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# Representing subtraction a number line web

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• Print Number line – put in page protector
• Print Number line – put in page protector
• ### Representing subtraction a number line web

2. 2.  What is subtraction?
3. 3.  Opposites, Zero Pairs, Additive Inverse  Commutative Property of Addition  Rules for Adding Integers…
4. 4.  Unit Plan  Students will learn to…  Discuss strategies for adding integers.  Compare and contrast subtraction and addition of integers.
5. 5.  Number Line  Context  Money  Football  Others?  Rules  Adding like signs  Adding opposite signs
6. 6.  Is p – q = p + (-q)  Explain
7. 7.  Write down the problem assigned to your group.  Solve using a number line.  Compare with others in your group.  Compare with someone in your partner group.  Discuss the questions.
8. 8.  Group 1: 8 – 3  Group 2: 7 – 13  Group 3: -15 - 6  Group 4: 8 + (-3)  Group 5: 7 + (-13)  Group 6: -15 + (-6) Write the problem above your number line.
9. 9.  GROUPS  1 and 4  2 and 5  3 and 6  Discussion Questions:  How are your problems similar?  How are they different?  What previous vocabulary is used?
10. 10.  Group 1: 8 – 3  Group 2: 7 – 13  Group 3: -15 - 6  Group 4: 8 + (-3)  Group 5: 7 + (-13)  Group 6: -15 + (-6)
11. 11.  8 – 3  8 + (-3)  7 – 13  7 + (-13)  - 15 – 6  -15 + (-6)
12. 12.  - 2 – (-9)  - 2 + 9  Add the Opposite
13. 13.  Is p – q = p + (-q)  Explain
14. 14.  Use a number Line  Use context  Money  Football  Others?  “Add the Opposite” and use rules for addition
15. 15.  Check homework  Quiz
16. 16.  Integer Investigation  SHOW ALL STEPS  Pick one of the strategies and use it…  Pictures  Number Line  Rules  Context
17. 17.  When would using a number line to model addition or subtraction of integers not be an efficient strategy?  1 minute – talk with your partner  2 minutes – Power Write
18. 18.  When would using a number line to solve addition or subtraction of integers not be an efficient strategy?
19. 19.  Addition Strategies  Number line  Context  Rules  Same signs – add and keep the signs  Opposite signs – subtract, keep sign of # w/ largest absolute value.  Subtraction strategies  Number Line  Context  “add the opposite” and use rules for addition
20. 20.  Students will learn to…  Review the strategies used for adding and subtracting integers.
21. 21.  On Jeopardy, Jill answered one question correctly for 400. She then answered two questions incorrectly, one for 100 and the other for 200.  Write an ADDITION expression to represent the situation.  Write a SUBTRACTION expression to represent the situation.  How many total points did Jill have?
22. 22.  On Jeopardy, Jill answered one question correctly for 400. She then answered two questions incorrectly, one for 100 and the other for 200.  Write an ADDITION expression to represent the situation.  400 + (-100) + (-200)  Write a SUBTRACTION expression to represent the situation.  400 – 100 - 200  How many total points did Jill have?  100
23. 23.  A deep sea diver saw his jelly fish at 12 feet below sea level. He dove down another 20 feet before he finally saw another jelly fish.  Write an ADDITION expression that shows this scenario.  Write a SUBTRACTION expression to represent the situation.  What was the total depth of the diver?
24. 24.  A deep sea diver saw his jelly fish at 12 feet below sea level. He dove down another 20 feet before he finally saw another jelly fish.  Write an ADDITION expression that shows this scenario.  -12 + (-20)  Write a SUBTRACTION expression to represent the situation.  -12 - 20  What was the total depth of the diver?  -32 ft
25. 25.  John owed his mom \$40 for a new pair of shoes. He then borrowed \$15 for a new DVD.  Write a SUBTRACTION expression that shows this scenario.  How much money does John owe?
26. 26.  John owed his mom \$40 for a new pair of shoes. He then borrowed \$15 for a new DVD.  Write a SUBTRACTION expression that shows this scenario.  -40 – 15  -40 + (-15)  How much money does John owe? -\$55
27. 27.  Write an expression for each problem.  Solve any way you choose.  Label your answer.