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Module 3 lessons 3 & 4 merged
- 1. Module 3 Lesson 3 & 4 merged.notebook 1 January 21, 2015 Jan 298:43 AM Homework Review Lesson1 #1a, 5, 6, 7 & Lesson 2 1a b. Explain how you found the opposite of each point. To graph each point, I started at zero and moved right or left based on the sign and number (to the right for a positive number and to the left for a negative number). To graph the opposites, I started at zero, but this time I moved in the opposite direction the same number of times.
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- 4. Module 3 Lesson 3 & 4 merged.notebook 4 January 21, 2015 Aug 265:45 PM MODULE 3 Rational Numbers Topic A: Understanding Positive and Negative Numbers on the Number Line Lesson 3: RealWorld Positive and Negative Numbers and Zero Lesson 4: The Opposite of a Number Student Outcomes § Students use positive and negative numbers to indicate a change (gain or loss) in elevation with a fixed reference point, temperature, and the balance in a bank account. § Students use vocabulary precisely when describing and representing situations involving integers; for instance, an elevation of ‐10 feet is the same as 10 feet below the fixed reference point. §Students will choose an appropriate scale for the number line when given a set of positive and negative numbers to graph. Student Outcomes § Students understand that each nonzero integer, a, has an opposite, denoted‐a; and that –a and a are opposites if they are on opposite sides of zero and are the same distance from zero on the number li § Students recognize the number zero is its own opposite. § Students understand that since all counting numbers are positive, it is not necessary to indicate such with a plus sign.
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- 6. Module 3 Lesson 3 & 4 merged.notebook 6 January 21, 2015 Jan 298:44 AM Exercises Refer back toExample 1. Use the following information to answer the questions. • The diver is 30 feet below sea level. • The sailor is at sea level. • The hiker is miles (10,560 feet) above sea level. 1. Write an integer to represent each situation. diver: ___________ sailor: ___________ hiker: ___________
- 7. Module 3 Lesson 3 & 4 merged.notebook 7 January 21, 2015 Jan 298:44 AM 2. Use anappropriate scale to graph each of the following situations on the number line to the right. Also, write an integer to represent both situations. a. A hiker is 15 feet above sea level. b. A diver is 20 feet below sea level
- 8. Module 3 Lesson 3 & 4 merged.notebook 8 January 21, 2015 Jan 2910:52 AM 3. For eachstatement there are two related statements: • Circle the statement that is correct. • Then correct the other statement. a. A submarine is submerged 800 feet below sea level. i. The depth of the submarine is -800 feet below sea level. ii. 800 feet below sea level can be represented by the integer -800. b. The elevation of a coral reef with respect to sea level is given as -250 feet. i. The coral reef is 250 feet below sea level. ii. The depth of the coral reef is -250 feet below sea level.
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- 11. Module 3 Lesson 3 & 4 merged.notebook 11 January 21, 2015 Jan 2911:11 AM 2. Locate theopposites of the numbers on the number line. a. 9 b. -2 c. 4 d. -7
- 12. Module 3 Lesson 3 & 4 merged.notebook 12 January 21, 2015 Jan 2911:14 AM 3. Write theinteger that represents the opposite of each situation. Explain what zero means in each situation. a. 100 feet above sea level. b. 32 degrees below zero. c. A withdrawal of $25.
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- 14. Module 3 Lesson 3 & 4 merged.notebook 14 January 21, 2015 Jan 2911:20 AM Read each situation carefully and answer the questions. 4. On a number line, locate and label a credit of $15 and a debit for the same amount from a bank account. What does zero represent in this situation? 5. On a number line, locate and label 20°C below zero and 20°C above zero. What does zero represent in this situation? 6.A proton represents a positive charge. Write an integer to represent 5 protons. An electron represents a negative charge. Write an integer to represent 3 electrons.
- 15. Module 3 Lesson 3 & 4 merged.notebook 15 January 21, 2015 Nov 172:29 PM Closing Please take outyour exit ticket for Lessons 3 & 4, close your binder, and complete the exit ticket. This will be collected. § What is the relationship between any number and its opposite when plotted on a number line? ú A nonzero number and its opposite are both the same distance away from zero on a number line, but they are on opposite sides of zero. § How would you use this relationship to locate the opposite of a given number on the number line? ú I would use the given number to find the distance from zero on the opposite side. § Will this process work when finding the opposite of zero? ú No, because zero is its own opposite.