SELF INSTRUCTIONAL PACKETS

MATHEMATICS Grade 7 – Regular

September 25, 28 - 30, October 1 – 2, 2020 (Week 5)

I. OBJECTIVES
Content Standards: The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standards: The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
A. Learning Competencies
The learner
1. describes principal roots and tells whether they are rational or irrational.M7NS-Ig-1
2. determines between what two integers the square root of a number is.M7NS-Ig-2
3. estimates the square root of a whole number to the nearest hundredth.M7NS-Ig-3
4. plots irrational numbers (up to square roots) on a number line.*** M7NS-Ig-4
5. illustrates the different subsets of real numbers. M7NS-Ih-1
B. Objectives
At the end of the lesson, the learners should be able to:

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1. describe principal roots and tell whether they are rational or irrational.
2. determine between what two integers the square root of a number is.
3. estimate the square root of a whole number
4. plot irrational numbers on a number line
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5. illustrates the different subsets of real numbers

II. CONTENT
Real Numbers

Learning Resources
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A. Reference
1. Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp.94-100
2. E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp.89-96
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3. Learner’s Material Mathematics Grade 7 First Edition 2013 pp.64-69

4. Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B,
Mercado, J.P, Suzara, J.L, Manalo, C.B pp. 103 - 120

B. Other Learning Resources

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III. PROCEDURES
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A. Reviewing previous lesson or presenting the new lesson

Week 5: DAY 1
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Hi! How are you today? I think you have already known a lot in set theory and the
integers. When you were in intermediate level, you learned to use the length of a side of a
square to find the area. You can use this area to find the length of a side. Today, we are going
explore thru squares. COPY and DO the activity in your MATH NOTEBOOK.

The square shown on the right has

side 1 unit long. Its area is 1 square unit.

1. Make squares with areas of 4 and 9

square units on the grid. What is the
length of a side of each square?

2. Make a square with an area of 2 units.

a. How do you know that the area of
the square you have drawn is 2
square units?

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 b. How do you know that the figure
you drew is the square?

c. Estimate the length of a side of the

square?

3. Make a square area is 8 square units?

Estimate the length of a side.

Now, let us explore what you have done. Based on number 1, making squares with an
area of 4 and 9 square unit will give a dimension of 2 x 2 and 3 x 3 respectively. You can write
3x3 as powers, such as 32 or 3 squared. Likewise, you can write 2 x 2 x 2 as 2 3 and 5 x 5 x 5 x 5
as 54.

A power has two parts; a base and an exponent. In the power 32, the base is 3 and the

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exponent is 2.

EXPONENT
2
BASE
3 SA
Exponent can be used to show that a number has been multiplied by itself one or more
times.

B. Establishing a purpose for the lesson

This time, before we proceed in our discussion, let us have a trivia about powers and
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perfect numbers.
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Observe the following numbers and equations. Find a pattern if there is to find the
answer for not consuming a lot of time.

5 x 5 = 25 or 52 = 25 15 x 15 = 225 or 152 = 225 25 x 25 = 625

35 x 35 = 1225 45 x 45 = 2025 55 x 55 =
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65 x 65 = 75 x 75 = 5625 85 x 85 =
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What have you noticed for the equation with answer?

Did you found a pattern in order to get the product?

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The pattern is, multiply the last digit by itself and multiply the first digit by its
consecutive. In 35x35 or 352. Multiply 5 by itself which give you 25, and the first digit is 3,
multiply it by its consecutive which is 4 that will give 12, thus the product of 35 2 = 1225.

This pattern is only applicable if you are finding the square of a number
that ends in 5.

The square of a number is called perfect square. The number 25 is a perfect square
because 25 = 52. The number 10 is not a perfect square because there is no whole number that
can be squared to get 10.

You know that 9 is the square of 3 because 32 = 9 or “3 squared is 9”. You can also say
that 3 is the square root of 9. The square root of a number is the length of the side of a square
with an area equal to the number.

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 Definition:

When 2 is used as an exponent, the base is squared.

When 3 is used as an exponent, the base is cubed.

A square root of a given number is a number whose square is the given number.

In symbols, if a2 = b, then number a is called a square root of b.

