Department of Education

Diocese of Bayombong Educational System

Saint Louis School, Solano, Nueva Vizcaya

SAINT JEROME’S ACADEMY OF BAGABAG INC.

San Geronimo, Bagabag, Nueva Vizcaya 3711

BRIEF INTRODUCTION:
Good day, students! Welcome to 7th grade, where we will embark on yet another
exciting adventure as we begin the new school year. In the midst of the COVID-19 outbreak, I
hope your passion and excitement for our new mode of learning grew even stronger. Number
Sense will be the highlight of our Math class for this week. Your prior experience from previous
Math classes will still be used in this subject to help you cope with the content. Thus, on this
first region mastering module, you're predicted to accumulate the crucial information and
increase the fundamental talents prescribed via way of means of DepEd’s mastering
requirements aligned with the MELCs as proven with the table below.

God bless and let’s get into it!

WEEK 1
The learner demonstrates understanding of key concepts of
Content Standard
sets and the real number system.
The learner is able to formulate challenging situations
Performance Standard involving sets and real numbers and solve these in a variety of
strategies.
Illustrates well-defined sets, subsets, universal sets, null set,
Most Essential Learning
and cardinality of sets, union and intersection of sets and the
Competencies (MELCs)
different of two sets.
21st Century Learning
Critical Thinking, Creativity
Skills
Core Values Excellence
REFERENCES:
Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext in
Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila, Philippines. Rex Book
Publishing, Inc. 2015.
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio Arnaiz cor.
Chino Roces Avenues, Makati City, Philippines. Salessiana Books, Don Bosco
Press, Inc. 2018.

TOPIC: Basic Ideas of Sets

INTRODUCTION:
You have been working with sets of numbers and shapes since you began studying
mathematics. Now, you will study the concepts of sets, subsets, basic set operation, and Venn
diagrams.

Below are the Learning Targets/ Specific Objectives:

1. define and describe well-defined sets, equal sets and equivalent sets; and
2. define and illustrate the set notation.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding the basic ideas of sets, its relationship and connection to things, ideas
and other concerns that concerns your life.

What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What is a set?

[1]
 2. What are the ways to represent a set?
SHORT EXERCISES:
Direction: In the following collection of objects, encircle the one that is out of the group.

1.

2.

3.

CONTENT DISCUSSION:
You have grouped numbers and objects. Now, you will learn about sets and the basic
concepts on sets and illustrate its operations.

We do not define set as an intuitive concept. A set may be thought of as a well-defined

collection of objects. These objects are called elements or members of the set.
Examples:
Which of the following sets are well-defined?
a. The set of all large numbers
b. The set of all multiples of 5
c. The set of all beautiful places in the Philippines
Solution:
a. The set is not well-defined. Some people will have different opinions on which numbers are
large.
b. The set is well-defined. Numbers that are multiples of 5 can easily be differentiated from the
others.
c. The set is not well-defined. Some people will have different opinions/ definition on which are
beautiful places.

Representation of a set / Describing Sets

1. Roster Method or Tabular form or Listing Method
In this method all the members of the set are listed and separated by commas. The list is
enclosed by braces.
Examples: Write each set described below in roster form or listing method.
a. Set E consists of the vowels of the English alphabet.
Solution: E = {a, e, i, o, u}
b. Set F consists of the founding members of ASEAN.
Solution: F = {Indonesia, Malaysia, Philippines, Singapore, Thailand}
c. Set G consists of all the counting numbers.
Solution: G = {1, 2, 3, 4, 5, …}
Note: The three dots, called ellipsis, (…) are used to indicate the omission of some
elements or to indicate that the established pattern continues without end.

2. Rule Method or Set – builder Notation

In this method the elements are not listed but they are represented by specifying a property
or a general rule which is applicable to all the elements. That is, a set – builder notation
always takes the form
{x | x has a certain property}.
Examples: Write each set listed below in set – builder form.
a. H = {1, 3, 5, 7, 9, 11, 13, 15, …}
Solution: H = {x | x is an odd number}
Read as: “Set H is a set of all x’s such that x is an odd number.” The vertical symbol “|” is
read as such that.”
[2]
 b. I = {+, −, × ,÷ }
Solution: I = {y | y is a symbol of fundamental arithmetic operation}

c. J = {millimeter, centimeter, meter, hectometer, kilometer}

Solution: J = {z | z is a metric unit length}

Note: Rule Method or Set – builder Notation

X = {x | x is an even number}
↑ ↑
Label of element property of elements in set x

Notation and Description of Sets

We use capital letters such as A, B, C, and D to denote sets and lowercase letters as
a,b,c, and d 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. A set with no element is an empty
set or null set. The symbol for an empty set is ϕ or {}.
If a set contains many elements, we often use three dots, …, called ellipses, to indicate
that there are elements in the set that have not been written down.
Examples: N = {1,2,3,4,5, …} W = {0,1,2,3, …}

Equal Sets and Equivalent Sets

The cardinal number of a set A, denoted by n(A), is the number of elements in the set.
Thus, in A={a,e,i,o,u} , n(A)= 5 because set A contains 5 elements.
Two sets that contain exactly the same number of elements are called equivalent sets.
If we are given A = {1,2,4} and B = {5,3,6}, we say that set A is equivalent to set B (A ≈ B). Both
sets contain four elements, hence, they are equivalent.
Two sets that contain exactly the same elements are said to be equal sets. If we are
given A={a,e,i,o,u} and B = {o,u,e,a,i}, then we can say that A = B.

Subsets and Proper Subsets

Set A is a subset of set B, written as A⊆B, if and only if every element in A is also an
element in 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 B, then two conditions must be satisfied: first, A must be a subset of B; Set B
must contain at least one element that is not found in set A. If A is a proper subset of B, then
we say that A is properly contained in B, and we write A ⊂ B. Consider the empty set, it has
no elements. Since an empty set has no elements, there is none that can fail to be elements of
a set. By the same reasoning, the empty set is a subset of every set.
Example 1: Determine all the possible subsets of the set.
a. {1, 2} b. {1, 2, 3}
Solutions: a. Every set is a subset of itself: {1, 2}.
The empty set is a subset of all sets: {}.
Other subsets: {1} and {2}.
Thus, the subsets of {1, 2} are {1, 2}, {}, {1} and {2}.

[3]
 b. Every set is a subset of itself: {1, 2, 3}.
The empty set is a subset of all sets: {}.
Other subsets: {1}, {2}, {3}, {1, 2}, {1, 3}, {2, 3}.
Thus, the subsets of {1, 2, 3}, {}, {1}, {2}, {3}, {1, 2}, {1, 3} and {2, 3}.

Example 2: Given A = {1, 2, 4} and B = {1, 2, 3, 4, 5}, what is the relationship between these
sets?
An illustration for the relationship between these sets is shown at the right.
Solution: We say that A is a subset of B, since every element of A is also
in B. This is denoted by:
Therefore, A is a subset of B.
Another way to define a subset is: A is a subset of B if every
element of A is contained in B. Both definitions are
demonstrated in the Venn diagram at the right.

Example 3: Given X = {a, r, e} and Y = {r, e, a, d}, what is the relationship between these sets?
An illustration for the relationship between these sets is shown at the
right.
Solution: We say that X is a subset of Y, since every element of X is also in Y. 
This is denoted by:
Therefore, X is a subset of Y.

Example 4: Given P ={1, 3, 4} and Q = {2, 3, 4, 5, 6}, what is the relationship between these
sets?
Solution: We say that P is not a subset of Q since not every element of P is not contained
in Q. 
For example, we can see that 1 ∈ Q.
The statement "P is not a subset of Q" is denoted by:
Therefore, P is not a subset of Q.

Note that these sets have some elements in common. The

intersection of these sets is shown in the Venn diagram at the right.

REVISED KNOWLEDGE:
1. What is a set?
A set is a well-defined collection of objects.
2. What are the ways to represent a set?
There are two ways that we can described a set, the roster method or tabular form
or listing method and rule method or set – builder notation.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

A group or collection of objects is called a set. Each object in a set is called a member or
an element of a set.

Set Notations: a. Roster Method /Tabular form/ Listing Method

V = colors in the Philippine flag
V = {yellow, blue, red, white}
b. Rule Method/ Set – builder Notation
V = {yellow, blue, red, white}
V = {x | x are the colors in the Philippine flag}

WEEK 2
[4]
 The learner demonstrates understanding of key concepts of
Content Standard
sets and the real number system.
The learner is able to formulate challenging situations
Performance Standard involving sets and real numbers and solve these in a variety of
strategies.
Illustrates well-defined sets, subsets, universal sets, null set,
Most Essential Learning
and cardinality of sets, union and intersection of sets and the
Competencies (MELCs)
difference of two sets.
st
21 Century Learning
Critical Thinking, Creativity
Skills
Core Values Excellence
REFERENCES:
Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext
in Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila,
Philippines. Rex Book Publishing, Inc. 2015.
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio
Arnaiz cor. Chino Roces Avenues, Makati City, Philippines. Salessiana
Books, Don Bosco Press, Inc. 2018.

TOPIC: Operation on Sets

INTRODUCTION:
In the previous lesson we talked about the basic concept on sets. Now, we will perform
the operations on sets, which will produce a single set in the same manner that when you add
2 and 3, you produce a single number 5.

Below are the Learning Targets/ Specific Objectives:

1. define and illustrate disjoint set and joint set;
2. define and illustrate union and intersection set; and
3. illustrate the difference of two sets and its complement.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding the operation on sets, its relations hip and connection to things,
ideas and other concerns that concerns your life.
What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What are the operations of sets?
2. Differentiate joint and disjoint sets?

SHORT EXERCISES:
Direction: Analyze and answer the problem below.
Yang likes apples, bananas, and mangoes. Kumpon likes oranges, pineapples, and
mangoes. What fruit do they both like?

Yang’s favorite fruits Kumpon’s favorite fruits

Y = {apple, mango, banana} K = {oranges, pineapples, mangoes}

CONTENT DISCUSSION
There are two ways in which two sets can be related.

Relationships between Sets

1. Disjoint sets: They do not have any element in common.
For example, the set of odd and the set of even numbers are disjoint sets.

[5]
 A = {1,3,5,7,…}
B = {0,2,4,6,8,…}

2. Joint Sets: They have some elements in common.

For example, the set of multiples of 2 and the set of multiples of 3 have some common
elements.

