Universal Math 7 TM (Unit I) - Editorial Copy

7
Universal Math
Jennelyn B. Bacolod
Marilyn B. Soriano
Authors
Edelberto C. de Jesus, Phd

Content Editor
Values Grade 1
Universal Math 7 Teacher’s Manual i
Unit I Number Sense
Lesson 1 – Introduction to Sets

I. Objective
At the end of the lesson, the students should be able to:
• describe sets and their subsets, the union of sets, and the intersection of sets;
• illustrate sets and their subsets, the union of sets, and the intersection of sets through
the use of Venn diagrams; and
• illustrate the different subsets of real numbers.
II. Subject Matters

• Types of Sets
• Venn Diagram
• Set of Real Numbers
III. Suggested Materials

• Textbook: Universal Math 7 (pages 2 to 27)
• illustration of real numbers
• Venn diagram in illustrating the set of real numbers
• computer or laptop (optional)
• LCD projector and screen (optional)
IV. Duration
Three (3) days
V. Methods
Week 1 Day 1
A. Preparatory Work
1. Let the students read and understand the situation in Engage on page 2 of the
textbook. Have a short discussion about the situation.
2. Ask them to answer the question that follows.
1
Key to Correction:
What other things can you incorporate to form a set? Give one instance in your
life where you use the concept of set to support your answer.
(Students’ answers may vary. Below is a possible answer.)
I can use the concept of set in organizing the kitchen. My mother always arranges the
kitchen utensils in a drawer where the spoons, forks, teaspoons, fruit forks, bread knives,
and other dining utensils are separated from each other. The plates are kept away from these
utensils but were put together with the saucers, bowls, and other dinnerware.
B. Discussion
1. Start the discussion of sets by calling on some students to share their answers in
Engage. From their answers, define sets and the two methods of listing elements,
which are presented in Discover on page 3 of the textbook. Provide more examples
of the different ways of listing sets to the class to further understand the difference
between the roster method and set-builder notation.
2. Differentiate finite and infinite sets, which are presented in Discover on page 4 of
the textbook. Provide more examples to fully understand the difference between
the two sets.
3. Call on some students and ask them to answer the question: Do you agree with the
statement, "All equal sets are equivalent sets, but not all equivalent sets are equal
sets?"
4. Use their responses to differentiate equivalent sets from equal sets, which are
presented in Discover on page 4 of the textbook. Call on some students to provide
more examples of the two sets.
5. Instruct the students to answer Test Your Understanding A on pages 17 to 18 and
Practice A and B on pages 19 to 20 of the textbook.
Week 1 Day 2
6. Discuss the concept and examples of subset and complement of a set, which are
presented in Discover on page 5 of the textbook. Call on some students to provide
more examples.
7. Discuss the difference between union set, intersection set, and difference of sets,
which are presented in Discover on pages 5 to 6 of the textbook. Call on some
students to provide more examples in differentiating the three terms.
8. Discuss the concept and examples of the Cartesian product of sets, which are
presented in Discover on page 6 of the textbook.
9. Call on one student to draw a Venn diagram on the board. Then, call other students
and ask them to share their knowledge about it.
10. Discuss the concept and examples of using the Venn diagram to visually present
sets, which are presented in Discover on pages 7 to 9 of the textbook.
11. Instruct the students to answer Practice C to E on pages 21 to 22 and Apply A and B
on pages 23 to 25 of the textbook.
2 Universal Math 7 Teacher's Manual

Week 1 Day 3
12. Show an illustration of real numbers to the class. You may
use the illustration from https://mathmonks.com/wp-content/
uploads/2023/05/Real-Numbers-Venn-Diagram.jpg. You may
also scan the QR code on the right for the illustration. Call on
some students and ask them to share their understanding of the
illustration.
13. From the given illustration, discuss and classify the set of real numbers, which are
presented in Discover on pages 9 to 10 of the textbook.
14. Begin the discussion by classifying the set of real numbers that people first learned:
counting or natural numbers. Continue until all sets are classified and illustrated
through examples. Refer to the explanation and examples presented in Discover on
page 10 of the textbook.
15. Define rational numbers and the different forms they can be written. Refer to the
explanation and examples presented in Discover on page 11 of the textbook.
16. Explain how rational numbers are converted from decimals to fractions and vice
versa using the examples presented in Discover on pages 11 to 12 of the textbook.
17. Discuss the concepts and examples of repeating decimals to the class, which are
presented in Discover on pages 12 to 13 of the textbook. You may ask some students
to give an example of a fraction that has an equivalent terminating decimal and a
fraction that has an equivalent repeating decimal.
18. Discuss irrational numbers and how they are written in decimal form, which are
19. Explain the steps in estimating the square root of a number to the nearest tenths
and hundredths, which are presented in Discover on pages 14 to 15 of the textbook.
You may use the detailed steps below to explain the solution in Example 1 on
Given: √ 9
Think of a perfect square number before and after the given number. Then,
solve for its roots.
√9=2 √9=3
The value is between 2 and 3. Compute for the value of x.
2 3
2x
Subtract the first perfect square number from the given number.
7−4=3
Subtract the first perfect square number from the second perfect square number..
9−4=5
Divide the differences. The quotient is the value of x.
3 = 0.6
5
The estimated square root of √ 7 is 2.6.
How to estimate to the nearest hundredths?

Think of a number whose square is closer to 7. You may start with square of 2.6:
2.62 = 6.76. You may continue with 2.612, 2.622, 2.632, and so on.
Let's continue with 2.64:
2.642 = 6.9696
Then, 2.65:
2.652 = 7.0225
2.64 < √ 7 < 2.65
Just identify the closest value.

6.9696 is 0.0304 away from 7 and 7.0225 is 0.0225 away from 7.
The estimated square root to the nearest hundredths is 2.65.
3
20. After discussing the different subsets of the real number system, explain how
to illustrate them on a number line and how to arrange them in increasing and
decreasing order, which are presented in Discover on page 15 of the textbook.
21. Instruct the students to answer Test Your Understanding B on pages 18 to 19 of the
textbook, Practice F on page 23 of the textbook, and Enrich A to C on pages 26 to 27
of the textbook.
C. Summary
1. Optional Activity: Ask the students to illustrate the set of real numbers using a
Venn diagram.
Real Numbers
Rational Numbers
9.454545...
7 Irrational Numbers
-3.4 Integers 8
2 49 2
+9 -2 3
3 Whole 10
4
Numbers π 3
0 {0,1,2,3...} -5
Natural
1.2434871...
Numbers
{1,2,3...}
2. Have a brief recap on all the key concepts and important notes in the lesson, which
are presented in Sum Up on pages 16 to 17 of the textbook.
VI. Evaluation
Instruct the students to answer the exercises in Test Your Understanding, Practice, Apply,
and Enrich on pages 17 to 27 of the textbook.
Key to Correction:
Test Your Understanding A (pages 17 to 18)
No
_________ 1. all the brave men
Yes
_________ 2. numbers between 3 and 64
Yes
_________ 3. list of girls’ names that start with M
No
_________ 4. list of poor families in a rural area
Yes
_________ 5. all schools in the province of Cavite
Yes
_________ 6. Filipino actresses
No
_________ 7. intelligent people
No
_________ 8. rich families in a city
Yes
_________ 9. municipalities in Region 1
No
_________ 10. tall people in a barangay

_________
No 11. beautiful ladies in a school
_________
Yes 12. boys’ names beginning with A
Yes
_________ 13. numbers less than 100
_________
Yes 14. integers between -9 and 70
_________
Yes 15. positive numbers divisible by 4
Test Your Understanding B (pages 18 to 19)

______________
Integers 1. It is a whole number that can be positive, negative, or zero.
______________
Whole Numbers 2. It is a set of zero and natural numbers.
______________
Prime Numbers 3. These are numbers with exactly two factors, 1 and itself.
______________
Natural Numbers 4. These are the first set of numbers that you learn from your childhood.
______________
Repetend 5. It is the number that repeats in a repeating decimal.
______________
Real Numbers 6. It is a set of rational and irrational numbers.
______________
Absolute Value 7. It is denoted by the symbol “| |”.
______________
Rational Numbers 8. It can be written in fraction and decimal form.
______________
Irrational Numbers 9. It is a set of numbers that cannot be expressed as a ratio of two integers.
_____________
Terminating Decimals 10. It is a fraction whose denominator does not have 2 and 5 as factors or
whose denominators are not a power of 2 and 5.
Practice A (pages 19 to 20)

1. {m|m is a vowel}
{a, e, i, o, u}
_________________________________________________________
2. {m|m is a primary color}
{red, yellow, blue}
_________________________________________________________
3. {m|m is a day of the week}
{Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday}
_________________________________________________________
4. {n|n is an integer}
{…-3, -2, -1, 0, 1, 2, 3, …}
_________________________________________________________
5. {n|n is divisible by 5}
{…-10, -5, 0, 5, 10, …}
_________________________________________________________
6. {n|n is a multiple of 13}
{13, 26, 39, 52, …}
_________________________________________________________
7. {x|x is an even number greater than 7}
{8, 10, 12, 14, 16, …}
_________________________________________________________
5
8. {x|x is a positive composite number}
{4, 6, 8, 9, 10, …}
_________________________________________________
9. {n3 | n ∈ Z}
{…, -27, -8, -1, 0, 1, 8, 27, …}
_________________________________________________
10. {3n | n ∈ Z+}
{3, 6, 9, 12, …}
_________________________________________________
Practice B (page 20)

(Let A be the name of the set and n be the elements of the set.)
1. {e, u, c, l, i, d}
A = {n|n is a letter in the word euclid}
_________________________________________________
2. {a, b, c, d,…}
A = {n|n is a letter in the English alphabet}
_________________________________________________
3. {1, 2, 3, 4, 5, 6, 7, 8}
A = {n|n is a positive integer less than 9}
_________________________________________________
4. {1, 4, 9, 16, 25, 36,…}
_________________________________________________
A = {n2|n ∈ Z+}
5. {6, 12, 18, 24, 30, 36, 42}
_________________________________________________
A = {n|n is a positive multiple of 6 and less than 43}
6. {-27, -8, -1, 0, 1, 8, 27, 64}
_________________________________________________
A = {n3|n ∈ Z where -4 < n < 5}
7. {-5, -4, -3, -2, -1, 0, 1, 2, 3}
_________________________________________________
A = {n|n is an integer from -6 to 4}
8. {-21, -14, -7, 0, 7, 14, 21, 28, 35}
A = n|n is an integer between -22 and 36 and a multiple of 7}
_________________________________________________
or A = {7n|n ∈ Z and -4 < n < 5}
9. {-24, -12, 0, 12, 24, 36, 48, 60, 72, 84}
_________________________________________________
A = {12n|n ∈ Z and -2 < n < 7}
10. {grade 7, grade 8, grade 9, grade 10}
_________________________________________________
A = {n|n is a grade level in the Junior High School}
Practice C (page 21)
U = {a|a is an integer from 1 to 100}

X = {x2|x is an integer from 6 to 10}
Y = {y|y is a prime number between 10 and 50}
Z = {n|n is a two-digit positive number and a multiple of 6}

1. X∪Y
{11, 13, 17, 19, 23, 29, 31, 36, 37, 41, 43, 47, 49, 64, 81, 100}
2. (Y ∪ Z)'
{1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 16, 20, 21, 22, 25, 26, 27, 28, 32, 33, 34, 35, 38, 39, 40, 44,
45, 46, 49, 50, 51, 52, 53, 55, 56, 57, 58, 59, 61, 62, 63, 64, 65, 67, 68, 69, 70, 71, 73, 74, 75,
76, 77, 79, 80, 81, 82, 83, 85, 86, 87, 88, 89, 91, 92, 93, 94, 95, 97, 98, 99, 100}
3. X∩Y∩Z
{∅}
4. X' ∪ Y' ∪ Z'
{1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 16, 20, 21, 22, 25, 26, 27, 28, 32, 33, 34, 35, 38, 39, 40, 44,
45, 46, 50, 51, 52, 53, 55, 56, 57, 58, 59, 61, 62, 63, 65, 67, 68, 69, 70, 71, 73, 74, 75, 76, 77,
79, 80, 82, 83, 85, 86, 87, 88, 89, 91, 92, 93, 94, 95, 98, 99}
5. U – (X' ∩ Y)'
{11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47}
6. (X ∪ Y)' – Z
{1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 16, 20, 21, 22, 25, 26, 27, 28, 32, 33, 34, 35, 38, 39, 40, 44,
45, 46, 50, 51, 52, 53, 55, 56, 57, 58, 59, 61, 62, 63, 65, 67, 68, 69, 70, 71, 73, 74, 75, 76, 77,
79, 80, 82, 83, 85, 86, 87, 88, 89, 91, 92, 93, 94, 95, 98, 99}
Practice D (page 21)

U
N
M
L
1. (M ∪ L ∪ N) − N
U Y
X
Z
2. (X ∪ Y ∪ Z) − [(X ∩ Z) ∪ (Y ∩ Z)]
A B
3. (A ∪ B ∪ C)' ∪ {[(A ∩ B) ∪ (B ∩ C) ∪ (A ∩ C)] − (A ∩ B ∩ C)}
7
Practice E
1. A – (B' ∪ C)' 4. H ∪ (J' ∩ K') – J
H J
2. (X − Y)' ∩ Q' 5. (Q − R) ∩ S
X Y
3. ((F ∪ G)')'
Practice F (page 23)
Set of Real Numbers Increasing Order Decreasing Order
1. 8, 55, 18, 31, 39 8, 18, 31, 39, 55 55, 39, 31, 18, 8
2. -14, -62, -54, -8, -159 -159, -62, -54, -14, -8 -8, -14, -54, -62, -159
1 3
3. , - , √3 , 5, -11 -11, -3 , 1 , √3 , 5 5, √3 , 1 , -3 , -11
2 4 4 2 2 4
4. 22, -17, 20, 86, -15 -17, -15, 20, 22, 86 86, 22, 20, -15, -17
5 2
5. - , 8, -3, √2 , -3, -5 , 2 , √2 , 8 8, √2 , 2 , -5 , -3
8 3 8 3 3 8
1
6. - , 0.4, -1, -0.4, 0 -1, -0.4, -1 , 0, 0.4 0.4, 0, 1 , -0.4, -1
3 3 3
7. √9 , 22
6
, -4, -16, 6 -16, -4, √9 , 22 , 6 6, 22 , √9 , -4, -16
6 6
1 3
8. 0.8, , , 0.38, 2 2
, 0.38, 1 , 0.8, 3 3
, 0.8, 1 , 0.38, 2
2 2 6 6 2 2 2 2 6
9. -4, 0, 2, -3, -1 -4, -3, -1, 0, 2 2, 0, -1, -3, -4
10. √13 , 14 , √4, 24 , √8 1 2

