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Proportion

Introduction to Integers

Addition of Integers

Subtraction of Integers

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 1
 Proportion and Its Types

At the end of the lesson, learners should be able to:

• define and explain the different types of proportion and- solve real
life problems using proportional reasoning
;
• appreciate the importance of proportions in daily life and recognize
how mathematical reasoning contributes to equitable and fair
decision-making
; and
• demonstrate problem
-solving skills in proportion
-related applications
through interactive and collaborative learning activities.

Maria and Juan are planning a community feeding program. They estimate that 3 kg
of rice can serve 6 children. If 30 children attend the program, how many kilograms of rice
do they need?

Think about it:

• How does proportion help us scale up or down quantities?

• Why is fair and equitable distribution important in real life?
• Where else do we encounter proportions in daily activities?

A proportion is an equation that states that two ratios are equal. It is used when
comparing quantities in a way that maintains fairness and balance. There are four types of
proportion:

1. Direct Proportion (Direct Variation): If one quantity increases, the other increases
proportionally
(or if one decreases, the other decreases). The means and the extremes should be equal when
multiplied. means
extremes means
�
=�
Formula: 𝐵 𝐷
� � A: B = C: D

extremes

Example 1: A recipe for baking bread needs 4 cups of flour to make 8 loaves. How many cups of flour
are needed for 20 loaves?
4 𝑐𝑢𝑝𝑠 # 𝑐𝑢𝑝𝑠
= 4 x 20 = 8#
8 𝑙𝑜𝑎𝑣𝑒𝑠 20 𝑙𝑜𝑎𝑣𝑒𝑠

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 2
 80 8# 8 8 =
10 = #

Therefore, 10 cups of flour are needed for 20 loaves

To check, 4 x 20 = 8 x 10 80 = 80
Real-Life Application: Budgeting, ingredient measurement, fuel consumption.

2. Inverse Proportion (Inverse Variation): If one quantity increases, the other decreases
proportionally.

𝐴
Formula: =𝐶 A×B = C×D
𝐵 𝐷

Example 2: If 5 workers can build a house in 20 days, how many days will 10 workers need?

5 𝑤𝑜𝑟𝑘𝑒𝑟𝑠 = 10 𝑤𝑜𝑟𝑘𝑒𝑟𝑠 5 × 20 = 10 × n 100

= 10n

20 𝑑𝑎𝑦𝑠 𝑛 𝑑𝑎𝑦𝑠

Therefore, 10 days are needed for 10 workers to finish the same house.

Real-Life Application: Work schedules, transportation speed, fuel efficiency.

3. Partitive Proportion: Dividing a whole quantity into proportional parts.

A:B=C Total Parts=A + B + C

Example 3: A prize of ₱12,000 is to be divided among Ana, Luis, and Bea in the ratio 2:3:5. How
much does each receive?

Total Parts = 2 + 3+ 5 = 10

Ana: x 12 000 = ₱2 400.00 Luis: x 12 000 = ₱3 600.00 Bea: x 12 000 = ₱6 000.00

Therefore, Ana receives ₱2 400.00, Luis receives ₱3 600.00, and Bea receives ₱6 000.00.

Real-Life Application: Salary distribution, budget allocation.

4. Continued Proportion: A proportion where three numbers follow a constant ratio.

a:b=b:c b2 = a × c

Example 4: Find the missing number in 6: x = x: 24.

x2 = 6 × 24 x2 = 144 x = 12

Real-Life Application: Geometry, scaling models.

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 3
 Analyze each item and solve.

1. If 2 pencils cost ₱10, how much will 10 pencils cost?

2 𝑝𝑒𝑛𝑐𝑖𝑙𝑠 10 𝑝𝑒𝑛𝑐𝑖𝑙𝑠
= 2 x # = 10 x 10
10 𝑝𝑒𝑠𝑜𝑠 #

10 𝑥 10 2# 100 2#
= 2 2 = 50 = #

Therefore, ₱50 is the cost of 10 pencils.

