7

Mathematics
Quarter 1 – Module 2:
Absolute Value
Fundamental Operations on Integers
Properties of Operations on Integers
Introduction to Rational Numbers

Department of Education  Republic of the Philippines

Mathematics – Grade 7
Alternative delivery Mode
Quarter 1 – Module 2: Absolute Value, Fundamental Operations on Integers
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do
not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor M. Briones
Undersecretary:
Assistant Secretary:

Development Team of the Module

Author: WILFREDO L. POSTRANO

Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team:

Printed in the Philippines by

Department of Education – Bureau of Learning Resouces
Office Address:

Telefax:
Email Address:
 7
Mathematics
Quarter 1 – Module 2:
Absolute Value
Fundamental Operations on Integers
Introduction to Rational Numbers

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations

Department of Education  Republic of the Philippines

 Module 2
Introduction

This module is crafted to cater the needs of the learners particularly those who have
no access to the various cyber learning platforms during this current situation where
education is challenged by the emerging pandemic.
 
In order to achieve the objectives of this module, here’s a simple guide for you
dear learners:

1. Read the items in the module carefully.

2. Answer independently the pretest before proceeding through the lessons.
3. Take note and record points/terms which are hard to remember and need
emphasis and clarification.
4. Check your answers against the key to answers found at the end of the
module.
5. Do the activities to fully understand each lesson.
6. Be patient and diligent in performing the suggested tasks.
7. Answer the posttest after completing all the lessons.
8. Perform the additional activity for advancement

In this module, you will study the following lessons:

Lesson 1. Absolute Vale of a Number
Lesson 2.1 Addition of Integers
Lesson 2.2 Subtraction of Integers
Lesson 2.3 Multiplication of Integers
Lesson 2.4 Division of Integers
Lesson 3 Properties of Operations on the Set of Integers
Lesson 4 Introduction to Rational Numbers

For effective learning to take place, we, teachers are counting on you dear
parents and guardians as our most valuable partners in molding learners. Thus, you
are strongly encouraged to constantly follow up and monitor the progress of your
child.

You may find your most convenient time to go over the pages of this module
so that you will gain appreciation and familiarity of the nature and content of our
existing curriculum. By this, you can possibly extend some kind of assistance that
will escalate your child’s performance.

Let us work together in order to sustain the learning experience of our children
amidst this challenging circumstance brought by this pandemic. Happy learning to
everyone!

1
What I Need to Know

As you go through this module, you are expected to:

1. describe and illustrate
a. the absolute value of a number on a number line
b. the distance of the number from 0
2. Add integers using different approaches;
3. Solve word problems involving addition of integers
4. Subtract integers using
a. Number line
b. Signed tiles
5. Solve problems involving subtraction of integers
6. Multiply integers.
7. Apply multiplication of integers in solving problems
8. Find the quotient of two integers.
9. Solve problems involving division of integers
10. State and illustrate the different properties of the operations on integers
a. closure
b. commutative
c. associative
d. distributive
e. identity
f. inverse
11. Rewrite given expressions according to the indicated property
12. Expresses rational numbers from fraction form to decimal form and vice
versa.

What I Know

Direction: On your answer sheet, write the letter of the option that
corresponds to the best answer.

1. It is the distance of a number from zero on the number line.

a. Interval c. calibration
b. measurement d. absolute value
2. The symbol |x| is read as
a. x double bar c. absolute value of x
b. distance of x d. x is positive
3. Which of the following is an expression of absolute value?
a. (15) b. {15} c. [15] d. |15|

4. What is |0| ?

2
 a. 0 b. -0 c. +0 d. none
of these
5. What is |−14|+ 2?
a. -12 b. 12 c. -16 d. 16
6. The expression |16| + |−4| is equal to ___.
a. 20 b. -20 c. 12 d. -12

7. The sum of -3 and -5 is

a. 8 b. -8 c. 2 d. -2
8. What must be added to +7 to give -5?
a. -12 b. 12 c. -2 d. 2
9. The product of -3 and -4 is .
a. -12 b. -1 c. 1 d. 12
10. The quotient of -45 and 15 is .
a. -50 b. -3 c. +3 d. +50
11. The sign of the product of any two positive numbers is .
a. negative c. both a and b
b. positive d. cannot be determined
12. The sign of the product of the two negative and three positive integers is
.
a. positive c. both a and b
b. negative d. cannot be determined
13. To add two numbers having the same sign, find the and
prefix the common sign.
a. difference of their absolute values
b. sum of their absolute values
c. product of their absolute values
d. quotient of their absolute values
14. If 15 is added to the sum of -12 and -3, then the result will be .
a. -30 b. -15 c. 0 d. 30
15. Mario borrowed P 35.00 from Jose on Monday and returned P 15.00 on
Wednesday. How much did Mario still owe Jose?
a. P 70.00 c. P 25.00
b. P 50.00 d. P 20.00
16. Jenny’s beaty shop earned 20300.00 in one week. How much is her average
earnings in a day?
a. 2500.00 c. 2900.00
b. 2600.00 d. 3000.00
17. Which of the following shows the identity property of multiplication?
a. (a + b)1 = 1(a +b) c. (a + b)1 = a + b
b. 2(a + b) = 2a + 2b d. a(bc) = (ab)c
18. Which of the following is the additive inverse of -7?
a. 7 b. 1/7 c. -1/7 d. 7-1
19. Which of the following is equivalent to 1/2?
a. 5.0 b. 0.5 c. 0.05 d. 0.005
20. What is 0. 32´ in fraction form?
a. 32/100 b. 100/32 c. 99/32 d. 32/99

