Aim: How can we practice adding and subtracting rational numbers?Homework: Prepare for quiz tomorrow; use resources below to help practice skills.Do Now: 1. -15 - (-13) = 2. -6 + (-11) = 3. 9 - 22 = 4. 18 + (-8) = Classwork: We looked more closely at the relationship between addition and subtraction. today, and used our previous findings to rewrite subtraction statements and equivalent addition statements.Announcements: Quiz this Friday (tomorrow) - adding and subtracting rational numbersResources:Use the menu on the left of the website to modify the problems (click on "negative" and "addition" and "subtraction." You can also modify the length of your quiz and difficulty by using the drop downs on in the upper left. https://www.thatquiz.org/tq-1/math/arithmetic/ This race game practices adding and subtracting http://www.mathplayground.com/ASB_OrbitIntegers.html
Aim: How can we practice adding and subtracting rational numbers?Homework: Finish Honeycomb WorksheetDo Now: Classwork: We looked more closely at the relationship between addition and subtraction. today, and used our previous findings to rewrite subtraction statements and equivalent addition statements.Announcements: Quiz this Friday - adding and subtracting rational numbersResources:Aim: How are the algorithms for addition and subtraction related?Homework: Txtbk p.47 #41-46, 48Do Now: Solve each problem. Be prepared to explain your reasoning.1. (-24) + (-35)= 2. -13 - (-8)= Classwork: We looked more closely at the relationship between addition and subtraction. today, and used our previous findings to rewrite subtraction statements and equivalent addition statements.Announcements: I will be offering extra help on Tuesdays after school in room 228. The first session meets today!Resources:Aim: How can a chip model or number line be useful in determining an algorithm for subtraction?Homework: Txtbk p.45 #18-29Do Now: 1. What is the algorithm we determined last class for the addition of integers? 2. Without finding the sum determine whether the following will be positive, negative, or zero. 12 + (-16) + 20 + (-17) Classwork: We explored subtraction problems with integers and understood this central point: subtracting a negative is the same as adding a positive AND subtracting a positive is the same thing as adding a negative.Announcements: I will be offering extra help on Tuesdays after school in room 228. The first session meets tomorrow.Resources:Aim: How can we predict whether a sum will be positive, negative, or zero?Homework: Txtbk pp.32-32 Problem 2.1 A-EDo Now: Use integer chips to model each.1. -5 + 3 = 2. -4 + (-9)= Classwork: Today's class was about discovering the addition algorithm. The past few lessons, students have been using integer chips and number lines to find values of positive and negative numbers. Today, we bridged that understanding with a more abstract addition "rule." Announcements: Enjoy your weekend!Resources:Aim: How can we assess our Unit 1 skills?Homework: Txtbk p.24 #49-55Do Now: Write down today's AIM and date in your notebook.When you are finished, clear your desk of everything except a pencil and eraser. Classwork: Unit 1 - Quiz 1Announcements: NoneResources:Aim: How can we use a chip model to represent addition and subtraction?Homework: Prepare for tomorrow's quiz.Do Now: Nadie has a chip board with 4 red chips. She needs to subtract 2 black chips but there are no black chips on the board. Nadie says "It is impossible to subtract 2 black chips. There are none on the board!" What can Nadie do to the chip board so that she can subtract 2 black chips? Hint: zero pairs helpClasswork: We use black (positive) and red (negative) chips to model integer addition problems. Announcements: There will be a quiz Thursday 9/22/16! Topics will include: comparing positive and negative numbers, ordering rational numbers (including positive and negative fractions/decimals), temperature problems, number line applications, and chip models.Resources:Aim: How can we use a chip model to represent addition and subtraction?Homework: Txtbk:p.18-19 Problem 1.4 A-EDo Now: The temperature at your home in the Bronx is 60 degrees F. You take a trip to the North Pole where it is -50 degrees F. How many degrees was the temperature change?Classwork: We use black (positive) and red (negative) chips to model integer addition problems. We also discussed Black Friday and where it got its name from. Announcements: There will be a quiz Thursday 9/22/16! Topics will include: comparing positive and negative numbers, ordering rational numbers (including positive and negative fractions/decimals), temperature problems, number line applications, and chip models.Resources:Aim: How can we use a number line to represent a number sentence?Homework: Complete Counting On number line worksheet (except period 2)Do Now: The temperature at the park is 67 degrees. The temperature falls 5 degrees. It then rises 2 degrees. Use a number line to show the changes and the final temperature.Classwork: Picture day had us meeting for an abbreviated lesson. Students worked in pairs to begin Count On worksheet, attached below.Announcements: NoneResources:
Aim: How can we use a number line to represent a number sentence?Homework: Txtbk p.16 Problem 1.3 A-EDo Now: Compare the following pairs of numbers using <,> or =.Classwork: Students write number sentences and sketch number lines, both vertical and horizontal, to compare temperatures. They encounter changing temperatures and determine the resulting temperature. Students are not expected to solve these problems by following specific algorithms for signed numbers. They use informal arithmetic reasoning to connect direction and distance to the number line, and then represent their reasoning with number sentences. Students focus on both distance and direction as they seek to describe changes in temperature and represent these changes with number sentences.Announcements: Picture day will be taking place during math classes next Monday. Expect a shorter lesson than usual to accommodate the picture taking.Resources: |
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June 2018
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