BEAMS - Unit 1 Negative Numbers

Basic Essential
Additional Mathematics Skills
UNIT 1
NEGATIVE NUMBERS
Unit 1:
Negative Numbers
Curriculum Development Division

Ministry of Education Malaysia
TABLE OF CONTENTS
Module Overview 1
Part A: Addition and Subtraction of Integers Using Number Lines 2
1.0 Representing Integers on a Number Line 3
2.0 Addition and Subtraction of Positive Integers 3
3.0 Addition and Subtraction of Negative Integers 8
Part B: Addition and Subtraction of Integers Using the Sign Model 15
Part C: Further Practice on Addition and Subtraction of Integers 19
Part D: Addition and Subtraction of Integers Including the Use of Brackets 25
Part E: Multiplication of Integers 33
Part F: Multiplication of Integers Using the Accept-Reject Model 37
Part G: Division of Integers 40
Part H: Division of Integers Using the Accept-Reject Model 44
Part I: Combined Operations Involving Integers 49
Answers 52
Basic Essential Additional Mathematics Skills (BEAMS) Module
Unit 1: Negative Numbers
MODULE OVERVIEW
1. Negative Numbers is the very basic topic which must be mastered by every
pupil.
2. The concept of negative numbers is widely used in many Additional

Mathematics topics, for example:
(a) Functions (b) Quadratic Equations
(c) Quadratic Functions (d) Coordinate Geometry
(e) Differentiation (f) Trigonometry
Thus, pupils must master negative numbers in order to cope with topics in
Additional Mathematics.
3. The aim of this module is to reinforce pupils‟ understanding on the concept of

negative numbers.
4. This module is designed to enhance the pupils‟ skills in
 using the concept of number line;

 using the arithmetic operations involving negative numbers;
 solving problems involving addition, subtraction, multiplication and
division of negative numbers; and
 applying the order of operations to solve problems.
5. It is hoped that this module will enhance pupils‟ understanding on negative

numbers using the Sign Model and the Accept-Reject Model.
6. This module consists of nine parts and each part consists of learning objectives
which can be taught separately. Teachers may use any parts of the module as
and when it is required.

1
PART A:
ADDITION AND SUBTRACTION
OF INTEGERS USING
NUMBER LINES
LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to perform computations

involving combined operations of addition and subtraction of integers using a
number lines.
TEACHING AND LEARNING STRATEGIES
The concept of negative numbers can be confusing and difficult for pupils to
grasp. Pupils face difficulty when dealing with operations involving positive and
negative integers.
Strategy:
Teacher should ensure that pupils understand the concept of positive and negative
integers using number lines. Pupils are also expected to be able to perform
computations involving addition and subtraction of integers with the use of the
number line.

2
PART A:
ADDITION AND SUBTRACTION OF INTEGERS
USING NUMBER LINES
LESSON NOTES
1.0 Representing Integers on a Number Line
 Positive whole numbers, negative numbers and zero are all integers.
 Integers can be represented on a number line.

Positive integers
may have a plus sign
–3 –2 –1 0 1 2 3 4 in front of them,
like +3, or no sign in
front, like 3.
Note: i) –3 is the opposite of +3
ii) – (–2) becomes the opposite of negative 2, that is, positive 2.
2.0 Addition and Subtraction of Positive Integers
Rules for Adding and Subtracting Positive Integers
 When adding a positive integer, you move to the right on a

number line.
–3 –2 –1 0 1 2 3 4
 When subtracting a positive integer, you move to the left

on a number line.
–3 –2 –1 0 1 2 3 4

3
EXAMPLES
(i) 2 + 3
Start Add a
with 2 positive 3
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Adding a positive integer:
Start by drawing an arrow from 0 to 2, and then,

draw an arrow of 3 units to the right:
2+3=5
Alternative Method:
Make sure you start from

the position of the first
integer.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at 2 and move 3 units to the right:
2+3=5

4
(ii) –2 + 5
Add a
positive 5
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start by drawing an arrow from 0 to –2, and then,

draw an arrow of 5 units to the right:
–2 + 5 = 3
Alternative Method:

integer.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at –2 and move 5 units to the right:
–2 + 5 = 3

