LEARNING COMPETENCIES

At the end of the lesson, you are expected to:

1) Represents the absolute value of a number on a number line as the distance of a
number from 0 (M7NS-Ic-1)

As you go through this module, keep on thinking about this question:

How can the knowledge of real numbers help us solve problems in daily life?

LESSON 1
The Absolute Value of a Number 2 days

PRESENTATION OF THE LESSON

Numbers are everywhere and we can use them anytime, most especially in counting and
simple operations. But have you ever wondered how we arrive with the correct answer
when we operate numbers? What are the rules or properties when we do operations on real
numbers? How do we use these properties get right outcomes? What do these properties
show about real numbers? How can the knowledge of real numbers help us solve
problems in daily life?

Activity 1: PRE-ASSESSMENT
Let us start our study of this module by finding how much you already know about this module. Choose
the letter that you think best answers the question. Please answer all items. Take note of the items that
you were able to answer correctly and find the right answer as you go through this module.

A. Multiple Choice

1) The absolute value of a number is always a/an ________ number.

a. infinite b. negative c. positive d. zero
2) | 95 | _______|- 100|
a. > b. < c. = d. ≅
3) Which of the following is zero pair?
a. 0 and 1 b. 20 and 20 c. – 18 and – 18 d. 25 and – 25
4) The absolute value of a number is its distance from ______ on the number line.
a. 0 b. 1 c. – 1 d. 10
5) Evaluate: - |- 200|
a. 200 b. – 200 c. 20 d. – 20
6) The absolute value of 0 is ____the absolute value of - 18
a. equal to b. greater than c. less than d. not equal to
7) What is the absolute value of |- 9|?
a. 9 b. – 9 c. 0 d. 1/9
8) Which of the following is not an integer?
a. – 5 b. 18 c. 2.3 d. 7
9) Which number is the opposite of |-25|?
a. 25 b. 52 c. – 25 d. – 52

10) The absolute value of a number is defined as ____

a. The negative distance to an additive inverse on a number line.
b. The distance from a number’s opposite on a number line.
c. The distance from zero on a number line.
d. The distance from one on a number line.

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B. True of False
Directions: Read each statement below carefully. Write True if the statement is correct and False if it is
incorrect on the blank provided for.

_________ 1) The absolute value of any number will always be a positive number.
_________ 2) A number line is best described as a straight line which is extended in both directions as
illustrated by arrowheads.
_________ 3) The absolute value of a number is the distance between that number and zero on the
number line.
_________ 4) The absolute value of a negative number will always be a positive number.
_________ 5) Positive numbers will always have a higher absolute value than negative numbers.

EXPLORE
This lesson explains why a distance between two points, even if represented on a number line it
cannot be expressed as a negative number.

Activity 2: THE BICYCLE JOY RIDE

Situational Problem:
Mario and Lisa already reached El Nino, Palawan They were both Jose’s house. Lisa rode her
bicycle 3 miles west of Jose’s house and Mario rode his bicycle 3 miles east of Jose’s house. Who
travelled a greater distance from Jose’s house? Is it Mario or Lisa?

Questions to Ponder:
1) What subset of real numbers has been used in the problem? How would you represent the trip
of Mario and Lisa from the house of Jose using the number line?
2) How would you describe two opposite integers on the number line?
3) What does it mean for the same distance travelled but in opposite directions? How would you
interpret using the numbers – 3 and +3?
4) What can you say about the distance of opposite numbers from zero say – 5 and + 5?
5) How can we represent the absolute value of a number? What notation can we use?

FIRM UP

Absolute Value

The absolute value of a number is its distance from zero. You write the absolute value of a
number by using 2 vertical bars (| |)

|- 5| is read as “the absolute value of negative 5”. Use a number line to find its absolute value.

- 5 is 5 units from 0. Therefore, |- 5| = 5

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 |+5| is read as “the absolute value of positive 5”. Use a number line to find |+5|

+ 5 is 5 units from 0. Therefore, |+5| = 5

Remember:

Absolute value of a number is the distance to zero. | 5 | = 5

Distance cannot be negative, so the absolute value cannot be negative. |- 5| = 5

|0|=0

Number Line

A number line is best described as a straight line which is extended in both directions as
illustrated above by arrowheads. A number line consists of three elements:

a) set of positive numbers and is located to the right of zero

b) set of negative numbers and is located to the left of zero
c) zero

Examples:
1) Simplify - |- 3|

solution: Given is - | - 3|

find first the absolute value of – 3 -|-3| = - (3)

take the negative of 3 - (3) = - 3
answer: - 3
2) |7|
answer: the absolute value is 7

3) |0|
answer: the absolute value is 0

4) |-10|
answer: the absolute value is 10

Let us answer the set of questions under Explore: Questions to Ponder

1) What subset of real numbers has been used in the problem? How would you
represent the trip of Mario and Lisa from the house of Jose using the
number line?

Answer:
The problem use integers. Travelling 3 miles west can be represented by – 3 (read as
negative 3). Travelling 3 miles east can be represented by + 3 (read as positive 3).
Jose’s house can be represented by the integer 0.

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 2) How would you describe two opposite integers on the number line?

Answer:
Two integers which has the same distance from zero in opposite directions are called
opposites. The integers + 3 and – 3 are opposites since they are both 3 units from
zero.

3) What does it mean for the same distance travelled but in opposite directions? How
would you interpret using the numbers – 3 and +3?

Answer:
The distance from the origin is equal, but they differ in the direction. – 3 means going to
the left 3 units, while + 3 means going right 3 units.

4) What can you say about the distance of opposite numbers from zero say – 5 and + 5?

Answer:
Opposite numbers have the same distance from zero.

5) How can we represent the absolute value of a number? What notation can we use?

