1

LA SALLE UNIVERSITY INTEGRATED SCHOOL

LASALLIAN LEARNING MODULE
AY 2018-2019
Teacher: Ms. Lorilyn Alduhesa-Golez/Ms. Jasmin Sapio/Miss Regine Maalam Year: Grade 7
Unit Topic: Number and Number Sense Number of Days: 35
Quarter: First Quarter Subject: Math 7
STAGE I: ESTABLISHING DESIRED RESULTS AND STANDARDS FOR UNDERSTANDING
CONTENT STANDARD PERFORMANCE STANDARD COMPETENCIES
 Students Students shall be able to KNOWLEDGE PROCESS/SKILLS
demonstrate an formulate challenging The learner will:  The learner will:
understanding of situations involving sets
1. describe well-defined sets, subsets, and 1. solve problems involving sets.
key concepts of and real numbers and
the null set and cardinality of sets. 2. perform fundamental operations on integers.
sets and the real solve these in a variety of 2. illustrate the union and intersection of sets 3. perform rational numbers on a number line.
number system. strategies. and the difference of two sets. 4. solve problems involving real numbers.
3. use Venn Diagrams to represent sets, 5. represent real life situation which involves real
subsets, and set operations. numbers.
4. illustrate the different subsets of real
numbers.
5. illustrate the different properties of
operations on the set of integers.
6. arrange rational numbers on a number line.
7. express rational numbers from fraction form
to decimal form and vice versa.
8. determine between what two integers the
square root of a number is.
9. estimate the square root of a whole number
to the nearest hundredth.
10. represent absolute value of a number on a
number line as the distance of a number
from 0.
11. describe principal roots and tell whether they
are rational or irrational.
12. plot irrational numbers on a number line.
13. arrange real numbers in increasing or
decreasing order.
14. write numbers in scientific notation and vice
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versa.
LASALLIAN GUIDING PRINCIPLES ESSENTIAL UNDERSTANDING ESSENTIAL QUESTION
1. Challenge the learners to realize their full  The learner will understand that the key Students will keep considering the question:
potential by promoting critical and creative concepts on real numbers are useful in solving
thinking. How useful are real numbers in solving real life
real life problems.
problems?
2. Bring Christian perspectives and values to
bear on human knowledge and culture
3. Encourage synergy, collaboration and
dialogue in an environment that is
hospitable, and laden with mutual respect.
4. Compel learners translate their knowledge
into actual practice for the betterment of
society
5. Prepare learners for responsible
participation in the world of work, family,
community, wider society, and local church
 

STAGE II: ASSESSMENT EVIDENCE

II.1 TRANSFER GOAL Students on their own will be able to formulate and solve problems that include real numbers.

II.2. PERFORMANCE TASK Goal: To find out a practical business venture in your area.
IN GRASPS FORM Role: business consultant, CEO, manager
Audience: A group of investors, competitors
Situation: A freelance business consultant was hired by a group of investors to find out a practical business venture in the area.
You are to make any food business proposal depending on your chosen area. Make a detailed planning according to the
items to be accomplished in the outline as provided by the investors. You have to create or design your most chosen
practical business considering the budget, market and other aspects. Present this plan to the group of investors and other
competitors.
Product: A business plan
Standards: The business plan will be evaluated according to its practicality/creativity, delivery/Career and Self-Reliance,
accuracy/computation and organization of data and the
variety of real numbers used.
II.3   RUBRIC FOR THE  
PERFORMANCE TASK CRITERIA Outstanding Satisfactory Developing Beginning
4 3 2 1

The proposal reflects an
efficient use of capital,
Practicality/Creativity projects a highly profitable
income and suggests a
prime business location.
Details of the business plan
are computed accurately
Accuracy of and free from errors. It
Data/Computations shows stepby-step
computations that are easy
to follow.
Variety of Real The plan involved the
Numbers Used application of an extensive
variety of real numbers.
Delivery/ The presentation used
Communication appropriate and very
appealing visual materials
to articulate the financial
details of the business plan.
It is delivered in a very
convincing manner.
Career and Learning All group members show
Self-Reliance confidence in presenting
the proposed plan. Every
member acquires the
necessary skills with
responsibility.
II.4 SCAFFOLD FOR  
TRANSFER
DIRECTED PROMPT OPEN PROMPT
The proposal reflects an
efficient use of capital,
projects a sustainable
income/profit, and
suggests a good business
location.
Details of the business
plan are computed
accurately. Computations
are free from errors.
The plan involved the
application of a good
variety of real numbers.
The presentation used
appropriate visual
materials to articulate
the financial details of
the business plan. It is
delivered in a clear
manner.
Majority of the members
show confidence in
presenting the proposed
plan. Every member
acquires the necessary
skills with responsibility.
The proposal reflects
unnecessary use of capital,
projects a break-even
returns, and suggests a
good business location.
Details of the business plan
have some errors in the
computation
The plan involved the
application of a limited
variety of real numbers.
The presentation used some
visual materials that do not
articulate the financial
details of the plan. It is
delivered in a vague
manner.
Some members show
confidence in presenting
the proposed plan. Not all
members acquire the
necessary skills with
responsibility.
GUIDED TRANSFER
3
The proposal reflects very
inefficient use of capital,
projects negative returns,
and suggests a remote
location.
Details of the business
have a lot of errors in the
computation
The plan involved the
application of very few
variety of real numbers.
The presentation did not
use any visual material to
articulate the financial
details of the plan. It is
delivered in a confusing
manner.
Few members show
confidence in presenting
the proposed plan. Not
all the members acquire
the necessary skills with
responsibility.
TRANSFER
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FIRM UP FIRM UP DEEPEN

