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Integers
2
ESSENTIAL QUESTIONS
Unit Overview
In this unit, you will study negative numbers, and you will learn How can integers be
to add, subtract, multiply and divide them. You will graph represented visually and how
positive and negative numbers on number lines and on the can operations with integers
coordinate plane. be represented with models?
How are positive and
Key Terms negative numbers used in
As you study this unit, add these and other terms to your math real-world situations?
notebook. Include in your notes your prior knowledge of each
word, as well as your experiences in using the word in different
mathematical examples. If needed, ask for help in pronouncing
new words and add information on pronunciation to your math EMBEDDED ASSESSMENTS
notebook. It is important that you learn new terms and use them These assessments, following
correctly in your class discussions and in your problem solutions. activities 8 and 10, will give you an
opportunity to demonstrate your
Academic Vocabulary understanding of operations with
• elevation integers to solve mathematical and
real-world problems.
Math Terms Embedded Assessment 1:
• absolute value
© 2014 College Board. All rights reserved.

The Number Line and Adding and

• integer Subtracting Integers p.107
• opposite
Embedded Assessment 2:
• additive inverse
• coordinate plane Coordinate Plane and Multiplying
• origin and Dividing Integers p.127
• quadrants
• ordered pair
• reflection

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UNIT 2

Getting Ready
1. Plot the numbers on a number line. 6. Tell the coordinates of the points on the
Label each number. graph.
y
9
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5
8
a. 4 7
b. 1 1 6
2 5
C
c. 2.4 4
A
D
2. Create a visual representation to illustrate 3
B
each of the following. 2
1
a. the number of pieces of fruit in a basket if E
x
there are 3 apples, 2 pears and 4 oranges 1 2 3 4 5 6 7 8 9
in the basket
b. having 6 pencils and giving your friend 7. Olivia is getting ready to host a party.
2 of them a. She bought 13 boxes of cookies and each
box has 24 cookies in it. How many
3. Put the following numbers in order from cookies does she have?
smallest to largest b. She bought 3 packages of invitation and
a. 140 + 38 + 36 − 85 each pack had 15 invitations in it. After
b. 2 × 21 × 3 she mailed the invitations she had 7
c. 2048 ÷ 16 invitations left. How many invitations did
d. 150 − 67 + 53 −9 she send?
4. The numbers 3 and 10 are on a number line. 8. There are 265 sixth grade students at Rocky
a. Use a model to explain how to find the River Middle School. Each student
distance between the numbers. participates in exactly one sport. 53 students
b. Explain in words how to find the distance play tennis, 84 play basketball, 53 play
between 3 and 10 on the number line. lacrosse, and the rest of the students
5. Plot the following points on the coordinate participate in track.

© 2014 College Board. All rights reserved.

plane. Label each point. a. Explain in words one way to find the
y number of students who participate in
9 track.
8 b. Give a visual representation of a different
7 way to find the number of students who
6 participate in track.
5
4
3
2
1
x
1 2 3 4 5 6 7 8 9
a. A(1, 4) b. B(5, 3)
c. C(6, 6) d. D(0, 2)
e. E(7, 0)

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Introduction to Integers ACTIVITY 7

Get the Point?
Lesson 7-1 Integers and the Number Line
My Notes
Lesson Targets:
• Use integers to represent quantities in real-world contexts.
• Position and identify integers on a number line.
• Find the opposite of an integer.
• Find the absolute value of an integer.
• Classify whole numbers, integers, and positive rational numbers.
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Summarizing, Note Taking, Create Representations, Discussion Groups
Ms. Martinez has a point system in her classroom. Students earn points
for participation, homework, teamwork, and so forth. However, students
lose points for inappropriate behavior or not completing assignments.
At the end of each term, students in the group with the most points
receive a book or a DVD. She assigns a letter to each student for tracking
his or her total points. One student is letter A, the next is B, and so on.
1. This table shows each student’s total points at the end of the week.
Your teacher will assign you a letter.

A B C D E F G H I J K L
−3 3 8 −1 0 −5 −6 10 7 −4 1 2

M N O P Q R S T U V W X
−3 −2 12 1 −7 2 −1 6 −4 −1 9 3

a. Write the total points and the letter assigned to you on a sticky
note and post it on the class number line.
© 2014 College Board. All rights reserved.

b. Copy the letters from the class number line to this one.

–6 –4 –2 0 2 4 6 8 10 12

c. What do the numbers to the right of zero on the number line

represent?

d. What do the numbers to the left of zero represent?

e. Explain how you knew where to place your number on the

number line.

Activity 7 • Introduction to Integers 83

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ACTIVITY 7 Lesson 7-1

continued Integers and the Number Line

My Notes
f. Student E was in class for only 2 days during the week. On the
first day, E was awarded points. On the second day, E lost points.
Explain how E’s score can be zero.

WRITING MATH
Positive integers are written with The number lines below give visual representations of integers. Notice
or without a plus sign. For that zero is the only integer that is neither positive nor negative. Integers
example, +2 and 2 indicate the
same number. Negative integers
are the natural numbers (1, 2, 3, . . . ), their opposites, and zero. The
are written with a negative sign. opposite of 0 is 0.
For example, −2. Opposites

–6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6
WRITING MATH
Opposite of Natural Numbers Natural Numbers
To indicate the opposite of a
number, place a negative sign in
front of the number. The opposite –6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6
of 4 is −4. The opposite of −4 is
−(−4) = 4. Negative Integers Positive Integers

2. Ms. Martinez uses negative numbers to represent points lost by

students. Work with your group to name at least three other uses for
negative numbers in real life. As you discuss the uses, ask your group
members for clarification of any terms you do not understand.

MATH TERMS Numbers may belong to more than one category or set.
The symbol  is often used to • All whole numbers are also integers.
represent the set of integers. This is • All whole numbers are also positive rational numbers.

© 2014 College Board. All rights reserved.

because in German, the word Zahl • Some integers are positive rational numbers.
means “number.” • Some positive rational numbers are integers.
3. Model with mathematics. Place the following on the Venn
diagram below to show how they are related: Whole Numbers;
Integers; Positive Rational Numbers.

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Lesson 7-1 ACTIVITY 7

Integers and the Number Line continued

My Notes
Numbers that are the same distance from zero but are on different sides
of zero on a number line are opposites.
4. Recall that the table shows each student’s total points at the end of
the week.

A B C D E F G H I J K L
−3 3 8 −1 0 −5 −6 10 7 −4 1 2

M N O P Q R S T U V W X
−3 −2 12 1 −7 2 −1 6 −4 −1 9 3

Find three pairs of students with scores that are opposites. Explain your
reasoning.

5. Look at the points for Students A and B.

a. How many points does A need to earn to have a total of 0?
Explain.

b. How many points does B need to lose to have a total of 0? Explain.

c. What do you notice about both student A’s and student B’s point
distance from zero?
© 2014 College Board. All rights reserved.

The absolute value of a number is the distance of the number from zero
READING MATH
on a number line. Absolute value is always positive, because distance is
always positive. The symbol for absolute value is a vertical bar on each Read |6| = 6 as the absolute value
side of a number. For example, |3| = 3 and |−3| = 3. of 6 is 6. Read |−6| = 6 as the
absolute value of negative 6 is 6.
6. Why is distance always positive? Use an example in your explanation.

7. From the ground floor of the school, Ms. Martinez goes down
1 flight of stairs to get to the basement.
a. Write an integer to represent the situation.
b. What is the opposite of the situation above? What integer
represents this situation?

c. Explain what 0 represents in this situation.

d. Explain what the absolute value | 1 | represents in this situation.

Activity 7 • Introduction to Integers 85

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ACTIVITY 7 Lesson 7-1

continued Integers and the Number Line

My Notes
Check Your Understanding

8. The football team loses 5 yards on first down.

a. Write an integer to represent this situation.
b. Write an integer to represent the opposite of the situation in part a.
c. What does 0 mean in this situation?
9. Write the opposite of each integer.
a. 9 b. 0 c. −12
10. Write each absolute value.
a. |10| b. |−8| c. |0|
11. Reason quantitatively. What values can x have if |x| = 8?

LESSON 7-1 PRACTICE

For Items 12–14, locate each integer on a number line.
12. −4 13. 7 14. −9

For Items 15–17, identify the integer for each point.

C A B

–20 –18 –16 –14 –12 –10 –8 –6 –4 –2 0 2 4 6 8 10 12 14 16 18

15. A 16. B 17. C

For Items 18–20, write the opposite of each integer.

18. 23 19. −41 20. −78

For Items 21–23, write an integer to represent each situation. Explain

the opposite of the situation and write an integer to represent the

© 2014 College Board. All rights reserved.

opposite. Then explain what 0 means in each situation.
21. temperature of 7 degrees below 0
22. a gain of 3 pounds
23. a withdrawal of $15

For Items 24–26, write each absolute value.

24. |9| 25. |−3| 26. |−46|
27. Model with mathematics. The lowest elevation of Death Valley
is about −282 feet. Find the absolute value of the lowest elevation of
Death Valley. Explain what this absolute value means.
28. Make sense of problems. The height of an iceberg above the
water is 38 meters. The bottom of the iceberg is 21 meters below sea
level. Write integers to represent the height and depth of the iceberg.
Explain what 0 means in the situation.
29. The counting, or natural, numbers are 1, 2, 3,... How could you add
counting numbers to the Venn diagram on page 84?
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Lesson 7-2 ACTIVITY 7

Comparing and Ordering Integers continued

My Notes
Lesson Targets:
• Compare and order integers.
• Interpret statements of inequality of integers in terms of a number line
and of real-world contexts.
• Distinguish comparisons of absolute value from statements about the
order of integers.
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Summarizing, Create Representations, Sharing and Responding, Use
Manipulatives
Ms. Martinez sometimes assigns students to cooperative learning groups.
She assigns each group member a role based on his or her total points.
The roles are reporter (lowest total), recorder (next to lowest total),
facilitator (next to highest total), and timekeeper (highest total).
1. Use the number lines to plot each student’s total for Groups 1
through 4. For Groups 5 and 6, create your own number lines. Then MATH TIP
order the points for the members in each group from lowest to Numbers increase from left to right
highest and determine who will have each role in the group. on a number line.

a. Group 1:

A B C D
−3 3 8 −1

–4 –2 0 2 4 6 8
© 2014 College Board. All rights reserved.

b. Group 2:

E F G H
0 −5 −6 10

–6 –4 –2 0 2 4 6 8 10

c. Group 3:

I J K L
7 −4 1 2

Activity 7 • Introduction to Integers 87

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ACTIVITY 7 Lesson 7-2

continued Comparing and Ordering Integers

My Notes
d. Group 4:

M N O P
−3 −2 12 1

e. Group 5:

Q R S T
−7 2 −1 6

f. Group 6:

U V W X
−4 −1 9 3

2. a. Student T has 4 points and Student X has 3 points. Who has more
points? Explain.

b. Student S has −1 point and Student P has 1 point. Who has more

© 2014 College Board. All rights reserved.

points? Explain.

c. Student U has −4 points and Student N has −2 points. Who has

more points? Explain.

d. Complete using > or <.

4 3 −1 1 −4 −2

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Lesson 7-2 ACTIVITY 7

Comparing and Ordering Integers continued

My Notes
3. Student F has −5 points and Student R has 2 points. Explain how to
determine which student has the greater number of points.

You used a number line to compare and order integers. You can also use
absolute value to compare and order integers.

Example
Compare −98 and −90.
Step 1: Find the absolute value of each integer.
|−98| = 98 |−90| = 90
Step 2: Compare the distances from 0.
−98 is farther left from 0 than −90, so −98 is less than −90.
Solution: −98 < −90

Try These
Use absolute value to compare. Write > or <.
a. −58 −63
b. −21 −19
c. −100 −110

4. The first week a student in Ms. Martinez’s class had a total of −6

© 2014 College Board. All rights reserved.

points. The second week the student had a total of −2 points. In

which week did the student have the greater number of points?
Explain your thinking.

5. Student M has a total of −3 points, Student Q has −7 points, Student S

has −1 point, and Student U has −4 points. Explain how to use
absolute value to order each student’s points from least to greatest.

Activity 7 • Introduction to Integers 89

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ACTIVITY 7 Lesson 7-2

continued Comparing and Ordering Integers

My Notes
Check Your Understanding

6. Explain how to use a number line to order the integers −5, 6, and
−2 from least to greatest.
7. Explain how to use absolute value to determine which integer is
greater, −43 or −39.

LESSON 7-2 PRACTICE

For Items 8–16, compare each pair of integers. Write > or <.
8. 17 20 9. 0 −5 10. 23 −46
11. −9 3 12. −1 −16 13. −82 0
14. −39 −90 15. −4 4 16. −71 −28

For Items 17 and 18, use the number line to write the integers in order
from least to greatest.
17. 4, −7, 3, −2, 0
–10 0 10

18. −5, 8, 2, −6, −9, 1

–10 0 10

For Items 19–22, write the integers in order from least to greatest.
19. −8, 1, −11, 10 20. 3, −26, 0, −17, 15
21. 7, −8, 9, −16, −13 22. 48, −53, 32, −41, −35, 20
23. Critique the reasoning of others. Lexie says that −68 feet is a
greater depth than −75 feet, since −68 > −75. Is Lexie correct?

© 2014 College Board. All rights reserved.

Explain why or why not.
24. Make sense of problems. In golf, the person with the lowest score
wins the round. At the end of a golf round, Henry’s score was 2
under par, Maria’s score was 1 above par, Jorge’s score was 3 under
par, and Setsuko’s score was 4 above par. Write each player’s score as
an integer. Then order the scores from least to greatest. Who won the
round? Explain your reasoning.
25. Reason quantitatively. On Monday, the prices of four of Kyle’s
stocks fell. At market close, Stock A was −8 points from the opening
price, Stock B was −3 points, Stock C was −12 points, and Stock D
was −7 points. Which stock lost the greatest amount on Monday?
Which stock lost the least amount? Explain your reasoning.
26. Consider the inequality −4 > −6. What does the inequality tell you
about the relative positions of −4 and −6 on a horizontal number
line?

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Introduction to Integers ACTIVITY 7

Get the Point? continued

ACTIVITY 7 PRACTICE 15. Which integer is its own opposite? Explain

Write your answers on a separate piece of paper. your thinking.
Show your work.
For Items 16–19, explain the opposite of each
Lesson 7-1 situation. Then write an integer to represent the
opposite.
1. Locate each integer on a number line.
a. 3 b. −1 16. a deposit of $20
c. −7 d. 8 17. 9 degrees below zero
e. 12 f. −15
18. a loss of 12 points
2. Identify the integer for each point.
19. 35 feet above sea level
M K L J
20. Write each absolute value.
–10 –8 –6 –4 –2 0 2 4 6 8 10
a. −14 b. 0
a. J b. K
c. L d. M c. 123 d. −80
For Items 3–6, write an integer to represent each e. −204 f. 1 1
2
situation. 21. Which integer is neither positive nor negative?
3. loss of 8 yards 22. Classify each number as a whole number, an
4. change in score after an inning with no runs integer, or a positive rational number. Use as
many ways as possible.
5. depth of 15 meters below sea level a. 8 b. −15
6. go up 4 flights of stairs c. 0 d. 43
For Items 7–11, write an integer to represent each 23. On first down, a football team moved −15
situation. Then tell what 0 means for the situation. yards. Did the team gain or lose yards on the
play? How many yards? Explain.
7. loss of 6 pounds
24. The base of a volcano is on the ocean floor
8. a withdrawal of $25
20,000 feet below sea level. Write an integer to
© 2014 College Board. All rights reserved.

9. an elevation of 1,200 feet represent the depth of the volcano in the ocean.
10. a score of 2 under par Find the absolute value of the integer and
explain what it means.
11. an elevator going down 7 floors
25. At dawn, the temperature on the mountain
12. Write the opposite integer.
peak was 3 degrees below 0. Which integer
a. 2 b. −13
below represents this temperature?
c. −68 d. 94
A. −3° B. 3°
e. 187 f. −275
C. −15° D. 15°
13. What is the value of −(−8)? Explain your
26. Sketch a Venn diagram showing the
answer.
relationship between the sets of numbers.
14. Write the answer for items a–b. a. the positive integers and positive rational
a. Write an integer that represents the opposite numbers
of 15. b. the integers and the whole numbers
b. Write an integer that represents the opposite
of the opposite of 15.
c. What is the result of finding the opposite of
the opposite of a number?

Activity 7 • Introduction to Integers 91

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ACTIVITY 7 Introduction to Integers

continued Get the Point?

Lesson 7-2 The table shows the high and low temperatures
for 5 consecutive days in February at North Pole,
For Items 27–37, Write > or < to compare Alaska. Use the table for Items 47–49.
the integers.
27. 6 −3 Mon Tues Wed Thurs Fri
28. −1 0 High 1 −29 −27 5 7
29. 9 7 Low −13 −45 −54 −2 1
30. −14 −2
47. Order the high temperatures from warmest to
31. −7 −5
coldest over this five-day period. Which day
32. 12 0 had the warmest high temperature?
33. −4 −19 48. Order the low temperatures from coldest to
34. −28 1 warmest over this five-day period. Which day
had the coldest low temperature?
35. 0 −8
49. Is the order of days from warmest to coldest
36. −21 −17
daily low temperatures the same as for the daily
37. −49 −50 high temperatures? Explain.

For Items 38–40, use the number line to write the 50. Use the absolute value of the given integer to
integers in order from least to greatest. explain what each statement represents.
a. The elevation of the cave is below −45 feet.
–10 0 10 b. The temperature is below −10 degrees.

38. 6, −2, 4, −5 51. A diver made two dives. The first dive was to a
sunken ship located at a depth of −45 feet. The
39. −4, −8, 3, 0, 7 second dive was to a coral reef at a depth of
40. 10, −1, 5, −9, −6 −29 feet. Which was the deeper dive, to the
sunken ship or to the coral reef?
For Items 41–45, write the integers in order from

© 2014 College Board. All rights reserved.

