7

Mathematics
First Quarter – Module 10
Approximating the
Square Root of a Number

Department of Education • Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
Second Quarter – Module 3: Approximating the Square Root of a
Number First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Author : Mary Joy A. Cartagena, T I
Reviewers : Darelyn L. Cajeles, T I Ronato L. Taban-ud, T III
Pelmar M. Acosta, T II Richard S. Toledo, MT I
Ana T. Cuevas, HT III Jessieca C. Hornejas, HT I
Evaluator : Lorena P Maligmat
Illustrator and Layout Artist: Vernie P. Bacayo, T II
Errol O. Taguran, HT III
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Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
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 7
Mathematics
Second Quarter –Module 3
Approximating the
Square Root of a Number

This instructional material is collaboratively developed and

reviewed by educators from public and private schools, colleges,
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stakeholders to email their feedback, comments, and
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Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on

Approximating the Square Root of a Number.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

i
 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

ii
 Table of Contents

What I Need to Know ---------------------- 1

What I Know ---------------------- 2

What’s In ---------------------- 4

Lesson 1 ---------------------- 5

What’s New ---------------------- 5

What is It ---------------------- 6

What’s More ---------------------- 7

Lesson 2 ---------------------- 8

What’s New ---------------------- 8

What is It ---------------------- 9

What’s More ---------------------- 12

Lesson 3 ---------------------- 13

What’s New ---------------------- 13

What is It ---------------------- 14

What’s More ---------------------- 16

What I Have Learned ---------------------- 17

What I Can Do ---------------------- 18

Assessment ---------------------- 19

Additional Activities ---------------------- 21

Answer Key ---------------------- 22

References ---------------------- 24
iii
 What I Need to Know

This module is designed and written with you in mind. It is here to help
you master Approximating the Square Root of a Number. The scope of this
module permits it to be used in many different ways. The language recognizes
the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

This module is divided into three lessons, namely:

• Lesson 1 – The Two Consecutive Integers Where The Square Root Lies
• Lesson 2 – Approximating The Square Root Into Nearest Hundredths
• Lesson 3 – Plotting Irrational Numbers On A Number Line

Based from the competencies, this module is created to help the

students achieved the M7NS-Ig-2, M7NS-Ig 3 and M7NS-Ig 4. Specifically,
you are expected to:

1. determine between what two integers the square root of a number is;
2. approximate the square root of a whole number to the nearest
hundredths; and
3. plot irrational numbers (up to square roots ) on a number line.

In this module, you need to have extended patience in order to

understand the mathematical concept that you are going to
encounter. So, fasten your seatbelt as we begin with this journey
by answering first the given exercises.

1
 What I Know

Let us check how much you already know about the content of this
module.
MULTIPLE CHOICE
Directions: Read the questions/statements carefully and write the letter of
your answer on your Mathematics notebook.
1. In which two consecutive integers does √73 lies?
A. 4 and 5 C. 8 and 9
B. 6 and 7 D. 10 and 11

2. Estimate √18to the nearest hundredths.

A. 4.23 B. 4.24 C. 4.26 D. 4.27
3. Between what two integers is √20 lies?
A. 2 and 3 C. 4 and 5
B. 3 and 4 D. 5 and 6
4. Which of the following is a perfect square?
A. 24 B. 48 C. 81 D. 110
5. Which point on the number line closely corresponds to √8 ?

A. P B. Q C. R D. S
6. Which of the radical expressions below lies between 9 and 10?
A. √80 B. √81 C. √97 D. √121
7. Which point on the number line BEST represents√6 ?

A. A B. B C. C D. D
8. Which number is NOT a perfect square?
A. 121 B. 132 C. 169 D. 196
9. Which number has a square root that is between 5 and 6?
A. 28 B. 36 C. 48 D. 81

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10. The square root of 99 falls between which two consecutive integers?
A. 7 and 8 C. 9 and 10
B. 8 and 9 D. 10 and 11
11. Between which two integers is the√5found?
A. 1 and 2 C. 3 and 4
B. 2 and 3 D. 4 and 5
12. A square fence has an area of 112 square meters. Approximately how
long is its side? (Rounded to the nearest hundredths)
A. 9.58 B. 10.13 C. 10.58 D. 11.82
13. Arrange the following from least to greatest,√12 , 4.21, 𝜋 ,√36.

