NOTRE DAME OF JARO, INC.

Msgr. Lino Gonzaga St., Jaro, Leyte

[email protected]

Subject: Mathematics Grade Level: Grade 7

Unit Topic: Real Numbers Quarter: II

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Transfer Goal Performance Task

Transfer
Students will be able to Create a number line that represent
independently use their learning to real numbers by presenting a model.
the key concepts of sets in dealing
with different situations in life at
home, in school and in the
community.

Performance Standard
The learner is able to formulate challenging situations involving real
numbers and solve these in variety of strategies.

ACQUISITION
At the end of the lesson the student should be MAKE MEANING
to:
EQ: How useful are real number?
 Represent the absolute value of a
EQ: What makes the key concept of real
number on a number line as the
numbers important?
distance of a number from 0.
 Illustrate different properties of EU: The students will understand that objects,
operation on the set of integers. pattern, events, and situation can be
represented by numbers.

CONTENT STANDARD
The learners demonstrate understanding of the
key concepts of real numbers system.

Explore
This unit is about real numbers. The real number system consists of a set of real
numbers, relations between real numbers operations on real numbers and the properties
which gives the rules for manipulation of real numbers.
In this section the students will investigate the properties of real numbers. The two
basic operations are addition and multiplication. The operation of addition is denoted by
“+” and the operation multiplication is denoted by “X” or ” ¿”.

Activity 1. Explore
 Real numbers can be represented by a point on the real number line.
Task:
1. Draw a real number line on your note book.
1
2. Plot the following numbers on the number line: 8, -10, ,
2
3
−4 ,−0.5 , 5 , √ 2 , π , e .Ask what do we mean by approximately?
4
3. Which of this real numbers are rational numbers? Why?
4. Which are easier to plot on the number line?

Learning Competency FIRM-UP(ACQUISITION)

Illustrate the different

properties of operations Activity 2. Classifying concepts using appropriate type of classification.
on the set of integers Show the class the schematic diagram of real number system on page 28 of the textbook
(next century mathematics 2nd edition). Relate the lesson to the concept of sets. Discuss
example 1 on page 28-29. Then as a formative assessment, ask the class to work on written
Math C (41-50) on page 33.

Ask them to compare this with their schematic diagram. Then, working in pairs, tell the
students to draw from the diagram as many mathematical concepts as they can.

Activity 3. Oral recitation

Tell whether the first number is greater than, is less than, or equal to the second number.
1. 89;98
2. π ; 3.2
3. −34 ; 34
1 1
4. −2 ;−1
2 3
1
5. 1.2 ;1
5
6. −25 ;−52
7. 0;e
8. π ;e
9. √9 ;3
10. 0.00001 ; 0

Process each answer of the students and lead them to the correct answer.
Expresses rational
numbers from fraction Activity 4. Written Math
form to decimal form Plot the points corresponding to the elements of the given set. Then rearrange the elements
in ascending and descending order.
1. { 7 ,−5 ,0 , 6 ,−8 }
2. {−1 ,−4 , 3 ,−6 ,5 }
3. {−9 , 0 ,−4 ,6 , 2 }
4. { 8 ,−3 ,2 ,−2 ,−8 }
5. {−2 ,−1 , 0 ,−3 ,−10 }
6. { 2 ,−6 ,0 , 3 , 1 }
7. { 2.3 ,−5 ,0 ,−2.5 ,−2 }
8. { 7 ,−5 ,0 , 6 ,−8 }
9. { 0.1 ,−0.5 ,0 , 3.3 ,−3.3 }
10. { 2.5 ,−5 ,0 , 6 ,−7 }

Activity 5. Firm-Up Activity

1. Provide three to five more varied examples. From these examples, encourage the
students to develop their rules in adding two integers. Tell them to test if their
formulated rules apply to all cases.
Performs operation on 2. Consolidate students’ responses and formulate a single set of rules.
rational numbers 3. Then, discuss example 3-6 on pages 45-47 to strengthen learning.

Activity 6. Written Math

Find the difference.
 1. 92−(−64 )
2. −73−89
3. −66−(−49)
4. 846−749
5. 697−(−697)
6. −697−(−697)
7. −697−697
8. 89−97−(−78)
9. −53−26−(−77)
10. −42−(−81 )−81−(−73)

Activity 7. Communicating Math

Ask the following question
a. Can you rewrite a division to multiplication statement?
b. How can you rewrite the division statement 51 ÷3=17 to a multiplication
statement?
c. What relation exists between multiplication and division?
d. Following these observations, do you find similarities in the rules for
multiplication and division?
e. What restriction must be observed in dividing integers?
f. Is the quotient of two nonzero integers always an integer?

Learning Competency DEEPEN (MAKE MEANING)

Represent real-life To understand the comparison and contrast of rational and irrational numbers, their
situation which involves geometric location on a Euclidian number line maybe used.
real number 1. Ask the class to draw a number line. Let them plot as many points with varied
corresponding real numbers.
2. Let a student lead the discussion of the meaning of one-to-one correspondence
between the points on the line and the real numbers.
3. Elicit ideas from the students as to how a number line can be compared to real-life
situations.
4. Compare a historical timeline with the concept of number line. Mention the
highest peak-deepest trench as another example, with the sea level marked as 0.

Values Integration
Reflect on this:
” Great mind thinks forward and backward- occasionally, one must drive brain in
reverse to be able to see things clearer”
Values Integration

Appreciate the wonders of Gods Creations, particularly the opposites and extremities in
nature.

Worksheet TRANSFER
Performance Task
Auditing is an independent assessment of the fairness by which an organization
financial statements are presented by its officers. In a student’s organization, it is
performed by the elected auditor, who is perceived to be competent, independent, and
objective who then issues an auditor’s report based on the results of the audit.
A treasurer’s Monthly Financial Statement of the students Cooperative Retail Store
was submitted. A thorough auditing must be done because of the erroneous entries in the
report.

Goal
To promote fair, impartial, and just auditing in organization.
Role
You are an auditor of the student’s cooperative retail store who will make a thorough
and just auditing of the treasurer’s financial statement for July 2010 to produce a
transparent financial report to the organization.
Audience
The target audience is the student cooperative members
Situation
 In the presentation of your auditor’s report, you need to convince the members of the
cooperative that the monthly treasurer’s financial statement is not free of errors, and that a
more organized way of presenting the financial statement may be done.

Product
Presentation of the auditor’s report to the student cooperative members and also an
improved accurate version of the treasurer’s monthly financial statement.
Standard for success
- Content
- Accuracy
- Language
- Organization

Criteria Descriptive Rating Numerical Rating

Written report and
Powerpoint Presentation
are completely accurate
and logically presented
Advanced 4
including the facts,
concepts and computation
involving sequences and
series.
Written report and
Powerpoint Presentation
are generally accurate and
presentation reflects
Proficient 3
understanding of sequences
and series. Minor
inaccuracies affect parts of
the presentation.
Written report and
Powerpoint Presentation
are generally accurate but
the presentation lacks
Developing 2
application of sequences
and series. Minor
inaccuracies affect parts of
the presentation.
Written report and
Powerpoint Presentation
contain major inaccuracies Beginning 1
and significant errors
throughout.

Prepared

GIO P. CAÑEDA Checked

Subject Teacher
ELVIRA M. IDANO
ACADEMIC COORDINATOR

Approved

SR. NENITA A. JUNTILLA, OND

Directress-Principal