TV-BASED INSTRUCTION (TBI) EPISODE SCRIPT

FOR (MATHEMATICS 7)

Learning Area: MATHEMATICS

Grade Level: 7
Quarter: 1
Week: 7
Title: ESTIMATING SQUARE ROOT AND PLOTTING OF IRRATIONAL
NUMBERS
Topic: ESTIMATING SQUARE ROOT AND PLOTTING OF IRRATIONAL
NUMBERS
MELC: Estimates the square root of a whole number to the nearest
hundredth (M7NS-Ig-3)
Plots irrational numbers (up to square roots) on a number line
(M7NS-Ig-4)
Running Time: 17 min. 32 sec.

PRODUCTION TEAM

Executive Producer: MATHEMATICS

Technical Director: Richard C. Agno
Video Editor: Richard C. Agno
Production Assistant/s: Jenalyn P. Abad
Gae Cel P. De la Cruz
Scriptwriter: Richard C. Agno
Talent: Maria Theresa Pascual
Language/Content Editor: Richard C. Agno
Quality Assurance Team: Mark Joseph D. Pastor
Jonathan G. Pedro
Program Consultants: Marlyn S. Ventura
Juanito V. Labao
Lourdes B. Arucan
Arnel S. Bandiola
 STORYBOARD / VISUAL/TEXT/ADD-ONS AND TALENT/AUDIO/VOICE-OVER AND
SEQUENCE NO. SHOOTING DESCRIPTIONS CONTENTS

Description of the To include also materials to be added in Name of Teacher Broadcaster, VSOT (Video
sequence board – the post production. with Sound on Tape) or SOT (Sound-on-
Studio Background Tape/Voice-over)

OPENING BILLBOARD, TO LAST IN 5 TO PREPRODUCED VIDEO WITH AUDIO PLUG

10 SECONDS INTRODUCING LEARNING AREA

SEQUENCE TEACHER-ON-CAM, ESTABLISHING MUSIC UP, FREEZE THEN FADE UNDER TO

1/FRAME 1 SHOT (LONG SHOT/WHOLE BODY MUSIC BED
SHOT)
● TALENT,
GREEN
SCREEN TALENT:

● STUDIO
BACKGROUND A GOOD DAY TO EVERYONE.
● TALENT ON
FRAME - NAME TEXT “MARIA THERESA
CENTER PASCUAL ”, ANIMATE TO APPEAR I AM MARIA THERESA PASCUAL AND I WILL
BE YOUR TEACHER FOR TODAY’S LESSON.

JOIN ME, AS WE VENTURE TO ANOTHER

EXCITING AND INFORMATIVE LESSON IN
MATHEMATICS 7.

BUT BEFORE THAT, I HAVE FEW

REMINDERS for you.

1. BE AT YOUR MOST
COMFORTABLE STUDYING
POSITION.

2. PREPARE YOUR NOTEBOOK,

AND BALLPEN as we go
along with our discussion

3. TAKE DOWN NOTES OF THE

IMPORTANT CONCEPTS
THAT YOU WILL LEARN.

AND MOST OF ALL, DON’T

FORGET TO ENJOY WHILE
LEARNING MATHEMATICS.
 (PAUSE TO TRANSITION)

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, MEDIUM CLOSE TALENT (NSOT)

2/FRAME 2 SHOT

● TALENT AT THE
LEFT SIDE OF TODAYS LESSON IS JUST A
FRAME, CONTINUATION OF THE CONCEPT
OBSERVE RULE ON IRRATIONAL NUMBERS.
OF THIRDS

● MAY CHANGE TO START WITH, LET US HAVE A

BACKGROUND SHORT REVIEW. DO YOU STILL
APPROPRIATE REMEMBER THE definition of
BASED ON THE PERFECT SQUARES?
LESSON OR
CONTENT

A PERFECT SQUARE IS
AN INTEGER THAT CAN BE
EXPRESSED AS THE PRODUCT OF
INSERT DEFINITION OF PERFECT TWO EQUAL INTEGERS.
SQUARE.

