Module 3: The Absolute Value and the Fundamental

7
Operations on Integers

Mathematics
First Quarter – Module 3:

The Absolute Value and the

Fundamental Operations on
Integers
 Module 3: The Absolute Value and the Fundamental
Operations on Integers

Mathematics - Grade 7
Alternative Delivery Mode
Quarter 1 – Module 7: The Absolute Value and the Fundamental operations on Integers
First Edition, 2020

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copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writer: Maria Lourdes G. Ybañez

Editor: Pamela A. Rodemio
Reviewers: Dr. Anecita U. Mendez (Moderator)
Mr. Edsel Ursal
Illustrator and Layout Artist: Mr. Roy R. Flores
Ms. Myrna P. Soco

Management Team

Schools Division Superintendent:

Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao

Chief, CID: Dr. Mary Ann P. Flores

EPS in LRMS: Mr. Isaiash T. Wagas
EPS in Math: Dr. Pamela A. Rodemio
Printed in the Philippines by:
Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 - 6405
Email Address: cebu.province@deped.gov.ph
 Module 3: The Absolute Value and the Fundamental
Operations on Integers

7
Mathematics
First Quarter – Module 3:

The Absolute Value and the

Fundamental Operations on
Integers
 Module 3: The Absolute Value and the Fundamental
Operations on Integers

Introductory Message

This module is carefully designed to continually facilitate learners to

achieve mastery on the Most Essential Learning Competencies and develop
their 21st century skills. This module consists of essential components
developed appropriately for self-instructional mode of learning. The
components come in various developmental purposes that are designed to
diagnose (pretest), recall and associate (review), discuss, explain and even
provide practice activities, enrichment tasks, assessments and answer keys.

Upon taking the pretest, determine whether you need to take or skip
this module. At 100% accuracy, you possess the mastery of the topic in the
module; hence, you don’t need to take it and you may choose to proceed to
the next module. At 99% and below, you are recommended to undertake the
module to acquire the necessary skills.

Though allowed, adult supervision is limited only to providing

assistance in accomplishing this module. It is highly recommended that
YOU, the learner, should try to engage independently in doing the different
tasks for you to become a critical thinker and problem solver which are the
twin goals of Mathematics.

May this module be utilized to its fullest extent in the purpose of

learning the competencies construed as Most Essential for a learner in this
level.

God bless and enjoy learning!

PAMELA A. RODEMIO
Education Program Supervisor - MATH
 Module 3: The Absolute Value and the Fundamental
Operations on Integers

The Absolute Value and the Fundamental

Operation on Integers

Most Essential Learning Competencies:

1. represents the absolute value of a number on a number line as the distance

of a number from 0 (M7NS-Ic-1).
2. performs fundamental operations on integers (M7NS-Ic-d-1).

What I Need to Know

In this lesson the learner:

1. represents the absolute value of a number on a number line as the
distance of a number from 0;
2. performs fundamental operations on integers using a number line;
3. assess truly all the given tasks by themselves.

About the Lesson:

This lesson will emphasize the definition of a number line as the

distance from zero to any point in it and use it to perform operations on integers.

What I know

Find out how much you already know about the content of this module. Write the letter
that corresponds to your answer on a separate answer sheet. Take note of the items that you
were not able to answer correctly and find the right solution as you go through this module.

1) What is the symbol to be use in the illustration |- 8| |5| to make the

statement true?
A. < C. =
B. > D. ≠

2) Charles has P5 in his pocket, but Brad owes P2 and Alec owes P6. Which
one of the following correctly shows this information on the number line?

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

A.

B.

C.

3) A temperature reading of a particular day recorded as follows 6:10 a.m.

The temperature was - 80F. At 12:10 p.m. the temperature was - 120F. At 6: 15
p. m. the temperature was - 100F Order, the temperature from least to greatest.
A. –8, - 10, - 12 C. –10, -12, - 8
B. –12, -10, -8 D. -8, -12, -10
4) Vivian played a board game in which a player can move forward or
backward
from the starting line. In the first round Vivian moved forward 8 squares, then
back 6 squares, then back 4 squares, then back 9 squares and then forward
6 squares. At the end of the round, what was Vivian’s position relative to the
starting line?
A. 5 behind the line C. 2 in front of the line
B. 9 behind the line D. cannot tell from the given information
5) The temperature fell 12 degrees Centigrade over a four-hour period. If the
decrease was spread equally over the four hours, how much did the
temperature change during each hour?
A. Decreased 4 degrees C. Decreased 3 degrees.
B. Increased 4 degrees D. Increased 3 degrees

6) Subtract 3 from -10, what is its difference?

