Republic of the Philippines

Department of Education
Division of Iloilo
ILOILO NATIONAL HIGH SCHOOL
Luna, Street,
JuniorLa Paz,School
High Iloilo City
Mathematics Department
SY: 2023-2024

LEARNING MODULE IN MATHEMATICS 7

FIRST
QUARTER

Development Team of Self-Learning Kit in Mathematics 7

Writers: Neil John M. Joquiño Elisar Joy C. Jovacon

Ma. Concepcion P. Bataican Marites P. Hisancha
Fe S. De la Cruz Rona Grace A. Paloma
Alex A. Jaruda

Editors: Alex A. Jaruda Neil John M. Joquiño

Master Teacher I Teacher III

Content & Language Validator: Jessie S. Pagunsan

Department Head, Mathematics

Evaluator: Dr. Sherry H. Tampani

Assistant Principal II for Academics, JHS

Implementer : Delorah Cecilia L. Fantillo

Secondary Principal IV
Principal IV, INHS
 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Quarter 1-Week 1
At the end of the session, I would be able to:
M7NS-Ia-1: Illustrate well-defined sets.
M7NS-Ia-2: Illustrate subsets, universal sets, null set, and cardinality of sets.
M7NS-Ib-1: Illustrate union and intersection of sets and the difference of two sets.
M7NS-Ib-1: Solve problems involving sets with the use of Venn diagram.
Concepts:
A set is a well-defined collection of distinct objects.
A set is well – defined if we can determine whether or not an object belongs to it.

Example:
Determine if the following collections are WELL-DEFINED SET or NOT.
1. Green –leafy vegetables Ans. Well-defined Set, because it is defined as green and leafy
2. Animals in the forest Ans. Not, because it is not specified
A set is named by a capital letter
Example: Set A, Set D, Set X

The objects in a set are called elements. They are enclosed by braces. The elements
are separated by a comma.
Example:
A= {1, 2, 3} The elements are 1, 2, 3
D= {a, e, i, o, u} The elements are a, e, i, o, u

There are two ways of writing a set

1. Roster Notation/Listing Method-elements are listed separated by a comma
and enclosed in a pair of braces
2. Set-builder Notation/Rule Method -a set is defined by stating the property
that describes all members of the set
Example:
a. Set E consists of the vowels in the English Alphabet
Roster Notation: E = {a, e, i, o, u}
Set-builder Notation: E = {x/x is a vowel in the English Alphabet}
b. Set M consists of letters in the word CORONA
Roster Notation: M={C, O, R, N, A}
Set-builder Notation: M={x/x is a letter in the word CORONA}

The cardinality of a set is the number of elements in a given set. It is denoted by

the symbol |A| or n (A) meaning the cardinality of set A.
Example:
Determine the cardinality of the following sets:
R= {red, orange, yellow} Ans. n(R) =3 or |R|=3
= {Monday, Tuesday, Wednesday, Thursday} Ans. n (D) =4 or |D|=4
D

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Universal Set - the totality of all the elements. It is denoted by the symbol “U”
– a set that includes all the elements under consideration.
Example: U = {1, 2, 3, 4, 5, 6, 7, 8}
Given set A = {1,2,3,4} and set B = {5, 6, 7, 8},
The universal set is U = {1, 2, 3, 4, 5, 6, 7, 8 }
Empty Set or Null Set - set that has no element and denoted by the symbol { } or φ
Example: A= { }
Subset -a set whose elements are elements of a bigger set. If all elements of Set A are
also element of Set B, then A is a subset of B in symbol A ⊂B .
Example: If A = {♣, ♠} and B ={♥, △, ♣, ♠}, then A is a subset of B in symbol A⊂B
but B is not a subset of A in symbol B⊄A.
List down all the subsets of set A
Answer: The subsets of set A are {♣,♠}, {♠}, {♣}, and { }
Note: Empty set or null set is always a subset of every set.

Formula to determine the number of subsets of a given set

*To determine the number of subsets of a given set we use the formula 2 n
where “n” is the number of elements of the set.
Example: How many subsets does set A = {♣,♠} have?
Since the cardinality of A is 2 then n=2 it follows that 2n =22=4. Therefore,
there are 4 subsets namely {♣,♠}, {♠}, {♣}, and { }.

Practice Exercise No. 1

A. Determine if the following collections are WELL-DEFINED or NOT.
1. Delicious food 2. Prime numbers between 1 and 10
B. Determine the cardinality of the following sets.
1. X={, , , ,  } 3. Z={x/x is a color in the Philippine flag}

2. Y={w,x,y,1,2,5}
C. Give all the subsets of M = {a, b}
A Venn-diagram is a graphical representation of sets of data that uses circles and
other shapes.

Example:

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

What are the operations of sets?

In operation of sets we will use the Venn diagram to illustrate each set operation. The
shaded portions below indicate the solutions of the given set operation.
1. Union of Sets (AUB) - set of all 3. Complement of a Set A (Ac or A’ )-
elements that belong either to A or B or set of all elements in the universal set
to both that is not in A

(AUB) Ac or A’

2. Intersection of Sets (A ∩ B) - set 4. Difference of Set A and B (or

of all elements common to both A and relative complement of A and B)
B. (A-B) or (A\B)
-set of elements found in A but not
in B

(A ∩ B)
(A-B) or (A\B)
Example 1. Using the Venn diagram at the right,
Find the following:

a. AUB = d. (A-B)=
b. (A ∩ B)= e. (B-A)=
c. Ac=
Answers:
a. AUB = { 0,1,2,3,4,5}, since these are the elements that can be found in set A and B
b. (A ∩ B)= { 0, 2 }, since these are the common elements of the two sets
c. Ac={3, 5, 6, 7 }, since these are the elements in the universal set that are not in A
d. (A-B)= { 1, 4 }, since these are the elements that can be found in set A only
e. (B-A)= { 3, 5}, since these are the elements that can be found in set B only

Example 2. Given: U= {0,1,2,3,4,5,6,7,8,9,10,11,12,13,14}

A= {1,2,4,6,8,10,12}
B= {1,2,3,4,5,7,9,10,11}
C={1,2,3,5,6,7,9}

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Find: 1. AUB= 2. B ∩ C= 3. CC= 4. A – B = 5. A∩B∩C=

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Answer:
1. AUB= {1,2,3,4,5,6,7,8,9,10,11,12}, since these are the elements in A or B
2. B ∩ C={1,2,3,5,7,9}, since these are the common elements between B and C
3. CC={0,4,8,10,11,12,13,14}, since these are the elements in the universal set
that are not in C
4. A-B = {6,8,12}, since these are the elements that can be found in set A
but not in set B
5. A∩B∩C={1,2}, since these are the common elements of the three sets
Note:
“OR”,”EITHER” correspond to the union of sets
“AND” corresponds to the intersection of sets

Problems Involving Sets

Examples:
1. At a breakfast buffet of 30 people, 20 people chose choco drinks, 17 chose milk
drinks and 10 people chose both choco drinks and milk drinks. If each person chose at
least one of these beverages,
a. How many chose choco only?
b. How many chose milk only?
c. How many people chose neither choco nor milk?
Step 1. To solve, first list down the given and determine the sets involved.
Then write down the cardinality of each set.
Given:
Let: Set C be the people who chose choco drinks = n(C)=20
Set M be the people who chose milk drinks = n(M)= 17
For those who chose both, it means the intersection
of the two sets is n(C∩M)=10
A total of 30 people in the buffet therefore, Universal Set=30
Step 2. Draw a Venn diagram and label each set.
Step 3. Place the cardinality of the intersection first.
Step 4. Subtract the cardinality of the intersection from the
cardinality of each set
Choco=20-10= 10, which means that there are only 10
people who chose choco drink only
Milk= 17-10=7, which means that there are only 7 people
who chose milk drink only

Step 5. Place the result in each respective region of the sets.

