7 Integers

This chapter at a glance

Stage 4
After completing this chapter, you should be able to:

recognise the direction and magnitude of an integer

interpret the use of directed numbers in a real world context

construct a directed number sentence to represent a real situation

place directed numbers on a number line

arrange a group of directed numbers in ascending order

determine whether the + and − signs refer to a direction or an operation,
depending on the context

add and subtract directed numbers

multiply and divide directed numbers

simplify expressions that contain adjacent signs

simplify directed number sentences using a calculator

find missing terms or operations in incomplete number sentences

use the order of operations to simplify expressions involving directed
Integers

numbers

solve practical problems that involve directed numbers.

256
 Chapter 7: I n t egers 257

7.1 The meaning of directed

numbers
Sometimes we are interested not only in the size or magnitude of a quantity, but also its
direction. A directed number has both magnitude and direction. For example, think of an
elevator that has moved three floors from one level to another. If it went up we would say that
it had travelled in the positive direction and show this change by the directed number +3
(positive 3). If it went down, we would say that it had travelled in the negative direction and
represent this change by the directed number -3 (negative 3).
In general, movement upward or to the right is considered to be positive and movement
downward or to the left is considered to be negative. With positive numbers, we usually omit
the + sign. Thus we would write 3 instead of +3. Zero is neither positive nor negative. We
cannot speak of +0 or -0. When the concept of time is involved, we say that a situation such as
arriving early is negative while arriving late is said to be positive. Why?
The opposite of a directed number is a number with the same size or magnitude, but which is
opposite in sign. For example, the opposite of -7 is +7 (or 7) and the opposite of +4 (or 4) is -4.
An integer is a whole number. It may be positive, negative or zero. For example, 3, 7, -4, 0 are
all integers. Fractions and decimals are not integers.

Directed numbers have both size and direction.

The set of integers is {…, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, …}

Example 1
EG Write a directed number to represent each of the following:
+S
a driving 10 km due east b a debit of $12
c a weight gain of 3 kg d arriving 5 minutes early
e depositing $20 into an account f a fall in temperature of 4°C

Solutions
a +10 b -12 c +3 d -5 e +20 f -4

Exercise 7.1

1 Write a directed number to represent each of these situations.

a 5 m to the right b 3 cm to the left
c going up 2 floors d 9 degrees below zero
e walking 17 km south f 12 points above average
g driving 20 km due east h descending 6 floors
i a credit of $25 j owing $30
258 Mathscape 7

k a test improvement of 10 marks l going down 7 steps

m depositing $10 n losing 4 kg in weight
o shrinking 3 g in mass p a price rise of $2
q a fall in temperature of 9°C r a debit of $18
s sailing 50 km due west t 45 m below sea level
u withdrawing $28 v arriving 5 mins early
w flying 250 km due north x arriving 8 mins late

2 Write a statement that shows one possible meaning of each directed number.
a -4 b +7 c -9 d +20 e +50 f -85

■ Consolidation
3 Write a directed number to represent each of these statements.
a The temperature fell by 3°C.
b The water level in my swimming pool fell by 2 cm.
c A tree grew 5 cm last year.
d I withdrew $60 from my bank account.
e I received a pay rise of $12 per week.
f The train arrived 3 minutes early at Central Station.
g The number of people visiting a museum fell by 45 visitors per day.
h It took me 15 minutes longer to drive to work today due to heavy traffic.
i The submarine was 100 m below the ocean surface.
j The number of rainy days this summer was 11 fewer than last summer.
k It was 7 minutes before take-off leading up to a launch of the space shuttle Discovery.

4 Write a directed number sentence for each statement below.

a Luke lives 3 km west of a major shopping centre. He drove 10 km east and was then
7 km due east of the shopping centre.
b Anne had $20 in her bank account. She paid $35 for a new blouse and her account is
now $15 in debit.
c A shark was 2 m below the surface. It went down another 3 m and was then 5 m below
the surface.
d The temperature was 8°C below zero. During the day it rose by 5°C and was 3°C below
zero at 4 pm.
5 What is the opposite of:
a walking 3 km east? b arriving 10 minutes early?
c driving 50 km north? d winning $20 on Lotto?
e moving 8 m to the left? f descending 4 floors?
g depositing $80? h a fall in temperature by 5°C?

6 Write the directed number that is the opposite of:

a -4 b +7 c -9 d -20 e +50 f 85
 Chapter 7: I n t egers 259

7 Which of these numbers are integers or can be written as integers?

a -2 b +5 c + 1--2- d -1 4--5- e 0 f 8
---
2
2
g --8- h 3.0 i 72 j +0.05 k 4.1 l 9

8 Write true (T) or false (F) for each of these.

a The only integer that does not have a direction is 0.
b All integers (other than 0) are directed numbers.
c All directed numbers are integers. d 6 means the same as +6.
e -4 means the same as 4. f The opposite of 9 is -9.
g The opposite of +2 is -2. h The magnitude of -5 is 5.
i All whole numbers are integers.

■ Further applications
9 Without performing calculations, state whether each of the following bank accounts will be
in credit (+) or debit (−) if the account is:
a $25 in credit, then I withdraw $22 b $18 in credit, then I withdraw $20
c $30 in debit, then I deposit $40 d $50 in debit, then I deposit $45
e $79 in debit, then I withdraw $80 f $99 in credit, then I withdraw $100
g $142 in debit, then I deposit $150 h $220 in debit, then I withdraw $300

7.2 The relative sizes of directed

numbers
In the past when you have drawn a number line you started with zero on the left-hand side and
then wrote positive numbers increasing in value from left to right.

0 1 2 3 4 5 6 7

In reality, however, zero is simply a position in the ‘middle’ of the number line with the
negative numbers continuing indefinitely to the left and the positive numbers continuing
indefinitely to the right.

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

To represent a number on the number line, draw a dot on that number and colour it in.

