WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

GRADE
MATHEMATICS
6

LEARNING QUARTER 2

MODULE WEEK 7

1
 MODULE IN
MATHEMATICS 6

QUARTER 2
WEEK 7

Comparing and Arranging Integers

Basic Operations on Integers
Development Team

Writer: Romelia D. Barcena

Editors/Reviewers: Josephine Gloria S. Tudlong Ma. Mercedes G. Colobong
Donna Hazel G. Palafox
Illustrators: Jeshimon C. Patoc Ronie P. Fiesta
Layout Artists: Romelia D. Barcena Ronie P. Fiesta
Management Team:
Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Marlyn S. Ventura

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 What I Need to Know

MELC:
1. Compares and arranges integers.
2. Describes and interprets the basic operations on integers using materials
such as algebra tiles, counters, chips and cards.

Objectives:

At the end of the module, you should be able to:

1. compare and arrange integers; and

2. describe and interpret the basic operations on integers using materials such
as algebra tiles, counters, chips and cards.

What I Know

Directions: Read each item carefully. Write the letter of the correct answer in your
answer sheet.

1. What number is the opposite of the number zero?

A. the numbers to its left
B. the numbers to its right
C. the number 0 is its own opposite
D. the number 0 does not have an opposite

2. On the Celsius scale, the freezing point of water occurs at zero degree. Which
pair of numbers represents temperatures both above and below the freezing
point?
A. -100C and -200C B. 100C and -100C
C. 00C and 100C D. 200C and 50C

3. Order the integers: 10, -5, 3, 16, -1, 0, 1 from least to greatest.
A. -1, -5, 0, 1, 3, 10, 16 B. 16, 10, 3, 1, 0. -1, -5
C.-5, -1, 0, 1, 3, 10, 16 D. 0, -1, 1, 3, -5, 10, 16

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4. Compare -9 _____ -1.
A. > B. < C. = D. ≥

5. Which of the following mathematical expressions represent the tiles?

[ Hint: blue tile (+1), red tile (-1) ]

A. +16 B. 4 + −2 C. - 6 D. −4 + 2

6. Which math expression represents the chips?

A. +2 + −6 B. −2 + +6 C.+6 + +2 D. −6 + +2
7. Which Math equation represents the diagram?

+ + + + + + + +

- - - - -

A. + 3 - + 5 = -2 B. – 5 - - 3 = - 2
C. + 3 - -5 = +8 D. + 5 - -3 = +8
8. Which Math equation represents the diagram?
Hint: Each tile is equivalent to -1

A. – 5 - -3 = - 2 B. +5 - -3 = + 8
C. - 5 - + 3 = - 8 D. – 2 - + 3 = - 5

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9. What is the sign of the product of two positive numbers?
A. positive B. zero C. negative D. positive and negative

10. Which division equation is represented by the model?

(Note: blue circle means -1)

A. – 6 ÷ 3 = - 24 B. – 24 ÷ -3 = - 8

C. 24 ÷ 3 = 8 D. – 24 ÷ -3 = +8

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 Lesson
COMPARING AND
1 ORDERING INTEGERS

What’s In

Activity 1: Let Us Recall!

Directions: Write the integer for each of the following in your answer sheet.
1. Earnings of PhP150
2. Won PhP100
3. 10 degrees below zero degree Celsius
4. Spent PhP50
5. 7 steps backward
6. A gain of 6 points
7. A loss of 25 yards
8. Sea level
9. 25 degree above sea level
10. Ground floor

What’s New

If your younger brother asked you as to what integer is bigger between two given integers,
how will you explain to him?

What can you see in the picture?

What do you think they are doing?

What kind of children are they?

Valuing: If you are the girl in the picture, are you willing

to teach your younger brother? Why?

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 What is It

Go back to the problem, how will you explain what integer is bigger between two given
integers?

We can use the number line to compare and arrange integers.

Negative Integers Positive Integers

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

As the integer goes to the left, the As the integer goes to the right, the
value becomes smaller. value becomes bigger.

Integers can be positioned and ordered on a number line.

As we move to the right on the number line, the numbers get
larger in value. As we move to the left, the values get smaller. From the
number line we can see that a positive integer is greater than zero.
Similarly, negative integers are less than zero.

