6

Mathematics
Quarter 2 – Week 8
Comparing and Arranging Integers on the
Number line

Describing and Interpreting the Basic

Operations on Integers using Materials such as
Algebra Tiles, Counters, Chips and Cards

Writer:
JOY B. PEÑA
T II – San Juan Elementary School
San Luis District

Editors:
JANE P. VALENCIA, Ed.D., EPS Mathematics
EVELYN L. LALAS, MT II, Calantas ES, Floridablanca West District
CHERRY O. SALES, MT I, Bacolor ES Proper, Bacolor South District
JON JOSHUA D. ORDOÑEZ, T II, San Isidro ES, Santa Rita District
 What I Need to Know

This module was designed and written with you in mind. It is here to
help you develop mastery in comparing and arranging integers on the number
line as well as in describing and interpreting the basic operations on integers
using materials such as algebra tiles, counters, chips and cards. 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.

This module is divided into two lessons namely:

1. Compares and arranges integers on the number line.
2. Describing and interpreting the basic operations on integers using
materials such as algebra tiles, counters, chips and cards.

After going through this module, you are expected to:

➢ Compares and arranges integers on the number line.

(M6NS-IIh-155)
➢ Describes and interprets the basic operations on integers using
materials such as algebra tiles, counters, chips and cards.

(M6NS-IIh-155)

1
 What I Know

For Test A, you need to fill in the blank with the right relation
symbols. Use the relation symbols: > (greater than), < (less than)
or = (is equal to). Then on Test B, arrange the integers based on
the type of order being asked. Take your time in answering to
achieve great scores. If you are not sure of your answer in a certain
item, you may go back at it after answering the others. Write your
answers in a separate sheet of paper.
Test A
1. -10 ________ 0 3. -5 ________ -6
2. +8 ________ -8 4. -7 ________ 7

Test B
a. Descending Order
5. 0, -6, +4, -3, +7 = _______________________________________
6. -10, -7, 2, -5, 8 = _______________________________________
7. +1, -8, -2, -4, -7 = _______________________________________
b. Ascending Order
8. +2, -2, +3, -1, +1 = _______________________________________
9. +4, 0, 6, -7, -5 = _______________________________________
10. -8, +9, -10, 8, 2 = _______________________________________

Well, how was it? Were you able to answer all the
questions correctly? Then you first need to compare your
answers in the Answer Key in page 14.
If you did get perfect score, then that’s excellent! You
may skip this module. This shows that you already know
much about the topic.
If you got a low score, don’t feel bad. That means this
module is meant for you! It will help you understand
important concepts that you can apply in your daily life. If
you study this module carefully, you will learn the answers
to the items in the test and a lot more! Are you ready?
You may now go to the next page and begin.

2
 Lesson Comparing and Arranging
1 Integers on the Number line

As we live in this world, things that are well organized and arranged will give
you an environment that is refreshing and is conducive to learning. Likewise, with
numbers, confusion will be prevented if they are compared and arranged properly.

What’s In

When doing something in our everyday lives, we tend to compare a

thing from another, as well as with numbers. Numbers can be compared
using a number line but before this, they can also be compared by just
looking at the sign that is placed before the number. So as review, you need
to fill in the box with the correct relation symbols. Use the relation symbols.
> (greater than), < (less than) or = (is equal to). Write your answers in a
separate sheet of paper and compare them in the Answer key in page 14.
1. 3.15 300 4. -29 -28
2. 175 -190 5. -35 0
3. 14/1 14

What’s New

Hello! How are you? The cold season is coming near, be sure to wear
comfortable clothes.
As the weather is involved, let us compare the reading of the
temperature shown in the thermometers.

3
 On the thermometers, -5 ºC is lower than -3 ºC.

But which temperature is colder? How can we compare them?

What is It

In order to compare the temperatures shown above, a number line can

be of great help. The temperatures -5 ºC and -3 ºC can be presented as -5 and
-3 and will be used as integers.
Integers can be compared using a number line. They can also be
positioned and ordered on a number line. It will help you identify which
number is bigger or smaller.
Study the number line below.