A = {2,4,6,8,10,12,…}
B = {3,6,8,12,15,…}

Basic Set Operations

There are four important operations on sets. An operation on sets is a way to
manipulate two or more sets to produce another set, similar to the operations on numbers.

1. The union of two sets: The union of two sets A and B consists of all elements belonging
to A or to B. This is written as A ∪ B. Elements belonging to both set
belong to the union.

Example 1: If A = {singers} and B = {instrumentalists}, then A ∪ B = {musical performers}.

Example 2: In the case of the sets of letters:

If V = { a,e,i,o,u } and F = { d,i,n,g,o },
then V ∪ F = { a, e, i, o, u, d, n, g }

Example 3: If A = {j, o, a, n} and B = {e, t, a, n} then the union of A and B, can be shown as
A ∪ B = {j, o, a, n, e, t}

Example 4: If N = {0, 4, 2, 9} and D = {0, 1, 2, 3} then the union of A and B, can be shown as
A ∪ B = {0, 1, 2, 3, 4, 9}

2. The intersection of two sets: The intersection of two sets A and B consists of all elements
belonging to A and to B. This is written as A ∩ B.

Example 1: If A = {singers} and B = {instrumentalists}, then A ∩ B = {singers who play an

instrument}.

Example 2: In the case of the sets of letters:

If V = { a,e,i,o,u } and F = { d,i,n,g,o },
then V ∪ F = { i, o } U

Example 3: If X = {eyes, body, lips} and Y = {hair, eyes, nose, cheeks}, then the intersection of
A and B,
can be shown as X ∩ Y = {eyes}

Example 4: If J = { 0,2,4,6,8,10} and D = { 4,8,12,16,20}, then J ∩ D = {4, 8}.

3. Difference of Sets: The difference of two sets X and Y denoted as X – Y is a new set which
contains all those elements belonging to X but not to Y.

X – Y = {x | x ∈ X and x ∉ Y}

Example 1: If X = {a, b, c, d} and Y = {c, d, e, f}, then X – Y = {a, b} and Y – X = {e, f}.
Example 2: If X = {eyes, body, lips} and Y = {hair, eyes, nose, cheeks}, then X – Y = {body, lips}.
Example 3: If J = { 0,2,4,6,8,10} and D = { 4,8,12,16,20}, then J – D = {0, 2, 6, 10}.
Example 4: If E = {1, 3, 5, 7, 9} and C = {2, 4, 6, 8, 10}, then E – C = {1, 3, 5, 7, 9} or E = E .

4. Complement of a Set: The complement of set A is the set consisting of all U

elements in the universal set U which are not elements of set A. It is denoted A
by A’ or Ac, read as “complement of set A.” A ‘= {x | x ∈ U and x ∉ A}
Example 1: Given: S = {b, e, a, u, t, y} and D = {b, e, a, s, t}

[6]
 Find: Solutions:
1. N’ N’ = {b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z}
2. S’ S’ = { c, d, f, g, h, I, j, k, l, m, n, o, p, q, r, s, v, w, x, z}
3. D’ D’ = { c, d, f, g, h, I, j, k, l, m, n, o, p, q, r, u, v, w, x, y, z}
(N ∪ D)’ = ({a, e, i, o, u} ∪ { b, e, a, s, t})’
4. (N ∪ D)’ = ( {a, e, i, o, u, b, s, t} )’
= { c, d, f, g, h, j, k, l, m, n, p, q, r, v, w, x, y, z}
(S ∩ D)’ = ({b, e, a, u, t, y} ∩ { b, e, a, s, t})’
5. (S ∩ D)’ = ({b, e, a, t})’
= { c, d, f, g, h, i, j, k, l, m, n, o, p, q, r, s, u, v, w, x, y, z}

Example 2: Given: A = {2, 4,6,8,10} and B = {0,2,6,10,14}, find A’.

Solution: Since there is no universal set given, then the universal is A ∪ B.
A ∪ B = U = {0, 2, 4, 6, 8, 10, 14}
A’ = {0, 14}

REVISED KNOWLEDGE:
1. What are the operations of sets?
There are four operations on sets, the union, intersection, difference, and the
complement of sets.
2. Differentiate joint and disjoint sets?
Disjoint sets do not have any element in common and joint sets have some elements in
common.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Given sets A and B, we can define the following operations:
Operation Notation Meaning

Intersection A∩B all elements which are in both A and B

Union A∪B all elements which are in either A or B (or both)
Difference A−B all elements which are in A but not in B
Complement  A’ or Ac all elements which are not in A’

WEEK 3
The learner demonstrates understanding of key concepts of
Content Standard
sets and the real number system.

[7]
 The learner is able to formulate challenging situations
Performance Standard involving sets and real numbers and solve these in a variety of
strategies.
Most Essential Learning
Solves problem involving sets with the use of Venn diagram.
Competencies (MELCs)
21st Century Learning
Critical Thinking, Creativity
Skills
Core Values Excellence and Hardwork

REFERENCES:
Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext
in Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila, Philippines.
Rex Book Publishing, Inc. 2015.
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio
Arnaiz cor. Chino Roces Avenues, Makati City, Philippines. Salessiana
Books, Don Bosco Press, Inc. 2018.

TOPIC: Relations on Sets

INTRODUCTION:
In set theory, it is important to understand the concepts of equal set and equivalent
sets and to illustrate the relations on sets using a Venn diagram.

Below are the Learning Targets/ Specific Objectives:

1. use Venn diagrams to represent set operations; and
2. solve problems involving sets using Venn diagram.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic, Types of Analogies, its relationship and connection to
things, ideas and other concerns others that concerns your life
What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What is a Venn diagram?
2. How do Venn diagrams help in solving problems?

SHORT EXERCISES:
Direction: List all the characteristics of a dog and a cat that you know in the Venn diagram.

CONTENT
DISCUSSION:
You have defined and described the operations on sets. Now, you will use Venn
diagrams to represent set operations.
A Venn Diagram is an illustration that shows logical relationships between two or
more sets (grouping items). Venn diagram uses circles (both overlapping and non-overlapping)
or other shapes. Commonly, Venn diagrams show how given items are similar and different.

Despite Venn diagram with 2 or 3 circles are the most common type, there are also
many diagrams with a larger number of circles (5, 6, 7, 8, 10…). Theoretically, they can have
unlimited circles.
[8]
Example: You could have a set made up of your ten best friends:
{alex, blair, casey, drew, erin, francis, glen, hunter, ira, jade}

Each friend is an "element" (or "member") of the set. It is normal to use lowercase

letters for them.
 Now let's say that alex, casey, drew and hunter play Soccer: Soccer = {Alex, Casey, Drew,
Hunter}
(It says the Set "Soccer" is made up of the elements Alex, Casey, Drew and Hunter.)

 And casey, drew and jade play Tennis: Tennis = {Casey,

Drew, Jade}
We can put their names in two separate circles:

A. Union
You can now list your friends that play Soccer OR Tennis.
This is called a "Union" of sets and has the special
symbol ∪:

Soccer ∪ Tennis = {Alex, Casey, Drew, Hunter, Jade}

Not everyone is in that set, only your friends that play Soccer or Tennis (or both). In
other words, we combine the elements of the two sets. We can show that in a "Venn Diagram".
(Venn Diagram: Union of 2 Sets)

A Venn Diagram is clever because it shows lots of information:

 Do you see that Alex, Casey, Drew and Hunter are in the "Soccer" set?
 And that Casey, Drew and Jade are in the "Tennis" set?
 And here is the clever thing: Casey and Drew are in BOTH sets!
All that in one small diagram.

B. Intersection
"Intersection" is when you must be in BOTH sets.
In our case that means they play both Soccer AND Tennis, which is Casey and Drew.
The special symbol for Intersection is an upside down "U" like this: ∩
And this is how we write it: Soccer ∩ Tennis = {Casey, Drew}
In a Venn Diagram: (Venn Diagram: Intersection of 2 Sets)

C. Difference
You can also "subtract" one set from another.
For example, taking Soccer and subtracting Tennis means people that play Soccer but
NOT Tennis, which is Alex and Hunter.
And this is how we write it: Soccer − Tennis = {Alex, Hunter}
In a Venn Diagram: Venn Diagram: of 2 Difference Sets

Three Sets
You can also use Venn Diagrams for 3 sets.
Let us say the third set is "Volleyball", which Drew, Glen and
Jade play:
Volleyball = {Drew, Glen, Jade}
But let's be more "mathematical" and use a Capital Letter for each set:
 S means the set of Soccer players
 T means the set of Tennis players
 V means the set of Volleyball players

You can see in the diagram that:

 Drew plays Soccer, Tennis and Volleyball.
 Jade plays Tennis and Volleyball.
 Alex and Hunter play Soccer, but don't play Tennis or
Volleyball.
 No - one plays only Tennis.

[9]
 We can now have some fun with Unions and Intersections The Venn Diagram is now like this:
Union of 3 Sets: S ∪ T ∪ V

This is just the set S

S = {Alex, Casey, Drew, Hunter} This is the Union of Sets T and V This is the Intersection of Sets S and V
T ∪ V={Casey, Drew, Jade, Glen} S ∩ V = {Drew}

And how about this:

 take the previous set S ∩ V
 then subtract T: This is the Intersection of Sets S and
V minus Set T: (S ∩ V) − T = {}

Hey, there is nothing there! That is OK, it is just the "Empty Set". It
is still a set, so we use the curly brackets with nothing inside: {}

Universal Set
The Universal Set is the set that has everything. Well,
not exactly everything. Everything that we are interested in now.
Sadly, the symbol is the letter "U", which is easy to confuse with the ∪ for Union. You
just have to be careful, OK?
In our case the Universal Set is our Ten Best Friends.
U = {alex, blair, casey, drew, erin, francis, glen, hunter, ira, jade}

We can show the Universal Set in a Venn Diagram by putting

a box around the whole thing:
Now you can see ALL your ten best friends, neatly sorted into
what sport they play (or not!).
And then we can do interesting things
like take the whole set and subtract the
ones who play Soccer:

We write it this way: U − S = {blair, erin, francis, glen, ira, jade}
Which says "The Universal Set minus the Soccer Set is the Set
{blair, erin, francis, glen, ira, jade}" In other words, "everyone who
does not play Soccer".