5
(iii) 2 – 5 = –3
Subtract a
positive 5
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Subtracting a positive integer:
Start by drawing an arrow from 0 to 2, and then,

draw an arrow of 5 units to the left:
2 – 5 = –3
Alternative Method:

integer.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at 2 and move 5 units to the left:
2 – 5 = –3

6
(iv) –3 – 2 = –5
Subtract a
positive 2
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start by drawing an arrow from 0 to –3, and

then, draw an arrow of 2 units to the left:
–3 – 2 = –5
Alternative Method:

integer.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at –3 and move 2 units to the left:
–3 – 2 = –5

7
3.0 Addition and Subtraction of Negative Integers
Consider the following operations:
4 + (–1) = 3
4–1=3
–3 –2 –1 0 1 2 3 4
4–2=2 4 + (–2) = 2
–3 –2 –1 0 1 2 3 4
4–3=1 4 + (–3) = 1
–3 –2 –1 0 1 2 3 4
4–4=0 4 + (–4) = 0
–3 –2 –1 0 1 2 3 4
4 + (–5) = –1
4 – 5 = –1
–3 –2 –1 0 1 2 3 4
4 – 6 = –2 4 + (–6) = –2
–3 –2 –1 0 1 2 3 4
Note that subtracting an integer gives the same result as adding its opposite. Adding or
subtracting a negative integer goes in the opposite direction to adding or subtracting a positive
integer.

8
Rules for Adding and Subtracting Negative Integers
 When adding a negative integer, you move to the left on a

number line.
–3 –2 –1 0 1 2 3 4
 When subtracting a negative integer, you move to the right

on a number line.
–3 –2 –1 0 1 2 3 4

9
EXAMPLES
(i) –2 + (–1) = –3
This operation of
–2 + (–1) = –3
is the same as
Add a
negative 1 –2 –1 = –3.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Adding a negative integer:

then, draw an arrow of 1 unit to the left:
–2 + (–1) = –3
Alternative Method: Make sure you start from

integer.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at –2 and move 1 unit to the left:
–2 + (–1) = –3

10
(ii) 1 + (–3) = –2
This operation of
1 + (–3) = –2
is the same as
1 – 3 = –2
Add a
negative 3
–5 –4 –3 –2 –1 0 1 2 3 4 5 6

Start by drawing an arrow from 0 to 1, then, draw an arrow of
3 units to the left:
1 + (–3) = –2
Alternative Method:
integer.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at 1 and move 3 units to the left:
1 + (–3) = –2

11
(iii) 3 – (–3) = 6
This operation of
3 – (–3) = 6
is the same as
3+3=6
Subtract a
negative 3
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Subtracting a negative integer:
Start by drawing an arrow from 0 to 3, and

then, draw an arrow of 3 units to the right:
3 – (–3) = 6
Alternative Method:

integer.
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at 3 and move 3 units to the right:
3 – (–3) = 6

12
(iv) –5 – (–8) = 3 This operation of

–5 – (–8) = 3
is the same as
–5 + 8 = 3
Subtract a 3+3=6
negative 8
–5 –4 –3 –2 –1 0 1 2 3 4 5 6

then, draw an arrow of 8 units to the right:
–5 – (–8) = 3
Alternative Method:
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Start at –5 and move 8 units to the right:
–5 – (–8) = 3

13
TEST YOURSELF A
Solve the following.
1. –2 + 4
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
2. 3 + (–6)
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
3. 2 – (–4)
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
4. 3 – 5 + (–2)
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
5. –5 + 8 + (–5)
–5 –4 –3 –2 –1 0 1 2 3 4 5 6

14
PART B:
OF INTEGERS USING
THE SIGN MODEL
LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to perform computations

involving combined operations of addition and subtraction of integers using
the Sign Model.
This part emphasises the first alternative method which include activities and
mathematical games that can help pupils understand further and master the
operations of positive and negative integers.
Strategy:
Teacher should ensure that pupils are able to perform computations involving
addition and subtraction of integers using the Sign Model.

15
PART B:

USING THE SIGN MODEL
LESSON NOTES
In order to help pupils have a better understanding of positive and negative integers, we have
designed the Sign Model.
The Sign Model
 This model uses the „+‟ and „–‟ signs.