Examples: Compare the following pair of integers.

+ 8 and + 7 + 8 is to the right of + 7, Therefore, + 8 > + 7

- 6 is to the right of negative – 7,

-6 and -7
Therefore, - 6 > - 7

+ 11 and + 13 +11 is to the left of + 13, Therefore + 11 < + 13

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 -12 and - 11 - 12 is to the left of – 11, Therefore – 12 < - 11

More Examples on Comparing Integers

Answer: + 14
Which integer is greater?
All positive integers are greater
+ 14 or - 14
than negative integers.

Which integer is smaller? Answer: - 20

-20 or - 2 -20 is to the left of -2

If you know how to determine the value of the integers, you can also
order them from least to greatest or vice versa.

Negative Integers Positive Integers

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

As the integer goes to the As the integer goes to the

left, the value becomes right, the value becomes
smaller. bigger.

Note: The number line can be of help in ordering the integers from least to
greatest or vice versa

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Examples:

Arrange the integers - 3, - 2, 0, Answer:

- 6, + 8 and + 2 from least to - 6, - 3, - 2, 0, + 2, +8
greatest

To arrange integers from greatest to least or descending order, start with the
largest positive number or with the greatest absolute value (+10, +3) and 0 will
follow. Then arrange the negative integers with smallest absolute value ( -2, -9, -
12).
Therefore, the integers are arranged in descending order as +10, +3, 0, -2, -9, -
12

To arrange integers in order from least to greatest or ascending order, start with the
negative number with greatest absolute value ( -6, -3, -2). These are all negative
numbers in the list, so 0 will follow. Then arrange the positive numbers with smallest
absolute value
(+2, +8).
Therefore, the integers are arranged in ascending order as -6, -3, -2, 0, +2, +8
Arrange the integers - 9, - 2, + 3, +10, Answer:
0, and - 12 from greatest to least. +10, +3, 0, - 2, - 9, -12
To arrange integers in order from least to greatest or ascending order, start with the
negative number with greatest absolute value ( -6, -3, -2). These are all negative
numbers in the list, so 0 will follow. Then arrange the positive numbers with smallest
absolute valueAnswer:
(+2, +8). +10, +3, 0, - 2, - 9, -12
Therefore, the integers are arranged in ascending order as -6, -3, -2, 0, +2, +8

Arrange the integers - 9, - 2, + 3, +10,

0, and - 12 from greatest to least.

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 What’s More

Let’s Work It Out

A. Copy the following problems in your answer sheet and write the appropriate
Let’ssymbol
Work(<, > or =) inside the box
It Out that best describe the relationship
between the two given integers.

1. – 12 -9

2. – 15 + 56

3. + 41 - 100

4. – 83 - 112

5. – 14 +9

B. Arrange the integers from least to greatest. Write the answers in your answer
sheet.

1. – 6, - 12, + 3, + 10, -21

2. + 8, - 22, + 15, - 10, - 34

3. – 25, - 33, + 40, -72, + 100

4. – 33, + 10, - 12, - 14, + 71

5. – 34, + 23, - 10, - 12, 0

C. Arrange the integers from greatest to least. Write the answers in your answer
sheet.

1. - 23, 0, + 12, + 100, + 34

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 2. + 44, - 66, - 43, - 73, -121

3. – 78, + 50, - 33, + 10, - 22

4. + 98, - 48, - 42, + 89, + 90

5. – 8, + 13, 0, - 34, + 58

Remember

• As the integer goes to the right, the value becomes bigger.

As the integer goes to the left, the value becomes smaller.
• We can compare integers if we know how to determine their
values in the number line.
• We can also order integers from least to greatest or vice
versa if we know the value of the position of each integer in
the number line.

Remember
What I integer
• As the HavegoesLearned
to the right, the value becomes bigger.
As the integer goes to the left, the value becomes smaller.
• We can compare integers if we know how to determine their
values
How do we compare in the number line.
integers?
• We can also order integers from least to greatest or vice
versa if we know the value of the position of each integer in
theAsnumber
the integer
line.goes to the right, the value becomes
bigger. As the integer goes to the left, the value
becomes smaller. We can compare integers if we know
how to determine their values in the number line.

How do we order integers from least to greatest and vice versa?

