Irrational Number Final Lesson Plan Grade 7

A Lesson Plan in Mathematics 7
Prepared by: Heredia, Sheina Mae Q.

Grade level: Grade 7
Learning area: Mathematics
Date: November 6, 2024
Duration: Forty-five (45) Minutes
I. Objectives
Given varied activities, the Grade 7 students are expected to achieve the
following with at least 80% accuracy:
a. define irrational numbers,

b. classify a number as rational or irrational,
c. locate an irrational number on the number line,
d. compare and order irrational numbers, and;
e. demonstrate a sense of wonder and curiosity about the properties
of irrational numbers.
II. Subject Matter
Topic: Irrational Number
Materials: Laptop and Visual Aids
Reference: Math Counts 7 Textbook
https://depedtambayan.net/wp-content/uploads/2021/10/MATH7-
ADMMODULE-7.pdf
https://coachchadphillips.weebly.com/uploads/1/2/0/8/120840490/
unit_4_day_3_notes_-_rational_and_irrational_notes.pdf
III. Procedure
Preliminary Activities 1. Opening Prayers

2. Greetings
3. Attendance Check
4. Classroom Management and
Classroom rules
5. Recap Activity
Recap Activity: Whole Materials Used: Flash Cards
Class The teacher will present numerous cards that
(Rootin' Tootin' contains the topic about last meeting: the square
Flashcard Fun) root and cube root. All students must answer
The cards contain:
1. √1
2. √4
3. √9
4. ₃√8
5. ₃√27
6. ₃√64
Expected Answer:
1. 1
2. 2
3. 3
4. 2
5. 3
6. 4
A. Activity Materials Used: Number Cards, Tapes, Number
Number Line Line
Relay
Instructions
 The teacher divides the whole class into

two.
 The teacher provides an illustration of
number line.
 Provide students a number cards both
rational and irrational.
 In teams, one student will place their
cards on the number line accordingly after
brainstorming.
 After placing the cards in number line, the
teacher will check the answers of students.
Assessment Question:
1. What makes a number rational or

irrational?
2. How did the students determine the
placement of the rational and irrational
number?
B. Analysis To identify what is rational and irrational

numbers, the teacher starts discussing the main
topic.
Rational Number is a real number that can be

written as fractions of integers. These are the
decimals that are terminating and repeating such
as 6, -2, ½, 2/3 and 21/55.
Irrational Number is number that cannot be

expressed as a quotient of two integers a/b, where
b ≠ 0. These are the numbers that are non-
terminating and non-repeating decimals. Numbers
that cannot be written as a fraction of integers or
a ratio.
Take the value of π (pi), which is the ratio of the

circumference of a circle to its diameter. Pi has
equivalent value of 3.141592653589793238… or
3.14. Its digit has no pattern and no end, that’s
why it is a rational number.
The same can be said about Euler’s number that

has a constant value of 2.71828182845904… and
the golden ratio (φ) that has value of
1.61803398874989…
Other examples of irrational numbers are square

roots and cube roots such as √2, √3, and √5 and
₃√2, ₃√3, and ₃√5.
Let’s see if you can solve the following problems

involving rational and irrational number.
Example 1: Which of the following is rational

number and irrational number?
3, 0.42, 2.657891123402…, √11,

2.102102102102…, -1, √4
Solutions:
3 is an integer that can be written as fraction, so it
is rational number.
0.42 is a terminating decimal, so it is a rational
number.
2.657891123402… has decimal numbers that are
non-terminating and has no pattern, so it is
irrational number.
√11 is a non- terminating decimal and cannot be
expressed as fraction, so it is irrational number.
2.102102102102…, has a pattern, so it is a
rational number.
-1 is an integer that be expressed as fraction, so it
is rational number.
√4 can be expressed as an integer, so it is rational
number.
Example 2: Find the irrational numbers between
2 and 3.
Solution:
Step 1: Get the square root of the two whole
number.
2 = √4 and 3 = √9
Step 2: List the irrational numbers between √4
and √9.
√5, √6, √7, and √8.
Therefore, the irrational numbers that are between
them are √5, √6, √7, and √8.
Example 3: Estimate the location of π on the
number line.
Solution:
We know that the approximate value of pi is
3.141592653589793238…, so we plot it very
close to 3 on the number line.
π
| | | | | |
-1 0 1 2 3 4
Example 4: Estimate the location of √2 and √15.
Solution:
Step 1: Find two perfect squares.
We know that √2 is between the √1 and √4.
Step 2: Find the square roots of each perfect

squares.
√1 = 1 and √4 = 2.
Step 3: Conclude.
Since √1< √2< √4, therefore √2 is between 1 and