Example 1 Solution
EG Graph the numbers {-3, -1, 0, 2}
+S on a number line. -3 -2 -1 0 1 2 3
260 Mathscape 7

Example 2
EG Insert ⬍ or ⬎ to make each statement true.
+S
a 4 -1 b -9 -2 c 0 -5

Solutions
a 4 ⬎ -1 since 4 is further to the right on the number line than -1
b -9 ⬍ -2 since -9 is further to the left on the number line than -2
c 0 ⬎ -5 since 0 is further to the right on the number line than -5

Exercise 7.2

1 Write down the set of numbers that is shown on each number line.
a b
-3 -2 -1 0 1 2 3 -4 -3 -2 -1 0 1 2

c d
-6 -4 -2 0 2 4 6 -15 -10 -5 0 5 10 15

e f
-7 -6 -5 -4 -3 -2 -1 -5 -4 -3 -2 -1 0 1

g h
-2 -1 12 -1 - 12 0 1
2 1 -0.6 -0.4 -0.2 0 0.2 0.4 0.6

2 Graph each set of numbers on a separate number line.

a {-3, -1, 1, 3} b {-4, -1, 0, 2} c {-6, -5, -3, -1}
d {-5, -3, -2, 1} e {-2 1--2- , -2, - 1--2- , 1--2- } f {-2, -1.5, 0, 0.5}

3 Which number is further to the left on a number line?

a -2 or 3 b 4 or -1 c 0 or -3 d 5 or 0
e -6 or -5 f 7 or -4 g -11 or -12 h -100 or -99

■ Consolidation
4 Choose the smallest number from each group.
a 7, -8, -3 b -4, -3, -6 c 0, -99, -98

5 Choose the largest number from each group.

a -7, -2, -3 b -4, 0, -1 c -84, -82, -86

6 Insert either ⬍ or ⬎ to make each statement true.

a 5 -2 b -1 4 c -3 0 d -1 -7
e -21 9 f -6 -7 g 0 -14 h 17 -18
i -5 -1 j -12 -20 k -17 -4 l -19 -18
m -66 -91 n -42 -38 o 0 -100 p -82 -80
q 15 -75 r -98 -243 s -103 -102 t -150 3
 Chapter 7: I n t egers 261

7 Arrange these numbers in ascending order.

a -1, 4, 6, 0 b 5, -3, -2, 1 c -4, -9, -6, 3
d 7, 0, -7, -6 e -12, -10, -13, -9 f -52, -83, -47, -1
g 3, -67, 0, -92 h -74, 76, -73, -75 i -1, 29, -113, -114

8 Write down the next two numbers in each number pattern.

a -3, -2, -1, ____, ____ b 8, 4, 0, ____, ____
c 9, 5, 1, ____, ____ d -5, -7, -9, ____, ____
e -2, 0, 2, ____, ____ f -22, -17, -12, ____, ____
g 13, 7, 1, ____, ____ h -3, -1, 1, ____, ____
i -21, -14, -7, ____, ____ j 32, 22, 12, ____, ____
k -75, -50, -25, ____, ____ l -25, -17, -9, ____, ____

9 Write down the integer that lies halfway between:

a 3 and 5 b 0 and 2 c -1 and 1
d -5 and -3 e -2 and 4 f -2 and -8
g -5 and 1 h -17 and -21 i -55 and -49

10 Which of the following transactions would provide the greater bank balance?
a depositing $10 or withdrawing $12 b withdrawing $15 or withdrawing $11

11 Which of these is the lower temperature?

a 7°C below zero or 10°C above zero b 4°C below zero or 3°C below zero

12 Which position is further east?

a 20 km east or 25 km west b 35 km west or 32 km west

13 Which of these is the earlier?

a arriving on time or arriving 7 minutes early
b arriving 12 minutes late or arriving 5 minutes late

14 Which of these would result in the lesser amount?

a shares falling in value by 20c or rising in value by 30c
b shares falling in value by 45c or falling in value by 44c
15 Which account balance is greater?
a a debit of $100 or a credit of $110 b a debit of $550 or a debit of $600

■ Further applications
16 Accountants use terms such as ‘in the black’ and ‘in the red’.
a What do these terms mean? b Why are they used?
c Which is better, to be $75 in the red or $80 in the black? Why?

17 By considering the integer number line, write down the numbers which are:
a 2 units from 0 b 3 units from 1
c 7 units from 2 d 6 units from -4
e less than 3 units from -12 f less than or equal to 4 units from -38
262 Mathscape 7

TRY THIS Temperature

What is the temperature approximately at this moment:
1 outside 2 inside 3 at the South Pole
4 in London 5 in Singapore 6 in a refrigerator
7 in the sea 8 in a swimming pool?

7.3 Practical applications of

directed numbers
Many everyday situations involve change. For example, temperature, elevators, journeys and
bank balances involve both a change in size or magnitude and a change in direction.

Example 1
EG Find the new temperature if initially it was:
+S
a 2°C and then it fell by 5°C b -3°C and then it rose by 4°C

Solutions
a Begin at 2°C and count 3
b Begin at -3°C and count 2
downward by 5°C upward by 4°C
2 1
1 0
0 -1
-1 -2
-2 -3
-3 -4

∴ 2°C − 5°C = -3°C. ∴ -3°C + 4°C = 1°C.

Example 2
EG a At the casino, Todd won $30 then lost $50. How much better or worse off is Todd?
+S
b A jockey lost 3 kg in weight during December, but gained 7 kg in January. How has his
weight changed overall during these two months?

Solutions
a The problem can be thought of as going up 30 places on a number line, then down
50 places. The finishing position would be 20 places below 0. Therefore, Todd has lost
$20 overall.
 Chapter 7: I n t egers 263

b The problem can be thought of as going down 3 places on a number line, then going up
7 places. The finishing position would be 4 places above 0. Therefore, the jockey has
gained 4 kg overall.

Example 3
EG A train travelled 15 km due west, then 9 km due east.
+S
a Where was the train then in relation to its original position?
b Write a directed number sentence to represent this situation.

Solutions
a After travelling 15 km due west and 9 km due east, the train is then 6 km due west of its
original position.
b -15 + 9 = -6

Exercise 7.3

1 a Find the new temperature if initially it was:

i 3°C and then fell by 4°C ii 2°C and then fell by 6°C
iii 4°C and then fell by 7°C iv 1°C and then fell by 8°C
b Find the new temperature if initially it was:
i -2°C and then rose by 5°C ii -4°C and then rose by 6°C
iii -5°C and then rose by 9°C iv -7°C and then rose by 12°C
c Find the new temperature if initially it was:
i -3°C and then fell by 1°C ii -5°C and then fell by 3°C
iii -2°C and then fell by 8°C iv -6°C and then fell by 5°C
d Find the new temperature if initially it was:
i -4°C and then rose by 2°C ii -6°C and then rose by 5°C
iii -8°C and then rose by 3°C iv -13°C and then rose by 7°C

