7

MATHEMATICS
1st Quarter

SCRIPT FOR RADYO-ESKWELA SA ISABELA

 SDO ISABELA MATHISKWELA
MATHEMATICS 7
Format: School-on-the-Air
Episode: 07

Subject: Mathematics
Grade Level: Grade 7
Topic: Principal Roots and Irrational Numbers
[_/] Stand-Alone / [] Module-Dependent (Module: ____________________)
Length: 27 minutes
Objective: After listening to this episode, you are expected to illustrate the different Properties
of Operations on the set of integers, such as, closure, commutative, associative, distributive,
identity, and inverse. And to identify the properties of operations on the set of integers used in
the given statement.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION II - CAGAYAN VALLEY

COPYRIGHT PAGE
Radio-Based Instruction Materials for Mathematics 7
(Grade 7)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However,prior approval of
the government agency or office wherein the work is created shall be necessary for exploitation of such work for
profit.”

This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an enhancement of supplementary
work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.

Consultants:
Regional Director
Assistant Regional Director
Schools Division Superintendent
Asst. Schools Division Superintendent(s)
Chief Education Supervisor, CLMD
Chief Education Supervisor, CID
Division Focal Person for Radio-Based
Instruction
:ESTELA L. CARIÑO, EdD, CESO IV
:JESSIE L. AMIN, CESO V
:MADELYN L. MACALLING, PhD, CESO VI
:EDNA P. ABUAN, PhD
: DANTE J. MARCELO, PhD, CESO VI
: OCTAVIO V. CABASAG, PhD
:RODRIGO V. PASCUA, EdD
:JAY J. GALLEGOS

Development Team
Scriptwriter : Jeremy T. Gilbaliga
Content Editor : Jeremy T. Gilbaliga
Language Editor : Labi L. Upam Jr., Michael Kevin A. Monforte, Joy F. Lopez
Technical Specialist : Kysmitha Fe Concepcion
Voice Talent: : Jeremy T. Gilbaliga
Episode Executive Producer : Jeremy T. Gilbaliga, Wilson Dela Cruz Castro
RBI Assistant Chair for Quality Assurance : Joy F. Lopez
RBI Assistant Chair for Production : Michael Kevin A. Monforte
RBI Over-all Chair : Labi L. Upam Jr.
Focal Persons : Larina M. Colobong, EPS TLE/ Focal Person for SHS
Inocencio Balag, EPS Mathematics, SDO Isabela
Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Isagani R. Duruin, PhD., Regional Learning Area Supervisor
Rizalino G. Caronan, Regional LR Supervisor

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Radyo kHz Episode No. 07
DepEd Radyo Eskwela
Title: School On-Air for Mathematics 7
Format: School-on-the-Air
Date of Airing: ____________
Time of Airing: ___________

Topic: : Principal Roots and Irrational Numbers

Length: 27 minutes
Scriptwriter: Jeremy T. Gilbaliga
Objective: After listening to this episode, you are expected to illustrate the different Properties
of Operations on the set of integers, such as, closure, commutative, associative, distributive,
identity, and inverse. And to identify the properties of operations on the set of integers used in
the given statement.
RUNNING
ACTUAL TIME CONTENT
TIME

Opening Billboard (Station ID and Program ID) 1:00

Introduction 1:00

Review of Previous Lesson 4:00

Answering of Previous Quiz 1:00

Infomercial 1 00:50

Introduction of the New Lesson 1:00

Lesson Proper 10:00

Recap of the Lesson 3:00

Infomercial 2 00:50

Quiz 3:00

Feedback/Greetings 00:30

Reminders and Goodbyes 00:30

Closing Billboard 00:20

Total: 27:00

Approved by:

JEREMY T. GILBALIGA
Executive Producer
Title: School on the Air for Grade 7 Mathematics
Topic: Principal Roots and Irrational Numbers
Format: School-on-the-Air
Length: 27 minutes
Scriptwriter: Jeremy T. Gilbaliga
Objective: After going through this episode, you are expected to define Principal Root,
describe principal roots and tells whether they are rational or irrational, and determine between
what two integers the square root of a number lie.
_____________________________________________________________________________________

1 BIZ: INSERT SOA STATION ID/PROGRAM ID

2 BIZ: MSC UP AND THEN UNDER

3 RADIO TEACHER: Hey there grade 7 students! Good day to all of you. Here we are

4 again for another episode of school on the air for mathematics 7. I am your

5 radio teacher, ___________________________. Be with me for the next half hour

6 of fun filled learning, together, let us all discover the amazing world of

7 mathematics. This is your Mathiskwela is Isabela! Tara na!

8 BIZ: MSC UP AND THEN UNDER

9 RADIO TEACHER: What a great day we have, isn’t it grade seven learners? (PAUSE) I

10 know that you are all well and good this time. Be sure to stay home always, to

11 keep you from harm brought by this covid-19 pandemic. Always wash your

12 hands and wear your face mask. Eat some healthy foods for energy, you’ll

13 gonna need that while listening to our interactive discussion in mathematics

14 seven.

15 BIZ: MSC UP AND THEN UNDER

16 RADIO TEACHER: So brace up guys! Get ready to listen and learn! As you listen to our

17 broadcast, I think, you already know the drill.

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Principal Roots …222

1
Prepare all the things that you need, your learning kit in mathematics seven,
2 your notebook, your paper, and your pen. You can have your snack with you

3 as well while listening. Stay hydrated and stay full. Our lesson for today is

4 about the principal roots and irrational numbers. After listening to this

5 episode, you are expected to define principal root, describe principal roots and

6 tells whether they are rational or irrational, and determine between what two

7 integers the square root of a number lie.

8 BIZ: MSC UP AND THEN UNDER

9 RADIO TEACHER: Before anything else my dear grade 7 learners, let us have a review

10 of what we have just discussed during our last episode. Can you still

11 remember it? (PAUSE) Alright! We discuss the operations on rational

12 numbers. You learned that to understand the concept of negative rational

13 numbers, we need to understand a number line. A number line is simply a line

14 on which numbers are marked at equal intervals. A number line can be

15 extended infinitely in both directions. One of the points of a number line is

16 zero. All points to the right of the zero mark are positive numbers, while all

17 the numbers to the left of zero are negative numbers. What other significant

18 role of a number line that you can still remember? (PAUSE) Yes! A number

19 line also makes it very easy to visualize additions and subtractions of positive

20 numbers and negative numbers. For example, if we wish to add −3−3 with

21 +2,+2, then it means that the first number is three spaces to the left of zero,

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Principal Roots …333

1 while the second number is two spaces to the right of zero. Therefore, their

2 sum will be just one space to the left. Truly, that you have learned a lot on our
3 last discussion.

4 BIZ: MSC UP AND UNDER

5 RADIO TEACHER: So grade 7 learners, are you now ready for a new lesson? (PAUSE)

6 That’s great! I know that you are all excited! (PAUSE) Class, you have learned

7 to use the length of a side of a square to find the area. You can use this area to

8 find the length of a side. Supposed we have a square that has a side 1 unit

9 long. Its area is 1 square unit. Now try to cut four squares, all of which has the

10 same length of sides. Each one of those four squares represent a one-unit

11 square. Now, combined those four squares to make one larger square. Did you

12 do it? (PAUSE) Alright! Now, what is the length of the side of that one larger

13 square? (PAUSE) Remember class the area of the larger square is four square

14 units, if we are going to apply the concept of square-root the answer would be

15 2. So, the side of the larger square is two units. Did you get it? (PAUSE)

16 Alright! Let’s try another one, this time you need to cut nine squares of equal

17 size. Just like previous one, each one of those nine squares represent a one-unit

18 square. What are you gonna do next? (PAUSE) That’s right, combined those

19 nine squares into one larger square. That one larger square now has an area of

20 nine square units. Now class, what is the length of the side of that square with

21 an area of nine square units? (PAUSE) The length of the side is three units.

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Principal Roots …444

1 Did you get the same answer? (PAUSE) Alright!

2 BIZ: MSC UP AND UNDER

3 RADIO TEACHER: Class using your calculator or smart phone let us simplify the
4 following radicals. The first one is square-root of 36. What is the answer?

5 (PAUSE) That’s great! Square-root of 36 is equal to 6. For the next one, how

6 about the square-root of 2? (PAUSE) Indeed class! The answers is 1.414235! A

7 real number has its principal root that can be extracted when using it’s symbol

8 that is known as radical sign. The combination of the radical sign together with

9 the number is called a radical. The number under the radical sign is known as

10 the radicand. Taking for instance our first two examples, our radical is square

11 root of 36. There, 36 is the radicand and 6 is the principal root. How about the

12 second example? What is the radicand and what is the principal root? That’s

13 right! 2 is the radicand and 1.414235 is the principal root.

14 BIZ: MSC UP AND UNDER

15 RADIO TEACHER: Earlier you have tried to get the equivalent value of each of the

16 following using a scientific calculator. You have also known that the

17 equivalent value is called principal root. Notice that some principal roots are

18 whole numbers while some are decimal numbers. That means, when a

19 principal root is a whole number or fraction, then the principal root is

20 described as rational. While when a principal root is a non-terminating or non-

21 repeating decimal number, then the principal root is described as irrational.