2. A bus travels 60 km in 2 hours. How far will it travel in 5 hours?
3. If 4 books weigh 1.2 kg, how much will 10 books weigh?
4. A car uses 8 liters of gasoline for 100 km. How much fuel will it use for 250 km?
5. If a bag costs ₱500 after a 20% discount, what was the original price?

6. A bakery uses 5 eggs to bake 15 cookies. How many eggs are needed for 45 cookies?
7. If 6 workers can paint a house in 9 days, how long will 3 workers take?
8. A prize of ₱15,000 is divided in the ratio 3:2:5. How much does each receive?
9. If 2x = 3y, and y = 6, what is the value of x?
10. If ₱8,000 is shared among three siblings in the ratio 1:3:4, how much does each
receive?
11. A bus driver completes a 240 km trip in 4 hours. How long will he take to drive 360
km?
12. A group of volunteers takes 12 hours to pack 1,200 relief goods. How many hours will
they take to pack 3,000 goods?
13. A school increases its number of students from 200 to 250. If the number of teachers
is proportional, and there were 10 teachers, how many should there be now?
14. A map scale is 1:50,000. If two cities are 5 cm apart on the map, what is their real
distance?
15. If the height of a tree is proportional to the age of the tree, and a 10-year-old tree is 5
meters tall, how tall is a 15-year-old tree?

Answer the following questions, show solution, if possible.

1. Which of the following best defines a proportion?

a) A statement that two ratios are equal
b) A mathematical operation involving division
c) A relationship between addition and subtraction
d) A comparison of two unrelated quantities

2. Which of the following is an example of a direct proportion?

a) The speed of a car and the time taken to reach a destination
b) The number of workers and the time required to complete a task
c) The amount of money saved and the number of months saving continues
d) The price of a product and the quantity purchased

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 4
 3. A recipe for lemonade requires 3 cups of water for every 2 cups of lemon juice. If you
want to make a larger batch using 9 cups of water, how many cups of lemon juice
should you use?
a) 3 b) 4 c) 6 d) 9

4. A farmer notices that the number of mangoes harvested is directly proportional to the
number of trees planted. If 5 trees produce 250 mangoes, how many mangoes can be
harvested from 8 trees?
a) 300 b) 350 c) 400 d) 450

5. Which real-life situation involves inverse proportion?

a) The number of tickets sold, and the total cost collected
b) The number of painters and the time required to paint a house
c) The amount of flour and the number of cakes baked
d) The number of students in a class and their total performance
6. A printing company takes 12 hours to print a book using 4 machines. How long will it
take if they use 6 machines, assuming the work rate remains the same?
a) 6 hours b) 8 hours c) 10 hours d) 12 hours

7. Which equation represents an inverse proportion?

a) xy=k b) x+y=k c) x−y=k d) x/y=k

8. A shop sells notebooks at ₱50 each. If the price is directly proportional to the number
of notebooks purchased, how much will 12 notebooks cost?
a) ₱500 b) ₱550 c) ₱600 d) ₱650

9. If a bus travels at 60 km/h, it takes 5 hours to reach a destination. How long will it
take if the bus speed is increased to 75 km/h?
a) 3 hours b) 4 hours c) 5 hours d) 6 hours

10. Why are proportions important in daily life?

a) They help in estimating values and making fair decisions
b) They are only useful for mathematicians
c) They complicate real-world problems
d) They only apply to business and finance

How would you teach the concept of proportion in an engaging and meaningful way,
ensuring gender inclusivity and real-life applications?

What activities will you give to apply the following learning theories in your teaching?

• Constructivism (Learners discover relationships through problem-solving)

• Experiential Learning (Hands-on activities, real-life examples)
• Collaborative Learning (Group problem-solving)

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 5
 Introduction to Integers

At the end of the lesson, learners should be able to:

• define integers, identify
positive and negative integers, and represent them on a
number line.
• develop an appreciation for the practical applications of integers in everyday
life and recognize the importance of fairness and inclusivity in mathematical
problem -solving.
• accurately place integers on a number line and solve simple problems
involving addition and subtraction of integers.