■ Consolidation
2 Find the new temperature if initially it was:
a -3°C and then rose by 4°C b 4°C and then fell by 6°C
c -1°C and then fell by 7°C d -9°C and then rose by 5°C
e -7°C and then rose by 2°C f -8°C and then fell by 3°C
g 10°C and then fell by 12°C h -2°C and then rose by 2°C

3 In each of the following:

i answer the problem in words
ii write a directed number sentence to represent the situation.
a Mary stepped into the elevator on the second floor below ground level. The elevator
went down seven floors and then up three floors. Where did she get out?
b Jeff deposited $10 into his bank account on Monday. He withdrew $12 on Tuesday and
then withdrew another $4 on Wednesday. What is the change in his account?
264 Mathscape 7

c Linh lost 3 kg in weight during June, gained 5 kg in July and then lost 7 kg in August.
How has Linh’s weight changed overall since the beginning of June?
d A man drove 15 km due east, 20 km due west and then 4 km due east. Where is he then
in relation to his original position?
e A floating buoy rose 2 m with the tide, fell 3 m and then rose 5 m. Where is the buoy
then in relation to its original position?
f At the casino, Julianne lost $20 playing blackjack, lost $30 on the roulette wheel and
then won $15 playing two-up. How much better or worse off is she?
g A submarine submerged from the surface and went down 10 m. It then went down
another 16 m and later rose 12 m. Where is the submarine then in relation to the surface?
h On Friday, the price of petrol rose by 4c per litre. On Saturday it fell by 5c per litre and
on Sunday it fell by 8c per litre. How has the price of petrol changed overall since
Friday morning?
4 a Paola entered an elevator four floors above ground level and exited two floors below
ground level. Write a directed number to represent the movement of the elevator.
b Kwan boarded a train 12 km west of Central station and got off the train 5 km east of
Central. Write a directed number to represent the train journey.
c Shona’s first test result was 9 marks below the class average and her second test result
was 16 marks below the average. Write a directed number to represent the change in
her test results.
d Giacomo’s temperature was 4 degrees below normal and when measured again two
days later, it was back to normal. Write a directed number to describe the change in
Giacomo’s temperature.

■ Further applications
5 Write a directed number to represent the original position of a ship if after it has sailed:
a 13 nautical miles due east, the ship is then 5 nautical miles due east of a lighthouse
b 7 nautical miles due west, the ship is then 10 nautical miles due west of a lighthouse
c 6 nautical miles due north, the ship is then 4 nautical miles due south of a lighthouse
d 15 nautical miles due south, the ship is then 6 nautical miles due north of a lighthouse

7.4 Addition and subtraction

involving directed numbers
Additions and subtractions that involve directed numbers are best done by either using or
visualising a number line. If the number line is vertical, count upward for addition and
downward for subtraction. If the number line is horizontal, count to the right for addition and
to the left for subtraction. In this exercise we will look at the following four basic types of
additions and subtractions that can be performed with negative numbers:

starting on the negative side and going further away from zero. This is a subtraction.

starting on the positive side and going through zero to the negative side. This is a
subtraction.
 Chapter 7: I n t egers 265

starting on the negative side and going toward zero but not reaching it. This is an addition.

starting on the negative side and going through zero to the positive side. This is an addition.

To evaluate additions and subtractions that involve directed numbers, count:

up or down on a vertical number line, or

left or right on a horizontal number line.

NOTE: In statements such as -3 − 2, the - is part of the number negative three. The second −
is an operation. It means subtract two.

Example 1
EG Use a vertical number line to evaluate:
+S
a -2 − 3 b -6 + 4

Solutions
a Start at -2 and count 0
b Start at -6 and count -1
down 3 units. up 4 units.
-1 -2
-2 -3
-3 -4
-4 -5
-5 -6
-6 -7
∴ -2 − 3 = -5 ∴ -6 + 4 = -2

Example 2
EG Use a horizontal number line to evaluate:
+S
a 1−5 b -3 + 7

Solutions
a Start at 1 and count 5 units to the left. b Start at -3 and count 7 units to the right.

-4 -3 -2 -1 0 1 2 -3 -2 -1 0 1 2 3 4
∴ 1 − 5 = -4 ∴ -3 + 7 = 4

Example 3
EG Evaluate -2 + 5 − 7
+S
Solution
When there are more than two terms involving addition or subtraction -2 + 5 − 7
only, the order of operations is to work from left to right. = 3−7
= -4
266 Mathscape 7

Exercise 7.4

1 Evaluate:
a -1 − 3 b -4 − 2 c -6 − 1 d -2 − 5 e -3 − 3
f -2 − 8 g -6 − 4 h -5 − 3 i -2 − 2 j -4 − 9
k -8 − 3 l -10 − 5 m -6 − 7 n -9 − 6 o -4 − 4
p -11 − 5 q -7 − 9 r -5 − 8 s -4 − 12 t -13 − 7

2 Evaluate:
a -5 + 2 b -3 + 1 c -7 + 3 d -8 + 2 e -6 + 3
f -4 + 2 g -5 + 4 h -10 + 6 i -6 + 4 j -9 + 2
k -11 + 3 l -12 + 5 m -10 + 1 n -13 + 8 o -16 + 5
p -11 + 9 q -18 + 6 r -12 + 7 s -19 + 10 t -17 + 8

3 Evaluate:
a 2−3 b 4−9 c 1−4 d 5−7 e 3−8
f 2−4 g 5−8 h 6 − 10 i 4−9 j 5−6
k 1−7 l 4−8 m 1 − 10 n 6 − 14 o 2 − 13
p 0−3 q 3 − 14 r 7 − 16 s 10 − 20 t 11 − 17

4 Evaluate:
a -1 + 3 b -4 + 5 c -3 + 6 d -1 + 2 e -5 + 9
f -2 + 7 g -4 + 8 h -3 + 10 i -2 + 11 j -9 + 12
k -4 + 11 l -2 + 6 m -9 + 10 n -8 + 8 o -4 + 13
p -8 + 15 q -7 + 10 r -9 + 17 s -16 + 20 t -9 + 15

■ Consolidation
5 Evaluate each of the following.
a 1−6 b -6 + 5 c -4 − 6 d -3 + 4 e -7 + 2
f 2−5 g -1 + 7 h -1 − 2 i -3 + 8 j -10 + 5
k -9 − 4 l 3−9 m 8 − 12 n -7 − 7 o -9 + 3
p -2 + 14 q -13 + 17 r 0−4 s -1 − 12 t -13 + 5