1. Give series of situational 1. Provide a situation 1. Provide another problem 1. Instruct

problems that include the that involves
basic operations on real business
numbers. problem/computati
2. Apply simple strategy in on such as the
solving a problem with problem below;
prompting. 2. Step by step,
present the strategy
As a student, you are asked to in solving the
record your cash flow for the week problem.
as a requirement in your TLE You are going to put up a
subject. Considering the signs business that needs a capital
(positive-received and negative- of Php 800,000. You already
expenses), which figure below have 1/4 of the needed
represent the amount at the end of capital and there are 5
the week? investors willing to
+60, -45, +70, -52, +65, -48, +70, contribute equally for the
-55, +65, -42 rest. How much should each
of the investor contribute?
A. Php 50,000
B. Php 80,000
C. Php 120,000
D. Php 150,000
that relates to business flow of the
planning performance task
2. Guide the learner to (make a business
complete the task using the proposal)
strategy used from the
previous activity 2. Present the
goal of the task
You are a business owner and you and the situation.
want to know if you have made a
profit for the month. You are given A freelance
the following information: business
The monthly salary of your consultant was
employees is Php 8000.00 each and hired by a group
you have 5 employees. of investors to
find out a
practical business
The store rent is Php 20,000.
venture in the
Utilities expenses amount to Php
area.ss
20,000.00
100 pieces of your product were
sold at Php 1000.00 each.
Did your business make a profit for
the month?

II.5 PRE-TEST
What will I Assess? (Learning Competencies) How will I Assess? (Questions in Multiple Choice Type)
The learner will: 1. If set A = { 1, 2, 3, 4, 5 }, which of the following sets is a subset of
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set A?
describe well-defined sets, subsets, and the null set A.B = { } B. C = { 0, 1 }
and cardinality of sets. C. D = { 1, 3, 6, } D. E = { 2, 4, 8 }
Given: A={1,3,5,7}, B={1,2,3,4,5}, and C={2,4,6}
2. Referring to the given above, what are the elements of the set
(AUB) Ƞ C?
A.{1,2,3} B. {2,4}
C. {2,3,4} D. {1,2,3,4,5,7}
write numbers in scientific notation and vice versa. 3. Which is the scientific notation of 42,000?
A. 42 x 103 B. 4.2 x 104
C. 42 x 10-3 D. 4.2 x 10-4

illustrate the different subsets of real numbers. 4. Which statement is true?

A. All whole numbers are natural numbers.
B. All fractions are rational numbers
C. All integers have signs.
D. All decimals are rational numbers.

illustrate the different properties of operations on the set 5. Which of the following shows the Associative Property of
of integers. Integers?
A. ( -4 + 5) + 9 = 9 + ( -4 + 5 )
B. ( -4 + 5 ) + 9 = -4 + ( 5 + 9 )
C. 4 ( 5 + 9 ) = (-4)(5) + (- 4)(9)
D. ( -4 + 5 ) + 9 = 9 + ( 5 + -4)
6. Which equation shows Commutative Property?
A. 3 + (9 + 2) = (9 + 2) + 3 C. 3 x (9 – 9) = 0
B. 3 + (9 + 2) = (3 + 9) + 2D. 3 x (3 – 2) = 3
7. Insert grouping symbols into 1 + 4 ∙ 3 2 + 2 to produce a value of
45.
A. 1 + (4 ∙ 3)2 + B. (1 + 4 ∙ 3)2 + 2
B. 1 + 4 ∙ (32 + 2) D. (1 + 4) ∙ 32 + 2

describe principal roots and tell whether they are 8. Which of the following is an irrational number?
rational or irrational. A. 9.898
B. 1/3
C. 0.12…
D. √2
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determine between what two integers the square root of 9. In between what integers is square root of 30 belong?
a number is. A. 2 and 3 C. 3 and 4
B. 4 and 5D. 5 and 6

estimate the square root of a real number. 10. What number has no real square root?
A. Odd B. even
C. positive D. negative
12. Which of the following is true?
A. √−9=−9 B. √ 50=5 √ 2 C. 2 √16=6 D.
√ 0=±0
solve problems involving real numbers. 13. What operation is best to use to solve the problem below?
The water level in Tinago Dam is at 150.20 meters, which
is above its overflow limit of 100.87 meters. How much
water must be released to put the dam in stable water
level?
A. Addition C. subtraction
B. multiplication D. division
14. You want to buy a gift for your mother worth Php200. If your
daily allowance is Php 100, which of the following would let you
save for the gift in the least number of days?
A. Saving 2/5 of my daily weekly (5 school days) allowance
B. Saving 0.3 of my daily allowance
C. Saving 1/5 of my daily weekly (5 school days) allowance
D. Saving 0.15 of my weekly allowance

solve problems involving sets.
15. As part of your research work, you need to gather data in the
specific subjects enrolled by 228 students. Your research output
will be presented to the panel during your defense. Your data
shows the following enrolment records:
Biology = 86 students
Biology and Communication Arts = 16 students
Algebra and Communication Arts = 22 students
Algebra, Biology and Communication Arts = 15
students

How many students are enrolled in only one subject?

