Negative

7
CHAPTER

numbers

Positive and negative measurements

The Antarctic has the coldest climate on Earth. These gigantic icebergs are many kilometres across
Near the coast, the temperature can range from and weigh millions of tonnes.
+10°C in summer to −60°C in winter, making
winter up to 70°C colder than summer. High in When measured from its base on the ocean floor,
the mountains, temperatures average −30°C in the Hawaiian mountain of Mauna Kea is the highest
summers and −80°C in winters, 50°C colder mountain in the world. The top is at +4205 m and
than summer. the base at −6000 m making a total height of over
10 200 m from the base. That is much higher than
Antarctic icebergs start out as huge broken ice Mt Everest at 8848 m above sea level.
shelves. Measuring from sea level, the top of an
iceberg could be at +50 m and the bottom at There are several places on Earth that are below
−350 m, making a total height of 400 m. sea level. Examples include Australia’s Lake Eyre
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 Online resources
A host of additional online resources are
included as part of your Interactive Textbook,
including HOTmaths content, video
demonstrations of all worked examples,
auto-marked quizzes and much more.

In this chapter

7A Integers (CONSOLIDATING)
7B Adding and subtracting positive integers
7C Adding and subtracting negative integers
7D Multiplication and division of integers
(EXTENDING)
7E Order of operations with integers
(EXTENDING)
7F Substituting integers (EXTENDING)
7G Introducing the number plane

Australian Curriculum

NUMBER AND ALGEBRA

Number and place value

Compare, order, add and subtract integers

(ACMNA280)

Linear and non-linear relationships

Given coordinates, plot points on the

Cartesian plane, and find coordinates for a
given point (ACMNA178)
© ACARA

at −15 m, California’s Death Valley at −86 m, Israel’s

Sea of Galilee with its shores at −212 m and the Dead
Sea with its shores at −423 m, the lowest dry land
on Earth.

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 386 Chapter 7 Negative numbers

7A Integers CONSOLIDATING

Learning intentions
• To understand that integers can be negative, positive or zero
• To be able to represent integers on a number line
• To be able to compare two integers and decide which is greater

The numbers 1, 2, 3, … are considered

to be positive because they are greater
than zero (0) . Negative numbers extend
the number system to include numbers
less than zero. All the whole numbers
less than zero, zero itself and the whole
The winning golf score above is −7, shown in the left column. Golf scores are
numbers greater than zero are called positive and negative integers giving the number of strokes above or below the
integers. par, the total strokes of an expert golfer.

The use of negative numbers dates back to 100 BCE when the Chinese used black rods for positive
numbers and red rods for negative numbers in their rod number system. These coloured rods were used
for commercial and tax calculations. Later, a great Indian mathematician named Brahmagupta (598−670)
set out the rules for the use of negative numbers, using the word fortune for positive and debt for negative.
Negative numbers were used to represent loss in a financial situation.

An English mathematician named John Wallis (1616−1703) invented the number line and the idea that
numbers have a direction. This helped define our number system as an infinite set of numbers extending
in both the positive and negative directions. Today negative numbers are used in all sorts of mathematical
calculations and are considered to be an essential element of our number system.

LESSON STARTER Simple applications of negative numbers

• Try to name as many situations as possible in which negative numbers are used.
• Give examples of the numbers in each case.

KEY IDEAS
■ Negative numbers are numbers less than zero.
■ Integers are whole numbers that can be negative, zero or positive.
…, −4, −3, −2, −1, 0, 1, 2, 3, 4, …
■ A number line shows: negative positive
• positive numbers to the right of zero.
• negative numbers to the left of zero.
−4 −3 −2 −1 0 1 2 3 4
■ Each negative number has a positive opposite.
3 and −3 are examples of opposite numbers.
■ Negative fractions that are not integers can also be located on a − 32 or −1 21
number line.
−2 −1 − 2 0
■ A number is greater than another number if it occurs to the right 3
of it on a number line. For example −2 is greater than −4 (written −2 > −4).

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 7A Integers 387

BUILDING UNDERSTANDING
1 What are the missing numbers on these number lines?
a b
−3 −1 0 1 3 −10 −9 −8 −6

2 −5 is the opposite number of 5, and 5 is the opposite number of −5. State the opposite of these
numbers.
a 2 b −7 c 21 d −1071
3 Select from the words greater or less to complete these sentences.
a 5 is __________ than 0 b −3 is __________ than 0
c 0 is __________ than −6 d 0 is __________ than 1

Example 1 Draw a number line

Draw a number line, showing all integers from −4 to 2.

SOLUTION EXPLANATION
Use equally spaced markings and put −4 on the
−4 −3 −2 −1 0 1 2
left and 2 on the right.

Now you try

Draw a number line, showing all integers from −6 to 1.

Example 2 Less than or greater than

Insert the symbol < (less than) or > (greater than) into these statements to make them true.
a −2 3 b −1 −6

SOLUTION EXPLANATION
a −2 < 3 −2 is to the left of 3 on a number line, so it is
less than 3.

−2 −1 0 1 2 3

b −1 > −6 −1 is to the right of −6 on a number line, so it

is greater than −6.

−6 −5 −4 −3 −2 −1 0

Now you try

Insert the symbol < (less than) or > (greater than) into these statements to make them true.
a 5 −7 b −4 −1

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 388 Chapter 7 Negative numbers

Exercise 7A
FLUENCY 1, 3–6(½) 2, 3–6(½) 3–6(½)

Example 1 1 Draw a number line, showing all integers from −2 to 3.

Example 1 2 Draw a number line for each description, showing all the given integers.
a from −2 to 2
b from −10 to −6

3 List all the integers that fit the description.

a from −2 up to 4
b greater than −3 and less than 2
c greater than −5 and less than 1
d less than −3 and greater than −10

Example 2 4 Insert the symbol < (less than) or > (greater than) into these statements to make them true.
a 7 9 b 3 2

c 0 −2 d −4 0

e −1 5 f −7 −6

g −11 −2 h −9 −13

i −3 3 j 3 −3

k −130 1 l −2 −147

5 Give the temperature shown on these thermometers.

a °C b °C c °C d °C
5 10 0 20

0 0 −10 0

−5 −10 −20 −20

−40

6 Write down the negative fraction illustrated by the dot on these number lines.
a b
−2 −1 0 −2 −1 0
c d
−5 −4 −10 −9
e f
−12 −11 −10 −20 −19

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 7A Integers 389

PROBLEM-SOLVING 7, 8 8(½), 9 8(½), 9

7 Arrange these numbers in ascending order.

a −3, −6, 0, 2, −10, 4, −1
b −304, 126, −142, −2, 1, 71, 0

8 Write the next three numbers in these simple patterns.

a 3, 2, 1, ___, ___, ___
b −8, −6, −4, ___, ___, ___
c 10, 5, 0, ___, ___, ___
d −38, −40, −42, ___, ___, ___
e −91, −87, −83, ___, ___, ____
f 199, 99, −1, ___, ___, ___

9 These lists of numbers show deposits (positive numbers) and withdrawals (negative numbers) for a
month of bank transactions. Find the balance at the end of the month.
a Start balance $200 b Start balance $0
−$10 $50
−$130 −$60
$25 −$100
−$100 $200
$20 −$100
Final balance Final balance

REASONING 10 10, 11(½) 11

10 If the height above sea level for a plane is a positive number, then the height for a submarine could be
written as a negative number. What is the height relative to sea level for a submarine at these depths?
a 50 m b 212.5 m c 0m

11 The difference between two numbers could be thought of as the 3

distance between the numbers on a number line. For example,
the difference between −2 and 1 is 3. −3 −2 −1 0 1 2 3

Find the difference between these pairs of numbers.

a −1 and 1 b −2 and 2 c −3 and 1 d −4 and 3
e −3 and 0 f −4 and −1 g −10 and −4 h −30 and 14

ENRICHMENT: The final position – – 12

12 For these sets of additions and subtractions, an addition means to negative positive
move to the right and a subtraction means to move left. Start at zero
each time and find the final position. −3 −2 −1 0 1 2 3
a − 1, 4, − 5 b 3, − 5, − 1, 4
c − 5, − 1, 3, 1, − 2, − 1, 4 d − 10, 20, − 7, − 14, 8, − 4
e − 250, 300, − 49, − 7, 36, − 81 f − 7001, 6214, − 132, 1493, − 217

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 390 Chapter 7 Negative numbers

7B Adding and subtracting positive integers

Learning intentions
• To understand the number line model for adding and subtracting positive integers
• To be able to use a number line to add a positive integer to any integer
• To be able to use a number line to subtract a positive integer from any integer

Adding and subtracting a positive integer can give both

When food goes into
positive and negative answers. For example, when a newly a fridge or freezer
installed fridge at 20°C is switched on, the temperature its temperature
begins to change,
inside the freezer might fall by 25°C. The final temperature sometimes reaching
is −5°C; i.e. 20 − 25 = −5. If a temperature of −10°C rises temperatures below
zero.
by 5°C, the final temperature is −5°C; i.e. −10 + 5 = −5.

LESSON STARTER Positive and negative possibilities

Decide if it is possible to find an example of the following. If so, give a specific example.

• A positive number added to a positive number gives a positive number.

