Day 5

NOTRE DAME OF JARO

Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: The Set of Real Numbers

Learning Target: To illustrate the development of the set of real numbers and to identify the classification of a
given number using the set of real numbers and its subsets.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 13 – 18

Quiz

A. Consider the following set of numbers. 20. The square root of 31 is an element of the
set of
{-√ 36, -0.503, -0.3, 0, 0.5, 18, 4 π , 56, √ 2 a. natural numbers
b. counting numbers
From the set above, list the following:
c. rational numbers
1. natural numbers d. irrational numbers
2. whole numbers
3. integers 21. Counting numbers are also known as
4. rational numbers a. integers
5. irrational numbers b. natural numbers
6. real numbers c. rational numbers
d. irrational numbers
B. Determine whether each of the following
statements is true or false. 22. The number 0.098709870987… is an
element of the set of
7. Every integer is a rational number. a. counting numbers
8. Every integer is a natural number. b. integers
9. Every natural number is an integer. c. rational numbers
10. Every rational number is an irrational d. irrational numbers
number.
11. Every whole number is an integer.
23. √ 4 belongs to the set of
12. All negative numbers are integers.
a. Natural numbers
13. All integers are rational numbers.
b. Whole numbers
14. All opposites are integers.
c. Integers
15. All natural numbers are real numbers.
d. Irrational numbers
16. All irrational numbers are real numbers.

C. Multiple Choice: Choose the letter of the best 24. 0.4444… belongs to the set of
answer. a. Integers
b. Rational numbers
17. The number 9 is not an element of the set of c. Irrational numbers
a. irrationals d. Whole numbers
b. rationals
c. integers 25. √ 2, √ 101, and π are examples of
d. counting numbers a. natural numbers
b. whole numbers
18. Whole numbers and their opposites from c. rational numbers
the set of d. irrational numbers
a. whole numbers
b. natural numbers
c. counting numbers
d. integers

19. Whole numbers differ from counting

numbers because of
a. 1 c. 10
b. 0 d. -1
 Day 6
NOTRE DAME OF JARO
Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: The Set of Integers

Learning Target: To illustrate that the set of integers is a subset of the set of real numbers.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 19 – 23

Concept Notes

Integers can be visually represented on a number line. The numbers on the left side of zero (0) are the
negative integers, and are represented by a negative sign (-) placed before them, as in -5, -10, and -1. The
numbers on the right side of 0 are positive integers. Examples include 1, 3, 7, and 10. The positive integers
can be written without the sign + sign.
The set of integers is the set
L = {…,-3, -2, -1, 0, 1, 2, 3, …}

Negative numbers –are numbers to the left of zero.

Positive numbers –are numbers to the right of zero.

The numbers 1, 2, 3, … are positive integers and the numbers -1, -2, -3, … are negative integers.
Zero is neither a positive nor negative integer.
Two integers that are of the same distance from zero or the origin are called opposites or additive
inverses. The opposite of zero is zero itself.

A. Study the following opposites:

1. earning money – spending money
2. fall in temperature – rise in temperature
3. loss in weight – gain in weight
4. going to the right direction – going to the left direction
5. deposit – withdraw
B. Look at how integers represent each situation below.
6. 10̊ above zero is represented by 10
7. Loss of Php 20 is represented by -20
8. 5 steps backward is represented by -5

Exercise

A. Let x be any positive number and y be any negative number.

State whether each statement is true or false.

1. y ¿ x 3. y ¿ x 5. x ¿y
2. 0 ¿ y 4. x ¿ 0 6. x ¿ 0 ¿ y

B. Replace each blank with ¿ , ¿, or ¿ to compare the integers.

7. -7 ___ 7 12. -279 ___ 279

8. -12 ___ -11 13. -1340 ___1
9. -25 ___ 27 14. -180 ___ 0
10. 18 ___ -18 15. -5 ___ -6
11. 0 ___ -2 16. -10 ___11

C. Write the given numbers in order from least to greatest.

17. -1, 3, -5, 2 20. -5, -7, 0, -9, 2

18. 6, 4, -4, -3 21. -6, -5, 4, 0, 7
19. -1, 2, 3, 0, -3 22. -12, 17, 6, 0, -8

Day 7
 NOTRE DAME OF JARO
Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: Addition of Integers

Learning Target: To illustrate the different ways to obtain the sum of two integers.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 24 – 27

Concept Notes

 To add integers with the same sign, add their absolute values. The sum of two positive e integers is a
positive integer. The sum of two negative integers is a negative integer.
 To add integers with different signs, subtract their absolute values. The result takes the sign of the
integer with the greater absolute value.
 The sum of any integer and its opposite is equal to zero.