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A. Algebra = 84, Biology =31, Communication and Arts = 36

B. Algebra = 145, Biology= 86, Communication and Arts = 89
C. Algebra = 84, Biology = 79, Communication and Arts = 36
D. Algebra = 49, Biology = 62, Communication and Arts = 62

16. A survey of 85 students asked them about the subjects they

liked to study. Thirty five students liked math, 37 liked history,
and 26 liked physics. Twenty liked math and history, 14 liked
math and physics, and 3 liked history and physics. Two students
liked all three subjects.
How many of these students like math or physics?
A. 47
B. 22
C. 18
D. 8
perform fundamental operations on integers. 17. As a student, you are asked to record your cash flow for the
week as a requirement in your TLE subject. Considering the
signs (positive-received and negative-expenses), which figure
below represent the amount at the end of the week?
+60, -45, +70, -52, +65, -48, +70, -55, +65, -42
A. -88
B. -98
C. 88
D. 98

represent real life situation which involves real numbers. 18. You are going to put up a business that needs a capital of Php
800,000. You already have 1/4 of the needed capital and there
are 5 investors willing to contribute equally for the rest. How
much should each of the investor contribute?
A. Php 50,000 C. Php 80,000
B. Php 120,000 D. Php 150,000

19. You are a business owner and you want to know if you have
made a profit for the month. You are given the following
information:
a. The monthly salary of your employees is Php 8000.00 each
and you have 5 employees.
b. The store rent is Php 20,000.
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c. Utilities expenses amount to Php 20,000.00

d. 100 pieces of your product were sold at Php 1000.00 each.

Did your business make a profit for the month?

A. Yes, the business made a profit of P 100, 000.00 for the

month.
B. Yes, the business made a profit of Php 20, 000.00 for the
month.
C. No, the business just managed to break even for the month.
D. No, the business lost Php 40, 000.00 for the month.

illustrate the union and intersection of sets and the 20. Given the illustration below, who is/are the member/s of the
difference of two sets. band and chorus?

A. {Derek}
B. {Sam, Lorrie, Raul, Kyesha, Robin}
C. {Sam, Lorrie, Raul, Derek, Kyesha, Robin}
D. {Nathan, Dana}

use Venn Diagrams to represent sets, subsets, and set 21. Referring to item number 18, how do you describe the
operations. members; Nathan, Dana, Chris and Shirly, considering the
situation given? Write in set notation form.
A. Band∩Chorus
B. Band∪Chorus
C. (Band∩Chorus )'
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D. (Band∪Chorus )'

II. 6 CALENDAR OF ACTIVITIES

1st Quarter
(August- October)

AUGUST

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1 2 3

Expectations on the
ORIENTATION DAY ORIENTATION DAY Subject/Continuation on
(ADVISER) (ADVISER/SUBJECT) the Orientation

1 6 7 8 9 10

Explore: Introduction to Explore and Firm Up: Firm Up: Firm Up and Deepen:
Pre-Test Sets Preliminary Activity 2: Set Activity 2:Textbook Worksheets 1 and 2
NG Activity 1: Game on Identification Exercises G/NG
Grouping G NG
NG

2 13 14 15 16 17

Explore: Venn Diagram Firm Up: Union and Deepen: Explore: Family Tree on Firm Up: Classification of
Illustration/Worksheet 3 Intersection Worksheet 5 Real Numbers Numbers
NG Worksheet 4 G Exercises Worksheet 6
NG NG NG

3 20 21 22 24 25

Firm Up: Operations on HOLIDAY HOLIDAY Firm Up: Rational/Irrational Firm Up: Convert
Rational Numbers Numbers Fractions and Decimals
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Worksheet 7 Activity 1:Game Worksheet 9

G NG NG
Explore:
Worksheet 8: Number Line
G
4 27 28 29 30 31

Firm Up: Firm Up: Convert Post-test for NAT

HOLIDAY Pre- test for NAT Activity 2:Textbook Decimals to Decimals and
Exercises vice versa
NG Worksheet 10
Review G
Review

1st Quarter
(AUGUST-OCTOBER)

SEPTEMBER

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

5 3 4 5 6 7

Deepen: Explore: Firm Up: Deepen: Explore:

Worksheet 12 Square Root Worksheet 11 Worksheet 12 Activity 1: Signed
Activity 1: Four Pictures NG G Numbers
One Word NG
NG
6 10 11 12 13 14

Firm Up: Firm Up: Deepen: Explore: Firm Up:

Activity 2: Operations on Worksheet 13 Worksheet 14 Activity1: Identification of Worksheet 15
Integers NG G Scientific Notation G/NG
NG NG

7 17 18 19 20 21

Explore: Firm Up: Deepen:

Applications of Sets and Worksheet 16 Worksheet 17 CONSULTATION CONSULTATION
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Real Numbers G/NG G