Noticed that –5 is also a square root of 25 because (-5)2 = 25. As what you had learned
on multiplying integers, the product of two negative integers is always positive. The symbol √ is
used to indicate the positive square root and is known as the radical sign. The combination of the
radical sign together with the number is called radical. The number under the radical sign is known
as the radicand.

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In the real number system, the square root of a negative number does not exist. This is
true because there is no real number a for which a2 is negative. Therefore, an expression √−9
has no meaning in the set of real numbers.

When √𝑛 is an integer, the number n is called perfect square.

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Here are the first 20 perfect squares. They are perfect squares because they can be
arranged into squares. (see the figures below the table)

12 = 1 62 = 36 112 = 121 162 = 256

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22 = 4 72 = 49 122 = 144 172 = 289

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32 = 9 82 = 64 132 = 169 182 = 324

42 = 16 92 = 81 142 = 196 192 = 361

52 = 25 102 = 100 152 = 225 202 = 400

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 Let’s read

This is how we read powers.

Power Meaning Verbal Description

42 4x4 4 to the second power or 4 squared

73 7x7x7 7 to the third power or 7 cubed

84 8x8x8x8 8 to the fourth power

TRY THIS 1: Give the meaning and verbal description of each. Write your
solutions and answers in your MATH NOTEBOOK.
a. 92 b. 115
Power Meaning Verbal Description

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Now, check your work by turning to page 103 for the key to correction

This how we read radicals.

Radical Verbal Description

SA Principal Root

√16 Square root of 16 4

3
√8 Cube root of 8 2
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Now, let us discuss how to get the principal roots. Observe the table above, √16 the
radicand is 16, and 16 can be expressed as 4 2 or 4 x 4. Since 16 is a perfect square number, its
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3
root is an integer and rational. In √8 , the radicand is 8 and you need a number which can be
multiply as 3 times by itself to get the radicand and this will the serve as the root. So, the number
that can be multiply by itself to get a product of 8 is 2 as expressed 2 x 2 x 2 or 2 3. Thus, the cube
root of 8 is 2.

Example: Find the principal square root and tell whether it is rational or irrational.
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36
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a. √121 b. √49 c. √2 d. √0
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Solutions:

a. Using calculator, √121 = 11. To get this value, press √, then the radicand 121, then =, will
give you 11. This means that the root is 11 and it is rational. We can also say that √121 is
a rational number.
6 6 6 7 36 6 6
b. ( )2 = ( )( )= ; √ = . The root is and it is rational.
7 7 7 49 49 7 7
c. Using calculator, √2 = 1.4142135…, this means that √2 its root is irrational number or
simply say that √2 is an irrational number.
d. (0)2 = 0; √0 = 0. The root is 0 and it is rational.

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 Definition:
𝑎
Irrational Numbers – are numbers that cannot be expressed as a quotient of two
𝑏
integers. Every irrational number may be represented by a decimal that neither
repeats nor terminates. Example: √𝟐, 𝝅, 1.24519764. . .

TRY THIS 2: Find the principal square root and tell whether it is rational or irrational.
You can use calculator. Write your answers in your MATH NOTEBOOK.
a. √81 b. √21 c. √144

Now, check your work by turning to page 103 for the key to correction

C. Presenting examples/instances of the new lesson

Week 5: DAY 2

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I hope that you understood on how to get the principal square root. This
time, let us discus on how to determine between what two integers does each number
lie?

Irrational square roots when written in decimal form are only approximate values.
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The calculator value of √2 when rounded to the nearest hundredth is 1.14. The value
1.14 between perfect squares 1 and 4. That is,
1 < 1.14 < 2
√1 < √2 < √4
1 < √2 < 2
Therefore, √2 is between the integers 1 and 2.
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Example: Between which two integers does each number lie?

a. √14 b. √200
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Solution:
a. 14 lies between 9 and 16. Thus, 9 < 14 < 16, √9 < √14 < √16. Thus,
3 < √14 < 4. Therefore, √14 is between the integers 3 and 4

b. 200 lies between 196 and 225. Thus, 196 < 200 < 225. Thus, √196 < √200 <
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√225. Thus, 14 < √200 < 15. Therefore, √200 is between the integers 14 and 15.
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TRY THIS 3: Between which two integers does each number lie? Write your
solutions and answers in your MATH NOTEBOOK.
a. √69 b. √335
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Now, check your work by turning to page 103 for the key to correction

Approximating Square Roots

The divide-and-average method can be used to approximate square roots. This

method works as follows:
𝑎
If √𝑎 = 𝑏, then a = b ∙ b and = 𝑏.
𝑏

This means that when a is divided by its square root b, the quotient is b. If we used
an estimate for b that is less than b for a divisor, the quotient is greater than b. The
average of the divisor and the quotient can be used as new estimate for b.

