Exploring Integers - Bishop Alemany High School
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Exploring Integers
Chapter 2
Chapter 2 – Exploring Integers
Chapter Schedule
MMONDAY
TTUESDAY
BBLOCK
FFRIDAY
T - 2-1 Integers and Absolute Values
B - Math Lab – 1-7 & 2-2 The Coordinate System
FRIDAY - QUIZ 2A
M - 2-3 Comparing and Ordering
T - 2-4 Adding Integers
B - Math Lab - 2-5 Subtracting Integers
FRIDAY - Quiz 2B
M - 2-6 Problem Solving: Look for a Pattern
T - 2-7 Multiplying Integers
B - Math Lab - 2-8 Dividing Integers
FRIDAY - Quiz 2C
M - No School – Columbus Day
T- Chapter 2 Quiz Reviews
B - Chapter 2 Review Math Lab
FRIDAY - Chapter 2 Test
M- Chapter 1 Review
T- Chapter 2 Review
Mid-Term Review
THURSDAY/FRIDAY – MID-TERMS!!!!! –
Report Cards – END OF 1st Quarter
2.1 Integers and Absolute Value
Objective: Graph integer on a number line and find
absolute value
Warm-up:
Answers:
1)
2)
3)
4)
5)
6)
7)
8)
20
25
23
28
24
28
3
9
More PEMDAS
NOTES:
Answers:
9) 1
10) 1
11) 8
12) 1
13) 8
14) 4
2.1 Integers and Absolute Value
What is an “Integer”?
2.1 Integers and Absolute Value
Can you graph numbers on a number line?
Graph these on a number line:
A=-2
B=3
C=4
Which one has the largest ABSOLUTE VALUE?
B = 4 Because it is the farthest from ZERO
2.1 Integers and Absolute Value
The absolute value of an integer is the numerical value without
regard to whether the sign is negative or positive.
On a number line it is the distance between the number and zero.
◦ The absolute value of -15 is 15.
◦ The absolute value of +15 is ALSO 15
The symbol for absolute value is to enclose the number between
vertical bars such as |-20| = 20 and read "The absolute value of -20
equals 20“.
2.1 HOMEWORK
P69 (18 - 48 EVEN)
Math Lab
Section A – Individual
◦ WS- One-Step Equations With Integers
◦ WS - One-Step Equations with Decimals
Section B - Teacher
◦ 1-7 Ordered Pairs
P59 (50-55 ALL)
◦ 2-2 The Coordinate System
P74-75 (6-39 x3)
Section C - Group
◦ Equation Scrabble
FOR POINTS – Winners get EC!!!
1-7 Ordered Pairs
2-2 The Coordinate System
Objectives: To locate and graph points on number line
and in all quadrants of the coordinate plane
1-7 Ordered Pairs
2-2 The Coordinate System
Objectives: To locate and graph points on number
line and in all quadrants of the coordinate plane
•
•
•
Team A – NEGATIVES!
Rules:
Play 1 coin per turn
Must alternate (+)
and (-) each turn
First team past their
5 wins!
Team B – POSTIVIES!
2.2 The Coordinate System
NOTES:
We will start off with
the Rectangular
Coordinate system.
This is just the
standard axis system
that we use when
sketching our graphs.
Sketch the Graph
x
y
-2
5
-1
0
0
-3
1
-4
2
-3
3
0
4
5
Math Lab - HOMEWORK
1-7 Ordered Pairs
◦ P59 (50-55 ALL)
2.2 The Coordinate System
◦ P74-75 (14 - 38 EVEN)
2.3 Comparing and Ordering
Objective: To compare and order integers
Warm-up: (USE Graph Paper!)
Graph the following coordinates X and Y Axes:
1.
E (1, -3)
2.
M (-4, 2)
3.
I (0, -2)
4.
L (2, 0)
5.
Y (-3, -4)
Graph the following inequalities individually:
6.
J > -2
7.
O<6
8.
E<4
9.
Y < -3
Answers:
On Graph
Quiz 2A – Results!
Period 1
Period 2
Period 3
91%
A80%
B-
87%
B
90%
A-
92%
A85%
B
Binder Check
Average
35/50
30/50
27/30
Overall Class
Average
(as of 9/21)
70%
C-
73%
C
Chapter 1 Test
Average
Quiz Average
(NO MATH Lab WS)
71%
C-
2.3 Comparing and Ordering
NOTES:
Graphing Inequalities on a Number Line
1. X < 0
2. X < 0
3. Y >15
4. Y > 15
2.3 Comparing and Ordering
NOTES:
Graphing Inequalities with ABSOLUTE
VALUES
J) Is 4 < |-4| ?