3
 Lesson
Absolute Value of a Number
1

What ‘s In

Previously, you learned why a distance between two points, even if

represented on a number line cannot be expressed as a negative number. Intuitively,
the absolute value of a number may be thought of as the non-negative value of a
number.

What ‘s New

How Far Am I?

4
 1. How far would the North Avenue station be from Taft Avenue?
2. What if Elaine took the MRT from North Avenue and got off at the last
station? How far would she have travelled?
3. Suppose both Archie and Angelica rode the MRT at Shaw Boulevard and the
former got off in Ayala while the latter in Kamuning. How far would each have
travelled from the starting point to their destinations?
4. What can you say about the directions and the distances travelled by Archie
and Angelica?

What is It

In the above activity, you notice that the distance from North Avenue to Taft
Avenue and vice versa are the same. Also, the distances from Shaw Boulevard to
Ayala and to Kamuning are also equal. From these scenarios you can conclude that
the characteristic of distance is simply it can take equal values but opposite in
directions. Those values of numbers which are not affected by directions is called
absolute value of numbers.

By description, the absolute value of a number is the distance between a

number and zero on the number line. It follows that the absolute value of a positive or
negative number is always positive and the absolute value of 0 is 0.

Examples:
Use the number line to fine below the value of the following:

a) |11|
b) |17|

5
 c) |−9|
d) |−19|
e) |20|
f) |−20|

Solutions:
a) |11| = 11
b) |17| = 17
c) |−9| = 9
d) |−19| = 19
e) |20| = 20
f) |−20| = 20

Examples:
List at least two integers that can replace N such that
1. |N| = 4
2. |N| < 3
3. |N| > 5
4. |N| ≤ 9
5. 0 < |N| < 3

Solutions:
1. |N| = 4 {-4, 4}
2. |N| < 3 {-2, -1, 0, 1, 2}
3. |N| > 5 {-6, 6}
4. |N| ≤ 9 {-8, 8}
5. 0 < |N| < 3 {1, 2}

What I Have Learned

Definition: If a is a real number, the absolute value of a, denoted as |a|, is

a if a≥ 0
|a| = {−a if < 0 }

6
 What I Can Do

A. Find the value of the following:

1. |−24|

2. |15|

3. |−375|

4. −|24|

5. |0|

B. Answer the following:

1. Insert the correct relation symbol (>, =, <):|−7| ____ |−4|

2. If |x−7| = 5, what are the possible values of x?

3. A submarine navigates at a depth of 50 meters below sea level while

exactly above it; an aircraft flies at an altitude of 185 meters. What is
the distance between the two carriers?

7
 Lesson
Adding Integers
2.1

What’s In

This lesson focuses on addition of integers using different approaches. It is a

review of what the you’ve learned in Grade 6.

What’s New

Sum from the Line Vs Sum from the Tiles

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 which point does it stop? It stops at point 4;
hence, (-3) + (7) = 4.

Now, try these two problems:

a) (-5) + (-4)

8
 b) (-8) + (+5)
c) (-3) + (+3)
d) (+5) +(-5)

B. Addition Using Signed Tiles

Another device that can be used to represent integers are tiles. We will
use + tile to represent 1 and tile - to represent -1.

Recall that a number and its negative cancel each other under the
operation of addition. This means
(+4) + (-4) = 0
(-15) + (+15) = 0

In general, n + (-n) = (-n) + n = 0.

Examples:

1. 4 + 5 = ____

four (+1) five (+1)

Hence, 4 + 5 = 9

2. 5 + (-3) = _____

Hence, 5 + (-3) = 2 + 3 + (-3) = 2 + 0 = 2

3. (-7) + (-6) = ______

Seven (-1) six (-1)

Hence, (-7) + (-6) = -13

Now, try these:

9
 1. (-5) + (-11)
2. (6) + (-9)

What is It

 How did you add positive and negative integers?

 What is the sign of the sum?
 What have you observed when adding two numbers with same
absolute values but opposite in signs?
 How did you add numbers having the same signs?
 How did you add numbers having different signs?

