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Lesson Presentation. Lesson Quizzes. Sunshine State Standards. Preview of MA.7.A.3.1 Use and justify the rules for…subtracting…integers. Preview of MA.7.A.3.2 Subtract…integers,…including solving problems in everyday contexts. Subtracting Integers on a Number Line.

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Presentation Transcript
slide1

Lesson Presentation

Lesson Quizzes

slide2

Sunshine State Standards

Preview of MA.7.A.3.1 Use and justify the rules for…subtracting…integers.

Preview of MA.7.A.3.2 Subtract…integers,…including solving problems in everyday contexts.

slide3

Subtracting Integers on a Number Line

Move left on a number line to subtract a positive integer.

Move right on a number line to subtract a negative integer.

Confused???

slash dash
Slash & Dash
  • When subtracting a positive number – use “SLASH & DASH”
  • -4 – 3 =
  • Keep the -4
  • SLASH the subtraction symbol (+)
  • Mark a DASH on the 3 to make it negative
  • -4 + -3 = -7
slash slash
Slash & Slash
  • When subtracting a negative number – use “SLASH & SLASH”
  • -4 – -3 =
  • Keep the -4
  • SLASH the subtraction symbol (+)
  • SLASH the -3 to make it a positive 3
  • -4 + +3 = -1
keep change change
Keep, Change, Change
  • Some teachers teach Slash/Slash or Slash/Dash as
  • KEEP, CHANGE, CHANGE
slide7

Additional Example 1: Writing Integer Subtraction

Write the subtraction modeled on each number line.

A.

B.

–3

–4

–8 –7 – 6 –5 –4 –3 –2 –1 0 1

The subtraction modeled is –3 – 4 = –7.

– (–9)

(–5)

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5

The subtraction modeled is –5 – (–9) = 4.

slide8

Check It Out: Example 1

Write the subtraction modeled on each number line.

A.

B.

–5

–2

–8 –7 – 6 –5 –4 –3 –2 –1 0 1

The subtraction modeled is –5 – 2 = –7.

–(–5)

(–3)

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5

The subtraction modeled is –3 – (–5) = 2.

slide9

Additional Example 2A: Subtracting Integers

Find the difference.

4 – 6

(–6)

4

–3 –2 –1 0 1 2 3 4 5

4 – 6 = –2

slide10

–1 0 1 2 3 4 5 6 7

Additional Example 2B: Subtracting Integers

Find the difference.

3 – (–3)

3

–(–3)

3 – (–3) = 6

slide11

Check It Out: Example 2A

Find the difference.

2 – (–5)

– (–5)

2

–1 0 1 2 3 4 5 6 7

2 – (–5) = 7

slide12

Check It Out: Example 2B

Find the difference.

3 – 6

(–6)

3

–3 –2 –1 0 1 2 3 4 5

3 – 6 = –3

slide13

Additional Example 3: Evaluating Integer Expressions

Evaluate a – 4 for a = 2.

a – 4

Write the expression.

2 – 4

Substitute 2 for a.

–2

Subtract.

slide14

Check It Out: Example 3

Evaluate b – 6 for b= 8.

b – 6

Write the expression.

8 – 6

Substitute 8 for b.

2

Subtract.

slide15

Lesson Quiz

Standard Lesson Quiz

slide16

Lesson Quiz

Find each difference.

1. 8 – 5 2. –9 – (–3)

Evaluate x – (–7) for each value of x.

3.x = –2 4.x = 5

5. The peak of Mt. Everest is approximately 26,544 ft above sea level. The shore of the Dead Sea is about 1,200 ft below sea level. How much higher is the peak of Mt. Everest than the shore of the Dead Sea?

–6

3

12

5

27,744 ft

slide17

Lesson Quiz

1. Find the difference. 9 – 6

A. 3

B. –3

C. 15

D. –15

slide18

Lesson Quiz

2. Find the difference. –11 – (–8)

A. 3

B. –3

C. 19

D. –19

slide19

Lesson Quiz

3. Evaluate p – (–8) for p = –9.

A. 17

B. 1

C. –1

D. –17

slide20

Lesson Quiz

4. Evaluate s – (–8) for s = 13.

A. 21

B. 5

C. –5

D. –21

slide21

Lesson Quiz

5. A submarine is 150 feet below the sea level. An airplane is 1,000 feet above the sea level and directly above the submarine. What is the distance between the airplane and the submarine?

A. 850 ft

B. 1,000 ft

C. 1,150 ft

D. 1,500 ft