Enrichment Class in
Math 7
DANICA JOY CAYAGO
M A T H E M A T I C S T E A C H E R
Fundamental Operations
on Integers
OBJECTIVE:
At the end of the lesson,
students are expected to
perform addition of
integers
INTEGERS
An integer is a number with no decimal
or fractional part, from the set of
negative and positive numbers,
including zero.
Examples of integers are:
-5, 0, 1, 5, 8, 97, and 3,043.
A set of integers includes:
An integer is positive if it is greater than zero.
Positive Integers
Example: 1, 2, 3 . . .
Negative An integer is negative if it is less than zero.
Integers Example: -1, -2, -3 . . .
Zero Zero is defined as neither negative nor
positive integer. It is a whole number.
Let’s go back to your elementary days when your teacher taught
you how to add numbers, specifically integers.
Now, let us consider example a, which is 5 + 4. This
1. 5 + 4 = 9 addition statement can be represented by a number line
below. It shows that from 0, the first addend is
2. 5 + 7 = 12 represented by the first arrow going to the right since 5
3. 4 + 6 = 10 is a positive number. From the tip of the first arrow, it
moves 4 units to the right which is our second addend.
4. 8 + 1 = 9 The sum of the two integers is found to the tip of the
5. 3 + 3 = 6 second arrow. Thus, 5 + 4 = 9
Add the following integers below:
Let us consider example a, which is (-7) + (-3). This
addition statement can be represented by a number
1. (-7)+(-3) = -10 line below. It shows that from 0, the first addend is
2. (-4)+(-2) = -6 represented by the first arrow going to the left
-16 since 7 is a negative number. From the tip of the
3. (-7)+(-9) = first arrow, it moves 3 units to the left which is our
4. (-6)+(-6) = -12 second addend. The sum of the two integers is
5. (-5)+(-2) = -7 found to the tip of the second arrow. Thus, (-7) + (-
3) = -10
Add the following integers below:
Let us have our first example which is 3 + (-6). This
addition statement can be represented by a number line
below. It shows that from 0, the first addend is represented
1. (3)+(-6) = -3 by the first arrow going to the right since 3 is a positive
number. From the tip of the first arrow, it moves 6 units to
2. (5)+(-2) = 3 the left which is our second addend. The sum of the two
3. (10)+(-9) = 1 integers is found to the tip of the second arrow. Thus, 3 + (-
6) = -3. In this case of adding integers with different
4. (21)+(-26) = -5 signs, subtract the bigger number to the smaller number.
5. (12)+(-15) = -3 Then, copy the sign of the bigger number.
Add the following integers below:
Let us have our first example which is (-9) + 12. This
addition statement can be represented by a number
line below. It shows that from 0, the first addend is
1. (-9)+(12) = 3 represented by the first arrow going to the left since 9
2. (-2)+(8) = 6 is a negative number. From the tip of the first arrow, it
3. (-8)+(2) = -6 moves 12 units to the right which is our second
addend. The sum of the two integers is found to the tip
4. (-13)+(26) = 13 of the second arrow. Thus, (-9) + 12= 3. In this case of
5. (-7)+(5) = -2 adding integers with different signs, subtract the
bigger number to the smaller number. Then, copy the
sign of the bigger number.
Based on the previous activities, How do we add integers?
In adding integers with the same sign,
simply add the number and copy their
sign.
In adding integers with different sign,
subtract the number and copy the sign
of the bigger absolute value number.
PRACTICE: Add the following integers below:
1. 10 + 23 =
2.(-12) + (-8) =
3.(-34) + 12 =
4.8+(-6) =
5.(-2) + (-13)=
6.(-15) + 18 =
7. 45 + 67 =
8.(-35) + 35 =
9.25 + (-14) =
10.(-17) + 23 =
ANSWERS:
1. 10 + 23 = 33
2.(-12) + (-8) = -20
-
3.(-34) + 12 = -22
4.8+(-6) = 2
5.(-2) + (-13)= -15
6.(-15) + 18 = 3
7. 45 + 67 = 112
8.(-35) + 35 = 0
9.25 + (-14) = 11
10.(-17) + 23 = 6
EXERCISE: Add the following integers below:
1. 16 + 17 =
2.(-13) + (-28) =
3.(-4) + 19 =
4.18+(-26) =
5.(33) + (-33)=
6.(-90) + 48 =
7. (-12) + 67 =
8.(-15) + 15 =
9.88 + (-114) =
10.(-175) + 75 =
ANSWERS:
1. 16 + 17 = 33
2.(-13) + (-28) = -41
3.(-4) + 19 = 15
4.18+(-26) = -8
5.(33) + (-33)= 0
6.(-90) + 48 = - 42
7. (-12) + 67 = 55
8.(-15) + 15 = 0
9.88 + (-114) = -26
10.(-175) + 75 = -100
OBJECTIVE:
At the end of the lesson,
students are expected to
perform subtraction of
integers
RECALL:
Minuend
The first number in a subtraction. The
number from which another number
(the Subtrahend) is to be subtracted.
in a – b, a is the minuend
Example: in 8 − 3 = 5, 8 is the
minuend.
RECALL:
Subtrahend
The number that is to be
subtracted. The second number
in a subtraction.
in a – b, b is the subtrahend
Example: in 8 − 3 = 5, 3 is the
subtrahend.
RECALL:
Difference
The result of subtracting one
number from another. How
much one number differs from
another.
the result of subtracting integers
Example: The difference
between 8 and 3 is 5.
RECALL:
Additive Inverse
What you add to a number to
get zero.
The negative of a number.
opposite sign of a given integer
Example:
The additive inverse of −5 is +5,
because −5 + 5 = 0
The additive inverse of +5 is −5,
because +5 − 5 = 0
Find the sum of the following:
1. 5 + (-2) = 3
2. 7+ (-1) = 6
3. (-3) + 5 = 2
4. (-5) + 2 = -3
5. ( -10) + 4 = -6
Let’s rewrite it to subtraction
Find the sum of the following:
statement:
1. 5 + (-2) = 3 1. 5 - (2) = 3
2. 7+ (-1) = 6 2. 7- (1) = 6
3. (-3) + 5 = 2 3. (-3) – (-5) = 2
4. (-5) + 2 = -3 4. (-5) – (-2) = -3
5. ( -10) + 4 = -6 5. ( -10) – (-4) = -6
Let’s consider the relationship of our first example:
5 + (-2) = 3 5 - (2) = 3
What is the relationship between the two equations?
Adding the opposite of the subtrahend is an efficient method of
subtracting integers because the subtraction problem becomes
an addition problem
Let’s consider the relationship of our first example:
5 - (2) = 3 5 + (-2) = 3
This shows that subtraction is the inverse of
Any other observation?
addition. When we subtract integers, we change
the sign of the subtrahend. Then, we proceed to
addition
EXAMPLES:
1. 8 - (5) = 3 1. 8 + (-5) = 3
2. 10 - (6) = 4 2. 10 + (-6) = 4
3. (5) – (5) = 0 3. (5) + (-5) = 0
4. (-3) – (2) = -5 4. (-3) + (-2) = -5
5. (12) – (-4) = 16 5. (12) + (4) = 16
PRACTICE: Find the difference of the following:
1. 4 - 2 =
2. 6 – (-3) =
3. (-10) – 7 =
4. (13) – (-5) =
5. (-9) – (-2) =
ANSWERS:
1. 4 - 2 = 1. 4 + (-2) = 2
2. 6 – (-3) = 2. 6 + (3) = 9
3. (-10) – 7 = 3. (-10) + (-7) = -17
4. (13) – (-5) = 4. (13) + (5) = 18
5. (-9) – (-2) = 5. (-9) + (2) = -7
EXERCISE: Find the difference of the following:
1. 12 – (-3) =
2. (-16) – (4) =
3. 120 – 17 =
4. (35) – (-12) =
5. (-33) – (-17) =
6. 60 – (-12) =
7. (-1) – (20) =
8. 28 – 50 =
9. (19) – (-91) =
10. (-3) – (-27) =
ANSWERS:
1. 12 – (-3) = 1. 12 + (3) = 15
2. (-16) – (4) = 2. (-16) + (-4) = -20
3. 120 – 17 = 3. (120) + (-17) = 103
4. (35) – (-12) = 4. (35) + (12) = 47
5. (-33) – (-17) = 5. (-33) + (17) = -16
ANSWERS:
6. 60 – (-12) = 6. 60 + (12) = 72
7. (-1) – (20) = 7. (-1) + (-20) = -21
8. 28 – 50 = 8. (28) + (-50) = -22
9. (19) – (-91) = 9. (19) + (91) = 110
10. (-3) – (-27) = 10. (-3) + (27) = 24
OBJECTIVE:
At the end of the lesson,
students are expected to
perform multiplication of
integers
RECALL:
Factors The numbers that we multiply are the
factors of the product.
Example: 3 × 5 = 15 therefore, 3
and 5 are the factors of 15.
Product a product is the result of
multiplication, or an expression that
identifies factors to be multiplied.
Example: 3 × 5 = 15 therefore, 15 is
the product of 3 and 5.
OBSERVE THE PATTERN:
(-5) (4) = -20 (-5) (-4) = 20 Can you look for a pattern?
(-4) (4) = -16 (-4) (-4) = 16
(-3) (4) = -12 (-3) (-4) = 12
(-2) (4) = -8 (-2) (-4) = 8 When do we have a
(-1) (4) = -4 (-1) (-4) = 4 positive product?
(0) (4) = 0 (0) (-4) = 0
(1) (4) = 4 (1) (-4) = -4
(2) (4) = 8 (2) (-4) = -8 When do we have a
(3) (4) = 12 (3) (-4) = -12 negative product?
(4) (4) = 16 (4) (-4) = -16
(5) (4) = 20 (5) (-4) = -20
EXAMPLES:
( 5 ) ( 4 ) = 20 Multiplying two
integers with the
same signs will
always result to a
( -5 ) ( -4 ) = 20 positive number
( 5 ) ( -4 ) = -20 Multiplying two
integers with
different signs will
always result to a
( -5 ) ( 4 ) = -20 negative number
The product of two integers with the same sign is positive. The product of two integers with different
signs is negative.
PRACTICE: Find the product of the following:
1. (4) (7) =
2. (-5) (-8) =
3. (-6) (-6) =
4. (-3) (8) =
5. (10) (-4) =
6. (-7) (-7) =
7. (8) (-6) =
8. (-3) (3) =
9. (0) (-9) =
10.(10) (0) =
ANSWERS: Find the product of the following:
1. (4) (7) = 28
2. (-5) (-8) = 40
3. (-6) (-6) = 36
4. (-3) (8) = -24
5. (10) (-4) = -40
6. (-7) (-7) = 49
7. (8) (-6) = -48
8. (-3) (3) = -9
9. (0) (-9) = 0
10.(10) (0) = 0
EXERCISE: Perform the indicated operations:
1. (-2)(5) =
2. (-3)(-2) + 4 =
3. 5 + (-3)(-4) =
4. 28 - (-3)(6) =
5. (-35) - (7)(-4) =
6. (-11)(-3) + (-2)(8) =
7. (12)(-2) – (-3)(2) =
8. (-5)(3) + (6)(-8) =
9. (-2)(-9) + (3)(-5) – (2)(-4) =
10.(4)(-4) - (2)(5) – (-3)(-7) =
ANSWERS:
1. (-2)(5) = -10
2. (-3)(-2) + 4 = 10
3. 5 + (-3)(-4) = 17
4. 28 - (-3)(6) = 46
5. (-35) - (7)(-4) = -7
6. (-11)(-3) + (-2)(8) = 17
7. (12)(-2) – (-3)(2) = -18
8. (-5)(3) + (6)(-8) = -63
9. (-2)(-9) + (3)(-5) – (2)(-4) = 11
10.(4)(-4) - (2)(5) – (-3)(-7) = -47
OBJECTIVE:
At the end of the lesson,
students are expected to
perform division of
integers
RECALL:
Dividend in 𝑎÷𝑏, a is the dividend
Divisor in 𝑎÷𝑏, b is the divisor
Quotient is the result of dividing integers
Complete the table by transforming the given multiplication
equations to division equations and relate the signs of
dividend, divisors and quotients.
Multiplication Equations Division Equations
( Given ) ( Transformed )
1. ( 3 ) ( 5 ) = 15
2. ( -4 ) ( 6 ) = -24
3. ( -7) ( -6 ) = 42
4. ( 9 ) ( -9 ) = -81
5. ( -8 ) ( -7 ) = 56
Complete the table by transforming the given multiplication
equations to division equations and relate the signs of
dividend, divisors and quotients.
Multiplication Equations Division Equations
( Given ) ( Transformed )
1. ( 3 ) ( 5 ) = 15 15 ÷ 5 = 3
2. ( -4 ) ( 6 ) = -24 (-24) ÷ 6 = (-4)
3. ( -7) ( -6 ) = 42 42 ÷ (-6) = (-7)
4. ( 9 ) ( -9 ) = -81 (-81) ÷ (-9) = 9
5. ( -8 ) ( -7 ) = 56 56 ÷ (-7) = (-8)
Can you look for a pattern?
When do we have a When do we have a
positive quotient? negative quotient?
The examples show that division, as
the inverse operation of multiplication,
can be written as a multiplication
problem. The rules for multiplication
of integers also apply to division of
integers.
The quotient of two integers with the
same sign is positive. The quotient of
two integers with different signs is
negative.
PRACTICE: Find the quotient of the following:
1. 28 ÷ 7 =
2. (-35) ÷ 7 =
3. 12 ÷ (-4) =
4. (-36) ÷ (-6) =
5. (-25) ÷ 5 =
6. 100 ÷ (-25) =
7. (-81) ÷ (-9) =
8. 56 ÷ (-8) =
9. (-24) ÷ 4 =
10.(-16) ÷ (-8) =
ANSWER:
1. 28 ÷ 7 = 4
2. (-35) ÷ 7 = -5
3. 12 ÷ (-4) = -3
4. (-36) ÷ (-6) = 6
5. (-25) ÷ 5 = -5
6. 100 ÷ (-25) = -4
7. (-81) ÷ (-9) = 9
8. 56 ÷ (-8) = -7
9. (-24) ÷ 4 = -6
10.(-16) ÷ (-8) = 2
EXERCISE: Perform the indicated operations:
1. 121 ÷ (-11) =
2. (7)(-6) ÷ 2 =
3. (-81) ÷ (-9) + 4 =
4. (24) ÷ (-4) – (-21) ÷ (-3) =
5. 4+(5)(-4) ÷ (2)(-5) =
6. 16 – (12) ÷ (-2)(-3) =
7. (-3) + (64) ÷ (-4)(-2) =
8. 6 – (36) ÷ (-3)+4 =
9. 144 ÷ 4(-3) =
10.(6)(-15) ÷ (-3) – 6 =
ANSWERS:
1. 121 ÷ (-11) = -11
2. (7)(-6) ÷ 2 = -21
3. (-81) ÷ (-9) + 4 = 13
4. (24) ÷ (-4) – (-21) ÷ (-3) = -13
5. 4+(5)(-4) ÷ (2)(-5) = 6
6. 16 – (12) ÷ (-2)(-3) = -2
7. (-3) + (64) ÷ (-4)(-2) = 29
8. 6 – (36) ÷ (-3)+4 = 22
9. 144 ÷ 4(-3) = -108
10.(6)(-15) ÷ (-3) – 6 = 24
