Professional Documents
Culture Documents
Incredible Integers
Incredible Integers
Incredible Integers
Brief Overview:
Students of sixth grade mathematics often come to middle school lacking a firm
grasps on the concept of positive and negative numbers. The integer unit is
critical for the development of this understanding and serves as a vital
springboard for future work with negative numbers. The unit is divided into three
main components, each involving a full, ninety-minute lesson. An overhead
projector should be available for all lessons. The first lesson reviews key
vocabulary and builds a fundamental understanding of positive and negative
whole numbers and their absolute values. The second lesson moves to the
application of those integers in addition and subtraction. The final lesson applies
integers to situations requiring multiplication and division.
NCTM Content Standard:
Number and Operations Standard for Grades 6-8
Understand numbers, ways of representing numbers, relationships among
numbers, and number systems.
Develop meaning for integers and represent and compare
quantities with them.
Grade/Level:
Grade 6, advanced, and Grade 7.
Duration/Length:
Three (3) ninety-minute lessons.
Student Outcomes:
Students will be able to:
Lesson 1:
Identify and plot integers on a number line.
Determine the absolute value of any integer.
Lesson 2:
Evaluate sums and differences of integers.
Lesson 3:
Evaluate products and quotients of integers.
Demonstrate mastery of unit principles through summative assessment.
Commutative -
Difference Distributive -
Integers -
Inverse -
Irrational Numbers-
Natural Numbers Negative Numbers Number Line Positive Numbers Product Quotient Rational Numbers -
Development/Procedures:
Lesson 1
Coach
and
1.
2.
Solve:
| -11 | + | 7 |
3.
4.
5.
Solve:
-|3| + |-9|
6.
7.
8.
Player
-8
-7
-6
-5
-4
-3
-2
-1
10
11
12
13
14
15
16
17
18
19
20
Vocabulary Crossword:
Lesson 2
FREE
Please use the following numbers: -20, -19, -18, -17, -16, -15, -14, -13, -12, -11, -10, -9, -8,
-7, -6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
15
-10
9
-1
-1
-12
-17
-6
6
-15
7
-20
4
-9
-20
17
14
-10
9
-10
-16
9
-11
4
13
-26
1
7
-12
2
5
25
25
11
21
1
0
-20
21
15
-17
-15
27
-13
-3
13
11
0
-5
-31
-11
-9
16
-13
1
-7
8
19
17
6
8
-20
-16
12
-5
0
-1
17
-4
-13
-3
20
-11
-1
-18
18
0
-17
-4
6
-6
13
9
-20
-5
-5
-11
-13
-11
12
-2
-7
9
18
9
-15
-5
3
3
-7
1
-8
17
0
-17
-10
6
-20
6
23
0
6
18
0
-10
-8
17
-15
-9
-13
17
-10
-17
9
4
19
-8
0
-4
-11
-16
19
-11
-14
18
-5
-5
5
-11
2
-10
10
-6
9
-4
2
-15
-14
12
-3
** You may create your own random integer bingo list if you have a TI graphing
calculator. I used the TI-84 plus silver edition and entered the following steps.
Steps: (1) STAT
(2) 1:EDIT
(3) You will see your table for L1, L2, L3, etc.
(4) Highlight the L1 (list name)
(5) Highlight the L1 (list name) hit CLEAR if you already have info. in list
(6) At the bottom of the screen you will see L1 =
(7) Hit the MATH key.
(8) Arrow to the right until PRB is highlighted
(9) Arrow down to 5:randInt(
(10) Hit Enter.
(11) Type in the lowest number you want, then place a coma (,) after the lowest
number, then type in the highest number you want and enter a coma (,), and
finally enter the quantity of numbers you want to generate. For example, if I
want a range from 20 to 20. Then my calculator would display this.
L1=randInt(-20,20,50). This would produce 50 random integers from 20 to
20. Hit Enter.
(12) Highlight L3
(13) At the bottom of the screen you will see L3 =
(14) Repeat step 7 through 11 for list 3 (L3).
