6

Mathematics
Quarter 2 - Module 14:
Dividing Integers
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 14: Dividing Integers
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Authors: Lenie Rose F. Tabifranca and Realyn F. Crispe and Collin G. Sales
Editors: Ma. Portia G. Galanto and Rebecca O. Billones
Reviewers: Elleda E. de la Cruz and Rosemarie D. Aclan
Illustrators: Lenie Rose F. Tabifranca, Realyn F. Crispe, Marina B. Damasco, and
Collin G. Sales
Layout Artist: Felizardo S. Valdez III
Management Team: Ma. Gemma M. Ledesma
Josilyn S. Solana
Elena P. Gonzaga
Donald T. Genine
Ma. Roselyn J. Palcat
Novelyn M. Vilchez
Elleda E. De la Cruz
Rosemarie D. Aclan
Arthur J. Cotimo
Felizardo S. Valdez III
Marve E. Gelera

Printed in the Philippines by ________________________

Department of Education – Region VI

Office Address: Duran Street, Iloilo City_________________________

____________________________________________
Telefax: (033)336-2816, (033)509-7653___________________
E-mail Address: region6@deped.gov.ph_________________________
 6
Mathematics
Quarter 2 - Module 14:
Dividing Integers
Introductory Message
For the facilitator:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Division

of Integers!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

2
For the learner:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Division

of Integers!
This module was 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; 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

3
 the lesson learned.

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 this module.

The 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!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Dividing Integers. 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. 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.

The module is divided into two lessons, namely:

• Lesson 1 – Dividing Integers with Like Signs
• Lesson 2 – Dividing Integers with Unlike Signs

After going through this module, you are expected to:

1. describe and interpret the basic operations on integers using materials such
as algebra tiles, counters, chips, and cards (M6NS-IIh-155);
2. divide integers with like signs (M6NS-IIi-156);
3. divide integers with unlike signs (M6NS-IIi-156); and,
4. solve routine and non-routine problems involving division of integers with
like and unlike signs using appropriate strategies and tools. (M6NS-IIj-157)

5
 What I Know

A. Use the number line to solve for the quotient of the following integers.

-12 -11-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11+12

0

1. +10 ÷ +5 =
2. +9 ÷ +3 =

B. Use your positive and negative counters to divide the following integers.
Write your answers with correct sign on your answer sheet.
3. +16 ÷ +2 =

4. –18 ÷ –3 =

5. –80 ÷ –4 =

C. Below are division equations involving integers. Find the value of N by

dividing each item. Write your answers on your answer sheet.

6. +36 ÷ +6 =N

7. +72 ÷ +8 =N

8. –6 ÷ –3 = N

9. –39 ÷ –13 = N

10. +45 ÷ +15 =N

6
Lesson
Dividing Integers
1 with Like Signs
Division is the inverse of multiplication. It is the process of finding the quotient of
two numbers, the dividend which is the number to be divided and the divisor, the
number that divides. Dividing integers follow the same steps in dividing whole
numbers. But, in dividing integers, you must be careful of the sign to be used in
your final answer.
In this lesson, you will learn how to divide integers with like signs.

What’s In

Use the given illustrations below to solve for the quotient of the following numbers.
Write your answers on your answer sheet.

1.

10 ÷ 5 = _____

2. 12 ÷ 3 = _____

3. 8 ÷ 2 = _____

4. 16 ÷ 4 = _____

7
5. 24 ÷ 3 = _____

What’s New

Read and study the problem below.

JR traveled with his bicycle a distance of 18 kilometers in 3 hours going north

at a constant speed. How many kilometers did he travel in 1 hour?

What is It

To determine the number of kilometers JR traveled per hour, we are going to divide
18 by 3.

18 kilometers going north is represented by the integer positive eighteen (+18).

3 hours is represented by the integer positive three (+3).

+18 ÷ +3 = N
So our equation will be

Now, let us visualize how to divide +18 by +3 using number line.