A. –13 C. 7
B. –7 D. 13

7) What integer that best describes the statement “the stock rose 8 points”?
A. –8 C. –15
B. 15 D. + 8
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 Module 3: The Absolute Value and the Fundamental
Operations on Integers
8) In a school exam, Rohan’s score was up to 500 points. Then he scored -
100 points in the word category. What was his score then?
A. 600 C. –400
B. –600 D. 400
9) Which number on the number line is 4 less than 6?
A. 2 C. 3

B. 4 D. 10
10) Which number on the number line is 5 greater than 3?
A. –2 C. 8
B. 7 D. 9
11) What should be subtracted from -9876 to obtain -9512?
A. 300 C. –364
B. 364 D. –300
12) The temperature of a city is 4 C. Next day the temperature falls by 50C.
0

What is the temperature of the city next day?

A. 90C C. 10C
B. - 90C D. –10C
13) Sum of two negative numbers is always
A. Positive C. 0
B. Negative D. 1
14) A diver descends 20 feet in the water from the boat at the surface of a lake.
He then rose 12 feet and descends another 18 feet. At this point what is his
depth in water?
A. 10 feet C. 26 feet
B. 30 feet D. 12 feet
15) In a test (+5) marks are given for every correct answer and (-2) marks are
given for every incorrect answer and 0 for answer not attempted. Ram gets 3
correct and 4 incorrect out of 7 questions he attempted. What is his score?
A. 23 C. - 7
B. 7 D. – 23

What’s In

Task I:

a. Stand from where you are now. Move forward until you reach the
doorstep of your parents' bedroom and record the number of steps. Ask:
About how far is it from where you start? Then, go back 5 steps, what place
are you in? Back another step or steps. Where will you be? What have
you experienced from the activity? From the starting point to the
doorstep of your parent’s bedroom, what specific measure are you
taking? What have I noticed in going to and in coming back from the
original position?

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

What’s New

Task 1:
Using the number line, determine each of the following items below.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers
Task 2:

A. Directions: Use the number line to find the sum.

B. Directions: Simplify each of the expressions below. According to the correct

Order of Operations, you should treat absolute value like an expression in
parentheses. That means, simplify the absolute value expression first, before you add
or subtract any numbers outside of the absolute value symbol.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

What is It

When I asked how far was the doorstep from where you started, you might have given
me several feet or in meters, and it didn't matter which way you were facing. But, when I asked
where the door was in relation to your position, you gave me a direction and a number, and
then it mattered which way you were facing. Today, we'll talk about absolute value. Absolute
value tells how far from zero a number is. It doesn't tell you which direction from zero.

Look at the illustration below.

What number is this? How

far from zero is this number?

How about these How about if I would ask how

numbers? – 8, 9, 3, - 5, far is 5 to the right of - 8, 4 to
from zero the left of 3? And so on.

Therefore, 4 is a positive integer, and it is 4 units away from 0. The distance

from zero to any point in the number line in called an absolute value denoted by |4| =
4 and the |-4| = 4. Meaning an absolute value can never be negative. |0| = 0, zero is
neither positive nor negative.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers
How about finding the distance 5 units to the right of – 8, this is no longer
finding the distance away from zero meaning the distance here is directed or is called
directed distance. 5 units to the right of – 8 is – 3 and 4 units to the left of 3 is – 1.

This idea is very useful in applying the operation on integers.

Adding and Subtracting Integers: Use the number line for adding and subtracting integers:

● Add a positive integer by moving to the right on the number line

● Add a negative integer by moving to the left on the number line
● Subtract an integer by adding its opposite

Examples:

Addition of Integer: Find the sum of each integer.

To answer using the number line, simply moved the point from 1, seven units
to the right and that is 8. From – 3 to – 4 again, moved the point from – 3 4 units to the
left and it end up to – 7. Then, from 4 five units to the left and it ends up to -1. Means
moving the point from – 9, three units to the right.

Solution: Using the number line.

1) 6 + 3 3) 3 + (-5)
2) (-6) + 3 4) (- 6) + (-3)
Meaning, you will start
from 6 and add 3 units to
the right since the number
to be added is positive 3

Meaning, you will start

from -6 and add 3 units to
the right since the number
to be added is positive 3

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 Module 3: The Absolute Value and the Fundamental
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Examples 2:

Subtraction of Integer using the number line:

Just like in the example above, we can change this question to adding the opposite.
6 - (-9) becomes 6 + 9 = 15. You might be wondering how we can subtract and end up with a
larger
number than we started with. Let's look at the number line. When we subtracted a positive
number, we moved to the left. So when we subtract a negative number we need to move to
the right.