(15) Highlight L2
(16) At the bottom of the page you will see L2 =
(17) Type in the equation you would like for the answer. For example, with the
addition and subtraction chart, I typed in L3 L1. Hit Enter.
(18) Connect calculator to your computer with an USB cord
(19) Click on TI Device Explorer to locate your lists
(20) Copy and Paste your lists into a chart onto a Microsoft Excel spreadsheet
(21) Design your chart to your liking
(22) Enjoy!
Name ___________________________________
Date ________________
+/ -
Number
4
12
20
=
=
=
=
=
=
=
Answer
6
8
-3
-20
ANSWER KEY
The Washington Redskins played a game against the New York Giants. Help us figure
out what happened at the game.
1. After the kickoff the Redskins were at the 20-yard line, they made a play and
ended up at the 40-yard line. How many yards did the team advance? 20 yards
2. After the yards were determined they lost 15 yards, then gained 5 yards. Where
are the Redskins now located? 10 yard line
3. The quarterback was tackled on the next play and lost 8 yards, but gained 12 on
the next play. What yard line are they on now? 14 yard line
Please show the following equations by drawing algebra tiles. Specify what each tile
represents. Include the solution.
4. -3 + 4 =
5. -5 + 8 =
+
6. 9 + (-2) =
+
7. -5 3 =
-
+/ +
+
-
Number
9
4
12
20
84
=
=
=
=
=
=
=
Answer
6
8
-3
-6
-20
Name ________________________________________
Date _______________
7+-6=
5+5=
9 - -4 =
20 + -4 =
15 + 18 =
2 + 13 =
4 + -5 =
23 - -10 =
-5 + - 26 =
-15 + - 9 =
3.
4.
5.
Find two integers whose sum is equal to 26. Are there more examples that you can
think of? Give at least 4 examples.
Name ________________________________________
Date _______________
7+-6=1
5+5=0
9 - -4 = 13
20 + -4 = 16
15 + 18 = 3
2 + 13 = 11
4 + -5 = -1
23 - -10 = -33
-5 + - 26 = -31
-15 + - 9 =-24
2.
-2
3.
4.
5.
-1
Find two integers whose sum is equal to 26. Are there more examples that you can
think of? Give at least 4 examples.
Answers may vary: -12 + -14, 23 + -3, 30 + -4, -6 + -20, 0 + -26, -10 + -16
Name ___________________________________
Date ________________
7. The chart below lists the five-day temperature for Vostok, Antarctica in late June.
a.
b.
c.
d.
e.
Find the difference between the warmest day and the coldest day.
Find the sum of the two coldest days. The two warmest days.
Which day has the coldest temperature?
What day has the warmest temperature?
Create a question using the table provided.
Location
Day 1
Day 2
Day 3
Day 4
Day 5
Vostok,
Antarctica
-67 F
-79 F
-59 F
-47 F
-48 F
Saturday
5. Draw algebra tiles to represent the following equation, include the solution:
5 + -8 =
+
=
-3
6. What is the equation and solution for the algebra tiles represented? Black Tiles
are negative, white tiles are positive.
-3+4=1
7. The chart below lists the five-day temperature for Vostok, Antarctica in late June.
a. Find the difference between the warmest day and the coldest day. 32
b. Find the sum of the two coldest days. The two warmest days.
