Name: Grade and Section:

Name of Teacher:

Pasay-M6-Q2- W6-D1

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 6
Quarter 2 / Week 6/ Day 1

OBJECTIVE: Arranges integers on the number line.

YOUR LESSON FOR TODAY:
To arrange integers in a number line in ascending order (least to greatest):

 plot the integers in a number line

 put them in the order they appear from left to right

To arrange integers in a number line in descending order (greatest to least):

 plot the integers in a number line
 put them in the order they appear from right to left

 Among the positive integers, the farther the integer is from zero, the larger is its value.
Among the negative integers, the nearer the integer is to zero, the larger is its value.
However, zero is neither positive nor negative.

TRY TO DISCOVER!
Problem Analysis #1

Order the following integers from least to greatest using a number line.
–5, 4, –3, 2, –1, –2

To order the given integers, let us do the following steps to get the correct answer.

Step 1 Plot the integers in a number line.

Step 2 Put them in the order they appear from left to right since smaller numbers are on
the left.

Answer: –5, –3, –2, –1, 2, 4

LET’S HAVE ANOTHER TRY!

Using a number line, arrange –4, 3, –1 and –7 in descending order.

Page 1 of 25
Name: Grade and Section:
Name of Teacher:

Let us try to order the integers and let’s do this step by step to get the correct answer.

Step 1. Plot the integers in a number line.

Step 2. Put them in the order they appear from right to left since bigger
numbers are on the right.

Answer: 3, -1, -4, -7

ARE YOU READY TO PRACTICE?

I think you have learned something today. Do you or not really understand our lesson? If
not you can go back to our examples. Are you excited to do more exercises?
Ready….set….solve…enjoy doing the activities.

PRACTICE EXERCISES 1

A. Plot the integers in the number line and arrange in ascending order.
1. 10, 8, –3, –11, 1, 0

AAnswer: ______________________

2. –5, 4, –1, 9, –8, 7

Answer: ______________________

3. 10, -11, -7, 8, 2, -11

Answer: _______________________

B. Plot the integers in the number line and arrange in descending order.

4. 0, 1, 3, –5, 7, –9, 11

Answer: ______________________

Page 2 of 25
 Name: Grade and Section:
Name of Teacher:

5. –10, 8, –6, 5, –3, 1, 0 10

Answer: ______________________

6. -10, 11, 0, -2, 6, 9

Answer: _______________________

PRACTICE EXERCISES 2

A. Given the number line below, arrange the integers from least to greatest.

1. –1 –5 4 7 –9

2. 8 6 –2 4 –10

3. -6 –4 1 –10 0

4. 10 9 –3 -7 –4

5. 3, -8, 8, -9, 5

B. Given the number line below, arrange the integers from greatest to least.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

1. –1 –5 4 6 –8

2. 8 7 –2 4 –5

Page 3 of 25
 3. -6 –4 1 –5 0

4. 7 3 –3 -8 –4

5. 5, -1, 0, 4, 8

PRACTICE EXERCISES 3
Create your own number line on the space provided and arrange the following integers
according to the given order.

1. –12, 14, 7, 5, –3 : ascending order

Answer:

2. 6, –3, –9, 0, –12, 15 : descending order

Answer:

3. –2, 4, –6, 8, –10, 12, –14 : least to greatest

Answer :

4. –10, –5, –25, –15, 0, 20, 25, 15 : greatest to least

Answer:

5. 12, -9, 10, 0, 11, -10, 8 : least to greatest

Answer :
Page 4 of 25
Integrated the Development of the Following Learning Skills:
1.) Communication 2. Critical Thinking
a.) Following instructions/directions. a.) Data analysis
b.) Reasoning b.) Problem Solving
c.) Responding to ideas

EVALUATION

A. Use a number line to arrange the integers from least to greatest.

1. –4, 5, –3, -9, 10, -1 ______________________________

2. –10, –6, –2, 5, 0, 3 ______________________________
3. –3, –11, 7, 2, -5, 5 ______________________________

B. Use a number line to arrange the integers from greatest to least.

–12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2

4. -11, 2, 0, -6, -1, -7, 1 ____________________________

5. -10, 1, 0, -3, -8, -5, 2 ____________________________

Prepared by:

REMIGIO A. BACCUD
Kalayaan Elementary School

References for further enhancement:

Click the link below
[Link]
[Link]
[Link]

Page 5 of 25
Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

Pasay – M6-Q2-W6-D2

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 6
Quarter 2 / Week 6/ Day 2

OBJECTIVE: Describes and interprets addition of integers using materials such as algebra
tiles, counters, chips, and cards.

YOUR LESSON FOR TODAY:

To describe and interpret addition of integers using materials such as algebra tiles,
counters, chips, and cards:
 If the two integers with the same sign, find the sum of their absolute values and prefix
the common sign.
 While if they are two unlike signs, get the difference of their absolute values and
prefix the sign of the integer with the greater absolute value.
 Used counters, chips, and cards with two different colors.
 Integers without sign is positive integer.

TRY TO DISCOVER!
Isabel makes 25 bottles of a bestseller mango tapioca. On Thursday, she sells 5 bottles,
on Friday she sells 8 bottles, and on Saturday she makes another 20 bottles and sells 10 bottles.
How many bottles does she have at the end of Saturday?

a. Who sells mango tapioca? ______________________________

b. How many bottles does she have on Thursday? ____________________

c. How many bottles does she sell on Thursday? ________________

On Friday? ___________________ on Saturday? _____________

d. How many bottles does she make on Saturday? ________________

e. What can you say about Isabel? ______________________________

f. Do you want to be like her? ____________ Why? Why not?________________

Solution Number 1:

She sells 10 bottles.

Saturday She makes 20 bottles.
She sells 8 bottles.
Friday
She sells 5 bottles.
Thursday
She makes 25 bottles.

Page 6 of 25
Name: __________________________________ Grade and Section: _________________
Teacher’s Name: _________________________

She has 22 bottles of mango tapioca at the end of Saturday.

Solution Number 2:

At first, she has 25 bottles of mango tapioca. 25

How do you represent selling 5 bottles? -5
How do you represent selling 8 bottles? -8
How do you represent making 20 bottles? +20
How do you represent selling 10 bottles? -10

25 + (-5) + (-8) + 20 + (-10) = N

45 + (-23) = 22 bottles

Example Number 2:

Show the sum of -22 and 15.

Solution: (white face chip – negative integer, black face chip - positive integer)

To get the sum, use the zero pair. Eliminate the face chips with pair.

Page 7 of 25
Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

There are 7 white face chips remaining. Therefore, the sum of -22 and 15 is -7

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. Try to add integers using any
materials such as algebra tiles, chips, cards, and counters. If our lesson is clear to you, then you
are now ready for more practices… enjoy working and learning!

PRACTICE EXERCISE 1:

A. Use tiles to represent the following equation.

( Yellow tile is positive, red tile is negative )

1. -2 + -5 = -7 2. 9 + - 12 = -3 3. 4 + 5 = 9

B. Write the correct addition equation. (using cards)

Flowers and Spades -Positive integers

Hearts and Diamonds – Negative integers

Example:

= Answer: 1 + 1 + -10 = - 8

1. ___________________________ 2. _____________________________

= =

Page 8 of 25
 Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

3. _____________________________ 4. _____________________________

= =

PRACTICE EXERCISE 2:

Help each child to answer the question assigned to them so, they can start in making the
presentation of their solution.

Carl: What is the sum of 12 and -25?

Cheche: The total -45

and 28.

Carol: Put together: 16 and -58

Who got the highest integer? ____________

Why? ____________________________________________________

PRACTICE EXERCISE 3:

With your three family members play adding of deck of cards.

How to play:
1. At the start of the game, each player places his or her 13 cards in a stack, face down.
2. Each player will get one card from their cards, then the first one who can give the correct
total or sum of the cards will win.
3. Player who will get first 3 correct answer will be the winner.

Write down the cards you have taken.

Player 1 Player 2 Player 3 Player 4 Total/sum Winner
Ex. Ace Spade 3 - Heart 5 - Diamond 9 - Flower 2 Player 2

Integrated the Development of the Following Learning Skills:

1. Communication 3. Creativity
a.) Understanding of words/vocabulary a.) Creation with a visual presentation
b.) Following instructions/directions.
c.) Reasoning 4. Critical Thinking
d.) Responding to ideas a.) Analyzing situations and determining
2. Collaboration appropriate responses
a.) Group brainstorming b.) Interpresentation and evaluation of
b.) Exchange of ideas 5.) Character: Industry equation

Page 9 of 25
 Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

Before you continue with the next exercises, REMEMBER that:

 If the two integers with the same sign, find the sum of their absolute values and prefix
the common sign.
 While if they are two unlike signs, get the difference of their absolute values and prefix
the sign of the integer with the greater absolute value.
 Used counters, chips, and cards with two different colors.
 Integers without sign is positive integer.
Let’s continue with your final challenge!

EVALUATION:

Read the following carefully. Write the letter of the correct answer.
1. A football team loses 2 yards, 4 yards, and 6 yards on their 3 games. How many
yards did they lose? Which is the correct equation for this problem?
A. 2 + 4 + 6 = 12 C. -2 + -4 + 6 = 0
B. -2 + 4 + -6 = -4 D. -2 + -4 + -6 = -12

2. + =3

A. The equation is TRUE because 3 + - 5 = 3.

B. The equation is TRUE because -3 + -5 = 3.
C. The equation is FALSE because -3 + 5 = 2.
D. The equation is TRUE because 3 + -5 = -2.

3. -3 + 2 = -1
A. + = C. + =

B. + = D. + =

4. + = N, what is N?
A. 0 C. 8
B. -8 D. 16

5. The sum of 8 yellow tiles and 15 red tiles is ___________

A. 23 red tiles C. 7 yellow tiles
B. 7 red tiles D. 23 yellow tiles

Prepared by:

NANCY A. MENDOZA
PZES

References:
Growing Up with Math pages 320 - 323
Math Adventures 6 pages 283 - 286

Page 10 of 25
Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

Pasay – M6-Q2-W6-D3

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 6
Quarter 2 / Week 6/ Day 3

OBJECTIVE: Describes and interprets subtraction of integers using materials such as

algebra tiles, counters, chips, and cards.

YOUR LESSON FOR TODAY:

To describe and interpret subtraction of integers using materials such as algebra
tiles, counters, chips, and cards:

 First, change the operation to addition.

 Second, change the sign of the subtrahend to its opposite.
 Lastly, follow the rules in adding integers.
 Used counters, chips, and cards with two different colors.
 Integers without sign is positive integer.

TRY TO DISCOVER!
The temperature in Baguio was 150C in the afternoon. It dropped to 70C in the evening.
What is the difference between these temperatures?

a. What was Baguio’s temperature in the afternoon? _________________

b. What happened to the temperature in the evening?_________________
c. Describe the temperature in Baguio? ____________________________
d. If you live in Baguio, what will you do to prevent colds? ____________

Solution Number 1:
Evening temperature 70C

Afternoon temperature 150C

The difference of their temperature is 8

Solution Number 2:
+
In addition: 15 + -7 = 8
+
In subtraction: 15 - +7 = 8 How?

Page 11 of 25
Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

Opposite or inverse of the subtrahend

15 - 7 = 15 + -7 = 8
Change the operation to addition.

Example Number 2:

Show the difference of 4 – -10.

Solution: (white face chip – negative integer, black face chip - positive integer)

We cannot take away 10 white face chips from 4 black face chips. So, add 10 zero pair.

Now, remove 10 white face chips. Since 14 black face chips remain, the difference would
be the number of the remaining black face chips.

4 - -10 = N Change subtraction sign to addition then, also change the sign of the
subtrahend. Follow the rules in adding integers.
4 + 10 = 14

Example Number 3:
-8 - -12 = N, what is N

We cannot take away 12 red tiles from 8 red tiles. So, add 12 zero pair.

Page 12 of 25
Name: ____________________________ Grade and Section: _________________
Teacher’s Name: _________________________

Now, remove 12 tiles. Since there are 8 zero pair remove them also. There are 4
tiles left, so -8 - -12 = 4

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. Try to subtract integers using
any materials such as algebra tiles, chips, cards, and counters. If our lesson is clear to you, then
you are now ready for more practices… enjoy working and learning!

PRACTICE EXERCISE 1:

A. Complete the equation in each box.

1. -13 – 15 = N 2. 8 - -12 = N
-13 + __ = -28 8 __ 12 = 20

3. 9 - __ = N 4. __ - -3 = N
9 + __ = 10 __ + 3 = 10

5. 6 - 9 = N
9 + __ = __

B. Use tiles to represent the following equation.

1. -3 - -6 = 3 2. 9 – -2 = 11 3. 4 - 5 = -1

Page 13 of 25
Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

PRACTICE EXERCISE 2:

Answer the Shapes of Subtracting Integers. (You can use tiles, cards, chips, and counters.)

Drew: What is the difference of 12 minus -5?

Faith: -4 minus
and 2.

Gary: 8 subtracted from -9

Who got the lowest integer? ____________

Why? ____________________________________________________

Before you continue with the next exercises, REMEMBER that:

 First, change the operation to addition.
 Second, change the sign of the subtrahend to its opposite.
 Lastly, follow the rules in adding integers.
 Used counters, chips, and cards with two different colors.
 Integers without sign is positive integer.
Let us continue with your final challenge!

PRACTICE EXERCISE 3:

With anyone of your family member plays subtracting of deck of cards.

How to play:
1. At the start of the game, each player places his or her 27 cards in a stack, face down.
2. Each player will get one card from their cards, then the first one who can give the correct
difference of the cards will win.
3. Player who will get first 5 correct answer will be the winner.

Write down the cards you have taken.

Player 1 Player 2 Difference Winner
Ex. Ace Spade 3 – Heart -2 (Player 1 got the Player 1
correct answer.

Page 14 of 25
 Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

Integrated the Development of the Following Learning Skills:

1. Communication
a.) Understanding of words/vocabulary
b.) Following instructions/directions.
c.) Reasoning
d.) Responding to ideas
2. Collaboration
a.) Group brainstorming
b.) Exchange of ideas
3. Creativity
a.) Creation of a visual presentation
4. Critical Thinking
a.) Analyzing situations and determining appropriate responses
b.) Interpretation and evaluation of equation
5. Character
a.) Health Consciousness

EVALUATION:

Read the following carefully. Write the letter of the correct answer.
1. -3 - -8 = N, what is N?
A. 12 C. -6
B. 6 D. -12

2. - =

A. The equation is TRUE because -3 - -1 = -4.

B. The equation is TRUE because 3 - -1 = 4.
C. The equation is FALSE because -3 - 1 = 2.
D. The equation is TRUE because 3 - -1 = -2.

3. -3 - 2 = N, what is N?
A. C.

B. D.

4. - = N, what is N?
A. 0 C. 8
B. -8 D. 16

5. The difference of 2 yellow tiles and 5 red tiles is ___________

A. 23 red tiles C. 7 yellow tiles
B. 7 red tiles D. 23 yellow tiles

Prepared by:

Nancy A. Mendoza PZES

References:
Growing Up with Math pages 324 – 326
21st Century MATHletes pages 158 - 164
Math Adventures 6 pages 287 - 289

Page 15 of 25
 Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

Pasay-M6-Q2-W6-D4
Department of Education, National Capital Region
Schools Division of Pasay City

MODULE IN MATHEMATICS 6
Quarter 2| Week 6 | Day 4

OBJECTIVE: Describes and interprets multiplication of integers using materials such as

algebra tiles, counters, chips and cards.

YOUR LESSON FOR TODAY

Multiplication of integers is making or removing groups. We use integer tiles to do this.

Try to Discover!

In multiplication of integers, the first number tells us to make (or remove) a number of
groups. The second number tells us how many tiles in each group.
Example 1: Multiply: (+2) x (+3)

Make 2 groups of +3 tiles

(+2)×(+3)
This means that we make 2 groups of +3 tiles.

The product is the total number of tiles made. Since there are 6 positive tiles,
(+2)×(+3) = (+𝟔)
Example 2: Multiply: (+2) x (-3)

Make 2 groups of -3 tiles

(+2)×(−3)
This means that we make 2 groups of +3 tiles.

The product is the total number of tiles made. Since there are 6 negative tiles,
(+2)×(−3) = (−𝟔)

Page 16 of 25
 Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

Example 3: Multiply: (-2) x (-3)

Remove 2 groups of -3 tiles

(+2)×(−3)
This means that we remove 2 groups of -3 tiles. Since we have no tiles to remove from
the start, we have to make zero pairs first.

A positive tile and a negative tile

together make a zero pair.

We will now make two groups of 3 zero pairs.

Removing the two groups of -3 tiles, we will have

The product is the total number of tiles left. Since there are 6 positive tiles,

(−2)×(−3) = (+𝟔)

Example 4: Multiply: (-2) x (+3)

Remove 2 groups of +3 tiles

(−2)×(+3)

Following the same idea in Example 3, We will first make two groups of 3 zero pairs.

Removing the two groups of +3 tiles, we will have

Page 17 of 25
Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

The product is the total number of tiles left. Since there are 6 negative tiles,
(−2)×(+3) = (−𝟔)

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If the lesson is clear to
you, you may proceed with our exercises. Enjoy working and learning!

PRACTICE EXERCISE 1

Give the meaning of the following multiplication sentences. The first one is done for you.
(+2) x (-3) Make 2 groups of (-3) tiles.

____________________
1) (+3) x (+5)
____________________
2) (-3) x (+6)
____________________
3) 5) x (+3)
____________________
4) 2) x (-10)
____________________
5) (+5) x (+5)

PRACTICE EXERCISE 2

Show the following statements using integer tiles. The first one is done for you.

0) Make 2 groups of +5 tiles.

1) Make 4 groups of -3 tiles.

2) Make 5 groups of +2 tiles

Page 18 of 25
Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

3) Make 6 groups of -3 tiles

4) Make 3 groups of 5 zero pair tiles.

5) Remove 3 groups of +4 tiles.

PRACTICE EXERCISE 3
How many and what kind of tiles will be the result of the following:

Problem Answer
-12 tiles.
0) Make 4 groups of -3 tiles.

1) Make 3 groups of +5 tiles.

2) Make 5 groups of -4 tiles.

3) Make 3 groups of +3 zero pair tiles.

4) Remove 4 groups of +5 tiles.

5) Remove 3 groups of -3 tiles.

PRACTICE EXERCISE 4

Multiply the following using integer tiles. Write your answer on the space provided.

Answer

1) (+4) x (+5)

2) (+11) x (-3)

3) (-2) x (-7)

4) (-6) x (-8)

5) (+4) x (-4)

Page 19 of 25
 Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

Before you continue with the next exercises, REMEMBER that:

In multiplication of integers, the first number tells us to make (or remove) a number of
groups. The second number tells us how many tiles in each group. To get the product, simply
count the total number of tiles in all groups.

Let us continue with your final challenge!

PRACTICE EXERCISE 5
Use integer tiles to multiply the following:
1) (+6) x (-4) _________________

2) (+7) x (-3) _________________

3) (-8) x (-4) _________________

4) (-10) x (-3) _________________

5) (-12) x (+3) _________________

Integrated the Development of the Following Learning Skills:

1.) Communication c) Analyzing
a) Understanding of words/vocabulary: understand, plan, execute, review d) Classifying
b) Following directions e) Reasoning

EVALUATION
Multiply the following:

1) (+4) x (-4) _________________

2) (+6) x (-3) _________________

3) (-9) x (-4) _________________

4) (-12) x (-3) _________________

5) (-4) x (+11) _________________

References for further enhancement:

A) Video: Multiplying Integers
[Link]
B) Reference book: 21st Century Mathletes, p. 166-168

Prepared by:

Leonardo E. Bruno, Jr.

Timoteo Paez Elementary School

Page 20 of 25
Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________
Pasay-M6-Q2-W6-D5

Department of Education, National Capital Region

Schools Division of Pasay City

MODULE IN MATHEMATICS 6
Quarter 2 | Week 6 | Day 5

OBJECTIVE: Describes and interprets division of integers using materials such as algebra
tiles, counters, chips and cards.

YOUR LESSON FOR TODAY

Multiplication of integers is making or removing groups. We use integer tiles to do this.

Try to Discover!
In division of integers, the first number tells us the number and kind of tiles to group.
The second number tells us the number and kind of tiles each group is to be equally divided.
The quotient is the number of groups formed.
Example 1: Divide: (+8) ÷ (+4)

There are +8 tiles Divided into +4 tiles in

each group.
(+8) ÷ (+4)

Since there are two groups formed, the answer will be

(+8) ÷ (+4) = (+𝟐)
Example 2: Divide: (-8) ÷ (-4)

There are -8 tiles Divided into -4 tiles

in each group.
(−8) ÷ (−4)

Since there are two groups formed, the answer will be

(−8) ÷ (−4) = (+𝟐)
Example 3: Divide: (+8) ÷ (-4)

There are +8 tiles. Divided into -4 tiles in

each group.
(+8) ÷ (−4)

Page 21 of 25
Name: ________________________________ Grade and Section: ____________
Name of Teacher: ______________________

Since we have no negative tiles to group from the start, we have to make zero pairs
first.

A positive tile and a negative tile together

make a zero pair.

We will now make 8 zero pairs.

We will now remove all groups of -4 tiles in the zero pair.

The number of groups removed will be the quotient. Since it is removed, the answer will
be negative.
(+8) ÷ (−4) = (+𝟐)
Example 4: Divide (-8) ÷ (+2)

There are -8 tiles Divided into +4 tiles

(−8) ÷ (+4)

Following the same idea in Example 3, We will first make 8 zero pairs since we have no
positive tiles to start with.

Removing the groups of +4 tiles,

Page 22 of 25
Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

The number of groups removed will be the quotient, since it is removed, the answer
will be negative.
(−8) ÷ (+4) = (−𝟐)

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If the lesson is clear to you,
you may proceed with our exercises. Enjoy working and learning!

PRACTICE EXERCISE 1
Give the meaning of the following division sentences. The first one is done for you.

(+36) ÷ (+4) (+36) is divided into groups of (+4) tiles.

1) (+25) ÷ (+5) ____________________

2) (-32) ÷ (+8) ____________________

3) (-15) ÷ (+3) ____________________

4) (+200) ÷ (-100) ____________________

5) (+55) ÷ (+5) ____________________

PRACTICE EXERCISE 2
Show the following statements using integer tiles. The first one is done for you.

0) (+10) is divided into groups of (+5) tiles.

1) (+12) is divided into groups of (+3) tiles.

2) (+20) is divided into groups of (-4) tiles.

3) (-24) is divided into groups of (-6) tiles.

4) (-18) is divided into groups of (+3) tiles.

5) (+16) is divided into groups of (+4) tiles.

Page 23 of 25
 Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

PRACTICE EXERCISE 3
How many groups will be formed (+) or removed (-) from the following:

Problem Answer

0) (+16) is divided into groups of (+4) tiles. +4 groups

1) (+21) is divided into groups of (+7) tiles.

2) (+16) is divided into groups of (+4) tiles.

3) (-20) is divided into groups of (-5) tiles.

4) (+36) is divided into groups of (-4) tiles.

5) (-32) is divided into groups of (+8) tiles.

PRACTICE EXERCISE 4
Divide the following using integer tiles. Write your answer on the space provided.

Answer

1) (+28) ÷ (+7)

2) (+60) ÷ (-3)

3) (-49) ÷ (-7)

4) (-96) ÷ (-8)

5) (+100) ÷ (-4)

Before you continue with the next exercises, REMEMBER that:

In division of integers, the first number tells us the number and kind of tiles to group. The second
number tells us the number and kind of tiles each group is to be equally divided. The quotient is the
number of groups formed.

Let us continue with your final challenge!

PRACTICE EXERCISE 5
Use integer tiles to multiply the following:
1) (+60) ÷ (-4) _________________
2) (+72) ÷ (-3) _________________
3) (-80) ÷ (-40) _________________
4) (-100) ÷ (-25) _________________
5) (-120) ÷ (+3) _________________

Page 24 of 25
Name: ________________________________ Grade and Section: _____________
Name of Teacher: ______________________

EVALUATION
Multiply the following:

1) (+100) ÷ (-4) _________________

2) (+96) ÷ (-3) _________________
3) (-84) ÷ (-4) _________________
4) (-111) ÷ (-3) _________________
5) (-44) ÷ (+11) _________________

Prepared by:

Leonardo E. Bruno, Jr.

Timoteo Paez Elementary School

References for further enhancement:

A) Video: Multiplying Integers
[Link]
B) Reference book: 21st Century Mathletes, p. 166-168

Page 25 of 25