• A positive number added to a positive number gives a negative number.
• A positive number added to a negative number gives a positive number.
• A positive number added to a negative number gives a negative number.
• A positive number subtracted from a positive number gives a positive number.
• A positive number subtracted from a positive number gives a negative number.
• A positive number subtracted from a negative number gives a positive number.
• A positive number subtracted from a negative number gives a negative number.

KEY IDEAS
■ If a positive number is added to any number, you move right on a number line.
2+3=5 Start at 2 and move right by 3. +3

1 2 3 4 5 6
−5 + 2 = −3 Start at −5 and move right by 2. +2

−6 −5 −4 −3 −2
■ If a positive number is subtracted from any number, you move left on a number line.
2 − 3 = −1 Start at 2 and move left by 3. −3

−2 −1 0 1 2 3
−4 − 2 = −6 Start at −4 and move left by 2. −2

−7 −6 −5 −4 −3

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 7B Adding and subtracting positive integers 391

BUILDING UNDERSTANDING
1 In which direction (i.e. right or left) on a number line do you move for the following calculations?
a 2 is added to −5 b 6 is added to −4
c 4 is subtracted from 2 d 3 is subtracted from −4
2 Match up the problems a to d with the number lines A to D.
a 5 − 6 = −1 A
−3 −2 −1 0 1 2 3

b −2 + 4 = 2 B
−5 −4 −3 −2 −1 0

c −1 − 3 = −4 C
−7 −6 −5 −4 −3 −2

d −6 + 3 = −3 D
−2 −1 0 1 2 3 4 5 6

Example 3 Adding and subtracting positive integers

Calculate the answer to these additions and subtractions.

a −2 + 3 b −8 + 1 c 5−7 d −3 − 3

SOLUTION EXPLANATION
a −2 + 3 = 1 +3

−3 −2 −1 0 1 2

b −8 + 1 = −7 +1

−9 −8 −7 −6 −5

c 5 − 7 = −2 −7

−3 −2 −1 0 1 2 3 4 5 6

d −3 − 3 = −6 −3

−7 −6 −5 −4 −3 −2 −1

Now you try

Calculate the answer to these additions and subtractions.
a −4 + 7 b −8 + 3 c 4−8 d −6 − 4

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 392 Chapter 7 Negative numbers

Exercise 7B
FLUENCY 1, 2–4(1/2) 2–5(1/2) 2–5(1/4)

Example 3 1 Calculate the answer to these additions and subtractions.

a −2 + 5 b −6 + 2 c 4−9 d −5 − 6

Example 3a,b 2 Calculate the answer to these additions. Check your answers using a calculator.
a −1 + 2 b −1 + 4 c −3 + 5 d −10 + 11
e −4 + 3 f −5 + 2 g −11 + 9 h −20 + 18
i −4 + 0 j −8 + 0 k −30 + 29 l −39 + 41
m −130 + 132 n −181 + 172 o −57 + 63 p −99 + 68

Example 3c,d 3 Calculate the answer to these subtractions. Check your answers using a calculator.
a 4−6 b 7−8 c 3 − 11 d 1 − 20
e −3 − 1 f −5 − 5 g −2 − 13 h −7 − 0
i −37 − 4 j 39 − 51 k 62 − 84 l −21 − 26
m −100 − 200 n 100 − 200 o 328 − 421 p −496 − 138

4 Find the missing number.

a 2+ =7 b −2 + =7 c −2 + =3 d −4 + = −2

e 5− =0 f 3− = −4 g −9 − = −12 h −20 − = −30

i −6 + = −1 j −8 − = −24 k + 1 = −3 l +7=2

m − 4 = −10 n − 7 = −20 o + 6 = −24 p − 100 = −213

5 Evaluate the following. Remember to work from left to right.

a 3−4+6 b 2−7−4 c −1 − 4 + 6 d −5 − 7 − 1
e −3 + 2 − 7 + 9 f −6 + 1 − 20 + 3 g 0 − 9 + 7 − 30 h −15 − 20 + 32 − 1

PROBLEM-SOLVING 6, 7 7, 8 7–9

6 Determine how much debt remains in these financial situations.

a owes $300 and pays back $155.
b owes $20 and borrows another $35.
c owes $21 500 and pays back $16 250.

7 a T
 he reading on a thermometer measuring
temperature rises 18°C from −15°C. What is the
final temperature?
b The reading on a thermometer measuring
temperature falls 7°C from 4°C. What is the final
temperature?
c The reading on a thermometer measuring
temperature falls 32°C from −14°C. What is the
final temperature?

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 7B Adding and subtracting positive integers 393

8 For an experiment, a chemical solution starts at a temperature of 25°C, falls to −3°C, rises to 15°C
and then falls again to −8°C. What is the total change in temperature? Add all the changes together for
each rise and fall.

9 An ocean sensor is raised and lowered to different depths in the sea. Note that −100 m means 100 m
below sea level.
a If the sensor is initially at −100 m and then raised to −41 m, how far does the sensor rise?
b If the sensor is initially at −37 m and then lowered to −93 m how far is the sensor lowered?

REASONING 10 10 10, 11

10 Give an example that suits the description.

a A positive number subtract a positive number equals a negative number.
b A negative number subtract a positive number equals a negative number.
c A negative number add a positive number equals a positive number.
d A negative number add a positive number equals a negative number.

11 a a is a positive integer, b is a positive integer and a > b. For each of the following, decide if the
result will be positive, negative or zero.
i a+b ii a − b iii b − a iv a − a
b a is a negative integer and b is a positive integer. Decide if each of the following is always true.
i a + b is positive ii a − b is negative

ENRICHMENT: + or − combinations – – 12

12 Insert + or − signs into these statements to make them true.

a 3 4 5=4

b 1 7 9 4 = −5

c −4 2 1 3 4=0

d −20 10 7 36 1 18 = −4

e −a b a b=0 Positive and negative numbers are used to

show the changes in international money
f −a a 3a b b = a − 2b exchange rates.

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 394 Chapter 7 Negative numbers

7C Adding and subtracting negative integers

Learning intentions
• To understand that adding a negative integer is the same as subtracting a positive integer
• To understand that subtracting a negative integer is the same as adding a positive integer
• To be able to use a number line to add and subtract negative integers

By observing patterns in number calculations, we can see the effect of adding and subtracting negative integers.
Addition Subtraction
2+3=5 −1 2 − 3 = −1 + 1
2+2=4 −1 2−2=0 +1
2+1=3 −1 2−1=1 +1
2+0=2 −1 2 − 0 = 2 +1
2 + (−1) = 1 −1 2 − (−1) = 3 +1
2 + (−2) = 0 −1 2 − (−2) = 4 +1
2 + (−3) = −1 2 − (−3) = 5

So adding −3 is equivalent to subtracting 3, and subtracting −3 is equivalent to adding 3.

LESSON STARTER Dealing with debt

Let −$10 represent $10 of debt. Write a statement, e.g. 5 + (−10) = −5, to represent the following
financial situations.

• $10 of debt is added to a balance of $5.

• $10 of debt is added to a balance of −$5.
• $10 of debt is removed from a balance of −$15.

KEY IDEAS
■ Adding a negative number is equivalent to subtracting its opposite.
a + (−b) = a − b −3
2 + (−3) = 2 − 3 = −1
−2 −1 0 1 2 3

−2
−4 + (−2) = −4 − 2 = −6 −7 −6 −5 −4 −3

■ Subtracting a negative number is equivalent to adding its opposite.

a − (−b) = a + b +2
5 − (−2) = 5 + 2 = 7
4 5 6 7 8
+3
−2 − (−3) = −2 + 3 = 1
−3 −2 −1 0 1 2

■ On a number line, the effect of adding or subtracting a negative number is to reverse the
direction of the operation.

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 7C Adding and subtracting negative integers 395

BUILDING UNDERSTANDING
1 State the missing numbers in these sentences. The first one has been done for you.
a 2 + 5 means that 5 is added to 2 .
b −3 + 6 means that is added to .
c 1 + (−3) means that   is added to .
d −7 + (−11) means that is added to .
e 5 − 3 means that is subtracted from .
f −2 − 6 means that is subtracted from .
g 7 − (−3) means that is subtracted from .
h −7 − (−11) means that is subtracted from .
2 State the missing number or phrase to complete these sentences.
a Adding −4 is equivalent to subtracting .
b Adding −6 is equivalent to _______________ 6.
c Adding 5 is equivalent to subtracting .
d Adding −11 is equivalent to _______________ 11.
e Subtracting −2 is equivalent to adding .
f Subtracting −7 is equivalent to _____________ 7.
3 State whether each of the following is true or false.
a 2 + (−3) = 5 b 10 + (−1) = 9
c −5 + (−3) = −8 d −6 + (−2) = −4
e 5 − (−1) = 4 f 3 − (−9) = 12
g 2 − (−3) = 1 h −11 − (−12) = −1

Example 4 Adding and subtracting negative integers

Calculate the answer to these additions and subtractions.

a 7 + (−2) b −2 + (−3) c 1 − (−3) d −6 − (−2)

SOLUTION EXPLANATION

a 7 + (−2) = 7 − 2 Adding −2 is equivalent to subtracting 2.

