Lesson 7: Approximating the Square Root of a Number

In case you find it difficult to answer the activities in this module, don’t hesitate to consult your teacher or
assigned facilitator. You can also ask help from your mother or father, or anyone who is older than you at home.
Remember that you are not alone in this new normal education.

We are hoping that through this module, you will experience a meaningful learning and you will get a deeper
understanding about the competencies. You can do it!

This module was written for you to accomplish at home. It was carefully designed so that you can work at
your own pace and allow self-discovery of the concept through activities that you will perform. Activities were also
selected to allow independent learning which also aims to develop students’ reading comprehension skills through
understanding written texts.

Quarter / Week Topic Competencies Objectives

Quarter 1/ Week 7 • The two ➢ Determines between what At the end of this topic, students will
consecutive two integers the square be able to:
integers where the root of a number is.
square root lies M7NSIg-2 • Determine between what two
• Approximating ➢ Estimates the square root integers the square root of a
the square root of a whole number to number is;
into nearest the nearest hundredth. • Approximate the square root of a
hundredths M7NSIg-3 whole number to the nearest
• Plotting ➢ Plots irrational numbers (up hundredths; and
irrational numbers to square roots) on a • Plot irrational numbers (up to
on a number line number line.*** M7NSIg-4 square roots) on a number line.

Let’s Review
In the previous module, you have known the essential mathematical concept in order to identify the
principal root and whether it is rational or irrational. So, before we proceed to this new module, perform first the
activity below.

Activity 1: Give Me!

Direction:
1. Observe the given definitions.
2. Identify the term/s as described.
3. Copy the box and write the answer on a separate sheet of paper
Term/s Description
numbers that can be expressed in a form of exact
1. _________________ quotient of two numbers

2. _________________ a symbol that represents a radical expression

3. _________________ numbers which are the result of squaring a certain

number

4. _________________
a number inside the radical sign

5. _________________ any number that cannot be expressed as a quotient

of two integers

Let’s Explore
Activity 2: Classify Me!
Direction:
1. Observe the given definitions.

Rosalie A. Auxtero Changing

Mathematics Email: rosalieauxtero96@gmail.com
7 FB: Rosalie Auxtero
Lives, Bridging
Contact No. 09463670275 the Future.
 2. Group the given radical expressions whether it is a perfect square or not a perfect square by writing each
expression below its specific classification.
3. Copy the box and write the answer on a separate sheet of paper. Number one is done for you.

Choose Here! Perfect Square Not a Perfect Square

√81 √4 ____√81 _________ __________________
√23 √99 ________________ __________________
√57 √305 ________________ __________________
√64 √121 ________________ __________________
________________ __________________
√290 √256

Let’s Dig
Lesson 7.1: The Two Consecutive Integers Where the
Square Root Lies
Classifying perfect squares and non-perfect squares is important to master in order to analyze the
mathematical concepts on finding the two consecutives integers where the square root of a number lies.
Think of This!
Mathematical Concept Example 1 Example 2

❖ To find the two consecutive
integers where the given
square root of a number lies,
perform the steps below.
1. Identify the two consecutive
perfect squares between the
given square root of a number lies
and express it in radical
form.
A. Find the two consecutive
integers in radical form where√45
lies in between.
Step 1:
The two perfect squares in radical
form between√45, are:
√36 and √49.
B. Find the two consecutive
integers in radical form where
√108lies in between.
Step 1:
The two perfect squares in radical
form between√108, are:
√100 and √121.

Written as: Written as:

√36 < √45 < √49 √100 < √108 < √121

Read as: Read as:

2. Extract the principal root of the
two perfect squares.
The square root of 45 is
between the square root of
36 and the square root of 49
Step 2:
√36 < √45 < √49
6 < √45 < 7
The square root of 108 is
between the square root of
100 and the square root of 121
Step 2:
√100 < √108 < √121
10 < √108 < 11

3. Finalize your solution. Step 3: Step 3:

Thus, √45 lies between 6 and 7.
Thus, √108 lies between 10 and
11.
Lesson 7.2: Approximating the Square Root into
Nearest Hundredths
Approximation is the method or process of estimating the solution of irrational and rational
numbers.
Mathematical Concept Example 1 Example 2
❖ To get the approximate value A. Approximate √3 to the B. Approximate √75 to the
of a radical expression to the nearest hundredths nearest hundredths
nearest hundredths, do the
following steps.
1. Find the two consecutive perfect Step 1: Step 1:
squares in radical form √3 lies between√1 √75 lies between√64
where the given radical expression and √4 . and √81 .
lies in between. It is written as: It is written as:
√1 < √3 < √4 √64 < √75 < √81