We order integers from least to greatest or vice versa by

getting to know the value of the position of each integer
in the number line.

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 What I Can Do

Activity 1: Compare Me!

Directions: Find the number that makes each inequality true. Put the letter that goes
with that number in the box. Each number is used only once.

F = 3
What has fifty heads and fifty tails? E = -2
S = -8
I = -4
4<?<6 -3>?>-5 0<?<4 -7<?<-5 7>?>9
P = -7
T = -6
N = 2
F = 5
-8<?<-6 -1>?>-3 1<?<3 10>?>8 1>?>-1 4<?<7 -9<?<-7
I = 0
Y = 8
Answer: E = 6
N = 9
____________________________________________________________

Activity 2. F = 3
A. Compare the integers and supply inside the box the correct symbol using
E = >,- <2 or
=. Write your answers in a separate sheet of paper. S = -8
I = -4
1. +17 +16
P = -7
2. 0 -8 T = -6
N = 2
3. – 8 +1 F = 5
I = 0
4. – 12 + 12 Y = 8
E = 6
5. – 75 + 80
N = 9
B. Arrange the set of integers in ascending order.

1. + 9, - 9, + 10, - 15

2. – 12, + 21, + 2, - 10

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 3. +30, -20, -50, +40, -10

C. Arrange the set of integers in descending order.

4. +100, -100, -59, -60, +60

5. – 456, +564, -654, -546, +465

Lesson
Basic Operations on
2 Integers

What’s In

LET’S BRUSH UP
Directions: Write the letter of the correct answer on your answer sheet.

LET’SofBRUSH
1. Which UP integers is the smallest?
the following
A. -4 B. +2 C. 0 D. -10

2. Which of the following integers is the greatest?

A. +15 B. -14 C. -100 D. +10

3. Which set of integers is arranged from least to greatest?

A. -15, - 20, - 10, +1 B. +5, 0, -23, -12
C. – 10, -9, +1, +10 D. – 12, +4, - 9, - 100

4. Which set of integers is arranged from greatest to least?

A. – 15, - 20, - 33, - 50 B. + 7, 0, -20, - 12
C. – 11, - 9, + 12, + 10 D. – 16, +4, - 9, - 120

5. Which statement is correct?

A. – 14 > - 10 B. + 25 < - 25
C. + 23 > - 32 D. – 44 = + 44

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 What’s New

Rizza sold 4 kilograms of

mangoes in the morning and
5 kilograms in the afternoon.
How many kilograms of
mangoes did she sell in all?

Questions:
1. Who is Rizza?
2. How many kilograms of mangoes did she sell in the morning? Afternoon?
Rizza sold 4 kilograms of
3. What are we going to find in the problem?
mangoes in the morning and
Valuing: What kind of a girl is Rizza? Why do you say so?
5 kilograms in the afternoon.
How many kilograms of
mangoes did she sell in all?

What is It

A. ADDITION OF INTEGERS
Let us study and solve the problem of Rizza. Look at the illustrations below.

+4 +5
+ = +9

+ =

+4 +
+5 =
+9

+4 +5 +9

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This can also be illustrated using the number line.

+9

+5
+4

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9

In using the number line for adding integers:

- Always start at zero.
- Add a positive integer by moving to the right on the
number line.

In using the number line for adding integers:

- Always start at zero.
How do we add positive integers?
- Add a positive integer by moving to the right on the number line.

To add two positive integers, add the absolute values. The sign of the
How do we add positive integers?
sum is positive.

Let us have more examples using number line.

- 4 + -5 = -9

-9
-5
-4

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9

In using the number line for adding integers:

- Always start at zero.
- Add a negative integer by moving to the left on the
number line.

In using the number line for adding integers:

- Always start at zero.
- Add a negative integer by moving to the left on the number line.

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 - 9 + +5 = -4

- 4
+5
-9

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9

Shown below are the tiles colored white and black. Let the black tiles represent
positive integers, while the white tiles represent negative integers.