 A positive number is represented by „+‟ sign.
 A negative number is represented by „–‟ sign.
EXAMPLES
Example 1
What is the value of 3 – 5?
NUMBER SIGN
3 + + +
–5 – – – – –
WORKINGS
+ + +
i. Pair up the opposite signs.
    
ii. The number of the unpaired signs is
the answer.
Answer –2

16
Example 2
What is the value of  3  5 ?
NUMBER SIGN
–3 _ _ _
–5 – – – – –
WORKINGS
There is no opposite sign to pair up, so _ _ _ _ _ _ _ _

just count the number of signs.
Answer –8
Example 3
What is the value of  3  5 ?
NUMBER SIGN
–3 – – –
+5 + + + + +
WORKINGS _ _ _
i. Pair up the opposite signs. + + + + +
ii. The number of unpaired signs is the
answer.
Answer 2

17
TEST YOURSELF B
1. –4 + 8 2. –8 – 4 3. 12 – 7
4. –5 – 5 5. 5–7–4 6. –7 + 4 – 3
7. 4+3–7 8. 6–2 +8 9. –3 + 4 + 6

18
PART C:
FURTHER PRACTICE ON
OF INTEGERS
LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to perform computations

involving addition and subtraction of large integers.
This part emphasises addition and subtraction of large positive and negative integers.
Strategy:
Teacher should ensure the pupils are able to perform computation involving addition
and subtraction of large integers.

19
PART C:
FURTHER PRACTICE ON ADDITION AND SUBTRACTION OF INTEGERS
LESSON NOTES
In Part A and Part B, the method of counting off the answer on a number line and the Sign
Model were used to perform computations involving addition and subtraction of small integers.
However, these methods are not suitable if we are dealing with large integers. We can use the
following Table Model in order to perform computations involving addition and subtraction
of large integers.
Steps for Adding and Subtracting

Integers
1. Draw a table that has a column for + and a column

for –.
2. Write down all the numbers accordingly in the

column.
3. If the operation involves numbers with the same

signs, simply add the numbers and then put the
respective sign in the answer. (Note that we
normally do not put positive sign in front of a
positive number)
4. If the operation involves numbers with different

signs, always subtract the smaller number from
the larger number and then put the sign of the
larger number in the answer.

20
Examples:
i) 34 + 37 =
+ – Add the numbers and then put the

positive sign in the answer.
34
37 We can just write the answer as
71 instead of +71.
+71
ii) 65 – 20 =
Subtract the smaller number from
+ – the larger number and put the sign
of the larger number in the
65 20 answer.
+45 We can just write the answer as

45 instead of +45.
iii) –73 + 22 =
+ – Subtract the smaller number from

the larger number and put the sign
22 73
answer.
–51
iv) 228 – 338 =
+ –
228 338 the larger number and put the sign
–110 answer.

21
v) –428 – 316 =
+ –
428
316
Add the numbers and then put the
negative sign in the answer.
–744
vi) –863 – 127 + 225 =
+ –
225 863 Add the two numbers in the „–‟

column and bring down the number
127 in the „+‟ column.
225 990 Subtract the smaller number from

the larger number in the third row
–765 and put the sign of the larger
number in the answer.
vii) 234 – 675 – 567 =
+ –

567
in the „+‟ column.


22
viii) –482 + 236 – 718 =
+ –

718 in the „+‟ column.

ix) –765 – 984 + 432 =
+ –
432 765
Add the two numbers in the „–‟
984 column and bring down the number
in the „+‟ column.
432 1749
–1317 the larger number in the third row
and put the sign of the larger
x) –1782 + 436 + 652 =
+ –
436 1782 Add the two numbers in the „+‟

652 in the „–‟ column.
1782
1088 Subtract the smaller number from

23
TEST YOURSELF C
1. 47 – 89 2. –54 – 48 3. 33 – 125
4. –352 – 556 5. 345 – 437 – 456 6. –237 + 564 – 318
7. –431 + 366 – 778 8. –652 – 517 + 887 9. –233 + 408 – 689

24
PART D:
OF INTEGERS INCLUDING THE
USE OF BRACKETS
LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to perform computations

involving combined operations of addition and subtraction of integers, including
the use of brackets, using the Accept-Reject Model.
This part emphasises the second alternative method which include activities to
enhance pupils‟ understanding and mastery of the addition and subtraction of
integers, including the use of brackets.
Strategy:
Teacher should ensure that pupils understand the concept of addition and subtraction
of integers, including the use of brackets, using the Accept-Reject Model.

