1.

POSITIVE AND NEGATIVE NUMBERS

There are many situations in which you need to use numbers below zero, one of these is
temperature above zero (positive) or below zero (negative), others are money that you can deposit
(positive) or withdraw (negative) in a bank, steps that you can take forwards (positive) or
backwards (negative).

Another question is that the sum and product of two natural numbers is another natural number,
but the difference between two natural numbers is not always a natural number. This only occurs
when the minuend is greater than the subtrahend.

If you had "9 – 5", you got 4:

...but what if you had "5 – 9"? You just couldn't do this subtraction, because there wasn't enough
"space" on the number line to go back nine units:

You can solve this "space" problem by using negative numbers. The "whole" numbers start at zero
and count off to the right; these are the positive numbers. The negative numbers start at zero and
count off to the left:

Activity
Write an integer to represent each situation mentioned below:

1) Trevor’s credit card bill is $23 more than it was the previous month.
2) The stock market lost 6 points at the time of the closing bell.
3) Lara owes $15 to her friend Max.
4) Mary lives on the fifth floor
5) There was an increase in price of crude oil by $3 yesterday.
6) Frieda lost $75 playing roulette casino.
7) The Mariana Trench is located 36070 feet below sea level.
8) Graham worked 8 hours overtime on Monday.
9) There was a shortage of $76 in the petty cash fund.
10) 57 apples were damaged in transit.
11) The temperature rose by 9 degrees today.
12) Victoria parks her car in the car park two floors underground
2. INTEGER NUMBERS

The set of integers, denoted Z, is formally defined as follows:

Z = { ..., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ... }

So, integers can be:

negative integers {-1, -2,-3, -4, -5, ... }
positive integers {1, 2, 3, 4, 5, ... }
or zero {0}

0 is neither positive nor negative. Notice that 0 together with the positive integers are natural
numbers.
Any natural number is also an integer. To get integers, we just add all the negative numbers to all
natural numbers.
The set of natural numbers is contained in the set of integers. It looks something like this

Integers are an “extension” of natural numbers. All rules that are established for natural numbers
(order of operations, properties of addition and multiplication, the fact that multiplication and
division as well as addition and subtraction are opposite operations) are also true for integers.

The set of the integer numbers doesn't have a beginning or an ending and it has infinite elements.
ORDER AND COMPARISON OF INTEGERS

The number line is a line labelled with the integers in increasing order from left to right, that
extends in both directions:

For any two different places on the number line, the integer on the right is greater than the integer
on the left.
In particular, that line tells you that the negatives are getting smaller as they move off to the left.
That is, –5 < –4 ; – 5 is less than –4.
9 > 4 ; nine is greater than four
–7 < 9 ; negative seven is less than nine.

You can see this video about negative numbers:

https://www.youtube.com/watch?v=OAoLCXpao6s

ABSOLUTE VALUE AND OPPOSITE OF AN INTEGER

The absolute value of x, denoted |x| is the distance of x from zero. This is why absolute value is
never negative; absolute value only asks "how far?", not "in which direction?" This means not only
that | 3 | = 3, because 3 is three units to the right of zero, but also that | –3 | = 3, because –3 is three
units to the left of zero.

Warning: The absolute-value notation is bars, not parentheses or brackets. Use the proper notation;
the other notations do not mean the same thing.

If two numbers are at the same distance from 0 as in the case of 10 and -10 they are called
opposites. Opposites have the same absolute value since they are both at the same distance from 0.
10   10  10
 ORDERING INTEGER NUMBERS

1) Write each set of numbers in the correct order from least to greatest

a) –16 –45 33 7 –9

b) 23 –78 –2 18 –5

c) 44 –56 28 32 –19

d) –25 –6 –74 –69 –8

e) 78 66 –2 4 –12

2) The following average temperatures have been recorded across eight cities in the state of
Michigan for the month of January from 1981 - 2010

Houghton Benton Iron Battle

City Mt.Pleasant Lake Harbor Mountain Creek Detroit Cadillac Dearborn

Temperature (˚C) –11 –13 1 –15 6 2 –9 –1

Answer the following questions based on the data given above:

a) Which city recorded the warmest average temperature for the month of January?
b) Which city recorded a cooler average temperature in January?
c) List three cities that recorded relatively warmer average temperature in January
d) The cities that recorded average temperatures between –9º C and 6º C are ......
e) Which cities recorded subzero temperatures?
f) Houghton Lake recorded the lowest average temperature in January. True or False? If false,
support your answer.
 OPPOSITE AND ABSOLUTE VALUE OF INTEGER
NUMBERS

1) Write the opposite of each integer:

a) Opposite of –51
b) Opposite of 9
c) Opposite of 32
d) Opposite of –6
e) Opposite of 20
f) Opposite of 83
g) Opposite of –18

2) Write the absolute value of each integer:

a)  13
b)  37
c) 91
d) 52
e) –  88
f) – 20

3) Compare using the symbols <, > or =

a) Absolute value of –34 Opposite of 17

b) Opposite of –25 Absolute value of –25

c) Opposite of 11 Opposite of 14

d) Absolute value of 40 Absolute value of –85

3. ADDING AND SUBTRACTING INTEGERS

How do we add integers?

There are strategies to help us do this. The first strategy we will explore for adding integers
involves using a number line. To model addition of integers on a number line, imagine a person
standing at zero, facing the positive numbers. To represent a positive integer, the person moves
forward. To represent a negative integer, the person moves backward.
Let’s look at some examples that shows how we can use a number line to model the addition of
two integers.

a) Use a number line to find the sum of (+4) + (+6) = 4 + 6.

You are adding two positive numbers. The positive numbers are to the right of zero on a
number line.
So, to model 4 + 6, imagine the person moving 4 units forward and then 6 more units forward.
In other words, the person will move 4 units to the right of zero, and then moving 6 more units
to the right.

All in all, the person moved 10 units to the right of zero and ended up at the mark
representing 10. So, 4+6=10.

b) Use a number line to find the sum of −4 + (−6) = −4 − 6

Imagine the person starting at zero on the number line. You are adding two negative numbers.
The negative numbers are to the left of zero on a number line.
So, to model −4 + (−6), imagine the person moving 4 units backward (in a negative direction),
and then moving 6 more units backward.

All in all, the person moved 10 units to the left of zero and ended up at the mark
representing –10. So, −4 + (−6) = −10.

c) Use a number line to find the sum of 4 + (−6) = 4 − 6

Imagine starting at zero on the number line. You are adding a positive number, 4, to a negative
number, –6.
To model 4 + (−6), imagine the person moving 4 units forward and to the right of zero. To
model adding –6 to that integer, imagine the person moving 6 units backward and to the left.

The person moved 4 units to the right of zero and then 6 more units to the left from that
point until the person reached the mark representing –2. So 4 + (−6) = −2.
d) Use a number line to find the sum of (−4) + (+6) = −4 + 6
Imagine starting at zero on the number line. You are adding a negative number, –4, to a
positive number, 6.
So, to model −4 + 6, first represent the –4 by moving the person 4 units backward and to the
left of zero. To model adding 6 to that integer, imagine the person then moving 6 units forward
and to the right.

The person moved 4 units to the left of zero and then 6 more units to the right until
reaching the tic mark representing 2. So, −4 + 6 = 2.

Using a number line is one strategy for adding integers now let’s look at another strategy.
Another strategy for adding integers involves using absolute values. Here are the steps to the
absolute value strategy.
 To add two integers with the same sign, add their absolute values. Then give the answer the
same sign as the two original integers.
 To add two integers with different signs, subtract the smallest absolute value from the greatest
absolute value. Then give the answer the same sign as the integer with the greater absolute
value.

Notice that any time two operation signs (+ and – in these cases) are next to each other,
parentheses must be used to separate those two signs.
We write: We do not write :
2 + (−1) 2 + −1

The statement 2 − 3 = 2 + (−3) might be a little bit confusing, because in the case of 2 − 3 you
would probably say it is a subtraction, and if you see 2 + (−3), addition. Well, you can view this
problem as subtraction of 3, or as an addition of −3 (the opposite of 3).
Any subtraction is equivalent to addition of the opposite. Likewise, any addition is equivalent
to subtraction of the opposite.

So we were able to rewrite a subtractions as an addition:

3 − (−2) = 3 + 2 = 5
– 5 – (+2) = – 5 + (–2) = – 5 – 2 = – 7

Since addition can be viewed as subtraction and subtraction as addition, from now we do the
following.
 Addition/Subtraction of Integers

a) Simplify:
1) 20 + (–4) + 11 + (–1) 2) –8+15–(–2)

3) 19 – (–10) + 2 4) –(–6) + 4 – (–13) + 9

5) 13 – 7 – (–3) – 12 6) –(–9)–11+18

7) –20 + 16 – 5 8) 17+(–7)–10+(–19)

9) –6 – (–18) + 1 – 14 10) 3+(–16)+(–15)

b) Fill in the missing integers:

1) (–12) + =3 2) 8 – = 18

3) + (–6) = –20 4) (–1) – = –10

5) 18 – = 14 6) + 5 = –15

7) + (–4) = –4 8) –17 = –1

c) In an online practice test, Sam scores 18 points for the questions he answered correctly and
gets –3 points for incorrect answers. How many points did Sam score?

d) The average temperature of New York in the month of July is 76ºF and in the month of
January is 35ºF. What is the difference in temperature between the two months?

e) The melting point of hydrogen is –259ºC. The melting point of oxygen is –219ºC. How much
more is the melting point of oxygen than the melting point of hydrogen?

f) The Roman Empire began in 31 B.C. and fell to the Goths in A.D. 476 How long did the
Roman civilization last?

g) Sara burnt 300 calories working out on the treadmill. Later she indulged in a pizza that had a
calorie count of 400. Did she gain or lose calories?
4. MULTIPLYING AND DIVIDING INTEGERS

How do we multiply integers?

Now that you have learned how to add and subtract integers, it is time to learn how to multiply
them.
Below are some multiplications where a factor is 5. Notice that the products show a pattern.
Suppose you did not know the product of 5×0, 5×(−1), 5×(−2) and so on . How could you use
the pattern shown below to determine that product?

5×4 = 20 5×3 = 15 5×2 = 10 5×1 = 5 5×0 = ? 5×(−1) = ? 5×(−2) = ?

Notice that each product shown is 5 less than the previous product. So, you can subtract 5 from
the previous product to find the missing product. Now we have our completed multiplication facts

5×4 = 20 5×3 = 15 5×2 = 10 5×1 = 5 5×0 = 0 5×(−1) = –5 5×(−2) = –10

You may think that these rules apply only to the five's table but they actually apply to any table
when you are multiplying positive and negative integers.

Here are a few rules that we can conclude from the pattern.
 When a positive integer, is multiplied by a positive integer, the product is positive.
 When a positive integer, is multiplied by zero, the product is zero.
 When a positive integer, is multiplied by a negative integer, the product is negative.

Let’s look at another example that can help us finish figuring out the rules for multiplying integers.

Use a pattern to find the missing products below. What do you notice?

(−3)×2 = −6 (−3)×1 = –3 (−3)×0 = 0 (−3)×(−1) = ? (−3)×(−2) = ? (−3)×(−3) = ?

Do you notice that the answer increases by 3 every time? This shows the completed multiplication
facts.

(−3)×2 = −6 (−3)×1 = –3 (−3)×0 = 0 (−3)×(−1) = 3 (−3)×(−2) = 6 (−3)×(−3) = 9

Here are some other rules that you may notice.

 When a negative integer, is multiplied by a positive integer, the product is negative.
 When a negative integer, is multiplied by zero, the product is zero.
 When a negative integer, is multiplied by a negative integer, the product is positive.