, , √4 , √8 , √13 √13, √8 , √4 , 24 , 14
4 4

Apply A (pages 23 to 24)
1. Nine students, namely Alex, Julia, Precious, Mitch, Angel, JM, Marc, Paul, and Exis, are
assigned to work in pairs for a project. How many possible pairs can be formed by the
students? If the students request to allow them to work in threes, how many groups or
trios can they form? List at least five groupings in terms of sets.
possible pairs = 36 pairs
possible groups or trios = 84 groups or trios
(Students’ answers may vary. Below are some of the possible answers.)
possible trios: {Alex, Julia,Precious}, {Alex, Julia, Angel}, {Julia, Angel, JM}, {Julia, Precious,
JM}, {JM, Marc, Paul}
possible pairs: {Alex, Paul}, {JM, Angel}, {Precious, Marc}, {Marc, JM}, {Paul, Exis}
2. A producer is planning to stage a one-hour show in the plaza that combines comedy,
music, and drama performances. If each performance is allotted 10 minutes each,
construct the set of all possible distributions of time. Consider only the total time allotted
for each performance.
The comedy performances can be either 10, 20, 30, or 40 minutes long. (It cannot be 50
minutes long, otherwise there would not be enough time for music and drama.) The same applies
for the music and drama performances.
The total time of the comedy, music, and drama performances must add up to 60 minutes.
There are ten ways to allot the time for each performance such that their total adds up to 60:
(Comedy, Music, Drama) = (10, 10, 40), (10, 20, 30), (10, 30, 20), (10, 40, 10), (20, 10,
30), (20, 20, 20), (20, 30, 10), (30, 10, 20), (30, 20, 10), (40, 10, 10)
3. Three boys and two girls want to line up in such a way that the boys and girls are
alternately arranged. List all the possible sets.
Let the three boys be B1, B2, B3, and the two girls be G1, G2. The arrangement must be
(B,G,B,G,B).
There are twelve possible permutations:
(B1,G1,B2,G2,B3), (B1,G1,B3,G2,B2) (B2,G1,B1,G2,B3), (B2,G1,B3,G2,B1),
(B3,G1,B1,G2,B2), (B3,G1,B2,G2,B1), (B1,G2,B2,G1,B3), (B1,G2,B3,G1,B2), (B2,G2,B1,G1,B3),
(B2,G2,B3,G1,B1), (B3,G2,B1,G1,B2), (B3,G2,B2,G1,B1)
4. Ten students are to join the elimination round of both Mathematics and Science
contests. Suppose that three students are needed for the Mathematics contest and
two are needed for the Science contest. Determine the number of students who will
be selected for the following: (a) both Mathematics and Science contests, (b) only the
Mathematics contest, (c) only the Science contest, or (d) neither of the two contests.
Show your solutions.
The answer depends on the number of students who joined both Mathematics and Science
contests.
9
Let the number of students who joined both be x, M be the set of students who joined
Mathematics, S be the set who joined Science, and U be the set of all students. We are given |U|
= 10, |M| = 3, and |S| = 2.
Furthermore, we let |M ∩ S| = x.
Using this, we can draw a Venn diagram:
(a) The number of students who joined both Mathematics
U M S
and Science is x.
(b) The number of students who joined only Mathematics
is 3 − x. 3−x x 2−x
(c) The number of students who joined only Science is 2 − x.

(d) The number of students who joined neither of the two 5+x
is 5 + x.
5. In a survey of 220 junior high school students about their favorite subject, the following
information was gathered: 50 chose only Physics, 20 chose both Physics and Mathematics,
16 named both Biology and Mathematics, 10 picked all three subjects, 90 chose only
Biology, 96 selected only Mathematics, and 12 answered both Physics and Biology.
a. How many students chose only Biology?
72 students
b. How many students chose solely Physics and only Mathematics?
28 students chose Physics while 70 students chose Mathematics
c. How many did not choose any of the three subjects?
22 students
Apply B
1. The set of natural numbers less than 7
{1, 2, 3, 4, 5, 6}
2. The set of whole numbers between 0 and 20
{1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19}
3. The set of integers less than 5
{…-1, 0, 1, 2, 3, 4}
4. The set of unsigned integers
{0}
5. The set of rational numbers between 2 and 3 (give at least 5 elements)
{2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9} or {13/6, 15/7, ...26/9}
6. The set of negative integers less than 0 but greater than -5
{-4, -3, -2, -1}

7. The set of natural numbers divisible by 3 (give at least 5 elements).
{3, 6, 9, 12, 15}
8. The set of integers from -5 to 5
{-5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5}
9. The set of prime numbers between 10 and 50
{11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47}
10. The set of whole numbers less than 0
{ }
Enrich, pages 26 to 27
Enrich A
1. Derive the formula for acquiring the cardinality of the union of three sets based on
the cardinality of each set. Use a Venn diagram to illustrate the intersection between
a pair of sets and the intersection of the three sets.
A B
n(A ∪ B ∪ C) = n((A ∪ B) ∪ C)
= n(A ∪ B) + n(C) – n((A ∪ B) ∩ C)
= n(A) + n(B) – (A ∩ B) + n(C) – n((A ∪ B) ∩ C)
= n(A) + n(B) – (A ∩ B) + n(C) – n((A ∩ C) ∪
(B ∩ C))
= n(A) + n(B) – (A ∩ B) + n(C) – [n(A ∩ C) + C
n(B ∩ C) – n(A ∩ B ∩ C)]
= n(A) + n(B) – (A ∩ B) + n(C) – n(A ∩ C) – n(B ∩ C) + n(A ∩ B ∩ C)
= n(A) + n(B) + n(C) – (A ∩ B) – n(A ∩ C) – n(B ∩ C) + n(A ∩ B ∩ C)
2. How many positive integers not exceeding 250 are divisible by 2, 3, or 5?

Natural numbers divisible by 2 = 250/2 = 125
Natural numbers divisible by 2 and 3 = 250/(2 3) = 41
Natural numbers divisible by 2, 3, or 5 = 250/(2 3 5) = 8
The number of integers not exceeding 250 that are divisible by 2, 3, or 5 is 125 + 83 + 50 –
(41 + 25 + 16) + 8 = 258 – 82 + 8 = 168
Thus, there are 168 integers not exceeding 250 that are divisible by 2, 3, or 5.
11
Enrich B (page 26)
5
1. 0.151515 = 6. 71.7171… = 7100 or 71 71
33 99 99
57
2. 0.456 = 7. 0.1 = 1
125 10
23
3. 0.23 = 8. 0.83 = 83
100 100
140 or 1 41
4. 1.41414141 = 9. 0.16 = 4
99 99 25
69 or -569
5. -5.69 = -5 10. 0.55 = 11
100 100 20
Enrich C (page 27)

1. √61 = 7 < √61 < 8; 7.8
2. √84 = 9 < √84 < 10; 9.2
3. √96 = 9 < √96 < 10; 9.8
4. √115 = 10 < √115 < 11; 10.7
5. √211 = 14 < √211 < 15; 14.5
6. √150 = 12 < √150 < 13; 12.2
7. √250 = 15 < √250 < 16; 15.8
8. √300 = 17 < √300 < 18; 17.3
9. √560 = 23 < √560 < 24; 23.7
10. √920 = 30 < √920 < 31; 30.3
VII. Valuing
1. Present the question below to the class.
In what ways can you apply sets in your everyday life?
2. Call on some students and ask them to share their answers with the class.
Lesson 2 – Set of Integers

I. Objective
• describe the set of integers;
• use positive and negative numbers to describe directions or opposites in real-life
situations;

• locate integers on the number line;
• compare and orders integers; and
• identify the absolute value of an integer and its meaning on the number line.
II. Subject Matters

• Integers
• Integers in Real Life
• Absolute Value and Opposites
• Locating Integers on a Number Line
• Comparing and Ordering Integers
III. Suggested Material

IV. Duration
Two (2) days
V. Methods
Week 1 Day 4
A. Preparatory Work
Key to Correction:
How did you find the approximate distance using the map above?
The UP Ayala Land Technohub and the National Power Corporation are 3.6 kilometers
apart, as they are both two kilometers from the Quezon Memorial Circle. I used the
provided line and distance value to calculate the approximate distance between the two
establishments.
B. Discussion
1. Begin the discussion with a brief recap of integers from the previous lesson.
2. Have an in-depth discussion on integers by discussing the different subsets of
the set of integers, which are presented in Discover on page 29 of the textbook.
13
3. Think–Pair–Share: Ask the learners to work in pairs. Instruct them to divide a piece
of paper into 2 columns, with the left labeled 'positive and zero' and the right
labeled 'negative.' Then, ask them to write examples of integers which they may
or may not have encountered in their everyday activities (e.g. earning Php 2000
in a day of work or a decrease in temperature such as -12 degrees Celsius). After
a minute or two, call on volunteer pairs to share their work. Write the situation/s
mentioned by the learners on the board.
4. Show a number line to the class and ask some students to mark five units from zero
to the right and to the left. Explain that the location of these integers, which have
equal distances from zero, describe opposite integers. Then, ask the students: Can
distance be negative? Why?
Answer: Distance is always positive because it denotes number of units away from
a starting point.
5. Introduce the meaning of absolute value and its symbol / / as the distance from zero
which should always be positive. Emphasize the following vocabulary words: (1)
opposites; (2) absolute value (3) number line; and (4) plotting points. Then, use the
discussion and examples on pages 29 to 30.
6. Ask the learners to locate and mark the integers -4, -2, 1, 3, 4 on a number line and
label them as points A, B, C, D, E. Check their understanding by asking them which
integer each point represents and how far each point is from zero. Then, ask them
to choose and compare a pair of integers using the <, >, = symbols. Afterwards, let
them share their comparisons and justify their answers.
7. Elicit generalizations from the class about comparing integers. Then, explain how
to compare and order integers on pages 32 to 33 of the textbook. Reinforce their
understanding by explaining the examples on pages 33 to 34.
Week 1 Day 5
C. Summary
Have a brief recap on all the key concepts and important notes in the lesson, which
VI. Evaluation
Key to Correction:
Test Your Understanding (pages 35 to 36)
1. |32| = 32
2. |-201| = 201
3. |-12 017| = 1
4. |34 – 19| = 15
5. |13 + 25| = 38

6. |(-1)2 017| = 1
7. |(-1)2 017 + -12 016| = 2
8. What numbers are 10 units away from 0?
-10 and 10
9. An absolute value is unique for what number?
0
10. On a number line, the distance of point M from the origin is three-fifths of its distance
from N. Find the coordinate of the point M if N = 32.
Case 1: M is between 0 and N.
0 M N
M = 3 (32 − M)
5
5M = 96 − 3M
8M = 96
M = 12
Case 2: M is to the left of 0 and N.

M 0 N
-M = 3 (32 − M)
5
-5M = 96 − 3M
-2M = 96
M = -48
The solutions are M = 12,-48.