52. Randy played four rounds of golf on his vacation.
least to greatest.
Randy’s score for his first round was 6 above par,
41. −2, 8, −12, 3 for his second round 1 above par, for his third
42. 10, −9, 14, −5, −1 round 2 under par, and for his last round 1 under
par. Order his scores from least to greatest.
43. −30, −25, 20, −50, 35
Which round was Randy’s best round?
44. 7, 14, −21, 35, −42
53. Which integer is not between 2 and −18?
45. −40, −32, 8, −48, 24 A. −9 B. 0
46. Which choice below shows the integers in C. 3 D. −10
order from least to greatest? 54. Consider the inequality −8 < −2. What does the
A. 3, −3, −1, 1 inequality tell you about the relative positions of
B. −1, −3, 1, 3 -8 and -2 on a horizontal number line?
C. −3, −1, 1, 3
D. 1, 3, −3, −1 MATHEMATICAL PRACTICES
Reason Abstractly and Quantitatively
55. What is the opposite of |−6|? Explain your
reasoning.

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Adding and Subtracting Integers ACTIVITY 8

What’s the Temperature?
Lesson 8-1 Using Models to Add Integers
My Notes
Learning Targets:
• Using models, create several representations of a given integer.
• Using models, add any two integers with absolute value less than 10.
SUGGESTED LEARNING STRATEGIES: Summarizing, Create
Representations, Use Manipulatives
Students are tracking winter temperature changes throughout their state
for a class science project. They will determine temperatures at different
times as the temperature rises or falls. To find the temperatures, they will
have to add integers. Models can be used to add integers, but first the
students must create models to represent the integers.
Two ways to represent integers with models are on a number line or with
counters.

Example A
Represent the number 4 using counters and on a number line.
Solution: Line up 4 positive counters to represent 4.
Place a dot at 4 on a number line. MATH TIP
A positive counter, , represents 1.
–5 –4 –3 –2 –1 0 1 2 3 4 5
A negative counter, ,
represents −1.
Try These A
Represent each integer below using both a number line and counters.
You may draw the counters or use counters from your teacher.
a. 7 b. −3
© 2014 College Board. All rights reserved.

1. This morning, the temperature was 2°F at 6 a.m. The temperature

MATH TIP
rose 3°F by 7 a.m. What was the temperature at 7 a.m.?
a. Use counters to represent the addends of the problem. To add using a number line,
start at 0. Move the number
of units represented by the first
addend. From that point, move
b. Explain how these counters model 2 + 3 = 5. the number of units represented by
the second addend. The final
location is the sum.

c. Explain how the number line models 2 + 3 = 5.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

Activity 8 • Adding and Subtracting Integers 93

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ACTIVITY 8 Lesson 8-1

continued Using Models to Add Integers

My Notes
2. At a ski resort, the temperature is −3°F at 9 p.m. The temperature
drops 4°F by midnight. What is the temperature at midnight?
a. Use counters to represent:the problem.
MATH TIP
Use a negative sign to represent
a drop in temperature. b. Explain how the counters model −3 + (−4).

c. Show and explain how to use a number line to model −3 + (−4).

WRITING MATH
To avoid confusion, use –10 0 10
parentheses around a negative
number that follows an operation
symbol: 2 + (−5).

d. Explain how both models can be used to find the temperature at

midnight.

You used models to add integers with like signs. You can also use models
to add integers with unlike signs.
3. What happens when you add an integer and its opposite? For example,
what is 3 + (−3)? Model this on the number line.

4. A number and its opposite are called additive inverses. Another

© 2014 College Board. All rights reserved.

name for a number and its opposite is a zero pair.
a. Why do you think they are also called a zero pair?

b. Which zero pair is modeled below using counters?

You can also use counters to add two integers with unlike signs.

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Lesson 8-1 ACTIVITY 8

Using Models to Add Integers continued

My Notes
Example B
Use counters to add 4 + (−5).
Step 1: Use counters to represent each integer.

4: −5:

Step 2: Combine the counters to make zero pairs.

MATH TIP
Remember, zero pairs have a sum
of zero (−1 + 1 = 0), so they are
eliminated.

Step 3: Eliminate the zero pairs. Find the number of counters that
remain.

One negative counter remains.

Solution: 4 + (−5) = −1
Try These B
Use counters to find each sum.
a. −3 + 7 b. 5 + (−2) c. −6 + 1

Number lines can be used to add two integers with unlike signs as well.
© 2014 College Board. All rights reserved.

Example C
Use a number line to add −5 + 3.
Step 1: Start at 0 and move 5 units to the left to −5.

–6 –5 –4 –3 –2 –1 0 1 2 3 4
MATH TIP
Step 2: To add 3, move 3 units to the right of −5. Remember, to add a positive
integer move to the right on the
number line. To add a negative
integer, move to the left.
–6 –5 –4 –3 –2 –1 0 1 2 3 4

Step 3: The sum is the point where you land.

The point is −2.
Solution: −5 + 3= −2

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ACTIVITY 8 Lesson 8-1

continued Using Models to Add Integers

My Notes
Try These C
Use a number line to find each sum.
a. 3 + (−8) b. −4 + 6 c. (−5) + 1

Check Your Understanding

5. Show how to use counters to find the sum of 3 + (−7). What is the
sum?
6. Show how to add −5 + 4 using a number line. What is the sum?

LESSON 8-1 PRACTICE

Use counters or a number line to find each sum.
7. 2 + 7 8. −3 + (−1)

Write an addition number sentence for the models shown.

9. 10.

11. 12.

Use counters to find each sum.

13. 1 + (−8) 14. −6 + 2

© 2014 College Board. All rights reserved.

15. −3 + 9 16. 7 + (−6)

Use a number line to find each sum.

17. 8 + (−5) 18. 4 + (−9)
19. −7 + 1 20. −2 + 8

Use a model to add.

21. −6 + 6 22. −5 + (−4) 23. −3 + 7
24. 2 + (−2) 25. 9 + (−5) 26. −8 + 4
27. Construct viable arguments. Is adding two integers with the
same sign on a number line the same as or different from adding two
whole numbers on a number line? Support your answer.
28. Critique the reasoning of others. Matt used counters to add
−4 + 6. He said that the sum is 10 since there are 10 counters in the
model. Is he correct? Explain why or why not.

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Lesson 8-2 ACTIVITY 8

Using Rules to Add Integers continued

My Notes
Learning Targets:
• Add two or more integers.
• Solve real-world problems by adding integers.
SUGGESTED LEARNING STRATEGIES: Summarizing, Sharing
and Responding, Look for a Pattern
You have used models to add integers. You can also use absolute value to
add integers.
Rule for adding integers with the same sign:
• Find the sum of the absolute values of the addends.
• Use the same sign as the integers in the sum.

Example A
Add −23 + (−9).
Step 1: Find the absolute value of each addend.
|−23| = 23 |−9| = 9
Step 2: Add the absolute values.
23 + 9 = 32
Step 3: Use the same sign as the integers in the sum.
−32
Solution: −23 + (−9) = −32

Try These A
Find each sum.
a. −8 + (−7)
b. 35 + 48
© 2014 College Board. All rights reserved.

c. −42 + (−26)

1. At the ski resort where the students are tracking temperatures, the
low temperature on Monday is −12°F. Tuesday’s low temperature is
15°F lower than on Monday.
a. Write an addition expression to find the low temperature on
Tuesday.

b. What is the low temperature at the ski resort on Tuesday? Explain

your reasoning.

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ACTIVITY 8 Lesson 8-2

continued Using Rules to Add Integers

My Notes
You can also use absolute value to add integers with unlike signs.
Rules for Adding Integers with Unlike Signs:
• When adding integers with different signs, find the difference of the
absolute values.
• Use the sign of the integer with the greater absolute value for the sum.

Example B
Add 31 + (−45).
Step 1: Find the absolute value of each addend.
|31| = 31 |−45| = 45
Step 2: Subtract the lesser absolute value from the greater absolute
value.
45 − 31 = 14
Step 3: Use the sign of the integer with the greater absolute value.
|−45| > |31|, so the sum is negative.
Solution: 31 + (−45) = −14

Try These B
Determine if the sum is positive or negative. Then find each sum.
a. −16 + 4
b. 23 + (−15)
c. −50 + 72

2. At the ski resort, the high temperature on Thursday is −7°F. Friday’s

high temperature is 14°F higher than on Thursday.

© 2014 College Board. All rights reserved.

a. Write an addition expression to find the high temperature on
Friday.

b. What is the high temperature at the ski resort on Friday? Explain.

3. At 8 a.m., the temperature at the peak on the mountain is −24°F.

The temperature at mid-mountain is 8 degrees warmer than at the
peak. The temperature at the base of the mountain is 11 degrees
warmer than it is at mid-mountain. Explain how to find the
temperature at the base of the mountain.

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Lesson 8-2 ACTIVITY 8

Using Rules to Add Integers continued

My Notes
Check Your Understanding

4. Explain how to use absolute value to add −17 + (−4).

5. Explain how to use absolute value to add −8 + 12.

LESSON 8-2 PRACTICE

For Items 6–9, determine if each sum is positive or negative.
6. −10 + (−4) 7. −51 + 25
8. 16 + (−11) 9. −32 + 39

For Items 10–19, find the sum.