VERY GOOD!

LET US CONSIDER THE WHOLE

NUMBERS FROM 0 TO 10

INSERT (0,1,2,3,4,5,6,7,8,9,10)
,ANIMATE TO APPEAR
WHICH OF THESE NUMBERS ARE
CONSIDERED PERFECT SQUARES?
(PAUSE)

0, 1, 4 AND 9 ARE PERFECT

SQUARES SINCE 0X0=0, 1X1=1,
2X2=4, AND 3X3=9

CAN YOU THINK OF OTHER

 PERFECT SQUARES? (PAUSE)

16, 25, 36, 49, 64, 81 AND 100 ARE

ALSO PERFECT SQUARES.

VERY GOOD!

REMEMBER THERE ARE OTHER

PERFECT SQUARES ASIDE FROM
THE GIVEN EXAMPLES.

SEQUENCE TEACHER-ON-CAM, MEDIUM CLOSE TALENT:

3/FRAME 3 SHOT

● TALENT AT THE
LEFT SIDE OF WE ALSO LEARNED IN OUR PREVIOUS
FRAME, LESSON, THAT IF THE RADICAND OF A
OBSERVE RULE GIVEN RADICAL WITH INDEX 2 IS A
OF THIRDS PERFECT SQUARE, THEN THE RADICAL IS
RATIONAL, OTHERWISE IT IS IRRATIONAL.
● MAY CHANGE
BACKGROUND
APPROPRIATE FOR EXAMPLE: √ ❑ AND √ ❑
BASED ON THE SHOW EXAMPLE
LESSON OR
CONTENT
√ ❑ IS RATIONAL SINCE 16 IS A PERFECT
SQUARE WHILE √ ❑ IS IRRATIONAL SINCE
20 IS NOT A PERFECT SQUARE.

SEQUENCE TEACHER-ON-CAM, MEDIUM CLOSE

4/FRAME 4 SHOT
WE ALREADY KNOW THAT IRRATIONAL
● TALENT AT THE NUMBERS ARE REAL NUMBERS THAT
LEFT SIDE OF CANNOT BE REPRESENTED AS THE RATIO
FRAME, OF TWO INTEGERS.
OBSERVE RULE
OF THIRDS

MAY CHANGE NON-TERMINATING AND NON-REPEATING

BACKGROUND DECIMALS ARE IRRATIONAL.
APPROPRIATE
BASED ON THE
LESSON OR
CONTENT FOR OUR NEXT ACTIVITY, WE WILL TRY
TO LOCATE IRRATIONAL NUMBERS IN A
NUMBER LINE. AND AGAIN WE WILL USE
THE MODIFIED NUMBER LINE WITH
SQUARE ROOTS.

WHEREIN 0 IS √ ❑, 1 IS √ ❑, -1 IS −√ ❑, 2
IS √ ❑ , -2 IS −√ ❑ AND SO ON.

LET US CONSIDER SOME EXAMPLES:

1. CAN YOU LOCATE √ ❑ IN THE NUMBER

LINE? (PAUSE)

THINK OF TWO CONSECUTIVE

PERFECT SQUARE INTEGERS
WHERE 12 IS IN BETWEEN THEM.

SO WE HAVE 9 AND 16. TAKE

INSERT IMAGE
THE SQUARE ROOTS OF THESE
NUMBERS. SINCE THE PRINCIPAL
ROOT OF √ ❑ IS 3 WHILE THE
PRINCIPAL ROOT OF √ ❑ IS 4. THUS,
√ ❑ IS BETWEEN 3 AND 4.

EXAMPLE NO. 2: IN BETWEEN WHAT

INTEGERS IS THE IRRATIONAL NO.
√ ❑ IS LOCATED? (PAUSE)

AGAIN, THINK OF TWO

CONSECUTIVE PERFECT SQUARE
INTEGERS WHERE 50 IS IN
BETWEEN THEM.

SO WE HAVE 49 AND 64.

