Mathematics

Third Quarter – Module 1

Arranging Real Numbers
on a Number Line
Mathematics – Grade 7
Alternative Delivery Mode
Third Quarter – Module 1: Arranging Real Numbers on a Number Line
First Edition, 2020
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Published by the Department of Education

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

Development Team of the Module

Author/s: Rica O. Boquecosa, SST - I
Reviewers: : Darelyn L. Cajeles, T- I Lourgen V. Maalam, MT - I
Pelmar M. Acosta, T - II Stephanie Mae R. Lanzaderas, T- III
Alma C. Salomon, HT - III Janeth P. Cuaresma, T - I

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Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
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 7
Mathematics
Third Quarter – Module 1
Arranging Real Numbers
on a Number Line

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education-Region 10 at
region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Arranging Real Numbers on a Number Line!

The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 Table of Contents

What I Need to Know ---------------------- 1

What I Know ---------------------- 2

What’s In ---------------------- 4
What’s New ---------------------- 5
What is It ---------------------- 6
What’s More ---------------------- 12

What I Have Learned ---------------------- 13

What I Can Do ---------------------- 14
Assessment ---------------------- 15
Additional Activities ---------------------- 17
Answer Key ---------------------- 19
References ---------------------- 21
 What I Need to Know

This module is designed and written with you in mind. It is here to help
arrange real numbers on a number line. The scope of this module permits it to
be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. Lessons are arranged to follow the
standard sequence of the course, but the order may be different in the textbook
that you are now using.

This module is all about arranging Real Numbers on the number line.

After going through this module, you are expected to arrange real
numbers in ascending/descending order on the number line (M7NS-Ih-1).
Specifically, you will:

1. convert fractions to decimal;

2. estimate the square root of a number; and
3. arrange real numbers on a number line.

1
 What I Know

Multiple Choice
Directions: Choose the letter of the correct answer. Write your answer in your
Mathematics notebook.
1. It is a straight line with numbers placed at equal intervals or segments along
its length.
A. Horizontal line C. Perpendicular Lines
B. Number Line D. Vertical Line
2. In the number line from left to right, real numbers are arranged in _____
order.
A. ascending C. ascending and descending
B. descending D. none of these
3. In the number line from right to left, real numbers are arranged in _____
order.
A. ascending C. ascending and descending
B. descending D. none of these
4. 2 is greater than √2. Therefore, 2 is found on the _____. .
A. left side of 2 C. left side of √2
B. right side of 2 D. right side of √2
2 1 2
5. The fraction is greater than 8. Therefore, is found on the _____.
3 3
1 2
A. left side of C. left side of
8 3
1 2
B. right side of D. right side of
8 3

6. The integer −6 is greater than −9. Therefore, −9 is found on

the _____. .
A. left side of −6 C. left side of −9
B. right side of −6 D. right side of −9

2
 1
7. The integer 0 is less than 4. Therefore, 0 is found on the .
1
A. left side of C. left side of 0
4
1
B. right side of D. right side of 0
4
2
8. The mixed fraction 3 is found between _____.
5

A. −3 and −4 C. 3 and 4
B. 0 and 2 D. −1 and 0
9. In the number line, the irrational number 𝜋 is found between _____.
A. 0 and 1 C. 2 and 3
B. 1 and 2 D. 3 and 4
1
10. The real number −7 is found between _____.
3

A. −4 and −5 C. −6 and −7
B. −5 and −6 D. −7 and −8
3
11. The real number −2 is found between _____.
4

A. −2 and −1 C. −3 and −2
B. −4 and −5 D. −6 and −5
12. Which is NOT TRUE?
5 4
A. −√2 < 2 < C. − 3 < −𝜋 < 0
2
3 1 1 1 2
B. − 4 < − 2 < − 4 D. − 2 < < 3
4

13. Which is TRUE?

9 12
A. 2
> 5
> 𝜋 C. −5 > −3 > 0
1
B. √2 > 2 > D. 𝜋 > √2 > 0
2

14. Which is NOT TRUE?

9 3 15
A. ≥ 3 C. 3 =
3 4 4
3 15
B. 3 ≤ D. √2 ≈ 3.14
4 4

15. Which is TRUE?

1
A. 0 > > 2 C. √10 ≈ 1.41
5
1
B. 0 < < 2 D. 𝜋 ≈ 3.16
5

3
 Arranging Real Numbers on the Number Line

In the previous lessons, you learned a lot about real numbers. For this
lesson, you will learn how to arrange the real numbers on a number line.

