Topic Integers

Class Description Math -

This session is about recalling concepts and solving questions related to
● Integers and Number Families
● Integers on a Number Line
● Addition of Integers
● Additive Inverse
● Subtraction of Integers

Class 22NCBSE06MAT06PC001L2

Class time 35-40 minutes

Goal To understand the concept and solve some questions based on the following:
1. Integers and Number Families
2. Integers on a Number Line
3. Addition of Integers
4. Additive Inverse
5. Subtraction of Integers
Resources ● Teacher Resources
Required ○ Earphone with mic
○ Tablet-Stylus
● Student Resources
🌕 Earphone with mic (optional)
🌕 Paper-Pen
🌕 Tablet-Stylus (optional)

PART TOPIC NAME SLIDE NUMBER EST TIME

Warm-up Introduction 1-2 2 Mins

Integers and Number 3-8 5 Mins

Families

Integers on a Number 9-18 9 Mins

Content Line

Addition of Integers 19-24 8 Mins

Additive Inverse 25-29 4 Mins

Subtraction of Integers 30-37 6 Mins

Summary, Homework
Closure Reminder slides, 38-41 2 Mins
Instant doubt solver,
How to access doc
slides.

Bonus questions 42-45

Warm up
● Connect with the students
● Get students to talk and express

Slide Slide screenshot Learning experience | Probing questions

no.

1. Narration:
● Hello students! Welcome to another interesting session of Byju's
classes. How are you all doing?

<Pause for answer>

<Introduce yourself and the features of Byju's platform>

● I hope you are all having a great day and doing well. Please keep your
pen and paper ready so you can take notes of what you will learn
today.
● Yes, today we will do the practice for the lesson, “Integers” which we
have already learned.

Connect:
● Let’s look at all the topics we’re going to discuss today!

2. Narration:
● There are 5 topics in this session
<Read out the topic's names.>

Connect:
● Without any further ado, let’s start with the first topic!

3. Narration:
● The first topic is ‘Integers and Number Families’
<Ask: Students, do you know what a negative number means?>
<Pause for answers.>

Connect:
● Let’s have a quick recall and find out.
4. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain the definition of negative numbers.

Explanation:
<Explain and highlight on the slide.>
● Negative numbers are numbers with a value that is less than zero.
● We are familiar with positive numbers (For ex: 1, 2,3,4) and have
studied them.
● If you apply a minus sign in front of them then you will get negative
numbers.
● We can identify negative numbers by seeing the minus sign put in
front of them.
● The opposite of 4 will be the negative of 4
⇒ Hence, the opposite of 4 will be -4 which is a Negative Number.

Connect:
● Let’s quickly recall the concept of the Number Families.

5. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain the concept of the Number Families.

Explanation:
<Explain and highlight on the slide.>
● We have already discussed natural and whole numbers.
● Well now we have one more type of number that is, integers
● Integers are a special set of numbers comprising zero, positive
numbers, and negative numbers, or Integers are the collection of
whole numbers and negative numbers.
● Integers cannot be a fraction.
● The integers are represented by the symbol ‘Z’.
⇒ Z = {……-8,-7,-6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6, 7, 8,……}

Connect:
● Let me give you a question and see how you perform.
 6. Narration:
● It’s time for a poll question.
● You get a limited time of 45 seconds to solve it.
● The timer starts once the question gets displayed.

Student Activity
● Compulsory for the students
● Lead the students to solve the problems in these activities

SS Q01: Represent the following number as integer with appropriate sign: A deposit of rupees two hundred.
A. −₹200
B. −₹100
C. +₹100
D. +₹200

Knowledge Points/Learning Evidence

● Integers.

7. <The tutor must ensure that the students solve this question in their
notebooks>
Tutor points:
● Focus on the question number and mention it.
● Read the question and options.
● Convey that this is a textbook question.
● Wait for 45 seconds

Clue: Any amount deposited is positive whereas any amount withdrawn is

negative.

Connect:
● Time is up!
● Let’s discuss the answer now.

8. Tutor Points:
● Read the question.
● Explain the question.
● Discuss the solution
<Appreciate the students who have answered correctly>
<The tutor must ensure that the students note down these statements while
stating it>

Explanation:
<Explain the solution given on the slide.>
● Hence, the correct option is D.

<Highlight the ‘option D’ on the slide>

 Connect:
● Let’s move on to the next topic.

9. Narration:
● The next topic is ‘Integers on a Number line’
<Ask: Students, do you know how to represent integers on a number
line?>
<Pause for answers.>

Connect:
● Let’s call our master tutor to help us recall how to represent integers
on a number line.

Teacher Activity
Core concept
● Integers on a number line.

10. Concept Explainer Video duration: 00:02:32

KT’s covered:
● Integers on a number line.

Connect:
● Let’s quickly summarise all that we have learned from our master
tutor.

11. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain how to represent integers on a number line.

Explanation:
<Write, Explain and highlight on the slide>
● The numbers which lie on the right side of zero on the number
line or come after 0 are known as positive integers.
<Write Positive integers in the appropriate blank>

● The numbers which lie on the left side of zero on the number line
 or come before 0 are known as negative integers.
<Write Negative integers in the appropriate blank>

● Infinity is the concept describing something which is larger. It

generally refers to something without any limit.

Connect:
● Let’s recall the order of arrangement of integers on a number line.

12. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain the ordering of integers on a number line.

Explanation:
<Explain and highlight on the slide.>
● The centre of the number line is marked as 0.
● Numbers increase as we go right because integers are positive and
values keep on increasing when we move to the right side.
● Numbers decrease as we go left because integers are negative and
the larger the number on the negative side lesser will be the value.
● We can see that all positive integers are greater than all negative
integers.

Connect:
● Let’s solve a question to understand this better.

Teacher Activity
Core Concepts:
● Integers on a number line.

TS Q01: Represent the following numbers on a number line: (a) +6, (b) -5

Knowledge Points/Learning Evidence

● Integers on a number line.
 13. Tutor points:
● Focus on the question number and mention it.
● Convey that this is a textbook question.
● Read out the question.
● Discuss the solution

Explanation:
<Write, explain and highlight on the slide.>
● +6 is a positive number, so it will be on the right side of 0.
● <Show 6 steps to right and denote 6>
● -5 is a negative number, so it will be on the left side of 0.
● <Show 5 steps to left and denote -5>

Connect:
● Let’s solve another question.

Teacher Activity
Core Concepts:
● Integers on a number line.

TS Q02: Adjacent figure is a vertical number line, representing integers. Observe it and locate the following points:
(a) Which point marked on this number line has the least value?
(b) Arrange all the points in decreasing order of value.

Knowledge Points/Learning Evidence

● Integers on a number line.

14. Tutor points:

● Focus on the question number and mention it.
● Convey that this is a textbook question.
● Read out the question.
● Discuss the solution

Explanation:
<Write, explain and highlight on the slide.>
(a) As the positive number +8 is on the upper side of 0, the negative
numbers will be on the lower side of 0.
The value of numbers decreases as we go away from 0 for negative
numbers.
Here, the farthest point from 0 is E.
∴ Point E has the least value.

(b) As E is the least value, numbers increase as we go up the number line

and numbers decrease as we go down the number line.
 Point D has the highest value.
∴ The decreasing order of the value of the points is,
D>C>B>A>H>G>F>E

Connect:
● Let me give you a question and see how you perform.

15. Narration:
● It’s time for a poll question.
● You get a limited time of 45 seconds to solve it.
● The timer starts once the question gets displayed.

Student Activity
● Compulsory for the students
● Lead the students to solve the problems in these activities

SS02: In which of the following pairs of integers, the first integer is not on the left of the other integer on the number
line?
A. (–1, 10)
B. (–3, –5)
C. (–5, –3)
D. (–6, 0)

Knowledge points/Learning evidences:

● Integers on a number line.

16. <The tutor must ensure that the students solve this question in their
notebooks>
Tutor points:
● Focus on the question number and mention it.
● Read the question and options.
● Convey that this is a textbook question.
● Wait for 45 seconds

Clue: The smaller number lies on the left of the larger number on a
number line.

Connect:
● Time is up!
● Let’s discuss the answer now.
17. Tutor Points:
● Read the question.
● Explain the question.
● Discuss the solution
<Appreciate the students who have answered correctly>
<The tutor must ensure that the students note down these statements while
stating it>

Explanation:
<Explain the solution given on the slide.>
● Hence, the correct option is B.

<Highlight the ‘option B’ on the slide>

Connect:
● I hope you are clear with the concept now that we have solved some
questions.
● It’s time to solve your queries.
● Ask away if you have any!

18. Tutor Points:

● Ask for doubts.
● Address the doubts.
● If the students have no doubts, then ask the following questions.
Q. What do you mean by infinity?
A. Infinity is the concept describing something which is larger. It
generally refers to something without any limit.

Connect:
● I hope that cleared all your doubts.
● Now, let’s move on to the next topic.

19. Narration:
● The next topic is ‘Addition of Integers’
<Ask: Students, do you know how to add Integers on a Number line?>
<Pause for answers.>

Connect:
● Let’s call our master tutor to help us recall how to add Integers on a
number line.

20. Concept Explainer Video duration: 00:02:52

KT’s covered:
● Addition of integers on a number line.

Connect:
● Let’s quickly summarise all that we have learned from our master
tutor.
21. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain how to add Integers on a number line.

Explanation:
<Explain and highlight on the slide.>
● Addition means moving forward or right on a number line.
● For example, here we want to add 2 to 4.
● First of all we need to mark 4 on the number line for that we have
to move 4 steps to the right of ‘0’.
● Now, we want to add 2 to 4. Hence, we will move two more steps
forward. Finally, we can see that we are at ‘6’ on the number line.
● Hence the final value will be 6.

<Fill ‘6’ on the box corresponding to the Final value.>

● If a negative number is to be added then we move towards the left

on the number line.

Connect:
● Now, let’s recall how to add integers without a number line.

22. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain how to add Integers without a number line.

Explanation:
<Explain and highlight on the slide.>
Same sign
● When the integers which are to be added have the same sign, we
ignore the sign and add the integers.
● Then we put the common sign in front of the answer.
● Let’s look at the set of examples stated here.
● 5 + 2 = +7
● -5 + (-2) = -7
 Different sign
● When the integers which are added have different signs, we ignore
the sign and subtract the smaller one from the bigger integer.
● Then we put the sign of the bigger integer in front of the answer.
● Let’s look at the set of examples stated here.
● 5 + (-2) = +3
● -5 + 2 = -3

Connect:
● Let’s solve a question.

Teacher Activity
Core Concepts:
● Addition of Integers.

TS Q03: Using the number line write the integer which is:
(a) 6 less than 2.
(b) 3 less than -2.

Knowledge Points/Learning Evidence

● Addition of Integers.

23. Tutor points:

● Focus on the question number and mention it.
● Convey that this is a textbook question.
● Read out the question.
● Discuss the solution

Explanation:
<Write, explain and highlight on the slide.>
● (a) 6 less than 2
● Step 1: Firstly, we draw a number line.
● Step 2: Find the point on the number line from which we have to
move to the left side i.e. 2
● Step 3: Move 6 steps to the left of 2 on the number line. We will reach
-4.

● (b) 3 less than -2

● Step 1: Firstly, we draw a number line.
● Step 2: Find the point on the number line from which we have to
move to the left side i.e. -2
 ● Step 3: Move 3 steps to the left of -2 on the number line. We will
reach -5.

Connect:
● Let’s solve another question.

Teacher Activity
Core Concepts:
● Addition of Integers.

TS Q04: Use number line and add the following integers:

(a) (–2)+6
(b) -1+(-7)

Knowledge Points/Learning Evidence

● Addition of Integers.

24. Tutor points:

● Focus on the question number and mention it.
● Convey that this is a textbook question.
● Read out the question.
● Discuss the solution

Explanation:
<Write, explain and highlight on the slide.>
● (a) (-2) + 6
● Step 1: Firstly, we draw a number line.
● Step 2: Move 2 steps towards the left of 0 on the number line.
● Step 3: Move 6 steps to the right of 2 on the number line. We will
reach 4.
● ∴ (-2) + 6 = 4

● (b) (-1) + (-7)

● Step 1: Firstly, we draw a number line.
● Step 2: Move 1 step towards the left of 0 on the number line.
 ● Step 3: Move 7 steps to the left of -1 on the number line. We will
reach -8
● ∴ (-1) + (-7) = -8

Connect:
● Let’s move on to the next topic.

25. Narration:
● The next topic is ‘Additive Inverse’
<Ask: Students, do you know what additive inverse means?>
<Pause for answers.>

Connect:
● Let’s have a quick recall and find out!

26. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain the definition of the additive inverse.

Explanation:
<Explain and highlight on the slide.>
● Additive inverse of an integer is obtained by changing the sign of
the integer.
● For e.g. if we have an integer +4, then the additive inverse will be
the opposite of +4.
● Hence, the additive inverse of +4 will be -4.
● We already learned that we will do natural subtraction when we
have to add one positive and one negative integer.
● Hence, the sum of an integer with its additive inverse results in 0
always.

Connect:
● Let me give you a question and see how you perform.
 27. Narration:
● It’s time for a poll question.
● You get a limited time of 45 seconds to solve it.
● The timer starts once the question gets displayed.

Student Activity
● Compulsory for the students
● Lead the students to solve the problems in these activities

SS Q03: Find the additive inverse of 1?

A. -1
B. +1
C. -2
D. 0

Knowledge points/Learning evidences:

● Additive Inverse.

28. <The tutor must ensure that the students solve this question in their
notebooks>
Tutor points:
● Focus on the question number and mention it.
● Read the question and options.
● Convey that this is a textbook question.
● Wait for 45 seconds

Clue: Additive inverse of an integer is obtained by changing the sign of

the integer.

Connect:
● Time is up!
● Let’s discuss the answer now.

29. Tutor Points:

● Read the question.
● Explain the question.
<Appreciate the students who have answered correctly>
<The tutor must ensure that the students note down these statements while
stating it>

Explanation:
<Explain the solution given on the slide.>
● Hence, the correct option is A.

<Highlight the ‘option A’ on the slide>

 Connect:
● Let’s hop on to the last topic!

30. Narration:
● The last topic is ‘Subtraction of Integers’
<Ask: Students, do you know how to subtract integers on a number
line?>
<Pause for answers.>

Connect:
● Let’s have a quick recall and find out!

31. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain how to subtract integers on a number line.

Explanation:
<Explain and highlight on the slide>
● Subtraction means moving backwards on a number line.
● For subtracting integers on the number line, we will follow some
steps.
● Step 1: Firstly, we draw a number line.
● Step 2: Identify the point ‘0’ on the number line, from there move
to the right side of ‘0’ by 4 steps and reach +4.
● Step 3: Then from +4, move 2 steps to the left of it and reach +2

Connect:
● Let’s recall how to subtract integers without a number line.

32. <The tutor must ensure that the students are taking note of this while it is
being explained>
Tutor points:
● Explain how to subtract integers without a number line.

Explanation:
<Explain and highlight on the slide>

● To subtract an integer from another integer, it is enough to add

the additive inverse of the integer that is being subtracted, to the
other integer.
● For e.g. Let’s say we want to subtract -5 from 2, then we will take the
additive inverse of -5.
 ● ⇒ 2 - (-5) = 2 + 5
● We already learned that when we have the same sign integers then we
will add them and as result, we will put that sign.
<Write: 2 - (-5) = 2 +5 = +7>
● Hence, 2 - (-5) will give +7 as a result.

● Now, let’s say we want to subtract 5 from -2, then we will take the
additive inverse of 5.
● ⇒ -2 - (5) = -2 - 5
● We already learned that when we have the same sign integers then we
will add them and as result, we will put that sign.
<Write: -2 - (5) = -2 - 5 = -7>

● Hence, -2-(5) will give -7 as a result.

Connect:
● Let’s solve a question.

Teacher Activity
Core Concepts:
● Subtraction of Integers.

TS Q05: Write the integer which is 4 more than its additive inverse.​

Knowledge Points/Learning Evidence

● Subtraction of Integers.

33. Tutor points:

● Focus on the question number and mention it.
● Convey that this is a textbook question.
● Read out the question.
● Discuss the solution

Explanation:
<Write, explain and highlight on the slide.>
● The additive inverse of a number is the number that when added
yields zero.
● It is given that there is a number that is 4 more than its additive
inverse. So, the difference between the number and its additive inverse
is 4.

● The additive inverse of 1 is -1.

● Difference between 1 and (-1) = 1 - (-1) = 1 + 1 = 2
● So, 1 is not the required number.

● The additive inverse of 2 is -2.

● The difference between 2 and -2 = 2 - (-2) = 2 + 2 = 4
● Hence, 2 is the required number.
 Connect:
● Let me give you a question and see how you perform.

34. Narration:
● It’s time for a poll question.
● You get a limited time of 60 seconds to solve it.
● The timer starts once the question gets displayed.

