Mathematics

First Quarter – Module 12

Arranging Real Numbers
on a Number Line
Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 12: Arranging Real Numbers on a Number Line
First Edition, 2020
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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: Rica O. Boquecosa, SST - 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

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Stephanie Mae R. Lanzaderas, T - III

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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
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Ernie J. Caguindangan, EPS - Mathematics
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 7
Mathematics
First Quarter – Module 12
Arranging Real Numbers
on a Number Line

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 Introductory Message

For the learner:

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

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 is 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

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which 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 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

The
this module.
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
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 ---------------------- 4
What’s New ---------------------- 5
What is It ---------------------- 6
What’s More ---------------------- 12

What I Have Learned ---------------------- 13

What I Can Do ---------------------- 14
Assessment ---------------------- 15 Additional
Activities ---------------------- 17
Answer Key ---------------------- 19
References ---------------------- 21
 What I Need to Know

This module is designed and written with you in mind. It is here to help
arrange real numbers on a number line. 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. Lessons are arranged to follow the standard sequence
of the course, but the order may be different in the textbook that you are now using.

This module is all about arranging Real Numbers on the number line.

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

1. convert fractions to decimal;

2. estimate the square root of a number; and
3. arrange real numbers on a number line.

What I Know

Multiple Choice

1
Directions: Choose the letter of the correct answer. Write your answer in your
Mathematics notebook.
1. It is a straight line with numbers placed at equal intervals or segments along its
length.
A. Horizontal line C. Perpendicular Lines
B. Number Line D. Vertical Line
2. In the number line from left to right, real numbers are arranged in _____ order.
A. ascending C. ascending and descending
B. descending D. none of these
3. In the number line from right to left, real numbers are arranged in _____ order.
A. ascending C. ascending and descending
B. descending D. none of these
4. 2 is greater than √ 2. Therefore, 2is found on the _____. .
A. left side of 2 C. left side of √ 2
B. right side of 2 D. right side of √ 2
2 1 2
5. The fraction is greater than . Therefore, is found on the _____.
3 8 3
1 2
A. left side of C. left side of
8 3
1 2
B. right side of D. right side of
8 3
6. The integer −6 is greater than−9. Therefore, −9 is found on
the _____. .
A. left side of −6 C. left side of −9
B. right side of −6 D. right side of −9

1
7. The integer 0 is less than . Therefore, 0 is found on the .
4
1
A. left side of C. left side of 0
4
1
B. right side of D. right side of 0
4
2
8. The mixed fraction 3 is found between _____.
5

2
 A. −3 and −4 C. 3 and 4
B. 0 and 2 D. −1 and 0
9. In the number line, the irrational number π is found between _____.
A. 0 and 1 C. 2 and 3
B. 1 and 2 D. 3 and 4
1
10. The real number −7 is found between _____.
3
A. −4 and −5 C. −6 and −7
B. −5 and −6 D. −7 and −8
3
11. The real number −2 is found between _____.
4
A. −2 and −1 C. −3 and −2
B. −4 and −5 D. −6 and −5
12. Which is NOT TRUE?
5 −4
A. −√ 2<2< C. <−π < 0
2 3
−3 −1 −1 −1 2
B. < < D. < <3
4 2 4 2 4
13. Which is TRUE?
9 12
A. > >π C. −5>−3> 0
2 5
1
B. √ 2>2> D. π > √ 2>0
2
14. Which is NOT TRUE?
9 3 15
A. ≥3 C. 3 =
3 4 4
3 15
B. 3 ≤ D. √ 2 ≈3.14
4 4
15. Which is TRUE?
1
A. 0> >2 C. √ 10 ≈1.41
5
1
B. 0< <2 D. π ≈3.16
5

Arranging Real Numbers

3 on the Number Line
 In the previous lessons, you learned a lot about real numbers. For this lesson,
you will learn how to arrange the real numbers on a number line.

What’s In

Activity 1: Real Me!

Let’s Find Out: Which statement is always true, sometimes true or never
true?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Write ALT if the statement is always true, SOT if the
statement is sometimes true and NET if the statement
is never true. Write your answers in your Mathematics
notebook.
______1. If a real number contains decimal places, then it is an irrational
number.
______2. If a number is an integer, then it is a natural number.
______3. If a number contains decimal places, then it is an integer.
______4. If a number is a natural number, then it is a rational number.
______5. If a number is a real number, then it is a whole number.
______6. If a number is a repeating decimal, then it is an irrational number.
______7. If a number is a natural number then it is a real number.
______8. If a number is an integer, then it is an irrational number.
______9. If a number is positive, then it is a whole number.
______10. If a number is irrational, then it is a natural number.

What’s New

Activity 2: The “Bahay Kubo”

Let’s Find Out: What is the arrangement of the vegetables in the folk song
“Bahay Kubo?”

4
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Arrange the vegetables found inside the box on the
blanks provided based on their order of arrangement in
the traditional folk song “Bahay Kubo.” Write your
answers on your Mathematics notebook. You can sing
the song while doing this activity. Number 1 is done for
you.

5
 What is It

In the “Bahay Kubo” activity, vegetables are arranged based on their

arrangement 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) in the number line. Recall that on the number line, there is a point for
every real number and a real number for every point.

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).

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).

Hence, 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
at the right side of a real number with a smaller value.

We also use symbols to efficiently communicate relationships between

numbers on the number line such as:

6
 DESCRIPTION RELATIONAL SYMBOL EXAMPLE
greater than ¿ 5>2
less than ¿ −1<0
equal ¿ 5=5
not equal ≠ 0≠5
approximately ≈ π ≈3.1416
greater than or equal to ≥ 9
3≥
3
less than or equal to ≤ 1
1.2 ≤
2

Example 1: Arrange the real numbers found inside the box on a number
line.

Solution:
a. Convert fraction to decimal
1
The given fraction is .
2
1
=1÷ 2=0.5
2

b. Arrange the given real numbers on the number line.

Illustration:

1
Since −3<−1.15< <3.75<4 , then - 3 is found on the left side of -
2

1 1
1.15; - 1.15 is found on the left side of ; is found on the left side of
2 2
3.75; and 3.75 is found on the left side of 4.

7
Example 2: Arrange the real numbers found inside the box on a number
line.

Solution:
a. Convert fractions to decimal
2 11
The given fractions are 2 and .
3 3
2 2
2 =2+ =2+ ( 2 ÷ 3 )=2+0.666 ≈ 2+0.67=2.67
3 3
11
and =11 ÷ 3=3.666 ≈ 3.67
3

b. Estimate the square root of a number

The given radical is √ 2, to estimate its square root:
Step1 : 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.
Step2 : Find the square root of the perfect square numbers.
√ 1=1 and √ 4=2
So, the√ 2 is found between 1 and 2. In symbols, 1< √ 2<2.
This means that √ 2 is a decimal number between 1 and 2.
Step3 : Plot the perfect square numbers on the number line.

1 2 3 4

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

its square root must be closer to 1 than 2. That means that √ 2 have to be
somewhere between 1.01 and 1.5.

8
d. Arrange the given real numbers on the number line.
Illustration:

2 11
Since −1<0< √ 2<2 < , then −1 is found on the left side of
3 3
2
0; 0 is found on the left side of √ 2; √ 2 is found on the left side of 2 3 ; and

2 11
2 is found on the left side of .
3 3

Example 3: Arrange the real numbers found inside the box on a number
line.

Solution:
The given contains the irrational number π that is approximately
equal to 3.14. Then, follow the steps in example 2.

a. Convert fractions to decimal

5 1
The given fractions are −1 and .
6 3
5 5 5
6 6 ( ) ( )
−1 =−1 1 =−1 1+ =−1 [ 1+ (5 ÷ 6 ) ]=−1 ( 1+0.833333 )
6
≈−1 ( 1+0.83 )=−1 ( 1.83 )=−1.83 and

9
1
=1÷ 3=0.333 ≈ 0.33
3

b. Estimate the square root of a number

The given radical is √ 3. To estimate its square root:
Step 1: Find the perfect square numbers on either side of the radicand
3.
The radicand 3 is between the perfect square numbers 1 and 4.
Step 2: Find the square root of the perfect square numbers.
√ 1=1 and √ 4=2
So, the √ 3 is between 1 and 2. In symbols, 1< √ 3<2. This
means that √ 3 is a decimal number found between 1 and 2.
Step 3: Plot the square numbers on the number line.

In the figure above, 3 is

closer to 4 than 1. Thus, logically speaking, its square root must be closer to
2 than 1. That means that √ 3 have to be somewhere between 1.5 and 1.99.

c. Arrange the given real numbers on the number line.

Illustration:

5 1 5 1 1
Since −1 < < √3< 2< π , then −1 is found on the left side of ;
6 3 6 3 3
is found on the left side of √ 3; √ 3 is found on the left side of 2; and 2 is
found on the left side of π.

10
Word Problems
Arranging real numbers on a number line can also be applied in solving word
problems. Example of such is shown below.

Example 4: The Taguran family received rice from different sectors and

1
people. They received 10 kls of rice from their municipality, 5 kls from
2

3 11
their barangay, 7 kls from a private organization and kls from their
4 3
neighbour. Arrange the donors based on their donations in ascending order.

Solution:
Step1 : Convert all the given fractions into decimal. The given fractions are

1 3 11
5 ,7 and . Thus we have,
2 4 3
1 1
5 =5+ =5+ ( 1 ÷ 2 )=5+0.5=5.5 ;
2 2
3 3
7 =7+ =7+ ( 3 ÷ 4 )=7+0.75=7.75 ; and
4 4
11
=11 ÷ 3=3.666 ≈ 3.67
3

Step2 : Arrange the given numbers 9, 8.5 and 15.5 on a number line.
Illustration:

It
can be seen in the illustration above that 3.67<5.5<7.75< 10.

Step3 : Make a conclusion. Thus the answer is neighbour, barangay,

municipality and private organization.

11
 What’s More

Activity 3: Compare Me!

Let’s Find Out: What is the correct relational symbol?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Fill in the box with the appropriate symbol (¿ ,>¿=¿).
Write your answers in your Mathematics notebook.

9 5 5
1. 2 6.√ 24 2
4 6 6
17 12
2. −4− 7. √ 36
2 2
16 1 15
3. 3 8. √6
5 5 2
1
4. −8−6 9. 0.25
4
−1 1
5. −2−5 10.
2 2

What I Have Learned

Activity 4: Let’s Arrange!

Let’s Find Out: What is the arrangement of real numbers on a number line?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way: Complete the number line by filling in the blanks. Choose
your answers from the numbers inside the box. Write
your answers in your Mathematics notebook.
12
 W
h
a
t
I
C
a
n
D
o

Activity 5: Real Problem!

Let’s Find Out: What is the word?
Let’s Use These Materials: Mathematics notebook and ballpen

Let’s Do It This Way: Read carefully the word problem below and answer the guide
questions that follow. Write it in your Mathematics notebook.

Five slip of papers have corresponding letters namely:

1 3 33
D=20, ¿ 15 , I =15 ,C=10 and O= . Arrange these real
2 4 3
numbers in increasing order and form the word.

Guide Questions:

1. Was the activity challenging? Why or why not?

2. Were you able to arrange the numbers from highest to lowest? Or from
lowest to highest?
3. What difficulty you have encountered as you go through the lesson?
4. What will you do in order to overcome such difficulty?

13
 Assessment

Multiple Choice
Directions: Choose the letter of the correct answer. Write your answer in your
Mathematics notebook.
1. Ana sees five empty plastic bottles with a number labeled on each bottle. The

1 15
numbers are 6, 10 , , 12, and 7. Arrange the numbers in ascending
5 3
order.
15 1 15 1
A. 6, 7, , 10 , 12 C. 6, , 7, 10 , 12
3 5 3 5
15 1 15 1
B. , 6, 7, 10 , 12 D. , 6, 7, 12, 10
3 5 3 5
1
2. The scores of four students are 9, 6.5, 5 and 8. Arrange the scores in
2
descending order.
1 1
A. 8, 6.5, 5 , 9 C. 9 , 8 , 6.5 ,5
2 2
1 1
B. 5 , 6.5, 8, 9 D. 9 , 6.5 , 8 ,5
2 2
3. It always lies to the left of a larger number on the number line.
A. Integers C. Natural numbers
B. Irrational numbers D. Smaller Numbers
4. If a real number −5 is greater than a real number −7, then −5 is found on the
_____.
A. left side of −7 C. left side of −5
B. right side of −7 D. right side of −5
5. If a real number −7 is less than a real number −5, then −7 is found on the
_____. .
A. left side of −5 C. left side of −7
B. right side of −5 D. right side of −7
6. Which of the following statements is TRUE about the number line?
A. Number line makes comparing real numbers complicated.
B. The scale in the number line must always be one unit apart.