A. 4.21, √12 , √36 , 𝜋

B. 𝜋, 4.21, √12,√36
C. 4.21, 𝜋 , √12 , √36
D. 𝜋,√12, 4.21, √36
14. Approximate the value of √55 to the nearest hundredths.
A. 7.42 B. 7.86 C. 8.35 D. 8.74
15. Between what two integers does √13 lies?
A. 2 and 3 C. 4 and 5
B. 3 and 4 D. 5 and 6

I hope you are satisfied with the result of the pre-assessment. If you
have encountered some difficulties in answering the questions, don’t
worry because the next lessons will help you better understand and
improve your skills to be able to answer problems like these.

3
 Main
Approximating Square Root of a Number
Topic

In the previous module, you have known the essential

mathematical concept in order to identify the principal
root and whether it is rational or irrational. So, before
we proceed to this new module, perform first the
activity below.

What’s In

Activity 1: Give Me!

Let’s Find Out: What is the correct term?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Observe the given definitions.
2. Identify the term/s as described.
3. Copy the box and write the answer on your Mathematics notebook.

Term/s Description
numbers that can be expressed in a form of exact
1.____________
quotient of two numbers

a symbol that represents a radical expression

2.____________

numbers which are the result of squaring a certain

3.____________
number

4.____________ a number inside the radical sign

5.____________ any number that cannot be expressed as a quotient

of two integers

Great! You did a good job!

4
 Lesson
1 The Two Consecutive Integers Where the
Square Root Lies

Learning about principal root of rational and

irrational numbers will help you understand the
lessons of this module. Kindly perform the activity
below before we will discuss the new lesson.

What’s New

Activity 2: Classify Me!

Let’s Find Out: Which are perfect squares and non-perfect square numbers?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Observe the given box on the left.
2. Group the given radical expressions whether it is a perfect square or
not a perfect square by writing each expression below its specific
classification.
3. Copy the given and write the answer as shown below on your
Mathematics notebook. Number one is done for you.

Perfect Squares Not a Perfect

Choose Here!
Squares
√81 √4 ___√81_____ ___________
√23 √99 ___________ ___________
√57 √305 ___________ ___________
√64 √121 ___________ ___________

√290 √256 ___________ ___________

Nice job! I’m proud of you guys! Grouping the perfect squares and non-perfect
squares will help you understand our new lesson about finding the two
consecutive integers where the square of a number lies.

5
 What Is It

Classifying perfect squares and non perfect squares is

important to master in order to analyze the
mathematical concepts on finding the two consecutive
integers where the square root of a number lies.

Think Of This!
Mathematical Concept
Example 1 Example 2
❖ To find the two
B. Find the two
consecutive integers A. Find the two
consecutive integers
where the given consecutive integers
in radical form where
square root of a in radical form
number lies, perform √108 lies in between.
where√45 lies in
the steps below. between.

1. Identify the two Step 1: Step 1:

consecutive perfect
The two perfect The two perfect squares
squares between the squares in radical form in radical form
given square root of between√45, are: between√108,are:
√36 and √49 . √100 and √121.
a number lies and
express it in radical Written as: Written as:
√36 < √45 < √49 √100 < √108 < √121
form.
Read as: Read as:
The square root of 45 is The square root of 108 is
between the square root of between the square root of
36 and the square root of 49 100 and the square root of
121

Step 2: Step 2:
2. Extract the principal
√36 < √45 < √49 √100 < √108 < √121
root of the two
perfect squares. 6 < √45 < 7 10 < √108 < 11

Step 3: Step 3:
3. Finalize your solution.
Thus, √45 lies between Thus, √108 lies between
6 and 7. 10 and 11.

