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BOP - QUARTER 1 WEEK 2 Work on weekly spiral questions due today. Tuesday, #3, 4, 5, 6

BOP - QUARTER 1 WEEK 2 Work on weekly spiral questions due today. Tuesday, #3, 4, 5, 6 Wednesday, #7, 8 and 9. Thursday, #1, 2, 10 If you finish early, work on vocabulary cards and notes from previous lessons. Notebook and vocabulary card check on Monday.

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BOP - QUARTER 1 WEEK 2 Work on weekly spiral questions due today. Tuesday, #3, 4, 5, 6

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  1. BOP - QUARTER 1 WEEK 2 Work on weekly spiral questions due today. Tuesday, #3, 4, 5, 6 Wednesday, #7, 8 and 9. Thursday, #1, 2, 10 If you finish early, work on vocabulary cards and notes from previous lessons. Notebook and vocabulary card check on Monday. IT WILL BE A QUIET TIME WHILE I CHECK HOMEWORK.

  2. In Margin TABLE OF CONTENTS

  3. Toolbox: Distributive property – for any real number a, b, c, a(b + c) = ab + ac. To multiply a sum or difference, multiply each number within the parentheses by the number outside the parentheses. Arithmetic Algebra 3(2 + 6) = 3(2) + 3(6) a(b + c) = ab + ac (2 + 6)3 = 2(3) + 6(3) (b + c)a = ba + ca 6(7 – 4) = 6(7) – 6(4) a(b – c) = ab – ac (7 – 4)6 = 7(6) – 4(6) (b – c)a = ba – ca Make a note card with this information.

  4. .

  5. CHECK HOMEWORK CHECK HOMEWORK ANSWERS-USE A RED PEN TO CHECK AND CORRECT YOUR WORK. IF YOU DO NOT HAVE HOMEWORK, YOU SHOULD BEGIN TO WORK ON IT EVEN THOUGH YOU WILL NOT RECEIVE CREDIT FOR THE WORK. Homework completion will be checked off in your agenda under the assignment. + = 5 points = 4 points - = 2 points 0 = No hw/no credit

  6. PRE-ALGEBRA LESSON 1-5 Pages 27–29 Exercises 1. –4 + 7; 3 2. 5 + 0; 5 3. –4 + (–2); –6 4. 3 + (–8); –5 5. –3 6. –3 7. 3 8. –7 9. –5 10. –9 11. –1 12. 1 13. 3 14. –9 15. –13 16. –14 17. 53 18. –65 19. 100 20. 0 21. –185 22. 2,620 m 23. 23 24. 12 Adding Integers 1-5

  7. PRE-ALGEBRA LESSON 1-5 25. –61 26. 12 27. Negative; both numbers are negative. 28. Positive; the number with greater absolute value is positive. 29. Zero; the numbers are opposites. 30. 15 31. 0 32. –8 33. 7 34. 16 35. –40 36. < 37. > 38. = 39. > 40. > 41. > 42. –7 43. –8 44. –45 45. –20 + 18; –2 46. 200 + (–75); 125 47. 120 + (–25); 95 48. –35 + 10; –25 49. 1 Adding Integers 1-5

  8. Adding Integers PRE-ALGEBRA LESSON 1-5 50. –3 51. –60 52. 4 yd loss 53. $158 54. Answers may vary. Sample: My friend subtracted 5 instead of adding 5. 55. Answers may vary. Sample: First find the difference of the absolute values of the 55. (continued) two numbers. Then give the answer the sign of the number with the greater absolute value. 56. negative 57. positive 58. negative 59. positive 60. B 61. H 62. B 63. G 64. < 65. > 66. > 67. > 68. < 69. < 1-5

  9. Homework Do not complete textbook pages this weekend. We will do these pages on Monday. Work on your notebook and your vocabulary cards.

  10. QUIZ #1: ORDER OF OPERATIONSCOMBINING LIKE TERMS ANDDISTRIBUTIVE PROPERTY. • Show every step. • Box your final answer. • Place in your period’s basket at the back of the room. • When you finish, work on leaf handout. • Vocabulary cards and Notebook check on Monday.