8 24 25 26 27 28

CONSULTATION POST TEST CLASS OUTPUT FOR SUB INTRODUCTION TO REVIEW FOR THE EXAM
SUMMATIVE PT PERFORMANCE TASK MATH/SCIENCE
CULMINATION

1st Quarter
(AUGUST-OCTOBER)

OCTOBER

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9 1 2 3 4 5

CONSULTATION REVIEW FOR THE EXAM REVIEW FOR THE EXAM First Quarter Exam First Quarter Exam

10 8 9 10 11 12

PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE TASK

15 16 17 18 19

NAT REVIEW NAT REVIEW NAT REVIEW NAT REVIEW NAT REVIEW
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22 23 24 25 26

UNIVERSITY DAYS UNIVERSITY DAYS UNIVERSITY DAYS

29 30 31 1 2

SPORTS FESTIVAL SPORTS FESTIVAL BREAK BREAK BREAK

STAGE 3: LEARNING PLAN

DAY LEARNING EVENTS REMARKS
1 1. Conduct an orientation of the subject with the following goals:
a. Behaviour ( as a Lasallian)
Commitment
Diligence
Competence
Sincerity
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b. Grading (70% passing score)

Independent Grading
Performance Task Participation
c. Requirements
Portfolio (to be checked every quarter)
100 page notebook (Math only)
Book (every meeting)
Advanced Reading

2. Answer the questions:

a. What do I want in this subject? (Expectation/Hopes)
b. What are my strengths and weaknesses in Math? List them.
c. What are my favorite topics in Math?
d. Why do I need to love the subject?
e. What should I learn more in this subject?
f. What should I do to appreciate this subject?

1. Share their answers based on the previous activity.

2. Show a story (movie clip) about successful students/people despite of their inabilities about the subject.
2 3. Ask the questions at the end:
a. What lesson/s did you get from the story/ies?
b. How should you overcome difficulties?
4. Give instructions regarding the topic on Sets from the textbook.
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1. give a short introduction about the major topics in Math 7 and gives the Pre-test (an assessment to check students’
readiness of the current topic) as the introductory activity about sets. Test items are as follows: Time allocation is 30
minutes.
(See attached Pre-Test above)

Exchange paper for checking then ask:

a. How was the test?
b. How many correct answers did you possibly get?
c. Do you find the contents easy to learn? Why?

*the contents in the Pre-test will be discussed all throughout the quarter and the competencies are given.
At the end of the First Quarter, I can...
1. describe well-defined sets, subsets, and the null set and cardinality of sets.
2. illustrate the union and intersection of sets and the difference of two sets.
3 3. use Venn Diagrams to represent sets, subsets, and set operations.
4. illustrate the different subsets of real numbers.
5. illustrate the different properties of operations on the set of integers.
6. arrange rational numbers on a number line.
7. express rational numbers from fraction form to decimal form and vice versa.
8. determine between what two integers the square root of a number is.
9. estimate the square root of a whole number to the nearest hundredth.
10. represent absolute value of a number on a number line as the distance of a number from 0.
11. describe principal roots and tell whether they are rational or irrational.
12. plot irrational numbers on a number line.
13. arrange real numbers in increasing or decreasing order.
14. write numbers in scientific notation and vice versa.
15. solve problems involving sets.
16. perform fundamental operations on integers.
17. perform rational numbers on a number line.
18. solve problems involving real numbers and
19. represent real life situation which involves real numbers.

4-6 LESSON 1: INTRODUCTION TO SETS

I. Objectives: At the end of the days, students can;
1. describe sets, the null set/empty and cardinality of sets, finite and infinite,
 15

2. identify the elements of a set, and

3. discuss the value of orderliness.

II. Learning Processes:

A. Explore

1. Review:
a. Introduce to the students the concept of sets. Consider leading students in discussions on the topic:
 What is an example of a set? [Answers will vary]
 What do we call the number 5? [an element of the set of whole numbers]
 What do we call the elements they have in common? [intersection]
2. Motivation
A. Conduct a game; Group game (group yourselves according to the qualities/abilities/characteristics).
B. Ask the following questions:
 How are you grouped?
 What was your basis in grouping?
Note: Every object in a set is unique: The same object cannot be included in the set more than once.

B. Firm Up

a. Unlock the following terms: null set or empty set and elements of a set and cardinality, finite and infinite set.
b. Give examples:
 What is the set of all fingers?[{P = {thumb, pointer, middle, fourth, pinky}]
 What is the set of all even whole numbers between 0 and 10? [H= {2,4,6,8}]
c. Emphasize the two ways in describing the set [set-builder and roster methods] and gives the preliminary
activity from the textbook. [answer on the notebook]
Underline the answer/s.
1. Which of the following is the set of all suits in a standard deck of playing cards? _______
R = [ace, two, three, four, five, six, seven, eight, nine, ten, jack, queen, king]
S = {hearts, diamonds, clubs, spades}
T = {jokers}
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None of the above.

