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  

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
    
  


ii
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 5: Fundamental Operations on Integers
First Edition, 2020

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ownership over them.

Published by the Department of Education, Division of Palawan

School Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida P. Olavario, Ph.D.
Felix M. Famaran

Development Team of the Module

Writers: Mary Grace O. Abueba

Editors: Luzviminda M. Diamamos and Joy E. Galgo
Reviewers: Astrid N. Agbanlog
Nimrod Naranjo, Master Teacher
Illustrator: Name
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Telephone: (048) 433-6392
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1
Introductory Message
For the facilitator:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module 5 on

Fundamental Operations on Integers!
This module was collaboratively designed, developed and reviewed by educators
from public institution 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.

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module 5 on
Fundamental Operations on Integers!
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.

2
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
What I Know lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
one.

In this portion, the new lesson will be

introduced to you in various ways such as
What’s New a story, a song, a poem, a problem opener,
an activity or a situation.

This section provides a brief discussion of

the lesson. This aims to help you discover
What is It and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life situations
or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be
Additional Activities given to you to enrich your knowledge or
skill of the lesson learned.

3
 This contains answers to all activities in
Answer Key
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!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Fundamental Operations on Integers. 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 is divided into four lessons, namely:

• Lesson 1 – Addition of Integers
• Lesson 2 – Subtraction of Integers
• Lesson 3 – Multiplication and Division of Integers

4
After going through this module, you are expected to:
1. determine the rules of adding, subtracting, multiplying and dividing integers;
2. add, subtract, multiply and divide integers using different approaches;
3. solve word problems involving addition, subtraction, multiplication and division of
integers.

What I Know

Directions: Choose the letter of the correct and best answer. Write your answer in your
activity notebook.

1. The sum of (−6) and 18 is _______.

a. (−24) c. 24
b. (−12) d. 12

2. What must be added to −5 to get 22?

a. 17 c. - 17
b. 27 d. – 27

3. What is the product of 5 and −19?

a. –95 c. 59
b. –59 d. 95

4. The quotient of −350 and −14 is _______.

a. −25 c. 25
b. −52 d. 52

5. Evaluate: (−91)÷ (−7) + 6

a. −19 c. 19
b. 13 d. 91

6. What is the sum of (−12) and 7?

a. −9 c. - 5
b. −7 d. – 3

5
7. What is the difference of 48 − (−31)?

a. 79 c. - 79
b. 97 d. - 97

8. The product of (6) (−5) (3) is ______.

a. −30 c. - 90
b. −60 d. - 120

9. What is the quotient of 128 ÷ (−16)?

a. −2 c. - 6
b. −4 d. – 8

10. The difference of (−38) – 30 is _______.

a. −8 c. - 48
b. −28 d. - 68

11. The sum of (−30) + 10 is _______.

a. −40 c. - 10
b. −20 d. – 5

12. What is the product of (−3) (6) (−6)?

a. −15 c. 108
b. −3 d. 180

13. What is the difference of (−32) – 44?

a. 76 c. - 76
b. 67 d. – 67

14. What is the quotient of (−85) ÷ (−17)?

a. −5 c. 3
b. −3 d. 5

15. Evaluate: 10 + 3 − (−8)

a. 21 c. 5
b. 12 d. 2

6
Lesson
Addition of Integers
1

This lesson focuses on addition of integers using different approaches. In this lesson the
students will master the concept in addition of integers.

What’s In

Use a number line to find the absolute value of each integer.

a. │3│

3 is 3 units from 0, so │3│ = 3

b. │−5│

−5 is 5 units from 0, so │−5│ = 5

Notes to the Teacher

This is a recall of the previous topic that will help the student link with
their lesson. Assist the student or explain to them briefly for them to
understand the examples fully.

7
 What’s New
Study the following examples:
A. Addition Using Number Line

1. Use the number line to find the sum of 6 & 5.

On the number line, start with point 6 and count 5 units to the right. At what point
on the number line does it stop? It stops at point 11, Hence, 6 + 5 = 11.

