Grade - 7 Learning Module in Mathematics: Compiled By: Realyn B. Fetalver

Romblon State University
Laboratory Science High School

Liwanag, Odiongan, Romblon
Grade – 7
LEARNING MODULE IN
MATHEMATICS
1 st
QUARTER
COMPILED BY: REALYN B. FETALVER
1
Table of Content
MODULE 1 Real Numbers

MODULE 2 Properties of the Operations on Integer
MODULE 3 Ordering Integers
3.1 Absolute Value

3.2 Opposites
MODULE 4 Fundamental Operations On Integers
4.1 Addition
4.2 Subtraction
4.3 Multiplication
4.4 Division
MODULE 5 Ordering of Operations
INTRODUCTION
Through the easy-to-understand examples, each learners is expected to become
confident as a mathematical problem solver. Enough computational exercises, which are
arranged from simple to complex, are provided to achieve this goal. This approach is
expected to ready the learner in facing life-challenging situations.
Each lessons starts with the list of learning competencies provided in the
Department of Educaion’s K-12 Curriculum. This serves as guide for both the learners
and the parents. Parents are hoped to guide their children in their lessons.
2
MODULE 1- REAL NUMBERS

In this module, you will learn different subsets of real numbers that enable you to name
numbers in different ways. You will also learn to determine the hierarchy and relationship of one
subset to another that leads to the composition of the real number system using the Venn
Diagram and Hierarchy Chart. You will also learn that it was because of necessity that leads
man to invent number, words and symbols.
LEARNING OUTCOME
 You will be able to identify and classify the subsets of the real numbers.
LEARNING OBJECTIVES
In this module, you are expected to:
a. Classify numbers according to categories under real

numbers system; and
b. Arrange the real numbers in increasing and decreasing order
Marita and her sister sorted all old materials they have at home as biodegrable and non-
biodegrable. All non-biodegrable materials were put in different containers and weighted. All
3
materials made of paper weighted 2.25kg. All materials made of plastic weighed 4 kg. All bottles
4
weighted 10kg.The biodegrable materials were put in another container.
3
The numbers 2.25, 4 , and 10 are example of real numbers.
4
The set of numbers called the real number system consists of different partitions/
subsets that can be represented graphically on a number line.
A. Subsets of real numbers

1. One subset is the counting (or natural) numbers. This subset includes all the numbers
we use to count starting with "1" and so on. The subset would look like this: {1, 2, 3, 4,
5...}.
2. Another subset is the whole numbers. This subset is exactly like the subset of counting
numbers, with the addition of one extra number. This extra number is "0". The subset
would look like this: {0, 1, 2, 3, 4...}.
3. A third subset is the integers. This subset includes all the whole numbers and their
“opposites”. The subset would look like this: {... -4, -3, -2, -1, 0, 1, 2, 3, 4...}.
4. The next subset is the rational numbers. This subset includes all numbers that "come to
an end" or numbers that repeat and have a pattern. Examples of rational numbers are:
5.34, 0.131313, 6/7, 2/3, 9.
5. Lastly we have the set of irrational numbers. This subset includes numbers that cannot
be exactly written as a decimal or fraction. Irrational numbers cannot be expressed as a
ratio of two integers. Examples of irrational numbers are: √ 2, 3√11, π.
Important Terms to Remember
The following are terms that you must remember from this point on.
1. Natural/Counting Numbers – are the numbers we use in counting things, that is {1, 2,
3, 4, . . .}. The three dots, called ellipses, indicate that the pattern continues indefinitely.
3
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5
2. Whole Numbers – are numbers consisting of the set of natural or counting numbers and
zero. The numbers consist of zero (0) and positive integers (0,1,2,3,…)
3. Integers – are the result of the union of the set of whole numbers and the negative
of counting numbers.
4. Rational Numbers – are numbers that can be expressed as a quotient of two integers.
The integer a is the numerator while the integer b , which cannot be 0 is the denominator.
This set includes fractions and some decimal numbers.
5. Irrational Numbers – are numbers that cannot be expressed as a quotient of two

integers. Every irrational number may be represented by a decimal that neither repeats
nor terminates.
6. Real Numbers – are any of the numbers from the preceding subsets. They can be found
on the real number line. The union of rational numbers and irrational numbers is the set
of real numbers.
7. Negative integers: The negative integers are integers at the left side of zero on the
number line (-10,-9,-3,-1).
8. Positive integer: The positive integer are integers at the right side of zero on the number
line. ( 1, 2, 4, 5,)
9. Non-integer: are signed fraction

