1. Add the opposite

2.  What is subtraction?

3.  Opposites, Zero Pairs, Additive Inverse
 Commutative Property of Addition
 Rules for Adding Integers…

4.  Unit Plan
 Students will learn to…
 Discuss strategies for adding integers.
 Compare and contrast subtraction and addition of
integers.

5.  Number Line
 Context
 Money
 Football
 Others?
 Rules
 Adding like signs
 Adding opposite signs

6.  Is p – q = p + (-q)
 Explain

7.  Write down the problem assigned to your
group.
 Solve using a number line.
 Compare with others in your group.
 Compare with someone in your partner group.
 Discuss the questions.

8.  Group 1: 8 – 3
 Group 2: 7 – 13
 Group 3: -15 - 6
 Group 4: 8 + (-3)
 Group 5: 7 + (-13)
 Group 6: -15 + (-6)
Write the
problem
above your
number line.

9.  GROUPS
 1 and 4
 2 and 5
 3 and 6
 Discussion Questions:
 How are your problems similar?
 How are they different?
 What previous vocabulary is used?

10.  Group 1: 8 – 3
 Group 2: 7 – 13
 Group 3: -15 - 6
 Group 4: 8 + (-3)
 Group 5: 7 + (-13)
 Group 6: -15 + (-6)

11.  8 – 3
 8 + (-3)
 7 – 13
 7 + (-13)
 - 15 – 6
 -15 + (-6)

12.  - 2 – (-9)
 - 2 + 9
 Add the Opposite

13.  Is p – q = p + (-q)
 Explain

14.  Use a number Line
 Use context
 Money
 Football
 Others?
 “Add the Opposite” and use rules for addition

15.  Check homework
 Quiz

16.  Integer Investigation
 SHOW ALL STEPS
 Pick one of the strategies and use it…
 Pictures
 Number Line
 Rules
 Context

17.  When would using a number line to model
addition or subtraction of integers not be an
efficient strategy?
 1 minute – talk with your partner
 2 minutes – Power Write

18.  When would using a number line to solve
addition or subtraction of integers not be an
efficient strategy?

19.  Addition Strategies
 Number line
 Context
 Rules
 Same signs – add and keep the signs
 Opposite signs – subtract, keep sign of # w/ largest
absolute value.
 Subtraction strategies
 Number Line
 Context
 “add the opposite” and use rules for addition

20.  Students will learn to…
 Review the strategies used for adding and
subtracting integers.

21.  On Jeopardy, Jill answered one question correctly
for 400. She then answered two questions
incorrectly, one for 100 and the other for 200.
 Write an ADDITION expression to represent the
situation.
 Write a SUBTRACTION expression to represent
the situation.
 How many total points did Jill have?

22.  On Jeopardy, Jill answered one question
correctly for 400. She then answered two
questions incorrectly, one for 100 and the other
for 200.
 Write an ADDITION expression to represent
the situation.
 400 + (-100) + (-200)
 Write a SUBTRACTION expression to
represent the situation.
 400 – 100 - 200
 How many total points did Jill have?
 100

23.  A deep sea diver saw his jelly fish at 12 feet
below sea level. He dove down another 20 feet
before he finally saw another jelly fish.
 Write an ADDITION expression that shows
this scenario.
 Write a SUBTRACTION expression to
represent the situation.
 What was the total depth of the diver?

24.  A deep sea diver saw his jelly fish at 12 feet
below sea level. He dove down another 20 feet
before he finally saw another jelly fish.
 Write an ADDITION expression that shows
this scenario.
 -12 + (-20)
 Write a SUBTRACTION expression to
represent the situation.
 -12 - 20
 What was the total depth of the diver?
 -32 ft

25.  John owed his mom $40 for a new pair of
shoes. He then borrowed $15 for a new DVD.
 Write a SUBTRACTION expression that shows
this scenario.
 How much money does John owe?

26.  John owed his mom $40 for a new pair of
shoes. He then borrowed $15 for a new DVD.
 Write a SUBTRACTION expression that shows
this scenario.
 -40 – 15
 -40 + (-15)
 How much money does John owe? -$55

27.  Write an expression for each problem.
 Solve any way you choose.
 Label your answer.