2. Which of the following is the set of odd whole numbers less than 10? _______
C = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
D = {0, 2, 4, 6, 8}
E = {1, 3, 5, 7, 9}
None of the above.
3. Which of the following is the set of all oceans on earth? _______
G = {Atlantic, Pacific, Arctic, Indian, Antarctic}
E = {Amazon, Nile, Mississippi, Rio Grande, Niagara}
F = {Asia, Africa, North America, South America, Antarctica, Europe, Australia}
All of the above.
4. Which of the following is the set of all types of matter? _______
X = {iron, aluminum, nickel, copper, gold, silver}
Y = {hydrogen, oxygen, nitrogen, carbon dioxide}
Z = {liquids, solids, gases, plasmas}
None of the above.
5. Mary listed the set of all letters in the word library as shown below. What is wrong with this set?
A = {l, i, b, r, a, r, y} _______
A. A capital letter is used to represent this set.
B. It uses curly braces.
C. It uses commas.
D. The objects in this set are not unique.
*give additional activity related to the ways in describing a set (Listing or Set Builder) and provide
additional explanation as to the convenience of the process.

7 C. Deepen

a. Integration of the Lesson to the Broader Aspect/ Real Life Applications

 17

 Ask about “Where do you usually apply sets? In which field?[research making, answers vary].
 Relate the lesson in organizing elements/objects at home.
 Give their insight about how important is organizing the objects through soliciting ideas from the
students.
 Provide additional activity related to arrangements and order.
B. Evaluation/ Assessment
a. Answer the worksheet provided related to the competency; describing well-defined sets, subsets, and
the null set and cardinality of sets.
b. Check the answers for verification of understanding of the lesson.

8-9 LESSON 2: VENN DIAGRAM

I. Objectives: At the end of the day/s, students can;
 illustrate the union and intersection of sets and the difference of two sets.
 use Venn Diagrams to represent sets, subsets, and set operations.
 discuss the value of one’s differences.

II. Learning Processes

A. Explore

1. Review
 Ask questions related to the different ways in describing a set.
2. Motivation
 Present a picture and ask questions:
 What do you see on the picture?
 How do you describe the locations of the numbers?
 Statement of the Lesson/objectives
 Define a Venn Diagram which is a diagram that illustrates the relationships between sets
 State the objectives.

B. Firm Up

 Present the component of a diagram above.

The component of Venn diagram :
 Universal set is usually represented by a rectangle area
 The set is represented by a simple closed curve
 18

 Each element of set is represent by node or point

 Answer these components using the picture above.
 Present another activity using a Venn diagram’s concept.
1.    Illustrate the sets below using Venn diagram model:
S = {Natural number less than 15}
    A = {Odd number less than 10}
      B = {Prime number less than 15}
 Call volunteers to illustrate the diagram and explain.
 Give additional activity to illustrate and use Venn diagrams.

C. Deepen

1. Integration of the Lesson to the Broader Aspect/ Real Life Applications

 What is the concept on Venn diagram?
 When and where do you usually see this diagram?
 Have you noticed of the differences of the elements? Similarities?
 How do you manage individual differences at home? In school?
2. Evaluation/ Assessment
 Draw the Venn diagram of the sets below and list the element of every set!
S = {1, 2, 3, . . . , 10}
A = Set of the square of the numbers less than 10
B = Set of the odd numbers between 1 until 10
3. Closure and Assignment
 Have you learned something today?
 Where you able to illustrate the union and intersection of sets and the difference of two sets and use
Venn Diagrams to represent sets, subsets, and set operations
.
*additional activities on set operations will be provided for practice.

 Refer to the picture beside.

 Formulate 5 questions and provide the answers with explanations.

III. Resources

http://absarinurkhasanah.blogspot.com/2012/04/lesson-plan-presenting-sets-using-venn.html

10
LESSON 3: REAL NUMBERS
I. Objectives: At the end of the day/s, students can;
 19

1. illustrate the different subsets of real numbers.

2. illustrate the different properties of operations on the set of integers.
3. discuss the value of one’s uniqueness.

II. Learning Processes

A. Explore

1. Review and Motivation

Activity 1: Try to reflect on these . . . It is difficult for us to realize that once upon a time there were no symbols or names for
numbers. In the early days, primitive man showed how many animals he owned by placing an equal number of stones in a
pile, or sticks in a row. Truly our number system underwent the process of development for hundreds of centuries.

Sharing Ideas! What do you think?

 In what ways do you think did primitive man need to use numbers?
 Why do you think he needed names or words to tell “how many”?
 Was man forced to invent symbols to represent his number ideas?
 Is necessity the root cause that led man to invent numbers, words and symbols?

B. Firm Up

1. Give a preliminary activity for soliciting of ideas/prior knowledge about real number system.
Refer on this site for activity 2: https://cejerl.files.wordpress.com/2012/06/subsets-of-real-numbers-final-
corrected-tg.pdf

Activity 2: LOOK AROUND! Fifteen different words/partitions of numbers are hidden in this puzzle. How many can
you find? Look up, down, across, backward, and diagonally. Figures are scattered around will serve as clues to
help you locate the mystery words.(Please see attached activity).

2. Answer the following questions:

a. How many words in the puzzle were familiar to you? Expected Answers: Numbers, Fractions...
b. What word/s have you encountered in your early years? Expected Answer: Numbers...
c. Define and give examples. Expected Answer: They are used to count things.
d. What word/s is/are still strange to you? Expected Answer: Irrational, ...

