TV-BASED INSTRUCTION (TBI) EPISODE SCRIPT

FOR (MATHEMATICS 7)

Learning Area: Mathematics

Grade Level: 7
Quarter: 1
Week: 4
Title: PROPERTIES OF OPERATIONS ON THE SET OF INTEGERS &
CONVERSION OF RATIONAL NUMBERS
Topic: PROPERTIES OF OPERATIONS ON THE SET OF INTEGERS &
CONVERSION OF RATIONAL NUMBERS
MELC: Illustrate the different properties of operations on the set of integers
(M7NSId-2)
Express rational numbers from fraction form to decimal form and
vice versa (M7NSIe-1)
Running Time: Approximately 30 mins

PRODUCTION TEAM

Executive Producer: MATHEMATICS

Technical Director: Richard C. Agno
Video Editor: Richard C. Agno
Production Assistant/s: Jenalyn P. Abad
Scriptwriter/s: Gae Cel P. De la Cruz
Talent: Gae Cel P. De la Cruz and Heidi J. Buado
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
Domingo L. Laud
Vilma D. Eda
 EPISODE TITLE
STORYBOARD / VISUAL/TEXT/ADD-ONS AND SHOOTING TALENT/AUDIO/VOICE-OVER AND
SEQUENCE NO. DESCRIPTIONS CONTENTS

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

OPENING BILLBOARD, TO LAST IN 5 TO 10 PREPRODUCED VIDEO WITH

SECONDS AUDIO PLUG INTRODUCING
LEARNING AREA

SEQUENCE TEACHER-ON-CAM, ESTABLISHING SHOT (LONG MUSIC UP, FREEZE THEN FADE
1/FRAME 1 SHOT/WHOLE BODY SHOT) UNDER TO MUSIC BED

● TALENT, TALENT:
GREEN
SCREEN GOOG DAY, GRADE 7 students.
● STUDIO
BACKGROUND I’M TEACHER GAECEL DELA CRUZ
● TALENT ON
FRAME - AND I’M TEACHER HEIDI BUADO,
CENTER NAME TEXT “GAECEL DELA CRUZ”, ANIMATE TO
APPEAR
BOTH: YOUR TEACHERs IN
MATHEMATICS for this week’s
lesson.

(PAUSE TO TRANSITION)
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SEQUENCE TEACHER-ON-CAM, MEDIUM CLOSE SHOT TALENT (NSOT)
2/FRAME 2
TALENT 1: IN THIS VIDEO, YOU
● TALENT AT WILL LEARN ABOUT PROPERTIES
THE LEFT SIDE OF OPERATIONS ON THE SET OF
OF FRAME, INTEGERS & CONVERSION OF
OBSERVE RATIONAL NUMBERS.
RULE OF
THIRDS TALENT 2: SO, LISTEN
● MAY CHANGE CAREFULLY, AS WE DISCUSS THE
BACKGROUND LESSONS FOR THIS WEEK. THE
APPROPRIATE FIRST LESSON WILL BE
BASED ON THE DISCUSSED BY ____________. I
LESSON OR WILL SEE YOU IN A WHILE.
CONTENT
 (INSERT TRANSITION SO THAT ONLY ONE
TEACHER WILL BE LEFT AFTER THE TRANSITION)

SEQUENCE TEACHER-ON-CAM, MEDIUM CLOSE SHOT TALENT:

3/FRAME 3
THIS LESSON IS A CONTINUATION
● TALENT AT THE OF THE CONCEPTS ON THE
LEFT SIDE OF OPERATIONS OF INTEGERS.
FRAME,
OBSERVE RULE
OF THIRDS SO BEFORE WE PROCEED TO
● MAY CHANGE OUR NEXT LESSON, LET’S DO
BACKGROUND SOME EXERCISES.
APPROPRIATE PERFORM THE INDICATED
BASED ON THE OPERATIONS. APPLY THE RULES
LESSON OR ON THE OPERATIONS ON
CONTENT INTEGERS.
1. 2 + (-15) + 12 =
2. 100 * (-2) =
3. -4 – (-5) =

WHAT IS YOUR ANSWER ON

NUMBER 1?

ITS,
1. -1
2. -200
SHOW THE ILLUSTRATION 3. 1
YOU’RE CORRECT.

