7

Mathematics
Quarter 1 – Module 3:
Absolute Value and Operations
On Integers
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the absolute value and operations on integers. The scope of this module permits it to
be used in many different learning situations. The language used 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.

The module is divided into five lessons, namely:

• Lesson 1 – Representing Absolute Value of a number on a number line
• Lesson 2 – Addition of Integers
• Lesson 3 – Subtraction of Integers
• Lesson 4 – Multiplication of Integers
• Lesson 5 – Division of Integers

After going through this module, you are expected to:

1. represent absolute value of a number on a number line;
2. find the sum of integers and solve problems involving addition of integers;
3. find the difference of integers and solve problems involving subtraction of
integers;
4. find the product of integers and solve problems involving multiplication of
integers;
5. find the quotient of two integers and solve problems involving division of
integers.

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. It represents the distance of a number on a number line.
A. Absolute Value C. Rational Number
B. Integers D. Scientific Notations
2. Which of the following represents the absolute value of 5?

A. C.

B. D.

3. What is the absolute value of 34?

A. -3 B. 34 C. 0 D. -34 and 34
4. What is the sum of -4 and -6?
A. 2 B. 10 C. -10 D. -24
5. Find the sum of 21 and -15.
A. 6 B. 36 C. -6 D. -36
6. What will you get when you combine -14, -9 and 35?
A. 12 B. 58 C. -12 D. -58
7. Find the difference of -8 and -15.
A. 7 B. -7 C. -13 D. -23
8. What is the difference between 20 and -9?
A. 11 B. 29 C. -11 D. -29
9. Find the difference between a mountain that has an altitude of 3486 feet and a
valley that is 139 feet below sea level.
A. 3 265 B. 3 347 C. 3 437 D. 3 625
10. Find the product of -5 and 9.
A. 4 B. 14 C. – 5 D. - 45
11. Perform the indicated operation: (10) (-2) (3) (-1)
A. -10 B. -16 C. 13 D. 60
12. To be qualified as an encoder, one must be able to type at least 45 words per
minute. How many words must be encoded in 15 minutes in order to qualify?
A. 635 B. 655 C. 675 D. 685
13. What is the quotient -50 and -10?
A. 5 B. 40 C. -5 D. -60
14. Perform the indicated operation: -72 ÷ 9
A. 8 B. 63 C. -8 D. -63
15. Find the quotient of -40 ÷ (-8)
A. 5 B. 32 C. -5 D. -32

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 Lesson Representing Absolute Value
1 Of A Number On A Number
Line

What’s In

In your previous lesson, you learned that the subsets of real number can be
represented using a number line wherein zero is the center of a number line. The
numbers having the same distance from 0 on a number line but are in opposite
directions are called opposites. Let’s check your learnings!

A. Identify the opposite of the following numbers.

1. 10 = _______________ 6. -18 = ______________

2. 45 = _______________ 7. -27 = ______________

3. 50 = _______________ 8. -84 = ______________

4. 67 = _______________ 9. -90 = ______________

5. 96 = _______________ 10. –99 = ______________

Notes to the Teacher

This lesson focuses on the relationship between absolute
value and distance. Point out to students that the absolute value
of a number as a measure of distance will always be positive or zero
since it is simply a magnitude, a measure. Students should realize
the importance of the absolute value of a number in context such
as transportation, weather, statistics and others.

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 What’s New

Some situations can represent integers. Complete the table by giving the appropriate
term.

Situation Negative Zero Positive

Time Before
Business break even
Elevation above sea level
Game loss
saving account withdrawal no change

What is It

The absolute value of a number is the distance of a number from zero.

Remember distance itself is always positive. The absolute value of a number n is
written as |𝑛|.
• If x is a positive integer, then the absolute value of x is x.
In symbol: |𝑥 | = x, if x > 0
Example:
|7| = 7 since 7 is a positive integer, then the
absolute value of 7 is 7.
• If x is equal to zero, then the absolute value of x is x.
In symbol: |𝑥 | = x, if x = 0
Example:
|0| = 0 since 0 is equal to 0, then the
absolute value of 0 is 0.
• If x is a negative integer, then the absolute value of x is the
opposite of x. In symbol: |−𝑥 | = x, if x < 0
Example:
|−10| = 10 since -10 is a negative integer, then
its opposite integer is 10.

In writing the absolute value of a number, just write the numerical part.
The absolute value of 5 is 5, in symbol |5| = 5
The absolute value of -5 is 5, in symbol |−5| = 5

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Let’s Illustrate!
Represent the following absolute value of a number on a number line.
1. |𝟔|
Solution:

Since 6 is 6 units from zero, the absolute value 6 is 6. In symbol, |6| = 6.