2. Find the sum of 7 and (−3).

On the number line, start from 7 and count 3 units going to the left since the sign of 3
is negative. At which point does it stop? It stops at point 4, Hence, (7) + (−3) = 4.

After the two examples, can you now try the next two problems?
a. (−7) + (−5) b. (−6) + (9)
Based on the given examples, complete the frame below by filling in the blanks with
the word from the box. Write your answer in activity notebook.

first left positive sum

counting integer point

To add integers using the number line, you have to locate the _______ integer then
start ______ from that ______ going to how many units base on the next ______. Move to
the right if the next integer is ______ and move to the ______ if the next integer is negative.
When counting stops, the point where it stops is the ______.

Now, we have the following generalization:

Adding a positive integer 𝑛 to 𝑚 means moving along the real line a distance of 𝑛
units to the right from 𝑚. Adding a negative integer – 𝑛 to 𝑚 means moving along
the real line a distance of 𝑛 units to the left from 𝑚.

8
 A. Addition Using Signed Tiles

This is another device which can be used to represent integers. The tile represents
integer 1, the tile represents -1, and the flexible represents 0.

Recall that a number and its negative cancel each other under the operation of addition. This
means
4 + (− 4) = 0
15 + (−15) = 0
(−29) + 29 = 0
In general, 𝑛 + (−𝑛) = (−𝑛) + 𝑛 = 0.

Examples:
1) 4 + 5

four (+1) + five (+1)

Hence, 4 + 5 = 9
2) (−7) + (−6)

Hence, (−7) + (−6) = (−13)

3) 5 + (−3)

0
Hence, 5 + (−3) = 2 + 3 + (−3) = 2 + 0 = 2

4) (−4) + (2)

0
Hence, (−4) + (2)= −2 + (−2) + 2 = −2 + 0 = −2

9
 Now, try these:

1. 5 + 1
2. (−4) + (−10)
3. (8) + (−7)
4. (−9) + (−4)

What is It
Using the above model, we summarize the procedure for adding integers as follows:

1. If the integers have the same sign, just add the positive equivalents of the
integers and attach the common sign to the result.

a. 37 + 15 = + (/37/ + /15/)
= + ( /52/ )
= + 52

a. (−40) + (−25) = − (/40/ + /25/)

= − ( 40 + 25 )
= − ( 65 )
= − 65
2. If the integers have different signs, get the difference of the positive
equivalents of the integers and attach the sign of the larger number to the
result.

a. (39) + (−15)
Get the difference between 39 and 15: 24
Since 39 is greater than 15, the sign of the sum is positive.
Hence (39) + (−15) = 24

b. (−32) + 12

Get the difference between 32 and 12: 20

Since 32 is greater than 12, the sum will have a negative sign.
Hence (−32) + 12 =−20

3. If there are more than two addends in the problem the first step to do is to
combine addends with same signs and then get the difference of their sums.

Examples:

1) (−15) + (28) + (6) + (−17) = − (15 + 17) + (28 + 6)

= −32 + 34 = 2

10
 2) 33 + 60 + 7 + (−135) = (33 + 60 + 7) + (−135)
= 100 + (−135)
= −35

(FOR THOSE WHO HAVE GADGETS & INTERNET CONNECTIONS)

It’s time to watch some videos “Modelling addition of integers using number line” and
“Modelling addition of integers using positive and negative charge models/chips”.

In these videos, you will learn more about the different strategies/approaches in adding
integers.

Just type the links on YouTube to watch the videos.

1. https://www.youtube.com/watch?v=204uFu0DRWE&t=26s
2. https://www.youtube.com/watch?v=KEiNWSMnGI4

What’s More

Activity 1.1 “Addition of Integers Task Cards”

Give the sum of the following shown in the task cards. Write your answer in your
activity notebook.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

11
 What I Have Learned

Rules in Adding Integers:

1. If the integers have the same sign, just add the positive equivalents of the integers and
attach the common sign to the result.

