INTRODUCTORY CONCEPT:

In Math, the whole valued positive and negative numbers including zero, together are called
integers. To help you deal with the basic operations on integers, this booklet is designed with the
necessary vocabulary of terms and learning activities for you to think about. Read this material carefully to
understand and see how the four fundamental operations work on integers.

This Learner’s Material is about:

Fundamental Operations on Integers

This is created for the learners of Masbate National Comprehensive High

School, under Project LIFT ME of Mathematics Department with its goal to uplift the
numeracy level of its students.

Development Team of the LIFT ME Material

Author : Verlino C. Dein

Content Editor : Judy M. Quiñanola

Reviewers : Gina G. Almoradie,

Rogen Esser S. Estrada,
Anna Marie A. Ragos

Illustrator and Layout Artist : Ronaldo Z. Ongotan

Project LIFT ME Proponents : Judy M. Quinanola

Ronaldo Z. Ongotan

Project Partners
: Focal Person: Verlino C. Dein
Lorna D. Ancajas,
Grade 7 Teachers CherryRed R. Cuizon,
Rebecca R. Esquillo,
Karla R. Franco
: Focal Person: Clarel S. Bobosa
Joshua M. Amor,
Angelina G. Buri,
Grade 8 Teachers
Sylvia S. Esguerra,
Adona M. Espayos
Ronald Allan D. Relador
: Focal Person: Andy A. Reloao
Grade 9 Teachers Sheryl Ann A. Dimen,
Juliet P. Lajara
: Focal Person: Analyn P. Lique
Romeo T. Jaca,
John Cedric A. Jacobo
Grade 10 Teachers
Jessa N. Palimocon
Cathy R. Pe
Sandy C. Torres
 I. INTRODUCTION
This worksheet deals with the addition of integers.
II. OBJECTIVE
After performing the activities in this worksheet, you will learn how to add integers.
III. VOCABULARY
 Integers – a set of numbers which include zero, positive whole numbers and negative whole numbers
Whole numbers, from zero to positive or negative infinity are called integers.
 Number line – a horizontal line which extends indefinitely in both directions with numbers placed at equal
intervals

 Addends – integers to be added

 Sum – the result obtained in adding two or more integers

IV. LEARNING ACTIVITIES

Rules for Adding Integers

 To add integers with the same sign (+)+(+) or (-)+(-), add the positive equivalents of the
integers and attach the common sign to the result.
Examples:
a. 4 + 3 = 7 b. (-5) + (-9) = -14

 To add integers with different signs (+)+(-) or (-)+(+), find the difference of the positive
equivalents of the integers and attach the sign of the larger number to the result.
Examples:
a. (-3) + 2 = -1 b. 12 + (-8) = 4 c. 9 + (-9) = 0

TASK 1: “COMPLETE ME!”

a. + = ______ c. + = ______ e. -17 + ___ = -10

b. + ____ = d. 14 + (-3) = ___

TASK 2: “ Let’s Do It Again!”

a. (-6) + 6 = _____ c. (-8) + (-5) = ______ e. (-20) + 15 = ______

b. 7 + 13 = ______ d. (-9) + 21 = ______

TASK 3: “ Mark My Word!”

Answer: ________ 1. What is the result of borrowing Php 20 and then paying Php 8?
Answer: ________ 2. The temperature rose to 400C in the early afternoon and dropped by 80C in the late
afternoon. What was the temperature by the late afternoon?
 I. INTRODUCTION
This worksheet deals with the subtraction of integers.
II. OBJECTIVE
After performing the activities in this worksheet, you will learn how to subtract integers.

III. VOCABULARY
 Integers – a set of numbers which include zero, positive and negative whole numbers
Whole numbers, from zero to positive or negative infinity are called integers.
 Minuend - in the expression “a – b” , a is the minuend
 Subtrahend – in the expression “a – b”, b is the subtrahend
 Difference - the result obtained in subtracting integers
 Additive Inverse - opposite sign of a given integer

IV. LEARNING ACTIVITIES

Rules for Subtracting Integers

 To subtract integers, we change the sign of the subtrahend, and we proceed to the
rules on addition of integers.
Examples:
a. 8 – (-13) = 8 + 13 c. (-9) – 8 = (-9) + (-8)
= 21 = -17

b. 5 – 11 = 5 + (-11)
= -6

TASK 1: “COMPLETE ME!”

a. - = ___ c. - ____ =

b. - = ___ d. 12 - (-3) = ___ e. (-17) - ___ = -10

TASK 2: “ Let’s Do It Again!”

c. (-12) - 6 = _____ c. (-9) - (-5) = ______ e. 48 – (-15) = ______

d. 20 - 11 = ______ d. (-6) - 7 = ______

TASK 3: “ Mark My Word!”

