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SUBSETS
OF REAL NUMBERS
Learner's Module in Mathematics 7
Quarter 1 ● Module 7

ROSEMARY JOYCE C. ABUAN

JULIET B. BORTIKEY
EVANGELINE L. CHALUTAG
Developers

Department of Education • Cordillera Administrative Region

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
Military Cut-off, Baguio City

Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division
Learning Resource Management and Development System

COPYRIGHT NOTICE
2021

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of the K-12 Curriculum
through the DepEd Schools Division of Baguio City - Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

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 What I Know

Instruction: Check the set(s) to which each number belongs.

Irrational
Numbers

Numbers

Numbers

Numbers

Numbers
Rational
Integers
Natural

Whole
Numbers

Real
1. 1, 2, 3, …

2. 0, 1, 2, …

3. -6, -5, -4, …

1 4
4. -1, 0,1,- 2, 3, 0.25, 0.1313, …

5. 𝜋, 𝑒, √3 , …

For items 6 to 10, identify the set of real numbers arranged in a decreasing
order.
6) A. 0, -1, -2, -3, -4 C. -4, -3, -2, -1, 0
B. -4, -2, -3, -1, 0 D. -4, -3, 0, -2, -1

7) A. √1, √4, √9, √16 C. √9, √16, √4, √1

B. √16, √9, √4, √1 D. √16, √4, √9, √1
8) A. 0.12, 0.15, 0.21, 0.31 C. 0.12, 0.21, 0.15, 0.31
B. 0.21, 0.31, 0.12, 0.15 D. 0.31, 0.21, 0.15, 0.12
1 1 1 1 1 1 1 1
9) A. 2, 3, 4, C. 2, 4, 3,
5 5
1 1 1 1 1 1 1 1
B. 5, 4, 3, D. 5, 3, 2,
2 4
1 3
10) A. 1 2, -1, 1.5, 2 C. -1, − 2, -3, -4
1 1 5 1
B. -1, − 2, 0, D. 2, 1, -2, 0
2

For items 11 to 15, plot the real numbers in the given number line.
7
- , √64, -6, 3.8, 5
4

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 What’s In
Activity 1

WHERE’S MY LOCATION?

A C E L U

-1 0 1 2 3 4
Using the number line above, locate the following square roots below
to complete the puzzle.
1) √𝟏 = 3) √𝟗 = 5) −√𝟏 =
2) √𝟐 = 4) √𝟏𝟔 =
P ____ ____ ____ ____ V ____ ____ ____ _____
3 5 1 2 5 3 4 2
Answer: PLACE VALUE

What’s New
Activity 2
Using the jumbled letters, fill-in the blanks with the correct letters to
complete the word that describes the two pictures.

2 Pics One Word!

______ ______ ___B___ ______ ______ ___T___

A E U S O S
Answer: SUBSET

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 What Is It

Lesson 7.1: DIFFERENT SUBSETS OF REAL NUMBERS

Observe the number line below. This shows the place value of the subsets of
real numbers on the number line.

Real Number is a value of a continuous quantity that can represent a distance

along a line. The following are its subsets:

Term Description Examples

Natural or These are the numbers we use in { 1, 2, 3, 4, … }
Counting counting.
Number
These are numbers consisting of
Whole { 0, 1, 2, 3, … }
the set of natural or counting
Numbers
numbers and zero.
They are made up of natural
numbers, zero, and the opposite
Integers {-3, -2, -1, 0, 1, 2, 3}
of the natural numbers (negative).
These are numbers that can be
𝒂
expressed as a quotient 𝒃 of two −6 2
{ , −2, 0, , 1.75, 2.5 }
integers. The integer a is the 1 3

Rational numerator while integer b, which

Numbers cannot be 0, is the denominator.
This set includes fractions and
decimal numbers.
These numbers cannot be
Irrational expressed as integers. Their
Numbers decimal representations are
neither terminating nor repeating. {√2 , √3, e, 𝜋 }

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 VENN DIAGRAM OF SUBSETS OF REAL NUMBERS

Lesson 7.2 ARRANGING REAL NUMBERS IN INCREASING OR

DECREASING ORDER AND ON A NUMBER LINE
Steps:
1. Change each number to decimal.
2. Arrange each decimal according to the desired order.
a. ascending/increasing order (from least to greatest)
b. descending/decreasing order (from greatest to least)
3. Rewrite the order using the original form of the number.

Real Numbers on the Number Line

Notes to Remember:

-The set of real numbers located at the right of 0 are positive while
the set of real numbers located at the left of 0 are negative.

-The farther a real number from left of 0, the lesser its value.
Whereas, the farther a real number from right of 0, the greater its
value.