14
 C. Number line allows us to visually display real numbers by associating
them with pictures on the line.
D. When comparing real numbers on a number line, the larger number will
always lie to the right of the smaller one.
7. √ 20 is less than 7. Therefore, √ 20 is found on the _____. .
A. left side of 7 C. right side of 7
B. left side of 20 D. right side of 20
7 4 7
8. The fraction 4 is greater than . Therefore, 4 is found on the _____.
9 3 9
4 4
A. left side of C. right side of
3 3
7 7
B. left side of D. right side of
9 9
9. Which of the following shows an ascending arrangement of real numbers on
the number line?
1 7 1
A. −2, , , C. 9 ,−11, 8 ,6.5
2 2 4
−5 1
B. 0, , −7, 20 D. −17 , 0 , ,3
2 4
10. Which of the following shows an ascending arrangement of real numbers on
the number line?
−13 7
A. ,−7 , , 9 C. √ 4 , √ 9 , π , √16
2 2
−5 −1 1
B. – 10, , −17, 20 D. , 0 ,− , 3
2 8 4
11. Which of the following shows a descending arrangement of real numbers on
the number line?
2 1 1 1 1 3
A. 12 , ,0 ,− C. , , ,
3 2 8 4 2 4
1
B. 1.2, 3.14, 3.16 D. −2 ,− ,0 ,3
16
3
12. The mixed fraction 2 is found between _____.
5
A. −3 and −4 C. 3 and 4
B. 0 and 2 D. – 1 and 0

13. In the number line, the real number √ 27 is located between _____.
A. 0 and 1 C. 1 and 2

15
 B. 5 and 6 D. 3 and 4
7
14. The real number −5 is found between _____.
9
A. −2 and −1 C. −3 and −2
B. −4 and −5 D. −6 and −5
15. Which is NOT TRUE?
5 −4
A. −√ 2<2< C. ← π <0
2 3
−3 1 1 −1 2
B. ← ← D. < <3
4 2 4 2 4

Additional Activities

Activity 6: Plotting Numbers

Let’s Find Out: How to plot real numbers?
Let’s Use These Materials: Mathematics notebook, ruler, and ballpen
Let’s Do It This Way: Plot the following sets of real numbers on a number line.
Write your complete solution in your Mathematics
notebook.

1. {-3, 0,3} 4. {-2.5, -1.5, 0, 1, 2.5}

2. {-2, 2, 4, 6, 8, 10} 5. {-10, 30, 50}
3. {0, 0.3, 0.6, 0.9, 1.2} 6. {-6, 0, 3, 9,12}

Activity 7: Real Slippers

Let’s Find Out: How to arrange real numbers on a number line?

Let’s Use These Materials: five slippers, five pieces of paper, tape, marker,
yarn or straw, ballpen and Mathematics notebook

16
Let’s Do It This Way:

1. Gather five (5) slippers.

2. Use the five pieces of paper and tape to label the slippers in the
manner presented in the table below.

SLIPPER LABEL
#1 √5
#2 3

1
#3 4

1
#4 3
2

−3
#5 4

3. Create a number line using yarn/straw or you can just draw a

number line in an illustration board or any available materials. Make
sure that the number line is big enough for the slippers.

4. Arrange the slippers in the number line based on their labels. Write
your solutions on your Mathematics notebook.

You can now start!

17
 Answer Key

What’s New
What I know
“Bahay Kubo Activity”
1. B 6. A 11. C Activity 2:
2. A 7. A 12. C (2)
3. B 8. C 13. D 1. Sigarilyas
4. D 9. D 14. D 2. Sitaw (4)
5. B 10. D 15. B 3. Upo 1. singkamas
4. Mustasa 2. patani
5. Linga 3. patola
What’s In
Activity 1:
4. kamatis
1. SOT 6. NET (3) 5. luya
2. SOT 7. ALT 1. Talong
3. NET 8. NET 2. Bataw
4. ALT 9. SOT 3. Kalabasa
5. SOT 10.NET 4. Sibuyas
5. bawang

What’s More What I Have Learned

Activity 3: Activity 4:
1. ¿ 6. ¿ −3
1.− √10 6.
2. ¿ 7. ¿ 2
3. ¿ 8. ¿ 3 1
2.− 7.
4. ¿ 9. ¿ 4 2
5. ¿ 10. ¿ 11
3.sigarilyas sitaw
8.upo√ 5 mustas linga
9 w a

13
Assessment 4. 9. π
4
1. B 6. D 11. A What I Can Do
2. C 7. A 12. C Activity 5:
3. D 8. C 13. B
A. The word is COVID.
4. B 9. D 14. D
5. A 10. C 15. C
B. Answers
singkamas patani
may vary kamatis
patola luya

Additional Activities
Activity 7:

singkamas patani patola kamatis luya

18
 References

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

Publications, Inc. 2009, p. 26-27

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_Algebra_(Redden)/01%3A_Real_Numbers_and_Their_Opera
tions/1.01%3A_Real_numbers_and_the_Number_Line

19