7

Mathematics
Quarter 1 – Module 4:
Operations on Integers
Week 3
Learning Code- M7NS- Ic-d-1
 Mathematics – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 4 – Operations on Integers
First Edition 2020

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Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names,
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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

Writer: Jay-Anne Rissa E. Macaraeg
Editors: Melody P. Rosales
Ma. Theresa G. Mallari
Maita G. Camilon
Reviewers/Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS
Illustrator: Jay-Anne Rissa E. Macaraeg
Layout Artist: Jay-Anne Rissa E. Macaraeg
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

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 7
Mathematics
Quarter 1 – Module 4:
Operations on Integers
Week 3
Learning Code- M7NS- Ic-d-1

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 GRADE 7
Learning Module for Junior High School Mathematics
MODULE
OPERATIONS ON INTEGERS
4

In the previous lesson you have learned about absolute value of integers, and how to
represent them in a number line. In this module, you are going to learn how to perform the
fundamental operations on integers. Be ready to encounter the rules needed to add,
subtract, multiply and divide integers.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCIES
The learners will be able to:
• perform fundamental operations on integers. M7NS-Ic-d-6

WHAT I KNOW
PPREPREVIER
Let’s see how much knowledge about the lesson you already have. Answer or solve
all items below. Choose the letter of the correct answer.
1. What do you call the distance of a number from 0 on a number line?
a. Absolute value c. Opposite
b. Integer d. Additive Inverse
2. How do you denote the absolute value in symbols?
a. -⃒x⃒ c. ⃒x⃒
b. ≤ x d. ∪ x
3. What do you call zero on the number line?
a. Angle c. Point of Intersection
b. Integer d. Origin
4. ⃒x⃒=3 What are the possible value of x to make this statement true?
a. 0 and 3 c. 1 and 3
b. – 3 and 3 d. – 3 and 0
5. ⃒ x⃒< 3 What are the possible value of x to make this statement true?
a. – 2, - 1, 0, 1, 2 c. 1, 2, 3
b. – 1 , 0, 1 d. – 3, - 2, - 1
6. 7 is the absolute value of the opposite of – 7.
a. True c. Maybe
b. False d. None of the above
7. |−7| − |3| = ___________
a. – 4 c. 10
b. 4 d. – 10
8. |13| − |−7| = __________
a. 6 c. 20
b. – 6 d. – 20
9. |10| − |−6| = __________
a. 16 c. 4
b. – 16 d. – 4
10. |−15| + |−4| = __________
a. 19 c. 11
b. – 19 d. – 11
11. |−10| − |−2| = __________
a. 12 c. 8
b. – 12 d. – 8

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 GRADE 7
Learning Module for Junior High School Mathematics
12. |11| + |−12| = - 1. The statement is __________.
a. True c. Maybe
b. False d. None of the above
13. |12| − |−7| = - 5. The statement is __________.
a. True c. Maybe
b. False d. None of the above
14. | - 6| − ____ = 1
a. |- 4| c. |- 6|
b. |- 5| d. |- 7|
15. What is the distance of – 4, 125 from zero on a number line?
a. 4, 512 c. 4, 215
b. 2, 415 d. 4, 125

*** If you got an honest 15 points (perfect score), you may skip this module.

WHAT’S IN
PPREPREVI
Let us recall that absolute value is the distance of a number on the number line from
0 without considering which direction from zero the number lies. If it is a distance, then the
absolute value of a number is never negative.
Can you apply this concept to answer the activity below? Come, let’s see!

ACTIVITY 1: What’s the value?

Give the value of the following.

1. ⃒ -10 ⃒ = ______ 6. Opposite of 23 = ______
2. ⃒ 9⃒ = ______ 7. Opposite of ( - 13) = ______
3. ⃒ -17 ⃒ = ______ 8. Opposite of 16 = ______
4. ⃒ - 12 ⃒ = ______ 9. What is/are the possible value/s of p
5. -⃒ 5⃒ = ______ such that ⃒ p ⃒ = 15

WHAT’S NEW
Are you aware about the “new hero” amidst the pandemic that the country is facing
now? Read the selection to know more.