6
 Do not forget the concept you have learned in this lesson and be inspired to
do the next activity. Enjoy!

What’s More

Activity 3: Choose Me!

Let’s Find Out: What is the irrational number?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Observe the given ovals.
2. Pick the correct radical expression to make the mathematical
statement CORRECT.
3. Copy and answer the given in your Mathematics Notebook.The first
one is done for you.

Pick Here!

√333 √268 √30 √70 √2 √956

√11 √768 √891 √404 √132

1. 30 < √956
√956 < 31 6. 29 < _____ < 30
2. 1 < _____ < 2 7. 20 < _____ < 21
3. 8 < _____ < 9 8. 11 < _____ < 12
4. 3 < _____ < 4 9. 16 < _____ < 17
5. 27 < _____ < 28 10. 5 < _____ < 6

Hooray! You did an excellent performance here.

Now you are ready for the next lesson.
.
7
 Lesson
2 Approximating the Square Root into
Nearest Hundredths

Now that you have enough knowledge about

finding the two consecutive integers between where
the square root lies, kindly do the activity in
connection to our new lesson.

What’s New

Activity 4: Pair Me!

Let’s Find Out: What is the principal root?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Look at the box below.
2. Choose from the box the corresponding answer to each given square
root.
3. Write the answer in your Mathematics notebook. The first one is done
for you.
Choose Here!

1.2 8.2
2.21 7.9 3.6

1. √12.96= ____3.6_____ 4. √67.24 = ___________

2. √4.8841= ____________ 5. √62.41 = ___________
3. √1.44 = ____________

Bravo! What a wonderful result! Squaring a number is really useful in our

new lesson today. So, relax and be excited to know about approximation of
square root into the nearest hundredths!

8
 What is It

Approximation is the method or process of estimating the solution of

irrational and rational numbers.

Mathematical Concept Example 1 Example 2

❖ To get the approximate A. Approximate √𝟑 B. Approximate √𝟕𝟓

value of a radical to the nearest to the nearest
expression to the hundredths hundredths
nearest hundredths, do
the following steps.

Step 1: Step 1:
1. Find the two
√3 lies between √1 √75 lies between √64
consecutive perfect
and √4 . and √81 .
squares in radical form
It is written as: It is written as:
where the given radical
expression lies in √𝟏 < √𝟑 < √𝟒 √𝟔𝟒 < √𝟕𝟓 < √𝟖𝟏
And read as: And read as:
between. The square root of 3 is The square root of 75 is
between the square between the square
root of 1 and the square root of 64 and the
root of 4. square root of 81.
Note:
The symbol “<” in the given, √𝟏 < √𝟑 < √𝟒
is not read as “less than” because we are
comparing three quantities. It will be read as “less
than” unless the comparison involves two
quantities.

Step 2: Step 2:
2. Extract the principal
root of the two perfect √1 < √3 < √4 √64 < √75 < √81

squares. 1 < √3 < 2 8 < √75 <9

Step 3: Step 3:
3. Based on the extracted Since √3 lies between 1 Since √75 lies between
roots, list at least 4 and 2, list down 4 8 and 9, list down 4
estimated values to the values to the nearest values to the nearest
nearest tenths. Square tenths of 1, such as tenths of 8, such as
each estimated values {1.5, 1.6, 1.7, 1.8} {8.3, 8.4, 8.5, 8.6}

9
 written as radicand, Then square each Then square each value
then get the radicands value written as written as radicand.
where the given radical radicand.
expression lies in
between. √( 1.5 )2 =√ 2.25 √( 8.4 )2 = √70.56

√( 1.6 )2 = √2.56 √( 8.5 )2 = √72.25

√( 1.7 )2 = √2.89 √( 8.6 )2 = √73.96

√( 1.8 )2 = √3.24 √( 8.7)2 =√ 75.69

*The arrow indicates

*The arrow indicates
that the square root of
the radicands where the
the number lies
given radical
between the two
expression √3 lies in numbers.
between.

