Module 2 - Real Numbers 3-4

KING’S COLLEGE OF MARBEL, INC.
BRGY. MORALES, CITY OF KORONADAL

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Greetings
Hello, students! It’s another week again! Welcome to another week of your
class. I hope and pray that you are in a good condition and still excited to learn.
You really did a good job in the previous module and do not forget the
skills and ideas you have learned.
Continue to strive more: I know you can do it!
Prayer
Lord Jesus, I praise You and I thank You for this wonderful day
that you have added into my life.
Thank You so much Lord for providing all my needs, for the
knowledge, strength and keeping me healthy that enables me to do
all my tasks.
Lord Jesus, I pray that as I face another week, may You
continue to bless me as I learn my new lessons. May You continue
to give me heavenly wisdom so that I will be able to do all my tasks
and perform all the things I need to do. I also pray that You will
continue to bless my family, my teachers, my classmates, and
everyone around me.
All these I pray with thanksgiving, in Jesus Name Amen.
Grade 7 - Mathematics 1
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Module 2: The Set of Real

Numbers
 INTRODUCTION AND ESSENTIAL QUESTION(S)
Can you imagine your life living in this world without the knowledge of how to deal with
numbers? Is it easy to live a life like that?
Numbers are very important in your daily life because every day you deal with numbers,
at home, in school, in the community, in everywhere. It is really difficult to live today if you do
not know how to deal with numbers. Just like the pictures above, they show the importance of
numbers in our world today. In this module, you will discover the importance of these numbers
in your life and how to solve them using different operations.
As you study the set of real numbers, think of this question: How can challenging
situations involving profits and losses be solved and presented?
You will discover the answer to this question by doing all the activities in this module.
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 MODULE LESSONS AND COVERAGE

In this module, you will examine this question when you take the following lessons:
Lesson Competencies and Objectives
Lesson 2 Operations on Integers  represents the absolute value of a number on a number line as the
and Rational Numbers distance of a number from 0. M7NS-Ic-1
2.2 Absolute Value and  performs fundamental operations on integers. M7NS-Ic-d-1
Operations on Integers  illustrates the different properties of operations on the set of
integers. M7NS-Id-2
2.2 Properties on the sets of
Integers
2.3 Rational Numbers  expresses rational numbers from fraction form to decimal form and
2.4 Operations on Rational vice versa. M7NS-Ie-1
 performs operations on rational numbers M7NS-If-1
Numbers
 describes principal roots and tells whether they are rational or

irrational. Week 6 M7NS-Ig-1
Lesson 3 Square Roots and
 determines between what two integers the square root of a
Irrational Numbers
number is. M7NS-Ig-2
3.1 Irrational Numbers  estimates the square root of a whole number to the nearest
3.2 Estimating Square Roots hundredth. M7NS-Ig-3
 plots irrational numbers (up to square roots) on a number line.***
M7NS-Ig-4
Lesson 4 Real Numbers and
 illustrates the different subsets of real numbers. M7NS-Ih-1
Scientific Notations
 arranges real numbers in increasing or decreasing order and on a
4.1 The Sets of Real Numbers
number line. writes numbers in scientific notation and vice versa.
4.2 Ordering Real Numbers M7NS-Ii-1
4.3 Scientific Notation  represents real-life situations and solves problems involving real
4.4 Application of Real Numbers numbers.
 MODULE MAP
Pre-Assessment
Find7out
Grade how much you already know about the module. Just simply ENCIRLCE the letter of your
- Mathematics 3
answer. Please answer all items. Take note of the items that you were not able to answer correctly
and look for the right answer as you go through this module.
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1. Which of the following sentences describes the relationship illustrated in the diagram?
a. All integers are counting numbers. Integers

b. All counting numbers are integers.
Counting Numbers
c. Counting numbers are not integers.
d. Some counting numbers are integers.
2. Which of the following comprises the set of positive numbers, negative numbers, and zero?
a. integers
b. irrational numbers
c. rational numbers
d. real numbers
3. What comprises the set of counting numbers and 0?
a. integers
b. rational numbers
c. real numbers
d. whole numbers
4. Which of the following is an irrational number?

a. A repeating terminating decimal
b. A repeating non-terminating decimal
c. A non-repeating non-terminating decimal
d. A non-repeating terminating decimal
5. What number has no real square root?
a. Odd
b. Even
c. Positive
d. Negative
6. What is the result of [(8+ 7) – 12][20 ÷ 4]?
a. 14
b. 15
c. 16
d. 17
7. What is the result of (-50) + 20 – (-3) + (-3 x 4)?
a. 29
b. -39
c. 79
d. -89
8. Which is the scientific notation of 42, 000?
a. 42 x 103
b. 42 x 104
c. 42 x 10−3
d. 42 x 10−4
9. What is the value of |-11| + 3 - |20|?
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a. –15
b. –5
c. 5
d. 15
10. What is the simplified form of this expression?

