Grade 7 Mathematics LAS

7
Mathematics
First Quarter
LEARNING ACTIVITY SHEETS
Practice Personal Hygiene protocols at all times.

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Learning Activity Sheet in MATHEMATICS

GRADE 7
Copyright © 2020
DEPARTMENT OF EDUCATION
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(Cagayan Valley)
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Practice Personal Hygiene protocols at all times. i

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Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R
02 Assistant Regional Director : RHODA T. RAZON, EdD,CESO V, DepEd R02
Schools Division SuperintendentAsst. Schools Division Superintendent: CHERYL R. RAMIRO, PhD, CESE,
Santiago City : CHERRY S. RAMOS, EdD,, CESO V, Santiago City
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD

Chief Education Supervisor, CID : JANETTE V. BAUTISTA,
EdD
Development Team
Writers: JOY ALPHA FLOR C.DELEON, Patul NHS, Stgo City
EMERSON R. RESPONZO, CRISEL C. BISTANTE & ROMMEL A. SIMON Patul NHS, Stgo
City MARJORIE INGARAN, Sinili, Integrated School, Santiago City
ALELI C. VALERIANO, MELY CABUDOL & GEORGE M. VIBA, GERADINE CANLAS &
PRIMAROSE SALESLEONARD B. SAMBILE , Cabulay HS, Santiago City, Rizal National HS
RANDY B. TOLENTINO,Balintocatoc IS, MARK JOSEPH L. LEAL, San Jose IS

LEILANI T. SANTIAGO & MYRNA GUIRING, Santiago City NHS
JUN-JUN DARIANO Sagana NHS
GEE P. BALTAZAR, Divisoria NHS
CRISTOBAL FELIPE, Rosario NHS
Content Editors:
JACKILYN ALAMBRA, EMERITA MAWIRAT, Rosario National High School ,Santiago City National High Schoo
Santiago Cityl, Santiago City
MARIO P.MABALOT, Principal I, Santiago CityENRIQUE GARCIA, MAI RANI

ZIPAGAN Language Editor: Illustrators: PERFECTA BAUTISTA,
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Education Program Supervisor – Mathematics
RIZALINO G. CARONAN, Regional Education Program Supervisor –LRMDS
Printed by: Curriculum and Learning Management Division
DepEd, Carig Sur, Tuguegarao City
Table of Contents
Competency Page Number
Practice Personal Hygiene protocols at all times. ii

The learner illustrates well-defined
sets, subsets, universal sets, null set,
cardinality of sets and the difference ----- 1-7
of two sets
The learner solves problems involving
----- 8-13
sets with the use of Venn Diagram
The learner represents the absolute
value of a number on a number line ----- 14-21
as the distance of a number from 0
The learner performs fundamental ----- 22-40
operations on integers
The learner illustrates the different
properties of operations on the set of ----- 41-45
integers.
Express rational numbers from ----- 46-54
fraction form to decimal form and
vice versa.
The learner performs operations on ----- 55-65
rational numbers.
The learner describes principal roots ----- 66-69
and tells whether they are rational or
irrational
Practice Personal Hygiene protocols at all times. iii

The learner determines between
----- 70-76
what two integers the square root of
a number is
The learner estimates the square root
of a whole number to the nearest
hundredth ---- 77-85
The learner plots irrational numbers
(up to square roots) on a number ___ 86-89
line.
Illustrates the different subsets of real
numbers ----- 90-96
The learner arranges real numbers in
increasing or decreasing order and ----- 97-103
on a number line
The Writes numbers in scientific ----- 104-107
notation and vice versa
The learner represents real-life

situations and solves problems
involving real numbers ---- 108-115
Practice Personal Hygiene protocols at all times. iv

Practice Personal Hygiene protocols at all times. v
MATHEMATICS 7
Name of Learner: ________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________
LEARNING ACTIVITY SHEET The Set Virus
Background Information for Learners
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
as it specifically aims for students’ mastery on the world of sets.
This is an introductory lesson on sets. A clear understanding of the concepts in this lesson
will help you easily grasp number properties and enable you to quickly identify multiple
solutions involving sets of numbers
Important Terms to Remember
The following are terms that you must remember from this point on.
1. A set is a well-defined group of objects, called elements that share a common

characteristic. The term well defined means that given a set and an object, one can
clearly determine whether that object belongs to the set or not. A set is usually
denoted by a capital letter. For example, set of vowels in the alphabet: V = {a, e, i, o,
u}
2. The set F is a subset of set A if all elements of F are also elements of A. For example,
the even numbers 2, 4 and 12 all belong to the set of whole numbers. Therefore, the
even numbers 2, 4, and 12 form a subset of the set of whole numbers. F is a proper
subset of A if F does not contain all elements of A.
3. The universal set U is the set that contains all objects under consideration. The set of
all letters in the alphabet could be a universal set from which the set {a,b,c,d,…..z}
could be taken.
4. The null set ᴓ is an empty set. The null set is a subset of any set. The set of months in
a year with 35 days is considered as null set because there is no months with 35 days.
5. The cardinality of a set A is the number of elements contained in A. Supposed set A

is the vowels in the alphabet. Its cardinality is 5 because there are just 5 vowels {a, e,
i, o, u} in the alphabet.
6. The difference of two sets A and B, denoted by A – B (read as A minus B), is the set
that contains all elements of A that are not in B. In some cases, the symbol “\” is also
used to mean difference. Suppose set A = {1,3,5} and set B = {2,3,4}, when we take
its difference the result will be {1,5}.
Practice Personal Hygiene protocols at all times. 1
Learning Competency with code
The learner illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets
,union and intersection of sets and the difference of two sets (M7NS-Ia-1,& M7NS-Ia-2)
Directions:
Different activities were prepared for you to be well versed on the concept of Sets.
Activity 1 SET IT UP! Write S if the given group or collection is a set and NS
if it is not. Write your answer on the space provided before each number.
_______1. Collection of students in your class whose surname starts with letter A.
_______2. Countries in Asia affected by covid-19
_______3. Collection of distinct letters of the word “PANDEMIC”
_______4. Group of cities in the province of Isabela
_______5. Group of enjoyable subjects in high school
_______6. Group of students in your class who wear mask
_______7. Collection of hygiene kits for sanitation
_______8. Group of major TV stations in the Philippines
_______9. Group of good schools in Santiago City
_______10. Cities in Metro Manila under ECQ(Enhanced Community Quarantine)
Activity 2. ARE YOU POSITIVE OR NOT? Draw on the space

provided before each item if the given set is a subset of A. If it is not then draw .
Given: A = { c,o,r,o,n,a,v,i,r,u,s,o,u,t,b,r,e,a,k}
_______1. {c, r, n, v, s, t, k}
_______2. {a, e, i, o, u}
_______3. {set of all consonants in the alphabet}
_______4. {x/ x is a vowel in the alphabet}
_______5. {set of even numbers}
_______6. {set of odd numbers}
_______7. {alcohol, sanitizer, soap}
_______8. {USA, China, Italy, Japan, Philippines}
_______9. {a, b, c, d, e}
_______10. {u, v, w, x, y, z}

Activity 3. UNIVERSAL IT IS!
A. List all the elements on the universal set for the following sets
1. A = { a, b, c, d, e}
B = { a, e, i, o, u}
U = ___________________________
2. C= { letters of the word novel}

D = { letters of the word corona}
E = { letters of the word virus}
U = ____________________________
3. F = { 2, 4, 6, 8, 10}
G = {1, 3, 5, 7, 9}
U = ____________________________
4. H = { N95 mask, gloves, goggles}

I = {gowns, aprons, face visors}
U = ____________________________________________________________________
5. J= {set of prime numbers less than 10}

K = { set of even numbers less than 10}
U = ____________________________________________________________________
B. Identify a possible universal set from which the following sets could be chosen.
1. { working pass, travel pass, financial travel pass}

Set of _________________________________________
2. { basketball, volleyball, badminton, futsal, boxing}
Set of _________________________________________
3. { doctors, nurses, police, military, LGU}
Set of _________________________________________
4. { Math, Science, English}
Set of _________________________________________
5. { social distancing, stay at home, hand washing, wear mask, exercise}
Set of _________________________________________
Activity 4. MY EMPTINESS AND PHOBIA!

“Are you afraid of viruses, germs, bacteria? Then you are ____________”
To answer this, cross out the pair of letters that corresponds to null or empty set in the box
below. There will be 5 boxes left after. Decode the remaining letter from left to right, top to
bottom. Place the letter of your answer on the answer box. One letter per box.
AB MY SO CD
Set of 3 legged Set of vowels in the Set of even numbers Set of months with 33
human alphabet days
PH XY UV OB
Set of quarantine pass Set of dogs with 6 Set of squares with 5 Set of qualified
during ECQ legs sides family social status
that will be given
SAP
RP JR RH PS
Set of cars with 10 Set of integers which Set of newly born Set of humans living
doors are both even and odd babies who can walk in planet MARS
EF LN TP IA
Set of schools in the Set of vaccines that Set of humans with Set of countries
Philippines who can treat corona virus multiple lives affected by covid-19
conducted graduation
S.Y. 2019-2020
physically in their
respective schools
Note: Letters
that are not crossed out will correspond to the name of the phobia
Answer:
Activity 5. Where does corona virus outbreak started? __________________
To answer this, identify the cardinality of the following set. Match your answer from the
choices on the right and write the corresponding letter of the correct answer in the box at
the left of number.
1. {a, e, i, o, u} N1. 9

2. {set of days in a week} I. 120
3. {set of vowels in the word “PANDEMIC”} H2. 12
4. { set of non-repeated consonant letters in the word H1. 3

“FRONTLINERS”}
5. {rice, coffee, powdered milk, sugar, noodles, sardines, C. 0 corned beef,

soap, alcohol}
6. {empty set} U. 7
7. {set of months in a year} A1. 6
8. {100,200, 300, …….12000} W. 5
9. {USA, Italy, Spain, Germany, China, France, Iran, United A2. 11

Kingdom, Switzerland, Turkey}
10. {N95 mask, surgical gloves, goggles, medical gowns, N2. 10

aprons, face visors, face shields, respirators, protective clothing,
helmets, biohazard bags }
Answer: _______________________________________________________________
Activity 6 THE HIDDEN MESSAGE
What is the hidden message written below despite this pandemic outbreak of corona
virus? To answer, shade the elements of the result of the difference of two sets on each of
the following number.
1. A= { c, o, r, o, n, a} 2. A = {a, e, i, o, u} 3. A= {2,4,6,8,10} 4. A = {w, e, a, r}

- B= {v, i, r, u, s} -B = {a, b, c, d ,e} -B = {1,3,5,7,9} -B = {m, a, s, k}
C c c i i i 2 2 2 w a w
O v v a o e 4 1 8 w e w
O o n a o e 4 6 8 m e s
R r n a u e 6 3 10 m r k
A a a a u e 6 7 10 a r k
5. A = { r,e,p,a,c,k} 6. A = {f, a, k, e} 7.A = {1,2,3…10} 8. A = {4,8,12…40}

-B = {r,e,l,i,e,f} -B = {n, e, w, s} -B = {2,4,6…10} -B = {2, 4, 8…64}
P p p f f f 1 1 1 12 20 24
A r e a n k 3 2 4 12 4 8
A a c a f k 3 7 9 28 36 36
L f c a w k 5 6 8 28 16 32
K k k a s k 5 10 10 40 40 40
Reflection
Complete this statement: I have learned that …
_______________________________________________________________________
____
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References
Math 7 Teaching Guide

Oronce, O. & Mendoza, M.(2012) E-Math Malvar,
M. et al. (2014) Simplified Math
https://www.who.int/medical_devices/meddev_ppe/en/
https://www.pharmaceutical-technology.com/features/covid-19-coronavirus-top-ten-most-
affected-countries/ 9. NS
10. S
Answer Key
Acti
Activity 1 vity
1. S 2
2. S 1.
3. S 2
4. S .
5. NS 3
6. NS .
7. S 4
8. S .
5.
6.
7.
8.
9.
10.
Activity 3 A.
1. {a,b,c,d,e,i,o,u}
2. { a,c,e,i,l,n,o,r,s,u,v}
3. {1,2,3,4,5,6,7,8,9,10}
4. {aprons, facemask, gloves, goggles,
gowns, N95 mask} 5.
{2,3,4,5,6,7,8} B.
1. quarantine pass
2. sports
3. frontliners
4. major subject
5. rules during covid-19 outbreak

Activity 4
AB Set of 3 MY SO CD Set of
Set of vowels in the alphabet Set of even numbers months with 33
legged human X days X

PH XY Set of UV Set of OB
Set of quarantine pass during dogs with 6 squares with 5 Set of qualified family social
ECQ status that will be given SAP
RP
legs X JR Set of
sides X RH PS
integers which are Set of newly born babies Set of humans living in
Set of cars with 10

doors
X X both even and
who can walk X planet MARS X
odd
EF LN TP IA
Set of schools in the Set of vaccines that can treat Set of humans with multiple Set of countries affected by
Philippines who conducted covid-19
graduation S.Y. 2019-2020
X
physically in their respective corona
schools
X
lives
virus
X
Answer:
M Y S O P H O B I A
Activity 5
1. W 6. C
2. U 7. H2
3. H1 8. I
4. A1 9. N2
5. N1 10. A2
Activity 6
1. 2. 3. 4.
c c c i i i 2 2 2 w a w
o v v a o e 4 1 8 w e w
o o n a o e 4 6 8 m e s
r r na a uu e 6 3 10 m r k
a a a e 6 7 10 a r k
5. 6. 7. 8.
p p p f f f 1 1 1 12 20 24
a r e aa n kk 3 2 4 12 4 8
a a c aa f k 3 7 9 28 36 36
l f c w 5 6 8 28 16 32
k k k s k 5 10 10 40 40 40
Prepared by:
JOY ALPHA FLOR C. DE LEON EMERSON
R. RESPONZO
T-III, Patul National High School
7
MATHEMATICS 7
Section: ________________________________________ Date: ____________
LEARNING ACTIVITY SHEET

SOLVE PROBLEMS INVOLVING SETS USING VENN DIAGRAM
This learning activity sheet is about solving problems involve using Venn diagram.
The activity encourages students to learn, to help direct students’ learning out-of-class and a
good way to choose practice or drill their skills on the concepts of Venn diagram.
A Venn diagram is used to organize a list of data. Set can be represented in a Venn

diagram. Circle are drawn inside a rectangle representing the universal set.
The overlapping region in the Venn diagram is called the “Intersection” of the set
while the “Union” is the combination of all elements of A and B (or the circle inside the
rectangle).
In a simplest manner, A Venn diagram is a diagram with one or more circles on closed
regions representing sets. A rectangle can be drawn around the Venn diagram to represent the
universal set.
The figures below are the models for representing the operations on sets which is
somewhat similar to the basic operations on numbers.
Four Basic Operations on Sets
1. Union of sets A and B

A U B = set of all elements found in A or B or both
Example :
A = {a, b, c, d, e} , B = {b, c, f, g, h} = { a, b, c, d, e, f ,g }
In General, A U B = {a, b, c, d, e, f ,g}
2. Intersection of Sets A and B

A ∩ B = Set of all elements common to set A and Set B
Example : A ={ 1, 2, 3, 4 } , B={3, 4,5, 6,} = { 3,4}
In General A ∩ B = { 3,4}
3. Complement of a set A
A’ = Set of all elements in the universal set but not found in A
Example:
A = {1,2}, U= {1,2,3,4,5 } A’= {3,4,5}
In General = A’ U U= {3,4,5}
4. Difference of Sets A and B

A-B = Sets of all elements in A but not in B
B-A = Sets of all elements in B but not in A Example :
A= {4,5,6,7}, B= {1,6,7,8,9)
A-B {4,5} , B -A {1,8,9}
Example : Soaring with 95%
In a class of 40 students ;
25 got an average of 95 in English ;
17 have an average of 95 in Mathematics ,
7 have an average of 95 in Mathematics and English

U = 40
English Mathematics
18 7 10
a. How many students have an average of 95 in English only?

b. How many students have an average of 95 in Math Only?
c. How many student do not have an average of 95 in Math and English?
Solution :
a. For Students who have an average of 95 in English only
25-7 = 18 students have an average 95 in English only
b. For Students who have an average of 95 in Math only
17-7 = 10 students have an average of 95 in Math only
c. Students that does not have an average of 95 in both English and Math
40 - [18 +7 +10 ] = 5 students does not have an average of 95 in both Math and
Science
Learning Competency (Quarter 1, Week 2)
Solve problems involving sets with the use of Venn Diagram. (M7NS-Ib-2)
Activity 1. WEBINAR ! NEW NORMAL
Directions/Instructions:

Let us try to solve the following problem: Venn diagram is already drawn for you, just fill up
your answer on the given illustrations below ,and answer the following questions.
SCIENCE MATH
In a group of 35 students who joined the online activity in Math and Science webinar
28 of these students are in Science club and
20 of them are in Math club
a. How many have joined in Science club only?
b. How many have joined in both Club?
Guide Questions:
1. In evaluating the sets what method did you use? _______________ Why?
2. Did you compare set A and Set B? What relationship exists between the two sets?
How?
3. What symbol did you use to emphasize the intersection? Why?
4. What can you conclude regarding on the operation of sets? Why?
Activity 2. I CAN MAKE IT!, BELIEVE ME I CAN !

