0% found this document useful (0 votes)

7 views81 pages

Chapter 1 Math - Term 1

This document is a mathematics chapter focused on rational numbers, covering topics such as integers, their properties, and real-life applications. It includes sections on the comparison of integers, opposite numbers, absolute values, and practical exercises for students. The chapter aims to enhance understanding of rational numbers and their relationships through various mathematical concepts and examples.

Uploaded by

Richelle Barcebal

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

7 views81 pages

Chapter 1 Math - Term 1

Uploaded by

Richelle Barcebal

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 81

MATHEMATICS

CHAPTER 1
Rational Numbers
1.1 Integers
1.2 Comparison of Integers
1.3 Opposite Numbers and Absolute Value
1.4 Addition and Subtraction of Integers
1.5 Multiplication and Division of Integers
1.6 Properties of Integers
1.7 Real-life Applications of Integers
1.8 Fractions
1.9 Real-life Applications of Fractions
1.10 Decimals
1.11 Real-life Applications of Decimals
1.12 Rational Numbers and Properties of Rational Numbers
Chapter 1
Rational
Numbers
On average, the coldest continent on Earth is Antarctica
where temperatures range fromC 5inํ summer to -80
C ํ in
winter. The highest temperature ever recorded in
Antarctica was 17.5C inํ March 2015, while the lowest
temperature ever recorded in Antarctica was 94.7below
C
ํ 0
in August 2010. To represent those temperatures, we
write the temperature recorded in March 2015 as +17.5 C ํ
and the temperature recorded in August 2010 as -94.7 ํ

Indicator
• Understand rational numbers and their relationships, and
apply the properties of rational numbers to solve
mathematical and real-world problems. (MA 1.1 G. 7/1)
Compulsory Details
• Integers
• Properties of integers
• Decimals and fractions
• Rational numbers and properties of rational numbers
• Real-life applications of integers and rational numbers

3
1.1 Integers
We have learned about whole numbers such as 0, 1, 2, 3, etc. The numbers 1, 2,
3, … are also called positive integers. In everyday life, you will see that using a number
to represent a temperature, for example, -10 ํC, which is the temperature below the
freezing point, a specific form of number is needed. Hence, the numbers that has lower
values than 0 can be written as, for example, -1, -2, -3, …. These numbers are called
negative integers.
Therefore, integers include positive integers, negative integers and zero.
C B A

What are the temperatures indicated by each of the points A, B and C?

Which of the points A, B or C shows the highest temperature?
Which of the points A, B or C shows the lowest temperature?
The markings on the thermometer enable us to read the temperature accurately and
determine which temperature is higher or lower.
Similarly, we can represent the numbers that we have learned on a number line below.
The markings are equally spaced and the arrows indicate that the numbers increase or
decrease indefinitely.
negative numbers zero positive numbers
D E F G
-5 -4 -3 -2 -1 0 1 2 3 4 5
From the number line, we can see that
• The numbers on the right of 0 are positive numbers.
• The numbers on the left of 0 are negative numbers.
Which of the points D, E, F and G represent?
Which points are positive and which are negative?
4
Worked Example 1
From the given numbers, list the numbers that are positive integers and negative integers.
-2, 45 , 8,104, -0.707, 9.3, - 13, 0, 26, 1 37 , 4.1
Solution:
The positive integers are 8,104 and 26.
The negative integer is -2.
Similar Questions
Practice Now Exercise 1A Questions 1, 5
From the given numbers, list the numbers that are positive integers and negative integers.
-5, 2,013, 0, - 12, 1.666, -3.8, 34 , -17, 6, - 23
Positive integers: .......................................................................................................................................................................................................
Negative integers: .......................................................................................................................................................................................................

1.2 Comparison of Integers

-5 -4 -3 -2 -1 0 1 2 3 4 5

5 is on the right of 2. We say that 5 is greater than 2 and we write: 5 > 2.

2 is on the left of 5. We say that 2 is smaller than 5 and we write: 2 < 5.
-3 is on the right of -5. We say that -3 is greater than -5 and we write: -3 > -5.
-5 is on the left of -3. We say that -5 is smaller than -3 and we write: -5 < -3.
We can see that
• A number which is on the left of another number, is less than that number.
• A number which is on the right of another number, is more than that number.

5
Worked Example 2
Fill in each box with ‘>’ or ‘<’.
1) -3 -2 2) -3 -5
Solution:
1) -3 < -2 2) -3 > -5

Similar Questions
Practice Now Exercise 1A Question 2
Fill in each box with ‘>’ or ‘<’.
1) -7 -2 2) 4 -4 3) -6 -100

Worked Example 3 Ascending

Arrange the numbers in ascending order. (small to BIG)

11 -4 6 0 -3
Solution: Descending
(BIG to small)
In ascending order, the numbers are: -4, -3, 0, 6, 11.

Similar Questions
Practice Now Exercise 1A Question 3
Arrange the numbers in ascending order.
-2 5 0 -20 -7
.............................................................................................................................................................................................................................................................

6
Worked Example 4
For each of the following patterns, state a rule and write down the next two terms.
1) 42, 39, 36, 33, 30, …
2) -22, -18, -14, -10, -6, …
3) 256, 128, 64, 32, 16, …
4) -1, 1, -1, 1, -1, …
Solution:
1) 42 39 36 33 30 PROBLEM SOLVING TIP

-3 -3 -3 -3 Check if
Rule: Subtract 3 from each term to get the next • two consecutive terms in the
term. pattern are related by a constant
value,
The next two terms are 27 and 24. • you can add/subtract/multiply/
2) -22 -18 -14 -10 -6 divide consecutive terms to get
the next term.
+4 +4 +4 +4
Rule: Add 4 to each term to get the next term.
The next two terms are -2 and 2.
3) 256 128 64 32 16
2
÷ ÷2 ÷ 2 2
÷
Rule: Divide each term by 2 to get the next term.
The next two terms are 8 and 4.
4) -1 1 -1 1 -1
× (-1) × (-1) × (-1) × (-1)
Rule: Multiply each term by -1 to get the next term.
The next two terms are 1 and -1.

7
Similar Questions
Practice Now Exercise 1A Questions 4, 6-7
For each of the following patterns, state a rule and write down the next two terms.
1) 3, 8, 13, 18, 23, … 2) -20, -26, -32, -38, -44, …
............................................................................................................. .............................................................................................................

3) 5, 15, 45, 135, 405, … 4) 4,374, -1,458, 486, -162, 54, …

Exercise 1A
Basic Level
1. From the given numbers, list the numbers that are positive integers and negative
integers.
-0.3, 15 , 0, - 57 , 4.33, -12, 10,001, -1 12 , -2,017, 4
Positive integers: ...........................................................................................................................................................................................
Negative integers: ...........................................................................................................................................................................................
8
2. Fill in each box with ‘>’ or ‘<’.
1) 16 60 2) -6 8
3) -30 -31 4) -2 0
3. Arrange the numbers in the following orders.
1) Ascending order
4 -3 -19 3 -4
...................................................................................................................................................................................................................................................

2) Descending order
-10 -1 7 0 -6
...................................................................................................................................................................................................................................................

4. For each of the following patterns, write down the next two terms.
1) 14, 19, 24, 29, 34, …
...................................................................................................................................................................................................................................................

2) -52, -59, -66, -73, -80, …

3) 9, -18, 36, -72, 144, …

4) 1,600, 800, 400, 200, 100, …

Intermediate Level
5. Solve the following.
1) Absolute zero, defined as 0 Kelvin, is the theoretical lowest possible temperature. This
corresponds to a temperature of 273.15 Cํ below zero. Represent this temperature
using a negative number.
The absolute zero can be written in a negative integer as -273.15 ํC.
...................................................................................................................................................................................................................................................

9
2) The lowest point in North America is the Badwater Basin which is 86 m below sea
level. Represent this altitude using a negative number.
The altitude of the Badwater Basin is -86 m from sea level.
...................................................................................................................................................................................................................................................

6. Write down the next two terms of each of the following patterns.
1) -6, -5, -3, 0, 4, …
...................................................................................................................................................................................................................................................

2) 47, 38, 30, 23, 17, …

3) -50, -45, -44, -39, -38, …

4) 100, 98, 95, 93, 90, …

Advanced Level
7. Write down the next two terms of each of the following patterns.
1) -5, -7, -11, -19, -35, …
...................................................................................................................................................................................................................................................

2) 1, 1, 2, 3, 5, …
...................................................................................................................................................................................................................................................

3) 4, 16, 36, 64, 100, …

10
1.3 Opposite Numbers
and Absolute Value
5 Unit 5 Unit
A B
-5 -4 -3 -2 -1 0 1 2 3 4 5
Consider the points A and B on the number line that represent the numbers -5 and 5
respectively. Both points A and B are at the same distance of 5 units from the number 0.
-5 and 5 are known as opposite numbers. Similarly, any two numbers which are the
same distance away from the number 0 are opposite numbers. What are other opposite
numbers that can be found on the number line above?
The absolute value of -5 is 5, i.e. the absolute value of an integer is the distance
between that integer and 0 on the number line. ATTENTION

The absolute value of a can be

sign represented by |a|.
-5 For example, the absolute value
absolute value of -5 is 5 and can be written as
|-5| = 5.
Similarly, the positive number 5 can also be written with a positive sign in front of it,
i.e. +5 (read as positive 5). What is the absolute value of the positive number 5?
Consider the number line below. Where should we place a dot to represent the
number -3?
-3
3 Unit

-5 -4 -3 -2 -1 0 1 2

-1
Since -3 is negative, it is on the left of 0. The absolute value of -3 is 3. Therefore, the
point representing -3 is at a distance of 3 units to the left of 0.
From the number line. What is the absolute value of -1?
11
Worked Example 5
Write down the opposite numbers and absolute values of the following integers.
1) 2 2) -8 3) 67 4) -999
Solution:
1) The opposite number of 2 is -2 and !2! = 2.
2) The opposite number of -8 is 8 and !-8! = 8.
3) The opposite number of 67 is -67 and !67! = 67.
4) The opposite number of -999 is 999 and !-999! = 999.
Similar Questions
Practice Now Exercise 1B Questions 1-2
Write down the opposite numbers and absolute values of the following integers.
1) 12 2) -7
............................................................................................................. .............................................................................................................

3) 88 4) -321
............................................................................................................. .............................................................................................................

Worked Example 6
1. Find the values of the following.
1) ! -29 ! 2) -! -16 ! 3) ! -3 ! + 22 4) ! -10 ! + ! -18 !
Solution:
1) ! -29 ! = 29 2) -! -16 ! = -16
3) ! -3 ! + 22 = 3 + 22 = 25 4) ! -10 ! + ! -18 ! = 10 + 18 = 28
2. Fill in each box with ‘>’or ‘<’.
1) ! -29 ! -! -16 ! 2) ! -3 ! + 22 ! -10 ! + ! -18 !
Solution:
1) ! -29 ! > -! -16 ! 2) ! -3 ! + 22 < ! -10 ! + ! -18 !
12
Similar Questions
Practice Now Exercise 1B Questions 3-4
1. Find the values of the following:
1) ! 100 ! ......................................................................................... 2) -! 50 ! ..............................................................................................
3) ! 100 ! - ! -50 ! ................................................................... 4) ! -100 ! + 50 ..........................................................................

2. Fill in each box with ‘>’or ‘<’.

1) ! 100 ! -! 50 ! 2) ! 100 ! - ! -50 ! ! -100 ! + 50

Exercise 1B
Basic Level
1. Write down the opposite numbers of the following.
1) 6 2) ! -14 ! 3) -72
...................................................................... ...................................................................... ......................................................................

4) -! 36 ! 5) -(-48) 6) 0
...................................................................... ...................................................................... ......................................................................

2. Write down the absolute values of the following.

1) -20 2) 35 3) -(-19)
...................................................................... ...................................................................... ......................................................................

3. Fill
Fill inin each
each box
box with
with ‘>’,
‘>’, ‘<’
‘<’ or
or ‘=’.
‘=’.
1) -4 ! -29 ! 2) ! -11 ! -11 3) 57 ! -75 !
4) -! 68 ! -68 5) -! -9 ! !8! 6) -! -22 ! -! -33 !
Intermediate Level
4. Fill in each box with ‘>’, ‘<’ or ‘=’.
1) ! -25 ! ÷ 5 ! -4 ! - 3 2) 12 × 6 ! -12 ! + (5 × 10)
3) -! -90 ! 450 ÷ 5 - 180 4) 2! -7 ! + 3! -8 ! + 4! -9 ! 2(7) + 3(8) + 4(10)
13
1.4 Addition and Subtraction
of Integers
In primary school, we have learned how to add and subtract positive numbers. However,
for subtraction, we have only learned how to subtract a smaller positive number from
a greater positive number, e.g. 5 - 2 = 3. In this section, we will learn how to carry
out addition and subtraction that involve negative numbers using algebra discs.
The algebra disc shown below has two sides. One side shows the number 1. The other
side shows the number -1.
1 -1
front back
To obtain the negative of 1, we flip the disc with the number 1 as shown:

1 flip -1 we write -(1) = -1.