What’s In

Activity 1: Real Me!

Let’s Find Out: Which statement is always true, sometimes true or never
true?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Write ALT if the statement is always true, SOT if the
statement is sometimes true and NET if the statement
is never true. Write your answers in your Mathematics
notebook.
______1. If a real number contains decimal places, then it is an irrational
number.
______2. If a number is an integer, then it is a natural number.
______3. If a number contains decimal places, then it is an integer.
______4. If a number is a natural number, then it is a rational number.
______5. If a number is a real number, then it is a whole number.
______6. If a number is a repeating decimal, then it is an irrational number.
______7. If a number is a natural number then it is a real number.
______8. If a number is an integer, then it is an irrational number.
______9. If a number is positive, then it is a whole number.
______10. If a number is irrational, then it is a natural number.

4
 What’s New

Activity 2: The “Bahay Kubo”

Let’s Find Out: What is the arrangement of the vegetables in the folk song
“Bahay Kubo?”
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Arrange the vegetables found inside the box on the
blanks provided based on their order of arrangement in
the traditional folk song “Bahay Kubo.” Write your
answers on your Mathematics notebook. You can sing
the song while doing this activity. Number 1 is done for
you.

5
 What is It

In the “Bahay Kubo” activity, vegetables are arranged based on their

arrangement in the folk song “Bahay Kubo”. Just like that, real numbers are
also arranged in ascending order (i.e, from left to right) or descending order (i.e,
from right to left) in the number line. Recall that on the number line, there is a
point for every real number and a real number for every point.

Numbers found on the left are smaller than the numbers found on the
right. So, if a real number 2 is less than a real number 4, then 2 is found on the
left side of 4 (see figure 1).

Otherwise, a real number 4 is greater than a real number 2, then 4 is

found on the right side of 2 (see figure 2 below).

Hence, in arranging real numbers on the number line, it is important to

remember that a real number with a smaller value is found on the left side of a
real number with a larger value. Furthermore, a real number with a larger value
is found at the right side of a real number with a smaller value.

We also use symbols to efficiently communicate relationships between

numbers on the number line such as:

6
 DESCRIPTION RELATIONAL SYMBOL EXAMPLE
greater than > 5>2
less than < −1 < 0
equal = 5=5
not equal ≠ 0≠5
approximately ≈ 𝜋 ≈ 3.1416
greater than or equal to ≥ 9
3≥
3
less than or equal to ≤ 1
1.2 ≤
2

Example 1: Arrange the real numbers found inside the box on a number line.

Solution:
a. Convert fraction to decimal
1
The given fraction is 2.
1
= 1 ÷ 2 = 0.5
2

b. Arrange the given real numbers on the number line.

Illustration:

1
Since −3 < −1.15 < < 3.75 < 4, then - 3 is found on the left side
2
1 1
of - 1.15; - 1.15 is found on the left side of ; is found on the left side of
2 2

3.75; and 3.75 is found on the left side of 4.

7
Example 2: Arrange the real numbers found inside the box on a number line.

Solution:
a. Convert fractions to decimal
2 11
The given fractions are 2 and .
3 3
2 2
2 = 2 + = 2 + (2 ÷ 3) = 2 + 0.666 ≈ 2 + 0.67 = 2.67
3 3
11
and = 11 ÷ 3 = 3.666 ≈ 3.67
3

b. Estimate the square root of a number

The given radical is √2, to estimate its square root:
𝑆𝑡𝑒𝑝 1: Find the perfect square numbers on either side of the radicand 2.
The radicand 2 is found between the perfect square numbers 1 and 4.
𝑆𝑡𝑒𝑝 2: Find the square root of the perfect square numbers.
√1 = 1 and √4 = 2
So, the √2 is found between 1 and 2. In symbols, 1 < √2 < 2.
This means that √2 is a decimal number between 1 and 2.
𝑆𝑡𝑒𝑝 3: Plot the perfect square numbers on the number line.

