7

Mathematics
First Quarter – Module 5
Square Roots of Rational and
Irrational Numbers

For Validation

Department of Education • Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 5: Square Roots of Rational Numbers and Irrational
Numbers
First Edition, 2020
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Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V
Development Team of the Module
Authors: Mary Joy A. Cartagena, T I
Lourgen V. Maalam, MT- II
Reviewers: Darelyn L. Cajeles, T I Ronato L. Taban-ud, T III
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Ana T. Cuevas, HT III Jessieca C. Hornejas, HT 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
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 7
Mathematics
First Quarter – Module 5
Square Roots of Rational and
Irrational Numbers

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 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on Square
Roots of Rational and Irrational Numbers.

The hand is one of the most symbolized parts 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 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
What’s In ---------------------- 3
Lesson 1 ---------------------- 4

What’s New ---------------------- 4

What is It ---------------------- 5
What’s More ---------------------- 7
Lesson 2 ---------------------- 8

What’s New ---------------------- 8

What is It ---------------------- 9
What’s More ---------------------- 10

Lesson 3 ---------------------- 10

What’s New ---------------------- 10

What is It ---------------------- 11
What’s More ---------------------- 12

Lesson 4 ---------------------- 13

What’s New ---------------------- 13

What is It ---------------------- 14
What’s More ---------------------- 17

Lesson 5 ---------------------- 18

What’s New ---------------------- 18

What is It ---------------------- 19
What’s More ---------------------- 20

What I Have Learned ---------------------- 20

What I Can Do ---------------------- 21
Assessment ---------------------- 22
Additional Activities ---------------------- 23
Answer Key ---------------------- 24
References ---------------------- 26
 What I Need to Know

This module is designed and written with you in mind. It is here to help
you master Square Roots of Rational and Irrational Numbers. The scope of
this module permits it to be used in many different ways. The language
recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

This module is divided into five lessons, namely:

 Lesson 1 – Square Roots

 Lesson 2 – Principal Roots of Rational and Irrational Numbers
 Lesson 3 – The Two Consecutive Integers Where the Square Root Lies
 Lesson 4 – Approximating the Square Roots into Nearest Hundredths
 Lesson 5 – Plotting Irrational Numbers on A Number Line

This module is created to help the students achieved the following

competencies; M7NS-Ig-1, M7NS-Ig-2, M7NS-Ig-3, and M7NS-Ig-4.
Specifically, you are expected to:

1. describe square roots and nature of principal root;

2. determine the principal root of rational and irrational numbers;
3. determine between what two integers the square root of a number is;
4. approximate the square root of a whole number to the nearest
hundredths; and
5. plot irrational numbers (up to square roots) on a number line.

In this module, you need to have extended patience in order

to understand the mathematical concept that you are going to
encounter. So, fasten your seatbelt as we begin with this journey
by answering first the given exercises.

1
 What I Know

MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers on your
answer sheet.
1. How do we call integers such as 1, 4, 9, 16, 25, and 36?
A. irrational numbers C. radical expressions
B. perfect squares D. repeating numbers
2. What are the square roots of 169?
A. -12 and -12 C. -12 and +12
B. -13 and + 13 D. -13 and -13
3. Which of the following is a perfect square?
A. 24 B. 48 C. 81 D. 110
4. Which point closely corresponds to √ on the number line?

A. Point P B. point Q C. point R D. point S

5. Which of the radical expressions below lie between 9 and 10?
A. √ B. √ C. √ D. √
6. Which number has a square root that is between 5 and 6?
A. 28 B. 36 C. 48 D. 81
7. How long is its side if a square fence has an area of 112 square yards
approximately? (Rounded to the nearest hundredths)
A. 9.58 B. 10.13 C. 10.58 D. 11.82
8. How would you arrange the following from least to greatest, √ , 4.21, √ ?
A. 4.21, √ ,√ , C. 4.21, √ ,√
B. 4.21, √ ,√ D. ,√ , 4.21, √
9. What is the approximate value of √ to the nearest hundredths?
A. 7.42 B. 7.86 C. 8.35 D. 8.74
10. Between what two integers do √ lies?
A. 2 and 3 B.3 and 4 C.4 and 5 D. 5 and 6

2
 Square Roots of Rational and Irrational Numbers

What’s In

Activity 1: Decode Me!