Thus, taking its

Thus, taking its
estimated value to the
estimated value to the
nearest tenths we
nearest tenths we
have,√75 lies between
have,√3 lies between
8.6 and 8.7.
1.7 and 1.8.

Step 4: Step 4:
4. Further estimation.
Since √3lies between Since we got,
Following the same 1.7 and 1.8, √75 lies between 8.6
pattern as the previous and 8.7.
Estimate further by
step, use its listing values closer to Estimate further by
conclusion to create 1.7 to the nearest listing values closer to
hundredths. So, 8.6 to the nearest
another list of {1.71, 1.72, 1.73, 1.74} hundredths. So,
estimated values, but {8.63, 8.64, 8.65, 8.66}

this time to the nearest √( 1.71 )2= √2.9241 √( 8.64 )2=√74.6496

hundredths in order to
2
obtain the closer √( 1.72 ) = √2.9584 √( 8.65)2=√ 74.8225

estimated value of the √( 1.73 )2=√ 2.9929 √( 8.66 )2= √74.9956

root.
√( 1.74 )2 =√3.0276 √( 8.67 )2=√75.1689

*The arrow indicates *The arrow indicates the

10
 the closest value to the closest value to the
*You can show atleast given radical given radical
four (4) estimations in expression, √3. expression, √75.
your solutions until you
reach the closest
estimated value of the Since,√ 2.9929 is closer Since,√ 74.9956 is
radical expression.
to √𝟑 than √3.0296 , closer to √𝟕 than
then √75.1689 , then
√𝟑 ≈ √ 2.9929 . √𝟕𝟓 ≈ √ 74.9956 .
Note: The symbol “≈ “is read as “is almost equal
to”, which means that the value given is closely
correct but not exactly the right value.

5. Finalize your Step 5: Step 5:

answer.
√𝟑 ≈ √ 2.9929 √𝟕𝟓 ≈ √ 74.9956
√𝟑 ≈ 1.73 √𝟕𝟓 ≈ 8.66

Thus, the approximated Thus, the approximated

value of √𝟑 is 1.73. value of √𝟕𝟓 is 8.66.

Do you find the lesson interesting? Well, always remember what you
have learned from this lesson and be ready for the next activity.
Have fun!

What’s More

Activity 5: Estimate Me!

Let’s Find Out: What is the approximate value?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Look at the table below.
2. Fill the empty spaces below to approximate √10 to the nearest
hundredths.
3. Write the answer in your Mathematics notebook.

11
 Steps Process

Given Approximate √10 to the nearest hundredths.

Can be written as :
Step 1 The√___ lies between √___ and√___
√___<√___<√___

√___ < √___ < √___

Step 2
___< √___ < ____

First Estimation (Nearest Tenths)

Step 3 (a )___________________ (c)_________________
(b)____________________ (d)_________________
Further Estimation (Nearest Hundredths)
Step 4 (a )___________________ (c)_________________
(b)____________________ (d)_________________
Since √_________ is closer to √____ than √_________ , then
√____ ≈ √_________

Step 5 Therefore, the approximated value of √____ into nearest

hundredths is _______.

Great work! You did well in approximating the square root to the
nearest hundredths.
Please proceed for the next challenging lesson.
.

12
 Lesson
Plotting Irrational Numbers on a Number
3
Line

In the previous lesson, you have learned that on

how to get the approximate value of radical
expression into nearest hundredths. Before we
discuss new lesson, please do the activity given
below.

What’s New
Activity 6: Complete, to Protect Me!
Let’s Find Out: What is the location of the point?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Consider the number line below.
2. Plot the given points as indicated in the set of values inside the box.
3. Arrange them based on their order on the number line, and write the
corresponding letter above the number line to find the hidden word.
4. Copy the number line and write you answer in your Mathematics
notebook. The first one is done for you.

R → √29 Q → 4 T → 7 I → √55

E → √68
*A → 6 N → √42 A → 5

Alright! Good job guys, you did it well. Plotting points on the number line is an exciting activity.
Learn more on how to plot irrational numbers and surely, you will be equipped.

13
 What is It

Irrational numbers are not easy to plot on the number line.So, let us
now learn about plotting points on the number line.

Think of This!
Term/s Definition Illustration
➢ Number Line a horizontal or vertical
line used to show
correspondence
between the real
numbers and points on
the line.
Take note:
Horizontal number line is
commonly used to plot
irrational numbers.
To plot irrational Example 1 Example 2
numbers on a Plot √21 on a number Plot √5 on a number line.
number line, line.
please do the
steps below.
(1) Find the two Step 1: Step 1:
consecutive √21 is between the two √5 is between the two perfect
perfect perfect squares 16 and 25. squares 4 and 9.
squares where
the given Can be written as: Can be written as:

irrational √16 < √21 < √25 √4 < √5 < √9

number is in Read as:

Read as:
between. The square root of 21 is The square root of 5 is
between the square root of between the square root of 4
16 and the square root of and the square root of 9.
25.

14
(2) Extract the Step 2: Step 2:
principal roots √16 < √21 < √25 √4 < √5 < √9
of the two 4 < √21 < 5 2 < √5 < 3
perfect
squares.
(3) Get the Step 3: Step 3:
midpoint of the Add the two integers 4 Add the two integers 2 and
two integers. and 5, then divide it by 2. 3, then divide it by 2.
• Midpoint is the
Solution: Solution:
middle point of
4+5=9 9 ÷ 2 = 4.5 2 + 3 = 5 5 ÷ 2 = 2.5
the two
integers. It can
The midpoint between 4 The midpoint between 2
be obtained by
and 5 is 4.5. and 3 is 2.5.
adding the two
integers and
divide the sum
by 2.
(4) Square the Step 4: Step 4:
midpoint
(4.5)2 = 20.25 (2.5)2 = 6.25
between the
two integers to
Since, 20.25 < 21, then √21 Since, 6.25 > 5, then √5 should
approximate
should be plotted on the be plotted on the number line
the plot of number line more than its closer to 2.
irrational halfway.

number.

(5) Plot the Step 5: Step 5:

irrational √21 √5
number on the
number line. 4 4.5 5 2 2.5 3

How was it? I know this lesson helps you to learn more about plotting
irrational numbers. Just continue pushing yourself to enhance your skills
by doing the next activity.

15
 What’s More

Activity 7: Provide Me!

Let’s Find Out: What is the point on the number line?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Notice the number line below.
2. Identify on the number line below the corresponding point in each given
square root.
3. Copy the number line and write the answer in your Mathematics
notebook. The first item is done for you.

1. √𝟔𝟕 = _ _E__ . 4. √𝟐 = ______

2. √𝟑𝟐 = ______ 5. √𝟏𝟏 = ______
3. √𝟕𝟖 = ______

Well done! You are truly an amazing learner.

Enjoy and have fun for the next activities.

16
 What I Have Learned

Activity 8: Provide Me!

Let’s Find Out: What should be written in the blank?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Observe the statements below.
2. Fill in the blank with the correct word/s to complete the paragraph
below.
3. Copy the given statement and write the answer on your mathematics
notebook.

The first step to identify the two consecutive integers is to find the two
consecutive (1) ___________ in radical form where the given (2) ___________
lies in between. Next is to extract the (3) _________ root of the two perfect
squares. Lastly, do the first estimation into nearest (4) __________ and further
(5)___________.
estimation into nearest

Congratulations! You were able to complete the statements. Have fun

for the next activity. Good luck!

17
 What Can I Do

D’ Who?
He is the first man to recognize the existence
of irrational numbers. He was born in 500 B.C. Even
he discovered the irrational numbers, the
Pythagoreans exiled him, and the gods were so
disgusted by his discovery that they sank his boat on
the high seas.
Activity 9: Show Me!
Let’s Find Out: Who is the first mathematician to recognize irrational
numbers?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Simplify the given expressions to answer the riddle above.
2. Write the letter on the blank corresponding to each answer.
3. Copy and write the answer on your mathematics notebook. The first is
done for you.

