Lesson: Multiplication and Division of Rational Numbers ‘Time: 2 hours, Prerequisite Concepts: addition and subtaction of rational numbers, expressing rational numbers in afferent forms ‘About the lesson: bhthis lesson, you will leam how to muliply and civide rational numbers. While there are rules and algorthis to remember, this lesson also shows why those rules and algorthms work. Objectives: In thie laeson, you are expected to: 41. Multply rational numbers 2. Dive rational numbers; '3, Salve problems involving multpleation ard dhison of rational numbers. Lesson Proper 22 Modals forthe Muliplication and Division Katia: ake model ra ring to show te folowing 1. Aplza i vied fo TO equal ses. Kim ate2 of Zc the pizza, What pat of the whee piza dic Kat? Miriam made efichon sandwiches orsome sretchidren She cut up tach sandwchinto4 tanga’ peces. cw can ony take a ploce 1Ow many cdren can she led ‘Gan you make amocel or adrawing to help you soWve these problems? ‘A model that wo can use to ilustrate mutigication and dvision of rational numbers ie the area model sass aig bin ancar ol oda it ee 1 Divide the ba fist ino 4 equa paris vetialy. One par itis 52‘Then, divide each fourth into'3 equal parts, ths ime horizontally to make the t divisions easy to seo. One part ol the herizontal divsion is ~ There wil be 12 equabsized peces and one pede is 7. But, that oe piece 1 3.4 is + of +, which we know from clementary mathomatics to mean What about model for dvision of rational rumbors?” 3 of them ate shaded. Each ol the 4 paits nowwillbecut up in halves Since there are Zdvisions per par (Le. +) and there are4 of them (Le. $),then 1 tne ib peat ets rpiposser $2 ‘Questions to Ponder (Post-ActWty Discussion) Lotus answer the questions posedin the opening actly 1. Apizan is dived into 10 equal sices. Kin ato of of the picze. What pat Tike tn dis tts 1 nm dd alpen ‘othe who’ pizza dd Kim eat? afl 3°27 10 3 Kimate 3 of he wate pia 35 532. Mitam made 8 chicken sandwiches for some sireet children. She cut up ‘each sandwich into 4 triangular pieces. Ifa chid can only take piece, how many chidren can she feed? ‘The equation is 8++=32. Since here are 4 fourths in one sandwich there willbe 4 x8 = 32 triangular pieces and hence, %2 chicren willbe fod. How then can you multiply or dvide rational numbore withcut using medels or drawings? Imponant Rules i Remember ‘The following are rues that you must remember. From here on, the symbols to be used for mutipication are ary of the following: @, x. »., oF x 1. To multiply ratisnal numbers in fraction fom simply multply the numorators and multiply the denominators. bn symbol, cH) where b and dare NOT equal zer0,( #0: 6# 2, To dwvide rational numbers in faction form, you take the reciprocal of he secon ‘action (called the disor) and multiply itby the first iraction. + {=H whore»,o,andd are NOT equal to bn aymbol ue 2010. Example: Mutiply the following and write your answer in sieplest form, he easiest way 9 sale for hs ‘umber isto change med ‘tunbers tan improper faction ‘nd hen malty OF we Drine factors or the ereasest fantmon fact. as part of he 2 org? ‘mdrinieanion proceswih the fest fraction Using prin sors. easy ose Set 2 caw be factored eu ofthe numero then Canceled ot wi he donation leaving and 3 ‘arte warning factors the mameraor and 1 8 the weaning actorsin he domamioator I, Exercises. Do the following exercises. Wrte your answer onthe spaces proved: 1. Fird the products 22 ©. Solvette tolowirg: 1. dala spent 32 hours cing her aasigrmnart. Ken cd his easignment far 12 times 2s many hours as Jule did. How many hours dit Ken spend doing his assignment? 2. How many tds 10 there in sxtithe? 3. Hanra donated J other monthy alowarce tothe ligan survNors. Wher ‘monthiy allowance is P3500, how much dd she donate? 4. The enioimentfr this school year is 2340. 112 ate sophomores and a Seniors, how many ae freshmen ane jurors? 5 Mihe end ofthe day, a store had 2'5 of a. cakelettver. The four employees {ach tok home tha same amount ol lokover cake. How much dd sack empoyoo tae home? ssBB, Multiplication end Division of Rational Numbers in Decimal Form ‘This unt will deaw upon your previous knowledze of mutiplication and division of whole numbers. Recall he strategies that you earredand developed when working with whele numbers. Activity: 1. Give sluxents several examples of mulipication sentences with the answers ‘@ven. Place the decimal poi in an incorrect spot and ask studerts 10 ‘explan why the decimal place does not go there and explain where i should go.and wy, Example 215.2132 68654 2. Five studerts ordered tuko pie and the total cost was P135.75. How much dit each studert have to pay f they shared the cost equally? ‘Questions and Pointe to Ponder: 1. Innmultplying rational numbers in decimal ferm, note the importance of krowirg where fo place the decimal pontin aprodud of twa decimal numbers. Do you notice 2 pattem? 2. Indivicing ratonal numbers in decimal form, haw co you delermhe where to place the decimal paint in the quotent? Rules in Mutiplying Fational Numbers in Decimal Form 41. Arange the nurrbers ina vertical column. 2. Multiply the numbers, as i you are multiplying whole numbers. 3. Staring trom the rghimast end of tne product, Mave the deciral paint to the et the same number of places as the sum cf the decimal places in the multialeand and the multpler. ules in Dividing Rational Numbers in Dacinal Form 1. I the divisor fs a whole number, divide the dividend by the divser applying the rules of a whole number. The position o! the decimal points the same as that the dividene, 2. Ih the dvisor is not a whole number, make the dvisor a whole numiber by moving the decima! point nthe diviso tothe righimost end, making the number seem lke whole number. 3. Meve the decimal pontin the dividend to the right tho same number of places 2s the decimal pant was moved to make the divisor a whole number. 4. Lastly dvde the new divkiend by the new divisor. Exercises: A. Perform the indcated operation 13542 6 273x25 2. 78x04 7.97 «44 3. 96x13 3415-25 564. 324+ 05 9. 59.61% 1.02 5. lade +0024 10, 19ta.s24 45.96 88. Finds the numters that when mutiglied give the products shown. 1 a 5. 10.6 21.6 27.98 2 4 Te.8 v8 the ares mode! te iluetrate mubipication ‘and divsion of rational numbers. You also learned the rules for mulipying ard The groupings we diferent but tay do et atect te sum. £8, What do youth ae the answers initems 6 anc? » The answer ithe game inboth tome, 2 9. What operaton cid you apply in fem 10? » The Distroutwe Property oF Mutigleaton over Acton ML, Exercises: Dothe folowirg exercises. Wie your answor in the spaces provided. ‘A. Siale the property that justies each ofthe folowing statements. a10. B. Findthe vate oN in each expression ‘Summary This lesson is about the properties of operations on rational numbers. The properties are useful because they simply computations on ratonal nunbers. These properties ale tue under the operalons addition and multplcation. Nate (na for the Disinbutve Property of Mutipicaton over Subtraction, subtraction is corsidered part (of addition, Think of subtraction as the addition of a negative alional number. aLesson 10: Principal Roots and Irrational Numbers Time: 2 hours Prerequisite Concepts: Sei o rational numbers About the Lesson: This ie an introductory bescn on irttonal numbere, which may be daurting to students at this level. The key is to introduce them by cling useful examples. ‘Objectives: bn this lesson, you are expected to: 1, describe and deine irrational numbers: 2. describe principal roots andtall whather they are rational or rational: 3. determine between what two intogers the scuare reotol anumrber &; 4. estimate the square root of a number te the nearest tenth; '5. lista and graph irallonal numbers (square rools) on anumber tne with and wiiout appropriate technology. Lesson Proper: L Activities A. Take a look at the unueusl wristwaich and nawer the quests below. 1.Can youtell the ime? 2. Whai time is shown in the wristwatch? 5. Whatdo you get when you take the 1? 22 97 76? 4. How will you Gescrbe the reauit? 5. Can you take the exactvatue of 30? 6. Whai value could you get? ‘Taking the square root of a number is Ike ding the reverse operation of squaring a number. For example, both 7 and -7 are square rocte o! 40 sinca 7° 49 and { 1)'=49. Integers such as 1, 4, 9, 16, 25 and 36 are called pertect squares. 4 Rational numbers such as 0.16, {= ard 4.84 are also, perect squares. Perfo ‘squares are numbers that have ratonal numbers as square roots. The square rools, of pertect squares are atonal rumbers while the square rcots of numbers that are nol perlect squares are rational numbers. ei i Sk ua ipa on 6a Wak rational number. Te numbers /3,= and te specel nunbero areal atonal numbers. Decimal numbers thal are non-repeating and nen-teminating ae irrational numbers. aB. Actvly Use the af” button ofa scienitccalculator athe folowing vals: 1.464 2.16 3. 490 4, 335 5. a I Questions to Ponder ( Post-Activity Discussions ) Letus answer the questions inthe opening actaty. 