School Aringin High School Extension Grade Level 7

DLP Teacher Lea S. Santiago Learning Area MATHEMATICS

Teaching Dates and Time July 22,23,24,25 & 26, 2019 Quarter FIRST

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
1. Content Standards The Learner demonstrates understanding of key concepts of sets and the real number system.
2. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
Standards
3. Learning Plots irrational numbers The learner illustrates the The learner illustrates the Summative Test ICL
Competencies (up to the square roots) on different subsets of real different subsets of real
a number line. numbers. numbers.
M7NS – Ig - 4 M7NS-1h-1 M7NS-1h-1
a. Estimate the square a. Describe and illustrate a. Describe and illustrate
root of a whole the different subsets of the different subsets of
number to the real numbers. real numbers.
b. Find the union, b. Find the union,
nearest hundredth.
intersection and intersection and
b. Plot irrational complement of the set of complement of the set of
numbers (up to real numbers and its real numbers and its
square roots) on a subsets subsets
number line. c. Graph the set of c. Graph the set of
numbers on a number line numbers on a number line
Value accumulated d. Appreciate the d. Appreciate the
knowledge as means importance of the importance of the
evolution of the number evolution of the number
system in real-life system in real-life
situation. situation.
II.CONTENT Irrational Numbers Subsets of Real Subsets of Real
 Numbers Numbers
III. LEARNING
RESOURCES
A. References

1. Teacher’s pp 1- 11
LCTG Lesson 10 pp 1- 11
Guide pages
2. Learner’s pp 75 – 82 pp 75 – 82
Materials LM pages 63 - 67
pages
3. Textbook New Mathematics for
pages TG pages 84 - 89; Grade 7 by Virgilio
Elementary Algebra Ato -Lopez pages 138-141
pages 73 - 75; G.Nivera,
A.Dioquino, O.Buzon, Activity SourceBook for
T.Abalajon- Making Grade VII, Vol. XVII No. 3,
Connections in Math I Geometry III 2013 pp. 3-4 Educational Resource
pages 73 – 77; Elementary Corporation, pp. 8-10
Algebra UbD by E. Ato-
Lopez and Virgilio L. Lopez
page 23

4. Additional http://www.math-only-
Materials math.com/fundamental-
from geometrical-concepts.html
Learning https://www.youtube.co
m/watch?v=TlwIJYrJXx http://www.theverge.com/2
Resource
Y 016/9/12/12885574/optical
(LR) portal
-illusion-12-black-dots
https://www.youtube.com/
watch?v=k5etrWdIY6o
 B. Other Learning manila paper, marker, LCD, Laptop, LCD, Laptop,
Resources number line chart, LCTG Pictures/Illustrations/Figur Pictures/Illustrations/Figur
by DepEd Cavite es es
Mathematics 2016
IV. PROCEDURES

A. Reviewing previous It is difficult for us to A. Checking of

lesson or Plot It!: Given the square realize that once upon a Assignment
presenting the new roots below, plot each on a time there were no B. What is the most
lesson number line. symbols or names for specific subset of real
numbers. In the early numbers that the following
days, primitive man numbers belong in?
showed how many 1) 5.67
animals he owned by
placing an equal number 2) - √6
of stones in a pile, or 9
sticks in a row. Truly our 3)
NOVELETA 5
NAIC number system
underwent the process of 4) 0
TERNATE development for hundreds 5) √16
ROSARIO of centuries.
TANZA Sharing Ideas! What do
GMA you think?
√5 1. In what ways do you
think did primitive man
- If you are from need to use numbers?
West/ Ternate going 2. Why do you think he
to Manila, what are needed names or words
the Municipalities/ to tell “how many”?
cities that you’re 3. Was man forced to
going to pass invent symbols to
through? represent his number
- Which is not ideas?
included? 4. Is necessity the root
cause that led man to
invent numbers, words
 and symbols?