Example: Approximate each square root to the nearest hundredth.

a. √8 b. √55

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 Solution:
a. √8
Step 1:
√8. Separate the radicand in periods, starting from the decimal
point
Step 2:
√8. Find the largest perfect square less than 8
4

Step 3:
2 Write the square root (√4 = 2) above before the period
√8. and subtract the perfect square root from 8.
-4
4

Step 4:
2.
Affix 00 after the decimal point in 8. Bring this down.
√8.00

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-4 Do not forget to indicate the decimal point on the answer. It
4 00 should be aligned with the decimal point of the radicand.

Step 5:
2. SA
Write the number (2) which is twice (2 x 2 = 4) the
√8.00 quotient.
-4
4 |4 00

Step 6:
2.8 Fill in another number which can be multiply to the
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√8.00 quotient and that number closer to 400 but not greater than
-4 400. In this case we insert 8. Put 8 beside 4 so we have 48
4 8 |4 00
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and write 8 on the top after decimal point.

Step 7:
2.8
√8.00 Multiply 8 to 48. We have 384. Then subtract from 400,
-4
so we have 16.
4 8 |4 00
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- 3 84
16
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Step 8:
2.8
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√8.0000 Repeat step 4 and 5.

-4
4 8 |4 00
- 3 84
56 |1600

Step 9:
2.8 2
√8.0000 Repeat step 6. Insert 2, beside 56 and 8 on the top
-4
4 8 |4 00
- 3 84
56 2 |1600

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 Step 10:
2.8 2
√8.0000
-4
4 8 |4 00 Repeat step 7
- 3 84
56 2 |1600
- 1124
476
Thus, √8 ≈ 2.82. To check, multiply the answer 2.82 to itself. (2.82)(2.82) = 7.9524

Note: the product is not exactly equal to the radicand √8 but very close to it. To get a
closer value, continue the algorithm by affixing another 00.

b. √55
Step 1:
√55. Separate the radicand in periods, starting from the decimal

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point
Step 2:
√55. Find the largest perfect square less than 55.
49
Step 3: SA
7 Write the square root (√49 = 7) above before the
√55. period and subtract the perfect square root from 55.
- 49
6

Step 4:
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7. Affix 00 after the decimal point in 8. Bring this down.

√55.00 Do not forget to indicate the decimal point on the answer. It
- 49
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6 00 should be aligned with the decimal point of the radicand.

Step 5:
7.
√55.00 Write the number (7) which is twice (7 x 2 = 14) the
- 49 quotient.
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14 |6 00
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Step 6:
7.4 Fill in another number which can be multiply to the
√55.00 quotient and that number closer to 600 but not greater than
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- 49
600. In this case we insert 4. Put 4 beside 14 so we have 144
14 4 |6 00
and write 4 on the top after decimal point.
Step 7:
7.4
√55.00 Multiply 4 to 144. We have 576. Then subtract from
- 49 600, so we have 24.
14 4 |6 00
- 576
24
Step 8:
7.4
√55.0000 Repeat step 4 and 5.
- 49
14 4 |6 00
- 576
148 |2400

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 Step 9:
7.4 1 Repeat step 6. Insert 1, beside 148 and 4 on the top
√55.0000
- 49
14 4 |6 00
- 576
1481 |2400

Step 10:
7.4 1
√55.0000 Repeat step 7
- 49
14 4 |6 00
- 576
1481 |2400
- 1481
919

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Thus, √55 ≈ 7.41. To check, multiply the answer 7.41 to itself. (7.41)(7.41) = 54.9081

Note: the product is not exactly equal to the radicand √55 but very close to it. To get a
closer value, continue the algorithm by affixing another 00.
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TRY THIS 4: Approximate each square root to the nearest hundredth. Without using
calculator. Write the step by step process. Write your solutions and answers in
your MATH NOTEBOOK.
a. √112
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Now, check your work by turning to page 103 for the key to correction
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D. Discussing new concepts and practicing new skills #1

Week 5: DAY 3 Plotting Irrational Numbers (Up to Square Roots) on the Number Line

How do you find approximating irrational numbers? It’s challenging right?

