1. Let’s Review Integers (Unit 9)
Learn Alberta

2. Add & Subtract Integers (Unit 9)
Red Chips = +1 Blue Chips = -1
Combine 2 red chips and 2 blue chips…what is their sum?
Make the above into an addition statement …use brackets.

3. Student Outcome: I will learn what opposite integers are.
Are integers with the same numeral, but different signs (+ or -)
…they are the same distance from zero, in opposite directions.
For example:
(+1) and (-1) are opposite integers
(-3) and ( ) are opposite integers
(+14) and ( ) are opposite integers
(-659) and ( ) are opposite integers

4. Zero Pair: combining (+1) with (-1) (+1) + (-1) = 0
Zero Pairs
Student Outcome: I learn about zero pairs.
Zero Pair: combining (+1) with (-1) (+1) + (-1) = 0
We can combine numerous zero pairs to solve problems:
For example:
(+1) + (-1) =
(-3) + (+3) =
(+11) + (-11) =

5. Student Outcome: I will be able to add integers using integer chips.
Adding Integers
Student Outcome: I will be able to add integers using integer chips.
Grouping: combining “positives with positives” “positives with negatives” or “negatives with negatives” to allow us to solve
Addition Statements:
(+1) + (+2) = ______ (+5) + (- 4) = ______
Your turn…apply “integer addition”
Draw the model for (-3) + (+ 4)
Draw the model for (+11) + (-3)

6. Student Outcome: I will be able to add integers using integer chips.
Adding Integers GAMES
Student Outcome: I will be able to add integers using integer chips.
Using Tiles to group + and – to find the answer….(great site!)
Using addition equations (small to large #’s) to find the answer.
VARIETY of GAMES:

7. Find The Addition Statement
Student Outcome: I will be able to add integers using integer chips.
SOLVE
Model
Expression
Equation
Answer

8. Find The Addition Statement
Student Outcome: I will be able to add integers using integer chips.
Ray spent $5 on bus fares to visit his Aunt. During
the visit, her Aunt gave him $12 for doing some yard
work. How much money did Ray gain from the visit?
Model the scenario and create an addition statement to find your answer…

9. Applying Integer Addition
Page
12, 17af, 19abd, 20ab
11 6, 9, 14b, 17
1, 2, 5, 8ab, 9

16. Show Me What You Know #1
On the front
On the back

17. Using a Number Line to Add Integers
Student Outcome: I will be able to add integers using a number line.
Start at zero and move the direction of the first number…then move the direction of the second number!
Directions:
Positive (+) and Negative (-)
Move the DOT to it’s correct place using the addition statements below…
1. (+4) + (+3) 2. (-2) + (+5) 3. (+5) + (-11)

18. What is the “addition statement?”
Student Outcome: I will be able to add integers using a number line.
The addition statement below is…
(+4) + (+3)
What do the colors of the arrows represent?
What do the length of the arrows represent?

19. What is the “addition statement?”
Student Outcome: I will be able to add integers using a number line.
The addition statement below is…
(+4) + (+3)
What do the colors of the arrows represent?
What do the length of the arrows represent?
What is the total?

20. What is the “addition statement?”
Student Outcome: I will be able to add integers using a number line.
What are the “Addition Statements?”

21. What is the “addition statement?”
Student Outcome: I will be able to add integers using a number line.
What are the “Addition Statements?”

22. What is the “addition statement?”
Student Outcome: I will be able to add integers using a number line.
Create your own…come on up and test your classmates?
Addition Statement…

23. What is the “addition statement?”
Student Outcome: I will be able to add integers using a number line.
What are the “Addition Statements?”

24. What is the “addition statement?”
Student Outcome: I will be able to add integers using a number line.
What are the “Addition Statements?”

25. Finding Temperatures using a Number Line
Number lines can also be vertical (grids).
Top of the “y” axis is positive and bottom is negative.
Right side of “x” axis is positive and left side is negative.
What are the 2 different
addition statements?

26. What is the “addition statement?”
Create your own…
Addition Statement…

27. Apply Integer Addition
The temperature in Yellowknife,
Northwest Territories, on morning
in October was – 4°C. The
temperature increased by 9°C to
reach the high temperature for
that day.
What was the high temperature?
5°C
0°C
- 5°C

28. Apply Integer Addition
This morning it was ______°C
and the temperature has gone up
12°C.
What is the high temperature
going to be today?
5°C
0°C
- 5°C

29. Applying Integer Addition
Page :
4,20ab,21ef,22,23
,5,8ab,13,14,18
1,4,5,7ab,9,10

36. Show Me What You Know#2
On the front
On the back

37. Explore Integer Subtraction
Student Outcome: I will be able to subtract integers using integer chips.
Subtract integers using integer chips…
What is the subtraction expression for the model above?
Take away 4 red chips from the original 6 red chips…what do you have left?

38. Explore Integer Subtraction
Student Outcome: I will be able to subtract integers using integer chips.
Subtract integers using integer chips…
What is the subtraction expression for the model above?
Take away 3 blue chips from the original 7 blue chips…what do you have left?

39. Model the equations below… (-5) – (-2) (+8) – (+3)
Model it… Subtraction
Student Outcome: I will be able to subtract integers using integer chips.
Model the equations below…
(-5) – (-2) (+8) – (+3)

40. Model the equations below… (-5) – (-2) (+8) – (+3)
Model it… Subtraction
Student Outcome: I will be able to subtract integers using integer chips.
Model the equations below…
(-5) – (-2) (+8) – (+3)
What do you notice about each equation?

41. Model it… Subtraction Model the equations below…
(-5) – (+2) (+1) – (+4)
CAN THESE BE SOLVED???

42. STRATEGY #1 “Move in – Move out”
Model it… Subtraction
Student Outcome: I will learn different strategies to use addition to subtract integers..
STRATEGY #1
“Move in – Move out”

43. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(+ 2) – (+5)
Step Step 2
Step 3
Step 4
Steps to follow:
Model the first integer
Move in enough to model the second integer
3. Remove the chips asked in the subtraction statement
4. What is left

44. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(-1) – (-6)
Step Step 2
Step 3
Step 4
Steps to follow:
Model the first integer
Move in enough to model the second integer
3. Remove the chips asked in the subtraction statement
4. What is left

45. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(-1) – (+4)
Step Step 2
Step 3
Step 4
Steps to follow:
Model the first integer
Move in enough to model the second integer
3. Remove the chips asked in the subtraction statement
4. What is left

46. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(-3) – (-7)
Step Step 2
Step 3
Step 4
Steps to follow:
Model the first integer
Move in enough to model the second integer
3. Remove the chips asked in the subtraction statement
4. What is left

47. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(+2) – (-6)
Step Step 2
Step 3
Step 4
Steps to follow:
Model the first integer
Move in enough to model the second integer
3. Remove the chips asked in the subtraction statement
4. What is left

48. STRATEGY #2 “Zero Pairs”
Model it… Subtraction
Student Outcome: I will learn different strategies to use addition to subtract integers..
STRATEGY #2
“Zero Pairs”

49. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(+ 2) – (- 4)
Step Step 2
Step 3
Step 4
Steps to follow:
Model what the question is asking
ZERO PAIRS: 2nd integer reversing the (+) or (-) of number…
3. Remove the chips asked in the subtraction statement
4. Then group the chips left over!

50. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(- 2) – (- 3)
Step Step 2
Step 3
Step 4
Steps to follow:
1. Model what the question is asking
ZERO PAIRS: 2nd integer reversing the (+) or (-) of number…
3. Remove the chips asked in the subtraction statement
4. Then group the chips left over!

51. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(+5) – ( -3)
Step Step 2
Step 3
Step 4
Steps to follow:
1. Model what the question is asking
ZERO PAIRS: 2nd integer reversing the (+) or (-) of number…
3. Remove the chips asked in the subtraction statement
4. Then group the chips left over!

52. What if the Integer #’s are different?
Student Outcome: I will learn different strategies to use addition to subtract integers..
(-4) – ( -8)
Step Step 2
Step 3
Step 4
Steps to follow:
1. Model what the question is asking
ZERO PAIRS: 2nd integer reversing the (+) or (-) of number…
3. Remove the chips asked in the subtraction statement
4. Then group the chips left over!

53. Method #1: Finding the “Higher Minus Lower”
Student Outcome: I will learn different strategies to use addition to subtract integers..
( ) – ( )
The morning temperature is - 5°C. This afternoon it will reach a
temperature of +6°C. How much higher is the afternoon
temperature than (difference) the morning temperature?
Model it…
Use the steps (Zero Pair, Remove, and then Group)

54. Method #1: Finding the “Lower Minus Higher”
Student Outcome: I will learn different strategies to use addition to subtract integers..
( ) – ( )
The morning temperature is - 5°C. This afternoon it will reach a
temperature of +6°C. How much lower is the morning
temperature than (difference) the afternoon temperature?
Model it…
Use the steps (Zero Pair, Remove, and then Group)

55. Applying Integer Subtraction
Page
3,18,19cd,20ab,21
,6,9cd,11,14,18
2,3,5,9cd,13,18

61. STRATEGY #3 “Double Flip”
Model it… Subtraction
Student Outcome: I will learn different strategies to use addition to subtract integers..
STRATEGY #3
“Double Flip”

62. Subtracting Integers (+4) – (+ 2) (+4) + (- 2)
Use integer chips to find the answer to the subtraction statement below…
(+4) – (+ 2)
What happens when we change the subtraction statement to an addition statement?
(+4) + (- 2)
The answers are ____________________.
Which of the two methods above are easier?
Zero Pair
Remove
Group
Zero Pair
Remove
Group
NOT needed!

63. Try it again! (- 5) – (- 3) (- 5) + (+ 3) NOT needed!
The answers are ____________________.
Which of the two methods above are easier?
Do you see a pattern?
Zero Pair
Remove
Group
Zero Pair
Remove
Group
NOT needed!

64. Try it again! (- 12) – (+ 5) (- 12) + (- 5) NOT needed!
The answers are ____________________.
Which of the two methods above are easier?
Do you see a pattern?
Zero Pair
Remove
Group
Zero Pair
Remove
Group
NOT needed!

65. Applying Integer Operations
Student Outcome: I will learn different strategies to use addition to subtract integers..
Use a number line to add & subtract.
Subtract: (- 2) – (- 5) = ( ) + ( )
Solution…change the above statement into an addition statement. Then use the number line below to find your answer.

66. Applying Integer Operations
Student Outcome: I will learn different strategies to use addition to subtract integers..
Use a number line to add & subtract.
Subtract: (+7) – (+3) = ( ) + ( )
Solution…change the above statement into an addition statement. Then use the number line below to find your answer.

67. SUBTRACTION STATEMENT SUBTRACTION CHANGED TO ADDITION
Changing subtraction to “addition”
SUBTRACTION STATEMENT
SUBTRACTION CHANGED TO ADDITION
(+4) – (+3)
(+4) + (-3)
(+2) – (- 3)
(+2) + (+3)
(-3) – (+1)
(-4) + (- 5)
(+6) + (+2)
What do you notice about the signs (+ or -) when you change the subtracting statement to an adding statement?

68. Changing subtraction to “addition”
Find the difference of the Caspian Sea (+ 217 m) elevation from the elevation of Lake Winnipeg
(- 28 m)?
Steps:
Would you use chips or a number line?
Change the subtraction statement to an addition statement.
Model your answer.
You may use a calculator to help find your answer.
+ 28 m
+ 245 m
+ 217 m
0 m

69. Changing subtraction to “addition”
Page
3,17,21,23,24
16 3,5,9cd,17,20,22
2,3,5,9ab,13,15

74. Show Me What You Know #3
Solve
On the front
On the back

75. Applying Integer Operations
Student Outcome: I will decide when to add and subtract integers.
Use the golf score chart below to find the addition or subtraction statements.
Prize…what does the term “albatross” mean in a golf score?
Golf Term
# of Strokes
Double Bogey +2
Bogey +1
Par
Birdie
- 1
Eagle -2
On hole #1 Rosa made an eagle and Samantha made a bogey.
How many more strokes did Samantha take than Rosa?
Would subtract or add?
Find the answer!

76. Applying Integer Operations
Student Outcome: I will decide when to add and subtract integers.
Use the golf score chart below to find the addition or subtraction statements.
Prize…what does the term “albatross” mean in a golf score?
Golf Term
# of Strokes
Double Bogey +2
Bogey +1
Par
Birdie
- 1
Eagle -2
Rosa shot the following score…Hole #1 (par), Hole #2 (Bogey), Hole #3 (Eagle), and Hole #4 (Birdie)…
What is her score so far?
Would subtract or add?
Find the answer!

77. Applying Integer Operations
Hole #
Par
Rosa 1 5 2 4
Bogey 3
Eagle
Birdie 6 7 8
Double Bogey 9
Golf Term
# of Strokes
Double Bogey +2
Bogey +1
Par
Birdie
- 1
Eagle -2
Find out…
What was Rosa’s score?

78. Applying Integer Operations
Student Outcome: I will decide when to add and subtract integers.
Use the “Wind Chill Chart” on page 337 to answer the question below.
If the air temperature is – 20ºC and the wind speed is
10 km/h…then what is the “wind chill” temperature?
If the air temperature is - 25ºC…and the wind speed is
50 km/h…then what is the “wind chill” temperature?
3. What are the differences between the air temperature and the “wind chill” temperatures above? (Hint…colder!)

80. Applying Integer Operations
Student Outcome: I will decide when to add and subtract integers.
Use a number line to show how you could figure out the temperature as it changes throughout the day.
The morning air temperature was 0ºC with a 45 km/h wind.
As the day went on the air temperature changed to -5ºC and
the wind settled to 5 km/h.
What is the new temperature?
Write the information above into an addition or subtraction
statement.

81. Applying Integer Operations
Student Outcome: I will decide when to add and subtract integers.
Use a number line to show how you could figure out the temperature as it changes throughout the day.

82. Applying Integer Operations
What are some words we use to know whether we should add or subtract integers?

83. Subtraction to Addition of Integers
Page :
13ab, 16, 17, 18
,10,13ab,14
2, 3, 4, 5, 6

91. Chapter Review Page 342: # 1, 3ab, 4cd, 5, 8d, 9, 10
Page 343: # 11ab, 12bc, 13, 14a, 15a,
16, 17a, 18

92. Show Me What You Know #4
Wrap it up – Page 345

93. Game – Page 346

94. Games Golf 2 Card Flip (adding and subtracting)