Q2M8 Describing and Interpreting The Basic Operations On Integers 1.1 2

6
Mathematics
Quarter 2 – Module 11:
Basic Operations on Integers
Using Counters
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 11: Basic Operations on Integers Using Counters
First Edition, 2020
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6
Mathematics
Quarter 2 – Module 11:
Basic Operations on Integers
Using Counters
This instructional material was collaboratively developed and
reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.

Introductory Message
For the facilitator:
Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Basic

Operations on Integers Using Counters!
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:
Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.
2
For the learner:
Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Basic

Operations on Integers Using Counters!
This module was 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.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to check

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

current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced

to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.
Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned.
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Answer Key This contains answers to all activities in the
module.
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!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you master the
basic operations on integers using counters. The scope of this module permits it to be used
in many different learning situations. The language used 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.
The module has only one lesson, namely:

 Lesson 1 – Describing and Interpreting Basic Operations on Integers Using
Counters.
After going through this module, you are expected to:

1. describe and interpret the basic operations on integers using materials such as
algebra tiles, counters, chips, and cards. (M6NS–IIh–155)
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What I Know
The following multiple-choice items are for you to answer. Some items use illustration for
your reference. Choose the letter of the correct answer and write your answers in your
answer sheet.
(For items 1 and 2 refer to Illustration I)
Illustration I
1. What operation is shown by Illustration I above?

A. Addition C. Multiplication
B. Subtraction D. Division
2. What is the appropriate number sentence for the Illustration I above?

A. ( +3 ) x ( -5 ) = ( 15 ) C. ( +3 ) + ( -5 ) = ( -2 )
B. ( 3 ) ÷ ( 5 ) = ( 2 )
+ - -
D. ( +3 ) – ( -5 ) = ( +7 )
3. On the table, you placed 1 positive counter and 1 negative counter. What is the value
of the counters on the table?
A. +2 C. +1
B. -2 D. 0
4. Jer Ann placed 11 positive counters and 4 negative counters on her working table.
What is the value of these counters if combined?
A. +15 C. +7
B. 11
-
D. -4
(For items 5 and 6 refer to Illustration II)
Illustration II
5. What is the correct number sentence for Illustration II shown above?

A. ( +7 ) + ( -3 ) = N C. ( +7 ) + ( +3 ) = N
B. ( 4 ) – ( 3 ) = N
+ -
D. ( +4 ) – ( +3 ) = N
6. What is the answer to the Illustration II shown above?

A. +10 C. +3
B. 4 +
D. +7
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7. Which is the correct illustration for ( 3 ) x ( -5 )?
A. On the table, place 3 groups of 5 negatives counters
B. On the table, place 5 groups of 3 positives counters
C. On the table, place 3 groups of 5 positives counters
D. On the table, place 3 positives and 3 negatives counters
8. Lance has 18 negative counters. He decided to distribute them evenly into 6 groups.
What is the correct number sentence for this situation?
A. ( -18 ) + ( +6 ) = ( -12 ) C. ( -18 ) ÷ ( +6 ) = ( -3 )
- + -
B. ( 18 ) – ( 6 ) = ( 12 ) D. ( -18 ) x ( +6 ) = ( -108 )
9. Selwyn has 8 sets of 15 negative counters. He counted all his counters. How do you
write the number sentence for this situation?
A. ( +8 ) + ( -15 ) = ( -7 ) C. ( -8 ) – ( -15 ) = ( -23 )
B. ( 8 ) x ( 15 ) = ( 120 )
+ - -
D. ( -8 ) ÷ ( +15 ) = ( +7 )
10. What is the correct number sentence for the illustration given below?
A. ( -6 ) + ( +2 ) = ( -4 ) C. ( -6 ) x ( +2 ) = ( -12 )
B. ( -6 ) ÷ ( +2 ) = ( -3 ) D. ( -6 ) – ( +2 ) = ( +8 )
Lesson
Describing and Interpreting
1 the Basic Operations on
7
Integers Using Counters
You have learned from your previous lessons on how to compare and arrange integers on
the number line. Let’s learn this time how to do basic operations on integers using counters.
This module will help you realize how operations on integers work. It aims to build basic
concepts in evaluating operations of integers using positive and negative counters. Through
illustrations and hands-on activities, you will do basic operations on integers. So, ready your
working space and counters to make this lesson more meaningful.
What’s In
Below are 5 items which will help you recall what you have learned previously. In Activity A,
compare the following integers using inequalities > or <. For Activity B, arrange the following
numbers in increasing order. Write your answers in your answer sheet.
A. Compare the following integers using > or < symbols.

