1 / 92

Let’s Review Integers (Unit 9)

http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell06.swf Learn Alberta. Let’s Review Integers (Unit 9). 1. Combine 2 red chips and 2 blue chips…what is their sum? 2. Make the above into an addition statement …use brackets.

benoit
Download Presentation

Let’s Review Integers (Unit 9)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

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

  3. Are integers with the same numeral, but different signs (+ or -) …they are the same distance from zero, in opposite directions. Opposite Integers Student Outcome: I will learn what opposite integers are. • For example: • (+1) and (-1) are opposite integers • (-3) and ( ) are opposite integers • (+14) and ( ) are opposite integers • (-659) and ( ) are opposite integers

  4. Zero Pair: combining (+1) with (-1) (+1) + (-1) = 0 Zero Pairs Student Outcome: I learn about zero pairs. • We can combine numerous zero pairs to solve problems: • For example: • (+1) + (-1) = • (-3) + (+3) = • (+11) + (-11) =

  5. Grouping: combining “positives with positives” “positives with negatives” or “negatives with negatives” to allow us to solve Adding Integers Student Outcome: I will be able to add integers using integer chips. Addition Statements: (+1) + (+2) = ______ (+5) + (- 4) = ______ • Your turn…apply “integer addition” • Draw the model for (-3) + (+ 4) • 2. Draw the model for (+11) + (-3)

  6. 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 Adding Integers GAMES Student Outcome: I will be able to add integers using integer chips.

  7. SOLVE FindThe Addition Statement Student Outcome: I will be able to add integers using integer chips.

  8. Model the scenario and create an addition statement to find your answer… FindThe 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?

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

  10. Practical Quiz #1 On the front On the back

  11. Using aNumber Lineto 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 (+) andNegative (-) Move the DOT to it’s correct place using the addition statements below… 1. (+4) + (+3) 2. (-2) + (+5) 3. (+5) + (-11)

  12. 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?

  13. 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?

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

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

  16. 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…

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

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

  19. Finding Temperaturesusing a Number Line • Number lines can also be vertical (grids). • Top of the “y” axis is positive and bottom is negative. • Rightside of “x” axis is positive andleft side is negative. What are the 2 different addition statements?

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

  21. ApplyInteger 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

  22. ApplyInteger 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

  23. Page 320-322: 4,20ab,21ef,22,23 114,5,8ab,13,14,18 1,4,5,7ab,9,10 Applying Integer Addition

  24. Practical Quiz #2 On the front On the back

  25. 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?

  26. 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? Explore Integer Subtraction Student Outcome: I will be able to subtract integers using integer chips.

  27. Model it… Subtraction Student Outcome: I will be able to subtract integers using integer chips. Model the equations below… (-5) – (-2) (+8) – (+3)

  28. Model the equations below… (-5) – (-2) (+8) – (+3) Model it… Subtraction Student Outcome: I will be able to subtract integers using integer chips. What do you notice about each equation?

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

  30. Model it… Subtraction Student Outcome: I will learn different strategies to use addition to subtract integers.. STRATEGY #1 “Move in – Move out”

  31. 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

  32. 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

  33. 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

  34. 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

  35. 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

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

  37. 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!

  38. 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!

More Related