5P's - Math and Science

When multiplying or dividing integers, have students do the math with the numbers first, then determine whether their answer should be negative or positive depending on the signs of the numbers. Rules will be introduced for memorization but our focus is on helping them understand why the rules are correct.

Using color tiles is a strong visual and will be very beneficial for a number of students. If and when students struggle to use the color tiles properly, suggest that they use the number line to find the answer then model the problem with the tiles.

Review the order of operations. Students will need to successfully complete problems that contain multiple operations with integers. Stress doing work vertically using equal signs at the beginning of each line. This will reinforce using formulas and will continue to build a foundation for solving equations during the algebra unit.

In most cases, students will instinctively want to write an addition sentence to model applications. If the student does write a correct addition sentence to model a situation; praise them for their effort then challenge them to write a subtraction sentence that can also model the situation (where applicable).

Subtraction is the opposite of addition. If adding a positive integer results in a greater number, then subtracting a positive integer results in a lesser number. If adding a negative integer results in a lesser number, then subtracting a negative number results in a greater number. Subtracting a negative is the only thing today that is new. We want students to conceptualize that taking away a negative, debt for instance, results in a greater number. We will introduce a rule for when we se

Subtraction is the opposite of addition. If adding a positive integer results in a greater number, then subtracting a positive integer results in a lesser number. If adding a negative integer results in a lesser number, then subtracting a negative number results in a greater number. Subtracting a negative is the only thing today that is new. We want students to conceptualize that taking away a negative, debt for instance, results in a greater number. We will introduce a rule for when we se

Students will document up to 15 problems that were presented by the games. Students should show at least 3 of each type of problem; add, subtract, mult. and divide. Students should also play a minimum of 3 different games.

Review adding and subtracting decimals and fractions. What happens when you add two positives? Add two negatives? Add a negative and positive? Does order matter? What happens when you subtract two positives? Subtract two negatives? Subtract a negative and positive? Does the order matter? Go over list of words that mean “positive” and words that mean “negative.”

• Students will refer to the number line when adding integers. • Students will move to the right on a number line when adding positive integers and to the left when adding negative numbers.

Revisit all operations with positive and negative integers, to include word problems.

Tests the knowledge of operations with positive and negative integers.