D. Complement
And there is a special way of saying "everything that is not",
and it is called "complement". We show it by writing a little "C" like
this: Sc : which means "everything that is NOT in S", like this:

Sc = {blair, erin, francis, glen, ira, jade}

(exactly the same as the U − S example from above)

 REVISED KNOWLEDGE:
1. What is a Venn diagram?
A Venn diagram is an illustration that shows logical relationships between two or
more sets.
2. How do Venn diagrams help in solving problems?
It enables us to organize information visually so they we able to see the
relationships between two or three sets of items.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

∪ is Union: is in either set or both sets

[10]
∩ is Intersection: only in both sets
 − is Difference: in one set but not the other

WEEK 4
Content Standard The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standard The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.

Most Essential Learning  represents the absolute value of a number on a number line
Competencies (MELCs) as the distance of a number from 0
 performs fundamental operations on integers

[11]
21st Century Learning Creative and Critical Thinking
Skills
Core Values

REFERENCES:
Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext
in Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila, Philippines.
Rex Book Publishing, Inc. 2015.
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio
Arnaiz cor. Chino Roces Avenues, Makati City, Philippines. Salessiana
Books, Don Bosco Press, Inc. 2018.

TOPIC: Set of Integers

INTRODUCTION:

Real-life situations prompted the use of negative numbers. History tells us that Indian
and Chinese mathematicians had been using negative numbers a thousand years before
Europeans accepted the idea.

Below are the Learning Targets/ Specific Objectives:

1. Find the absolute value of a number;
2. Performs fundamental operations on integers; and
3. Solve problems involving integers.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic, Types of Analogies, its relationship and connection to
things, ideas and other concerns others that concerns your life.
What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What is integer?
2. How do integers relate to life outside the classroom?
3. How does dividing two integers compare to multiply two integers?

SHORT EXERCISES:
A thermometer shows the temperature between 0° C and 100° C . What happens if you
put the thermometer in boiling oil? What happens if you put the thermometer in salted ice?

CONTENT DISCUSSION:
Studies have shown that operations on integers are some of the least mastered
skills of students. Mastery of these operations will be very helpful in all your succeeding
lessons in Algebra.
Set of integers consists of all positive and negative whole numbers, and zero. Numbers
that are on the same distance from zero (the origin), but on opposite sides of zero are called
opposites.

Distance is always a positive value (or zero). The absolute value of an integer is equal to
its distance from 0. The absolute value of X is written as ⃒ X ⃒. The integer 4 is 4 units from 0.

[12]
The integer -4 is 4 units from 0. So, opposite integers have the same absolute value. The
absolute value of 4 is written ⃒ 4 ⃒.

Absolute Value
Absolute value of a number - this is about the definition of the absolute value and how it is
related to integers and the number line.
The concept of integers - the concept of integers is traduced by representing opposite
quantities or situations in real life. This eventually leads to the definition of integers.

Absolute Value of a Number

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

-5 -4 -3 -2 -1 0 2 3 4 5

2 units away 2 units away

from 0 from 0
5 units away from 0 5 units away from 0

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

The absolute value of a number is the distance between the number and zero on the
number line. It is denoted by two bars ( | | ). Based on the figure above, we say that |5| = 5
and |-5| = 5, since both 5 and -5 are 5 units away from 0. In short, the absolute value of a
number is the magnitude of the number without regard to sign.

Absolute Value - the absolute value of a number is its distance from zero on the
number line. If x represents a number, then the absolute value of x written as:
If x is a positive integer or zero, then the absolute value of x is x.
| x | = x, if x > 0 and | x | = x, if x = 0.
If x is a negative integer, then the absolute value of x is the opposite of x.
| -x | = x, if x < 0
Examples:
1. Write each expression without absolute value symbol.
a. | 13 | = 13 → The number 13 is 13 units from zero
b. | -25 | = 25 → The number 1- 25 is 25 units from zero
c. - | -15 | = - 15 → The number – 15 is 15 units from zero, then affix the
negative symbol outside the absolute value symbol
2. Find the absolute value of each of the following:
a. – 13 → The absolute value of -13 written as | - 13 | = 13.
b. 0 → since the integer is 0 is 0 units away from itself, the
absolute
value of zero is zero, that is | 0 | = 0.

3. Find the integers that satisfy the following equations.

a. | n | = 7 → since | 7 | = 7 and | - 7 | = 7, then n = 7 or n = - 7
b. - | n | = - 13 → since - | 13 | = - 13 and - | - 13 | = - 13, then n = 13
or n = - 13

Operation on Integers

Addition of Integers
Rules in Adding Integers
1. Addition of Integers with the same sign: in adding integers with the same sign,
add their absolute values. Then, affix to the sum the common sign.

2. Addition of Integers with Different Signs: in adding integers with different signs,
subtract their absolute values. Then, affix to the difference, the sign of the
addend having the greater absolute value.
Example 1: Add a. -9 + (-3) b. -9 + 6
[13]
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: ⃒ −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

Example 2:
1. If the integers have the same sign, just add their absolute values and use the
common sign in the answer. (If both numbers are positive, the answer is positive. If
the numbers are negative, the answer is negative)
a. – 6 + (- 1) = - (│-6│+ │-1│) b. 11 + 13 = + (│11│ + │13│)
= - (6 + 1) = + (11 + 13)
= - (7) = + (24)
=-7 = + 24 or 24

2. If the integers have different sign, get the difference between their absolute values
and use the sign of the integer with greater absolute value in the answer.
(38) + (-20) (- 24) + (11)
Get the difference between 38 and 20: Get the difference between 24 and 11:
18 13
Since 38 is greater than 20, the sign of Since 24 is greater than 20, the sign of
the sum is positive. the sum is negative.
Hence, (38) + (-20) = 18 Hence, (- 24) + (11) = - 13

Example 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.
12 + (- 6) + 17 + (-9) 31 + (-15) + 9 + (-115) + 90
= (- 6 + (-9)) + (12 + 17) = (-15 + (-115)) + (31+ 9 +
= - (6 + 9) + 29 90)
= - 15 + 29 = - (15 +115) + 130
= 14 = - 130 + 130
=0

Example 4:
1. Ezra deposited 1,000.00 in a bank. On the 2 nd week, he withdrew 350.00. On
rd
the 3 week, he deposited 1,850.00, and on the 4th week he again withdrew
500.00. How much money does he have in the bank after the 4th week?
Solution: Represent positive numbers for deposit and negative numbers for withdrawal. Thus,
(+1000.00 + (-350.00) + 1850.00 + (-500))
= (+1000.00 + 1850.00) + (- 350.00 + (- 500.00))
= 2850.00 + (- 850 .00)
= 2000
Therefore, Ezra’s money in the bank after the 4th week is 2,000.00.

2. In a football tournament, the Philippine Azkals won 3 points against a team in

Game 1, lost 2 points in Game 2, and won 4 points in Game 3. What was the
Azkals’ net point?
Solution: The number sentence for the problem is 3 + (-2) + 4 = N
To find N, 3 + (-2) + 4 = N
1+4=N
5=N Therefore, the Azkals’ net point is 5.
Subtraction of Integers
Rules in Subtracting Integers
1. Change the sign of the subtrahend (the one written after the minus sign).
2. FOLLOW the RULES of ADDITION

Examples:

[14]
 a. (-8) - (+ 2) b. – 15 – (- 12)
First copy the problem exactly (-8) - (+2) = First copy the problem exactly -15 - (-12) =

The first number stays the same (-8) The first number stays the same -15
Change the operation ( -8 ) + Change the operation -15 +
Change the sign of the subtrahend ( -8 ) + ( -2 ) Change the sign of the subtrahend -15 + (+12)
Follow the rules for addition ( -8 ) + ( -2 ) = - 10 Follow the rules for addition -15 + 12 = - 3
c. – 15 – 12 d. 12 – 15
First copy the problem exactly -15 - 12 = First copy the problem exactly 12 - 15 =

The first number stays the same -15 The first number stays the same 12
Change the operation -15 + Change the operation 12 +
Change the sign of the subtrahend -15 + (-12) Change the sign of the subtrahend 12 + (-15)
Follow the rules for addition -15 + (-12) = - 27 Follow the rules for addition 12 + (-15) = - 3
e. 15 – (- 12 )
First copy the problem exactly 15 – (-12) =
The first number stays the same 15
Change the operation 15 +
Change the sign of the subtrahend 15 + (12)
Follow the rules for addition 15 + 12 = 27

f. Subtract 12 from 8.
Solution: The minuend is 8 and the subtrahend is 12. Then, the equation is 8 – 12
First copy the equation derived from the problem 8 - 12 =
1. The first number stays the same 8
2. Change the operation 8 +
3. Change the sign of the subtrahend 8 + (-12)
4. Follow the rules for addition 8 + (-12) = - 4

g. The highest peak on Earth is Mt. Everest along the boundaries of Nepal and Tibet. It stands
at 8,848 m above sea level. The Marians Trench, near Mindanao, is the lowest point. It is
11,776 m below sea level. How far above the Marianas Trench is the top of Mt. Everest?
Solution: The subtraction problem is 8,848 – (- 11,776)
Using the rule in subtracting integers 8,848 – (- 11,776) = 8,848 + (+ 11,776) = 20, 624
Thus, the top of Mt. Everest is 20,624 m above the Marianas Trench.

Multiplication of Integers
Rules and guidelines in Multiplying Integers
1. If the integers have the same sign, their product is positive.
2. If the integers have different signs, their product is negative.
3. An even number of negative factors will produce a product that is positive.
4. An odd number of negative factors will produce a product that is negative.
5. When you multiply any number by zero, the answer is zero.

Example 1: Multiply a. 6 x 9 b. -7 x (-6) c. -8 x 5

Solution: a. 6 x 9 = 54 The product is positive because the signs of the factors are the
same.
b. -7 x (-6) = 42 The product is positive because the signs of the factors are the
same. c. -8 x 5= -40 The product is negative because the signs of the factors are
different.

