MATHEMATICS RESOURCE PACKAGE

QUARTER I
Week 7 – Day 4

Subject: MATH Grade Level: 7

Date:
Session: 4
__________________
Demonstrates understanding of the key concepts of sets and
Content Standard
the real number system.
Is able to formulate challenging situations involving sets
Performance Standard
and real numbers and solve these in a variety of strategies.
Competency 14: plots irrational numbers (up to square
Competency
roots) on the number line. (M7NS-Ig-4)
I. OBJECTIVES
Knowledge: Defines a number line.
Skills: Locates and plots irrational numbers on the number line.
Attitude: Develops patience in locating and plotting irrational
numbers on the number line.
II. CONTENT Principal Roots and Irrational Numbers

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teaching Guide in Mathematics 7, pp. 87-89
Pages
2. Learner’s Learning Guide in Mathematics 7, pp. 68-69
Materials Pages
3. Textbook Pages E-Math Worktext in Mathematics 7 by Orlando A. Oronce
and Marilyn O. Mendoza, pp. 89-96
4. Additional  Graphing board
Materials  Attachment
5. Learning OHSP Math I – Quarter 2, Module 2.3: Polynomials
Resources (LR)
portal
B. Other Learning Grade 7 Math Patterns & Practicalities by Gladys C. Nivera,
Resources Ph. D., 2014. pp. 96-101
IV. PROCEDURES
A. Reviewing or Recall on estimating square roots. Present a square root, and
presenting the new then call students to answer. Discuss it with class
lesson participation.

B. Establishing a Ask these questions:

Prepared by: RUBY LEAH L. VENDIOLA

 MATHEMATICS RESOURCE PACKAGE

purpose for the  What is a number line? Describe it.

lesson Answer: It is straight line extended on both
directions as illustrated by arrowheads and is used
to represent the set of real numbers.
 What are irrational numbers?
Answer: These are numbers that cannot be
expressed as a quotient of two integers. Every
irrational number may be represented by a decimal
that neither repeats nor terminates.
 How to plot irrational number on the number line?
Answer: By using its estimate value.

C. Presenting Group Activity:

examples of the Let each group answer the following:
new lesson
Locate and plot the given square roots on the number line.

1. √ 3
2. √ 7

(Answers: refer to the post-activity discussion)

D. Discussing new Post – Activity Discussion:

concepts and Ask these questions:
practicing new  How did you find the activity?
skills #1 (Answers vary)
 How did you find the estimate of each given
irrational number?
Answers:
Step 1: Write the two perfect squares the problem is
located between.
Step 2: Simplify the two perfect squares.
Step 3: Determine which perfect square the problem
is closest to, then estimate to the nearest tenth.
 Were you able to locate and plot the irrational
numbers on the number line? How did you do it?
(Answers vary)
Examples:

Locate and plot the given square root on the number line.
1) √ 3
- The number is between 1 and 2, principal roots of 1 and 4.
Since 3 is closer to 4 than 1, √ 3 is closer to 2. Plot √ 3
closer to 2.

Prepared by: RUBY LEAH L. VENDIOLA

 MATHEMATICS RESOURCE PACKAGE

0 1 2 3 4

√3
2) √ 7
- The number is between 2 and 3, principal roots of 4 and
9. Since 7 is closer to 9 than 4, √ 7is closer to 3. Plot √ 7
closer to 3.

0 1 2 3 4

√7
E. Developing Mastery Group Activity:
“Pin the Irrational Tail on the Number Line”

Group the class into five groups. Let each group answer the
activity and let them report their outputs to the class.
(see attachment)

F. Finding practical Solve:

applications of
concepts and skills A piece of ribbon 25 m long is cut into pieces of equal
in daily living length. Is it possible to get a piece with irrational length?
Explain.

Answer: It is not possible to get an irrational length

25
because the length is , where N is the number of pieces.
N
This is clearly rational as it is the quotient of two integers.

G. Making
Generalizations Guide Question for Generalization:
and abstractions
about the lesson  How to locate and plot irrational numbers on the
number line?
(Answer: by using its estimate value)
H. Evaluating learning Estimate each square root to the nearest tenth and plot on a
number line.

1)√ 6
2) √ 11
3) √ 38
4) √ 57
5) √ 99

Prepared by: RUBY LEAH L. VENDIOLA

 MATHEMATICS RESOURCE PACKAGE

Answers:
1) 2.4 2) 3.3 3) 6.2 4) 7.5 5) 9.9

√ 6 √ 38 √ 99

0 1 2 3 4 5 6 7 8 9 10

√ 11 √ 57
I. Additional Locate and plot each square root on a number line.
Activities for
application or 1)−√ 30 2) √ 30 3) √ 13 4) −√ 6
remediation
Answer:
−√ 30 −√ 6 √ 13 √ 30

V. REMARKS -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

VI. REFLECTION
A. No. of learners who A. ___ No. of learners who earned 80% in the evaluation.
earned 80% in the
evaluation
B. No. of learners who B. ___ No. of learners who require additional activities for
require additional remediation.
activities for
remediation
C. Did the remedial C. Did the remedial lesson work? ___ No. of learners who
lessons work? No. of have caught up the lesson
learners who have
caught up the lesson
D. No. of learners who D. ___ No. of learners who continue to require remediation
continue to require
remediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration
worked well? Why did ___ Games
these work? ___ Powerpoint Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction

Prepared by: RUBY LEAH L. VENDIOLA

 MATHEMATICS RESOURCE PACKAGE

___ Role Playing/Drama

___ Discovery Method
___ Lecture Method
Why?
___ Complete IM’s
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks

F. What difficulties did ___ Bullying among pupils

I encounter which my ___ Pupil’s behavior/attitude
principal and ___ Colorful IM’s
supervisor help me ___ Unavailable Technology Equipment (AVR/LCD)
solve? ___ Science/Computer/Internet Lab
___ Additional clerical works
___ Reading Readiness

G. What innovation or
localized I
used/discover which I
wish to share with
other teacher?

ATTACHMENT

Session: 4 (1 day)

Prepared by: RUBY LEAH L. VENDIOLA

 MATHEMATICS RESOURCE PACKAGE

Content: Principal Roots and Irrational Numbers

Pin the Irrational Tail on the Number Line

Directions: Use your knowledge of perfect squares to determine rational number

approximations for the irrational numbers listed in the first column. Then show the
approximate location of each number on the number line. The first one is done for you.

√ 18
√ 18

Rational
Approximati
Irrational on
Reasoning Process Value
Number (to the
nearest
tenths)
18 is between the perfect squares 16 and 25
4.242640687
√ 18 but closer to 16. √ 18 is between 4 and 5 but
…
4.2
closer to 4 on the number line.
√3
−√ 2

−√ 24

√ 12
√7
-5 -4 -3 -2 -1 0 1 2 3 4 5

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

K to 12 Teaching Guide in Mathematics 7, pp. 87-89

Prepared by: RUBY LEAH L. VENDIOLA

 MATHEMATICS RESOURCE PACKAGE

K to 12 Learning Guide in Mathematics 7, pp. 68-69

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2015). E-Math Worktext in Mathematics 7. Quezon City,

Philippines: Rex Book Store.

Nivera, Gladys C. (2014). Grade 7 Math Patterns & Practicalities. Makati City,
Philippines: SalesianaBook by Don Bosco Press

C. INTERNET SOURCES:

www.google.ph.com

https://www.coursehero.com/file/11810103/Pin-the-Irrational-Tail-on-the-Number-
Line/

Prepared by: RUBY LEAH L. VENDIOLA