NUMBER AND ALGEBRA

TOPIC 12
Positive and negative integers

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12.1 Overview

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Numerous videos and interactivities are embedded just where you need them, at the point of ­learning,
in your learnON title at www.jacplus.com.au. They will help you to learn the concepts covered in this topic.

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12.1.1 Why learn this?

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There are many everyday situations where a knowledge of positive and negative numbers is useful. Tem-
peratures, money owed and paid back, diving levels and flood measurements are just some examples of
where these numbers are used.

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12.1.2 What do you know?

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1. THINK List what you know about positive and negative integers. Use a thinking tool such as a concept
map to show your list.
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2. PAIR Share what you know with a partner and then with a small group.
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3. SHARE As a class, create a thinking tool such as a large concept map that shows your class’s knowl-
edge of positive and negative integers.
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LEARNING SEQUENCE
12.1  Overview
12.2  Integers on the number line
12.3  Integers on the number plane
12.4  Addition and subtraction of integers
12.5  Multiplication and division of integers
12.6  Combined operations
12.7  Review

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 12.2 Integers on the number line
•• Whole numbers are the numbers 0, 1, 2, 3, 4, …
•• Sometimes it is necessary to use numbers smaller than 0.
•• Integers are positive and negative whole numbers, including 0.
The numbers … −3, −2, −1, 0, 1, 2, 3, … are called integers.
•• The integers −1, −2, −3, … are called negative integers.
•• The integers 1, 2, 3, … are called positive integers and can be written as +1, +2, +3, …

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•• 0 is neither positive nor negative.
•• Integers can be represented on a number line. The positive integers are written to the right of 0 and
the negative integers are written to the left of 0.

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Negative integers Positive integers

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–5 –4 –3 –2 –1 0 1 2 3 4 5

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•• As integers have both size (distance from 0) and direction (above or below 0), they can be called
directed numbers.
•• The further a number is to the right of any number on a number line, the larger it is; +5 is bigger
than +2, +2 is greater than 0, +2 is greater than −5.

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Value decreasing

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Opposites
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–4 –3 –2 –1 0 +1 +2 +3 +4
Negative integers Zero Positive integers
Value increasing
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•• The following symbols can be used when comparing integers.

> means greater than ≥ means greater than or equal to
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< means less than ≤ means less than or equal to

•• Opposite integers are equidistant from 0 but on opposite sides; 5 and −5 are opposites.
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WORKED EXAMPLE 1

Write an integer suggested by the following descriptions.

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a My unit is on the 5th floor. b A town is 20 m below sea level.

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THINK WRITE
a Numbers above 0 are positive. a +5 (or 5)
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b Numbers below 0 are negative. b −20

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WORKED EXAMPLE 2
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Place the numbers 9, −2, −7, 5 on a number line.

THINK WRITE
1 Draw a number line from −10 to 10 so –10 0 10
that you can include all of the numbers.
2 Mark the values 9, −2, −7, 5 on the –10 –7 –2 0 5 9 10
number line.

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 WORKED EXAMPLE 3

Use a number line to place the numbers −4, 2, −3, 1 in numerical order.
THINK WRITE
1 A number line from −5 to 5 will be long –5 0 5
enough to include all of the numbers.
Draw the number line.

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2 Mark the values. As you move from left –5 –4 –3 –2 –1 0 1 2 3 4 5
to right on the number line, the numbers
become larger. In numerical order: −4, −3, 1, 2

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WORKED EXAMPLE 4

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Write the opposites of:

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a −2 b 3 c 4.
THINK WRITE
a An opposite is the same distance from 0, a The opposite of −2 is 2.

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but has the opposite sign.

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b An opposite is the same distance from 0, b The opposite of 3 is −3.
but has the opposite sign.
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c An opposite is the same distance from 0, c The opposite of 4 is −4.
but has the opposite sign.
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WORKED EXAMPLE 5
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Complete each statement by inserting the correct symbol: > , < or = .

a 2 ⃞ 5 b −4 ⃞ −1 c 0 ⃞ −3 d 6 ⃞ −2
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THINK WRITE
a 2 is to the left of 5 on the number line, so a 2<5
2 is smaller.
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b −4 is to the left of −1 on the number line, b −4 < −1

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so −4 is smaller.
c 0 is to the right of −3 on the number line, c 0 > −3
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so 0 is larger.
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d 6 is to the right of −2 on the number line, d 6 > −2

so 6 is larger.
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12.2.1 Using positive and negative numbers in our daily lives

•• Sometimes it is necessary to use numbers smaller than 0 in everyday situations.
•• Directed numbers are often used to measure objects from a reference point, for example, temperature
above or below zero, or the height above or below sea level, or archaeological measurements below
the Earth’s surface.
•• Directed numbers are used in describing banking transactions. Withdrawals of money from a bank
account are given negative signs while deposits are given positive signs.

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 10 m

10 m

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30 m

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–30 m

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WORKED EXAMPLE 6

Write an integer suggested by each of the following examples.

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a The temperature was 1 degree below zero. b Kate has $500 in her bank account.

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THINK WRITE
a Below zero refers to negative. a −1
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b She actually has money so the integer is positive. b +500
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RESOURCES — ONLINE ONLY

Watch this eLesson: Integers on the number line

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Searchlight ID: eles-0040

Complete this digital doc: SkillSHEET: Using < or > to compare the size of numbers
Searchlight ID: doc-6563
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Complete this digital doc: SkillSHEET: Ascending and descending order

Searchlight ID: doc-6564
Complete this digital doc: SkillSHEET: Marking numbers on a number line
Searchlight ID: doc-6565
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Complete this digital doc: SkillSHEET: Working with numbers on a number line
Searchlight ID: doc-6566
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Try out this interactivity: Directed number target

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Searchlight ID: int-0074

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Exercise 12.2 Integers on the number line

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Individual pathways
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 PRACTISE  CONSOLIDATE  MASTER

Questions: Questions: Questions:
1–11 1–11 1–12

   Individual pathway interactivity: int-4367 ONLINE ONLY

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
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 Fluency
1. WE1 WE6 Write the integer suggested by the following description.
a. The temperature today is 7 degrees below zero.
b. The penthouse is on the 10th floor.
c. The Dead Sea is 422 m below sea level.
d. Mount Kosciuszko is 2228 m above sea level.
e. The Dow Jones dropped 3 points overnight.
f. Chloe borrowed $30 from her mother.

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2. WE2 Draw a number line from −10 to 10. Mark the following values on your number line.
a. 2 b. −4 c. −9 d. 7 e. 5 f. −1 g. 0 h. −3
3. WE3 Use a number line to place the following numbers in numerical order.

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a. 5, −2, 3, −6, 7 b. 0, −1, 3, −4, −6 c. −5, 7, −2, −3, 1 d. −4, 2, 1, −3, 5
4. WE4 Write the opposite of:

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a. −6 b. 7 c. 1 d. −8

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Understanding
5. WE5 Complete the following by inserting < or > in the box.
a. 2 ⃞ −5 b. 3 ⃞ 7 c. −2 ⃞ −6
d. 6 ⃞ −2 e. −1 ⃞ 3 f. −10 ⃞ −6

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6. From the following lists, select:
i. the smallest number ii. the largest number.

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a. −3, 7, −5 b. 2, −4, 5, 3, −2 c. 7, −10, 5, −2, −4 d. −4, −1, 3, 0, −2
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Reasoning
7. WE6 Overnight, the temperature in Oslo dropped to −6 °C. During the day, the temperature rose by
4 °C. What temperature was reached?
8. A new apartment building was to include a ground floor reception area. If there were 10 floors of
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apartments and 3 floors of underground parking, how many buttons were needed in the lift? Explain
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your answer.
9. a. Historians use BC and AD when discussing dates.
Explain what is meant by 2000 AD.
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b. If the millennium year AD 2000 (+2000) was considered

to be zero:
i. What year would 2010 be?
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ii. What year would 1894 be?

c. Captain James Cook first sighted the east coast of
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­Australia in 1770. In 1788 a fleet of British ships with

1530 passengers, including 736 convicts, landed at
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­Botany Bay. If we consider 1788 as being zero, what

directed number could be used to describe the following?
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i. The year that Captain Cook first sighted the east coast
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of Australia
ii. The year the following settlements were established:
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Hobart (Tasmania) 1803

Brisbane River (Queensland) 1824
Swan River (Western Australia) 1829
Port Phillip Bay (Victoria) 1835
Gulf St Vincent (South Australia) 1836
d. Draw a number line from −20 to 50 to show your answers to part c.

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 10. Lake Mungo in Mungo National Park is a
World Heritage–listed area. Archaeologists
estimate that the lake dried out 18 000 years
ago, and that before that, Aboriginal people
lived on the shores of the lake. Lake Mungo
became one of the world’s most significant
archaeological sites following the discovery
there of some of the oldest remains of modern
man on Earth. Explain what −60 000 could

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mean in terms of population at Lake Mungo.
Problem solving

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11. Raj and Vanessa are going home from school
in opposite directions. Raj lives 1.2 km to the right of the school and Vanessa lives 1.6 km to the left

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of the school.
a. Draw a number line to represent the three locations: Raj’s house, Vanessa’s house and the school.

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Label the three locations with directed numbers.
b. How far apart do Raj and Vanessa live from each other?
12. An aeroplane is flying at 12 km above sea level and a submarine is 500 m below sea level.

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a. Draw a number line to represent the three locations: the aeroplane, the submarine and the ocean
level. Label the three locations with directed numbers.

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b. What is the distance between the submarine and the aeroplane?
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Reflection
Give an example of when a negative integer would be needed.
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12.3 Integers on the number plane

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12.3.1 Positive integers and zero on the number plane

•• The number plane, or Cartesian plane, has two axes: the horizontal axis or x -axis and the vertical
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axis or y-axis.
•• Each point on the number plane is described by its position relative to the x- and y-axes.
•• A pair of coordinates or an ordered pair (x, y) fix the position of the point, where x units is the dis-
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tance along the x-axis and y units is the distance along the y-axis.
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WORKED EXAMPLE 7
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In the number plane at right, find the coordinates of:

a A b B.
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<**dia**>

THINK WRITE y
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5 A
a Point A is 1 unit to the right of zero along the x-axis and a A (1, 4) 4
4 units up the y-axis from zero. 3
2 B
b Point B is on the y-axis, so is 0 units to the right of zero b B (0, 2) 1
along the x-axis and is 2 units up the y-axis from zero. 0
1 2 3 4 5 6 7 8 x

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 12.3.2 Integers on the number plane
Second y First
•• The axes on the number plane can be extended to include negative integers as quadrant quadrant
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shown on the right. B A (3, 2)
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•• The origin (0, 0) is the point where the two axes intersect, dividing the plane (–3, 2) Origin
into four quadrants. –4 –2 0 2 4 x
•• The quadrant with positive y and positive x (the quadrant that you have C –2 D (3, –2)
(–3, –2)
already been using for graphing) is called Quadrant 1 (First quadrant). Third –4 Fourth
•• The quadrants are numbered in an anticlockwise direction. quadrant quadrant

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WORKED EXAMPLE 8

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Write the coordinates and state the quadrant or axis of each point on this number plane.

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THINK WRITE y
a 1 A is 2 units to the right of the origin along a A (2, −3) 2

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the x-axis and is 3 units down from the origin 1
B
along the y-axis. –2 –1 0 1 2 3 x
–1
  2 It is in the lower right-hand corner.   A is in the fourth –2

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quadrant. –3 A
b 1 B is 1 unit to the left of the origin along the b B (−1, 0)
x-axis and is 0 units up or down from the
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origin along the y-axis.
  2 It is on the x-axis.   B is on the x-axis.
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Exercise 12.3 Integers on the number plane

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Individual pathways
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UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–13, 16 1–14, 16, 17 1–17
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    Individual pathway interactivity: int-4368 ONLINE ONLY

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To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
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Fluency
FIGURE 1
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Questions 1 and 2 refer to Figure 1. y

1. WE7 Find the coordinates of the following. J C
N

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a. A b. B c. C D F
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d. D e. E
A B
2. Write a letter to name each of the points with the following coordinates. 4
a. (0, 0) b. (6, 6) c. (8, 1) d. (1, 8) 2 H
Use Figure 2 to find the answers to questions 3 to 11. G E
0 2 4 6 8 x
3. WE8 Write the coordinates and state the quadrant or axis of each point.
a. A b. B c. H d. F e. J

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 4. Name the point and give its quadrant or axis.
FIGURE 2
a. (−5, 2) b. (0, 5) c. (3, −3) y
d. (2, 5) e. (−3, 0) 6
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5. Give the x-coordinate of the following. B 4
a. A b. D c. K d. L C
2
6. Give the y-coordinate of the following. A
G K
a. C b. J c. G d. F 0 x
–6 –4 –2 2 4 6
7. List all points lying in the third quadrant in the diagram. –2

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F D
Understanding
–4
8. What is the x-value of all points on the y-axis? H
9. What is the y-value of all points on the x-axis? –6 J

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10. In which quadrant do all points show the sign pattern (+, − )?
11. True or False?

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a. F and D have the same y-coordinate.
b. A and D have the same x-coordinate.

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c. The origin has coordinates (0, 0).
d. The point at (3, 5) is the same point as (5, 3).
e. The point at (−5, 4) is in the third quadrant.

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f. The point at (0, 2) must lie on the y-axis.
12. MC a. The point (5, −2) lies:

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a. in the first quadrant b. in the second quadrant c. in the third quadrant
d. in the fourth quadrant e. on the x-axis.
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b. The point at (0, 4) lies:
a. in the first quadrant b. on the y-axis c. in the third quadrant
d. in the fourth quadrant e. on the x-axis.
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c. The point (−4, 5) lies:

a. in the first quadrant b. in the second quadrant c. in the third quadrant
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d. in the fourth quadrant e. on the x-axis.

13. Draw up a number plane with both axes scaled from −6 to 6. Plot the points listed and join them with
straight lines in the order given. Name the completed shape.
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a. (5, 5), (3, 2), (−2, 2), (0, 5), (5, 5)

b. (4, −1), (4, −5), (−1, −3), (4, −1)
c. (−4, 4), (−2, 1), (−4, −5), (−6, 1), (−4, 4)
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d. (−2, 1), (1, 1), (1, −2), (−2, −2), (−2, 1)

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Reasoning
14. a. Find the coordinates of a point, C, so that ABCD is a parallelogram. y
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A B
b. Find the coordinates of a point, F, so that DBEF is a kite shape. 4
c. Show that the point (4, −1) lies on the line that passes through D and 2
C

D
E
the origin. x
–4 –2 0 2 4
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d. List 2 points on the line joining D to E. –2

e. Give the coordinates of a point, T, in the third quadrant which would
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–4
­complete the isosceles triangle ADT.
15. a. If you were moving east and then you did a U-turn, what direction would
you be moving in now?
Assume that a U-turn is the same as putting a negative sign in front of you.
b. What direction would you face if you had two negative signs in front of you?

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 c. What direction would you face if you had three negative signs in front of you?
d. What direction would you face if you had ten negative signs in front of you?
e. What direction would you face if you had 101 negative signs in front of you? Explain.
f. Explain what would happen if you were moving north and a U-turn would be the same as putting a
negative sign in front of you. What direction would you be moving in after doing a U-turn?
g. If you were moving north, explain which direction you would be facing after an odd number of
­negative signs and after an even number of negative signs.
Problem solving

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16. The streets in Metropolis run north–south and east–west (see the following diagram). Adam wants to
visit Betty. If he can travel only south or east, how many paths can he follow?

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N

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W E
Adam

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S

Betty

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17. The tennis court shown is enclosed in an area which has a post in each corner.
a. Draw a number plane with the origin in the centre of the court.
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b. State the coordinates of the four posts on the number plane drawn in part a.

36.576 m
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18.288 m
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Reflection
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If you swap the x- and y-coordinates of a point, it may change to another quadrant. What happens
to points from each quadrant if you swap their coordinates?
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12.4 Addition and subtraction of integers

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12.4.1 Addition of integers

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•• A number line can be used to add integers, as demonstrated in Worked example 9. To add a positive
integer, move to the right. To add a negative integer, move to the left.
•• A sign model can also be used to add integers as demonstrated in Worked example 10. In the sign
model, a + and a − cancel each other out.

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 WORKED EXAMPLE 9

Write number sentences to show the addition problems suggested by the following diagrams:
a b
–6 –5 –4 –3 –2 –1 0
<**dia**>
–2 –1 0 +1 +2 +3

THINK WRITE
a Write the addition statement suggested by the diagram. (The first a −2 + −4 = −6

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­integer is 2 units to the left of zero, so start at −2. The second integer
is 4 units to the left of −2, finishing at −6.) Find the answer.
b −2 + +5 = +3

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b Write the addition statement suggested by the diagram. (The first
integer is 2 units to the left of zero so start at −2. The second integer is

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5 units to the right of −2, finishing at +3.) Find the answer.

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WORKED EXAMPLE 10

Draw a sign model for each of the following and state the result.
a −4 + +1 b +5 + −3

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<**dia**>

THINK WRITE

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a 1 Show −4 as four negative signs. a −−−−
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  2 Show +1 as one positive sign.   +
  3 Cancel out the opposite signs.   −− − −
+
  −4 + +1 = −3
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  4 Write the answer.

b 1 Show + 5 as 5 positive signs. b +++++
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  2 Show −3 as 3 negative signs.   −−−

  3 Cancel out the opposite signs.   + + + + +
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−−−
  4 Write the answer.   +5 + −3 = +2
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12.4.2 Subtraction of integers

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•• Subtracting a number gives the same result as adding its opposite.

•• By developing and extending a pattern, we can show that subtracting negatives has the same effect as
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adding a positive; that is, subtracting a negative is the same as adding its inverse. Look at the follow-
ing pattern.
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7 − 4= 3
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7 − 3= 4
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7 − 2= 5
7 − 1= 6
7 − 0= 7
7 − (−1) = 8
7 − (−2) = 9
7 − (−3) = 10
7 − (−4) = 11

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 It can be seen from the table that subtracting a negative is the same as adding its inverse; for example,
7 − (−2) = 9 = 7 + 2.

WORKED EXAMPLE 11

Calculate the following.

<**dia**> a 2 − 5 b −3 −6 c 5− −3 d −5 − −4

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THINK WRITE
a 1 Write the question. a 2 − 5 = 2 − +5
= 2 + −5

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2 Rewrite, changing subtraction to addition of the  
­opposite ­integer.

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  3 Add, using the addition rule for addition of integers.   = −3

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b 1 Write the question. b −3 − 6 = −3 − +6
  2 Rewrite, changing subtraction to addition of the opposite   = −3 + −6
integer.

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  3 Add, using the addition rule for addition of integers.   = −9

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c 1 Write the question. c 5 − −3
  2 Rewrite, changing subtraction to addition of the opposite   = 5 + +3
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integer. =5+3
  3 Add, using the addition rule for addition of integers.   =8
d 1 Write the question. d −5 − −4 = −5 + +4
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  2 Rewrite, changing subtraction to addition of the opposite   = −5 + 4

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integer.
  3 Add, using the addition rule for addition of integers.   = −1
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WORKED EXAMPLE 12
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Evaluate the algebraic expression a + b − c, if a = −2, b = 1 and c = −5.

THINK WRITE
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1 Write the expression. a+b−c

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2 Replace each pronumeral with the appropriate integer. = −2 + 1 − −5

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3 Evaluate the expression; that is: = −1 − −5

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  a rewrite, changing subtraction to addition of the opposite = −1 + +5

­integer
  b add, using the addition rule for addition of integers. =4

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 WORKED EXAMPLE 13

A news flash in Freezonia announced that there had been a record drop in temperature
­overnight. At 6 pm the temperature was 10 °C and by 4 am it had fallen 25 °C. What was the
­temperature at 4 am?
THINK WRITE
1 Write the original temperature. Decide whether the temperature 10 − 25
rose (addition) or fell (subtraction). Write the number sentence. = 10 + −25

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2 Find the answer. = −15
3 Write the answer in a sentence. The temperature in Freezonia at

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4 am was −15 °C.

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RESOURCES — ONLINE ONLY

Complete this digital doc: WorkSHEET 12.1

Searchlight ID: doc-1922

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Exercise 12.4 Addition and subtraction of integers
Individual pathways
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PA
UU PRACTISE UU CONSOLIDATE UU MASTER
Questions: Questions: Questions:
1–11, 13, 17, 21 1–10, 12, 14, 16, 18, 21, 22 1–8 columns 2 and 3, 9–22
D
TE

    Individual pathway interactivity: int-4369 ONLINE ONLY

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
EC

Fluency
1. WE9 Write number sentences to show the addition problems suggested by the following diagrams.
a. b.
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–4 –3 –2 –1 –2 –1 0 +1 +2 +3
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c. d.
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–6 –5 –4 –3 –2 –1 0 –2 –1 0 +1 +2 +3
C

e. f.
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0 +2 +4 +6 –4 –3 –2 –1 0
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2. WE10 Draw a sign model for each of the following and state the result.
a. +2 + −3 b. +3 + −4 c. +4 + −4
d. +3 + −2 e. −4 + +2 f. −5 + +3
3. Copy and complete these number sentences. (Draw a number line or other model if you wish.)
a. 5 + −2 b. −3 + −4 c. −2 + 2 d. 6 + −5
e. −5 + 5 f. 4 + −6 g. −5 + 7 h. 6 + −9
i. −4 + 6 j. 3 + −3 k. −8 + −2 l. 0 + −6

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 4. Write the answer for each of the following.
a. −5 + −2 b. −6 + 4 c. −8 + 8 d. 3 + −7
e. −3 + 7 f. −3 + −7 g. −8 + 12 h. 19 + −22
i. −64 + −36 j. −80 + 90 k. −2 + 4 l. −15 + −7
5. Copy and complete this addition table.
+ −13 5
21    
−18

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6. WE11 Calculate the following.

a. 7 − 5 b. 8 − −2 c. −4 − 6 d. −6 − −8

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e. 1 − 10 f. −5 − 5 g. −8 − −8 h. 0 − 4
i. 0 − −3 j. −10 − −20 k. −11 − 3 l. −5 − −5

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7. Calculate the following mentally and write just the answer.
a. −7 − 3 b. 8 − −5 c. −6 − −9 d. 0 − −12

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e. −8 − 8 f. 3 − 20 g. 20 − −3 h. −4 − 8
8. Find the missing number in these incomplete number sentences.
a. 8 + _______ = 0 b. −2 + ______ = −8 c. _______ + −6 = 4
d. _______ + 5 = −2 e. _______ + −5 = −2 f. _______ − 7 = −6

E
g. −8 − _______ = −17 h. −8 − _______ = 17 i. _______ − −2 = 7

G
9. WE12 Evaluate each algebraic expression, if a = 5, b = −2, c = −8.
a. a + b b. b + c c. a − b d. b − c e. a + b + c
PA
f. a − b − c g. a − (b + c) h. c − b − a i. a − b + c
Understanding
+ –2 –1 0 1 2
10. a. Copy and complete the addition table shown at right.
D

–2 –3
b. What pattern is shown along the leading (dotted) diagonal?
–1 0
c. What pattern is shown along the other (unmarked) diagonal?
TE

d. Is the chart symmetrical about the leading diagonal? 0 –2

e. Comment on any other number patterns you can see. 1

11. Write the number that is: 2
EC

a. 6 more than −2 b. 5 more than −8

c. 8 °C above −1 °C d. 3 °C below 2 °C
e. 3 to the right of −4 f. 4 to the left of −3.
R

12. Model each situation with an integer number sentence that shows 5m 3m
R

the result of the following.

a. From ground level, a lift went down 2 floors, then down another
O

3 floors.
b. From ground level, a lift went down 3 floors, then up
C

5 floors.
N

c. From ground level, a lift went up 5 floors, then down

6 floors.
U

d. Australia was 50 runs behind, then made another 63 runs.

e. An Olympian dived down 5 metres from a board 3 metres above
water level.
f. At 5.00 pm in Falls Creek the temperature was 1°C. It then fell
6 degrees by 11.00 pm.
g. A submarine at sea level dived 50 metres, then rose 26 m.
h. An account with a balance of $200 had $350 withdrawn from it.

TOPIC 12 Positive and negative integers 469

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 13. MC From ground level, a lift went down 2 floors, then down another 3 floors to a level 5 floors below
the ground. The number sentence that describes this situation is:
a. 2 + 3 = 5 b. −2 + −3 = −5 c. −2 + 3 = 1
d. 2 + −3 = −1 e. −3 + −2 = 5
14. Describe a situation to fit each of the number sentences below.
a. −3 + −2 = −5 b. −10 + −40 = −50 c. 2 + −6 = −4
d. −20 + 20 = 0 e. −8 + 10 = 2
15. Are these number sentences true or false?
a. 7 − 9 = 7 + −9 b. 0 − 8 = −8 − 0 c. 8 − 12 = −12 + 8 d. 0 − p = −p

FS
16. Show working to calculate the following.
Remember: Order of operations: brackets, × or ÷ moving

O
from left to right, + or − moving from left to right.
a. 6 + −3 − 2 b. −9 + (5 − 7)

O
c. 3 − (8− −2) d. 6 + −8 + −5 − 2
e. 4 + (−8 + 10) f. 16 − (−2 − −6)

PR
17. MC a.  7 + − 4 − − 2 is equal to:
a. 9 b. 1 c. 13
d. 5 e. −5
b. 6 − (2 + −3) is equal to:

E
a. 1 b. 7 c. 11

G
d. 5 e. −7
18. WE13 The temperature in the freezer was −20 °C. Just
PA
before he went to bed, Dennis had a spoonful of ice-cream
and left the freezer door ajar all night. The temperature in
the freezer rose 18 °C and the ice-cream melted. What was
D

the temperature in the freezer when his mother found the

ice-cream in the morning?
TE

Reasoning
19. Jill is climbing up a steep and slippery path to fetch a
bucket of water. When she is 6 m above her starting point,
EC

she slips back 1 m, grasps some bushes by the side of the

path and climbs 7 m more to a flat
section. How far above her starting
R

point is she when she reaches the

R

resting place? Show your working.