HOW DID YOU SOLVE EACH ITEM

1. 2 + (-15) + 12 = ______________
IN THE ACTIVITY? DID YOU USE A
2. 100 * (-2) = ______________
SHORTCUT IN ANSWERING
3. -4 – (-5) = ______________
SUCH?

CAN WE SOLVE IT BY USING THE

RULES IN ADDING,
SUBTRACTING, MULTIPLYING
AND DIVIDING INTEGERS?
YES, IT CAN BE ANSWERED using
SHORTCUT method.

(PAUSE TO TRANSITION)
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SEQUENCE TALENT:
5/FRAME 5

● TALENT AT THE
LEFT SIDE OF TEACHER-ON-CAM, MEDIUM SHOT BASED ON THE PREVIOUS
FRAME ACTIVITY, YOU NOTICED THAT
THERE ARE MANY WAYS IN
MAY CHANGE SOLVING THE DIFFERENT
BACKGROUND OPERATIONS AS SHOWN IN THE
APPROPRIATE ILLUSTRATION BELOW:
BASED ON THE
LESSON OR
CONTENT LET’S CONSIDER THESE
EXAMPLES:

FOR THESE EXAMPLES, THERE

SHOW THE ILLUSTRATION ARE TWO SOLUTIONS.

Solution 1 Solution 2 ONE WAY OF SOLVING THIS IS BY

ADDING THE INTEGERS FROM
1. 5 + 5 + (-23) + Instead of LEFT TO RIGHT, THAT IS, WE ADD
35 adding 5 and (- 5 AND (-23) THEN ADD THE SUM
(-23) + 35 23), BY 35.
= (-18) + 35
add 5 and 35,
= 17 that is

5 + 35 + (-23)
ANOTHER WAY OF SOLVING IS
= 40 + (-23) THAT, INSTEAD OF ADDING
INTEGERS FROM LEFT TO RIGHT,
= 17
WE ADD INTEGERS WITH THE
SAME SIGN, THAT IS, 5 PLUS 35
AND THEN THE SUM IS ADDED
2. (7) •(13) (7) •(13) Instead of TO (-23).
•(5) •(10) •(5) •(10) multiplying 7
and 13, multiply
= (91) •(50) 7 and 5 since it
seems easier, EITHER WAY, BOTH SOLUTIONS
= 4550 WILL YIELD THE SAME ANSWER
then multiply 13
and 10, that is WHICH IS 17.

(7) •(5) •(13) FOR EXAMPLE NUMBER 2, (7)

•(10) •(13) •(5) •(10). THE SOLUTION 1 IS
(7) •(13) •(5) •(10) = (91) •(50) = 4550
= (35) • (130) WHILE SOLUTION 2 IS, INSTEAD
OF MULTIPLYING 7 AND 13,
= 4550 MULTIPLY 7 AND 5 SINCE IT
SEEMS EASIER, THEN MULTIPLY
13 AND 10, THAT IS (7) •(5) •(13)
•(10) = (35) • (130) = 4550.

IN THE PREVIOUS ACTIVITY, DID

YOU USE METHOD 1 OR METHOD
 2? YOU NOTICE that THE ORDER
OF THE NUMBERS WAS
CHANGED BUT BOTH SOLUTIONS
give the SAME RESULTS. THIS
MEANS THAT WE CAN EASILY
INTERCHANGE THE ORDER OF
THE NUMBERS IF IT IS EASIER
AND MORE PRACTICAL FOR US
TO DO SO. THIS IS ONE OF THE
PROPERTIES OF OPERATIONS
ON THE SET OF INTEGERS!

YOU WILL LEARN MORE

PROPERTIES OF INTEGERS AS
YOU PROCEED IN THIS LESSON.

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, MEDIUM SHOT TALENT:

6/FRAME 6

● TALENT AT THE
LEFT SIDE OF BASED FROM ACTIVITY 1, WE
FRAME LEARNED ONE OF THE
● MAY CHANGE PROPERTIES OF OPERATIONS
BACKGROUND ON THE SET OF INTEGERS. LET
SHOW THE PROPERTIES OF INTEGERS
APPROPRIATE US ENUMERATE ALL WITH
BASED ON THE ILLUSTRATIVE EXAMPLES.
LESSON OR  
CONTENT
THROUGHOUT THE
DISCUSSION, ASSUME THAT THE
NUMBERS REPRESENTED BY
THE LETTERS A, B AND C ARE
INTEGERS. NOW, LET US START
OUR DISCUSSION ON THE
DIFFERENT PROPERTIES.