NEGATIVE INTEGERS POSITIVE INTEGERS

Left Right

4
 The Negative integers situated on the left side of zero on the number
line are smaller than those on the right. The Negative integer that is closest
to zero has the biggest value. Numbers get smaller and smaller as we move
to the left of the number line. The farther the number from zero to the left,
the smaller the value.
The Positive integers found on the right of zero on the number line are
greater than the numbers on the left. The Positive integer that is closest to
zero has the smallest value. Numbers get larger and larger as we move to
the right of the number line. The farther the number from zero to the right,
the larger the value.
The relation symbols > (greater than), < (less than) and = (is equal to)
are used to compare integers.
Now, let us go back to the problem, -5 and -3 represented the
temperatures. Let us use a number line to graph them.
To compare integers on the number line, you first need to draw a
number line like the one below. Then plot both the integers on it by putting
a dot on the line above the integer. You can also encircle or put a box on the
integer. Then compare the two points or integers. The one farther to the left
is the smaller number and the one closer to 0 is bigger number.

Farther from 0

Closer
to 0

Both integers are negative integers but -3 is closer to 0 than -5 and a

negative number that is closer to 0 gains the bigger value, thus, -3 is greater
than -5. So, -3 > -5.
Let us have more examples:
a. Compare +8 and + 4.

+8 is farther from 0 to the right than +4. The farther the number from
0 to the right, the larger the value. So, +8 > +4.

5
c. Compare +6 and -6

A Positive integer is ALWAYS greater than a Negative integer.

So, +6 > -6.

d. Compare 4 and +4.

A Positive integer will ALWAYS be a Positive integer with or without a

plus (+) sign. So, 4 = +4.

After comparing integers, let’s have the lesson about Arranging integers.

To Arrange integers (whether in Ascending order or the arrangement

of integers from least to greatest or the Descending order which is arranging
from greatest to least), a number line is a great instrument to make it easy
and enjoyable.

To arrange integers, you need to draw a number line first. Then,

enumerate the numbers in the list by plotting them one by one in the number
line. You can also encircle or put a box on the numbers. Finally, arrange them
accordingly based on the order that is being asked in each item.

A. Arranging Integers in Ascending Order or from Least to

Greatest
1. Arrange: (-4, 0, -6, 5, 2)

Observe that -6 is the least integer because it is the farthest from 0 to

the left on the number line. So, the first integer on the order is -6 then copy
all the integers all the way to the last integer to the right which is +5. The
movement is from LEFT to RIGHT. So, the answer is -6, -4, 0, 2, 5.

6
2. Arrange : (-3, 4, 9, 0, -5, -10, -8, -9, 5, -6)

As observed, -10 is the Negative integer located farthest from 0 to the

left on the number line. So, the first integer on the order is -10 then copy all
integers to the right. Always remember the LEFT to RIGHT pattern in
arranging in Ascending Order. So, the answer is -10, -9, -8, -6, -5, -3, 0,4,5,9.

B. Arranging Integers in Descending Order or from Greatest to

Least
1. Arrange: (10, -8, 1, -2, -5)

It has the same step in Ascending order in enumerating and

plotting integers, however, they have different patterns. The pattern now is
from RIGHT to LEFT because we will need to start first from the GREATEST
TO LEAST.
Observe that in this number line, +10 is the Positive integer is
located the farthest from 0 to the right, so it is the Greatest integer as seen
on the Number line. So, the first integer on the order is +10 then look back
and copy all the integers to the left to the last least integer which is -8. So,
the answer is 10, 1, -2, -5, -8.
2. Arrange: (5, -3, 7, -9, 4, 6, -2, 8, -5, -7)

As observed, +8 is the greatest Positive integer and the starting integer

in the order. Start from +8 and end with -9. Order from RIGHT to LEFT to
arrange properly. So, the answer is 8, 7, 6, 5, 4, -2, -3, -5, -7, -9.

7
 What’s More

Activity 1
Plot the members of each set on the number line. Be attentive to the
signs of each integer to plot them properly. An example is given to guide you
in answering.
Example:
Z= (-4, -2, 0, 2, 4)

1. A= (-9, -7, -5, 1, 3)

2. B= (-3, -1, 5, 7, 9)

3. C= (-10, -8, 0, 8,10)

4. D= (-6, -4, -2, 4, 6)

5. E= (-8, 7, -5, 3, 9)

8
Activity 2:
Compare each pair of integers by filling in the box with the correct
relation symbols such as > (greater than), < (less than) and = (is equal to). You
may use this number line as a guide.

1. -10 -9 4. 8 9
2. -5 0 5. -10 2
3. -2 -3

Activity 3:
Arrange the following integers according to the order being asked and
use the number line provided below as a guide. Don’t be confused and be
attentive in every integer given.

A. Descending Order (Greatest to Least)

1. +4, 0, -5, -2, +2 = _____________________________
2. +10, -9, +3, -4, +2 = _____________________________
3. -2, 0, +4, -6, +3 = _____________________________
B. Ascending Order (Least to Greatest)
4. +7, -6, +4, -2, +3 = _____________________________
5. 0, -9, +5, -4, -2 = _____________________________

9
 What I Have Learned

Key Points:
Integers can be compared using a number line.
The Negative integers situated on the left side of zero on the number
line are smaller than those on the right. The Negative integer that is
closest to zero has the biggest value. Numbers get smaller and smaller
as we move to the left of the number line. The farther the number from
zero to the left, the smaller the value.
The Positive integers found on the right of zero on the number line are
greater than the numbers on the left. The farther the number from zero
to the right, the larger the value.
The relation symbols > (greater than), < (less than) and = (is equal to)
are used to compare integers.
The two types of Orders in Arranging Integers are Ascending Order and
Descending Order

What I Can Do

Read each problem carefully. Solve and do what is asked.

Write the complete answer on a separate sheet of paper.
A. Mico arrived at school half an hour before classes begin while Rina arrived
15 minutes (min.) before the start of classes. Who arrived at school earlier?

________________________________________________________________
B. Due to sickness, Aira, Joy, Nikki and Mara lost weights. Ara lost 3 kg; Joy,
4 kg; Nikki, 6 kg; and Mara, 5 kg. Write the integers and arrange from least
to greatest.

________________________________________________________________

Congratulations! You are now ready for

the assessment. God Bless.

10
 Assessment

A. Fill in the box with the correct relation symbols such as >
(greater than), < (less than) and = (is equal to). You may use
this number line as a guide.

1. -4 -5
2. -8 0
3. 10 -10
4. a negative integer a positive integer
5. a positive integer a negative integer
B. Arrange the following integers according to order. Think carefully before
answering.
a. Descending Order (Greatest to Least)
6. -4, 5, 0, 3, -6 =_________________
7. 8, -7, -2, -9, 5 =_________________
b. Ascending Order (Least to Greatest)
8. 5, -4, 1, -3, 4 =________________
9. 0, -8, -2, -3, -7 =________________
10. 4, -6, 10, -8, -1 =________________

How was it? Have you finished? Compare your answers

in Answer Key page 14.
If your score is 9-10, then you’re amazing! You may
now proceed to the next activity.
If 6-8, you need to review the processes you missed.
If 0-5, you need to repeat the whole process. Ask your
teacher or elder to help you.

11
 Additional Activities

A. Complete the equation by filling in the blank with the

correct relation symbols such as > (greater than), < (less than)
and = (is equal to).
1. 7 -7 2. -8 -4

B. Identify each set of integers, if they are arranged in

Ascending or Descending order. Write AO if in Ascending order
and DO if in Descending order.
_____________ 3. -6, -3, -1, 0, 4, 5
_____________ 4. +8, +6, +2, -7, -9
_____________ 5. +3, +1, 0, -1, -2

CONGRATULATIONS! You have finished this

module. Continue your hard work and you will surely
learn more in the succeeding modules. God Bless in
your journey. Thank you.

12
 Answer Key

References
https://commons.deped.gov.ph/MELCS-Guidelines.pdf p.27
https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf p.224
Burgos, Jaime R.; Perez, Markjoseph H.; & Placer, Donnel P. (2016). 21st
Century Mathletes 6 (Textbook). p. 144-151: Vibal Group, Inc.
Burgos, Jaime R; Corpuz, Marife O.; Dacsal I, Junior C.;Habon, Viola Flora
R., Insigne, Ligaya G.; Laynesa, Marivic R.; Magallanes, Phylla Lynne
June G.; Placer, Donnel P.; & Tura, Rio Amor S. (2016). 21st Century
Mathematics 6 (Teacher's Manual). p. 47-50: Vibal Group,Inc.
Calanag, F. G. (2016). Understanding Mathematics 6. p. 205-208: Vicarish
Publication and Trading,Inc.

13
 What I Know

Represent the following mathematical statements using counters or

chips. Draw your representations and state the answer for the mathematical
statements. Write and draw your answers in a separate sheet of a paper. The
first one is done for you.

For the following exercises, use the key below:

= (+1) = (-1)

Well, how was it? Were you able to answer all the questions
correctly? Then you first need to compare your answers in the Answer
Key in page 24.
If you did get perfect score, then that’s excellent! You may skip
this module. This shows that you already know much about the topic.
If you got a low score, don’t feel bad. That means this module is
meant for you! It will help you understand important concepts that you
can apply in your daily life. If you study this module carefully, you will
learn the answers to the items in the test and a lot more! Are you
ready?
You may now go to the next page and begin.