And read as: And read as:

The square root of 3 is between The square root of 75 is between
the square root of 1 and the square the square root of 64 and the
root of 4. square root of 81.
Note:
Rosalie A. Auxtero Changing
Mathematics Email: rosalieauxtero96@gmail.com
7 FB: Rosalie Auxtero
Lives, Bridging
Contact No. 09463670275 the Future.
 The symbol “<” in the given,√1 < √3 < √4 is not read as “less than”
because we are comparing three quantities. It will be read as “less than”
unless the comparison involves two quantities.
2. Extract the principal root of the Step 2: Step 2:
two perfect squares. √1 < √3 < √4 √64 < √75 < √81
1 < √3 < 2 8 < √75 < 9

3. Based on the extracted roots, list Step 3: Step 3:

at least 4 estimated values to the Since√3 lies between 1 and 2, list
nearest tenths. Square each down 4 values to the nearest
estimated value written as radicand, tenths of 1, such as
then get the radicands where the {1.5, 1.6, 1.7, 1.8}
given radical expression lies in
between. Then square each value written as
radicand.
√(1.5)2 = √2.25
Since√75 lies between 8 and 2,
list down 4 values to the nearest
tenths of 1, such as
{8.3, 8.4, 8.5, 8.6}
Then square each value written as
radicand.
√(8.4)2 = √70.56

√(1.6)2 = √2.56 √(8.5)2 = √72.25

√(1.7)2 = √2.89 √(8.6)2 = √73.96

√(1.8)2 = √3.24 √(8.7)2 = √75.69

*The arrow indicates the radicands *The arrow indicates the radicands
where the given radical expression where the given radical expression
√3 lies in between. √3 lies in between.

4. Further estimation. Following the
same pattern as the previous step,
use its conclusion to create
another list of estimated values, but
this time to the nearest
hundredths in order to obtain the
closer estimated value of the root.
Thus, taking its estimated value to
the nearest tenths we have, √3
lies between 1.7 and 1.8.
Step 4:
Since√3 lies between 1.7 and 1.8,
estimate further by listing values
closer to 1.7 to the nearest
hundredths. So, {1.71, 1.72, 1.73,
1.74}
√(1.71)2 = √2.9241
Thus, taking its estimated value to
the nearest tenths we have, √75
lies between 8.6 and 8.7.
Step 4:
Since we got, √75 lies between 8.6
and 8.7, estimate further by listing
values closer to 8.7 to the nearest
hundredths. So, {8.63, 8.64, 8.65,
8.66}
√(8.64)2 = √74.6496

√(1.72)2 = √2.9584 √(8.65)2 = √74.8225

√(1.73)2 = √2.9929 √(8.66)2 = √74.9956

√(1.74)2 = √3.0276 √(8.67)2 = √75.1689

*The arrow indicates the closest *The arrow indicates the closest
value to the given radical value to the given radical
expression, √3 . expression, √75 .

Since, √2.9929 is closer to √3 Since√74.9956 is closer to

than√3.0276 , then √3 ≈ √75 than√75.1689, then √75 ≈
√2.9929 √74.9956 .

Note: The symbol “≈ “is read as “is almost equal to”, which means that
the value given is closely correct but not exactly the right value.
5. Finalize your answer. Step 5: Step 5:
√3 ≈ √2.9929 √75 ≈ √74.9956
√3 ≈ 1.73 √75 ≈ 8.66
Thus, the approximated value of Thus, the approximated value of
√3 is 1.73 √75 is 8.66

Rosalie A. Auxtero Changing

Mathematics Email: rosalieauxtero96@gmail.com
7 FB: Rosalie Auxtero
Lives, Bridging
Contact No. 09463670275 the Future.
 Lesson 7.3: Plotting Irrational Numbers on a Number
Line
Irrational numbers are not easy to plot on the number line. So, let us now learn about plotting points on
the number line.
Think of This!
Term/s Definition Illustration
➢ Number Line a horizontal or vertical line used to
show correspondence between the
real numbers and points on the line.

Take note:
Horizontal number line is commonly
used to plot irrational numbers.

To plot irrational numbers on a Example 1 Example 2

number line please do the steps
below.
(1) Find the two consecutives
Perfect squares where the given
irrational number is in between.
Plot √21 on a number line. Plot √21 on a number line.
Step 1: Step 1:
√21 is between the two perfect √5 is between the two perfect
squares 16 and 25. squares 16 and 25.

