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1 Integers
LEARNING SEQUENCE
1.1 Overview ...................................................................................................................................................................... 2
1.2 Adding and subtracting integers ........................................................................................................................ 4
1.3 Multiplying integers ............................................................................................................................................... 11
1.4 Dividing integers ..................................................................................................................................................... 15
1.5 Order of operations with integers .................................................................................................................... 19
1.6 Review ........................................................................................................................................................................ 23
1.1 Overview
Why learn this?
Integers are whole numbers that can be positive,
negative or zero. You have been using integers all
your life without even realising it. Every time you
count from zero to ten or tell someone your age, you
are using integers. Understanding integers is essential
for dealing with numbers that you come across
every day. Imagine you need to deliver something
to number 30 in a particular street. A knowledge of
integers will assist you to know if the house numbers
are increasing or decreasing and which way you need
to walk to find the house. Common uses of integers
can be seen in sport scores, money transactions,
heating and cooling appliances, and games. If you
start taking notice, you will be amazed how often
you use integers every day. Being able to add,
subtract, multiply and divide integers is a critically
important skill for everyday life and workplaces.
Think about occupations in medicine, teaching,
engineering, mechanics, hospitality, construction,
design, agriculture, and sport. If you aspire to work in
any of these fields, then being able to understand and
compute integers will be crucial.

Where to get help

Go to your learnON title at www.jacplus.com.au to access the following digital resources. The Online
Resources Summary at the end of this topic provides a full list of what’s available to help you learn the
concepts covered in this topic.

Fully worked
Video Interactivities solutions
eLessons
to every
question

Digital
eWorkbook
documents

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Exercise 1.1 Pre-test

Complete this pre-test in your learnON title at www.jacplus.com.au and receive automatic marks,
immediate corrective feedback and fully worked solutions.
1. Determine the value of 18 – 15.

2. In winter the midday temperature in Falls Creek is 4 °C but, by midnight, the temperature drops by
6 °C. Calculate the temperature at midnight.

3. MC Select the highest number from the following options.

A. −17 B. 0 C. −2 D. 10 E. 5

4. Determine the next three numbers in the following number sequence.

13, 10, 7, ...

5. Evaluate the following expressions.

a. 5 + (−3)
b. 10 + (−18)
c. −7 − 3

6. Evaluate the following expressions.

a. 5 − (−4)
b. −3 − (−10)
c. −6 − (−4)

7. Evaluate the following.

a. −5 × +3
b. −7 × −4

8. MC Select the correct answer when evaluating −(−5)3 .

A. −15 B. 15 C. 125 D. −125 E. −25

9. Evaluate the following expressions when p = 12, q = −4 and r = −5.

p
a.
q
b. p + 2r − q

10. Evaluate 36 + −2 × −2 ÷ 4.

11. Determine the missing number in the equation −2 × ÷ −4 = −21.

12. Write down the two possible values of m if m2 = 121.

13. Determine the mean of −6, 9, −15, 3 and −1.

14. Two integers add to equal −3 and multiply to equal −54. Determine the answer if you divide the lower
number by the higher number.
x
15. If x + y + z = −5, = −3 and x + z = −7, determine the value of x.
y

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1.2 Adding and subtracting integers

LEARNING INTENTION
At the end of this subtopic you should be able to:
• understand that integers can be negative, zero or positive
• understand that adding a negative integer is the same as subtracting a positive integer
• understand that subtracting a negative integer is the same as adding a positive integer
• add and subtract integers.

1.2.1 Integers
eles-3533
• Integers are positive whole numbers, negative whole numbers and zero. They can be represented on a
number line.
• A group of integers is often referred to as the set Z.
Z = {..., −4, −3, −2, −1, 0, 1, 2, 3, 4, ...}
• Positive numbers and negative numbers have both magnitude (size or distance from 0) and direction (left
or right of 0), and are often referred to as directed numbers.
• The number zero (0) is neither negative nor positive.

Value decreasing

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
Negative integers Zero Positive integers
Value increasing

WORKED EXAMPLE 1 Representing words as integers

Write the integer suggested by each of the following descriptions.

a. The maximum temperature reached on a particular day at Mawson Station in Antarctica was
15 degrees Celsius below zero.
b. The roof of a building is 20 m above the ground.

THINK WRITE
a. Numbers below zero are negative numbers. –15 degrees Celsius
b. Numbers above zero are positive numbers. +20 (or 20)

1.2.2 Addition of integers

eles-3534
• A number line can be used to add integers.
• To add a positive integer, move to the right.
• To add a negative integer, move to the left.

Adding a positive number

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
Adding a negative number

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WORKED EXAMPLE 2 Adding integers using a number line

Use a number line to calculate the value of each of the following.

a. −3 + (+2) b. −3 + (−2)

THINK WRITE
a. 1. Start at −3 and move 2 units to the right, as a. Start Finish
this is the addition of a positive integer.

–6 –5 –4 –3 –2 –1 0 1 2 3

2. Write the answer. −3 + (+2) = −1

b. 1. Start at −3 and move 2 units to the left, as b. Finish Start

this is the addition of a negative integer.

–6 –5 –4 –3 –2 –1 0 1 2 3

2. Write the answer. −3 + (−2) = −5

DISCUSSION
Negative numbers are used to describe many real‐life situations, including temperatures. What limitations
would be placed on our ability to describe certain situations if we could not go below zero?

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1.2.3 Subtraction of integers

eles-3535
• A number line can also be used to subtract integers.
• Consider the pattern:
3−1=2
3−2=1
3−3=0
3 − 4 = −1 and 3 + (−4) = −1
• We can see that subtracting a number gives the same result as adding its opposite.
For example, 3 − 5 = −2 and 3 + (−5) = −2.
• To subtract a positive integer, move to the left. This is the same as adding a negative integer.
• To subtract a negative integer, move to the right. This is the same as adding a positive integer.

Subtracting a negative number

(adding a positive number)

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
Subtracting a positive number
(adding a negative number)

WORKED EXAMPLE 3 Subtracting integers using a number line

Use a number line to calculate the value of each of the following.

a. −7 − (+1) b. −2 − (−3)
THINK WRITE
a. 1. Subtracting an integer gives the same result a. −7 − (+1) = −7 + (−1)
as adding its opposite.
2. Using a number line, start at −7 and move Finish Start
1 unit to the left.

–9 –8 –7 –6 –5 –4 –3 –2 –1 0

3. Write the answer. −7 − (+1) = −8

b. 1. Subtracting an integer gives the same result b. −2 − (−3) = −2 + (+3)
as adding its opposite.
2. Using a number line, start at −2 and move Start Finish
3 units to the right.

–5 –4 –3 –2 –1 0 1 2 3 4

3. Write the answer. −2 − (−3) = 1

Digital technology
To enter a negative number into a calculator, use the key marked . On
a TI‐30XB, this is positioned to the left of the key. When pressed,
this negative sign appears as a smaller, slightly raised dash compared to
the subtraction symbol.
The expression −2 + 1 − (−5) has been evaluated using a calculator.

