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QUARTER I
Week 7 – Day 1

Subject: MATH Grade Level: 7

Date: __________________
Content Standard
Performance Standard
Competency
Session: 1
Demonstrates understanding of the key concepts of sets
and the real number system.
Is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
Competency 11: describes principal roots and tells
whether they are rational or irrational (M7NS-Ig-1)

I. OBJECTIVES
Knowledge: Describes and defines irrational numbers.
Skills: Determines whether the principal roots are rational or
irrational.
Attitude: Develops accuracy and speed in determining the principal
roots.
II. CONTENT Principal Roots and Irrational Numbers

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teaching Guide in Mathematics 7, pp. 84-85
Pages
2. Learner’s Learning Guide in Mathematics 7, pp. 64-65
Materials Pages
3. Textbook Pages E-Math Worktext in Mathematics 7 by Orlando A.
Oronce and Marilyn O. Mendoza, pp. 89-96

4. Additional  Geoboard and rubber bands

Materials  Attachment
 Scientific calculator

5. Learning Elementary Algebra I. 2002. pp. 68-69

Resources (LR) OHSP Math I – Quarter 2, Module 2.3: Polynomials
portal
B. Other Learning Grade 7 Math Patterns & Practicalities by Gladys C.
Resources Nivera, Ph. D., 2014. pp. 96-101

IV. PROCEDURES

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A. Reviewing or Activity: Exploration

presenting the new Group the class into five (5) groups. Using the geoboard
lesson and rubber bands, let each group model a square. Then,
complete the table below.

Side length Area

2 units 4 square units
3 units 9 square units
4 units 16 square units
B. Establishing a Post-Activity Discussion:
purpose for the lesson Based on the previous activity, ask the following
questions:
 What makes these figures “squares”?
(Possible answer: All sides have the same
measure.)
 What is the length of each square?
(Expected answer: 2 units, 3 units and 4 units)
 Why 4, 9, and 16 are called “perfect squares?
(Expected answer: Because they are the squares
of a whole number.) (4 = 22 ; 9 = 32 ; 16 = 42)
 What is the relationship between the side length of
a square and the square root of its squares?
(Possible answer: The square root of a number is
the length of the side of a square with an area
equal to the number.)
 What do you call the square roots of numbers that
are not perfect squares? (Expected answer:
irrational numbers)

C. Presenting examples Present the following to the class and ask questions:
of the new lesson (a) √ 25 = 5
(b) √ 5 = 2.236067977
Questions:
 Compare the results in a and b.
(Possible answer: The result in A can be
a 5
expressed into as while in B, it cannot be
b 1
a
expressed as because it is non-terminating and
b
non-repeating decimal.)
 Which of the following results is rational?
(Expected answer: A. 5)
 Which of the following results is not rational?
(Expected answer: B. 2.236067977)
 How to determine the principal roots of a rational

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and irrational numbers?

(Expected answer: By determining the radicand.
If the radicand is perfect nth power of a number,
then the root is rational. Otherwise, it is
irrational.
 Can you give examples of square roots that are
irrational? (Answers may vary)
D. Discussing new Discussion in finding the principal nth root of a
concepts and number...
practicing new skills (see attachment)
#1
Show to the class some examples in finding the principal
nth root of a positive and negative numbers. Describe
each result. You may use a scientific calculator.

1)√6 64 = 2
since (2)(2)(2)(2)(2)(2) = 64

2) √4 −16 - Math error, which means not defined

3) √3 90 = 4.481404747, non – terminating and non-

repeating decimals

4) √5 −3125 = -5
since (-5) (-5) (-5) (-5) (-5) = -3125

5) √ 24 ¿ 4.898979486, non-terminating and non-

terminating decimal

E. Developing Mastery Using a calculator, find the principal nth root and
determine whether it is rational or irrational number.

1) √ 16 3) √3 −64 5) √ 5
2) √ 121 4) √ 90

Answers:
1) 4 rational
2) 11 rational
3) -4 rational
4) 9.486832981 irrational
5) 2.236067977 irrational

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F. Finding practical Solve.

applications of One square instrument panel has an area of 169cm2.
concepts and skills in Another square panel has an area of 121 cm2. How much
daily living longer is one side of the larger square?