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Real numbers such as integers can be arranged in increasing or decreasing
order.
Example 1: Integers arranged in increasing order.
{-3, -2, 0, 3, 6, 9, 11}
Example 2: Integers arranged in decreasing order.
{4, 2, 0, -2,-4, -6, -10}
Example 3: Arrange the integers -5, 3, 0, -3, and 4 in increasing order
and plot them on the number line.
a. Increasing order: -5, -3, 0, 3, 4
b. -5, -3, 0, 3, 4 plotted on the number line

-5 -4 -3 -2 -1 0 1 2 3 4 5

6 7 6
Example 4: Arrange 3, 2.5, , 2, and -5 in ascending order.
2
6 7 6
Solution: a. Change 3, 2.5, , 2, and -5 to decimal.
2
6
=2 2.5;
3
7 6
= 3.5 =3 -5
2 2
b. Arrange 2, 2.5, 3.5, 3, and -5 in ascending order.
-5, 2, 2.5, 3, 3.5
c. Rewrite the order using the original form of each
number.
6 6 7
-5, 3 , 2.5, 2 , 2
6 6 7
−5 3 2.5 2 2
∎ ∎∎∎∎

−5 −4 −3 −2 −1 0 1 2 3 4 5

−10 6 11 −8 5
Example 5: Arrange , , , , and in descending order and plot these
3 3 2 5 2
numbers on a number line.
−10 6 11 −8 5
Solution: a. Change , , , , and to decimal.
3 3 2 5 2
−10 −8
= -3.33… ≈ -3.3 = -1.6
3 5
6 5
=2 = 2.5
3 2
11
= 5.5
2
b. Arrange -3.3, 2, 5.5, -1.6, and 2.5 in descending order.
5.5, 2.5, 2, -1.6, -3.3
c. Rewrite the order using the original form of each number.
11 5 6 −8 −10
, , , ,
2 2 3 5 3

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 c. Plot these numbers on the numbers on the number line.

10 8 5 11
- -5 2 2
3 2

-4 -3 -2 -1 0 1 2 3 4 5 6

Note:
Recall the lesson of estimating square roots from module 6. Change
the roots to its decimal format for easier ordering either in ascending or
descending ordering.
Examples:
1. Arrange √9 , √4 , −√1, √1 and √16 in ascending order.
Solution:
Looking at the numbers inside the square root,
they are all perfect squares:
√9 = 3
√4 = 2
−√1 = -1
√1 = 1
√16 = 4
Thus, the descending order of their original form is −√1, √1, √4, √9, √16.

On the number line:

−√1 √1 √4 √9 √16

-1 0 1 2 3 4

5 3
2. Arrange √4 , − 2 , 4, −0.30 in descending order.
√4 = 2
5
− 2 = −2.5
3
= 0.75
4
−0.30

3 5
Thus, the descending order of their original form is √4, 4 , −0.30, − 2.

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 What’s More

Assessment 1
Check the set to which each number belongs.

3
Set -12 √21 7 5 3.45

Natural Numbers
Whole Numbers
Integers
Rational Numbers
Irrational Numbers
Real Numbers
⁄ ⁄ ⁄ ⁄ ⁄ Real Numbers
⁄ Irrational Numbers
⁄ ⁄ ⁄ ⁄ Rational Numbers
⁄ ⁄ Integers
⁄ Whole Numbers
⁄ Natural Numbers
3.45 7 Numbers
5 √21 -12
3 Subset of Real
Answer:

Assessment 2:
What is wrong
with these number I. Encircle the values that make
lines? each number line wrong.

A. B. C.

-1 -2 0 1 2 3 -3 -2 -1 0 2 1 0 1 2 4 3 5

II. Arrange each set of integers using the indicated order.

1. 25, 10, -35, 6, 0, -5 Ascending : _________________________
2. -3, 0, 6, -7, 11, -6 Descending : _______________________
3. -100, 25, -65,1, 2, 6 Ascending : ________________________
4. -5, 0, -6, -2, 1, 2 Descending : ________________________
3) -100, -65, 1, 2, 6, 25 4) 2, 1, 0, -2, -5, -6
II. 1) -35, -5, 0, 6, 10, 25 2) 11, 6, 0, -3, -6, -7
1) Encircled numbers are: A. -1, -2 B. 2,1 C. 4, 3
Assessment 2

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 Assessment 3
.
Plot each rational number on the number line.

4 4
3 1. 5 -2.5 -5.1 −4
1 3
Assessment 3

What I Have Learned

Instruction: Fill in the blanks to correctly complete the sentences. Choose

the correct answer from the box below.

Rational Irrational Counting

Imaginary Integers Whole

1. The set of ________________ numbers are numbers that cannot be

expressed as a fraction.

2. Counting numbers and zero are called ________________ numbers.

3. _________________ is a subset of real numbers that can be positive,

negative or zero.

4. The subset of _______________ numbers includes integers, whole

numbers, and counting numbers.

5. Natural numbers are also called _______________ numbers.

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 What I Can Do

Instruction: Here is another activity that let you apply in the real world
context what you learned about arranging real numbers in
increasing or decreasing order by solving the following
problems.

