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NUMBER SYSTEM
UNIT 2
 LEARNING VOCABULARIES

Absolute value Increase Descending

Direction Minus order
Greater than Compare Evaluate

Less than Equal Inverse number

Ascending order Integer Sign
Rule 1 :
 If the integers are like signs (+,+) or (-, -) add the number and follow the sign.

Example:
a. 15 + 7 = 22
b. 10 + 13 = 23
c. (-8) + (-5) = -13
d. (-7) + (-12) = -19
e. (-14) + (-7) = -21

Addition of Integers
Rule 2 :
 If the integers are unlike signs ( -, +) or ( +, -), subtract the number and follow the
sign of the bigger number.
Example:
a. -18 + 7 = -11
b. 23 + (-6) = 17
c. (-12) + 5 = -7
d. 8 + (-17) = -9
e. (-4) + 17 = 13

Addition of Integers
 Rule 3 :
 If the integers are more than two, add first the integers that have the same signs ,
then subtract the integers.
Example:
a. (-18) + 7 + (-4) = (-22) + 7
= -15

b. 9 + (-6) + (-12) = (-18) + 9

= -9

Addition of Integers
 Rule 3 :
 If the integers are more than two, add first the integers that have the same signs ,
then subtract the integers.
Example:
c. 15 + 9 + (-9) = 24 + (-9)
= 15

b. 6 + (-6) + 14 = 20 + (-6)
= 14

Addition of Integers
11-5 Subtracting Integers

Warm Up
Find each sum.
1. –4 + 6 2 2. 5 + 12 17
3. –3 + 3 0 4. –8 + 9 1

Give the opposite of each number.

5. 7 –7 6. –8 8
7. –3 3 8. 1 –1

Course 1
11-5 Subtracting Integers

Learn to subtract integers.

Course 1
11-5 Subtracting Integers

Subtracting Integers on a Number Line

Move left on a number line to subtract a
positive integer.

Move right on a number line to subtract a

negative integer.

Course 1
11-5 Subtracting Integers

Additional Example 1: Writing Integer Subtraction

Write the subtraction modeled on each number
line.
–4 –3
A.
–8 –7 – 6 –5 –4 –3 –2 –1 0 1
The subtraction modeled is –3 – 4 = –7.
– (–9)
B. (–5)

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5
The addition modeled is –5 – (–9) = 4.

Course 1
11-5 Subtracting Integers

Check It Out: Example 1

Write the subtraction modeled on each number
line. –5
–2
A.
–8 –7 – 6 –5 –4 –3 –2 –1 0 1
The subtraction modeled is –5 – 2 = –7.
–(–5)
B. (–3)

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5
The addition modeled is –3 – (–5) = 2.

Course 1
11-5 Subtracting Integers

Additional Example 2A: Subtracting Integers

Find the difference.

4–6
(–6)
4

–3 –2 –1 0 1 2 3 4 5

4 – 6 = –2

Course 1
11-5 Subtracting Integers

Additional Example 2B: Subtracting Integers

Find the difference.

3 – (–3)

3 –(–3)

–1 0 1 2 3 4 5 6 7

3 – (–3) = 6

Course 1
11-5 Subtracting Integers

Check It Out: Example 2A

Find the difference.

2 – (–5)

2 – (–5)

–1 0 1 2 3 4 5 6 7

2 – (–5) = 7

Course 1
11-5 Subtracting Integers

Check It Out: Example 2B

Find the difference.

3–6
(–6)
3

–3 –2 –1 0 1 2 3 4 5

3 – 6 = –3

Course 1
 Subtraction using inverse number :

-3 is the inverse number of 3

3 is the inverse number of -3 -4 -3 -2 -1 0 1 2 3 4
3 - (-3) = 3 + (3) 6 – (5) = 6 + (-5)
(-4) - 4 = (-4) + (-4)
(-15) – (-10) = (-15) + (10)
5 – (-3) = 5 + (3)
* The inverse number of zero is zero.

Subtraction of Integers
Subtracting Integers
with Counters
 How to subtract
integers with counters
1. Rewrite the problem
– Keep the first number the same
– Change the problem from subtraction to addition
– Make the last number its opposite
2. Lay out your counters to represent the problem.
3. Get rid of zero pairs
4. Count up what you have
 Here’s how you
rewrite the problem!

-8 – 7
-8 + -7
-8 stays the same 7 changes to its
opposite -7

Subtraction becomes addition

Additive Inverse
Two integers that are opposite of each other are additive inverses. The
sum of any number and its additive inverse is zero.
 5 - -6
Now rewrite the
problem. 5 + +6
5 positive units + 6 positive units

Get rid of pairs. What do you have left?

11 positive units

Answer = 11
 -10 - -3
Now rewrite the
problem. -10 + +3
10 negative units + 3 positive units

Get rid of pairs. What do you have left?

7 negative units

Answer = -7
 5 - 13
Now rewrite the
problem. 5 + -13
5 positive units + 13 negative units

Get rid of pairs. What do you have left?

8 negative units

Answer = -8
 You try & rewrite these problems
Now follow adding
rules or use algebra
Rewritten Problems
tiles to solve!

1. -4 – 8 = 1. -4 + -8 =
1. -12

2. 9 – 17 = 2. 9 + -17 =
2. -8

3. 3 - -5 = 3. 3+5=
3. 8

4. 6 – 10 = 4. 6 + -10 =
4. -4

5. -8 + 17 =
5. -8 - - 17 = 5. 9
 Solve these practice problems!
1. -5 - -4 = 1. -1
2. 4 - -7 = 2. 11
3. -12 – 4 = 3. -16
4. 9 - -5 = 4. 14
5. -5 - -9 = 5. 4
6. -10 – 8 = 6. -18
7. -4 - -4 = 7. 0
8. -12 -3 = 8. -15
 Word Problems
1. A submarine is situated at 450 feet below sea
level and sinks 75 feet. What is the new
position of the submarine?
-450 – 75 = -525 feet
The new position of the submarine was 525 feet below sea level.

2. The temperature at 8pm was 6°F. At 2am the

temperature decreased 13 degrees. What
was the temperature at 2am?
6 – 13 = -7°F
The temperature at 2am was -7°F.
Thank you for
listening!