To obtain the negative of -1, we flip the disc with the number -1 as shown:

-1 flip 1 we write -(-1) = 1.

What happens if we put two discs 1 and -1 together?
1 -1 we write 1 + (-1) = 0.
We will get a zero pair.
We can use three 1 discs to represent the number 3.
1 1 1 3=1+1+1
We use three -1 discs to represent the number -3.
-1 -1 -1 -3 = (-1) + (-1) + (-1)
To obtain the negative of 3, i.e. -(3), we flip the three 1 discs as shown:
1 1 1 flip -1 -1 -1 we write -(3) = -3

14
To obtain the negative of -3, i.e. -(-3), we flip the three -1 discs as shown:
-1 -1 -1 flip 1 1 1 we write -(-3) = 3.
What happens if we put three 1 discs and three -1 discs together?
1 -1
1 -1 we write 3 + (-3) = 0.
1 -1
We will get zero pairs.
1. Addition involving Negative Numbers
We will show how to carry out addition that involves negative numbers using algebra
discs.
Example: 5 + (-2)
1 1 1
1 1 1
1 1 1
1 -1 1 -1 zero
1 -1 1 -1 pairs
Therefore, 5 + (-2) = 3
Since 5 - 2 is also equal to 3,
therefore 5 + (-2) = 5 - 2.
Example: (-5) + 2
-1 -1 -1
-1 -1 -1 ATTENTION
-1 -1 -1
-1 1 -1 1 zero (-5) + 2 can be written as
-1 1 -1 1 pairs -5 + 2.

Therefore, (-5) + 2 = -3

15
Example: (-5) + (-2) ATTENTION

-1 -1 (-5) + (-2) can be written as

-1 -1 -5 + (-2).
-1 -1
-1 -1 -1
-1 -1 -1
-1
-1
Therefore, (-5) + (-2) = -7.

Class Discussion
Part 1
Work in pairs to find the value of each of the following by using algebra discs.
Before calculation, discuss with your classmate whether the answer should be positive
or negative integers.
1. 7 + (-3) …………………………………………………………. 2. 6 + (-4) ……………………………………………………….
3. (-7) + 3 …………………………………………………………. 4. (-6) + 4 ……………………………………………………….
5. (-7) + (-3) …………………………………………………………. 6. (-6) + (-4) ………………………………………………………..
Part 2
Work in pairs to find the sum of at least 10 pairs of one-digit integers. These integers
can either be positive and negative or negative and negative. Students may use algebra
discs in this calculation.
Part 3
Work in pairs and use the rules of addition involving negative numbers to find the sums
of the 10 pairs of one-digit integers in Part 2.

16
Summarize what you have learned from Class Discussion.
1) If we add a positive number and a negative number,
...............................................................................................................................................................................................................................................................

(1) we take the difference between the absolute values of the two numbers, and
...............................................................................................................................................................................................................................................................

(2) the sign of the answer follows the sign of the number with the greater absolute value,
...............................................................................................................................................................................................................................................................

e.g. 5 + (-2) = 3 and (-5) + 2 = -3.

2) If we add two negative numbers,

(1) we take the sum of the absolute values of the two numbers, and
...............................................................................................................................................................................................................................................................

(2) the answer is negative, e.g. (-5) + (-2) = -7.

Similar Questions
Practice Now Exercise 1C Questions 1, 4
Without using a calculator or algebra discs, find the value of each of the following.
1) 9 + (-2) ……………………………………………………… 2) (-7) + 4 ………………………………………………..

3) 3 + (-5) ……………………………………………………… 4) (-6) + (-8) ………………………………………………..

5) 27 + (-13) ……………………………………………………… 6) (-25) + 11 ………………………………………………..
7) 14 + (-16) ……………………………………………………… 8) (-12) + (-15) ………………………………………………..

Worked Example 7
The temperature of a city on a particular night is -5 ํC. The next morning, the temperature
rises by 3 ํC. Find the temperature in the morning.
Solution:
Temperature in the morning = (-5) + 3 = -2 ํC

Similar Questions
Practice Now Exercise 1C Question 6
The temperature of a town on a particular night is -8 Cํ . The next morning, the temperature
rises by 2 ํC. Find the temperature in the morning.
...............................................................................................................................................................................................................................................................

17
2. Subtraction involving Negative Numbers
We will show how to carry out subtraction that involves negative numbers using algebra
discs.
Example: (-5) - 2 ATTENTION

Since (-5) - 2 = (-5) + (-2), we get (-5) - 2 can be written as

-1 -1 -5 - 2.
-1 -1
-1 -1
-1 -1 -1
-1 -1 -1
-1
-1
Therefore, (-5) - 2 = (-5) + (-2) = -7.
Example: 2 - 5
Since 2 - 5 = 2 + (-5), we get
-1 -1 -1
-1 -1 -1
-1 -1 -1
1 -1 1 -1 zero
1 -1 1 -1 pairs
Therefore, 2 - 5 = 2 + (-5) = -3.
Example: 5 - (-2)
To obtain the negative of -2, i.e. -(-2), we flip the discs as shown:
-1 -1 flip 1 1 we write -(-2) = 2
As -(-2) = 2, 5 - (-2) = 5 + 2.
1 1
1 1
1 1
1 1 1
1 1 1
1
1
Therefore, 5 - (-2) = 5 + 2 = 7.
18
Example: (-5) - (-2) ATTENTION

As -(-2) = 2, (-5) - (-2) can be written as

(-5) - (-2) = (-5) + 2. -5 - (-2).
-1 -1 -1
-1 -1 -1
-1 -1 -1
-1 1 -1 1 zero
-1 1 -1 1 pairs

Therefore, (-5) - (-2) = (-5) + 2 = -3.

Class Discussion
Part 1
Work in pairs to find the value of each of the following by using algebra discs.
For each question, discuss with your classmate if the answer should be positive or
negative.
1. 7 - (-3) …………………………………………………………. 2. 6 - (-4) ………………………………………………………….
3. (-7) - 3 …………………………………………………………. 4. (-6) - 4 ………………………………………………………….
5. (-7) - (-3) …………………………………………………………. 6. (-4) - (-6) ………………………………………………………….
7. 3 - 7 …………………………………………………………. 8. 4 - 6 ………………………………………………………….
Part 2
Work in pairs to find the differences of at least 10 pairs of one-digit integers. These
integers can either be positive and negative, negative and negative or positive and
positive and that the subtrahend is greater than the minuend. Students may use algebra
discs in this calculation.
Part 3
Work in pairs and use the rules of subtraction involving negative numbers to find the
differences of the 10 pairs of one-digit integers in Part 2.

19
Summarize what you have learned from Class Discussion.
1) If we take the difference of a positive number and a negative number,
...............................................................................................................................................................................................................................................................
(1) we add the absolute values of the two numbers, and
...............................................................................................................................................................................................................................................................
(2) the sign of the answer follows the sign of the number with the greater absolute value,
...............................................................................................................................................................................................................................................................
e.g. 5 - (-2) = 7 and (-5) - 2 = -7.
...............................................................................................................................................................................................................................................................
2) If we take the difference of two negative numbers or two positive numbers, that the subtrahend
...............................................................................................................................................................................................................................................................
is greater than the minuend,
...............................................................................................................................................................................................................................................................
(1) we take the difference between the absolute values of the two numbers, and
...............................................................................................................................................................................................................................................................
(2) the sign of the answer divides into 2 cases as follows:
...............................................................................................................................................................................................................................................................
Case 1: if the subtrahend is greater than the minuend, the sign used in the answer is a
...............................................................................................................................................................................................................................................................
negative sign (-);
...............................................................................................................................................................................................................................................................
Case 2: If the minuend is greater than the subtrahend, the sign used in the answer is a
...............................................................................................................................................................................................................................................................
positive sign.
...............................................................................................................................................................................................................................................................
e.g. (-5) - (-2) = -3 but (-2) - (-5) = 3;
...............................................................................................................................................................................................................................................................
2 - 5 = -3 but 5 - 2 = 3.
...............................................................................................................................................................................................................................................................
K Similar Questions
E Practice Now
Y Exercise 1C Questions 2-3, 5
Without using a calculator or algebra discs, find the value of each of the following.
1) 9 - (-2) ………………………………………………………… 2) (-7) - 4 ……………………………………………………………..
3) (-3) - (-5) ………………………………………………………… 4) 4 - 8 ……………………………………………………………..

Worked Example 8
The figure shows a thermometer. The readings are in ํC. Find the difference between
the temperatures indicated by the points A and B.
A B

Solution:
Point A shows -10
C. ํ
Point B shows C.15 ํ
Difference in temperature = 15 - (-10) = 15 + 10 = C25 ํ
20
Similar Questions
Practice Now Exercise 1C Questions 7-9
The figure shows a thermometer. The readings are in Cํ . Find the difference between the
temperatures indicated by the points A and B.
A B

Exercise 1C
Basic Level
1. Find the value of each of the following.
1) 6 + (-2) ………………………………………………………… 2) (-1) + (-7) ………………………………………………………
3) (-5) + 8 ………………………………………………………… 4) (-11) + (-5) ………………………………………………………
5) (-10) + 2 ………………………………………………………… 6) 1 + (-8) ………………………………………………………
2. Find the value of each of the following.
1) -(-7) ……………………………………………………… 2) 5 - (-3) ………………………………………………………

3) (-4) - 7 ……………………………………………………… 4) (-8) - (-2) ………………………………………………………

5) (-1) - (-10) ……………………………………………………… 6) 6 - 9 ………………………………………………………

Intermediate Level
3. Find the value of each of the following.
1) 4 + (-7) - (-3) ……………………………………………… 2) (-3) - 5 + (-9) …………………………………………
3) 1 - 8 - (-8) ……………………………………………… 4) (-2) + (-1) - 6 …………………………………………
5) 8 - (-9) + 1 ……………………………………………… 6) (-5) + (-3) + (-2) …………………………………………
7) 6 + (-5) - (-8) ……………………………………………… 8) 2 - (-7) - 8 …………………………………………

21
4. Find the value of each of the following.
1) (-19) + 12 ………………………………………………… 2) 23 + (-11) …………………………………………………

3) (-21) + (-25) ………………………………………………… 4) (-24) + (-13) …………………………………………………

5) 16 + (-27) ………………………………………………… 6) (-13) + 18 …………………………………………………

5. Find the value of each of the following.

1) 22 - (-13) ………………………………………………… 2) (-14) - 16 ………………………………………………….

3) (-18) - (-22) ………………………………………………… 4) (-20) - 15 ………………………………………………….

5) 12 - (-17) ………………………………………………… 6) (-19) - (-11) ………………………………………………….

Advanced Level
6. The temperature of a village on a particular night is -11 ํC. The next morning, the
temperature rises by 7 ํC. Find the temperature in the morning.
..................................................................................................................................................................................................................................................

7. The figure shows part of a thermometer. The readings are in ํC. Find the difference
between the temperatures indicated by the points A and B.
A B

8. A city is located at a height of 138 m above sea level while a town is at a height
of 51 m below sea level. Represent the altitude of the town using a negative number.
Hence, find the difference in altitude between the city and the town.
..................................................................................................................................................................................................................................................

..................................................................................................................................................................................................................................................
22
9. Solve the following.
1) Using the number line, find the difference between -2 and 3.
Since 3 - (-2) = 3 + 2,
..................................................................................................................................................................................................................................................

to find the difference of -2 and 3 can be done by using the number line as follows:
..................................................................................................................................................................................................................................................
Start
..................................................................................................................................................................................................................................................
-5 -4 -3 -2 -1 0 1 2 3 4 5
..................................................................................................................................................................................................................................................
Therefore, the difference of -2 and 3 is 5.
..................................................................................................................................................................................................................................................

2) The figure below shows a timeline for BC and AD. For example, 2BC stands for
2 years Before Christ and 3AD stands for 3 years Anno Domini (which means in
the year of the Lord, i.e. after Christ was born). What is the main difference between
the timeline for BC and AD, and the number line?
5BC 1BC 1AD 5AD
The timeline for BC and AD does not have a zero while the number line has a zero.
..................................................................................................................................................................................................................................................