What happens when we put together 1 black tile and 1 black tile? (+ 1 + + 1)

What happens when we put together 1 black tile and 1 black tile? (+ 1 + + 1)

+1 + +1

This will produce 2

black tiles (+ 2)

ThisHowwill produce
about if 2weblack
put together 1 white tile and 1 white tile? (-1 + - 1)
tiles (+ 2)

How about if we put together 1 white tile and 1 white tile? (-1 + - 1)

-1 + -1

This will produce 2

white tiles (- 2)

This will produce 2 white

tiles (- 2)

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 Observe that the two tiles represent opposite
What will happen if we signed numbers which are positive and
put together 1 black negative. Any number paired to its opposite will
tile and 1 white tile? produce a “zero pair.” They cancel each other
(+ 1 + - 1) out. A zero pair is a pair of numbers whose sum
is zero.

What will happen if we put

together 1 black tile and 1
+1 + -1 = 0
white
+ 1 tile?+(+ 1 +- 1- 1)

Observe that the two tiles represent opposite signed

More examples:
numbers which are positive and negative. Any number
Example 1: Show the sum of -4 and - 5 using tiles
paired to its opposite will produce a “zero pair.” They
Let us show first -4 using tiles
cancel each other out. A zero pair is a pair of numbers
whose sum is zero.
Then do the same for – 5

Now we get the sum of - 4 and – 5. To get the sum of two negative integers,
+1
we simply put together. Now the result will be: + -1 = 0

+ =

-4 + -5 = -9
Example 2: Show the sum of +5 and – 2 using tiles
Let us show first +5 using tiles

Then do the same for -2. But take note that we will use white tile since it is a
negative integer.

Now, we get the sum of +5 and -2. To get the sum, we will use the zero pair.
We do this by eliminating the tiles with pair. Then the result will be:

There are 3 black tiles remaining. Therefore, the sum of + 5 and – 2 is + 3

17
 Observe the signs of the addends and the sum. From the given examples, we
may conclude that:
• If the addends have the same sign, the numbers are added and the
common sign is affixed to the sum.
• If the addends have different signs, the signs are first disregarded and
the difference between the numbers is obtained. The sign of the greater
number is affixed to the answer. (Take note that signs are also
disregarded when determining the greater number.)

Observe the signs of the addends and the sum. From the given examples, we
B. SUBTRACTION OF INTEGERS
may conclude that:
• If the addends have the same sign, the numbers are added and the
Steps in Subtracting Integers
common sign is affixed to the sum.
1. Copy the minuend.
• If the addends have different signs, the signs are first disregarded and
2. Change the sign of the subtrahend.
the difference between the numbers is obtained. The sign of the greater
3. Change the subtraction sign to addition.
number is affixed to the answer. (Take note that signs are also
4. Follow the rules of addition of integers.
disregarded when determining the greater number.)
Example 1: + 6 - +9 = N +6 + -9 = -3

Step 1: Copy the minuend (+6)

Step 2: Change the sign of the subtrahend

( + 9 change to – 9 )

Step 3: Change the subtraction sign to addition.

Change the operation, minus ( – ) into plus (+ )

Step 4: Follow the rules of addition of integers

+ 6 - + 9 = +6 + -9 = -3

Note: To add two different integers

subtract their absolute values then use
the sign of the greater number.

Take away 6 chips from 9 chips.

3 chips remain.

Take away 6 chips from 9 chips.

3 chips remain.
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Example 2: - 4 - -3 = N -4 + +3 = -1

Take away 3 tiles from 4 tiles. One tile remains.

Example 3: -4 Take
- away
+ 1 3 tiles
= from
N 4 tiles. One -tile
4 remains.
+ -1 = - 5

We cannot take away 1 black tile from 4 white tiles. Then we must add 1 zero pair.
Then,

Remove 1 black tile

Removing 1 black tile, then remains 5 white tiles. The

difference therefore, is -5

Removing 1 black tile, then remains 5 white tiles. The difference

Example 4: + 3 - - 5 = therefore,
N is -5 +3 + +5 = +8
Obviously, we cannot take away 5 white tiles from 3 black tiles. We have to
bring 5 zero pairs, consisting of 1 black and 1 white tile each. Since adding
zero pairs does not change the value of the set, we now have.

Remove 5 white tiles

Now, remove 5 white tiles. Since 8 black tiles remain, then the
difference is +8.

Now, remove 5 white tiles. Since 8 black tiles remain, then the
difference is +8.

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More Examples:
1.

+6 - +5 = N +6 + -5 = +1

2.