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COLLABORATIVE TASK: Walk the line

Equipment: A4 paper (if doing this activity outside, you will also need chalk and a pen).
1. Mark a number line from −12 to +12 on the floor using sheets of paper or on the ground using chalk.
2. Your teacher will call out a calculation. With a partner, find your starting point. Have one person walk
the steps along the number line to the answer, while the other remains at the starting point. Compare the
start and finish positions.
3. Step 2 is repeated until each pair of students has solved a calculation.
4. As a pair, on an A4 sheet of paper, write an addition or subtraction question that can be solved using
your number line. Write the answer and your names on the other side of the sheet. Hand your completed
sheet to the teacher.
5. As a pair, you will now walk the line for the answer to another group’s question.
6. Are there any relationships or shortcuts you can use when adding and subtracting positive and negative
numbers on a number line?

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-1932)
Digital documents SkillSHEET Arranging numbers in order (doc-6389)
SkillSHEET Integers on the number line (doc-6387)
SkillSHEET Adding and subtracting integers (doc-6388)

Video eLesson Addition and subtraction of positive and negative numbers (eles-1869)
Interactivities Individual pathway interactivity: Adding and subtracting integers (int-4397)
Addition and subtraction of integers (int-3703)

Exercise 1.2 Adding and subtracting integers

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 2, 3, 5, 8, 11, 15, 18, 21 4, 6, 9, 12, 14, 17, 19, 22 7, 10, 13, 16, 20, 23

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. Select the integers from the following numbers.

1 2
3, , −4, 201, 20.1, −4.5, −62, −3
2 5

2. WE1 Write an integer suggested by each of the following descriptions.

a. A building lift has stopped five levels above the ground.
b. A carpark is located on the fourth level below a building.
c. The temperature is 23 °C.
d. The bottom of Lake Eyre in South Australia is 15 metres below sea level.

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For Questions 3–10, calculate the value of each of the expressions.

3. WE2

a. −3 + 2 b. −7 + (−3) c. 6 + (−7) d. −8 + (−5)

4. a. 13 + (+6) b. 12 + (−5) c. −25 + (+10) d. 16 + (−16)

5. WE3

a. 7 − (+2) b. −18 − (+6) c. 3 − (+8) d. 11 − (+6)

6. a. 17 − (−9) b. −28 − (−12) c. 14 − (−8) d. −17 − (−28)

7. a. −31 + (−5) b. 26 − (−10) c. −17 + (+3) d. 28 − (−23)

8. a. 17 − (+5) b. −13 − (−3) c. 10 − (−3) d. −26 − (−15)

9. a. 124 − (−26) b. −3 + (−4) − (−6) c. 27 + (−5) − (−3) d. −10 + (+3) − (+6)

10. a. 23 + (−15) − (−14) b. 15 − (−4) + (−10) c. −37 − (−5) − (−10) d. −57 − (−18)

Understanding
11. Complete the following table.

+ −8 +25 −18 +32

−6 −8 + (−6) = −14
−13
−16
−19

12. Complete the following table.

+ −11 +13
−16
+17 36
18 12
−28 −35

13. In a kitchen, some food is stored at −18 °C in a freezer and some at 4 °C

in the fridge. A roast is cooking in the oven at a temperature of 180 °C.
a. Determine the difference in temperature between the food stored in the
−18 °C
freezer and the food stored in the fridge.
(Hint: difference = largest value − smallest value)
b. Determine the difference in temperature between the food stored in the
fridge and the roast cooking in the oven.
4 °C
c. Determine the difference in temperature between the food stored in the
freezer and the roast cooking in the oven.

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14. Calculate the difference between the two extreme temperatures recorded at Mawson Station in Antarctica in
recent times.

Coldest = −31°C
Warmest = 6 °C

15. Locate the button on your calculator that allows you to enter negative numbers. Use it to evaluate the
following.
a. −458 + 157 b. −5487 − 476
c. −248 − (−658) − (−120) d. −42 + 57 − (−68) + (−11)

16. Write out these equations, filling in the missing numbers.

a. −7 + =6 b. 8 + = 12 c. −15 − = −26 d. − 13 + 21 = 79
17. The following is from a homework sheet completed by a student
in Year 8. Correct her work and give her a mark out of six.
Make sure you include the correct answer if her answer is
wrong.
a. −3 + (−7) = −10 b. −4 − (−10) = −6
c. −7 − 8 = 15 d. 9 − (−8) + (−7) = 10
e. 42 + 7 − (−11) = 60 f. −17 + 4 − 8 = 21

Reasoning
18. Evaluate and compare the following pairs of expressions.
a. −4 + 1 and +1 − 4
b. −7 + 5 and +5 − 7
c. – 8 + 3 and +3 − 8
d. What did you notice about the answers in parts a–c? A number line can be used to help you explain why
this is the case.
19. Evaluate and compare the following pairs of expressions.
a. −2 + (−5) and −(2 + 5)
b. −3 + (−8) and −(3 + 8)
c. −7 + (−6) and −(7 + 6)
d. What did you notice about the answers in question parts a–c? Explain why this is the case.
20. a. Explain positive and negative numbers to someone who does not know anything about them.
b. Discuss strategies that you will use to remember how to add and subtract integers.

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Problem solving
21. Insert the integers from −6 to +2 into the circles in the diagram shown, so that each line of three circles has
a total of −3.

22. Igor visited the Macau Casino. The currency used in the casino is the
Hong Kong dollar (HK$).
Arriving at the casino at 10 pm, Igor went straight to the baccarat table,
where he won HK$270. The roulette wheel that he played next was a
disaster, costing HK$340 in a very short space of time.
Igor moved to the ‘vingt-et-un’ table where he cleaned up, making
HK$1450 after a run of winning hands.
Little did Igor know that when he sat down at the stud poker table it
would signal the end of his night at the casino. He lost everything in
one hand, HK$2750, not even leaving enough for a taxi to his hotel.
a. By writing a loss as a negative number and a win as a positive
number, write a directed number sentence to represent this situation.
b. Determine how much money Igor had when he arrived at the casino.

23. The tip of this iceberg is 8 metres above sea level. If one-tenth +
8
of its total height is above the surface, represent the depth of
its lowest point as an integer. 8m
Sea
level
0

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1.3 Multiplying integers

LEARNING INTENTION
At the end of this subtopic you should be able to:
• understand that the product of two negative numbers is positive
• understand that the product of a positive and a negative number is negative
• multiply integers
• evaluate simple indices and square roots.

1.3.1 Multiplication and powers

eles-3536
• Patterns in the answers in multiplication tables can be used to determine the product when two directed
numbers are multiplied. Consider the following patterns.

3×3=9 −3 × 3 = −9
3×2=6 −3 × 2 = −6
3×1=3 −3 × 1 = −3
3×0=0 −3 × 0 = 0
3 × −1 = −3 −3 × −1 = 3
3 × −2 = −6 −3 × −2 = 6
3 × −3 = −9 −3 × −3 = 9
• Looking closely at the signs of the answers in the table above, we can deduce the following rules when
multiplying directed numbers.