Step 1. From 0, locate +18 on the number line by moving 18 units to the right of 0.
+
18

-7 -6 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11+12+13+14+15+16+17+18
0

Step 2. Divide the total number of units (18) which is the dividend into 3 equal parts
since our divisor is +3.
18 ÷ 3

-7 -6 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11+12+13+14+15+16+17+18
0

8
Each part represents the distance traveled in one hour and the number of units in
each part represents the number of kilometers JR traveled every hour. See
illustration below.
distance traveled distance traveled distance traveled
after 1hour after 2hours after 3 hours

-7 -6 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 +6 +7 +8 +9+10 +11+12+13+14+15+16+17+18
0

6 units 6 units 6 units

On the first hour, JR traveled a distance of 6 kilometers. Another 6 kilometers during

the second hour and then 6 kilometers during the third hour. Hence, he traveled a
distance of 6 kilometers every hour.

Therefore +18 ÷ +3 = +6
We can also visualize +18 ÷ +3 = N using positive and negative counters.
To perform division operation of integers using counters, follow as you do the
suggested steps below:

Step 1: Get exact number of counters to represent your dividend.

Get 18 positive counters. Place it on your table.

Step 2: Draw boxes to represent the number of sets to where the counters will be
distributed evenly.
Draw 6 boxes.

Quotient is the number of equal counters in each set.

How many counters did you distribute to all the sets? (18)
In to how many sets did you distribute the counters evenly? (3)
How many counters do you have in each set?

6 counters

9
Do these counters in each set have the same sign? (Yes)
What is the sign? (Positive)
Therefore, if you divide +18 by +3 you will get the quotient of +6.

+18 ÷ +3 = +6

Going back to the problem, JR traveled 6 kilometers per hour going north (+6).

Here is another examples for you to study.

–
10 ÷ –2 = N

Step 1: Get exact number of counters to represent your dividend.

Get 10 negative counters. Place it on your table.

Step 2: Draw boxes to represent the number of sets to where the counters will be
distributed evenly.
Draw 2 boxes.

Step 3: Perform the operation and write your answer.

Division means to divide the dividend equally to sets (divisor).
Distribute your 10 negative counters evenly to 2 sets.

Quotient is the number of equal counters in each set.

10
However, in this case the divisor is negative. It means that number of set is
negative. It is difficult indeed to illustrate 2 negative boxes or 2 negative sets. So,
instead you will just get the opposite of 2 positive sets to show the 2 negative sets.
To illustrate 2 negative sets, you need to flip to the opposite side all your 2 positive
sets to show its opposite. In this case you cannot flip your box drawing so you just
flip to the opposite side all the counters in every set.

If you flip the counters, positive side of the counter will become negative or vice
versa. See the following illustration.

Notice that your negative counters in 2 positive sets after you flipped change to its
opposite sign which is positive. This is how to illustrate the negative set (divisor).
How many counters did you distribute to all the sets? (10)
In to how many sets did you distribute the counters evenly? (2)
How many counters do you have in each set?

(5 counters)

Do these counters in each set have the same sign? (Yes)

What is the sign? (Positive)
Therefore, if you divide –10 by –2 you will get the quotient of +5.
–
10 ÷ –2 = +5

Remember: In dividing, if your divisor which represents the number of

groups/sets is negative, you need to flip to the opposite side all the counters
in each set to illustrate the opposite of positive set/group which is the negative
set/group.

After visualizing how to divide integers using counters and number line, you will
now learn the rules in dividing integers with like signs.

Dividing integers is just like dividing whole numbers. In dividing integers with like
signs, the following rules are applied.

11
Rule 1. The quotient of two positive integers is a positive integer

( + ) ÷ ( + ) = ( + ).
Example: ( +18 ) ÷ ( +3 ) = ( +6 )

➢ Rule 2. The quotient of two negative integers is a positive integer

– –
( ) ÷ ( ) = ( + ).
Example: ( –10 ) ÷ ( –2) = ( +5 )

Point to Remember
In short, the quotient of two integers having the same signs is a positive
integer.

Study more examples below.

Rule Applied
1. +36 ÷ + 6 = +6 Rule 1
2. –50 ÷ –10 = +5 Rule 2
3. +35 ÷ +5 = +7 Rule 1
4. –24 ÷ – 3 = +8 Rule 2
5. +15 ÷ +3 = +5 Rule 1

What’s More

A. Using your positive and negative counters, divide the given integers.
Write your answers with correct sign on your answer sheet.
1. +24 ÷ +6 =
2. –8 ÷ –4 =
3. +15 ÷ +3 =
B. Complete the table by solving for the quotient of the given
mathematical expressions. Write the quotient on the 2nd column and
the rule applied on the third column. Write your answers on your
answer sheet
Mathematical Expressions Quotient Rule applied
Examples:
+30 ÷ +10 +3 Rule 1
–15 ÷ –3 +5 Rule 2

4. +64 ÷ +8
5. –24 ÷ –6

6. +60 ÷ +12

12
 What I Have Learned

In dividing integers with like signs,

• the quotient of two positive integers is a positive integer ( + ) ÷ ( + ) = ( + )

• the quotient of two negative integers is a positive integer ( – ) ÷ ( – ) = ( + )

Point to Remember
* The quotient of two integers having the same signs is a positive integer.

What I Can Do

A. Find the value of N by dividing the following integers using counters or number
line. Write your answers on your answer sheet.
1. –35 ÷ –7 = N
2. +28 ÷ +2 = N
3. –18 ÷ –3 = N

B. Give the quotient of the following by applying the rules in dividing integers with
like signs.
4. +45 ÷ +15 = N
5. –150 ÷ –15 = N

C. Solve the problem below. Write the solution on your answer sheet and label
your final answer.

Hans received ₱300 for helping his aunt in her sari-sari store for 6 hours. If his
aunt pays him in an hourly basis, how much did he earn in an hour?

Assessment

A. Use the number line to solve for the quotient of the following integers.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10+11+12+13+14
0
1. + 12 ÷ +2 =

13
 –5 –4 –3 –2 –1 0 +1 +
2 +3 +4 +5 +6 +7 +8 +9 +10 +11+12 +13+14+15+16 +17+18+19+20+21+22

2. + 20 ÷ +4 =

B. Use your positive and negative counters to divide the following integers.
Write your answers with correct sign on your answer sheet.
3. –18 ÷ –6 =
4. –21 ÷ –3 =

5. –16 ÷ –2 =

C. Find the value of N by dividing the following integers. Write your answers
on your answer sheet.
6. –50 ÷ –5 = N

7. + 64 ÷ +8 =N

8. –36 ÷ –9 = N

9. –81 ÷ –9 = N

10. Marites deposited a total amount of ₱96 000 in the bank for a year. If she
deposited same amount each month, how much is her monthly deposit?
Write an integer to represent her monthly deposit.

Additional Activities

A. Put the correct sign to make the mathematical sentence true. Write your
answers on your answer sheet.
Example: 4 ÷ – 2 = +2

1. 90 ÷ –30 = +3
2. +120 ÷ +10 = 12
3. 20 ÷ – 5 = +4
4. 45 ÷ 15 = +3
5. +20 ÷ 2 = +10

B. Solve the following problems. Write the solutions on your answer sheet and
label your final answers.
6. Ninety-six people have been invited to a birthday party. The caterer is
arranging tables. Each table can accommodate 8 persons. How many
tables are needed?
7. A bus can hold 80 passengers. If there are 20 rows of seats on the bus,
how many seats are in each row?