a. -3
b. -1/5
c. 3/5
d. 1
11. What is the result when you multiply integers having the same signs?
a. Positive
b. Negative
c. Either positive or negative
d. Zero
12. You are an aspiring astronomer. Your mentor has tasked you to research the distance of
different planets from the sun. Which is the efficient way to represent your data?
a. Use scientific notation
b. Use standard notation
c. Use exponential notation
d. Use expanded notation
13. What operation is best to use to solve the problem below?
The water level in Ipo Dam is 150.20 meters, which is above its overflow limit of 100.87 meters.
How much water must be released to put the dam at a stable water level?
a. addition
b. subtraction
c. multiplication
d. division
14. As a student, you are asked to record your cash flow for the week as a requirement in your
Technology and Livelihood Education subject. Considering a + sign for the allowance received
and a – sign for the expenses incurred as shown below, which figure would best represent the
amount at the end of the week?
+60, -45, +70, -52, +65, -48, +70,-55, +65, -42
a. -88
b. -98
c. 88
d. 98
15. You want to buy your mother a gift worth Php 200. If your daily allowance is Php 100.00, in
how many days will you be able to buy the gift if you save P20.00 a day?
a. 5 days
b. 7 days
c. 8 days
d. 10 days
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Mathematics is one of the difficult subjects in school; in fact, some of the learners really hate this
subject. That is why most of the students just simply learn mathematics to simply pass the subject and
to graduate, without thinking of its importance and application in their life.
As a writer for an educational magazine, you were tasked to write an article on the application of
the set of real numbers to real-life. You are going to present in your article the pictures of objects or
landscapes in nature that reflects the existence and importance of real numbers. Explanation of how the
set of real-numbers are shown in each pictures should be included in your article.
Your output will be a booklet made from a short bondpaper. Your article which will be evaluated
by the editor-in-chief should be in accordance to the following criteria: Content, Grammar and
spelling, organization and appearance
Scoring Rubric
4 3 2 1
Score
Criteria (Excellent) (Proficient) (Progressive) (Beginner)
The article exhibits The article exhibits The article exhibits The article is not
accurate and the completeness of less completeness complete and has
complete data. The the data. The of the data. The no explanation at
explanation shows a explanation shows a explanation shows all.
substantial substantial a limited
Content
understanding of understanding of understanding of
mathematical mathematical mathematical
concepts involving the concepts involving concepts involving
sets of real numbers the sets of real sets of real
numbers. numbers.
There are no There are one to There are three to There are more
misspelled words or three misspelled five misspelled than five
punctuation mistakes. words or words or misspelled words
The article is easy to punctuation punctuation or punctuation
Grammar
read and understand mistakes. The article mistakes. The mistakes. The
and
with complete is easy to read and article is easy to article is hard to
Spelling
sentences and understand with read and read and
transition words to complete sentences. understand with understand.
help the writing flow. complete
sentences.
The output is very The output is The output is less The output is not
organized, attractive, organized, organized, attractive and
Organizatio and artistic. It shows attractive, and attractive, and artistic.
n and the originality and artistic. It shows the artistic.
Appearance uniqueness of the originality and
designs used. uniqueness of the
designs used.
Total
Lesson 2 Operations on Integers

and Rational Numbers 6
Grade 7 - Mathematics
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Content Standard
The learner demonstrates understanding of key concepts of sets and the real number system.
Performance Standard
The learner is able to formulate challenging situations involving sets and real numbers and
solve these in a variety of strategies.
Transfer Goal
Students on their own and in the long run will solve real-life problems involving real numbers
through an evaluation report in order to come up with plans that serve as basis for making
sound decisions.
Learning Competencies
Acquisition Meaning Making Transfer

 illustrates the different  performs fundamental 
properties of operations on operations on integers.
the set of integers. M7NS- M7NS-Ic-d-1
Id-2  performs operations on
 expresses rational numbers rational numbers M7NS-If-1
from fraction form to  represent the absolute value
decimal form and vice of a number on a number line
versa. M7NS-Ie-1 M7NS-Ic-1
Essential Understanding (EU) Essential Question (EQ)
Students will understand that challenging How can challenging situations involving
situations involving profits and losses be profits and losses be solved and
presented?
solved and presented using the key concepts
of real numbers.
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| EXPLORE
Learning Targets
At the end of this lesson...

 I can count the distance of a number from the origin.
 I can perform the fundamental operations on integers.
THINK OF THIS!
Do you know what is a number line? How can you use the number line in finding the
absolute value of a number? How about the fundamental operations on integers? Were you
able to master it in your previous grade? Begin these lessons by doing the activities
presented below.
Activity 1. Count Me on the Line

Directions: Using the number line presented below, find the distance of the given numbers from
zero. Write your answer in the space before each number. Item 1 is done for
you.
Example: The distance of -4 from zero is 4.
4
_______ 1) -4 _______ 5) -5
_______ 2) -8 _______ 6) 8
_______ 3) 6 _______ 7) -6
_______ 4) -7 _______ 8) 7
How did you find Activity 1? Were you able to find the distance of the given
numbers from zero? If you do, Good job! Now, it’s time for you to try applying your
previous knowledge on the fundamental operations on integers!
Activity 2. Solve Me!
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Directions: Perform the operations presented below. Write your answers in the space provided.
Item 1 is done for you.
- 45
1) -10 + - 35 =_______________ 5) (12) (3) = ____________
2) 15 + 25 = _____________ 6) (-8) (5) = ____________
3) 98 – 45 = _______________ 7) 48 ÷ 6 = _____________
4) -25 – (-10) = ____________ 8) -110 ÷ (-10) = _____________
How did you find Activity 2? Were you able to solve the given problems? If you do,
verry good! You will learn more about this topic. Are you ready? Go, you can do it!
Map of Conceptual Change:
Directions: Before you proceed with the lesson, write your initial answer to the Essential
Question in the IRF Chart below. Write your answer on the Initial Part only.
Essential Question:
How can challenging situations involving profits and losses be solved and
presented?
Initial Answer
Revised Answer
Final Answer
Lesson 1
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| FIRM-UP
Hello, students! In Activity 1, you just tried doing a simple activity on how
to find the absolute value of the given numbers using the number line.
That activity gives you an idea about this lesson but before you proceed,
read first the objective below.
Learning Target
At the end of this lesson, I can represent the absolute value of a number on a number line
as the distance of a number from 0.
Representing Absolute Value of a Number on a

Number Line
Number Line
A number line is a visual representation of the set of real numbers. Each point on the
line can represent a number in the set of real numbers.
Recall that whole numbers may be depicted visually through the number line as shown
below:
The existence of negative numbers relies on the idea that on the number line, every
whole number has an image on the left side of 0. This image gives another number with the
same distance from 0 but located on the opposite side of 0.
For example, the number 5 which is located five units to the right of zero, has an image
located 5 units to the left of 0, and this number is written as -5, read as negative 5.
Note:
Integers on a number line are arranged in ascending order, means they increase in value
Grade
as 7 - Mathematics
you move from left to right. 10
For example, -3 is greater than -8 (-3 > -8 since -3 is to the right of -8 on the number line)
8 is greater than 5 (8 > 5 since 8 is to the right of 5)
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Absolute Value of an Integer

The absolute value of any integer n, written as |n|, can be found through its distance
from zero as drawn in a number line.
Example: Determine the absolute value of -5 or what is |-5|?

