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LP_1
AIM: SWBAT plot numbers on a number line. SWBAT find the distance between two
numbers on a number line.
Do-Now: Put these numbers in order from smallest to largest:
3, -6, 5, 0, -4, 1, -1
Share: Which number is the smallest? Why?
Mini-Lesson:
Give students a blank number line with a zero filled in the middle.
 What do you think goes to the right? (Have students fill in the positive numbers)
 What goes off to the left? (Have students fill in negative numbers)
 As you go to the right on the number line, what is happening to the numbers? )are
the numbers getting smaller or bigger?)
 What is happening to the numbers as you go left? (Getting smaller)
 What is the lower temperature? -10 or -5? Why?
 What is the higher score? -100 points or -15 points? Why?
 Would you rather have a bank balance of -$150 or -$75? Why?
Have students plot the numbers from the do-now on the number line.
Quick Practice
Give students a number on an index card (Positive and negative). Students should
SILENTLY put themselves in order from least to greatest in the hall.
Mini-Lesson 2
How have you used negative numbers in your life? (Money, debt, temperature)
Go through definition of integers:
The set of positive and negative whole numbers.
Finding distance between two numbers on the number line.
Refer back to the number lines for the do-now:
 How far apart are the numbers 5 and 1? (4) Looking at the number line, how did
you get your answer?
 How far apart are the numbers -6 and -1? (5) How did you find your answer?
 How far apart are the numbers -4 and 3? (7) How did you find your answer?
Group Work
What’s the difference? Worksheet
Exit Ticket
State test question that asks kids to plot temperatures on the number line and find the
difference between the two.
HOMEWORK: look for something in the workbook.
LP2_ adding integers using a number line.
AIM: SWBAT add integers
Do-Now: Put number line on the board.
Plot the following numbers: -4, and 5. What is the distance between the two numbers?
 How do we get from -4 to 5? (Move 9 spaces to the right)
 Can anyone write a number sentence to represent the situation? ( -4 + 9 = 5)
Mini-Lesson: Adding integers.
I have 3 bad guys and 5 good guys. They meet on a field. When they fight, one bad guy
and one good guy will always kill each other. Who will win and how many people will
be left? (Good guys, 2 will remain)
I have 7 bad guys and 3 good guys. (Have kids model at desks) Who will win and how
many people will be left? (bad guys, 4).
Let’s say that good guys are positive numbers and bad guys are negative numbers. When
I add them together, they will fight.
 How can I represent 6 good guys and 4 bad guys fighting in a number sentence?
o 6 + -4;
-4 + 6
 What will this look like with your chips?
 Draw what you see happening on your worksheet
 Who is left over?
 How could I show this in my number sentence?
Complete examples problems: -2 + -2
-8 + 4
-3 + 3
ALWAYS ask Questions above. Have students arrange chips, sketch good guys bad
guys board and cancel out numbers.
Independent Practice:
GoodGuys/BadGuys Worksheet
Homework
LP3_ adding integers rule
AIM: SWBAT develop a rule for adding integers.
Do-Now: Use the good guys vs. bad guys method to evaluate the following number
sentences:
-4 + 7
8 + -10
-2 + -2
Group Work
Addingintegersgroupwork Worksheet
Have 2 groups present their rule and how they developed it to the class.
The rules for adding integers are:
Rule 1: Adding integers with same sign… add the numbers, keep the sign.
Rule 2: Adding integers with different signs… subtract and keep the sign of the higher
number.
Independent Work
Whiteboards – use the rule to add integers.
Journal Entry
-17 + 8
- 11 + -4.
What is the rule to solve each problem? Use the rule to show the answer.
Homework
LP4_ Intro to subtraction
AIM: SWBAT subtract a whole number from an integer.
Do-Now: 10 + -3
3 + -8
- 4 + -5
Share: Is there another way I could write 10 + -3? (10 – 3)
How could I write 3 + -8? (3 – 8)
How could I write -4 + -5? (-4 – 5)
How else could I write 4 – 8 ?
How else could I write: 8 – 2 ?
How else could I write: -3 – 8 ?
Mini-Lesson:
I have $8, I owe
$3.
 How can I represent as a number sentence? (8 – 3) ALSO (8 + -3, -3 + 8)
 How much money do I have left?
o Bring attention to answer being positive.
I have $4, I owe
$9.
 How can I represent as a number sentence? (4 – 9) ALSO (4 + -9, -9 + 4)
 How much money do I have left?
o Bring attention to answer being negative
Group Work
Integers word problem worksheet.
Each group will be given a different problem and will present the problem to the
class.
Independent Work
Whiteboards – practice various
Journal Entry
The temperature started at 7 degrees and then dropped 8 degrees. What is the temperature
now? Write a number sentence and solve it.
Elhaj answered the problem like this:
8 – 7 = 1. The temperature is now 1 degree.
What did Elhaj do wrong? What are 3 ways to write the correct number sentence and
what is the correct answer?
LP4_ subtraction with chips
AIM: SWBAT subtract an integer from an integer.
Do-Now: Evaluate: 4 – 9
-2 – 7
Mini-Lesson
Subtracting integers using chips.
8 – 3 : EASY! Just start with 8 positive chips and take away 3.
3 - - 2 : Start with 3 positive chips. How can we subtract 2 negatives if we don’t have
any negatives? (Add 2 zero pairs). Then, we can subtract the 2 negatives. = 5
-4 - -6 : Start with 4 negatives. How can we subtract 6 negatives if we only have 4?
(Add 2 zero pairts.) Then, we can subtract the 6 negatives. = 2
Practice
(Or do Kelsey’s group work activity!)
Put 10 problems on the overhead. Have students complete at tables with chips. (Draw
what the chip board looks like) Ex. 4 - - 3
++++
-
+++---
=+++++++
Mini-Lesson 2
But, I’m more confused than I was before! Go back to the examples.
Remind students that they can always rewrite subtraction….
8 – 3 = 8 + -3
How can I rewrite problems that subtract a negative?
3 - - 2 We know that we can change the subtraction sign to adding a negative… but what
happens when the second number is already negative? (Point out that we can think of
negatives as opposites… so we want to change the -2 to the opposite of negative 2, or
positive 2) (3 + + 2)
-4 - - 6 (-4 + + 6) Walk kids through changing subtraction to adding the opposite.
Pneumonic device: KEEP CHANGE CHANGE
Activity 2
Whiteboards - whiteboard approx 15 problems.
Homework CMP worksheet – Subtracting integers I2
LP5_ Graphing in 4 quadrants
AIM: SWBAT graph integers on a Cartesian coordinate plane. SWBAT determine in
which quadrant points lie on the Cartesian coordinate plane.
Do-Now:
1) 3 – 14
2) -6 – 5
3) -7 – -14
Mini-Lesson
Talk about Cartesian coordinate plane.
Y axis is the vertical axis (remember because y is longer than x)
X axis is the horizontal axis
(x, y) (across the hallway, up and down the stairs.)
Quadrants start numbering in the (positive, positive) and go around counter clockwise.
Numbered using roman numerals.
Show how to plot (3, 5) ; (-3, 5) ; (-5, -2) ; (5, -2)
Identify in which quadrant each point lies.
Independent Practice
Mystery Picture worksheet
Homework
Integer HW e ( hw 36 worksheet )
LP 6 – Multiplying and Dividing
Study the examples below and see if you spot any patterns. Can you figure out the rules
for multiplying and dividing integers?
2 x -3 = -6
-2 x 3 = -6
-2 x -3 = 6
2x3=6
6 -2 = -3
-6 2 = -3
-6 -2 = 3
6 2=3
Rule multiplying and dividing integers:
POSITIVE x or POSITIVE = POSITIVE
NEGATIVE x or NEGATIVE = POSITIVE
POSITIVE x or NEGATIVE = NEGATIVE
NEGATIVE x or POSITIVE = NEGATIVE
White board!
LP 7 – Adding, Subtracting, Multiplying, and Dividing Integers (with Graphing)
Do now:
1) -3 + -7
2) 4 - - 6
3) 5 x -8
4) -8 -2
Largest/smallest
Christmas_graph
LP 8 – Absolute Value/ Integers and Algebra
Absolute Value - the distance from zero.
Look at the number line: The absolute value of x, denoted "| x |" (and which is read as
"the absolute value of x"), is regarded as the distance of x from zero. This is why absolute
value is never negative; absolute value only asks "how far?", not "in which direction?".
This means that | 3 | = 3, because 3 is three units to the right of zero, and also | –3 | = 3,
because –3 is three units to the left of zero.
Simplify –| –3 |.
Given –| –3 |, first handle the absolute value part, taking the positive and converting the
absolute value bars to parentheses:
–| –3 | = –(+3)
Now you can take the negative through the parentheses:
–| –3 | = –(3) = –3
(Note: When typing, such as in e-mail, the "pipe" is usually used to indicate absolute
value. The "pipe" is probably a shift-key somewhere north of the "Enter" key on your
keyboard. While the "pipe" denoted on the physical keyboard key may look broken, the
typed character should display on your screen as a solid line. If you cannot locate a "pipe"
character, you can use "abs()" instead, so that "the absolute value of negative 3" would be
typed as "abs(–3)".)
Simplify | –8 |.
| –8 | = 8
Simplify | 0 – 6 |.
| 0 – 6 | = | –6 | = 6
Simplify | 5 – 2 |.
|5–2|=|3|=3
Simplify | 2 – 5 |.
| 2 – 5 | = | –3 | = 3
Simplify | 2 + 3(–4) |.
| 2 + 3(–4) | = | 2 – 12 | = | –10 | = 10
Simplify –| –4 |.
–| –4| = –(4) = –4