Division of Integers
Rules in dividing integers

1. When two numbers with the same sign are divided, the quotient is always positive.
2. When two numbers with different signs are divided, the quotient is always negative.
3. The rules for dividing zero by a nonzero number and division by zero still hold.
0 any number
= 0, = undefined
nonzero number 0
Examples: Divide a. 48/8 b. -40/-8 c. 72/-9 d. -49/7

[15]
 Solution: a. 48/8 = 6 same sign, the quotient is positive
b. -40/-8 = 5 same sign, the quotient is positive
c. 72/-9 = -8 different signs, the quotient is negative
d. -49/7 = -7 different signs, the quotient is negative

Example 1: Find the quotient of (-51) and (-3)

Solution: Since division is the inverse of multiplication, determine what number
multiplied by (-3) produces (-51). If we ignore the signs for the meantime, we know that
3 × 17 = 51.
We also know that in order to get a negative product, the factors must have
different signs.
Hence - 3 × 17 = - 51. Therefore (-51) ÷ (-3) = 17

Example 2: What is (-57) ÷ 19?

Solution: 19 × 3 = 57 Hence 19 × (-3) = - 57 Therefore, (-57) ÷ 19 = - 3

Example 3: Show why 273 ÷ (–21) = –13.

Solution: (-13) × (-21) = 57 Therefore, 273 ÷ (–21) = –13

Generalization
The quotient of two integers with the same signs is a positive integer and the quotient of
two integers having unlike signs is a negative integer. However, division by zero is not possible.

When several operations have to be performed, the GEMDAS rule applies.

Examples: Perform the indicated operation.
a. 2 x 3 x (-4) b. 4 x 5 + 72 ÷ (-6) c. 9 + 6 – (-3) x 12÷ (-9)
Solutions: a.) 2 – 3 × (- 4) = 2 – (- 12) → perform first 3 x (-4) GEMDAS Rule
= 14 → by subtracting integers [2 – (- 12)]
b.) 4 × 5 + 72 ÷ (-6) = 20 + (- 12) → GEMDAS Rule
=8 → by adding integers [20 + (- 12)]
c.) 9 + 6 – (-3) ×12 ÷ (-9) = 9 + 6 – (-36) ÷ (-9) → GEMDAS Rule [(-3) ×12]
=9+6–4 → GEMDAS Rule [(-36) ÷ (-9]
= 11 → simplify [9 + 6 – 4]
REVISED KNOWLEDGE:
1. What is integer?
An integer is a number with no decimal or fractional part, from the set of
negative and positive numbers, including zero.
2. How do integers relate to life outside the classroom?
We can use it in transacting especially when money is involve.
3. How does dividing two integers compare to multiply two integers?
They have the same rule. Once you multiply/divide two integers with same signs,
the answer is positive. And if you multiply/divide two integers with unlike signs, the
answer is negative.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Addition of Integers
Rules in Adding Integers
1. Addition of Integers with the same sign: in adding integers with the same sign, add their
absolute values. Then, affix to the sum the common sign.
2. Addition of Integers with Different Signs: in adding integers with different signs, subtract
their absolute values. Then, affix to the difference, the sign of the addend having
the greater absolute value.
Subtraction of Integers
Rules in Subtracting Integers
1. Change the sign of the subtrahend (the one written after the minus sign).
2. FOLLOW the RULES of ADDITION
Multiplication of Integers
Rules and guidelines in Multiplying Integers
6. If the integers have the same sign, their product is positive.
7. If the integers have different signs, their product is negative.
8. An even number of negative factors will produce a product that is positive.

[16]
 9. An odd number of negative factors will produce a product that is negative.
10.When you multiply any number by zero, the answer is zero.
Division of Integers
Rules in dividing integers
4. When two numbers with the same sign are divided, the quotient is always positive.
5. When two numbers with different signs are divided, the quotient is always negative.
6. The rules for dividing zero by a nonzero number and division by zero still hold.
0 any number
= 0, = undefined
nonzero number 0

WEEK 5
Content Standard The learner demonstrates understanding of key concepts of sets and the
real number system.
Performance The learner is able to is able to solves challenging situations involving
Standard sets and real numbers and solve these in a variety of strategies.

Most Essential  illustrates the different properties of operations on the set of

Learning integers
Competencies  expresses rational numbers from fraction to decimal form and vice
(MELCs) versa
[17]
  performs operation on rational numbers
st
21 Century Creative and Critical Thinking
Learning Skills
Core Values

REFERENCES:
Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext in
Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila, Philippines. Rex
Book Publishing, Inc. 2015.
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio Arnaiz
cor.Chino Roces Avenues, Makati City, Philippines. Salessiana Books, Don
Bosco Press, Inc. 2018.

5
TOPIC: Sets of Rational Numbers
INTRODUCTION:
When dividing integers, we do not always obtain an integer. Sometimes what we get is
a fraction or a decimal number. Real life is replete with applications of rational numbers.
Below are the Learning Targets/ Specific Objectives:
1. enumerate the basic properties of real numbers;
2. expresses rational numbers from fraction to decimal form and vice versa; and
3. perform operation on rational numbers.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic, Types of Analogies, its relationship and connection to
things, ideas and other concerns others that concerns your life

What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What is a rational number?
2. How can operations with rational numbers help in making real-life decisions?

SHORT EXERCISES:
Directions: Perform the indicated operations.
3 + 6 = _________ 3 × 6 = __________ 3 – 6 = _________ 3 ÷ 6 = __________
When adding or subtracting integers, the result is always an integer.
When multiplying integers, the result is always an integer.
When dividing integers, is the result always an integer?

CONTENT DISCUSSION:
You have performed equations on integers. Now, you will perform
operations on rational numbers.

Properties of Integers
Property Meaning Example
2 is a real number and 3.5 is a real
number, so 2 + 3.5 or 5.5 is a real
Closure
The sum of any numbers is a real number.
property of
number. 2+5=7
addition
3 – 4 = 3 + (−4) = −1;
(–5) + 8 = 3
Closure The product of two real numbers is a 13 is a real number and 3 is a real
property of real number. number, so 13 × 3 or 39 is a real
multiplication number
[18]
 5×2 = 10
11 × 13 = 143
2 +(−¿8) = (−¿8) + 2
Commutative Two real numbers can be added in any −¿6 = −¿ 6
property of order
addition a+b=b+a 12 + 7 = 7 + 12
19 = 19
(−¿2) × (−¿ 5) = (−¿5)× (−¿ 2)
Commutative Two real numbers can be multiplied in 10 = 10
property of any order
multiplication a∙b=b ∙a 13 × 11 = 11 × 13
143 = 143
If three real numbers are added, it (12 + 7) + 5 = 12 + (7 + 5)
makes no difference which two are 19 + 5 = 12 + 12
Associative added first 24 = 24
property of (a + b) + c = a + (b + c)
addition (11 + 13) + 4 = 11 + ( 13 + 4)
24 + 4 = 11 + 17
28 = 28
[ 5 × (−3 ) ] ×2=5× [ (−3 ) ×2 ]
If three real numbers are multiplied, it −15 ×2=5× [ −6 ]
Associative makes no difference which two are −30=−30
property of multiplied first.
multiplication (a × b) × c = a × (b × c)
(12 × 7) × 5 = 12 × (7 × 5)
84 × 5 = 12 × 35
420 = 420
7 × (5 +¿ 3) = (7)(5) + (7)(3)
Distributive Multiplication distributes over = 35 + 21
property of addition/ subtraction. = 56
multiplication a (b +¿ c) = ab + ac
over
7 × (5 −¿ 3) = (7)(5) - (7)(3)
addition/
= 35 – 21
subtraction
= 14
Any number added to the identity 5+0=5
Identity element 0 will remain unchanged. 0 is −3+0=−3
property of the identity element for addition. 12 + 0 = 12
addition a+0=0+a=a 0 + 13 = 13
Any number multiplied by identity 6 ×1=6
Identity element 1 will remain unchanged. 1 is −15 ×1=−15
property of the identity element for multiplication.
multiplication
– 13 × 1 = - 13
a×1=1×a=a
The sum of a number and its additive
Inverse inverse (opposite) is the identity
element 0. 1 and (−1 ¿ are additive 15+ (−15 )=0
property of
addition inverses. −8+ 8=0
a + (-a) = (-a) + a = 0
The product of a number and its
multiplicative inverse (reciprocal) is the
1
Inverse 2 9 × =1
identity element 1. 2 and are 9
property of 1
1
multiplication multiplicative inverses. −7 ×− =1
1 1 7
a×( )=( )×a=1
a a
Rational Numbers
a
A rational number is 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. The set or rational
a
number is represented by: { ∨¿ a and b are integers, b ≠ 0 }
b

The symbol ≠ is read as “is not equal to.” Thus, b ≠ 0 means b is not equal to zero.
Example: Explain why each is a rational number.
[19]
 a. 4/5 b. – 5 /3 c. 18 d. 0.75 e. 0. 3…
Solution: a. The fraction 4/5 is a rational number because it is a quotient of two integers and
the denominator
is not 0. The fraction is in the form a/b, where a = 4 and b = 5.
b. Yes. Repeating decimal.
c. Yes. The fraction is in the form a/b, where a=18 and b=1.
d. Yes. Non-terminating decimal.
e. Yes. Repeating decimal

Terminating decimal - the final remainder is 0 and the division ends.

Examples: a . ¿−0.375 b . ¿ 0.75 c.) 0.375

Nonterminating/ repeating decimal - a number that is repeated continuously

Examples: a.) 0.43636……. or 0.436 b.) 0.333333……or 0.3

Property: Every terminating or non-terminating but repeating decimal represents a rational

number.

The line in a fraction that separates the numerator and denominator can be rewritten
using the division symbol. So, to convert a fraction to a decimal, divide the numerator
by the denominator.
1
Example 1: Convert to decimal.
4

So the answer is 0.25

In converting mixed fraction to decimal;

Example 2: Write each as a decimal.
a. -3/8 b. 24/55
Solutions:
b.

Therefore, -3/8 = -0.375 Therefore, 24/55 = 0.43636…

The decimal -0.375 is The digits 36 continue without
called a terminating end. The decimal 0.43636… is
decimal because the final an example of a non-terminating
remainder is 0 and the and repeating decimal.
divisor is ends.
5
c.
6
Solution:
5
Thus, =0.8333
6
The digits 3 continue without end. The
decimal 0.833… is an example of a non-
terminating and repeating decimal.

Property: Every terminating or non-terminating repeating decimal

represents a rational number.

Examples: a.) – 0.125 b.) 3. 21… c.) 0.6666...