Using the number line, you can count 5 units to the left from 0, which is the
origin. This is shown in the graph below.
Since the distance of -5 from zero is 5 units, therefore the absolute value of |-5| is 5.
Note:
 If x is a positive integer, then the absolute value of x is x.
In symbols: |𝑥| = x, if x > 0
Examples:
|99| = 99 (since 99 is positive, thus it’s absolute value is 99)
|24| = 24
 If x is equal to zero, then the absolute value of x is x.

In symbols: |𝑥| = x, if x = 0
Example:
|0| = 0 (since 0 is equal to zero, thus it’s absolute value is 0)
 If x is a negative integer, then the absolute value of x is the opposite of x.

In symbols: |−𝑥| = x, if x < 0
Example:
|−10| = 10 (since the opposite of -10 is 10, thus the absolute value of -10 is 10)
The definition of the absolute value implies that the absolute value of a number is always
positive
Grade or 0. The absolute value is equal to zero if the number is zero. To obtain the
7 - Mathematics 11
absolute value of a number, you simply copy the number regardless of sign.
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Try This!
Directions: Determine the absolute value of the following numbers. Write your answer on
the space provided. Item 1 is done for you.
1. |17| = ___17___ 6. |98| = ________

2. |-154| = ________ 7. -|-64| = ________
3. |-10| = ________ 8. |-780| = ________
4. - |113| = ________ 9. |643| = ________
5. - |100| = ________ 10. |0| = ________
Remember
 The number line provides a visual representation of integers, which may serve as basis
for comparing and ordering integers. If two integers are given, the one on the right has
greater value than the other.
 The absolute value of a number is a measure of its distance from zero and is always
positive.
Fundamental Operations on Integers
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Hello, students! Now that you have learned how to get the absolute value of a
number, it’s time for you to learn the fundamental operations on integers.
Remember that in Activity 2, you are already introduced about these operations,
but before you proceed, read the objective below.
Learning Target
At the end of this lesson…

 I can perform the fundamental operations on integers.
Addition of Integers
 Addition of Integers having the Same Sign.

Rule # 1: When adding two integers with the same signs, either both positive or both
negative, add the numbers and copy the common sign.
Positive + Positive = Positive (+) + (+) = +
Negative + Negative = Negative (-) + (-) = −¿
Examples:
(Since both numbers are positive, thus the sum is also positive)
1) 3 + 4 = 9
(Since both numbers are negative, thus the difference is also

2) (-5) + (-4) = -9 negative)
3) 8 + 5 = 13
4) (-10) + ( -9) = -19
 Addition of Integers with Different Signs

Rule # 2:
When the integers have unlike signs, subtract the numbers and use the sign of the
number with the greater absolute value.
Positive + Negative =depends on the sign of the number with greater absolute value
Examples:
1) (-6) + 9 = 6 – 9 (First, subtract the numbers)
=3 (since 9 has a greater absolute value than -6, thus the
result is positive 3)
2) (-16) + 9 = 16 – 9 (First, subtract the numbers)
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= -7 (since -16 has greater absolute value than -9, thus

the result is negative 7)
3) (-42) + 16 = 42 - 16 (First, subtract the numbers)

= -26 (since -42 has greater absolute value than 16, thus
the result is negative 7)
Subtraction of Integers
Rule:
 To subtract two integers, add the opposite or the 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.
Step 1: Keep Change Change (KCC)

 Keep the 1st integer the same
 Change the subtraction sign to addition
 Change the sign of the second integer
Step 2: Follow the rules for addition

 When the signs are the same (like signs), ADD and keep the sign.
 When the signs are different (unlike signs), SUBTRACT and copy the sign of the
number with the greater absolute value.
Examples:
1) 5 – 19 = 5 + (-19)  (Keep 5, Change the subtraction sign to addition,
= - 14 Change 19 to negative 19)
 Follow the rule in addition of integers.
2) 3 – (-24) = 3 + 24  (Keep 3, Change the subtraction sign to

= 27 addition, Change negative 24 to positive 24)
3) (-12) – 20 = -12 + (-20)  (Keep -12, Change the subtraction sign to

= -32 addition, Change 20 to negative 20)
4) (-40) – (-22) = -40 + 22

 (Keep -40, Change the subtraction sign to
= -18
addition, Change negative 22 to positive 22)
Multiplication of Integers
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You have learned in your previous grade about the multiplicand and multiplier. The
number to be multiplied is called the multiplicand. The number with which you multiply is
called the multiplier. The numbers to be multiplied are called factors.
Example: Multiply 20 by 2
20 (Multiplicand)
x 2 (Multiplier) Factors
40 (Product)
Rules in Multiplying Integers:

 When you multiply two numbers with the same sign, the product is positive.
(+)(+) = (+) (-)(-) = (+)
 When you multiply two numbers with different signs, the product is negative.
(+)(-) = (-) (-)(+) = (-)
 Any number multiply by 0 gives a product of 0.
(0) (any number) = 0 (any number) (0) = 0
Examples:
1. Multiply (6) (9)

Solution:
(6) (9) = 54 The product is positive because the sign of the factors is the same.
2. Multiply (-7) (-6)

Solution:
(-7) (-6) = 42 The product is positive because the sign of the factors is the same
3. Multiply (-8) (5)

Solution:
(-8) (5) = -40 The product is negative because the sign of the factors is different.
4. Multiply (5) (-2)

Solution:
(5) (-2) = -10 The product is negative because the sign of the factors is different.
5. Multiply (0) (10)

Solution:
(0) (10) = 0 The product is zero because any number multiplied by zero is zero.
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Division of Integers
Some terms are special to the division of integers that you should be familiar with.
 Dividend – the number being divided
 Divisor – the number that divides
 Quotient – the result when you divide
You have learned that subtraction is the inverse operation of addition. In the same
manner, the division is the inverse operation of multiplication.
Rules in Dividing Integers:

 When two numbers with the same sign are divided, the quotient is always
positive.
o (+) ÷ (+) = (+) (-) ÷ (-) = (+)
 When two numbers with different signs are divided, the quotient is always
negative
o (+) ÷ (-) = (-) (-) ÷ (+) = (-)
 The rules for dividing zero by a nonzero number and for division by zero still hold.
Examples:
1) Find the quotient of 45 ÷ 5.

Solution:
Since division is the inverse of multiplication, determine what number will you
multiply by (5) that will have a result of (45). That number is 9. Hence (5) (9) = 45
Therefore: 45 ÷ 5 = 9
2) Find the quotient of (-51) ÷ (-3).

Solution:
Since division is the inverse of multiplication, determine what number multiplied

by (-3) will result in (-51). If we ignore the signs in the meantime, you know that (3)
(17) = 51.
Remember that by dividing integers having the same signs the result is always
positive.
Therefore: (-51) ÷ (-3) = 17
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3) What is (-57) ÷ 19?

Solution:
Remember that when dividing two integers with different signs, the result is always
negative.
Therefore, (-57) ÷ 19 = -3.
Remember
 When adding two integers with the same signs, either both positive or both negative,
add the numbers and copy the common sign. When the integers have unlike signs,
subtract the numbers and use the sign of the number with the greater absolute value.
 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.
 When you multiply two numbers with the same sign, the product is positive. When
you multiply two numbers with different signs, the product is negative. Any number
multiply by 0 gives a product of 0.
 When two numbers with the same sign are divided, the quotient is always positive.
When two numbers with different signs are divided, the quotient is always negative.
Try This!
Directions: Perform the following operations below. Write your answer on the space
provided.
1) -39 + - 20 = _______________
2) 54 + (-24) = _______________
3) (-32) – (-20) = _______________
4) (12) (-5) = _______________
5) (-270) ÷ ( -45) = _______________
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Lesson 2
Properties of Operations on the Set of Integers
Hello, students! After you have learned the four fundamental operations on
integers, it’s time for you to learn about its properties.
Learning Target

 I can illustrate the different properties of operations on the set of integers.
In this lesson, for you to avoid confusion, assume that the numbers represented by the
letters a and b are integers.
1) Closure Property
 Two integers that are added and multiplied remain as integers. The set of integers is
closed under addition and multiplication.
 The Closure Property of Addition for real numbers states that if a and b are real
numbers, then a + b is a unique real number.
Example:
 Adding two real numbers produces another real number.
15 + 16 = 21.
The number "21" is a real number.
 The Closure Property of Multiplication for real numbers states that if a and b are
real numbers, then a × b is a unique real number.
Example:
Multiplying two real numbers produces another real number.
26 x 12 = 312
The number "312" is a real number.
2) Commutative Property
 Changing the order of two numbers that are either being added or multiplied does
not change the value.
 Only Addition and Multiplication are commutative.
 Addition: a+b=b+a
 Multiplication: ab = ba
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Examples:
1) 2 + 3 = 3 + 2, since 2 + 3 = 5 and also 3 + 2 = 5.
2) (-16) + ( -5) = (-5) + (-16)
3) 100 + 99 = 99 + 100
4) (2) (3) = (3) (2), since (2)(3) = 6 and also (3)(2) = 6.
5) (-4) (-15) = (-15) (-4)
6) (10) (25) = (25) (10)
3) Associative Property
 The associative property suggests that the grouping of the integers in an

operation does not affect the result of the operation.
 Associative applies when there are three or more integers and there is only one
operation involved.
 Addition: (a + b) + c = a + (b + c)
 Multiplication: (ab) c = a (bc)
Examples:
 Addition
For any integers a, b, and c, (a + b) + c = a+ (b + c)
(Notice that no matter what the groupings of
1) (2+3) + 5 = 2+ (3+5) the number, the results are still the same
= 10 = 10 which is 10)
2) 4 + (3 +2) = (4+3) +2 (Notice that no matter what is the groupings of

=9 =9 the number, the results are still 9)
 Multiplication
For any integers a, b, and c, (a x b) x c = a x (b x c)
1) (2 x 3) x 5 = 2x (3 x 5) (Notice that no matter what the groupings of
= 30 = 30 the number, the results are still 30)
(Notice that no matter what the groupings of

2) 4 x (3 x 2) = (4 x 3) x 2
the number, the results are still 24)
= 24 = 24
4) Distributive Property
 When two numbers will be added/subtracted and then be 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.
 Addition: a (b + c) = ab + ac
 Multiplication: a (b - c) = ab - ac
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Examples:
1) 2(3 + 4) = (2)(3) + (2)(4)
Checking:
2(3 + 4) = (2)(3) + (2)(4) (Notice that 2(3 + 4) and (2)(3) + (2)(4) have the
2(7) = 6 + 8 same result which is 14.
14 = 14
2) 5(8 - 3) = (5)(8) - (5)(3)
Checking:
5(8 - 3) = (5)(8) - (5)(3) (Notice that 5(8 - 3) and (5)(8) - (5)(3)
5(5) = 40 - 15 have the same result of 25.
25 = 25
5) Identity Property
 The identity property states that an identity element exists such that when this
element is operated with an integer, the result will be that integer.
 Addition and Multiplication have identity properties.
A. Additive Identity
 states that the sum of any number and 0 is the given number (a + 0 = a)
 Zero is the additive identity.
Examples:
1) 4 + 0 = 4
2) -10 + 0 = -10
3) 99 + 0 = 99
B. Multiplicative Identity
 states that the product of any number and 1 is the given number, a • 1 = a.
 One is the multiplicative identity.
Examples:
1) 12 x 1 = 12
2) -32 x 1 = -32
3) 99 x 1 = 99
6) Inverse Property
A. Additive Inverse
 States that the sum of any number and its additive inverse is zero.
 The additive inverse of a positive number is the negative of that number, that is,
a + (-a) = 0.
 And the additive inverse of a negative number is the positive of that number, that is,
-a + a = 0.
Examples:
1) 9 + (-9) = 0
2) -58 + 58 = 0
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3) 99 + (-99) = 0
B. Multiplicative Inverse
 States that the product of any number and its multiplicative inverse or reciprocal is 1.
1
 The multiplicative inverse of the number 𝑎 is .
a
1
(𝑎) ( ) = 1
a
Examples:
1 1
1) 4 x = 1 (therefore is the multiplicative inverse of 4)
4 4
1 1
2) 10 x = 1(therefore is the multiplicative inverse of 10)
10 10
Remember
 Closure property states that two integers that are added and multiplied remain as
integers.
 Commutative property states that changing the order of two numbers that are either
being added or multiplied does not change the value.
 The associative property suggests that the grouping of the integers in an operation
does not affect the result of the operation.
 The identity property states that an identity element exists such that when this
element is operated with an integer, the result will be that integer.
 Additive inverse states that the sum of any number and its additive inverse is zero.
 Multiplicative inverse states that the product of any number and its multiplicative
inverse or reciprocal is 1.
Try This!
Directions: Identify the property used in each of the statements below. Write your answer
on the space provided.
1. (-7) + 0 = -7 _____________________________
2. 6 (3 - 5) = 6(3) - 6(5) _____________________________
3. (-8) + (-7) = (-7) + (-8) _____________________________
2 5
4. ( )( )= = 1 _____________________________
5 2
5. (-3) (5 + 9) = (-3) (5) + (-3) (9) _____________________________
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Rational Numbers
Lesson 3
Hello, students! Did you understand the previous topics? If you do, verry good!
Now, it’s time for you to learn how to express rational numbers from fraction form
to decimal form and vice-versa.
Learning Target

 I can express rational numbers from fraction form to decimal form and vice-versa.
Expressing Rational Numbers from Fraction Form to Decimal Form and

Vice-versa
From Fraction to Decimal

To express fraction to decimal form, follow these steps:
 Step 1: Find a number you can multiply by the bottom of the fraction to make it 10,
100, 1000, or any 1 followed by 0s.
 Step 2: Multiply both the top and bottom by that number.
 Step 3. Then write down just the top number, putting the decimal point in the correct
spot (one space from the right-hand side for every zero in the bottom number)
Examples:
3
1) Express in Decimal form.
4
Solution:
Step 1: We can multiply 4 by 25 to become 100
Step 2: Multiply the numerator and the denominator by 25:
3 3 x 25 75
4
=
4 x 25
= 100
Step 3: Write down 75 with the decimal point 2 spaces from the right (because
100 has 2 zeros);
3
Thus, = 0.75
4
2
5
Solution:
Step 1: We can multiply 5 by 2 to become 10
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2 2x 2 4
5
=
5x 2
= 10
Step 3: Write down 4 with the decimal point 1 space from the right (because
10 has only 1 zero);
2
Thus, = 0.4
5
1
9
Solution:
Step 1: There is no way to multiply 9 to become 10 or 100 or any "1 followed
by
0s", but we can calculate an approximate decimal by choosing to
multiply by, say, 11
1 1 x 11 11
9
=
9 x 11
= 99
Step 3: Now, 99 is nearly 100, so let us write down 11 with the decimal point 2
spaces from the right (because 100 has 2 zeros):
1
Thus, = 0.11
9
Another way to convert fraction to decimal, is by just simply dividing the numerator
by the denominator.
Example:
3
4) Express into decimal form.
5
Solution:
3 ¿ numerator
Thus, 3 ÷ 5 = 0.6
5 ¿ denominator
3
Therefore, = 0.6
5
5
5) Express into decimal form.
8
Solution:
Simply divide the numerator by the denominator: 5 ÷ 8 = 0.625
5
Therefore, = 0.625
8
From Decimal to Fraction

To express decimal to fraction form, follow these steps:
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Decimal
Step 1: Write down the decimal divided by 1, like this:
1
Step 2: Multiply the numerator and the denominator by 10 for every number after the decimal
point. (For example, if there is only one number after the decimal point just use 10,
but if there are two numbers after the decimal point, then use 100, if there are three
then use 1000, etc.)
Step 3: Simplify (or reduce) the fraction.
Examples:
1) Express 0.75 into fraction form.
Solution:
0.75
1
Step 2: Since there are two numbers after the decimal point in 0.75, thus, you
need to multiply the numerator and the denominator by 100.
0.75 x 100 75
1 x 100
= 100
 Remember that to simplify the fraction, you need to identify the
greatest number that can divide both the numerator and the
denominator to make it prime numbers. Or simply identify the
Greatest Common Factor or GCF.
 Since the GCF of 75 and 100 is 25, thus, divide both the numerator
and the denominator by 25.
75÷ 25 3
100÷ 25
= 4
Solution:
0.4
1
Step 2: Since there is only one number after the decimal point in 0.4, thus, you
0.4 x 10 4
1 x 10
= 10
 Since the GCF of 4 and 10 is 2, thus, divide both the numerator and
the denominator by 2.
4÷2 2
10÷ 2
= 5
Solution:
Step 1: Since there is a whole number which is 2. Separate it first and just work
on the decimals. Just use 0.35.
0.35
1
Step 3: Since there are two numbers after the decimal point in 0.35, thus, you
SOUTH COTABATO
0.35 x 100 35
1 x 100
= 100
 Since the GCF of 35 and 100 is 5, thus, divide both the numerator
and the denominator by 5.
35÷ 5 7
100÷ 5
= 20
Step 5: Attached the whole number 2 to the fraction to make a mixed number.
7
Thus, 2.35 = 2 20
Remember
 To express fraction to decimal form, follow these steps:

 Step 1: Find a number you can multiply by the bottom of the fraction to make it 10,
or 100, or 1000, or any 1 followed by 0s.
 Step 2: Multiply both top and bottom by that number.
 Step 3. Then write down just the top number, putting the decimal point in the
correct spot.
 To express decimal to fraction form, follow these steps:
Decimal
 Step 1: Write down the decimal divided by 1, like this:
1
 Step 2: Multiply the numerator and the denominator by 10 for every number after
the decimal point.
 Step 3: Simplify (or reduce) the fraction.
Try This!
Directions: Complete the table below by writing the fraction or decimal form of the
following rational numbers.
Fraction Form Decimal Form
3
1)
4 ______________________________
0.15
2) ___________________
4
3)
29 ______________________________
4) ___________________ 1.35
2
5)
37 ______________________________
SOUTH COTABATO
Operations on Rational Numbers Lesson 4
Hello, students! Now that you have learned how to convert fractions to decimal or
vice versa, it’s time for you to learn the operations on Rational Numbers.
Learning Target

 I can perform operations on rational numbers.
Addition and Subtraction of Rational Numbers
To combine similar fractions, simply add or subtract the numerators and copy
Rule:
the common denominator then simplify the result into lowest term.
Similar Fractions
Examples: Add or subtract the given rational numbers.

3 5 13 15 7 11 15
a) 8 + 8 b) 16 - 16 c) 12 + 12 - 15
Solutions:
3 5 13 15 7 11 15
a) 8 + 8 b) 16 - 16 c) 12 + 12 - 12
3+5 13−15 7+11−15
= 8 = 16 = 12
8 −2 3
= 8 = 16 = 12
−1 1
=1 = 8 = 4
Dissimilar Fractions
To combine dissimilar fractions, first convert the fractions to similar

Rule: fractions by finding the LCD. Then, follow the rule in adding or subtracting
similar fractions.
Example :
1 1
1) 2 + 4
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5 3
2) (- 6 ¿ - 4
Solution:
5 3
(- 6 ¿ - 4 The LCD of 6 and 4 is 12.
5 3 −10−9
= (- 6 ¿ - 4 = 12
−10−9
= 12
−19
= 12
7
= −1 12
Example 2:
3
Jay and Rey are comparing their heights. If Jay’s height is 120 cm. and Rey’s height
4
1
is 96 cm. What is the difference in their heights?
3
Solution:
1 3
To solve this problem. Just subtract 96 cm from 120 cm.
3 4
3 1
120
4
- 96 = N
3
Step 1: Subtract the whole number parts.
120 – 96 = 24
Step 2: Subtract the fraction parts.
3 1 9−4 5
-
4 3
= 12
= 12
Step 3: Combine all the results.
5
24
12
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5
Thus, the difference between Jay and Ray’s heights is 24 cm.
12
Addition and Subtraction of Decimals
Examples: Add or subtract the given rational numbers.

a. 34.095 + 8.68 b. 37.428 – 10.634
Solution: Solution:
34.095 Steps: 37.428 Steps:
+ 8.68 Align – 10.634 Align
42.775 Add 26.794 Subtract
Affix the point Affix the point
Multiplication of Rational Numbers
Multiplying Fractions
In multiplying fractions, just simply multiply the numerators and then the
Rule: denominators, then, simplify the answer if possible.
Examples:
−4 7 −4 x 7 −28 2 9 2x 9 18 3
a.
9
x 11
= 9 x 11
= 99
b.
3
x 10
= 3 x 10
= 30
or 5
Example 3:
3
It takes Aida of an hour to complete a piece of cross-stitch. How many hours will it
4
take her to complete a dozen pieces?
Solution:
3
To solve this problem, multiply by 12.
4
3 36
4 x 12 = 4 or 9
Therefore, it will take 9 hours to complete a dozen pieces of cross-stitch.
Multiplying Decimals
 The rule in multiplying decimals is almost the same as the rules in multiplying whole
numbers except that you have to be extra cautious of the decimal part.
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Example.
1) Multiply 321.4 by 0.31.
To identify where you should put the decimal point in the product, count how
many digits are there after the decimal point in the multiplier and the
multiplicand. Since, in 321.4 there is 1 digit after the decimal point and in 0.31
there are 2 digits after the decimal point. All together there are three digits in all
after the decimal point. Thus, in the product, you moved the decimal point to
the left.
Division of Rational Numbers
Dividing Fractions
Steps in dividing fractions:

1. Find the reciprocal of the divisor or second fraction, meaning the numerator becomes
the denominator and the denominator becomes the numerator.
2. Multiply the reciprocal of the divisor by the dividend.
3. Simplify the result whenever possible.
Example 1: Example 2:
6 7 35 −2 3 −2 4 −8
2) 5 ÷
7
= 5x =
6 6
or 5 1)
7
÷
4
= 7
x =
3 21
5
6
Dividing Decimals
Example 1. Divide 12.159 by 3
Solution:
If the divisor is a whole number,
divide the dividend by the divisor by applying
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the rules of a whole number. The position of

the decimal point is the same as that in the
dividend.
Example 2. Divide 365.55 by 1.5

Solution:
Step 1: If the divisor is not a whole number, make the
divisor a whole number by moving the decimal
point in the divisor to the rightmost end,
making the number seems like a whole
number.
Step 2: Move the decimal point of the dividend to the
right with the same number of places as the
decimal point was moved to make the divisor a
whole number.
Step 3: Lastly, divide the new dividend by the new

