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BOP - QUARTER 1 WEEK 2 COPY HOMEWORK FOR THE WEEK.

BOP - QUARTER 1 WEEK 2 COPY HOMEWORK FOR THE WEEK. Work on weekly spiral questions due on Thursday. Monday #3, 4, 5, 6 Tuesday #7, 8 and 9. Wednesday, #1, 2, 10 If you finish early, look over vocabulary cards and notes from previous lessons.

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BOP - QUARTER 1 WEEK 2 COPY HOMEWORK FOR THE WEEK.

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  1. BOP - QUARTER 1 WEEK 2 COPY HOMEWORK FOR THE WEEK. Work on weekly spiral questions due on Thursday. Monday #3, 4, 5, 6 Tuesday #7, 8 and 9. Wednesday, #1, 2, 10 If you finish early, look over vocabulary cards and notes from previous lessons. IT WILL BE A QUIET TIME WHILE I CHECK HOMEWORK. Supplies: ruler, Colored pencils, glue stick

  2. In Margin TABLE OF CONTENTS

  3. Toolbox: Distributive property – for any real number a, b, c, a(b + c) = ab + ac. To multiply a sum or difference, multiply each number within the parentheses by the number outside the parentheses. Arithmetic Algebra 3(2 + 6) = 3(2) + 3(6) a(b + c) = ab + ac (2 + 6)3 = 2(3) + 6(3) (b + c)a = ba + ca 6(7 – 4) = 6(7) – 6(4) a(b – c) = ab – ac (7 – 4)6 = 7(6) – 4(6) (b – c)a = ba – ca Make a note card with this information.

  4. .

  5. Math 7 < > = >

  6. Math 7+ Textbook page 20-21 #1-61 Integers and Absolute Value Pages 20–22 Exercises 15. –6, 0, 6 1. 250 2. –18 3. –45 4. 110 5. –50 6. 7 7. –300 8. –8 9. 3,400 10. 2 11. 5 12. –4 13. –9, –2, 8 16. 1, 1 17. 2, 2 18. 8, 8 19. 7, 7 20. 6, 6 21. 4, 4 14. –12, –9, –3 1-4

  7. Integers and Absolute Value 22. 18 23. 9 24. 3 25. 6 26. 7 27. 2 28. Answers may vary. Sample: loss of 1,000 points in a board game 29. Answers may vary. Sample: 28 golf strokes over par 30. Answers may vary. Sample: checkbook balance for checks totalling $126 more than is in the account 31. 6 32. –2 33. 2 34. –8 35. 0 36. 1,000 37. –13 38. 56 39. –23 40. –12 41. < 42. > 43. < 1-4

  8. 1 3 Integers and Absolute Value PRE-ALGEBRA LESSON 1-4 44. < 45. < 46. = 47. 10h 48. – d 49.r + n 50. –12,500; –15,617 51. Answers may vary. Sample: My friend did not take into account 51. (continued) the signs of the numbers. 52. zero 53. negative 54. positive 55. negative 56–58. Answers may vary. Samples are given. 56. –3, –2 57. –2, –1 58. –11, –10 59. a. b. Nevada 60. Answers may vary. Sample: If sea level is zero, then water levels above sea level can be 1-4

  9. = / Integers and Absolute Value PRE-ALGEBRA LESSON 1-4 60. (continued) described by positive integers, and water levels below sea level can be described by negative integers. 61. No. Explanations may vary. Sample: If x and y have opposite signs,| x + y | | x | + | y |. For x = –1 and y = 3,| –1 + 3 | = 2 while| –1 | + | 3 | = 4. 62. B 63. I 64. B 65. F 66. 14 67. 24 68. 440 69. > 70. < 71.c + 6 1-4

  10. CHECK HOMEWORK CHECK HOMEWORK ANSWERS-USE A RED PEN TO CHECK AND CORRECT YOUR WORK. IF YOU DO NOT HAVE HOMEWORK, YOU SHOULD BEGIN TO WORK ON IT EVEN THOUGH YOU WILL NOT RECEIVE CREDIT FOR THE WORK. Homework completion will be checked off in your agenda under the assignment. + = 5 points = 4 points - = 2 points 0 = No hw/no credit

  11. Set up notebook pages R12 9-4-13 • ADDING INTEGERS • 7.NS.1.a, 7.NS.1.b,7.NS.1d • Lesson Objective: Students will be able to model addition of integers in the real world.

  12. Traffic Light L12 Learning Goal: I will… What I already know about integers…. PROOF OF LEARNING: guided practice Reflection

  13. KEY Positive = Negative= R11 9-3-13 • ADDING INTEGERS • 7.NS.1.a, 7.NS.1.b,7.NS.1d • Lesson Objective: Students will be able to model addition of integers in the real world. + Zero pair

  14. RULES FOR ADDING INTEGERS DIFFERENT SIGNS MORE - SAME SIGNS - SAME SIGNS + DIFFERENT SIGNS MORE +

  15. DIFFERENT SIGNS MORE - More negatives, the answer is NEGATIVE. 3 + -4 = -1

  16. SAME SIGNS + The sum of two positive Integers is positive 3 + 4 = 7

  17. DIFFERENT SIGNS MORE + More positives, the answer is Positive. -3 + 4 = 1

  18. SAME SIGNS - The sum of two NEGATIVE Integers is NEGATIVE -3 + -4 = -7

  19. Sing to the tune of: Row, Row, Row Your Boat Same signs add and keep Different signs subtract Take the sign of the higher number, Then you’ll be exact!

  20. Complete the next examples on the left side of your notes. L12

  21. PRE-ALGEBRA LESSON 1-5 Start at 0. To represent –20,move left 20 units. To add positive 4, move right 4 units to –16. From the surface, a diver goes down 20 feet and then comes back up 4 feet. Find –20 + 4 to find where the diver is. –20 + 4 = –16 The diver is 16 feet below the surface. 1-5

  22. PRE-ALGEBRA LESSON 1-5 Since both integers are negative, the sum is negative. –20 + (–15) = –35 Find the difference of the absolute values. |–17| – |13| = 17 – 13 Simplify. = 4 Since –17 has the greater absolute value, the sum is negative. 13 + (–17) = – 4 Find each sum. a. –20 + (–15) b. 13 + (–17) 1-5

  23. PRE-ALGEBRA LESSON 1-5 22 + (–30) Write an expression. |–30| – |22| = 30 – 22 Find the difference of the absolute values. Simplify. = 8 22 + (–30) = – 8 Since –30 has the greater absolute value, the sum is negative. A player scores 22 points. He then gets a penalty of 30 points. What is the player’s score after the penalty? The player’s score is – 8. 1-5

  24. PRE-ALGEBRA LESSON 1-5 –7 + (– 4) + 13 + (–5)  Add from left to right. The sum of the two negative integers is negative. –11 + 13 + (–5) |13| – |11| = 2. Since 13 has the greater absolute value, the sum is positive. 2 + (–5) –3 |5| – |2| = 3. Since –5 has the greater absolute value, the sum is negative. Find –7 + (– 4) + 13 + (–5). 1-5

  25. During a football game, the Tigers team gained 2 yards, lost 5 yards, lost 3 yards, and gained 4 yards in four consecutive plays. How many yards did the team gain or lose altogether?

  26. For each of the following, insert the symbol >,<, or = to make a true statement. f. B + C _____ 0 g. A + (-A) _____ 0 i. D + A _____ 0 > = <

  27. Traffic Light Red - I have lots of questions. Yellow - I mostly get it but need practice. Green - I got it; No problems; Ready to move on.

  28. REFLECTION/SUMMARY How can I predict the outcome of operations with integers? How can algorithms, manipulatives, pictures, and other tools be used to model integer addition and check for reasonableness? Homework: Math 7+ - Textbook page 27, #22-49 Math 7 - Textbook pages 142-143, #29-60

  29. GAMES WITH INTEGERS Red cards - Negative Black cards – Positive Ace = 1 Jack = 10 Queen = 11 King = 1 Joker = 0

  30. Integer Addition WarEach player lays down two cards. The player with the greatest sum wins all four cards. These cards are set aside to count at the end of the game. When all cards have been played, the player with the most cards wins

  31. Integer Addition SnapCards are placed face down in a pile in front of each player. Each player takes the top card from his/her pile and lays that card down face up as the opponent is doing the same. The first player to say the correct sum of the two cards wins the two cards. These cards are set aside to count at the end of the game. When all cards have been played, the player with the most cards wins.

  32. SUMMARY: Write a lesson summary in three or four sentences that answer the essential questions. Homework: Math 7 –Textbook page 142-143, #29-60 Math 7+ - Textbook page 27, #22-59

  33. How is adding integers like adding whole numbers? How is it different?

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