Determining the sign of the answer when multiplying integers

• When multiplying two integers with the same sign, the answer is positive.

+×+=+
−×−=+

• When multiplying two integers with different signs, the answer is negative.

+×−=−
−×+=−

WORKED EXAMPLE 4 Multiplying integers

Evaluate each of the following.

a. −3 × +7 b. −8 × −7

THINK WRITE
a. The two numbers have different signs, so the a. −3 × +7 = −21
answer is negative.
b. The two numbers have the same signs, so the b. −8 × −7 = 56 (or +56)
answer is positive.

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1.3.2 Powers and square roots of directed numbers

eles-3537
Powers
• Powers of a number give the number multiplied by itself multiple times.
For example, 72 = 7 × 7 and (−4)3 = −4 × −4 × −4
• When negative numbers are raised to a power, the sign of the answer will be:
2
• positive if the power is even; e.g. (−3) = −3 × −3 = +9.
3
• negative if the power is odd; e.g. (−3) = −3 × −3 × −3 = +9 × −3 = −27.

Squares
• A square number is any whole number multiplied by itself.
• All square numbers written in index form will have a power of 2.
• A square number can be illustrated by considering the area of a square with a
5 units
whole number as its side length.
• Looking at the image shown, we can say that 52 or 25 is a square number since
52 or 25 = 5 × 5.
5 units

Square roots
• The square root of a number is a positive value that, when multiplied by itself, Squared
gives the original number. √
• The symbol for the square root is .
• Finding the square root of a number is the opposite of squaring the number.
√ n n2
For example, if 52 = 25, then 25 = 5.
• Visually, the square root of a number is the side length of a square whose area is
that number. √ Square root
For example,
√ to determine 36 state the side length of a square whose area is 36.
That is, 36 = 6.

WORKED EXAMPLE 5 Evaluating powers and square roots

Evaluate each of the following.

3
a. (−5) b. The square root of 64

THINK WRITE
3
a. 1. Write the expression in expanded form. a. (−5) = (−5) × (−5) × (−5)

2. Evaluate by working from left to right = +25 × (−5)

beginning with −5 × −5 = +25. = −125
√
b. Look for a positive number that, when b. 64 = 8
squared, results in 64 (8 × 8 = 64).

DISCUSSION
Is it possible to determine the roots of negative numbers?
Consider square roots, cube roots, fourth roots and so on.

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Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-1932)
Digital document SkillSHEET Multiplying integers (doc-6390)
Interactivities Individual pathway interactivity: Multiplying integers (int-4398)
Multiplying integers (int-3704)

Exercise 1.3 Multiplying integers

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 6, 8, 12, 16, 18, 21 2, 4, 7, 9, 14, 15, 17, 19, 22 5, 10, 11, 13, 20, 23

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE4 Evaluate each of the following.
a. 3 × 4 b. 5 × 6 c. 7 × 2 d. 9 × 8

2. Evaluate each of the following.

a. −2 × 5 b. 3 × −8 c. −6 × −7 d. 2 × −13

3. Evaluate each of the following.

a. −8 × −6 b. −7 × 6 c. −10 × 75 d. −115 × −10

4. Evaluate each of the following.

a. −7 × 9 b. +9 × −8 c. −11 × −5 d. 150 × −2

5. Use an appropriate method to evaluate the following.

a. −2 × 5 × −8 × −10 b. 8 × −1 × 7 × −2 × 1
c. 8 × −4 × −1 × −1 × 6 d. −3 × −7 × −2 × −1 × −1 × −1

6. Complete the following equations.

a. 7 × ___ = −63 b. −3 × ___ = −21 c. 16 × ___ = −32 d. ___ × −3 = 36

7. Complete the following equations.

a. ___ × −9 = −72 b. ___ × −4 = 80 c. −10 × ___ = 60 d. −11 × ___ = 121

8. WE5a Evaluate each of the following.

a. (−2)3 b. (−3)2 c. (−2)4 d. (−3)4

9. Evaluate each of the following.

a. (−4)2 b. (−5)3 c. (−4)4 d. (−5)4

10. If a negative number is raised to an even power, state whether the answer will be positive or negative.

11. If a negative number is raised to an odd power, state whether the answer will be positive or negative.

12. WE5b Evaluate the square root of each of the following numbers.
a. 25 b. 81 c. 49 d. 121

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Understanding
13. If a = −2, b = −6, c = 4 and d = −3, calculate the values of the following expressions.
a. a × b × c b. a × −b × −d c. b × −c × −d
d. c × −a × −a e. d × −(−c) f. a × d × b × c2

14. For each of the following, write three possible sets of integers that will make the equation a true statement.
a. ___ × ___ × ___ = −12 b. ___ × ___ × ___ = 36 c. ___ × ___ × ___ = −36

15. For each of the following, determine whether the result is a positive or negative value. You do not have to
work out the value.
a. −25 × 54 × −47 b. −56 × −120 × −145 c. −a × −b × −c × −d × −e
Note: In part c, the pronumerals a, b, c, d and e are positive integers.
16. Use some examples to illustrate what happens when a number is multiplied by −1.

17. The notation −(−3) is a short way of writing −1 × −3.

Write a similar expression for each of the following and then use an appropriate method to determine the
answer.
a. −(−2) b. −(+3) c. −(−5)
d. −(−(+5)) e. −(−(−7)) f. −(−(+4))

Reasoning
18. Explain why the expression below produces a negative result.
−2 × −4 × +3 × −6 × +4 × +3
19. For positive numbers, we can calculate any root of the number we like, including square root, cube root,
fourth root and so on. Explain whether it is the same for negative numbers. Discuss whether we can calculate
square roots, cube roots, fourth roots and so on for negative numbers. Use some examples to support your
answer.
20. If the answer to (−a)n is negative, where a is an integer and n is a positive integer, establish whether a is
positive or negative and whether n is odd or even. Give a reasoned explanation for your answer.

Problem solving
21. If a = −3 and b = −4, evaluate a3 × b2 .

22. Evaluate (−1)n × (−1)n+1 if:

a. n is even b. n is odd.

23. In a Year 12 Mathematics examination there are 30 multiple choice questions. A student scores 2 marks for a
correct answer, −1 mark for an incorrect answer and zero marks for an unanswered question.
Mary scores a total of 33 marks in the multiple choice section.
Explain how she could have reached this total.

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1.4 Dividing integers

LEARNING INTENTION
At the end of this subtopic you should be able to:
• divide integers.

1.4.1 Division of integers

eles-3538
• Division is the inverse or opposite operation of multiplication. We can use the multiplication facts for
directed numbers to discover the division facts for directed numbers.

Multiplication fact Division fact Pattern

positive
4 × 5 = 20 20 ÷ 5 = 4 and 20 ÷ 4 = 5 = positive
positive
positive
−4 × −5 = 20 20 ÷ −5 = −4 and 20 ÷ −4 = −5 = negative
negative
negative
− 4 × 5 = −20 −20 ÷ 5 = −4 and −20 ÷ −4 = 5 = negative
positive
and
negative
= positive
negative

Determining the sign of the answer when dividing integers

• When dividing two integers with the same sign,
the answer is positive.

+÷+=+
−÷−=+

• When dividing two integers with different signs,

the answer is negative.

+÷−=−
−÷+=−

• Remember that division statements can be written as fractions and then simplified.
For example,

−12
−12 ÷ −4 =
−4
12 × 
−1
=
4× 
−1
=3

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WORKED EXAMPLE 6 Dividing two-digit integers

Evaluate each of the following.

−36
a. −56 ÷ 8 b.
−9

THINK WRITE
a. The two numbers have different signs, so the a. −56 ÷ 8 = −7
answer is negative.
−36
b. The two numbers have the same sign, so the b. =4
answer is positive. −9

WORKED EXAMPLE 7 Dividing integers using long division

Evaluate the following.

a. 234 ÷ −6 b. −182 ÷ −14

THINK WRITE
a. 1. Complete the division as if both numbers a. 39
were positive numbers. 6 2 354

2. A positive number is divided by a negative 234 ÷ −6 = −39

number so the signs are different and
therefore the sign of the answer is negative.
b. 1. Complete the division as if both numbers b. 13
were positive numbers. 14 1 842

2. A negative number is divided by a negative −182 ÷ −14 = 13

number so the signs are the same and
therefore the sign of the answer is positive.

COLLABORATIVE TASK: Division on the number line

Equipment: paper, pen, hat or small container, Blu Tack
1. In pairs, think of three integers between –50 and +50.
2. Write division of integers equations for each of these numbers.
3. Put all equations into a hat.
4. As a pair, select three other equations from the hat.
5. A volunteer will draw a large number line, from –50 to +50, on
the board.
6. With your partner, solve the equations and place them in their
correct position on the number line.
7. Check where your original questions have been placed. Has the
class done this correctly?
Discuss any inaccuracies and work together to ensure that the
number line is correct.

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Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-1932)
Digital document SkillSHEET Dividing integers (doc-6391)
Interactivities Individual pathway interactivity: Dividing integers (int-4399)
Division of integers (int-3706)

Exercise 1.4 Dividing integers

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 5, 9, 12, 13, 16, 18, 21 2, 6, 8, 10, 14, 17, 19, 22 4, 7, 11, 15, 20, 23

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE6a Evaluate the following.
a. −63 ÷ 9 b. 8 ÷ −2 c. −8 ÷ 2 d. −6 ÷ −1

2. Evaluate the following.

a. 88 ÷ −11 b. 0 ÷ −5 c. 48 ÷ −3 d. −129 ÷ 3

3. WE6bEvaluate each of the following.

−121 −12 −36 21
a. b. c. d.
−11 3 −12 −7
4. Evaluate the following.
a. −56 ÷ −7 b. 184 ÷ −4 c. −55 ÷ −11 d. 304 ÷ −8

5. WE7 Evaluate the following.

a. 960 ÷ −8 b. −243 ÷ 9 c. −266 ÷ −7 d. −132 ÷ −4

6. Evaluate the following.

a. −282 ÷ 6 b. 1440 ÷ −9 c. 324 ÷ −12 d. −3060 ÷ 17

7. Evaluate the following.

a. −6000 ÷ −24 b. −2294 ÷ −37 c. 4860 ÷ 15 d. −5876 ÷ −26

Understanding
8. Write three different division statements, each of which has an answer of −8.

9. Copy and complete the following by placing the correct integer in the blank.
a. −27 ÷ ___ = −9 b. −68 ÷ ___ = 34 c. 72 ÷ ___ = −8 d. −18 ÷ ___ = −6

10. Copy and complete the following by placing the correct integer in the blank.
a. ___ ÷ 7 = −5 b. ___ ÷ −4 = −6 c. −132 ÷ ___ = 11 d. −270 ÷ ___ = 27

11. Calculate the value of each of the following by working from left to right.
a. −30 ÷ 6 ÷ −5 b. −120 ÷ 4 ÷ −5 c. −800 ÷ −4 ÷ −5 ÷ 2

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12. If a = −12, b = 3, c = −4 and d = −6, calculate the value of each of the following expressions.
a a a
a. b. c.
c b d
13 If a = −12, b = 3, c = −4 and d = −6, calculate the value of each of the following expressions.
(a)
b b b
a. b. c.
c d d
14. If a = −24, b = 2, c = −4 and d = −12, calculate the value of each of the following expressions, by working
from left to right.
a. a ÷ b × c b. d × c ÷ b ÷ c c. b ÷ c ÷ d × a

15. If a = −24, b = 2, c = −4 and d = −12, calculate the value of each of the following expressions, by working
from left to right.
a. c × a ÷ d ÷ b b. a × b ÷ d ÷ d c. a ÷ d × c ÷ b

16. Copy and complete the following table. Divide the number on the top by the number in the left-hand
column.
÷ +4 −10 +12 −8
−2
+7
−3
−10

17. Copy and complete the following table. Divide the number on the top by the number in the left-hand
column.
÷ −4
−2
−8 −4 3
+6 −6
1

Reasoning
( )
x 24
18. x ÷ y is equivalent to and 24 ÷ (−6) is equivalent to − .
y 6
Use this information to simplify the following expressions. Note: ‘Equivalent to’ means ‘equal to’.
a. x ÷ (−y) b. −x ÷ y c. −x ÷ (−y)
p×q
19. The answer to is negative. Discuss what you can deduce about p and q.
2 × −5
(−b)3
20. The answer to is positive. Discuss what you can deduce about b.
(−c)4
Problem solving
(−a)3
21. If a = 2 and b = −6, evaluate .
(−b)4
(−1)n+1
22. Evaluate , n > 0, if:
(−1)n+2
a. n is even b. n is odd.

23. Evanka’s last five scores in a computer game were +6, −9, −15, +8 and −4. Evaluate her average score.

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1.5 Order of operations with integers

LEARNING INTENTION
At the end of this subtopic you should be able to:
• apply the order of operations to evaluate mathematical expressions.

1.5.1 Order of operations

eles-3539
• The order of operations is a set of mathematical rules used when working with directed numbers.

The order of operations

BIDMAS helps us to remember the correct order in which we should perform the various operations,
working from left to right.

n
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ica

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on
ts

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s

ra
ke

tip

i
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vis

bt
ac

di

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Ad

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Br

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() xn ÷ × + –
Order of operations

DISCUSSION
What effect do directed numbers have on the order of operations? Use some examples to help your
explanation.

WORKED EXAMPLE 8 Using the order of operations

Calculate the value of each of the following.

