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LP Q1 Math 7 Unit 2

This unit plan outlines a 7th grade math unit on the real number system that will take place over 32 days. Students will learn key concepts of real numbers including operations on integers, rational numbers expressed as fractions and decimals, and scientific notation. They will learn to represent real-life situations using real numbers and solve real-life problems involving integers, fractions, decimals, and real numbers. Assessment will include student presentations of problems involving integer operations and problem solving with whole numbers, fractions, and decimals.

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0% found this document useful (0 votes)
90 views28 pages

LP Q1 Math 7 Unit 2

This unit plan outlines a 7th grade math unit on the real number system that will take place over 32 days. Students will learn key concepts of real numbers including operations on integers, rational numbers expressed as fractions and decimals, and scientific notation. They will learn to represent real-life situations using real numbers and solve real-life problems involving integers, fractions, decimals, and real numbers. Assessment will include student presentations of problems involving integer operations and problem solving with whole numbers, fractions, and decimals.

Uploaded by

Analie Tangcawan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UNIT PLANNING

Results/Outcomes
GRADE 7
QUARTER I
UNIT TOPIC 2: The Real Number System
TIME FRAME : 32 DAYS
CONTENT STANDARD :
The learner demonstrates key concepts of the real number system.
PERFORMANCE STANDARD :
The learner is able to formulate real-life problems involving real numbers.
ESSENTIAL UNDERSTANDINGS :
Numerical representations can be used to describe and compare the value of real-world
quantities.
Understand subtraction of integers as adding the additive inverse and apply this to real world
situations.
Operations can be used to solve problems and equations with both positive and negative
numbers.
Solving real-world problems involves using all properties of operations and all integer rules.
Relationships exist between positive and negative rational numbers.
Understand that every fraction has a decimal equivalent but the inverse may not always be
true. Understand that a rational number is the quotient of two integers.
A number is written in scientific notation when it is represented as the product of a factor and
a power of 10.
Scientific notation is used to write very small and very large numbers.

ESSENTIAL QUESTIONS :
How can we predict that the sum of two integers is positive, negative or zero?
What is the difference between the opposite and the absolute value of a number?
How do we add integers with different signs?
How can concrete and pictorial models represent operations with integers?
How do we determine if the product or quotient of two integers is positive or negative?
How are fractions, decimals, and percent that represent the same quantity related?
What is the difference between a repeating and terminating decimal?
Which methods can we use to compare rational numbers?
How do I write numbers in scientific notation?
How do I calculate with scientific notation?
When would I use scientific notation?

LEARNING COMPETENCIES : The learner …


1. represents the absolute value of a number line as the
distance of a number from 0.
2. performs fundamental operations on integers.
3. illustrates the different properties of operations on the set of
integers.
4. expresses rational numbers from fraction form to decimal
form and vice versa.
5. arranges rational numbers on a number line.
6. performs operations on rational numbers.
7. describes principal roots and tells whether they are rational
or irrational.
8. determines between what two integers the square root of a
number is.
9. estimates the square root of a whole number to the nearest
hundredth.
10. plots irrational numbers ( up to square roots) on a number
line.
11. illustrates the different subsets of real numbers.
12. arranges real numbers in increasing or decreasing order.
13. writes number in scientific notation and vice versa.
14. represents real life situations which involve real numbers.
15. solve problems involving real numbers.
LEARNING TARGETS :
1. I can describe and illustrate the absolute value of a number.
2. I can add integers with like and unlike signs.
3. I can solve problems involving addition of integers.
4. I can subtract integers.
5. I can solve problems involving subtraction of integers.
6. I can multiply and divide integers.
7. I can solve problems involving multiplication and division of integers.
8. I can state and illustrate the different properties of the operations on integers.
9. I can define and illustrate rational numbers on the number line.
10. I can express rational numbers from fraction form to decimal form (terminating) and vice
versa.
11. I can express repeating and nonterminating decimals to fractions.
12. I can compare and arrange rational numbers on a number line.
13. I can find the sum and difference of similar fractions.
14. I can find the sum and difference of dissimilar fractions.
15. I can multiply and divide rational numbers in fraction form.
16. I can add, subtract, multiply and divide rational numbers in decimal form.
17. I can find the principal root of a number and tell if it is rational or irrational.
18. I can determine between what two integers the square root of a number is.
19. I can estimate the square root of a number to the nearest hundredth.
20. I can plot irrational numbers (up to square roots) on a number line.
21. I can describe and give example of each subset of the real numbers.
22. I can illustrate and represent the different subsets of real number using a diagram.
23. I can find the union, intersection and complement of the set of real numbers and its
subsets.
24. I can arrange real numbers in increasing or decreasing order.
25. I can define scientific notation and determine if the expression is in the appropriate form.
26. I can write very large or very small numbers in scientific notation.
27. I can convert scientific notation to decimal notation.
28. I can represent real-life situations which involve real numbers.
29. I can solve real-life situations which involve integers.
30. I can solve real-life problems involving fraction.
31. I can solve real-life problems involving decimals.
32. I can solve real-life problems involving real numbers.

Assessment
Product/Performance :
 Presentation of problems involving Operations on Integers
 Problem Solving involving operations with whole numbers, fractions and
decimals

GRASPS Assessment
Goal: Your task is to present problems solved using a variety of strategies
Role: You are a student of Salus Institute of Technology.
Audience: Your classmates.
Situation: You are tasked to provide another ways in solving problems on operations
on integers to help your other peers in understanding the topic clearly.