4. Can you tel the time? Yo 2. Wikaltime is inthe wristwatch? 10:07 3. Whatdo you get when you take the T? 72 57 T671,25.4 4, How wil you descrive the resuit? They are al positive imeges. 5. Gan you take the exact value of 130 7 No. What valie could you gel? Since the number is nol a periect square you cauld estimate the valve to be between VI2i and fds, whichis about 11.4 Let us give the values asked for in Actwily B. Using a scieniiic calculator, you probably obtained the flowing 1. Va=2 2. VTS Math Error whichmeans not defined 3. 50 = 4.481404747, which could maan non-terminsting and non-répeating since the calito screen hes linked size 4 (315-5 5. 34 = 4.500070486, which could mean non-erminating ad noniepeatng since the ealuistorcoron has a lntod ize (On Princigaln* Roots ‘Any number, say a, whose 1 power (n, a postive intecer), 6 6 & caled the n” root, ‘of b. Consider the foloning: (-7)' -49, 2*—16 end (-10)° --1000. This means that -7 is a2“or square root of 49, 2is a4” root of 16 and-10 is a 3" or cube root of 1006. However, we are not simply interested in any n® root ol 2 number: we are more concerned about the principal n” root of a number. The principal 1!" root of a positive number is the positive n® root. The principal n® root of a negative umber Is the negative root If mis odd. it mis even and the number Is negative, the principal n” root is not defined. The notation for the principal 1” root of a number b is Vi. In this expression, n is the index and b is the radicand. The n? roots are also called radicals. aClassiying Principal 0" Roots as Rational or Inavonal Numbers “To determine whether a princigal root is rational cr iational number, cetermine i the radicandis a perfect n” power or nat. itis then the root is rational, Otherwise, it is rational Problem 1. Tell whether the principal root of each number ie rational or Frational (V5) ONE )V ITI (TOD (@) 52S Answers: a) V225 is irrational (0) 0.04 = 02's ratonal (©) VAIN ig irational (a) T0000 = 100 is ratiorea! (e) ¥625 = 5 is rational 'F 2 pincipal root is iratonal, the best you can de fer now & to give an estimate ofits value. Estimating is very important ‘oral principal roots that are rot roots of perfect nM powers. Problem 2. The principal roots below are between wo integers. Find the twaclosest such integers. @) (0) MT () 300 Souuton: @ 9 16 is a perectintager square ard 4 is ks principal square root. 25 is enext perfect iniogor square and Sie ts principal squar roet. Thorofere, 19 ie bowoon 4 and 6 (b) M01 {84 is. aperlect integer cube and 4s its principal cube root 125 is the next perfect integer cube and 5 16s principal cube root. Theretore, VI01 is between 4 and 5 © 7 260 i a perfect integer square and 17 e ke principal square reot. $24 ie the next perfect integer square end 1 is ts piincpatsquere root Therefore, 300 is between 17and 16. Problem 3. Estimate each square rod! to the nearest tenth. () hb) © 1% Solution: f@) 0 “The principal woot Ds between 6 and 7, principal reots ofthe two pertect squares 58 and 48, respectvey. Now, teke the square of 6.5, mdway beween & and 7. Computing, (65) ~42.25. Since 42.26 » 40 tren 70 ie coeor to 6 than to 7. New, compute for the squeres of numbers between 6 and 65: (61-3721 (62) —38.44, (6.3) — 39.69, and (64) — 40.96. Since 40 is close fo 39.59 than to 40.98, 70 is epproximatoly 6.2. ) 7 The principal root TZ between 9 and 4, principal rots ofthe two periect squaree 9 and 18, repoctivaly. Now lako tho aquare of 3.5, midway bewoen 3 and 4. Computing (3.5) ~ 12.25. Since 12.25 > 12 then 12 is closer to 3 than to 4. Compute for the squares of nunbers beiveen 9 and 3.5: (3.1) —961, 2) 1024, (3.3) 10.80, and (84)' =11.56. Since 12.6 closer to 1225 than to 11.56, 12 6 approximately 3.5. (© 1% The principal roct_ TTS is between 13 and 14, pmncppal roots othe two perfect squares 169 and 196. The square of 13.5% 162.25, whch is geater fran 176. Therefore, T75 is closer to 19 than to 14.Now: (13.1) —171.61, 32¥' -174.24, (133) —17689. Since 178 is Coser to 174 24 than to 176.89 then, TiS is approwmately 13.2 Problem 4. Lozate and plot each square root on a number line. (a) 3 (oF oF Solution: You may use 2 program Ike Geogebra to plot the square roots on a umber ine. @ ‘This number is between 1 and.2, principal roots of 1 and 4 Since Gis closer todthanto 1, SWclosertoz. Pot 3 closer 102. a () a ‘This umber is between 4 and 5, principal roots of 16 and 25 Since 21 Is closerte 25 than to 16, 2T is closerto § than to 4. Plot Zi closer to 5© 7 This number is between © and 10, principal oots of 81 and 100, Since 87 is closer to 81, then 87 is closerte Sthan to 10. Prot a7 closer to. ver Sor 5 b I, Exercises ‘A. Tell whether the principal rots ef each number is rational or irational 1. 00 6 TRS 28 7. 7005 3 O0r a 2B 4% 2 35 st 10. Tar 6, Between which we consecutive integers does the square root le? 17 4 w 2 700 2. 2015 a 2S 8. 905 4 a4 8. 1899 5B 40, 100000 . Estimate each square root o the nearest tenth and ploton a number lire. 1 6 30 2 7 & as 4 8. 5 40. Tor b. Which patente unborn be cremponds 2 wikhsquae rt? Ae op € St TAA HT SO o1 26 3. 38 4.5 5 i ‘Summary In this lessen, you leamed about irational numbers and principal r? roots, pparlculerly square roots of numbers. Yau leained ta find two consecutive ntegers between whch an rational square roo! lies. You also learned how t estimate the ‘square ‘oats of numbers to the nearest tenth and how to plat the estimated square roots ona number Ine.Lesson 11: The Absolute Value of a Number Time: 1.5 hours Prerequisite Concepts: Set o real numbers About the Lesson: “This lesson explaine why @ dietance between two pote, even ifreprecented ‘ona number line canno! be expressed as a negative number. Inultively, the absolute value o a number may be thought of as the non-negative value of a number. The concepi of absolute values important to cesignate the magnitude ct ameasure such 2 the temperature dropped by 23 the atsolute value) degrees. A similar concept is. applied to poft vs ‘oss, income against expense, and so on, Objectives: In this lesson, you are expected fo describe and ilustrate ‘2. the absoule vale o! a number on a number tne 1. the distance of the number from 0. Lesson Prop: 1. Activity 1: THE METRO MANILA RAIL TRANSIT (MRT) TOUR Suppose the MRT stations from Pasay City to Quezon City were on a straight Ine and were 500 meters apart from each other. Macikina anita mse1. How far would the North Avenue station be ftom Taft Averue? 2. What f Elaine took the MRT from North Avenue and got off atthe last station? How far would she have travelled? ‘8. Suppose bath Archie and Angelica rode the MRT ai Shaw Boulevard and te {former got off n Ayala whie the lator in Kamunirg. How far would each have ‘taveled fom the satting point to their destinations? 4, What can you say atout the drectons and the distances travelled by Archie and Angoiica? ‘Activity 2: THE BICYCLE JOY RIDE OF ARCHIEL AND ANGELICA Problem: Archicand Angelica were at Aloys house. Angelica rode her bicycle 3 ‘miles west of lays’ nouse, and Archie rode hs bieyde 3 mies east of ‘Aboys' house. Who traveled agreater distance from Aloys’ house ~ ‘Archieor Ancelica? ‘Questions To Ponder: 1. What subsets of real numbers are usedin the problem? Represent the tip of Archio and Angelica to the house of Aloys using a number line 72. What are opposite numbers on thenumber ine? Give exmples and show on the number tne, 8. What cbes it mean for the same distance travelled but in opposite directions? How would you interpret using the numbers 3 and +3? 4. What can you say about the absolute vatie of apposite numbers say -5 ard 13 5. How can we represent the absolute value of a number? What notation can Important Terms to Remember ‘The folowing are terms that you must remember from this point on. 4. Absolute Value — ol a rumbor is the distance between that number land zef0 onthe number line. 2. Number Line — best described as a stalght ine which is extended in beth drectons as lustrated by arowhieads. A rumber line consists of three elements: 2. setotposiive numbers, ands locaied to the ight ol zea. b. setofnegative numbers. and is lated 10 the fet of zero: and © Zero, Netations and Symbols “The absolute value ofa number b denoted by wo bars | | Lets lookat the number tine a er i eo) The absclule value of a number, denoted "| [is the dstance of the number ‘rom 2oro. Ths is why the absolute value of a number is never negative. In thinking ‘abou! the absolite valve of a number, one only acke "how far?" rot “h which direcion® Therefore. the absolute vaue of 3 ard of -9 is the same, which ¢ 9 because both numbers have the same distance fiom 22:0, \Waming: The absolute-value noiation is bars, not parentheses or brackets. Use the ‘proper notation; the cther notations de noimeanthe same thin, Iris important io note that the absolute value bars do NOT work in the same way as do parentheses. Whereas — (-3) ~ 13 thie ie NOT how & works for absolute value: Problem: Simpify ~| 3 Sdlution: Given ~ |~ 3 | frst find the absalute value of ~ 3 =|-3|=~(3) Nowtake the negative of 3. Thus, =|-3 ‘This ilustiates that f you take the regatve cl theabsolute value of a number, you will gat a negative number fer your arewer. I. Questons to Ponder(Post- Activity Discussion) Let us answer the questions posed in Activity 2. a1. What subsets of real numbers are used in the problem? Represent the trp of Archie ard Angelica to the house of Alays using a number line The problem uses integers. Traveling 3 miles wes: can be represented by -3 (pronounced negative 3). Traveling 3 miles oact can be represented by +3 (pronounced pesitive 3). Aloys' house con be represoated by the integer 0 eee eave erase eT ea 2. What are opposite numbers on the number line? Give examples and ‘shaw on the number ine Two integers that ave the same distarce fom zero in opposte directions opposites The integers “3 and 3 are opposites since they are each 3 ero. 3. What does it mean for the same distance travelled but in_ opposite directions? How would you interpret using the numbers -3 and 437 The absolute value of a number is ts distance from zero on the number line. The abeclute value cf 13's 3, and the absolute value of Jie & 4, What can you say about the absolute value of opposite numbers say -5 and4s? ‘Opposite numbers have the same absolute values. 