Printable Worksheets on Integers and the Number Line have got various exercises that have problems on marking integers, adding, subtracting integers, filling the missing integers, comparing and ordering integers on a number line, etc. 6th Grade Math Students can Practice the Questions on Integers on Number Line Worksheet with Answers and get a grip on the concepts. The Problems can range from simple sums to associated word problems. Solve the Plotting Integers on a Number Worksheet PDF and get an idea of the type of questions framed on the topic.
Read More:
- Addition of Integers on a Number Line
- Representation of Integers on a Number Line
- Worksheet on use of Integers as Directed Numbers
Representing Integers on a Number Line Worksheet
I. Find the integer, using the number line, which is:
(i) 7 more than 2
(ii) 7 less than 4
(iii) 10 more than -3
(iv) 6 less than 2
(v) 5 less than 0
(vi) 3 less than -8
Solution:
(i) 9
(ii) -3
(iii) 7
(iv) -4
(v) -5
(vi) -11
II. Show the given integers on the number line:
-5, 8, -3, 0, 2
Solution:
III. Write all the integers between:
(i) -3 and +6
(ii) -4 and +4
(iii) -15 and -8
(iv) -8 and -2
Solution:
(i) -2, -1, 0, 1, 2, 3, 4, 5
(ii) -3, -2, -1, 0, 1, 2, 3
(iii)-14, -13, -12, -11, -10, -9
(iv) -7, -6, -5, -4, -3
IV. State whether the statements are True or False:
(i) The smallest integer is 0.
(ii) The opposite of -21 is 21.
(iii) The opposite of zero is zero.
(iv) Every negative integer is greater than 0.
(v) 1 is greater than every positive integer.
(vi) zero is not an integer.
Solution:
(i) False
(ii) True
(iii) True
(iv) False
(v) False
(vi) False
V. Write the opposite integer of each number:
(i) 6
(ii) 115
(iii) -682
(iv) -777
(v) -9
(vi) -54
(vii) 1000
(viii) 0
Solution:
(i) -6
(ii) -115
(iii) 682
(iv) 777
(v) 9
(vi) 54
(vii) -1000
(viii) 0
VI. Draw a number line and answer the following questions:
(i) Which number will we reach if we start from -2 and move 6 steps to the right?
(ii) Which number will we reach if we start from -3 and move 7 steps to the left?
(iii) Which number will we reach if we start from -7 and move 8 steps to the right?
Solution:
(i) 4
(ii) -10
(iii) 1
VII. Write the next four integers in each of the following sequences:
(i) -14, -12, -10, -8, ……., ……., ……., …….
(ii) 20, 15, 10, ……., ……., ……., …….
(iii) -80, -70, -60, ……., ……., ……., …….
(iv) 14, 10, 6, ……., ……., ……., …….
Solution:
(i) -6, -4, -2, 0
(ii) 5, 0, -5, -10
(iii) -50, -40, -30, -20
(iv) -3, -7, -11, -15
(iv) 2, 0, -2,-4
VIII. Find the integers in the given numbers:
\(\frac { 1 }{ 3 } \) ; 6; \(\frac { 31 }{ 43} \); -5; \(\frac { 7 }{ 15 } \); 0; \(\frac { -1 }{ 2 } \); -1; 700; \(\frac { 10 }{ 91 } \); -256; 1000; 1
Solution:
6,-5,0,-1,700, -256, 1000,1
IX. Express the given situation as positive or negative integers:
(i) Going 10th floor above the ground.
(ii) Moving 20 m below sea level.
(iii) Withdrawing Rs 15000 from a bank.
(iv) Going 3 floors above the ground.
(v) Flying 1200 km above sea level.
Solution:
(i) positive
(ii) negative
(iii) negative
(iv) positive
(v) positive
X. Fill in the blanks
i. Opposite of 5 is _____
ii. An integer on the number line, is lesser than any number on its _______
iii. Absolute value of +14 is _______ and absolute value of -10 is ______
iv. If 20 m below sea level is represented by -20; then -65 represents ___________; and +220 represents ___________.
v. If +85 represents gain of Rs 85; then +25 represents ___________; and -65 represents ___________.
vi. 7 is ___________ than 0 and -5 is ___________ than -2.
vii. -6 will be written to the …………… of zero.
viii. -2 is a …………… integer.
ix. |-10| = ___________, |+10| = ___________ and – |-10| = ___________.
x. If +18 represents depositing in the bank of Rs 18; then +89represents ___________; and -53 represents withdrawl; then -34 represents ___________.
xi. -5 is ___________ than -8 and 4 is ___________ than 8.
Solution:
i. -5
ii. right
iii. 14, 10
iv. below the sea level , above the sea level
v. gain, loss
vi. greater than, lesser than
vii. left side
viii. negative
ix. 10, 10, -10
x. deposit, withdrawl
xi. greater, less