Activity 3: Determine what numbers/set of numbers will represent the following situations:
a. Finding out how many cows there are in a barn. Counting Numbers
 20

b. Corresponds to no more apples inside the basket. Zero

c. Describing the temperature in the North Pole. Negative Number
d. Representing the amount of money each member gets when “P200 prize is divided among 3 members.
Fraction, Decimal
e. Finding the ratio of the circumference to the diameter of a circle, denoted π (read “pi) Irrational Number

3. Summarize the family tree of real numbers by filling out the diagram.

Real Numbers

III. Resources:
Textbook: Math 7 (Patterns and Algebra) by Gladys Nivera
Website: file:///C:/Users/Admin%20Assistant/Desktop/2016-2017/MISLYN/PERSONAL/subsets-of-real-numbers-final-
corrected-tg%20(1)%20(1).pdf

11
B. Firm Up

1. Integration of the Lesson to the Broader Aspect/ Real Life Applications

a) Use the idea on set of numbers which is called the real number system that consists of different partitions/
subsets that can be represented graphically on a number line.
b) Ask:
 In which aspect this idea is very applicable? (answers vary)
 Do you also consider your family tree important? Why? (relating it to set of numbers)
 Does each member of the family differ in terms of behaviour?
2. Value Integration
 How important are the relationships among members of the family?
 21

 Do you see the essence of becoming a member?

 What should you do to keep your family intact? Or happy?

C. Deepen

a) In a long bond paper, make your own family tree. Starting from your grandparents (both sides-mother and father)
until your generation. Show the tree in diagram form such as how the family tree of numbers is done. Make it clear,
legible, colorful. This will worth 10 points. Another 10 points for the sharing in the group. Be guided of the rubric
below.

Illustration:
Neatness 5 points
Explanation 10 points
Creativity/clarity 5 points

D. Assignment:
Be able to answer on page 45 (introduction about integers/oppositeness)

LESSON 4: RATIONAL AND IRRATIONAL NUMBERS

I. Objectives: At the end of the day/s, students can;

1. arrange rational and irrational numbers on a number line.
2. express rational numbers from fraction form to decimal form and vice versa.
3. discuss the importance of accuracy in one’s goal.

II. Learning Processes

A. Explore

1. Review
a. Asked orally.
 Are all real numbers rational numbers? Explain.
 Are all rational numbers whole numbers? Explain.
 Are all negative numbers an integer? Explain.
 How do natural numbers differ from whole numbers? Explain.
12-15  How is a rational number different from irrational number? Explain.
 22

Days 2. Motivation
4 a. Conduct a game “ Pinoy Henyo”. Guess the word pie. (2 minutes allotted time)
Meetings
b. Answer the following questions:
 How will you write the fractional form if there are 8 slices in a pie with 2 slices taken?
 What type of real numbers does a fractional form represent?
3. Statement of Aim
a. Tell the students about the lesson and objectives of the day.

B. Firm Up

1. Present a number line on the board and students answer the questions:
 What are the parts of a number line?
 Can you locate 2/3 in the number line? What its boundaries?
 How about the location of square root of 9? What its boundaries? And what type of real number is it?
 Give a real life problem that can be solved using the number line.

I. Illustrate the problem on the number line.

a. Marsha lives 5 ½ blocks from school. Bert is 3 blocks closer. Jean lives 2 ¼ blocks from school in the
opposite direction. How far apart do Bert and Jean live?

2. Give examples and let them formulate the steps in converting fraction to decimal and vice versa.

 Changing fractions to decimals.

 Changing decimals to fractions.
 Give more problems to let them practice.

I. Directions: Complete the chart below by converting the ratio to percent, decimal, and fractions.

Ratio Fractions Decimals Percent

3 :8
7 :25
27 :50
18 :30
4 : 20

C. Deepen
 23

1. Closure
Ask them the steps of converting fractions to decimals and vice versa. Allow them to share their reflections and
realizations about the day’s discussion.

2. Assignment
Let them to answer the items 1-35 on page 82-83 in their textbook at home.

*Value Integration
Upon discussing about converting fractions to decimals, ask them the following questions:
 Under what situation is it more advantageous to write decimals as a fraction? (approximating weight)
 Is it important to be accurate in deciding a problem? Prove your answer.

III. Resources (Websites/references)

*value integration may happen in any parts of the lesson

16-18
Days LESSON 5: SQUARE ROOT
3
Meetings I. Objectives: At the end of the day/s, students can;
1. describe principal roots involving rational or irrational number.
2. determine the square root of a number and illustrate the whole numbers to the nearest hundredth.
3. discuss the value of obedience.

II. Learning Processes

A. Explore

1. Review
a. Give a drill on converting fractions.
2. Motivation
a. Present four pictures linked by one word.
 What word is being presented on the pictures?
 How did you find the word?
3. Statement of the Lesson/objectives
a. State the lesson and objectives.
 24

B. Firm Up

1. Present some square root of a numbers on the board and students will identify the numbers if it is rational or
irrational number.

√2 √ 16
√ 17

2. Asked these following questions:

 What observation do you have after identifying an irrational number?
 What technique did you use in identifying easily the irrational numbers? Rational numbers?

