Unit ​:Adding & Subtracting Integers & Rational Numbers

Ms.Almonte Mathematics LESSON 1

Learning Target: Instructional Outcomes:

We will use the number ● Students will be able to model the addition of integers (7.NS.A.1)
line to demonstrate that ● Students will develop rules for adding and subtracting integers, as they
an integer added to its recognize that subtracting a number is the same as adding its opposite
opposite equals zero, (7.NS.A.1c).
representing the ● Students will be able to describe, interpret and synthesize each question.
additive inverse.

Resources: Common Core Standards: Academic Language:

● Smartboard 7​ .NS.A.1​-Apply and extend previous Absolute Value, negative
● Worksheet problems understandings of addition and subtraction to add integers, positive integers,
● Exit and subtract rational numbers; represent addition and rational numbers, sum
Ticket-Summary subtraction on a horizontal or vertical number line
diagram.
​7.NS.A.1c​-Understand subtraction of rational
numbers as adding the additive inverse, ​p​ – ​q​ = ​p​ +
(-​q​). Show that the distance between two rational
numbers on the number line is the absolute value of
their difference, and apply this principle in
real-world contexts.
​ELA-LITERACY.RI.7.4​-Interpret information
presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how
the information contributes to an understanding of
the text in which it appears.

Assessment: Warm Up, Practice, Exit Ticket( Summary)

Structure Classroom Happenings Questions
8:30 - 10:30

Warm Up- Students will work silently and independently for 5 Describe:​ What do negative
Serves as a minutes upon entry on the warm up, then we will and positive integers have in
review of discuss findings as a class. common?
previous lesson
● Both are rational
(5 minutes) Use the graphic organizer to record what you know
numbers (numbers that
about positive and negative integers. Add or remove
can be written as a
statements during whole class discussion.
ratio/fraction)
What are some key phrases that
Answer each question below.
represent negative integers?
● Withdraw
1)Jose withdrew $87 from his checking account. How
● Decrease
can he represent this value as an integer?
● Drop
● Loss
2)What is the absolute value of ⎻16?
 ● Below sea level
3)Erik hiked 20 miles up a mountain then hiked 15 miles What are some key phrases that
down the same mountain. Express both values as represent positive integers?
integers. ● Increase
● Deposit
4)Yasmin deposited $43 in her savings account. Express ● Gains
this value as an integer. ● Rise
Students should be able to
determine the meaning of
words and phrases as they are
used in a text; analyze the
impact of a specific word
choice on meaning and tone
of the question.

Key Concepts/ Students will find sums and differences of rational Interpret:​ What is the
Mini-lesson numbers and establish rules related to the addition relationship between 7 and ​⎻​7?
(10 minutes) and subtraction of these numbers. Students will also Students need to notice that
draw upon experiences in modeling, ordering, and these integers are opposites
comparing integers. The number line will be used to also known as additive
count up and down, serving as a visual model for finding
inverses because they have a
sums. Learners will thus be able to formally develop
sum of zero.
their understanding of the addition of integers.

Key Concept:
● Counting up​ corresponds to ​positive​ numbers.
● Counting down​ corresponds to ​negative​ numbers.
● ​To locate a number on the number line, you start
at ​zero​.
● The distance between a number and 0 on a
number line is called ​absolute value.
Focus Question: What is the relationship between 7 and ​⎻​7?
Examples: ​Use the number line to find each sum
below.
1)​ ​6 + (​⎻​5) = ____1_____

​ ​5 + (​⎻​4) = ____-9_____
2)​ ⎻

3)​ ​⎻​10 + 10 = ____0_____

Practice Students will have a total of 15 minutes to complete the
( 15 minutes) Synthesize: ​What is the rule
practice problems. The first 5 are done independently
for adding integers?
and the final 5 can be done in a pair. Students are
To add integers with the ​SAME
working quietly. *​Teachers will provide support as
SIGNS:
needed and make sure students are on task.
1.​ADD​ the absolute value of
the integers and
Use the number line to find each sum for number 1-5.
1)​ ​⎻​2 + (​⎻​7) =_____
2. ​KEEP ​the same sign.
2)​ ​⎻​9 + 5 =_________ To add integers with
3)​ ​⎻​1 + 7 =_________ DIFFERENT SIGNS:
4)​ ​8 + (​⎻​1) =_________
1.​SUBTRACT ​the absolute
5)​ ​⎻​4 + 4 =_________
values of the integers
6)​ ​The sum of two integers is 0. If one of the integers is 8,
what is the other integer? 2. keep the sign of the number
7) Which number set includes zero, all whole numbers, and with the greater ​ABSOLUTE
their opposites? ​INTEGERS VALUE​.
8) The sum of two additive inverses is always ​ ZERO​.
9) Charles owes John $23 and borrows $12 more. How much
does Charles owe John now? Write an addition equation to
model this situation.
10)The sum of two non-zero integers, x and y, is zero. What
must be true of x and y?

Exit ticket
(10 minutes) Summary:​ What is true about the sum of two additive
inverses (“opposites”)?
_____________________________________________
 Ms.Almonte Mathematics LESSON 2

Learning Target: Instructional Outcomes1:

We will understand ● Students justify the rule for subtraction: Subtracting a number is the same as
subtraction of integers. adding its opposite.
● Students justify the rule for subtraction for all rational numbers from the
inverse relationship between addition and subtraction; i.e., subtracting a
number and adding it back gets you back to where you started: (m - n) + n =
m.

Resources: Common Core Standards: Academic Language:

● Smartboard 7.NS.1.B​- Understand ​p​ + q​ ​ as the number located a Additive inverse, absolute
● Worksheet problems distance |​q​| from ​p​, in the positive or negative value, difference
● Summary direction depending on whether ​q​ is positive or
negative. Show that a number and its opposite have a
sum of 0 (are additive inverses). Interpret sums of
rational numbers by describing real-world contexts.
LITERACY.SL.7.1.C​-E ​ ngage effectively in a range
of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
LITERACY.W.7.2.D​-​Use precise language and
domain-specific vocabulary to inform about or
explain the topic.

Assessment: Warm Up (informal), Practice, Summary

Structure Classroom Happenings Questions
8:30 - 10:30

Warm Up- Students will work silently and independently for 5

Serves as a minutes upon entry on the warm up, then we will
review of discuss findings as a class.
previous lesson
(5 minutes) Find each sum using the strategies you learned from
Lesson 1.

SET A
1) – 5 + (– 5) = _____
2) – 10 + (– 5) = _____
3) 15 + 35 = ______
SET B
4) (– 18) + 8 = _____

1
​https://www.engageny.org/resource/grade-7-mathematics-module-2-topic-overview
 5) 8 + (– 4) = _____
6) 2 + (– 12) = _____

Evaluate each:

a) = ______________ b) = ______________

c) = ______________
8) Identify the additive inverse of each integer:
a) 6: ______________ b) ​30: ______________
c) ​13: ______________

Key Concepts/ Students will justify the rule for subtraction: Subtracting Justify: Why can we rewrite
Mini-lesson a number is the same as adding its opposite. subtraction equations as
(10 minutes) equivalent addition equations?
Key Concept:
Students should be able to
To subtract integers on a number line:
realize that ​subtracting
✓ To subtract two integers, we can ​rewrite ​the
subtraction equation as an equivalent ​ ​addition integers is the opposite of
equation. adding integers.Thus, instead
of subtracting, we are going to
✓ Subtraction is the same as adding the ​opposite​. add the opposite.

✓ Just think..​.SAME CHANGE CHANGE.

Examples: Rewrite each subtraction equation as

an equivalent addition equation. Then solve.
1) 10 – 4 = ​10 + (-4)
2) 2 – 8 = ​2 + (-8)
3) – 3 – 6 = ​-3 + (-6)
4) – 5 – (– 5) = ​-5 + 5

Practice Students will work with their shoulder partners to

( 15 minutes) complete practice problems. *​Teachers will provide
support as needed and make sure students are on task.

5) – 9 – 16 =_________

6) – 11 – 8 =_________

7) 17 – (– 11) =_________
 8) – 14 – 14 =_________

9) – 7 – (– 7) _________

10)– 14 – (– 3) _________

* Ask students to annotate the following questions.

Highlight any words that lead you to an answer, circle What are key phrases(words)
important quantities...etc. that tell you what to do?

11) The low temperature one day was 3°F. The high
temperature was 3 °F. What was the difference between the
low and high temperatures for the day?

12) A scuba diver dove down 10 feet below sea level and
then stopped to take some pictures of fish. Then he dove
down another 12 feet. What is the diver’s current position?

13) Ana started the week with $7,000 in her bank account.
At the end of the week, her balance was $9,000. What was
the change in Annabel's bank account balance?

14)The difference between two integers is 5. What could be

the value of the two integers?

A. 5, 5
B. 12, 7
C. 2, 7
D. 2, 3

15)Find two positive integers whose difference is

4. Write a subtraction equation and an equivalent addition
equation to prove it.

16)Find two negative integers whose difference is

2. Write a subtraction equation and an equivalent addition
equation to prove it.

*Students should be posing questions that elicit

elaboration and respond to others' questions and
comments with relevant observations and ideas that
bring the discussion back on topic as needed.

Exit ticket
(10 minutes) Summary:​ Your friend is home sick today. How would Use precise language and
you explain how to subtract integers? Be specific. Give domain-specific vocabulary
at least one example. to inform about or explain
the topic.
*The teacher can provide sentence starters:

● The basic ideas is…

● The key information is…
 Ms.Almonte Mathematics LESSON 3-Review

Learning Target: Instructional Outcomes:

We will use the ● Students use properties of operations to add and subtract rational numbers
properties of operations without the use of a calculator. 2
as strategies to add and ● Students recognize that any problem involving addition and subtraction of
subtract rational rational numbers can be written as a number sentence to represent a situation.
numbers.

Resources: Common Core Standards: Academic Language:

● Smartboard 7.NS.1.D​-Apply properties of operations as strategies Additive inverse, absolute
● Worksheet problems to add and subtract rational numbers. value, greater absolute value,
● Summary CCSS.ELA-LITERACY.W.7.4- difference, sum, opposite
Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
LITERACY.W.7.2.A​-​Write
informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant
content.
LITERACY.W.7.2.B​-Develop the topic with
relevant facts, definitions, concrete details,
quotations, or other information and examples.
LITERACY.W.7.2.C​-Use appropriate transitions to
create cohesion and clarify the relationships among
ideas and concepts.
LITERACY.W.7.2.D​-Use precise language and
domain-specific vocabulary to inform about or
explain the topic.
LITERACY.W.7.2.E​-Participate in shared research
and writing projects (e.g., read a number of books on
a single topic to produce a report; record science
observations).

Assessment: Warm Up(informal), Exit Ticket, Self-evaluation

Structure Classroom Happenings Questions
8:30 - 10:30

Warm Up- Students will work silently and independently for 5

Serves as a minutes upon entry on the warm up, then we will
review of discuss findings as a class.
previous lesson 1) 2 + (-14) =
(5 minutes) 2) –5 + (– 15) =
3) –18 + 24 =
4) –20 – 15 =
5) –20 – (–16) =
6) 18 – (–12) =
7) –17 – 11 =

2
​https://www.engageny.org/resource/grade-7-mathematics-module-2-topic-overview
 8) 21 – (–11) =

9) =

10) =

11) - =

12) =

13) =

14) - =

15) - =
16) 30 + (-30)=

Key Concepts/ Here is a review of adding and subtracting integers. Explain:

Mini-lesson ADDING integers with the SAME signs ● In your own words,
(10 minutes) ● ADD their absolute values explain what an
● KEEP the sign integers is.
ADDING integers with DIFFERENT signs
● What operations have
● SUBTRACT their absolute values
● Keep the sign of the integer with the we been working with?
GREATER ABSOLUTE VALUE ● Why is the absolute
SUBTRACTING integers value always positive?
● Rewrite the subtraction equation as ADDING the
inverse (opposite)
● KEEP CHANGE CHANGE
● Use ADDITION rules

EXAMPLES: HIGHLIGHT KEY PHRASES

1. The temperature outside is ​–​16 degrees. Then the
temperature rises ​20 degrees. What is the current
outdoor temperature?​-16+20 What are some key phrases
● ADDING integers with DIFFERENT signs that helps us recognize what
● SUBTRACT THEIR ABSOLUTE VALUE ( 20-16= 4 ) this word problem is asking
● KEEP the sign of the integer with the greater
us to do?
absolute value ( which is positive )
● Solution: Negative sixteen plus positive twenty is
positive four.
2. An ant crawls 14 centimeters down into an ant
hole. It then crawls another 6 centimeters down to
the queen’s nest. ​Write and solve an addition
sentence that gives the location of the ant.
3. Jenny and Forest play a video game. Jenny scores
38 points. Forest scores ​–19 points. By how many
points did Jenny beat Forest?
 4. Find the mean (​average​) of the following set of
numbers:8, –4, 5, 6, –5,

Practice Today we will apply these rules to solve word problems

( 15 minutes) involving adding and subtracting integers.

Exit ticket Can you provide examples ?

(10 minutes) Reflection:​ Write one paragraph on how this is relevant
to your life. *​Teacher may provide sentence starters and
examples. Students are to produce clear
● This is relevant to my life because… and coherent writing in
● I will use this when… which the development,
● I will encounter this…. organization, and style are
appropriate to task, purpose,
and audience​.

SELF I CAN…
EVALUATION ❏ Use integers to explain real world situations
❏ Identify integers and locate them on a number line
❏ Define absolute value of an integer
❏ Recognize and use notation for absolute value
❏ Locate opposites on a number line
❏ Explain “opposites” in terms of positive and negative quantities
❏ Find the difference of two or more positive and negative quantities
❏ Evaluate an expression involving integers
❏ Synthesize real world problems involving the sum or difference of integers