Solutions:
−125 −125÷ 125 1 1
a. – 0.125 = = =- Therefore, – 0.125 = -
1000 1000÷ 125 8 8

b. Because there 2 digits that repeat in the number 3.21…, multiply both sides by 100.
Thus, 100n = 321.21 (equation 1)
n = 3.21 (equation 2) 106 7
Therefore, 3.21… is equal to or 3 .
99n = 318 33 33
318
n=
99

[20]
 106
=
33

c. 0.6666...
Let x = 0.6666… (equation 1)
10x = 6.6666… (equation 2) multiply both sides (equation 1) by 10
10x – x = 6. 6666… - 0.6666… Subtract (equation 1) from (equation 2)
9x = 6 (equation 3)
6
x= divide both side by the coefficient of x
9
2
x= reduce to lowest term
3

Recall:
A. SIMILAR FRACTIONS
- These are fractions with the same denominators.
1 3 7
∧3 ∧5 ∧8
Examples: 12 , 16 , 9
12 16 9
B. DISSIMILAR FRACTIONS OR UNLIKE FRACTIONS
- These are fractions with different denominators.
1 2 3
∧1 ∧4 ∧3
Examples: 2 , 3 , 7
3 5 8
C. MIXED NUMBERS
- These are numbers containing integer and fraction.
2 3 5
Examples: 2 ,3 ,4
3 5 6

Operation with Rational Numbers

a c
Fractions: If and are rational numbers, then:
b d
a c ad bc ad +bc
Addition: + = + =
b d bd bd bd
 Adding of Similar Fractions
To add fractions with the same denominator, simply add the numerators. The
a c a+c
denominator remains the same. Thus, + = where b ≠ 0 .
b b b

Example: Add the following similar fractions.

3 2
+
1.) (Fractions are similar).
8 8
3 2 3+2 5
Solution: + = = (to add this kind of fractions, simply add their numerators and
8 8 8 8
copy the denominator)

−4 2
2.)+ (Fractions are similar).
5 5
−4 2 −4 +2 2
Solution: + =¿ ¿− (apply the rule of adding integers)
5 5 5 5

1 5 1+5 6 2
3.) + = = ∨
9 9 9 9 3

4 2 3 4 +2+3 9 3
4.) + + = = ∨
15 15 15 15 15 5

−12 16 −12+16 4 2
5.) + = = ∨
30 30 30 30 15

 Adding Dissimilar Fractions

[21]
 To add fraction with different denominator, convert the fractions to equivalent
forms with the same denominators. This requires looking for the least common
denominator (LCD) of the fractions.
Least Common Denominator (LCD) is the smallest number that can be used for
all denominators of the fractions.

How to Get LCD

1. List the multiples of each denominator. Make a list of several multiples for each
denominator in the equation. Each list should consist of the denominator numeral
multiplied by 1, 2, 3, 4, and so on.
a. Example: 1/2 + 1/3
b. Multiples of 2: 2 , 4, 6, 8, 10 , …
c. Multiples of 3: 3, 6, 9, 12, …

2. Identify the lowest common multiple. Scan through each list and mark any
multiples that are shared by all of the original denominators. After identifying the
common multiples, identify the lowest multiple common to all the denominators.
 Note that if no common multiple exists at this point, you may need to continue
writing out multiples until you eventually come across a shared multiple.
 This method is easier to use when small numbers are present in the
denominator.
 In this example, the denominators only share one multiple and it is 6
 The LCD = 6

Example: Add the following dissimilar fraction

3 1
1. +
8 2
Solutions: Get the LCD or LCM
Multiples of 8 = 8, 18, 24, 32, …
Multiples of 2 = 2, 4, 6, 8,10, 12, … 3 1 1 ( 3 )+ 4 ( 1 ) 3+4 7
+ = = =
So, LCD = 8 8 2 8 8 8

2 7
2. +
5 10

Solution: Get the LCD or LCM

Multiples of 5 = 5, 10, 15, 20, …
Multiples of 10 = 10 , 20, 30, … 2 7 2 ( 2 ) +1(7) 4 +7 11
So, LCD = 10 + = = =
5 10 10 10 10

4 6
3. +
9 7
Solutions: Get the LCD or LCM 4 6 7 ( 4 ) +9 ( 6 )
+ =
Multiples of 9= 9, 18, 27, 36, 45, 54, 63, 72, 82, … 9 7 63
Multiples of 7 = 7, 14, 21, 28, 35, 42, 56, 63, 70, … 28+54 82
¿ =
So, LCD = 63 63 63

9 1
4. +
10 4
Solutions: Get the LCD or LCM
9 1 4 ( 9 )+ 10 ( 1 )
Multiples of 10 = 10, 20, 30, 40, 50, 60, … + =
10 4 40
Multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, …
36+10
So, LCD = 40 ¿
40
46 23
¿ =
40 20
 Adding Mixed Fraction

[22]
 To add mixed numbers, make the mixed number to improper fraction, then
proceed to the steps in adding fraction.

Example 1:
3 2
1. 5 +2
4 3
3 2 20+3 6+2 23 8
Solution: 5 +2 = + = + (convert mixed number to improper fraction, then
4 3 4 3 4 3
proceed to the steps in adding fraction)
23 8 3 ( 23 ) +4 (8) 69+32 101 5
+ = = = ∨8
4 3 12 12 12 12

2 1
2. 3 +4
3 2
2 1 9+ 2 1 11 9
Solution: 3 + 4 = + 4 = + (convert mixed fraction to improper fraction)
3 2 3 2 3 2
11 9 2 ( 11 ) +3( 9) 22+27 49 1
+ = = = ∨8
3 2 6 6 6 6
5 1
3. 2 +
8 2
5 1 16+ 5 1 21 1
Solution: 2 + = + = + (convert mixed fraction to improper fraction)
8 2 8 2 8 2
21 1 2 ( 21 ) +8(1) 42+8 50 25 1
+ = = = = =3
8 2 16 16 16 8 8

Example 2: Mother mixed 1 ¾ cups of water and 1 ½ cups of sugar to one sachet of alsa
gulaman. What part of the cup was the resulting mixture?
Given: 1 ¾ cups of water Equation: 1 ¾ + 1 ½ = N
7 3 7+6 13 1
1 ½ cups of sugar Solution: 1 ¾ + 1 ½ = + = = =3
4 2 4 4 4

 Subtracting Similar Fraction

To subtract fractions with the same denominator, simply subtract the
a c a−c
numerators. The denominator remains the same. Thus, − = where b ≠ 0
b b b
Examples: Subtract the following similar fractions.

3 6
1. − (similar fractions)
11 11
6 3 6−3
Solution: − = (to subtract this kind of fractions, simply subtract their numerators)
11 11 11
3
¿ (and copy the denominator)
11

14 9
−
2. (similar fraction)
15 15
14 9 14−9
Solution: − = (to subtract this kind of fractions, simply subtract their numerators)
15 15 15
5 1
¿ ∨ (and copy the denominator)
15 3

−8 3
3. − (similar fraction)
20 20
−8 3 −8−3 11
Solution: − = ¿− (apply the rule of subtracting integers)
20 20 20 20
30 10 4 1
4. − 5. −
35 35 8 8
[23]
 30 10 30−10 20 4 4 1 4−1 3
Solution: − = ¿ ∨ Solution: − = ¿
35 35 35 35 7 8 8 8 8

 Subtracting Dissimilar Fraction

To subtract fraction with different denominator, convert the fractions to
equivalent forms with the same denominators. This requires looking for the least
common denominator (LCD) of the fractions.
Least Common Denominator (LCD) is the smallest number that can be used for
all denominators of the fractions.

Examples: Subtract the following:

2 3
1. −
7 14
Solutions: Get the LCD or LCM
Multiples of 7 = 7, 14, 21, 28, …
Multiples of 14 = 14 , 28, 42, …
So, LCD = 14

8 2
2. −
9 3
Solutions: Get the LCD or LCM
Multiples of 9 = 9,18, 27, 36,…
Multiples of 3 = 3, 6 , 9 ,12, 15, …
So, LCD = 9

5 9
3. −
6 18
Solutions: Get the LCD or LCM
Multiples of 6= 6, 12, 18, 24, 30, …
Multiples of 18 = 18, 36, 54, …
So, LCD = 18

 Subtracting Mixed Numbers

To subtract mixed numbers, make the mixed number to improper fraction, then
proceed to the steps in subtracting fraction.
Example 1: Subtract the following mixed numbers.

9 1
1. 2
−1
10 5
9 1 20+ 9 5+ 1 29 −6
Solution: 2 −1 = − = (convert mixed number to improper
10 5 10 5 10 5
fraction)
29 6 5 ( 29 ) −10 ( 6 ) 145−60 85 17
− = = = = (proceed to the steps in subtracting fraction)
10 5 50 50 50 10

7 1
2. 3 −1
8 2
7 1 24+7 2+1 31 3
Solution: 3 −1 = − = − (convert mixed number to improper
8 2 8 2 8 2
fraction)
31 3 2 ( 31 )−8 ( 3 ) 62−24 38 19
− = = = = (proceed to the steps in subtracting
8 2 16 16 16 8
fraction)

4 1
5 −2
3.
8 8
4 1 40+ 4 16+1 44 17
Solution: 5 −2 = − = − (convert mixed number to improper fraction)
8 8 8 8 8 8

[24]
 44 17 27
− = (proceed to the steps in subtracting similar
8 8 8
fraction)

17 13
4. 6−5
21 21
17 13 126+17 105+13 143 118
Solution: 6 −5 = − = − (convert mixed number to improper
21 21 21 21 21 21
fraction)
143 118 25
− = (proceed to the steps in subtracting similar fraction)
21 21 8
2 3
5.8 −
7 14
2 3 56+2 3 58 3
Solution: 8 − = − = − (convert mixed number to improper fraction)
7 14 7 14 7 14
58 3 2 ( 58 ) −1 ( 3 ) 116−3 113
− = = = (proceed to the steps in subtracting fraction)
7 14 14 14 14

Example 2: From a piece of ¾ meter of wood, Father cut ½ m. How much wood was left?
Given: ¾ meter of wood and ½ meter cut from the wood
3−2 1
Equation: ¾ + ½ = N Solution: ¾ + ½ = =
4 2

 Multiplying Fraction
To multiply fractions, we multiply the numerators and we multiply the
denominators. Thus,
a c ac
x = , where b ≠ 0 and d ≠ 0
b d bd

Example: Multiply. Reduce it in lowest terms.

