Integers: The Story of Zero
Integers: The Story of Zero
CHAPTER
Integers
Numbers were used for thousands of years before zero 224 CE. Brahmagupta, in 628 CE, explained the rules
was used both as a placeholder (e.g. compare the 3 in for integers: positive and negative numbers and
30 and 3000) and also as a value (e.g. 0 − 6 = −6). zero as a placeholder with value. Traders took these
Indian manuscripts to the Arabic scholars in the
The Egyptians, Greeks and Romans didn’t have zero
Middle East. In the Gwalior fort (pictured), India,
symbols. Babylonians used placeholders: at first just
zero is used in an inscription on a wall dated 876 CE.
a space (1600 BCE) then slanting wedges (300 BCE).
The Mayans of Central America independently created Europeans used Roman numerals until Fibonacci
zero placeholder symbols (350 CE). introduced a superior system in 1202. As a boy,
Fibonacci studied Hindu-Arabic arithmetic in
Indian mathematicians invented the zero that we use
North Africa where his father was an Italian
today and is first seen in the Bakhshali manuscripts,
In this chapter
Victorian Curriculum
Learning intentions
• To understand the commutative and associative laws for addition
• To be able to use the mental strategies partitioning, compensating, doubling/halving to calculate a sum or
difference of whole numbers mentally
• To be able to use the addition and subtraction algorithms to find the sum and difference of whole numbers
The number system that we use today is called the Hindu-Arabic or decimal system and uses the digits
0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The value of each digit depends on its place in the number, so, for example,
the 4 in 3407 has a place value of 400. Whole numbers include 0 (zero) and the counting (natural)
numbers 1, 2, 3, 4, … Two numbers can be added to find a sum or subtracted to find a difference. If, for
example, 22 child tickets and 13 adult tickets were purchased for fairground rides, the sum of the number
of tickets (35) is found using addition and the difference between the number of child and adult tickets (9)
is found using subtraction.
An audiologist often uses basic number skills when testing patients’ hearing levels. Addition and subtraction find hearing
differences between the ears, and division and multiplication calculate percentages from speech recognition results.
KEY IDEAS
■ Two numbers can be added in any order. This is called the commutative law for addition. The
commutative law does not hold for subtraction.
a+b=b+a For example: 7 + 11 = 11 + 7
a−b≠b−a For example: 5 − 2 ≠ 2 − 5
■ Three or more numbers can be added in any order. This uses the associative law for addition. The
associative law does not hold for subtraction.
(a + b) + c = a + (b + c) For example: (2 + 5) + 4 = 2 + (5 + 4)
(a − b) − c ≠ a − (b − c) For example: (9 − 5) − 2 ≠ 9 − (5 − 2)
+ 1 8 2 − 1 4 2
6 2 1 1 7 2
■ Estimates for sums and differences can be made by firstly rounding each number to the nearest
10, 100, 1000 etc.
For example: Rounding to the nearest 10 Rounding to the nearest dollar
348 − 121 ≈ 350 − 120 $1.95 + $3.10 ≈ $2 + $3
= 230 = $5
BUILDING UNDERSTANDING
1 Give the number that is:
a 26 plus 17 b 43 take away 9
c 134 minus 23 d 451 add 50
e the sum of 111 and 236 f the difference between 59 and 43
g 36 more than 8 h 120 less than 251
SOLUTION EXPLANATION
a 347 − 39 = 308 347 − 39 = 347 − 40 + 1 = 307 + 1 = 308
SOLUTION EXPLANATION
a 9 813 8 + 7 = 15 (carry the 1 to the tens column)
+ 2 1 7 1+3+1=5
1 1 5 5 9 + 2 = 11
b 1 34 11 Borrow from the tens column then subtract 6
− 8 6 from 11. Then borrow from the hundreds
5 5 column and then subtract 8 from 13.
Exercise 1A
FLUENCY 1, 2–5(1/2) 2–5(1/2) 2–5(1/3)
e 94 f 4 21 g 1726 h 14072
−36 − 2 04 −1 6 9 9 − 328
4 Estimate these sums and differences by first rounding each given amount to the nearest dollar.
a $1.95 + $3.02 b $3.05 + $4.99 c $10.19 + $0.95
d $8.99 − $3.03 e $20.95 − $2.10 f $8.69 − $5.79
7 The sum of two numbers is 39 and their difference is 5. What is the larger number?
6 1 2 1 9 7 2
d 3 e 3 2 f 2 5
−2 9 − 3 − 6 8
2 1 0 4 3 1 8
9 Wally has two more marbles than Ashan and together they have 88 marbles. How many marbles does
Ashan have?
13 How many different combinations of numbers make the following true? List the combinations and
explain your reasoning.
a 1 4 b 3
+2 −1 4
4 2 7 1 4 3
Learning intentions
• To understand the commutative and associative laws for multiplication
• To know the meaning of the terms product, quotient and remainder
• To be able to use mental strategies to calculate simple products and quotients mentally
• To be able to use the multiplication and division algorithms to find the product and quotient of whole numbers
• The number of cookies 4 people get if a packet of 32 cookies is shared equally between them
• The cost of paving 30 square metres of courtyard at a cost of $41 per square metre
• The number of sheets of paper in a shipment of 4000 boxes of 5 reams each (1 ream is 500 sheets)
• The number of hours I can afford a plumber at $75 per hour if I have a fixed budget of $1650
Make up your own situation that requires the use of multiplication and another situation for division.
KEY IDEAS
■ Finding a product is the result of using multiplication. We say the product of 11 and 9 is 99.
■■ The short division algorithm can be used when quotients cannot be found mentally. 7 3 2
7⟌5 1 2 4
2 1
■■ The commutative law holds for multiplication but not division.