5. How can we represent the absolute vaiue of a number? What notation canwe use? ‘Tho symbe! | | is used fer the abeobite valve ofa number I. Exercises Carry out the following tasks Write your answers.on the spaces provided for ‘each number 1. Find the absolute value of “3, “9, “7, 5, °8 B, “4, 4. You may fefer i the number Ine below. What Should you remember when we tak about the absoute value o! anumber? Soliton: j-3]-3 ojo 3) [s=8Im=7 pal [<8 [aaa Remember hat when we lind te absolute value of a number, we ate linding Its distance from 0 on the number ine. Cpposite numbers have the same absolute vvalue since they bethhave the same distance trom 0. Also, you will neice that taking the absolute value of a number automatcally mesns taking the pesitive value of that number. 2. Find the absolute vate of: “11, 9, “14, 10, "17, 19, °29, 20. ‘Youmay extend the number ine bebw to heb you solveths prablom Souton: jeyqje4 p47|=47 19-8 [19j=19 figj-14— (20)=20 fro}=10 |20-20 3. Use the number line below to find the value of NeIN| = 5:1 Solution: This problem asks us fo find all numbers that are a distance cf 5.1 unis from zero en the number line. We let N represent all ntagers that salicly thi condtien, The number 5.1 is .1 units from ze10 on the number line, and the number 55.1 & also 5.1 units from zero on the rumterline. Thus both °S.1 and 5.1 satisly the given condition, 4, When isthe absolute value of a number equal a itsel”? Solution: When the value ofthe number is positive or zera '5. Explain why the absolute value of a number is never negative. Give {an example that wil support your answer. Solton: Let [| =~. Think of @ number that when you get the absolute valve will {90 you a negative answer Thorewil be no soliton since the detanco of ny number fom 0 canro! bea negative quart aEnrichment Exercises: A. Simpify the following, 1. 17.08 | 2 a 4 5 [w8 | B. List at last two intogore that can replaco N such that 1. |N[=4 2 |nf5. 4. [n[s3. 5. <|N [<3 . Anzwer tho folowing Inget the corect rltion symbol, =, <):[-7 it |x- T]= 5, whal are he possible values of « If |x |=4, what are the possile vals of x? Evaluate the expression, |x +y | [yx | iix=4 mney submarine navigates ata depth af 30metors below sea level whi exactly above I; an craft es at an athude of 185 meters. What is the dsiance between thetwo carriers? 1 2 3 4 5 In this lesson you learned abou! the absolute value of a number. thal itis a distance from zero on the number ino denctod by the rotation IN|. Thie notation ie ueed for the absolute value of en unknown hhumber that satisfies a given conditon. You ao learned thal a distance can never be @ negaiive quantiyy and absolute vale pertains to the magnitude rather than the drection of a number. nLESSON 12: SUBSETS OF REALNUNBERS Time: 1.5 hours Prerequisite Concepts: whole rumbers and operaions, set of irteyes, rational ‘numbers irraional numbers, sets and set operations. Venn diagrams ‘About the Lesson: This lesson wil intensify the stidy of mathematics since this requires a good understanding of the sels of numbers fer easier communication, Classlying umbers 's very helpiul as i allows us 0 categcrize whal kno of rumbers we we dealing wth every day. Objectives: Inthe lesen, you are expected to 2. Describe and ilustrate the real number system. 3. Apply vatlous procedures and manipulatons on the dlleent subsets of the set of real numbers. ‘2. Describe. represent and compare the different subsets of real number. b. End the union, mtarseetion and complement of the sat of real numbers and ite ubsote Lesson Proper: ‘A. The Real Number System 1. Activity 4: Try to reflect on these Iti dificult for us to real that onca upon a time there were no symbole or names for rumbers. In the early days, primtive man showed how many anmals he ‘owned by placing an equal number of stones in a ple, oF slicks in a row. Truly our umber system evolved over hundreds of years ‘Sharing Ideas! What do you think? In whet waye de you think di primitive man reed to uco sumbore? Why co yau think he needed names or words to tll how many"? How cid number symbols come about? ‘What ed man to invent rumbers, wores and symbols? 6‘Activity 2: LOOK AROUND! Fifteen diflerert words/paritions of numbers are hidden inthis puzzle. How many ‘can you ind? Look up, down, across, backward, and diagonally. Figures are scaltered around that wil serve as clues to help you locate the mystery words NIA[FIR[ATC[T I [O[N[S [1 s[Pietalcic(o ZiwiN et TlE/O|F/T/O/G/E|H/E/RIA fOlRWis|1 Us R/o/G Alm Te;R/k/ TNR O|L ATT Liele[e [Mit w ALE T 1c AIN/A[O; PT I a/b [101 € RiT/LR/S|N/T VU VND UlTIWITTEIG/e RI ETETALA ThR[R[AlT 1 O(N ATL TL 100%, A[N/O[N[I[N|T/E|G/E RS 159%, 259% NIN/U[MN|U/M B/E;R s/s Answer the following questions: 1 How many words in the puzzle were familise ta at 2. What words have you encountered in your early years? Define and give examples. 3. What word is/are sil strange t0 you? 76‘Activity 3: Determine what setof numbers will represent the following ‘situations: 1. Finding out how many cows there are in aban 2. Corresponds tone more apples inside the basket 8. Desorbing the lemperature in the North Pole 4. Representing the amount of money each member gets when P200 pize ie dvided among 3 members 5, Finding the rala of the crcumference lathe diameter of @ circle, denoted r (read “eh ‘The set of numbers called thereal number aystam consists o!dtferentpartions! subsets thal canbe represented glaphialy on # number line ‘Questions to Ponder ‘Gansier the actwiies cone earlier and recal the diferent terms you encountered including the set of real numoers and together let us determine the various subsels, Let us go back tothe first ime we encountered the numbes. L's tak about the various subsets of real numbers, Early Years 1. What subset of real numbers do chikeren learn at an early stage when they were iststaring to talk? Give examples. (One suibset isthe counting (ornatural) numbers. This ‘subset inctdoe all the numbers we eo fo cour starting with “7 and so on. The subset would look like this: (1,2, 34,5.) me, 310%, 15%, 25% In Schoo! at an Early Phase... 2. What do you cal the subset of real numbers thal includes zero (the number that represents nothing) and is combined with the subset of real numbers learned in the early years? Give exampes, Another subset is the whole numbers. This subset is exacty like the subset of ceurting numbers, with the acliion of ane extra number. Thie extra rhumier is "0". The subset would look lice this (0, 1, 2,3, 4.~) In Schoo! at Middle Phase... 3. What co you cal the subset of real numbers that includes negative numbers that came fram the concept of “opposites” and specifically used in describing \obt or below zero temperalure) and is united wih the whole numbers? Give exampies. n‘A third subset is the integers. This subset incLides all he whole numbers: and their“oppostes™. The subset would look lkettis:(.. 4, -3 -2,-1,0,1,2, 3.4.) ‘Stil in School at Middle Period... 4. What do you call the subeat of real numbers that includes intagare and ron integers and are usoful representing concopis ike *halfa gallon of milk" Give examples. ‘ho next subsets he rational numbers. Th subset nudes all numbers that “come to an end” or numbers that repeat and have a patiemn. Examples «of ratonal numbers ae:524,0191012..8,5,9 5. Whatdo you call the subset of eal numbers that snot rational number but ste phylealy represents Ie "the agonal of a square’? Lastly wohave the set of irrational numbers. This eubaet includes numbere ‘hat cannot be exactly writen as a decimal a fraction, rational numbers cannot de expressed as a ratio o! wo integers, Examples of Inatonal numbers are V2, M101, and we Important Terms to Remember “The following are ters that you must remener rom ths panton, 1. NaturalCounting Numbers - are the numbers we use in countng things, thats (1,2, 3.4 ...). The three dots, called ellpses, indicate ‘thatthe pattorn continues indetintely. 