7

Mathematics 7
Quarter 1 - Module 3:
Lesson 1: Absolute Value of a Number
Lesson 2: Fundamental Operations on
 W hat I K now

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What do you call the distance of a number from zero in the number line?
A. Absolute Value B. Integer C. Rational D. Zero

2. The table shows noon temperatures on the same day for four cities.
Singapore Chicago London Beijing

25 0C -5 0C 10 oc -8 0C
Arrange these cities according to their temperatures, starting with the coldest.
A. Beijing, Chicago, London, Singapore
B. Chicago, Beijing, London, Singapore
C. London, Singapore, Beijing, Chicago
D. Singapore, London, Chicago, Beijing

3. If the integers 15, - 2 0 ,0 , - 8 and 10 are arranged in descending order,

which integer would come first in the list?
A. 0 B. -8 C. 15 D. -20

4. Which of the following lists of integers are arranged from least to greatest?
A. 0 , - 5 , 7 , -10 14 C. -6 , - 3 , 0 , 3 , 6
B. 9 , 2 , 0 , -3 , -8 D. 25 , -20 , 15 , -10

5. Which of the following statements is true?

A. The sum of positive and negative integers is always positive.
B. The difference between a positive and negative integer is always negative.
C. The product of two negative integers is always negative.
D. The quotient of two positive integers is always positive.

6. How many integers are there between -5 and 5?

A. 8 B. 9 C. 10 D. 11

7. Which of the following results in a negative integer?

A. 7 + (-7) B. 8 - (-8) C. (-9)(-9) D. 10 - (-10)

8. Which expression has the greatest value?

A. 10 + (-5) B. 10 - (-5) C. 10(-5) D. 10 - (-5)

6
9. The value of 12 + (-12) + 8 is
A. -12 B. 0 C. 8 D. 12

10. Subtract -25 from :25.

A. -25 B. 0 C. 25 D. 50

11. Find the product of 7 and -8.

A. -56 B. -1 C. 15 D. 56

12. Divide 72 by (-8).

A. -8 B. -9 C. 8 D. 9

13. The highest point in the Philippines is the peak of Mount Apo with a height
2,954 meters above sea level. The lowest point is the Galathea Depth, which
is 10,540 meters below sea level. Find the distance between the highest point
and the lowest point in the Philippines.
A. 13,494 m B. 10,540 m C. 7,586 m D. 2,954 m

14. A messenger needs to deliver some stuff in different offices of the MCB
Building. He started on the first floor and went up to the fifteenth floor. Then, he
goes down five floors, then down another eight floors and finally up to ten floors. On
what floor did he finally deliver?

A. 5th floor B. 8th floor C. 12th floor D. 15th floor

15. A drone was flying at the height of 50 m. To have a clear view of the mountain,
it had to climb a further height of 50 m. After that, it descended 80 m to have a full
view of the river and flew for some time before it climbed another 55 m to avoid a
large tree. What was its height then?
A. 50 m B. 55 m C. 70 m D. 75 m

7
 Lesson
Absolute Value of a Number
Absolute values are used when we worked with distances. This gives us a notion of
"how far” an object is. The study of this concept is beneficial in understanding higher
mathematics. In this module, we will determine the absolute value of a number.

W h a t ’s I n

Activity: Refer to the illustration below. Suppose that you and your classmates were
asked by your teacher to stand in front of the class and assigned one student to be at
the center. What is the distance of each student from the center, assuming that each
student is equivalent to one unit? What have you observed with the distance of each
student on the left and the distance of each student on the right to the student assigned
at the center? Items 1 and 6 are given to you as guide answers, and the remaining
items are intended for you to do.

Name of Distance from the Name of Distance from the Center

Student Center Student
No. No.
1 Student A 5 units away from 6 Student G 1 unit away from Student F
Student F
2 Student B 7 Student H
3 Student C 8 Student I
4 Student D 9 Student J
5 Student E 10 Student K

8
 W h a t’s New

The map below shows the location of Caleb’s house, his school, and the nearby
hospital in the vicinity. What is the distance of Caleb’s house from the school? How
far is the hospital from the school? (Note: 100 meters = 1 unit)

-5 -4 -3 -2 -1 0 1 2 3 4 5

If we are going to have the school as the point of reference (point 0 in the number
line), Caleb’s house is 5 units away located at the right of the school, while the hospital
is 5 units away located at the left of the school. Regardless of the location, both the
hospital and the house are equidistant to the school. Since Caleb’s house is 5 units
away from the school, it is 500 meters away from the school. And so with the hospital.

We can represent the distance of Caleb’s house from the school as |5|, read as the
absolute value of five, while the distance of the hospital from the school can be
represented by |—5|, read as an absolute value of negative five.

Note that on a number line, the numbers on the right side of zero are all positive, while
the numbers on the left are all negative.

