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7-TE U1M1 Integers
7-TE U1M1 Integers
Subtracting Integers
You can represent real-world
MODULE
1
?
LESSON 1.1
ESSENTIAL QUESTION quantities with integers, and
then solve the problems Adding Integers with
by finding the sums or the Same Sign
How can you use addition differences of the integers.
and subtraction of integers 7.NS.1, 7.NS.1b,
to solve real-world 7.NS.1d
problems?
LESSON 1.2
Adding Integers with
Different Signs
7.NS.1, 7.NS.1b
LESSON 1.3
Subtracting Integers
7.NS.1, 7.NS.1c
LESSON 1.4
Applying Addition
and Subtraction of
Integers
7.NS.1, 7.NS.1d,
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Peter Haigh/Digital Vioion/Getty
7.NS.3, 7.EE.3
Real-World Video
Death Valley contains the lowest point in North America, elevation
–282 feet. The top of Mt. McKinley, elevation 20,320 feet, is the
highest point in North America. To find the difference between
my.hrw.com these elevations, you can subtract integers.
Images
my.hrw.com my.hrw.com Math On the Spot Animated Math Personal Math Trainer
Go digital with your Scan with your smart Interactively explore Get immediate
write-in student phone to jump directly key concepts to see feedback and help as
edition, accessible on to the online edition, how math works. you work through
any device. video tutor, and more. practice sets.
3 Module 1
3
Are You Ready? Are YOU Ready?
Complete these exercises to review skills you will need Personal
Assess Readiness for this module. Math Trainer
Online Practice
Use the assessment on this page to determine if students need Understand Integers my.hrw.com and Help
intensive or strategic intervention for the module’s prerequisite skills. EXAMPLE A diver descended 20 meters. Decide whether the integer is positive
or negative:
descended → negative
3 -20
2
Response to Write the integer.
video?
• What integer is represented by sea level? 0
4 Unit 1
Module 1 5
5 Module 1
GETTING READY FOR
GETTING READY FOR Adding and Subtracting Integers
Adding and Subtracting Understanding the standards and the vocabulary terms in the standards
will help you know exactly what you are expected to learn in this module.
Integers 7.NS.1
Apply and extend previous What It Means to You
Use the examples on the page to help students know exactly what understandings of addition and You will learn how to use models to add and subtract integers with
they are expected to learn in this module. subtraction to add and subtract the same sign and with different signs.
rational numbers; represent
addition and subtraction on a EXAMPLE 7.NS.1
CA Common Core horizontal or vertical number
line diagram.
You will learn how to use models to add and subtract integers with
the same sign and with different signs.
Standards Key Vocabulary 4 + (-7) +(-7) Start at 0.
additive inverse (inverso 4 Move right
Content Areas aditivo) 4 units.
The opposite of a number. Then move
-5 -4 -3 -2 -1 0 1 2 3 4 5
The Number System—7.NS left 7 units.
4 + (-7) = -3
Cluster Apply and extend previous understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers.
7.NS.1c
Understand subtraction of What It Means to You
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©PhotoDisc/Getty Royalty Free
Go online to rational numbers as adding You will learn that subtracting an
the additive inverse, p - q integer is the same as adding its
see a complete = p + (-q). Show that the additive inverse.
unpacking of the distance between two rational
numbers on the number line EXAMPLE 7.NS.1c
CA Common Core is the absolute value of their Find the difference between 3,000 °F
Standards. difference, and apply this and -250 °F, the temperatures the
principle in real-world contexts. space shuttle must endure.
my.hrw.com
Key Vocabulary 3,000 - (-250)
integer (entero)
A member of the set of whole 3,000 + 250 = 3,250
numbers and their opposites.
The difference in temperatures the
shuttle must endure is 3,250 °F.
Visit my.hrw.com
to see all CA
Common Core
Standards
explained.
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6 Unit 1
Lesson Support
Content Objective Students will learn to add integers with the same sign.
Language Objective Students will explain how to add integers with the same sign.
Building Background
opposites
Eliciting Prior Knowledge Have students work in pairs to positive
create a word web for integers. Have one or two pairs share their
word web on the board and explain why they chose each of the
terms to be included in the word web. negative
integers
number whole
line numbers
7A
PROFESSIONAL DEVELOPMENT
EL
Language Support
California ELD Standards
Emerging 2.I.1. Exchanging information/ideas – Engage in conversational exchanges and express ideas on familiar topics
by asking and answering yes-no and wh- questions and responding using simple phrases.
Expanding 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
Bridging 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following turn-taking
rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and
providing useful feedback.
EL
Linguistic Support
EL
Leveled Strategies for English Learners
Emerging When English proficiency is limited, allow students to use their primary language in
peer-to-peer discussions, as this encourages higher-level thinking.
Expanding Working in small groups is an excellent way for English learners to deepen concept
knowledge and to simultaneously practice the academic language and vocabulary. Have English
learners work with students of mixed language proficiency.
Bridging Keep in mind that the nuances of language such as humor, multi-meaning words, and
idiomatic expressions can inhibit comprehension of the math concepts when they go unexplained.
Preview the word problem and instructions for any such words or phrases.
This feature is a discussion point in the lesson designed to get students to think
Math Talk and discuss with others to deepen their understanding and clarify misconcep-
tions. It challenges all students to express their thinking. In order to engage
English learners, elicit responses leveled by English proficiency by using the
recommendations.
Talk About It
Check for Understanding
Ask: If the temperature is -3 °F, why is a drop of 4 degrees like adding -4 °F
to -3 °F? You are combining the two values, -3 and -4, which is addition.
7 Lesson 1.1
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=B CorrectionKey=B
LESSON
Adding Integers with 7.NS.1
You can use colored counters to add positive integers C A drop in temperature of 5° is like adding -5° to
and to add negative integers. =1 the temperature. 0 0
professional development
Integrate Mathematical Math Background
Practices MP.5 To add means to combine or form the union of
This lesson provides an opportunity to address two disjoint sets. For example: (-a) + (-b) =
this Mathematical Practice standard. It calls for -(a + b), where a + b is the sum of a and b.
students to select tools as appropriate, to solve The Closure Property for integer addition states
problems. In Explore Activity 1, students use that if a and b are integers, then a + b is also an
counters to add positive and negative integers. integer.
In Explore Activity 2, students use a number line
to add negative integers, and in Example 1, Addition is commutative: a + b = b + a.
students work with paper and pencil, using Addition is also associative:
absolute value to add two same-sign integers. (a + b) + c = a + (b + c).
