Chapter 2 Integers

Skills Review Adding Integers 1. If the signs are the same, you add the numbers and keep the same sign. Ex. 2.

( 6 ) ( 5 ) 11

(+5) + (+4) = +9

If the signs are different, you subtract the numbers and keep the sign of the biggest number. Ex.

( 8 ) ( 3 ) 5

( -8) + (+10) = +2

Subtracting Integers To Subtract integers, you add the opposite. In other words you: 1. 2. 3. 4. Ex. (-8) (-5) = (-8) + (+5) = -3 (+7) (-4) =(+7) + (+4) = +11 Keep the first integer the same Change subtraction to addition. Change the sign of the second integer. Use addition rules (same signs add, different signs subtract)

Assign Worksheet on Adding and Subtracting Integers

2.1 Using Models to Multiply Integers Students will use two models to multiply integers. Through the use of these models, students will develop the rules for multiplying integers. Using Counters (See Smart Board Model ) When you use the counter method, the jar should start with a value of zero.

First integer Tells you how many sets to put in or take out. If it is positive you put in sets. If it is negative you take out sets Second integer Tells you how many of each counter you put in or take out. If it is positive you use yellow or unshaded counters. If it is negative you use red or shaded counters. Remember if you have to take out counters you may first have to put in zero pairs Ex) Use counters to find each product: 1) (+3) (-4) This means you have to put in 3 sets of 4 red or shaded counters

Answer:

-12

2) (-2) (+5)

This means you take out 2 sets of 5 yellow or unshaded counters. So you need to add 10 zero pairs.

Answer:

-10

Assign Worksheet Multiplying Integers using Counters and pages 68 -69 #s 5, 6, 9, 10, 11

Using Number Lines (See Smart Board Model) When you use the number line method, you always start on zero.

First integer Tells you how many steps to take. If it is positive you face the positive end. If it is negative you face the negative end. Second integer Tells you what size step to take. If it is positive you walk forward. If it is negative you walk backward Ex) Use number lines to find each product. 1) (+3) (-4) Face positive end and walk backwards 3 steps of size 4.

Answer:

-12

2) (-2) (-5) Face the negative end and walk backwards 2 steps of size 5.

Answer:

+10

Assign Worksheet Multiplying Integers using Number Lines and pages 69-70 #s 7, 8, 12-20

2.2 Develop rules to Multiply Integers Build on the models to develop the rules for multiplying integers

Positive X Positive Using the counter method, when you put in sets of yellow counters, the jar will always only contain yellow counters. Using the number line method, when you face the positive end and walk forward, you will always end up on a positive number Therefore: Positive X Positive = Positive Positive X Negative Using counter method, when you put on sets of red counters, the jar will always only contain red counters. Using the number line method, when you face the positive end and walk backward, you will always end up on a negative number Therefore: Positive X Negative =Negative Negative X Positive Using counter method, when you take sets of yellow counters, the jar will always only contain red counters. Using the number line method, when you face the negative end and walk forward, you will always end up on a negative number Therefore: Negative X Positive =Negative Negative X Negative Using the counter method, when you take out sets of red counters, the jar will always only contain yellow counters. Using the number line method, when you face the negative end and walk backward, you will always end up on a positive number Therefore: Negative X Negative = Positive Notes To multiply integers you multiply the two numbers and use the following rules to determine the sign: If the signs are the same, the answer is positive. It the signs are different, the answer is negative. In other words: (positive) X (positive) = positive (negative) X (negative) = positive (positive) X (negative) = negative (negative) X (positive) = negative

Ex)

Find each product: 1) (-5) (-4) = +20 2) (+6) (+3) = +18 3) (-11) (+7) = -77 4) (+8) (-9) = -72

The Properties of whole numbers also apply to integers: Zero Property Any number multiplied by zero is zero. Ex) (-2) 0 = 0 Multiplying by 1 (Identity Property) Any number multiplied by one results in the given number. Ex) (-5) 1 = -5 Commutative Property Changing the order numbers are multiplied does not change the answer Ex) (-3) (-5) = (-5) (-3) Distributive Property Ex) (-4) [(-3) + (+2)] = (-4) (-3) + (-4) (+2) Assign 73-75 #s 1-21

Section 2.3 Using Models to Divide Integers You can also use the counter and number line models to divide integers. Using Counters Remember the jar must always start with a value of zero. First Integer Tells you how many counters you want to end up in the jar. If it is positive you want to end up with yellow or unshaded counters If it is negative you want to end up with red or shaded counters. Second Integer Tells you how many of each counter you put in or take out. If it is positive you use yellow or unshaded counters. If it is negative you use red or shaded counters. Ex) Use counters to find each quoient: 1) (-12) (-4) You want to end up with 12 red counters in the jar using groups of 4 red counters. This means you put counters in.

You put in three groups Answer = +3

2) (+8) (-2)

You want to end up with 8 yellow counters using groups of 2 red counters. This means you take counters out.

You take out four groups Answer = -4

Using number lines Remember you must start on zero First Integer Tells you where you want to end up Along with the second integer you must decide if you face positive or negative. Second Integer Tells you which direction to walk and the size of the steps If positive you walk forward. If negative you walk backward. Ex) Use number lines to find each quotient: 1) (-15) (-5) You have to end up on -15 by walking backwards steps of 5. This means you have to face the positive end.

Answer: +3 2) (+9) (-3) You have to end up on +9 by walking backwards steps of 3. This means you face the negative end.

Answer: -3 Assign pages 80-82 #s 1-18

2.4

Developing Rules to Divide Integers

To divide integers you divide the two numbers and use the following rules to determine the sign: If the signs are the same, the answer is positive. It the signs are different, the answer is negative. In other words: (positive) (positive) = positive (negative) (negative) = positive (positive) (negative) = negative (negative) (positive) = negative Notice this is the same as the rules for multiplying integers. Ex) Find each quotient: 1) (-20) (-4) = +5 2) (+6) (+3) = +2 3) (-22) (+2) = -11 4) (+18) (-6) = -3 Assign pages 87-89 #s 1-24

2.5

Order of operations with Integers

Class Activity Explain to students that they will be asked to go through four steps to draw something. (They will be trying to draw a division sign.) Using an overhead have students randomly select one step at a time. Each step is to be performed in the order they select it. Does the order of the selection matter? Yes, students should see that only a certain order will give the division sign. OR Write the expression on page 90 on the board and ask students to come up with different ways to evaluate the expression. 96+364-1 Notes Order is important. We need rules for the order something is done so everyone will get the same answer. Sometimes in Math you are asked to do a calculation that has a variety of operations. The order in which you do them are: 1) Brackets Brackets are used to show a number is negative Positive numbers do not need brackets or a positive sign Square brackets are using when round brackets are already used 2) Division and Multiplication Do whatever comes first from left to right 3) Addition and Subtraction Do whatever comes first from left to right Ex) Evaluate the following: 1) [(-8)+4][(-3)-(-1)] = (-4) [(-3)-(-1)] = (-4) [(-3)+1] = (-4) (-2) =2 2) (-6) (-10) 5 + (-1) = (-6) (-2) + (-1) = (-6) + (+2) + (-1) = (-4) +(-1) -5

3)

12 ( 2)( 3) ( 8) 4 (1) 12 ( 6) ( 2) ( 1) 6 ( 2 ) 1 6 1 6

Remind students for problems like example #3 the fraction bar indicates division. They should calculate the numerator and denominator separately, then divide the numerator by the denominator. Assign pages 92-93 #s 1-17