LP Q1 Math 7 Unit 2
LP Q1 Math 7 Unit 2
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?
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.
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?
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)
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|.
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:
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
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)
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
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
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
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)
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.
EXERCISES:
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
8. -10/2, 2, -5.5, 3, -3 ¼
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:
1. 8 + 3 2. –6 + –9 3. 13 – 5 4. – 8 – – 7
11 11 15 15 7 7 10
10
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
EXERCISES:
2. 8 + 2 2. –2 + –9 3. 13 – 5 4. – 8 – – 7
4 7 3 5 7 2 5
2
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
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
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.
5. 3.24 ÷ 0.5
6. 27.3 x 2.5
7. 53.61 x (–1.02)
8. –12.02 ÷ (–0.004)
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?
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:
1. √15 =
2. √69 =
3. √32 =
4. √110 =
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
B. Plot the principal roots of the following points on one number line.
6. √50 7. √85 8. √5
EXERCISES:
Determine to which subset of real number each number belongs. Use a tick mark (√)
to answer.
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.
(terminating &
ZERO NATURAL NUMBERS
(N)
EXERCISES:
-1/2 < -1/3 since -1/2 is at the left of -1/3 5> -1 since 5 is at the
right of -1
(For dissimilar fractions change each fraction into equivalent fractions for easy arrangement
or simply find their equivalent decimal forms.)
EXAMPLES:
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.
Answers:
a. Richer by PhP300
b. Poorer by PhP360
c. Poorer by PhP1,032
d. Richer by PhP1,080
1.
2.
3.
4.
5.
Answers:
1. –1 2. –73 3. 26 4. –4 5. 8
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.