2. If the integers have different signs, get the difference of the positive equivalents of the
integers and attach the sign of the larger number to the result.

3. If there are more than two addends in the problem the first step to do is to combine
addends with same signs and then get the difference of their sums.

What I Can Do
“What’s My Final Position?”

Applying the concept of the Addition of Integers, consider the given problem:

Problem: A spelunker explored a deep cave with almost vertical slope. He descended 713
m into the cave. On his ascent, he climbed 223 m, slipped back 8 m, and then slipped back
again by 18 m, climbed 70 m, and finally slipped back 9 m. What is his final position?

Assessment

Directions: Choose the letter of the correct and best answer. Write your answer in your
test notebook.

1. The sum of 25 and 95 is _______.

a. 120 b. 220 c. 320 d. 420

12
2. What is the sum of 30 and −20?

a. −70 b. −50 c. 10 d. 50

3. Find the sum of 65 + 75.

a. 120 b. 140 c. 160 d. 180

4. What is the sum of 38 and −15?

a. −53 b. −23 c. 53 d. 23
5. What is the sum 110 and −75?

a. −185 b. −35 c. 35 d. 185

6. The sum of −120 and −35 is _______.

a. 155 b. 85 c. −85 d. −155

7. The sum of 45 and (−20) is ________.

a. 25 b. −25 c. 65 d. −65

8. Find the sum of 16 + (−38).

a. 22 b. −22 c. 54 d. −54

9. Find the sum of 165 + (−85).

a. 250 b. −250 c. 80 d. −80

10. What is the sum of (−65) and (−20)?

a. −25 b. −45 c. −65 d. −85

11. The sum of (−65) and (−40) is _______.

a. −105 b. −85 c. −65 d. −25

12. Find the sum of (–47) + 98.

a. 51 b. 31 c. −51 d. −31

13. What is the sum of (78) and (−15)?

a. −63 b. −93 c. 63 d. 93

13
 14. The sum of (−75) and (20) is _______.

a. −55 b. 55 c. −95 d. 95

15. Find the sum of (–17) + 20.

a. 37 b. −37 c. 3 d. −3

Additional Activities

Solve the following problems:

1. Mrs. Reyes charged Php3, 752.00 worth of groceries on her credit card. Find
her balance after she made a payment of Php2, 530.00.

2. Manny weighs 56 kilograms, but he would like to box in a higher weight

division. He gained 2 kilograms on the first week, loses 1 kilogram on the
next, gains back 4 kilograms on the third week and loses 1 kilogram on
the fourth week. How much does Manny weigh now?

14
 15
What I Know
1. D
2. B
3. A
4. C
5. C
6. C
7. A
8. C
9. D
10. D
11. B
12. C
13. C
14. D
15. A
What's More What I Can Do Assessment
−713 m + 223 m + (−8m) + 1. A
1. 42 (−18 m) + 70 m + (−9 m) 2. C
2. 12 3. B
= [(−713 m) + (−8 m) +
3. −52 4. D
(−18 m) + (−9 m)] + [223 m
4. −13 5. C
+ 70 m)]
6. D
5. −92
= −748 m + 293 m 7. A
6. 20 8. B
7. 0 = −455 m 9. C
8. 10 10. D
11. A
9. 29 Therefore, the spelunker is 12. A
10. 0 455 m from the top of the 13. C
cave. 14. A
15. C
Answer Key
Lesson
Subtraction of Integers
2
This lesson focuses on subtraction of integers using different approaches. In this lesson
students will master the concept in subtraction of integers.

What’s In
Recall on how to add the integers. What are the rules in adding integers?

Rules in Adding Integers:

1. If the integers have the same sign, just add the positive
equivalents of the integers and attach the common sign to the
result.
2. If the integers have different signs, get the difference of the
positive equivalents of the integers and attach the sign of the
larger number to the result.
3. If there are more than two addends in the problem the first step
to do is to combine addends with same signs and then get the
difference of their sums.