Answer:
We represent the absolute value of a number by finding its distance from zero. The
symbol | | is used for the absolute value of a number.

Activity 2: FIND MY ABSOLUTE VALUE

Directions: Give the absolute value of each of the following. Each correct answer corresponds to 1
point.

1) |120| 6) |-36|

2) |- 45| 7) |78|

3) |-110| 8) |55|

4) - |54| 9) |-200|

5) |99| 10) - |-61|

Activity 3: COMPARE MY VALUE

Directions: Compare using > , <, or = on the blank provided for. Each correct answer corresponds to 1
point.

1) |- 7| _______|4| 6) - |5| __________|5|

2) |-25| ______|-28| 7) |72| _________-|-72|

3) |-14| ______|14| 8) - |8| ________ - |- 8|

4) |84| _______|-94| 9) |-48| ________- |42|

5) |63| _______|- 36| 10) - |-91| ________- |90|

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Activity 4: QUIZ
Directions: To assess how far you have learned about absolute value.

1) Which of the following defines absolute value?

a. The negative distance to an additive inverse on a number line.
b. The distance from a number’s opposite on a number line.
c. The distance of a number from zero on a number line.
d. The distance from one on a number line.

2) Simplify: | - 90 |
a. – 90 b. – 1 c. 0 d. 90

3) Which symbol will complete |90 – 50| ________ |20 + 25|?

a. > b. < c. = d. ≅

4) If |n + 15| = 25, then what is the value of n?

a. – 10 b. 0 c. 10 d. 20

5) Which of the following given is a zero pair?

a. 25 and 25 c. 48 and – 48
b. – 75 and -75 d. 100 and – 50

6) Simplify: |20 + 50| - |50 – 20|

a. 140 b. 40 c. 0 d. – 20

7) The absolute value of – 6 is _____ the absolute value of 6.

a. equal to c. less than
b. greater than d. not equal to

8) Faye wants to know the absolute value of - |- 2|, what is it?

a. 2 b. – 2 c. 4 d. – 4

9) Which of the following is the absolute value of - 10?

a. – 5 b. – 10 c. 5 d. 10

10) The absolute value of a number is its distance from _____ on the number line.
a. 0 b. 1 c. – 1 d. 10

DEEPEN

Here is another activity where you can apply what you learned about representing absolute value of a
number on a number line.

Activity 5: REPRESENT ME
Directions: Write the absolute value that represents the situation.

1) a loss of 5 lb.
2) 350 ft. below sea level
3) an elevation of 1 050 ft.
4) Php2,000 deposit in the bank
5) a profit of Php50.00
6) a gain of 45 m
7) Jacob’s credit score is 490. What is the absolute value of 490?
8) Thomas is 245 feet below sea level. What is the absolute value of the number of feet he is
above sea level?

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 LEARNING COMPETENCIES

At the end of the lesson, you are expected to:

1) Performs fundamental operations on integers (M7NS-Ic-d-1)

 formulate the rules for addition of integers
 add integers
 solve real-life problems involving addition of integers

LESSON 2
Addition of Integers 2 days

PRESENTATION OF THE LESSON

Have you at certain time asked yourself why integers exist? Where do we use them? If
they are used a lot, what kind of operations do we do and what are the steps involved.
Reflect on this question: How can integers help us solve problems in daily life?

Activity 1: PRE-ASSESSMENT
Let us start our study of this module by finding how much you already know about this
module. Choose the letter that you think best answers the question. Please answer all items. Take note of
the items that you were able to answer correctly and find the right answer as you go through this
module.

1) What is the sum of: -1 + 4?

a) 5 b) 4 c) 3 d) – 3

2) What is the result when you add two positive integers?

a) a small number c) a negative number
b) a big number d) a positive number

3) What is the sum of – 5 and – 6?

a) – 11 b) – 1 c) 11 d) 1

4) What is – 16 at -23 equal to?

a) – 39 b) – 7 c) 7 d) 39

5) Which integer illustrates 10 meters above sea level?

a) 1/10 b) 10x c) – 10 d) 10

6) – 5 + 12 = ?
a) – 17 b) – 7 c) 7 d) 17

7) During the football game, Justin caught three passes. One was for a touchdown and went 52 yards.
The other was for a first down and was for 17 yards. The other was on a screen pass that did not
work so well and ended up with a loss of 10 yards. What was the total yardage gained by Justin
on the pass plays?
a) 59 b) 62 c) 69 d) – 39

8) A soccer team is having a car wash. The team spent P55 on supplies. They earned P275,
including tips. The team’s profit is the amount the team made after paying for supplies. Write a
sum of integers that represents the team’s profit.
a) – 55 + 275 = - 220 c) none
b) 55 + 275 = 220 d) – 55 + 275 = 220

9) The following rule applies to which operation? “Add the absolute values of the numbers, and keep the
sign of the numbers.”
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 a) subtraction of integers c) addition of integers with LIKE signs
b) addition of integers with UNLIKE signs d) multiplication of integers

10) A scuba diver dove down 25 feet, then swam up 11 feet. Which equation represents this and the
diver’s current position?
a) – 25 + -11 = - 36 c) – 25 + 11 = 14
b) – 25 + 11 = - 36 d) – 25 + 11 = -14

11) A negative integer has a value

a) less than zero c) equal to zero
b) greater than zero d) equal to 1

12) An additive inverse of a number is

a) adding a place value c) adding zero
b) its opposite value d) the opposite of multiplication

13) Will this solution be positive, negative, or zero? -10 + (-20) =

a) positive b) zero c) negative

14) A submarine at – 32 feet dives down 18 feet. After the dive, what will be the submarines elevation?
a) 14 b) – 50 c) – 14 d) 50

15) Bob lost 5 points on page one of his math test and he lost 9 points on page two of his math test.
Which equation best describes Bob progress on his math test?
a) 5 + 9 = 14 c) – 5 + - 9 = - 4
b) – 5 + 9 = - 14 d) 5 + - 9 = - 4

EXPLORE
Study the following examples:

Addition Using Number Line

1) Use the number line to find the sum of 6 and 5

On the number lien, start with point 6 and count 5 units to the right. At what point on the
number line does it stop? It stops at point 11, hence 6 + 5 = 11.

