MATHEMATICS RESOURCE

PACKAGE
QUARTER I
Week 5 – Day 1

Subject: MATH Grade Level: 7

Date: __________________ Session: 1
demonstrates understanding of key concepts of sets and
Content Standard the real number system.

is able to formulate challenging situations involving sets

Performance Standard
and real numbers and solve these in a variety of strategies.
(9) arranges rational numbers on a number line
Competency CODE : M7NS-Ie-2

I. OBJECTIVES
Knowledge:  defines rational numbers
Skills:  illustrates rational numbers on a number line
Attitude:  arranges patiently rational numbers on a number
line
Forms of Rational Numbers
II. CONTENT

III. LEARNING RESOURCES

A. References Elementary Algebra I, 2002. pp. 45 – 50.

1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 7, pp.(no pages in

Pages the TG)
2. Learner’s Learner’s Module (LM) in Math 7 , pp. 42-45
Materials Pages
3. Textbook Pages e-Math Worktext in Mathematics 7 by Orlando Oronce
and Marilyn O. Mendoza, pp. 75-77
4. Additional  Visual Aids
Materials  Handouts
5. Learning Resources
(LR) portal  EASE I – Module 5 Be Part of It pp. 5-7
 Elementary Algebra I. 2002. pp. 51-53

B. Other Learning Number line. Retrived from

Resources
www.splashmath.com/math-vocabulary/
number_sense/number-line

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IV. PROCEDURES
A. Reviewing or Note to the Teacher:
presenting the new Ask students to recall the relationship of the set of
lesson rational numbers to the set of integers and the set of non-
integers(Lesson 4).

I. Activity

Determine whether the following numbers are rational

numbers or not.
5
-2, ⅞ , ∛4, , -1.5, 3.2
2
(Expected answers: -2(rational), ⅞(rational) , ∛4(not
5
rational), (rational), -1.5(rational), 3.2(rational)
2

Now, try to locate them on the real number line below by

plotting:

-3 -2 -1 0 1 2 3

(Expected Answers:
7 3 5
-2 -1.5
8 √ 4
2
3.2

-3 -2 -1 0 1 2 3

NOTE TO THE TEACHER:

Give as many rational numbers as class time can allow.
Give them in different forms: integers, fractions, mixed
numbers, decimals, repeating decimals, etc.

B. Establishing a To lead the students to the topic, let them consider the
purpose for the lesson following examples and answer the questions that
follow:
a. 7 ÷ 2 = 3 ½ ,
b. 15 ÷ 3 = 5
c. (-25) ÷ 4 = -6 ¼
d. -33÷ 11 = -3
e. (-6) ÷ (-12) = ½
1. Are quotients integers? (Not all the time. Consider a, c
and e in the examples.)

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2. What kind of numbers are they?( Quotients are rational
numbers.)
3. Can you represent them on a number line? (Yes.
Rational numbers are real numbers and therefore, they
are found in the real number line.)

This lesson gives you a challenge in your numerical

estimation skills. How accurately can you locate
rational numbers between two integers, perhaps, or
between any two numbers?

C. Presenting examples Note: Lead the students to the concept of “rational

of the new lesson numbers” (See attachment #1.)

D. Discussing new The teacher will discuss on locating rational numbers on

concepts and 1
the real number line through examples such as ,1.75, -
practicing new skills 2
#1 5
.
3
Then let the students answer the activity in small groups.
(See attachment #2.A) Prepare the required number of
copies.
Note to the teacher: Plot the numbers on an enlarge
number line to be posted on the board as answer key.
E. Discussing new The teacher cites that in order to locate the rational
concepts and numbers and plot them on the real number line, it is useful
practicing new skills to arrange them in order from least to greatest. To do this,
#2 express all numbers in the same form –- either as similar
fractions or as decimals.
(See attachment #2.B)
F. Developing Mastery (Work in pairs)
Name 10 rational numbers that are greater than -3 but less
than 5 and arrange them from least to greatest on the real
number line. (answers may vary)
G. Finding practical Pose the following questions:
applications of 1. Who of you here would like to become a civil engineer
concepts and skills in someday? Who would like to be a carpenter?
daily living
(Whether you become a civil engineer or a carpenter,
estimation and calculation are necessary skills that you
need to master. Locating rational numbers on a number
line will be a part of your job.)
H. Making
Generalizations and Guide Questions for Generalization:
abstractions about

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the lesson
 What are rational numbers?
(Rational numbers are numbers which can be written as a
a
quotient of two integers , where b ≠ 0.)
b

 How do you illustrate numbers on a number line?

(Plotting them by approximating their location.)

 What should you remember when arranging

rational numbers from least to greatest and vice-
versa?

(By changing all rational numbers to equivalent forms, it

is easy to arrange them in order, from least to greatest or
vice versa.)

I. Evaluating learning Individual Written Work:

DIRECTIONS: Locate and plot the following rational
numbers on a number line (use only one number line).
3 7 9
, -5 , ,6, -
4 2 10
(Please see Attachment #3)

J. Additional (Please see Attachment #4)

Activities for
application or Answer Key:
remediation

V. REMARKS

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VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for
require additional remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of
learners who have caught ___of Learners who caught up the lesson
up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal and supervisor __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

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G. What innovation or Planned Innovations:
localized I used/discover __ Localized Videos
which I wish to share __ Making big books from
with other teacher? views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition

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ANNABELLE N. BANAYBANAY ROLANDO B. ABRASADO

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ATTACHMENT # 1
Session: 1 (1 day)

Content: Rational Numbers in the Number Line

DISCUSSIONS:
Recall what rational numbers are...

3 ½, -6 ¼, ½, are rational numbers. The word rational is derived

from the word “ratio” which means quotient. Rational numbers are
a
numbers which can be written as a quotient of two integers , where b ≠ 0.
b

The following are more examples of rational numbers:

5 6 13
5= 0.06 = 1.3 =
1 100 10

From the example, we can see that an integer is also a rational number
and therefore, integers are a subset of rational numbers. Why is that?
(Any integer can be expressed as the quotient of the integer divided
by 1)

5
Let’s check on your work earlier. Among the numbers given, -2, ⅞ , ∛4, , -1.5, 3.2,
2
∛4 is the only one that is not a rational number. It cannot be expressed as a quotient of
two integers. However, we can express the remaining ones as a quotient of two integers.
For today, let us focus our study on rational numbers only and how we can locate them
on the real number line.

Did you know?

A rational number is a
number that can be expressed as a
quotient of two integers.

A rational number is any

number that can be written in the
a
form , where b≠ 0.
b

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ATTACHMENT # 2
Session: 1 (1 day)

Content: Rational Numbers in the Number Line

DIRECTIONS: A. Locate and plot the following on a number

line (use only one number line). Work in group of 4’s or 5’s.

10
1. -
3
2. 2.07

2
3.
5

4. 5

5. 0

6. – 2.75

B. Name 10 rational numbers that are greater than -1 but less than 1 and arrange them
from least to greatest on the real number line.

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ATTACHMENT # 3
Session: 1 (1 day)

Content: Rational Numbers in the Number Line

DIRECTIONS: Locate and plot the following rational numbers on a number line (use
only one number line).

3 7 9
, -5 , ,6, -
4 2 10

Answer Key:

9 3 7
-5 - 6
10 4 2

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

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ATTACHMENT #
Session: 1 (1 day)

Content: Rational Numbers in the Number Line

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