25
PART D:
INCLUDING THE USE OF BRACKETS
LESSON NOTES
The Accept - Reject Model
 „+‟ sign means to accept.

 „–‟ sign means to reject.
To Accept or To Reject? Answer
+(5) Accept +5 +5
–(2) Reject +2 –2
+ (–4) Accept –4 –4
– (–8) Reject –8 +8

26
EXAMPLES
i) 5 + (–1) =
Number To Accept or To Reject? Answer

5 Accept 5 +5
+ (–1) Accept –1 –1
+ + + + +
–
5 + (–1) = 4
This operation of
5 + (–1) = 4
is the same as
5–1=4
We can also solve this question by using the Table Model as follows:
5 + (–1) = 5 – 1

+ – the larger number and put the sign
5 1
answer.
+4 We can just write the answer as 4
instead of +4.

27
ii) –6 + (–3) =
–6 Reject 6 –6
+ (–3) Accept –3 –3
– – – – – –
– – –
–6 + (–3) = –9
This operation of
–6 + (–3) = –9
is the same as
–6 –3 = –9
–6 + (–3) = –6 – 3 =
+ –
6
3 Add the numbers and then put the
–9

28
iii) –7 – (–4) =
–7 Reject 7 –7
– (–4) Reject –4 +4
– – – – – – –
+ + + +
–7 – (–4) = –3
This operation of
–7 – (–4) = –3
is the same as
–7 + 4 = –3
–7 – (–4) = –7 + 4 =
+ –
4 7 the larger number and put the sign
–3 answer.

29
iv) –5 – (3) =
–5 Reject 5 –5
– (3) Reject 3 –3
– – – – –
– – –
– 5 – (3) = –8
This operation of
–5 – (3) = –8
is the same as
–5 – 3 = –8
–5 – (3) = –5 – 3 =
+ –
5
–8

30
v) –35 + (–57) = –35 – 57 = This operation of

–35 + (–57)
is the same as
–35 – 57
Using the Table Model:
+ –
35
–92
vi) –123 – (–62) = –123 + 62 =

This operation of
–123 – (–62)
is the same as
–123 + 62
Using the Table Model:
+ –

the larger number and put the sign
of the larger number in the answer.
–61

31
TEST YOURSELF D
1. –4 + (–8) 2. 8 – (–4) 3. –12 + (–7)
4. –5 + (–5) 5. 5 – (–7) + (–4) 6. 7 + (–4) – (3)
7. 4 + (–3) – (–7) 8. –6 – (2) + (8) 9. –3 + (–4) + (6)
10. –44 + (–81) 11. 118 – (–43) 12. –125 + (–77)
13. –125 + (–239) 14. 125 – (–347) + (–234) 15. 237 + (–465) – (378)
16. 412 + (–334) – (–712) 17. –612 – (245) + (876) 18. –319 + (–412) + (606)

32
PART E:
MULTIPLICATION OF
INTEGERS
LEARNING OBJECTIVE
Upon completion of Part E, pupils will be able to perform computations

involving multiplication of integers.
This part emphasises the multiplication rules of integers.
Strategy:
Teacher should ensure that pupils understand the multiplication rules to perform
computations involving multiplication of integers.

33
PART E:
MULTIPLICATION OF INTEGERS
LESSON NOTES
Consider the following pattern:

3×3=9
3 2  6
positive × positive = positive
3 1  3 (+) × (+) = (+)
3 0  0 The result is reduced by 3 in

positive × negative = negative
3  (1)  3 every step. (+) × (–) = (–)
3  (2)  6
3  (3)  9
(3)  3  9
(3)  2  6
negative × positive = negative
(3)  1  3 (–) × (+) = (–)
(3)  0  0 The result is increased by 3 in

negative × negative = positive
(3)  (1)  3 every step. (–) × (–) = (+)
(3)  (2)  6
(3)  (3)  9
Multiplication Rules of Integers

1. When multiplying two integers of the same signs, the answer is positive integer.
2. When multiplying two integers of different signs, the answer is negative integer.
3. When any integer is multiplied by zero, the answer is always zero.