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Step 6. Since the total number of people in the buffet is 30, add
10, 10, and 7 to get the total which is 27. Subtract 27 from 30
and the result is 3. It means that there are 3 people who
did not choose choco or milk drinks. Place this outside the two
sets in the Venn diagram.
Step 7. Answer the questions based on the Venn diagram

a. How many chose choco only? Ans. 10

b. How many chose milk only? Ans. 7
c. How many people chose neither choco nor milk? Ans. 3
2. A survey made by a fast food chain last month showed that of the 1000
respondents, 500 had been to McDonalds, 700 to Jollibee, 450 to Greenwich, 300 to
McDonalds and Jollibee, 250 to Jollibee and Greenwich, 220 to McDonalds and
Greenwich and 100 to all three. How many had been to:
a.) Greenwich but not to the other two? d.) Jollibee and Greenwich?
b.) Jollibee and McDonalds only? e.) None of these three?
c.) McDonalds only?
Let: Set M-McDonalds Set J-Jollibee Set G-Greenwich

Total respondents=1000 , n( U )=1000

n(M∩J∩G)=100
n(M∩G)=220 (100+120)
n(J∩G)=250 (100 + 150)
n(M∩J)=300 (100 + 200)
n(G)=450 ( 100 + 150 +100 + 100)
n(J)=700 (100 + 200+150 +250)
n(M)=500 (100 + 200+120 + 80)
a.) Greenwich but not to the other two? Ans. 80
b.) Jollibee and McDonalds only? Ans. 200
c.) McDonalds only? Ans. 80
d.) Jollibee and Greenwich? Ans. 250
e.) None of these three? Ans. 20

Practice Exercise No. 2

A. Illustrate the following set operations using a Venn diagram.
1. M∩N 2. M ¿ N 3. M-N
B. A group of 30 children went to the cafeteria. 6 ordered ice cream, 12 ordered hot
dogs, and 15 ordered burger. Only one student ordered all 3 items. 3 ordered ice
cream and hot dogs, 3 ordered ice cream and burger, 4 ordered hot dog and
burger.
1. How many ordered hotdogs only?
2. How many did not order hotdogs, ice cream or burger?

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Week 1 – Worksheet No. 1

Instructions:
General Instructions: Below is the sample format which you will follow in all the
Activity Sheets throughout the quarter. Use short size bond papers for your answer
sheets.

Subject: Mathematics 7 Subject Teacher:___________________

Name:_________________________ Grade/Section:____________________
Week No.______________________ Activity No.________________________
Adviser:_______________________ Score:____________________________

A. Tell whether the following illustrates a well-defined set. Write Well-Defined or Not
1. Colors in a rainbow 4. Trees in the forest
2. President of the Philippines 5. Letters in the word MATH
3. Beautiful girls

B. Determine the cardinality of the following sets.

1. Months in a year 4. Letters in the word STATISTICS
2. Provinces in Panay Island 5. Odd numbers between 8 and 20
3. Filipino medalist in the Tokyo 2021 Olympics

C. List down all the subsets of B= {1,2,3 }

D. Illustrate the given set operations by shading the solution set using the Venn
diagram. Copy the illustration on your answer sheet.
1. AUC 2. B-C 3. A∩B∩C

E. Solve
In a class, 28 learners play soccer and 26 learners play boxing. 14 of them play
both soccer and boxing. If each student plays at least one of the games,
1. How many learners are there in the class?
2. How many play soccer only?
3. How many play boxing only?

F. What is the importance of Venn diagram in our daily life? Explain in 3-5 sentence

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

G. PERFORMANCE TASK No. 1 (PROJECT/OUTPUT)

GOAL Your task is to identify the product in
demand/most preferred product based on a
survey in a given situation.
ROLE You are an Entrepreneur managing your
production.
AUDIENCE Target audience will be your
customers/buyers/consumers.
SITUATION As an Entrepreneur, you will predict the in
demand products based on the present sales to
increase the volume for future production.
PRODUCT/PERFORMANCE/ A survey was conducted with 100 women with
PURPOSE young daughters, it was found that 57 have
Barbie Dolls, 68 have Teddy Bears, 11 have Toy
Pianos, 45 have Barbie Dolls and Teddy Bears, 8
have Teddy Bears and Toy Pianos, 7 have Barbie
Dolls and Toy Pianos and 5 have all three.
You will present the data gathered using Venn Diagram. Analyze and interpret
the data presented and explain how the whole process is useful for entrepreneurs.
(Follow the template given below)
Subject: Subject Teacher:
Name: Grade and Section:
Adviser: Score:
A. Photos
B. List of number of products purchased
C. Venn Diagram
D. Analysis and interpretation related to the situation
STANDARDS & RUBRICS FOR SUCCESS

CRITERIA (4 ) (3) (2) (1) Percentage Score

Following All directions Followed most Followed some None of the
project were followed. directions directions directions were 10%
direction followed.
The concepts The concepts of Sets Only 25% of
Accuracy of of Sets have The concepts of Sets were applied
Content been applied were applied precisely precisely but only Sets were 50%
precisely, but only 75%. 50% applied.
100%
Creativity, Creativity, Creativity,
Resourcefulnes Resourcefulness Resourcefulness
s and Creativity, and knowledge
knowledge of Resourcefulness and and knowledge of of content
Presentation content knowledge of the the content presentation 30%
presentation content presentation presentation across other
across other across other subjects across other subjects have
subjects have have been very good. subjects have been fairly
been excellent. been well done. achieved.

Submitted the Submitted the Submitted the Submitted the

Punctuality output on output a day after output 2 days output 3 days and 10%
time the deadline after the deadline beyond after the
deadline

Total 100%

PALOMA, RG, 8/1/22 Page 9

 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Quarter 1-Week 2
At the end of the session, I would be able to:
M7NS-Ic-1: Represent the absolute value of a number on a number
line as the distance of a number from 0.
M7NS-Ic-d-1: Perform fundamental operations on integers.
Concept:

In a number line, there are two numbers (one at the left and one at the right) that are
equidistant from 0. As an example, we can see in the number line that -3 is 3 units
away from zero. The distance from - 3 to 0 is 3 units. Likewise, 3 on the number line is
also 3 units away from 0. The numbers -3 and 3 are equidistant from 0.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

The distance of a number on the number line from 0 is called absolute value of a
number. The absolute value of a number is never negative. The symbol of the absolute
value is||.