Product: Presentation of problems involving operations on integers.


Standards: The output and presentation will be graded as follows :
Rubric for Performance Task 1 and 2
Criteria Great ! Good ! U-uh!
(3) (2) (1)
Quality of the Realistic, Realistic and Unrealistic and
Context Used appropriate, and appropriate but not inappropriate
interesting interesting
Clarity of the Clearly stated; uses Lacks clarity; Confusing; lacks
Problems correct terms and contains necessary data
phrases grammatical errors; and/or conditions
may be
misinterpreted
Openness to Can be solved in at Can be solved in Can be solved in
Multiple Solutions least 3 ways ways exactly one way
Accuracy of Solutions are Solutions have Solutions are
Solutions accurate and well- minimal errors inaccurate
explained

Other evidences :
Summative Test, Self-assessment, Exit tickets, Voting techniques, Oral questioning,
Misconception checking (Spotting Errors)

Teaching/Learning Plan
EXPLORE :
Activity 1 – Who Is He ?
A. Who was the first English mathematician who first used the
modern symbol of equality in 1557?

(To get the answer, compute the sums of the given


exercises below. Write the letter of the problem
corresponding to the answer found in each box at the
bottom).

A 25 + 95 C. (30) + (-20) R 65 + 75
B 38 + (-15) D. (110) + (-75) O (-120) + (-35)
O 45 + (-20) T. (16) + (-38) R (165) + (-85)
R (-65) + (-20) R (-65) + (-40) E 47 + 98
E (78) + (-15) E (-75) + (20)

Answer: ROBERT RECORDE


Activity 2 – Compute :
Answer the following .

Answers:
1. –1 2. –73 3. 26 4. –4 5. 8

FIRM UP:
Activity 3 – The Absolute Value Of A Number
The absolute value of a number is the distance on the number line between the number and
zero without any regard to its direction. Thus, the absolute value of any number is a
nonnegative number.

Thus, the absolute value of -3 is 3. This is indicated as |-3|=3, and read as “the
absolute value of -3 is 3”. Also, the absolute value of 3 is 3. This is indicated as |3| = 3.
Other examples are:
The absolute value of 8 or |8| is 8.
The absolute value of -15 or |-15| is 15.
The absolute value of 0 or |0| is 0.
EXERCISES:
A. On a number line, show |-5| and |2|.

B. Determine the value of each.


1. |-3| 3. |-5| 5. |-20|
2. |11| 4. |15| 6. |-52|

C. Determine which of the statements are TRUE and which are FALSE.
1. |-1| = 1
2. |-3| = -3
3. |5| = 5
4. |36| < 36
5. |-4| < |-3|
6. |138| > |139|
7. |-11| = |-11|
8. |45| = |-45|
9. |20| > |-23|
10. |21| = |-20|
Activity 4 - Fundamental Operations On Integers: Addition Of Integers
Rules for Adding Integers:

1. LIKE SIGNS: (+) + (+) or (–) + (–)


Find the sum of their absolute values and use the sign common to both integers.
EXAMPLE: (–9) + (–3) -------- 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) = –1 2

2. UNLIKE SIGNS (+) + (–) or (–) + (+)


Find the difference of their absolute values and use the sign of the integer with the greater
absolute value.
EXAMPLE: –9 + 6---------- Find the absolute values: |–9| = 9; |6|=6
Since the signs are different, subtract the absolute values: 9 – 6 = 3.
The negative addend has the greater absolute value. Therefore the sum is negative: –9 + 6
= –3

If there are more than two addends in the problem, the first step to do is to combine addends
with same signs and then get the difference of their sums. DO NOT FORGET TO ATTACH
THE CORRECT SIGN TO THE FINAL ANSWER.
EXAMPLE:
31 + 70 + 9 + (-155) = (31 + 70 + 9) + (-155)
= (110) + (-155)
= -45
EXERCISES: Add the following integers.
A.
1. 25 +95
2. (- 30) + (-20)
3. 38 + (-15)
4. (-45) + 20

5. (-65) + (-40) + (-5)


6. (-7) + 8 +(-21) + (10)
7. 6 + (-20) + (-12) + 15
8. (-120) + (-35) + (40)

Activity 5- Fundamental Operation On Integers: Subtraction Of Integers


Subtraction is the reverse operation of addition. This means that when we ask “what is 5
minus 2?” We are also asking “What number do we add to 2 in order to get to 5?”
a. Suppose you want to compute (–4) – 3. You ask “what number must be added to 3 to
get – 4?

To get from 3 to -4, you need to move 7 units to the left. This is equivalent to adding –7 to 3.
Hence, in order to get –4, –7 must be added to 3. Therefore, (–4) –3 = –7.
b. Compute (–8) – (–12)

To go from –12 to –8, move 4 units to the right, or equivalently, add 4.


Therefore, (–8) – (–12) = 4.

Rule in Subtracting Integers:


In subtracting integers, add the opposite of the subtrahend to the minuend.
a – b = a + (–b)
a – (–b)= a + b

EXAMPLES:

1. 10 – 6 = 10 + (–6)
=4
2. –3– (–2) = –3 + 2
= –1
3. 4 – 9 = 4 + (–9)
= –5
4. 2 – (–4) = 2 + 4
=6

 What is the name of the 4th highest mountain in the world?


