7

Mathematics
First Quarter – Module 3
Integers and Absolute Value

Department of Education ● Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 3: Integers and Absolute Value
First Edition, 2020
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Published by the Department of Education: Region 10

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

Development Team of the Module

Author: Rhina T. Cuajotor, T II
Reviewers: Darelyn L. Cajeles, T I Ronato L. Taban-ud, T III
Pelmar M. Acosta, T II Richard S. Toledo, MT I
Ana T. Cuevas, HT III Jessieca C. Hornejas, HT I
Conformance Review Team: Errol O. Taguran, HT III Alma C. Salomon, HT III
Ana T. Cuevas, HT III Rica O. Boquecosa, SSTI
Ann J. Robiato, TIII Mary Joy A. Cartagena, TI
Vernie P. Bacayo, T II Stephanie Mae R. Lanzaderas, TIII
Lourgen V. Maalam, MTII Darelyn L. Cajeles, T I
Richard S. Toledo MT-I Pelmar M. Acosta, T II
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Errol O. Taguran, HT III
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 7
Mathematics
First Quarter – Module 3
Integers and Absolute
Value
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and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education – Region 10 at
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 Introductory Message

For the Learner

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on Integers

and Absolute Value.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module is designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

In this module, you are guided with a set of learning icons that will help you
understand the four fundamental operations on integers.

This will give you an idea of the skills or

competencies you are expected to learn in
What I Need to Know
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s In

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
What is It
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
 This includes questions or blank
sentence/paragraph to be filled in to process
What I Have Learned
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
What I Can Do
into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
Assessment
competency.
In this portion, another activity will be given to
you to enrich your knowledge or skill of the
Additional Activities
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
 TABLE OF CONTENTS
What I Need to Know ---------------------- 1
What I Know ---------------------- 2

LESSON 1 ---------------------- 3

What’s In ---------------------- 3
What’s New ---------------------- 4
What Is It ---------------------- 5
What’s More ---------------------- 9

LESSON 2 ---------------------- 10

What’s New ---------------------- 10

What Is It ---------------------- 11
What’s More ---------------------- 19

LESSON 3 ---------------------- 21

What’s New ---------------------- 21

What Is It ---------------------- 21
What’s More ---------------------- 27

What I Have Learned ---------------------- 28

What I Can Do ---------------------- 28
Assessment ---------------------- 29
Additional Activities ---------------------- 30
Answer Key ---------------------- 32
References ---------------------- 33
 What I Need to Know

This module is designed and written with you in mind. It is here to help you master
the Integers and Absolute Value. The scope of this module permits it to be used in
many different ways. The language recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the textbook
you are now using.
This module is divided into three lessons:
Lesson 1: Absolute Value
Lesson 2: Operations of Integers
Lesson 3: Properties of Integers

Based from the competencies, this module is crafted to help the students
represents the absolute value of a number on a number line as the distance of a
number from 0 (M7NSIc-1), perform fundamental operations on integers (M7NS – Ic-
d-1) and illustrate the different properties of operations on the set of integers (M7NS
– Id – 2).

After going through this module, the learners are expected to:

1. compare and order integers

2. find the absolute value of numbers and expressions
3. apply the mathematical concepts in solving the fundamental operations of
integers;
4. state and illustrate the different properties of the operations of integers; and
5. solve real-life problems involving the four fundamental operations of integers.
To be successful in understanding this module, you must extend your patience
in analyzing what you are reading and be industrious enough in performing every
suggested activity. Answer the given test and exercises carefully. As you complete the
relevant activities and solve the given interesting problems, you will learn a great deal
of useful Mathematics.

1
 What I Know

MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers on your
answer sheet.
1. What is the absolute value of the result when (-12) is subtracted from (- 8) ?
A. 20 B. 4 C. -4 D. -20
2. What is the product of (- 9) and 7 ?
A. 83 B. 16 C. -24 D. -63
3. For what value of the variable n will the statement (-612) ÷ 36 = n be TRUE?
A. 73 B. 14 C. -17 D. -36
4. BJ and three of his friends went out for lunch. They agreed to divide the cost
equally. The total amount of their lunch was ₱524, which BJ paid on from his
wallet. How much did each of his friends pay to BJ?
A. ₱342 C. ₱174
B. ₱220 D. ₱131
5. 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 C. - 35 cm
B. 35 cm D. - 129 cm
6. What is the additive inverse of a negative integer?
A. Zero C. Always positive
B. Same integer D. Always negative
7. Which of the following is the answer of this expression, I24I – I8I ?
A. -32 B. -16 C. 16 D. 32
8. Which of the following is the equivalent expression of 4( 10 – 7 ) when
expressed in distributive property?
A. 7(10) – 4 C. (4 - 10)(4 - 7)
B. 4(10) – 4(7) D. (4 + 10)(4 + 7)
9. What is the result when we multiply any number by zero?
A. 2 B. 1 C. 0 D. – 1

