Teacher’s Guide Sheet 6.

Concept: Integers

Learning Outcomes: Read and write integers

Teaching Aids: Diagram and Thermometer

Activity 1

Approach Class discussion

Aim Introduce integers in context.

Steps 1. Teacher shows Diagram 1.

2. Teacher asks the following questions:
(a) How high is the aeroplane from the sea level?
(b) How deep is the submarine from the sea level?

Diagram 1

3. Teacher explains that the position of the aeroplane above sea level can
be represented by a plus sign (+), while the position of the submarine
below sea level can be represented by a minus sign (–).
4. Teacher explains/discuss how to read integers.

1
 +500 m is read as positive 500 metres.
–300 m is read as negative 300 metres.

5. Next, teacher expands the concept by using other examples:

(a) Thermometer: 10°C above 0°C means +10°C
(b) Profit and loss: Profit RM10 means +RM 10
Loss RM30 means –RM 30
(c) Increase and Increase RM5 means +RM 5
decrease of prices: Decrease RM6 means –RM 6
(d) East and West: 30 km to the east means +30 km
20 km to the west means –20 km
(e) Opposite The opposite of +4 is –4.
properties: The opposite of –15 is +15.

6. Pupils answer Worksheet 6.1.

2
Worksheet 6.1
1. Write the following integers in words:

(a) +20 __________________________________________________________

(b) –34 __________________________________________________________

(c) –101 _________________________________________________________

2. Write the following word descriptions in numeral form:

(a) Negative eight __________________________________________________

(b) Positive twelve _________________________________________________

(c) Negative thirty-two ______________________________________________

3. Use positive or negative numbers to represent the following contexts:

(a) Price increase of RM 5 __________________________________________

(b) 300 m below sea level ___________________________________________

(c) 28°C more than 0°C _____________________________________________

(d) Loss of RM 12 __________________________________________________

(e) Delay of 30 minutes _____________________________________________

4. Fill in the blanks.

(a) If +RM 5 means an increase of RM 5, then –RM 8 means _________________

_______________________________________________________________

(b) If –10 km means 10 km to the south, then +15 km means _________________

_______________________________________________________________

3
 (c) If –RM 7 means a loss of RM 7, then +RM 12 means _____________________

_______________________________________________________________
(d) If +10 cm means the water level of Gombak River has increased by 10 cm, then

–25 cm means ___________________________________________________

_______________________________________________________________

5. Write the opposites of the following integers:

(a) The opposite of +5 is _____________________

(b) The opposite of –20 is _____________________

(c) The opposite of +6 is _____________________

(d) The opposite of –70 is _____________________

(e) The opposite of 8 is _____________________

4
Teacher’s Guide Sheet 6.2

Concept: Negative numbers

Learning Outcomes: 1. Represent integers on number line.

2. Compare the values of two integers.

Teaching Aids: Flash cards, marker pens, strings and clips.

Activity 1

Approach Explanation and individual task.

Aim 1. Represent integers on number lines.

2. Identify the numbers given as positive or negative integers.
3. Draw a number line for positive and negative integers.

Steps 1. Teacher uses the following examples to explain that integers are whole
numbers with positive or negative signs including zero:
(a) Number cards (numbers including fractions, decimals and integers
with positive signs only).
(b) Repeat (a) but add negative numbers and zero. Ask pupils to
identify whether the number selected is an integer. If it is an
integer, then ask pupils to state whether it is a positive or negative
integer. Teacher emphasises that a positive integer is a whole
number with or without a positive (+) sign. Whereas, a negative
integer is a whole number with a negative sign (–).
(c) Teacher guides the pupils to make a conclusion.
2. Teacher asks two pupils to straighten a string. He/She then asks pupil
to place the zero card in the middle of the string.

Pupil who is holding the number 1 and –1 cards places the cards on the
right and left of zero respectively.

5
 Next, other pupils complete the number line by using the opposite
properties.

3. Teacher concludes that the number line consists of positive integers,

negative integers and zero with the same intervals.

4. Repeat by using different scales, for examples:

Lastly, teacher emphasizes that the integers on the number line must
have the same interval.
5. Pupils answer Worksheet 6.2.