3) How many years are there between 2BC and 3AD?

..................................................................................................................................................................................................................................................
2BC 1BC 1AD 2AD 3AD
..................................................................................................................................................................................................................................................

From the timeline, we can see that 3AD is 4 units away from 2BC.
..................................................................................................................................................................................................................................................

Therefore, there are 4 years between 2BC and 3AD.

23
1.5 Multiplication and
Division of Integers
1. Multiplication involving Negative Numbers
We have learned in primary school that 2 × 3 = 3 × 2 = 6.
What do you think (-2) × 3 and (-2) × (-3) are equal to?
We will now show how to carry out multiplication that involves negative numbers using
algebra discs.
Example: 2 × 3
The product 2 × 3 can be represented by:
1 1 1 1 1 1
1 1 1 1 1 1
2×3 6
The model shows ‘2 groups of 3’.
Example: 2 × (-3)
The product 2 × (-3) can be represented by:
ATTENTION
-1 -1 -1 -1 -1 -1 2 × (-3) = -(2 × 3)
-1 -1 -1 -1 -1 -1
2 × (-3) -6
The model shows ‘2 groups of -3’.
Example: (-1) × 3
The product (-1) × 3 can be represented by ‘the negative of 1 group of 3’:
- 1 1 1 flip -1 -1 -1
1 group of 3
(-1) × 3 -3
Notice that (-1) × 3 = -(1 × 3) = -3.
flip 1 group of 3
24
Similarly, the product (-2) × 3 can be represented by ‘the negative of 2 groups of 3’:
- 1 1 1 flip -1 -1 -1
- 1 1 1 2 groups of 3 -1 -1 -1 ATTENTION

(-2) × 3 -6 (-2) × 3 = 3 × (-2) = -6

Notice that (-2) × 3 = -(2 × 3) = -6.

flip 2 groups of 3
Example: (-1) × (-3)
The product (-1) × (-3) can be represented by ‘the negative of 1 group
of -3’:
flip
- -1 -1 -1 1 group 1 1 1
of -3
(-1) × (-3) 3
Notice that (-1) × (-3) = -[1 × (-3)] = -(-3) = 3.

flip 1 group of -3
Similarly, the product (-2) × (-3) can be represented by ‘the negative of 2 groups of -3’:
- -1 -1 -1 flip 1 1 1
- -1 -1 -1 2 groups of -3 1 1 1
(-2) × (-3) 6
Notice that (-2) × (-3) = -[2 × (-3)] = -(-6) = 6.

flip 2 groups of -3

25
Class Discussion
Part 1
Work in pairs to find the value of each of the following by using algebra discs.
For each question, discuss with your classmate to write a rule to perform the operation
by considering whether the answer should be positive or negative.
1) 1 × (-4) ………………………….. 2) 2 × (-4) ……………………………. 3) 3 × (-4) ………………………….
4) (-1) × 4 ………………………….. 5) (-2) × 4 ……………………………. 6) (-3) × 4 ………………………….
7) (-1) × (-4) ………………………….. 8) (-2) × (-4) ……………………………. 9) (-3) × (-4) …………………………
Part 2
Work in pairs to find the product of at least 10 pairs of one-digit integers. These integers
can either be positive and negative or negative and negative. Students may use algebra
discs in this calculation.
Part 3
Work in pairs and use the rules of multiplication involving negative numbers to find the
products of the 10 pairs of one-digit integers in Part 2.

Summarize what you have learned from Class Discussion.

From Class Discussion, we can conclude the rules of multiplication involving negative numbers
...............................................................................................................................................................................................................................................................

as follows:
...............................................................................................................................................................................................................................................................

1) positive number × negative number = negative number,

2) negative number × positive number = negative number,

3) negative number × negative number = positive number.

Rules of multiplication involving negative numbers can be concluded that

positive number × negative number = negative number,
negative number × positive number = negative number,
negative number × negative number = positive number.

26
Similar Questions
Practice Now Exercise 1D Questions 1, 3
Without using a calculator or algebra discs, find the value of each of the following.
1) 2 × (-6) ........................................................................ 2) (-5) × 4 ...............................................................................
3) (-1) × (-8) ........................................................................ 4) (-3) × (-7) ...............................................................................
5) -(-10) ........................................................................ 6) (-9)(-2) ...............................................................................

7) 15 × (-2) ........................................................................ 8) (-3) × 12 ...............................................................................

9) (-4) × (-10) ........................................................................ 10) (-2)(-100) ...............................................................................

2. Division involving Negative Numbers

In primary school, we have learned that 6 ÷ 2 = 3.
Similarly, (-6) ÷ 2 = -62 = (-6) × 12 = - (6 × 12) = -3
6 ÷ (-2) = -26 = 6 × -21 = 6 × (- 12) = -3
(-6) ÷ (-2) = -6 1 1
-2 = (-6) × -2 = (-6) × (- 2) = 3
Rules of division involving negative numbers can be concluded that
positive number ÷ negative number = negative number,
negative number ÷ positive number = negative number,
negative number ÷ negative number = positive number.

Similar Questions
Practice Now Exercise 1D Questions 2, 4
Without using a calculator or algebra discs, find the value of each of the following.
1) (-8) ÷ 2 ........................................................................ 2) 15 ÷ (-3) ...............................................................................
3) (-8) ÷ (-4) ........................................................................ 4) -63 ...............................................................................

5) 20
-5 ........................................................................ 6) -12
-3 ...............................................................................

27
Exercise 1D
Basic Level
1. Find the value of each of the following.
1) 3 × (-9) …………………….. 2) (-8) × 4 …………………….. 3) (-7) × (-5) ……………………..

4) (-1) × (-6) …………………….. 5) (-2)(-7) …………………….. 6) (-6) × 0 ……………………..

2. Find the value of each of the following.

1) (-21) ÷ 7 …………………….. 2) 16 ÷ (-2) …………………….. 3) (-8) ÷ (-2) ……………………..

4) -14 …………………….. 5) 15 …………………….. 6) -18 ……………………..

2 -5 -3
Intermediate Level
3. Find the value of each of the following.
1) 12 + 20 × (-6) ……………………………………………………………………………………………………………………………..

2) (27 - 8) × (-5) + 100 ……………………………………………………………………………………………………………………………..

4. Find the value of each of the following.

28
1.6 Properties of Integers
1. Property of One
When an integer is multiplied by 1, the product is equal to that integer.
For example, 5 × 1 = 1 × 5 = 5
When 1 is multiplied to an integer, the product is also equal to that integer.
For example, 1 × (-5) = (-5) × 1 = -5
When an integer is divided by 1, the quotient is equal to that integer.
For example, 5 ÷ 1 = 5 and (-5) ÷ 1 = -5. In general,
if a is any integer, then
a × 1 = 1 × a = a and a ÷ 1 = a.

Worked Example 9
Find the value of each of the following.
(-2) × 2 × 1
2) [ (-7) ÷ (-7) ]
1) (1 × 4) × (-3)
Solution:
(-2) × 2 × 1 = -4 × 1
2) [ (-7) ÷ (-7) ]
1) (1 × 4) × (-3) = 4 × (-3) 1
= -12 = -4
Similar Questions
Practice Now Exercise 1E Question 1
Find the value of each of the following.
4 × (-3) × 1
2) [ (-9) ÷ (-9) ]
1) [6 × (-2)] × 1
............................................................................................................. .............................................................................................................

29
2. Property of Zero
When an integer is added to 0, the sum is equal to that integer. When 0 is added to
an integer, the sum is also equal to that integer.
For example, 5 + 0 = 0 + 5 = 5 and (-5) + 0 = 0 + (-5) = -5
When an integer is multiplied by 0, the product is equal to 0. When 0 is multiplied to
an integer, the product is also equal to 0.
For example, 5 × 0 = 0 × 5 = 0 and (-5) × 0 = 0 × (-5) = 0
When 0 is divided by any integer except 0, the quotient is equal to 0.
For example, 0 ÷ 5 = 0 and 0 ÷ (-5) = 0. In general,
if a is any integer, then
• a+0 =0+a=a
• a×0 =0×a=0
• 0 ÷ a = 0, where a ≠ 0
K
E
Y If the product of any two integers is 0, then at least one of them must be 0.
Worked Example 10
Find the value of each of the following.
(-4) × 6 × 0
2) [ (-11) ÷ 11 ]
1) [(-7) × 3] + 0
Solution:
(-4) × 6 × 0 = 0
2) [ (-11) ÷ 11 ]
1) [(-7) × 3] + 0 = (-21) + 0
= -21

Similar Questions
Practice Now Exercise 1E Question 2
Find the value of each of the following.
4 ÷ (-4) × 0
2) [ (-9) × (-1) ]
1) [4 × (-10)] + 0 ............................................................. ......................................................

30
3. Commutative Property
To find the sum of two integers a and b, we write either a + b or b + a.
For example, 4 + (-3) = (-3) + 4 = 1.
To find the product of two integers a and b, we write either a × b or b × a.
For example, 4 × (-3) = (-3) × 4 = -12. In general,
if a and b are integers, then
• Commutative Property of Addition: a+b=b+a
• Commutative Property of Multiplication: a × b = b × a
4. Associative Property
To find the sum of three integers, we can either add the first two numbers first or the
last two numbers first.
For example, 4 + (-3) + 2 = [4 + (-3)] + 2 = 4 + [(-3) + 2] = 3
To find the product of three integers, we can either multiply the first two numbers first
or the last two numbers first.
For example, 4 × (-3) × 2 = [4 × (-3)] × 2 = 4 × [(-3) × 2] = -24. In general,
if a, b and c are integers, then
• Associative Property of Addition: (a + b) + c = a + (b + c)
• Associative Property of Multiplication: (a × b) × c = a × (b × c)

5. Distributive Property
The distributive property requires both addition and multiplication operations.
For example, 5 × (8 + 3) = (5 × 8) + (5 × 3) and (-4) × (2 + 7) = [(-4) × 2] +
[(-4) × 7]. In general,

if a, b and c are integers, then

• a × (b + c) = (a × b) + (a × c)
• (b + c) × a = (b × a) + (c × a)

31
Similar Questions
Practice Now Exercise 1E Questions 3-4
Find the missing values in the following equations.
1) 10 + (-6) = (-6) + 2) (4 × 7) + (8 × 7) = 7 ×
3) 9 × [-10 + ] = [9 × (-6)] + [9 × (-10)] 4) (6 + 5 + 4) × 3 = 3 × (4 + 5 + )

Exercise 1E
Basic Level
1. Find the value of each of the following.
1) [(-1) × 7] × 1 ………………………………………… 2) (-1) × (-1) × (-1) × 1 ………………………………

(-4) × 9 × 1 ………………………………………… 4) 1 × 6 × (-5)

3) [(-8) ÷ (-8)] [3 ÷ (-3)] ………………………………

K 2. Find the value of each of the following.

E
Y 1) [(-5) × 5] + 0 ………………………………………. 2) 0 + [(-9) × (-1)] …………………………………………
7 ÷ (-14) × 0 …………………………………………
3) 0 × [1,000 × (-1)] ………………………………………. 4) [ (-6) × (-6) ]

3. Find the missing values in the following equations.

1) ( + ) + (-12) = [(-12) + 8] + 5 2) × (-17) = × 16

3) (6 × 3) + (7 × 6) = 10 × 4) (-20) × 4 = (80 × 4) + [ × 4]

Intermediate Level
4. Find the missing values in the following equations.
1) [(-15) × ] + 8 × + × = (3 + 2) × 25
2) 99 × 88 + × (33 × 3) = × 99 + × 99 = 90 × (88 + 77) + × 165

32
1.7 Real-life Applications
of Integers
The following example shows the situation in our everyday life that involves integers.
Worked Example 11
Fah bought 4 pieces of souvenir which cost 830 baht, 1,230 baht, 1,170 baht and
270 baht respectively. How much money did Fah spend on the souvenir altogether?
Solution:
Fah spent 830 + 1,230 + 1,170 + 270 baht on the souvenir altogether
= (830 + 1,170) + (1,230 + 270) baht (Associative property of addition)
= 2,000 + 1,500 baht
= 3,500 baht
Therefore, Fah spent 3,500 baht on the souvenir altogether.

Similar Questions
Practice Now Exercise 1F Questions 1, 3

A factory produces 652 toys on Monday, 375 toys on Tuesday and 488 toys on
Wednesday. Find the total number of toys it produces on the three days.
..............................................................................................................................................................................................................................................................

