Republika ng Pilipinas

Kagawaran ng Edukasyon
Rehiyon VII, Sentral Visayas
Sangay ng Bohol

MATH 7, QUARTER 1
ACTIVITY SHEETS
S.Y. 2020-2021

Writers:
Karen B. Mante
Sheila Marie M. Redulla

Editors:
Cerlito L. Romero
Marychel L. Garcia,PhD
 Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon VII, Sentral Visayas
Sangay ng Bohol

MATHEMATICS 7
First Quarter, Week 3 – Day 1

Name : Score :
Grade : Section:

Competency: The learner represents the absolute value of a number on a number line as the
distance of a number from 0. (M7NS-Ic-1)
Objective: To describe and illustrate the absolute value of a number on a number line
Topic: The Absolute Value of a Number
Materials: paper, pencil
References: DepEd. 2013. Mathematics Learner's Module 7. Pasig City: Department of
Education.
Jose S. Malate, Maybelle Gallardo-Fausto, Rowena Cruz-Reyes, Frelie B. Tan-
Faylogna, Lanilyn Lasic-Calamiong, Generoso B. Obaña. 2014. Understanding
Mathematics Grade 7. Manila: Vicarish Publication and Trading, INC.
Copyright: For classroom use only

Concept Notes:
 Absolute value - the distance of a number from zero
 Tells only how far a number is from zero
 The absolute value of a number is never negative.
 Denoted by |𝑥| which is read as “the absolute value of 𝑥”

The illustration above tells us that the absolute value of −3 is 3 because −3 is three units to the left of
zero. Also, |3| = 3 because 3 is three units to the right of zero.
Examples:

1. |8| = 8
2. |−15| = 15
3. |0| = 0

Exercise 1 On a number line, show | − 5|.

Exercise 2 Determine the value of each.

1. | − 3| 3. |98| 5. | − 20|
2. |11| 4. |15| 6. | − 52|

Exercise 3 Determine if the given statement is TRUE or FALSE.

1. | − 1| = 1
2. | − 3| = −3
3. |5| = 5
4. |36| < 36
5. | − 4| < | − 3|
MATHEMATICS 7
Week 3 Day 2

Competency: The learner performs fundamental operations on integers. (M7NS-Ic-d-1)

Objective: To add integers
Topic: Operations on Integers
Materials: paper, pencil
References: DepEd. 2013. Mathematics Learner's Module 7. Pasig City: Department of
Education.
Jose S. Malate, Maybelle Gallardo-Fausto, Rowena Cruz-Reyes, Frelie B. Tan-
Faylogna, Lanilyn Lasic-Calamiong, Generoso B. Obaña. 2014. Understanding
Mathematics Grade 7. Manila: Vicarish Publication and Trading, INC.
Copyright: For classroom use only

Concept Notes
A. Addition Using the Number Line
Example:
1) Use the number line to find the sum of 6 and 5.

On the number line, start with point 6 and count 5 units to the right since the sign of 5 is
positive. At what point on the number line does it stop? It stops at point 11, hence, 6 + 5 = 11.
2) Find the sum of 7 and −3.

On the number line, start from 7 and count 3 units to the left since the sign of 3 is negative. At
what point does it stop? It stops at point 4; hence, 7 + (−3) = 4.
Using the above model, we summarize the procedure for adding integers as follows:
1) If the integers have the same sign, add their absolute values and use the sign common to both
integers. Example: −8 + (−3) = ______
Find their absolute values: | − 8| = 8; | − 3| = 3. Since they have the same sign, add their
absolute values: 8 + 3 = 11. The addends −8 and −3 are both negative, therefore the sum is negative:
−8 + (−3) = −11.
2) If the integers have different signs, get the difference of their absolute values and use the sign of the
integer with the greater absolute value. Example: −9 + 6 = ______
Find their absolute values: | − 9| = 9; |6| = 6. Since they have different signs, subtract their
absolute values: 9 − 6 = 3. The addend −9 has the greater absolute value, therefore the sum is
negative: −9 + 6 = −3.
3) If there are more than two integers to be added, break them into parts by combining the integers
with the same sign and then add the results.
Example: −7 + 13 + (−9) + 12 = _______
Solution: −7 + (−9) = −𝟏𝟔 | 13 + 12 = 𝟐𝟓
−7 + 13 + (−9) + 12 = −𝟏𝟔 + 𝟐𝟓
=9
Exercise 1 Add the following integers. Exercise 2 Solve the following problem.
1) 25 + 95
2) −30 + (−20) A vendor gained ₱50.00 on the first day, lost
3) 38 + (−15) ₱28.00 on the second day, and gained ₱49.00 on
4) −45 + 20 the third day. How much profit did the vendor
5) 15 + (−8) + (−6) + 7 gain in 3 days?
MATHEMATICS 7
Week 3 Day 3

