Let’s Review Integers (Unit 9) http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell06.swf Learn Alberta

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

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

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) =

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) 2. Draw the model for (+11) + (-3)

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!) http://nlvm.usu.edu/en/nav/frames_asid_161_g_2_t_1.html Using addition equations (small to large #’s) to find the answer. http://www.berghuis.co.nz/abiator/maths/sa/saintegeradd2.htmL VARIETY of GAMES: http://classroom.jc-schools.net/basic/math-integ.html

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

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…

Applying Integer Addition Page 313- 315 12, 17af, 19abd, 20ab 11 6, 9, 14b, 17 1, 2, 5, 8ab, 9

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

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)

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 “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?

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

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

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…

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

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

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?

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

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

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

Applying Integer Addition Page 320-322: 4,20ab,21ef,22,23 11 4,5,8ab,13,14,18 1,4,5,7ab,9,10

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

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?

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?

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)

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?

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

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”

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (+ 2) – (+5) Step 1 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

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (-1) – (-6) Step 1 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

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (-1) – (+4) Step 1 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

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (-3) – (-7) Step 1 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

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (+2) – (-6) Step 1 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

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

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (+ 2) – (- 4) Step 1 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!

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (- 2) – (- 3) Step 1 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!

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (+5) – ( -3) Step 1 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!

What if the Integer #’s are different? Student Outcome: I will learn different strategies to use addition to subtract integers.. (-4) – ( -8) Step 1 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!

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)

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)

Applying Integer Subtraction Page 327-329 3,18,19cd,20ab,21 15 3,6,9cd,11,14,18 2,3,5,9cd,13,18

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

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!

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!

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!

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.

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.

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?

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

Changing subtraction to “addition” Page 333-335 3,17,21,23,24 16 3,5,9cd,17,20,22 2,3,5,9ab,13,15

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

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!

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!

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?

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!)

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.

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.

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

Subtraction to Addition of Integers Page 339-340: 13ab, 16, 17, 18 12 5-7,10,13ab,14 2, 3, 4, 5, 6

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

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

Game – Page 346

Games Golf 2 Card Flip (adding and subtracting)