In the figure above, 2 is closer to 1 than 4. Thus, logically speaking,

its square root must be closer to 1 than 2. That means that √2 have to be
somewhere between 1.01 and 1.5.

8
d. Arrange the given real numbers on the number line.
Illustration:

2 11
Since −1 < 0 < √2 < 2 < , then −1 is found on the left side of
3 3
2 2
0; 0 is found on the left side of √2; √2 is found on the left side of 2 3; and 2 3
11
is found on the left side of .
3

Example 3: Arrange the real numbers found inside the box on a number line.

Solution:
The given contains the irrational number 𝜋 that is approximately equal
to 3.14. Then, follow the steps in example 2.

a. Convert fractions to decimal

5 1
The given fractions are −1 and 3.
6
5 5 5
−1 = −1 (1 ) = −1 (1 + ) = −1 [1 + (5 ÷ 6)] = −1 (1 + 0.833333)
6 6 6
≈ −1 (1 + 0.83) = −1 (1.83) = −1.83 and
1
= 1 ÷ 3 = 0.333 ≈ 0.33
3

9
b. Estimate the square root of a number
The given radical is √3. To estimate its square root:
Step 1: Find the perfect square numbers on either side of the radicand 3.
The radicand 3 is between the perfect square numbers 1 and 4.
Step 2: Find the square root of the perfect square numbers.
√1 = 1 and √4 = 2
So, the √3 is between 1 and 2. In symbols, 1 < √3 < 2. This
means that √3 is a decimal number found between 1 and 2.
Step 3: Plot the square numbers on the number line.

In the figure above, 3 is closer to 4 than 1. Thus, logically speaking, its

square root must be closer to 2 than 1. That means that √3 have to be
somewhere between 1.5 and 1.99.

c. Arrange the given real numbers on the number line.

Illustration:

5 1 5
Since −1 < < √3 < 2 < 𝜋, then −1 is found on the left side
6 3 6
1 1
of ; is found on the left side of √3; √3 is found on the left side of 2; and
3 3

2 is found on the left side of 𝜋.

10
Word Problems
Arranging real numbers on a number line can also be applied in solving
word problems. Example of such is shown below.

Example 4: The Taguran family received rice from different sectors and
1
people. They received 10 kls of rice from their municipality, 5 2 kls from their
3 11
barangay, 7 4 kls from a private organization and kls from their neighbour.
3

Arrange the donors based on their donations in ascending order.

Solution:
𝑆𝑡𝑒𝑝 1: Convert all the given fractions into decimal. The given fractions are
1 3 11
5 ,7 and . Thus we have,
2 4 3
1 1
5 = 5 + = 5 + (1 ÷ 2) = 5 + 0.5 = 5.5;
2 2
3 3
7 = 7 + 4 = 7 + (3 ÷ 4) = 7 + 0.75 = 7.75; and
4
11
= 11 ÷ 3 = 3.666 ≈ 3.67
3

𝑆𝑡𝑒𝑝 2: Arrange the given numbers 9, 8.5 and 15.5 on a number line.
Illustration:

It can be seen in the illustration above that 3.67 < 5.5 < 7.75 < 10.

𝑆𝑡𝑒𝑝 3: Make a conclusion. Thus the answer is neighbour, barangay,

municipality and private organization.

11
 What’s More

Activity 3: Compare Me!

Let’s Find Out: What is the correct relational symbol?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Fill in the box with the appropriate symbol (<, > 𝑜𝑟 =).
Write your answers in your Mathematics notebook.