Example 1:
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

The distance of 5 from 0 is 5 units. The absolute value of 5 is 5.

In symbol |5|=5

Example 2: -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

The distance of -5 from 0 is 5 units. The absolute value of – 5 is 5. In symbol

|−5|=5

Example 3: Consider the |x|=2.To show x on a number line, you need to show every
number whose absolute value is 2.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
The values of x are -2 and 2.

Example 4:
What two numbers that are 6 units away from – 3?
If you use the number line, plot -3 first, then count 6 units to the right of -3 and count
6 units to the left of -3. The answers are 3 and -9.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

In our early years in school, we were taught how to add and subtract whole numbers.
At this stage, we do addition and subtraction of integers.

Note that, if a number has no sign, it means a positive integer.

How do we add numbers?

 When you add both positive and both negative integers, or if the addends have
like signs, simply add their absolute values and copy the common sign.
 When you add a positive and a negative integer, or if the two numbers have
different signs, find the difference of their absolute values and copy the sign of
the number with the greater absolute value.

Example 1: (4) + (6) = 10

Example 2: (-7) + (-4) = -11

Example 3: (-12) + (8) = -4 Since their signs are opposite, subtract their
absolute value and copy the sign of the
Example 4: (16) + (-7) = 9
number with the greater absolute value.
When you subtract integers, first change the subtraction symbol to addition,
replace the sign of the subtrahend to its opposite or additive inverse, then go
back to addition rule.

Example 5: (27) – (-13) Change minus sign to plus, then change the
(27) + (13) subtrahend to its opposite then add.
= 40

Example 6: (-14) – (18) Change minus sign to plus, then change the
(-14) + (-18) subtrahend to its opposite then add.
= -32

Example 7: (-15) – (-17) Change minus sign to plus, then change the
(-15 ) + (17) subtrahend to its opposite then add. Since the
= 2 addends have opposite signs, subtract their
absolute value and copy the sign of the number
with greater absolute value.
Example 8: (10) – (-7) Change minus sign to plus, then change the
(10) + (7) subtrahend to its opposite then add.
=17

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

 The product of a positive integer and a negative integer is

negative.
 The product of two positive integers is positive.
 The product of two negative integers is positive.
Note:
If there are odd negative factors the answer is always negative.
If there are even negative factors the answer is always positive.

Examples:
1. 4 ×(-3) = -12
2. (-5) × (-7) = 35
There are three negative factors so the
4

3. (-2) ×(-1) × (-3) ×(5) =-30

answer is negative.
4. (-2) × (-2) × (-3) × (-5) = 60 There are four negative factors so the
answer is positive.

 The rule in multiplication also applies in division. When you divide a positive and
a positive the answer is positive.
 Division of negative by negative results to positive.
 Division of positive and negative results to negative.

Examples: 1. 25 ÷ (-5) = -5 3. -49 ÷ (7)= -7

2. (-16) ÷ (-16) = 1 4. -8 ÷ - 2 = 4

Sample application problems:

1. Jose is playing a game with a regular die. If the number that turns up is even, he
will gain 5 times the number that comes up. If it is odd, he will lose 10 times the
number that comes up. He tosses a 3. Express the results as an integer.

Answer: Since he tosses a 3 and it is odd, he will lose 10 times the number that
comes up: 3 (10) = 30, it can be represented by -30.

Practice Exercises
A. Give the absolute value of the following:

1. |−32|=¿ 2. |18|= 3. |29| = 4. |−117| = 5. |69| =

B. Perform the following operations:

1. 15 × (−2 ) = 4. 28−75=
2. −16+(3)= 5. 35−(−18)=
3. −125 ÷(−5)=

JOVACON, EJ, 8/1/22 Page 12

 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Week 2 – Worksheet No. 2

Instruction: Follow the format of your Answer Sheet in week one.

A. Plot the solution of each equation on a number line. Copy and answer.

1. |x|=4
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

2. |x|=6

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

3. |x|=7

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

4. What two numbers that are 6 units away from 4?

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

5. What two numbers that are 5 units away from -2?

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

B. Solve each problem and write the matching letter on the blank above the answer.
Copy and answer.

What would you get if you crossed the turkey

with a ghost?

A 24 – 39 E 4 + (-47) R -39 + 13 L -33 -21

O 42 + (-21) S -37 – (-12) U -14 + 46 I -5 - 50

Y -27 + 34 G -17 – 18 P 34 + (-23) T -32 –(-14)

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
-15 11 21 32 -54 -18 -26 7 -35 -43 -55 -25 -18

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

C. Answer the following problems. Write your answer on your answer sheet.
1. The temperature recorded in Iloilo city on Monday is 32°. If the temperature
increases by 5° on Tuesday and falls by 8° on Wednesday. Find the temperature
recorded on Wednesday.
2. Bryan works as an underwater photographer at Nueva Valencia, Guimaras. He
starts at a position, 15 feet below sea level. He rises 9 feet, then descends 12 feet
to take a photo of a coral reef. What is his current depth?3. In a Math 7
examination, 3 points are given for every correct answer and 1 point is deducted for
every incorrect answer. Carlo gets 15 questions correct and 7 questions incorrect,
find his score in the exam.
D. Essay:
Give a real life situation where operation of integers is used. Explain in 3-5
sentences.

E. Performance Task No. 2 (Project/Output)

In a Magic Square, the rows, columns and diagonals all add up to the same number.
This is the Magic Number. Complete the following Magic Squares by filling in the
correct integers and find their Magic Numbers.. Note that integers can only be used
once. Use short bond paper. Number 1 is done for you. Copy and answer.

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Quarter 1- Week 3
At the end of the session, I would be able to:
M7NS-Id-2: Illustrate the different properties of operations on the set
of integers.
M7NS-Ie-1: Express rational numbers from fraction form to decimal
form and vice versa
Concepts:
Properties a,b,c, ∈ I Rule: Examples
(integers)
Property for ADDITION (PA)
Closure Two integers that are
added result to an 1. 2 + 7 = 9
Property
a+b=I integer.
2. 5 + (-3) = 2

Changing the order of 1. -8 + 4 = 4 + (-8)

Commutative two numbers that are -4 = -4
a+b=b+a being added does not 2. -2 + -5 = -5 + (-2)
Property
change the value. -7 = - 7
Changing the grouping 1. (8+9)+1 = 8+(9+1)
Associative of numbers that are 18=18
(a+b)+c = a+(b+c)
Property being added does not 2. (-2+8)+6 = -2+ (8+6)
change its value. 12=12
The sum of any number
Identity and 0 is the given 1. 18 + 0 = 18
a+0=a number. Zero, “0” is
Property
-a + 0 = -a the additive identity. 2. (-18)+ 0 = -18