14
 15
What I Know What's More Assessment
A. A. , A.
+ +
1. 2 1. +4 1. 6
+ +
2. 3 2. +2 2. 5
B. 3. +5 B.
+ +
3. 8 B. 3. 3
+ + +
4. 6 4. 8 Rule 1 4. 7
+ + +
5. 20 5. 4 Rule 2 5. 8
C. + C.
6. 5 Rule 1
6. +6 6. +10
7. +9 7. +8
8. +2 8. +4
9. +3 9. +9
10. +3 10. ₱8 000
+
8 000
What's In What I Can Do Additional Activities
1. 2 A. A.
2. 4 + -
1. 5 1. 90
3. 4 + +
2. 14 2. 12
4. 4 + –
3. 6 3. 20
5. 8 –
B. 4. 45 ÷ –15
+ or
4. 3
+ +
5. 10 45 ÷ +15
+
5. 2
C.
6. ₱50 B.
6. 12 tables
7. 4 seats
Answer Key
 What I Know

A. The following multiple-choice items are for you to answer. Choose the letter of
the correct answer and write your answers on your answer sheet.

1. Kaye has 24 negative counters. He placed them equally into 3 groups. What is
the correct number sentence for this situation?
A. –24 ÷ +3 = N B. +24 – +3 = N
C. 24 + 3 = N
+ – D. –24 x +3 = N

2. (Refer to item no.1) How many negative counters did Kaye place in each group?
A. 6 B. 8
C. 9 D. 7

3. Josh distributed 50 negative counters into 10 sets he made. Which is the

correct equation for this situation?
A. –50 x +10 = –500 B. -50 + +10 = –40
C. +50 – +10 = +40 D. -50 ÷ +10 = –5

4. What is the correct number sentence for the illustration given below?

A. –15 + +5 =N B. –15 ÷ +5 = N
C. –15 x +5 =N D. –15 – +5 = N

5. What is the correct answer for item number 4?

A. –10 B. –3

C. –75 D. –20

C. Below are division equations involving integers. Find for the value of N.
Write your answers on your answer sheet.

6. –60 ÷ +20 =N

7. + 48 ÷ –2 = N

8. –56 ÷ +8 =N

9. –36 ÷ +9 =N

10. +72 ÷ –9 = N

16
Lesson
Dividing Integers
2 with Unlike Signs
The concept in dividing whole numbers is applied in this lesson. In dividing
integers with unlike signs, simply divide the given numbers and remember that the
product is always negative.

What’s In

Give the quotient of the following integers. Write your answers on your answer
sheet.

1. +28 ÷ +7 = _____

2. –30 ÷ –3 = _____

3. –60 ÷ –15 = _____

4. +20 ÷ +2 = _____

5. +80 ÷ +4 = _____

What’s New

Study this problem.

During the 2-hour period, the temperature dropped by 10˚C at a uniform rate
per hour. How many degrees did the temperature drop each hour?

17
 What is It

To solve for the number of degrees the temperature dropped each hour, we are
going to divide the decrease in the temperature which is10˚C by the number of
hours (2).
10˚C which is the decrease in the temperature is represented by the integer
negative ten (–10).
2-hour period is represented by the integer positive two (+2).
So our equation will be –
10 ÷ +2 = N

Using number line to visualize division of integers with unlike signs, follow these
steps.
Step 1. From 0, locate –10 on the number line by moving ten units to the left of 0.

–
10

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11+12+13

0

Step 2. Divide the total number of units (10 units) which is the dividend into 2
equal parts since our divisor is +2.
–
10 ÷ 2

-
12 -11 -10 -9 -8 -
7 -6 -
5 -4 -
3 -2 -
1 0 +
1 +2 +
3 +
4 +
5 +
6 +
7 +
8 +
9 +10 +11+12+13
Each part represents the decrease in the temperature in one hour and the number
of units in each part represents the number of degrees the temperature dropped
every hour. See illustration below.

decrease in temperature decrease in temperature

after 2 hours after 1hour

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11+12+13

0

5 units 5 units

On the first hour, the temperature dropped by 5 degrees Celsius (–5˚C) and on the
second hour, it dropped again by 5 degrees Celsius ( –5˚C) .Therefore, the temperature
dropped by 5˚C every hour.

