Operations With Integers - Weebly
MBF3CDay 1: Operations with Integers & BEDMASDate:Essential Math SkillsOPERATIONS WITH INTEGERSDefinition: Integers are the of numbers (no decimals) which includenumbers, numbers and the CASE 1: SAME SIGN ( ) ( ) or (-) (-)SIGN: KEEP the common signQUANTITY: ADD the numbersExample 1: ( 2) ( 1)SIGN Both are ( ) so the answer will be ( )QUANTITY 2 1 3ANSWER Therefore the answer isTry Some:a. ( 3) ( 7) b. (–9) (–3) Example 2: (–2) (–4)SIGN Both are (-) so the answer will be (-)QUANTITY 2 4 6ANSWER Therefore the answer isc. ( 3) ( 2) d. (–8) (–5) CASE 2: OPPOSITE SIGN ( ) (-) OR (-) ( )SIGN: Keep the sign of the larger number (ignoring the sign)QUANTITY: Then find the difference between the two numbers (without the signs)Example 3: (-8) ( 1)SIGN Which number is larger, 8 or 1?8 is (–) therefore the answer will be (–)QUANTITY 8 is larger than 1 by how much?(or 8-1) 7ANSWER Therefore the answer isTry Some:a. (–3) ( 7) b. (–9) ( 3) Example 4: (-2) ( 4)SIGN Which number is larger, 4 or 2?4 is ( ) therefore the answer will be ( )QUANTITY 4 is larger than 2 by how much?(4 - 2) 2ANSWER Therefore the answer isc. (–3) ( 2) d. ( 8) (–5) (-3) ( 4) Page 1 of 6
MBF3CDay 1: Operations with Integers & BEDMASDate:Essential Math SkillsSUBTRACTION - Adding the opposite!Subtracting can get tricky! To avoid this, we are able to change the question from subtract to add, if youchange whatever follows the subtract sign to ‘the opposite’. This is referred to as ‘adding the opposite orthe additive inverse’. Once it is , we follow the rules of addition2 is the opposite of -2, or -4 is the opposite of 4. Simply switch the sign from positive to negative or negative topositive.Example 1: ( 8) – ( 1)Add the opposite: ( 8) (–1)Example 2: (–2) – ( 4)Add the opposite: (–2) (-4)SIGN Which number is larger, 8 or 1? 8 is ( )therefore the answer will be ( )SIGN Both numbers are (–), so the answer willbe (–)QUANTITY 8 is larger than 1 by how much? 7QUANTITY 2 4 6ANSWER Therefore the answer isANSWER Therefore the answer isTry Some:a. (–6) – ( 4) b. (–9) – (–9) c. (–3) – ( 3) d. ( 8) – (–5) ( 3) – (–2) MULTIPLYING & DIVIDINGWhen multiplying or dividing integers: If the two integers have THE SAME SIGN then the answer is POSITIVEExamples: 2 3 6 𝑜𝑟 2 3 6 If the two integers have THE OPPOSITE SIGN then the answer is NEGATIVEExamples: 2 3 6 𝑜𝑟 2 3 6Example 1: ( 8) x (-4)SIGN ( ) x (-) ( )QUANTITY 8 x 4 32ANSWER Therefore the answer isTry Some:a. (–6) x ( 4) ( 6)( 2)SIGN (–) (–) ( )QUANTITY 6 2 3ANSWER Therefore the answer isExample 2:b. (–9)(–9)( 4) c. (–1) ( 4) d. (–9) (–9) Page 2 of 6
MBF3CDay 1: Operations with Integers & BEDMASDate:Essential Math SkillsORDERS OF OPERATIONSBEDMAS is an acronym we can use to remember the orderin which mathematical operations are to be performed.Example 1: 4 – (5 – 6) BEDMASB – BracketsE – Exponents / RootsD – DivisionM – Multiplication *Example 2: 48 2(9 3)A – AdditionS – Subtraction ***division & multiplication in the order theyappear from left to right**addition & subtraction in the order theyappear from left to rightExample 3: 3 16 22 5 4Try these:a. (3 – 6) (9 – 10) (24 – 4) (–5)c. 32 [16 x (–2)] 20 – (42 3)e. -4(23)-6b. 12 – 2[18 – (–1) 2 3]d.( 6)( 3) 7(6) 9 37 2 82 13f. 3 22 3 23Page 3 of 6
MBF3CDay 1: Operations with Integers & BEDMASDate:Essential Math SkillsPRACTICAL PROBLEMS1. In wiring eight houses, you are to install outlets. The graph below shows the number of outlets to beinstalled in each house. Find the total number of outlets that must be roughed in.2. The materials charged to a wiring job are as follows: 100-ampere distribution panel 118; meter switch 38; conduit 64; number 2 wire 88; BX cable 73; conduit fittings 26; outlet boxes 153; switches 112;fixtures 215 and 64 for wire nuts, grounding clips, staples and pipe clams. What is the total amountcharged for these materials?3. A bearing on a large machine is tested over a period of 8 hours at a speed of 40500 revolutions per hour.How many revolutions does the shaft turn in the bearing during the test period?4. A total load of 25,620 watts is distributed equally over the 5 branch circuits shown. What is the averageload per circuit in watts?5. Box A and box B each contain type C connectors. Box A contains 200 connectors and costs 30. Find thecost of box B, which contains 250 connectors. The unit price is the same for both boxes. [ 37.50]Page 4 of 6
MBF3CDay 1: Operations with Integers & BEDMASDate:Essential Math Skills6. A child weighing 23 kg is prescribed 8 mcg/kg/day 12 hourly. How much should be given in a single dose?7. A client who weighs 60 kg is to be given a drug at 2 mg/kg. Stock strength is 40 mg/2 ml. What volumeof the drug should they be given?8. Betsy recently graduated from St. Lawrence College Personal Support Worker Program. She is trying todecide what environment she would enjoy working in. Betsy’s annual income will vary depending on whereshe decides to work.a) How much would Betsy earn in one week if she works with homes/residential care? (Assume thatshe will work 40 hours per week.)b) How much would Betsy earn in one week if she works in an independent/private long-term carehome? (Assume that she will work 40 hours per week.)c) How much would Betsy earn in one week if she works in the hospital? (Assume she will work 40hours.)d) How much would Betsy make in one year (52 weeks), in the home/residential, nursing home/privatelong-term care homes and in a hospital?Page 5 of 6
MBF3CDay 1: Operations with Integers & BEDMASDate:Essential Math Skills6. On occasion, when working in a nursing home, PSWs will be responsible for making orders of essentialsupplies.The following items are needed for the nursing home: 500 adult diapers12 bottles of powder6 antibiotic ointments5 boxes of gloves125 syringesTo make the order, the following chart will to be completed. Keep in your mind what is NEEDED, and thenmake sure that amount is covered by the order. You cannot order small parts of anything listed, just one ormore.Page 6 of 6
MBF3C Date: _ Day 1: Operations with Integers & BEDMAS Essential Math Skills Page 3 of 6 ORDERS OF OPERATIONS BEDMAS is an acronym we can use to remember the order in which mathematical operations are to be performed.
Write general rules for adding (a) two integers with the same sign, (b) two integers with different signs, and (c) an integer and its opposite. Use what you learned about adding integers to complete Exercises 8 –15 on page 12. 1.2 Lesson 10 Chapter 1 Operations with Integers Adding Integers with the Same Sign
2 Integers and Introduction to Solving Equations 98 2.1 Introduction to Integers 99 2.2 Adding Integers 108 2.3 Subtracting Integers 116 2.4 Multiplying and Dividing Integers 124 Integrated Review—Integers 133 2.5 Order of Operations 135 2.6 Solving Equations: The Addition and Multiplication Properties 142 Group Activity 151 ocabulary CheckV 152
Substituting Variable Values in Program Understand how real numbers and integers are treated by the CNC control Real numbers are any number rational or irrational Real numbers include integers 1.25, -.3765, 5, -10 are all real numbers Integers are whole numbers 2500, 3, 20 Numbers with decimals are not integers i.e. 1.25 Some NC words only allow integers
students have mastered addition of integers, subtraction of integers may be introduced. 4 Subtraction of Integers In a subtraction equation, a b c,a is called the minuend ,b is the subtrahend , and c is the difference . Example 5 involves subtracting integers with same signs and Example 6 involves subtracting integers
TIPS4Math Grade 7 Operations Involving Integers Overall Expectation Students will: Represent, compare, and order numbers, including integers (7m8) Demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational . Addin
Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS Activity Set 1.1: Modeling Integers with Black and Red Tiles 5 1.1 Homework Questions 7 Activity Set 1.2: Adding Integers with Black and Red Tiles 9 1.2 Homework Questions 13 Activity Set 1.3: Subtracting Integers with Black and Red Tiles 15 1.3 Homework Questions 19
CCBC Math 081 Textbook 3rd Edition Chapter Sections Page Chapter 1 Integers 1.1 Introduction to Integers 1.2 Absolute Value 1.3 Addition of Integers 1.4 Subtraction of Integers Mid-Chapter 1 Review 1.5 Multip
Integers: Addition and Subtraction Reporting Category Computation and Estimation Topic Modeling addition, subtraction, multiplication, and division of integers Primary SOL 7.3 The student will a) model addition, subtraction, multiplication, and division of integers; and b