6 Write the number that is:

a 2 less than -7 b 8 more than -5
c 12 less than 3 d 6 more than -11

7 a Increase -15 by 8 b Decrease 4 by 16

c Decrease -3 by 11 d Increase -4 by 10

8 a Take 5 from 1 b Add 8 to -2

c Take 7 from -4 d Add 9 to -13

9 Find the sum of -6 and 13.

 Chapter 7: I n t egers 267

10 Evaluate each of these.

a 1−4+2 b 4−7−3 c -3 + 2 + 6 d -6 − 4 + 3
e -2 + 2 + 4 f 2−8+3 g 2−6−1 h -7 − 2 + 4
i -7 + 2 + 9 j 3−7+1 k 5−9−7 l -6 − 6 + 5
m 0−3+8 n 3 − 5 − 10 o 5 − 10 + 4 p -6 + 8 − 11

■ Further applications
TOR
LA
11 Evaluate each of the following, then check your answers using a calculator.
CA U
LC

a 10 − 30 b -20 + 50 c -60 − 40 d -80 + 70

e -35 + 40 f -25 − 35 g -90 + 15 h 20 − 65
i 23 − 32 j -76 + 45 k -48 − 53 l -36 + 78
m -89 + 37 n -103 − 142 o -16 + 158 p 56 − 260

7.5 Change involving addition and

subtraction
In some questions we are interested in finding the amount of change that has taken place and
the direction of that change, rather than the value of an expression.

In directed number sentences, treat:

the first term as the starting position on a vertical number line

the middle term as a journey up or down

the last term as the finishing position on a vertical number line.

Example 1
EG Complete each of the following number sentences.
+S
a -1 = -3 b -5 = -2

Solutions
In each of these questions we are asked to find the journey up or down given the starting or
original position and the finishing position.
a To move from -1 to -3 we b To move from -5 to -2 we
must count down 2 units. 0 must count up 3 units. -2
That is, -1 − 2 = -3. -1 That is, -5 + 3 = -2. -3
-2 -4
-3 -5
-4 -6

NOTE: The middle term in each of these questions is a mathematical operation (an addition
or a subtraction). It is not a directed number. So, in part a, -1 − 2 = -3 means ‘negative one
minus two equals negative three’.
268 Mathscape 7

Example 2
EG Complete each of the following number sentences.
+S
a + 3 = -1 b − 4 = -2

Solutions
In each of these questions we are asked to find the starting or original position given the
journey up or down and the finishing position.
a Having counted up 3 units and b Having counted down 4 units and
finished on -1, we need to count finished on -2, we need to count up
down 3 units to find the original 4 units to find the original number.
number.
= -1 − 3 = -2 + 4
= -4 0 =2 3
-1 2
That is, -4 + 3 = -1. That is, 2 − 4 = -2.
-2 1
-3 0
-4 -1
-5 -2
-3

Exercise 7.5

1 Copy and complete each of the following.

a -2 = -6 b -3 = -4 c -5 = -7 d -4 = -9

2 Copy and complete each of the following.

a -5 = -4 b -3 = -1 c -6 = -3 d -8 = -2

3 Copy and complete each of the following.

a 3 = -1 b 1 = -2 c 2 = -5 d 4 = -2

4 Copy and complete each of the following.

a -1 =2 b -3 =1 c -6 =4 d -5 =2

■ Consolidation
5 Copy and complete each of the following.
a -2 = -3 b -10 = -5 c 1 = -1 d -3 =5
e -9 =0 f -6 = -10 g -7 = -2 h 3 = -7
i -7 =3 j -7 = -12 k 7 = -4 l -15 = -9
m -10 = -15 n 9 = -1 o -11 =3 p -8 = -3
q 8 = -9 r -12 = 10 s -13 = -4 t -4 = -15
6 What must be:
a added to -15 to give -4? b subtracted from 3 to give -10?
c added to -6 to give 12? d subtracted from -5 to give -14?
 Chapter 7: I n t egers 269

7 a By how much must -1 be increased to give 7?

b By how much should -4 be decreased to give -18?

8 Copy and complete each of the following.

a − 3 = -5 b − 1 = -7 c − 4 = -8 d − 2 = -6

9 Copy and complete each of the following.

a + 2 = -4 b + 3 = -2 c + 1 = -8 d + 5 = -3

10 Copy and complete each of the following.

a − 3 = -1 b − 2 = -1 c − 5 = -3 d − 4 = -2
11 Copy and complete each of the following.
a +2=1 b +4=2 c +6=1 d +9=6

12 Copy and complete each of the following.

a +7=2 b − 4 = -1 c + 1 = -7 d − 3 = -6
e +5=3 f + 2 = -11 g − 6 = -2 h − 11 = -12
i − 8 = -1 j + 10 = 4 k − 12 = -4 l − 9 = -11
m + 9 = -2 n − 5 = -10 o − 10 = -4 p +6=0
q − 8 = -5 r +10 = 6 s + 8 = -6 t − 8 = -15

13 a When 4 is subtracted from a number, the result is -21. What is the number?
b When 7 is added to a number, the result is 5. What is the number?
c When 10 is subtracted from a number, the result is -30. What is the number?
d When 8 is added to a number, the result is -14. What is the number?

14 What number when:

a decreased by 7 gives -8? b increased by 2 gives -3?
c decreased by 6 gives -2? d increased by 9 gives 5?

■ Further applications
15 Copy and complete each of the following.
a 3 +6=2 b -5 + 3 = -6 c -7 − 2 = -3
d -4 − 5 = -16 e − 6 − 5 = -7 f + 3 − 4 = -2
g − 4 + 1 = -5 h + 2 − 9 = -4 i −3+5=2

7.6 Adjacent signs

Two like adjacent signs can be replaced with a single addition sign.
+ +⎫
That is, ⎬ means +
− −⎭

Two different adjacent signs can be replaced with a single subtraction sign.
+ −⎫
That is, ⎬ means −
− +⎭

These results will be justified in Exercise 7.6.

270 Mathscape 7

Example 1
EG Evaluate:
+S
a 6 − -4 b 8 + -3 c 4 + +2 d 5 − +3 e -7 − -4 f -2 + -3

Solutions
a 6 − -4 = 6 + 4 b 8 + -3 = 8 − 3 c 4 + +2 = 4 + 2
= 10 =5 =6
d 5 − +3 = 5 − 3 e -7 − -4 = -7 + 4 f -2 + -3 = -2 − 3
=2 = -3 = -5

Example 2 Solution
EG Evaluate 3 − -2 + -8 3 − -2 + -8 = 3 + 2 − 8
+S =5−8
= -3

Exercise 7.6

1 a Is (+2) the same as 2? b Is 7 + (+2) the same as 7 + 2?

c Is 7 − (+2) the same as 7 − 2?

