Republic of the Philippines

Department of Education
Region III

PROJECT
ALL
SAMPAGA HIGH SCHOOL ALL
NUMERATES
MODULE 2
Name: ____________________________________________

Grade & Section: ____________________________________

Project AN Module - Fundamental operation of Rational Numbers and Polynomials
Whole Numbers, Decimals, and Fraction
Polynomials

This module was designed and written intended for grade 7 non numerates learners.

After going through this module, the learner is expected to:

1. understand whole numbers and its place values and time reading

2. write whole and decimal numbers into words and vice versa

3. appreciate writing whole numbers, money and time.

Sources: digitsPV001LS0102.pdf

www.theclassroom.com/difficulties-children-place-value-8410693.html

https://courses.lumenlearning.com/wm-accountingformanagers/chapter/addition-
subtraction-multiplication-and-division-with-whole-numbers/

http://ichernandez.org/cms/resources/paulette-cesario/module05.pdf

Prepared by:

Mathematics Department
 Operation on Rational Numbers

What to learn?

Whole Numbers
The whole numbers are the part of the number system in which it includes all the
positive integers from 0 to infinity. These numbers exist in the number line. Hence, they are
all real numbers. We can say, all the whole numbers are real numbers, but not all the real
numbers are whole numbers.

The complete set of natural numbers along with ‘0’ are called whole numbers. The
examples are: 0, 11, 25, 36, 999, 1200, etc.

Adding, Subtracting, Multiplying, and Dividing Whole Numbers

Addition
Steps in adding numbers
1. Write the numbers so each place value lines up vertically.
2. Add the digits in each place value. Work from right to left starting with the ones
place. If a sum in a place value is more than 99, carry to the next place value.
3. Continue adding each place value from right to left, adding each place value and
carrying if needed.

Example:

28+61

Solution
To add numbers with more than one digit, it is often easier to write the numbers vertically in
columns.
Write the numbers so the ones and tens 28
digit line up in vertically. + 61

28
Then add the digits in each value
Add the ones: 8+1=9 + 61
] 8+1

9
Add the tens: 2 + 6 = 8 28
+ 61
2+6
[
89
Subtraction
Addition and subtraction are inverse operations. Addition undoes subtraction, and
subtraction undoes addition.
We know 7− 3 = 4because 4 + 3= 7. Knowing all the addition number facts will help with
subtraction. Then we can check subtraction by adding. In the examples above, our subtractions can
be checked by addition.

Steps in subtracting numbers

1. Write the numbers so each place value lines up vertically.
2. Subtract the digits in each place value. Work from right to left starting with the
ones place. If the digit on top is less than the digit below, borrow as needed.
3. Continue subtracting each place value from right to left, borrowing if needed.
4. Check by adding
Example
43 – 26

Write the numbers so each place value lines up vertically.

Subtract the ones. We cannot subtract 6 from 3, so we

borrow 1 ten. This makes 3 tens and 13 ones. We write
these numbers above each place and cross out the
original digits.

Now we can subtract the ones. 13−6=7. We write the 7 in

the ones place in the difference.

Now we subtract the tens. 3−2=1. We write the1 in the

tens place in the difference.

Check by adding.

Multiplication

In order to multiply without using models, you need to know all the one digit
multiplication facts. Make sure you know them fluently before proceeding in this section.

Steps in multoplying whole numbers

1. Write the numbers so each place value lines up vertically.

2. Multiply the digits in each place value.
 Work from right to left, starting with the ones place in the bottom number.
 o Multiply the bottom number by the ones digit in the top number, then
by the tens digit, and so on.
o If a product in a place value is more than 99, carry to the next place
value.
o Write the partial products, lining up the digits in the place values with
the numbers above.
 Repeat for the tens place in the bottom number, the hundreds place, and
so on.
 Insert a zero as a placeholder with each additional partial product.
3. Add the partial products.

Example
27 x 3
To multiply numbers with more than one digit, it is usually easier to write the numbers vertically in
columns just as we did for addition and subtraction.