3
a. 54 ÷ −6 + 8 × −9 ÷ −4 b. −8 ÷ 2 + (−2)
THINK WRITE
a. 1. Write the expression. a. 54 ÷ −6 + 8 × −9 ÷ −4
2. There are no brackets or powers, so working from
left to right, complete all multiplication and division
operations before any addition and subtraction.
First operation: 54 ÷ −6 = −9 = −9 + 8 × −9 ÷ −4
Second operation: 8 × −9 = −72 = −9 − 72 ÷ −4
Third operation: −72 ÷ −4 = +18 = −9 + 18
Last operation: −9 + 18 = 9 =9
3. Write the answer. 54 ÷ −6 + 8 × −9 ÷ −4 = 9
b. 1. Write the expression. b. −8 ÷ 2 + (−2)3
2. Evaluate the cubed term. = −8 ÷ 2 + −8
3. Complete the division. = −4 + −8
4. Complete the addition. = −12
5. Write the answer. −8 ÷ 2 + (−2)3 = −12

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Digital technology
To calculate the square of a number, such as 82 , press 8
and then press the key.
To calculate other powers such as (−2)3 , type the number
including any brackets and then press the or x key,
followed by the power.
The screen shown demonstrates the calculation for
Worked example 8b.

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-1932)
Digital document SkillSHEET Order of operations and directed numbers (doc-6392)

Video eLesson BIDMAS (eles-1883)

Interactivities Individual pathway interactivity: Combined operations on integers (int-4400)
Order of operations (int-3707)

Exercise 1.5 Order of operations with integers

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 6, 8, 10, 13 2, 4, 7, 9, 11, 14 5, 12, 15

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE8a Calculate the values of the following expressions.
a. −4 − 6 − 2 b. −4 × 2 + 1 c. 8 ÷ (2 − 4) + 1 d. 7 − (3 − 1) + 4

2. Calculate the values of the following expressions.

a. 6 × (4 + 1) b. −3 − 40 ÷ 8 + 2 c. −4 + 5 − 6 − 7 d. −5 × 12 + 2

3. Calculate the values of the following expressions.

a. 12 ÷ (2 − 4) − 6 b. 13 − (4 − 6) + 2 c. 7 × (6 + 2) d. −6 − 36 ÷ 9 + 3

4. Calculate the values of the following expressions.

a. −3 + 15 − 26 − 27 b. −8 × 11 + 12 c. 52 ÷ (−9 − 4) − 8 d. 23 − (16 − 4) + 7 − 3

5. Calculate the values of the following expressions.

a. 15 × (−6 + 2) b. −6 − 64 ÷ −16 + 8
c. −3 × −4 × −1 × 5 d. −6 × (−13 + 5) + −4 + 2

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6. WE8b Evaluate each of the following.

3 2 2
a. −7 + 6 × (−2) b. (−9) − 15 + 3 c. (−63 ÷ −7) × (−3 + −2)

7. Evaluate each of the following.

3 2 2
a. (−3) − 3 × −5 b. −5 × −7 − [5 + (−8) ] c. [(−48 ÷ 8) × 36] ÷ −4

Understanding
8. A class of Year 8 students were given the following question to evaluate.

4 + 8 ÷ −(2)2 − 7 × 2

a. Several different answers were obtained, including −8, −12 and −17. Determine which one of these is
the correct answer.
b. Using only brackets, change the question in two ways so that the other two answers would be correct.

9. In a particular adventure video game, a player loses

and gains points based on who or what they come in
contact with during the game. See the list shown of the
number of ‘hit’ points associated with each contact.
Use the table to calculate the number of points the
player has at the end of each round of the game.

Character ‘Hit’ points

Balrog –100
Troll –10
Orc –5
Goblin –2
Gnome –1
Healing potion +20
Cleric +50

Round Points at the start Contacts during Points at the end

number of the round the round of the round
1 100 20 gnomes, 10 goblins and
3 healing potions
2 3 gnomes, 5 goblins, 6 orcs
and 5 healing potions
3 3 orcs, 6 trolls and a cleric

4 5 trolls, 1 balrog and

a cleric

10. Discuss the effect that directed numbers have on the order of operations.

Reasoning
11. A viral maths problem posted on a social media site asks people to determine the answer to 6 ÷ 2(1 + 2).
Most people respond with an answer of 1.
a. Explain why the answer of 1 is incorrect and determine the correct answer.
b. Insert an extra set of brackets in the expression so that 1 would be the correct answer.

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12. Two numbers p and q have the same numerical value but the opposite sign; that is, one is positive and the
other negative.
a. If −3 × p + 4 × q is positive, discuss what can be said about p and q.
b. Test your answer to part a if the numerical values of p and q, written as |p| and |q|, are both equal to 7.

Problem solving
13. Model each situation with integers, and then find the result.
a. Jemma has $274 in the bank, and then makes the following transactions: 2 withdrawals of $68 each and
3 deposits of $50 each.
b. If 200 boxes of apples were each 3 short of the stated number of 40 apples, evaluate the overall shortfall
in the number of apples.
c. A person with a mass of 108 kg wants to reduce his mass to 84 kg in 3 months. Determine the average
mass reduction needed per month.
14. A classmate is recording the weather during July for a school project and wants your help to calculate the
information. He records the following data for one week.

Mon Tue Wed Thu Fri Sat Sun

Max (°C) 12.2 14.5 16.7 12.8 11.3 7.2 −0.3
Min (°C) 3.0 2.1 4.6 3.2 6.4 −2.9 −6.0

Round all answers correct to 1 decimal place.

a. Determine the difference between the lowest temperature and
the highest temperature recorded during this week.
b. Evaluate the average (mean) minimum temperature.
c. Your classmate tries to predict temperatures and says that the
1
minimum temperature = × maximum temperature. He says
4
this is the same as dividing by −4. Explain why this may not be
correct.
d. He then tries to make another prediction, which involves taking
the square root of the maximum temperature. Explain why this
might not be a good idea.
e. On the first Monday after this week, the temperature rises by 6.5 °C from Sunday’s minimum
temperature. It then drops by 3.2 °C overnight and rises by 8.9 °C on Tuesday. Evaluate the minimum
temperature on Monday night and the maximum temperature on Tuesday.
f. His last prediction involves subtracting 6 from the maximum temperature, then dividing by 2 to predict
the minimum temperature. Calculate the predicted values for the minimum temperature for each of his
three methods and discuss which method may be most accurate.
15. A frog and a snail are climbing an empty vertical pipe. The snail
is 30 cm from the top of the pipe while the frog is 30 cm below the
snail.
At the start of the first hour, the frog climbs 40 cm up the pipe and
rests. The snail crawls 20 cm during this time, then also rests.
While they are resting, both the frog and the snail slip back down
the pipe. The frog slips back 20 cm while the snail slips back
10 cm.
At the start of the second hour, the frog and the snail set off again and repeat the same process of climbing
and resting until they reach the top of the pipe.
a. Explain which reaches the top of the pipe first, the frog or the snail.
b. Determine during which hour they reach the top of the pipe.

