Represent addition and discover the rules   web
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  • 1 and 1, 2 and 4, 5 and 5-1 and 4, -2 and 3, -2 and 14 and -1, 3 and -2, 1 and -2-3 and -1, -1 and -1, -2 and -3
  • In groups, decide which prompts are similar to each other. 1 and 4 are similar because it’s adding with the same sign. 2 and 4 are similar because it’s adding with opposite signs.
  • Prompts are combined to make 2 general prompts. Same signs – add and keep the sign. Opposite signs – subtract and keep sign of # with largest absolute value.
  • 3 strategies students could use to add integers.

Transcript

  • 1.  When finding the sum of two negative numbers, will the answer be negative, positive or sometimes negative/sometimes positive?  Aaron – The answer will always be negative.  Betty – The answer will always be positive.  Clint – It depends on the numbers, sometimes it will be positive but sometimes it will be negative.  I agree with Aaron/Betty/Clint because…
  • 2.  Opposites  Absolute value  Additive Inverse  Integers  Commutative Property
  • 3.  Unit Plan  Students will learn to…  Determine the signs when adding and subtracting integers..  Represent addition of positive and negative numbers using a number line.
  • 4.  What are the possible combinations of addition problems?  Positive + Positive  Positive + Negative  Negative + Positive  Negative + Negative
  • 5.  Fold your notecard in half.  Write the following problems in the designated area of your notecard.  Front Left  4 + 3  2 + 8  3 + 5
  • 6.  Front Right  4 + (-3)  2 +(- 8)  3 + (-5)
  • 7.  Back Left  -4 + 3  -2 + 8  -3 + 5
  • 8.  Back Right  -4 + (-3)  -2 + (-8)  -3 + (-5)
  • 9.  Bring your note card and notebook  Bring a pencil  We will model each problem together.  Write the answers on your notecard.  Make sure to get your negative sign, if needed.
  • 10.  Stay to the right  Walk in a line  Respect other classes by being quiet.
  • 11.  When finding the sum of two negative numbers, will the answer be negative, positive or sometimes negative/sometimes positive?  Who do you agree with now? Explain
  • 12.  Anytime you add negatives, your answer is always negative.
  • 13.  Write the following prompts…  A positive + positive means my answer is…  A positive + negative means my answer is…  A negative + positive means my answer is…  A negative + negative means my answer is…
  • 14.  Write the following prompts…  A positive + positive means my answer is…  Positive  A positive + negative means my answer is…  Positive or Negative  A negative + positive means my answer is…  Positive or Negative  A negative + negative means my answer is…  Negative
  • 15.  In order to get a first down in football, the offensive team must gain 10 yards. On their first two plays, the Bears gained 5 yards and then lost 5 yards. How many yards do they need to gain on the third play to get a first down?  Write the math sentence that describes this situation.  Justify your response using math terminology.
  • 16.  Normal Temperatures for January(F) 1) Order the High temperatures from least to greatest. 2) Order the Low temperatures from least to greatest. 3) Which city has the highest average temperature? City High Low Barrow, Alaska -8 -20 Bismarck, N. Dakota 21 -1 Caribou, Maine 19 0 Duluth, Minn. 18 -1 Omaha, Nebraska 32 13
  • 17.  Opposites, Zero Pairs, Additive Inverse  Represent addition on a number line  Football field  Homework  Commutative Property of Addition
  • 18.  Students will learn to…  Demonstrate understanding of Opposites, zero pairs and additive inverse.  Discover the rules for adding integers.
  • 19.  Blue whales swim to different areas of the ocean depending on the water temperature. One whale that was being tracked was swimming at 100 feet below sea level. As the water he was swimming in began to heat up, he moved down another 50 feet below sea level. 1) Write a math sentence that represents this scenario. 2) What is the blue whale’s depth? 3) The whale decided to return to sea level. Write a math sentence that shows the entire journey.
  • 20.  1) -100 + (-50 )  2) -150 ft.  3) -100 + (-50) + 150 = 0
  • 21.  Opposites, Zero Pairs, Additive Inverse  Representing addition on a number line.  Commutative Property  Quiz
  • 22.  Students will learn to…  Discover the rules for adding integers.  Discuss strategies for solving integers.
  • 23.  Your Goal:  Discover the rules for adding integers  The Process:  Analyze your notecards  Determine the rules for:  Adding integers with the same sign  Adding integers with the opposite sign
  • 24.  Which prompts are similar to each other? 1. A positive + positive means my answer is… 2. A positive + negative means my answer is… 3. A negative + positive means my answer is… 4. A negative + negative means my answer is…
  • 25. 4 + 3 = 7 4 + (-3) = 1 -4 + 3 = -1 -4 + (-3) = -7 2 + 8 = 10 2 + (-8) = -6 -2 + 8 = 6 -2 + (-8) = -10 3 + 5 = 8 3 + (-5) = -2 -3 + 5 = 2 -3 + (-5) = -8
  • 26.  Analyze the answers to the expressions. 1. When signs are the same… 2. When signs are opposite…
  • 27.  43  Rule: To find the value of 43 , multiple 4 x 4 x 4
  • 28.  When your group has finished, stand up.  Meet with another group that has stood up.  Groups should take turns reading their rules to each other.  If you agree, you may sit back down.  If you disagree, discuss and try to come to a consensus.
  • 29.  When adding integers with the same sign…  When adding integers with the opposite sign…
  • 30.  When adding integers with the same sign…  Add and keep the sign  When adding integers with the opposite sign…  Subtract, keep sign of number with largest absolute value (largest digit)
  • 31.  Number Line  Context  Money  Football  Others?  Rules for adding integers
  • 32.  Which strategy works best for you? Why?  At least 1 paragraph…