20. a. 
Write a rule starting with
O

‘When adding two negative

numbers, …’
C

b. Write a rule starting with ‘When

adding a negative number and a
N

positive number, …’
U

Problem solving
21. Sharyn opened a bank account
when she started working at her
local fish and chip shop. Over the
four weeks of one month she made
deposits of $56.00, $44.00, $52.80

470  Jacaranda Maths Quest 7 Victorian Curriculum

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 and $39.20 and withdrawals of $45.00, $75.00, $22.00 and $50.00. If her bank account was opened
with a $10 deposit, how much was in her account at the end of the month? Was there a time that the
balance of her account was negative?
22. A hospital building has 6 above-ground-level floors and 4 floors below ground level. Over a
10 -minute period one busy morning, the lift started from ground level (Reception) and made the
­following moves: up 2 floors, up 1 floor, down 4 floors, down 2 floors, up 3 floors, down 4 floors and
up 6 floors. Where did the lift finish and how far did it travel in the 10 minutes?
Reflection

FS
What effect does adding a number to its opposite have? What effect does subtracting the
­opposite have?

O
O
CHALLENGE 12.1
Arrange the numbers in this magic square so that all rows, columns and diagonals add up to the same value.

PR
No numbers are used twice.
−3    
4 −2 −6

E
     

G
PA
12.5 Multiplication and division of integers
12.5.1 Multiplication of integers
D
TE

•• Consider the number pattern table below. •• Notice that multiplying by 0 always results in 0.
•• Notice that multiplying by 1 does not change
× −3 −2 −1 0 1 2 3 the value of the number.
EC

3              
× −3 −2 −1 0 1 2 3
2              
3       0 3 6 9
R

1              
2       0 2 4 6
R

0              
1 −3 −2 −1 0 1 2 3
O

−1              
0 0 0 0 0 0 0 0
−2              
C

−1       0 −1    
−3              
N

−2       0 −2    
U

−3       0 −3    

TOPIC 12 Positive and negative integers  471

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 •• We already know how to complete part of •• Notice that multiplying by −1 changes the
the table. sign of the number.

× −3 −2 −1 0 1 2 3 × −3 −2 −1 0 1 2 3
3       0 3 6 9 3 −9 −6 −3 0 3 6 9
2       0 2 4 6 2 −6 −4 −2 0 2 4 6
1       0 1 2 3 1 −3 −2 −1 0 1 2 3

FS
0       0 0 0 0 0 0 0 0 0 0 0 0
−1               −1 3 2 1 0 −1 −2 −3

O
−2               −2     2 0 −2 −4 −6

O
−3               −3     3 0 −3 −6 −9

PR
•• If we continue the pattern, we get the •• Completing the pattern results in the
­following. following.

× −3 −2 −1 0 1 2 3 × −3 −2 −1 0 1 2 3

E
3 −9 −6 −3 0 3 6 9 3 −9 −6 −3 0 3 6 9
2 −6 −4 −2 0 2 4 6
G 2 −6 −4 −2 0 2 4 6
PA
1 −3 −2 −1 0 1 2 3 1 −3 −2 −1 0 1 2 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
D

−1       0 −1 −2 −3 −1 3 2 1 0 −1 −2 −3
TE

−2       0 −2 −4 −6 −2 6 4 2 0 −2 −4 −6
−3       0 −3 −6 −9 −3 9 6 3 0 −3 −6 −9
EC

•• From this table, we can see the rules for multiplication:

–– When multiplying two integers with the same sign, the answer is positive.
R

–– When multiplying two integers with different signs, the answer is negative.
R

WORKED EXAMPLE 14
O

Evaluate:
C

a −5 × +2 b −4 × −6.
N

THINK WRITE
a 1 Write the question. a −5 × +2
U

  2 Negative × positive = negative.   = −10

b 1 Write the question. b −4 × −6
  2 Negative × negative = positive.   = 24

472  Jacaranda Maths Quest 7 Victorian Curriculum

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 12.5.2 Division of integers
•• The division operation is the inverse, or opposite, of multiplication.
Since 3×2=6    then 6÷3=2 and 6 ÷ 2 = 3.
Since 3 × −2 = −6    then −6 ÷ 3 = −2 and −6 ÷ −2 = 3.
Since −2 × −3 = 6    then 6 ÷ −3 = −2 and 6 ÷ −2 = −3.
•• The rules for division are:
– When dividing two integers with the same sign, the answer is positive.

FS
– When dividing two integers with different signs, the answer is negative.

WORKED EXAMPLE 15

O
Calculate:

O
a 10 ÷ −2 b −12 ÷ 4 c −20 ÷ −5.

PR
THINK WRITE
a 1 Write the question. a 10 ÷ −2
2 Look at the directions to decide whether the answer is positive   = −5

E
or negative. If they are different, the answer is negative and if
they are the same the answer is positive. Divide.

G
b 1 Write the question. b −12 ÷ 4
PA
  2 Different directions give a negative answer. Divide.   = −3
c 1 Write the question. c −20 ÷ −5
  2 Divide using the kind of directions to indicate the sign.   =4
D
TE

WORKED EXAMPLE 16
EC

Simplify:
− 16 4
a + 2
b −5 × 20
.
THINK WRITE
R

a 1 Write the question. a −16

R

+ 2
Note: −16
+ 2
is the same as −16 ÷ +2.
O

  2 Evaluate the expression.   = −8

Note: negative ÷ positive = negative
C

4
b 1 Write the question. b −5 × 20
N

  2 Write the integer as a fraction with a denominator of 1 and simplify by   −5 41

= ×
U

cancelling. 1 205
  3 Multiply the numerators then multiply the denominators and simplify.   = −5
5
Note: negative ÷ positive = negative
  4 Write the answer.   = −1

TOPIC 12 Positive and negative integers  473

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 RESOURCES — ONLINE ONLY

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Exercise 12.5 Multiplication and division of integers

Individual pathways

FS
UU PRACTISE UU CONSOLIDATE UU MASTER
Questions: Questions: Questions:

O
1–12, 15 1–13, 15, 16 1–16

O
    Individual pathway interactivity: int-4370 ONLINE ONLY

PR
To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE14 Evaluate the following.

E
a. 2 × −5 b. −6 × 3 c. −7 × 9 d. 6 × −5 e. −2 × −3
f. −4 × −5 g. −5 × −5 h. 0 × −7 i. −8 × −1 j. −24 × 1
k. 10 × −1 l. −15 × 2
G
m. −3 × 18 n. −20 × −10 o. −6 × −6
PA
2. WE15 Calculate the following.
a. −8 ÷ −2 b. 8 ÷ −2 c. −8 ÷ 2 d. 12 ÷ −3 e. −15 ÷ 5
f. −16 ÷ −8 g. −90 ÷ −10 h. 88 ÷ −11 i. −6 ÷ 1 j. −6 ÷ −1
k. 0 ÷ −4 l. −84 ÷ 4 m. −184 ÷ 2 n. −125 ÷ −5 o. −67 ÷ −1
D

p. 129 ÷ −3 q. −284 ÷ 4 r. 336 ÷ −6

TE

3. WE16 Simplify the following.

a. −6
2
b. −24
−8
c. −8
8
−2 −5
d. 3 × e. 4 × f. −9 × −3
EC

−6 10 18
4. Simplify the following.
a. 2 × −3 × 4 b. −4 × −3 × 3 c. −8 × 9 × −2
5. Fill in the missing numbers.
R

a. −6 × −3 = _____ b. 6 × _____ = −18 c. ____ × 3 = −18

d. −8 × _____ = −8 e. −8 × _____ = 8 f. −8 × _____ = 0
R

g. −1 × _____ = 1
O

6. Fill in the missing numbers in these number sentences.

a. −21 ÷ _____ = −7 b. _____ ÷ −8 = −4 c. _____ × 3 = −8
C

d. −11 ÷ _____ = 1 e. _____ ÷ −7 = 0 f. _____ ÷ −4 = 4

g. −42 ÷ _____ = −6 h. −96 ÷ _____ = 2 i. −150 ÷ −25 = _____
N

7. Evaluate each algebraic expression if c = −2, d = −5.

U

a. c + d b. c × d (or cd) c. d − c d. dc
cd
e. 3cd f. 3c + d g. 10
Understanding
8. Copy and complete the following.
a. −4 + −4 = b. −2 + −2 + −2 = c. −3 + −3 = d. −5 + −5 + −5 + −5 =
2 × −4 = 3 × −2 = 2 × −3 = 4 × −5 =

474  Jacaranda Maths Quest 7 Victorian Curriculum

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 9. MC The missing numbers in the following number sentences could be:
a. 16 ÷ _____ =
a. 2, −8 b. −2, −8 C. −4, 4 d. −2, 8 E. 1, −16
b. _____ ÷ _____ = −5
a. −15, 3 b. 15, 5 C. 25, 5 d. −30, −6 E. −25, −5
10. Simplify each algebraic expression.
a. 3 × 2 × p b. −3 × 4 × t c. −2 × −5 × b d. 2 × a × 4
e. −3 × c × 5 f. −2 × d × −7 g. 6 × a × −2 × b h. −5x × −2g
11. If a = −6, b = −3, c = 2, evaluate the following.

FS
a bc ab
a. a ÷ b b. c. a ÷ b ÷ c d. e.
c a c
ab a a (a + bc)

O
f. g. + c h. i.
bc b cb b

O
12. MC Six people each owe the bank $50. The combined total of the six accounts is:
6
a. $300 b. −$50 C. $50 d. −$ E. −$300

PR
5
Reasoning
13. Evaluate the following multiplications.
a. (−1)(−2) b. (−3)(−2)(−1) c. (−2)(−3)(−1)(−4) d. (−4)(−1)(−5)(−2)(−1)

E
e. Write a rule for multiplying more than two negative numbers.
f. Does this rule apply to division of negative numbers also? Explain.

G
14. A spider is running down the stairs from the first floor of an old lady’s house to the basement below.
PA
It stops every 5 steps to catch a fly. If there are 26 steps above ground and 14 below, how many flies
does the spider catch? Show your working.
Problem solving
15. Dawn was taking her younger
D

brother and sister to the local

TE

pool for a swim. She knew it cost

$2 entry for each person and as
she had spent all her money she
EC

borrowed from her parents. How

much money did Dawn have after
paying the entry cost?
R

16. Mengtong is jumping down the

stairs stepping on every second
R

step only.
a. If she jumps ten times:
O

i. how many steps has she

C

skipped
ii. how many steps are there
N

altogether?
b. If each step is 25 cm high, how
U

far has she travelled in total?

c. Going up the stairs is considered going in a positive direction and going down the stairs is considered
going in a negative direction. Rewrite your answer to part b with this information in mind.
Reflection
When you multiply two integers, is the result an integer? What about when you divide two integers?

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 CHALLENGE 12.2
On a test, each correct answer scores 5 points, each incorrect answer scores −2 points, and each question left
unanswered scores 0 points. A student answers 16 questions on the test correctly, 3 incorrectly and does not
answer 1 question. Write an expression for the student’s score and find the score.

12.6 Combined operations

FS
•• The mathematical rules about order of operations apply when we work with directed numbers.
•• When we are simplifying numbers, the order of operations, BIDMAS, helps us to remember the ­correct

O
order in which we should perform the various operations. This means we do brackets first; then powers
or indices; then × or ÷ (working from left to right); and finally, + and − (working from left to right).

O
PR
WORKED EXAMPLE 17

Calculate 58 − (2 × −8 + 32) using the correct order of operations.

THINK WRITE

E
1 Write the question. 58 − (2 × −8 + 32)

G
2 Working inside grouping symbols (Brackets), simplify the = 58 − (2 × −8 + 9)*
squared term (Indices).
PA
3 Multiplication within the brackets. (Multiplication) = 58 − (−16 + 9)
4 Addition within the brackets. (Addition) = 58 − −7
D

5 When brackets have been removed work the subtraction = 58 + +7*

outside the brackets. (Subtraction) = 65
TE

*These steps could be omitted with

practice.
EC

WORKED EXAMPLE 18
R

Evaluate 5a ÷ b, if a = −20 and b = 4.

R

THINK WRITE

1 Write the expression as given. 5a ÷ b

O

2 Substitute the given value for each pronumeral, inserting = 5 × −20 ÷ 4

C

­operation signs as required.
N

3 Perform the operations as they occur from left to right. = −100 ÷ 4

= −25
U

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 Exercise 12.6 Combined operations
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1–5, 8 1, 2, 3 1st columns, 4–6, 8, 9 1, 2, 3 2nd columns, 4–9

    Individual pathway interactivity: int-4371 ONLINE ONLY

FS
To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

O
Fluency
1. WE17 Calculate the following, using the correct order of operations.

O
a. 6 + 3 × −4 b. 18 − 12 ÷ −3 c. 8 + −4 − 10

PR
d. 17 − 3 + −8 e. 6 × −3 ÷ 9 f. 72 ÷ 8 × −3
g. 7 + (−3 − 4) h. (6 + 3) ÷ −9 i. −3 × −2 + 3 × −1
j. −6 × 5 − 2 × −6 k. −4 × (6 − −4) l. (−8 + 3) × −7
2. Evaluate each of the following.

E
2
a. 4 + 7 × −3 − 2 b. −6 − 4 + (−3)
c. (−2) 3 − 3 × −2 d. 3 + (2 − 8) + −6

G
2
e. −8 ÷ 2 + (−2) f. −4 × −8 − [ 2 + (−3) 2 ]
g. (−7 + 5) − −24 ÷ 6 h. −15 ÷ (2 − 5) − 10
PA
i. 54 ÷ −6 + 8 × −9 ÷ −4 j. (9 − −6) ÷ −5 + −8 × 0
k. −7 + −7 ÷ −7 × −7 − −7 l. −9 × −5 − (3 − −2) + −48 ÷ 6
3. WE18 Evaluate each of the following.
D

a. 2x + 3x, if x = −4 b. 5 + 3d, if d = −2
c. −5b − 3, if b = −7 d. a(b + c), if a = 6, b = −2, c = −4
TE

e. x3 − y, if x = −4, y = 4
Understanding
EC

4. MC The expression 6 + 2 × −5 − −10 ÷ 2 is equal to:

a. −15 b. −35 c. −60 d. 1 e. 3
5. Model each situation with integers, then find the result.
R

a. A submarine dives 100 m from sea level, rises 60 m then dives 25 m. What is its final position?
b. Jemma has $274 in the bank, then she makes the following transactions: 2 withdrawals of $68 each,
R

and then 3 deposits of $50 each. How much money does Jemma now have in the bank?
c. If 200 boxes of apples were each 3 short of the stated number of 40 apples, what was the overall
O

shortfall in the number of apples?

d. A person with a mass of 108 kg wants to reduce his mass to 84 kg in 3 months. What ­average mass
C

reduction is needed per month?

N

Reasoning
U

6. Local time in Melbourne is 3 hours ahead of Singapore time, which is 5 hours behind Auckland (NZ)
time. Auckland is 11 hours ahead of Berlin (Germany) time. What is the time difference between:
a. Melbourne and Berlin
b. Singapore and Berlin?
7. Merlin is riding his bike east at a steady 10 km/h, while Morgan is riding her bike west at a steady
8 km/h. They pass each other on Backpedal Bridge at 12 noon.

TOPIC 12 Positive and negative integers  477

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 (Assume that east is the positive
direction and west is negative and
that time before noon is negative
and after noon is positive.)
a. What is the location of each
person with respect to the
bridge at 9 am?
b. What are their locations with

FS
respect to the bridge at 2 pm?
c. How far apart were they at
10 am?

O
d. How far apart will they be at
4 pm?

O
Problem solving
8. Emilia bakes and sells cupcakes.

PR
A customer ordered 3 lemon cup-
cakes at $4.25 each, 3 chocolate
cupcakes at $4.75 each and 2 original cupcakes at $3.75 each.

E
a. Write an expression to help Emilia calculate the amount the client has to pay.
b. Calculate the final amount.

G
PA
D
TE
EC
R

9. In a Maths competition marks are awarded as follows: 3 marks for a hard question (H), 2 marks for
R

a medium question (M) and 1 mark for an easy question (E). If the answer is incorrect (I), 1 mark is
O

deducted.
The top three students had the following scores:
C

Student 1: 10H, 3M, 5E, 2I

Student 2: 7H, 7M, 3E, 3I
N

Student 3: 9H, 6M, 5E, 0I

U

a. How many marks did each of them receive?

b. Who won the competition?
Reflection
What do you need to be careful about when you are applying operation order to positive and
­negative integers?

478  Jacaranda Maths Quest 7 Victorian Curriculum

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 12.7 Review
12.7.1 Review questions
Fluency
1. Which of the following are integers?
a. −2 12 b. 0.45 c. 0 d. −201
2. Complete each statement by inserting the correct symbol: >, < or =.

FS
a. −6 ⃞ −2 b. −7 ⃞ 7 c. 0 ⃞ −5 d. −100 ⃞ 9
3. List the integers between −21 and −15.
4. Arrange in descending order: −3, 2, 0, −15.

O
5. Describe the integers graphed on each number line.

O
a. b. c.
–2 –1 0 1 –6 –5 –4 –3 –12 –11 –10 –9

PR
6. Graph each set of integers on a number line:
a. integers between −7 and −2 b. integers > −3 c. integers ≤ −4.
7. State whether the following points are on the x-axis, the y-axis, both axes or in the first quadrant.
a. (0, 0) b. (0, 5) c. (3, 0) d. (3, 2)

E
8. Draw and label appropriately a set of axes. Plot the following points in the order given, joining each

G
point to the next one. Name the shape that has been drawn.
(−2, 3), (1, 3), (2, −2), (−1, −2), (−2, 3)
PA
9. In which quadrant or on which axes do the following points lie?
a. (−2, 3) b. (3, −1) c. (−4, −1) d. (0, 2) e. (−1, 0) f. (7, 9)
10. Calculate the following.
a. −12 + 7 b. −9 + −8 c. 18 + −10 d. 5 + 1
D

11. Write the number that is 2 more than each of the following integers.
TE

a. −4 b. 5 c. −1 d. 0 e. −2
12. A snail begins to climb up the side of a bucket. It climbs 3 cm and slips back 2 cm, then climbs a
further 4 cm and slips back 1 cm. Write a number sentence to help you find how far the snail is from
EC

the bottom of the bucket.

13. Calculate the following.
a. −5 − 3 b. 17 − −9 c. −6 − −9 d. 6 − 8 e. 12 − 20 f. −10 − −12
R

14. Evaluate the following.

2 2 2
a. −6 × 7 b. 4 × −8 c. −2 × −5 d. (−8) e. −8 f. −2 × (−8)
R

15. Calculate the following.

a. −36 ÷ 3 b. −21 ÷ −7 c. 45 ÷ −9 d. −18 e. 64 ÷ −4 f. −100 ÷ 25
O

−2
16. Calculate the following.
C

a. 10 − 6 × 2 b. −7 − −8 ÷ 2 c. −3 × −5 − −6 × 2
3
e. (−3 − 12) ÷ (−10 + 7) f. 2c + 3c, if c = −4
N

d. (−2)
g. −2x(x + 5), if x = −2 h. 2a2 + a if a = −3 i. b3 if b = −5
U

17. Replace the box with =, ≤ or > to make the statement correct.
a. −5 ⃞ −3 b. −22 × −2 ⃞ 44 c. 4 ⃞ 2
d. −5 × −3 ⃞ −15 e. 0 ⃞ −7 f. −2(−4 + 7) ⃞ 6
g. −2 × 5 ⃞ −9 h. 5 × (−2 − 18) ÷ −4 ⃞ 25 i. 12 ÷ −4 ⃞ 3
j. 5 × (−2 − 18) ÷ 4 ⃞ −25 k. −10 × −5 ⃞ 50 l. 5 × −2 − 18 ÷ 4 ⃞ 2.5
18. Model this situation with integers, then find the result: A scuba diver at 52 metres below sea level
made his ascent in 3 stages of 15 metres each. At what level was he then?

TOPIC 12 Positive and negative integers  479

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 19. Some historians believe that the Roman era began in 146 BC and ended in 455 AD. For how many
years did the Roman era last?
20. The lowest temperature recorded on Earth was −90 °C in Antarctica and the highest was 58 °C in
Africa. What is the difference between these two temperatures?
21. Rachel's bank account has a balance of −$43. She pays a bill using direct debit of $51. What is
Rachel's bank balance now?
Problem solving
1. a. Complete the addition table below.

FS
+ 6   3
  11 15  

O
12      
  15    

O
b. Complete the multiplication table below.

PR
× 4   −6
  −12 24 18
5      

E
  8    

G
2. For the following expressions determine if the answer will be negative or positive. Explain your
answers using mathematical reasoning.
PA
a. −17 489 − 25 636 b. −65 234 + 123 468 c. −44 322 + 31 212
3. Examine the graph below.
a. Find the coordinates of the point D, so that ABCD is a square. y
D

b. State the points that: 5

4
i. make a right-angled triangle
TE

C 3 B
ii. make an isosceles triangle that doesn't include a right angle. 2
(There may be more than one solution.) 1
A
c. Write down the coordinates of the point F, so that ACFE is a parallelo- –5 –4 –3 –2 –1–10 1 2 3 4 5 x
EC

gram. Mark this on the grid and draw the parallelogram. –2

G
d. State the coordinates of the midpoint of CA. –3
e. State the coordinates of the midpoint of AE. –4 E
R

–5
f. Estimate the coordinates of G.
4. At many locations around the world, minimum and maximum tempera-
R

tures are recorded.

O

a. On one particular day, the minimum temperature in the Arctic circle was recorded as −24 °C and the
maximum temperature was recorded as −7 °C. In London, UK, the maximum temperature was 32 °C
C

and the minimum temperature was −2 °C. In Mexico, the maximum temperature was 38 °C and the
minimum temperature was 16 °C. What was the difference in maximum and minimum temperatures
N

at each of these three places?

U

b. In Melbourne, the temperature often changes rapidly during the day. On one very hot day the
­temperature reached 42 °C. A cool change arrived during the afternoon and the temperature dropped
by 18 °C. What was the temperature after the cool change?
c. In Alaska, the weather often changes suddenly as storms sweep across the frozen plains. On one
day, the temperature was 3 °C, but a storm caused the temperature to drop by 24 °C. What was the
­temperature during the storm?

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 5. a. Fill the gaps in this diagram so that the numbers in each circle add to zero.

–4 –3
6
2

8
–1

FS
–4 –2

O
b. Now fill in the gaps so that the numbers in each circle sum to −2.

O
6. There are many ways to go through the following number network. Follow the addition, subtraction or
multiplication signs as you progress from the Start to the Finish.

PR
a. Find a path (using each number only once) that gives a final answer of 0.
b. Find a path (using each number only once in the order that they come) that gives the highest final answer.
c. Find a path (using each number only once in the order that they come) that gives the lowest final answer.

E
–4 +
Start 6

G
× – +
2 + –1
+
PA
3 –
× ×
× –
+ –5 –6
+ =
–
D

–2 – = Finish
4
TE

7. You have 30 questions to answer on a multiple-choice test. Each correct answer scores one mark while
each incorrect answer scores −2 marks. Any unmarked questions will be counted as incorrect. What
EC

is the least number of questions that you can answer correctly and still obtain a score greater than 0?
How many marks will you earn? Explain your reasoning.
8. If X − Y > X and Y − X < Y and Y are integers, can you determine whether X and Y are positive or
R

negative values?
9. Place the digits 1 − 9 (no repeats) in the grid below so that the equations reading across and down
R

are true.
O

– × = –16
C

– × –
N

– + = 7
U

× ÷ ÷

– – = 4

= = =

–13 10 –3

TOPIC 12 Positive and negative integers  481

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 10. The negative integers −2 to −1000 are arranged in five columns as shown.
Column 1 Column 2 Column 3 Column 4 Column 5
−2 −3 −4 −5
−9 −8 −7 −6
−10 −11 −12 −13
−17 −16 −15 −14
In which column will −1000 lie?

FS
11. The following table lists the profit and loss that has occurred for the past four years. Which two
­consecutive years had the maximum difference?
Year 2006 2007 2008 2009

O
$Profit/loss −6420 3808 −2651 8222

O
12. a. Copy and use your calculator to complete the following table.

PR
Integer (x) x2 x3 x4 x5
2
−2

E
3
−3
4
G
PA
−4
b. Look at your results in the x2 column. What is the sign of all the numbers?
c. Consider the sign of the numbers in the x3 column. What do you notice?
D

d. Describe the resulting sign of the numbers in the x4 and x5 columns.

e. Is the resulting sign in the x2 column the same as that in the x4 column? What about the signs of the
TE

numbers in the x3 and x5 columns?

f. Copy and complete the following statements.
When a positive number is raised to any power, the sign of the answer is _______.
EC

When a negative number is raised to an even power, the sign of the answer is _______.
When a negative number is raised to an odd power, the sign of the answer is _______.
g. Let us now look at the reverse of raising a number to a power — taking the root of a number. You
R

2 2
will notice that 2 = 4 and (−2) = 4. It follows that, if we take the square root of 4, we can get +2
or −2. (Your calculator will only give you the positive answer.) This has a shorthand way of being
R

4
written as √4 = ±2. Similarly, you will notice that √16 = ±2. This only applies to even roots. Write
O

a statement showing the square root of 100.

h. It is not possible to take the even root of a negative number (because no number raised to an even
C

power will produce a negative number). What happens when you try to evaluate √−144 on the
­calculator?
N

i. Notice that with odd-numbered roots the sign of the answer is the same as the sign of the original
U

3 3 3
number; √8 = 2 but √ − 8 = −2. Calculate √ − 125.

482  Jacaranda Maths Quest 7 Victorian Curriculum

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 j. Copy and complete the following table. (Fill in the blocks that are not blacked out.) Consider each
answer carefully, as some are not possible.

Integer (x) √x √3 x √4 x √5 x
16 ±4
−16
27
−27

FS
32
−32

O
81

O
−81
64

PR
−64
k. In your own words, describe the sign resulting after taking odd and even roots of positive and
negative numbers.

E
RESOURCES — ONLINE ONLY

G
PA
Try out this interactivity: Word search
Searchlight ID: int-2603
Try out this interactivity: Crossword
Searchlight ID: int-2604
D

Try out this interactivity: Sudoku

Searchlight ID: int-3172
TE

Complete this digital doc: Concept map

Searchlight ID: doc-10739
EC

Language
It is important to learn and be able to use correct mathematical language in order to communicate effec-
R

tively. Create a summary of the topic using the key terms below. You can present your summary in writing
or using a concept map, a poster or technology.
R

ascending integer quadrants

O

descending negative integers vertical

directed number origin x -axis
C

horizontal positive integers y-axis

N
U

Link to assessON for questions to test your

readiness FOR learning, your progress AS
you learn and your levels OF achievement.
assessON provides sets of questions for
every topic in your course, as well as giving
instant feedback and worked solutions to
help improve your mathematical skills.
www.assesson.com.au

TOPIC 12 Positive and negative integers 483

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 Investigation | Rich task
Directed numbers dice game
In this game, the winner is the first to complete a row of three, horizontally, vertically or diagonally.
Equipment: 2 players, 2 standard dice, Connect-3 board, dice placement sheet, 9 blue counters, 9 red
counters.

FS
O
O
PR
E
G
PA
D

Instructions
Roll the two dice and decide whether to add or subtract the numbers on the dice. Put the dice on one
TE

of the squares on the dice placement sheet to produce a total shown on the Connect-3 board.
Once you have worked out the answer, place your counter on the appropriate number on the
Connect-3 board. (You should check each other’s answers.) You cannot cover a number that has
EC

already been covered. If you are unable to find a total that has not been covered, you must pass. The
winner is the first to complete a row of three numbers: horizontally, vertically or diagonally.
Make your own board game using dice with negative numbers on each face and put different
R

numbers on the board. The dice placement sheet could also be changed to include × or ÷ symbols.
R

Connect-3 board
O

−5 −4 −3 −2
C
N

−1 0 1 2 3
U

4 5 6 7 8

9 10 11 12  

484 Jacaranda Maths Quest 7 Victorian Curriculum

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 Dice placement sheet

FS
O
O
PR
–

E
G
PA
D
TE

RESOURCES — ONLINE ONLY

Complete this digital doc: Code puzzle: What has six eyes but cannot see?
Searchlight ID: doc-14331
EC
R
R
O
C
N
U

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 Answers
Topic 12 Positive and negative integers
Exercise 12.2 Integers on the number line
1. a. −7 b. 10 or + 10 c. −422
d. 2228 or + 2228 e. −3 f. −30
2. C BH FG A E D
–10 –5 0 5 10

FS
3. a. −6, −2, 3, 5, 7 b. −6, −4, −1, 0, 3 c. −5, −3, −2, 1, 7 d. −4, −3, 1, 2, 5
4. a. 6 b. −7 c. −1 d. 8
5. a. > b. < c. > d. > e. < f. <

O
6. a. i. −5 ii. 7 b. i. −4 ii. 5
c. i. −10 ii. 7 d. i. −4 ii. 3

O
7. −2 °C 8. 14
9. a. 2000 years after the birth of Christ.

PR
b. i. 10 ii. −106
c. i. −18 ii. +15, +36, +41, +47, +48
d. Check with your teacher.

E
10. Answers will vary.
11. a.

G
PA
Vanessa School Raj
̶1.6 0 1.2
D

b. 2.8 km
12. a. b. 12.5 km
TE

12 km
EC
R
R
O
C
N

0 Ocean level or
U

sea level
̶0.5 km

Exercise 12.3 Integers on the number plane

1. a. (3, 4) b. (8, 4) c. (4, 8) d. (0, 7) e. (5, 0)
2. a. G b. F c. H d. J
3. a. (3, 1) ; 1st quadrant b. (−2, 4) ; 2nd quadrant c. (−6, −5); 3rd quadrant
d. (0, − 3) ; y- axis e. (6, − 6) ; 4th quadrant

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 4. a. C; 2nd quadrant b. L; y- axis c. D; 4th quadrant
d. E; 1st quadrant e. G; x- axis
5. a. 3 b. 3 c. 7 d. 0
6. a. 2 b. −6 c. 0 d. −3
7. H 8. 0 9. 0 10. 4
11. a. T b. T c. T d. F e. F f. T
12. a. D b. B c. B
13. y
6

FS
4
a
2
c

O
0 x
–6 –4 –2 d 2 4 6
–2

O
b
–4

PR
–6

a. Parallelogram b. Isosceles triangle c. Kite d. Square

14. a. (2, 1) b. (1, −2) c. Draw line DO

E
d. (−3, 1), (−2, 1), (−1, 1) etc. e. (−5, −2)
15. a. West b. East c. West d. East

G
e. An odd number of negative signs turns you west, and an even number of negative signs turns you east.
PA
f. South
g. An odd number of negative signs turns you south, and an even number of negative signs turns you north.
16. 210
17. a. y
D

36.576 m
TE
EC

18.288 m
x
R
R

b. y
O

36.576 m
C
N

18.288 m
U

Top left post (−18.288, 9.144) Top right post (18.288, 9.144)
Bottom right post (18.288, −9.144) Bottom left post (−18.288, −9.144)

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 Exercise 12.4 Addition and subtraction of integers
1. a. −4 + +4 = 0 b. −1 + +3 = +2 c. −2 + −4 = −6
d. +2 + −4 = −2 e. + 6 + −4 = +2 f. −1 + −3 = −4
2. a. −1 b. −1 c. 0 d. + 1 e. −2 f. −2
3. a. 5 + −2 = 3 b. −3 + −4 = −7 c. −2 + 2 = 0 d. 6 + −5 = 1
e. −5 + 5 = 0 f. 4 + −6 = −2 g. −5 + 7 = 2 h. 6 + −9 = −3
i. −4 + 6 = 2 j. 3 + −3 = 0 k. −8 + −2 = −10 l. 0 + −6 = −6
4. a. −7 b. −2 c. 0 d. −4 e. 4 f. −10

FS
g. 4 h. −3 i. −100 j. 10 k. 2 l. −22
5.
+ −13 5

O
21 8 26
−18 −31 −13

O
6. a. 2 b. 10 c. −10 d. 2 e. −9 f. −10
g. 0 h. −4 i. 3 j. 10 k. −14 l. 0

PR
7. a. −10 b. 13 c. 3 d. 12
e. −16 f. −17 g. 23 h. −12
8. a. −8 b. −6 c. 10 d. −7 e. 3

E
f. 1 g. 9 h. −25 i. 5
9. a. 3 b. −10 c. 7 d. 6 e. −5

G
f. 15 g. 15 h. −11 i. −1
10. a. +
PA
–2 –1 0 1 2
–2 –4 –3 –2 –1 0
–1 –3 –2 –1 0 1
0 –2 –1 0 1 2
1 –1 0 1 2 3
D

2 0 1 2 3 4
TE

b. Even numbers; doubles c. Zeroes (addition of opposites)

d. Yes e. Discuss
11. a. 4 b. −3 c. 7 °C d. −1 °C e. −1 f. −7
EC

12. a. −2 + −3 = −5 b. −3 + 5 = 2 c. 5 + −6 = −1 d. −50 + 63 = 13
e. 3 + −5 = −2 f. 1 + −6 = −5 g. −50 + 26 = −24 h. 200 + −350 = −150
13. B 14. a to e Discuss
R

15. a. T b. T c. T d. T
16. a. 1 b. −11 c. −7 d. −9 e. 6 f. 12
R

17. a. D b. B
18. −2 °C 19. 12 m
O

20. a. ‘When adding two negative numbers, add the two numbers as if they were positive numbers and then write a negative sign
C

in front of the answer.’

b. ‘When adding a negative number and a positive number, ignore the signs, subtract the smaller number from the larger
N

number and then write the sign the larger number has.’
21. Balance at end of month $10. During the second week her balance was negative.
U

22. 2nd floor. It travelled 22 floors in 10 minutes.

Challenge 12.1
−3 −4 3
4 −2 −6
−5 2 −1

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 Exercise 12.5 Multiplication and division of integers
1. a. −10 b. −18 c. −63 d. −30 e. 6 f. 20 g. 25 h. 0
i. 8 j. −24 k. −10 l. −30 m. −54 n. 200 o. 36
2. a. 4 b. −4 c. −4 d. −4 e. −3 f. 2 g. 9 h. −8 i. −6
j. 6 k. 0 l. −21 m. −92 n. 25 o. 67 p. −43 q. −71 r. −56
3. a. −3 b. 3 c. −1 d. 1 e. −2 f. 1 12
4. a. −24 b. 36 c. 144
5. a. 18 b. −3 c. −6 d. 1 e. −1 f. 0 g. −1

FS
6. a. 3 b. 32 c. −72 d. −11 e. 0
f. −16 g. 7 h. −48 i. 6
7. a. −7 b. 10 c. −3 d. 10 e. 30 f. −11 g. 1

O
8. a. −8, −8 b. −6, −6 c. −6, −6 d. −20, −20
9. a. B b. A

O
10. a. 6p b. −12t c. 10b d. 8a
e. −15c f. 14d g. −12ab h. 10xg

PR
11. a. 2 b. −3 c. 1 d. 1 e. 9 f. −3 g. 4 h. 1 i. 4
12. E
13. a. 2 b. −6 c. 24 d. −40

E
e. When multiplying an even number of negative numbers, the answer is always positive. When multiplying an odd number
of negative numbers, the answer is always negative.

G
f. Yes, because multiplication and division have the same rules when working with negative numbers.
14. 8 flies 15. −$6
PA
16. a.  i. 10 ii. 20 b. 5 metres c. −5 metres

Challenge 12.2
16 × 5 + 3 × −2 + 0 = 80 − 6 = 74 marks
D

Exercise 12.6 Combined operations

TE

1. a. −6 b. 22 c. −6 d. 6 e. −2 f. −27
g. 0 h. −1 i. 3 j. −18 k. −40 l. 35
2. a. −19 b. −1 c. −2 d. −9 e. 0 f. 21
EC

g. 2 h. −5 i. 9 j. −3 k. −7 l. 32
3. a. −20 b. −1 c. 32 d. −36 e. −68
4. D
R

5. a. −100 + 60 + −25 = −65 b. 274 + 2 × −68 + 3 × 50 = 288

c. 600 d. 8 kg
R

6. a. Sydney 9 h ahead b. Singapore 6 h ahead

7. a. Merlin: −3 × 10 = −30, 30 km west of bridge
O

Morgan: −3 × − 8 = 24, 24 km east of bridge

b. Merlin: 2 × 10 = 20, 20 km east of bridge
C

Morgan: 2 × − 8 = −16, 16 km west of bridge

N

c. 36 km d. 72 km
8. a. 3 × (4.25 + 4.75) + 2 × 3.75 b. $34.50
U

9. a. 39 marks, 35 marks, 44 marks b. Student 3 with 44 marks

Exercise 12.7 Review

1. a. No b. No c. Yes d. Yes
2. a. < b. > c. < d. >
3. −20, −19, −18, −17, −16
4. 2, 0, −3, −15

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 5. a. < 1 or ≤ 0 b. Between −6 and −3 c. > −12 or ≥ −11
6. a. b. c.
–7 –6 –5 –4 –3 –2 –3 –2 –1 0 –6 –5 –4 –3

7. a. Both axes b. y-axis c. x-axis d. First quadrant

8. y
3 (1, 3)
(–2, 3)
2
1

x
–2 -1 0 1 2
–1

FS
–2
(–1, –2) (2, – 2)
–3

O
Parallelogram
9. a. Second b. Fourth c. Third d. y-axis e. x-axis f. First

O
10. a. −5 b. −17 c. 8 d. 6
11. a. −2 b. 7 c. 1 d. 2 e. 0

PR
12. 3 + −2 + 4 + −1 = 4
snail is 4 cm from the bottom of the bucket.
13. a. −8 b. 26 c. 3 d. −2 e. −8 f. 2
14. a. −42 b. −32 c. 10 d. 64 e. −64 f. −128

E
15. a. −12 b. 3 c. −5 d. 9 e. −16 f. −4

G
16. a. −2 b. −3 c. 27 d. −8 e. 5
f. −20 g. 12 h. 15 i. −125
PA
17. a. −5 < −3 b. −22 × −2 = 44 c. 4 > 2
d. −5 × 3 > −15 e. 0 > −7 f. −2(−4 + 7) < 6
g. −2 × 5 < −9 h. 5 × (−2 − 18) ÷ 4 < 25 i. 12 ÷ −4 < 3
j. 5 × (−2 −19) ÷ 4 = −25 k. −10 × −5 = 50 l. 5 × −2 − 18 ÷ 4 < 2.5
D

18. −52 + 3 × 15 = −7 19. 601 years 20. 148 °C 21. −$94

TE

22. a. b.
+ 6 10 3 × 4 −8 −6
5 11 15 8 −3 −12 24 18
12 18
EC

22 15
5 20 −40 −30
9 15 19 12
2 8 −16 −12
R

23. a. Negative b. Positive c. Negative

Two negative numbers added together will always be negative. When a positive and a negative number are added together
R

if the larger number is positive the result will be positive, if the larger number is negative the result will be negative.
24. a. D(−1, 0)
O

b. i.  CBA, BAD others are possible; check with your teacher.
ii. ADE or BCE
C

c. F(−3, − 1)
d.
N

y
5
4
U

C 3 B
2
1
D A
–5 –4 –3 –2 –1–10 1 2 3 4 5x
F
–2
G
–3
–4 E
–5

e. (1, 1.5) f. (2, −2) g. G(−4, −2.5)

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 25. a. Arctic Circle 17 °C, London 34 °C, Mexico 22 °C
b. 24 °C
c. −21 °C
26. a. b.
7 5
–4 –3 –4 –3
2 6 0 6
2 –3 2 –5
–12 –10
5 8 3 8

FS
–1 –6 –1 –8
–4 –2 –4 –2
6 4

O
27. a. Start −4 + 6 + −1 + 3 + 2 + −2 − 4 = 0. There are more possibilities — check with your teacher.
b. There are several possibilities — check with your teacher.

O
c. There are several possibilities — check with your teacher.
28. 21 questions for 3 marks

PR
29. X is positive and Y is negative.
30.
– × = –16

E
– × –

G
– + = 7
PA
× ÷ ÷

– – = 4
D

= = =
TE

–13 10 –3

31. Column 2
32. 2009 and 2008
EC

33. a.
Integer (x) x2 x3 x4 x5
2 4 8 16 32
R

−2 4 −8 16 −32
R

3 9 27 81 243
−3 9 −27 81 −243
O

4 16 64 256 1024
C

−4 16 −64 256 −1024

b. Positive
N

c. If x was negative then x3 is negative.

U

d. For x4, all the results are positive, for x5, if x is negative then x5 is negative.
e. The sign in the x2 is the same as the sign in the x4 column. The sign in the x3 column is the same as the matching term in
the x5 column.
f. When a positive number is raised to any power, the sign of the answer is positive.
When a negative number is raised to an even power, the sign of the answer is positive.
When a negative number is raised to an odd power the sign of the answer is negative.
g. The square root of 100 is 10 or −10.

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 h. It will give an error message.
i. −5
j.
Integer (x) √x √3 x √4 x √5 x
16 4 2
−16 Not possible   Not possible
27 3
−27 −3

FS
32 2
−32 −2
81 9 3

O
−81 Not possible Not possible

O
64 8 4
−64 Not possible −4

PR
k. When taking an even root of a positive number the answer can be positive or negative.
It is not possible to take the even root of a negative number.
When taking the odd root of a positive number the answer is always positive.

E
When taking the odd root of a negative number the answer is always negative.
Investigation — Rich task

G
Teacher to check
PA
D
TE
EC
R
R
O
C
N
U

492  Jacaranda Maths Quest 7 Victorian Curriculum

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