MATHEMATICS 7

Module 3

Real Number System Weeks 5 &

6(Quarter 1)
Learning Competencies
At the end of this module, the learners are expected to:

1. perform operations on rational numbers;

2. describe principal roots and tell whether they are rational or irrational;

3. determine between what two integers the square root of a number is;

4. estimate the square root of a whole number to the nearest hundredth;

5. plot irrational numbers (up to square roots) on a number line;

6. arrange real numbers in increasing or decreasing order;

7. write numbers in scientific notation and vice versa;

8. represent real-life situations and solve problems involving real numbers.

Operations on Rational Numbers

EXPLORE
Explore Activity: KWHL

FIRM-UP
Rational numbers play important role in different professions. A medical scientist uses rational
numbers everyday. They use them by calculating how much medicine should be combined to help someone
with a disease. An accountant also uses rational numbers by figuring the percentages of taxes they need to
take out of your check to pay the government. Another, a constructor uses rational numbers in computing the
perimeter of a room using decimals. But are they the only ones who can use rational numbers? Every
person does use rational numbers.

FRACTIONS

Rational Numbers are numbers that can be written in the form a/b where a and b are integers
and b ≠ 0.
A fraction is a part of a whole. Example ¾. The top number (3) is called the numerator and the
bottom number(4) is called the denominator. There are three types of fractions: 1. Proper
fraction has a smaller numerator than the denominator (example 2/3) 2. Improper fraction
has a numerator bigger than the denominator (example 11/3) 3. Mixed number has a whole
number as well as a fraction part.(Example 2 ½)
Mixed numbers can be converted to improper fractions and vice versa. The fraction bar such as
in 2/5 means the same as 2 ÷ 5.
Similar Fractions are fractions with the same denominators. (Examples: 1/5, 2/5 , 3/5)
Dissimilar Fractions are fractions with different denominators. (Examples: 3/5, 1/4, 7/8)
OPERATIONS ON FRACTIONS
A. Addition and Subtraction of Fractions
When adding or subtracting fractions with the same denominators (similar fractions), add or subtract
the numerators and copy their common denominator. Simplify the fraction or reduce it to lowest term.

1. 3/10 + 5/10 = 8/10 or 4/5

2. 1/5 + 3/5 = 4/5
3. 1/7 + 2/7 + 4/7 = 7/7 or 1
4. 4/8 – 1/8 = 3/8
5. 10/20 – 5/20 = 5/20 or 1/4

18
When adding or subtracting fractions with different or unlike denominators(dissimilar fractions),
express those as similar fractions using their LCD(Least Common Denominator) then add/subtract like
adding/subtracting similar fractions. Simplify the fraction or reduce it to lowest term.

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)
Examples: 1. 3/4 + 1/2 = 3 + 2 = 5/4 or 1 1/4
4
Solution:
3/4 = 3/4
+ 1/2 = 2/4
= 5/4 or 1 1/4

2. 2/3 – 1/4 = 8 – 3 = 5/12

12
Solution:
2/3 = 8/12
− 1/4 = 3/12
= 5/12
How to find the LCD(Least Common Denominator)
Here are the steps to follow:
1.Find the LCM(Least Common Multiple ) of the denominators which is called also the Least Common
Denominator.
2. Change each fraction (using equivalent fractions) to make their denominators the same.
3. Then add or subtract the fractions.

In example 1. Find the LCM of 4 and 2.

Multiples of 4 ( 4, 8, 12, 20, …)
Multiples of 2( 2, 4, 6, 8,…) 4 is a multiple of both 4 and 2. Therefore the LCM of 4 and 2 is 4
and that will be the LCD of 4 and 2.

In example 2. Find the LCM of 3 and 4.

Multiples of 3 (3, 6, 9, 12, 15,…)
Multiples of 4(4, 8, 12, 16, …) 12 is a multiple of both 3 and 4. Therefore the LCM of 3 and 4 is
12 and that will be the LCD of 3 and 4.