=5
b −2 + (−3) = −2 − 3 Adding −3 is equivalent to subtracting 3.
= −5
c 1 − (−3) = 1 + 3 Subtracting −3 is equivalent to adding 3.
=4
d −6 − (−2) = −6 + 2 Subtracting −2 is equivalent to adding 2.
= −4

Now you try

Calculate the answer to these additions and subtractions.
a 9 + (–3) b –4 + (–5) c 3 – (–7) d –11 – (–6)

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 396 Chapter 7 Negative numbers

Exercise 7C
FLUENCY 1, 2−4(1/2) 2−5(1/3) 2−5(1/4)

Example 4 1 Calculate the answer to these additions and subtractions.

a 5 + (−3)
b −2 + (−4)
c 3 − (−4)
d −4 − (−3)

Example 4a,b 2 Calculate the answer to these additions. Check your answer using a calculator.
a 3 + (−2) b 8 + (−3) c 12 + (−6) d 9 + (−7)
e 1 + (−4) f 6 + (−11) g 20 + (−22) h 0 + (−4)
i −2 + (−1) j −7 + (−15) k −5 + (−30) l −28 + (−52)
m −7 + (−3) n −20 + (−9) o −31 + (−19) p −103 + (−9)

Example 4c,d 3 Calculate the answer to these subtractions. Check your answer using a calculator.
a 2 − (−3) b 5 − (−6) c 20 − (−30) d 29 − (−61)
e −5 − (−1) f −7 − (−4) g −11 − (−6) h −41 − (−7)
i −4 − (−6) j −9 − (−10) k −20 − (−20) l −96 − (−104)
m 5 − (−23) n 28 − (−6) o −31 − (−19) p −104 − (−28)

4 Find the missing number.

a 2+ = −1 b 3+ = −7 c −2 + = −6 d + (−3) = 1

e + (−10) = −11 f + (−4) = 0 g 5− =6 h 2− =7

i −1 − =3 j − (−3) = 7 k − (−10) = 12 l − (−4) = −20

m 5− = 11 n − (−2) = −3 o −2 − = −4 p + (−5) = −1

5 Calculate the answer, working from left to right.

a 3 + (−2) + (−1) b 2 + (−1) + (−6)
c 3 − (−1) − (−4) d 10 − (−6) + (−4)
e −7 − (−1) + (−3) f −20 − (−10) − (−15)
g −9 − (−19) + (−16) h −15 − (−20) + (−96)
i −13 − (−19) + (−21) j −2 − (−3) − (−5)
k −18 − (−16) − (−19) l 5 + (−20) − (−26)

PROBLEM-SOLVING 6, 7 7−9 8−10

6 An ocean sensor is initially at −90 m, i.e. 90 m below sea level.

The sensor is raised 50 m, lowered 138 m and then raised again
by 35 m. What is the probe’s final position?

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 7C Adding and subtracting negative integers 397

7 A small business has a bank balance of −$50 000. An amount of $20 000 of extra debt is added to the
balance and, later, $35 000 is paid back. What is the final balance?

8 $100 of debt is added to an existing balance of $50 of debt. Later, $120 of debt is removed from the
balance. What is the final balance?

9 Here is a profit graph showing the profit for each month Bakery profits
of the first half of the year for a bakery shop.
a What is the profit for: 10
i February? 8
ii April? 6
b What is the overall profit for the 6 months? 4
2
Month
O J F M A M J
−2
−4
−6
−8
−10

10 Complete these magic squares, using addition. The sum of each row, column and diagonal should be
the same.
a b
−2 5 −6

1 −3 −17

4 −7

REASONING 11 11, 12 12, 13

11 Write these sentences as mathematical statements, e.g. 2 + (−3).

a The sum of 3 and 4
b The sum of −2 and −9
c The difference between 5 and −2
d The difference between −2 and 1
e The sum of a and the opposite of b
f The difference between a and the opposite of b

12 Simplify these numbers. (Hint: In part a, −(−4) is the same as 0 − (−4).)

a −(−4) b −(−(−1)) c −(−(−(−(−3))))

13 a If a is a positive number and b is a negative number, decide if each of the following statements is
always true.
i a + b is negative ii a − b is positive
b If a is a negative number and b is a negative number, decide if each of the following statements is
always true.
i a + b is negative ii a − b is positive
c If a and b are both negative numbers and b < a, is a − b always positive? Give reasons.
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 398 Chapter 7 Negative numbers

ENRICHMENT: Negative fractions – – 14(½)

14 Negative decimals and fractions can be added and subtracted using the same rules as those for integers.
Calculate the answer to these sums and differences of fractions.

( 2) ( 3) ( ) ( 3)
1 4 1 3 2 10
a 2+ − b 5+ − c − + − d − + −
2 2 3

( 3) ( 2) ( ) ( 2)
1 3 5 3 4 1
e 5− − f 10 − − g − − − h − − −
4 4 7

( ) ( ) ( ) ( 5)
9 9 9 9 2 1 5 4
i + − j − − k 4 + −1 l 5 + −4
2 3 2 3 3 2 7

( ) ( ) ( ) ( 5)
3 1 7 2 2 1 1 2
m − + − n − − − o 3 − −1 p −5 − −3
2 3 4 5 7 2 6

The temperature of the Moon’s sunlit side is around 125°C and the dark side temperature is around −175°C. The sunlit side is
125 − (−175) = 300°C warmer than the dark side.

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 7D Multiplication and division of integers 399

7D Multiplication and division of integers EXTENDING

Learning intentions
• To know that the sign of a product or quotient of two negative numbers is positive
• To know that the sign of a product or quotient of a negative and positive number is negative
• To be able to multiply and divide integers

The rules for multiplication and division of integers can be developed by considering repeated addition.

For example: 4 groups of −3 is −3 + (−3) + (−3) + (−3) = −12. So, 4 × (−3) = −12.

Also, −3 × 4 = −12 since a × b = b × a.

We also know that if 5 × 7 = 35, then 35 ÷ 7 = 5, so if 4 × (−3) = −12 then −12 ÷ (−3) = 4. This is
saying there are 4 groups of −3 in −12, which we know from the repeated addition above.

Also, −12 ÷ 4 = −3.

These examples give rise to the rules governing the multiplication and division of negative numbers.

LESSON STARTER Patterns in tables

Complete this table of values for multiplication by noticing the × −3 −2 −1 0 1 2 3
patterns. What does the table of values tell you about the rules for −3 0
multiplying negative integers? −2 0
−1 0
0 0 0 0 0 0 0 0
1 0 1
2 0 2 4
3 0

KEY IDEAS
■ The product or quotient of two numbers of the same sign (i.e. two positive numbers or
two negative numbers) is a positive number.
So a × b = ab and −a × (−b) = ab
e.g. 3 × 4 = 12 −3 × (−4) = 12
a a
a÷b= and −a ÷ (−b) =
b b
e.g. 12 ÷ 4 = 3 −12 ÷ (−4) = 3

■ The product or quotient of two numbers of the opposite sign (i.e. a positive number and
a negative number) is a negative number.
So −a × b = −ab and a × (−b) = −ab
e.g. −3 × 4 = −12 3 × (−4) = −12
a a
−a ÷ b = − and a ÷ (−b) = −
b b
e.g. −12 ÷ 3 = −4 12 ÷ (−3) = −4

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 400 Chapter 7 Negative numbers

BUILDING UNDERSTANDING
1 State the missing number.
a 2 × (−3) = −6, so −6 ÷ (−3) = b 2 × (−3) = −6, so −6 ÷ 2 =
c −16 ÷ 4 = −4, so × 4 = −16 d 16 ÷ (−4) = −4, so × (−4) = 16

2 Insert the missing word positive or negative for each sentence.

a The product (×) of two positive numbers is _____________.
b The product (×) of two negative numbers is _______________.
c The product (×) of two numbers with opposite signs is ___________________.
d The quotient (÷) of two positive numbers is _________________.
e The quotient (÷) of two negative numbers is ____________________.
f The quotient (÷) of two numbers with opposite signs is __________________.

Example 5 Multiplying and dividing integers

Calculate these products and quotients.

a 5 × (−6) b −3 × (−7) c −36 ÷ (−4) d −18 ÷ 9

SOLUTION EXPLANATION
a 5 × (−6) = −30 The two numbers are of opposite sign, so the
answer is negative.

b −3 × (−7) = 21 The two numbers are of the same sign, so the

answer is positive.

c −36 ÷ (−4) = 9 Both numbers are negative, so the answer is

positive.

d −18 ÷ 9 = −2 The two numbers are of opposite sign, so the

answer is negative.

Now you try

Calculate these products and quotients.
a –4 × 8 b –9 × (–5) c 21 ÷ (–3) d –50 ÷ (–10)

Accountants work with credit

(positive amounts) and debit,
i.e. debt, (negative amounts).
When calculating monthly
repayments, a debt (e.g.
−$50 000) is divided by the
number of months of the loan.

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 7D Multiplication and division of integers 401

Example 6 Working with multiple operations

Work from left to right to find the answer to −7 × 4 ÷ (−2).

SOLUTION EXPLANATION
−7 × 4 ÷ (−2) = −28 ÷ (−2) First, calculate −7 × 4.
= 14 Then calculate −28 ÷ (−2).