We start by multiplying 3 by 7.
3 x 7 = 21
We write the 1 in the ones place of the product. We carry the 2 tens by writing 2 above the
tens place.

Then we multiply the 3 by the 2, and add the 2 above the tens place to the product.
So 3×2=6, and 6+2=8. Write the 8 in the tens place of the product.
Division

We said that addition and subtraction are inverse operations because one undoes the
other. Similarly, division is the inverse operation of multiplication. We know 12÷4=3,
because 3⋅4=12. Knowing all the multiplication number facts is very important when doing
division.
Steps in dividing whole numbers
1. Divide the first digit of the dividend by the divisor.If the divisor is larger than the
first digit of the dividend, divide the first two digits of the dividend by the divisor,
and so on.
2. Write the quotient above the dividend.
3. Multiply the quotient by the divisor and write the product under the dividend.
4. Subtract that product from the dividend.
5. Bring down the next digit of the dividend.
6. Repeat from Step 1 until there are no more digits in the dividend to bring down.
7. Check by multiplying the quotient times the divisor.
Example
Divide 78 by 3
Divide the first digit of the dividend, 7, by the divisor, 3

The divisor 3 can go into 7 two times since 2×3=6 .

Write the 2 above the 7 in the quotient.

Multiply the 2 in the quotient by 2 and write the product, 

6, under the7.

Subtract that product from the first digit in the dividend.

Subtract 7−6 . Write the difference, 1, under the first digit
in the dividend.

Bring down the next digit of the dividend. Bring down the 8.

Divide 18 by the divisor, 3. The divisor 3 goes into 18 

six times.
Write 6 in the quotient above the 8.

Multiply the 6 in the quotient by the divisor and write the

product, 18, under the dividend. Subtract 18 from 18.
We would repeat the process until there are no more digitsin the dividend to bring down. In
this problem, there are no more digits to bring down, so the division is finished.
So 78÷3=26.
Check by multiplying the quotient times the divisor to get the dividend. Multiply 26×3 to
make sure that product equals the dividend, 78.

It does, so our answer is correct. ✓

Let’s Practice!

Cover – Copy - Compare

Perform the indicated operation

1. 54 + 65 = 2. 123 – 97 =

3. 65 x 52 = 4. 332 ÷ 4 =

Perform the indicated operation

2. 54 + 65 = 2. 123 – 97 =

4. 65 x 52 = 4. 332 ÷ 4 =

It’s your turn!

Perform the indicated operation
1. 34 + 51 =
2. 29 + 19 =
 3. 45 – 29 =
4. 87 – 59 =
5. 723 – 659 =
6. 56 x 12 =
7. 65 x 24 =
8. 892 ÷ 4=¿
9. 250 ÷ 15=¿
10. 3x4+6–5=

Operations on Fractions

We use fractions every day, quite often to describe parts of a whole (e.g.,half an
hour, third quarters of the football game, one quarter of a cup of sugar).

The part/whole meaning of fractions, expressed as , (where b≠ 0) is used

when a part is being compared to the whole. The numeral above the dividing line (also
known as the vinculum) is referred to as the numerator and the numeral below the
vinculum is known as the denominator.

The numerator of the fraction ( )  is 3 and the denominator is 5.

The numerator represents the number of parts of the whole and the denominator
represents the number of equal sized parts into which the whole is divided.

Addition and Subtraction of Fractions

Adding and subtracting fractions draws on the concept of equivalent fractions. The golden
rule is that you can only add and subtract fractions if they have the same denominator.
Example 1:
4 1 5
+ = , add the numerator 4 and 1 and copy their denominator 6. Then the final answer
6 6 6
5
is .
6
Example 2:
6 4 2
− = , subtract their numerator 6 to 1 and copy their denominator since they have the
8 8 8
2
same denominator. We can get the simpliest form of by finding their GCF which is 2 and
8
1
the lowest term is .
4