Answer : _______
Y) Is 4 < |4| ?
Answer : _______
O) Is -4 < |-4| ?
Answer : _______
K) Is -4 < |4| ?
Answer : _______
E) Is |4| < |-4| ?
Answer : _______
R) Is 4 < |4| ?
Answer : _______
2.3 Comparing and Ordering
P79 - 80 (15-42 x3 & 44)
2.4 Adding Integers
Objective: To add integers
Warm-up:
Replace the ? with a < , < , >, > , or = :
1. - 9 ? 8
2. 0 ? – 4
Write an inequality using the numbers in
each sentence. Use “relation symbols”.
3. A turkey sandwich cost $6 and a turkey
dinner costs $11.
4. The low temperature was - 42°F and the
temperature now is - 46°F.
Answers:
1)
2)
3)
4)
<
>
6 < 11
-42 > - 46
2.4 Adding Integers
NOTES:
Remember!
If the signs are different, subtract their ABSOLUTE
VALUES!
Adding Integers Game
2.4 Adding Integers
P86-87 (10 – 44 EVEN)
MATH LAB –
2.5 Subtracting Integers
Section A – Individual WS
◦ Inequalities and Their Graphs
◦ Solving One-Step Inequalities by
Adding/Subtracting
Section B – Teacher
◦ 2.5 Subtracting Integers Lesson
Section C –
◦ Math Games
Group
MATH LAB –
2.5 Subtracting Integers
Objective: To subtract integers
Warm-up:
1. Draw this “Magic Triangle”
paper
on your
Then look up “inverse”.
How would it be useful when solving
equations?
2.
2.5 Subtracting Integers
-10 - (-15) =
-10 + (+15) = 5
-25 - (+25) =
-25 + (-25) = -50
9 – (- 3) =
9 + (+3) = 12
-7 – (-5) =
-7 + (+5) = -2
3 - (+5) =
3 + (-5) = -2
21 – (-19) =
21 + (+19) = 40
2.5 Subtracting Integers
Magic Triangle
• A magic triangle is an arrangement of six positive or negative integers such
that the sum (+) of each side is the same.
•Solve the set of equations listed below.
•Then put the solutions to the equations into an empty magic triangle
similar to the one pictured.
1.
x = 4 + 5 - (-6) - 4 + 9
2.
a = 20 + (-10) - 2 + 4 + (-2)
3.
60 - (-2) - 22 + (-20) - 2 = n
4.
z = 5 + (-6) - 3
5.
-6 + 5 + 7 - 3 + 5 = h
6.
-6 + 7 - (-2) - 5 = y
26
2.5 Subtracting Integers
P 91-92 (6 – 45 x3)
2.6 Problem Solving: Look for a Pattern
Objective: To solve problem by looking
for a pattern
Warm-up:
Solve each equation
1. N = 9 – ( - 1)
2. X = - 3 – (21)
3. T = - 8 – (-3)
Simplify each equation
4. 8m – ( - 6m)
5. - 15c – 17c
Answers:
1)
2)
3)
4)
5)
10
- 24
-5
14m
- 32c
2.6 Problem Solving: Look for a
Pattern
P 96-97 (9 - 21 x3)
2.7 Multiplying Integers
Objective: To multiply integers
Warm-up:
1.
◦
◦
◦
◦
Use the pattern below to find the
product of 48 x 52
8 x 12 = 96
18 x 22 = 396
28 x 32 = 896
38 x 42 = 1596
Find the next two integers
1. 5, 10, 20, 40, _____, _____
2. -2, 6, -18, 54, _____, _____
3. N, O, R, S,V, _____, _____
4. J, F, M, A, M, J, J, A, _____, _____
Answers:
1)
2)
3)
4)
5)
2,496
80, 160
- 162, 486
W, Z
S (Sept.), O
(Oct.)
2.7 Multiplying Integers
NOTES: Multiplying Integers
Rule 1:
The product of a positive integer and a
negative integer is a negative integer.
Rule 2:
The product of two negative integers or
two positive integers is a positive integer.