14
 Describing and Interpreting the
Lesson
Basic Operations on Integers using
2 Materials such as Algebra tiles,
Counters, Chips and Cards

Our life experiences whether good or bad can be described and represented
by things of this world. Success can be illustrated by a medal or trophy while
slippers/shoes means leaving someone behind or moving away from pain. Basic
Operations on Integers can also be described and interpreted using materials which
you will be able to learn through this module.

What’s In

Before proceeding on basic operations involving integers, let’s have a

throwback on integers by comparing and arranging them. This will remind
you that there are integers lesser and greater than a certain real number. It
will help you go through in learning the lesson in this module effectively. So
first, you need to answer the following exercises, write your answers in a
separate sheet of paper and compare them in the Answer key in page 24.

A. Compare the following integers by using the relation

symbols > (greater than), < (less than) and = (is equal to).
Observe each integer carefully to answer them correctly.
1) -9 -3 2) 8 3 3) 5 -10

B. Arrange the following integers according to the type of

order being asked in each item. You may use the number line
below as a guide. Think carefully to achieve in correct
answers.
a. Arrange in Descending order (greatest to least)
4. -6, 4, 7, 0, -3 = ______________________________

b. Arrange in Ascending order (least to greatest)

5. 2, -8, -1, 5, -9 = _____________________________

15
 What’s New

Hello! How are you? I hope you are fine. Always pray to our Almighty
God and be positive amidst the COVID19 pandemic situation we are facing
now.
The problem below is about the temperature of a certain city in the
Philippines. Read the situation below and try to answer the questions that
follow.
In a certain city in the Philippines, the temperature was -60C in the
afternoon. The temperature in the evening dropped further by -30C. What was
the temperature in the evening?
Answer the following questions:
a. What is asked? d. What is the solution?
b. What are the given facts? e. What is the final answer?
c. How can we solve the problem?

What is It

Have you answered the problem above? Is your answer -90C? If yes,
then your right! Congratulations! But how did you come up with your answer?
If you haven’t gotten the right answer, it’s fine! This module will help
you.
So how do we describe and interpret the basic operations on integer?
We can add, subtract, multiply and divide integers using Algebra tiles,
counters, chips and cards.
Let us first differentiate the three terms. Algebra tiles are square
shaped tiles, Counters or Chips are circle shaped materials and lastly are
the Cards, they can represent digits 1-9 only. All of the materials mentioned
above can be used to represent numbers preferably integers, visually and
comprehensively. They also come from various colors to avoid confusion and
be used properly.

16
A. Addition of Integers using Materials
Let us first use Cards. Cards can be used to show the digits from 1 to
9. With this, colors red and black will be used. Any two types of color can be
used in making cards to represent signed numbers. Red represents a positive
number. Black represents a negative number.
Example of cards: (Note: Each card has their opposites.)

How can we use these cards to interpret addition of integers?

Example #1:
Show the sum of (+3) and (+5) using cards. Both of them are positive
integers so the color red will be used to represent the integers in the cards.

Let us show first (+3) using a card. Then, do the same for (+5).

Now, we have to get the sum of (+3) and (+5).

To get the sum of two positive integers, we simply put them together.
Now, the result will be:

As we combine the cards, we can see that the result will be a red 8
colored card. Therefore, the sum of (+3) and (+5) is (+8).

17
Example #2:
Let us go back to the problem a while ago. -60C and -30C are given. In
order to know the temperature in the evening of Baguio City, we need to
perform a basic operation and that is Addition. We will represent the
temperatures -60C and -30C as (-6) and (-3). As you can see, both of the given
are negative integers. So let us show the sum of (-6) and (-3) using cards.

Let us show first (-6) using a card. Then, do the same for (-3).

Now, we get the sum of (-6) and (-3).

After using cards, we can also use Algebra tiles to describe and
interpret basic operations such as Addition.
We have two types of Algebra tiles to represent the integers. You can
use different colors to represent them. Blue and red Algebra tiles will be used
in this lesson. Each blue Algebra tiles represent the positive integer (+1) and
each red Algebra tiles represent the negative integer (-1).
Key: = (+1) = (-1)

So, what happens when we put Now, how about if we put

together 1 blue tile and another blue together 1 red tile and another red
tile? tile?

This will produce 2 blue tiles. This will produce 2 red tiles.

But what will happen if we put together 1 blue tile and 1 red tile?

• Observe that the two tiles represent opposite signed numbers which are
positive and negative.
• Any number paired to its opposite will produce a “zero pair”. They cancel
each other out. A zero pair is a pair of numbers whose sum is zero.

This will produce a zero pair.

18
Example #1. Show the sum of the (+6) and (-4) using Algebra tiles.

Let us show first (+6) using the Then do the same for (-4). But
Algebra tiles. note that we will use red Algebra tile
since it is a negative integer.

To get the sum, we will use the zero pair because the 2 integers are
opposites, one is positive and the other is a negative integer. We do this by
eliminating or cancelling the Algebra tiles with pair. Then, the result will be:

There are 2 blue Algebra tiles

remaining. Therefore, the sum of
(+6) and (-4) is (+2).

Example #2. Show the sum of (-7) and (+4) using Algebra tiles

Let us show first (-7) using the Then do the same for (+4). But
Algebra tiles. note that we will use blue Algebra
tiles since it is a positive integer.

Now, we will get the sum of (-7) and (+4). To get the sum, we will use
the zero pair because they are opposites. We do this by eliminating or
cancelling the Algebra tiles with pair. Then, the result will be:

There are 3 red Algebra tiles

remaining. Therefore, the sum of
(-7) and (+4) is (-3)

From the above examples, we may conclude that:

➢ If the materials have the same color, the materials are simply put
together and the common sign is attached to the number.

➢ If the materials have different colors, zero pair will be used, thus
eliminating or cancelling the tiles with pair, then the color of the
remaining materials will be used to interpret the sum or
difference of the basic operation.

19
Now, let’s go to Subtraction. In this basic operation, we will be
using counters or chips.
Key: = (+1) = (-1)

Example #1: Show the difference of (+6) and (+4) using counters or chips.
Observe that the integers being subtracted have the same signs. So in
order to solve this, we just need to remove and take away the tiles of
the subtrahend from the minuend.
Minuend is the first number while subtrahend is the second.

Let us first show Now, let us take away 4 blue Two blue
(+6) using counters or chips from the 6 counters/chips
counters/chips. blue counters or chips above. remain.
Therefore, the
difference of (+6)
and (+4) is (+2).

Example #2: Show the difference of (-5) and (-4) using counters or chips.
Observe that like the first example, both integers have the same signs so we will be
doing what we have done a while ago.

Let us show first Now, let us take away or remove One tile remains.
(-5) using 4 counters/chips from 5
Therefore,
counters/chips. counters/chips.
the difference of
(-5) and (-4) is(-1).

Example #3: Show the difference of (+8) and (-5) using counters or chips.
Observe that the integers have different signs and we cannot take
away/remove 5 red counters/chips from 8 blue counters/chips. Then,
we must change the colors of the tiles for the subtrahend which is (-5).

20
Let us first show (+8) using Then, do the same for (-5). Note that we
counters/chips. will use red counters/chips since it is a
negative integer.

Now, we will change the colors of the 5 red counters/chips into 5 blue
counters/chips. Then, the result will be:

As you can see after changing the red counters/chips into blue
counters/chips, both tiles became the sum, thus we will follow the rules for
adding same colored counters/chips. Therefore, the difference of (+8) and (-5)
is (+13).
Example #4: Show the difference of (-2) and (-5) using counters or chips.
Observe that the two integers have the same sign, so does this mean
that we will be answering it like the ones in Examples 1 and 2? The answer is
no, but why?
First, you need to consider the number written as the minuend.
Previously, the minuend is bigger than the subtrahend. However, in this
equation, the minuend is smaller and also remember that we need to change
the color of the subtrahend. This means that they will have different colors
and signs. So, how can we describe and interpret them?

Let us first show (-2) using Then, do the same for (-5).
counters/chips.

Now, let us change the 5 red counters/chips into 5 blue counters/chips. Then, the
interpretation for both two types of colored counters/chips will be:

As you can see above, two types of colored counters/chips are shown and we can’t
take away or remove 5 blue counters/chips from 2 red counters/chips so we will
be using zero pair. This will eliminate or cancel the counters/chips with pair and
the remaining counters/chips will be the answer. Then, the result will be:

Therefore, the difference of (-2) and (+5) is (+3).

21
From the above examples, we may conclude that:
➢ If the materials being subtracted have the same colors, we just
need to take away or remove the number of materials representing
the second color or the subtrahend from the minuends’ and the
number of the remaining materials will be the answer.

➢ If the materials being subtracted have different colors, the second

color or the subtrahend will be flipped-over or color changed. If
after being changed, they both have the same color, we just need
to follow rules for adding same colored materials and attach the
common sign before the number. But if they became different, you
will use the zero pair. It will eliminate or cancel the materials with
pair. The remaining number of colored materials will be the
answer.

Now let us have Multiplication of integers using materials

such as Algebra tiles, counters, chips and cards.
When we study whole numbers, one way of introducing multiplication
is using the repeated addition process.
For example, the multiplication equation 5x2=10 means that 5 groups
of 2 make 10. You can also think of 5x2 as the repeated addition 2+2+2+2+2.
In multiplying integers, any two-colored Algebra tiles, counters, chips
and cards to represent them. For this lesson, the colors red and black will be
used. The red material represents a positive integer and a black material
represents a negative integer. The first integer or factor indicated how
many rows or groups to make. If it is positive, it will just perform its first
classification but if it is negative, it will mean “take the opposite of or
flip-over the material” of the second integer or factor.
Example #1: Show the product of (+2) and (+4) using cards.
Since both of them are positive integers, we just only need to describe
or interpret them through cards and multiply them accordingly. Remember
that cards can be used to represent digits 1-9 only. So, the result will be:

x =

Since the answer is an 8 red colored card, the product is 8.

Thus, (+2) x (+4) =8.

22
Example #2: Describe the product of (+3) and (-4) using Algebra tiles.

This means 3 rows of (-4) Since, there are 12

and (-4) is a negative black Algebra tiles, the
integer, therefore, black product is (-12). Thus,
Algebra tiles will be (+3) x (-4) = (-12).
used. So, we will draw 3
rows of 4 black Algebra
tiles.

Example #3: Show the product of (-5) x (+3) using counters or chips.
This means 5 rows of (+3) or 5 rows of 3 red Algebra tiles, however,
observe that compared in the example #2, the negative integers (-4) were used
as the second factor, whereas in this example, the negative integer (-5) is the
first integer. When the negative integer is the first factor, all of the counters
or chips representing the second integer will take the opposite or flip-over.

Going back to the given,

the first integer or factor
Let us show first 5 is negative, which means
rows of 3 red counters all the counters or chips Since there are 15 black
or chips. in the 5 rows should be counters or chips, the
flipped-over. product is (-15). Thus,
(-5) x (+3) = -15.

23
Example #4: Interpret the product of (-2) and (-5) using counters or chips.
This means 2 rows of (-5) Going back to the
or 2 rows of 5 black
counters or chips. given, the first integer
However, observe that the or factor is negative,
first factor is the negative which means all the
integer, therefore, like in counters or chips in
the example #3, the
counters or chips the 2 rows should be
Since there are 10 red
representing the second flipped-over.
counters or chips, the
factor will take the
product is 10. Thus,
opposite or flip-over.
(-2) x (-5) = 10.

From the examples above, we can say that:

➢ The product of a red material (positive integer) and a black
material (negative integer) is a negative integer.

➢ The product of two red material (positive integer) or two black

material (negative integer) is a positive integer.

And last but not the least, let us describe and interpret
Division of integers using materials such as Algebra tiles and
counters or chips.
In the division equation 12 ÷ 2 = 6, the dividend is 12, the divisor is 2,
and the quotient is 6.
This division equation means that in 12 there are 2 groups of 6.
How can we describe or interpret division equations using materials
such as Algebra tiles and counters or chips?
First, we need to come up with 2 colors of the materials. In this lesson,
colors red and black will be used. Red material will represent positive integer
and black material will represent the negative integer.

24
Example 1: Show the quotient of 8 and 2 using counters or chips.
Key: = (+1) = (-1)

From the 8 red counters or chips, make 2 groups with There are 4 red
equal number of counters or chips. counters or
chips in each
group. Therefore,
8 ÷ 2 = 4.

Example #2: Describe the quotient of (-10) and (+2) using Algebra tiles.
Key: = (+1) = (-1)

From the 10 black Algebra tiles, make 2 groups with There are 5 black
equal number of Algebra tiles. Algebra tiles in
each group.
Therefore,
(-10) ÷ (+2) = (-5).

Example #3: Show the quotient of (+12) and (-3) using counters or chips.
Key: = (+1) = (-1)
Note that the second integer or the divisor is a negative integer so this
means that we need to take the opposite of or flip-over the counters or chips
of the dividend or the first integer.