1) -6 ____ 0
2) 1 ____ -1
3) -87 ____ -83
B. Arrange the following numbers in increasing order.

4) 11, -2, 16, -8, -2.3 ___________________________________
- -
5) ½, 0, 1, 3, ½ ___________________________________
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What’s New
During the lockdown due to COVID-19 threat, Neri May decided to clean their house. She
segregated things at home which could still be reused and recycled and threw away
unnecessary stuffs to reduce waste and to create more space. After cleaning, she found this
Integer Game Box filled with positive and negative counters with challenge cards.
She then gave it to her son Peter who is fond of answering challenges. Let’s join Peter and
discover how does it work. Below are the challenge cards you will join him to solve.
( +7 ) + ( +5 ) = ( -15 ) – ( -3 ) = ( +5 ) x ( +6 ) = ( +18 ) ÷ ( +6 ) =
( -9 ) + ( -8 ) = ( +10 ) – ( +1 ) = ( +4 ) x ( -3 ) = ( -12 ) ÷ ( +4 ) =
( +6 ) + ( -6 ) = ( +11 ) – ( -7 ) = ( -8 ) x ( +2 ) = ( +15 ) ÷ ( -3 ) =
( +12 ) + ( -4 ) = ( -8 ) – ( +2 ) = ( -7 ) x ( -5 ) = ( -10 ) ÷ ( -2 ) =
Annex A is the set of 20 positive counters and 20 negative counters you need to prepare
before answering the challenges. Prepare your own counters similar to Annex A. You may
also reproduce it. Cut the circular counters individually. Then, paste 1 positive counter with 1
negative counter back to back like a coin with two sides (positive on one side and negative
on the other).
Are you ready now to join Peter?
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Annex A. Negative and Positive Counters
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What is It
To fully understand the concepts in basic operations on integers, you can use counters in
solving the challenges written on the cards together with Peter. Find a place, preferably a
table, where you can place your counters while doing the activity.
ADDITION OF INTEGERS USING COUNTERS
Challenge Card 1: ( 7 ) + ( 5 ) =
+ +
To perform addition operation using counters, follow as you do the suggested steps below:
Step 1: Get exact number of counters as your first addend.

Get 7 positive counters. Place it on your table.
Step 2: Look at the operation and get another quantity of addend.

The operation is addition.
Get 5 positive counters as your second addend.
Step 3: Perform the operation and write your answer.

Addition means to put together or to combine two or more quantities.
So, you combine 7 positive counters with another 5 positive counters.
Answer: How many counters do you have in all on the table? (12 counters)
Do these counters have the same sign? (Yes)
What is the sign? (Positive)
Therefore, if you add +7 and +5 you will get the sum of +12.
( +7 ) + ( +5 ) = ( +12 )
Challenge Card 2: ( -9 ) + ( -8 ) =
11
Get 9 negative counters. Place it on your table.

Get 8 negative counters as your second addend.

