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1. (-5) + 5 = ______ 2. 9 + (-9) = ______ 3.Justify your answer using the number line above. 4.On the number line above, place the number 7 and it’s opposite. What do you notice about the distance between both of these and zero? Vocabulary 5.The distance a number is from zero is called an __________. 6.When the sum of two numbers add to zero, those two numbers are _____________________. Opening Exercises – Output (Left Side)

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Lesson 1 & 2: Using a Number Line to Model Addition & Opposite Quantities Combine to Make Zero Skills/ I can: 1. Show that an integer and it’s opposite will always have the sum of zero, using a number line. 2. Demonstrate addition of integers using arrows on a number line. 3. Describe real-world situations where opposite quantities combine to make zero.

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Integer Game 1.A student serves as the dealer (as well as a player) and provides each player with 4 cards. 2.The dealer turns one more card face up on the playing surface, starting a discard pile. The remaining cards become a draw pile. 3.The player to the dealer’s right begins play. On his or her turn, a player may select the top card from either the discard pile or the draw pile. They then discard one of their cards on discard pile. Players goal: a. Have your hand’s total card value stay as close to zero as possible. b. Each turn determines how the card drawn affects your total card value. c.Decide which card to discard, to keep the total value of their hand as close to zero as possible. 4.Play continues with the next player, in the same manner, until all players have picked up and discarded a card four times. 5.The player(s) with a score of zero (or closest to zero) wins the round.

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Sum:__________ Example 1: Combining Opposites to make Zeros (Input – Right side)

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Sum:__________ Example 2: Using the number line to count on (INPUT – right side)

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With your team, play the integer. Remember each person picks up a card and discards a card four times. The person with the hand closest to zero wins that round! Play as many rounds as you can in the next ______ minutes.

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Reflection Questions (Output – Left Side) 1.What is the result of two cards that are opposite of each other? Example: 5 and -5 or -12 and 12 2.Give two examples of how positive and negative quantities are used in the real-world. 3.Give two examples of the meaning of zero in the real-world. 4.How are opposite quantities used in the real-world?

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Unit 1 - Module 2 Lessons 1-16 (7.NS.A.1,2,3) Addition, Subtraction, Multiplication, and Division of Integers and Rational Numbers Home-fun Assignments Checked daily at the beginning of class period for completion. Periodically, 1 to 2 assignments per week will be collected and a problem from that assignment will be graded as an assessment score on 1-4 scale. Solutions from selected problems can be accessed on the lesson presentations on Mr. Ory’s teacher page. 1.Lesson 1 and 2 Exit Tickets 2.Lesson 3 and 4 Exit Tickets 3.Lesson 5 Exit Ticket and Problem Set 4.Lesson 6 Exit Ticket and Problem Set 5.Lesson 7 Exit Ticket and Problem Set 6.Lesson 8 and 9 Exit Tickets 7.Lesson 10 and 11 Exit Tickets 8.Lesson 12 Exit Ticket and Problem Sets 9.Lesson 13 and 14 Exit Tickets 10.Lesson 15 Exit Ticket and Problem Set 11.Lesson 16 Exit Ticket and Problem Set Interactive Notebook Check on Lessons 1-16 will be on the day of the Unit 1 Assessment.

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Put a circle next to any question you may have missed.

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Negative Numbers Positive Numbers

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Vocabulary You should find these definitions in your Math Terms Glossary app. Integer Absolute Value These terms are considered background knowledge and need to be known in order to move on with lesson 1.

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Review

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Negative Numbers Positive Numbers

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What do you know?

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Lesson 1: Opposite Quantities Combine to Make Zero Objectives Students add positive integers by counting up and negative integers by counting down Students know the opposite of a number is called the additive inverse because the sum of the two numbers is zero.

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Vocabulary You should find these definitions in your Math Terms Glossary app. Integer Absolute Value These terms are considered background knowledge and need to be known in order to move on with lesson 1.

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Review

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What do you know?

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Lesson 2: Using the Number Line to Model Addition of Integers Objective: 1.Model integer addition on the number line using horizontal arrows. 2.Recognize that the length of the arrow on the number line is the absolute value of the integer. 3.Add arrows. Given several arrows, indicate the number that the arrows represent (the sum).

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Suppose you received $10 from your favorite aunt on your birthday. You spent $4 on snacks. Using addition, how would you write a number sentence that represents this situation?

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