Mathematics 7

Quarter 1
Self-Learning Module 7
Subtraction of Integers
Mathematics Grade 7
Quarter 1 – Self-Learning Module 7: Subtraction of Integers
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writers: Evangeline A. Edralin; Ma. Cyril Anne P. Erestain;
Denice Pauline T. Nicolas; Mineria A. Se;
Maria Caroline B. Soliven
Editors: Ma. Cynthia P. Badana; Ma. Victoria L. Peñalosa
Reviewers: Cecilia M. Marcelo; Julie R. Reyes; Raneth A. Yago (technical)
Illustrator:
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS /ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larangan)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
Mathematics 7
Quarter 1
Self-Learning Module 7
Subtraction of Integers
Introductory Message

For the Facilitator:

Welcome to the Mathematics Grade 7 Self-Learning Module on Subtraction of

Integers!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This self-learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this self-
learning module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Moreover, you are expected to encourage and
assist the learners as they do the tasks included in the self-learning module.
 For the Learner:

Welcome to the Mathematics Grade 7 Self-Learning Module on Subtraction of

Integers!

This self-learning 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 material while being
an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

1. Formulate the rules for subtraction of integers.

2. Subtract integers.
3. Solve real-life problems involving subtraction of integers.

PRETEST

Directions: Choose the letter of the correct answer. Write your answer in your
notebook.
1. What is the inverse of the subtrahend in 17 – (-13) = 30?
A. -30 B. 0 C. 13 D. 17
2. What is 20 decreased by -20?
A. -40 B. 0 C. 20 D. 40
3. What should be subtracted from 75 to get -10?
A. 0 B. 10 C. 75 D. 85
4. Simplify: -75 – (-125)
A. -200 B. -50 C. 50 D. 200
5. Simplify: (60 + 40) – (-21)
A. 121 B. 79 C. -79 D. -121

RECAP

Directions: Analyze the rules then solve the unknown values to fill in the spaces in
the circle. The outermost circle is the sum.

a=?

-35 30 115
-50 b=?
+15
e=? c=?
-60 -100 -2

d=?
 LESSON

In this self-learning module lesson, we will be exploring how to subtract

integers. The step by step process of subtracting integers is included in this self-
learning module. Enough examples and exercises are presented to facilitate learning.

Three friends agreed to meet at the

mall to buy needed materials for their civic
organization. On the way to the mall, they
all brought their own cars. Jazmine parked
her car at the 3rd floor of the parking area.
Ryinna arrived second and got her parking
at the 3rd basement. If Angelo who arrived
last had his parking at the 5th floor, how many floors far away his car to Jazmine?
From Ryinna?

The given in the problem can be represented as;

3 as 3rd floor (Jazmine’s car location)

(–3) as 3rd basement (Ryinna’s car location)

5 as 5th floor (Angelo’s car location)

The question, How many floors far away Angelo’s car to Jazmine’s car?, in the
given problem can be written as;

A. 5 – 3 = ______

While the question, How many floors far away Angelo’s car to Ryinna’s car?,
in the given problem can be written as;

B. 5 – (–3) =

This problem can be solved using colored chips. In this lesson

white chips + will represent positive numbers while black chips – will
represent negative numbers.
A. Solving 5 – 3 = _____, can be solved using colored chips in two ways:

Solution 1: 5 – 3 = _____

Represent 5 using 5 white chips.

= + + + + +
=
+ + + + + Subtract 3 by removing 3 white
chips.
= Then, 2 white chips remained.
+ +

Solution 2: 5 – 3 = _____, can also be expressed in addition as 5 + (-3) = _____

+ + + + + Represent 5 using 5 white chips.

– – – Add -3 chips using 3 black chips.

3 white chips and 3 black chips

add up to 0. They are neutral.
+ + Then, 2 chips remained.

Thus, 5 – 3 = 2 and 5 + (-3) = 2. Therefore, Angelo’s car parking area is 2

floors away from Jazmine’s car parking area.

B. Solving 5 – (– 3) = _____, can also be solved using colored chips in two ways.

Solution 1: 5 – (– 3) = _____

+ + + + + Represent 5 using 5 white chips.

Subtract -3 by removing 3 black chips. But since there are no 3 black chips
to remove, add 3 set of neutral chips.

+ + + + + + – + – + –
5 0 0 0

Now, we can subtract (-3) by removing the 3 black chips and what left are 8
positive chips.

+ + + + + + + +
Solution 2: 5 – (– 3) = _____, can also be expressed in addition as 5 + ( 3) = ______

+ + + + + Represent 5 using 5 white chips.

+ + + Add 3 using 3 white chips

A total of 8 white positive chips

+ + + + + + + +
Thus, 5 – (– 3) = 8 and 5 + (3) = 8. Therefore Angelo’s car parking area is 8
floors away from Ryinna’s car parking area.
From the above examples, we noticed that subtraction statement can be
written as addition statement. Observe the two examples and answer the guide
questions on how it was done.

Guide questions:
1. What are the minuends in the
5 and 5
subtraction statements?
2. What are the subtrahend in the 3 and –3
subtraction statements
3. What happened to the minuends in The minuends were kept.
the corresponding addition statement?
4. What happened to subtraction It changed to addition.
operation?
5. What happened to the subtrahend? The subtrahends were changed to
its opposite or its additive inverse.

Based on the above illustration, how do we subtract integers? To subtract

integers, keep the minuend, change the operation from subtraction to addition, and
change the sign of the subtrahend to its opposite or additive inverse. Then proceed
to operation of addition. (Keep-Change-Change/KCC)

Example 1: Change each of the following subtraction statements into addition

statement and give the answer.