(Decode the answer by finding the difference of the following
subtraction problems. Write the letter to the answer corresponding to
the item in the box provided below:
O Subtract (-33) from 99
L Subtract (-30) from 49
H 18 less than (-77)
E Subtract (-99) from 0
T How much is 0 decreased by
(-11)? S (-42) – (-34) – (-9) -
18

79 -95 132 11 -17 99

Activity 6 - Fundamental Operations on Integers: Multiplication and Division of


Integers
We learned that with whole numbers, multiplication is a repeated addition. For example, 4x3
means three groups of 4. Or putting it into real context, 3 cars with 4 passengers each, how
many passengers in all? Thus, 4 x 3 = 4 + 4 + 4 = 12
We extend this definition to multiplication of a negative integer by a positive integer.
Consider the situation when a boy loses ₱6 for 3 consecutive days. His total loss for three
days is (-6) x3. Hence, we could have (-6) x 3= (-6) + (-6) + (-6) = -18. One number
multiplied by another is called a product.
On the other hand, division is the inverse operation of multiplication. It’s defined as
multiplication by a reciprocal. One number divided by another is called a quotient.
In multiplying and dividing integers, the same rules are followed in terms of the sign
of the product or quotient.
EXAMPLES:
MULTIPLICATION DIVISION

2x3=6 8÷4=2
(–2) x (–3) = 6 (–8) ÷ (–4) = 2
(–2) x 3 = –6 (–8) ÷ 4 = –2
2 x (–3) =– 6 8÷ (–4) = –2

Rules in Multiplying/Dividing Integers:


1. If the integers have the same sign, their product/quotient is positive.
2. If the integers have different signs, their product/quotient is negative.
In multiplying/dividing series of integers:
1. The product/quotient is positive if the number of negative integers is even.
2. The product/quotient is negative if the number of negative integers is odd.

EXAMPLES:
Multiply (2)( –3)( –1)(4)( –5) = -120; the sign of the product is negative since there is an odd
number of factors.
Divide (–10 ÷ 2) ÷ (–5) = 1; the sign of the quotient is positive since there is an even
number of negative integers.

MATH DILEMMA

How can a person fairly divide 10 apples among 8 children so that each child has the same
share?
To solve the dilemma, match the letter in Column II with the number that corresponds to the
numbers in Column I.
Column I Column II
1.(6)(-12) C 270
2. (-13)(-13) P -72
3. (19)(-17) E 300
4. (-15)(29) K -323
5. (165)(0) A -435
6. (-18)(-15) M 0
7. (-15)(-20) L 16
8. (-5)(-5)(-5) J -125
9. (-2)(-2)(-2)(-2) U 169
10. (4)(6)(8) I 192

5 4 3 7

4 1 1 9 7

8 2 10 6 7

Answer: MAKE APPLE JUICE

Activity 7- Fundamental Operations on Integers: Multiplication and Division of


Integers
Activity 8- Properties of the Operations on Integers
The following are the different properties of the operations on integers.
1. Closure Property: a, b ∈I, then a + b ∈I and a . b∈I
EXAMPLES: 5 + 3 = 8 5 •3 = 15
Two integers that are added or multiplied remain as integers.
The set of integers is closed under addition and multiplication.
2. Commutative Property: a + b = b + a ab = ba
EXAMPLES: 8 + 5 = 5 + 8 8(5) = 5(8)
Changing the order of the numbers that are either added or multiplied does not change its
value.
3. Associative Property: (a + b) + c = a + (b + c) (ab)c = a(bc)
EXAMPLES: (3 + 4) + 6 = 3 + (4 + 6) (3 •4)(6) = 3(4 •6)
Changing the grouping of the numbers that are either being added or multiplied does not
change its value.
4. Distributive Property : a(b + c) = ab + ac
EXAMPLE: 3(4 + 5) = 3(4) + 3(5)
When two numbers have been added/subtracted and then multiplied by a factor, the result
will be the
same when each number is multiplied by the factor and the products are then added or
subtracted.
5. Identity Property
Additive Identity: a + 0 = a
EXAMPLES: 5 + 0 = 5 0 + (-8) = -8
The sum of any number and 0 is the given number. Zero "0" is the additive identity element.
Multiplicative Identity: a •1 = a
EXAMPLES: 6 •1 = 6 1 •(-10) = -10
The product of any number and 1 is the given number. One "1" is the multiplicative identity
element.
6. Inverse Property
In Addition: a + (-a) = 0
EXAMPLES: 7 + (-7) = 0 -8 + 8 = 0
The sum of any number and its additive inverse is zero. The additive inverse of the
number a is –a.
1
In Multiplication: •a = 1
a
1 1
EXAMPLES: •6 = 1 9• =1
6 9
The product of any number and its multiplicative inverse or reciprocal is 1.
1
The multiplicative inverse of the number a is .
a
EXERCISES: Complete the table. Which property justifies each statement?