(Multiply both numerators and denominators)

(Reduce to lowest terms)

5 6
a. Find the product of x . Reduce it in lowest terms.
7 8

5 6 5 x 6 30
Solution: x = = (Multiply both numerators and denominators)
7 8 7 x 8 56
30 2 15
÷ = (Reduce to lowest terms)
56 2 28

3 4
b. Multiply x . Reduce it in lowest terms.
8 5
3 4 3 x 4 12
Solution: x = = (Multiply both numerators and denominators)
8 5 8 x 5 40
12 4 3
÷ = (Reduce to lowest terms)
40 4 10

4 Remember: The denominator of a whole number

c. Multiply3 x . Reduce it in lowest terms. 10 12
3 is always 1. Example: 10= ,12=
4 3 4 1 1
Solution: 3 x = x
3 1 3
3 4 3 x 4 12
x = = (Multiply both numerators and denominators)
1 3 1 x3 3
[25]
 12 3 4
÷ = =4 (Reduce to lowest terms)
3 3 1

3
d. Multiply x 5 . Reduce it in lowest terms.
5
3 3 5
Solution: x 5= x
5 5 1
3 5 3 x 5 15
x = = (Multiply both numerator and denominator)
5 1 5 x1 5
15 3
= =3 (Reduce to lowest terms)
5 1

7 3
e. Find the product of3
x . Reduce it to lowest terms.
8 7
7 3 24+7 3 31 3
Solution: 3 x = x = x (Change the mixed numbers to improper fraction)
8 7 8 7 8 7
31 3 31 x 3 93
x = = (Multiply both numerators and denominators and reduce it to
8 7 8 x 7 56
lowest terms)

 Dividing Fraction
To divide a fraction, invert or get the reciprocal of the second fraction, and
a c a d
multiply it by the first fraction. That is, ÷ = x where no denominator is zero.
b d b c a b
Note: if a and b are integers, then the reciprocal of is .
b a
3 4 3 12
Examples: is , is
Example 1: 4 3 12 3
1 3
1. Find the quotient of ÷ . Reduce it to lowest terms.
6 8
1 3 1 8
Solution: ÷ = x (Get the reciprocal of divisor or the second fraction and change the operation from division to multiplication)
6 8 6 3
1 8 1 x8 8
x = = (Multiply both numerators and denominators)
6 3 6 x 3 18
8 2 4
÷ = (Reduce to lowest terms)
18 2 9
7 1
÷
2. Divide
10 3
7 1 7 3
Solution: ÷ = x (Get the reciprocal of divisor or the second fraction and change the operation from division to
10 3 10 1
multiplication)
7 3 7 x 3 21
x = = (Multiply both numerators and denominators)
10 1 10 x 1 10
21 1
=2 (Reduce to lowest terms)
10 10

2
3. Find the quotient of ÷6
3
2 2 1
Solution: ÷ 6= x (Get the reciprocal of divisor or the second fraction and change the operation from division to multiplication)
3 3 6
2 1 2 x1 2
x = = (Multiply both numerators and denominators)
3 6 3 x 6 18
2 2 1
÷ = (Reduce to lowest terms)
18 2 9

1 3
4. Find the quotient of2 ÷
4 2
1 3 8+1 3 9 3
Solution: 2 ÷ = ÷ = ÷ (Change the mixed numbers to improper fraction)
4 2 4 2 4 2

[26]
 9 3 9 2
÷ = x (Get the reciprocal of divisor or the second fraction and change the operation from division to multiplication)
4 2 4 3
9 2 9 x 2 18
x = = (Multiply both numerators and denominators)
4 3 4 x 3 12
18 6 3
÷ = (Reduce to lowest terms)
12 6 2

Example 2:
1. A kilogram of beef costs Php129.75. Mrs. Reyes bought 15 kilograms. What is the
cost of the beef that Mrs. Reyes bought?
Given: Php129.75 – price of the beef per kilo Equation: 129.75 x 15 = N
15 kg – number of kilograms Mrs. Sue bought Solution: 129.75 x 15 = 1,946.25
The total cost of the beef that Mrs. Reyes bought is Php 1946.25.

2. Arnel filled the tank of his car with 25.5 liters of super unleaded gasoline. He paid
275.25. What was the cost per liter of super unleaded gasoline?
Given: 25.5 liters of gasoline filled in the car Equation: 275.25 ÷ 25.5 = N
275.25 total payment Solution: 275.25 ÷ 25.5 = 10.7941176
The cost per liter of super unleaded gasoline is Php 10.7941176.

REVISED KNOWLEDGE:
1. What is a rational number?
a
A rational number is 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. The set or rational
a
number is represented by { ∨¿ a and b are integers, b ≠ 0 }
b
2. How can operations with rational numbers help in making real-life decisions?
As the saying goes, “Add your friends, subtract your enemy, multiply your love, but do
not divide your heart. This can be one way in making real-life decision.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Rational Numbers
- Terminating decimal - Nonterminating/ repeating decimal
Adding of Similar Fractions
To add fractions with the same denominator, simply add the numerators. The denominator
a c a+c
remains the same. Thus, + = where b ≠ 0.
b b b
Adding Dissimilar Fractions
To add fraction with different denominator, convert the fractions to equivalent forms with
the same denominators. This requires looking for the least common denominator (LCD) of the
fractions.
Least Common Denominator (LCD) is the smallest number that can be used for all
denominators of the fractions.
Subtracting Dissimilar Fraction
To subtract fraction with different denominator, convert the fractions to equivalent forms
with the same denominators. This requires looking for the least common denominator (LCD) of the
fractions.
Least Common Denominator (LCD) is the smallest number that can be used for all denominators of
the fractions.
Subtracting Mixed Numbers
To subtract mixed numbers, make the mixed number to improper fraction, then proceed to
the steps in subtracting fraction.
Multiplying Fraction
To multiply fractions, we multiply the numerators and we multiply the denominators. Thus,
a c ac
x = , where b ≠ 0 and d ≠ 0
b d bd

Dividing Fraction
[27]
To divide fractions, invert or get the reciprocal of the second fraction, and multiply it by the
a c a d
 WEEK 6
The learner demonstrates understanding of key concepts of sets
Content Standard and the real number system.
Performance Standard The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
Most Essential Learning  describe principal roots and tells whether they are rational
Competencies (MELCs) or irrational
st
21 Century Learning Creative and Critical Thinking
Skills
Core Values

REFERENCES:
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio Arnaiz cor.
Chino Roces Avenues, Makati City, Philippines. Salessiana Books, Don Bosco
Press, Inc. 2018.

Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext in
Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila, Philippines. Rex Book
Publishing, Inc. 2015.

Villano M.V.,Mupas L.B.,Sy Tan J.L.,Chua S.L.,Phoenix Math for the 21st Century
Learners Second Edition,Phoenix Publishing House, Inc. pp.83,86,129.

Geruela M.C.,De Guzman L.M.,Garcia A.G.,Mathematics for the 21 st Century

Learner(2015),Diwa Learning System Inc.

6
TOPIC: Square Roots
INTRODUCTION:
Any further study of mathematics requires a good understanding of the sets of
numbers. In this lesson, you will see how the subsets of real numbers that we have studied in
previous lessons are related to each other in the real number system.
Below are the Learning Targets/ Specific Objectives:
1. Find the principal root.
2. Classify principal root as rational or irrational.
3. Determines between what two integers the square root of a number is.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic, Types of Analogies, its relationship and connection to
things, ideas and other concerns others that concerns your life
What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all
the activities in this lesson. You should be able to answer them at the end of the
week.
1. What is a square root?
[28]
 2. How do we know if a number is a perfect square?

SHORT EXERCISES:
Directions: Analyze and solve the problem.
Indira found an old map in a cave. If the area indicated is that of a square, can you tell
how far it is from the North Hill to the waterfalls? Where the area is 10,000 square meters.

CONTENT DISCUSSION:
You have performed operations on the set of real numbers. Now, you will solve the
principal square root of numbers.
Taking the square root of a number is like doing the reverse operation of squaring a
number. For example, both 7 and -7 are square roots of 49 since 7 2 = 49 and (-7)2 = 49.
Integers such as 1, 4, 9, 16, 25 and 36 are called perfect squares.
Rational numbers such as 0.16, 4, 100 and 4.84 are also, perfect squares. Perfect
squares are numbers that have rational numbers as square roots. The square roots of perfect
squares are rational numbers, while the square roots of numbers that are not perfect squares
are irrational numbers.
Any number that cannot be expressed as a quotient of two integers is an irrational
number. The numbers 2 , π , and the special number e are all irrational numbers. Decimal
numbers that are non-repeating and non-terminating are irrational numbers.

Parts of a Radical Principal Square Root

Every positive number "n" has two square roots. One of
them is positive (√ n or + √ n ) , and the other is negative
( −√ n ). Together, these are denoted as ± √ n.
The principal square root is the positive number square
root.
Examples: Look for the principal root of each radical
and classify whether it is a rational or irrational
number.

a. √ 9 b. √ 5
Solutions: a. √ 9 = ± 3 b. √ 5 = ± 2.236067978…..
Since (+3)2 = 9 and (-3)2 = 9 Since the radicand is not perfect square,
Therefore, the roots of √ 9 are 3 and -3 then the roots are irrational number.
the principal root of √ 9 is +3 or simply 3. Therefore, the principal root of √ 5 is
Its root is a rational number. +2.236067978…..(by the use of
calculator).

c. √ 169 d.
√ 4
9
Solutions: c. √ 169=± 13 d.
4
9√=±
2
3
2 2 4 2 4
Since (+13)2 = 169 and (-13)2 = 169 Since (+ ¿ = and (- ¿2 =
3 9 3 9

2
Therefore, the roots of √ 169 are 13 and – 13 Therefore, the roots of
9 √
4 are 2 and –
3

3
2
The principal root is 13. The principal root is .
3
Note:
Rational numbers Irrational number
A rational number is a number that An irrational number is a number that
can be written in the form p/q, cannot be written as the ratio of two
where p and q are
Power integers and q ≠ integers.
Meaning Its decimal form does not stop
Verbal Description
o. and does not repeat.
92 9x9 9 squared
Concept mastery
5 11 x 11 x 11x 11
11 11 to the fifth power
x11
[29]
6
5 5 x 5 x 5 x 5 x 5 x 5 5 to the sixth power
 Classifying Principal Root
To determine whether a principal root is a rational or irrational number,
determine if the radicand is a perfect nth power of a number. If it is, then the root is
rational. Otherwise, it is irrational.