2. Whole Numbers are numbers consisting of the sei of nalural or couning numbers and zero. 3. Integers ~ are the resuit ofthe union of the set cf whole numbers and the negative of counting numbers 4. Rational Numbers — are nunbera that can be oxpreseod an a quotient £ ef wo integers. The imoger a isthe numerator while the integer B, which camet be 0 is the denominator. This set includes {ractions and some decimal numbers 5. krational Numbers ~ are numbers that cannot be expressed 9s @ quotint 2 of two integers. Every rational number may be rogresentedby 2 dacimal that nether repeats nor terminatos. 6. Real Numbore ~ aro any ofthe numbers ‘rom tho procadng autocte ‘They ean be found on the real number line. The union of vatonal sumbers and Iraionel numbers is fe Set of ral numbers, %7. Number Line - a straight ine extended on bath drectons as Mustated by aronneads and '$ used 10 represen the set of real rumiers. On the real number line, there is a point for every real rhumiser and there's a real number fer every paint Exercises ‘2, Locate the foloming numbers on the number line by naming the correct poi. = 1 3 -2.66. 2° 0.25 , a’ 2, 11 4 3 -2 10 4 2 3 4 i. Determino the eubset of real numbers to which each number belongs. Use tile mae (0) toznsmer. Number Integer] Rational] _ Irrational =a a7 0-1 282825.. 7 2. a. a 5.1 6. 7. 3. 8. 10. B. Points to Contemplate 1 interesting (0 nole ta the set of rational rumbers and the set of irrational numbers are digoint sets; that is thei intersection is emply. In fact, they are complements of each other. The union of these two sets isthe set cl real numbers. Exercises: 1. Based on the stated information, show the relationships emong natural/counting numbers, whole numbers, integers, rational numbers, irrational numbers ard ”real numbers using the Venn diagram. Fil each broken ine with ts correspanding 2. Answer the folowing questions on the space proviced for each number. al_Ave all real numbers rational rumbers? Prove 1b)_A all rational rumors whole numbore? Prov 2 (Are and —2 negative nag? Prow your sewer.)_How is a rational number dfferent from an Frational number? .)_How do natural numbers differ from whole numbers” Complete the details in the Hierarchy Chart of the Set of Real Numbers. Co CO Sand J ‘THE REAL NUMBER SYSTEM ‘Summary bh tha essen, you loarned diferent subsats of real numbers that enable you to name numbore incfferent waye. You abo leared to determine the hierarchy and relationship of one sutset fo another that leads fo the composition of the real number sysiem using tne Vern Diagram and Hierarchy Charl. You also learned that t was because of necessty thal led man ‘0 invent number, words and symtols, aLLesson 12: Significant Digits and the Scientific Notation ‘OPTIONAL Prerequisite Concepts: Rational numbers and powers of 10 ‘About the Lesson: This isa lesson on sarificant digits and the scientiic notation combined. The Use ol significant cigs and the scientiicnatation is often in the area of measures landin the natura eclenaas. The ecianific notation simplties the way wo wrte very large ard very small rumbors. On the other hand, numerical data become more accurate when significant digiis are taken inte account Objectives: bn this lesson, you are expected to 1. dotermire the significant digits in a given situation, 2. write very large and very small numbers in scientific notation Lesson Proper: IA Activity ‘The folbwing isa Ist of numbers. The numberof significant digits in each number is writen in the parenthesis after the number. 234 (3) 0122 (3) 745.1 (a) 0.00430 (3) 007 (4), (0.0003668 (4) 1.8 1072) 10000 (1) 750 10" (3) 41000. (4) 0.012300 (8) 2222 x 107 (4) 100.0 (4) 8.004 x 10° (4) 4100 (1) 6120. (4) 7880 (3) 420.6 (4) 4970.00 (6) 580 (2) Describe what digits are net sigan. Important Terms to Remember ‘SKgnticant digts are the digts in a number that epress the predsion of a measurement rather than its magntude. The number of signifcant dails in a given measurement depends on the number of signficant digts in the given daia. In cycautions invalvhg mutilation, division, trigonemetic functions, for exarrale, ‘he number of significant dis in the final answer is equal to the least number of significant dgis n ary of he factors or data invowed, Rules for Determining Significant Digits A’ Alldiaits tha are not ze(0s are significant. Fer example: 2781 has 4 sgnificant digs 122.072 hae S eigrificant digite B. Zeros may of may net be signiicart. Furthermore, 1. Zeros appeating bemeen nonzero digis are significant Forexampe: 20.1 has 3 sgnileant dighs 73002 has 5 signficant digits 2, Zeros appeating in Font of nonzero dicts are not significant For examp: 0.012 has? signticart dgts (.0000008 has 1 significant digt 12, Zeros at the end of a number and tothe right of @ decimal are significant digits. Zeros belwoon nonzero dgts and significant zeros are also signficant For exampe: 15.0 has 3 significant dighs 25000,00 has 7 signifcantdigis 4, Zeros atthe end of anumiber bu tothe left of a decimal may or may not be Signficant, If such a zero has been measured cris the first estimated dgt, its significant. On the other hand, the ero has nol baen measured oF ‘estimated bul ie just a place heldar it net significant. A decimal placed ‘ator the zeros indicates thet they are signifeant For example: £60000 hes 2 significan! digis ‘550000, has6 signticart digts Siontcant Figures in Celealaions When multiplying cr diving measured quantites. round the answer to as ‘many signifeant figures in the answer as there are in the measurement with tho loast numbor o signifeant figures. 2. When adding or subtracting measured quantities, roundthe arswer to the same number of decal places as thete are in tie measurement with the least number of decimal places. For examole: a, 20 x20.836 = 61.508, 23Anewer: 61 since the least number of significant digit is 2, coming frem 39 b. 3042059 = 23.596 Answer: 235 since the acdend with the least number of decimal places is 3.0 IL Questions to Ponder ( Post-Aetivity Discussion ) Describe what digits are net signiieant. The digits that ave not significant ave the zeros before a non-zero digit and zeros al the end of numbers witout the decimal point. Problem 1. Four students weigh an tem using differert scales. These are the values, they report: 2 30.049 b. 300g ©. 0.3004 kg 4.309 How many significant digits are in each measurement? ‘Answer: 30.04 has 4 signifcant: $0.0 has 2 significant cis: 0.3004 has 4 sionticant digits: 30 has 1 signitcantdon Problom 2 Three studonte measure volumes o! wat with three different devices. “Thay roport the following results: Davies Youme Laige graduated cylinder | 175 mL. ‘Smal craduatedcylinder [99.7 mL Calinrated buret ia i6m the students pourall of the water into single container, what isthe total vlume of ‘ater nthe container? How many cigs should youkeep in ins answer? ‘Answer: The total volume is 232.86 mL. Based on the measures, the fil answer should be 232.9 mL.On the Sciontic Notation ‘The speed a Ightis 300 000 000 msec, que a large number. It's cumbersome 10 \wte ths number in ful. Anather way to wite t's 30 x 10" How about avery small number lik 0.000 000 0897 Lice wih avery large number. a very small number may be writen more effeienty. 0000 000089 may be writen as 8:8 x 10° Writing a Numbor in Scientific Notation 1. Meve the decinal point te the right or left until aflor tho first signcant digit land copy the signifeant digs tothe right ofthe frst di. the number 8 a whole number and has no decimal port, place a dectnal point ater the fst sighficant dgt and copy the signiteant digits t ks right, For example, 300 000 000 has 1 signficant digit, which s 3. Place a decimal point after3.0, The first signiftcant digit in 0.000 00 089 is 8 and so place a decmal paint after 8 (3.9). 2. Multiply the adjusted number in stop 1 by a poner of 10, the expenent ot which isthe number of digits thatthe decimal pont moved, positive # moved (othe fell and negativeil movedtothe fight For example, 300 000 000 is writen 25 3.0.x 10" because the decimal ant was moved past 8 places. 0.0 000 0891s witten as 8.9 x 10" because the decimal poirt was moved places to the right past the first signicant dit 8 Exercises A. Doiormne tho number of significant cigs in tho following moseuromonte Rewrite the numbers with at least 5 digis n scientific notation, 1. 0,0000086 L 6 8207 mm 2 4.003 1g 7. 0.83800kg 3 350m 8 50.800 km 4, 4113.0000n 8. 0,0010003 m* 5 700.0 mk. 40.8000 | B. a. Round of the folowing quantities tothe speciied rumber of signticant gues. 1. $487 129 m0 thiee significant figures 2. 0.013 479 265 mL to sx signticart figures & 31:947.972om*totour sighticant figures 4. 192.6739 m to five significant aures as5. 786.9164 om to to signiican figures. b. Rewnte the arswers in (a) using the scientite notaton (©. Write the answers tothe correct number of significant fiqures 4. 