MATHEMATICS 7

(Quarter 1, Week 2)

L I. LEARNING SKILLS
After performing the activities in this Learner’s Packet, I can:
✓ represent the absolute value of a number on a number line as the distance of a
number from 0, and
✓ perform fundamental operations on integers.

II. INTRODUCTORY CONCEPT

In your previous Learner’s Packet, you have learned how to illustrate well-defined
sets, subsets, universal sets, null set, cardinality of sets, union and intersection of sets and
difference of two sets. You also solved problems involving sets with the use of Venn
diagram.
This Learner’s Packet will deal with the absolute value of a number in the set of
integers as well as performing basic operations on the set of integers.

III. ACTIVITIES

A. When you determine the distance of an integer from zero, you are looking for the
absolute value of the number.

I−7I I4I

The absolute value of −7 is 7. In symbol, | − 7| = 7.

|4|=7
B. Use the number line in adding integers.

–
7 + –3 = –10

RO_MATHEMATICS_GRADE 7_Q1_LP 2 1
PRACTICE TASK 1
 A. Give the value of:
1. I8I ________
2. I-8I ________
3. I-3I ________
4. I3I ________
5. I5I ________

B. Represent the following on a number line.

1. |-6| ________________________________ 2. |8|
________________________________ C. Find the absolute value:
3. |2| + |-5| ________
4. I7I – |-3| ________
5. |12| + |-3| ________

Let’s go back to your elementary days when your teacher taught you how to add numbers
specifically integers.

a. 5 + 4 = _____
b. 3 + 4 = _____
c. 2 + 9 = _____
d. 5 + 1 = _____
e. 7 + 5 = _____
Now, let us consider example a, which is 5 + 4. This addition statement can be
represented by a number line below. It shows that from 0, the first addend is represented by
the first arrow going to the right since 5 is a positive number. From the tip of the first
arrow, it moves 4 units to the right which is our second addend. The sum of the two integers
is found to the tip of the second arrow. Thus, 5 + 4 = 9
9 units to the right of 0, (9)

A. Add the following integers.

a. (– 7) + (– 3) = _____
b. (– 3) + (– 8) = _____
c. (– 2) + (– 5) = _____
d. (– 9) + (– 8) = _____
e. (– 1) + (– 5) = _____

Let us consider example a, which is (– 7) + (– 3). This addition statement can be

represented by a number line below. It shows that from 0, the first addend is represented by
the first arrow going to the left since 7 is a negative number. From the tip of the first arrow,
it moves 3 units to the left which is our second addend. The sum of the two integers is found
to the tip of the second arrow. Thus, (– 7) + (– 3) = – 10

RO_MATHEMATICS_GRADE 7_Q1_LP 2 2
A. Add the following integers
a. 3 + (– 6) = _____
b. 5 + (– 9) = _____
c. 7 + (– 8) = _____
d. (– 5) + 4 = _____
e. (– 8) + 3 = _____
 Let us have our first example which is 3 + (– 6). This addition statement can be
represented by a number line below. It shows that from 0, the first addend is represented by
the first arrow going to the right since 3 is a positive number. From the tip of the first
arrow, it moves 6 units to the left which is our second addend. The sum of the two integers is
found to the tip of the second arrow. Thus, 3 + ( – 6) = – 3. In this case of adding integers
with different signs, subtract the bigger number to the smaller number. Then, copy the sign
of the bigger number.

3 units to the left of 0, (– 3)

B. Add the following integers

a. (–9) + 12 = _____
b. (–7) + 9 = _____
c. (– 6) + 11 = _____
d. (–3) + 8 = _____
e. (–2) + 10 = _____

Let us have our first example which is ( – 9) + 12. This addition statement can be
represented by a number line below. It shows that from 0, the first addend is represented by
the first arrow going to the left since 9 is a negative number. From the tip of the first arrow,
it moves 12 units to the right which is our second addend. The sum of the two integers is
found to the tip of the second arrow. Thus, (– 9) + 12= 3. In this case of adding integers with
different signs, subtract the smaller number from the bigger number. Then, copy the sign of
the bigger number.

3 units to the right of 0, (3)

RO_MATHEMATICS_GRADE 7_Q1_LP 2 3
Practice Task 2:
Add the following integers.
1. 14 + 26= _____

2. (– 8) + (– 3) = _____

3. (– 12) + (– 7) = _____
 4. (– 33) + 33= _____

5. (– 19) + 22= _____

(Please write your answer on your answer sheet at the last page.)

Remember
✓ To add integers with the same sign, add without regard to the signs. Then affix the
common sign of the integers.
✓ To add integers with different signs, consider the distance of each integer from zero (that
is, consider the absolute value of each addend). Subtract the shorter distance from the
longer distance. In the answer, use the sign of the number farther from zero.