Example:
Given Explanation
1. √ 25 = ± 5 Since the radicand number is perfect square number.
Therefore, the roots is rational which is 5 or – 5.
2. √ 49 = ±7 Since the radicand number is perfect square number.
Therefore, the roots is rational which is 7 or – 7.
3. √ 13 = ±3.6055512755… Since the radicand number is not perfect square
(by the use of calculator) number. Therefore, the roots is irrational which are ±
3.6055512755…
4. √ 15 = ±3.8729833462… Since the radicand number is not perfect square
(by the use of calculator) number. Therefore, the roots is irrational which are ±
3.8729833462
If a principal root is irrational, the best you can do for now is to give an estimate of its
value. Estimating is very important for all principal roots that are not roots of perfect nth powers.

Example:
A. The principal roots below are between two integers. Find the two closest integers.
(a)√ 19 (b)√ 300 c. √ 12 b. √ 85
Solutions:
a . √ 19 b . √ 300
16 is a perfect integer square and 4 its 289 is a perfect integer square and 17 is its
principal square root. principal square root.
25 is the next perfect integer square and 5 324 is the next perfect integer square and 18
its principal square root. is its principal square root.

Therefore, √ 19 is between 4 and 5. Therefore, √ 300 is between 17 and 18.

c . √12 d . √ 85
12 lies between 9 and 16. 85 lies between 81 and 100.
Since 12 is between the perfect square Since 81 is between the perfect square
number 9 and 16. number 81 and 100.
Then, 9 < 12 < 16 so √ 9 < √ 12< √ 16 . Thus, 81 < 85 < 100 so √ 81 < √ 85< √ 100 .
Thus, 3 < √ 12< 4. Thus, 9 < √ 85< 100.

Therefore, √ 12 is between 3 and 4. Therefore, √ 85 is between 9 and 10.

REVISED KNOWLEDGE:
1. What is a square root?
A square root of a number is a value that, when multiplied by itself, gives the number.
2. How do we know if a number is a perfect square?
You think of a number, then you multiply by itself. The product will be a perfect square
number.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Principal Square Root

Every positive number "n" has two square roots. One of them is positive (√ n or + √ n ) ,
and the other is negative ( −√ n ). Together, these are denoted as ± √ n.
The principal square root is the positive number square root.

Classifying Principal Root

[30]
 To determine whether a principal root is a rational or irrational number, determine if
the radicand is a perfect nth power of a number. If it is, then the root is rational. Otherwise, it is
irrational.

WEEK 7
Content Standard The learner demonstrates understanding of key concepts of sets and
the real number system.
Performance Standard The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
Most Essential Learning  estimates the square root of a whole number to the nearest
Competencies (MELCs) hundredth.
 plots irrational numbers (up to square roots) on a number line.
 illustrates the different subsets of real numbers
 arranges real numbers in increasing or decreasing order and
plot it on a number line
st
21 Century Learning Creative and Critical Thinking
Skills
Core Values

EFERENCES:
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio Arnaiz
cor. Chino Roces Avenues, Makati City, Philippines. Salessiana Books, Don Bosco
Press, Inc. 2018.

Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext in
Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila, Philippines. Rex Book
Publishing, Inc. 2015.

Villano M.V.,Mupas L.B.,Sy Tan J.L.,Chua S.L.,Phoenix Math for the 21st Century
Learners Second Edition,Phoenix Publishing House, Inc.

7
TOPIC: Square Roots/ Sets of Real Numbers
INTRODUCTION:
Any further study of mathematics requires a good understanding of the sets of real
numbers. In this lesson, you will see how the subsets of real numbers that we have studied in
previous lessons are related to each other in the real number system.
Below are the Learning Targets/ Specific Objectives:
1. Estimates the square root of a whole number to the nearest hundredth.
2. Illustrates the different subsets of real numbers.
3. Arranges real numbers in increasing or decreasing order and plot it on a
number line.
Exploration of Prior Knowledge
Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic, Types of Analogies, its relationship and connection to things, ideas
and other concerns others that concerns your life.
What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. Can we estimate the roots of irrational numbers? How?
2. What are the subsets of real numbers?

SHORT EXERCISES:
[31]
A. Direction: Find the square roots of the following numbers.

4
1. 81 =_________________ 2. 144 =________________ 3. =________________
49

4. 0.0049 =_____________ 5. 5.29 =________________

CONTENT DISCUSSION:
You have solved the principal square root of a number. Now, you will simplify
and approximate square roots and differentiate the sets of real numbers.
Square Roots
Approximating Square Roots
The divide-and –average method can be used to approximate square roots. This method
works as follows: If √ a = b, then a = b ∙ b and a/b = b
Example: Approximate √ 40 to the tenths’ place.
a. Find two integers between which √ 40 lies.
Thus, 36 < 40 < 49 → √ 36 < √ 40 < √ 49
Thus, 6 < √ 40 < 7
Because 40 is closer to 36 than to 49, we may try 6.3 as an estimate of √ 40 .

b. Divide 40 by the estimate 6.3. Answer: 6.34

c. Get the average of the divisor and the quotient.

6.3 + 6.34 ≈ 6.32
2
b. Use the average as the next estimate. Repeat steps b and c until your divisor
and quotient agree in the tenths’ place.
Answer: 6.32
6.3
Note: that √ 40 ≈ 6.3 to the tenths’ place. -1 0 1 2 3 4 5 6 7
7
Other ways in Approximating Square Roots
Example: Estimate √ 64 to the nearest hundredth
Solution: First, think of the perfect squares closest to √ 60. Make a small table of these perfect
squares and their squares roots.

Locate 60 between two consecutive perfect

squares. As you can see in the table, 60 is between
the two perfect square integers which is 49 and
64. 49 <60 <64.

√ 60 is between their square roots.7< √ 60 <

8. After determining the two perfect square consecutive integers we will use the
formula:
Given number−Lower Perfect Square ( LPS)
Greater Perfect Square(GPS )−Lower Perfect Square( LPS)

Problem: Estimate √ 60 to the nearest hundredth.

Given number = 60
60−49 11
LPS = 49 = = 0.73333= 0.73
64−49 15
GPS = 64
We said that the √ 60 is between the two consecutive integers 7 and 8. And our answer
is going to be 7.73. By checking it, try to calculate √ 60 in your calculator.

Irrational Number
An irrational number is a number that cannot be expressed in the form a/b,
where a and b are integers, and b is not equal to 0.

[32]
 You can use a calculator or a table of square roots to find a decimal
approximation of an irrational square root.
Example: Approximate each irrational number as indicated.
1. √ 24 to the nearest tenth.
2. √ 90 to the nearest hundredth.

Solutions: 1. √ 24 = √ 4 ∙ 6 = √ 4 ∙ √ 6 = 2√ 6
Using calculator: √ 6 ≈ 2.449 4.9
2√ 6 ≈ 2 (2.449) ≈ 4. 898
Therefore,√ 24 ≈ 4.9. -1 0 1 2 3 4 5 6 7
2. √ 90 = √ 9 ∙10 = √ 9 ∙ √ 10 = 3√ 10 7
Using calculator: √ 10 ≈ 3. 162 9.5
3 √ 10 ≈ 3 (3.162) ≈ 9.486
Therefore,√ 90 ≈ 9.5. 2 3 4 5 6 7 8 9 10
7
Set of Real Numbers
Estimating Irrational Numbers
Since the decimal form of an irrational number is an approximate value, we can
approximate where the vales appear on the number line.
Example 1: Place the values √ 12, π and 3.7671921 … on the number line.

Solution: First, covert each value to a decimal.

Therefore, √ 12=3.464101 … , π=3.14 … , and
3.7671921 …is already a decimal. Once in
decimal form, estimate the location on the
number line.

Subsets of Real Numbers

 Natural Number (N) – these numbers are used for counting.
Example: 1, 2, 3, 4 …
 Whole Number (W) – these numbers are formed by adding 0 to the set of natural
numbers.
Example: 0, 1, 2, 3, 4 …
 Integer (Z) – they are formed by adding the negatives of the natural numbers to the
set of whole numbers.
Example: … -2, -1, 0, 1, 2…
 Rational Number (Q) – can be expressed in the form a/b, where a and b are integers,
b ≠ 0. The decimal representation of a rational number either terminates or repeats.
Example: -19/ 1, -2/3 = -0.666…, -6 , 5, 3
 Irrational Number (Q’) – cannot be expressed as a quotient of integers.
Example: -√ 2, √ 3 , π
 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.

The Venn Diagram of the Subsets of Real Numbers

 Natural numbers are a subset

of Integer.
 Integers are a subset of
Rational Numbers.
 Rational Numbers are a subset
of the Real Numbers.

Example: Put a cross to the appropriate column/row/box where the given numbers belong.
−3
Set -12 √ 21 5 3.45
7
Natural numbers X
Whole numbers X
Integers X X

[33]
 Rational Numbers X X X X
Irrational
X
Numbers
Real numbers X X X X X
The Number Line
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:

 Every real number corresponds

to a distance on the number line, starting at the center (zero).
 Negative numbers represent distances to the left of zero, and positive numbers are
distances to the right.
 The arrows on the end indicate that it keeps going forever in both directions.

In arranging real numbers on a number line, we must first convert it to whole

number or decimal number.

Arranging real numbers in ascending order and descending order:

We know, while arranging numbers from the smallest number to the largest
number, then the numbers are arranged in ascending order. 

1
Example 1:  -5, 1 , 5 are arranged in ascending order
2 -5 -4 -3 -2 -1 0 1 2 3 4 5

Plotting in number line:

-5 5

Vice-versa while arranging numbers from the largest number to the smallest
number then the numbers are arranged in descending order. 
1 −3
Example 2: 5, 3 , , -4 are arranged in descending order
2 4
-5 -4 -3 -2 -1 0 1 2 3 4 5
Plotting in number line:

-4 - 3 5

Example 3: Locate and arrange the following numbers on the number line.
A.
√4
5
B.
2
2
C. 2
D. 0.25 E. 5

Arrangement: DABCE

REVISED KNOWLEDGE:
1. Can we estimate the roots of irrational numbers? How?
Yes, by determining first the two consecutive numbers where does the irrational
number fall.
2. What are the subsets of real numbers?
The subsets of real numbers are natural number, whole number, integer, rational
number, and irrational number.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Subsets of Real Numbers Example
Natural Number (N) 1, 2, 3, 4 …
Whole Number (W) 0, 1, 2, 3, 4 …
Integer (Z) … -2, -1, 0, 1, 2…
Rational Number (Q) -19/ 1, -2/3 = -0.666…, -6, 5, 3
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 Irrational Number (Q’) -√ 2, √ 3 , π

WEEK 8
Content Standard The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standard The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
Most Essential Learning  writes numbers in scientific notation and vice versa
Competencies (MELCs)  represents real-life situations and solves problems involving
real numbers
21st Century Learning Creative and Critical Thinking
Skills
Core Values

REFERENCES:
Nivera, Gladys C., Grade 7: Patterns and Practicalities. K-12 ed. Antonio Arnaiz
cor. Chino Roces Avenues, Makati City, Philippines. Salessiana Books, Don Bosco
Press, Inc. 2018.