2
 10. Jessa and Roma go to the market and buy bread for ₱40, ice cream for ₱250,
and milk for ₱80. Jessa added the price of ice cream and bread first and then
add the result to the price of milk. On the other hand, Roma added the price of
bread and milk first and added the result to the price of ice cream. Both of them
have the same result which is ₱370. What property is illustrated in their
computations?
A. Closure C. Identity
B. Inverse D. Associative

Lesson
Absolute Value
1

What’s In

Activity 1: Write It Out!

Let’s Find Out: The Absolute Value

Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way:

Directions: Tell me what comes into your mind when you hear the word absolute
value? Write it on your answer sheet.

Absolute Value : ________________________________________________

___________

3
 __ What’s New

SNAKES AND LADDERS BOARD GAME

HOME

Have you experienced playing

a board game snake and
ladder? If you roll a die and 4
dots appear, on what number
will you land? What if on the
second roll, you got 2 dots, on
what number will you land?
Start here

Counters

This is a die These are dice

How to play:

Each player puts their counter on the space that says “start here”.
Take turns to roll the die/dice. Based on the result, move your
counter forward to the number of corresponding spaces on the board.
If the counter lands at the bottom of the ladder, you can move up to
the top of the ladder.
If the counter lands on the head of a snake, you must slide down
towards the tail of the snake.
The first player to reach “home” is the winner.

4
Think of this!

⮚ When you got 4 dots on the first roll, you will be moving 4 steps forward and
moving to the top of the ladder landing at number 25.
⮚ But when on the second roll 2 dots show up, you will be landing to number 27
where a snake’s head is positioned. If the counter lands on the head of a
snake, you must slide down to the bottom of the snake. I
⮚ In this case, you just move 20 steps backward reaching square 5.
● How will you represent the moves you have taken? How will you represent
four moves forward? How about twenty moves backward?

What Is It

As we play the game, moving some steps forward such as 4 can be written as
+4 and moving some steps backward such as 2 can also be written as – 2. Numbers
like +4 and –2 are called integers.

Now, you will be exploring more on this kind of numbers as you go through this
module.

An integer is any number from the set {… -4, -3, -2, -1, 0, 1, 2, 3, 4…}.
Positive numbers

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

Negative numbers
Zero (neither positive nor negative)

A number line is a line drawn starting from zero and which extends to both
sides without ends. This means that there are infinitely many numbers on both
sides from the origin of the number line.
● numbers to the right of zero
Positive ● greater than zero {1, 2, 3, 4,...}
● written with or without (+)
The 3 dots
sign mean continues
without end.

5
 ● value increases as numbers
move farther from zero
● numbers to the left of zero
{–4, –3, –2, –1,...}
Negative ● less than zero
● written with a (-) sign
● value decreases as numbers
move farther from zero
● neither negative nor positive
Zero
● no (-) or (+) sign. 0
Think of this
The (+) and (–) are symbols used to indicate addition and subtraction, but
in number line, they indicate the direction of a point from the 0-point, not as
operations to be performed. In the number line, (+) and (–) are used as signs of
directions. Thus
read +2 “as positive 2” not “plus 2”
read –2 as “negative 2” not “minus 2”

How to represent integers

In real life, there are situations where you can represent integers. Study the
table below.

Situation Integers

–
Weight loss of 28 kilograms 28
Increase of Php 500 allowance 500

Situation Integers

Altitude of 1200 ft 1200

–
Spending Php500 500
–
12 steps backward 12

6
Comparing Integers

You can always compare integers. On the number line, an integer is always less

than to the numbers on its right side and greater than to numbers on its left side.

