7

Mathematics
First Quarter – Module 5
Operations on Integers

Department of Education ● Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 5: Operations on Integers
First Edition, 2020
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Author: Rhina T. Cuajotor, T II
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 7
Mathematics
First Quarter – Module 5
Operations on Integers

This instructional material is collaboratively developed and reviewed by

educators from public schools. We encourage teachers and other
education stakeholders to email their feedback, comments, and
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 Introductory Message

For the Learner

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on

Operations on Integers..

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module is designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

In this module, you are guided with a set of learning icons that will help you
understand the four fundamental operations on integers.

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
 answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

The
this module.

following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
 We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

TABLE OF CONTENTS
What I Need to Know ---------------------- 1
What I Know ---------------------- 2

LESSON 1 ---------------------- 4

What’s In ---------------------- 4
What’s New ---------------------- 6
What Is It ---------------------- 7
What’s More ---------------------- 9

LESSON 2 ---------------------- 11

What’s New ---------------------- 11

What Is It ---------------------- 12
What’s More ---------------------- 14

LESSON 3 ---------------------- 16

What’s New ---------------------- 16

What Is It ---------------------- 17
What’s More ---------------------- 20

What I Have Learned ---------------------- 21

What Can I Do ---------------------- 22
Assessment ---------------------- 23
Additional Activity ---------------------- 25
Answer Key ---------------------- 26
References ---------------------- 28
 What I Need to Know

This module is designed and written with you in mind. It is here to help you
master the Operations on Integers. The scope of this module permits it to be used in
many different ways. The language recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
This module is divided into three lessons:
Lesson 1: Addition of Integers
Lesson 2: Subtraction of Integers
Lesson 3: Multiplication and Division of Integers

Based from the competency, this module is crafted to help the students performs
fundamental operations on integers ( M7NS – Ie – 1).

After going through this module, the learners are expected to:
1. apply the mathematical concepts in solving the fundamental operations on
integers;
2. show mastery in performing the four fundamental operations on integers;
and
3. solve real-life problems involving the four fundamental operations on
integers.
To be successful in understanding this module, you must extend your patience
in analyzing what you are reading and be industrious enough in performing every
suggested activity. Answer the given test and exercises carefully. As you complete
the relevant activities and solve the given interesting problems, you will learn a great
deal of useful math.

Take your time to study. Happy learning!

1
 What I Know

Before you start using this module, let us see what you already know about
addition and subtraction of integers.
MULTIPLE CHOICE
Directions: Read each item carefully and choose the letter of the correct answer.
Write your answer on your Mathematics notebook.
1. What is the sum of (- 6) and (- 9) ?
A. 15 B. 3 C. -3 D. -15
2. What is the result when (-12) is subtracted from (- 8) ?
A. 20 B. 4 C. -4 D. -20
3. What is the sum of two positive numbers?
A. Positive C. Undefined
B. Negative D. Cannot be determined
4. What is the difference when (- 19) is subtracted by (5) ?
A. 24 B. 4 C. -4 D. -24
5. Which of the processes below will complete the given statement?
“ To add two numbers having the same sign, find the ______ and copy the
common sign.”
A. sum of their absolute values
B. difference of their absolute values
C. absolute value of the larger number
D. absolute value of the smaller number
6. What is the result when the difference of (- 9) and 4 is subtracted from the
sum of (- 5) and (- 3) ?
A. 17 B. 5 C. -13 D. -21
7. What is the quotient of 180 and (- 30)?
A. 150 B. 6 C. -6 D. -150
8. What is the product of (- 9) and 7 ?
A. 83 B. 16 C. -24 D. -63
9. For what value of the variable n will the statement (-612) ÷ 36 = n be TRUE?
A. 73 B. 14 C. -17 D. -36

10. What is the value of (- 9)(- 2)(3) ?

2
 A. 93 B. 54 C. -92 D. -276
11. What number multiplied by 5 will result in - 20 ?
A. 15 B. 3 C. -2 D. -4
12. BJ and three of his friends went out for lunch. They agreed to divide the cost
equally. The total amount of their lunch was Php 524, which BJ paid on from
his wallet. How much did each of his friends pay to BJ?
A. Php 342 C. Php 174
B. Php 220 D. Php 131
13. Yza and Aia were making a paper tower. Yza made a tower that is 82 cm
high, and Aia made a tower that is 47 cm high. Find the difference of the
height of their towers.
A. 129 cm C. - 35 cm
B. 35 cm D. - 129 cm
14. A boy walks 6 blocks north, then decides to go back 4 blocks south. Where is
he now?
A. 10 blocks north C. 8 blocks south
B. 2 blocks north D. 4 blocks south
15. To be admitted as an encoder, one must be able to type at least 50 words per
minute. How many words is that in 10 minutes?
A. 800 words C. 600 words
B. 700 words D. 500 words

Operations On Integers

3
 There was no exact record as to when ordered numeration systems started,
but the Hindu-Arabic system had been around for at least 2,000 years which is the
international standard and are even used until today.
Natural numbers are those used for counting and ordering, these are also
known as counting numbers.

Whole numbers were used hundreds of years before other number systems were
introduced.

In the study of operations on the set of whole numbers, we learned that adding any
two whole numbers will result in a unique whole number, e.g. : 1 + 1 = 2 and 8 + 5 =
13.
However, this is not always possible with subtraction. Subtracting a bigger
number from a smaller number result in an answer that is not a whole number. This
led mathematicians to invent a new set of numbers, the integers.

What’s In

Before we will proceed to our lesson, let me check your understanding on

integers. Try to do the activity below.
Who’s who?
Who was the English Mathematician who introduced the symbol “∞” to denote
infinity?

Activity 1: Identifying Integers

4
Let’s Find Out: Which of the given pairs of numbers is an integer?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Choose the number from each pair of numbers which is considered to be an
integer.
2. Write the letter of your choice on the space above the item number to spell
out the name of the English Mathematician who introduced the infinity
symbol. The first one is done for you.
3. Write your answer on your Mathematics notebook.
Are you ready?

Here we go…

1. K 0.34 J -9 6. A -7 C 9.18
1 7. L 0 P 0.035
2. O 14 W
2 3
8. D L 118
3. H - 85 L 16.2 10
4. B 13.625 N 38 9. I 97 V 9.007
12 1
5. Y W - 176 10. S -1
18 5

Congratulations! It’s good that you can now identify numbers which are
considered to be an integer. Let us continue learning about integers.
Try to do the next activity.
Lesson
What’s
Addition of Integers
1 New

5
 For you to have an overview on our next lesson, try to do this activity.

Activity 2: Moving Up!

Let’s Find Out: What are the total number of steps in climbing a
building?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Read and analyze the given problem below.
2. Answer the questions on your Mathematics notebook.

Imagine that you go up 7 steps to a 3 story

building using the stairs. After a short pause, you
move up 5 steps more.
Questions:
a. How many steps are you from the ground?
b. How do you come up with the result?
You can use the number line to illustrate this
as shown on the figure at the left.

How do you find the activity? Do you have an idea now on what will be
our next lesson? Well, let’s find out!

What is it?

Addition of Integers
Number line is a line on which numbers are marked at intervals and it is also used
to illustrate simple numerical operations, like addition.
Observe the following examples:

6
 Example 1. Use a number line to find the sum of 3 and 7.

You were asked to find the sum of 3 and 7: first, plot point 3 on the
number line, then move 7 units to the right since it is addition. Now the
point stops at number 10. So, 3 + 7 = 10.

Example 2. Without using the number line, find the sum of 16 and 59.

In symbols, 16 + 59 = ?
16 + 59 = 75

To find the sum of 16 and 59, you will add the absolute values of the
numbers and copy the common sign of the given numbers for the
result, which is the sum. The absolute value of 16 or |16| is 16, and
the absolute value of 59 or |59| is 59. Add 16 and 59, the result is
75. Since the sign of the given numbers is positive then, the sign of
the result is also positive. So, 16 + 59 = 75.

Remember:
The sum of two positive integers is a positive integer.
Note:
A positive integer may or may not have a positive(+) symbol
written before its number.

Example 3. Using a number line, add (- 4) and 9.

You were asked to add (- 4) and 9: first plot

the point (- 4) on the number line. Next, move 9
units to the right since 9 is positive. Now the point
stops at number 5, so (- 4) + 9 = 5.
7
Example 4. Find the sum of 73 and (-90) without using the number line.
In symbols, 73 + (- 90) = ?
73 + (- 90) = - 17

To add 73 and (- 90), subtract the absolute values of

the numbers and copy the sign of the number with the
greater absolute value for the sum. The absolute value of
73 or |73| is 73 and the absolute value of (-90) or |-90| is 90.
Subtract 90 and 73, the result is 17. Since (-90) has the
greater absolute value, then, the sum will be negative. So,
73 + (-90) = (-17).
Remember:
To add a positive and a negative integer (vice-versa):
1. Find the absolute value of each integer.
2. Subtract the smaller number from the larger number.
3. Then the sign of your final answer will be copied from the
integer with the greater absolute value.

Example 5. Find the sum of (- 4) and (- 3) using a number line.

To find the sum of (- 4) and (-3), first

plot point
(- 4) on the number line. Next, move 3
units to the left since 3 is negative. Now the
point stops at number (-7). So, (-
4) + (- 3) = (- 7).

Example 6. Find the sum of (-67) and (-84) without a number line.
In symbols, (- 67) + (- 84) = ?
(- 67) + (- 84) = - 151

To add (-67) and (-84), we will add the absolute values

of the numbers and copy the common sign of the given
numbers for the sum. The absolute value of (-67) or |-
67| is 67, and the absolute value of (-84) or |-84| is 84.
Add 67 and 84 the result, is 151. Since the sign of the
given numbers is negative then sum is also negative.
So, (- 67) + (- 84) = - 151.
8
 Remember: The sum of two negative integers is a negative
integer.

Let’s check your understanding by performing the next activity.

Have fun!

What’s More

Activity 3: Addition of Integers

Let’s Find Out: What are the rules for addition of integers?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Copy the table in your Mathematics notebook.
2. Add the given integers.
3. Write the letter that corresponds to the answer in the appropriate box. The first
one is done for you.

Here we go…

Riddle: What goes up but never comes back down?

1. 78 + ( - 15) (O)
78 + (-15) = 63
Table
2. (- 65) + (- 20) ( G )
O
145 63 9 -55 120 -28 -85 23
 3. 47 + 98 (Y)
4. (- 75) + 20 (U)
5. 38 + ( - 15) (E)
6. (- 10) + (- 18) ( A ) ... only goes up but never comes down.
7. 25 + 95 (R)

Congratulations! You did a great job. You are now ready to our next lesson.
Enjoy learning.

Lesson Subtraction of Integers

2

Before we will continue learning on our next lesson, let us first recall the
different rules in addition of integers. What is the rule of getting the sum of two

10
 positive integers ? How will you find the sum of two integers having opposite sign?
What is the rule of finding the sum of two negative integers?

Now that you have mastered the process of addition of integers, let’s
get going and enjoy as you learn more on integers...

What’s New

Activity 4: Frozen!
Let’s Find Out: The different temperatures before and after Elsa turns
Arendelle into winter.
Let’s Use These Materials: pen and Mathematics notebook
Let’s Do It This Way:
1. Read and analyze the given problem below.
2. Answer the questions in your Mathematics notebook.

Queen Elsa of Arendelle has the magical ability

to create and manipulate ice and snow. Before
the day of her coronation, the temperature
within Arendelle was -20℃. But since she
could not control her powers yet, she
unintentionally sent Arendelle into an eternal
winter on the very night of her coronation
bringing the whole kingdom’s temperature
down to -30℃ and continued to go down by 8
℃ after five hours.

Questions:

1. What will be the new temperature after five hours of continued winter?
2. How do you get this temperature?
3. What is the temperature of Arendelle before Elsa turned it into winter?
4. What is the temperature of Arendelle after five hours of continued winter?

11
 5. What is the difference between the temperatures of Arendelle before Elsa
turned it into winter and after five hours of continued winter?

What is it?

Subtraction of Integers
You should remember that in using number line, increasing means moving the
point to the right while decreasing means moving the point to the left. You can also
use this number line in subtraction.
Observe the following examples:
Example 1. Find the difference between 10 and 6 using a number line.
That is, 10 – (6) = ?

To find the difference of 10 and 6, move 10 units to the right

from the origin (0). From 10 move 6 units back to the left since
it is subtraction. Notice that the arrow stops at point 4, so,
10 – 6 = 4.

Remember:
In subtracting two positive integers, when the subtrahend is smaller than the
minuend, the difference is always positive. That is, 10 – 6 = 4.

Example 2. Subtract 5 from 3 using a number line.

To subtract 5 from 3, move 3 units to the right from the origin

(0). From 3 move 5 units back to the left since it is subtraction.
Notice that the arrow stops at point - 2, so, 3 – 5 = - 2.

Remember:
In subtracting two positive integers, when the subtrahend is bigger
than the minuend, the difference is always negative. That is, 3 – 5 = - 2

12
 Based on the given examples, noticed that in subtracting integers just
simply add the opposite of the subtrahend to the minuend then follow the
rules for addition.
Observe the next examples:

Example 3. Subtract ( 9 ) from (- 4).

We can write it as:
(- 4) – (9) = ?
(- 4) – (9) = ? (-4) is the minuend, 9 is the subtrahend )
(- 4) – (- 9) = ? Change the sign of the subtrahend subtrahend :
9 becomes -9
(- 4) + (- 9) = ? Proceed to addition
(- 4) + (- 9) = - 20

Example 4. Subtract (- 3) from (- 12).

We can write it as:
(- 12) – (- 3) = ?
(- 12) – (- 3) = ? (-12 ) is the minuend, -3 is the subtrahend
(- 12) – (+3) = ? Change the sign of the subtrahend
subtrahend: -3 becomes 3
(- 12) + 3 = ? Proceed to addition
(- 12) + 3 =-9

Example 5. Subtract (- 7) from 15.

We can write it as:
15 – (- 7) = ?
15 – (- 7) = ? (15 is the minuend, -7 is the subtrahend)

13
 15 – (+7) = ? Change the sign of the subtrahend
subtrahend : -7 becomes 7
15 + 7 = ? Proceed to addition
15 + 7 = 22

Remember: In subtracting integers , change the sign of the

subtrahend then proceed to addition.

What’s More

Activity 5: Subtraction of Integers

Let’s Find Out: What is the answer of the given problem applying the rules of
subtraction of integers?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Copy the table in your Mathematics notebook.
2. Subtract the given integers.
3. Write the letter that corresponds to the answer in the appropriate box. The
first one is done for you.

Riddle: I am an odd number. Take away a letter and I become

even. What number am I ?

14
 Ready? Here we go…

V Subtract (- 50 ) from 24.

E 37 less than ( - 18 ).

S ( - 93 ) subtracted by 12.

N Subtract ( - 31 ) from 65.

E How much is 0 decreased by ( - 82 ) ?

-105 82 74 -55 96

You did a good job. Congratulations!

Keep on learning…

Lesson
Multiplication and Division of Integers
3

15
 Can you still remember absolute value in your previous lesson? How
will you get the absolute value of a number? Say “the absolute value of
negative 8 is equal to positive 8” or in symbols, |-8| = 8. Do you know that the
concept on absolute value is very useful in multiplying and dividing integers?

You will understand more on the application of the absolute value of a

number to multiplication and division of integers as we go along with our next
lesson.

What’s New

There are four cases to consider in multiplying integers. Try to study

the table below.
CASE MULTIPLICAND MULTIPLIER PRODUCT
1 + + +
2 - - +
3 + - -
4 - + -

What Is It

The four cases in multiplying integers can be summarized into two

conditions:
Condition 1: If the signs of the two numbers are the same, the product
is always a positive number.
( + )( + ) = +
( - )( - ) = +
Condition 2: If the signs of the two numbers are different the product is
always a negative number.
( + )( - ) = -
( - )( + ) = -

Observe the following examples:

16
 Rule No.1. The product of two integers with the same sign is positive.
A. Multiplicand and Multiplier are both Positive Integers
Examples:
Multiplicand Multiplier In symbols Product
5 9 (5)(9)=? 45
12 12 ( 12 ) ( 12 ) = ? 144

B. Multiplicand and Multiplier are both Negative Integers

Examples:
Multiplicand Multiplier In symbols Product
-5 -9 ( -5 ) ( -9 ) = ? 45
-12 -12 (-12) (-12) = ? 144

Remember: When we multiply integers having the same signs,

multiply the absolute values of the given multiplicand and multiplier
and make the answer positive.

Rule No.2. The product of two integers with different signs is negative.
Examples:
Multiplicand Multiplier In symbols Product
-5 9 ( -5 ) ( 9 ) = ? -45
12 -12 ( 12 ) ( -12 ) = ? -144

Remember: When we multiply integers having different signs, multiply

the absolute value of the given multiplicand and multiplier and make
the answer negative.
.

What if there are three or more factors?

Factors, in mathematics, are numbers which can be multiplied
together to get another number. For example, 2 and 3 are factors of 6,
because 2 x 3 = 6.
Consider the following examples:

Example 1. Find the product of (6) (4) (5).

17
 Solution 1: Solution 2:
(6) (4) (5) = ? (6) (4) (5) = ?
(24) (5) = 120 (6) (20) = 120

Example 2. Multiply (- 4) (- 3) (- 5) (- 2) (- 6).

Solution 1. (- 4) (- 3) (- 5) (- 2) (- 6) = ?
(12) (10) (- 6) = ?
(120) (- 6) = - 720

Solution 2. (- 4) (- 3) (- 5) (- 2) (- 6) = ?
(- 4) (15) (12) =?
(- 4) (180) = - 720

Example 3. Find the product of (- 8) (2) (- 5) (4).

Solution 1. (- 8) (2) (- 5) (4) = ?

(- 8) (- 5) (2) (4) = ?
(40) (8) = 320

Solution 2. (- 8) (2) (- 5) (4) = ?

(-16) (-20) = 320
As you observe, the groupings of the factors when multiplied does not
affect the product.
Division of Integers

Division is the inverse operation of multiplication. Hence, it can be

explained using rules in multiplication of integers.

Observe the following conditions:

Condition 1: If the signs of the two numbers are the same, the
quotient is always a positive number.
(+)÷(+)=+

18
 (-)÷(-)=+
Condition 2: If the signs of the two numbers are different the quotient is
always a negative number.
(+)÷(-)=-
(-)÷(+)=-
Now, observe the following examples.

Rule No.1. The quotient of two integers with the same sign is positive.

A. Dividend and Divisor are both Positive Integers.

Examples:

Dividend Divisor In symbols Quotient

30 6 ( 30 ) ÷ ( 6 ) = ? 5
105 15 (105) ÷ (15) = ? 7

B. Dividend and Divisor are both Negative Integers.

Examples:

Dividend Divisor In symbols Quotient

-30 -6 (-30) ÷ (-6) = ? 5
-105 -15 (-105) ÷ (-15) = ? 7

Remember:
When we divide integers having different signs, divide the absolute
values of the given dividend and divisor and make the answer
positive.

Rule No.2. The quotient of two integers with different signs is negative.

Examples:

Dividend Divisor In symbols Quotient

30 -6 (30) ÷ (-6) = ? -5
-105 15 (-105) ÷ (15) -7
=?

Remember:
When we divide integers having like sign, divide the absolute
values of the given dividend and divisor and make the answer
negative. 19
 What’s More

Activity 6: Multiplication and Division of Integers

Let’s Find Out: What is the product and quotient of the given integers?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Copy the puzzle below in your mathematics notebook.
2. Match the given integers in column A to its corresponding answers in
column B.
3. Write the letter that corresponds to the item number in the appropriate
space. The first one is done for you.

Riddle: What gets bigger when more is taken away?

COLUMN A COLUMN B

1. ( 6 ) (- 12) O 408

2. (16) (8) L 22

3. (-34) (-12) E -13

4. (-990) ÷ (-45) H 128

5. (182) ÷ (-14) A -72

Answer:

__A__ _____ _____ _____ _____

1 2 3 4 5

What a great job. Congratulations.

20
Now, let’s check your understanding.

What I Have Learned

Activity 7: Supply Me!

Let’s Find Out: What are the missing words of the given statements below?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Supply the given statements with the missing word.
2. Write your answer in your Mathematics notebook.
Ready? Here we go…
1. The sum of two positive numbers is a _____________integer.
2. The sum of two ___________ numbers is a negative integer.
3. The sum of a positive and a negative number is the _________ between their
absolute values, and the sign of the sum follows the sign of the number with
the greater absolute value.
4. To find the difference between two signed numbers, find the additive inverse
of the __________ and follow the rules of addition.
5. The product of two positive numbers is _____________.
6. The product of two negative numbers is _____________.
7. The product of a positive and a __________ number is negative.
8. The quotient of two negative numbers is _____________.
9. The quotient of positive and negative numbers is _________.
10. The quotient of two positive numbers is __________.

What I Can Do

Activity 8: Find the Difference!

Let’s Find Out: What is the difference of the elevations of Mt. Apo and

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 Mt. Malindang?
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:
1. Read and analyze the given problem below.
2. Answer what is asked from the problem.
3. Write the answer on your Mathematics notebook.

Challenge Yourself!

The highest elevation of Mt. Apo

in Davao del Sur Province is 9, 692 feet
above sea level and Mt. Malindang in
Misamis Occidental Province is 7, 887
feet above sea level. What is the
difference between these two
elevations?

Assessment

MULTIPLE CHOICE

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Directions: Read each item carefully and choose the letter of the correct answer.
Write your answer on your Mathematics notebook.
1. What must be added to 16 to get (- 9) ?
A. 23 B. 10 C. -12 D. -25
2. What is the difference of (-18 ) and (- 15) ?
A. 25 B. 13 C. -3 D. -33
3. What is the sum of 84 + (- 36) ?
A. 48 B. 34 C. -16 D. -120
4. For what value of k will the statement, ( -74 )+ k = - 38 be TRUE ?
A. 95 B. 36 C. -43 D. -64
5. Find the difference when 28 is subtracted from (- 41).
A. 54 B. 27 C. -13 D. -69
6. What is the result when the sum of (- 10) and 16 is subtracted by the sum of
(- 7) and (- 8) ?
A. 88 B. 21 C. -93 D. -124
7. What is the result when (- 65) is subtracted to 39?
A. 104 B. 34 C. -26 D. -95
8. What is the result when the product of (- 3) and 4 is divided by (- 6) ?
A. 4 B. 2 C. -3 D. -6
9. What is the quotient when you are asked to divide (- 13) from 156 ?
A. 84 B. 15 C. -12 D. -73
10. Going to his room, a boy will have to take 8 steps up the landing and another
7 steps to reach his room. How many steps does he take all in all?
A. 24 steps C. 15 steps
B. 18 steps D. 10 steps
11. A student borrowed 2 books in the Library Hub on Monday, another 4 books
on Tuesday, and returned 3 books on Thursday. How many books does the
student have?
A. 9 books C. 3 books
B. 6 books D. 2 books
12. You have Php 340 savings in your piggy bank. How much of your savings is
left in your piggy bank if you will get Php 56 to buy materials for your project?
A. Php 396 C. Php 176
B. Php 284 D. Php 124

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 13. Carol bought 3 pants at Php 650 each. How much money did she pay the
cashier?
A. Php 2, 125 C. Php 1, 975
B. Php 2, 050 D. Php 1, 950
14. Jomari paid Php 360 to admit himself and two of his friends into a cinema to
watch Avengers End Game. What was the cost of each admission?
A. Php 130 C. Php 120
B. Php 125 D. Php 118
15. Ben dives below the surface of a body of water at a rate of 12 feet each
minute. What is the depth of Ben after 5 minutes?
A. 60 ft. C. 35 ft.
B. 40 ft. D. 25 f

After answering the assessment, check your answers with those on

the answer key page. If your score is 11 or higher you may proceed
to the next module; otherwise, read this module once more for the
missed items.

Additional Activity

Activity 9: Operations on Integers

Let’s Find Out: What is the sum, difference, product or quotient of the
following integers?
Let’s Use These Materials: Pen and Mathematics notebook
Let’s Do It This Way:

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 1. Perform the operation in given problem.
2. Write the letter found after each given problem on the space
above its corresponding answer to figure out the riddle below.
The first one is done for you.
3. Write your final answer to the riddle in your Mathematics notebook.

Here we go…

Riddle: What kind of snake loves mathematics?

1. -45 + 9 N 6. 5 – 21 A
2. (-6) + (-34) E 7. (13)(4) C
3. 84 + (-84) W 8. (-4)(-8) B
4. 20 – (-19) D 9. 84 ÷ (-6) L
5. 2 – (-2) R 10. (-36) ÷ (-2) I

Answer:

_____ _____ _____ _____ _____ _____ _____

-16 -36 -16 39 39 -40 4

Congratulations!

You have successfully completed Module 5. Please proceed to Module

6 and learn on the Properties on Operations of Integers.

Answer Key

What I know
1. D What's New
2. B What's In ( Lesson 1 )
3. A ( Lesson 1 ) 1. 12 steps
4. D 1. J 2. Add 7 and 5
5. A 2. O
6. B 3. H
7. C 4. N What’s More
8. D 5. W 25 (Lesson 1)
9. C 6. A 1. 63
10. B 7. L 2. -85
11. D 8. L 3. 145
 What I Can Do
What’s New What I Have
1, 805 feet
(Lesson 2) Learned
1. -380C 1.positive
2. Subtract -300C 2.negative
Additional Activity
and 80C 3.difference
1. -36
3. -200C 4.subtrahend
2. -40
4. -380C 5.positive
3. 0
5. 80C 6.positive
4. 39
7.negative
5. 4
8.positive
6. -16
9.negative
7. 52
What’s More 10.positive
26 8. 32
(Lesson 2) 9. -14
V. 74 Assessment:
10. 18
E. -55 1. D 11.C
Answer:
2. C 12. B
 References

Books

Cecile M. De Leon, Integrated Mathematics ( Textbook for First Year ), JTW

Corporation 2000, p. 56 – 65.

Julieta G. Bernabe, Elementary Algebra ( Textbook for First Year ), SD Publications,

Inc., Revised Edition, p.32 – 42.

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 Orlando A. Oronce, et al; E- Math, Worktext in Mathematics 7, REX Publishing,
p.19 - 21

Von Anthony G. Torio; et. al., Smart in Math Grade 7, ESA – JECHO Publishing, Inc.
2017, p. 27 – 70.

Electronic Resources

https://Parade.com

https://www.artofmanliness.com

https://www.calculatoredge.com/math/mathhistory/historyans6.htm

www.google.com

www.mathsisfun.c

For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph

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