GIVEN PROPERTY
1. 0 + (3) = -3
2. 2(3 - 5) = 2(3) – 2(5)
3. (-6) + (-7) = (-7) + (-6)
4. 1(-9) = -9
1
5. -4 •- = 1
4
6. 2(3 •7) = (2•3)(7)
7. 10 + -10 = 0
8. 2(5) = 5 (2)
1 1
9. 1 x (- ) = -
4 4
10. (3)(4 + 9) = (3)(4) + (3)(9)

Activity 9 - Rational Numbers in the Number Line


Activity 10 - Changing Fractions To Decimals (Terminating) And Vice Versa

Remember that a rational number is a quotient of two integers.

CHANGING FRACTIONS TO DECIMALS


To change a rational number in fraction form to decimal form, you only need to divide
the numerator by the denominator.

EXAMPLES:
1
1. Express to decimal form.
8
1
SOLUTION: The smallest power of 10 that is divisible by 8 is 1000. But means you
8
are dividing 1 whole unit into 8 equal parts. Therefore, Divide 1 whole unit first into 1000
1 125
equal parts and then take of the thousandths part. That is equal to or 0.125.
8 1000
NOTE: You can obtain same value if you perform long division 1÷ 8.
1
2. Change to decimal form.
16
SOLUTION: The smallest power of 10 that is divisible by 16 is 10,000. Divide 1 whole
1 625
unit into 10,000 equal parts and take of the ten thousandths part. That is equal to
16 10,000
or 0.625.
NOTE: You can obtain the same value if you perform long division 1 ÷ 16.

CHANGING DECIMALS TO FRACTIONS


To change rational numbers in decimal form to fractional form, express the decimal
part of the numbers as a fractional part of a power of 10.
EXAMPLES:
1. Express 0.24 to fractional form.
SOLUTION: Take the decimal part as the numerator over its place value as the
denominator.
That is 24/100 or 6/25 in simplest form.
2. Express - 2.713 to fractional form.
SOLUTION: Separate the integer from the decimal part. Take the decimal part as
the numerator over its place value as the denominator. Combining the integer and the
fraction, it forms a mixed number. Express the fraction in improper form.
713 713
That is, -2 and . Then, it becomes -2 . By changing to improper form, it
1000 1000
−2173
becomes .
1000

EXERCISES:

A. Change each fraction to decimal.


1 2
1. 2.
4 5
1 4
3. 4.
6 9

B. Change the given decimals to fractions.


1. 0.2 2. 0.84
3. 2.35 4. 3.142

Activity 11 - Changing Repeating And Nonterminating Decimals To Fractions


A repeating and non-terminating decimal number has digits that repeat forever. The part that
repeats is usually shown by placing three dots (ellipsis) after the first and last digits of the
repeating pattern, or sometimes a line over the pattern (vinculum).
0.222…, 1.232323…, 4.34 are examples of repeating and non-terminating decimals.
To change repeating and non-terminating decimals to decimals, study the following
EXAMPLES:
1. Change 0.2… to its fraction form.
SOLUTION: Let r = 0.222…
Since there is only 1 repeated digit, multiply the first equation by 10.
10r = 2.222…
Then subtract the first equation from the second and obtain
10r = 2.222…
– r = 0.222…
9r = 2.0
2 2
r= Therefore, 0.2… =
9 9
2. Change – 1.35 to its fraction form.
SOLUTION: Let r = – 1.3535…
Since there are 2 repeated digits, multiply the first equation by 100.
(In general, if there are n repeated digits, multiply the first equation by 10n. )
Then subtract the first equation from the second equation and obtain
100 r = – 135.3535…
– r= 1.3535…
99 r = –134
134
r=–
99
35 135 35
= –1 Therefore, –1. 35 = – 134/99 or – 1
99 99 99
EXERCISES: Change the following repeating and nonterminating decimals to fractions.

1. 0. 33…
2. 1.27
3. 0. 145145145…
4. -2. 13
Activity 12 – Comparing And Arranging Rational Numbers On A Number Line
Similar to the comparison of integers, we have the following facts about how to compare the
rational numbers.
(i) Every positive rational number is greater than 0.
(ii) Every negative rational number is less than 0.
(iii) Every positive rational number is greater than every negative rational number.
(iv) Every rational number represented by a point on the number line is greater than
every rational number
represented by points on its left.
(v) Every rational number represented by a point on the number line is less than
every rational number
represented by points on its right.
How to compare the two rational numbers?
EXAMPLES:
In order to compare any two rational numbers, we can use the following steps:
Step I: Obtain the given rational numbers.
Example: a.) 2 5 b.) - 7 -2 c.) - 3 1 d.) 1 0.5
3 6 9 4 4 2 2
Step II: Find the LCM of the positive denominators of the rational numbers.
a.) 2 and 5 ; LCM = 6 b.) - 7 and - 2 ; LCM
= 36
3 6 9 4
c.) no need for further solution because negative fractions are always less
than the
positive ones. So, - ¾ < ½.
d.) When comparing a fraction to a decimal number, convert the fraction in
decimal
form or vice-versa. Since ½ = 0.5, then 0.5 = 0.5.
Step III: Express each rational number with the LCM (obtained in step II) as common
denominator.
a.) 2/3 and 5/6 become 4/6 and 5/6, respectively.
b.) -7/9 and -2/4 become -28/36 and -18/36, respectively.
Step IV: Compare the numerators of rational numbers obtained in step having
greater numerator is the
greater rational number.
a.) Since the numerator 4 is less than 5, then 2/3 < 5/6.
b.) Since the numerator -28 is less than -18, then -7/9 < -2/4.