Subtraction Addition Answer

A. -70 – 8 = -70 + -8 = -78

B. 45 – (–12) = 45 + 12 = 57

C. -58 decreased by -18

-58 – (–18)= -58 + 18 = – 40

Example 2: What must be subtracted from 80 to get 120?

80 – n = 120

80 – 120 = n

80 + (-120) = n

-40 = n

Example 3: Subtract -20 from the difference of -175 and -15.

{-175 – (-15)} – (– 20) = (-175 + 15) – (– 20)

= -160 – (– 20)

= -160 + 20

= -140

Example 4: The temperature of a COVID-19 patient was recorded 41C. After an

hour of taking the medication, the patient’s temperature was 4C lower. What was
the temperature of the patient then?

41C – 4C = 41C + (-4C )

37C = 37C
Thus, the temperature of the patient after an hour of taking the medication is 37C.

Example 5: The Clinica Medica received their deliveries of 54 boxes of Personal

Protective Equipment (PPE). After a week there were only 12 boxes of Personal
Protective Equipment (PPE) left. How many boxes of PPEs were used with-in the
week?
Let n be the number of boxes of PPEs used with-in the week.
Then,
54 – n = 12
54 – 12 = n
42 = n
Thus, there were 42 boxes of PPEs used with-in the week.
 ACTIVITIES

ACTIVITY 1: LET’S PRACTICE!

Directions: Determine the difference by subtracting the number in the first column
from the number in the uppermost part of the second column. Write the difference
in the second column.

20
1. -7
2. -13
3. 45
4. 20
5. -70

ACTIVITY 2: KEEP PRACTICING!

Directions: Solve the following. Write your answer on the space provided.

1. Subtract 12 from 32.

2. What is 128 diminished by -42?

3. What must be subtracted from -78 to get -30?

4. What is 220 decreased by the sum of -70 and 20?

5. Subtract -18 from the difference of -30 and 50.

ACTIVITY 3: TEST YOURSELF!

Direction: Solve each of the following problems.
1. During the Enhanced Community Quarantine, Linda is Php 8000 in debt to her
sister. After a month she returned Php 6000 and promised to pay the remaining
balance the following week. How much will she pay next week to her sister?
2. An elevator is on the 12th floor. It goes down 9 floors and then up 8 floors. What
floor is the elevator now?
3. The average temperature in Pasig City in the month of February is 25C while in
Baguio City is 10C. What is the difference between their temperatures?
4. What is the result when the sum of -20 and 15 is subtracted from the sum of 15
and -30?
5. Last June 5, 2020, the reported number of recoveries was 82 individuals while
the reported number of deaths is 3 individuals. What is the difference between
the number of recoveries and deaths on that day?
 WRAP-UP

Remember that …
 To subtract integers, keep the minuend, change the subtraction operation to
addition, and change the subtrahend to its opposite then proceed to addition
of integers. (Keep-Change-Change/ KCC)
 To subtract integers, simply add its opposite. For every integer m and n:
minuend subtrahend addition operation
  
m - n = m + -n
  
Subtraction operation minuend opposite of subtrahend

 The terms difference, minus, subtracted from, subtracted by, decreased by,
diminished by, and less than indicate subtraction.

VALUING
Reflections: (Journal Writing)

The process in subtracting integers is to change the sign of the subtrahend to

its opposite, then proceed to addition of integers. Teenagers nowadays are very
exposed to social media, online gaming, barkadas, etc. that lead them to different
vices and immoralities. As individual, cite some ways on how to subtract vices and
immoralities in our society. Write your answers on a separate sheet of paper.

POSTTEST
Direction: Choose the letter of the correct answer.
1. What is 75 diminished by 40?
A. 115 B. 55 C. 35 D. 25
2. What is -120 – 80?
A. -200 B. -40 C. 40 D. 200
3. If n – 63 = 37, then the value of n is
A. -100 B. 26 C. 36 D. 100
4. What should be subtracted from -50 to get 30?
A. -80 B. -20 C. 20 D. 80
5. Simplify: (54 + 46) – 78.
A. 32 B. 22 C. -22 D. -32
 KEY TO CORRECTION

5. B 4. A 3. D 2. A 1. C
POSTTEST
5. 79 4. -10 3. 15C 2. 11th floor 1. Php 2,000

ACTIVITY 3: TEST YOURSELF!

5. -62 4. 270 3. -48 2. 170 1. 20

ACTIVITY 2: KEEP ON PRACTICING!

5. 90 4. 0 3. -25 2. 33 1. 27
ACTIVITY 1: LET’S PRACTICE!
e. -75 d. -85 c. -17 b. 100 a. 45
RECAP
5. A 4. C 3. D 2. D 1. C
PRETEST

References
Alferez, Merle, and Cecilia Duro. Elementary Algebra. Quezon: Gerpress Printing,
2004.
Monterozo, Mercilinia, and Anastacia Viduya. Learning Enhancement in Mathematics.
Quezon: Souvenir Publications, Inc., 2008.
Oronce, Orlando, and Marilyn Mendoza. E-Math 7. Manila: Rex Books Store, Inc.,
2015.
Department of Health. Updates on Novel Coronavirus Disease (COVID-19).
https://www.doh.gov.ph/2019-nCoV. (Accessed July 1, 2020).

https://www.softschools.com/math/topics/subtracting_integers/#:~:text=Keep%2
0Change%20Change%20or%20KCC,sign%20of%20the%20second%20numb
er. (Accessed July 1, 2020).
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fclipartlook.com%
(Accessed July 5, 2020).