2. |𝟎|
Solution:

The absolute value of 0 is 0. In symbol, |0| = 0

3. |−𝟑|
Solution:

Since -3 is 3 units from zero, the absolute value of -3 is 3. In symbol, |−3|= 3

What’s More

A. Represent the following value of a number on a number line.

1. |7| =
2. |10| =.
3. |12| =
4. |−6| =
5. |−8| =
B. Give the absolute value of the following number lines.
1.

2.

3.

4.

5.

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 What I Have Learned

To sum it up, let us complete the statements. Choose your answer from the
box that best completes each of the statements below.

|𝒏| Absolute value zero

positive Distance

The 1._________________ of a number is the 2. ______________ of a number

from 3.______________. Remember distance itself is always 4. ____________. The
absolute value of a number n is written as 𝟓. _________________.

What I Can Do

Here is another activity where you can apply what you learned about
representing absolute value of a number on a number line.

A. Write the absolute value that represents the situation.

Example: A gain of 45 m |45| = 45

1. A loss of 5 lb. ________________

2. 350 ft. below sea level ________________
3. An elevation of 1 050 ft. ________________
4. Php 2, 000 deposit in the bank ________________
5. A profit of Php 50.00 _______________

B. Solve the following problem involving absolute value.

1. Jacob’s credit score is 490. What is the absolute
value of 490? ________________

2. Thomas is 245 feet below sea level. What is the

absolute value of the number of feet he is above
sea level? ________________

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 Lesson

2 Addition of Integers

What’s In

In the previous lesson you have learned that the absolute value of a number
is the distance of a number from zero. Let’s check your learning!

Give the absolute value of the following numbers.

1. |349| = 4. |-97| =
2. |245| = 5. |-183| =
3. |0| =

You also have learned that integer is a set of numbers consisting zero, the
positive natural numbers and their additive inverses which is the negative numbers.

Notes to the Teacher

This lesson is a review and deepening of the concept of
addition of integers. Keep in mind that the definitions for the
operations on integers must retain the properties of the same
operations on whole numbers or fractions. In this sense, the
operations are merely extended to cover a bigger set of numbers.
We present here two models for addition that have been used to
represent addition of the whole numbers.

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 What’s New

Study the following examples:

A. Addition Using Number Line

1. Use the number line to find the sum of 6 & 5.

On the number line, start with point 6 and count 5 units to the right.
At what point on the number line does it stop?
It stops at point 11; hence, 6 + 5 = 11.

2. Find the sum of 7 and (-3)

On the number line, start from 7 and count 3 units going to the left
since the sign of 3 is negative.
At what point on the number does it stop?
It stops at point 4; hence, (7) + (-3) = 4.

What is It

Operations of integers can be performed using different ways. As to

addition of integers, let’s make use of signed tiles and the rules.

Addition of Integers Using Signed Tiles

Let represents +1; represents -1

Now, when we combine one with one , they will cancel each other.
However,
when we combine one with another , they will appear as .
when we combine one with another , they will appear as .

Let’s Try!

1. Combine and
Since the first 4 tiles are positive and the next 5 tiles are also positive.
Therefore they will appear as.
In symbol: 4 + 5 = 9

2. Combine and
Since the first 3 tiles are negative and the next 4 tiles are also
negative. Therefore they will appear as
In symbol: (-3) + (-4) = -7

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3. Combine and
Since the first 5 tiles are positive and the next 3 tiles are
negative. Then the 3 positive tiles and 3 negative tiles will cancel each
other.
Therefore the remaining will appear as
In symbol: 5 + (-3) = 2

ADDITION OF INTEGERS USING THE RULES:

Rule 1: When the integers have like signs, add the numbers and copy
the common sign.
Example:
1. 8 + 5 = 13 Notice that 8 is positive and 5 is also
positive, they have like signs. So add 8 and
5 then copy the common positive sign.
Therefore the answer is positive 13 or 13.

2. (-10 ) + ( -9 ) = -19 Notice that 10 is negative and 9 is also

negative, they have like signs. So add 10
and 9 then copy the common negative sign.
Therefore the answer is negative 19 or -19.

