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ACTIVITY SHEETS IN MATHEMATICS

Quarter 1
 1

ACTIVITY SHEETS IN MATHEMATICS

Quarter 1, Weeks 1 to 9

This Activity Sheet is collaboratively developed and

evaluated by educators from public schools of SDO Urdaneta
City. Teachers and other learning practitioners are encouraged to
send their comments, feedbacks, and suggestions about this
learning resource to DepEd SDO Urdaneta City through email:
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Your comment and suggestions are highly appreciated.

Department of Education ● SDO Urdaneta City

Activity Sheets in Mathematics 7
Quarter 1, Weeks 1 to 9
2020

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Activity Sheet in Mathematics 7 Development Team

Writer/s: Sharlyn Balgoa
Evaluators/ Rowena P. Aspiras Tedie De Vera
Reviewers: Victor Corpuz Juan Catalan
Dary Bautista Reina Corpuz
Julita Ner
Illustrator: Abraham G. Ocan
Layout Artist: Joel D. Madrid
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Division EPS, LRMS Joel B. Caballero
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 Table of Contents

Introduction To Sets……………………………………………………. 1
Activity 1…………………………………………………………. 2
Activity 2…………………………………………………………. 2
Activity 3…………………………………………………………. 2
Solving Problems Involving Sets……………………………………… 3
Activity 1…………………………………………………………. 3
Activity 2…………………………………………………………. 4
Activity 3…………………………………………………………. 4
Absolute Value And The Number Line……………………………….. 5
Activity 1………………………………………………………….. 6
Activity 2………………………………………………………….. 6
Activity 3………………………………………………………….. 6
Operations On Integers (Addition And Subtraction)…………………. 7
Activity 1………………………………………………………….. 8
Activity 2………………………………………………………….. 8
Activity 3………………………………………………………….. 9
Operations On Integers (Multiplication And Division)……………….. 10
Activity 1…………………………………………………………. 10
Activity 2………………………………………………………….. 11
Activity 3………………………………………………………….. 11
Properties And Operation Of Integers……………………………….. 12
Activity 1………………………………………………………….. 13
Activity 2………………………………………………………….. 13
Activity 3………………………………………………………….. 13
Rational Numbers In The Number Line………………………………. 14
Activity 1………………………………………………………….. 15
Activity 2………………………………………………………….. 15
Activity 3………………………………………………………….. 15
Forms Of Rational Numbers And Addition
and Subtraction Of Rational Numbers……………………………… 16
Activity 1………………………………………………………….. 17
Activity 2………………………………………………………….. 18
Activity 3………………………………………………………….. 18
Multiplication And Division Of Rational Numbers……………………. 20
Activity 1………………………………………………………….. 21
Activity 2………………………………………………………….. 21
Activity 3………………………………………………………….. 21
Principal Roots And Irrational Numbers ………………………………. 22
Activity 1…………………………………………………………… 23
Activity 2…………………………………………………………… 23
Activity 3…………………………………………………………... 23
Principal Roots And Irrational Numbers ………………………………. 24
Activity 1…………………………………………………………… 24
Activity 2………………………………………………………….. 25
Activity 2………………………………………………………….. 25
Principal Roots And Irrational Numbers ………………………………. 26
 Table of Contents

Principal Roots And Irrational Numbers ………………………………. 28

Activity 1…………………………………………………………… 29
Activity 2…………………………………………………………… 29
Activity 3…………………………………………………………… 29
Subsets Of Real Numbers ……………………………………………… 30
Activity 1…………………………………………………………… 31
Activity 2…………………………………………………………… 31
Activity 3…………………………………………………………… 32
Real Numbers On The Number Line…………………………………… 33
Activity 1…………………………………………………………… 34
Activity 2…………………………………………………………… 34
Activity 3…………………………………………………………… 34
Scientific Notation………………………………………………………… 35
Activity 1…………………………………………………………… 36
Activity 2…………………………………………………………… 36
Activity 3…………………………………………………………… 36
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 1

Illustrates well-defined sets, subsets, universal
sets, null set, cardinality of sets, union and
Learning Competency:
intersection of sets and the difference of two
sets
Subject Matter: INTRODUCTION TO SETS

POINTS TO REMEMBER

 Set is a well- defined group of objects, called elements that share a

common characteristic. Element of a set refers to the members or any
distinct objects that make up the set.
 The universal set U is the set that contains all objects under considera-
tion.
 The null set { } is an empty set. The null set is a subset of any set.
 The cardinality of a set A is the number of elements contained in set.
 A set is a subset of another if some (or all) elements of the elements of
the set are elements of the other.
 Union -The union of two sets is a new set that contains all of the ele-
ments that are in at least one of the two sets. It is denoted by symbol ∪.
The union is written as “A ∪ B” or read as “A union of B”. The union of
two sets is a set containing all elements that are in A or in B. (possibly
both
 Intersection- The intersection of two sets is a new set that contains
all of the elements that are in both sets. The intersection is written as A
∩ B. The intersection of two sets A and B consists of all elements that
are both in A and B.
 Difference of Sets - The difference of two sets A and B denoted by
A - B is the set containing those elements in A but not in B. B - A is the

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 ACTIVITY 1: SET DESCRIPTION

A. Direction: Describe the following well-defined sets

_ ______________________1. {January, June, July}

_______________________2. {jeepney, bus, tricycle, taxi, MRT, LRT, boat, ferris,
airplane}
_______________________3. {Negros Occidental, Negros Oriental}
_______________________4. {a, e, i, o u}
_______________________5. {Mount Pinatubo, Mount Mayon}