So, you combine 9 negative counters with another 8 negative counters.
Answer: How many counters do you have in all on the table? (17 counters)
What is the sign? (Negative)
Therefore, if you add -9 and -8 you will get the sum of -17.
( -9 ) + ( -8 ) = ( -17 )
As shown in the two examples above, it is observed that if a set of positive counters added
to another set of positive counters will give you a combined set of all positive counters only.
Same true with the set of negative counters combined together will give you a set of purely
negative counters.
Conversely, positive integer added to another positive integer will give you a positive
sum. While negative integer plus negative integer will result to negative sum.
Before you proceed to the next challenge cards, let’s try to look at the following situation.
What will happen if you combine a positive counter and a negative counter?
The situation would suggest that, you need to add +1 and -1.
In a number line, when you say move 1 unit to the right or move 1 unit forward, it means
positive 1. On the other hand, 1 unit to the left or 1 unit backward, it means negative 1.
12
So, if you combine positive 1 and negative 1 written as ( +1 ) + ( -1 ), consider the situation
shown below.
From zero, locate positive 1 by moving 1 unit to the right.
3
-
2
-
1
-
0 1
+
2
+
3
+
Then, from positive 1 move 1 unit to the left to represent negative 1. This shows that you
combined negative 1 with positive 1.
-
1 +
1
3
-
2
-
1
-
0 1
+ +
2 +
3
As shown above, it goes back to 0. Hence, we can say that ( +1 ) + ( -1 ) equals 0.
The same as to the counters. Take note that if 1 positive counter paired with 1 negative
counter they both give you zero (0) or no value.
=0
Remember: 1 positive counter and 1 negative counter equal to zero.
+ -
Challenge Card 3: ( 6 ) + ( 6 ) =



So, you combine 6 positive counters with 6 negative counters.
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However, if you have positive and negative counters in the combined set, first pair
them together for their value is zero and will not be counted anymore. Then, the
remaining counters without pair of its opposite sign is the sum of the combined
counters.
=0 =0 =0
=0 =0 =0
Answer: How many pairs of positive and negative counters do you have? (6)
How many counters on the table without pair of its opposite sign? (None)
Therefore, the sum of +6 and -6 is zero.
( +6 ) + ( -6 ) = 0
Challenge Card 4: ( +12 ) + ( -4 ) =



So, you combine 12 positive counters with 4 negative counters.
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In the combined illustration, there are positive and negative counters in the set. Take
note that we cannot simply combine them together for not all of them have same
signs. You have to pair first a positive and a negative for their value is zero and will
not be counted anymore. Then, the remaining counters without pair of its opposite
sign is the sum of the combined counters.
=0 =0
=0 =0
Answer: How many pairs of positive and negative counters are there? (4)
How many counters on the table without pair of its opposite sign? (8)
1 2 3 4
5 6 7 8
What is the sign of the counters without pair of its opposite sign? (Positive)
Therefore, the sum of +12 and -4 is +8.
( +12 ) + ( -4 ) = ( +8 )
Notice that when you combine set of positive counters and set of negative counters, you just
don’t simply count the combined counters together. Instead, you have to pair first a positive
with a negative for they will be equal to zero and will not be counted anymore. The remaining
counters without pair of its opposite sign is the sum of the combined counters.
Remember: In adding, if there are more positive counters in the combined set, the result
will be a positive sum. However, if there are more negative counters in the combined
set, it will yield a negative result. If the number of positive and negative counters are
equal, then the set is zero.
SUBTRACTION OF INTEGERS USING COUNTERS
Challenge Card 5: ( -15 ) – ( -3 ) =
To perform subtraction operation using counters, follow as you do the suggested steps
below:
Step 1: Get exact number of counters as your minuend.

Step 2: Look at the operation and decide what to do.

The operation is subtraction.
15
Subtraction means to take away, to get, to deduct, or to minus from the first
quantity.
Take away 3 negative counters from 15 negative counters on the table as indicated
in your subtrahend.
Can you get 3 negative counters from what is shown on the table? (Yes)

In this number sentence, you need to take away 3 negative counters from
the set of 15 negative counters on the table.
How many counters are left on the table? (12 counters)

Therefore, if you subtract -3 from -15 you will get the difference of -12.
( -15 ) – ( -3 ) = ( -12 )
+ +
Challenge Card 6: ( 10 ) – ( 1 ) =


quantity.
Take away 1 positive counter from 10 positive counters on the table as indicated in
your subtrahend.
Can you get 1positive counters from what is shown on the table? (Yes)

In this number sentence, you need to take away 1 positive counters from the set of
10 positive counters on the table.
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Therefore, if you subtract +1 from +10 you will get the difference of +9.
( +10 ) – ( +1 ) = ( +9 )
Challenge Card 7: ( +11 ) – ( -7 ) =


quantity.
Take away 7 negative counters from 11 positive counters on the table as indicated in
your subtrahend.
Can you get 7 negative counters from what is shown on the table? (No)
There is no negative counter on the table.