Oronce, Orlando A., and Mendoza, Marilyn O. E-Math Revised Edition. Worktext in
Mathematics. K-12 ed. 856 Nicanor Reyes, Sr. St., Manila, Philippines. Rex Book
Publishing, Inc. 2015.

8
TOPIC: Scientific Notation
INTRODUCTION:
You have been working with sets of numbers and shapes since you began studying
mathematics. Now, you will study the concepts of sets, subsets, basic set operation, and Venn
diagrams.
Below are the Learning Targets/ Specific Objectives:
1. Writes numbers in scientific notation.
2. Converts the scientific notation of a number to its standard form.
3. Give the significant value of a number.
4. Represents real-life situations and solves problems involving real numbers.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding the basic ideas of sets, its relationship and connection to things,
ideas and other concerns that concerns your life.

What I Know What I Want to Find Out How I Can Learn More What I Have Learned

Skills I expect to use:

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PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What is a scientific notation?
2. How do we convert scientific notation to standard notation?

CONTENT DISCUSSION:
You have estimated/approximated roots of a number. Now, you will learn the ideas of
scientific notation.
Scientific Notation
Scientific notation is a standard way of writing very large and very small numbers so
that they’re easier to both compare and use in computations. 
Every number in the scientific notation must be in the form of a x 10n, where 1 ≤ a <
10 and n must be a positive or negative integer. To convert a number into scientific notation,
first we have to identify where the decimal point and non- zero digit come. 
There are two cases in it. 
Case 1 : 
To move the decimal point to the left, we have
to count number of digits as explained in the
example given below. 

According to the example given above,

we have to move the decimal point 3 digits to
the left and exponent of 10 should be 3
(positive integer).

When we do so, we get the scientific notation of the given number. So, 2301.8 = 2.3018 x 103

Case 2 : 
To move the decimal point to the right,
we have to count number of digits as
explained in the example given
below. 

According to the example given above, we

have to move the decimal point 5 digits to the right
and exponent of 10 should be -5 (negative integer).

When we do so, we get the scientific notation of the

given number. So, 0.000023 = 2.3 x 10-5

Important Note:  If we don't find decimal point at anywhere of the given number, we have to
assume that there is decimal point at the end of the number.
Example: 2300000 -------------> 2300000.
Here, the non-zero digit comes first and decimal point comes next. So we have to apply
case 1 to convert this number into scientific notation.  
Example Problems:
1. Write the given number in scientific notation: 0.00006
Solution:
(a) Here decimal point comes first at non zero digit comes next. 
(b) We have to move the decimal point to the right. 
(c) Number of digits from the decimal point up to the first non-zero digit is 5.
(d) So, the decimal point has to be moved 5 digits to the right and exponent of 10
should be -5 (negative integer).
(e) So, the scientific notation of 0.00006 is 6 x 10-5.

2. Write the given number in scientific notation: 5400000

Solution:
(a) Here we don't find decimal point in 5400000.
(b) So we have to assume that there is decimal point at the end.
(c) Then, 5400000 → 5400000.
(d) Here non-zero digit comes first and decimal point comes next. 
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 (e) We have to move the decimal point to the left. 
(f) Number of digits between the 1st non-zero digit and the decimal point is 6.
(g) So, the decimal point has to be moved 6 digits to the left and exponent of 10 should
be 6 positive integer. 5400000  =  5.400000 x 106 → 5400000  =  5.4 x 106.
(h) So, the scientific notation of 5400000 is 5.4 x 106.

3. Write the given number in scientific notation: 71 x 102

Solution:
(a) Here we don't find decimal point in 71x 102. 
(b) So, we have to assume that there is decimal point at the end of 71.
(c) Then, 71 x 102 → 71. x 102.
(d) Here non-zero digit comes first and decimal point comes next. 
(e) We have to move the decimal point to the left. 
(f) No. of digits between the 1st non-zero digit and the decimal point is 1.
(g) So, the decimal point has to be moved 1 digit to the left and exponent of 10 should
be 1 (positive integer), 71. x 102  =  7.1 x 101 x 102.
(h) So, the scientific notation of 71 x 102 is 7.1 x 103.

4. Write the given number in scientific notation: 33 x 10-3

Solution:
(a) Here we don't find decimal point in 33 x 10-3. So, we have to assume that there is
decimal point at the end of 33.
(b)Then, 33 x 10-3 → 33. x 10-3 
(c) Here non-zero digit comes first and decimal point comes next. 
(d) We have to move the decimal point to the left. 
(e) No. of digits between the 1st non-zero digit and the decimal point is 1.
(f) So, the decimal point has to be moved 1 digit to the left and exponent of 10 should be
1 (positive integer), 33. x 10-3  =  3.3 x 101 x 10-3.
(g) So, the scientific notation of 33 x 10-3 is 3.3 x 10-2.

5. Write the given number in scientific notation: 0.63 x 10-3

Solution: 
(a) Here decimal point comes first and non-zero digit comes next. 
(b) We have to move the decimal point to the right. 
(c) No. of digits from the decimal point up to the first non-zero digit is 1.
(d) So, the decimal point has to be moved 1 digit to the right and exponent of 10 should
be -1 (negative integer), 0.63 x 10-3  =  6.3 x 10-1 x 10-3.
(e) So, the scientific notation of 0.63 x 10-3 is 6.3 x 10-4.

Changing Scientific Notation to Standard Notation

Standard notation is the decimal notation we normally use. Numbers such as 1.35,
0.00001, and 300 000 are written in standard notation.

Steps:
1. Move the decimal point in the first factor to the number of place indicated by 5the
exponent of the power of 10.
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.

Examples: Write the following numbers in standard notation.

a. 3.5 ×10 11 b. 4 ×10−8 c. 1.72 ×10−7

Solutions:
a. 3.5 ×10 11 = 3.50 000 000 000 b. 4 ×10−8 = 0. 000 000 04. c. 1.72 ×10−7 = 0.000 000 1. 72

11 digits 8 digits 7 digits

= 350 000 000 000 = 0.000 000 04 = 0.000 000 172
Significant Figures Guidelines
1. All non-zero digits are significant.
Example: 235 has three significant digits: 2, 3, and 5.
2. All zeros between non-zero digits are significant digits.
Example: 205 has three significant digits.
3. All zeros at the end of a decimal are significant.
Example: 21.30 has four significant digits.
4. All digits of the first factor when a number is expressed in scientific notation.
Example: 8. 43 x 107 has three significant digits.
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 2. 050 x 10−3 has four significant digits.
5. Underscored or specified zeros of a whole number ending in zeros.
Example: 27 000 has two significant digits: 2 and 7.
27 000 has four significant digits: 2, 7, 0, and 0.

Example: A country’s national debt in 2012 was approximately Php 32,500,000,000. If there
were 80 000 000 people in that country at that time, how much would each individual have to
pay off the debt?
Solution: Divide the total national debt by the number of people:
3.25× 1010 3.25 1010
= ( ) × ( 7 ) = 0.40625 ×10
3
8.0 ×107
8 10
Divide 3.25 by 8 and subtract the powers of 10.
In standard notation, this is approximately Php 406.25 per person.
Real-Life Application
Examples:
1. A mature blue whale is approximately as heavy as 25 elephants. If an elephant can
weigh up to 6,350 kg, what is the weight of the blue whale? Express the two numbers in
scientific notation.
Solution: Given: 25 = 2.5×10 1 and 6,350 = 6.35 ×10 3
The mathematical statement for the problem is as follows:

( 2.5 ×10 1) × ( 6.35× 103 )

(2.5) (6.35) = 15.875 (multiply the first factors)
1 3 1+3 4
10 ×10 =10 =10 (add the exponents of the second factors)
15.875 ×10 4 (combine the product of the first factors and the second
factors)

Check if the factor is written in the form a×10 n where 1 ≤ |a| < 10 and n is any integer.
15.875 ×10 4 = 1.5875 ×10 5, the decimal point moves 1 place to the left.
Therefore, 1 is added to 4.

2. Light travels at approximately 3×10 5 km per second. The light from the sun takes
approximately 500 seconds to reach Earth. Approximately how many kilometers apart
are the sun and Earth?
Solution:
3×10 5 (express the numbers into scientific notation)
2
500 = 5×10
( 105 ) ( 102 ) =105+2=107 (add the exponents of the second factors)
7
15×10 =150 000 000 (combine the product of the first factors and the second factors)
7 8
15×10 =¿ 1.5×10 km (the decimal point moves 1 place to the left. Therefore, 1 is added to 4 )

REVISED KNOWLEDGE:
1. What is a scientific notation?
Scientific notation is a way of writing very large or very small numbers.
2. How do we convert scientific notation to standard notation?
In converting scientific notation to decimals, move the decimal point in the
first factor to the number of places indicated by the exponent of the power of 10. If
the exponent is positive, move the decimal point to the right. If the exponent is
negative, move the decimal point to the left.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Changing Standard Notation to Scientific Notation

To move the decimal point to the left, we have to count number of digits as explained in the
example given below. 
To move the decimal point to the right, we have to count number of digits as explained in
the example given below. 
Changing Scientific Notation to Standard Notation
1. Move the decimal point in the first factor to the number of places indicated by the
exponent of the power of 10.

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 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.

Significant Figures Guidelines

1. All non-zero digits are significant.
2. All zeros between non-zero digits are significant digits.
3. All zeros at the end of a decimal are significant.
4. All digits of the first factor when a number is expressed in scientific notation.
5. Underscored or specified zeros of a whole number ending in zeros.

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