  11. Set up notebook pages R13 9-5-13 • SUBTRACTING INTEGERS • 7.NS.1.c, 7.NS.1d • Lesson Objective: Students will be able to model subtraction of integers.

  12. Traffic Light L13 Learning Goal: I will… What I already know about subtracting integers…. PROOF OF LEARNING: guided practice Reflection

  13. R13 9-5-13 • SUBTRACTING INTEGERS • 7.NS.1.c, 7.NS.1d • Lesson Objective: Students will be able to model subtraction of integers. We can model subtraction of integers in various ways: Method #1- Use a number line to find the difference.

  14. 3-4 Subtracting Integers 1 2 3 4 5 6 –2 –1 0 Course 2 Example 1: Use a number line to find the difference. –1 4 A. 4 – 1 Start at 0. Move right 4 spaces. To subtract 1, move to the left. 4 – 1 = 3

  15. 3-4 Subtracting Integers –6 –5 –4 –3 –2 –1 0 1 2 Course 2 Example 1: Use a number line to find each difference. –1 –3 B. –3 – 1 Start at 0. Move 3 spaces left. To subtract 1, move to the left. –3 – 1 = –4

  16. 3-4 Subtracting Integers –4 –3 –2 –1 0 1 2 3 4 Course 2 Example 1: Use a number line to find each difference. –(–4) –2 C. –2 – (–4) Start at 0. Move left 2 spaces. To subtract –4, move to the right. –2 – (–4) = 2

  17. When working with manipulatives, it is important to follow instructions so that the activity is meaningful. Do not touch the manipulatives until told to do so. Use the manipulatives for the intended purpose only. When asked to stop for instructions, put your hands in your lap and listen. Put the manipulatives away when instructed making sure that all parts are put back appropriately. Check on the floor! Failure to follow instructions could mean that you will have to complete the activity without manipulatives.

  18. Method #2- Use integer chips to model subtraction • Let = 1 and = -1. • So + = 0. • These groups of chips show three different ways of modeling 2. • Show 2 other ways of modeling 2.

  19. Let = 1 and = -1. • So + = 0. • These groups of chips show three different ways of modeling -2. • Show 2 other ways of modeling 2.

  20. You can model some subtraction problems by taking away chips. 6 – 5 = 1 -6 – (-5) = -1

  21. To model some subtraction problems, such as -6 – 3, you will need to add neutral pairs before you can take chips away. • Start with 6 red chips to represent -6. • Since you cannot take away 3 yellow chips, you must add 3 neutral pairs • Now you can take away 3 yellow chips. -6 – 3 = -9

  22. HANDOUT TO BE TURNED IN FOR CLASS PARTICIPATION GRADE

  23. HANDOUT TO BE TURNED IN FOR CLASS PARTICIPATION GRADE

  24. HANDOUT TO BE TURNED IN FOR CLASS PARTICIPATION GRADE

  25. R12

  26. Traffic Light R12 Guided Practice - Complete the following problems on the left side

  27. 3-4 Subtracting Integers Course 2 Example 2: Subtract. A. 5 – (–2) 5 + 2 Add the opposite of –2. 7 B. –3 – 7 –3 + (–7) Add the opposite of 7. –10 C. – 1 – (–8) –1 + 8 Add the opposite of –8. 7

  28. 3-4 Subtracting Integers Course 2 Example 3: Evaluate x – y for each set of values. A. x = –3 and y = 2 x – y Substitute for x and y. –3 – 2 = –3 + (–2) Add the opposite of 2. = –5 B. x = 4 and y = –6 x – y 4 – (–6) = 4 + 6 Substitute for x and y. Add the opposite –6. = 10

  29. 3-4 Subtracting Integers Course 2 Example 4: Find the difference between 32˚F and –10˚F. 32 – (–10) Add the opposite of –10. 32 + 10 = 42 The difference in temperature is 42˚F.

  30. Traffic Light Red - I have lots of questions. Yellow - I mostly get it but need practice. Green - I got it; No problems; Ready to move on.

  31. SUMMARY: How are addition and subtraction related? How can this help you subtract integers? Math 7 –Textbook page 148, #1-35. Math 7+ - Textbook pages 32-33, #18-53 and 66, 67, 68

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