SERVICE HEROES AMID THE PANDEMIC

Businesses in the food industry and ordinary Filipinos are setting initiatives to
help food items be delivered to people in the most convenient manner as
the enhanced community quarantine takes place over Metro Manila and selected
regions.
Restaurants and the operation of other services considered non-essential are
currently closed as preventive measures against the novel coronavirus pandemic in a
bid to reduce the transmission rate of the deadly pathogen.
There are a number of food services, however, that still thrive and only
operate on a take-out and/or delivery option basis so that Filipinos can still enjoy their
meals in the comforts of their homes and without fears of getting infected.
Food delivery services have also been considered essential by the
government.

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 GRADE 7
Learning Module for Junior High School Mathematics

With 3 pizzas to deliver in one building, a delivery boy, starting from the ground
floor, rode the elevator to the 3rd floor and delivered the first pizza. He then went up 5
floors and delivered the second pizza. He went 4 floors higher. There, he found out that
it was the wrong address and had to go down 5 floors. On what floor will he deliver the
third pizza?

WHAT IS IT
Let’s analyze what you have read:
1. What is the selection all about?
____________________________________________________
2. What has been taken place over Metro Manila nowadays?
____________________________________________________
3. What are currently closed as preventive measures against the novel
coronavirus pandemic?
____________________________________________________
4. What does the selection tells about the food delivery services?
____________________________________________________
5. Can you answer the problem posted on the last part of the selection? If yes, what’s
your answer?
____________________________________________________

With regards with the selection, during this pandemic food delivery services have
also been considered essential by the government. The dedication and passion of our
delivery boys that we can now consider the “new heroes” amidst this pandemic we are
facing. We are proud and we salute to these heroes. How can we help the delivery boy in
the selection identify his exact location?

Addition of integers having the same sign

The sum of two same sign integers is the sum of their absolute values then copy the
common sign.
Example:
1. Add ( 6 ) + ( 4 )
=⃒6⃒+⃒4⃒ Add the absolute value of the addends
= 10 Affix the common sign to the sum
2. Add ( - 3 ) + ( - 4 )
= ⃒- 3⃒ +⃒- 4⃒ Get the absolute value of the addends
= 7 Add the absolute value of the addends
=-7 Affix the common sign to the sum

Addition of integers having the different sign

To find the sum of two unlike sign of integers, find the absolute value of each integer
and then subtract these values. The result takes the sign of the integer with the larger
absolute value.
Example:
1. Add ( - 8 ) + ( 3 )
= ⃒- 8⃒ - ⃒ 3 ⃒ Subtract their absolute values
= -5 The result takes the sign of the larger absolute value
2. Add ( - 2 ) + ( 6 )
= ⃒- 2 ⃒ - ⃒ 6 ⃒ Subtract their absolute values
= 6–2
= 4 The result takes the sign of the larger absolute value

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 GRADE 7
Learning Module for Junior High School Mathematics
3. Add ( 7 ) + ( - 4 )
= ⃒ 7⃒ - ⃒ - 4 ⃒ Subtract their absolute values
= 3 The result takes the sign of the larger absolute value
4. Add ( 5 ) + ( - 10 )
= ⃒ 5 ⃒ - ⃒ - 10 ⃒ Subtract their absolute values
= 10 - 5
= -5 The result takes the sign of the larger absolute value

Subtraction of integers
When subtracting integers remember to “add the opposite”.
Keep - Change - Change is a phrase that will help you "add the opposite" by changing the
subtraction problem to an addition problem.
• Keep the first number exactly the same.
• Change the subtraction sign to an addition sign.
• Change the sign of the last number to the opposite sign. If the number was positive
change it to negative OR if it was negative, change it to positive.
Example:
1. Subtract ( 12 ) – ( - 6 )
= 12 + 6 Keep the first number, Change addition to subtraction,
Change the sign of the second number to its’ opposite
= 18 Notice how we rewrote this subtracting problem as an
addition problem, and then utilized our addition rules!
2. Subtract ( - 8 ) – ( 2 )
= ( - 8 ) + ( - 2 ) Keep the first number, Change addition to subtraction,
Change the sign of the second number to its’ opposite
= - 10 Notice how we rewrote this subtracting problem as an
addition problem, and then utilized our addition rules!