Example -2/5,-1/2,-4/7.
You can also graph integer on a number line by marking it with a dot. The number that
corresponds to the dot or point is called coordinate of the point
Example: Determine the number described below using number line
The numbers are -4, -3, -2, 0, 0.75, 3 and 5
ACTIVITY
A. Locate the following numbers on the number line by naming
the correct point.
1
-2.66, 1 , 0.25, ¾, -5.25, 6, 4.6
2
4
B.Direction: Answer the following questions on the space provided for each number.
a) Are all real numbers rational numbers? Cite an example to support your answer.
b) Are all rational numbers whole numbers? Cite an example to support your answer.
c.) How is a rational number different from an irrational number? Show this using example.
d.) How do natural numbers differ from whole numbers?
ASSESSMENT
A. Determine the subset of real numbers to which each number belongs. Use a check mark (√)
to answer.
NUMBERS NATURAL WHOLE INTEGER RATIONAL IRRATIONAL
NUMBERS NUMBERS NUMBER NUMBER
3
-5
0.666
-7.37
1/3
2.Complete the details in the Hierarchy Chart of The Real
Numbers System.
5
MODULE 2- PROPERTIES OF THE OPERATIONS ON INTEGERS
This module will strengthen the skills of students in performing the fundamental
operations of integers. Knowledge of these will serve as an axiom/guide in performing
operations. In addition, this will help students solve problems including real life situations in
Algebra. This section also discusses how an application of the properties of real numbers in real
life situations can be helpful in sustaining harmonious relationships among people.
LEARNING OUTCOME
 You will be able to identify expression using different properties of real numbers.
OBJECTIVES
a. Illustrate the different properties of the operations on the set of integers; and
b. Apply the properties of integers in the operations of whole number.
Try to reflect on these . . .

Give at least 5 words synonymous to the word “property”.
1.
2.
3.
4.
5.
Properties of the Operations on Integers
1. Commutative Property of Addition (CPA)

The change in the order of addends does not affect the sum, such as
a+ b= b+ a.
Example: 9+ 4 = 4+9
13 = 13
2. Commutative Property of Multiplication (CPM)
The change in the order of the factors does not affect the product, such as
a x b=b x a.
Example: 3 x 4 = 4 x 3
12 = 12
3. Associative Property of Addition (APA)
The change in the grouping of the addends does not affect the sum., such as
a + ( b + c) = (a + b) + c.
Example: 10+ (2 + 3) = (10 + 2) + 3

10 + 5 = 12 + 3
15 = 15
6
4. Associative Property of Multiplication (APM)
The change in the groupings of the factors does not affect the product, such as
a x (b x c)=(a x b) x c.
Example: 2 x (4 x 5) = (2 x 4) x 5
2 x 20 = 8 x 5
40 = 40
Note: The multiplication sign, also known as the times sign or the dimension sign is the
symbol x, •, ()., used in mathematics to denote the multiplication operation and its resulting
product.
5.Distributive Property of Multiplication over Addition (DPMA)

This states that multiplying the sum by a number is equal to multiplying each addends by
that same number, such that a (m + n) = am + an.
Example: 5 (6 x 2) = (5 x 6) + (5 x 2)
30+10 = 30+10
40 = 40
6. Identity Property of Addition and Multiplication (IPAM)
a. For Addition: Adding zero (0) to a number does not change the number, such as 0+n=n.
Example: 0 + 9 = 9
9= 9
The identity property of addition is zero (0).
b. For Multiplication: Multiplying 1 to a number does not change the number, such as
1 x n = n.
Example: 1 x 8 = 8
The identity property of multiplication is one (1).
7. Inverse Property of Addition (IPA)

This states that the sum of any integer and additive inverse is 0, such as n + (- n) =0
Example: 4 + (-4) =0
8. Zero Property of Multiplication (ZPM)

This states that when 0 is multiplied to any integer, the product is always 0, such as
n x 0 = 0.
Example: 5 x 0 = 0
ACTIVITY
Write an example of an equation illustrating each given property of the operations on

integer.
7
1. Inverse Property of Addition=_______________________________________

2. Distributive Property of Multiplication over Addition=_____________________
3. Identity Property of Addition=_______________________________________
4. Zero Property of Multiplication=_____________________________________
5. Associative Property of Multiplication=________________________________
ASSESSMENT
Read each item carefully. Choose the letter of the correct answer.
1. Which property states that 4 + 10= 10 + 4?
A. Commutative property of Addition C. Inverse Property of Multiplication

B. Associative Property of Addition D. Identity Property of Addition
2. What is the identity element for multiplication?

A. 0 B. 1 C. -1 D. any number
3. Which of the following defines Associative Property?
A. Changing the order of the addends/factors does not affect sum and product
B. Changing the grouping of the addends/factors does not affect the sum and product.
C. Multiplication distributes over addition/subtraction.
D. The sum of any integer and additive inverse is 0.
4.Which property states that multiplying any number by 1 equals the same number?
A. Commutative Property Addition C. Inverse Property of Multiplication

B. Associative Property Addition D. Identity Property of Multiplication
5.2 (3 x 4) = (2 x 3) + (2 x 4). This is an example of the.
A. Distributive Property of Multiplication over Addition

B. Zero Property of Multiplication
C. Associative Property of Addition
D. Commutative Property of Multiplication
6.What is the identity element for addition?
A. 0 B. 1 C -1 D. any number
7.Under the Associative Property, the expression (7 + 9) + 8 is the same as.