The sum of any number

Inverse and its additive inverse, 1. 3 + (-3) = 0
a +( -a ) = 0 is zero. The additive
Property
inverse of the number a 2. – 14 + (14) = 0
is –a.
Property for Multiplication (PM)
Closure Two integers that are 1. 2 x 7 = 14
Property multiplied result to an
axb=I integer. 2. 5 x (-3) = -15
Changing the order of 1. -8 x 4 = 4 x (-8)
Commutative two numbers that are -32 = -32
axb=bxa being multiplied does
Property
not change the value. 2. -2 x -5 = -5 x -2
10 = 10
Changing the grouping (8 x 9) x 1 = 8 x ( 9 + 1)
Associative of numbers that are 72 = 72
(a x b) c = a (b x c)
Property multiplied does not
change its value. (-2 x 8) x 6 = -2 x (8 x 6)
-96 = -96

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

The product of any 1. 18 x 1 = 18

Identity number and 1 is the
ax1=a given number. One
Property 2. (-18) x 1 = -18
“1” is the
-a x 1 = - a multiplicative
identity.
The product of any 1. 4 x ¼ = 1
Inverse a x 1/a = 1 number and its
Property multiplicative 2. -2 x -½ = 1
inverse is 1.The
-a x -1/a = 1 multiplicative
inverse of the
number a is 1/a.
Multiplication ax0=0 Any number or 1. 92 x 0 = 0
Property of Zero integer multiplied by 2. 0 x - 78 = 0
0xa=0 zero is zero.
Distributive Property of Multiplication over Addition/Subtraction
When two numbers
a(b + c) = (a x b) +
have been added /
Distributive subtracted and then 1. –2 x (3+5)=(-2 x 3) + (-2 x 5)
(a x c)
Property multiplied by a
-2 x 5 = -6 + (-4)
factor, the result will
-10 = - 10
a(b - c) = (a x b) - (a be the same when
each number is 2. 6 x ( 8-1) = 6 (8) - (6)(1)
x c)
multiplied by the 6 x 7 = 48 - 6
factor and the 42 = 42
products are then
added / subtracted.
Practice Exercise No. 1

A. Fill in the blank to complete the mathematical sentence in each column in order
to illustrate the corresponding property stated.
1 2 3 4 5

25 +30 = __ -9 x 5 =5 x __ 8+(-8) = _ -7 x 1 = __ (-2+3)+7= __ + ( 3+7)

Closure PA Commutative PM Inverse PA Identity PM Associative PA

B. Determine the property being illustrated in each column:

a. 25 x 3 = 75 b. 3+(-8) = (-8)+3 c. 4 x ¼ =1 d. 14 + 0 =14 e. (-1 x5) x 6 = -1 x (5x6)

C. Illustrate one of the properties in the following aspects or situations in your life.
1. Number of hours of sleep last weekend 2. Consuming your monthly allowance

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RATIONAL NUMBERS FROM FRACTION FORM TO DECIMAL OR VICE VERSA

 Fractions whose denominators are in powers of 10 can be easily changed into
decimals by moving the decimal point to the left according to the number of
zeroes in the denominator.
 When a fraction has a denominator which cannot be changed to a power of 10,
the decimal form can be obtained by dividing the numerator of the fraction by its
a
=a÷b
denominator because b .
 Every fraction when expressed as a decimal number will be either terminating or
a repeating and non-terminating decimal.
 A decimal is said to be terminating decimal if the division is exact, while a
decimal is considered as a repeating and non-terminating decimal if the
same number is obtained repeatedly in the process of dividing.
 To express a fraction in decimal form, divide the numerator by the denominator.
It is important to round off the decimal to the nearest hundredths when we deal
with money or centavos.
 A decimal is actually a fraction, we can change the decimals easily to fractions
using powers of 10 as denominators.
 To change a repeating decimal into a fraction form:
1. Multiply the decimal by a power of 10 so that there is a whole number at the
left of the decimal point and the repetend begins at the right of the decimal
point.
2. Subtract the given number from the product obtained in step1 to get the
whole number as difference.
3. Solve the resulting equation.
Examples:
1. Change the following fractions to its equivalent decimal form.
3 5 2
b. 5 a. 10 c. What is 9 in decimal form?
Ellipses ( ... ) or
Solution: x2 Solution: Solution: vinculum bar
0.222 indicates that the
3 6 5 9 decimal
= =0.5 |2.000 continuous
5 10 10 – 18 infinitely.
20 2
= 0.6
– 18 Therefore, 9 =
*By multiplying the
0.222... or 0. 2
20
fraction by 2 over 2, the is
denominator becomes a
– 18 a repeating and
power of 10. Then, you 1 zero 2 non-terminating
can quickly change to decimal.
decimal form. 1 decimal place
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2. Change the following repeating decimals to fractional form.

a. 0.555... a. 0. 27 ...

Solution: Solution:
Let: n = 0.555 Let: n = 0.27...
10n = 5.555... Multiply by 10 since 100n = 27.27... Multiply by 100 since
there is only one there are two
repeating digit repeating digits.
– n = 0.555... Subtract the first –n = 0.27... Subtract the first
expression expression
9n 5 99 n 27
= =
9 9 Divide by 9 99 99 Divide by 99
5 3
= =
n 9 n 11
5 3
= =
Therefore 0.555... 9 11
Therefore 3
3. A share of stock in a certain company is selling 0.27...
₱ 145 . What is the cost
8
of one share of stock rounded off to the nearest centavo?
Solution: 8|3=0.375 0.38 is the rounded value to the nearest centavo.
3
Therefore, 145 8 rounded off to the nearest centavo is 145.38

Practice Exercise No. 2

A. Write inside the box the correct equivalent decimal for each given fraction or vice
versa. Write on the line T if the number is terminating or R if repeating. Copy &
answer.

11
=
_____1. 50 _____ 4. 0.12345 =

14
=
_____2. 33 _____ 5. 0.434343… =

5
=
_____3. 3 100 _____ 6. 1.8 =
B. Write T if the following may illustrate Terminating and R if Repeating.
1. Height 2. Time 3. Number of friends in your neighborhood

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Week 3 – Worksheet No. 3

Instruction: Follow the format of your Answer Sheet in week one. Copy and
answer all the exercises.
A. Name the property that justifies each of the following statements.
1. 12 ● 1 = 1 ● 12
2. 25 + 0 = 25
3. (3 ● 7) ● 8 = 3 ● (7● 8)
4. 95 + ( -95) = 0
5. (3 + 4) 5 = 3(4) + 3(5)

B. Write an expression that is equivalent to each of the following. Use the indicated
property inside the parenthesis.
1. (7• 5) + (6 +5) (commutative property)
2. 134 +(-4) (closure property)
3. ¼ • 4 ( inverse property)
4. 4 x [(-5) ( 2)] ( associative property)
5. 500 • 1 ( identity property)

C. Complete the equations below to illustrate one of the properties of integer. Give the
name of the property used.

Given Property
1. 9 + ( -16) = _________
2. 15 + _________ = 0
3. 17 + 8 = _________ + _________
4. (3• ______) 4 = ______ ( 6 • ______ )
5. -125 • _____ = -125

D. Write inside the box the correct equivalent decimal for each given fraction or vice
versa. Write on the line T if the number is terminating or R if repeating.

