Mathematics

Quarter 1- Module 3/Week 3

Department of Education
SDO- City of San Fernando (LU)
Region 1
 7
Mathematics
Quarter 1- Module 3/Week 3

ABSOLUTE VALUE OF A NUMBER AND

INTEGERS

Most Essential Learning Competencies

1. Represent the absolute value of a number on a number line as the
distance of a number from zero.M7NS-Ic-1
2. Perform fundamental operations on integers.M7NS-Ic-d-1

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 Our Guide
For the parents:

1. Please guide your child while he is studying and answering the tasks provided
in this module.
2. Remind your child about his study time and schedule so he can finish the
module.
3. Let your child answer the module activities independently however, assist
him only when necessary.
4. I will call on a certain time based on the schedule to explain the lessons in the
module.
5. Kindly return the whole module and answer sheets on _________ during
Fridays at ____________________.

For the learners:

1. Read carefully the directions so that you will know what to do.
2. If there are directions or topics in the module that are difficult for you to
understand, feel free to ask from your parents or companions at home.
However, if you still could not understand, you can call me at this number,
_____________so I could explain it to you clearly.
3. Answer the activities in the module on the specific day for the subject. Use a
separate sheet of paper for your answers. Avoid writing or tearing the pages
of this module because this will be used by other pupils/students like you.
4. Write important concepts in your notebook regarding your lesson. This will
help you in your review later.
5. You need to finish the activities in this module so that you can give this to
your parents on ___________________________

Always remember these health tips:

1. Remember to wear your face mask properly and regularly.

2. Always wash your hands with clean water and soap.
3. Cover your mouth and nose with handkerchief whenever you cough or
sneeze.
4. Follow the one-meter distance so that you will prevent the spread of the virus.

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 This module is designed to describe, represent
and compare the set of integers. The
topics included in this module are: the
composition of integers, number line, absolute
value of
an integer and operations of integers.

Let’s find out how much you already

know about sets by answering the
pre-assessment below. Good luck!

PRE-ASSESSMENT
Encircle the letter of the correct answer.

1. What is the sign of the sum of two negative integers?

A. Positive B. Negative C. A and B D. Cannot be determined
2. Which of the following operations results in a product?
A. Addition B. Subtraction C. Multiplication D. Division
3. What is the value of the expression -18 + 18 + (-4)?
A. 40 B. -18 C. -4 D. 4
4. Which expression has a value different from the others?
A. -4 + 3 + (-2) C. 2 + (-5) + 0
B. 4 + 1 + (-8) D. -6 + 6 + 1

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5. Which expression has the value less than -3?
A. 37 – 40 B. -43 – (-46) C. 23 – 27 D. 0 + (-3)
6. Which expression has the greatest value?
A. -5 + 5 B. 3 + (-8) C. -4 + (-2) D. -7 + 2
7. What is the value of 5 – (-16) ?
A. -21 B. -11 C. 11 D. 21
8. Which of the following expressions is FALSE?
A. (4) (-3) (-7)= 84 C. (-6) (-4) (-1)= 24
B. (-11) (2) (-5)= 110 D. (3) (-4) (-5) = 60
9. What is the product of two negative integers?
A. The product is always positive.
B. The product is not always positive.
C. The product is always negative.
D. The product is not always negative.
10. Which expression is equivalent to (6) (-7 – 6)?
A. 42 – 36 B. -42 – 36 C. -1 D. -1 – 12
11. What is the value of the expression given in number 10?
A. 78 B. -78 C. 6 D. -6
12. The product of two numbers is -1, 792. If one number is112, what is the other number?
A. 16 B. -16 C. 17 D. 1
13. Simplify -4 + 4 + [ - (-6 + 2) ].
A. 4 B. 0 C. -4 D. -12
14. Which of the following expression has the lowest value?
A. -9 ÷ 3 B. -112 ÷ 4 C. 0 ÷ 100 D. -1 ÷ (-1)
15. What is the difference between a mountain that has an altitude of 3, 486 feet and a
valley that is 139 feet below sea level?
A. 3, 625 ft B. -3, 347 ft C. -3, 625 ft D. 3, 347 ft
16. Marites deposited P 53, 400.00 in her account and deposited P 19, 650.00 after a week.
After a month, she withdrew p 48, 850. How much of her money was left in the bank?
A. P 33, 800 B. P73, 050 C. P 24, 200 D. P 25, 000
17. Which of the following expressions is TRUE?
A. [4 + (9-11) (-14)] ÷ 23= 4 C. 9 – (16) + 18 (13 ÷ 0)= 0
B. (13) (4) ÷ 2 – [13 – (-8)= 12 D. 0 ÷ 2 + 13 – (21-19)= 2