√10 = P √169 = I 4
√100 = H

3 27 √100 = P √30 = A
√64 = S

3 3
√−343 = U √95 = S √−125 = S

Good job! Truly you have mastered the lessons of this module.
Always have the determination to do the next amazing activity.

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 Assessment

Now that you have accomplished this module, let us check your learning
mastery level.
MULTIPLE CHOICE
Directions: Read the statements below and choose the letter of your answer
in each item.
1. What line is used to order rational numbers?
A. Line segment C. Ray
B. Number line D. Straight line
2. If the length of a rope is equal to the square root of 548, what is the
approximate length of the rope?
A. 20.42 B. 22.27 C. 23.41 D. 24.40
3. Between what two integers does the √72 lies?
A. 6 and 7 C. 8 and 9
B. 7 and 8 D. 9 and 10

4. Which of the points below best describe√18 ?

A. M B. N C. O D. P
5. The square of a certain number is 313. Between what two rational
numbers does the square root lies?
A. 17 and 18 C. 19 and 20
B. 18 and 19 D. 20 and 21

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6. What is the approximated value of√11 to the nearest hundredths?
A. 2.28 B. 3.32 C. 4.51 D. 5.19
7. The area of a square is determined by the formula, A=s2 (where s is
the side). If the area is 361m 2, what is the measure of each side?
A. 16 B. 17 C. 18 D. 19
8. What square root of a number is indicated in the given illustration?

A. √−2 B.√4 C. √−8 D. Undefined

9. Between what two consecutive integers where√110 lies?

A. 8 and 9 C. 10 and 11
B. 9 and 10 D. 11 and 12
10. The following are possible values of √8 EXCEPT
A. 2.80 C. Between 2 and 3
B. 2.82 D. 3.82

11. Arrange the following numbers in descending order,

3
√17, 21.31, √4 , 0.93,√64 .
3 3
A. √64, 21.31, √17, √4,0.93 C. 0.93, √4, √64, √17,21.31
3 3
B. 21.31, √17, √64, √4,0.93 D. 0.93, √4, √17, 21.31, √64
12. Which of the given expressions below is an irrational number?
A. √256 B. √327 C. √484 D. √729
13. Between what two integers is √145 lies?
A. 12 and 13 C. 14 and 15
B. 13 and 14 D. 15 and 16

14. Which of the following is a perfect square?

A. 248 B. 621 C. 999 D. 1,089
3 216
15. What is the principal root of √− 729 ?
6 6 36 36
A. − B. C. - D.
9 9 81 81

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 Additional Activities

Activity 10: Discover Me!

Let’s Find Out: What is the alternative method?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Look at the guide questions below.
2. Research about the other alternative method to determine the
approximate value of the square root of a number.
3. Write the answer in your Mathematics notebook.

Guide Questions:
a. What is the other method in approximating a certain square root of a
number?
b. How to perform this alternative method?
c. Give one example using the method you have discovered/ researched?

Congratulations! You have successfully completed this Module.

Please don’t forget the things you have learned today.

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Answer Key

22
Answer Key

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 References

Torio, Von Anthony et al. Smart in Math. ISA-JECHO PUBLISHING INC.,

2017

Oronce, Orlando et al. e-Mat. Rex Book Store Inc.(RBSI), 2012

Bernabe, Albert. Elementary Algebra . SD Publications Inc., 2009

De Leon, Cecile et al. Elementary Algebra .JTW Corporation, 2002

De Leon, Cecile et al. et al. Integrated Mathematics . JTW Corporation, 2000

Cavo, Betty et al. An Illustrated Guide to Commonly-Used Terms in Science

and Mathematics for Philippine High Schools. CSC Publishing Inc. 1999

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For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: reiogn10@deped.govph