18 we have 1 and 18, 2 and 9, 3 and 6. Which of
their factors have at least one same factor other than 1? Right! 2 and 4, and 2 and 9.

71
 We cancel the same factor. Or simply look for their great common factor
or GCF and divide it to both numerator and denominator.

8 2 4
The GCF of 8 and 18 is 2.  
18 2 9

In adding and subtracting fractions, the final answer must always be simplified, so you
can use the basic rule of fractions stated above.

Rule in Adding and Subtracting Similar Fractions

To add or subtract fractions with the same denominator, simply add or subtract the
a c ac a c ac
numerators. The denominator remains the same. Thus,   and   where
b b b b b b
b 0.

Example 1:
Did you know, the fraction bar is
Add or subtract.
called “vinculum” and it is a
4 5 horizontal line used to separate
a. 
9 9 the numerator and the
denominator.
4 5 45 9
Solution:    1
9 9 9 9
We simplify the final answer. As you’ve seen above, if the factors on the numerator and
the denominator are the same, then you can cancel or simply, 9 ÷ 9 = 1.
Remember that in division, we used the fraction bar which indicates that a division of
numerator by the denominator will be performed.

3 6
b. 
11 11

3 6 3  ( 6)  3
Solution:   
11 11 11 11
Here, we applied the rule in subtracting integers. Keep the sign of the minuend, change
the sign of the subtrahend, and proceed to addition. Since, the numerator and the denominator
of the final answer has no GCF greater than 1, we will leave it as it is.

4 2 3
c.  
15 15 15

4 2 3 4  2  3 6  3 3 (1)(3) 1
Solution:       
15 15 15 15 15 15 (5)(3) 5

3
First, add 4 and 2. Then subtract 3 from the sum which is 6. The difference will be .
15
1
Since the GCF of 3 and 15 is 3, we cancel out 3. thus, the final answer is .
5

That was adding and subtracting fractions with similar denominators, but how do we add
and subtract fractions with dissimilar denominators?

Rule in Adding and Subtracting Dissimilar Fractions

To add or subtract fractions with different denominators, convert the fractions to

equivalent forms with the same denominator. This requires looking for the least common
multiple of the denominator (LCD) of the fractions.

72
Example 2:

Add or subtract.

3 2
a. 
4 3
Solution: - Get the LCM of the denominators of the given fractions.

4 = 4, 8, 12, 16, 20,… What is their LCM? It’s 12!

3 = 3, 6, 9, 12, 15, …

3 2
Therefore, the LCD of and is 12.
4 3

- Convert the given fractions to similar fractions by dividing the LCD

by the denominator, and multiplying the quotient by the numerator:

12  4 (denominator) = 3 3 x 3 (numerator)  9  This will be the

3 9
new numerator, and 12 will be the new denominator.  .
4 12

12  3 (denominator) = 4 4 x 3 (numerator)  8  This will be the

2 8
new numerator, and 12 will be the new denominator.  .
3 12

9 8 17
We can add now.   .
12 12 12

1 2
b. 
6 3
Solution: - Get the LCM of the denominators of the given fractions.

6 = 6, 12, 18, … What is their LCM? It’s 6!

3 = 3, 6, 9, …

1 2
Therefore, the LCD of and is 6.
6 3

- Convert the given fractions to similar fractions by dividing the LCD

by the denominator: 6  6  1 and 6  3  2 .

- Multiply the quotient by the numerator: 1 ( 1)  1 and

2 2  4 .

-  1 and 4 will be the new numerator, while 6 will be the new

1 1 2 4
denominator.  and  .
6 6 3 6

 1 4  1  ( 4)  5
- We can subtract now!   
6 6 6 6

- We have to apply the rule in subtracting integers.

3 1 3
c.  
8 2 4

73
Solution: Convert the given fractions to similar fractions by getting the LCD.

The LCD is 8. Why do you think 8 is the LCD?

3 3 1 4 3 6
 ,  , and  .
8 8 2 8 4 8

You can now perform the indicated operations!

3 4 6 346 76 1
    
8 8 8 8 8 8

1 1
Can we still simplify ? No, because is already in its simplest
8 8
form.

We have other method in adding or subtracting dissimilar fractions. It is called the

“butterfly method.”

3 2
Let us have the first example  .
4 3

Multiply the numerator of the first given by the denominator of the

v second given. The product will be the first numerator.

Multiply also the denominator of the first given by the numerator of

the second given. While the product here will be the second
numerator, then add the numerators.

Then, multiply the two denominators. This, now, will be the new denominator. Perform
the operation. Simplify the final answer if possible.

Example 3:

Solve the worded problem.

1
The trip from Manila to Baguio City takes about 6 hours. If Ramon has been
2
3
traveling for 2 hours from Manila, about how much more time will it take to reach
4
Baguio?

Solution:

3
Ramon already traveled for 2 hours, we will have to find out the remaining hours of his
4
trip by subtracting the hours he has already traveled from the total hour of his travel from Manila
to Baguio.

1 3
6 2 ? First, we have to convert the mixed numbers to improper fractions.
2 4

Multiply the denominator by the whole number: 2  6  12 .

Add the product to the numerator: 12  1  13 .

13 is the new numerator, then copy the same denominator.

74
 1 13 3 11
6  . We will do the same for the second mixed numbers. 2  .
2 2 4 4

13 11
We have  . Since they are dissimilar fractions, we will have to convert
2 4
them to similar fractions. You may either use the long method or the butterfly
method, we will still arrive at the same answer.

13 11 26 11 15
   
2 4 4 4 4

To convert improper fraction to mixed numbers, simply divide the numerator by the
denominator.

3
4 15
15 3
The quotient will be the whole number. 3
4 4
- 12
The remainder will be the numerator.
3
The divisor will be the denominator.

3
Therefore, Ramon will take 3 hours more to reach Baguio City.
4

4
Note: The denominator of a whole number is always 1. Example: 4  .
1

TRY THIS 6: Add or subtract. Write your solutions and answers in your MATH
NOTEBOOK.
4 1 8 3 3 2 1
1. a.  b.  c.  
9 3 15 20 4 3 2
2. Solve the worded problem.

2 1
In the kitchen cupboard, L of the condiments is soy sauce, is vinegar, and
3 4
the remaining 2 L is ketchup. How many liters of condiments are there in all in the
kitchen cupboard?
Now, check your work by turning to page 83 for the key to correction

Week 4: DAY 4
Multiplying Fractions

To multiply fractions, we multiply the numerators and we multiply the denominators. Thus,

a c ac
  where b  0 and d  0 .
b d bd

Example 4:

Multiply. Express all answers in lowest terms.

3 7
a.  
5 8

75
 3 7  3(7)  21
Solution:     We multiply the numerators, and then
5 8 5(8) 40

the denominators. We also have to apply the rule in

multiplying integers.

20  7 
b.    
21  5 

20  7   20( 7) 140 4

Solution:        Don’t forget to simplify the final answer.
21  5  21(5) 105 3

Example 5:

Solve the worded problem.

3
If it takes 2
yards of fabric to make the blouse of a school uniform, then how many yards
4
will it take to make 5 blouses of a school uniform?

Solution:

First, we have to make the given into improper fractions.

3 11 8
2  , and 8 
4 4 1

11 5 11(5) 55 3
Second, we multiply:     13
4 1 4(1) 4 4

Convert the improper fraction to a mixed numbers.

3
Therefore, it will take 13 yards of fabric to make 5 blouses of a school uniform.
4
TRY THIS 7: Multiply. Express all answers in lowest terms. Write your solutions
and answers in your MATH NOTEBOOK.
5 7 36 15
1. a.  b.  
28 30 50 54
2. Solve the worded problem.

4 3
The Math exhibit room is 4 meters long, and 2 meters wide. What is the
5 8
area of the Math exhibit room? Note: The formula in getting the area is A  l  w .

Now, check your work by turning to page 83 for the key to correction
Dividing Fractions

To divide fractions, invert or get the reciprocal of the second fraction and multiply
a c a d ad
it by the first fraction. That is,     where no denominator is zero.
b d b c bc

Example 6:

Divide. Express all answers in lowest terms.

2 2 3
a.  8  Solution: First, get the reciprocal of the second fraction.  .
3 3 2

76
 8 3  8(3)  24
Then, multiply it by the first fraction.      12
1 2 1(2) 2

Don’t forget to simplify your final answer.

16 24
b.  Solution: Another method in dividing fraction is to cross multiply.
21 14

Always remember to simplify your final answer.

Example 7:

Solve the worded problem:

3
An electrician has a piece of wire that is 5 centimeters long. He divides the wire into pieces
8
2
that are 1 centimeters long. How many pieces does he have?
5

Solution:

First, we convert the mixed numbers into improper fractions.

3 43 2 7
5  , and 1 
8 8 5 5

Then we divide. You may either use the long method or the cross multiplication. Either
43 7 43 5 43(5) 215 47
way, you will get the same answer.      3 .
8 5 8 7 8(7) 56 56

47
Therefore, the electrician have 3 pieces.
56
TRY THIS 8: Divide. Express all answers in lowest terms. Write your
solutions and answers in your MATH NOTEBOOK.
8 28 49
1. a.  16  b.  
9 15 40
2. Solve the worded problem.

3
Jenina has part of the pizza remaining from the party yesterday. Her 4
4
cousins wants some pizza so she divided the remaining pizza into four equal parts.
How much pizza each of her cousin will receive?
Now, check your work by turning to page 83 for the key to correction

E. Discussing new concepts and practicing new skills #2

Week 4: DAY 5 Trivia. Did you know. . .

The Value of 𝝅
In 2000 BC, humans had noticed that the ratio of
circumference to diameter was the same for all circles. The
symbol pi, 𝝅, however, was only introduced in 1706 by William
Jones. For many purposes, the value of pi is given as 3.1416. up
to 20 decimal places, 𝝅 = 3.14159265358979323846. . .

77
 Let us review how to add, subtract, multiply, and divide decimal fractions.
Study these examples.

Perform the indicated operations.

a. 3.265 + 0.24 + 0.09 c. 3.45 x 0.05

b. 1.04 – 0.09 + 0.125 d. 0.192 ÷ 0.15

Solutions:

a. 3.265 Write the decimal numbers in column.

+ 0.24 Make sure that the decimal points are aligned.
0.09
3.595

b. 1.04 Subtract 0.09 from 1.04.

-0.09
0.95

0.95
+ 0.125 Add 0.125 to the difference.
1.075

1.04 – 0.09 + 0.125 = 1.075

c. ( - 3.45) Multiply the way we do with integers.

x __0.05 The product has the same number of decimal
- 0.1725 places as the total of decimal places in in the factors.

d. - 0.192 × (1000) = −192

- 0.15 1000 −150 Convert to integers, then divide.
= 1.28
TRY THIS 9: Perform the indicated operation. Write your solutions and answers in your
====
MATH NOTEBOOK.
1. a. 0.67 + 9.8 + 3.205 b. - 9.3 – 4.27 c. 13.16 x 0.7 d. - 0.448 ÷ 0.32

Solve the following problems.

1. A novelist writes 9.5 pages of his book a day. How many pages will he write in 9 days?
2. After driving 147.7 km a driver stops at a service station. If he has another 115.4 km to go,
how long will his trip be?
3. John goes to the store and purchases a shirt for Php 149.50. He gives the sales clerk a
Php 500. How much change will John receive?
4. Anne ran distance of 19.625 km in two and half hours. What is her average speed per hour?

Now, check your work by turning to page 84 for the key to correction
____________________________________________________________________________
____________________________________________________________________________
F. Developing mastery
____________________________________________________________________________
________________________________________
____________________________________________________________________________
__________________________________________________________

78
 BANK
−32 45.36 2
21 5
ISH
RE CA
11 4 2
A E
12 3 15
US
23.33 32.9 5.75
SH F ELL
2 1 −8
T
14 27
BE
HEY

Write the words or letters in the correct spaces. In some cases, letter will
be combined to build words (ex. 3-4-5 will combine the letters)

_______________ __________ ______ __________________

1-2-3-4 5-6 7-8 9-10-11-12

G. Finding practical applications of concepts and skills in daily living

Daily-life Applications

We say that rational numbers are real numbers which can be written in the form of p/q
where p, q are integers and q ≠ 0. We use rational numbers in our daily life. Some real-life
examples are the following:
1. For sharing
Like if there are four friends and they want to divide a cake equally among themselves, then
the quantity of cake that each friend will get will be one-fourth (1/4) of the cake.

2. In TV commercials,
Like 9 out of 10 women (9/10) preferred this brand of shampoo.
3. Taxes,
Like when we pay items at the supermarket, 12 % (12/100) VAT is being charged.
4. When completing homework
Like 50 % (1/2) of the homework was done already.
5. Interest on savings
Savings at Development Bank of the Philippines (DBP) earn an interest rate of 0.1% (1/1000)
per annum.

It’s your turn!

Journal writing prompts

1. Describe ways that rational numbers are present in real life.

2. Will rational numbers be present in the career that you hope to pursue after high school?
If so, explain where the rational numbers will appear.

Think Deeper!
Answer the following.

79
1. A farm harvested 24.5 tons of watermelons on the first day and 31.8 tons of watermelons on
the next day. Then, 48.2 tons of the watermelons were delivered to the market. How many
tons of watermelon does the farm have left?
2. In the year 1944, computers weighed as much as 4,500 kilograms. A modern laptop weighs
around 2.7 kilograms. What is the ratio of how much computers weighed in 1944 to how
much a modern laptop weighs? (Express your answer as a ratio of two integers)
3. Anastasia was 19 1/4 inches at birth. At her 3 month checkup, she measures 23 1/2 inches.
How much has she grown?
4. There are 30 students in Mrs. Bautista’s class, and 1/5 of the class has their own cellphone.
Of this group of students, 1/2 of them are allowed to use social media. How many of the
students have a cellphone and can use social media?
5. Josh rents a kayak at a nearby park. He pays a flat rate of Php499 plus Php175 for each hour
that he spends in the water. How much did Josh spend if he was on the river for 4 1/2 hours?
6. Joe bought a box of laundry detergent that contains 195 scoops. Each load of laundry uses 2
1/2 scoops. How many loads of laundry can he do with this one box? The box of detergent
was Php468. How much is he paying for each load that he washes?

H. Making generalizations and abstractions about the lesson

Week 4: DAY 6 Wrap it up!!!

𝑎
Rational Number – any number that can be written in the form , where a and b are
𝑏
integers, and where b, the integer in the denominator, is not equal to 0.

Fractions - represent equal parts of a whole or a collection. A fraction has two parts.
The number on the top of the line is called the numerator. It tells how many
equal parts of the whole or collection are taken. The number below the line
is called the denominator. It shows the total divisible number of equal
parts the whole into or the total number of equal parts which are there in a
collection.

Decimal - In algebra, a decimal number can be defined as a number whose whole

number part and the fractional part is separated by a decimal point. The
dot in a decimal number is called a decimal point. The digits following the
decimal point show a value smaller than one.

Basic Rules on the Operations of Fractions

Simplifying Fractions 𝑎𝑐 𝑎
=
𝑏𝑐 𝑏
Addition 𝑎 𝑐 𝑎+𝑐
+ =
𝑏 𝑏 𝑏
𝑎 𝑐 𝑎𝑑 + 𝑐𝑏
+ =
𝑏 𝑑 𝑏𝑑
Subtraction 𝑎 𝑐 𝑎−𝑐
− =
𝑏 𝑏 𝑏
𝑎 𝑐 𝑎𝑑 − 𝑐𝑏
− =
𝑏 𝑑 𝑏𝑑
Multiplication 𝑎 𝑐 𝑎𝑐
∙ =
𝑏 𝑑 𝑏𝑑
Division 𝑎 𝑐 𝑎 𝑑 𝑎𝑑
÷ = ∙ =
𝑏 𝑑 𝑏 𝑐 𝑏𝑐

Note: no denominator must be equal to 0

80
 I. Evaluating learning

Use YELLOW PAD PAPER in answering Worksheet #4 on page 86 - 87 and to be

returned to your MATH TEACHER.

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE! Write your solutions and answers in your MATH
NOTEBOOK.

I.A. Compare the fractions using the appropriate sign ( >, <, = ).

1 1 −3 −1
1) ___ 3 4) ___
2 4 2

3 7 10 9
2) ___ 5) ___
8 8 10 9

2 −5
3) ___
3 8

If you got a score of 3 out of 5, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 66 and try again.

B. Write in ascending order (least to greatest).

5 9 1 1 1 1 3 9 −2 −3
1) , , 2) ,3 ,4 3) , 10 , ,
12 12 12 2 10 5 5

Write in descending order (greatest to least).

2 2 2 1 3 5 3 −4 1 −5
4) ,9 ,6 5) ,4 ,8 6) , ,2 ,
3 8 12 5 6

If you got a score of 3 out of 6, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 67 - 68 and try again.

II. Write each in decimal form.

1 −3 1
1) 2) 3) 2
10 8 3

Write each in fraction form.

4) 0.36 5) -2.25 6) 0.1818…

If you got a score of 3 out of 6, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 69 - 71 and try again.

III. Find the sum. Write the answer in lowest term.

1 3 1 2
1) +8 4) 8 +7
8 4

3 2 1 1 2 −1
2)
9
+9 +9 5)
4
+3 + 2

4 1
3) +
9 3

81
 Find the difference. Write the answer in lowest term.

2 1 5
6) -2 9) 10 – 3 11
2

−14 9 15 6 3
7) - 15 10) 15 - 10 - 1 20
15 20 20

1 2
8) 3 -3
3

If you got a score of 5 out of 10, then you may proceed to the next part of the activity.

If not, you have to go back to the section D on pp. 71 - 75 and try again.

IV. Find the product. Write the answer in lowest term.

6 3 5 1
1) x9 4) 10 x3
8 6 4

2 9 4
2) 7 x 5) x x (-2)
3 16 5

−9 25
3) x
20 27

Find the quotient. Write the answer in lowest term.

2 1
6) 20 ÷ 9) 13 ÷ (−2)
3 6

−2 11 3 3
7) ÷ 10) 6 ÷5
9 15 4 2

−5 −3
8) ÷
12 4

If you got a score of 5 out of 10, then you may proceed to the next part of the activity.

If not, you have to go back to the section D on pp. 75 - 77 and try again.

V. Add or subtract.

1) 3.265 + 0.24 + 0.09 4) -6.78 – 4.79

2) 6.57 + 0.456 + 236.5 + 5 5) 1.04 - 0.1+ 0.125

3) 12.5 – 0.01

Multiply or divide.

6) 3.45 x 0.05 9) -35.7 ÷ (− 0.07)

7) 0.192 ÷ 0.15 10) 0.339 ÷ 0.3

8) - 0.7 x 1.8

If you got a score of 6 out of 10, then you are doing great!!! Keep it up!

If not, you have to go back to the section E on pp. 78 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone number
or send him/her a private message thru his/her facebook account indicated on the last page of
this module.