EXERCISES:
Fill in each blank with < , > , or = to make each sentence true.

2
1. 2 5 2. 0.03___0.003 3. 4. -3/4 ___ -0.75
5¿
3 8

Write the numbers in order from least to greatest.


5. 3 , 1 , 7 6. 0.44, 3/8, 0.5, 2/5 7. 0.2, 4/15, 0.21, 1/4
8 4 8

Put the following numbers on the number lines given.

8. -10/2, 2, -5.5, 3, -3 ¼

Activity 13 – Addition And Subtraction Of Similar Fractions


All the rules that apply to operations on integers hold for operations on fractions.

In order to add/subtract two similar fractions (fractions with the same denominator),
add/subtract the numerators and copy the common denominator.
a c a+c
If a, b and c are integers, and b ≠ 0, then
+ =
b b b
a c a−c
If a, b and c are integers, then - = .
b b b

EXAMPLES:
1. Find the sum of 7 and –11.
9 9
SOLUTION: 7/9 + (–11/9) = 7 + (–11) = – 4
9 9
2. Subtract 6 and _8 .
–19 19
SOLUTION: We first express 6 / -19 as a rational number with positive numerator; –
6 / 19.
–6 – 8 = – 6 – 8 = – 14
19 19 19 19
EXERCISES:

A. Perform the indicated operation.

1. 8 + 3 2. –6 + –9 3. 13 – 5 4. – 8 – – 7
11 11 15 15 7 7 10
10

Activity 14 – Addition And Subtraction Of Dissimilar Fractions


Note: YOU CAN NEVER DIRECTLY ADD/SUBTRACT DISSIMILAR FRACTIONS.
Follow the steps in order to make it possible:
Step 1: Express the fractions in similar form using the LCM.
Step 2: Add or subtract the numerators of the resulting fractions.
Step 3: Write the result as a fraction whose numerator is the sum or difference of the
numerators and
whose denominator is the LCM. Express the answer in the simplest form.

EXAMPLES:
To add: To subtract:
2 1 4 1
a. + ; The LCM of 4 and 5 is 20. a. - ; The LCM
5 4 5 6
of 5 and 6 is 30
2 1 8 5 8+5 13 4 1 24 5 19
+ = + = = - = - =
5 4 20 20 20 20 5 6 30 30 30

b. – 5+ 4 ; The LCM of 6 and 9 is 18. b. 7 – 5 ; Make the


denominators positive by
6 9 –12 –4 writing the
sign to the numerator.
–5 + =4 = – 15 + 8 –7 So the resulting
expression is:
6 9 18 18 –7 –(–
5) ; The LCM of 12 and 4 is 12.
12 4
– 7– –= 5 – =7 + 5= –2 –
1
12 4 12
12 6

EXERCISES:

B. Perform the indicated operation.

2. 8 + 2 2. –2 + –9 3. 13 – 5 4. – 8 – – 7
4 7 3 5 7 2 5
2

Activity 15- Multiplication And Division Of Fractions

In multiplying fractions, multiply the numerators and multiply the denominators. In case of a
mixed number, change it to improper fraction and operate. Express the final
answer in simplest form.
a c ac
In symbol, • = , where b and d are NOT equal to zero, ( b ≠ 0; d ≠ 0 )
b d bd

EXAMPLES & SOLUTIONS:

3 2 3 x2 6
1. • = =
7 5 7 x 5 35

1 1 13 9 13• 3.3 39 3
2. 4 •2 = • = = =9 Apply possible cancellation of factors to
3 4 3 4 3•4 4 4
ease the process.

In dividing fractions, copy the dividend, change the division symbol into multiplication,
write the reciprocal of the divisor, then operate. Always express the final answer in simplest
form.
a c a d ad
In symbol, ÷ ¿ ∙ ¿ where b, c, and d are NOT equal to zero.
b d b c bc

NOTE: Always consider the signs of the numbers you operate. Apply the rules in operating
signed numbers.
EXAMPLES & SOLUTIONS:

8 2 8 3 4 ∙2 3 4 ∙ 3 12 1
1. ÷ = ∙ = ∙ = = =1
11 3 11 2 11 2 11 11 11

1 79 1 −79 7
2. 13 ÷ (−2 )= ∙− = =−6
6 6 2 12 12

Activity 16 - Operations Involving Decimal Numbers


In adding and subtracting decimals, arrange the decimal numbers in a column such
that the decimal points are aligned, then add or subtract same with integers.
EXAMPLES: Add: 2.3 + 7.21 Subtract: – 9.6 – (–3.25)
2.3 –9. 6
+ 7. 21 + 3. 25
9. 51 –6. 35
Rules in Multiplying Rational Numbers in Decimal Form
1. Arrange the numbers in a vertical column.
2. Multiply the numbers, as if you are multiplying whole numbers.
3. Starting from the rightmost end of the product, move the decimal point to the left the
same number of places as the sum of the decimal places in the multiplicand and the
multiplier.
EXAMPLES:
1) Multiply: 3.24 x 0.56 2) 6.25 x (-8.6)
SOLUTIONS:
3.24 2 decimal places 6.25
x 0.56 2 decimal places x - 8.6
1944 3 750 (Disregard the
signs in this process.)
1 620_ 50 00
1.8144 4 decimal places -53.750 (Product is negative
since factors
have unlike signs

Rules in Dividing Rational Numbers in Decimal Form

1. If the divisor is a whole number, divide the dividend by the divisor applying the rules
of a whole number. The position of the decimal point is the same as that in the
dividend.
2. If the divisor is not a whole number, make the divisor a whole number by moving the
decimal point in the divisor to the rightmost end, making the number seem like a
whole number.
3. Move the decimal point in the dividend to the right the same number of places as the
decimal point was moved to make the divisor a whole number.
4. Lastly divide the new dividend by the new divisor.
EXAMPLES : 1. 3.666 ÷ 23.5 2. – 53.75 ÷ 6.25
SOLUTIONS : Replace 3.666 ÷ 23.5 by 36.66 ÷ 235 Replace – 53.75 ÷ 6.25
by – 5375 by 625
where the divisor is a whole number. where the divisor is a whole
number.
Apply the long division process. Apply the long division process.
0.156 – 8.6
235 36.660 625 (–) 5375.0 Set
aside the sign of the
23 5 5000
dividend in this part.
13 16 3750
11 75 3750
1 410 0
1 410 The sign of the quotient is
negative because
0 the dividend and divisor have
different signs.

EXERCISES:
A. Perform the indicated operation.

1. 0.77 + 0. 9768 + 0.05301


2. 7.3 – 5.182
3. 1.902 – 21. 36 +8.7
4. – 51.005 – 21. 4591

5. 3.24 ÷ 0.5
6. 27.3 x 2.5
7. 53.61 x (–1.02)
8. –12.02 ÷ (–0.004)

Activity 17 – Principal Root: Rational Or Irrational?


All positive real numbers has two square roots, one positive square root and one negative
square root. The positive square root is sometimes referred to as the principal square root.
A square root is written with a radical symbol √ and the number or expression
inside the radical symbol is called the radicand.
To indicate that we want both the positive and the negative square root of a radicand
we put the symbol ± (read as plus minus) in front of the root. Examples: √4=± 2, √25=± 5.
However, 2 is the principal root of 4, and 5 is the principal root of 25.
Zero has one square root which is 0.
Negative numbers don't have real square roots since a square is either positive or 0.
If the square root of an integer is another integer then the square is called a perfect
square. For example 25 is a perfect square since √25=± 5 which is an integer.
If the radicand is not a perfect square (the square root is not a whole number), then
you have to approximate the square root.
The square roots of numbers that are not a perfect square are members of the
irrational numbers. This means that they can't be written as the quotient of two integers. The
decimal form of an irrational number will neither terminate nor repeat.

EXAMPLES: √100 ; the principal root is 10 and it is rational.


√64; the principal root is 8 and it is rational.
√19; the principal root is approximately 4.35889… (≈ 4.35889…) ; irrational
√3; the principal root is approximately 1.73205… (≈ 1.73205…); irrational
EXERCISES:
Write the principal root of the perfect squares only. Tell whether the root is rational or
irrational.

1. √12
2. √36
3. √1
4. √99
5. √85
6. √49
7. √121
8. √625
Activity 18- The Square Root Of A Number Lies Between What Two Integers
The square root of a non-perfect square number lies between two consecutive integers.
To determine these integers, simply find the two nearest perfect squares of the given
number.

EXAMPLES:

1. √42 lies between 6 and 7 because 6 is the principal root of √36 and 7 for √49. Since
√42 is between √36 and √49, so its square root lies between 6 and 7.

2. √6 lies between 2 and 3 because 2 is the principal root of √4 and 3 for √9. Since √6 is
between √4 and √9, so its square root lies between 2 and 3.

3. √99 lies between 9 and 10 because 9 is the principal root of √81 and 10 for √100.
Since √99 is between √81 and √100, so its square root lies between 9 and 10.

EXERCISES:

Between what two integers does the square root of the following numbers lie?

1. √2 = _____ and _____


2. √11 = _____ and _____
3. √33 = _____ and _____
4. √84 = _____ and _____
5. √150 = _____ and _____
6. √50 = _____ and _____
7. √200 = _____ and _____
8. √45 = _____ and _____
Activity 19- Estimating The Square Root Of A Number To The Nearest HUNDREDTH
EXAMPLES:

To estimate the square root of a number to the nearest hundredth, follow the steps
below.

a. √141
The principal root of √141 is between 11 and 12, principal roots of 121and 144
respectively.
So the estimated root must be 11 point something. To find the something:
Use the formula: Given Number – Lower Perfect Square____
Higher Perfect Square – Lower Perfect Square
Substitute: 141 – 121 = 20
144 – 121 = 23
20/23 is approximately equivalent to 0.8695. Rounding off to the nearest hundredth, it
will be 0.87.
Adding this to 11,that is, (11 + 0.87); so 11.87 is the estimated square root of 141.

b. √34
The principal root of √34 is between 5 and 6, principal roots of the two perfect
squares 25 and 36, respectively. So the estimated root must be 5 point something.
To find the something:
Use the formula: Given Number – Lower Perfect Square____
Higher Perfect Square – Lower Perfect Square
Substitute: 34 – 25 = 9
36 – 25 = 11
9/11 is approximately equivalent to 0.8181... Rounding off to the nearest hundredth,
it will be 0.82. Adding this to 5, that is, (5 + 0.82); so 5.82 is the estimated square
root of 29.