YOUR TURN
Focus on Patterns Mathematical Practices
Point out that when adding integers with the same sign, there is a pattern for the signs of
the sums. For two negative numbers, the pattern for the signs is (-) + (-) = (-). For two
positive numbers, the pattern for the signs is (+) + (+) = (+).
Elaborate
Talk About It
Summarize the Lesson
Ask: What do you think is the most efficient way to add two integers that have the
same sign? Sample answer: Add the absolute values of each integer, and then use
the sign of the integers for the sum. This method is faster than taking time to draw a
number line or assemble counters.
GUIDED PRACTICE
Engage with the Whiteboard
For Exercises 3–8, have students show each addition on the number lines provided,
and explain how they knew where to begin on the number line. Students can take
turns showing the different steps, such as plotting the first addend, counting spaces to
reach the products, and so on.
9 Lesson 1.1
Guided Practice
Adding Integers with a Common Sign
To add integers with the same sign, add the absolute values of the integers and Find each sum. (Explore Activity 1)
use the sign of the integers for the sum.
1. -5 + (-1) 2. -2 + (-7)
Math On the Spot
EXAMPL 1
EXAMPLE 7.NS.1, 7.NS.1d my.hrw.com
STEP 2 Find the sum of the absolute values: 7 + 6 = 13 Can you use the same c. -5 + (-1) = -6 c. -2 + (-7) = -9
procedure you use to find the
sum of two negative integers
to find the sum of two Model each addition problem on the number line to find each sum.
STEP 3 Use the sign of the integers to write the sum. positive numbers? (Explore Activity 2)
Explain.
-7 + (-6) = -13 The sign of each integer is negative. 3. -5 + (-2) = -7 4. -1 + (-3) = -4
Reflect Yes; The signs
are the same, -8 -7 -6 -5 -4 -3 -2 -1 0 -5 -4 -3 -2 -1 0 1 2 3
5. Communicate Mathematical Ideas Does the Commutative Property
of Addition apply when you add two negative integers? Explain.
so find the sum
of the absolute 5. -3 + (-7) = -10 6. -4 + (-1) = -5
Yes; it doesn’t matter whether you add -7 + (-6) or values. The sum
-6 + (-7). The sum will still be -13. uses the sign of - 10 - 9 - 8 - 7 - 6 - 5 - 4 - 3 - 2 -5 -4 -3 -2 -1 0 1 2 3
the integers.
6. Critical Thinking Choose any two negative integers. Is the sum of the
7. -2 + (-2) = -4 8. -6 + (-8) = -14
integers less than or greater than the value of either of the integers?
Will this be true no matter which integers you choose? Explain.
Less than; yes; To add negative integers, you move -5 -4 -3 -2 -1 0 1 2 3 - 16 - 12 -8 -4 0
in a negative direction on the number line for both Find each sum. (Example 1)
integers, so the sum will be less than either of the 9. -5 + (-4) = -9 10. -1 + (-10) = -11
negative integers. 11. -9 + (-1) = -10 12. -90 + (-20) = -110
© Houghton Mifflin Harcourt Publishing Company
?
Find each sum. ESSENTIAL QUESTION CHECK-IN
7. -8 + (-1) = -9 8. -3 + (-7) = -10
17. How do you add integers with the same sign?
9. -48 + (-12) = -60 10. -32 + (-38) = -70
Add their absolute values. Use the sign of the integers
11. 109 + 191 = 300 12. -40 + (-105) = -145 Personal
Math Trainer
as the sign of the sum.
13. -150 + (-1500) = -1650 14. -200 + (-800) = -1000 Online Practice
and Help
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DIFFERENTIATE INSTRUCTION
Kinesthetic Experience Visual Cues Additional Resources
Some students may benefit from physically When adding integers, think: Differentiated Instruction includes:
acting out the addition of integers. Tape or draw • If the signs are the same, find the sum. • Reading Strategies
a 6 to -6 number line on the classroom floor, • If the signs are different, find the difference. • Success for English Learners EL
with numbers about one step apart. Place
Have students predict the sign of the sum of the • Reteach
students, one at a time, facing the number line.
following exercises without doing any • Challenge PRE-AP
Guide them to pace out an addition, moving
calculations.
left to add two negative integers and right to
add two positive ones. For example, to add 1. 1 + 4 = ___ 5
-2 + (-3), a student should stand at -2 and 2. -9 + (-8) = ___ -17
move 3 steps to the left to stand on -5. Invite
students to challenge one another to step out 3. -7 + (-7) = ___ -14
various additions. 4. 120 + 75 = ___ 195
4. Eli had mini-golf scores of -3, -4, 20 3 Strategic Thinking MP.2 Reasoning
and -3. What was his total score for 21 2 Skills/Concepts MP.4 Modeling
the three rounds?
22 3 Strategic Thinking MP.7 Using Structure
5. Anna made withdrawals from her
bank account of $60, $85, and $115. 23 2 Skills/Concepts MP.4 Modeling
Write and solve an addition
problem that shows her 24 3 Strategic Thinking MP.7 Using Structure
withdrawals as negative integers. 25 3 Strategic Thinking MP.3 Logic
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Additional Resources
Differentiated Instruction includes:
Answers
1. -200 • Leveled Practice worksheets
2. -126
Exercise 18 combines concepts from the California Common Core
3. -5 + (-10) = -15 cluster “Apply and extend previous understandings of operations with
4. -10 fractions to add, subtract, multiply, and divide rational numbers.”
5. -60 + (-85) + (-115) = -260
11 Lesson 1.1
Name Class Date
23. Represent Real-World Problems Julio is playing a trivia game. On his
first turn, he lost 100 points. On his second turn, he lost 75 points. On his
1.1 Independent Practice Personal
Math Trainer third turn, he lost 85 points. Write a sum of three negative integers that
models the change to Julio’s score after his first three turns.
Online Practice
7.NS.1, 7.NS.1b, 7.NS.1d my.hrw.com and Help -100 + (-75) + (-85) = -260
18. Represent Real-World Problems Jane 20. A football team loses 3 yards on one play
and Sarah both dive down from the surface and 6 yards on another play. Write a sum
FOCUS ON HIGHER ORDER THINKING Work Area
of a pool. Jane first dives down 5 feet, and of negative integers to represent this
then dives down 3 more feet. Sarah first situation. Find the sum and explain how
dives down 3 feet, and then dives down it is related to the problem. 24. Multistep On Monday, Jan made withdrawals of $25, $45, and $75
from her savings account. On the same day, her twin sister Julie made
5 more feet.