34
EXAMPLES
1. When multiplying two integers of the same signs, the answer is positive integer.
(a) 4 × 3 = 12
(b) –8 × –6 = 48
2. When multiplying two integers of the different signs, the answer is negative integer.
(a) –4 × (3) = –12
(b) 8 × (–6) = –48
3. When any integer is multiplied by zero, the answer is always zero.
(a) (4) × 0 = 0
(b) (–8) × 0 = 0
(c) 0 × (5) = 0
(d) 0 × (–7) = 0

35
TEST YOURSELF E
1. –4 × (–8) 2. 8 × (–4) 3. –12 × (–7)
4. –5 × (–5) 5. 5 × (–7) × (–4) 6. 7 × (–4) × (3)
7. 4 × (–3) × (–7) 8. (–6) × (2) × (8) 9. (–3) × (–4) × (6)

36
PART F:
USING
THE ACCEPT-REJECT MODEL
LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to perform computations

involving multiplication of integers using the Accept-Reject Model.
This part emphasises the second alternative method which include activities to
enhance the pupils‟ understanding and mastery of the multiplication of integers.
Strategy:
Teacher should ensure that pupils understand the multiplication rules of integers
using the Accept-Reject Model. Pupils can then perform computations involving
multiplication of integers.

37
PART F:
USING THE ACCEPT-REJECT MODEL
LESSON NOTES
The Accept-Reject Model
 In order to help pupils have a better understanding of multiplication of integers, we have

designed the Accept-Reject Model.
 Notes: (+) × (+) : The first sign in the operation will determine whether to accept
or to reject the second sign.
Multiplication Rules:
Sign To Accept or To Reject Answer
(+) × (+) Accept + 

(–) × (–) Reject – 
(+) × (–) Accept – –
(–) × (+) Reject + –
EXAMPLES
To Accept or to Reject Answer

(2) × (3) Accept + 6
(–2) × (–3) Reject – 6
(2) × (–3) Accept – –6

(–2) × (3) Reject + –6

38
TEST YOURSELF F
1. 3 × (–5) = 2. –4 × (–8) = 3. 6 × (5) =
4. 8 × (–6) = 5. – (–5) × 7 = 6. (–30) × (–4) =
7. 4 × 9 × (–6) = 8. (–3) × 5 × (–6) = 9. (–2) × ( –9) × (–6) =
10. –5× (–3) × (+4) = 11. 7 × (–2) × (+3) = 12. 5 × 8 × (–2) =

39
PART G:
DIVISION OF INTEGERS
LEARNING OBJECTIVE
Upon completion of Part G, pupils will be able to perform computations

involving division of integers.
This part emphasises the division rules of integers.
Strategy:
Teacher should ensure that pupils understand the division rules of integers to
perform computation involving division of integers.

40
PART G:
LESSON NOTES
Consider the following pattern:

3 × 2 = 6, then 6÷2=3 and 6÷3=2
3 × (–2) = –6, then (–6) ÷ 3 = –2 and (–6) ÷ (–2) = 3
(–3) × 2 = –6, then (–6) ÷ 2 = –3 and (–6) ÷ (–3) = 2
(–3) × (–2) = 6, then 6 ÷ (–3) = –2 and 6 ÷ (–2) = –3
Rules of Division
1. Division of two integers of the same signs results in a positive integer.
i.e. positive ÷ positive = positive

(+) ÷ (+) = (+)
negative ÷ negative = positive

(–) ÷ (–) = (+)
2. Division of two integers of different signs results in a negative integer.
i.e. positive ÷ negative = negative

(+) ÷ (–) = (–)
Undefined means “this

negative ÷ positive = negative operation does not have a
(–) ÷ (+) = (–) meaning and is thus not
assigned an interpretation!”
Source:
3. Division of any number by zero is undefined. http://www.sn0wb0ard.com

41
EXAMPLES
1. Division of two integers of the same signs results in a positive integer.
(a) (12) ÷ (3) = 4
(b) (–8) ÷ (–2) = 4
2. Division of two integers of different signs results in a negative integer.
(a) (–12) ÷ (3) = –4
(b) (+8) ÷ (–2) = –4
3. Division of zero by any number will always give zero as an answer.
(a) 0 ÷ (5) = 0
(b) 0 ÷ (–7) = 0