A. (9 + 7) + 8 B. 8 + (9 + 7) C. 9 + (8 + 7) D. 7 + (9 + 8)
8.What is the sum of a number and its opposite?
A. 1 B. any number C. 0 D. undefined
8
9.Faith bought 8 pieces of pencils for Php 13. To find the total cost, she added the product of
8 x 10 and 8 x 3, what is property of multiplication did Faith used?
A. Associative Property Addition

B. Commutative Property Multiplication
C. Distributive Property of Multiplication over Addition
D. Identity Property of Multiplication
10.Which of the following is an example of Zero Property of Multiplication?
A. 0 x 8 = 0 B. 0 x 8 = 8 x 0 C. 0 + 8 = 8 D. 8 – 8 = 0
B. Identify the property of Real Numbers applied for each of the following.
1.) 5 + 6 = 6 + 5 ______________________
2.) 4 (3 + 9) = 4 (3) + 4(9) ______________________
3.) 7 x 4 = 4 x 7 ______________________
4.) 8 + (-8) = 0 ______________________
5.) 12 x 1 = 12 ______________________
6.) 10 +0 = 10 ______________________
7.) 7 x (5+6) = (7 x 5) + (7 x 6) ______________________
8.) -b x1= -b ______________________
9.) q+ (r + s) = (q + r)+ s ______________________
10.) b + c = c + b ______________________
C. COMPLETE ME: Fill in the blanks with the correct number/letter.
1. (___ + n ) + s = m + (n + s ) 6. 23 (1) = ____
2. 13 + b = b + ____ 7. t (___) = t
3. xy = y___ 8. 8 + (11+ 9) = (8 + ____) + ____
4. ____+ 0 = 15 9. ( 9 + 8) (3) = (___x____) + (8 x____)
5. (r)( ___) = 0 10. 4 (7+3 )= _____ + 4 (3)
MODULE 3- ORDERING INTEGERS, ABSOLUTE VALUE AND

OPPOSITES
In this module you will learn about integers on the number line, opposites or additive
inverse, including the positive or negative quantifiers and illustrate them on a number line. In this
module, you will also learn about the integers and its absolute value and arranging the integers
in ascending and descending order.
LEARNING OUTCOME
 You will be able to determine which number is greater or less than or equal to other
number, find its opposites of a numbers and illustrate the integers using number line.
9
LEARNING OBJECTIVES
a. Determine the inequality symbol use for the given expression; and
b. Arrange the set of numbers in ascending and descending order.
You need to know which numbers are bigger or smaller than others, so we need to order
them from least to greatest.
3.1 Ordering Integers
Integers can be positioned and ordered on a number line. As we move to the right on the
number line, the numbers get larger in value. As we move to the left, the values get smaller.
From the number line below, we can see that a positive integer (+) is greater than zero. Similarly,
negative integer are less than zero. How do we compare both positive or both negative
numbers? Study the following examples.
If a is to the left of b, then a is less than b, and in symbol “a < b”
b a
If a is to the right of b, then a is greater than b and in symbol “a>b”
a b
If a represent a number which is either less than b or equal to b, then you write it in symbol
a ≤ b . Likewise, if a represent a number which is either greater or equal to b, then you write it
as a ≥ b. The symbol less than(<), greater than (>), greater than or equal (≥), less than or equal
(≤) are called inequality symbols.
10
EXAMPLE 1
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
1. -5 is to the left of -1, therefore, -5 is less than -1. In symbol, -5 < -1.
2. 10 is to the right of 3, therefore 10 is greater than 3. In symbol 10 > 3.
3. -1 is the right of 1, therefore, -1 is less than 1. In symbol -1< 1 or 1 > -1.
Knowing which number is to the left or right of number, you can easily arrange numbers in either
ascending (increasing) or descending (decreasing) order.
EXAMPLE 2
1.Arrange the following number in ascending (increasing) order.
a. -2, 3, 6, -5, 4 -5, -2, 3, 4, 6
b. 0, 1, -10, -1, 7, -8 -10, -8, -1, 0, 1, 7
c. 9, 10,-3,-6, 0, 15, -11 -11, -6, -3, 0, 9, 10, 15
2. Arrange the following in descending (decreasing) order.

a. 10, -8, 9, 11 11, 10, 9, -8
b. -12, 7, 0, -8, 5, -2, -1 7, 5, 0, -1, -2, -8, -12
c. -2, 2, 4, -11, -9, 5 5, 4, 2, -2, -9, -11
3.2 absolute value