2) Find the sum of 6 and (-3)

On the number line, start from 7 and count 3 units going to the left since the sign of 3 is
negative. At which point does it stop? It stops at point 4, hence (7) + (- 3) = 4

Based on the given examples, complete the frame below by filling in the blanks with the word
from the box.

Activity 2: FILL IN THE BLANKS

Directions: Choose the correct word inside the box.

first left counting positive integer point sum

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 To add integers using the number line, you have to locate the (1)____________integer then start
(2)__________ from that (3)___________ going to how many units base on the next (4)___________.
Move to the right if the next integer is (5)___________ and move to the (6)__________if the next
integer is negative. When counting stops, the point where it stops is the (7)__________.

FIRM UP

Integers are whole numbers that are positive or negative including zero.

Negative integers are numbers less than zero found at the number line from the left of zero and hold a
negative sign.
Examples are – 1, - 5, - 12, - 18

Positive integers are numbers greater than zero located at the right side of zero in the number line. This
sign (+) indicates positive integer. However, the sign is not always needed.
Examples are 3, + 6, + 9, 13

Zero is located in between the positive and negative integers in the number line.

Integers are just whole numbers.

Integers can be negative Integers can be positive

 A number less than zero  A number greater than zero

 Express ideas of down, a  Express ideas of up, a gain
loss or a debt A or a profit number
 The sign for a negative line is  The sign for a positive a
integer is (-), however this integer is (+), however the
sign is always needed sign is not always needed
 Numbers like – 3 or - 5  Meaning +3 is the same
value as 3
 Numbers like 5 or 6

horizontal line with numbers that are placed equal distance apart and are sequentially numbered.

ORIGIN

When are Integers Used?

 We use integers when we deal with temperature. Especially when it’s really cold
 We use integers when we use peso. Have you ever “owed” anyone money before?
 We will use integers a lot when we deal with algebra and graphing. They help us navigate when
we are on a grid

8
RULES FOR ADDING INTEGERS

Rule#1 In adding two integers Examples:

having the same sign, add 1) 9 + 3 = 12
the numbers and copy 2) 17 + 6 = 23
their common sign 3) – 5 + 9 = - 14
4) – 4 + - 15 = - 19

Number 1 and 2 are both positive

while 3 and 4 are negative.

Rule #2 In adding two integers Example:

with different sign, - 10 + 4 = - 6
subtract and copy the sign The difference is 6 and the sign
of the larger number of the larger number is negative,
so the sign of the sum is negative

Example:

-5+8=3
The difference is 3 and the sign
of the larger number is positive,
so the sign of the sum is positive

More examples:
15 + (-6) = 9
- 25 + 17 = - 8

Activity 3: REPRESENT ME
Directions:Write integers for real-life situations
1) a gain of 5 yards on the first down
2) a temperature of 10 degrees below zero
3) 6 feet below sea level
4) a P35 withdrawal
5) lost 6 points
6) 3 strokes below par
7) P500 deposit
8) a loss of P30
9) descend 20 meters
10) 12 centimeters longer
11) The train left the station and traveled ahead on the tracks for 30 miles. Write
an integer to describe the new location of the train from the station.
12) Dick forgot to put his name on his homework. His teacher deducts 5 points for
papers turned in without names on them. So, Dick lost 5 points from his
score. Write this number as an integer.

Activity 4: ADD ME UP
Directions: Find the sum of each of the following. Use the Rubrics below for scoring.
A.
1) 3 + 8 = _________ 6) 15 + 7 + (- 2) = ______
2) – 4 + - 2 = _______ 7) (- 9) + (- 6) + 15 = _______
3) – 10 + 15 = _______ 8) 6 + (- 10) + 14 = ________
4) 7 + - 10 = ________ 9) (-14) + (- 5) + (- 10) = _________
4) 15 + 9 = ________ 10) (- 7) + (- 12) = ________

B. Find the sum (Refer to your textbook Soaring 21st Century Mathematics

9
 pages 57- 58 Warm –up Practice)

Rubric for Scoring:

SCORE DESCRIPTIONS
4 The computations are accurate. A wise use of the rules of
addition of integers are evident
3 The computations are accurate. Use of the rules of addition of
integers are evident
2 The computations are erroneous and show some use of the
rules of addition of integers
1 The computations are erroneous and do not show some use of
the rules of addition of integers

For those who have Gadgets and Internet Connections:

It’s time to watch some videos “Modeling addition of integers using number line” and
“Modeling addition of integers using positive and negative charge models/chips”. In these videos, you
will learn more about the different strategies /approaches in adding integers..

Just type the links on YouTube to watch the videos.

1. https://www.youtube.com/watch?v=204uFu0DRWE&t=26s
2. https://www.youtube.com/watch?v=KEiNWSMnGI4

DEEPEN

A. Applying the concept of the Addition of Integers, consider the given problem.

A spelunker explored a deep cave

with almost vertical slope. He
descended 713 m into the cave. On
his ascent, it climbed 223 m,
slipped back 8 m, and then slipped
back again by 18 m, climbed 70 m,
and finally slipped back 9 m. What
is his final position?
Solution:

- 713 m + 223 m + (- 8m) + (-18m) + 70 m + (-9 m)

= [223 + 70] + [(- 713)+ (-8) + (- 18) + (- 9)]
= 293 m + (- 748)
= - 455 m

Answer: Therefore, the spelunker is 455 m from the top of the cave.

