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Lesson 7 - Part 1: Integers

The document provides examples and practice problems for adding and subtracting integers. It begins by explaining that to add integers with the same sign, add the numbers and keep the same sign, while to add integers with opposite signs, subtract the smaller number from the larger and keep the sign of the number with the greater absolute value. It then gives examples of evaluating expressions involving adding and subtracting integers. The document concludes with practice problems for students to solve.

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misterreid
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797 views13 pages

Lesson 7 - Part 1: Integers

The document provides examples and practice problems for adding and subtracting integers. It begins by explaining that to add integers with the same sign, add the numbers and keep the same sign, while to add integers with opposite signs, subtract the smaller number from the larger and keep the sign of the number with the greater absolute value. It then gives examples of evaluating expressions involving adding and subtracting integers. The document concludes with practice problems for students to solve.

Uploaded by

misterreid
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 13

DO
NOW



Which
is
greater?
Place
a
greater
than
(>)
or
a
less
than
(<)
sign

between
each
pair
of
numbers.


1.  

2 
 
‐2




2.  

0 
 
‐1

3.  
‐5 
 
‐3

4.  
‐9 
 
2

5.  
‐16 
0

DO
NOW


Which
is
greater?
Place
a
greater
than
(>)
or
a
less
than
(<)
sign

between
each
pair
of
numbers.


1.  

2 
>

‐2




2.  

0 
>

‐1

3.  
‐5

<

‐3

4.  
‐9

<


2

5.  
‐16
<

0

Lesson
4
–
Part
1:


How
can
you
Operate
with
Integers?!



Standards:
7.N.12
and
7.N.13

Integers
and
the
Number
Line

Remember,
 integers
 are
 the
 set
 of
 posiSve
 and
 negaSve
 whole

numbers
and
zero.



How
do
you
determine
which
is
the
greater
of
two
numbers,
by

using
a
number
line?


Quite
simply,
the
number
that
is
furthest
to
the
right
along
the

line
is
the
larger
of
the
numbers.
For
example,
7
>
6
and,
by
the

same
rule,
‐2
>
‐10.



Absolute
Value

Before
 taking
 a
 look
 at
 addiSon
 and
 subtracSon
 of
 integers

(posiSve
 and
 negaSve
 whole
 numbers),
 we
 should
 first

understand
absolute
value.



The
absolute
value
of
a
number
is
its
distance
from
zero
on
the

number
line.
For
example,
the
absolute
value
of
4
is
equal
to
4

(or
|4|
=
4),
because
4
is
4
units
from
zero.
In
the
same
way,
the

absolute
value
of
‐4
or
|‐4|
=
4.



So…
What
is
|‐7|?
 7

Find
the
absolute
values…


1.  |‐13|
=


2.  |3|
=


3.  |‐1|
=


4.  |9|
=


5.  |‐23|
=


6.  Which
number
has
an
absolute
value
of
11?

7.  Which
number
has
an
absolute
value
of
150?



Find
the
absolute
values…


1.  |‐13|
=
13

2.  |3|
=
3

3.  |‐1|
=
1

4.  |9|
=
9

5.  |‐23|
=
23

6.  Which
number
has
an
absolute
value
of
11?

Both
‐11
and
11.


7.  Which
number
has
an
absolute
value
of
150?



Bother
‐150
and
150.



How
do
we
add
signed
numbers?

To add integers with the same sign:


Add
the
numbers
and
acach
the
same
sign
to
the
answer.


Example
1:
 
8
+
13
=
(+8)
+
(+13)
=
21
=
+21


 
 
because
8
+
13
=
21
and
the
sign
is
posiSve.


Example
2:
 
‐3
+
(‐5)
=
‐8


 
 
because
3
+
5
=
8
and
the
sign
is
negaSve.



 
 
A
number
line
can
be
useful
to
visualize
this:



Example
3:
 
‐4
–
9
=
‐4
+
(‐9)
=
‐13


 
 
because
4
+
9
=
13
and
the
sign
is
negaSve.




REMEMBER:
subtracSng
is
the
same
as
adding
a
negaSve!


Find
the
sum…

1.  ‐3
+
‐4
=
‐3
–
4
=
‐7



2.  ‐5
+
‐4
=
‐5
–
4
=
‐9


3.  ‐11
+
‐8
=
 ‐11
–
8
=
‐19


4.  ‐17
–
6
=
 ‐17
+
‐6
=
‐23


5.  ‐31
–
13
=

‐31
+
‐13
=
‐44

How
do
we
add
signed
numbers?

To add integers with opposite signs:  
Subtract
the
smallest
from
the
largest
number
and
acach
the
sign
of

the
number
with
the
greatest
absolute
value.


Example
1:

‐5
+
11
=
‐5
+
(+11)
=
6


 
 
because
11
–
5
=
6
and
we
take
11’s
sign
(+).


Example
2:

2
+
(‐12)
=
(+2)
+
(‐12)
=
‐10



 
 
because
12
–
2
=
10
and
we
take
12’s
sign
(‐).



Example
3:

6
–
9
=
6
+
(‐9)
=
‐3



 
 
because
9
–
3
is
6
and
we
take
9’s
sign
(‐).


REMEMBER:
subtracSng
is
the
same
as
adding
a
negaSve!


Find
the
sum…

1.  ‐8
+
9
=
 9
–
8
=
1


2.  15
+
‐6
=
15
–
6
=
9


3.  ‐13
+
5
=
‐
(13
–
5)
=
‐8


4.  41
+
‐22
=


41
–
22
=
19


5. 
‐57
+
18
=

‐(57
–
18)
=
‐39

PRACTICE

Find
the
sums.


1. 

(‐5)
+
(‐3) 



2.

(‐16)
+
(‐19) 




3.

(‐7)
–
24 





4.

(‐8)
+
13

5.
 
A
construcSon
worker
was
4
feet
under
the
ground.
He
went

up
10
feet.
How
many
feet
is
the
construcSon
worker
above

ground?


6.  The
 temperature
 in
 Alaska
 was
 4°C
 at
 1:00AM.
 The

temperature
 decreased
 2°C
 per
 hour.
 What
 was
 the

temperature
at
5:00AM?

7.  A
 submarine
 descended
 3
 feet
 per
 minute.
 If
 the
 surface
 of

the
 water
 is
 0,
 how
 far
 below
 the
 surface
 would
 the

submarine
be
aker
8
minutes?


LEARNING
LOG
–
7.N.12
and
7.N.13

Marco
 believes
 that
 ‐5
 –
 5
 =
 0.
 Is
 he
 correct?

Explain
and
show
proof!


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