Adding-Integers-Video-Freebie.pdf

7/26/2019 Adding-Integers-Video-Freebie.pdf

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Vocabulary

integers

positive

negative

zero pairs

Integers

www.fortheloveofteachingmath.com


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Intro to Integers

An integer is any number from the set {.....,-4, -3, -2, -1, 0, 1, 2,3, 4, .....} where ..... mearns continues without end.

0 1 2 3 4 5 6-1-2-3-4-6 -5

The further left a number is on the number line, the

smaller the value of the number.

To graph an integer on a number line, you simply place a

dot at the location of the number.

0 1 2 3 4 5 6-1-2-3-4-6 -5

The point -4 is graphed for you.

Try graphing the point 4

Try graphing the point -2

Try graphing the point 0

Write those numbers in order from least to

greatest.



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Label the number line yourself now.

Compare the following integers by placing a between the two numbers.

1. -4 ___ 0 2. 5 ___ 0 3. -3 ___ -5 4. -7 ___ -4

Place the following integers in order from

least to greatest.

-3, -5, 8, 0, -1, 1, -10

5.

10, -8, -10, 0, 2, -5, -1, 6

6.

Write an integer to describe each situation

7. the top of the mountain is 1,230 ft above sea level _________

8. the football player gained 9 yards on the play______________

9. Jerry withdrew $25 out of his savings account______________

10. the submarine went 900 ft below sea level________________

11. the temperature is 25 degrees below zero________________



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Ordering Integers

Human Number Line

The following four pages are a set of integers. Cut thenumbers apart and give each student one card. There are

a lot of things you can do with these cards. One thing I dowith them is to have the students line themselves up

from least to greatest. This sometimes takes them a little

while. I don't help them, but make them do itthemselves. My students always enjoy this activity.

Which Number is Bigger?

Another great activity would be to have students stand

up with their numbers. On your cue, students would find

a partner and determine which number is bigger. Youcould have them change partners as many times as you

would like.

Adding Integers with the Cards

After finishing the "adding integers" part of the lesson,

you could do the same activity as the "Which Number isBigger", only they would have to add the two numbers

together. Same as after finishing the subtracting integerspart.



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-19

-5

-7

-9 -11

-13

-15

-17


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-3

2

4

10 13

5

0

-1


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7

13

25

-4 -2

-28

11

9


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-6

-14

30

-22 22

-18

-10

-8


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Adding Integers with Models

Model the following integers

1. -6 3. -4

2. 3 4. 2

zero pair:a pair of numbers whose sum is zero.Examples of zero pairs would be:

-2 and 2

8 and -8

-1 and 1

Now we are going to model an addition problem: -2 + 6* First model the number -2

* Now model the number 6

* Take away all zero pairs (take away each match of + and -circle)

* What you have left is your answer

* You should have four positive circles left, so your answerwould be 4.

* You've just added integers!!

* Now follow those same steps to add: 5 + (-8)



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Adding Integers

by Drawing Models

Now we are going to model our integers with drawing the circles.

Here is an example of drawing -3 + 2

Now you draw a model of the problem -6 + 2

Draw a model of the problem 5 + (-3)

Draw a model of the problem -4 + 4

What do you have left?

One negative, so youranswer is -1.



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Adding Integers

with ModelsUse the integer models to add the following integers

1. -3 + 5 = ________ 2. 4 + 9 = ________

3. 1 + (-2) = _______ 4. -3 + (-4)= ______5. -5 + (-5) = ______ 6. 4 + (-4) = ______

Another way to add integers is with a number line

To find the value ot -2 + 5, place a circle on the place on thenumber line for the first number of the problem. In this case (-2).Now count over the number of spaces of the second number. Inthis case it is a +5, so we will go in the positive direction, right,five spaces. You should end on the +3, therefor the value of

-2 + 5 = 3

Now try the problem -1 + (-5). You should start on ______. Nowcount over _______ spaces to the _______. You should land on

__________. Therefor the value of -1 + (-5) = __________

0 1 2 3 4 5 6-1-2-3-4-6 -5

0 1 2 3 4 5 6-1-2-3-4-6 -5



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Adding IntegersName:___________________

5. 6 + (-4) = ____

1. -6 + 7 = ____

2. -3 + 2 = ____

3. -5 + (-4) = ____

4. 2 + (-3) = ____

11. 6 + (-10) = ____

15. 17 + (-2) = ____

8. -3 + 1 = ____

20. 12 + (-10) = ____

7. -4 + (-2) = ____

16. -5 + 5 = ____

9. 10 + (-3) = ____

12. -20 + 10 = ____

17. -7 + (-2) = ____

10. -15 + 5 = ____

13. -12 + (-4) = ____

18. -8 + (-2) = ____

6. -2 + (-5) = ____

14. 14 + (-10) = ____

19. 3 + (-6) = ____

21. Deonte had $20 in his checking account. He withdrew $14 to pay for hislunch. How much money does Deonte have now? Write an additionproblem, and then give the answer. _________________________

22. Jesse's fish hook was 12 feet below the top of the water. He let outsome of his line, and the hook sunk another 3 feet. What is the depth of thefish hook now? Write an addition problem, and then give the answer.____________________________________



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Adding Integers

Name:___________________

5. 6 + (-4) = ____

1. -6 + 7 = ____

2. -3 + 2 = ____

3. -5 + (-4) = ____

4. -2 + (-3) = ____

11. 6 + (-10) = ____

15. 17 + (-2) = ____

8. -3 + 1 = ____

20. 12 + (-10) = ____

7. -4 + (-2) = ____

16. -5 + 5 = ____

9. 10 + (-3) = ____

12. -20 + 10 = ____

17. -7 + (-2) = ____

10. -15 + 5 = ____

13. -12 + (-4) = ____

18. -8 + (-2) = ____

6. -2 + (-5) = ____

14. 14 + (-10) = ____

19. 3 + (-6) = ____

21. Deonte had $20 in his checking account. He withdrew $14 to pay for hislunch. How much money does Deonte have now? Write an additionproblem, and then give the answer. _________________________

22. Jesse's fish hook was 12 feet below the top of the water. He let outsome of his line, and the hook sunk another 3 feet. What is the depth of thefish hook now? Write an addition problem, and then give the answer.____________________________________

1

-1

-9

-5

2-7

-6

-2

7-10

-4

-10

-16

4

15

0

-9

-10

-32

-12 + (-3) = -15 feet

20 + (-14) = $6

Answer Key


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Adding-Integers-Video-Freebie.pdf