Examples:

1. 15 + 17 = 32
2. -4 + -21 = -25
3. -8 + 16 = 8
4. 10 + -15 = -5
5. -16 + 6 = -10
6. 20 + -2 = 18

Exercise

A. Find the sum of the integers.

1. 11 + (-4) 6. 4 + 8
2. (-7) + 3 7. 9 + (-16) + 5
3. (-12) + (-10) 8. 15 + (-11) + (-8)
4. 12 + (-1) 9. -4 + (-13) + (-5)
5. (-5) + (-3) 10. 22 + (-3) + (-50)

B. Fill in the blank with the missing integer.

11. 13 + ___ = 9 16. ___ + 19 = 16

12. -17 + ___ = -25 17. ___ + (-12) = -29
13. 24 + ___ = -1 18. ___ + 100 = 0
14. -11 + ___ = -4 19. -16 + ___ = 0
15. ___ + (-10) 20. 75 + (-75) = ____
 Day 8
NOTRE DAME OF JARO
Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: Subtraction of Integers

Learning Target: To demonstrate subtraction of integers and translate it into its equivalent addition pattern.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 28 – 31

Concept Notes

 To subtract two integers, add the opposite or additive inverse of the subtrahend to the minuend. That is,
if a and b are any two integers, then a – b = a + (-b). Then, follow the rules for addition of integers.

Compare the following addition and subtraction sentences.

Subtraction Addition

1. 15 – 8 = 7 15 + (-8) = 7
2. 9 – 15 = -6 9 + (-15) = -6
3. -7 – (-10) = 3 -7 + 10 = 3
4. 15 – 14 = -29 -15 + (-14) = -29

Exercise

A. Restate each subtraction expression as an addition expression.

1. 6 – 13 6. -24 – (-23)
2. 8 – (-3) 7. 29 – 32
3. -18 – 10 8. -24 – 19
4. -15 – 6 9. 51 – (-12)
5. -16 – (-18) 10. -18 – (-18)

B. Subtract the following integers.

11. 20 – 11
12. 35 – (-19)
13. 4 – 13
14. 47 – (-29)
15. -8 – 31
16. -29 – (-27)
17. 75 – 109
18. 101 – (-122)
19. -121 – 75
20. -2475 – (-2475)
21. 16 – [53 – (-18)]
22. [-72 – (-50)] – (-39)
23. [215 – (-65)] -65
24. -21 – (-49) – 36
25. -2275 – (-2275) – 1
 Day 9

NOTRE DAME OF JARO

Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: Multiplication and Division of Integers

Learning Target: To solve multiplication and division of integers.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 32 – 36

Concept Notes

 To multiply two integers, find the product of the absolute values of the integers.
 To divide integers, find the quotient of the absolute values of the integers.
 The product/quotient of two integers with the same sign is positive. The product/quotient of two integers
with unlike signs is negative.

Suppose we want to find the product of a positive and a negative integer like 3 × (-4). Using the concept of
multiplication as repeated addition, 3 × (-4) = (-4) + (-4) = -12. Likewise,
2 × (-5) = (-5) + (-5) = -10
3 × (-2) = (-2) + (-2) + (-2) = -6
Study the following examples.
3 × (-4) = -12 -4 × (-1) = 4 (-3)(-8) = 24
(-2) × 5 = -10 -4 × (-2) = 8 (3)(-16) = -48

Recall that multiplication and division are inverse operations.

Since (-3)(-8) = 24, then 24 ÷ (-3) = -8 and 24 ÷ (-8) = -3.
Also, since (-9)(8) = -72, then (-72)÷ 8 = -9 and (-72)÷ (-9) = 8
Let us take a look at other examples.
42 ÷ (-6) = -7 since (-7)(-6) = 42 -54 ÷ (-3) = 18 since (18)(-3) = -54
-72 ÷ 24 = -3 since (-3)(24) = -72 -75 ÷ (-5) = 15 since (15)(-5) = -75

Exercise

A. Perform the indicated operations.

1. 10(-100) 11. -804 ÷ 67

2. -13(12) 12. 570 ÷ (-19)
3. -16(17) 13. 98 ÷ (-14)
4. -30(28) 14. 80 ÷ (-16)
5. -3(-5)(-4) 15. -343 ÷ (-7)
6. -25(-15)(4) 16. (-450) ÷ (-45)
7. -17(12 + 18) 17. (-105) ÷ (-15)
8. (-20)(5) + 60(-10) 18. (-120) ÷ (-15)
9. -15(27 + 13)(3) 19. (-144) ÷ (-36)
10. -33(13 – 34) + 40(-20) 20. (-288) ÷ 24
 Day 10

NOTRE DAME OF JARO

Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: Properties of Real Numbers

Learning Target: To discuss and illustrate the properties of real numbers involving the fundamental
operations.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 37 – 42

Concept Notes

Commutative Property
For any real numbers a and b, a + b = b + a.
For any real numbers a and b, ab = ba.

Associative Property
For any real numbers a, b, and c, (a + b) + c = a + (b + c).
For any real numbers a, b, and c, (a × b) × c = a × (b ×c).

Identity Property
For any real number a, there exists a real number 0 such that
a + 0 = 0 + a = a.
The number 0 is called the additive identity.
For any real number a, there exists a real number 1 such that
a ⦁ 1 = 1 ⦁ a = a.
The number 1 is called the multiplicative identity.

Inverse Property
For any real number a, there exists a real number a, such that a + (-a) = (-a) + a = 0. The
number -a is called the additive inverse of a.
1 1 1
For any nonzero real number a, there exists a real number such that a ⦁ = ⦁ a = 1. The
a a a
1
number is called the multiplicative inverse (or reciprocal) of a.
a

Multiplication Property of Zero

For any real number a, we have
a ⦁ 0 = 0 ⦁ a = 0.

Distributive Property of Multiplication Over Addition

For any real numbers a, b, and c, a(b + c) = ab + ac

Exercise

A. Name the property that justifies each statement.

1. 4 + 7 = 7 + 4 6. (6 ⦁ 2) ⦁ 3 = 6 ⦁ (2 ⦁ 3)
2. 3 + (2 + 5) = (3 + 2) + 5 7. 8(7 + 3) = (8 ⦁ 7) + (8 ⦁ 3)
3. 9 + 0 = 9 8. 0.375(0) = 0
4. 5 ⦁ 1 = 5 9. -10 + [(4 + (-4)] = -10
−2 −5
5. (7 + 4) + 9 = (4 + 7) + 9 10. ( )( )=1
5 2

B. Complete each mathematical sentence using the indicated property.

11. -3 + 3 = ________________; Commutative Property

12. 6 + (2 + 70) = ___________; Associative Property
13. 8(-5 + -6) = _____________; Distributive Property
14. 3(2.5) = ________________; Commutative Property
15. 9(2) + 9(6) = ____________; Distributive Property
 Day 11

NOTRE DAME OF JARO

Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: Rational Numbers

Learning Target: To thoroughly discuss the set of rational numbers as a subset of the set of real numbers,
and to emphasize that the repeating and terminating decimals are rational numbers.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 43 – 48

Concept Notes

a
A rational number is a real number that can be written in the form , where a and b are integers, and b ≠ 0.
b
The set of rational numbers consists of:

3 2 1 1 2 3
R= {…,- 2 , …, - 2 , …, - 2 , …, 0, …, 2 , …, 2 , …, 2 , …}

The three dots between two rational numbers on the list indicate that there exist other rational numbers
between the two rational numbers. Also, the three dots found at the beginning and at the end indicate that
there are infinitely many rational numbers before and after the given rational numbers.
The integers, {…, -3, -2, -1, 0, 1, 2, 3, …} are rational numbers. Every rational number is the quotient of
two integers.

Why do the following numbers belong to the set of rational numbers?

−2
1. -4 3. 5. 0.63 7. √ 100
5

1
2. 0 4. 3 6. -5.7
4

Exercise

a
A. Express the following numbers in the form
b
.
1. -6 5. -7.5
2. 11 6. 0
1
3. 4 7. √ 64
2
4. 0.8 8. -√ 121

B. Arrange the absolute value of each number.

2 −5 4 −1 3
9. , , , , 12. 0.2, -0.3, 0.4, 0.5, -0.1
10 10 10 10 10

1 −2 3 −4 5
10. , , , , 13. -1.5, -1.8, -1.7, -1.4, -1.1
2 3 4 5 6

2 1 −10 3 −5
11. , , , , 14. -8.04, -8.05, 8.1, -8.2, 8.6
10 10 10 10 10
 Day 12

NOTRE DAME OF JARO

Jaro, Leyte

Learning Plan for Math–7 (BD & BM)

Activity Title: Addition and Subtraction of Rational Numbers

Learning Target: To illustrate the process of finding the sum or difference of rational numbers. Use the
concept of least common multiple in those operations with rational expressions.
Reference Title: Our World of Math-7
Author: Ricardo M. Crisostomo, et al. Pages: 49 – 53

Concept Notes

 To add/subtract similar rational numbers, add/subtract the numerators and keep the common
a b
denominator. In symbols, for rational expressions and , where c ≠ 0,
c c
a b a+b a b a−b
+ = or – =
c c c c c c

 To add/subtract dissimilar rational expressions, find their LCD and change them to similar
rationals then follow the rule for adding/subtracting similar rational expressions.
a c ad bc
± = ±
b d bd bd

ad ± bc
= bd
where b and d are nonzero and bd is the LCD.
Examples

3 4
1. Find the sum: 5 +3 .
5 5
Solution:

3 4 28 19
5 +3 = +
5 5 5 5

47 2
= or 9
5 5

3 5
2. Find the sum: + .
4 6
Solution:
3 9 5 10
LCD = 12, = and =
4 12 6 12

3 5 9 10 19 7
+ = + = or 1
4 6 12 12 12 12

Exercise
A. Add and express your answers in simplest form.

8 4
1. 4 + 5
 5 4
2. 6 + 3

B. Subtract and express your answers in simplest form.

2 2
3. 3 - 5

3 5
4. -
2 4