B. Direction: Write a set representing each description.

_______________________1. The children of your parents
_______________________2. The pets you have at home
_______________________3. The counting numbers less than 10
_______________________4. The single digits in the decimal system
_______________________5. The three major islands of the Philippines

ACTIVITY 2: TRUE or FALSE:

Direction: Determine the following statements whether True or False:

_________1. If A = {5, 6, 7} and B = {6, 8, 10, 12}; then A ∪ B = {5, 6, 7, 8, 10, 12}.
_________2. If P = {a, b, c} and Q = {b, c, d}; then p ∩ Q = {b, c}.
_________3. Union of two sets is the set of elements which are common to both
the sets.
_________4. Two disjoint sets have at least one element in common.
_________5. Two overlapping sets have all the elements common.

ACTIVITY 3: SET OPERATIONS

Direction: Do the following exercises. Write your answers on the

spaces provided:

A = {0, 1, 2, 3, 4} B = {0, 2, 4, 6, 8} C = {1, 3, 5, 7, 9}

1. A U B 6. A – B
2. A U C 7. (A ∩ B) U C
3. C – A 8. B- (C ∩ A)
4. A ∩ B 9. (A U B) – C
5. C ∩ A 10. A U B U C

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Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 2

Solves problems involving sets with the use of

Learning Competency:
Venn diagram.

Subject Matter: SOLVING PROBLEMS INVOLVING SETS

POINTS TO REMEMBER

Venn diagram is a pictorial representation of the relationships between

sets.

We can represent sets using Venn diagrams. In a Venn diagram, the sets are
represented by shapes; usually circles or ovals. The elements of a set are la-
belled within the circle.

ACTIVITY 1: TRIP TO PANGASINAN

Direction: Read the problem below and answer the questions

that follow. Draw the Venn diagram to show your answer.

A group of 50 students went on a tour in the province of Pangasinan. Out of

the 50 students, 24 joined the trip to Hundred Islands; 18 went to Patar Beach;
20 visited Enchanted Cave ; 12 made a trip Hundred Islands and Patar Beach;
15 saw Patar Beach and Enchanted Cave; 11 made a trip to Hundred Islands
and Enchanted Cave and 10 saw the three tourist spots.

1. How many of the students went to Hundred Islands only?

2. How many of the students went to Patar Beach only?

3. How many joined the Enchanted Cave trip only?

4. How many did not go to any of the tourist spots?

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 ACTIVITY 2: FASTFOODCHAIN DIAGRAM
Direction: A group of people were surveyed on their most fre-
quently visited fast food chains in the city.

1. How many of them only like McJolly?

2. How many of them only like MangKFC?
3. How many of them only like ChowQueen?
4. How many of them like McJolly, MangKFC and ChowQueen?
5. How many of them do not like either McJolly and MangKFC?
6. How many of them like MangKFC or ChowQueen?
7. How many of them like both McJolly and ChowQueen but not

8. How many of them do not like either McJolly or ChowQueen?

9. How many of them Mc Jolly but not Chowqueen?
10. How many people were surveyed?

ACTIVITY 3: ON MY OWN
Direction: Survey among your classmates/friends on who among
them have the following pets at home:

a. cats

b. dogs

c. chickens

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 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 3

Represents the absolute value of a number line

Learning Competency:
as the distance of a number from 0.

Subject Matter: ABSOLUTE VALUE AND THE NUMBER LINE

POINTS TO REMEMBER

Absolute Value describes the distance of a number on the number line

from 0 without considering which direction from 0 the number lies. The absolute
value of a number is never negative. The symbol for absolute value is two
straight lines or bars ││ surrounding the number or expression for which you
wish to indicate absolute value.

│6│ read as absolute value of 6 is 6 units

│-6│ read as absolute value of negative 6 is 6 units

Number Line is a straight line with numbers placed at equal intervals or

segments along its length. It can be extended infinitely in any direction and is
usually presented horizontally. It
can be used to show distance
of a number from 0.

Example:

1. The absolute value of 5 is 5.

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 ACTIVITY 1: ABSOLUTELY SIMPLE

Direction: Find the absolute value of the following:

1. │-21│ 6. │-333│

2. │+11│ 7. │215│

3. │-30│ 8. │-45│

4. │-108│ 9. │-151│

5. │620│ 10. │+2019│

ACTIVITY 2: TRY THIS!

Direction: Simplify the following:

1. │15│+ │-6│ 6. │-63│+ │12│- │4│

2. │-32│ + │23│ 7. │-120│+ │47│

3. │-45│ + │-33│ 8. │-86│- │22│

4.
4. │56│- │-11│ 9. │-12│+ │-40│+│17│

5. │-19│ - │-2│ 10. │-11│+ │08│+ │19│

ACTIVITY 3: EXTRA PRACTICE

Direction: Simplify the following. Match Column A to Column

B.

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Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 3

Learning Competency: Performs fundamental operations on integers.

Subject Matter: OPERATIONS ON INTEGERS

POINTS TO REMEMBER

Integer – any whole number that can be positive or negative. Ex: (-2, -1,0, 3, 5)

ADDITION OF INTEGERS

Steps on Adding Integers in Number line

1. Locate the first number in the number line

2. Locate the second number in the number line from the first number. To
add a positive number means that we move the point to the right of the
number line. Similarly, to add a negative number implies that we have to
move the point to the left of the number line.