EXERCISES:

Approximate the square root to the nearest hundredth.

1. √15 =

2. √69 =

3. √32 =

4. √110 =

Activity 20- Plotting Irrational Numbers On A Number Line


EXAMPLES:

To locate and plot the square root on the number line, study the examples below.
a. √3 b. √21 c. √87
SOLUTION:
(a) √3 This number 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 closer to 2.
√3

0 1 2 3 4 5
(b) √21 This number 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

0 1 2 3 4 5

(c) √87 This number is between 9 and 10, principal roots of 81 and 100. Since
√87 is closer
to 81, then √87 is closer to 9 than to 10. Plot √87 closer to 9.
√87

5 6 7 8 9 10
EXERCISES:

A. Which point on the number line below corresponds to which square root?
A B C D E

1 2 3 4 5 6 7 8 9 10

1. √57 ____ 2. √6 _____ 3. √99 ____ 4. √38 ____


5. √17 _____

B. Plot the principal roots of the following points on one number line.

6. √50 7. √85 8. √5

Activity 21 - The Real Number System


The real number system has evolved over time to explain the notion of the word
“number”. In the beginning, the word number meant objects you could count such as the
number of ducks in a pond. However, as time passed different number values were added
and new subsets of numbers were introduced. The different subsets of the Real Number
system are as follow:

Name Description Examples


Natural N = {1, 2, 3, 4, 5,…} 2, 3, 5, 8, 17
Numbers These numbers are used for counting.
Whole W= {0, 1, 2, 3, 4,…} 0, 2, 3, 5, 6, 18
Numbers These numbers are formed by adding 0 to the
set of natural numbers.
Integers I={…, -3, -2, -1, 0, 1, 2, 3,…} -19, -5, -2, 0, 4, 6, 20
These are formed by adding the negatives of
the natural number to the set of whole
numbers.
Rational The set of rational numbers is the set of all -19 = -19, -8 = -8, -5 = -
Numbers (Q) members which can be expressed in the form 5
of a/b, where a and b are integers, b ≠ 0. The 1 1
decimal representation of a rational number 1
either terminates or repeats. -3, -2, 5, 8, 5 = 0.6
-2 = -0.666… = -0.6
Irrational The set of irrational numbers is the set of -√2 = -1.414214…
Numbers numbers whose decimal representations are √3 = 1.73205…
neither terminating nor repeating. These Π = 3.1416…
numbers cannot be expressed as quotient of
integers.

EXERCISES:

Determine to which subset of real number each number belongs. Use a tick mark (√)
to answer.

Number Natural Whole Integers Rational Irrational Real


Numbers Numbers Numbers Numbers Numbers
1. -86
2. 34.74
3. 4/7
4. √64
5. √11
6. -√81
7. -45.35
8. -
1.2525…

Activity 22- The Real Number System In A Diagram


THE REAL NUMBERS
 Rationals + Irrationals
 All points on the number line
 Or all possible distances on the number line

When we put the irrational numbers together with the rational numbers, we finally have
the complete set of real numbers. Any number that represents an amount of something,
such as a weight, a volume, or the distance between two points, will always be a real
number. The following diagram illustrates the relationships of the sets that make up the real
numbers.
EXERCISES:
Complete the REAL NUMBER CONCEPT MAP below.
Words to use: ZERO, RATIONAL NUMBERS, FRACTIONS, REAL NUMBERS,
IRRATIONAL NUMBERS, NATURAL NUMBERS, INTEGERS, NON-INTEGERS,
NEGATIVE INTEGERS, DECIMAL, WHOLE NUMBERS

Activity 23- Union, Intersection, & Complement Of The Set & Subsets Of Real
Numbers
It is interesting to note that the set of rational numbers and the set of irrational numbers are
disjoint sets; that is their intersection is empty. In fact, they are complements of each other.
The union of these two sets is the set of real numbers.
Study the concept map below and answer the questions that follow.

REAL NUMBERS (R)

RATIONAL (Q) IRRATIONAL ( Q’ )


INTEGERS (Z) NON-INTEGERS (Z’)

NEGATIVE WHOLE NUMBERS (W) FRACTIONS DECIMALS

(terminating &
ZERO NATURAL NUMBERS

(N)

EXERCISES:

1. In the real numbers, what is the complement of the rational numbers?


2. What are the subsets of W?
3. Which set is the union of fractions and decimals?
4. What is the intersection of rational and irrational numbers?

Yes/ No. Prove your answer.

5. Are all real numbers rational numbers? Prove your answer.


6. Are all whole numbers rational numbers? Prove your answer.
7. Are all decimals and fractions rational? Prove your answer.
8. Are all natural numbers integers? Prove your answer.
9. Is ZERO a whole number? Prove your answer.
10. Are all integers rational? Prove your answer.