3. Give emphasis on the whole numbers or integers between which an irrational number lies. Used the given
examples.

C. Deepen

1. Closure
 Ask them if it is possible for a number to be both a rational number and an irrational number. Let
them share it to the class and allow them to reflect the day’s discussion.
2. Evaluation/ Assessment
 The students are given activity using worksheet.

I. Identify the whole numbers between which it lies. Used a perfect square as boundaries.

1. √ 3 = _______________between ____________________
2. √ 8 = _______________between ____________________
3. √ 23 = ______________between ____________________
4. √ 56 = ______________between ____________________
5. √ 47 = ______________between ____________________
6. √ 138 = ______________between ____________________
 25

7. √ 265 = _____________between ____________________

8. . √ 388 = ____________between ____________________
9. √ 587 = ______________between ____________________
10. √ 4,765 = ____________between ___________________

3. Assignment
Let them answer some items in their textbook.

*Value Integration
Upon identifying the boundaries of the given square root, ask them the following questions:
 What are your limitations at home? At school?
 Did you obey the rules? In what way?
 Is there a time that you weren’t able to follow rules? What are the consequences?

III. Resources (Websites/references)

*value integration may happen in any parts of the lesson

Lesson 7: OPERATIONS ON INTEGERS

I. Objectives: At the end of the day/s, students can;

1. represent absolute value of a number line as the distance of a number from 0.
2. perform fundamental operations on integers.
3. discuss the importance of life ups and downs.

II. Learning Processes

A. Explore

1. Review and Motivation

a. Let the students tell if the word has a positive or negative meaning.

1. Loss 6. Forward
2. Withdrawal 7. Increase
19-23 3. Raise 8. Down
 26

4. Left 9. Profit
5. Descend 10. Short

 How did you find the meaning of the word?

 Who can give me another word that has a positive and negative meaning?
 What type of real numbers if it involves negative and positive sign?

2. Statement of the Lesson/objectives

a. State the lesson and objectives.

B. Firm Up

1. Present a number line on the board and students answer the questions:
 What are the numbers at the left of zero on the number line? How about the numbers at the right on the
number line?
 What do you call the distance of a number from zero?

Days 2. The teacher presents the discussion on integer and operations by giving activities.
5
Meetings A.

1. −10+54= 6. (−1 )−( 16 )−(−3 )=

2. 10−3= 7. 2+ (−9 ) −4=

3. 76− (−5 )= 8. 5+ (−12 )−(−3 )=

4. −13−( 67 )= 9. (−3 ) + (−3 ) =

5. 34+8= 10. (−3 )− (−3 )=

 27

B.
−25
1. ( 7 ) (−2 )= =
6. −5

5
2. (−5 ) ( 8 )=
7.
− ( −100 )=
−40
3. (−6 ) (−5 )= =
8. 20

−3 ( 2 )
4. (−1 ) (6 )= =
9. 2

−24
5. ( 8 ) (−2 )= =
10. − ( −6 )

C. Deepen

1. Integration of the Lesson to the Broader Aspect/ Real Life Applications

The students are asked to connect the uses of integers to everyday life.
 What word has a positive and negative meaning between up and down?
 Is there a time in your life that you experience ups and downs?
 How do you manage the situation?

2. Evaluation/ Assessment

A. Perform the indicated operations and simplify the answer.

5−2 120
=
=
1. −4+2 4. ( −10 )( 6 )
 28

−4−20 (−6 ) (−8 )

= =
2. (−3 ) ( 2 ) 5. −4−4

(−2 )(−1 ) +7
=
3. ( −3 ) ( −1 )

3. Closure and Assignment

 Have you learned something today?
 Where you able to perform fundamental operations on integers?

*additional activities will be provided for practice.

 Formulate 10 items combining the fundamental operations on integers and provide an answer each item.

III. Resources (Websites/references)

*value integration may happen in any parts of the lesson

Lesson 6: SCIENTIFIC NOTATION

I. Objectives: At the end of the day/s, students can;

1. define scientific notation.
2. write numbers in scientific notation and vice versa.
3. discuss the importance of thrifty.

II. Learning Processes

A. Explore
1. Review and Motivation
 Let a student read a message.
24-25
Days Dear Katrin,
2
 29

Meetings Today, while walking home from school, I got drenched In the rain. I can’t believe it! My book bag
wasn’t zipped all the way, and my papers got soaked. I can’t read our homework assignment. Can you
sent it to me?

Thank you so much!

Jenny

 Asked students to rewrite the message in shortened form.

 After discussing what students did to shorten the message, ask them for examples of other words,
phrase, or names that are shortened. (Example: NBA for National Basketball Association, Dr. for
Doctor, and AK for Alaska)
 Why do we shorten these?

2. Statement of the Lesson/Objectives

 Explain that in mathematics and science, very large or extreme numbers are also shortened.