10. −3 + 9 11. −5 + (−7)
12. −14 + 6 13. −32 + 39
14. 16 + (−11) 15. −16 + 24
16. −3 + (−29) 17. 48 + (−27)
18. 58 + (−65) 19. −72 + 41
20. Is −9 + 14 the same as −14 + 9? Explain.
21. Is −8 + 6 the same as 6 + (−8)? Explain.
22. One winter morning, the temperature fell below −6°F. What does
this temperature mean?
23. At dawn the temperature was −3°C. By noon the temperature
increased by 5°C. What was the temperature at noon?
© 2014 College Board. All rights reserved.

24. A submarine at a depth of −26 meters rises 8 meters. What is the

elevation of the submarine after it rises?
25. A liquid solution at 53°C is cooled 60°C. If the solution freezes at
0°C, is the solution frozen? Explain your reasoning.
26. Make sense of problems. A football team gained 5 yards, lost 8
yards, lost another 2 yards, and then gained 45 yards. What were the
total yards gained or lost? Explain your reasoning.
27. Construct viable arguments. When is the sum of two integers
negative? When is the sum positive? Write a short note explaining
your thinking.

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ACTIVITY 8 Lesson 8-3

continued Subtracting Integers

My Notes
Learning Targets:
• Use models to subtract one integer with absolute value less than 10
from another.
• Subtract integers.
• Solve real-world problems by subtracting integers.
SUGGESTED LEARNING STRATEGIES: Summarizing, Sharing
and Respondiing, Create Representations, Use Manipulatives
To track the winter temperatures, the students also have to subtract
integers to find temperature differences. One way to subtract integers is to
use models.

Example A
Use counters to subtract −5 − (−3).
Step 1: Use counters to represent −5.
−5:
Step 2: Subtract 3 negative counters.

Step 3: The difference is the number of counters that remain.

Solution: −5 − (−3) = −2

Try These A
Use counters to find each difference. You may draw the counters or use
counters from your teacher.
a. −6 − (−1)

© 2014 College Board. All rights reserved.

b. −4 − (−2)
c. −5 − (−5)

1. Make Use of Structure. Consider the subtraction method used in

Example A.
a. You can use the method to subtract positive integers when the
number being subtracted is less than the beginning number.
Explain why.

b. To subtract negative integers using the method in Example A, the

number being subtracted must be greater than the beginning
number. Explain why.

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Lesson 8-3 ACTIVITY 8

Subtracting Integers continued

My Notes
Zero pairs can be used to subtract other combinations of integers.

Example B
Use counters to subtract 6 − (−2).
Step 1: Start with 6 positive counters.
MATH TIP
Remember, zero pairs have a sum
Step 2: You need to subtract 2 negative counters. There are no negative of zero (−1 + 1 = 0), so adding a
counters in Step 1. So insert 2 zero pairs. zero pair is like adding zero to an
expression. It does not change the
value of the expression.

Step 3: Subtract the 2 negative counters.

Step 4: The difference is the number of counters that remain.

Solution: 6 − (−2) = 8

Try These B
CONNECT TO ENGLISH
Use counters to find each difference. You may draw the counters or use
counters from your teacher. Check students’ models. Subtracting a negative number is
a. −2 − (−3) b. 7 − (−1) c. −6 − (−4) somewhat similar to stating a
double negative in English.
© 2014 College Board. All rights reserved.

In English, the two negatives result

in a positive to form an affirmative,
2. Look at each subtraction sentence and its corresponding addition or nonnegative, statement.
sentence. Example: I do not disagree.
Subtraction Sentence Addition Sentence
−5 − (−3) = −2 −5 + (+3) = −2
6 − (−2) = 8 6 − (+2) = 8
−8 − (+5) = −13 −8 + (−5) = −13
7 − (+4) = 3 7 + (−4) = 3
a. How did the operation symbol change?

b. How did the sign of the integer being subtracted change?

c. What do you notice about the answer to each subtraction sentence

and its corresponding addition sentence?

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ACTIVITY 8 Lesson 8-3

continued Subtracting Integers

My Notes
3. Write a corresponding addition sentence for the following
subtraction sentence.
−4 − (+6) = −10

You have used models to subtract integers. You have used addition to
subtract integers.
Rule for Subtracting Integers: Change the subtraction sign to an
addition sign and change the integer being subtracted to its opposite.
Then use the rule for adding integers.
4. Use the rule for subtracting integers. Show your work.
a. −5 − 7 b. 4 − (−9)

c. −2 − (−4) d. −8 − (−6)

e. 3 − (+8) f. 6 − (−2)

g. −6 − (−6) h. −3 − (−3)

i. 4 − (+9) j. −5 − (+8)

k. −3 − (+5) l. 7 − 9

© 2014 College Board. All rights reserved.

m. 7 − (−2) n. −6 − (+3)

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Lesson 8-3 ACTIVITY 8

Subtracting Integers continued

My Notes
5. At the ski resort, the outside temperature is −7°F. The wind chill
factor makes it feel like it is −12°F.
a. Model with mathematics. Write an expression to model the
difference between the actual temperature and what the
temperature feels like with the wind chill.

b. What is the difference between the actual temperature and what

the temperature feels like with the wind chill?

6. At the state capital, the outside temperature is 18°F. The wind chill
factor makes it feel like it is −3°F. What is the difference between the
actual temperature and what the temperature feels like with the wind
chill? Explain your reasoning.

7. The temperature at 6 a.m. was −15°F. At 6 p.m. the temperature was

20°F. What was the change in temperature?

8. a. Evaluate 8 − 3 and 3 − 8.

b. Does reversing the order of the numbers in subtraction change

the difference? Explain your thinking.
© 2014 College Board. All rights reserved.

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ACTIVITY 8 Lesson 8-3

continued Subtracting Integers

My Notes
Check Your Understanding

9. Show how to use counters to subtract 5 − (−7).

10. How is the expression −8 − 2 related to the expression −8 + (−2)?
11. Use the rules for subtracting integers to find each difference.
a. −2 − (−3) b. 1 − 6

LESSON 8-3 PRACTICE

Write a subtraction number sentence for the models shown.

12.

13.

Use counters to find each difference.

14. 1 − (−8) 15. −6 − (−2)
16. −3 − 9 17. 7 − (−6)

Subtract.
18. −4 − (−4) 19. 5 − (−12)
20. −8 − (−17) 21. −10 − (−8)
22. 34 − (−3) 23. 9 − (−9)
24. −20 − (−4) 25. 7 − 16

© 2014 College Board. All rights reserved.

26. Reason quantitatively. Is 5 − (−5) the same as −5 − 5? Explain
your reasoning.
27. Make sense of problems. A diver jumps from a platform 16 feet
above the water to a depth of 6 feet below the surface of the water.
What is the distance he dives?
28. A skyscraper is 1,150 feet above ground level. It extends 35 feet
below ground level. What is the total length of the skyscraper from
top to bottom?
29. A submarine at an elevation of −48 meters descends 12 meters.
ACADEMIC VOCABULARY What is its elevation after it descends?
An elevation is a distance above or 30. From Monday to Tuesday, the temperature fell from 23°F to −6°F.
below a point of reference, such as
How many degrees is this temperature change?
ground level or sea level.

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Adding and Subtracting Integers ACTIVITY 8

What’s the Temperature? continued

ACTIVITY 8 PRACTICE
Write your answers on a separate piece of paper. For Items 7–16, find each sum.
Show your work. 7. −6 + 14
Lesson 8-1 8. −3 + (−10)
1. Write an addition number sentence for the 9. 12 + (−5)
model shown.
10. −8 + (−4)
a. 11. 9 + (−11)
12. −24 + (−15)
b. 13. −19 + 16
14. 50 + (−21)
2. Use counters to find each sum.
15. −46 + 32
a. −8 +2
b. 9 + (−7) 16. 6 + (−12)
c. −4 + (−6) a. −18 b. −6
c. 6 d. 18
3. Use a number line to find each sum.
a. 6 + (−1) 17. The Commutative Property of Addition says
b. 3 + (−7) that the order of the addends does not change
c. −9 + 6 the sum. Is the Commutative Property true for
integers? Explain your reasoning.
4. Use models to add.
a. 2 + (−5) 18. A scuba diver is swimming at an elevation of
b. −3 + (−4) 52 feet below sea level. She sees a school of fish
c. −7 + 1 and rises 16 feet to watch the fish. What is her
d. −5 + 8 elevation now?
e. 9 + (−4) 19. The temperature of some frozen chicken was
5. What is the sum of a number and its opposite? −18°C. After thawing in the refrigerator
© 2014 College Board. All rights reserved.

Use a model in your explanation. overnight, the temperature of the chicken rose
by 22°C. What was the temperature of the
Lesson 8-2 chicken after thawing overnight?
6. Determine if each sum will be positive or 20. At 6 a.m., the temperature was −9°F. By
negative. 11 a.m., the temperature had increased 34°C.
a. 9 + (−1) What was the temperature at 11 a.m.?
b. −6 + 3
c. 5 + (−8)
d. −3 + 7

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ACTIVITY 8 Adding and Subtracting Integers

continued What’s the Temperature?