Example 1: Simplify 2 + 4 .

Following the steps, we locate the first number which is 2 in the number line
then Add (4) by moving the point 4 units to the right.

After doing so, we end up at 6. Therefore, 2 + 4=6

SUBTRACTION OF INTEGERS

The process of subtracting numbers is similar to adding numbers. It takes to

change the operation from subtraction to addition, then switch the sign that fol-
lows.

Example 2: Simplify by subtracting the numbers 5- (+6)

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means, we can rewrite the problem as

5 − (+6) → 5 + (–6)

Following the steps in addition, we locate the first value which is 5 and move 6
units to the left in the number line.

This gives us the answer of 5 − (+6) = 5 + (–6) = -1

ACTIVITY 1: HEARTS OF INTEGERS

“WHAT HAS 13 HEARTS BUT HAS NO OTHER ORGANS?”

Direction: (To get the answer, compute the sums of the given
exercises below. Write the letter of the problem corresponding to
the answer found in each at the bottom).

A. 25 + 95 F. (78) + (-15) L. (-65) + (-40) R. 47 + 98

C. 38 + (-15) G. (50) - (-20) N. 65 + 75 S. (25) - (20)

D. 65 - (-20) I. (110) + (-75) O. (-120) + (-35) Y. (75) - (20)

E. (-65) + (-20) K. (16) + (-38 P. (165) + (-85)

ACTIVITY 2: POWER INTEGER

Direction: Perform the indicated operations.

1. Subtract -3 from -2. 6. 10 subtracted from 22

2. The sum of-8 and 13 7. 28 added to -18
3. Five less than -7 8. -21 decreased by 6
4. 16 added to 3. 9. 24 less than -1
5. The sum of -12 and 3 10. -3 increased by 15

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 ACTIVITY 3: TAKE MY CHALLENGE

Direction: A playground, a supermarket, a store, a bus stop, a

restaurant, my house and Paul’s house are all on Guam Street. The
supermarket and the bus stop are 3km and 4km due east of the
playground respectively, and the store is 5km due west of the
playground.

1. If the address of the supermarket and the bus stop are marked “30 Street”
and “40 Street”, use signed number to represent the address of the play-
ground and the store. Mark their position on the horizontal lines too.

2. If I want to buy some snacks, I can walk the same distance to either the su-
permarket or the store. What is the address of my house?

3. The distance between Paul’s house and mine is 250m. Write down the pos-
sible address of Paul’s house

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 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 3

Represents the absolute value of a number line

Learning Competency:
as the distance of a number from 0.

Subject Matter: ABSOLUTE VALUE AND THE NUMBER LINE

POINTS TO REMEMBER

MULTIPLYING INTEGERS:

Rules to determine the sign of the product:

1. The product of two positive integers or two negative integers is positive

2. The product of a positive integer and a negative integer is negative.

3. In multiplying two or more numbers

DIVISION OF INTEGERS:

Rules to determine the sign of the quotient:

1. The quotient of two positive integers or two negative integers is positive.

2. The quotient of a positive integer and a negative integer is negative.

ACTIVITY 1: MATH DILEMMA

Direction: “ WHAT IS THE SMALLEST AND MOST DENSELY
POPULATED OF THE SEVEN CENTRAL AMERICAN
COUNTRIES?” To solve the dilemma, match the letter in column II
with the number that corresponds to the numbers in column

Column I Column II
____1. (6)(-12) A 270
____2. (-13)(-13) E -72
____3. (19)(-17) D 300
____4. (-15)(29) L -323

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 I.

____5. (165)(0) O -435

____6. (-18)(-15) R 0
____7. (-15)(-20) S 16
____8. (-5)(-5)(-5) A -125
____9. (-2)(-2)(-2)(-2) V. 169
____10. (4)(6)(8) L 192
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1 3 9 6 10 2 8 7 4 5

ACTIVITY 2: WHO’S THAT SCIENTIST?

Direction: “Who is the German physicist that is best known for his theory of
relativity and the equation e=mc2, which foreshadowed the development of
Atomic power and the atomic bomb?”
A (-352) ÷ 22 N (-120) ÷8
B (128) ÷16 R (-444) ÷(-12)
E (144) ÷3 S (168) ÷6
I 108 ÷ (9) T (-315) ÷(-35)
L (-147) ÷7

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
-16 -21 8 48 37 37 48 12 -15 28 9 48 12 -15

ACTIVITY 3: PROBLEM SOLVING

Direction: Solve the following problems. Write your solutions on the space
provided.

1. Ana has twenty P5 coins in her coin purse. If her niece took 5 of the coins, how much has
been taken away?

2. Maria can type 45 words per minute, how many words can Mark type in 10 minutes?

3. Jack borrows Php 20 to Dina every day to buy materials to finish his project. If he bor-
rowed for 5 consecutive days, how much in all will be the amount he borrowed to Dina?

4. There are 336 oranges in 12 baskets. If there were only 3 baskets available, how many
can be placed in each baskets?

5. A father has 976 sq. meters lot which will be divided among the 4 children he has to

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 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 4

Illustrates the different properties of operations
Learning Competency:
on the set of integers.
Subject Matter: PROPERTIES AND OPERATION OF INTEGERS

POINTS TO REMEMBER

1. Closure Property – A set S is closed under the operation * if whenever and

are in S, is in S. Note: * stands for any mathematical operations

2. Commutative Property - Changing the order of two numbers that are either
being added or multiplied does not change the value.