2
=
_____ 1. 100 _____ 4. 3.222… =

25
=
_____ 2. 33 _____ 5. 0.123 =

15
=
_____3. 8 _____ 6. 0. 0825 =

E. Solve each problem. Show your solution if needed, then explain or discuss your
answer briefly.
1. Of the five numbers 1.1, 1.01, 1.001, 1.0101 and 1.00101 , which one is the
smallest.

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2. In a repeating decimal 0.81572 , which digit is in the 957th place to the right of
the decimal point?
1
3. Jose Manuel says that 0.25 equals 4 .Jessica disagrees. Who is correct?
4. _____ • 7 = 6 • _____ ; Can we fill in the blank using associative
property? How?
G. Juan Bayani plans to donate three boxes of groceries to 52 families in a barangay
due to the COVID-19 pandemic. How many grocery boxes is he going to prepare?
How will the: A) closure property be used to present the computation? B) What
about distributive property?
H. Performance TASK NO. 3 (PROJECT/OUTPPUT)
Option 1. Compose and record a short song with lyrics of rules on the properties of
operations on integers and integrating the local current issues. (for familiarization )

Option 2. Compose and record a video of a short song with lyrics illustrating the
properties of integer operations and integrating the local current issues. Use any
instrument that you are knowledgeable of. (Can be done by groups of 3: composer or
writer , video editor and performer.)
****************************************************
Quarter 1- Week 4
At the end of the session, I would be able to:
M7NSIf-1: Perform operations on rational numbers.

Content:
To add/subtract fractions:
 with the same denominator,
First add/subtract the top numbers (the numerators), put that answer over
the denominator, then simplify the fraction (if possible).
a b a+b a b a−b
In symbols, + = ; c ≠ 0, − = ; c ≠ 0.
c c c c c c
 with the different denominators,
a c a c
where + , b ≠ 0 and d ≠ 0 or where − , b ≠ 0 and d ≠ 0
b d b d
First find the Least Common Denominator (LCD), next rename the fractions
to similar fractions, then add/subtract numerators and write the
sum/difference over the common denominator and lastly reduce the result, if
possible
Examples to lowest
: Perform theterms or tooperation
indicated a mixed number.
and simplify.
Examples:
5 9 5+9 14 7 1
1) + = = 𝑜𝑟 𝑜𝑟 2 8 5 8−5 3 1
6 6 6 6 3 3
4) − = = ∨
9 9 9 9 3
2 1 2+1
2) 1 + 2 = ሺ1 + 2ሻ + ቀ ቁ =
3
5
3 𝑜𝑟
5
5
18
5
5
4
5
3
5) 5 −2 =( 5−2 )+
5 ( )
4−3
5
1 16
=3 ∨
5 5

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1 9 8 5
3) + =¿ 6) − =¿
8 12 4 12
1 3 3 8 3 24
x = x =
8 3 24 4 3 12
5 1 5
9 2 18 x =
x = 12 1 12
12 2 24
3 18 3+18 24 5 24−5 19
+ = − = =
24 24 24 12 12 12 12
21 7
¿ ∨
24 8 19 7
∨1
12 12

Practice Exercise No. 1 Note: LCD of 4 and 12 is 12

Perform the indicated operation and simplify.
1 3 5 4 2 6
1 ¿ + =¿ 2 ¿ + =¿ 3 ¿ 1 − =¿
2 4 3 3 5 10

Two ways to multiply fractions:

1. Multiply the numerators and the denominators. Then reduce the product to
lowest term if possible.
Note: If the given factor/s is /are mixed number, change them to improper fraction.
2. Cancellation is a process that facilitates multiplication. To cancel means to
divide a numerator and denominator by the number in multiplication problem.

To divide a fraction by another fraction, multiply the dividend by the reciprocal or

multiplicative inverse of the divisor. In symbols, if:

a c a d
÷ =K ,then K= x for b , c ≠ 0, d.
b d b c

Examples:
Method 1 Method 2
3 4 3 4 3 4
1) x x x
5 9 5 9 5 9
1
3x 4 ❑3 4❑ (3 and 9 can be
❑ x ❑
5 x9 ❑5 9❑3 divided by 3)

12 4 1 4 4
∨ x =
45 15 5 3 15

2 1
2) 5 ÷2
3 9

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17 19
÷ → Change mixed number to improper fraction
3 9
17 9 19 9
x → reciprocal of divisor is
3 19 9 19
3
17 9❑
❑ x → by cancellation,9 and 3 can be divided by 3
13
19

17 x 3
→ multiply
1 x 19

51
19

Practice Exercise No. 2

Perform the indicated operation and simplify.
7 3 1 3 9 1
1. ¿ x =¿ 2. ¿ 1 ÷ =¿ 3. ¿ ÷ =¿
6 2 2 4 5 3

Week 4 – Worksheet No. 4

Instruction: Follow the format of your Answer Sheet in week one.
Mary belongs to a low-income family. Her economic status is one reason
why she needs to help her mother sell sliced watermelons on the streets
to be able to help her family while studying. Help Mary review her lessons
in solving rational numbers. Show your solution. Simplify the final answer.

A. Add. B. Subtract.
7 5 3 1
1. + =¿ 4. 1 −1 =¿
8 8 4 4
3 1 7 3
2. 4 + 4 =¿ 5. − =¿
6 6

4 9 3 7 2
3. 9 + 10 + 4 =¿ 6. − =¿
10 3

C. Multiply.
D. Divide.
9 5 3 9
7. x =¿
7 3 9. 4 ÷ 16 =¿

3 9 7 7 5
8. 9 x 6 x 8 10. ÷ =¿
4 6

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E. What are the uses of Mary’s knowledge in performing operations on rational

numbers in her real life situation? Discuss/explain in 3-5 sentences.

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Quarter 1- Week 5
At the end of the session, I would be able to:
M7NS-lg-1: Describe principal roots and tell whether they are rational
or irrational
M7NS-lg-2: Determine between what two integers the square root of a number lies.
M7NSIg-3: Estimate the square root of a whole number to the nearest hundredth.
M7NSIg-4: Plot irrational numbers (up to square roots) on a number line.
Concepts:

Squaring a number means multiplying the number by itself.

The square of 3, written as 32, and read as “three squared”, (3) (3) = 9. Since 9 is
the result of squaring a number, 9 is an example of a perfect square.

 Taking the square root of a number is like doing the reverse operation of
squaring a number. For example, both 7 and -7 are square roots of 49 since
72 = 49 and (-7)2 = 49.
 Integers such as 1, 4, 9, 16, 25 and 36 are called perfect squares.
 Every nonzero real number has two square roots, one positive and one
negative.
 The positive square root of a positive real number is called the principal square
of that number.
 Perfect squares are numbers that have rational numbers as square roots.
 The square roots of perfect squares are rational numbers while the square roots
of numbers that are not perfect squares are irrational numbers.
 The square root of a number n is written in symbol as √ n .

 The character √ is called a radical sign, and the number n under the
radical sign is called the radicand.
Examples:
A. Find the square root of the following
a ¿ √ 49 b) √ 121
Solution: √ 49 = 7 Solution: √ 121 = 11
Since 72= ( 7 ) ( 7 ) = 49 Since : 112 = ( 11 ) ( 11 ) = 121
B. Determine whether each square root is rational or irrational
a) √ 169 b) √ 41
Solution: Solution:
Since 169 is a perfect square, Since 41 is not a perfect square,
√ 169 is rational. √ 41 is irrational.
√ 169 = 13
Irrational square roots when written in decimal form are only approximate values.
The calculator value of √ 2 when rounded to the nearest hundredth is 1.41.
The value is between perfect squares 1 and 4.