Activity 24- Arranging Real Numbers In Increasing Or Decreasing Order


The ordered nature of the real numbers lets us arrange them along a line (imagine that the
line is made up of an infinite number of points all packed so closely together that they form a
solid line). The points are ordered so that points to the right are greater than points to the
left:

4>2 since 4 is at the right of 2 -5 < -4 since -5 is at


the left of -4

-1/2 < -1/3 since -1/2 is at the left of -1/3 5> -1 since 5 is at the
right of -1

Increasing or ascending order – arrangement of numbers from least to greatest


Decreasing or descending order – arrangement of numbers from greatest to least

(For dissimilar fractions change each fraction into equivalent fractions for easy arrangement
or simply find their equivalent decimal forms.)

EXAMPLES:

A. Arrange the numbers in ascending order.


1. -12, 17, 6, 0, -8 -12, -8, 0, 6, 17
2. 2 , -5 , 4 , -1 , 3 -5, -1 , 2 , 3, 4
10 10 10 10 10 10 10 10 10 10
DEEPEN :
Activity 30- Representing Opposites

Complete the Table. The first is done for you.


Situation Representation of Opposite of the Representation of
The Situation Situation the Opposite
1. walk 3 km east 3 Walking 3 km west -3
2. gain of Php 1000
3. withdrawal of Php
5000
4. walk backwards 5
steps
5. drive 40 km south
6. 26 000 ft above
sea level
7. interest of Php 22
8. 15 C below zero
9. rise by 8 points
10. demerit of 5 pts

Activity 31 – Roll To Win


The goal of this game is to reach a score of -20 or 20. Both players start 0. Player A throws a
die. Say, 5 comes up. The same player flips the coin. If the head comes up, 5 is positive; if
the tail comes up, 5 is negative. Player A then writes his or her score on the first box. Player
A and B take urns throwing the die and coin. If on the first throw, player A gets a score of 5
and on he second throw a score of -6, his or her current score is now -1, since 5 + (-6) = -1.
The cumulative score, -1, will now be written on the second box.

Both players will continue taking turns and writing their cumulative scores until one of them
reaches 20 or -20.

In the event that both have filled up all the boxes in the scorecard, the score with the highest
absolute value (or the score which is farthest away from 0 on the number line) wins the
game.
Scoring :
Player 1 –
Player 2 –
Activity 32- Number Triangle
The given numbers represent the sum of the two missing numbers on the endpoints of each
side of then given triangle. Find the missing numbers.

Activity 33 -The Chinese Dynasties


Complete the table below. Have you found an easy way of computing the duration of each
dynasty? Design a model using a set of signed numbers to calculate the duration of each
dynasty. Complete the table below.
Dynasty Period Duration
Shang 1766 BC- 1122 BC
Shou 1122 BC – 221 BC
Qin 227 BC – 207 BC
Western Han 206 BC – AD 24
Eastern Han AD 25 – AD 220
Three Kingdoms AD 220 – AD 280
Western Fin AD 265 – AD 316
Eastern Fin AD 317 – AD 420
Epoch of North AD 386 – AD 589
Sui AD 581 – AD 618

Explain how you computed the duration of each dynasty.

Activity 34– Multiplication and Division Drills


A.
1. Jof has twenty P5 coins in her coin purse. If her niece took 5 of the coins, how
much has been taken away?
Answer: PhP25
2. Mark can type 45 words per minute, how many words can Mark type in 30
minutes?
Answer: 1 350 words
3. Give an arithmetic equation which will solve the following
a. The messenger came and delivered 6 checks
worth PhP50 each. Are you richer or poorer?
By how much?
b. The messenger came and took away 3 checks
worth PhP120 each. Are you richer or poorer?
By how much?
c. The messenger came and delivered 12 bills for
PhP86 each. Are you richer or poorer? By how
much?
d. The messenger came and took away 15 bills for
PhP72 each. Are you richer or poorer? By how
much?

Answers:
a. Richer by PhP300
b. Poorer by PhP360
c. Poorer by PhP1,032
d. Richer by PhP1,080

B. Compute the following

1.
2.
3.
4.
5.
Answers:
1. –1 2. –73 3. 26 4. –4 5. 8

Activity 35 – Fill in the box


Use the following five integers to fill in the box. You may use the same number or more than
once.

Activity 36 – Drill

Activity 37 – Drill
Activity 38 – Whats Property
Activity 39 – Complete The Diagram

TRANSFER:
Activity 40– Problem Presentation (1)
Form groups with 3-5 members each. Each group is tasked to write two challenging and
interesting problems that can be solved using a variety of strategies. The problem categories
are as follows:
Problem 1 : involves addition and/or subtraction of integers
Problem 2 : involves multiplication and/or division of integers

Each group will present their problems in class for the other groups to solve. Each group
may write the problems in advance on a manila paper or alternatively use a PowerPoint
presentation, if it is available. If other groups fail to solve any of the problems presented, the
group who made the problems will explain the solution to the class. Each group must submit
a hardcopy of the problems and solutions to the teacher.
Activity 41– Problem Presentation (2)
Form groups with 3-5 members each. Each group is tasked to write two challenging and
interesting problems that can be solved using a variety of strategies. The problem categories
are as follows:
Problem 1 : involves operations with whole numbers
Problem 2 : involves operations with fractions
Problem 3 : involves operations with decimals

Each group will present their problems in class for the other groups to solve. Each group
may write the problems in advance on a manila paper or alternatively use a PowerPoint
presentation, if it is available. If other groups fail to solve any of the problems presented, the
group who made the problems will explain the solution to the class. Each group must submit
a hardcopy of the problems and solutions to the teacher.

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