To add or subtract numbers in mixed forms, express each number as improper fraction then
proceed to addition or subtraction of similar or dissimilar fractions. Another way is to add or subtract
separately the whole numbers and the fractions.

Example1. 1 2/3 + 3 1/4

Solutions: 1 2/3 = 1 8/12 1 2/3 = 5/3 = 20/12

+ 3 1/4 = 3 3/12 3 1/4 =13/4 =39/12
= 4 11/12 59/12 or 4 11/12

Example 2. 6 4/7 – 5 1/6

Solutions: 6 4/7 = 6 24/42 6 4/7 = 46/7 = 276/42
−5 1/6 = 5 7/42 5 1/6= 31/42 = 217/42
1 17/42 59/42 or 1 17/42

If in subtracting numbers in mixed form, the fraction in the minuend is less than the fraction in the
subtrahend, carry 1 from the whole number in the minuend.

Example: 8 7/10 – 4 8/10

Solution: 8 7/10 = 7 10/10 + 7/10 = 7 17/10

−4 8/10 = 4 8/10 = 4 8/10
3 9/10 19
B. Multiplication of Fractions
To multiply similar or dissimilar fractions, multiply the numerators and then the denominators of the
fractions then simplify the result if possible.
To multiply numbers in mixed form, express each number as improper fraction then multiply.
The Easy Way. It is often simplest to “cancel out common factors” before doing the multiplication.

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)
Examples: 1. 6/7 x 1/3 2. 5/7 x 9/11

Solution: Solution:

6x1 =6 =2 5 x 9 = 45
7x3 21 7 7 x 11 77

3. 2 ½ x 3 2/4 4. 7 x 5
Solution: 5 8

= 5 x 14 Solution:
2x4
= 70 = 8 6/8 or 8 ¾ 7 x 5 =7
8 5 8 8

C. Division of Fractions
To divide fractions, get the reciprocal of the divisor then multiply and simplify.
To divide mixed numbers, convert first each mixed number to an improper fraction and then proceed to
division of fractions.
NOTE: The reciprocal of a number is also called its multiplicative inverse. All numbers except 0 have a
reciprocal. The reciprocal of a fraction is obtained by interchanging the numerator and denominator.
Reciprocals are used when dividing fractions

Example1: The reciprocal of 7 is 1/7.

2. The reciprocal of 4/5 is 5/4.
3. The reciprocal of 1 ½ is 2/3. (Change 1 ½ to improper fraction then get the reciprocal ,
1 ½ = 3/2 = 2/3)
4. The reciprocal of 1/3 is 3/1 or 3.

Example1: Divide 3/4 by 7/9

Solution:

3/4 ÷ 7/9 Get the reciprocal of 7/9, which is 9/7

= 3/4 x 9/7 Multiply the two fractions

= 27/28 The product is in its lowest term.

Example 2: Divide 9/15 by 3/5

Solution:
9/15 ÷ 3/5

9/15 x 5/3

= 45
45
=1

DECIMALS
Decimal is any number that is expressed using a decimal point. This number can be obtained by
dividing the numerator by the denominator of a fraction not reducible to a whole number.

2
0
OPERATIONS ON DECIMALS

A. Addition and Subtraction of Decimals

To add or subtract decimals, align the decimal point and add/subtract as in whole numbers. The
decimal point in the answer should always be aligned with the decimal points of the decimals being added or
subtracted.

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)
Example 1: Add: 2.18 + 34.35 + 0.14 + 4.9

Solution: 2.18
34.35
+ 0.14
4.9
41.57
Example 2: Subtract 31.87 from 45.76

Solution: 45.76
−31.87
13.89
B. Multiplication of Decimals
To multiply decimals, multiply as in whole numbers. The number of decimal places in the product is
equal to the total number of decimal places of the factors.

Example 1: Multiply 6.12 by 4 Example 2: 0.37 x 0.4 Example 3: 4.316 x 3.4

Solution: 6.12 Solution: 0.37 Solution: 4.316

x 4 x 0.4 x 3.4
24.48 0.148 17264
12948
14.6744
C. Division of Decimals
To divide decimals:
*Make the divisor a whole number by moving the decimal point to the right.
*In the dividend, move the decimal point to the right the same number of places as in the
divisor.
*Place the decimal point directly above the dividend and start dividing as in whole numbers.
*Add zeros in the dividend if needed.
* To divide a decimal number by a whole number use long division or long division(ignoring
the decimal point ),then put the decimal point in the same spot as the dividend(the
number being divided).

Example 1: Divide 81.99 by 0.9 Example 2: Divide 9.1 by 7

91.1 1.3
Solution: 0.9 81.99 9 819.9 Solution: 7 9.1
81 7
9 2.1
9 2.1
9 0
9
0
Principal Roots and Irrational Numbers
An irrational number is a number that cannot be expressed as a quotient of two integers.
They are the non-terminating non-repeating decimals.

SQUARE ROOT is the number that, when multiplied by itself, gives the original number. For example, the
square root of 4 is 2, because 2 x 2 = 4. “Squaring” a number is multiplying that number to itself .Squaring a
number has a inverse operation, called the square root.“Square Root” is often used to refer to the principal
root. Every positive real number has a positive and a negative square root, the positive root is called the
principal root.

21
The radical sign √ ❑ is used to signify a principal square root, which is the positive square root of a
√
number. 4 = 2 is the positive square root. However , if we want to indicate a negative square root, we use −
√ 4 = −2. Any number multiplied by itself creates a perfect square.
For √ n , n is called the radicand and √ ❑ is called radical. n cannot be a negative number.
Here are the square roots of all the perfect square from 1 to 100.

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)
√ 1 = 1 since 1 = 1 2
√ 36 = 6 since 6 2
= 36
√ 4 = 2 since 2 = 4 2
√ 49 = 7 since 7 = 49
2

√ 9 = 3 since 3 = 9 2
√ 64 = 8 since 8 = 64
2

√ 16 = 4 since 4 = 16 2
√ 81 = 9 since 9 = 81
2

√ 25 = 5 since 5 = 25 2
√ 100 = 10 since 10 = 100 2

The square root of a positive integer is either rational or irrational. If the radicand is a perfect square, then
square root is rational. otherwise, it is irrational.

Example 1: √ 225 = 15, √ 225 is a rational number

Example 2: √ 75 is not a perfect square , √ 75 is an irrational number
Example 3: √ 4 /81 = 2/9, √ 4 /81 is a rational number
Example 4: 2 √ 9 = 2 (3) = 6 , 2√ 9 is a rational number
Example 5: √ 0.25 = 0.5 , √ 0.25 is a rational number
How to Determine Two Rational Numbers between which each Square Root Lies

Determine two consecutive numbers or intergers between which the given square root lies.

1. 58√
Solution: The radicand 58 is between perfect squares 49 and 64.

This implies that √ 49 < √ 58 < √ 64

7 < √ 58 < 8

Therefore, √ 58 is between the integers 7 and 8.

2. 2 √
Solution: The radicand 2 is between perfect squares 1 and 4.

This implies that √1 < √2 < √4

1 < √2 < 2

Therefore, √ 2 is between the integers 1 and 2.

3. √ 23
Solution: The radicand 23 is between perfect squares 16 and 25.

This implies that √ 16< √ 23 < √ 25

4 < √ 23 < 5 Therefore, √ 23 is between the integers 4 and 5.
22
Estimating Square Root of a Whole Number

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)
This lesson will help you describe principal root. This lesson will also guide you in determining between
what square root of a number is. This will also discuss how to estimate the square root of a whole number to
the nearest hundredth as well as how to plot irrational numbers(up to square roots) on a number line.

NOTE: Before we estimate/approximate the square root of a number let us review first your Place Value

Place (underlined) Name of Position

1.234567 Ones (units) position

1.234567 Tenths
1.234567 Hundredths
1.234567 Thousandths
1.234567 Ten Thousandths
1.234567 Hundred Thousandths
1.234567 Millionths

Estimate or approximate each square root to the nearest tenth.