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1 < 1.41 < 4

√1 < √2 < √4
1 < √2 < 2
Therefore, √ 2 is between the integers 1 and 2.
C. Determine two integers between which each square root lies.
1. √ 58
Solution: The radicand 58 is between perfect squares 49 and 64.
This implies that √ 49 < √ 58 < √ 64
7 < √ 58 < 8
Therefore, √ 58 is between the integers 7 and 8.
2. √ 76
Solution: The radicand 76 is between perfect squares 64 and 81.
This implies that √ 64 < √ 76 < √ 81
8 < √ 76 < 9
Therefore, √ 76 is between the integers 8 and 9.
Practice Exercise No.1
Answer on your notebook.
A. Determine the principal root and tell whether it is Rational or Irrational:
1) √ 64 2. √ 75 3. √ 324
B. Find the Square Root of the following:
1. √ 625 2. √ 961 3. √ 484
C. Determine between what two consecutive integers the square root of a
number lies.
1. √ 110 2. √ 250 3. √ 45
Approximating square root using Isaac Newton’s method:
1. Estimate the square root of the given number.
2. Divide the radicand by the result of step 1.
3. Get the average of the results of step 1 and 2.

Example 1. Estimate the square root of 12.

Solution: √ 12 ˂ 4
3˂
Step 1. Estimate √ 12 , √ 12 is approximately 3
12
Step 2. Divide the radicand by the result of step 1. 3 =4
4+3 7
=
Step 3. Get the average of the results of step 1 and 2. 2 2 =3.5

Hence, √ 12 ≈ 3.50 but if a more accurate result is desired, repeat the steps above
several times. Thus,

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12 3.42∧3.5+3.42
= =3.46
3.5 2
Example 2. Estimate the square root of 44.
Solution: 6˂ √ 44 ˂ 7
Step 1. Estimate √ 44
√ 44 is approximately 7.
Step 2. Divide the radicand by the result of step 1.
44
≈ 6.29
7
Step 3. Get the average of the results of step 1 and 2.
7 +6 .29 13 . 29
=
2 2 = 6.645
Hence, √ 44 ≈ 6.645 but if a more accurate result is desired, repeat the
44 6.622∧6.645+6.622
steps above several times. Thus, = =6.63
6.645 2

Example 3. Estimate the square root of 17.

Solution:
4˂ √ 17 ˂ 5
Step 1. Estimate √ 17 .
√ 17 is approximately 4.
Step 2. Divide the radicand by the result of step 1.
17
≈ 4.25
4
Step 3. Get the average of the results of step 1 and 2.
4+4 . 25 8. 25
=
2 2 = 4.12
Hence, √ 17 ≈ 4.12 but if a more accurate result is desired, repeat the
17 4.12∧4.12+4.12
steps above several times. Thus, = =4.12
4.12 2

Plotting Irrational Numbers on a Number Line

An Irrational Number is a real number that cannot be written as a simple fraction.
A number line can be defined as a straight line with numbers placed at equal
intervals or segments along its length. A number line can be extended infinitely in
any direction and is usually represented horizontally.
Examples:
Locate and plot each square root on a number line.

1. √3 2. √ 21 3. √ 87
Solution and Answer:

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1. √3
This number is between 1 and 2, principal roots of 1 and 4. Since 3 is closer

to 4 than to 1, √ 3 is closer to 2. Plot √ 3 closer to 2

√3
0 1 2 3 4 5 6 7 8 9 10

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2. √ 21
This number is between 4 and 5, principal roots of 16 and 25. Since 21 is
closer to 25 than to 16, √ 21 is closer to 5 than to 4. Plot √ 21 closer to 5
√ 21
0 1 2 3 4 5 6 7 8 9 10

3. 87√
This number is between 9 and 10, principal roots of 81 and 100. Since 87 is
closer to 81, then √ 87 is closer to 9 than to 10. Plot √ 87 closer to 9.
√ 87
0 1 2 3 4 5 6 7 8 9 10

Practice Exercise No. 2

A. Approximate each square root to the nearest hundredths:
1. √ 101 2. √ 250
B. Locate and plot each square root on a number line:
1. √ 38 2. √ 85
Week 5 – Worksheet No. 5

Instruction: Follow the format of your Answer Sheet in week one.

A. Determine the principal root and tell whether it is Rational or Irrational. Write
your answer on your answer sheet.
1. √ 1 2. √ 2 3. √ 8 4. √ 9 5. √ 25
B. Find the square root of the following
1 ¿ √25=¿ 2 ¿ √ 169 = 3 ¿ √ 81 = 4 ¿ √225 = 5 ¿ √ 400 =

C. Determine between what two consecutive integers the square root of a

number lies.
1) √ 11 2) √ 45 3) √ 72 4) √ 119 5) √ 200

D. Approximate each square root to the nearest hundredths. Show your solution
on your answer sheet.
1. 5 √ 2. 30 √
E. Locate and plot each square root on a number line.

1. √ 29 2. √ 18

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F. How do you apply your knowledge on square roots to your daily life activities?
Explain in 3-5 sentences.

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Quarter 1- Week 6
At the end of the session, I would be able to:
M7NSIh-1: Illustrate the different subsets of real numbers.
M7NSIh-2: Arrange real numbers in increasing or decreasing order
and on a number line.
Concepts:
What is a Real Number?
The set of numbers called the Real Number System consists of different
partitions/subsets that can be represented graphically on a number line.
Subsets of the Real Number System
1. Natural/Counting Numbers – the numbers we use in counting things. The three
dots, called “ellipses” indicate that the pattern continues infinitely.
Example: N = {1, 2, 3, 4, . . . }
2. Whole Numbers – numbers consisting of the set of natural or counting numbers
and zero. Example: W = {0, 1, 2, 3, 4, …}
3. Integers – the result of the union of the set of whole numbers and the negative of
counting numbers. I = { …-3, -2, -1, 0, 1, 2, 3,…}
a
4. Rational Numbers – numbers that can be expressed as a quotient of two
b
integers. The integer a is the numerator while the integer b, which cannot be zero (0),
is the denominator. This set includes fractions and some decimal numbers.
1 7
Example: Q = { , , 5, 2.4, 9.75}
2 9
5. Irrational Numbers – numbers that cannot be expressed as a quotient of two
integers. Every irrational number may be represented by a decimal that neither repeats
nor terminates. Example: P = {3.141592653…, 1.41421352…}
6. Real Numbers – any of the numbers from the preceding subsets. They can be
found on the real number line. The union of rational numbers and irrational numbers is
3
the set of real numbers. Example: R = {7, -9, , 3.72, 2.2360679}
4
The following are the diagrams of the Systems of Real Numbers.