Let’s Find Out: The Decimal Form
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Below are numbers in fractional form.
2. Refer to the box of answers on the right to find its decimal form.
3. Write the corresponding letter of each item on the underlined spaces at
the bottom to decode the hidden word.
4. Write the answers on your answer sheet.
Number 1 done for you.

Fractional Form Decimal Form Pick Your Answers

Here!
1. = 0.25 0.43 - V
0.75 - D
2. =
0.25 - C
3. = 0.5 - A
0.83 - I
4. =
0.4 - O
5. =

__C__ ____ ____ ____ ____

Hidden Word 1 2 3 4 5

3
 Lesson
1 Square Roots

What’s New

“Pi Day” was being realized last March 14, 2015 (which
was chosen because it resembles 3.14). The official
celebration starts at 1:59 p.m., in order to make it
appropriate 3.14159 when combined with the date. Albert
Einstein was born on Pi Day (3/14/1879) in Ulm
Wurttemberg, Germany.
Activity 2: Look at Me!
Let’s Find Out: The Way to Tell Time
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Observe the given picture and follow the steps below to tell the time.
2. Write the answers on your answer sheet.

Can You Tell the Time?

1. Look at the short and the long hands of
the wristwatch.
2. To know the time, think first of a number
that will result 100 if it is multiplied by
itself. Did you get the number?
3. Now, look at the long hand of the
wristwatch; it means that it is pointing
between 6 and 8, so what is the middle
number?
4. To reveal the time, respectively, put your
answers in the box below.

The time is ꞉

4
 What Is It

THINK OF THIS! Example 1 Example 2

 Subtracting a Subtraction 7–3=4 9–5=4

number is the
opposite of adding
that number. Addition 4+3=7 4+5=9

 Dividing by a Division 8÷4=2 12 ÷ 3 = 4

nonzero number is
the opposite of
multiplying by that
Multiplication 4x2=8 4 x 3 = 12
number.

Squaring a (+52)= 5 x 5= 25 or (-52) = -5 x -5

Number = 25
 The opposite of
squaring a number √ =√ √ = - 5 or+5
is finding a square Finding
*This is read as “The square roots of 25
root. Square Root
are negative 5 and positive 5.”

Power is a combination of base and exponent.

Two Parts of Power

Exponent
Base 2 Power
5

Term Definition Example 1 Example 2

can be used to show

3x3
that a number has 2x2x2
can be written
 Exponent been multiplied by as 32 or "3
can be written as
itself one or more 23 or "2 cubed."
squared."
times

32 23
 Base a number that is raised 3 is the base, 2 is the base,
by the exponent and the and the exponent
exponent is 2. is 3.

5
 Reading Powers
Power Meaning Verbal Description

6x6 6 to the second power or 6 squared

7x7x 7 7 to the third power or 7 cubed

8x8x8x8 8 to the fourth power

numbers which are (32) = 3 x 3 = 9 (0.42) = 0.4 x 0.4 =0.16

 Perfect the result of
Square squaring a certain Thus, 9 is a Thus, 0.16 is a
number perfect square. perfect square.

a number whose If 32 = 9, then

square is the given square root of If -32 = 9, then square
 Square number 9 is 3 root of 9 is -3
Root or √ = 3. or √ = -3.
In symbols, if =
b, the number a is Therefore, √ = 3 and -3. In addition, 9
called a square have two roots, the positive root, which
root of b. is 3, and the negative root, -3.

Important Parts to Remember of a Radical Expression

Index Radical Sign

√ =b Root

Radicand
 Radical Expression
- an expression containing the three parts: Index, radical sign,
and radicand
 Index
- the basis for determining how many times the number will be
multiplied by itself, which will result in the number within the
radical sign
 Radical Sign ( √ )
- a symbol that represents a radical expression
 Radicand
- a number inside the radical sign
 Root
- the result of extracting a radical expression

6
 Principal Root is a root which, when raised to the power of n, yields
the radicand of its nth degree radical. It has three natures. Study the table
below.