LET’S CONSIDER THE FIRST

PROPERTY WHICH IS THE
CLOSURE PROPERTY.

1. CLOSURE PROPERTY

TWO INTEGERS THAT ARE

ADDED AND MULTIPLIED REMAIN
AS INTEGERS. THE SET OF
INTEGERS IS CLOSED UNDER
ADDITION AND MULTIPLICATION.

THIS PROPERTY is applicable in

both ADDITION AND
MULTIPLICATION.

THE CLOSURE PROPERTY OF

ADDITION FOR REAL NUMBERS
STATES THAT IF A AND B ARE
REAL NUMBERS, THEN A + B IS A
UNIQUE REAL NUMBER.

ADDING TWO REAL NUMBERS

PRODUCES ANOTHER
REAL NUMBER.

For EXAMPLE: 12 + 14 = 26

12 AND 14 ARE BOTH REAL

NUMBERS AND THEIR SUM 26 IS
ALSO A REAL NUMBER.

THE CLOSURE PROPERTY OF

MULTIPLICATION FOR REAL
NUMBERS STATES THAT IF A AND
B ARE REAL NUMBERS, THEN A ×
B IS A UNIQUE REAL NUMBER.

EXAMPLE: MULTIPLYING TWO

REAL NUMBERS
PRODUCES ANOTHER
REAL NUMBER.

(15) •( - 3) = -45

15 AND -3 ARE REAL NUMBERS

 AND THEIR PRODUCT -45 IS ALSO
A REAL NUMBER.

(PAUSE TO TRANSITION)

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

7/FRAME 7

● TALENT AT THE
CENTER OF THE SECOND PROPERTY IS THE
FRAME COMMUTATIVE PROPERTY.
● MAY CHANGE
BACKGROUND
APPROPRIATE 2. COMMUTATIVE PROPERTY
BASED ON THE
LESSON OR CHANGING THE ORDER OF TWO
CONTENT NUMBERS THAT ARE EITHER
BEING ADDED OR MULTIPLIED
DOES NOT CHANGE THE VALUE.
THAT IS

A+B=B+A

OR

AB = BA

THIS PROPERTY, is applicable to

both ADDITION AND
MULTIPLICATION. Let’s take a look
at the examples

COMMUTATIVE PROPERTY OF
ADDITION

EXAMPLES:

1. 2 + 3 = 3 + 2,
2. (-16) +( -5) = (-5) + (-16)
3. 100 + 99 = 99 + 100

Notice that even if you change the

order of the addends, we will still get
 the same result.

COMMUTATIVE PROPERTY OF
MULTIPLICATION

1. (2) (4) = (4) (2),

2. (-4) (-15) = (-15) (-4)
3. (10) (25) = (25) (10)

Notice that even if you change the

order of the factors, we will still get
the same product.

(PAUSE TO TRANSITION)
INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, WAIST SHOT THE THIRD PROPERTY IS THE

8/FRAME 8 ASSOCIATIVE PROPERTY.

● TALENT AT THE
CENTER OF
FRAME In, ASSOCIATIVE PROPERTY
● MAY CHANGE CHANGING THE GROUPING OF
BACKGROUND NUMBERS THAT ARE EITHER
APPROPRIATE BEING ADDED OR MULTIPLIED
BASED ON THE DOES NOT CHANGE ITS VALUE.
LESSON OR THAT IS,
CONTENT
(A + B) + C = A + (B + C)

OR

(AB) C = A (BC)

LET’S TAKE A LOOK AT THESE

EXAMPLES

ASSOCIATIVE PROPERTY OF
ADDITION

EXAMPLE:
 (2 + 3) + 4 = 2 + (3 + 4)

NOTICE THAT IN THE LEFT SIDE

OF THE EQUATION, 2 AND 3 ARE
GROUPED WHILE IN THE RIGHT
SIDE OF THE EQUATION, 3 AND 4
ARE GROUPED. ANYHOW, BOTH
HAVE THE SAME SUM.

LET’S VERIFY!

(2 + 3) + 4 = 2 + (3 + 4)

5+4=2+7

9=9

ASSOCIATIVE PROPERTY OF
MULTIPLICATION

EXAMPLE:

(4 X 3) X 5 = 4 X (3 X 5)

NOTICE THAT IN THE LEFT SIDE

OF THE EQUATION 4 AND 3 ARE
GROUPED WHILE IN THE RIGHT
SIDE OF THE EQUATION, 3 AND 5
ARE GROUPED. ANYHOW, BOTH
HAVE THE SAME PRODUCT.