In this situation, you cannot take away 7 negative counters from the set of 11 positive
counters on the table.
You can only take away negative counters from a set if there are. In order to do it we
need to have 7 negative counters in the set to show subtraction.
However, if we add 7 negative counters to the set of counters in minuend its value is
not +11 anymore.
What then should you do?
Take a look at this…

( +11 ) + ___ = ( +11 )
What should you add to +11 to maintain its value as +11? (0)
Going back to our previous discussion in adding counters, if you add 1 positive and 1
negative it gives you a sum of zero. Be reminded of the following illustration.
=0
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In order to take away 7 negative counters in the set of positive counters, we need to
have negative counters. So, you add 7 negative counters paired with 7 positive
counters which are equal to zeroes.
Therefore, in the number sentence ( +11 ) – ( -7 ), we need to add 7 zeroes. These 7

zeroes are pairs of 7 positive and 7 negative counters. See the following illustration.
= 0 (1)
= 0 (2)
= 0 (3)
= 0 (4)
= 0 (5)
= 0 (6)
= 0 (7)
Can you now take away 7 negative counters from the set? (Yes)

Therefore, if you subtract -7 from +11 you will get the difference of +18.
( +11 ) – ( -7 ) = ( +18 )
Challenge Card 8: ( -8 ) – ( +2 ) =
18

quantity.
Take away 2 positive counters from 8 negative counters on the table as indicated in
your subtrahend.
Can you get 2 positive counters from what is shown on the table? (No)
There is no positive counter on the table.

In this situation you cannot take away 2 positive counters from the set of 8 negative
counters on the table.
You can only take away positive counters from a set if there are. In order to do it we
need to have 2 positive counters in the set to show subtraction.
However, if we add 2 positive counters to the set of counters in minuend its value is
not -8 anymore.
What then should you do?
Take a look at this…

( -8 ) + ___ = ( -8 )
What should you add to -8 to maintain its value as -8? (0)
Going back to previous discussion in adding counters, if you add 1 positive and 1
negative it gives you a sum of zero. Be reminded of the following illustration.
=0
In order to take away 2 positive counters in the set of negative counters, we need to
have positive counters. So, you add 2 positive counters paired with 2 negative
counters which are equal to zeroes.
Therefore, in the number sentence ( -8 ) – ( +2 ), we need to add 2 zeroes. These 2

zeroes are pairs of 2 positive and 2 negative counters. See the following illustration.
= 0 (1)
= 0 (2)
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Can you now take away 2 positive counters from the set? (Yes)

Therefore, if you subtract +2 from -8 you get the difference of -10.
( -8 ) – ( +2 ) = ( -10 )
MULTIPLICATION OF INTEGERS USING COUNTERS
In a multiplication sentence, the first factor tells about the number of group or set. The
second factor tells if how many counters are there in every set. While, the total number of
counters in all the sets is called the product.
Example: 7 x 3 means 7 sets of 3.
Challenge Card 9: ( +5 ) x ( +6 ) =
The multiplication sentence above means that there are 5 sets of 6 positive counters in
every set.
To perform multiplication operation using counters, follow as you do the suggested steps
below:
Step 1: Determine the number of sets that you will be making.

Your first factor tells the number of sets.
Draw 5 boxes on the table that will represent the number of sets.
20
Step 2: Identify the number of counters to be placed in every set.
Your second factor tells the number counters in every set.
Put 6 positive counters in every box.

Multiplication is also repeated addition. It means that you have to get the total
number of counters in all sets.
How many sets are there? (5)

How many counters every set? (6)
+
6 + +6 + +6 + +6 + +6
How many counters do you have in all on the table? (30 counters)
Therefore, if you multiply +5 by +6 you will get the product of +30.
( +5 ) x ( +6 ) = ( +30 )
Challenge Card 10: ( +4 ) x ( -3 ) =
The multiplication sentence above means that there are 4 sets of 3 negative counters in
every set.

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Put 3 negative counters in every box.

Multiplication is also repeated addition. It means that you have to get the total
number of counters in all sets.