This lesson is designed to introduce students to the concept and usage
of absolute value
WHERE DO WE SEE INTEGERS IN OUR DAILY LIFE?
Money, Temperature, Elevations (height or depth of places in the world), Years, Time,
Recipes for Cooking etc.
Integers are EVERYWHERE!
Key points:
 Integer - all positive whole numbers, their opposites, and zero
 Opposites - two numbers that are the same distance from zero on the number line, but
in opposite directions. Ex. 2, -2
 Number Line – a line that compose of integers.
 Absolute Value - a number’s distance from zero on the number line (always a positive
value). The absolute value of positive and negative numbers are always positive. The
absolute value of an integer is denoted by |𝑛|

11
The absolute value of a number is defined as:

|𝑥 | = x, if x > 0
|𝑥 | = -x , if x < 0 ( -x is positive when x is negative
To find the absolute value of a number means:

 If the number is negative, then make it positive
 If the number is positive or zero, leave it as it is
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5
In the number line -3 is 3 units from zero, and 3 is also 3 units from zero. The + and –
sign indicate direction and 3 indicates the distance/magnitude. Thus |−3| = |3| = 3.
Example:
1. |−6| = 6, the distance of -6 from zero is 6 units.
2. |25| = 25, the distance of 25 from zero is 25 units.
3. |0| = 0, no units
4. Is |−9| ≤ |9|? Yes, because |−9| and |9|=9 , therefore 9 ≤ 9.
3.3 Opposites
Two numbers that have the same ABSOLUTE VALUE, but different
signs are called opposites. Opposite numbers are called additive
inverse.Therefore the additive inverse of 5 is -5 and the additive inverse
of -8 is 8. The sum of a number and its additive inverse is zero. 5 + (-
5) = 0; -8 + (8) = 0
In real-life situations, concept of opposites may refer to the direction.
Like the opposite of going north is going south, or the opposite of going
east is going west. It may also refer to gain whose opposite is loss, deposit is withdraw, and
many more.
Integers that are less than zero are called negative numbers. Integers that is greater than
zero are called positive numbers.
Example:
an increase of 6 inches + 6 or 6
owe your parents 300 pesos - 300
a loss of 7 pounds -7
earned 5 dollars’ interest + 5 or 5
a temperature of 9 degrees below zero -9
12
ACTIVITY
A.Determine whether each of the following statement is true or false.
__________1. 4 ≤ 12
__________2. -7 ≥ 0
__________3. 9 < 0
__________4. 5 > -1
__________5.-12 < -11
__________6. If x > 0, then x can be -1
__________7. If y < 0 , then y is negative
__________8. x is always a positive integer if x < 100.
__________9. If m is a negative integer then 0 > m
__________10. -35 ≥ 35
B. Arrange the number in each box below from least to greatest, and drag along the
corresponding letters. What message is revealed?
1 -8 4 12 16 -3 5 3 -5 6 1 20 0 -10 -18 7
N C T N T O A S A I T E C R P C
5 9 0 3 11
K E M A S -10 17 -20 -12 13 14 -19
F T P R E C E
MESSAGE
ASSESSMENT
A. Fill in the blanks with <, >, or = to make the statements true.
1. -45 _____ - |−56|
2. |18 − 12| _____ | −10|
3. -|24 − 14| _____ -|30 − 24|
4. 2 + |−4| _____ 10
5. |12 + 3| _____ -12
6. |8|+|−6| _____ | −14|
7. -56 _____ -|56|
8. |−7| _____ −|−7|
9. 10 + 5 _____ - |15|
10. |11| _____ |22 − 11|
B. Represent each of the following by signed numbers, and give the opposite quantity.
Signed numbers Opposite quantity
1. Profit of 12 thousand pesos ____________ ___________
2. Gain of 6 pounds ____________ ___________
3. A temperature of 20 C below zero ____________ ___________
4. Two hours’ delay ____________ ___________
5. A cloth shrinks by 3 cm ____________ ___________
13
6. Land appreciates in value by 2000 pesos ____________ ___________

7. Value of car depreciates by 20,000 pesos ____________ ___________
8. Grade increase by two points ____________ ___________
9. 12 steps uphill ____________ ___________
10. A fuel hike by 35 cents ____________ ___________
C. Use the number line to illustrate the following problem.
Note: The number line can be extended indefinitely in both directions.
Example: moves from zero to the right
1. 3 moves from zero to the left

2. 6 moves from zero to the left
3. moves from -3 to the right
4. 2 moves from 6 to the right
MODULE 4- FUNDAMENTAL OPERATION ON INTEGERS
In the previous module you have learned about absolute value of integers, and how to
represent them in a number line. In this module, you are going to learn how to perform the
fundamental operations on integers. Be ready to encounter the ideas needed to add, subtract,
multiply and divide integers.
LEARNING OUTCOME
 You will be able to perform operations on integers.
LEARNING OBJECTIVES
a. Illustrate addition, subtraction, multiplication and division of integers; and

b. Apply the rules in adding, subtracting, multiplying and dividing of integers.
4.1 ADDITION
In many cases, you need to combine integers to find the sum. Investigate
example below to help you think about how to add integers.
EXAMPLE 1
(4 )+ (7)
From zero, move 4 units to the right and from there move 7 units more to the right. It
ends at 11, thus 4 + 7 = 11
14
EXAMPLE 2
(-3) + (-5)
Since the numbers are negative, you move to the left of zero. From zero move 3 units to
the left and from there move 5 units more to the left. It ends at -8, thus, (-3) + (-5) = -8
EXAMPLE 2
(+6) + (-9)
Since 6 is positive, move 6 units from zero to the right and from there, move 9 units to
the left since 9 is negative. It ends at -3, thus, (+6) + (-9) = -3
The following are the rules for adding integers.

RULE 1: To add integers with the same sign, add the
KEY POINTS integers and then copy the common sign.
RULE 2: To add integers with different sign, subtract the
integers and then copy the sign of the integer with greater
value.
In cases, where there are more than two addends, you have applied some properties of
addition to find the sum.
EXAMPLE 1
Find the sum of 12 + (-6) + 17 + (-9)
Apply the rules in
You can apply CPA and APA to find the sum adding signed numbers
Rule 1 and Rule 2
(12+17) + {(−6) + (−9)}
29 + (-15)
14
EXAMPLE 2
Find the sum of 20 + (-10) + (-20) +10
Apply the rules in
adding signed numbers
By CPA and APA, you are allowed to add in any order.
Rule 1 and Rule 2
(20 +10)+ (-10 + -20)
30 + (-30)
0
15
Additive inverse property
Other solution: 20 + (-10) + ( -20) +10 Identity Property
10 + (-10)
0
EXAMPLE 3. Rob deposited 1,000.00 pesos in a bank. On the 2 nd week, he withdrew 350.00
pesos. On the 3rd week, he deposited 1,850.00 pesos and on the 4 th week he again withdrew
500 pesos. How much money does he have in the bank after the 4 th week?
Solution: Represent positive numbers for deposit and negative numbers for withdrawal. Thus,
(+1000.00) + (-350.00) + (+1850.00) + (-500.00) or

1000.00-350.00+1850.00-500.00
1000 – 350 + 1850 - 500
By CPA and APA, you are allowed to add in any order.

(1000+1850)+( (-500+(-350))
2850 + (-850)
2000
Therefore. Rob’s money in the bank after 4 th week is 2000
ACTIVITY
A. Add each of the following. (show your solution if necessary)
1.) 12 + (-4) =
2.) -105 + 100 =
3.) 37 + (-12) + (-15) =
4.) -99 + (-47) + 3 =
5.) 21 +15 + (-34) =
6.) 56 + -24 + (-27) =
7.) 34 + (-28) +16 + 7 =
Solve each of the following problems. (Show your solution)

8.) Weather. At 5:00 a.m., the temperature was 28 0 C and at noontime. It rose by 9 0C.
by 4:00 p.m., it dropped 30C and by nighttime it was 4 0 C. What is the room temperature
this time?
9.) Speed. Anthony drove his car with a starting rate of 60 kph. He then decreased it by
15 kph, then increased by 25 kph, and finally decreased by 8 kph. What is the speed of
the car?
10.)If 598 increased by -873 plus 429 is equal to N. What is N?
4.2 SUBTRACTION OF INTEGERS

16
Sonia had 5000 cents in her savings account. She withdrew 1000cents. How much is left in
her savings account?
This problem can be solved using number line.
Equation: 5000 – 1000 = 4000 or 5000

-1000_
4000
But subtraction is not limited to whole numbers only. That is, subtraction can be defined
in term of addition with integers, so that a large number can be subtracted from a smaller
number.Find the pattern in subtracting integers to formulate the rules in subtracting integers.
Find the difference: Find the sum (ADDITON EXPRESSION)

9–5=4 9 + (-5) = 4
You can convert subtraction to addition:
From subtraction to addition From positive to negative
9 – (+5) = 9 + (-5)
NOTE: As you change the difference into sum, you also change the sign of the subtraction to its
opposite.
KEY POINTS The following are the rules for adding integers.
If a and b are integers, then a - b= a + (-b)
RULE
To subtract integers, change the operation from subtraction to

addition and also change the sign of the subtrahend, and proceed
to addition rule
Find the difference
EXAMPLE 1: 9–4 EXAMPLE 3: -9 – (4)
Solution 9 – 4 = 9 + (-4) = 5 Solution -9 + (-4)= -9 + -4 = -13
EXAMPLE 2: 15 - (-8) EXAMPLE 4: -7 - (3) – (-1) – (4) – (-6)
Solution 15 + (8) = 23 Solution -7 + (-3) + (1) + (-4) + (6)

-7 + (-3) + 1 + (-4) +6
-10 + 7 + (-4)
-14 + 7
-7
17
ACTIVITY
A.Change each of the following into addition expression and find the result.
.
1. 4 − (7) = 4. −6 − (6) =
2. −9 − (5) =
5. 21 − (−16) =
3. −48 − (−34) =
B. PROBLEM SOLVING: Solve the following problems (show your solution)
1. How much is 100 diminished by 45?
2. Subtract 87 from (-23).
3.What is the change in Elvin’s weight from 66 kilos to 73 kilos?
4.What is 4892 minus the sum of -5290 and -2983?
4.3 MULTIPLICATION OF INTEGERS

2 x 4 =2 + 2 + 2 + 2 = 8
The numbers 2 and 4 are called factors while 8 is the result in multiplying the integers,
are called product. Multiplication with whole numbers is simply a repeated addition.
You can model multiplication as repeater addition using number line.
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3 (-5) x (-6) = 30 Rules for Multiplication

Positive x Positive Positive (+)
EXAMPLE 4 (10) x (-4) = - 40 (+) x (+)=
Positive x Negative Negative (-)
(+) x (-)=
Negative x Positive Negative (-)
(-) x (+)=
Negative x Negative Positive (+)
(-) x ( -)=
18
KEY POINTS
The following are the rules for multiplication.
If a and b are integers, then
1. The product of two positive integers is positive.

a • b = ab, 2•3= 6
2. The product of two negative integers is positive.
(-a) (-b) = ab, (-4)(-2)= 8
3. The product of a positive and negative integer is
negative.
(-a)(b)= -ab , (a)(-b) = -ab, (3)(-6)= -18
4. The product of any integer and zero is zero.
a • 0 = 0, 10 • 0 = 10
5. The product of any integer and 1 is always the
number.
a • 1= a, 15 • 1 = 15
There are cases where multiplication expression contains more than two factors. The
following are example.
EXAMPLE 1: (-1)(-2)(-3) or (-1)(-2)(-3) or (-1)(-2)(-3)

(-1 x -2)(-3) (-1)(-2x-3) (-2)(-1x-3)
(2)(-3) (-1)(6) (-2)(3)
-6 -6 -6
EXAMPLE 2: (9)(2)(-3) or (9)(2)(-3) or (9)(2)(-3)
(9x2)(-3) (9)(2x-3) (2)(9x-3)
(18)(-3) (9)(-6) (2)(-27)
-54 -54 -54
EXAMPLE 3: (-1)(-5)(2) or (-1)(-5)(2) or (-1)(-5)(2)
(-1)(-5x2) (-5)(-1x2) (2)(-1x-5)
-1(-10) (-5)(-2) (2)(5)
10 10 10
4.4 DIVISION OF INTEGERS
In a class of 10 students, the teacher grouped them into 2. How many students would
be there in each group?
Let 10 students = 10
Let 2 groups = 2
Solution:
There would be 5 students in each group.
19
KEY POINTS
Rules for Division

The following are the rules for division.
Positive x Positive Positive (+)
If a and b are integers, then
(+) ÷ (+) =
1. The quotient of integers with the same sign is
Positive x Negative Negative (-) positive.
𝑎 𝑎 𝑎 −𝑎
(+) ÷ (-) = = and =
𝑏 𝑏 𝑏 −𝑏
Negative x Positive Negative (-) 2. The quotient of two integers with different sign
(-) ÷ (+) = is negative.
−𝑎 𝑎 𝑎 𝑎
Negative x Negative Positive (+) = − and =−
𝑏 𝑏 −𝑏 𝑏
(-) ÷ ( -) = 3.Zero divided by any number is zero.
0 0
= 0 and = 0
𝑎 𝑏
4. Zero divided by zero is zero.
EXAMPLE: 0
=0
a.) 4 ÷ 2= 2 0
5. Dividing any integer (except zero) by zero is not
allowed. It is undefined.
Both numbers are positive, so we just divide them. 5. The product of any integer and 1 is always the
number.
a • 1= a, 15 • 1 = 15
b.) (-24) ÷ (-3) = 8
Both numbers are negative, so we divide the absolute value of the dividend by the absolute
value of the divisor. The result is positive +8 or 8.
c-)100÷ (25) = -4
Both number have different signs, so we divide the absolute value of the dividend by the
absolute value of the divisor. Give the result a negative sign based on the rule of division number
2.
d.)98 ÷ (-7)= -14
Both number have different signs, so we divide the absolute value of the dividend by the
absolute value of the divisor. Give the result a negative sign based on the rule of division number
2.
The inverse operation of multiplication is division. Multiplication is used to check division.
The symbol for division are ÷, - (bar), √ ,.
Division Sentence
42 42
14 x 3 = 42 = 14 𝑎𝑛𝑑 =3
3 14
−100 −100
-20 x 5 = -100 = −20 and =5
5 −20
70 70
-10 x -7= 70 = −7 and = −10
−10 −7
20
ACTIVITY
A. Find the missing integers.
1. (9) (___) = 36
2. (12) (____) = -48
3. (____) (2) = (18)(0)
4. (____) (-7) = -28
5. (-5) (-4)(___) =60

B.Find the value of k to make the statement true.
Answer
1. k ÷ 7 = -8 _______
2. 70 ÷ (-7) =k _______
3. (-25) ÷ (-k) = 5 _______
4. k ÷ (-4) = 3 _______
5. (-81) ÷ k =9 _______
C.Write a division sentence of the following expression.
Division Sentence
1. ? x 6 = 72
2. -8 x ? = 56
3. ? x -4 = -12
ASSESSMENT
Directions: Solve for the following.
A. ADDITION OF INTEGERS B.SUBTRACTION OF INTEGERS
1) 85 + (-96) = 1) 3 – (-2) =
2) 80 + 57 = 2) -1 –(9) =
3) 86 + (-38) = 3) (2) –(9) =
4) 22 + (-41) = 4) -8 – (-1) =
5) -18 + (-45) = 5) -83 - (-36) + 20 =
21
B. MULTIPLYING OF INTEGERS D. DIVISION OF INTEGERS
1) (-3)(-8) = 1.) -35 ÷ (-5) =
2) -2 x 6 = 2.) -42 ÷ 6 =
3) 7(-12) = 3.) -70 ÷ (-7) =
4) 4 x (-10) = 4.) -16 ÷ (-8) =
5) (-9)(-6)(2) = 5.) [(-3)(4)] ÷ (-6)=
MODULE 5- ORDER OF OPERATIONS
In this module you learn to perform arithmetic operations, a set of rules are used in order
to have clarity and avoid confusion. Mathematics have come up with a standard order of
operations for calculations involving more than one arithmetic operation. This order of operations
is given by Parenthesis, exponent, Multiplication, Division, Addition and Multiplication PEMDAS.
Rule.
LEARNING OUTCOME
 You will be able to solved problems using order of operations.
LEARNING OBJECTIVES
a. Know the hierarchy of operations; and

b. Simplify an expression with several operations.
In most languages, the meaning of words depends on the order:
Example: Sign the check Example:Check the sign
When you make cereal, do you fill the bowl with milk or cereal first? Why?
When you get dressed, do you put on your shoes or socks first? Why?
That is where the ORDER OF OPERATIONS come into play!
In our lives and in MATH, we need to do things in a certain order to make sure they turn out
right.
Why use Order of Operations?

• When an expression has more than one operation, you must know which order to solve
them in to arrive at the correct answer.
• To make sure everyone gets the same answer, we use the order of operations.
22
Order of operation
The order of operations is a specific set of steps to follow in multi-step problems to ensure
that everyone gets the same final answer.
Important Vocabulary
• A numerical expression is a mathematical phrase that includes only numbers and

operation symbols.
• When you simplify a numerical expression, you are finding its value.
Four Rules for Order of Operations

1. Perform calculations inside parentheses first
2. Solve Exponents
3. Perform all multiplication & division from left to right…
Multiplication and Division are married 
4. Perform all addition and subtraction from left to right
Addition and Subtraction are married 
Mathematics expressions contains more than one operation. An expression like

14 + 2 • 3 might be computed in two ways, but only one way is correct.
a. 14 +2 • 3 = 14 + 6 = 20
Multiply 2 and 3, then add 14
b. 14 + 2 • 3 = 16 • 3 = 48
Add 14 and 2, then multiply the sum by 3
Both have unique value, however, the first solution is correct because you have an order of
operation to follow.
First, do all multiplication and division from left to right. Next, do all addition and subtraction from
left to right.
IMPORTANT!!
Other example: ALWAYS UNDERLINE the portion of
the problem you are solving and
EXAMPLE 1 a. 5 + (8 • 3) BRING DOWN the remaining parts of
5+24 the problem!
29
Your problem should look like an
b. (2+ 4) (3 • 5) upside down!!
(6)(15)
90
KEY POINTS
EXAMPLE 2 4+ 6 • 2+ 8
4 + 12 + 8
4+20
24
23
KEY POINTS
EXAMPLE 3 16 ÷ 4 -14
4-14 Here are the steps in performing operations involving
grouping.
-10
 Do all operations with groupings symbol first, start
EXAMPLE 4 -2+10- 4÷ 3 with the innermost groupings symbols.
-2+ 6÷3  Next, do all multiplication and division from left to
right within the groupings.
-2+2  Then, do all addition and subtraction from left to right
0 with the groupings.
EXAMPLE 5 (𝟐)𝟑 + 𝟒 ÷ 𝟐 − 𝟐
(𝟐𝒙𝟐𝒙𝟐) + 𝟒 ÷ 𝟐 − 𝟐
8+4 ÷𝟐− 𝟐
𝟖+ 𝟐−𝟐
10 − 2
8
ACTIVITY
A. Read and answer the following.
1. When evaluating the expression 5 + 2 • 2, what do you do first?

___________________________________________________________________
___________________________________________________________________
2. Name the three types of grouping symbol.