The Nature of Principal Example Symbol Principal

Root Root
a. If the radicand is a The square roots of
positive number, then the 81 are +9 and -9. √ = +9
principal root is the and -9 +9
positive nth root. or ± 9
b. If n is odd, and the
The cube root of
radicand is negative, the
-8 is -2.
principal root is the √ = -4 -4
negative nth root.
c. If n is even, and the The fourth root of
radicand is negative, the -16 is an imaginary √ = not not a real
principal root is not number or not real. real number
defined.

What’s More

Activity 3: Match Me!

Let’s Find Out: The Principal Root of a Number
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Observe the given radical expressions in column A.
2. Choose the corresponding principal root of each item in column A from
column B.
3. Write the answers on your answer sheet.
Number 1 is done for you.

Column A Column B
_B_ 1. √ A. +4
___ 2. √ B. +22
___ 3. √ C. not a real number
___ 4.
√ D. -3
___ 5. √ E. –6
F. +8

7
 Lesson The Principal Roots of Rational and
2 Irrational Numbers

What’s New

Activity 4: Find Me!

Let’s Find Out: The Root of a Number
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Study the given radical expressions below.
b. Write the answers on your answer sheet.

A. Give the root/s of each item and write its positive root if there is any.

If there is no positive root, write none.

Number 1 is done for you.

Root/s Positive Root

1. √ - 11 and 11__ ___ 11______

2. √ ____________ ____________
3. √ ____________ ____________

B. Identify the radical expression that is NOT a perfect nth power of a number
and put it in the box.
Number 1 is done for you.

Answers
1. ( ) √ ( )√ ( )√ ( )√
2.
3. ( )√ ( )√ ( )√
4. ( )√ ( )√ ( )√
5.
6.

8
 What Is It

Principal Root can be determined whether it is rational or irrational

numbers. So, let us now study how to determine the principal root of rational
numbers.

Rational Numbers
are numbers that can be expressed in the form of an exact quotient of two
numbers, such as , where b 0.
Forms of Rational Numbers Examples
(a) Decimal Form 0.4, 4.84, 0.125 Terminating Decimals

(b) Fraction Form , ,

(c) Radical Form

√ ,√ ,√
Remember This! Examples

A principal root is a rational

√ √ √ √ =
number, if and only if the
radicand is a perfect nth √
power of a number. Thus, the principal root
Thus, the principal root
of √ is which is
of √ is 2 which is
rational. rational.

Aside from rational numbers, there are things to remember to determine

the principal root of irrational numbers. Study and learn from the table below.

Irrational Numbers
are any numbers that cannot be expressed as a quotient of two numbers.
Forms of Irrational Numbers Examples
(a) Decimal Form ,0. ̅ ,0.111..., 0.̅̅̅̅ Repeating Decimals

(b) Fraction Form , ,

(c) Radical Form √ √ ,√

Remember This! Examples
A principal root is an irrational
√ = 1.41421 √
number, if and only if the
radicand is NOT a perfect nth Thus, the principal
Thus, the principal root
power of a number. root of √ is
of √ is irrational. irrational.

9
 What’s More

Activity 5: What Am I?
Let’s Find Out: The Rational or Irrational Principal Root
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Consider the radical expressions below.
b. Determine if its principal root is RATIONAL or IRRATIONAL.
c. Write the answers on your answer sheet.

1. √ = ____________ 4. √ = ____________
2. √ = ____________ 5. √ = ____________
3. √ = ____________

Lesson The Two Consecutive Integers Where the

3 Square Root Lies

What’s New

Activity 6: Classify Me!

Let’s Find Out: The Perfect Square and not aPerfect Square
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Study the given box on the left.
2. Classify the given radical expressions, whether it is a perfect square or
not a perfect square.
3. Write the answers on your answer sheet.
The first one is done for you.

Choose Here! Perfect Squares Not a Perfect Squares

__ _√ _______ ______________
√ √
______________ ______________
√ √
√ √ ______________ ______________

10
 What Is It

To find the two consecutive integers where the given square root of a
number lies in between, study the steps below.