Rule 2: When the integers have unlike signs, subtract the numbers and use
the sign of the number with the greater absolute value.
Example:
1. (-2) + 4 = 2 Notice that 2 is negative while 4 is positive,
they have unlike signs. So subtract 2 from 4
then copy the sign of 4 since it has the
greater absolute value. Therefore the
answer is positive 2 or 2.
Let’s do more!

a. 38 + (-20) = (38 - 20 ) Subtract the numbers

= 18 Since the sign of the number with the
greater absolute value is positive, the
answer is positive.
Subtract the numbers
b. (-42) + 16 = (42 - 16 ) Subtract the numbers
= -26 Since the sign of the number with the
greater absolute value is negative,
the answer is negative.
c. -14 + 22 + (-16) + 8
= -14 + (-16) + 22 + 8 - Combine the numbers with like signs
= -30 + 30 - Subtract the numbers with unlike
signs.
= 0

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 What’s More

Add the following integers.

1. (-5) + (-11) = 5. -8 + 6 = 9. (50) + (-13) + (-12) =
2. (6) + (-9) = 6. (18) + (-11) + (3) = 10. (-100) + (48) + 49 =
3. -4 + (-4) = 7. (-9) + (-19) + (-6) =
4. 7 + (-6) = 8. (-4) + (25) + (-15) =

What I Have Learned

To sum it up, let us complete the statements. Choose your answer from the
box that best completes each of the statements below.
different add positive
subtract zero negative

1. When the signs are the same, ______________ and keep the sign.
2. When the signs are _________________, subtract and use the sign of the number
with the greater absolute value.
3. If we add two same numbers with different signs then the answer is equal to
__________________.
4. The sum of two negative integers is a ____________________ integer.
5. The sum of two positive integers is a _____________________ integer.

What I Can Do

Solve the following problem.

1. Mrs. Reyes charged P3,752.00 worth of groceries on her credit card. Find
her balance after she made a payment of P2,530.00.

2. In a game, Team Azcals lost 5 yards in one play but gained 7 yards in
the next play. What was the actual yardage gained by the team?

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 Lesson

3 Subtraction of Integers

What’s In

In your previous lesson, you have learned how to add integers. There are rules you
need to follow.
1. When the signs are the same, ADD and keep the sign.
2. When the signs are different, SUBTRACT and use the sign of the number
with the greater absolute value.
Make it a try!
Add the following integers:
1. 11 + 9 = _________ 3. 15 + (- 7) = _________
2. (- 7) + (- 4) = _________ 4. (-23 ) + 5 = _________

Notes to the Teacher

This lesson is a continuation of lesson 2 in the sense that
mastery of the law of signs in addition of integers makes
subtraction easy for the learners. Emphasis must be given to how
the law of signs in addition is connected to that of subtraction.

What’s New

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 What is It

Now, let us start our discussion starting with the rules in subtracting integers.

Subtraction Rule
-To subtract two integers, add the opposite or additive inverse of the
subtrahend to the minuend. That is, if a and b are any two integers, then
a – b = a + (-b). Then, follow the rules for addition of integers.

1. Keep Change Change (KCC)

• Keep the 1st integer the same
• Change the subtraction sign to addition
• Change the sign of the second integer

2. Follow the rules for addition

• When the signs are the same (like sign), ADD and keep the sign.
• When the signs are different (unlike sign), SUBTRACT and copy the sign
of the number with the greater absolute value.

Recall: tile represents +1 - =0

tile represents -1
Examples:
1. 𝟕 − 𝟑 = _____
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the sign of the
number with the greater absolute value.)

2. 𝟒 − 𝟓 = _____
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the sign of the number
with the greater absolute value.)

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3. 𝟐 − (−𝟒) = _____
Keep Change Change

Follow rules for addition

(Since like sign, add the integers then keep the sign

4. (−𝟑) − (𝟓) = _____

Keep Change Change

Follow rules for addition

(Since like sign, add the integers then keep the sign)

5. (−𝟓) − (−𝟐) = _____

Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the sign of the larger
number)

6. Find the difference in altitude between a mountain 3 900 feet high and
a valley 785 feet below sea level.

Solution:
Land that is below sea level is considered to have negative
altitude. Hence, the valley is said to have an altitude of -785 feet. The
difference
3 900 ft.in+ altitudes
785 ft. = 4between
685 ft. the mountain and the valley is found by
subtracting -785 ft. from 3 900 ft.

3 900 ft. – (-785 ft.)

3 900 ft. + 785 ft. = 4 685 ft.
The difference in altitude between a mountain and valley below
sea level is 4 685 ft.

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 What’s More

A. Subtract the following integers.

1. 16 - 12 = 5. 19 – (-7) = 9. (−21) − (−5) =
2. 20 - 16 = 6. (-8) – 10 = 10. 11 – (-5) =
3. 19 - 23 = 7. -6 - 5 =
4. (-3) – (-4) = 8. (-10) – (12) =

B. Find the missing number in each subtraction sentence.

1. – (-5) = -9 3. 29 – = -42 5. -7 – = -12
2. -12 – =0 4. – 4 = 15

What I Have Learned

To sum it up, let us complete the statements. Choose your answer from the
box that best completes each of the statements below.

different keep addition

greater change the same

Rules for Subtracting Integers

1. ____________the 1st integer the same
2. Change the subtraction sign to ______________
3. ___________ the sign of the second integer.
4. When the signs are ________________, add and keep the sign.
5. When the signs are __________________, subtract and copy the sign of
the number with the _________________ absolute value.

What I Can Do

Here is another activity that lets you apply what you learned about subtracting
integers by doing the following operations.

Solve the following problems.

1. Maan deposited P53, 400.00 in her account and withdraw P19, 650.00 after a
week. How much of her money was left in the bank?

2. If Pythagoras, the Greek mathematician, was born in 582 BCE and died on his
birthday in 497 BCE, how old was he when he died?

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 Lesson

4 Multiplication of Integers

What’s In

We will learn about the multiplicand and multiplier. The number to be

multiplied is called the multiplicand. The number with which we multiply is called
the multiplier. The numbers to be multiplied are called factors.
Example: Multiply 20 by 2
20 → Multiplicand
factors
x 2 → Multiplier
40 → Product
The result obtained is called product.

Notes to the Teacher

The repeated addition model for multiplication can be
extended to multiplication of two integers in which one of the
factors is positive. However, for products in which both factors are
negative, repeated addition does not have any meaning. Hence
multiplication of integers will be discussed in two parts: the first
part looks into products with at least one positive factor, while the
second studies the product of two negative integers.

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 What’s New

Consider the given number patterns. Then copy and complete the
multiplication table.

Express the multiplication

rules, with (+) stands for a
positive number, and (-)
stands for a negative
number, in the following
cases.
a. (+) (+)
b. (-) (-)
c. (-) (+)
d. (+) (-)

What is It

We learned that with whole numbers, multiplication is repeated addition.

Now, let us start our discussion on the rules in multiplying integers.

Rules in Multiplying Integers

1. When you multiply two numbers with the same sign, the product is
positive.
(+)(+) = (+) (-)(-) = (+)
2. When you multiply two numbers with different signs, the product is
negative.
(+)(-) = (-) (-)(+) = (-)
3. Any number multiply by 0 gives a product of 0.
(0) (any number) = 0 (any number)(0) = 0

The following examples illustrate further how integers are multiplied.

Example 1. Multiply (6) (9)
Solution: (6) (9) = 54
The product is positive because the sign of the factors are the same.
Example 2: Multiply (-7) (-6)
Solution: (-7) (-6) = 42
The product is positive because the sign of the factors are the same.

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Example 3: Multiply (-8) (5)
Solution: (-8) (5) = -40
The product is negative because the sign of the factors are different.

Example 4. Multiply (5) (-2)

Solution: (5) (-2) = -10
The product is negative because the sign of the factors are different.

Example 5: Multiply (0) (10)

Solution: (0) (10) = 0
The product is zero because any number multiply by zero gives a product
of zero.

What’s More

A. Find the product of the following integers.

1. -6 (-4) = 3. (5) (-30) = 5. (-12) (-8) =
2. -11 (20) = 4. -8 (0) =

B. Write the missing factor on the blank to complete each sentence.

1. (-3) • _____ = -15 3. _____ • 8 = -16 5. (-15) • _____ = 0
2. (-40) = -1 • _____ 4. (-7) (-3) • _____ = -21

What I Have Learned

Fill in the blank to make a true statement.

1. When you multiply two numbers with the same sign, the product is __________.
2. When you multiply two numbers with ___________ sign, the product is negative.
3. When you multiply any number by zero, the product is _______________.
4. An even number of negative factors will produce a product that is ____________.
5. An odd number of negative factors will produce a product that is _____________.

What I Can Do

Solve the following problems.

1. Cheska has twenty P5 coins in her coin purse. If her niece took 5 of the
coins, how much has been taken away?
2. Jim reads 3 newspaper articles every day, and Jessica reads 5 times more
than Jim does. How many newspaper articles does Jessica read every day?

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 Lesson

5 Division of Integers

What’s In

In this module, you will learn on how to divide integers. There are terms that
are special to division that we should be familiar with.

• Quotient – the answer when we divide

• Dividend – the number being divided
• Divisor – the number being divided into something
Example:

Notes to the Teacher

This is a short lesson because the sign rules for division of
integers are the same as with the multiplication of integers. Division
is to be understood as the reverse operation of multiplication, hence
making the rules the same with respect to the sign of the quotient.

What’s New

Answer the following questions:

1. What is (51) ÷ (3)? 4. What is (-51) ÷ (-3)?
2. What is (-51) ÷ 3? 5. What is 0 ÷ 51?
3. What is 51 ÷ (-3)?

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 What is It

We have learned that Subtraction is the inverse operation of Addition, In the

same manner, Division is the inverse operation of Multiplication. Now, let us start
our discussion on division of integers.

Rules in dividing integers

1. When two numbers with the same sign are divided, the quotient is always
positive. (−)
(+) ÷ (+) = + ÷ (−)
(−) ÷ (−) =
=++
2. When two numbers with different signs are divided, the quotient is always
negative.
(+) ÷ (−) = − (−) ÷ (+) = −
3. The rules for dividing zero by a nonzero number and for division by zero
still hold.
(0) (any number)
=0 = undefined
(nonzero number) (0)

Example 1: Find the quotient of 45 ÷ 5.

Solution:
Since division is the inverse of multiplication, determine what
number multiplied by (5) produces (45).
Hence (5) (9) = 45
Therefore: 45 ÷ 5 = 9

Example 2: Find the quotient of (-51) ÷ (-3).

Solution:
Since division is the inverse of multiplication, determine what
number multiplied by (-3) produces (-51).
If we ignore the signs for the meantime, we know that
(3) (17) = 51
We also know that in order to get a negative product, the factors
must have different signs. Hence (-3) (17) = -51
Therefore: (-51) ÷ (-3) = 17

Example 3. What is (-57) ÷ 19?

Solution: 19 x 3 = 57
Hence 19 x (-3) = -57
Therefore: (-57) ÷ 19 = -3

Example 4: Show why 273 ÷ (-21) = -13

Solution: (-13) x (-21) = 273
Therefore: 273 ÷ (-21) = -13

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Example 5: Tom played golf at an amusement park. His scores on the first five
holes were -1, +1, -2, -1and -2. What was his mean (average) scores
for these holes?
Solution:
To find the mean, divide the total score by the number of holes.

Tom’s mean score for the first five holes was -1.

What’s More

A. Find each quotient.

1. (63) ÷ 9 = 3. (125) ÷ (-5) = 5. 0 ÷ (50) =
2. (-88) ÷ (-8) = 4. (-144) ÷ (16) =

B. Write the missing number in each .

1. 2. 3. 4. 5.

What I Have Learned

Fill in the blank to make each statement true.

1. When to numbers with the same signs are divided, the quotient is always
_________________________.
2. The quotient of two integers with different signs is ___________________.
3. If the quotient of A and B is negative and A is a negative integer then B is a
_____________________ integer.
4. If the quotient of A and B is negative and A is a positive integer then B is a
_____________________ integer.
5. If A is zero and B is any nonzero integer, then the quotient is ____________.

What I Can Do

Solve the following problems:

1. Vergara’s store earned P8750 a week. How much is her average earning
in a day?

2. A father has 976 sq. meters lot, he has to divide it among his 4 children.
What is the share of each child?

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It represents the distance of a number on a number line.
A. Absolute Value C. Rational Number
B. Integers D. Scientific Notations
2. Which of the following represents the absolute value of -8?

A. C.

B. D.
3. What is the absolute value of 56?
A. -56 B. 0 C. 56 D. -56 and 56
4. Find the sum of -24 and 46.
A. -22 B. -70 C. 22 D. 70
5. What is the sum of -51 and -31?
A. -82 B. -20 C. 20 D. 82

6. If a car has 3 gallons of gas in the tank and you add 8 more, how much is in
the tank?
A. -11 B. 5 C. 11 D. 24

7. Find the difference of 82 and -41.

A. -123 B. -41 C. 41 D. 123
8. What is the difference between -57 and -35?
A. -92 B. -22 C. 22 D. 92
9. There is a wooden board 24 inches long and 8 inches is cut off, how many
inches of board do you have left?
A. -16 B. 3 C. 16 D. 32
10. Find the product of -21 and -3.
A. -63 B. -24 C. -7 D. 63
11. . Perform the indicated operation: (11) (3) (-5).
A. -165 B. -145 C. 145 D. 165
12. Tom drives his car 20 miles round trip to work every day. How many total
miles he drive to and from work in 5 days?
A. -100 miles B. -4 miles C. 4 miles D. 100 miles
13. Find the quotient of -72 ÷ (9)
A. -63 B. -8 C. 8 D. 81
14. Perform the indicated operations: (-52) ÷ 4.
A. -48 B. -13 C. 13 D. 48
15. Oliver removed 56 marbles from his marble box and put them into 8 equal
groups. How many marbles were in each group?
A. -7 B. -64 C. 7 D. 64

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 Additional Activities

“Who is the father of Algebra?”

To find the answer, perform the indicated operation of the following and write
the letter of the problems in the box corresponding to the given equation.

I. |-5+3| Z. 36 ÷ 3
M. -25 ÷( -5) A. -6 + (-2)
A. (12)(2) R. (-6)(12)

K. 7 – (-4) L. -10 + (-10)

W. (-4)(-7) H. -3 – (-1)
I. (-12)÷(12)

-8 -20 11 -2 28 24 -72 -1 12 5 2

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 23
What I Can Do What I Have What’s More What's New What’s In
Learned
A 1. 4 6. -18 1. 32 1. 20
1. Php33, 750.00 1. keep 2. -12 2. -11
2. 4 7. -11
2. 85 2. addition 3. 3 3. 8
3. change
3. -4 8. -22 4. -20 4. -18
4. the same 4. 1 9. -16
5. different 5. 26 10. 16
6. greater
B. 1. -14 4. 19
2. -12 5. 5
3. 71
SUBTRACTION OF INTEGERS
What’s In
What I Can Do What I Have What’s More
Learned 1. 349
1. P1222 1. -16 6. 10 2. 245
2. 2 yard 1. Add 2. -3 7. -34
3. 0
2. Different 3. -8 8. 6
3. Zero 4. 1 9. 25 4. 97
4. Negative 5. -2 10. -3 5. 183
5. positive
ADDITION OF INTEGERS
What I can do What’s I Have What’s More
A. 1. |−5| = 5 Learned
2. |−350| = 350 B. 1. 5 A. 1.
3. |1050| = 1050 1. absolute value 2. 11 2.
4. |2000| = 2000 2. distance
5. |50| = 50 3. -9 3.
3. zero
4. -12 4.
B. 1. 490 4. positive
5. -14 5.
2. 245 5. |𝑛|
What’s New What’s In What I Know
Situation Negative Zero Positive
1. A 6. B
Time before now after 1. -10 6. 18
Business loss break gain 2. -45 7. 27 2. C 7. D
even 3. -50 8. 84 3. B 8. B
Elevation below sea sea level above sea 4. -67 9. 90 4. C 9. C
level level 5. -96 10. 99 5. A 10. A
Game loss tie win 6. A 11. C
Saving withdrawal no deposit 7. A 12. A
Account change 8. A
ABSOLUTE VALUE
Answer Key
 24
Additional Activity Assessment
1. A 6. C 11. A
2. C 7. D 12. D
AL - KHWARIZMI
3. C 8. B 13. B
4. C 9. C 14. B
5. A 10. D 15. C
p
What I Can Do What I Have What’s More What’s New
Learned
A. B. 1. 17
1. Positive 1. 7 6. -21 2. -17
1. P1250.00 2. Negative
2. 244 sq. meters 2. 11 7. -64 3. -17
3. Positive 3. -25 8. 0 4. 17
4. Negative 4. -9 9. -5 5. 0
5. Zero
5. 0 10. -91
DIVISION OF INTEGERS
What I Have Learned What I Can Do
1. Positive 1. 25
2. Different 2. 15
3. Zero
4. Positive
5. Negative
What's New
What's More x 4 3 2 1 0 -1 -2 -3 -4
4 16 12 8 4 0 -4 -8 -12 -16
A. B.
1. 24 1.5 3 12 9 6 3 0 -3 -6 -9 -12
2. -220 2. 40 2 8 6 4 2 0 -2 -4 -6 -8
3.-150 3. -2 1 4 3 2 1 0 -1 -2 -3 -4
4.0 4. -1
0 0 0 0 0 0 0 0 0 0
5. 96 5. 0
-1 -4 -3 -2 -1 0 1 2 3 4
-2 -8 -6 -4 -2 0 2 4 6 8
-3 -12 -9 -6 -3 0 3 6 9 12
MULTIPLICATION OF INTEGERS