Notes to the Teacher

Assist the student and explain to them that they need to master the rules of
adding integers because it’s very important in subtracting integers.

What’s New
Study the following examples:
1. Subtraction as the reverse operation of addition.

Recall how subtraction is defined. We have previously defined subtraction as the

reverse operation of addition. This means that when we ask “what is 5 minus 2?”,
we are also asking “what number do we add to 2 in order to get 5?” Using this
definition of subtraction, we can deduce how subtraction is done using the number
line.

2
 a. Suppose you want to compute (−4) – 3. You ask “What number must be added to
3 to get −4?
To get from 3 to −4, you need to move 7 units to the left. This is equivalent to
adding −7 to 3. Hence, in order to get −4, −7 must be added to 3. Therefore,
(−4) – 3 = –7
b. Compute (−8) – (−12)
What number must be added to −12 to get −8?

To go from −12 to −8, move 4 units to the right, or equivalently,

add 4. Therefore,
(−8) – (−12) = 4
2. Subtraction as the addition of the negative.

Subtraction is also defined as the addition of the negative of the number. For
example, 7 − 4 = 7 + (−4). Keeping in mind that 𝑛 and – 𝑛 are negatives of
each other, we can also have 7 − (−4) = 7 + 4. Hence the examples above
can be solved as follows:

(−6) − 5 = (−6) + (−5) = −11

(−7) − (−14) = (−7) + 14 = 7

This definition of subtraction allows the conversion of a subtraction problem to

an addition problem.

Problem:
Subtract (-45) from 39 using the two definitions of subtraction.

Can you draw your number line? Where do you start numbering it to make the
line shorter?

Solution:
1. 39 − (−45)
What number must be added to −45 in order to obtain 39?

39 − (−45) = 84

3
 2. 39 − (−45) = 39 + 45 = 84

What is It

Rule in Subtracting Integers

In subtracting integers, add the negative of the subtrahend to the minuend,
𝑎 − 𝑏 = 𝑎 + (−𝑏)
𝑎 − (−𝑏) = 𝑎 + 𝑏

Using signed tiles or colored counters

Signed tiles or colored counters can also be used to model subtraction of integers.
In this model, the concept of subtraction as “taking away” is utilized.

Examples:

1. 10 – 6 means take away 6 from 10. Hence

10 – 6 = 4

2. – 3 – (– 2)

–3 – (–2) = –1

3. 4 – 9
Since there are not enough counters from which to take
away 9, we add 9 black counters and 9 white counters.
Remember that these added counters are equivalent to
zero.

4
 Now we take away 9
black counters.

Notice that this configuration is the

same configuration for
4 + (−9).
We proceed with the addition and
obtain the answer −5.

4. 2 – (−4)

Hence 2 – (−4) = 6

The last two examples above illustrate the definition of subtraction as the addition of the
negative.
𝑚 − 𝑛 = 𝑚 − 𝑛 [𝑛 + (−𝑛)] = [𝑚 − 𝑛 + 𝑛] + (−𝑛) = 𝑚 + (−𝑛)

What’s More

Activity 1.1 “Subtraction of Integers Task Cards”

Give the difference of the following shown in the task cards. Write your answer in your
activity notebook.

1. 6.
2. 7.
3. 8.

5
 4. 9.

5. 10.

What I Have Learned

Rule in Subtracting Integers:

In subtracting integers, change the sign of the subtrahend and proceed to the rule of addition.
𝑎 − 𝑏 = 𝑎 + (−𝑏)
𝑎 − (−𝑏) = 𝑎 + 𝑏

What I Can Do
“How far Am I?”
Applying the concept of the Subtraction of Integers, consider the given problem:

Problem: The highest peak on Earth is Mt. Everest along the boundaries of Nepal
and Tibet. It stands at 8, 848 m above sea level. The Marianas Trench, near
Mindanao, is lowest point. It is 11, 776 m below sea level. How far above the
Marianas Trench is the top of Mt. Everest?

Assessment

Directions: Choose the letter of the correct and best answer. Write your answer in your
test notebook.

1) What is the difference of 53 minus 25?

a. 78 b. 58 c. 28 d. 28

2) What is the difference of (−30) minus (−20)?

a. −50 b. 50 c. −10 d. 10

3) The difference of 25 – 43 is _______.

a. −18 b. 18 c. −68 d. 68

6
4) Find the difference of (−6) − 123.

a. −117 b. −129 c. 117 d. 129

5) The difference of (−4) − (−9) is ______.

a. −13 b. 13 c. −5 d. 5

6) What is the difference of (−106) minus (−144)?

a. 38 b. −38 c. 250 d. −250

7) What is the difference of (−19) minus (−15)?

a. 4 b. −4 c. 34 d. −34

8) Find the difference of (−127) – 143.

a. −16 b. 16 c. −270 d. 270

9) The difference of (−19) − 𝟐 is _______.

a. −21 b. −17 c. 17 d. 21

10) What is the difference of 30 minus (−9)?

a. 21 b. −21 c. 39 d. −39

11) What is the difference of 16 minus (−54)?

a. −70 b. −38 c. 38 d. 70

12) The difference of 6 – 15 is _______.

a. −21 b. −9 c. 9 d. 21

13) Find the difference of 16 − (−20).

a. −4 b. −36 c. 4 d. 36

14) The difference of 5 − 3 − (−2) is ________.

a. 1 b. −1 c. 2 d. 4

15) The difference of (−7) − (−7) – 4 is ________.

a. −4 b. 4 c. −18 d. 18

7
 Additional Activities

Solve the following problems:

Write the complete solutions answer in your activity notebook.

1. Grace deposited Php62, 500.00 in her account and withdrew Php15, 850.00 after a
week. How much of her money was left in the bank?

2. During the Christmas season. The student gov’t association was able to solicit 3,653
grocery items and was able to distribute 3,254 to one barangay. If this group decided
to distribute 1,120 grocery items to the next barangay, how many more grocery items
did they need to solicit?

8
 9
What's More What I Can Do Assessment
1. 26 The subtraction problem 1. D
is 2. C
2. −24 3. A
3. 22 8,848 – (– 11,776) 4. B
4. 30 5. D
Using the rule in
5. −102 6. A
subtracting integers,
7. B
6. 37 8. C
8,848 – (– 11,776)
7. −3 9. A
8. −24 = 8,848 + (+ 11,776) 10.C
11.D
9. −19 = 20, 624 12.B
10. 31 13.D
Thus, the top of Mt.
14.D
Everest is 20, 624 m
15.A
above the Marinas
Trench.
Answer Key
Lesson Multiplication and
3 Division of Integers

This lesson focuses on multiplication and division of integers using different approaches. In
this lesson students will master the concept in Multiplication and Division of Integers.

What’s In

Answer the following question.

How do we define multiplication?

We learned that with whole numbers, multiplication is repeated addition. For

example, 5 𝑥 4 means four groups of 5. Or, putting it into a real context, 4 cars with 5
passengers each, how many passengers in all? Thus
, 5 𝑥 4 = 5 + 5 + 5 + 5 = 20

But, if there are 5 cars with 4 passengers each, in counting the total number of
passengers, the equation is 4 𝑥 5 = 4 + 4 + 4 + 4 + 4 = 20. We can say then that
5 𝑥 4 = 4 𝑥 5 and
5 𝑥 4 = 4 𝑥 5 = 4 + 4 + 4 + 4 + 4 = 20

Notes to the Teacher

Emphasize to the student that multiplication is the easiest way or
easiest method of addition.

What’s New

Multiplication is repeated addition. We extend this definition to multiplication of a

negative integer by a positive integer. Consider the situation when a boy loses Php8
for 4 consecutive days. His total loss for four days is (−8) 𝑥 4. Hence, we could have
(−8) 𝑥 4 = (−8) + (−8) + (−8) + (−8) = −32

2
The following examples illustrate further how integers are multiplied.

Example 1.