-6 - +4 = N -6 + -4 = - 10

3.

+8 - -3 = N +8 + +3 = + 11

B. MULTIPLICATION OF INTEGERS

Example 1: Find the product of + 3 and + 4

Place 4 rows of 3 black tiles on the mat.

Since there are 12 black tiles, the product is +12. Thus, +3 x +4 = +12

When a positive integer is multiplied with another

positive integer gives a positive product.

Therefore, +3 x + 4 = + 12

When a –
Example 2: Multiply 5 by integer
positive -3 is multiplied with another positive
Place 3 rows of 5 white
integer givestiles on theproduct.
a positive mat.

Therefore, +3 x + 4 = + 12

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Going back to the given, the factors are negative which means all the tiles in the 3
rows should be flipped over.

Since there are 15 black tiles, the product is +15. Thus – 5 x - 3 = + 15

When a negative integer is multiplied with another

negative integer gives a positive product.

Therefore -5 x - 3 = + 15

Example 3:When a negative

Multiply + 4 byinteger
- 3 is multiplied with another negative
Place 3 rows of 4gives
integer blacka tiles
positive product.
on the mat.
Therefore -5 x - 3 = + 15

Going back to the given, the other factor is negative which means all the tiles in the 3
rows should be flipped over.

Since there are 12 white tiles, the product is -12. Thus, + 4 x - 3 = - 12

The product of a positive integer multiplied by a negative

integer or vice versa, gives a negative product.

(+4 and -3 have different signs)

Therefore + 4 x -3 = - 12

The product of a positive integer multiplied by a negative

integer or vice versa, gives a negative product.

(+4 and -3 have different signs)

Therefore + 4 x -3 = - 12 21
C. DIVISION OF INTEGERS

Example 1: Divide : +6 ÷ +2

From the black tiles, make 2 groups with equal number of tiles.

There are 3 black tiles in each group. Therefore, + 6 ÷ +2 = +3

Example 2: Divide: - 6 ÷ + 2
From the 6 white tiles, make 2 groups with equal number of tiles.

There are 3 white tiles in each group. Therefore, - 6 ÷ + 2 = - 3

Example 3: Divide: + 6 ÷ - 2
Note that negative divisor will mean to take the opposite of or flip over. Therefore,
from the 6 black tiles, make groups with equal number of white tiles.

There are 3 white tiles in each group. Therefore, + 6 ÷ -2 = -3

Example 4: Divide: - 6 ÷ - 2
Since the divisor is negative, from the 6 white tiles, make 2 groups with equal
number of black tiles.

There are 3 black tiles in each group. Therefore, -6 ÷ - 2 = -3

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 Since division is related to multiplication then multiplication of integers and division of
integers have related rules.
1. Dividing two integers with the same sign give a positive quotient.
2. Dividing two integers with different signs give a negative quotient.

Since division is related to multiplication then multiplication of integers and division of

integers have related rules.
What’s More
3. Dividing two integers with the same sign give a positive quotient.
4. Dividing two integers with different signs give a negative quotient.

Match Column A with Column B. Write the letter of the correct answer on your
answer sheet.

A B

1. a. + 4 + + 3 = +7

b. – 6 + +3 = -3

c. – 18 ÷ -6 = +3

2. d. +3 - +2 = +1

e. + 5 x +2 = +1

3.

4.

5.

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 What I Have Learned

What are the rules in adding integers?

• If the addends have the same sign, the numbers are added and the common
sign is affixed to the sum.
• If the addends have different signs, the signs are first disregarded and the
difference between the numbers is obtained. The sign of the greater number
is affixed to the answer. (Take note that signs are also disregarded when
determining the greater number.)

How do we subtract integers?

• In subtracting integers, add the additive inverse of the subtrahend to the

minuend.
• A number and its opposite are called additive inverse.

How do we multiply integers?

• When multiplying integers, the product of a positive integer and a negative

integer is a negative integer, while the product of two positive integers or two
negative integers is a positive integer.

How do we divide integers?

• When dividing integers, the quotient of a positive integer and a negative

integer is a negative integer, while the quotient of two positive integers or two
negative integers is a positive integer.

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 What I Can Do

Activity A. Fill Me!

Directions: Illustrate and write the answers of the following expressions on your
answer sheet.