45x69 4702 2 5567 X 3.0001 + 345 3. ( 37X49) =(42X6.0) 4 (12K 20) + (30X63) 8 470422 D. We the answers in the correc! number of significant figures, 4. 567194031 48.128 Ratt ratt saa 2. 4207.6 4234012 443.05 - 23.7 5, 0.009 0.005 + 0013 E. Answer the following. 1. runner runs the last 45m of a ace in 6s. How many significant figures will he runner's speed have? 2. Ayoarie 256.95 days, and a docado has exactly 10 yeare in it How ‘many signifeant figures should you use to expraze the number days in two decades? 3. Which ofthe folpwing measurements was recorded to 3 signfcant digits : 50 mL, 86 mL, 56,0 mL or56.00 mL? 4. A rectangle measures 8759.0m by 35.1 mm. Express is area with the praper number oi signifeant figures inthe spectied unt:a. in om? biinnm 5. A125 mL sample of liquid hae a macs of 0.164g. Whatie the density ofthe quid in gim.? ‘summary In this bsscn, you learned abou! significant digits and the scientiic rotation. You learned the rules in determining the number of significant digits. You also leammed haw to write very large and very small numbers using the scientific notation. 86Lesson 14: More Problems Involving Real Numbers Time: 1.5 hours Pre-requisite Concepts: While numbers, Integers, Rational Numbers, Real Numbers, Sets ‘About the Lesson: This isthe culminating lesson on real numbers. Itcembinee all ‘the concepts arid skills leamed in the past lessons on real rumors. ‘Objectives: bn his lesson, you are expected to: 1. Apply the set operations and ralations to sets of real numbers 2. Deseribe and represent reallile situations whichinialve integers, rational umbers, equare roots of rational numbers, and irational numbers 2. Apply ordering and operations of real numbers in modeling and solving rel We problems Lesson Prop: Recall how the set of real numbers was formed and how the operations are performed. Numbers came abou! because people nesded and leamed io count. The oto! counting numbere waa formed. To make the task of courting easier, adltion came about. Repeated addition then got simplified to mulipication. The set Hof ‘counting numbers s glesed under bath the operations of addition and multiplication When the need to represent zero arose, the sei W of whole numbers was formed When the operation of subtraction began to be performed, the Wwas extended 10 the sat Z or integers. Zis closed under the operations of action, multipicatcn and tubtraction, The inireducton of division needed the expansion of 2 to the set @ of rational numbers. Q is closed under all the four arithmetic eperations of addition, ‘multiplication, sub¥action and division. When numbers are used o represent measures a! length, the set Q or rational numbers no longer sufficed. Hence, the set [Raf real numbers came to be the field whore properties work The above is a short description of the way the set of real numbers was but Uupte accommodate apalcaiione to countng and meaguromont and performance of the four arthmetic operations. We can also expire the se! of real numbers by dissection — begining from the big set, going into smaler subsels. We can say that [iis the set ol all decimais (postive, nagalive and zero). The set Q includes all the ddecimais which are repeating (we can thnk of terminating decimals as decimals in which all the digits ater a finite number of them are zero). The set Z comprises all the decimal in which the cigts to the right of he decimal paint are all zera, Ths viow givos us 2 clearer picture ofthe relationship among the diferent subsots of Fin terms of incsion eo‘Weknow that the rth root of any number whichis not she rth power ofa rational umberis rational. Forinstence, 7, 5, and *9 ara rational Example 1. Explain why 3 7 6 rrational We sean argument called an inclved preot. This means that we wll sow why Tbecoming ratinal wil lead tan absurd conclusion Winat happens 113 7 is ational? Because @ is closed under matipicaton and is ratiend, then3 Tie rational However 2 }= 3, wheh we know to be Irrational. This is an absurdity. Hence we have to conclude that3. Z must be irrational Example 2. Adeop-fiseze comparimeant ie maintained at a temperature of 12° ‘below zero. I he raom temperature is 91°C, how much warmer is the roam temperature than the temperature In the deep-ireeze compartment. Get te erence between room temperature ard te temperature nse te deer feeze compartment 31 “17 = 44 Hence room temperature is 45°C wamer than the compartment Example 3. Hamming Code ‘A mathematiaan, Fichard Hemming deveoped an errer detection code io L\ deternne f the nformation sent flectioricaly is transmitee. cones. ‘Compulers store information using bis (binary digits thal lo, a.O or a1), For eramrple, 1011 isa fourbit code. YeHamming uses @ Venn diagram with three “sels” as Fallows: 1. The digits of the fourbit code are placed in regions ab, ¢, and d, in ths order. 2. Three additional digis af 0's and ‘’s.are putin the cagions EF, and G sothal each “set hee an even rumter ol 1 12. The cede is then extended to a 7-bitcede using (in order) the digits in the regions a,b,c, E, F, 6. For example, the code 1011 is encoded as folbrs: tou > = WN — 1011001 ol Example 4. Two sludonts are vying to represent thoir schaal in the regional chess ‘campeiton, Felix won 12 01the 17 games he played hs year, white Rommel won 11 of the 14. games he played this year. If you were the principal of the School, which studert would you choose? Explain, The Priipal wit Key se racine to gel he winning rato or percrtage of each player. Fete has a Zwang rato, whe Rommel has a wimg rato Shee >, Rommel i bea boca hoice. Example 5. A cass 6 having an ection to decide whether they wil goon a field. They wil have a fiedtip it more than 50% ofthe class wil vote Yes. [Assume thal every member of the class will vcte. If 34% of the gis and 28% of tha Boye wil vote Yes, wil the clase go on a feltri? Explain ‘Attiough 38 + 28 = 64 > 50, loss than half ofthe gils and less than ha of the boys vored Yes. Ts means thar less than half al Students voted Yes. Example 6. A sale item was marked down by the same percentage for three years. in a tow. Mlertwo years the item was 51% off the origial price. By how ‘much was the price clf the original prce in thefirt yoar? ‘Since the pice after 2 years is 51% off the original preg, this means hat the price sthen 43% of he orignal. Since the percentage ratio mustbe ‘multiples tothe orginal price wee (ane per yeas), and 0.7 x 07 = 0.49, then the price per year is 70% of the prcein the preceding year. Hence the ciscount s 8094 ofthe orginal 9Exercises: 1. The folowing table shows the mean temperature in Moscow by month fom 2001 to2011 [168°C J october [oor 21.0°C_ [November | a5°¢ Pbteach temperature paint on the number line and lst from lowes! to highest 2. Below are the ingredients for chocolate oatmeal raisin cookies. The rece yes 20 cookies. Make a ist of ingracients for a Balch! 2 dazen cookies 1% cups all-purpose flour 1 tsp baking soda Lisp salt 1 cup unsalted butter 4 cup light-brown sugar 4 cup granulated sugar 2large exes 1 tsp vanilla extract, 2 ¥ecups rolled cats 4 Yecups raisins 3. Inhigterise buldings, floors are numbered in increasing sequence trom the ‘ground-level oor to Second, third, etc. going up. The basement mmediataly ‘below the ground floor is usually labeled B1., the flor below it's B2, and so on, How many leors does an elevator travel irom the 39” floor af ahotal othe ‘basomort parking al lovol BS? 44, Aplece of boon 25 m long s cut nto places of equal length. Is t possible to get ‘a piece with irrational length? Explain 5. Explzin why 5+ Jie iratonal. ‘See Example 1) °0Lesson 15: Measurement and Measuring Length Time: 25 hours Prerequisite Concepts: Real Numbers and Operations, About the Lesson: This fea lesson on the English and Metric System of Measurement and using these systems to measure length Since these systems are widely used in our community, a good grasp of this concept wil help you be moe accurate in dealing ‘with concepts imvoWing iengih such as disiance, perimeter andarea. Objective At the en of the lesson you should be able to 1. Describe what it masne te measure: 2. Deserve the development of measurement from the primitive te the present Intemational sysiem of unit; 3. Eximate or approximate length; 4. Use appropviate instruments to measure length: '5. Convert length measurement fram one unit ta ancther, including the English system: 6. Sdlve probleme invalving longth, perimeter and area. Lesson Proper A L activity: Ihstructons: Determine the dimension of the falewing using only parts af your arms. Record your resulls in the table below. Choose a classmate and compare your recut, SHEETOF TEACHERS INTERVEDATE Papes | "Tamu | CLASSROOM Length [Width [Length | Wish Cenath | Wieth ‘Am part used" Measurement ‘Comparison fo * For the arm part, please use any of the folowing orly: the palm, the handspan and the forearm lengh impotant Terms to Remember >palm ~ thewsth of ane's hand excluding the thumb > handspan — tho distance from the tip & the thumb to the tp of the Ittlb tingor of ‘one's hand with fingers sproad apart > forearm length ~ Une lenglh of one's forearm: the distance from the elbow to the tp of he mide tnger. on‘Answer the falowing questions: 1, What was your reason for choasing which aim part to use? Why? 2. Did you experience any dificuty when you were doing the actual measuring? 