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Investigation 1.1

Investigation 1.1. Playing Math Fever. Learning Targets. I can understand the use and proper notation of positive and negative rational numbers and integers in applied contexts. I can interpret and represent positive and negative numbers on a number line and in a number sentence.

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Investigation 1.1

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  1. Investigation 1.1 Playing Math Fever

  2. Learning Targets • I can understand the use and proper notation of positive and negative rational numbers and integers in applied contexts. • I can interpret and represent positive and negative numbers on a number line and in a number sentence.

  3. Exploring a Number Line 3 and -3 are opposites 0.5 • Label the integer points from -10 to 10. • Label 0.5 on the number line. • Label on the number line. • Put a dot on 3 and the opposite of 3. -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

  4. Game Show Scoring • During Jeopardy, a constant's score increases if they answer the question correctly and there score decreases if they answer incorrectly. There score can also become negative. • Jeopardy example

  5. Vocabulary • Before we begin Problem 1.1, let’s define some vocabulary terms. • Lets fill in our Marzano Vocabulary for the following terms: • Negative numbers • Positive numbers • Opposites • Integers • Rational numbers Number types video

  6. Rational Numbers Tree

  7. Problem 1.1 – Using Positive and Negative Numbers • Ms. Bernoski’s math classes often play Math Fever. The game board is shown below.

  8. Problem 1.1 – Using Positive and Negative Numbers • At one point in a game, the scores are as follows: • Which team has the highest score? • Rocket scientists • Which team has the lowest score? • Know-It-Alls • How did you decide?

  9. Problem 1.1 – Using Positive and Negative Numbers • At one point in a game, the scores are as follows: • How many pairs can you make to compare the scores of the three teams? • Super Brains vs. Rocket Scientists • Super Brains vs. Know-It-Alls • Rocket Scientists vs. Know-It-Alls • How could Super Brains get a score of -300?

  10. Problem 1.1 – Using Positive and Negative Numbers • What is the difference in points for each pair of teams? • Use number sentences to describe two possible ways that each team reached its score. • Write number sentences to represent each sequence of points. Start with the current score for each team. • Now which team has the highest score and which team has the lowest score?

  11. Homework • Inv. 1.1 ACE(6-8, 48)

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