2 Copy and complete the following number patterns.

a 4−4= b 5+4=
4−3= 5+3=
4−2= 5+2=
4−1= 5+1=
4−0= 5+0=
4 − (-1) = 5 + (-1) =
4 − (-2) = 5 + (-2) =
4 − (-3) = 5 + (-3) =
4 − (-4) = 5 + (-4) =
3 Use your results from Q1 and Q2 to complete each of the following statements.
a We can replace two same adjacent signs (i.e. + + or − −) with a single ____ sign.
b We can replace two different adjacent signs (i.e. + − or − +) with a single ____ sign.
4 Evaluate:
a 5 − (-2) b 7 − (-4) c 2 − (-6) d 1 − (-3)
e 4 − -6 f 9 − -7 g 6 − -8 h 12 − -9
 Chapter 7: I n t egers 271

5 Evaluate:
a 9 − (+4) b 12 + (-5) c 13 − (+8) d 10 + (-6)
e 13 + -6 f 17 − +8 g 22 − +7 h 25 + -9

■ Consolidation
6 Evaluate:
a 3 − -4 b 9 + -5 c 8 − +3 d 5 − -7
e 14 − +2 f 16 + -9 g 10 − +4 h 9 − -4
i 7 + (-7) j 13 − (+2) k 1 − (-10) l 15 − (+6)
m 8 + (-4) n 9 − (-8) o 6 − (-6) p 4 + (-4)

7 Evaluate:
a -4 − -3 b 5 + -10 c -2 − +4 d -6 − -9
e -10 − +6 f 4 + -8 g -12 − +5 h -14 − -9
i -3 + (-3) j -2 − (-2) k -6 − (+7) l 5 − (+8)
m -1 − (-7) n -14 − (-6) o -10 + (-9) p -12 − (+10)

8 Find the:
a sum of 3 and -8 b difference between 4 and -9
c difference between -2 and -16 d sum of -5 and -12

9 Evaluate each of these.

a 5 − -2 + -1 b 4 + -5 − -3 c -3 + -3 − -3
d -2 − (-6) + (-10) e 8 − (+12) − (+7) f 1 − (-6) + (-15)

10 a By how much does 3 exceed -4? b How much less than 6 is -8?
c How much more than -1 is 4? d How much less than -7 is -16?
TOR
LA
11 Evaluate each of the following, then check your answers using a calculator.
CA U
LC

a 40 − -70 b 50 − +80 c 10 + -60 d 20 − -40

e -30 + -20 f -90 − -60 g -40 − +70 h -10 − -80
i -15 − (+40) j -32 − (-18) k 17 + (-50) l -24 − (-65)

■ Further applications
12 Find the missing term in each number sentence.
a 3− =5 b 7+ =3 c 1− =8
d 9+ =6 e 5+ =4 f 0− =5
g -2 − =4 h -9 − = -4 i -6 + = -8
j -12 − = -10 k -8 − =3 l -15 + = -23
272 Mathscape 7

TRY THIS Multiplication with directed numbers

Consider the problem 3 × 20. This could mean:
Where will a train be in 3 hours if it is travelling forward at 20 km/h?
Do this on a number line with the train starting at zero.

-60 -50 -40 -30 -20 -10 0 10 20 30 40 50 60

What would -3 × 20 mean? Clearly:

Where was the train 3 hours ago if it was travelling forward at 20 km/h?
Show this on a number line.
Write a story to explain:
a 3 × -20 b -3 × -20
Show your answers on a number line.

7.7 Multiplication of directed

numbers

The product of two numbers with
The product of two numbers with
like signs is positive. That is, different signs is negative. That is,
(+) × (+) = (+) ⎫ (+) × (−) = (−) ⎫
⎬ ⎬
(−) × (−) = (+) ⎭ (−) × (+) = (−) ⎭

In general, when multiplying directed numbers:

the product will be negative if there are an odd number of negative numbers

the product will be positive if there are an even number of negative numbers.

EG These results will be justified in Exercise 7.7.

+S
Example 1
Evaluate:
a -4 × -5 b -7 × 2 c 3 × -6
 Chapter 7: I n t egers 273

Solutions
a -4 × -5 = 20 (The product of two negative numbers is positive.)
b -7 × 2 = -14 (The product of a negative number and a positive number is negative.)
c 3 × -6 = -18 (The product of a positive number and a negative number is negative.)

Example 2
EG Evaluate each of these.
+S
a -4 × 2 × -3 b -5 × -2 × -6

Solutions
a -4 × 2 × -3 = 24 (The answer is positive because there are an even number of
negative numbers.)
b -5 × -2 × -6 = -60 (The answer is negative because there are an odd number of
negative numbers.)

Example 3 Solutions
EG Evaluate each of the following: a (-7)2 = -7 × -7 b (-2)3 = -2 × -2 × -2
+S = 49 = -8
a (-7)2 b (-2)3

Exercise 7.7

1 Copy and complete each of these number patterns.

a 5×4= b -3 × 4 =
5×3= -3 × 3 =
5×2= -3 × 2 =
5×1= -3 × 1 =
5×0= -3 × 0 =
5 × (-1) = -3 × (-1) =
5 × (-2) = -3 × (-2) =
5 × (-3) = -3 × (-3) =
5 × (-4) = -3 × (-4) =
2 Use your results from Q1 to complete each of the following statements.
a The product of two numbers with like signs is ____________.
b The product of two numbers with different signs is ____________.