Now you try

Work from left to right to find the answer to –12 ÷ 2 × (–4).

Exercise 7D
FLUENCY 1, 2–6(1/2) 2–7(1/3) 2–7(1/4)

Example 5 1 Calculate these products and quotients.

a 3 × (−4) b −7 × 6 c −2 × (−11)
d −10 ÷ (−2) e −15 ÷ 5 f 35 ÷ (−7)

Example 5a,b 2 Calculate the answer to these products.

a 3 × (−5) b 1 × (−10) c −3 × 2 d −9 × 6
e −8 × (−4) f −2 × (−14) g −12 × (−12) h −11 × 9
i −13 × 3 j 7 × (−12) k −19 × (−2) l −36 × 3
m −6 × (−11) n 5 × (−9) o −21 × (−3) p −36 × (−2)

Example 5c,d 3 Calculate the answer to these quotients.

a 14 ÷ (−7) b 36 ÷ (−3) c −40 ÷ 20 d −100 ÷ 25
e −9 ÷ (−3) f −19 ÷ (−19) g −25 ÷ 5 h 38 ÷ (−2)
i 84 ÷ (−12) j −108 ÷ 9 k −136 ÷ 2 l −1000 ÷ (−125)
m −132 ÷ (−11) n −39 ÷ (−3) o 78 ÷ (−6) p −156 ÷ (−12)

Example 6 4 Work from left to right to find the answer. Check your answer using a calculator.
a 2 × (−3) × (−4) b −1 × 5 × (−3) c −10 ÷ 5 × 2
d −15 ÷ (−3) × 1 e −2 × 7 ÷ (−14) f 100 ÷ (−20) × 2
g 48 ÷ (−2) × (−3) h −36 × 2 ÷ (−4) i −125 ÷ 25 ÷ (−5)
j −8 ÷ (−8) ÷ (−1) k 46 ÷ (−2) × (−3) × (−1) l −108 ÷ (−12) ÷ (−3)

5 Write down the missing number in these calculations.

a 5× = −35 b × (−2) = −8 c 16 ÷ = −4

d −32 ÷ = −4 e ÷ (−3) = −9 f ÷ 7 = −20

g −5000 × = −10 000 h −87 × = 261 i 243 ÷ = −81

j 50 ÷ = −50 k −92 × = 184 l −800 ÷ = −20

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 402 Chapter 7 Negative numbers

9
6 Remember that means 9 ÷ 3. Use this knowledge to simplify each of the following.
3
−12 21 − 40 −124
a b c d
4 −7 −5 −4
−15 −100 −900 20 000
e f g h
−5 −20 30 −200

7 Remember that 32 = 3 × 3 = 9, and (−3) 2 = −3 × (−3) = 9. Use this knowledge to simplify each of
the following.
a (−2) 2 b (−1) 2 c (−9) 2 d (−10) 2
e (−6) 2 f (−8) 2 g (−3) 2 h (−1.5) 2

PROBLEM-SOLVING 8 8, 9 9, 10

8 List the different pairs of integers that multiply to give these numbers.
a 6 b 16 c −5 d −24

9 Insert a multiplication or division sign between the numbers to make a true statement.
a 2 (−3) (−6) = 1 b −25 (−5) 3 = 15

c −36 2 (−3) = 216 d −19 (−19) 15 = 15

 here are two distinct pairs of numbers whose product is −8 and difference is 6. What are the two
10 a T
numbers?
b The quotient of two numbers is −11 and their difference is 36. What are the two numbers? There
are two distinct pairs to find.

REASONING 11 11 11, 12

11 24 means 2 × 2 × 2 × 2, and (−2) 4 = −2 × (−2) × (−2) × (−2).

a Calculate:
i (−2) 3 ii (−2) 6 iii (−3) 3 iv (−3) 4
b Which questions from part a give positive answers and why?
c Which questions from part a give negative answers and why?

12 a × b is equivalent to ab, and 2 × (−3) is equivalent to −(2 × 3). Use this information to simplify
these expressions.
a a × (−b) b −a × b c −a × (−b)

ENRICHMENT: × and ÷ with negative fractions – – 13(1/2)

13 Calculate the answer to these problems containing fractions. Simplify where possible.

( ) ( )
1 1 3 2 5 3
a × − b × − c − ×
2 2 4 3 7 5

4 ( 3) 4 ( 4)
3 4 1 1 5 1
d − × − e ÷ − f − ÷
8 2

( 11) ( 4) (
6 12 3 1 a b
g − ÷ − h − ÷ − i × −
11 2 b a)

a ( b) a ( a)
b a a a b b
j − × − k − ÷ l − ÷ −
b b
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 Progress quiz 403

7A
1 Draw a number line from −2 to 3, showing all the given integers.

2 Copy and insert the symbol < (less than) or > (greater than) into these statements to make
7A

Progress quiz
them true.
a −2 4 b −9 −12 c 4 −5

7A
3 Arrange these numbers in ascending order: −6, 8, −4, 0, 7.

4 Calculate the answer to these additions and subtractions.

7B
a −10 + 12 b −4 − 5
c 26 − 34 d −5 − 8 + 9 − 22

5 Calculate the answer to these additions and subtractions.

7C
a 9 + (−4) b −8 + (−7) c 0 + (−3) d 12 − (−8)

7C
6 Calculate the answer, working from left to right.
a −20 − (−10) − (−15) b 10 − (−6) + (−4)

7 Calculate these products and quotients.

7D
a 4 × (−3) b −5 × (−12) c −56 ÷ 8 d −20 ÷ (−5)
Ext

8 Work from left to right to find the answer.

7D
a 5 × (−2) × (−4) b 25 ÷ (−5) × 6
Ext c 64 ÷ (−8) × (−2) d −40 ÷ (−4) ÷ (−5)

7D
9 Simplify each of the following.
−72 −1260
a (−5) 2 b (−2) 3 c d
Ext −6 4

7C
10 Ethan has a debt of $120 on his credit card. He buys another item using his credit card,
which adds an extra debt of $90. At the end of the month Ethan paid $140 off his credit
card debt. What is the final balance on Ethan’s credit card?

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 404 Chapter 7 Negative numbers

7E Order of operations with integers EXTENDING

Learning intentions
• To know the convention for determining order of operations in an expression involving more than one operation
• To be able to evaluate arithmetic expressions involving more than one operation with positive and/or
negative numbers

We have learnt from our study of positive integers that there is a particular order to follow when dealing
with mixed operations and brackets. This order also applies when dealing with negative numbers.

For example: −2 + 3 × (−4) is different from (−2 + 3) × (−4) .

Submarine operators and scuba divers apply the

order of operations to calculate a negative height,
h metres, relative to sea level. If a diver or submarine
at h = −5 m descends for 3 minutes at −20 m/min,
h = −5 + 3 × (−20) = −65, so the depth is −65 m.

LESSON STARTER Brackets or not?

During a classroom debate about truth of the statement 3 × (−4) − 8 ÷ (−2) = −8:

• Lil says that the statement needs to have more brackets to make it true.
• Max says that even with brackets it is impossible to make it true.
• Riley says that it is correct as it is and there is no need for more brackets.
Who is correct and why?

KEY IDEAS
■ When working with more than one operation and with positive and/or negative numbers:
• Deal with brackets first. −2 × 3 − (−2 + 10) ÷ 8
• Do multiplication and division next, working from left to right. 2nd 1st
• Do addition and subtraction last, working from left to right. −6 8
3rd
1
last
−7

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 7E Order of operations with integers 405

BUILDING UNDERSTANDING
1 Which operation (i.e. brackets, addition, subtraction, multiplication or division) is done first in
each of the following problems?
a −2 ÷ 2 + 1 b −3 + 2 × (−6) c 7 − (−8) ÷ 4
d −6 ÷ (4 − (−2)) e (2 + 3 × (−2)) + 1 f −11 ÷ (7 − 2 × (−2))
2 Classify each of the following statements as true or false.
a −4 + 2 × 3 = −4 + (2 × 3) b −4 + 2 × 3 = (−4 + 2) × 3
c 8 × (2 − (−2)) = 8 × 4 d 8 × (2 − (−2)) = 8 × 0
e −40 − 20 ÷ (−5) = (−40 − 20) ÷ (−5) f −40 − 20 ÷ (−5) = −40 − (20 ÷ (−5))

Example 7 Using order of operations

Use order of operations to evaluate the following.

a 5 + 2 × (−3) b −6 × 2 − 10 ÷ (−5)

SOLUTION EXPLANATION
a 5 + 2 × (−3) = 5 + (−6) Do the multiplication before the addition.
= −1

b −6 × 2 − 10 ÷ (−5) = −12 − (−2) Do the multiplication and division first.

= −12 + 2 When subtracting −2, add its opposite.
= −10

Now you try

Use order of operations to evaluate the following.
a 10 + (−20) ÷ 5 b 5 × (−7) + (−24) ÷ 4

Example 8 Order of operations with brackets

Use order of operations to evaluate the following.

a (−2 − 1) × 8 b 5 ÷ (−10 + 5) + 5

SOLUTION EXPLANATION
a (−2 − 1) × 8 = −3 × 8 Deal with brackets first.
= −24
b 5 ÷ (−10 + 5) + 5 = 5 ÷ (−5) + 5 Deal with brackets first. Then do the division
= −1 + 5 before the addition.
=4

Now you try

Use order of operations to evaluate the following.
a (−10 + 2) ÷ (3 − 5) b (36 ÷ (−4) + 2) × (1 − 3)

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 406 Chapter 7 Negative numbers

Exercise 7E
FLUENCY 1, 2–3(1/2) 2–3(1/3) 2–3(1/4)

1 Use order of operations to evaluate the following.

Example 7a a i 3 + 2 × (−4) ii 5 + 8 × (−2)
Example 7b b i −4 × 2 − 12 ÷ (−6) ii −10 × 3 − 18 ÷ (−3)

Example 7 2 Use order of operations to evaluate the following. Check your answer using a calculator.
a 2 + 3 × (−3) b 9 + 10 ÷ (−5) c 20 + (−4) ÷ 4
d 18 + (−9) × 1 e 10 − 2 × (−3) f 10 − 1 × (−4)
g −8 − (−7) × 2 h −2 × 4 + 8 × (−3) i −3 × (−1) + 4 × (−2)
j 12 ÷ (−6) + 4 ÷ (−2) k −30 ÷ 5 − 6 × 2 l −2 × 3 − 4 ÷ (−2)
m 8 × (−2) − (−3) × 2 n −1 × 0 − (−4) × 1 o 0 × (−3) − (−4) × 0 + 0

Example 8 3 Use order of operations to evaluate the following. Check your answer using a calculator.
a (3 + 2) × (−2) b (8 − 4) ÷ (−2) c −3 × (−2 + 4)
d −1 × (7 − 8) e 10 ÷ (4 − (−1)) f (2 + (−3)) × (−9)
g (24 − 12) ÷ (16 + (−4)) h (3 − 7) ÷ (−1 + 0) i −2 × (8 − 4) + (−6)
j −2 − 3 × (−1 + 7) k 0 + (−2) ÷ (1 − 2) l 1 − 2 × (−3) ÷ (−3 − (−2))
m (−3 + (−5)) × (−2 − (−1)) n −3 ÷ (−1 + 4) × 6 o −5 − (8 + (−2)) + 9 ÷ (−9)

PROBLEM-SOLVING 4, 5 5, 6(1/2) 6(1/2), 7

4 A shop owner had bought socks at $5 a pair but, during

an economic downturn, changed the price to sell them
for $3 a pair. In a particular week, 124 pairs are sold
and there are other costs of $280. What is the shop
owner’s overall loss for the week?

5 A debt of $550 is doubled and then $350 of debt is

removed each month for 3 months. What is the final
balance?

6 Insert brackets to make each statement true.

a −2 + 3 × 8 = 8
b −10 ÷ 4 + 1 = −2
c −1 + 7 × 2 − 15 = −3
d −5 − 1 ÷ (−6) = 1
e 3−8÷5+1=0
f 50 × 7 − 8 × (−1) = 50
g −2 × 3 − (−7) − 1 = −21
h −3 + 9 ÷ (−7) + 5 = −3
i 32 − (−8) ÷ (−3) + 7 = 10

7 By inserting only one pair of brackets, how many different answers are possible for this calculation?
Also include the answers for which brackets are not required.
−2 + 8 × (−4) − (−3)
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 7E Order of operations with integers 407

REASONING 8 8–9(1/2) 9, 10

8 If brackets are removed from these problems, does the answer change?
a (2 × 3) − (−4) b (8 ÷ (−2)) − 1 c (−2 + 3) × 4
d 9 ÷ (−4 + 1) e (9 − (−3) × 2) + 1 f (−1 + 8 ÷ (−2)) × 2

9 State if each of the following are always true or false.

a (−3 + 1) + (−7) = −3 + (1 + (−7))
b (−3 + 1) − (−7) = −3 + (1 − (−7))
c (a + b) + c = a + (b + c)
d (a + b) − c = a + (b − c)
e (a − b) + c = a − (b + c)
f (a − b) − c = a − (b − c)

10 a Is the answer to each of the following positive or negative?

i −6 × (−4) × (−8) × (−108) × (−96) ii −100 ÷ (−2) ÷ 2 ÷ (−5)
iii (−3) 3 iv −1 × (−2) 3
−6 × (−3) × 4 × 7 × (−3) (−1) 2 × (−1)
v vi
(−2) 2 (−1) 3 × (−1)
b Explain the strategy you used to answer the questions in part a.

ENRICHMENT: Powers and negative numbers – – 11, 12

11 First, note that:

• 24 = 2 × 2 × 2 × 2 = 16
• (−2) 4 = −2 × (−2) × (−2) × (−2) = 16
• −24 = −(2 × 2 × 2 × 2) = −16
When evaluating expressions with powers, the power is dealt with first in the order of operations.

For example: ((−2) 3 − 1) ÷ (−3) = (−8 − 1) ÷ (−3) = −9 ÷ (−3) = 3

Evaluate each of the following.

a 22 b (−2) 2 c −22
d (−2) 5 e −25 f (32 − 1) × 4
g ((−3) 3 − 1) ÷ (−14) h 30 ÷ (1 − 42) i −10 000 ÷ (−10) 4

12 Kevin wants to raise −3 to the power of 4. He types −34 into a calculator and gets −81. Explain what
Kevin has done wrong.

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 408 Chapter 7 Negative numbers

Applications and problem-solving

The following problems will investigate practical situations drawing upon knowledge and skills
developed throughout the chapter. In attempting to solve these problems, aim to identify the key
information, use diagrams, formulate ideas, apply strategies, make calculations and check and
communicate your solutions.

Sunny’s monthly budget

1 Sunny wanted to keep a close track on all the money she earned and spent and decided to keep her own
balance sheet, just like at a bank. Below is a copy of Sunny’s transaction history for the month of October.
Sunny is able to have a negative balance, because her bank is her parents’ bank and they are okay if
Sunny borrows money from them, as long as she pays them back at a later date.
Date Transaction Details Debit Credit Balance
4/10 Earned $25 from babysitting $25 −$30
5/10 Spent $90 on a new pair of shoes $90 −$120
11/10 Received $15 from Grandma $15 −$105
18/10 Spent $12 going to the movies $12 −$117
22/10 Donated $5 to ‘Odd Socks’ day $5 −$122
23/10 Earned $60 from babysitting
27/10 Spent $25 on Holly’s birthday present
30/10 Paid $40 for magazine subscription

Sunny is interested in managing her money and analysing her earnings and expenditure during the
month of October.

a What was Sunny’s balance on 1 October?

b How much did Sunny owe her parents on 1 October?
c Complete the last three rows of Sunny’s balance sheet.
d How much did Sunny spend in October?
e How much did Sunny earn in October?
f How much does Sunny owe her parents at the end of October?

Body temperature of a polar bear

2 Polar bears are the world’s largest land predators and can weigh
up to 600 kg. They live in the Arctic Circle where temperatures are
regularly below 0°C.
The average winter temperatures in the Arctic Circle (month of
January) range from –34°C to –5°C.
The average summer temperatures in the Arctic Circle (month of
July) range from –12°C to 10°C.
A polar bear must maintain its body temperature at 37°C and has two coats of fur and a thick layer of
fat to help with this task.

You are interested in the various differences between minimum and maximum air temperatures and
the body temperature of a polar bear.
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 Applications and problem-solving 409

a What is the maximum difference in winter between the outside temperature and a polar bear’s body
temperature?
b What is the minimum difference in summer between the outside temperature and a polar bear’s
body temperature?
c What would the outside temperature be if there was 100°C difference between the outside
temperature and a polar bear’s body temperature?
d The coldest temperature recorded in the Arctic Circle was −68°C in Siberia in 1933. What was the
difference between the outside temperature and a polar bear’s body temperature at this time?
e Write an expression for the difference between the outside temperature, T°C, and a polar bear’s
body temperature.

Depth of a scuba dive

3 Alessandro is an experienced scuba diving instructor who teaches groups of
adults how to safely scuba dive. During a class, Alessandro travels up and down
in the water moving between the different members of his group and constantly
checking in on them. Alessandro wears a depth gauge watch and below is a
table showing his depths recorded at 2-minute intervals during his most recent
1-hour class.
Time (min) Depth (m) Time (min) Depth (m) Time (min) Depth (m) Time (min) Depth (m)
0 0 16 −10 32 −15 48 −31
2 −1 18 −8 34 −21 50 −34
4 −3 20 −8 36 −24 52 −30
6 −8 22 −6 38 −28 54 −26
8 −4 24 −12 40 −29 56 −20
10 −9 26 −15 42 −25 58 −12
12 −4 28 −11 44 −22 60 0
14 −5 30 −9 46 −29

Alessandro is interested in using positive and negative numbers to analyse the change in depth and
rate of change of depth over the course of a dive.

a Using the data provided from the depth gauge watch, what was the total vertical distance
Alessandro travelled during the 1-hour class?
b Scuba divers need to be careful of ascending too quickly as it can cause decompression sickness. It
is commonly understood that divers should not exceed an ascent rate of 9 m/minute. From the depth
gauge watch data, what was Alessandro’s maximum ascent rate and when did this occur?
c What was Alessandro’s average vertical speed over the 1-hour class in m/min?
Distance travelled
Speed =
Time taken
d A scuba diver instructor assisting a group of beginner scuba divers ended up diving to a depth of
d metres and re-surfacing on 5 occasions, and also diving to a depth of 2d metres and re-surfacing
on 2 occasions, all in the one t minute class. Write an expression for the instructor’s average vertical
speed in m/min during the class.

