# Grade 7 Mathematics. Unit 2. Integers. Estimated Time: 15 Hours

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1 Grade 7 Mathematics Integers Estimated Time: 15 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology [V] Visualization Grade 7 Mathematics Curriculum Outcomes 77

2 Grade 7 Mathematics Curriculum Outcomes 78

3 : Integers Overview Introduction Students will focus on developing skills and understanding the addition and subtraction of integers, and completing simple number sentences. The big ideas in this unit are: Integers involve two concepts: size (magnitude) and sign (direction). Negative numbers and positive numbers that are the same distance from zero are opposites. Two opposites will combine to form a zero pair. Subtracting an integer is the same as adding the opposite integer. Integers are used to describe relative changes between two or more items. Integers are used to represent values like temperatures, altitudes, stock price changes, etc. Context Students will draw upon their prior experiences with positive and negative numbers by using integers to represent real-life situations. Working with manipulatives and situational examples will deepen the students understanding of both size and direction as it pertains to integers. As students use integer counters and number lines they will develop an increasing awareness of how mathematics is used to solve a broad range of problems. They will learn why and how different strategies work and in turn this will enable investigation of objects and activities from a mathematical perspective. Why are these concepts important? Developing a good understanding of integers will permit students to: Model real-life situations that have size and direction. Allow students to graph in all four quadrants. Understand integer operations which are crucial to working with algebraic expressions and equations. Build number sense for future problem solving activities "Can you do addition?" the White Queen asked. "What's one and one and one and one and one and one and one and one and one and one?" "I don't know," said Alice, "I lost count." Lewis Carroll [Charles Lutwidge Dodgson] ( ) Grade 7 Math Curriculum Guide 79

4 Specific Outcome It is expected that students will: 7N6. Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically. [C, CN, PS, R, V] Elaborations: Suggested Learning and Teaching Strategies Students have been introduced to the concept of integers in previous grades. They have modelled integers concretely and pictorially. It is assumed that students can; Compare and order integers. Place integers on a number line. Add and subtract whole numbers. In everyday life, there are many uses of integers. Using real life plays a major role in developing an understanding of integer operations. Students should see a connection between integers and the world around them through the use of problems couched in contexts such as the distance above or below sea level, temperature, and banking (deposits and withdrawals), etc. The set of integers is an extension of the whole number system to include the opposite of every whole number. Operations with integers build on operations with whole numbers. Achievement Indicators 7N6.1 Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is zero. Students should be given an opportunity to explore the zero principle using integer tiles. The concept of a zero pair is demonstrated on page 52 of the text book. A yellow tile representing +1 and a red tile representing -1 form a zero pair. When combined they model the number zero. For example; model -3 using more than 3 integer tiles. There are an infinite number of ways to do this, such as N6.2 Solve a given problem involving the addition and subtraction of integers. This achievement indicator will be repeatedly addressed throughout this unit, and aspects of it will be developed under each of the other achievement indicators. Grade 7 Mathematics Curriculum Outcomes 80

5 Suggested Assessment Strategies Resources/Notes Informal Observation 1. Write various integers on cards and distribute them to small groups of students. Then have the students arrange themselves in order from least to greatest at the front of the room. You may wish to make this a competition by timing the students. 2. Using a skipping rope as a model for a number line ask students to pin cards with integers written on them in the correct spot. You may elect to place benchmarks (i.e. 0) prior to the activity. 3. Mix-up Match-up. Create cards with opposite integers written on them. Distribute these cards to the students and have them locate and sit with their opposite, in zero pairs. Paper and Pencil 1. Have students create their own number line, label it, and keep it for reference. 2. Using integer tiles have students demonstrate three ways to model integers such as -7, 8, -2 etc. An overhead or a Smartboard can be used to allow students to share their models with the class. 3. Ask students to model as many integers as they can using exactly nine integer counters. Math Makes Sense 7 Lesson 2.1 : Integers TR: ProGuide, pp. 4 7 Master 2.10, 218 CD-ROM Masters ST: pp Practice and HW Book pp Lessons pp Grade 7 Mathematics Curriculum Outcomes 81