3 Evaluate each of these.

a -4 × 3 b -5 × -2 c 6 × -4 d -3 × -7 e 8 × -5
f -6 × -6 g -12 × 3 h 4 × -8 i -10 × -5 j 11 × -7
k -6 × 9 l 8 × (-7) m -13 × (-2) n -9 × (-8) o 0 × (-6)
p 5 × (-9) q -10 × (-7) r -5 × (-12) s -7 × 6 t 12 × (-11)
 274 Mathscape 7

■ Consolidation
4 Evaluate each of the following.
a 5 × 2 × -3 b -4 × 5 × -2 c -6 × -4 × -2 d -1 × 8 × -7
e -7 × -6 × -2 f 5 × -4 × 6 g -4 × 12 × 0 h -9 × -2 × 3
i 3 × 2 × (-6) j 7 × (-2) × (-4) k 5 × (-3) × (-3) l (-8) × (-5) × (-6)
5 Find:
a double -5 b triple -7 c quadruple -3
d 3 lots of -8 e 5 lots of -12 f 9 lots of -6

6 a Determine the product of -4 and 7 b Determine the product of -9, -2 and -4

7 Evaluate:
a (-3)2 b (-5)2 c (-6)2 d (-9)2 e (-2)3 f (-3)3
g (-10)3 h (-5)3 i (-2)4 j (-3)4 k (-2)5 l (-10)5

8 Copy and complete each of these.

a 6× = -18 b −5 × = 35 c × -7 = -21 d × -4 = -36
e × 5 = -30 f × -3 = 24 g -9 × =0 h × -10 = 20
i -8 × = -72 j × -6 = 36 k × 12 = -84 l -11 × = 110
m × 13 = -39 n -9 × = 45 o -8 × = 96 p × -9 = -63

9 The product of two numbers is -70. If one of the numbers is 7, what is the other number?

10 By what must 5 be multiplied to give -55?

11 What number must be multiplied by -8 to give 32?

12 Find the missing number in each of these.

a -9 × 4 = 12 × b 5 × -8 = × -10 c × -5 = -10 × -6
d -8 × = -12 × 4 e -9 × 8 = 12 × f -7 × -6 = × -14
g × -6 = 18 × 3 h 10 × = -20 × 5 i 25 × = -15 × -5
TOR
LA
13 Evaluate each of the following, then check your answers using a calculator.
CA U
LC

a -30 × (-20) b 40 × (-13) c -15 × 6 d -25 × (-12)

e -20 × 45 f -6 × (-35) g 19 × (-7) h -99 × (-9)

■ Further applications
14 Find two possible values for the missing number in each of these.
a 2 = 16 b 2 = 25 c 2 = 100

15 If 3 ⊗ 7 means (3 × 7) − 2, evaluate:
a -4 ⊗ 3 b 5 ⊗ -6 c 7 ⊗ -8 d -12 ⊗ -5
 Chapter 7: I n t egers 275

7.8 Division of directed numbers

The rules for determining whether a quotient is positive or negative are the same as those for
multiplication.

The quotient of two numbers with
The quotient of two numbers with
like signs is positive. That is, different signs is negative. That is,
(+) ÷ (+) = (+) ⎫ (+) ÷ (−) = (−) ⎫
⎬ ⎬
(−) ÷ (−) = (+) ⎭ (−) ÷ (+) = (−) ⎭

In general, when dividing directed numbers:

the quotient will be negative if there are an odd number of negative numbers

the quotient will be positive if there are an even number of negative numbers.

These results will be justified in Exercise 7.8.

Example 1 Solutions
EG Evaluate: a -24 ÷ -6 = 4 (The quotient of two negative numbers is positive.)
+S b 21 ÷ -7 = -3 (The quotient of a positive number and a negative
a -24 ÷ -6
b 21 ÷ -7 number is negative.)
c -15 ÷ 3 c -15 ÷ 3 = -5 (The quotient of a negative number and a positive
number is negative.)

Example 2
EG Evaluate:
+S
-30 -45 14
a -------- b -------- c ------
-5 9 -7

Solutions
-30 -45 14
a -------- = -30 ÷ -5 b -------- = -45 ÷ 9 c ------ = 14 ÷ -7
-5 9 -7
=6 = -5 = -2

Example 3
EG Evaluate -8 × -5 ÷ -10
+S
Solution
When there are more than two terms involving multiplication -8 × -5 ÷ -10 = 40 ÷ -10
or division the order of operations is to work from left right. = -4
276 Mathscape 7

Exercise 7.8

1 Copy and complete each of the following.

a If +5 × (+2) = +10, then +10 ÷ (+2) = ____.
b If +5 × (-2) = -10, then -10 ÷ (-2) = ____.
c If -5 × (-2) = +10, then +10 ÷ (-2) = ____.
d If -5 × (+2) = -10, then -10 ÷ (+2) = ____.

2 Use your results from Q1 to complete each of the following statements.

a The quotient of two numbers with like signs is ____________.
b The quotient of two numbers with different signs is ____________.

3 Evaluate each of these.

a 12 ÷ -6 b -18 ÷ -3 c -24 ÷ 8 d -32 ÷ -4
e 49 ÷ -7 f -48 ÷ 4 g -50 ÷ -5 h -27 ÷ 3
i -54 ÷ 9 j -21 ÷ -7 k 64 ÷ (-8) l -63 ÷ (-9)
m 70 ÷ (-7) n -25 ÷ 5 o -60 ÷ (-3) p -40 ÷ (-8)
q -48 ÷ (-12) r 42 ÷ (-7) s 110 ÷ (-10) t -96 ÷ (-8)

4 Evaluate:
-9 -33 -8 -28
a ----- b -------- c ----- d --------
3 -3 4 7
-40 -56 55 -90
e -------- f -------- g -------- h --------
-4 8 -11 -10

■ Consolidation
5 Find the value of each expression.
a 60 ÷ -2 ÷ -3 b -54 ÷ 6 ÷ 3 c 100 ÷ -10 ÷ 5
d -72 ÷ -6 ÷ -3 e -90 ÷ 9 ÷ -2 f -80 ÷ -4 ÷ -2

6 Evaluate each of the following.

a -4 × 6 ÷ -3 b -6 × -5 ÷ -3 c 56 ÷ -7 × 2
d -60 ÷ (-10) × (-7) e -24 ÷ 8 × 0 f 12 × (-5) ÷ (-20)

7 Copy and complete each of the following.

a 35 ÷ = -5 b -30 ÷ = -6 c -42 ÷ =7 d ÷ 5 = -3
e ÷ -3 = -10 f ÷ -6 = 11 g 80 ÷ = -10 h ÷ -4 = -9
i -84 ÷ = 12 j -44 ÷ = -4 k ÷ 9 = -6 l ÷ -9 = -9
m ÷ -12 = 10 n -49 ÷ = -7 o 108 ÷ = -12 p -110 ÷ = -10

8 a Find the quotient of -22 and -2 b Find the quotient of 32 and -4

 Chapter 7: I n t egers 277

9 By what must -24 be divided to give an answer of 8?

10 When a number is divided by -6 the result is -5. What is the number?

11 Evaluate:
5 × -3 × 2 -4 × 3 × -5 -10 × -3 × -2
a ----------------------- b -------------------------- c -------------------------------
-6 -12 -15
TOR
LA
12 Evaluate each of the following, then check your answers using a calculator.
CA U
LC

a 85 ÷ (-5) b -171 ÷ (-3) c -112 ÷ 4 d -133 ÷ (-7)

e -144 ÷ (-6) f -207 ÷ 9 g 280 ÷ (-8) h -336 ÷ (-12)

■ Further applications
13 The quotient of two integers is -4. If one of the numbers is 8, what are the possible values
of the other number?