B. On pages 58 – 59 of your textbook “Soaring 21st Century Mathematics” Power Plus letter B, answer
the given real-life situation word problems.

Activity 5: TEST YOURSELF

Directions: Let us solve problems involving real life situations. Use the Rubrics below as guide for
scoring.

1) It will be 38º tomorrow. The weatherman predicts it will increase 2º in the afternoon. What will be the
new temperature?

2) A submarine was situated 700 feet below sea level. It goes up 300 feet, what is its new position?

3) Every summer, our temperature gradually rises. On the first week of April there is a rise of 5ºC and
was followed by another rise of 4ºC by the last week of April. What is the total rise in
temperature for the whole month of April?

10
4) Ginger, got sick and was confined in a hospital. She weighed 63 kg. When she got sick she lost 3 kg
on first week and 4 kg on the second week. When she recovered, she gained 1 kg on the third
week and 2 kg on the fourth week. What was her weight after 1 month?

5) Friends Alyssa and Myla are the two finalists in a beauty contest that uses point average in declaring
the winners. Alyssa won 5 points on the first judge, lost 7 points on the second judge, and won 3
points on the third judge. What is the total point difference of their scores? Did Alyssa win the
pageant?

Rubrics for Solving Problem:

Score Descriptions
4 The problem is properly modeled with appropriate
mathematical concepts used in the solution and a correct
answer is obtained
3 The problem is properly modeled with appropriate
mathematical concepts partially used in the solution and a
correct answer is obtained
2 The problem is not properly modeled other alternative
mathematical concepts are used in the solution and a correct
final answer is obtained
1 The problem is not properly modeled by the solution presented
and the final answer is incorrect.

Activity 6: Quiz
Directions: To assess how far you have learned about addition of integers.

1) The sum of a number and its opposite is

a. positive b. negative c. zero d. one
2) Simplify: - 75 + 25
a. – 50 b. – 25 c. 50 d. 100
3) What is – 73 increased by 60?
a. – 113 b. – 13 c. 13 d. – 133
4) What should be added to – 54 to get – 30?
a. – 84 b. – 20 c. 20 d. 84
5) Simplify: (- 78 + 22) + (- 75 + 25)
a. – 200 b. – 150 c. – 125 d. 150
6) 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
7) 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 integers with the larger absolute value.
a. two unlike sign c. a positive and a negative
b. two same sign d. none of the above
8) What should be added to 3 to get the sum of - 4?
a. 7 b. – 7 c. – 1 d. 1
9) What is the sum of (- 3) + ( - 9)?
a. 6 b. – 6 c. – 12 d. 12
10) What should be added to - 16 to get a sum of - 20?
a. 5 b. – 5 c. 4 d. - 4

LEARNING COMPETENCIES

At the end of the lesson, you are expected to:

1) Performs fundamental operations on integers (M7NS-Ic-d-1)

 formulate the rules for subtraction of integers
 subtract integers
 solve real-life problems involving subtraction of integers

11
LESSON 3
Subtraction of Integers 2 days

PRESENTATION OF THE LESSON

In this module, we will be exploring how to subtract integers. The step by step process of
subtracting integers is included in this module. Reflect on this question: How can integers
help us solve problems in daily life?

Activity 1: PRE-ASSESSMENT
Let us start our study of this module by finding how much you already know about this
module. Choose the letter that you think best answers the question. Please answer all items. Take note of
the items that you were able to answer correctly and find the right answer as you go through this
module.

1. What is the difference when (-19) is subtracted by (5)?

a) 24 c) - 4
b) 4 d) - 24

2) The high temperature Monday was 4 degrees. The low temperature was – 7 degrees. What is the
difference between the high and low temperatures?
a) 3 degrees c) 12 degrees
b) 11 degrees d) 10 degrees

3) What is the result when (-12) is subtracted from (- 8)?

a) 20 c) - 4
b) 4 d) - 20

4) 17 – (- 3) can be rewritten as which expression

a) 17 + 3 c) 3 - 17
b) 17 + (- 3) d) -17 + 3

5) What is the minuend in the subtraction sentence? 25 – (- 7) = 32

a) - 7 c) 32
b) 25 d) none

6) What do you call the number that which comes after the minus sign?
a) minuend c) subtrahend
b) difference d) none of the above

7) Which are the rules after subtracting integers?

a) subtract integers then the difference is negative
b) change the sign of the subtrahend then add
c) subtract the integer then add the difference is positive
d) add the integers then follow the sign of the integers with bigger absolute value

8) Translate the English phrase, three less five into a mathematical phrase
a) 3 - 5 b) 5 - 3 c) 3 + 5 d) 5 + 3

9) Which is the subtrahend in the mathematical sentence in the mathematical sentence:

(- 81) – (45) = - 126
a) – 45 b) - 81 c) 45 d) - 126

10) What is the difference? (- 14) – (- 8) = _____

a) - 22 b) 6 c) 22 d) – 6

11) What is the result when the sum (-10) and 16 is subtracted by the sum of (- 7) and
(- 8)?
a) 88 b) 21 c) – 93 d) – 124

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12) What is the result when (-65) is subtracted to 39?
a) 104 b) 34 c) – 26 d) – 95

EXPLORE

In your previous lesson, you have learned how to add integers. There are rule you need to follow.
1) When the signs are the same, ADD and keep the sign.
2) When the signs are different, SUBTRACT and use the sign of the number with the
greater absolute value.
Make it a try!
a) 11 + 9 = 3) 15 + (- 7) =
b) (- 7) + (- 4) = 4) (- 23) + 5 =

FIRM UP

Subtraction of an integer is just by adding its opposite.