-3 + (-6); -9; the team lost a withdrawals of $35, $55, and $65 from her savings account.
a. Multiple Representations Use the
number line to model the equation
total of 9 yards. a. Write a sum of negative integers to show Jan’s withdrawals on
-5 + (-3) = -3 + (-5). Monday. Find the total amount Jan withdrew.
21. When the quarterback is sacked, the team
loses yards. In one game, the quarterback -25 + (-45) + (-75) = -145; $145
2 was sacked four times. What was the total
b. Write a sum of negative integers to show Julie’s withdrawals on
sack yardage?
0 Monday. Find the total amount Julie withdrew.
-2
Game 1 2 3 4 -35 + (-55) + (-65) = -155; $155
Sack yardage -14 -5 -12 -23
-4 c. Julie and Jan’s brother also withdrew money from his savings account
-3 + (-5) -54 on Monday. He made three withdrawals and withdrew $10 more than
-6
-5 + (-3) Julie did. What are three possible amounts he could have withdrawn?
-8
22. Multistep The temperature in Jonestown
and Cooperville was the same at 1:00. Sample answer: $45, $55, and $65
By 2:00, the temperature in Jonestown
25. Communicate Mathematical Ideas Why might you want to use
dropped 10 degrees, and the temperature
the Commutative Property to change the order of the integers in the
b. Does the order in which you add two in Cooperville dropped 6 degrees. By 3:00,
following sum before adding?
integers with the same sign affect the the temperature in Jonestown dropped
sum? Explain. 8 more degrees, and the temperature in -80 + (-173) + (-20)
Cooperville dropped 2 more degrees.
No; -5 + (-3) is -8 and It is easier to add -80 + (-20) first to get -100, and
a. Write an equation that models
-3 + (-5) is also -8. the change to the temperature in then add -173 to get -273.
Jonestown since 1:00.
© Houghton Mifflin Harcourt Publishing Company
Activity 1 Use the given integers to make each equation true: 2, 5, 7, -3, -5, -9
1. ___ + ___ = -12 -3, -9
2. ___ + ___ = 12 5, 7
-2 -10 -3
3. ___ + ___ = -14 -5, -9
4. ___ + ___ = 7 2, 5 -6 -5 -4
5. ___ + ___ + ___ = -17 -3, -5, -9
-7 0 -8
6. ___ + ___ + ___ = 14 2, 5, 7
Activity 1 Use the integers 0, -2, -3, -4, -5, -6, -7, -8, and -10 to fill in a 3 × 3
magic square so that every row, column, and diagonal has the same sum. What is the
magic sum? -15
Lesson Support
Content Objective Students will learn to add integers with different signs.
Language Objective Students will demonstrate and explain how to add integers with different signs.
Building Background
Visualizing Math Draw a number line from
-10 to 10 on the board. Have students take -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
turns comparing one positive integer and negative zero positive
one negative integer. Ask them to determine
which integer is farther from zero. Then have Compare -7 and 5;
them determine how much farther. -7 is 2 units farther from zero than 5.
13A
PROFESSIONAL DEVELOPMENT
EL
Language Support
California ELD Standards
Emerging 2.I.1. Exchanging information/ideas – Engage in conversational exchanges and express ideas on familiar topics
by asking and answering yes-no and wh- questions and responding using simple phrases.
Expanding 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
Bridging 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following turn-taking
rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and
providing useful feedback.
EL
Linguistic Support
EL
Leveled Strategies for English Learners
Emerging At this level of English proficiency, students need lots of time to process their thinking
and response in English. Emerging level students can illustrate, demonstrate, find examples, or help
complete a graphic organizer.
Expanding An excellent way to check for understanding with students at this level is to have
them complete a graphic organizer, list their ideas or answers, write in a math journal, or discuss in
a small group.
Bridging Students at this level of English proficiency benefit from the teacher reiterating by using
a new academic word, and then repeating the idea with a more familiar synonym. In this way
students understand and listen more closely to adopt the new vocabulary.
Help students begin their answer to Math Talk in this lesson with “I chose...”;
Math Talk then provide them a sentence frame to answer the question.
Explain
EXPLORE ACTIVITY 2
Focus on Communication
Direct students to use appropriate math terms when referring to the counters. In A, the
yellow counters represent the first addend and the red counters represent the second
addend. A pair of red and yellow counters called a zero pair is removed, leaving the sum.
LESSON
Adding Integers with 7.NS.1
? Different Signs
line diagram. Also 7.NS.1b
ESSENTIAL QUESTION
How do you add integers with different signs? You can use colored counters to model adding integers with different signs.
When you add a positive integer (yellow counter) and a negative integer
(red counter), the result is 0. One red and one yellow counter form a zero pair.
1 + (-1) = 0
EXPLORE ACTIVITY 1 7.NS.1, 7.NS.1b
Model and find each sum using counters. Part A is modeled for you. For
Part B, follow the steps to model and find the sum using counters.
Adding on a Number Line A Model 3 + (-2).
To find the sum of integers with the same sign,
such as 3 + 2, you can start at 3 and Start with 3 positive counters to represent 3. The value of a zero pair is
move | 2 | = 2 units in the positive direction. 3+2=5 -3 -2 -1 0 1 2 3 4 5 0. Adding or subtracting
Add 2 negative counters to represent adding -2. 0 to any number does
The sum of 3 + 2 is the number that is |2| units not change its value.
from 3 in the positive direction. Form zero pairs.
To find the sum of integers with different signs, What is left when you remove the zero pairs?
such as 3 + (-2), you can start at 3 and 3 + (−2) = 1 1 positive
-3 -2 -1 0 1 2 3 4 5 counter
move | -2 | = 2 units in the negative direction.
Find the sum: 3 + (-2) = 1
The sum of 3 + (-2) is the number that is |-2|
units from 3 in the negative direction. B Model -6 + 3.
Model each sum on a number line.
Start with 6 negative counters to represent -6 .
A Model 4 + (-3). 3 positive 3
Add counters to represent adding .
Start at 4. Move 3 units to the left, or in the negative direction. 0 1 2 3 4 5 6 7 8
Form zero pairs.
4 + (-3) = 1
What is left when you remove the zero pairs?
B Model -7 + 5. 3 negative counters
-7 right -8 -7 -6 -5 -4 -3 -2 -1 0
Start at . Move 5 units to the ,
Find the sum: -6 + 3 = -3
positive -2
© Houghton Mifflin Harcourt Publishing Company
PROFESSIONAL DEVELOPMENT
Integrate Mathematical Math Background
Practices MP.5 Every integer is a real number. The opposite of
This lesson provides an opportunity to address any real number a is -a. The Additive Inverse
this Mathematical Practice standard. It calls for Property states that the sum of any real number
students to select tools as appropriate, to solve and its opposite is 0. So, a + (-a) = 0. Zero is
problems. In Explore Activity 1, students use neither positive nor negative, and zero is its own
number lines to add integers with different signs. opposite.
