Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

MATHEMATICS 6

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Quarter 2 Week 8 Module 14

Most Essential Learning Competency: Compares

and arranges integers on the number line
 Mathematics 6

HOW TO USE THIS MODULE?

Before starting the module, I want you to set aside other tasks that will disturb
you while enjoying the lessons. Read the simple instructions below to successfully
enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer
key card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

 Expectations - These are what you will be able to know after
completing the lessons in the module.
 Pre-test - This will measure your prior knowledge and the concepts
to be mastered throughout the lesson.
 Looking Back to your Lesson - This section will measure what
learnings and skills did you understand from the previous lesson.
 Brief Introduction- This section will give you an overview of the
lesson.
 Activities - This is a set of activities you will perform with a partner.
 Remember - This section summarizes the concepts and
applications of the lessons.
 Check your Understanding - It will verify how you learned from
the lesson.
 Post-test - This will measure how much you have learned from the
entire module

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 Mathematics 6

LESSON
14
COMPARING AND ARRANGING
INTEGERS ON THE NUMBER LINE

EXPECTATIONS
This module will strengthen your knowledge about integers. Like
whole numbers, fractions, and decimals, you will learn how to compare and
arrange integers.
The discussion and illustration using number line will give a clearer
view on how to compare and arrange integers.

Before exploring more about

the world of integers, try to answer
the Pretest to get a preview of new
ideas to meet. Smile and Enjoy!

PRETEST
Read the questions carefully and answer the given exercises.

MAT Hguide.com

A. Using the number line above, compare each pair of integers using the

symbols > or <. Write your answer in the box.

1. 3 0 4. 1 -4
2. -4 0 5. -2 -4
3. 6 -6
B. Using the number line above arrange the set of integers in ascending
order. Write your answer on the space provided.
Great, you
1. 5, 1, -3, 0, -2 = _________________________ finished answering
the questions.
2. -6, 4, 2, -1, 6 = _________________________ Congratulations
and keep on
3. 0, -1, -2, 3, 4 = _________________________ learning!

4. -2, -1, 0, 4, 5 = _________________________

5. -6, -4, -1, 3, 2 =_________________________

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 Mathematics 6

Looking Back to Your Lesson

Compare the given quantities by writing the symbol > or < on the
line.
1 1
1. 0.5 meter of cloth _____ 5 meters. 3. kilo _____ kilo
2 4

2. 10 % mark up _____ 5 % mark up 4. 5.5 gain _____ .5 gain

5. Arrange the numbers from greatest to least.
1 1
, 6, 7, 0.75, = _________________________
4 2

BRIEF
A INTRODUCTION
“Would you rather go outside when it's 40 degrees or when it's
60 degrees? How about if you lived in Alaska, would you rather go out when
it's -2 degrees or -15 degrees? When you think about these options, you're
already comparing integers.
This lesson will help you better understand integers and number
lines. We will look at how to compare two integers as well as how to place
integers on a number line in the correct order.”
https://study.com/academy/lesson/comparing-ordering-integers-on-a-number-line.html

Let us examine the position of the integers on the number line.

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Positive numbers are like what we call the counting numbers. As

we go or move to the right of the number line, the numbers get bigger value.
Then, as we move to the left of the number line, the numbers get smaller in

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 Mathematics 6

value. We will consider this concept when it comes to negative numbers or

the negative integers.
Example #1

MAT Hguide.com

We can say that from the starting point -3 moving to the right, the
integers are getting bigger in value. So, we can say that -1 is greater than
-2 because is -1 is to the right of -2.
Example #2

MAT Hguide.com

Then, from our starting position 1 and moving to the left of the
number line, the integers are getting lesser in value. So, we can say that -4
is lesser than +1 because -4 is to the left of +1
From the number line, we could also say that positive integers are
greater than zero (0) and negative integers are lesser than zero(0).
Example #3.

MAT Hguide.com
Is -6 lesser than -3? Answer: Yes, because -6 is at the left of -3

Example #4.

MAT Hguide.com
Using the number line arrange the integers in ascending order or from
least to greatest.
Given: 4, 2, -1, -4, -5, 0 - Checking on the number line -5 is the
least integer and we will move to the right because the instruction is from
least to greatest.
Answer: -5, -4, -1, 0, 2, 4

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 Mathematics 6

ACTIVITIES
Activity 1.
Directions: Write > or < to compare each pair of integers. Use the number
line as your guide.

mathsmagics.com
1. 2 _____ -2 4. –5 _____ -1
2. 0 _____ 7 5. -1 _____ 0
3. 4 ______ 9

Activity 2.

Directions: Using the number line, compare the integers by completing the
statement. Example: -3 is to the right of -5. Therefore, -3 > -5

MAT Hguide.com

1. -2 is to the right of -4. Therefore, __________________

2. 4 is to the right -3. Therefore, ______________________
3. 0 is to the right of -5. Therefore, ___________________
4. -6 is to the left of 6. Therefore, ______________________
5. -1 is to the left of 1. Therefore, _____________________

Activity 3.
Directions: Arrange each set of integers in descending or greatest to least
order. Use the number line as your guide.

MAT Hguide.com

1. 0, -3, -2, 5, -5 __________________________

2. 4, 6, -1, 0, 3 __________________________
3. -1, -2, -4, 0, 2 __________________________
4. -5, 5, 2, -2, 1 __________________________
5. 8, 10, -6, -9, 1 __________________________

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 Mathematics 6

REMEMBER
1. To compare integers, we can use the symbols .> or < .
. 2. When comparing integers,
a. the integer located to the right of the other integer is always greater
in value.
b. the integer located to the left of the other integer is always lesser in
value.

CHECK YOUR UNDERSTANDING

A. Directions: Write the symbol > or < to make each statement true.
1. 5 -1 4. -8 -6

2. -4 -2 5. 10 -10

3. 0 -12

B. Directions: Arrange each set of integers from least to greatest.

1. 3, 5, 10, -2, -13 = ___________________________

2. 0, -1, -2, -3, 13 = ___________________________

3. 11, -10, 9, -8, -7 = ___________________________

4. 13, -10. -7, 0, 15 = ___________________________

5. 0, 4, 8, 11, -15 = ____________________________

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 Mathematics 6

POST TEST

Directions: Read the questions carefully. Write the letter of the correct
answer.

1. All given integers are lesser than -3 except ____ .

A. 1 C. -8
B. -12 D. -4
2. 0 is greater than -10 because 0 is ___________________.
A. to the right of -10 C. has no sign
B. to the left of -10 D. is a neutral number
3. Arranging the integers 15, 10, -8, -4, 0 from least to greatest, the correct
order is ___________________ ?
A. 15, 10, -8, -4, 0 C. -8, -4, 0, 10, 15
B. 0, -4, -8, 10, 15 D. 15, 10, 0, -4, -8
4. Arrange the integers 16, -20, -16, -4, 1 in ascending order or from least
to greatest integer.
A. 1, -4, -16, 16, -20 C. 1, -20, -16, 16, -4
B. -20, -16, -4, 1, 16 D. -4, -16, -20, 1, 16
5. Is 0 greater than -2?
A. Yes, because 0 is at the right of -2 C. No, because 0 has no value
B. Yes, 0 is a neutral number D. No, because 0 is smaller than -2

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 Mathematics 6

NAME: ___________________ GRADE: _____ SECTION: _____ SCORE: _____

Name of Teacher: __________________ SCHOOL: __________________

Objective: Compares and arranges integer on

the number line
Learning Content: Comparing and ordering integers using the number line.

Directions: Study the given examples carefully, then write

your own conclusion and example on the given spaces
below.
Activity

Example 1 Example 2 Example 3

A B D G A B D G Using the same

given integers in #’s
1 and 2, arrange
2 is greater than -1 them in descending
Arrange in ascending
because 2 is at the right of order.
order.
0
Answers:
-3 is lesser than 1 1. -8, -15, -10, +4, +2
because -3 is at the left 1. +4, +2, -8, -10,
of 0 = -15, -10, -8, +2, +4 -15
2. +6, +2, 0, -1, -3
0 is greater than -7 2. +6, +2, 0, -3, -
Because 0 is at the right = -3, -1, 0, +2, +6
of -7

My own conclusion

My own example

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 Mathematics 6

Name: Grade and Section:

Teacher: School: Date:

Objective: Compares and arranges integers.

Learning Content: Integers can be in equalities compared and arranged in
ascending or descending order using the concepts learned on greater (>) and less
than symbol (<).
Read:
Integer Game
After discussing the lesson about integers, Teacher Mel encouraged the
class to participate in a certain activity. She prepared an interesting game that will
enable her learners to compare integers. Having the knowledge about the number line,
they arranged these sets of integers in a certain order and sometimes compared their
values. The activity is presented below:

Jia- 12, 18, 24, 30, 36, 42,48 Jude- -3, -6, -9, -12, -15, -18, -21

Kim- -4, +25, -18, +32, -12, -6, +2

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Analyze:
Directions: Read each question carefully then write the answer in the space provided.
1. What did Teacher Mel do after discussing a lesson?
2. Who are the pupils involved in the activity?
3. Who has arranged the integers in ascending order?
4. Whose integers are not arranged properly?
5. Who holds the highest values of integers between Jia and Jude?

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 Mathematics 6
KEY TO CORRECTION
PRE-TEST LOOKING BACK ACTIVITY 1
A. B. 1. < 1. >
1. > 1. -3, -2, 0, 1, 5 2. > 2. <
2. < 2. -6, -1, 2, 4, 6 3. > 3. <
3. > 3. -2, -1, 0, 3, 4 4. > 4. <
4. > 4. -4, -1, 0, 4, 5 5. 7, 6, 0.75, ½, ¼ 5. <
5. > 5. -6, -4, -1, 2, 3
6. >
ACTIVITY 2 ACTIVITY 3
1. -2 > -4 1. 5, 0, -2, -3, -5
2. 4 > -3 2. 6, 4, 3, 0, -1
3. 0 > -5 3. 2, 0, -1, -2, -4
4. -6 < 6 4. 5, 2, 1, -2, -5
5. -1 < 1 5. 10, 8, 1, -6, -9
CHECK YOUR
UNDERSTANDING POST TEST PSM: -
A1. > B1. -13, -2, 3, 5, 10 1. A
2. A
2. < 2. -3, -2, -1, 0, 13 3. C
4. B
3. > 3. -10, -8, -7, 9, 11
5. A
4. < 4. -10, -7, 0, 13, 15
5. > 5. -15, 0, 4, 8, 11
RBW : Integer Game
1. game
2. Jia, Jude, Kim
3. Jia
4. Kim
5. Jia
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 Mathematics 6

REFERENCES

IMAGES
https://www.google.com/imgres?imgurl=https%3A%2F%2Fwebstockreview.net

https://lh3.googleusercontent.com/proxy/9eNbOC11Kqoo5VRCueAtewTQDTlaRxx4vne7xpVXEx7I3D
O8Fun4Dsi-TEuRR1eYQTsH7Dzjoef2OF-LkAhL4olYM9IR_jrM_deI-g

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.quora.com

https://mathsmagics.com/wp-content/uploads/2019/08/Integers.jpg

http://clipart-library.com/free/student-clipart-transparent.html

https://webstockreview.net/explore/student-clipart-head/

https://clip.cookdiary.net/head-clipart/head-clipart-childrens

BOOK
Castillo, Federrico C., Ed. D. and Emilia C. Maglonzo, BSEED, MT2. Exploring the

world of mathematics 6. Philippines. St. Matthew’s Publishing Corporation.

Management and Development Team of the Module

Schools Division Superintendent: Maria Magdalena M. Lim, CESO V

Chief Education Supervisor: Aida H. Rondilla

CID Education Program Supervisor: Remylinda T. Soriano

CID LR Supervisor: Lucky S. Carpio

CID-LRMS Librarian II: Lady Hannah C. Gillo

Reviewer/Validator: Remylinda T. Soriano, EPS, Math

Philip R. Baldera, PSDS

Editor: Nely D. Baylon

Writer/Illustrator: Lily Beth G. Alce

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