Integers
Vocabulary
integers
positive
negative
zero pairs
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Intro to Integers
An integer is any number from the set {.....,-4, -3, -2, -1, 0, 1, 2,
3, 4, .....} where ..... mearns continues without end.
The further left a number is on the number line, the
smaller the value of the number.
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
To graph an integer on a number line, you simply place a
dot at the location of the number.
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
The point -4 is graphed for you.
Try graphing the point 4
Try graphing the point -2
Try graphing the point 0
Write those numbers in order from least to
greatest.
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Label the number line yourself now.
Compare the following integers by placing a <
or > between the two numbers.
1. -4 ___ 0
2. 5 ___ 0
3. -3 ___ -5
4. -7 ___ -4
Place the following integers in order from
least to greatest.
-3, -5, 8, 0, -1, 1, -10
5.
10, -8, -10, 0, 2, -5, -1, 6
6.
Write an integer to describe each situation
7. the top of the mountain is 1,230 ft above sea level _________
8. the football player gained 9 yards on the play______________
9. Jerry withdrew $25 out of his savings account______________
10. the submarine went 900 ft below sea level________________
11. the temperature is 25 degrees below zero________________
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Ordering Integers
Human Number Line
The following four pages are a set of integers. Cut the
numbers apart and give each student one card. There are
a lot of things you can do with these cards. One thing I do
with them is to have the students line themselves up
from least to greatest. This sometimes takes them a little
while. I don't help them, but make them do it
themselves. My students always enjoy this activity.
Which Number is Bigger?
Another great activity would be to have students stand
up with their numbers. On your cue, students would find
a partner and determine which number is bigger. You
could have them change partners as many times as you
would like.
Adding Integers with the Cards
After finishing the "adding integers" part of the lesson,
you could do the same activity as the "Which Number is
Bigger", only they would have to add the two numbers
together. Same as after finishing the subtracting integers
part.
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-19
-17
-5
-15
-7
-13
-9
-11
-3
-1
2
0
4
5
10
13
7
9
13
11
25
-28
-4
-2
-6
-8
-14
-10
30
-18
-22
22
Adding Integers with Models
Model the following integers
1. -6
3. -4
2. 3
4. 2
zero pair: a pair of numbers whose sum is zero.
Examples of zero pairs would be:
-2 and 2
8 and -8
-1 and 1
Now we are going to model an addition problem: -2 + 6
* First model the number -2
* Now model the number 6
* Take away all zero pairs (take away each match of + and circle)
* What you have left is your answer
* You should have four positive circles left, so your answer
would be 4.
* You've just added integers!!
* Now follow those same steps to add: 5 + (-8)
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Adding Integers
by Drawing Models
Now we are going to model our integers with drawing the circles.
Here is an example of drawing -3 + 2
What do you have left?
One negative, so your
answer is -1.
Now you draw a model of the problem -6 + 2
Draw a model of the problem 5 + (-3)
Draw a model of the problem -4 + 4
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Adding Integers
with Models
Use the integer models to add the following integers
1. -3 + 5 = ________
2. 4 + 9 = ________
3. 1 + (-2) = _______
5. -5 + (-5) = ______
4. -3 + (-4)= ______
6. 4 + (-4) = ______
Another way to add integers is with a number line
To find the value ot -2 + 5, place a circle on the place on the
number line for the first number of the problem. In this case (-2).
Now count over the number of spaces of the second number. In
this case it is a +5, so we will go in the positive direction, right,
five spaces. You should end on the +3, therefor the value of
-2 + 5 = 3
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Now try the problem -1 + (-5). You should start on ______. Now
count over _______ spaces to the _______. You should land on
__________. Therefor the value of -1 + (-5) = __________
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
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Adding Integers
Name:___________________
1. -6 + 7 = ____
11. 6 + (-10) = ____
2. -3 + 2 = ____
12. -20 + 10 = ____
3. -5 + (-4) = ____
13. -12 + (-4) = ____
4. 2 + (-3) = ____
14. 14 + (-10) = ____
5. 6 + (-4) = ____
15. 17 + (-2) = ____
6. -2 + (-5) = ____
16. -5 + 5 = ____
7. -4 + (-2) = ____
17. -7 + (-2) = ____
8. -3 + 1 = ____
18. -8 + (-2) = ____
9. 10 + (-3) = ____
19. 3 + (-6) = ____
10. -15 + 5 = ____
20. 12 + (-10) = ____
21. Deonte had $20 in his checking account. He withdrew $14 to pay for his
lunch. How much money does Deonte have now? Write an addition
problem, and then give the answer. _________________________
22. Jesse's fish hook was 12 feet below the top of the water. He let out
some of his line, and the hook sunk another 3 feet. What is the depth of the
fish hook now? Write an addition problem, and then give the answer.
____________________________________
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Adding Integers
Answer Key
Name:___________________
1
1. -6 + 7 = ____
-4
11. 6 + (-10) = ____
-1
2. -3 + 2 = ____
-10
12. -20 + 10 = ____
-9
3. -5 + (-4) = ____
13. -12 + (-4) = ____
-5
-16
4. -2 + (-3) = ____
4
14. 14 + (-10) = ____
2
5. 6 + (-4) = ____
15. 17 + (-2) = ____
-7
15
6. -2 + (-5) = ____
0
16. -5 + 5 = ____
-6
7. -4 + (-2) = ____
-9
17. -7 + (-2) = ____
-2
8. -3 + 1 = ____
18. -8 + (-2) = -10
____
7
9. 10 + (-3) = ____
-3
19. 3 + (-6) = ____
-10
10. -15 + 5 = ____
2
20. 12 + (-10) = ____
21. Deonte had $20 in his checking account. He withdrew $14 to pay for his
lunch. How much money does Deonte have now? Write an addition
problem, and then give the answer. _________________________
20 + (-14) = $6
22. Jesse's fish hook was 12 feet below the top of the water. He let out
some of his line, and the hook sunk another 3 feet. What is the depth of the
fish hook now? Write an addition problem, and then give the answer.
-12 + (-3) = -15 feet
____________________________________
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