Student Activity
● Compulsory for the students
● Lead the students to solve the problems in these activities

SS Q04: Solve: -(-7) - (10) - (-3)

A. -1
B. +1
C. -2
D. 0

Knowledge Points/Learning evidence:

● Subtraction of Integers.

35. <The tutor must ensure that the students solve this question in their
notebooks>
Tutor points:
● Focus on the question number and mention it.
● Read the question and options.
● Convey that this is a textbook question.
● Wait for 60 seconds

Clue: To subtract an integer from another integer, it is enough to add the

additive inverse of the integer that is being subtracted, to the other
integer.

Connect:
● Time is up!
● Let’s discuss the answer now.

36. Tutor Points:

● Read the question.
● Explain the question.
<Appreciate the students who have answered correctly>
<The tutor must ensure that the students note down these statements while
stating it>

Explanation:
<Explain the solution given on the slide.>
 ● Hence, the correct option is D.

<Highlight the ‘option D’ on the slide>

Connect:
● I hope you are clear with the concept now that we have solved some
questions.
● It’s time to resolve your doubts.
● Ask away if you have any!

37. Tutor Points:

● Ask for doubts.
● Address the doubts.
● If the students have no doubts, then ask the following questions.
Q. How do you subtract two integers?
A. To subtract an integer from another integer, it is enough to add the
additive inverse of the integer that is being subtracted, to the other
integer.

Connect:
● I hope that cleared all your doubts.
● So, it's time for us to summarise what we’ve learned till now in the
entire session.

38. < The tutor must ensure that the students note down these statements while
stating them>
Tutors point:
● Summarise the concepts

Summary:
● Integers and Number Families
● Integers on a Number Line
● Addition of Integers
● Additive Inverse
● Subtraction of Integers
Connect:
<Say that we are at the end of this session>
● Before we get apart, let me remind you of something which you have
to try after the class.
 39. Tutor Points:
● As you know practice makes a man perfect.
● I have taught you all the concepts, now you must do rigorous practice
on these to become a master of the topic.
● Remember to practice the homework question.

Session closure:
● Say that we are at the end of this session.
● Ask the students to visit the BYJU’s-The learning app to practice
more quality questions.

40. Narration:​
● Well to cater to your doubts, we have introduced the instant doubt
solver.
● Here, you can resolve your doubts one-to-one with tutors who will be
provided to you in 15 secs.
● They are top teachers who have resolved up to 20 lakhs doubts so far.
● So how do you ask your doubts?
● Well, all you have to do is log in to www.byjus.com/learn and click on
the “Ask a Doubt” link.
● Here either you can type your doubt or you can also upload an image
of your doubt.
● Answers will be provided instantly for your doubt.
● However, in case your doubt is still not resolved, you can then click
on “Connect to Tutor” and chat with them.
● The tutor will then be available to resolve your doubt and answer any
further questions.​

41. Narration:​
● We have introduced the instant doubt solver on the premium app too.​
● So how do you ask your doubts?​
● Click on the camera icon at the bottom right.​
● Type in doubt or upload an image in the search box to get an answer.​
● If doubt remains unsolved, click on ‘Connect to a tutor’ to start a
one-on-one LIVE chat.​

42. **Bonus Questions**

<The bonus questions are to be discussed if the session is completed before
time>

Teacher Activity
Core Concepts:
● Subtraction of Integers
TS Q06: Subtract −5308 from the sum [(−2100)+(−2001)].

Knowledge Points/Learning Evidence

● Subtraction of Integers

43. Tutor points:

● Focus on the question number and mention it.
● Convey that this is a textbook question.
● Read out the question.
● Discuss the solution

Explanation:
<Write, explain and highlight on the slide.>

Connect:
● Let’s solve another question.

Teacher Activity
Core Concepts:
● Subtraction of Integers

TS Q07: Add without using number line:

(a) (−380)+(−270)
(b) −250+(+150)

Knowledge Points/Learning Evidence

● Addition of Integers

44. Tutor points:

● Focus on the question number and mention it.
● Convey that this is a textbook question.
● Read out the question.
● Discuss the solution

Explanation:
<Write, explain and highlight on the slide.>
● When the integers which are to be added have the same sign, we
ignore the sign and add the integers.
● Then we put the common sign in front of the answer.

● When the integers which are added have different signs, we ignore the
sign and subtract the smaller one from the bigger integer.
 ● Then we put the sign of the bigger integer in front of the answer.

45. END OF THE SESSION