Century Learner, Alen L. Tuliao., Et - Al.2020, Mathematics Learner'S Material, Deped 2013, Elizabeth R. Aseron, Et - Al

First Quarter
MATHEMATICS 7
Learning Module No. 2
Name: _________________________________ Date: ___________________

Grade level & Section__________________ Score: __________________
Contact Number: _____________
Name of Subject Teacher: Reyboy P. Tagsip
09616189254
Topic: Absolute Value of Integers (Page 152-155)
Duration: Week 2-August 23-27, 2021
Learning Competencies:
1. represents the absolute value of a number on a number line as the distance of a number from 0.
Learning Objectives: Students were expected to:
1. Identify the absolute value of a number on a number line.
2. Illustrate the distance of the number from 0.
3. Evaluates the process on how to locate the absolute value of a number on a number line
References: My Distance Learning Buddy a Modular Textbook for the 21 st Century Learner, Alen L. Tuliao., et.al.2020,
Mathematics Learner’s Material, DepEd 2013, Elizabeth R. Aseron, et.al
INTRODUCTION
This lesson explains why a distance between two points, even if represented on a number line cannot be
expressed as a negative number. Intuitively, the absolute value of a number may be thought of as the non-negative value
of a number. The concept of absolute value is important to designate the magnitude of a measure such as the
temperature dropped by 23 (the absolute value) degrees. A similar concept is applied to profit vs loss, income against
expense, and so on.
PRE-TEST
On the line to the left of each statement, write whether the statement is true (T) or false (F).
________ 1) Integers can be positive or negative.
________ 2) Opposites are the same distance from zero.
________ 3) The absolute value of a number is always positive.
________ 4) When subtracting integers, the solution can be positive.
________ 5) Subtracting a negative number from a positive number is the same as adding a positive number to a
positive number.
CONTENT
Important Terms to Remember
The following are terms that you must remember from this point on.
1. Absolute Value – of a number is the distance between that number and zero on the number line.
2. Number Line –is best described as a straight line which is extended in both directions as illustrated by
arrowheads. A number line consists of three elements:
a. set of positive numbers, and is located to the right of zero.
b. set of negative numbers, and is located to the left of zero; and
c. Zero.
Notations and Symbols

The absolute value of a number is denoted by two bars ││. Let's look at the number line:
The absolute value of a number, denoted "| |" is the distance of the number from zero. This is why the absolute
value of a number is never negative. In thinking about the absolute value of a number, one only asks "how far?" not "in
which direction?" Therefore, the absolute value of 3 and of -3 is the same, which is 3 because both numbers have the
same distance from 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.
It is important to note that the absolute value bars do NOT work in the same way as do parentheses. Whereas – (–3) =
+3, this is NOT how it works for absolute value:
Problem: Simplify – | –3 |.
Solution: Given – | – 3 |, first find the absolute value of – 3.
– | –3 | = – (3)
Now take the negative of 3. Thus, :
– | –3 | = – (3) = –3
This illustrates that if you take the negative of the absolute value of a number, you will get a negative number for your
answer.
Please read the content of the topic stated on your book on page 152-155. If you have some clarifications or clear process
of examples, kindly message me in the group chat so that all of your classmates will see.
Enrichment Activity
Answer the Let’s Practice found on your book. Read carefully the instructions and write you answers on the
space provided.
Let’s Practice A.
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
Let’s Practice B.
1. 2.
3. 4.
Let’s Practice C.
1. 2.
3. 4.
5. 6.
Prepared by: Checked by:
REYBOY P. TAGSIP REYBOY P. TAGSIP

Subject Teacher Mathematics Subject Area Coordinator
Noted by:
MIRA ROCHENIE C. PIQUERO

Academic Coordinator
Approved by:
MA. NANETTE D. BAYONAS

School OIC-Principal
ANSWER KEY
PRETEST
1. T
2. T
3. F
4. F
5. F
ENRICHMENT
Let’s Practice A.
1. 9 2. 8
3. 100 4. 0
5. 6 6. 27
7. 35 8. 84
9. 75 10. 99
Let’s Practice B.
1. -3, 3 2. -1, 5
3. -5, 1 4. -2, 4
Let’s Practice C.
1. -5, 5 2. -12, 12
3. -10, 10 4. 11, -9
5. 8, -6 6. 1, -3

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First Quarter

Name: _______________ Date: _

Notations and Symbols

REYBOY P. TAGSIP REYBOY P. TAGSIP

MIRA ROCHENIE C. PIQUERO

MA. NANETTE D. BAYONAS

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