9 5 5
1. 4
2 6
6. √24 2 6
17 12
2. −4 − 7. √36
2 2
16 1 15
3. 3 8. √6
5 5 2
1
4. −8 −6 9. 4
0.25
1 1
5. −2 −5 10. − 2 2

What I Have Learned

Activity 4: Let’s Arrange!

Let’s Find Out: What is the arrangement of real numbers on a number line?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Complete the number line by filling in the blanks. Choose
your answers from the numbers inside the box. Write
your answers in your Mathematics notebook.

12
 What I Can Do

Activity 5: Real Problem!

Let’s Find Out: What is the word?
Let’s Use These Materials: Mathematics notebook and ballpen

Let’s Do It This Way: Read carefully the word problem below and answer the
guide questions that follow. Write it in your Mathematics notebook.

Five slip of papers have corresponding letters

1 3 33
namely:𝐷 = 20, = 15 2 , 𝐼 = 15 4 ,𝐶 = 10 and 𝑂 = . Arrange
3

these real numbers in increasing order and form the word.

13
Guide Questions:

1. Was the activity challenging? Why or why not?

2. Were you able to arrange the numbers from highest to lowest? Or from
lowest to highest?
3. What difficulty you have encountered as you go through the lesson?
4. What will you do in order to overcome such difficulty?

Assessment

Multiple Choice
Directions: Choose the letter of the correct answer. Write your answer in your
Mathematics notebook.
1. Ana sees five empty plastic bottles with a number labeled on each bottle.
1 15
The numbers are 6, 10 5, , 12, and 7. Arrange the numbers in
3

ascending order.
15 1 15 1
A. 6, 7, , 10 5, 12 C. 6, , 7, 10 5, 12
3 3
15 1 15 1
B. , 6, 7, 10 5, 12 D. , 6, 7, 12, 10
3 3 5
1
2. The scores of four students are 9, 6.5, 5 2 and 8. Arrange the scores in

descending order.
1 1
A. 8, 6.5, 5 2, 9 C. 9, 8, 6.5, 5 2
1 1
B. 5 2, 6.5, 8, 9 D. 9, 6.5, 8, 5 2

3. It always lies to the left of a larger number on the number line.

A. Integers C. Natural numbers
B. Irrational numbers D. Smaller Numbers
4. If a real number − 5 is greater than a real number − 7, then − 5 is found
on the _____.
A. left side of − 7 C. left side of − 5
B. right side of − 7 D. right side of − 5

14
5. If a real number − 7 is less than a real number − 5, then − 7 is found on
the _____. .
A. left side of − 5 C. left side of − 7
B. right side of − 5 D. right side of − 7
6. Which of the following statements is TRUE about the number line?
A. Number line makes comparing real numbers complicated.
B. The scale in the number line must always be one unit apart.
C. Number line allows us to visually display real numbers by
associating them with pictures on the line.
D. When comparing real numbers on a number line, the larger
number will always lie to the right of the smaller one.
7. √20 is less than 7. Therefore, √20 is found on the _____. .
A. left side of 7 C. right side of 7
B. left side of 20 D. right side of 20
7 4 7
8. The fraction 4 is greater than 3. Therefore, 4 is found on the _____.
9 9
4 4
A. left side of C. right side of
3 3
7 7
B. left side of D. right side of
9 9

9. Which of the following shows an ascending arrangement of real

numbers on the number line?
1 7 1
A. −2, 2, 2, C. 9, −11, 8, 6.5
4
5 1
B. 0, − 2, − 7, 20 D. −17, 0, , 3
4

10. Which of the following shows an ascending arrangement of real

numbers on the number line?
13 7
A. − , − 7, , 9 C. √4, √9, 𝜋, √16
2 2
5 1 1
B. – 10, − , − 17, 20 D. − , 0, − , 3
2 8 4

11. Which of the following shows a descending arrangement of real

numbers on the number line?
2 1 1 1 1 3
A. 12, , 0, − C. , , ,
3 2 8 4 2 4
1
B. 1.2, 3.14, 3.16 D. − 2, − , 0, 3
16
3
12. The mixed fraction 2 is found between _____.
5