Coldest: -146
Warmest: -95
c. Which day has the coldest temperature? Day 2
d. What day has the warmest temperature? Day 4
e. Create a question using the table provided. Answers may vary
Location
Day 1
Day 2
Day 3
Day 4
Day 5
Vostok,
Antarctica
-67 F
-79 F
-59 F
-47 F
-48 F
Lesson 3
13
1
7
14
-17
-6
13
8
12
7
9
-20
15
-11
13
-5
-20
-5
-13
-16
-5
13
16
-8
7
-12
-10
-13
7
3
-1
20
-10
3
-10
0
6
8
3
-12
-17
1
12
-11
2
17
10
-19
3
9
-156
-10
-91
98
-51
6
260
-80
36
-70
0
-120
120
-33
-156
85
-20
-60
143
-32
-85
130
-304
-24
63
-7
18
-8
-5
9
19
-20
-4
16
0
5
-19
-15
-17
16
18
-4
-6
-7
15
-7
-12
-2
-5
16
-13
4
-14
7
14
-20
-6
18
-18
7
12
-1
11
14
20
-8
-4
17
6
3
5
16
-5
-8
-13
91
72
112
-35
126
-380
120
-72
-288
0
60
19
-165
-238
320
-144
16
-102
-42
45
-35
-192
10
40
-208
** When zeros are used, the missing integer may possibly be different from the missing
integer in the resource table.
Name: ______________________________
Integer Unit Lesson 3 Worksheet
Date: _____________
Grade 6/7
(2) 5 ____ -7
(3) -3 ____ 6
(4) 8 ____ -8
Solve All work must be shown inside the box provided. [ ] = multiply
(1)
-5 -3
(2)
[9][2][-3]
(3)
[8][-2][3]
(4)
(5)
-6 -9
(6)
[-2][-4][-8]
(7)
[366][-4]
(9)
-42 7
(10)
[-4 -2][-819]
(11) [-5][2][-3][3][-3]
(12)
15 (-3)
[366][10 -2]
(13) In the past 7 plays, the Sligo Lions have received a 5-yard penalty on each play. By
how many yards did the Lions position on the field change?
(14) During the game, the Sligo Lions received 8 penalty violations for a total loss of 40
yards. If they lost the same yardage for each penalty call, by how many yards did the
Lions field position change on each penalty?
(2) 5 _>_ -7
(3) -3 _<_ 6
(4) 8 _=_ -8
Solve All work must be shown inside the box provided. [ ] = multiply
(1)
-5 -3
[9][2][-3]
-54
-15
(5)
(2)
-6 -9
(6)
(3)
[8][-2][3]
(4) 15 (-3)
48
[-2][-4][-8]
-5
(7) [366][-4]
-64
-24
96
54
(9)
-42 7
-6
(11)
[-5][2][-3][3][-3]
-270
-30
(13) In the past 7 plays, the Sligo Lions have received a 5-yard penalty on each play. By
how many yards did the Lions position on the field change?
-35 yards
(14) During the game, the Sligo Lions received 8 penalty violations for a total loss of 40
yards. If they lost the same yardage for each penalty call, by how many yards did the
Lions field position change on each penalty?
-5 yards
Summative Assessment:
Nicole Barone
Sligo Adventist Elementary School
Potomac Adventist Conference
Shanna Williams
Smothers Elementary School
Washington, D.C. Public Schools
Steven Onken
Crofton Middle School
Anne Arundel County
Name: __________________
Integers Unit Lesson Review
Date: __________________
Grades6/7
Directions: Use your notebook and locate where you wrote the multiplication,
division, addition, or subtraction rules for integers. Release the creative genius in you
and brainstorm ideas of how you could illustrate these rules. You have a few choices for
this assignment. Your first choice is to draw some cartoon representation of the integer
rule. Draw a picture that would help you remember what to do when you add a negative
to a positive or when you multiply a negative to a positive. Your second choice is to put
the rules to music. Make up an Integer Rap or an Integer Song or any music related
integer piece. The third and final choice is to create an Integer Poem, it can be any
kind of poem you want. It could be a haiku, a free verse, or a rhyming poem with an
ABAB pattern; it doesnt matter. Its completely up to you!
Example:
Integer Rap
My name is Scott and all the ladies think Im hot
I have no shame, but fame is not my game
Math is what I do and integers are so cool
Check out this prob and see how I solve
Negative three times three is negative nine
Watch me as I hit it one more time
Negative fifteen divided by negative five is positive three
Its hot, catch the wave and try to be just like me
~By: Nicole Barone 2005
Now its your turn! Good Luck!
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________