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    This document outlines a 4-day mathematics lesson plan on square roots for 7th grade students. The lesson objectives are to describe principal roots, determine if numbers are rational or irrational, and plot irrational numbers on a number line. Each day consists of engagement activities, lessons, and student worksheets. Key concepts covered include rational vs irrational numbers, estimating square roots, and plotting square roots on a number line. Assessment tasks require students to classify numbers, estimate square roots, and plot irrational numbers.

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    Monday Tuesday Wednesday Thursday

    Uploaded by

    Marina Acuña
    517 views7 pages
    This document outlines a 4-day mathematics lesson plan on square roots for 7th grade students. The lesson objectives are to describe principal roots, determine if numbers are rational or irrational, and plot irrational numbers on a number line. Each day consists of engagement activities, lessons, and student worksheets. Key concepts covered include rational vs irrational numbers, estimating square roots, and plotting square roots on a number line. Assessment tasks require students to classify numbers, estimate square roots, and plot irrational numbers.

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    This document outlines a 4-day mathematics lesson plan on square roots for 7th grade students. The lesson objectives are to describe principal roots, determine if numbers are rational or irrational, and plot irrational numbers on a number line. Each day consists of engagement activities, lessons, and student worksheets. Key concepts covered include rational vs irrational numbers, estimating square roots, and plotting square roots on a number line. Assessment tasks require students to classify numbers, estimate square roots, and plot irrational numbers.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    517 views7 pages

    Monday Tuesday Wednesday Thursday

    Uploaded by

    Marina Acuña
    This document outlines a 4-day mathematics lesson plan on square roots for 7th grade students. The lesson objectives are to describe principal roots, determine if numbers are rational or irrational, and plot irrational numbers on a number line. Each day consists of engagement activities, lessons, and student worksheets. Key concepts covered include rational vs irrational numbers, estimating square roots, and plotting square roots on a number line. Assessment tasks require students to classify numbers, estimate square roots, and plot irrational numbers.

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    You are on page 1of 7

    School: Paharang Integrated School Grade Level: 7

    Lesson Teacher: Marina A. Linatoc Learning Area: Mathematics


    Exemplar Teaching Date: November 9 - 12, 2020 Quarter: First Quarter
    Anthurium 7:00 – 11:00
    Teaching Time: Calla lily 7:00 – 11:00 No. of Days 4 days
    Daffodil 12:00 – 4:00

    Monday Tuesday Wednesday Thursday


    I. OBJECTIVES At the end of the lesson, learners are expected to:
    1. Describe principal roots and tells whether they are rational or irrational.
    2. Determine between what two integers the square root of a number is.
    3. Plot irrational numbers on the number line.

    A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
    B. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
    Standards
    C. Most Essential Estimates the square root of a whole number to the nearest hundredth.
    Learning Plots irrational numbers (up to square roots) on a number line.
    Competencies
    (MELC)
    D. Enabling
    Competencies
    II.CONTENT Square Root
    III. LEARNING
    RESOURCES
    A. References
    a. Teacher’s Guide G7 TG pp.88 - 92
    Pages
    b. Learner’s Material G7 LM pp. 64 - 75
    Pages PIVOT LM 24 - 27

    c. Textbook Pages
    d. Additional Materials
    from Learning
    Resources
    B. List of Learning
    Resources for
    Development and
    Engagement
    Activities
    IV. PROCEDURES
    A.Introduction What I Need to Know
    At the end of this module, you are expected to:

    What’s new?
    TASK 1:
    Take a look at the unusual wristwatch and answer the questions below.

    TASK 2:
    Count the total number of squares of the chess board. Prove that it has a total of 204 squares.

    B. Development What I Know


    TASK 3:

    What’s in?
    TASK 4:
    A. Write if the square root of the number is rational and I if irrational.
    1. 81 2. 121 3. 29 4. 67 5. 225

    B. Between what 2 integers the square root of the numbers can be found.
    1. 23 2. 113 3. 339 4. 640 5. 75

    What is it?

    Keep in Mind

    Recall that a rational number is expressed as a fraction or decimal. Every terminating or non-terminating repeating decimal
    represents a rational number. A square root of a number is a number when multiplied to itself will give you the original number.
    For example, the square root of 9 are +3 and -3 because when +3 and -3 are multiplied to themselves, they are equal to 9. If the
    square root of a number is nonterminating, non-repeating decimal, we say that it is an irrational number.
    Every positive number has two square roots, one is positive and the other is negative. The principal square root is the positive
    square root of the given number or radicand. The principal root is rational if the radicand is a perfect square. If not, then the
    principal square root is irrational. Zero has only one square root, which is zero. In addition, negative numbers do not have real
    square roots. Their square roots are called imaginary numbers, which are tackled in a higher branch of Mathematics.
    Square roots are the numbers that, when multiplied by themselves, equal to the number under the square root sign, the
    radicand. If the principal square root is irrational, the best you can do is to give an estimate of its value.

    Illustrative Example 1. Find the principal root of √49


    Solution: √49 = ±7 This means that the square root of 49 is either 7 or -7 because 7 x 7 = 49 and (-7)(-7) = 49.
    Thus, √49 has a principal square root of 7 and it is rational.
    When a number is irrational, estimating square roots is a valuable tool. We can approximate the square root of a number by
    looking for two consecutive integers between which the square root lies. Irrational numbers never terminate nor repeat. The
    decimal form of an irrational number is al-ways an estimate of its value.

    Illustrative Example 5. Estimate the √10 to the nearest hundredth.


    Solution: The principal root of √10 is between 3 and 4.
    By estimation: 3. 12 = 9.61 and 3. 22 = 10.24
    The must √10 lie between 3.1 and 3.2.

    Illustrative Example 6. Estimate the √45 to the nearest hundredth.


    Solution: The principal root of √45 is between 6 and 7. It is closer to 7.
    By estimation:
    6. 72 = 44.89
    6.82 = 46.24 The √45 must lie between 6.7 and 6.8.
    Continue the estimation to the hundredth place:
    6.712 = 45.0241
    6.722 = 45.1584
    45 is closer to 45.0241.
    Therefore by estimation, √45 = 6.71.
    Irrational numbers are found on a number line by approximation. We can plot an irrational number on a number line using its
    estimated value.

    A.Engagement What’s more?


    TASK 5:
    Tell whether each of the following is a rational or irrational. If it is rational, give the principal root.
    Rational or Irrational Principal root
    1. √1 ________________ ________________
    2. √8 ________________ ________________
    3. √52 ________________ ________________
    4. √256 ________________ ________________
    5. √15 ________________ ________________

    What I can do?


    TASK 6:
    A. Between which two consecutive integers does the square root lie?
    B. Estimate the square root to the nearest hundredth.

    What other enrichment activities can I engage in?


    TASK 7:
    Direction: Plot following irrational numbers in the given number line.
    B.Assimilation What I have learned?
    TASK 8:
    Read the problem carefully then answer the questions that follow.
    Grace wants to frame a square picture which has an area of 950 square inches.
    1. How long is each side of the picture?
    2. She has another square picture with an area of 1200 square inches. How long is each side of this
    picture?

    V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.
    I understand that __________.
    I realize that ______________.

    Prepared By:

    Marina A. Linatoc
    Subject Teacher

    Checked By:

    Mena M. De Torres
    Principal III

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