NOT FOR SALE

6
NOT

Mathematics
Quarter 2 - Module 7
Numbers and Number Sense

Department of Education ● Republic of the Philippines

Mathematics- Grade 6
Alternative Delivery Mode
Quarter 2–Module 7: Numbers and Number Sense
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
anywork 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 royalty.

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 – Division of Tangub City

Schools Division Superintendent: Agustines E. Cepe, CESO V

Development Team of the Module

Author/s: Melinda M. Lumpayao

Reviewers: Aljun C. Pilonngo, Serafin E. Mendoza Jr., Mylene A. Salomon,

Janeth A. Redulla

Illustrator and Layout Artist: Janeth U. Redulla

Management Team

Chairperson: Agustines E. Cepe, CESO V

Schools Division Superintendent

Co-Chairperson: Rosemarie T. Macesar

Assistant Schools Division Superintendent

Members: Carmelita A. Jubay-CID Chief

Puriza L. Legaspi, EPS- Mathematics
Gina L. Mandawe, LRMS Manager
Marilou S. Galvez, PDO II
Binepie M. Tapao, Librarian II

Printed in the Philippines by

Department of Education – Division of Tangub City
Office Address: Anecito Siete Street Mantic, Tangub City
Telefax: (088) 395-3372
E-mail Address: www.depedtangub.net
 6
Mathematics
Quarter 2 - Module 7
Numbers and Number Sense

This instructional material was collaboratively developed and reviewed

by teachers, school heads and education program supervisors of the
Department of Education – Tangub City Division. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education – Tangub City Division at
www.depedtangub.net.

We value your feedback and recommendation

Department of Education ● Republic of the Philippines

 Table of Contents

How to Learn from this Module................................................................................................................i

Icons of this Module....................................................................................................................................ii

Lesson 1:
Real-Life Situations that Make Use of Integers
What I Need to Know......................................................................................................1
What ‘s New......................................................................................................................1
What Is It.............................................................................................................................2
What’s More......................................................................................................................3
What I Have Learned......................................................................................................4
Assessment.......................................................................................................................4

Lesson 2:
Set of Integers
What I Need to Know......................................................................................................5
What ‘s New......................................................................................................................5
What Is It.............................................................................................................................6
What’s More......................................................................................................................8
What I Have Learned......................................................................................................8
Assessment.......................................................................................................................9

Lesson 3:
Comparing Integers with Other Numbers Such as Whole
Numbers, Fractions, and Decimals
What I Need to Know......................................................................................................10
What ‘s New......................................................................................................................10
What Is It.............................................................................................................................11
What’s More......................................................................................................................13
What I Have Learned......................................................................................................13
Assessment.......................................................................................................................14

Key to Answers........................................................................................................................................15-19
Appendices………………………………………………………………………………20-24
References.................................................................................................................................................25
 What I Need to Know

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
 Lesson
Real-life Situations that Make
1 Use of Integers

What I need to Know

After studying this module, you are expected to:

- identify real-life situations that make use of integers.

Real- life situations can be represented by positive (+) integers and negative
(-) integers. Integers can be found in our everyday life like earning of money
represents positive integers while spending of money represents negative integers,
the height above sea level represents positive integers and the depth below the sea
level represents negative integers.
Here are other words that use to describe and represent real life situations involving
positive and negative integers.

Positive Integers ( + ) Negative Integers ( - )

 Gain  loss
 increase  decrease
 forward from starting point  backward from starting
point
 profit  deficit
 temperature above zero  temperature below zero
 money deposit  money withdrawal
 east  west
 north  south
 win  loss
 up  down
 rising of temperature  falling of temperature

1
 Let us study the given examples by writing the integer represented by the
given situation.

Illustrative examples:

1. Kyle’s body temperature is increased by 3°C.

Explanation/ Solution:

The increase by 3°C means that the temperature is above zero. Numbers that
are found above 0 are positive numbers. We can say, it is positive three degree
Celsius (+3°C).

Answer: positive 3 degree Celsius (+3°C)

Sheila dives 5 meters depth below sea level.

2.

Explanation / Solution:

The sea level is represented with the number 0 as it is the starting point.
Numbers that are found below 0 are negative numbers. We can say that, 5 meters
depth below sea level is negative 5 meters (-5m)

Answer: Negative 5 meters (-5m)

3. She lost 5 pounds after a week of doing her daily exercise.

Explanation/Solution:

Loss of 5 pounds means that the weight was decreased, we say that it is
negative 5 pounds.

Answer: negative 5 pounds (- 5 lbs.)

Let’s test the skills and concepts that you have learned by answering the next
activity.

2
Write the integer represented by the given situation.
1. going up twelve floors of a building
2. losing a weight of 5 pounds
3. 6m above the ground
4. drop of 10°C in temperature
5. deposited ₱300

Check your answer with the Key to Answers on page15.

Write the integer represented by each situation. Write your answer on the
attached answer sheet.
1. The temperature is 15°C below 0.
2. Aling Nena earned ₱ 250 from her sells of fruit salad.
3. The altitude of the hill is 750m above sea level.
4. The car is travelling 8 km to the south.
5. Mr. Gomez withdraws ₱14,000.00 from his savings account.

Check your answer with the Key to Answers on page 15.

3
 Write the integer represented by each situation. Write your answer on the
attached answer sheet.

1. Warm winds made the temperature rise to 12°C above zero.

2. The miner digs 600m below the ground.
3. They travel 250 km North.
4. Kieron’s allowance was decreased by ₱10.00
5. Dirk body temperature dropped by 2.5°C.

Check your answer with the Key to Answers on page 15.

Assessment

Let’s see if you really understood the lesson.

Write the integer represented by each situation. Write your answer on the attached
answer sheet.

1. Klay gained 68 points on his online game.

2. Maica spent ₱ 115 to make sweetened kamote.
3. The peak of Mt. Apo is 9,692 ft. above sea level.
4. The elevator went up 10 floors.
5. Miles moves 5 steps backward as she dances.

Check you answer with the Key to answers on page 16.

4
 Lesson

2 Set of Integers

What I need to Know

Describes the set of integers.

In this lesson students will learn on how to describe the set of integers, it
helps in computing the efficiency of positive or negative numbers. It also helps us
know the position where one is standing.

The set of integers consists of negative integers, zero, and positive integers.
Zero is also an integer, but it is neither positive nor negative. One way to position
and order integers is through a number line.

Using the number line, it can be observed that negative integers are to the left
of zero. Positive integers are to the right of zero in the number line. Positive integers
can be written with or without the positive sign (+) while negative integers are always
written with the negative sign (-). Hence is how we read integers.

-4 → “negative 4”
4 → “4” or positive 4”

It is said that an integer that is on the left is smaller than the one that is on the
right.
The set of integers on the number line above consists of the following:
{…, -8-7-6, -5, -4, -3, -2, -1,0,1,2,3,4,5,6,7, 8…}

5
Here are the examples:

Identify the set of integers being described in each item using a number line.

Illustrative examples:

The set of integers greater than -9 and less than +6.

1.

Explanation / Solution:

In a negative integer, the smaller number has the bigger value. So, the integer
greater than -9 is -8. It is opposite from positive integer; the smaller number has the
smaller value. So, integer less than +6 is 5. As shown on the number line, the set of
integers will start from -8 up to +5.

Answer: {-8, -7, -6, -5, -4, -3, -2, -1 ,0, +1, +2, +3, +4, +5}

2. The set of integers less than +5 and greater than -4.

Explanation / Solution:

Integer less than +5 is +4 while integer greater than -4 is -3. By looking at the
number line, the set of integers will start from -3 up to +4.

Answer: { -3, -2, -1, 0, +1, +2, +3, +4}

3. The set of integers less than 0 and greater than -9

6
 Explanation/ Solution:

Looking at the number line, all integers at the left of 0 are less than 0. So the
integers are -1, -2, -3 and so on. Integers greater than -9 is -8 because in negative
integer the smaller number has the bigger value.

Answer: { -8, -7, -6, -5, -4, -3, -2, -1}

The set of integers less than -1 and greater than -10

4.

Let’s test the skills and concepts that you have learned by answering the next
activity.

Identify the set of integers being described in each item. Write your answer on
the attached answer sheet.

1. The set of integers greater than -5 and less than +2.

2. The set of integers less than +4 and greater than -3.
3. The set of integers less than -1 and greater than -10.
4. The set of integers greater than- 4 and less than +5.
5. The set of integers greater than - 1 and less than +9

Check your answer with the Key to Answers on page 16.

7
 Identify the set of integers being described in each item. Write your
answer on the attached answer sheet.

1. The set of integers greater than -5 and less than +4.

2. The set of integers less than +5 and greater than -6.
3. The set of integers less than +1 and greater than -8.
4. The set of integers less than +8 and greater than 0.
5. The set of integers greater than - 7 and less than +6.

Check your answer with the Key to Answers on pages 16 -17.

Identify the set of integers being described in each item. Write your answer on
the attached answer sheet.

1. The set of integers greater than -7 and less than +3.

2. The set of integers less than +5 and greater than -3.
3. The set of integers less than 0 and greater than -9.
4. The set of integers less than +6 and greater than -2.
5. The set of integers greater than - 8 and less than +5.

Check your answer with the Key to Answers on page 17.

8
 Assessment

Identify the set of integers being described in each item. Write your answer on
the attached answer sheet.

1. The set of integers greater than -8 and less than +4.

2. The set of integers less than +7 and greater than -2.
3. The set of integers less than +1 and greater than -9.
4. The set of integers less than +10 and greater than -1.
5. The set of integers greater than -10 and less than 0

Check your answer with the Key to Answers on page 17.

9
 Lesson
Comparing Integers With Other

3 Numbers Such as Whole Numbers,

Fractions, and Decimals

What I need to Know

Compares integers with other numbers such as whole numbers, fractions, and
decimals.

In this lesson students will learn on how to compare integers with other
numbers such as whole numbers, fractions and decimals.
The number line can help compare integers similar to whole numbers,
fractions and decimals.

From the number line above, we can see that numbers to the right are always
bigger than numbers to the left.
Things to remember:
• Positive integers are greater than zero.
• Negative integers are less than zero but smaller than all positive integers.
• When comparing two positive integers, the bigger number has the greater
value. Since, positive integers are also a counting numbers.
• When two negative integers are compared, the number with smaller
number has the greater value.
•

10
By observing the number line, we can say the following:
 a. -8 is to the left of +2. Therefore -8 is less than +2 or ( -8 < +2)
b. +10 is to the right of +9. Therefore +10 is greater than +9 or (+10 > +9)
c. -8 is to the left of -3. Therefore -8 is less than -3 or ( -8 < -3)

Compare the following integers with whole numbers, fractions and decimals
using the symbol < and >. Plot each integer on the number line to see their
corresponding location.

Illustrative examples:

1. -6 +3

Explanation: Since -6 is to the left of +3, then it has the smaller value.

Answer: -6 < +3

5 3
2. -
10 10

5 3
Explanation : Because - is to the left of + , then it is smaller in
10 10
value.
−5 3
Answer: +
10 10

11
 3. +0.2 -0.8

Explanation: Since + 0.2 is to the right of -0.8, then it has a bigger value.

Answer : +0.2 > -0.8

Now, try this activity. You can easily do it!

Compare each pair of integers by writing < or > on the box provided. Write your
answer on the attached answer sheet.

1. -9 +2

4 9
2. + -
10 10

3. -0.10 +1

4. – 6 -2

5. + 7 0

Check your answer with the Key to Answers on pages 17-18.

12
 Compare each pair of integers by writing < or > on the box provided. Write your
answer on the attached answer sheet.

1. +3 -7

+1 6
2. - -
10 10

3. - 0.9 +1

4. -8 +2

−8 −4
5.
12 12

Check your answer with the Key to Answers on page 18.

Compare each pair of integers by writing < or > on the box provided.

1. + 0.2 - 0.8

2 5
2. + -
10 10

3. - 0.9 +0.3

4. - 10 0

5. +0.4 - 0.10
13
 Check your answer with the Key to Answers on page 18.

Compare each pair of integers by writing < or > on the box provided. Write your
answer on the attached activity sheet.

1. - 7 +2

3 8
2. + -
10 10

3. -0.8 +1

4. – 11 +5

5. - 9 0

Check your answer with the Key to Answers on page 19.

 14

Lesson 1:

Write the integer represented by the given situation.

+10
1.
-5
2.
+6m or 6m
3.
-10˚C
4.
+₱300 or ₱300
5.

Write the integer represented by the given situation.

-15˚C
1.
+₱250 or ₱250
2.
+750m or 750m
3.
-8 km.
4.
-₱14000 or -₱14000
5.

Write the integer represented by the given situation.

+12˚C
1.
-600m
2.
 15
+250km or 250km
3.
-₱10.00
4.
-2.5˚C
5.

Write the integer represented by each situation.

+68
1.
-₱115.00
2.
+9692ft. or 9692ft.
3.
+10
4.
-5
5.

Lesson 2:

Identify the set of integers being described in each item.

{-4, -3, -2, -1, 0, +1}
1.
{ -2, -1, 0, +1, +2, +3}
2.

{ -9, -8, -7, -6, -5 -4, -3, -2}

3.

4. {-3, -2, -1, 0, +1, +2, +3, +4}

5. {0, +1, +2, +3, +4, +5, +6, +7, +8}

Identify the set of integers being described in each item.

{ -4, -3, -2, - 1, 0, +1, +2, +3}
1.

2. {-5, -4, -3, -2, -1, 0, +1, +2, +3, +4}

 16
{-7, -6, -5, -4, -3, -2, - 1, 0}
3.

4. {+1, +2, +3, +4, +5, +6, +7}

5. {-6, -5, -4, -3, -2, - 1, 0, +1, +2, +3, +4, +5}

Identify the set of integers being described in each item.

{-6, -5, -4, -3, -2, - 1, 0, +1, +2}

1.

2. {-2, -1, 0, +1, +2, +3, +4}

3. {-8, -7, -6, -5, -4, -3, -2, -1}

4. {-1, 0, +1, +2, +3, +4, +5}

5. {-7, -6, -5, -4, -3, -2, -1, 0, +1, +2, +3, +4}

Identify the set of integers

being described in each item.

1. {-7, -6, -5, -4, -3, -2, -1, 0, +1, +2, +3}

2. {-10, +1, +2, +3, +4, +5, +6}

3. {-8, -7, -6, -5, -4, -3, -2, -1, 0}

4. {0, +1, +2, +3, +4, +5, +6, +7, +8, +9}

5. {-9, -8, -7, -6, -5, -4, -3, -2, -1}

Lesson 3:

Compare each pair of integers by

writing < or > on the box provided.

1. -9 2
˂
 17

2. +4 −9
10 ˃
10

3. -0.10 ˂ +1

4. -6 ˂ -2

5. +7 ˃ 0

Compare each pair of integers by writing < or > on the box provided.

1. +3. ˃ -7

+1 −6
˃
10 10
2.

3. -0.9 ˂ +1

4. -8 ˂ +2
−8 −4
5. 12 ˂ 12

Compare each pair of integers by writing < or > on the box provided.

1. +0.2 ˃ -0.8
+2 −5
10 ˃ 10
2.

3. -0.9 ˂ +0.3

4. -10 ˂ 0

5. +0.4 ˃ -0.10
 18

Compare each pair of integers by writing < or > on the box provided.

1. -7 ˂ +2
+3 −8
2. 10 ˃
10
3. -0.8 ˂ +1

4. -11 ˂ +5

5. -9 ˂ 0
 19
Appendices

Appendix 1:

Write the integer represented by the given situation.

1. going up twelve floors of a building

2. losing a weight of 5 pounds
3. 6m above the ground
4. drop of 10°C in temperature
5. deposited ₱300

Write the integer represented by each situation.

1. The temperature is 15°C below 0.

2. Aling Nena earned ₱ 250 from her sells of fruit salad.
3. The altitude of the hill is 750m above sea level.
4. The car is travelling 8 km to the south.
5. Mr. Gomez withdraws ₱14,000.00 from his savings account.

Write the integer represented by each situation.

1. Warm winds made the temperature rise to 12°C above zero.

2. The miner digs 600m below the ground.
3. They travel 250 km North.
4. Kieron’s allowance was decreased by ₱10.00
5. Dirk body temperature dropped by 2.5°C.

Write the integer represented by each situation.

1. Klay gained 68 points on his online game.

2. Maica spent ₱ 115 to make sweetened kamote.
3. The peak of Mt. Apo is 9,692 ft. above sea level.
 20
4. The elevator went up 10 floors.
5. Miles moves 5 steps backward as she dances.

Appendix 2:

Identify the set of integers being described in each item.

1. The set of integers greater than -5 and less than +2.

2. The set of integers less than +4 and greater than -3.

3. The set of integers less than -1 and greater than -10.

4. The set of integers greater than- 4 and less than +5.

5. The set of integers greater than - 1 and less than +9.

Identify the set of integers being described in each item.

1. The set of integers greater than -5 and less than +4.

2. The set of integers less than +5 and greater than -6.

3. The set of integers less than +1 and greater than -8.

4. The set of integers less than +8 and greater than 0.

5. The set of integers greater than - 7 and less than +6.

 21

Identify the set of integers being described in each item.

1. The set of integers greater than -7 and less than +3.

2. The set of integers less than +5 and greater than -3.

3. The set of integers less than 0 and greater than -9.

4. The set of integers less than +6 and greater than -2.

5. The set of integers greater than - 8 and less than +5.

Assessment

Identify the set of integers being described in each item.

1. The set of integers greater than -8 and less than +4.

2. The set of integers less than +7 and greater than -2.

3. The set of integers less than +1 and greater than -9.

4. The set of integers less than +10 and greater than -1.

5. The set of integers greater than -10 and less than 0

 22

Appendix 3:

Compare each pair of integers by writing < or > on the box provided.

1. -9 +2

4 9
2. + -
10 10

3. -0.10 +1

4. – 6 -2

5. + 7 0

Compare each pair of integers by writing < or > on the box provided.

1. +3 -7

+1 6
2. - -
10 10

3. - 0.9 +1

4. -8 +2

−8 −4
5.
12 12

Compare each pair of integers by writing < or > on the box provided.

1. + 0.2 - 0.8

2 5
2. + -
10 10
 23

3. - 0.9 +0.3

4. - 10 0

5. +0.4 - 0.10

Compare each pair of integers by writing < or > on the box provided.

1. - 7 +2

3 8
2. + -
10 10

3. -0.8 +1

4. – 11 +5

5. - 9 0
 24

References

Bureau of Elementary Education, Department of Education(2003)Lesson

Guide in Mathematics Grade 6
https://www.sangakoo.com/en/unit/the-set-of-the-integers
Burgos,J. Perez,et.al. (2016) 21st Century Mathletes 6,Textbook for Grade 6,
Philippine: Vibal Group, Inc.
Medes, Real-Life Mathematics 6:Abiva Publishing Inc.
Jobina T. Uy (2016) Mathematics for Dynamic Minds: Diwa Learning System
Inc.
25
For inquiries and feedback, please write or call:

Department of Education – Division of Tangub City

Anecito St., Mantic, Tangub City

Telefax: (088) 395 – 3372
Website: www.depedtangub.net