A Letter to the students

Hello there! , do you have difficulties on

understanding the operations on integers? By this
time, my advice is that you should practice and
study them now because they are the foundations
for getting other higher mathematics in the future.
Dont think that its already too late for you to
understand them, because we created this module
just for you. By the way this module will serve as
your own personal teacher that will teach you to
discover
the
operations
on
integers.
After
discovering and knowing the rules on the operation
of integers, there are activities that will challenge
on to what extent have you master the rules. The
answers on the activities are located at the back of
the module but be honest enough to answer the
activities without peeking on the answer because
they are just written at the back for you to check
your answers on the activity. After you were able to
master the rules on the first module, you can go
further to the next module at your own time and at
your own pace. After reading this module we hope
that you will be able to master the fundamental
operations on integers. Good luck, God Bless and
dont give up on your studies!

Modules on the Fundamental Operations of Integers

Addition of Integers
Objectives
1.)To discover the process of adding integer through the use of colored
chips.
2.)To perform the addition of two or more integers having like or unlike
signs.
The four fundamental operations on the set of integers are addition,
subtraction, multiplication and division. It is the preliminary foundation for
other higher mathematics subjects in the future. The first module is about the
addition of integers. Before discussing to you the rules on adding integers, try
first the activity below.

Activity No.1
Lets Investigate!
Manipulative Chips

Materials Needed
Colored chips with two different colors preferably red and blue.

Instruction
The blue chips will represent the number with positive sign and the red
chips as negative sign.
Example

+
-1

Since the two chips have the different sign, they are said to cancel each
other if you add them the answer will be 0. Illustration of it is shown below

On the example below, the sum of the chips yielded +3 by cancelling pairs of
negative and positive sign as we all know that is equal to zero.

6 + (-3) =
+3

Procedures:
Work with a partner
1.)One of you select some blue chips and red chips and record how many the
chips represents
(For example two blue chips will represent +2 and five red chips will
represent -5).
2.)Combine both set of chips and pair one red with one blue to be able to
cancel them.
3.)Count the numbers of chips that were left and record it.
4.)Repeat the activity several times by using different number of chips and
answer the questions below.
Guide Questions
1.)When you and your partner combine the chips, how did you decide what
integer they represent?
__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________________________

2.)What happens if you choose the same number of blue and red chips?

__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________________________

3.)If the number of blue chips is greater than the number of red chips that
you combined, how did it affect the result?
__________________________________________________________
__________________________________________________________
_______________________________________________________
4.)If the number of red chips is greater than the number of blue chips that
you combined, how did it affect the result?
__________________________________________________________
__________________________________________________________
_______________________________________________________
5.) Base on the activity can you tell now how to add integers with the same

sign, and integers with different signs?

__________________________________________________________
__________________________________________________________
_______________________________________________________

The rules on the addition of integers

a.) 2 + 3 means

2 + 3 = 5

3
b.) -2 + (-6)
means
-2+(-6) =-8

Represents
the 2 blue
chips that
were left

b.) -3+5 means

3 + 5 = 2

Represents
the 1 red
chip that
were left

c.) 3 + (-4)

3 + (-4) = -1

3
-4

Activity No.2
A. Write an integer addition representation for each illustration below.

1.)

2.)

3.)

Rules on adding integers

1.) The sum of two positive numbers is a positive number.
2.) The sum of two negative numbers is negative number.
3.) In adding two numbers with different signs subtract the two numbers and follow
the sign with the greater value.

We can also apply the concept of adding integers in real-life problems. Have
you experienced borrowing money before? For example, if you borrowed 5 pesos
on your friend and 6 pesos on your cousin, how much do you owe your cousin and
your friend?

Since you borrowed money, we can represent borrowing 5 pesos into -5 and
borrowing 6 pesos into -6. If we will add the two integers we will get

-5 + - 6 =
-11

Now that you already know how to add integers, try to answer the following
Activity No. 3
Without using the chips, find the sum of the following numbers.

Try Harder!

Activity No.4
Find the missing number
1.) ____ + (-16) =12

12.)
-27

____ + (-15) =

3.) ____ + (-12)=0

13.)
-25

-12 + ____ =

4.) 13 + ____=17

14.)