We can conclude the following rules.

How do we divide integers?

To find the rules for dividing positive and negative numbers we will use what we already know
about multiplication.
Remember that you learned that if 8 x 7 = 56, then 56 ÷ 7 = 8.
We can use the very same logic on positive and negative numbers. Below each of the four
multiplication problems, we can state the related division problem.
The multiplication problems with their related division problem will now look like this:

(+10) x (+3) = +30 (+10) x (-3) = -30

+30 ÷ (+3) = (+10) -30 ÷ (-3) = +10

(-6) x (-3) = +18 (-6) x (+3) = -18

+18 ÷ (-3) = -6 -18 ÷ (+3) = -6

Look at the four division problems and try to find a rule or a pattern. If you are having difficult y
finding the rule, remove the four multiplication problems, so the problems look as follows:

+30 ÷ (+3) = (+10) -30 ÷ (-3) = +10

+18 ÷ (-3) = -6 -18 ÷ (+3) = -6

You should now see that the rules for division are the exact same as the rules for multiplication.

When dividing two numbers:

 If the signs are the same, the quotient is positive.
 If the signs are different, the quotient is negative.
 Multiplication/Division of Integers

a) Simplify:
1) 2 x 3 x (–5) x (–6) 2) (–7) x (–8) x 1

3) (–5) x 9 4) (–7) x (–6) x (–2)

5) 4 x 0 x (–6) 6) (–28) : (–7)

7) 55 : (–11) 8) (–3) : 3

9) 72 : 12 10) (–150) : (–15)

b) Fill in the missing integers:

1) : (–12) = 6 2) 3 x = –18

3) (–2) x = –10 4) 121 : = –11

5) x (–2) = 30 6) 48 : = –12

7) (–5) x = –75 8) : (–10) = 3

5. POWERS OF INTEGERS

A power is an abbreviated way of expressing a multiplication of equal factors. Now we will apply
the same concept to integers.

A power of a positive base is always a positive number

(+3)2 = (+3) x (+3) = 9
(+5)3 = (+5) x (+5( x (+5) = +125

If we repeatedly multiply a negative number by itself, we get alternately positive and negative
results. Observe
(–2)2 = (–2) x (–2) = +4
(–2)3 = (–2) x (–2) x (–2) = –8
(–2)4 = (–2) x (–2) x (–2) x (–2) = +16
(–2)5 = (–2) x (–2) x (–2) x (–2) x (–2) = –32

So, a power of a negative base is:

- a positive number if the exponent is even
- a negative number if the exponent is odd

And you have to remember the properties of powers:

ACTIVITY
Solve these powers

1) 104 6
6) (–2)
2) (–3)3
7) 04
3) (–10)7
8) (–3)4
4) (–4)1
9) 17
5) 52
1
10) (–9)
6. COMBINED OPERATIONS

Remember BEDMAS, the order of operations:

1. Brackets. ( ) or [ ]
2. Exponents
3. Division or Multiplication (left to right)
4. Addition or Subtraction (left to right)

Let’s see again this video

https://www.youtube.com/watch?v=IGIXxYAK00o

Arithmetic is easy
There's just six simple words to repeat
You'll no longer have hesitations
When doing order of operations
With BEDMAS
Brackets, exponents, division
Multiplication, addition, subtraction
BEDMAS, BEDMAS, BEDMAS, BEDMAS!
BEDMAS, BEDMAS, BEDMAS, BEDMAS!

Algebra is easy
There's just six simple words to repeat

And now some exercices

Solve each expression using the correct order of operations.

a) [22 + (–9)] : [(–10) – (–5)] x (–2)

b) (−3)2 : 3 × [5 − 10 + (−8)]

c) (–7) x [(–8) – (–6) + 8 : (–2)3]

d) [(9 – (–6)) : (–5) + –5] x 2

e) [4 : (2 − (−3) + (−9))] × (−10)2

f) [(–10) + 2 – (–7)] x (–3)2 : –9