Answer:
longer side = 13 cm; shorter side = 11cm
13 cm – 11cm = 2cm
G. Making Guide Questions for Generalization:
Generalizations and
abstractions about  What are irrational numbers?
the lesson (Expected answer: Any number that cannot be
expressed as a quotient of two integers)
 Give examples of irrational numbers?
(answers may vary)
 Differentiate between rational and irrational numbers?
(Expected answer: Rational numbers are numbers
that can be expressed as a quotient of two integers
while irrational numbers are numbers that cannot be
expressed as a quotient of two integers)
 What is the principal nth root of a positive number?
(Expected answer: positive nth root)
 What is the principal nth root of negative number?
(Expected answer: If n is odd, the principal nth root is
negative; if n is even, the principal nth root is not
defined.)
 How to determine the principal roots of a rational and
irrational numbers?
(Expected answer: Determine if the radicand is a
perfect nth power of a number. If it is, then the root is
rational. Otherwise, it is irrational.)

H. Evaluating learning Determine whether the principal root of each number is

rational or irrational.

1)√ 64 rational 6) √ 2.25 rational

2) √ 0.01 rational 7) √ 39 irrational
3)√ 26 irrational 8) √ 12.1 irrational
4) √ 400 rational 9) √ 1000 irrational
5)
√ 1
49
rational 10) √ 13,689 rational

I. Additional
Activities for Describe a perfect square number in a paragraph of 5
application or sentences.
remediation

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V. REMARKS

VI. REFLECTION
A. No. of learners who A. ___ No. of learners who earned 80% in the evaluation.
earned 80% in the
evaluation
B. No. of learners who B. ___ No. of learners who require additional activities
require additional for remediation.
activities for remediation
C. Did the remedial C. Did the remedial lesson work? ___ No. of learners who
lessons work? No. of have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who D. ___ No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Powerpoint Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks

F. What difficulties did I ___ Bullying among pupils

encounter which my ___ Pupil’s behavior/attitude
principal and supervisor ___ Colorful IM’s
help me solve? ___ Unavailable Technology Equipment (AVR/LCD)
___ Science/Computer/Internet Lab
___ Additional clerical works
___ Reading Readiness

G. What innovation or
localized I used/discover
which I wish to share

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with other teacher?

ATTACHMENT
Session: 1 (1 day)

Content: Principal Roots and Irrational Numbers

DISCUSSIONS:
Any number that cannot be expressed as a quotient of two
integers is an irrational number. The numbers√ 2, π ,and the special
number e are all irrational numbers. Decimals that are non-repeating and
non-terminating are irrational numbers.

The principal nth of a positive number is the positive n th root. The

principal nth of a negative number is the negative n th root if n is odd. If n
is even and the number is negative, the principal nth root is not defined.
The notation for the principal nth root of a number is b is √n b. In this
expression, n is the index and b is the radicand. The n th roots are called
radicals.

To determine whether a principal root is rational or irrational

number, determine if the radicand is perfect n th power of a number. If it
is, then the root is rational. Otherwise, it is irrational.

SUPPLEMENTARY ACTIVITY

Note: The activity included here will be used only when needed.

DIRECTION: Find the square root and determine whether the principal
root of each number is rational or irrational.

1. √ 121
2. √ 484
3.
4.
√√ 49
121
1.44
5.
√ 169
625
7 13
Answers: 1) 11 rational 3) rational 5. rational
11 25

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2) 22 rational 4) 1.2 rational

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

K to 12 Learning Guide in Mathematics 7, pp. 64-65

K to 12 Teaching Guide in Mathematics 7, pp. 85-86

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2015). E-Math Worktext in Mathematics 7. Quezon City,

Philippines: Rex Book Store.

Nivera, Gladys C. (2014). Grade 7 Math Patterns & Practicalities. Makati City,
Philippines: SalesianaBook by Don Bosco Press

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