Imagine a group of friends, some who are earning points in a game and others who
are losing points. Let's say, Maria earned 5 points, while David lost 3 points. How can we
represent these gains and losses using numbers?
Also, imagine a building with floors above and below ground. How do we represent
these floor levels?
Or imagine a community where some people have savings, and some have debts.
How do we represent these financial situations?

Integers are whole numbers (not fractions or decimals) that can be positive, negative, or
zero. They help us represent quantities that have opposite directions or values.

Positive Integers: These are numbers greater than zero (e.g., 1, 2, 3, ...).
▪ They represent gains, increases, or values above a reference point.
Negative Integers: These are numbers less than zero (e.g., -1, -2, -3, ...).
▪ They represent losses, decreases, or values below a reference point.

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 6
 Zero: Zero is the neutral integer, neither positive nor negative. ▪
It represents a starting point or a balance.

Strategies to Represent Integers

Using the Number Line: A number line is a visual tool that helps us understand the order and
relationships between integers.

Positive integers are located to the right of zero.

Negative integers are located to the left of zero.
The farther a number is from zero, the greater its absolute value (its
distance from zero).
Using Counters: Using two-color chips (typically red and blue) is a hands-on and visual approach to
teaching integers. These counters help students conceptualize positive and negative numbers, making
abstract mathematical operations more concrete.

Red Chips represent negative integers (-1). Blue Chips represent positive integers
(+1). A Pair of One Red and One Blue Chip represents a zero pair, illustrating the concept of
additive inverses (e.g., +1 and -1 cancel each other out).

Example Activity: Represent -3 + 2 using counters:

▪ Lay out three red chips (-3).

▪ Add two blue chips(+2).

▪ Cancel out pairs(1 blue cancels 1 red).

▪ Final answer: -1, e 1 red counter left.

Using Real-Life Scenarios

Application of Positive Integers
▪ Number of students in a classroom – A class can have 25, 30, or 45 students, but
never a fraction of a student.
▪ Books on a shelf – A bookshelf may have 10, 20, or 50 books, always in whole
numbers.
▪ Days in a week – There are always 7 days in a week, never 7.5 or 6.8.
▪ Number of chairs in a hall – A conference room may have 100, 200, or 500 chairs, all
in whole numbers.
▪ Goals scored in a soccer match – A team can score 1, 2, or 5 goals, but not 3.7 goals.
▪ Number of floors in a building – A building can have 5, 10, or 25 floors, but not 12.5
floors.
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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 7
 ▪ People in a queue – A line for a concert might have 50, 100, or 200 people, always
whole numbers.
▪ Eggs in a carton – Egg trays come in sets of 6, 12, or 30, always positive whole
numbers.
▪ Number of pets in a household – A family can have 1, 2, or 4 pets, but not 2.3 pets.
▪ Buses in a terminal – A bus station may have 10, 15, or 25 buses parked, always
counting in whole numbers.

Application of Negative Integers

▪ Temperature drop: The temperature in Canada was -15°C last night.
▪ Bank overdraft: John’s bank account balance is -₱500, meaning he owes the bank
money.
▪ Depth below sea level: The Dead Sea’s elevation is -430 meters below sea level.
▪ Loss in business: A company reported a -₱25,000 loss this month due to low sales.
▪ Weight change: Maria was on a diet and lost -5 kg over two months.
▪ Golf score: A professional golfer scored -3 under par in the tournament.
▪ Building basement level: The parking lot is located at -2nd floor (B2) in a shopping
mall.
▪ Altitude of a diver: A scuba diver is swimming at -12 meters below the ocean surface.
▪ Freezing temperature: The weather in Russia reached -20°F during winter.
▪ Stock market loss: The stock price of a company dropped by -8 points in one day.
Application of Zero Integers
▪ Bank Balance: A person checks their bank account and sees a balance of ₱0, meaning
they have no money left.
▪ Temperature Reading: The weather report states that the temperature is 0°C,
indicating the freezing point of water.
▪ Electricity Usage: A household experiences a power outage, meaning their electricity
consumption is 0 kilowatts during that period.
▪ Test Score: A student who leaves a test blank receives a score of 0 for that subject.
▪ Phone Battery: A mobile phone shuts down because its battery percentage has
reached 0%.
▪ Car Speed: A parked car has a speedometer reading of 0 km/h, meaning it is not
moving.
▪ Inventory Count: A store runs out of a particular product and marks its stock as 0
units available.
▪ Internet Connection: A person experiences an internet outage and their download
speed is 0 Mbps.
▪ Sports Score: A basketball team fails to score any points in the first quarter, so their
score remains at 0.
▪ Attendance Record: A student who is absent from class is marked with 0 attendance
for that day.
❖ Gender Sensitivity: When using examples, ensure they are inclusive and not stereotyped. ▪
For example, instead of saying, "A boy scored 10 points," use "A player scored 10
points." Use varied names and scenarios to represent diverse experiences.

Study and answer the following questions.

1. Place the following integers on a number line: -2, 0, 3, -1, 5.

2. A group of hikers climbed 200 meters up a mountain and then descended 150 meters.
What is their current position relative to their starting point?

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 8
 200 - 150 = 50 meters above the starting point.

3. A company's profit and loss statement showed a loss of ₱5,000 in January, a profit of
₱8,000 in February, and another loss of ₱3,000 in March. What is the company's
overall profit or loss for the first three months?

-5000 + 8000 - 3000 = 0. The company had neither profit nor loss.

Analyze each item and solve. Show your solution if applicable.

1. Which of the following is NOT an integer?

a) -7 b) 0 c) 3.5 d) 12

2. What is the opposite of -8?

a) -8 b) 0 c) 8 d) 1

3. Which number is farthest to the left on a number line-10 b) -5

c) 0 d) 5
4. A submarine is at a depth of 200 meters below sea level. How is this represented as an
integer?
a) -200 b) 200 c) 0 d) 20

5. On a number line, which statement is TRUE?

a) -3 is greater than 2 c) -5 is less than -2
b) 7 is less than -7 d) 0 is greater than 5

6. Which real-life situation best represents a negative integer?

a) Gaining 5 kilograms c) Depositing ₱500 in a bank
b) Losing 3 points in a game d) Walking 2 kilometers forward

7. If a company reports a profit of -₱10,000, what does this mean?

a) The company earned ₱10,000 c) The company lost ₱10,000
b) The company has no money d) The company broke even

8. Why is it important to understand integers in financial transactions?

a) To ignore negative balances c) To make sure all numbers are positive
b) To correctly interpret profits and losses d) To avoid using subtraction

9. What is the sum of -6 and 9?

a) -15 b) 3 c) -3 d) 15

10. A temperature is recorded as -2°C at night and rises by 5°C in the morning. What is the
new temperature?
a) -7°C b) -3°C c) 3°C d) 7°C

How will you teach the concept integers in a way that is engaging, interactive, and
relatable to students’ home life? What activities or strategies would you use to ensure that
students not only understand the concepts but also apply them in their everyday household
financial decisions?
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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 9
 The most effective strategy for teaching integers to elementary learners is to integrate
visual aids, real-world applications, and interactive activities into instruction. Making math
engaging and relatable helps students develop a stronger understanding of positive and
negative numbers. Tools like number lines, manipulatives, and math games serve as powerful
resources for reinforcing integer concepts in an enjoyable and accessible way.

Addition of Integers

At the end of the lesson, learners should be able to:

• explain and apply the rules for adding integers in various contexts
;
• appreciate the role of integer operations in everyday problem
-solving,
ensuring inclusivity and gender sensitivity
; and
• solve real-life problems involving the addition of integers using diverse
strategies.

Imagine Maria and Amir, two student volunteers, collecting relief goods after a
typhoon. Maria recorded that they collected +25 food packs on the first day and +18 food
packs on the second day. However, they also distributed -15 packs to affected families
on the third day.

• How many food packs do they have in total after the third day?
• What do you observe when we add both positive and negative numbers?
• How do we use integer addition in daily life (e.g., temperature changes, budgeting,
sports scores)?

Adding integers follows specific rules based on the signs of the numbers. Let’s explore each case:
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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 10
 Case 1: Adding Two Positive Integers: When adding two positive integers, the result is always
positive.

• Example: (+7) + (+4) = +11

• Interpretation: If you have 7 apples and add 4 more, you now have 11 apples.

Case 2: Adding Two Negative Integers: When adding two negative integers, the result is always
negative.

• Example: (−6) + (−3) = −9

• Interpretation: If you have a debt of 6 pesos and borrow 3 more pesos, your total debt is 9
pesos.

Case 3: Adding a Positive and a Negative Integer: When adding a positive and a negative integer,
subtract their absolute values and keep the sign of the larger number.

• Example 1: (+10) + (−4) = +6 o The larger absolute value is 10, and its sign is
positive.
• Example 2: (−8) + (+5) = −3 o The larger absolute value is 8, and its sign is negative.

Visualizing Addition Using a Number Line

Consider the example (−5) + (+3 ):

1. Start at -5 on the number line.

2. Move 3 steps to the right since we are adding +3.
3. You land at -2, so (−5) + (+3) = −2

Visualizing Addition Using Counters

Problem: (-5) + (+3) = -2

1. Represent the First Number (-5) o Place five red chips

on the table to represent -5.

2. Represent the Second Number (+3) o Add three blue

chips to the group to represent +3.

3. Create Zero Pairs o A zero pair consists of one red

chip (-1) and one blue chip (+1), which cancel each other
out.
o Find and remove three zero pairs (matching one red and one blue chip at a
time).

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 11
 4. Count the Remaining Chips o After removing the zero pairs, two red chips remain,
representing -2.

5. State the Final Answer o (-5) + (+3) = -2

Each exercise includes an explanation to reinforce learning and encourage

appreciation of integer addition.
1. (+12)+(+8) → Answer: +20
Adding two positive integers results in a larger positive number.
2. (−5)+(−7) → Answer: −12
Adding two negative numbers results in a larger negative number.
3. (−3)+(+3) → Answer: 0
When adding a negative and positive of the same absolute value, they
cancel out.
4. A submarine is at -30 meters below sea level. If it rises 12 meters, what is its new
depth?
(−30)+(+12)=−18. The submarine is now 18 meters below sea level.
5. A football team had -4 points due to penalties but scored 6 points in the next quarter.
What is their total score?
(−4)+(+6)=+2. The team now has 2 points.
6. A shop recorded a profit of +500 pesos on Monday but a loss of -200 pesos on
Tuesday. What is the net result?
(+500)+(−200)=+300. The shop still has a net profit of 300 pesos.
7. Lisa starts with ₱1000 but spends ₱1200 on expenses. What is her balance?
(+1000)+(−1200)=−200. Lisa now has a debt of 200 pesos.
8. In a city, the morning temperature was -5°C. By noon, it increased by 9°C. What is
the temperature now?
(−5)+(+9)=+4. The new temperature is 4°C.
9. A stock value decreased by -15 points but recovered by +20 points later. What is the
net change?
(−15)+(+20)=+5. The stock gained 5 points overall.

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 12
 Analyze and answer each question. Show your solution if possible.

1. Which of the following is the correct rule when adding two positive integers? A. Add their
absolute values and keep the positive sign.
B. Add their absolute values and keep the negative sign.
C. Subtract the smaller absolute value from the larger one and keep the sign of the
larger number.
D. Ignore the signs and subtract the two numbers.

2. What is the sum of (-8) + (+5)?

A. -13 B. -3 C. 3 D. 13
3. A submarine is 250 meters below sea level. If it ascends by 75 meters, what is its new
position relative to sea level?
A. -325 meters B. -175 meters C. 175 meters D. 325 meters

4. Adding two integers with different signs involves which operation?

A. Addition B. Subtraction C. Multiplication D. Division

5. In a football game, Team A gained 15 yards on one play but lost 22 yards on the next. What
is their total yardage after these two plays?
A. -37 yards B. -7 yards C. 7 yards D. 37 yards

6. Anna deposits ₱500 in her savings account. The next day, she withdraws ₱700. What is her
new balance if she started with ₱0?
A. ₱1,200 B. ₱200 C. -₱200 D. -₱1,200

7. Which of the following real-life situations best represents adding two negative integers?
A. Depositing money into a bank account
B. Temperature rising by 5°C
C. Owing ₱200 and borrowing another ₱150
D. Earning a bonus at work

8. Lisa and John are discussing their scores in a quiz competition. Lisa scored -6 points in one
round and John scored +9 points. What is their combined score?
A. 3 B. -3 C. -15 D. 15

9. The temperature in a city was -3°C in the morning and dropped by 5°C in the evening.
What is the evening temperature?
A. -8°C B. -2°C C. 2°C D. 8°C

10. A teacher encourages inclusivity by giving all students the opportunity to correct their
mistakes. If a student initially scores -4 points on a test but earns 6 bonus points through
corrections, what is the final score?
A. -10 B. -2 C. 2 D. 10

How would you teach the concept of addition of integers in an engaging way
while ensuring gender sensitivity and inclusivity? Propose an activity that allows
learners to visualize and relate integer addition to real-life situations.

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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 13
 Teaching the addition of integers should extend beyond rote memorization, embracing
a constructivist and gender-sensitive approach to ensure all learners feel represented and
included in mathematical discussions. Effective pedagogical strategies enhance engagement
and understanding. Using number lines helps learners visualize how numbers interact, making
abstract concepts more concrete. Incorporating real-life contexts, such as weather changes,
financial transactions, and elevation differences, makes learning relatable and meaningful.
Hands-on activities, like the “Integer War” card game, encourage interactive learning and
deepen comprehension. Collaborative learning fosters teamwork, allowing students to support
and learn from one another in a shared learning environment. Furthermore, employing
gender-inclusive examples is crucial to breaking stereotypes, ensuring that problem-solving
scenarios reflect diverse experiences rather than assigning financial and analytical tasks to
boys and shopping-related contexts to girls. A teacher’s passion for mathematics is evident in
how they inspire and engage students.

Subtraction
of Integers

At the end of the lesson, learners should be able to:

• explain the different strategies for subtracting integers, including the
number line method, using counters
, andthe keep-change-change rule ;
• appreciate the importance of diverse problem
-solving strategies in
subtraction and develop confidence in applying ; and
them
• solve real-world problems involving integer subtraction using appropriate
strategies.

Imagine you are a weather analyst tracking temperatures in Baguio City, known
for its cold climate. One morning, the temperature was 5°C, but later in the evening, it
dropped to -3°C.

• What was the change in temperature?

• How do we represent temperature changes using subtraction?
• Why is it important to understand integer subtraction in real-life situations?
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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 14
When subtracting integers, different cases arise depending on the signs of the numbers
involved. Understanding these cases helps learners apply the correct rules effectively. Here
are the main cases:

1. Subtracting a Positive Integer from a Positive Integer (a - b)

• If the first number is greater than the second, subtract normally. o
Example: 7 - 3 = 4
• If the first number is smaller than the second, the result is negative.
o Example: 3 - 7 = -4

2. Subtracting a Negative Integer from a Positive Integer (a - (-b))

• Subtracting a negative is equivalent to adding its absolute value.
o Example: 5 - (-3) = 5 + 3 = 8

3. Subtracting a Positive Integer from a Negative Integer (-a - b)

• This results in a more negative value.
o Example: -4 - 5 = -9

4. Subtracting a Negative Integer from a Negative Integer (-a - (-b))

• Subtracting a negative is equivalent to adding its absolute value.
o Example: -6 - (-2) = -6 + 2 = -4

5. Subtracting Zero (a - 0 or -a - 0)
• Any number minus zero remains the same.
o Example: 7 - 0 = 7, -5 - 0 = -5

6. Subtracting an Integer from Itself (a - a)

• Any number subtracted from itself results in zero.
o Example: 9 - 9 = 0, -3 - (-3) = 0

A helpful tip is to rewrite subtraction as adding the opposite (e.g., a−b=a+(−b)a - b

= a + (-b)a−b=a+(−b)), which simplifies integer operations and enhances conceptual
understanding.

When we subtract integers, we can use different strategies:

1. Number Line Method

• Example: 5−(−3) o
Start at 5 on the number
line.
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MATHtupong: Textbook on Teaching Mathematics on the Intermediate Grades 15
 o Moving backward means subtracting a positive number. o Since we
subtract a negative number, we move forward by 3 steps.

Therefore, 5 - (-3) = 8

2. Using Counters (Visual Model)

To solve 5 - (-3) using counters, follow these steps:
Step 1: Represent the First Number (5)
• Use five positive counters ( ) to represent +5. Step 2: Understand Subtraction of
a Negative
• Subtracting -3 means removing three negative counters, but currently, there are no
negative counters present.
Step 3: Add Zero Pairs
• A zero pair consists of one positive counter ( ) and one negative counter ( ), which
together equal zero.
• To allow for removing three negative counters (-3), add three zero pairs ( ) to
the group. Now the representation includes:
o Five positive counters ( )
o Three zero pairs ( )
Step 4: Remove Three Negative Counters (-3)
• Now that there are negative counters available, remove three negative counters
( ).
Step 5: Count the Remaining Counters
• After removing the negative counters, we are left with:
o Five original positive counters ( ) o Three additional positive
counters from the zero pairs ( ) • Total remaining counters: Eight positive
counters ( ), which represents +8.
Therefore, 5− (−3) =8
Using counters visually demonstrates that subtracting a negative is the same as adding a
positive!

3. Keep-Change-Change (KCC) Rule: Change subtraction into addition and take

the opposite of the second number.

• Example: 5−(−7)4 - (-7)4−

(−7) o Keep: 4
o Change subtraction to addition
o Change -7 to +7 o 4+7=11

Each exercise includes an explanation to reinforce learning and encourage appreciation of integer
subtraction.

1. (+12) - (-8) → Answer: +20

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 Subtracting a negative is equivalent to adding its absolute value, resulting in a
larger positive number.
2. (-5) - (+7) → Answer: -12
Subtracting a positive integer from a negative integer results in a more
negative value.
3. (-3) - (-3) → Answer: 0
When subtracting a negative integer of the same absolute value, the result is zero.
4. A submarine is at -30 meters below sea level. If it rises 12 meters, what is its new
depth? (-30) - (-12) = -18
Since subtracting a negative is like adding its absolute value, the submarine is
now 18 meters below sea level.
5. A football team had -4 points due to penalties but scored 6 points in the next
quarter. What is their total score?
(-4) - (-6) = +2
Subtracting a negative means adding, so the team now has 2 points.
6. A shop recorded a profit of +500 pesos on Monday but a loss of -200 pesos on
Tuesday. What is the net result?
(+500) - (-200) = +300
Since subtracting a negative is the same as adding, the shop still has a net
profit of 300 pesos.
7. Lisa starts with ₱1000 but spends ₱1200 on expenses. What is her balance?
(+1000) - (+1200) = -200
Subtracting a larger positive number results in a negative balance, meaning Lisa now
has a debt of 200 pesos.

8. In a city, the morning temperature was -5°C. By noon, it increased by 9°C. What
is the temperature now?
(-5) - (-9) = +4
Subtracting a negative means adding, so the new temperature is 4°C.
9. A stock value decreased by -15 points but recovered by +20 points later. What is
the net change?
(-15) - (-20) = +5
Since subtracting a negative is the same as adding, the stock gained 5 points overall.

Analyze and answer each question. Show your solution if possible.

1. Which of the following is the correct application of the number line method when
subtracting integers? a) Move left for addition, right for subtraction b) Move right for
addition, left for subtraction
c) Move in any direction depending on the signs of the numbers
d) Ignore the number line and directly subtract

2. What is the Keep-Change-Change rule in subtracting integers?

a) Keep the first number the same, change the minus sign to plus, and change the second
number to its opposite
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 b) Keep the first number the same, change both numbers to their absolute values, then
subtract
c) Keep the minus sign the same, change the first number, and then add
d) Keep the numbers as they are and subtract normally

3. When using counters to subtract (-5) - (-2), how many counters will be left?
a) 3 positive counters c) 3 negative counters
b) 7 negative counter d) 2 positive counters

4. What is the correct answer to (-9) - 4 using the number line method?
a) -5 b) -13 c) -3 d) 13

5. Why is it important to use different strategies when subtracting integers?

a) It helps to develop confidence in solving different types of problems
b) Some strategies are faster than others, making calculations easier
c) It allows students to choose the method they are most comfortable with d) All of the above

6. Which real-life scenario best illustrates integer subtraction?

a) Counting the total number of students in class
b) Calculating the loss of money in a business transaction
c) Measuring the perimeter of a square
d) Counting the total number of apples in a basket

7. A submarine was at a depth of -250 meters. It ascends 90 meters. What is its new depth?
a) -160 meters b) -340 meters c) 340 meters d) 160 meters

8. The temperature in Alaska was -12°C in the morning. In the evening, it dropped by 5°C.
What is the new temperature?
a) -17°C b) -7°C c) -5°C d) 17°C

9. Jake owes ₱350 to his friend. He pays back ₱200. How much does he still owe?
a) ₱550 b) ₱150 c) -₱150 d) -₱550
10. A football team started the season with a goal difference of -8. After a few games, they
improved their goal difference by +6. What is their new goal difference?
a) -2 b) 2 c) -14 d) 14

How would you teach integer subtraction in an engaging way? What activities or
technology can you integrate to help all learners, including those who struggle with abstract
concepts?

Teaching integer subtraction should go beyond memorizing rules and formulas. The
most effective strategies make learning engaging, accessible, and meaningful for all learners.
By integrating real-world applications and inclusive teaching methods, future educators can
foster confidence in mathematics through interactive lessons and encourage students to apply
problem-solving skills in everyday situations. A gender-sensitive approach ensures that every
student feels capable and valued in the learning process. Moreover, teaching with empathy
and cultivating a growth mindset helps learners see mathematics as an exciting and solvable
challenge rather than a barrier. When math is made fun, inclusive, and relevant, preservice

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 teachers shape lifelong learners who trust in their abilities to approach any problem with
confidence.

➢ Opposites Cancel Out - When you add a number and its opposite (e.g., +5 and -5), the result
is always zero. This is known as the additive inverse property.
➢ The “Keep-Change-Change” Rule - Many students struggle with subtracting integers, but the
simple trick of Keep-Change-Change (keep the first number, change subtraction to addition,
and change the sign of the second number) makes it easier to solve.
➢ Integer Subtraction is Just Reverse Addition – If you can add integers, you can subtract them!
Since subtraction is the same as adding the opposite, 7 - (-3) is just 7 + 3.
➢ The Temperature Connection - Adding and subtracting integers is like tracking temperature
changes. If it’s -5°C and the temperature rises by 10°C, the new temperature is +5°C. If it
drops by 10°C, it becomes -15°C!
➢ Debt and Money Analogy - Integer operations are commonly used in finances. If you owe
₱200 (-200) and earn ₱500, your balance is ₱300 (500 - 200).
➢ Negative + Negative = More Negative – Adding two negative numbers always results in a
larger negative number (e.g., -4 + (-3) = -7), just like stacking more debt or digging a deeper
hole!
➢ The Number Line Trick – When adding or subtracting integers on a number line, moving
right means addition, and moving left means subtraction. This visual method helps understand
integer operations better.
➢ The Zero Trick - Any number minus itself is always zero (e.g., 12 - 12 = 0), which is why
adding and subtracting integers correctly is essential in balancing equations.
➢ The Absorption of Zero -Adding zero to any integer doesn’t change its value (e.g., -10 + 0 =
10). This is called the identity property of addition.
➢ Did You Know? -The word "integer" comes from the Latin word "integer," which means
"whole" or "untouched," emphasizing that integers are complete numbers without fractions or
decimals!

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