33
Worked Example 12
Mrs Lee bought some stationery for her students. The bookshop sold a set of 3 pens,
3 pencils, 2 rulers and 2 erasers. If Mrs Lee gave each student only 1 item, how many
students does she have if she bought 8 sets and an additional 4 notebooks in total?
Solution:
Number of students [8 × (3 + 3 + 2 + 2)] + 4
= [8 × [(3 + 2) + (3 + 2)]] + 4 (Associative property of addition)
= [8 × (5 + 5)] + 4
= (8 × 10) + 4
= 84
Therefore, Mrs Lee gave stationary and notebooks for 84 students in total.
Similar Questions
Practice Now Exercise 1F Questions 2, 4
A goodie bag contains 8 packets of sweets, 4 chocolate bars, 2 packets of potato chips
and 1 can of drink. How many items are there in total in 15 goodie bags?
...............................................................................................................................................................................................................................................................

Exercise 1F
Basic Level
1. A bakery sold 99 cookies in the morning, 256 cookies in the afternoon and 401
cookies in the evening. Find the total number of cookies it sold.
...................................................................................................................................................................................................................................................

34
2. Suthin wants to buy 8 blue notebooks, 7 white notebooks, 1 pink notebook and 4
black notebooks. If he plans to buy 10 sets of these notebooks, how many of them
does he need to buy in total?
...................................................................................................................................................................................................................................................

...................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................

Intermediate Level
3. Last week, the total ridership on the train system was 96,054 on Thursday, 96,734
on Friday, 88,796 on Saturday and 75,116 on Sunday. What was the average
ridership each day?
...................................................................................................................................................................................................................................................

4. A bouquet of flowers at a florist contains 8 red roses, 6 pink roses, 4 periwinkles and
2 daisies. The florist keeps the flowers in vases before putting together a bouquet. Each
vase can hold 12 stalks of flowers. How many vases does the florist need if she has
an order for 5 such bouquets?
...................................................................................................................................................................................................................................................

35
1.8 Fractions
In primary school, we have learned about proper fractions (e.g. 34) improper fractions
(e.g. 53 and 22) and mixed numbers (e.g. 5 14). These numbers are positive. In this topic,
we will learn about negative fractions and negative mixed numbers.
-1 12 - 12 1
2 1 12
-2 -1 0 1 2
We can see from the number line that the fractions on the right side of 0 are positive
fractions, and those on the left of 0 are negative fractions.
Consider the points - 12 and 12 . They are on the opposite sides of 0, and are of the
same distance away from 0.
We say that - 12 is the opposite number of 12
and likewise, 1 is the opposite number of - 1 .
2 2
The opposite number of 12 can be written as - 12 .
The opposite number of - 12 can be written as -(- 12) .
Since the opposite number of - 12 is 12 ;
therefore, -(- 12) = 12
Similar Questions
Practice Now Exercise 1G Question 1
Write down the opposite numbers of the following fractions.
1) 37 2) 2 49
……………………………………………………………………………….. ………………………………………………………………………………..

3) - 16 4) -5 25
……………………………………………………………………………….. ………………………………………………………………………………..

36
1. Comparison of Fractions
Fold a piece of paper into 2 equal parts.
Shade 1 part.

1 out of 2 equal parts is shaded.

1 of the paper is shaded.
2
1 numerator
2 denominator

Fold the paper again to get 4 equal parts.

2 out of 4 equal parts are shaded now.

2 of the paper is shaded.
4
The fractions 12, 24, 36 and 48 have different numerators and denominators,
but they are equal.
1
2
2
4
3
6
4
8
1=2=3=4
2 4 6 8
1, 2, 3 and 4 are equivalent fractions.
2 4 6 8
37
Worked Example 13
Find the missing denominator in the following set of equivalent fractions.
1) 13 = 6 = 3

2) - 15 = - 2 = - 15
Solution:
× 2 × 3
1) 13 = 2 1 = 3
6 3 9
× 2 × 3

The equivalent fractions are 13 = 26 = 39 .

3 ÷ ÷ 2
3
2) - 15 = - 15 - 2 = - 15
10
÷ 3 ÷ 2

The equivalent fractions are - 153 = - 102 = - 15 .

Similar Questions
Practice Now Exercise 1G Questions 2-3
1. Consider the following.
1
1 1 1
3 3 3
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12
From the diagram above, find the missing numerator in each set of equivalent fractions.
1) 1 = 3 2) 23 = 6 3) 56 = 12

38
2. Find the missing denominator in the following set of equivalent fractions.
1) - 13 = - 4 2) - 35 = - 9 3) - 83 = - 16

Worked Example 14
Compare the following fractions.
1) 25, 58 2) - 97, - 101
Solution:
1) Method 1: Compare each fraction to 12 . Method 2: Find the LCM of 5 and 8, which
2 is 40. Then make the fractions equivalent.
5 We get
1
2 2 = 2 × 8 = 16
5 5 5 × 8 40
8 5 = 5 × 5 = 25
1 8 8 × 5 40
2 We can see that 25 = 16 25 5
40 < 40 = 8 .
We can see that 25 < 12 and 12 < 58 .
Therefore, 25 < 58 .
Therefore, 25 < 58 .

2) Make the denominators of - 97 and - 101 positive and find the LCM of 7 and 10,
which is 70. Then make the fractions equivalent. We get
(-9) × 10 = -90 and (-1) × 7 = -7
7 × 10 70 10 × 7 70
Comparing -9070 and 70
-7
-90 < -7
70 70
Therefore, - 97 < - 101 .

39
Similar Questions
Practice Now Exercise 1G Question 4
Compare the following fractions.
1) 13, 49 2) - 56, - 14
.............................................................................................................. .............................................................................................................

Worked Example 15
Do the following.
1) Arrange 12, 16 and 34 in order, starting with the greatest.
2) Arrange 23, - 47 and 58 in order, starting with the smallest.
Solution:
1) 12 = 126 , 16 = 122 and 34 = 129
1 < 1 and 1 < 3
6 2 2 4
Arranging the fractions from greatest to smallest, we have 34, 12, 16 .
2) 23 = 16 5 15
24 and 8 = 24
5 < 2 and - 4 < 5
8 3 7 8
Arranging the fractions from the smallest to the greatest, we have - 47, 58, 23 .
Similar Questions
Practice Now Exercise 1G Questions 5-6
Arrange - 38 , 12 and 17 in order, starting with the smallest.
..............................................................................................................................................................................................................................................................

40
2. Addition and Subtraction of Fractions
The rules for performing the 4 basic operations on negative fractions and negative mixed
numbers are the same as those for positive fractions and positive mixed numbers.
To add or subtract fractions with different denominators, i.e. unlike fractions, we must
first express the fractions in the same denominator, i.e. like fractions, using the idea of
equivalent fractions. We may make use of the lowest common multiple (LCM) of the
denominators.
Worked Example 16
Without using a calculator, find the value of each of the following.
1) 6 15 + (-2 103 ) 2) (- 74) - (- 56) + (-1 13 )
Solution:
1) 6 15 + (-2 103 )
= (6 - 2) + (15 - 103 )
= 4 + (102 - 103 ) (LCM of 2 and 5 is 10)
= (3 + 10 2 3
10) + 10 - 10
= 3 + 109 ATTENTION

Always leave your answers in

= 3 109 mixed numbers and not improper
fractions.
2) (- 74) - (- 56) + (-1 13 )
= (- 74) + 56 - 1 13
= (- 74) + 56 - 43
= (- 21 10 16
12 ) + 12 - 12 (LCM of 3, 4 and 6 is 12)
= -27
12
= - 94
= -2 14 41
Similar Questions
Practice Now Exercise 1G Questions 7, 11, 15
Without using a calculator, find the value of each of the following.
1) 7 12 + (-3 35) 2) (-2 34) + (- 56) - (- 23)
............................................................................................................. .............................................................................................................

3. Multiplication and Division of Fractions

In primary school, we have learned how to multiply and divide a fraction by a whole
number or a proper fraction.
• To multiply fractions where the numerators and the denominators have no common
factors:
e.g. 12 × 35 = 12 ×× 35 (multiply the numerators and the denominators
respectively)
3
= 10
• To multiply fractions where the numerators and the denominators have common
factors:
3
e.g. 14 × 67 = 12 ×× 37 (divide 4 and 6 by 2 first)
2
= 143
• To divide one fraction by another fraction, which ATTENTION

is the same as multiplying the first fraction by The reciprocal of a fraction is

the reciprocal of the second fraction: obtained by interchanging the
numerator and the denominator of
2 ÷ 4 = 21 × 9 3 the fraction, e.g. the reciprocal
3 9 31 4 2 of 94 is 49 .
= 32
= 1 12
42
Worked Example 17
Find the value of each of the following.
1) 2 34 × 112 2) 2 29 ÷ 53
Solution:
1 1 4 1
1) 2 4 × 11 = 4 × 112 = 12
3 2 11 2) 2 29 ÷ 53 = 209 × 35 = 1 13
2 1 3 1
Similar Questions
Practice Now Exercise 1G Question 8
Find the value of each of the following.
1) 2 23 × 94 2) 4 16 ÷ 52
............................................................................................................. .............................................................................................................

Worked Example 18
Find the value of each of the following.
1) 3 23 ÷ (-2 49 ) 2) (-2 45 ) × [(- 52) + (-2 43 )]
Solution:
1) 3 23 ÷ (-2 49 ) 2) (-2 45 ) × [(- 52) + (-2 43 )]
1 3 7 7
= 113 × (- 229 ) = - 32 = -1 12 = (- 145) × (- 356 ) = 493 = 16 13
1 2 1 3
Similar Questions
Practice Now Exercise 1G Questions 9, 12
Find the value of each of the following.
1) 5 14 ÷ (-2 45 ) 2) 1 34 × [65 + (- 12 )]
............................................................................................................. .............................................................................................................

43
1.9 Real-life Applications
of Fractions
Fractions are used in our everyday life, especially in situations where realistically, the
values will not be integers. Worked Example 19 shows a situation in which fractions
are commonly used.
Worked Example 19
A tailor had some cloth. 15 of the total amount of cloth was used to make a dress and
5 of the remaining amount of cloth was used to make a blanket. The rest of the cloth
8
was divided equally to make 12 pouches. If each pouch needed 12 m of cloth, how much
cloth in total did he have at first?
Solution:
Method 1
A tailor used 15 of the cloth to make a dress. There was 1 - 15 = 45 of the cloth left.
The tailor then used 58 of the remaining cloth to make a blanket.
5 × 4 = 1 of the total cloth was used to make the blanket.
8 5 2
Amount of cloth left after making the blanket = 1 - 15 - 12 = 103
Amount of cloth used to make 12 pouches = 12 × 12 = 6
3
10 of the total cloth was used to make pouches.
Therefore, the total amount of cloth at first = 6 × 103 = 20 m.
Method 2 Total length of cloth

Length of cloth used Length of cloth used to Length of cloth used to

to make a dress make a blanket make pouches
From the bar model, 3 units of equal 12 × 12 = 6 meters,
1 unit of equals 1 ×3 6 = 2 meters.
Hence, 10 units of equal 10 × 2 = 20 meters.
Therefore, the tailor had 20 m of cloth at first.
44
Similar Questions
Practice Now Exercise 1G Questions 10, 13-14, 16-17
Dom cycled from home to school. He cycled 16 of the distance, and met Jane. After
completing 34 of the remaining distance, the two of them stopped to buy a drink. If they
still had 500 m more to go, how far is Dom’s home from school?
Method 1 Distance from Dom’s home to where he met Jane was 16 of the total distance.
..............................................................................................................................................................................................................................................................
Distance from where Dom met Jane to a school was 1 - 16 = 56 of the total distance.
..............................................................................................................................................................................................................................................................
Distance from where Dom met Jane to a drink shop was 56 × 34 = 15 24 of the total distance.
..............................................................................................................................................................................................................................................................
Hence, the distance from the drink shop to the school was 56 - 15 5
24 = 24 of the total
..............................................................................................................................................................................................................................................................
distance.
..............................................................................................................................................................................................................................................................
However, we knew that the distance from where Dom and Jane stop to buy a drink to
..............................................................................................................................................................................................................................................................
school was 500 meters.
..............................................................................................................................................................................................................................................................
Distance of Dom’s home from school = 500 ÷ 245 m
..............................................................................................................................................................................................................................................................
= 500 × 245 m = 2,400 m
..............................................................................................................................................................................................................................................................
Method 2
..............................................................................................................................................................................................................................................................
Distance from Dom’s Home to school
..............................................................................................................................................................................................................................................................
Fig. 1
..............................................................................................................................................................................................................................................................
Distance from
..............................................................................................................................................................................................................................................................
Dom’s home to
..............................................................................................................................................................................................................................................................
where he met
Distance from where Dom met Jane to school
..............................................................................................................................................................................................................................................................
Jane
Fig. 2
..............................................................................................................................................................................................................................................................