Lesson 8-3
21. Write a subtraction number sentence for the 39. The highest elevation in North America is
model shown. Denali, in Alaska, with an elevation of 20,320
feet above sea level. The lowest elevation in
a.
North America is Death Valley, in California,
with an elevation of 282 feet below sea level.
b. What is the difference in the highest and lowest
elevations in North America? Explain your
reasoning.
For Items 22–25, use counters to find each 40. The temperature was 12°C before the storm.
difference. During the storm, the temperature dropped
22. 3 − (−1) 19°C. By the end of the storm, the temperature
dropped another 7°C. What was the
23. −6 − (−4)
temperature at the end of the storm? Explain
24. 2 − 7 your reasoning.
25. −4 − 3 41. Explain how to evaluate the following
expression:
For Items 26–37, find each difference.
6 + (−3) − 9.
26. 9 − (−9)
42. Delia evaluated the expression 2 − (−7) and
27. −17 − 6 found a difference of −5. Is she correct?
28. 1 − 14 Explain why or why not.
29. −24 − 11 43. Compare and contrast subtracting integers and
30. −13 − (−8) subtracting whole numbers.

31. 31 − (−10) 44. The rule for subtracting integers can be used to
subtract whole numbers. Explain why.
32. −8 − (−4)

© 2014 College Board. All rights reserved.

33. −14 − (−20) MATHEMATICAL PRACTICES
34. −10 − (−1) Express Regularity in Repeated Reasoning

35. −17 − (−6) 45. Explain how to use a number line to add and
subtract integers. Use examples in your
36. 5 − 21 explanation.
37. 16 − (−16)
38. 9 − 14 =
A. −23
B. −5
C. 5
D. 23

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Integer Sums and Differences Embedded Assessment 1

HOT AND COLD Use after Activity 8

Write your answers on notebook paper. Show your work.

Antonia’s hobby is astronomy. She is learning about the surface Planet Temperature (°C)
temperatures of the planets in our solar system. She knows that
Earth 20
the temperatures on a given planet can vary widely, just as
Earth’s temperatures do. She has compiled a table that gives Jupiter –120
average temperatures on each of the eight planets. Mars –20
1. Which two temperatures are opposites? Explain your choice. Mercury 440
Neptune –200
2. a. Order the temperatures from least to greatest. Explain how Saturn –140
you determined the order. Uranus –180
Venus 460
b. Draw a number line like the one below and place a dot at
the location of each of the eight temperatures. Write the name of
each planet above its temperature.

–200 –100 0 100 200 300 400 500

3. Find the difference between the temperatures of each pair of planets.

a. Venus and Earth

b. Mercury and Saturn

c. the warmest planet and the coldest planet

d. Mars and Uranus

© 2014 College Board. All rights reserved.

4. a. The sum of the temperatures of Earth and Neptune is the same as

the temperature of which planet?

b. The sum of the temperatures of Jupiter and Mars is the same as

the temperature of which planet?

c. The sum of the temperatures of Jupiter, Saturn, and Neptune has

the same absolute value as the temperature of which planet?

Unit 2 • Integers 107

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Embedded Assessment 1 Integer Sums and Differences

Use after Activity 8 HOT AND COLD

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates these characteristics:
Mathematics • A clear understanding of • A functional understanding • Partial understanding of • An inaccurate
Knowledge and ordering integers, finding of ordering integers, integers and opposites; understanding of integers
Thinking opposites, and absolute finding opposites, and difficulty using absolute and opposites; no
(Items 1, 2a, 3a-d, 4) value. absolute value. value. understanding of absolute
• An effective understanding • Addition and subtraction of • Difficulty with addition and value.
of and accuracy in adding integers that is usually subtraction of integers. • Inaccurate addition and
and subtracting integers. correct. subtraction of integers.
Problem Solving • An appropriate and • A strategy that may include • A strategy that results in • No clear strategy when
(Items 4a-c) efficient strategy that unnecessary steps but some incorrect answers. solving problems.
results in a correct answer. results in a correct answer.
Mathematical • Clear and accurate ordering • Graphing of integers on a • Partially accurate graphing • Inaccurate graphing of
Modeling / and graphing of integers on number line with little of integers on a number integers on a number line.
Representations a number line. difficulty. line. • No understanding of
(Items 2a-b, 3a-d, 4a-c) • Clear and accurate • Some difficulty in rewriting • Difficulty in writing addition and subtraction of
rewriting of problems as addition and subtraction of expressions leading to integers.
addition and subtraction integer problems as errors in solving addition
expressions that can be expressions, but can get and subtraction of integer
solved. the correct answer. problems.
Reasoning and • Precise use of appropriate • An adequate explanation of • A misleading or confusing • An incomplete or
Communication math terms and language opposites of integers and explanation of opposites of inaccurate description of
(Items 1a, 4a-c) to explain opposites of ordering of integers. integers and ordering of opposites of integers and
integers and ordering of • Relating a mathematical integers. ordering of integers.
integers. result to a table of data • Poor understanding of • No understanding of how a
• Relating a mathematical with little difficulty. relating a mathematical mathematical result might
result to a table of data result to a table of data. relate to a table of data.
accurately and easily.

© 2014 College Board. All rights reserved.

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The Coordinate Plane ACTIVITY 9

Map It Out!
Lesson 9-1 Integers in the Coordinate Plane
My Notes
Learning Targets:
• Graph and identify ordered pairs of rational numbers.
• Understand and use terms such as origin, quadrant, x-axis, y-axis, first
coordinate, and second coordinate associated with graphing on the
coordinate plane.
SUGGESTED LEARNING STRATEGIES: Summarizing, Note Taking,
Sharing and Responding, Create Representations
Student volunteers at the zoo are making a new map of the zoo grounds
with additional information about the exhibits. They decide to use a CONNECT TO HISTORY
coordinate plane to design the map since it is a quick way to locate points. The coordinate plane is also called
y-axis  a Cartesian coordinate plane. It is
named after Rene Descartes, a
4 17th century French philosopher
Second First and mathematician who first used
Quadrant 2 Quadrant
a coordinate plane.
x-axis 
–4 –2 2 4
–2
Third Fourth
Quadrant Quadrant
–4

A coordinate plane, or grid, is formed by a horizontal number line,

called the x-axis, and a vertical number line, called the y-axis. The two MATH TIP
axes intersect at right angles at a point called the origin. The axes divide You can identify the quadrant in
the coordinate plane into four sections called quadrants. which a point is located by looking
at the signs of the coordinates.
You can locate any point in the coordinate plane using a pair of numbers
called an ordered pair. Quadrant I: (+,+)
Quadrant II: (−,+)
The first coordinate in an ordered pair is the x-coordinate. It tells Quadrant III: (−,−)
© 2014 College Board. All rights reserved.

how far to move on the x-axis from the origin. Quadrant IV: (+,−)
The second coordinate is the y-coordinate. It tells how far to move
on the y-axis from the origin.
To graph a point in the coordinate plane, start at the origin and go right
(+) or left (−) along the x-axis by the number of units given by the first
coordinate. From that point, go up (+) or down (−) by the number of MATH TIP
units given by the second coordinate. Remember that the second
coordinate in an ordered pair is the
y-coordinate by remembering that
y comes after x in the alphabet.

Activity 9 • The Coordinate Plane 109

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ACTIVITY 9 Lesson 9-1

continued Integers in the Coordinate Plane

My Notes
Example
Graph and label the point J (−4, −2)
on the coordinate plane. y

Step 1: Start at the origin and go left 4

4 units.
2
Step 2: Move down 2 units. Draw and
x
label the point. –2 2 4
–2
Solution: The grid shows point J graphed J(–4, –2)
READING MATH
at (−4, −2). –4
An ordered pair is always named in
order (first x, then y). Try These
Write an ordered pair (x, y).
Graph and label each point on the grid above.
Read “point x y.”
a. K(3, 4) b. L(−1, 3) c. M(2, −4)

The student volunteers have y 

4
started a map. The origin
represents the education center at D
3
the zoo. Each point on the grid 2
A
C
shows the location of a different
exhibit. 1

Sometimes, a decimal, a fraction, –4 –3 –2 –1 1 2 3 4

x
or a mixed number is used to –1
B
name a point on a grid.
–2
1. Point A shows the location
–3
of the African Plains exhibit.

© 2014 College Board. All rights reserved.

The x-coordinate of point A –4
is halfway between 3 and 4. What are coordinates of point A using
decimals? How do you know?

2. Point B shows the location of the Bat Exhibit. The y-coordinate of

point B is one quarter of the way from −1 to −2. What are the
coordinates of point B using mixed numbers? How do you know?

3. The coordinates of the petting zoo are (−3, 2.75). Which letter
names the location of the petting zoo?

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Lesson 9-1 ACTIVITY 9

Integers in the Coordinate Plane continued

My Notes
Check Your Understanding
y
4. Explain how to use the first coordinate N
and the second coordinate of the 4
O
ordered pair P (7, −2) to graph the 2
K
point in the coordinate plane. Then J
x
plot the point on a coordinate plane. –4 –2 2 4
L –2
5. Write the ordered pair for each point.
M
a. J b. K c. L –4

d. M e. N f. O

LESSON 9-1 PRACTICE

6. Graph and label each point on a coordinate plane.
a. A (6, 3) b. B (2, −7) c. C (8.5, −4)
d. D (−5, −3) 1
e. E (−1 , 6) f. F (–3, 4)
2
7. Attend to precision. Write the ordered
pair for each point graphed on the
coordinate grid below.
a. P b. Q c. R
d. S e. T f. U y

8. Graph the following points on a 4

coordinate grid: X (0, 4), Y (0, 0), and P
2 Q
Z (4, 0). Then draw line segments XY, YZ,
R
and XZ. Name the type of figure that you –4 –2 2 4
x
have drawn. –2
T U
© 2014 College Board. All rights reserved.

9. Graph the following points on a S

–4
coordinate grid: A (0, 0), B (0, 3), C (4.5),
and D (4.5, 0). Then draw line segments
AB, BC, CD, and DA. Name the type of
figure that you have drawn.
10. A point is located in the second quadrant of the coordinate plane.
What can you conclude about the signs of the coordinates of
the point?
11. A point is located in the third quadrant of the coordinate plane.
What can you conclude about the signs of the coordinates of
the point?

Activity 9 • The Coordinate Plane 111

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ACTIVITY 9 Lesson 9-2

continued Distance and Reflections in the Coordinate Plane

My Notes
Learning Targets:
• Find the distance between points in the coordinate plane with the
same first coordinate or the same second coordinate.
• Solve real-world and mathematical problems by graphing points in the
coordinate plane and finding the distances between them.
• Find the reflection of a point over one or both axes.
SUGGESTED LEARNING STRATEGIES: Summarizing, Note Taking,
Sharing and Responding, Create Representations, Discussion Groups
Ryan has a map of the zoo. He has just gone through the Bird exhibit
and wants to go to the Reptile house next. Each unit on the map
represents 10 yards.
y
8

6
Jungle Cats
4

2
Bird Exhibit Reptile House
x
–8 –6 –4 –2 2 4 6 8
–2

–4

–6
Elephants
–8

Example A

© 2014 College Board. All rights reserved.

How far must Ryan go to get from the Bird exhibit to the Reptile house?
Step 1: Count the number of units between 0 and the Bird exhibit.
There are 3 units.
Step 2: Count the number of units between 0 and Reptile house.
There are 4 units.
Step 3: Find the sum of these two distances.
3+4=7
Solution: Ryan must go 7 units. Since 1 unit = 10 yards, he must go
7 × 10 yards, or 70 yards.

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Lesson 9-2 ACTIVITY 9

Distance and Reflections in the Coordinate Plane continued

My Notes
Example B
How far apart are the Jungle cats and the Elephants?
Step 1: Write the coordinates for each exhibit.
Jungle cats: (0, 5) Elephants: (0, −7)
Step 2: Since both exhibits are on the y-axis. Find the difference of
the y-coordinates. MATH TIP
5 − (−7) = 5 + (7) = 12 If Step 2 in Example B showed the
subtraction of the y-coordinates as
Solution: The distance between the Jungle cats and the Elephants is −7 − 5 = −7 + (−5), the result
12 units, or 120 yd. would be −12. However, distance
cannot be negative. To avoid
Try These A–B negative results when finding
distances, find the absolute value
Find the distance between each pair of points. of the difference of the
a. (0, 3) and (0,12) coordinates:
b. (−1, 0) and (6, 0)
|−7 − 5| = |−7 + (−5)|
c. (−8, 0) and (−2, 0)
= |−12|
= 12
1. Students plan to list the distances between some of the exhibits on
the back of the map. Each unit on the map shown represents 1 yard.

y a. How far apart are Exhibits J

M
and K? Explain.
4

2
K J
x
b. How far apart are Exhibits L
–2 2 4 and M? Explain.
–2
© 2014 College Board. All rights reserved.

L
–4

You can use distance on a coordinate grid to find the reflection of a

point. The reflection of a given point across the x-axis or y-axis is another
point that is the same distance from the axis as the given point.

Activity 9 • The Coordinate Plane 113

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ACTIVITY 9 Lesson 9-2

continued Distance and Reflections in the Coordinate Plane

My Notes
Designers are using a coordinate grid, as shown, to draw the new Native
American exhibit. The exhibit will be in the shape of a rectangle. Each
corner will have a totem pole. The designers have drawn points T and P
where two of the totem poles will be located.
y 
10

8
T P
6

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2

–4

–6

–8

–10

2. a. What is the distance from point P to the x-axis directly below

point P? Explain.

b. Point Q will be the reflection of point P across the x-axis.

What will be the coordinates of point Q? Explain.

c. Point S will be the reflection of point T across the x-axis.

What are the coordinates of point S?

© 2014 College Board. All rights reserved.

3. Work with your group to create a simple exhibit on a coordinate
GROUP DISCUSSION TIPS grid. Prepare a brief report to share with your class describing the
Be sure to use appropriate location of objects on your map making sure to include terms such
vocabulary, both real-world and as point, distance, and reflection. As needed, refer to the Glossary to
mathematical, to describe your review translations of key terms.
exhibit. Refer to the Word Wall as
needed to help you to choose
words for your description. Assign
each group member a role in
creating the exhibit and make sure
Check Your Understanding
to set a reasonable time frame for
completing the exhibit. 4. Explain how to find the distance between the points −2 and −5 on
a number line.
5. Point C has coordinates (1, 3) and Point D has coordinates (1, −4).
a. Graph the points on a coordinate plane.
b. Explain how to find the distance between the points using their
ordered pairs.

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Lesson 9-2 ACTIVITY 9

Distance and Reflections in the Coordinate Plane continued

My Notes
LESSON 9-2 PRACTICE
6. Find the distance between each pair of points on a number line.
a. 4 and 7 b. −5 and 1
c. −6 and 8 d. −3 and −11

Use the coordinate plane at the right for y

items 7–10. Find the distance between J K
4
each pair of points.
L
2
7. J and K M

8. L and M x
–4 –2 2 4
9. N and O P
–2
N O
10. Which point is the reflection of point L –4

across the x-axis?

Use the coordinate plane at the right for y

Items 11–14. Find the distance between A
4
each pair of points.
C
2
11. A and B E
D
12. C and D x
–2 2 4
B
13. E and F –2

–4
G F
14. Which point is the reflection of point F
across the y-axis?
15. Make sense of problems. Kurt used y
a coordinate plane to make a map of his
neighborhood. Each unit on the map is Store 4 Home
© 2014 College Board. All rights reserved.

1 block. 2
a. How many blocks is Kurt’s school x
from home? –4 –2 2 4
b. How far is the school from the park? –2
Park School
c. If Kurt begins at his house, goes to –4
the store and then to the park, how
far will he travel? Explain your
reasoning.
16. Reason abstractly. The point (−3, 8) is reflected over the x-axis.
What is the distance between the point and its reflection? Explain
your thinking.

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ACTIVITY 9 The Coordinate Plane

continued Map It Out!

ACTIVITY 9 PRACTICE Lesson 9-2

Write your answers on a separate piece of paper. Use the coordinate plane for Items 8–16.
Show your work. The coordinate plane shows the locations of some
classmates’ homes. Each unit on the grid
Lesson 9-1 represents 1 block.
1. Graph and label each point on a coordinate y
plane.
a. A(1, 7) b. B(0, −5) 4

d. D(−8 1 , −3)
Amy Mia Cal
c. C(−4, 6) 2
4
e. E(9, 0) f. F(6.5, −2) x
–4 –2 2 4
2. Write the ordered pair for each point. Lou
–2
Kim
Mel
y –4 Uma

4
C
2 8. How far does Cal live from Mel?
D
E
x 9. How far does Mia live from Amy?
–4 –2 2 4
H 10. How far apart do Amy and Cal live?
F
–4
G 11. How far apart do Mia and Uma live?
12. Does Kim live closer to Lou or to Uma?
a. C b. D c. E Explain.
d. F e. G f. H 13. Does Mia live closer to Amy or to Cal? Explain.
14. Whose house is a reflection of Mia’s house
3. If the first coordinate in an ordered pair is 0, across the x-axis? Explain.
where does the point lie? If the second
coordinate in an ordered pair is 0, where does 15. Is Cal’s house a reflection of Amy’s house
the point lie? How do you know? across the y-axis? Explain.

© 2014 College Board. All rights reserved.

4. The coordinates of point H are (12, −15). In 16. Starting at her house, Lou walks to see each of
which quadrant is point H located? her classmates in the following order: Kim,
A. First B. Second Uma, Mel, Cal, Mia, and Amy. How far does
C. Third D. Fourth Lou walk to reach Amy’s house? Explain your
thinking.
5. David graphed the point (6 1 , −9 3 ) on a
2 4
coordinate grid. In which quadrant is the MATHEMATICAL PRACTICES
point? He then decided to graph a point that Make Use of Structure
had coordinates opposite those of the first
point. In which quadrant did he graph this 17. Explain how to find the distance between
point? the points (28, −17) and (−15, −17) on a
coordinate plane.
6. Do the points (−4, 6) and (6, −4) describe the
same location? Explain your thinking.
7. Which point is common to both axes?

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Multiplying and Dividing Integers ACTIVITY 10

Temperature Ups and Downs
Lesson 10-1 Multiplying Integers
My Notes
Learning Targets:
• Multiply integers.
• Solve real-world problems by multiplying integers.
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Visualization, Predict and Confirm, Create Representations,
Look for a Pattern
CONNECT TO SCIENCE
In science class, Mariah is learning about temperature. Mariah has Substances can exist in three
decided to use the Celsius scale to investigate the three states of water. different forms:
• solid,
• When the temperature of water is below 0°C, it is a solid called ice. • liquid, and
• From 0°C to 100°C, it is a liquid called water. • gas.
• Above 100°C, it is a gas called steam. Each form is called a state. Heating
and cooling causes a substance to
Mariah starts with a container of water with a temperature of 0°.
change from one state to another.
That is the temperature at which ice changes to water. To study changes Heating causes ice, the solid form
in the water’s state, she increases the temperature at a constant rate for of water, to become water, the
10 minutes until it begins to steam. liquid form, and finally to become
1. What is the increase in temperature? steam, the gas form.

2. What is the rate at which the temperature increased? Write the

answer in degrees per minute.

3. Would it be more appropriate to represent this rate of increase as a

positive integer or as a negative integer? Explain your reasoning.
© 2014 College Board. All rights reserved.

Mariah drew this number line to represent the minute-by-minute changes

in temperature:

0 10 20 30 40 50 60 70 80 90 100

4. Let + represent the rate you found in Item 2. Use + to

represent the total change in temperature.

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ACTIVITY 10 Lesson 10-1

continued Multiplying Integers

My Notes
Next, Mariah places the container in the laboratory freezer. Over the next
20 minutes, she lowers the temperature at a steady rate until the water
begins to freeze.
5. What is the rate of decrease in temperature? Write the answer in
degrees per minute.

6. Would it be more appropriate to represent this rate of decrease as a

positive integer or a negative integer? Explain your reasoning.

7. Mark the number line to represent the minute-by-minute changes in

temperature:

0 10 20 30 40 50 60 70 80 90 100
– –
8. Let represent the rate that you found in Item 5. Use to
represent the total change in temperature.

In Items 4 and 8, you used triangles to represent multiplication.

+ represents a temperature increase of 10 degrees.
–
represents a temperature decrease of 5 degrees.
+ –
So, 10 = +100 and 20 = −100.

© 2014 College Board. All rights reserved.

9. a. If – represents −8, what does – – – – –

represent?
– – – –
b. If represents −5, what does represent?
+ + + + +
c. If represents +3, what does represent?

d. If + represents +9, what does + + + + + +

represent?

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Lesson 10-1 ACTIVITY 10

Multiplying Integers continued

My Notes
10. Write the number sentence represented by each diagram. Each
counter stands for 10 or −10. The first one has been done for you.
a. + + + + + + + + 2 × 40 = 80

b. − − − −−−

+ + + + + +
c.

d. − − − − − −−−−−

+ + + + + + + + + + + +
e.

f. − − −− −− −−

11. Use + and – to represent each number sentence.

a. 2 × 50 = 100

b. 3 × (−30) = −90
© 2014 College Board. All rights reserved.

12. Look at your results for Items 10 and 11. Answer the following
questions:
a. What was the sign of the product when you multiplied two
positive integers?

b. What was the sign of the product when you multiplied a positive
integer and a negative integer?

c. Use these observations to write rules to find the sign of the

product of integers.

Activity 10 • Multiplying and Dividing Integers 119

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ACTIVITY 10 Lesson 10-1

continued Multiplying Integers

My Notes
13. You can use patterns to find the sign of the product of two negative
integers.
a. Fill in ONLY the first four squares in the table below.

× 3 2 1 0 −1 −2 −3
−3
b. Make use of structure. Describe the pattern in the four squares
you filled in.

c. Fill in the last three squares by continuing this pattern.

d. Use the same procedure you used in parts a–c to complete the
multiplication tables below.

× 3 2 1 0 −1 −2 −3
−5

× 3 2 1 0 −1 −2 −3
−8

× 3 2 1 0 −1 −2 −3
−11

e. Use your results in parts a and d to write a rule to find the sign of
the product of two negative integers.

14. Complete the table at the right

© 2014 College Board. All rights reserved.

showing the sign of the × positive negative
product of integers. Write a
positive sign or negative sign positive
in each box.

negative

15. Make use of structure. In parts a–c, state whether the product is
positive or negative.
a. the product of two negative integers
b. the product of three negative integers
c. the product of four negative integers
d. State a rule for finding the sign of the product of an even number
of negative integers.
e. State a rule for finding the sign of the product of an odd number
of negative integers.

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Lesson 10-1 ACTIVITY 10

Multiplying Integers continued

My Notes
Check Your Understanding

16. Find each product.

a. 3(−9) b. 7 ⋅ 6
c. −10(−2) d. 5(−8)
17. Complete.
a. 3 × (−4) = −3 × _______ b. 2 × 5 = −2 × _______
c. −6 × 7 = 6 × _______ d. −9 × (−9) = 9 × _______
18. Copy the number line below and use it to show the product of 2
and (−4).

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
2(−4) = _______
19. Which property justifies this equation? −5 × 12 = 12 × −5?

LESSON 10-1 PRACTICE

20. At 4 p.m. the temperature in Clarksville was 0°C. Over the next
8 hours the temperature fell at a rate of 3 degrees per hour.
a. Write the rate that the temperature fell as an integer.
b. Determine the temperature at midnight.
21. a. Blake borrowed $25 from his brother. Write an integer to express
the $25 that Blake owes his brother.
b. Blake borrowed $25 from his brother a total of 7 times. Write an
integer that represents the amount that Blake owes his brother.
22. Find the 11th number in the pattern below:
© 2014 College Board. All rights reserved.

0, −7, −14, −21,…

23. A submarine on the surface of the ocean descended at a rate of 7 feet
per second for 2 minutes. Then it ascended at a rate of 4 feet per
second for 3 minutes, Finally, it descended at a rate of 9 feet per
second for 5 minutes. What was the final elevation of the submarine?
(The elevation of the ocean surface is 0 feet.)

Activity 10 • Multiplying and Dividing Integers 121

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ACTIVITY 10 Lesson 10-2

continued Dividing Integers

My Notes
Learning Targets:
• Divide integers.
• Solve real-world problems by dividing integers.
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Visualization, Predict and Confirm, Look for a Pattern
The low temperatures in Bismarck, Day Temperature (°F)
North Dakota, during five days in
Monday −7
January are given in the table.
The local TV weather reporter Tuesday −9
wants to announce the mean low Wednesday 3
temperature for the week. To do Thursday 5
this, the reporter will need to divide Friday −2
negative integers.

1. Use what you know about multiplying integers to draw a diagram

+ –
using and for each problem. Give the answer. The first one
has been done for you.
a. 12 ÷ 2 = 6 + + + + + + + + + + + +

b. 20 ÷ 4 =

c. −12 ÷ 4 =

d. −14 ÷ 7 =

© 2014 College Board. All rights reserved.

2. Make use of structure. The equation 4 ⋅ 7 = 28 shows that the
numbers 4, 7, and 28 are related by multiplication. Write two
equations to show that 4, 7, and 28 are related by division.

3. Make use of structure. Use the fact (−5)(−9) = 45 to write two

equations showing that −5, −9, and 45 are related by division.

4. Make use of structure. Use the fact 6(−3) = −18 to write two
equations showing that 6, −3, and −18 are related by division.

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Lesson 10-2 ACTIVITY 10

Dividing Integers continued

My Notes
5. Use your results from Items 3 and 4 to complete these statements:
a. When a positive integer is divided by a negative integer, the
quotient is .
b. When a negative integer is divided by a positive integer, the
quotient is .
c. When a negative integer is divided by a negative integer, the
quotient is .
d. The quotient of two integers with the same sign is .
e. The quotient of two integers with different signs is .
6. Complete the table at the right to show the sign of the quotient of
two integers. Write a positive sign or negative sign in each box.

÷ positive negative

positive

negative

7. Compare the rules you determined for finding the sign of the
product of two integers with the rules you determined for finding the
sign of the quotient of two integers.

8. a. Use the table on the preceding page to find the sum of the low
temperatures in Bismarck for the five given days. MATH TIP
To find the mean, find the average
© 2014 College Board. All rights reserved.

b. What was the mean low temperature in Bismarck for the of the data items by taking the
five days? sum of the data values and
dividing by the total number of
data items.
+ –
c. Draw a diagram showing how you can use and to find
the mean temperature.

9. Use the fact that multiplication and division are inverse operations to
explain why the expression 6 ÷ 0 has no answer.

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ACTIVITY 10 Lesson 10-2

continued Dividing Integers

My Notes
Check Your Understanding

10. Find each quotient.

a. −15 ÷ 3 b. 24 ÷ (−6) c. 30 ÷ 15

d. −25 ÷ (−5) e. 36 ÷ (−9) f. −50 ÷ (−25)

g. −42 h. −56 i. 40
6 −7 −8

11. Multiplication and division are inverse operations. Use inverse

operations to determine each missing number.
a. 15 × = −75 b. −12 × = 156
c. 20 × = 260 d. −18 × = −126
e. −23 × = 207 f. −16 × = −256

LESSON 10-2 PRACTICE

12. The low temperatures in the town of Rigby for 5 consecutive days
were −12°F, −17°F, −11°F, −12°F, and −18°F. What was the mean
low temperature for the 5 days?
13. During the 7 minutes previous to landing, an airplane decreased in
elevation by −3,192 feet. Determine the mean elevation change
per minute.
14. Biff ’s Bakery had a slow year. Biff recorded the store’s loss as
−$10,308 for the year. How would Biff record the store’s mean
monthly loss?

© 2014 College Board. All rights reserved.

15. Evaluate each expression.
a. −2 × 9 ÷ (−6) b. 40 ÷ (−10) ÷ 2
4×(−15)
c. −54 ÷ (−6) ÷ (−3) d.
−2×(−6)
16. Use <, =, or > to complete each statement.
a. 3 × (−9) 50 ÷ (−2)

b. −46 ÷ 2 13 × (−2)

c. −5 × (−6) −96 ÷ (−3)

d. −2 × (−3) × (−4) −96 ÷ (−2) ÷ (−2)

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Multiplying and Dividing Integers ACTIVITY 10

Temperature Ups and Downs continued

ACTIVITY 10 PRACTICE
Write your answers on notebook paper. For Items 14–17, use < or > to complete each
Show your work. statement.
Lesson 10-1 14. −2(−5) 3×3
1. Find: −20(−4) 15. −8(3) 5(−5)
A. −80 B. −5
C. 5 D. 80 16. 10(−6) −10(−6)
2. Which is the most accurate statement about the 17. −3(12) 7(−5)
sign of the product of a positive integer and a
18. A dolphin swimming in the ocean dove deeper,
negative integer?
at a rate of −3 feet per second. Find the change
A. It is positive.
in the dolphin’s elevation one minute later.
B. It is negative.
C. It depends on the sign of the first of the two 19. a. The lowest temperature ever recorded in
numbers. Michigan was 3 times the lowest temperature
D. It cannot be predicted without knowing the ever recorded in Georgia, which was −17°F.
integers. What was Michigan’s lowest temperature?
b. The highest temperature ever recorded in
3. Find the numerator of the fraction: ? = −10
5 Oregon was −7 times the lowest
A. −50 B. −2
temperature ever recorded in Georgia.
C. 2 D. 50
What was Oregon’s highest temperature?
For Items 4–13, find each product. 20. Name the number property illustrated by this
equation:
4. 2 × (−9)
−2(−3 + 7) = −2(−3) + (−2)(−7)
5. −3 × (−3)
21. Complete:
6. 8 × 6
a. 7 × (−8) = −7 × _________
7. −12 × 6 b. −5 × (3) = 5 × _________
c. 9 × 2 = −9 × _________
© 2014 College Board. All rights reserved.

8. −10 × (−11)
9. 7 × (−7) 22. In golf, par is is the expected number of strokes
needed to complete a course. Numbers of
10. −1 × (−1)
strokes greater than par (over par) are
11. −1 × (−1) × (−1) × (−1) indicated with positive integers. Numbers of
12. (−1)7 strokes less than par (under par) are indicated
with negative integers. Clyde scored 6 under
13. −15(0)
par each day of a 4-day tournament. Find his
final score for the entire tournament.

Activity 10 • Multiplying and Dividing Integers 125

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ACTIVITY 10 Multiplying and Dividing Integers

continued Temperature Ups and Downs

Lesson 10-2 36. The temperature in Allenville fell from 25°F to

23. Find: 12 ÷ (−2) −23°F in 8 minutes.
A. −24 B. −6 a. Write a numerical expression you can
C. 6 D. 24 evaluate to find the average change in
temperature per minute.
24. Which answer best explains why the following b. Find the mean change in temperature per
numerical relationship is true? minute.
2 × (−6) = −12, so −12 = 2 37. The numbers below record the number of feet
−6
A. the Distributive Property a hot-air balloon rose and fell each minute
B. the Associative Property during a 6-minute period.
C. the Commutative Property of Multiplication +410, +350, −570, +190, −470, −600
D. the inverse relationship between
a. Find the balloon’s final position in relation
multiplication and division
to its original position.
25. Complete: −6 × = 12 b. Find the balloon’s mean change in position
A. −72 B. −2 per minute.
C. 2 D. 72 38. Casey’s bank statement Date Amount ($)
records money taken
For Items 26–34, find each quotient. from his checking
3/12 +60.00
26. 8 ÷ (−4) account as a negative 3/15 −95.00
27. 14 ÷ 2 transaction and money 3/16 −34.00
added to his account as 3/20 −128.00
28. −28 ÷ (−7) a positive transaction.
3/26 +75.00
29. −35 ÷ 5
3/29 −16.00
30. −1
−1
0 a. Find the net change in the amount Casey
31. −12 had in his account during the period shown.
b. Find the mean change per transaction for

© 2014 College Board. All rights reserved.

1
32. −1 the same period.
33. 60 ÷ (−4) ÷ 3
MATHEMATICAL PRACTICES
34. −80 ÷ (−2) ÷ 5 ÷ (−4) Look For and Make Use of Structure
35. Which of the following expressions is not 39. The product of two integers is positive. Is the
equivalent to the others? quotient of those same integers positive,
A. −24 negative, or impossible to predict? Explain
3 your reasoning
B. 24
−3
C. − 24
3
D. − 24
−3

126 SpringBoard® Mathematics Course 1, Unit 2 • Integers

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Coordinate Plane and Multiplying Embedded Assessment 2

and Dividing Integers Use after Activity 10
SCAVENGER HUNT

Write your answers on notebook paper. Show your work. y 

100
Pioneer School is holding a Scavenger Hunt. Teams are
given clues that will lead them to places where prizes have 80

been buried. You are the leader of your team. 60

The tract of farmland for the scavenger hunt measures 40

200 yards in each direction and has been marked with
20
coordinate grid lines every 10 yards.
• The x-axis runs east-west. x

•
–100 –80 –60 –40 –20 20 40 60 80 100
The y-axis runs north-south. –20

–40
1. CLUE 1: Start at the origin. Go to (−10, 30). Find
–60
Prize 1 at the point that is a reflection of (−10, 30) over
the x-axis. –80
a. Give the coordinates of Prize 1 and explain how you –100
found these coordinates.
b. In which quadrant is Prize 1 located? Explain how you could
determine this using only the coordinates of the point.

2. CLUE 2: Start at (−60, 70). Go to (−10, 70), keeping track of the

distance walked between the two points. Continue by walking this
same distance in the same direction.
There you will find Prize 2.
a. In which quadrant and what are the coordinates of Prize 2?
b. Explain how you determined which quadrant Prize 2 was in using
only the coordinate grid.
c. What is the distance from the starting point to Prize 2?
© 2014 College Board. All rights reserved.

3. CLUE 3: Start at the origin. Walk 20 yards south and 60 yards east.
Divide the first coordinate of your present location by −3 to
determine the first coordinate of Prize 3. Multiply the second
coordinate of your present location by −3 to find the second
coordinate of Prize 3.
What are the coordinates of Prize 3 and in which quadrant is it
located?

4. CLUE 4: Find Prize 4 at the point that is a reflection of Prize 3’s

location over the y-axis. Give the coordinates of Prize 4.

Unit 2 • Integers 127

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Embedded Assessment 2 Coordinate Plane and Multiplying

Use after Activity 10 and Dividing Integers
SCAVENGER HUNT

5. When you reach the spot for Prize #4, you have to dig 4 inches down
7 times. Write a number sentence to represent this situation and
determine how far down you have to dig to find the prize.

6. The last clue tells you to run up the hill. You run at 3 feet per second
and reach the top of the hill in 32 seconds. Write a number sentence
to represent this situation and determine the distance you ran.

7. Explain how the signs of your answers to Items 5 and 6 make sense
for the situation that they describe.

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates:
Mathematics • A clear understanding of • A functional understanding • Partial understanding of • An inaccurate
Knowledge and ordered pairs of integers, of ordered pairs of integers, ordered pairs of integers, understanding of ordered
Thinking and reflections and and reflections and and reflections and pairs of integers, and
(Items 1a, 2a, c, 3, distance in the coordinate distance in the coordinate distance in the coordinate reflections and distance in
4, 5, 6) plane. plane. plane. the coordinate plane.
• Effective understanding of • Multiplication and division • Difficulty with • Inaccurate multiplication
and accuracy in multiplying of integers that is usually multiplication and division and division of integers.
and dividing integers. correct. of integers.
Problem Solving • An appropriate and • A strategy that may include • A strategy that results in • No clear strategy when
(Items 2c, 5, 6) efficient strategy that unnecessary steps but some incorrect answers. solving problems.
results in a correct answer. results in a correct answer.
Mathematical • Clear and accurate graphing • Graphing and reflecting • Partially accurate graphing • Inaccurate graphing of
Modeling/ and reflecting of points in points on a coordinate and inaccurate reflection of ordered pairs of integers on
Representations the coordinate plane. plane with little difficulty. points on a coordinate a number line.

© 2014 College Board. All rights reserved.

(Items 1a, 2a, c, 3, • Clear and accurate writing • Some difficulty in writing plane. • No understanding of
4, 5, 6) and solving of problems integer multiplication and • Difficulty in writing multiplication and division
with integer multiplication division problems but with expressions leading to of integers.
and division. correct answers. errors in solving problems.
Reasoning and • Precise use of appropriate • An adequate explanation of • A misleading or confusing • An incomplete or
Communication math terms and language signs of integers and explanation of signs of inaccurate description of
(Items 1a-b, 2a-b, 5-7) to explain signs of integers quadrants in the coordinate integers and quadrants. signs of integers and
and quadrants. plane. quadrants in the coordinate
plane.

128 SpringBoard® Mathematics Course 1