Objective: To subtract integers

Concept Notes:

Subtraction is the reverse operation of addition. This means that to ask “what is 5 minus 2?” is the
same as asking “What number must be added to 2 in order to get 5?”

Examples:
a) Suppose you want to compute (−4) − 3. You ask, “what number must be added to 3 to get −4?

To get from 3 to −4, you need to move 7 units to the left. This is equivalent to adding –7 to 3. Hence, in
order to get –4, –7 must be added to 3. Therefore, (−4) − 3 = −7.
b) Compute −8 − (−12).

To get from –12 to –8, move 4 units to the right, or equivalently, add 4. Therefore,
(– 8) − (−12) = 4.

Rule in Subtracting Integers:

In subtracting integers, add the opposite of the subtrahend to the minuend.
𝑎 − 𝑏 = 𝑎 + (−𝑏)
𝑎 − (−𝑏) = 𝑎 + 𝑏

 The opposite of an integer is the same number but with an opposite sign.
Example: The opposite of 6 is −6; the opposite of −8 is 8.
 Minuend – the number from which another number is to be subtracted (the first number)
 Subtrahend – the number that is to be subtracted (the second number)

Examples:
1) 10 − 6 = 10 + (−𝟔) 3) 4 − 9 = 4 + (−𝟗)
=4 = −5
2) −3 − (−2) = −3 + 𝟐 4) 2 − (−4) = 2 + 𝟒
= −1 =6

Exercise

Find the difference.

1. 53 − 25
2. 25 − 43
3. −19 − 2
4. 6 − (−123)
5. (−4) − (−9)
MATHEMATICS 7
Week 3 Day 4

Objective: To multiply integers

Concept Notes:

Multiplication is a repeated addition. For example, 4 × 3 means three groups of 4. Or putting it into
real context, 3 cars with 4 passengers each, how many passengers in all? Thus, 4 × 3 = 4 + 4 + 4 =
12.
This definition can be extended to multiplication of a negative integer by a positive integer. Consider
the situation when a boy loses ₱6.00 for 3 consecutive days. His total loss for three days is (−6) × 3.
Hence, (−6) × 3 = (−6) + (−6) + (−6) = −18.
The symbols used in this lesson to denote multiplication operation are: ×, ⋅ (, and ( ).

Rules in Multiplying Integers:

1. If the integers have the same sign, the product is positive.
Positive × Positive = Positive (+)(+) = +
Negative × Negative = Positive (−)(−) = +
Examples:
a) 4 × 7 = 28 c) −6(−9) = 63
b) 11 ⋅ 2 = 22 d) (−8)(−7) = 56
2. If the integers have different signs, the product is negative.
Positive × Negative = Negative (+)(−) = −
Negative × Positive = Negative (−)(+) = −
Examples:
a) 8(−9) = −72 c) −15(6) = 90
b) (−6)(14) = −84 d) (7)(−6) = 42
In multiplying series of integers:
 The product is positive if the number of negative factors is even.
 The product is negative if the number of negative factors is odd.
Examples:
a) (5)(3)(2) = 30 c) (−6)(3)(−4) = 72
b) (8)(2)(−5) = −80 d) (−4)(−3)(−5) = −60

Exercise 1 Find the product.

1. 5 × 12
2. 18 ⋅ 4
3. 10(−6)
4. −9(−7)
5. (−5)(3)(2)

Exercise 2 Solve the following problem.

If you plant 6 trees each month, how many trees will you have planted after 8 years?