-
3 + -3 + -3 + -3
Therefore, if you multiply +4 by -3 you will get the product of -12.
( +4 ) x ( -3 ) = ( -12 )
Challenge Card 11: ( -8 ) x ( +2 ) =
The multiplication sentence above means that there are 8 negative sets of 2 positive
counters in every set. Take note that you have negative number of sets in this challenge.

22
However, in this item we have negative number of sets. Negative 8 is the
opposite of positive 8. It means that whatever the total number of counters
in 8 positive sets is the same number of counters in the 8 negative sets.

Put 2 positive counters in every box.

To illustrate 8 negative sets, you need to flip to the opposite side all your
8 positive sets to show its opposite. In this case you cannot flip your box drawing so
you just flip to the opposite side all the counters in every set. If you flip the
counters, positive side of the counter will become negative or vice versa. See
illustration below.
+
2+ +2+ +2+ +2+ +2+ +2+ +2+ +2 2 + -2 + -2 + -2 + -2 + -2 + -2 + -2
-
This illustration is for This illustration is for

8 positive sets 8 negative sets
(before you flip). (after you flipped).
Notice that your positive counters in 8 positive set after you flipped change to its
opposite sign which is negative. This is how to illustrate the negative set or group.
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-
2 + -2 + -2 + -2 + -2 + -2 + -2 + -2
What is the sign after you flipped the counters? (Negative)
Therefore, if you multiply -8 by +2 you will get the product of -16.
( -8 ) x ( +2 ) = ( -16 )
Challenge Card 12: ( -7 ) x ( -5 ) =
The multiplication sentence above means that there are 7 negative sets of 5 negative
counters in every set. Take note that you have negative number of sets in this challenge.

However, in this item we have negative number of sets. Negative 7 is the

opposite of positive 7. It means that whatever the total number of counters
in 7 positive sets is the same number of counters in the 7 negative sets.

Put 5 negative counters in every box.
24
To illustrate 7 negative groups, you need to flip to the opposite side all your
7 positive sets to show its opposite. In this case you cannot flip your box drawing so
you just flip to the opposite side all the counters in every set.
If you flip the counters, negative side of the counter will become positive or vice
versa. See the following illustration.
5 + -5 + -5 + -5 + -5 + -5 + -5
- +
5+ +5+ +5+ +5+ +5+ +5+ +5
This illustration is for This illustration is for
7 positive sets 7 negative sets
(before you flip). (after you flipped).
Notice that your negative counters in 7 positive sets after you flipped change to its
opposite sign which is positive. This is how to illustrate negative set or group.
25
-
5 + -5 + -5 + -5 + -5 + -5 + -5
What is the sign after you flipped the counters? (Positive)
Therefore, if you multiply -7 by -5 you will get the product of +35.
( -7 ) x ( -5 ) = ( +35 )
Remember: In multiplying, if your first factor which represents the number of groups/sets is
negative, you need to flip to the opposite side all the counters in each set to illustrate
the opposite of positive set/group which is the negative group.
DIVISION OF INTEGERS USING COUNTERS
Division is the inverse of multiplication.

In 21 ÷ 3 = 7, twenty-one is called dividend which is the number to be divided or distributed
evenly. Three is called the divisor which is the number of sets the dividend will be divided.
While seven is the quotient which is the number of counters in each set or group.
+ +
Challenge Card 13: ( 18 ) ÷ ( 6 ) =
The division sentence above means that 18 positive counters will be divided by 6 positive
sets.
To perform division operation using counters, follow as you do the suggested steps below:
Step 1: Get exact number of counters to represent your dividend.

Step 2: Draw boxes to represent the number of sets to where the counters will be distributed
evenly.
Draw 6 boxes.
26
Division means to divide the dividend equally to sets (divisor).
Distribute your 18 positive counters evenly to 6 sets.
Quotient is the number of equal counters in each set.
How many counters did you distribute to all the sets? (18)
In to how many sets did you distribute the counters evenly? (6)
How many counters do you have in each set?
(3 counters)
Do these counters in each set have the same sign? (Yes)
Therefore, if you divide +18 by +6 you will get the quotient of +3.
( +18 ) ÷ ( +6 ) = ( +3 )
Challenge Card 14: ( -12 ) ÷ ( +4 ) =

evenly.
Draw 4 boxes.
27
Distribute your 12 negative counters evenly to 4 sets.
(3 counters)
Therefore, if you divide -12 by +4 you will get the quotient of -3.
( -12 ) ÷ ( +4 ) = ( -3 )
Challenge Card 15: ( 15 ) ÷ ( 3 ) =

+ -

evenly.
Draw 3 boxes.
28
Distribute your 15 positive counters evenly to 3 sets.
However, in this challenge the divisor is negative. It means that number of set is
negative. It is difficult indeed to illustrate 3 negative boxes or 3 negative sets. So,
instead you will just get the opposite of 3 positive set to show the 3 negative sets.
To illustrate 3 negative sets, you need to flip to the opposite side all your 3 positive
sets to show its opposite. In this case you cannot flip your box drawing so you just
flip to the opposite side all the counters in every set. If you flip the counters,
positive side of the counter will become negative or vice versa. See the following
illustration.
3 Positive Sets (before you flip)
3 Negative Sets (after you flipped)
Notice that your positive counters in 3 positive sets after you flipped change to its
opposite sign which is negative. This is how to illustrate the negative set (divisor).
29
(5 counters)
What is the sign after you flipped the counters? (Negative)
Therefore, if you divide +15 by -3 you will get the quotient of -5.
( +15 ) ÷ ( -3 ) = ( -5 )
Challenge Card 16: ( -10 ) ÷ ( -2 ) =

evenly.
Draw 2 boxes.

Distribute your 10 negative counters evenly to 2 sets.
30
However, in this challenge the divisor is negative. It means that number of set is
negative. It is difficult indeed to illustrate 2 negative boxes or 2 negative sets. So,
instead you will just get the opposite of 2 positive sets to show the 2 negative sets.
To illustrate 2 negative sets, you need to flip to the opposite side all your 2 positive
sets to show its opposite. In this case you cannot flip your box drawing so you just
flip to the opposite side all the counters in every set.
If you flip the counters, positive side of the counter will become negative or vice
versa. See the following illustration.
2 Positive Sets (before you flip)
2 Negative Sets (after you flipped)
Notice that your negative counters in 2 positive sets after you flipped change to its
opposite sign which is positive. This is how to illustrate the negative set (divisor).
(5 counters)
Therefore, if you divide -10 by -2 you will get the quotient of +5.
( -10 ) ÷ ( -2 ) = ( +5 )
Remember: In dividing, if your divisor which represent the number of groups/sets is

the opposite of positive set/group which is the negative set/group.
31
What’s More
Here are some items for you to practice on. Using your positive and negative counters,
illustrate the indicated operations. Write your answers with correct sign in your answer sheet.
1) ( -13 ) + ( -5 ) = 6) ( +5 ) x ( +4 ) =
2) ( +17 ) + ( -9 ) = 7) ( +3 ) x ( -6 ) =
3) ( -9 ) – ( -5 ) = 8) ( -8 ) x ( -7 ) =
4) ( +9 ) – ( -12 ) = 9) ( -14 ) ÷ ( +2 ) =
5) ( -10 ) – ( +10 ) = 10) ( -16 ) ÷ ( -8 ) =
What I Have Learned
ADDITION OF INTEGERS USING COUNTERS

Points to Consider:
Positive counters added to another positive counters will give you a positive sum.
While negative counters plus negative counters will result to negative sum.
In adding counters of different signs, if there are more positive counters in the
combined set, the result will be a positive sum. However, if there are more negative
counters in the combined set, it will yield a negative result. However, if the number of
positive and negative counters are equal, then the set is zero.
SUBTRACTION OF INTEGERS USING COUNTERS
32
Subtraction means to take away, to get, to deduct, or to minus from the first quantity.
Points to Consider:
In situations like you cannot take away positive counters to the set of negative
counters or vice versa, you need to add zeroes (pair of 1 positive counter and 1
negative counter) to your minuend.
The number of zeroes to be added should be equal to the number of positive or

negative counters needed to be taken away (subtrahend).
MULTIPLICATION OF INTEGERS USING COUNTERS
In multiplying, the first factor tells about the number of group/set. The second factor
tells if how many counters are there in a set. The total number of counters in all the
sets is called the product.
Points to Consider:
In some cases, if your first factor which represent the number of groups/sets is
the opposite of positive set/group which is the negative set/group.
DIVISION OF INTEGERS USING COUNTERS
Division is the inverse of multiplication. Division means to divide the total number of
counters (dividend) equally to groups/sets (divisor).
Step 2: Draw boxes to represent the number of sets to where the counters will be
distributed evenly.
Points to Consider:
In some cases, if your divisor which represent the number of groups/sets is negative,
you need to flip to the opposite side all the counters in each set to illustrate the
opposite of positive set/group which is the negative set/group.
33
What I Can Do
A. Perform the following mathematical sentences using counters. Write your answers in your
answer sheet.
1) ( -19 ) + ( +8 ) =
2) ( +13 ) – ( -2 ) =
3) ( -2 ) x ( +9 ) =
4) ( -20 ) ÷ ( +5 )=
5) ( +12 ) ÷ ( -3 ) =
B. Solve the problems below and write your answers in your answer sheet.
6) Alen drew 17 negative counters in a piece of paper. James drew more counters and they
both noticed that the value of their drawing becomes zero. What counters did James
draw?
7) Twelve negative counters were distributed equally into groups. The quotient is positive 4.
What is the divisor?
Assessment
The following multiple-choice items are for you to answer. Some items use illustration for
your reference. Choose the letter of the correct answer and write your answers in your
answer sheet.
1. Which of the following addition sentence will give you positive sum?
A. ( -7 ) + ( -3 ) = N C. ( -7 ) + ( +3 ) = N
B. ( 7 ) + ( 8 ) = N
+ -
D. ( +7 ) + ( +8 ) = N
2. In ( +9 ) – ( -2 ) = N, how can you take away two negative counters from a set of
9 positive counters?
A. Add two zeroes C. Add two negatives
B. Subtract two positives D. Subtract two zeroes
3. In multiplication problems, when do you flip to the other side your counters?
A. If the given counters in every set are negative.
34
B. If the given set/group is negative.
C. If the given counters in every set are positive.
D. If the given set/group is positive.
4. Nethan is holding 18 negative counters. He distributed them evenly to 3 negative

sets. What is the correct number sentence for this situation?
A. ( -18 ) ÷ ( +3 ) = ( -6 ) C. ( -18 ) ÷ ( -3 ) = ( +6 )
- - -
B. ( 18 ) – ( 3 ) = ( 15 ) D. ( -18 ) – ( +3 ) = ( +15 )
5. EJ placed 9 negative counters in every set he made. He has 7 sets of these

counters. What number sentence is he illustrating?
A. ( +7 ) x ( -9 ) = ( -63 ) C. ( +7 ) – ( -9 ) = ( +16 )
B. ( 7 ) + ( 9 ) = ( 3 )
+ - -
D. ( +7 ) ÷ ( -9 ) = ( -2 )
6. Using your counters, what is the value of N in ( -20 ) ÷ ( -4 ) = N?

A. -5 C. -24
B. -16 D. +5
7. What is the value of ( -3 ) – ( +3 )?

A. 0 C. -6
B. -3 D. +6
8. What is the value of the counters in the rectangle below?
A. 0 C. +5
B. -5 D. +10
For items 9 and 10, refer to the illustration below.
9. What operation is shown in the illustration above?

A. Addition C. Multiplication
B. Subtraction D. Division
10. What is the correct number sentence for the illustration above?
A. ( +7 ) + ( -4 ) = ( +3 ) C. ( +7 ) + ( -4 ) = ( -3 )
+ - +
B. ( 3 ) – ( 4 ) = ( 7 ) D. ( +11 ) – ( -4 ) = ( +7 )
35
Additional Activities
A. Using your positive and negative counters, illustrate the indicated operations. Write your
answers with correct sign in your answer sheet.
1) ( -23 ) + ( -15 ) = 4) ( -16 ) – ( +12 ) =
2) ( +17 ) + ( -12 ) = 5) ( -23 ) x ( -4 ) =
3) ( +15 ) – ( +9 ) = 6) ( +24 ) ÷ ( -8 ) =
B. Read and analyze the situations below. Solve what is asked in every item. Write your
answers in your answer sheet.
7) A number is divided by -4 and gives a quotient of +7. What is the number?
8) How many counters should be added to -7 to make it +7?
9) In a set there are 8 negative counters. Aron deducted something and leave a difference of
one positive counter. What number did he subtract from -8?
10) What is the sign of the product if you have 5 negative sets of 9 negative counters in
every set?
36
Answer Key
Additional Activity Assessment What Can I Do

A. A.
1) -38 1) D -
1) 11
2) +5 2) A
2) +
15
3) +6 3) B -
3) 18
4) -28 4) C
4) -
4
5) +92 5) A -
5) 4
6) -3 6) D
B.
B. 7) C
6) 17 positive
8) A
7) 28
- counters
9) B
8) 14 positive 7) ( -3 ) or
10) B
counters or ( +4 ) Negative 3 or
9) ( +9 ) or Positive 9 3 negative groups
or 9 positive
counters
10) Positive
What’s More What's In What I Know

1) -18 1) A
2) +8 A. 2) C
3) -4 3) D
1) <
4) +21 4) C
5) 0 2) >
3) < 5) B
6) +20 6) D
7) -18 B.
7) A
8) +56 4) 4. -8, -2.3, -2, 11, 8) C
9) -7 16 9) B
10) +2 5) -1, -½, 0, ½, 3 10) B
37
References
Curriculum Guide in Mathematics 6
Most Essential Learning Competencies (MELC) for Mathematics 6
38
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Basic

Notes to the Teacher

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Basic

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to check

What’s In This is a brief drill or review to help you link the

What’s New In this portion, the new lesson will be introduced

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent practice

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will help

Assessment This is a task which aims to evaluate your level of

Additional Activities In this portion, another activity will be given to

At the end of this module you will also find:

The following are some reminders in using this module:

The module has only one lesson, namely:

After going through this module, you are expected to:

(For items 1 and 2 refer to Illustration I)

1. What operation is shown by Illustration I above?

2. What is the appropriate number sentence for the Illustration I above?

(For items 5 and 6 refer to Illustration II)

5. What is the correct number sentence for Illustration II shown above?

6. What is the answer to the Illustration II shown above?

A. Compare the following integers using > or < symbols.

B. Arrange the following numbers in increasing order.

Are you ready now to join Peter?

ADDITION OF INTEGERS USING COUNTERS

Step 1: Get exact number of counters as your first addend.

Step 2: Look at the operation and get another quantity of addend.

Step 3: Perform the operation and write your answer.

Step 1: Get exact number of counters as your first addend.

Step 2: Look at the operation and get another quantity of addend.

Step 3: Perform the operation and write your answer.

From zero, locate positive 1 by moving 1 unit to the right.

As shown above, it goes back to 0. Hence, we can say that ( +1 ) + ( -1 ) equals 0.

Remember: 1 positive counter and 1 negative counter equal to zero.

Step 1: Get exact number of counters as your first addend.

Step 2: Look at the operation and get another quantity of addend.

Step 3: Perform the operation and write your answer.

Therefore, the sum of +6 and -6 is zero.

Challenge Card 4: ( +12 ) + ( -4 ) =

Step 1: Get exact number of counters as your first addend.

Step 2: Look at the operation and get another quantity of addend.

Step 3: Perform the operation and write your answer.

SUBTRACTION OF INTEGERS USING COUNTERS

Challenge Card 5: ( -15 ) – ( -3 ) =

Step 1: Get exact number of counters as your minuend.

Step 2: Look at the operation and decide what to do.

Step 3: Perform the operation and write your answer.

How many counters are left on the table? (12 counters)

Step 1: Get exact number of counters as your minuend.

Step 2: Look at the operation and decide what to do.

Step 3: Perform the operation and write your answer.

Challenge Card 7: ( +11 ) – ( -7 ) =

Step 1: Get exact number of counters as your minuend.

Step 2: Look at the operation and decide what to do.