3. Were there diferences in your data and your classmate's data? Were the differences signifeant? What co you think caused those differences? IL Questions to Ponder (Post-Activity Discussion) Letus answer the questions inthe opening activity 1. What & the appropriate arm par to use In measuring the length and wedi of the ‘sheet of paper? of the teacher's fable? Of the classroam? What was your reason for ‘choosing which arm part to use? Why? > Whie allo the units may be used. there are approptiae urits of measurement tobe used depending an the length you are trying to measure. > For the sheet of paper, the palm is the appropriate unit to use since the hhandspan and the forearm length is oo long, > Forthe teachers table. ether the palm or the handspan wil do but the forearm length might betco long to get an accurate measurement, » Forthe classroom. the paim and handscan may be used but you may end up with allot of repaitions. The best unt to use would be the forearm length. 2. Did you exporionce any difficulty when you wore doing the actual measuring? The difficultes you may have experienced might incluce having to use teo mary repettions. 3. Were there differences in your data and your classmate's data? Were the differences significant? What co you think caused those ditferences? If you and your partner vary alot in height, then chances are your forearm length, handspan and palm may also vary, leading to diferent measuremeris of the same thing. History of Meesurement ‘One of the earliest tools that human beings Inverted was the unit of measurement. In aiden tines, people needed measurement to determine haw lang fr wide thnos are: things they needed to buld thei houses or make thet clethes. Later units af measurement were used in rage ard commerce. in the 4 century EC Egypt, pocplo used their boty parts to determne moazuroments of tinge: tho ‘same bedy parts that you used fo measure the assigned things to you “Tho forearm length, as described in the table bolow, was called @ eubit, The hardspan was cansidered @ half cub while the palm was consicored 1.6 of a cub Go ahead, check out how many handspans your foreaim length is. The Egyptians ‘came up with these units to be mare accurate in measuring diferent length. However. using these unils of measurement had a csadvanlage, Net ‘everyonn had the same forearm longth. Diserepancios areee whon tho peopl Started comparing thor measurements to one anather because measuremons ofthe Same ting dilered, depending on who was measuring t. Because cf this, these Unis of measurement are caled non-standard units of measurement wich ler on fevaved irio what is now the inch, fot and yard, basic unt of length in the Engish system of measurement 2Exercise: 1. Can you name other bady measurements which coud have been used! as a non- standard urit of measuremeni? Do some research on other non-standard units of measurement used by people other than the Egyptians. 2. Can you relate an experience in your community where 2 non-standard unt of meacuroment wae used? 8. L activity Instructons: Determine the dimension of the folowing using the spectied Enclish unis only. Recotd your resus in the table below. Choose a classmate and ‘compare your resuts, [| —SHEETOF___] TEACHER'S TG assnoon | LINTERMEDIATE Papen | __Taple _| CLASSROOM | Length | Wid | Length | widihy [Length | Wiai ‘Am part used" Measurement | Camparaon w: For the unit used, choose which of the following SHOULD be used: inch or foot, ‘Angwer the tllowing questions: 1. What was your teason for choosing whch unit to use? Why? 2. Did you expetience any ciffculty when you were doing he actual measuring? 3. Were there differences in your data and your classmate's dala? Were the difrences as big as the dilerorces when you used non-standard units of meacuroment? Whatdo you thirk caused thase diiferences? ‘Questions to Ponder (Post-Activity Dtscussion) Lotus answer the questions in the acivty above: 4. What was your teason for choosing whch unit tc use? Why? > For the sheet of paper. the appropriate unit to use & inches since its length land width might Be shorter than a foct. > For the tabbe and the clazeroom, « combination of both inchos and foet may be used far accuracy ard corwenience of rat having ta deal with a large umber. 2. What dificuly, it ary, did you experience when you were doing the actual measuring? 3. Were there differences in your data and your classmate's dala? Were the difrences az big as the difornces when you used non-standard unite of meacuromont? Whatda you thirk sauead those differences? if you ard your partner used the steel ape correctly, both your data should have litle of no diference at all The diference should not be as tig or 2s signticant as the difierence when non-standard units of measurement were 93used, The slight diference might be caused by how acaurately you tred to measure each dmersion or by how you read the teks on the steel tape. In doing actual measurement, a maran of error should be consdered. History of Measurement (Cortinued) ‘As mortioned inthe fist activity, the inch, feot and yard are said to be based fon the cubt. They are the basic unts af length of the English System cf Measurement, which also includes units for mass, volume, line, temperature ard lange. Since te Inch anc foot ae both unis of lengih, each can be converted nto the other. Here are the conversion factors, as you may recall from previous lessons: ‘foot = 12 incnes + yard = 3 feet For long distances, the mie ic usact {mile = 1,760 yards = 6,290 feet Ganvering tron one unit to anaiher might be tricky at fist, so an organized way of doing woul be @ good staring point. AS the idently propery cf mutipicaton stales, the product of any value and 1 is the value ilset. Consequently, dividing a value by the same value would be equal te one. Thus. diidng a unit by its equivalent in another unit © equal fo 7. For example oot /12inchee = 1 feet /4 yard ‘These conversion fadors may be used to convert from one unit 10 another. Just femember that youre converting from one uni to another so canceling same units ‘would guide you in how to use your conversion factors. For example: 4. Convert 36 inches ints feet ‘fost 36 betes x Me = feet 2. Comer 2 mes io iphes: 2 pies BRA ne = BS nes = 426, 72DInEhes ‘Again, cine the given meaeurement was multiplied by convereion factors which aro ‘equal to 1, only the unit wes converted but the given length was not charged. ‘Try t yourset. U, Exercise: Conver the folowing lengths into the desired unit 1. Convert 30 inches to feet 2. Convert 130 yards 0 inches ‘3. Sarah is running in a 42-rile marathon. How many more leet does Sarah need to Tunif she has already coveredé4 240 yards? c. 1 Activity: Anawerthe fallowing questions: 1. When a Filipina gil is described as 1.7 meters tal, would che be considered tall (oF short? How about i the Filpina gil 8 described as 5 1,7 nches tall, would she bbe considered tat or shar? on2, Which perticuar unt of height were you more familias with? Why? 1 Questions to Ponder (Post-Activity Discussion) Lotus answer the questions in the acivty above: +. When a Filpina gil is described as 1.7 meters tal, would she be considered tall ‘or shor? How abou! ifthe Filpha girlie described as 5 f, 7 inches tal, would she bbe considered tal or short? Chances are, you would find it difficult lo answer the lrst question. As for the Second question, 2 Filpina girl with a height of 5 feet, 7 inches would be considered tal by Filipino standards. 2. Which particular unit of height were you more familar with? Why? Again, chances are you would be move familiar with feet ard inches since feat and inches are ail being widely usad in measuring and describing height here in the Philippines. History of Measurement (Continued) The English System of Measurement was widely used untl the 1800s and the 1900s when the Metric System of Measurement started to oain ground and became the most used system of measurement worldwide. Frst_doscrbad ty Belgian Mathomatician Simon Stovin in his Deoklel, De Thiende (Tho Art of Tenthe) ard ‘propased by English philosopher, Jahn Wikina, the Metric System of Measurement was fst adopied by France in 1789. In 1875, the Geneval Conference on Weights ‘and Measures (Conference générale des poids et mesures or CGPM) was tasked 10 deiine the ditferert measurements. By 1960, CGPM released the Irtemational System of Unts (SI) which is now being used ty majaiy of the countries wth the biggest exception being the United Siatas of America Since our country used to be ‘2 colony of the United Statoe, the Filipina peaple ware echaoled in the use of the English instead of the Metric System of Measurement. Thus, the older generation of Filipinos 1s more comfortable with English System rather than the Mewic System although the Philppines have already adopied the Metric System 2s its official system of measurement The Metric System of Measurement is easier to use than the English System ‘of Measurement ence ite conversion factore would consistently be in the docimal system, unlike the English Systom of Measurement where unts of lbrgtis have diferent conversion faciors. Check out the units used in your steep tape measure, most lhkely they are fiches and centimeters. The base unt for length is the meter ‘and unis longer or starter than the meter would be achiaved by addirg pratixes 10 the base unt. These prefixes may also be used jor the base units for mass. volume, ‘ime and other measurements. Here are the common prefixes used in the Metric System PREFIX [SYMBOL [FACTOR era T: *£1,009,000,000,000 goa ics 1,009,000,000 mega M «1,009,000 ‘ilo k x4,000 hecta h x00 dee da x10 95deal a FSU) cont c 1/100 mil ™. 