divisor.
Example 3:
1
A 20-liter tank is to be filled with water by repeatedly pouring from a can that holds 2
2
liters. How much water pouring from a can are needed to fill the tank?
Solution:
1
To solve this problem, just simply divide 20-liter by 2 .
2
1
20 ÷2 2 = N
Step 1: Transform the mixed fraction into an improper fraction.
1 5
2
2
= 2
5
20 ÷ 2 = N
Step 2: Get the reciprocal of the divisor and change the division sign into
multiplication.
5
20 ÷
2
=N
2 40
20 x 5 = 5 = 8
SOUTH COTABATO
Therefore, 8 times water pouring from a can are needed to fill the tank.
Remember
 When adding or subtracting rational numbers in fraction form, check if the denominators
are the same, then add or subtract the numerators, and copy the common denominator.
If the denominators are not equal, convert the fractions into similar fractions first using
the LCD.
 When multiplying rational numbers, multiply the numerators and the denominators, and
simplify.
 Dividing rational numbers is the same as multiplying the dividend by the reciprocal of the
divisor.
Summary
Were you able to count the distance of a number from the origin?
Were you able to perform the fundamental operations on integers?
Were you able to represent the absolute value of a number on a number line as the distance
of a number from 0?
Were you able to illustrate the different properties of operations on the set of integers?
Were you able to express rational numbers from fraction form to decimal form and vice-
versa?
The number line provides a visual representation of integers, which may serve as a
basis for comparing and ordering integers. If two integers are given, the one on the right has
greater value than the other. The absolute value of a number is a measure of its distance
from zero and is always positive.
When adding two integers with the same signs, either both positive or both negative,
add the numbers and copy the common sign. When the integers have unlike signs,
subtract the numbers and use the sign of the number with the greater absolute value.
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.
When you multiply two numbers with the same sign, the product is positive.
When you multiply two numbers with different signs, the product is negative. Any
number multiply by 0 gives a product of 0.
When two numbers with the same sign are divided, the quotient is always positive.
When two numbers with different signs are divided, the quotient is always negative.
The following are the properties on operations on integers: closure property,
commutative property, associative property, identity property, additive inverse, and the
multiplicative inverse.
When adding or subtracting rational numbers in fraction form, check if the
denominators are the same, then add or subtract the numerators, and copy the common
SOUTH COTABATO
|DEEPEN
Learning Targets

 I can perform the operations on integers.
 I can express fractions into decimal or vice versa.
 I can perform the operations on rational numbers.
Your task here is to master the skills you have acquired in the lesson taken about
the absolute value, operations on integers, properties of operations on integers,
and converting fraction to decimal and vice versa. You will be given different
activities; you may start with Activity 3.
Activity 3. Fill in the Blanks
Directions: Fill in the blanks with the correct number and identify what properties of
operations on integers are used in each item. Write your answer on the given
answer sheet. See pages 18-21 of this module and set the examples given as
your guide in answering this activity.
1) 8 (2 + 5) = 8(2) + 8(______) = 56 = ____________________________

2) (7 x 4) x 3 = 7 (_____ x 3) = 84 = ____________________________
3) 8 + 5 = _____ + 8 = 13 = ____________________________
4) -4 (1) = _____ (1) = -4 = ____________________________
5) 25 + (-25) = 25 + (_____) = 0 = ____________________________
How did you find Activity 3? Were you able to fill in the blanks with the correct
number and the properties being used? If you do, very good! You really understand
the properties of the operations on integers.
SOUTH COTABATO
Activity 4. Math Dilemma

Directions: Perform the operations in Column I and find the answer in Column II, and then
write the letter of the answer on the given answer sheet. See pages 13-17 of this
module and set the examples given as your guide in answering this activity.
Question: How can a person fairly divide 10 apples among 8 children so that each child has
the same share?
Column I Column II
1. 6 x -12 C 270
2. – 28 + (-16) + 10 P -72
E 300
3. -56 - 23
K -79
4. (-15) (29) A -435
5. 96 ÷ (-12) M -8
6. -18 x -15 L 33
7. -15 x -20 J -255
8. -15 + (20 x (-12)) U -34
9. 84 ÷ 6 x 2 +15 - 10 I -7
S 98
10. (-7 + -28) ÷ 5
T -60
How did you find Activity 4? Were you able to answer the math dilemma? If you find
it easy, then you have really mastered this lesson. Good job!
Activity 5. Another Me!

Directions: Complete the table below by expressing the following fractions in the decimal form
or vice versa. Write your answer on the given answer sheet. See pages 22-24 of
this module and set the examples given as your guide in answering this activity.
Fraction Form Decimal Form

1
1)
8 ______________________________
2) ___________________ 0.62
75
3)
250 ______________________________
4) ___________________ 2.45
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8
5)
50 ______________________________
How did you find Activity 5? Were you able to express the given fractions into decimal
or vice versa? If you find it easy, then you have really mastered this lesson. Good job!
Activity 6. Solve Me Rationally!

Directions: Solve the following operations on Rational Numbers. Show your solution on the
given answer sheet. See pages 26-30 of this module and set the examples given
as your guide in answering this activity.
1 1 1
1)
4
+ - =
8 3
2) 54.287 + 24.50 – 35.99 =
3) 12.356 x 3.25
4) 98.240 ÷2.5 =
10 8 3 100
5) (- 50 ) ( 5 ) ÷ ( 25 ) ( 9 ) =
Congratulations for finishing the tasks provided to you. Continue to study

and practice the different operations on integers for it will really help you
in your daily life.
After the series of activities given to you, it is expected that you can
perform the addition, subtraction, multiplication and division of integers
and plot the absolute value of a number on a number line. The concepts
you learned in this topic is very important not only in your studies but in
your daily living as well.
SOUTH COTABATO
|TRANSFER
Learning Targets
 I can represent the absolute value of a number on a number line as the distance of a
number from 0.
 I can perform fundamental operations on integers.
 I can illustrate the different properties of operations on the set of integers.
 I can express rational numbers from fraction form to decimal form and vice versa.
 I can perform the operations on rational numbers.
 Why do you think working on the operations of integers involves rules that
should be followed?
 How do the properties of operations on the set of integers help you in
performing operations on integers?
Your goal here is to apply what you have learned in the entire lesson about the
absolute value, operations on integers and its properties, and the operations on
Rational Numbers. You can do it! God bless.
Activity 7: My Absolute Value on the Line

Directions: Plot the given numbers on the number line and then give their absolute value.
Write your answer on the given answer sheet. See pages 10-12 of this module
and set the examples given as your guide in answering this activity.
1) |-8|
= _______
2) |-2|
= _______
3) |4|
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= _______
Activity 8: I’m Greater than, Less than, or Equal?

Directions: Perform the following operations on integers. Write >, <, or = on the blanks
provided. Write your answer on the given answer sheet. See pages 13-17 of this
module and set the examples given as your guide in answering this activity.
1) 10 – 5 ___________ 5 – 10
2) 8 – (-10) _________ 28 – 10
3) 15 (6) _________ (-6) (-15)
4) -72 ÷ (-9) _______ - 8 + 72
5) (-35) (-10) ________ 35(10)
Activity 9: Your Example

Directions: Give 1 example for each property of operation on the set of integers. Write your
answer on the given answer sheet. See pages 18-21 of this module and set the
examples given as your guide in answering this activity.
Property of the Operation on the set of

Example
Integers
1) Closure Property
2) Commutative Property
3) Associative Property
4) Identity Property
5) Inverse Property
Activity 10: Problem Solving

Directions: Read, analyze, and solve the given problem below. Show your solution on the
given answer sheet. See pages 26 - 30 of this module and set the examples given
as your guide in answering this activity.
1 5
1. Jazz sold sack of sayote and sack of kamote. How many sacks of vegetables did he sell
2 2
altogether?
Solution:
1
2. Janna takes her medicine 3 times a day. How many days will a 60 ml medicine last if 2 ml
2
is taken each time?
3.Solution:
SOUTH COTABATO
Were the activities easy? In which part of the activities, you find difficult to
deal with? Remember that understanding absolute value, operations on
integers, and its properties are very important skills you should possess for
you to easily understand future topics in this subject.
Summary and Closure
Were you able to count the distance of a number from the origin?
Were you able to represent the absolute value of a number on a number line as the distance
of a number from 0?
Were you able to illustrate the different properties of operations on the set of integers?
Were you able to express rational numbers from fraction form to decimal form and vice-
versa?
Numbers are really important in our daily life because everything in this world
involves numbers. Sometimes it’s hard to deal with them, especially when solving but we
can’t deny the fact that it’s vital in our life today. So, we should learn to love numbers, learn
to love solving it. For if we do this, it will have a great impact in our life.
Fractions and decimals are numbers that are not whole, they are not the numbers
that we usually use in counting but their importance is also just like any kind of numbers. In
life, there are lot of things that can be represented by fractions and decimals. You do not
always notice them, but you deal with them.
Just like your faith in God, it must be whole, not one-half or one-fourth, because if
you have faith nothing is impossible no matter what kind of problems you are facing right
now. Just believe. You can do it!
Also, don’t forget about your performance task, you can now start collecting pictures
that shows the concepts of integers and rational numbers.
The next lesson is about Square Roots, have an advance study. God bless and keep
safe.
References:
Books:
Canlapan, Raymond B., Urgena, John Nico A., (2018) Practical Math 7, DIWA LEARNING
SYSTEM INC.,
SOUTH COTABATO
Canlapan, Raymond B., Urgena, John Nico A., (2019) DIWA Dynamic Minds A Math Workbook
7, DIWA LEARNING SYSTEM INC.,
Oronce, Orlando, Mendoza, Marilyn O, (2015) E-Math Worktext in Mathematics 7, Rex Book
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KING’S COLLEGE OF MARBEL, INC.

BRGY. MORALES, CITY OF KORONADAL

Module 2: The Set of Real

 MODULE LESSONS AND COVERAGE

 describes principal roots and tells whether they are rational or

a. All integers are counting numbers. Integers

4. Which of the following is an irrational number?

10. What is the simplified form of this expression?

Lesson 2 Operations on Integers

Acquisition Meaning Making Transfer

Essential Understanding (EU) Essential Question (EQ)

At the end of this lesson...

Activity 1. Count Me on the Line

Example: The distance of -4 from zero is 4.

2) 15 + 25 = _____________ 6) (-8) (5) = ____________

4) -25 – (-10) = ____________ 8) -110 ÷ (-10) = _____________

Map of Conceptual Change:

Representing Absolute Value of a Number on a

Absolute Value of an Integer

Example: Determine the absolute value of -5 or what is |-5|?

 If x is equal to zero, then the absolute value of x is x.

 If x is a negative integer, then the absolute value of x is the opposite of x.

1. |17| = ___17___ 6. |98| = ________

Fundamental Operations on Integers

At the end of this lesson…

 Addition of Integers having the Same Sign.

(Since both numbers are negative, thus the difference is also

4) (-10) + ( -9) = -19

 Addition of Integers with Different Signs

2) (-16) + 9 = 16 – 9 (First, subtract the numbers)

= -7 (since -16 has greater absolute value than -9, thus

3) (-42) + 16 = 42 - 16 (First, subtract the numbers)

Step 1: Keep Change Change (KCC)

Step 2: Follow the rules for addition

2) 3 – (-24) = 3 + 24  (Keep 3, Change the subtraction sign to

3) (-12) – 20 = -12 + (-20)  (Keep -12, Change the subtraction sign to

4) (-40) – (-22) = -40 + 22

Rules in Multiplying Integers:

1. Multiply (6) (9)

2. Multiply (-7) (-6)

3. Multiply (-8) (5)

4. Multiply (5) (-2)

5. Multiply (0) (10)

Rules in Dividing Integers:

1) Find the quotient of 45 ÷ 5.

2) Find the quotient of (-51) ÷ (-3).

Since division is the inverse of multiplication, determine what number multiplied

3) What is (-57) ÷ 19?

Properties of Operations on the Set of Integers

At the end of this lesson…

 The associative property suggests that the grouping of the integers in an

2) 4 + (3 +2) = (4+3) +2 (Notice that no matter what is the groupings of

(Notice that no matter what the groupings of

At the end of this lesson…

Expressing Rational Numbers from Fraction Form to Decimal Form and

From Fraction to Decimal

Step 2: Multiply the numerator and the denominator by 2:

From Decimal to Fraction

 To express fraction to decimal form, follow these steps:

Operations on Rational Numbers Lesson 4

At the end of this lesson…

Addition and Subtraction of Rational Numbers

2) 15 + 25 = _ 6) (-8) (5) =

4) -25 – (-10) = 8) -110 ÷ (-10) = _

1. |17| = _17_ 6. |98| = ________

1) 8 (2 + 5) = 8(2) + 8() = 56 = ______________________