Real Numbers
SESSION GUIDE
Grade 7 (Grade Level Stadards)
The learner demonstrates understanding of key concepts and principles of number sense,
measurement, algebra, geometry, probability and statistics as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
Content / Content Standard
Numbers and Number Sense
The learner demonstrates understanding of the key concepts of sets, the real number system,
estimation / approximation of a square of a number and the measures of quantities, and the
applications of real numbers to measurements.
Performance Standard
The learner is able to explore set concepts and set operations.
Learning Competencies
The learner
describes and illustrates well-defined sets, subsets, universal set and the null set.
defines and describes the union and intersection of sets and the complement of a set.
uses Venn Diagrams to represent sets, subsets and set operations.
solves problems involving sets.
describes and illustrates the absolute value of a number on a number line as the
distance of the number from 0.
performs fundamental operations on integers: addition, subtraction, multiplication,
division.
states and illustrates the different properties of the operations on integers (commutative,
associative, distributive, identity, inverse).
defines and illustrates rational numbers and arrange them on a number line.
expresses rational numbers terminating and repeating and non-terminating) from fraction
form to decimal form and vice versa
performs operations on rational numbers and illustrate their properties.
describes principal roots and tells whether they are rational or irrational.
determines between what two integers the square root of a number is.
estimates the square root of a number to the nearest tenth.
illustrates and graphs irrational numbers (square roots) on a number line with and
without appropriate technology.
describes, represents and compares the different subsets of real numbers.
finds the union, intersection and complement of the set of real numbers and its subsets.
arranges real numbers in increasing or decreasing order.
determines the significant digits in a given situation.
writes very large or very small numbers in scientific notation.
describes and represents real-life situations which involve integers, rational numbers,
square roots of a rational numbers and irrational numbers.
solves problems involving real numbers.
Author: Maribel Perez
Real Numbers
SESSION GUIDE
I. Title: REAL NUMBERS
II. Overview: This session deals with competencies on real numbers that will be
discussed/covered in Grade 7 of the K to 12 Curriculum. Discussions are focused on models that
can be used as springboard for discussing the procedures for the operations on integers, students
common misconceptions about rational numbers, activities/strategies in dealing with irrational
numbers, absolute value, subsets of real numbers and problems on real numbers
III. Objectives:
1. Discuss the importance of using models for operations on integers before coming up with
the procedures/rules for these operations.
2. Discuss on students common misconceptions and difficulties in learning about
rational numbers and come up with strategies on how to address them.
3. Acquaint the participants on the different activities and how lessons were developed in
the learning guides particularly on roots and irrational numbers, absolute value and
subsets of real numbers
4. Develop other activities that would help assess students knowledge, processes/skills,
understanding, products/performances relating to real numbers.
IV. Materials:
manila paper
pentel pen
number cards
sheets of paper
masking tape
V. Activities:
A. Operations on Integers
Divide the participants into six groups. For each group assign a task and have each group
present their work.
TASK: Illustrate how you are
going to add the following
integers using the numberline.
1. 7 + 4
2. ( 6) + ( 3)
3. 8 + ( 7 )
4. 5 + ( 12)
TASK: Illustrate how you are going to add
the following integers using counters or
signed tiles.
1. 7 + 4
2. ( 6) + ( 3)
3. 8 + ( 7 )
4. 5 + ( 12)
TASK: Illustrate how you are
going to subtract the following
integers using the numberline.
1. 8 3
2. ( 5) ( 2 )
3. 6 10
4. ( 3) 4
TASK: Illustrate how you are going to
subtract the following integers using
counters.
1. 8 3
2. ( 5) ( 2 )
3. 6 10
4. ( 3) 4
Author: Maribel Perez
Real Numbers
SESSION GUIDE
TASK: Illustrate how you are
going to find a pattern for
multiplying the following
integers.
1. 6 3
2. ( 5) 3
3. ( 5) ( 3)
4. 3 ( 6 )
TASK: Illustrate how you are going to find
a pattern for dividing the following
integers.
1. 18 3
2. ( 15) 3
3. ( 15) ( 3)
4. ( 18) 6
B. Properties of the Operations on Integers
Ask the participants to do Activity 2 of the TG.
C. Rational Numbers
Prepare rational number cards.
12
2.5
5.283
2
3
Show the number cards one at a time and ask the participants to put the number in
a sentence.
Example: Show the number card
Ask the participants: Can you use this number in a sentence that has something
to do with what you might find in the market or store?
D. Properties of Operations on Rational Numbers
Ask the participants to do the first Activity in the TG, Pick a Pair.
E. Principal Roots and Irrational Numbers
Ask the participants to form six groups and ask them to think of a situation or a problem
where they can introduce the concept of irrational numbers. Have them present their
outputs.
Author: Maribel Perez
Real Numbers
SESSION GUIDE
VI. Processing of Activities
A. Operations on Integers
After the activity, ask the participants to share their experiences or strategies in
teaching addition, subtraction, multiplication and division of integers. In connection to the
activity given, emphasize on the importance of using models like counters, numberline, and
patterns in coming up with the procedures for the operations on integers.
At this point, aside from the exercises found in the learning guide, ask the
participants to think about other activities where they can assess students understanding of
the operations on integers.
B. Properties of Operations on Integers
The given activity may serve as a good springboard in introducing the properties of
operations on integers. Lesson 5 also gives suggestions on visualization of these properties
to develop conceptual understanding and later on apply them in solving math problems.
C. Rational Numbers and
D. Properties of Operations on Rational Numbers
Rational numbers are everywhere. We can actually encounter them in our daily lives
and this is what we want our students to realize. After the activity, we could ask them to
locate these numbers on the numberline.
Lesson 6, 7, 8 and 9 discusses the rational numbers, forms of and operations on
rational numbers and properties of operations. Discuss with the participants the common
misconceptions about rational numbers and students difficulties on rational numbers, like
those of fractions such as:
Fractions numerators and denominators can be treated as separate whole numbers
Failure to find a common denominator when adding or subtracting fractions with
unlike denominators.
Leaving the denominator unchanged in fraction multiplication problems
With this in mind, have the participants brainstorm on strategies and activities to
address these misconceptions and difficulties.
E. Principal Roots and Irrational Numbers
After the presentation of the group outputs have the participants comment on the
outputs. Go over the activities in Lesson 10 to acquaint them in the different activities in the
development of the lesson on irrational numbers and roots.
Note: Since the strand on real numbers consists of a considerable number of
learning competencies, the group may go over the activities on presented on the
TG/LG of the following lessons.
11
The Absolute Value of a Number
12
Subsets of Real Numbers
(13)
14
(Significant Digits and the Scientific Notation)
More Problems Involving Real Numbers
In addition, participants may be asked to construct sample activities to
assess students knowledge, processes/skills, understanding, products/performances
relating to real numbers.
Author: Maribel Perez
Real Numbers
SESSION GUIDE
VII. Summary
In this session, we went over some suggested activities for the learning competencies under
the strand of Real Numbers. In addition, we were also engaged into discussions on common
students misconceptions and difficulties in these lessons and shared our best practices to address
these difficulties. Moreover, we also identified activities to help us assess students knowledge,
processes/skills, understanding, products/performances relating to real numbers.
VIII. Assessment
Prepare an activity that you can use to
product/performance, relating to any lesson on real numbers.
assess
students
understanding,
IX. Assignment
Choose a lesson under real numbers, identify a learning difficulty that can be encountered
by Grade 7 students in such lesson and present a strategy/activity that you would use in class to
address that difficulty.
Author: Maribel Perez
