1.

What are you

going to learn? Mental Mathematics
À To calculate Mental mathematics or mental calculation is often used
mentally
in daily life. In a store, for instance, sometimes we do
À To estimate the
result of operation mental calculation to check if our money is enough to
of integers
À To operate integers buy things Do you have any experience connected to
À To comprehend mental calculation?
characteristics of
operations of
integers
There are several techniques for doing calculations
À To comprehend
square, power of mentally. We will discuss four of them: properties,
three, square root,
and cubic root
compatible numbers, compensation, and left-to-right
methods.
Key Terms:
• operations
• commutative
• associative
1. Properties
• closed
• distributive
Law of Commutative, Associative, and Distributive play
• square
• square root an important role in simplifying calculations so that
• power of three
they can be performed mentally.

EXAMPLE 1 Calculate the following mentally.

1) 25 + (38 + 35)

2) 32 ⋅ 19 – 14 · 32

3) (4 x 9) x 25

4) 97 + 86

5) 78 + 39

Mathematics for Junior High School - Year 7 / 7

 Solution:

1) 25 + (38 + 35) = (38 + 35) + 25

= 38 + (35 + 25)

= 38 + 60 = 98.

(Use commutative and associative properties)

2) 32 ⋅ 19 – 13 ⋅ 32 = 32 ⋅ 19 – 32 ⋅ 13

= 32 (19 – 14)

= 32 ⋅ 5 = 160.

(Use commutative and distributive properties)

3) (4 x 9) x 25 = (9 x 4) x 25

= 9 x (4 x 25)

= 9 x 100 = 900.

(Use commutative and associative properties)

4) 97 + 86 = 97 + (3 + 83)

= (97 + 3) + 83

= 100 + 83 = 183. (Use associative property)

5) 78 + 39 = 70 + 30 + 8 + 9

= 100 + 17 = 117.

(Use commutative and associative properties)

PROBLEM 1 Calculate mentally using properties.

a. (64 + 35) + 26

b. (8 x 17)

8 / Student’s Book - Integers

 2. Compatible Numbers

Compatible numbers are numbers whose sums,

differences, products, or quotients are easy to calculate.

EXAMPLE 2 77 and 23 are compatible numbers under addition.

4 and 25 are compatible numbers under multiplication.

800 and 40 are compatible numbers under division.

PROBLEM 2 1. Calculate the following mentally using properties

and/or compatible numbers.

a) (8 x 17 ) x 25

b) 76 x 25

c) 2320 : 80

2. Calculate mentally using compatible number

estimation.

a. 73 x 87

b. 56 x 284

c. 5304 : 26

d. 1606 : 73

3. Compensation

The process of reformulating a sum, difference, product,

or quotient to one that is more easily obtained mentally
is compensation.

Mathematics for Junior High School - Year 7 / 9

 EXAMPLE 3 1) Calculate 26 + (33 + 18).

Reformulate 33 + 18 mentally as 34 + 17, to obtain

26 + (33 + 18) = (26 + 34) + 17

= 60 + 17 = 77.

2) Additive compensation is used when

97 + 89 = 96 + 90

= 100 + 86

3) 67 – 28 can be thought of as 69 – 30 (= 39).

The use of compensation in subtraction is called the

equal addition method. The same number is added to
both 67 and 28.

4) Multiplicative compensation

78 x 5 can be rewritten as 39 x 10.

4. Left-to-Right Method

EXAMPLE 4 1) Calculate 456 + 332.

First add the hundreds (400 + 300 = 700);

then add the tens (50 + 30 = 80); and

10 / Student’s Book - Integers

add the ones (6 + 2 = 8), to obtain 700+ 80 + 8 = 788.

2) Calculate 257 +169.

You can first add 200 + 100 = 300, 300 + 50 + 60 = 410,

410 + 7 + 9, to obtain 426.

Alternatively, 257 + 169,

you can first add 257 + 100 = 357, 357 + 60 = 417, 417 + 9
= 426

3) The multiplication 7 x 256 can be thought of mentally

as 7 x 200 + 7 x 50 + 7 x 6 using distributive law, or 7 x
250 + 7 x 6 = 1792.

1. Calculate mentally using the indicated method.

a. 468 – 329 using the equal addition method
b. 543 + 378 using additive compensation
c. 198 + 676 using left-to-right method
d. 88 x 125 using multiplicative compensation
e. 9 x 236 using left-to-right method

2. Calculate mentally left to right.

a. 234 + 655

b. 566 + 343

c. 678 – 457

Mathematics for Junior High School - Year 7 / 11

 Estimation with Integers
Many daily calculations are simply solved by
estimating or without using exact value. There are two
types of computational estimation: Front-End
Estimation and Rounding. The symbol ≈ is used to
show that the result is only approximation, it is read is
approximately equal to.

1. Front-End Estimation
a. Range Estimation
The following example shows how ranges can be
obtained in addition and multiplication.

EXAMPLE 5
Find a range for the answer to these computation by
using only the leading digits.
1) 156 + 378 = ...
2) 393 x 54 = ...

Solution:
1) Sum 156 + 378 = ...
Low estimate 100 + 300 = 400
High estimate 200 + 400 = 600
Thus, the range for the answer is from 400 to 600.

2) Product 393 x 54 = ...

Low estimate: 300 x 50 = 15,000
High estimate: 400 x 60 = 24,000

12 / Student’s Book - Integers

 b. One-Column/Two-Column Front-End

EXAMPLE 6
To estimate 397 + 153 think 300 + 100 = 400.

Notice:
The one-column front-end method always provides
low estimates in addition problems as well as in
multiplication problems

1) Estimate 264 + 51 + 326.

EXAMPLE 7

Using one-column front-end method since there are no

hundreds in 51 that yields 200 + 300 = 500.

2) Estimate 264 + 51 + 326.

Using the two-column front-end method that yields

260 + 50 + 320 = 630, which is closer to the exact answer
641 than the 500 obtained using the one-column front-
end method.

Notice:
The two-column front-end method also provides a
low estimate for sums and products. However, this
estimate is closer to the exact, answer than one
obtained from using only one column.

c. Front-End with Adjustment

This method enhances the one-column front-end
method.

EXAMPLE 8 To find 397 +142, think 300 + 100 = 400 and 97 + 42 is

about 140.

Mathematics for Junior High School - Year 7 / 13

 Thus the estimate is 400 + 140 = 540.

Notice:
Unlike one-column or two-column front-end
estimates, this technique may produce either a low
estimate or a high estimate.

1. Estimate each of the following using the four front-

end methods (i) one-column, (ii) range, (iii) two-column,
and (iv) with adjustment.

a. 5674 + 4325

b. 3457 + 5764 + 85 + 567

c. 34786 + 787 + 4534 + 341

2. Find a range estimate for these products.

a. 2937 x 259

b. 459 x 89,943

c. 2347 x 55

3. Estimate using the method indicated.

a. 402 x 621 using one-column front-end
b. 1300 x 45 using range estimation
c. 5257 – 1768 using two-column front-end
d. 4167 + 984 using front-end adjustment

2. Rounding
Rounding is perhaps the best known computational
estimation technique. The purpose of rounding is to
replace complicated numbers with simpler numbers.

14 / Student’s Book - Integers

 We consider four types of rounding estimation:
•1 round up (down)
•2 round a 5 up
•3 round to the nearest even
•4 round to compatible numbers.

a. Round Up (Down)

EXAMPLE 9 1) The number 364 which is rounded up to the nearest

tens place is 370 since 364 is between 360 and 370 and
370 is above 364.

2) The number 364 which is rounded down to the

nearest tens place is 360.

3) The number 2367 which is truncated to the hundreds

place is 2300.

b. Round a 5 Up
The most common rounding technique which is used in
schools is the round a 5 up method.

EXAMPLE 10 1) Round 255 to the nearest ten;

The round a 5 up method always rounds such number

Notice: up, so 255 rounds to 260.

• 251 to 254 are
rounded to 250.
• 256 to 259 are c. Round to the Nearest Even
rounded to 260.
Rounding to the nearest even can be used to avoid
errors of accumulation in rounding.

Mathematics for Junior High School - Year 7 / 15

 EXAMPLE 11 If 255 + 385 (= 640) is estimated by rounding up to the
tens place or rounding a 5 up, the answer is 260 + 390 =
650.

By rounding down, the estimate is 250 + 380 = 630.

Since 255 is between 260 and 250 and the 6 in the tens
place is even, and 385 is between 390 and 380 and the 8
is even, rounding to the nearest even method yields 260
+ 380 = 640.

d. Round to Compatible Numbers

EXAMPLE 12 A reasonable estimate of 27 x 39 is 25 x 40 = 1000.

The numbers 25 and 40 were selected since they are

estimates of 27 and 39 respectively, and are compatible
with respect to multiplication.

Notice:
The rounding up technique would have yielded the
considerably higher estimate of 30 x 40 = 1200, whereas
the exact answer is 1053.

EXAMPLE 13 1) A reasonable estimate of 66 x 97 is 66 x 100 (= 6600).

Notice:
Here, only the 97 needed to be rounded to obtain an
estimate mentally.

2) The division problem 2326 : 45 can be estimated

16 / Student’s Book - Integers

 mentally by considering 2400 : 40 (= 60).

Notice:
Here 2326 was rounded up to 2400, and 45 was
rounded down to 40 because 2400 : 40 easily leads to a
quotient since 2400 and 40 are compatible numbers with
respect to division.

EXAMPLE 14 Estimate by rounding to compatible numbers in two

different ways.
(a) 52 x 31 (b) 267 : 34

Solution:
(a) 52 x 31 = 50 x 31 = 1550
52 x 31 = 52 x 30 = 1560
(The exact answer is 1612.)
(b) 267 : 34 = 240 : 30 = 8
267 : 34 = 280 : 40 = 7
(The exact answer is 7 with remainder 29)

1. Estimate using the indicated method. (The symbol

“≈” means “is approximately.”)
•1 Estimate 1261 + 5457 by rounding down to the
nearest hundreds place.
•2 Estimate 4450 – 2750 by rounding to the nearest even
hundreds place.
•3 Estimate 655 – 296 by rounding a 5 up to the nearest
tens place.

2. Round as specified

Mathematics for Junior High School - Year 7 / 17

 a. 368 down to the tens place

b. 854 to the nearest even hundreds place

c. 692 to the nearest tens place

d. 7548 to the nearest hundreds place

d. 5637 to the nearest thousands place

Communication Activity
• Read and think each at the situation. Then explain
what you think about each situation.
• Your car usually gets about 12 km per litre on the
highway. Your gas tank is about one-half full and it is
40 km to the next gas station. What do you think
about this situation?
• Your plane is scheduled to leave at 06.00 and it
usually takes about one hour to get to the airport.
Should you over or underestimate the time needed to
get to the airport when deciding what time to leave?
• Make up an estimation problem where you would
want to (a) overestimate (b) underestimate.

At the elementary school, you learned about addition,

subtraction, multiplication and division of integers.
Here are some situations to represent the operation.

Adding Integers

Suppose your football team played in a tournament.

Unfortunately, your team lost 5 goals in the first game
and lost another 3 goals in the second game. We can use

-1 a model to draw the number of goals your team lost.

The dark model represents the number of goals your
opponent scored.

18 / Student’s Book - Integers

 -5 -3 ....

1. What is the third number?

2. Use a model to find the following addition.
a. -4 + (-6) b. -1 + (-8) c. -5 + (-2)
3. What is the sign for an addition of two negative
numbers?

The white model shows the number of goals that your

team scored.
1

+4 +3 ....

4. a. Write the mathematical sentence for the model.

b. What is the sign for the result of the addition of
two positive numbers?

In the next games, however, your team scored 3 goals

but your opponent scored 5 goals. The model for the
situation is:

Mathematics for Junior High School - Year 7 / 19

 -5 +3 .........

5. a. Determine the third number.

b. Did your team score more? Why?

You can also use the number line to model an addition

of integers. For instance, use the number line to find the
sum of -5 and + 3.
+3

-5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Step 1: Start at 0. Move 5 units to the left to obtain -5.

Step 2: To show the sum, that is positive 3, move three
steps to the right to get -2. Thus, -5 + 3 = -2.

A. For an adding two positive numbers, such as 5 + 3,

we can do the following:

1. Add one number to another by using algebraic tiles.

Take five positive tiles.

Take another three positive tiles

so that we have 8 positive tiles.

20 / Student’s Book - Integers

2. If you use a number line, start from zero and move 5
units to the right until you reach the position of
number 5. Then move 3 units to the right to get 8.
Thus, 5 + 3 = 8.

B. For an addition involving two negative numbers,

such as -5 and -3, we can do the following.
1. Add each value without regarding of the negative
sign, that is 5 + 3 = 8, and then give a negative sign to
the result, that is -8. Therefore, (-5) + (-3) = -8.
2. If you use a number line, start from zero, and move
five units to the left to get –5. Then, move three units
to the left to get -8. Therefore, (-5) + (-3) = -8.

C. For an addition involving one negative number and

one positive number, such as -7 + 2, we can do the
following.
1. Take the following procedure.

Draw seven negative tiles.

Add two positive tiles to remove two negative tiles.

(Remember one positive tile and one negative tile
make zero)

How many negative tiles are left?

Therefore, –7 + 2 = -5.

Mathematics for Junior High School - Year 7 / 21

 2. Use a number line. Start from zero, and move 7 units
to the left to get –7. Then, move 2 units to the right to
get –5. Therefore, –7 + 2 = -5.

Calculate

a. 12 + 9 = . . .
b. −23 + 14 = . . .
c. 36 + (−49) = . . .
d. −89 + (−25) = . . .
e. 124 + 0 =

Subtracting Integers

In a restaurant there are two refrigerators. The first

refrigerator has a temperature of -5 0C, while the second
one -3 0C. To find the difference between the
temperatures of the two refrigerators, you should do a
subtraction.

EXAMPLE 15 1. Which expression shows the subtraction of -2 from -5;

that is
-2 – (-5) or -5 – (-2)? Why?

The number line can be used in subtraction.

Start from zero. Move two

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
steps to the left.

Start from -2. Move five steps

to the right (opposite of -5) to
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
get 3.

Then, -2 – (-5) = 3

22 / Student’s Book - Integers

Basically every subtracting can be changed into adding.

1. 7 –(−8) = 7 + 8 = 15 (see adding part A)

2. –18 – 5 = −18 + (−5) = −23 (see adding part B)

3. 15 – 7 = 15 + (−7) = 8 (see adding part C)

Calculate.
a. 34 − 13 = . . .
b. −76 – 45 = . . .
c. 34 – (−59) = . . .
d. −148 + (− 101) = . . .
e. −36 + 32 = . . .
f. − 18 – (−57) = . . .

Multiplying and Dividing Integers

We come back to the diver mentioned at the beginning

of this chapter. The diver, for instance, has a constant
rate of 4 meters per second for 3 seconds. You can draw
the diving of the diver using a vertical number line.

1. a. How far is the diver under the sea level after 3

seconds?

b. Which integer shows the position of the diver?

You can use repeated addition or multiplication to show

the movement of the diver.

Repeated Addition Multiplication

(-4) + (-4) + (-4) = -12 3 • (-4) = 3(-4) = -12

Mathematics for Junior High School - Year 7 / 23

 2. Find the result of each multiplication using repeated
addition.

a. 2(-5) b. 4(-2)

3. Using commutative principles, you can write 3 (-4) as

-4 • 3. What is the result of -4 • 3, -5 • 2, and -2 • 4?

The pattern can be used to find the product of two

negative numbers.

Work in Groups
1.a 4×3=... 2.b 3 × −3 = . . .
3×3=... 2 × −3 = . . .
2×3=... 1 × −3 = . . .
1×3=... 0 × −3 = . . .
0×3= ... −1 × −3 = . . .
−1 × 3 = . . . −2 × −3 = . . .
−2 × 3 = . . . −3 × −3 = . . .
−3 × 3 = . . . −3 × −3 = . . .

3. Based on your work in numbers 1 and 2, solve the

following problems.

a. −12 ÷ −3 = . . . d. −9 ÷ −3 = . . .

b. −8 ÷ −2 = . . . e. −6 ÷ −2 = . . .

c. −4 ÷ −1 = . . . f. −3 ÷ −1 = . . .

4. Look at your work on numbers 1 and 2 and then

answer the following questions using your

24 / Student’s Book - Integers

 prediction.

a. The result of multiplying a positive number by a

positive number is a ......... number.

b. The result of multiplying a positive number by a

negative number is a ......... number.

c. The result of multiplying a negative number by a

negative number is a ........ number.

d. The result of multiplying zero by any number is

......... .

Product of Integers
• The product of two integers having the same signs is a positive
integer.
• The product of two integers having different signs is a negative
integer.
• The product of any integer with zero is zero.

PROBLEM 8
Calculate.
a. 13 × 4 = . . .
b. 24 × (−12) = . . .
c. −8 × 24 = . . .
d. −25 ×(−14) = . . .
e. −15 × 0 = . . .

Multiplication and division are opposite to each other.

You can use the relation between multiplication and
division to set rules in division of integers.

5. Use what you know about the opposite operation to

Mathematics for Junior High School - Year 7 / 25

 find the result of the following divisions.
3 • 4 = 12 12 ÷ 4 = ... 12 ÷ 3 = ...
3(-4) = -12 -12 ÷ (-4) = ... -12 ÷ 3 = ...
(-3)(-4) = 12 12 ÷ (-4) = ... 12 ÷ (-3) = ...

6. In groups of two or four students, find the sign of the

division of the following integers.

1 a. 16 ÷ 4 =.. 2 a. 12 ÷ 3 =...

b. 12 ÷ 4 =... b. 9 ÷ 3 =...

c. 8 ÷ 4 =... c. 6 ÷ 3 =...

d. 4 ÷ 4 =... d. 3 ÷ 3 =...
e. 0 ÷ 4 = ... e. 0 ÷ 3 = ...

f. −4 ÷ 4 =... f. −3 ÷ 3 =...

g. −8 ÷ 4 =.. g. −6 ÷ 3 =...

h. −12 ÷ 4 = . . .. h. −9 ÷ 3 =...

3. Based on your work in numbers 1 and 2, solve the

following problems.

a. −12 ÷ −3 = . . . d. −9 ÷ −3 = . . .

b. −8 ÷ −2 = . . . e. −6 ÷ −2 = . . .

c. −4 ÷ −1 = . . . f. −3 ÷ −1 = . . .

4. Look at your work in numbers 1, 2 and 3 above and

then answer the following questions according to your
prediction.

a. The result of dividing a positive number by another

26 / Student’s Book - Integers

 positive number is a ............... number.

b. The result of dividing a positive number by a

negative number is a ............... number.

c. The result of dividing a negative number by a positive

number is a ............... number.

d. The result of dividing a negative number by another

negative number is a ............... number.

Dividing Integers

Calculate
a. 144 ÷ 3 = . . .
b. −246 ÷ 6 = . . .
c. 248 ÷ (−8) = . . .
d. −120 ÷ (−10) = . .

Calculate
a. (82 × 4) ÷ 2 = . . .
b. (−23 + 36) × 5 = . . .
c. 23 × ( 34 – 21) = . . .

Here are some properties of integers:

1. Commutative property for addition

4+5 =5+4
2. Commutative property for multiplication
4×5 =5×4

The commutative property does not apply to the subtraction of integers.

Mathematics for Junior High School - Year 7 / 27

 3. Associative property for addition
4 + (5 + 6) = (4 + 5) + 6
4. Associative property for multiplication
4 × (5 × 6) = (4 × 5) × 6

5. Closure property for addition

The operation of addition is closed with respect to the
integers. Why?

• Are integers closed over multiplication?

• Examine whether the product of two integers is also an integer. Explain
your answer.
• Examine whether the division of integers applies the closure property.
Why? Clarify your answer.

PROBLEM 11 Choose the following property: “commutative,,

associative, or closure” to fill in the blank in the table
below.

Property Property that

Operation
that applies does not apply
.................... ..............................
Addition
................ ..........
.................... ..............................
Subtraction
................ ..........
Multiplicati .................... ..............................
on ................ ..........
.................... ..............................
Division
................ ..........

Explain each of your answers. Give examples of the

properties that do not apply to support your answer.

28 / Student’s Book - Integers

 Relation with the Real World
EXAMPLE 16 Look at the chessboard picture on the left side. The
board has black and white squares. How many
squares are there? How do you find it?

Do you remember the formula of the area of a

square and the volume of a cube?

1 a. Complete the table below.

Side of the square Area of the

No
(cm) square(cm 2 )

1 4 ...

2 5 ...

3 8 ...

b. How do you find the area of each square above?

c. 4 2 = . . . ; 5 2 = . . . ; 8 2 = . . .

d. Complete the table below.

Side of the square Area of the square

No
(cm) (cm 2 )
1 ... 16

2 ... 25

3 ... 64

e. How do you find the side length of a square with

a given area?
• To find a positive number the square of which is

Mathematics for Junior High School - Year 7 / 29

 16 means to find the square root of 16 written as

16 . Therefore, 16 = 4.

• To find a positive number the square of which is

25 means to find the square root of 25 written as

25 . Therefore, 25 = 5.

f. What is the square root of 64?

64 = . . . ?

• Is there any number other than 4 the square of which is 16?

Certainly, that is −4. But you should remember that 16 is only
4. Why?
• If a ≥ 0, then a is the number which is not negative and the
square of which is a.

PROBLEM 12
Fill in the blank below.

a. 49 = . . .

b. 100 = . . .

c. 225 = . . .

PROBLEM 13
Find the side of a square if the area is
a. 81 cm 2
b. 100 m 2
c. 289 m 2

30 / Student’s Book - Integers

Activities
1. a. Complete the table below
No Cube Edge (cm) Cube Volume (cm 3 )

1 2 ...

2 3 ...

3 5 ...

b. How do you find the volume of the cube?

c. 2 3 = . . . ; 3 3 = . . . ; 5 3 = . . .

d. Complete the table below.

Cube Volume
No Cube Edge (cm)
(cm 3 )

1 ... 8

2 ... 27

3 ... 125

e. How do you find the side of a cube with a given

volume?
• To find the number the cubic root of which is
8 means to find the cubic root of 8, written as
3
8 . Therefore, 3
8 = 2.

• To find the number the cubic root of which is

27 means to find the cubic root of 27, written

as 3
27 . Therefore, 3
27 = 3.

• 3 −8 = −2, because (-2) 3 = −8.

What is the cubic root of 125?

Mathematics for Junior High School - Year 7 / 31

 PROBLEM 14 Fill in the blank below.

a. 3
64 = . . .

b. 3
1000 = . . .

c. 3
− 27 = . . .

d. 3
− 125 = . . .

PROBLEM 15 Find out the side of the cube with a given volume
of
a. 64 cm 3
b. 216 m 3

Look at the following multiplication.

a. 3 3 = 3 × 3 × 3 and 32 = 3× 3

3 3 × 32 = ( 3 × 3 × 3 ) × ( 3× 3 )

=3×3×3× 3×3

= 35 = 33+2
So, 3 3 × 32 = 33+2

b. 26 = 2 × 2 × 2 × 2 × 2 × 2 and 24 = 2 × 2 × 2 × 2
6
2 2x2x2x2x2x2
26 ÷ 24 = = = 2 × 2 = 22 = 26-4.
4 2x2x2x2
2
So, 26 ÷ 24 = 26-4

c. (23)2 = (2×2×2)2 = (2×2×2) × (2×2×2) =

2×2×2×2×2×2 = 26 = 23x2.
So, (23)2 = 23x2.

32 / Student’s Book - Integers

 If a, m, and n are integers, then
The ▼ am × an = am+n
Exponent ▼ am ÷ an = am-n
of Integers ▼ (am)n = amxn

Distributive Property of Multiplication over

Addition and Subtraction

1. If a,b and c are integers, then they satisfy:

a(b + c) = (a + b) + (a + c).

Such a property is called the distributive property

of multiplication over addition.

For example:
12 × (6 + 13) = 12 × 19 = 228
or
(12 × 6) + (12 × 13) = 72 +156 = 228
Therefore, 12 × (6 +13) = (12 × 6) + (12 × 13).

2. If a,b and c are integers, then they satisfy:

(a × b) – (a × c) = a × (b – c)

and

a × (b + c) = (a × b) + (a × c).

Such a property is called the distributive property

of multiplication over subtraction.

Mathematics for Junior High School - Year 7 / 33

 For example:
22 × (16 − 3) = 22 × 13 = 286
or
(22 × 16) − (22 × 3) = 352 − 66 = 286
Therefore, 22 × (16 − 3) = (22 × 16) − (22 × 3).

For example:
51 × 49 = (50 + 1) × 49 = (50 + 1) × (50 − 1)
= 2500 − 50 + 50 − 1
= 2499
Does the property above also apply to a division?
Explain.

34 / Student’s Book - Integers

1. Cluster estimation is used to estimate sums and
products when there are several numbers that
cluster near a single number. The addend in 681 +
708 + 697 cluster around 700. Thus 3 x 700 = 2100 is
a good estimate of the sum.

Estimate the following using cluster method.

a. 356 + 361 + 342 + 353

b. 896 + 907 + 888 + 904

c. 49 x 53 x 47

d. 32 x 28 x 29 x 31

2. What is interesting about the quotient obtained

2,108,658,976 by 8? Do this mentally.

3. Critical thinking. One student calculated 96 – 49 as

96 – 50 = 46 and 46 + 1 = 47; thus 96 – 49 = 47. Another
student calculated 96 – 49 as 96 – 50 = 46 and 46 – 1 = 45.
Determine which of these two methods is valid. Explain
your answer.

4. Calculate.
a. 24×(56 − 23) = . . . b. (21 − 46) × 14 = ...
c. (127 − 43) ÷ 2 = . . . d. 44 × (125 ÷ 5) = . . .

5. Open Question. Write down a mathematical

Mathematics for Junior High School - Year 7 / 35

 statement involving a positive integer and a negative
integer so that the sum of the two numbers is …..
a. negative integers. b. zero. c. positive integers.

6. Examine the result of 242 ÷ 4 = 60.5. It shows that the

division of integers does not hold the property of ………

7. A staircase consists of 12 footsteps. Ani stands up

on the fourth footstep, and then she moves three steps
upward.
a) On what number of footstep will Ani stand up after
stepping up for the second time?
b) If the distance between footsteps is 48 cm, how high
is Ani’s position above the floor level? Explain your
answer
c) If the distance between footsteps is 48 cm, how high
is Ani’s position above the floor level after stepping
up for the second time? Clarify your answer

8. Copy the magic square below. Put the integers

–4, -3, -2, -1, 0, 1, 2, 3, 4
so that the vertical sum, the horizontal sum, and the
diagonal sum are zero.

? ? ?

? ? ?

? ? ?

36 / Student’s Book - Integers

9. Find the two numbers having a sum of –5, while
their product is 4.

10. The temperature drops on at an average of 3

degrees per hour. If the temperature is 35 degrees at
12.00, what will the temperature be at 15.00 pm?

11. Critical Thinking. Is the statement below true

or false?
“The sum of a positive integer and a negative
integer is a negative integer”.
Give an example to clarify and support your answer.

12. Compute the squares of non-negative integers

from 11 to 15.

13. Find the square roots of 4, 9, 16, 49, 81, and 100.

14. Calculate the cubic power of the three non-

negative integers from 4 to 8.

15. Compute the cubic root of the numbers 64, 216,

729, and 1000.

16. Critical Thinking. There is a square tile. Its side

length is 30 cm. If the area of a square = side x side,
what is the area of the tile?

Mathematics for Junior High School - Year 7 / 37

38 / Student’s Book - Integers