B. Firm Up

1. Present the following statements and let the students find each equivalent notation.

9
 The population of the world is about 7, 117, 000, 000. (Answer: 7 .117×10 )
7
 The distance from Earth to the Sun is about 92, 960, 000 miles. (Answer: 9 .296×10 )
 The human body contains approximately 60, 000, 000, 000, 000 to 90, 000, 000, 000, 000 cells. (Answer:
6 . 0×1013 to 9 . 0×1013 )
 The mass of a particle of dust is 0.000000000753 kg. (Answer: 7 .53×10−10 )
 The length of the shortest wavelength of visible light (violet) is 0.0000004 meters. (Answer: 4. 0×10−7
)

2. Discuss the numbers and then divide the class into two. Let them orally give the equivalent notation as the
teacher assigned each group to be the standard notation and the other be the scientific notation.

C. Deepen

1. Closure
 30

 How does scientific notation differ from standard notation?

 How can a number be written in scientific notation?
 Asked if they have learned today and review the process of converting numbers to and from scientific
notation based on any misconceptions you may have observed, such as moving the decimal in the correct
directions when using positive and negative powers.

2. Evaluation/ Assessment

I. Directions: Complete the table with its equivalent notation.

Scientific Notation Standard Notation

1) 135, 300, 000, 000
−6
2) 2. 44×10
10
3) 5 .01×10
4) 100, 000, 000, 000
5) 0.000000072
6) 0.0000103
10
7) 5 .01×10
8) 100, 100, 000
9) 900, 530, 000, 000
10) 0.0003001

3. Assignment
 Let the students create 5 word problems with answers involving scientific notation.

4. Integration of the Lesson to the Broader Aspect/ Real Life Applications

 How much allowance do you have every day?
 Do you save money from the allowance you have?
 What if you found one centavo do you still save it? Why?
 Is it important to be thrifty? Why?
 31

III. Resources (Websites/references

* http://www.uen.org/mathshorts/downloads/scientific_notation_classroom_activity.pdf

Lesson 8: APPLICATIONS OF SETS AND REAL NUMBERS

I. Objectives: At the end of the day/s, students can;

1. represent real life situation involving sets and real numbers.
2. solve problems involving sets and real numbers.
3. discuss the importance of hard work.

II. Learning Processes

26-30
A. Explore
Days
5
1. Review
Meetings
 Give a drill on scientific notation.

2. Motivation
a. Present a problem.
 In a group, 12 are taking Physics, 10 are taking Math, 3 are taking both Physics and Math, and 5 are taking
neither Physics nor Math. How many students are in the group?
b. Ask questions leading to the topic.
 What kind of problem do you think it is related?
 Were you able to solve problems related to sets?
 Do you know how to solve this problem?

3. Statement of the Lesson/objectives

 Present the topic and the objectives for the day.

B. Firm Up

1. Discuss some word problems on sets.

 In a poll of 46 students, 23 liked rap music, 24 liked rock music, and 19 liked country music. Of all students,
12 liked rap and country, 13 liked rap and rock, and 14 liked country and rock. Of these students, 9 liked all
three types. How many students did not like any of these types?
 32

 In a group, 12 are taking Physics, 10 are taking Math, 3 are taking both Physics and Math, and 5 are taking
neither Physics nor Math. How many students are in the group?

2. Give word problems on real numbers and let them analyze the given problem/s.

 You are a business owner and you want to know if you have made a profit for the month. You are given the
following information:
The monthly salary of your employees is Php 8000.00 each and you have 5 employees
The store rent is Php 20,000.
Utilities expenses amount to Php 20,000.00
100 pieces of your product were sold at Php 1000.00 each.

Did your business make a profit for the month?

D. Deepen

1. Integration of the Lesson to the Broader Aspect/ Real Life Applications

a. After solving the word problems ask the students the following questions:
 Can we solve these problems without hard work?
 Is hard work important? Why?

2. Evaluation/ Assessment
 The teacher provides four word problems involving sets and real numbers.

I. Directions: Choose the letter of the correct answer and explain the answer by showing your solutions.

 A survey of the food preferred by 40 Grade 7 students for their Christmas Party options.
These are the following result:
Fried Chicken = 18 students
Salad = 15 students
Spaghetti = 10 students
Fried Chicken and Salad = 5 students
Salad and Spaghetti = 3 students
Spaghetti and Fried Chicken = 3 students
Fried Chicken, Salad and Spaghetti = 2 students
How many students preferred Salad only?
a. 9
 33

b. 10
c. 11
d. 12

 In a class of 50 students, 18 take Chorus, 26 take Band, and 2 take both Chorus and Band. How many
students in the class are not enrolled in either Chorus or Band?
a. 7
b. 8
c. 9
d. 10

 You are going to put up a business that needs a capital of Php 800,000. You already have 1/4 of the needed
capital and there are 5 investors willing to contribute equally for the rest. How much should each of the
investor contribute?
a. Php 50,000
b. Php 80,000
c. Php 120,000
d. Php 150,000

 The starting balance in a savings deposit is Php 1, 780. What is the balance after withdrawal of Php 500 and
Php 700.
a. Php580.00
b. Php590.00
c. Php600.00
d. Php750.00

3. Assignment
Students need more practice to understand real numbers. Let the students used their textbook to answer on
pages 57 – 58.

III. Resources (Websites/references)

*value integration may happen in any parts of the lesson

 34

Prepared: ________________________
Date Submitted: __________________
Checked: ____________________

Approved:
Principal