Multiplication and Division of integers

If the signs are the SAME, then the answer is POSITIVE. If the signs
are DIFFERENT, then the answer is NEGATIVE.
Example:
1. 7(-6) = -42 The signs are different (positive 7 and negative 6), so the answer
is negative.
2. -4(-5) = 20 The signs are the same (negative 4 and negative 5), so the answer
is positive.
3. (-4) ÷ 2= -2 The signs are different (negative 4 and positive 2), so the answer
is negative.
4. (-12) ÷ (-3) = 4 The signs are different ( negative 4 and positive 2 ), so the
answer is negative.
Going bask in the Story model, a delivery boy travelled so much and got lost.
With 3 pizzas to deliver in one building, a delivery boy, starting from the ground floor,
rode the elevator to the 3rd floor and delivered the first pizza. He then went up 5 floors and
delivered the second pizza. He went 4 floors higher. There, he found out that it was the
wrong address and had to go down 5 floors. On what floor will he deliver the third pizza?
Using Addition/Subtraction of Integers: Using Diagram:

0+(3)=3
3+(5)=8
8 + (4 ) = 12
12 + ( - 5 ) = 7th floor

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 GRADE 7
Learning Module for Junior High School Mathematics
WHAT’S MORE

ACTIVITY 2: Add and Subtract!

Directions: Solve for the sum/difference of the following.
Adding Integers
1) 85 + (-96) = _____
2) 80 + 57 = _____
3) 86 + (-38) = _____
4) 22 + (-41) = _____
5) -18 + (-45) = _____
Subtracting Integers
1) 1 – 3 = _____
2) 2 – (-5) = _____
3) 6 – (-9) = _____
4) -7 – (-1) = _____
5) -7 – 4 = _____
6) -32 + 48 = _____
7) 6 + (-33) = _____
8) 6 + (-47) = _____
9) (-78) + 69 = _____
10) -72 + (-30) + 10 = _____
6) 3 – (-2) = _____
7) -1 –9 = _____
8) 2 – 9 = _____
9) -8 – (-1) = _____
10) -83 - (-36) + 20 = _____

Great job! Now that you can add and subtract integers, let’s see if you’ve learned
also to multiply and divide integers. Let’s go!

ACTIVITY 3: Multiply and Divide!

Directions: Solve for the product/quotient of the following.
Multiplying Integers
1) (-4)(-12) = _____
2) -8 x (-8) = _____
3) (-8)(-10) = _____
4) 5 x 1 = _____
5) (-10)(11) = _____
Dividing Integers
1) -48 ÷ 6 = _____
2) -81 ÷ (-9) = _____
3) -18 ÷ (-6) = _____
4) 25 ÷ (-5) = _____
5) -10 ÷ 2 = _____
6) (-3)(-8) = _____
7) -2 x 6 = _____
8) 7(-12) = _____
9) 4 x (-10) = _____
10) (-9)(-6)(2) = _____
6) -35 ÷ (-5) = _____
7) -42 ÷ 6 = _____
8) -70 ÷ (-7) = _____
9) -16 ÷ (-8) = _____
10) [(-3)(4)] ÷ (-6)

WHAT I HAVE LEARNED

OPERATIONS ON INTEGERS

Addition of integers having the same sign

The sum of two same sign integers is the sum of their absolute values then
copy the common sign.
To find the sum of two unlike sign of integers, find the absolute value of
each integer and then subtract these values. The result takes the sign of the
integer with the larger absolute value.
Subtraction of integers
When subtracting integers remember to “add the opposite”.
Multiplication and Division of integers
If the signs are the SAME, then the answer is POSITIVE. If the signs
are DIFFERENT, then the answer is NEGATIVE.

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 GRADE 7
Learning Module for Junior High School Mathematics

WHAT I CAN DO
Great job! It’s time for you to do the math. Can you solve the following?
Math In The Middle
Directions: Solve the equations then write your answer in the middle. One is already done for
you!