TAKE THE SQUARE ROOTS OF

…7,
…7, 88, , 99 , , 10,
INSERT IMAGE
INSERT GAP, 2 SECONDS, TO TRANSITION
IN FULL TEXT “Estimating the
square roots of a whole number
to the nearest hundredths.”
THESE NUMBERS. SINCE THE
PRINCIPAL ROOT OF √ ❑ IS 7 WHILE
THE PRINCIPAL ROOT OF √ ❑ IS 8.
THUS, √ ❑ IS BETWEEN 7 AND 8.
10, 11,
11, 12,
12, 13,
13, 14,
14,15,
15, 16
16 , , 17,
17, 1
WELL DONE!
MAY WE TRY AGAIN, HOW ABOUT −√ ❑.
CAN YOU LOCATE IT IN THE NUMBER LINE?
(PAUSE)
−√❑ IS LOCATED IN BETWEEN −√ ❑ AND
−√❑. THEREFORE, −√❑ IS IN BETWEEN
−6 AND −5.
(PAUSE TO TRANSITION)
TALENT ON VOICE-OVER (VO):
NOW THAT YOU KNOW HOW
TO DETERMINE THE TWO
CONSECUTIVE INTEGERS WHERE
THE SQUARE ROOT OF A NUMBER
LIE, IT’S TIME TO KNOW HOW TO
ESTIMATE THE SQUARE ROOTS OF
A WHOLE NUMBER TO THE
NEAREST HUNDREDTHS.
TO DETERMINE THE APPROXIMATE
VALUE OF THE SQUARE ROOT OF A
NUMBER THAT IS NOT A PERFECT
SQUARE, A SERIES OF ESTIMATION
IS MADE.
LET US CONSIDER THIS EXAMPLE.
ESTIMATE √ ❑ TO THE NEAREST
HUNDREDTHS.
SHOW STEP BY STEP PROCESS IN STEP 1:
ESTIMATING IRRATIONAL NUMBERS
TO ITS NEAREST HUNDREDTHS. FIND THE PERFECT SQUARES
CLOSEST TO THE GIVEN NUMBER

SINCE 7 IS NOT A PERFECT

SQUARE, WE NEED TO FIND THE
TWO PERFECT SQUARES THAT IS
CLOSEST TO 7.

THEY ARE: 4 AND 9 BECAUSE

√ ❑ < √ ❑< √ ❑ OR 2 < √ ❑<3.

THEREFORE √ ❑ LIES BETWEEN 2

AND 3. AND SINCE 7 IS CLOSER TO
9 THAN 4, WE KNOW THAT √ ❑ IS
CLOSER TO 3 THAN 2.

STEP 2:

MAKE A GUESS TO 1 DECIMAL

PLACE AND TRY IT.

SINCE WE KNOW THAT SQUARE

ROOT OF 7 IS CLOSER TO 3 THAN 2,
WE THEN SQUARE NUMBERS
CLOSER TO 3 WHICH ARE 2.5 UP TO
2.9 WITH ONE DECIMAL PLACE.

(2.5)2 = 6.25

(2.6)2 = 6.76

(2.7)2 = 7.29

(2.8)2 = 7.84

(2.9)2 = 8.41

NOTICE THAT √ ❑ LIES BETWEEN

2.6 AND 2.7.

NOTE ALSO THAT SQUARING OF

2.1, 2.2, 2.3, AND 2.4 IS NOT
NECESSARY SINCE SQUARE ROOT
OF 7 IS CLOSEST TO 3.
 STEP 3:

DECIDE WHICH DECIMAL IS

CLOSER.

SINCE 7 IS CLOSER TO 6.76

COMPARED TO 7.29 AND 6.76 IS
THE SQUARE OF 2.6 THEN
ESTIMATE FURTHER BY SQUARING
THE NUMBERS 2.61, 2.62, 2.63, 2.63,
2.64, AND 2.65.

(2.61)2 = 6.8121

(2.62)2 = 6.8644

(2.63)2 = 6.9169

(2.64)2 = 6.9696

(2.65)2 = 7.0225

NOTE THAT SQUARING 2.66, 2.67,

2.68, AND 2.69 IS NOT NECESSARY
SINCE √ ❑ IS CLOSER TO 2.6 THAN
2.7.