Steps Example 1 Example 2

A. Find the two B. Find the two
consecutive integers in a consecutive integers in
radical form where √ a radical form where
lies in between. √ lies in between.

1. Identify the two Step 1: Step 1:

consecutive perfect
The two perfect squares The two perfect
squares between the in radical form squares in radical form
given square root of a between√ are: between√ 108 are:
√ and √ . √ and √ .
number lies and
express it in radical Written as: Written as:
√ √ √ √ √ √
form.
Read as: Read as:
The square root of 45 is The square root of 108
between the square root is between the square
of 36 and the square root root of 100 and the
of 49 square root of 121

2. Extract the principal Step 2: Step 2:

root of the two perfect
√ √ √ √ √ √
squares.
6 √ 7 10 √ 11

Step 3: Step 3:
3. Finalize your solution.
Thus, √ lies between 6 Thus, √ lies
and 7. between 10 and 11.

11
 What’s More

Activity 7: Choose Me!

Let’s Find Out: The Irrational Number
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Study the given ovals below.
2. Pick the correct radical expression to make the mathematical
statement CORRECT.
3. Write the answers on your answer sheet.
Number 1 is done for you.

Pick Here!

√ √ √ √ √ √

1) 30 < √ < 31

2) 1 < _____ < 2

3) 8 < _____ < 9

4) 3 < _____ < 4

5) 27 < _____ < 28

12
 Lesson Approximating the Square Root into
4 Nearest Hundredths

What’s New

Activity 8: Pair Me!

Let’s Find Out: The Principal Root
Let’s Use These Materials: Answer sheet and ballpen.
Let’s Do It This Way:
a. From the box, choose the corresponding square roots to each given
radical expression.
b. Write the answers on your answer sheet.
Number 1 is done for you.

Box
1.2 8.2
2.21 3.6
9.6 7.9

1. √ = ____3.6_____

2. √ = ____________

3. √ = ____________

4. √ = ___________

5. √ = ___________

13
 What Is It

Approximation is the method or process of estimating the solution of

irrational and rational numbers. To get the approximate value of a radical
expression to the nearest hundredths, study the following steps.

Steps Illustration Illustration

Example 1: Example 2:
Approximate √ to the Approximate √ to the
nearest hundredths nearest hundredths

1. Find the two Step 1: Step 1:

consecutive perfect √ lies between √ √ lies between √
squares in a radical and√ and√
form where the
given radical It is written as: It is written as:
expression lies in
√ <√ <√ √ <√ <√
between.

And read as: And read as:

The square root of 3 is The square root of 7 is
between the square between the square
root of 1 and the square root of 4 and the
root of 4. square root of 9.

2. Extract the principal Step 2: Step 2:

root of the two
√ √ √ √ √ √
perfect squares.
1 √ 2 2 √ 3

14
 Steps Illustration Illustration

3. Based on the Step 3: Step 3:

extracted roots, list at Since √ lies between Since √ lies between
least 4 estimated 1 and 2, list down 4 2 and 3, list down 4
values to the nearest values to the nearest values to the nearest
tenths. Square each tenths of 1, such as tenths of 2, such as
estimated value {1.5, 1.6, 1.7, 1.8} {2.4, 2.5, 2.6, 2.7}
written as radicand, Then square each Then square each
then get the radicands value written as value written as
where the given radicand. radicand.
radical expression lies
in between. √( )2 =√ √( )2 =√

√( )2 = √ √( )2 = √

√( )2 = √ √( )2 = √

√( )2 = √ √( )2 = √

*The arrow indicates *The arrow indicates

the radicands where the that the square root of
given radical the number lies
expression √ lies in between the two
between. numbers.

Thus, taking its Thus, taking its

estimated value to the estimated value to the
nearest tenths we nearest tenths we

have, √ lies between have, √ lies between

1.7 and 1.8. 2.6 and 2.7.

15
 Steps Illustration Illustration

4.Further estimation. Step 4: Step 4:

Following the same Since √ lies between 1.7 Since we got,

pattern as the and 1.8, √ lies between 2.6 and

previous step, use its 2.7.

Estimate further by listing
conclusion to create
values closer to 1.7 to the Estimate further by listing
another list of
nearest hundredths. So, values closer to 2.6 to the
estimated values, but
{1.71, 1.72, 1.73, 1.74} nearest hundredths. So,
this time to the
{2.62, 2.63, 2.64, 2.65}
nearest hundredths to
√( )2= √
obtain the closer
√( )2= √
estimated value of the
√( )2 = √
root.
√( )2 = √

√( )2=√
*You can show at least
√( )2=√
four (4) estimations in
√( )2 = √
your solutions until you
√( )2= √
reach the closest
estimated value of the *The arrow indicates the *The arrow indicates the
radical expression. closest value to the given closest value to the given
radical expression, √ . radical expression, √ .
Since√ is closer to Since, √ is closer
√ than √ , then to √ than √ , then
√ ≈√ . √ ≈√
4. Finalize your answer. Step 5: Step 5:
√ ≈√ √ ≈√
√ ≈ 1.73 √ ≈ 2.65
Thus, the approximate Thus, the approximate
value of √ is 1.73. value of √ is 2.65.

16
 What’s More

Activity 9: Estimate Me!

Let’s Find Out: The Approximate Value
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Study the table below.
2. Fill the empty spaces below to approximate √ to the nearest
hundredths.
3. Write the answers on your answer sheet.
Step 1 is done for you.

Steps Process
Given Approximate √ to the nearest hundredths.
It can be written as :
Step 1 The √ lies between √ and √ √ < √ <√
√ √ √
Step 2
___ √ ____
First Estimation (Nearest Tenths)
Step 3 (a )___________________ (c)_________________

(b)____________________ (d)_________________

Further Estimation (Nearest Hundredths)

Step 4 (a )___________________ (c)_________________

(b)____________________ (d)_________________

Since √ is closer to √ than √ , then

√ ≈√

Therefore, the approximate value of √ into nearest

Step 5
hundredths is _______.

17
 Lesson
5 Plotting Irrational Numbers on a Number Line

What’s New

Activity 10: Complete Me!

Let’s Find Out: The Location of the Point
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Study the number line below.
2. Plot the given points as indicated in the set of values inside the box.
3. Arrange them based on their order on the number line, and write the
corresponding letter above the number line to find the hidden word.
4. Copy the number line and write your answers on your answer sheet.
The first one is done for you.

R → √ Q → 4 T → 7 I → √

*
E → √ A → 6 N → √ A → 5

18
 What Is It

To plot irrational numbers, study the examples and the steps below.

Steps Illustration Illustration

Example 1: Example 2:
Plot √ on a number Plot √ on a number line.
line.
1. Find the two Step 1: Step 1:
consecutive √ is between the two √ is between the two perfect
perfect squares perfect squares 16 and 25. squares 4 and 9.
where the
given irrational It can be written as: It can be written as:
√ <√ <√ √ <√ <√
number is in
between. Read as: Read as:
The square root of 21 is The square root of 5 is between
between the square root of 16 the square root of 4 and the
and the square root of 2 square root of 9

2. Extract the Step 2: Step 2:

principal roots
√ <√ <√ √ <√ <√
of the two
perfect 4 <√ < 5 2 <√ < 3
squares.
3. Square the Step 3: Step 3:
midpoint The midpoint between 4 The midpoint between 2
between the and 5 is 4.5. and 3 is 2.5.
two integers to
(4.5)2 = 20.25 (2.5)2 = 6.25
approximate
the plot of an
Since 20.25 < 21, Since 6.25 > 5, then √
irrational
number. then √ should be plotted should be plotted on the
on the number line more number line closer to 2.
The midpoint is the than halfway.
point at the center.

4. Plot the Step 4: Step 4:

irrational √ √
number on the
number line.
4 4.5 5 2 2.5 3

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 What’s More

Activity 11: Provide Me!

Let’s Find Out: The Point on the Number Line
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Study the number line below.
2. Identify the corresponding point in each given square root.
3. Write the answers on your answer sheet.
Number 1 is done for you.