ASSESSMENT
Let’s see how much knowledge about the lesson you already have!
Directions: Answer or solve all items below. Choose the letter of the correct answer.
1. The sum of _____________ integers is the sum of their absolute values then copy
the common sign.
a. Two unlike sign c. A positive and a negative
b. Two same sign d. None of the above
2. What is the sum of (−3) + (−9)?
a. – 12 c. 6
b. 12 d. – 6
3. What should be added to – 16 to get a sum of – 20?
a. 5 c. – 4
b. – 5 d. 4
4. To find the sum of ________________ of integers, find the absolute value of each
integer and then subtract these values. The result takes the sign of the integer with
the larger absolute value.
a. Two unlike sign c. A positive and a negative
b. Two same sign d. None of the above
5. What is the sum of (−6) + (10)?
a. 16 c. – 4
b. – 16 d. 4
6. What should be added to 3 to get the sum of – 4?
a. 7 c. – 1
b. – 7 d. 1
7. Solve: (−9) + (−3) − (−7) + (5)?
a. 0 c. 18
b. 10 d. 4

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 GRADE 7
Learning Module for Junior High School Mathematics
8. If the signs are the _______, then the answer is ________. If the signs
are DIFFERENT, then the answer is NEGATIVE.
a. Same, Positive c. Same, Negative
b. Different, Positive d. Different, Negative
9. What is the quotient of (−30) ÷ (5)?
a. – 5 c. – 6
b. 5 d. 6
10. Solve: (−2) × (−3) × (−1) × (1)?
a. – 6 c. – 5
b. 6 d. 5
11. What can you divide to (– 20) to get a quotient of – 4?
a. 0.5 c. – 5
b. 50 d. 5
12. What can you divide to (– 100) to get a quotient of 4?
a. – 25 c. – 2.5
b. 25 d. 2.5
13. Solve: (−1) × (−1) × (−1) × (1) × (−1) × (−1) × (−1)?
a. – 1 c. – 7
b. 1 d. 7
14. Solve: (3) × (−4) × (−1)?
a. – 7 c. 12
b. 7 d. – 12
15. Solve: (−1)99 ?
a. – 1 c. – 1000
b. 1 d. 1000

ADDITIONAL ACTIVITIES

Directions: Start with question 1. Insert the answer from question 1 onto the blank in
question 2, and then answer question 2. Repeat until you have completed all of the
questions in this manner. If you answer all questions correctly, you should end up with 30 as
your final answer.

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 GRADE 7
Learning Module for Junior High School Mathematics

E-Search
You may also check on the following video lessons for your reference and further learnings
on the fundamental operations on integers.

http://www.mathguide.com/lessons/Integers.html
https://www.aplustopper.com/fundamental-operations-integers/
https://www.uis.edu/ctl/wp-content/uploads/sites/76/2013/03/Operationswithintegers.pdf
https://www.toppr.com/guides/maths/integers/operations-of-integer-numbers/

REFERENCES

https://www.pinterest.co.uk/pin/379991287303717675/
https://www.aplustopper.com/fundamental-operations-integers/
https://www.mathgoodies.com/lessons/vol5/operations
https://www.algebra-class.com/subtracting-integers.html
https://www.isd622.org/cms/lib/MN01001375/Centricity/Domain/1806/12%20-
%20Integer%20Operation%20Worksheet.pdf

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 GRADE 7
Learning Module for Junior High School Mathematics

PISA-BASED WORKSHEET

Some part of our country is now under the Enhanced Community

Quarantine due to the pandemic Covid-19. Every municipality have their own
strategy to make their people follow the order. Our P.N.P, Military with the help
of the Baranggay Officials implemented social distancing and should wear
facemask. According to the Department of Health as of April 14, 2020 we have
4,932 Covid-19 cases, 242 already recovered and 315 died.

Let’s Analyze

Questions:

According to the report, how many patients recovered?

What municipality has the most confirmed Covid-19 Cases?

How many Covid-19 patients died in Calabarzon?

How many Covid-19 cases are under medication as of the

moment?

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