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 18. An airplane flying at an altitude of 35, 000 feet descends 3, 000 feet two times
before ascending 2 000 feet. What is the current altitude of the airplane?
A. 30, 000 feet B. 29, 000 feet C. 31, 000 feet D. 35, 000 feet
19. What is the value of the expression [15 + (-15) + (-13)] [-12- (-12)]?
A. -13 B. 0 C. 13 D. -1
20. The price of cooking oil increased P 30.00. If the increase was spread equally over
15 days, how much did the price increase in one day?
A. P 1.00 B. P 3.00 C. P 5.00 D. P 2.00

Are you done? Good job! You can compare

your answers with those in the answer key.
If your answers are correct, excellent! This
means that you already know much about the lesson.
You may still study the module to review what you
already know.
If you got a low score, don’t worry because this
module will help you learn more about the lesson. Are
you ready?

INTEGERS and NUMBERLINE

In elementary, you have learned about the counting or natural

numbers and the whole numbers. What if you will subtract 7 from
5, is there a counting or whole number that will satisfy or answer
this problem?
5-7 = ?

The answer to this problem which is negative two will introduce another set of number called
integer. The set of integers (Z) is composed of the positive numbers (1, 2, 3,…),negative
numbers (-1, -2, -3,…) and zero. The number line shows the position of the points that
represents the integers. The order of the numbers depends on their position relative to the
point which represents zero

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 READ AND DISCOVER
Zero, Positive, and Negative Integers
Positive integers are all the whole numbers greater than zero: 1, 2, 3, 4, 5,
... . Negative integers are all the opposites of these whole numbers: -1, -2, -3, -4, -5, … . We
do not consider zero to be a positive or negative number. For each positive integer, there is a
negative integer, and these integers are called opposites or additive inverses. For example, -3
is the opposite of 3, -21 is the opposite of 21, and 8 is the opposite of -8. If an integer is
greater than zero, we say that its sign is positive (+). If an integer is less than zero, we say
that its sign is negative (-).

The Pluses and Minuses of Life

Integers can be used to represent real life situations such as:
• Spending and earning money (spending can be illustrated as negative while earning is
positive)
• Rising and falling temperatures (rising temperature is positive while falling
temperature is negative)
• Stock market gains and losses (gain represents positive while loss is negative)
• Gaining or losing yards in a football game (gaining is positive while losing is
negative)

Examples:

Integers are useful in comparing a direction associated with certain events. Suppose I take
five steps forward: this could be viewed as a positive 5. If instead, I take 8 steps backwards,
we might consider this a -8. Temperature is another way negative numbers are used. On a
cold day, the temperature might be 12 degrees below zero degree Celsius, or -12°C.

TARGET PRACTICE 1.1

Express each of the following situations as a positive or a negative
number. Write your answer on each blank before each number.
Example: 8 steps backward = -8 ; moves 10 steps down the stairs = -10
1. 15° rise in temperature

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 2. 8 moves to the left
3. a deposit of P4500
4. a withdrawal of P2000
5. 100 ft. above sea level

The Number Line

The number line is a line labeled with the integers in increasing order from left to right, that
extends in both directions:

For any two different places on the number line, the integer on the right is greater than the
integer on the left.

Examples:7 > 3, 6 > -4, -2 > -8, -9 < 9 and 0 > -2

POINTS TO REMEMBER:

• Integers are the set of whole numbers and their opposites

• The number line goes on infinitely in both directions and is indicated by arrows
• Whole numbers greater than zero are called positive integers and these numbers are to
the right of zero on the number line. These are also the same as the counting or natural
numbers.
• Whole numbers less than zero are called negative integers and these numbers are to
the left of zero on the number line.
• The integer zero is neither positive nor negative
• The sign of an integer is either positive (+) or negative (-), except zero, which has no
+
sign. Note: A positive integer does not have to have a sign. For example, +3 and 3
are the same.
• Opposite Integers: when two numbers are the same distance away from zero, on
opposite sides of the number line, one will have a positive sign, the other a negative
sign.

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 TARGET PRACTICE 1.2

I. Arrange each set of integers in increasing order:

1. -5, 0 , + 2, -10, 10, 1=

_____________________________________________________________________
2. 0, 4, -4, 11, 3 =
_____________________________________________________________________
3. 18, -14, -10, 20, -8, 0 =
_____________________________________________________________________
4. -6, 1, 3, -11, 9, 2 =
_____________________________________________________________________
5. 1, 5, -5, -12, 4 =
_____________________________________________________________________

II. Arrange each set in decreasing order

1. -5, 13, -15, 9, -21, 28 =
_____________________________________________________________________
2. 13, -26, -22, 32, -14, -35 =
_____________________________________________________________________
3. -33, -367, 46,-36, 38 =
_____________________________________________________________________
4. -21, 6, 12, -42, 13, 9 =
_____________________________________________________________________
5. 51, -39, -27, 6, 27, 0 =
_____________________________________________________________________

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Absolute Value of an Integer

This is the number of units an integer is from

zero on the number line. The absolute value of
an integer is always a positive number (or
zero). We specify the absolute value of a
number n by writing n in between two vertical
bars: |n|. So the absolute value of 5 is the
distance of 5 from 0 which is 5 and the absolute
value of -5 is its distance from 0 which is also
5.
Examples:

1. |-12| = 12
2. |0| = 0
3. |1234| = 1234
4. |-1234| = 1234

TARGET PRACTICE2

I. Write the value of the following:

1. | - 17 | = ________
2. - | -5 | = ________
3. | 72 | = ________
4. - | 98 | = ________
5. | -246 | = ________
II. True or False
1. |−1| = 1 ____________
2. |−3| = −3 ____________
3. |5| = 5 ____________
4. |36| < 36 ____________
5. |−4| < |−3| ___________

III. Compare the values by inserting thesymbol =, <or>

1. |0|______________|−8|
2. |+23|______________|−23|

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 3. |−9|______________|+9|
4. |+56|______________|48|
5. |32|______________|−56|

OPERATIONS ON INTEGERS
Now we are ready to perform the operations on the
set of integers.

Adding Integers

1) To add integers with the same sign, we add their absolute values, and give the result the
same sign.

Examples:

1. 8 + 5 = 13
2. (-9) + (-3) = -12
3. (-80) + (-34) = -114

2) When adding integers of the opposite signs, we take their absolute values, subtract the
smaller from the larger, and give the result the sign of the integer with the larger absolute
value.

Example:

18 + (-3) = ?
The absolute values of 18 and -3 are 18 and 3. Subtracting the smaller from the larger gives

18 - 3 = 15, and since the larger absolute value was 18, we give the result the same sign as
18(positive), so 18 + (-3) = 15.

Example:

8 + (-17) = ?
The absolute values of 8 and -17 are 8 and 17.
Subtracting the smaller from the larger gives 17 - 8 = 9, and since the larger absolute value
was 17, we give the result the same sign as -17, so 8 + (-17) = -9.

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Example:

-22 + 11 = ?
The absolute values of -22 and 11 are 22 and 11. Subtracting the smaller from the larger gives
22 - 11 = 11, and since the larger absolute value was 22, we give the result the same sign as -
22, so -22 + 11 = -11.

Example:

53 + (-53) = ?

The absolute values of 53 and -53 are 53 and 53. Subtracting the smaller from the larger gives
53 - 53 =0. The sign in this case does not matter, since 0 and -0 are the same. Note that 53
and -53 are opposite integers. All opposite integers have this property that their sum is equal
to zero. Two integers that add up to zero are also called additive inverses.

NOTE:
 In adding two integers with like or the same sign, just add their absolute values
and copy the same sign.

 In adding two integers with unlike or different signs, just subtract their absolute
values and copy the sign of the integer with higher absolute value.

TARGET PRACTICE3.1

I. Find the sum of the following:

1. (+29) + (+87)=_______________________

2. (-96) + (39)=______________________

3. (+47) + (-76)=_____________________

4. (-93) + (98)=______________________

5. (-709 ) + (-709)=____________________

II. Decode the answer to the question below by performing addition correctly.
Write the letter of the problem corresponding to the answer found in each
blank at the bottom.
QUESTION: Who was the first English mathematician who first used the
modern symbol of equality in 1557?
A ( -4 )+ 8 = T ( -8 )+ (-2) + (-3) =
B 7 + ( -3) + (-5) = R 19 + (-7) + (-7) =
O ( -15 )+16 + (-2) = E ( -1 )+ (-10) + (-6)=

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 R ( -6 )+ (-4) + 8 = R 25 + (-18) + 7 =
E 14 + (-20) + (-4) = O ( -10)+ 13 + (-7) + 6 =
C ( -9 )+ 12 + (-3) = R ( -3 )+ (-6) + 9 + 8 =
D 17 + (-25) = E 12 + (-12) + 4 + 7 =

_______ _______ _______ _______ _______ _______

8 2 -1 -10 5 -13
_______ _______ _______ _______ _______ _______ _______
-2 11 0 -1 14 -8 -17

ANSWER: _______________________________________________

Subtracting Integers
To subtract two integers is the same as adding it’s opposite.

Examples:

In the following examples, we convert the subtracted integer to its opposite, and add the two
integers.
1. 7 - 4 = 7 + (-4) = 3
2. 12 - (-5) = 12 + (5) = 17
3. -8 - 7 = -8 + (-7) = -15
4. -22 - (-40) = -22 + (40) = 18

Note that the result of subtracting two integers could be positive or negative. You may also
use KCC as your guide which means that you keep(K) the minuend, change(C) the
subtraction sign to addition, and change (C) the sign of the subtrahend and perform addition.

Example: 67- (-17 )→ keep 67, change – to + , change -17 to 17 and it will become 67 + 17 =
84

TARGET PRACTICE 3.2

I. Find the difference by changing subtraction to addition.

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 1. (+29)-(+87)=_____________________+_________________=______________

2. (-86)-(39)=______________________+_________________=______________

3. (+87)-(-76)=_____________________+_________________=______________

4. (53)-(98)=______________________+__________________=______________

5. (-709)-(-709)=_____________________+_________________=_____________

II. Decode the answer to the given question below by finding the difference.
Write the letter to the item in the blank provided for.
QUESTION: What is the name of the 4th highest mountain in the world?
________1. O (-3) - (-18) - 20

________2. H (124 +4) – [ (-8) + (-39)]

________3. L (-26) + (-4) - (-15)

________4. E subtract -46 from the sum of 21 and -21.

________5. T (-98) – 100

________6. S 48 - 9 – 16

______ ______ ______ ______ ______ ______

-15 175 -5 -198 23 46

Multiplying Integers
To multiply a pair of integers if both numbers have the same sign, their product is the product
of their absolute values (their product is positive). If the numbers have opposite signs, their
product is the opposite of the product of their absolute values (their product is negative). If
one or both of the integers is 0, the product is 0. Please take note that the following symbols
( ) ,., x,maybe use as multiplication sign.

Examples:

In the product below, both numbers are positive, so we just take their product.
4 × 3 = 12

In the product below, both numbers are negative, so we take the product of their absolute
values.
(-4) × (-5) = |-4| × |-5| = 4 × 5 = 20

In the product of (-7) × 6, the first number is negative and the second is positive, so we take
the product of their absolute values, which is |-7| × |6| = 7 × 6 = 42, and give this result a
negative sign: -42, so (-7) × 6 = -42.

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In the product of 12 × (-2),the first number is positive and the second is negative, so we take
the product of their absolute values, which is|12| × |-2| = 12 × 2 = 24, and give this result a
negative sign: -24, so 12 × (-2) = -24.

To multiply any number of integers:

1.Count the number of negative numbers in the product.
2. Take the product of their absolute values.
3. If the number of negative integers counted in step 1 is even, the product is just the product
from step 2, if the number of negative integers is odd, the product is the opposite of the
product in step 2 (give the product in step 2 a negative sign). If any of the integers in the
product is 0, the product is 0.

Example:

4 × (-2) × 3 × (-11) × (-5) = ?

Counting the number of negative integers in the product, we see that there are 3 negative
integers: -2, -11, and -5. Next, we take the product of the absolute values of each number:
4 × |-2| × 3 × |-11| × |-5| = 1320.
Since there were an odd number of integers, the product is the opposite of 1320, which is -
1320, so 4 × (-2) × 3 × (-11) × (-5) = -1320.

Note: *The product of two integers with like or the same sign is always positive

*The product of two integers with unlike or different signs is always negative.

TARGET PRACTICE 3.3

I. How can a coach fairly divide 10 apples among his 8 players so that each one
has the same share. To solve the problem, match the letter( product) in
column II with the number that corresponds to the factors in column I.
COLUMN I COLUMN II
1. (6) (-12) = C 270
2. (-13) (-13) = P -72
3. (19) (-17) = E 300
4. (-15) (29) = K -323
5. (165) (0) = A -435
6. (-18) (-15) = M 0

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 7. (-15) (-20) = L 16
8. (-5) (-5 )(-5) = J -125
9. (-2) (-2) (-2) (-2) = U 169
10. (4) (6) (8) = I 192

_____ _____ _____ _____

5 4 3 7
______ _____ _____ _____ _____
4 1 1 9 7
_____ _____ _____ _____ _____
8 2 10 6 7

Dividing Integers

To divide a pair of integers if both integers have the same sign, divide the absolute value of
the first integer by the absolute value of the second integer. To divide a pair of integers if
both integers have different signs, divide the absolute value of the first integer by the absolute
value of the second integer, and give this result a negative sign.

Examples: In the division below, both numbers are positive, so we just divide as usual.
4 ÷ 2 = 2. In the division below, both numbers are negative, so we divide the absolute value
of the first by the absolute value of the second.
(-24) ÷ (-3) = |-24| ÷ |-3| = 24 ÷ 3 = 8.

In the division (-100) ÷ 25, both number have different signs, so we divide the absolute value
of the first number by the absolute value of the second, which is |-100| ÷ |25| = 100 ÷ 25 = 4,
and give this result a negative sign: -4, so (-100) ÷ 25 = -4. In the division 98 ÷ (-7),both
number have different signs, so we divide the absolute value of the first number by the
absolute value of the second, which is |98| ÷ |-7| = 98 ÷ 7 = 14, and give this result a negative
sign: -14, so

98 ÷ (-7) = -14.

Note:

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  The quotient of two integers with like or the same sign is always positive

 The quotient of two integers with unlike or different signs is always negative.

TARGET PRACTICE 3.4

The butterfly is one of the agent of pollination for plants to

reproduce. You need to divide integers correctly to answer this
question about the butterfly.
I. What was the original name for the butterfly?
To discover the answer, find the quotient to each of the following and write the
letter of the problems in the box corresponding to the quotient.

R ( -352)÷22＝ B (108)÷9= F (-315)÷(-35)=

T (128)÷-16= U (-120)÷8=

( 144)÷-3= Y L (-444)÷(-12)=

(-168) ÷ (--6) = T
E ( -147) ÷ 7

9 37 -15 -8 28 -21 -16 12 -48

_____ _____ _____ _____ _____ _____ _____ _____ ______

II. Insert the symbol =, <.> to make a true statement

1. (48) ÷ ( 6) ____ (-35) ÷ (-7)

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 2. (-72) ÷ (-6) ____ (-64) ÷ (8)

3. (90) ÷ ( -10) ____ (-90) ÷ (10)

4. (-64) ÷ ( 6) ____ (-64) ÷ (-8)

5. (-42) ÷ (-6) ____ (42) ÷ (-6)

SUMMARY
In this module you have learned the following:

1. The set of Integers is a subgroup of rational numbers, which compose of the whole
numbers (zero and positive numbers) and negative numbers.
2. Positive numbers are the whole numbers which are greater than zero. Positive
numbers are indicated by a plus sign (+) before the number, however in instances
when there is no sign indicated, then it is understood to be positive. (except for zero)
3. Negative Numbers are the opposite of positive numbers. Each negative number is
equidistant from zero to its opposite positive number. Negative integers are indicated
by a minus sign (-) before the number.
4. Zero is the only number that is neither positive nor negative.
5. The Number Line is a line that is either horizontal or vertical that extend in an
opposite direction and has arrowheads on both ends that shows that the line is infinite.
In the number line, the middle number is zero. If it is horizontal, the numbers to the
right of zero are positive numbers while the number to the left of zero are negative
numbers. If it is vertical, the numbers going up from zero are positive numbers while
the number going down from zero are negative numbers.
6. The absolute value of an integer is the distance between a number and zero. The
absolute value of an integer is always a positive number (or zero). We specify the
absolute value of a number n by writing n in between two vertical bars: |n|.
7. The Operations on integers are addition, subtraction, multiplication and division.
Each operationhas rules.

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a. Addition of Integers
 In adding two integers with like or the same signs, just add their absolute
values and copy the same sign.
 In adding two integers with unlike or different signs, just subtract their
absolute values and copy the sign of the integer with higher absolute value.
b. Subtraction of Integers. To subtract two integers is the same as adding it’s
opposite. We can use the KCC method to subtract two integers. KCC means
Keep-Change-Change.
c. Multiplication of integers
 The product of two integers with like or the same sign is always positive
 The product of two integers with unlike or different signs is always
negative.
d. Division of Integers
 The quotient of two integers with like or the same sign is always positive
 The quotient of two integers with unlike or different signs is always
negative.

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ENRICHMENT ACTIVITIES:

DIRECTION:

I. Write T if the statement is true and F if false.

1. |138| = −138 __________

2. |−11| = |11| __________

3. |45| < |−45| __________

4. |20| > |−23| __________

5. |21| = |−20| __________

II. Compare the values by inserting the symbol =, < or >

6. |10|______________|−10|

7. |−77|______________|26|

8. |−88|______________|77|

9. |134|______________|−423|

10. |+324|______________|−423|

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 DIRECTION: Complete the following by filling in an appropriate
operation symbol ( +, - , × , ÷ ) in each box.

1. 3 + (-9 ) = 3 9

2. 4 – ( -5 ) = 4 5

3. – 2 – 7 = 2 7

4. 900 (- 15 ) = - 60

5. - 8 + 9 – 5 = (9-5 8)

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 DIRECTION: Evaluate the following by performing the indicated operations.

1. 6 – ( - 3 ) -8 + ( - 4 )

2. 16 – 19 – ( -27 ) – ( -6 ) -13

3. 160 ÷ ( -40 ) – 20 ÷ ( -5 )

4. 90 – 10 (8) + 32 ÷ 8

5. [ 2 + ( 2 - 3 )× 4 ]× [ - 9 + 15 ] + 48 ÷ ( - 6 )

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DIRECTION: Use the given integers below to fill in the box. You may use the same
number more than once and perform the indicated operation to get the result given
horizontally and vertically.

