A N D

T I O N )
D D I I ON
(A A C T
B T R
SU RT ER 3,
, QUA
ATH7 K5
M W E E
 1 2
Addition of Addition of
Integers Integers using
using Pictorial
Concrete
Models
Models
(Number Line)
(Integer
 Option 1: Questions for discussion:
1. What are whole numbers, and how do we use
them daily? What about integers?
2. Can anyone remind us how a number line
works? Where would we find number 5? Where
does zero fit on this line? What about –8?
3. If I have 5 mangoes and I get three more, how
many do I have now? What if I eat 2 of them?
 Option 2: “Number Line Relay”
Each group will be given a set of index cards with whole
numbers.
One at a time, learners from each group come up to
the number line and place their cards where they think
the number should go.
As each student places a card, they should state whether
they are adding (moving to the right) or subtracting
(moving to the left) from the previous number placed by
their group.
 Integers in Our Everyday Life
1. Miguel, a Grade 7 student in the
Philippines, receives a weekly
allowance from his parents and earns
extra money by doing chores.
However, he also has expenses
throughout the week. Let's explore
how Miguel manages his allowance
using addition and subtraction of
integers.
 Integers in Our Everyday Life
Starting Allowance: Miguel starts the week with P200.
Earnings and Expenses:
• Monday: Earns P50 for washing the car.
• Tuesday: Spends P20 on a snack from the sari-sari store.
• Wednesday: Earns P30 for helping with groceries.
• Thursday: Spends P40 on jeepney fares.
• Friday: Buys a birthday gift for a friend, spending P70.
Problem: Calculate Miguel’s remaining allowance at the
end of the week.
Answer: Miguel’s remaining allowance at the end of the
week is P280 – P130 = P150.
 Integers in Our Everyday Life
2. Cristof, a Grade 7 student, loves
playing traditional Filipino games with
his friends after school. Today, they
decide to play "Sipa", a game where
players keep a small rattan ball in the
air using their feet. Points are scored
for skillful moves, but points are lost
for mistakes.
 Integers in Our Everyday Life
Game Rules and Scoring:
Earning points:
• successfully keeping the sipa in the air: +2 points
each time.
• performing a special trick: +5 points.
Loosing points:
• Sipa falls to the ground: –3 points
• incorrect move or foul: –2 points
 Integers in Our Everyday Life
Cristof’s Game Round:
•Starts the game with 0 points
• Keeps the sipa in the air 3 times (+2 points each)
• Performs a special trick (+5 points)
• Makes two incorrect moves (–2 points each)
• Lets the sipa fall once (–3 points)
Problem: Calculate Cristof’s total score at the end of
his game round.
Answer: Cristof’s total score at the end of his game
round is: 0 + 2+ 2 + 2+ 5 – 2 – 2 - 3 = 4
points
 Questions for discussion:
1. How do you think the skills Miguel used in managing
his allowance can help you in your daily life? Can you
think of other situations where you need to add or
subtract money?
Possible answers:
• The skills Miguel used can help in daily life by enabling us to keep
track of our financial situation, understand our spending habits, and
budget effectively. This can lead to responsible money
management and financial planning.
• Other situations where we need to add or subtract money could
include calculating change when shopping, figuring out if we have
enough money to purchase something, or planning how much to
save each week from our income.
 Questions for discussion:

2. Why do we consider spending money as subtracting

integers? How does this differ from earning or receiving
money?
Possible answers:
• We consider spending money as subtracting integers because it
represents a decrease in the amount of money we have. When
we spend, we are giving money away, which means our total
available funds go down.
• This differs from earning or receiving money, which increases
our total funds, represented by adding integers. When we earn
money, the amount we have goes up, so we add to our total.
 Questions for discussion:
3. Besides Sipa, can you think of other games or sports
where the scoring system involves adding and subtracting
points? answers:
Possible
• Many team sports, like basketball and football, involve
adding points for goals or baskets made and sometimes
subtracting points for penalties or fouls.
• Board games or card games often involve points gained for
successful moves and points lost for mistakes, like in
"Monopoly" or "Uno."
 Questions for discussion:
4. How does understanding integers make playing games
more interesting or fair? Do you think it's important to
know these math concepts to enjoy these games?
Possible answers:
Understanding integers makes playing games more interesting because
it adds a layer of strategy; players must think about how to gain positive
points while avoiding actions that could lead to losing points.
It also makes games fairer because the scoring system is consistent
and everyone follows the same rules for gaining or losing points.
Integers
are numbers that include the
natural numbers, their
opposites (the negative
integers), and zero.
Fill in the blanks with the correct
answer
Integers are a set of Whole numbers
______________zero
that(0)
include
Positive
_________, (+)
___________, and
Negative
(-)
__________ numbers.
Adding integers using integer
chips
It is a hands-on way to visualize and
understand the process of combining positive
and negative numbers.
It uses 2 chips with different colors. + -
POSITI NEGATI
VE VE
Steps in adding integers using integer
chips:
+
1. Identify the integers: POSITI
VE
positive integers are
represented by yellow chips -
and negative integers by red NEGATI
VE
chips.
 Example: Add –3 and 5
2. Represent each integer:

-3 = -
NEGATI
-
NEGATI
-
NEGATI
VE VE VE

5= +
POSITI
+
POSITI
+
POSITI
+
POSITI
+
POSITI
VE VE VE VE VE
 Example: Add –3 and 5
3. Pair off zero pairs:
0 0 0
-3 = -
NEGATI
-
NEGATI
-
NEGATI
VE VE VE

5= +
POSITI
+
POSITI
+
POSITI
+
POSITI
+
POSITI
VE VE VE VE VE
 Example: Add –3 and 5
4. Count the remaining chips:

-3 = -
NEGATI
-
NEGATI
-
NEGATI
VE VE VE

5= +
remaining+ +
chips
POSITI
=
POSITI POSITI
+
POSITI
+
POSITI
=2
VE VE VE VE VE
Watch and Learn
 Integer Addition
Activity 1: Sum
Problems
Adding Integers a. 4 + 3
Using Integer b. –2 + 6
Chips c. –5 + (–3)
d. 7 + (–8)
e. –1 + 1
f. 2 + (–4)
g. –6 + 2
h. -5 + (–5)
i. –4 + (–1)
 Integer Addition
Activity 1: Sum
Problems
Adding Integers a. 4 + 3 7
Using Integer b. –2 + 6 4
Chips c. –5 + (–3) -8
d. 7 + (–8) -1
e. –1 + 1 0
ANSWERS f. 2 + (–4) -2
g. –6 + 2 -4
h. -5 + (–5) -10
i. –4 + (–1) -5
Let us
“If You’re Happy And
Sing!You Know It”
 ______
Adden + Adden
______ =Sum/
_______
d d total
absolute value - the distance of a number from
0
sign (positive or negative) - the direction from
0

absolute value = 5
sign = negative (-)
answer: -5
Addition of numbers on the number line
can be visualized by thinking in terms
of distance and direction from 0.
 For example, the sum 3 + 5 on the number
line
The is:number is 3, which tells us to “start at the origin and
first
move 3 units in the positive direction.”
Move according to the second integer (5) 3+5=8
Identify the final position and determine
the sum.

3 5
 Illustrative example 2: Find –6 + 4.
The first number is -6, which tells us to “start at the origin and
move 6 units in the negative direction.”
Move according to the second integer (4)
Identify the final position and determine
-6 + 4 = -2
the sum. 4

-6
Activity No. 2: A. Adding Integers using Number Line
1) –3 + 1 =-2
_____
3____
2) 5 + (–2) =

3) –4 + 3 =-1
_____

4) –1 + (–3) =-4
___

5) –2 + 2 = 0
____
Activity No. 2: B. Complete the “Addition Table” by adding
the addends using a number line.
ANSWERS:
+ -4 -3 -2 -1 0 1 2 3 4 + -4 -3 -2 -1 0 1 2 3 4
-4 -4 -8 -7 -6 -5 -4 -3 -2 -1 0
-3 -3 -7 -6 -5 -4 -3 -2 -1 0 1
-2 -2 -6 -5 -4 -3 -2 -1 0 1 2
-1 -1 -5 -4 -3 -2 -1 0 1 2 3
0 0 -4 -3 -2 -1 0 1 2 3 4
1 1 -3 -2 -1 0 1 2 3 4 5
2 2 -2 -1 0 1 2 3 4 5 6
3 3 -1 0 1 2 3 4 5 6 7
4 4 0 1 2 3 4 5 6 7 8
Adding integers with the same
sign:
To add integers with the same sign, add their absolute
values. Give the result the same sign as the integers.
Illustrative example: Find –5 + (–2).
Solution: –5 + (–2)

5+2 = - 7
–5 + (–2) = -7
Check using Integer chips: –5 + (–2)
= -7 - - - - -
-5 = NEGATI
VE
NEGATI
VE
NEGATI
VE
NEGATI
VE
NEGATI
VE

-2 = - NEGATI
-
NEGATI = -7
VE VE

Check using number line: –5 + (–2) =

-7

-2 -5
Adding integers with different signs:
To add integers with different signs, subtract their absolute
values. Give the result the same sign as the integer with the
greater absolute value.
Illustrative example: Find 7 + (–4).
Solution: +7 + (–4)
With different signs: subtract

7 - 4 =+ 3 Copy the sign of the number

with greater absolute vale
7 + (–4) = 3
Check using Integer chips: 7 + (–4).
7= + POSITI
+
POSITI
+ + + + +
POSITI POSITI POSITI POSITI POSITI
VE VE VE VE VE VE VE

-4 = - NEGATI
-
NEGATI
-
NEGATI
-
NEGATI
VE VE VE VE

Check using number line: 7 + (–4)

Check using Integer chips: 7 + (–4).
7= + POSITI
+
POSITI
+ + + + +
POSITI POSITI POSITI POSITI POSITI
VE VE VE VE VE VE VE

-4 = - NEGATI
-
NEGATI
-
NEGATI
-
NEGATI =3
VE VE VE VE

Check using number line: 7 + (–4)

-4

7
Let us Sing
Again!
“Adding Integers
Song”
Activity 3:
Integer Addition War
(Card Game)
 Subtracting Integers
• 20 – 30 = ?
• 20 + (–30) = ?
Both are equal to –10. from the two given examples,
subtracting 30 provides the same result as adding –30.
This reasoning is used to define subtraction, which
allows the use of the rules for addition to do
subtraction problems. Here is the definition:
Subtraction:
If a and b represent any two
numbers, then it is always true
thata – b = a + (-b)
a + (-b) = a – b
Illustrative example: Find –7 – 2.
Solution:
a = –7 and b =(if b = 2, then its
2 opposite is –2)
a – b = a + (–
b)
–7 – 2= –7 + (– = –9
2)
Using integer chips: -7 - 2
Steps:
1. Determine the integers involved in the subtraction problem. -7 and 2
2. The first number should be represented using chips.
3. Remove 2 positive chips as the subtrahend. Since the colored chips of the subtrahend are
not present, create zero pairs and then remove the chips as indicated by the subtrahend.

-7 = - NEGATI
-
NEGATI
-
NEGATI
-
NEGATI
- - -
NEGATI NEGATI NEGATI
VE VE VE VE VE VE VE

+
POSITI
+
POSITI
VE VE

-
NEGATI
-
NEGATI
VE VE
Using integer chips: -7 - 2
Steps:
1. Determine the integers involved in the subtraction problem. -7 and 2
2. The first number should be represented using chips.
3. Remove 2 positive chips as the subtrahend. Since the colored chips of the subtrahend are
not present, create zero pairs and then remove the chips as indicated by the subtrahend.
4. The remaining chips represent the answer.

-7 = - NEGATI
-
NEGATI
-
NEGATI
-
NEGATI
- - -
NEGATI NEGATI NEGATI
VE VE VE VE VE VE VE

+
POSITI
+
POSITI
VE VE

-
NEGATI
-
NEGATI
= -9
VE VE
Using number line:
Steps:
-7 - 2 = -7 + (- = -9
1. Draw a number line
2)
2. From the origin, move according to the first integer (-7).
3. Move according to the second integer (2). Typically, subtracting a positive number
means moving to the left. However, when subtracting a negative number, do the
OPPOSITE, meaning 2 move
becomes -2
to the right.
4. Identify the final position. The final position (point) on the number line is the
answer.
I
-9

-2 -7
 Using integer chips: -7 – (-9)
Since there are only 7 negative chips, then add
to negative chips to have -9 but add also 2
positive chips

-7 = -
NEGATI
-
NEGATI
-
NEGATI
-
NEGATI
- - - - -
NEGATI
NEGATI NEGATI NEGATI NEGATI
VE VE VE VE VE VE VE VE VE

+ +
POSITI
POSITI
VE VE
 =2
Using integer chips: -7 – (-9)
Since there are only 7 negative chips, then add
to negative chips to have -9 but add also 2
positive chips

-7 = -
NEGATI
-
NEGATI
-
NEGATI
-
NEGATI
- - - - -
NEGATI
NEGATI NEGATI NEGATI NEGATI
VE VE VE VE VE VE VE VE VE

+ +
POSITI
POSITI
VE VE
Using number line: 7 – (-9)
-7 – (-9)= -7 + = 2
9 9
I
-9

-7
 Using integer chips: 7 – (-3)

7= + POSITI
+
POSITI
+
POSITI
+
POSITI
+
POSITI
+
POSITI
+
POSITI
VE VE VE VE VE VE VE

-3 = -NEGATI
-
NEGATI
-
NEGATI
VE VE VE

+ +
POSITI
+
POSITI POSITI
VE VE VE
 =
Using integer chips: 7 – (-3)
10
7= + POSITI
+
POSITI
+
POSITI
+
POSITI
+ +
POSITI POSITI
+
POSITI
VE VE VE VE VE VE VE

-3 = -NEGATI
-
NEGATI
-
NEGATI
VE VE VE

+ +
POSITI
+
POSITI POSITI
VE VE VE
Using number line: 7 – (-3)
7 – (-3) = 7 + = 10
3
9 10

7 3
Activity 4: Integer Maze Challenge

Instructions:
1. Locate the entrance of the maze on your
worksheet. This is where your adventure
begins.
2. At each decision point in the maze, you will
face an integer problem. Solve the problem
correctly to know which path to take next.
3. A wrong answer will lead you to a dead end,
and you’ll have to backtrack.
4. The goal is to find your way to the maze’s exit.
5. Mark your path on the worksheet as you solve
each problem and make your moves.
6. Once you reach the “End”, you’ve completed
the Integer Maze Challenge.
Generalization questions for group discussion:
1. How do the methods of integer chips, number lines, and using
numerals differ in helping you understand addition and subtraction of
integers? Which method do you find most effective and why?
2. What key concepts must you remember when adding or subtracting
integers, regardless of the method used?
3. Were there any particular challenges you faced when using each of
these methods? How did you address these challenges?
4. How does transitioning from a concrete method like integer chips to
an abstract method like using numerals change your approach to
solving integer problems?
5. How can you apply the methods of adding and subtracting integers in
real-world situations? Can you provide an example?
A. True or False
1. –7 + (–2) equals –9.
2. Subtracting a negative number is the
same as adding a positive number.
3. The sum of any integer and its
opposite is always zero.
4. –3 – (–3) equals zero.
B. Multiple Choice: Choose the correct answer for
each problem.
1. What is the result of –5 + 10?
a. –15 c. –5
b. 5 d. 15
2. What is the result of 7 – (–4)?
a. 3 c. –3
b. 11 d. –11
C. Fill in the Blank: Complete
each integer operation.
1. _____ – (–6) = 9
2. –8 + _____ = –2
D. Short Answer: Solve the following problems and show your
work.
1. A student takes a jeepney to school, which costs Php 9. After
school, they take another jeepney to a sari-sari store, which
costs an additional Php 9. On the way home, they realize they
have a coupon that gives them a Php 9 discount on the ride.
What is the total amount spent on jeepney rides for the day?
2. Mount Apo is the highest point in the Philippines at about
2,954 meters above sea level. If a hiker starts at an elevation
of 1,200 meters and ascends 500 meters on the first day, and
then descends 650 meters the next day, what is the hiker's
final elevation?