1) Five grade 7 students ran the following distances in kilometers for 2

hours:
5
Ana: 2
Berto: 3
11
Carlo: 5
Maria: 2.8
13
Enteng: : 4

a) Which student ran the farthest distance? ________________

b) Arrange the distance covered by the five students from least to
greatest._______________________________________________________

2) Four people have found the perimeter of the oval using different
methods of measurement. Their results are given in the table.
Arrange their calculations from greatest to least.

Oval Perimeter
Kaloy Ben Juana Maria
√16 15 3.80 3.5
4

From the greatest to least, the calculations are

______________________________________.

Great work! You did a good job in applying what you have learned.

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 Post-Assessment

Instruction: Let us determine how much you already know about the subsets
of real numbers. Read each item carefully. Provide the correct
answer by writing it on your answer sheet.

Irrational
Numbers

Numbers

Numbers

Numbers

Numbers
Rational
Integers
Natural

Whole
Number

Real
1. 5
1
2. 2
3. -4
4. 0
5. √9

For items 6 to 10, identify the set of real numbers arranged in a decreasing
order.
6) A. { 0, 1, 2, 3, 4 } C. { 4, 3, 2, 1, 0 }
B. { 4, 2, 3, 1, 0 } D. { 4, 3, 0, 2, 1 }

7) A. {√1, √4, √9, √16 } C. { √9, √16, √4, √1 }

B. {√16, √9, √4, √1 } D. { √16, √4, √9, √1 }
8) A. { 0.12, 0.15, 0.21, 0.31} C. { 0.12, 0.21, 0.15, 0.31 }
B. { 0.21, 0.31, 0.12, 0.15 } D. { 0.31, 0.21, 0.15, 0.12 }
1 1 1 1 1 1 1 1
9) A. { - 2,- 3,- 4,- 5 } C.{- 2,- 4,- 3,- }
5
1 1 1 1 1 1 1 1
B. { -5,- 4,- 3,- } D.{- 5,- 3,- 2,- }
2 4
1 5 5 1
10) A. { − , -1, 1.5 , 2 , ,3} C. { , 1, -1.5, -1, - , 0}
2 2 2 2
1 1
B. { -1, − 2 , 0 , , 1 ,1.5 } D. { -1 , -2 , -3 , -4, -5 , -6}
2

For items 11 to 15, plot the real numbers in the given number line.
1
-4 , √81, -6, 2.3, 7
2

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 Additional Activity

Instruction: Complete the hierarchy of Real Numbers below by selecting

the correct subset from the shopping words.

Shopping Words

Zero Rational Numbers Negative Integers

Integers Irrational Numbers Whole Numbers

Fractions Natural Numbers

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 ANSWER KEY

What I Know
# N W I R Ir Real 6. A 11-15
1 ⁄ ⁄ ⁄ ⁄ ⁄ 7
7. B −
2 ⁄ ⁄ ⁄ ⁄ 8. D 4 √64
3 ⁄ ⁄ ⁄ 9. A
4 ⁄ ⁄ 10. C
5 ⁄ ⁄

What I Have Learned What I Can Do

1) A. Enteng
1) Irrational B. Carlo, Ana, Maria, Berto, Enteng
2) Whole
3) Integers 15
2) √16, 3.80, , 3.5
4
4) Rational
5) Counting

Post Assessment
N W I R Ir Real√ 6. C
1 / / / / / 7. B
2 / / 8. D
3 / / / 9. B
4 / / / / 10.D
5 / / / / /

11-15) 1
−4
2 √81

Additional Activity:

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 REFERENCES

Aseron, E.R. et al. Mathematics Grade 7 Learner’s Material. Pasig City,

Philippines: FEP Printing Corporation.

De leon, C.M. and Bernabe, J.G. (2002). Elementary Algebra. Quezon City,
Philippines: JTW Corporation.

Nivera, G. C. (2012).Grade 7 Mathematics Patterns and Practicalities. Makati

City, Philippines: Salesiana Books by Don Bosco Press, Inc.

Orines, F. B. et al. Next Century Mathematics. Quezon City, Philippines:

Phoenix Publishing House, Inc.

Oronce, O. A. and Mendoza, M. O. (2012). Worktext in Mathematics E-Math

(3rd edition). Quezon City, Philippines: Rex Printing Company, Inc.

Tarepe, D. A. and Zara, E. (2012). Practical Mathematics. Lipa City,

Philippines: united Eferza Academic Publications, Co.

Villano, M. V. et al. (2012). 21st Century Mathematics: A Vision for a Better

Future. Quezon City, Philippines: Phoenix Publishing House, Inc.

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Department of Education-Cordillera Administrative Region
Schools Division of Baguio City
82 Military Cut-Off, Baguio City
Telefax: 442-7819
Email Address: depedbaguiocity@gmail.com
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