Examples Show Me

–
4 < 0 or 0 > –4 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

–
6 < 2 or 2 > –6 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 -

3 < 5 or 5 > 3 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

Ordering Integers

You can also arrange integers either in ascending or descending order. In ascending
order, integers are arranged from least to greatest while in descending order, integers are
arranged from greatest to least. It is easier to arrange integers in order by plotting them on the
number line. Here is an example.

Example:
Arrange the integers –1, –6, 4, 2, 0, –3 and 5 in descending and ascending order.

Illustrate!
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

Ascending order: –6, –3, –1, 0, 2, 4, 5

Descending order: 5, 4, 2, 0, –1, –3, –6

Remember This:
When ordering numbers using the number line:
● In ascending order, numbers are arranged from left to right
● In descending order, numbers are arranged from right to left

7
 Absolute Value
Another important idea to be learned from this module is the absolute value.

Take Note Example Show me

An absolute value of Find the The distance from 0 to 5 is 5

a number is the absolute

distance on the value of 5 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

number line between and –5. The distance from 0 to -5 is 5

the number and zero Answer = 5

without any regard to
its direction, so the
absolute value of any
number is a non-
negative number.
Remember This!
For any number n,
n if n is a positive number
|𝑛 | 0 if n is zero
–
n if n is a negative number
● Opposite integers have the same absolute value since they have the same
distance from 0.
● Absolute value of an integer is always positive because there is no negative
distance.
● Absolute value is denoted by | |.
● The absolute value of 0 is 0.

More Examples Numerical Representations

● The absolute value of –17 and 17 is 17 |17| = 17 |−17| = 17

● The absolute value of 20 and –20 is 20 |20| = 20 |−20| = 20

● The absolute value of 100 and –100 is 100 |100| = 100 |−100| = 100

8
 What’s More

Activity 2: Answer Me!

Let’s Find Out: The Answers of All Exercises
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
A. Write the answer on your answer sheet. All number one is done for you.

I. Write the correct integer on the space provided.

1. 12 steps forward 12
_______
2. weight loss of 8 kg _______
3. a gain of 500 pesos _______
4. 155 ft below sea level _______
5. going up the stairs by 8 steps _______
II. Write the letter of each integer with the least value.

D
_____1. A. 22 B. 14 C. 9 D. -5

_____ 2. A. –4 B. –10 C. –36 D. –12

_____3. A. –13 B. 18 C. 14 D. –1

_____4. A. 25 B. –17 C. –10 D. 35

_____5. A. –12 B. 23 C. –15 D. 13

III. Write the absolute value of the following expressions.

16
1. |−16| = _____ 4. |35| = _____
2. |−24| = _____ 5. |0| = _____
3. |−18 |= _____

9
 Lesson
Operations of Integers
2

Natural numbers are those used for counting and ordering, these are also
known as counting numbers.

Whole numbers were used hundreds of years before other number systems
were introduced.

In the study of operations on the set of whole numbers, we learned that adding
any two whole numbers will result in a unique whole number, such as 1 + 1 = 2 and 8
+ 5 = 13.
However, this is not always possible with subtraction. Subtracting a bigger
number from a smaller number results in an answer that is not a whole number. This
led mathematicians to invent a new set of numbers, the integers.

What’s New

Activity 3: Moving Up!

Let’s Find Out: What is the total number of steps in climbing a building?
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Read and analyze the given problem below.

10
 2. Answer the questions on your answer sheet.

Imagine that you go up 7 steps to a 3 story

building using the stairs. After a short pause, you
move up 5 steps more.
Questions:
a. How many steps are you from the ground?
b. How do you come up with the result?
Use the number line to illustrate this as shown on the
figure at the left.

What Is It

Addition of Integers

To illustrate simple numerical operations like addition, a number line is

commonly used.
Study the following examples below.
Example 1. Use a number line to find the sum of 3 and 7.

You were asked to find the sum of 3 and 7: first, plot point 3 on the
number line, then move 7 units to the right since it is addition. Now the
point stops at number 10. So, 3 + 7 = 10.

11
Example 2. Without using the number line, find the sum of 16 and 59.

In symbols, 16 + 59 = ?
16 + 59 = 75

To find the sum of 16 and 59, you will add the absolute values of the
numbers and copy the common sign of the given numbers for the
result, which is the sum. The absolute value of 16 or |16| is 16, and
the absolute value of 59 or |59| is 59. Add 16 and 59, the result is 75.
Since the sign of the given numbers is positive then, the sign of the
result is also positive. So, 16 + 59 = 75.

Remember:
The sum of two positive integers is a positive integer.
Note:
A positive integer may or may not have a positive(+) symbol
written before its number.

Example 3. Using a number line, add (- 4) and 9.

You were asked to add (- 4) and 9: first

plot the point (- 4) on the number line. Next,
move 9 units to the right since 9 is positive. Now
the point stops at number 5, so (- 4) + 9 = 5.

Example 4. Find the sum of 73 and (-90) without using the number line.
In symbols, 73 + (- 90) = ?
73 + (- 90) = - 17

To add 73 and (- 90), subtract the absolute values of

the numbers and copy the sign of the number with the
greater absolute value for the sum. The absolute value of 73
or |73| is 73 and the absolute value of (-90) or |-90| is 90.
Subtract 90 and 73, the result is 17. Since (-90) has the
greater absolute value, then, the sum will be negative. So,
73 + (-90) = (-17).

12
 Remember:
To add a positive and a negative integer (vice-versa):
Find the absolute value of each integer.
Subtract the smaller number from the larger number.
Then the sign of your final answer will be copied from the
integer with the greater absolute value.

Example 5. Find the sum of (- 4) and (- 3) using a number line.

To find the sum of (- 4) and (-3), first

plot point
(- 4) on the number line. Next, move 3
units to the left since 3 is negative. Now
the point stops at number (-7).
So, (- 4) + (- 3) = (- 7).

Example 6. Find the sum of (-67) and (-84) without a number line.

In symbols, (- 67) + (- 84) = ?

(- 67) + (- 84) = - 151

To add (-67) and (-84), we will add the absolute values

of the numbers and copy the common sign of the given
numbers for the sum. The absolute value of (-67) or |-
67| is 67, and the absolute value of (-84) or |-84| is 84.
Add 67 and 84 the result, is 151. Since the sign of the
given numbers is negative then sum is also negative. So,
(- 67) + (- 84) = - 151.

Remember: The sum of two negative integers is a negative integer.

13
 Subtraction of Integers

You should remember that in using the 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.
Study the following examples:
Example 1. Find the difference between 10 and 6 using a number line.
?
That is, 10 – (6) = _____

To find the difference of 10 and 6, move 10 units to the right

from the origin (0). From 10 move 6 units back to the left since
it is subtraction. Notice that the arrow stops at point 4, so,
10 – 6 = 4.

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

Example 2. Subtract 5 from 3 using a number line.

To subtract 5 from 3, move 3 units to the right from the origin

(0). From 3 move 5 units back to the left since it is subtraction.
Notice that the arrow stops at point - 2, so,
3 – 5 = - 2.

14
 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, notice that in subtracting integers just simply
add the opposite of the subtrahend to the minuend then follow the rules for addition.

Study the next examples:

Example 3. Subtract ( 9 ) from (- 4).
We can write it as:
(- 4) – (9) = ?
(- 4) – (9) = ? (-4) is the minuend, 9 is the subtrahend )
(- 4) – (- 9) = ? Change the sign of the subtrahend
subtrahend : 9 becomes -9
(- 4) + (- 9) = ? Proceed to addition
(- 4) + (- 9) = - 13

Example 4. Subtract (- 3) from (- 12).

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

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

15
 Multiplication of Integers

The four cases in multiplying integers can be summarized into two conditions:
Condition 1:
If the signs of the two numbers are the same, the product is always a positive number.
( + )( + ) = +
( - )( - ) = +
Condition 2:
If the signs of the two numbers are different the product is always a negative number.
( + )( - ) = -
( - )( + ) = -

Study the following examples:

Rule No.1. The product of two integers with the same sign is positive.
A. Multiplicand and Multiplier are both Positive Integers
Examples:
Multiplicand Multiplier In symbols Product

5 9 (5)(9)=? 45

12 12 ( 12 ) ( 12 ) = ? 144

B. Multiplicand and Multiplier are both Negative Integers

Examples:
Multiplicand Multiplier In symbols Product

-5 -9 ( -5 ) ( -9 ) = ? 45

-12 -12 (-12) (-12) = ? 144

Rule No.2. The product of two integers with different signs is negative.
Examples:
Multiplicand Multiplier In symbols Product
-5 9 ( -5 ) ( 9 ) = ? -45
12 -12 ( 12 ) ( -12 ) = ? -144

16
 What if there are three or more factors?
Factors, in mathematics, are numbers which can be multiplied together to get
another number. For example, 2 and 3 are factors of 6, because 2 x 3 = 6.
Study the following examples:

Example 1. Find the product of (6) (4) (5).