1/1000. mira rm ‘171,000 606 nano n 21/1, 600,000,000 Forexample: 1 kelometer = 1,000 meters 4 milimeter = 1/5,090 meter or 1,000 milimeters = 1 meter ‘These conversion factors may be used to convert from big to smal unts or vice versa For example: 41. Convert 3 km to 3 bx 227 = 3,000m 2. Convert 10 mm to 1m a ‘As you con seo inthe examples above, any feng or distance may be measured using the appropriate Engish of Metric units. inthe question about he Flip gil hase hoght was expressed in molers, ner height can be corverted to the mare familiar feet and inches. So, in the Phiinines where the olfial system cf measurements is the Metre System yet the English Sysiom continues to be used, or 28 Ong ac we have relates and frends residing in the United Stalss, knowing Pow to convert from the English Syatom to the Metrt: System (or ce versa) would be Uselul The flowing are common conversion lactow for length 1 inch =2'58.¢m dateet=1 meter For example Convert 20 inches ter 2ourx 2S = $0,8¢m <0r0.01m I. Exercise: 4. Using the tape measure, determine the length of each of the fallowing in em. Convert those longths to motors. PALM HANDSPAN | FOREARW LENGTH Centimeters | Neos | 2. Usng the data in the table above, estimate the lengths of the folowing without Using the stee! tape measure or ruler:CENGTH oF your Foot ERO LENGTH | shemip | MEGHT OF | Levon oe BALLEEN wOhoy | nor gIBE, | SHecraL PANE Jout BOARD BOARD: eto THE TIP oF vou Toes NOW STANDARD UNIT METRIC UNIT 4. Using the data from table 1, convert the dimensions of the sheet of paver, leachers table and the classroom Into Merc units. Recall pas! lessons on permeter ‘and area ard fllin the apprepraie coumns: SHEET OF : [vere OF apen | TEACHERS TABLE CLASSROGM | _[eenan| itn Fer Jama Long ven] PS [avea| ong] warn | PS, [avo om | ‘ane (ims | 4.Two lriends, Zale and En 20, run in marathons. Zale finished a 21-km marathon Cebu while Enzo finished a 15-rile marathon n Loz Angeles. Who betwoan the tao ranalengerdictance? By how many meters? 5, Georgia wants {0 fence her square garden, which has a side of 20 foe, wih two rows of barb wire. The slore sod barb wre by the meter al P12meter. How much money wil Georgia need to buy the barb wire she reeds? 5. A rectangular room has a floor area of 82 squa‘e meters. How many tiles, each ‘measuring 60 cm x50 am, areneeded to cover the entire oor? ‘summery In this lesson, you learned: 4) that ancient Egyptians used urits of measurement based on body paits such as the cubit and the half cubil. The cubits the lengt of the forearm from the elbow to the tp of the middle finger, 2) tht the inch and foot ‘he units lorlength of the Engish System of Measurement, are believed to be based ‘on the cubt: 3) that the Metric System of Measurement became the dominant ‘systam in the 1990s and is now used by most ofthe couriries wih a few exceptions, ‘he biggest oxcoption boing tho Urited States of America: 4) that it ie appreprat 16 ”Use shott base unils of length for measurhg short lengths and long unis of lengths to measure jong lengths or distances; 5) how to convert comman English units ct length inte other English units of length using conversion facters; 6) that the Metric Sysiem of Measurement is based on the decimal system and is therefore easier fo tise: 7) that the Matic System of Measurement has a base unt for length (meter) ‘and profxae to egrify long or short lengths or distances: @) haw to estimate lengths land cistances using your arm parts and their equivalent Metric lengths; 9) how to convert common Metic units of length into other Metic units of lengih using the conversion faciors based on pretixes: 10) how to convert common English units ct lenath into Metric unis of lenath (and vice versa) using conversion factors; 1) how to solve length, perimeter and area problems using Ergish and Metiic units,Lesson 16: Measuring Weight Mass and Volume Time: 25 hours Prerequisite Concepts: Basic concepls ct measurement, measurement of lenath About the Lesson: This fea lesson on measuring volume & maselweight and converting ite unite from one te another. A good grasp of ths concept is essential since volume & weight are commonplace and have practical applications. Objectives: At the end of the lesson you should be able to 7. estimate or approximate measures of weighiimass ard volume; 8. Use aporopraie inetrumente te measure weightmase and volume: 9. conver! weighvmass and volume measurements fram ane unit t2 another, Including the English system; 10. Sdve problems involving weightimass and volumeccapacty. Lesson Proper a L Aetivity: Read the following narrative to help you review the concegt of volume. Voume \Volume is the amount of space an cbject contains ot coauples. The volume fa container is considered to be the capaci ol the container. Ths s measured by ‘he number of cubic units or the amourt of fd t can eartain and not the amount of ‘space the container occupies. The base SI unit fr volume isthe cubic meter (m) ‘Asde from cui meter, another commonly used metric unit for volume of solids & the cubic centimeter (an oF ce) while the commonly used metric units for volume of fluids ave the iter (L) and the miter mL) Hereunder ae the velume formulae of some regulaty-shaped objets: Cube: Volume = edge x edge x edge (V =e" Rectargular prism: Volume length x with x height (V = jh) Trangular prism Volume ~ Ys» bago of the triangular taco x heat of th triangular base x Hight! the prism ( goon Oylndet: Value = 1 x (caus? x height ofthe cylinder (V = 2) ter common regulary shaped cojets are the erent pyramid, the core and the sphere. The volumes ot diferent ayramids depend onthe shape of ts base Here are her orice Square-based pyramids: Volume = 1/3 x (Side 6tibase)* x height of sia = 1/38) Reciangle-based pyramid: Volum the hase x height of pyramid(\V=1/3 hwh) “Trangle-based pyramid: Volume = 1/3 x YEXSaS@ Othe angle height ofthe angle x Height ofthe pyri 9 1/9 x Jenathi of the base x width otwv = @oiyH) ‘Gone: Volume = 1/8 x11 x (radius) x heght Sphere: Volume = 4/5 xx (radius) (V = 4/3 n°) Here are some examples: 1 Vebh -amx4mxSm = (8x4 x5) x(mxmxm) = 60m" 5 ” 4 a 2 V= Vgiwn= 1% x3mx4mx5m 5 (13.x3x4x5) x(mxmxm)= 20m 4 om ‘Answer the folowing questions: 41. Clea practical application of voume. 2. What do you notice about the parts of the formulas that have been underined? ‘Come up with a general formula for the volume of al the given prisms and forthe oylirder ‘8. What do you notice about the parts of the formulas that have been shaded? ‘Come up with a gereral omula for the volume of al the given pyramids and for the cone. Questions to Ponder (Post- Activity Discussion) Lotus answer the questions in the opening actity: 4. Cte a practioal application of voume. Volume & widely used from baking lo construction. Baking requires a degree of precision in the measurement 01 te ingiedents to be used thus measuring ‘Spoons and cups are used. in construction, voume is used to measure the size (fa room, the amount of concrete needed Wo create a spectic column or beam or the amount of water a weter tank could hol. 2. What do you notice about the parts of the formulas that have boon underlined? ‘Come up with a general formula fr the volume of al the given priame and forthe oplinder The fous tat have been urerined ar trmuls for wea. The genera! ommula ‘or the voure of the given grisms and cyinder & just te area of the base of the prisms oF cylncer times the height of the prism or cylinder (V = Arcalt 100‘8. What do you noe about the pats of the formulas thal have been shaded? ‘Come up wh 2 general formula forthe volume ofall he gwen pyramels an for the cone. The formulas that have been shadsd ae formulas forthe volume ol grisms or ylnders. The volime of re gven pyramids Is just 18 ofthe volume ofa prism ‘whose base and hagh are equal te that ofthe pyramid while tho formula or the cone jst 2! the volume of a cylnder wth the same base and height a3 the ote (Y= 19 Varn wane Exercis Instructons: Answer the follwing items. Show your solution. 