In this section, you will be plotting the irrational number on the number line. To plot on a
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number line means you have to mark the location of a number on the number line. We can mark
the location by drawing a visible dot on the number line.
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Since we just know its approximate value, then we will only approximate its location on
the number line.
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Are you ready? Let’s go!

Example 1: Plot the irrational number. 17

Solution:

First, use a calculator to approximate the given square root. Simply enter the radicand in
the calculator (if you are using a simple calculator), then press the √ key. The calculator will
display the result. Round the result to the nearest hundredths. 17  4.12310562  4.12

17

0 1 2 3 4 4.5 5

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 As you can see, 17 is plotted between 4 and 5. Another way of approximating its
location is to think of two perfect square number the irrational number is in between. What do
you think are those numbers? Right! We have 16 and 25. Their square roots are 4 and 5
respectively. 17 is closer to 16, therefore, we plot 17 closer to 4.

If we will be taking 4.12 as the approximate value of 17 into consideration, the

distance between 4 and 5 was cut into four equal parts. Where the middle is 4.5, half the
distance of 4 from 4.5 is 4.25, and half of the distance from 4 and 4.25 is 4.125. Therefore, we
plot 17 a little bit less than 4.125.

Isn’t it fun plotting the irrational numbers on the number line? Let’s have another example!

Example 2: Plot the irrational number 68 .

Solution: Get your calculator ready and find out the approximate value of 68 .

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Did you get 68  8.24621125  8.25 ? Very good!

Now, it’s time for us to plot 68 on the number line.

5 6 7
SA 8
68

8.5 9 10

Just like what was done a while ago, the distance between 8 and 9 was cut into four
equal parts. Half of the distance from 8 to 9 is 8.5. Half of the distance from 8 to 8.5 is 8.25, and
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there goes the approximate location of 68 .

Now, it’s your turn to plot the next given.

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Example 3: Plot 95 .

What is the result of 95 shown in your calculator?

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Round your answer to the nearest hundredths. Therefore, 95

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Now, plot 95 on the number line provided below.

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5 6 7 8 9 10
How was it? Did you get 9.75 as the approximate value of 95 ? If you plotted 95
closer to 10, then you can now proceed to Try This 5. If not, go back to Example 1 & 2, and try
again.

TRY THIS 5: Plot the following irrational number by approximating its location on
the number line. Write your solutions and answers in your MATH NOTEBOOK.
a. √6 b. √15 c. √24

Now, check your work by turning to page 103 for the key to correction.

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 E. Discussing new concepts and practicing new skills #2
Week 5: DAY 4
SUBSETS OF REAL NUMBERS

ACTIVITY: LOOK AROUND! The words in the puzzle represent the subsets of real
numbers. Find these words by looking up, down, across, backward or diagonally and write them
in your MATH NOTEBOOK. Use the scattered figures below as clues.

0, 1, 2, 3,
π, e, √3 2 7
-4, -5, -6,
… ,
3 5 ...

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0
1 4
1, 2, 3, ... -1, 0, 1, − , ,
2 3
0.25,
0.25, 0.1313
0.33...

..., -3, -2, -1,

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0, 1, 2, 3, ... 100%,
15%, 25%
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N A F R A C T I O N S I Answer the following questions.

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Write your answers in your MATH

S P B A C C D Z W N E L
NOTEBOOK.
T E O F T O G E H E R A

O R H S I U J R O G A M 1. How many words in the puzzle

were familiar to you?
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I C R K I N R O L A T I
2. What word/s have you
L E E L M T N A E T I C
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encountered in your early years?