Example:
1. Find the sum of the following:
a) (+6) + (+5)
b) (-7) + (-4)
c) (+8) + (-3)
d) (-7) + (+2)
e) (-14) + (22) + (8) + (-16)

Solution:
a) 6 + 5 = 11, their common sign is +
b) (-7) + (-4) = -11, their common sign is -
c) 8 – 5 = 3, the sign of 8 is +
d) -7 +2 = -5, the sign of 7 is –
e) (-14) + 22 + 8 + (-16) = ( -14+ 22) + (8 – 16)
= 8 + (-8)
(-14) + 22 + 8 + (-16) = 0

2. A vendor gained P50.00 on the first day; lost P28.00 on the second day,
and gained P49.00 on the third day. How much profit did the vendor gain in 3
days?

Solution:
Gained of 50 means +50
Lost of 28 means -28
Gained of 49 means + 49

The profit in 3 days is given by 50 + (-28) +49 = 71

Therefore, the vendor gained P71.00 in 3 days.

10
 What I Have Learned

To add numbers having the same sign, add their absolute values and
prefix their common sign.
To add numbers having different signs, subtract their absolute values
and copy the sign of the number with greater absolute value.

What I Can Do

A. Add the following:

1. 25 + 95
2. (-120) + (-35)
3. 38 + (-15)
4. (-30) + 20
5. (18) + (-11) + (3)
6. (-9) + (-19) + (-6)
7. (-4) + (25) + (-15)
8. (50) + (-13) + (-12)

B. Solve the following problems:

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 gain of the team?

11
 Lesson
Subtracting Integers
2.2

What’s In

This lesson focuses on the subtraction of integers using different approaches.

It is a review of what the students learned in Grade 6.

What’s New

Let’s Do the Reverse!

We have previously defined subtraction as the reverse operation of addition.

This means that when we ask “what is 5 minus 2?”, we are also asking “what number
do we add to 2 in order to get 5?” Using this definition of subtraction, we can deduce
how subtraction is done using the number line.

a) Suppose you want to compute (-4) – 3. You ask “What number

must be added to 3 to get -4?

To get 3 to -4, you need to move 7 units to the left. This is

equivalent to adding -7 to 3 Hence, in order to get -4, -7 must
be added to 3. Therefore,

(-4) – 3 = -7
b) Compute (-8) – (-12).

Ask: What number must be added to -12 to get -8?

To go from -8 to -12, move 4 units to the right or equivalently,

add 4. Therefore,

12
 (-8) – (-12) = 4

What is It

Subtraction is also defined as the addition of the negative of the

number. For example, 5 – 3 = 5 + (-3). Keeping in mind that n and -n are
negatives of each other, we can also have 5 – (-3) = 5 + 3. Hence the
examples above can be solved as follows:

(-4) – 3 = -4 + (-3) = -7

(-8) – (-12) = -8 + 12 = 4

This definition of subtraction allows the conversion of a subtraction

problem to an addition problem.

Examples:
Subtract the following:
1. 10 – 6
2. (-3) – (-2)
3. 4 – 9
4. 2 – (-4)

Solution:
1. 10 – 6 = 10 + (-6) = 4
2. (-3) – (-2) = (-3) + 2 = -1
3. 4 – 9 = 4 + (-9) = -5
4. 2 – (-4) = 2 + 4 = 6

What I Have Learned

Rule in Subtracting Integers

In subtracting integers, add the negative of the subtrahend to the minuend,
How Much a – bYou
= a +Learned
(-b)
a – (-b) = a + b
What I Can Do

13
A. Find the difference.
1. 53 – 25
2. (-6) – 23
3. (-4) – (-9)
4. 6 – 15
5. 16 – (-20)
6. 25 – 43
7. (-30) – (-20)
8. (-19) – 2
9. 30 – (-9)
10. (-19) – (-15)

B. Solve the ff. Problems:

1. Maan deposited P53,400.00 in her account and withdrew
P19,650.00 after a week. How much of her money was left in the
bank?
2. Two trains start at the same station at the same time. Train A travels
92km/h, while train B travels 82km/h. If the two trains travel in
opposite directions, how far apart will they be after an hour? If the
two trains travel in the same direction, how far apart will they be in
two hours?

14
 Lesson
Multiplying Integers
2.3

What’s In

This is the third lesson on operations on integers. The intent of the lesson is to
deepen what students have learned in Grade 6, by expounding on the meaning of
multiplication of integers.

What’s New

Add it Repeatedly!

How do we define multiplication?

We learned that with whole numbers, multiplication is repeated
addition. For example, means three groups of 4. Or, putting it into a real
context, 3 cars with 4 passengers each, how many passengers in all? Thus

4 x 3 = 4 + 4 + 4 = 12

But, if there are 4 cars with 3 passengers each, in counting the total
number of passengers, the equation is 3 x 4 = 3 + 3 + 3 +3 = 12. We can say
then that 4 x 3 = 3 x 4

4 x 3 = 3 x 4 = 3 + 3 + 3 + 3 = 12

We extend this definition to multiplication of a negative integer by a

positive integer. Consider the situation when a boy loses P6 for 3 consecutive
days. His total loss for three days is (-6) x 3. Hence, we could have

(-6) x 3 = (-6) + (-6) + (-6) = -18

1. What is the sign of the product of two numbers whose signs are both
positive?
2. What is the sign of the product of two numbers with different signs?

Negative Times Negative

15
 We know that any whole number multiplied by 0 gives 0. Is this true for any
integer as well? The answer is YES. In fact, any number multiplied by 0 gives 0.
This is known as the Zero Property.

What do we get when we multiply two negative integers?

Multiply (-8) x (-3)

We know that (-8) x 3 = -24
Therefore, -24 + (-8) x (-3) = (-8) x (3) + (-8) x (-3)
= (-8) x [3 + (-3)] by
Distributive Law
= (-8) x 0 by
Additive Inverse
-24 + (-8) x (-3) = 0 by Zero
Property

The only number which when added to -24 gives 0 is the

additive inverse of -24. Therefore,
(-8) x (-3) = 24

What is the product of two numbers whose signs are both negative?

What is It

Multiplication is just repeated addition. From the above activity, you

notice that the rules of sign for addition can be applied to get the sign of the
product of two numbers.,

When we multiply two positive numbers, their product is positive. This

also hold when two numbers are both negative. However, when two numbers
have different signs their product is negative.

Examples:
A. Find the product of the following:

1. (5)(12)
2. (-8)(4)
3. (-4)(-6)
4. (-7)(4)(-2)
5. (3)(8)(-2)

Solutions:
1. (5)(12) = 60 both signs are +
2. (-8)(4) = -32 signs are – and +
3. (-4)(-6) = 24 both signs are –
16
 4. (-7)(4)(-2) = (-28)(-2) both signs become – after multiplying -7
and 4
= 56
5. (3)(8)(-2) = (24)(-2)
= -48 sings become different after multiplying 3
and 8
B. Solve the problem:
Ana’s score in her Mathematics examination is twice as her score in
Science. If her score in science is 9, what score did she have in
Mathematics?

Solution:
Mathematics score = 2(9) = 18.

What I Have Learned

Rule in Multiplying Integers

The product of two integers having same signs is positive.
The product of two integers having different signs is negative.
How Much You Learned

What I Can Do

A. Find the product of the following:

1. (+15)(+9)
2. (19)(-17)
3. (-15)(29)
4. (-15)(-20)
5. (-5)(-6)(-4)

B. Solve the following problems.

1. Jof has twenty P5 coins in her coin purse. If her niece took 5 of the
coins, how much has been taken away?
2. Mark can type 45 words per minute, how many words can Mark
type in 30 minutes?

17
 Lesson
Dividing Integers
2.4

What’s In

Like in the previous lessons, this lesson is meant to deepen students’

understanding of the division operation on integers. The concept of division used
here relies on its relationship to multiplication.

What’s New

Guess My Rules?
We have learned that Subtraction is the inverse operation of Addition. In the
same manner, Division is the inverse operation of Multiplication.

Study the solutions of the following problems:

What is the quotient of the following?

1. (-51) ÷ (-3)
2. (-51) ÷ (3)
3. (51) ÷ (-3)
4. (51) ÷ 0

Solution:
1. (-51) ÷ (-3) means what number must be multiplied to -3 that will give
-51. Now, we have (-3)(17) = -5. Therefore,
(-51) ÷ (-3) = 17
2. (-51) ÷ (3) means what number must be multiplied to 3 that will give
-51. Now, we have (3)(-17) = -51. Therefore,
(-51) ÷ (3) = -17
3. (51) ÷ (-3) means what number must be multiplied to -3 that will give
51. Now, we have (-3)(-17) = 51. Therefore,
(51) ÷ (-3) = -17
4. 51 ÷ 0 means what number must be multiplied to 0 that will give 51.
Unfortunately, there is no integer that can be multiplied with 0 that will
give 51.

What are the rules in dividing integers?

18
 What is It

To find the quotient of two integers, just perform the usual division. To
determine the sign of their quotient, apply the rules of sign for the product of
two integers. However, division of any integer by zero is not allowed.

When several operations have to be performed, the GEMDAS rule

applies.

Examples:
A. Find the quotient.
1. (45) ÷ (9)
2. (48) ÷ (-4)
3. (-145) ÷ (5)
4. (-180) ÷ (-30)
5. (4)(5) + 72 ÷ (-6)

Solutions:
1. (45) ÷ (9) = 9 both signs are +
2. (48) ÷ (-4) = -12 signs are different: +, -
3. (-45) ÷ (5) = -9 signs are different: -, +
4. (-180) ÷ (-30) = 6 both signs are -
5. (4)(5) + 72 ÷ (-6) = 20 + (-12) perform multiplication and division
first
=8 perform addition

B. Solve the problem.

Vergara’s store earned P8750 a week. How much is her average

earning in a day?

Solution:

There are 7 days in a week, P 8750 ÷ 7 = P 1250

Therefore, Vergara’s store average earning in a day is P 1250.00

What I Have Learn

Rule in Dividing Integers

The quotient of two integers with the same signs is a positive integer.
The quotient of two integers having unlike signs is a negative integer.
Division by zero is not possible, that is undefined.

What I Can Do
19
A. Calculate the following:
1. 55 ÷ 5
2. (-57) ÷ 19
3. 273 ÷ (-21)
4. (-145) ÷ (-5)
5. (22)(9) ÷ (-6) – (5)(-8)

B. Solve the following problems.

1. Five boys work in Mang Teban’s car wash center. If they are
paid P 750.00 for a five-day work, how much will each boy
receive?
2. Russ worked in a factory and earned P7875.00 for 15 days.
How much is his earning in a day?
3. There are 336 oranges in 12 baskets. How many oranges are
there in 3 baskets?

20
 Lesson

3 Properties of the Operations on Integers

What’s In

This lesson will strengthen the skills of students in performing the fundamental
operations of integers. Knowledge of these will serve as an axiom/guide in
performing said operations. In addition, this will help students solve problems
including real life situations in algebra. This section also discusses how an
application of the properties of real numbers in real life situations can be helpful in
sustaining harmonious relationships among people.

What’s New

It’s Mine – My Properties

Reflect on the following pair operations by considering the

corresponding guide questions below.
1. 3 flowers + 4 flowers = 7 flowers
(4 pencils) (2) = 8 pencils
2. 4 + 6 = 10 (2) (3) = 6
6 + 4 = 10 (3) (2) = 6
3. (3 + 2) + 4 = 9 (4) (5) = 20
3 + (2 +4) = 9 (5) (4) = 20
4. 2(5 + 3) = 2(5) + 2(3) 2(5 + 3) = (2) (8)
= 10 + 6 = 18
= 16
5. 2 + 0 = 2
(2) (1) = 2
6. 4 + (-4) = 0
(4) (1/4) = 1

Answer the following questions based on your reflections in the above

pair of operations.
1. When adding the same objects, what kind of objects will be the
result? When objects are multiplied by a number what will be the
resulting objects?

21
 2. What have you observed about the sum of two numbers when the
addends are interchanged? Does the product of two numbers
changes when the multiplicand and multipliers are interchanged?
3. Does groupings when adding or multiplying affects the sum or
product of two numbers?
4. What is the difference between the product of the sum and the
sum of products?
5. What is the sum when 0 is added to a number? What is the
product when 1 is multiplied to a number?
6. What will be added to a number so that the sum is 0? What will be
multiplied to a number so that the product is 1?

What is It

Just like humans, integers also possess different characteristics when

operations are performed on them. These characteristics are called
properties of the operations on integers.

When flowers are added, the result are also flowers. When pencils are
multiplied by a particular number the result are still pencils. In the same
manner when two or more integers are added or multiplied, their respective
sum and product are also integers. We say that, integers are closed under
addition multiplication, the so-called Closure Property.

The sum and the product of two integers are not affected when
addends and factors are interchanged. This is called the Commutative
Property of addition and multiplication.

When a number is multiplied by an indicated sum, there two ways to

find its product. You may either find the sum first and multiply the number or
multiply the number individually to each addend and add their individual
products later. The latter method is an illustration of the Distributive
Property.

The sum and product of 3 or more integers remains the same no matter
which among the addends or factors are given priority in adding or multiplying.
In other words, groupings have no influence over their respective results.
This is the Associative Property addition and multiplication of integers.

Adding 0 to any integer will result to the same integer. Thus, 0 is the
additive identity. In the same way, multiplying any integer by 1 will give the
same integer. So, 1 is the multiplicative identity. Integers, when added or
multiplied giving the same integer illustrate the Identity Property of addition
and multiplication respectively.

The only time that 0 is obtained as the sum of two integers is whenever
you add to a given integer its additive inverse. Likewise, you will only get a

22
product of 1 when you multiply a given integer by its multiplicative inverse
(also called reciprocal). This characteristic of integers is called the Inverse
Property of integers under addition and multiplication.
Examples:

A. Give the property of operation illustrated in each of the following:

1. 0 + (-3) = -3
2. 2(3 + 5) = 2(3) + 2(5)
3. (-6) + (-7) = (-7) + (-6)
4. 1(-9) -9
5. (4)(1/4) = 1
6. 2 x (3 x 7) = (2 x 3) x 7
7. 10 + (-10) = 0
8. 2(5) = 5(2)
9. 1(1/4) = ¼
10. -3(4 + 9) = (-3)(4) + (-3)(9)

Solutions:
1. 0 + (-3) = -3 Identity Property
2. 2(3 + 5) = 2(3) + 2(5) Distributive Property
3. (-6) + (-7) = (-7) + (-6) Commutative Property
4. 1(-9) = -9 Identity Property
5. (4)(1/4) = 1 Inverse Property
6. 2 x (3 x 7) = (2 x 3) x 7 Associative Property
7. 10 + (-10) = 0 Inverse Property
8. 2(5) = 5(2 Commutative Property
9. 1(1/4) = ¼ Identity Property
10. -3(4 + 9) = (-3)(4) + (-3)(9) Distributive Property