14 The average of three numbers is 2. If two of the numbers are -5 and -3, what is the third
number?

15 If 6 Ω 2 means (6 ÷ 2) − 10, evaluate:

a 12 Ω -3 b -24 Ω 8 c -42 Ω -7 d 5 Ω -5

7.9 The order of operations

The order of operations applies when there are more than two operations involved in a
question.

The order of operations states that:

expressions inside grouping symbols or with indices are worked first, then

multiplications and divisions are worked from left to right, then

additions and subtractions are worked from left to right.

Example
EG Evaluate each of the following.
+S
a -30 ÷ −6 − 14 ÷ 2 b -6 − 4 × 2 + 10

Solutions
a -30 ÷ -6 − 14 ÷ 2 = (-30 ÷ -6) − (14 ÷ 2) b -6 − 4 × 2 + 10 = -6 − (4 × 2) + 10
=5−7 = -6 − 8 + 10
= -2 = -14 + 10
= -4
278 Mathscape 7

Exercise 7.9

1 Use the order of operations to evaluate each of these.

a 5−4×2 b 2 − 24 ÷ 3 c -4 × 3 + 5 d -20 ÷ -5 − 7
e -11 + 5 × 3 f -2 + 36 ÷ 9 g -6 × 8 + 50 h -8 + 21 ÷ 3
i -3 − 28 ÷ 7 j -49 ÷ 7 + 13 k 3 × 5 − 16 l 4 − 60 ÷ 5
m -10 − 18 ÷ 3 n 10 − 6 × 5 o 20 − 7 × 4 p -15 − 42 ÷ 6

■ Consolidation
2 Insert grouping symbols and evaluate each of the following.
a 5×2−4×3 b 20 ÷ 5 − 2 × 6 c -6 × 3 + 5 × 5
d -21 ÷ 3 + 8 ÷ 2 e -8 × 4 − 4 × 2 f -5 − 7 × 2 − 1
g 2 + 7 × 3 − 30 h -12 − 15 ÷ 5 + 10 i 4−3×2+5×3
j 30 ÷ 3 − 13 + 4 × 5 k 9 ÷ 3 − 15 + 2 × 6 l -22 ÷ 11 + 8 − 6 × 6

■ Further applications
3 Use the order of operations and the rules for adjacent signs to evaluate each of these.
a -7 × 3 − 2 × -5 b 2 × 4 + 6 × -3 c -1 − 6 × -4 − 8
d -6 − 54 ÷ -6 − 7 e -35 ÷ 5 − 72 ÷ -8 f 26 ÷ -2 + 5 × -2
g -10 − 2 ÷ -2 − 4 h 15 + 7 × -2 − 5 × -4 i 20 ÷ -4 − 40 ÷ -8

B P ROBLEM SOLVING

1 A boy had twenty rabbits. All except five escaped from their cage and disappeared.
How many does he have now?
2 Complete the magic square so that the rows,
14
columns and diagonals all add to the same total.
7 17

3 Twenty-seven small cubes are put together to form

one large cube. The large cube is then painted on
all sides. How many small cubes have:
a no sides painted
b one side painted
c two sides painted
d three sides painted
e four sides painted?
 Chapter 7: I n t egers 279

4 Divide 50 by one half, then subtract 50.

5 John and Betty can ride as fast as each other on a bicycle. One day, John rode from the
one kilometre post to the ten kilometre post while Betty timed him. Betty then rode
from the ten kilometre post to the twenty kilometre post while John timed her. John’s
time was faster. Why?
6 a Twice in twenty-four hours the hands of the clock divide the face
11 12 1

M A T H E M A T I C A L L Y
into two parts so that the sum of the numbers in each part is the 10 2
same. When does this happen? 9 3
b Draw two straight lines on the face of a clock so that the sum of 8 4
7 6 5
the numbers in each third is the same.

7 The sportsmaster explained to the headmaster that 3 baseballs and 1 cricket ball
weighed the same as 14 tennis balls. He also found that 1 baseball and 6 tennis balls
exactly balanced 1 cricket ball. ‘That is interesting,’ said the headmaster, ‘and how
many tennis balls weigh the same as 1 cricket ball?’ he asked. What was the
sportsmaster’s answer?
8 At a bus stop 20 students were standing in four groups. The first group contained
four students more than the second. The second group contained one student less
than the third. The fourth group c ontained twice as many students as the second
group. How many students were in each group?
9 In a test, the average score of five students was 7. If Charlotte scored 6, Clare 9,
Su-yin 6, and Barbara 5, what was Jenny’s score?
10 On the planet Lunar, the Lunies write their numbers in strange ways. For example:
= 7
= 20
= 30
a What would the number represent?
b How would you write the number 49?

0
f\F OC
F O C U S OONR W
US ON W K O
I RK
N GI NM MT
G A AT MA
HHEEM TICALLY
ATICALLY

W O R KI N G
THELOSS OF THE RUSSIAN NUCLEAR
SUBMARINE KURSK
Introduction
On 12 August 2000, the Russian nuclear submarine Kursk exploded and sank in 107 metres of
water in the Barents Sea in the Arctic. Sadly, all 118 sailors aboard perished. After more than
F

a year it was successfully salvaged. The seriously damaged bow, where the explosion occurred,
was cut away and left on the seabed. The rest of the sub, including the nuclear reactors that
powered it, was lifted to the surface. It was then towed into a Russian naval shipyard.
On 28 October 2001, TV news bulletins showed the devastating effects of the fire inside.
 280 Mathscape 7

Fortunately the sections containing the nuclear reactors that power the vessel were well
protected, averting a potential environmental disaster.
LY I C A L L Y

This submarine is a huge vessel, 154 m in length. It took an enormous crane to lift the Kursk to
ALT

the surface.