Multiply : 7 ×(−4)
However,
7 × (−4) = (−4) × (7)
Therefore:
(−4) × (7)= (−4) + (−4) + (−4) + (−4) + (−4) + (−4) + (−4) = −28

The result shows that the product of a negative multiplier and a positive multiplicand
is a negative integer.

We know that any whole number multiplied by 0 gives 0. Is this true

for any integer as well? The answer is YES. In fact, any number multiplied
by 0 gives 0. This is known as the Zero Property.

What do we get when we multiply two negative integers?

Example 2.

Multiply: (−9) × (−4)

We know that (−9) x 4 = −36
Therefore,
−36 + (−9) x (−4) = (−9) x 4 + (−9) x (−4)
= (−9) x [4 + (−4)] (Distributive Property)
= (−9) x 0 (4 and −4 additive inverses)
= 0 (Zero Property)
The only number which when added to −36 gives 0 is the additive inverse of −36.
Therefore, (−9) × (−4) is the additive inverse of 36, or
(−9) × (−4) = 36.

The result shows that the product of two negative integers is a positive integer.

Answer the following questions:

What is (−68) ÷ (−4)?

What is (−68) ÷ 4?

What is 68 ÷ (−4)?

What are the rules in dividing integers?

We have learned that Subtraction is the inverse operation of Addition, In

the same manner, Division is the inverse operation of Multiplication.

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Example 1.

Find the quotient of (−68) and (−4).

Solution:
Since division is the inverse of multiplication, determine what number multiplied
by (−4) produces (−68). If we ignore the signs for the meantime, we know that
4 𝑥 17 = 68

We also know that in order to get a negative product, the factors must have different
signs. Hence
(−4)𝑥 17 = −68
Therefore:
(−68) ÷ (−4) = 17

Example 2.

What is (−95) ÷ 19?

Solution:
19 𝑥 5 = 95
Hence 19 𝑥 (−5) = −95
Therefore:
(−95) ÷ 19 = −5

Example 3.

Show why (264) ÷ (−24) = −11.

Solution:
(−11) 𝑥 (−24) = 264
Therefore:
(264) ÷ (−24) = −11

When several operations have to be performed, the GEMDAS rule applies.

Example 4. Perform the indicated operations.

1. 3 − 5 𝑥 (−7)

2. 6 × 4 ÷ 12 + 72 ÷ 8 – 9

3. (17 – 6 ÷ 2) + 4 × 3

Solutions:
1. 3 − 5 𝑥 (−7)
= 3 – (–35)
= 38

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 2. 6 × 4 ÷ 12 + 72 ÷ 8 – 9
= 24 ÷ 12 + 72 ÷ 8 – 9
= 2 + 72 ÷ 8 – 9
= 2 + 9 – 9 = 11 – 9
=2

3. (17 – 6 ÷ 2) + 4 × 3
= (17 – 3) + 4 × 3
= (14) + 4 × 3
= 14 + 12
= 26

What is It

Multiplying unlike signs

We know that adding negative numbers means adding their positive equivalents and attaching
the negative sign to the result, then

for any positive integers 𝑎 and 𝑏.

Multiplying Two Negative Number

If 𝑎 and 𝑏 are positive integers, then (−𝒂) 𝒙 (−𝒃) = 𝒂𝒃.
Rules in Multiplying Integers:
In multiplying integers, find the product of their positive equivalents.

1. If the integers have the same signs, their product is positive.

2. If the integers have different signs their product is negative.

Rules in Dividing Integers:

The quotient of two integers with the same signs is a positive integer and the
quotient of two integers having unlike signs is a negative integer. However,
division by zero is not possible.

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(FOR THOSE WHO HAVE GADGETS & INTERNET CONNECTIONS)
It’s time to watch some videos “Modelling multiplication of integers using positive and
negative charge models/chips” and “Modelling division of integers using positive and
negative charge models/chips”.

In these videos, you will learn more about the strategy/approach in multiplying and dividing
integers.

Just type the links on YouTube to watch the videos.

1. https://www.youtube.com/watch?v=ocdAjA4IVXE&t=24s
2. https://www.youtube.com/watch?v=w21o4L54VdQ&t=6s

What’s More

Activity 1.1 “Multiplication and Division of Integers Task Cards”

Give the product and quotient of the following shown in the task cards. Write your
answer in your activity notebook.

1. 6.

2. 7.
3. 8.
4. 9.
5. 10.

What I Have Learned

Rules in Multiplying Integers:

In multiplying integers, find the product of their positive equivalents.

1. If the integers have the same signs, their product is positive.

2. If the integers have different signs their product is negative.

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Rules in Dividing Integers:

The quotient of two integers with the same signs is a positive integer and the quotient
of two integers having unlike signs is a negative integer. However, division by zero is not
possible.

What I Can Do

“Making My Own”
Make your own two (2) Multiplication and Division of Integers Task Cards and show
the solutions of your given problems. Write your answer in your activity notebook.

Assessment

Directions: Choose the letter of the correct and best answer. Write your answer in your
test notebook.

1) What is the product of 5 and 12?

a. 7 b. 17 c. 40 d. 60

2) What is the product of (−8) and 4?

a. 32 b. −32 c. 12 d. −12

3) The product of (−5)(3)(2) is _______.

a. −30 b. 30 c. 15 d. −15

4) Find the product of (18) (−15) (0).

a. −33 b. 33 c. 0 d. −0

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5) The product of (627) (−9) is _______.

a. −633 b. 633 c. −5643 d. 5643

6) What is the product of (12) and (−6)?

a. −18 b. 18 c. 72 d. −72

7) Find the product of (−9) (−8).

a. −17 b. 17 c. 72 d. −72

8) The product of (−7) (14) is _______.

a. −98 b. 98 c. 21 d. −21

9) What is the product of (−87) and (−12)?

a. −99 b. −1044 c. 1044 d. 99

10) Find the product of (−1)( −2)( −3)( −4).

a. 12 b. 24 c. −24 d. −12

11) What is the quotient of 153 ÷ (−9)?

a. −17 b. 17 c. −162 d. 162

12) Find the quotient of (−168) ÷ (−14).

a. 4 b. −4 c. 12 d. −12

13) The quotient of (−56) ÷ (−8) is ________.

a. −7 b. 7 c. −9 d. 9

14) What is the quotient of (−125) ÷ (25)?

a. 5 b. −5 c. 15 d. −15

15) Evaluate: (−𝟔)(−𝟐 − 𝟖 + 𝟒) + 𝟕

a. 34 b. −34c. 43 d. −43

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 Additional Activities

Solve the following problems: Write your solution and answer in your activity
notebook.

1) John has fifteen Php10 coins in her coin purse. If her niece took 5 of the coins, how
much has been taken away?

2) Abueva’s store earned Php9,450 a week. How much is her average earning in a day?

9
 10
What's More Assessment
1. D
1. −95 2. B
2. −68 3. A
4. C
3. 57 5. C
4. 56 6. D
5. −420 7. C
8. A
6. 13 9. C
7. −25.5 10. B
8. 12 11. A
12. C
9. −31 13. B
10. −30 14. B
15. C
Answer Key
References
Grade 7 Mathematics Learner’s Module
The New Grade 7 (Next Century Mathematics) Phoenix Publishing House

https://www.youtube.com/watch?v=204uFu0DRWE&t=26s

https://www.youtube.com/watch?v=KEiNWSMnGI4

https://www.youtube.com/watch?v=IDP9uR9RXV0&t=87s

https://www.youtube.com/watch?v=j2fzTiJ2Hw8&t=3s

https://www.youtube.com/watch?v=ocdAjA4IVXE&t=24s

https://www.youtube.com/watch?v=w21o4L54VdQ&t=6s

11
For inquiries or feedback, please write or call:
Department of Education – SDO Palawan
Curriculum Implementation Division Office
2nd Floor Deped Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone no. (048) 434-0099