3. Associative Property - Changing the grouping of numbers that are either being
added or multiplied does not change its value. Note: The parentheses mean that
the values should be added or multiplied first)

4. Distributive Property - When two numbers have been added / subtracted and
then multiplied by a factor, the result will be the same when each number is
multiplied by the factor and the products are then added / subtracted.

5. Identity Property
Additive Identity - states that the sum of any number and 0 is the given
number. Zero, “0” is the additive identity. a + 0 = a
Multiplicative Identity - states that the product of any number and 1 is the
given number, a • 1 = a. one, “1” is the multiplicative identity. a • 1 = a

6. Inverse Property
In Addition - states that the sum of any number and its additive inverse, is
zero. The additive inverse of the number a is –a. a + (-a) = 0
In Multiplication - states that the product of any number and its multiplicative

inverse or reciprocal, is 1.The multiplicative inverse of the number a is ● .

=1

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 ACTIVITY 1: PROPERTY IDENTIFICATION
Direction: Identify the property that justifies each statement.

______________1. 0 + (-3) = -3 ______________6. 2 x (3 x 7) = (2 x 3) x 7

______________2. 2(3 - 5) = 2(3) - 2(5) ______________7. 10 + (-10) = 0

______________3. (- 6) + (-7) = (-7) + (-6) ______________8. 2(5) = 5(2)

______________4. 1 x (-9) = -9 ______________9. 1 x (- 2) = - 2

______________10. (-3)(4 + 9) = (-3)(4) + (-3)(9)

______________5. 4 x =1

ACTIVITY 2: REWRITING EXPRESSIONS

Direction: Rewrite the following expressions using the given property.

1. Distributive 12a – 5a 6. Distributive 10a – 15ab

______________ _______________
2. Associative (7a)b 7. Associative (a + b)+c
______________ ______________
3. Commutative 8 + 5 8. Commutative 15 + 20
______________ ______________
4. Identity -4(1) 9. Identity -9 (1)
______________ _________________
5. Inverse 25 + (-25) 10. Inverse 10 + (-10)
______________ ________________
ACTIVITY 3: FILLING THE BLANKS

Direction: Fill in the blanks and determine what properties

were used to solve the equations.

_________________1. 5 x ( ____ + 2) = 0 ________________6. 2+5 = ____ +2

_________________2. -4 + 4 = _____ ________________7. -3 x _____ = 8 x -3

_________________3. -6 + 0 = _____ ________________8. (-3 + 5) + 2= _____ +(5+2)

_________________4. (-14 + 14) + 7 = ____ ________________9. -3(4+5) = _____-15

_________________5. ____x 7) = 0 ________________10. -7 +_____ = -7

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 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 4

Expresses rational numbers from fraction form
Learning Competency:
to decimal form and vice versa.
Subject Matter: RATIONAL NUMBERS IN THE NUMBER LINE

POINTS TO REMEMBER
Rational numbers are numbers which can be written as a quotient of two in-

tegers , where b ≠ 0. 3 ½, -6 ¼, ½, are rational numbers.

A. To change Decimal to Fraction

Step 1: Write the given number without decimal point as the numerator of the
fraction

Step 2: Write 1 in the denominator followed by as many zeroes as the number

of decimal places.

Step 3: Reduce the fraction into the lowest form and if required change into
mixed numeral.

Example : Convert 1.25 to Fraction

1.25 = =
B. To change Fraction to Decimal - Divide the numerator (top number) by the
denominator (bottom number) then attach enough trailing zeroes to the numerator
so you can continue dividing until you find that the answer is either termination
decimal or repeating decimal.

Note: If we have a mixed number, the whole number stays to the left of the
decimal
0.4
5
Example 1 : Convert to Decimals - 20
0
= => 2÷5

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 ACTIVITY 1: FRACTIONS TO DECIMALS
Direction: Convert the following fractions to decimals.

1. = 6. =

2. = 7. =

3. = 8. =

4. = 9. =

5. = 10. =

ACTIVITY 2: DECIMALS TO FRACTIONS

Direction: Convert the following decimals.to fractions.

1. 0.75 = 6. 2.07 =
2. 0.1 = 7. 0.25 =
3. 1.25 = 8. 0.65 =
4. 3.55 = 9. 5.38 =
5. 0.51 = 10. 2.27 =

ACTIVITY 3: STAIRWAY TO PRINCESS JASMIN

Direction: Aladdin lost his magic carpet. Help him visit princess
Jasmin by converting fractions to decimals and vice versa. Fill
in each empty box beside each given to take the next step.

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 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 5

Learning Competency: Performs operations on rational numbers

FORMS OF RATIONAL NUMBERS AND

Subject Matter: ADDITION AND SUBTRACTION OF RATIONAL
NUMBERS

POINTS TO REMEMBER
RULES IN ADDING/SUBTRACTING FRACTIONS
1. Similar Fractions - have the same denominators, as opposed to unlike fractions,
which have different denominators

Steps in Adding/ Subtracting Similar Fractions

1. Add or Subtract the numerators.
2. Keep the denominator the same
3. Simplify

Example : + =

2. Dissimilar Fractions- are fractions that do not have the same denominators.

Steps in Adding/ Subtracting Dissimilar Fractions

1. Find the least common denominator (LCD) of both fractions
2. Rewrite the fractions as equivalent fractions with the LCD as the
denominator
3. Proceed in adding or subtracting the fractions as indicated.
4. Simplify.

Example : +

+ = +

3. Mixed Number -is a whole number, and a proper fraction represented together.

Steps in Adding/ Subtracting Mixed Numbers

1. Convert mixed number to improper fractions.
2. Add or subtract them using the rules in adding and subtracting fractions
3. Simplify or convert back to mixed numbers

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 Example 1: 2 + Example 2: 3 -

= + = -

= + = -

= = =

Decimals - number expressed in the scale of tens. Commonly when numbers in-
clude a decimal point to represent a whole number plus a fraction of a whole num-
ber (tenths, hundredths, etc.).

Rules In Adding And Subtracting Decimals

1. Line up the decimal points so that similar place values are lined up. In other
words, the tens place in both numbers should be lined up, the ones place in
both numbers should be lined up, etc.
2. If the numbers do not have the same number of digits after the decimal point,
you can use "filler zeros" to help you line up the numbers.
3. Add or subtract as indicated.
Example 7: Add 1.425 to 1.3 Example 8: Subtract 3.25 and 0.075
1 . 4 2 5 3 . 2 5 0
+1 . 3 0 0 -0 . 0 7 5
2 . 7 2 5 3 . 1 7 5

ACTIVITY 1: ADDITION AND SUBTRACTION OF FRACTIONS

Direction: Perform the indicated operations and express

1. + + = 6. - =

2. + + = 7. 11 -7 =

3. + = 8. + - =

4. - = 9. 10- 3 =

5. 2 - = 10. + + =

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 ACTIVITY 2: ADDITION AND SUBTRACTION OF DECIMALS
Direction: Perform the indicated operation.

1. 1.902 + 21.36 + 8.7 = _________ 6. 700 – 678.891 = ________

2. 45.08 + 9.2 + 30.545 = __________ 7. 7.3 – 5.182 = ________
3. 900 + 676.34 + 78.003 = __________ 8. 51.005 – 21.4591 = ________
4. 0.77 + 0.9768 + 0.05301 = __________ 9. (2.45 + 7.89) – 4.56 = ________
5. 5.44 – 4.97 = __________ 10. (10 – 5.891) + 7.99 = ________

ACTIVITY 3: PROBLEM SOLVING

Direction: Solve the following problems. Show your solution on the

space provided and specify the units as indicated in the problem

1. Inday and Bebang are comparing their heights. If Inday’s height is 120 cm.

and Bebang’s height is 96 cm. What is the difference in their heights?

2. Kalupe bought 6 meters of silk,3 meters of satin and meters of velvet.

How many meters of cloth did she buy?

3. Bening needs10 kg. of meat to serve 55 guests, If she has 3 kg of chicken,

a kg of pork, and kg of beef, is there enough meat for 55 guests?

4. Mr. Koh has liters of gasoline in his car. He wants to travel far so he

added 16 liters more. How many liters of gasoline is in the tank?

5. After boiling, the liters of water was reduced to 9 liters. How much
water has evaporated?

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6. Hilda had P7500 for shopping money. When she got home, she had P132.75 in
her pocket. How much did she spend for shopping?

7. Kiko contributed P69.25, while Lorna and Fely gave P56.25 each for their
birthday gift to Gina. How much were they able to gather altogether?

8. Ryan said, “I’m thinking of a number N. If I subtract 10.34 from N, the difference
is 1.34.” What was Ryan’s number?

9. Agnes said, “I’m thinking of a number N. If I increase my number by 56.2, the

sum is 97.78.”What was Agnes number?

10. Kim ran the 100-meter race in 135.46 seconds. Tyron ran faster by 15.7
seconds. What was Tyron’s time for the 100-meter dash?

19
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 5

Learning Competency: Performs operations on rational numbers

MULTIPLICATION AND DIVISION OF RATIONAL

Subject Matter:
NUMBERS

POINTS TO REMEMBER
RULES IN MULTIPLYING AND DIVIDING FRACTIONS
1. To multiply rational numbers in fraction form simply multiply the numerators and
multiply the denominator and reduce the answer to the lowest term.
Note: The symbols ●, x, or ( ) are used for multiplication

In symbol, ● = where b and d are NOT equal to zero

Example : ● =
2. To divide rational numbers in fraction form, take the reciprocal of the second
fraction (called the divisor) and multiply it by the first fraction.

In symbol, where ÷ = ● = b, c, and d are NOT equal to zero.

Example : ÷ = ● =
MULTIPLYING AND DIVIDING DECIMALS

Steps in Multiplying Decimals

Multiply the numbers just like the normal as if
decimal point wasn’t there Example : What is 4.22 x 3.1
2. Count the decimals places there are in the
numbers you multiplied. 4 . 2 2
3. Add the decimal point to the answer by x 3 . 1
counting the number of decimal places from
8 2 2
right to left.
Steps in Dividing Decimals +1 2 6 6
1. Multiply the divisor by as many 10’s as 1 3. 4 8 2
necessary until we get a whole number.
2. Multiply the dividend by the same number of 10’s then divide the values
3. Count the decimals places there are in the numbers you multiplied.
4. Add the decimal point to the answer by counting the number of decimal places
from right to left. Example 4: What is 15 ÷ 0.2
0.2 x 10 = 20 150 ÷ 20 = 75
15 x 10 = 150 = 7.5

20
 ACTIVITY 1: MULTIPLICATION OF FRACTIONS
Direction: Find the products of the following fractions. Express your

1. ● = 6. ● 5 =

2. 7 ● = 7. ● =

3. ● = 8. ● ● =

4. ●3 = 9. ● ● =

5. ● = 10. ● ● =

ACTIVITY 2: DIVISION OF FRACTIONS

Direction: Find the quotient of the following fractions. Express your
answer in lowest term

1. 20 ÷ = 6. ÷ =

2. ÷ = 7. 13 ÷ 2 =

3. ÷ = 8. ÷ =

4. ÷6 = 9. ÷ =

5. ÷ = 10. ÷ =

ACTIVITY 3: PRODUCTS AND QUOTIENT OF DECIMALS

Direction: Perform the indicated operation of the following decimals

1. 3.5 ÷ 2 = 6. 27.3 x 2.5 =

2. 78 x 0.4 = 7. 9.7 x 4.1 =

3. 9.6 x 13 = 8. 3.415 ÷ 2.5 =

4. 3.24 ÷ 0.5 = 9. 53.61 x 1.02 =

5. 1.248 ÷ 0.024 10. 1948.324 ÷ 5.96 =

21
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 6

Describes principal roots and tells whether they
Learning Competency:
are rational or irrational.
Subject Matter: PRINCIPAL ROOTS AND IRRATIONAL NUMBERS

POINTS TO REMEMBER
 Principal Root – a number which when raised to the power of n, yields
the radicand of its nth degree radical, and which has the greatest real part
among all such numbers, and positive imaginary part in case of equality of the
real parts.
 Perfect Squares – are numbers that have rational numbers as square roots.
The square roots of perfect squares are rational numbers while the square roots
of numbers that are not perfect squares are irrational numbers.
 Rational Numbers – these are numbers that can be made by dividing two inte-
gers
 Irrational Numbers – any number that cannot be expressed as a quotient
of two integers. The decimal expansion of irrational numbers continue to ex-
pand without repeating

On Principal nth Roots

The principal nth root of a positive number is the positive nth root. The prin-
cipal nth root of a negative number is the negative nth root if n is odd. If n is even
and the number is negative, the principal nth root is not defined. The notation for the

principal nth root of a number b is . In this expression, n is the index and b is

th
the radicand. The n roots are also called radicals.

Classifying Principal nth Roots as Rational or Irrational Numbers

To determine whether a principal root is a rational or irrational number, de-

termine if the radicand is a perfect nth power or not. If it is, then the root is rational.

22
 ACTIVITY 1: RATIONAL OR IRRATIONAL
Direction: Tell whether the principal roots of each number are
rational or irrational.

____1. ____6.

____2. ____7.

____3. ____8.

____4. ____9.

____5. ____10.

ACTIVITY 2: CLASSIFYING PRINCIPAL ROOTS

Direction: Classify the following principal roots whether Rational

or Irrational by rewriting the values to the corresponding box

Rational Irrational

ACTIVITY 3: MORE ON CLASSIFYING ROOTS

Direction: Identify whether True or False.

_____1. is rational _____6. is irrational

_____2. is rational _____7. is irrational

_____3. is rational _____8. is rational

_____4. is irrational _____9. is rational

_____5. is irrational _____10. is rational

23
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 6

Determines between what two integers the
Learning Competency:
square root of a number is.
Subject Matter: PRINCIPAL ROOTS AND IRRATIONAL NUMBERS

POINTS TO REMEMBER
Square roots are the numbers that when multiplied by themselves, equal the

number under the square root sign. For instance, equals 3 since 3*3=9 A
perfect square is a number of which you can take the square root and ob-
tain two whole numbers. 49 is a perfect square, since it equals 7*7; 56 is not. If
you have 35.2 and 37T, 36 is the perfect square between the two integers

In finding the principal roots between two integers, find the closest such integers.

Example:
16 is a perfect integer square and 4 is its principal square root. 25 is the
next perfect integer square and 5 is its principal square root. Therefore, √19 is
between 4 and 5.

ACTIVITY 1: TORNED IN BETWEEN

Direction: Identify the two consecutive integers in which the
square root lie in between.

_____ _____1. _____ _____6.

_____ _____2. _____ _____7.

_____ _____3. _____ _____8.

_____ _____4. _____ _____9.

_____ _____5. _____ _____10.

24
 ACTIVITY 2: MATCHING TYPE
Direction: Match the roots in Column A to which it lies in between

A B

1. A. 1 and 2

2. B. 2 and 3

3. C. 3 and 4

4. D. 4 and 5

5. E. 5 and 6

6. F. 6 and 7

7. G. 7 and 8

8. H. 8 and 9
9. I. 9 and 10

10. J. 10 and 11

ACTIVITY 3: CRACK THE RIDDLE!

“WHAT HAS HANDS BUT CANNOT CLAP?
Direction: Crack the answer in a riddle by identifying two
consecutive integers in which the square root lie in between in the

K 19 and 20 T 11 and 12 E 9 and 10 L 5 and 6

C 13 and 14 H 6 and 7 C 15 and 16 O 14 and 15

______ ______ ______ ______ ______ ______ ______ ______

25
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 7

Estimates the square root of a whole number to
Learning Competency:
the nearest tenth.
Subject Matter: PRINCIPAL ROOTS AND IRRATIONAL NUMBERS

POINTS TO REMEMBER
Steps in Estimating Square Roots of a Whole Number

1. Determine between what two integers the square root of a number is.
2. Take the midway of the two principal roots and find its square
3. If the squared value of the midway is greater than the principal root, compute the
squares between the lesser integer added by 0.4, 0.3, 0.2, 01 respectively.
4. If the squared value of the midway is less than the principal root, compute the
squares between the greater integer added by 0.6, 0.7, 0.8, 0 respective.

