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How do you write $ - 2 - \left( { - 16} \right)$ as a single integer?

Answer
VerifiedVerified
544.2k+ views
Hint: Integers are the combination of the negative numbers, zero and positive numbers. The negative integers will be like -4 -3 -2, -1, and others. The positive integers are 4, 3, 2, 1, and others. Here, in the negative numbers, the number with a high digit is a lesser value than the number with less digit, it means, -1 is higher than the -2 and so on but when it comes to the positive numbers, the digit increase simultaneously the value also increase, it means that the number 4 is higher than the number 3, like so.

Complete step-by-step solution:
It is asked to find the difference between the two integers, then it can be solved as follows.
As we know the rules of integers, they are
If there are two numbers in which one is a negative number and another one is a positive number, then we have to add them.
The answer will consist of negative (-) signs if the negative number is in the first place.
The answer will consist of positive (+) signs if the negative number is in second place.
If there are two negative numbers, then we have to subtract both and the result may contain “-” or “+” according to the situations below,
If the “-” symbol is contained by a bigger value, then the answer will consist of a “-” symbol.
If the “- “ symbol is contained by a smaller value, then the answer will be a positive number.
Now we will calculate the value of the given question, we get,
$ \Rightarrow - 2 - \left( { - 16} \right) = - 2 + 16$
Simplify the terms,
$ \Rightarrow - 2 - \left( { - 16} \right) = 14$

Hence, the value of the given question is 14.

Note: Here, we should be careful while adding or subtracting the integers because the number may be positive or negative. So firstly, we have to remove the brackets of the number and multiply the signs that come, it means the question has \[ - \left( { - 16} \right)\], now we have to remove the brackets and multiply the signs, “$ - \times - $” which gives the “+ “as the result.
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