Addition and Subtraction with Integers by Bob Meeks https://padlet.com/bobmeeks736/q2f0hd7gun1z 7.NS.A.1b en-us 2018-08-08 02:55:57 UTC 2018-08-08 03:21:32 UTC hello@padlet.com Targets for self-paced learning of integer operations, 7.NS.A.1b bobmeeks736 https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272287654 1. I can interpret the difference between an integer and zero as a distance.
2. I can compare positive and negative integers in terms of which has the greater distance from zero.
Notes and points: it is important for students to discover that –  no matter the polarity – the distance between a number and zero can be expressed as a positive value. 
]]> 2018-08-08 03:02:44 UTC https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272287654 Anticipatory Set 1 bobmeeks736 https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272287839 •Have the students consider a line drawn on the whiteboard.  The line is long and has an arrow tip on each end, indicating that the line does continue past what is seen.  
•Somewhere that is obviously off-center, a short perpendicular line crosses the long line.  Below the perpendicular line, there is the number zero.  
•Have the students speculate on where the number one will be.  
•Next, have them speculate on where the number negative one will be.  
•Ask the students what MUST be true about the positions of one and negative one.

Anticipatory set 2:
•Provide the students with a section of yarn or cord, about 3 feet in length and a short length of masking or paper tape.
•Have the students tear a small section of the tape and wrap it around the cord.
•Have the students mark this position as 0.
•Have the students select another position on the cord for the number 1 and wrap a section of tape around the cord.  This section of tape will be labelled 1.
•Ask the students how they now might accurately locate the position of negative 1.
]]> 2018-08-08 03:05:30 UTC https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272287839 Once the students have come to understand that positive and negative numbers have a distance from zero, have them explore ways in which they can prove mastery of the concept.The students may select ways in which they can demonstrate mastery. These may include, but are not limited to:Khan Academy practice by Standard: https://www.khanacademy.org/math/arithmetic/arith-review-negative numbers/arith-review-add-and-sub-integersss/v/adding-integers-with-different-signs The student may create their own assessment and demonstrate the successful completion. bobmeeks736 https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272288294 2018-08-08 03:10:50 UTC https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272288294 Creative possibilities: bobmeeks736 https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272288928 Have students create an instructional video on comparing  integers on a number line by interpreting the value as distance from zero.

Allow students to create a number line that accurately represents negative 5 to 5 using a whiteboard, marker, and a piece of string.

Have students create a 5 question assessment of their own and have them list and explain the answers to those questions.
]]> 2018-08-08 03:17:03 UTC https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272288928 5 question Assessment: bobmeeks736 https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272289187 Q1.  (-15) + (-45) = 
Q2.  -17 – 3 =
Q3.  -22 – (-6) =
Q4.  A football team gains 6 yards on their first down, loses 13 yards on the second down, and gains 8 yards on the third down.  What was the total gain or loss for the possession?
Q5.  A hiker begins his hike at sea level.  He ascends 1300 feet, hikes down 850 feet, and then ascends another 1100 feet.  What is his final elevation?
]]> 2018-08-08 03:19:47 UTC https://padlet.com/bobmeeks736/q2f0hd7gun1z/wish/272289187