Define and give examples?
A N A O P I I Q L I O E
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3. What word/s is/are still strange to

R T L R S N T V U V N D you?
U I N T E G E R E E A A

T I R R A T I O N A L I

A N O N I N T E G E R S

N N U M N U M B E R S S

In order to understand better the concept of real numbers, we need to review the
subsets of real numbers and how they differ from each other.

Let us go back to the first time we encountered the numbers…

Let's talk about the various subsets of real numbers…

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 Early Years...

1. What subset of real numbers do children learn at an early stage when they were just
starting to talk? Give examples.

One subset is the counting (or natural) numbers. This subset includes all the numbers
we use to count starting with "1" and so on. The subset would look like this: {1, 2, 3, 4,
5...}.

1 4
-1, 0, 1, − , , 0.25,
2 3
0.33..., π, e, √3,
10%, 15%, 25%

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In School at an Early Phase...

2. What do you call the subset of real numbers that includes zero (the number that
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represents nothing) and is combined with the subset of real numbers learned in the early
years? Give examples.

Another subset is the whole numbers. This subset is exactly like the subset of counting
numbers, with the addition of one extra number. This extra number is "0". The subset
would look like this: {0, 1, 2, 3, 4...}.
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In School at Middle Phase...

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3. What do you call the subset of real numbers that includes negative numbers (that came
from the concept of “opposites” and specifically used in describing debt or below zero
temperature) and is united with the whole numbers? Give examples.

A third subset is the integers. This subset includes all the whole numbers and their
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“opposites”. The subset would look like this: {... -4, -3, -2, -1, 0, 1, 2, 3, 4...}.
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Still in School at Middle Period...

4. What do you call the subset of real numbers that includes integers and non-integers and
are useful in representing concepts like “half a gallon of milk”? Give examples.
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The next subset is the rational numbers. This subset includes all numbers that "come to
an end" or numbers that repeat and have a pattern. Examples of rational numbers are:
6 2
5.34, 0.131313..., , , 9.
7 3

5. What do you call the subset of real numbers that is not a rational number but are
physically represented like “the diagonal of a square”?

Lastly, we have the set of irrational numbers. This subset includes numbers that
cannot be exactly written as a decimal or fraction. Irrational numbers cannot be
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expressed as a ratio of two integers. Examples of irrational numbers are: √2 , √101, and
𝜋

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 Real Number
System

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SA
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Examples:
1. To which subsets of the real number does each number belong?
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a. 20 Whole numbers, natural numbers, integers, rational numbers

b. -1.645 Rational numbers, (since -1.645 is a terminating decimal)
c. √65 Irrational numbers (since 65 is not a perfect square)
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TRY THIS 6: Tick (√) the column if the given number belongs to that set of numbers.
Write your answers in your MATH NOTEBOOK.
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Counting Whole Integer Rational Irrational Real

Number Number Number Number Number
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1
1.
4

2. 0

3. -7

4. 0.͞1͞4

5. √3

Now, check your work by turning to page 103 for the key to correction

F. Developing mastery
Find and Estimating Square Root Maze
Week 5: DAY 5
Beginning at “START”, find each perfect square root or closest estimate of the
square root to find a path to the end. Instead of coloring the path kindly write your
answers in your MATH NOTEBOOK.

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

Square roots are used in many places in daily life. There are also many jobs that use
square roots. Examples are architects, and engineers.
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 Architects need to build large buildings and use right angles in the blue prints.
 Civil Engineers use square roots when they build roads coming off of a hill side. If a
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bridge is being built, they use the Pythagorean Theorem to determine the support
structure.
Note: Pythagorean Theorem is included in Mathematics 9
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Think Deeper!!!

Answer the following:

Remember that the area of a square is the square of its side.
In symbols, A = s2 and s = √𝐴
where A is the area of the square and s is the side of the square

1. Len is baking a square cake for his friend’s wedding. When served to the guests, the cake
will be cut into square pieces 1 inch on a side. The cake should be large enough so that each
of the 121 guests gets one piece. How long should each side of the cake be?
2. The area of a square picture frame is 1600cm 2. Find the side length of the frame.
3. James wants to buy a new rug for his living room. In a department store he finds a square
rug that has an area of 9 m².
a. How long is each side of the rug?
b. How many of those rugs are needed to cover an area of 36 square meters?

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 4. The area of the foundation of a square house is 840 ft2. Find the side length of the foundation
of the house to nearest whole number
5. A house is getting a new window that needs a wooden frame. The window is a square and
has an area of 15 square feet. About how many feet of wood is needed to frame the window?

Now, check your work by turning to page 111 for the key to correction

H. Making generalizations and abstractions about the lesson

Week 5: DAY 6 Wrap it up!!!

Natural/Counting Numbers – are the numbers we use in counting things, that is {1, 2, 3, 4, .
. . }. The three dots, called ellipses, indicate that the pattern continues indefinitely.
Whole Numbers – are numbers consisting of the set of natural or counting numbers and zero.
Integers – are the result of the union of the set of whole numbers and the negative of counting
numbers.
𝑎
Rational Numbers – are numbers that can be expressed as a quotient of two integers. The
𝑏

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integer a is the numerator while the integer b, which cannot be 0 is the denominator.
This set includes fractions and some decimal numbers.
𝑎
Irrational Numbers – are numbers that cannot be expressed as a quotient of two integers.
𝑏
Every irrational number may be represented by a decimal that neither repeats nor
terminates. SA
Real Numbers – are any of the numbers from the preceding subsets. They can be found on the
real number line. The union of rational numbers and irrational numbers is the set of real
numbers.
Number Line – a straight line extended on both directions as illustrated by arrowheads and is
used to represent the set of real numbers. On the real number line, there is a point for
every real number and there is a real number for every point.
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Square Roots of Rational Numbers

Perfect Square – any number whose square root is an integer.
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Square Root – for all nonnegative numbers N, the square root of N is a nonnegative
number a if and if 𝒂𝟐 = 𝑵
Principal Square Root – the nonnegative square root of a number.
Rational Square Root – the square root of a number (√𝑵) is rational if there is a rational
number a such that 𝒂𝟐 = 𝑵

I. Evaluating learning
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Use YELLOW PAD PAPER in answering Worksheet #5 on page 105 - 106 and to be
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returned to your MATH TEACHER.

J. Additional activities for application or remediation

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Let’s have more practice…. Write your solutions and answers in your MATH
NOTEBOOK.
I. Find the principal root:

9 1
1) √36 2) √100 3) √ 4) √ 5) √0.04
16 64

If you got 3 correct answers, then you may proceed to the next part of the activity.

If not, you have to go back to the section B on pp. 90 - 91 and try again.

II. Identify the two integers between which of each given below lies.

1) √7 2) √50 3) √295

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 Approximate the square root to the nearest hundredths. (Refer to the steps in section C pp. 92)

4) √78 5) √140

If you got 3 correct answers, then you may proceed to the next part of the activity.

If not, you have to go back to the section C on pp. 92 - 94 and try again.

III. Plot each on the number line.

1) √5

2) √21

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3) √34

If you got 2 correct answers, then you may proceed to the next part of the activity.
SA
If not, you have to go back to the section D on pp. 95 - 96 and try again.

IV. Write a check ( ) for a rational number and a cross ( x ) for an irrational number.
R
1
_____ 1) -10 _____ 3) 3.6 _____ 5) √4 _____ 7) 3.141592… _____ 9) -1
3
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2 1
_____ 2) 8 _____ 4) √2 _____ 6) 0.2 _____ 8) _____ 10)√
11 9

If you got 6 correct answers, well CONGRATULATIONS!!! KEEP IT UP!!!

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If not, you have to go back to the section E on pp. 97 - 99 and try again.
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NEED MORE HELP? You may reach your math teacher with his/her cellphone number
N

or send him/her a private message thru his/her facebook account indicated below the last page
of this module.

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 ANSWER KEY: B. Establishing a purpose for the lesson

TRY THIS 1:
Power Meaning Verbal Description

92 9x9 9 to the second power or 9 squared

115 11 x 11 x 11 x 11 x 11 11 to the fifth power

TRY THIS 2:
a. √81 = 9. It is rational b. √21 = 4.58257… It is irrational c. √144 = 12 and it is rational.

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

TRY THIS 3:
a. √69 is between the integers 8 and 9. b. √335 is between the integers 18 and 19

LE
TRY THIS 4: √112 ≈ 10.58
10.5 8
√112.0000
- 100 SA
20 5 |12 00
- 1025
2108 |17500
- 16864
636
ANSWER KEY: D. Discussing new concepts and practicing new skills #1
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TRY THIS 5:
6
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1. 1 2 3 4 5 6

15

1 2 3 4 5 6
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2.
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24

1 2 3 4 5 6
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3.
ANSWER KEY: E. Discussing new concepts and practicing new skills #2

TRY THIS 6:
Counting Whole Integer Rational Irrational Real
Number Number Number Number Number
1 √ √
1.
4
2. 0 √ √ √ √
3. -7 √ √ √
4. 0.͞1͞4 √ √
5. √3 √ √

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 ANSWER KEY: F. Developing Mastery

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

1. √121 = 11 inches Therefore, each side of the cake is 11 inches.

2. √1600 cm2 = 40 cm The side length of the frame is 40 cm.

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3. a. √9 m2 = 3 m Each side of the rug measures 3 m.
b. 36m2 = 4
9m2 Four rugs are needed to cover an area of 36 square meters
4. √840 ft2 ~ 29 ft. The side length of the foundation of the house to nearest whole
SA
number is 29 ft.
5. √15 ft2 ~ 4 ft. 4 ft. x 4 sides is equal to 16 ft.
Therefore, 16 ft. of wood is needed to frame the window.

ANSWER KEY: J. Additional activities for application or remediation

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3 1
I. 1) 6 2) 10 3) 4) 5) 0.2
4 8
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II. 1) between 2 and 3 4) √78 = 8.83

2) between 7 and 8 5) √140 = 11.83

3) between 17 and 18
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III. 1) √ 5 = 2.24
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2) √21 = 4.58
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3) √34 = 5.83

IV.

1)  3)  5)  7) x 9) 

2)  4) x 6)  8)  10) 

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Use a YELLOW PAD PAPER to answer WORKSHEET#5 following the given instructions and it
is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Week 5 Parent’s signature:______________
Worksheet #1
WORKSHEET #5

A. Write a check ( √ ) on the blank if the given is a rational number. Otherwise, write cross ( ).
Write your answer on your YELLOW PAD PAPER.
1. 2.95 4. 𝜋
2. √50 5. -1
3. 0 6. √121

B. Find the square root of each number.

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1 16
7. √ 8. √ 9. √0.64
4 49

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C. Plot these numbers on the number line. Copy the number line and plot the given numbers on
your YELLOW PAD PAPER.
1
10. 3.5 11. 12. - √25
3
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D. Choose the letter of your answer and write it on your YELLOW PAD PAPER.

𝑎
13.These are the numbers that can be written as quotient of two integers where b≠0.
𝑏
A. Real Numbers C. Irrational Numbers
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B. Rational Numbers D. Non-real numbers

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14. Which of these numbers is rational?

A. √8 B. 2.133532,… C. 4.14 D. C. √101

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15. Which of the following mathematical expressions is an irrational number?

1
A. B. √4 C. √5 D. - 2.5
2

16. Which of the following principal roots is rational?

A. √18 B. √16 C. √15 D. √11

17. Which of the following has the least value?

1
A. 0.26 B. C. √2 D. √0.25
4

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 18. √32 is between what two consecutive integers?
A. 7 & 8 B. 6 & 7 C. 5 & 6 D. 4 & 5

19. Between what two integers does √80 lie?

A. 9 & 10 B. 8 & 9 C. 7 & 8 D. 6 & 7

20. Estimate √11 to the nearest hundredths.

A. 3.30 B. 3.32 C. 3.34 D. 3.36

21. Which of the following irrational numbers has an estimate of 8.66?

A. √65 B. √70 C. √75 D. √80

22. Which is greater than 5.9?

A. √36 B. √25 C. √9 D. √4

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23. The following square roots are less than 12 EXCEPT
A. √144 B. √121 C. √110 D. √100

24. Which is a whole number but not a counting number?

1 SA
A. B. 0 C. 1 D. -1
2

25. Which statement is TRUE?

A. All integers are whole numbers.
B. All integers are rational numbers.
C. All real numbers are rational numbers.
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D. Irrational numbers are NOT real numbers.
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T
O
N

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