SUBTRACTION OF INTEGERS
Do You Remember These?
A. Find the sum B. Complete the following sentences

1. 2 + (–5) 1. 5 + ___= 2

2. 20 + (–12) 2. 12 + ___ = 20

3. –12 + 6 3. ___ + –6 = –12

4. 11 + 5 4. ___ + –5 = 11

5. –12 + 8 5. ___ + –8 = –12

Answers: A. 1. –3 2. 8 3. –6 4. 16 5. –4 B. 1. 3 2. 8 3. –6 4. 16 5. –4

RO_MATHEMATICS_GRADE 7_Q1_LP 2 4
Learning Situation 2
LET’S REWRITE IT TO SUBTRACTION STATEMENT
C. Find the difference D. Complete the following sentences 1. 2 – 5

1. 5 – ___= 2

2. 20 – 12 2. 12 – ___ = 20

3. -12 – (–6) 3. ___ – 6 = –12

4. 11 – (–5) 4. ___ – 5 = 11
 5. -12 – (–8) 5. ___ – 8 = –12

Answers: C. 1. –3 2. 8 3. –6 4. 16 5. –4 D. 1. 3 2. –8 3. –6 4. 16 5. –4

Let’s Dig Deeper.

❖ Let’s consider the relationship of our first example in letter A and C.
2 + (–5) –3 = = 2 – 5 –3

Adding the opposite of the subtrahend is an efficient method of subtracting integers

because the subtraction problem becomes an addition problem.

❖ Let’s consider the relationship of our first example in letter B and D.

5 + (–3) 2 = = 5–32

This shows that subtraction is the inverse of addition. When we subtract integers, we
change the sign of the subtrahend. Then, we proceed to addition.

Practice Task 3:
Subtract the following integers.

1. (–8) – (–13) = _____ 1. 6 – (–17) = _____

2. 24 – (–7) = _____ 2. 37 – (–18) = _____

3. 34 – 58= _____ 3. (–67) – (–27)= _____

4. (–19) – (–16) = _____ 4. –8 – 12= _____

5. 26 – 81= _____ 5. 48 – (–72) = _____

RO_MATHEMATICS_GRADE 7_Q1_LP 2 5
(Please write your answer on your answer sheet at the last page.)
Remember

✓ To subtract integers, we change the sign of the subtrahend and we proceed to the rules
on addition of integers.
✓ Minuend – in a – b, a is the minuend
✓ Subtrahend - in a – b, b is the subtrahend
✓ Difference - the result of subtracting integers
✓ Additive inverse– opposite sign of a given integer

MULTIPLICATION OF INTEGERS
Learning Situation 1 (Complete Me)
 Let’s recall your elementary lesson regarding your multiplication table. Fill in the
missing numbers to complete your multiplication table. Write your answer on a scratch paper.
X 1 2 3 4 5 6

1 6

2 10

3 12

4 12

5 10

6 6

Learning Situation 2
a. A man sells 20 newspapers everyday. How many newspapers does he sell in 6
days?

Solution:
20 + 20 + 20 + 20 + 20 + 20 = 120 or 6 x 20 = 120
So, the man sells 120 newspapers in 6 days
❖ The addition sentence is changed to multiplication sentence.

b. Find the product: 3 x (-4).

Solution:
The product can be found using repeated addition.
(–4) + (–4) + (–4) + (–4) = –12 or 3 x (–4) = –12
❖ The addition sentence is changed to multiplication sentence.
Let’s Investigate Further.
Multiplication of two negative numbers can be seen through this

PATTERN: (–4) x 3 = –12 (–4) x (–1) = 4

RO_MATHEMATICS_GRADE 7_Q1_LP 2 6
(–4) x 2 = –8 (–4) x (–2) = 8
(–4) x 1 = –4 (–4) x (–3) = 12
(–4) x 0 = 0 (–4) x (–4) = 16

From the pattern, it can be seen that as the multiplier decreases by one, the product
increase by four. When the point where multiplication of two negative numbers is reached,
the product becomes positive. This shows that when two negative numbers are multiplied,
the product is positive.
Note that the product 4 x 5 can also be written as 4 ∙ 5 or 4(5). This is seen particularly in a
series of operations. Besides the symbol x, the dot (∙) placed midway between numbers and the
parenthesis ( ) that separates numbers are also multiplication signs.
For example:
–
5 x 8 = –5 ∙ 8 = (–5)8 = –40

Practice Task 4:

Find the product.

a. –4 x 11= _____ d. 6 ∙ 9 = _____
b. 5 x (–9) = _____ e. (–4)( –14)= _____
c. –8 ∙ 26= _____

Remember
(Please write your answer on your answer sheet at the last page.)
✓ The product of two integers with the same sign is positive. The product of two integers
with different signs is negative.
✓ Factors -numbers or integers to be multiplied
✓ Product - the result of multiplying integers

DIVISION OF INTEGERS

Learning Situation 1 (Let’s Recall)

Divide the following numbers
a. 20 ÷ 5 =
b. 21 ÷ 7 =
c. 42 ÷ 6 =

RO_MATHEMATICS_GRADE 7_Q1_LP 2 7
d. 18 ÷ 9 =
e. 40 ÷ 8 =

Learning Situation 2 (Let’s Deepen our Understanding)

a. 20 ÷ 5 = ?
What number multiplied by 5 will result in 20?
5 x 4 = 20
Therefore, 20 ÷ 5 = 4.

b. 20 ÷ (-5) = ?
What number multiplied by –5 will result in 20?
–
5 x –4 = 20
Therefore 20 ÷ (–5) = –4.
 c. –20 ÷ 5 = ?
What number multiplied by 5 will result in -20?
5 x –4 = –20
Therefore, –20 ÷ 5 = –4.

d. –20 ÷-5 = ?
What number multiplied by –5 will result to –20?
–
5 x 4= –20
Therefore, (–20) ÷(–5) = 4.

❖ The examples show that division, as the inverse operation of multiplication, can be
written as a multiplication problem. The rules for multiplication of integers also apply to
division of integers.

Practice Task 5:
Find the value on n.
a. -125 ÷ 5 = n n=___ f. 153 ÷n = 17 n=___
b. -24÷ (-8) = n n=___ g. n ÷ (-2) = 22 n=___
c. 12÷3 = n n=___ h. -182 ÷ 14 = n n=___
d. -21 ÷ (-7) = n n=___ i. 420 ÷ (-15) = n n=___
e. 90 ÷ -10 = n n=___ j. -384 ÷n = -12 n=___

(Please write your answer on your answer sheet at the last page.)

RO_MATHEMATICS_GRADE 7_Q1_LP 2 8

Remember
✓ The quotient of two integers with the same sign is positive. The quotient of two integers
with different signs is negative.
✓ Dividend – in a÷b, a is the dividend
✓ Divisor - in a÷b, b is the divisor
✓ Quotient is the result of dividing integers

ASSESSMENT
General Directions: Read each problem carefully. Write your answer on your answer sheet.

Test I: Read and understand each problem carefully and then choose the correct answer
from the options provided. Write the letter of your answer.

1. Given a number line, how many units are there between 8 and 0?
A. 7 B. 8 C.9 D.10
2. From the same number line, how many units are there between -8 and 0?
A. 7 B. 8 C.9
D.10
3. What is I34I?
A. -34 B. 34 C. 0 D. 34 + (-34)
4. What is I-35I?
A. 35 B. -35 C. -(25) D. 0

5. What is the absolute value of a number represented by a number line?

I -7 I

A. 10 B. 9 C. 8 D. 7 Test II: Perform the following fundamental operations

on integers

1. 7 + 13
2. (-8) + (-5)
3. (-20) + 15
4. 9 – 8
RO_MATHEMATICS_GRADE 7_Q1_LP 2 9
5. (-12) – (-15)
6. (-17) – 8
7. (-25) (-4)
8. (5) (-35)
9. (-9) (6)
10. (-69) ÷ (3)

V. REFERENCES

Brillante, R. L. Math 7, Quarter 1, Week 3, Module 3, Ligao City Division, 2020

Bernabe, Julieta G. (2009). Elementary Algebra, Textbook for First Year. SD Publications,
Inc.
 Nivera,G. and Lapinid,M.N. (2018). Patterns and practicalities grade 7. Don Bosco Press.

Wright, Kayron. (2020). Lesson: absolute value-lesson 1. Better Lesson Plans.

https://betterlesson.com/community/lesson/41627/absolut e-value-lesson-1

Absolute Value: Definition & Example. (2010). study.com:

https://study.com/academy/lesson/absolutevalue-definition-

example.html Answer Key (LAS 2-Week 2)

Practice Task 1
A. B.
1. 8 1. |-6| on a number line
2. 8 2. |8| on a number line
3. 3 3. 7
4. 3 4. 4
5.5 5. 15

Practice Task 2 5. 3
Practice Task 3
1. 40
2. -11 1. 5 6. 23 2. 31 7. 55 3. -24 8. -40 4. -3 9. -20 5.
3. -19 -55 10. 120
4. 0

RO_MATHEMATICS_GRADE 7_Q1_LP 2 10
Practice Task 4 a. -25 f. 9 b. 3 g. -11 c. 4 h. -13 d. 3 i. -28 e. -9 j. -32

a. -44 d. 54 b. -45 e. 56
c. -208 ASSESSMENT
Practice Task 5

Test I 1. B 2. B 3. B 4. A 5. D

Test II 1. 20 6. -25
2. -13 7. 100
3. -5 8. -175
4. 1 9. -54
5. 3 10. -23
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RO_MATHEMATICS_GRADE 7_Q1_LP 2 12