Example : Estimate
Step 1:
lies between the square of 6 and 7
Step 2: Midway of 6 and 7 is 6.5
6.52 = 42.25
Step 3:
Since 42.25 > 40 then is closer to 6 than 7
6.42 = 40.96
6.32 = 39.69
6.22 = 38.44
6.12 = 37.21

Since 40 is closer to 39.69 than 40.96, is approxi-

mately 6.3

ACTIVITY 1: APPROXIMATING ROOTS

1. 6.

2. 7.

26
3. 8.

. 9.

5. 10.

ACTIVITY 2: MATCHING ESTIMATIONS

Direction: Match the estimated root of the following whole numbers in
Column A to Column B.
Column A Column B
A. 10.9
____1.
E. 9.8
____2.
H. 6.2
____3.
I. 7.5
____4.
L. 8.5
____5.
M. 11.9
____6.
O. 6.3
____7.
S. 2.2
____8.
T. 5.3
____9.
V. 4.7
____10.
ACTIVITY 3: A MAZE IN APPROXIMATION

Direction: Get to the finish line of the maze by approximating roots of

the following whole numbers to the nearest tenths. Mark the answer
by shading

27
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 7

Plots irrational numbers (up to square roots) on
Learning Competency:
a number line
Subject Matter: PRINCIPAL ROOTS AND IRRATIONAL NUMBERS

POINTS TO REMEMBER
Positive rational numbers are always represented on the right side of the zero on
the number line. While negative rational numbers are always represented on
the left side of zero on the number line.

The principal root is between 13 and 14, principal roots of the two per-
fect squares 169 and 196. The square of 13.5 is 182.25, which is greater than 175.

Therefore, is closer to 13 than to 14. Now (13.1)2=171.61, (13.22)=174.24,

(13.3) 2=176.89. Since 175 is closer to 174.24 than to 176.89, then, is ap-
proximately 13.2

Example:
This number is between 1 and 2, principal roots of 1 and 4. Since 3 is closer to

4 than to 1. is closer to 2. Plot √ closer to

2.

28
 ACTIVITY 1: PLOTTING SQUARE ROOTS

Direction: Draw a number line and plot the following.

V. C.

Y I.

L. O.

E. O.

ACTIVITY 2: WHERE IS THAT RATIONAL IN THE NUMBER

LINE?

Direction: Graph the numbers on a number line 7.25, , , ,

5.5

ACTIVITY 3: PLOTTING RATIONAL NUMBERS

Direction: Which point on the number line below corresponds to which

square root?

1. ______

2. ______

3. ______

4. ______

5. ______

29
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 8

Learning Competency: Illustrates the different subsets of real numbers

Subject Matter: SUBSETS OF REAL NUMBERS

POINTS TO REMEMBER
Real Numbers are numbers that can be expressed as a decimal. Examples of
real numbers are fractions, decimals, and counting numbers.
Examples: 8,4.67,−13,π
The table below describes important subsets of the real numbers.

Rational Any number that can be written as a Exam-

Numbers ples: −59, 18,
fraction, where p and q are integers.
, 164,
In decimal form, these are terminating
decimals, and non-terminating, repeat-
0.124 ,
ing decimals. Symbol: Q

Irrational When written as a decimal, these num- Exam-

Numbers bers do not terminate or re- ples: e,π,−2–
peat. Symbol: I (although this is not uni-
versally used to represent the irrational 5– 3
numbers)

Integers All counting numbers, their negatives, Examples: -

and zero. The set {...,-3,-2,- 65,0,192
1,0,1,2,3,...}. Symbol: Z

Whole All positive counting numbers and zero. Exam-

Numbers The set {0,1,2,3,...}. ples: 0,5,12,78

Natural All positive counting numbers. The set Exam-

Numbers {1,2,3,...}. Symbol: N ples: 11,59

30
 ACTIVITY 1: MATCHING TYPE

Direction: Match Column A to Column B. (Answers may be

repeated

A B
____1. Counting numbers without zero A. integers
____2. whole numbers and their opposites B. natural numbers

____3. any number with a decimal form that terminates

or repeats C. rational numbers
____4. natural numbers with zero D. real numbers
____5. a number that does not repeat or terminate E. whole numbers
____6. 2/3, 0.5, 2.5, -0.3333. F. irrational numbers
____7. 0, 1, 2, 3, …
____8. -3, -1, 0, 1, 4
____9. 0.983207982…
____10. 1, 2, 3, 4, 5, …

ACTIVITY 2: DETERMINING SUBSETS

Direction: Determine the subset of real numbers to which each
number belongs. Put a check mark (√ ) to answer.

Number Whole Num- Integer Rational Irrational

ber
1. -86

2. 34.74

3.

4.

5.
6. -0.125

7. -
8. 0
9. -45.37
10. -
1.25252525…

31
 ACTIVITY 3: FACT OR A BLUFF?

Direction: On the blank before each number, write FACT if the

statement is true and BLUFF if not.

_____1. All irrational numbers are real numbers.

_____2. No rational numbers are whole numbers.

_____3. All rational numbers are integers.

_____4. Some irrational numbers are integers.

_____5. All whole numbers are rational numbers.

_____6. No irrational numbers are whole numbers.

_____7. All rational numbers are whole numbers

_____8. All real numbers are rational numbers

_____9. Rational numbers are different from irrational numbers.

_____10. Natural numbers differ from rational numbers

32
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 8

Learning Competency: Arranges real numbers in increasing or

Subject Matter: REAL NUMBERS ON THE NUMBER LINE

POINTS TO REMEMBER

Real Numbers - are any of the numbers from the preceding subsets. They
can be found on the real number line. The union of rational numbers and irrational
numbers is the set of real numbers. It includes whole numbers, rational numbers
and irrational numbers such as

0, 1, 2, 0.125, 0.333…, ¾, ,

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.

Ordering Real Numbers

When comparing real numbers on a number line, the larger number will al-
ways lie to the right of the smaller one. It is clear that 1515 is greater
than 55, but it may not be so clear to see that −1−1 is greater than −5−5 until
we graph each num-
Smaller Larger
ber on a num- ber
line.

The symbols e used to compare numbers are:

< Less than
> Greater than
< Less than or equal to
> Great- er than or equal to

Ascending Or- der - Numbers are

said to be in ascending or-

33
Descending Order - Numbers are said to be in descending order when they are
arranged from the largest to the
smallest num- ber.
Example:

ACTIVITY 1: TRY THIS!

Direction: Determine whether the following real numbers are

arranged in Ascending Order (AO) or Descending Order (DO).

_____________1. -1/4, -1.25, -5

_____________6. 2 , 3.5, 9
_____________2. , , 5.33 _____________7. 0.25, ½, 1
_____________3. -3, 1, 5 .555…
_____________8. ,2
_____________9. 5, 3.8, 1.333…
_____________4. -12, 1.75,
_____________5. -2.25, 0, 7
_____________10. 10, , -1

ACTIVITY 2: ARRANGING REAL NUMBERS

Direction: Arrange the following real numbers in given order.
Write your answer on the shapes provided.

1. Descending: -1/4, -1.25, -5.33

2. Ascending: , , 10
3. Ascending: 10, -3, 4/5

4. Descending: 8.5, -12,

5. Ascending: -2.25, 0, -1

ACTIVITY 3: CRACK THE CODE ON THE NUMBER LINE

Direction: Draw a number line and plot the following to crack the
code.
“An American Photo And Video-Sharing Social Networking Service

A. G. N. I. A.

R T. S. G. M.

34
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 7, QUARTER 1, WEEK 9

Writes numbers in scientific notation and vice
Learning Competency:
versa.
Subject Matter: SCIENTIFIC NOTATION

POINTS TO REMEMBER
SCIENTIFIC NOTATION is a special way of writing numbers. It allows us to ex-
press a very small or very large number in compact form. Numbers in scientific no-
tation is written in two parts.

1. A number part called “c” Any number greater than or equal to 1but less
than 10
2. A number with base 10 raised to an integer power
Notes: 1. If a number is between 0 and 1, the exponent of base 10 is negative.
2. If a number is greater than 1, the exponent of 10 is positive

Steps in Writing Decimal Numbers into Scientific Notation

Step 1: Identify the initial location of the original decimal point.
Step 2: Identify the final location or destination of the original decimal
point.
- The final location of the original decimal point must be directly to the right of the
first nonzero number.
Step 3: Move the original decimal point to its final location
- The value must be greater than or equal to 1, but less than 10
- When the decimal is moved towards left, the count for the exponent of base 10
should be positive.
- When the decimal is moved towards the right, the count for the exponent of
base 10should be negative.
Step 4: Multiply it by power of base 10.
Steps in Writing Scientific Notation into Decimal Numbers.
Step 1: Move the original decimal point to its final location
- When the power is positive the decimal must be moved towards right de
pending on the count for the exponent of base 10.
- When the power is negative the decimal must be moved towards left
depending on the count for the exponent of base 10.

35
 ACTIVITY 1: TRY THIS!
Direction: Write the following values in decimals to scientific notation.

_____________1. 0.0000056 _____________6. 8207

_____________2. 4003 _____________7. 0.83500
_____________3. 350 _____________8. 50800
_____________4. 4113000 _____________9. 0.0010003
_____________5. 700 _____________10. 8000

ACTIVITY 2: EXPANDING NOTATIONS

Direction: Write the following values in scientific notation to
decimals.

_____________1. 2.5 x 105 _____________6. 8.207 x 106

_____________2. 1.09 x 103 _____________7. 5.1 x 107
_____________3. 9.1 10-4 _____________8. 4.21 x 10-2
_____________4. 3.0 x 104 _____________9. 1.03 x 1010
_____________5. 7.2 x 10-2 _____________10. 8 x 10-9

ACTIVITY 3: MATCHING POWERS

Direction: Match the values in column A to column B by converting

A B
-2
____1. 8.0 x 10 A. 800000
____2. 8000000 B. 0.08
____3. 0.000008 C. 8 x 10-6
____4. 8.0 x 105 D. 8 x 106
____5. 8.0 x 104 E. 80000

36
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Written By: Sharlyn Balgoa

Position:
School:

38
For comments., questions or suggestions please contact

Department of Education – Schools Division Office of Urdaneta City

High School Drive, San Vicente West, Urdaneta City, Pangasinan 2428
Telephone Number: (075) 569-3054
Email Address: [email protected] | [email protected]