(Op (Option B)
(Option C)
Direction : A Venn diagram is already drawn for you just fill in the empty sets to correspond
your answer inside the universal set.
Online Actual
50 students was surveyed through social media bout their option of classes they most
prefer for this coming opening of school year , 15 of the students wants online schooling
20 of the students wants actual face to face schooling
7 students want both option.
a. How many students want online schooling only?

b. How many students want actual face to face schooling only?
c. How many students want at least two scheme of classes?
d. How many students do not want any of the two option?
Guide Questions:
1. How did you evaluate the problem?
2. How did you make the intersection of set?
3. Does set A, Set B and Set C related with one another?
4. What operation did you used in finding the intersection of the three sets?
Activity 3: CONGQUER MY TALENT!

(Dancing) (Singing) ( Painting)
Directions: A Venn diagram is already drawn for you just fill in the empty sets to correspond
your answer inside the universal set.
100 students were enrolled in Special Performing Arts Class,

27 are inclined in singing
42 are inclined in dancing
35 are inclined in painting
15 are both inclined in singing and painting
18 are both inclined in dancing and singing
20 are both inclined in painting and dancing
10 are all inclined into the three performing arts
a. How many are into singing only?

b. How many are into dancing only?
c. How many are into painting only?
d. How many students are both inclined in both singing and dancing but not
painting?
e. How many students are both inclined in both painting and dancing but not
singing?
f. How many students are both inclined in both singing and painting but not dancing
g. How many students are both inclined into either singing or dancing?
h. How many students are both inclined into either dancing or painting?
i. How many students are both inclined into either singing or painting?
j. How many students are not into any of the tree performing arts ? *** both
inclined in singing and dancing
both inclined in painting and dancing
Guide Question:
1. How did you evaluate the problem?
2. What method did you use in identifying sets?
3. How did you make the intersection of the set?

4. Does set A, Set B and Set C related with each other? How?
5. What operation did you used in finding the
intersection of the three sets?
Activity 4: Sporty Venn Diagram
Directions/Instructions:
The diagram below shows the different outdoor sports played by ten (10) students last month.
Use the Venn diagram to answer the questions.
Reference:
Volleyball (V)
Basketball (B)
Sepak Takraw (S)
V B
Anne
Bing Rey Kris

Rona
Al
Ben Fe
Rob Bill
S
Questions:
1) How many students played Volleyball and Basketball? _____
2) How many students played Basketball and Sepak Takraw? _____
3) How many students played Volleyball and Sepak Takraw? _____
4) How many students played ONLY Volleyball? _____
5) How many students played ONLY Basketball? _____
6) How many students played ONLY Sepak Takraw? _____
7) V B _______________________________________________ 8) (V ∩
B ) S _______________________________________________
9) V – B _______________________________________________
10) V ∩ B ∩ S _______________________________________________
Reflection
I have learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Curriculum Guide in Grade 7 Mathematics
Learning Modules in Grade 7 Mathematics

Books : College Algebra with Recreational Mathematics by Benjamin Concepcion, Chastine
Najjar, Prescilla Altares, Sergio Ymas, E-Math Worktext in Mathematics by Orlando
Oronce and Marilyn O. Mendoza
Prepared by:JULIE BACTAD AGCAOILI-Rosario NHS/ JHOANNA D.
BALAYANSaganaNHS
MATHEMATICS 7
Name of Learner: ________________________Grade Level: ______________
Section: _______________________________ Score: ___________________
LEARNING ACTIVITY SHEET ABSOLUTE VALUE
A number line is a line with numbers placed in the right order. It is an infinite line which
points represent the real numbers. It is divided into two symmetric halves by the origin that is
the number zero.
The absolute value of a number is the distance on the number line between the number and
zero without any regard to its direction. Since you are only counting the distance, absolute
values are always positive values.
Absolute value bars surround the number being evaluated. Two vertical bars | | denote the
absolute value of a number. For example: |5| = 5 and |-5| = 5. The absolute value of a positive
number is the number itself. The absolute value of a negative number is the opposite of the
negative number and the absolute value of zero is zero. This is best illustrated on the number
line below:
Expressions with absolute value symbol can be simplified. The absolute value of a number is
the number of units it is away from 0 on the number line. For example: |x| = 2. Using the
number line, the distance from 0 to x is 2 units. Therefore x = -2 and x = 2.

Furthermore, to solve and illustrate |x - 4| = 3 using the number line, x must be a number
whose distance from 4 is 3. Thus, think of starting at 4 and moving 3 units in both directions
on the number line. The solutions can be illustrated as the figure below:
Therefore, x is equal to 1 or 7.
The diagram shows that |x - 4| = 3 is equivalent to:
|x - 4| = 3 or |x - 4| = 3
x – 4 = -3 x–4=3
x = -3 + 4 x=3+4
x=1 x=7

Represents the absolute value of a number on a number line as the distance of a number from
0 (M7NS-Ic-1)
Directions/Instructions
Exercises 1. GIVE ME MY VALUE! Give the absolute value of each of the following. Each
correct answer corresponds to 1 point.
1. |10| 6. |93|
2. |13| 7. |-103|
3. |48| 8. |-127|
4. |-74| 9. |133|
5. |-85| 10. |165|
Exercises 2. THE SANTIAGO CITY BARANGAY TOUR. Tell whether how far a
barangay in Santiago City from the other barangay as shown in the picture below. Each
correct answer corresponds to 1 point.

1. How far would Calao West be from Dubinan East?
2. How far when you travel from Calao West to Malvar given the route above?
3. If you are from Plaridel and you would like to visit your mom in Malvar, how far
would you travel from your place?
4. Ana travelled from Dubinan West to Calao West while Robert travelled from
Plaridel to Malvar. Who travelled the greater distance, Ana or Robert? Why?
5. What is the total distance travelled by Ana and Robert?
Exercises 3. COME AND ILLUSTRATE. Illustrate using the number line. Each correct
illustration corresponds to 2 points each.

Exercises 4. SOLVE AND PROVE. Solve and illustrate using the number line.
1. |x - 2| = 5
2. |x + 6| = 3
3. |x + 8| = 6
4. |x - 5| = -8
5. |x + 1| = -10
Reflection
Complete the statement below.

I have learned that ____________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
References

A. Books
1. Orance, O. and Mendoza, M., 2015. E- Math 7. 1st ed. 586 Nicanor Reyes St.,
Sampaloc Manila: Rex Book Store, pp.35-38.
2. De Leon, C. and Bernabe, J., 2002. Elementary Algebra. 1281 Gregorio Araneta
Avenue, Quezon City: JTW Corporation, pp.32-33.
3. 2013. Mathematics Grade 7 Teacher's Guide. 1st ed. 2nd Floor Dorm G, Philsports
Complex, Meralco Avenue, Pasig City, Philippines 1600: Department of Education,
pp.94-100.
4. Aseron, E., Armas, A., Canonigo, A. and Garces, I., 2013. Mathematics – Grade 7
Learner’S Material. 1st ed. 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600: Department of Education, pp.70-75.
B. Website
1. Arias, L., 2019. Positive And Negative Numbers, Oh My!. [online] Google Books.
Available at: <https://books.google.com.ph/books?id=TQ-
XDwAAQBAJ&printsec=frontcover&dq=absolute+value+of+a+number&hl=en&sa=
X&ved=0ahUKEwim09GS_cvpAhWuBKYKHd_bB94Q6AEIJjAA#v=onepage&q=a
bsolute%20value%20of%20a%20number&f=false> [Accessed 24 May 2020].
2. Kolby, J., 2020. ACT Math Prep Course. [online] Google Books. Available at:
<https://books.google.com.ph/books?id=NQ_CBgAAQBAJ&pg=PA131&dq=absolut
e+value+of+a+number&hl=en&sa=X&ved=0ahUKEwim09GS_cvpAhWuBKYKHd
_bB94Q6AEIdzAJ#v=onepage&q=absolute%20value%20of%20a%20number&f=fal
se> [Accessed 20 May 2020].
3. Aufmann, R. and Lockwood, J., 2020. Course Companion For Basic College
Mathematics: Powered By Enhanced Webassign. [online] Google Books. Available at:
<https://books.google.com.ph/books?id=BoXbkVg325sC&pg=RA3-
4. Marshall, S., n.d. Rubric For Short-Answer Math Problems.
[online]
Hosting.astro.cornell.edu.Available at:
<http://hosting.astro.cornell.edu/~seanm/Sean_Marshall_rubrics.pdf> [Accessed 20
May 2020].
Others:
1. STARBOOKS. 2020. Absolute Value of A Number.
2. Word Search
3. Google Map
Answer Key
Exercises 1. Give Me My Value

1. 10| 6. 93
2. 13 7. 103
3. 48 8. 127
4. 74 9. 133
5. 85 10. 165
Exercises 2. The Santiago City Barangay Tour
1. 2.5 km
2. 10.9 km
3. 5.3 km
4. Robert; 5.3 km > 3.7 km
5. 10.1 km
Exercisers 3. Come and Illustrate.
Exercises 4. SOLVE AND PROVE. Solve and illustrate using the number line.
1. |x - 2| = 5
|x - 2| = 5 or |x - 2| = 5

x - 2 = -5 x-2=5
x = -5 + 2 x =5+2
x = -3 x=7
Therefore:
2. |x + 6| = 3
|x + 6| = 3 or |x + 6| = 3
x + 6 = -3 x+6=3
x = -3 - 6 x =3-6
x = -9 x = -3
Therefore:
3. |x + 8| = 6
|x + 8| = 6 or |x + 8| = 6
x + 8 = -6 x+8=6
x = -6 – 8 x=6–8
x = -14 x = -2
Therefore:
4. |x - 5| = -8
|x - 5| = -8 or |x - 5| = -8
x - 5 = -8 x-5=8
x = -8 + 5 x=8+5
x = -3 x = 13

Therefore:
5. |x + 1| = -10
|x + 1| = -10 or |x + 1| = -10
x + 1 = -10 x + 1 = 10
x = -10 – 1 x = 10 – 1
x = -11 x=9
Therefore:
Prepared by:
Gee P. Baltazar Mely C. Paulino

Teacher III Teacher III

MATHEMATICS 7
Name:_____________________________________ Grade Level_______
Section:____________________________________ Date:____________
LEARNING ACTIVITY SHEET Addition of Integers
Background Information for Learner/Concepts
Integers are whole numbers that are positive or negative including zero. Negative
integers are numbers less than zero found at the number line from the left of zero and hold a
negative sign. Examples are -1, -5, -8, -12, -18, etc. while positive integers are numbers
greater than zero located at the right side of zero in the number line. This sign(+) indicates
positive integer. However, the sign is not always needed. Numbers like +3 or 3, +6 or 6, +9
or 9, +13 or 13, etc. are examples of positive integers. Zero on the otherhand is located in
between the positive and negative integers in the number line.
A number line is a horizontal line with numbers that are placed equal distance apart
and are sequentially numbered.
Below is an illustration of negative and positive integers using the number line.
Examples:
1. 9 + 3 = 12
In adding two integers 2. 17 + 6 = 23
having the same sign, 3. -5 + -9 = -14
add the numbers and 4. – 4 + - 15 = - 19
copy their common sign. Number 1 and 2 are both positive while 3 and
Rules for 4 are negative.
Adding Integers
RULE # 1
Rule # 2

In adding two integers Examples:
with different sign, -10 + 4 = -6
subtract and copy the sign The difference is 6 and the sign of the
of the larger number. larger number is negative, so the sign of the
sum is negative.
-5 + 8 = 3
The difference is 3 and the sign of the
larger number is positive, so the sign of the
sum is positive
15 + (-6) = 9
22
-25 + 17 = -8
Addition of Integers using the number line

1. Use the number line to find the sum of 3 and 7. ( 3 & 7 are both positive)
-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
On the number line start with point 3 and count 7 units to the right. At what point on
the number line does it stops? It is at point 10, hence, 3 + 7 = 10.
2. Find the sum of -2 and -5. ( -2 & -5 are both negative)
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
On the number line start with point -2 and count 5 units to the left. At what point on
the number line does it stops? It is at point -7, hence, -2 + -5 = -7.
3. Find the sum of -8 and 4. ( adding a negative, a larger number and a positive number,
the smaller number)
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
On the number line start with point -8 and count 4 units to the right. At what point on
the number line does it stops? It is at point -4, hence, -8 + 4 = -4.
4. Find the sum of -4 and 9.(adding a negative number, smaller and a positive which is
larger number)
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
On the number line start with point -4 and count 9 units to the right. At what point on
the number line does it stops? It is at point 5, hence, -4 + 9 = 5.
SUMMARY:
Addends Addends Sum
┼ ┼ ┼
┼ ┼

LEARNING COMPETENCY and Code
Performs fundamental operations on integers ( M7NS-Ic-d-1)
ACTIVITY
I. SHOW ME THE WAY: Use the number line to find the sum of the following
integers.
1. 3 + 6
-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
2. -4 + -1
-7 -6 -5 -4 -3 -1 0 1 2 3 4 5 6 7
3. -7 + 2
-7 -6 -5 -4 -3 -1 0 1 2 3 4 5 6 7
4. 8 + -3
3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
5. 10 + -5
-3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
II. Find the sum of each of the following.
1. 3 + 8 = _____________ 6. -9 + -10 = _________
2. -4 + -2 = _____________ 7. -20 + 7 = __________
3. -10 + 15 = _____________ 8. – 5 + 12 = __________

4. 7 + -10 = _____________ 9. 13 + -6 = __________
5. 15 + 9 = ______________ 10. -4 + 0 = _________
III. BEYOND COMPARE: The table shows the scores obtained by the five players
in a game. Following the rules in adding integers find the total score of each
player.
Name Round 1 Round 2 Total Score
1. Beth 19 8
2. Zeny -2 12
3. Aida -5 -7
4. May 23 -11
5. Jona 16 -7
Use the table to answer the following questions:
1. Find the total score for each player.

2. Whose player had the lowest score?
3. Whose player has the highest score?
4. Who was the best player?
IV. LEARN ON ME. : The integers -10, -8, -6, -4, -2, 0, +2, +4, +6, and +8 are
assigned to the letters W, L, E, O, A, T, M, E, H, V respectively. A word is
formed by using these letters. Find the sum of the integers in the word formed.
(Letters can be used more than once)
W( -10)
L(-8)
E(-6)
V(8)
E(4)
H(6)
T(0)
O(-4)
A(-2) M(2)
Example: WE ----------------- -10 + 4 = -6
V. GO for MASTERY: Solve the following problems. Show your solutions.
1. It will be 380 tomorrow. The weatherman predicts it will increase 2 0 in the

afternoon. What will be the new temperature?
2. A submarine was situated 700 feet below sea level. I it goes up 300 feet, what
is its new position?
3. Leny bought 2 pieces of jeans at 850 pesos each. How much did she pay to
the cashier?
4.
Rubric for rating Activity I and II
Score Descriptions
4 The computations are accurate. A wise use of the rules of addition of integers
are evident.
3 The computations are accurate. Use of the rules of addition of integers are
evident.
2 The computations are erroneous and show some use of the rules of addition of
integers .
1 The computations are erroneous and do not show some use of the rules of
addition of integers .
Rubric for rating Activity III and IV

Score Descriptions
4 Student explains the rules of adding integers and be able to apply in solving
problems..
3 Student demonstrates an understanding the rule of adding integers.
2 Student understands the rule of operations but is inconsistent in solving
1 Student needs assistance in adding integers.
Rubric for rating the Solving Problem

Score Descriptions
4 The problem is properly modelled with appropriate mathematical concepts
used in the solution and a correct final answer is obtained.
partially used in the solution and a correct final answer is obtained.
2 The problem is not properly modelled other alternative mathematical concepts
are used in the solution and a correct final answer is obtained.
1 The problem is not properly modelled by the solution presented and the final
answer is incorrect.
Reflection
Complete this statement:
I have learned in this activity that…

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References:
1. Callanta, Melvin T.(2015). Mathematics 10 Learners Module
2. https://www.mathsisfun.com/whole-numbers.html
3. https://brilliant.org/wiki/integers/
Answer Key
Addition of Integers
I. Use the number line to find the sum of the following integers.
1. 3+6
-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
(Starts at 3 and move 6 units to the right, it stops at 9 which is the sum)
2. -4 + -1
-7 -6 -5 -4 -3 -1 0 1 2 3 4 5 6 7
(Starts at -4 and move 1 space to the left, it stops at -5, hence the sum is -5)
3. -7 + 2
-7 -6 -5 -4 -3 -1 0 1 2 3 4 5 6 7
(Starts at -7 and move 2 spaces to the right, it stops at -5, hence the sum is -5)
4. 8 + -3
3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
(Starts at 8 and move 3 spaces to the left, it stops at 5, hence the sum is 5)
5. 10 + -5
-3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
(Starts at 10 and move 5 spaces to the left, it stops at 5, hence the sum is 5)
I.
1. 11 6. -19
2. -6 7. -3
3. 5 8. 7
4. -3 9. 7
5. 24 10 -4
II. 1. Beth ------ 27

2. Zeny ----- 10
3. Aida ----- -12
4. May ----- 12
5. Jona ----- 9
1. 3. Beth
2. Aida 4. Beth
IV. LET --------------- -8 + (-6) + (0) = -14
ME __________ ( 2) + ( -6 ) = -4
VOTE ___________ 8 + (-4) + (0) + (-6) = -2
(Sample words only)
V. 1. 400
2. 1000 feet
3. 1700 pesos
Prepared by
OFELIA V. CAGUIN
Cabulay High School
MATHEMATICS 7
Name:__________________________________________ Section:___________
Section:_________________________________________ Date:_____________
LEARNING ACTIVITY SHEET Subtraction of Integers
Background Information for Learner/Concepts

Integers are whole numbers that are positive or negative including zero. Negative
integers are numbers less than zero found at the number line from the left of zero and hold a
negative sign. Examples are -1, -5, -8, -12, -18, etc. while positive integers are numbers
greater than zero located at the right side of zero in the number line. This sign(+) indicates
positive integer. However, the sign is not always needed. Numbers like +3 or 3, +6 or 6, +9
or 9, +13 or 13, etc. are examples of positive integers. Zero on the other hand is located in
between the positive and negative integers in the number line.
The number line is used as a model to help us visualize adding and subtracting of
signed integers. Just think of addition and subtraction as directions on the number line. There
are also several rules and properties that define how to perform these basic operations.
Subtraction of an integer is just by adding its opposite.
Rules in subtracting integers:
1. Copy the first number(minuend)
2. Change the operation from subtraction to addition.
3. Get the opposite sign of the second number(subtrahend)
4. Proceed with the addition of integers.
Example:
1. What is -13 minus 4?
Subtraction
-13 - 4 = -13 + - 4 = 17
Minuend Subtrahend Subtraction of integers is just the

opposite of adding integers. It can be
done by adding the opposite.
2. Using the number line
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 a. 5
- 3 5 + -3 = 2 Start at point 5, then move 3
units to the left, so it stops at 2.
Start at point -4, then move 4

b. -4 – 4 -4 + -4 = -8 units to the left, it stops at -8,
hence the difference is -8.
Learning Competency and Code
Performs fundamental operations on integers. M7NS-Ic-d-1
DIRECTIONS: Different activities were given for you to measure how deep is your
understanding on how to subtract integers.
Activity 1. IN WHAT WAY?

Find the difference using the number line.
-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11
1. -6 - (+3) = _______________ 6. -5 - (+7) = __________
2. 9 - (-4) = _______________ 7. 8 – (-6) = __________
3. -8 – (+5) = _______________ 8. 10 – (3) = __________
4. 10 - (-6) = _______________ 9. 1 – (-5) = __________
5. 7 - ( +2) = _______________ 10. -7 – ( -7) = __________
I. Subtract the following. (Show your solutions)

1. 26 - (15) = ___________ 6. 12 - (0) =___________
2. -50 - (-32) = __________ 7. -63 – (-14) = __________

3. 46 - (20) = __________ 8. 87 - (-52) = __________
4. 100 - (-150) = __________ 9. -69 – (84) = __________
5. -33 - (18) = ___________ 10. -26 – (-12) = __________
II. FITS ME WELL: Subtracting Squares(Show your solutions).

Minuend Subtrahend
- 8 10
-4 1. 2.
-7 3. 4.
- -15 -6
14 5. 6.
10 7. 8.
- -18 20
-9 9. 10.
12 11. 12.
III. I AM BRAVE!: Find the difference, then determine the letter that matches your
answer. When you are done you will be able to decode the word and proved you
are really brave.
R 1 -8 - (6)
O 2 12 - (-4)
G 3 -10 - (8)
T 4 13 - (10)
U 5 0 – (-14)
E 6 -8 - (1)
C 7 6 - (-5)
A 8 -11 - (-7)
____ ____ ____ ____ ____ ____ ____

11 16 14 -15 4 -18 -9
IV. Solve what is being asked:
1. Henry prepared 50 glasses of orange juice to sell. He sold 32 glasses. How
many glasses of orange juice does he have left?
2. Mary Ann’s cat gave birth to 5 kittens, and she gave 2 to her friends. How
many kittens he have now?
3. Peter saved 500 pesos and he spent 175 pesos in buying his shirt. How much
money does Peter have now?
4. It will be 380 tomorrow. The weatherman predicts it will be 2 0 colder by night.
What will be the temperature by night tomorrow?
5. The table below shows the amount of money donated by the faculty and staff
of a certain school and the amount spent to purchase relief goods for the needy
families.
Amount Collected Amount Spent
3,245.00 2,875.35
Question:
Find the amount of money left, if one staff needs to buy 1 pack of plastic
bag to be used in the packaging of relief goods that costs 40.50.
Rubric for rating Activity I and II

Score Descriptions
4 The computations are accurate. A wise use of the rules of subtraction of
integers are evident.
3 The computations are accurate. Use of the rules of subtraction of integers are
evident.
2 The computations are erroneous and show some use of the rules of subtraction
of integers .
1 The computations are erroneous and do not show some use of the rules of
subtraction of integers .
Rubric for rating Activity III and IV

Score Descriptions
4 Student explains the rules of subtracting integers and be able to apply in solving
problems..
3 Student demonstrates an understanding the rule of subtracting integers.
2 Student understands the rule of operations but is inconsistent in solving
1 Student needs assistance in subtracting integers.
Rubric for rating the Solving Problem

Score Descriptions
used in the solution and a correct final answer is obtained.
partially used in the solution and a correct final answer is obtained.
2 The problem is not properly modelled other alternative mathematical concepts
are used in the solution and a correct final answer is obtained.
1 The problem is not properly modelled by the solution presented and the final
answer is incorrect.
Reflection
I have learned in this activity that …

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

________________________________________________________________________.
References:
1. https://www.chilimath.com/lessons/introductory-algebra/subtraction-of-integers/
2. http://www.math.com/school/subject1/lessons/S1U1L11DP.html
3. Callanta, Melvin T.(2015). Mathematics 10 Learners Module
ANSWER KEY
Subtraction of Integers
1. -9 II. 1. 11
2. 13 2. -18
3. -13 3. 26
4. 16 4. 250
5. 5 5. -21
6. -12 6. 12
7. 14 7. -49
8. 7 8. 139
9. 6 9. -153
10. 0 10 -14
III.1.-12 7. 25
2.-14 8. 16
3. -15 9. 9
4. -17 10. -29
5. 29 11. 30
6. 20 12. -8
IV.
R 1 -8 - (6) -14
O 2 12 - (-4) 16
G 3 -10 - (8) -18
T 4 13 - (10) 3
U 5 0 – (-14) 14
E 6 -8 - (1) -9
C 7 6 - (-5) 11
A 8 -11 - (-7) 4
__C__ _O_____U__ __R_ __A__ __G__ _E___

11 16 14 -15 -14 -18 -9
V. Solving Problem:
1. 18 2. 3 3. 325 4. 400 5. 329.15
Prepared by
OFELIA V. CAGUIN
Teacher - III
Cabulay High School

MATHEMATICS 7
Name of learner : _______________________________________ Grade Level ___________
Section : ______________________________________________ Date : ________________
LEARNING ACTIVITY SHEET Multiplying Integers
Background of Information for Learners
In multiplying integers you just do as multiplying whole numbers, but you should be
aware of the signs. We have to remember the rules, the product of
two positive integers is Positive. The product of two negative integers is Positive. The
product of a positive integer and a negative integer is Negative. And remember too that any
number multiplied by zero is equal to zero.
Examples.
1. (15) ( 10) = 150

2. (-25) (- 8) = 200
3. (-12) ( -30) = - 360
4. (-345) (0 ) = 0
Learning Competency with Code:

Performs fundamental operations on integers M7NS-1c-d-1
Activity 1. POSITIVE OR NEGATIVE? Hi, here are some

activities for you to
master multiplication
DIRECTIONS : Tell whether the product of the integers is
of integers.
Positive or Negative. Write your answer on the space before each
number.
______________ 1. ( 7) ( 9 )
______________ 2. ( - 10) ( 8)
______________ 3. ( - 5) ( -3)
______________ 4. ( - 63) ( 2) ( --9)
______________ 5. ( -8 ) ( -7) ( 5 ) ( - 4)
______________ 6. ( 11)(6)(-2)
_______________7. ( 31) (- 117)
_______________8.( 140)(12)
_______________9. (-13)(-406)(0)
_______________10.( 22)(-7)(-102)
Activity 2
Let us see if
Direction: Find the products of the following : you can find
the products?
1. ( 6) ( -3) = __________
2. (- 4) ( -8) = __________
3. ( 12 ) ( 9) = __________
4. ( - 7) ( 10) = __________
5. ( 42) ( - 15) = __________
6. ( -11) (-112) = __________
7. ( 5) ( 13) = __________
8. ( - 9) ( -5) = __________
9. ( 14) ( -130) = ___________
10. ( -6) ( - 74) = __________
11. ( 89)(-7)( 2) = __________
12. (-10)(-51)(-4) = __________
13. ( 920)(0)( 11) = __________
14. (- 12)(8)(-2) (31)= _________ 15. ( 320) ( - 167) = __________
Activity 3. GUESS WHAT?

.
Direction: What was the mathematical name for # (number sign)?

To answer this, find the products of the integers then write the letter inside the
box that corresponds to their products.
- 60 63 42 -60 42 - 96 - 60 80 -120 -180
H . ( 6) (4) (-4)
T. ( 3) (- 7) ( -2)
C. ( 7) ( -1 ) ( -9)
P. ( 2) ( -6) ( 1) ( 10)
R. ( 16) ( 5)
O. ( 5) ( 4) ( -3)
E. ( -15) ( -3) ( -2) ( 2)

Rubrics for Scoring
0 mistakes Outstanding
1-2 mistakes Very Good
3-4 mistakes Good
5- above mistakes Try again
Reflection:
Now ,Rate yourself, put a check
.
Score Remarks
35 Outstanding
34-26 Very Good
25-15 Good
0-14 Try Again
Try to ponder on this:
When something good (+) happens to someone good (+), it is Good (+).
When something good (+) happens to someone bad (-), it is Bad (-).
When something bad (-) happens to someone good (+), it is Bad (-).
When something bad (-) happens to someone bad (-), it is Good (+).
How will you deal with your negative attitudes?

______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________ References:
Learner’s Module
Grade 7, Math Lesson 4.3 : Fundamental Operation on Integers: Multiplication of
Integers
Book : e – Math edition 2012 revised edition 2015 by Orlando A. Oronce and Marilyn O
Mendoza.
Internet : byjus.com>videos
Answer Key
Activity 1
1. Positive
2. Negative
3. Positive
4. Positive
5. Negative 6. Negative
7. Negative
8. Positive
9. Negative
10. Positive
Activity 2
1. – 18 6. 22 11. – 1246
2. 32 7. 65 12. 2040
3. 108 8. 45 13. 0
4. -70 9. -1820 14. 5952
5. – 15 10. 444 15.53,440
Activity 3
O C T O T H O R P E
- 60 63 42 - 60 42 - 96 - 60 80 -120 -180
Prepared by
ALELI C. VALERIANO
Teacher - III Cabulay
High School
MATHEMATICS 7
Name of Learner :___________________________________________ Grade level :_________ Section:
___________________________________________________ Date: ______________
LEARNING ACTIVITY SHEET Dividing Integers
Background of Information for Learners

If multiplication is spreading of numbers, division is the distribution of numbers.
Dividing integers is opposite operation of multiplication. But the rules for division of integers
are same as multiplication rules. Though, it is not always necessary that the quotient will
always be an integer.
Rule 1: The quotient of two positive integers will always be positive.
Rule 2: The quotient of two negative integers will always be positive. Rule 3:
The quotient of a positive integer and a negative integer will always be negative.
Examples:
1. ( 45) ÷ ( 9) = 5
2. ( -100) ÷ ( -5) = 20 3. ( 88) ÷ ( -4) = -22
4. ( -14) ÷ (7) = -2
Learning Competency with Code:

Performs fundamental operations on integers M7NS-1c-d-1
Activity 1. TRUE OR FALSE ?

Directions: Identify whether the given expression below is TRUE or FALSE. Write T if it is true and
F if it is false.
Ready for
_____ 1. (- 9) ÷ ( - 3 ) = 27 this?
_____ 2. ( 42) ÷ ( - 7) ÷ ( -6) = 1
_____ 3. ( 85 ) ÷ ( - 17 ) = 5
_____ 4. ( - 112) ÷ ( 16 ) = 7
_____ 5. ( 20) ÷ ( - 2) ÷ ( 5) = 2
_____ 6. ( 81) ÷ ( 9)÷ (- 1) = 9
_____ 7. ( - 36) ÷ ( -6) = -6
_____ 8. ( 515) ÷ (- 5) = 103
_____ 9. ( 24) ÷( 3) ÷(4) = -2
_____10. ( -60) ÷ ( -6) = 10
Looks like
Activity 2 easy, you
Direction: Find the quotient of the following: can do it.
1. ( 18) ÷ ( 9) = _____

2. ( -75) ÷ ( - 5) = _____ 3. ( - 40) ÷ (- 4) = _____
4. ( -156) ÷ ( 12) = _____
5. ( 66) ÷ ( -11) = _____
6. (- 84) ÷ ( 7) ÷ ( - 3) = _____
7. ( 78) ÷ ( -13) ÷( 2) = _____
8. ( -64) ÷( 4) ÷ ( -8) = _____
9 .( 162) ÷ (-9) ÷ (-6) = _____
10. (- 136) ÷ (17) ÷(-2)=_____
Activity 3 What was the division slash (/) called?
DIRECTION: To find the answer , , match the letter in column II with number that corresponds to the
numbers in column I.
____1. ( 322) ÷ ( 14) U.–7 Want to discover?

Solve the problem.
____2. ( -198) ÷ ( 22 ) E. 7
____3. (186) ÷ ( 6) G. 53
____ 4. ( -212) ÷ ( -4) I. – 9
____5. ( 280) ÷ ( -40) R. 31
____ 7. (560) ÷ ( 8) ÷ ( 10) L. – 10
B. – 23
____ 6. (720) ÷ ( 9) ÷( -8) V. 23
Rubrics for Scoring
0 mistakes Outstanding
1-2 mistakes Very Good
3-4 mistakes Good
5 – above mistakes Try again
Reflection:
Now ,Rate yourself, put a check

.
Score Remarks
22 Outstanding
21- 16 Very Good
15 -11 Good
0-10 Try Again

Try to ponder on this:
When something good (+) happens to someone good (+), it is Good (+).
When something good (+) happens to someone bad (-), it is Bad (-).
When something bad (-) happens to someone good (+), it is Bad (-).
When something bad (-) happens to someone bad (-), it is Good (+).
Do you have any experience which have the same result like the above statement? Can you
share it?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
_
_________________________________________________________________________________
_
_________________________________________________________________________________
_
________________________________________________________________
References:
.Learner’s Module
Grade 7 Math Lesson 4.3 : Fundamental Operation on Integers: Multiplication of Integers
Book : e – Math edition 2012 revised edition 2015 by Orlando A. Oronce and Marilyn O Mendoza.
Internet : byjus.com>videos
Answer Key
Activity 1
1. T
2. F 3. F
4. F
5. F
6. F 7. F
8. F
9. F
10. T
Activity 2
1. 2
2. 15
3. 10
4. – 13
5. –6
6. 4
7. -2

8. 2
9. 3
10. – 4
Activity 3
1. V
2. I
3. R
4. G
5. U
6. L
7. E
Prepared by:
ALELI C. VALERIANO
Teacher – III
Cabulay High School

MATHEMATICS 7
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________
LEARNING ACTIVITY SHEET Properties of Real Numbers
Understanding the properties of real numbers will help us simplify numerical and algebraic
expressions, solve equations, and more as you progress in studying algebra.
For clarity, “properties” in this context refer to the characteristics or behaviors of real
numbers under the operations of addition and/or multiplication that are accepted even without
proof.
Here are the main properties of the Real Numbers:

1. Commutative
Example
a. a + b = b + a 2+6=6+2
b. ab = ba 4×2=2×4
2. Associative
Example
a. (a + b) + c = a + ( b + c ) (1 + 6) + 3 = 1 + (6 + 3)
b. (ab)c = a(bc) (4 × 2) × 5 = 4 × (2 × 5)
3. Distributive
Example
a. a × (b + c) = ab + ac 3 × (6+2) = 3 × 6 + 3 × 2
b. (b+c) × a = ba + ca (6+2) × 3 = 6 × 3 + 2 × 3
Real Numbers are closed (the result is also a real number) under addition and
multiplication:
4. Closure
Example
a. a+b is real 2 + 3 = 5 is real
b. a×b is real 6 × 2 = 12 is real
Adding zero leaves the real number unchanged, likewise for multiplying by 1:
5. Identity
Example
a. a + 0 = a 6+0=6
b. a × 1 = a 6×1=6

For addition the inverse of a real number is its negative, and for multiplication the inverse
is its reciprocal:
6. Additive Inverse
Example
a + (−a ) = 0 6 + (−6) = 0
7. Multiplicative Inverse
Example
a × (1/a) = 1 6 × (1/6) = 1
*But not for 0 as 1/0 is undefined
Multiplying by zero gives zero (the Zero Product Property):
8. Zero Product
Example
If ab = 0 then a=0 or b=0, or both a × 0 = 0 × a = 05 × 0 = 0 × 5 = 0

The learner illustrates the different properties of operations on the set of integers. (M7NS-Id-
2)
Activity 1
Directions: Each of the given instructions is about two things. In column II, the order has
been changed around. Put a check before the number if the results in the two columns are the
same.
A B
1. Put on your socks and then put on Put on your shoes and then put on your
your shoes. socks.
2. Kill the snake and then pick it up. Pick up the snake and then kill it.
3. Walk 10 paces south and then two Walk two paces north and then 10 paces
paces north. South.
4. Add 7 and 12 Add 12 and 7
5. Divide 6 by 3. Divide 3 by 6.
Activity 2.
Directions: Do the following calculations in the quickest way you can find.
1. 18 + 6 + 4
2. 65 + 35 + 19
3. 17 + 129 + 1

4. 19 x 5 x 2
5. + + 1
Activity 3
Directions: Identify if the following instructions is commutative or not. Write C if
commutative, NC if not commutative.
__________1. Wash the shirt and the iron it.
__________2. Fetch water and turn on the TV
__________3. Find x if 3 is a factor of 12. Find x if 12 is a factor of 3.
__________4. Eat dinner and clean the bathroom.
__________5. Attend the review class and take the exam.
Activity 3.1
Directions: Complete each statement to illustrate the indicated property.
1. 3 + ( 2 +11) = 3 + (11 +____) Commutative Property
2. 3∙ ( 8 + 12 ) = 3∙ ( 12 + ____ ) Commutative Property
3. (15 + 8) + 7 = _____ + (8 + ____) Associative Property
4. 11∙ ( 9 + 2 ) = 11∙ 9 + 11∙ ____ Distributive Property
5. 11 + ____ = 11 Identity Property
6. -17 + 17 = _______ Inverse Property
7. Inverse Porperty
8. 19 × 0 = _____ Zero Property
Activity 4
Directions: Identify the real number property that justifies each statement.
1. 19 + x = x + 19 ___________________________________
2. 7(x – 6) = 7x – 42 ___________________________________
3. 17 + (-17) = 0 ___________________________________
4. 0 + 7 = 7 ___________________________________
3 3
5. (0.1)(10) = 1 ___________________________________
6. xy + y = y(x + 1) ___________________________________
Activity 5
Directions: Complete each statement using the indicated property.
1. a + b = ____________________ Commutative
2. 7x + 7 = _______________________ Distributive
3. 19(bc) = _______________________ Associative
4. (p + 9) + 1 = _____________________ Associative
5. 0.13 + (____) = 0 Inverse Property
6. 4 (___) = 1 Multiplicative Inverse
7. 25 + ______ = 25 Identity
8. 𝑘+ = ______________________ Distributive
REFLECTION
In this lesson, I learned

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___
REFERENCES
Oronce, O & Mendoza, M (20156). E-Math: Workbook in Mathematics. Rex Printing
Company.),
ANSWER KEY
Activity 1
Directions: Each of the given instructions is about two things. In column II, the order has
been changed around. Put a check before the number if the results in the two columns are the
same.
A B
1. Put on your socks and then put on Put on your shoes and then put on your
your shoes. socks.
2. Kill the snake and then pick it up. Pick up the snake and then kill it.
3. Walk 10 paces south and then two Walk two paces north and then 10 paces
paces north. South.
/ 4. Add 7 and 12 Add 12 and 7
5. Divide 6 by 3. Divide 3 by 6.
Activity 2.
Directions: Do the following calculations in the quickest way you can find.
1. 18 + 6 + 4 = 28

2. 65 + 35 + 19 = 119
3. 17 + 129 + 1 = 147
4. 19 x 5 x 2 = 190
5. + +1 =5
Activity 3.
Directions: Identify if the follwing instructions is commutative or not. Write C if
commutative, NC if not commutative.
NC 1. Wash the shirt and the iron it.
NC 2. Fetch water and turn on the TV
NC 3. Find x if 3 is a factor of 12. Find x if 12 is a factor of 3.
C 4. Eat dinner and clean the bathroom.
NC 5. Attend the review class and take the exam. Activity
3.1
Directions: Complete each statement to illustrate the indicated property.
1. 3 + (2 +11) = 3 + (11 + 2) Commutative Property
2. 3∙ (8 + 12) = 3∙ ( 12 + 8) Commutative Property
3. (15 + 8) + 7 = 15 + (8 + 7) Associative Property
4. 11∙ (9 + 2) = 11∙ 9 + 11∙ 2 Distributive Property
5. 11 + 0 = 11 Identity Property
6. -17 + 17 = 0 Inverse Property
7. Inverse Porperty
8. 19 × 0 = 0 Zero Property
Activity 4.
Directions: Identify the real number property that justifies each statement.
1. 19 + x = x + 19 COMMUTATIVE
2. 7(x – 6) = 7x – 42 DISTRIBUTIVE
3. 17 + (-17) = 0 INVERSE
4. 0 + 7 = 7 IDENTITY
3 3
5. (0.1)(10) = 1 INVERSE
6. xy + y = y(x + 1) DISTRIBUTIVE
Activity 5.
Directions: Complete each statement using the indiciated property.
1. a + b = b + a Commutative
2. 7x + 7 = 7(x+ 1) Distributive
3. 19(bc) = (19b)c Associative
4. (p + 9) + 1 = p+(9+1) Associative
5. 0.13 + (-0.13) = 0 Inverse Property
6. 4 (1/4) = 1 Multiplicative Inverse
7. 25 + 0 = 25 Identity
8. 𝑘+ = (𝑘 + 1) Distributive
dule Fourth Year · Triangle
Trigonometry, Mo, Module 2 (LPrepared by:
GERALDINE S. CANLAS
Teacher
MATHEMATICS 7
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________
LEARNING ACTIVITY SHEET THE

TRANSFORMER!
Express rational numbers from fraction form to decimal form
(vice versa).
This activity sheet serves as a supplement learning material guide for the learners. It will
direct the students to familiarize in expressing rational numbers from fraction form to
decimal form (vice versa) to be used in solving real life activity.
The steps in expressing rational numbers from fraction form to decimal form (vice versa)
can be modified using the operations on whole number. Always remember that any rational
number can be changed from fractional form to decimal form by dividing the numerator by
the denominator. On the other hand, a decimal can be changed to a fraction using the power
of 10 as the denominator. Then, reduce it to its simplest form.

Express rational numbers from fraction form to decimal form and vice versa.
(M7NS-Ie-1)
Activity 1: Hunt me if you can!

Instruction: Encircle all terminologies use in expressing rational number from fraction form
to decimal form (vice versa). Words can be spelled forward, backward, diagonally up or
down.

Activity 2: TRANSFORM ME!
Express the given fraction to decimal.
3
1. = ______
4
2 1
2. = ______ 3. = ______
5 4
3 3
4. = ______ 5. = ______
10 8
1 4
6. = ______ 7. = ______
8 10
3 15
8. = ______ 9. = ______
5 60
3
10. = ______
16

Activity 3: GETTING TO KNOW!
State wether the following fraction are terminating or nonterminating decimals
_____________ 1. _____________ 2.
_____________ 3. _____________ 4.
_____________ 5. _____________ 6.
_____________ 7. _____________ 8. _____________ 9.
_____________10.
Activity 4: Follow Stictly!
To answer this, you will express the rational number from decimal form to fraction form.
Match your answer from the choices on the right and write the corresponding answer on the
left before the number. Then decode the message below.
( Clue:It is the deliverate increase of physical space between people to prevent them
spreading illness.)
_________1. 0.75 G
_________2. 0.328 L
_________3. 0.8 C
_________4. 0.625 I
_________5. 0.25 D
_________6. 0.88 T
_________7. 0.35 N _________8. 0.825 A
_________9. 0.152 J
________10. 0.365 M
________11. 0.175 O
________12. 0.78 B
________13. 0.142 U

________14. 0.18 S
________15. 0.98 P
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
10 6 4 1 11 3 2 1 10 7 11 9 4 1 9 13
Activity 5: Make Me Simple!

Express the repeating, nonterminating decimals to fraction. The illustrative example were
shown for your reference. Rubric for scoring is given below.
Illustrative example:
Express 0.44… to fraction.
a. 0.44…
Let x = 0.44
10x= 4.44
- x= 0.44
9x = 4
9x = 4
9 9
𝟒 x=
𝟗
1. 0.33… 2. 0.66… 3. 0.55…

Solution Solution Solution
4. 0.1212… 5. 0.3232… 6. 0.1515…

7. 0.135135… 8. 0.123123… 9. 0.125125…

CRITERIA OUTSTAND SATISFACTOR DEVELOPIN BEGINNING

ING Y G (1)
(4) (3) (2)
Representation Represent the Represent the The Doesn't understand
problem into problem into representation is enough to get
equation. equation with not clear. started or make
missing parts. progress.
Solution Shows correct 80% of the problem 50% of the There is no

computation. got correctly. There problem got evidence of
Proficient is basic evidence in correctly. There computation.
evidence in expressing decimal is basic evidence
expressing to fraction. in expressing
decimals to decimal to
fraction. fraction.
Neatness Work is clear Work is clear but not Work is fairly Work is not clear
and organize. organize. neat. and lack of
organization.
Reflection
I have learned that____________________________________________

Answer key

Activity 1: Hunt me if you can!
Activity 2: TRANSFORM ME!

3
1. = _ 0.75 _
4
2 1
2. = __ 0.4 __ 3. = _0.25 _
5 4
3 3
4. = __ 0.3__ 5. = _0.375
10 8
1 4
6. = _0.125 __ 7. = __ 0.4__
8 10
3 15
8. = __ 0.6__ 9. = __ 0.25 __
5 60
3
10. = _ 0.1875 _
16
Activity 3: GETTING TO KNOW!
__Terminating__ 1. __Terminating__ 2.
Nonterminating 3. Nonterminating 4.
__Terminating__ 5. Nonterminating 6.
__Terminating__ 7. Nonterminating 8.
Nonterminating 9. Nonterminating 10.
Activity 4: Follow Stictly!

____ I ___ 1. 0.75 G
____D____2. 0.328 L
____L ___ 3. 0.8 C
____C____4. 0.625 I
____B____5. 0.25 D
____O____6. 0.88 T
____T____7. 0.35 N ____U____8. 0.825 A
____N____9. 0.152 J
___ S____10. 0.365 M
___ A____11. 0.175 O
___M____12. 0.78 B
____G__ 13. 0.142 U
____P___ 14. 0.18 S
____J ___15. 0.98 P
_S_ _O_ _C_ _I_ _A_ _L_ _D_ _I_ _S_ _T_ _A_ _N_ _C_ _I_ _N_ _G_
10 6 4 1 11 3 2 1 10 7 11 9 4 1 9 13
Activity 5: Make Me Simple!
1. 0.33… 2. 0.66… 3. 0.55…

Let x = 0.33 Let x = 0.66 Let x = 0.55
10x= 3.33 10x= 6.66 10x= 5.55
- x= 0.33 - x= 0.66 - x= 0.55
9x = 3 9x = 6 9x = 5
9x =3 9x = 6 9x =5
9 9 9 9
9 9
𝟏
x= x= x=
𝟏
𝟐 𝟑
x=
x=
𝟑
𝟑
4. 0.1212… 5. 0.3232… 6. 0.1515…

Let x = 0.12 Let x = 0.32 Let x = 0.15
100x= 12.12 100x =32.32 100x =15.15
- x = 0.12 - x = 0.32 - x = 0.15
99x = 12 99x = 32 99x = 15
99x = 12 99x = 32 99x = 15
99 99 99 99 99 99
x=
x= x 𝟑𝟐
𝟒 𝟓
= x= x=
𝟑𝟑 𝟗𝟗
𝟑𝟑
7. 0.135135… 8. 0.123123… 9. 0.125125…

Let x = 0.135 Let x = 0.123 Let x = 0.125
1000x= 135.135 1000x= 123.123 1000x= 125.125
- x= 0.135 - x= 0.123 - x= 0.125
999x = 135 999x = 123 999x = 125
999x = 135 999x = 123 999x = 125
999 999 999 999 999 999
𝟏𝟐𝟑 𝟏𝟐𝟓
x= x= x=
𝟒𝟓 𝟗𝟗𝟗 𝟗𝟗𝟗
x=
𝟑𝟑𝟑
References
Mathematics 7 Teaching Guide, p. 61 - 63
Bernabe, J. & De Leon, C. (2002). Elementary Algebra
https://www.everydayhealth.com/coronavirus/coronavirus -glossary-key-terms-about-the-
pandemic-explained/
Prepared by
ROMMEL A. SIMON/PRIMAROSE A. SALES

Teacher III
MATHEMATICS 7
Name: ________________________________________ Grade Level: _____
Section: _______________________________________ Date: ____________
LEARNING ACTIVITY SHEETS Operations on Rational Numbers

This activity sheet serves as a self-learning guide for you. It is expected that you will learn
or master operations on rational numbers. How do you operate using rational numbers?
We have learnt about fractions earlier, and we saw how different operators can be used on
different fractions. Well, all the rules and principles that govern fractions can also be applied
to rational numbers. The one thing to be kept in mind is that rational numbers also include
5
negatives. So, while 1/5 is a rational number, it is also true that −1/ is also a rational
number.
Rational
Integers
Whole
Numbers

To understand the concept of negative rational numbers, we need to understand a number
line. A number line is simply a line on which numbers are marked at equal intervals. A
number line can be extended infinitely in both directions. One of the points of a number line
is zero. All points to the right of the zero mark are positive numbers, while all the numbers to
the left of zero are negative numbers.
A number line also makes it very easy to visualize additions and subtractions of positive
numbers and negative numbers. For example, if we wish to add −3−3 with +2,+2, then it
means that the first number is three spaces to the left of zero, while the second number is two
spaces to the right of zero. Therefore, their sum will be just one space to the left.
Addition of Rational Numbers

As we saw above, a rational number is a ratio of two numbers p and q, where q is non-
zero number. Here p is called the numerator and q is called the denominator. When it comes
to addition of two such rational numbers, there can be four possible variations.
First, both the rational numbers could have the same denominator. For example, when we
wish to add ⅓ and ⅔, the answer is simply the sum of 1 and 2, divided by the common
denominator 3. So
⅓+⅔ = (1+2)/3 = 3/3
Next, the two rational numbers could have the same denominator, but one of them could be
negative. So, when you need to add 3/5 and −1/5, then we can write the calculation in this
way
3/5+(−1/5)=(3+(−1)/5=(3−1)/5=2/5
The third variant is when the two rational numbers to be added have different coefficients.
Like we have seen earlier, we will make the two numbers similar to each other by taking the
lowest common multiple of both denominators as the denominator of the answer. So, to add
5/6 and 7/9, we first need to find the LCM of 6 and 9, which is 18. So, we can write 5/6 as
15/18 and 7/9 as 14/18. Then the addition of these two rational numbers can be expressed
in the following way
5/6+7/9=15/18+14/18=(15+14)/18=29/18
The final variant is when one of the two rational numbers with different denominators is
negative. So, if we need to add 5/6 and −7/9, then the addition can be carried out in the
following manner

5/6+(−79)=15/18+(−14/18)=(15+(−14)/18=1/18
Subtraction of Rational Numbers

If you can understand the concept of additive inverse, then you do not need to understand
anything extra outside the addition we saw above, when we need to subtract two rational
numbers. The additive inverse of a fraction is the number which when added to it gives a
result zero. So, if you have a variable x, and its additive inverse is i, then x+i = 0,
= > i = −x. So, when expressed simply, the additive inverse of any number is the same
number with a negative sign.
Now let us see how we can express how to subtract 3/7 from 5/7. The additive
inverse of 3/7 is −3/7 So, the subtraction can be expressed as the addition to additive
inverse.
Therefore,
5/7−3/7=5/7+(−3/7)=2/7
Multiplication and Division of Rational Numbers

Just like we saw above that subtraction can be quite easily understood once addition is clear,
similarly, division of two rational numbers is quite easy to comprehend once multiplication is
clear. First, let us look at multiplication. When two rational numbers are to be multiplied
together, then the simple thing to do is to multiply both numerators together to get the new
numerator, and then the two denominators to get the new denominator. So when we multiply
3/5 and 4/7, the answer is
3/5×4/7=(3×4)(5×7)=12/35.
For division, we need to find the multiplicative inverse of the second rational number.
Therefore
(3/4)(5/7)=3/4×7/5=(3×7)(4×5)=21/20.
Source: https://www.cuemath.com/maths/operations-on-rational-numbers/
Learning Competency with Code
The learner performs operations on rational numbers. (M7NS-If-1)
Directions: In doing the different given activities, remember that honesty is the best policy.
Apply what you have learned about the operations of rational numbers. Hope you will enjoy!
Activity 1: Reveal the Real Me!

Perform the indicated operations and connect the dots in the order you created to reveal the
image.

Activity 2: The colors of my life! Perform the indicated operations and color the
shapes with corresponding answers.

Activity 3: Flower Fractions!
Solve each problem. Color the picture using the answer key below.

Activity 4: Make It A Habit!
Match the columns. Then write the letters on the space provided that match the numbers
on the correct lines to solve the missing word. (Clue: We must do this always to prevent
Covid – 19.)
1. _____ 3.5 ÷ 2 = N 52.31

2. _____ 78 𝑥 0.4 = B 124.8
3. _____ 9.6 𝑥 13 = I 52
4. _____ 3.24 ÷ 0.5 = C 68.25
5. _____ 1.248 ÷ 0.024 = G 54.6822
6. _____ 27.3 𝑥 2.5 = E 326.9
7. _____ 9.7 𝑥 4.1 = W 1.75
8. _____ 3.415 ÷ 2.5 = F 48.783
9. _____ 53.61 𝑥 1.02 = A 6.48
10. _____ 1948.324 ÷ 5.96 = J 1.366
11. _____ 5.231 ÷ 0.1 = H 39.77
12. _____ 70.1 𝑥 2.03 = L 0.8322
13. _____ 41.61 𝑥 0.02 = D 0.8625
14. _____0.345 ÷ 0.4 = P 142.303
15. _____ 23.23 𝑥 2.1 = S 31.2
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
7 4 11 14 1 4 2 7 5 11 9
Activity 5: My Real World
Read the problem carefully and solve. Rubric for scoring is given below.
1. Maria brought 7 meters of silk, 4 meters of satin and 5 meters of velvet. How many
meters of cloth did she buy?
2. After boiling, the 18 liters of water was reduced to 7 liters. How many water was
evaporated?
3. Marjorie and Crisel are comparing their heights. If Marjorie’s height is 167 cm and Crisel’s
height is 155 cm. What is the difference in their heights?
4. A drum full of rice weight 43 kg. If the empty drum weights 14 kg. Find the weight of
rice in the drum.
5. A basket contains three types of fruits weighing kg in all. If of these are oranges, kg
are mangoes, and the rest are apples. What is the weight of the apples in the basket?
6. Marjorie spent 3 hours doing her assignment. Crisel did his assignment for 1 times as
many hours as Marjorie did. How many hours did Crisel spend doing his assignment?
7. How many thirds are there in six-fifths?
8. Marjorie donated of her monthly allowance to the Santiago City frontliners. If her monthly
allowance is P3500, how much did she donate?
9. The enrolment for this school year is 2340. If are sophomores and are seniors, how many
are freshmen or juniors?
10. At the end of the day, a store had of a cake leftover. The four employees each took home the
same amount of leftover cake. How much of the cake did each employee take home?
Rubric for Scoring
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

(4) (3) (2) (1)
Understands the Identifies special Understands the Understands Doesn't
problem factors that problem. enough to solve understand
influences the part of the enough to get
approach before problem or to get started or make
starting the part of the progress.
problem. solution.
Accuracy The computations The computations are The computations The computations
are accurate. A wise accurate. Use of key are erroneous and are erroneous and
use of key concepts concepts of show some use of do not show
of operations on operations on key concepts of some use of key
rational numbers. rational numbers. operations on concepts of
rational numbers. operations on
rational numbers.
Reflection
I have learned that ____________________________________________

References
K to 12 Curriculum Guide in Mathematics. Available at:https://lrmds.

deped.gov.ph/detail/5455
Mathematics 7 Teaching Guide, p. 78 – 79
https://www.cuemath.com/maths/operations-on-rational-numbers/
Answer Key
Activity 1: Reveal the Real Me!
Activity 2: The colors of my life!

Activity 3: Flower Fractions!
Activity 4: Make It A Habit!

1. ___W__ 3.5 ÷ 2 = N 52.31
2. ___S__ 78 𝑥 0.4 = B 124.8
3. ___B__ 9.6 𝑥 13 = I 52
4. ___A__ 3.24 ÷ 0.5 = C 68.25
5. __I___ 1.248 ÷ 0.024 = G 54.6822
6. ___C__ 27.3 𝑥 2.5 = E 326.9
7. __H___ 9.7 𝑥 4.1 = W 1.75
8. ___J__ 3.415 ÷ 2.5 = F 48.783
9. ___G__ 53.61 𝑥 1.02 = A 6.48
10. ___E__ 1948.324 ÷ 5.96 = J 1.366
11. ___N__ 5.231 ÷ 0.1 = H 39.77
12. ___P__ 70.1 𝑥 2.03 = L 0.8322
13. ___L__ 41.61 𝑥 0.02 = D 0.8625
14. ___D__0.345 ÷ 0.4 = P 142.303
15. ____F_ 23.23 𝑥 2.1 = S 31.2
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____
_____
7 4 11 14 1 4 2 7 5 11 9
HANDWASHING
Activity 5: My Real World
1. 17 1 m 6. 35
or 5 hours
2. 11 liters 7. or 3
3. 12 cm 8. P1,400.00
4. 29 kg 9. 1,365 students are freshmen or juniors
5. 9 kg 10. of the cake
Prepared by:
CRISEL C. BISTANTE
MARJORIE INGRARAN
ROMMEL A. SIMON
MATHEMATICS 7
Name: ___________________________________________ Grade Level: ____
Date: ____________________________________________ Score: __________
LEARNING ACTIVITY SHEET Principal Roots and Irrational

Numbers
This learning activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on principal square root
and describe whether rational or irrational numbers.
Squaring a number is like multiplying a number by itself. The square of 4, written as

42, and read as “four squared”, is like (4)(4) = 16. The square of -4 is (-4) 2 = (-4)(-4) = 16.
Otherwise, 16 is the result of squaring a number, 16 is an example of a perfect square. Below
are the listed perfect squares.
Perfect Square Factored Form Square Root

1 12 = (1)(1) 1
4 22 = (2)(2) 2
9 32 = (3)(3) 3
16 42 = (4)(4) 4
25 52 = (5)(5) 5
36 62 = (6)(6) 6
49 72 = (7)(7) 7
64 82 = (8)(8) 8
81 92 = (9)(9) 9
100 102 = (10)(10) 10
The square root of a number is one of the two equal factors of a perfect square. The square
root of 16 is 4, since (4)(4) = 16. However, since (-4)(-4) = 16, therefore -4 is also a square
root of 16. Every nonzero real number has two square roots, one positive and one negative.
The square root of a number n is written in symbol as . The symbol √ is called radical
sign, and the numbers n under the radical sign is called radicand.
Model: = 12 since 122 = (12)(12) = 49

= 0.5 since 0.52 = (0.5)(0.5) = 0.25
Rational numbers such as 0.16, , and 4.84 are also perfect square. The square roots of
perfect squares are rational numbers while the square root of numbers that are not perfect
squares are irrational numbers.
Examples: Determine whether the following is rational or irrational.

a. b.
Answer
a. Since 169 is a perfect square, √169 is rational.

b. Since 41 is not a perfect square, is irrational.
Learning Competency
Describes principal roots and tells whether they are rational or irrational (M7NS-Ig-1)
Activity 1:
Directions: Find each square root.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Activity 2:
Directions: Write two integers between which the given square root lies.
1. 2.
3.
4.
5.
Activity 3:
Direction: Tell whether the following is a rational or irrational.
1.

2.
3.
4.
5.
Activity 4:
Multiple Choice:
1. Which set below includes only irrational numbers?

a. {- c. {-5.6,
b. {-7.23222…, d. {- , 3.77…,3.265165065…,
2. Which list contains only rational numbers?
a. - b. 0, c. -2, 1, 2.6…, d. 0, 0.3636…, 4,

3. What type of number is ?
a. Whole number b. Integer c. Rational number d. Irrational
number
4. Which element below is an element in the set of irrational number?
√4 , 3.45, -8.7 , √8
a. b. 3.45 c. -8.7 d.
5. Which irrational number is between 4 and 5?
a. b. c. d.
Activity 5:
Solve each problem and write whether the answer is rational or irrational.
1. A standard classroom measures 7 meters by 9 meters. Its diagonal is meters.

Find the value of .
2. The length of a rope is centimeters. Find its length.
3. The area of a square is determined by squaring the length of its side. If the area is 361
square meters, what is the length of its side?
4. Mr. Cruz is buying a square piece of land which is 506.25 square meters in area. What
is the length of each side of the land?
Reflection

I have learned that…
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
References
Next Century Mathematics 7, Elementary Algebra I, E-MATH 7 Revised Edition Year
Answer Key
Activity 2: Activity 3: Activity 4:

Activity 1: 1. b
1. 8 & 9 1. rational 2. a
1. 5
2. 11 & 12 2. irrational 3. d 4. d
2. 15
3. 14 3. 14 & 15 3. irrational 5. b
4. 24 4. 20 &21 4. rational
5. 26 & 27 5. irrational Activity 5:
5. 6. 9 & 10 6. irrational 1. 11.8321 – irrational
6. 31 7. 23 7. 13 & 14 7. rational 2. 37 – rational
8. 19 8. 18 & 19 8. rational 3. 19 – rational
9. 8.8 9. 22 & 23 9. irrational 4. 22.5 - rational
10. 10. 31 & 32 10. rational
Triangle
Prepared by:
RANDY B. TOLENTINO T-I
MATHEMATICS 7
Name: ______________________________________ Score: __________
Grade & Section: ______________________________ Date: ___________
LEARNING ACTIVITY SHEET 1

Perfect Match!
Background Information For Learners

Taking the square root of a number is like doing the reverse operation of squaring a number.
For example, both 5 and –5 are square roots of 25, since 52 = 25, and (–5)2 = 25. Meaning, the
product of multiplying a number to itself is perfect square.
In both 5 and –5, 5 is the positive square root or it is called as principal square root,
and the other one is negative square root.The square roots of perfect squares are rational
numbers while the square roots of numbers that are not perfect squares are irrational
numbers.
You will learn in this learning activity sheet on how to classify perfect squares and principal
roots.

The learner determines between what two integers the square root of a number
is. Code: M7NS-Ig-2
Practice and Application
Activity 1.Encircle the perfect squares found in the box.
45169 16 49 81 3 16
200 1 8 64 90 9 7121
754 214 20 225 24 265
36 101 164 30 289 326 17196
19 2 6 100 42 99 68
Activity 2.Match column A to column B. Write the letter of your choice on the space
provided before the number.
Column A Column B
(Principal Roots) (Perfect Squares)
_____ 1. 5 A. 49

_____ 2. 8 B. 16
_____ 3. 2 C. 144
_____ 4. 10 D. 25
_____ 5. 4 E. 529
_____ 6. 12 F. 225
_____ 7. 7 G. 4
_____ 8. 15 H. 100
_____ 9. 19 I. 64
_____10. 23 J. 361
Reflection.
What I have learned in this activity?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
References:
Learners Manual in Mathematics 7, pp. 63 – 68.
Answer key:
Activity 1 (in any order)
1. 169 6. 1 11. 225
2. 16 7. 64 12. 36
3. 49 8. 9 13. 289
4. 81 9. 121 14. 196
5. 16 10. 4 15. 100
Activity 2
1. D 6. C
2. I 7. A
3. G 8. F
4. H 9. J
5. B 10. E
Prepared by:
JUN – JUN P. DARIANO

Teacher III
MATHEMATICS 7
Name: ______________________________________ Score: __________

Thorn Between Two Perfect Squares!

Perfect squares are numbers that have rational numbers as square roots. If a principal root is
irrational, the best you can do is to give an estimate of its value. Estimating is very important for all
principal roots that are not roots of perfect nth powers.
For example, between which two integers does lie? In this question, you have to
determine the closest perfect squares between . The closest perfect squares are or
you can expressed as , then by getting the principal root, you can write in integers as 4
< 5. Therefore, the two consecutive integers between are 4 and 5.
You will learn in this learning activity sheet on how to write the perfect squares or principal rootsand
determining what two consecutive integers each square root is between.

The learner determines between what two integers the square root of a number is.
Code: M7NS-Ig-2
Practice and Application
Activity 1.Write the perfect square into its equivalent principal root and vice versa.
Principal Roots Perfect Squares Principal Roots Perfect Squares

1. 9 1. ____ 6. 11 6. ____
2. 7 2. ____ 7. ____ 7. 400
3. ____ 3. 169 8. ____ 8. 529
4. 6 4. ____ 9. 14 9. ____
5. ____ 5. 16 10. ____ 10. 324

Activity 2.Determine what two consecutive integers each square root is between.
Square Root Between of Perfect Square Between of integers Consecutive Integers

1. √40 1. ___ <√40<___ 1. ___ <√40<___ 1. ___ and ___
2. √54 2. ___ <√54<___ 2. ___ <√54<___ 2. ___ and ___
3. √75 3. ___ <√75<___ 3. ___ <√75<___ 3. ___ and ___
4. √112 4. ___ <√112<___ 4. ___ <√112<___ 4. ___ and ___
5. √147 5. ___ <√147<___ 5. ___ <√147<___ 5. ___ and ___
6. √205 6. ___ <√205<___ 6. ___ <√205<___ 6. ___ and ___
7. √238 7. ___ <√238<___ 7. ___ <√238<___ 7. ___ and ___
8. √462 8. ___ <√462<___ 8. ___ <√462<___ 8. ___ and ___
9. √717 9. ___ <√717<___ 9. ___ <√717<___ 9. ___ and ___
10. √947 10. ___ <√947<___ 10. ___ <√947<___ 10. ___ and ___
Reflection
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
References
Answer key
Activity 1
1. 81 6. 121
2. 49 7. 20
3. 13 8. 23
4. 36 9. 196
5. 4 10. 18
Activity 2
Square Root Between Perfect Square Between integers Consecutive Integers
1. √40 1. √36<√40<√49 1. 6 <√40<7 1. 6 and 7
2. √54 2. √49<√54<√64 2. 7<√54<8 2. 7 and 8
3. √75 3. √64<√75<√81 3. 8 <√75<9 3. 8 and 9
4. √112 4. √100<√112<√121 4. 10<√112<11 4. 10 and 11

5. √147 5. √144<√147<√169 5. 12<√147<13 5. 12 and 13
6. √205 6. √196<√205<√225 6. 14<√205<15 6. 14 and 15
7. √238 7. √225<√238<√256 7. 15<√238<16 7. 15 and 16
8. √462 8. √441<√462<√484 8. 21<√462<22 8. 21 and 22
9. √717 9. √676<√717<√729 9. 26<√717<27 9. 26 and 27
10. √947 10. √900<√947<√961 10. 30<√947<31 10. 30 and 31
Prepared by:

Teacher III
MATHEMATICS 7
Name: ______________________________________ Score: __________
LEARNING ACTIVITY SHEET Perfect

Combination!

Combining two closest perfect squares between the square root of an irrational number is the
key in determining two consecutive integers. These two perfect squares are rational numbers.
You will learn in this learning activity sheet the concepts of square roots of rational and
irrational numbers.
Learning Competency.
The learner determines between what two integers the square root of a number is. Code:
M7NS-Ig-2
and Application
Practice
Activity 1. True or False. Write true if the statement is correct and false if it’s not. Write
your answer on the space provided before the number.

_____1. Rational numbers are numbers that can be expressed as a ratio of two numbers,
where a non zero for denominator.
_____2. The product of multiplying a number to itself is a perfect square.
_____3. The principal root of
_____4. 22 and 23 are two consecutive integers of .
_____5. If 17 is the first consecutive integer, then the second integer of is 18.
Activity 2. Multiple Choice. Write the letter of your choice on the space provided before
the number.
_____1. What is the ?
A. ±20 C. ±22
B. ±21 D. ±23
_____2. Which of the following is an example of rational number?
A. non-terminating decimal C. pi (Π)
B. non –repeating decimal D. principal root
____3. Between what two consecutive integers does lie?
A. 10 and 11 C. 12 and 13
B. 11 and 12 D. 13 and 14
_____4. What is the sum of the principal roots of ?

A. 22 C. 44
B. 34 D. 52
_____5. Which of the following is correct?
I. II. III.
A. I < II C. II > III
B. III < I D. I > III
_____6. What are the two consecutive integers of this notation: ?
A. 2 and 3 C. 4 and 9
B. 4 and 6 D. 6 and 9
_____7. If x is the first consecutive number, then which of the following illustrates the
second number?
A. x – 1 C. x + 1
B. x + 2 D. x – 2
_____8. Between what two consecutive integers does lie?
A. 31 and 32 C. 33 and 34
B. 32 and 33 D. 34 and 35
_____9. Does the product of the root of a perfect square?
A. Yes C. Cannot be determined
B. No D. None of the above
_____10. Which of the following is correct notation between two consecutive integers of
the square root of irrational number?
A. C. B.
D.

Reflection
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
References
Answer key
Activity 1
1. True
2. True
3. False
4. True
5. False
Activity 2
6. B
7. D
8. B
9. C
10. A
11. A
12. C
13. D
14. C
15. A
Prepared by:

Teacher III
MATHEMATICS 7
Section: _________________________________________ Date: ____________
LEARNING ACTIVITY
SHEET
Estimates the Square Root of a Whole Number to the Nearest Hundredth
In Mathematics, a square root of a number is a value that, when multiplied by itself,

gives the number. Example: 4 × 4 = 16, so a square root of 16 is 4. Exponent can be used to
show that the number has been multiplied by itself one or more times. A perfect square is the
square of a whole number. The number 9 is a perfect square because 9= 32. The number 7 is
not a perfect square because there is no whole number that can be squared to get 7. However,
to estimate square root, numbers to be illustrated must not be perfect square.
In this module, learners will be learning how to estimate the square root of a whole
number to the nearest hundredth. It has an important concept of standard deviation that is
used in probability theory and statistics.
As part of the learning activity the learners will be able to accomplish exercises to
practice skills in solving square root. It is also strengthen and stimulate the learners creative
thinking skills to be ready for the activity. Having this kind of activity will help the learners
solve the drill at ease.
To give you an idea on to how estimate the square root of a whole number to the
nearest hundredth, divide and average method will be used to illustrate.

Illustration 1. How to get Non- Perfect Square Root
Approximating Square Roots

Illustration 1.1 How to get square root?

Illustration 2
Approximate to the nearest hundredths.
Step 1: Find the value of the whole number.
100 < 112 < 121 Find the perfect squares nearest to 112.
Find the square roots of the perfect squares.
The number will be between 10 and 11.
The whole number part of the answer is 10.
Step 2: Find the value of the decimal.
112 – 100 = 12 Find the difference between the given number,

112, and the lower perfect square.
121 – 100 = 21 Find the difference between the greater perfect

square and the lower perfect square.
𝟏𝟐

Write the difference as a ratio.
𝟐𝟏
12 ÷ 21 ≈ 0.571 Divide to find the approximate decimal value.
The decimal part of the answer is approximately 0.571.
Step 3: Find the approximate value.
10 + 0.571 = 10.571 Combine the whole number and decimal.
10.571 ≈ 10.57 Round to the nearest hundredth.
The approximate value of to the nearest hundredth is 10.57.
The learner estimates the square root of a whole number to the nearest hundredth (M7NS-lg-
3)
EXERCISE 1: UNCOVER THE SQUARE ROOT
Directions: Estimate the square root to the nearest hundredths. Use the number line illustrated
below. Solve the mark number.
1.
2.

3.
4.
5.
EXERCISE 2: NUMBERED LETTER EXERCISE
Direction: Step 1. Unlock the numbers using the Alphabets.

Step 2. Write your answer from the box provided.
Step 3. Add all the number to get the exact whole number.
Step 4. Solve the added number by estimating the square root to the
nearest hundredths.
A R T Q B U P C S V O D N WM E L X F K Y G Z H I J
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6

EXERCISE 3: COMPLETING THE BOX EXERCISE
1. .

2.

3.
4.

Processing Activity
Answer the following question:
1. How do you find the activity?

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________.
2. How to estimate the square root of non perfect square?

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________.
Reflection:
Complete the statement:
I have learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________.
References:
Pictures and Illustration by Cristobal A. Felipe
http://images.pcmac.org/SiSFiles/Schools/GA/MaconCounty/MaconMiddle/Uploads/Docum
entsSubCategories/Documents/Estimating%20Square%20Roots_1.pdf

Answer Key:
EXERCISE 1. UNCOVER THE SQUARE ROOT

1 2.40
2 3.43
3 3.86
4 3.14
5 4.22
EXERCISE 2. NUMBERED LETTER EXERCISE
EXERCISE 3: COMPLETING THE BOX EXERCISE

1. 9.11
2. 6.86
3. 12.04
4. 8.49
Prepared by:

CRISTOBAL A. FELIPE
Teacher

MATHEMATICS
7
Name : _____________________ Score: ____________________
Grade & Section:_______________ Date: _______________________
Learning Activity Sheet LOCATE ME IF YOU CAN

Background information for Learners
This activity sheet serves as a supplement learning material guide for learners. It will
direct the students familiarize in plotting the points of irrational numbers in a number line.
Irrational numbers are numbers that can NOT be written in the form of 𝑛, where n
𝑑 and d are integers and d is not equal to zero. For example:
Plotting the points of irrational numbers are like plotting points of rational numbers,
however it is much complicated without further knowledge in Pythagorean Theorem.
Furthermore, knowing how to locate points of irrational numbers will help us understand how
Global Positioning System (GPS) works.
Illustrative example. √𝟐 Plot the points of 𝒂𝒏𝒅 √𝟑
So this is how we plot the points of

irrational numbers. Use ruler and
compass.
1. From the point of origin or zero

draw a right triangle having 1 unit
in its base and 1unit on its height,
mark zero as point O, mark 1 as
point A and
point B on the height of a triangle.

2. Since we have now a right triangle
For √𝟑 we will draw another line start at OAB then we can now apply the
point B which measures 1 unit perpendicular to OB Pythagorean Theorem to plot the
and mark that as point C. Connect point O to C, then point of irrational numbers.
we have triangle OBC as shown in the figure at the
𝑂𝐵2 = 𝑂𝐴2 + 𝐴𝐵2
top. Applying again the Pythagorean Theorem then
we will have OC equal to √𝟑 . Finally use the = 12 + 1 2
compass to locate or plot the point of √𝟑 to the 𝑂𝐵2 = 2
number line. For us to plot the point of the
negative 𝑶𝑩 = √𝟐
irrational numbers like -√𝟑, we just draw an arc

intersecting the number line on its negative side. See
figure above.
3. So we have now the value of OB, use a compass
to finally plot the point of point the tip of the compass on zero and at point B then slide it to
create an arc until it intersects the number line 86
since all radii of a circle are congruent then mark
the point of intersection as .
Plots irrational numbers (up to the square roots) on a number line.***(M7NS-lg-4)
Activity 1: Hunting time!

Instruction: Encircle all words related and terminologies use in plotting
irrational numbers. Words can be spelled downward, upward, diagonal and sideward.
P E R P E N D I C U L A R E R
M B a V L G C O P Y T H O P A
P Y T H A G O R E A N T Y N T
D V B A N U M B E R L I N E I
T R Y E I O P M A I O P L O
N P R O T R A C T O R A A E N
C I R C L E S T O F R D R Q A
L O V E R S S R A D I U S A L
N O N T E R M I N A T I N G A
M I N I R R A T I O N A L R B
Activity 2: Identify me?

List down all irrational numbers found in the box below.

1
2 1.25 2.44948974…. √11 √4
1.333.. -√5 ∏ √10 -√9 √26
-√37 √25 √17 √8 √50
Activity 3: Put me in a right track! Be a GPS.

Create your number line and plot the following irrational numbers on a number line
you have created. Use compass and protractor or computer to illustrate how points of
irrational numbers is being plotted.
a. √𝟓 , −√ 𝟓, b.
c. √𝟕 , −√𝟕 √𝟏𝟎 , −√
, √𝟏𝟏 , −√𝟏𝟏 d. 𝟏𝟎
e.
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

(4) (3) (2) (1)
Point plotting Plot the points of Plot the points of Plot some of the Doesn’t know
irrational numbers irrational numbers given irrational how to plot
accurately and but the illustrations numbers but the points of
illustrations on on how plot the illustration on irrational
how to locate points are not well how to plot numbers on a
points are well done. points are not number line.
done. well done.
Reflection: What have you learned today?
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________
Answer Key

Activity 2: Identify me?
2.44948974…. - ∏
Activity 3. Put me in a right track! Be a GPS.
√𝟓
-√𝟓 √7 √6
√𝟓
-√ 𝟏𝟏 √𝟏𝟏

-√𝟔 √5 √𝟔
C1
2
-3 -2 -1 0 1 2 3
-√𝟕
√𝟕
References: www.topperlearning.com
-√𝟏𝟎
√11 1
√10 √𝟏𝟎
3
-3 -2 -1 0 1 2 3
Prepared by: Rex C. Isla

Mathematics Teacher
MATHEMATICS 7
Name of Learner:_____________________________ Grade Level:___________
Section:____________________________________ Date:________________
Oh! It’s Real!
The set of real numbers consists of all numbers on a number line. Subsets can include
any collection of numbers, but the elements of an important subset should at least have
several characteristics in common. Most of these subsets are only useful for specific
calculations, but there are a few that have interesting properties and that help in
understanding how real number system works.
The set of real numbers consists of the rational and the irrational numbers. Rational
numbers are integers and numbers that can be expressed as a fraction or decimal or even
percentage. All other real numbers are irrational which include numbers such as the square
root of 2 and the number pi. Since irrational numbers are defined as a subset of real numbers,
all irrational numbers must be real numbers.
Illustrates the different subsets of real numbers M7NS-Ih-1
Directions:
Exercise 1. REFLECT: What is your opinion about the following questions on

NUMBERS? Write your answer on the space provided for each number.
1. When did humans first grasp the basic concept of a number?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Why do we use numbers in our daily life?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Exercise 2. WORD ATTACK: Eight different words or partition of numbers are hidden in each row.
Reveal the term or word by crossing out the excess letters. Put the excess letters in the box below to
reveal a secret message.

MZIERSO
TFARAK CTI EO NS S
A D E R C I E M A L numbers
P R O N O A T F U R A L numbers
T H W H A O L T E numbers
R AYT I O O N U AL S
A R E I R R A T I O T N A L number
RIYNTEGERINGS
Secret Message:
Answer the following questions:

1. Based on the activity, how many words are familiar to you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What word/s did you encounter during your younger days? Enumerate them and give
examples of each.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Which word/s is/are not familiar to you?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Exercise 3. TRASH IT RIGHT: Wastes have value and only need to be properly sorted. In
this exercise, the following wastes have different situations written on it. These situations
represent numbers/set of numbers. Sort them by drawing an arrow to which waste sorter they
belong.

Answer the following questions:
1. Did the different situations related to numbers help you in sorting wastes? How?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
2. Did you experience numbers in your daily life? Cite a situation.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
Exercise 4.
A. The set of numbers is called the real number system that consists of different
partitions/subsets that can be represented graphically on a number line. Locate the
following numbers on the number line by naming the correct point.
B. Determine the subset of real numbers to which each number belongs. Use a tick mark (√) to
answer.
Number Whole number Integer Rational Irrational
1. -21
2. 97.24
3. ¼
4. √25
5. 3√27
6. -0.0028
7. -√100
8. e
9. -11.487
10. 0.1111…
Carry out the task being asked by writing your response on the space provided for each
number.
1. Are all real numbers rational numbers? Prove your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________
2. Are all rational numbers whole numbers? Prove your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________
3. Are − and − negative integers? Prove your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How is a rational number different from an irrational number?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. How do natural numbers differ from whole numbers?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. Complete the details in the Hierarchy Chart of the Set of Real Numbers.

Exercise 5. In this activity, you are going to make a comic strip with dialogues on situations related
to real numbers for your performance based output.
RUBRIC
Exceeds (3) Meets (2) Does not meet (1)
Cell Total At least 6 3-5 1-2
Relevance Clearly shows the Comic strip has little to Comic strip has
mathematics concept do with the nothing to do with the
mathematical concept mathematical concept
Elements Has a title, student’s name is The comic strip is Does not include any
visible as the author of missing one element of the
the comic strip as stated in column 2 aforementioned
elements
Presentation The comic strip is neatly Overall appearance is Overall appearance is
drawn in pencil. Overall average. poor.
appearance is superior.
Creativity The comic strip has unique, The comic strip has The comic strip does
well drawn characters (not unique, well drawn not have unique, well
stick figures) with some characters (not stick drawn characters (not
humor or drama in the figures) with little stick figures) with
wording. Cartoon should humor or drama in the little to no humor or
generate interest in the wording. Cartoon drama in the wording.
subject. should generate little Cartoon does not
interest in the generate
subject. interest in the
subject.

Reflection

I have learned in this activity….
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References:
Aseron, Elizabeth R.,et.al. (First Edition 2013), Mathematics 7 Teacher’s Guide. Pasig City,
Philippines
https://sciencing.com/what-are-subsets-of-real-numbers-13712247.htm This
site provides short background for the topic.
https://en.m.wikipedia.org
This site provides some definitions used in this topic.
https://believe.earth/en/13-tips-on-sorting-waste This
site provides information on proper sorting of waste.
https://www.universetoday.com
This site provides examples of situations related to real numbers.
https://www.rcampus.com/rubricshowc.cfm?code=G48C63&sp=yes& This
site provides the rubric for the performance based output.
https://www.google.com
This site provides pictures that made the LAS more attractive.
https://www.bitmoji.com
This site provides pictures that made the LAS more attractive.
ANSWER KEY
Exercise 1. Answers may vary.

Exercise 2.
1. ZERO 5. WHOLE numbers
2. FRACTIONS 6. RATIONALS
3. DECIMAL numbers 7. IRRATIONAL numbers
4. NATURAL numbers 8. INTEGERS
Secret Message: “Mistakes are proof that you are trying.”
Exercise 3.
Counting Numbers
*Finding out how many days left before Christmas.
*Asking your sister the available pairs of shoes are in her closet.
*Determining the number of students enrolled in grade 7.
Fraction/Decimal
-Cardo shares his 2 pizzas among his 12 friends.
-Junior paid Php 572.21 for his new bag.
Integers
*Pablo withdraws Php 2000 from his bank account.
*Your dad told you that the height of Magat Dam is 114 meters.
*Neptune has an average temperature around -214 degrees Celsius.
Irrational
-NASA regularly uses pi to calculate trajectories of spacecraft.
Exercise 4.
¶ A.
Number Whole Integ Rational Irrational

number er
1. -21 / /
2. 97.24 /
3. ¼ /
4. √11 /
5. 3√27 / / /
6. -0.0028 / /
/ /
8.
B.e /
9. -11.487 /
10. /
0.1111…

C.
Prepared by:
LEONARD B. SAMBILE
Rizal NHS
MATHEMATICS 7
Name of Learner: _______________________ Grade Level: _____________
Section: _______________________________ Date: ___________________
LEARNING ACTIVITY SHEET Sets and Real Number System
Background Information for learners
Do you still remember these numbers?
Clipartkey.com
Real numbers includes natural numbers, whole numbers, integers, rational numbers and
irrational numbers.
Lets have a closer look on the example below:
A.Question : Which set of rational numbers is arranged from

greatest to least?
a. −
, ,0,1,0.6,1.0
6 −1
5 2 9
b. −3.25,1,7,0.5,1,5
85 36
c. 7
,0.9, , , ,0.7
1 3 −1
5 2 8 10
d. 9
, ,
7 −5
,- 1.1,,-3.6
8 6 12
Arranges real numbers in increasing or decreasing order and on a number line M7NS-
Ih-2
Directions/Instructions
In this activity you will be able to arrange real numbers, it is expected that you
arrange real numbers in increasing or decreasing order. A prerequisite in the next activity is
your knowledge in real numbers. Let us examine the illustrative example below.
B. Can you guess the next set of numbers ?

C. How about the missing three boxes below?
D. Do you have the right guess for the two box below?
Are you ready for our activity?
Activity 1
Identify which of the following set of numbers are arrange in increasing order.
Encircle the whole set.
1.

a. ,5,6,43%
b. 5, ,6,43%
c. 43%,5, , 6 Clipartkey.com d. , 5,6
2.
a. 1,−3,1
4 7 2
b. , ,
1 1 −3
24 7
c. ,,
−3 1 1
7 24
d. −3,1,1
74 2
3. a. , ,
5 9 5
8 16 12 b. 9 , 5 , 5
16 12 8c. , 5,
9 5
16 8 12
d. 5 , 9 ,5 12
16 8
Activity 2
Identify which of the following set of numbers are arrange in
decreasing order. Box the item that contains it.
1.
a. ,43%
b. 5, ,6,43%
c. 43%,5, ,6
d. , 5,6
2.
a. 1,−3,1
Clipartkey.com 14 17−32
b. , ,
24 7
c. ,,
−3 1 1
7 24
d. ,,
−3 1 1
7 42
3.
a.5, 9 , 5
8 16 12
b. 9 , 5 , 5
16 12 8
c. 9
, 5, 5
16 8 12

d. ,,
Proceed to the next level?
Activity 3
Identify and encircle the letter which of the following number lines
shows decreasing order.
A.
11 3 5 7 9 8 7 6 5 4 3
1
B.
Clipartkey.com
11 √100 18 8 7 6 10 4 3 2 2
2 2 2
C.
-5 -4 -3 -2.0 -1 0 1 √4 3 4 25
5
D.
1.4 1.5 2 2.1 1.0 2 √3 6 7 8 9
increasing order.
A.
11 3 5 7 9 8 7 6 5 4 3
1
B.
11 √100 18 8 7 6 10 4 3 2 2
Clipartkey.com 2 2 2
Activity 4
Identify and box the letter which of the following number lines shows

C.
-5 -4 -3 -2.0 -1 0 1 √4 3 4 25
5
D.
1.4 1.5 2 2.1 1.0 2 √3 6 7 8 9
Final level?
Activity 5
Clipartkey.com
The final round will test you to locate the real numbers on the number line.
You will show or graph in ascending and descending order. The real number
line has points that represent fraction and decimals as well as integers.
Drawing a point is called graphing or plotting the number. To plot a real
number, draw and label a number line, find where the number is on the
number line and place a dot on the number.
Given: (2,
A. Ascending Order

-4 -3 -2 -1 0 1 2 3 4 5 6
B. Descending Order
6 5 4 3 2 1 0 -1 -2 -3 -4
Rubric for scoring :

Total Score Rating
Activity 1( 1 point each) 3 pts 19-20 100%
Activity 2( 1 point each) 3 pts 17-18 95%
Activity 3( 3 points) 3 pts 15-16 90%
Activity 4( 3 points) 3 pts 13-14 85%
Activity 5 (4 points each) 8 pts 11-12 80%
20 pts 9-10 75%
Closure/Reflection
Complete this statement
I have learned about…

______________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
References for learners
https://sciencing.com/what-are-subsets-of-real-numbers-13712247.html
https://www.google.com/search?q=subsets+of+real+numbers+chart&sxsrf=ALeKk026VncBt
ZzjmPGvBDxa8De3HqeNkg:1591363489062&tbm=isch&source=iu&ictx=1&fir=Tov4OKj
GCgUVcM%253A%252CKIs9eoYRUxPB8M%252C_&vet=1&usg=AI4_-kRjON_I1I20HtlL-
g_hf2TzW2FAQ&sa=X&ved=2ahUKEwiH--
T74urpAhVHyYsBHQVRDrsQ9QEwBXoECAkQJg&cshid=1591363514771673&biw=102
4&bih=657#imgrc=Tov4OKjGCgUVcM:
https://quizizz.com/admin/quiz/5c89bf62323742001ce31625/comparing-and-ordering-realnumbers
https://saylordotorg.github.io/text_elementary-algebra/s04-01-real-numbers-and-the-numberli.html
https://www.bbsd.com/cms/lib/PA01916419/Centricity/Domain/126/Compare%20and%20Or der
%20Real%20Numbers%20Worksheet%20Notes.pdf
Answer Key
A. d B.85,90,95,100,105 C. 46 ,47,47 D. -5.75,-5.50
Activity 1
1.d
2.d
3.d
Activity 2
1.a
2.b
3.a
Activity 3
B
Activity 4
C
Activity 5
Given: (2,
1
3 √16
-3 -1.5 0 2 2
2 2.5 π
-4 -3 -2 -1 0 1 2 3 4 5 6
B.Descending Order
3 1 -3
√16 π 2.5 -1.5
2 2 20
6 5 4 3 2 1 0 -1 -2 -3 -4
Prepared by:
GEORGE M. VIBA
A.Ascending Order
Master Teacher I
Rizal National High school

MATHEMATICS 7
Name: _________________________________ Grade Level: ____________
Date: __________________________________ Score: _________________
LEARNING ACTIVITY SHEET Expressing numbers in Scientific

Notations and vice versa
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on writing numbers in Scientific
Notation and vice versa.
Scientific notation is a mathematical expression used to represent a decimal number

between 1 and 10 multiplied by ten, so you can write large numbers using less digits. It is the
way to easily handle very large numbers or very small numbers. The process of writing
numbers in a special way like this:
• “A number” is equal to “Scientific Notation”

• 700 = 7 x102
• 4,900,000,000 = 4.9 x 109
The number is written in two parts: (1) Just the digits, with the decimal point placed
after the first digit, followed by; (2) × 10 to a power that puts the decimal point where it
should be. The following illustrates such:
Credits: MathisFun.com
To figure out the power of 10, think "how many places do I move the decimal point?"
1. When the number is 10 or greater, the decimal point has to move to the left, and the
power of 10 is positive.
2. When the number is smaller than 1, the decimal point has to move to the right, so
the power of 10 is negative Examples:
• 0.0055 is written 5.5 x 10-3
• 0.000000078 is written 7.8 x 10-8
• 0.000000000000051491 is written to 5.1491 x 10-14

Perform the following operations in scientific notation.
Addition. The first step is to make sure the exponents are the same. We do this by changing
the main number (making it bigger or smaller) so that the exponent can change (get bigger or
smaller). Then we can add the main numbers and keep the exponents the same.
Model: (2 x 102) + (7 x 102) = 9 x 102 (same exponent)
= 900 (final answer)
Model: (3 x 104) + (2 x 103) = (3 x 104) + (0.2 x 104) (divide 2 to 10 and add 1 exponent)
= 3.2 x 104 (same exponent)
= 32,000 (final answer)
Subtraction. Just like addition, the first step is to make the exponents the same. Instead of
adding the main numbers, they are subtracted. Try to convert so that you will not get a
negative answer.
Model: (4 x 107) – (2 x 107) = 2 x 107 (same exponent)

= 20,000,000 (final answer)
Model: (3 x 104) - (2 x 103) = (30 x 103) - (2 x 103) (multiply 3 to 10 and less 1

to its exponent)
3
= 28 x 10 (same exponent)
= 2.8 x 104 (final answer)
Multiplication. (the "easy" operation - remember that you just need to multiply the main numbers
and add the exponents).
Model: (8 x 105) x (3 x 105) = 24 x 1010 = 2.4 x 1011

Model: (2 x 102) x (6 x 103) = 12 x 105 = 1.2 x 106
Division. (a little harder - we basically solve the problem as we did above, using
multiplication. But we need to "move" the bottom (denominator) to the top of the fraction.
We do this by writing the negative value of the exponent. Next divide the first part of each
number. Finally, add the exponents).
(12 x 103)
Model: ----------- = 2 x (103 x 10-2) = 2 x 101 = 20
(6 x 102)
Writes numbers in scientific notation and vice versa. (M7NS-Ii-1)

Activity 1: Transform Me!
Direction: Express each in scientific notation.
11. 380 000
12. 7 000 000
13. 3 530 000 000
14. 348 000
15. 809 000 000 000
16. 507 000 000 000
17. 0.0000000456
18. 0.0000000005032
19. 457
20. 385.4
Activity 2:Make it larger!

Direction: Express each in decimal form.
6. 7 x 106
7. 5 x 108
8. 8.4 x 107
9. 5.9 x 109
10. 7 x 10-6
11. 8.2 x 10-7
12. 8.13 x 107
13. 5.39 x 105
14. 6.49 x 10-9
15. 7.002 x 100
Activity 3: Make real life easy!

Direction: Write the numbers in different Ways. (in Scientific Notations)
1. The population of the world is about 7,117,000,000.

2. The distance from Earth to the Sun is about 92,960,000 miles.
3. The human body contains approximately 60,000,000,000,000 to 90,000,000,000,000 cells.
4. The mass of a particle of dust is 0.000000000753 kg.
5. The length of the shortest wavelength of visible light (violet) is 0.0000004 meters.

Activity 4: Part 1. Operate me!
Direction: First express the problem with the exponents in the same form, then solve the problem.
1. (4 x 103) + (3 x 102) =
2. (9 x 102) + (1 x 104) =
3. (2 x 102) - (4 x 101) =
4. (9 x 1012) - (8.1 x 109) =
Activity 5: Part 2. Operate me!

Direction: Write your answer as in the model above; first convert to a multiplication/Division
problem, then solve the problem.
1. (1 x 103) x (3 x 101) =
2. (3 x 104) x (2 x 103) =
3. (8 x 106) / (4 x 103) =
4. (4 x 103) / (8 x 105) =
Reflection
(What is your reflections about the Activity?)
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________.
References
• E-MATH 7 Revised Edition
• Math is Fun Scientific notation. Retrieved from
https://www.mathsisfun.com/numbers/scientific-notation.html
• Dictionary-Scientific Notation. Retrieved from https://www.yourdictionary.com/scientific-
notation Year Triangle
Prepared by:
MARK JOSEPH L. LEAL

Teacher

MATHEMATICS 7
Name: ________________________________ Grade Level: ____________
Date: _________________________________ Score: _________________
LEARNING ACTIVITY SHEET The World of Real Numbers
This learning activity sheet is an application of knowledge about real numbers. The
knowledge in real numbers is not only applicable in mathematics but also in other learning
areas like in MAPEH, TLE, Science and etc. There are problems in real life that can be
simplified and solve using the concepts of real numbers.
Real numbers is the set of natural numbers, whole numbers, integers, rational numbers, and
irrational numbers.
Natural numbers or counting numbers are 1,2, 3, 4, 5, 6, 7, ….
Whole numbers are 0, 1, 2, 3, 4, 5, 6, 7, ….
Integers are the positive and negative numbers, example -5, -4, -3, -1, 0, 1, 2, 3, 4, and so on.
Rational numbers are numbers that can be express as ratio of two quantities. Example
.
Irrational numbers are numbers that cannot be written as ratio of two quantities.
Like for example .
Here are the examples of real life situations:

1. Maria’s weight decrease by 5 kg this can be expressed as – 5.
2. Juan Dela Cruz climbs 20 more steps uphill, this can be expressed as + 20.
3. Pedro weighed 110 kg when he enrolled in Maliksi Gym. After series of

sessions he losses weight of 30 kg. Because of the pandemic covid-19 all
gyms were closed he gain weight of 13 kg. What is weight of Pedro after a
series of changes?
Can be represented as 110 – 30 +13 -30 for losing weight and

+ 13 for gaining weight
Solution: 110 – 30 +13 = 93
Therefore, Pedro”s weight is 93 kg
Learning Competency:
The learner represents real-life situations and solves problems involving real numbers.(M7NS-Ii-2
and M7NS-Ij-1
Activity 1
Try this one!
I. Directions: Read carefully the situations and write each representation on the right column.
Situation Representation
1. Cardo’s farm yield 30 cavans more than
last cropping.
2. Amihan’s waist decrease by 3 cm
3. The speed of the habal-habal lessen into 2
km/hr.
4. Lam-ang gain 5 lbs after community
quarantine.
5. During summer the electric consumption
of Mario increases by 500.
Let’s have more!
II. Directions: Solve the following. Show your solution

1. The Mac JB delivery boy delivered 8 egg sandwiches for Php 39 each, 5 large camote
fries for Php55 each, 7 buko juice for Php 39 and 5 buko pie for Php 30 each. If you gave
Php 1500.00, how much is your change?
Representation:
Solution:
2. Josefa has been raised to be an environmentalist. She advocates to plant trees every
year. At the age of 8, she started planting 12 trees at Mt. Dariuk. How many trees would she
have planted by the time she reach 35 years old, if she planted a constant number of trees
each year?
Representation:
Solution:

3. Emilo wanted to buy a 500 square meter lot in Roque Subdivision. How much it cost
if the lot cost Php 3500 per square meter?
Representation:
Solution:
Activity 2
I. Directions: Represent each of the following by real numbers. Then give the opposite of the
quantity being described.
Situation Representation Opposite

1. Teodora gains 10 kg.
2. Rony’s grade in
Mathematics is decrease by 2
points.
3. The humidity rose five
degrees Celsius yesterday.
4. Angelei withdrawn Php 21
000 in her savings account.
5. A tarsier sits on a limb
that is 30 ft above the
ground
II. Directions: Write a situation using the given values.
Values Situation
1. increase 21
2. loss of 15
3. dropped 32
4. down 13
5. up 7
III. Directions: Solve the given situation then match your answer to column B that corresponds to
the correct chemical name of each chemical symbols. Write the letter of your answer before the
number.
Column A Column B
Chemical Symbol Chemical Name
_____1. ( Er ) It represent Juana’s debt of Php 5,000.00 A. 10 Einsteinium
from a lending
company. B.–5000.00 Erbium
_____2. ( Cf ) A certain computer can perform
6.3 𝑥 106. Calculation in a single second. C. 500 Europmium
How many calculations can it perform in
1 minute? D. 3.78𝑥108 Californium
_____3. ( Eu ) A room has a temperature of 350, then

the temperature dropped 200, then
rose 600 and finally dropped 250. What is E. 5.5 Calcium
the temperature after the given changes?
______4. ( Ca ) The price of sugar increased Php 22.00. F. 38.7𝑥107 Chromium
If the increase was spread equally over
4 days, how much did the price increase
in one day?
______5. ( Es ) Diana is on the 6th floor of Manila hotel.
She went an elevator up 7 floors, then down
3 floors. What floor is she now?
Activity 3 History time. Who is that President?
I. Directions: Identify the former Presidential candidate who is known with the given slogan.
To determine the name of the former presidential candidate, answer the given problems then
match your answer in the box below the problem. Write the name of the president on the
space before the number.
__________1. “Tama na! Sobra Na! Palitan na!”

Rizal has a youtube channel to help her students in mathematics. Every month,
Rizal receives a subscription fee of Php 20 from each subscribers to the
channel. The channel had 15000 subscribers last month. This month 750 new
members joined the channel and 10 members cancelled their subscription.
How much money will Rizal’s online business earn this month.
_________2. “Tapang at malasakit.”

Maring lost her job because of lackdown.To have other source of income she
sellschicken lumpia online. Her lumpia is Php 50 for 15 pcs. How much she
earn if she spent Php 500 for 330 pcs?
_________3. “Kung walang corrupt, walang mahirap.”

Myrna wanted to donate washable facemask to barangay Batal. She sewed 10 pcs
of facemask in 5 mins. How many facemask she can sew in 3 hours?
_________4. “Ituloy ang daang matuwid.”

In Baguio City the temperature varies. At 4 o’clock in the morning the
temperature is 150 at 12 noon the temperature rose up to 100, then at 2 pm the
temperature was 300, and finally at 7 pm the temperature dropped to 180.
What is the temperature after the given changes?
________5. “Sipag at Tiyaga.”

Albert drove his car at plane road with a speed of 100 kph, at the uphill part of
the road he increased the speed 20kph, he reduced the speed of the car
reaching the downhill part to 70kph. What is the speed of the car after the
given changes?
360 – Benigno Aquino 50 – Manny Villar
14800 – Corazon Aquino 600 – Rodrigo Duterte
12 – Mar Roxas 18400 – Joseph Estrada
I will solve my own problem.
Directions: Create 3 word problems about real numbers. The situations must be related to
your experiences during the pandemic. Solve each problem and then indicate the values
you’ve learn from that experiences.
1. Problem:
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Solution:
Values:__________________________________________________________
________________________________________________________________
________________________________________________________________
2. Problem:
_______________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Solution:
Values:__________________________________________________________
________________________________________________________________
________________________________________________________________
3. Problem:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Solution:
Values:__________________________________________________________
________________________________________________________________
________________________________________________________________
Reflection
How did you find the lesson and activities? Why?

_____________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________
_
___________________________________________________________________________
__________________
References
Math Made Easy 7 by Michael B. Malvar, Queeny Joyce F. Sebastian and Jerson E.
Sebastian. S 2017. Triangle Trigonometry, Module 2 (LM) BEAM
Fourth Year, Time to CHECK
Answer Key
Activity 1
I.
1. +30
2. -3
3.-2
4. +5
5. +500
II.
1. Representation:1500 – [(8x39) + (5x55) + (7x39) + (5 x30)]
Solution: 1500 – [(8x39) + (5x55) + (7x39) + (5 x30)]
= 1500 – (312 + 275 + 273 + 150)
= 1500 – 1010 = 490
Therefore, his change is Php 490
2. Representation: 35 – 8 + 1 = number of years she’s planting trees
12 x number of years she’s planting trees = no of trees
Solution: 12 x (35 – 8 + 1)
= 12 x 28
= 336
Therefore, Josefa planted 336 trees in 28 years
3. Representation: 500 x 3500
Solution: 500 x 3500
= 1 750 000
Therefore, 500 square meter worth Php 1, 750, 000 .00
Activity 2
I.
Representation Opposite
1.10 -10
2. -2 +2
3. +5 -5
4. -21000 +21,000
5. +30 -30
II. Example of expected answers. The answers of this activity varies.
1. The water level increase 21 cubic meters
2. The electric power plant experience power lost of 15 kw every day
3. The gross monthly income of Robinsons dropped to 32%.
4. Maria is in the 70th floor and she moves down 13 floors.
5. She moves up 7 steps. III.
1. B. Erbium - 5000.00
2. D. Californium 3.78 𝑥108
3. C. Europmium 500
4. E.. Calcium 5.5
5. A.Einsteinium 10
Activity 3
I. 1. 14 800 – Corazon Aquino
2. 600 – Rodrigo Duterte
3. 360 – Benigno Aquino
4. 12 – Mar Roxas.
5. 50 – Manny Villar
II. Rubrics
0 pt 1 pt 3pts 4pts
No attempt to create a Attempted to create Able to construct a Able to construct a
problem or solve or construct a word word problem, show a word problem
problem but did solution of the correctly, show a
solve. problem but incorrect, solution correctly, and
and explain the explain the values
value/s learned. learned.
Module 13 (TG), EASE Module Fourth Year · Triangle Trigonometry, Mo,

Module
Prepared by:
LEILANI T. SANTIAGO
Teacher-III
MYRNA GUIRING
Teacher-III

Grade 7 Mathematics LAS

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7

LEARNING ACTIVITY SHEETS

Practice Personal Hygiene protocols at all times.

Learning Activity Sheet in MATHEMATICS

Practice Personal Hygiene protocols at all times. i

Santiago City : CHERRY S. RAMOS, EdD,, CESO V, Santiago City

Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD

RANDY B. TOLENTINO,Balintocatoc IS, MARK JOSEPH L. LEAL, San Jose IS

MARIO P.MABALOT, Principal I, Santiago CityENRIQUE GARCIA, MAI RANI

JENELYN B. BUTAC, Division Librarian

MARIVEL G. MORALES, DivisioISAGANI R. DURUIN, PhD., Regional n LRMDS Coordinator

Practice Personal Hygiene protocols at all times. ii

sets, subsets, universal sets, null set,

cardinality of sets and the difference ----- 1-7

The learner solves problems involving

sets with the use of Venn Diagram

The learner represents the absolute

value of a number on a number line ----- 14-21

as the distance of a number from 0

The learner performs fundamental ----- 22-40

The learner illustrates the different

properties of operations on the set of ----- 41-45

Express rational numbers from ----- 46-54

fraction form to decimal form and

The learner performs operations on ----- 55-65

The learner describes principal roots ----- 66-69

and tells whether they are rational or

Practice Personal Hygiene protocols at all times. iii

what two integers the square root of

The learner estimates the square root

of a whole number to the nearest

hundredth ---- 77-85

The learner plots irrational numbers

(up to square roots) on a number ___ 86-89

Illustrates the different subsets of real

numbers ----- 90-96

The learner arranges real numbers in

increasing or decreasing order and ----- 97-103

The Writes numbers in scientific ----- 104-107

notation and vice versa

The learner represents real-life

Practice Personal Hygiene protocols at all times. iv

LEARNING ACTIVITY SHEET The Set Virus

Background Information for Learners

Important Terms to Remember

1. A set is a well-defined group of objects, called elements that share a common

5. The cardinality of a set A is the number of elements contained in A. Supposed set A

Activity 2. ARE YOU POSITIVE OR NOT? Draw on the space

Practice Personal Hygiene protocols at all times. 2

2. C= { letters of the word novel}

4. H = { N95 mask, gloves, goggles}

5. J= {set of prime numbers less than 10}

1. { working pass, travel pass, financial travel pass}

Activity 4. MY EMPTINESS AND PHOBIA!

Practice Personal Hygiene protocols at all times. 3

Activity 5. Where does corona virus outbreak started? __________________

Practice Personal Hygiene protocols at all times. 4

3. {set of vowels in the word “PANDEMIC”} H2. 12

4. { set of non-repeated consonant letters in the word H1. 3

5. {rice, coffee, powdered milk, sugar, noodles, sardines, C. 0 corned beef,

7. {set of months in a year} A1. 6

8. {100,200, 300, …….12000} W. 5

9. {USA, Italy, Spain, Germany, China, France, Iran, United A2. 11

1. 3 + 8 = _____ 6. -9 + -10 = _

2. -4 + -2 = ___ 7. -20 + 7 =

3. -10 + 15 = ___ 8. – 5 + 12 =

5. 15 + 9 = ______ 10. -4 + 0 = _