Answer: _____ 1. A girl got a grade of 86% in mathematics during the first grading period. Her grade in
the second grading period was 89%. How much was the increase in her grade?
Answer: _____ 2. A boy pushed a crate 13 meters to the right. He overshot the untended position and
had to pull it back by 7 meters. Where is the crate now in relation to its original position?
 I. INTRODUCTION
This worksheet deals with the multiplication of integers.
II. OBJECTIVE
After performing the activities in this worksheet, you will learn how to multiply integers.
III. VOCABULARY
 Integers – a set of numbers which include zero, positive and negative whole numbers.
Whole numbers, from zero to positive or negative infinity are called integers.
 Number line – a horizontal line which extends indefinitely in both directions with numbers placed at equal
intervals.

 Factors – numbers or integers to be multiplied.

 Product – the result obtained in multiplying integers.

IV. LEARNING ACTIVITIES

Rules for Multiplying Integers

 The product of two integers with the same sign (+) (+) or (-) (-) is positive (+).
Examples:
a. (4) (3) = 12 b. (-5) (-2) = 10
 The product of two integers with different signs (+) (-) or (-) (+) is negative (-).
Examples:
a. (-2) (7) = -14 b. (6) (-3) = -18
 Any number multiplied by 0 gives a product of 0.
Examples:
a. (0) (2) = 0 b. (-5) (0) = 0 c. (0) (0) = 0

TASK 1: “COMPLETE ME!”

a. ( )( ) = ____________ c. (__) (-1) = -4 e. (-7) (__) = 21

b. (_____) ( )= d. (6) (3) = ___

TASK 2: “ Let’s Do It Again!”

e. (-1) (6) = _____ c. (-8) (-5) = ______ e. (0) (15) = ______

f. (7) (5) = ______ d. (4) (-2) = ______

TASK 3: “ Mark My Word!”

Answer: ________ 1. The temperature has been falling at a constant rate of 4 0F per hour. Describe the
temperature 4 hours ago.
Answer: ________ 2. Suppose an object on a certain planet weighs about thrice of what it would weigh on
Earth. How much would a 75 kg astronaut weigh on that planet?
 I. INTRODUCTION
This worksheet deals with the division of integers.
II. OBJECTIVE
After performing the activities in this worksheet, you will learn how to divide integers.
III. VOCABULARY
 Integers – a set of numbers which include zero, positive and negative whole numbers.
Whole numbers, from zero to positive or negative infinity are called integers.
 Number line – a horizontal line which extends indefinitely in both directions with numbers placed at equal
intervals.

 Dividend – in the expression “ ÷ ”, a is the dividend.

 Divisor – in the expression “ ÷ “, b is the divisor.
 Quotient – the result obtained in dividing integers.

IV. LEARNING ACTIVITIES

Rules for Dividing Integers

 The quotient of two integers with the same sign (+) (+) or (-) (-) is positive (+).
Examples:
a. 8 ÷ 4 = 2 b. (−15) ÷ (−3) = 5
 The quotient of two integers with different signs (+) (-) or (-) (+) is negative (-).
Examples:
a. (12) ÷ (−3) = -4 b. (−21) ÷ 7 = -3
 The rules for dividing 0 by non-zero number and for division by 0 still hold.
Examples:
a. 0 ÷ non-zero number = 0 b. any number ÷ 0 = undefined

TASK 1: “COMPLETE ME!”

( )
a. ÷ = _____ c. __ ÷ (-3) = 0 e. =4
(___)

b. ÷ _____ = d. 16 ÷ 8 = ___

TASK 2: “ Let’s Do It Again!”

g. (−14) ÷ 7 = _____ c. (−24) ÷ (−3) = ______ e. 0 ÷ 7= ______

h. 32 ÷ 8 = ______ d. 15 ÷ 0 = ______

TASK 3: “ Mark My Word!”

Answer: _____ 1. A Math teacher must distribute 280 sheets of graphing paper equally among his/her 35
students for their activity. How many pieces of graphing paper will each student receive?
Answer: _____ 2. A household paid an average annual electrical bill of Php 12,240. What is his/her monthly
bill for electricity?
References

https://www.onlinemath4all.com/fundamental-operations-on-integers.html
https://study.com/academy/lesson/operations-with-integers-add-subtract-multiply-
divide.html
https://byjus.com/maths/operations-of-integers/
https://www.cliffsnotes.com/study-guides/basic-math/basic-math-and-pre-
algebra/integers-and-rationals/integers
https://www.math-only-math.com/examples-on-fundamental-operations.html
http://www.mathguide.com/lessons/Integers.html
https://www.exploremathindemand.com/operations-on-integers.html
https://www.vedantu.com/maths/operations-of-integers
https://davenport.libguides.com/math-skills-overview/basic-operations/different-signs
https://flexbooks.ck12.org/cbook/ck-12-elementary-intermediate-college-
algebra/section/1.7/primary/lesson/operations-with-integers-and-the-fundamental-
theorem-of-arithmetic-c-alg/
https://faq-ans.com/en/Q%26A/page=2b82d855b23011d4311caa9d59f46df5

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 Division of City Schools
MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL
Masbate City

Learning Integers Fractions Made Easy (LIFT ME)

SY 2021-2022

PRE-TEST
Name: ___________________________________ Score: _____________
Grade/Section:_______________________ Date: ______________

Direction: Read each item carefully then write the letter of the best answer on your answer
sheet.

1. What symbol will make this mathematical statement x 0 true ?

-5
A. < B. > C. = x D. ≥
x
2. What is the additive inverse of 3? x
A. 3 B. −3 C. 1/3 x D. −1/3
x
3. On the number line, what integer is closest to the right of -1?
x
A. -3 B. -2 C. 0 x D. 1
4. When two negative numbers are added, the sum is always x
x
A. zero B. one C. negative D. positive
x
5. In adding two integers with unlike signs, the sign of the answer depends on ___________.
A. their diffrence C. the smaller number
B. their sum D. Greater numerical value
6. When -4 and 6 are added, the sum is _______.
A. -10 B. 10 C. -2 D. 2
7. Give the sum of -3 and - 6. _______.
A. 9 B. -9 C. 3 D. -3
8. Which pair of integers gives a sum of -4?
A. 1 and -3 B. -1 and 5 C. -2 and -2 D. 4 and 0
9. What should be added to -5 to get 3?
A. 8 B. -8 C. 2 D. -2
10. The value of 6 – (-3) is ________.
A. 3 B. -9 C. −3 D. 9
11. 26 – 30 =___________.
A. 4 B. -4 C. -56 D. 56
12. Choose the appropriate number for the blank: −7 − ____ = 2.
A. -9 B. 9 C. -5 D. 5
13. Which of the following statement is TRUE?
A. 7 - 4 = 4 - 7 C. 7 - 4 < 4 - 7
B. 7 - 4 > 4 - 7 D. 7 - 4 = - 3
14. What is the difference of 10 – (-8)?
A. -18 B. 18 C. -2 D. 2
LIFT ME Pre-Test (Integers) Page 1
15. When two integers having unlike signs are multiplied, the product is _________
A. positive C. zero
B. negative D. cannot be determined
16. The product of 4 and -3 is _________.
A. 7 B. 12 C. -12 D. -7
17. Multiplying 2, -5 and 0 gives _________.
A. -10 B. 10 C. 7 D. 0
18. Multiply: -8 and 3
A. -11 B. -3 C. 24 D. -24
19. Find the product when - 6 is multiplied to itself.
A. -12 B. 12 C. 36 D. -36

20. The product of -16 and -1 is _______.

A. 17 B. -17 C. 16 D. −16

21. 16 ÷ (−2) gives _________.

A. 8 B. -8 C. 32 D. -32
22. When -12 is divided by -3 the quotient is __________.
A. 4 B. -4 C. 36 D. 36

23. The following pairs of numbers have the same quotient EXCEPT_________.
A. -6, -3 B. -2, 1 C. -10, -5 D. 8, 4
24. Which pair of numbers gives the greatest quotient?
A. -10 and 2 B. 10 and -5 C. -10 and -2 D. 10 and -1
25. Which of the following gives a quotient that is greater than 1?
A. 6 ÷ (−1) B. -6÷1 C. -1÷ (−6) D. −6 ÷ (−1)

Prepared by:

JUDY M. QUIÑANOLA
Math Teacher

LIFT ME Pre-Test (Integers) Page 2

 Division of City Schools
MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL
Masbate City

Learning Integers Fractions Made Easy (LIFT ME)

SY 2021-2022

POST-TEST
Name: ___________________________________ Score: _____________
Grade/Section:_______________________ Date: ______________

Direction: Read each item carefully then write the letter of the best answer on your answer
sheet.

1. What symbol will make this mathematical statement -5 0 true ?

A. < B. > C. = D. ≥
2. What is the additive inverse of 3?
A. 3 B. −3 C. 1/3 D. −1/3
3. On the number line, what integer is closest to the right of -1?
A. -3 B. -2 C. 0 D. 1
4. When two negative numbers are added, the sum is always
A. zero B. one C. negative D. positive
5. In adding two integers with unlike signs, the sign of the answer depends on ___________.
A. their diffrence C. the smaller number
B. their sum D. Greater numerical value
6. When -4 and 6 are added, the sum is _______.
A. -10 B. 10 C. -2 D. 2
7. Give the sum of -3 and - 6. _______.
A. 9 B. -9 C. 3 D. -3
8. Which pair of integers gives a sum of -4?
A. 1 and -3 B. -1 and 5 C. -2 and -2 D. 4 and 0
9. What should be added to -5 to get 3?
A. 8 B. -8 C. 2 D. -2
10. The value of 6 – (-3) is ________.
A. 3 B. -9 C. −3 D. 9
11. 26 – 30 =___________.
A. 4 B. -4 C. -56 D. 56
12. Choose the appropriate number for the blank: −7 − ____ = 2.
A. -9 B. 9 C. -5 D. 5
13. Which of the following statement is TRUE?
A. 7 - 4 = 4 - 7 C. 7 - 4 < 4 - 7
B. 7 - 4 > 4 - 7 D. 7 - 4 = - 3
14. What is the difference of 10 – (-8)?
A. -18 B. 18 C. -2 D. 2

LIFT ME Post-Test Page 1

15. When two integers having unlike signs are multiplied, the product is _________
A. positive C. zero
B. negative D. cannot be determined
16. The product of 4 and -3 is _________.
A. 7 B. 12 C. -12 D. -7
17. Multiplying 2, -5 and 0 gives _________.
A. -10 B. 10 C. 7 D. 0
18. Multiply: -8 and 3
A. -11 B. -3 C. 24 D. -24
19. Find the product when - 6 is multiplied to itself.
A. -12 B. 12 C. 36 D. -36

20. The product of -16 and -1 is _______.

A. 17 B. -17 C. 16 D. −16
21. 16 ÷ (−2) gives _________.
A. 8 B. -8 C. 32 D. -32
22. When -12 is divided by -3 the quotient is __________.
A. 4 B. -4 C. 36 D. 36

23. The following pairs of numbers have the same quotient EXCEPT_________.
A. -6, -3 B. -2, 1 C. -10, -5 D. 8, 4
24. Which pair of numbers gives the greatest quotient?
A. -10 and 2 B. 10 and -5 C. -10 and -2 D. 10 and -1
25. Which of the following gives a quotient that is greater than 1?
A. 6 ÷ (−1) B. -6÷1 C. -1÷ (−6) D. −6 ÷ (−1)
26. What fraction is greater than ?
A. ½ B. 1/3 C. 2/3 D. 4/5
27. Which of the following fractions is greater than 1?
A. B. C. D.
28. What symbol will make this statement TRUE ?
A. < B. > C. = D. ≥
29. Which fraction has the largest value?
A. 3/5 B. 8/9 C. 7/8 D. 4/7
30. Which fraction is equivalent to 1?
A. ½ B. 1/3 C. ¼ D. 5/5
31. 3/5 is equal to __________ .
A. 3/10 B. 6/10 C. 9/10 D. 3/6
32. Give the sum of ½ and 2/3._______.
A. 5/6 B. 7/8 C. 7/6 D. 5/5
33. + = __________ .
A. 4/3 B. 4/13 C. 21/40 D. 23/40

34. What is the sum in simplest form when and are added?
A. 20/8 B. 14/8 C. 5/2 D. 7/4

LIFT ME Post-Test Page 2

35. 5 + 2 = ___________.
A. 7 B. 7 C. 8 D. 8
36. Find the difference: − .
A. 3/20 B. 2/15 C. 5/12 D. 1
37. − = __________ .
A. 3 B. 3/4 C. 1/4 D. 3/8
38. 8 − 3 = ___________.
A. 5 B. 5 C. 5 D. 5
39. What is the product of • in simplest form?
A. 4/12 B. 9/17 C. 1/3 D. ¼
40. • = __________ .
A. 2/9 B. 4/9 C. 5/12 D. 6/18
41. • = __________ .
A. 9/10 B. 19/10 C. 90/10 D. 9
42. Divide: ÷ .
A. 2/21 B. 1/7 C. 3/4 D. 2/3
43. Find the quotient when is divided .
A. 5/16 B. 5/4 C. 4/5 D. 8/10
44. ÷ = ___________.
A. 11 B. 12 C. 11/12 D. 11/144
45. Simplify x + 2 ÷

A. 11 10 B. 23 25 C. 23 10 D. 10 11

46. = ___________.

A. B. C. D.
47. 21/4 when expressed as mixed fraction is ______________.

A. 4/21 B. 3 ¼ C. 5 ¼ D. 4 1/5
48. Which of the following fractions is the least?
A. 8/15 B. 6/11 C. ½ D. 4/9
49. Which of the following fractions is the greatest ?
A. B. C. D.
50. Which of the following is greater than 1?
A. − B. + C. ÷ D.

Prepared by:

JUDY M. QUIÑANOLA
Math Teacher

LIFT ME Post-Test Page 3