In Explore Activity 2, students use colored Zero pairs are formed by combining opposite
counters to add integers with different signs, and integers. When zero is added or subtracted from
in Example 1, students work with paper and any number, that number is unchanged. This
pencil, using absolute value to add integers with applies to all real numbers and is known as the
different signs. Identity Property of Addition, a + 0 = a, or the
Identity Property of Subtraction, a - 0 = a.
YOUR TURN
Talk About It
Check for Understanding
Ask: Suppose you add two integers and the sum is negative. What does this tell
you about the integers? Either both are negative integers, or they have different
signs and the one with the greater absolute value is a negative integer.
Elaborate
Talk About It
Summarize the Lesson
Ask: How do you add integers with different signs? First, find the absolute value of
each number. Next, find the difference between the absolute values of the two
addends. Finally, use the sign of the integer with the greater absolute value in the sum.
GUIDED PRACTICE
Engage with the Whiteboard
For Exercises 1–4, have students draw arrows above the number lines to show the
addition. Invite students to explain how they knew where to begin the arrows. For
Exercises 5–8, have students circle the zero pairs in each model and then write the sum.
15 Lesson 1.2
EXPLORE ACTIVITY 2 (cont’d) Guided Practice
Model and find each sum using counters.
Use a number line to find each sum. (Explore Activity 1)
3. 5 + (-1) 4 4. 4 + (-6) -2
1. 9 + (-3) = 6 2. -2 + 7 = 5
5. 1 + (-7) -6 6. 3 + (-4) -1
2 3 4 5 6 7 8 9 10 -3 -2 -1 0 1 2 3 4 5
?
whose sum is a positive
number. How did ESSENTIAL QUESTION CHECK-IN
( -37 ) + 37 = 0 The sum of a number and its opposite is 0. you choose the
integers? 15. Describe how to find the sums -4 + 2 and -4 + ( -2 ) on a
number line.
To find -4 + 2, start at -4 and move 2 units to the right to -2.
YOUR TURN
To find the sum -4 + (-2), start at -4 and move 2 units to the
Find each sum.
left to -6.
7. -51 + 23 = -28 8. 10 + ( -18 ) = -8
Personal
Math Trainer
-1
Online Practice
9. 13 + (-13) = 0 10. 25 + (-26) = and Help
my.hrw.com
DIFFERENTIATE INSTRUCTION
Manipulatives Critical Thinking Additional Resources
Some students will benefit from using tiles Give each pair of students a set of related Differentiated Instruction includes:
marked with a - or + sign rather than exercises, such as those shown below. • Reading Strategies
unmarked red and yellow counters. Provide 1. -5 + 9 4 • Success for English Learners EL
students with such tiles and demonstrate that
2. 5 + (-9) -4 • Reteach
the process is the same as when they are using
red and yellow tiles. For example, represent -3 • Challenge PRE-AP
3. -15 + 8 -7
with three - tiles and 5 with five + tiles. Make 4. 15 + (-8) 7
three zero pairs. There are two + tiles left
unpaired, so the sum is 2. Have students compare the answers in each set,
and make generalizations about the rules for
adding integers with different signs. Then have
students compare generalizations until they
reach a consensus.
-2 0 2 4 6
17 Lesson 1.2
Name Class Date
Online Practice
31. Critical Thinking Explain how you could use a number line to show that
7.NS.1, 7.NS.1b
my.hrw.com and Help -4 + 3 and 3 + (-4) have the same value. Which property of addition
states that these sums are equivalent?
Find each sum.
Start at -4 and move 3 to the right to reach -1. Start
16. -15 + 71 = 56 17. -53 + 45 = -8
at 3 and move 4 to the left to reach -1. The sums are
18. -79 + 79 = 0 19. -25 + 50 = 25
equivalent by the Commutative Property of Addition.
20. 18 + (-32) = -14 21. 5 + (-100) = -95
22. -12 + 8 + 7 = 3 23. -8 + (-2) + 3 = -7
32. Represent Real-World Problems Jim is standing beside a pool. He
24. 15 + (-15) + 200 = 200 25. -500 + (-600) + 1200 = 100 drops a weight from 4 feet above the surface of the water in the pool.
The weight travels a total distance of 12 feet down before landing on the
26. A football team gained 9 yards on one play and then lost 22 yards on the bottom of the pool. Explain how you can write a sum of integers to find
next. Write a sum of integers to find the overall change in field position. the depth of the water.
Explain your answer.
The weight is dropped from 4 feet above the surface.
9 + (-22) = -13. The team lost 13 yards.
Add -12 to represent the distance the weight falls
27. A soccer team is having a car wash. The team spent $55 on supplies.
They earned $275, including tips. The team’s profit is the amount the before it hits the bottom. 4 + (-12) = -8. The water is
team made after paying for supplies. Write a sum of integers that
represents the team’s profit.
8 feet deep.
-55 + 275 = 220. The team’s profit was $220.
28. As shown in the illustration, Alexa had a negative balance in 33. Communicate Mathematical Ideas Use counters to model two integers
her checking account before depositing a $47.00 check. What Accounts Sign Out
with different signs whose sum is positive. Explain how you know the
Regular Checking
is the new balance of Alexa’s checking account? $$ sum is positive.
-47 + 47 = 0; $0 Search transactions Sample answer: A model with more positive counters
Available Balance
29. The sum of two integers with different signs is 8. Give two -$47.00 than negative counters represents a sum of two integers
possible integers that fit this description. whose sum is positive.
© Houghton Mifflin Harcourt Publishing Company
Bart won; Bart’s score = 123 + (-180) = -57 points; The sign of the other integer is positive and its value is
Sam’s score = 185 + (-255) = -70 points; -57 > -70, 6 or greater. Sample explanation: If you start at -5 on
so Bart has the greater score. a number line, you have to move to the right 6 or more
units to get a sum that is positive.
Activity Starting with the integer 3 in the upper right-hand corner, use addition to
draw a path horizontally or vertically through the maze to reach the sum 0 shown
below the maze. If the first move is to the left, add 3 + (-6) = -3. Now move down
to get -3 + 7 = 4, or to the left to get -3 + (-1) = -4. Continue in this manner
until you have a number you can add to 4 to get 0.
Start
↓
-3 -1 -6 3
1 -8 7 -5
-4 6 -7 -8
3 4 2 -1
0
Path: 3, left to -6, left to -1, left to -3, down to 1, down to -4, right to 6, down to 4,
down to 0
Lesson Support
Content Objective Students will learn to subtract integers.
19A
PROFESSIONAL DEVELOPMENT
EL
Language Support
California ELD Standards
Emerging 2.I.1. Exchanging information/ideas – Engage in conversational exchanges and express ideas on familiar topics
by asking and answering yes-no and wh- questions and responding using simple phrases.
Expanding 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
Bridging 2.I.1. Exchanging information/ideas – Contribute to class, group, and partner discussions by following turn-taking
rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and
providing useful feedback.
EL
Linguistic Support
EL
Leveled Strategies for English Learners
Emerging Give students at this level of English proficiency time to process the language. Then
have them work in pairs to demonstrate how to subtract integers using counters.
Expanding Have students at this level model subtraction with integers using counters, and then
list the steps they take to subtract integers.
Bridging Have students at this level model the steps, and then explain how to subtract integers
using counters.
Explain
EXPLORE ACTIVITY 2
Engage with the Whiteboard
Have students model A on the whiteboard, using counters to show that both
models (counters and number lines) will result in the same answer.
Connect Vocabulary EL
Stress proper mathematical language to avoid confusion regarding the change to addition
of the opposite. Remind students that since addition and subtraction are inverse operations,
the opposite of a number is also referred to as its additive inverse.
19 Lesson 1.3
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=B CorrectionKey=A
LESSON
Subtracting 7.NS.1c EXPLORE ACTIVITY 1 (cont’d)
1.3 Integers
Understand subtraction of rational numbers
as adding the additive inverse, p - q = p
+ (-q). Show that the distance between
two rational numbers on the number line is
the absolute value of their difference, and
apply this principle in real-world contexts.
Reflect
1. Communicate Mathematical Ideas Suppose you want to model the
difference -4 - 7. Do you need to add zero pairs? If so, why? How
Also 7.NS.1 many should you add? What is the difference?
? ESSENTIAL QUESTION
How do you subtract integers?
Yes; to subtract 7 from -4, add 7 zero pairs so you
have 7 positive counters to take away. You are left with
11 negative counters. So, -4 - 7 = -11.
EXPLORE ACTIVITY 1 7.NS.1
PROFESSIONAL DEVELOPMENT
Integrate Mathematical Math Background
Practices MP.2 Subtraction is formally defined as addition of the
This lesson provides an opportunity to address opposite, or additive inverse. The integers are
this Mathematical Practice standard. It calls for closed under the operations of addition and
students to create and use representations to subtraction, which means that adding or
organize, record, and communicate mathemati- subtracting any two integers will produce
cal ideas. In Explore Activity 1, students represent another integer. However, unlike addition, there
subtracting integers by using counters. In Explore is no commutative property for subtraction,
Activity 2 and Example 1, students use number because a - b = b - a is not true for all real
lines to represent subtraction of integers. numbers a and b (e.g., 5 - 3 = 2, but
3 - 5 = -2).
Also, unlike addition, there is no associative
property for subtraction (e.g., 3 - (6 - 5) = 2,
but (3 - 6) - 5 = -8).
Subtracting Integers 20
ADDITIONAL EXAMPLE 1 EXAMPLE 1
The temperature at the start of a
Focus on Reasoning CC Mathematical Practices
football game was -1 °F. At halftime,
the temperature was -9 °F. Find the Ask: What can you say about the answer when a positive integer is subtracted from a
change in temperature. negative one? Subtracting a positive integer is the same as adding a negative integer, so the
The temperature decreased by -8 °F. answer will be a negative integer.
Elaborate
Talk About It
Summarize the Lesson
Ask: How would you explain in your own words how to subtract integers? In
particular, how do you determine the sign of the difference? To subtract an integer,
add the opposite of the integer. If the two addends have different signs, apply the rules for
adding integers with unlike signs: subtract the lesser absolute value from the greater, and
use the sign of the addend with the greater absolute value.
GUIDED PRACTICE
Engage with the Whiteboard
For Exercises 1–2, have students draw a model on the whiteboard to represent each
difference. Ask students to explain if they need zero pairs or not. For Exercises 3–4,
have students draw arrows on the number lines to represent each difference.
21 Lesson 1.3
EXPLORE ACTIVITY 2 (cont’d)
YOUR TURN
Reflect
Find each difference.
2. Communicate Mathematical Ideas Describe how to find 5 - (-8) Personal
on a number line. If you found the difference using counters, would Math Trainer 4. -7 - 2 = -9 5. -1 - (-3) = 2
Online Practice
you get the same result? Explain. and Help
6. 3 - 5 = -2 7. -8 - (-4) = -4
Rewrite 5 - (-8) as addition of the opposite, my.hrw.com
3. What If? In Example 1, the temperature rose by 3 °C. Suppose it fell the answer 15. How do you subtract an integer from another integer without using a
from -2 °C to -10 °C. Predict whether the change in temperature number line or counters? Give an example.
tells me the
would be positive or negative. Then subtract to find the change. temperature To subtract an integer, add its opposite. Sample
Negative; -10 - (-2) = -10 + 2 = -8; the increased. example: 6 - 8 = 6 + (-8) = -2.
temperature would decrease by 8 °C.
DIFFERENTIATE INSTRUCTION
Technology Visual Cues Additional Resources
Have students explore addition and subtraction The rule a - b = a + (-b) has important Differentiated Instruction includes:
of integers on a calculator. Help them to implications for interpreting expressions on the • Reading Strategies
distinguish between the calculator’s subtraction number line. Replacing a + sign by a - sign • Success for English Learners EL
key - and the opposite or negative sign (-). reverses the direction of the motion. Thus,
• Reteach
Point out that most calculators color code the 3 - (-2) -5 or 3 + 2 + (-5) could be inter-
operation keys so that the addition + and preted as: Move 3 places to the right, then move • Challenge PRE-AP
subtraction keys look the same but very different 2 more places to the right, then move 5 places
from the opposite key (-). Encourage students to the left. The value of the expression is 0. Move 5 places to the right, then move 4 places
to try subtracting with the opposite key to to the left, then move 6 places to the right. The
Have students explain each of the following
reinforce how the keys are distinct. Then have value of the expression is 7.
expressions as movements on a number line.
students rewrite each difference and check both
expressions on a calculator. 1. 5 - 4 - (-6) Move 7 places to the right, then move 10 more
places to the right, then move 12 places to the
10 - 6 = 4 becomes 10 + (-6) = 4 2. 7 - (-10) - 12
left. The value of the expression is 5.
