Module 1: NUMBERS AND NUMBER SENSE

Lesson 4.1: Addition of Integers

Learning Competency 6: Performs fundamental operations on integers

I.OBJECTIVES
a. Add integers using number line
b. Solve simple word problems involving addition of integers
c. Relate integers in real life situation
II. SUBJECT MATTER
Topic: Fundamental Operations on Integers
Sub-topic: Addition of Integers Using Number Line
Materials: dice, coins, scoreboard, fish bowl
References: LM pages 19 – 22;
Patterns and Practicalities by Gladys C. Nivera, Ph. D pages 54,55
Elementary Algebra by Ligaya G. Insigne pages 8-9

III. PROCEDURE
A. Preliminaries
Motivation
“Jump Stop”
From a starting point, the students facing on the board will jump based on the
integers that they will get on a fish bowl. If they get positive integer, they will jump
to the right and to the left if negative integer. Two students at a time will do the
activity and getting of integers will be alternate. If all the chips in the fish bowl
were taken, the one who stop on the highest integer will be the winner and will
receive additional 2 points on the performance. At least two pairs of the students
will be doing the activity one by one to get the concept of right way of moving
based on the integers given.

B. Lesson Proper
1. Teaching/ Modelling
Consider the following illustrations:
Addition of Positive Integers

Addition of Negative Integers

 Addition of a Positive Integer and a Negative Integer

2. Analysis
Answer the following questions:
a. Based on the game “Jump Stop”, to what direction will you move if you get
positive integer? Negative integer?
b. Observe the illustrations above and identify the starting point.
c. From the starting point, to what direction will you move based on the first
addend given? What will be the movement of the second addend?
d. How to find the sum of the given integers?

3. Guided Practice
Fill in the missing integer on the blank provided.

2 + = 10
0

+ -2 = 4
0

7 + = 2
0

6 + 3 =

1 + 5 =

4
4. Independent Practice
Perform the indicated operations. Show the process on the number line. An
example is given.
Ex. 4 + (-6) = - 2

1. 2 + 5

2. 3 + (-5)

3. -4 + 2

4. -4 + (-10)

5. -7 + 12

5. Generalization
Adding a positive integer n to m means moving along the real line a distance
of n units to the right from m. Adding a negative integer –n to m means moving
along the real line a distance of n units to the left from m.

6. Application
Make an addition sentence for the following diagrams.
 7. Assessment
Solve the following problems.
1. On a certain day, temperature dropped from 3°C at 5 p.m. to 8°C at 10 p.m.
Find the change in temperature.
2. Bossing Vic walks 9 blocks south, then decides to go back 4 blocks north.
Where does this bring him?
3. Going up to his room, Alden will have to take 7 steps up the landing and
another 9 steps to reach his room. How many steps does he take in all?
4. Using the numbers -6, 5, -2, 0 3 and -7, what two numbers give the greatest
sum? the least sum?
5. Create your own problem based on the illustration below. (Answers may
vary)

IV. ASSIGNMENT
1. Follow Up
2. Study
Here is another way of adding integers. Study and analyse the given example.
Bring 2 different colored paper tomorrow for this lesson.

Electronic Sources: http://www.mathsteacher.com.au/year8/ch03_integers/03_addsub/integers.htm

https://www.engageny.org/.../math-g7-m2-topic-a-lesson-2-teacher.pdf

Prepared by: ARLYN M. TORRES

San Jose Community High School
KEY TO CORRECTIONS

GUIDED PRACTICE
1. 8
2. 6
3. -5
4. 9
5. 6

INDEPENDENT PRACTICE
See illustrations sample

APPLICATION
1. -1 + (-5) = -6
2. -4 + (-4) = -8
3. -5 + (-3) = -8
4. 4 + (-2) = 2
5. 1 + (-1) = 0

ASSESSMENT
1. 3 + (-8) = -5
2. -9 + 4 = -5
3. 7 + 9 = 16
4. 5 and 3 ; 0 and -2
5. Answers may vary