2 on the number line.
Step 1: Find two perfect squares.
√15 is between the √9 and √16.
Step 2: Find the square roots of each perfect

squares.
√9 = 3 and √16 = 4
Step 3: Conclude.
Since √9< √15< √16, therefore √15 is between 3

and 4.
Step 4: Locate it in the number line.
In the number line, √2 is close to 1 and √15 is

closer to 4.
√2 √15
| | | | | | |
-1 0 1 2 3 4 5
Example 5: Estimate the location of π, e, √38,
and √5 in the correct order from left to right on
the number line.
Solution:
π = 3.14
e = 2.718 or 2.72
√38 = between √36 = 6 and √49 = 7.
Therefore, e< π< √38. √38 is closer to 6.
e π √38
| | | | | | | | |
-1 0 1 2 3 4 5 6 7
C. Abstraction Now that the discussion is done, the teacher will
ask some questions if the students understand the
topic: irrational number well.
1. What is rational number?

2. What is irrational number?
3. How can you identify rational number
from the list?
4. In locating the different irrational
numbers, what strategy did you use to
determine which number was larger?
D. Application The teacher would divide the group into 6

and each group should have a representative.
Every group will be given chalk, eraser and
cardboard to be used in the activity. They are
going to write their answers on the given
materials and raise the cardboards at the cue of
the teacher. At the count of three, they should
raise their board and if they do not raise their
boards, they will not be given points. Every
correct answer is equivalent to 5 points.
Instruction: Identify the numbers as rational and

irrational.
1. 1. 12121212…
2. 7. 283629012764…
3. -1
4. ½
5. √11
6. √100
7. π
8. 1.21
9. 3.732492387092…
10. √-21
E. Assessment The teacher will now give the assessment

questions or activity for the students.
In 1 whole sheet of paper, answer the ff.
A. Determine whether it is rational or

irrational. Write R if it is rational and R’ if
it is irrational.
1. 12.1212…
2. 34.76293731…
3. √2
4. √64
5. √-21
B. Estimate the location of the following
irrational numbers in the number line.
1. √3
2. √12
3. √29
4. √35 and √40
5. √90, √24, and √32
IV. Assignments
a. Sort the numbers into rational or irrational. Write the numbers in the appropriate
bubble.
0.8 √64 0 √32
-19 −√ 100 2.343443444… 3/7
√75 7 2/ 6 12.67
121 5/ 12
Rational Numbers Irrational Numbers
b. Estimate the location.

1. √2
2. √3
3. √5
4. √7
5. √11
6. √13
7. √17
8. √19
9. √23
10. √29

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A Lesson Plan in Mathematics 7

Prepared by: Heredia, Sheina Mae Q.

a. define irrational numbers,

Preliminary Activities 1. Opening Prayers

 The teacher divides the whole class into

1. What makes a number rational or

B. Analysis To identify what is rational and irrational

Rational Number is a real number that can be

Irrational Number is number that cannot be

Take the value of π (pi), which is the ratio of the

The same can be said about Euler’s number that

Other examples of irrational numbers are square

Let’s see if you can solve the following problems

Example 1: Which of the following is rational

3, 0.42, 2.657891123402…, √11,

Example 4: Estimate the location of √2 and √15.

Step 1: Find two perfect squares.

We know that √2 is between the √1 and √4.

Step 2: Find the square roots of each perfect

Since √1< √2< √4, therefore √2 is between 1 and

Step 1: Find two perfect squares.

√15 is between the √9 and √16.

Step 2: Find the square roots of each perfect

Since √9< √15< √16, therefore √15 is between 3

Step 4: Locate it in the number line.

In the number line, √2 is close to 1 and √15 is

√38 = between √36 = 6 and √49 = 7.

Therefore, e< π< √38. √38 is closer to 6.

1. What is rational number?

D. Application The teacher would divide the group into 6

Instruction: Identify the numbers as rational and

E. Assessment The teacher will now give the assessment

In 1 whole sheet of paper, answer the ff.

A. Determine whether it is rational or

Rational Numbers Irrational Numbers

b. Estimate the location.

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