LET’S CHECK!

(4 X 3) X 5 = 4 X (3 X 5)

12 X 5 = 4 X 15

60 = 60

(PAUSE TO TRANSITION)
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SEQUENCE TEACHER-ON-CAM, WAIST SHOT THE FOURTH PROPERTY WHICH
9/FRAME 9 IS THE DISTRIBUTIVE PROPERTY.

● TALENT AT THE
LEFT SIDE OF
FRAME, 4. DISTRIBUTIVE PROPERTY
OBSERVE RULE WHEN TWO NUMBERS HAVE
OF THIRDS BEEN ADDED/SUBTRACTED AND
● MAY CHANGE THEN MULTIPLIED BY A FACTOR,
BACKGROUND THE RESULT WILL BE THE SAME
APPROPRIATE WHEN EACH NUMBER IS
BASED ON THE MULTIPLIED BY THE FACTOR AND
LESSON OR THE PRODUCTS ARE THEN
CONTENT ADDED / SUBTRACTED. THAT IS,

A (B + C) = AB + AC

OR

A (B - C) = AB – AC

HERE ARE SOME EXAMPLES:

1. 2(3 + 4) = (2)(3) + (2)(4)

NOTICE THAT 2 IS MULTIPLIED

DISTRIBUTIVELY TO BOTH
ADDENDS AND THE OBTAINED
PRODUCTS WERE ADDED.

IF WE CHECK, WE HAVE

2(3 + 4) = (2)(3) + (2)(4)

2(7) = 6 + 8

14 = 14

LET’S HAVE ANOTHER EXAMPLE,

2. 9 [ ( -7 ) + ( -8 )] = [(9 )(-7 )] + [ (9)(

-8 )]
 CHECKING:

9 [ ( -7 ) + ( -8 )] = [(9 )(-7 )] + [ (9)( -8

)]

(9)( - 15) = (-63) + (-72)

-135 = -135

(PAUSE TO TRANSITION)

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, MEDIUM SHOT THE FIFTH PROPERTY IS THE

10/FRAME 10 IDENTITY PROPERTY. IT
INVOLVES ADDITIVE AND
● TALENT AT THE MULTIPLICATIVE IDENTITY.
LEFT SIDE OF
FRAME

MAY CHANGE IN ADDITIVE IDENTITY,

BACKGROUND
APPROPRIATE - THE SUM OF ANY NUMBER AND
BASED ON THE 0 IS THE GIVEN NUMBER. THAT
LESSON OR IS,
CONTENT A+0=A

NOTE: ZERO IS THE ADDITIVE

IDENTITY.

EXAMPLES:

1. 54 + 0 = 54

2. -60 + 0 = -60

3. 399 + 0 = 399

IN MULTIPLICATIVE IDENTITY,

- THE PRODUCT OF ANY NUMBER

AND 1 IS THE GIVEN NUMBER,
THAT IS

A • 1 = A.
 NOTE: ONE IS THE
MULTIPLICATIVE IDENTITY.

EXAMPLES:

1. 32 X 1 = 32

2. -52 X 1 = -52

3. 69 X 1 = 69

(PAUSE TO TRANSITION)

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

11/FRAME 11

● TALENT AT THE
CENTER OF LASTLY, WE HAVE INVERSE
FRAME PROPERTY. IT INVOLVES
ADDITIVE AND MULTIPLICATIVE
MAY CHANGE INVERSE.
BACKGROUND
APPROPRIATE
BASED ON THE IN ADDITIVE INVERSE
LESSON OR
CONTENT - THE SUM OF ANY NUMBER AND
ITS ADDITIVE INVERSE IS ZERO.
THE ADDITIVE INVERSE OF A
POSITIVE NUMBER IS THE
NEGATIVE OF THAT NUMBER,
THAT IS

A + (-A) = 0.

AND THE ADDITIVE INVERSE OF A

NEGATIVE NUMBER IS THE
POSITIVE OF THAT NUMBER,
THAT IS
 -A + A = 0.

