Saint Joseph School

3712 Poblacion, Diadi, Nueva Vizcaya

st.josephschool_diadi@yahoo.com

CURRICULUM MAP
Mathematics 7
QUARTER 1: Set and Set Operations, Real Topic: Real Numbers Time Frame: 23 days
Numbers and Measurements
STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of key concepts of sets and the real number system. The learner is able to formulate challenging situations involving
sets and real numbers and solve these in a variety of strategies.
Essential Understanding (s): Essential Question (s):
Students will understand that: Students will keep considering the following questions:
U1. Objects, patterns, events and situations can be represented or modeled by numbers; EQ1. How useful are real numbers?
Daily task make EQ2. What makes the key concepts of real numbers
U2. use of simple manipulations of numbers; and important?
U3. Key concepts of real numbers help facilitate the solutions to mathematical problems-routine or no routine.
Knowledge (K) Skills (S)
Learners will know: Learners will be able to:
K1. real number system; S1. represents the absolute value of a number on a number line
K2. set of integers; as the distance of a number from 0.
K3. adding integers; S2. performs fundamental operations on integers.
K4. subtracting integers; S3. expresses rational numbers from fraction form to decimal
K5. multiplying integers; form and vice versa.
K6. dividing integers S4. arranges rational numbers on a number line.
K7. set of fractions; S5. performs operations on rational numbers
K8. set of decimals: and S6. determines between what two integers the square root of a
K9. set of irrational numbers. number is.
S7. arranges real numbers in increasing or decreasing order.
S8. writes numbers in scientific notation and vice versa.
S9. represents real-life situations which involve real numbers.
S10. solves problems involving real numbers.
 STAGE 2
Product or Performance Task: Evidence at the level of Understanding: Evidence at the level of Performance:
The learner should be able to demonstrate Your written mathematical computation and oral explanation will
understanding covering the six (6) facets of be evaluated by a select group using the following rubrics.
- Students will make use of graphic understanding: Assessment Indicators for the level of performance Score
organizers to illustrate the uses of numbers Criteria 1 point 2 points 3 points
The The
in real life and make an oral presentation EXPLANATION Accuracy
The solutions solutions
- Show how the key concepts of real numbers can be and
solutions are mostly are
completenes
used in daily tasks or situations. s of
are complete complete
INTERPRETATION incomplete and and
solutions
accurate accurate
- In groups of 4, let them make use of graphic
The
organizers to illustrate the uses of numbers. The The
explanation
APPLICATION explanation explanation
is
Explanation is not is highly
- Role-play a scenario or a situation showing the moderately
of product aligned with aligned with
aligned with
absence of numbers in our lives. and process the concepts the concepts
the concepts
PERSPECTIVE and
and
and
- Power thinking: groups of 4, share as much as you standards standards
standards
can on how numbers can be useful to you at home, The The The
in school, and in the community. presentation presentation presentation
is difficult is easy to is very easy
EMPATHY to follow. follow. to follow.
- As a student, show how important numbers or the Organizatio The The The
key concepts of real numbers are to you? n sequencing sequencing sequencing
SELF- KNOWLEDGE of ideas is of ideas is of ideas is
not generally very
- Provide different views of given situation that will systematic systematic systematic
show real number system. and logical and logical. and logical.
TOTAL

Rating Scale
1-20 points – Needs improvement: There is a need to go over the lesson and do the
task again
21-28 points – Acceptable: The output is acceptable but there is a need to recheck
the solutions/answers
29-36 – Good: The output is acceptable but with minimal revisions needed.
37-40 – Excellent: No revision is needed
 STAGE 3
Teaching/Learning Sequence:
1. INTRODUCTION
Activity 1: (Diagnostic Test)Check the prior knowledge of the students.
2. INTERACTION
Activity 2:( Illustrate Me) Given the illustration of |-6| = |6| = 6 from the book, let the students illustrate other opposites using the number line.
Activity 3: (State Me) Let the students state the addition, subtraction, multiplication and division of real numbers using the concept of absolute value.
Activity 4: (Exercises on the book) Let the students answer the exercises on the book (Addition, Subtraction, Multiplication and division of integers)
Activity 5: (Determine Me) Given a fraction, let the students determine its equivalent decimal form and vice-versa.
Activity 6: (Suggest ways) Given that the set of rational numbers is the complement of the set of irrational numbers, let the students suggest ways to identify irrational numbers based on
the description of rational numbers.
Activity 7: (Practice Exercises) Quiz on the topics covered in The Real Numbers
Activity 8: (Puzzles) Let the students answer the puzzles by performing the Operation on Rational Numbers
Activity 9: (Identify Me) Given a set of positive numbers, let the students identify which are perfect squares and which are not. In addition, have them identify which results to an
irrational number.
Activity 10: (Narrate Me) Narration of the steps you will follow in approximating the square root of a positive number
Activity 11: (Quiz on the topics covered in Square Root)
Activity 12: (Group Work) Arrange yourself
Activity 13: (Arrange Me) Let the students arrange the real numbers in increasing or decreasing order.
Activity 14: (learners prior knowledge) A paper and pen test good for 15–20 minutes will be administered to assess pupils’ acquired prior knowledge and skills regarding the topic
Activity 15: (Summary of Rules) Let the students make a summary of the rules in writing very large numbers and very small numbers in scientific notation.
Activity 16: (Exercise) Writes numbers in scientific notation and vice versa.
INTEGRATION

Activity 17: (Presentation of Performance Task Output) Explain in detail what you expect of each student as far as the performance task is concerned. Make the objectives, the
procedures, and the rubric to be used, clear to them. Ask the students to explain their final work, bearing in mind the rubrics set prior to the presentation. After each presentation, the
teachers should be ready to give feedback on students' performance and product.

Prepared by:

MARY JANE BUGARIN-TOLENTINO

School Registrar