Distance from where Dom and Jane stop to buy a drink Remaining
..............................................................................................................................................................................................................................................................
to school distance
..............................................................................................................................................................................................................................................................
From Fig.2,
..............................................................................................................................................................................................................................................................
1 unit of = 500 meters.
..............................................................................................................................................................................................................................................................
4 units of = 4 × 500 meters = 2,000 meters.
..............................................................................................................................................................................................................................................................
Hence, the distance from where Dom met Jane to school was 2,000 meters.
..............................................................................................................................................................................................................................................................
From Fig. 1,
..............................................................................................................................................................................................................................................................
5 units of = 2,000 meters.
..............................................................................................................................................................................................................................................................
1 unit of = 1 × 52,000 meters = 400 meters.
..............................................................................................................................................................................................................................................................
Hence, 6 units of = 6 × 400 meters = 2,400 meters.
..............................................................................................................................................................................................................................................................
Therefore, the distance from Dom’s home to school was 2,400 meters.
..............................................................................................................................................................................................................................................................

45
Exercise 1G
Basic Level
1. Write down the opposite fractions of the following.
1) 107 2) 3 56
……………………………………………………………………………….. ………………………………………………………………………………..

3) - 2 4) -4 173
11
……………………………………………………………………………….. ………………………………………………………………………………..

2. Shade and fill in the blanks to show equivalent fractions.

1
2
4
6
8
10
1=
2
3. Fill the number in each box to make the fractions equivalent.
1) 8 = 32 2) 4 = 128 3) - 26 = - 3 6)

4) - 5 = - 12 5) 1 56 = 1 18 2 34 = 12
9

4. Fill in each box with ‘>’ or ‘<’.

1) 35 107 2) 38 1
4 3) - 115 - 45

46
5. Arrange the following from the greatest to the smallest.
1) 2, 7 , 5
3 18 6
...................................................................................................................................................................................................................................................

2) - 15 , - 154 , - 59
...................................................................................................................................................................................................................................................

3) -2 115 , -1 12 , 1 18
...................................................................................................................................................................................................................................................
11

6. Arrange the following from the smallest to the greatest.

1) 1 , 3, 1
4 5 3
...................................................................................................................................................................................................................................................

2) 67 , - 49, - 25
...................................................................................................................................................................................................................................................

3) 1 34 , -2 101 , 3 25
3 2
10, 1 4 , 3 5
...................................................................................................................................................................................................................................................

7. Find the value of each of the following.

1) (- 12 ) + (- 34 ) …………………………………………….
= -1 14 2) 3 18 + (- 14 ) …………………………………………….
= 2 78
3) 5 15 - 4 12 = 107
……………………………………………. 4) (-3 16 ) + (-4 23 ) …………………………………………….
= -7 56

8. Find the value of each of the following.

1) 158 × 43 = 2 12
……………………………………………. 2) 2 35 × 15
26 = 1 12
…………………………………………….

3) 154 ÷ 52 = 1 12
……………………………………………. 4) 1 79 ÷ 43 = 1 13
…………………………………………….

47
9. Find the value of each of the following.
1) 64 3 4
15 × (- 8 ) ……………………………………………….. 2) 15 ÷ (- 3 )
10 ………………………………………………..

3) (-6 18 ) × 143 ……………………………………………….. 4) (-2 12 ) × 4 25 ………………………………………………..

5) (-1 14 ) ÷ 38 ……………………………………………….. 6) (- 89 ) ÷ (-1 23 ) ………………………………………………..

10. Lily and Violet sold some socks at a fundraiser. In the first hour, they sold 27 pairs
of socks. If they had 20 pairs of socks left, how many pairs of socks did they have
at first?
Lily and Violet sold 27 pairs of the total socks.
...................................................................................................................................................................................................................................................
Fraction of sock left after the first hour = 1 - 27 = 57 of the total socks, which equals 20 pairs.
...................................................................................................................................................................................................................................................
Number of pairs of socks at first = 20 ÷ 57 = 28
...................................................................................................................................................................................................................................................
Therefore, the number of pairs of socks Lily and Violet had at first was 28.
...................................................................................................................................................................................................................................................

Intermediate Level
11. Find the value of each of the following.
1) (- 85 ) - (-2 14 ) - 12 ………………………………
= 203 2) 4 27 + (-6 13 ) - (- 214 ) ………………………………
= -1 67

3) (-4) + (-3 18 ) + (- 43 ) ………………………………

= -8 11
24 4) (- 15 ) + 2 14 + (- 72 ) ………………………………
= -1 209

12. Find the value of each of the following.

1) (- 57 ) × [(- 28 2
15 ) + 1 3 ]
= 17
...................................................................................................................................................................................................................................................

2) [(- 14 ) - (- 13 )] ÷ ( 14 - 13 )
= -1
...................................................................................................................................................................................................................................................

3) 10 - 158 × ( 32 ÷ 4 12 ) + (- 14 )
= 9 18
...................................................................................................................................................................................................................................................

48
13. Nora spent a total of 8 161 hours on community service last year. Given that her
visit to the old folks’ homes made up 47 of the total time on community service,
find the amount of time she spent on visiting the old folks’ homes.
…………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………………………

14. Anne, Belle and Cole are working on a group project together. They split the work
equally. On Monday, Anne completed 14 of her part, Belle completed 56 of her part
and Cole completed 58 of his part. If they each completed 23 of their remaining parts
on Tuesday, how much of the project would be left to do on Wednesday?

49
Advanced Level
15. Find the value of 5 34 - 2 56 + (- 23 7
15 ) - (-4 10 ) .

16. Farhan, Khairul, Huixian, Shirley and Jun Wei share a sum of money. Farhan takes
1 of the sum of money. After Fahan has taken his share, Khairul takes 1 of the
5 3
1
remaining money. After Khairul has taken his share, Huixian takes 4 of the remaining
money. After Huixian has taken her share, Shirley takes 17 of the remaining money.
After Shirley has taken her share, Jun Wei takes all of the remaining money. What
fraction of the sum of money is Jun Wei’s share?

17. Consider the following table.

The ingredients needed for making cakes for 12 people are shown below.
Ingredient Flour Sugar Cocoa Baking Salt Butter Large eggs
powder soda
1 12 1
Amount 2 12 cups 2 cups 3 cup 4 1 cup 2
4 teaspoons teaspoons 3

50
From the information, answer the following questions.
There are 84 people attending the party.
1) If 1 teaspoon = 15 g, how much baking soda and salt does Penny need?

Consider the following table.

Ingredient Flour Sugar Cocoa powder Butter
Amount per packet (g) 600 350 50 120
2) If 1 cup of flour, sugar and butter = 225 g each, and 1 cup of cocoa powder =
100 g, how many packets of flour, sugar, cocoa powder and butter does Penny
need to get?

51
1.10 Decimals
1. Place Values of Decimals
We have learned about the place values of integers, for example, in ones place, its
value is 1 and in tens place, its value is 10. To give you the clearer picture of place
values of integers and decimals, consider the below table showing the place value of
each digit of both integers and decimals.
Place Values
Integers Decimals
… Hundreds Tens Ones Ten
Tenths Hundredths Thousandths thousandths …
… 100 10 1 1 1 1 1 …
10 100 1,000 10,000
Worked Example 20
Express the following numbers in expanded form.
1) 10.987 2) 123.45
Solution:
1) 10.987 = (1 × 10) + (9 × 101 ) + (8 × 100
1 ) + (7 × 1 )
1,000
2) 123.45 = (1 × 100) + (2 × 10) + (3 × 1) + (4 × 101 ) + (5 × 100
1)

Similar Questions
Practice Now Exercise 1H Question 1
Express the following numbers in expanded form.
1) 278.91

2) 3,649.253

52
Worked Example 21
Write down the following numbers as decimals.
1) (8 × 100) + (7 × 10) + (6 × 1) + (5 × 101 ) + (4 × 100
1)
2) (5 × 100,000) + (7 × 1,000) + (9 × 10) + (8 × 1001 ) + (6 × 1 )
1,000
Solution:
1) (8 × 100) + (7 × 10) + (6 × 1) + (5 × 101 ) + (4 × 100
1 ) = 876.54
2) (5 × 100,000) + (7 × 1,000) + (9 × 10) + (8 × 1001 ) + (6 × 1 ) = 507,090.086
1,000
Similar Questions
Practice Now Exercise 1H Question 2
Write down the following numbers as decimals.
1) (3 × 100) + (6 × 10) + (8 × 1) + (5 × 101 ) + (7 × 100
1 ) + (9 × 1 )
1,000
...................................................................................................................................................................................................................................................

2) (2 × 10,000) + (5 × 1,000) + (4 × 100) + (2 × 101 ) + (3 × 1,000

1 )
...................................................................................................................................................................................................................................................

Worked Example 22
What is the value of the digit 5 in each of the following?
1) 25.16 2) 522.47 3) 41.53 4) 10.05
Solution:
1) 5 2) 500 3) 0.5 4) 0.05
Similar Questions
Practice Now Exercise 1H Question 3
What is the value of each digit in 6.372?
...............................................................................................................................................................................................................................................................

53
2. Comparison of Decimals
Worked Example 23
Which is greater, -0.45 or -0.5?
Solution:
Method 1: Use a number line.
-0.45
-0.5
-0.9 -0.8 -0.7 -0.6 -0.5 -0.4 -0.3 -0.2 -0.1 0
From the number line, -0.45 is closer to zero and -0.5 is further from zero.
Thus, -0.45 > -0.5.
Method 2: Use the absolute values.
Since both numbers are negative, the one with the bigger absolute value
is smaller than the other.
! -0.45 ! = 0.45 and ! -0.5 ! = 0.5. In terms of absolute value, 0.45 < 0.5
Thus, -0.45 > 0.5.
Similar Questions
Practice Now Exercise 1H Question 4
Compare the following decimals.
1) 2.456 and 2.457
...................................................................................................................................................................................................................................................

2) -2.456 and -2.457

54
Worked Example 24
Arrange the following decimals in decreasing order: 2.437, 2.501, -2.49.
Solution:
Since -2.49 is negative, it is the smallest.
Then compare 2.437 and 2.501.
Step 1: write each decimal on each line and align their decimal points.
2.437
2.501
Step 2: consider each pair of digits from left to right.
2.437 When comparing the first pair of
2.501 digits with different values, the one
Step 3: compare both numbers. with greater value is the greater
number.
Since 4 < 5,
then 2.437 < 2.501
Arranging the decimals in decreasing order: 2.501, 2.49, -2.437.

Similar Questions
Practice Now Exercise 1H Questions 5-6
Arrange the following decimals in increasing order: 1.765, -1.456, -1.82.
..............................................................................................................................................................................................................................................................

55
3. Addition, Subtraction, Multiplication and Division of Decimals
1) Addition and Subtraction of Decimals
Worked Example 25
Find the sum of each of the following.
1) 2.9 + 6.78 2) (-3.41) + (-5.72) 3) 8.75 + (-4.08)
Solution:
1) 2.90 + 2) ! -3.41 ! = 3.41 3) ! 8.75 ! = 8.75
6.78 and ! -5.72 ! = 5.72 and ! -4.08 ! = 4.08
9.68 3.41 + 8.75 -
Therefore, 2.9 + 6.78 = 9.68. 5.72 4.08
9.13 4.67
Therefore, (-3.41) + (-5.72) Therefore, 8.75 + (-4.08)
= -9.13. = 4.67.

Similar Questions
Practice Now Exercise 1H Question 7
Find the sum of each of the following.
1) 16.65 + 28.8 2) (-23.651) + (-17.24) 3) (-19.95) + 21.15

56
Worked Example 26
Find the difference of each of the following.
1) 6.4 - 2.68 2) (-13.98) - (-5.66) 3) (-11.44) - 5.88
Solution:
1) 6.40 - 2) ! -13.98 ! = 13.98 3) ! -11.44 ! = 11.44
2.68 and ! -5.66 ! = 5.66 and ! 5.88 ! = 5.88
3.72 13.98 - 11.44 +
Therefore, 6.4 - 2.68 = 3.72. 5.66 5.88
8.32 17.32
Therefore, (-13.98) - (-5.66) Therefore, (-11.44) - 5.88
= -8.32. = -17.32.

Similar Questions
Practice Now Exercise 1H Question 8
Find the difference of each of the following.
1) 22.08 - 2.21 2) (-3.167) - (-12.41) 3) (-29.81) - 14.50

57
2) Multiplication and Division of Decimals
Worked Example 27
Evaluate each of the following.
1) 12.34 × 5.6 2) 4.56 × (-2) 3) (-1.35) × (-0.8)
Solution:
1) 1234 ×
56
7404 12.34 is a multiplicand with 2 decimal points.
61709 5.6 is a multiplier with 1 decimal point.
69104 The product of these decimals has 3 decimal points.
Therefore, 12.34 × 5.6 = 69.104.
2) ! 4.56 ! = 4.56 3) ! -1.35 ! = 1.35
and ! -2 ! = 2 and ! -0.8 ! = 0.8
456 135
× ×
2 8
912 1080
Therefore, 4.56 × (-2) = -9.12. Therefore, (-1.35) × (-0.8) = 1.080.
Similar Questions
Practice Now Exercise 1H Questions 9, 12
Evaluate each of the following.
1) 0.17 × 6 2) (-13.56) × 2.4 3) (-137.8) × (-0.35)

58
Worked Example 28
Evaluate each of the following.
1) 0.72 ÷ 0.3 2) (-14.25) ÷ 2 3) (-36.09) ÷ (-0.9)
Solution:
1) 0.72 × 10
0.3 × 10 = 3
7.2
2.4
3 7.2
6
12
12
0
Therefore, 0.72 ÷ 0.3 = 2.4.
2) ! -14.25 ! = 14.25 and ! 2 ! = 2
7.125
2 14.250
14
02
2
05
4
10
10
0
Therefore, (-14.25) ÷ 2 = -7.125.
3) ! -36.09 ! = 36.09, ! -0.9 ! = 0.9 and 36.09 × 10 360.9
0.9 × 10 = 9
40.1
9 360.9
36
009
9
0
Therefore, (-36.09) ÷ (-0.9) = 40.1.
59
Similar Questions
Practice Now Exercise 1H Questions 10, 13
Evaluate each of the following.
1) 9.36 ÷ (-4) 2) (-3.45) ÷ (-0.5) 3) 0.92 ÷ 0.4

K 4. Relationship between Fractions and Decimals

E
Y
Any rational number can be written as a fraction or a decimal. In Worked Example 20,
we can see that the digit 9 in 10.987 has the value of 0.9, which corresponds to 109 .
You can write 0.9 in fraction with 9 as a numerator and 10 as a denominator. In this topic,
we will learn about the relationship between fractions and decimals.
Worked Example 29
Convert each of the following into a fraction.
1) 4.1 2) 1.05 3) -0.9827
Solution:
1) 4.1 = 41
10 2) 1.05 = 105 21
100 = 20
9,827
3) -0.9827 = - 10,000

Practice Now Similar Questions

Exercise 1H Question 14
Convert each of the following into a fraction.
1) 2.3 2) 5.16 3) -0.4949
60
Worked Example 30
Convert each of the following into a decimal.
1) 74 2) - 95
Solution:
1) 74 can be written in the form of decimal 2) - 95 can be written in the form of decimal
by dividing 7 by 4. by dividing 9 by 5.
1.75 1.8
4 7.00 5 9.0
4 5
30 40
28 40
20 0
20 9 = 1.8
0 5
Therefore, 74 = 1.75. Therefore, - 95 = -1.8.

Similar Questions
Practice Now Exercise 1H Question 15
Convert each of the following into a decimal.
1) 92 2) - 85
............................................................................................................. .............................................................................................................

61
1.11 Real-life Applications of
Decimals
In our everyday life, we often involve with situations related to decimals, for example,
trading of consumer products, weights of things and prices of gas. This is the reason
why we need to know how apply the knowledge of decimals on each situation as the
following example:
Worked Example 31
Alan bought 0.6 kg of grapes for 55 baht per kg and 500 g of tomatoes for 17.50 baht
per kg. How much did they cost altogether?
Solution:
500 × 17.50) baht
Total cost (0.6 × 55) + (1,000
= 33 + 8.75 baht
= 41.75 baht
Therefore, they cost 41.75 baht altogether.

Similar Questions
Practice Now Exercise 1H Questions 11, 16-17
Tina ran 4 times around the track. She ran the first two rounds at a timing of 2.55 min
each. She took 2.3 min and 1.8 min to run the third and fourth round respectively.
How long did she take to run the 4 rounds in total? Express your answer in min.

62
Exercise 1H
Basic Level
1. Express the following decimals in expanded form.
1) 7,004.56
2) 80.6952
2. Express the following as decimals.
1) (6 × 1,000) + (6 × 10) + (4 × 1) + (3 × 101 ) + (9 × 100
1)

2) (3 × 10,000) + (8 × 1,000) + (7 × 100) + (8 × 101 ) + (2 × 100

1 ) + (5 × 1 )
1,000

3. What is the value of each digit in 8.049?

4. Fill in the boxes with > or <.

1) 0.58 0.6 2) -0.58 -0.6
3) 0.456 0.465 4) -0.456 -0.465
5. Arrange the decimals in decreasing order.
1) 1.38, 1.381, 1.831 2) 3, 3.02, 3.014, 3.023
............................................................................................................. .............................................................................................................

3) -0.371, 0.173, 0.713 4) -3.76, -3.067, -3.076

63
6. Arrange the decimals in increasing order.
1) 1.002, 0.145, 0.66 2) 2.27, 2.3, 2.283, 2.238
............................................................................................................. .............................................................................................................

7. Find the sum of each pair of numbers.

1) 0.05 + 0.17 2) 1.78 + 0.24 3) 3.56 + 2.32 4) 1.95 + 8.57

5) 2.63 + (-8.5) 6) (-5.7) + 6.24 7) (-28.09) + (-3.65) 8) (-14.15) + 21.96

8. Find the value of each of the following.

1) 2.56 - 1.28 2) 5.38 - 4.62 3) 7.8 - 4.95 4) 4 - 1.43

5) 8.63 - (-6.59) 6) (-7) - 5.42 7) (-38.9) - (-3.65) 8) (-30) - (-5.84)

9. Find the product of each of the following.

1) 1.6 × 3 2) 0.18 × 4 3) 5.32 × (-6) 4) (-47.92) × (-5)

10. Find the quotient of each of the following.

1) 2.48 ÷ 2 2) 28.08 ÷ 6 3) 37.45 ÷ (-7) 4) (-71.85) ÷ (-5)

11. Mrs Lim had 25 m of cloth. She used 3.2 m of the cloth to sew a pair of trousers.
She used the remaining cloth to sew 4 long gowns of the same design. What was
the length of cloth Mrs Lim used to sew each gown?
Since the length of cloth left after sewing a pair of trousers is 25 - 3.2 = 21.8 meters,
...................................................................................................................................................................................................................................................
the length of cloth left for sewing 4 long gowns is 21.8 meters.
...................................................................................................................................................................................................................................................
Hence, the length of cloth for sewing a long gown is 21.8 ÷ 4 = 5.45 meters.
...................................................................................................................................................................................................................................................
Therefore, Mrs Lim used the cloth of 5.45 meters long to sew one long gown.
...................................................................................................................................................................................................................................................

13. Find the quotient of each of the following.

1) 0.81 ÷ 0.3 2) 1.32 ÷ 0.12 3) (-3.426) ÷ 0.06 4) (-4.35) ÷ (-1.5)

14. Convert each of the following into a fraction.

1) 9.8 ……………………………………………………………… 2) 24.03
3) -7.15 ……………………………………………………………… 4) -0.006
15. Convert each of the following into a decimal.
1) 72 ……………………………………………………………… 2) 2 3
5
3) - 20 ……………………………………………………………… 4) -1 809
7

16. Ron climbs 15 flights of stairs from ground level to reach the top of a tower.
He takes a break after 8 flights of stairs. Each step of the first 8 flights of stairs is
22.8 cm, and each step of the next 7 flights of stairs is 24.6 cm. He then climbs
another 34.44 m to reach the top. Assuming that each flight of stairs has an equal
number of steps, how high is the top level of the tower from the ground?
Number of steps in 7 flights of stairs = 3,444 24.6 ÷
...................................................................................................................................................................................................................................................
= 140
...................................................................................................................................................................................................................................................
Number of steps in 1 flight of stairs = 140 ÷ 7
...................................................................................................................................................................................................................................................
= 20
...................................................................................................................................................................................................................................................
Height of first 8 flights of stairs = 20 × 8 × 22.8 cm
...................................................................................................................................................................................................................................................
= 3,648 cm
...................................................................................................................................................................................................................................................
= 36.48 m
...................................................................................................................................................................................................................................................
Height from ground to top level of tower = 36.48 + 34.44 = 70.92 m
...................................................................................................................................................................................................................................................
Therefore, the top level of the tower is 70.92 meters high from the ground.
...................................................................................................................................................................................................................................................

65
Advanced Level
17. A boat can hold up to 220 kg of weight, excluding the boatman’s weight. A group
of 6 travelers wish to use the boat to get to their accommodation. The weights of
each traveler and his/her luggage are shown in the table below. A one-way ride on
the boat costs 300 baht while a return trip costs 500 baht. What is the least amount
of money that the travelers have to pay? (Assume that each traveler will only bring
their own luggage with them, and that if the boat comes back to the jetty to make
another trip to the accommodation, they will have to request for a return trip.)
Traveler no. Weight of traveler (kg) Weight of luggage (kg)
1 55.8 10.75
2 52.4 10.64
3 60.2 12.93
4 62.5 13.88
5 58.3 11.69
6 70.6 15.48
The weight of the 1st traveler and his/her bag is 66.55 kg.
..................................................................................................................................................................................................................................................
The weight of the 2nd traveler and his/her bag is 63.04 kg.
..................................................................................................................................................................................................................................................
The weight of the 3rd traveler and his/her bag is 73.13 kg.
..................................................................................................................................................................................................................................................
The weight of the 4th traveler and his/her bag is 76.38 kg.
..................................................................................................................................................................................................................................................
The weight of the 5th traveler and his/her bag is 69.99 kg.
..................................................................................................................................................................................................................................................
The weight of the 6th traveler and his/her bag is 86.08 kg.
..................................................................................................................................................................................................................................................
If this group of travelers wish to use the boat to get to their accommodation with the least
..................................................................................................................................................................................................................................................
number of rides, it can be done by:
..................................................................................................................................................................................................................................................
letting the 1st, 2nd and 6th travelers take the first ride to their accommodation
..................................................................................................................................................................................................................................................
and letting the 3rd, 4th and 5th travelers take the second ride to their accommodation.
..................................................................................................................................................................................................................................................
Hence, the 1st, 2nd and 6th travelers have to pay 300 baht altogether for the ride
..................................................................................................................................................................................................................................................
and the 3rd, 4th and 5th travelers have to pay 550 baht altogether for the ride.
..................................................................................................................................................................................................................................................
Therefore, the least amount of money these travelers have to pay for the rides is
..................................................................................................................................................................................................................................................
300 + 550 = 850 baht.
..................................................................................................................................................................................................................................................

66
1.12 Rational Numbers and
Properties of Rational Numbers
We have learned different types of numbers such as integers, fractions and decimals
that are positive since primary level. In this level, we will get to learn about integers,
fractions and decimals that are negative. These numbers can be written as fractions
and they are called rational numbers.
1. Rational Numbers
A rational number is a number that can be written
in the form of repeated decimal or fraction ab
where a and b are integers and b 0.

INFORMATION

Rational Numbers The fractions here are defined K

to be non-integers, i.e. they E
Y
exclude improper fractions that
Integers Fractions can be reduced to integers, e.g.
3 and 8 .
e.g. 13 , -2 18 3 2
INFORMATION

Negative Integers Positive Integers Internationally, “whole numbers”

Zero mean positive integers and zero.
e.g. -2, -7 e.g. 2, 8

67
Kuta Software - Infinite Pre-Algebra Name___________________________________

Fractions and Decimals Date____________ Period

Write each as a decimal. Use repeating decimals when necessary.

1 3
1) 2) 2
4 5

5 3
3) 4)
8 5

7 8
5) 6)
200 33

6 7
7) 8)
11 50

27 7
9) 4 10)
125 20

©2 B240Q1i2l QKOu5t0am MSSo0fItmwEaOrvex 0LXLPCh.v I bASl9l3 Br0ikg0hMtOsz frJeYsXezrKv4eZdo.8 e IMMagdte2 KwBiptShd MIQnefZi1nviGtbei 4P1r6eW-lAolxgweebjrGaz.7 -1- Worksheet by Kuta Software LLC
1 1
11) 12)
111 125

Write each as a fraction.

13) 2.2 14) 1.6

15) 0.08 16) 0.27

17) 1.76 18) 0.15

19) 0.3 20) 0.09

21) 0.7 22) 0.46

23) 0.005 24) 0.4

©k m2q0e1a2X XKluctOag wSwoFf0tFw9a5rmep TLaLTCm.P e UAilll3 GrJisgOhbtMsd NrnehsweWr1vUefdZ.x i 5MQaGdpe1 EwEiZtYha sI9n4f7iMnoiitHeF lPurqeX-tAHlIgPeLbdrMaJ.G -2- Worksheet by Kuta Software LLC
Kuta Software - Infinite Pre-Algebra Name___________________________________

Fractions and Decimals Date____________ Period

Write each as a decimal. Use repeating decimals when necessary.

1 3
1) 2) 2
4 5

5 3
3) 4)
8 5

7 8
5) 6)
200 33

6 7
7) 8)
11 50

27 7
9) 4 10)
125 20

©x k2i021f2b oKiuitzaa tSxoXfHtYwOaarSey PLtLwCL.O r QAGl9lS MrMiog6hGtwsT RrVeTsxePrSvQegd4.z p fMaaKdOez vwoi3tgh8 aI8nofuiAnziLtreH tPOrJeK-tAGlAgme3birsaw.j -1- Worksheet by Kuta Software LLC
1 1
11) 12)
111 125

Write each as a fraction.

13) 2.2 14) 1.6

15) 0.08 16) 0.27

17) 1.76 18) 0.15

19) 0.3 20) 0.09

21) 0.7 22) 0.46

23) 0.005 24) 0.4

Create your own worksheets like this one with Infinite Pre-Algebra. Free trial available at KutaSoftware.com

©7 M210n1B25 aKmuEt1aH pSHolfEtFwxagrweM SLOLuCm.w c hAllHly sreiFgQhqtRsM 7rvefspe2rjvyeXdB.D c lMLaPdIeu 3wRiot4hD CIdnzfdiinUistQev 7Pxr7ef-SAFlkgfe3bWrQaP.q -2- Worksheet by Kuta Software LLC
Investigation
Use a calculator to evaluate each of the following in the table below and write down
the entire display on the calculator.

Group 1 Group 2 Group 3

9 …………………………………….. 1 …………………………………. 2 ……………………………………….
4 3
-3 18 …………………………………….. - 123
99 …………………………………. -3 ……………………………………….

63 …………………………………….. 1,716 ………………………………….

1 ……………………………………….
64 925 3
1. What do you notice about the decimal
representations (i.e. the calculator values)
of the numbers in Group 2? Are they
K rational numbers?
E
Y .......................................................................................................................... PROBLEM SOLVING TIP

.......................................................................................................................... To find the value of square root

.......................................................................................................................... number by using a calculator can
..........................................................................................................................
be done as follows:
1) Press button on the
2. What do you notice about the decimal calculator.
representations of the numbers in Group 2) Press the number that is in
the square root.
1 and in Group 3? Are they rational 3) Press =
numbers?
..........................................................................................................................

..........................................................................................................................

68
From the investigation, we observe that there are three types of decimals.
1) Terminating Decimals, i.e. the digits after the decimal point terminate.
2) Recurring (or Repeating) Decimals, i.e. some digits after the decimal point repeat
themselves indefinitely.
3) Non-Recurring (and Non-Terminating) Decimals, i.e. the digits after the decimal point
do not repeat but they continue indefinitely.
Terminating decimals and recurring decimals are rational numbers, but non-recurring
decimals are irrational numbers. The diagram below illustrates the relationships among
the different types of numbers. Real Numbers

Rational Numbers Irrational Numbers

Terminating Decimals Recurring Decimals Non-Recurring (and Non-Terminating) Decimals

e.g. 94 , -3 18 , 63
64 e.g. 13 , - 123 1,716
99 , 925 e.g. 2, - 3, 15
Similar Questions K
Practice Now Exercise 1I Question 1
E
Y
Which of the following are rational numbers?
-9.82, 57 , 7, - 114, 53.260, 83, 7
..............................................................................................................................................................................................................................................................

Thinking Time
1. Are all integers rational numbers?
...................................................................................................................................................................................................................................................

2. Recall the properties of integers that you have learned i.e. Property of One, Property
of Zero, Commutative and Associative Properties; do these properties apply to all
rational numbers?
...................................................................................................................................................................................................................................................

69
Similar Questions
Practice Now Exercise 1I Questions 2-3
1. Find the value of each of the following.
1) (- 11
23 ) + 0 = - 11
.........................................................................
23
= -20.24
2) (-20.24) ÷ 1 .........................................................................
3) 3 59 × 0 =
......................................................................... =0
4) 0 ÷ 15.99 .........................................................................
2. Fill a rational number in the box to make the following equations true.
1) (-4 78 ) × (20.99 - 3.144 ) = [(-3.144) × (-4 78 )] + [20.99 × (-4 78 )]
2) 7.94 + (-5.42) + 0.06 = (0.06 + 7.94 ) - 5.42

Exercise 1I
Basic Level
1. Which of the following are rational numbers?
K 2 , -4.0, 5, 18, 1.7777, -6 1
E
Y
3 5 8
The rational numbers are 23, -4.0, 1.7777 and -6 18 .
...................................................................................................................................................................................................................................................

2. Find the value of each of the following.

1) 49 + 0 = 49
……………………. =0
2) 0 ÷ 0.423 ……………………. = -0.84
3) 1 × (-0.84) …………………….
= 0.915 5) (- 4 ) × 0 …………………….
4) 0.915 ÷ 1 ……………………. =0 -2 × 1
6) 25 -2
= 25
…………………….
17
Intermediate Level
3. Fill a rational number in the box to make the following equations true.
1) 4.84 × (- 365 ) = [4.84 × (- 14)] + ( 4.84 × 19)
2) (- 34) × 0.11 × 28.5 = [(0.11 × 20) + (0.11 × 8.5)] × (- 34)
3) [94 × (- 32)] + 641 = [94 × (- 121 ) ] + [(- 17 9 1
12) × 4] + 64
4) [(-50.55) × 1 131 ] + (1 131 × 50) + ( (-9.4) × 14) = (-9.95) × 1 1
13 13

70
Summary
Real Numbers

Rational Numbers Irrational Numbers

Integers Fractions Non-Recurring

e.g. 13 , -2 18 (and Non-Terminating)
Decimals
Negative Integers Positive Integers
e.g. -2, -7 Zero e.g. 1, 2 e.g. 2, - 3, 15

1. Comparison of integers

-5 -4 -3 -2 -1 0 1 2 3 4 5
From the number line, we can see that integers on the right side are always greater
than those on the left side. K
E
Y
2. Opposite numbers and absolute value
1) Opposite numbers
The opposite number of a can be written as -a, where a is an integer.

For example, the opposite number of 4 can be written as -4,

and the opposite number of -4 can be written as -(-4).
2) Absolute value
The absolute value of an integer is the distance between that integer and 0 on
the number line.
If a is an integer, the absolute value of a can be written as !a!.

The absolute value of an integer that is not 0 is always positive and the absolute
value of 0 is always equal to 0.

71
3. Addition and subtraction of integers
1) Addition of integers
Solution
Example Answer
Absolute value Algebra disc
5 + (-2) Find the difference of the absolute 1 -1 1 3
values of the two integers and 1 -1 zero pairs 1
give the answer as a positive 1 1
integer. 1
1

(-5) + 2 Find the difference of the absolute -1 1 zero pairs -1 -3

values of the two integers and -1 1 -1
K give the answer as a negative
E -1 -1
Y integer. -1
-1

(-5) + (-2) Add the absolute values of the -1 -1 -1 -7

two integers and give the answer -1 -1 -1
as a negative integer. -1 -1
-1 -1
-1 -1
-1
-1

72
2) Subtraction of integers
Solution
Example Answer
Absolute value Algebra disc
(-5) - 2 Add the absolute values of the Since (-5) - 2 = (-5) + (-2) -7
two integers and give the answer -1 -1 -1
as a negative integer. -1 -1 -1
-1 -1
-1 -1
-1 -1
-1
-1

2-5 Find the difference of the absolute Since 2 - 5 = 2 + (-5) -3

values of the two integers and 1 -1 zero pairs -1
give the answer as a negative 1 -1 -1
integer. -1 -1
-1 K
-1 E
Y

5 - (-2) Add the absolute values of the Since 5 - (-2) = 5 + 2 7

two integers and give the answer 1 1 1
as a positive integer. 1 1 1
1 1
1 1
1 1
1
1

(-5) - (-2) Find the difference of the Since (-5) - (-2) = (-5) + 2 -3
absolute values of the two -1 1 -1
integers and give the answer -1 1 zero pairs -1
as a negative integer. -1 -1
-1
-1

73
4. Multiplication and division of integers
1) positive number × negative number = negative number
2) negative number × negative number = positive number
3) positive number ÷ negative number = negative number
4) negative number ÷ negative number = positive number
5. Properties of rational numbers
Given that a, b and c are rational numbers.
1) Property of one
a×1 = 1×a = a
a÷1 = a
2) Property of zero
a+0 = 0+a = a
a×0 = 0×a = 0
K
0 ÷ a = 0 and a 0
E 3) Commutative property
Y
a+b = b+a
a×b = b×a
4) Associative property
(a + b) + c = a + (b + c)
(a × b) × c = a × (b × c)
5) Distributive property
a × (b + c) = (a × b) + (a × c)
(b + c) × a = (b × a) + (c × a)
6. Fractions
A number written in the form of ab where a and b are integers and b 0 is called
‘a fraction’.

74
1) Comparison of fractions
Comparison of two fractions
(1) Make the denominators of the two fractions equivalent by using rules of
multiplication, rules of division or the LCM method.
(2) Compare the numerators.
(3) The greater the numerator, the greater the fraction.
2) Addition, subtraction, multiplication and division of fractions
Addition of fractions involving a negative number can be done as follows:
(1) Write the denominator of a negative fraction as a positive number.
(2) Make the denominators of the two fractions equivalent.
(3) Add the numerators together, leaving the denominators the same.
Subtraction of fractions involving a negative number can be done as follows:
Minuend - Subtrahend = Minuend + the opposite number of the subtrahend
If ab and dc is a fraction, where b, d 0, we get
K
(1) ab × dc = ba ×× dc E
Y
(2) ab ÷ dc = ab × dc , where c 0
7. Decimals
1) Place value of a decimal
Place value
Integer Decimal
… Hundreds Tens Ten
Ones Tenths Hundredths Thousandths thousandths …
… 100 10 1 1 1 1 1 …
10 100 1,000 10,000

75
2) Comparison of decimals
Comparison of positive decimals
(1) Write each decimal on each line and align their decimal points.
(2) Consider each pair of digit of the same place from left to right. Find the
first pair of digit that is not equal and then compare. If one of the digits of
the pair is greater, that decimal is greater. If all the digits of all the pairs
are equal, these decimals are equal.
Comparison of negative decimals
(1) If a decimal has a greater absolute value than the other, that decimal is
smaller in value.
(2) If all the decimals have the same absolute value, the decimals are equal.
3) Addition, subtraction, multiplication and division of decimals
(1) Addition of decimals
If a and b are positive decimals, we get
a+b = a+b
(-a) + (-b) = -(a + b)
a + (-b) = a - b, where a ≥ b
a + (-b) = -(b - a), where b > a
(-a) + b = -(a - b), where a ≥ b
(-a) + b = b - a, where b > a
(2) Subtraction of decimals
If a and b are positive decimals, we get
a - b = a + the opposite number of b
That is, a - b = a + (-b).
(3) Multiplication and division of decimals
If a and b are positive decimals, we get
a×b = a×b a÷b = a÷b
(-a) × (-b) = a × b (-a) ÷ (-b) = a ÷ b
a × (-b) = -(a × b) a ÷ (-b) = -(a ÷ b)
(-a) × b = -(a × b) (-a) ÷ b = -(a ÷ b)
76
Review Exercise 1
1. Fill in each box with ‘>’ or ‘<’.
1) (-7) - 38 > 8 + (-55) 2) 2.38 - 10.58 > (-11.97) - (-2.69)
3) (-5) × 15 < 50 ÷ (-8) 4) 7 15 - (-3 103 ) < 19 25 + (-8 101 )
2. Arrange the following numbers from the greatest to the smallest.
1) 4, 29 3
33 , -2.365, 5.5, - 4 2) 58, -8, 10 12, 5.855
5.5, 4, 29 3
33, - 4, -2.365
............................................................................................................. 10 12, 5.855, 58, -8
.............................................................................................................

3. Find the value of each of the following.

1) 13 - (-54) = 67
……………………………………….. 2) (-74) - (-46) = -28
………………………………….

3) 11 + (-33) - (-7) ………………………………………..

= -15 4) (-13) + (-15) + (-8) …………………………………..
= -36
4. Find the value of each of the following.
K
1) (-12) × 7 …………………………………………………..
= -84 2) 4 × (-5) × (-6) ………………………………………….
= 120 E
Y
3) (-600) ÷ 15 …………………………………………………..
= -40 4) 50 ÷ (-8) ÷ (-5) ………………………………………….
= 1.25
5. Find the value of each of the following.
1) [(-3) - 5] × [(-3) - 4] = 56
………………. 2) 4 × (-5) ÷ (-2) = 10
……………….

3) (-5) × 6 - 18 ÷ (-3) = -24 4) 2 × ! -3 ! - 3 × 4

………………. = -6
……………….

5) ! -4 ! ÷ ! -8 ! + 3 × (-2) = -5.5 6) ! -2 ! - (-2) × 5 + ! -6 ! ÷ (-3) ……………….

………………. = 10
6. Convert the following fractions into decimals.
1) 54 = 1.25
……………………………………………………………. 2) 45 = 0.8
………………………………………………………………..

3) - 253 …………………………………………………………….
= -0.12 4) - 125 = -15.625
8 ………………………………………………………………..
7. Convert the following decimals into fractions.
= 34
1) 0.75 ………………………………………………………………… = -2 103
2) -2.3 ……………………………………………………………………

77
Challenge Yourself
1. Complete each of the following.
1) 3 2 4
×
5 7
2 2 6 8
1 6 2 0 0
1 8 4 6 8

2) 4 8
28 1 3 4 4
1 1 2
2 2 4 K
E
Y
2 2 4
0
2. Insert +, -, ×, ÷ or brackets to make each of the following mathematical
statements true.
1) ( 3 + 3 ) ÷ 3 - 3 ÷ 3 = 1
2) ( 3 + 3 ) ÷ 3 + 3 - 3 = 2
3) 3 + 3 - 3 - 3 + 3 = 3
4) ( 3 + 3 + 3 + 3 ) ÷ 3 = 4
5) 3 + 3 ÷ 3 + 3 ÷ 3 = 5
6) 3 + 3 + ( 3 - 3 ) × 3 = 6

Mathematics Form 1 (Conteng)
No ratings yet
Mathematics Form 1 (Conteng)
30 pages
E Module
No ratings yet
E Module
44 pages
Understanding Integers Comparing and Ordering
No ratings yet
Understanding Integers Comparing and Ordering
9 pages
EMAC73ed Ch07
No ratings yet
EMAC73ed Ch07
42 pages
Maths Chapter 4
No ratings yet
Maths Chapter 4
5 pages
CMS NSW S4 7 3ed Ch06
No ratings yet
CMS NSW S4 7 3ed Ch06
46 pages
Chapter 1
No ratings yet
Chapter 1
29 pages
Integers PPT Shelly Grade 6
No ratings yet
Integers PPT Shelly Grade 6
25 pages
Introduction To Integers To Kids
No ratings yet
Introduction To Integers To Kids
353 pages
Notes - Number System - For Students
100% (1)
Notes - Number System - For Students
176 pages
Xii-Pst Book PDF
0% (1)
Xii-Pst Book PDF
96 pages
Chapter 2 Math - Term 1
No ratings yet
Chapter 2 Math - Term 1
48 pages
Integers
No ratings yet
Integers
10 pages
Active Directory Administration The Personal Trainer For Windows Server 2008 and Windows Server 2008 R2 William Stanek Instant Download
100% (1)
Active Directory Administration The Personal Trainer For Windows Server 2008 and Windows Server 2008 R2 William Stanek Instant Download
41 pages
6 - Math - Q2 Week 7 - FINAL MSV Edited
No ratings yet
6 - Math - Q2 Week 7 - FINAL MSV Edited
32 pages
EMVIC72ed ch073
No ratings yet
EMVIC72ed ch073
40 pages
20 - Matematics Form 1-10-39
No ratings yet
20 - Matematics Form 1-10-39
30 pages
TBU Intermediate Study 2
No ratings yet
TBU Intermediate Study 2
64 pages
Integers 7
No ratings yet
Integers 7
24 pages
Operations With Integers Powerpoint
50% (2)
Operations With Integers Powerpoint
25 pages
QMM Report Tata Steel
100% (1)
QMM Report Tata Steel
33 pages
Chapter 15 Special Numbers
No ratings yet
Chapter 15 Special Numbers
21 pages
MyMaths8 Textbook Chapter 3
No ratings yet
MyMaths8 Textbook Chapter 3
56 pages
(Mathematics) MYP - 2 IBook
No ratings yet
(Mathematics) MYP - 2 IBook
106 pages
Project Work
No ratings yet
Project Work
47 pages
Action Reesearch Webinar CPD Certificate April 2025
No ratings yet
Action Reesearch Webinar CPD Certificate April 2025
5 pages
FSD Material
No ratings yet
FSD Material
122 pages
Ratio of Many Numbers
No ratings yet
Ratio of Many Numbers
15 pages
CHAP3INTEGERS
No ratings yet
CHAP3INTEGERS
22 pages
Radical-Scavenging Effects of Aloe Arborescens Miller On Prevention of Pancreatic Islet B-Cell Destruction in Rats
No ratings yet
Radical-Scavenging Effects of Aloe Arborescens Miller On Prevention of Pancreatic Islet B-Cell Destruction in Rats
9 pages
Intergers
No ratings yet
Intergers
33 pages
Techno-Commercial Proposal (Without Price) (08!04!2025)
No ratings yet
Techno-Commercial Proposal (Without Price) (08!04!2025)
6 pages
Oktoma Et Al - 2020
No ratings yet
Oktoma Et Al - 2020
10 pages
g6 Math Q2wk6dlp-Qarodel
No ratings yet
g6 Math Q2wk6dlp-Qarodel
10 pages
Unit 2 Real and Rational Numbers
No ratings yet
Unit 2 Real and Rational Numbers
106 pages
R June 6 Prakash Bari Health
No ratings yet
R June 6 Prakash Bari Health
6 pages
Integers
No ratings yet
Integers
4 pages
Integers and Number Lines Education Presentation in Green Cream Yellow Nostalgic Handdrawn Style
No ratings yet
Integers and Number Lines Education Presentation in Green Cream Yellow Nostalgic Handdrawn Style
17 pages
10MANU Whole Number
No ratings yet
10MANU Whole Number
91 pages
Arroyo Housing Project
No ratings yet
Arroyo Housing Project
20 pages
Acyfar 3 Answer Key Q1andq2 T2ay2324
No ratings yet
Acyfar 3 Answer Key Q1andq2 T2ay2324
3 pages
Ficha Técnica de Balatas-001 Noviembre 2011
No ratings yet
Ficha Técnica de Balatas-001 Noviembre 2011
4 pages
CMNSW7 ch03
No ratings yet
CMNSW7 ch03
32 pages
Math - Gr6 - Q2 - Week-08 - Comparing and Arranging Integers On The Number Line
No ratings yet
Math - Gr6 - Q2 - Week-08 - Comparing and Arranging Integers On The Number Line
37 pages
Authentic Tasks
0% (1)
Authentic Tasks
5 pages
Integers WS1
No ratings yet
Integers WS1
5 pages
ReportPdfResponseServlet - 2024-12-20T111226.809
No ratings yet
ReportPdfResponseServlet - 2024-12-20T111226.809
9 pages
Comparative Media Systems / Sociology of News: Rdb6@nyu - Edu
No ratings yet
Comparative Media Systems / Sociology of News: Rdb6@nyu - Edu
9 pages
Possible Quiz Questions: For January 21st Quiz #1
No ratings yet
Possible Quiz Questions: For January 21st Quiz #1
4 pages
INTEGERS Grade 6
No ratings yet
INTEGERS Grade 6
15 pages
Spectrum MediaStore5000 Datasheet PDF
No ratings yet
Spectrum MediaStore5000 Datasheet PDF
2 pages
RKBansal6Ch02 Integers
No ratings yet
RKBansal6Ch02 Integers
12 pages
Integers Gap Closing
No ratings yet
Integers Gap Closing
26 pages
Profit and Loss
No ratings yet
Profit and Loss
48 pages
Purcom Speech 1
No ratings yet
Purcom Speech 1
1 page
Orson Welles' Memo On by Lawrence French
100% (1)
Orson Welles' Memo On by Lawrence French
41 pages
Math 6 - Q2 Module 7
No ratings yet
Math 6 - Q2 Module 7
12 pages
CH 02
No ratings yet
CH 02
42 pages
B I N G o Integer Bingo On The Next Page Are A Series of Integers Phrases and Operations 1 Cut Out Each of The Integers Phrases and Operations
100% (1)
B I N G o Integer Bingo On The Next Page Are A Series of Integers Phrases and Operations 1 Cut Out Each of The Integers Phrases and Operations
17 pages
Mathematics Form 1 Integers
No ratings yet
Mathematics Form 1 Integers
36 pages
Basic Math Reviewer
No ratings yet
Basic Math Reviewer
44 pages
VII-CBSE-Mathematics - 1 Integers (Notes) WM
No ratings yet
VII-CBSE-Mathematics - 1 Integers (Notes) WM
13 pages
Chapter 6 Integers
No ratings yet
Chapter 6 Integers
39 pages
General Description: ISO 17987/LIN 2.x/SAE J2602 Transceiver
100% (1)
General Description: ISO 17987/LIN 2.x/SAE J2602 Transceiver
24 pages
Attachment 3
No ratings yet
Attachment 3
11 pages
INTEGERS
No ratings yet
INTEGERS
20 pages
บทที่1 ถึงหน้า10
No ratings yet
บทที่1 ถึงหน้า10
8 pages
How To Get The Greatest Common Factor of Numbers (GCF)
No ratings yet
How To Get The Greatest Common Factor of Numbers (GCF)
12 pages
INTEGERS Interventions
No ratings yet
INTEGERS Interventions
8 pages
Math7 Q1 WK3
No ratings yet
Math7 Q1 WK3
28 pages
Spring Lighting 2013 - HKD1800 Travel Reimbursement
No ratings yet
Spring Lighting 2013 - HKD1800 Travel Reimbursement
1 page
Maths KSSM Form 1 PDF
No ratings yet
Maths KSSM Form 1 PDF
7 pages
Registration For JP Morgan Chase & Co Recruitment Drive For 2025 Graduating Batch
No ratings yet
Registration For JP Morgan Chase & Co Recruitment Drive For 2025 Graduating Batch
2 pages
Todorov Theory
No ratings yet
Todorov Theory
1 page
G7 Q1 W3 Activity Sheet
No ratings yet
G7 Q1 W3 Activity Sheet
5 pages
TBU Intermediate Study 1
No ratings yet
TBU Intermediate Study 1
64 pages
Blood Angels Army List (2000)
No ratings yet
Blood Angels Army List (2000)
1 page
Example: +2 or 2, +7 or 7, 8, 12
No ratings yet
Example: +2 or 2, +7 or 7, 8, 12
6 pages
Integers
No ratings yet
Integers
29 pages
Kuliah-REAL NUMBERS (Rational and Irrational)
No ratings yet
Kuliah-REAL NUMBERS (Rational and Irrational)
40 pages
d46f0 1. Rational Numbers
No ratings yet
d46f0 1. Rational Numbers
23 pages
O Poder Do Mel
No ratings yet
O Poder Do Mel
26 pages
Compare and Order Integers: Math: Reviewer
No ratings yet
Compare and Order Integers: Math: Reviewer
12 pages
REAL NUMBERS (Rational and Irrational)
No ratings yet
REAL NUMBERS (Rational and Irrational)
40 pages
Maths - Positive and Negative Integers Chapter 12
No ratings yet
Maths - Positive and Negative Integers Chapter 12
36 pages
Activity: 1. Positive and Negative Numbers
No ratings yet
Activity: 1. Positive and Negative Numbers
14 pages
The Set of Integers
No ratings yet
The Set of Integers
23 pages
Cost Volume Profit Analysis & Absorption Costing
0% (1)
Cost Volume Profit Analysis & Absorption Costing
21 pages
Integers
No ratings yet
Integers
3 pages
Form 60
No ratings yet
Form 60
1 page
Brosur Master Steel
No ratings yet
Brosur Master Steel
4 pages
Unit 3 - Integers
No ratings yet
Unit 3 - Integers
1 page
RIGZONE - How Does Coiled Tubing Work
No ratings yet
RIGZONE - How Does Coiled Tubing Work
2 pages

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.