W h a t is I t

In Mathematics, the distance of the number from zero in the number line is known as
the absolute value of the number. It is denoted by two bars ( |x| ).

|x| = x is read as "the absolute value of x is x.”

|—x| = x is read as "the absolute value of - x is x.”

Illustrative Examples:

A. Find the absolute value of the following:

1. |—6|
2. |25|
3. |—38|
4. |100|
5. |—3| + |7|

9
ANSWERS:

1. | —6| = 6, since - 6 is 6 units away from 0.

2. |25| = 25, since 25 is 25 units away from 0.
3. |—38| = 38, since - 38 is 38 units away from 0.
4. 1100| = 100, since 100 is 100 units away from 0.
5. |—3| + |7| = 3 + 7 = 10

B. Find the value of x in the given expression:

1. | x | = 2
2. | x | + 1 = 5
3. | x | — 3 = 6

ANSWER:

Solutions:

1. | x | = 2 Let us solve the value of x using the number line. Looking for the
numbers whose distance from 0 is 2, there are two such numbers,
2 and -2. Therefore, x = 2 or x = —2.

.. ............................... .......... V *',* ? i

1 i
1 i
1 i
1 1i |i i------- 1
1 i r
■8 -7 -s -P -4 -3 -1 -i 11 l ! i 4 5 S 7 8

2. | x | + 1 = 5 Looking at the expression, we can say that |x| = 4, since

4 + 1 = 5. Looking for the numbers whose distance from 0 is 4,
there are two such numbers, 4 and -4.
Therefore, x = 4 or x = —4.

i 1 1 1 1
■ 1___ 1|___ 1|_
1 1
1 i i—
1 i
I i
I i
■ i
1 i__ ►*
1i--- 1
■8 -7 .0 s -4 s -i i : 3 4 5 IS 7 8
1

3. The solution is the same with number 2 after simplifying the expression.

10
 W h a t’s More

A ctiv ity 1.

A. Determine the absolute value of the following expressions:

1. |-1 1 |
2. |20|
3. |45|
4. -|- 1 |
5. |- y |

B. Perform the indicated operation.

1. |6| + |- 5 |
2. |- 7 | + |- 6 | - |2|
3. |10| - |-1 5 | + |6| - |- 8 |
4. | —4| x |-1 2 |
5. | 1451h 151

C. Find the value of x.

6. |x| = 7
7. |x| = 10
8. |x| +4 = 5
9. |x| - 6= 7
10. |x| + 2= 7

W h a t I H a v e L e a rn e d

How do you determine the absolute value of a number?

11
 W hat I Can Do

Kiefer and Steff are brothers. They went out of the house at the same time and walked
in the opposite direction. At a particular time, Kiefer has walked 300 meters while Steff
walked 400 meters. Who walked farther from their house? How far are they from one
another. Illustrate your answer using a number line. (Use the scale 1 unit = 100 meters)

A. Use the appropriate symbol, <, >, =, to make the statement correct,
1. |4|___ |- 5 | 6. |- 1 4 | |25|
2. | - 6 | __ |6| 7. |10| |—15|
3. |7|___ |3| 8. |4| + |5|_|—9|
4. |12|__ |—23| 9. |7| + |5|_|—2| + |—9|
5. —|29|_|29| 10. —|—8| + |3|__ |—2| + |—3|

B. Find the value of x in the following equations.

1. | x | = 12
2. | x | = 34
3. |x | + 3 = 9
4. | x | —2 = 5
5. | x | — 7 = 10

12
 Lesson
Fundam ental O perations on
Integers
One of the most important topics on integers is about its operations. Understanding
the basic operations on integers is an essential tool in solving problems and in studying
higher fields of Mathematics. Hence, let us focus and do the activities required for us
to understand these lessons better.

W h a t ’s I n

Materials: Poker chips (2 colors) or 30 pcs Algebra tiles (1 inch by 1 inch cut out from
illustration board)

NOTE: for poker chips: white chips - positive, colored chips - negative

for algebra tiles: white side - positive, black side - negative

Activity 1:

A. Perform the indicated operations:

1. 7+ 8
2. 24 + 10
3. 1 6 -8
4. 9x 6
5. 84 - 12

B. Identify the integer that is represented by the following chips:

Example:

Represents 4 or +4 (read as positive 4)

Represents - 3 (read as negative 3)

13
 4.
ooooo
ooooo
5.

Check your answer at the back. What is your score for Activity 1? If you got 7 and
above, proceed to the next lesson. If not, review Activity 1.

W h a t ’s N e w

I. ADDITION OF INTEGERS

The addition of integers can be illustrated by modeling (using poker chips or algebra
tiles or by using a number line.

A. By modeling (Using chips or Algebra tiles)

In illustrating the addition of integers using Algebra tiles or chips, always remember
that combining 2 chips, one positive and one negative, means that it is a zero pair.
(Take note: white chip - positive, black - negative)

o = zero pair

Example:

1. Add: +3 + (+5). Using the tiles,

14
How many chips do you see? 8
What is the color of the chips? White
What is the answer? +8 (read as positive eight or 8)

2. Add: (-3) + (-5).

How many chips do you see? 8

What is the color of the chips? Black
What is the answer? -8 (read as negative eight)

3. Add: (-3) + 5.

How many pairs of black and white are there? 3

What is the value of this pair? 0
How many zero pairs were formed? 3
If we are going to remove the zero pairs, what is left on your mat? Yes. Correct. 2
chips.
So, (-3) + 5 = 2.

B. Using Number Line

Example:

1. 3 + 5
Locate 3 then move 5 units to the right. (You move to the right when you are
adding positive integers.)

............ m m i >
-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9
So, 3 + 5 = 8.

15
 2. (-3) + 5
Locate -3 then move 5 units to the right. (You move to the right when you are
adding positive integers.)

So, (-3) + 5 = 2.

3. 3 + (-5)
Locate 3 then move 5 units to the left (Since you are adding negative
integers, you have to move in the opposite direction.)

- 9 8 7 6-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
- - - 8 9

So, 3 + (-5) = -2.

4. (-3) + (-5)
Locate -3 then move 5 units to the left.

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9
So, (-3) + (-5) = -8.

How do we add integers?

In adding integer o f like sign, we just add the integers just like adding whole numbers
then affix the sign.

In adding integers o f unlike signs, we subtract their absolute values, then affix the
sign o f the number with higher absolute value.

II. SUBTRACTION OF INTEGERS

The easiest way to learn subtraction of integers is by understanding that subtracting
means “taking away” a number.

By Modelling:
1. 7 - 4 This means that we need to take away 4 from 7.

16
When you take away 4, you will have

Therefore, 7 - 4 = 3.

2. (-7) - (-4) This means that we need to take away (-4) from (-7).

Therefore, (-7) - (-4) = -3.

3. 3- 5 This means that we need to take away 5 from 3. (meaning to take away
5 white chips from 3 white chips)

But there are not enough chips to take, so you cannot take away 5 from 3. To solve
the problem, we can add 5 zero pairs to 3 to rewrite the expression without changing
the value of it. 5 zero pairs are equal to 0; therefore, 0 + 3 is still equal to 3.

We can now take away 5 because there is already enough number of chips. After
taking away 5, remove the zero pairs.

After taking away 5, and 3 zero pairs you will have

17
 Therefore, 3 - 5 = -2 .

4. 3 - (-5) This means that we need to take away - 5 from 3. (meaning get 5
black/colored chips from 3 white chips)

But there are no black chips to take, so you cannot take away - 5 from 3. To solve the
problem, we can add 5 zero pairs to 3 to rewrite the expression without changing its
value, since 5 zero pairs is equal to 0; therefore, 3 + 0 is still equal to 3.

zero pairs

We can now take away - 5 because there are already enough number of chips.

take away

Since there are no zero pairs, just count the number of chips left.

3 + 5
Therefore, 3 - (-5) = 3 + 5 = 8.

How do we subtract integers then?

To subtract integers, we take the opposite o f the subtrahend, then add it to

the minuend.

18
III. MULTIPLICATION OF INTEGERS

What is the value of 4 x (-2)?

One way to answer this question is to use the number line.

From 0, we will have 4 groups of -2.

-2 -2 -2 -2

1
r--- 1 | | 1 1 1 | l l l l l l ll
- 9-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 S 9

Therefore, 4 x (-2) = - 8.

Another way to answer this question is to use repeated addition.

4 x (-2) = (-2) + (-2) + (-2) + (-2) so 4 x (-2) = -8.

Similarly, 3 x (-2) = (-2) + (-2) + (-2) so 3 x (-2) = -6.

Now consider the following pattern.

Number decreases by 1
1 I
4
3
x (-2) = -8
-6
number increases by 2

x (-2) =
2 x (-2) = -4
1 x (-2) = -2
0 x (-2) = 0
(-1) x (-2) = 2
(-2) x (-2) = 4
(-3) x (-2) = 6
(-4) x (-2) = 8

From the pattern, you can say that:

positive number x negative number = negative number
negative number x negative number = positive number

What do you think is the result when you multiply a negative number by a positive
number?

Yes, negative number x positive number = negative number since multiplication is

commutative.

19
TAKE NOTE:
❖ To multiply two integers with the same sign, multiply the numbers as if
you are multiplying whole numbers and affix the positive sign.
Ex. 1) (8)(5) = 40 2) (-7)(-3) = 21
❖ To multiply two integers with different signs, multiply the numbers as if
you are multiplying whole numbers and affix the negative sign.
Ex. 1) (8)(-5) = -40 2) (-7)(3) = -21

IV. DIVISION OF INTEGERS

The division is the reverse process of multiplication.

For example, the arrow diagram

illustrates ‘8 x 5 is 40’ and
‘40 divided by 5 is 8’.

Similarly, (-2) x 4 = (-8) and

(-8) - 4 = (-2)

Look at the following arrow diagrams.

x negative integer

positive integer negative integer

- negative integer

20
 W h a t is I t

Rules in Adding Integers:

❖ When adding integers with the same signs, add the numerical value, then
copy the common sign.
Ex. (-6 ) + (-5 ) = -11
❖ If the signs of the integers being added are not the same, subtract the
numerical value then, copy the sign of the number with the greater absolute
value.
Ex. 1. (-12) + 9 = - 3
2. (-6) + (-5) = -11
3. (-3) + (-10) = -13
4. 12 + (+6) = 18
5. 7 + (+32) = 39
6. (-1) + (-3) + (-5) + (-2) = -11
7. (-6) + (-1) + 2 + 6 = 1
Rule in Subtracting Integers:
❖ To subtract integers, add the minuend by the negative of the subtrahend.
Hence, 8 - (-7) = 8 + 7 = 15. 8 - ( - 7) = 15
(m in u e n d ) (su b trahend) (d ifferen ce)

21
 Also, (-9) - 7 = -9) + (-7) = - 16.
If the minuend is missing, add the subtrahend and the difference.
Example. I I - 12 = -9
(-9) + 12 = 3
If the subtrahend is missing, subtract minuend by the difference.
Example: -9 - | | = 11
- 9 - 11 = (-20)

Rules in Multiplying/ Dividing Integers:

❖ If two integers being multiplied/divided have the same signs, their
product/quotient is positive.

❖ If two integers being multiplied/divided have different signs, their

product/quotient is negative.

❖ If the number of negative factors being multiplied is even, the product is

positive.
❖ If the number of negative factors being multiplied is odd, the product is
negative.
Examples:

1. 4 x 3 = 12
2. (9) (-4 ) = -36
3. (-8 ) (-7 ) = 56
4. (-3 ) (-2 ) (-4) = -24 (because there are 3 negative factors)
5. (-2) (-4) (3) (-1) (-3) = 72 (because there are 4 negative factors)
6. (-1) (-1) (-1) (-1) (2) (-1) = -2 (because there are 5 negative factors)

36
7. - 9 = - 4

- 24
8. - 8 =3

- 72
9. 12 = -6
SI®

10
II

22
 W h a t ’s M o r e

A ctiv ity 1. Perform th e in d ica ted op era tio n s.

1. (+19) + (+13) =
2. ( -72) + ( -38) =
3. (+4) - (-3) =
4. (+9) - (+3) =
5. (5) (15) =
6. (14) (-2) =
7. (14) (18) =
8. 12 (-8) (-9) =
9. 96 + (-3) =
10. (-144) + (-12) =

W h a t I H a v e L e a rn e d

How do you perform the four operations on integers?

W h a t I C an Do

Analyze the following word problems and then solve them.

1. Miguel received Php 75.00 from his mother as his baon for the day. When he
saw his father, he asked him for an additional Php 50. During recess, he spent
Php 43. How much money did Miguel left?
2. Joan has Php 420. If she is to give her 3 daughters an equal amount of money,
how much will each daughter get?

23
 A ssessm ent

A. Using a number line, determine whether each of the following is TRUE or

FALSE.

1. -5 is on the right of zero

2. -1 is on the right of -2
3. 6 is on the right of -4
4. -12 is on the left of 12
5. -6 is on the left of -2

B. Perform the indicated operations.

1. 12 + 28
2. 8 + (-31)
3. (-15) + 20 + (-5)
4. (-21) + (-42) + (-8) + (-7)
5. 15 - (-9)
6. (-17) - (-21)
7. (-14) - 19
8. (9) (-4 ) ( -3 )
9. (-1 )(-5) (-3 )(-2 )
10. (-2) (-2) (-2) (1) (4)
11. 66 - (-11)
12. (-40) - (-2)

C. Solve the following word problems:

1. Mr. Cruz parked his car at B3 (basement 3) of MRCB Tower. He entered the
elevator and stopped at the 12th floor to process some papers. After his
transaction, he went down 5 floors to transact with another office and finally
went up 10 floors in the last stage of his transaction. He went down 19 floors
to get his car to go home. He was shocked because he cannot find his car.
Why?

2. Mother deposited Php1500 last April and Php2800 in May. Short of budget,
she decided to take out P1700 this June to augment other family expenses.
How much money remained in the bank?

3. Mrs. Ramos has 2 dozens chocolate bars, and she wants to give them equally
among her 5 children. How many chocolate bars were left after distributing them
equally?

24