1. How bg is a Toblerone box (triangur prism) its trangula side has 2 base of 3 em and a height af 4.5 om and the bors haight is 25 em? 2. How much water isin a cylncrical tn can with a radius of 7 cm and a height of 20, canifitis only a quarter tl? 5. Wheh of fe fallewng occupies more space, a ball wih a radlus of 4 cm or a ‘cue with an edge of 60 mm? 8. I hetivity Matera's Needed: Ruler / Sted tape measure Different reguiary-shaped objects jbric, cylindrical drinking glass, balkbayan box) hnstructons: Determine the dmension o| the following using the spectied metric tunis only. Record your resuts in the tabla below and compute for each object's volume using the unit used to maasire the object's dimonsiars. Complote the table by exprossingicenverting the volume using the specified units. nick | ORNRING Taainaavan nox] _clAssnoow Congth| Wicth| Height lads Height Length Width|Height| Cangth| WicthHeight| Una woos IMeasuremant| [ a t Nouns { x I For the unit used, choose ONLY ore: centimeter or meter. Anewor the following questions: 1. What was your reason for choosing which unit to use? Why? 2. Howdd you convert the volume from cc lo m*or vice versa? 8. Howdd you convert the volume from cc io the English units for volume? a1Vourme (continued) ‘The Erglsh System of Measurement also has its own unts {or measuring volume orcapacty, The commonly used Engish units for volume are cube ‘eet fr cubic inches (in) whle the commonly used Engin unts tor fuid volime are the fin quart or gallon. Recall from the lessan en length and area that while the Phiipaine goverrmare has mandated the use of the Metric eysiem, English uni are ‘tl very much in use in our society so ifs an advantage if we know how to convest from the Engish to the Metric system and vice versa. Recal as well rom the previaus lesson on reasuring length that a unit can be corverted ino anoter unt Using conversion factors. Hereunder are some of the canvetsion factors which ‘wouldhals you convert given volume unts iio the desired volume units 4 m= milion em? 4 oal- 370L 348 = 1,720 toa) 1 int = 164 cm* i quan= ine = 3531 1 pint =2¢ups + Cup = 18 tablespoons 1 tablespoon = teaspoons Since the formula for volume only requires longth measurements, arothor alternative to converting volume from ane unit fo anther is to convert the object's dimensions into thedesred unt before solving forthe volume. Forexample: 1. How much water, in cuble centimeters, can 2 cubical water tark hold if t hhas an eckge of 3 motors? Solution 4 (using a conversion factor): 1 Youme = @° = (31m)? = 27m" B27 yng = 2T millon cm? Solution 2 (corwerting dimensions firs Lome) ,~ 300m i Volum = 0° = (300 em)? = 27 million em? IL Questions to Ponder (Post-Activity Discussion) Letus answer ihe questons n the actviy above ‘Wha! was your reason for choosing which un to use? ‘Any unt on the measuring instrument may be used but the deckion on wht tint fo use would depend on how big fe object. In measuring the brick the clase anc tho balktayan box, tho appropriate unt to uco would be contimeter In measurng the denensions of the classroom the appropriate tit 19 use woul be meter. 2, How did you corvert the volume rom ce to or vice versa? Possible answer would be converting he dimensions fo the desived unis rst belore saving for the velume ‘3, How did you convert he volume fram ce or to the English units fr volume? Possible answer would be by cawertng the cimensiens into English unite fist bebe sobing forthe volun. 102IL Exercises: ‘Argwer the ialowing tens. Show your solutions 4. Convert 10m’ tof 2. Convert 12 cups to mL 3. ‘A cylindical water tank has a diameter of 4 foot and a height of 7 fest whi a ‘water tank chaped lke a rectangular prism has a langth of 7 m, a width of 2 moto ‘and a height of 2 meters, Which of the two tanks can hold more water? By how mmaty cable meters? c. L activity: Problem: The rectangular water tank of a tre truckmeasures 3 m by 4 m by 5m, How many Iter of water ean the firetruck hole? Volume (Continued) While capacities of containers are abtaried dy measuring ts dimensions, fic volume may aiso be expressed using Metic or Engish unts for fuid volume such 2s, Hers or gallons. Itis then essential to knaw how fo corwert commenty used urits for volume into cermmonly used units for measuring fuid vouure Whila the eubic moter ia the SI unit for valuma, tho liter ie aleo widely ‘accepted as 2 Sidevived unit for capacity. In 1864, aflor soveral revisions of its delintion, the General Conference on Weglts and Measures (CGPM| finally defined alter as equal 1o one cubicdecimeter. Later, the leer L was aiso accepted as the symtol for iter This conversion factor may also be interpreted in otherways. Check out the ‘conversion factors below: 1 L=tdm? IL Questions to Ponder (Post-Activity Discussion) Lotus answer the problem above: ‘Step 1: V= th Stop 260m? "4 =amx4mxSm = 60 m® 60,000 UL Exercis Instructons: Answer the following items. Show your solution. 4. Aspherical ish bow! has a radius of 21 cm. How many mL of wateris needed fo Ail half the bowl? 2. A rectangular container van nosds to be filed wih idontical cubical ballkbayan bones. F the container vans lenghh, wicth and hei are 16 4" and Gf, regpectvely, while each balkbayan bor has an edge of 2 f, what is the maximum number 0! balibayan boxes that can be paced inside the van? 3. drinking glass has a height of 4in.a length of 2 in and a width of 2 in whie a baking pan has a width of 4in, alenglh of Bin and a depth of 2 in. Ifthe baking pan is 10 be filed with water up to haf its depth using the drnking glass, how mary lasses full of water woule ba noadac? 403D ‘Activity: Instructions: Fi the table below according to the column headings. Choose which of the avaiable instruments is the mos appropriaie in measuring the given object's weight. For the weight, choose only one ol the given unis. INSTRUMENT [> WEIGHT Gram | —Klogram [Pound econ P5-coin ‘Smal oy marble isco of brisk sell i ] “Available instruments: ticlebeam balance, nutriion (Kitchen) scale, bathroom scale ‘Answer the falowing questions: 1. What was your razon for choosing which instrument to use? 2, Wha! was your reasen for chosing which unit to use?” 3. Whal cher kinds of insirumenis lor measuring weight do you know? 44, Whal ther units ot weight co you know? ‘Mass/ Weight In common language, mass and weight are used interchangeably although ‘eight is the more pepular term. Oftersimes in daily lf, the mass of the given ‘object which is caled iis weight. However, in the scientfic community, mass. and weight are two different measurements, Nass relers to the amount of matter an ‘object has walle weight s the gavitational force acting on an object ‘Weight Is olten used in daly Ife, from commerce to focd production. The ‘base SI unit or weight isthe Kiogram (kg) which is almestexactly equal to the mass ff one iter of water. For the English System of Measurement, the base unit for ‘weight & the pound (Ib). Since both these units are used in Philppine sccity, lesoting how to convert fram pound ta kilogram or ven versa is mportant. Some cf the more common Metric unis are the gram (g) anc the milligram (mg) vie anther commonly wed Engish unt for weight is ources (a2), Here are some ef the Conversion faciors for these unts: 1g =22 1g=1000mg ——_ 1 metris ton = 1000 kg 1g = 10009 1Ib= 1602 ce thee conversion tactons 6 convert eaimmon wight units 16 the dase! uni Forexanplo Comer 190 btokg: 198'b x 282 = 86.18 kg IL Questions to Ponder (Post-Activity Discussion) 1, Whel wa your reason for choosing which istumont i use? Posstle reasons would incite how heavy the ject to be weighed bo the Capacty of he weighing insrumert. 2. wna as your rossonfor choosing which unt use? ‘The decision on which unit to use would depend on the unit used by the wwechira nstrument. Ths decsion mila be infuenced by how heavy the obed i 1044, What ether kinds of fistrumerts for measuring weight eo you know? ‘Omer weighing insituments inciude the iwo-pan balance, the spring scale the dial scates. 4, What ether common units of wetght do you krow? Possible answers include ounce, carat ard ion 1. Compiete the table atove by corverting the measured weight into the specified unit. 2. When Sebastian weighed his balixbayan box. its weight was 34 kg. When he got to the airport he found out thatthe airline charged $5 foreach loin excess of the free baggage allowance of 50 Ib. How much will Sebattian pay lor the excess weight? 3. A forwadhg company charges P1,100 for the frst 20 kg and P60 for each ‘sucseedng 2 kg forfraight serv to Europe, How much do yeu need to pay for 2 box weighng 88 Ib? ‘Summary In this lesson, you learnod: 1) how to dotermino the volume of sclectod regularly shaped solds:2) tha! the base SI unt for volume isthe cubie meter: 8) how ‘p conver Metric and English units of volume from ene ta another, 4) how to salve problems involving volume or capacity, §) that mass ard weigit are two diferent measurements and that what is commonly relered to as weight in cally lle is actually the mass: 8) how to use weighing intruments to measure the massiweaht of ‘objects and people: 7) how te convert common Matric and English urits cf weight ‘rom ore to arothe:: 8) howto eclve problame involving mass / woight 405