1. |678| = 678
2. |-312| = 312
3. -|-534| = -534
4. |94 – 72| = 22
5. |33 + 42| = 75
6. |-12 015| + (-1)2 017 = 0
7. (-1)2 015 + |(-1)2 017| = 0
8. Find the number/s that is/are twice as far from -120 as it is/they are from zero.
15
Case 1: X is between -120 and 0.
-120 X 0
X + 120 = -2X
3X = -120
X = -40
The solutions are X = -40, 120.
9. The ratio of the distance of a point from 24 to its distance from the origin is 3:5. Find
the coordinates of that point.
Case 1: X is between 0 and 24.
0 X 24
(24 − X) : X = 3 : 5
3X = 5(24 − X)
3X = 120 − 5X
8X = 120
X = 15
Case 2: X is to the right of 0 and 24.
0 24 X
(X − 24) : X = 3 : 5
3X = 5(X − 24)
3X = 5X − 120
-2X = -120
X = 60
The solutions are X = 15,60.
10. Point X is thrice as far from zero as it is from point Y. If Y = -20, what are the possible
coordinates of point X?
Case 1: X is between Y and 0.
-20 X 0
-X = 3(X + 20)
-X = 3X + 60
-4X = 60
X = -15
Case 2: X is to the left of Y and 0.
0 24 X

-X = 3(-20 − X)
-X = -60 − 3X
2X = -60
X = -30
The solutions are X = -15,-30.
Situation Integer
1. At 12 noon, the recorded temperature was 15 degrees 15 or +15
above zero.
2. Ron dove 15 feet below sea level. -15
3. Rhen lost 5 kilos. -5
4. Jen walked 35 steps forward. 35 or +35
5. Chot owes her sister ₱100. -100
6. Kat spent ₱550 at the movies. -550
Practice C (page 38) Practice D (page 38)

1. -9 ___ -7
< 1. G ___ D
<
2. -2 ___ -4
> 2. J ___ C
>
3. 10 ___ 5
> 3. H ___ N
<
4. -9 ___ 2
< 4. E ___ C
>
5. 0 ___ -10
> 5. M ___ J
<
6. K ___ F
>
Apply A (page 39)

1. -23 ____ -76
> 6. |12| ____ |-100|
<
2. 42 ____ 0
> 7. |-24| ____ -24
>
3. |-34| ____ 5
> 8. |-23| ____ 0
>
4. 46 ____ 45
> 9. |729| ____ |-1
< 234|
5. |-34| ____ |34|
= 10. -|34| ____ -|34|
=
17
Apply B (pages 39 to 40)
1. {23, -5, 6, 89, -34, 0, 3}
Ascending: {-34, -5, 0, 3, 6, 23, 89}
_____________________________________
{89, 23, 6, 3, 0, -5, 34}
Descending: _____________________________________
2. {90, -9, -14, 6, 39, -90, -6}
Ascending: {-90, -14, -9, -6, 6, 39, 90}
_____________________________________
Descending: _____________________________________
{90, 39, 6, -6, -9, -14, -90}
3. {-7, -123, 34, |-30|, -|2|, 7, 123}
Ascending: {-123, -7, -I2I, 7, |-30|, 34, 123}
_____________________________________
{123, 34, |-30|, 7, -|2|, -7, -123}
Descending: _____________________________________
4. {4, 78, -47, 109, -208, 2, -23}
Ascending: {-208, -47, -23, 2, 4, 78, 109}
_____________________________________
{109, 78, 4, 2, -23, -47, -208}
Descending: _____________________________________
5. {5, -67, 0, -5, 373, 902, -905}
Ascending: {-905, -67, -5, 0, 5, 373, 902}
_____________________________________
{902, 373, 5, 0, -5, -67, -905}
Descending: _____________________________________
Apply C (pages 40 to 41)

1. Give two quantities or measurements that represent negative and positive integers on
a number line.
(Answers will vary depending on the chosen integers of each students.)
2. A plane is 12 km above sea level, whereas a coral reef is 8 km below the sea level. Using
a number line, show the distance of the plane and coral reef from the sea level.
3. Car A is 15 km north from a gas station, whereas car B is 17 km south from the same
gas station. Illustrate the situation using a number line.
4. Give examples of situations illustrating opposite numbers.

(Answers will vary depending on the chosen integers of each students.)

5. Name the opposite of each of the following.
_______
down a. up 28
_______ f. -28
east
_______ b. west -30
_______ g. 30
south c. north
_______ 67
_______ h. -67
descend d. ascend
_______ -22
_______ i. 22
advance e. withdraw
_______ none
_______ j. 0
Enrich (page 41)

1. For every nonzero value of x, what is |(|x| – x)|?
If x > 0, then |(|x| - x)| = 0
If x < 0, then |(|x| - x)| = -2x
2. Find the values of A and B if 3|A| + 2 |B| = 25, and A and B ∈ Z.
A = 7 or -7 and B = 2 or -2
A = 5 or -5 and B = 5 or -5
A = 3 or -3 and B = 8 or -8
A = 1 or -1 and B = 11 or -11
3. Find the values of M and N if 3|M| – 5 |N| = -17, and M and N ∈ Z.
There are infinitely many possible answers.
M = (1 + 5k) or -(1 + 5k) and N = (4 + 3k) or -(4 + 3k), where k is any integer.
4. What is the opposite of any nonzero number x? Why?
If the nonzero number is positive, then its opposite is the negated value of the said number.
While if the nonzero number is negative then its opposite is the absolute value of the said
number.
5. Which of the following is correct? b
VII. Valuing
1. Present the question below to the class.
Do you believe in the saying “In the eyes of God we are all equal”? What
mathematical concept or term can be likened to this saying and Why?
(Students' answers may vary. Below is a possible answers.)
Absolute value can be likened to this passage because two opposites who may be different
in value and location on the number line may be equal in terms of their absolute value. In the
same way, two people who are different from each other are equally important to God as He sees
not what we have done but the goodness that is in us as His creation. Hence, we are all equally
beautiful and good in His eyes.
19
Lesson 3 – Operations on Integers
I. Objective
• add and subtract integers using concrete models (e.g., counters, integer chips), pictorial
models (e.g., bar models. number lines), and with integers written as numerals; and
• multiply and divide integers.
II. Subject Matters

• Tiles
• Number Lines

IV. Duration
Five (5 ) days
V. Methods
Week 2 Day 1
A. Preparatory Work
Key to Correction:
What technique did you use to find the current depth of the submarine?
I used the positive and negative tiles in finding the current depth of the submarine. I
used the number line in finding the current depth of the submarine.
B. Discussion
Week 2 Day 2
1. Begin the lesson with a game. Divide the class into groups with 6 to 8 members.
You will be the 'banker' while the students will be the 'gamers.'

2. Explain the mechanics to the class.
Addition of integers can be likened to a game of gains and loses. Play this
game and try to describe the situation in each round using a numerical sentence
and solution.
Mechanics:
1. I (teacher) am the banker, and you (students) are the gamer. You will obey
the rules of the game.
2. There are two colors of chips in this game. Blue chips represent gains and
red chips represent losses.
3. There are five numbers to be drawn at a time. At the end of the draw,
whatever chip you have is your gain or loss.
4. A positive number means you gain a blue chip. A negative number means
you lose blue chip/s. If you do not have enough blue chips, you owe me the
amount and will get red chip/s.
5. You can only give blue chips to me.
6. When you have enough blue chips to repay what you owe, you need to give
me the blue chip/s and its red chip pair.
Let’s Play:
You start with nothing. I will draw the first number.
Number Sentence
Integer drawn Banker Gamer’s Chips
and Solution
You gain 5 blue
First Draw: +5 0+5=5
chips.
Give the
banker 5 blue
chips but you
Second Draw: -6 still owe him 5 + -6 = -1
1 blue chip. So
you will get 1
red chip.
You owe me 3
more blue chips. I do not have blue
But you do not chips, I owe you 3
have blue chips. blue chips. Now I
Third Draw: -3 -1 + -3 = -4
So, I will give you have 4 red chips.
3 red chips and
you now owe me
4 blue chips.
21
Number Sentence
Integer drawn Banker Gamer’s Chips
and Solution
You gain 10 blue

chips. However,
you owe me 4 I will surely pay
blue chips. You you 4 blue chips
Fourth Draw: +10 can now pay me and return your -4 + 10 = 6
what you owe. 4 red chips along.
Now I have 6 blue
chips left.
I will give you 2

You lose 2 blue blue chips and I
chips. still have 4 blue
Fifth Draw: -2 This is the last chips left. 6 + -2 = 4
draw.
Did you win? I won 4 blue
chips.
3. After the game, ask the question: Considering the rules and result of the game
above, how does the addition of integers work?
Answer: Adding a positive value means gaining more but adding a negative value
means losing.
4. Use the examples on page 43 to further show how integers are added using
number tiles.
5. Using a number line, lead the class in demonstrating how addition works.
Remember to emphasize the correct movement: positive integers move to the
right, while negative integers move to the left. Use the examples on page 49 to
demonstrate the process and ask them to make generalizations.
6. Ask the question: What rules can we formulate in adding integers using number
tiles or number lines?
Answer: If the integers have the same signs, add their absolute value and copy the same
signs. If the integers have different signs, subtract their absolute value and copy the sign
with the greater absolute value. This can be easily memorized using the mnemonics SAC
and DSG below:
S - (For) same signs, D - (For) different signs
A - add their absolute values, then S - subtract their absolute values, then
C - copy the same sign G - copy the sign with the greater value

Week 2 Day 3
7. Discuss the subtraction of integers on page 49 of the textbook and demonstrate it
using number chips. Emphasize that since subtraction is the opposite or inverse
operation of addition, then subtracting integers can also be considered adding
the opposites.
8. Ask for volunteer to assist you in demonstrating the following subtraction
problems. Explain how subtraction is performed using the chips.
Recall the game on addition

of integers. Suppose we only
have 5 blue chips
and we are short by 5 more

blue chips.
In effect, we get 5 red chips as

(+5) – (+10) a sign that we owe 5 more blue
chips. (+5) – (+10) means 5 pairs of
red and blue chips will result
to 10 blue chips to be given
Adding 5 blue (+5) and 5
away. In the end, there are 5
red (-5) chips make them
red chips left.
even without affecting the
original subtraction problem.
Remember that the sum of two
opposites is zero. Thus, we are
left with 5 red chips or (-5).
In another instance, suppose
we have 5 red chips and we
need to give away 10 blue
chips, but we do not have any
more blue chips.
This means we are short by 10

blue chips.
(-5) – (+10) Subtracting (-5) by (+10) means

we can add 10 pairs of red and
In effect, we get 10 red chips blue chips, so there will be 10
as a sign that we owe 10 more blue chips to give away. In the
blue chips. end, there are 5 + 10 = 15 red
chips left.
It is the same way as simply
adding 10 red chips ( adding
In the end, we now have 5 + 10
the opposite) to 5 red chips.
= 15 red chips left.
23
9. Discuss using number lines and number tiles in subtracting integers using the
examples on pages 44 for number tiles and page 49 for number lines.
10. After the discussion, ask the question: What are the steps in subtracting integers?
Answer: The steps can be summarized as follows using the mnemonic K2CA
or KCCA:
Keep the first integer;
Change subtraction to addition;
Change the sign of the 2nd integer; then
Add the integers following the SAC or DSG rule.
Week 2 Day 4
11. Start the discussion on the multiplication of integers by posing the scenario on page
45 about the dropping of the water level. Then, ask the question: What equation
can be formed to solve the problem?
Answer: 4 x (-5) = n, which can also be expressed as repeated addition
-5 + -5 + -5 + -5 = n.
12. Ask volunteers to show the solution using tiles or a number line.
13. Divide the class into groups with 4 to 6 members and ask them how the following
can be explained or demonstrated using tiles or number line. Refer to pages 45 to
46 for the number tiles and 50 to 51 for the number line.
a) 3 x 2 = 6
b) 3 x (-2) = ?
c) 2 x (-3) = ?
d) (-3) x (-2) = ?
14. Then, instruct them to make generalizations on how to multiply integers with the
following guidelines.
a) Positive x Positive = ?
b) Positive x Negative = ?
c) Negative x Negative = ?
d) Negative x Positive = ?
15. After the group activity, ask the students how integers are multiplied. Just like
addition and subtraction, a mnemonic can be suggested as S+ and D-: On one
hand, S+ means that for same signs, multiply their absolute values and affix a
positive sign in the product. On the other hand, D- means that for different signs,
multiply their absolute values and affix the negative sign on the product.
16. Using the multiplication examples discussed, ask the learners to transform them
into division equations and derive the rule of signs for division.
17. Further justify the rules derived in dividing integers by using number tiles on
pages 47 to 48 and 51 to 52 using number lines.

18. Instruct the students to recall their previous groupings, then ask them to answer
the following. Refer to page 53 for the explanations.
a) 0 ÷ 6 = ?
b) 4 ÷ 0 = ?
c) 0÷0=?
Week 2 Day 5
C. Summary
Have a brief recap on all the key concepts and important notes in the lesson, which
VI. Evaluation
Key to Correction:
1. (-15) + 8 = -7
2. 21 + 19 = 40
3. (-17) + 23 = 6
4. 26 + (-17) = 9
25
5. (-12) + (-5) = -17

1. (-28) + (-15) = -43
+
-28 -15
+
-28 -15
2. 32 + (-20) = 12
32
+ -20
= 12
Note: every pair of +1 and -1 equals 0
3. (-37) + (-41) = -78

-37
+ -41 = -78
4. 23 + 32 = 55
23
+ 32
= 55
5. (-29) + 30 = 1
-29
30
=1
Note: Every pair of +1 and -1 equals 0.

Test Your Understanding C (pages 56 to 57)
1. (-15) – (-60) = 45
2. 18 – 12 = 6
3. (-19) – 25 = -44
4. 30 – (-24) = 54
5. (-8) – (-3) = -5
Test Your Understanding D (pages 57 to 58)

1. (-16) – (-8) = -8
Represent -16 using tiles
Take away -8 tiles

Remaining tiles: 8 negatives
2. 29 – (-21) = 50
Represent 29 using tiles
Note: There is no negative tiles to take away -21.
27
3. (-24) – (-30) = 6
Represent -24 using tiles
Note: There is a lack of 6 negative tiles to take away -30.

Add 6 pairs of opposites to completely take away -30
Note: Every pair of +1 and -1 equals 0.

Remaining tiles: 6 positives
4. 25 – 17 = 8
Represent 25 using tiles
Take away 17 tiles

Remaining tiles: 8 positives
5. (-19) – 28 = -47
Represent –19 using tiles
Note: There is no positive tiles to take away 28.