NOTICE THAT 7 IS CLOSER TO

7.0225 COMPARED TO 6.9696.
MEANWHILE, 7.0225 IS THE SQUARE
OF 2.65.

HENCE, √❑ IS 2.65 WHEN

ESTIMATED TO NEAREST
HUNDREDTHS.

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, MEDIUM SHOT TALENT (NSOT):

4/FRAME 4
SHALL WE HAVE ANOTHER EXAMPLE?
● TALENT AT THE
CENTER OF ALRIGHT, BUT THIS TIME, YOU WILL HELP
 FRAME
ME ESTIMATE √ ❑ TO ITS NEAREST
● MAY CHANGE HUNDREDTHS?
BACKGROUND
APPROPRIATE STEP 1:
BASED ON THE
LESSON OR AGAIN WE NEED TO FIND THE
CONTENT PERFECT SQUARES CLOSEST
(LESS THAN AND GREATER THAN)
TO THE RADICAND. (PAUSE)

√ ❑ IS IN BETWEEN √ ❑ AND √ ❑
THEREFORE 7< √ ❑

WE ALSO NEED TO TAKE NOTE THAT √ ❑ IS

CLOSER TO 7.

STEP 2:

SQUARE THE NUMBER CLOSER TO

THE GIVEN RADICAL UP TO ONE
DECIMAL PLACE.

SINCE WE KNOW THAT SQUARE

ROOT OF 50 IS CLOSER TO 7 THAN
8, WE THEN SQUARE NUMBERS
CLOSER TO 7 WHICH ARE 7.1 UP TO
7.4 WITH ONE DECIMAL PLACE

(7.1)2 = 50.41

(7.2)2 = 51.84

(7.3)2 = 53.29

(7.4)2 = 54.76

NOTICE THAT √ ❑ LIES BETWEEN 7

AND 7.1

SINCE 50 IS BETWEEN 49 AND 50.41

IT IS GOOD TO NOTE THAT √ ❑ IS

CLOSER TO 7.1 THAN 7
STEP 3:

SQUARE THE NUMBER CLOSER TO

THE GIVEN RADICAL UP TO TWO
DECIMAL PLACES.

SINCE 50 IS CLOSER TO 7.1

COMPARED TO 7 SO WE ESTIMATE
FURTHER BY SQUARING THE
NUMBERS 7.06, 7.07, 7.08 AND 7.09

(7.06)2 = 49.8436

(7.07)2 = 49.9849

(7.08)2 = 50.1264

(7.09)2 = 50.2681

NOTICE THAT 50 IS CLOSER TO

49.9849 COMPARED TO 50.1264.
MEANWHILE, 49.9849 IS THE
SQUARE OF 7.07.

HENCE, √ ❑ IS 7.07 WHEN

ESTIMATED TO NEAREST
HUNDREDTHS.

NOW, ITS YOUR TURN TO ANSWER ON

YOUR OWN.

ESTIMATE √ ❑ TO ITS NEAREST

HUNDREDTHS. (PAUSE)

BY FOLLOWING OUR SIMPLE STEPS, WE

SAY THAT √ ❑ IS APPROXIMATELY 4.24

(PAUSE TO TRANSITION)
 SHOW SOLUTION

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, WAIST SHOT

8/FRAME 8
THAT’S THE END OF OUR LESSON.
● TALENT AT THE
LEFT SIDE OF I HOPE YOU LEARNED SOMETHING ABOUT
THE FRAME PLOTTING OF IRRATIONAL NUMBERS IN
THE NUMBER LINE AND ESTIMATE IT TO
● MAY CHANGE ITS NEAREST HUNDREDTHS.
BACKGROUND
APPROPRIATE
BASED ON THE
AGAIN, THIS IS TEACHER MARIA THERESA
LESSON OR
AND SEE YOU AGAIN IN OUR NEXT LESSON!
CONTENT
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