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 410 Chapter 7 Negative numbers

7F Substituting integers EXTENDING

Learning intentions
• To understand that substitution involves replacing a pronumeral (letter) with a number
• To be able to substitute positive or negative integers into an expression and evaluate

The process known as substitution involves

replacing a pronumeral or letter (sometimes called
a variable) with a number. As a car accelerates,
for example, its speed could be given by the
expression 10 + 4t. So, after 8 seconds we can
calculate the car’s speed by substituting t = 8 into
10 + 4t.

So 10 + 4t = 10 + 4 × 8 = 42 metres per second.

LESSON STARTER Order matters When a vehicle or plane brakes to a stop, its speed is changing
at a negative rate, e.g. −5 m/s. Aircraft engineers substitute
Two students substitute the values a = −2, b = 5 negative numbers into formulas to calculate the stopping
and c = −7 into the expression ac − bc. Some of distances of various planes.

the different answers received are 21, −49, −21

and 49.

• Which answer is correct and what errors were made in the calculation of the three incorrect answers?

KEY IDEAS
■ Substitute into an expression by replacing pronumerals (letters If a = −3 then
representing numbers) with numbers. 3 − 7a = 3 − 7 × (−3)
= 3 − (−21)
= 3 + 21
= 24
■ Brackets can be used around negative numbers to avoid confusion
with other symbols.

BUILDING UNDERSTANDING
1 Which of the following shows the correct substitution of a = −2 into the expression a − 5?
A 2−5 B −2 + 5 C −2 − 5 D 2+5
2 Which of the following shows the correct substitution of x = −3 into the expression 2 − x?
A −2 − (−3) B 2 − (−3) C −2 + 3 D −3 + 2
3 Rafe substitutes c = −10 into 10 − c and gets 0. Is he correct? If not, what is the correct answer?

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 7F Substituting integers 411

Example 9 Substituting integers

Evaluate the following expressions using a = 3 and b = −5.

a 2 + 4a b 7 − 4b c b÷5−a

SOLUTION EXPLANATION
a 2 + 4a = 2 + 4 × 3 Replace a with 3 and evaluate the
= 2 + 12 multiplication first.
= 14
b 7 − 4b = 7 − 4 × (−5) Replace the b with −5 and evaluate the
= 7 − (−20) multiplication before the subtraction.
= 7 + 20
= 27
c b ÷ 5 − a = −5 ÷ 5 − 3 Replace b with −5 and a with 3, and then
= −1 − 3 evaluate.
= −4

Now you try

Evaluate the following expressions using x = −7 and y = 2.
a 4 − 5y b 2x + 5 c 5(y − x)

Exercise 7F
FLUENCY 1, 2−4(1/2) 2−5(1/2) 2−4(1/3), 5

1 Evaluate the following expressions using a = 4 and b = −3.

Example 9a a i 1 + 2a ii 5 + 3a
Example 9b b i 4 − 2b ii 10 − 7b
Example 9c c i b÷3−a ii b ÷ 1 − a
Example 9a,b 2 Evaluate the following expressions using a = 6 and b = −2.
a 5 + 2a b −7 + 5a c b−6 d b + 10
e 4−b f 7 − 2b g 3b − 1 h −2b + 2
i 5 − 12 ÷ a j 1 − 60 ÷ a k 10 ÷ b − 4 l 3−6÷b
Example 9c
3 Evaluate the following expressions using a = −5 and b = −3.
a a+b b a−b c b−a d 2a + b
e 5b + 2a f 6b − 7a g −7a + b + 4 h −3b − 2a − 1

Example 9 4 Evaluate these expressions for the given pronumeral values.

a 26 − 4x (x = −3) b −2 − 7k (k = −1)
c 10 ÷ n + 6 (n = −5) d −3x + 2y (x = 3, y = −2)
e 18 ÷ y − x (x = −2, y = −3) f −36 ÷ a − ab (a = −18, b = −1)

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 412 Chapter 7 Negative numbers

5 These expressions contain brackets. Evaluate them for the given pronumeral values. (Remember that
ab means a × b.)
a 2 × (a + b) (a = −1, b = 6) b 10 ÷ (a − b) + 1 (a = −6, b = −1)
c ab × (b − 1) (a = −4, b = 3) d (a − b) × bc (a = 1, b = −1, c = 3)

PROBLEM-SOLVING 6, 7 6, 7 7, 8

6 The area of a triangle for a fixed base of 4 metres is given by the rule Area = 2h m2, where h metres is
the height of the triangle. Find the area of such a triangle with these heights.
a 3m b 8m

7 For a period of time a motorcycle’s speed, in metres per second, is modelled by the expression 20 + 3t,
where t is in seconds.
a Find the motorcycle’s speed after 4 seconds.
b Find the motorcycle’s speed at t = −2 seconds (i.e. 2 seconds before passing the t = 0 point).
c Find the motorcycle’s speed at t = −6 seconds.

8 The formula for the perimeter, P, of a rectangle is P = 2l + 2w, where l and w are the length and the
width, respectively.
a Use the given formula to find the perimeter of a rectangle with:
i l = 3 and w = 5 ii l = 7 and w = −8
b What problems are there with part a ii above?

REASONING 9 9, 10 10, 11

9 Write two different expressions involving x that give an answer of −10 if x = −5.

10 Write an expression involving the pronumeral a combined with other integers, so if a = −4 the
expression would equal these answers.
a −3 b 0 c 10

11 If a and b are any non-zero integer, explain why these expressions will always give the result of zero.
a (a − a) ab
a a−b+b−a b −1 c d −a
a b b

ENRICHMENT: Celsius/Fahrenheit – – 12

12 The Fahrenheit temperature scale (°F) is still used today in some countries,
but most countries use the Celsius scale (°C). 32°F is the freezing point for
water (0°C). 212°F is the boiling point for water (100°C).
5
The formula for converting °F to °C is °C = × (°F − 32).
9
a Convert these temperatures from °F to °C.
i 41°F ii 5°F iii −13°F
b Can you work out the formula that converts from °C to °F?
c Use your rule from part b to check your answers to part a.
The water temperature
is 100°C or 212°F.

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 7G Introducing the number plane 413

7G Introducing the number plane

Learning intentions
• To understand that the number plane can be extended to include negative numbers on both axes
• To understand what a coordinate pair means if one or both numbers is negative
• To be able to plot a point at a location expressed as x- and y-coordinates

During the seventeenth century, two well-known mathematicians, René

Descartes and Pierre de Fermat, independently developed the idea of
a number plane. The precise positions of points are illustrated using
coordinates, and these points can be plotted using the axes as measuring
guides. This invention revolutionised the study of mathematics and
provided a vital link between geometry and algebra. The number plane
or coordinate plane, is also called the Cartesian plane (named after
Descartes). It uses two axes at right angles that extend in both the
positive and negative directions.

Mathematician and philosopher

LESSON STARTER North, south, east and west René Descartes

The units for this grid are in metres.

N
René starts at position O and moves:
3
• 3 m east • 2 m south 2
• 4 m west • 5 m north. 1
Pierre starts at position O and moves: W E
−3 −2 −1 O 1 2 3
• 1 m west • 3 m south −1
−2
• 4 m east • 5 m north.
−3
Using the number plane, how would you describe René and Pierre’s final
positions? S

KEY IDEAS
■ The number plane (or Cartesian plane) uses two axes (x-axis y
and y-axis) at right angles. Each axis uses a scale that
4
includes both positive and negative numbers. (−3, 3)
3 (2, 3)
■ A point plotted on the plane has an x- and y-coordinate, 2
which is written as (x, y) . The x-coordinate is written 1
before the y coordinate, as in the alphabet. O x
−4 −3 −2 −1
−1 1 2 3 4
■ The point (0, 0) is called the origin or O. (−1, −2) −2
−3
(4, −3)
−4

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 414 Chapter 7 Negative numbers

BUILDING UNDERSTANDING
1 Match the points A, B, C, D, E, F, G and H with the given coordinates.
a (−1, 3) y
b (2, −3)
c (2, 1) D 3 E
d (−2, −2) 2
H 1 A
e (3, 3)
x
f (−3, 1) −3 −2 −1 O 1 2 3
G−1
g (1, −2)
C −2 F
h (−1, −1) −3 B

2 Count the number of points, shown as dots, on this plane that have: y
a both x and y coordinates as positive numbers
b an x-coordinate as a positive number 3
2
c a y-coordinate as a positive number
1
d an x-coordinate as a negative number x
e a y-coordinate as a negative number −1 O 1 2 3
−1
f both x and y coordinates as negative numbers −2
g neither x nor y as positive or negative numbers

Example 10 Finding coordinates

For the number plane shown, write down the coordinates of y

the points labelled A, B, C and D.
4
D 3
2
1 A
O x
−4 −3 −2 −1
−1 1 2 3 4
−2 B
−3
C −4