Add 28 pairs of opposites to take away 28
Remaining tiles: 47 negatives
Test Your Understanding E (page 58)

1. 2 x (-4) = -8

2. (-2) x (-5) = 10
3. (-9) ÷ 3 = -3
4. (-10) ÷ 2 = -5
Test Your Understanding F (pages 58 to 59)

1. -12 ÷ 4 = -3 2. 15 ÷ -5 = -3
3. -4 x -5 = 20 4. 2 x -6 = -12
Test Your Understanding G (page 59)

-36 -30 -24 -18 -12 -6 6 0 6 12 18 24 30 36
-30 -25 -20 -15 -10 -5 5 0 5 10 15 20 25 30
-24 -20 -16 -12 -8 -4 4 0 4 8 12 16 20 24
-18 -15 -12 -9 -6 -3 3 0 3 6 9 12 15 18
-12 -10 -8 -6 -4 -2 2 0 2 4 6 8 10 12
-6 -5 -4 -3 -2 -1 1 0 1 2 3 4 5 6
0 0 0 0 0 0 0 0 0 0 0 0 0 0
-6 -5 -4 -3 -2 -1 x 0 1 2 3 4 5 6
6 5 4 3 2 1 -1 0 -1 -2 -3 -4 -5 -6
12 10 8 6 4 2 -2 0 -2 -4 -6 -8 -10 -12
18 15 12 9 6 3 -3 0 -3 -6 -9 -12 -15 -18
24 20 16 12 8 4 -4 0 -4 -8 -12 -16 -20 -24
30 25 20 15 10 5 -5 0 -5 -10 -15 -20 -25 -30
36 30 24 18 12 6 -6 0 -6 -12 -18 -24 -30 -36
29
Test Your Understanding H (pages 59 to 61)
1. The product is 182 and the sum is 27.
13 and 14
2. The product is -165 and the sum is -4.
-15 and 11
3. The product is 162 and the difference is 9.
18 and 9
4. The product is -104 and the difference is 21.
-13 and 8; -8 and 13
5. The product is 63 and relatively prime.
7 and 9
6. The product is -323 and has opposite signs.
-17 and 19 or 17 and -19
7. The sum is 12 and the difference is 6.
9 and 3; Product is 27
8. The sum is -10 and the difference is 18.
-14 and 4; Product is -56
-10 and -12; Product is 120
-23 and -27; Product is 621

1. a profit of ₱ 12,000 and then a loss of ₱ 8,000
12 000 + (-8 000) = 4 000
2. a loss of 36 points and then a gain of 16 points
-36 + 16 = -20
3. a gain of 15 points and then a gain of 20 points
15 + 20 = 35
4. goes up 14 floors and then goes down 35 floors
14 + (-35) = -21
5. 10 steps downward followed by 10 steps upward
-10 + 10 = 0
6. 12 kilometers North and then 27 kilometers South
12 + (-27) = -15
7. a deposit of ₱ 3,500 followed by a withdrawal of ₱ 2,500
3 500 + (-2 500) = 1 000

8. a mistake of 26 points and another mistake of 12 points
(-26) + (-12) = -38
9. move backward 15 steps and then move forward 25 steps
-15 + 25 = 10
10. a descent of 6 meters followed by an ascent of 30 meters
-6 + 30 = 24

1. Write the addition expression represented by the model and solve.
a.
Answer: 8 + (-15) = -7
b.
Answer:-5 + 11 = 6
2. Write the expression represented by the model, solve, and draw the result.
a.
+
Solution:
Answer: 13 + (-7) = 6
b.
Solution:

(Note: Every pair of +1 and -1 equals 0.)
Answer: -24 + 11 = -13
31
Practice C (pages 63 to 64)
1. from -193 to 391
391 − (-193) = 391 + 193
= 584
2. from 65 BC to 18 AD
18 − (-65) = 18 + 65
= 83
3. change in temperature from -168oF to 63oF
63 − (-168) = 63 + 168
= 231
4. the temperature was 16o below zero and dropped 28o
-16 − (28) = -16 + (-28)
= -44
5. between 29 units to the left and 17 units to the right in a number line
17 − (-29) = 17 + 29
= 46
Practice D (pages 64 to 65)
1. -14 – 8
14 – 8 = -14 + (-8)
= -22
2. -25 – 37
-25 – 37 = -25 + (-37)
= -62
3. -15 – 40
-15 – 40 = -15 + (-40)
= -55

4. 51 – (–15)
51 – (-15) = 51 + 15
= 66
5. -27 – (–33)
-27 – (-33) = -27 + 33
=6
Practice E (page 65)

1. 12 x -3 = -36 4. 36 ÷ -6 = -6
2. -4 x -8 x -1 = -32 5. -108 ÷ -9 = 12
3. -5 x -20 = 100
Practice F (pages 65 to 66)
-20 -16 -12 -8 -4 0 4 8 12 16
1. 4 × -4 = -16
0 4 8 12 16 20 24 28 32 36 40
2. 20 ÷ 4 = 5
Practice G (page 66)
x 6 -4 -9 -2 1 5 3 -6 9 -7 -8 4 -5
-5 30 -20 -45 10 5 25 15 30 45 35 -40 20 -25
8 -48 -32 -72 -16 -8 40 -24 -48 -72 -56 64 32 -40
-7 42 -28 63 14 7 35 21 42 63 49 -56 -28 35
4 -24 -16 -36 -8 -4 20 12 -24 -36 -28 32 16 -20
-3 18 -12 -27 6 3 -15 -9 18 27 21 -24 12 -15
33
Apply A (page 66 to 67)
1. A submarine is situated 40 meters below sea level. If it ascends 12 meters and then
descends 8 meters, what is its new position with respect to the sea level?
(-40) + 12 + (-8) = -36
The new position of the submarine is 36 meters below sea level.
2. An account had a balance of ₱ 21,850 when the owner withdrew ₱ 5,000. After two
days, ₱ 8,760 was deposited. How much was the account balance for that day? Write
the expression for the account balance and solve.
21,850 + (-5,000) + 8,760 = 25,610
The account balance for that day is ₱ 25,610.
3. A roller coaster begins at 4 meters above ground level. It ascends 5 meters and descends
6 meters. Find the height of the coaster.
4 + 5 + (-6) = 3
The height of the coaster is 3 meters.
4. On the first play, a football team lost 7 yards. On the second play, the team won 6
yards. Write the expression to show the team’s score after the first two plays and solve.
-7 + 6 = -1
The team’s score after the first two plays is -1.
5. An elevator went up 13 floors, down 8 floors, up 10 floors, and down 17 floors.
Represent the elevator’s changes in position by an expression and solve to find the
final position.
13 + (-8) + 10 + (-17) = -2
The final position of the elevator is 2 floors below its starting position.
Apply B (pages 67 to 68)

1. Suppose the outside temperature is dropping 4 o every hour. If the temperature
outside is 38o, how cold will it be after 6 hours?
4 × 6 = 24
38 – 24 = 14
The temperature is 14º after 6 hours.
2. An exploring ship is pulling up a diver at the rate of 7 meters per minute. If the diver
is recently at 60 meters below sea level, how deep was the diver 8 minutes ago?
7 × 8 = 56
-60 + (-56) = -116
Thus, the driver was 116 meters below sea level 8 minutes ago.
3. A woman lost money on an investment at a rate of ₱ 240 per day. How much did she
lose after three weeks when the situation continued?
-240 × 21 = -5 040
The woman lost ₱ 5 040 after three weeks

4. A savings account has a remaining balance which is below its required maintaining
balance. Every month, the bank charges ₱ 300 for the savings account which is below
maintaining balance. How much is the deduction for this savings account after a year
if no deposit will be made?
12 × (-300) = -3 600
₱ 3 600 will be deducted after a year if no deposit will be made.
5. The depth of the water in a swimming pool decreases 7 centimeters per minute due
to an open hole. Find the change in the height of the water for 1 hour while the hole is
unsealed.
-7 × 60 = -420
The change in height of the water level for an hour while the hole is unsealed is 420 centimeters.
Enrich (pages 68 to 71)

1. A stock market performance for a week is as follows: rose 17 points on Monday, rose
29 points on Tuesday, dropped 8 points on Wednesday, rose 23 points on Thursday,
and dropped 34 points on Friday. If it started out at 2,116 on Monday, at what value
did it end on Friday?
2 116 + 17 + 29 + (-8) + 23 + (-34) = 2 143
It will end at 2 143 on Friday.
2. An airplane started at the ground and rose 23,000 ft at takeoff. It then descended
4,250 ft because of the clouds. Another plane was approaching, so it rose 6,235 ft
and after the other plane passed, it descended 7,840 ft. At what height was the plane
flying after it last descended?
23 000 + (-4 250) + 6 235 + (-7 840) = 17 145
The plane is flying at 17 145 ft after its last descend.
3. An elevator started on the first floor and went up to the 19th floor. It then came down
14 floors and went back up 12 floors. At what floor was the elevator stopped?
19 + (-14) + 12 = 18
The elevator stopped at the 18th floor.
4. Sheila noticed that a snail in her aquarium crawled 3 cm up the glass and a few
hours later, it crawled another 5 cm up the glass. It then crawled 11 cm down. How
far was the snail from where it started?
3 + 5 + (-11) = -3
The snail is 3 cm from its starting point.
5. Given the following cards with two positive integers and two negative integers, find:
a) the smallest product that you can make with two cards
-11 × 10 = -110
b) the largest product that you can make with two cards
-11 10 -6 5
-11 × (-6) = 66
35
6. Simplify the expression by removing the absolute value:
-|(6 – | 18 – x|)| – |– 3x – 6| + 2x when x is negative.
-|( 6 – |18 – x| )| - |-(3x + 6)| + 2x = -|6 – (18 – x)| – (3x + 6) + 2x
= -|6 – 18 + x| – 3x – 6 + 2x
= -|-12 + x| – x – 6
= 12 – x – x – 6
= 6 – 2x
7. Find the value of |-13 – 64| – |22 – 28| – |9 – 18|.
|-77| – |-6| – |-9| = 77 – 6 – 9
= 62
8. The absolute value of the difference of some numbers subtracted from -18 is equal
to 12. Find the numbers.
|-18 – x| = 12
|-(18 + x)| = 12
18 + x = 12
x = -6
9. I am an integer. When you add -3 to me, the sum is the opposite of the difference
when you subtract 13 from me. What integer am I?
x + (-3) = -(x – 13)
x – 3 = -x + 13
2x = 16
x=8
10. Given the following cards with two positive integers and two negative integers, find:
a) the smallest difference that you can make with two cards
-11 – 10 = -21
b) the largest difference that you can make with two cards
-11 10 -6 5
10 – (-11) = 21
11. Without using a calculator, find the value of:
1 – 2 + 3 – 4 + 5 – 6 + 7 – 8 + ... – 2,014 + 2,015 – 2,016
(1 – 2) + (3 – 4) + (5 – 6) + (7 – 8) + ... + (2 013 – 2 014) + (2 015 – 2 016)
= (-1)� 2 016 �
2
= (-1)(1 008)
= -1 008

12. The temperature of a hot iron rod drops by 4°C every hour. If the temperature of the
iron rod is 48°C, find the temperature after 4 hours.
48 – 4(4) = 48 – 16
= 32
The temperature is 32ºC after 4 hours.
13. Ryan was playing a game where catching a fish in the basket adds 10 points to
his score. If he catches an octopus instead, he loses 5 points. What is his total if he
catches 5 fish and 3 octopuses?
5(10) + 3(-5) = 50 + (-15)
= 35 points
14. Maggie owes the candy store ₱ 350. Each of her 5 friends will help her pay off her
debt. How much will each friend pay?
350 = 70

5
Each of Maggie's friends will pay ₱ 70.
15. Each patron pays an annual fee of ₱ 36 to the library. If the library collects ₱ 20,304
from annual fees, how many patrons are there?
20 304 = 564

36
There are 564 patrons.
16. How does the product of -92 differ from (-9)2?
-92 = -9 × 9 (-9)2 = -9 × (-9)
= -81 = 81
-92 is the negative/opposite of the product of 9 times 9 which is -81 while (-9)2 is the product
of -9 times -9 which is 81. Thus, the two are different.
17. Find the product for each of the following:
(-2)2 (-2)4 (-1)2 (-1)4
(-2)3 (-2)5 (-1)3 (-1)5
Make a conjecture for the nth power of a negative number.

(-2)2 = 4 (-1)2 = 1 (-2)3 = -8 (-2)4 = 16
(-2)5 = -32 (-1)3 = -1 (-1)4 = 1 (-1)5 = -1
The even power of a negative number is always a positive number.
The odd power of a negative number is always a negative number.
VII. Valuing
1. Complete the following statements.
If good (+) things happens to good (+) people, then it is…
If good (+) things happens to bad (-) people, then it is…
37
If bad (-) things happen to good (+) people, then it is…
If bad (-) things happen to bad (-) people, then it is…
2. Call on some students to share their answers with the class.
Lesson 4 – Properties of Operations on the Set of Real Numbers

I. Objective
At the end of the lesson, the students should be able to simplify numerical
expressions involving integers using number properties and the order of operations
(GEMDAS).
II. Subject Matters

• Properties of Real Numbers
• Order of Operations

IV. Duration
One (1) day
V. Methods
Week 3 Day 1
A. Preparatory Work
Key to Correction:
What is the total area of the lot?
The area of the lot is 240 m2.