However, if two fractions do not have the same denominator, we must use equivalent
fractions to find a “common denominator” before they can be added together or subtracted.
1 1
Example 3: + =¿
4 2
1 1 1 1 2
+ have different denominators, so why is this not true: + =
4 2 4 2 6
2 1 1 1
We can see that; is equievalent to ; not a sensible result for +
6 3 4 2
Instead we ‘convert’ the fractions to have the same denominator:

1 2
can be converted to Now the fractions have the same denominator and so we can
2 4
1 2 3
carry out the addition: + =
4 4 4

Example 4:

9 1 ( 9 x 3 )−( 1 x 12 ) 27−12 15 (3) 5

− = = = ÷ =
12 3 12 x 3 36 36 (3) 12

Multiplication and Division of Fractions

Compared to addition and subtraction, multiplication and division of fractions is easy to
do, but sometimes a challenge to understand how and why the procedure works
1
mathematically. For example, imagine I have of a pie and I want to share it between 2
2
people. Each person gets a quarter of the pie.
1 1 1
Mathematically, this example would be written as: x =
2 2 4
1
Remember that fractions and division are related; in this way, multiplying by is the
2
same as dividing by two.
1 1 1
Hence, (two people to share) of (the amount of pie) is (the amount each person
2 2 4
will get).
2 7
But what if the question was more challenging: x =? This problem is not as easy as
3 16
splitting pies.
A mathematical strategy to use is: “Multiply the numerators then multiply the denominators”

2 7 (2 x 7) 14 7
Therefore, x = = =
3 16 (3 x 16) 48 24

However, we can also apply a cancel out method – which you may recall from school. The
rule you may recall is, ‘What we do to one side, we must do to the other.’
2 7
Thus, in the above example, we could simplify first: x =? The first thing we do is look to
3 16
see if there are any common multiples. Here we can see that 2 is a multiple of 16, which
means that we can divide top and bottom by 2:

1
The same process applies below when we divide one third into four equal parts: ÷ 4 =?
3
The rectangle (the whole) is first divided into three equal parts to represent ‘thirds’. Then on
the second rectangle the thirds have then been divided into 4 equal parts and we can see
1
that we now have 12 parts, each being
12
1 4 1 1 1
Therefore, ÷ is worked mathematically as : x =
3 1 3 4 12
As the representation shows, when dividing one third into four equal pieces, each of piece
1
will represent
12
1 1 1
Therefore, x = ‘a third times a quarter’ is the same as ‘a third divided into four’
3 4 12
1 2
Division might seem odd, but is a simple concept. ÷ it’s the same as x and ÷4 it’s the
2 1
1
same as ×
4
Now let’s look at: ‘a third divided by a quarter’ is the same as ‘a third times four’
1 1 1 4
÷ =¿ ? It’s the same as x =?
3 4 3 1
This is harder to comprehend but if we follow our rules that when we divide, we flip the
1 4 4 1
fraction, then we have a third times four. Therefore, x = ∨1
3 1 3 3
If the sign is swapped to its opposite, the fraction is flipped upside down, which is referred
to as the reciprocal of the original fraction.
Example:
1.
2.

Let’s Practice!

Cover – Copy - Compare

Perform the indicated operation

5 1 6
11. + =
7 7 7

3 2 ( 3 x 3 ) +( 2 x 5) 9+10 19 4
12. + = = = =1
5 3 5x 3 15 15 15

12 7 5 1
13. − = ∨
15 15 15 3

8 2 8 4 4 2
14. − = − = ∨
10 5 10 10 10 5

2 3 6 3
5. x = ∨
5 4 20 10

6 4 6 1 6 3
6. ÷ = x = ∨
7 1 7 4 28 14

Perform the indicated operation

5 1
1. + =
7 7

3 2
2. + =
5 3

12 7
3. − =
15 15

8 2
4. − =
10 5
 2 3
5. x =¿
5 4

6 4
6. ÷ =
7 1

It’s you turn!