In the number line, you can see that when a negative number is being subtracted, we actually
move towards the larger numbers on the number line. Drawing out the number line can be a
little tedious every time you go to subtract. So, we can use a little saying to help us remember
how it works.
Keep Change Change or KCC
This means to KEEP the first number the same. CHANGE the subtracting to adding.
Then CHANGE the sign of the second number.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers
Examples:
1) 17 - (-5)

Keep the 17. Change the minus to a plus. Change the -5 to a positive 5.

2) -18 - 5

Keep the -18. Change the minus to a plus. Change the positive 5 to a -5.

Multiplying and Dividing Integers:

Multiply and dividing with integers is much like multiplying and dividing
with whole numbers. You just have to be careful of the signs.

Example1: 2 x 3 = 6
Multiplying is really just showing repeated adding. So, we need to add 2 three
times. 2 + 2 + 2 = 6
How would this look on a number line?

Now, let's take a look at how this works with negatives.

Example2: -2 x 3 = -6

This one is asking us to add -2 three times. That means that we would have -2 + -2 + -2 = -6.
We can take a look at this on the number line as well.

What if there were two negatives?

Example3: -2 x -3 = 6

This example says that we should add -2 negative 3 times. How do you add
something negative times?

Well, we can also think of the negative symbol as meaning "the opposite". So if we
are going to add - 2 the opposite of 3 times, we will move in the opposite direction on the
number line. We had moved to the left, so now we move to the right.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

Let's take what we have seen in the examples and write some simpler rules.
Rule #1: If the signs are the same, the answer is positive.

Examples:

Rule #2: If the signs are different, the answer is negative.

Examples:

The great news is that the rules for dividing integers are the same as the rules for
multiplying integers. Remember that dividing is the opposite of multiplying. So, we can use
the same rules to solve.

Rule #1: If the signs are the same, the answer is positive.

Examples:

Rule #2: If the signs are different, the answer is negative.

Examples:

What’s More

A. Independent Activity 1

!. State the opposite of each number shown.

a. –5 _______________ d. –449 _________
b. 55 _______________ e. 998 _________
c. 1, 558 _______________ f. -380 _________
II. State the absolute value of each number.
a. |-8| _______________ c. |-98| _________
b. |129| _______________ d. |88| _________
III. Circle the correct answer.
a. Which is greater? Opposite of –8 |3|
b. Which is least? |-9| Opposite of 9
c. Which is least? 12 less than 0 The opposite of 15
d. Which is least? |- 99| |102|
e. Which is greater? |-8| |9|

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 Module 3: The Absolute Value and the Fundamental
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B. Independent Assessment 1

I. Compare using the symbols <, >, =.

a. Absolute value of – 25 _____ |19|
b. Opposite of –18 _____ Absolute value of –18
c. Opposite of 11 _____ Opposite of 14
d. Absolute value of 40 _____ |-85|
e. |-125| _____ Opposite of 125
II. Answer the question using the number line.

a. 3 units to the left of 5 ______

b. 5 units to the right of –2 ______
c. 8 units to the left of 6 ______
d. 9 units to the left 4 ______
e. 2 units to the left of –3 ______
III. Write the integer for each of the following
a. moving 3 units backward _______
b. an increase of 20 pesos _______
c. a deficit of 60 pesos _______
d. spending 1000 a week _______
e. ascend 250 ft _______

C. Independent Activity 2

I. Use the number line to find the sum of each given integer.

a. 2 + 9 ________ d. -1 + -7 ____
b. –3 + 6 ________ e. -5 + 9 ____
c. 4 + (-3) ________ f. –11 + 9 ____
II. Use the number line to fine the difference of each given integer.

a. 4 – 2 _________ d. 7 – 8 _______
b. 5 – (-3) _________ e. 1 – (-3) _______
c. –2 – 5 _________ f. 3 – 8 _______

D. Independent Assessment 2
Find the sum and difference.
1) Mt. Everest, the highest elevation in Asia, is 29,028 feet above sea level. The
Dead Sea, the lowest elevation, is 1,312 feet below sea level. What is the
difference between these two elevations?
A. 27, 716 ft below sea level C. 27, 716 ft above sea level
B. 30, 340 ft above sea level D. 30, 340 ft below sea level