Subtracting Integers 22
Personal
Math Trainer
Online Assessment
Evaluate Focus | Coherence | Rigor
and Intervention
-5 -3 -1 0
23 Lesson 1.3
Name Class Date
21. Analyze Relationships For two months, Nell feeds her cat Diet Chow
brand cat food. Then for the next two months, she feeds her cat Kitty Diet
1.3 Independent Practice Personal
Math Trainer brand cat food. The table shows the cat’s change in weight over 4 months.
Activity Have students work in pairs. Each pair needs two -12 to 12 number lines
on grid paper and a 1–6 spinner (or number cube). One partner spins for the first
number, and calls it out as positive or negative. Both partners record the number and
plot it on their own number line. Then the other partner repeats the process to find
the second number. Each partner records the second number and finds the
difference on his or her own number line. Repeat. After three distinct subtractions,
have partners compare and discuss their final answers.
Subtracting Integers 24
LESSON 1.4 Applying Addition and Subtraction of Integers
Lesson Support
Content Objective Students will learn to solve multistep problems involving addition and subtraction
of integers.
Language Objective Students will draft a plan for solving multistep problems involving addition and
subtraction of integers.
Building Background
Multiply to find the cost of the erasers.
Connecting to Every Day Life Work with the class to create
a chain to show the steps for solving a simple problem requiring
more than one step, such as “Jenny buys 12 erasers for 5¢ each
and 12 pencils for 18¢ each. How much more does Jenny spend Multiply to find the cost of the pencils.
on the pencils than on the erasers?” Then have students follow
the steps to solve. 12 × 5 = 60; 12 × 18 = 216; 216 - 60 = 156;
pencils cost $1.56 more than the erasers. Subtract the cost of the erasers from the cost of the
pencils to find how much more the pencils cost.
25A
PROFESSIONAL DEVELOPMENT
EL
Language Support
California ELD Standards
Emerging 2.I.6c. Reading/viewing closely – Use knowledge of morphology, context, reference materials, and visual cues
to determine the meaning of unknown and multiple-meaning words on familiar topics.
Expanding 2.I.6c. Reading/viewing closely – Use knowledge of morphology, context, reference materials, and visual cues
to determine the meaning of unknown and multiple-meaning words on familiar and new topics.
Bridging 2.I.6c. Reading/viewing closely – Use knowledge of morphology, context, reference materials, and visual
cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple- meaning words on a variety of
new topics.
EL
Linguistic Support
EL
Leveled Strategies for English Learners
Emerging Students at this level of English proficiency benefit from peer-to-peer primary
language support when working on problems that require several steps to solve. If possible,
pair students of the same primary language together.
Expanding Working in small groups helps English learners at this level think critically and talk
through the multiple steps needed to solve problems. Structure the small group work to make sure
each student participates by having a task.
Bridging Students at the this level of English proficiency have the language ability to explain
how they solved a multiple-step math problem. Provide a sentence frame, and encourage them to
answer in complete sentences.
In order to solve this problem, I began with _______. Then, I _______. Next, I _______.
Explore
Engage with the Whiteboard
Write a few examples of saving and spending on the whiteboard. Ask students to
explain how they would know whether a particular combination of saving and
spending results in a total saving or in a total spending. Encourage students to explain their
methods for finding the total.
Explain
ADDITIONAL EXAMPLE 1
Over a period of four hours, the EXAMPLE 1
temperature rose 3 °F, rose 2 °F, Focus on Reasoning Mathematical Practices
dropped 4 °F, and dropped 1 °F. If the
Point out to students that problems sometimes provide clues and facts that must be used
starting temperature was -2 °F, what
to answer a question. Encourage students to underline key words or phrases, such as dives
was the temperature after four hours?
down or swims up, that indicate direction.
-2 °F
Questioning Strategy Mathematical Practices
Interactive Whiteboard
Interactive example available online • How could you use a number line to represent this situation? Begin at -5, then move
12 places to the left, then move 8 places to the right. The answer is -9.
my.hrw.com
YOUR TURN
Connect Vocabulary EL
ADDITIONAL EXAMPLE 2
Discuss the meanings of ascend (go up; move upward) and descend (go down; move from
What is the total change in Mei’s
higher to lower). Connect these opposite terms with positive and negative integers.
checking account if she writes a $35
check for shoes, deposits $50, and then
writes a $55 check for a sweater? The EXAMPLE 2
amount in the account decreased by Connect to Vocabulary EL
$40. Remind students that a deposit is a credit or a positive number in a checking account, and a
check is a debit or a negative number in a checking account.
Interactive Whiteboard
Interactive example available online Questioning Strategy Mathematical Practices
• Can you tell what Irene’s checking account balance is from the given information?
my.hrw.com
No. We don’t know what her starting balance was. We only know how her balance
changed since Monday.
25 Lesson 1.4
LESSON
Applying Addition 7.NS.3
Applying Properties to Solve Problems
1.4 and Subtraction
Solve real-world and
mathematical problems
involving the four operations
with rational numbers. Also
7.NS.1, 7.NS.1d, 7.EE.3
You can use properties of addition to solve problems involving integers.
Problem
of Integers Math On the Spot
my.hrw.com
EXAMPLE 2 Solving
7.NS.1d, 7.NS.3, 7.EE.3
Irene has a checking account. On Monday she writes a $160 check for
? ESSENTIAL QUESTION
How do you solve multistep problems involving addition and
groceries. Then she deposits $125. Finally she writes another check for $40.
What was the total change in the amount in Irene’s account?
subtraction of integers?
My Notes Analyze Information
Solving a Multistep Problem When Irene deposits money, she adds that amount to the account. When
You can use what you know about adding and subtracting integers to solve a she writes a check, that money is deducted from the account.
multistep problem.
Formulate a Plan
Math On the Spot
Use a positive integer for the amount Irene added to the account. Use
EXAMPL 1
EXAMPLE 7.NS.3, 7.NS.1 my.hrw.com
negative integers for the checks she wrote. Find the sum.
A seal is swimming in the ocean 5 feet below sea level. -160 + 125 + (-40)
It dives down 12 feet to catch some fish. Then, the seal 5
swims 8 feet up towards the surface with its catch. Justify and Evaluate
Solve
What is the seal’s final elevation relative to sea level? Sea Level 0
Add the amounts to find the total change in the account. Use properties
of addition to simplify calculations.
–5
STEP 1 Write an expression. -160 + 125 + (-40) = -160 + (-40) + 125 Commutative Property
• The seal starts at 5 feet below the surface, –10
– 12 = -200 + 125 Associative Property
so its initial position is -5 ft. +8
–15 = -75
Dives Swims
Starts - + The amount in the account decreased by $75.
down up –20
PROFESSIONAL DEVELOPMENT
Integrate Mathematical Math Background
Practices MP.5 The same properties students learned for whole
This lesson provides an opportunity to address number addition are used for adding integers.
this Mathematical Practice standard. It which calls The Commutative and Associative properties
for students to use a problem-solving model…to allow addition of three or more addends to be
determine a solution. Students solve real-world rewritten in the most convenient order. Generally,
problems by identifying important information, this involves first grouping the positives and then
formulating a plan, solving the problem, and grouping the negatives. Be certain students keep
evaluating their solution to make sure it is the sign with its number when they change the
reasonable. order.
Subtraction is formally defined as addition of the
opposite, or additive inverse. So, once you rewrite
subtraction as the addition of the opposite, you
can regroup the numbers as you would in an
addition problem.
YOUR TURN
Avoid Common Errors
Some students may not translate “started out at the surface” as 0. Encourage students to
make a diagram or number line to help visualize the situation.
Elaborate
Talk About It
Summarize the Lesson
Ask: How would you explain in your own words how to solve multistep problems?
First, identify the important information; then make a plan about how to use it to
answer the question. Then check that your answer makes sense. If you write and simplify an
equation, use properties of addition to make the expression easier to simplify.
GUIDED PRACTICE
Engage with the Whiteboard
For Exercises 1–3, have students circle the important information in the problem on
the whiteboard. Then have students make a number line on the whiteboard to
represent each situation.
27 Lesson 1.4
Guided Practice
Comparing Values of Expressions
Sometimes you may want to compare values obtained by adding and Write an expression. Then find the value of the expression.
subtracting integers. (Examples 1, 2, 3)
Math On the Spot 1. Tomas works as an underwater photographer. He starts at a position that
EXAMPL 3
EXAMPLE Problem
Solving 7.NS.3, 7.EE.3 my.hrw.com is 15 feet below sea level. He rises 9 feet, then descends 12 feet to take a
photo of a coral reef. Write and evaluate an expression to find his position
The Tigers, a football team, must gain 10 yards in the next four plays to relative to sea level when he took the photo.
keep possession of the ball. The Tigers lose 12 yards, gain 5 yards, lose
8 yards, and gain 14 yards. Do the Tigers maintain possession of the ball?
-15 + 9 - 12 = -18; 18 feet below sea level
2. The temperature on a winter night was -23 °F. The temperature rose by
Analyze Information
5 °F when the sun came up. When the sun set again, the temperature
When the team gains yards, add that distance. dropped by 7 °F. Write and evaluate an expression to find the temperature
after the sun set.
When the team loses yards, subtract that distance.
If the total change in yards is greater than or equal to 10,
-23 + 5 - 7 = -25; -25 °F
the team keeps possession of the ball. 3. Jose earned 50 points in a video game. He lost 40 points, earned
87 points, then lost 30 more points. Write and evaluate an expression to
Formulate a Plan
find his final score in the video game.
- 12 + 5 - 8 + 14
50 - 40 + 87 - 30 = 67 points
The team lost
Justify and Evaluate
Solve
1 more yard
Find the value of each expression. (Example 2)
-12 + 5 - 8 + 14 than it gained.
4. -6 + 15 + 15 = 24 5. 9 - 4 - 17 = -12
-12 + 5 + (- 8) + 14 To subtract, add the opposite.
-12 + (- 8) + 5 + 14 Commutative Property Math Talk 6. 50 - 42 + 10 = 18 7. 6 + 13 + 7 - 5 = 21
Mathematical Practices
(-12 + (- 8)) + (5 + 14) Associative Property What does it mean that 8. 65 + 43 - 11 = 97 9. -35 - 14 + 45 + 31 = 27
the football team had a
-20 + 19 = -1 total of -1 yard over
four plays? Determine which expression has a greater value. (Example 3)
-1 < 10 Compare to 10 yards.
The Tigers gained less than 10 yards, so they do not maintain possession. 10. -12 + 6 - 4 or -34 - 3 + 39
(-12 + 6 - 4) < (-34 - 3 + 39)
Justify and Evaluate
The football team gained 19 yards and lost 20 yards for a total of -1 yard. 11. 21 - 3 + 8 or -14 + 31 - 6
© Houghton Mifflin Harcourt Publishing Company
YOUR TURN
4. Jim and Carla are scuba diving. Jim started out 10 feet below the
? ESSENTIAL QUESTION CHECK-IN
surface. He descended 18 feet, rose 5 feet, and descended 12 more feet. 12. Explain how you can find the value of the expression -5 + 12 + 10 - 7.
Then he rested. Carla started out at the surface. She descended 20 feet, Add and subtract from left to right:
rose 5 feet, and descended another 18 feet. Then she rested. Which
person rested at a greater depth? Explain.
Personal -5 + 12 + 10 - 7 = 7 + 10 - 7 = 17 - 7 = 10.
Jim; Jim: -10 - 18 + 5 - 12 = -35 (35 feet below the surface); Math Trainer
Online Practice
Carla: 0 - 20 + 5 - 18 = -33 (33 feet below the surface).
and Help
my.hrw.com
DIFFERENTIATE INSTRUCTION
Cognitive Strategies Number Sense Additional Resources
When adding three or more integers, it can be Some advanced students may be able to find Differentiated Instruction includes:
helpful to follow these steps: the value of expressions containing several • Reading Strategies
integers by using mental math. Encourage them • Success for English Learners EL
Step 1: Cross out all opposites.
to do so. However, some students may make
Step 2: Add all positive integers. • Reteach
careless errors and should be encouraged to
Step 3: Add all negative integers. write down partial results. Point out how • Challenge PRE-AP
Step 4: Add positive and negative sums. students can rearrange terms to make the
Try it: -2 + 6 + -5 + 2 + 3 + -5 mental computations easier. Finally, encourage
Cross out the -2s; add 3 + 6 to get 9; students to estimate answers by using
add -5 + -5 to get -10; add 9 + (-10) compatible numbers that are easy to add or
to get -1. subtract.