Let us first show (+12) Then take the opposite of or flip- There are 4
using counters or over the 12 red counters or chips black
chips: into 12 black counters or chips. counters or
chips in each
Next, from the 12 black counters
group.
or chips, make 3 groups with Therefore,
equal number of counters or (+12) ÷ (-3) =
chips. Thus, the result will be: (-4).

25
Example #4: Interpret the quotient of (-20) and (-4) using Algebra tiles.

Key: = (+1) = (-1)

Since the divisor or the second integer is negative, we will need to take
the opposite or flip-over the Algebra tiles of the dividend or the first integer.
Let us show first (-20) using Algebra tiles.

Then take the opposite of or flip-over the 20 black Algebra tiles into 20
red Algebra tiles. Next, from the 20 red Algebra tiles, make 4 groups with
equal number of Algebra tiles. Thus, the result will be:

There are 4 red Algebra tiles in each group. Therefore, (-20) ÷ (-4) = 5.

From the examples above, we can say that:

➢ The quotient of a red material (positive integer) and a black
material (negative integer) is a negative integer.

➢ The quotient of two red material (positive integer) or two black

material (negative integer) is a positive integer.

26
 What’s More

Activity 1:

Describe and interpret the sum of each addition

numerical expression using cards. Then, write the sum in the
box provided in each item. Remember that cards can represent
digits 1-9 only. Draw carefully to avoid erasures. An example
is given to assist you.

Key: = +1 = (-1)

Example:
1. 4 + 2=
1+ 2= 3

+ =

2. 3 + 1= 3. 6 + 2=

4. 1 + 4= 5. 3 + 6=

Activity 2:
Show the difference of the following subtraction
numerical expressions using counters or chips. Remember to
use zero pair and also to take the opposite or flip-over the
counters or chips if needed. Think carefully to draw the right
interpretations and use the key provided. One example is
given as a guide.
Key: = (+1) = (-1)

27
 Expression Interpretation Sum or Difference
Example :
(+2) - (-3) 5 blue counters 5
or chips

1. (+3) - (-8)
2. (-14) - (-6)

3. (-2) - (-6)

4. (2) - (8)

5. (-4) - (-1)

Activity 3:
Describe and interpret the product and quotient of the
following multiplication and division numerical expressions
using Algebra tiles. Group them according to avoid confusion
and take the opposite or flip-over the Algebra tiles if needed.
Then, write the product or quotient and use the key to answer
the activity. An example is given as your guide.
Key: = (+1) = (-1)

Expression Interpretation Product/Quotient

Example:
4x5 20

1. (3) x (-6)

2. (-7) x (2)

3. (-5) x (-8)

4. 12 ÷ 4

5. (-15) ÷ 4

28
 What I Have Learned

Key Points:
To describe and interpret basic operations of integers, we can use the
materials such as: Algebra tiles, counters or chips and cards.

If the materials used in Addition have the same color, the materials are
simply put together and the common sign is attached to the number.

If the materials used in Addition have different colors, zero pair will be
used to eliminate or cancel materials with pairs.

If the materials being subtracted have the same colors, we just need to
take away or remove the number of materials.

If the materialsn being subtracted have different colors, the second

color or the subtrahend will be flipped-over or color changed.

The product or quotient of a red material (positive integer) and a black

material (negative integer) is a Negative integer.

The product or quotient of two red material (positive integer) or two

black material (negative integer) is a Positive integer.

What I Can Do

Read each problem carefully. Solve and do what is asked.

Write the complete answer on a separate sheet of paper.
1. In a basketball game, team A gains points in one play then achieves 5 points
on the next. How many points did they get? Show the sum of the points using
cards.

Key: = +1 = (-1)

Answer: _______________________________________________________________

29
2. If Lito travels 10km to the North and then travels 8km in the opposite
direction, how far is he from where he started? Show the difference using
Algebra tiles.
Key: = (+1) = (-1) Answer: __________
3. The job satisfactory level of the officer dropped 4 points on each of the
three consecutive days. Find the total change in the job satisfactory level
using counters or chips.
Key: = (+1) = (-1) Answer: __________
4. If it takes about 3 days for a mouse to drink one cup of water, how many
cups of water would it take the mouse to drink in 24 days? Show the quotient
using Algebra tiles.
Key: = (+1) = (-1) Answer: __________

Congratulations! You are now ready for

the assessment. God Bless.

Assessment

Choose the letter of the correct answer. Write your answers

in a separate sheet of paper. Think carefully before you choose and
take your time to answer each item correctly. You can always go
back to the items that you are not sure of. You can do it!
1. These are materials that can represent or describe digits 1-9 only.
a. Algebra tiles c. Counters or Chips

b. Cards d. Material

2. It is the quotient of a red material (positive integer) and a black material

(negative integer).

a. Blue material c. Negative integer

b. Maroon material d. Positive integer

30
3. It is used to eliminate and cancel out materials with pairs.
a. Confused pair c. Word pair
b. Sentence pair d. Zero pair
4. These are square shaped tiles that represent numbers and provides a
more visual way to solve basic operations of integers.
a. Algebra tiles c. Counters or Chips

b. Cards d. Materials

5. This is the step that will be used if the materials in an addition

numerical expression have the same color.
a. added c. multiplied
b. divided d. subtracted
6. This is the process that will take place if the zero pair will be used in
adding different colors.
a. eliminated c. replaced
b. flip-over d. taking the opposite
7. These are the circle shaped materials that can be used to describe or
interpret basic operation of integers. They come in different colors to
better represent expressions visually.
a. Algebra tiles c. Counters or Chips

b. Cards d. Materials

8.This procedure will be used to the second color or the subtrahend if

the materials being subtracted have the same colors.
a. added c. removed
b. flip-over d. replaced
9. It is the product of a red material (positive integer) and a black material
(negative integer).
a. Blue material c. Negative integer

b. Maroon material d. Positive integer

10. It is the quotient of two red material (positive integer) or two black
material (negative integer) is a ___________.

a. Blue material c. Negative integer

b. Maroon material d. Positive integer

31
 How was it? Have you finished? Compare your
answers in Answer Key page 14.
If your score is 9-10 then your amazing! You may
now proceed to the next activity.
If 6-8 You need to review the processes you
missed.
If 0-5 You really need to repeat the whole
process. Ask your teacher or elder to help you.

Additional Activities

Describe and interpret each equation by using Algebra

tiles. Write your answers in separate sheet of paper and use
this key to answer this activity.
Key: = (+1) = (-1)

Expression Interpretation Product/Quotient

1. 6 + 3

2. (-5) + (2)

3. (6) - (-5)

4. (-2) x (-5)

5. (-6) ÷ 2

CONGRATULATIONS! You have finished this

module. Continue your hard work and you will surely
learn more in the succeeding modules. God bless
your journey!

32
Answer Key

33
34
References
https://commons.deped.gov.ph/MELCS-Guidelines.pdf p.27
https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf p.224
Burgos, Jaime R.; Perez, Markjoseph H.; & Placer, Donnel P. (2016). 21st
Century Mathletes 6 (Textbook). p. 152-173: Vibal Group, Inc.
Burgos, Jaime R; Corpuz, Marife O.; Dacsal I, Junior C.;Habon, Viola Flora
R., Insigne, Ligaya G.; Laynesa, Marivic R.; Magallanes, Phylla Lynne
June G.; Placer, Donnel P.; & Tura, Rio Amor S. (2016). 21st Century
Mathematics 6 (Teacher's Manual). p. 50-60: Vibal Group,Inc.
Calanag, F. G. (2016). Understanding Mathematics 6. p. 209-214: Vicarish
Publication and Trading,Inc.

35
 Development Team of the Module

Writers: Joy B. Peña, T-II, San Juan ES, San Luis District
Editors: Jane P. Valencia, EdD, EPS-Mathematics
Reviewers: Jane P. Valencia, EdD, EPS-Mathematics
Evelyn L. Lalas, MT-II, Calantas ES, Floridablanca West District
Cherry O. Sales, MT-I, Bacolor ES Proper, Bacolor South District
Jon Joshua D. Ordoñez, T-II, San Isidro ES, Santa Rita District
Illustrator:
Layout Artist: Joy B. Peña, T-II, San Juan ES, San Luis District
Management Team:
Zenia G. Mostoles, EdD, CESO V, Schools Division Superintendent
Leonardo C. Canlas, EdD, CESE. Asst. Schools Division Superintendent
Rowena T. Quiambao, CESE, Asst. Schools Division Superintendent
Celia R. Lacanlale, PhD, CID Chief
Ruby M. Jimenez, PhD, Education Program Supervisor, LRMDS
June D. Cunanan, Education Program Supervisor/ ADM Coordinator
Jane P. Valencia, EdD, Education Program Supervisor, Mathematics

36