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Math7 - q1 - Mod5 - Operations On Integers - v3
Math7 - q1 - Mod5 - Operations On Integers - v3
Mathematics
First Quarter – Module 5
Operations on Integers
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 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.
In this module, you are guided with a set of learning icons that will help
you understand the four fundamental operations on integers.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the 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
LESSON 1 ---------------------- 4
What’s In ---------------------- 4
What’s New ---------------------- 6
What Is It ---------------------- 7
What’s More ---------------------- 9
LESSON 2 ---------------------- 11
LESSON 3 ---------------------- 16
This module is designed and written with you in mind. It is here to help
you master the Operations on Integers. 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 three lessons:
Lesson 1: Addition of Integers
Lesson 2: Subtraction of Integers
Lesson 3: Multiplication and Division of Integers
Based from the competency, this module is crafted to help the students
performs fundamental operations on integers ( M7NS – Ie – 1).
After going through this module, the learners are expected to:
1. apply the mathematical concepts in solving the fundamental
operations on integers;
2. show mastery in performing the four fundamental operations on
integers; and
3. solve real-life problems involving the four fundamental operations on
integers.
To be successful in understanding this module, you must extend your
patience in analyzing what you are reading and be industrious enough in
performing every suggested activity. Answer the given test and exercises
carefully. As you complete the relevant activities and solve the given interesting
problems, you will learn a great deal of useful math.
1
What I Know
Before you start using this module, let us see what you already know
about addition and subtraction of integers.
MULTIPLE CHOICE
Directions: Read each item carefully and choose the letter of the correct
answer. Write your answer on your Mathematics notebook.
1. What is the sum of (- 6) and (- 9) ?
A. 15 B. 3 C. -3 D. -15
2. What is the result when (-12) is subtracted from (- 8) ?
A. 20 B. 4 C. -4 D. -20
3. What is the sum of two positive numbers?
A. Positive C. Undefined
B. Negative D. Cannot be determined
4. What is the difference when (- 19) is subtracted by (5) ?
A. 24 B. 4 C. -4 D. -24
5. Which of the processes below will complete the given statement?
“ To add two numbers having the same sign, find the ______ and copy
the common sign.”
A. sum of their absolute values
B. difference of their absolute values
C. absolute value of the larger number
D. absolute value of the smaller number
6. What is the result when the difference of (- 9) and 4 is subtracted from
the sum of (- 5) and (- 3) ?
A. 17 B. 5 C. -13 D. -21
7. What is the quotient of 180 and (- 30)?
A. 150 B. 6 C. -6 D. -150
8. What is the product of (- 9) and 7 ?
A. 83 B. 16 C. -24 D. -63
9. For what value of the variable n will the statement (-612) ÷ 36 = n be
TRUE?
A. 73 B. 14 C. -17 D. -36
2
10. What is the value of (- 9)(- 2)(3) ?
A. 93 B. 54 C. -92 D. -276
11. What number multiplied by 5 will result in - 20 ?
A. 15 B. 3 C. -2 D. -4
12. BJ and three of his friends went out for lunch. They agreed to divide the
cost equally. The total amount of their lunch was Php 524, which BJ paid
on from his wallet. How much did each of his friends pay to BJ?
A. Php 342 C. Php 174
B. Php 220 D. Php 131
13. Yza and Aia were making a paper tower. Yza made a tower that is 82
cm high, and Aia made a tower that is 47 cm high. Find the difference of
the height of their towers.
A. 129 cm C. - 35 cm
B. 35 cm D. - 129 cm
14. A boy walks 6 blocks north, then decides to go back 4 blocks south.
Where is he now?
A. 10 blocks north C. 8 blocks south
B. 2 blocks north D. 4 blocks south
15. To be admitted as an encoder, one must be able to type at least 50 words
per minute. How many words is that in 10 minutes?
A. 800 words C. 600 words
B. 700 words D. 500 words
3
Operations On Integers
Whole numbers were used hundreds of years before other number systems
were introduced.
In the study of operations on the set of whole numbers, we learned that adding
any two whole numbers will result in a unique whole number, e.g. : 1 + 1 = 2
and 8 + 5 = 13.
However, this is not always possible with subtraction. Subtracting a
bigger number from a smaller number result in an answer that is not a whole
number. This led mathematicians to invent a new set of numbers, the integers.
What’s In
4
Activity 1: Identifying Integers
Let’s Find Out: Which of the given pairs of numbers is an integer?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Choose the number from each pair of numbers which is considered to
be an integer.
2. Write the letter of your choice on the space above the item number to
spell out the name of the English Mathematician who introduced the
infinity symbol. The first one is done for you.
3. Write your answer on your Mathematics notebook.
Are you ready?
Here we go…
1. K 0.34 J -9 6. A -7 C 9.18
1 7. L 0 P 0.035
2. O 14 W 2
3
3. H - 85 L 16.2 8. D L 118
10
4. B 13.625 N 38 9. I 97 V 9.007
12 1
5. Y W - 176 10. S -1
18 5
Congratulations! It’s good that you can now identify numbers which are
considered to be an integer. Let us continue learning about integers. Try
to do the next activity.
5
Lesson
Addition of Integers
1
What’s New
For you to have an overview on our next lesson, try to do this activity.
How do you find the activity? Do you have an idea now on what
will be our next lesson? Well, let’s find out!
6
What is it?
Addition of Integers
Number line is a line on which numbers are marked at intervals and it is also
used to illustrate simple numerical operations, like addition.
Observe the following examples:
You were asked to find the sum of 3 and 7: first, plot point 3 on the
number line, then move 7 units to the right since it is addition. Now the
point stops at number 10. So, 3 + 7 = 10.
Example 2. Without using the number line, find the sum of 16 and 59.
In symbols, 16 + 59 = ?
16 + 59 = 75
To find the sum of 16 and 59, you will add the absolute values of the
numbers and copy the common sign of the given numbers for the
result, which is the sum. The absolute value of 16 or |16| is 16, and
the absolute value of 59 or |59| is 59. Add 16 and 59, the result is 75.
Since the sign of the given numbers is positive then, the sign of the
result is also positive. So, 16 + 59 = 75.
Remember:
The sum of two positive integers is a positive integer.
Note:
A positive integer may or may not have a positive(+) symbol
written before its number.
7
Example 3. Using a number line, add (- 4) and 9.
Example 4. Find the sum of 73 and (-90) without using the number line.
In symbols, 73 + (- 90) = ?
73 + (- 90) = - 17
8
Example 6. Find the sum of (-67) and (-84) without a number line.
In symbols, (- 67) + (- 84) = ?
(- 67) + (- 84) = - 151
What’s More
Here we go…
9
Riddle: What goes up but never comes back down?
1. 78 + ( - 15) (O)
78 + (-15) = 63
Table
2. (- 65) + (- 20) ( G ) O
3. 47 + 98 (Y) 145 63 -55 120 -28 -85 23
4. (- 75) + 20 (U)
5. 38 + ( - 15) (E)
... only goes up but never comes down.
6. (- 10) + (- 18) ( A )
7. 25 + 95 (R)
Congratulations! You did a great job. You are now ready to our next
lesson. Enjoy learning.
10
Lesson Subtraction of Integers
2
Before we will continue learning on our next lesson, let us first recall the
different rules in addition of integers. What is the rule of getting the sum of
two positive integers ? How will you find the sum of two integers having
opposite sign? What is the rule of finding the sum of two negative integers?
Now that you have mastered the process of addition of integers, let’s
get going and enjoy as you learn more on integers...
What’s New
Activity 4: Frozen!
Let’s Find Out: The different temperatures before and after Elsa turns
Arendelle into winter.
Let’s Use These Materials: pen and Mathematics notebook
Let’s Do It This Way:
1. Read and analyze the given problem below.
2. Answer the questions in your Mathematics notebook.
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Questions:
1. What will be the new temperature after five hours of continued winter?
2. How do you get this temperature?
3. What is the temperature of Arendelle before Elsa turned it into winter?
4. What is the temperature of Arendelle after five hours of continued
winter?
5. What is the difference between the temperatures of Arendelle before
Elsa turned it into winter and after five hours of continued winter?
What is it?
Subtraction of Integers
You should remember that in using number line, increasing means
moving the point to the right while decreasing means moving the point to the
left. You can also use this number line in subtraction.
Observe the following examples:
Example 1. Find the difference between 10 and 6 using a number line.
That is, 10 – (6) = ?
Remember:
In subtracting two positive integers, when the subtrahend is smaller than
the minuend, the difference is always positive. That is, 10 – 6 = 4.
12
Remember:
In subtracting two positive integers, when the subtrahend is bigger
than the minuend, the difference is always negative. That is, 3 – 5 = - 2
13
Example 5. Subtract (- 7) from 15.
We can write it as:
15 – (- 7) = ?
15 – (- 7) = ? (15 is the minuend, -7 is the subtrahend)
15 – (+7) = ? Change the sign of the subtrahend
subtrahend : -7 becomes 7
15 + 7 = ? Proceed to addition
15 + 7 = 22
What’s More
E 37 less than ( - 18 ).
S ( - 93 ) subtracted by 12.
-105 82 74 -55 96
Keep on learning…
15
Lesson
Multiplication and Division of Integers
3
Can you still remember absolute value in your previous lesson? How will
you get the absolute value of a number? Say “the absolute value of negative 8
is equal to positive 8” or in symbols, |-8| = 8. Do you know that the concept on
absolute value is very useful in multiplying and dividing integers?
What’s New
What Is It
16
Condition 2: If the signs of the two numbers are different the product is
always a negative number.
( + )( - ) = -
( - )( + ) = -
Rule No.2. The product of two integers with different signs is negative.
Examples:
Multiplicand Multiplier In symbols Product
-5 9 ( -5 ) ( 9 ) = ? -45
12 -12 ( 12 ) ( -12 ) = ? -144
17
.
Solution 1. (- 4) (- 3) (- 5) (- 2) (- 6) = ?
(12) (10) (- 6) = ?
(120) (- 6) = - 720
Solution 2. (- 4) (- 3) (- 5) (- 2) (- 6) = ?
(- 4) (15) (12) =?
(- 4) (180) = - 720
18
As you observe, the groupings of the factors when multiplied does not
affect the product.
Division of Integers
Condition 1: If the signs of the two numbers are the same, the quotient
is always a positive number.
(+)÷(+)=+
(-)÷(-)=+
Condition 2: If the signs of the two numbers are different the quotient is
always a negative number.
(+)÷(-)=-
(-)÷(+)=-
Now, observe the following examples.
Rule No.1. The quotient of two integers with the same sign is positive.
Examples:
Examples:
Remember:
When we divide integers having different signs, divide the absolute
values of the given dividend and divisor and make the answer
positive.
19
Rule No.2. The quotient of two integers with different signs is negative.
Examples:
Remember:
When we divide integers having like sign, divide the absolute
values of the given dividend and divisor and make the answer
negative.
What’s More
COLUMN A COLUMN B
1. ( 6 ) (- 12) O 408
2. (16) (8) L 22
20
Answer:
21
What I Can Do
Challenge Yourself!
22
Assessment
MULTIPLE CHOICE
Directions: Read each item carefully and choose the letter of the correct
answer. Write your answer on your Mathematics notebook.
1. What must be added to 16 to get (- 9) ?
A. 23 B. 10 C. -12 D. -25
2. What is the difference of (-18 ) and (- 15) ?
A. 25 B. 13 C. -3 D. -33
3. What is the sum of 84 + (- 36) ?
A. 48 B. 34 C. -16 D. -120
4. For what value of k will the statement, ( -74 )+ k = - 38 be TRUE ?
A. 95 B. 36 C. -43 D. -64
5. Find the difference when 28 is subtracted from (- 41).
A. 54 B. 27 C. -13 D. -69
6. What is the result when the sum of (- 10) and 16 is subtracted by the
sum of (- 7) and (- 8) ?
A. 88 B. 21 C. -93 D. -124
7. What is the result when (- 65) is subtracted to 39?
A. 104 B. 34 C. -26 D. -95
8. What is the result when the product of (- 3) and 4 is divided by (- 6) ?
A. 4 B. 2 C. -3 D. -6
9. What is the quotient when you are asked to divide (- 13) from 156 ?
A. 84 B. 15 C. -12 D. -73
10. Going to his room, a boy will have to take 8 steps up the landing and
another 7 steps to reach his room. How many steps does he take all in
all?
A. 24 steps C. 15 steps
B. 18 steps D. 10 steps
23
11. A student borrowed 2 books in the Library Hub on Monday, another 4
books on Tuesday, and returned 3 books on Thursday. How many
books does the student have?
A. 9 books C. 3 books
B. 6 books D. 2 books
12. You have Php 340 savings in your piggy bank. How much of your
savings is left in your piggy bank if you will get Php 56 to buy materials
for your project?
A. Php 396 C. Php 176
B. Php 284 D. Php 124
13. Carol bought 3 pants at Php 650 each. How much money did she pay
the cashier?
A. Php 2, 125 C. Php 1, 975
B. Php 2, 050 D. Php 1, 950
14. Jomari paid Php 360 to admit himself and two of his friends into a
cinema to watch Avengers End Game. What was the cost of each
admission?
A. Php 130 C. Php 120
B. Php 125 D. Php 118
15. Ben dives below the surface of a body of water at a rate of 12 feet
each minute. What is the depth of Ben after 5 minutes?
A. 60 ft. C. 35 ft.
B. 40 ft. D. 25 f
24
©
Additional Activity
Here we go…
1. -45 + 9 N 6. 5 – 21 A
2. (-6) + (-34) E 7. (13)(4) C
3. 84 + (-84) W 8. (-4)(-8) B
4. 20 – (-19) D 9. 84 ÷ (-6) L
5. 2 – (-2) R 10. (-36) ÷ (-2) I
Answer:
Congratulations!
25
26
What's New
( Lesson 1 ) What's In What I know
1. 12 steps ( Lesson 1 ) 1. D
2. Add 7 and 5 1. J 2. B
2. O 3. A
3. H 4. D
What’s More 4. N 5. A
(Lesson 1) 5. W 6. B
1. 63 6. A 7. C
2. -85 7. L 8. D
3. 145 8. L 9. C
4. -55 9. I 10. B
5. 23 10. S 11. D
6. -28 Answer: 12. D
7. 120 John Wallis 13. B
Answer: 14. B
Your Age 15. D
Answer Key
27
What’s New
(Lesson 2)
1. -380C
2. Subtract -300C
and 80C
3. -200C
4. -380C
5. 80C
What’s More
(Lesson 2)
V. 74
What I Can Do What I Have E. -55
1, 805 feet Learned S. -105
1.positive N. 96
2.negative E. 82
Additional Activity 3.difference Answer: Seven
1. -36 4.subtrahend
2. -40 5.positive What’s More
3. 0 6.positive (Lesson 3)
4. 39 7.negative 1. -72
5. 4 8.positive 2. 128
6. -16 9.negative 3. 408
7. 52 10.positive 4. 22
8. 32
5. -13
9. -14 Assessment: Answer: A Hole
10. 18 1. D 11.C
Answer: 2. C 12. B
An Adder 3. A 13. D
4. B 14. C
5. D 15. A
6. B
7. A
8. B
9. C
10. C
References
Books
Von Anthony G. Torio; et. al., Smart in Math Grade 7, ESA – JECHO
Publishing, Inc. 2017, p. 27 – 70.
Electronic Resources
https://Parade.com
https://www.artofmanliness.com
https://www.calculatoredge.com/math/mathhistory/historyans6.htm
www.google.com
www.mathsisfun.c
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