Can be written as: Can be written as:

√16 < √21 < √25 √4 < √5 < √9

Read as: Read as:

The square root of 21 is between The square root of 5 is between
the square root of 16 and the square the square root of 4 and the square
root of 25. root of 9.
(2) Extract the principal roots of the Step 2: Step 2:
two perfect squares. √16 < √21 < √25 √4 < √5 < √9
4 < √21 < 5 2 < √5 < 3

(3) Get the midpoint of the two Step 3: Step 3:

integers. Add the two integers 4 and 5, then Add the two integers 2 and 3, then
• Midpoint is the middle divide it by 2. divide it by 2.
point of the two integers. It
can be obtained by adding Solution: Solution:
the two integers and divide 4+5=9 9 ÷ 2 = 4.5 2+3=5 5 ÷ 2 = 2.5
the sum by 2. The midpoint between 4 and 5 is The midpoint between 2 and 3 is
4.5. 2.5.
(4) Square the midpoint between Step 4: Step 4:
the two integers to approximate the
plot of irrational number. (4.5)2 = 20.25 (2.5)2 = 6.25

(5) Plot the irrational number on the
number line.
Since, 20.25 < 21, then √21 should Since, 6.25 > 5, then √5 should
be plotted on the number line more be plotted on the number line closer
than its halfway. to 2.
Step 5: Step 5:

Let’s Do It
Activity 2: Show Me!
Let’s Find Out: Who is the first mathematician to recognize irrational numbers?
Direction:
1. Simplify the given expressions to answer the riddle above.
2. Write the letter on the blank corresponding to each answer.
3. Copy and write the answer on a separate sheet of paper. The first is done for you.

Rosalie A. Auxtero Changing

Mathematics Email: rosalieauxtero96@gmail.com
7 FB: Rosalie Auxtero
Lives, Bridging
Contact No. 09463670275 the Future.
 √𝟏𝟎 = P √𝟏𝟔𝟗 = I 𝟒
√ =H
𝟏𝟎𝟎

𝟑 𝟐𝟕 √𝟏𝟎𝟎 = P √𝟑𝟎 = A
√ =S
𝟔𝟒

𝟑 𝟑
√−𝟑𝟒𝟑 = U √𝟗𝟓 = S √−𝟏𝟐𝟓 = S

_H_ ____ _____ _____ ____ ____ ____ _____ ______

2 3
13 10 3. 16 5.48 -5 9.75 -7
10 4

Let’s Evaluate
Activity 3: Estimate Me!
Direction:
1. Look at the table below.
2. Fill the empty spaces below to approximate √10 to the nearest hundredths.
3. Write the answer on a separate sheet of paper.
Steps Process
Given Approximate√𝟏𝟎 to the nearest hundredths.
Step 1 The √____ lies between √____ and √____ Can be written as:
√____ < √____ <√____

Step 2 √____ < √____ <√____

_____ < √____ < ____

Step 3 First Estimate (Nearest Tenths)

(a) (c)
(b) (d)
Step 4 Further Estimate (Nearest Hundredths)
(a) (c)
(b) (d)
Since √____ is closer to √____ than √____, then √____ ≈ √____

Step 5 Therefore, the approximated value of √____ into nearest hundredths is

√____.
Activity 4: Choose Me!
Direction:
1. Observe the given ovals.
2. Pick the correct radical expression to make the mathematical statement CORRECT.
3. Copy and answer the given in a separate sheet of paper. The first one is done for you.

Pick Here!

1. 30 < √956 < 31 6. 29 < _____ < 30

2. 1 < ____ < 2 7. 20 < _____ < 21
3. 8 < ____ < 9 8. 11 < _____ < 12
4. 3 < ____ < 4 9. 16 < _____ < 17
5. 27 < ____ < 28 10. 5 < _____ < 6

Rosalie A. Auxtero Changing

Mathematics Email: rosalieauxtero96@gmail.com
7 FB: Rosalie Auxtero
Lives, Bridging
Contact No. 09463670275 the Future.
 Self-check
Reflect and Rate Yourself!

Put a check mark (✓ ) on the column that shows your efficiency in answering the activities in this
lesson.

Rubrics:
3 - I understand and I am confident that I can teach this to others.
2 - I understand, but I cannot do it by myself.
1 - I understand some parts, but I still have questions.
0 - I don’t understand it at all! I need new activities or tasks.

Topic 3 2 1 0
Rewriting Linear Equations

Graphs linear equation given:

a. any two points
b. the x and y – intercepts
c. the slope and a point on
the line
Relations and Functions (Graph of
a Line)

References

Most Essential Learning Competencies (MELC)

Adapted from Mathematics Learner’s Module 7.

Rosalie A. Auxtero Changing

Mathematics Email: rosalieauxtero96@gmail.com
7 FB: Rosalie Auxtero
Lives, Bridging
Contact No. 09463670275 the Future.