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Lesson 1 Opposite Quantities Combine To Make Zero

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1: Opposite Quantities Combine to Make Zero Classwork Exercise 1: Positive and Negative Numbers Review With your partner, use the graphic organizer below to record what you know about positive and Negative Numbers. Add or remove statements during the whole class discussion.

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1K views6 pages

Lesson 1 Opposite Quantities Combine To Make Zero

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1: Opposite Quantities Combine to Make Zero Classwork Exercise 1: Positive and Negative Numbers Review With your partner, use the graphic organizer below to record what you know about positive and Negative Numbers. Add or remove statements during the whole class discussion.

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Lesson 1 72

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 1: Opposite Quantities Combine to


Make Zero
Classwork
Exercise 1: Positive and Negative Numbers Review
With your partner, use the graphic organizer below to record what you know about positive and
negative numbers. Add or remove statements during the whole class discussion.

Negative Numbers

Lesson 1:
Date:
2014 Common Core, Inc. Some rights reserved.
commoncore.org

Positive Numbers

Opposite Quantities Combine to Make Zero


9/1/15

S.1

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Lesson 1 72

NYS COMMON CORE MATHEMATICS CURRICULUM

Example 2: Counting Up and Counting Down on the Number Line


Use the number line below to practice counting up and counting down.

Counting up corresponds to ______________________ numbers.

Counting down corresponds to ______________________ numbers.

a. Where do you begin when locating a number on the number line?

b. What do you call the distance between a number and

c. What is the relationship between

Lesson 1:
Date:
2014 Common Core, Inc. Some rights reserved.
commoncore.org

and

on a number line?

7 ?

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Lesson 1 72

NYS COMMON CORE MATHEMATICS CURRICULUM

Example 3: Using the Integer Game and the Number Line


What is the sum of the card values shown? Use the counting on method on the provided number
line to justify your answer.

a.

What is the final position on the number line?

________________________________

b.

What card or combination of cards would you need to get back to

0 ?

_____________________________

Exercise 2: The Additive Inverse


Use the number line to answer each of the following questions.

How far is

from

and in which direction?

_______________________________

c.

What is the opposite of

Lesson 1:
Date:
2014 Common Core, Inc. Some rights reserved.
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7 ?

_______________________________

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Lesson 1 72

NYS COMMON CORE MATHEMATICS CURRICULUM

d.

How far is

from

and in which direction?

_______________________________

e.

Thinking back to our previous work, how would you use the counting on method to represent
the following: While playing the Integer Game, the first card selected is
card selected is

7 .

f.

What does this tell us about the sum of

7 and its opposite,

g.

Look at the curved arrows you drew for

and

7 ?

7 . What relationship exists between

these two arrows that would support your claim about the sum of

h.

7 , and the second

7 and 7 ?

Do you think this will hold true for the sum of any number and its opposite?

For all numbers

there is a number

a , such that a+(a)=0 .

The additive inverse of a real number is the opposite of that number on the real number line.
For example, the opposite of

is

3 . A number and its additive inverse have a sum of

0. The sum of any number and its opposite is equal to zero.

Exercise 3: Playing the Integer Game


Play the Integer Game with your group. Use a number line to practice counting on.

Lesson 1:
Date:
2014 Common Core, Inc. Some rights reserved.
commoncore.org

Opposite Quantities Combine to Make Zero


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Lesson 1 72

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson Summary

Add positive integers by counting up, and add negative integers by counting down.
An integer plus its opposite sum to zero.
The opposite of a number is called the additive inverse because the two numbers
sum is zero.

Problem Set
For Problems 1 and 2, refer to the Integer Game.
1

You have two cards with a sum of

(12)

in your hand.

What two cards could you have?

i.

You add two more cards to your hand, but the total sum of the cards remains the same,

(12) .

Give some different examples of two cards you could choose.

2. Choose one card value and its additive inverse. Choose from the list below to write a realworld story problem that would model their sum.
a.

Elevation: above and below sea level

b.

Money: credits and debits, deposits and withdrawals

c.

Temperature: above and below

d.

Football: loss and gain of yards

Lesson 1:
Date:
2014 Common Core, Inc. Some rights reserved.
commoncore.org

0 degrees

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Lesson 1 72

NYS COMMON CORE MATHEMATICS CURRICULUM

3. On the number line below, the numbers h and k are the same distance from

equation to express the value of

0.

Write an

h+k . Explain.

4. During a football game, Kevin gained five yards on the first play. Then he lost seven yards on
the second play. How many yards does Kevin need on the next play to get the team back to
where they were when they started? Show your work.
5. Write an addition number sentence that corresponds to the arrows below.

Lesson 1:
Date:
2014 Common Core, Inc. Some rights reserved.
commoncore.org

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