Rules in subtracting integers:

1) Copy the first number (minuend)
2) Change the operation from subtraction to addition
3) Get the opposite sign of the second number (subtrahend)
4) Proceed with the addition of integers.

You should remember that in using number line, increasing means moving the point to the right while
decreasing means moving the point to the left. You can also use this number line in subtraction.

Observe the following examples:

Example 1: Find the difference between 10 and 6 using a number line.
That is, 10 – (6) = ?

Remember:
In subtracting two positive integers, when the subtrahend is smaller
than the minuend, the difference is always positive. That is, 10 – 6 = 4

13
 Remember:
In subtracting two positive integers, when the subtrahend is bigger
than the minuend, the difference is always negative. That is, 3 – 5 = - 2

Based on the given examples, noticed that in subtracting integers just simply add the opposite of
the subtrahend to the minuend then follow the rules for addition.

Observe the next examples:

Examples: Subtract (9) from (- 4)

We can write it as:
(- 4) – (9) = ?
(- 4) + ( - 9) = ? Change the sign of the subtrahend
subtrahend: 9 becomes – 9
(- 4) + (- 9) = - 20 Proceed to addition

Examples: Subtract (- 3) from (- 12)

We can write it as:
(- 12 ) – (- 3) = ?
(- 12) - ( - 3) = ? Change the sign of the subtrahend
subtrahend: - 3 becomes 3
(- 12) + (3) = ? Proceed to addition
(-12) + 3 = - 9

Examples: Subtract (- 7) from 15

We can write it as:
15 – (- 7) = ?
15 - ( + 7) = ? Change the sign of the subtrahend
subtrahend: - 7 becomes 7
15 + (7) = ? Proceed to addition
15 + 7 = 22

Remember:
In subtracting integers, change the sign of the subtrahend then
proceed to addition.

For more examples refer to your book,Soaring 21st Century

Mathematics 7 on pages 61 – 62.

Activity 2: FIND THE DIFFERENCE

A. Directions: Subtract the following. Use the Rubrics below as your guide.
1) 26 – (15) = ______ 6) 12 – (0) = ______
2) – 50 – ( - 32) = ______ 7) – 63 – (-14) = _____
3) 46 – (20) = _______ 8) 87 – ( - 52) = _______
4) 100 – (-150) = ______ 9) – 69 – (84) = ______
5) – 33 – (18) = ______ 10) – 26 - - 12) = ______

B. Subtract the following

Refer to your textbook, Soaring 21st Century Mathematics 7,
Warm Up Practice pages 62 – 63

14
Rubric for Scoring:

SCORE DESCRIPTIONS
4 The computations are accurate. A wise use of the rules of
subtraction of integers are evident
3 The computations are accurate. Use of the rules of subtraction
of integers are evident
2 The computations are erroneous and show some use of the
rules of subtraction of integers
1 The computations are erroneous and do not show some use of
the rules of subtraction of integers

DEEPEN

Let us analyze the given problem. Applying the concept of the subtraction of integers by considering the
given problem.

Problem:
The highest peak on Earth is Mt. Everest along the boundaries of Nepal
and Tibet. It stands at 8 848 m above sea level. The Marianas Trench, near
Mindanao, is the lowest point. It is 11 776 below sea level. How far above
the Marianas Trench is the top of Mt. Everest?

Solution: 8 848 – (-11 776) using the rule in subtracting integers

= 8 848 + (+11 776)
= 20 624

Thus, the top of Mt. Everest is 20 624 m above the Marianas Trench

Activity 3: SOLVE ME
Directions: Solve what is being asked. Use the Rubrics below as your guide.

1) Henry prepared 50 glasses of orange juice to sell. He sold 32 glasses. How many
glasses of orange juice does he have left?

2) Mary Ann’s cat gave birth to 5 kittens, and she gave 2 to her friends. How many kittens he have now?

3) Peter saved 500 pesos and he spent 175 pesos in buying his shirt. How much money does Peter have
now?

4) It will be 38º tomorrow. The weatherman predicts it will be 2º colder by night. What will be the
temperature by night tomorrow?

5) Maan deposited Php53 400.00 in her account and withdraw Php19 650 after a week. How much of
her money was left in the bank?

Rubrics for Solving Problem:

Score Descriptions
4 The problem is properly modeled with appropriate
mathematical concepts used in the solution and a correct
answer is obtained
3 The problem is properly modeled with appropriate
mathematical concepts partially used in the solution and a
correct answer is obtained
2 The problem is not properly modeled other alternative
mathematical concepts are used in the solution and a correct
final answer is obtained
1 The problem is not properly modeled by the solution presented
and the final answer is incorrect.

SLM LAS Math G7, Tuguegarao City, pp 29 – 30

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Activity 4: Quiz
Directions: To assess how far you have learned about subtraction of integers.

1) What is the difference of (-18) and (-15)?

a. 25 b. 13 c. – 3 d. – 33

2) Find the difference when 28 is subtracted from (- 41)

a. 54 b. 27 c. – 13 d. – 69

3) What is the difference of 48 – (- 31)?

a. 79 b. 97 c. – 79 d. – 97

4) The difference of (- 38) – 30 is ____

a. – 8 b. – 28 c. – 48 d. – 68

5) What is the difference of 53 minus 25?

a. 78 b. 58 c. 28 d. – 28

6) What is the difference of (- 30) minus (- 20)?

a. – 50 b. 50 c) – 10 d. 10

7) 17 – (- 3) can be rewritten as which expression?

a. 17 + 3 b. 17 + (- 3) c. 3 – 17 d. – 17 + 3

8) Yza and Aia were making a paper tower. Yza made a tower that is 82 cm high and Aia made a
tower that is 47 cm high. Find the difference of the height of their towers.
a. 129 cm b. 35 cm c. – 35 cm d. – 129 cm

9) Which question is the same as – 4 – (-2)?

a. – 4 + 2 b. 4 + 2 c. – 4 – 2 d. 4 – 2

10) You have Php340 savings in your piggy bank. How much of your savings is left in your piggy
bank if you will get Php56 to buy materials for your project?
a. Php396 b. Php284 c. Php176 d. Php124

LEARNING COMPETENCIES

At the end of the lesson, you are expected to:

1) Performs fundamental operations on integers (M7NS-Ic-d-1)

 multiply and divide integers
 solve real-life problems involving multiplication and division of integers

LESSON 4
Multiplication and Division of Integers 2 days

PRESENTATION OF THE LESSON

The repeated addition model for multiplication can be extended to multiplication of two
integers in which one of the factors is positive. However, for products in which both
factors are negative, repeated addition does not have any meaning. Hence multiplication of
integers will be discussed in two parts: the first part looks into products with at least one
positive factor, while the second studies the product of two negative integers. Division is
to be understood as the reverse operation of multiplication, hence making the rules the
same with respect to the sign of the quotient. Reflect on this question: How can integers help us solve
problems in daily life?

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Activity 1: PRE-ASSESSMENT
Let us start our study of this module by finding how much you already know about this module. Choose
the letter that you think best answers the question. Please answer all items. Take note of the items that
you were able to answer correctly and find the right answer as you go through this module.

1) What is the product of two negative numbers?

a. negative number b. one c. positive number d. zero
2) Evaluate: (- 3 )(12)
a. – 36 b. – 15 c. 15 d. 36
3) What is 100 divided by – 4?
a. -25 b. – 20 c. 20 d. 25
4) What should be multiplied to – 5 to get 35?
a. – 7 b. – 5 c. 5 d. 7
5) Perform the indicated operations: [(- 4) (3) (- 5)] ÷ (- 2)
a. 30 b. 40 c. 60 d. 90
6) 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

7) What is the quotient of (- 30) ÷ (5)?

a. – 5 b. 5 c. – 6 d. 6
8) What can you divide to (- 20) to get a quotient of – 4?
a. 0.5 b. 50 c. – 5 d. 5
9) What can you divide to (- 100) to get a quotient of 4?
a. – 25 b. 25 c. – 2.5 d. 2.5
10) Solve: (3) x (- 4) x (- 1)
a. – 7 b. 7 c. 12 d. – 12

EXPLORE
This lesson focuses on multiplication and division of integers using different approaches. In this
lesson students will master the concept in Multiplication and Division of Integers.

When multiplying integers you do as multiplying whole numbers, but you should be aware of the
signs. We have to remember the rules on multiplying integers. Dividing integers is opposite operation of
multiplication. But the rules for division of integers are the same as multiplication rules. Though it is not
always necessary that the quotient will always be an integer.

FIRM UP

Rule 1: To multiply / divide integers with the same signs, multiply / divide the absolute
value of the numbers then affix a positive sign.
example: Blair is attendign a review session as her preparation for entrance examinations.
Every module costs Php10. If she needs 5 modules, how much will she
pay after the review session?
solution: (10 pesos) x (5 modules) = 50
Therefore, Blair needs to pay Php50 for her review modules.

Rule 2: To multiply / divide integers with the different signs, multiply / divide the
absolute value of the numbers then affix a negative sign.
example: Mark is a basketball player. For every shoot, a 2 – point score will be givent o his
team. But some of his teammates made a shoot 7 times to their opponent’s
court. How many points were deducted from Mark’s team?
solution: (- 2 points) x (7 opponent’s court) = - 14
Therefore, 14 points were deducted from Mark’s team.

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Performing Multiplication with Multiple Factors

Factors, in mathematics, are numbers which can be multiplied together to get another number.

Example 1: Multiply (- 3) (7) (4)

Solution: (- 3) (7) (4) = [(- 3) (7)] (4)

= (- 21) (4)
= - 84
Example 2: Multiply (6) (4) (5)

Solution: (6) (4) (5) = [(6) (4)] (5)

= (24) (5)
= 12
Example 3: Multiply (- 4) (- 3) (- 5) (- 2) (- 6)

Solution: (- 4) (- 3) (- 5) (- 2) (- 6) = [(- 4) (- 3)] [(- 5) (- 2)] (- 6)

= (12) (10) (- 6)

= 120 (- 6)
= - 720

Activity 2: POSITIVE OR NEGATIVE?

Directions: Tell whether the product of the integers is positive or negative. Write your answer on the
space provided.
____________1) (7) (9) ____________6) (11) (6) ( - 2)
____________2) (-10) (8) ____________7) (31) (-117)
____________3) (- 5) (-3) ____________8) (140) (12)
____________4) (-63) (2) (- 9) ____________9) (-13) (- 406) (0)
____________ 5) (-8) (-7) (5) (-4) ____________10) (22) (-7) (-102)

Activity 3: MULTIPLY ME!

Directions: Find the products of the following:
1) (6) (- 3) = _______ 6) (89) (- 7) (2) = _______
2) (- 4) (- 8) = ______ 7) – 10) (- 51) ( - 4) = ______
3) (12) (9) = _______ 8) (920) (0) (11) = _______
4) (- 7) (10) = _______ 9) (- 12) (8) ( - 2) (31) = ______
5) (42) (- 15) = _______ 10) (- 9) (- 5) = ______

Activity 4: GUESS WHAT?

Directions: Match column A with the correct product / quotient in Column B. Write the letter on the
space provided for.
Riddle: What gets bigger when more is taken away?

Column A Column B
_____ 1) (6) (12) O 408
_____ 2) (16) (8) L 22
_____ 3) (- 34) (- 12) E - 13
_____ 4) (- 990) ÷ (- 45) H 128
_____ 5) (182) ÷ (- 14) A 72

1 2 3 4 5

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Activity 5: TRUE OR FALSE
Directions: Identify whether the given expression below is true or false. Write T if it is true and F if it is
false.

_____1) ( - 9) ÷ ( -3) = 27 _____6) (81) ÷ (9) ÷ (- 1) = 9

_____2) ( 42) ÷ (- 7) ÷(- 6) = 1 _____7) (- 36) ÷ (- 6) = - 6
_____3) (85) ÷ (- 17) = 5 _____8) (515) ÷ (- 5) = 103
_____4) (-112) ÷ (16) = 7 _____9) (24) ÷ (3) ÷ (4) = - 2
_____5) (20) / ( - 2) ÷ (5) = 2 _____10) (- 60) ÷ ( - 6) = 10

Activity 6: FIND MY QUOTIENT

Directions: Find the quotient of the following.

1) (18) ÷ (9) = _____ 6) (- 84) ÷ (7) ÷ (- 3) = _____

2) (-75) ÷ (- 5) = _____ 7) (78) ÷ (- 13) ÷ (2) = _____
3) (- 40) ÷ (- 4) = _____ 8) (- 64) ÷ (4) ÷ (- 8) = _____
4) (- 156) ÷ (12) = _____ 9) (162) ÷ (- 9) ÷ (- 6) = _____
5) (66) ÷ (- 11) = ______ 10) (- 136) ÷ (17) ÷ (- 2) = ______

Rubrics for Scoring

0 mistakes Outstanding
1 – 2 mistakes Very Good
3 – 4 mistakes Good
5 – above mistakes Try Again

FOR THOSE WHO HAVE GADGETS AND INTERNET CONNECTIONS

It is time to watch some videos “Modeling multiplication of integers using positive and negative charge
models/chips” and “Modeling division of integers using positive and negative charge models/chips”
In these videos, you will learn more about the strategy/approach in multiplying and dividing integers.

Just type the links on YouTube to watch the videos.

1. https://www.youtube.com/watch?v=ocdAjA4IVXE&t=24s
2. https://www.youtube.com/watch?v=w21o4L54VdQ&t=6s

DEEPEN

Activity 7: WORD PROBLEMS

Directions: Solve the following problems.

1) Jof has twenty Php5 coins in her coin purse. If her niece took 5 of the coins, how much has been
taken away?

2) Mark can type 45 words per minute, how many words can Mark type in 30 minutes?

3) Give an arithmetic equation that which will solve the following:

a) The messenger came and delivered 6 checks worth Php50 each. Are you richer or poorer? By
how much?

b) The messenger came and took away 3 checks worth Php120 each. Are you richer or poorer?
By how much?

c) The messenger came and delivered 12 bills for Php86 each. Are you richer or poorer? By how
much?

d) The messenger came and took away 15 bills for Php72 each. Are you richer or poorer? By
how much?

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4) A father has 976 sq. meters lot, he has to divide it among his 4 children. What is the share of each
child?

5) There are 336 oranges in 12 baskets. How many oranges are there in 3 baskets?

Activity 8: Quiz
Directions: To assess how far you have learned about multiplication and division of integers.

1) Find the product of – 21 and – 3

a. – 63 b. – 24 c. – 7 d. 63
2) Perform the indicated operation: (11) (3) (- 5)
a. – 165 b. – 145 c. 145 d. 165
3) Tom drives his car 20 miles round trip to work everyday. How many total miles he drive to and
from work in 5 days?
a. – 100 miles b. – 4 miles c. 4 miles d. 100 miles
4) Find the quotient of – 72 ÷ (9)
a. – 63 b. – 8 c. 8 d. 81
5) Perform the indicated operations: (52) ÷ 4
a. – 48 b. – 13 c. 13 d. 48
6) Oliver removed 56 marbles from his marble box and put them into 8 equal groups. How many
marbles were in each group?
a. – 7 b. – 64 c.7 d. 64
7) Evaluate: (- 6) (- 2 – 8 + 4) + 7
a. 34 b. - 34 c. 43 d. – 43
8) What is the quotient of 153 ÷ (- 9)?
a. – 17 b. 17 c. – 162 d. 162
9) Please solve [(- 5) x 1000] ÷ (- 10 x 2) =
a. 250 b. 50 c. – 250 d. 0
10) Desmond’s monthly Netflix subscription costs Php 460. If he charges it to his credit card each
month for 5 months without making any payments, what will be his debt be?
a. – Php92 b. – P1 840 c. – P 2300 d. – Php465

TRANSFER
Activity 9: TASK
Before you start this section, recall the question asked at the start of this module: How can
integers help us solve problems in daily life?

Your goal in this section is to apply your learning to real life situations. You will be given a
practical task that will demonstrate your understanding.

TASK
You are responsible for managing your family’s checkbook for one month. During this time
period, you will make deposits, make withdrawals from the ATM and write checks in order to pay
various bills. Your family trusts you with this money since you are saving to go to Halloween Haunt.

You will begin with a balance of Php20 000. Your task is the following:
1) Record the transactions in order in your checkbook register.
2) Choose the necessary operation in order in your checkbook register.
3) Solve correctly to have the accurate balance at the end of the month.

The following deposits were made this month:

10/7 It rained all week, and there was a leak on the roof. The rate for the leak to be repaired was
Php10 000, so you hired a repairman to come in and fix it.

10/11 On the bright side, the rain made the grass grow in your entire neighborhood. Luckily, mom and
dad own a lawn mowing business and you are in charge of mowing your neighbor’s lawns. The
rate you charge is Php2 500 per lawn, and you mowed 6 lawns.

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10/15 The next day, you received the electricity bill. Since it rained all week, you kept the heater on all
day, and the bill went up to Php1490 so you wrote a check to Edison.

10/21 That night, you went to a basketball game. The tickets cost Php3700 each, and you paid for you
and your cousin to get it.

10/21 At the game, you went to the concession stand, and purchased some food, and charged Php2000 to
your ATM debit card.

10/25 When you got home, you received a notice that the check your mom and dad wrote last week for
our tutor cleared. The amount withdrawn from your account was Php830.

10/26 An overdraft fee of Php350 was withdrawn to your account for insufficient funds.

10/28 The overdraft fee scared you, so you counted up all the change in your family’s piggy bank.
Surprise! You had Php76.50 which you deposited into your family’s account.

10/29 You also deposited the money you received from babysitting your neighbor’s son. You babysat
for 4 hours and received Php150 an hour.

10/31 What is your account balance? Do you have enough money to go to Halloween Haunt if the ticket
costs Php350? If you don’t have enough, how much more do you need? If you do have enough,
how much extra money do you have (if any)?

Check Register
Date Transaction Description Payment fee, Deposit Credit Balance
Withdrawal ( - ) (+) Php

In this section, your task was to solve real-life problems using integers by balancing a checkbook. How
did you find the task? Write a reflection about what you have learned about your lesson as well as
accomplishing the poll below.

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ANSWER KEY

Lesson 1 ( The Absolute Value of a Number)

Activity 1 Pre-Assessment
A. 1) C 6) C B. 1) F
2) B 7) A 2) T
3) D 8) C 3) T
4) A 9) C 4) T
5) B 10) C 5) F

Activity 2: Find My Absolute Value

1) 120 6) 36
2) 45 7) 78
3) 110 8) 55
4) – 54 9) 200
5) 99 10) – 61

Activity 3: Compare My Value

1) < 6) =
2) < 7) >
3) = 8) =
4) < 9) >
5) > 10) <

Activity 4 Quiz
1) C 6) B
2) D 7) A
3) B 8) B
4) C 9) D
5) C 10) A

Activity 5 Represent Me
1) |- 5| = 5 6) |45| = 45
2) |- 350| = 350 7) |490| = 490
3) |1050| = 1050 8) |-245| = 245
4) |2000| = 2000

Lesson 2 Addition of Integers

Activity 1 Pre Assessment

1) C 6) C 11) A
2) D 7) A 12) B
3) A 8) D 13) C
4) A 9) C 14) B
5) D 10) D 15) B

Activity 2 Fill in the Blanks

1) first 5) positive
2) counting 6) left
3) point 7) sum
4) integer

Activity 3 Represent Me
1) 5 5) – 6 9) – 20
2) – 6 6) 20 10) 12
3) – 6 7) 500 11) 30
4) – 35 8) – 30 12) – 5

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 Lesson 4 Multiplying and Dividing
Activity 4 Add Me Up Integers
1) 11 6) 20 Activity 1 Pre Assessment
2) – 6 7) 0 1) C 6) A
3) 5 8) 10 2) A 7) A
4) – 3 9) – 29 3) A 8) D
5) 24 10) – 19 4) A 9) A
5) A 10) C
B. see textbook
Activity 2 Positive or Negative
Activity 5 Test Yourself 1) P 6) N
1) 40º 2) N 7) N
2) – 400 ft 3) P 8) P
3) 9º 4) P 9) P
4) 59 kg 5) N 10) P
5) 1; Alyssa won the pageant by 1 point
Activity 3 Multiply Me
Activity 6 Quiz 1) – 18 6) – 1246
1) C 6) B 2) 32 7) – 2040
2) A 7) A 3) 108 8) 0
3) B 8) B 4) – 70 9) 5952
4) C 9) C 5) – 630 10) 45
5) B 10) D
Activity 4 Guess What
Lesson 3 Subtraction of Integers 1) 72 2) 128 3) 408 4) 22 5) – 13
A HOLE
Activity1 Pre-Assessment
1) D 5) B 9) C Activity 5 True or False
2) B 6) C 10) D 1) F 6) F
3) B 7) B 11) B 2) T 7) F
4) A 8) A 12) A 3) F 8) F
4) F 9) F
Activity 2 Find the Difference 5) T 10) T
1) 11 6) 12
2) – 18 7) – 49 Activity 6 Find My Quotient
3) 26 8) 139 1) 2 6) 4
4) 250 9) – 153 2) 15 7) – 3
5) – 21 10) – 14 3) 10 8) 2
4) – 13 9) 3
Activity 3 Solve Me 5) – 6 10) 4
1) 18
2) 3 Activity 7 Word Problem
3) 325 1) 5 x 5 = Php25
4) 40º 2) 45 x 30 = 1350 words
5) 33 750 3) a. 6 x 50 = 300 richer by Php300
b. – 3 x 120 = -360 poorer by Php360
Actvity 4 Quiz c. 12 x (-86) = - 1032 poorer by Php1032
1) C 6) C d. (-15) x (-72) = 1080 richer by Php1080
2) D 7) A 4) 976 ÷ 4 = 244 sq. m
3) A 8) B 5) 336 ÷ 12 x 3 = 84 oranges
4) D 9) A
5) A 10) B Activity 8: Quiz
1) D 6) C
2) A 7) C
ACTIVITY 9: TASK 3) C 8) D
10/7 20000 – 10000 = 10000 4) B 9) A
10/11 10000 + 15000 = 25000 5) C 10) A
10/15 25000 – 14900 = 10100
10/21 10100 – 7400 = 2700
2700 – 2000 = 700
10/25 700 + (-830) = - 480 10/31 Php196.50; you do not have
10/26 - 480 – 76.50 = - 403.50 enough. You need Php153.50
10/29 - 403.50 + 600 = 196.50

23