SOLUTION EXPLANATION
A= (1, 1) For each point, write the x-coordinate first
B= (3, −2) (from the horizontal axis) followed by the
C= (−2, −4) y-coordinate (from the vertical axis).
D= (−3, 3)

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 7G Introducing the number plane 415

Now you try

y
For the number plane shown, write down the coordinates B
of the points labelled A, B, C and D. 4
A
3
2
1
x
−4 −3 −2 −1 O 1 2 3 4
−1 C
D
−2
−3
−4

Exercise 7G
FLUENCY 1, 3−5 2−5 3−6

Example 10 1 For the number plane shown, write down the coordinates of y
the points labelled A, B, C and D.
4
3
D A
2
1
x
−4 −3 −2 −1 O 1 2 3 4
−1
C
−2
−3
B
−4

Example 10 2 For the Cartesian plane given, write down the coordinates of y
the points labelled A, B, C, D, E, F, G and H. H 4
3 E
D 2
1 A
x
−4 −3 −2 −1 O
−1 1 2 3 4
G
−2 B
−3 F
C−4

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 416 Chapter 7 Negative numbers

3 a Draw a set of axes using 1 cm spacings. Use −4 to 4 on both axes.

b Now plot these points.
i (−3, 2) ii (1, 4) iii (2, −1) iv (−2, −4)
v (2, 2) vi (−1, 4) vii (−3, −1) viii (1, −2)

4 For the number plane given, write down the coordinates of the
y
points labelled A, B, C, D, E, F, G and H.
4 D
3
2 E
1
H C F A
x
−4 −3 −2 −1 O 1 2 3 4
−1
−2 B
−3
−4 G

5 Seven points have the following x- and y-coordinates.

x −3 −2 −1 0 1 2 3
y −2 −1 0 1 2 3 4

a Plot the seven points on a Cartesian plane. Use −3 to 3 on the x-axis and −2 to 4 on the y-axis.
b What do you notice about these seven points on the Cartesian plane?

6 Seven points have the following x- and y-coordinates.

x −3 −2 −1 0 1 2 3
y 5 3 1 −1 −3 −5 −7

a Plot the seven points on a number plane. Use −3 to 3 on the x-axis and −7 to 5 on the y-axis.
b What do you notice about these seven points on the number plane?

PROBLEM-SOLVING 7, 8 8−10 9−11

7 When plotted on the Cartesian plane, what shape does each set of points form?
a A(−2, 0), B(0, 3), C(2, 0)
b A(−3, −1), B(−3, 2), C(1, 2), D(1, −1)
c A(−4, −2), B(3, −2), C(1, 2), D(−1, 2)
d A(−3, 1), B(−1, 3), C(4, 1), D(−1, −1)

8 Using the origin as one corner, the point A(3, 2) as the opposite corner y
and the axes as two of the sides, a rectangle can be positioned on a set
3
of axes, as shown opposite. Its area is 6 square units. Find the area of
2 A
the rectangle if the point A is:
1
a (2, 2) b (−3, 2) x
c (−1, −4) d (3, −5) O 1 2 3

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 7G Introducing the number plane 417

9 Karen’s bushwalk starts at a point (2, 2) on a grid map.

Each square on the map represents 1 km.

If Karen walks to the points (2, −7), then (−4, −7),

then (−4, 0) and then (2, 0), how far has she walked in total?

10 The points A(−2, 0), B(−1, ?) and C(0, 4) all lie on a straight
line. Find the y-coordinate of point B.

11 The points A(−4, 8), B(−1, ?) and C(2, −2) all lie on a
straight line. Find the y-coordinate of point B.

REASONING 12 12, 13 12, 13

12 Consider the points A(−2, 2), B(0, 2) and C(3, −2).

a Which point is closest to (0, 0)?
b Which point is farthest from (0, 0)?
c List the given points in order from closest to farthest from the origin, O.
y
13 A point (a, b) sits on the number plane in one of the four regions 1, 2, 3
or 4, as shown. These regions are called quadrants. 2 1
a Name the quadrant or quadrants that include the points where:
x
i a>0 ii a > 0 and b < 0
iii b < 0 iv a < 0 and b < 0 3 4
b Shade the region that includes all points for which b > a.

ENRICHMENT: Rules and graphs – – 14

14 Consider the rule y = 2x − 1.

a Substitute each given x-coordinate into the rule to find the y-coordinate. Then complete this table.
x −3 −2 −1 0 1 2 3
y

b Draw a Cartesian plane, using −3 to 3 on the

x-axis and −7 to 5 on the y-axis.
c Plot each pair of coordinates (x, y) onto your
Cartesian plane.
d What do you notice about the set of seven
points?

The Cartesian plane was the starting point for the

development of computer-generated graphics and design.

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 418 Chapter 7 Negative numbers

Mathematical orienteering
Mathematical orienteering involves hiking in directions defined by y
two numbers in square brackets giving the horizontal (East/West) and
Modelling

4
vertical (North/South) distances to travel. 3
2
For example, if starting at the origin then the route defined by [–3, –2]
1
followed by [4, 5] takes the person 3 units left and
x
2 units down from the origin to the point (− 3, − 2) then 4 units right −4 −3 −2 −1 O
−1 1 2 3 4
and 5 units up to point (1, 3) as shown. The instruction [–1, –3] −2
would then take the person back to the origin as shown. Units are in −3
kilometres and North is up on this map. −4

When a course is designed it must meet the following criteria.

• The course must start and finish at the origin (0, 0).
• The total North/South movement must not be more than 20 kilometres.
• The total East/West movement must not be more than 20 kilometres.

Present a report for the following tasks and ensure that you show clear mathematical workings and
explanations where appropriate.

Preliminary task
a For the three-component course described in the introduction find:
i the total North/South movement (this includes 2 km South, 5 km North and then 3 km South)
ii the total East/West movement.

b A three-component course starting at (0, 0) is defined by the instructions [4, –2] , followed by
[–6, –1] , followed by [2, 3] .
i Draw a diagram of this course.
ii Find the total North/South movement.
iii Find the total East/West movement.

c Explain why the course from part b satisfies all the criteria for a mathematical orienteering course.

Modelling task
Formulate
a The problem is to design a mathematical orienteering course where the total North/South and East/
West movements are equal to 20 km. Write down all the relevant information that will help solve
this problem with the aid of a diagram.

Solve
b A mathematical orienteering course with four components is defined by the instructions:
[2, 5] , [–3, –1] , [–1, 6] and [2, 2] and the starting location of (0, 0).
i Draw a number plane and use arrows to illustrate this course.
ii Explain whether this course satisfies the criteria for a mathematical orienteering course.

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 Modelling 419

c Another four-component course is defined by the instructions: [–4, 1] , [3, 5] , [3, –7] and [?, ?] . Solve
Determine the instruction [?, ?] to ensure it satisfies all the criteria.
d Construct your own four-component course which starts and ends at the origin and with the North/
South and East/West movements each equal to exactly 20 kilometres. Illustrate your course using a
number plane.
e For your course from part d write down the four instructions and explain why the total North/South Evaluate
and East/West movements are each equal to exactly 20 kilometres. and
verify
f Is it possible to design a four-component course which meets the criteria where one of the
instructions is [–11, 2] ? Explain why or why not.
g Summarise your results and describe any key findings. Communicate

Extension questions
a Design a mathematical orienteering course using six components, with the North/South and East/
West movements each exactly 20 km. Try to use each of the four quadrants of a number plane.
b Rather than describing the total North/South distance and the total East/West distance, it is possible
to write the conditions for a mathematical orienteering course using total distance North and total
distance East. Explain how to do this.

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 420 Chapter 7 Negative numbers

Account balance with spreadsheets

If you have money saved in a bank account, your account balance should be positive. If you take out or
Investigation

spend too much money, your account balance may become negative.

a Set up a spreadsheet to record and calculate a bank balance. Enter the given information describing
one week of deposits and withdrawals, as shown.

b i For the given spreadsheet, what is the balance at the end of May 1st?
ii On which day does the balance become negative?

c Enter this formula into cell E5: =E4 + C5 − D5

Fill down to reveal the balance after each day.

d Enter another week of deposits and withdrawals so that the balance shows both positive and
negative amounts.

e Now alter your opening balance. What opening balance is needed so that the balance never
becomes negative? Is there more than one value? What is the least amount?

f Investigate how positive and negative numbers are used on credit card accounts. Give a brief
explanation.

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 Problems and challenges 421

1 Find the next three numbers in these patterns. Up for a challenge? If you get stuck
a 3, −9, 27, _____, _____, _____ on a question, check out the ‘Working
b −32, 16, −8, _____, _____, _____ with unfamiliar problems’ poster at

Problems and challenges

the end of the book to help you.
c 0, −1, −3, −6, _____, _____, _____
d −1, −1, −2, −3, −5, _____, _____, _____

2 Evaluate the following.

a −100 + (−98) + (−96) + … + 98 + 100
b (50 − 53) + (49 − 52) + (48 − 51) + … + (0 − 3)
c 2 − 3 + 4 − 5 + 6 − 7 + … − 199 + 200

3 Insert brackets and symbols (+, −, ×, ÷) into these number sentences to make them true.
a −3 4 (−2) = −6
b −2 5 (−1) 11 = 21

c 1 30 (−6) (−2) = −3

4 a The difference between two numbers is 14 and their sum is 8. What are the two numbers?
b The difference between two numbers is 31 and their sum is 11. What are the two numbers?

5 If x and y are integers less than 10 and greater than −10, how many different integer pairs (x, y) make
the equation x + 2y = 10 true?

6 In the sequence of numbers … , e, d, c, b, a, 0, 1, 1, 2, 3, 5, 8, 13, … each number is the sum of its two
preceding numbers, e.g. 13 = 5 + 8. What are the values of a, b, c, d and e?

1
7 Given the rule x −m = , evaluate −(−5) −2.
xm

8 If p > q > 0 and t < 0, insert > or < to make each of these a true statement for all values of p, q and t.
a p+t q+t b t−p t−q c pt qt

9 Describe the set of all possible numbers for which the square of the number is greater than the cube of
the number.

10 A formula linking an object’s velocity v m/s with its initial

velocity u m/s, acceleration a m/s2 and its change of
distance s m is given by v2 = u2 + 2as. Find
a the velocity if the initial velocity is 0 m/s, the acceleration
is 4 m/s2 and change of distance is 8 m.
b the acceleration if the velocity is 70 m/s, the initial velocity
is 10 m/s and the change of distance is 100 m.

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 422 Chapter 7 Negative numbers

Adding and subtracting

positive integers

−3 + 5 = 2
Number line −4 + 3 = −1 Adding and subtracting
Chapter summary

5 − 7 = −2 negative integers
negative positive −1 −10 = −11
2 + (−3) = 2 − 3 = −1
−3 −2 −1 0 1 2 3 −5 + (−4) = −5 − 4 = −9
−3 < 2 1 > −1 4 − (−3) = 4 + 3 = 7
−10 − (−6) = −10 + 6 = −4

Cartesian plane
y
Multiplication (Ext)
3 2×3=6
2 (0, 2)
(3, 1) Integers 2 × (−3) = −6
1 −2 × 3 = −6
(−3, 0) …, −3, −2, −1, −2 × (−3) = 6
x
−3 −2 −1 O 1 2 3 0, 1, 2, 3, …
−1
(−2, −2) −2 (1, −2)
−3

Substitution (Ext) Division (Ext)

If a = −2 and b = 4, then: 10 ÷ 5 = 2
b − a = 4 − (−2) = 6 10 ÷ (−5) = −2
ab + 2a = −2 × 4 + 2 × (−2) −10 ÷ 5 = −2
= −8 + (−4) −10 ÷ (−5) = 2
= −12 Order of operations (Ext)
First brackets, then × or ÷
then + or −, from left to right.
3 × (5 − (−2)) + 8 ÷ (−4)
= 3 × 7 + (−2)
= 21 + (−2)
= 19

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 Chapter checklist 423

Chapter checklist: Success criteria

✔
1. I can represent integers on a number line.

Chapter checklist
7A
e.g. Draw a number line showing all integers from −4 to 2.

2. I can compare two integers.

7A
e.g. Insert the symbol < (less than) or > (greater than) into the statement −1 −6 to make it true.

3. I can add a positive integer to another integer.

7B
e.g. Evaluate −2 + 3.

4. I can subtract a positive integer from another integer.

7B
e.g. Evaluate −3 − 3.

5. I can add a negative integer to another integer.

7C
e.g. Evaluate −2 + (−3).

6. I can subtract a negative integer from another integer.

7C
e.g. Evaluate 1 − (−3).

7. I can multiply two integers.

7D Ext
e.g. Evaluate −3 × (−7).

8. I can divide two integers.

7D Ext
e.g. Evaluate −18 ÷ 9.

9. I can use order of operations to evaluate expressions involving negative numbers.

7E Ext
e.g. Evaluate −6 × 2 − 10 ÷ (−5).

10. I can substitute positive or negative integers into an expression and evaluate.
7F Ext
e.g. Evaluate b ÷ 5 − a if a = 3 and b = −5.

11. I can state the coordinates of a point labelled on a number plane.

7G e.g. State the coordinates of the points labelled A, B, C and D.
y

4
D 3
2
1 A
O x
−4 −3 −2 −1
−1 1 2 3 4
−2 B
−3
C −4

12. I can plot a point from a given pair of coordinates.

7G
e.g. Draw a set of axes from −4 to 4 on both axes, and plot the points (−3, 2) and (−2, −4).

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 424 Chapter 7 Negative numbers

Short-answer questions
1 Insert the symbol < (less than) or > (greater than) into each of these statements to make it true.
7A
a 0 7 b −1 4 c 3 −7 d −11 −6
Chapter review

2 Evaluate:
7B/C
a 2−7 b −4 + 2 c 0 − 15 d −36 + 37
e 5 + (−7) f −1 + (−4) g 10 − (−2) h −21 − (−3)
i 1 − 5 + (−2) j −3 + 7 − (−1) k 0 + (−1) − 10 l −2 − (−3) − (−4)

3 Find the missing number for each of the following.

7C
a −2 + = −3 b −1 + = −10 c 5− =6 d −2 − = −4
e −1 − = 20 f −15 − = −13 g 7 + = −80 h −15 + = 15

4 Evaluate:
7D
a 5 × (−2) b −3 × 7 c −2 × (−15) d 10 ÷ (−2)
Ext e −36 ÷ 12 f −100 ÷ (−25) g −3 × 2 ÷ (−6) h −38 ÷ (−19) × (−4)

5 Find the missing number.

7D
a 4× = −8 b ÷ −5 = 10 c ÷ 9 = −4 d −1 × =1
Ext

6 Use order of operations to find the answers to these expressions.

7E
a −2 + 5 × (−7) b −1 − 18 ÷ (−2) c −15 ÷ (1 + 4)
Ext d 5 − 4 × (−3) ÷ (−3) e (−2 − 5) × (8 ÷ (−1)) f −7 × ((−4) − 7) + 3

7 Evaluate the following expressions if a = 7, b = −3 and c = −1.

7F
a a−b b 2b − 5a c ab + c d bc − 2a
Ext

8 For the Cartesian plane shown, write down the coordinates y

7G
of the points labelled A, B, C, D, E and F.
4
3 B
C 2
1
A
x
−4 −3 −2 −1 O 1 2 3 4
−1
D −2
−3 E
−4 F

Multiple-choice questions
1 When the numbers −4, 0, −1, 7 and −6 are arranged from lowest to highest, the correct sequence is:
7A
A 0, −1, −4, −6, 7 B 0, −4, −6, −1, 7 C −6, −4, −1, 0, 7
D −1, −4, −6, 0, 7 E −6, −1, 0, −4, 7

2 The difference between −19 and 8 is:

7B
A 152 B −11 C −27 D 11 E 27
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 Chapter review 425

3 The missing number in 2 − = 3 is:

7C
A 1 B −1 C 5 D −5 E 2

4 5 − (−2) + (−7) is equal to:

7C
A −4 B 10 C 7 D 0 E 14

Chapter review
5 The temperature inside a mountain hut is initially −5°C. After burning a fire for 2 hours the
7A
temperature rises to 17°C. What is the rise in temperature?
A −12°C B 12°C C 22°C D −85°C E −22°C

6 The product or quotient of two negative numbers is:

7D
A positive B negative C zero D added E different
Ext

7 −2 × (−5) ÷ (−10) is equal to:

7D
A −5 B 10 C −20 D 1 E −1
Ext

8 Which operation (i.e. addition, subtraction, multiplication or division) is completed second in

7E
the calculation of (−2 + 5) × (−2) + 1?
Ext A addition B subtraction C multiplication D division E brackets

9 If a = −2 and b = 5, then ab − a is equal to:

7F
A −12 B −8 C 8 D 12 E 9
Ext

10 The points A(−2, 3), B(−3, −1), C(1, −1) and D(0, 3) are joined on a number plane. What
7G
shape do they make?
A triangle B square C trapezium
D kite E parallelogram

Extended-response questions
1 A scientist, who is camped on the ice in Greenland, records the following details in her notepad
regarding the temperature over five days. Note that ‘min.’ stands for minimum and ‘max.’ stands
for maximum.
• Monday: min. = −18°C, max. = −2°C.
• Decreased 29°C from Monday’s max. to give Tuesday’s min.
• Wednesday’s min. was −23°C.
• Max. was only −8°C on Thursday.
• Friday’s min. is 19°C colder than Thursday’s max.
a What is the overall temperature increase on Monday?
b What is Tuesday’s minimum temperature?
c What is the difference between the minimum temperatures for Tuesday and Wednesday?
d What is the overall temperature drop from Thursday’s maximum to Friday’s minimum?
e By how much will the temperature need to rise on Friday if its maximum is 0°C?

2 When joined, these points form a picture on the number plane. What is the picture?
A(0, 5), B(1, 3), C(1, 1), D(2, 0), E(1, 0), F(1, −2), G(3, −5),
H(−3, −5), I(−1, −2), J(−1, 0), K(−2, 0), L(−1, 1), M(−1, 3), N(0, 5)
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