42
TEST YOURSELF G
1. (–24) ÷ (–8) 2. 8 ÷ (–4) 3. (–21) ÷ (–7)
4. (–5) ÷ (–5) 5. 60 ÷ (–5) ÷ (–4) 6. 36 ÷ (–4) ÷ (3)
7. 42 ÷ (–3) ÷ (–7) 8. (–16) ÷ (2) ÷ (8) 9. (–48) ÷ (–4) ÷ (6)

43
PART H:
USING
THE ACCEPT-REJECT MODEL
LEARNING OBJECTIVE
Upon completion of Part H, pupils will be able to perform computations

involving division of integers using the Accept-Reject Model.
This part emphasises the alternative method that include activities to help pupils
further understand and master division of integers.
Strategy:
Teacher should make sure that pupils understand the division rules of integers using
the Accept-Reject Model. Pupils can then perform division of integers, including
the use of brackets.

44
PART H:
DIVISION OF INTEGERS USING THE ACCEPT-REJECT MODEL
LESSON NOTES
 In order to help pupils have a better understanding of division of integers, we have designed
the Accept-Reject Model.
 Notes: (+) ÷ (+) : The first sign in the operation will determine whether to accept
or to reject the second sign.
() : The sign of the numerator will determine whether to accept or

() to reject the sign of the denominator.
Division Rules:
(+) ÷ (+) Accept + +
(–) ÷ (–) Reject – +
(+) ÷ (–) Accept – –
(–) ÷ (+) Reject + –

45
EXAMPLES
To Accept or To Reject Answer
(6) ÷ (3) Accept + 2
(–6) ÷ (–3) Reject – 2
(+6) ÷ (–3) Accept – –2
(–6) ÷ (3) Reject + –2
Division [Fraction Form]:
() Accept + +
()
()
Reject – +
()
()
Accept – –
()
()
Reject + –
()

46
EXAMPLES
To Accept or To Reject Answer
(  8)
Accept + 4
(  2)
(  8)
Reject – 4
(  2)
(  8)
Accept – –4
( 2)
(  8)
Reject + –4
( 2)

47
TEST YOURSELF H
1. 18 ÷ (–6) 12 24
2. 3.
2 8
 25 6 6. – (–35) ÷ 7
4. 5.
5 3
7. (–32) ÷ (–4) 8. (–45) ÷ 9 ÷ (–5) (30 )

9.
(6)
80 11. 12 ÷ (–3) ÷ (–2) 12. – (–6) ÷ (3)

10.
(5)

48
PART I:
COMBINED OPERATIONS
INVOLVING INTEGERS
LEARNING OBJECTIVES
Upon completion of Part I, pupils will be able to:
1. perform computations involving combined operations of addition,

subtraction, multiplication and division of integers to solve problems; and
2. apply the order of operations to solve the given problems.
This part emphasises the order of operations when solving combined operations
involving integers.
Strategy:
Teacher should make sure that pupils are able to understand the order of operations
or also known as the BODMAS rule. Pupils can then perform combined operations
involving integers.

49
PART I:
COMBINED OPERATIONS INVOLVING INTEGERS
LESSON NOTES
 A standard order of operations for calculations involving +, –, ×, ÷ and

brackets:
Step 1: First, perform all calculations inside the brackets.
Step 2: Next, perform all multiplications and divisions,

working from left to right.
Step 3: Lastly, perform all additions and subtractions, working

from left to right.
 The above order of operations is also known as the BODMAS Rule

and can be summarized as:
Brackets
power of
Division
Multiplication
Addition
Subtraction
EXAMPLES
1. 10 – (–4) × 3 2. (–4) × (–8 – 3 ) 3. (–6) + (–3 + 8 ) ÷5

= (–4) × (–11 ) = (–6 )+ (5) ÷5
=10 – (–12)
= 44 = (–6 )+ 1
= 10 + 12 = –5
= 22

50
TEST YOURSELF I
1. 12 + (8 ÷ 2) 2. (–3 – 5) × 2 3. 4 – (16 ÷ 2) × 2
4. (– 4) × 2 + 6 × 3 5. ( –25) ÷ (35 ÷ 7) 6. (–20) – (3 + 4) × 2
7. (–12) + (–4 × –6) ÷ 3 8. 16 ÷ 4 + (–2) 9. (–18 ÷ 2) + 5 – (–4)

51
ANSWERS
TEST YOURSELF A:
1. 2
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
2. –3
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
3. 6
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
4. –4
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
5. –2
–5 –4 –3 –2 –1 0 1 2 3 4 5 6

52
TEST YOURSELF B:
1) 4 2) –12 3) 5
4) –10 5) –6 6) –6
7) 0 8) 12 9) 7
TEST YOURSELF C:
1) –42 2) –102 3) –92

4) –908 5) –548 6) 9
7) –843 8) –282 9) –514
TEST YOURSELF D:
1) –12 2) 12 3) –19
4) –10 5) 8 6) 0
7) 8 8) 0 9) –1
10) –125 11) 161 12) –202
13) –364 14) 238 15) –606
16) 790 17) 19 18) –125
TEST YOURSELF E:
1) 32 2) –32 3) 84
4) 25 5) 140 6) –84
7) 84 8) –96 9) 72

53
TEST YOURSELF F:
1) –15 2) 32 3) 30
4) –48 5) 35 6) 120
7) –216 8) 90 9) –108
10) 60 11) –42 12) –80
TEST YOURSELF G:
1) 3 2) –2 3) 3
4) 1 5) 3 6) –3
7) 2 8) –1 9) 2
TEST YOURSELF H:
1. –3 2. –6 3. 3
4. 5 5. –2 6. 5
7. 8 8. 1 9. 5
10. –16 11. 2 12. 2
TEST YOURSELF I:
1. 16 2. –16 3. –12
4. 10 5. –5 6. –34
7. –4 8. 2 9. 0

54

BEAMS - Unit 1 Negative Numbers

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BEAMS - Unit 1 Negative Numbers

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Basic Essential

Additional Mathematics Skills

Curriculum Development Division

Part A: Addition and Subtraction of Integers Using Number Lines 2

1.0 Representing Integers on a Number Line 3

2.0 Addition and Subtraction of Positive Integers 3

3.0 Addition and Subtraction of Negative Integers 8

Part B: Addition and Subtraction of Integers Using the Sign Model 15

Part C: Further Practice on Addition and Subtraction of Integers 19

Part D: Addition and Subtraction of Integers Including the Use of Brackets 25

Part E: Multiplication of Integers 33

Part F: Multiplication of Integers Using the Accept-Reject Model 37

Part G: Division of Integers 40

Part H: Division of Integers Using the Accept-Reject Model 44

Part I: Combined Operations Involving Integers 49

2. The concept of negative numbers is widely used in many Additional

3. The aim of this module is to reinforce pupils‟ understanding on the concept of

4. This module is designed to enhance the pupils‟ skills in

 using the concept of number line;

5. It is hoped that this module will enhance pupils‟ understanding on negative

Curriculum Development Division

Upon completion of Part A, pupils will be able to perform computations

TEACHING AND LEARNING STRATEGIES

Curriculum Development Division

1.0 Representing Integers on a Number Line

 Integers can be represented on a number line.

ii) – (–2) becomes the opposite of negative 2, that is, positive 2.

2.0 Addition and Subtraction of Positive Integers

Rules for Adding and Subtracting Positive Integers

 When adding a positive integer, you move to the right on a

 When subtracting a positive integer, you move to the left

Curriculum Development Division

Adding a positive integer:

Start by drawing an arrow from 0 to 2, and then,

Make sure you start from

Adding a positive integer:

Start at 2 and move 3 units to the right:

Curriculum Development Division

Adding a positive integer:

Start by drawing an arrow from 0 to –2, and then,

Make sure you start from

Adding a positive integer:

Start at –2 and move 5 units to the right:

Curriculum Development Division

Subtracting a positive integer:

Start by drawing an arrow from 0 to 2, and then,

Make sure you start from

Subtracting a positive integer:

Start at 2 and move 5 units to the left:

Curriculum Development Division

Subtracting a positive integer:

Start by drawing an arrow from 0 to –3, and

Make sure you start from

Subtracting a positive integer:

Start at –3 and move 2 units to the left:

Curriculum Development Division

3.0 Addition and Subtraction of Negative Integers

Consider the following operations:

Curriculum Development Division

Rules for Adding and Subtracting Negative Integers

 When adding a negative integer, you move to the left on a

 When subtracting a negative integer, you move to the right

Curriculum Development Division