Warm-up In 5 Subject notebook, put warmups in the last section, write the date

1. Warm-up In 5 Subject notebook, put warmups in the last section, write the date

2. Accentuate the Negative Integers and Rational Numbers

3. Investigation1: Extending the Number System Students will compare numbers using a number line. Students will be able to evaluate add and subtract of numbers using a number line.

4. Homework for this section Pg 20 Due Thurs 8/29 A Everyone can do 1,5,11,20a, 21a,23,25,31,32, 56 B is a little more challenging problems 2,5,11,20c,21a,22,24,29,31,32, 56 IXL – up to 70 points, due by Friday the 30ths A2 and A4 Saturday mornings I make screens shots of all the class and then grade accordingly, for each section 3 pts if done complete, 2 pts if 50 or above 1 pt if started, 0 pts not started Quiz is scheduled 8/30 on Investigation 1

5. 1.1 Playing Math Fever Students will use the number line to represent positive and negative numbers. How can you find the total value of a combination of positive and negative numbers?

6. What do you know about a number line?(these could go in vocab) Scale how you count on a number line, should be evenly spaced Positive Numbers go right from zero Negative Numbers go left from zero Zero Center of the number line

7. Number line Signs on numbers can be written in the upper left of number, in front of number, usually the plus sign is not written only negative What is the relationship of -0.6 and 0.6? Which number is greater -2.3 or 1.2, why? How can you use a number line to help you list -2.3, -3.5, and 1.7 in order?

8. Types of numbers(these could go in vocab) Counting Numbers 1,2,3,4,5,… Whole numbers 0,1,2,3,4,… Integers …,-3,-2,-1,0,1,2,3,… Rational Numbers Integers and fractions, decimals that repeat or terminate Irrational Numbers Decimals that do not repeat or terminate

9. Warm-Up • Write the prime factorization for each number 165 760 • Find the GCF and the LCM of each pair of numbers, find at least 2 methods 36 and 45 78 and 104 and 117

10. Math Fever Intro is Jeopardy In your groups read through on page 8 and work through problem 1.1 We will discuss as a group Should know types of numbers and placement on number line

12. How did we do? • Students will use the number line to represent positive and negative numbers. Can you use the number line to adequately represent positive and negative numbers – thumbs up, down or sideways • How can you find the total value of a combination of positive and negative numbers? Moving in the correct direction on the number ling from one number to another You should be able to answer the following homework questions 1,2,5

13. Warm-up

14. 1.2 Extending the number line Students will graph inequalities using a number line. Students will be able to determine the midpoint of two numbers using a number line. Students will be able to identify opposites of a number using a number line. How can you use a number line to compare two numbers?

15. More types of numbers Rational Numbers Numbers that can be expressed as one integer divided by another integer, but not zero Are integers rational numbers, why or why not? Only if when you divide by a number it would simplify to a non fraction number Is zero a rational number, why or why not? Part of definition, whenever you divide zero by a number you get zero and you can’t divide by zero How would you define opposite numbers? Same distance from zero on opposite sides of the number line

16. Group work 1.2 pg 12 parts A,B,C,E,F,G Graphing inequalities More than just one number satisfies this

17. Inequalities What are the symbols for inequalities? How do you read them, Graph them, write them? Read from variable Plot point (open or closed) draw arrow in direction of numbers that make statement true Variable type of inequality ( usually same as direction of arrow) number

18. Examples Read and Graph the following X > 4 5 > x Write inequality from graph and read

19. Summary Midpoint Find the number that is the same distance from the 2 plotted numbers on the number line, just count How do you determine numbers that are farther when comparing other than zero When you need to count farther from zero Graphing inequalities More than just one number satisfies this Draw an arrow in the direction of all numbers that make statement true

20. How did we do? • Students will apply new terms and associated them with the number line. Can you plot a numbers opposite Can you graph and read inequalities Can you find the midpoint of 2 numbers • How can you use a number line to compare two numbers? Distance away from zero You should be able to do the following problems 11 - 32

21. Warm-up This is the complete list of factors of a certain number 1,2,3,4,6,7,12,14,21,28,42,49,84,98, 147, 196,294 What is the number?

22. 1.3 From Sauna to Snowbank Students will calculate temperature change using a number line. How can you write a number sentence to represent a change on a number line and how can you use a number line to represent a number sentence?

23. Page 14 Video What does n represent? What does the number sentence 120 + n = -20 tell you? What does the number sentence -20 + n = 120 tell you?

24. Problem 1.3 pg 16 Work Through D and E Work through as a small group we will discuss as a class Writing equations and expressions are you looking at addition or subtraction, does it matter does it matter the order What does the sign tell us about the answer Key words for addition sum, add, more Key words for subtraction less, subtract, difference

25. Warm-up 1. Perform the indicated operations 3. 2.

26. Discuss Homework • Make sure name is on your paper • If more than 1 page make sure it is stapled • Show work when needed • Explain your process – how would you teach someone • Answer all the questions

27. 1.4 In the Chips Students will use red and black chips to help visualize positive and negative numbers.

28. Using Chip Models Red chips for expenses Negative Black chips for income Positive If expense is great than income you are in the red, you want to be in the black

29. Problem 1.4 pg 18 Getting to know how the chips work and understand the process Work through A and B E make a chip board to represent each F how would you do this Talk about the honors problem can you make sense of it now

30. Quiz Key concepts • Number line – plotting points • Number line – comparing numbers • Graphing and writing inequalities • Opposites • Combining numbers and number sentences • Number sentences with temperatures

31. Quick Warm-up • Explain the process for graphing an inequality (prob 23-29 in HW) • Explain the process for writing the inequality from a graph (prob 31 and 33) • How could you show work when finding a midpoint (prob 22 in HW)

32. Homework Discussion • W means you need to show work • I tend to circle things as I see them and if they might be a little better, like question 20 • Line through something usually means it is wrong I will usually put how many points you lost next to it • ? Means I am not sure what you are saying or can’t understand your work, this will normally mean you lost points until you come and see me • Inequalities is the key situation that people made mistakes • Lots of missed problems • Number 56 label the answer what does 8 stand for • Honors descriptions were key what I was looking for • Homework only done in pencil, blue or black pen