For example: 7 × 5 = 5 × 7 but 21 ÷ 3 ≠ 3 ÷ 21
BUILDING UNDERSTANDING
1 Find the results for the following.
a The product of 7 and 8
b The remainder when 2 is divided into 19
c The quotient of 13 divided by 4
2 Use your knowledge of the multiplication table to state the answers to the following.
a 11 × 9 b 6 × 7 c 9 × 8 d 12 × 11
e 8 × 4 f 7 × 9 g 88 ÷ 8 h 121 ÷ 11
i 144 ÷ 12 j 56 ÷ 7 k 33 ÷ 3 l 78 ÷ 6
3 Decide if these simple equations are true or false.
a 4 × 13 = 13 × 4 b 2×7×9=7×9×2
c 6 ÷ 3 = 3 ÷ 6 d 60 ÷ 20 = 30 ÷ 10
e 14 ÷ 2 ÷ 7 = 7 ÷ 2 ÷ 14 f 51 × 7 = (50 × 7) + (1 × 7)
g 79 × 13 = (80 × 13) − (1 × 13) h 93 ÷ 3 = (90 ÷ 3) + (3 ÷ 3)
i 133 ÷ 7 = (140 ÷ 7) − (7 ÷ 7) j 33 × 4 = 66 × 8
SOLUTION EXPLANATION
a 5 × 160 = 800 Double one and halve the other so 5 × 160
becomes 10 × 80
SOLUTION EXPLANATION
a 412 412 × 5 = 2060 and 412 × 20 = 8240
× 25 Add these two products to get the final answer.
2060
8240
10300
Exercise 1B
FLUENCY 1, 2–5(1/2) 2–5(1/2) 2–4(1/4), 5(1/2)
5 Estimate answers to the following by firstly rounding each dollar/cent amount to the nearest dollar. For
example, 3 packets at $1.95 ≈ 3 × $2 = $6
a 5 packets at $2.95 each b 7 packets at $9.99 each
c 20 boxes at $19.80 each d $29.90 divided into 6 parts
e $120.35 divided into 5 parts f $999.80 divided into 20 parts
6 A university student earns $550 for 22 hours work. What is the student’s pay rate per hour?
7 Packets of biscuits are purchased by a supermarket in boxes of 18. The supermarket orders 220 boxes
and sells 89 boxes in one day. How many packets of biscuits remain in the supermarket?
9 The shovel of a giant mechanical excavator can move 13 tonnes of rock in each load. How many loads
are needed to shift 750 tonnes of rock?
12 A mental strategy for division involves separately dividing a pair of factors of the divisor.
For example:
114 ÷ 6 = 144 ÷ 2 ÷ 3 (Note: 2 and 3 are factors of 6.)
= 57 ÷ 3
= 19
Use this technique to evaluate the following.
a 204 ÷ 6 b 144 ÷ 8 c 261 ÷ 9 d 306 ÷ 18
14 a Gen spends exactly $80 to buy child tickets at $7 each and adult
tickets at $12 each. Find the maximum number of tickets that could
be purchased.
b Alfred spends exactly $141 to buy child tickets at $9 each and adult
tickets at $15 each. Find the maximum number of tickets that could
be purchased.
c Explain your method for solving the above two questions. Make up
your own similar question and test it on a friend.
Learning intentions
• To understand that a prime number has exactly two factors and a composite number has more than two factors
• To know the meaning of the terms square, square root, cube and cube root
• To be able to find the lowest common multiple and highest common factor of two numbers
• To be able to find the square, square root, cube and cube root of certain small whole numbers
The properties of numbers are at the foundation of mathematical problem-solving. A class of 63 students,
for example, can be divided into 7 equal groups of 9, but a class of 61 cannot be divided into smaller equal
groups greater than 1. This is because 61 is a prime number with no other factors apart from 1 and itself;
63 is a multiple of 9 and the numbers 9 and 7 are factors of 63.
Electronic engineers routinely use number skills, including squares and square roots. For example, when designing audio
amplifiers that multiply the volume of an input musical signal, making the output signal strong enough to drive loudspeakers.
• Multiples of 7
• Factors of 144
• Prime numbers
Compare your lists with the results of the class. For each part decide if there are any numbers less than
100 that you missed.
KEY IDEAS
■ A multiple of a number is obtained by multiplying the number by the counting numbers
1, 2, 3, …
For example: Multiples of 9 include 9, 18, 27, 36, 45, …
■ The lowest common multiple (LCM) is the smallest multiple of two or more numbers that is
common.
For example: Multiples of 3 are 3, 6, 9, 12, 15 , 18, …
Multiples of 5 are 5, 10, 15 , 20, 25, …
The LCM of 3 and 5 is therefore 15.
■ A factor of a number has a remainder of zero when divided into the given number.
For example: 11 is a factor of 77 since 77 ÷ 11 = 7 with 0 remainder.
■ The highest common factor (HCF) is the largest factor of two or more numbers that is common.
For example: Factors of 24 are 1, 2, 3, 4, 6, 8, 12, 24.
Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, 36.
The HCF of 24 and 36 is therefore 12.
■ Prime numbers have only two factors, the number itself and 1.
• 2, 13 and 61 are examples of prime numbers.
• 1 is not considered to be a prime number.
BUILDING UNDERSTANDING
1 State the number in each list which is not a multiple of the first number listed.
a 3, 6, 9, 12, 14, 18, 21 b 11, 22, 33, 45, 55, 66
c 21, 43, 63, 84, 105 d 13, 26, 40, 52, 65
2 State the missing factor from each list.
a Factors of 18: 1, 2, 3, 9, 18 b Factors of 24: 1, 2, 4, 6, 8, 12, 24
3 Classify these numbers as prime or composite.
a 7 b 12 c 29 d 69
e 105 f 117 g 221 h 1 046 734
4 Classify the following as true or false.
a 15 is a multiple of 5 b 7 is a factor of 30
c 62 = 6 × 6 × 6 d √64 = 8
3
e 33 = 3 × 3 × 3 f √4 = 2
g 41 is prime h 29 is a composite number
SOLUTION EXPLANATION
a Multiples of 6 are: First, list some multiples of 6 and 8.