6 Specific Outcome It is expected that students will: 7N6. Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically. [C, CN, PS, R, V] (Cont d) Elaborations: Suggested Learning and Teaching Strategies The two models most commonly used for solving addition of integers are: 1. Two coloured counters 2. Number lines. Both models depict the concepts of quantity and opposite; students should be given experiences with each. Quantity is signified by the number of counters or length of the arrows. Opposite is represented as different colours or different directions. Achievement Indicators 7N6.3 Add two given integers, using concrete materials or pictorial representations, and record the process symbolically. In meeting this achievement indicator, have students come up with the rules listed below through their experiences with modeling situations. These should not be presented to students simply as rules. Adding Integers with the Same Sign The sum of two positive integers is positive. The sum of two negative integers is negative. Adding Integers with Opposite Signs (Using Two Coloured Counters) When adding two integers, it is necessary to first model each integer, and then match positive and negative values to make zero pairs ( 4) + ( + 1) = ( 3) This is an addition equation. Grade 7 Mathematics Curriculum Outcomes 82

8 Specific Outcome It is expected that students will: 7N6. Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically. [C, CN, PS, R, V] (Cont d) Elaborations: Suggested Learning and Teaching Strategies Addition of integers (continued): 2. Number lines. Achievement Indicators 7N6.4 Illustrate, using a number line, the results of adding negative and positive integers. Adding Integers with Opposite Signs (Using a Number Line) ( + 4 ) + ( 1) = ( + 3) Grade 7 Mathematics Curriculum Outcomes 84

9 Suggested Assessment Strategies Paper and Pencil 1. Write an addition equation to describe each situation. Then find each sum and explain its meaning. A. BOARD GAMES: On your first turn, you move 10 spaces forward around the game board. On the second turn, you move 4 spaces backward. How many spaces are you from where you started? B. WEATHER: Before you went to sleep last night; the temperature was -3 O C. During the night the temperature dropped by 5 O C. What was the temperature in the morning? C. ELEVATOR: Mrs. Brown parked in the parking garage 10 m below street level. She then got in an elevator and went up 27 m to her office. How far above the street is her office? 2. Find three pairs of integers with a sum of Find integer pairs with the sum of -16 where: A. One number is less than -16 B. One number is greater than +16 C. One number is greater than 0 and less than +5. Resources/Notes Math Makes Sense 7 Lesson 2.3 : Integers TR: ProGuide, pp Master 2.15, 2.12, 2.20 CD-ROM Masters ST: pp Practice and HW Book pp Note: Math Makes Sense 7 limits its exercises to integers between -10 and +10. Teachers should take students beyond this range to explore their understanding. Mental Math/Paper and Pencil 1. Calculate. A. (-8) + (-15) = B. (+22) + (-14) = C. (-37) + (+24) = D. (-12) + (+17) + (-11) = Note: 1D is a limiting example. Grade 7 Mathematics Curriculum Outcomes 85

10 Specific Outcome It is expected that students will: 7N6. Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically. [C, CN, PS, R, V] (Cont d) Achievement Indicators 7N6.5 Subtract two given integers, using concrete materials or pictorial representations, and record the process symbolically. Elaborations: Suggested Learning and Teaching Strategies The two models most commonly used for solving subtraction of integers are: 1. Two coloured counters 2. Number lines. Both models depict the concepts of quantity and opposite; students should be given experiences with each. Quantity is signified by the number of counters or length of the arrows. Opposite is represented as different colours or different directions. Using Tiles Find (-4) (-3) Find (-3) (+1) The difference of -3 and 1 is -4. So, (-3) (+1) = (-4) Grade 7 Mathematics Curriculum Outcomes 86

11 Suggested Assessment Strategies Pencil and Paper 1. Write a subtraction equation for each word problem and find the answer. A. SOCCER: The soccer ball was kicked 5 m in the forward direction on the first play of the game. The opposing team then kicked it back 6 m. Find the total change in distance. B. TEMPERATURE: The average temperature in Calgary, Canada, is 22 o C in July and 11 o C in January. Find the difference between the highest and lowest temperatures in Calgary. C. BEACH: Archie and Jughead were digging in the sand at the beach. Archie dug a hole that was 22 cm below the surface, and Jughead dug a hole that was 13 cm below the surface. Find the difference in the depths of their holes. D. OTHER: Ask students to solve and create their own problems using real-life situations such as: time zones, temperature, heights above and below sea level, profit/loss as it relates to, games, sports, shares of stocks, etc. Journal 1. Copy this table into your journal and complete. How do you subtract integers using integer tiles? In your own words Example Resources/Notes Math Makes Sense 7 Lesson 2.4 : Integers TR: ProGuide, pp Master 2.13, 2.21 CD-ROM Masters ST: pp Practice and HW Book pp Can you model +2 with an odd number of counters? Explain why or why not. 3. Ask students if the difference between a negative number and a positive number is always negative. Explain why or why not. Mental Math/Paper and Pencil 1. Calculate. (See Note on previous page regarding integer range.) A. (+43) (-6) = B. (+15) (-24) = C. (-23) (-12) = D. (-14) (+5) = E. (+15) (+34) (-9) = Note: 1E is a limiting example. Grade 7 Mathematics Curriculum Outcomes 87