A. − 3 and − 4 C. 3 and 4
B. 0 and 2 D. – 1 and 0

15
 13. In the number line, the real number √27 is located between _____.
A. 0 and 1 C. 1 and 2
B. 5 and 6 D. 3 and 4
7
14. The real number − 5 is found between _____.
9

A. − 2 and − 1 C. − 3 and − 2
B. − 4 and − 5 D. − 6 and − 5
15. Which is NOT TRUE?
5 4
A. − √2 < 2 < 2 C. − 3 < − 𝜋 < 0
3 1 1 1 2
B. − <− <− D. − < <3
4 2 4 2 4

Additional Activities

Activity 6: Plotting Numbers

Let’s Find Out: How to plot real numbers?
Let’s Use These Materials: Mathematics notebook, ruler, and ballpen
Let’s Do It This Way: Plot the following sets of real numbers on a number line.
Write your complete solution in your Mathematics
notebook.

1. {-3, 0,3} 4. {-2.5, -1.5, 0, 1, 2.5}

2. {-2, 2, 4, 6, 8, 10} 5. {-10, 30, 50}
3. {0, 0.3, 0.6, 0.9, 1.2} 6. {-6, 0, 3, 9,12}

Activity 7: Real Slippers

Let’s Find Out: How to arrange real numbers on a number line?
Let’s Use These Materials: five slippers, five pieces of paper, tape, marker,
yarn or straw, ballpen and Mathematics notebook

16
Let’s Do It This Way:

1. Gather five (5) slippers.

2. Use the five pieces of paper and tape to label the slippers in the
manner presented in the table below.
SLIPPER LABEL
#1 √5

#2 3

1
#3 4

1
#4 3
2

3
#5 −
4

3. Create a number line using yarn/straw or you can just draw a

number line in an illustration board or any available materials. Make
sure that the number line is big enough for the slippers.

4. Arrange the slippers in the number line based on their labels. Write
your solutions on your Mathematics notebook.

You can now start!

17
 18
Additional Activities
Activity 7:
What I Can Do
Activity 5:
A. The word is COVID.
B. Answers may vary
What I Have Learned
Activity 4: What’s More
3
1. − √10 6. − Activity 3:
2
3 1
2. −
4
7.
2
1. < 6. >
11 2. > 7. =
3. 8. √5
9 3. = 8. <
13
4. 9. 𝜋 4. < 9. =
4
3
5. − 2 10. 4.10 5. > 10. <
4
What’s New What’s In
“Bahay Kubo Activity” Activity 1:
Activity 2: 1. SOT 6. NET
(2) 2. SOT 7. ALT
1. Sigarilyas 3. NET 8. NET
2. Sitaw (4) 4. ALT 9. SOT
3. Upo 1. singkamas 5. SOT 10.NET
4. Mustasa 2. patani
5. Linga 3. patola
4. kamatis What I know
(3) 5. luya
1. Talong 1. B 6. A 11. C
2. A 7. A 12. C
2. Bataw
3. B 8. C 13. D
3. Kalabasa 4. D 9. D 14. D
4. Sibuyas 5. B 10. D 15. B
5. bawang
Answer Key
 References

Julieta G. Bernabe, Elementary Algebra Textbook for First Year. SD

Publications, Inc. 2009, p. 26-27

https://2012books.lardbucket.org/books/beginning-algebra/s04-01-real-
numbers-and-the-number-li.html

https://www.origoeducation.com/blog/number-line/

https://www.khanacademy.org/math/pre-algebra-exponents-radicals/pre-
algebra-square-roots/v/approximating-square-roots

https://math.libretexts.org/Bookshelves/Algebra/Book%3A_Beginning_Al
gebra_(Redden)/01%3A_Real_Numbers_and_Their_Operations/1.01%3
A_Real_numbers_and_the_Number_Line

19
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