Problem Model Answer

1. -4 + -3

2. +8 + -5

3. – 21 ÷ -3

4. +6 x +4

5. –8 - -9

Activity B. Give the correct word to make each sentence complete. Choose your
answer inside the box and write it in your answer sheet.

the same minuend positive

negative subtrahend subtract different

1. If you add two negative integers, the sign of the sum is also
___________________.
2. To add integers with different signs, _____________ their absolute values
then copy the sign
the same of the integer
minuend with bigger absolute value.
positive
3. To subtract integers, copy the ______________ and change the sign of the
negative subtrahend
____________ then change – sign to + sign and follow the rules in adding
integers.
subtract different
4. Multiplying integers with the same signs gives a _________________
product.
5. The quotient of the two integers with _________________ signs is negative.

25
 Assessment

Directions: Read each item carefully. Choose the letter of the correct answer.

1. Which is the correct symbol for – 27 + 13 ?

A. > B. < C. = D. ≠

2. Which of the following is the greatest?

A. – 1 B. + 10 C. 0 D. – 100

3. Which of the following number is the least?

A. 0 B. – 20 C. – 1 D. – 100

4. What symbol of comparison can make – 12 ______ - 21 correct?

A. > B. < C. = D. ≠

5. Which Math equation represents the diagram?

(red chip is +1)

A. +6 - + 3 = +3 B. - 3 - +3 = 0
C. – 3 + -3 = -6 D. – 6 + -3 = +3

6. Solve the equation: +4 - -2

A. + 2 B. – 2 C. + 6 D. – 6

7. Which division equation is represented by the model?

A. – 9 ÷ + 3 = + 3 B.-9 ÷ +3 = -3
C. + 9 ÷ + 3 = +3 D. – 9 ÷ -3 = -3

26
8. Which addition equation is represented by the following model?

A. + 4 + +5 = +9 B. – 4 + - 5 = -1

C.+ 4 + +5 = +1 D. + 4 + +5 = -9

9. Which Math equation represent the following model? (Blue tile is positive)

A. + 3 x - 3 = +9 B. + 3 x +3 = +9
C. – 3 x +3 = +9 D. + 9 x -1 = -9

10. What is the quotient of positive and negative integer?

A. Positive B. Both negative and positive
C. Negative D. None of these

27
28
What I Know (pages 3-5)
1. D 2. B 3. C 4. B 5. B
6. A 7. C 8. A 9. A 10.D
Lesson 1
What’s In (page 6)
1. + 150 2. + 100 3. – 10 4. – 50 5. – 7
6. + 6 7. – 25 8. 0 9. + 25 10. 0
What’s More (pages 10-11)
A. 1. < 2. < 3. > 4. > 5. <
B. 1. – 21, - 12, - 6, + 3, + 10
2. – 34, - 22, - 10, + 8, + 15
3. – 72, - 33, - 25, + 40, + 100
4. – 33, - 14, - 12, + 10, + 71
5. – 34, - 12, - 10, 0, + 23
C. 1. + 100, + 34, + 12, 0, - 23
2. + 44, -43, -66, - 73, -121
3. + 50, + 10, - 22, - 33, - 78
4. + 98, + 90, + 89, - 42, - 48
5. + 58, + 13, 0, - 8, - 34
What I Can Do (page 12)
What has fifty heads and fifty tails?
5 -4 3 -6 8
F I F T Y
-7 -2 2 9 0 6 -8
P E N N I E S
Answer Key
29
30
References

Nopia, K. n.d. Excel in Math and Beyond Texbook. Mind Builders Publishing House
Inc.,. In-text citation: (Nopia, n.d., 187–91; 203–5)

Perez et.al, Marjoseph H. n.d. 21st Century Mathletes 6 Textbook. 2016th ed. Vibal
Group Inc. In-text citation: (Perez et.al, n.d., 152–66)

2020. Edboost.org. 2020.

https://edboost.org/sites/edboost.org/files/field/field_image_cache/Compare%
20Integers%20%28-20%20to%2020%29%20Puzzle.jpg.

31
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Laoag City

Curriculum Implementation Division
Brgy. 23 San Matias, Laoag City, 2900
Contact Number: (077)-771-3678
Email Address: [email protected]

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