7

Mathematics
First Quarter – Module 4
Understanding Integers
and Absolute Value

Department of Education ● Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 4: Understanding Integers and Absolute Value
First Edition, 2020
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Author/s: Jessieca C. Hornejas, HT I
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Balulang, Cagayan de Oro City
Contact Number: (088) 330 7072
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 7
Mathematics
First Quarter – Module 4
Understanding Integers
and Absolute Value

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education
– Region 10 at region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines
 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Introduction to Sets.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing
this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

Table of Contents

What I Need to Know ---------------------- 1

What I Know ---------------------- 2
What’s In ---------------------- 4
What’s New ---------------------- 5
What is It ---------------------- 6

What’s More ---------------------- 10

What I Have Learned ---------------------- 12
What I Can Do ---------------------- 12
Assessment ---------------------- 13
Additional Activities ---------------------- 15
Answer Key ---------------------- 16
References ---------------------- 17
 What I Need to Know

This module is designed to introduce the concept of integers as subset of real

numbers. To understand its concept, this module makes use of the number line to
represent the value of numbers from 0.

After going through this module, you are expected to represent the absolute
value of a number on a number line as the distance of a number from 0, (M7NS-Ic-
1). Specifically you are expected to:

1. read and write integers

2. compare and order integers
3. find the absolute value of numbers and expressions

In going through the lesson, you need to have patience to understand well
what you have read. Answer all the exercises to the best of your ability.

1
 What I Know

Before starting this module, let us see what you already know about integers
and absolute value.
MULTIPLE CHOICE
Directions: Read carefully each question then choose the letter of the correct
answer. Write it in your Mathematics notebook.
1. Which of the following is an integer?
A. ½ C. 5
1
B. -2.75 D. 7
5
2. Which of the following statements can be represented by a positive integer?
A. 84 m below sea level C. withdraw of Php 500
B. an altitude of 100 ft D. weight loss of 3 kilograms
3. What do you call on the distance from zero to any given point on a number line?
A. zero C. negative integer
B. absolute value D. positive integer
4. Which integer has a largest value?
A. – 89 B. – 23 C. – 10 D. – 2
5. What is the absolute value of 7?
–
A. 7 B. 0 C. 7 D. 14
6. Which of the following statements is NOT true?
A. |0|=0 C. |−18|=18
B. |9|=−9 D. |26|=26
7. Which of the following are integers between –3 and 1?
–
A. 6, –5, –4 B. –
2, –1, 0 C. –
1, 0, 1 D. 4, 5, 6
8. Which integer represents the phrase, “a deposit of Php 200”?
–
A. 200 B. 0 C. 100 D. 200
9. Which of the following is the |25|?
–
A. 25 B. 0 C. 25 D. 50

2
10. Which of the following is the least integer?
A. – 65 B. – 40 C. – 26 D. – 2
– – –
11. Given the following numbers 3, 21, 4, 9, 0, 5, which of the following is
arranged in descending order?
A. 21, –9, –5, 4, –3, 0 C. 0, –3, 4, –5, –9, 21
–
B. 9, –5, –3, 0, 4, 21 D. 21, 4, 0, –3, –5, –9
12. Which integer is greater than –27?
– – – –
A. 30 B. 29 C. 28 D. 26
13. What is |−2|?
– –
A. 10 B. 4 C. –2 D. 2
14. Which of the following equation is true?
A. |6|=6 C. |−4|=−4
B. |3|=−3 D. |−9|=−9
15. Mount Apo is the highest mountain in the Philippines. Write an integer to
represent the elevation of Mount Apo at 2 954 meters above sea level.
–
A. 2 954 B. 29.54 C. 295.4 D. 2 954

Were you able to answer the questions correctly? If not, don’t worry,
because the next activities will help you understand the lesson better.

Understanding Integers and Absolute Value

3
 This lesson
focuses on the
introduction to
integers and the
concept of
absolute value
using the
number line

What’s In

Activity 1: Write It Out

Let’s Find Out: Integers and Absolute Value
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
Directions: Tell me what comes to your mind when you hear the word integers and
absolute value? Write it in your Mathematics notebook.
Integers:
___________________________________________________________

Absolute Value :
_____________________________________________________________

What’s New

SNAKES AND LADDERS BOARD GAME

HOME

Have you experienced

playing a snake and
4
ladder game? If you roll a
die and 4 dots appear, on
what number will you
land? What if on the
 Starts here

Counters This is a die These are dice

How to play: Think

 Each player puts their counter on the space that says “start of
here”. this!
 Take it in turns to roll the dice. Move your counter forward the 
number of spaces on the dice. 
 If the counter lands at the bottom of the ladder, you can move up 
to the top of the ladder. 
 If the counter lands on the head of a snake, you must slide down 
to the bottom of the snake. 