2L
H E M A

EARNING ACTIVITIES
ATHEMATIC

1 A Sydney bus is about 12 m in length. A Boeing 747 Jumbo jet is about 70 m in length.
A football field is 100 m in length. The Kursk is 154 m in length. Write a mathematical
description to show just how big this sub really is.
2 Draw a diagram to show the sub on the seabed. Take sea level as zero. Write a directed
number to show the position of the sub on the seabed.
AM T

3 If the sub was at a depth of 48 m when the explosion occurred, and it then sank to the bottom
(107 m), write in words a possible meaning for the number sentence
-48 − (-107) = 59
G

4 Inside the stern of the stricken sub the temperature of the air is 11°C. If the temperature has
W O R K I N G KM N

been falling at a rate of 0.4°C per hour, what was the temperature 3 hours ago? What will
I

the temperature be in 24 hours’ time?

O R

8E
W

XTENSION ACTIVITIES
FOCUS ON

1 Using a scale of 10 m = 10 mm, draw a diagram to compare the length of a bus (12 m),
a jumbo jet (70 m), a football field (100 m) and the submarine.
2 Would the submarine fit into the Sydney Olympic Stadium? See if you can find out.
3 The height of the Sydney Tower is about 325 m. Imagine the Sydney Tower standing on
the seabed of the Barents Sea next to the submarine. Draw a picture of the Tower standing
on the seabed to show the depth of the water in which the submarine sank.
 Chapter 7: I n t egers 281

E L ET’S COMMUNICATE

Write a letter to a friend telling about the size of nuclear submarines in comparison to a Sydney
bus, a jumbo jet and a football field. Say why negative numbers are used to indicate the depth

W O R KI N G M A T H E M A T I C A L L Y
at which subs travel.

%R EFLECTING

Submarines use special technology to bounce sound waves off the seabed to show a moving
profile of the seabed as they travel across it. Fishing vessels use similar technology to show the
seabed as they travel across the surface. Reflect on how mathematics has been applied to meet
this human need and its close link with science and technology.

1 Explain what a directed number is in your temperature noun 1. a measure of the degree of
own words. heat or cold of something or someone.
2 Define the word integer. 2. an abnormally high amount of heat in the body:
3 What is a number sentence? She is running a temperature.
4 Explain what a number line is in your What does temperature have to do with
own words. directed numbers?
5 Read the Macquarie Learners’ Dictionary
entry for temperature:

FC H A P T E R
1 Write a directed number to represent each 3 Graph the numbers {3, -2, 0, -4} on a
of the following. number line.
a walking 6 km west 4 Choose the smallest and largest numbers
b ascending 3 floors from the set {-6, -34, 0, -99, -1}.
c withdrawing $20
5 Insert ⬍ or ⬎ to make a true statement.
d losing 4 kg in weight
a 7 -3 b -5 0
e flying 75 km north
c -100 2 d -53 -54
f arriving 10 mins late
6 Arrange these numbers in ascending
2 Write the directed number that is opposite
order: -48, 17, -12, -13, 0, -81
in meaning to 5.
7 Find the new temperature if it was:
a 2°C and then it fell by 7°C

CHAPTER REVIEW
 282 Mathscape 7
CHAPTER RE

b -3°C and then it rose by 5°C 13 Copy and complete each of these.
c -4°C and then it fell by 8°C a − 3 = -1 b +6=4
d -11°C and then it rose by 6°C c + 15 = -7 d − 4 = -18
8 a A woman drove 14 km west, 20 km e + 1 = -5 f + 12 = 9
east then 9 km west. Where is she g − 5 = -11 h − 13 = -21
now in relation to her original 14 Copy and complete:
position? a -4 + 8 = -5
b A man stepped into an elevator on the b 2 +7=3
third floor below ground level. The c − 7 + 4 = -13
elevator went down two floors and 15 Evaluate:
then up four floors. Where is the a 3 − -7 b 2 + -8
elevator now in relation to ground c 6 − +12 d 0 − -5
level? e -4 + (-5) f -9 − (-6)
c The price of petrol rose by 5c per litre g -5 − (+8) h -1 − (-17)
on Tuesday, fell by 8c on Thursday,
16 Evaluate 2 − -9 + -6
then fell by another 3c on Saturday.
17 Copy and complete each of these.
VIEW

How has the price of petrol changed

overall since Tuesday morning? a 2− =5 b 6+ = -2
c -7 − = -1 d -4 + = -8
9 Evaluate each of the following.
a -7 + 3 b -9 − 5 18 Evaluate:
c -8 + 6 d 2−9 a -5 × 3 b -2 × -7
e -6 − 7 f -10 + 9 c 6 × -4 d -3 × -9
g 1−4 h -5 + 12 e 7 × (-5) f 8 × (-8)
i -15 + 40 j -20 − 60 g (-11) × (-6) h (-12) × (-8)
k 30 − 55 l -50 + 45 19 Find the value of:
10 a Increase -5 by 11 a -3 × 2 × 4 b -6 × 2 × -2
b Decrease -7 by 12 c 5 × -8 × -3 d -4 × -3 × -12
c Take 16 from 3 20 Evaluate each of these.
d Add 14 to -20 a (-5)2 b (-3)3
c (-10) 4 d (-2)5
11 Evaluate:
a -7 + 5 + 9 b 3−4−6 21 Copy and complete:
c -12 − 9 + 5 d -8 + 15 − 20 a -7 × = 28
12 Copy and complete each of these. b × 6 = -54
a -1 = -7 b 6 = -2 c -10 × = 40
c -9 =3 d -13 = -8 d × -8 = -96
e 0 = -3 f -4 =4 22 Evaluate:
g -7 = -16 h -11 = -1 a 10 ÷ (-2) b -18 ÷ (-3)
c -35 ÷ 7 d -45 ÷ (-9)

CHAPTER REVIEW
 Chapter 7: I n t egers 283

4 × ( -5 ) × ( -4 )

VIEW
-42 48
e -------- f -------- 24 Evaluate ------------------------------------
6 -12 -10
-32 -121 25 Evaluate each of these using the order of
g -------- h -----------
-8 11 operations.
23 Copy and complete: a 10 − 6 × 4
a 30 ÷ = -5 b 54 ÷ 9 − 8 × 2
÷ (-3) = 7 c -7 − 25 ÷ 5 + 1

CHAPTER RE
b
c -24 ÷ =6
d ÷ 9 = -12

CHAPTER REVIEW