Solution 1: Solution 2:
(6) (4) (5) = ? (6) (4) (5) = ?
(24) (5) = 120 (6) (20) = 120

Example 2. Multiply (- 4) (- 3) (- 5) (- 2) (- 6).

Solution 1. (- 4) (- 3) (- 5) (- 2) (- 6) = ?
(12) (10) (- 6) = ?
(120) (- 6) = - 720

Solution 2. (- 4) (- 3) (- 5) (- 2) (- 6) = ?
(- 4) (15) (12) =?
(- 4) (180) = - 720

Example 3. Find the product of (- 8) (2) (- 5) (4).

Solution 1. (- 8) (2) (- 5) (4) = ?
(- 8) (- 5) (2) (4) = ?
(40) (8) = 320
Solution 2. (- 8) (2) (- 5) (4) = ?
(-16) (-20) = 320

As you observed, the groupings of the factors when multiplied does not
affect the product.

17
 Division of Integers

Division is the inverse operation of multiplication. Hence, it can be explained

using rules in multiplication of integers.

Study the following conditions:

Condition 1:
If the signs of the two numbers are the same, the quotient is always a positive number.
(+)÷(+)=+
(-)÷(-)=+
Condition 2:
If the signs of the two numbers are different the quotient is always a negative number.
(+)÷(-)= -
(-)÷(+)= -
Now, observe the following examples.

Rule No.1. The quotient of two integers with the same sign is positive.

A. Dividend and Divisor are both Positive Integers.

Examples:

Dividend Divisor In symbols Quotient

30 6 ( 30 ) ÷ ( 6 ) = ? 5

105 15 (105) ÷ (15) = ? 7

B. Dividend and Divisor are both Negative Integers.

Examples:

Dividend Divisor In symbols Quotient

-30 -6 (-30) ÷ (-6) = ? 5

-105 -15 (-105) ÷ (-15) = ? 7

18
Rule No.2. The quotient of two integers with different signs is negative.

Examples:

Dividend Divisor In symbols Quotient

30 -6 (30) ÷ (-6) = ? -5

-105 15 (-105) ÷ (15) = ? -7

What’s More

Activity 4: Addition and Subtraction of Integers!

Let’s Find Out: The Number in the Riddle

Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Copy the table on your answer sheet.
2. Perform the indicated operations of integers.
3. Write the letter that corresponds to the answer in the appropriate box to figure
out the riddle. The first one is done for you.

Riddle: I am an odd number. Take away a letter

and I become even. What number am I ?

V Subtract (- 50 ) from 24.

E (- 37 ) added to ( - 18 ).

S ( - 93 ) subtracted by 12.

N Add 31 by 65.

E How much is 0 decreased by ( - 82 ) ?

-105 82 74 -55 96

19
Activity 5: Multiplication and Division of Integers
Let’s Find Out: The Product
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Copy the puzzle below on your answer sheet.
2. Match the given integers in column A to its corresponding answers in
column B.
3. Write the letter that corresponds to the item number in the appropriate
space. The first one is done for you.
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

Answer:

__A__ _____ _____ _____ _____

1 2 3 4 5

20
 Lesson
Properties of Integers
3

What’s New

There are properties of integers which determine its operations. These

properties help us solve many equations. To recall, integers are any positive or
negative numbers including zero which can be represented by letter Z.

Z = {…,-5,-4,-3,-2,-1,0,1,2,3,4,5,…}

What Is It

Properties of Addition and Subtraction

A property is a Mathematics rule that is always true.

Study the following examples:
Properties Definition Symbols Examples
Closure If a and b are Example 1.
property under integers then, 7 + 8 = 15
addition and a + b is an
Closure subtraction integer and Integer

Property states that the a – b is an

Example 2.
sum or integer.
(16) + (-7) = 9
difference of
any two
integers is also Integer

an integer.
Example 3.
(-45) + (-13) = -58

Integer

21
 Properties Definition Symbols Examples

Example 4.
7 - 8 = -1

Integer

Example 5.
(-23) – (-4) = ?
(-23) + 4 = -19

Integer

Closure If a and b are

Example 1.
property under integers then,
7 + 8 = 15
addition and a + b is an
Closure subtraction integer and a –
Integer
Property states that the b is an integer.
sum or
Example 2.
difference of
(16) + (-7) = 9
any two
integers is also
an integer. Integer

Example 3.
(-45) + (-13) = -58

Integer

Example 4.
7 - 8 = -1

Integer

22
 Properties Definition Symbols Examples
Example 5.
(-23) – (-4) = ?
(-23) + 4 = -19

Integer

Associative If a, b, or c are Example 1.

Associative property of integers then, (9+6)+(2)=9+(6+2)
Property addition states (a+b) + c = a + 15 + 2 = 9 + 8
that if three (b+c). 17 = 17
integers are Example 2.
added, it (-8+4)+7=-8+(4+7)
makes no -4 + 7 = -8 + 11
difference 3=3
whether which Example 3:
two are added If a, b, and c are 2 - [5-(-1)] ≠ (2-5) - (-1)
first. integers then, 2 – (6) ≠ (-3)+1 -4 ≠ -2
a – (b-c) ≠( a-b) –
Take note:
c.
Subtraction is
not associative
in nature.
Commutative If a and b are Example 1.
Commutative property of integers then, 12 + 6 = 6 + 12
Property addition states a + b = b + a. 18 = 18
that, two Example 2.
integers can be (-6)+(-3)=(-3)+(-6)
added in any -9 = -9
order. Example 3.
Take note: 16+(-5)=(-5)+16
Subtraction is 11 = 11
not

23
 Properties Definition Symbols Examples

commutative If a and b are Example:

for integers. integers then, 12 – 6 ≠ 6 – 12
a – b ≠ b – a.
6 ≠ -6

Identity If a is an integer Example 1.

Identity property of then, a + 0 = a 39 + 0 = 39
Property addition states or 0 + a = a. Example 2.
that any 0 + 39 = 39
integer added Example 3.
to the identity -94 + 0 = -94
element Example 4.
zero(0) will 0 + (-94) = -94
remain
unchanged.
Zero (0) is the
identity
element of
addition.
Inverse If a is an integer Example 1.
Inverse property of then, a + (-a) = 6 + (-6) = 0
Property addition states 0 Example 2.
that the sum of or (-a) + a = 0. (-6) + 6 = 0
an integer and Example 3.
its additive 73 + (-73) = 0
inverse(opposit Example 4.
e) is the (-73) + 73 = 0
identity
element 0.
a and (-a) are
additive
inverses.

24
 Properties Definition Symbols Examples
Distributive Distributive If a, b and c are Example 1.
Property property of integers then, 5 ( 6 + 12 ) = 5(6) +5(12)

multiplication a · (b+c) =(a·b) + (a·c)

over addition or Example 2.

a ·(b−c) = (a·b) - (a·c) -7 ( 9 – 4 )= (-7)(9) – (-7)(4)
or subtraction
states that
multiplication
distributes over
addition or
subtraction.

Properties of Multiplication

There are also properties of multiplication which are of great help in solving
problems easier.
Study the following examples.
Properties Definition Symbols Examples

Closure property If a and b are Example 1.

under integers then, (16)(3) = 48
Closure Property
multiplication a·b is an integer. Example 2.
states that the (-10)(4) = -40
product of any Example 3.
two integers is (-23)(-9) = 207

also an integer.

Take note: Example 4.

If a and b are
Division of integers then a÷b 5 1
(-5)÷(-10) = 10 or 2,
integers doesn’t may or may not
be an integer. Which is not an
follow the closure integer
property.
Associative If a, b, and c are
property of integers then,

25
 Properties Definition Symbols Examples
Associative multiplication (a·b)·c=a·(b𝑥c). Example 1.
Property
states that if (2·3)·7=2·(3·7)
three integers are 6 · 7 = 2 · 21
multiplied, it 42 = 42
makes no Example 2.
difference -8[(4)(-6)]=[(-8)(4)](-6)

whether which (-8)(-24)=(-32)(-6)

two are multiplied 192 = 192
first.
Commutative If a and b are Example 1.
Commutative property of integers then, 24 · 3 = 3 · 24
Property a· b = b·a.
multiplication 72 = 72
states that, two Example 2.
integers can be (- 4)(8) = (8)(- 4)

multiplied in any - 32 = - 32
order. If a and b are Example:
Take note: integers then,
25 ÷ 5 ≠ 5÷
Division is not a ÷ b ≠ b ÷ a. 25
commutative for 1
5≠ 5
integers.
Identity property If a is an integer Example 1.
Identity Property of multiplication then, a ·1 = a. 39 ·1 = 39
states that any Example 2.
number 1 ·(- 83) = - 83
multiplied to the
identity element 1
will remain
unchanged. 1 is
the identity
element for
multiplication.