1. √
10 = 3.16 or 3.2 in the tenths place.
2. √ 135.6 =11.64 or 11.6 in the tenths place
Approximate each square root to the nearest hundredth.

3. √ 42 = 6.4807 or 6.48 in the hundredths place.

4. √ 127 = 11.269 or 11.27 in the hundredths place.
5. √ 1025 = 32.015 or 32.02 in the hundredths place.
Here’s the general rule for rounding:
If the number you are rounding is followed by 5 , 6, 7, 8, 9 round the number up or if the digit to the
right is greater than 5 increase the place value by 1 and if the number you are rounding is followed by 0, 1, 2,
3, 4, round the number down or if the digit to be dropped while rounding off is less than 5, the following digit is
left unchanged.

Plotting Irrational Numbers (up to square root) on a Number Line

Locate and plot each square root on a number line.

1. √3 2. √ 21 3. √ 87
SOLUTIONS:
√
1. 3 is between 1 and 2, principal roots of 1 and 4. Since 3 is closer to 4 than to 1, √ 3 is closer to 2. Plot √ 3
closer to 2.
√
( 3 = 1.7) NOTE:
√3 √1 = 1
l l • l l l l √ 3 = 1.7
0 1 2 3 4 5 √4 = 2
2. √
21 is between 4 and 5, principal roots of 16 and 25. Since 21 is closer to 25 than to 16, √ 21 is closer to 5
than to 4.
√
Plot 21 closer to 5. ( 21 = 4.6)√
√ 21
l l l l l • l l l
0 1 2 3 4 5 6 7

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)

23

√
3. 87 is between 9 and 10, principal roots of 81 and 100. Since 87 is closer to 81, √ 87 then is closer to 9
than to
10.
√ √
Plot 87 closer to 9. ( 87 = 9.3)
√ 87
l l l l l • l
5 6 7 8 9 10

Real Numbers in Increasing or Decreasing Order

EXAMPLES:
A. Arrange the following real numbers in increasing order.

1. 13, 6, 2, 5 2, 5, 6, 13

2. −4, −5, −3, −2 −5, −4, −3, −1

3. 0.7, 0.8, 0.9, 0.6 0.6, 0.7, 0.8, 0.9

4. 1/4, 2/4, 4/4, 3/4 1/4, 2/4, 3/4, 4/4

5. 0, −1, −2, −3, −4 −4, −3, −2, −1, 0

B. Arrange each set of real numbers in decreasing order.

1. −8, 7, −9, 10 10, 7, −8, −9

2. 19.01, 19.1, 11.9, 11.09 19.1, 19.01, 11.9, 11.09

3. 1/2, 1/3, 1/4, 1/5 1/2, 1/3, 1/4, 1/5

4. 11, 8, 10, 7 11, 10, 8, 7

5. −4, −1, −7, −5 −1, −4, −5, −7

Scientific Notation (Writing Numbers in Scientific Notation and Vice Versa)

SCIENTIFIC NOTATION is a way of expressing real numbers that are too large or too small to be conveniently
written in decimal form. It may be referred to as scientific form or standard form. A number in scientific
notation is in the form a x 10 n; where n is any integer and 1 ≤ a < 10. A number in scientific notation is written
as a product of a number between 1 and 10 and a power of 10. In a x 10 n, where a is a number between 1 and
10, if n is positive, the decimal point is n places to the right of where it is shown. If n is negative, the
decimal point is n places to the left of where it is shown. Scientific notation has three parts to it: the
coefficient, the base, and the exponent. Example 1.2 x 10 4, 1.2 is the coefficient, 10 is the base and 4 is the
exponent.
In symbols a x 10n, where 1 ≤ a < 10

Writing Numbers in Scientific Notation

Example A: Write 475,840,000 in scientific

notation.
SOLUTION:

1. Change 45,840,000 to a number between

1 and 10

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)
24

4 5 7 8 4 0 0 0 0.
= 4.5784

Move the decimal point 8 places to the left. (Remember we can dropped zeros at the end of a decimal)

2. Multiply this number by 10 raised to the power of the number of places the decimal point was
moved.

4.5784 x 108 The exponent is a positive number since we moved to the left. We moved the
decimal point 8 times.

Example B: Write 0.00001548 in scientific notation.

SOLUTION:

1. Change 0.00001548 to a number between 1 and 10

0. 0 0 0 0 1 5 4 8 Move the decimal point 5 places to the right.

2. Multiply this number by 10 raised to the power of the number of places the decimal point was
moved.

1.548 x 10−5 The exponent is a negative number since we moved the decimal point to the
right.

EXAMPLE C: Write 356.006 in scientific notation.

1. Change 356.006 to a number between 1 and 10.

3 5 6 . 0 0 6 Move the decimal point 2 places to the right.

2. Multiply this number by 10 raised to the power of the number of the decimal point was moved.

3.56006 x 102 The exponent is a positive number since we moved to the left. We moved the decimal
point 2 times.
Writing Scientific Notation in Standard Form

How to change a number written in Scientific Notation to Standard Form?

To change a number from scientific notation to standard form, move the decimal point to the left
(if the exponent of 10 is a negative number), or to the right (if the exponent is positive). You should move the
point as many times as the exponent indicates. Do not write the power of ten anymore.

Example 1: 8.54 x 105 = 854,000 Example 3: 3.5007 x 107 = 35,007,000

Example 2: 7.5 x 10−6 = 0.0000075 Example 4: 3 x 10−3 = .003 or 0.003

Solving Word Problems Involving Real Numbers

Solving problems involving real numbers have already been tackled in the previous lessons. To refresh
your memory, try solving the following problems:
1. Claire bought 28.6 liters of gasoline for her car. If she paid Php1,201.20, how much is the cost of a
liter of gasoline?
SOLUTION:
Php1,201.20 ÷ 28.6 = Php42

25
2. Mae has 10 guavas. If 5 people shared the guavas equally, how much will each person have?
SOLUTION:

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)
10 ÷ 5 = 2 (2 guavas each)

3. You bought 5 watermelons. Their weights are 0.952 kg, 0.843 kg, 1.29 kg, 2.758 kg and
1.46 kg. What is the total weight of the watermelons you bought?
SOLUTION:
0.952 kg + 0.843 kg + 1.29 kg + 2.758 kg + 1.46 kg = 7.303 kg (Total weight)

4. Althea has 7/10 kilo of lanzones. She ate 3/10 kilo. How much was left?
SOLUTION:
7/10 – 3/10 = 4/10 or 2/5
5. During the cold months in Tagaytay, Fernan recorded the daily temperature for five days.
He had these readings: 200C, 170C, 150C, 180C and 120C. What was the average temperature
for the week?
SOLUTION:

(20 + 17 + 15 + 18 + 12 ) ÷ 5
82 ÷ 5 = 16.40C (Average temperature)
FIRM-UP ACTIVITIES
Activity 1: Just Make it Simple
Activity 2: Performing Operations
Activity 3: (IR) Rational Setting
Activity 4: Root Extraction
Activity 5: Order Arrangements
Activity 6: Big and Small Numnbers

DEEPEN
Activity 7: Determine and Solve Me
Activyt 8: Solve Me

SELF-ASSESSMENT: Self-assessment scale

POST ASSESSMENT

REFERENCES

Malate, Jose S. et al., Understanding Mathematics 7, Sta. Ana, Manila, Philippines,

Vicarish Publication and Trading, Inc., 2014

Orines, Fernando B. et al., Next Century Mathematics 7, Quezon City, Philippines, Phoenix
Publishing House, 2012

Campeña, Francis Joseph H. , Ph.D, Advance With Math, Worktext in Mathematics, Manila
Philippines, Rex Book Store, 2021

SMART CLASS Math 7, 2020

26

STA. LUCIA ACADEMY , INC.

 MATHEMATICS 7
Module 3

Real Number System Weeks 5 &

6(Quarter 1)

STA. LUCIA ACADEMY , INC.