LESSON NO.

3: Absolute Value of a Number

Learning Outcomes: At the end of the lesson, the students should be able to:
 determine the absolute value of a certain integer.
 use number line to illustrate absolute value.

Overview

In this lesson you will learn about the absolute value of a number. The absolute
value of a number is it distance from zero on a number line. When measuring distance
the measurement is always a positive.

Absolute Value – For every real number a,

a, if a ≥ 0
|a| =
-a, if a < 0

When a is a nonnegative number, its absolute value is itself. If a is a negative number, we

multiply negative one to it, - (a negative number) = a positive number, which means the absolute
value of a number is always positive.

Tell me how far the following numbers from zero. Refer to the number line below.

1) -7 = _____________
2) -3 = _____________
3) 5 = ______________
4) -10 = ____________
5) -8 = _____________

How far is your house from your school? Is it 1 km?

2 km? Write that distance down. Now, from your house
move the same distance to the opposite direction of your
school. Where do you end?
How far will you driven from your house?

Notice that it doesn’t matter which direction you go.

You only take into account the value of the number. This is
because when we talk about distance, we only talk about the positive value of the
number.

This positive value of a number a is referred to as the absolute value of a number

denoted by |a|. Hence, it is defined as the distance of the number from 0 in the number
line regardless of its sign.
Example 1: Simplify the following.
a. |0|
b. |−38|
Mathematics 7 Page 1
 c. |23| – |−17|
Solution:
1. |0|  Since a=0, use the rule for a≥0
2. |−38| = 38  -38 is less than 0; use the rule of –a, which means, we take –(- 38)
3. |23| - |−17| = 23 – 17  Remove the absolute value symbol first before performing
the operation

Activity 1: Let’s Practice!

Find the absolute value of the following:
1. |−40| = _______________________________________
2. |50| = _________________________________________
3. |−1000| = _____________________________________
4. |−54| = _______________________________________
5. |−400| = ______________________________________
Keep Practicing!
Find the absolute value of the following. Write your answers below. (1 point each item)
1. |1007|
2. −|−30|
3. −|−75| - |−4|
4. |−25|
5. |100|

How Do You Apply Your Learning?

Illustrate the absolute value of the following using number line. Write your illustration inside the
box provided.

1. |−5|

Illustration:

2. |2|

Illustration:

3. |−1|

Illustration:

Mathematics 7 Page 2
 LESSON NO. 4: Fundamental Operations on Integers: Addition of Integers
Learning Outcomes: At the end of the lesson, the students should be able to:
 Add integers
 Solve word problems involving addition of integers.
Overview
Studies have shown that operations on integers are some of the last mastered skills
of students. Mastery of these operations will be very helpful in all your succeeding lessons
in Algebra.

Addition – the action or process of adding

something to something else.
Integers – a whole number; a number that is not a fraction.

Let’s start the lesson by reviewing your prior knowledge about addition.
Solve the following mentally. Write your answer below.
1. 10+10 = _________
2. 5+3 = ___________
3. 11+12 = _________
4. 13+14 = _________
5. 23+23 = _________

Addition is a way to put things together. When you add two amounts, you're
counting them together, as one larger amount. Addition happens all the time in real life.

Mathematics 7 Page 3
Mathematics 7 Page 4
 Activity 1: Let’s Practice!

How Do You Apply Your Learning?

Solve for the following problems. Write you answer with a complete solution inside the box.
Your answer will be rated using the rubric that can be found at the last page of this module.
1. Mrs. Reyes charged P3, 752.00 worth of groceries on her credit card. Find her balance
after she made a payment of P2, 530.00.
Solution:

2. In a game, Team Azcals lost 5 yards in one play but gained 7 yards in the next play. What
2. A vendor gained P50.00 on the first day; lost P28.00 on the second day, and gained
P49.00 on the third day. How much profit did the vendor gain in 3 days.

Solution:

Mathematics 7 Page 5
LESSON NO. 4.1: Fundamental Operations on Integers: Subtraction of Integers
Learning Outcomes: At the end of the lesson, the students should be able to:
 Subtract integers using number line.
 Solve word problems involving subtraction of integers

Overview
This lesson focuses on the subtraction of integers using different approaches. It is a
review of what the students learned in Grade 6

Subtraction – is an arithmetic operation that represents the

operation of removing objects from collection.

Let’s start the lesson by reviewing your prior knowledge about subtraction.
Solve the following mentally. Write your answer on the space provided. (1 point each)
1. 20-5 = _______
2. 34-12 = ______
3. 100-25 = _____
4. 43-13 = ______
5. 67-18 = ______

Subtraction is taking away one number from another. In this lesson you will
learn the different approach of doing subtraction.

Mathematics 7 Page 6
Activity 1: Let’s Practice!
Give the difference. Write your answer on the space provided.
1. 53-25 = ____________ 6. 25 – 43= ______________

2. (-6) – 123= __________ 7. (-30) – (-20) = ______________

3. (-4) – (-9) = _________ 8. 30 – (-9) = ________________

4. 6 – 15 = ___________ 9. 30 – (-9) = _______________

5. 16 – (-20) = ___________ 10. (-19) – (-15)= ___________

How Do You Apply Your Learning?

Answer the following problems. Write you answer with a complete solution on
space below. Your answer will be rated using the rubric that can be found at the last page of
this module.
1. Maan deposited P53, 400.00 in her account and withdraw P19, 650.00 after a week. How
much of her money was left in the bank?

LESSON NO. 4.2: Fundamental Operations on Integers: Multiplication of Integers

Learning Outcomes: At the end of the lesson, the students should be able to:
 Find the quotient of two integers.
 Solve problems involving division of integers.

Mathematics 7 Page 7
 Overview
This lesson emphasized the meaning of multiplication to set the rules for
multiplying integers. To multiply integers, first find the product of their positive
equivalents. If the integers have the same signs, their product is positive. If the integers
have different signs their product is negative.

Let’s start the lesson by answering the following questions below that will help you
understand our topic.
Solve the following mentally:
a. 10 x 3 = ______________
b. 5 x 5 = _______________
c. 2 x 3 = _______________
d. 12 x 2 = ______________
e. 5 x 6 = _______________

You already know how to add and subtract integers. Now, you’ll learn how to
multiply integers using patterns.

Mathematics 7 Page 8
 Activity 1 : Let’s Practice!

How Do You Apply Your Learning?

Instruction: Answer the following problems. Write your answer with complete solution inside
the box below. Please be guided with the rubric that can be found at the last page.
1. Jof has twenty P5 coins in her coin purse. If her niece took 5 of the coins, how much has
been taken away?
Solution:

2. Mark can type 45 words per minute, how many words can Mark type in 30 minutes?
Solution:

Mathematics 7 Page 9
LESSON NO. 4.3: Fundamental Operations on Integers: Division of Integers
Learning Outcomes: At the end of the lesson, the students should be able to:
 Find the quotient of two integers.
 Solve problems involving division of integers.

Overview
Like in the previous lessons, this lesson is meant to deepen students’ understanding
of the division operation on integers. The concept of division used here relies on its
relationship to multiplication.

Instruction: Find the product of the following mentally. Write your answer on the space
provided.
1. -3 x -7 = ______
2. 20 x -5 = _____
3. 11 x 11 = _____
4. -13 x -9 = _____
5. 16 x -5 = _____

We have learned that Subtraction is the inverse operation of Addition, in the same manner; Division is
the inverse operation of Multiplication.
Example 1. Find the quotient of (-51) and (-3)
Solution: division is the inverse of multiplication, determine what number multiplied by (-3) produces (-51).
If we ignore the signs for the meantime, we know that
3 x 17 l= -51
We also know that in order to get a negative product, the factors must have different signs. Hence
(-3) x 17 = -51
Therefore
(-51) ÷ (-3) = 17

Mathematics 7 Page 10
Now, that you have learned how to find the quotient of two integers. Let’s try to have some
exercises that will hone your skills further.
Activity 1: Let’s Practice!
A. Compute the following. Write your answer with complete solution on the space provided.
1. 22 x 9 ÷ (−6 ) −5 x 8

2. 36 ÷ 12+ 53+(−30)

How Do You Apply Your Learning?

Solve the problem. Write your answer with complete solution on the space provided below.
Please be guided with the rubric.
1. Vergara’s store earned P8750 a week, How much is her average earning in a day?

RUBRIC FOR THE ACTIVITY

Category Advance Proficient Emerging
(5) (3) (1)

Strategy/ Procedure The answer is The answer is somewhat The answer is not
completely accurate and accurate and most of the accurate and no steps
all steps are followed. steps are followed. are followed.

Neatness and The work is very neat The work is somehow The work is not neat
Organization and well-organized. neat and organized. and unorganized.

References
Aseron, E., et.al (2013). Mathematics Learners Material. 2nd Floor Dorm G, Philsports
Complex, Meralco Avenue, Pasig City, Philippines 1600. Department of Education-
Instructional Materials Council Secretariat (DepEd-IMCS)
Antonio, J., et. Al (2015).Math Connections in the Digital Age. Sibs Publishing House,
Inc.

Mathematics 7 Page 11