Answers
1. 6
2. 40 - 16 + 10: 40 - 16 + 10 = 34 >
-20 + 18 + 30 = 28
3. from the 25-yard line;
20 + 1 - 8 - 12 + 24 = 45 - 20 = 25
4. $400; 350 + 250 - 55 - 145 =
600 - 200 = 400
29 Lesson 1.4
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=B CorrectionKey=B
13. Sports Cameron is playing 9 holes of golf. 16. Lee and Barry play a trivia game in which Leta -17 -22 18
He needs to score a total of at most 15 over questions are worth different numbers of
par on the last four holes to beat his best points. If a question is answered correctly, 18. Carla had $100 in her account in May. How much money does she have in
golf score. On the last four holes, he scores a player earns points. If a question is her account in August? $51
5 over par, 1 under par, 6 over par, and 1 answered incorrectly, the player loses
under par. points. Lee currently has -350 points. 19. Leta had $45 in her account in May. How much money does she have in
her account in August? $24
a. Write and find the value of an a. Before the game ends, Lee answers
expression that gives Cameron’s score a 275-point question correctly, a 20. Analyze Relationships Whose account had the greatest decrease in
for 4 holes of golf. 70-point question correctly, and a value from May to August? Carla’s
5-1+6-1=9 50-point question incorrectly. Write
and find the value of an expression to FOCUS ON HIGHER ORDER THINKING Work Area
b. Is Cameron’s score on the last four find Lee’s final score.
holes over or under par? -350 + 275 +70 - 50 = -55 21. Represent Real-World Problems Write
over par and solve a word problem that matches
b. Barry’s final score is 45. Which player the diagram shown. -9 -8 -7 -6 -5 -4 -3 -2 -1 0
c. Did Cameron beat his best golf score? had the greater final score?
Tim owes his brother 1 dollar. He borrows 6 more dollars
yes Barry
from his brother. He pays his brother back 3 dollars. How
14. Herman is standing on a ladder that is 17. Multistep Rob collects data about how
many customers enter and leave a store much does Tim still owe his brother? -1 - 6 + 3 = -4; $4
partly in a hole. He starts out on a rung
that is 6 feet under ground, climbs up every hour. He records a positive number
for customers entering the store each hour 22. Critical Thinking Mary has $10 in savings. She owes her parents $50. She
14 feet, then climbs down 11 feet. does some chores and her parents pay her $12. She also gets $25 for her
What is Herman’s final position, relative and a negative number for customers
leaving the store each hour. birthday from her grandmother. Does Mary have enough money to pay
to ground level? her parents what she owes them? If not, how much more money does she
3 feet underground Entering Leaving need? Explain.
15. Explain the Error Jerome tries to find the 1:00 to 2:00 30 -12 No; the total amount she could pay her parents is
value of the expression 3 - 6 + 5 by first 2:00 to 3:00 14 -8 10 + 12 + 25 = 47. 50 - 47 = 3. So she still needs $3.
© Houghton Mifflin Harcourt Publishing Company
Activity Here is how one student subtracted The algorithm will always work with integers.
38 from 54: Sample:
54 83
-3
__ 8 -4
__ 5
–4 ← 4 - 8 = -4 -2 ← 3 - 5 = -2
2 0 ← 50 - 30 = 20
__ 4 0 ← 80 - 40 = 40
__
1 6 ← -4 + 20 = 16 3 8 ← -2 + 40 = 38
So, 54 - 38 = 16.
Do you think this method always works?
Explain. Then try it with another pair of
integers.
Add. my.hrw.com
Use the assessment on this page to determine if students have
1. -8 + (-6) -14 2. -4 + (-7) -11 3. -9 + (-12) -21
mastered the concepts and standards covered in this module.
1.2 Adding Integers with Different Signs
3
2
Response to Add.
4. 5 + (-2) 3 5. -8 + 4 -4 6. 15 + (-8) 7
1 Intervention
1.3 Subtracting Integers
Subtract.
Intervention Enrichment
7. 2 - 9 -7 8. -3 - (-4) 1 9. 11 - (-12) 23
Access Ready to Go On? assessment online, and receive
1.4 Applying Addition and Subtraction of Integers
instant scoring, feedback, and customized intervention
10. A bus makes a stop at 2:30, letting off 15 people and letting on 9. The
or enrichment. bus makes another stop ten minutes later to let off 4 more people.
How many more or fewer people are on the bus after the second stop
Personal
Online and Print Resources compared to the number of people on the bus before the 2:30 stop?
Math Trainer
There are 10 fewer people on the bus.
Online Assessment Differentiated Instruction Differentiated Instruction
and Intervention 11. Cate and Elena were playing a card game. The stack of cards in the
• Reteach worksheets • Challenge worksheets middle had 24 cards in it to begin with. Cate added 8 cards to the
my.hrw.com
• Reading Strategies EL PRE-AP stack. Elena then took 12 cards from the stack. Finally, Cate took
9 cards from the stack. How many cards were left in the stack? 11 cards
• Success for English Extend the Math PRE-AP
ESSENTIAL QUESTION
Learners EL Lesson Activities in TE
Module 1 31
31 Unit 1 Module 1
MODULE 1 Personal
Scoring Guide
Item 3 Award the student 1 point for finding the temperature at 1. Look at each expression. Does it have the same value as -6 - 4?
Select Yes or No for expressions A–C.
9:00 a.m. and 1 point for correctly explaining how to use addition
A. -6 + (-4) Yes No
and subtraction to solve the problem. B. -4 + (-6) Yes No
Item 4 Award the student 1 point for identifying the winner and C. 6 + (-4) Yes No
1 point for correctly explaining how to determine that Darren 2. Choose True or False for A–C.
scored more points than Sherri. A. x = 4 is the solution for x + 4 = 0. True False
B. x = 24 is the solution for _3x = 8. True False
Additional Resources C. x = 6 is the solution for 6x = 1 True False
To assign this assessment online, 3. At 3:00 a.m., the temperature is –5 °F. Between 3:00 a.m. and 6:00 a.m.,
Personal login to your Assignment Manager
the temperature drops by 12 °F. Between 6:00 a.m. and 9:00 a.m., the
temperature rises by 4 °F. What is the temperature at 9:00 a.m.? Explain how
Math Trainer
at my.hrw.com. you solved this problem.
Online
Assessment and -13 °F; Sample answer: The expression -5 - 12 + 4
my.hrw.com Intervention
represents the temperature at 9:00 a.m.. Add or subtract
from left to right: -5 - 12 + 4 = -17 + 4 = -13.
4. Sherri and Darren are playing a board game. The table shows the number
of points each player scores in 3 rounds. If the player with the greater total
score wins, who is the winner? Explain how you know.
32 Unit 1
* Item integrates mixed review concepts from previous modules or a previous course.