-6 -5 4 -3 2

1 × × = 15

+ + ×

_ _ = 3

+ + ×

÷÷ ÷ ÷ = 1

= = =

-3 -4 30

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 KEY ANSWER

PRE-ASSESSMENT
1. B 11. B
2. C 12. B
3. C 13. A
4. D 14. B
5. C 15. A
6. A 16. C
7. D 17. A
8. C 18. C
9. A 19. B
10. B 20. D

TARGET PRACTICE 1.1

1.15
2. -8
3. 4500
4. -2000
5. 100

TARGET PRACTICE 1.2

I. 1. -10, -5, 0, 1, 2, 10
2. -4, 0, 3, 4, 11
3. -14, -10, -8, 0, 18, 20
4. -11, -6, 1, 2, 3, 9
5. -12, -5, 1, 4, 5
II. 1. 28, 13, 9, -5, -15, -21
2. 32, 13, -14, -22, -26, -35
3. 46, 38, -33, -36, -367
4. 13, 12, 9, 6, -21, -42
5. 51, 27, 6, 0, -27, -39
TARGET PRACTICE 2
I. 1. 17
2. -5
3. 72
4. -98

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 5. 246
II. 1. T
2. F
3. T
4. F
5. F
III. 1. <
2. =
3. =
4. >
5. <
TARGET PRACTICE 3.1
I. 1. 116
2. -57
3. -29
4. 5
5. -1418
II. A=4 T= -13
B = -1 R= 5
O = -1 E= -17
R = -2 R= 14
E = -10 O= 2
C=0 R= 8
D = -8 E= 11

ROBERT RECORDE

TARGET PRACTICE 3.2

I.1. 29 + -87 = -58
2. -86 +-39 = -125
3. 87 + 76 = 163
4. 53+ -98 = -45
5. -709 +709 = 0
II. 1. -5
2. 175

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3. -15
4. 46
5. -198
6. 23
LHOTSE

TARGET PRACTICE 3.3

I.1. P 6. C
2. U 7. E
3. K 8. J
4. A 9. L
5. M 10. I

MAKE APPLE JUICE

TARGET PRACTICE 3.4

I.
R = -16 B = 12 F=9
T = -8 U = -15 T =28
Y = -48 L = 37 E = -21
FLUTTERBY
II.
1. >
2. >
3.=
4. <
5. >

23
REFERENCES
Deped, Grade 7 MELC 2020
Deped, Grade 7 Mathematics Learner’s Material
Module in Mathematics
UPLIFT(Upgrading Program: Learning Institute For Teachers), (2012) Philippine Science
High School System with DOST-Science Education Institute and Department Of Education
PEAC Learning Module in Mathematics G7 ( 2016 )
Nivera, G (2014). Grade 7 Mathematics :Patterns and Practicalities, 2nd Updated Edition
Oronce, O. et al. (2012) E-math 7, Kto12 Edition. Rex Bookstore, Inc.
Oronce, O. et al. (2003) Exploring Mathematics I. Rex Bookstore, Inc.
https://amsi.org.au.au/teachermodules/Integer.html
http://www.mathguide.com/lessons/Integers.html
http://www.wallace.ccfaculty.org/book/0.1%20Integers.pdf
https://www.helpingwithmath.com/by_subject/integers/integers.htm
https://www.teachpinas.com/k-12-most-essential-learning-competencies-melc/
https://www.slideshare.net/safetoleave/grade-7-learning-module-in-math
http://clipart-library.com/pictures-of-a-key.html

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 ANNEX

Writer/ Illustrator: ROJEMA G. LLANTADA

Master Teacher I

Layout Artist: Crisanto Uberita

Editors/ Evaluators:

DIONISIO P. ALCANTARA
Head Teacher VI

BRENDA A. SABADO
Principal IV

LORENA C.SALVADOR,Ed.D.
Education Program Supervisor

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