Perform the indicated operation
5 7
1. + =¿
9 9
3 1
2. + =¿
4 5
4 1
3. − =¿
5 5
5 3
4. − =
6 7
2 3
5. x =¿
9 5
2 5
6. ÷ =¿
9 2
Operations on Decimals

Adding Decimals

Adding decimals is like adding whole numbers. First align the numbers by place value. Start
adding at the right and regroup when necessary. Bring down the decimal point into your
answer.

Example:
54.23 + 4.59
5 4 . 2 3
Step 1. Align the decimal points.
+ 0 4 . 5 9
Step 2. Add zeros as placeholders when necessary. 5 8 . 8 2
Step 3. Add from right to left.
Therefore, the sum of 54.23 and 4.59 is 58.82

Subtracting Decimals
The procedure for subtracting decimals is like the procedure for adding decimals.

Example:
34.7 – 12.78
3 4 . 7 0
- 1 2 . 7 8
2 1 . 9 2
Step 1. Align the decimal points.
Step 2. Add zeros as placeholders when necessary.
Step 3. Subtract from right to left, regrouping when necessary.
Therefore , the difference between 34.7 and 12.78 is 21.92.

Multiplying Decimals

To multiply decimals, first multiply as you would with whole numbers. Then place the
decimal point in the product. The number of decimal places in the product equals the sum
of the number of decimal places in the factors.
Example:
1.99 x 2.35

1.99 ⟵ 2 decimal places

x 2.35
995 ⟵+¿ 2 decimal places
597
498
56 . 765 ⟵ 4 decimal places

Dividing Decimals by Whole Numbers

Dividing decimals is similar to dividing whole numbers. When you divide a decimal by a
whole number, the placement of the decimal point in the quotient is determined by the
placement of the decimal in the dividend.

Example:
9.76 ÷ 8
1.22
8 √ 9.76 Step 1 Divide using long division as with whole numbers.
8
17 Step 2 Place a decimal point in the quotient directly above the
16
6.NS. decimal point in the dividend.
16
16
0

Let’s Practice!

Cover – Copy - Compare

Perform the indicated operations

 7. 76.32 + 45.5 = 121.82
8. 56.65 – 34.90 = 21.75
9. 3.56 x 1.6 = 5.696
10. 3.25 ÷ 5 = 0.65
Perform the indicated operations
1. 76.32 + 45.5 = ________________
2. 56.65 – 34.90 = _______________
3. 3.56 x 1.6 = ___________________
4. 3.25 ÷ 5 = ___________________
Its your turn!
Perform the indicated operation.
1. 62.45 + 56.32 =
2. 43.2 + 32.43 =
3. 72.76 – 65.43 =
4. 127.45 – 107.07 =
5. 45.3 x 5.1 =
6. 3.76 x 3.6 =
7. 52.5 ÷ 5=¿
8. 62.4 ÷ 12=¿
Operations on Integers

Integers are whole numbers, both positive and negative.

Examples:
(1, 2, 3, 4, 5, 6, 7, 8, 9……. and so on) positive numbers
( -1, -2, -3, -4, -5, -6…. and so on) negative numbers
Basic operations in Mathematics – are addition, subtraction, multiplication
and division.

Addition and Subtraction of Integers

+ addition symbol

- subtraction symbol

(+) (+) are like sign because they are same sign (both positive)
(-) (-) are like sign because they are same sign (both negative)
 (+) (-) are unlike sign because they are different sign
(-) (+) are unlike sign because they are different sign

Look at…..
4 and 1 are example of like sign numbers because 4 and 1 are both positive
numbers.

-1 and -2 are example of like sign numbers because -1 and -2 are both negative
numbers.

6 and -3 are example of unlike sign numbers because 6 and -3 have different
signs.

-4 and 5 are example also of unlike sign numbers because -4 and 5 have different
signs.

Rules:

For LIKE SIGN NUMBERS the operation is always ADDITION

For UNLIKE SIGN NUMBERS the operation is always SUBTRACTION

Examples:

Like Sign Numbers

a.) 2+4=6

b.) -3 + (-2) = -5

Unlike Sign Numbers

The integers-7 and 3 are unlike signed numbers,

hence the operation is subtraction. The difference
c) -7 + 3 = - 4 between the two is -4 because it follows the sign of
the higher number (absolute value) which is -7.

d.) (- 8) – (3) = – 8 – 3 = -11

3. Then after changing
the subtrahend to its
inverse the operation
changed from
subtraction to addition.
 1.) The operation between 2. Before performing
the operation the
- 8 and 3 is subtraction
because they are unlike subtrahend 3 was
sign numbers. replaced into its inverse
which is -3.

d.) 6 – (-1) = 6 + 1 = 7
3.) Then after changing
2. Before performing the subtrahend to its
1.) The operation between
the operation the inverse the operation
6 and -1 is subtraction
subtrahend -1 was changed from
because they are unlike
replaced into its inverse subtraction to addition.
sign numbers.
which is 1. Resulting to -11 as the
final answer.

Table 1. Summary

Type of Number Operation Equation Answer Read as

Used
a.) Positive 2 and Positive 4 Addition 2+4 6 Positive 6
b.) Negative 3 and Negative 2 Addition -3 + (-2) -5 Negative 5
c.) Negative 8 and Positive 3 Subtractio
n changed
into (- 8) – (3) -11 Negative 11
Addition
d.) Positive 6 and Negative 1 Subtractio 6 – (- 1) 7 Positive 7
n

Multiplication and Division of Sign Numbers

Rules:

In multiplying and dividing SAME SIGN NUMBERS the answer is always

a POSITIVE NUMBER.

In multiplying and dividing DIFFERENT SIGN NUMBERS the answer is

always a NEGATIVE NUMBER.

Examples:
Multiplication

SAME SIGNS DIFFERENT SIGNS

1.) 3x2=6 -3 x 2 = - 6
2.) - 3 x -2 = 6 3 x -2 = -6
3.) (3) (3) = 9 (-3) (3) = -9
4.) ( -3) (-3) = 9 (3) (-3) = -9

Division

SAME SIGNS DIFFERENT SIGNS

1.) 4÷2=2 1.) (-4) ÷ (2) = -2

2.) 8÷4=2 2.) 8 ÷ (-4) = -2

3.) (-15) ÷ (-5) = 3 3.) 15 ÷ (-5) = -3
4.) (-3) ÷ (-1) = 3 4.) (-3) ÷ 1 = -3

Let’s Practice!
Copy-Cover- Compare
Perform the indicated operations
1.) 12 + 3 = 15

2.) (-6) + (-4) = -10

3.) (- 21) + 9 = - 12

4.) 9 + (- 4) = 9 – 4 = 5

5.) 32 – (- 4) = 32 + 4 = 36

6.) 5x1=1
7.) -3 x 4 = 12

8.) (- 6) (2) = - 12

9.) (-6) (-5) = 30

10.) 14 ÷ 2 = 7

11.) 16 ÷ (- 4) = -4

12.) (-25) ÷ (-5) = 5

1.) 12 + 3 =

2.) (-6) + (-4) =

3.) (- 21) + 9 =

4.) 9 + (- 4) =

5.) 32 – (- 4) =

6.) 5x1=

7.) -3 x 4 =
 8.) (- 6) (2) =

9.) (-6) (-5) =

10.) 14 ÷ 2 =

11.) 16 ÷ (- 4) =

12.) (-25) ÷ (-5) =

Performing Basic Operations on Polynomials

Polynomials are algebraic expressions that consist of variables and coefficients.

- derived from the Greek word’s ‘poly’ means ‘many ‘and ‘nominal’ means ‘terms ‘, so
altogether it said “many terms”

exponent
Look at…… constant term
3x2 + x - 12 is a polynomial with one variable which is x
numerical coefficient
x2 + x - 12

3 terms
Remember….
To add polynomials simply add any like terms together.
 To subtract polynomials simply subtract any like terms together.

Like terms -are terms whose variables and exponents are the same

Examples
7x 2x -5x are all LIKE TERMS because all the variables are the
same.

3xy2 xy2 - 4xy2 are all LIKE TERMS because all variables and
exponents are the same.

2x xy 8y2 are NOT like terms because the variables and/or their

exponents are different.

Examples:
1.  Simplify   2x2 + 6x + 5   and   3x2 - 2x – 1

Rewrite the given start

with the term with higher
degree of exponent

2x2+3x2+6x -2x+5-1

Perform the operation between the similar terms

2x2+3x2+6x -2x+5-1

While 6x and -2x are Then 5 and -1 are both

Since 2x2 and 3x2
dissimilar terms, constant term with unlike
are similar terms,
subtraction will be signs, therefore the
add them.
the operation. operation is subtraction.
 5x2 + 4x + 4
2. Simplify -4y- 5y+8y

-4y- 5y+8y = -9y + 8y = -y

-4y and -5y are added because In -9y and 8y subtraction is

they are similar terms performed because they are
unlike sign numbers.
Therefore, the difference is -y.
The difference is negative
because between -9 and 8, the
absolute value of -9 is
greater than 8

Multiplying Monomials and/or Binomials and FOIL

In multiplying monomials, simply multiply the coefficients, and add the exponents for
like factors only.

Examples:

1. (2m) (3m) = 6m2 3.

(-4p2) ( -2p) = 8 p3
2. ( -5n) (n) = -5n3 4.
(6y) (-y3) = -6y4

We multiply monomials and binomials using different methods, including the distribution
property and FOIL. FOIL is a mnemonic device to remember how to find the product of two
binomials: we multiply the First, Outer, Inner, and then Last terms in each binomial. When
multiplying monomials and binomials, it is important to remember the rules of multiplying
exponents.
FOIL Method Last term
First term
First term: (x)(2x) = 2x2
(x + 3) (2x- 4) Outer term: (x) (-4) = - 4x
Inner term: (3) (2x) = 6x
Last term: (3) (-4) = -12
Outer Inner term
term
Therefore:

(x + 3) (2x- 4) = 2x2-4x+6x-12
= 2x2- 2x -12

DIVIDING MONOMIALS
Monomials can be divided in the same manner as numbers

Example
1. Simplify 14x3 ÷ 2x Solution:

14x3 = 7x2 14÷2 =7

2x x3-1 = x 2

2. Simplify (-10y2) ÷ (5y) = -2y

Solution:
(-10) ÷ (2) =-5
y2-1 = y1
3. Simplify (-6m4) ÷ (-3m3) = 2m

Solution:
(-6) ÷ (3) = 2
m4-3 = m1

Let’s Practice!
Cover- Copy - Compare
Perm the indicated operation
1. Simplify 7x + 5x +2x = 14x
2. Simplify 9x – 4x + 5x = 9x – 4x = 10x
3. 9p5 ÷ 3p3 = 3p = 3p2
4. (x + 4) (x – 6) = x2-6x + 4x -24 = x2 – 2x -24
Perm the indicated operation
1. Simplify 7x + 5x +2x = __________________
2. Simplify 9x – 4x + 5x=___________________
3. 9p5 ÷ 3p3=____________________________
4. (x + 4) (x – 6) =________________________

It’s Your Turn!

Perform the indicated operation
1.) 34 + 12 = _____________
2.) ( -7) + (-8) = ___________
 3.) ( -13) + 3 = ____________
4.) 23 + (- 10) =___________
5.) 42 – (- 4) =_____________
6.) (8) (-2) =_______________
7.) (-2) (-3) =______________
8.) 16 ÷ 2 =_______________
9.) (-4) ÷ 2 =_______________
10.) (-5) ÷ (-1) = _____________
11.) Simplify 14x + 10x – 7x=________________
12.) 25m3 ÷ 5m = _________________________
13.) (x – 3) (x +2) =_______________________

Techniques for Multiplying Polynomials (examples, solutions, videos & activities)

(onlinemathlearning.com)