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Principal Roots …555

1 BIZ: MSC UP AND UNDER

2 RADIO TEACHER: To determine whether a Principal Root is Rational or Irrational, we

3 need to get first the Principal Root of a number. We can use a scientific

4 calculator to get the exact Principal Root of a certain number and tell if it’s
5 Rational or Irrational. We can also use the concept of Perfect Squares to

6 separate Rational from Irrational Principal Root. (PAUSE) Consider then the

7 following, let us give the square of numbers from 1 to 10. 1 square is 1, 2

8 square is 4, 3 square is 9, 4 square is 16, 5 square is 25, 6 square is 36, 7 square

9 is 49, 8 square is 64, 9 square is 81, and 10 square is 100. All the derived

10 products are considered perfect squares. Perfect squares are numbers that have

11 rational numbers as principal roots. Moreover, taking the principal root of a

12 number is like doing the reverse operation of squaring a number. Thus, when

13 3 • 3 = 9, then, √9 = 3. now, since we have extracted a rational number which is

14 3, therefore, we can say that the Principal Root of √9 is rational. And when 4/5

15 • 4/5 = 16/25, then, √16/25 = 4/5. Now, since we have extracted a Rational

16 number which is 4/5, therefore, we can say that the Principal Root of √16/25 is

17 rational. Hence, the Principal Root of all Perfect Squares such as but not

18 limited to, √1, √4, ..., √n are rational. Is that clear? (PAUSE) That’s awesome!

19 BIZ: MSC UP AND UNDER

20 RADIO TEACHER: On the other hand class, when a number is not a perfect square, then

21 its principal root is irrational. Let us have an example.

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Principal Roots …666

1 Supposed we have square-root of two, can you think of any number that when

2 multiplied by itself will give an answer of 2? (PAUSE) there’s none. We can

3 say then that 2 is not a perfect square, therefore, the principal root of √2 is

4 irrational. How about the square-root of 15? (PAUSE) Can you think of any

5 number that when multiplied by itself will give an answer of 15? None. We
6 can say then that 15 is not a perfect square, therefore, the principal root of √15

7 is irrational. Did you get it class? (PAUSE) That’s great!

8 BIZ: MSC UP AND UNDER

9 RADIO TEACHER: Are you still there class? Well, lets continue! If a principal root is an

10 irrational number, the easiest way you can do is to determine between what

11 two integers the square root of a number lie. Now, let us start with our

12 discussion on how to determine the two consecutive integers where the square

13 root of a number lie. The principal roots of the following radicals are between

14 two integers. Find the two closest integers. First, let us have the square-root of

15 12. Think of two consecutive perfect square integers where 12 is in between of

16 them. So we have 9 and 16. Take the square roots of these numbers. Since the

17 principal root of √9 is 3 while the principal root of √16 is 4. Thus, √12 is

18 between 3 and 4. Next, how about the square-root of 18? (PAUSE) just like the

19 first one, think of two consecutive perfect square integers where 18 is in

20 between of them. What are the numbers? (PAUSE) That’s right! So we have 16

21 and 25. Take the square roots of these numbers.

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Principal Roots …777

1
Since the principal root of √16 is 4 while the principal root of √25 is 5. Thus,
2
√18 is between 4 and 5. Let us have another one, lets try to evaluate the square-
3
root of 40. (PAUSE) Think of two consecutive perfect square integers where 40
4
is in between of them. Now class what are these two perfect square integers?
5
(PAUSE) Yes! So we have 36 and 49. Take the square roots of these numbers.
6
Since the principal root of √36 is 6 while the principal root of √49 is 7. Thus,
7 √40 is between 6 and 7. Ok class, let’s evaluate the last one. We have here the

8 square-root of 175. Think of two consecutive perfect square integers where 175

9 is in between of them. For this radical we have 169 and 196. Both of these

10 numbers are perfect squares. Take the square roots of these numbers. Since the

11 principal root of √169 is 13 while the principal root of √196 is 14. Thus, √175 is

12 between 13 and 14. Did you get it class? (PAUSE) Awesome!

13 BIZ: MSC UP AND THEN UNDER

14 RADIO TEACHER: Ok class, are you still there? (PAUSE) That’s awesome! Well, that

15 ends our discussion about the principal roots and irrational numbers. I’m sure,

16 that you listened well to our discussion. Now, let’s have a recap of our lesson.

17 What have you learned then? (PAUSE) That’s right! We discussed that some

18 principal roots are whole numbers while some are decimal numbers. That

19 means, when a principal root is a whole number or fraction, then the principal

20 root is described as rational. While when a principal root is a non-terminating

21 or non-repeating decimal number,

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Principal Roots …888

1 then the principal root is described as Irrational. You also learned that if a

2 principal root is an irrational number, the easiest way you can do is to

3 determine between what two integers the square root of a number lie. Very

4 good class! I’m glad that you learned well with our lesson today.

5 BIZ: MSC UP AND THEN UNDER

6 RADIO TEACHER: I’m sure that you learned a lot in our discussion for mathematics 7. I

7 hope that you will share the same enthusiasm on our upcoming episodes.
8 Now, I think you are ready for the assessment part of our lesson. Get ready

9 class, prepare your pen and paper. Write your name and your section. Hold

10 on for we will start your quiz after a while.

11 BIZ: MSC UP AND UNDER

12 RADIO TEACHER: I hope you had a good time going over this episode. For you to

13 determine how much you’ve learned, please answer the questions by

14 choosing the letter of the best answer. Are you ready? (PAUSE) That’s great!

15 For number one, what do you call a number that can be expressed in the

16 form a/b, where a and b are integers, and b is not equal to 0? A. Integers, B.

17 Irrational, C. natural, or D. rational (REPEAT) (PAUSE) Next, number 2.

18 Which of the following refers to a number whose decimal representation is

19 neither terminating nor repeating? This number cannot be expressed as a

20 quotient of integers. (REPEAT) (PAUSE) A. Integers, B. Irrational, C. natural,

21 or D. rational. (REPEAT) (PAUSE)

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Principal Roots …999

1
Let’s proceed to number 3. What do you call the positive nth root of a
2
number? (REPEAT) (PAUSE) A. perfect square, B. principal root, C. radical,
3
or D. radicand. (REPEAT) (PAUSE) Number 4. What is the principal root of
4
√81? (REPEAT)(PAUSE) A. -9, B. 8, C. 9, or D. 81. And for the last item,
5
number 5. What is the principal root of √9/4 ? (REPEAT)(PAUSE) A.3/2, B.
6
3/4, C. 9/2, or D. 9/4. (REPEAT) (PAUSE) Alright! That ends our quiz today!
7
I hope that you answered them all correctly! We will now reveal the correct
8
answer, so hold on class!
9 BIZ: MSC UP FOR 3 SECS AND FADE UNDER

10 RADIO TEACHER: Quiz ends! (PAUSE) Have you answered them all? (PAUSE)
11
Very Good! Ok class, are you ready to find out what are the correct
12
answers? (PAUSE) I know that you are all excited! Let’s see how many
13
points you got! (PAUSE) For number 1, what is the correct answer?
14
(PAUSE) Very good! The answer is D. For number 2? (PAUSE) Alright!
15
Its B! How about number 3? (PAUSE) That’s it! Its B! Let’s proceed to
16
number 4, your answer? (PAUSE) The answer is C! How about for our
17
last item? (PAUSE) A is the correct answer! And those are the answers
18

19 for your quiz! Congratulations everyone! I know that you got a high

20 score! Keep it up class!

21 BIZ: MSC UP AND THEN UNDER

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Principal Roots …101010

1 RADIO TEACHER: I hope you understand properly our lesson today. You can continue

2 answering some other exercises included in your learning kits for your

3 enrichment activities. If you have questions, feel free to ask your teacher,

4 they are patiently waiting for your questions or text messages and ready to

5 help you, just send it to the mobile number included in your learning kits.

6 You can also send messages through Facebook messenger or via e-mail.

7 Don’t forget to remind your parents to submit your activity sheets and

8 learning kits on the scheduled time to a designated area in your purok or

9 barangay. Is that clear kids? (PAUSE) Very good!

10 BIZ: MSC UP AND UNDER

11 RADIO TEACHER: Hopefully, you learned a lot from our lesson today. You can share

12 these things to others so that they will learn too. This is teacher

13 ___________. Thank you my dear students for staying with us until the end

14 of this episode. Lets have another interactive lesson next time! Good bye!

15 BIZ: MSC UP AND UNDER

16 RADIO TEACHER: Before we end this episode, we would like to acknowledge the script

17 writer , sir Jeremy T. Gilbaliga for his continuous dedication and

18 unparalleled service for our learners. We would also like to thank the RBI

19 production team and the whole SDO Isabela for their support and for

20 making this production possible. Again, thank you very much.

21 CLOSING BILLBOARD

-END-