__________________________________________________________________________
__________________________________________________________________________
3. How do you evaluate expressions with groupings?
__________________________________________________________________________
__________________________________________________________________________
4. Explain how to evaluate each expression.

a. (16 – 4) • 2
___________________________________________________________________
___________________________________________________________________
b. 8 +6 ÷ (2+1)
__________________________________________________________________________________
__________________________________________________________________________________
ASSESSMENT
A. Evaluate each expression. (show your solution)
1.) 4 + 8 • 22 + 8
2.) 30 – 2 (9 - 5)
3.) 64 ÷ 8 + 2(3)
4.) (25 - 5) + (5-5)
5.) -10 -13+ 5(5) ÷ 5

24
References:
1. Enojado, M. (2019) . Enfolding Mathematics in Life 7, St. Agustine Publications, Inc., Sampaloc ,
Manila .
2. Ulpina N. J. (2004). Math Builders .Dalandan, Valenzuela City: JO-ES Publishing House, Inc.
3. lcaraz S.D. (2002). Student Diagnostic Test In College Algebra with Recreational Mathematics.
Sampaloc Manila: Ymas Publishing House
25

Grade - 7 Learning Module in Mathematics: Compiled By: Realyn B. Fetalver

Uploaded by

Copyright:

Available Formats

You might also like

Grade - 7 Learning Module in Mathematics: Compiled By: Realyn B. Fetalver

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade - 7 Learning Module in Mathematics: Compiled By: Realyn B. Fetalver

Uploaded by

Copyright:

Available Formats

Romblon State University

Laboratory Science High School

COMPILED BY: REALYN B. FETALVER

MODULE 1 Real Numbers

3.1 Absolute Value

MODULE 5 Ordering of Operations

MODULE 1- REAL NUMBERS

a. Classify numbers according to categories under real

A. Subsets of real numbers

Important Terms to Remember

5. Irrational Numbers – are numbers that cannot be expressed as a quotient of two

9. Non-integer: are signed fraction

Example: Determine the number described below using number line

The numbers are -4, -3, -2, 0, 0.75, 3 and 5

d.) How do natural numbers differ from whole numbers?

MODULE 2- PROPERTIES OF THE OPERATIONS ON INTEGERS

Try to reflect on these . . .

Properties of the Operations on Integers

1. Commutative Property of Addition (CPA)

Example: 10+ (2 + 3) = (10 + 2) + 3

5.Distributive Property of Multiplication over Addition (DPMA)

The identity property of multiplication is one (1).

7. Inverse Property of Addition (IPA)

8. Zero Property of Multiplication (ZPM)

Write an example of an equation illustrating each given property of the operations on

1. Inverse Property of Addition=_______________________________________

1. Which property states that 4 + 10= 10 + 4?

A. Commutative property of Addition C. Inverse Property of Multiplication

2. What is the identity element for multiplication?

3. Which of the following defines Associative Property?

A. Commutative Property Addition C. Inverse Property of Multiplication

A. Distributive Property of Multiplication over Addition

6.What is the identity element for addition?

7.Under the Associative Property, the expression (7 + 9) + 8 is the same as.

8.What is the sum of a number and its opposite?

A. 1 B. any number C. 0 D. undefined

A. Associative Property Addition

10.Which of the following is an example of Zero Property of Multiplication?

C. COMPLETE ME: Fill in the blanks with the correct number/letter.

1. (___ + n ) + s = m + (n + s ) 6. 23 (1) = ____

3. xy = y___ 8. 8 + (11+ 9) = (8 + ____) + ____

4. ____+ 0 = 15 9. ( 9 + 8) (3) = (___x____) + (8 x____)

5. (r)( ___) = 0 10. 4 (7+3 )= _____ + 4 (3)

MODULE 3- ORDERING INTEGERS, ABSOLUTE VALUE AND

If a is to the left of b, then a is less than b, and in symbol “a < b”

If a is to the right of b, then a is greater than b and in symbol “a>b”

2. 10 is to the right of 3, therefore 10 is greater than 3. In symbol 10 > 3.

3. -1 is the right of 1, therefore, -1 is less than 1. In symbol -1< 1 or 1 > -1.

2. Arrange the following in descending (decreasing) order.

3.2 absolute value

WHERE DO WE SEE INTEGERS IN OUR DAILY LIFE?

The absolute value of a number is defined as:

To find the absolute value of a number means:

6. Land appreciates in value by 2000 pesos ____________ ___________

Example: moves from zero to the right

1. 3 moves from zero to the left

MODULE 4- FUNDAMENTAL OPERATION ON INTEGERS

1. (_ + n ) + s = m + (n + s ) 6. 23 (1) = __

3. xy = y_ 8. 8 + (11+ 9) = (8 + ) + __

4. __+ 0 = 15 9. ( 9 + 8) (3) = (_x) + (8 x)

5. (r)( _) = 0 10. 4 (7+3 )= ___ + 4 (3)

6. Land appreciates in value by 2000 pesos __ _