82
ANSWER KEY: B. Establishing a purpose for the lesson

TRY THIS 1:

3
a. The fraction is a rational number because it is a quotient of two integers and the
4
4 𝑎
denominator is not 0. The fraction is in the form , where a = 3 and b = 4.
5 𝑏
11
b. The fraction − is in the form
𝑎
, where a = -11 and b = 5.
5 𝑏
11 −11 11
(Note: − = = )
5 5 −5
15 30 45
c. The integer 15 is a rational number because it can be written as 𝑜𝑟 𝑎𝑠 , , 𝑒𝑡𝑐.
1 2 3
d. The decimal 0.25 is a rational number because it can be expressed as a quotient of two
25 1
integers. That is, 0.25 = = 𝑤ℎ𝑒𝑟𝑒 𝑎 = 1 𝑎𝑛𝑑 𝑏 = 4.
100 4

ANSWER KEY: C. Presenting examples/instances of the new lesson

8 3 2 6
TRY THIS 2: a. > b. <
9 11 7 7

2 3 4 1 1 2 3 1
TRY THIS 3. a. , , , b. , , ,
3 5 7 2 2 5 8 3

3
TRY THIS 4. a. = 0.6 b . 4 23 ≈ 4.666… or 4.6̅
5

4 8
TRY THIS 5: a. 0.16 = 25 .
b 0. 7272. . .=
11
ANSWER KEY: D. Discussing new concepts and practicing new skills #1

TRY THIS 6:

1 41 7
A. a. b. − c.
9 60 12

11
B. There are 2 L of condiments in the kitchen cupboard.
12
TRY THIS 7:

1 1
A. a. b. 
24 5

2
B. The area of the Math exhibit room is 11 meters.
5
TRY THIS 8:

32
A. a.  18 b.
21

83
 3
B. Each of Jenina’s cousins will receive of the pizza.
16
ANSWER KEY: E. Discussing new concepts and practicing new skills #2
TRY THIS 9:

A. Perform the indicated operation.

a. 13.675 b. – 13.57 c. 9.212 d. - 1.4

B. Solve the following problems.

1. 85.5 pages 2. 263.1 km 3. Php 350.50 4. 7.85 km per hour

ANSWER KEY: F. Developing Mastery: Because they are shellfish

ANSWER KEY: G. Finding practical applications of concepts and skills in daily living

1. 24.5+ 31.8 = 56.3

56.3 – 48.2 = 8.1
8.1 tons of watermelon were left at the farm.

4500 45000 5000

2. = =
2.7 27 3

5000:3 is the ratio of how much computers weighed in 1944 to how much a modern laptop
weighs
1 1 1
3. 23 - 19 = 4
2 4 4
1
Anastacia has grown 4 inches after 3 months.
4

1 1
4. (30) = 6 and (6) = 3
5 2

Three students have a cellphone and can use social media.

1
5. 499 + 175(4 )
2
499 + 175(4. 5)
499 + 787.50
1286.50

Josh spent Php1286.50 if he was on the river for 4 1/2 hours.

195 2
6. 1 = 195 ( ) = 78
22 5
468
=6
578

Joe pay Php6 for each load that he washes.

ANSWER KEY: J. Additional activities for application or remediation

I.A.

1) > 2) < 3) > 4) < 5) =

B.

1 5 9 1 1 1 −3 −2 3 9
1) , 12 , 12 2) ,3 ,2 3) , , 10 , 10
12 4 5 5

2 2 2 3 5 1 1 3 −4 −5
4) , , 5) , , 6) , , ,
3 6 9 4 8 8 2 12 5 6

84
II.

1) 0.1 2) -0.375 3) 2.333…

9 1 2
4) 5) -2 6)
25 4 11

III.

1 7 5 8 6
1) 3) 5) 7) -1 9) 6
2 9 12 15 11

2 15 1 2 3
2) 4) 8 6) 8) 2 10) 4
3 28 2 3 10

IV.

1 −5 −9 −10 7
1) 3) 5) 7) 9) -6
4 12 10 33 12

2 5 −5 5 1
2) 4 4) 35 6) 30 8) or 9 10) 1
3 24 −9 26

V.

1) 3.595 3) 12.49 5) 1.065 7) 1.28 9) 510

2) 248.526 4) -11.57 6) 0.1725 8) -1.26 10) 1.13

85
Use a YELLOW PAD PAPER to answer WORKSHEET#4 following the given instructions and it
is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Week 4 Parent’s signature:______________
Worksheet #1
WORKSHEET #4

A. Express the following decimals into fractions. Write your answer in simplest form.

1. 0.9 2. -3.5 3. 5. 14 4. 0.444…

B. Write each fraction into decimal form.

4 −1 5
5. 6. 7. 1
5 4 8

C. Write the following in ascending order.

3 7 5 11 11 11 7 3 2
8. , , 9. , , 10. , ,
8 8 8 5 7 9 10 4 5

D. Fill each blank with correct symbol:  𝑜𝑟 >

1 1 6 4 −3 2
11. _____ 12. _____ 13. _____
10 8 9 9 5 9

E. Solve and simplify each item in column A and match the answer in column B. Write the letter
of your answer on your YELLOW PAD PAPER.

Column A Column B

6 4
14. + A. -21.8
11 11

10
15. (56.4) + (-78.2) B.
11

−5
16. (3.21) ÷ (1.2) C.
16

7 5 −3
17. + + D. 1
9 9 9

5 10 8
18. - E.
7 7 3

−8 4 −5
19. - F.
14 14 7

10
20. (-4.60) – (2.37) G.
12

−6
21. (-0.5)(-5.3) H.
7

86
 2 5
22. x I. 2.675
3 4

−5 3
23. x J. 134.6
8 10

−12 6
24.  K. -6.97
15 −20

−8 24 −2
25.  L.
45 18 15

−3
M.
16

N. 2.65

E. Analyze and solve. Show your solution and box your final answer. Write your answer
on your YELLOW PAD PAPER.

26. Andrei packed three books to be sent by courier to her friend. The books weighed
5 1 2
kg, 1 kg, and 1 kg. What was the total weight of the books?
6 4 3

1
27. Jane takes 4 minutes to type a page, how long will it take her to type 9 pages?
3

28. Kaycee bought 2.765 kg of salmon, 1.32 kg of pork and 3.3 kg of chicken. What was
the total weight of these items?

29. A student bought a ballpen for Php 8.75 , a pad paper for Php15.50, and a folder for
Php 11.25. He gave the cashier a 100-peso bill. How much change did he get?

30. A taxi driver paid Php 684 for the 16 liters of gas he purchased. How much each liter
of gas cost?

87
 SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 7 – Regular

September 25, 28 - 30, October 1 – 2, 2020 (Week 5)

I. OBJECTIVES
Content Standards: The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standards: The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
A. Learning Competencies
The learner
1. describes principal roots and tells whether they are rational or irrational.M7NS-Ig-1
2. determines between what two integers the square root of a number is.M7NS-Ig-2
3. estimates the square root of a whole number to the nearest hundredth.M7NS-Ig-3
4. plots irrational numbers (up to square roots) on a number line.*** M7NS-Ig-4
5. illustrates the different subsets of real numbers. M7NS-Ih-1
B. Objectives
At the end of the lesson, the learners should be able to:
1. describe principal roots and tell whether they are rational or irrational.
2. determine between what two integers the square root of a number is.
3. estimate the square root of a whole number
4. plot irrational numbers on a number line
5. illustrates the different subsets of real numbers

II. CONTENT
Real Numbers

Learning Resources
A. Reference
1. Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp.94-100
2. E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp.89-96
3. Learner’s Material Mathematics Grade 7 First Edition 2013 pp.64-69
4. Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B,
Mercado, J.P, Suzara, J.L, Manalo, C.B pp. 103 - 120

B. Other Learning Resources

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Week 5: DAY 1
Hi! How are you today? I think you have already known a lot in set theory and the
integers. When you were in intermediate level, you learned to use the length of a side of a
square to find the area. You can use this area to find the length of a side. Today, we are going
explore thru squares. COPY and DO the activity in your MATH NOTEBOOK.

The square shown on the right has

side 1 unit long. Its area is 1 square unit.

1. Make squares with areas of 4 and 9

square units on the grid. What is the
length of a side of each square?

2. Make a square with an area of 2 units.

a. How do you know that the area of
the square you have drawn is 2
square units?

88
 b. How do you know that the figure
you drew is the square?

c. Estimate the length of a side of the

square?

3. Make a square area is 8 square units?

Estimate the length of a side.

Now, let us explore what you have done. Based on number 1, making squares with an
area of 4 and 9 square unit will give a dimension of 2 x 2 and 3 x 3 respectively. You can write
3x3 as powers, such as 32 or 3 squared. Likewise, you can write 2 x 2 x 2 as 2 3 and 5 x 5 x 5 x 5
as 54.

A power has two parts; a base and an exponent. In the power 32, the base is 3 and the
exponent is 2.

EXPONENT
2
BASE
3
Exponent can be used to show that a number has been multiplied by itself one or more
times.

B. Establishing a purpose for the lesson

This time, before we proceed in our discussion, let us have a trivia about powers and
perfect numbers.

Observe the following numbers and equations. Find a pattern if there is to find the
answer for not consuming a lot of time.

5 x 5 = 25 or 52 = 25 15 x 15 = 225 or 152 = 225 25 x 25 = 625

35 x 35 = 1225 45 x 45 = 2025 55 x 55 =

65 x 65 = 75 x 75 = 5625 85 x 85 =

What have you noticed for the equation with answer?

Did you found a pattern in order to get the product?

The pattern is, multiply the last digit by itself and multiply the first digit by its
consecutive. In 35x35 or 352. Multiply 5 by itself which give you 25, and the first digit is 3,
multiply it by its consecutive which is 4 that will give 12, thus the product of 35 2 = 1225.

This pattern is only applicable if you are finding the square of a number
that ends in 5.

The square of a number is called perfect square. The number 25 is a perfect square
because 25 = 52. The number 10 is not a perfect square because there is no whole number that
can be squared to get 10.

You know that 9 is the square of 3 because 32 = 9 or “3 squared is 9”. You can also say
that 3 is the square root of 9. The square root of a number is the length of the side of a square
with an area equal to the number.

89
 Definition:

When 2 is used as an exponent, the base is squared.

When 3 is used as an exponent, the base is cubed.

A square root of a given number is a number whose square is the given number.

In symbols, if a2 = b, then number a is called a square root of b.

Noticed that –5 is also a square root of 25 because (-5)2 = 25. As what you had learned
on multiplying integers, the product of two negative integers is always positive. The symbol √ is
used to indicate the positive square root and is known as the radical sign. The combination of the
radical sign together with the number is called radical. The number under the radical sign is known
as the radicand.

In the real number system, the square root of a negative number does not exist. This is
true because there is no real number a for which a2 is negative. Therefore, an expression √−9
has no meaning in the set of real numbers.

When √𝑛 is an integer, the number n is called perfect square.

Here are the first 20 perfect squares. They are perfect squares because they can be
arranged into squares. (see the figures below the table)

12 = 1 62 = 36 112 = 121 162 = 256

22 = 4 72 = 49 122 = 144 172 = 289

32 = 9 82 = 64 132 = 169 182 = 324

42 = 16 92 = 81 142 = 196 192 = 361

52 = 25 102 = 100 152 = 225 202 = 400

90
 Let’s read

This is how we read powers.

Power Meaning Verbal Description

42 4x4 4 to the second power or 4 squared

73 7x7x7 7 to the third power or 7 cubed

84 8x8x8x8 8 to the fourth power

TRY THIS 1: Give the meaning and verbal description of each. Write your
solutions and answers in your MATH NOTEBOOK.
a. 92 b. 115
Power Meaning Verbal Description

Now, check your work by turning to page 103 for the key to correction

This how we read radicals.

Radical Verbal Description Principal Root

√16 Square root of 16 4

3
√8 Cube root of 8 2

Now, let us discuss how to get the principal roots. Observe the table above, √16 the
radicand is 16, and 16 can be expressed as 4 2 or 4 x 4. Since 16 is a perfect square number, its
3
root is an integer and rational. In √8 , the radicand is 8 and you need a number which can be
multiply as 3 times by itself to get the radicand and this will the serve as the root. So, the number
that can be multiply by itself to get a product of 8 is 2 as expressed 2 x 2 x 2 or 2 3. Thus, the cube
root of 8 is 2.

Example: Find the principal square root and tell whether it is rational or irrational.

36
a. √121 b. √49 c. √2 d. √0

Solutions:

a. Using calculator, √121 = 11. To get this value, press √, then the radicand 121, then =, will
give you 11. This means that the root is 11 and it is rational. We can also say that √121 is
a rational number.
6 6 6 7 36 6 6
b. ( )2 = ( )( )= ; √ = . The root is and it is rational.
7 7 7 49 49 7 7
c. Using calculator, √2 = 1.4142135…, this means that √2 its root is irrational number or
simply say that √2 is an irrational number.
d. (0)2 = 0; √0 = 0. The root is 0 and it is rational.

91
 Definition:
𝑎
Irrational Numbers – are numbers that cannot be expressed as a quotient of two
𝑏
integers. Every irrational number may be represented by a decimal that neither
repeats nor terminates. Example: √𝟐, 𝝅, 1.24519764. . .

TRY THIS 2: Find the principal square root and tell whether it is rational or irrational.
You can use calculator. Write your answers in your MATH NOTEBOOK.
a. √81 b. √21 c. √144

Now, check your work by turning to page 103 for the key to correction

C. Presenting examples/instances of the new lesson

Week 5: DAY 2
I hope that you understood on how to get the principal square root. This
time, let us discus on how to determine between what two integers does each number
lie?

Irrational square roots when written in decimal form are only approximate values.
The calculator value of √2 when rounded to the nearest hundredth is 1.14. The value
1.14 between perfect squares 1 and 4. That is,
1 < 1.14 < 2
√1 < √2 < √4
1 < √2 < 2
Therefore, √2 is between the integers 1 and 2.

Example: Between which two integers does each number lie?

a. √14 b. √200

Solution:
a. 14 lies between 9 and 16. Thus, 9 < 14 < 16, √9 < √14 < √16. Thus,
3 < √14 < 4. Therefore, √14 is between the integers 3 and 4

b. 200 lies between 196 and 225. Thus, 196 < 200 < 225. Thus, √196 < √200 <
√225. Thus, 14 < √200 < 15. Therefore, √200 is between the integers 14 and 15.
TRY THIS 3: Between which two integers does each number lie? Write your
solutions and answers in your MATH NOTEBOOK.
a. √69 b. √335

Now, check your work by turning to page 103 for the key to correction

Approximating Square Roots

The divide-and-average method can be used to approximate square roots. This

method works as follows:
𝑎
If √𝑎 = 𝑏, then a = b ∙ b and = 𝑏.
𝑏

This means that when a is divided by its square root b, the quotient is b. If we used
an estimate for b that is less than b for a divisor, the quotient is greater than b. The
average of the divisor and the quotient can be used as new estimate for b.

Example: Approximate each square root to the nearest hundredth.

a. √8 b. √55

92
Solution:
a. √8
Step 1:
√8. Separate the radicand in periods, starting from the decimal
point
Step 2:
√8. Find the largest perfect square less than 8
4

Step 3:
2 Write the square root (√4 = 2) above before the period
√8. and subtract the perfect square root from 8.
-4
4

Step 4:
2.
Affix 00 after the decimal point in 8. Bring this down.
√8.00
-4 Do not forget to indicate the decimal point on the answer. It
4 00 should be aligned with the decimal point of the radicand.

Step 5:
2. Write the number (2) which is twice (2 x 2 = 4) the
√8.00 quotient.
-4
4 |4 00

Step 6:
2.8 Fill in another number which can be multiply to the
√8.00 quotient and that number closer to 400 but not greater than
-4 400. In this case we insert 8. Put 8 beside 4 so we have 48
4 8 |4 00 and write 8 on the top after decimal point.

Step 7:
2.8
√8.00 Multiply 8 to 48. We have 384. Then subtract from 400,
-4
so we have 16.
4 8 |4 00
- 3 84
16

Step 8:
2.8
√8.0000 Repeat step 4 and 5.
-4
4 8 |4 00
- 3 84
56 |1600

Step 9:
2.8 2
√8.0000 Repeat step 6. Insert 2, beside 56 and 8 on the top
-4
4 8 |4 00
- 3 84
56 2 |1600

93
 Step 10:
2.8 2
√8.0000
-4
4 8 |4 00 Repeat step 7
- 3 84
56 2 |1600
- 1124
476
Thus, √8 ≈ 2.82. To check, multiply the answer 2.82 to itself. (2.82)(2.82) = 7.9524

Note: the product is not exactly equal to the radicand √8 but very close to it. To get a
closer value, continue the algorithm by affixing another 00.

b. √55
Step 1:
√55. Separate the radicand in periods, starting from the decimal
point
Step 2:
√55. Find the largest perfect square less than 55.
49
Step 3:
7 Write the square root (√49 = 7) above before the
√55. period and subtract the perfect square root from 55.
- 49
6

Step 4:
7. Affix 00 after the decimal point in 8. Bring this down.
√55.00 Do not forget to indicate the decimal point on the answer. It
- 49
6 00 should be aligned with the decimal point of the radicand.

Step 5:
7.
√55.00 Write the number (7) which is twice (7 x 2 = 14) the
- 49 quotient.
14 |6 00

Step 6:
7.4 Fill in another number which can be multiply to the
√55.00 quotient and that number closer to 600 but not greater than
- 49
600. In this case we insert 4. Put 4 beside 14 so we have 144
14 4 |6 00
and write 4 on the top after decimal point.
Step 7:
7.4
√55.00 Multiply 4 to 144. We have 576. Then subtract from
- 49 600, so we have 24.
14 4 |6 00
- 576
24
Step 8:
7.4
√55.0000 Repeat step 4 and 5.
- 49
14 4 |6 00
- 576
148 |2400

94
 Step 9:
7.4 1 Repeat step 6. Insert 1, beside 148 and 4 on the top
√55.0000
- 49
14 4 |6 00
- 576
1481 |2400

Step 10:
7.4 1
√55.0000 Repeat step 7
- 49
14 4 |6 00
- 576
1481 |2400
- 1481
919

Thus, √55 ≈ 7.41. To check, multiply the answer 7.41 to itself. (7.41)(7.41) = 54.9081

Note: the product is not exactly equal to the radicand √55 but very close to it. To get a
closer value, continue the algorithm by affixing another 00.

TRY THIS 4: Approximate each square root to the nearest hundredth. Without using
calculator. Write the step by step process. Write your solutions and answers in
your MATH NOTEBOOK.
a. √112

Now, check your work by turning to page 103 for the key to correction

D. Discussing new concepts and practicing new skills #1

Week 5: DAY 3 Plotting Irrational Numbers (Up to Square Roots) on the Number Line

How do you find approximating irrational numbers? It’s challenging right?

In this section, you will be plotting the irrational number on the number line. To plot on a
number line means you have to mark the location of a number on the number line. We can mark
the location by drawing a visible dot on the number line.

Since we just know its approximate value, then we will only approximate its location on
the number line.

Are you ready? Let’s go!

Example 1: Plot the irrational number. 17

Solution:

First, use a calculator to approximate the given square root. Simply enter the radicand in
the calculator (if you are using a simple calculator), then press the √ key. The calculator will
display the result. Round the result to the nearest hundredths. 17  4.12310562  4.12

17

0 1 2 3 4 4.5 5

95
 As you can see, 17 is plotted between 4 and 5. Another way of approximating its
location is to think of two perfect square number the irrational number is in between. What do
you think are those numbers? Right! We have 16 and 25. Their square roots are 4 and 5
respectively. 17 is closer to 16, therefore, we plot 17 closer to 4.

If we will be taking 4.12 as the approximate value of 17 into consideration, the

distance between 4 and 5 was cut into four equal parts. Where the middle is 4.5, half the
distance of 4 from 4.5 is 4.25, and half of the distance from 4 and 4.25 is 4.125. Therefore, we
plot 17 a little bit less than 4.125.

Isn’t it fun plotting the irrational numbers on the number line? Let’s have another example!

Example 2: Plot the irrational number 68 .

Solution: Get your calculator ready and find out the approximate value of 68 .

Did you get 68  8.24621125  8.25 ? Very good!

Now, it’s time for us to plot 68 on the number line.

68

5 6 7 8 8.5 9 10

Just like what was done a while ago, the distance between 8 and 9 was cut into four
equal parts. Half of the distance from 8 to 9 is 8.5. Half of the distance from 8 to 8.5 is 8.25, and
there goes the approximate location of 68 .

Now, it’s your turn to plot the next given.

Example 3: Plot 95 .

What is the result of 95 shown in your calculator?

Round your answer to the nearest hundredths. Therefore, 95

Now, plot 95 on the number line provided below.

5 6 7 8 9 10
How was it? Did you get 9.75 as the approximate value of 95 ? If you plotted 95
closer to 10, then you can now proceed to Try This 5. If not, go back to Example 1 & 2, and try
again.

TRY THIS 5: Plot the following irrational number by approximating its location on
the number line. Write your solutions and answers in your MATH NOTEBOOK.
a. √6 b. √15 c. √24

Now, check your work by turning to page 103 for the key to correction.

96
 E. Discussing new concepts and practicing new skills #2
Week 5: DAY 4
SUBSETS OF REAL NUMBERS

ACTIVITY: LOOK AROUND! The words in the puzzle represent the subsets of real
numbers. Find these words by looking up, down, across, backward or diagonally and write them
in your MATH NOTEBOOK. Use the scattered figures below as clues.

0, 1, 2, 3,
π, e, √3 2 7
-4, -5, -6,
… ,
3 5 ...

0
1 4
1, 2, 3, ... -1, 0, 1, − , ,
2 3
0.25,
0.25, 0.1313
0.33...

..., -3, -2, -1,

0, 1, 2, 3, ... 100%,
15%, 25%

N A F R A C T I O N S I Answer the following questions.

Write your answers in your MATH
S P B A C C D Z W N E L
NOTEBOOK.
T E O F T O G E H E R A

O R H S I U J R O G A M 1. How many words in the puzzle

were familiar to you?
I C R K I N R O L A T I
2. What word/s have you
L E E L M T N A E T I C encountered in your early years?
Define and give examples?
A N A O P I I Q L I O E
3. What word/s is/are still strange to
R T L R S N T V U V N D you?
U I N T E G E R E E A A

T I R R A T I O N A L I

A N O N I N T E G E R S

N N U M N U M B E R S S

In order to understand better the concept of real numbers, we need to review the
subsets of real numbers and how they differ from each other.

Let us go back to the first time we encountered the numbers…

Let's talk about the various subsets of real numbers…

97
Early Years...

1. What subset of real numbers do children learn at an early stage when they were just
starting to talk? Give examples.

One subset is the counting (or natural) numbers. This subset includes all the numbers
we use to count starting with "1" and so on. The subset would look like this: {1, 2, 3, 4,
5...}.

1 4
-1, 0, 1, − , , 0.25,
2 3
0.33..., π, e, √3,
10%, 15%, 25%

In School at an Early Phase...

2. What do you call the subset of real numbers that includes zero (the number that
represents nothing) and is combined with the subset of real numbers learned in the early
years? Give examples.

Another subset is the whole numbers. This subset is exactly like the subset of counting
numbers, with the addition of one extra number. This extra number is "0". The subset
would look like this: {0, 1, 2, 3, 4...}.

In School at Middle Phase...

3. What do you call the subset of real numbers that includes negative numbers (that came
from the concept of “opposites” and specifically used in describing debt or below zero
temperature) and is united with the whole numbers? Give examples.

A third subset is the integers. This subset includes all the whole numbers and their
“opposites”. The subset would look like this: {... -4, -3, -2, -1, 0, 1, 2, 3, 4...}.

Still in School at Middle Period...

4. What do you call the subset of real numbers that includes integers and non-integers and
are useful in representing concepts like “half a gallon of milk”? Give examples.

The next subset is the rational numbers. This subset includes all numbers that "come to
an end" or numbers that repeat and have a pattern. Examples of rational numbers are:
6 2
5.34, 0.131313..., , , 9.
7 3

5. What do you call the subset of real numbers that is not a rational number but are
physically represented like “the diagonal of a square”?

Lastly, we have the set of irrational numbers. This subset includes numbers that
cannot be exactly written as a decimal or fraction. Irrational numbers cannot be
3
expressed as a ratio of two integers. Examples of irrational numbers are: √2 , √101, and
𝜋

98
 Real Number
System

Examples:
1. To which subsets of the real number does each number belong?

a. 20 Whole numbers, natural numbers, integers, rational numbers

b. -1.645 Rational numbers, (since -1.645 is a terminating decimal)
c. √65 Irrational numbers (since 65 is not a perfect square)

TRY THIS 6: Tick (√) the column if the given number belongs to that set of numbers.
Write your answers in your MATH NOTEBOOK.
Counting Whole Integer Rational Irrational Real
Number Number Number Number Number
1
1.
4

2. 0

3. -7

4. 0.͞1͞4

5. √3

Now, check your work by turning to page 103 for the key to correction

F. Developing mastery
Find and Estimating Square Root Maze
Week 5: DAY 5
Beginning at “START”, find each perfect square root or closest estimate of the
square root to find a path to the end. Instead of coloring the path kindly write your
answers in your MATH NOTEBOOK.

99
 G. Finding practical applications of concepts and skills in daily living

Square roots are used in many places in daily life. There are also many jobs that use
square roots. Examples are architects, and engineers.
 Architects need to build large buildings and use right angles in the blue prints.
 Civil Engineers use square roots when they build roads coming off of a hill side. If a
bridge is being built, they use the Pythagorean Theorem to determine the support
structure.
Note: Pythagorean Theorem is included in Mathematics 9

Think Deeper!!!

Answer the following:

Remember that the area of a square is the square of its side.
In symbols, A = s2 and s = √𝐴
where A is the area of the square and s is the side of the square

1. Len is baking a square cake for his friend’s wedding. When served to the guests, the cake
will be cut into square pieces 1 inch on a side. The cake should be large enough so that each
of the 121 guests gets one piece. How long should each side of the cake be?
2. The area of a square picture frame is 1600cm 2. Find the side length of the frame.
3. James wants to buy a new rug for his living room. In a department store he finds a square
rug that has an area of 9 m².
a. How long is each side of the rug?
b. How many of those rugs are needed to cover an area of 36 square meters?

100
 4. The area of the foundation of a square house is 840 ft2. Find the side length of the foundation
of the house to nearest whole number
5. A house is getting a new window that needs a wooden frame. The window is a square and
has an area of 15 square feet. About how many feet of wood is needed to frame the window?

Now, check your work by turning to page 111 for the key to correction

H. Making generalizations and abstractions about the lesson

Week 5: DAY 6 Wrap it up!!!

Natural/Counting Numbers – are the numbers we use in counting things, that is {1, 2, 3, 4, .
. . }. The three dots, called ellipses, indicate that the pattern continues indefinitely.
Whole Numbers – are numbers consisting of the set of natural or counting numbers and zero.
Integers – are the result of the union of the set of whole numbers and the negative of counting
numbers.
𝑎
Rational Numbers – are numbers that can be expressed as a quotient of two integers. The
𝑏
integer a is the numerator while the integer b, which cannot be 0 is the denominator.
This set includes fractions and some decimal numbers.
𝑎
Irrational Numbers – are numbers that cannot be expressed as a quotient of two integers.
𝑏
Every irrational number may be represented by a decimal that neither repeats nor
terminates.
Real Numbers – are any of the numbers from the preceding subsets. They can be found on the
real number line. The union of rational numbers and irrational numbers is the set of real
numbers.
Number Line – a straight line extended on both directions as illustrated by arrowheads and is
used to represent the set of real numbers. On the real number line, there is a point for
every real number and there is a real number for every point.

Square Roots of Rational Numbers

Perfect Square – any number whose square root is an integer.
Square Root – for all nonnegative numbers N, the square root of N is a nonnegative
number a if and if 𝒂𝟐 = 𝑵
Principal Square Root – the nonnegative square root of a number.
Rational Square Root – the square root of a number (√𝑵) is rational if there is a rational
number a such that 𝒂𝟐 = 𝑵

I. Evaluating learning

Use YELLOW PAD PAPER in answering Worksheet #5 on page 105 - 106 and to be
returned to your MATH TEACHER.

J. Additional activities for application or remediation

Let’s have more practice…. Write your solutions and answers in your MATH
NOTEBOOK.
I. Find the principal root:

9 1
1) √36 2) √100 3) √ 4) √ 5) √0.04
16 64

If you got 3 correct answers, then you may proceed to the next part of the activity.

If not, you have to go back to the section B on pp. 90 - 91 and try again.

II. Identify the two integers between which of each given below lies.

1) √7 2) √50 3) √295

101
Approximate the square root to the nearest hundredths. (Refer to the steps in section C pp. 92)

4) √78 5) √140

If you got 3 correct answers, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 92 - 94 and try again.

III. Plot each on the number line.

1) √5

2) √21

3) √34

If you got 2 correct answers, then you may proceed to the next part of the activity.

If not, you have to go back to the section D on pp. 95 - 96 and try again.

IV. Write a check ( ) for a rational number and a cross ( x ) for an irrational number.
1
_____ 1) -10 _____ 3) 3.6 _____ 5) √4 _____ 7) 3.141592… _____ 9) -1
3

2 1
_____ 2) 8 _____ 4) √2 _____ 6) 0.2 _____ 8) _____ 10)√
11 9

If you got 6 correct answers, well CONGRATULATIONS!!! KEEP IT UP!!!

If not, you have to go back to the section E on pp. 97 - 99 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone number
or send him/her a private message thru his/her facebook account indicated below the last page
of this module.

102
ANSWER KEY: B. Establishing a purpose for the lesson

TRY THIS 1:
Power Meaning Verbal Description

92 9x9 9 to the second power or 9 squared

115 11 x 11 x 11 x 11 x 11 11 to the fifth power

TRY THIS 2:
a. √81 = 9. It is rational b. √21 = 4.58257… It is irrational c. √144 = 12 and it is rational.

ANSWER KEY: C. Presenting examples/instances of the new lesson

TRY THIS 3:
a. √69 is between the integers 8 and 9. b. √335 is between the integers 18 and 19

TRY THIS 4: √112 ≈ 10.58

10.5 8
√112.0000
- 100
20 5 |12 00
- 1025
2108 |17500
- 16864
636
ANSWER KEY: D. Discussing new concepts and practicing new skills #1

TRY THIS 5:
6

1. 1 2 3 4 5 6

15

1 2 3 4 5 6
2.

24

1 2 3 4 5 6
3.
ANSWER KEY: E. Discussing new concepts and practicing new skills #2

TRY THIS 6:
Counting Whole Integer Rational Irrational Real
Number Number Number Number Number
1 √ √
1.
4
2. 0 √ √ √ √
3. -7 √ √ √
4. 0.͞1͞4 √ √
5. √3 √ √

103
ANSWER KEY: F. Developing Mastery

ANSWER KEY: G. Finding practical applications of concepts and skills in daily living

1. √121 = 11 inches Therefore, each side of the cake is 11 inches.

2. √1600 cm2 = 40 cm The side length of the frame is 40 cm.
3. a. √9 m2 = 3 m Each side of the rug measures 3 m.
b. 36m2 = 4
9m2 Four rugs are needed to cover an area of 36 square meters
4. √840 ft2 ~ 29 ft. The side length of the foundation of the house to nearest whole
number is 29 ft.
5. √15 ft2 ~ 4 ft. 4 ft. x 4 sides is equal to 16 ft.
Therefore, 16 ft. of wood is needed to frame the window.

ANSWER KEY: J. Additional activities for application or remediation

3 1
I. 1) 6 2) 10 3) 4) 5) 0.2
4 8

II. 1) between 2 and 3 4) √78 = 8.83

2) between 7 and 8 5) √140 = 11.83

3) between 17 and 18

III. 1) √ 5 = 2.24

2) √21 = 4.58

3) √34 = 5.83

IV.

1)  3)  5)  7) x 9) 

2)  4) x 6)  8)  10) 

104
Use a YELLOW PAD PAPER to answer WORKSHEET#5 following the given instructions and it
is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Week 5 Parent’s signature:______________
Worksheet #1
WORKSHEET #5

A. Write a check ( √ ) on the blank if the given is a rational number. Otherwise, write cross ( ).
Write your answer on your YELLOW PAD PAPER.
1. 2.95 4. 𝜋
2. √50 5. -1
3. 0 6. √121

B. Find the square root of each number.

1 16
7. √ 8. √ 9. √0.64
4 49

C. Plot these numbers on the number line. Copy the number line and plot the given numbers on
your YELLOW PAD PAPER.
1
10. 3.5 11. 12. - √25
3

D. Choose the letter of your answer and write it on your YELLOW PAD PAPER.

𝑎
13.These are the numbers that can be written as quotient of two integers where b≠0.
𝑏
A. Real Numbers C. Irrational Numbers
B. Rational Numbers D. Non-real numbers

14. Which of these numbers is rational?

A. √8 B. 2.133532,… C. 4.14 D. C. √101

15. Which of the following mathematical expressions is an irrational number?

1
A. B. √4 C. √5 D. - 2.5
2

16. Which of the following principal roots is rational?

A. √18 B. √16 C. √15 D. √11

17. Which of the following has the least value?

1
A. 0.26 B. C. √2 D. √0.25
4

105
18. √32 is between what two consecutive integers?
A. 7 & 8 B. 6 & 7 C. 5 & 6 D. 4 & 5

19. Between what two integers does √80 lie?

A. 9 & 10 B. 8 & 9 C. 7 & 8 D. 6 & 7

20. Estimate √11 to the nearest hundredths.

A. 3.30 B. 3.32 C. 3.34 D. 3.36

21. Which of the following irrational numbers has an estimate of 8.66?

A. √65 B. √70 C. √75 D. √80

22. Which is greater than 5.9?

A. √36 B. √25 C. √9 D. √4

23. The following square roots are less than 12 EXCEPT

A. √144 B. √121 C. √110 D. √100

24. Which is a whole number but not a counting number?

1
A. B. 0 C. 1 D. -1
2

25. Which statement is TRUE?

A. All integers are whole numbers.
B. All integers are rational numbers.
C. All real numbers are rational numbers.
D. Irrational numbers are NOT real numbers.

106
 SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 7 – Regular

October 6 - 9, 12, 2020 (Week 6)

I. OBJECTIVES
Content Standards: The learner demonstrates understanding of key concepts of sets
and the real number system.

Performance Standards: The learner is able to formulate challenging situations involving

sets and real numbers and solve these in a variety of strategies.

A. Learning Competencies

The learner
1. arranges real numbers in increasing or decreasing order. M7NS-Ih-2
2. writes numbers in scientific notation and vice versa. M7NS-Ii-1
3. represents real-life situations which involve real numbers. M7NS-Ii-2
4. solves problems involving real numbers. M7NS-Ij-1

B. Objectives

At the end of the lesson, the learners should be able to:

1. arrange real numbers in increasing and decreasing order
2. write the numbers in scientific notation and vice versa
3. determine the number of significant digits
4. solve real life problems involving real numbers.

II. CONTENT

Scientific Notation

Learning Resources

A. Reference
1. Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 109 - 117
2. E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 97 - 105
3. Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 83 - 90
4. Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B,
Mercado, J.P, Suzara, J.L, Manalo, C.B pp. 202 - 213

B. Other Learning Resources

https://prezi.com

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Week 6: DAY 1

Hello! It is a great day to have you again. I know you have learned a lot
about sets of real numbers. Let us have a review about real number system. Study
the diagram below then answer try this 1.

107
 Real Number
System

TRY THIS 1: Using the organization above, determine where the following numbers
belong. Write your solutions and answers in your MATH NOTEBOOK.
a. 0 b. – 3.23 c. √6
Now, check your work by turning to page 117 for the key to correction.

Arranging real numbers

Example 1: Arrange the following numbers in increasing order.

a. -5, 1, 5, 1.5, √9
b. 8, -2.33, 10, -20

Solution:
a. Start from the least value to the greatest. -5, 1, 1.5, √9, 5. (√9 = 3)
b. -20, -2.33, 8, 10

Example 2: Arrange the following numbers in decreasing order.

1
a. 1.2, -6, - , 0, √5
2
b. -17, 2.37, -3.6667, 16

Solution:
1
a. Start from the greatest value. √5, 1.2, 0, - , -6. We start from√5 because it is
2
between 4 and 9 or 2 and 3 with their roots respectively.
b. Start from greatest value. 16, 2.37, -3.6667, -17

108
 B. Establishing a purpose for the lesson

Did you know that…

The Hindu-Arabic numeric system uses 10 basic symbols to express numbers. These
symbols are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. Each symbol is a numeral in itself, and combining these
symbols results in another numeral.

Each symbol in a numeral is called a digit. The relative value of a digit depends upon
its position in the numeral. For example, the number 435 has three digits, namely 4, 3, and 5. The
value of each digit in 435 is 4 hundreds, 3 tens, and 5 ones, respectively.

435 = (4 x 100) + (3 x 10) + (5 x 1)

The numbers 1, 10, 100, 1000, etc., are called powers of 10. With the use of exponents,
these can be written as:

1 = 100
10 = 101
100 = 102
1000 = 103
Powers of 10 can be used to write very large numbers. For example, the approximate
number of stars that is visible in our galaxy is about 200,000,000,000 or two hundred billion. This
can be written as 2 x 1011. The approximate distance of the Earth to the Sun is 149,000,000
km, and this can be expressed as 1.49x108. The distance of the closest star, Alpha Centauri,
is about four light-years. This means the light you see coming from Alpha Centauri left that star
four light-years ago. One light-year is approximately equal to 9.5 trillion kilometers, or
9,500,000,000,000 or 9.5 x 1012.

Numbers like 2 x 1011, 1.49x108, and 9.5 x 1012 are said to be written in Scientific
Notation.

This lesson will be discussed in next part of the module.

C. Presenting examples/instances of the new lesson

Week 6: DAY 2 Writing Number from Standard Form to Scientific Notation

I have some trivia with me here for you! I’m sure you will be amazed by them.

Did you know?! It would take 2, 522, 329, 920 pencils to go to the moon.

Did you know?! The smallest calculator in the world was created in Switzerland. Its
diameter is 0.0000012 meter.

Now, look at the numbers from the trivia. Aren’t they too big or too small? If you have to
write numbers that big or small everyday, won’t that be tiring?

That’s why we have scientific notation which was discovered by Archimedes.

Archimedes was a mathematician and a Greek inventor who was born in 287 B.C., in
Syracuse, Greece and died in 212 B.C. (source: https://prezi.com)

Scientific notation is a concise way of expressing very large or very small numbers.

109
 Scientific Notation

A positive number is written in scientific notation if it is in the form

a  10 n

where 1  a  10 and n is an integer.

1  a  10 is read as “a is less than 10 but is greater than or equal to 1.” Therefore, the
set of value of a is from 1 to 9. While n can be positive or negative, depending whether the
given number is a whole number or a decimal.

Therefore, it will be easy and convenient for us to write very large or very small numbers
through scientific notation.

Let’s look how do we convert numbers in standard form to scientific notation.

Example 1:

Write 2, 522, 329, 920 in scientific notation.

Step 1: Get the first factor by placing a

2.522329920
decimal point after the first left-

hand nonzero digit.

The decimal point will be placed after the first

left-hand nonzero digit.

Step 2: Write the second factor as a power of 10. second

factor

Step 3: To obtain the exponent, count the number of digits that must be passed over to move
from the original position of the decimal point to the new position of the decimal point.

2522329920. 2522329920. We moved 9 units

This is the original
to the new position
position .of the
of the decimal
decimal point.
Step 4: If the movement is to the left, the exponent is positive; if the movement ispoint.
to the right,
the exponent is negative.

Since, we moved to
the left, the 2522329920.
exponent will be
positive .

2, 522, 329, 920 = 2.52232992 0  109 or 2.52232992  109

We do not write zero if it is in the last place in a decimal
because it does not have a significant value.

Example 2: Write 0.0000012 in scientific notation.

Let’s repeat the steps.

110
 Step 1: Since the left-hand digits are all zeroes, we place the decimal point after the first non-zero
digit from the left. 0.0000012 0000001.2
Step 2: We will not also write the zeroes before the first digit of a whole number, because it does
not have a significant value. 1.2  10

0000001.2
Step 3: We moved 6 units to the right.

Step 4: Since, we moved to the right, the exponent is negative.

Therefore, 0.00000 = 1.2 x 10-6

Tip: Another way of determining the sign of the exponent is by identifying whether the
given is a whole number or a decimal. If it is a whole number, then the exponent is positive.
If it is a decimal, then the exponent is negative.

Example 3: The Philippines has a population of more than 100,000,000 people, which makes it
the 12th most populous country in the world. Write 100,000,000 in scientific notation.

1.00000000
100,000,000 = 1.00000000 = = 1 x 108
1
Example 4: About 1 of the weight of a raindrop is 0.0000003 kilograms. Write 0.0000003 in
20
scientific notation.

00000003.
0.0000003 = 00000003. = =3 x 10-7

TRY THIS 2: Write each number in scientific notation. Write your solutions and
answers in your MATH NOTEBOOK.
a. 3 200 000 000 c. 17 500 000 e. 2 000 000 000 000 000 000
b. 0.000 000 5 d. 0.000 001 42

Now, check your work by turning to page 117 for the key to correction

D. Discussing new concepts and practicing new skills #1

Week 6: DAY 3 Writing Scientific Notation to Standard Form

Standard notation or standard form is the decimal notation we normally use. Numbers
such as 1.35, 0.0001, and 300 000 are written in standard notation/ form.

This is the opposite of what we did on the previous part. Now, let’s take a look on how to
write scientific notation to standard form.

Example 1: Write 3.5 x 1011 in standard form.

Step 1: Move the decimal point in the first factor to the number of places indicated by the exponent
of the power of 10.

~> The exponent of the power of 10 is 11, therefore, we move the decimal point 11 units.

Step 2: If the exponent is positive, move the decimal point to the right. If the exponent is
negative, move the decimal point to the left.

111
 ~> The exponent is positive, therefore we move the decimal point 11 units to the right.

Fill the spaces where the 3.50000000000

3.5 decimal point moved
through with zeroes.
Therefore, 3.5  1011 = 350 000 000 000

Example 2: Write 4 x 10-8 in standard form.

Step 1: The exponent of the power of 10 is 8, therefore, we move the decimal point 8 units.

Step 2: The exponent is negative, therefore, we move the decimal point 8 units to the left.

4. Fill the spaces where the 00000004.

decimal point moved
through with zeroes.
Affix another zero
0.00000004 before the decimal
point.
Therefore, 4 x 10-8 = 0.00000004

Example 3: A dalton of an atom is 1.66 x 10-24 grams. Write 1.66 x 10-24 in standard
form.

~> The exponent of the power of 10 is -24, therefore, we move the decimal point 24 units to the
left.
1.66 000000000000000000000001.66

Therefore, 1.66 x 10-24 = 0.00000000000000000000000166

Example 4: Mt. Pinatubo in the Philippine island of Luzon erupted on June 15, 1991, and created
the largest mushroom cloud in the world. Its eruption ejected 2 x 107 tons of sulfur dioxide into
the stratosphere. Write 2 x 107 in standard form.
~> The exponent of the power of 10 is 7, therefore, we move the decimal point 7 units to the right.

2. 20000000.
Therefore, 2 x 107 = 20 000 000
TRY THIS 3: Write in standard notation. Write your solutions and answers in your
MATH NOTEBOOK.
a. 1.29 x 108 c. 3.12 x 10-12 e. 9.099 x 109
b. 2 x 10-4 d. 1.7 x 106
Now, check your work by turning to page 117 for the key to correction.

E. Discussing new concepts and practicing new skills #2

SOLVING PROBLEMS INVOLVING REAL NUMBERS

In this lesson, you can check how well you understood the applications of Real
Numbers by using real life situations.

Example 1. The starting balance in a savings deposit is Php 2500. What is the
balance after withdrawal of Php 600 and Php 850?

112
 Solution:
Withdrawal decreases your savings deposit balance, so the withdrawals are
represented as – 600 and – 850.

Add these integers to the starting balance to find the new balance.

Php 2500 + (– 600) + (– 850) = 2500 + (– 600) + (– 850)

= 2500 + (– 1450)
= 1050

The balance is Php 1050

Let’s have another example…

Now, you try solving on your own…

Example 2. David has Php 2000 to spend on these items.

Shoes: Php 560.95 Shirts: Php 199.95
Pants: Php 475.50 Socks: Php 65

He buys a pair of shoes, a pair of pants, 3 shirts, and 5 pairs of socks.

How much money does he have left?

You should get Php 38.70 as the money left.

Show your complete solution.

If you get the correct answer you may proceed with Try This 4.
If not, please review your previous lessons and try it again.
TRY THIS 4 : Problem Solving. Show your solution. Write your solutions and
answers in your MATH NOTEBOOK.
1 1
Anna receives a monthly salary of Php 1500. She spends of it on rent, of
3 4
it on bills, and 0.30 on food. How much money does she have left for leisure
activities?

Check your work by turning to page 117 for the solution.

If your answer is correct, you may now proceed to the next part of the discussion.

F. Developing mastery
Week 6: DAY 4
Answer the following. Write your solutions and answers in your MATH
NOTEBOOK.
1. The average distance of the Moon from Earth is about 384,400 kilometers. Write
the distance using scientific notation.

2. The radius of the Earth is about 6.38 x 103 kilometers. Write the distance in
standard notation.

3. An E. coli bacterium has a diameter of about 5 x 10-7 meter. Write this

measurement as a decimal in standard notation.

4. A human hair has an average diameter of about 0.000017 meter. Write this
measurement in scientific notation.

5. The Sky Ranch in San Fernando, Pampanga is part of the SM City shopping mall
complex and hosts the Pampanga Eye, a 213 ft. tall Ferris wheel. Write this
measurement in scientific notation.

113
 Complete Me! Write your solutions and answers in your MATH NOTEBOOK.

1. The table shows each planet’s distance from the Sun in standard and scientific notation.
Some of the values are missing. What are they?
Distance from Sun (km)

Planet Standard Notation Scientific Notation

Mercury 57,000,000
Venus 1.08 x108
Earth 1.5 x108
Mars 228,000,000
Jupiter 779,000,000
Saturn 1.43 x109
Uranus 2.88 x109
Neptune 4,500,000,000

2. The table shows the length of microscopic organisms in standard and scientific notation.
Some of the values are missing. What are they?
Length (m)
Microscopic Organism Standard Notation Scientific Notation
Ameoba 0.0005
Skin Cell 3.0 x10-5
Red Blood Cell 0.000008
Flu Virus 0.00000013
Ribosome 3.0 x10-8

G. Finding practical applications of concepts and skills in daily living

Scientific notation allows us to write very large or very small numbers using less digits.
Some real- life examples are the following as shown in the table.

Examples Scientific
Notation
 The population of the world is around 7 billion written out as 7,000,000,000 7 x109
The approximate speed of light is 1080 million km per hour or 1.08 x109
1,080,000,000 km per hour
The distance from the Earth to the moon is 240 thousand miles or 240,000 2.4 x105
miles
The distance from the Earth to the sun is 93 million miles or 93,000,000 9.3 x107
miles
The distance from the sun to the nearest star (Proxima Centauri) is 3.99 x1013
39,900,000,000,000 km
 The approximate number of cells in the human body is 100 trillion or 1.0 x1014
100,000,000,000,000
 The density of oxygen is 1332 millionths g per cc or .001332 g per cc 1.332 x10-3
 The diameter of a grain of sand is 24 ten-thousandths inch or .0024 inch 2.4 x10-3
The mass of a dust particle is 0.000000000753 kg 7.53 x10-10
The length of the shortest wavelength of visible light (violet) is 0.0000004 4.0 x10-7
meter

114
 H. Making generalizations and abstractions about the lesson

Week 6: DAY 5 Wrap it up!!!

Changing Decimal Notations to Scientific Notations

1. Place the decimal point after the first non-zero digit.
2. Count the number of places the decimal point is moved, and use that number as the
number exponent.
3. If the original number is greater than 10, the exponent is positive. If the original
number is between 1 and 10, the exponent is zero.
4. If the original number is between 0 and 1, the exponent is negative.

Changing Scientific Notation (POSITIVE Exponents) to Standard Form

To change from scientific notation with positive integer exponent to standard notation,
move the decimal point to the right, the number of places indicated by the exponent.

Changing Scientific Notation (NEGATIVE Exponents) to Standard Form

To write a number expressed in scientific notation with negative integer exponent in
standard form, move the decimal point to the left, the same number of places as the absolute
value of the exponent

I. Evaluating learning

Use YELLOW PAD PAPER in answering Worksheet #6 on page 119 and to be

returned to your MATH TEACHER.

J. Additional activities for application or remediation

LET’S DO THESE!!! Write your solutions and answers in your MATH NOTEBOOK.
I. Arrange these numbers in increasing order.

1 1 1
1) 3, -5, √3 , 0.2, - 2) 1.8, -2, - ,3 , √5
2 4

Arrange these numbers in decreasing order.

1 7 2
1) 1 , -8.8, 3, √8 , -9 2) -4, -3, - √15, , 2
2 3 3

II. Write the number in each statement in scientific notation.

1) A snail crawls 0. 000 02 kilometer per second.
2) The human body has about 25 000 000 000 000 blood cells.
3) The average volume of an atom of gold is 0.000 000 000 000 000 000 000 01695 cubic
centimeters.

Write the number in each statement in standard notation/form.

4) The heaviest dog is the St. Bernard, which has a mass of up to 1 x 10𝟓 grams.
5) A television signal travels 1 mile in 5.4 x 10−𝟔 seconds.
6) The mass of an electron is approximately 9.11 x 10−𝟐𝟖 gram.

III. Analyze and solve.

3
1) Loryne and Precious are comparing their heights. If Loryne’s height is 120 cm and
4
1
Precious’s height is 96 cm. What is the difference in their heights?
3

7
2) Chef Boy bought kg of beef, 1.42 kg of chicken and 3.24 kg of fish for the meals of
8
the frontliners. What was the total weight of the items he bought?

115
 3) Ariel and Amiel were playing a game of darts. Ariel had these scores: 60, -10, 20, -15 and
25. Amiel had these scores: 50, -25, 20, -15 and 20. What was Ariel's final score? his
average score? What was Amiel's score? his average score?

If you scored at least 6 out of 13, then congratulations you’re doing GREAT!

If not, you have to go back to our discussion in section A to E and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone number
or send him/her a private message thru his/her facebook account indicated on the last page of
this module.

116
ANSWER KEY: A. Reviewing previous lesson or presenting the new lesson
TRY THIS 1:
a. 0 {a whole number, integer, rational and real}
b. – 3.23 {-3.23 is a terminating decimal so it is rational number}
c. √6 {since 6 is not a perfect square, therefore it is an irrational number.

ANSWER KEY: C. Presenting examples/instances of the new lesson

TRY THIS 2:
a. 3.2 x 109 b. 5 x 10-7 c. 1.75 x 107 d. 1.42 x 10-6 e. 2 x 1018

ANSWER KEY: D. Discussing new concepts and practicing new skills #1

TRY THIS 3:
a. 129 000 000 c. 0.000 000 000 003 12 e. 9 099 000 000
b. 0.000 2 d. 1 700 000

ANSWER KEY: E. Discussing new concepts and practicing new skills #2

TRY THIS 4: Problem solving. Show your solution.
1
Solution: x 1500 = 500 rent
3
1
x 1500 = 375 bills
4
1500 x .3 = 450 food
1325
1500 – 1325 = 175
Php 175 left for leisure activities.

ANSWER KEY: F. Developing Mastery

1. 3.844 5 2. 6 380 km 3. 0.0000005 4. 1.7 x 10 -5 5. 2.13 x 10 2

1. The table shows each planet’s distance from the Sun in standard and scientific notation.
Some of the values are missing. What are they?
Distance from Sun (km)
Planet Standard Notation Scientific Notation
Mercury 57,000,000 5.7 x107
Venus 108,000,000 1.08 x108
Earth 150,000,000 1.5 x108
Mars 228,000,000 2.28 x108
Jupiter 779,000,000 7.79 x108
Saturn 1,430,000,000 1.43 x109
Uranus 2,880,000,000 2.88 x109
Neptune 4,500,000,000 4.5 x109
2. The table shows the length of microscopic organisms in standard and scientific notation.
Some of the values are missing. What are they?
Length (m)
Microscopic Organism Standard Notation Scientific Notation
Ameoba 0.0005 5.0 x10-4
Skin Cell 0.00003 3.0 x10-5
Red Blood Cell 0.000008 8.0 x10-6
Flu Virus 0.00000013 1.3 x10-7
Ribosome 0.00000003 3.0 x10-8

117
ANSWER KEY: J. Additional activities for application or remediation

KEY TO CORRECTION

I.
1 1
1) -5, - , 0.2, √3 , 3 3) 3, √8 , 1 , -8.8, -9
2 2
1 1 2 7
2) -2, - , , 1.8, √5 4) 2 , , -3, - √15 , -4
4 3 3 3
II.

1) 2 x 10−𝟓 4) 100 000

2) 2.5 x 10𝟏𝟑 5) 0. 000 0054
3) 1.695 x 10−𝟐𝟑 6) 0. 000 000 000 000 000 000 000 000 000 911
III.

3 1 9 4 5
1) 120 - 96 = 120 - 96 = 24 cm
4 3 12 12 12
7
2) Change in decimal form.
8
7
= 0.875
8
0.875 + 1.42 + 3.24 = 5.535 kg

80
3) 60 + (-10) + 20 + (-15) + 25 = 80, Ariel's final score = 16, Ariel's average score
5
50
50 + (-25) + 20 + (-15) + 20 = 50 Amiel's final score = 10 Amiel's average score
5

118
Use a YELLOW PAD PAPER to answer WORKSHEET#6 following the given instructions and it
is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Week 6 Parent’s signature:______________
Worksheet #1
WORKSHEET #6

A. Arrange these numbers in increasing order.

1 5
1. -4 , , √1 , 3 , 0.25 2. 1.9 , -10 , - , 2 , √5
2 6

B. Arrange the following numbers in descending order.

3 9
3. 2 , -5.5 , 11 , √36 , -3 4. - √16 , , 2.75 , - 2 , √10
4 4

C. Write the numbers in scientific notation.

5. 15 000 000 9. 0.00000000581
6. 7 000 8. 0.000046
7. 1 420 000

D. Write the numbers in scientific notation.

10. 4.9 x 105 13. 5.5 x 10-6
11. 3 x 108 14. 6.08 x 1010
12. 1.29 x 10-3

E. Analyze and solve the following problem. Show your solution and box your final answer.

15. If each bag of sugar you want to buy is 2.5 kg, and you will buy 15 bags. What is the total
weight of sugar you will buy?

1
16. John buys 14 stickers on Monday and 22 on Tuesday. On Wednesday, he gives of his
6
stickers to Darwin. How many does he have left?

7 3
17. Sam walks of a kilometer to school. Nikki walks of a kilometer to school. How much
8 4
farther does Sam walk than Nikki?

18. Alice had a pizza that was divided in 8 equal parts. She ate 3 of them. Ken has a pizza that
is the same size, but his is divided in 4 equal slices. He ate 3 slices of his pizza. Who ate
more pizza?

19. Martha decides to make cookies for her class. She buys a bag of peanut butter cups for the
cookies. The bag says that there are 24 peanut butter cups in it, and that the bags
weighs 64.32 grams. She wonders, how many grams does each peanut butter cup
weighs?

20. A computer programmer had two files with a total size of 68.78 gigabytes. If one of the file
was 35.46 gigabytes, how big is the second file?

119
Use a YELLOW PAD PAPER to answer SUMMATIVE TEST following the given instructions and
it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Parent’s signature:______________
Worksheet #1
SUMMATIVE_TEST_Q1_NUMBER_SENSE

I. TRUE or FALSE: Write TRUE if the statement is correct and FALSE if it is not in the
space provided before each number.

1. Set Builder Notation is a method of describing a collection of objects by simply listing down
members and separated by commas enclosed within braces.
2. A = {honest student in your class} is an example of a well-defined set.
3. The possible subsets of set B = {t, e, n, s} is 16.
4. C = {Alvin, Simon, Theodore}, D = {Theodore, Simon, Alvin}, set C and D are classified
as an equal set
5. The cardinality of distinct letters in the word “PHILIPPINES” is 7.
6. The set of triangles with four sides is an example of an empty set.
7. Commutative property indicates that changing the grouping of two numbers that are either
being added or multiplied does not change the value.
8. In dividing integers, the quotient of two integers with like sign is always positive.
9. In adding integers, unlike sign subtract then copy the common sign.
10. All integers are rational numbers.
𝑎
11. Irrational Numbers are the numbers that can be written as quotient of two integers where
𝑏
b ≠ 0.
12. √80 will lie between 8 and 9.
13. The estimated value of √17 is approximately 4.12
14. 1 × 10−𝟗 = 0.000001
6 2
15. <
7 5

II. Matching Type: Match Column A with that of Column B. Write the letter of the correct
answer on the space provided for. STRICTLY NO ERASURES. Use CAPITAL LETTER.
COLUMN A COLUMN B

16. M1. 7

7
17. A1.
72

18. - |−12| T1. 𝐷∩𝐸

19. 22 + 34 + (- 13) = 34 + (- 13) + 22 H. 𝐷 ⊆ E

20. (15)(- 5)(- 2) E. 150

21. (- 35) – 8 M2. Associative Property

22. (- 27) + 54 + (- 20) A2. Commutative Property

5 2 2
23. + + T2. 1
9 9 9

120
 1 1
24. − 14 I. - 43
12

7 1
25. ×9 C. - 12
8

1
S.
84

III. Answer the following. Show your solution and box your final answer. Write your
solution and answer in your YELLOW PAD PAPER.

Let A = {3, 5, 7, 9} B = {1, 2, 3, 8, 9, 10} and C = {2, 4, 5, 6, 9} find the following:

26. 𝐴 ∩ 𝐶 27. 𝐴 ∪ 𝐵 28. B - C 29. 𝐵 ∩ 𝐶

The Grade 7 students were asked about their favorite k-pop group BLACKPINK and
BTS. The result is shown in the Venn diagram below. Let A = {favorite k-pop group
BLACKPINK} while B = {favorite k-pop group BTS}.

30. How many students, their favorite

k-pop group is only BTS?
31. How many students, their favorite
k-pop group is BLACKPINK?
32. How many students, their favorite k-pop
group either BLANKPINK or BTS?
33. How many students, their favorite k-pop
group both BLACKPINK and BTS?
34. How many students were asked?

𝟑
35 – 36. If JK answered of the Math questions correctly, how many points did she get in a 50-
𝟓
item test?

37 – 38. The price of a certain stock at the beginning of the week was Php 35. Here are the
changes in price during the week: +2 , +3 , -2 , -3 , -1. What is the price of the stock at the end
of the week?

39 – 40. Suppose a liter of gas cost Php 39.55.How much will 7 liters of gas cost?

Prepared by:
FB Account Contact Number
Vina R. Reyes Vina Reyes 09332416271
Rosalie M. Cabrera Rosalie Mandap Cabrera 09158700190
Efraime S. Quizon Efraime Quizon 09453151850
Aurea M. Almojera Au Mejia Almojera 0939 938 9958
Joan B. Gonzales Joan Mendoza Baluyut Gonzales 09323945109
Lorna N. Guintu Lorna Navarro Guintu 09292735697
Jayvee R. Morales Jayvee Morales 09352884280
Maya Renea M. Bondoc Maya Renea Bondoc 09493580858 or
09751495627
Loida R. Maglanque Loida Maglanque 09239340289

121