The Venn diagram of Systems of Real Numbers

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The Tree diagram of Systems of Real Numbers

Example:
Identify the type of numbers that best illustrates the given numbers in the first
column by checking the cell.
Given Real Irrational Rational Integer Whole Natural
Number Number Number Number Number Number
1. √ 2 ✔ ✔
2. 7.25 ✔ ✔
3. -12 ✔ ✔ ✔
4. 0 ✔ ✔ ✔ ✔
5. 17 ✔ ✔ ✔ ✔ ✔

Example: Determine which subset of numbers will represent the following situations:
1. The temperature in the City of Iloilo _________(Ans. Positive Rational Numbers)
2. The amount of money each member gets when P1500 prize is divided among 3
members ______________ (Ans. Natural Numbers)
3. The ratio of the circumference to the diameter of a circle, denoted π (read “pi”)
____________(Ans. Rational Numbers)

What is a number line?

A number line is a straight line extended on both directions as illustrated by
arrowheads and is used to represent the set of real numbers arranged in increasing
(from left to right) or decreasing (from right to left) order.

On the real number line, there is a point for every real number and there is a real
number for every point. Different subsets of numbers may be arranged in increasing or
decreasing order. From LEFT to RIGHT, numbers are INCREASING while from RIGHT
to LEFT, numbers are DECREASING.
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On a number line:

Increasing: -4, -3, -2, -1, 0, 1, 2, 3, 4

Decreasing: 2.0, 1.9, 1.8, 1.7, 1.6, 1.5, 1.4, 1.3, 1.2, 1.1, 1.0

Examples:
A. Arrange the following numbers in increasing order.
Given Answer
1. 37, -26, 45, -12, -37 1. -37, -26, -12, 37, 45
2. 0.37, 2.6, 4, 1.267, 0.0378 2. 0.0378, 0.37, 2.267, 2.6, 4
3. 12, -5, 17, -1, 2 3. -5, -1, 2, 12, 17

B. Arrange the following numbers in decreasing order.

Given Answer
2 3 4 6 4 3 6 4 4 2
1. , , , , 1. , , , ,
9 2 11 5 7 2 5 7 11 9
9 6 9 1 6
2. 17, -21, , , 2.2579, 2.3, √ 5, 2. 17, , 2.3, 2.2579, 2 , √ 5, , -
2 5 2 4 5
1 21
2
4
3. 5.3, 1.6, 4.7, 3, 3.2 3. 5.3, 4.7, 3.2, 3, 1.6

Practice Exercises:
A. Arrange the following numbers in increasing order.
1. 0.25, 3.0, 1.5, 0.75, 2.25
−9
2. -2.4, 2 , -4, -0.72
3. 16, -1, 0, 2, -3, 9, 15

B. Arrange the following numbers in decreasing order.

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Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

2
√ 25 , ,−15,0,−20
1. -3.06, 5
2. 8, 23, 0, -10, -13, 12, -5, 6
3. -50, 2, 4, -5, 28, -30, 60

Week 6 – Worksheet No. 6

Instruction: Follow the format of your Answer Sheet in week one.
A. Determine which subset of numbers will represent the following situations:
1. The number of cows in a barn
2. Your height
3. The temperature in South Korea
B. Determine the most specific subset of real numbers to which the given set of
numbers belong.
1. 6, 17, 21, 25, 0
2. -3, -9, 12, 18, 526
5 12
3. 4. 0.25, 5, , , 0.333…
6 7
C. Check the correct subsets of real numbers to which the given numbers belong. Copy
and answer.
Given Real Irrational Rational Integer Whole Natural
Number Number Number Number Number Number
1. √ 16
3
2.
7
3. 6.333…
4. 1
5. -45
D. Complete the given number line.

E. Arrange the following integers in increasing order.

2, 5, -7, -10, 12
F. Arrange the following decimals in increasing order.
2.3, 5.6, 1.7, 3, 1.2

G. Arrange the following rational numbers in decreasing order.

1 1 1 1 1
, , , ,
9 2 11 5 7
H. Arrange the following real numbers in decreasing order.
4 3
, 2.5, 5.27, , 0.96, √ 8, 0, 3, -4
7 4

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

I. What should be the sequence of the broken parts to form the part of the ruler?

1 2 3 4
J. Why is study of numbers important in our daily lives? Explain in 3-5 sentences.
K. Performance Task No.4 (Project/Output)
Draw a CREATIVE tree/Venn diagram of systems of real numbers. Use short bond
paper.

JARUDA, A. JOQUINO, NJ 8/1/2022 Page 34

 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Quarter 1- Week 7
At the end of the session, I would be able to:
M7NSIi-1: Write numbers in scientific notation and vice versa.
M7NSIi-2: Represent real-life situations and solve problems involving
real numbers.
Concepts:

Very large or very small numbers may be written in form of a Scientific Notation.
A number is in scientific notation if it is written as a x 10n where the a has a value
such that 1 ≤ a < 10 and n is an integer.

Writing Numbers in Scientific Notation

1. Move the decimal point to the right or left until after the first significant digit and
copy the significant digits to the right of the first digit. If the number is a
whole number and has no decimal point, place a decimal point after the first
significant digit and copy the significant digits to its right.
For example, 300 000 000 has 1 significant digit, which is 3. Place a decimal point
after 3.0
The first significant digit in 0.000 000 089 is 8 and so place a decimal point after 8,
(8.9).

2. Multiply the adjusted number in step 1 by a power of 10, the exponent of which
is the number of digits that the decimal point moved, positive if moved to the
left and negative if moved to the right.
For example, 300 000 000 is written as 3.0 x 108 because the decimal point was
moved past 8 places.
0.000 000 089 is written as 8.9 x 10-8 because the decimal point was moved 8
places to the right past the first significant digit 8.

Examples:
A. Write the following in scientific notation.
Given Answers
1. 0.000 006 7 = 6.7 x 10-6
2. 0.000 010 1 = 1.01 x 10-5
3. 765 000 = 7.65 x 105

B. Write the following in standard notation.

Given Answers
1. 1.43 x 10-4 0.000143
5
2. 5.254 x 10 525 400
7
3. 8.765 x 10 87 650 000

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Some real-life situations may be represented with numbers. Problems

involving real numbers may be solved by applying the different properties of real
numbers.

Examples:
1. A deep-freeze compartment is maintained at a temperature of 12°C below zero. If
the room temperature is 31°C, how much warmer is the room temperature than
the temperature in the deep-freeze compartment.
Answer:
Get the difference between room temperature and the temperature inside the
deep-freeze compartment: 31-(-12) = 43. Hence, room temperature is 43°C warmer
than the compartment.

2. A sale item was marked down by the same percentage for two years in a row. After
two years the item was 51% off the original price. What was the discount from
the original price per year?

Answer:
Since the price after 2 years is 51% off the original price, this means that the price
is then 49% of the original. Since the percentage ratio must be multiplied to the
original price twice (one per year), that is 0.7 x 0.7 = 0.49, then the price per year is
70% of the price in the preceding year. Hence the discount is 30% off the original per
year.

Practice Exercise
Answer the problem that follows and justify your answer.

1. Two athletes are vying to represent their school in the regional chess competition.
Felix won 12 of the 17 games he played this year, while Rommel won 11 of the 14
games. If you were the principal of the school, which student would you choose?
Explain.

Week 7 – Worksheet No. 7

Instruction: Follow the format of your Answer Sheet in week one.
A. Write S if the given number is written in Scientific Notation and N if it is
not.
1. 3.4 x 105 4. 124 000 x 108
2. 0.2 x 10-7 5. 2.7168 x 1011
3. 560 x 109
B. Express the following numbers in scientific notation.
1. 0.000 005 6 4. 4 113.000
2. 4.003 5. 700.0
3. 350

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 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

C. Express the following numbers in standard form.

1. 5.254 x 103 4. 1.6 x 10-7
4
2. 1.434 4 x 10 5. 8.8 x 10-8
3. 1.23 x 105
D. Express the numbers in scientific notation.
1. The height of Mt. Everest is 8 848 m.
2. The distance from moon to earth is 384 400 000 m.
3. The circumference of the earth is 40 075 000 m.
4. Hydrogen atom has a diameter of about 0.00000005 mm
5. A virus has a size of approximately 0.000000030 m.
E. Solve the following problems completely. Show your solution.
1. A piece of ribbon, 25 m long, is cut into pieces of equal length. Is it possible to get a
piece with irrational length? Explain.
2. A test in Science is scored the following way: each correct answer earns 10 points
while each wrong answer earns one point less. In a 30-item test, Rafael got 23 correct
answers and 7 wrong answers. What was his score?
3. Mely opened a saving account at a nearby bank. Her initial deposit was P10 000.
For three consecutive months, she deposited P1 200 per month as her savings. On the
fourth month, she withdrew Php11 200. How much was her account balance after her
withdrawal?

F. Why do we need to convert numbers in standard form to scientific notation?

Explain in 3-5 sentences.

JARUDA, A. 8/1/22 Page 37

 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

Answer Key for Practice Exercises

Week 1
Practice Exercise No. 1
A. 1. Not well-defined 2. Well-defined
B. 1. n(X)=5 2. n(W)=6 3.n(Z)=4
C. Subsets are {a,b}, { }, {a}, {b}
Practice Exercise No. 2
A. 1. M∩N 2. M ¿ N 3. M-N B. 1. Ans. 6
2. Ans. 6

Week 2
Practice Exercises
A. 1. 32 2. 18 3. 29 4. 117 5. 69
B. 1. −30 2. −133. 25 4. −47 5. 53
Week 3
Practice Exercise No. 1
A. 1. 55 2. -9 3. 0 4. -7 5. -2
B. 1. Closure PM 2. Commutative PA 3. Inverse PM
4. Identity PA 5. Associative PM
C. 1. Closure Property 2. Closure/Inverse Property
Practice Exercise No. 2
A. 1) 0.22  T 2) 0.42… R 3) 3.05  T
12345 43 825
4) T 5) R 6) T
10000 99 10000
B. 1) R 2) R 3) T

Week 4
Practice Exercise No. 1
1 3 5 5 4 2 6 4
1¿ + = 2 ¿ + =3 3¿1 − =
2 4 4 3 3 5 10 5
Practice Exercise No. 2
7 3 7 1 3 9 1 27
1¿ x = 2 ¿ 1 ÷ =¿ 2 3¿ ÷ =
6 2 4 2 4 5 3 5
Week 5
Practice Exercise No. 1
A. 1. Perfect Square-Rational 2. Not Perf Sq.-Irrational 3. Perfect Square-Rational
B. 1. 25 2. 31 3. 22
C. 1. 10 and 11 2. 15 and 16 3. 6 and 7
Practice Exercise No. 2

JARUDA, A. 8/1/22 Page 38

 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

A. 1. √ 101 ≈10.04 2. √ 250 ≈15.81

B. √ 38 √ 85
0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10
10
Week 6
Practice Exercises:
2
√ 25 5
A. 1. 1. 0.25, 0.75, 1.5, 2.25, 3.0 B. 1. , , 0, -3.06, -15, -20
−9
2. 2 , -4, -2.4, -0.72 2. 23,12, 8, 6, 0, -5, -10, -13
3. -3, -1, 0, 2, 9, 15, 16 3. 60, 28, 4, 2, -5, -30, -50
Week 7
Practice Exercise.
The principal will likely use fractions to get the winning ratio or percentage of each
12 11 11
player. Felix has a winning ratio, while Rommel has a winning ratio. Since
17 14 14
12
> , Rommel will be a logical choice.
17
*************************************************************
References
Alferez, M.S., &Duro, M.C.(2014).Elementary Algebra. Quezon City, Philippines, MSA Publishing House
Bernabe, J.G., Jose-Dilao, S., Orines, F.B. (2009). Elementary Algebra. Quezon City, Philippines, SD
Publications, Inc.
Gureng, Paulino T, Tuliao, A.L., Escasenas, R., Jimenez, E.P., de Gracia, M.M.B., Firmalino, S.B.F,
(2017).Realistic Math 7. Scaling Greater Heights. Quezon City Philippines, Sibs Publishing House, Inc.
Mirabona, I.P & Custodio, S.C. (2013).Interactive Mathematics 7. Sta. Ana, Manila Philippines. Innovative
Educational Materials, Inc.
Orines, F.B., Manalo, C.B., Suzara, J.L., & Mercado, J.P.(2017). Next Century Mathematics(2 nd Edition).
Quezon City Philippines, Phoenix Publishing House, Inc.
https://www.mathsisfun.com/sets/sets-introduction.html
https://www.onlinemath4all.com/add-and-subtract-rational-numbers-word-problems.html
https://youtu.be/0Dwht6EaU-M
https://www.math-only-math.com/worksheet-on-word-problems-on-rational-numbers.html
https://www.onlinemathlearning.com/venn-diagram-word-problems.html
https://www.teacherspayteachers.com/Product/Chicken-vs-Turkey-Fact-Book-Venn-Diagram-Activity-for-
Learning-Centers-4164699
https://www.slideshare.net/bigpassy/three-circle-venn-diagrams
https://youtu.be/ZNX-a-5jGeM
https://youtu.be/ZNX-a-5jGeM
https://youtu.be/upBQo7Ga0Bc
https://youtu.be/H83CpUMIoxA
https://youtu.be/_BgblvF90UE
https://youtu.be/K_tPbVPfHgk
https://youtu.be/V7yZcBYdwbo
https://youtu.be/dAgfnK528RA
https://youtu.be/gGo6t6Z0rCg
https://www.onlinemathlearning.com/time-conversion.html
https://youtu.be/JJWYiLIx2HE

JARUDA, A. 8/1/22 Page 39

 ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City
(for INHS classroom use only S.Y: 2023-2024) Mathematics 7

https://www.mathsisfun.com/geometry/construct-linebisect.html
https://www.mathsisfun.com/geometry/construct-anglebisect.html
https://www.mathsisfun.com/geometry/construct-perponline.html
https://www.mathsisfun.com/geometry/construct-perpnotline.html
https://www.mathsisfun.com/geometry/construct-paranotline.html

JARUDA, A. 8/1/22 Page 40