26
 Properties Definition Symbols Examples
Inverse Property Inverse property If a is an integer Example1.
1
of multiplication then. a· 𝑎 = 1 1 6
6 ·6=6
1
states that the and ·a = 1 =1
𝑎
product of an provided that Example 2.
integer and its a ≠ 0.
1 −5
-5 ·(−5) = −5
multiplicative
=1
inverse
(reciprocal) is the
identity element
1.

What’s More

Activity 6: Properties of Addition and Subtraction of Integers!

Let’s Find Out: The Greatest Mathematician of All Times
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Copy the table below on your answer sheet.
2. Match the given statement in column A to its corresponding property in column B.
3. Write the letter that corresponds to the item number in the appropriate box.
The first one is done for you.
COLUMN A COLUMN B

1. - 384 + 0 = - 384 T Inverse Property

2. 73 + ( - 94 ) = - 21 N Identity Property
3. (-56) + (37) = (37) + (-56) E Closure Property
4. (-126) + (126) = 0 O Distributive Property
5. 8(34 - 15)=8(34) - 8(15) N Associative Property
6. [16+(-9)]+(-11) = 16+[(-9)+(-11)] W Commutative Property

27
 WHO’S WHO?

Who was the English Mathematician widely recognized as the greatest

scientist of all time?

N
1 2 3 4 5 6

What I Have Learned

Activity 7: Supply Me!

Let’s Find Out: The Missing Terms
Let’s Use These Materials: answer sheet and ballpen
Let’s Do It This Way:
1. Supply the given statements with the missing word.
2. Write your answer on your answer sheet.
1. The sum of two positive numbers is a _____________integer.
2. The sum of two ___________ numbers is a negative integer.
3. The sum of a positive and a negative number is the _________ between their
absolute values, and the sign of the sum follows the sign of the number with the
greater absolute value.
4. To find the difference between two signed numbers, find the additive inverse of
the __________ and follow the rules of addition.
5. The product of two positive numbers is _____________.
6. The product of two negative numbers is _____________.
7. The product of a positive and a __________ number is negative.
8. The quotient of two negative numbers is _____________.
9. The quotient of positive and negative numbers is _________.
10. The quotient of two positive numbers is __________.

What I Can Do

Activity 8: Properties of Multiplication

Let’s Find Out: The Answer to the Riddle,
Let’s Use These Materials: Answer sheet and ballpen

28
Let’s Do It This Way:
1. Copy the table below on your answer sheet.
2. Identify the property illustrated in each given mathematical
statement.
3. Write the letter of your choice from the answer box below that
corresponds to the appropriate item number.
The first one is done for you.
Here we go…
1
1. 19 · 19 = 1 P 4. 1 · (- 231)
2. (82)(-6) = -492 5. (12 ·5)(2) = 12(5· 2)
3. (-74)(15) = (15)(-74)
Answer Box:

A Commutative Property I Closure Property

O Associative Property N Identity Property
P Inverse Property

Riddle:

What has many keys but can’t open a single lock?

P
1 2 3 4 5

Assessment

MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers on your
answer sheet.
1. What must be added to ⃒ -16⃒ to get (- 9) ?
A. 23 B. 10 C. -12 D. -25
2. Find the difference when 28 is subtracted from (- 41).
A. 54 B. 27 C. -13 D. -69

29
 3. What is the result when the product of (- 3) and 4 is divided by (- 6) ?
A. 4 B. 2 C. -3 D. -6
4. What is the quotient when you are asked to divide 156 by - ⃒13⃒ ?
A. 84 B. 15 C. -12 D. -73
5. Ben dives below the surface of a body of water at a rate of 12 feet each
minute. What is the depth of Ben after 5 minutes?
A. 60 ft. B. 40 ft. C. 35 ft. D. 25 ft.
6. Which of the following expressions shows the closure property of
multiplication?
1 1
A. 3 𝑥 B. 5 + C. 27𝑥 6 D. -56 + 4
3 5

7. Which of the following shows commutative property of addition?

A. 18 + 1 = 19 C. 3(5 + 8) = 3(5) + 3(8)
B. -17 + 0 = -17 D. 14 + 27 = 27 + 14
8. What is the product when we multiply any integer by its reciprocal?
A. one C. negative one
B. zero D. the same integer
9. Which of the following is a TRUE statement?
A. 27+(16+98) = (27+16)+98 C. 3(6 – 9) = 3(9 – 6)
B. 11 – ( 9 – 7)=(11 – 9) – 7 D. 4(18 ÷ 2) = 4(2 ÷ 18)
10. The area of a rectangle ABCD, 5( 4 + 6 ), can be expressed as the sum of the
areas of the two smaller rectangles, 5(4) + 5(6). The fact that 5(4 + 6) = 5(4) +
5(6) illustrates which property?
A. Inverse C. Distributive
B. Commutative D. Associative

Additional Activities

Activity 9: Operations on Integers!

Let’s Find Out: The Riddle
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Perform the operation in a given problem.

30
2. Write the letter found after each given problem on the space above its
corresponding answer to figure out the riddle below. The first one is done
for you.
3. Write your final answer to the riddle on your answer sheet.
Riddle: What kind of snake loves mathematics?

1. -45 + 9 N 6. 5 – 21 A
2. (-6) + (-34) E 7. (13)(4) C
3. 84 + (-84) W 8. (-4)(-8) B
4. 20 – (-19) D 9. 84 ÷ (-6) L
5. 2 – (-2) R 10. (-36) ÷ (-2) I

Answer:

_____ _____ _____ _____ _____ _____ _____

-16 -36 -16 39 39 -40 4

31
 32
Assessment: Activity 8
Additional D What’s I Can Do
Activities D P
-36 B I
-40 C A
0 A N
39 C O
4 D Answer: PIANO
-16 A
52 A Activity 7
32 C What I Have Learned
-14 1.positive
18 2.negative
Answer: 3.difference
AN ADDER 4.subtrahend
5.positive
6.positive
7.negative
8.positive
9.negative
10.positive
Activity 5 Lesson 2 Lesson 1 What I know
What’s More Activity 3 1. B
-72 What's New Activity 1 2. D
128 1. 12 steps What’s In 3. C
408 2. Add 7 and 5 4. D
22 (Answers may 5. B
-13 Activity 4 vary) 6. C
Answer: A Hole What’s More 7. D
Lesson 3 V. 74 Activity 2 8. B
Activity 6 E. -55 What’s More 9. C
What’s More S. -105 10. D
N N. 96
E E. 82
W Answer: Seven
T
O
N
Answer: NEWTON
Answer Key
 References

Books

Cecile M. De Leon, Integrated Mathematics ( Textbook for First Year ), JTW

Corporation 2000, p. 56 – 65.

Julieta G. Bernabe, Elementary Algebra ( Textbook for First Year ), SD Publications,

Inc., Revised Edition, p.32 – 42.

Orlando A. Oronce, et al; E- Math, Worktext in Mathematics 7, REX Publishing, p.19

- 21

Orlando A. Oronce, et.al., e-math Worktext in Mathematics, Rex Book Store,

Inc.2012, pp.18 – 22.

Rigor B. Ponsones, et.al.,Math Ideas and Life Applications, ABIVA Publishing

House, Inc. p.94.

Von Anthony G. Torio, et. al., Smart in Math Grade 7, ESA – JECHO Publishing, Inc.
2017, pp. 62 – 70.

Von Anthony G. Torio; et. al., Smart in Math Grade 7, ESA – JECHO Publishing, Inc.
2017, p. 27 – 70.

Electronic Resources

https://Parade.com

https://www.artofmanliness.com

https://www.calculatoredge.com/math/mathhistory/historyans6.htm

www.cejerl.files.wordpress.com

www.cliffsotes.com

www.google.com

www.mathsisfun.c

www.onlinemathlearning.com

www.Quizizz.com

www.riddles.com

www.slideshare.net

www.study.com

33
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Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph