Mathematics

First Quarter – Module 6

Real Numbers
Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 6: Real Numbers
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V
Development Team of the Module
Author/s: Rita Rosar N. Pulangas, T-I
Liberty C. Jonem, T- I
Reviewers: : Darelyn L. Cajeles, T- I Lourgen V. Maalam, MT - I
Pelmar M. Acosta, T - II Stephanie Mae R. Lanzaderas, T- III
Alma C. Salomon, HT - III Janeth P. Cuaresma, T - I
Conformance Reviewers: Alma C. Salomon, HT III Lourgen V. Maalam, MT II
Ana T. Cuevas, HT III Stephanie Mae R. Lanzaderas, T III
Errol O. Taguran, HT III Vernie P. Bacayo, T II
Ann Robiato, T III Darelyn L. Cajeles, T I
Mary Joy A. Cartegena, T I Rica O. Boquecosa, SST I
Illustrator and Layout Artist: Errol O. Taguran, HT - III
Stephanie Mae R. Lanzaderas, T - III
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Eugene I. Macahis Jr.
OIC-Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Samuel C. Silacan, EdD, CID Chief
Ernie J. Caguindangan, EPS - Mathematics
Rone Ray M. Portacion, EdD, EPS – LRMS
Leah G. Xenos, PSDS
Tita Pita L. Bago, EdD, Principal III/District In-charge
Agnes P. Gonzales, PDO II
Vilma M. Inso, Librarian II
Printed in the Philippines by
Department of Education – Region 10
Office Address: Zone 1, Deped Building, Masterson Avenue, Upper Balulang
Cagayan de Oro City
Contact Number: (088) 880 7072
E-mail Address: region10@deped.gov.ph
 7
Mathematics
First Quarter – Module 6
Real Numbers

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education-Region 10 at
region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Real Numbers!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you, as a
learner, are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways, such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
 What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will

help you transfer your new knowledge or
skill into real-life situations or concerns.

Assessment This is a task that aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module, you will also find:

References This is a list of all sources used in d
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
 We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

Table of Contents

What I Need to Know ---------------------- 1

What I Know ---------------------- 2

Lesson 1 ---------------------- 3
What’s In ---------------------- 3
What’s New ---------------------- 4
What is It ---------------------- 4
What’s More ---------------------- 6

Lesson 2 ---------------------- 7
What’s New ---------------------- 7
What is It ---------------------- 8
What’s More ---------------------- 12

What I Have Learned ---------------------- 12

What I Can Do ---------------------- 13
Assessment ---------------------- 13
Additional Activities ---------------------- 15
Answer Key ---------------------- 16
References ---------------------- 17
 What I Need to Know

This module is designed and written with you in mind. It is here to help
you master the concepts of real numbers. The scope of this module permits it
to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged
in the standard sequence of the course, but the order may be different from
the textbook that you are using.

This module is divided into two lessons, namely:

 Lesson 1 – Subsets of Real Numbers

 Lesson 2 – Arranging Real Numbers on a Number Line

After going through this module, you are expected to illustrate the
different subsets of real numbers and arrange real numbers in
ascending/descending order on the number line (M7NS-Ih-1). Specifically,
you will:

1. identify the different subsets of real numbers;

2. illustrate the different subsets of real numbers and
3. arrange real numbers on a number line.

1
 What I Know

Multiple Choice
Directions: Read the questions carefully and write the letter of the answers
on your answer sheet.
1. Which number below has the following characteristics: natural, whole,
integer, and rational?
A. -4 B. 0.7 C. 3 D. 5.1
2. Which of the following numbers are irrational?
I. 0.3333 II. √ III. √ IV. 4.121314…
A. I and II C. III and IV
B. II and III D. I and IV
3. Where can you find 2 in the number line since 2 is greater than √ ?
A. left side of 2 C. left side of √
B. right side of 2 D. right side of √
4. In the number line, between what numbers can we find the irrational
number pi ?
A. and 1 C. and
B. and 2 D. and
5. Which of the following refers to counting numbers starting from 1 to
infinity?
A. integers C. rational numbers
B. natural numbers D. whole numbers
6. Where can you locate on the number line if our point of reference is
?
A. left side of C. left side of
B. right side of D. right side of
7. From the location of , where can you find on the number line?

A. left side of C. left side of

B. right side of D. right side of

2
8. What is the location of the real number on the number line?

A. between and C. between and

B. between and D. between and
9. In a fruit basket, there are 17 pieces of fruits, 5 of which are apples. How
can you express the number of apples in a fraction?
A. C.
B.
10. Between what numbers can the mixed fraction found on the number

line?
A. and C. and
B. and D. and

Lesson
Subsets of Real Numbers
1

What’s In

Activity 1: Let’s Recall!

Let’s Find Out: The Members of Each Set
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. By using the listing method, write the elements of each set.
b. Write the answers on your answer sheet.

1. Let A be the set of all natural numbers less than 7.

2. Let B be the set of all natural numbers greater than 7 but less than 15.
3. Let C be the set containing only 7.

3
 What’s New

It is said that “A family that connects to one another, lasts forever.” Just
like family, real numbers are composed of different family members. These
family members are called subsets of real numbers. Let us learn the
importance of a family with the family of real numbers by reading the
description of each letter below:
The Real Numbers Family

F – Form a strong bond with all your rational and irrational members
A – Always remember integers and fractions may be in different places
M – Make whole fun and memorable moments
I – Ignore the negative differences.
L – Love and count them while you can; life can be short
Y – You can’t be the zero; keep them together for a happy ending

From the description of each letter above, can you now tell the
members of the Family of Real Numbers?

What is It

The diagram below shows the real number system and its subsets.

4
 To understand the diagram well, study the family tree of real numbers
summarized below:

Real Numbers Description Examples

Rational The set of rational numbers is
{ }
Numbers the set of all numbers which can
be expressed in the form where ,
a and b are integers, and b is not
,
zero.
= 0.666...= 0. ̅

Irrational The set of irrational numbers is { √ √ }

Numbers
the set of numbers whose decimal
√ = 1.414214…
representations are neither
terminating nor repeating. These √ = 1. 73205…
numbers cannot be expressed as
π= 3.1416…
a quotient of integers.
Integers Integers are formed by { }
combining the negative integers
{ 19, 8, 5, 0, 2,}
(opposites of counting numbers)
and the set of whole numbers √ =7, √ =9

Fractions Fractions are numbers that { , , , }

represent part of the whole. These
are written in the form { , , }
where q
Whole Whole numbers are formed by { }
Numbers
adding 0 to the set of natural
{ }
numbers.
√ =3,√

Counting Counting or Natural numbers { }

or
are numbers used for counting. { }
Natural
Numbers √ =2, √ =6

5
Example: Study the numbers inside the box below. List all these numbers to
their corresponding subset of real numbers in the table, below is the result:
̅̅̅̅ √ √

a. Natural numbers √
b. Whole numbers and √
c. Integers , and √

d. Rational numbers √ ̅̅̅

e. Irrational numbers √ and

f. Real numbers √ √ ̅̅̅ ,

Observe that some numbers are repeatedly written to different subsets.

Note that, a number may belong to more than one subset of real numbers.
Thus, these numbers can be repeated.

What’s More

Activity 2: Check Me!

Let’s Find Out: Where the Numbers Belong
Let’s Use These Materials: Answer sheet and pen/pencil
Let’s Do It This Way:
a. Copy and complete the table by checking the right subset where
each number belongs.
b. Check as many as applicable.The first column is done for you.

Set of Real Numbers -12 √ 5 3.45

Natural Numbers
Whole numbers
Integers 
Rational Numbers 
Irrational Numbers

6
 Real Numbers 

Lesson
Arranging Real Numbers on a Number Line
2

What’s New

Activity 3: The “Bahay Kubo”

Let’s Find Out: The Order of Vegetables in “Bahay Kubo”
Let’s Use These Materials: Answer sheet and ballpen.
Let’s Do It This Way:
a. Arrange the vegetables found inside the box based on their order in
the folk song “Bahay Kubo.”
b. Write the answers on your answer sheet. You can sing the song
while doing this activity. Number 1 is done for you.

7
 What Is It

In the previous activity, vegetables are arranged based on their order in

the folk song "Bahay Kubo." Just like that, real numbers are also arranged in
ascending order (i.e., from left to right) or descending order (i.e., from right to
left) on the number line. Recall that on the number line, there is a point for
every real number.

Numbers found on the left are smaller than the numbers found on the
right. So, if a real number 2 is less than a real number 4, then 2 is found on
the left side of 4 (see figure 1).

(Figure 1)

2 is less than 4

Otherwise, a real number 4 is greater than a real number 2, then 4 is

found on the right side of
2 (see figure 2 below).

(Figure 2)

4 is greater than 2

Note:
In arranging real numbers on the number line, it is important to
remember that a real number with a smaller value is found on the left side
of a real number with a larger value. Furthermore, a real number with a
larger value is found on the right side of a real number with a smaller

8
 We also use symbols to efficiently communicate relationships between
numbers on the number line, such as the following:
DESCRIPTION RELATIONAL SYMBOL EXAMPLE
greater than
less than
equal
not equal
approximately
greater than or equal to

less than or equal to

Example 1: Arrange the real numbers inside the box using the number line.

Solution:
a. Convert fraction to decimal
The given fraction is

9
b. Arrange the given real numbers on the number line.
Illustration:

Since then - 3 is found on the left side of - 1.15;

- 1.15 is found on the left side of ; is found on the left side of 3.75, and

3.75 is found on the left side of 4.

Example 2: Arrange the real numbers found inside the box using the number line.

Solution:
a. Convert fractions to decimal

The given fractions are and

and

b. Estimate the square root of a number

The given radical is √ , to estimate its square root:
Find the perfect square numbers on either side of the radicand 2.
The radicand 2 is found between the perfect square numbers 1 and 4.
Find the square root of the perfect square numbers.
√ and √
So, the √ is found between 1 and 2. In symbols, √ .
This means that √ is a decimal number between 1 and 2.
Plot the perfect square numbers on the number line.

In the figure above, 2 is closer to 1 than 4. Thus, logically speaking, its square

10
root must be closer to 1 than 2. That means that √ has to be somewhere between
1.01 and 1.5.
c. Arrange the given real numbers on the number line.
Illustration:

Since √ , then is found on the left side of ; is

found on the left side of √ ; √ is found on the left side of , and is found on

the left side of .

Word Problems
Arranging real numbers on a number line can also be used to solve
word problems. Let us study the example below.
Example 3: The Taguran family received rice from different sectors and
people. They received kgs from their barangay, kgs from a private

organization, and kgs from their neighbor. Arrange the donors based on

their donations in ascending order.

What is asked:
Arrange the donors based on their donations in ascending order.
Given Values:
kgs from their barangay

kgs from a private organization

kgs from their neighbor

Solution:
Convert all the given fractions into decimals. The given fractions are
, and . Thus we have,

and

11
 What’s More

Arrange the given numbers 9, 8.5, and 15.5 on a number line.

Illustration:

It can be seen in the illustration above that

Make a conclusion. Thus the answer is neighbor, barangay, and
private organization.

Activity 4: Compare Me!

Let’s Find Out: The Correct Relational Symbol
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Fill each box with the appropriate relational symbol ( ).
b. Write the answers on your answer sheet. Number 1 is done for you.

1. 4.

2. 5.

3.

What I Have Learned

Activity 5: Fill Me In!

Let’s Find Out: The Missing Word/s
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:

12
 What I Can Do

a. Complete the given statements and choose the correct answer from
the box below.
b. Write the answers on your answer sheet. Number 1 is done for you.

whole rational number { }

integers irrational number natural numbers { }

1. The numbers 0, 1, 2, 3, 4, 5,… form the set of whole numbers.

2. An example of _______________ is π.
3. A ___________ is a number that can be written as a fraction with an
integer numerator and a nonzero integer denominator.
4. The set of all even integers greater than 12 but less than 25 are ________.
5. { } represents the set of ___________.
Activity 6: Real Problem!
Let’s Find Out: The Word
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Carefully read the word problem below and answer the guide
questions that follow.
b. Write the answers on your answer sheet.

Five strips of paper have letters with corresponding real

numbers namely: 𝐷 , 𝑉 𝐼 ,𝐶 and 𝑂 .
Arrange these real numbers in increasing order and reveal the magic
word.

Assessment

Multiple Choice
Directions: Read the questions carefully and write the letter of the answers
on your answer sheet

13
1. Which number below has the characteristic of a natural, whole, integer,
and rational?
A. -4 C. 4
B. 0.7 D. 5.1
2. A motor cab service charge is Ᵽ10.00 for the first 8 km and Ᵽ1.00 for each
additional km. How much will you pay if you cover a distance of 12 km?

A. Ᵽ 10.50 C. Ᵽ 13.50
B. Ᵽ 12.50 D. Ᵽ 14.50
3. Which of the following shows a descending arrangement of real numbers
on the number line?
A. C.
B, 1.2, 3.14, 3.16 D.

4. Between which numbers can the irrational number found on the number
line?
A. and 1 C. and
B. and 2 D. and
5. Maria rode her bike for of a mile on Monday and of a mile on Tuesday.

How many miles did she ride altogether?

A. C.
B. D.
6. Juan spent Ᵽ 23.75 of his allowance on food. What was his total savings if
she had Ᵽ 50.00 allowance a day?
A. Ᵽ25.25 C. Ᵽ 27.25
B. Ᵽ 26.25 D. Ᵽ 73.75
7. Which of the following shows an ascending arrangement of real numbers
on the number line?
A. , , , C.
B. 0, , , D.
8. In a fruit basket, there are 17 pieces of fruits, 5 of which are apples. How
can you express the number of apples in a fraction?
A. C.

14
 B.
9. Which of the following numbers are irrational?
I. 0.6666… II. √ III. √ IV. 5.0990195…
A. I and II C. III and IV
B. II and III D. I and IV
10. Where can the mixed fraction found in the number line?

A. and C. and
B. and D. and

Additional Activities

Activity 7: Plotting Numbers

Let’s Find Out: The Order of the Numbers
Let’s Use These Materials: Answer sheet, ruler, and ballpen.
Let’s Do It This Way:
a. Plot the following sets of real numbers on a number line.
b. Write the answers on your answer sheet.
Number 1 is done for you.

1. {-3, 0,3} Answer:

2. {-2, 2, 4, 6, 8, 10}

3. {0, 0.3, 0.6, 0.9, 1.2}

15
 16
What I Have Learned
Activity 5:
1. whole Assessment
2. irrational
1. C 6. B
3. rational 2. D 7. D
4. {14, 16, 18, 20, 22, 24} What I Can Do 3. A 8. D
Activity 6: 4. D 9. C
5. integers 5. C 10. C
A. The word is COVID.
Lesson 1: What’s More
Lesson 2:What’s More
Activity 2
Activity 4:
1. 4.
2. 5.
3.
Lesson 2: What’s New
Activity 3 “Bahay Kubo”
(2)
1. Sigarilyas
2. Sitaw
3. Upo
4. Mustasa What I know
Lesson 1: What’s In
5. Linga
Activity 1: 1. C 6. A
(3) 1. {1, 2, 3, 4, 5, 6}
2. C 7. A
1. Talong 2. {8, 9, 10, 11, 12, 13, 14} 3. D 8. D
2. Bataw 4. D 9. D
3. {7}
3. Kalabasa 5. B 10.C
4. Sibuya
5. bawang
Answer Key
 3.

2.
Activity 7:
Additional Activities

References

Julieta G. Bernabe, Elementary Algebra Textbook for First Year. SD

Publications, Inc. 2009, p. 26-27
Orlando A. Oronce and Marilyn O. Mendoza, e- Math 7

Soledad Jose-Dilao, Ed. D. and Julieta G. Bernabe, Intermediate

Algebra-II

Cecile M. de Leon and Julieta G. Bernabe, Elementary Algebra Textbook

for First Year

https://quizizz.com

https://www.onlinemath

https:// www.thatquiz.org

https://2012books.lardbucket.org/books/beginning-algebra/s04-01-real-
numbers-and-the-number-li.html

https://www.origoeducation.com/blog/number-line/

https://www.khanacademy.org/math/pre-algebra-exponents-radicals/pre-
algebra-square-roots/v/approximating-square-roots

https://math.libretexts.org/Bookshelves/Algebra/Book%3A_Beginning_Al
gebra_(Redden)/01%3A_Real_Numbers_and_Their_Operations/1.01%3
A_Real_numbers_and_the_Number_Line

17
18
For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph