I.

OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of sets and the real
Standards number system.
B. Performance The learner is able to formulate challenging situations involving sets, and real
Standards numbers and solve theses in variety of strategies.
C. Learning By the end of this lesson the learners will be able to…
Competencies/ • perform the four fundamental operations on integers;
Objectives
II. CONTENT Topic: Four Fundamental Operations on Integers
III. LEARNING RESOURCES
A. Resources Operations on Integers (Definition, Examples) – BYJUS
Operation of integers (Arithmetic operations on integers and Examples) –
BYJUS
Addition and Subtraction of Integers (Rules and Examples)
IV. PROCEDURES
A. Reviewing Guess the Word
previous lesson
or presenting
the new lesson
OPERATION

ADDITION

MULTIPLICATION

SUBTRACTION

DIVISION
B. Establishing a 1. Can you think of situations in your daily life where you use addition,
purpose and subtraction, multiplication, or division without realizing it?
Presentation of o When buying something, we use subtraction.
the lesson 2. Why do you think understanding integer operations is important in
managing money, time, and resources?
o Because integer operations helps us track our savings and
expenses and we can also track the time we’re studying every
day.
C. Discussing new “Four Fundamental Operation on Integers”
concepts and Integers can be used in the following four fundamental arithmetic operations:
practicing new • Addition
skills • Subtraction
• Multiplication
• Division

Basic Rules to Follow During the Operations on Integers:

• A number is considered positive if there is no sign in front of it.
• An integers absolute value is a positive number, which is represented
as |-1| = 1 and |1| = 1.

Addition of Integers
When two or more integers are added, their value may increase or decrease
depending on whether the individual integers are positive or negative.

The three main possibilities in the addition of integers are:

• Addition between two positive numbers
• Addition between two negative numbers
• Addition between a positive number and a negative number

Rules to follow when adding integers:

• When the signs of the two integers are the same: Integer absolute
values are added, and the resulting numbers are given the same sign
as the integers that are part of the addition operation.
For example,
(+ 4) + (+ 3) = + 7
(- 8) + (- 3) = – 11

• Whenever one number is larger than the other and vice

versa: Determine the difference between the absolute values of the
two numbers, and then add the sign of the greater of the two integers
to the result.
For example,
(- 9) + (+ 4) = – 5
(+ 8) + (- 2) = + 6

Subtraction of Integers
Like in addition, the subtraction of integers also has three possibilities. They
are:
• Subtraction between two positive numbers
 • Subtraction between two negative numbers
• Subtraction between a positive number and a negative number
For ease of calculation, we need to renovate subtraction problems the
addition problems. There are two steps to perform this and are given below.
1. Convert the subtraction sign into an addition sign.
2. After converting the sign, take the inverse of the number which comes
after the sign.
Once the transformation is done, follow the rules of addition given above.
For example, finding the value of (-5) – (7)
Step 1: Change the subtraction sign into an addition sign
⇒ (-5) + (7)
Step 2: Take the inverse of the number which comes after the sign
⇒ –5 + (-7) (opposite of 7 is -7)
⇒ –5 + (-7) = -12

Multiplication of Integers
The formula for multiplying two integers is quite straightforward. The
outcome is positive if the signs of the two integers are the same. The outcome
is negative if the integers have different signs.

For Example;
3 x 6 = 16
-3 x -4 = 12
7 x -3 = -14
-5 x 3 = -15

Division of Integers
When an integer is divided by another, it is either evenly divided into
groups or divided into a predetermined number of groups. Similar to
multiplication, there is a rule for dividing integers. The outcome is positive
if the signs of the two integers are the same. The outcome is negative if the
integers have different signs.

With the examples in the following table, we can apply the following rules to
divide two integers:
 For example;
10 ÷ 2 = 5
(−10) ÷ (−2) = 5
10 ÷ −2 = −5
−10 ÷ 2 = −5

D. Developing Activity: Individual Practice

mastery (Leads 1. −6 (−8) = 𝟒𝟖
to Formative 2. −18 ÷ 6 = −𝟑
Assessment 3) 3. −5 − (−6) = 𝟏
4. −3 + 6 (2) = 𝟗
5. 15 − (−5) ÷ 2 = 𝟏𝟕. 𝟓
E. Finding Problem Solving:
practical 1. A shopkeeper buys 15 items for ₱2,000 each. He sells 10 of
applications of them for ₱3,000 each and the remaining 5 for ₱2,500 each.
concepts and What is his total profit?
skills in daily • Solution: 15 × ₱2,000 = ₱30,000
living (10 × ₱3,000) + (5 × ₱2,500) = ₱30,000 + ₱12,500 =
₱42,500
₱42,500 - ₱30,000 = ₱12,500.
2. A warehouse has 240 items. On Monday, 70 items are
shipped out, and on Tuesday, 45 items are returned. On
Wednesday, another 120 items are shipped out. How many
items are left in the warehouse?
• Solution: 240 - 70 + 45 - 120 = 95 items.
3. A farmer has 96 watermelons and wants to distribute them
equally among 8 baskets. How many watermelons will each
basket contain?
• Solution: 96 ÷ 8 = 12 watermelons
4. A restaurant serves 24 tables during lunch and 36 tables
during dinner each day. How many tables do they serve in 7
days?
 • Solution: (24 + 36) × 7 = 420 tables
5. A factory produces 85 gadgets daily. How many gadgets are
produced in 12 days?
• Solution: 85 × 12 = 1,020 gadgets

F. Making Class Discussion

generalizations Guide Questions:
and 1. "What patterns do you notice when adding two negative
abstractions integers?"
about the • When adding two negative integers the sign of the
lesson answer remains negative.
2. "How do the rules for multiplying integers differ from those
for adding and subtracting?"
• When adding or subtracting two integers with
different signs, the sign of the answer depends on the
given which has the greater absolute value, but wen
it comes to multiplying two integers with different
signs the answer is always negative.
3. "Can you think of real-life situations where you would need
to use integer division?"
• Yes, if a mother wants to distribute the 9 candies
equally to her 3 children, she will use division to
distribute the candies equally and give 3 candies to
each of her child.
G. Evaluating Quiz no. 1
learning 1. −7 + 5 = -2
2. 20 − (−8) = 28
3. −4 × 6 = -24
4. Solve: A teacher has 48 pencils and wants to distribute them
equally among 16 students. How many pencils will each
student receive?
• Solution: 48 ÷ 16 = 3 pencils
5. Solve: "A diver is at a depth of -10 meters. They ascend 6
meters. What is their new depth?"
• Solution: -10 + 6 = -4 meters
 H. Additional Assignment:
Activities for
application or 1. A company started with a loss of ₱15,000 in the first month.
remediation In the second month, they made a profit of ₱20,000. What is
their net result after two months? Solution: -15,000 +
20,000 = 5,000
2. The temperature in a freezer starts at -18°C. After repairs,
the temperature rises to -5°C. By how many degrees has the
temperature changed?
Solution: -5 - (-18) = -5 + 18 = 13°C
3. A machine produces 25 items per hour. If it operates for 8
hours in a day, how many items will it produce in a day?
Solution: 25 × 8 = 200 items
4. A teacher has 48 books and wants to divide them equally
among 12 students. How many books will each student
receive?
Solution: 48 ÷ 12 = 4 books
5. A store starts with 200 items in stock. It sells 75 items in the
morning, receives 50 more items in a delivery, and then sells
another 60 items in the afternoon. How many items are left
in stock?
Solution: 200 - 75 + 50 - 60 = 115 items
V. REMARKS
VI. REFLECTION

Prepared By:
SAYAT, ANA FRENCEL B.
BSE-MATH3