5-E Lesson Plan in Mathematics 7
Grade Level: 7 Subject Area: Mathematics
Lesson Title: Real Number System Lesson Length: 50 minutes
THE TEACHING PROCESS
Lesson Overview
The learner demonstrates understanding of key concepts of sets and the real number system.
Learning Competency:
illustrates the different subsets of real numbers. (M7NS-Ih-1)
Objectives
• Identify the terms in real number system.
• Develop collaboration and accuracy through group activities involving the real number
system.
• Solve operations involving the different subsets of the set of real numbers.
Performance standard
The learner is able to formulate challenging situations involving sets and real numbers and solve
these in a variety of strategies.
List of Materials
• PowerPoint Presentation
INSTRUCTIONAL SEQUENCE
ENGAGE
Instructions: The teacher will ask learners through an oral participation. The students will raise
their right hand and wait for the teacher to call their names if they want to answer.
Activity: Oral participation of the students
Explain the activity
Before the teacher proceeds with the discussion, he or she will ask several questions, such as: What
is the definition of a set in mathematics? Is A = {1, 2, 3, 4, 5} a set? And lastly, why is studying sets
fundamental to mathematics? These questions will help the teacher prove that the students
understand the last discussion.
Instructions: The teacher will group the students into 5 groups through counting and each group
must have 1 representative to go in front and write the numbers inside the hexagon (where the
number belongs), while his/her groupmates will coach him/her. Hence, students will identify the
numbers inside the table if they are a natural number, whole number, integer, rational, or irrational.
Each group will have separate group of (5) hexagons.
Activity: Identifying real numbers
Explain the activity
To continue the engagement, the teacher has prepared an activity to help students maintain their
attention and focus on the discussion. The activity consists of 10 numbers. They can put each number
in 1 or more hexagon. The first group who has the greatest number of correct answers will be the
winner followed by the next group and so on.
EXPLORE
Instructions: Students will share their ideas and what they have observed during the
engagement/motivation activity.
Activity: Share what you observe and present the new topic.
1. What did you notice during the activity we just did?
2. What ideas do you have about what we're going to learn next?
3. How do you think the activity relates to the new topic we are about to learn?
Explain the activity
The teacher presents an activity to motivate and prepare the students for the new topic. In this area,
the teacher asks a question about what they have observed during the activity and what their ideas
are about the new topic, and when the teacher is satisfied with the students’ answers, she will
introduce the new topic.
EXPLAIN
The teacher will proceed to the proper discussion and let the students’ give examples of each term
asked by the teacher.
The real number system is a set of numbers that consists of different partitions or subsets, which
can be represented graphically on a number line.
Important terms to remember:
1. Counting numbers or natural numbers (N) – a subset that includes all the numbers we use to
count starting with “1” and so on.
{1, 2, 3, 4, 5, ...}
2. Whole numbers (W) – this subset includes all the counting numbers and zero “0”.
{0, 1, 2, 3, 4, 5, ...}
3. Integers (Z) – a result of the union of the set of all the whole numbers and their “opposites”
(negatives of the counting or natural numbers).
{..., -4, -3, -2, -1, 0, 1, 2, 3, 4, ...}
4. Rational numbers (Q) – a subset that includes integers and non-integers. These numbers are
𝑎
any number that can be written as quotient 𝑏 of two integers. The integers a is the numerator,
while the integer b, which cannot be 0 is the denominator. This set also includes repeating
decimals and decimals that terminate or “come to an end”.
6 2 3
{5.34, 0.131313..., 7, 3, 9, -3, 1 8}
5. Irrational numbers (I) – this subset includes numbers that cannot be expressed as a fraction of
two integers. They have non-repeating, non-terminating decimal expansions.
3
{π, √2, √101, e}
6. Real numbers (R) – are the union of the set of rational and irrational numbers. They can be
found on the real number line.
2
{π, √2, 1, 0, -1, 0.5, 3}
7. Number line – a straight line extended on both directions as illustrated by arrowheads and is
used to represent the set of real numbers. On the real number line, there is a point for every real
number and there is a real number for every point.
The teacher will show these examples in identifying values on a number line and the students will
answer:
1.) Answer: 4
Answer: a = 2.5
2.)
The teacher will present these examples of solving operations involving different subsets of set of
real numbers. Then, the students will solve and identify to which subset does the result belongs.
1.) 99 + 1 = 100 (Subset: Rational number, integer, whole number, counting number)
2.) 2 + (-4) = -2 (Subset: Rational number, integer)
1 1 3 2 1
3.) 2 − 3 = 6 − 6 = 6 (Subset: Rational number)
Instructions: The teacher will ask some questions regarding the discussion. And the students could
raise their right hand if they want to answer. This is an oral participation for all of them.
Activity: 1. What is the definition of a real number system?
2. What are the subsets of a set of real numbers?
3. On a piece of paper, illustrate the real number system through Venn diagram.
ELABORATE
Instructions: The teacher will divide the class into five groups based on her list. Group 1 members
are (names), Group 2 members are (names), and so on until Group 5. Each group has to determine
the subset of real numbers to which each number belongs. Use a checkmark (✓) to indicate your
answer. Use one whole sheet of paper. Copy and answer. The teacher will give them 5 minutes to
answer.
Activity:
Explain the activity
After the teacher's discussion, each group will classify the given numbers into their correct subsets
of real numbers. This activity will help the teacher confirm that students understand the different
subsets of real numbers covered in the lesson.
EVALUATE
The teacher will let the students answer the evaluation through a paper-pen test for 10 minutes,
individually.
A. Instruction: The students will determine the subset of real numbers using their respective
worksheets.
1.) −3
2.) 60/10
3.) √81
4.) 0
5.) e
B. Instruction: The students will perform the following operations and identify if the result is a
RATIONAL NUMBER or an IRRATIONAL NUMBER.
1.) 7 +(−2) = _________ (Subset: _________________)
4 3
2.) 𝑥 2 = _________ (Subset: ___________________)
5
3.) √2 + √3 = _________ (Subset: ________________)
4.) 8 ÷ 0.5= _________ (Subset: __________________)
5.) -5 – 4 = _________ (Subset: ___________________)
Assignment: The students will copy and answer the following in a one whole sheet of paper.
A. Classify to which subset of the real numbers does each number belong.
1. -4
2. ³√7
3. 0.14253
4. 15
5. -1.4583
6. √57
7. -0.45
8. -8
B. Answer the problem involving real number system. Show your solution.
9-10.) Emma is planning a road trip and needs to budget her expenses. She estimates the following
costs: $150 for gas, $200 for food, $300 for accommodation, and $100 for miscellaneous expenses.
If her total budget for the trip is $1000, what subset of real numbers represents the remaining amount
of money she can spend or save after accounting for these estimated costs?
Presented by: Group 1 (BSED-MATH 3)