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers
2) A submarine was situated 800 feet below sea level. If it ascends 250 feet, what is
its new position?
A. 550 ft below sea level C. 1050 ft above sea level
B. 550 ft above sea level D. 1050 ft below sea level
3) The Punic Wars began in 264 B.C. and ended in 146 B.C. How long did the Punic
Wars last?
A. 100 BC C. 118 BC
B. 110 BC D. 410 BC
4) A submarine was situated 450 feet below sea level. If it descends 300 feet, what
is its new position?
A. 150 ft above sea level C. 750 ft above sea level
B. 150 ft below sea level D. 750 ft below sea level
5) Metal mercury at room temperature is a liquid. Its melting point is -39°C. The
freezing point of alcohol is-114°C. How much warmer is the melting point of
mercury than the freezing point of alcohol?
A. - 750C C. 750C
0
B. - 153 C D. 1530C

E. Independent Activity 3
Write a multiplication sentence to describe each model.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers
F. Independent Assessment 3

1) From sea level, a submarine descends 40 feet per minute. Where is the
submarine in relation to sea level 5 minutes after it starts descending?
A. 200 ft C. 180 ft
B. -200 ft D. -400 ft
2) The price of one share of a stock fell 400 pesos each day for 8 days. How much
value did one share of the stock lose after 8 days?
A. one share of stocks is now worth 3,200 less
B. one share of stocks is now worth 32, 200 less
C. one share of stocks is now worth 3,00 less
D. one share of stocks is now worth 30,000 less
3) Kathy is inviting 69 friends to a party. She has 1242 cookies. How many cookies
will each friend get?
A. 10 C. 24
B. 14 D. 18
4) Stephanie wants to split a collection of stickers into groups of 32. Stephanie
has32 stickers. How many groups will be created?
A. 1 C. 3
B. 2 D. 4
5) Mr. Jim bought 4 new guitars to hand out at school for prizes. Each guitar cost
Php 1,750. What was the total cost of his purchase?
A. Php 7, 000.00 C. Php 3, 500.00
B. Php 5, 000.00 D. Php 4, 800.00

What I Have Learned

Perform the indicated operation in each problem.

1) Steve has overdrawn his checking account by Php 8,000.00.
His bank charged him Php 1, 500.00 for an overdraft fee. Then he
quickly deposited Php 15, 000. What is his current balance?
A. Php 8, 500.00 C. Php 13, 500.00
B. Php 5, 500.00 D. Php 24, 500.00
2) Find the difference in height between the top of a hill 973 feet
high and a crack caused by an earthquake 79 feet below sea level.
A. 1, 052 ft C. 158 ft
B. 894 ft D. -1, 052 ft
3) What is 7 units to the left of 9?
A. -2 C. 0
B. 2 D. 1
4) What integer is described in the following? The absolute value
is 10 and the number is to the left of 0 in the number line.
A. 10 C. -10
B. -1 D. 1

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

5) Water freezes at 00C and boils at +1000C. What other temperature would
have the same absolute value as the boiling point, and therefore be the same
distance from the freezing point.
A. +2000C C. -1000C
B. 00C D. -2000C
6) Which is different? Find “both” answers.
A. How far is −3 from 0?
B. What is the absolute value of −3?
C. What integer is 3 units to the left of 0?
D. What is the distance between −3 and 0?

What I can Do

The table shows the elevations of several animals.

Graph of each elevation

a. Which animal is the deepest?
Explain.

b. Is the shark or the sea lion closer to sea level?

c. Is the seagull or the shrimp closer to sea level?

Explain your reasoning.

d. Which integer is greater, − 50 or 25? Which has the greater absolute

value? Explain.

e. Describe and correct the error in finding the absolute value of the given
below.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

Assessment

Directions: Choose the answer from among the choices.

1) What should be subtracted from -9876 to obtain -9512?
A. 300 C. –364
B. 364 D. –300
2) The temperature of a city is 40C. Next day the temperature falls by 50C.
What is the temperature of the city next day?
A. 90C C. 10C
0
B. - 9 C D. –10C
3) Sum of two negative numbers is always
A. Positive C. 0
B. Negative D. 1
4) A diver descends 20 feet in the water from the boat at the surface of a
lake. He then rose 12 feet and descends another 18 feet. At this point what is
his depth in water?
A. 10 feet C. 26 feet
B. 30 feet D. 12 feet
5) In a test (+5) marks are given for every correct answer and (-2) marks are
given for every incorrect answer and 0 for answer not attempted. Ram gets 3
correct and 4 incorrect out of 7 questions he attempted. What is his score?
A. 23 C. - 7
B. 7 D. – 23
6) Subtract 3 from -10, what is its difference?
A. –13 C. 7
B. –7 D. 13
7) What integer that best describes the statement “the stock rose 8 points”?
A. –8 C. –15
B. 15 D. + 8
8) In a school exam, Rohan’s score was up to 500 points. Then he scored -
100 points in the word category. What was his score then?
A. 600 C. –400
B. –600 D. 400
9) Which number on the number line is 4 less than 6?
A. 2 C. 3
B. 4 D. 10
10) Which number on the number line is 5 greater than 3?
A. –2 C. 8
B. 7 D. 9
11) What is the symbol to be use in the illustration |- 8| |5| to make the
statement true?
A. < C. =
B. > D. ≠
12) Charles has P5 in his pocket, but Brad owes P2 and Alec owes P6.
Which one of the following correctly shows this information on the number
line?

A.

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers
B.

C.

13) A temperature reading of a particular day recorded as follows 6:10 a.m.

The temperature was - 80F. At 12:10 p.m. the temperature was - 120F. At 6:
15 p. m. the temperature was - 100F Order, the temperature from least to
greatest.
A. –8, - 10, - 12 C. –10, -12, - 8
B. –12, -10, -8 D. -8, -12, -10
14) Vivian played a board game in which a player can move forward or
backward
from the starting line. In the first round Vivian moved forward 8 squares, then
back 6 squares, then back 4 squares, then back 9 squares and then forward
6 squares. At the end of the round, what was Vivian’s position relative to the
starting line?
A. 5 behind the line C. 2 in front of the line
B. 9 behind the line D. cannot tell from the given
information
15) The temperature fell 12 degrees Centigrade over a four-hour period.
If the decrease was spread equally over the four hours, how much did the
temperature change during each hour?
A. Decreased 4 degrees C. Decreased 3 degrees.
B. Increased 4 degrees D. Increased 3 degrees

Additional Activities

Show your solution in a step by step manner. (5 pts for complete solution, 3 for
incomplete, 1 for attempting to solve)

Death Valley is one of the hottest places on earth with a recorded maximum
temperature of 57° degree Celsius. The lowest temperature ever recorded was
−89°minus, 89, degree celsius in Antartica.
Grade 7 Mathematics 16
 Module 3: The Absolute Value and the Fundamental
Operations on Integers

Key to Correction

What I Know: What is In

What’s new Task I - A

What’s more
A) Independent Activity 1:

B. Independent Assessment 1

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

C. Independent Activity 2: D. Independent Assessment 2:

E. Independent activity 3 F. Independent Assessment 3

What I have learned What I can do (Possible Answers)

Assessment:

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 Module 3: The Absolute Value and the Fundamental
Operations on Integers

REFERENCES:

Websites

Google search / Google.com

https://www.eduplace.com/math/mathsteps/7/b/7.absvalue.ideas.html
http://karen.mcnabbs.org/worksheets/integers/add_sub_integers_1.pdf
https://www.hanlonmath.com/pdfFiles/resource_1267.pdf
https://physicscatalyst.com/class-7/integer-word-problems.php
imathworksheets.com/math-worksheets/absolute-value/
https://www.mathworksheets4kids.com/integers/number-line/number-line-easy1.pdf
https://www.eduplace.com/math/mathsteps/7/b/7.absvalue.ideas.html
https://www.eduplace.com/parents/hmcam/reviews/pdf/5/5hmmca-cr-26-02-rt.pdf
https://www.softschools.com/math/topics/subtracting_integers/
https://www.bigideasmath.com/teachers/crosswalk/green_6_4.pdf
https://www.mathopolis.com/questions/
https://www.mathworksheets4kids.com/multiplication/models/number-line-write1.pdf
www.mathsisfun.com
www.mathopolis.com
https://www.math-only-math.com/worksheet-on-operation-on-sets.html
https://www.khanacademy.org/math/in-in-class-7th-math-cbse/
https://www.mathgoodies.com/lessons/sets/practice_unit15
http://www.phschool.com/atschool/new_york/phmath07_intalg/IANYSENY04

For inquiries and feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 - 6405
Email Address: cebu.province@deped.gov.ph

Grade 7 Mathematics 19