1. √ = E 4. √ = ______
2. √ = ______ 5. √ = ______
3. √ = ______

What I Have Learned

Activity 12: Think of Me!

Let’s Find Out: The Missing Word/s
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Study the statements below.
2. Fill in the blanks with the correct word/s from t to complete the
paragraph below.
3. Write the answers in your answer sheet.

hundredths radical expressions negative

nth root not defined irrational
principal root
A. The principal root of a positive radicand is the positive nth root. If the
radicand is negative and n is odd, then the principal root is
(1)
__________________ but if n is even, then the principal root is
(2)
_________________. Furthermore, if the radicand is a perfect nth
power of a number, then the principal root is rational. If it is not, then
the principal root is (3)_______________.
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 B. The first step to identify the two consecutive integers is to find the two
consecutive perfect squares in radical form where the given
(4)
___________ lies in between. Next is to extract the principal root of
the two perfect squares. Lastly, do the first estimation into nearest
tenths and further estimation into nearest (5) _________.

What I Can Do

Activity 13: Show Me!

Let’s Find Out: The Mathematician Who First Used Irrational Numbers
Let’s Use These Materials: Answer sheet and notebook.
Let’s Do It This Way:
1. Find the root of each radical expressions to answer the riddle in the
box below.
2. Write the letter on the space that corresponds to each answer.
3. Write the answers on your answer sheet.
The first is done for you.

D’ Who?
He is the first man to recognize the existence of irrational
numbers. He was born in 500 B.C. Even he discovered the irrational
numbers, the Pythagoreans ostracized him, and the gods were so
disgusted by his discovery that they scuttled his boat on the high seas.

√ =P √ =I √ =H

√ =S √ =P √ =A

√ =U √ =S √ =S

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 Assessment

MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers
on your answer sheet.
1. What line is used to order rational numbers?
A. line segment C. ray
B. number line D. straight line
2. What is the approximate length of the rope if its length is equal to the
square root of 548?
A. 20.42 B. 22.27 C. 23.41 D. 24.40
3. Between what two integers where the square root of 72 lies?
A. 6 and 7 C. 8 and 9
B. 7 and 8 D. 9 and 10
4. Which of the points below best describe √ ?

A. point M B. point N C. point O D. point P

5. Between what two rational numbers do the square root of 313 lie?
A. 17 and 18 C. 19 and 20
B. 18 and 19 D. 20 and 21
6. What is the approximate value of √ to the nearest hundredths?
A. 2.28 B. 3.32 C. 4.51 D. 5.19
7. What is the measure of each side of the square if its area is determined by
the formula A=s2 (where s is the side)? If the area is 361m2?
A. 16 B. 17 C. 18 D. 1
8. What is the square root of a number indicated in the given illustration?

A. √ B. √ C. √ D. not real

9. What do you call the integers such as 1, 4, 9, 16, 25, and 36?
A. irrational numbers C. radical expressions
B. perfect squares D. repeating number

10. What are the square roots of 169?

A. -12 and -12 C. -12 and +12
B. -13 and + 13 D. -13 and -13

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 Additional Activities

Activity 14: Discover Me!

Let’s Find Out: The Alternative Method
Let’s Use These Materials: Answer sheet and ballpen.
Let’s Do It This Way:
1. Study the guide questions below.
2. Find another method to determine the approximate value of the square
root of a number.
3. Write the answers on your answer sheet.

Guide Questions:
a. What is the other method in approximating a certain square root of a
number?
b. How to perform this alternative method?
c. Give one example using the method you have discovered/ researched?

23
Answer Key

24
25
 References

Von Anthony G. Torio, et al.,Smart in Math, ISA-JECHO PUBLISHING, INC.

2017, p.108 -110

Orlando A. Oronce, et al.,e-math, Rex Book Store, Inc.(RBSI) 2012, p.63-65

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

Publications, Inc. 2009, p.73-74

Cecile M. De Leon, et al., Elementary Algebra (Textbook for First Year), JTW
Corporation,2002, p. 68-69

Cecile M. De Leon, et al., Integrated Mathematics (Textbook for First Year),

JTW Corporation, 2000, p. 75-77

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