12 Specific Outcome It is expected that students will: 7N6. Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically. [C, CN, PS, R, V] (Cont d) Achievement Indicators 7N6.6 Illustrate, using a number line, the results of subtracting negative and positive integers. Elaborations: Suggested Learning and Teaching Strategies Subtraction of integers (continued): 2. Number lines. Using a Number Line There are two methods that we must expose the students to when subtracting integers. Each is equally valuable and needs to be fully developed. The first is not a common approach but as the following explanation shows is used more often in real world applications. This first method, called the Comparison Model of subtracting integers is analogous to how cashiers determine the amount of change a customer will receive when they make a purchase. For instance, a customer s bill comes to \$9.65 and they pay with a \$20 bill. A cashier will determine the change by finding how much makes \$10(adding on) and then adding the remaining \$10. In effect, the cashier will say 35 makes \$10, and another \$10 makes \$20. So the change is \$ So we have turned ( ) into how far away from 9.65 is 20? On page 72 of the text there is an explanation of how to subtract integers using the Comparison Model. Consider the problem 1 (-2). We will ask the question how far away from -2 is 1? Or what do we add to -2 to get 1? Starting at -2 draw a line towards +1 until you get there. Then notice that you have drawn a line with a length of 3 towards the right. So the answer is +3. So, (+1) (-2) = (+3) Grade 7 Mathematics Curriculum Outcomes 88

13 Suggested Assessment Strategies Resources/Notes Journal 1. Assign the Reflect activity on page75 to the students. 2. List as many words or phrases as you can, that mean subtract or subtraction. Individual/Group Activity (Refer to Appendix 2 E for the Integer Angel worksheet.) Integer Angel is floating on a cloud at zero. One balloon supports one weight. If we gave her 100 balloons and 100 weights, what would happen to her? Explain why. Now that Integer Angel has 100 balloons and 100 weights, let's make her move. We want her to go up 4 spaces but we do not have any balloons to give her. How can we still make her move up 4 spaces? Again, Integer Angel is at zero with 100 balloons and 100 weights. If you want to make her drop down 28 steps but do not have any weights to give her, how can you still get the end result of 28 down? Math Makes Sense 7 Lesson 2.5 : Integers TR: ProGuide, pp Master 2.15, 2.14, 2.22 CD-ROM Masters ST: pp Practice and HW Book pp TAKING AWAY BALLOONS makes Integer Angel move. TAKING AWAY WEIGHTS makes Integer Angel move. Grade 7 Mathematics Curriculum Outcomes 89

15 Suggested Assessment Strategies Resources/Notes Technology/Web Activities 1. Play the game called Line Jumper at this link: This game would be particularly effective if played on a SmartBoard. This website was found at: 2. Also, investigate the activities at this link: egers/integersinteractive.html This website was found at: 3. Also, investigate the activities at this link: m=category_g_3_t_1.html This website was found at: (National Library of Virtual Manipulatives) Math Makes Sense 7 Lesson 2.5 (continued) Paper and Pencil When you add two negative integers, you always get a negative sum. When you subtract two negative integers, do you always get a negative difference? Explain with the aid of examples. Extension Without actually calculating the difference between two integers, how can you tell whether the answer will be positive, negative or zero? Explain with the aid of examples. Grade 7 Mathematics Curriculum Outcomes 91

16 Specific Outcome It is expected that students will: 7N6. Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically. [C, CN, PS, R, V] (Cont d) Achievement Indicators 7N6.6 Illustrate, using a number line, the results of subtracting negative and positive integers. (continued) Elaborations: Suggested Learning and Teaching Strategies This leads into developing the second method of subtracting integers which, as previously noted, is called Adding the Opposite. All subtraction statements have an equivalent addition statement. i.e. (-5) (-8) is the same as (-5) + (+8) So, on a number line we get Thus (-5) (-8) = (-5) + (+8) = (+3) Grade 7 Mathematics Curriculum Outcomes 92

17 Suggested Assessment Strategies Resources/Notes Math Makes Sense 7 Lesson 2.5 (continued) Grade 7 Mathematics Curriculum Outcomes 93

18 Grade 7 Mathematics Curriculum Outcomes 94

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