2.7 Multiplying Integers
NOTES: Multiplying Integers
Integers
Product
(+7) (+3) =
+21
Rule Used
Rule 2
(+7) (-3) =
-21
Rule 1
(-7) (+3) =
-21
Rule 1
(-7) (-3) =
+21
Rule 2
2.7 Multiplying Integers
NOTES: Multiplying Two Integers
Integers
Product
Rule Used
(+8) (+4) =
+32
Rule 2
(+11) (-2) =
-22
Rule 1
(-14) (+3) =
-42
Rule 1
(-9) (-5) =
+45
Rule 2
2.7 Multiplying Integers
NOTES: Multiplying Three Integers
Integers Product of First Two Integers and the Third Product
(+5) (+3) (+2) =
(+15) (+2) =
+30
(+8) (+2) (-5) =
(+16) (-5)
=
-80
(-6) (+3) (+4) =
(-18) (+4)
=
-72
(-9) (-3) (+2) =
(+27) (+2) =
+54
(-4) (-3) (-5) =
(+12) (-5)
=
-60
2.7 Multiplying Integers
P 102-103 (6 – 36 x3)
MATH LAB –
2.8 Dividing Integers
Section A – Individual
◦ Solving One-Step Inequalities
by Multiplying/Dividing
Section B - Teacher
◦ 2.8 Dividing Integers
◦ Math Games
Section C – Group
◦ Climb the Cliff boardgame
MATH LAB –
2.8 Dividing Integers
Objective: To divide integers
Warm-up:
Solve each equation
1. (- 5)(-3)(4) = a
2. (20)(- 6)(2) = b
Find the product
3. (-8x) (-9)
4. (3xy)(-3)(7)
5. -9(-m)(-n)
Answers:
1)
2)
3)
4)
5)
60
-240
72x
-63xy
-9mn
2.8 Dividing Integers
NOTES: Dividing Integers
When we divide integers, the same
rules for multiplying apply.
Example:
(+6) ÷ (+2) = +3
(+6) ÷ (–2) = –3
(–6) ÷ (+2) = –3
(–6) ÷ (–2) = +3
Calculate the following:
A) (–8) ÷ (–2) =
B) (12) ÷ (–4) =
Solutions:
A) (–8) ÷ (–2) = 4
B) (12) ÷ (–4) = –3
2.8 Dividing Integers
P 106 -107 (6 - 45 x3)
Chapter 2 Test:
Preparation Week
Monday – NO SCHOOL
Tuesday – Review Math Lab
Packets
Block- Math Lab – Quiz
Reviews/Study Guides
Friday – Chapter 2 Test
(Substitute)
REMINDER:
NEXT WEEK IS MID-TERMS!!
Chapter 2 Test:
Math Lab Worksheets
Graphing Inequalities:
x>2
◦ Draw your number line
--------I--------------I-----------------I--------
1
2
3
◦ Mark this point with the appropriate notation
(an open dot indicating that the point x=2 was
NOT included in the solution)
◦ Then shade everything to the right, because
"greater than" means "everything off to the
right".
MATH LAB –
Chapter 2 Test Preparation
Section A – Individual
◦ Chapter 2 Study Guide and
Assessment
P110 – 112 (8-68 EVEN)
Section B - Teacher
◦ Quiz Reviews (2A, 2B & 2C)
Section C – Group
◦ Sequence Game (Pairs)
Chapter 2 Test Preparation
A Game of Sequence:
Recognizing number patterns is an
important ability.
By becoming familiar with them, you can
save time in the future.
Here’s a game that teaches you some of the
most common sequences in mathematics.
Chapter 2 Test Preparation
Examples:
1.
2, 4, 6, 8, 10 … “Multiples of 2”
2.
1, 4, 9, 16, 25 … “The squares”
3.
5, -10, 15, -20, 25 … “Multiples of 5, with alternating signs.”
4.
4, 12, 36, 108, 324… “Multiply each term by 3”
5.
1, 1, 2, 3, 5 … “Add the previous two terms” (Fibonacci)
6.
1, 2, 4, 8, 16 … “Powers of 2”
7.
5, -10, 15, -20, 25 … “Multiples of 5, with alternating signs.”
8.
3x + 1, 6x + 2, 12x + 4, 24x + 8, 48x + 16 … “Double the previous term.”
9.
1, 2, 2, 4, 8 … “Multiply the previous two terms.”
WIN PLANNER POINTS!!
If you can find 20 patterns, you will receive a “Planner Sticker”.
For ever 10 more patterns, you will receive another sticker. (Max 50 patterns)
NOTE: For a pattern to count, you must gave FIVE pieces of the pattern AND write the
pattern