6, 12, 18, 24, 30, … Continue the lists until there is at least one in
Multiples of 8 are: common.
8, 16, 24, 32, 40, …
The LCM is 24. Choose the smallest number that is common to
both lists.
SOLUTION EXPLANATION
a 62 = 6 × 6 Find the product of 6 with itself.
= 36
b √81 = 9 92 = 9 × 9 = 81 so √81 = 9
(Note: √x cannot be negative so √81 ≠ −9.)
c 23 = 2 × 2 × 2 In general x3 = x × x × x.
=8
3 3
d √64 = 4 43 = 4 × 4 × 4 = 64 so √64 = 4
Exercise 1C
FLUENCY 1, 2–5(1/2) 2–6(1/2) 2–5(1/3), 6(1/2)
7 A teacher has 64 students to divide into small equal groups of greater than 2 with no remainder. In how
many ways can this be done?
8 Three sets of traffic lights (A, B and C) all turn red at 9 a.m.
exactly. Light set A turns red every 2 minutes, light set B turns
red every 3 minutes and light set C turns red every 5 minutes.
How long does it take for all three lights to turn red again at the
same time?
12 Using the definitions (descriptions) in the Key ideas, explain why the number one (1) is not considered
a prime or a composite number.
13 Explain why all prime numbers except the number 2 are odd.
14 Explain why all square numbers (1, 4, 9, 16, …) have an odd number of factors.
15 Decide if the following statements are always true. If they are not, give an example that shows that the
statement is not always true. Assume that a and b are different numbers.
a The LCM of two numbers a and b is a × b.
b The LCM of two prime numbers a and b is a × b.
c The HCF of two prime numbers a and b is 1.
16 In 1742, Goldbach wrote a letter to Euler suggesting that every even number greater than 2 is the
sum of three primes. Euler replied saying that this was equivalent to saying that every even number
greater than 2 is the sum of two primes. If the number 1 is not considered to be prime (the modern
convention), the idea becomes Every even number greater than 2 is the sum of two primes. This is
known today as Goldbach’s conjecture.
a Show ways in which the following numbers can be written as a sum of two primes.
i 28 ii 62 iii 116
b Goldbach’s conjecture does not discuss the odd numbers. Are there any odd numbers greater than 4
and less than 20 which cannot be written as a sum of two primes? If there are any, list them.
Number of ways of expressing
6
as the sum of two primes
5
4
3
2
1
4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50
Even numbers greater than 2
A graph illustrating Goldbach’s conjecture, up to and including 50, is obtained by plotting the number of ways of
expressing even numbers greater than 2 as the sum of two primes.
17 Twin primes are pairs of prime numbers that differ by 2. It has been conjectured that there are infinitely
many twin primes. List the pairs of twin primes less than 100.
Learning intentions
• To be able to find the prime factor form of a number
• To understand how the lowest common multiple and highest common factor of two numbers can be found
using their prime factor form
• To be able to use the divisibility tests for single digit factors other than 7
KEY IDEAS
■ Prime factorisation involves writing a number as a product of prime 12
numbers. For example: 12 = 2 × 2 × 3
• 22 × 3 is the prime factor form of 12.
2 6
• The prime numbers are usually written in ascending order.
• A prime factor tree can help to determine the prime factor form.
2 3
∴ 12 = 22 × 3
■■ The lowest common multiple (LCM) of two numbers in their prime factor form is the product of
all the different primes raised to their highest power.
For example: 1 2 = 22 × 3 and 30 = 2 × 3 × 5
So the LCM of 12 and 30 is 22 × 3 × 5 = 60.
■■ The highest common factor (HCF) of two numbers in their prime factor form is the product of all
the common primes raised to their smallest power.
For example: 12 = 22 × 3 and 30 = 2 × 3 × 5
So the HCF of 12 and 30 is 2 × 3 = 6.
■■ Divisibility tests
A number is divisible by:
• 2 if it ends with the digit 0, 2, 4, 6 or 8
For example: 384 ends with a 4 and is an even number
• 3 if the sum of all the digits is divisible by 3
For example: 162 where 1 + 6 + 2 = 9, which is divisible by 3
• 4 if the number formed by the last two digits is divisible by 4
For example: 148 where 48 is divisible by 4
• 5 if the last digit is a 0 or 5
For example: 145 or 2090
• 6 if it is divisible by both 2 and 3
For example: 456 where 6 is even and 4 + 5 + 6 = 15, which is divisible by 3
• 8 if the number formed from the last 3 digits is divisibly by 8
For example: 2112 where 112 is divisible by 8
• 9 if the sum of all the digits is divisible by 9
For example: 3843 where 3 + 8 + 4 + 3 = 18, which is divisible by 9
• 10 if the last digit is a 0
For example: 4230
There is no simple test for divisibility by 7.
BUILDING UNDERSTANDING
1 State all the factors of these numbers.
a 15 b 24 c 40 d 84
2 State the first 10 prime numbers. Note that 1 is not a prime number.
3 Classify the following as true or false.
a The sum of the digits of 216 is 9.
b 73 is even.
c The product of 2, 2, 3 and 5 can be written as 22 × 3 × 5.
d 3 × 5 × 5 × 5 × 7 × 7 = 3 × 52 × 73
e For the two numbers 20 = 22 × 5 and 150 = 2 × 3 × 52, the product of all of the different
primes raised to their highest power is 22 × 3 × 52.
f For the two numbers 20 = 22 × 5 and 150 = 2 × 3 × 52, the product of the common primes
raised to their smallest power is 2 × 5.
SOLUTION EXPLANATION
540 OR 540 First, divide 540 into the product of any two
factors.
2 270 5 108 Since 540 is even it is easy to choose 2 as one
of the factors but 3 or 5 could also be chosen.
2 135 2 54 Continue dividing numbers into prime factors
until all the factors are prime numbers.
27 5 2 27
3 9 3 9
3 3 3 3
So 540 = 22 × 33 × 5
So 540 = 22 × 33 × 5 Write the factors in ascending order.
SOLUTION EXPLANATION
Not divisible by 2 since 7 is odd. The last digit needs to be even.
Divisible by 3 since 6 + 2 + 7 = 15 and this is The sum of all the digits needs to be divisible
divisible by 3. by 3.
Not divisible by 4 as 27 is not divisible by 4. The number formed from the last two digits
needs to be divisible by 4.
Not divisible by 5 as the last digit is not a 0 or 5. The last digit needs to be a 0 or 5.
Not divisible by 6 as it is not divisible by 2. The number needs to be divisible by both 2 and 3.
Not divisible by 8 as the last 3 digits together The number formed from the last three digits
are not divisible by 8. needs to be divisible by 8.
Not divisible by 9 as 6 + 2 + 7 = 15 is not The sum of all the digits needs to be divisible
divisible by 9. by 9.
Find the LCM and HCF of 105 and 90, using prime factorisation.
SOLUTION EXPLANATION
105 = 3 × 5 × 7 First, express each number in prime factor
90 = 2 × 32 × 5 form. Note that 3 and 5 are common primes.
Exercise 1D
FLUENCY 1, 2–4(1/2) 2–4(1/2) 2–4(1/2)
Example 7 1 Copy and complete these factor trees to help write the prime factor form of the given numbers.
a 36 b 270
2 ...... 2 ......
2 ...... 3 ......
∴ 36 = 22 × ......
3 ......
∴ 270 = 2 × ...... × ......
Example 7 2 Use a factor tree to find the prime factor form of these numbers.
a 20 b 28 c 40 d 90
e 280 f 196 g 360 h 660
3 How many different primes make up the prime factor form of these numbers?
a 30 b 63 c 180 d 2695
5 Find the highest common prime factor of each of these pairs of numbers.
a 10, 45 b 42, 72 c 24, 80 d 539, 525
Example 9 6 Find the LCM and the HCF of these pairs of numbers, using prime factorisation.
a 10, 12 b 14, 28 c 15, 24 d 12, 15
e 20, 28 f 13, 30 g 42, 9 h 126, 105
7 Aunt Elly’s favourite nephew visits her every 30 days. The other nephew visits her every 42 days. If
both nephews visit Aunt Elly on one particular day, how long will it be before they both visit her again
on the same day?
8 Two armies face each other for battle. One army has 1220 soldiers and the other has 549 soldiers. Both
armies are divided into smaller groups of equal size called platoons. Find the largest possible number
of soldiers in a platoon if the platoon size is equal for the two armies.
REASONING 9 9, 10 10, 11
9 Decide if the following statements are true or false. If a statement is false, give an example to show this.
a All numbers divisible by 9 are divisible by 3.
b All numbers divisible by 3 are divisible by 9.
c All numbers divisible by 8 are divisible by 4.
d All numbers divisible by 4 are divisible by 8.
10 If a number is divisible by 2 and 3, then it must be divisible by 6. Use this idea to complete these
sentences.
a A number is divisible by 14 if it is divisible by _______ and _______.
b A number is divisible by 22 if it is divisible by _______ and _______.
c A number is divisible by 15 if it is divisible by _______ and _______.
d A number is divisible by 77 if it is divisible by _______ and _______.
ENRICHMENT: Divisibility by 11 – – 12
Learning intentions
• To understand that integers can be negative, zero or positive
• To understand how to use a number line to add or subtract positive integers
• To be able to add a positive integer to a negative integer
• To be able to subtract a positive integer from a positive or negative integer
Although the Indian mathematician Brahmagupta set out the rules for the use of negative numbers in
the 7th century, a British mathematician Maseres claimed in 1758 that negative numbers ‘darken the
very whole doctrines of the equations and make dark of the things which are in their nature excessively
obvious and simple’. Despite this view that negative numbers were unnatural and had little meaning, they
have found their way into the practical world of science, engineering and commerce. We can use negative
numbers to distinguish between left and right, up and down, financial profits and losses, warm and cold
temperatures, and the clockwise and anticlockwise rotation of a wheel.
KEY IDEAS
■ Negative numbers are numbers less than zero.
−4 −3 −2 −1 0 1 2 3 4
−4 −3 −2 −1 0 1 2 3 4 5 6
• Adding a positive integer
For example: 2+3=5
−4 + 3 = −1
• Subtracting a positive integer
For example: 1 − 3 = −2
5−3=2
−3 −3
−4 −3 −2 −1 0 1 2 3 4 5 6
BUILDING UNDERSTANDING
1 Choose the symbol < (less than) or > (greater than) to make these statements true.
a 5 ____−1 b −3 ____ 4
c −10 ____ 3 d −1 ____ −2
e −20 ____−24 f −62 ____ −51
g 2 ____ −99 h −61 ____ 62
2 State the missing numbers in these patterns.
a −3, −2, ____, 0, 1, ____, 3
b 1, 0, ____, −2, −3, ____, −5
c −10, −8, −6, ____, ____, 0, 2
d 20, 10, ____, ____, −20, −40
3 What is the final temperature?
a 10°C is reduced by 12°C
b 32°C is reduced by 33°C
c −11°C is increased by 2°C
d −4°C is increased by 7°C
SOLUTION EXPLANATION
a −5 + 2 = −3 +2
−6 −5 −4 −3 −2 −1 0 1
b −1 + 4 = 3 +4
−2 −1 0 1 2 3 4
c 3 − 7 = − 4 −7
−5 −4 −3 −2 −1 0 1 2 3 4
d −2 − 3 = −5 −3
−6 −5 −4 −3 −2 −1 0 1
Exercise 1E
FLUENCY 1, 2–5(1/2) 2–6(1/2) 2–3(1/4), 5–6(1/2)
4 State the sum (e.g. −3 + 4 = 1) or difference (e.g. 1 − 5 = − 4) to match these number lines.
a b
−3 −2 −1 0 1 2 −10 −9 −8 −7 −6 −5
c d
−2 −1 0 1 2 3 4 5 −20 −19 −18 −17 −16 −15 −14
5 State the missing number.
a −1 + ___ = 5 b ___ + 30 = 26
c ___ + 11 = −3 d −32 + ___ = −21
e 5 − ____ = −10 f ____ − 17 = −12
g ____ − 4 = −7 h −26 − ____ = −38
7 In a high-rise building there are 25 floors above ground floor (floor 1, floor 2, …) and 6 floors below
ground floor. A lift starts at floor 3 and moves 5 floors down then 18 floors up, 4 more floors up,
26 floors down and finally 6 floors up. At which floor does the lift finish?
9 On Monday Milly borrows $35 from a friend. On Tuesday she pays her friend $40. On Friday she
borrows $42 and pays back $30 that night. How much does Milly owe her friend in the end?
10 The temperature in Greenland on a sunny day rises 19°C from its minimum temperature to a maximum
of −4°C. What was the minimum temperature on the day?
11 If a and b are positive integers, decide if the following are always true.
a a + b > 0 b a − b < 0 c b − a < 0
d −a − b < 0 e −a + b > 0 f −b + a < 0
12 If a and b are positive integers and a > b, decide if the following are true or false.
a b < a b a − b < 0 c b − a < 0
14 Find a method to evaluate the following without using a calculator or algorithm. Explain your method.
−1 + 2 − 3 + 4 − 5 + 6 − 7 + 8 − … − 997 + 998 − 999 + 1000
15 Find the pairs of integers (a, b) that satisfy both equations in each part.
a a + b = 5 and a − b = −3 b a + b = − 4 and a − b = −10
c a + 2b = −1 and a − 2b = −9 d a + b = −8 and a − 2b = −14
1A
a 58 b 8 2 c 378 d 5024
+265 −45 26 −2957
+139
3 Use a mental strategy to evaluate the following.
1B
a 5 × 140 b 6 × 49 c 128 ÷ 8 d 1692 ÷ 4
10 Find the HCF and LCM of these pairs of numbers, using prime factorisation.
1D
a 42 and 18
b 105 and 90
12 Three schools are competing at a sports carnival. Each school has a different coloured
1D
sports uniform. The numbers of Year 8 students competing are: 162 with a green uniform,
108 with a red uniform and 144 with a blue uniform. All the Year 8 students are to be split
up into equal sized teams.
a What is the largest possible team size so every Year 8 student is in a team of students
all from their own school?
b How many of these Year 8 teams will be formed from each school?
If ◯
+ represents +1 and ◯
− represents −1 then ◯
+◯− added together has a value of zero.
0
+ + + − + + + − + +
+ = =
+ + − + + − +
5 (−2) 0 3
+ and 2◯
Also 5 − (−2) = 7 could be illustrated first as 7◯ − together then subtracting the 2◯
−.
+ + + − + + + + − − + + + +
− = − =
+ + − + + + − − + + +
5 (−2) 5 (−2) 7
When adding or subtracting negative integers, we follow the rules set out by the above two illustrations.
In a stroke-play golf tournament, adding and subtracting negative integers is used to calculate
a golfer’s cumulative score across four rounds. A golfer who scores 3 under par in the first
round, 2 over par in the second round, 1 under par in the third round, and par in the final
round, has a tournament score of: −3 + 2 − 1 + 0 = −2.
• 3 + (−2)
• −2 + (−4)
• −5 + (−2)
• 3 − (−2)
• −3 − (−2)
• −1 − (−4)
KEY IDEAS
■ Opposite numbers have the same size but a different sign.
• The opposite of 3 is −3.
• The opposite of −12 is 12.
BUILDING UNDERSTANDING
1 State the opposites of these numbers.
a −6 b 38 c 88 d −349
2 Choose the word ‘add’ or ‘subtract’ to suit each sentence.
a To add a negative number its opposite.
b To subtract a negative number its opposite.
SOLUTION EXPLANATION
a 10 + (−3) = 10 − 3 Adding −3 is the same as subtracting 3.
=7
6 7 8 9 10 11
−9 −8 −7 −6 −5 −4 −3 −2
3 4 5 6 7
Exercise 1F
FLUENCY 1, 2–3(1/2) 2–4(1/2) 2–4(1/3)
6 A magic square has each row, column and main diagonal adding to the same magic sum. Complete
these magic squares.
a 1 b
–12
0 –2 –4 –15
–11 –18
7 Find a pair of negative integers a and b that satisfy both equations in each part.
a a + b = −8 and a − b = 2
b a + b = −24 and a − b = −6
8 A bank account has an initial balance of $150. Over a one-week period the following occurred.
• $180 was spent on shoes.
• $300 of debt was added to the account as a cash advance.
• $250 of debt was repaid.
• $110 of debt was added because of a bank fee.
• $150 of debt was removed with a cash deposit.
What was the balance of the account at the end of the week?
9 The sum of two integers is −5 and their difference is 11. What are the two numbers?
10 The sum of two integers is 11 and their difference is 19. What are the two numbers?
The local shire town planning department is interested in determining the number of car park
spaces the developer will have to provide for the size of the hotel they are proposing.
a What is the maximum number of guests the proposed hotel will be able to sleep?
b Recent data suggest that the average number of people per car visiting the snow is 3 people per car.
Based on this information, how many car park spaces would the hotel require if it was full?
Data provided by the developer suggests that only half of ski visitors arrive in their own car, with the
other half choosing to arrive by either of the two operating bus companies.
c Based on this new information, how many car park spaces would the hotel require if it was full?
d The developer also knows, however, that there is a large available public car park in the resort
that clients could use on occasions. The developer proposes to provide car parking spaces only
up to a 75% occupation rate, as quite often the hotel will not be at capacity. If the town planning
department agree with this proposal, how many car park spaces will the hotel have to provide?
The four friends have the following amounts of money: $75, $230, $30, –$40.
The cost of the beach buggy wheelchair is $2960.
The friends are interested in determining how much money they need to save and how they might be
able to save the money.
a Unfortunately, one of the four friends has no money and actually owes his parents $40. What is the
current difference in money between the friend with the most and the friend with the least amount
of money?
b If the four friends decide to put in equal amounts of money for the wheelchair, how much does
each friend need to contribute?
c What amount do each of the friends need to save to reach the amount required to purchase the
wheelchair? Assume they put in equal amounts.
d Instead of trying to raise funds separately, they decide to pool the amount of money they currently have
and fundraise to make up the difference. How much do the friends need to fundraise to be able to buy
the wheelchair? Assume that the $40 owed to one of the friend’s parents does need to be repaid.
e The friends decide to do a wheelchair-a-thon and raise money through working as a relay team,
travelling a distance of 50 km on a wheelchair during a twelve-hour period. How many friends and
family members will they need to sponsor them at a rate of $1 per kilometre?
f If the fundraiser was unsuccessful and the friends had to resort to saving money each week, how much
money would they need to save each week if they wished to buy the wheelchair in six weeks’ time?
g If each friend could only save $20/week for the next six weeks, but they still wanted to purchase
the wheelchair, how many more friends would they need to join their group and contribute a saving
of $20/week for the six weeks?
Time to freeze
3 Maree has recently purchased a new chest (deep) freezer for keeping food at the very low temperature
of –18°C.
Maree is interested in determining how long it will take some foods to freeze and how long it will
take some foods to thaw.
a Maree understands that her new freezer can lower the temperature of food at a rate of 6°C per hour.
Maree places some food, currently at a room temperature of 24°C in her new freezer. How long
will it take for the food to reach the freezer temperature of –18°C?
b On a different day, Maree discovered that a loaf of bread only took four hours to freeze to the
temperature of –18°C. What was the room temperature on this day?
c Maree wishes to determine the rate at which frozen meat can thaw and return to a temperature of
5°C ready for her to cook. She carries out the following test cases:
Based on Maree’s test cases, what is an average time for how long it takes food to thaw (and reach
5°C) per kilogram of frozen meat for a normal room temperature of 15°C?
d If Maree has a 4 kg frozen turkey in the freezer that she wishes to start cooking at 4:30 p.m., and
she estimates the average room temperature during the day will be 19°C, what time would you
suggest Maree takes the turkey out of the freezer?
e If Maree has an n kg frozen piece of meat that she wishes to cook in t hours and the room
temperature is 15°C, when should Maree take the meat out of the freezer? Your answer will be an
expression in terms of t and n.
× ×
3 2 6 3 −2 −6
2 2 2 −2 −4
1 2 1 −2
0 2 0 −2
−1 2 −1 −2
−2 2 −2 −2
−3 2 −3 −2
• 3 × 2 = 6 so 6 ÷ ____ = 3
• −3 × 2 = ____ so −6 ÷ 2 = ____
• 3 × (−2) = ____ so _____ ÷ (−2) = 3
• −3 × (−2) = _____ so 6 ÷ (−2) = _____
What do these observations tell us about multiplying and dividing positive and negative numbers?
KEY IDEAS
■ The product or quotient of two integers of the same sign is a positive integer.
• Positive × Positive = Positive
• Positive ÷ Positive = Positive
• Negative × Negative = Positive
• Negative ÷ Negative = Positive
BUILDING UNDERSTANDING
1 State the missing numbers in these tables. You should create a pattern in the third column.
a b
× ×
3 5 15 3 −5 −15
2 5 2 −5 −10
1 5 1 −5
0 5 0 −5
−1 5 −1 −5
−2 5 −2 −5
−3 5 −3 −5
2 State the missing numbers in these statements. Use the tables in Question 1 to help.
a 3 × 5 = ____ so 15 ÷ 5 = ____
b −3 × 5 = ____ so −15 ÷ 5 = ____
c 3 × (−5) = ____ so −15 ÷ (−5) = ____
d −3 × (−5) = ____ so 15 ÷ (−5) = ____
3 Decide if these statements are true or false.
a Any integer multiplied by zero is equal to zero.
b The product of two positive integers is negative.
c The product of two positive integers is positive.
d The quotient of two integers of opposite sign is negative.
e The quotient of two integers of the same sign is negative.
SOLUTION EXPLANATION
a 3 × (−7) = −21 The product of two numbers of opposite sign
is negative.
SOLUTION EXPLANATION
−2 × 9 ÷ (−3) × (−5) = −18 ÷ (−3) × (−5) First, evaluate −2 × 9 = −18
= 6 × (−5) −18 ÷ (−3) = 6
= −30 6 × (−5) = −30
Exercise 1G
FLUENCY 1, 2–4(1/2) 2–5(1/2) 2–3(1/4), 4–5(1/3)
7 The average of three numbers is − 4. A new number is added to the list making the average −3. What is
the new number?
8 The average of 10 numbers is −5. A new number is added to the list making the average −6. What is
the new number?
9 The product of two numbers is −24 and their sum is −5. What are the two numbers?
10 The quotient of two numbers is − 4 and their difference is 10. What are the two numbers?
12 a and b are both positive integers with a > b. Decide if the following are true or false.
a −a < b b −a × b > 0 c −a ÷ b < 0
14 We know that 32 = 9 and (−3) 2 = 9. Explain why √−9 is not a real number.
15 Is it possible to find the cube root of a negative number? Explain why and give some examples.
3
√−1 = ?
16 Find a rule linking x and y for these tables. Start your rules by making y the subject, e.g. y = −2x + 1.
a x y b x y
c x y
−3 8 −3 18 −4 17
−2 5 −2 11 −2 5
−1 2 −1 4 0 1
0 −1 0 −3 2 5
1 −4 1 −10 4 17
2 −7 2 −17 6 37
The lowest land area on Earth is the shoreline of The Dead Sea at 413 m below
sea level or −413 m.
KEY IDEAS
■ The rules for order of operations are: For example:
• Deal with operations inside brackets first. (−2 + 4) × 32 − 5 ÷ (−5)
• Deal with powers. = 2 × 32 − 5 ÷ (−5)
• Do multiplication and division next, working from left to right. = 2 × 9 − 5 ÷ (−5)
= 18 − (−1)
• Do addition and subtraction last, working from left to right.
= 19
■ Expressions can be evaluated by substituting numbers for the given pronumerals.
For example: If a = −2 and b = −3, then a + 5b = −2 + 5 × (−3)
= −2 + (−15)
= −17
a
• Remember, for example, that 5b means 5 × b and means a ÷ 3.
3
BUILDING UNDERSTANDING
1 Decide if both sides of these simple statements are equal.
a (2 + 3) − 1 = 2 + 3 − 1 b (3 + (−2)) − (−1) = 3 + (−2) − (−1)
c 5 × (2 + (−3)) = 5 × 2 + (−3) d −8 × 2 − (−1) = −8 × (2 − (−1))
e −10 ÷ 2 − 4 = −10 ÷ (2 − 4) f −2 × 3 + 8 ÷ (−2) = (−2 × 3) + (8 ÷ (−2))
2 State the missing numbers to complete the working for each problem.
a −12 ÷ (6 + (−2)) = −12 ÷ ____ b (−8 + 2) × (−3) = __ × (−3)
= _____ = _____
c (−2 + (−1)) ÷ (15 ÷ (−5)) d 6 × (−1 − 5) ÷ 9 = 6 × ÷9
= _____ ÷ (15 ÷ (−5)) = ÷9
= _____ ÷ (−3) =
= _____
3 State the missing numbers to complete the working for these substitutions.
a a + 2b (a = −3, b = 4) b 3 × (a − b) (a = 5, b = −1)
a + 2b = −3 + 2 × 4 3 × (a − b) = 3 × (5 − (−1))
= _____ + _____ = 3 × ____
= _____ = ____
SOLUTION EXPLANATION
a 5 − 6 × (−2) = 5 − (−12) Do the multiplication before the addition and
= 17 remember that 5 − (−12) = 5 + 12.
b −21 ÷ (5 − (−2)) = −21 ÷ 7 Deal with brackets first and remember that
= −3 5 − (−2) = 5 + 2.
SOLUTION EXPLANATION
a a − 3b = −2 − 3 × (−4) Substitute a = −2 and b = − 4 and then
= −2 − (−12) evaluate, noting that −2 − (−12) = −2 + 12.
= 10
Exercise 1H
FLUENCY 1, 2–7(1/2) 2–8(1/3) 3–9(1/3)
Example 14a 2 Evaluate the following. Remember to use the normal order of operations.
a −2 × 3 × 5 b −6 − 2 × 3 c 4 − 8 × (−1)
d −3 ÷ (−1) + 7 × (−2) e 6 × (−2) − 10 ÷ (−5) f 4 + 8 × (−2) ÷ (−16)
g 20 − 10 ÷ (−5) × 2 h 0 × (−3) + 2 × (−30) i 35 − 10 ÷ (−2) + 0
12 If a, b and c are integers, decide whether or not the following equations are always true.
a (a + b) + c = a + (b + c) b (a − b) − c = a − (b − c)
c (a × b) × c = a × (b × c) d (a ÷ b) ÷ c = a ÷ (b ÷ c)
e a − b = b − a f −(a − b) = b − a
a+b
13 We can write (a + b) ÷ c without brackets in the form . Evaluate these expressions if a = −5,
c
b = −3 and c = −2.
a+b a−b 2c − 5a −c − 2a
a b c d
c c b b
14 We can use brackets within brackets for more complex expressions. The inside brackets are dealt with
first. Evaluate these.
a (−6 × (−2 + 1) + 3) × (−2)
b (2 − (3 − (−1))) × (−2)
c −10 ÷ (2 × (3 − (−2)))
16 By inserting one extra set of brackets, how many different answers could be obtained from
− 4 × 3 − (−2) + 8?
17 Make up your own statement like that in Question 16 and then remove any brackets. Ask a friend to see
if they can find where the brackets should go.
1 List the numbers less than 50 that are the product of two Up for a challenge? If you get
prime numbers. stuck on a question, check out
the ‘Working with unfamiliar
2 a T
wo squares have side lengths 5 cm and 12 cm.
Problems and challenges
5 The brackets are missing from these statements. Insert brackets to make them true.
a −5 × 3 ÷ (−3) + 2 − 4 + (−3) = −6
b −100 ÷ 4 × (−2) − 2 × 3 − (−2) = 32
7 Find a rule linking y and x in each table. Make y the subject of each, e.g. y = −2x + 3.
a b
x y x y
−7 10 −4 13
−6 9 −3 6
−5 8 −2 1
−4 7 −1 −2
c x y d x y
−5 −121 −27 −7
−3 −23 −8 −5
−1 3 −1 −3
1 5 1 1
9 Two different prime numbers a and b, are both less than 8. Determine which values of a
and b give the largest HCF of 3a2b and 2ab2 and state the value of the HCF.
247
1 8 9134 21 167 59
× 15
____ 6
+ 1 08
______ −368
_______ 7 416
835 5 × 167
Chapter summary
355 574 1670 10 × 167
____ ∴416 ÷ 7 = 59
2505 835 + 1670 and 3 remainder
Whole numbers
Negative number operations 0, 1, 2, 3, ....
Mental strategies
• −2 + 4 = 2
• −3 − 7 = −10 • 156 + 79 = 156 + 80 − 1 = 235
• 4 + (−7) = 4 − 7 = −3 • 45 + 47 = 45 + 45 + 2 = 92
• 3 − (−2) = 3 + 2 = 5 • 3 × 22 = 3 × 20 + 3 × 2 = 66
• −2 × 3 = −6 • 4 × 88 = 2 × 176 = 352
• −5 × (−7) = 35 • 164 ÷ 4 = 82 ÷ 2 = 41
• 10 ÷ (−2) = −5 • 297 ÷ 3 = (300 ÷ 3) − (3 ÷ 3) = 99
• −28 ÷ (−4) = 7
Integers
{..., −3, − 2, − 1, 0, 1, 2, 3, ...}
Order of operations
Substitution Brackets, × and ÷ then + and −
2 18
Divisibility
2 9
•2 Even number.
•3 Sum of digits divisible by 3.
3 3
•4 Number from last 2 digits divisible by 4.
•5 Last digit 0 or 5.
•6 Divisible by 2 and 3.
Squares and cubes •8 Number from last 3 digits divisible by 8.
•9 Sum of digits divisible by 9.
42 = 16, √16 = 4 • 10 Last digit 0.
3
33 = 27, √27 = 3
2. I can use the addition and subtraction algorithms with whole numbers.
1A
e.g. Find 938 + 217 and 141 − 86 by first aligning the digits vertically.
4. I can use multiplication and division algorithms with whole numbers.
1B
e.g. Use an algorithm to evaluate 412 × 25 and 938 ÷ 13.
5. I can find the lowest common multiple (LCM) and highest common factor (HCF) of two whole
1C
numbers.
e.g. Find the LCM of 6 and 8, and find the HCF of 36 and 48.
7. I can find the square root and cube root of certain small whole numbers.
1C 3
e.g. Find √81 and √64.
8. I can write a number as the product of prime factors using a factor tree.
1D
e.g. Write 540 as a product of prime factors.
10. I can find the lowest common multiple (LCM) and highest common factor (HCF) of two whole
1D
numbers using prime factorisation.
e.g. Find the LCM and HCF of 105 and 90, using prime factorisation.
14. I can combine multiplication and division, working from left to right.
1G
e.g. Evaluate −2 × 9 ÷ (−3) × (−5).
Short-answer questions
1 Use a mental strategy to evaluate the following.
1A
a 324 + 173 b 592 − 180 c 89 + 40 d 135 − 68
e 55 + 57 f 280 − 141 g 1001 + 998 h 10 000 − 4325
Chapter review
2 Use a mental strategy to find these sums and differences.
1A
a 392 b 1031 c 147 d 3970
+ 147 + 999 − 86 − 896
3 Use a mental strategy for these products and quotients.
1B
a 2 × 17 × 5 b 3 × 99 c 8 × 42 d 141 × 3
e 164 ÷ 4 f 357 ÷ 3 g 618 ÷ 6 h 1005 ÷ 5
6 Evaluate:
1C
a √81 b √121 c 72 d 202
3 3
e √27 f √64 g 53 h 103
8 Write these numbers in prime factor form. You may wish to use a factor tree.
1D
a 36 b 84 c 198
10 Write the numbers 20 and 38 in prime factor form and then use this to help find the following.
1D
a LCM of 20 and 38 b HCF of 20 and 38
11 Evaluate:
1E
a −6 + 9 b −24 + 19 c 5 − 13 d −7 − 24
e −62 − 14 f −194 − 136 g −111 + 110 h −328 + 426
12 Evaluate:
1F
a 5 + (−3) b −2 + (−6)
c −29 + (−35) d 162 + (−201)
e 10 − (−6) f −20 − (−32)
g −39 − (−19) h 37 − (−55)
13 a and b are both negative integers with a > b. Classify these as true or false.
1F/G
a b < a b a + b > 0 c a × b < 0 d a ÷ b > 0
14 Evaluate:
1G
a −5 × 2 b −11 × (−8) c 9 × (−7) d −100 × (−2)
e −10 ÷ (−5) f 48 ÷ (−16) g −32 ÷ 8 h −81 ÷ (−27)
1H
a 2 + 3 × (−2) b −3 ÷ (11 + (−8))
c −2 × 3 + 10 ÷ (−5) d −20 ÷ 10 − 4 × (−7)
e 5 × (−2 − (−3)) × (−2) f 0 × (−2 + 11 × (−3)) + (−1)
g −19 ÷ (−18 − 1) ÷ (−1) h 15 ÷ (−2 + (−3)) + (−17)
Multiple-choice questions
1 127 − 79 is the same as:
1A
A 127 − 80 − 1 B 127 − 80 + 1 C 127 − 100 + 19
D 127 − 70 + 9 E 130 − 80 + 1
iii 89 × 3 = 90 × 3 − 1 × 3
iv 171 + 50 = 170 + 50 − 1
A i and iii B ii and iv C i, ii and iii
D iv only E iii only
6 The temperatures of two countries on a particular day are −13°C and 37°C. The difference
1E
between the two temperatures is:
A 40°C B 36°C C 50°C D 46°C E 24°C
Chapter review
9 −9 × (−6 + (−2)) ÷ −12 is equal to:
1H
A 6 B −6 C −3 D −3 E − 4
10 Two negative numbers add to −5 and their product is 6. The two numbers are:
1G
A −3, 2 B − 4, −1 C −5, −1 D −3, −2 E −7, −2
Extended-response questions
1 A monthly bank account show deposits as positive numbers and purchases and withdrawals
(P + W) as negative numbers.
2 Two teams compete at a club games night. Team A has 30 players while team B has 42 players.
a How many players are there in total?
b Write both 30 and 42 in prime factor form.
c Find the LCM and HCF of the number of players representing the two teams.
d Teams are asked to divide into groups with equal numbers of players. What is the largest
group size possible if team A and team B must have groups of the same size?
e In a game of ‘scissors, paper, rock’, each team forms a line in single
file. Player 1 from team A plays against player 1 from team B, then
the second pair play against each other, and so on. Once each game
is complete, the players go to the back of their line. How many
games are played before the first pair plays each other again?