AIM: How can we practice adding and subtracting rational numbers?
Classwork: After learning various ways to add and subtract rational numbers -- including number lines, integer chips, and addition and subtraction algorithms -- students are given a practice period to refine their skills. They can work through a problem set by themselves using their notes a resource. They can also ask their desk partner or neighboring students for assistance before asking the teacher for intervention. Answers will be shared at the end of the period to allow for student self-assessment and self-reflection. Students should use their success in today's practice lesson as a guage for how much time to commit to tonight in preparation for tomorrow's quiz on rational numbers.
The column on the right with the play button has helpful videos. The buttons with a star are problem sets you can use to test your abilities.
AIM: How are the algorithms for addition and subtraction related?
Class: Today we discussed the subtraction algorithm students will eventually use to solve all rational number problems. We discovered yesterday that subtracting a negative is the same thing as adding a positive. We also discussed that subtracting a positive is the same as adding a negative. This led us to: Keep, change, change. Students worked in groups to answer parts B-D of problem 2.3 on pages 40-41.
See resources from yesterday.
AIM: How can a chip model or number line be useful in finding a subtraction algorithm?
Class: Like we did with the addition algorithm, we will investigate how integer chips and numbers can be used to model integer subtraction problems. From here, we can derive an algorithm that can be used for all rational numbers.
Make sure to check off "Subtraction" and "Negatives" on the left. Adjust the level of difficulty as you get better.