Author: Judiel Kreesh T.

Abucayon

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 Introduction
Math is everywhere and yet we may not recognize it because it doesn't look like the
math we did in school. Math in the world around us sometimes seems invisible. But
math is present in our world all the time in the workplace, in our homes, and in our
personal lives. You are using math every time you pay a bill, book a flight, look at the
temperature for the day or buy paint for your house. Math Challenge is one workbook
of the Everyday Math Skills series.

The subject of integers is a very important part of the middle school mathematics
curriculum as it symbolizes a move from concrete to abstract thinking (Lamb and
Thanheiser, 2006). There are several methods or models invented to help assist
students in learning and understanding the ideas or concept behind calculations
involving integers.

Math Challenge has three sections. Each section has a variety of topic and worksheets
and a review page. The workbook is designed so that you can work on your own or with
others in your class.

Section One: Addition of Integers

In this section, we will be adding up negative and positive integers using addition
statements. We will be asked to write addition statements that match given sets of blue
and red circles. These circles will represent positive and negative integers. Also, we will
be given word problems and asked to solve the problems using addition statements.
Finally, we will be using number lines to determine the opposites of given positive and
negative integers.

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Section Two: Subtraction of Integers

In this section, we are looking at subtraction statements. A thermometer is just like a

number line, except thermometers are vertical. As the line on a thermometer moves
down, the temperature gets cooler and as the line moves up, the temperature gets
warmer.

Section Three: Multiplication of Integers

In this section, before you proceed with this lesson, you should have mastery in
multiplication of whole numbers. Multiplication of integers involves the multiplication of
signed numbers like -3 and 2, or -5 and -6. The product of the absolute values remains
the same but the signs may be different.

The sign rules for multiplication may be summarized as follows:

•The product of two integers with the same signs is a positive integer.

•The product of two integers with opposite signs is a negative integer.

Section Four: Division of Integers

In this section, doing division of integers is not that different from doing simple division
of whole numbers, which you have learned before. Probably, the only difference in the
method is the signs. Fortunately, the sign rules for multiplication of integers are the
same with division.

Division of integers is almost the same as the division of whole numbers except that the
sign of the quotient needs to be determined. In the expression a ÷ b = c, a is called the
“dividend” or “numerator”, b the “divisor” or “denominator” and c is called the
“quotient”.

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 Operations on sets

The symbol ∪ is employed to denote the union of two sets. Thus, the set A ∪ B—read “A
union B” or “the union of A and B”—is defined as the set that consists of all elements
belonging to either set A or set B (or both). For example, suppose that Committee A,
consisting of the 5 members Jones, Blanshard, Nelson, Smith, and Hixon, meets with
Committee B, consisting of the 5 members Blanshard, Morton, Hixon, Young, and
Peters. Clearly, the union of Committees A and B must then consist of 8 members rather
than 10—namely, Jones, Blanshard, Nelson, Smith, Morton, Hixon, Young, and Peters.

The intersection operation is denoted by the symbol ∩. The set A ∩ B—read “A

intersection B” or “the intersection of A and B”—is defined as the set composed of all
elements that belong to both A and B. Thus, the intersection of the two committees in
the foregoing example is the set consisting of Blanshard and Hixon.

If E denotes the set of all positive even numbers and O denotes the set of all positive
odd numbers, then their union yields the entire set of positive integers, and their
intersection is the empty set. Any two sets whose intersection is the empty set are said
to be disjoint.

When the admissible elements are restricted to some fixed class of objects U, U is called the
universal set (or universe). Then for any subset A of U, the complement of A (symbolized by A′
or U − A) is defined as the set of all elements in the universe U that are not in A. For example, if
the universe consists of the 26 letters of the alphabet, the complement of the set of vowels is
the set of consonants.

In analytic geometry, the points on a Cartesian grid are ordered pairs (x, y) of numbers. In
general, (x, y) ≠ (y, x); ordered pairs are defined so that (a, b) = (c, d) if and only if both a = c and
b = d. In contrast, the set {x, y} is identical to the set {y, x} because they have exactly the same
members.

The Cartesian product of two sets A and B, denoted by A × B, is defined as the set consisting of
all ordered pairs (a, b) for which a ∊ A and b ∊ B. For example, if A = {x, y} and B = {3, 6, 9}, then
A × B = {(x, 3), (x, 6), (x, 9), (y, 3), (y, 6), (y, 9)}.

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 Addition of Integers
Rules for Adding integers:

• To add integers with like signs, add their absolute values and copy the common
signs.

• To add integers with unlike signs. subtract their absolute values and copy the
sign of the number with greater absolute vaiue.

Example:

1.) 11 + 38 2.) -12 + -72 3.) -65 + 84 4.) 15 + (-11) + (-8)

= 49 = -84 = 19 = -4

Question/Exercises:

1) -7 + (-12)

2) 15 + 31

3) 35 + (-13)

4) -30 + (-27)

5) -64 + (-15)

6) 47 + (-33)

7) -28 + 70 + (-21)

8) 49 + (-64) + 72

9) 81 + (-35) + 25

10) -14 + -3

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 Subtraction of Integers

Rules for Subtracting Integers:

 To subtract two integers, add the opposite or additive inverse of the subtrahend
to the minuend. That is. if a and b are any two integers, then a b = a + (-b). Then.
follow the rules for addition of integers.

Example:
1.) 20 - 11 2.) 35 - 109 3.) 47 - (-29) 4.) -121 - 75
=9 = -74 = 76 = -196

Questions/Exercises:

1) (-15) 14

2) (-5) - 15

3) 13 - (-2)

4) -8 + 12

5) -2 - (-4)

6) (-10) - 9

7) 7 (-15)

8) (-13) 1

9) 1-10

10) 14 - 9

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 Multiplication of Integers

Rules for Multiplication:

 To multiply two integers, find the product of the absolute values of the integers.

Example:
1.) (-6)(-4) 2.) (14)(7) 3.) (-32)(10) 4.) (-7)(4)
= 24 = 98 = -329 = -28

Questions/Exercises:

1) 10 × 7

2) (-15) × 8

3) (-25) × (-9)

4) 121 × (-8)

5) 3 × (-8) × 1

6) 9 × (-3) × (-6)

7) (-2) × 36 × (-5)

8) 18 × (-27) × 30

9) (-45) × 55 × (-10)

10) (-2) × (-4) × (-6) × (-8)

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 Division of Integers

Rules for Addition of Integer:

 To divide integers, fund the quotient of the absolute values of the integers. The
product/quotient of two integers with the same sign is positive. The
product/quotient of two integers with unlike signs is negative.

Example:
1.) (-65) ÷ (-13) 2.) (72) ÷ (4) 3.) (-225) ÷ (25) 4.) (98) ÷ (-16)
=5 = 18 = -9 =6

Questions/Exercises:

1) 35 ÷ −5

2) −8 ÷ 4

3) −24 ÷ 4

4) −8 ÷ −2

5) 8 ÷ 4

6) −24 ÷ 8

7) −21 ÷ 7

8) 6 ÷ −6

9) -10 ÷ -2

10) −60 ÷ -15

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 Operations on Integers

5 problems:

Problem 1:
Find two consecutive integers whose sum is equal 129.

Problem 2:
Find three consecutive integers whose sum is equal to 366.

Problem 3:
The sum of three consecutive even integers is equal to 84. Find the numbers.

Problem 4:
The sum on an odd integer and twice its consecutive is equal to equal to 3757. Find the
number.

Problem 5:
The sum of the first and third of three consecutive odd integers is 131 less than three
times the second integer. Find the three integers.

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Answer Keys:

Addition of Integer (page 5) Subtraction of Integer (page 6)

1. -19 2. 46 1.-29 2. -20

3. 22 4. -57 3. 15 4. 4

5. -79 6. 14 5. 2 6. -19

7. 21 8. 87 7. 22 8. -14

9. 151 10. -17 9. -9 10. 5

Multiplication of Integer (page 7) Division of Integer (page 8)

1. 70 2. -120 1. -7 2. -2

3. 225 4. -968 3. -7. 4. 4

5. -24 6. 162 5. 2 6. -3

7. 360 8. -14580 7. -3 8. -1

9. 24750 10. 384 9. 5 10. -4

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Complete Solutions of (page 9) :

Solution to Problem 1:

Let x and x + 1 (consecutive integers differ by 1) be the two numbers. Use the fact that
their sum is equal to 129 to write the equation

x + (x + 1) = 129

Solve for x to obtain

x = 64

The two numbers are

x = 64 and x + 1 = 65

We can see that the sum of the two numbers is 129.

Solution to Problem 2:

Let the three numbers be x, x + 1 and x + 2. their sum is equal to 366, hence

x + (x + 1) + (x + 2) = 366

Solve for x and find the three numbers

x = 121 , x + 1 = 122 and x + 2 = 123

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Solution to Problem 3:

The difference between two even integers is equal to 2. let x, x + 2 and x + 4 be the
three numbers. Their sum is equal to 84, hence

x + (x + 2) + (x + 4) = 84

Solve for x and find the three numbers

x = 26 , x + 2 = 28 and x + 4 = 30

The three numbers are even. Check that their sum is equal to 84.

Solution to Problem 4:

The difference between two odd integers is equal to 2. let x be an odd integer and x + 2
be its consecutive. The sum of x and twice its consecutive is equal to 3757 gives an
equation of the form

x + 2(x + 2) = 3757

Solve for x

x = 1251

Check that the sum of 1251 and 2(1251 + 2) is equal to 3757.

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Solution to Problem 5:

Let x, x + 2 and x + 4 be three integers. The sum of the first x and third x + 4 is given by

x + (x + 4)

131 less than three times the second 3(x + 2) is given by

3(x + 2) - 131

"The sum of the first and third is 131 less than three times the second" gives

x + (x + 4) = 3(x + 2) - 131

Solve for x and find all three numbers

x = 129 , x + 2 = 131 , x + 4 = 133

As an exercise, check that the sum of the first and third is 131 less than three times.

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 Acknowledgement
In the accomplishment of this project successfully, many people have best owned
upon me their blessings and the heart pledged support, this time I am utilizing to
thank all the people who have been concerned with this project.

Primarily I would thank God for being able to complete this project with success.
Then I would like to thank my cousins Johanna Marie T. Abucayon and Ma. Laveña
Bianca Tragico whose valuable guidance has been the ones that helped me patch
this project and make it full proof success. Her suggestions and her instructions
have served as the major contributor towards the completion of the project.

Then I would like to thank my parents and friends who have helped me with their
valuable suggestions and guidance has been very helpful in various phases of the
completion of the project.

Last but not the least I would thank my classmates who have helped me a lot.

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