Dropped by 5˚C is represented by the integer negative 5 or (–5).

Therefore,
–
10 ÷ +2 = –5

18
Using counters to visualize division of integers with unlike signs, follow these steps.

Step 1: Get exact number of counters to represent your dividend.

Get 10 negative counters. Place it on your table.

Step 2: Draw boxes to represent the number of sets to where the counters will be
distributed evenly.
Draw 2 boxes.

Quotient is the number of equal counters in each set.

How many counters did you distribute to all the sets? (10)
In to how many sets did you distribute the counters evenly? (2)
How many counters do you have in each set?

5 counters

Do these counters in each set have the same sign? (Yes)

What is the sign? (Negative)
Therefore, if you divide –10 by +2 you will get the quotient of –5.

Going back to the problem, the temperature dropped by 5˚C every hour (–5).

Here is another example for you to study.

+9 ÷ –3 = N

Step 1: Get exact number of counters to represent your dividend.

Get 9 positive counters. Place it on your table.

19
Step 2: Draw boxes to represent the number of sets to where the counters will be
distributed evenly.
Draw 3 boxes.

Step 3: Perform the operation and write your answer.

Division means to divide the dividend equally to sets (divisor).
Distribute your 9 positive counters evenly to 3 sets.

Quotient is the number of equal counters in each set.

As discussed in the previous lesson, when the divisor is negative, you are going to
flip to the opposite side of the counters.
From 3 sets of positive counters, this becomes 3 sets of negative counters.

Therefore, +9 ÷ –3 = –3

After visualizing division of integers with unlike signs using counters, are you now
ready to solve mathematical equations on dividing integers with like signs?
To solve for the quotient of two integers we need to follow the rule in dividing
integers with unlike signs.

Rule: In dividing integers with unlike signs, divide as whole numbers and
consider the signs of the dividend and the divisor. Thus, the quotient of a
negative and a positive integer is always negative integer.
+ – – – + –
In symbol: ( )÷( )=( ) or ( )÷( )=( )

20
 Study more examples below.

1. What is the quotient of –50 ÷ +5 ?

Solution: –50 ÷ +5 ? = –10
2. Divide +24 by –4
Solution: +24 ÷ –4 = –6

What’s More

A. Use your counters to solve for the quotient. Write the answers in your
answer sheet.
1.) –18 ÷ +9 =

2.) +10 ÷ –2 =

B. Give the quotient of the following integers applying the rule in dividing integers
with unlike signs. Write your answers on your answer sheet.
3.) –15 ÷ +3 =

4.) +14 ÷ –2 =

5.) –9 ÷ +9 =

What I Have Learned

In dividing positive and negative integers, the quotient is always a

negative integer.
+
In symbol: ( ) ÷ ( –) = ( –) or ( –) ÷ ( +
) = ( –)

What I Can Do

A. Divide the following integers. Write your answers on your answer sheet.

1.) –40 ÷ +8 =

2.) +28 ÷ –2 =

21
3.) –18 ÷ +2 =

4.) –45 ÷ +15 =

5.) –100 ÷ +5 =

B. Solve the problem below. Show your solution on your answer sheet and label
your final answer.

Reno owes his brother ₱4 000. If he will pay his brother equally for 8 months,
how much will he give to his brother every month?

Assessment

A. The following multiple-choice items are for you to answer. Some items use
illustration for your reference. Choose the letter of the correct answer and write
your answers on your answer sheet.

1. Lance has 18 negative counters. He decided to distribute them evenly into 6

groups. What is the correct number sentence for this situation?
A. –18 + +6 = –12 B. –18 – +6 = –12
C. 18 ÷ 6 = 3
– + – D. –18 x +6 = –108

2. EJ wants to distribute 9 negative counters in every set he made. He has

prepared 3 sets to be filled in. What number sentence is he illustrating?
A. –9 x +3 = –27 B. –9 + +3 = –6
C. –9 – +3 = –12 D. –9 ÷ +3 = –3

3. What is the correct number sentence for the illustration given below?

A. –6 + +2 =N B. –6 ÷ +2 = N
C. –6 x +2 = N D. –6 – +2 = N

4. What is the correct answer for item number 3?

A. –4 B. –3

C. –12 D. –8

22
5. Which is the correct illustration for –8 ÷ +4 = N?

A. B.

C. D.

B. Find the value of N by dividing the following integers. Write your answers on
your answer sheet.

6.) –70 ÷ +5 =N

7.) + 88 ÷ –8 = N

8.) –63 ÷ +9 =N

9.) –81 ÷ +3 =N

Solve the problem below. Show your solution on your answer

10.) Carla owes her neighbor, Carlo, 15 kilograms of rice. If she promised to pay
him back equal amount of rice for 5 weeks, how many kilograms of rice will he
give to Carla every week?

Additional Activities

A. Find the missing integers. Write your answers on your answer sheet.

1.) ___ ÷ +8 = –4

2.) +40 ÷ ___ = –10

3.) –28 ÷ +7 = ___

4.) +42 ÷ –2 = ___

5.) ___ ÷ +9 = –6

23
B. Solve the following problems. Show the solutions on your answer sheet and label
your final answers
6. Brent withdrew a total amount of ₱42 000 in a month from his current
account. If he withdrew per week, what was his average weekly withdrawal?
7. Clyde owes ₱160 from toy store. Clyde and each of his 3 friends will equally
share an amount to be paid to the toy store. How much will each of them
share?

Answer Key

month
his brother every
Reno will give to
7. ₱40 6. ₱500 – amount
6. ₱10 500 B.
B.
20
–
5.
54
–
5.
–
3 4.
–
21 4. 20+
5.
4 3. –
9 3. 10 4.
– +
4 2. –
14 2. 4 3.
– +
–
32 1. –
5 1. +
10 2.
A. A. +
4 1.

Additional Activities What I Can Do What's In

10. 3 kilograms
C. 10. –8
27 9. 9. –4
–
7 8. 8. –7
–
11 7. 7. –24
–
14 6. 1 5. 6. –3
– –
–
7 4.
B. B.
–
5 3.
B 5.
B 4. B 5.
B. B 4.
B 3.
D 2. 5 2. D 3.
–
C 1. 2 1. B 2.
–
C 1.
A. A. A.
Assessment What's More What I Know

24
 What I Know

Solve the following problems. Show your solutions and write your answers on your
answer sheet.

1. There were 30 tables arranged in rows of 6 in a birthday party catered by

Rita’s Catering Services. Jess paid a total of ₱900 for the rental of tables. How
much did Jess pay for each table? Write an integer to represent the amount
he paid.
2. At a constant speed, a submarine descended a distance of 320 feet in 4
minutes. How many feet did it travel every minute?
3. I am an integer greater than –20 but less than +20. If you divide me by +5,
my quotient is –3. Who am I?
4. When an integer is subtracted by –5 then the result is multiplied by +3 and
then the product is divided by –6, the result is –10. What is the integer?
5. Give the sum of the averages of the following sets of integers.

–7, –2, +10, +5, +4 +7, +3, –9, –12, +21

and

Solving Routine and Non-

Lesson Routine Problems Involving
3 Division of Integers Using
Appropriate Strategies and
Tools
From the previous lessons, you learned how to visualize division of integers using
counters and number lines as well as how to solve it directly applying the rules. In
this lesson, you will learn the skill in solving word problems involving division of
integers with like and unlike signs.

25
 What’s In

Give the quotient of the following integers. Write your answers on your answer
sheet.
1. –36 ÷ +9 =

2. –15 ÷ –3 =

3. +72 ÷ +8 =

4. +60 ÷ –20 =

5. –18 ÷ –3 =

What’s New

Jessa owes her friend ₱360 for a pair of pants. If her two sisters will
help her pay off her debt? How much will each of them share to pay
her debt?

What is It

In order to solve the problem, we are going to follow the steps in problem solving.
1. Understand
➢ What is asked in the problem?
The amount each of them will share to pay off the debt.
➢ What facts are needed to solve the problem?
₱360- debt
or we can also represent it by the integer –360
3 persons- will share to pay off the debt (+3)
2. Plan
➢ What operation will be used to solve the problem?
Division
➢ What is the number sentence?
360 ÷ 3 = N or –360 ÷ +3 = N

3. Solve
360 ÷ 3 = 120 or –360 ÷ +3 = –120

26
 Each of the girls will share ₱120
The amount to be shared can be represented by the integer –120
4. Check and look back
120 x 3 = 360
–120 x 3 = –360

The first problem presented is an example of a routine problem. Routine problems

are types of problems wherein you can easily identify the solution to solve it. After
reading the situation, the solver clearly sees the method/process to be used and
the answer to the problem.

Here is another problem that will challenge you more.

Read and analyze the problem. Then study the solution below.
When an integer is multiplied by –5, then the product is divided by +3 and
then the quotient is added by +4. The answer is –6. What is the integer?
In order to solve the problem, we have to consider the following steps:

Understand

➢ What is asked in the problem?

The unknown integer ( input )

➢ What facts are needed to solve the problem?

–5 – to be multiplied to an unknown integer

+3 – divisor of the taken product

+4 – to be added to the taken quotient

–6 – final output of the equation

Plan

➢ Strategy to solve the problem: Working Backward Strategy

In working backward strategy, we will start with the output or final result to
the input or missing given by reversing all operations used.
Solve

This is our original equation.

? x ( –5 ) ÷ ( +3 ) + ( +4 ) = ( –6 )

In working backward strategy, our equation becomes

? = ( –6 ) - ( +4 ) x ( +3 ) ÷ ( –5 )

27
 Step 1: Subtract positive 4 from negative 6 which is negative 10.

( –6 ) - ( +4 ) = ( –10 )

Step 2: Multiply the difference, negative 10, by positive 3 which is

negative 30.

( –10 ) x ( +3 ) = ( –30 )

Step 3: Divide the product, negative 30, by negative 5.

( –30 ) ÷ ( –5 ) = ( +6 )

Therefore, the unknown integer is ( +6 ).

Check: To check, substitute positive 6 which is the output when you used the
working backward strategy to the input in the original equation. Then,
evaluate.

(+6) x ( –5 ) ÷ ( +3 ) + ( +4 ) = ( –6 )

( –30 ) ÷ ( +3 ) + ( +4 ) = ( –6 )

( –10 ) + ( +4 ) = ( –6 )

( –6 ) = ( –6 )

The second problem presented is an example of a non-routine problem. Non-

routine problems are unfamiliar problems wherein the solver has no readily
available solution to it. The method/process and the answer are not clearly seen at
first glance. Non routine problems can be solved using different strategies such as
Guess and Check, Using Models, Acting Out, Logical Reasoning, Working
Backwards and others.
The second problem presented uses working backward strategy.

What’s More

Solve the following problems. Show your solutions and answers on your answer
sheet.

1. Mico’s scores during the Mathlympics Da Math Competition are as follows: +5,
–8, –3, +13, +20 and –9. What was his average score?

28
2. Blessie harvested 70 kg of avocados. She gave 16kg to her cousin and divided
equally the remaining kilograms of avocados to her 9 friends. How many
kilograms of avocados did she give to each of her friends?
3. Billy’s Restaurant recorded a profit of ₱8 450 on the first week, ₱6 570 on the
second week, and ₱5 320 on the third week of March. Unluckily, he lost ₱4 285
on the fourth week of the same month because of the lockdown due to COVID-
19 and paid each of his three helpers at ₱2 500 from his remaining profit. How
much is Billy’s profit for the month?