6
Worksheet 6.2
1. Classify the integers in the boxes below.

2. State whether the statements are true or false.

(a) 0, 1, –1, –2 are integers _____________

(b) 7, 5, 0 are positive integers _____________

(c) –1, –2, –3 are negative integers _____________

3. List all the integers between –3 and 2.

Answer: ___________________________________________________________

4. List all the negative integers between –5 and 1.

Answer: ___________________________________________________________

5. List all the positive integers between –3 and 4.

Answer: ___________________________________________________________

6. The number of negative integers between –7 and 7 is _______.

7. The number of positive integers between –5 and 8 is _______.

8. List all the integers from –4 to 3: ________________________________________.

7
9. Draw a number line and label the integers from –6 to 6.

10. Draw a number line and label the following integers: –2, –4, 4, 0, 2

11. Complete the following number lines:

(a)

(b)

8
Teacher’s Guide Sheet 6.3

Concept: Positive integers and negative integers

Learning Outcomes: Compare the values of two integers.

Activity 1

Approach Class discussion

Aim 1. Identify and compare the values of two integers.

2. Identify the largest and the smallest values of integers from given sets of
integers.

Steps 1. Teacher uses a number line to explain the integers in order.

Teacher asks pupils:

(a) Which integer has the greater value, 2 or 3?
(b) Which integer has the greater value, 1 or 2?
(c) Which integer has a greater value, 0 or 1?
(d) Which integer has the greater value, 0 or –1?
(e) Which integer has the greater value, –2 or –1?
(f) Which integer has the greater value, –3 or –2?
Let pupils create their own similar questions and discuss.
Teacher discusses to conclude that between two integers on a number
line, the number on the right always has the greater value. Teacher
emphasizes the usage of the symbol < (less than) and > (greater than).
2. Teacher discuss other examples:
(a) –7 –8 –7 > –8
(b) –1 –4 –1 > –4
(c) –1 1 –1 < 1
(d) –8 2 –8 < 2

3. Pair work: Let a pupil gives any two integers and the other pupil decides
which integer has the smaller value.

9
4. Teacher gives a list of three integers. Pupils identify the greatest and the
smallest integers.
(a) 4, 2, 6
(b) –1, 0, 2
(c) 0, –6, –8
(d) –3, –7, –11

5. Pupils take turn to do this activity:

A pupil gives a list of integers and the other pupil identify the greatest and
the smallest integers.

Conclusion:
6. In a list of integers, the further to the right of the number line, the greater is
its value. The further to the left of the number line, the smaller its value.

7. Pupils answer Worksheet 6.3 in groups.

10
Worksheet 6.3

1. State whether the statement is true “9” or false “8”.

(a) 5 is greater than –7 _______

(b) –8 is less than –5 _______

(c) –11 is greater than –13 _______

(d) –4 is less than 0 _______

2. State whether the statement is true “9” or false “8”.

(a) 3 > –2 _______

(b) –7 < 1 _______

(c) –3 > –4 _______

(d) –2 < 0 _______

3. Fill in the blank with the correct symbol > or < to state the connection of the integers.

(a) 5 _______ –6 (b) –3 _______ –4

(c) 0 _______ –5 (d) –7 _______ –4

4. Find the greatest and smallest integers from the list below:

(a) –2, 7, 0
Greatest value = _______

Smallest value = _______

(b) –3, 0, –5, –1

Greatest value = _______

Smallest value = _______

11
 (c) –5, –12, –8, –7, –3

Greatest value = _______

Smallest value = _______

5. Complete the table:

No. List of the integers Smallest Greatest
i. 2, –3
ii. 4, 3, 8
iii. –1, 0, –4
iv. 6, –3, 4, –5
v. 0, –2, 7, –4
vi. –4, –5, 0, –8

6. Fill in the blanks with suitable integers. Choose the integers from the brackets.

(a) 2 < _______ (+10, –10, 0)

(b) _______ < 0 (+4, 0, –4)

(c) –3 > _______ (–2, 0, –5)

(d) _______ > _______ (15, –15)

(e) _______ < _______ (–11, –7)

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Teacher’s Guide Sheet 6.4

Concept: Arranging integers in order

Learning Outcomes: Arrange integers in order.

Teaching Aids: Manila card, marker pen, scissors, string, chairs and
thermometer.

Activity 1

Approach Simulation and class discussion

Aim 1. Arranging integers in ascending order and vice versa.

2. Find the missing terms.

Steps 1. Teacher prepares cards as below:

Example:

(a) Teacher distributes the cards to 5 pupils and asks them to line up
in front of the class in ascending (increasing) and descending
(decreasing) order.
Teacher introduces the term ‘increasing’ and ‘decreasing’ to the
pupils.
(b) Repeat with the following integers:
(i) –2, –1, 0, 1, 2
(ii) –15, –14, –13, –12, –11
(iii) –20, –2, 0, 2, 7
(iv) Teacher gives blank cards to 5 pupils and asks them to write
any integers on the cards. Then arrange them in ascending and
then descending order.

13
2. Teacher asks pupils to arrange a row of chairs as below:

Teacher gives five number cards as in Appendix 1 to the pupils. Teacher

asks two pupils to sit on the chairs as shown in Appendix 1. Next, ask
three pupils to sit according to the order of the numbers (ascending from
left to right).
3. Teacher shows the diagram of a thermometer on a mahjong paper.

Teacher asks pupils to give the readings of P, Q, R and S.

4. Conclusion
Teacher emphasizes again that
In a list of the integers …, –3, –2, –1, 0, +1, +2, +3, … the further to the
right a number is on a number line, the greater is its value. The
further to the left of the number line, the smaller its value.

5. Pupils answer Worksheet 6.4.

14
Appendix 1

1. Pupils are given the integers.

2. Teacher arranges 5 chairs and fixed two seats for the pupils who hold the cards of
–19 and –7

Repeat with the following integers:

Teacher arranges 5 chairs and fixed three seats for the pupils who hold the cards of
–9, –1 and 7

15
Worksheet 6.4
1. Arrange the integers in ascending order.
(a) –2, 1, 0, 2, –1

Answer: ______________________________________

(b) –2, –10, –8, –4, –6

Answer: ______________________________________

(c) –10, 5, –5, 0, 10

Answer: ______________________________________

(d) +11, –5, +8, –21, –15

Answer: ______________________________________

2. Arrange the integers in descending order.

(a) –2, –1, 0, 3

Answer: ______________________________________

(b) –1, –7, –3, –11

Answer: ______________________________________

(c) –5, 6, 2, –7

Answer: ______________________________________
(d) –20, –4, 8, –35, 12

Answer: ______________________________________

3. Fill in the blanks with suitable integers.

(a)

16
 (b)

(c)

(d)

4. State the readings of A, B, C, D and E on the thermometer.

17
Test 6.1

Name:
_______________________________________________________

Class:
_______________________________________________________

1. If +5 kg means increasing of body weight of 5 kg, then –4 kg means ____________

___________________________________________________________________

2. Represent the following sentence with an integer.

Decrease of RM 1 per share of Wawasan Company = _______________________

3. State ‘True’ or ‘False’ for the statement.

Zero is an integer. _________

4. Give 5 examples of positive integers.

5. Give 5 examples of negative integers.

6. List all the positive integers between –3 and 4.

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7. List all the negative integers between –8 and –1.

8. How many integers are there between –3 and 4?

9. Complete the number line with suitable integers.

10. Label the number line with integers from –5 to 3.

11. Circle the integer with the greater value.

(a) –22 or 20

(b) –14 or –41

(c) –115 or –10

12. Write the smallest integer from the following numerals.

(a)

–41 –22 5 0 +18 –57

Answer: _______

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 (b)

–3 –30 3 13 –31 +30 –1 +5

Answer: _______

13. Arrange the following integers in descending order.

–100, +7, –9, +3, 0, –44, –82, +56

14. State the readings of X, Y and Z on the thermometer.

15. Circle the integer which is placed wrongly in the following number sequences.
(a)

–15 –11 –7 –3 1 4

(b)

–5 –3 –1 2 3 5

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Teacher’s Guide Sheet 6.5

Concept: Addition of integers

Learning Outcome: Add integers.

Teaching Aids: Numbers string, pupils.

Activity 1

Approach Simulation and class discussion

Aim 1. To mark the positive and negative directions on the number line.
2. To add:
(a) two positive integers
(b) two negative integers
(c) a positive and a negative integer

Steps 1. Worksheet 6.5 is distributed and pupils are asked to answer question 1
only. (Worksheet 6.5 contains 4 questions.)
2. Based on question 1 from Worksheet 6.5, teacher explains that positive
direction means heading to positive integers, whereas negative direction
means heading to negative integers.
3. Teacher asks the pupils to mark the positive and negative directions in the
same question.
4. Teacher draws the number line or straighten the number string on the wall
as below:
Example:

Teacher asks two pupils to hold the two ends of the string.

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5. Teacher asks a pupil to model the operation of addition:
(a) 2 + 3

Teacher emphasises to pupils:

(i) The pupil must face the positive integer’s direction because the
first term is a positive integer.
(ii) ‘Addition’ means move forward according to the second number.
(iii) The answer of the operation is the final position of the pupil.
Teacher gives other examples.

(b) (–1) + (–3)

Teacher emphasises to pupils:

(i) The pupil must face negative integer’s direction because the
first term is a negative integer.
(ii) An addition means move forward according to the second
number, which is the negative integer's direction.
(iii) The final answer is the last position of the pupil.
Teacher gives other examples.
6. Teacher divides the pupils into two groups and asks them to solve
questions 2 and 3 in Worksheet 6.5.

22
7. Teacher continues the activity by using a combination of positive and
negative integers.
Examples:
(a) (–2) + (+3)

Teacher emphasizes to pupil:

(i) Since the first term is a negative integer, the pupil must
face the negative integer direction.
(ii) Addition still means move forward
BUT:
The second term shows a positive integer, hence:
The pupil must face the positive integer direction and move
forward according to second ordering number (pupil has to
turn)
Teacher gives another example.

(b) 3 + (–5)

23
 Teacher emphasises to pupils:
(i) Since the first term is a positive integer, the pupil must face the
positive integer direction.
(ii) ‘Addition’ still means move forward,
BUT:
The second term shows a negative integer, hence:
The pupil must face to the negative integer direction and move
forward according to second ordering number (pupil has to turn)
8. Teacher asks pupils to solve 4 questions in Worksheet 6.5.
9. Discuss and guide pupils to make the conclusion.

24
Worksheet 6.5

1. (a) Label the number lines below from –3 to 3 and state the positive or negative
directions:

(b) Label the number lines below from –5 to 5 and state the positive or negative
directions:

2. Mark the first integer on the number line and show the steps on how to get the sum
of the two integers on the number line.

(a) (+3) + (+2) =

(b) (–3) + (–2) =

(c) (–4) + (–5) =

25
 (d) (–4) + (–3) =

3. Solve the following by using the number line.

(a) (+4) + (+9) =

(b) (–5) + (–3) =

(c) (–8) + (–4) =

(d) (–6) + (–2) =

4. Solve the following by using the number line.

(a) (–2) + (+5) =

(b) (–4) + (+7) =

26
(c) (+5) + (–3) =

(d) (–5) + (+4) =

27
Teacher’s Guide Sheet 6.6

Concept: Addition of integers

Learning Outcomes: Addition of integers

Activity 1

Approach Explanation

Aim Addition of any three integers.

Steps 1. Teacher recalls the addition involving two integers by using the method
‘owing’ and ‘paid’.
Examples:
(a) (–1) + (–3) is read as ‘owing RM 1, increase debt of RM 3’ becomes
owing RM 4 (increase in debt).
(b) (–2) + 3 is read as ‘owing RM 2 paid RM 3’ = RM 1 (debt write off,
but balance RM 1).
(c) 3 + (–5) is read as ‘owing RM 5, paid RM 3’ = owing RM 2 (still
owing).
Notes:
* Negative sign represents as ‘debt/owing’
Positive sign represent as ‘paid’
Reminder:
* Teacher emphasizes that pupils must always use the term ‘owing’ first,
before using the term ‘paid’, such as Example (c) above.
2. Next, teacher will use the above method to add three integers.
Examples:
(a) (–1) + (–3) + (–4) is read as ‘owing RM 1, increase debt of RM 3 and
additional owing of RM 4’.
Suggested question to the pupils
“Has the owing increased or decreased?”
(b) (–2) + 3 + 4 is read as ‘owing RM 2, paid RM 3, paid RM 4’.
(c) (–2) + 3 + (–4) =
(d) 3 + (–5) + 4 =
(e) 3 + (–5) + (–4) =