___ + 58 = 63

5.) -18 + ____= -23

___ + (-23) =

6.) 21 + ____= 20

15.)
-31

7.) 3 + ____= 0

16.)

43 + ____ = 31

8.) -17 + ___= -23

17.)

10 + ____ = -42

9.) 4 + ___= -12

18.)
-11

___ + (-32) =

10.)
13 + ____=1

19.)

____ + 17 = 28

11.)

20.)
-45

-45 + ____ =

2.) ____ +10 =-4

____ + 21 = 10

Activity No.6
Try this one!
1. What is the number that when you add -6 to it will

have a sum of -12?

2. What is the number that when you add 12 to it will

have a sum of 31?

3. What is the number that when you add 9 to it will have

a sum of 0?

4. What is the number that when you add 13 to it will

have a sum of -8?

5. What is the number that when you add 7 to it will have

a sum of 6?

Speed Math!
Try this activity to test on how fast you can now solve the
addition of integers by timing yourself. And timer starts right
now!

1. -8+(-7)=

6. 8+(-8)=

2. 13+5=

7. -11+(-9)+4=

3. 17+(-6)=

8. 6+(-7)=

4. -7+(-8)=

9. 15+(-3)=

5. 9+(-12)=

10.)-17+9+(-2)=

Record your time here

I can add integers by just a span of _________ seconds/ minutes!

The Hungry Spider

The hungry spider caught plenty of flies on its web but before
it will be able to eat the flies it must solve first what 2

integers would be pair in order for it to eat the flies. Help

the spider solve the puzzle by encircling 5 pairs of integers
that will yield a sum of -10.

Now that you already know the rules of adding integers and
you can perform it with the fastest time that you can, you
are now ready for the 2nd module.

Subtraction of Integers
Objectives:
1.)Perform the subtraction of integers.
2.)Subtract integers easily and quickly.

Activity No.1
Garduce and Mt. Everest
The

temperature

of

place

varies

on

different

countries and this is one of the things that mountaineers need

to adjust to when they are climbing a mountain. One example
of a mountaineer is Romy Garduce, one of the first Filipino to
reach the top of Mt. Everest. When Romy is on Baguio, the
summer

capital

temperature

of

of

the

10celsius

Philippines
and

on

he
the

experienced
other

day,

a
he

experienced a temperature of 8celsius. Things get different

when he decided to climb Mt. Everest on another country, on
a good summit day, Romy experienced a temperature of
-10celcius and is below zero and as he is getting nearer to
the top, the temperature gets colder and reaches -35celsius.
Even though Romy experienced a hard time dealing with
climbing and adjusting with the temperature, he showed the
world that Filipinos dont easily lose their heart on reaching
for their dreams as Romy finally reached the top of the
famous mountain on May 19, 2006.

Guide questions
1.) What kinds of number were used in the story of

Garduce and Mt. Everest?

____________________________________________
____________________________________________
____________________________________________
_______________________________________

2.) In the story, as a place gets colder what happens to

the number of degree Celsius?

____________________________________________
____________________________________________
____________________________________________
_______________________________________

3.) What can you say about the degree Celsius when it is

lower than zero?

____________________________________________
____________________________________________
____________________________________________
_______________________________________

4.)What is the difference between the temperatures

10celcius and 8celcius? 8celcius and

-10celcius?

_______________________________________________
_______________________________________________
_______________________________________________
____________________________________

5.)What operation are we using, when we are getting the

difference of two numbers?
_______________________________________________
_______________________________________________
_______________________________________________
____________________________________

In the story, the integers were used as the measurement

of temperature but what is their difference from each other?
By using the story, we can illustrate how to get the
difference of integers or how to subtract them. An instrument
that we can use is the thermometer, which is use to measure
temperature. Heres how!

When Romy was in Baguio, there was a difference between

the two temperatures that he experienced. On the first
day he experienced 10celcius and the other day it
decreases to 8celcius.
We can write it as 10 8 = ? By using the thermometer,
we have

From, 10celsius the

temperature drop
down to 8celcius. So
we have 2 units,
therefore 10-8 = 2

When Romy, was in Baguio, he experienced a temperature of

8celcius, but when he went to Mt. Everest, on a good summit
day, the temperature decreases to-10celsius. We can write
this as
8- (-10) = ? By using again the thermometer we will have

From, 8celsius the

temperature drop
down to
-10celcius. So we
have 18 units,
therefore 8- (-10) =
18

We can also illustrate the subtraction of integers by following

the steps
Steps on subtracting Integers

In the 1st example

5 3 =
We know that

Minue
nd

___

Subtrahe
nd
Differenc
e

1.)Change the subtraction sign to addition

5
3

2.) Change the sign of the subtrahend. If it is negative,

change it to positive. If it is positive

negative.