What I Have Learned

Routine problems are problems having readily available solutions. The

methods/processes can easily be identified. We can solve routine problems using
Polya’s steps in problem solving as follows:
1. Understand
2. Plan
3. Solve
4. Check and Look Back
Non-routine problems are problems that do not have readily available procedure to
solve it. Non routine problems can be solved using different strategies such as
Guess and Check, Using Models, Acting Out, Logical Reasoning, Working
Backwards and others.

What I Can Do

Solve the following problems. Show your solutions and answers on your answer
sheet.

1. Ralf has twenty-five ₱5 coins in his purse. If his younger brother took 15 of the
coins and divided the remaining coins to his 5 nephews, how much did each of
his nephews receive?
2. When an integer is divided by +25 and the result is multiplied by –5 more than
+3, the result is +10 more than twice seven. What is the integer?

3. A 10-kilogram bag of flour is to be repacked into smaller bags weighing 3

kilograms each. If there are 3 bags of flour, how many smaller packs can you
make?

29
 Assessment

Solve the following problems. Show your solutions and write your answers on your
answer sheet.

1. Carlo missed a total of 45 points in the subjects he took test. If he took 9

subjects and got the same number of wrong answers in each subject, how
many items did he miss in each subject? Write an integer to represent the
number of items he missed in each subject.
2. Jessa withdrew ₱1 000 from her savings account in the first week. During
the second week, she deposited ₱6 000 in the same account and withdrew
₱8 000 the third week. She then tripled her money in the fourth week and
resulted to ₱4 500. How much money does she have at the start?
3. Fe baked 200 cookies in the first day, 140 on the second day and an
additional of 150 cookies on the third day. He divided it equally into packs
containing 14 cookies per pack and sold each pack for ₱ 30. How much did
Fe earn in three days?
4. An integer is divided by –6. The result is then multiplied by half of –6 and
finally added by +15. This gives the result of +105. What is the integer?
5. You are challenged by a friend to get the difference between the average of
the following sets of integers: and –2, –9
–3 , –9 , –13 , –27 , –12 , –10 , –4 , –5
What will be your answer?

Additional Activities

Solve the following problems. Show your solutions and write your answers on your
answer sheet.

1. With the amount he received from the government’s aid during the
pandemic, Mike ventured into business and started with a small capital. On
the first week, he gained ₱500. On the second and third week, he lost ₱ 400
and ₱250 respectively. On the fourth week, he gained ₱900 and his money
doubled after the fifth week and now has ₱6 000. How much money did he
use for his capital?
2. Ken thinks of two integers that when he divides the larger number by the
smaller number will give him the quotient of –4 and when he multiplies will
give him the product of –100. What are the two integers?
3. In a certain barangay there are 3 000 food packs to be distributed to the
victims of earthquake. If there are 600 households in the barangay, how
many food packs will each household receive?
4. After reaching the peak of the mountain, a group of mountaineers decided to
go down from the top due to thick fog. If they walk at a constant speed of 1

30
 kilometer per 30 minutes and reached the base of the mountain after 4
hours, how many kilometers did they walk going down? Write an integer to
represent the distance they traveled going down.
5. In a spelling contest, positive points are given for every correct answer and
negative points for every wrong answers. Thea’s scores after 4 rounds are as
follows: +15, –11, –9, and +25. What is her average score?

Answer Key

12. +5
–
8
11. 8 kilometers 10. +6
10. 5 food packs 9. –3
or +20, –5 9. 10 smaller packs 8. +9
9. –20, +5 8. +180 7. +5
8. ₱2 250 7. ₱10 6. –4

Additional Activities What I Can Do What's In

15. –8 15. +4
14. –300 14. +15
13. ₱1 050 8. ₱8 555 13. –15
12. ₱3 056 7. 6kg 12. ₱80
11. 5 items, –5 6. +3 11. ₱30, –30

Assessment What's More What I Know

31
Reference
Most Essential Learning Competencies (MELC) in Mathematics 6

32
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph