By the end of the lesson, the learner should be able:

- to identify integers in different situations;
- to represent integers on a number line.

## Activities

### Activity 1

- Mark a reference point on a level ground.
- Make five steps from the reference point, marking each step.
- From the same reference point, make and mark five steps in the opposite direction.
- Using (0) as the reference point, assign a positive sign (+ve) to each of the number of steps made forward and negative sign (–ve) to each of the number of steps made backward.
- Discuss and share your work with other groups.

#### Note:

Consider moving forward as a positive direction whereas moving backward as a negative direction.

### Activity 2

- Choose a reference point (O) on a level ground.
- Write numbers on cards to represent positive steps or negative steps.
- In groups, pick a card and make steps from the reference point according to the number of steps indicated.

### Learning Point

Positive whole numbers, negative whole numbers and zero are called integers.

### Activity 3

Consider the following integers:

–5, –1, +4, –3, 0, +1, +3, +2, +5, –4, –2

- Represent the integers on a number line.
- Discuss and share with other groups.

### Learning Point

- All integers to the left of zero are negative while the ones to the right of zero are positive.
- On a number line, an integer is less than all other integers to the right of it and greater than all those to the left of it.

## Example 1

Use greater than (>) and less than (<) signs to compare the following integers:

- (–2) and (+2)
- (–1) and (–7)
- (+3) and (–4)

Solution

(–2) is on the left of (+2)

(–2) is less than (+2)

- (–2) < (+2)

(–7) is to the left of (–1)

(–7) is less than (–1)

- (–7) < (–1)

(+3) is on the right of (–4)

(+3) is greater than (–4)

- (+3) > (–4)

## Exercise 1

Use a number line in the exercise.

- Greater is

- (–3)
- (+3)

- Greater is

- (+5)
- (+11)

- Greater is

- (–11)
- (+2)

- Smaller is

- (–2)
- (–8)

- Smaller is

- (+4)
- (–9)

- Smaller is

- (+1)
- (–1)

- (–4)(–7)
- (+2)(–9)
- (+3)(+5)

- (+8)(–8)
- (–5)(+2)
- (–12)(–15)

- (+5)
- (–7)
- (–4)
- (+1)
- (–3)
- (–1)

- (–5)
- (+2)
- (–2)
- (+8)
- (–3)
- (+6)

- (–7)
- (+9)
- (+3)
- (–2)
- (–9)
- (+7)