(-3)
2
Example No. 2
3 5 =? Can be written as
___

change it to

Applying the rule for

addition On adding
the integers with
different sign,
subtract the integers
then follow the sign of
1st
Step

3
5

Change the operation

to addition

2nd
Step

-5

Remember!
This is the
subtrahend

-5
2

Change the sign of the

subtrahend

Applying the rule for

addition On adding
the integers with
different sign,
subtract the integers
then follow the sign of

Example No. 3
-5 - 3 = ? Can be written as

__

5
3

1st
Step

(+
)

5
3

Change the operation

to addition
2nd
Step

Remember!

(+ 5
)

This is the
subtrahend

-5
(+
)

(-3)
8

Change the sign of the

subtrahend

Applying the rule for

addition: On adding
the integers with the
same sign, add the
numbers then follow
their common sign.

Example No.4
- 5 (-3) = ?

__

-5
-3

can be written as

1st
Step

(
+)

-5
-3

Change the operation

to addition

2nd
Step

-5
(
+)

-5
(
+)

Change the sign of the

subtrahend

3
-2

Applying the rule for

addition .On adding
the integers with
different sign subtract
the integers then
follow the sign of

Example No. 5
5 (-3) = ?

5
__

-3

can be written as

1st
Step

(
+)

5
-3

Change the operation

to addition

2nd
Step

(
+)

(
+)

3
8

Change the sign of the

subtrahend

Applying the rule for

addition: On adding
the integers with the
same sign, add the
numbers then follow
their common sign.

Activity No. 2
Part 1
Subtract the following by using the rules on subtracting
integers.
1. -6 3 =

6. 5-(-5) =

2. -8-(-9) =

7. -12-(-13) =

3. 10-5 =

8. 10-13 =

4. 19-12 =

9. 14-(-13 )=

5. 3-7 =

10.

-24-24 =

11.

11-(-5) =

14.

-10-(-1) =

12.

8-(-14) =

15.

23-(-11) =

13.

19-6 =

Part 2
Try Harder!
1.)-8-5-(-6) =

6.)11-(-2)-13 =

2.)8-9-(-4) =

7.)-15-7-(-6) =

3.)8-8-(-7) =

8.)9-12-(-3) =

4.)-9-(-7)-12 =

9.)-3-7-3 =

5.)-7-9-9 =

10.) 8-(-8)-3 =

Activity No. 3
What is the number Im thinking of? Be a mind reader by
answering these questions.
1.)What is the number Im thinking of that when you
subtract 7 from it, will have a difference of 9?
2.)What is the number Im thinking of that when you
subtract -6 from it, will have a difference of 6?
3.)What is the number Im thinking of that when you
subtract -3 from it will have a difference of 10?

4.) What is the number Im thinking of that when you

subtract -2 from it will have a difference of

-14?

5.)What is the number Im thinking of that when you

subtract -8 from it will have a difference of

-5?

Activity No. 4
Find the missing number
1.)____ - (-3) = 7

6.)8 - ____ = 3

2.)____- 8 = -6

7.)26 - ____ = 27

3.)____-10 = -21

8.) 21 - ____ = -23

4.)____- (-7) = 4

9.)-11 - ____ = -6

5.)____- 12 = -5

10.) 2 - ____ = 9

Activity No. 5
Speed Math!
Lets try how fast you can subtract integers. Time
yourself, and timers start right now!
1.)-1 -9 =

5.)10 11 =

2.)10 9 =

6.)8- (-8) =

3.)13 (-2) =

7.)12 12 =

4.)-17 16 =

8.)15 20 =

9.)3 (-6) =

15.) -7 (-7) =

10.)-5 7 =
11.) -2 3 =
12.)-20 1 =
13.) 16 (-13) =
14.) -1 -2 =

Record your time here

I can subtract integers by just a span of _________ seconds/
minutes!

SOLVE Mixed Integer Addition and Subtraction:

TRY HARDER!

Now that you already know how to subtract and add integers,
you can already go to the next module.

Multiplication of Integers
Objectives:
1.)To show that the multiplication is a short method for
repeated addition.
2.)To show the multiplication of whole numbers.
3.)To differentiate the difference of multiplying whole
numbers and multiplying integers in terms of signs.
4.)To multiply integers easily and efficiently.

Multiplication is a short method for repeated addition of

numbers.

Example

2 x 3 or 3 x 2

On 2x3 it means 2+2+2 =6 or it can be written now as

2x3=2+2+2
On 3x2 it means 3+3 =6 or it can be written as 3x2
which is also equals to 6.

On multiplying whole numbers, we are only concern with

the numbers with positive sign which can be seen on the
following examples

Examples:
a.) 6x3=18
e.) 8x2=16
b.) 8x4=32
f.) 7x3=21
c.) 6x6=36
g.) 8x2=16
d.) 7x1=7

Activity No. 1
Lets investigate!
Let us now examine how multiplication was done on
the set of integers which are now also concern
with negative numbers.
1.)9 x 6 = 54
2.) -4 x -6 =24

3.)5 x 5 = 25
4.)-3 x -2 = 6
5.)-5 x 3 = -15
6.)4 x -3 = -12

7.)8 x -1 = -8
Guide questions
1.)

Do we still multiply the numbers on the process of

multiplying integers?
____________________________________________
____________________________________________
____________________________________________
_______________________________________

2.) What is the sign of the product if two

integers

with

the

same

sign

are

being

multiplied?
____________________________________________
____________________________________________
____________________________________________
_______________________________________

3.)What is the sign of the product if two

integers

with

different

signs

are

being

multiplied?
____________________________________________
____________________________________________
____________________________________________
_______________________________________

4.) Based from your investigation what are now

the rules for multiplication of integers?

_______________________________________________
_______________________________________________
_______________________________________________
____________________________________

Activity No.2
Multiply the following
1. (-3) (8)

11. (5) (5)

2. (-5) (6)

12. (-9) (-9)

3. (-6) (-8)

13. (8) (-7)

4. (11) (-5)

14. (-7) (7)

5. (6) (9)

15. (12) (2)

6. (-5) (-7)

16. (-3) (3) (-1)

7. (-9) (8)

17. (4) (-1) (5)

8. (-10) (-10)

18. (9) (2) (2)

9. (11) (-1)

19. (-4) (-3) (-2)

10. (-101) (0)

20. (-1) (-3) (-3) (1)

Activity No. 3
Try harder!

Find the product of the following:

Activity No. 4
Answer the following

1. What must be multiplied by -3 to obtain -36?

_______________________________________________
_________________________________________________
_________________________________________________
_________________________________________

2. By how much is the product -12 and 3 more than the

product of -15 and -9?
_______________________________________________
_________________________________________________
_________________________________________________
_________________________________________

3. Add -18 by -27 then multiply the result by -6

______________________________________________
_________________________________________________
_________________________________________________
__________________________________________
4. Differentiate -3 and (-3). Are they similar? Explain.
______________________________________________
_________________________________________________
_________________________________________________
__________________________________________
5. Explain the cases when well the product of integers will be
negative. Give examples.
______________________________________________
_________________________________________________
_____________________________

Speed Math!
Lets try how fast you can multiply integers. Time
yourself, and timers start right now!

1.)5 x -6 =

6.) -8 x -9 =

2.)7 x 7 =

7.) -3 x 7 =

3.) 5 x -12 =

8.) 8 x -8 =

4.) -3 x -15 =

9.) -10 x -4 =

5.) 8 x -4 =

10.) -11 x 5 =

Record your time here

I can multiply integers by just a span of _________ seconds/ minutes!

Division of integers
Objectives

1. To discover on how to divide integers.

2. To perform division of integers.
3. To answer questions involving division of integers.
IN FOCUS
Division is simply the reverse of multiplication, so, the
product divided by one of the factor equals the other factor.
Hence, I f 4 x 5 = 20, what is 20
5? In the same way,
what is 20
4? Now, do the following activity, then answer
the questions below.

Activity No.1
Lets Investigate!
Procedure:
Do the following with your seatmate.
1. Consider the equation 15 x 4 = 60. There are two
related division equations:
60

4 = 15 and 60

15 = 4

2. Write two related division equations for each

multiplication equation.
a. -21 x -3 = 63 _____________ and
_______________
b. 8 x 20 = -160
_____________and________________

c. -10 x 11 = -110
___________and________________

Guide Questions:
Observe the division equation resulting from the given
multiplication equation.
1. When a positive integer is divided by a positive
integer, is the quotient negative or positive?
____________________________________________
____________________________________________
__________________________
2. When a positive integer is divided by a negative
integer, is the quotient negative or positive?
____________________________________________
____________________________________________
__________________________
3. When a negative integer is divided by a negative
integer, is the quotient negative or positive?
____________________________________________
____________________________________________
__________________________
4. When a negative integer is divided by a positive
integer, is the quotient negative or positive?
___________________________________________
___________________________________________
__________________________

A. Use multiplication to decide if each equation is correct.

The first letter was done as your example.

a. -72

-9 = -8

-8 x -9 = 72

not correct

b. 220

20 = -11

__________

___________

c. -125

-5 = -25

__________

___________

d. -81

-9 = 9

__________

___________

e. 364

0 = 0

__________

___________

f. 0

-66 = -66

__________

___________

g. 33

-33 = -1

___________

__________

h. -54

-2 = -27

__________

___________

i.

85

5 = 17

__________

___________

j.

36

-6 = -6

__________

___________

k. -350

50 = 7

__________

___________

l.

90

-10 = -9

__________

___________

m. -55

-1 = 55

__________

__________

n. -156

-3 = -52

__________

__________

o. -86

0 = 0

__________

__________

Hint: remember that you cannot divide by 0 because it

was infinite

Activity No. 2
a. Find the quotient. Use multiplication of integers to

check your answer.

1. 25

________________________________

2. -33

________________________________

3. 275

-25

________________________________

4. -49

-7

________________________________

5. -60

12

________________________________

6. 245

49

________________________________

7. 12

-3

__________________________________

8. -98

__________________________________

9. 24

__________________________________

10. -35

-7

__________________________________

11. 45

__________________________________

12. 40

-8

__________________________________

13. 99

33

__________________________________

14. -65

-5

__________________________________

15. -48

__________________________________

Activity No.3
Find the quotient of the following:

Find the value of each expression. Do operation inside the

parentheses first.
1. (-30

3)

(2)

_____________________________

2. (-20

5)

(-4)

_____________________________

3. -7

(-72

9)

_____________________________

4. (-33

11)

(-40

4)

_____________________________

5. (90

2)

(-3)

_____________________________

6. 3

(-42

6)

(-1)

_____________________________

7. (-28

7)

_____________________________

8. (-32

-2)

(4

2)

_____________________________

9. (-24

(-8))

(-40

(-20))

__________________________

10.

(48

8)

(-4)

_____________________________

11.

(-4

(-4))

152

_____________________________

12.

(-8

(-8))

(-16)

_____________________________

13.

(8

(-8))

16

_____________________________

14.

(-55

5)

(-5)

_____________________________

15.

(66

_____________________________

6)

(-6)

Speed Math !
Lets try how fast you can multiply integers. Time
yourself, and timers start right now!
1.) -18 -2 =

6.) -32 -4 =

2.) 24 -8 =

7.) -32 8 =

3.) -64 -8 =

8.) 25 -5 =

4.) -81 3 =

9.) -36 -36 =

5.) 27 3 =

10.) 48 -8 =

Record your time here

I can divide integers by just a span of _________ seconds/ minutes!

Try to solve the puzzle by answering the following division of

integers. The letter of your answer corresponds to a figure
below. Draw the figure to the corresponding number in the
grid. No. 5 is done already for you.

1.) -54 -9 =

a. -6

2.) 56 -7 = 6

b. 42

3.) -72 12 =

c. 3

4.) -84 -2 =

d. -42

5.) -126 3 =

e. 8

6.) 27 9 =

f. -5

7.) -32 -4 =

g. -8

8.) 25 5 =

h. 6

9.) -40 -8 =

i. 5