B. Discussion
1. Provide a quick recap on the properties of operations that the students learnt in
their previous grade level. Call on some students and ask them to answer the
question: What other properties of operations do you recall from your previous
grade level?
2. Based on their responses, you may ask some students to provide an example of
the property mentioned.
3. Use the situation presented in Engage on page 72 of the textbook to begin the
discussion on the properties of operations of real numbers. You may use the
explanation presented in Discover on page 73.
4. Discuss the different properties of real numbers, which are presented in Discover
on pages 73 to 75 of the textbook. Provide more examples for them to fully
understand the different properties.
5. Explain why some properties are not applicable to subtraction and division. You
may provide some examples for the students to fully understand the reasons
for the exemption of some properties.
6. Write the word GEMDAS on the board. Call on some students and ask them to
answer the questions below:
a. What does GEMDAS stands for?
b. Why is following the GEMDAS rule important?
7. Discuss the order of operations, which are presented in Discover on pages 75 to
77 of the textbook. You may provide more example to the class.
8. Optional Activity: Divide the class into four groups. Each group will designate
one representative every round. The representative will simplify the expression
you will dictate on the board. For each round, the group who responds the fastest
and correctly wins. At the end of the game, the group with the most points wins
and receives point rewards for a chosen exercise.
C. Summary
Have a brief recap on all the key concepts and important notes in the lesson,
which are presented in Sum Up on page 78 of the textbook.
VI. Evaluation
Key to Correction:
1. (-15) 1= (-15) 1 = 1 (-15) Multiplicative Identity Property
13 25
2. 1 = �- 13 � 1 = �- ��- � Multiplicative Inverse Property
25 25 13
39
3. 4a = 4a = a(4) Multiplicative Identity Property
4. 89 = 89 + 0 = 0 + 89 = 89 Additive Identity Property
5. 0 = 68 + 0 = 68 + (-68 Additive Inverse Property
6. -79 + 0 = -79 + 0 = 0 + (-79) = -79 Additive Identity Property
1 1 1 Commutative Property
7. (24 – 12) + = (24 – 12) + = + (24 – 12)
2 2 2
8. 4 (50) + 4(8) = 4(50) + 4(8) = 4(50 + 8) Distributive Property
9. (-13 + 10) + 6 = (-13 + 10) + 6 = -13 + (10 + 6) Associative Property
1 1 1 + 1 = 11 Closure Property
10. + =
5 6 5 6 30
Test Your Understanding B (page 79)

1. -5x + 0 = -5x Additive Identity Property
1 Multiplicative Inverse Property

2. (-8a)(- )=1
8a
1 1 Closure Property
3. + (- ) = 1
3 4 12
4. (- ) = -1
5 3
5. (x + 9) – y = x + (9 – y) Associative Property
6. 4 (800 + 25) = 4 (800) + 4 (25) Distributive Property
7. (-8 + m)(-6) = (-6)(-8 + m) Multiplicative Identity Property
8. (25)[(-40)(38)] = [25 (-40)](38) Associative Property
9. 94 (-1) = -94 Closure Property
10. - + (- ) = -1
2 2
Test Your Understanding C (page 80)

1. 17 -17 and 1
17
2. -27 27 and - 1
27
3. 2m, m ≠ 0 -2m and 1 m

2
4. x + 1, x ≠ -1 -(x + 1) and 1
(x + 1)

5. y – 5, y ≠ 5 -(y − 5) and 1
(y − 5)
Practice A (page 80)
1. -9(5w) = 9(5w) = (-9 × 5)w Associative Property
2. 31 + (8 – 3) = 31 + (8 – 3) = (8 – 3) + 31 Commutative Property
3. 6 (a + b) = 6(a + b) = (b + a)6 Commutative Property
4. 7 + (8 – 3) = 7 + (8 – 3) = (7 + 8) -3 Associative Property
5. 9 (-20 + 7) = 9(-20 + 7) = 9(-20) + 9(7) Distributive Property
6. -8(19) + 19(30) = -8(19) + (19)(30) = (19)(-8 + 30) Distributive Property
7. -17 = -17 = (-17)1 = 1(-17) Multiplicative Identity Property
(For numbers 8 and 9, students’ answers may vary. Below are some of the possible answers.)
8. 0 = 0 = 3 + (-3) Additive Inverse Property
9. 1 = 1 = 1 × 4 Multiplicative Inverse Property

4
10. 46 = 46 – 46 + 0 – 0 + 46 Additive Identity Property
Practice B (pages 80 to 81)

1
______ 1.
True 47 ( 47 ) = 1
3 3
False
______ 2. +( )=0
11 11
False
______ 3. 250 (8) = 4,000
True
______ 4. 75(13)(40) = 40(75)(13)
False
______ 5. (-12 + 37) – 18 = 18 – (-12 + 37)
True
______ 6. 8a + (-8a) = 0
True
______ 7. –7x (-1) = 7x
True
______ 8. (36 + 78) + 22 = 36 + (78 + 22)
False
______ 9. -8(710 + 50) = –8(710) + 50
True
______10. -20(-125) + 4(-125) = -125(-20 + 4)
41
15 �- 14 + 2�
1
1. -15 5 + 2 ≠ -3 + 2
2. -25 (40 + 8) ≠ -1000 + 200 25 (-40 + 8)
3. -27 + 27 ≠ -54 -27 + (-27)
0 1�
4. 13 ≠ 1 13 �13
5
5. -84 – 84 ≠ 0 84 + (-84)
6. (-6 + 15) -4 ≠ 4 + (-6 + 15) (-6 + 15) + 4
7. (-18 ⋅ 75) ⋅ 16 ≠ 18 [(-75)(16)] 18 (-75) + 18 (16)
1
8. -21 - 21 ≠ 0 -21 + 21
9. (-33)1 ≠ 1 1
-33 �-33�
10. 49 + (-49) ≠ 1 1�
49 �49
Apply (pages 82 to 84)
1. In a musical concert, tickets are sold at ₱ 450 each. Jheny sold 25 tickets and Paolo sold
37 tickets. Use the distributive property to write a mathematical sentence to express
how to find the total cost of tickets in two ways.
450(25 + 37) = 450(25) + 450(37)
450(62) = 11 250 + 16 650
27 900 = 27 900
₱ 27,900
2. Mrs. Garcia was looking at her savings account passbook. She noticed that her
beginning balance was ₱ 11,500 and she had added nothing to her account. What was
the ending balance on her passbook? What property of real numbers is illustrated by
the statement? Explain.
11 500 + 0 = 11 500
₱ 11 500; The property illustrated is additive identity property because nothing was added
to the integer, resulting in the same number.
3. A teacher was discussing the addition of real numbers using flash cards. When
showing a flash card with number 6 on the left and number -9 on the right, some
students understood the expression as “6 plus -9 equals -3,” while others understood
it as “-9 plus 6 equals -3.” What property were these students using? Explain.
The students used the commutative property, because the two numbers, 6 and -9, are added
in different orders but with the same result.

4. To find the area of a 4 cm by 7 cm rectangle, Paul noticed that he could either use “4
cm times 7 cm” or “7 cm times 4 cm” to get the area of 28 sq cm. What property allows
him to do this?
The property of operations that allows him to do that is the commutative property.
5. A group of students were practicing operations on integers by rolling three 6-sided
number cubes. A student rolled a 6, a 4, and a 3. He added and multiplied the three
numbers as follows: (3 + 4) + 6 = 13 and [(3)(4)](6) = 72. Determine another way that
other students could have performed the operations without changing the order of the
numbers. State the property used.
3 + (4 + 6) and 3(4 × 6)
The property used is the associative property.
6. JM was working with a multiplication table and he noticed that any number he multiplied
by 1 has a product that is the number multiplied to 1 itself. What property allows this
to be true?
Multiplicative Identity Property
7. A customer was trying to mentally calculate the total cost of 4 boxes of soap worth ₱ 325
each box. Write a mathematical sentence that shows an easy way to do the calculations.
What property makes it correct?
4 × 325 = 325 × 4
The property of operations used is the commutative property.
8. The perimeter of a rectangle is twice the sum of its length and width. In words,
determine another way to find the perimeter of the rectangle. What property justifies
the statement?
Another way to find the perimeter is to add two times the length and two times the
width. The property that justifies this statement is the distributive property.
9. Determine whether each of the following pairs of tasks are commutative.
a. Put on your cap; put on your blazer.
Commutative
b. Write on the board; erase the writings on the board.
Not commutative
10. What two numbers play an important role in the properties of real numbers?
0 and 1

1. Use the distributive property to mentally perform the arithmetic expression.
a. 16(5.5)
= 16(5 + 0.5)
= 16(5) + 16(0.5)
= 16 × 5.5
= 80 + 8
= 88
43
b. 24(4.75)
= 24(4 + 0.75)
= 24(4) + 24(0.75)
= 24 × 4.75
= 96 + 18
= 114
c. 35(4.2)
= 35(4 + 0.2)
= 35(4) + 35(0.2)
= 35 × 4.2
= 140 + 7
= 147
d. 35(39)
= 35(30 + 9)
= 35(30) + 35(9)
= 35 × 39
= 1 050 + 315
= 1 365
2
e. 21 3
7
= 21�3 + 27 �
2
= 21(3) + 21� 7 �
23
= 21� 7 �
= 63 + 6
= 69
2. You define a new mathematical operation using the symbol ⊙. This operation is
defined as a ⊙ b = 3a + 2b.
a. Is the operation commutative? Explain.
The operation is commutative since the original expression involves both addition
and multiplication, which both follow the commutative properties.
b. Is the operation associative? Explain.
The said operation is also associative.

3. What properties of addition of real numbers can be applied to subtraction? Explain
why it is possible.
None, since the order of numbers is vital in subtraction. Once the order of number changes,
the answer will change.
4. Does every real number have a multiplicative inverse? Why or why not?
Every real number has a multiplicative inverse since all real numbers may be expressed
in the form of a/b, where b ≠ 0.
VII. Valuing
1. Ask the question below to the class.
How will you relate the properties of operations in your daily life, such as
calculating the total bill, total area or perimeter, etc.?
Lesson 5 – Rational Numbers

I. Objective
At the end of the lesson, the student should be able to:
• describe given rational numbers as fractions, decimals, or percentages;
• order rational numbers on a number line; and
• perform operations on rational numbers.
II. Subject Matters

• Rational Numbers
• Ordering Rational Numbers on a Number Line
• Addition and Subtraction of Rational Numbers
• Multiplication of Rational Numbers
• Division of Rational Numbers

IV. Duration
Five (5) days
45
V. Methods
Week 3 Day 2
A. Preparatory Work
Key to Correction:
Given the description about a traditional clock above, (a) What part of an
hour is one minute? (b) What part of an hour and a minute is one second? (c)
How far would the tips of the hour and minute hands move after an hour if its
lengths are 1 cm and 1.5 cm, respectively?
(a) One minute is 1/60 of an hour.
(b) One second is 1/61 of an hour and a minute.
(c) The tip of the hour and minute hands will move by 6.28 cm and 9.42 cm,
respectively, after an hour.
B. Discussion
1. Show a blank Venn diagram of the subsets of real numbers from Lesson 1. Call
on some students and ask them to recall the different subsets of real numbers
and place them in the correct part of the Venn diagram. From the finished Venn
diagram made by the students, have a brief recap on the different subsets of real
numbers. You may use the discussion presented in Discover on page 87 of the
textbook.
2. Present the following division problems and ask the students to write them as a
fraction or a rational number. Then, ask them which among these division problems
have definite quotients or can be written as fractions thus making them rational
numbers.
a. 12 ÷ 4 = b. -4 ÷ 5 =
c. 3÷9= d. 2 ÷ 0 = (undefined)
Answers: a, b, and c are rational numbers, but d is NOT because dividing by zero is
undefined.
3. Ask them the question: Are all fractions rational numbers? Integers? Decimals?
Percents?
Answers: All fractions and their opposites are examples of rational numbers. All
integers are also rational numbers since they can be simplified. Since fractions can be
expressed as decimals and percents, they also belong to the set of rational numbers.
However, non-repeating and non-terminating decimals are not rational numbers, such
as 3.1416… or π.
4. Discuss how to convert fractions to decimals and vice versa, and fractions to
percents and vice versa using the examples presented in Discover on pages 89 to
90.

Week 3 Day 3
5. Discuss ordering numbers on a number line, then ask some students to plot the
integers -5, -1, 3, and 4 on it. Call on some students and ask them what numbers lie
between the integers.
Answer: Rational numbers that are non-integers such as fractions and decimals.
6. Explain the steps in plotting rational numbers (non-integers) on a number line
and ask the students to plot the numbers in Examples 1 to 2 in Discover on page
92 of the textbook.
7. Optional Activity: Let the students work in pairs. Give the number line with
plotted points a to g in Example 3 on page 93 of the textbook. Ask them to identify
the rational numbers represented by each point. You may also ask them to give
the equivalent fraction or percent for each rational number. Using the number
line, ask them how rational numbers can be arranged in ascending or descending
order.
8. Let the students answer the exercises in Test Your Understanding A on page 102 and
Practice A on page 105 of the textbook.
Week 3 Day 4
9. Call on some students and ask them the questions below:
• How do you add or subtract fractions with the same denominators?
• How do you add or subtract fractions with different denominators?
10. Show the two forms of adding and subtracting rational numbers to the class. Then,
call on some students and ask them if the processes are similar to adding and
subtracting fractions.
11. Discuss the steps on adding and subtracting rational numbers, which are
presented in Discover on pages 93 to 97 of the textbook. Provide more examples
for them to fully understand the process.
12. Let the students answer the exercises in Test Your Understanding B and C on pages
102 to 103 and Practice B and C on pages 105 to 106 of the textbook.
Week 3 Day 5
13. Call on some students and ask them the question: How do you multiply and
divide fractions?
14. Show the forms of multiplying and dividing rational numbers to the class. Then,
call on some students and ask them if the processes are similar to multiplying
and dividing fractions.
15. Discuss the steps on multiplying and dividing rational numbers, which are
presented in Discover on pages 97 to 100 of the textbook. Provide more examples
for them to fully understand the process.
16. Let the students answer the exercises in Test Your Understanding D and E on pages
103 to 104 and Practice D to F on pages 106 to 107 of the textbook.
47
Week 3 Day 6
C. Summary
1. Call on some students and ask them to write the forms in adding, subtracting,
multiplying, and dividing rational fractions on the board. You may also ask
them or another student to enumerate the steps in solving these operations of
rational fractions.
2. Have a brief recap on all the key concepts and important notes in the lesson,
which are presented in Sum Up on pages 101 to 102 of the textbook.
3. Let the students answer the exercises in Apply on pages 108 to 113 and Enrich on
pages 114 to 115 of the textbook.
VI. Evaluation
Key to Correction:
Test Your Understanding A (page 102)
1. A = -3 6. F = -2 1
5 5
2. B = -4 7. G = -2 4
5 5
3. C = -1 4 8. H = -2 3
5 5
4. D = -1 3 9. I = -1
5 5
5. E = -1 2 10. J= 1
5 5

1+1 = 1
1.
6 3 2
1+1 1
2. =
8 8 4
2+1 23
3. =
5 9 45
4. 4 2 + 8 = 53
7 7 7

5. 3+ 9 = 33
8 64 64

3− 3 = 5 2. 5 − 1 = 7
1.
4 9 12 8 3 24
2− 5 = 1 4. 7 − 4 =
3. -1
3 8 24 15 5 3
5. 13 − 5 = 1
16 16 2
1. 2.
4�1� 3�2�
5 2 5 3
________________ ________________
3. 4.
3�3� 3 �9 �
4 4 5 10
________________ ________________
5.
3 �9 �
5 10
_______________
Test Your Understanding E (page 104)

2. 1
1. 3 �1�= 3 �4�= 4
6 4 24 3 7 3
49
3. 5 �4�= 1 4. 3 � 9 � = 27
8 5 2 5 10 50

5. 7 �1�= 7
8 4 32
Practice A (page 105)

3
1. 5 4 5 3
� , , , - , -1� = �-1, - , 4 , 5 , 5 �
6 6 7 10 10 6 7 6
3 4 8 8 8 8
2. �- , - , - , - , �
11 11 9 10 10
= �- , - 8 , - 4 , - 3 , 8 �
9 10 11 11 10
1. 2 3 + 7 = 123 4. �28 – 12� + �28 + 12� = 56

8 10 40 25 25
2. -4 + 1 5 + 3 = - 79 5. �38 – 37� + �37 + 7 � = 1

9 12 36 45 50 50 45
3. -3 + 3 7 + 2 11 = 103
10 15 30

8 – 11 = - 3 5 – 2 = 1
1. 2.
13 13 13 14 7 14
1 –61 =27
3. 9 4. 55 –31 =21
12 2 12 8 8 2
1 – 3 1 = 4 5
5. 8
12 4 6

Practice D (page 106)
1. 8 �21� = 3 2. 9 �- 26� = - 2
49 56 49 13 45 15
3. - 19 � -6 � = 1
4. 45 �15 7 � = 72 23
24 57 2 9 8 72
5. 1 �6 17� = -35
-5
25 18
Practice E (page 107)
1. 77 �16 1 �
8 4
�7 + 7 � �16 + 1 � = 7�16 + 1 � + 7 �16 + 1 �

8 4 4 8 4
= 112 + 7 + 14 + 7
4 32
56 + 7
= 126 +
32 32
= 127 + 24 + 7
32 32
31
= 127
32
2. 5
8 �12 3 �
6 4
�8 + 5 � �12 + 3 � = 8�12 + 3 � + 5 �12 + 3 �

6 4 4 6 4
= 96 + 6 + 10 + 5
8
5
= 112
8
51
3. 41 �3 1 �
2 3
�4 + 1 � �3 + 1 � = 4�3 + 1 � + 1 �3 + 1 �
2 3 3 2 3
= 12 + 4 + 3 + 1
3 2 6
= 13 + 1 + 1 + 1
3 2 6
5 + 1
= 14
6 6
= 14 6
6
= 15
4. 2
248 �100 1 �
5 8
�248 + 2 � �100 + 1 � = 248�100 + 1 � + 2 �100 + 1 �

5 8 8 5 8
= 24 800 + 31 + 40 + 1
20
= 24 871 1
20
5. 3 �100 5 �
12
20 12
�12 + 3 � �100 + 5 � = 12�100 + 5 � + 3 �100 + 5 �

20 12 12 20 12
= 1 200 + 5 + 15 + 1
16
1
= 1 220
16
Practice F (page 107)
102 1 9 6 1 3 2
4 1. 25 �4�
_______ 27 4. 27 � �
_______
16 18 9
24 1 9 4 3 5
2 2. 18 � �
_______ 9 5. 12 4 � 7 �
_______
24 3 21 24
155 7 11
84 3. 6 � �
_______
22 42

Apply A (pages 108 to 109)
1. Which of the following fractions is the number 2 closest to? Why?

11
a. b. 15 c. - 47 d. - 51 e. 69
5 7 23 25 35
69 is the fraction that is closest to number 2 because its distance from 2 is 1 , which
35 35
is smallest among the distances of the given fractions from 2.
Find two fractions between 1 and 7 .

2.
3 9
(Student’s answers may vary. These are some of the possible answers.)
4 and 5
9 9
3. In Math 8 class A, 14 of 35 students got above 90 on a test. The same test was given to
Math 8 class B and 8 out of 40 students got above 90. Which class had the higher rate
of 90?
Class A
A fraction is equal to 5 and the sum of the numerator and denominator is 88, what is
4.
6
the fraction?
40
48
5. Answer the following questions:

a. What month of the year has the largest fraction of days in a year?
January, March, May, July, August, October, and December
b. What fraction of days of the year occur before May 6?
25
73
c. How many days are actually in a year? Express the number as a mixed number and
as an improper fraction.
365 1 or 1 461
4 4
6. If the same positive number is added to the numerator and denominator of a positive
proper fraction, is the new fraction greater than, less than, or equal to the original
fraction? Justify your answer.
The new fraction is greater than because you are adding a positive number, then the
original fraction increases.
53
Apply B (pages 109 t0 113)
1. Jeffrey spends 1 of his earnings on house rent, 1 on food, and 1 on bills. How much
5 3 6
is the total expenses of Jeffrey for these three important needs?
1 + 1 + 1 = 1(3)(6) + 1(5)(6) + 1(5)(3)
5 3 6 5(3)(6)
= 18 + 30 + 15
5(3)(6)
= 63
90
= 7
10
The total expenses of Jeffrey for these three important needs is 7 .
10
2. Anne’s mother is 3 2 cm taller than Anne. If Anne is 150 3 cm, how tall is her mother?
3 4
2 + 150 3 = 154 + 2(4) + 3(3)
3
3 4 3(4)
= 153 8 + 9
12
= 153 17
12
= 154 5
12
Anne’s mother is 154 5 cm tall.
12
3. A man ran 3 kilometer on Monday, 1 kilometer on Tuesday, and 3 kilometer on

10 5 4
Wednesday. How many kilometres did the man run in all?
3 + 1 + 3 = 3(5)(4) + 1(10)(4) + 3(10)(5)
10 5 4 10(5)(4)
= 60 + 40 + 150
200
= 6 + 4 + 15
20
= 25
20
= 11
4
The man ran a total of 1 1 kilometers.
4

4. A person travels a distance of 2 3 kilometers towards North and then a distance of 1
5
5 kilometers towards South. Find the distance and disrection of the person from the
6
starting point.
3 −15 =1+13 −15
2
5 6 5 6
=18 −15
5 6
= 8(6) − 5(5)
5(6)
= 48 − 25
30
23
=
30
The distance of the person from the starting point is 23 North.

30
5. Charlize spends 1 hour for snacks, 3 hour for watching TV, 1 1 hours for assignments,
4 5 2
and 5 hour for playing. How many hours did Charlize spend for the said activities?
6
1 + 3 + 1 1 + 5 = 1(5) + 3(4) +1 1(6) + 5(2)
4 5 2 6 4(5) 2(6)
= 5 + 12 + 1 6 + 10
20 12
17 + 1 16
=
20 12
17 + 1 4
=
20 3
17 + 2 1
=
20 3
17(3) + 1(20)
= 2
20(3)
51 + 20
= 2
60
71
= 2
60
11
= 3
60
11 hours doing the activities.
Charlize spent 3
60
55
6. A board measured at 4 cm wide is needed to fill a hole. Can a board that is 11 centimeter
5 12
be shaved down to fit the hole? If so, how much must be shaved from the board?
4 4
cm = cm board needed to fill a hole
5 5
11 55
cm = cm board
12 60
11 11
Therefore, the board that is cm should be shaved down since it is greater than cm.
12 12
7
cm must be shaved from the board.
60
7. A carved stone in a museum weighs 78 1 kilograms. A carved wood in the museum

10
weighs 58 17 kilograms less than the carved stone. How much does the carved wood
20
weigh?
78 1 - 58 17 = 78 2 - 58 17
10 20 20 20
22 - 58 17
= 77
20 20
5
= 19
20
1
= 19
4
1
The carved wood weighs 19 kilograms.
4
8. Phillip spends 3 of his earnings for groceries and other food, 1 for household bills,
8 5
1 for transportation or gasoline, 1 for other expenses, and saves the rest. What part
4 8
of Phillips’ earnings does he have left to save?
3 + 1 + 1 + 1 = 3(5) + 1(8) + 1(2)(5) + 1(5)
8 5 4 8 5(8)
15 + 8 + 10 +5
=
40
19
=
20
1- 19 = 1
20 20
1 of Phillips’ earnings is for savings.

4

9. A man wants to find out the weight of his dog. He carries the dog, steps on a scale, and
reads the weight as 137 5 pounds. He then gave the dog to his son to weigh himself
8
alone and reads 126 3 pounds. How much does the dog weigh?
8
137 5 - 126 3 = 11 2
8 8 8
1
= 11
4
1
The dog weighs 11 pounds.
4
10. Mrs. Simon is 28 3 years older than her eldest daughter who is 55 years older than her
14 8
youngest sister. How many years older is Mrs. Simon than her youngest daughter?
3 55 3 7
28 + = 28 + 6
14 8 14 8
= 34 3(4) + 7(7)
56
12 + 49
= 34
56
61
= 34
56
5
= 35
56
Mrs. Simon is 35 5 years older than her youngest daughter.
56
11. A pizza has been divided into four equal pieces. Jake and his friend shared one piece.
Then, Jenny ate 1 of one of the remaining pieces. Later, father ate 1 1 of the larger
3 3
pieces which remained. How much did the father eat and how much of the pizza was
left?
Jenny ate: 1 1 � 1 � = 1
3 4 12
Father ate: 1 1 � 1 � = 1 + 1 = 4 = 1
3 4 4 12 12 3
1-� 1 + 1 + 1 � = 1 - 3 + 1 + 4
4 4 4 12
8
=1-
12
2
=1-
3
1
=
3
1 of the pizza and 1 was left.
The father ate
3 3
57
12. The weight of an object on the moon is 1 its weight on Earth. If an astronaut weighs
6
48 2 kilograms on Earth, how much would he/she weigh on the moon?
3
1 �48 2 � = 1 � 146 �
3 3 6 3
= 146
18
73
=
9
1
=8
9
The astronaut weighs 8 1 kilograms on the moon.
9
13. A university had a faculty retrenchment and lost 2 of its faculty. If there were 360
5
faculty members originally, how many were left after the retrenchment?
2 �360� = 720
5 5
= 144
360 - 144 = 216

There are 216 faculty members left after the retrenchment.
4 of the book, how many

14. Nadine is reading a book with 350 pages. If she finished
7
more pages does she have to read?
4 1400
350� � =
7 7
= 200

Nadine has 200 pages left to read.
15. If 3 of the population of a certain city are high school graduates and 9 of these are
7 11
male, what fraction of the population of that city are males and high school graduates?
3 � 9 � = 27
7 11 77
The fraction of male and high school graduates of the city is 27 .

77
16. A person has 33 1 yards of material available for making office uniforms. Each uniform
2
requires 1 2 yards of material.
3
a. How many uniforms can be made?

33 1 � 1 2 = 67 � 5
2 3 2 3
= 67 � 3 �
2 5
201
=
10
1
= 20
10
Hence, 20 uniforms can be made.
b. How much material will be left over?
2
20�1 � = 20 + 40
3 3
= 20 + 13 1
3
1
= 33
3
1 - 33 1 = 1 - 1
33
2 3 2 3
3-2
=
6
1
=
6
1
yards of materials will be left.
6
17. Linda is building a path in her backyard using square tiles that are 1 3 feet on each
4
side. How many of these tiles placed end-to-end are needed to make a path that is
45 1 feet?
2
1 3 91 7
45 � 1 = �
2 4 2 4
91 � 4 �
=
2 7
= 13 (2)
= 26
26 tiles are needed to make a path.
1 square centimeters and a length of 4 1 centimeters. What

18. A rectangle has an area of 13
3 6
is the width of the rectangle?
59
13 1 � 4 1 = 40 � 25
3 6 3 6
= 40 � 6 �
3 25
= (2)
8
5
16
=
5
1
=3
5
1.
The width of the rectangle is 3
5
19. A vacuum flask holds 1 3 liters of hot water. How many 1 liters of cups can be filled
4 5
with water from the vacuum?
3 1 7 1
1 � = �
4 5 4 5
= 7 (5)
4
35
=
4
3
=8
4
Thus, 8 cups can be filled.
20. Three family members will be driving a car going to a province that is 98 7 kilometers
12
from their home. If each member drives the same distance, how far will each member
drive?
7 1183 � 3
98 � 3 =
12 12
1183 � 1 �
=
12 3
1183
=
36
31
= 32
36
Each member will drive 32 31 kilometers.
36

1. Refer to the figure below and represent each of the following
fractions:
a. the dots inside the circle as a part of all the dots
9 = 3
24 8
b. the dots inside the rectangle as part of all the dots
12 = 1
24 2
c.
the dots outside the circle but inside the rectangle as part of all the dots
15 = 5
24 8
d. the dots in the intersection of the rectangle and the circle as a part of all the dots
4 = 1
24 6
2. How would you respond to each of the following claims of the students?
a. Gabrielle claims that if we have two positive rational numbers, the one with the
greatest numerator is the greatest.
False. That is only true if the rational numbers have the same denominator. For example,
65 > 55 . However, for rational numbers with different denominators, it can be 23 < 19 and
75 75 40 20
be false.
b. Cynthia claims that if we have two positive rational numbers, the one with the
greatest denominator is the least.
The claim is only true if the rational numbers have the same numerators. For example,
3 3
< . However, for rational numbers with different numerators, it can be false. For example,
5 4
99 1
< .
100 2
3. Consider the set of all fractions equal to 1 . If you take any ten of those fractions, add
2
their numerators to obtain the numerator of the new fraction and add their denominators
to obtain the denominator of a new fraction. How does the new fraction relate to 1 ?
2
Generalize what you found and explain.
1 = 2 = 3 = 4 = 5 = ...
2 4 6 8 10
2 + 3 + 4 +...+ 11 = 2 + 3 + 4 +...+ 11
4 + 6 + 8 +...+ 22 2 (2 + 3 + 4 +...+ 11)
1
=
2
2 + 4 + 5 + 7 + 9 + 11 + 13 + 17 + 20 + 23
4 + 8 + 10 + 14 + 18 + 22 + 26 + 34 + 40 + 46
1
=
2
61
1
Since every denominator of the fraction that is equal to is twice its numerator, the new
2
fraction whose numerator and denominator are the sum of the numerators and denominators of
1
the fractions, then the new fraction is .
2
4. Show that the sequence 1 , 2 , 3 , 4 , 5 , 6 ,… is an increasing sequence by showing
2 3 4 5 6 7
that each term in the sequence is greater than the preceding one.
1=3, 2=4→1<2
2 6 3 6 2 3
2=8 , 3=9→2<3
3 12 4 12 3 4
3 = 15 , 4 = 16 → 3 < 4
4 20 5 20 4 5
4 = 24 , 5 = 25 → 4 < 5
5 30 6 30 5 6
5 = 35 , 6 = 36 → 5 < 6
6 42 7 42 6 7
Hence, it is an increasing sequence.
5. Six hundred students attended a school athletic activity. Three-fifths of them have an
umbrella without a cap and one-fourth of them have a cap but no umbrella. If 40 students
have a cap and umbrella, how many students have neither?
(600) 1 = 150
4
(600) 3 = 360
5
(150 + 360) - 40 = 470
600 - 470 = 130

130 students have neither cap nor umbrella.
6. The early Egyptian numeration system had symbols for fractions with numerators of
1. Most fractions with numerators other than 1 were expressed as a sum of two unit
7 = 1 + 1 . Give at
fractions, that is, as a sum of fractions with a numerator of 1, e.g.
12 3 of4 different
least three other examples of such fractions and express them as the sum
unit fractions.
(Students’ answers may vary. Below are some of the possible answers.)
1 + 1 = 11, 1 + 1 = 17, 1 + 1 = 21
5 6 30 8 9 72 10 11 110
VII. Valuing
1. Ask the question below to the class.
How has the operations of rational numbers helped you in your everyday life?

Lesson 6 –Application of Percentages
I. Objective
• solve problems involving:
a. percentage increase and
b. percentage decrease;
• solve money problems involving percentages (e.g. discount, commission, sales tax,
simple interest);
• create a financial plan;
• identify and explain the uses of rates; and
• solve problems involving rates (e.g. speed).
II. Subject Matters

• Ratio
• Rate

• picture or realia of a book tagged at ₱15 off
• statistics of a group population showing an increase of ten persons
IV. Duration
Three (3) days
V. Methods
Week 4 Day 1
A. Preparatory Work
1. Call on some students and ask them to answer the following questions:
• Which car is faster, Ferrari or Bugatti?
• What does the speed of cars indicate?
• What mathematical term represents comparison between two things or
quantities of different units?
2. Let the students read and understand the situation in Engage on pages 116 to 117
of the textbook. Have a short discussion about the situation.
63
Key to Correction:
Is rate a ratio?
(Student’s answers may vary. Below is a possible answer.)
Rate is a ratio since it involves comparison, but it is a special kind of ratio because each
term describes a different unit.
B. Discussion
1. Show a picture or realia of a book tagged at ₱15 off and a group population
increase of ten persons to the class.
2. Call on some students and ask them the following questions:
• What do the pictures mean?
• Have you experienced something similar?
• What mathematical term is used to describe something that goes up or down?
3. Explain what absolute change and percentage change means, which are presented
in Discover on page 117.
4. Explain the two kinds of percentage change, which are presented in Discover on
5. Using the table presented in Discover on page 118 of the textbook, explain the
following terms:
• original amount
• absolute change
• percent change
6. Compare the terms listed above to the basic terms such as base, rate, and percentage.
7. Allow the students to define the different percent changes in their own
understanding.
8. Lead the discussion to the derivation of the formula or proportion to show the
relationship of these terms. Then, explain how to solve the percent of change
using some examples, which are presented in Discover on pages 118 to 124 of the
textbook. Provide more examples for them to fully understand the computation
of percent of change.
9. You may call on some students and ask them to give similar situations where percent
of change is encountered.
10. Let the students answer the exercise in Test Your Understanding A on page 131 of the
textbook.
Week 4 Day 2
11. Review how ratio is related to rate using the examples presented in Discover on

12. Explain the definition of rate to the class, which are presented in Discover on pages
124 to 125 of the textbook.
13. Call on some students and ask them to give examples of rates.
14. Discuss unit rates and how to simplify rates to unit rates using the examples
15 Call on some students and ask them to answer the question: What is the difference
between speed and constant speed?
16. Use their answers in leading the discussion of speed, which are presented in
Discover on page 127 of the textbook.
17. Show the DST triangle to the class and discuss how this will help them describe the
relationship between distance, speed, and time, which are presented in Discover on
pages 127 to 130 of the textbook.
18. Let the students answer the exercise in Test Your Understanding B on pages 131 to
132 of the textbook.
Week 4 Days 3
C. Summary
1. Have a brief recap on all the key concepts and important notes in the lesson,
which are presented in Sum Up on pages 130 to 131 of the textbook.
2. Let the students answer the exercises in Practice, Apply, and Enrich on pages 132
to 136 of the textbook.
VI. Evaluation
Key to Correction:
Original Amount Percent of Change Absolute Change

(Base) (Rate) (Percentage)
100 45% 45
100 25% 25
1 000 30% 300
9 600 0.1 9.6
202.5 20% 40.5
65
Rate Unit Rate

1. 480 hours of work in 12 weeks 480:12 40 hours per week
2. 63 oranges in 7 bowls 63:7 9 oranges in each bowl
3. ₱ 546 for 3 meals 546:3 ₱182 per meal
4. 165 persons in 15 rooms 165:15 11 persons per room
5. 1 500 pages in 12 hours 1500:12 125 pages per hour
6. ₱ 1 296 for 18 liters of gasoline 1296:18 ₱72 per liter
7. ₱ 1 450 for 25 kg of rice 1450:25 ₱58 per kilo
8. 125 candies in 5 jars 125:5 25 cadies in each jar
9. 143 miles in 10 hrs 143:10 14.3 miles per hour
10. 240 games in 12 hours 240:12 20 games per hour
Practice (pages 132 to 133)

1. Joan receives a 10% increase in her monthly salary of ₱ 25 000. How much does Joan
receive in addition to her salaryt?
Given:
10% increase – percent of change (rate)
₱ 25 000 salary – original amount (base)
Missing:
Addition to salary – absolute change (percentage)
2. The grade of Juna in Math increased from 85 to 92. What is the percent of increase in
her grade?
Given:
Original Amount: 85, Percentage Change: 92
Missing:
Rate of Change, Absolute Change
3. Sam saved ₱ 5 400 for the month of June and ₱ 4 800 for the month of July. What is the
percent of decrease in his savings?
Given:
Original Amount: ₱5 400, Percentage Change: ₱4 800
Missing:
Total original amount, Rate of Change, Absolute Change
4. For every ₱ 10 000 monthly income, Hannah saves 15% for the education of her child.
How much does she save monthly?
Given:
Rate of Change: 15%, Original Amount: ₱10 000

Missing:
Absolute Change
5. A television on sale is worth ₱ 50 000. A discount of ₱ 500 is offered for a limited time.
What is the percent of change on the price of the television?
Given:
Absolute Change: ₱500, Original Amount: ₱50 0000
Missing:
Rate of Change, Percentage change

1. Determine the time taken when a distance is 7 150 km and a speed is 780 km/hr.
Time = 7,150 km ÷ 780 km/hr
Time = 9.1667 hours or 9.17 hours
The time taken is 9.17 hours.
2. Find the speed when the distance is 142 km and the time is 2 hours.
Speed = 142 km ÷ 2 hours
Speed = 71 km/hr
The speed is 71 km/hr.
3. A cyclist covers 950 m in 5 minutes. Find his speed in km/hour.

Speed = 0.95 × 12 km/hr
Speed = 11.4 km/hr
The speed is 11.4 km/hr.
4. Express the speed of 60 m per minute in km per hour.

60 meters = 0.06 km and 1 minute = 60 hours
Speed = 0.06 × 60 km/hr
Speed = 3.6 km/hr
The speed is 3.6 km/hr.
5. Aaron ran 500 meters in 100 seconds. Find the speed in km per hour.
500 meters = 0.5 km
100 seconds = 100/3600 hours = 5/180 hours = 1/36 hours
Speed = 0.5 km ÷ 1/36 hours
Speed = 0.5 × 36 km/hr
Speed = 18 km/hr
Aaron's speed is 18km/hr.
67
6.A cyclist travels at a speed of 20 km/h. How far will he travel in 50 minutes?
50 mins � 1 hr � = 0.833 hr
60 mins
20 km/hr (0.833 hr) = 16.67 km
Distance = 16.67 km
The cyclist will travel 16.67 km.
7. Miss Bird is going to launch an exhibition. Miss Bird can make 8 sculptures in 6 months.
If she plans to prepare 12 sculptures, how much time would she take?
Time per sculpture = 6 months ÷ 8 sculptures = 0.75 months/sculpture
Time for 12 sculptures = 0.75 months/sculpture × 12 sculptures
Time for 12 sculptures = 9 months
Miss Bird would take 9 months to prepare 12 sculptures.
8. Charles is going to buy 3 computer tables for ₱390. If he pays the same rate, how much
would it cost for 8 computer tables?
Cost per table = ₱390 ÷ 3 tables = ₱130 per table
Cost for 8 tables = ₱130 per table × 8 tables
Cost for 8 tables = ₱1 040
It would cost (Peso Sign) 1 040 for eight tables.
9. Mr. Brown owns a bakery. He bakes 5 cakes per day. During Christmas week, bakes 12
cakes per day. For the whole Christmas week, how many cakes will he bake in total?
Total cakes = 12 cakes/day × 7 days
Total cakes = 84 cakes
He will bake a total of 84 cakes.
10. Sonya can walk 6 kilometers in 3 hours. If she must walk 10 kilometers, how much
time will it take her?
Speed = 6 km ÷ 3 hours =2 km/hr
Time = 10 km ÷ 2 km/hr
Time = 5 hour
It will take Sonya 5 hours to walk 10 kilometers.

1. Lola Amy, a senior citizen, receives a 20% discount as she buys a wheelchair worth
₱ 23 000. How much is her discount?
23 000 × 20 ÷ 100 = 4 600
Lola Amy’s discount is ₱ 4 600.

2. Mr. Luis bought groceries worth ₱ 6 597.08. The total price includes a 12% Value-
added tax (VAT). How much is the total cost of the groceries without the Value-added
tax (VAT)?
6 597.08 is 112% of the original price.
Original price = 6 597.08 × 100 ÷ 112 = 5 890.25
The total cost of the groceries without the VAT is ₱ 5 890.25.
3. A bank offers 5% yearly interest to its customers. Mrs. Allena earned ₱ 652.25. How
much money did she save?
Percent of increase or Interest – 652.25
Rate of increase or interest rate – 5%
Original amount = 652.25 × 100 ÷ 5 = 13 045
Mrs. Allena saved ₱ 13 045.
4. A car dealer earns a commission of ₱ 360 000 for selling a brand-new car worth
₱ 2 400 000. What is the rate of commission?
Absolute change or commission - ₱ 360 000
Original amount - ₱ 2 400 000
Rate of change or commission = 360 000 ÷ 2 400 000 × 100 = 15%
The rate of commission is 15%.
5. The gross sales in Jim’s grocery store last month was ₱ 54 200. If it earns an additional
of ₱ 12 800 this month, what is the percent of increase on the sales?
Absolute change - increase of ₱ 12 800
Original amount - ₱ 54 200
Percent of Increase or rate of change = 12800 ÷ 54 200 × 100 = 23.62%
The percent of increase on the sales is 23.62%.
6. Luis travelled for 70 km at a constant speed, and it took 4 hours to complete the
journey. What was her speed?
Speed = 70 km ÷ 4 hours
Speed = 17.5 km/hr
The speed of Luis was 17.5 km/hr.
7. Lian travelled at an average speed of 50km/h for 4 hours and 30 minutes. How far
did he travel?
First, convert the time to hours: 4 hours and 30 minutes = 4 + 30/60 hours = 4.5 hours
Distance = 50 km/h × 4.5 hours
Distance = 225 km
Lian traveled 225 km.
69
8. A couple goes for a 12 km walk occasionally. They generally walk at an average
speed of 3 km/h. How long do they expect to complete the walk?
Time = 12 km ÷ 3 km/h
Time = 4 hours
The couple is expected to complete their walk in 4 hours.
9. Water is flowing into a dam at a constant rate of 600 litres per hour.
a. How much water will flow into the dam in 2 hours?
Volume = 600 liters/hour × 2 hours
Volume = 1 200 liters
There will be 1 200 liters in two hours.
b. How much water will flow into the dam in 3.5 hours?
Volume = 600 liters/hour × 3.5 hours
Volume = 600 × 3.5
Volume=2 100 liters
There will be 2 100 liters in 3.5 hours.
c. How long, in minutes, will it take for 12 000 litres of water to flow into the dam?
1 200 minutes
10. Van is earning ₱ 7 250 per week selling street foods from Monday to Friday. How much
is he earning per day?
7 250 ÷ 5 = ₱ 1 450
Van earns ₱ 1 450 per day.
VII. Valuing
1. Ask the questions below to the class.
• How does developing awareness of practical situations and experiences in
your daily life affect your present and future financial situation?
• How does the saying “Each life affects another” relates to the importance
of relations of speed?

Lesson 7 – Square Roots and Cube Roots
I. Objective
• determine the square roots of perfect squares and the cube roots of perfect cubes; and
• identify irrational numbers involving square roots, cube roots, and their locations on
the number line.
II. Subject Matters

• Square Roots of Perfect Squares
• Cube Roots of Perfect Squares
• Square Roots and Cube Roots of Non-perfect Squares and Cubes
• Plotting Irrational Numbers on the Number Line

• ruler
• compass
• scientific calculator
• 5x5x5 Rubik’s cube (optional)
IV. Duration
Three (3) days
V. Methods
Week 4 Day 4
A. Preparatory Work
Key to Correction:
A square garden has an area of 17 square meters.

The area of a square is A = side x side or s2. So s x s = 17 or s2 = 17. This process is
known as squaring a number to get a product of 17. However, since the number or factor
71
is missing, there is an opposite process called getting the square root of the product 17 to
2
find n or √17 = n. To get the square root of 17, think of a number multiplied by itself such
that the product is 17. 4 x 4 = 16 is lower than expected product of 17, so the value of n
must be greater than 4. The value of n here is not an integer, but a non-terminating and
non-repeating decimal number which has an approximate value of 4.123.
B. Discussion
1. Draw the symbol of a square root and cube root to the class. Call on some students
and ask them to differentiate the two symbols.
2. Begin the discussion by going back to the activity in Engage. Call on one or two
students and ask how they obtained their answer.
3. Discuss the square root of a perfect square, which are presented in Discover on pages
138 to 139 of the textbook. Provide more examples for them to fully understand the
concept.
4. Show the 5x5x5 Rubik’s cube to the class. Explain how this cube can be represented
in the exponential form 53.
5. Instruct them to list the perfect cubes from 1 to 20 and let them observe the base
and product endings.
6. Call on some students and ask them what pattern they have observed.
7. Discuss how cube root is related to the perfect cubes using the list, which are
8. Demonstrate the steps in finding the cube root of a perfect cube using the Examples
1 and 2 on pages 141 to 142 of the textbook.
Week 4 Day 5
9. Introduce numbers that are non-perfect squares and cubes, then ask the students
to find the roots using a scientific calculator.
10. Explain to the class that such numbers are no longer rational numbers because they
are non-terminating and non-repeating decimals that can be computed manually
by finding the approximate value up to the nearest tenths or hundredths, which
are presented in Discover on page 142 of the textbook.
11. Show them how to find the approximate value of the roots of non-perfect cubes or
squares using the examples on page 143 of the textbook.
12. Discuss how to plot irrational numbers on a number line, which are presented in
Discover on page 143 of the textbook.
13. Let the students answer the Test Your Understanding on pages 145 to 147 of the
textbook.

Week 4 Day 6
C. Summary
1. Have a brief recap on all the key concepts and important notes in the lesson, which
are presented in Sum Up on page 144 of the textbook.
2. Let the students answer the exercises in Practice, Apply, and Enrich on pages 147 to
152 of the textbook.
VI. Evaluation
Key to Correction:
7
1. 8 = Irrational 9. -√ 845 = Irrational
49 15
2. 64 = Rational 10. 128 = Irrational
2
3. -√ 75 = Irrational 11. √ 216 = Irrational
81
3
4. 169 = Rational 12. √ -152 = Irrational
3
5. √ 81 = Rational 13. √ 12 = Irrational
3 1
6. -√ 108 = Irrational 14. 8 = Rational
3 27
-
7. √ 128 = Irrational 15. 64 = Rational
98
8. 363 = Irrational
√7 2 and 3; 2.65 6. √ 28 5 and 6; 5.29

1.
√ 11 3 and 4; 3.32 7. √ 40 6 and 7; 6.32

2.
8. -√ 50 -8 and -7; -7.07

3. -√ 15 -4 and -3; -3.87
4. √ 67 8 and 9; 8.19 3
9. - -1 and 0; -0.55
10
5. √ 83 9 and 10; 9.11 4

10. 0 and 1; 0.89
5
73
1. -√ 11
Between -4 and -3
2. √ 13
Between 3 and 4
3. -√ 8
Between -3 and -2
4. -√ 18
Between -4 and -5
5. √ 32
Between 5 and 6

3
1. √ 1728 = 12
3
2. √ 9261 = 21
3
3. √ -729 = -9

3 27 3
4. 81 = 4
3 1 1
- -
5. 125 = 5
Practice A (page 147 to 148)

1. If we add a rational number and an irrational number, the resulting number is
a. always a rational c. always an irrational
b. always an integer d. either rational or irrational
2. Is √ 21 closer to 4 or 5?
5
3. Which of the following numbers is irrational?
√ 53
1 4
4. Insert two irrational numbers between and .
2 5
1 1
3 and 3
5. Is -1 + √ 3 positive or negative? Justify your answer.
Positive because √ 3 > -1.
6. Draw a square grid to show that (4)2 = 16 square units.

7. Arrange -√ 13 , √ 7 , √ 2, √ 5, -√ 11 , and √3 in ascending order.
-√ 13 , -√ 11 , √ 2, √3 , √ 5 , √ 7
8. Draw a square whose area is 64. Label the length of the side of the square.
75
9. If the area of a square is 49 square centimeters, find the length of the side of the square.
7 centimeters
10. Between which two perfect squares is 75 found in? Which of the two perfect squares is
nearest to 75? Estimate the value of √ 75 .
64 and 81, nearest to 81, 8.66
Practice B (pages 148 to 149)

1. √12 3 and 4; 3.46 2. -√ 625 -26 and -24; -25
3. √ 81 8 and 10; 9 9 0 and 1; 0.6

4. 25
5. -√ 12 -4 and -3; -3.46 98 -1 and 0; -0.89

6. - 125
7. √ 16 3 and 5; 4 4 0 and 1; 0.4

8. 25
9. -√ 100 -11 and -9; -10 98 The answer is an

- imaginary number.
10. 125

9
1. x2 = -
16
The answer is an imaginary number.
9
2. x2 =
25
x = - 3 Between -1 and 0; -0.6

5 -3 3
5 5
x= 3
Between 0 and 1; -0.6 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
5
4
3. x2 =
49
x = - 2 Between -1 and 0; -0.53 2 2

7
7 7
x= 2 Between 0 and 1; 0.53 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
7

4. x = √ 11 √11
Between 3 and 4; 3.17
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
5. x = -√7
- 7
√
Between -3 and -2; -2.65
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
1. Peter uses a ladder which is 6-meters long to reach his bedroom window. He cannot
put the foot of the ladder on the garden bed, which is directly below the window and
is 2-meters wide. If the ladder reaches the window and touches the side of the garden,
how high is the window?
Using Pythagorean theorem,
x2 + 22 = 62
x2 = 32
x = √32
x = 5.66
The height of the window is 5.66 meters.
2. A rotor disc is formed through the path made by one complete

rotation of a rotor blade’s tip in its plane of rotation. The area of space
that a proprotor disc requires to rotate is 324π square feet. What is
the radius of the disc?
Using the formula for the area of a circle,
πr2 = 324π
r2 = 324
r = 18
The radius of the disc is 18 feet.
3. A hydraulic system can be filled by a manual hand pump. The pump forces trap return
fluid from a cube-shaped container through a check valve into the system reservoir. If
it was pumped 38 times and resulted to 300 cubic meters of fluid being forced into the
system reservoir, what is the length of the cube-shaped container that initially holds
the return fluid?
Using the formula for the volume of a cube,
x3 = 300
3
x = √300
x = 6.69
The length of the container is 6.69 meters.
77
1. Draw a 10-by-10-cm right triangle. Use the longest side of
the right triangle as the shorter side of another isosceles
right triangle. Repeat the second step to draw up to at least
5 triangles as shown in the illustration on the right. Is each
hypotenuse rational or irrational? Justify your answer.
First Hypotenuse: 10√2 cm

Second Hypotenuse: 20 cm
Third Hypotenuse: 20√2 cm
Fourth Hypothenuse: 40 cm
Fifth Hypotenuse: 40√2 cm
The hypotenuses are alternating rational and irrational numbers.
2. Find three numbers, x, y, and z, none of which are perfect squares or zeros that make
the relationship √x + √y = √z .
(Students’ answers may vary. These are some of the possible answers.)
x = 2, y = 2, z = 8
3. If 192 = 361, 1992 = 39 601, and 1 9992 = 3 996 001, write down the values of 19 9992 to 199
9992, without using a calculator or any computing device.
19 9992 = (20 000 – 1)2 = 20 0002 – 2 × 20 000 + 1 = 399 960 001
199 9992 = (200 000 – 1)2 = 200 0002 – 2 × 200 000 + 1 = 39 999 600 001
4. Consider the equation x = √6+√6+√6+√6+ ⋯ which is a repeating square root.

Although √6 is irrational, the value of x is rational. To find the value of x, find the
equation of x2 given the repeating square root and substitute x to its equivalent in the
equation. The result is a quadratic equation. Try to solve for the values of x.
x = √(6+ x)
x2 = 6 + x
x2 – x – 6 = 0
(x + 2)(x – 3) = 0
x + 2 = 0 x–3=0
x = -2 x = 3

VII. Valuing
1. Present the situation and ask the questions below to the class.
In this lesson we have encountered the words rational, real, and irrational. Humans
are rational beings. What is meant by the term “rational” here? When a person shows
an irrational behavior, he/she makes decisions or actions that are not based on reason
or sound judgement. What instance in a person’s life makes a person irrational?
In real life, which is easier to deal with rational or irrational persons? In the same
way which is easier to understand and deal with rational or irrational numbers?
VIII. Performance Task

Ask the learners to form groups with 4 to 6 members. Instruct them to complete their task
in 3 to 4 days. Facilitate the performance task following the suggested activities.
Day 1: Performance Task Explanation and Group Planning
1. Present the performance task in GRASPS format on pages 152 to 153 to the class.
2. Instruct the groups to assign roles, such as leader/presenter, researcher/recorder,
calculations/timekeeper, logistics/tech persons.
3. Ask them to brainstorming by doing the following: a) conduct a brief needs assessment
– list down specific need/s of the learners / teachers in the school in general or specific
department, division or grade level. Among the suggested list, decide on one specific
project or initiative; b) Suggest ways or plans to raise funds for this project, think of
the pros and cons of each suggested ways/ plans and decide on which plan to choose;
and c) Lay out the basic questions (who, what, when, where, how much, etc.) on how
to formulate the fundraiser plan and list down the tasks to do in making the plan.
Consider realistic numbers and calculations as you make your presentation as well as
the persons assigned to accomplish each task. Make an outline of the tasks ahead such
as the budget, costing, expense breakdown, revenue projections and profit calculations.
Set a deadline in accomplishing each assigned task as well as setting next meeting to
check and address other concerns.
4. Assign each Leader to report and present a summary of their group's meeting.
Day 2: Project and Presentation Creation
5. Remind each group to communicate and collaborate with each other and the teacher
as needed while creating the project.
6. In preparation for the presentation, ask each leader to meet and draw lots for the order
and date of the presentation of their fundraiser plan.
Day 3: Group Presentation
7. Give each group 5 to 10 minutes to present their work. Ask the rest of the groups to act
as the audience and assess the presentation using the rubric on pages 153 to 154 of the
textbook. A guest teacher, administrator, or student council member may be invited to
be part of the audience.
8. After all groups have presented, ask each group to assess their own group in terms of
their teamwork and work ethics. Provide a checklist or rubric for peer evaluation.
79

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7

Edelberto C. de Jesus, Phd

Lesson 1 – Introduction to Sets

II. Subject Matters

III. Suggested Materials

2 Universal Math 7 Teacher's Manual

How to estimate to the nearest hundredths?

2.64 < √ 7 < 2.65

Just identify the closest value.

4 Universal Math 7 Teacher's Manual

Test Your Understanding B (pages 18 to 19)

Practice A (pages 19 to 20)

Practice B (page 20)

Practice C (page 21)

U = {a|a is an integer from 1 to 100}

6 Universal Math 7 Teacher's Manual

Practice D (page 21)

3. (A ∪ B ∪ C)' ∪ {[(A ∩ B) ∪ (B ∩ C) ∪ (A ∩ C)] − (A ∩ B ∩ C)}

Practice F (page 23)

Set of Real Numbers Increasing Order Decreasing Order

9. -4, 0, 2, -3, -1 -4, -3, -1, 0, 2 2, 0, -1, -3, -4

10. √13 , 14 , √4, 24 , √8 1 2

8 Universal Math 7 Teacher's Manual

(c) The number of students who joined only Science is 2 − x.

10 Universal Math 7 Teacher's Manual

2. How many positive integers not exceeding 250 are divisible by 2, 3, or 5?

Enrich C (page 27)

Lesson 2 – Set of Integers

12 Universal Math 7 Teacher's Manual

II. Subject Matters

III. Suggested Material

14 Universal Math 7 Teacher's Manual

Case 2: M is to the left of 0 and N.

Practice A (pages 36 to 37)

16 Universal Math 7 Teacher's Manual

Practice B (page 38)

Practice C (page 38) Practice D (page 38)

Apply A (page 39)

Apply C (pages 40 to 41)

4. Give examples of situations illustrating opposite numbers.

18 Universal Math 7 Teacher's Manual

Enrich (page 41)

II. Subject Matters

III. Suggested Material

20 Universal Math 7 Teacher's Manual

You gain 10 blue

I will give you 2

22 Universal Math 7 Teacher's Manual

Recall the game on addition

and we are short by 5 more

In effect, we get 5 red chips as

This means we are short by 10

(-5) – (+10) Subtracting (-5) by (+10) means

24 Universal Math 7 Teacher's Manual

Test Your Understanding B (pages 55 to 56)

3. (-37) + (-41) = -78

26 Universal Math 7 Teacher's Manual

Test Your Understanding D (pages 57 to 58)

Take away -8 tiles

Note: There is no negative tiles to take away -21.