B. Establishing a Activity 2: LOOK A. Determine what

purpose for the
lesson 1. How to plot the following
points on a number line
which is not perfect?
AROUND!
Fifteen different
words/partitions of
numbers are hidden in
this puzzle. How many
can you find? Look up,
down, across, backward,
and diagonally. Figures
are scattered around that
will serve as clues to help
you locate the mystery
words.
numbers/set of numbers
will represent the following
situations:
1. Finding out how many
cows there are in a barn
Counting Numbers
2. Corresponds to no more
apples inside the basket
Zero
3. Describing the
temperature in the North
Pole Negative Number
4. Representing the amount
of money each member gets
when “P200 prize is divided
among 3 members Fraction,
Decimal
5. Finding the ratio of the
circumference to the
diameter of a circle, denoted
π (read “pi) Irrational
Number

B. Try to graph each

Answer the following subset of real number.
questions:
1. How many words in the
puzzle were familiar to
you?
2. What word/s have you
encountered in your early
years? Define and give
examples.
3. What word/s is/are still
strange to you?
C. Presenting a. Estimate √7 to the Identify what subset of
examples/ nearest hundredth. real numbers is being
instances of the - What are the two described in the following
lesson consecutive integers number.
in which √7 lies? 1. the number of your
siblings
Answer: the 2. the change when you
principal root √7 is pay P20.00 bill buying 2
between 2 and 3 notebook worth P10.00
- What are the each
principal roots of the 3. water bill
two integers? 4. 2 slices of pizza out of 5
Answer: the slices
principal roots of the 5. weight loss after zumba
two perfect squares
are 4 and 9
- What is the middle
value between the
two integers? Take Using the set of numbers
the square of it. in the preliminary activity,
Answer: 2.5 is the fill-up the blanks in the
middle value Hierarchy Chart of the Set
between 2 and 3, of Real Numbers below.
computing (2.5)2 =
6.25.
- Compute for the
squares of numbers
between the first
integer and the middle
value.
Answer: Squares of
numbers between 3 and
3.5
(2.6)2 = 6.76, (2.7)2 =
 7.29

- √7 is closer to what
number?
Answer: 7 is closer
to 6.76 (2.6)2 than
to 7.29 (2.7)2
- Estimate √7 according
to the result.
Answer: Therefore,
√7 is
approximatel
y 2.6.
a. Plot on
a number
line

.
√7

D. Discussing new Consider the following set Locate the following

concepts and Watch video of numbers: (-9, - , 0. numbers on the number
practicing new skills https://www.youtube.com/w line by naming the correct
atch?v=TlwIJYrJXxY 030303…, , 8.4, point.
#1 . Identify which belong
Plot the following points on to each subset of real
numbers. 1
a number line. -2.66…, - 1 2, -0.25,
1. √15 a. natural numbers 3 3
b. whole numbers 4
, √2, √11
2. √3 c. integers
3. √11 d. rational numbers
e. irrational numbers
f. real numbers
E. Discussing new By Pair 1. How do we identify a
From the set of real
concepts and Estimate each subset of a number in a
numbers {43, 4.3, -43, 4/3,
practicing new skills square root to the nearest given problem solving?
¾, 0.43, 34, √34, 3.4, 0},
#2 tenth and plot on a number 2. How do we graph a set
select the examples of the
line. subsets of real numbers. of numbers on a number
a. Hint: Write the letter of the line?
is between correct answer.
4 and 5 1. whole numbers a. {43,
34, 0} b. {43, 34} c. {43, 34,
b. Hint:
0} d. {43, -43, 34, 0}
is between 2. rational numbers a. {43,
7 and 8 34, 0} b. {43, 4.3, -43, 4/3,
c. Hint: ¾, 0.43, 34, 3.4, 0}
is between c. {43, 34, 0} d. {-43}
9 and 10 3. natural numbers a. {√34}
b. {43, 34} c. {43, 34, 0}
d. {43, 4.3, -43, 4/3, ¾,
0.43, 34, 3.4, 0}
4. irrational numbers a. {43,
34, 0} b. {43, 34} c. {√34}
d. {43, -43, 34, 0}
5. integers a. {43, 34, 0} b.
{43, 34} c. {43, 34, 0} d.
{43, -43, 34, 0}
 F. Developing mastery Estimate first the given Graph each set of
(Leads to Formative square roots to the numbers on a number
Assessment 3) nearest tenth then plot line.
and label each on the From the elements of your
number line below. set above, fill up the 1) 0.19, 0.09, 0.9, , o
subsets below with as
many examples that you 2) √2, 2.1, -√4, 0
can find. 7
a. counting numbers { 3) 2 , √11, −√16, -3.3, -√5
}
A b. integers { }
c. irrational numbers {
B.
}
C. d. non-integers { }
D. e. rational numbers { }
E.

G. Finding practical Solve each problem. Give an example that

applications of a. The length of a satisfies each
concepts and skills rope used in a requirement/situation. Put
in daily living school game is the examples together to
meters. form a set of real numbers.
1. Based on the stated a. the P5.00 debt you owe
Find its length up information, show the a friend in buying a pencil
to the nearest relationships among {___}
tenth. natural/counting numbers, b. the change for P5 after
b. Plot each square root whole numbers, integers, buying index cards worth
(a. and b.) on a rational numbers, P1.50 {___}
number line. irrational numbers and c. the measure of the
real numbers using the diagonal of a square tile
Venn diagram. Fill each whose side measures
broken line with its 1 foot (Hint: √𝑠2+𝑠2 ) {___}
corresponding answer. d. the ratio of 20 females to
30 males in the classroom
{___}
e. the number of learning
areas with failing grades of
 section A
last year {___}
Locate the elements of
your set { __, __, __, __,
__ } on the number line
below. Extend the number
line if you need to.

2. Answer the following

questions on the space
provided for each number.
a) Are all real numbers
rational numbers? Prove
your answer.
b) Are all rational
numbers whole numbers?
Prove your answer
c) Are - and - negative
integers? Prove your
answer.
d) How is a rational
number different from an
irrational number?
e) How do natural
numbers differ from whole
numbers?
H. Making Subsets of Real Numbers We can represent the real
generalizations and Natural or Counting numbers along a line
abstractions about Numbers – used in called the real number
the lesson counting, uses ellipses to line. This number line is a
indicate that the pattern picture or a graph of real
 continues indefinitely numbers.
Whole Numbers –
consisting of the set of
natural or counting
Square roots which numbers and
are irrational such as , zero.
Integers – the result of
and can be
the union of the set of
estimated or approximated whole numbers and the
to the nearest tenth from negative of counting
the values between which numbers.
the square root lies. Rational Numbers – can
Through this, you may plot be expressed as a
each square root on a quotient of two integers.
number line. The integer a is the
numerator while the
integer b, which cannot be
0 is the denominator. This
set includes fractions and
some decimal numbers.
Irrational Numbers –
cannot be expressed as a
quotient of two integers.
Every irrational number
may be represented by a
decimal that neither
repeats nor terminates.
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 the set of real
numbers.
I. Evaluating learning Estimate each square 1. Determine the subset of Graph each set of
root to the nearest real numbers to which numbers on a number
hundredth and plot each each number belongs. line.
on a number line. Use a tick mark (√) to 1) The natural numbers
a. answer. between 4 and 10.
b. 2) The even integers
NU W I R Irr greater than 12 but less
c.
MBE h n at ati than 30.
d. R ol t io o 3) The whole numbers
e. e e n n less than 10.
N g al al 4) The rational numbers
u e greater than 5 but less
m r than 7.
b
er
1) -
86
2)
34.7
4
3)
4)

5)

6) -
0.12
5
7) -

8)
e
9) -
45.3
 7
10) -
1.25
2525
…
J. Additional activities 1. Study: The Absolute 1. Complete the statement 1. Follow-up
for application or Value of a Number using always, sometimes, Give 1 situation each for
remediation or never. Explain. the different subsets of real
numbers applied in real-life
a. A real number is situations. Then, give an
__________ a rational example from each subset.
number. 2. Study: Arranging real
numbers in increasing or
b. An irrational number is decreasing order
_________ a real number. a. How are real numbers
arranged in increasing
c. A negative integer is order? Decreasing order?
___________ an irrational b. Why is there a need to
number. learn how to arrange real
numbers? Give 1 situation
2. What is a rational where arranging real
number? Use your own numbers is used.
words.
3. How is the decimal
form of a rational number
different from the decimal
form of an irrational
number?
V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative
assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work?
No.of learners who
have caught up with
the lesson.
4. No.of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Reviewed by:
____________________
Principal