B. Rewrite the following expressions using the given property.

1. 12a – 5a Distributive Property
2. (7a)b Associative Property
3. 8 + 5 Commutative Property
4. (-4)(1) Identity Property
5. 25 + (-25) Inverse Property

What I Have Learn

Properties of Operations on Integers

1. Closure Property
Two integers that are added and multiplied remain as integers. The set
of integers is closed under addition and multiplication.
2. Commutative Property
Changing the order of two numbers that are either being added or
multiplied does not change the value.
3. Associative Property

23
 Changing the grouping of numbers that are either being added or
multiplied does not change its value.
4. Distributive Property
When two numbers have been added / subtracted and then multiplied
by a factor, the result will be the same when each number is multiplied
by the factor and the products are then added / subtracted.
5. Identity Property
Additive Identity - states that the sum of any number and 0 is the given
number. Zero, “0” is the additive identity.
Multiplicative Identity - states that the product of any number and 1 is
the given number, a • 1 = a. One, “1” is the multiplicative identity.
6. Inverse Property
In Addition - states that the sum of any number and its additive inverse,
is zero. The additive inverse of the number a is –a.
In Multiplication - states that the product of any number and its
multiplicative inverse or reciprocal, is 1.The multiplicative inverse of the
number a is . a1

Notations and Symbols Pertaining to Properties of Real Numbers

Applied in the Operations of Integers

Closure Property If a, b ϵ I, then, a + b ϵ I

Under Addition and Multiplication a⋅bϵ I

Commutative Property of Addition a+b=b+a

Commutative Property of Multiplication a⋅ b = b⋅ a

Associative Property of Addition a + (b + c) = (a + b) +c

Associative Property of Multiplication (a⋅ b )⋅ c = a⋅ (b ⋅ c)

Distributive Property a(b + c) = ab + ac

Additive Identity Property a+0=a

Multiplicative Identity Property a∙1=a

Additive Inverse Property a + (-a) = 0

Multiplicative Inverse Property a ∙ 1/a = 1

24
 What I Can Do

A. Determine what property is being illustrated in each of the

following:
1. 7 + (-2) = (-2) + 7
2. -91 + 19 = 0
3. (2 + 3) + (-9) = 2 + [3 + (-9)]
4. 6(3 – 5) = 6(3) + 6(-5)
5. (-4)(7) = (7)(-4)
6. 8 + 0 = 8
7. (-6)(-1/6) = 1
8. 7(2 + 4) = (2 + 4)7
9. 3 ⋅ (8 ⋅ 5) = (3 ⋅8) ⋅ 5
10. -9 ⋅ 1 = -9

B. Rewrite each of the following indicated operation according to the

given property.
1. -5(2 + 7) Distributive Property
2. 6(3 – 8) Commutative Property
3. 9 + (5 + 2) Associative Property
4. 6x + 6y Distributive Property
5. 7 ⋅ 1/7 Inverse Property

25
 Lesson

4 Forms of Rational Numbers

What’s In

This lesson is a more in-depth discussion on one of the subsets of real

numbers called Rational Numbers and focuses on their different forms.
In Grade 6, you already encountered numbers such as 1/3, ½, 5/2, 0.3, 0.5,
2.5, etc. Do you still remember what kind of numbers are they? In this lesson,
you will study another subset of real numbers where some of them are integers and
some are not. Instead, they are found half-way between two integers.

What’s New

Find My Ratio

In the set of real numbers, some of them can be expressed as a ratio

between two integers. Ratio means quotient. Consider the following
examples and answer the questions that follow:
a. 7 ÷ 2 = 3 ½
b. (-25) ÷ 5 = -5
c. 6 ÷ 12 = ½
d. 2 ÷ 8 = 0.25
e. 10 ÷ 1 = 10

Guide questions:
1. Are quotients integers?
2. What kind of numbers are the results?
3. Can you change fractions to decimals? What about changing decimals
to fractions?

What is It

Rational numbers are numbers which can be written as a quotient of two

integers, where b ≠ 0. Since ratio mehe ans quotient, it follows that rational numbers
are numbers resulting from dividing any two integers. In doing so, there two possible
forms of quotients:

26
 1. A proper fraction or a decimal less than 1 or greater than -1
2. An improper fraction or a decimal greater than 1 or less than -1
3. An Integer whenever the integers are exactly divisible, that is, the remainder
is 0

Rational numbers in fraction forms can be expressed as decimals and vice versa.

Examples:
A. Change the following rational numbers in fraction form to decimal form.
1. -1/4
2. 3/10
3. 3 5/10
4. 5/2
5. 17/10

Solutions:
1. -1/4 = -0.25
2. 3/10 = 0.3
3. 3 5/10 = 35/10 = 3.5
4. 5/2 = 2.5
5. 17/10 = 1.7

B. Change the following rational numbers in decimal form to fraction form.

1. 0.12
2. 1.8
3. -3.5
4. -2.2
5. 0.11
´
Solutions:
1. 0.12 = 12/100 = 3/25
2. 1.8 = 1 8/10 = 18/10 = 9/5
3. -3.5 = -35/10 = -7/2
4. -2.2 = -22/10 = -11/5
5. 0.11
´ = 0.11… = 11/99 = 1/9

Discussion:
For examples A (1-5), we got the answer by simply performing long
division in order to change them into the decimal forms.

For examples B (1-4), we apply the following steps:

1. Move the decimal point to the right in order to make the given
decimal an integer.
2. Divide the result in step 1 by the power of 10 n, where n is the
number of decimal places of the given decimal.
3. Reduce the result in number 3 to the lowest term.

Item B number 5 is an exceptional case. This number is an example of

a non-terminating but repeating decimal. The decimal places with bar over it

27
are the repeating digits called repetend. Changing such decimals into
fractions need different steps to follow:
1. Let r be the given non-terminating but repeating decimal to form your
equation 1.
2. Multiply equation 1 by the power of 10 n, where n is the number of
decimals in the repetend.
3. Subtract equation 1 from equation 2 to solve for r.

Illustration:
Convert 0 .11
´ to fraction.

Step 1. r = 0. 11
´ Equation 1
Step 2. 10 = 102 = 100
n

100r = 11. 11
´ Equation 2
Step 3.
100r = 11. 11
´
-
r = 0. 11´ _
99r = 11
99 r 11
=
99 99
11 1
r= =
99 9
Therefore, 0. 11
´ = 1/9

´ to fraction.
Now, try this: Change 1. 33

What I Have Learn

1. Rational numbers are numbers that can be written as a quotient of two

integers, a/b where a ≠ 0.
2. Rational numbers can take any of the following forms:
a. Proper or improper fraction
b. Terminating or non-terminating but repeating decimal
c. Integer
3. Fractions can be expressed as decimals.
4. Both terminating and non-terminating but repeating decimals can be
written as fractions.

What I Can Do

28
 A. Write the following rational numbers in fraction form to its corresponding
decimal form.
1. 3/5
2. 7/11
3. 4/5
4. 2/3
5. 12/5
B. Convert the following rational numbers in decimal form to fraction in lowest
term.
1. 0.15
2. 0.75
3. 3.32
´
4. 0. 66
´
5. 2. 33

Assessment

Select the letter of the correct answer.

1. What is the value of |7| + |−15|

a. -12 b. 12 c. -22 d. 22
2. What is the sign of the sum of two negative integers?
a. Negative c. both a and b
b. Positive d. cannot be determined
3. The difference of +8 and -5 is .
a. -13 c. 13
b. -3 d. 3
4. What must be added to +5 to get -8?
a. 13 b. 3 c. -3 d. -13
5. The value of (+48) + (-4) is .
a. 44 b. 12 c. -12 d. -44
6. What should be subtracted by -15 to obtain 7?
a. -6 b. 8 c. 6 d. -8
7. What is the difference of 93 and (-65)?
a. 28 b. -28 c. -158 d. 158
8. The product of -5 and +3 is .
a. -2 b. -15 c. 2 d. +15
9. The product of two integers with different signs is
a. Positive c. both a and b
b. Negative d. cannot be determined
10. The product of 16 and -3 is .
a. -48 b. -19 c. +19 d. +48
11. The quotient of (-64) and (-4) is .
29
 a. -16 b. -8 c. 16 d. 8
12. If the quotient of two numbers is negative, their product is .
a. Positive c. both a and b
b. Negative d. undefined
13. Simplify: 21 – 9 ÷ (-3).
a. -24 b. 4 c. 24 d. -4
14. A student borrowed 5 books in the library on Monday, returned 3 books on
Wednesday and borrowed another 5 books on Friday. How many books does
the student have?
a. 2 books c. 5 books
b. 7 books d. 13 books

15. A Php100.00 decrease in the price of a used car followed by a second

decrease of Php200.00. The total decrease is represented by the integer
a. 200 b. 100 c. -200 d. -300
16. On a cold day, the temperature dropped 2 0 in an hour. During the next hour,
it dropped another 30. On the third hour, it rose 1 0, but on the fourth hour it fell
by 40. Find the total change in temperature.
a. 80 b. 70 c. 60 d. 50
17. A football team has these results in four plays: a loss of 3 m, a gain of 9 m, a
loss of 6 m, and a gain of 17 m. Find the total number of meters lost or
gained.
a. 17 m lost c. 1 m gained
b. 5 m lost d. 17 m gained
18. Starting at the middle step of the ladder, a fireman goes up by 7 steps, and
down by 11 steps, up again by 6 steps, down by 7, finally up by 12 and
found that he is on top of the ladder. How many steps are there in the ladder?
a. 13 b. 14 c. 16 d. 17
19. A father has 976 sq. meters lot, he has to divide it among his 4 children.
What is the share of each child?
a. 244 sq. m b. 212 sq. m c. 244 m d. 212 m
20. A teacher has to divide 280 pieces of graphing paper equally among his 35
students. How many pieces of graphing paper will each student receive?
1. 10 pieces c. 8 pieces
2. b. 9 pieces d. 7 pieces
21. . Identify the property that makes (9 + 2) + 1 = 9 + (2 + 1) true.
a. Commutative Property of Addition
b. Commutative Property of Multiplication
c. Associative Property of Multiplication
d. Associative Property of Addition
22. Fill in the blank: (a + b)___ = ac + bc
a. a b. b c. c d. -a
23. What is the multiplicative inverse of -5?
a. 5 b. 1/5 c. -1/5 d. a2
24. What is the decimal form of 5/8?
a. 0.666… b. 0.625 c. 0.6262… d. 0.325
25. . What is the fraction form of 1. 03
´ ?
a. 103/100 c. 34/33
b. 33/34 d. 100/103

30
 Additional Activities

1. Give five examples of real-life problems where the concept of

integers are applied. Offer your own solutions to those problems.
2. Draft your own steps how to convert non-terminating but repeating
decimals to fraction. Give 2 illustrations showing those steps.

Answer Key

What to Know (Preassessment)

1. d 11. b
2. c 12. a
3. d 13. b
4. a 14. c
5. d 15. d
6. a 16. c
7. b 17. c
8. a 18. a
9. d 19. b
10. b 20. d

Lesson 1 What I Can Do

A. 1. 24 2. 15 3. 375 4. -24 5. 0
B. 1. > 2. 2, 12 3. 235 m

Lesson 2.1 What I Can Do

A. 1. 120 5. 10
2. -155 6. -34
3. 23 7. 6
4. -10 8. 25
B. 1. 1222.00
2. 2 yards

Lesson 2.2 What I Can Do

A. 1. 28 6. -18
2. -29 7. -10
3. 5 8. -21
4. -5 9. 39

31
 5. 36 10. -4
B. 1. 53400.00 – 19650.00 = 33750.00
2. after an hour:
Distance travelled by train A = 92 km/h x 1 h = 92 km
Stance travelled by train B = 82 km/h x 1 h = 82 km
Distance between A and B = 92 km + 82 km = 174 km

After 2 hours:
Distance travelled by train A = 92 km/h x 2 h = 184 km
Stance travelled by train B = 82 km/h x 2 h = 164 km
Distance between A and B = 184 km + 164 km = 348 km

Lesson 2.3 What I Can Do

A. 1. 135 2. -323 3. -435 4. 300 5. -120
B. 1. 5.00 x 5 = 25.00
2. 45 words/min x 30 min = 1350 words

Lesson 2.4 What I Can Do

A.1. 11 2. -3 3. -13 4. 29 5. 7
B.1. 750.00/5 = 150.00 each
2. 7875.00/15 = 525.00 per day
3. 336/12 = 28 oranges in 1 basket, 28 x 3 = 84 oranges in 3 baskets

Lesson 3 What I Can Do

A. 1. Commutative Property of Addition
2. Inverse Property of Addition
3. Associative Property of Addition
4. Distributive Property
5. Commutative Property of Multiplication
6. Identity Property of Addition
7. Inverse Property of Multiplication
8. Commutative Property of Multiplication
9. Associative Property of Multiplication
10. Identity Property of Multiplication
B. 1. (-5)(2) + (-5)(7)
2. (3 – 8)6
3. (9 + 5) + 2
4. 6(x + y)
5. 1

Lesson 4 What I Can Do

A. 1. 0.6 2. 0. 63
´ 3. 0.8 4. 0. 6́ 5. 2.4
B. 1. 0.15 = 15/100 = 3/20
2. 0.75 = 75/100 = ¾
3. 3.32 = 3 32/100 = 332/100 = 83/25
4. r = 0. 66
´
100r =
100r = 66. 66
´
´
66. 66
r=
´
0. 66
32
99r =
66
 5. r = 2. 33
´
100r = 233. 33
´
100r = 233. 33
´
r = 2. 33
´
99r = 231
r = 231/99
r = 7/3

Assessment
1. d 11. C 21. d
2. a 12. B 22. c
3. c 13. C 23. c
4. d 14. B 24. b
5. a 15. D 25. c
6. d 16. a
7. d 17. d
8. b 18. b
9. b 19. a
10. a 20 c

References

Project EASE (Effective and Alternative Secondary Education) Mathematics 1

Module 3- The Real Thing
Project EASE (Effective and Alternative Secondary Education) Mathematics 1
Module 4 – Up and Down the Line
Mathematics Grade 7 Learner’s Material – 1st Edition 2013
https://www.onlinemath4all.com/basic-concepts-of-sets.html
https://www.math-only-math.com/set-theory.html
https://www.mathgoodies.com/lessons/sets/universal_set

33
For inquiries or feedback, please write or call:
Department of Education – (Bureau/Office)
(Office Address)
Telefax:
Email Address: