LEARNING ACTIVITY SHEET NO.
3
Name of Student: __________________________________Learning Area-Gr. Level: MATHEMATICS 7
Section: ___________________________________________ Date: ____________________________________
Reference Module: Mathematics 7 Quarter 1 – Module 4 ( FUNDAMENTAL OPERAIONS ON
INTEGERS )
I. INTRODUCTORY CONCEPT
Number line – a horizontal line which extends indefinitely in both directions with numbers
placed at equal intervals. In adding integers, start with 0, represent the first addend by an
arrow to the right if the addend is positive and to the left if it is negative. From the tip of the first
arrow, draw a second arrow to represent the second addend. Just as in the case of the first
arrow, the second arrow is drawn to the right if the addend is positive and to the left if it is
negative. The sum of the two integers is found at the tip of the second arrow.
To add integers with the same sign, add without regard to the signs. Then affix the
common sign of the integers.
To add integers with different signs, consider the distance of each integer from zero
(that is, consider the absolute value of each addend). Subtract the shorter distance from
the longer distance. In the answer, use the sign of the number farther from zero.
To subtract integers, we change the sign of the subtrahend and we proceed to the rules
on addition of integers.
The product of two integers with the same sign is positive. The product of two
integers with different signs is negative.
The quotient of two integers with the same sign is positive. The quotient of two
integers with different signs is negative.
II. LEARNING SKILLS FROM THE MELCS
After performing the activities in this lesson, you will learn how to add
integers.
III. ACTIVITIES
Integer Operation Activities!
Adding Integers
1. 85 + (-96) = -11 6. -18 + (-45) = _________
2. 22 + (-41) = ________ 7. (-78) + 69 = __________
3. 6 + (-33) = _________ 8. -32 + 48 = ___________
4. -72 + (-30) + 10 = _______ 9. 6 + (-47) = ___________
5. 80 + 57 = ________ 10. -83 + (-36) + 20 = _________
Subtracting Integers
1. 1 – 3 = -2 6. 3 – (-5) = ________
2. -7 – (-1) = ________ 7. -10 – 4 = ________
3. -1 – 9 = _________ 8. -8 – (-1) = _______
4. 2 – (-5) = ________ 9. 23 + 0 = ________
5. 6 – (-9) = ________ 10. 56 – 34 = ________
Multiplying Integers
1. (-4) (-12) = 48 6. (-8) (10) = ________
2. 5 x 1 = _________ 7. 4 x 10 = ________
3. -2 x 6 = ________ 8. 7 (-12) = ________
4. (-9) (-6) (2) = _______ 9. 15 x 24 = _______
5. (-7) x -8 = ________ 10. (-10) (-7) = _______
Dividing Integers
1. -48 ÷ 6 = -8 6. -16 ÷ (-8) = ________
2. 25 ÷ (-5) = _______ 7. 35 ÷ 5 = ________
3. 81 ÷ 9 = _______ 8. 100 ÷ 10 = ________
4. -10 ÷ 2 = _______ 9. 125 ÷ 25 = _________
5. -70 ÷ (-7) = _______ 10. 84 ÷ -2 = ________
IV. REFLECTION
Did you find our lesson and activities interesting? If yes, what made them
interesting? If no, why?
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V. REFERENCES
Grade 7 Mathematics Patterns and Practicalities Gladys C. Nivera, Ph.D Elementary Algebra ,Textbook for
First Year by Julieta G. Bernabe (pp. 32 – 35)
https://www.mathisfun.com/numbers/addition.html&ved=2ahUKEwitgs
Grade 7 Mathematics Patterns and Practicalities Gladys C. Nivera, Ph.D Elementary Algebra ,Textbook for
First Year by Julieta G. Bernabe (pp. 36 – 38) https://www.mathisfun.com/numbers/subtraction
Mathematics Patterns and Practicalities by Gladys Nivera (pp.62-67) Elementary Algebra ,Textbook for
First Year by Julieta G. Bernabe (pp. 39 – 40) https://www.mathisfun.com/numbers/multiplication
http://www.learnalberta.ca/content/kes/pdf/or_cf_math_ num_d_05_multint.pdf
Mathematics Patterns and Practicalities by Gladys Nivera (pp.62-67) Elementary Algebra ,Textbook for
First Year by Julieta G. Bernabe (pp. 41 – 42)
https://www.mathisfun.com/numbers/division.html&ved=2ahUKEwi6zqy
Prepared by:
EDERLINA N. NEBREJA
Mathematics Teacher
