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How can 8 - 3 be turned into an addition problem?

How can 8 - 3 be turned into an addition problem?. In this lesson you will learn to rethink a subtraction problem as an addition problem by using the additive inverse. What’s an integer?. Integers include positive and negative whole numbers as well as 0.

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How can 8 - 3 be turned into an addition problem?

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  1. How can 8 - 3 be turned into an addition problem?

  2. In this lesson you will learn to rethink a subtraction problem as an addition problem by using the additive inverse.

  3. What’s an integer? Integers include positive and negative whole numbers as well as 0. ...-3, -2, -1, 0, 1, 2, 3 ... Non-Examples: -5.2 0.28 -9.9 4

  4. What’s subtraction? Subtraction is the opposite of addition. It can be seen as the process of taking away or finding the differencebetween two numbers. 15 - 3 = 12 subtrahend difference minuend

  5. How does one add on a number line? -13 • 8 + -13 8 -5 • -3 + -6 -6 -3 -9

  6. Subtracting the numbers like two positives and applying a sign at the end. - -6 - 3 = 3 - 5 - (-4) = 1

  7. Additive Inverse 8 - = 5 7 - 13 = -6 3 8 + (-3) = 5 7 + (-13) = -6 0 0 0 0

  8. Additive Inverse -15 - 6 = -21 -2 - (-9) = 7 -15 + (-6) = -21 -2 + 9 = 7 0 0

  9. In this lesson you learned to rethink a subtraction problem as an addition problem by using the additive inverse.

  10. Determine the difference of -5 - (-9) by modeling the additive inverse. -5 -(-9)

  11. Simplify -8 - 6 and -8 + (-6). -8 - 6 -8 + (-6)

  12. Create a set of 30-40 integer subtraction problems. • Rewrite each problem as an addition problem using the additive inverse. See how many you can correctly rewrite in 60 seconds.

  13. Partner Game: • Each partner writes an integer subtraction problem for the other partner. • Each partner then solves the problem on his own paper by rewriting the problem as an addition problem using the additive inverse. • Both partners compare their answers.

  14. Subtracting a negative subtrahend can be one of the most confusing aspects of working with integers. • Rewrite these using the additive inverse: • -16 - (-2) 7 - (-14) -3 - (-18) • What “rule” could you write to describe what’s happening?

  15. Simplify 12 + 4 and 12 - (-4). 12 + 4 12 - (-4)

  16. Determine the difference of -10 - 7 by modeling the additive inverse.

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