EXAMPLES:

1. 19 + (-19) = 0

2. -48 + 48 = 0

3. 402 + (-402) = 0

FOR MULTIPLICATIVE INVERSE

PROPERTY

- THE PRODUCT OF ANY NUMBER

AND ITS MULTIPLICATIVE
INVERSE OR RECIPROCAL IS 1.
THE MULTIPLICATIVE INVERSE
1
OF THE NUMBER 𝑎 IS . THAT IS,
a

1
𝒂• =1
a

EXAMPLES:

1
1. 9 • =1
9

1
2. -52 • (− )=1
52

3 8 24
3. • = =1
8 3 24

(PAUSE TO TRANSITION)

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, WAIST SHOT AGAIN, THE DIFFERENT

12/FRAME 12 PROPERTIES OF OPERATIONS
ON THE SET OF INTEGERS ARE:
● TALENT AT THE
CENTER OF 1. CLOSURE PROPERTY
 FRAME 2. COMMUTATIVE PROPERTY

MAY CHANGE 3. ASSOCIATIVE PROPERTY

BACKGROUND
APPROPRIATE 4. DISTRIBUTIVE PROPERTY
BASED ON THE 5. IDENTITY PROPERTY
LESSON OR
CONTENT 6. INVERSE PROPERTY

That’s all for our first lesson, the next

lesson will be discussed by Teacher
_________________.

Add transition effect

SEQUENCE Hello, this is Teacher

13/FRAME 13 ______________ and I will discuss
TEACHER-ON-CAM, WAIST SHOT the next lesson WHICH IS ON
● TALENT AT THE EXPRESSING RATIONAL
CENTER OF NUMBERS FROM FRACTION
FRAME FORM TO DECIMAL FORM AND
VICE VERSA. Let’s Start!
MAY CHANGE
BACKGROUND
APPROPRIATE
BASED ON THE
LESSON OR
CONTENT

SEQUENCE TEACHER-ON-CAM STUDY THE RATIONAL NUMBERS

14/FRAME 14 4/9, 0.5, 3/7, 0.35, 9/13. ARRANGE
THEM FROM LEAST TO
● TALENT AT THE GREATEST.
CENTER OF
, 0.5, , 0.35,
FRAME

MAY CHANGE REMEMBER, A RATIONAL

BACKGROUND NUMBER IS A NUMBER THAT CAN
APPROPRIATE BE EXPRESSed AS THE RATIO OF
BASED ON THE TWO INTEGERS.
LESSON OR
CONTENT
NOW, WHAT’S YOUR ANSWER?

If we arrange the rational numbers

FROM LEAST TO GREATEST, THE
ANSWER IS 0.35, 3/7, 4/9, 0.5, 9/13.

CORRECT!
 HOW DID YOU GO ABOUT THE
PROBLEM?

YES! YOU REALIZE THAT THE

ONLY WAY THE NUMBERS CAN
BE COMPARED IS BY MAKING
THE NUMBERS EITHER ALL
FRACTIONS OR ALL DECIMALS.

SO HOW DO WE EXPRESS
RATIONAL NUMBERS FROM
FRACTION FORM TO DECIMAL
FORM AND VICE VERSA?

THE NEXT PART OF THE LESSON

WILL PROVIDE DETAILED
INFORMATION ON HOW TO
EXPRESS RATIONAL NUMBERS
FROM FRACTION FORM TO
DECIMAL FORM AND VICE VERSA.

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, WAIST SHOT BEFORE WE PROCEED TO THE
15/FRAME 15 STEPS IN EXPRESSING RATIONAL
NUMBERS FROM FRACTION
● TALENT AT THE FORM TO DECIMAL FORM AND
CENTER OF VICE VERSA, LET US RECALL THE
FRAME DEFINITION OF A RATIONAL
NUMBER.
MAY CHANGE
BACKGROUND
APPROPRIATE
BASED ON THE A RATIONAL NUMBER IS
LESSON OR ANY NUMBER THAT CAN
CONTENT BE EXPRESSED AS A RATIO
OF TWO INTEGERS A/B, B ≠
0.

FOR EXAMPLE,

Examples: 3 can be expressed as 3/1 3 IS AN EXAMPLE OF A RATIONAL

NUMBER SINCE 3 CAN BE
6.25 can be expressed as 6 25/100= 25/4 EXPRESSED AS 3/1
1.33… can be expressed as 1 1/3= 4/3

DO YOU THINK 6.25 AN EXAMPLE

OF RATIONAL NUMBER?

YES! BECAUSE IT CAN BE

EXPRESSED AS 6 25/100 WHICH
IS EQUAL TO 25/4. CORRECT!

HOW ABOUT 1.33?

IT IS A RATIONAL NUMBER
BECAUSE IT CAN BE EXPRESSES
AS 1 1/3 WHICH IS EQUAL TO 4/3.
VERY GOOD!

NOTE THAT EVERY RATIONAL

NUMBER CAN BE REPRESENTED
BY EITHER A TERMINATING
DECIMAL OR A REPEATING
DECIMAL.

A TERMINATING DECIMAL IS
USUALLY DEFINED AS A DECIMAL
NUMBER THAT CONTAINS A
FINITE NUMBER OF DIGITS AFTER
THE DECIMAL POINT.

EXAMPLES ARE 0.25, 3.256, 0.5

ON THE OTHER HAND, A

REPEATING DECIMAL IS A
DECIMAL NUMBER THAT
CONTINUES INFINITELY WITH
REPEATED PATTERN.

EXAMPLES:

1. 23.562562562................. THE
REPEATED PATTERN IS 562. SO,
 WE CAN SIMPLY REWRITE THE
DECIMAL AS 23.562. THE BAR
INDICATES THAT THE DIGITS
UNDER IT ARE REPEATED.

2. 1.3333333333................ THE
REPEATED PATTERN IS 3. SO, WE
CAN SIMPLY REWRITE THE
DECIMAL AS 1.3. THE BAR
INDICATES THAT THE DIGIT
UNDER IT IS REPEATED.

SEQUENCE TEACHER-OFF-CAM NOW, LET US EXPRESS THE

16/FRAME 16 RATIONAL NUMBERS FROM
FRACTION FORM TO DECIMAL
● TALENT AT THE FORM AND VICE-VERSA. THERE
CENTER OF ARE SOME STEPS THAT YOU MAY
FRAME FOLLOW.
MAY CHANGE
BACKGROUND
APPROPRIATE TO CONVERT A FRACTION TO A
BASED ON THE DECIMAL, SIMPLY DIVIDE THE
LESSON OR NUMERATOR BY THE
CONTENT DENOMINATOR.

EXAMPLE: CONVERT THE

FOLLOWING FRACTIONS INTO
DECIMALS:

A) 1/4, B) 6 4/5 AND C) 100/12

SOLUTION:

A) 1/4= ?
THEREFORE, 1/4=0.25.

B) 6 4/5= ?

FOR MIXED NUMBERS, JUST SET

ASIDE THE WHOLE NUMBER AND
WORK ON ITS FRACTION PART.

THIS MEANS THAT 4/5=0.8, THUS

6 4/5=6.8.

C. 100/12

Note that 100/12 is equivalent to

25/3.

Therefore, 100/12 = 8.333… = 8. 3 .

NOTE THAT FOR LETTERS A AND

B, THE CONVERTED DECIMALS
ARE TERMINATING WHILE FOR
LETTER C, THE CONVERTED
DECIMAL IS REPEATING.

TO CONVERT DECIMALS TO
FRACTIONS HERE ARE THREE
SIMPLE STEPS.

STEP 1. WRITE THE DECIMAL

DIVIDED BY 1.

STEP 2. MULTIPLY BOTH THE

NUMERATOR AND DENOMINATOR
BY 10 RAISED TO THE NUMBER
OF DECIMAL PLACES IN THE
NUMERATOR.

STEP 3. SIMPLIFY OR REDUCE

THE FRACTION IN ITS LOWEST
TERM.

EXAMPLE: SOLVE FOR THE

EQUIVALENT FRACTION FOR
EACH: A) 0.25, B) 0.135, AND C)
6.45.

SOLUTION:
0.25 102
a) 0.25= x 2 (There are 2
1 10
decimal places)

0.25are100
There
¿ x 2 decimal places
1 100

25
¿
100
1
¿
4

NOTE THAT THE GOAL HERE IS

 TO WRITE THE NUMERATOR AS A
WHOLE NUMBER. OR YOU CAN
JUST REMEMBER THIS: THE
NUMBER OF ZEROES IN THE
DENOMINATOR IS THE NUMBER
OF DECIMAL PLACES.

135 27
b) 0.135= = (There are
1000 200
3 decimal places, hence 3 zeroes)

545 45 9
c) 6.45= =6 =6
100 100 20
There places,
(There are 2 decimal are 2 decimal
hence 2
zeroes)
places, hence 2 zeroes
Note that for cases like this,
you can just separate the
whole number and then
convert the decimal part.

SEQUENCE TEACHER-ON-CAM, WAIST SHOT IT CAN BE NOTED THAT THE

17/FRAME 17 PREVIOUS EXAMPLES ARE ALL
TERMINATING DECIMALS. SO,
● TALENT AT THE HOW CAN YOU EXPRESS
CENTER OF REPEATING DECIMALS INTO
FRAME FRACTIONS? LOOK AT THESE
ILLUSTRATIVE EXAMPLES:
MAY CHANGE
BACKGROUND
APPROPRIATE
BASED ON THE 1. CONVERT 0.77… INTO A
LESSON OR FRACTION.
CONTENT
STEP 1. LET X = GIVEN DECIMAL
NUMBER

IF THE GIVEN DECIMAL NUMBER

IS 0.77….., THEN WE HAVE

X = 0.77… (THIS WILL BE OUR

FIRST EQUATION)

STEP 2. IDENTIFY THE REPEATED

PATTERN.
IN 0.77….., THE REPEATED
PATTERN IS ONLY ONE DIGIT
WHICH IS 7.

STEP 3. MULTIPLY X BY 10
RAISED TO THE NUMBER OF
REPEATING DIGITS.

SINCE THERE IS ONLY ONE

REPEATED DIGIT, WE MULTIPLY X
BY 101= 10, HENCE,

10X = 7.77…. (THIS WILL BE OUR

SECOND EQUATION)

Step 4. Subtract the two

formed equations.
10x = 7.77…
Observe that the repeating digits
- x = 0.77…
will eventually cancel out.
9x = 7.0

OBSERVE THAT THE REPEATING

DIGITS WILL EVENTUALLY
CANCEL OUT.

Step 5. Solve for x. Then

simplify your answer.
9x = 7
9x 7
=
9 9
To get rid of 9, we divide
both sides of the equation
by 9

7
x=
9
Therefore, 0.77…= 7/9.
 2. Express 0. 6565… as a
fraction

Solution: Since there

are two digits
repeated, multiply the
first equation by 102 =
100. So we have,

100 x = 65.6565…
- x = 0.6565…
99 x = 65.0
99 x 65
=
99 99
65
x=
99

3. Let x=0.325454 .. . Note

that there are two repeating
digits.

10000 x=3254.5454 ...−100 x=32.5454

THEREFORE,

179
0.325454 ...=0.3254= .
550

SEQUENCE TEACHER-ON-CAM, WAIST SHOT LET US SUMMARIZE WHAT

18/FRAME 18 WE JUST LEARNED

● TALENT AT THE
CENTER OF
FRAME 1. To convert a fraction to a
decimal, simply divide the
MAY CHANGE numerator by the
BACKGROUND denominator.
APPROPRIATE
BASED ON THE
LESSON OR 2. To convert terminating
CONTENT decimals to fractions here
are three simple steps.
Step 1. Write down the
decimal divided by 1.
Step 2. Multiply both the
numerator and denominator
 by 10 raised to the number
of places in the numerator.
Step 3. Simplify or
reduce the fraction in its
lowest term.
3. To convert terminating
decimals to fractions here
are three simple steps.
Step 1. Represent the
given decimal number as x.

Step 2. Identify the

repeated pattern.

Step 3. Multiply x by 10
raised to the number of
repeating digits.
Step 4. Subtract the two
formed equations.
Step 5. Solve for x. Then
simplify your answer.

INSERT TRANSITION
SEQUENCE TEACHER-ON-CAM SO, THAT’S OUR LESSON FOR
19/FRAME 19 THIS WEEK. WE HOPE THAT YOU
LEARNED A LOT!
● TALENT AT THE
CENTER OF
FRAME

MAY CHANGE
BACKGROUND
APPROPRIATE
BASED ON THE
LESSON OR
CONTENT

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE TEACHER-ON-CAM, WAIST SHOT ONCE AGAIN, I’M TEACHER

20/FRAME 20 GAECEL DELA CRUZ AND I’M
TEACHER HEIDI BUADO.
● TALENT AT THE
CENTER OF
FRAME
ALWAYS REMEMBER STAY AT
MAY CHANGE HOME AND ALWAYS WASH YOUR
BACKGROUND HANDS.
APPROPRIATE
BASED ON THE WEAR YOUR MASK TOO AND
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