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1.6 Review
1.6.1 Topic summary
Integers Addition of integers
Integers are positive and negative whole numbers A number line can be used to add integers.
including 0. • To add a positive integer, move to the right.
• The integers −1, −2, −3, … are called negative integers. e.g. −4 + 1 = −3
• The integers 1, 2, 3, … are called positive integers. • To add a negative integer, move to the left.
• 0 is neither positive nor negative. e.g. 5 + (−3) = 2
Move right when adding a positive integer
Move left when adding a negative integer

–5 –4 –3 –2 –1 0 1 2 3 4 5

Subtraction of integers
• Subtracting a number gives the
INTEGERS same result as adding its opposite.
e.g. 2 − (5) = 2 + (−5) = −3 or
− 6 − (−11) = − 6 + (+11) = 5

Division of integers Multiplication of integers

• When dividing integers with the • When multiplying integers with the same
same sign, the answer is positive. sign, the answer is positive.
e.g. −20 ÷ −4 = 5 or 24 ÷ 6 = 4 e.g. −4 × −6 = 24 or 7 × 8 = 56
• When dividing integers with different • When multiplying integers with different
signs, the answer is negative. signs, the answer is negative.
e.g. 10 ÷ −5 = −2 or −35
— = −5 e.g. −5 × 2 = −10 or 9 × −3 = −27
7

Order of operations Powers

• The order of operations is a set of rules we must follow so that we all • A negative number raised to an odd power
have a common understanding of mathematical operations. will produce a negative number.
• The set order in which we calculate problems is: e.g. (–4)3 = –64
1. Brackets ( ) or [ ] • A negative number raised to an even
2. Indices or roots ax or n —x power will produce a positive number.
3. Division and Multiplication (working left to right) ÷ or × e.g. (–4)2 = 16
4. Addition and Subtraction (working left to right) + or −
• The acronym BIDMAS can be used to remember
the correct order of operations.

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1.6.2 Success criteria

Tick a column to indicate that you have completed the subtopic and how well you think you have understood it
using the traffic light system.
(Green: I understand; Yellow: I can do it with help; Red: I do not understand)

Subtopic Success criteria

1.2 I understand that integers can be negative, zero or positive.

I can add and subtract positive and negative integers.

1.3 I understand that the product of a positive and a negative number is negative.

I can multiply integers.

I can evaluate indices/powers and square roots.

1.4 I can divide integers.

1.5 I can apply the order of operations to evaluate mathematical expressions.

1.6.3 Project
Directed numbers board game

Many board games engage the players in racing each other to the end of the board. Snakes and Ladders is
an example of this style of game. You can climb ladders to get to the end quicker, but sliding down a snake
means you get further away from the end.
You are going to make a board game that will help you to practise addition and subtraction of directed
numbers. This game is played with two dice and is a race to the end of the number line provided on the
board.
The diagram below shows part of a sample game, and can be used to explain the rules and requirements for
your board game.

10 9 8 7 6

–2 –1 0 1 2 3

–3

–4 –5 –6 –7 –8 –9 –10

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1 2

Two dice are to be used in this board game. Die 1 is labelled with N three times and P three times, and die 2
is labelled with the integers −1, −2, −3, +1, +2 and +3. (Stickers with these labels can be placed over two
standard dice.)
• Rolling an N means you face the negative numbers; rolling a P means you face the positive numbers.
• Imagine that you are at 0, and that you roll an N and +2. N means that you face the negative
numbers; +2 means that you move forward 2 places.
• If you roll a P and +1, this means that you face the positive numbers and move forward
1 place.
• If you roll a P and −2, this means that you face the positive numbers and move backward
2 places.
1. For the three examples listed above, state which square you would end up in if you started at 0 each
time.
2. Suppose that your first five turns at this game produced the following results on the dice:
P and +1, P and +3, P and −2, N and −1, N and +2.
If you started at 0, where did you end up after these five turns?

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Your task is to design a board game similar to the one used in the example. The requirements for the
game are listed below.
• The game is to be played with the two dice described earlier.
• Two or more players are required, taking turns to throw the dice.
• Start at 0 in the centre of the board. The race is on to get to either end of the board. The first person to
reach an end is the winner.
• For 0 to be at the centre, your board will require an odd number of columns.
• At least 8 squares must have specific instructions — for example, ‘go back 5 squares’ or ‘miss a turn’.
You may even wish to include ‘snakes and ladders’ style obstacles.
• Use a sensible number of squares. If there are very few squares, the game will end too quickly; if there
are many squares, they will be very small.
3. Work with a partner to make the two required dice and to design your board. Play with others to test
the game and make necessary improvements if required. Be certain that all the requirements of the game
are included.

Resources
Resourceseses
eWorkbook Topic 1 Workbook (worksheets, code puzzle and project) (ewbk-1932)
Interactivities Crossword (int-2723)
Sudoku puzzle (int-3182)

Exercise 1.6 Review questions

To answer questions online and to receive immediate corrective feedback and fully worked solutions for
all questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. State whether the following statement is true or false. The number –2.5 is called an integer.

2. State whether the following statement is true or false. −6 < −2

3. List the integers between −11 and −7.

4. Arrange these numbers in ascending order: 7, 0, −3, 10, −15.

5. Calculate the value of each of the following.

a. −6 + (−8) b. 16 − (−5)
c. −3 − (+7) + (−2) d. −1 − (−5) − (+4)

6. Write out the following equations and fill in the missing numbers.
a. 7 − ___ = −14 b. −19 + ___ = 2
c. ___ − 13 − (−12) = 10 d. −28 − ___ = −17

7. MC Select the correct statement from the following.

A. Multiplying an even number of negative numbers together gives a negative answer.
B. Squaring a negative number gives a negative answer.
C. Dividing a negative number by another negative number gives a positive answer.
D. Adding two negative numbers together gives a positive answer.

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8. Evaluate each of the following.

a. −12 × −5 b. −(−10) × 3 × −2
c. −24 ÷ −3 d. −48 ÷ −4 ÷ −3

9. Evaluate each of the following.

a. 6 × −3 ÷ −2 b. −36 ÷ 3 ÷ −4 × −9
c. −8 × −3 − (4 − −1) + −63 ÷ 7 d. −9 + −9 ÷ −9 × −9 − −9

Problem solving
10. Give an example of two numbers that fit each description that follows.
If no numbers fit the description, explain why.
a. Both the sum and the product of two numbers are negative.
b. The sum of two numbers is positive and the quotient is negative.
c. The sum of two numbers is 0 and the product is positive.

11. On a test, each correct answer scores 5 points, each incorrect answer scores −2 points and each
question left unanswered scores 0 points.
a. Suppose a student answers 16 questions correctly and 3 questions incorrectly, and does not answer
1 question. Write an expression for the student’s score and determine the score.
b. Suppose you answered all 20 questions on the test. What is the greatest number of questions you can
answer incorrectly and still get a positive score? Explain your reasoning.

12. Write the following problem as an equation using directed numbers and
determine the answer.
You have $25 and you spend $8 on lollies. You then spend another $6 on
lunch.
A friend gives you $5 to buy lunch, which comes to only $3.50. You then find
another $10 in your pocket and buy an ice-cream for $3.
Evaluate the amount of money left in total before you return your friend’s
change from lunch.

13. Write the following problem as an equation using directed

numbers and determine the answer.
Two friends are on holiday; one decides to go skydiving and
the other decides to go scuba diving. If the skydiving plane
climbs to 4405 m above sea level, and the scuba diver goes to
the ocean floor, which is 26 m below the surface, determine
the vertical distance between the two friends.

14. You receive several letters in the mail: two cheques worth $100 each, three bills worth $75 each and a
voucher for $20. Evaluate the amount of money you end up with.
a. Represent the situation using directed numbers.
b. Solve the problem.

15. You earn $150 each time you work at the local races. If you work at three race meetings in one month,
determine how much you earn that month.
a. Represent the situation using directed numbers.
b. Solve the problem.

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16. For your birthday, you get three gift cards worth $40 each. Also, your
brother gives you four movie vouchers worth $10 each. In total,
determine how much more money you have after your birthday.
a. Represent the situation using directed numbers.
b. Solve the problem.

17. In science, directed numbers are often used to describe a direction or an increase or decrease in a
measurement.
Directed numbers can describe the distance of an object from a reference point (known as the
displacement, d, of the object). For example, if you are 200 km west of a town, and west is defined as a
negative direction, you are −200 km from the town.

d (km)
–500 –400 –300 –200 –100 0 100 200 300 400 500
West East

a. If a car travels 150 km in the easterly direction from −200 km, describe the displacement of the car
from the town.
b. If a car travels from 300 km east of the town, describe the displacement of the car after it has
travelled 450 km in the easterly direction.

18. Directed numbers can describe the direction in which an object is travelling. For example, travelling
towards the east is often defined as the positive direction and towards the west as the negative direction.
A car travelling west at 100 km/h goes at −100 km/h. Scientists use the term velocity, v, to mean a
speed in a particular direction.
a. If a car travels past a town at −100 km/h, determine where it will be in 2 hours’ time.
b. If a car goes past a town while travelling at −100 km/h, determine where the car was an hour ago.

To test your understanding and knowledge of this topic, go to your learnON title at
www.jacplus.com.au and complete the post-test.

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Online Resources Resources

Below is a full list of rich resources available online for this topic. These resources are designed to bring ideas to life,
to promote deep and lasting learning and to support the different learning needs of each individual.

eWorkbook
Download the workbook for this topic, which includes
worksheets, a code puzzle and a project (ewbk-1932) ⃞

Solutions
Download a copy of the fully worked solutions to every
question in this topic (sol-0706) ⃞

Digital documents
1.2 SkillSHEET Arranging numbers in order (doc-6389) ⃞
SkillSHEET Integers on the number line (doc-6387) ⃞
SkillSHEET Adding and subtracting integers (doc-6388) ⃞
1.3 SkillSHEET Multiplying integers (doc-6390) ⃞
1.4 SkillSHEET Dividing integers (doc-6391) ⃞
1.5 SkillSHEET Order of operations and directed numbers
(doc-6392) ⃞

Video eLessons
1.2 Integers (eles-3533) ⃞
Addition of integers (eles-3534) ⃞
Subtraction of integers (eles-3535) ⃞
Addition and subtraction of positive and negative
numbers (eles-1869) ⃞
1.3 Multiplication and powers (eles-3536) ⃞
Powers and square roots of directed numbers
(eles-3537) ⃞
1.4 Division of integers (eles-3538) ⃞
1.5 Order of operations (eles-3539) ⃞
BIDMAS (eles-1883) ⃞

Interactivities
1.2 Individual pathway interactivity: Adding and
subtracting integers (int-4397) ⃞
Addition and subtraction of integers (int-3703) ⃞
1.3 Individual pathway interactivity: Multiplying integers
(int-4398) ⃞
Multiplying integers (int-3704) ⃞
1.4 Individual pathway interactivity: Dividing integers
(int-4399) ⃞
Division of integers (int-3706) ⃞
1.5 Individual pathway interactivity: Combined
operations on integers (int-4400) ⃞
Order of operations (int-3707) ⃞
1.6 Crossword (int-2723) ⃞
Sudoku puzzle (int-3182) ⃞

Teacher resources
There are many resources available exclusively for teachers
online.

To access these online resources, log on to www.jacplus.com.au.

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Answers 19. a.
b.
−2 + −5 = −7; −(2 + 5) = −7
−3 + −8 = −11; −(3 + 8) = −11
Topic 1 Computation with integers c. −7 + −6 = −13; −(7 + 6) = −13
d. For each pair of expressions, the answers are the same:
Exercise 1.1 Pre-test
each number is negative, so putting brackets around the
1. 3 sum and then attaching a negative sign gives the same
2. −2 °C outcome.
3. D 20. a. Individual responses will vary, but should include
4. 4, 1, −2 information about: the difference between positive and
5. a. 2 b. −8 c. −10 negative numbers including real-life examples; how
using a number line could be used to help understand
6. a. 9 b. 7 c. −2 positive and negative numbers; common words used
7. a. −15 b. 28 to indicate a positive or negative number; and where
8. C positive and negative numbers sit on a number line.
9. a. −3 b. 6 b. Individual responses will vary, but should include
tips about: which direction to move in on a number
10. 37
line when adding a positive integer, adding a negative
11. −42 integer, subtracting a positive integer and subtracting a
12. −11 and 11 negative integer. Your response may also include how
13. −2 these four different scenarios can be simplified into two
14. −1.5 groups.
15. −6 21.
–2
Exercise 1.2 Adding and subtracting integers
0 +1
1. 3, −4, 201, −62
2. a. +5 b. −4 c. +23 d. −15
3. a. −1 b. −10 c. −1 d. −13
–1 +2 –4
4. a. 19 b. 7 c. −15 d. 0
5. a. 5 b. −24 c. −5 d. 5
6. a. 26 b. −16 c. 22 d. 11
–6 –5
7. a. −36 b. 36 c. −14 d. 51
–3
8. a. 12 b. −10 c. 13 d. −11
9. a. 150 b. –1 c. 25 d. –13 22. a.270 − 340 + 1450 − 2750
10. a. 22 b. 9 c. −22 d. −39 HK$1370
b.

11. 23. −72 metres

+ −8 25 −18 32
−6 −14 19 −24 26 Exercise 1.3 Multiplying integers
−13 −21 12 −31 19 1. a. 12 b. 30 c. 14 d. 72
−16 −24 9 −34 16 2. a. −10 b. −24 c. 42 d. −26
−19 −27 6 −37 13 3. a. 48 b. −42 c. −750 d. 1150
12. + −11 19 13 −7 4. a. −63 b. −72 c. 55 d. −300
−5 −16 14 8 −12 5. a. −800 b. 112 c. −192 d. 42
17 6 36 30 10 6. a. −9 b. 7 c. −2 d. −12
−1 −12 18 12 −8 7. a. 8 b. −20 c. −6 d. −11
−28 −39 −9 −15 −35
8. a. −8 b. 9 c. 16 d. 81
13. a. 22 °C b. 176 °C c. 198 °C 9. a. 16 b. −125 c. 256 d. 625
14. 37 °C 10. Positive
15. a. −301 b. −5963 c. 530 d. 72 11. Negative
16. a. 13 b. 4 c. 11 d. 71 12. a. 5 b. 9 c. 7 d. 11
17. a. Correct b. Incorrect; 6 c. Incorrect; −15 13. a. 48 b. −36 c. 72
d. Correct e. Correct f. Incorrect; −21 d. 16 e. −12 f. −576
18. a. −3 b. −2 14. There are many possible answers. A sample response is:
c. −5 d. The answers are all the same. a. −2 × 2 × 3 b. 3 × 3 × 4 c. −2 × 3 × 6

30 Jacaranda Maths Quest 8

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15. a. Positive b. Negative c. Negative 17. ÷ 32 −24 −36 −4

16. If a positive number is multiplied by −1, the number 8 1
becomes negative. 12 −2 −3 −
3 3
If a negative number is multiplied by −1, the number 9 1
becomes positive. −8 –4 3
2 2
17. a. 2 b. −3 c. 5
16 2
d. 5 e. −7 f. 4 6 –4 –6 −
3 3
18. Because there is an odd number of negatives.
–4 –8 6 9 1
19. It is possible to find only odd-numbered roots for negative
numbers. This means it is not possible to√find the square x x x
root of a negative number. For example,
3
−125 = −5 but 18. a. − b. − c.
√ y y y
−25 is not a real number. 19. They have the same sign: either both positive or both
20. −a must be negative for the answer to be negative, so a negative.
must be positive. The power must be odd to give a negative 20. It is negative.
result, so n is odd. 1
21. −432 21. −
162
22. a. −1 b. −1 22. a. −1 b. −1
23. One of the following: 17 correct, 1 incorrect; 18 correct, 23. −2.8
3 incorrect; 19 correct, 5 incorrect; 20 correct, 7 incorrect;
21 correct, 9 incorrect Exercise 1.5 Order of operations with integers
1. a. −12 b. −7 c. −3 d. 9
Exercise 1.4 Dividing integers
2. a. 30 b. −6 c. −12 d. −58
1. a. −7 b. −4 c. −4 d. 6
3. a. −12 b. 17 c. 56 d. −7
2. a. −8 b. 0 c. −16 d. −43
4. a. −41 b. −76 c. −12 d. 15
3. a. 11 b. −4 c. 3 d. −3
5. a. −60 b. 6 c. −60 d. 46
4. a. 8 b. −46 c. 5 d. −38
6. a. −55 b. 69 c. 225
5. a. −120 b. −27 c. 38 d. 33
7. a. −12 b. −34 c. −324
6. a. −47 b. −160 c. −27 d. −180
8. a. −12
7. a. 250 b. 62 c. 324 d. 226
b. (4 + 8) ÷ −(2)2 − 7 × 2 = −17
8. There are many possible answers; examples include
4 + 8 ÷ (−(2))2 − 7 × 2 = −8
−16 ÷ 2, −80 ÷ 10, −24 ÷ 3.
9. Points at Points at
9. a. 3 b. −2 c. −9 d. 3
the start Contacts the end
10. a. −35 b. 24 c. −12 d. −10 Round of the during of the
11. a. 1 b. 6 c. −20 number round the round round
12. a. 3 b. −4 c. 2 1 100 20 120
gnomes,
3 1 2
13. a. − b. − c. 10 goblins
4 2 3 and 3
14. a. 48 b. −6 c. −1 healing
1 potions
15. a. −4 b. − c. −4
3 2 120 3 gnomes, 177
16. ÷ 4 −10 12 −8 5 goblins,
6 orcs and
−2 −2 5 −6 4
5 healing
4 −10 12 −8 potions
7
7 7 7 7
3 177 3 orcs, 6 152
4 10 8 trolls and
−3 − −4
3 3 3 a cleric
2 6 4 4 152 5 trolls, 52
−10 − 1 −
5 5 5 1 balrog
and a
cleric

TOPIC 1 Integers 31
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10. Directed numbers are placed in brackets and applied first in iv. With small pieces of clear tape, tape each edge to the
operations. See the BIDMAS rule. adjacent edge. You should get a cube.
11. a. An answer of 1 is incorrect because the order of v. Roll the die to see if it works, then play the game.
operations wasn’t applied correctly. Your die may be a bit lopsided, but it should work. You
might have to make several dice to get two that you
6 ÷ 2(1 + 2) = 6 ÷ 2 × 3 consider adequate
= 3×3
=9

The correct answer is 9.

[ ]
6 ÷ 2(1 + 2) = 1
b.
12. a. p < 0, q > 0
b. p = −7 and q = 7: −3 × −7 + 4 × 7 = 49

13. a. $288 b. 600 c. 8 kg

14. a. 22.7 °C
b. 1.5 °C
1
c. Multiplying by is not the same as dividing by −4.
4
1 Exercise 1.6 Review questions
Multiplying by is the same as dividing by 4.
4 1. False
d. This is not a good idea because you cannot take the
2. True
square root of a negative number, such as Sunday’s
3. −10, −9, −8
maximum temperature.
4. −15, −3, 0, 7, 10
e. Monday maximum = 0.5 °C and minimum = −2.7 °C;
Tuesday maximum = 6.2 °C 5. a. −14 b. 21 c. −12 d. 0
f. The method of multiplying the maximum temperature 6. a. 21 b. 21 c. 11 d. −11
1 7. C
by gave the most accurate prediction of minimum
4 8. a. 60 b. −60 c. 8 d. −4
temperature, but none of the methods is very accurate.
Any prediction method should be tested over a number of 9. a. 9 b. −27 c. 10 d. −9
weeks before deciding if it is accurate enough. 10. a. There are many possible answers.
A correct answer will contain a positive and a negative
Mon Tue Wed Thu Fri Sat Sun number, with the negative number having a greater size
Max (°C) 12.2 14.5 16.7 12.8 11.3 7.2 −0.3 than the positive number.
Min (°C) 3.0 2.1 4.6 3.2 6.4 −2.9 −6.0 b. There are many possible answers.

1 A correct answer will contain one positive and one

Max × 3.1 3.6 4.2 3.2 2.8 1.8 −0.1 negative number, with the positive number having a
4 greater size than the negative number.
√
Max 3.5 3.8 4.1 3.6 3.4 ±2.7 N/A c. Not possible
3.1 4.3 5.4 3.4 2.7 0.6 −3.2 11. a. An expression for the student’s score:
(Max − 6) 16 × 5 + 3 × −2 + 1 × 0 = 74
2 b. 14
12. $19.50
15. a. The frog and the snail get out of the pipe at exactly the
same time. 13. 4431 m
b. They make it out of the pipe during the second hour. 14. a. 2 × 100 − 3 × 75 + 20 b. −$5

15. a. 3 × 150 b. $450

Project 16. a. 3 × 40 + 4 × 10 b. $160
1. a. −2 b. 1 c. −2
17. a. −50 km b. 750 km
2. 1
18. a. −200 km b. 100 km
3. Designs will vary. Sample response is provided.
Instructions for making your own dice:
i. Print out as many copies of the die template as you need
to make two dice that you consider adequate.
ii. Cut the die out along its outside border.
iii. Fold the die along each of the six sides (along the lines).

32 Jacaranda Maths Quest 8