 The first player to get to the space that says “home” is the 

winner. 

When you got 4 dots on the first roll, you will be moving 4 steps forward and
moving to the top of the ladder landing at number 25.
 But when on the second roll 2 dots show up, you will be landing to number
27 where a snake’s head is positioned. If the counter lands on the head of a
snake, you must slide down to the bottom of the snake. I
 In this case, you just move 20 steps backward reaching square 5.
 How will you represent the moves you have taken? How will you represent
four moves forward? How about twenty moves backward?

If you can’t answer these questions, don’t worry because the lesson and
activities ahead will help understand
5 integers better.
 What is It

Steps you have taken in a snake and ladder game like four moves forward
can be written as +4 and twenty moves backward can be also written as –20.
Numbers like +4 and –20 are called integers. These numbers are parts of real
numbers and rational numbers. Soon you will be exploring more on this kind of
numbers as you go through the different modules.
Take Note What are they? Examples
An integer is  Numbers on the right of
any number zero.
from the set  Greater than zero
{ …–4, –3, –2,  written with or without (+)
Positive {1, 2, 3, 4,...}
–
1, 0, 1, 2, 3, sign
4…}  Value increases as
numbers move farther from
The 3 dots zero
means  Numbers on the left of
continues
without end. zero.
 Less than zero
{–
4,–3,–2,–
Negative  Written with a (-) sign
1,...}
 Value decreases as
numbers move farther from
zero
 Neither negative nor
Zero positive 0
 no (-) or (+) sign.
Think of this
The (+) and (–) are symbols used to indicate addition and
subtraction, but in number line, they indicate the direction of a point from
the 0-point, not as operations to be performed. In the number line, ( +) and
(–) are used as signs of directions. Thus
read +2 “as positive 2” not “plus 2”
read –2 as “negative 2” not “minus 2”

6
 A number line is a line drawn starting from zero and which extends
to both sides without ends. This means that there are infinitely many
numbers on both sides from the origin of the number line.

Positive numbers Number line

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

Negative numbers
Zero (neither positive nor negative)

Take Note!
Number line can also be drawn like this to show larger numbers.

-20 -18 -16 -14 -12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12 14 16 18 20

-50 -45 -40 -35 -30 -25 -20 -15 -10 -5 0 5 10 15 20 25 30 35 40 45 50

There are so much more that will help you understand about number
lines, integers and absolute value. Turn to next page for further
explanation. Enjoy!

How to represent integers

In real life, there are situations where you can represent integers. Study the
table below.

Situation Integers
Weight loss of 28 kilograms –
28
Increase of Php 500 allowance 500

Situation Integers
Altitude of 1200 ft 7 1200
–
Spending Php500 500
12 steps backward –
12
Comparing Integers

You can always compare integers. On the number line, an integer is

always less than to the numbers on its right side and greater than to numbers on its

left side.

Ordering Integers

You can also arrange integers either in ascending or descending order. In

ascending order, integers are arranged from least to greatest while in descending
order, integers are arranged from greatest to least. It is easier to arrange integers in
order by plotting them on the number line. Here is an example.

Example:
Arrange the integers –1, –6, 4, 2, 0, –3 and 5 in descending and ascending
order.

Illustrate!

Ascending order: –6, –3, –1, 0, 2, 4, 5

Descending order: 5, 4, 2, 0, –1, –3, –6

Remember This:
When ordering numbers using the number line:

8
  In ascending order, numbers are arranged from left to right
 In descending order, numbers are arranged from right to left
Absolute Value
Another important idea to be learned from this module is the absolute value.

Take Note Example Show me

An absolute value of Find the The distance from 0 to 5 is 5

a number is the absolute

distance on the value of 5 -10 -9 -8
8 9 10
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

number line between and –5. The distance from 0 to -5 is 5

the number and zero Answer = 5

without any regard to
its direction, so the
absolute value of any
number is a non-
negative number.
Remember This!
For any number n,
n if n is a positive number
|n| 0 if n is zero
–
n if n is a negative number
 Opposite integers have the same absolute value since they have the same
distance from 0.

 Absolute value of an integer is always positive because there is no

negative distance.

 Absolute value is denoted by ||.

 The absolute value of 0 is 0.

More Examples Numerical Representations

 The absolute value of –17 and 17 |17|=17|−17|=17
is 17 |20|=20|−20|=20
 The absolute value of 20 and –20 |100|=100|−100|=100
is 20

9
  The absolute value of 100 and –100
is 100

Will you be able to understand the concept of integers and absolute value?
More activities are prepared for you. Go on young Mathematician and answer
the next activities correctly.

What’s More

Activity 2: Answer Me
Let’s Find Out: The answers to all of the exercises
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
A. Do the exercises below.
B. Write your answer in your Mathematics notebook. All number one is done for
you.

I. Represent me. Write the correct integer on the space provided.

1. 12 steps forward _______
2. weight loss of 8 kg _______
3. a gain of 500 pesos _______
4. 155 ft below sea level _______
5. going up the stairs by 8 steps _______
II. Small but Terrible. Write the letter of each integer with the least value.

1. A. 22 B. 14 C. 9 D. 0
C
2. A. –4 B. 0 C. –36 D. –12

3. A. –13 B. 18 C. 14 D. –1

4. A. 25 B. –17 C. –10 D. 35

5. A. –12 B. 23 C. –15 D. 13

III. Order please! Arrange the following integers in ascending and descending order.
You may use the number line.

10
 1. { 4, –6, 0, –2, 18, 7, –5, –15}

(Optional)
-20 -18 -16 -14 -12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12 14 16 18 20

Ascending order: {–15, –6, –5, –2, 0, 4, 7,18}

Descending order: {18, 7, 4, 0, –2, –5, –6, –15}

2. { –2, 14,0, –23, 8, 21, –34, –5, –7}

Ascending order: _____________________

Descending order: _____________________

3. { 5, –18, 0, –15, 7, –3, 11, –23}

Ascending order: _____________________

Descending order: _____________________

IV. Evaluate. Write the absolute value of the following expressions.

1. |−16| = _____ 4. |35|= _____

2. |−24|= _____ 5. |0| = _____
3. |18|= _____

How many correct answers did you get? Turn to the next pages for more
exciting activities.

What I Have Learned

Activity 3: Supply Me
Let’s Find Out: The missing terms
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
Supply the paragraphs with the missing word/s. Write the answer in your
Mathematics notebook.

I have learned that an (1) _________ is any number from the set { … –4, –3,
–
2, –1, 0, 1, 2, 3, 4…}. The ( +) and (–) are symbols used to indicate addition and
subtraction, but in number line, they indicate the (2) _________ of a point from
the 0-point, not as operations to be performed. A (3) _________ is a line drawn
11
starting from zero and which extends to both sides without ends.
I also learned that I can arrange integers either in ascending or
descending order. In (4) _________, integers are arranged from least to
(5)
 What I Can Do

Activity 4: Show Me
Let’s Find Out: Who is farther
Let’s Use These Materials: pen/pencil, Mathematics notebook
Let’s Do It This Way:
Sketch and show which of the two friends is farther from the sea level.

Situation: Joel and John are friends. One day, Joel decided to go on a
mountain climbing but John went to the sea for diving. Joel had already
reached the mountain height of 25 ft. when he rested while John dove 20
ft. below the sea and came out of the water.

You are amazing! By doing all the activities in this module you are
developing your Mathematical ability. Keep it up.

Assessment

Now that you have finished accomplishing this module, let us check what you
have learned.

MULTIPLE CHOICE:

Directions: Read carefully each question and choose the letter of the correct
answer. Write it in your Mathematics notebook.

12
1. Which of the following integers is the greatest?
A. – 21 B. – 17 C. – 8 D. – 1
2. Given the following numbers {4, –6, 0, –2, 18, 7, –5, –15}, which comparison of
two numbers from the set is correct?

A. –9 > –3 B. –11< 0 C. 0 < –5 D. 6 > 17

3. Which statement is true with –7 and –11?
A. –7 is greater than –11
B. –11 is greater than –7
C. –7 is to the left of –11 on a number line
D. –11 is to the right of –7 on a number line
4. Which integer has the greatest value?
A. –6 B. –19 C. –
12 D. –
27
5. Which of the following best describes an absolute value?
A. The value of a number
B. The opposite of a number
C. The distance of a number from zero
D. The multiplicative inverse of a number
6. Which number is farthest from 0?
A. –11 B. –
9 C. 8 D. 10
7. What is the absolute value of –13?
A. –13 B. 0.13 C. 1.3 D. 13
8. Which statement is TRUE?
A. The opposite of 15 is 15
B. The absolute value of 8 is –8.
C. The absolute value of 12 is equal to the opposite of 12.
D. The opposite of –20 is equal to the opposite value of –20.
9. What integer represents this situation: a profit of Php150.00?
A. –150 B. 1.50 C. 15 D. 150
10. Which shows the integers from least to greatest?
A. 1, 0, –3, –5, –9, –12 C. 8, –12, 10, –17, 19
B. –3, –2, 0, 4, 5, 9, 10 D. 3, 4, –5, 11, –14, –19
11. Which of the following is an absolute value?

13
 A. (20) B. { 20 } C. |20| D. [ 20 ]
12. Which of the following are the integers between –2 and 3?
A. –3, –4, –5, –6 C. 4, 5, 6, 7
B. –1, 0, 1, 2 D. 0, 1, 2, 3
13. Which of the following is the |−18|?
–
A. 18 B. 0.18 C. 1.8 D. 18
14. Which of the following represents a gain of 5 kilograms?
A. –
5 B. 0.5 C. 1.5 D. 5
15. What is |−10|?
A. –
10 B. -6 C. 4 D. 10

You’re doing great! Turn to the next page for an interesting activity. You can
do it.

Additional Activities

You can make an interesting activity and enjoy applying the concept of
integers.

Activity 5: Let’s Have Fun

Let’s Find Out: Making a simple checkers board game (DAMA)
Let’s Use These Materials: pen/pencil, scissors, glue, cardboard and construction
papers
Let’s Do It This Way:

Using the materials, make your own checkers board and the pieces in two colors,
like the illustration below. Submit your output to your teacher.

14
 How to play
1. The two players alternate turns and can
only move their own pieces.
2. The dark squares are the only ones that
may be occupied on the board. The light
squares must remain empty.
3. Each turn involves the moving of one piece
, which can consist of a piece moving
forward to a diagonally adjacent square
that is unoccupied, or jumping forward over
an occupied diagonally adjacent square,
provided that the square beyond is empty.
4. If a player jumps over their opponent’s
piece, they have successfully captured that
piece and it is removed from the game.
pieces 5. Each piece is initially referred to as a man,
but if it reaches the farthest side of a board
it becomes a king. When this happens, the
player stacks an additional piece on the top
of the original to signify the change.
6. Men may only move forward, but the kings
can move diagonally forwards as well as
backwards.
7. Multiple pieces maybe jumped by both
men and kings provided that they are
successive unoccupied squares beyond
each piece that is jumped.

Congratulations! You have successfully completed Module 4. Proceed to

Module 5 and learn about the operations on Integers. Good luck!!!

Answer Key

15
 References

Mathematics 7 Learning Module, 13-17.

Boyd, Cindy, Glencoe Algebra 1, Teacher’s Wraparound Edition, 85 – 87.

Manalo C, Suzara J and Mercado J, Next Century Mathematics 2 nd Edition,Phoenix

Publishing House, 2017, 23 – 32

Bernabe, Julieta, Elementary Algebra Revised Edition, SD Publications, 2009, 30-31

Links:

https://www.youtube.com/watch?v=k80NmZ-8VEc

https://www.youtube.com/watch?v=7JmTiTXn8Ag

16
https://www.youtube.com/watch?v=5oHJcmYbHvA

https://www.youtube.com/watch?v=o3kIi8g3mwI

https://www.youtube.com/watch?v=frBJEYvyd-8

https://www.youtube.com/watch?v=z1iN_fD4UCg

https://www.youtube.com/watch?v=zxaT8ArCKjQ

https://www.youtube.com/watch?v=oydj9zMLjIE

17
For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph