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6th Grade Integer Questions and Exercises

This document contains a practice test with multiple choice, fill in the blank, true/false, and subjective questions about integers for a student at Delhi Public School in Aligarh, India. The test covers topics like integer addition, subtraction, multiplication, division, properties of integers, and simplifying numerical expressions with integers.

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Sagar Agrawal
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0% found this document useful (0 votes)
10 views2 pages

6th Grade Integer Questions and Exercises

This document contains a practice test with multiple choice, fill in the blank, true/false, and subjective questions about integers for a student at Delhi Public School in Aligarh, India. The test covers topics like integer addition, subtraction, multiplication, division, properties of integers, and simplifying numerical expressions with integers.

Uploaded by

Sagar Agrawal
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

DELHI PUBLIC SCHOOL , ALIGARH

Questions:

Type1 - MCQs- (Multiple Choice Question):

Q1: Identify the odd one out:

a) -44 ÷ 11 c) 44 ÷ (-11)
b) -44 ÷ (-11) d) -(44 ÷ 11)

Q2: Write down a pair of integers whose diff is -5:

a) (-9) - (-4) = -5 c) -2 + 3 = -5
b) -9 + (-4) = -5 d) -5 + 10 = -5

Q3: The temperature of a place on that day is -21º C, what would be the app. Altitude of the
place:

a) 5200 m b) 3800 m c) 8400 m d) 5000 m

Q4: Write a division statement with quotient -16:

a) 56 ÷ (-4) c) 0⋅32 ÷ 2
b) -4 x -4 d) 8 x 2

Q5: The integer 5 units to the right of 0 on number line is :

a) +5 b) -5 c) +4 d) -4

Q6: The successor of the predecessor of -50 :

a) -48 b) -49 c) +50 d) -51

Q7: If a and b are integers, then which is not integer :

a) a+b b) a-b c) axb d) a÷b

Q8: (-43) x (-99) + 43 is equal to:

a) 4300 b) -4300 c) 4257 d) -4214


Type2 - Fill up :

a) (-13) + 34 = ____________

b) (-8) + (4+2) = [ (-8) + ___ ] + 2

c) Additive inverse of -26 is __________

d) Find the quotient of 95 ÷ (-19) _________

e) Multiplicative identity of integer is _________

Type3 - Mark True / False:

a) (-78) + (-1) + (-4) = (-83)

b) 0 ÷ (-12) - (-14) = 14

c) [ 23 - (-11)] ÷ 11 = 4

d) Multiplicative inverse of any integer a is a.

Type 4 - Subjective

Q1 : Define integers ? Write all Properties.

Q2 : The sum of two integers is -15. If one of them is 10. Find the other?

Q3: Simplify:

● 32 - [43 - { 51 - (20 - 11)}]

● 46 - [26 - {14 - (15 - 4 ÷ 2 x 2)}]

Q4 : If a=10, b=-2, c = -5 then evaluate (ac + a) ÷ b

Q5 : Multiply : (-11) x [23 + (-10)]

Common questions

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In the expression "(-13) + 34," the concept of additive inverse is shown by recognizing that for any integer 'a', its additive inverse is '-a', and their sum is zero. Here, if you consider 13 as the inverse of -13, when combined with 34, it results in "(-13 + 13 + 21) = 21." The additive inverse property ensures that the opposite signs completely neutralize each other, leaving only the positive part of the remaining integer .

The relationship between altitude and temperature is generally inverse, as temperature tends to decrease with increasing altitude due to the thinning of the atmosphere. For a place with a temperature of -21°C, higher altitudes would likely correspond to colder temperatures given the lapse rate (the rate of temperature drop with elevation). Among the choices provided, the option with the highest altitude, 8400 m, would most plausibly correlate with this low temperature, reflecting a higher altitude where the atmosphere is thinner and temperatures colder .

The integer located five units to the right of 0 on a number line is +5. This determination relies on understanding that movement to the right on a number line indicates positive integers, with each unit representing an additive step from zero. Therefore, starting at 0 and moving five units to the right results in reaching the integer +5 .

To find a pair of integers with a difference of -5, consider the equation a - b = -5, whereby subtraction results in a negative outcome. From the choices, (-9) - (-4) = -5 is correct, illustrating that subtracting a larger negative number from a smaller negative results in a negative difference. This reflects a situation where the negative of the subtracted integer exceeds the initial integer, underlining the roles of comparative magnitudes and sign rules in determining differences between integers .

The division of integers, such as 95 by -19, results in an integer because -19 is a factor of 95, specifically dividing it precisely five times, yielding -5. This situation adheres to the closure property of integers under division only when the divisor is an exact factor of the dividend. Therefore, integer division remains an integer specifically because the operation is perfectly divisible, an example of exact divisibility within integers .

Firstly, determine the predecessor of -50, which is -51, as moving one unit 'backward' on the number line equals subtracting one. The successor of this predecessor (-51) is then -50, achieved by adding one, demonstrating the sequential nature of integers. This exercise highlights the foundational properties of integers concerning their linear progression and connection through consecutive ordering on the number line .

Integers are defined as whole numbers that can be positive, negative, or zero. The essential properties of integers include closure under addition, subtraction, and multiplication; commutativity of addition and multiplication; associativity of addition and multiplication; the existence of additive and multiplicative identities (0 and 1, respectively); and the existence of an additive inverse for each integer. These properties influence arithmetic operations by ensuring they are well-defined and predictable, allowing integers to be systematically added, subtracted, or multiplied without introducing fractions. For example, the closure property ensures the result of any operation on two integers is also an integer, while the commutative property ensures that the order in which two integers are added or multiplied does not affect the result .

To solve the expression (-43) x (-99) + 43, first calculate the product of (-43) and (-99). Multiplying two negative numbers results in a positive product, so (-43) x (-99) equals 4257. Next, add 43 to 4257, resulting in the final sum of 4300. Thus, the calculation uses properties of integers such as the rule for multiplying negatives and the closure property of integers under addition and multiplication .

To simplify the expression "32 - [43 - {51 - (20 - 11)}]," first solve within the innermost brackets: (20 - 11) = 9. Moving outward, substitute this into the nested expression: 51 - 9 = 42. Then, replace the result and evaluate the next layer: 43 - 42 = 1. Finally, complete the expression: 32 - 1 = 31. The solution showcases the order of operations, prioritizing bracketed calculations, which ensures accurate computation through systematically structured steps .

When evaluating expressions like a+b, a-b, axb, and a÷b with a and b as integers, the expression a÷b does not necessarily result in an integer. This is because division involving integers can lead to fractional results unless b is a factor of a. In contrast, additions, subtractions, and multiplications of integers always yield integers due to closure properties. Thus, a÷b is correctly identified as potentially non-integer, reflecting how integer division is not closed under the set of integers unless specific divisibility conditions are met .

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