3. Pupils answer Worksheet 6.6.

28
Worksheet 6.6

1. Tick “9” or “8” for the statements below:

(a) 6 + (–12) + 8 = 2 _______

(b) –2 + 16 + (–8) = 6 _______

(c) –8 + (–10) + 3 = –15 _______

(d) 31 + (–11) + (–5) = 27 _______

(e) –4 + (–9) + (–7) = –20 _______

2. Solve:

(a) 8 + 7 + 2 = (b) 8 + 7 + (–2) =

(c) –3 + (–5) + (–11) = (d) –5 + 17 + (–20) =

(e) 43 + (–29) + 13 = (f) 18 + (–9) + (–27) =

(g) –56 + (–21) + 78 = (h) –27 + (–41) + (–33) =

(i) –35 + (–12) + 40 = (j) 23 + (–20) + 41 =

29
Teacher’s Guide Sheet 6.7

Concept: Addition of integers

Learning Outcomes: Solve problems involving addition of integers.

Activity 1

Approach Discussion

Aim Solve problems involving context such as profit or loss, debt, increase and
decrease of temperature.

Steps 1. Based on Worksheet 6.7, Question 1(a):

(a) Teacher copies the question on the white board.
(b) Teacher asks the pupils to state the important information and
identifies the operation.
(c) Teacher asks the pupils to change the above information into a
mathematical statement.
(d) Teacher discusses the answer with the pupils.
Question:
Initially, the temperature of a room was 25°C. After an hour, its
temperature increased by 5°C. What was the final temperature of
the room?
Important Information:
Initial temperature = 25°C
Increase of temperature = +5°C
Operation ⇒ Addition
Solution:
25°C + (+5°C) = 30°C

2. Pupils solve question 1(b), followed by other questions in Worksheet 6.7.

30
Worksheet 6.7

Answer all questions in the spaces provided.

1. (a) If the room temperature increases by 5°C from 25°C, find the temperature of the
room now.

(b) If the temperature of a refrigerator decreases by 3°C from -1°C, what is the
temperature now?

2. Ali is a businessman. In January, his profit is RM500 and he loses RM 200 in

February. In March, his profit is RM 100. How much profit or loss does he get within
the three months?

3. A scuba diver is at 8 m below the sea level. After that, he dives a further 3 m and
goes up 6 m, what is his position now?

4. On Monday SKY shares is RM2.65. On the next day, the price of the share
increases by 30 sen and on Wednesday the price decreases by 55 sen. Find the
price of the share on Wednesday.

5. Ah Chong has RM1600 in his bank account. He withdraws RM420 to buy a

cupboard. At the end of the month, he deposits RM300 into his account. What is the
balance of his account now?

31
Test 6.2

Name:
_______________________________________________________

Class:
_______________________________________________________

1. Solve the following using number lines.

(a) 4 + (–7) =

(b) (–8) + 9 =

(c) (–8) + 7 + (–4) =

(d) 3 + (–2) + (–7) =

2. Solve the following:

(a) 7 + (–18) = (b) (–11) + (–24) =

(c) 13 + (–4) + 8 = (d) (–23) + 8 + (–19) =

32
3. State whether the following is ‘True’ or ‘False’

(a) (–3) + 5 > 4 + (–7) __________

(b) 8 + (–11) < (–5) + (–2) __________

(c) (–9) + 7 > (–4) + (–2) __________

(d) (–2) + (–3) + 4 < –3 __________

4. Complete the following using suitable integers from the brackets.

(a) 3 + _______ = –4 (1, –1, –7, 7)

(b) (–5) + _______ = –2 (–3, 3, –7, 7)

(c) _______ + (–2) = –7 (–9, 9, –5, 5)

(d) 2 + _______ + (–3) = 0 (–1, 1, –2, 2)

5. A submarine is at 3 m below sea level. Then, it goes up 2 m and submerges 4 m.

Find its new position from the sea level.

33
Answer
Worksheet 6.1
1. (a) positive twenty (b) negative thirty-four
(c) negative one hundred and one

2. (a) –8 (b) +12

(c) –32

3. (a) +RM5 (b) –300 m

(c) +28°C (d) –RM12
(e) – 30 minutes

4. (a) decrease of RM8

(b) 15 km to the north
(c) profit of RM12
(d) the water level of Gombak River is decreasing by 25 cm

5. (a) –5 (b) +20

(c) –6 (d) +70
(e) –8

Worksheet 6.2
1.

2. (a) True (b) False

(c) True

3. –2, –1, 0, 1 4. –4, –3, –2, –1

5. 1, 2, 3 6. 6

7. 7 8. –4, –3, –2, –1, 0, 1, 2

9.

34
10.

11. (a) –5, +10 (b) –12, –6, 6

Worksheet 6.3
1. (a) 9 (b) 9
(c) 9 (d) 9

2. (a) 9 (b) 9
(c) 9 (d) 9

3. (a) > (b) <

(c) > (d) <

4. (a) Greatest value = 7

Smallest value = –2

(b) Greatest value = 0

Smallest value = –5

(c) Greatest value = –3

Smallest value = –12

5.
No. Smallest Greatest
i. –3 2
ii. 3 8
iii. –4 0
iv. –5 6
v. –4 7
vi. –8 0

6. (a) +10 (b) –4

(c) –5 (d) 15 > –15
(e) –11 < –7

35
Worksheet 6.4
1. (a) – 2, –1, 0, 1, 2 (b) –10, –8, –6, –4, –2
(c) –10, –5, 0, 5, 10 (d) –21, –15, –5, +8, +11

2. (a) 3, 0, –1, –2 (b) –1, –3, –7, –11

(c) 6, 2, –5, –7 (d) 12, 8, –4, –20, –35

3. (a) –2, 2 (b) –5, 4

(c) 5, 0 (d) –4, –13

4. A = –14°C, B = –8°C, C = –2°C, D = 3°C, E = 9°C

Test 6.1
1. Decreasing of body weight by 4 kg. 2. –RM1

3. True 4. 1, 2, 3, 4, 5
(Any positive integers will do)

5. –7, –5, –3, –2, –1 6. 1, 2, 3

(Any negative integers will do)

7. –7, –6, –5, –4, –3, –2 8. 6

9. –6, –2, 4

10.

11. (a) 20 (b) –14

(c) –10

12. (a) –57 (b) –31

13. +56, +7, +3, 0, –9, –44, –82, –100

14. X = –6°C, Y = 2°C, Z = 9°C

15. (a) 4 (b) 2

36
Worksheet 6.5
1. (a)

(b)

2. (a) (+3) + (+2) = +5

(b) (–3) + (–2) = –5

(c) (–4) + (–5) = –9

(d) (–4) + (–3) = –7

3. (a) (+4) + (+9) = +13

37
 (b) (–5) + (–3) = –8

(c) (–8) + (–4) = –12

(d) (–6) + (–2) = –8

4. (a) (–2) + (+5) = +3

(b) (–4) + (+7) = +3

(c) (+5) + (–3) = 2

(d) (–5) + (+4) = –1

Worksheet 6.6
1. (a) 9 (b) 9
(c) 9 (d) 8
(e) 9

2. (a) 17 (b) 15
(c) –19 (d) –8
(e) 27 (f) –18

38
 (g) 1 (h) –101
(i) –7 (j) 44

Worksheet 6.7
1. (a) 25°C + 5°C = 30°C (b) –1°C + (–3°C ) = –4°C

2. RM500 + (–RM200) + RM100 = RM400

3. –8 m + (–3 m) + 6 m = –5 m

4. RM2.65 + RM0.30 + (–RM0.55) = RM2.40

5. RM1600 – RM420 + RM300 = RM1480

Test 6.2
1. (a) 4 + (–7) = –3

(b) (–8) + 9 = 1

(c) (–8) + 7 + (–4) = –5

(d) 3 + (–2) + (–7) = –6

2. (a) –11 (b) –35

(c) 17 (d) –34

3. (a) True (b) False

(c) True (d) False

39
4. (a) –7 (b) 3
(c) –5 (d) 1

5. –3 m + 2 m – 4 m = –5 m
Answer: 5 m below sea level

40